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Speaker 1: One big takeaway from the mid term elections was that

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Speaker 1: voters aged eighteen to twenty four, who fall into the

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Speaker 1: gen Z category, voted for Democrats by sixty one percent.

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Speaker 1: And some research by Toughs Universities Center for Information and

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Speaker 1: Research on Civic Learning and Engagement suggests that of people

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Speaker 1: ages eighteen to twenty nine voted in the election. So

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Speaker 1: we're looking at increased turnout from young people who are

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Speaker 1: going heavily for Democrats. So why is that happening? Well,

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Speaker 1: I think we looked to America's schools. We looked to

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Speaker 1: K to twelve, and we've had a lot of conversations

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Speaker 1: on this show about the wokendoctrination, the things that they

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Speaker 1: were trying to pump young minds with, but we haven't

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Speaker 1: had the conversation about just the breakdown and education in

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Speaker 1: these schools. And there were some recent findings from the

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Speaker 1: National Cestment of Education Progress, which is known as the

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Speaker 1: Nation's report Card, which tested hundreds of thousands of fourth

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Speaker 1: and eighth graders across the country this year, and they

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Speaker 1: found that reading scores dropped to levels and eighth graders

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Speaker 1: failed to grasp basic math concepts. In both math and reading,

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Speaker 1: students scored lower than those tested in two thousand nineteen,

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Speaker 1: and a math scores plummeted by the largest margins in

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Speaker 1: the history of this test, which began in nineteen sixty nine.

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Speaker 1: So what does that mean for our country moving forward?

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Speaker 1: And then we're looking at other developed nations who are

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Speaker 1: out pacing us in the education system as well, So

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Speaker 1: what does that mean for American competitiveness? And how do

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Speaker 1: we fix the issue? You know, how do we break

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Speaker 1: up this bureaucracy that's not only indoctrinating or youth which

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Speaker 1: are then going to turn out in elections and vote

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Speaker 1: for all these dumb things like climate change and abortion

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Speaker 1: and guns that are being pumped in their minds. But

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Speaker 1: what does it mean for the country more broadly when

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Speaker 1: we're we're pump been kids out of the education system

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Speaker 1: who don't think critically, who aren't educated, and we're failing

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Speaker 1: and compared to other nations. So we're going to talk

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Speaker 1: to one guy who's talking about this, who's actually made

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Speaker 1: at his mission, who's passionate about all of this, Professor

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Speaker 1: Nicholas Gardona. He's been working on all of this, writing

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Speaker 1: about all this, passionate all of it, trying to get

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Speaker 1: people to wake up, really ringing the alarm on it.

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Speaker 1: He's a professor of political science. He's also the host

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Speaker 1: of p As Report podcast. He's a fellow at Campus

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Speaker 1: Reforms Higher Education Fellowship, and he's been teaching for two decades.

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Speaker 1: In addition to being a fellow for Campus Reform, he's

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Speaker 1: also a professor a political science at Suffolk Community College.

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Speaker 1: He's been on Fox as well, bringing attention to these

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Speaker 1: really these critical issues, right because first spending all this

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Speaker 1: money on America's education system to get failing grades and

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Speaker 1: indoctrinating kids like, shouldn't that be a bigger conversation as

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Speaker 1: a country, you know, and as a lot of parents

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Speaker 1: who are listening to this podcast. Pasked, I mean, we

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Speaker 1: gotta one break up the stranglehold over our kids and

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Speaker 1: also just make sure that they're actually learning right. So,

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Speaker 1: I hope you enjoyed this conversation with the professor. I

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Speaker 1: truly believe this is a really important issue. Yea, so,

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Speaker 1: Professor Geordano, I mean it's a lot to get to today, sir.

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Speaker 1: I mean, the world's crazy education systems falling apart. All

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Speaker 1: of it's really I wanted, Oh my gosh, you're telling me.

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Speaker 1: I wanted to start out. We we saw with this

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Speaker 1: mid term election, um, you know, gen Z really turning out.

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Speaker 1: Voters aged eighteen to twenty four voted for Democrats. It

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Speaker 1: seems like America's education system is more just to indoctrinate

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Speaker 1: or youth than to teach. Is that an incorrect assumption

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Speaker 1: or what do you think about that? No? I don't

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Speaker 1: think it's incorrect at all. I think that's exactly what's

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Speaker 1: going on. Rather than educate students on how to think

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Speaker 1: critically about the issues, how to formulate cohesive ideas, instead

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Speaker 1: they'd rather train them to be future activists, and I

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Speaker 1: think we're starting to see the results of that. Unfortunately,

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Speaker 1: people have ignored the education system for so long that

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Speaker 1: something shifted about thirty years ago where we no longer

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Speaker 1: had educators. Instead we have ideologues that are pushing all

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Speaker 1: these issues on the children. And where is that coming from?

