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Speaker 1: Hey, this is Buck Sexton and you're listening to the

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Speaker 1: Tutor Dixon Podcast, part of the Clay Drivers and Buck

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Speaker 1: Sexton podcast Network.

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Speaker 2: Welcome to the Tutor Dixon Podcast. I'm Tutor Dixon, and

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Speaker 2: I'm so glad you're joining me because today we have

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Speaker 2: Chris Rufo here with us. Chris is one of the

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Speaker 2: most effective conservative researchers. He's taken on and exposed the

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Speaker 2: corruption in big education. He's a Senior Fellow of the

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Speaker 2: Manhattan Institute and author of his latest book, America's Cultural Revolution,

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Speaker 2: How the Radical Left Conquered Everything. Before we get to

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Speaker 2: Chris Rufo, let me tell you about consumer tax advocate.

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Speaker 2: You did the tough thing during COVID. You paid your

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Speaker 2: with two or more employees who stayed open during COVID.

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Speaker 2: This program is complicated, but no one knows more about

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Speaker 2: it than the CPAs and tax experts at COVID tax

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Speaker 2: of the work, and they share a percentage of the

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Speaker 2: cash they get for you. Businesses of all types, including

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Speaker 2: nonprofits and churches can qualify, including those who took PPP loans.

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Speaker 2: Even if you had increases in sales, you did the

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Speaker 2: tough thing for your employees during COVID. Like COVID tax

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Speaker 2: Relief dot org help you get up to twenty six

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Speaker 2: thousand dollars per employee. Visit COVID tax Relief dot org.

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Speaker 2: That's COVID tax Relief dot org. Once again, COVID tax

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Speaker 2: Relief dot org. Chris, thank you so much for being

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Speaker 2: with us.

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Speaker 1: Thanks for having me. So.

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Speaker 2: I recently read your op ed on DEI. First of all,

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Speaker 2: I think a lot of people hear about this and

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Speaker 2: they think, okay, DEI is associated with something that I

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Speaker 2: don't like, but they don't fully understand what it's doing.

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Speaker 2: And it's different whether it's in the lower schools or

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Speaker 2: the higher ed So, can you go through a little

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Speaker 2: bit about DEI so our audience totally understands it.

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Speaker 3: Yeah, So, whether it's K through twelve schools or it's

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Speaker 3: you know, say public universities, the DEI bureaucracy serves the

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Speaker 3: same purpose. It's to take administrative power, bring in left

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Speaker 3: wing ideologies, and then use the authority of the leadership

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Speaker 3: of those institutions to impose that ideology on students, faculty,

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Speaker 3: administrative staff. And so if you look at these institutions,

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Speaker 3: you have the administrative and then say the curricular in

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Speaker 3: K through twelve.

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Speaker 1: They have obviously control over the curriculum what schools teach kids.

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Speaker 3: But the DEI component is really important because that's where

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Speaker 3: all the administrative decisions are made. And so it's called diversity,

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Speaker 3: equity and inclusion and practice it's it's really none of

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Speaker 3: those things. And it's really just a mechanism for politicizing

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Speaker 3: these institutions and promoting ideology.

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Speaker 2: And you said, actually does not have the effect of diversity,

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Speaker 2: equity and inclusion. It's actually the opposite. So explain that

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Speaker 2: a little bit what you've seen.

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Speaker 3: Yeah, I mean, we can break down the terms and

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Speaker 3: and and into its component parts. You have diversity, which,

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Speaker 3: of course, all things being equal, kind of variety of experiences,

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Speaker 3: let's say, is something that is valuable. But what they

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Speaker 3: mean by diversity is categorizing people by racial group and

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Speaker 3: apportioning rewards and punishments for individuals based on their group identities.

