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Speaker 1: I got a team.

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Speaker 2: It's the Bloody You Project, It's Golespo, it's Cooko, it's

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Speaker 2: harp So it's us. It's Wednesday. I don't think we've

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Speaker 2: ever done a midday potty with a Great Man, but

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Speaker 2: today's the day.

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Speaker 1: It's groundbreaking, it's revolutionary. Put it in your diary. It's

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Speaker 1: five hours.

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Speaker 2: Earlier than normally. It could be shit, it could be

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Speaker 2: some kind of cognitive breakthrough. Who knows if our brains

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Speaker 2: will work at this time. But now, if I will

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Speaker 2: say that I am jealous of you because I post

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Speaker 2: about a million things a year's about five million less

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Speaker 2: than you do. I will say that.

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Speaker 1: Because you are if nothing, you are fucking prolific. You

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Speaker 1: are more than that, But you are prolific in the shadows.

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Speaker 2: Yeah you don't want to, Yeah you don't want people

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Speaker 2: to not notice you. It's hard with two thousand bloody

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Speaker 2: posts a day. But anyway, every time I open up

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Speaker 2: any of my platforms, you're the first thing.

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Speaker 1: Anyway, and you.

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Speaker 2: Got a lot of approval from the Great Man on LinkedIn.

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Speaker 2: I've never got any like or comment or anything from him.

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Speaker 2: So I'm jealous, and my insecurities raised its ugly head

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Speaker 2: but did you feel good when you got not of approval?

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Speaker 3: I'm on claud nine right now. I'm floating. I'm floating, David.

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Speaker 2: It doesn't give away compliments easily. What is that about, Gillespoe?

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Speaker 2: Do you like to just kind of keep them up?

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Speaker 1: Bathe?

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Speaker 4: I think good thoughts about you, Craig. You don't need

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Speaker 4: to worry about that. I just it never gets to

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Speaker 4: the point where I move my hand onto the mouse

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Speaker 4: and click the button that says like on one of

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Speaker 4: your posts. But TIFF's post I agree with, and I

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Speaker 4: think it opens an important conversation, and I just I

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Speaker 4: don't know I was motivated to actually express that.

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Speaker 1: No, good for you.

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Speaker 2: You, please don't comment on any My shit didn't feel weird. Now,

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Speaker 2: so you put up a photo of a video of

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Speaker 2: you in the boxing ring coaching a lady teaching.

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Speaker 1: A lady, And then so why don't you read what

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Speaker 1: you wrote?

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Speaker 2: And then I'm curious to see why the great man

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Speaker 2: got out of his bean bag and found his mouse

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Speaker 2: and clicked on your thing.

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Speaker 3: I wanted to try and read it with a little

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Speaker 3: bit more clarity than I stumbled through it before, and.

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Speaker 4: Could Yeah, I don't know. I wasn't when you read

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Speaker 4: it before. I wasn't entirely convinced you'd written it.

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Speaker 1: A little bit of ai.

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Speaker 3: You know, when your brain goes faster or slower than

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Speaker 3: your mouth and you just end up in a word bloody. See,

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Speaker 3: I'm in and again, I'm just going to go ahead

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Speaker 3: and read it right now. Teaching blokes to box is cool,

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Speaker 3: but teaching gals, well, there's a special place in my

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Speaker 3: heart just for that, a place that thrives when it

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Speaker 3: sees women learning how to use their bodies, to hold

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Speaker 3: their ground, to generate power, to wear hit, and to

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Speaker 3: stare in the face of combat and not even think

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Speaker 3: to flinch. The physical stuff etches its way into the psyche,

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Speaker 3: and strong confident, resilient bodies become strong, confident, resilient minds.

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Speaker 3: Little girls don't get taught that too, busy being conditioned

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Speaker 3: to be nice, quiet, agreeable and pretty well. If that,

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Speaker 3: it sure doesn't keep us safe.

