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Speaker 1: Welcome to the Tutor Dixon Podcast. While you all have

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Speaker 1: been seeing what's happening on college campuses across the country,

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Speaker 1: and now we see the same kids that had their

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Speaker 1: high school graduations canceled are having their college graduations canceled.

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Speaker 1: And I've seen a lot of people, a lot of

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Speaker 1: these political pundits and people like myself to be quite honest,

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Speaker 1: who have come out and been like, you know what,

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Speaker 1: let this happen to these students. They deserve it. And

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Speaker 1: I have to tell you I disagree. I think that

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Speaker 1: these are few and far between, these kids on these

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Speaker 1: college campuses. I don't think it's as many of the

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Speaker 1: students as you think it is. I think there are

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Speaker 1: a lot of very serious students that are at these

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Speaker 1: universities that are devastated by what's happening on these campuses.

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Speaker 1: And I would also question how many of these students

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Speaker 1: are actual or how many of these protesters are actually students,

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Speaker 1: And do these presidents of these universities have a handle

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Speaker 1: of who is coming on their campuses. Well, we have

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Speaker 1: a friend who is a president of a university right

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Speaker 1: here in Michigan, the president of Cornerstone University. It's a

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Speaker 1: Christian University based right here in Michigan just recently named

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Speaker 1: the number thirty ninth most conservative university in the nation.

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Speaker 1: So we're very excited about that right here in Michigan,

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Speaker 1: and we have the president who is doctor. I don't

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Speaker 1: want to say it wrong, so tell me again the

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Speaker 1: for your how to say your person Girsan Yes, doctor

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Speaker 1: Gerson moreno Riano with us today. First, I just want

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Speaker 1: to go through with you again how we can help

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Speaker 1: the folks over in Israel, because I know we are

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Speaker 1: We've been talking about these protests, but we've also been

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Speaker 1: talking about the attacks. Remember, since October seventh, the attacks

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Speaker 1: on Israel have increased, with Iran and its proxies launching

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Speaker 1: an attack of hundreds of drones and missiles on Israel.

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Speaker 1: Israelis are currently living with that harsh reality of terror

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Speaker 1: every day. Again, you guys, we don't know what this

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Speaker 1: is like. But the International Fellowship of Christians and Jews,

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Speaker 1: they are on the ground now addressing all of these

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Speaker 1: urgent needs. And that's why I'm partnering with IFCJ today.

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Speaker 1: While praying for the best, IFCJ is preparing for the

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Speaker 1: worst by packing emergency bomb shelter kits that can be

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Speaker 1: delivered immediately to those in desperate need. Your life saving

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Speaker 1: donation will help assemble and place these kids with enough

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Speaker 1: food and life saving emergency supplies for twenty people huddled

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Speaker 1: in a bomb shelter. The cost to put and distribute

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Speaker 1: those kids together is two hundred and ninety dollars each.

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Speaker 1: So your gift now will help save many lives. And

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Speaker 1: thanks to a matching challenge gift from a generous IFCJ supporter,

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Speaker 1: your gift will double in its impact to help provide

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Speaker 1: twice the support. The number to call to make sure

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Speaker 1: you get your gift in is eight eight eight four

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Speaker 1: eight eight IFCJ. That's eight eight eight four eight eight

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Speaker 1: IFCJ or four three two, or you can go online again.

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Speaker 1: Always go online to support IFCJ dot org. To give.

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Speaker 1: That's one word, it's support IFCJ dot org. Make sure

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Speaker 1: you get your donation in and now to bring this

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Speaker 1: back to the United States, we want to go back

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Speaker 1: to what's happening here. Thank you so much for coming

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Speaker 1: to join us today from all the way from Cornerstone

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Speaker 1: and Grand Rapids, Michigan. I want to get your take

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Speaker 1: on what exactly is going on on university campuses right now.

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Speaker 2: Well too, it's great to be here. Thank you for

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Speaker 2: the opportunity. You know, I echo what you mentioned in

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Speaker 2: the very beginning. We just had our commencement ceremony to

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Speaker 2: hear this past Saturday, and in my opening comments and

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Speaker 2: welcoming I shared with the students and the audience of

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Speaker 2: several thousand that this is the first this is the

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Speaker 2: graduation for these students from COVID. They didn't have a

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Speaker 2: high school graduation, and this is sort of the first class.

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Speaker 2: So when I mentioned that, a significant number of students

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Speaker 2: cheer because I know they lost something. They know they've

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Speaker 2: lost something and were able to do this. So I

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Speaker 2: equally your comments that I think there are many many

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Speaker 2: students on these campuses who are very serious, very committed,

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Speaker 2: have worked very very hard, and now are at a

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Speaker 2: loss one more time, and quite frankly, a situation that

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Speaker 2: could have been avoided but wasn't avoided, and now they're

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Speaker 2: at a loss one more time. So I in my

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Speaker 2: sense around the country, and these sports are spread throughout

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Speaker 2: the country. Now it's really that our country is is

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Speaker 2: unable to have serious, good, difficult conversations at any level

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Speaker 2: of society. There's a significant breakdown in civil society, which

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Speaker 2: is really the barrier between government and the individual citizens.

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Speaker 2: And civil societies should allow for conversations, vigorous conversations. But

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Speaker 2: what we have become is a country where everything is

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Speaker 2: zero sum. Right, my position is the only one that

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Speaker 2: matters to yours does not, And as a matter of fact,

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Speaker 2: you don't matter either. Right, that's sort of the way

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Speaker 2: we interpret this. So we have the right to not

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Speaker 2: just defame your position, but defame you, assassinate your character,

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Speaker 2: shut you down, go to your home and protest, smear you,

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Speaker 2: do whatever we can to make you completely notice, irrelevant,

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Speaker 2: but persona non grata. And that's what we have done.

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Speaker 2: And I see all sides of the questions doing this,

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Speaker 2: It's not just one. Everyone now has become very antagonistic,

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Speaker 2: and that's really what's happening now. And you see it

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Speaker 2: in college campuses, which in theory, should be a place

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Speaker 2: within civil society where you should be having conversations.

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Speaker 1: It seems like there's an effort though to not have

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Speaker 1: that conversation, a bigger effort on this particular subject, because

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Speaker 1: if you look at these universities, this happened very quickly,

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Speaker 1: that Suddenly, I would say, students that probably likely didn't

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Speaker 1: even know about the conflict with Gosen in Israel and

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Speaker 1: what was going on, we're suddenly very pro Gaza and saying,

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Speaker 1: you know, how can I mean, some of these students

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Speaker 1: have come out and say, hey, we support hamas death

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Speaker 1: to America. They've said things that we've never seen American

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Speaker 1: university students say before. I mean, last night, I was

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Speaker 1: talking to my mom and she's like, I take exception

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Speaker 1: to people comparing this to the sixties, because people were

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Speaker 1: not saying death to America in the sixties. And it

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Speaker 1: does seem like some other force has come in. We

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Speaker 1: see these students praying five times a day. Suddenly there's

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Speaker 1: this other force. Students who had been atheists, who hadn't

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Speaker 1: been connected to religion at all, are now suddenly strong

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Speaker 1: supporters of Islam, a religion that is not in line

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Speaker 1: with the other things that they're talking about when they

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Speaker 1: are on college campuses. And I say that because we've

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Speaker 1: clearly seen people who are supporting the LGBTQ community and

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Speaker 1: all of these things that do not align with Islam. However,

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Speaker 1: this has come on to our college campus is very strong.