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Speaker 3: Equity is of course again sounds similar to equality, but

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Speaker 3: actually means enforcing equal outcomes rather than treating people equally

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Speaker 3: as individuals as part of any kind of process, whether

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Speaker 3: it's hiring, whether it's grading, whether it's school discipline. And

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Speaker 3: then inclusion is the most orwellent of all because under

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Speaker 3: includes so called inclusive policies, they rigorously exclude and suppress

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Speaker 3: any dissenting ideas, any dissenting speech. They categorize it with

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Speaker 3: therapeutic terms as hateful or inappropriate or harmful. And in

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Speaker 3: order to be inclusive, you know, they argue that you

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Speaker 3: have to exclude speech that doesn't conform to the princeables

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Speaker 3: of THEI.

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Speaker 2: So how much stress does this put on students? We

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Speaker 2: were just talking to a guest about this earlier in

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Speaker 2: the week that it's tough because students are now in

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Speaker 2: a position where they feel pressure at school in a

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Speaker 2: different way than I felt when I was in school

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Speaker 2: because we didn't talk about these things. We were focused

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Speaker 2: on learning in school. Now there is you know, maybe

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Speaker 2: your mom and dad think differently than your teacher, and

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Speaker 2: maybe your parents are telling you something different about society

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Speaker 2: than school is telling you. And now you slide in

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Speaker 2: SEL and all of a sudden, it's like, well, let

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Speaker 2: me talk to you about your mental health, which is

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Speaker 2: being impacted by the things that we're pushing on you

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Speaker 2: here in school, and how does this whole thing kind

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Speaker 2: of blow up?

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Speaker 3: Great question, and so look, DEI specifically, I think that

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Speaker 3: it's most important in the context of the management of

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Speaker 3: the institutions. Let's say, in this case a K through

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Speaker 3: twelve school district or an individual K through twelve school,

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Speaker 3: and it has a most direct impact on faculty or

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Speaker 3: teaching staff because they have to go through these training programs,

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Speaker 3: they have to be part of the five year de plan.

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Speaker 3: In many cases, the hiring process is highly influenced by this,

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Speaker 3: and then they set the actual administrative goals of the school.

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Speaker 3: So I think DEI is really a way to influence

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Speaker 3: administration and the teaching staff. And then, of course the

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Speaker 3: most important thing for students is has been and will

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Speaker 3: continue to be the curriculum, so the content of the

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Speaker 3: teaching and in some sense these go hand in hand

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Speaker 3: because DEI policies influence the curriculum. The curriculum reinforces the

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Speaker 3: DEE policies. What I've seen through my reporting in school

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Speaker 3: districts like Portland, Oregon, is that increasingly the politics of

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Speaker 3: these schools is merging on DEI as the vehicle by

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Speaker 3: which they advance this kind of agenda.

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Speaker 2: So we have worked to get DEI out of schools.

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Speaker 2: I've heard the argument of this is embedded so deep.

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Speaker 2: You take it out of a school, they rename it,

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Speaker 2: they create it something out some other way, they continue

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Speaker 2: to have it in there. So if that's the feeling,

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Speaker 2: why not go after school choice in a bigger way

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Speaker 2: and have parents be able to decide to say, I'm

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Speaker 2: canceling this program on my own, I'm going to go

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Speaker 2: some place else.

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Speaker 1: Well, I mean, you need to do both, you know.

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Speaker 3: I'm obviously a huge supportive school choice. I think some

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Speaker 3: of the work that I've done on CRT and gender

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Speaker 3: has been very helpful in getting school choice on the

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Speaker 3: books in now six or seven states. But the fact

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Speaker 3: of the matter is, even in a state like Arizona

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Speaker 3: or Florida or Iowa where they've implemented universal school choice,

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Speaker 3: allowing parents to opt out and take their tax dollars

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Speaker 3: to any private institution. You still have approximately ninety percent

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Speaker 3: of students in public schools, and so you can't merely

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Speaker 3: see school choice as a replacement for taking action. It's

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Speaker 3: an alternative. It's something that should encouraged and support it.

