1 00:00:00,680 --> 00:00:04,040 Speaker 1: Welcome to the Tutor Dixon Podcast. We're excited today because 2 00:00:04,040 --> 00:00:06,800 Speaker 1: we have a reporter from Campus Reform. Her name is 3 00:00:06,840 --> 00:00:10,440 Speaker 1: Emily Sturge, and she has been reporting on everything that's 4 00:00:10,480 --> 00:00:13,239 Speaker 1: going on in campuses. Obviously, we know that there's a lot, 5 00:00:13,320 --> 00:00:16,480 Speaker 1: We've seen a lot of indoctrination on our college campuses, 6 00:00:16,920 --> 00:00:19,000 Speaker 1: but I think in the wake of what we saw 7 00:00:20,239 --> 00:00:23,600 Speaker 1: in Utah and what happened with Charlie Kirk, we're keeping 8 00:00:23,640 --> 00:00:24,639 Speaker 1: a closer eye on this. 9 00:00:24,680 --> 00:00:26,720 Speaker 2: So Emily, thank you so much for joining me today. 10 00:00:27,000 --> 00:00:28,520 Speaker 3: It's great to be with you. We have a lot 11 00:00:28,560 --> 00:00:29,080 Speaker 3: to get into. 12 00:00:29,840 --> 00:00:33,720 Speaker 1: We do, absolutely and first I want to talk about 13 00:00:33,760 --> 00:00:37,560 Speaker 1: this group that had the NERF guns on college campuses 14 00:00:37,600 --> 00:00:38,559 Speaker 1: and the plan for that. 15 00:00:38,960 --> 00:00:41,000 Speaker 2: Can you explain a little bit about that. 16 00:00:41,560 --> 00:00:45,120 Speaker 3: Absolutely, So, in the wake of Charlie Kirk's assassination, I 17 00:00:45,120 --> 00:00:48,080 Speaker 3: think everybody in this country can agree that there is 18 00:00:48,120 --> 00:00:52,839 Speaker 3: a political violence problem, particularly among Generation Z, and it 19 00:00:52,880 --> 00:00:55,920 Speaker 3: goes right back to our college campuses, it goes right 20 00:00:55,960 --> 00:00:59,440 Speaker 3: back to social media. But really our higher education system 21 00:00:59,480 --> 00:01:02,160 Speaker 3: has normal this idea of political violence. And I've been 22 00:01:02,200 --> 00:01:07,000 Speaker 3: reporting on professors celebrating Charlie Kirk's death, and then also 23 00:01:07,120 --> 00:01:10,760 Speaker 3: this instance, at the University of Washington, a leftist student 24 00:01:10,800 --> 00:01:14,720 Speaker 3: group there planned and advertised an event where it was 25 00:01:15,000 --> 00:01:17,680 Speaker 3: set up like a carnival game and they wanted to 26 00:01:17,920 --> 00:01:21,720 Speaker 3: have dartboards of political figures and then practice shooting them 27 00:01:21,840 --> 00:01:26,080 Speaker 3: with nerve guns. This is just a couple weeks after 28 00:01:26,240 --> 00:01:30,600 Speaker 3: Charlie Kirk's assassination. I have no words. It's completely toned off, 29 00:01:30,600 --> 00:01:34,520 Speaker 3: out of touch, violent, divisive, all of the above. The 30 00:01:34,680 --> 00:01:39,040 Speaker 3: university advertised this event on their website, and then. 31 00:01:39,040 --> 00:01:41,520 Speaker 2: The university actually advertised this event. 32 00:01:41,840 --> 00:01:44,360 Speaker 3: It was on their event's web page on their website. 33 00:01:44,400 --> 00:01:47,440 Speaker 3: We found it, we took screenshots. The university did take 34 00:01:47,480 --> 00:01:50,120 Speaker 3: it down, and then I've been trying to get in 35 00:01:50,200 --> 00:01:53,600 Speaker 3: contact with members of the university faculty there, and the 36 00:01:53,880 --> 00:01:56,040 Speaker 3: ultimate response that I've gotten is they say that it 37 00:01:56,080 --> 00:01:58,640 Speaker 3: doesn't align with their values, but they did allow it 38 00:01:58,680 --> 00:02:02,000 Speaker 3: to be published on their web site. Now I don't 39 00:02:02,000 --> 00:02:04,640 Speaker 3: believe that the event took place. I think the students 40 00:02:04,960 --> 00:02:08,240 Speaker 3: realized that they were really setting themselves up for disaster 41 00:02:08,400 --> 00:02:11,600 Speaker 3: by holding an event like this. So the university says 42 00:02:11,639 --> 00:02:13,760 Speaker 3: that no nerve guns were brought to campus, but it's 43 00:02:13,800 --> 00:02:17,400 Speaker 3: the fact that somebody approved this event it made its 44 00:02:17,440 --> 00:02:22,400 Speaker 3: way to the university website, and students are comfortable promoting 45 00:02:22,639 --> 00:02:26,680 Speaker 3: events like this on campus because their professors have emboldened them. 46 00:02:26,919 --> 00:02:29,919 Speaker 3: With such violent and devisive rhetoric taking place in the classroom, 47 00:02:29,960 --> 00:02:33,720 Speaker 3: students are okay with bringing that violence and divisiveness to 48 00:02:33,760 --> 00:02:34,760 Speaker 3: the campus quad too. 49 00:02:35,600 --> 00:02:39,799 Speaker 1: I've heard so many stories from people since we experienced 50 00:02:39,800 --> 00:02:44,040 Speaker 1: this assassination, which is shocking to me because our kids 51 00:02:44,080 --> 00:02:46,639 Speaker 1: have never seen this. We've never seen this in our lifetime. 52 00:02:46,880 --> 00:02:50,360 Speaker 1: We have students on a university campus who witnessed the 53 00:02:50,400 --> 00:02:54,480 Speaker 1: assassination of a political figure, and you have professors who 54 00:02:54,520 --> 00:02:57,360 Speaker 1: are cheering it on. And to think that that would 55 00:02:57,440 --> 00:03:01,519 Speaker 1: have happened two weeks after Charlie's death, that they would 56 00:03:01,600 --> 00:03:05,840 Speaker 1: a university would actually promote the act of shooting a 57 00:03:05,880 --> 00:03:07,440 Speaker 1: political figure in the face. 58 00:03:08,400 --> 00:03:11,240 Speaker 3: It's unbelievable, but it doesn't shock me at all. I've 59 00:03:11,280 --> 00:03:15,680 Speaker 3: also reported multiple professors who've made comments in the classroom 60 00:03:16,040 --> 00:03:20,440 Speaker 3: celebrating Charlie Kirk's death. A UPenn professor celebrated his death 61 00:03:20,480 --> 00:03:24,200 Speaker 3: called him the head of Trump's Hitler youth. At Ohio 62 00:03:24,320 --> 00:03:26,960 Speaker 3: State University, they have a medical center there and a 63 00:03:27,000 --> 00:03:31,560 Speaker 3: respiratory therapist there called Charlie Kirk a waste of oxygen, 64 00:03:31,720 --> 00:03:34,680 Speaker 3: how ironic, and then said that Charlie Kirk might be 65 00:03:34,720 --> 00:03:38,200 Speaker 3: worth something to the vultures. That's the rhetoric coming from 66 00:03:38,320 --> 00:03:42,080 Speaker 3: university professors. They are spreading that in their classrooms, They're 67 00:03:42,080 --> 00:03:46,520 Speaker 3: spreading that on social media. They're emboldening students to carry 68 00:03:46,520 --> 00:03:51,000 Speaker 3: on that similar rhetoric with carnival games like at the 69 00:03:51,120 --> 00:03:54,720 Speaker 3: University of Washington, where students plan to shoot political figures 70 00:03:55,040 --> 00:03:58,120 Speaker 3: with nerve guns. So it's not shocking. And then I 71 00:03:58,120 --> 00:04:01,200 Speaker 3: think back to when we saw the attempt at assassination 72 00:04:01,320 --> 00:04:04,280 Speaker 3: of the president. I also reported some of the devisive 73 00:04:04,360 --> 00:04:08,200 Speaker 3: rhetoric from professors on that too, professors that were actually 74 00:04:08,280 --> 00:04:12,280 Speaker 3: upset that the attempt at assassin Thomas Matthew Kirks was 75 00:04:12,320 --> 00:04:13,080 Speaker 3: not successful. 