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Speaker 1: And I also would like to question who is funding it,

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Speaker 1: how did it happen underneath the administrator's noses. But Palestine,

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Speaker 1: the Gozen people are not the only oppressed or attacked

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Speaker 1: people in the world, and they are not certainly they

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Speaker 1: are in this conflict where they have chosen their leadership.

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Speaker 1: They've chosen their leadership that has decided to attack Israel.

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Speaker 1: There are communities in the world who are truly being attacked,

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Speaker 1: and there is true genocide that we don't ever talk about.

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Speaker 1: So how did this happen?

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Speaker 2: Well, look, I think it's the outworking of probably decades

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Speaker 2: and decades and decades of miseducation at the family level,

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Speaker 2: in society, at the university level. Right, So what you

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Speaker 2: see now, you're right, it's much more antagonistic virulin against

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Speaker 2: the United States. So what you've seen is decades and

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Speaker 2: decades of university education and essence sowing seeds in the

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Speaker 2: minds of students that America failed empire, that America has

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Speaker 2: gone as a terrorist nation, That America can't be trusted,

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Speaker 2: but its leaders can't be trusted, That America is hypocritical,

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Speaker 2: that the West writ large is colonial and destructive. So

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Speaker 2: this is what for years and years and years. Oftentimes

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Speaker 2: students are receiving in their education and many universities, especially

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Speaker 2: in their general education, core curriculum and in other courses.

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Speaker 2: So this has been going on for a long, long

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Speaker 2: long time. The sixties, the argument was also made as

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Speaker 2: well that because of slavery in our country, you had

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Speaker 2: an unjust society. Now this has been taken and exploded

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Speaker 2: and expanded to say America is unjust in everything that

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Speaker 2: it does. That's the argument, and not just internally, but

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Speaker 2: it's supporting causes in other parts of the world that

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Speaker 2: are just as unjust in wicked too. And frankly, when

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Speaker 2: a students and generations, year per year, decade after decade

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Speaker 2: are taught that and hear that not just in their universities,

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Speaker 2: but also in the media, also in popular culture right,

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Speaker 2: also in influencers, and that's what they're hearing, that begins

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Speaker 2: then to resonate for many people. Some then take it

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Speaker 2: even a step further now and say we're going to

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Speaker 2: take up arms that we can and destroy right and

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Speaker 2: attack and tear down and burn and do whatever we

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Speaker 2: need to in essence destroy the institutions of this society

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Speaker 2: and rebuild a new Others are going to become completely

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Speaker 2: just despondent or cynical about everything America, right, But a

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Speaker 2: lot of it has been because of years of those

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Speaker 2: kinds of things. Number one and two a lack of

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Speaker 2: real moral leadership well, not just at universities, but also

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Speaker 2: throughout our society, in the federal government and state government.

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Speaker 2: I'm a big believer that young people today are looking

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Speaker 2: for strong moral leadership, right They're crying out for it,

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Speaker 2: they're seeking it, and when it's not provided, there's a

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Speaker 2: vacuum there. They're going to find its somewhere. They're going

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Speaker 2: to look for it to something that's interesting. And when

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Speaker 2: you don't have when universities, since we're speaking about universities,

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Speaker 2: don't have a sense of purpose, a sense of direction,

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Speaker 2: then what happens is that students will find it elsewhere.

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Speaker 1: Well, and you haven't had this happen on Cornerstone's campus,

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Speaker 1: which I think I wanted to kind of take what

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Speaker 1: you just said, and the last time I had you

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Speaker 1: on you talked very clearly about the fact that there

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Speaker 1: is a sense of purpose, there is a message at

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Speaker 1: Cornerstone that you make sure that these students understand. And

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Speaker 1: you actually when you first came to Cornerstone. We're kind

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Speaker 1: of criticized for really being like, no, you know, this

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Speaker 1: is who we are. We are at Christian University. We're

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Speaker 1: going to live by that and we want our students

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Speaker 1: to understand that. But look, Cornerstone hasn't had this happen,

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Speaker 1: has it.

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Speaker 2: I'm grateful to say it has not. I'm very grateful

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Speaker 2: that it has not. We have a great student body,

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Speaker 2: great faculty, great staff. But frankly, it's something that you

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Speaker 2: have to shepherd all the time, right, I mean part

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Speaker 2: of being a leader, a more leader in any part

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Speaker 2: of society and working with people, you have to be

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Speaker 2: shepherd in your people and it's a continual process. If

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Speaker 2: you don't do that, then what happens is that individual

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Speaker 2: societies quickly drift, right, they will quickly drift, and then

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Speaker 2: it becomes a serious problem. So, for example, universities today,

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Speaker 2: I mean, as you know, in American history, the universities

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Speaker 2: were first founded to educate the preachers and the pastors

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Speaker 2: and the ministers of society. That was the original founding

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Speaker 2: of Harvard and Yale and print in all these schools

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Speaker 2: were and that's a preacher. Collegists in some ways religious institutions.

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Speaker 2: That changed. Then universities began to think about how do

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Speaker 2: we educate people who are not ministers and what do

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Speaker 2: they need? Then that changed later on as the university

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Speaker 2: began to look toward Europe for a model of education,

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Speaker 2: and German institutions became the model for American universities. We

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Speaker 2: became very focused on research as a public good. Right,

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Speaker 2: that change, and those continual changes till now where universities

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Speaker 2: focus solely on jobs, for example, or careers. Not nothing

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Speaker 2: wrong with that, it's a huge focus. Now what's happened

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Speaker 2: is that the moral purpose of a university is now

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Speaker 2: a drift. What is it? Should universes be involved in

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Speaker 2: moral formation? Should they be involved in shaping citizens? Not

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Speaker 2: the citizens, but moral people? Right? And no university right

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Speaker 2: now really wants to answer that conclusively. So they come

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Speaker 2: up with very sort of broad statements about what they do.

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Speaker 2: But they are hands off. And you're seeing and now

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Speaker 2: part of the argue situations that universities are hands off

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Speaker 2: about these kinds of things. They believe in what it's

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Speaker 2: called institutional neutrality. We're not going to say which side

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Speaker 2: is right, which side is wrong.