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Speaker 1: Is that is that coming from the teachers? Is it

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Speaker 1: coming from the curriculum or what do you think is

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Speaker 1: driving that? I think it's coming from both. So as

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Speaker 1: far as teachers go, there there are plenty of good

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Speaker 1: teachers out there. When I went to school, I had

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Speaker 1: plenty of teachers, especially in college, that we're pretty much communists,

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Speaker 1: but they still valued education. It wasn't about indoctrination, is

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Speaker 1: about debate and argument and getting people to think. However,

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Speaker 1: today you have all these newly trained teachers that they're

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Speaker 1: not really experts in their subject fields. Rather they're just

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Speaker 1: ideologues that pretend to be teachers. And that's part of

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Speaker 1: our problem. You know, we looked at it. If you

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Speaker 1: go state by state, there are certain states that require

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Speaker 1: teachers have a masters and a lot of teachers get

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Speaker 1: master degrees in education rather than actual subject material. And

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Speaker 1: if you're teaching social studies or mathematics or English to

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Speaker 1: high school students, you should be an expert in the field.

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Speaker 1: So it starts in high school and then it gets

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Speaker 1: far worse as you go to college, because in college

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Speaker 1: you pretty much have academics that their whole life has

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Speaker 1: been in that setting. They go from undergrad to grad

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Speaker 1: school and then they become teachers, never having to actually

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Speaker 1: work in the real world. So they operate in these world.

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Speaker 1: There is our theories, and unfortunately, every bad idea comes

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Speaker 1: out of a university system and trickles down well, and

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Speaker 1: you know, you can apply that to presidents too. I

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Speaker 1: mean you look at Obama. He really surrounded himself with

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Speaker 1: people who are, you know, more theorists and academics as

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Speaker 1: opposed to people who have actually had experience in the

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Speaker 1: rural world, you know, which is probably why who Are

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Speaker 1: You was so bad? Do you think do Republicans do

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Speaker 1: enough with this issue? No, they don't. And that's the

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Speaker 1: sad part that they've ignored the education system. I mean,

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Speaker 1: just two weeks ago you had the new proficiency levels

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Speaker 1: come out through the National report Card. Prior to these

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Speaker 1: new ratings, the results were abysmal for the last thirty years.

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Speaker 1: It's about twenty three proficiency rating if we take all

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Speaker 1: subjects combined, and that's the rate. It now dropped, and

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Speaker 1: it dropped because of COVID. Now Republicans should have exploited this.

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Speaker 1: They should have gone into the communities, the inner cities

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Speaker 1: where the schools were shut down for two years and said, hey,

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Speaker 1: your child wasn't meeting proficiency levels to begin with. Now

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Speaker 1: the proficient sea levels are even lower than that. You

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Speaker 1: have a place like Baltimore, where the proficiency level is

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Speaker 1: about eleven percent, students are only eleven percent proticition in

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Speaker 1: the subject material, and Republicans didn't exploit it. They didn't

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Speaker 1: really talk about it. They talked about the gender issues

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Speaker 1: that are being pushed in the classroom and the critical

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Speaker 1: race theories that are being pushed in the classroom. But

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Speaker 1: what they didn't do was show that the entire education

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Speaker 1: system has collapsed and is not educating our kids, and

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Speaker 1: yet we're still spending one point four trillion dollars on

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Speaker 1: this with is the return on investment? So where's that

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Speaker 1: money going? Then, well, it goes to the facilities, it

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Speaker 1: goes to the pension systems, it goes to, you know,

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Speaker 1: all the administrators. If you look at the amount of

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Speaker 1: administrators that have been hired over the last thirty years,

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Speaker 1: in many schools, the number of administrators in support staff

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Speaker 1: actually outnumber the teachers, which is truly standing to call

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Speaker 1: yourself an education center. And that's what's going on in California.

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Speaker 1: A few years ago, they built a school for eight

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Speaker 1: hundred million dollars and the reality is those students aren't

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Speaker 1: going to learn any better than it's it in a brick,

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Speaker 1: brick and mortar school. So the money just gets constantly wasted,

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Speaker 1: and then you have the corrupt officials that aren't in

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Speaker 1: the classroom, there in the state education departments that are

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Speaker 1: pushing down these curriculums. So you brought that up before,

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Speaker 1: and that's why I write the articles for Campus Reformed highlighted.