76 00:04:13,720 --> 00:04:17,120 Speaker 1: You know, I think as I listened to this and 77 00:04:17,160 --> 00:04:21,120 Speaker 1: I see these words that you talked about the University 78 00:04:21,160 --> 00:04:24,360 Speaker 1: of Pennsylvania saying that he was the head of Trump's 79 00:04:24,560 --> 00:04:27,800 Speaker 1: hitler youth, the University of South Dakota saying he was 80 00:04:28,800 --> 00:04:32,920 Speaker 1: a hate spreading Nazi Ohio state, as you said, calling 81 00:04:32,960 --> 00:04:35,640 Speaker 1: him a waste of oxygen. As I read all of 82 00:04:35,680 --> 00:04:38,120 Speaker 1: these and I see what they're saying out there. I 83 00:04:38,120 --> 00:04:41,680 Speaker 1: also think about how the left has indoctrinated students into 84 00:04:41,680 --> 00:04:45,760 Speaker 1: thinking if you say something, then you are dangerous, if 85 00:04:45,800 --> 00:04:49,039 Speaker 1: you speak in a certain way, then you are violent, 86 00:04:49,160 --> 00:04:53,240 Speaker 1: and that has created this narrative of if speech is violence, 87 00:04:53,600 --> 00:04:56,520 Speaker 1: then you can go after those people with violence the 88 00:04:56,560 --> 00:04:59,560 Speaker 1: same We've talked about this on the podcast, but here 89 00:04:59,640 --> 00:05:02,279 Speaker 1: it is a totally different thing. When you hear about 90 00:05:02,640 --> 00:05:07,160 Speaker 1: professors in the classroom saying things like the head of 91 00:05:07,200 --> 00:05:11,640 Speaker 1: Trump's Hitler youth, I mean, that was a genocide and 92 00:05:11,960 --> 00:05:17,920 Speaker 1: they're calling him that in the classroom. That allows students 93 00:05:17,920 --> 00:05:20,200 Speaker 1: to have a totally different view of how they deal 94 00:05:20,240 --> 00:05:21,000 Speaker 1: with things like this. 95 00:05:21,440 --> 00:05:25,120 Speaker 3: So professors in the classroom are using this word constantly fascism, 96 00:05:25,160 --> 00:05:28,200 Speaker 3: Students feel emboldened to promote violence on their campuses because 97 00:05:28,200 --> 00:05:30,880 Speaker 3: they're hearing that from their professors. I think back to 98 00:05:31,040 --> 00:05:33,320 Speaker 3: we reported a story at Campus Reform a while ago, 99 00:05:33,360 --> 00:05:39,360 Speaker 3: and we're ras and dorms were actually they were remarking 100 00:05:39,440 --> 00:05:42,560 Speaker 3: Trump supporters as dangerous, and they were providing directives to 101 00:05:42,600 --> 00:05:46,760 Speaker 3: students saying that, you know, having Trump supporters and dorms 102 00:05:46,800 --> 00:05:49,120 Speaker 3: having Trump flags is something that's dangerous, something that we 103 00:05:49,160 --> 00:05:51,799 Speaker 3: need to watch out for. That's how our higher education 104 00:05:51,920 --> 00:05:55,680 Speaker 3: system has treated conservatives for so many years. So it's 105 00:05:55,720 --> 00:05:58,839 Speaker 3: not surprising that now we're seeing professors that are promoting 106 00:05:58,839 --> 00:06:01,560 Speaker 3: such violent rhetoric in the way of such a violent 107 00:06:01,600 --> 00:06:05,840 Speaker 3: assassination that's really really impacting young people. Young people are 108 00:06:05,960 --> 00:06:09,400 Speaker 3: mourning Charlie Kirk's assassination, and professors are just toned up 109 00:06:09,440 --> 00:06:11,360 Speaker 3: to it and actually promoting violence. 110 00:06:11,960 --> 00:06:12,159 Speaker 2: Yeah. 111 00:06:12,200 --> 00:06:15,360 Speaker 1: I want to actually share a clip that Charlie shared 112 00:06:15,600 --> 00:06:18,280 Speaker 1: just weeks before his death. I mean, I think it 113 00:06:18,360 --> 00:06:20,680 Speaker 1: was the middle of July when he shared this. It's 114 00:06:20,720 --> 00:06:23,360 Speaker 1: from Belmont University, and the reason I want to share 115 00:06:23,400 --> 00:06:26,760 Speaker 1: it is that they recently fired a professor for calling 116 00:06:26,839 --> 00:06:30,159 Speaker 1: Charlie Kirk and amplifier of fascism. And I just wonder 117 00:06:30,160 --> 00:06:33,279 Speaker 1: if there's a little bit after Charlie shared this about 118 00:06:33,320 --> 00:06:35,520 Speaker 1: the university. I just wonder if there's a little bit 119 00:06:35,520 --> 00:06:38,120 Speaker 1: more scrutiny there, which I appreciate. I have to say 120 00:06:38,160 --> 00:06:41,080 Speaker 1: that the universities that saw this and they said, we've 121 00:06:41,120 --> 00:06:42,440 Speaker 1: got to get rid of this. We've got to make 122 00:06:42,480 --> 00:06:44,880 Speaker 1: sure these people are no longer employed on our campus. 123 00:06:45,279 --> 00:06:49,239 Speaker 1: That's important because you have people who are teaching our youth, 124 00:06:49,520 --> 00:06:52,040 Speaker 1: and you have too many universities today that look the 125 00:06:52,120 --> 00:06:55,520 Speaker 1: other way or they're actually promoting this. I think Belmont's 126 00:06:55,560 --> 00:06:59,640 Speaker 1: one of them who has been under the microscope ever 127 00:06:59,680 --> 00:07:02,080 Speaker 1: since Charlie posted this. It's a little bit long, but 128 00:07:02,160 --> 00:07:04,640 Speaker 1: I want people to be able to hear what's happening 129 00:07:04,720 --> 00:07:07,880 Speaker 1: behind the scenes at the university. And just to set 130 00:07:07,920 --> 00:07:11,640 Speaker 1: this up, this was a group in the university that 131 00:07:11,760 --> 00:07:15,720 Speaker 1: was promoting DEI and also gets into some depth about 132 00:07:15,720 --> 00:07:18,640 Speaker 1: what that means for illegal aliens at the university. 133 00:07:18,720 --> 00:07:20,160 Speaker 2: So here we'll play it for you. 134 00:07:21,480 --> 00:07:23,160 Speaker 3: Well, I always going to keep doing what we're doing. 135 00:07:23,240 --> 00:07:24,320 Speaker 3: The work never stops. 136 00:07:24,400 --> 00:07:26,360 Speaker 4: We just changed on how we talk about it. 137 00:07:26,560 --> 00:07:27,320 Speaker 3: Obviously, you get down. 138 00:07:27,320 --> 00:07:29,840 Speaker 4: I'm very passionate about stuff like that. We always try 139 00:07:29,920 --> 00:07:33,480 Speaker 4: to just adapt to what's happening around us. But that 140 00:07:33,520 --> 00:07:34,680 Speaker 4: doesn't mean like what. 141 00:07:34,680 --> 00:07:36,560 Speaker 3: We're focusing on completely stop. 142 00:07:36,640 --> 00:07:40,240 Speaker 4: So we definitely have to navigate very carefully and just constiously, 143 00:07:40,560 --> 00:07:43,200 Speaker 4: just because we just don't ever know, especially with like 144 00:07:43,280 --> 00:07:45,400 Speaker 4: the ice rays that are happening in the city that 145 00:07:45,440 --> 00:07:49,600 Speaker 4: impacts our campus. We do have undocuments, yeah, oh yeah. 146 00:07:49,640 --> 00:07:55,480 Speaker 5: We don't communicate to anybody externally who's undocumented who is 147 00:07:55,680 --> 00:07:58,400 Speaker 5: and so like, guess we know who it is scause 148 00:07:58,440 --> 00:08:01,720 Speaker 5: we don't really know how could they unless it's dedicated 149 00:08:01,720 --> 00:08:05,000 Speaker 5: in the system somewhere. We have an office just dedicated 150 00:08:05,120 --> 00:08:07,960 Speaker 5: for like student international students. 