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Speaker 1: On this episode of News World. Harvard President Claudine Gay

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Speaker 1: resigned from her position on Tuesday. Her departure comes just

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Speaker 1: six months after becoming Harvard's first black president. Did she

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Speaker 1: make mistakes in her testimony in Capitol Hill? As she

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Speaker 1: admits in her New York Times op ed published on

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Speaker 1: Wednesday entitled Clauding Gay, What just happened at Harvard is

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Speaker 1: bigger than me? She wrote, quote, Yes, I made mistakes.

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Speaker 1: She said her published work contained passages where some material

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Speaker 1: duplicated other scholars language without proper attribution. But she said

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Speaker 1: she never had claimed credit for this work, and she

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Speaker 1: stands by her original research. And at the December congressional

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Speaker 1: hearing that started the onslaughter criticism, she wrote, I neglected

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Speaker 1: to clearly articulate that calls for the genocide of Jewish

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Speaker 1: people are abhorrent and unacceptable. Was Gay's ascension at heart

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Speaker 1: Harvard part of the larger diversity equity inclusion plan across

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Speaker 1: colleges and universities nationwide. In their new book, The Diversity

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Speaker 1: con David Johnson and Kent Heck and Lively take a

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Speaker 1: comprehensive look into how companies and schools are infiltrated and

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Speaker 1: radicalized by DEI theory. I'm really pleased to welcome my guest,

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Speaker 1: Kent Heckenlively. He is an attorney, science teacher, and New

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Speaker 1: York Times bestselling author. Kent, welcome, and thank you for

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Speaker 1: joining me on Newts World.

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Speaker 2: Thanks for having me nude. It's a great honor.

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Speaker 1: Well, and your book is so timely and so important.

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Speaker 1: Let's start, though, with the recent news that Harvard President

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Speaker 1: Claudine Gay and University of Pennsylvania President Liz McGill both

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Speaker 1: resigned and what that means. Harvard President Claudine Gay, University

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Speaker 1: of Pennsylvania president is Give mcgil and MIT president Sally

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Speaker 1: Cornbloth were questioned at the December fifth, twenty twenty two

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Speaker 1: House Committee on Education in the Workforce hearing unquote holding

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Speaker 1: campus leaders accountable and confronting anti Semitism. All three said

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Speaker 1: that it is context specific what is considered anti semitism.

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Speaker 1: Let's listen to some of that testimony.

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Speaker 3: Doctor Cornbloth at MIT, does calling for the genocide of

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Speaker 3: Jews violate MIT's code of conduct or rules regarding bullying

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Speaker 3: and harassment?

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Speaker 2: Yes? Or no?

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Speaker 4: You've targeted at individuals not making public statements?

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Speaker 3: Yes or no? Calling for the genocide of Jews does

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Speaker 3: not constitute bullying and harassment.

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Speaker 4: I have not heard calling for the genocide for Jews

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Speaker 4: on our campus.

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Speaker 3: Ms Migil at Penn, does calling for the genocide of

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Speaker 3: Jews violate Penn's rules or code of conduct?

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Speaker 4: Yes?

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Speaker 2: Or no.

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Speaker 4: If the speech turns into conduct, it can be harassment.

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Speaker 3: Yes, I am asking specifically calling for the genocide of Jews.

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Speaker 3: Does that constitute bullying harassment?

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Speaker 4: If it is directed and severer pervasive, it is harassment.

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Speaker 3: So the answer is yes.

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Speaker 4: It is a context dependent decision.

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Speaker 3: Congresswoman, It's a context dependent decision. That's your testimony today.

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Speaker 3: Calling for the genocide of Jews is depending upon the context,

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Speaker 3: that is not bullying or harassment. This is the easiest

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Speaker 3: question to answer, Yes, Miss McGill.

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Speaker 4: If the speech becomes conduct, it can be harassment.

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Speaker 3: And Doctor Gay at Harvard, does calling for the genocide

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Speaker 3: of Jews violate Harvard's rules of bullying and harassment?

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Speaker 2: Yes?

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Speaker 5: Or no. It can be depending on the context.

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Speaker 3: What's the context?

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Speaker 5: Targeted as an individual, targeted at an individual, it's.