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Speaker 1: You have these corrupt officials that are pushing all this

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Speaker 1: stuff in the curriculums, forcing teachers to have to teach

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Speaker 1: to that. And it's also things that aren't factually true,

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Speaker 1: like the sixteen nineteen project. That's correct, and I think

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Speaker 1: it's something I don't remember if my number is accurate,

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Speaker 1: but it's pretty close. Schools across the United States have

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Speaker 1: adopted sixteen nineteen Project materials to give to the students,

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Speaker 1: even though the sixteen nineteen project has been debunked by

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Speaker 1: pretty much every historian, including Wibble historians. It's been debunked

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Speaker 1: because the sixteen nineteen Project there's nothing more than a myth,

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Speaker 1: and unfortunately, what it's designed to do is teach that

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Speaker 1: America is a horrible country, as if America created the

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Speaker 1: institution of slavery, when it didn't. They make it as

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Speaker 1: if our history is so simple, as if extis were

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Speaker 1: built on racism and slavery, and that's not true. In fact,

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Speaker 1: they don't even teach students that. There was a huge

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Speaker 1: debates at the Constitutional Convention where you had people like

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Speaker 1: Governor Morris give speeches about the sins of slavery. Not

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Speaker 1: every founding father had slaves. Many of them freed their

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Speaker 1: slaves before they even died. And we look at it,

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Speaker 1: most people don't know American history. If you don't know

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Speaker 1: American history, because you want to hear the proficiency number

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Speaker 1: for that one thirteen percent of high school seniors are

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Speaker 1: proficient in American history. So if you don't know the

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Speaker 1: country you come from, how can that country ever be successful?

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Speaker 1: And it can. And what we're seeing is students that

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Speaker 1: are graduating with this built up animosity towards the United States,

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Speaker 1: towards the country they've been in their whole life. And

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Speaker 1: you have these school officials that are making it as

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Speaker 1: if racism is worse today than it's ever been. Yet

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Speaker 1: we have the most openly tolerant generation to whoever exist,

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Speaker 1: yet they're being trained to think that they're all racist.

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Speaker 1: That's the disaster for society that will guarantee our failure

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Speaker 1: if we don't fix it now. Is the dumbing down

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Speaker 1: of students intentional? Because you know, students who have a

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Speaker 1: broader education, or who actually being taught critical thinking and

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Speaker 1: actually taught the subject matter can think for themselves, as

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Speaker 1: opposed to if you're basically just producing, you know, dumb

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Speaker 1: kids and then pumping their minds with garbage. You know,

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Speaker 1: it's easier to, you know, persuade people who don't know better.

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Speaker 1: And I understand that argument. But what I think has

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Speaker 1: happened is the people that went through the failed education

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Speaker 1: system are now teaching in that failed education system, and

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Speaker 1: I think it has more to do with that. I

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Speaker 1: think that there are many on the left that would

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Speaker 1: love to dump down the American students so that they

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Speaker 1: could control them. I do believe that the large teachers

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Speaker 1: union like the American Federation of Teachers, have been part

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Speaker 1: of the biggest problems that we face. But is there

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Speaker 1: an organized coordinator attempt to actually dump down students. No.

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Speaker 1: We're seeing standards drop across the board throughout society, and

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Speaker 1: I think it's just how our culture has changed, where

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Speaker 1: we no longer value things like perfection, We no longer

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Speaker 1: value things like working hard and being responsible for the

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Speaker 1: assignments that you're turning in. Rather, it's this emotion base

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Speaker 1: that we move towards where we have to try and

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Speaker 1: understand why students hand stuff in like, we have to

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Speaker 1: be more open minded about that. We have to worry

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Speaker 1: if we fail a student what that f is going

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Speaker 1: to do to that emotionally and psychologically. And I think

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Speaker 1: that's part of a big problem is that we've dropped

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Speaker 1: our standards in the name of, you know, making sure

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Speaker 1: everyone can achieve, But the reality is they're not achieving.

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Speaker 1: If you drop a standard and you're just giving out

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Speaker 1: pieces of paper, that's not an achievement. When you fail

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Speaker 1: and then overcome that failure, that's an achievement. So it

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Speaker 1: sounds like a lack of consequences as well. It is.

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Speaker 1: And listen, this is a problem. It's not just the

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Speaker 1: school systems that are a problem or the state education

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Speaker 1: boards that are a problem. It's also parents in the

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Speaker 1: mindset of students that have changed as well, where parents believe,

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Speaker 1: you know, they could call a teacher and stop writing

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Speaker 1: a teacher if they fail a student to try and

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Speaker 1: get the students great change. The student body has changed.