151 00:08:08,440 --> 00:08:11,600 Speaker 4: We try to create an inclusive space as possible here 152 00:08:11,600 --> 00:08:15,040 Speaker 4: at Belmont. No, we're not going to be out in 153 00:08:15,160 --> 00:08:18,880 Speaker 4: the news of doing all these things. This is how 154 00:08:18,920 --> 00:08:20,680 Speaker 4: we stand and this is what we stand by. 155 00:08:20,760 --> 00:08:22,000 Speaker 3: And no, we're not going to. 156 00:08:22,000 --> 00:08:23,520 Speaker 4: Make any outward statements. 157 00:08:24,040 --> 00:08:28,680 Speaker 5: However, the work, the initiatives, things that are happening on campus, 158 00:08:28,760 --> 00:08:31,800 Speaker 5: that's how we show how inclusive are being, even with 159 00:08:31,920 --> 00:08:33,800 Speaker 5: us being a private school, like we do, get them 160 00:08:34,000 --> 00:08:35,520 Speaker 5: to get some heat on it. 161 00:08:35,640 --> 00:08:37,839 Speaker 4: The hub will be here pint in contact to really 162 00:08:37,920 --> 00:08:40,599 Speaker 4: just understand how the landscape. 163 00:08:40,240 --> 00:08:41,120 Speaker 3: Looks at Belmont. 164 00:08:41,160 --> 00:08:44,240 Speaker 4: But also how can you be involved in those things. 165 00:08:44,160 --> 00:08:46,480 Speaker 5: Without like the facts reading in here. 166 00:08:47,200 --> 00:08:48,240 Speaker 3: We're doing the work. 167 00:08:48,280 --> 00:08:50,160 Speaker 4: We just may not be as loud as. 168 00:08:50,040 --> 00:08:51,800 Speaker 3: Other people are about it. 169 00:08:51,800 --> 00:08:53,480 Speaker 5: It is the way because. 170 00:08:53,320 --> 00:08:55,840 Speaker 4: If we're navigating in the shadow, it's like nobody will 171 00:08:56,280 --> 00:08:57,439 Speaker 4: nobody's paying attention. 172 00:08:57,280 --> 00:09:00,880 Speaker 1: To Belmont well after Charlie shared that a lot of 173 00:09:00,880 --> 00:09:04,280 Speaker 1: people were paying attention to Belmont. How common is this 174 00:09:04,440 --> 00:09:08,840 Speaker 1: story that universities are. I mean, he literally says, we 175 00:09:08,880 --> 00:09:11,280 Speaker 1: don't want the Feds running in here. They know they're 176 00:09:11,280 --> 00:09:15,240 Speaker 1: doing something that is illegal, and they're hiding people on 177 00:09:15,280 --> 00:09:16,040 Speaker 1: the campus. 178 00:09:16,280 --> 00:09:17,520 Speaker 2: To me, it's shocking, it's stunning. 179 00:09:17,800 --> 00:09:20,559 Speaker 3: Well, first off, we've seen dozens of these videos. We've 180 00:09:20,559 --> 00:09:24,400 Speaker 3: been reporting our campus reform, these undercover videos where faculty 181 00:09:24,440 --> 00:09:28,839 Speaker 3: members are completely exposing themselves and they're completely exposing the universities. 182 00:09:29,120 --> 00:09:32,560 Speaker 3: As we've seen state and federal laws try to remove 183 00:09:32,679 --> 00:09:36,640 Speaker 3: DEI from our classrooms, remove DEI programming, remove taxpayer funded 184 00:09:37,320 --> 00:09:40,800 Speaker 3: DEI on our campuses. Now we're seeing faculty members like 185 00:09:40,840 --> 00:09:43,920 Speaker 3: the one in that video instead choose to say that 186 00:09:43,920 --> 00:09:46,920 Speaker 3: they're still promoting it. But everything's sort of under the table, 187 00:09:47,400 --> 00:09:49,520 Speaker 3: and I've been reporting what I like to call the 188 00:09:49,600 --> 00:09:54,280 Speaker 3: great DEI rebrand, where DEI is still very much pervasive 189 00:09:54,440 --> 00:09:58,720 Speaker 3: in our courses, throughout lectures, in the university classroom, throughout 190 00:09:58,880 --> 00:10:02,960 Speaker 3: even admission, and universities are just finding a way to 191 00:10:03,000 --> 00:10:04,760 Speaker 3: cover it up because of course they want to protect 192 00:10:04,800 --> 00:10:08,280 Speaker 3: their state and federal funding. We've seen really positive changes 193 00:10:08,679 --> 00:10:12,400 Speaker 3: from the Trump administration now saying that universities need to 194 00:10:12,480 --> 00:10:16,400 Speaker 3: report admissions data. Hopefully that will remove some of the 195 00:10:16,880 --> 00:10:20,560 Speaker 3: under the table diversity equity and inclusion within college admissions, 196 00:10:20,559 --> 00:10:26,080 Speaker 3: but we still see applications for college admissions where they're 197 00:10:26,120 --> 00:10:29,280 Speaker 3: asking students questions and they're posed in a way where 198 00:10:29,280 --> 00:10:34,400 Speaker 3: they want students to commit an allegiance to leftism, to diversity, 199 00:10:34,400 --> 00:10:36,920 Speaker 3: equity and inclusion. So the more we see of these 200 00:10:37,000 --> 00:10:39,960 Speaker 3: videos exposing what's going on behind the scenes, the more 201 00:10:40,000 --> 00:10:42,559 Speaker 3: we report on it bring attention to it. I think 202 00:10:42,600 --> 00:10:45,439 Speaker 3: we're headed in the right direction, and I give props 203 00:10:45,520 --> 00:10:48,280 Speaker 3: people like Charlie Kirk sharing these videos on social media. 204 00:10:48,320 --> 00:10:51,360 Speaker 3: Of course, Charlie Kirk had a great following. He had 205 00:10:51,400 --> 00:10:54,600 Speaker 3: young conservatives rallying behind him, so he brought attention to 206 00:10:54,679 --> 00:10:58,079 Speaker 3: things like this happening on university campuses, brought them to light. 207 00:10:59,000 --> 00:11:02,200 Speaker 1: And it was so important that people were actually hearing 208 00:11:02,280 --> 00:11:05,080 Speaker 1: what was truly happening on college campuses. And as you 209 00:11:05,120 --> 00:11:07,920 Speaker 1: pointed out, he did have a huge platform to be 210 00:11:07,920 --> 00:11:09,439 Speaker 1: able to share that. And that's why I think it's 211 00:11:09,440 --> 00:11:12,120 Speaker 1: important for us to continue to talk about these things, 212 00:11:12,440 --> 00:11:15,080 Speaker 1: and what campus reform is doing is so important because 213 00:11:15,120 --> 00:11:18,160 Speaker 1: as we hear that these universities that are funded with 214 00:11:18,240 --> 00:11:22,320 Speaker 1: our taxpayer dollars, are going against federal law, are creating 215 00:11:22,520 --> 00:11:26,360 Speaker 1: what they're seeing are safe spaces for illegal aliens. That's 216 00:11:26,520 --> 00:11:30,360 Speaker 1: shocking to me. We see Chicago universities as you see 217 00:11:30,440 --> 00:11:34,000 Speaker 1: the Trumpet administration saying we're thinking of moving into Chicago 218 00:11:34,040 --> 00:11:37,200 Speaker 1: and trying to keep people safe. They're saying, well, we're 219 00:11:37,240 --> 00:11:40,160 Speaker 1: not going to allow anybody on our university campuses. We're 220 00:11:40,200 --> 00:11:43,960 Speaker 1: going to protect the illegal aliens on our university campuses 221 00:11:43,960 --> 00:11:46,680 Speaker 1: from federal enforcement. They're also saying that they're going to 222 00:11:46,720 --> 00:11:52,600 Speaker 1: have safe spaces and prioritize illegals over students. That over students' 223 00:11:52,600 --> 00:11:56,000 Speaker 1: safety over American students. I mean, this is shocking stuff 224 00:11:56,040 --> 00:11:59,600 Speaker 1: when I look back and think about those comments from 225 00:11:59,679 --> 00:12:03,080 Speaker 1: the faculty that are saying these things about Charlie Kirk. 226 00:12:03,320 --> 00:12:05,680 Speaker 2: Here is an institution that we know. 227 00:12:06,280 --> 00:12:10,400 Speaker 1: Universities historically have said there are two sides to every story. 