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Speaker 3: Targeted at Jewish students, Jewish individuals. Do you understand your

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Speaker 3: testimony is dehumanizing them. Do you understand that dehumanization is

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Speaker 3: part of antisseyemotism. I will ask you one more time.

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Speaker 3: Does calling for the genocide of Jews violate Harvard's rules

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Speaker 3: of bullying and harassment?

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Speaker 4: Yes?

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Speaker 2: Or no?

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Speaker 5: Antisemitic rhetoric when it crosses into conduct that amounts to bullying, harassment, intimidation,

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Speaker 5: that is actionable conduct, and we do take action.

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Speaker 3: So the answer is yes, that calling for the genocide

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Speaker 3: of Jews violates Harvard Code of Conduct. Correct.

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Speaker 5: Again, it depends on the context.

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Speaker 3: It does not depend on the context. The answer is yes,

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Speaker 3: and this is why you should resign. These are unacceptable

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Speaker 3: answers across the board.

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Speaker 1: The congressional hearing started backlash from the public, including the university,

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Speaker 1: alumni and donors. Miguil was the first to resign on

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Speaker 1: de Summer ninth, following a call for her resignation from

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Speaker 1: the board of the Wharton Business School and the withdrawal

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Speaker 1: of a donor's one hundred million dollar gift to the university.

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Speaker 1: Harvard President Claudine resigned on January second, making her the

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Speaker 1: shortest Harvard president in history, only serving six months. And

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Speaker 1: I tell you, President Sally Cornbluth is now the only

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Speaker 1: president testified at the December sixth hearing who is still president.

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Speaker 1: Let me start with that. Do you think that her

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Speaker 1: resignation is imminent?

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Speaker 2: I think it is, and I think what conservatives can

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Speaker 2: expect in twenty four is for a lot of scalps

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Speaker 2: to be taken. Now, this is not about vengeance, it's

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Speaker 2: about competence. These jobs in academia should be filled by

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Speaker 2: our very best people, and what DEI has done is

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Speaker 2: it has put some very mediocre people in these positions.

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Speaker 2: They're pushing dangerous ideas and it's harming our youth. And

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Speaker 2: that's why we need to stand up and demand that

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Speaker 2: these people reveal who they are, and if they are

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Speaker 2: not qualified for the job, we need to call for

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Speaker 2: their resignation.

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Speaker 1: I was a little surprised to see that in Gay's case,

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Speaker 1: the president of Harvard, she makes nine hundred thousand dollars

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Speaker 1: a year.

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Speaker 2: She's still going to make nine hundred thousand dollars a

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Speaker 2: year as a professor there, and so I'm a little

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Speaker 2: bit concerned that even though she's resigning, this is just

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Speaker 2: shuffling her around and we're going to see her in

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Speaker 2: a top position once again, we need to make sure

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Speaker 2: that stuff stops.

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Speaker 1: Well and isn't there sort of an insider's club at

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Speaker 1: work here.

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Speaker 2: One hundred percent. And that's why we need to keep

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Speaker 2: the focus and we need to keep the attention on

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Speaker 2: these people. We need to make sure that the people

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Speaker 2: who ascend to these positions are qualified. And one of

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Speaker 2: the things that kind of gets me is, you know,

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Speaker 2: I'm a person who loves academia. I love the intellectual life.

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Speaker 2: I love debates of about ideas, and the fact that

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Speaker 2: these people are so intolerant and are allowed to be

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Speaker 2: instructing our youth, they're creating an intolerance in our youth.

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Speaker 2: The anti semitism of the Ivy League is out of control,

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Speaker 2: as well as the anti Asian prejudice, as shown by

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Speaker 2: Harvard's categorical lowering of Asian American admission to their university.

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Speaker 2: Our country should be a meritocracy. A meritocracy is a

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Speaker 2: stable political system in which anybody can ascend. And when

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Speaker 2: they are pushing this DEI nonsense and saying there are

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Speaker 2: only certain immutable characteristics which render you capable of leadership,

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Speaker 2: that's an idea which needs to be confronted and defeated.

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Speaker 1: What's fascinating about the resignation of President Claudingay and what

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Speaker 1: makes it, I think sort of a pivot point, is

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Speaker 1: that she actually was the kind of perfect product of

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Speaker 1: the DEI movement and the personification of Harvard's commitment to

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Speaker 1: placing diversity and inclusion over meritocracy and honesty. Could you

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Speaker 1: talk a little bit about how that occurred at Harvard

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Speaker 1: and how that movement became so dominant.