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Speaker 1: Let's take a quick commercial break we'll continue next on

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Speaker 1: a Tutor Dixon podcast. So we may see the leadership,

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Speaker 1: but oftentimes we see professors that are pushing students in

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Speaker 1: a certain direction that may be a moral or maybe

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Speaker 1: against what the values of this country have always been.

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Speaker 1: And I mean an example, we recently visited family and

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Speaker 1: one of the family members said, yeah, we sent our

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Speaker 1: child to the university. They turned against what our family

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Speaker 1: values had always been. And we haven't spoken in six months.

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Speaker 1: And this story, to me, is all too common. Is

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Speaker 1: that the traditional American values that we've all had that

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Speaker 1: are not wacky, they're not out of step with other Americans,

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Speaker 1: Suddenly they go to university and those values don't hold up.

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Speaker 1: They don't they're not in lockstep with these radical universities.

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Speaker 1: And so I would say that maybe you have a

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Speaker 1: Columbia where the president's like, hey, you know, we don't

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Speaker 1: know how this happened. But then if you start to

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Speaker 1: pick apart some of these universities and look at their professors,

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Speaker 1: they've been teaching hate. It's not so much that they

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Speaker 1: are teaching a message or an ideology. It is like

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Speaker 1: exactly what you said, America is bad. Down with this country.

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Speaker 1: They're getting this from in many cases these universities. And

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Speaker 1: I would say for private university, you know, I guess

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Speaker 1: they can teach whatever they want and they can start

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Speaker 1: to indoctrinate kids. And if you choose to pay a

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Speaker 1: private university all of this money to do this to

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Speaker 1: your children, then I don't know what you're thinking. But

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Speaker 1: these public universities where we are taking our tax dollars

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Speaker 1: and putting them into these public universities, where some of

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Speaker 1: these professors are making outrageous amounts of money. I mean,

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Speaker 1: I've seen anywhere from two hundred and fifty thousand to

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Speaker 1: seven hundred and fifty thousand professors walking out of school

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Speaker 1: every day with this giant cash bag. And how can

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Speaker 1: they get away with teaching these things that have nothing

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Speaker 1: These things don't have anything to do with a job.

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Speaker 1: This is just an ideology.

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Speaker 2: It's been happening for a very long time, so I shared.

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Speaker 2: I mean, you can look at at the curriculum and

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Speaker 2: at some significant universities for decades where they shifted away

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Speaker 2: from teaching certain things about American history or American history

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Speaker 2: or Western culture and began to shift to other embassies

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Speaker 2: downgrading this country. Don Green in the West and Look,

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Speaker 2: I want to be very clear, no country, no civilization,

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Speaker 2: is perfect. Every civilization, every country has its share of injustices.

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Speaker 2: So one of the problems that's happened here is that

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Speaker 2: universities have failed to acknowledge the great things to good

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Speaker 2: things about this society, American America and the West, and

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Speaker 2: denigrated the entire thing. And they began then to insert

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Speaker 2: other things and a cynicism and a suspicion that has

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Speaker 2: really really reatapicked through over generation after generation after generation

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Speaker 2: of students. And now we have that your point about faculty,

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Speaker 2: I mean, faculty have a very important role in the

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Speaker 2: education of future moral leaders of our country. They do right.

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Speaker 2: And if faculty are brought into institutions and are provided

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Speaker 2: with the means and the impetus to actually done great

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Speaker 2: and downgrade not just the university of the country, the society.

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Speaker 2: What is it what is left for that student? And

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Speaker 2: oftentimes students will look at faculty and raise them on

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Speaker 2: a pedestal. They know so much, and there's a certain

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Speaker 2: energy when you're young, as you know, as we all know,

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Speaker 2: when we're young, we're really critical of everything. We think,

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Speaker 2: we know everything. You add that component to what I

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Speaker 2: call the sophisticated skepticism of the academy. And it's a

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Speaker 2: lethal combination because oftentimes universities are they prize skepticism, it's

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Speaker 2: called critical thinking, but they don't prize wisdom or truth.

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Speaker 2: So they've read, they've released it. They rejected the pursuit

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Speaker 2: of truth, the acquisition of truth, the affirmation of truth.

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Speaker 2: Critical thinking is the skill of every university that they prize,

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Speaker 2: So you can't have that alone. Human beings are moral.

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Speaker 2: We are moral creatures. We've been created and design to

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Speaker 2: be moral people. And consequently we just don't have critical

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Speaker 2: thinking or surprise it alone. Wisdom and truth matter. So

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Speaker 2: what you see today with these young people and the protests,

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Speaker 2: they are affirming what they believe to be true. They're

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Speaker 2: affirming what they believe to be just and good, right,

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Speaker 2: and it shows you we're all designed for that. The

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Speaker 2: dilemma is that what they are affirming to be true,

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Speaker 2: just and good is quite frankly broken, It's not right.

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Speaker 1: It's interesting because as we watch these students, we're like,

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Speaker 1: how can you be filled with so much hate? But

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Speaker 1: you make such good points, I mean, really making me

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Speaker 1: wrap my mind around this in a different way. Because

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Speaker 1: if I take myself back all those years to being

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Speaker 1: at college in a universe. My professors, I did lift

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Speaker 1: them up. They were the experts. They were in this

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Speaker 1: position of authority over me, and I was so respectful

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Speaker 1: of that. So I think that if we peel back

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Speaker 1: the layers, we say, okay, wait, these are students who

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Speaker 1: are looking at authority figures and saying I need to

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Speaker 1: respect what they say. And what they're coming at me

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Speaker 1: with is they're coming at me with a source of love,

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Speaker 1: whereas we are seeing this as a source of hate.

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Speaker 1: But they're like, oh, you know, these people are so oppressed,

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Speaker 1: and I've learned that there is this great oppression from

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Speaker 1: my university professors, and so I must come to the

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Speaker 1: rescue of these people. So ultimately, I think human nature

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Speaker 1: is that we are good, that we are taking care

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Speaker 1: of others. It's how that human nature can be manipulated.

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Speaker 1: And to your point, right, we have people that are

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Speaker 1: on two different sides of this argument, and there is

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Speaker 1: no easy way of looking at this. It's not black

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Speaker 1: and white. It's what happens in the middle is going

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Speaker 1: to determine what happens in this region of the world.

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Speaker 1: But this region of the world is very important to

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Speaker 1: the rest of the globe, and so it does impact everything.

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Speaker 1: I just have never really thought about it from the

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Speaker 1: standpoint of how I mean, even if I look at

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Speaker 1: my girls now in fifth and seventh in freshman year

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Speaker 1: of high school, when I look at the way they

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Speaker 1: think of their teachers, their teachers are right. They come

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Speaker 1: home and they love to share what their teachers have

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Speaker 1: told them, you know, like I learned this today, and

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Speaker 1: so why would that change just because you go from

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Speaker 1: eighteen to nineteen. You know, so you make a great

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Speaker 1: point that we're not really considering. But then to go

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Speaker 1: to that point, if you are in a position of

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Speaker 1: being the president of a university the size of a

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Speaker 1: University of Michigan or the size of a Columbia University,

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Speaker 1: how do you know what's happening in these lecture halls

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Speaker 1: with these professors, and how do you make sure that

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Speaker 1: you're not radicalizing the next class of students to graduate?