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Speaker 3: But for the foreseeable future, the public school is still

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Speaker 3: going to be where the majority of kids are sent

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Speaker 3: and educated and processed, and so you have to actually

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Speaker 3: also fight the fight there, and so there's no easy out,

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Speaker 3: there's no one shot solution. And certainly in blue states

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Speaker 3: where school choice has no possibility of passing through the legislature,

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Speaker 3: the only option for parents is to is to stay

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Speaker 3: and fight for those local school board races.

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Speaker 2: So it's the school board is the answer. But when

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Speaker 2: you look at this, you see there's the right side

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Speaker 2: is really very strong on let's just get rid of DEI,

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Speaker 2: let's get it out of the schools. But the left

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Speaker 2: has an effective attack because they come out and in

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Speaker 2: ads all across the country. You see advocates, You see

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Speaker 2: people coming out and saying, gosh, if you're against diversity,

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Speaker 2: equity and inclusion, and I have to say, I mean,

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Speaker 2: it sounds delightful if you don't know what it is.

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Speaker 2: It sounds very good. So they come out and they said,

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Speaker 2: this is an attack on minorities, this is hurting the

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Speaker 2: members of society that need this the most, and this

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Speaker 2: is white supremacy. So how do you get past that

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Speaker 2: when you are just the local person who has decided

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Speaker 2: to stand up and go out there and run for

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Speaker 2: school board. But you do that and you put everything

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Speaker 2: on the line because suddenly you regardless of whether you

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Speaker 2: are in your small town, if you are fighting against

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Speaker 2: these things, suddenly you are in the spotlight and you

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Speaker 2: are like a small Chris Rufo, but without the support

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Speaker 2: system or the knowledge or the funding behind you to say, hey,

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Speaker 2: don't worry, I got you. And that's scary for a

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Speaker 2: lot of people.

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Speaker 3: It is, but you, for better or for worse, there's

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Speaker 3: no other way. You've got to stand up. You've got

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Speaker 3: to hang tough, and you have to persevere through some

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Speaker 3: of those attacks. And ultimately, I think that you need

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Speaker 3: faith that once you whether the attacks and you advance

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Speaker 3: your position, that most people see through the kind of

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Speaker 3: dishonest smears and lies and distortions.

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Speaker 1: And I think that that's increasingly the case.

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Speaker 3: You know, I had an op ed in The New

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Speaker 3: York Times last week advocating for abolishing DEI departments.

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Speaker 1: This is now a mainstream view.

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Speaker 3: This is now, I think, a perspective that most people

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Speaker 3: in the public understand.

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Speaker 1: And so courage, I think is ultimately rewarded in many cases.

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Speaker 3: So if you stake your claim, you make the great argument,

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Speaker 3: you rally the people in your community. You just have

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Speaker 3: to brush off some of these attacks and have confidence

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Speaker 3: that people see through them.

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Speaker 2: We're seeing a sudden uptick in choice programs across the country,

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Speaker 2: especially in red states. As you mentioned, it's probably not

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Speaker 2: going to happen in a blue legislature, but you see

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Speaker 2: it happening in Arizona. We saw it in Arkansas. We've

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Speaker 2: seen it in Florida. We see many of these states

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Speaker 2: that are pushing toward education freedom or school choice as

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Speaker 2: we formally called it. What do you expect to see

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Speaker 2: in those states? And so far, what have you seen?

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Speaker 2: You say, ninety percent of students are still in public school.

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Speaker 2: Do you expect that to shift at all?

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Speaker 3: Yeah, it will shift, but it will shift slowly for

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Speaker 3: a few reasons.

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Speaker 1: One is that it takes time for these programs.

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Speaker 3: To build capacity to recruit to kind of recruit families

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Speaker 3: to participate in them.

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Speaker 1: But the biggest barrier is a supply side barrier.

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Speaker 3: So, you know, there are only so many private schools.