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Speaker 2: Well, this Dei philosophy is something that has been in

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Speaker 2: the works for years. So this is something that's grown

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Speaker 2: up over the past twenty thirty years, and so it's

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Speaker 2: not surprising that we're seeing kind of the flowering of

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Speaker 2: the DEI movement, and so it's in full flower, and

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Speaker 2: this is the time where they're supposed to show us

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Speaker 2: how wonderful they are, and it's just been a disaster.

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Speaker 2: So that's why we as conservatives need to confront this philosophy.

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Speaker 2: We need them to debate us in the public eye,

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Speaker 2: because when they do, the public will see the absolute

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Speaker 2: hollowness of this promise and how DEI is nothing less

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Speaker 2: than a civilization destroying idea.

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Speaker 1: As early as October twenty fourth, the New York Post

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Speaker 1: sent twenty seven plagiarism allegations to Harvard, and they got

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Speaker 1: back a very blistering letter three days later from Thomas Claire,

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Speaker 1: who is counsel for both Gay personally and for Harvard,

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Speaker 1: which said the allegations were demonstrably false and said all

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Speaker 1: the examples were cited and properly credited. But then a

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Speaker 1: week later Harvard's investigation into the allegations began and it

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Speaker 1: only concluded on December ninth. And it seems to me

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Speaker 1: that as I read this, I we'll ask you to comment.

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Speaker 1: But over two dozen plagiarism charges were brought against her.

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Speaker 1: She allegedly lifted nearly half a page of material verbatim

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Speaker 1: in her two thousand and one article. In the article,

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Speaker 1: she borrowed four sentences from David Cannon's nineteen ninety nine

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Speaker 1: book Race, Redistricting and Representation without quotation marks or citations.

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Speaker 1: There are also complaints that she lifted for a nineteen

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Speaker 1: ninety six paper by Frank Gilliam. I mean they expelled

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Speaker 1: twenty seven underclassmen for plagiarism.

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Speaker 2: Yeah, and so you and I both write books. I've

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Speaker 2: written fifteen books. My books are known for having three

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Speaker 2: four hundred citations in them, because I am a stickler

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Speaker 2: for when it's somebody else's idea, I credit that idea.

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Speaker 2: And it is so personally offensive to hear that she

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Speaker 2: has that many allegations of plagiarism. And here I am.

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Speaker 2: You know, I'm a middle school science teacher who writes

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Speaker 2: books I know not to play drives. And the president

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Speaker 2: of Harvard being credibly accused of this and them seeming

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Speaker 2: to find her guilty. I just find appalling this woman

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Speaker 2: should be so far from any academic institution if she's

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Speaker 2: guilty of those charges.

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Speaker 1: She's still in her New York Times article rejecting the idea.

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Speaker 1: In this New York Times op edsy she published on Wednesday,

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Speaker 1: which I think tells you a little bit about her ego.

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Speaker 1: It's entitled Claudine Gay, what just happened at Harvard is

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Speaker 1: bigger than me? And she wrote, I'm quoting, Yes, I

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Speaker 1: made mistakes. She said there was quote some material duplicated

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Speaker 1: other scholars language without proper attribution. Now can you imagine

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Speaker 1: if every undergraduate in the country adopted the without proper

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Speaker 1: attribution defense every time they were told that they were plagiarizing,

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Speaker 1: And of course, with the rise of modern artificial intelligence,

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Speaker 1: You're going to see more and more examples of term

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Speaker 1: papers written by computer. And now she said she never

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Speaker 1: claimed credit for others' work. She stands why our original research,

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Speaker 1: I mean, the arrogance implied. And this denial is amazing.

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Speaker 2: In the regular world, Newt that's called a confession. It's

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Speaker 2: only in the IVY League that that's not a confession.

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Speaker 1: And the Ivy League it is an explanation for why

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Speaker 1: she's going to remain powerful. And I was surprised that

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Speaker 1: she's apparently going to keep her nine hundred thousand dollars

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Speaker 1: a year salary even while she ceases to be president

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Speaker 1: and becomes just a faculty member.