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Speaker 2: Yeah, I mean it's a great question. It's hard work.

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Speaker 2: I mean, I don't envy these presidents being a college president.

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Speaker 2: It's hard work. Do you have to implement a number

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Speaker 2: of things. I mean, you have to, number one, have

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Speaker 2: a real mission and vision for what it means to

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Speaker 2: educate more people, moral leaders, right to educate the whole

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Speaker 2: human person. That's really really important. And if you emphasize alone,

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Speaker 2: I mean, if I were to go through a significant

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Speaker 2: number of what I'll call curriculum many universities, one of

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Speaker 2: the things they all have in common is critical thinking.

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Speaker 2: That's almost the emphasis that all you always hear is

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Speaker 2: critical thinking. Years ago I did a search thinking trying

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Speaker 2: to find out if any university prize the word wisdom.

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Speaker 2: I couldn't find it. I'm sure there are some out there,

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Speaker 2: but rare critical thinking is the key. But critical thinking

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Speaker 2: is one skill, but it's not the end. If all

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Speaker 2: you and I do are are critical and think critically,

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Speaker 2: but we don't know how to affirm truth, we don't

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Speaker 2: know how to discern what is true and false, we

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Speaker 2: don't know how to grasp it and pursue it, then

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Speaker 2: all were left with is a skepticism, in a moral

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Speaker 2: ambiguity about everything. And so what I see now in

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Speaker 2: these protests oftentimes is a lot of ambiguity, no moral reasoning,

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Speaker 2: no discerning of truth from you know, falsehood, and just

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Speaker 2: this passion cry out for justice, but no wisdom as

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Speaker 2: to what that means, how is it defined, how do

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Speaker 2: we talk about it, how do we discern? None of

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Speaker 2: that's there. It's just a skepticism, critical thinking, ambiguity and

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Speaker 2: ideology that can't really explain itself and is not willing

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Speaker 2: to consider, you know, a moral framework. That's part of

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Speaker 2: the challenge. I think universities then have to take the

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Speaker 2: moral education or of their students very seriously and developed

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Speaker 2: the appropriate curriculum and guidelines for that in the general

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Speaker 2: education core and majors. So I will tell you, tutor,

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Speaker 2: that's really hard for many universities to do. I remember

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Speaker 2: years I was speaking to the director of assessment of

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Speaker 2: one of the top public universities in the country. Okay,

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Speaker 2: I'm not going to name which one it was, but

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Speaker 2: it's on the top five public university in the country.

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Speaker 2: I called him and I asked them, how do you

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Speaker 2: all do general education at this university? What are the guidelines,

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Speaker 2: what are the outcomes, what are the parameters? And he

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Speaker 2: said this to me. I'll never forget it. He said, Jossan,

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Speaker 2: we really don't do that here where you're asking us to,

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Speaker 2: because it would be quote a bloodbath among the faculty wow,

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Speaker 2: which was his way of telling me, Dave. They began

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Speaker 2: to speak about parameters and outcomes for what is a

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Speaker 2: core education. There will be a little civil war within

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Speaker 2: the faculty because no one wants to agree to what

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Speaker 2: that is, so they leave it open.

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Speaker 1: It's so bizarre because if you come to work at

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Speaker 1: a company and you have a mission, you all work

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Speaker 1: towards that mission. But to think that you can't have

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Speaker 1: control over the people who are essentially a part of

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Speaker 1: this family, a part of this community. This is a

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Speaker 1: community of educators coming together. It should be a common goal,

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Speaker 1: and whether you are in the medical school or in

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Speaker 1: the arts and sciences, you should still have a common

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Speaker 1: goal of having the student prepared for life. And I

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Speaker 1: think that's something that struck me when I sat down

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Speaker 1: with you and talked about Cornerstone University, is that it's

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Speaker 1: like we are educating the soul, we are educating the mind,

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Speaker 1: we are preparing them to go out into life. And

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Speaker 1: I think that these students that I've seen talking recently

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Speaker 1: that are in this radical state of you know, this

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Speaker 1: is what I believe in. This has to be it.

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Speaker 1: They don't seem confident in that discussion. They don't seem calm,

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Speaker 1: they don't seem rational, and they don't seem ready to

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Speaker 1: go out and have that conversation. And you made a

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Speaker 1: good point earlier. You talked about the ability to have

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Speaker 1: that debate, to have that conversation. And interestingly, I think

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Speaker 1: that both sides. I will even say that on our

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Speaker 1: side recently, as school came out and they said to students,

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Speaker 1: you have to debate on the side of Hamas and

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Speaker 1: you have to debate on the side of Israel. And

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Speaker 1: the mother, one of the mothers, said I want my

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Speaker 1: child to be on the side of Israel, and they said,

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Speaker 1: you know, sorry about your luck. This is how it is,

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Speaker 1: and this is how we discuss things, and this is

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Speaker 1: how we teach children to think critically. Critical thinking has

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Speaker 1: to I mean, it's not just thinking. You have to

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Speaker 1: actually be able to dig in and like you said,

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Speaker 1: search for truth. And so it has to be more

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Speaker 1: than surface level. And I think a lot of these

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Speaker 1: discussions that we've had lately our surface level. We're not

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Speaker 1: putting ourselves in their shoes. We're not fully understanding on

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Speaker 1: both sides, and so I think even on the right,

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Speaker 1: there has been a shutdown of critical thinking. If we

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Speaker 1: don't like it. We want it out of our site,

431
00:25:07,560 --> 00:25:10,160
Speaker 1: we want to move it away, and that is not

432
00:25:10,280 --> 00:25:15,000
Speaker 1: helping our young people to actually explore these conversations and

433
00:25:15,119 --> 00:25:18,840
Speaker 1: open their mind to Okay, why does this side feel

434
00:25:18,880 --> 00:25:22,440
Speaker 1: this way? And can I argue for that? And what

435
00:25:22,480 --> 00:25:24,600
Speaker 1: does it make me feel inside? Is there a true

436
00:25:24,600 --> 00:25:26,680
Speaker 1: Do I feel like I'm not telling a truth by

437
00:25:26,840 --> 00:25:30,160
Speaker 1: arguing for that side? But we have become a society

438
00:25:30,240 --> 00:25:33,160
Speaker 1: that wants to shut down rather than dig deep.