228 00:12:10,440 --> 00:12:14,240 Speaker 2: We want you to think critically. Critical thinking is gone 229 00:12:14,320 --> 00:12:17,520 Speaker 2: right now. This is in doctrination. This has follow us 230 00:12:17,520 --> 00:12:20,800 Speaker 2: at all costs, even over your own safety. We will 231 00:12:20,800 --> 00:12:24,640 Speaker 2: prioritize people who are not Americans. And don't you dare 232 00:12:24,720 --> 00:12:25,880 Speaker 2: think about what that means. 233 00:12:26,360 --> 00:12:30,920 Speaker 3: Absolutely and let's go back to all of these resources 234 00:12:31,000 --> 00:12:34,880 Speaker 3: for illegal immigrants students on university campuses, everything that you 235 00:12:34,920 --> 00:12:40,840 Speaker 3: can think of, free legal services, deportation, defense, scholarships, career services, 236 00:12:40,880 --> 00:12:43,800 Speaker 3: things like that. I've been reporting on universities across the 237 00:12:43,800 --> 00:12:47,480 Speaker 3: country and we've actually exposed a campus reform over forty 238 00:12:47,640 --> 00:12:51,839 Speaker 3: universities that have what they call sanctuary campus policies, where 239 00:12:51,880 --> 00:12:55,400 Speaker 3: they refuse to protect students, but they vow to protect 240 00:12:55,720 --> 00:12:59,440 Speaker 3: lawbreakers and they won't allow federal authorities to set foot 241 00:12:59,440 --> 00:13:04,000 Speaker 3: on their camp they won't allow immigration agents onto campus, 242 00:13:04,040 --> 00:13:07,120 Speaker 3: they won't allow them into campus buildings. They're also vowing 243 00:13:07,160 --> 00:13:11,080 Speaker 3: to protect the student personal information, they won't hand that 244 00:13:11,120 --> 00:13:15,000 Speaker 3: over to authorities. So universities are so set in their ways. 245 00:13:15,000 --> 00:13:17,240 Speaker 3: They want to protect these lawbreakers. They want to make 246 00:13:17,360 --> 00:13:20,920 Speaker 3: universities safe spaces for criminals. But you know what, there 247 00:13:20,920 --> 00:13:23,440 Speaker 3: are so many young women on these campuses. There are 248 00:13:23,440 --> 00:13:25,720 Speaker 3: so many students that are vulnerable. They don't need to 249 00:13:25,720 --> 00:13:28,160 Speaker 3: be in a place surrounded by criminals. I think back 250 00:13:28,160 --> 00:13:30,720 Speaker 3: to Lake and Riley, and I certainly don't think that 251 00:13:30,800 --> 00:13:32,640 Speaker 3: her parents would think that it would be a great 252 00:13:32,640 --> 00:13:37,920 Speaker 3: idea of these campus sanctuary policies. Campuses need to protect students, 253 00:13:38,000 --> 00:13:40,800 Speaker 3: they also need to protect conservative speakers. We just saw 254 00:13:41,000 --> 00:13:44,880 Speaker 3: the assassination of Charlie Kirk. That opens up a whole 255 00:13:44,880 --> 00:13:49,040 Speaker 3: bigger conversation about campus safety policies. And I've been reporting 256 00:13:49,080 --> 00:13:52,640 Speaker 3: how campuses have been, like I said, prioritizing the safety 257 00:13:52,640 --> 00:13:55,760 Speaker 3: of criminals instead of students. I also, i'm here in Washington, DC. 258 00:13:55,920 --> 00:13:59,480 Speaker 3: I also see the campuses here like American University, George, 259 00:13:59,520 --> 00:14:04,080 Speaker 3: Washington University Georgetown. Those cops not all of them have guns, 260 00:14:04,120 --> 00:14:08,320 Speaker 3: they're not armed to handle criminals on campus, but they're 261 00:14:08,440 --> 00:14:12,760 Speaker 3: trained in diversity, equity and inclusion. We know that DEI 262 00:14:12,840 --> 00:14:14,800 Speaker 3: is not going to stop a criminal. When a criminal 263 00:14:14,880 --> 00:14:18,160 Speaker 3: sets foot on campus, students need to be protected. We 264 00:14:18,280 --> 00:14:21,280 Speaker 3: need to see across this nation, in red states and 265 00:14:21,320 --> 00:14:24,040 Speaker 3: blue states. We need to see campus safety policies that 266 00:14:24,120 --> 00:14:29,040 Speaker 3: actually prioritize safety so that we can prevent future tragedies 267 00:14:29,240 --> 00:14:33,160 Speaker 3: like Lincoln Riley's event or Charlie Kirk's assassination. 268 00:14:33,560 --> 00:14:36,280 Speaker 1: Let's take a quick commercial break. We'll continue next on 269 00:14:36,320 --> 00:14:43,120 Speaker 1: a Tutor Dixon podcast. Campuses are protecting the message now, 270 00:14:43,160 --> 00:14:47,720 Speaker 1: they're protecting the liberal, far left progressive message rather than 271 00:14:47,760 --> 00:14:51,400 Speaker 1: protecting the students, and they're actually not setting students up 272 00:14:51,440 --> 00:14:53,920 Speaker 1: for success. That's the thing that is so shocking to 273 00:14:53,960 --> 00:14:57,000 Speaker 1: me as I hear the amount of effort that goes 274 00:14:57,080 --> 00:15:01,520 Speaker 1: into protecting the message again teaching kids to think critically 275 00:15:01,560 --> 00:15:04,440 Speaker 1: on either side of a message, but by not teaching 276 00:15:04,520 --> 00:15:07,960 Speaker 1: students that there are two sides of an argument, that 277 00:15:08,120 --> 00:15:10,560 Speaker 1: you may have things in your life that are wrong, 278 00:15:10,760 --> 00:15:14,080 Speaker 1: that you may have to make corrections in your thought process, 279 00:15:14,400 --> 00:15:16,400 Speaker 1: it hasn't set gen Z up to be. 280 00:15:16,400 --> 00:15:17,480 Speaker 2: Good workers either. 281 00:15:17,600 --> 00:15:20,680 Speaker 1: That's something that we're finding out, which I find very 282 00:15:20,680 --> 00:15:24,800 Speaker 1: interesting because I've experienced this myself with my own gen 283 00:15:24,880 --> 00:15:29,040 Speaker 1: Z workers. Gen Z is now we're finding in studies 284 00:15:29,360 --> 00:15:33,160 Speaker 1: that they need seventy one percent of managers are saying 285 00:15:33,240 --> 00:15:37,760 Speaker 1: they need praise just to meet basic expectations at work. 286 00:15:38,440 --> 00:15:40,600 Speaker 1: It goes to me, it goes all back to this 287 00:15:41,640 --> 00:15:43,760 Speaker 1: situation where you don't have critical thinking, you don't have 288 00:15:43,800 --> 00:15:46,200 Speaker 1: to think about whether or not you've done something well. 289 00:15:46,360 --> 00:15:49,360 Speaker 1: You have to constantly be told you're on board with us, 290 00:15:49,440 --> 00:15:51,440 Speaker 1: and we're so thrilled with anything you do. 291 00:15:52,200 --> 00:15:55,120 Speaker 3: The gen Z workplace trends that we're seeing are directly 292 00:15:55,120 --> 00:15:59,160 Speaker 3: being taken from university campuses into corporate America, and we've 293 00:15:59,160 --> 00:16:03,160 Speaker 3: reported seventy seven percent of gen Z workers say that 294 00:16:03,200 --> 00:16:05,480 Speaker 3: they've brought a parent to a job interview. 