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Speaker 2: And this is why I think that conservatives need to

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Speaker 2: keep the attention on these people, because what the entire

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Speaker 2: DEI philosophy is doing is it's disempowering conservative voices, and

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Speaker 2: so we have to take back our power. We have

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Speaker 2: to stand up, we have to speak out, and we

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Speaker 2: need to demand answers to keep going. Because what happens

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Speaker 2: is that these people have lived in such an insular

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Speaker 2: world that when they come out to the public and

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Speaker 2: try to defend themselves, they look like idiots, and we

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Speaker 2: need to keep the pressure on these people. We need

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Speaker 2: these people to be exposed, and we need good people

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Speaker 2: in those positions. They don't have to be conservative, they

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Speaker 2: just have to not be crazy.

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Speaker 1: I think crazy is a pretty good example. By the way,

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Speaker 1: she goes on to say, I love this re articulate.

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Speaker 1: She says in her New York Times peace quote. I

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Speaker 1: neglected to clearly articulate that calls for the genocide of

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Speaker 1: Jewish people are abhorrent and unacceptable. Now I believe that

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Speaker 1: at last Stefani, who did an amazing job in that hearing,

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Speaker 1: ask her seventeen times it's.

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Speaker 2: Not hard to say genocide is wrong.

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Speaker 1: I watched in amazement. I thought, at least showed great

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Speaker 1: discipline and great restraint in just coming back and saying

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Speaker 1: again and again. So gay was given seventeen opportunities to

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Speaker 1: be clear yeah, and somehow turns it into I neglected

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Speaker 1: to clearly articulate. I've concluded that this woman is a racist,

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Speaker 1: she is dishonest, and she is stunningly arrogant, and that

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Speaker 1: it tells you about the system that promoted her that

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Speaker 1: she could get to be president.

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Speaker 2: Two tools that I think we need to use in

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Speaker 2: twenty twenty four are ridicule and contempt. We just need

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Speaker 2: to go there. We need to state what happened. How

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Speaker 2: is it that the president of Harvard could be asked

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Speaker 2: seventeen times to condemn genocide and she misses every single time. Okay,

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Speaker 2: you could get a plumber down the street. You only

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Speaker 2: need to ask him once. If he condemns genocide, he

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Speaker 2: knows the right answer. How can the president of Harvard

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Speaker 2: not know the answer.

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Speaker 1: And write it off as a neglect? I neglected to

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Speaker 1: clearly articulate that level of latent dishonesty in itself is

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Speaker 1: I think condemnatory. Hi, this is newt. If you live

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Speaker 1: in California or you happen to be visiting, I'd like

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Speaker 1: to invite you to my two upcoming book events in January.

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Speaker 1: Killis and I are both going to be at the

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Speaker 1: Richard Nixon Library and Museum in yor Belunda on January

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Speaker 1: ninth at seven pm. Tickets are available now at Nixon

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Speaker 1: Foundation dot org. And Klist and I are both going

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Speaker 1: to be at the Ronald Reagan Presidential Foundation and Institute

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Speaker 1: in Simi Valley on January tenth at five pm. Tickets

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Speaker 1: are available now at Reagan Foundation. I hope you'll join

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Speaker 1: us for a book signing and a talk and a

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Speaker 1: chance to get together and kick off the new year

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Speaker 1: at the Nixon Library and the Reagan Library. Let's talk

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Speaker 1: about your new book, The Diversity con which David Johnson

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Speaker 1: you wrote, because you really look at the whole way

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Speaker 1: in which this DEI has evolved. And I mentioned to

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Speaker 1: you a while ago a friend of mine had written

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Speaker 1: that we ought to rename it discrimination, exclusion and Intolerance.

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Speaker 2: Yeah, So David Johnson is a Project Veritas whistleblower. So

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Speaker 2: this is my fourth book that I've written with a

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Speaker 2: Project Veritas whistleblower. So I'm kind of becoming the unofficial

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Speaker 2: biographer of Project Veritas whistleblowers. So after millions of people

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Speaker 2: see the videos, they come to me and we do

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Speaker 2: a deep dive into it. And David Johnson is a

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Speaker 2: really interesting character because he's twenty six years old, describes

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Speaker 2: himself as left of center, and is gay, and he's

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Speaker 2: a packaging engineer and he was hired as a contract

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Speaker 2: employee for Hasbro and within the first week he's forced

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Speaker 2: to sit through one of these diversity trainings, and he

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Speaker 2: has the presence of mind to turn it on and

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Speaker 2: record it, and he's horrified by what he hears. What

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Speaker 2: he hears in this is that babies as young as

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Speaker 2: six months old can be racist. And he says to himself, look,

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Speaker 2: I'm a minority in this country. I've never felt discriminated against.