439
00:25:33,720 --> 00:25:35,400
Speaker 2: And I think you have to And look, as I've

440
00:25:35,400 --> 00:25:40,159
Speaker 2: said to you, I'm concerned about critical thinking alone without truth. Right. So,

441
00:25:40,440 --> 00:25:43,840
Speaker 2: there are just certain things that are fundamentally wrong that

442
00:25:44,320 --> 00:25:47,680
Speaker 2: no amount of debate should change our mind about how

443
00:25:47,720 --> 00:25:53,600
Speaker 2: evil they are. Murdering innocent people is wrong, right, Sexually

444
00:25:53,640 --> 00:25:58,240
Speaker 2: abusing individuals and war is wrong, right, Killing the innocent

445
00:25:58,280 --> 00:26:01,119
Speaker 2: people they sleep and babies is wrong. It is what

446
00:26:01,200 --> 00:26:04,280
Speaker 2: it is. It's wrong, and no one of debate should

447
00:26:04,320 --> 00:26:08,040
Speaker 2: somehow sway my mind. Well, it was justifying this one situation.

448
00:26:08,720 --> 00:26:12,600
Speaker 2: It never is wrong, is wrong. So I think we

449
00:26:12,760 --> 00:26:16,119
Speaker 2: have to be able to have these conversations but also

450
00:26:16,160 --> 00:26:19,119
Speaker 2: be able to affirm and defend. There are certain wrongs

451
00:26:19,119 --> 00:26:22,320
Speaker 2: are always wrong and there are certain rights are always right.

452
00:26:23,040 --> 00:26:26,040
Speaker 2: The dilemma is that in today's world with students, they

453
00:26:26,040 --> 00:26:30,080
Speaker 2: aren't able to accept that right, my position is always right,

454
00:26:30,280 --> 00:26:33,640
Speaker 2: it can't ever be wrong. Well, that's just not accurate.

455
00:26:34,119 --> 00:26:38,320
Speaker 2: And in our ability to help students understand that and

456
00:26:38,440 --> 00:26:43,080
Speaker 2: work through that and perhaps change for more reasoning, change

457
00:26:43,119 --> 00:26:47,560
Speaker 2: through worldview, adjust so it's more true, not less true. Right,

458
00:26:48,400 --> 00:26:51,040
Speaker 2: we just don't do that. We don't spend time with that.

459
00:26:51,080 --> 00:26:54,560
Speaker 2: Students don't want that. They want here are the four things.

460
00:26:54,800 --> 00:26:57,679
Speaker 2: Here's my sort of my fast my drive through solution

461
00:26:57,800 --> 00:27:01,320
Speaker 2: to the problem. There it is, it's much more complicated.

462
00:27:01,640 --> 00:27:05,320
Speaker 2: And I think there's another issue describing this tutor. I

463
00:27:05,320 --> 00:27:07,680
Speaker 2: think that there are, as you mentioned are they're injustices

464
00:27:07,800 --> 00:27:11,080
Speaker 2: all over the world. The challenge is that we want

465
00:27:11,560 --> 00:27:14,440
Speaker 2: and we're crying out for solutions for all of them,

466
00:27:15,520 --> 00:27:19,360
Speaker 2: but human history tells us that those solutions are never

467
00:27:19,440 --> 00:27:23,320
Speaker 2: going to be perfect to these fundamental sins and evils

468
00:27:23,359 --> 00:27:26,800
Speaker 2: and justice of the world. And as a Christian institution

469
00:27:27,000 --> 00:27:30,720
Speaker 2: chorns that we're committed to the belief that only when

470
00:27:30,960 --> 00:27:34,440
Speaker 2: in God's Kingdom of eternity and the Gospel can real

471
00:27:34,560 --> 00:27:38,920
Speaker 2: peace be brought. Real healing come and real solutions arrive.

472
00:27:39,640 --> 00:27:43,879
Speaker 2: Until that happens, we are left with trying to find

473
00:27:43,960 --> 00:27:48,880
Speaker 2: the best solutions that advance righteousness and goodness and perfectly

474
00:27:49,000 --> 00:27:52,040
Speaker 2: so I think a lot of generations in young people

475
00:27:52,040 --> 00:27:55,800
Speaker 2: today don't understand that and don't grapple with that reality.

476
00:27:56,119 --> 00:27:59,160
Speaker 2: We want our solution because we think it will be

477
00:27:59,240 --> 00:28:02,199
Speaker 2: perfect to really seldom is it complicated.

478
00:28:02,359 --> 00:28:05,040
Speaker 1: Let's take a quick commercial break. We'll continue next on

479
00:28:05,080 --> 00:28:11,320
Speaker 1: the Tutor Dixon Podcast. I think it's a hard thing

480
00:28:11,560 --> 00:28:16,760
Speaker 1: for society right now because we have a generation who

481
00:28:16,880 --> 00:28:19,960
Speaker 1: has stepped away from faith, and we have I believe

482
00:28:20,000 --> 00:28:22,120
Speaker 1: a lot of parents who are fighting to get back.

483
00:28:22,119 --> 00:28:24,879
Speaker 1: There are a lot of people who have kind of

484
00:28:24,920 --> 00:28:29,080
Speaker 1: seen that that is the moral company, that is the way,

485
00:28:29,520 --> 00:28:31,760
Speaker 1: that is the path, you know, that is how you

486
00:28:31,840 --> 00:28:35,760
Speaker 1: can get through hardships and how you are led to

487
00:28:35,840 --> 00:28:38,520
Speaker 1: keep moving forward and how you are led toward light.

488
00:28:38,680 --> 00:28:41,719
Speaker 1: And I think that there is a movement. I mean,

489
00:28:41,760 --> 00:28:43,920
Speaker 1: we've seen some of these movies that have taken off

490
00:28:43,960 --> 00:28:45,680
Speaker 1: that have been faith based, and I think there is

491
00:28:45,720 --> 00:28:51,160
Speaker 1: a movement. And I would say almost mistakingly, some people

492
00:28:51,320 --> 00:28:54,760
Speaker 1: have really pushed for government to come in and say

493
00:28:54,800 --> 00:28:57,240
Speaker 1: I'll pay for whatever school you want. And I know

494
00:28:57,320 --> 00:29:00,480
Speaker 1: this is a controversial statement, but I believe that as

495
00:29:00,600 --> 00:29:04,040
Speaker 1: parents we need to look at our child's education and say,

496
00:29:04,680 --> 00:29:07,200
Speaker 1: where are they getting the same values that they are

497
00:29:07,240 --> 00:29:10,920
Speaker 1: getting at home? Because right now, at five years old,

498
00:29:11,400 --> 00:29:14,600
Speaker 1: I'm sending my child, and if you're in Michigan, it's

499
00:29:14,640 --> 00:29:16,720
Speaker 1: going to be even younger that they're going to try

500
00:29:16,760 --> 00:29:19,600
Speaker 1: to get your child eight hours a day. I'm going

501
00:29:19,640 --> 00:29:22,480
Speaker 1: to send my child away to someone else eight hours

502
00:29:22,480 --> 00:29:25,280
Speaker 1: a day. And is that person going to be speaking

503
00:29:25,400 --> 00:29:28,200
Speaker 1: into them the same things that we are speaking into

504
00:29:28,280 --> 00:29:31,960
Speaker 1: them at home. And I've been a proponent for many

505
00:29:32,040 --> 00:29:34,840
Speaker 1: years now. If you have values in your family that

506
00:29:35,360 --> 00:29:41,520
Speaker 1: you think are key to life, the key to success,

507
00:29:41,720 --> 00:29:44,680
Speaker 1: and however you see success and success may just be

508
00:29:44,880 --> 00:29:48,600
Speaker 1: having great faith and having love and caring for others.