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Speaker 3: Many private schools already have waiting lists, and so as

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Speaker 3: there's more demand, meaning as more parents try to enter

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Speaker 3: the private school market with their you know, state voucher,

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Speaker 3: I guess that's like a dirty word, but to me

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Speaker 3: it seems fine.

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Speaker 2: You know, as a politician, then people tell you never

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Speaker 2: to say that. I will admit that.

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Speaker 3: Maybe I don't know why. It doesn't matter to me.

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Speaker 3: I think it's it's fine. But but as more parents

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Speaker 3: enter the market, there will be a response on the

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Speaker 3: supply side, meaning that more entrepreneurs and educators and nonprofit

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Speaker 3: leaders and religious leaders will start schools. But it takes

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Speaker 3: a lot of time to actually found a school, to

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Speaker 3: get it up and running.

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Speaker 1: And so the good news.

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Speaker 3: Though, is that in a state like Arizona, you already

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Speaker 3: have hundreds of millions of dollars now following parents going

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Speaker 3: into the private school market, and I think that's going

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Speaker 3: to create more demand over time, and you'll start to

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Speaker 3: see those numbers shift. When I was talking to folks

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Speaker 3: down in Arizona. They estimated that over let's say a

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Speaker 3: ten year time horizon, maybe up to a quarter of

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Speaker 3: current public school families would actually shift to the school

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Speaker 3: choice program, shift to the private side of the market.

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Speaker 1: So this to me is great.

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Speaker 3: It takes time, it takes patients, it takes commitment from legislators,

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Speaker 3: but ultimately this is going to break the teachers union

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Speaker 3: monopoly on schools, and I think serve families who want

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Speaker 3: not only a better education as far as quantitative performance,

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Speaker 3: you know, better reading, better math, that kind of thing,

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Speaker 3: but actually want an education with that is more aligned

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Speaker 3: with their values, which to me is you know, frankly,

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Speaker 3: just as important and in some ways, if not more

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Speaker 3: important than simple, you know, test taking measures.

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Speaker 2: Let's take a quick commercial break. We'll continue next on

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Speaker 2: the Tutor Dixon podcast. There's this push now that if

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Speaker 2: you don't put your kids in public school, then you're

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Speaker 2: not supporting the public schools as a whole. And so

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Speaker 2: I know, I've had friends that have been like, wow, yeah,

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Speaker 2: I'd like to see them in a private education, But

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Speaker 2: I don't want to be that person. It's like this,

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Speaker 2: I don't want to be looked at as this snob

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Speaker 2: who wants to put my values first. But I've argued,

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Speaker 2: you know, for families, you may think that this is

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Speaker 2: a more expensive choice, but oftentimes those schools are willing

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Speaker 2: to come to you with financial aid. They're willing to

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Speaker 2: help you, and really your family values are so important

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Speaker 2: because that will help them through college. And then when

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Speaker 2: you are looking at if you are looking at a

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Speaker 2: higher at situation or a college or a university, look

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Speaker 2: for values based colleges and universities too. I mean, you

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Speaker 2: are talking about the future of your children and what

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Speaker 2: they carry on as what you've raised the mess. I

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Speaker 2: really feel like you can protect your kids to a

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Speaker 2: point from K through twelve. Then they go off into

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Speaker 2: the world and they are really impacted. If that base,

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Speaker 2: if that foundation has not come from you and school,

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Speaker 2: it's going to be harder.

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Speaker 1: Yeah.

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Speaker 3: I mean, look, every family has a budget that they

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Speaker 3: must consider, but in my view, spending some money if

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Speaker 3: as long as provided that you can afford it on

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Speaker 3: a good education, one that reflects your values, one that's

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Speaker 3: going to be a good safe environment for your kids

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Speaker 3: and has a community that is like minded.

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Speaker 1: To me, that is, you know, absolutely worthwhile expense.