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Speaker 2: What do you think about I want to start with you, Cookie,

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Speaker 2: What do you think about like teaching girls to be

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Speaker 2: I agree with what you said, but teaching girls to

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Speaker 2: be aggressive and to like, how do you know when

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Speaker 2: let's say there's somebody who's got bad intentions?

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Speaker 1: When do you know when to go fuck you?

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Speaker 2: I'm going to punch you in the face, or I'm

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Speaker 2: going to sprint in the other direction, or is there

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Speaker 2: no rule of thumb?

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Speaker 3: No, well, I don't think, but it is as aggressive,

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Speaker 3: like I don't think of boxing in that way. And

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Speaker 3: when I write that post, it's more about the ability

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Speaker 3: to use like I said in it, use that physicality

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Speaker 3: to hold your ground, to be assertive, to feel like

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Speaker 3: you own something which is your body that can be

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Speaker 3: used to protect you. And that's just not typical for women.

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Speaker 3: Like sometimes I have taught a woman to and I'm

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Speaker 3: not talking about sparring. This is just padwork and talking

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Speaker 3: about the technique of throwing a punch and exerting physical force.

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Speaker 3: But I remember teaching a lady just to hit the

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Speaker 3: pads once and she hit them a few times and

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Speaker 3: she just looked up to me with tears in her

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Speaker 3: eyes and she said that, Wow, that felt really good.

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Speaker 3: You know when you watch a woman do that and

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Speaker 3: almost be shocked at the feeling of I'm allowed to

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Speaker 3: do this, it's really powerful.

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Speaker 1: Yeah, what resonated with you? David?

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Speaker 4: I think that there's a line in there about we

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Speaker 4: don't teach young girls to do that, and it occurred

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Speaker 4: to me, we don't teach young boys to do it either,

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Speaker 4: but they have a bunch of hormones that have them

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Speaker 4: do it on autopilot. And the reason it resonated with

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Speaker 4: the post resonated with me. Obviously, I have three daughters

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Speaker 4: of my own, but I guess more particularly, all three

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Speaker 4: of them play a sport called European handball, which is

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Speaker 4: a full contact indoor sport sort of like football that

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Speaker 4: played with your hands. And in Europe it's a massive

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Speaker 4: sport and here it's very very small. But getting women

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Speaker 4: to play that sport well is a challenge for exactly

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Speaker 4: that reason, which is that what we often get is

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Speaker 4: girls who play netball and who come and have a

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Speaker 4: bit of a go, and then you're asking them to

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Speaker 4: play a full contact sport, and by full contact I

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Speaker 4: mean AFL type full contact where you will be hit,

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Speaker 4: and you will be hit hard, and you have to

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Speaker 4: be able to give it out as well. You have

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Speaker 4: to be able to charge at a line at full

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Speaker 4: speed and be prepared to be tackled, and that does

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Speaker 4: not come naturally to young girls at all. So you'll

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Speaker 4: have them. You'll often be standing on the side of

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Speaker 4: a sideline of a handball game between young girls and

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Speaker 4: have coaches yelling things like it's not fucking netball, meaning

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Speaker 4: stop standing in front of people waving your arms around

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Speaker 4: and tackle them. And that's I like a game that

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Speaker 4: teaches girls to overcome that. That teaches them that they

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Speaker 4: can be assertive. And that doesn't mean hitting people. It

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Speaker 4: doesn't mean being violent, but it does mean being assertive.

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Speaker 4: It means what Tiff was talking about before, which is

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Speaker 4: owning that you have a right to be there and

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Speaker 4: that you have a right to assert yourself and it's

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Speaker 4: something that boys do naturally at that age. We don't

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Speaker 4: have this problem with boys the same age because you know,

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Speaker 4: in our club we have kids aged sort of from

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Speaker 4: ten upwards. We don't have that problem with any of

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Speaker 4: the boys because the boys go at it like a

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Speaker 4: bulleter gate and take whatever consequences come. And it's not

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Speaker 4: that they've received a different upbringing or a different training

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Speaker 4: or any of that. It psycho or bs that you

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Speaker 4: like to go on with. It's that they're they're full

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Speaker 4: of testosterone, and testosterone removes that barrier and provides an

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Speaker 4: automatic injection of assertiveness. Boys don't even contemplate the possibility

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Speaker 4: that they should be there or they shouldn't be asserting themselves,

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Speaker 4: because they've got hormones telling them to do it on autopilot.