509
00:29:49,760 --> 00:29:53,880
Speaker 1: If you have those values, investing your child's education, look

510
00:29:53,920 --> 00:29:58,600
Speaker 1: at where they're going to elementary school, middle school, high school.

511
00:29:59,080 --> 00:30:05,360
Speaker 1: But most of all, do not think my child is eighteen.

512
00:30:05,760 --> 00:30:08,200
Speaker 1: They are an adult and now it's time for me

513
00:30:08,320 --> 00:30:11,040
Speaker 1: to let them go and not have an influence over

514
00:30:11,120 --> 00:30:13,600
Speaker 1: what happens to them in the next four years of

515
00:30:13,640 --> 00:30:17,440
Speaker 1: their education. Really sit down and have these discussions like

516
00:30:17,480 --> 00:30:22,440
Speaker 1: we're having today with the faculty, and if the president

517
00:30:22,560 --> 00:30:25,360
Speaker 1: of your university will sit down with you, sit and talk,

518
00:30:25,480 --> 00:30:27,920
Speaker 1: go to the meetings and ask these questions. How do

519
00:30:28,000 --> 00:30:30,960
Speaker 1: you talk to my child about morality? How do you

520
00:30:31,080 --> 00:30:35,440
Speaker 1: talk to my child about critical thinking? What is happening

521
00:30:35,480 --> 00:30:38,640
Speaker 1: to the kids that graduate your university? Because I think

522
00:30:38,680 --> 00:30:41,240
Speaker 1: it's so it's something we hadn't thought about. We kind

523
00:30:41,240 --> 00:30:44,200
Speaker 1: of took for granted that the best university, it has

524
00:30:44,240 --> 00:30:47,600
Speaker 1: a great name, it has people are getting great jobs

525
00:30:47,600 --> 00:30:49,760
Speaker 1: out of this university, But what are they like? What

526
00:30:49,880 --> 00:30:54,520
Speaker 1: is their soul like once they leave these universities. I've

527
00:30:54,560 --> 00:30:57,520
Speaker 1: been saying this for a long time. I still believe

528
00:30:57,920 --> 00:31:00,600
Speaker 1: that as a parent, you need to say sit back

529
00:31:00,960 --> 00:31:04,920
Speaker 1: and look at what's happening in your schools, in your universities,

530
00:31:05,080 --> 00:31:09,080
Speaker 1: where your kids are, and say, my greatest investment is them.

531
00:31:09,320 --> 00:31:12,120
Speaker 1: They are the future. They are what takes the next

532
00:31:12,160 --> 00:31:15,000
Speaker 1: generation into faith, and I need to make sure they

533
00:31:15,040 --> 00:31:17,080
Speaker 1: have that built up, that foundation builds up.

534
00:31:17,600 --> 00:31:19,600
Speaker 2: I think one of the challenges has been in our country,

535
00:31:19,960 --> 00:31:21,960
Speaker 2: as wonderful and beautiful as it is, is that we

536
00:31:22,000 --> 00:31:25,160
Speaker 2: speak in price freedom, but we don't price, a moral

537
00:31:25,240 --> 00:31:27,520
Speaker 2: framework that goes with it, It should go with it,

538
00:31:27,560 --> 00:31:30,280
Speaker 2: and that's the challenge. So you have eighteen year olds

539
00:31:30,320 --> 00:31:32,960
Speaker 2: going and they're free to think what they want to think,

540
00:31:33,080 --> 00:31:35,320
Speaker 2: learn what they want to learn, and we're free at

541
00:31:35,480 --> 00:31:38,040
Speaker 2: university to teach them anything we want to teach them.

542
00:31:39,080 --> 00:31:42,160
Speaker 2: But no moral framework, no real guidance about what is

543
00:31:42,200 --> 00:31:45,320
Speaker 2: true and good and right and beautiful and wise. That's

544
00:31:45,360 --> 00:31:49,080
Speaker 2: a significant problem. But the problem also starts farther behind,

545
00:31:49,240 --> 00:31:52,720
Speaker 2: all the way when their children are younger. Last year

546
00:31:52,720 --> 00:31:55,320
Speaker 2: we did that. We have this wonderful form here Courson

547
00:31:55,400 --> 00:31:59,320
Speaker 2: called Wisdom Conversations, And you looked at in the fall

548
00:32:00,080 --> 00:32:03,959
Speaker 2: the decline, the apparent decline of Christianity within the United States,

549
00:32:04,440 --> 00:32:06,360
Speaker 2: and there's a lot of data coming out of Pew

550
00:32:07,160 --> 00:32:11,440
Speaker 2: Forum that by twenty fifty or so Christians may be

551
00:32:11,680 --> 00:32:15,800
Speaker 2: significant minority in the United States because of the rise

552
00:32:15,840 --> 00:32:18,720
Speaker 2: of the nuns in the a agnostics and atheists and

553
00:32:18,760 --> 00:32:21,600
Speaker 2: so on and so forth. As significant decline. I think

554
00:32:21,600 --> 00:32:23,600
Speaker 2: it was back in the early eighties it was ninety

555
00:32:23,600 --> 00:32:27,200
Speaker 2: one percent Christian. There's projections in the twenty fifty maybe

556
00:32:27,240 --> 00:32:31,240
Speaker 2: thirty percent or less. Right, a Christian designation here in

557
00:32:31,280 --> 00:32:34,880
Speaker 2: the US, and one of the top reasons Pew discovered

558
00:32:34,920 --> 00:32:40,120
Speaker 2: for this was that families are unwilling or just don't

559
00:32:40,440 --> 00:32:43,960
Speaker 2: pass on their faith to their kids parents. So what

560
00:32:44,040 --> 00:32:47,600
Speaker 2: you're seeing now, it really begins in the home. It's

561
00:32:47,600 --> 00:32:51,040
Speaker 2: easy for us to critique institutions, and we should. I

562
00:32:51,080 --> 00:32:53,240
Speaker 2: mean we have, as you mentioned, a lot of public

563
00:32:53,320 --> 00:32:55,640
Speaker 2: funding is going to your total universities. We need to

564
00:32:55,680 --> 00:32:59,840
Speaker 2: hold them accountable. But the problem stuck much much much earlier.