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Speaker 3: And as you said, many of these schools also offer

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Speaker 3: financial aid to students and families that are not able

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Speaker 3: to meet the full tuition. And then, of course, in

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Speaker 3: the schools or in the States, rather with school choice,

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Speaker 3: you know, you also have a you know, approximately seventy

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Speaker 3: five hundred dollars per year per child in a state subsidy.

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Speaker 3: So I think that there are now kind of fewer

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Speaker 3: and fewer arguments. I think the point that you raise

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Speaker 3: is kind of it emanates from a feeling of guilt. Well,

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Speaker 3: if I take my kids out of the public school,

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Speaker 3: I'm not supporting the public school.

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Speaker 1: I mean, who cares. That doesn't seem to me to

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Speaker 1: be a reason to do it.

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Speaker 3: If it's not good for your kids, don't do it

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Speaker 3: because you feel somehow guilty.

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Speaker 1: That strikes me as you know, short sighted.

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Speaker 2: Yeah. Well, and I think one of the things that

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Speaker 2: people have to remember, we moved our kids, so I

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Speaker 2: have this experience, this life experience. In twenty twenty, my

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Speaker 2: daughter was not thriving at her and this was before

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Speaker 2: the pandemic hit. She just wasn't thrust. She had gone

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Speaker 2: to middle school. It wasn't good for her. It was

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Speaker 2: a big public middle school. We were planning to move her.

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Speaker 2: And then twenty twenty, obviously the pandemic hit. We moved

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Speaker 2: all four of our girls to a private school and

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Speaker 2: the change was so it was so immense. It was

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Speaker 2: so great to see how different they were in the

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Speaker 2: public school as compared to the private school. And honestly,

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Speaker 2: I didn't want to move them because you know, they

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Speaker 2: were there with all their friends, all the neighborhood kids,

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Speaker 2: and that's what a lot of people will tell you.

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Speaker 2: The community needs to stay together. And they moved and

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Speaker 2: I said, my daughter, who was I think in second

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Speaker 2: grade at the time, she was like, I don't want

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Speaker 2: to do this, and I said, give me just until

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Speaker 2: Christmas because I want to make sure we get through

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Speaker 2: this pandemic and you're in class and all of this,

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Speaker 2: and she never thought about it again. It was like

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Speaker 2: the best decision we could have.

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Speaker 1: Made for her.

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Speaker 2: But I think a lot of parents are letting kids

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Speaker 2: push the decision making process too, and we have to

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Speaker 2: stand and realize that as parents, we can make decisions

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Speaker 2: and the kids will. Those are times when I think

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Speaker 2: they'll be resilient, and we've heard a lot of people say, well,

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Speaker 2: kids are less resilient than we thought. But when it

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Speaker 2: comes to making friends and building community on their own.

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Speaker 2: They're really good at that and that's a good thing

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Speaker 2: for them to learn. I want to go to something

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Speaker 2: that happened recently in the news because Lebron James. It

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Speaker 2: just came out that he had a school that he

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Speaker 2: founded in I think Akron, Ohio. And the recent news

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Speaker 2: on the school is that they are well below reading

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Speaker 2: a math proficiency. That this is something that he decided

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Speaker 2: to go with kind of a more of a public

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Speaker 2: charter situation. The kids are not essentially not learning. I mean,

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Speaker 2: what is the point of going to school if you

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Speaker 2: come out and you don't have any math or reading skills.

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Speaker 2: It's interesting to me because Lebron James went to a

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Speaker 2: private Catholic school got a very good education. So what

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Speaker 2: is the disconnect between these people who say, well, I'm

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Speaker 2: going to come in and save the community. When do

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Speaker 2: they get held accountable when they're actually not saving the community,

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Speaker 2: When kids have gone through and truly been robbed of

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Speaker 2: an education because they don't get those years back.