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Speaker 4: And that is, after all, why women bothered inventing boys.

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Speaker 4: So humans are all female, right, so at base for

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Speaker 4: a female species, and the males are an aberration created

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Speaker 4: by evolution to provide a sort of dispensable, destructible, four

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Speaker 4: wheel drive version of the human species, so that you

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Speaker 4: can send out to do dangerous stuff and it doesn't

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Speaker 4: matter too much if they don't all come back because

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Speaker 4: they're not the ones having children. So from a biological perspective,

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Speaker 4: that's the purpose of males, which is to do the

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Speaker 4: dangerous stuff with less concern for the danger. And the

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Speaker 4: hormone that does that is testosterone, so it is simultaneously

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Speaker 4: causes them to be assertive and so in a social

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Speaker 4: situation has them go forward without fear, which is what

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Speaker 4: TIFF's talking about. But it's also dangerous, which is you know,

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Speaker 4: it's why you know, most of the injuries in teenagers

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Speaker 4: occur to males. It's why most of the deaths in

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Speaker 4: teenagers are males. It's why most of the crime committed

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Speaker 4: by teenagers is by males. It's because they have a

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Speaker 4: different risk assessment equation going on in their brain, and

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Speaker 4: that different equation is driven by the presence of testosterone.

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Speaker 4: And if you want to start extending this out into

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Speaker 4: other things that people worry about, you know, the gender

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Speaker 4: pay gap is all about this. So the reason that

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Speaker 4: women are paid less than men is because they don't

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Speaker 4: ask for it. It's as simple as that men are

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Speaker 4: more likely to ask for more money and get it

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Speaker 4: because they ask. Women are more likely not to because

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Speaker 4: they're not assertive. The reason they're not assertive is because

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Speaker 4: they don't have a load of testosterone coursing through their arteries.

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Speaker 4: And one of the real tricks coming back to handball

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Speaker 4: that we try to build in is teaching girls to

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Speaker 4: be assertive in the sport within the rules of the sport,

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Speaker 4: not to intentionally hurt anyone or break the rules, but

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Speaker 4: be assertive, know what the rules are allow you to do,

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Speaker 4: and push it to the limits. And it takes years

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Speaker 4: to do that. It takes years to get them to

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Speaker 4: the point where they can play as effectively with aggression

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Speaker 4: as required. And what TIFF's talking about, and the reason

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Speaker 4: I liked her post is training women to overcome their

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Speaker 4: natural reluctance to assert themselves and within the rules of

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Speaker 4: the game, whatever the game is, they're playing them the

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Speaker 4: way a male would automatically.

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Speaker 1: Yeah, is this for both of you? Is it hard?

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Speaker 2: Do you think for women to learn that in inverted commons?

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Speaker 2: Because it's not natural, it's not biologically hardwired. And yes,

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Speaker 2: I know you're not encouraged to do that sociologically growing

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Speaker 2: up TIF, but also you grow up without testoster. I

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Speaker 2: mean you have some, but you know what I mean,

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Speaker 2: there's not that biological thing going on that kind of

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Speaker 2: mitigates intelligence in the brain where we just become, as

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Speaker 2: David said, the four wheel drive version of the human species.

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Speaker 2: Do you think it's hard for girls to learn that?

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Speaker 3: I think it is. You know, I was just thinking.