295 00:16:06,280 --> 00:16:08,200 Speaker 2: Yes, that's crazy to me. 296 00:16:08,760 --> 00:16:12,680 Speaker 3: It's crazy, but students feel emboldened to show this behavior 297 00:16:12,720 --> 00:16:15,040 Speaker 3: once they become adults in the workforce because they've been 298 00:16:15,040 --> 00:16:19,160 Speaker 3: infantilized on their college campuses. And we've also reported. 299 00:16:18,760 --> 00:16:21,120 Speaker 1: No one should get hired if they bring their parent. 300 00:16:21,200 --> 00:16:23,320 Speaker 1: I mean, this has to end. That should be the 301 00:16:23,560 --> 00:16:25,880 Speaker 1: kick in the butt these kids need. You bring your parents, 302 00:16:25,920 --> 00:16:28,120 Speaker 1: You're done, You're never getting a job. Who would bring 303 00:16:28,160 --> 00:16:31,200 Speaker 1: their parents to a job interview. I'm just stunned right 304 00:16:31,240 --> 00:16:34,720 Speaker 1: now because I think I would be so humiliated to 305 00:16:34,840 --> 00:16:37,600 Speaker 1: have my mom or dad go with me to a job. 306 00:16:37,680 --> 00:16:38,440 Speaker 2: What happened? 307 00:16:38,880 --> 00:16:41,160 Speaker 3: There is a silver lining. It's not all of us. 308 00:16:41,200 --> 00:16:44,600 Speaker 3: Many of us are trying to defy those stereosites. It's 309 00:16:44,760 --> 00:16:48,080 Speaker 3: very concerning. I'm not sure if those students are actually 310 00:16:48,120 --> 00:16:50,520 Speaker 3: getting hired if they bring a parent to a job 311 00:16:50,560 --> 00:16:51,000 Speaker 3: in what. 312 00:16:50,960 --> 00:16:53,480 Speaker 1: Are these parents? I'm sorry, I cannot get past this. 313 00:16:53,640 --> 00:16:55,680 Speaker 1: Like if my kids said come with me to my 314 00:16:55,800 --> 00:16:58,480 Speaker 1: job interview, I would look at them and go, are 315 00:16:58,520 --> 00:17:00,920 Speaker 1: you out of your mind. I would never hire you 316 00:17:00,960 --> 00:17:04,160 Speaker 1: if I came with you where why would the parents go? 317 00:17:04,560 --> 00:17:06,520 Speaker 3: It's a great point. I'm not a parent, so I 318 00:17:06,560 --> 00:17:09,199 Speaker 3: can't speak on that, but yes, this is a parenting problem. 319 00:17:09,240 --> 00:17:11,399 Speaker 3: This is a gen Z problem. It also is an 320 00:17:11,520 --> 00:17:15,240 Speaker 3: education problem. When gen Z is on their college campuses, 321 00:17:15,440 --> 00:17:19,040 Speaker 3: they're faced with these self care activities that infantilize them. 322 00:17:19,080 --> 00:17:22,600 Speaker 3: I reported that when Kamala Harris lost the election in November, 323 00:17:22,640 --> 00:17:28,840 Speaker 3: Georgetown University gave students milk and cookies and legos crayons 324 00:17:30,080 --> 00:17:34,000 Speaker 3: during exam week. In the spring, Indiana University gave students 325 00:17:34,080 --> 00:17:36,919 Speaker 3: care bears to cope with exam season. 326 00:17:36,920 --> 00:17:37,400 Speaker 2: And so when. 327 00:17:37,320 --> 00:17:40,520 Speaker 3: Students are faced with hard things on university campuses, they 328 00:17:40,520 --> 00:17:43,359 Speaker 3: get milk and cookies and legos and care bears. And 329 00:17:43,400 --> 00:17:46,879 Speaker 3: so when they graduate into the workforce, it's not shocking 330 00:17:46,920 --> 00:17:50,160 Speaker 3: to see that they're showing behaviors like bringing a parent 331 00:17:50,240 --> 00:17:52,639 Speaker 3: to a job interview. But I think it's time for 332 00:17:52,680 --> 00:17:54,800 Speaker 3: a wake up. Paul gen Z needs to realize that 333 00:17:55,640 --> 00:17:58,840 Speaker 3: we have a legitimate problem amongst our generation. I think 334 00:17:58,880 --> 00:18:03,399 Speaker 3: that this is a per time to course correct, to 335 00:18:03,560 --> 00:18:06,359 Speaker 3: make this a turning point and see that Look, there's 336 00:18:06,440 --> 00:18:10,399 Speaker 3: also a massive hiring crisis happening among my generation. Just 337 00:18:10,480 --> 00:18:13,159 Speaker 3: twelve percent of gen z ors graduate college with a 338 00:18:13,240 --> 00:18:17,080 Speaker 3: job secured. That's a very small percentage of my generation, 339 00:18:17,640 --> 00:18:20,840 Speaker 3: and so gen Z can't get jobs. They're blaming it 340 00:18:20,880 --> 00:18:23,560 Speaker 3: on the workforce, but really, I think it might go 341 00:18:23,680 --> 00:18:27,440 Speaker 3: back to a behavioral problem and a lack of professionalism, 342 00:18:27,560 --> 00:18:30,560 Speaker 3: a lack of preparedness and job in your interviews, and 343 00:18:30,600 --> 00:18:32,879 Speaker 3: maybe bringing a parent is the best idea. 344 00:18:33,359 --> 00:18:35,320 Speaker 1: I mean, are they bringing a blanket and a bottle 345 00:18:35,359 --> 00:18:36,600 Speaker 1: to the job interview too? 346 00:18:36,720 --> 00:18:38,720 Speaker 2: This is I mean a care bear. You've got to 347 00:18:38,760 --> 00:18:39,680 Speaker 2: have milk and cookies. 348 00:18:39,760 --> 00:18:42,760 Speaker 1: I am totally stunned because it's just stunnying to me 349 00:18:42,840 --> 00:18:45,040 Speaker 1: the difference. I feel like I didn't go to school 350 00:18:45,040 --> 00:18:47,479 Speaker 1: that long ago, but I guess I did that that 351 00:18:47,520 --> 00:18:51,120 Speaker 1: would never have happened. It makes me question how much 352 00:18:51,200 --> 00:18:53,440 Speaker 1: credit card debt do these kids have? And I say 353 00:18:53,440 --> 00:18:56,040 Speaker 1: that because if you think you are entitled to everything, 354 00:18:56,240 --> 00:18:58,359 Speaker 1: and you come out of school and you don't have money, 355 00:18:59,320 --> 00:19:01,880 Speaker 1: how do you These kids are getting Starbucks every day. 356 00:19:02,119 --> 00:19:04,960 Speaker 1: Everybody I know that is from the millennial and the 357 00:19:05,040 --> 00:19:09,800 Speaker 1: gen Z generation. They're all going on these phenomenal vacations. 358 00:19:10,080 --> 00:19:11,800 Speaker 1: How are they affording these vacations. 359 00:19:11,800 --> 00:19:12,080 Speaker 5: I didn't. 360 00:19:12,119 --> 00:19:14,119 Speaker 1: I couldn't do this when I was young and I 361 00:19:14,160 --> 00:19:16,080 Speaker 1: had a pretty good job, but we couldn't go on 362 00:19:16,200 --> 00:19:17,320 Speaker 1: vacation constantly. 363 00:19:17,600 --> 00:19:19,600 Speaker 2: Is the credit card debt just through the roof? 364 00:19:20,880 --> 00:19:24,000 Speaker 3: Yes, And it's because of social media. Many gen zers 365 00:19:24,160 --> 00:19:27,399 Speaker 3: are trying to promote this idea on social media that 366 00:19:27,440 --> 00:19:31,480 Speaker 3: they have the perfect life, that the perfect lifestyle, vacation, relationship, 367 00:19:31,560 --> 00:19:34,919 Speaker 3: perfect car, everything. But we know social media is not reality. 