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Speaker 2: This is not the American which I grew up. So

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Speaker 2: he turns it over to James O'Keeffe, and when James

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Speaker 2: O'Keefe was at Project Veritas, it goes viral and he

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Speaker 2: goes through this journey of going to conservative conferences, being

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Speaker 2: warmly embraced and becomes obsessed with this Dei philosophy because

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Speaker 2: he considers it so harmful to the country. And so

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Speaker 2: that's when he hooks up with me. And what we

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Speaker 2: did was we had him go undercover at some of

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Speaker 2: these DEI events that are aimed at businesses, mostly in

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Speaker 2: educational institutions, to figure out how are they brainwashing people.

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Speaker 2: And it's really kind of interesting because as somebody yourself

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Speaker 2: Newe who's an academic, you know that there's a way

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Speaker 2: that you present information and you're trying to get people

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Speaker 2: to be intrigued by it. Let's say it's a three

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Speaker 2: day conference, the first day of the conference, you kind

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Speaker 2: of get a lot of interesting information, like you may

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Speaker 2: learn about the Tulsa Race riots, you know, where sixty

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Speaker 2: years after the end of slavery, a large number of

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Speaker 2: African Americans in Oklahoma had become pretty successful and their

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Speaker 2: community was burned to the ground. And so you say, oh,

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Speaker 2: that's really interesting, and so you feel a sense of

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Speaker 2: connection to the people giving you the information. Day two,

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Speaker 2: they present some more troubling ideas, but you know, still

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Speaker 2: within the bounds of reasonable thought. Day three is when

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Speaker 2: they go absolutely crazy. That's when they introduce the transagenda

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Speaker 2: and all sorts of weird ideas, basically saying, giving a

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Speaker 2: Marxist ideal that there's an oppressor and oppressed class. Now

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Speaker 2: where do you go with that? How can you be

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Speaker 2: only one of two things? I don't want to be

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Speaker 2: an oppressor and I don't want to be oppressed. But

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Speaker 2: that's what they set up as the dynamic in people's minds.

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Speaker 2: And you know, we also kind of do a deep

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Speaker 2: dive into how the Chinese had brainwashed American POWs in Korea,

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Speaker 2: and it's a real subtle form of brainwashing. It's first, Oh,

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Speaker 2: the history you think is true is wrong. Okay, so

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Speaker 2: the history is bad, then you are bad. Then hey,

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Speaker 2: but you can be I'm good if you do this,

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Speaker 2: and then I will break you of what you believe

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Speaker 2: about history. I will break you of what you believe

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Speaker 2: about yourself and then all create this new self. And

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Speaker 2: this is a terrifying idea, but you have to understand

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Speaker 2: how it's done. It doesn't start out with the crazy stuff.

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Speaker 2: It starts out with some interesting stuff that you know,

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Speaker 2: you and I would probably find to be compelling.

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Speaker 1: It's a totally different world and one that I clearly

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Speaker 1: didn't grow up in. You say at one point that

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Speaker 1: in one of these classes, before you even saw the professor,

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Speaker 1: that with the backdrop of a rainbow flag, we were

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Speaker 1: presented with ally gay, intersex rights, human, lesbian, cisgender stereotype, asexual, free, homosexual, bisexual, transgender,

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Speaker 1: equal queer, sexism, identity, and LGBT.

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Speaker 2: What is ally means means you will stand up for

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Speaker 2: somebody's sexual identity.

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Speaker 1: I mean what strikes me is and I'm writing a

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Speaker 1: series for the American Spectator starting in nineteen sixty looking

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Speaker 1: at how we evolve to the current situation. Well, what

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Speaker 1: struck me was that the growth of the civil rights movement,

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Speaker 1: ultimately joining in with the anti war movement during Vietnam,

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Speaker 1: and then along comes a sexual identity movement which becomes

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Speaker 1: its own massive force, and which in many ways is

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Speaker 1: now the most dynamic part of the Democratic Party and

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Speaker 1: many college campuses, the most dynamic part of defining what's legitimate?