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Speaker 3: When I was young, I remember giving basketball a try,

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Speaker 3: and I distinctively remember turning up a few times and

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Speaker 3: just not knowing the rules of this thing, of this

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Speaker 3: connection with boxing and boundaries, and that it taught me

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Speaker 3: boundaries and gave me a a place to express and

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Speaker 3: learn about them where I didn't in life. And I

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Speaker 3: remember this basketball experience I kind of didn't know when,

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Speaker 3: how aggressive, how you're allowed to play the game, and

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Speaker 3: so I might have got in trouble a couple of

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Speaker 3: times for getting fouls or whatever, which I didn't understand.

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Speaker 3: I just stopped playing. So boxing, for me, I loved

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Speaker 3: it because you told exactly what to do, and it's

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Speaker 3: a real sink or swim like. You get hurt if

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Speaker 3: you don't assert yourself, so you have to. But there

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Speaker 3: are rules. These are the rules. The bell goes, this

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Speaker 3: is what you're this is how you're allowed to do it,

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Speaker 3: when you're allowed to do it, and if you do

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Speaker 3: it wrong, someone will tell you. And if you don't

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Speaker 3: give it have a go, you're going to get hurt. Yeah,

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Speaker 3: so it was a great It was a great breeding

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Speaker 3: ground for that.

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Speaker 4: Yeah.

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Speaker 3: I think you're right. I don't think we don't. We're

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Speaker 3: not buy wired that way as kids, and then on

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Speaker 3: top of that, we're not conditioned that way either.

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Speaker 4: The reason I think it matters is not so that

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Speaker 4: you can be a better boxer or a better handball player,

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Speaker 4: because that sport is just a microcosm of the real world.

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Speaker 4: It's the skills you learn, the assertiveness a girl learns

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Speaker 4: on a court can transfer into her real life, which

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Speaker 4: is to take that assertiveness and overcome the natural reluctance

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Speaker 4: to push themselves forward in real life. And that's why

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Speaker 4: I want my daughters to do that. It's why I

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Speaker 4: want That's why I'm glad they play that sport, because

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Speaker 4: they are practicing something weekly that hopefully bleeds into their

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Speaker 4: real life so that when it comes time for them

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Speaker 4: to ask for a pay rise or in some other

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Speaker 4: way assert themselves in reality, they've got They've already got

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Speaker 4: that built in.

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Speaker 2: What do you This is a bit of a left

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Speaker 2: tern but knowing how different boys and girls are growing

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Speaker 2: up biologically, biochemically, behaviorally, even cognitively, we know that boys

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Speaker 2: are slower to develop that way. We've never really chatted

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Speaker 2: a whole lot about education with you and about you.

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Speaker 1: Know, what is the ideal way or what are you know?

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Speaker 2: How does traditional kind of education marry up with what

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Speaker 2: different kids, not just different personalities, but different genders need,

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Speaker 2: like what is optimal for them? Because clearly for some

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Speaker 2: boys the classroom is just not a great fit at all,

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Speaker 2: and for some girls, I guess, but it seems like

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Speaker 2: girls are better in inverted commons has a mass generalization

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Speaker 2: at school.

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Speaker 1: What are your thoughts.

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Speaker 2: On that and biology and trying to figure out how

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Speaker 2: to make it equally valuable for all kids.

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Speaker 4: So you'll be surprised to learn that I've written book

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Speaker 4: about this. In the book I wrote about the education

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Speaker 4: system called free Schools, I've got a section on what

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Speaker 4: the research says about what works for boys and girls.

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Speaker 4: So there's quite a lot of research in this area

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Speaker 4: because firstly because of the great debate about whether or

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Speaker 4: not you should go to single sex schools or co

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Speaker 4: ed schools, and also the question about One of the

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Speaker 4: things that's been observed consistently in the research is that girls.

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Speaker 4: You take same demographically matched boys and girls, so you know,

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Speaker 4: and demographic matching is important because in failing education systems

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Speaker 4: like the Australian one, the best predictor of outcomes is

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Speaker 4: the wealth of your parents. So you want to demographically

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Speaker 4: match the kids when you do any kind of studies.