565
00:33:00,960 --> 00:33:04,800
Speaker 2: You also have the rise now especially and is growing

566
00:33:04,840 --> 00:33:08,960
Speaker 2: and growing and growing, especially with the LGBTQ transgender issues

567
00:33:08,960 --> 00:33:12,120
Speaker 2: that we're struggling or rustling with as a country. The

568
00:33:12,240 --> 00:33:16,840
Speaker 2: debate about should parents be involved in the sexual identity

569
00:33:16,840 --> 00:33:22,600
Speaker 2: information of their kids, with parents saying no, we shouldn't

570
00:33:22,600 --> 00:33:26,320
Speaker 2: be let the child decide. There is a question in

571
00:33:26,360 --> 00:33:29,720
Speaker 2: Europe now it's a question here. So I think that

572
00:33:30,520 --> 00:33:34,400
Speaker 2: whereas university education is so important, and I will tell

573
00:33:34,440 --> 00:33:39,440
Speaker 2: your listeners, please invest in good institutions, to good universities.

574
00:33:39,480 --> 00:33:43,000
Speaker 2: We need your support. It's not time to leave. It's

575
00:33:43,040 --> 00:33:45,920
Speaker 2: time to invest and get into the trenches with us,

576
00:33:45,960 --> 00:33:50,960
Speaker 2: and let's build and maintain great universities like Cornerstone and others.

577
00:33:50,960 --> 00:33:53,680
Speaker 2: We need that. But we also have to look at

578
00:33:53,680 --> 00:33:57,440
Speaker 2: our homes. I will tell you, because it is in

579
00:33:57,480 --> 00:34:00,960
Speaker 2: our homes where a lot of this begins. When parents

580
00:34:00,960 --> 00:34:04,120
Speaker 2: are willing to say, let the kids acide. I've spoken

581
00:34:04,160 --> 00:34:07,520
Speaker 2: with parents who say, poor Christian and he will say,

582
00:34:08,120 --> 00:34:10,040
Speaker 2: we're not going to share our faith with our kids.

583
00:34:10,120 --> 00:34:12,000
Speaker 2: Let them make their own decision.

584
00:34:13,360 --> 00:34:17,799
Speaker 1: Right. Yes, I've heard this same thing, And yet why

585
00:34:17,920 --> 00:34:21,680
Speaker 1: is your child's salvation not your highest concern?

586
00:34:21,960 --> 00:34:25,720
Speaker 2: So that presents a significant problem because a child without

587
00:34:25,760 --> 00:34:31,720
Speaker 2: a moral framework but a lot of freedom will oftentimes

588
00:34:31,800 --> 00:34:34,680
Speaker 2: go in the wrong direction simply because we as human

589
00:34:34,680 --> 00:34:37,640
Speaker 2: beings are all significantly compromised morally.

590
00:34:38,280 --> 00:34:40,600
Speaker 1: I mean, there's so many times when I've seen this

591
00:34:41,280 --> 00:34:44,000
Speaker 1: in my generation. It's well, I can't talk about their

592
00:34:44,080 --> 00:34:45,799
Speaker 1: health with them because I don't want to give them

593
00:34:45,800 --> 00:34:48,160
Speaker 1: a complex. I can't push my religion on them. I

594
00:34:48,160 --> 00:34:50,279
Speaker 1: don't want to push my politics on them. I don't

595
00:34:50,280 --> 00:34:53,320
Speaker 1: want to push this on them. But these are your children.

596
00:34:53,440 --> 00:34:55,680
Speaker 1: Don't you want it to give them the right path?

597
00:34:55,680 --> 00:34:57,520
Speaker 1: Don't you want to lead them towards Christ? I mean,

598
00:34:57,520 --> 00:35:00,440
Speaker 1: wouldn't that? How can you ever say I don't want

599
00:35:00,480 --> 00:35:02,560
Speaker 1: to lead them toward Christ? Because that's what you're saying.

600
00:35:02,719 --> 00:35:05,720
Speaker 1: If you're saying I don't want to push my religion

601
00:35:05,760 --> 00:35:07,840
Speaker 1: on them, you're saying I don't want to be the

602
00:35:07,840 --> 00:35:11,080
Speaker 1: one that leads them to Christ. And that's fully against

603
00:35:11,120 --> 00:35:14,120
Speaker 1: the Gospel. That's exactly what you're supposed to be doing.

604
00:35:14,120 --> 00:35:16,080
Speaker 1: I mean, these are the people that you have the

605
00:35:16,120 --> 00:35:18,480
Speaker 1: most ability to lead to Christ and then they can

606
00:35:18,560 --> 00:35:21,319
Speaker 1: lead others. It's like these are your seeds. Hit them

607
00:35:21,320 --> 00:35:22,240
Speaker 1: and watch them grow.

608
00:35:22,520 --> 00:35:24,960
Speaker 2: Absolutely So. I mean, we have something here called Golden

609
00:35:24,960 --> 00:35:28,080
Speaker 2: Eagle Days, a corstone, and we bring prospective families and

610
00:35:28,080 --> 00:35:31,319
Speaker 2: prospective students to campus, and I mean we've had some

611
00:35:31,360 --> 00:35:34,880
Speaker 2: great attendance and this past year ninety one hundred students

612
00:35:34,920 --> 00:35:37,360
Speaker 2: and their families will come and we have the operator

613
00:35:37,400 --> 00:35:39,799
Speaker 2: to share course on with them and I go through

614
00:35:39,840 --> 00:35:43,400
Speaker 2: something that we call the CEU Promise, Cornstal University Promise

615
00:35:43,480 --> 00:35:46,479
Speaker 2: to you, and I speak to about the basic core

616
00:35:46,600 --> 00:35:49,719
Speaker 2: principles that God are university. And one of the things

617
00:35:49,719 --> 00:35:52,240
Speaker 2: I share with them is that we're not nominally Christian,

618
00:35:53,200 --> 00:35:56,359
Speaker 2: that Jesus Christ and the Gospel and the world are

619
00:35:56,440 --> 00:35:59,160
Speaker 2: central to who we are. We will give you the

620
00:35:59,200 --> 00:36:02,879
Speaker 2: best academic So want to ensure that when you graduate Cornerstone,

621
00:36:03,160 --> 00:36:05,759
Speaker 2: your steps ahead of your competitors are the peers who

622
00:36:05,760 --> 00:36:09,120
Speaker 2: are graduating from other universities in terms of the body

623
00:36:09,160 --> 00:36:12,359
Speaker 2: of knowledge you're learning and your professional competencies and all

624
00:36:12,400 --> 00:36:16,279
Speaker 2: these really important things that you need to do have

625
00:36:16,360 --> 00:36:18,719
Speaker 2: to be able to thrive in the market. But we

626
00:36:18,760 --> 00:36:22,080
Speaker 2: say this to them, we are going to integrate a

627
00:36:22,160 --> 00:36:27,840
Speaker 2: sophisticated Christian worldview and everything we do, and your courses

628
00:36:28,360 --> 00:36:32,279
Speaker 2: and your student experience and athletics in every space of

629
00:36:32,320 --> 00:36:36,560
Speaker 2: this campus because the Christian world view is true and

630
00:36:36,600 --> 00:36:40,399
Speaker 2: it's good and beautiful in our country desperately needs it.