368 00:19:35,280 --> 00:19:37,280 Speaker 2: And we know, but I don't know if they know. 369 00:19:37,480 --> 00:19:38,320 Speaker 2: I really don't. 370 00:19:38,960 --> 00:19:41,240 Speaker 3: And I'll tell you once again, there's a silver lining 371 00:19:41,280 --> 00:19:43,720 Speaker 3: to this. There always is. Not all of us, not 372 00:19:43,800 --> 00:19:45,680 Speaker 3: all of us gen zers are like this. I'm here 373 00:19:45,680 --> 00:19:49,240 Speaker 3: in Washington, d C. I am surrounded by young people 374 00:19:49,480 --> 00:19:52,359 Speaker 3: that picked up their lives and moved to Washington, d C. 375 00:19:52,480 --> 00:19:55,280 Speaker 3: Because they were so fired up to serve and this administration. 376 00:19:55,800 --> 00:19:59,200 Speaker 3: This city is filled with young people right now, young 377 00:19:59,200 --> 00:20:02,919 Speaker 3: people everywhere you look, because they're so energized to serve 378 00:20:02,960 --> 00:20:05,960 Speaker 3: the government in any capacity, whether it's on the hill, 379 00:20:06,240 --> 00:20:08,880 Speaker 3: in the White House, or even just reporting on what's 380 00:20:08,920 --> 00:20:12,760 Speaker 3: going on, working with a media organization, working at a 381 00:20:12,800 --> 00:20:15,760 Speaker 3: think tank. There are so many young inspired gen Zers 382 00:20:15,760 --> 00:20:18,439 Speaker 3: who are truly going to be the future leaders in 383 00:20:18,440 --> 00:20:20,399 Speaker 3: this country. So I'm an optimist. I have a lot 384 00:20:20,400 --> 00:20:21,760 Speaker 3: of hope for high generation too. 385 00:20:22,280 --> 00:20:26,040 Speaker 1: This is why Charlie's message was not just one of politics, 386 00:20:26,080 --> 00:20:28,560 Speaker 1: but it was also one of Christianity. And for all 387 00:20:28,640 --> 00:20:32,080 Speaker 1: of those who criticized him for his faith, they have 388 00:20:32,160 --> 00:20:36,280 Speaker 1: to understand that with Christianity comes a lot of personal responsibility. 389 00:20:36,359 --> 00:20:39,880 Speaker 1: I mean, the Bible is not a passive item. Following 390 00:20:39,880 --> 00:20:43,199 Speaker 1: God is not passive. Following God is an active You 391 00:20:43,280 --> 00:20:45,760 Speaker 1: have to be actively involved in your faith, and that 392 00:20:45,800 --> 00:20:48,760 Speaker 1: also means that you take responsibility for things in your life, 393 00:20:49,080 --> 00:20:51,720 Speaker 1: which then leads you to actually be a good citizen 394 00:20:51,800 --> 00:20:54,960 Speaker 1: and be an involved citizen and a good employee. I mean, 395 00:20:55,000 --> 00:20:58,520 Speaker 1: I see that you're reporting the thirty eight percent of 396 00:20:58,720 --> 00:21:03,840 Speaker 1: gen Z employees that received constructive criticism called out sick 397 00:21:03,880 --> 00:21:06,959 Speaker 1: the next day. But the more shocking thing is twenty 398 00:21:07,080 --> 00:21:08,720 Speaker 1: seven percent quit their jobs. 399 00:21:08,760 --> 00:21:10,879 Speaker 2: I mean, more than a quarter of gen Z. 400 00:21:11,200 --> 00:21:13,679 Speaker 1: If you give them any type of criticism, they just 401 00:21:14,000 --> 00:21:17,800 Speaker 1: leave all together. What is that like for employers to say, Man, 402 00:21:18,040 --> 00:21:20,240 Speaker 1: if I go out and say anything, a quarter of 403 00:21:20,280 --> 00:21:22,800 Speaker 1: these kids are just going to quit that's not okay. 404 00:21:23,400 --> 00:21:25,520 Speaker 3: No, it's a lot of pressure on employers and it's 405 00:21:25,560 --> 00:21:28,400 Speaker 3: not much incentive to actually hire young people. So it's 406 00:21:28,440 --> 00:21:31,480 Speaker 3: not helping my generation as a whole. But these statistics 407 00:21:31,520 --> 00:21:34,200 Speaker 3: are a result of the lowered standards within the higher 408 00:21:34,320 --> 00:21:38,359 Speaker 3: education system. We are seeing what we call grade inflation, 409 00:21:38,480 --> 00:21:42,200 Speaker 3: where universities are handing out a's like candy. For example, 410 00:21:42,200 --> 00:21:45,920 Speaker 3: at Yale, over eighty percent of the grades at Yale 411 00:21:46,320 --> 00:21:50,040 Speaker 3: are a's, and so as standards have been lowered, professors 412 00:21:50,080 --> 00:21:53,560 Speaker 3: are just giving students higher grades even though they're not 413 00:21:53,600 --> 00:21:55,720 Speaker 3: putting in the work. They go to the workplace and 414 00:21:55,720 --> 00:21:59,879 Speaker 3: they expect the same behavior. We've also seen the SA 415 00:22:00,680 --> 00:22:05,119 Speaker 3: the ACT actually shorten their tests, lower the standards on 416 00:22:05,240 --> 00:22:09,600 Speaker 3: those tests, and so students get a pretty high score. 417 00:22:09,680 --> 00:22:13,240 Speaker 3: And you know, it's because of those lowered standards, that's 418 00:22:13,240 --> 00:22:15,439 Speaker 3: why so many gen zers get to the workplace and 419 00:22:15,440 --> 00:22:18,080 Speaker 3: they expect phrase well, they're used to getting a's and 420 00:22:18,080 --> 00:22:20,680 Speaker 3: they're used to getting high scores even when they maybe 421 00:22:20,720 --> 00:22:24,119 Speaker 3: don't deserve that high of a grade. We've also seen 422 00:22:24,480 --> 00:22:28,960 Speaker 3: other universities completely eliminate failing grads altogether. An example is 423 00:22:29,000 --> 00:22:33,119 Speaker 3: Western Oregon University. You can't make anything below a set there, 424 00:22:33,320 --> 00:22:35,520 Speaker 3: so you can just not even show. 425 00:22:35,400 --> 00:22:37,800 Speaker 2: Weall you can't make anything. What does that mean? 426 00:22:38,640 --> 00:22:41,520 Speaker 3: There's no DS and there's no F. Students aren't allowed 427 00:22:41,560 --> 00:22:43,880 Speaker 3: to fail at that university, so students can. 428 00:22:43,800 --> 00:22:46,000 Speaker 2: Put in don't hire kids from that university. 429 00:22:46,160 --> 00:22:49,000 Speaker 3: You're a work they don't have to do anything and 430 00:22:49,040 --> 00:22:52,280 Speaker 3: they can still pass with the C. It's completely unfair. 431 00:22:52,320 --> 00:22:55,760 Speaker 3: I would say, it completely goes against meritocracy. This is 432 00:22:55,960 --> 00:23:00,040 Speaker 3: what creates weak societies is teaching students at the this 433 00:23:00,160 --> 00:23:02,440 Speaker 3: is okay in the classroom, and then once again they're 434 00:23:02,480 --> 00:23:06,560 Speaker 3: taking that mentality of mediocrity. Students are taking that to 435 00:23:06,600 --> 00:23:08,200 Speaker 3: the workplace upon graduation. 436 00:23:09,040 --> 00:23:12,960 Speaker 1: The best innovations in this country have come from failures. 437 00:23:13,520 --> 00:23:16,760 Speaker 3: Well, it's such a great point. But when when you 438 00:23:16,840 --> 00:23:20,280 Speaker 3: can't make anything below a C, students aren't inspired to 439 00:23:20,320 --> 00:23:25,040 Speaker 3: put in any work whatsoever. Students aren't motivated to go 440 00:23:25,119 --> 00:23:27,679 Speaker 3: to classes. They don't have to do anything and they 441 00:23:27,720 --> 00:23:32,080 Speaker 3: can still pass. Students are just things are not going 442 00:23:32,119 --> 00:23:34,680 Speaker 3: right at schools like that. But once again, I'm an optimist. 