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Speaker 4: So if you take demographically matched boys and girls and

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Speaker 4: look at their results, you find the boys consistently do

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Speaker 4: worse than girls on average until the beginning of puberty,

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Speaker 4: and then what happens is it reverses. So then what

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Speaker 4: happens is the girls, for some reason who are cruising

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Speaker 4: along getting a's, start getting b's and then c's, and

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Speaker 4: their performance and I'm talking average, you see, there's always

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Speaker 4: individuals exceptions to this, but on average, the girl's performance

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Speaker 4: seems to have peaked at around the startup puberty, which

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Speaker 4: is usually around about year nine, and then starts to

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Speaker 4: tail off into year twelve, so that by the end

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Speaker 4: of year twelve, the boys are consistently outperforming the girls.

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Speaker 4: And you know, there's been all sorts of theories about

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Speaker 4: what's going on there. The one that appeals to me

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Speaker 4: is that once puberty starts, and we've talked about before

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Speaker 4: the what happens during puberty is that a control hormone

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Speaker 4: called gabba gaba gets turned off in order for puberty

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Speaker 4: to start happening. It's the thing that stops you becoming

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Speaker 4: addicted to things before you are, so it makes turning

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Speaker 4: it off makes you much more sensitive to dopamine and

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Speaker 4: the rewards that come from dopamine. One of the biggest

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Speaker 4: rewards that comes from dopamine for teenage girls is the

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Speaker 4: approval of others. So peer pressure becomes extremely important to

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Speaker 4: teenage girls once they enter puberty much more important than boys.

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Speaker 4: Boys do care what others think of them, but nowhere

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Speaker 4: near as much as girls do. And in particular, what

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Speaker 4: starts to happen there is that two things occur. A

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Speaker 4: peer group pressure towards average performance, not standing out, not

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Speaker 4: being a tall poppy, etc. Starts to develop, and also

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Speaker 4: impressing boys starts to become something that is important that

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Speaker 4: previously wasn't. So what a boy thinks about you starts

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Speaker 4: to matter, whereas pride to puberty it didn't. And so

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Speaker 4: from a biochemical perspective, you can see that trajectory happening

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Speaker 4: where the gabba kicks in dopamine rewards become much more important.

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Speaker 4: Primary source of dopamine rewards is oxytocin in females, particularly

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Speaker 4: teenage females, and oxytocin is generated by the approval of others.

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Speaker 4: So that kind of thing occurring seems to explain that

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Speaker 4: that trajectory where women females outperform males up until puberty,

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Speaker 4: and then after puberty they don't. It's not that the

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Speaker 4: males are getting smarter, it's that they're still on the

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Speaker 4: same trajectory, but the females are dropping off.

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Speaker 2: Wow, that is so interesting. How do people like I

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Speaker 2: feel like a lot of people would push back against

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Speaker 2: that thinking, you know, is that that comes a point where,

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Speaker 2: you know, it's really important to girls that they get

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Speaker 2: boys approval. I feel like they're all going to but not.

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Speaker 4: Just boys, sorry, not just boys. Everyone's approval, but the

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Speaker 4: boys are definitely a factor in it as well.

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Speaker 2: Yeah, yeah, And it seems interesting to me that at

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Speaker 2: the time when guys get into puberty, which is when

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Speaker 2: testosterone rockets, that they don't go more like they become

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Speaker 2: better at better students, and.

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Speaker 4: They're not better students, they're just it's just not affecting them.

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Speaker 4: So it's that puberty isn't taking them off their game.

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Speaker 4: So the ones that we're going to do well keep

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Speaker 4: on doing well, whereas what's happening with the girls is

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Speaker 4: that they are dropping off the game. So the girls

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Speaker 4: who were doing well are becoming distracted by the need

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Speaker 4: to impress other people.

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Speaker 1: And did you.

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Speaker 2: Say that that the girls don't want to stand out,

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Speaker 2: like it becomes almost more attractive meet theocrity becomes more

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Speaker 2: attractive than being a high achievement.