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Speaker 1: Am I missing something here?

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Speaker 2: You're absolutely right, because it's easy to destroy things. I

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Speaker 2: think that's the story of the French Revolution. It's really

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Speaker 2: easy to destroy things. What was great about the American

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Speaker 2: Revolution was we wanted to kick out the British, but

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Speaker 2: we really didn't want to have a reign of terror

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Speaker 2: after we won. Yes, some people left and went to England,

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Speaker 2: but we buy and large we avoided that. And you know,

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Speaker 2: new confusion about these terms. That's kind of why at

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Speaker 2: the end of the book we have the Newest speak Dictionary,

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Speaker 2: with a little nod to George Orwell, where we say, Okay,

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Speaker 2: you want to get the definitions of these things, you

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Speaker 2: can find them.

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Speaker 1: It's easier to destroy than to build. Sam Rayburn, when

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Speaker 1: he was Speaker of the House, They've been a Texas farmer.

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Speaker 1: He used to say, you know, any jackass can knock

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Speaker 1: down a barn, but it takes a carpenter to build one. Yeah,

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Speaker 1: And I think we're in kind of that cycle where

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Speaker 1: what you have as a group of fanatics who for

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Speaker 1: some reason are collectively against Western civilization and against American civilization,

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Speaker 1: but don't actually have a coherent alternative and have come

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Speaker 1: together as kind of a coalition of the haters.

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Speaker 2: Yeah, and so I think that's going to be the

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Speaker 2: real challenge for we conservatives is the fact that we

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Speaker 2: look at the academic institutions and we're horrified by what

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Speaker 2: we see, and we know there needs to be a

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Speaker 2: remodel of the academic institutions, but it could be so

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Speaker 2: easy for us to destroy the academic institutions, and we

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Speaker 2: don't want to do that, I know very much. In conservatism,

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Speaker 2: there is the idea that, you know, let me just

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Speaker 2: go out on my own, and maybe I don't need college,

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Speaker 2: but I'm somebody who really advocates for education, while at

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Speaker 2: the same time saying a lot of what you're getting

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Speaker 2: in our current academic environment is not ultimately helpful to

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Speaker 2: you and your success in the future.

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Speaker 1: We agree that there are things that are deeply profoundly

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Speaker 1: wrong with many of our institutions, and particularly with many

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Speaker 1: of our elite institutions. What's the solution.

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Speaker 2: Well, I think there's a couple things we can do.

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Speaker 2: First of all, we can rediscover the work of Martin

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Speaker 2: Luther King. Be judged by the content of your character,

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Speaker 2: not by immutable characteristics. Let's talk again about the meritocracy,

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Speaker 2: which allows anybody to rise. I think one of the

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Speaker 2: really interesting statistics I ran across in putting this book

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Speaker 2: together was to look at the number of hours that

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Speaker 2: students by racial groups spend on academic activities outside of

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Speaker 2: regular school hours. Asian kids spend about eleven hours on

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Speaker 2: average every week, Caucasian kids spend about eight hours, Hispanic

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Speaker 2: and Black kids spend about five and a half hours.

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Speaker 2: That's something real and specific. So what we can say is, okay,

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Speaker 2: let's have some measurements. You know, let's say to everybody,

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Speaker 2: all right, if you want to be a really superior student,

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Speaker 2: it looks like you need to be spending nine to

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Speaker 2: eleven hours a week outside of regular school activities doing

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Speaker 2: something intellectually stimulating. Well, that works out to about an

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Speaker 2: hour and a half a day. An hour and a

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Speaker 2: half a day is not that much. I mean you

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Speaker 2: could do thirty minutes a day during the week and

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Speaker 2: then you know, a couple hours on the weekend, and

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Speaker 2: so we need to be looking at what are the

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Speaker 2: strategies for success. The strategies for success is you obtaining

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Speaker 2: skills and hopefully stacking those skills in sort of a

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Speaker 2: talent stack, so that not only are you good at thinking,

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Speaker 2: you're good at reading, you're good at writing, you're good

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Speaker 2: at public speaking, you can convey information, you can get

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Speaker 2: people to understand what you're thinking and agree to a

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Speaker 2: common course of action. Those are the skills that are

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Speaker 2: necessary for success, not how we're all different, you know,

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Speaker 2: not that you know, oh my god, I'm a straight man,

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Speaker 2: you're a gay man, all this other sort of stuff.