443 00:23:34,720 --> 00:23:36,240 Speaker 3: I have a lot of hope. There are a lot 444 00:23:36,240 --> 00:23:39,760 Speaker 3: of hard working gen zers. Maybe not on that campus, 445 00:23:40,160 --> 00:23:42,879 Speaker 3: because if you're a student on that campus. The difference 446 00:23:42,920 --> 00:23:45,480 Speaker 3: between an A and a C could be a ton 447 00:23:45,520 --> 00:23:49,160 Speaker 3: of work versus never showing up. There's not much motivation 448 00:23:49,320 --> 00:23:53,200 Speaker 3: there for students to actually put maximum effort. But there 449 00:23:53,240 --> 00:23:57,000 Speaker 3: are many wonderful schools still throughout this country where students 450 00:23:57,119 --> 00:23:59,960 Speaker 3: are training, they're preparing to become the leader. 451 00:24:00,119 --> 00:24:02,920 Speaker 2: So tomorrow, let's take a quick commercial break. We'll continue 452 00:24:03,000 --> 00:24:04,840 Speaker 2: next on a Tutor Dixon podcast. 453 00:24:08,240 --> 00:24:11,359 Speaker 1: And I'm not blaming your generation because I've seen my 454 00:24:11,560 --> 00:24:15,240 Speaker 1: generation as parents and gosh, I'm trying to remember this. 455 00:24:15,520 --> 00:24:15,800 Speaker 5: Oh. 456 00:24:15,920 --> 00:24:18,959 Speaker 1: I so a few years ago, my girls were in 457 00:24:19,480 --> 00:24:22,000 Speaker 1: first grade and the no, this was second grade, and 458 00:24:22,000 --> 00:24:24,440 Speaker 1: the second grade teacher said that there was a kid 459 00:24:24,480 --> 00:24:26,280 Speaker 1: that came that she had to take out of the 460 00:24:26,320 --> 00:24:29,640 Speaker 1: classroom because he shoved a pencil in another kid's eye. 461 00:24:29,680 --> 00:24:31,640 Speaker 1: It didn't go all the way in, but his goal 462 00:24:31,800 --> 00:24:34,400 Speaker 1: was to poke the kid's eye out. Pretty aggressive, right, 463 00:24:34,800 --> 00:24:37,159 Speaker 1: So she took the kid out of class, and the 464 00:24:37,240 --> 00:24:38,800 Speaker 1: mom came in the next day and. 465 00:24:38,720 --> 00:24:43,320 Speaker 2: Said, but did the kid lose his eye? Oh my gosh, okay, Bill, 466 00:24:43,400 --> 00:24:46,359 Speaker 2: that's but what is happening to parents? No, that is 467 00:24:46,400 --> 00:24:48,560 Speaker 2: not the answer. You do not say. He didn't lose 468 00:24:48,600 --> 00:24:50,560 Speaker 2: his eyes. So should we really be mad that? 469 00:24:50,800 --> 00:24:51,040 Speaker 3: Yes? 470 00:24:51,800 --> 00:24:53,720 Speaker 2: What where are the consequences. 471 00:24:53,920 --> 00:24:58,520 Speaker 1: It's like my generation has refused to give your generation 472 00:24:59,200 --> 00:25:00,880 Speaker 1: any concept instans whatsoever. 473 00:25:01,080 --> 00:25:02,000 Speaker 2: What were we thinking? 474 00:25:03,000 --> 00:25:06,360 Speaker 3: I think back to the violence on our university campuses 475 00:25:06,400 --> 00:25:09,760 Speaker 3: when we saw the anti Semitic protests completely take over 476 00:25:09,800 --> 00:25:12,800 Speaker 3: our university campuses for pretty much over a year. And 477 00:25:12,880 --> 00:25:15,040 Speaker 3: the reason why all of that violence was allowed to 478 00:25:15,119 --> 00:25:18,320 Speaker 3: fester on college campuses was because there was no accountability. 479 00:25:18,760 --> 00:25:22,880 Speaker 3: There was no consequences. University administrations like at Columbia, Harvard, 480 00:25:23,480 --> 00:25:27,520 Speaker 3: the Ivy Schools, allowed this violence to just take over 481 00:25:27,640 --> 00:25:30,800 Speaker 3: campus to the point where students had to go and 482 00:25:31,119 --> 00:25:33,800 Speaker 3: have their classes online. They couldn't even go on campus 483 00:25:33,840 --> 00:25:36,879 Speaker 3: because of the encampments that were taking place. I was 484 00:25:37,000 --> 00:25:39,040 Speaker 3: very lucky. I was a student at the University of 485 00:25:39,040 --> 00:25:43,280 Speaker 3: Florida during that time, and I saw when pro Palestinian 486 00:25:43,359 --> 00:25:46,680 Speaker 3: Prohama students attempted to set up an encampment on campus 487 00:25:46,800 --> 00:25:50,359 Speaker 3: and harass those around them. My university shut that down 488 00:25:50,520 --> 00:25:53,600 Speaker 3: very quickly. Law and order was carried out. These students 489 00:25:53,640 --> 00:25:57,280 Speaker 3: were held accountable. Those who were violent and were assaulting 490 00:25:57,280 --> 00:26:02,120 Speaker 3: those around them. They were arrested. There's such a difference 491 00:26:02,400 --> 00:26:06,720 Speaker 3: between the way some university campuses handled it. Some campuses, 492 00:26:06,760 --> 00:26:10,680 Speaker 3: like the Ivy Leagues, allowed that behavior to run wild, 493 00:26:10,960 --> 00:26:14,960 Speaker 3: zero consequences, whereas in a red well, yeah, a red state. 494 00:26:15,040 --> 00:26:16,800 Speaker 3: I was in a blue city and a red state 495 00:26:17,400 --> 00:26:20,840 Speaker 3: at the University of Florida, but my school upheld law 496 00:26:20,840 --> 00:26:23,520 Speaker 3: and order. We saw consequences take place. And guess what, 497 00:26:23,960 --> 00:26:26,800 Speaker 3: we only had protests for just a few days. It 498 00:26:26,840 --> 00:26:30,639 Speaker 3: was cleaned up, it was done. Students didn't feel emboldened 499 00:26:30,640 --> 00:26:33,080 Speaker 3: to go out there and show that violent behavior because 500 00:26:33,080 --> 00:26:35,359 Speaker 3: they knew there were consequences. So that was just a 501 00:26:35,400 --> 00:26:39,560 Speaker 3: few days in Florida versus places like Columbia, those protests, 502 00:26:39,600 --> 00:26:42,280 Speaker 3: those riots went on for years. 503 00:26:42,720 --> 00:26:45,320 Speaker 2: Well, we're learning some very good points from you. 504 00:26:45,480 --> 00:26:48,800 Speaker 1: I think as we go through all of these things, 505 00:26:48,840 --> 00:26:50,760 Speaker 1: and I know a lot of the people that are 506 00:26:50,840 --> 00:26:54,320 Speaker 1: listening are my generation. So for all of us, we 507 00:26:54,400 --> 00:26:56,760 Speaker 1: need whatever we're doing with our kids, we need to 508 00:26:57,600 --> 00:27:01,000 Speaker 1: really focus on personal responsibility. But I think also it's 509 00:27:01,040 --> 00:27:03,400 Speaker 1: important for us to talk to universities. I mean, as 510 00:27:03,440 --> 00:27:06,479 Speaker 1: we go and we search for universities for our children, 511 00:27:06,760 --> 00:27:09,160 Speaker 1: it's important to me that I know that they are 512 00:27:09,240 --> 00:27:12,160 Speaker 1: going to have an openness of discussion to make sure 513 00:27:12,240 --> 00:27:16,080 Speaker 1: that there is critical thinking people of both sides get 514 00:27:16,080 --> 00:27:19,600 Speaker 1: an opinion, because that's how you realize, Okay, well maybe 515 00:27:19,600 --> 00:27:23,240 Speaker 1: they're not a horrible person, because we've created the society 516 00:27:23,280 --> 00:27:25,960 Speaker 1: where if you don't agree with me, I cannot be 517 00:27:26,000 --> 00:27:28,879 Speaker 1: around you. You are absolutely horrible. But it's just not 518 00:27:29,000 --> 00:27:32,080 Speaker 1: the fact. That is just not how we really are 519 00:27:32,119 --> 00:27:35,240 Speaker 1: as human beings. And if you go to church every Sunday, 520 00:27:35,560 --> 00:27:37,520 Speaker 1: you have a lot of good lessons about how to 521 00:27:37,520 --> 00:27:40,160 Speaker 1: hold your kids accountable and what the Bible says about 522 00:27:40,160 --> 00:27:41,600 Speaker 1: holding your children accountable. 