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Speaker 4: So the way oxytocin works is that you're rewarded for

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Speaker 4: obtaining the approval of other people, and in particular, you're

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Speaker 4: rewarded for obtaining the approval of people you care about,

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Speaker 4: and peer group becomes extremely important to teenage girls because

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Speaker 4: of that pressure. So it's that it's important to do

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Speaker 4: the things that your peers regard as important. Now, some girls,

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Speaker 4: you know it might be in I don't know, mensa

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Speaker 4: or something and be hanging out with a group of

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Speaker 4: extremely intelligent girls for whom it is really really important

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Speaker 4: that you be extremely intelligent and that same dynamic will work.

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Speaker 4: But that's not what happens on average. On average, most

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Speaker 4: people are average, and being average is the important thing,

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Speaker 4: not standing out from that crowd.

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Speaker 2: Yeah, yeah, yeah, if I feel like you would have

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Speaker 2: been a bit of a lone wolf in your town.

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Speaker 2: I couldn't see you hanging out too much with the

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Speaker 2: girls just I don't know, gas bag, and not not

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Speaker 2: to that.

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Speaker 1: You know what I mean. But I couldn't see you

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Speaker 1: in a bit of a click.

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Speaker 3: No, no, I was one of those people, was hanging

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Speaker 3: out with all sorts, but often out with the boys. Shocker,

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Speaker 3: absolute shocker, often out riding box with the boys and

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Speaker 3: getting into trouble.

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Speaker 1: Of course, you were of course you were.

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Speaker 2: And David with your three girls, since they've gotten into

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Speaker 2: European handball, have you seen any shift in them in

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Speaker 2: terms of personality and thinking and you know behavior, any,

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Speaker 2: I mean any they're still not boys.

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Speaker 4: Let's put it.

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Speaker 1: Let's not that then they're still.

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Speaker 4: Not boys like I've got three boys as well, and

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Speaker 4: they're still not on autopilot assertive, right, but they're more

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Speaker 4: able to be convinced to be have They still have

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Speaker 4: to be talked into it, they have to have it

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Speaker 4: pointed out to them, but they're not afraid of it,

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Speaker 4: which I think is the difference. You're not going to

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Speaker 4: give them an automatic injection of assertiveness, but you are

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Speaker 4: going to show them what it feels like and what

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Speaker 4: TIF described before about you have to tell them. You

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Speaker 4: have to let them feel what it feels like and

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Speaker 4: then come back to them and say, remember how that felt, Well,

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Speaker 4: you can and should do that again. But you're not

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Speaker 4: going to give them an automatic right on autopilot. I

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Speaker 4: automatically assert myself that that still doesn't happen.

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Speaker 2: When you come when we go back full circle now

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Speaker 2: back to you Tip in the boxing ring with that

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Speaker 2: lady and lots of ladies that you do and have trained.

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Speaker 2: Is it like they on some level go, I didn't

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Speaker 2: know I could do this, bea Is this okay to

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Speaker 2: be given approval or permission, not that they need it,

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Speaker 2: but to punch it and be aggressive and all of

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Speaker 2: those things which are part of the human experience.

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Speaker 3: Yeah, yeah, And I think you know, when you really

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Speaker 3: teach them how to do it and they feel it,

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Speaker 3: you can tell it's like they just they just look like, Oh,

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Speaker 3: I never knew this was a thing. I've never felt

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Speaker 3: like this before. It's amazing.

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Speaker 2: It's kind of therapeutic, I think as well, Like apart

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Speaker 2: from the obvious one of it's fun punching shit, and

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Speaker 2: I'm developing skills and building it's his punch fund to

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Speaker 2: punch it, but like emotionally and psychologically and even sociologically,

384
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Speaker 2: to change internally, like as a byproduct of doing something

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Speaker 2: you maybe never thought you would do, but you're doing it.

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Speaker 1: Yeah, yeah, yeah. Have you ever thrown a punch? Gillispow,

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Speaker 1: not that I recall. Are you a lover?