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Speaker 3: Yeah, I mean, you know, I saw the headline and

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Speaker 3: I haven't done too much digging, but the real comparison

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Speaker 3: point is not how are they competing against state standards

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Speaker 3: or averages or other you know, let's say private schools

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Speaker 3: in the area. I think it's really looking at, you know,

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Speaker 3: the kind of the equivalent to public schools in a

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Speaker 3: place like Akron. I think the school serves kind of

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Speaker 3: the underprivileged or people far farther down the socio economic ladder.

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Speaker 3: I imagine that the numbers and the kind of related

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Speaker 3: or equivalent public schools are similar. You know, this is

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Speaker 3: a very difficult problem, and I think that some of

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Speaker 3: these like celebrity schools that they try to run don't function.

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Speaker 1: But you know, we do have good examples, for example

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Speaker 1: in New York.

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Speaker 3: City with the kid schools, with other charter schools that

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Speaker 3: are doing quite well.

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Speaker 1: So I guess I would tell Lebron.

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Speaker 3: To maybe visit some very successful schools that are working

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Speaker 3: with you know, kind of kids on the margins, working

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Speaker 3: with families that don't have a huge opportunities, and see

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Speaker 3: what they're doing, and you know, perhaps he can improve

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Speaker 3: what's happening at his own school.

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Speaker 2: What about school to radicalism. This is something that we've

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Speaker 2: seen in the Daily Caller. They came out out with

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Speaker 2: the Portland area schools. They've been described as a school

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Speaker 2: to radicalism pipeline. Obviously, if you've been paying attention to

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Speaker 2: the news, you've seen that Portland has become kind of

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Speaker 2: overrun with Antifa and these groups that are throwing bombs

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Speaker 2: and Malota cocktails into government buildings. It's become a really

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Speaker 2: hard place to own a business. And they're saying that

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Speaker 2: this is like, you know, they're fighting white supremacy all

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Speaker 2: of these things, but really, what is this is generally

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Speaker 2: white kids that are joining these kind of sort of

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Speaker 2: gangs of Antifa and going out and destroying the city.

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Speaker 2: So how is this something that's happening in our schools today?

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Speaker 3: Yeah, you know, I've done some reporting on Portland over

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Speaker 3: the last few years, and specifically reporting on Portland public

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Speaker 3: schools over the last few years, including some of the

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Speaker 3: suburban schools surrounding the actual city. And you know, it's

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Speaker 3: no surprise you have a very you have a kind

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Speaker 3: of core of very left wing activist teachers. Actually, some

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Speaker 3: of those teachers have been were arrested during the Antifa

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Speaker 3: riots for participating in.

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Speaker 1: The riots, which is always great to see.

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Speaker 3: But if you look at the curriculum documents, I have

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Speaker 3: parents all over the Portland Era sending me curriculum documents.

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Speaker 3: I mean, they're pushing left wing ideology. They're pushing a

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Speaker 3: kind of radical line. And certainly, one of the chapters

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Speaker 3: in my book, you know, details in great specificity exactly

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Speaker 3: the kind of things that they're teaching, exactly the kind

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Speaker 3: of DEI departments that they're running, and and shows exactly

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Speaker 3: how you get that school to radicalism pipeline. You know,

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Speaker 3: you teach kids for you know, ten years the kind

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Speaker 3: of basic tenets of left wing ideology. It should be

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Speaker 3: no surprise that what you get at the end of that,

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Speaker 3: by the time they hit high school, you know, is

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Speaker 3: something of a kind of militant cohort of kids that

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Speaker 3: are willing to go out in the streets and willing

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Speaker 3: to perpetrate violence.

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Speaker 2: Well, I was just talking to a friend of mine

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Speaker 2: who has a son that goes to a school where

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Speaker 2: they have pride flags up and they have political signs

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Speaker 2: up in their classrooms, and so it does. Those are

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Speaker 2: things that are definitely not about reading, writing, and math.