631
00:36:41,400 --> 00:36:43,960
Speaker 2: And I think that message was so resonated with me

632
00:36:44,120 --> 00:36:46,040
Speaker 2: last year. And I've been doing this for many years

633
00:36:46,040 --> 00:36:49,359
Speaker 2: in other institutions. But Tim Keller passed away last year

634
00:36:50,120 --> 00:36:53,040
Speaker 2: and the last piece that Tim Keller wrote appeared in

635
00:36:53,040 --> 00:36:56,279
Speaker 2: The Atlantic magazine. This is not a conservative magazine, right,

636
00:36:57,320 --> 00:36:59,879
Speaker 2: but they published his last article and he passed away

637
00:36:59,880 --> 00:37:03,400
Speaker 2: a few days after it was published. Beautiful piece, and

638
00:37:03,520 --> 00:37:06,040
Speaker 2: that piece he speaks about the importance of the Christian

639
00:37:06,040 --> 00:37:09,879
Speaker 2: world view for America. It was a really incredible thing

640
00:37:09,880 --> 00:37:12,480
Speaker 2: that they published that essay. In the middle of the

641
00:37:12,600 --> 00:37:16,319
Speaker 2: essay he says this. The Christian world view is so

642
00:37:16,400 --> 00:37:19,920
Speaker 2: important for the United States, not just because it works,

643
00:37:19,960 --> 00:37:24,880
Speaker 2: because it does work, because it's true. And this is

644
00:37:24,920 --> 00:37:27,040
Speaker 2: why we do what we do here at Coronstone. It's

645
00:37:27,080 --> 00:37:29,360
Speaker 2: not about the President, it's not about anybody here in

646
00:37:29,400 --> 00:37:33,400
Speaker 2: this campus. It's about proclaiming the beauty of God's truth

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00:37:33,960 --> 00:37:38,200
Speaker 2: in a sophisticated way that prepare students to be influencers

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00:37:38,239 --> 00:37:41,640
Speaker 2: in the world, for Jesus Christ to be great professionals

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00:37:41,840 --> 00:37:44,799
Speaker 2: but also great human beings wherever they go. And that's

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00:37:44,800 --> 00:37:47,839
Speaker 2: what feels this place. And I think the more universes

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00:37:47,880 --> 00:37:51,439
Speaker 2: can do that, the more a transformation will have happen

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Speaker 2: in our country.

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Speaker 1: No better person to be an influencer for than Jesus Christ. Amazing.

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Speaker 1: That's an amazing way to think about it is to

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Speaker 1: go out there and be an influencer for the im

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Speaker 1: I mean amazing. I just want to say before I

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00:38:09,160 --> 00:38:12,400
Speaker 1: let you go, we had we recently at our school

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00:38:12,600 --> 00:38:15,680
Speaker 1: had an auction and there was a Cornerstone basket where

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00:38:15,960 --> 00:38:20,040
Speaker 1: it had a Cornerstone water bottle and a Cornerstone sweatshirt.

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00:38:20,080 --> 00:38:24,000
Speaker 1: And I was sent to the auction from the house

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00:38:24,120 --> 00:38:26,799
Speaker 1: with the girls saying this is your goal. You get this.

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00:38:27,040 --> 00:38:30,080
Speaker 1: And so I fought for the basket and I won,

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Speaker 1: and then one of the other moms came up to me.

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Speaker 1: She's like, you were the one that I was bidding

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00:38:35,080 --> 00:38:38,279
Speaker 1: against for this basket. She said, I have a kid there.

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00:38:38,400 --> 00:38:40,239
Speaker 1: Why did you want this? And I said, because I

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00:38:40,280 --> 00:38:42,360
Speaker 1: have four kids and they want to go there. And

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00:38:42,400 --> 00:38:46,719
Speaker 1: so I came home successful and they were, Yes, they

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00:38:46,719 --> 00:38:47,480
Speaker 1: were very excited.

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Speaker 2: And there an auction on campus to get you to

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00:38:49,560 --> 00:38:51,439
Speaker 2: bid on it because I think we'll raise a lot

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00:38:51,520 --> 00:38:51,879
Speaker 2: that way.

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Speaker 1: Yes, yeah, well you should, yeah, I mean, and the

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00:38:54,920 --> 00:38:57,680
Speaker 1: auction night was great, it was so phenomenal. But I

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00:38:57,760 --> 00:38:59,840
Speaker 1: want you to know that my oldest said that, my

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00:38:59,840 --> 00:39:01,920
Speaker 1: own oldest and my middle daughter then fought over the

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00:39:01,920 --> 00:39:04,880
Speaker 1: sweatshirt like, no, it's mine, it's mine, and my oldest

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00:39:04,920 --> 00:39:08,000
Speaker 1: one because she had school Spirit Week the next week

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00:39:08,040 --> 00:39:10,719
Speaker 1: and they had to wear a university sweatshirt, so of

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00:39:10,760 --> 00:39:14,160
Speaker 1: course that was she was representing. So you were well

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00:39:14,239 --> 00:39:17,640
Speaker 1: represented at the Christian school here in Michigan. In West Michigan, we.

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Speaker 2: Really appreciate tutor. Thank you so much for your support.

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Speaker 1: Absolutely, thank you so much. Everybody check out Cornerstone University

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00:39:24,880 --> 00:39:28,400
Speaker 1: it's such a pleasure to have you here. Doctor jisone

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00:39:28,520 --> 00:39:31,279
Speaker 1: moreno Rihano, thank you so much for being on the

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00:39:31,320 --> 00:39:32,400
Speaker 1: podcast today.

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Speaker 2: Tutor, thank you for the opportunity to thank you for

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Speaker 2: all you do, and thanks.

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00:39:34,600 --> 00:39:37,239
Speaker 1: So much, Yes, and thank you all for joining us

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00:39:37,360 --> 00:39:39,799
Speaker 1: on the Tutor Dixon Podcast. For this episode and others,

691
00:39:39,880 --> 00:39:42,680
Speaker 1: head over to Tutor dixonpodcast dot com. You can subscribe

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00:39:42,760 --> 00:39:45,920
Speaker 1: right there, or go to the iHeartRadio app, Apple Podcasts,

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Speaker 1: or wherever you get your podcasts and join us next time.

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Speaker 1: Have a blessed d