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Speaker 4: I love it? Not a fighter? Obviously?

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Speaker 1: Yes, And you could talk your way out of anything.

390
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Speaker 4: I've never felt the need to. Let's put it that way. Yeah,

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Speaker 4: it's and in that I've been fortunate.

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Speaker 1: I guess were you a nerd at school or were

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Speaker 1: you cool?

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Speaker 4: I don't know, it was probably a nerd, isis f Well,

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Speaker 4: I don't think it was either. Really. I was just

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Speaker 4: ordinary at school, you know, but there were situations where

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Speaker 4: I probably could have ended up being punched, but tended

398
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Speaker 4: to be able to, as you say, bullshit my way

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Speaker 4: out of it.

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Speaker 1: Me too. I'm a love I believe that tip never

401
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Speaker 1: throwing a punch. Yeah. Yeah.

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Speaker 2: And so when you were not getting punched in the

403
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Speaker 2: face when you're a teenager at school, when you were

404
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Speaker 2: like fourteen fifteen, you just hit puberty, what did you

405
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Speaker 2: think you were going to do?

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Speaker 3: Like?

407
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Speaker 1: What was like?

408
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Speaker 2: Did you come out of school going laws for me?

409
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Speaker 2: Or did you fall into it or was.

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Speaker 4: I No, I had absolutely no idea what I was

411
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Speaker 4: going to do.

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Speaker 2: I wanted you more about programming and computers, and.

413
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Speaker 4: I was certainly I was messing around with that stuff.

414
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Speaker 4: But I got a score that would have allowed me

415
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Speaker 4: to do medicine in school, and shocker, and I didn't,

416
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Speaker 4: mostly because I didn't feel I knew I wanted to

417
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Speaker 4: do it. Everyone else thought I was insane for not

418
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Speaker 4: doing it. But the reason I did law was because

419
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Speaker 4: I felt I still had options. You know, I could

420
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Speaker 4: always change my mind later. You do law, it's kind

421
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Speaker 4: of like a general purpose qualification. And even there, I

422
00:25:45,520 --> 00:25:47,639
Speaker 4: wasn't really committed to it because I did commerce or so,

423
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Speaker 4: you know, I could have been in an accountant too,

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Speaker 4: And at the end of third year I almost did

425
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Speaker 4: drop the rest and be an accountant. But then I thought, yeah,

426
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Speaker 4: it's committing to a path. So at every point I've

427
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Speaker 4: always taken the choice that doesn't cause me to commit

428
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Speaker 4: to a particular thing.

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Speaker 2: I feel like, though you're pretty pretty fascinated with the

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Speaker 2: body biology and not liking psychology is bullshit, but physiology, Yeah, as.

431
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Speaker 1: The further I go, I'm agreeing with you.

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Speaker 4: Well, the biochemistry to me has so many explanations. I mean,

433
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Speaker 4: I'm always fascinated with I like to understand how things work.

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Speaker 4: And we're at an exciting time in biochemistry and neurology

435
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Speaker 4: because we're finally getting to a point where we really

436
00:26:45,920 --> 00:26:50,800
Speaker 4: understand how some things work. After decades and decades of

437
00:26:50,840 --> 00:26:53,400
Speaker 4: people sort of flapping their arms and running around and

438
00:26:53,440 --> 00:26:57,040
Speaker 4: coming up with theories, we're starting to get the tools

439
00:26:57,160 --> 00:27:01,600
Speaker 4: that allow us to actually see things working. And for

440
00:27:01,640 --> 00:27:05,080
Speaker 4: the same reason I love astronomy too, and looking outwards

441
00:27:05,080 --> 00:27:07,480
Speaker 4: as well. But we don't have anywhere near the science

442
00:27:08,119 --> 00:27:11,080
Speaker 4: about that that we do about starting to have about

443
00:27:11,080 --> 00:27:15,760
Speaker 4: the human body, and so there's a lot less answers