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Speaker 2: These are things that are political in nature. But he

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Speaker 2: was actually suspended for wearing a Trump hat in the school,

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Speaker 2: in the hallways of the school, and so there's a

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Speaker 2: real disconnect for kids right now who are going, well,

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Speaker 2: wait a minute, I see my teacher doing it, and

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Speaker 2: that's okay. But they have a different you know, they're

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Speaker 2: on the other side. They're on the leftist side. If

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Speaker 2: you come in as a student today and you do

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Speaker 2: anything that appears to be supporting political issues on the right,

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Speaker 2: you can be suspended. What is it What does a

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Speaker 2: parent do in that situation?

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Speaker 1: I mean, get a lawyer, you know.

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Speaker 3: I think that you know, public school students have limited

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Speaker 3: but still significant First Amendment rights, you know, I think

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Speaker 3: that it is you know, incumbent, and there are even

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Speaker 3: kind of public interest law firms that would help in

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Speaker 3: some of those cases. But I think, look, if you're

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Speaker 3: in high school and it's fair game for students on

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Speaker 3: the left to bring symbols and hats and T shirts

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Speaker 3: and signs, there should be the same privilege, the same

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Speaker 3: rights afforded to students with different political viewpoints. And so

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Speaker 3: I would say, you know, support your kids, hank tough

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Speaker 3: and as necessary, you know, contact and attorney, and in

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Speaker 3: many cases the schools will back down.

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Speaker 2: So tell us a little bit about I have your

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Speaker 2: book here. It is America's cultural revolution, how the radical

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Speaker 2: left conquered everything? So how I think this is what

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Speaker 2: people want to know. How did they conquer everything? How

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Speaker 2: do we get it back? So explain a little bit

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Speaker 2: about what they will find when they read it.

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Speaker 1: Great.

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Speaker 3: Yeah, America's Cultural Revolution David last week on the New

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Speaker 3: York Times bestseller list. And it's a secret history of

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Speaker 3: the radical lefts fifty year long march through the institutions.

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Speaker 3: And so it traces this historical process from the late

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Speaker 3: nineteen sixties when all of the radical ideologies were first developed,

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Speaker 3: and then how left wing activists and political figures and

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Speaker 3: intellectual figures were able to burrow within the institutions universities,

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Speaker 3: schools K through twelve, you know, bureaucracies, and then finally

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Speaker 3: government institutions and corporations and then bring these ideologies inside

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Speaker 3: and use them to kind of conquer the cultural language

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Speaker 3: and the cultural institutions of our time.

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Speaker 2: Yeah, I mean, it really does start with the youth.

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Speaker 2: And I know a lot of people have been criticized

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Speaker 2: for coming out and saying, hey, this is where they

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Speaker 2: get the country. They take the country over. But we've

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Speaker 2: seen it over and over again, whether it is China,

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Speaker 2: whether it was Germany one. No matter where it is,

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Speaker 2: we see that these changes in government come with the youth,

439
00:22:51,320 --> 00:22:54,320
Speaker 2: and there is a real desire when you are young

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00:22:54,400 --> 00:22:56,440
Speaker 2: to be a part of something bigger. And as we've

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00:22:56,480 --> 00:23:00,000
Speaker 2: seen in the United States, as we've seen families in general,

442
00:23:00,240 --> 00:23:02,679
Speaker 2: young people get away from religion, there is that that

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00:23:02,800 --> 00:23:06,280
Speaker 2: piece missing. So I do think that they have a

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00:23:06,880 --> 00:23:09,240
Speaker 2: hook there when they can get in so young and

445
00:23:09,240 --> 00:23:12,119
Speaker 2: say you can be a part of something. So how

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00:23:12,160 --> 00:23:14,359
Speaker 2: do we get that culture back? How do we how

447
00:23:14,400 --> 00:23:16,080
Speaker 2: do we say there is a part of something, you

448
00:23:16,119 --> 00:23:18,439
Speaker 2: are a part of something bigger. If you have the

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00:23:18,520 --> 00:23:21,120
Speaker 2: traditional American values, you.