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Speaker 2: It doesn't matter. And I think that's what was great

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Speaker 2: about David Johnson's perspective on it, because he says, Okay,

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Speaker 2: so I'm black and I'm gay. What does that have

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Speaker 2: anything to do with how well I package your product

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Speaker 2: so it arrives to the customer and it's not broken.

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Speaker 1: If you could waive a magic one, how would you

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Speaker 1: actually reform Harvard.

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Speaker 2: One of the things that I think is great is

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Speaker 2: the power of social media. Social media has driven clouting

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Speaker 2: Gay's resignation because the stupidity of what she said could

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Speaker 2: not survive social media attention. So what we need to

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Speaker 2: do is we need to actively engage with these academic leaders,

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Speaker 2: knowing that the mainstream media won't do its job. Social

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Speaker 2: media will do its job as well as the alumni donors.

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Speaker 2: When the alumni donors hear this nonsense coming from their schools,

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Speaker 2: they will rise up and take action. That's why I

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Speaker 2: think that this is a perfect model for what we

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Speaker 2: need to do all through twenty twenty four, and we

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Speaker 2: will have a cleaning house in academia and we will

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Speaker 2: hopefully have non crazy people at the head of these institutions.

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Speaker 2: And also what we're doing is we're educating the students.

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Speaker 2: So I think that's a really important thing to understand

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Speaker 2: because as much as we talk about the students being brainwashed, well,

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Speaker 2: to be young is also to be a bit rebellious.

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Speaker 2: So I think we need to activate the natural rebellion

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Speaker 2: in the young because I think that they're more open

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Speaker 2: to these ideas than we may think.

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Speaker 1: Which leaves me an idea I've had for a while,

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Speaker 1: but maybe too big a stretch. I think that we

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Speaker 1: ought to require that any school that receives federal aid

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Speaker 1: that any student the ones who can tape the class

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Speaker 1: they're in.

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Speaker 2: Yeah. I think that's a great idea.

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Speaker 1: Because that would automatically create a sense of outside observation,

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00:28:50,120 --> 00:28:52,560
Speaker 1: and I think you would suddenly see a startling drift

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00:28:53,120 --> 00:28:56,840
Speaker 1: back towards normalcy from faculty members who right now are

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00:28:56,960 --> 00:28:58,320
Speaker 1: arrogant in their isolation.

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Speaker 2: The left wing has opened that door for us because

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00:29:04,200 --> 00:29:09,480
Speaker 2: they have obliterated people's privacy. They've gone after them for

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00:29:09,600 --> 00:29:12,560
Speaker 2: all of these things, and so all we're asking for

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00:29:13,120 --> 00:29:16,400
Speaker 2: is the same kind of openness with which they've gone

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00:29:16,440 --> 00:29:19,560
Speaker 2: after our private lives. And we're saying, hey, look, if

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00:29:19,560 --> 00:29:23,080
Speaker 2: you're saying something in the classroom, the students have a

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00:29:23,160 --> 00:29:26,440
Speaker 2: right to make a copy of that to discuss what

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00:29:26,480 --> 00:29:29,040
Speaker 2: you said. I mean, that's the idea of education, right

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00:29:29,080 --> 00:29:32,800
Speaker 2: that we discussed these ideas, So why wouldn't we do that.

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Speaker 1: The other problem is very different. I talked a lot

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00:29:35,600 --> 00:29:41,080
Speaker 1: about there are five schools in Baltimore City high schools

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00:29:41,760 --> 00:29:46,600
Speaker 1: in which not a single student can do math. That's

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00:29:46,600 --> 00:29:49,560
Speaker 1: about twenty one or twenty two hundred students and not

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00:29:49,840 --> 00:29:53,000
Speaker 1: one can do math. So the problem in higher education

454
00:29:53,160 --> 00:29:55,400
Speaker 1: is people are being taught, but they're being taught the

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00:29:55,440 --> 00:29:59,280
Speaker 1: wrong things. The challenge in these large inner city unionized

456
00:29:59,280 --> 00:30:02,800
Speaker 1: public schools, they're just not learning. To me, that's a

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00:30:02,840 --> 00:30:05,760
Speaker 1: crisis for our survival because you're not going to compete

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00:30:05,760 --> 00:30:10,320
Speaker 1: with China with a workforce that is illiterate and incapable,

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00:30:10,680 --> 00:30:13,000
Speaker 1: and you're not going to have citizens that can make

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00:30:13,080 --> 00:30:16,239
Speaker 1: serious decisions if they have no ability to learn. How

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00:30:16,280 --> 00:30:20,840
Speaker 1: would you deal with this substantial number of places where

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00:30:20,880 --> 00:30:22,520
Speaker 1: literally no learning is occurring.