523 00:27:41,760 --> 00:27:44,320 Speaker 2: And it's important as parents that we remember that. 524 00:27:44,640 --> 00:27:48,159 Speaker 1: But I think also university professors, if they had some 525 00:27:48,359 --> 00:27:50,480 Speaker 1: of that in their lives, they would be able to 526 00:27:50,600 --> 00:27:54,520 Speaker 1: understand that there is a value in seeing both sides. 527 00:27:54,200 --> 00:27:54,800 Speaker 2: Of an argument. 528 00:27:54,960 --> 00:27:57,560 Speaker 1: And that's shocking to me that we would even have 529 00:27:57,640 --> 00:28:03,360 Speaker 1: to say that about university professors. It's almost every course 530 00:28:03,960 --> 00:28:07,080 Speaker 1: outside of what math that you would say there are 531 00:28:07,119 --> 00:28:10,119 Speaker 1: two sides of this argument. How could you not be 532 00:28:10,240 --> 00:28:12,119 Speaker 1: willing to engage in that way. 533 00:28:12,600 --> 00:28:15,760 Speaker 3: Well, that's exactly why Charlie Kirk resonated with so many 534 00:28:15,920 --> 00:28:18,840 Speaker 3: young peoples. It's because free speech was dead in our 535 00:28:18,960 --> 00:28:25,160 Speaker 3: university classrooms. Any discussion or debate is labeled politically incorrect 536 00:28:25,440 --> 00:28:31,160 Speaker 3: or offensive by our university professors. Students who talk about 537 00:28:31,160 --> 00:28:34,480 Speaker 3: their religious or their political views, many of them are 538 00:28:34,520 --> 00:28:38,560 Speaker 3: harassed or intimidated by their peers, whether it's verbal abuse 539 00:28:38,600 --> 00:28:42,760 Speaker 3: in the classroom, receiving failing grades from professors, So students 540 00:28:42,840 --> 00:28:46,400 Speaker 3: aren't encouraged to discuss and debate ideas in the classroom. 541 00:28:46,640 --> 00:28:50,240 Speaker 3: And when students naturally have a lot of questions, we 542 00:28:50,320 --> 00:28:53,960 Speaker 3: couldn't ask our university professors. So students would go stand 543 00:28:54,000 --> 00:28:56,760 Speaker 3: in the line when Charlie Kirk came to their campus 544 00:28:57,080 --> 00:28:59,480 Speaker 3: just to get to ask him a fifteen second question. 545 00:29:00,000 --> 00:29:02,720 Speaker 3: Everas speech was dead in our classrooms, Charlie Kirk brought 546 00:29:02,760 --> 00:29:04,760 Speaker 3: it right to the middle of campus, brought it to 547 00:29:04,800 --> 00:29:07,440 Speaker 3: the campus quad. And I like to say that many 548 00:29:07,520 --> 00:29:10,480 Speaker 3: young people, though, especially those who had interactions with Charlie 549 00:29:10,520 --> 00:29:13,480 Speaker 3: Kirk on their campus, they probably learned more from a 550 00:29:13,520 --> 00:29:16,800 Speaker 3: thirty second interaction with him than they ever did from 551 00:29:16,840 --> 00:29:22,040 Speaker 3: their university professors, because our classrooms lack that discussion and debate. 552 00:29:23,200 --> 00:29:25,960 Speaker 1: Going to a university campus this weekend to talk to 553 00:29:26,040 --> 00:29:29,440 Speaker 1: kids and you've given me so much good information, and really, 554 00:29:29,480 --> 00:29:32,360 Speaker 1: I'm so thrilled that you were on today because you 555 00:29:32,400 --> 00:29:35,320 Speaker 1: are a great example of gen Z that is coming 556 00:29:35,360 --> 00:29:38,600 Speaker 1: back and saying, hey, these things are affecting us, and 557 00:29:38,640 --> 00:29:41,040 Speaker 1: somebody has to say that because we need to hear it. 558 00:29:41,120 --> 00:29:43,520 Speaker 1: I want you to know that I'm listening to what 559 00:29:43,560 --> 00:29:46,160 Speaker 1: you're saying, and I feel more guilty than I do 560 00:29:46,400 --> 00:29:50,400 Speaker 1: angry about the situation because I'm going through my head saying, Okay, 561 00:29:50,440 --> 00:29:53,000 Speaker 1: what am I doing with my kids? When am I 562 00:29:53,080 --> 00:29:55,000 Speaker 1: letting them get off the hook? When am I I 563 00:29:55,120 --> 00:29:57,640 Speaker 1: telling them you know, people are being unfair to you. 564 00:29:57,760 --> 00:30:00,239 Speaker 1: It's not about what you did, It's about people being 565 00:30:00,320 --> 00:30:02,760 Speaker 1: unfair to you. Because I think we have to consciously 566 00:30:02,800 --> 00:30:06,240 Speaker 1: step back as parents and say when are we too 567 00:30:06,360 --> 00:30:09,200 Speaker 1: emotionally connected to our kid to be able to step 568 00:30:09,200 --> 00:30:10,640 Speaker 1: back and say no, you're in the wrong. 569 00:30:10,800 --> 00:30:12,880 Speaker 2: You own it. You have to go back and apologize. 570 00:30:12,880 --> 00:30:13,680 Speaker 2: You have to fix this. 571 00:30:14,240 --> 00:30:17,320 Speaker 1: But also, how do I get engaged with universities and 572 00:30:17,320 --> 00:30:20,440 Speaker 1: make sure they are feeling that same way, because ultimately 573 00:30:20,920 --> 00:30:23,840 Speaker 1: they get our universities get a lot of federal funding, 574 00:30:23,880 --> 00:30:26,200 Speaker 1: but we as parents are the ones paying, or the 575 00:30:26,280 --> 00:30:29,640 Speaker 1: student is paying, but Ultimately, that money is coming from 576 00:30:29,640 --> 00:30:32,440 Speaker 1: our family and therefore we should have input into what 577 00:30:32,520 --> 00:30:36,600 Speaker 1: the university universities are doing, and without talking to you, 578 00:30:36,840 --> 00:30:39,440 Speaker 1: we wouldn't have known that. So Emily Sturge, thank you 579 00:30:39,480 --> 00:30:41,800 Speaker 1: for what you do at Campus Reform and thank you 580 00:30:41,840 --> 00:30:43,200 Speaker 1: for coming on the podcast today. 581 00:30:43,360 --> 00:30:44,720 Speaker 3: Thank you so much for having. 582 00:30:44,440 --> 00:30:47,320 Speaker 1: Me absolutely, and thank you all for joining us on 583 00:30:47,440 --> 00:30:50,160 Speaker 1: the Tutor Dixon Podcast. For this episode and others, go 584 00:30:50,200 --> 00:30:54,520 Speaker 1: to tutordisonpodcast dot com, the iHeartRadio app, Apple Podcasts, or 585 00:30:54,560 --> 00:30:57,320 Speaker 1: wherever you get your podcasts, and you can always watch 586 00:30:57,400 --> 00:31:00,440 Speaker 1: us on YouTube or rumble at Tutor Dixon and make 587 00:31:00,480 --> 00:31:01,800 Speaker 1: sure you join us next time. 588 00:31:02,000 --> 00:31:02,800 Speaker 2: Have a blessed day.