450
00:23:21,040 --> 00:23:21,879
Speaker 1: Have to fight for it.

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00:23:22,160 --> 00:23:25,159
Speaker 3: None of these things are inevitable, and in fact, at

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00:23:25,160 --> 00:23:29,560
Speaker 3: this point that is institutionally a kind of minority position.

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00:23:29,720 --> 00:23:31,560
Speaker 1: And so conservatives who.

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00:23:31,520 --> 00:23:35,920
Speaker 3: Want to have their values reflected in their institutions actually

455
00:23:36,000 --> 00:23:38,760
Speaker 3: have to fight for those institutions. They have to make

456
00:23:38,800 --> 00:23:42,040
Speaker 3: some very difficult decisions. They have to be willing to,

457
00:23:43,119 --> 00:23:45,600
Speaker 3: you know, to to shake things up and to make

458
00:23:45,720 --> 00:23:47,320
Speaker 3: enemies and to and to.

459
00:23:47,280 --> 00:23:48,520
Speaker 1: Fight through controversy.

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00:23:49,320 --> 00:23:53,160
Speaker 3: Because we're no longer living in a past era where

461
00:23:53,200 --> 00:23:55,880
Speaker 3: a lot of these values were taken for granted, they

462
00:23:55,880 --> 00:24:00,280
Speaker 3: had you know, near universal support. That world is on

463
00:24:00,359 --> 00:24:03,119
Speaker 3: and so conservatives have to get off the sidelines and

464
00:24:03,520 --> 00:24:06,960
Speaker 3: and get into the get into the game, or or else.

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00:24:07,400 --> 00:24:11,719
Speaker 3: You are essentially seeding the institutions that teach your kids

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00:24:11,760 --> 00:24:15,320
Speaker 3: that determine how you work and how you live, and.

467
00:24:14,920 --> 00:24:18,080
Speaker 1: How you think and how you speak. You're seeding them to.

468
00:24:18,160 --> 00:24:22,359
Speaker 3: People who have diametrically opplosed values and would love nothing

469
00:24:22,359 --> 00:24:24,520
Speaker 3: more than to than to silence your voice.

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00:24:25,200 --> 00:24:28,320
Speaker 2: And there we go right back to why it is important.

471
00:24:28,359 --> 00:24:31,320
Speaker 2: If that's what you feel strongly about, If your values

472
00:24:31,359 --> 00:24:33,840
Speaker 2: are something that you want to instill in your children,

473
00:24:34,000 --> 00:24:36,800
Speaker 2: then the sacrifice to send them to a school that

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00:24:37,040 --> 00:24:41,600
Speaker 2: has those values and teaches with those values, that's that's

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00:24:41,640 --> 00:24:43,680
Speaker 2: something that you really need to consider as a parent.

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Speaker 2: Chris Ruffo, thank you so much. I appreciate it, and

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Speaker 2: make sure you check out his book, America's Cultural Revolution.

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Speaker 2: Thanks for being on today. Thank you, and thank you

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00:24:53,200 --> 00:24:56,400
Speaker 2: all for joining us on the Tutor Dixon Podcast. As always,

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00:24:56,480 --> 00:24:59,080
Speaker 2: for this episode and others, check out the Tutor Dixon

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00:24:59,119 --> 00:25:02,600
Speaker 2: podcast dot com. You can subscribe right there, or check

482
00:25:02,640 --> 00:25:06,040
Speaker 2: out the iHeartRadio app, Apple Podcasts, or wherever you get

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00:25:06,080 --> 00:25:08,399
Speaker 2: your podcasts and join us the next time on the

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00:25:08,440 --> 00:25:10,960
Speaker 2: Tutor Dixon Podcast, Have a blessed day,