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Speaker 2: I think you just need to call it an emergency

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00:30:26,840 --> 00:30:30,200
Speaker 2: in those areas, let's figure out what to do. I mean,

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00:30:30,840 --> 00:30:33,520
Speaker 2: and I think that you could get the local population

466
00:30:34,280 --> 00:30:38,480
Speaker 2: on that side, because parents want their kids to do

467
00:30:38,560 --> 00:30:41,480
Speaker 2: better than they did, and so I think that there's

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00:30:41,520 --> 00:30:46,040
Speaker 2: a lot that's going on in these communities that can

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00:30:46,200 --> 00:30:49,720
Speaker 2: be changed. I'll admit that it's very hard. I teach

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00:30:49,760 --> 00:30:53,440
Speaker 2: in at school, which is a high performing school. I

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00:30:53,480 --> 00:30:56,520
Speaker 2: don't quite see that population, so I may not have

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00:30:56,560 --> 00:30:59,400
Speaker 2: the best view of that. But I think that you

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00:30:59,440 --> 00:31:02,160
Speaker 2: can look at samples of schools that have been turned

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00:31:02,160 --> 00:31:06,000
Speaker 2: around and there are some strategies you can use.

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00:31:06,880 --> 00:31:09,400
Speaker 1: I think the work you're doing is very very important.

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00:31:09,720 --> 00:31:13,320
Speaker 1: This book could hardly be timelier. We're going to remind

477
00:31:13,360 --> 00:31:15,680
Speaker 1: all of our listeners that your new book The Diversity

478
00:31:15,760 --> 00:31:19,920
Speaker 1: Con The Secrets and Lies behind the Shady DEI Industry

479
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Speaker 1: is available in Amazon and in bookstores everywhere. And I

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00:31:24,160 --> 00:31:25,920
Speaker 1: really want to thank you for joining me. I think

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00:31:25,920 --> 00:31:29,160
Speaker 1: this is a very important contribution to what is becoming

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00:31:29,480 --> 00:31:30,959
Speaker 1: a very big national debate.

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00:31:31,200 --> 00:31:32,520
Speaker 2: Thank you very much, Nude.

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00:31:35,480 --> 00:31:38,120
Speaker 1: Thank you to my guest, Kent Heckan Lively. You can

485
00:31:38,120 --> 00:31:40,320
Speaker 1: get a link to buy his new book, The Diversity

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00:31:40,360 --> 00:31:44,440
Speaker 1: Con on our show page at newtsworld dot com. Newtsworld

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00:31:44,480 --> 00:31:48,360
Speaker 1: is produced by Gingriish three sixty and iHeartMedia. Our executive

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00:31:48,400 --> 00:31:53,000
Speaker 1: producer is Guarnsey Sloan and our researcher is Rachel Peterson.

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00:31:53,520 --> 00:31:56,720
Speaker 1: The artwork for the show was created by Steve Penley.

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00:31:57,320 --> 00:32:00,560
Speaker 1: Special thanks to the team at Gingish three sixty. If

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00:32:00,560 --> 00:32:03,000
Speaker 1: you've been enjoying Newtsworld, I hope you'll go to Apple

492
00:32:03,080 --> 00:32:06,280
Speaker 1: Podcasts and both rate us with five stars and give

493
00:32:06,360 --> 00:32:09,120
Speaker 1: us a review so others can learn what it's all about.

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00:32:09,680 --> 00:32:12,720
Speaker 1: Right now, listeners of Newtsworld can sign up for my

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00:32:12,880 --> 00:32:18,080
Speaker 1: three freeweekly columns at Gingrichtree sixty dot com slash newsletter.

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00:32:18,480 --> 00:32:20,760
Speaker 1: I'm NEWT Gingrich. This is news world,