444
00:27:15,840 --> 00:27:19,480
Speaker 4: out in space. But right now, in this point in history,

445
00:27:19,560 --> 00:27:23,119
Speaker 4: we're starting to get real answers about how the human

446
00:27:23,160 --> 00:27:26,679
Speaker 4: body and brain works. And I find that really fascinating,

447
00:27:26,840 --> 00:27:30,480
Speaker 4: you know, to find like the article that we briefly

448
00:27:30,480 --> 00:27:32,360
Speaker 4: mentioned before that we're not going to talk about much,

449
00:27:32,400 --> 00:27:34,720
Speaker 4: but if anyone wants to read about it, I've written

450
00:27:34,720 --> 00:27:38,959
Speaker 4: about psoriasis and how omega six fats cause that, and

451
00:27:39,000 --> 00:27:42,040
Speaker 4: how the science is now so good that I can

452
00:27:42,119 --> 00:27:44,520
Speaker 4: definitively say to you because of a study that was

453
00:27:44,560 --> 00:27:49,480
Speaker 4: published a month or two ago, it is absolutely definitively

454
00:27:49,560 --> 00:27:54,000
Speaker 4: caused by seed oils, not correlation, none of that crap.

455
00:27:54,560 --> 00:27:59,399
Speaker 4: You know, two hundred thousand people definitively prove to be

456
00:27:59,520 --> 00:28:03,600
Speaker 4: caused by seed oils. And that's where we're getting to

457
00:28:03,720 --> 00:28:06,760
Speaker 4: with the science on this stuff. It's no longer speculation.

458
00:28:07,400 --> 00:28:10,760
Speaker 4: We actually know how it works and can prove it.

459
00:28:12,040 --> 00:28:14,200
Speaker 1: I should probably ask you this off there, but fuck

460
00:28:14,240 --> 00:28:18,320
Speaker 1: it while you're here. Do you have the title of

461
00:28:18,320 --> 00:28:19,160
Speaker 1: that paper.

462
00:28:20,400 --> 00:28:23,479
Speaker 4: You well, the link is of course in the article.

463
00:28:24,080 --> 00:28:27,960
Speaker 2: Yeah right, okay, so we just read the articles called

464
00:28:28,000 --> 00:28:31,000
Speaker 2: the Fire on Your Skin and it's about psoriasis and

465
00:28:31,040 --> 00:28:32,080
Speaker 2: it's at raisin Hell.

466
00:28:32,480 --> 00:28:35,240
Speaker 4: So if you just google raisin Hell, the less be substack,

467
00:28:35,320 --> 00:28:35,920
Speaker 4: you'll find it.

468
00:28:37,000 --> 00:28:42,240
Speaker 1: We'll go to substack. Perfect full circle, Tiff.

469
00:28:45,080 --> 00:28:47,880
Speaker 2: Do you feel good now that you've got the Gillespie approval,

470
00:28:48,040 --> 00:28:48,959
Speaker 2: the nod, the ticket.

471
00:28:49,120 --> 00:28:50,719
Speaker 3: I'm done for the week now I might have the

472
00:28:50,720 --> 00:28:51,560
Speaker 3: rest of the week off.

473
00:28:52,800 --> 00:28:56,680
Speaker 1: Treat myself now, David. It's free Schools dot org.

474
00:28:56,760 --> 00:29:01,120
Speaker 4: Right, yes, yes, that's the the charity that I built

475
00:29:01,360 --> 00:29:03,240
Speaker 4: as a result of writing that book about the education.

476
00:29:03,360 --> 00:29:09,080
Speaker 1: That is a really, really expansive and valuable website. Go

477
00:29:09,160 --> 00:29:11,240
Speaker 1: have a look at that everyone, Free Schools dot Org.

478
00:29:11,840 --> 00:29:15,960
Speaker 1: We appreciate you as always, sir, absolute pleasure. Enjoy the

479
00:29:16,000 --> 00:29:17,560
Speaker 1: rest of your day you too.