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Speaker 1: You know, they have a lot more distractions today than

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Speaker 1: ever before. They're not reading books anymore, and even if

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Speaker 1: they are reading they have their cell phones right next

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Speaker 1: to them that are, you know, buzzing and beeping every second,

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Speaker 1: so they're not even paying attention to the stuff that

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Speaker 1: they're reading. And we have the studies. The American Medical

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Speaker 1: Association has reported that students are not retaining information anymore

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Speaker 1: in this new digital age that we're living in. That's

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Speaker 1: really really interesting. And you had mentioned the nation's report

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Speaker 1: card and the lopership proficiency in uh in you know,

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Speaker 1: civic education, Asian and American history, but you know it's

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Speaker 1: also like four and ten eighth graders failed to grasp

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Speaker 1: basic math concepts. That's insane. Science as a disaster readings

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Speaker 1: and disaster writings and disaster every subject area is an

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Speaker 1: absolute failure. And we wouldn't accept this in any other

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Speaker 1: any other industry. I mean, point to an industry. You're

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Speaker 1: not going to accept you know, a heart surgery being

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Speaker 1: twenty three efficient and heart surgery. So why are we

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Speaker 1: accepting this for education for our children? Now? I do

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Speaker 1: think a lot of parents have woken up. I think

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Speaker 1: the COVID ever woke a lot of parents up to

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Speaker 1: see what their children are learning in school, and so

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Speaker 1: they're now starting to get involved. But it's not enough.

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Speaker 1: This has to be one of the top issues in

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Speaker 1: the country, and we can't ignore the problem because look

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Speaker 1: at what ignoring it has gotten. But I think you know,

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Speaker 1: to your point, parents have woken up to some of

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Speaker 1: the indoctrination and the woke stuff. But I don't feel

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Speaker 1: like there's a broader conversation with what you're having in

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Speaker 1: the sense of our schools are just failing students period,

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Speaker 1: the educational aspect as well. They're just not learning. And

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Speaker 1: I don't think that conversation is happening. Yeah, and we're

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Speaker 1: not exactly. I think that you're pointing that out, and

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Speaker 1: I think it's a great thing to point out that

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Speaker 1: nobody's pointing out that the system itself has collapsed, that

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Speaker 1: the system itself has fed not just the stuff that's

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Speaker 1: being pushed in the classroom, but that we have to

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Speaker 1: rethink the entire system and how we educate students. Curriculums

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Speaker 1: need to be revamped. We have to start putting in

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Speaker 1: more life skills into the curriculums. One of the things

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Speaker 1: I've always advocated, why aren't we teaching students in the eighth,

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Speaker 1: ninth and tenth grade about saving investing in compound interests. Instead,

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Speaker 1: we're focused on stuff that most of the students are

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Speaker 1: never going to use. Why aren't we looking and figuring

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Speaker 1: out what's the student's strength, what's each students strength, and

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Speaker 1: trying to play to those strengths the subject there is

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Speaker 1: that they're going to be best at. We don't do that.

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Speaker 1: We don't teach home economics anymore or word shop. Instead,

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Speaker 1: it's an elective that you could take, you're not require

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Speaker 1: It's taken a lot of schools. Well, those are important

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Speaker 1: aspects of life too, and now we have this technological

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Speaker 1: component that's built into the school systems. Those parents are

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Speaker 1: on the way. The reason that these tech companies give

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Speaker 1: a lot of free stuff to the schools is because

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Speaker 1: they know that they've got customers for life. Then it's

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Speaker 1: very rare that they change. So you have this tech sector,

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Speaker 1: which I'm going to be working on an article for

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Speaker 1: Campus Phone with that one too, where they're looking to

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Speaker 1: take over education. They're looking to reimagine education to bring

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Speaker 1: in more technology. But the technology, as we see, has

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Speaker 1: been used more and more in the classroom, yet the

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Speaker 1: results are getting more so and worse. So what does

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Speaker 1: that tell you? Very very interesting it's a super interesting point,

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Speaker 1: you know. And it's like international world rankings too. If

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Speaker 1: you look at developed nations, I mean US is thirty seventh,

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Speaker 1: eighteenth and science and reading, so we are failing compared

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Speaker 1: to you know, other nations. So I mean, what does

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Speaker 1: it mean for American competitiveness moving forward? Well, I is

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Speaker 1: the sole superpower of the world as of right now,

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Speaker 1: we're on our decline. And the first indicator that is

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Speaker 1: usually education. If you look at every great civilization that

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Speaker 1: has ever existed, they lead an innovation and engineering while

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Speaker 1: they were on top. Then once that started to decline,

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Speaker 1: So did this is a civilization? If you look, who's

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Speaker 1: our biggest competitor out there in the international community, while

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Speaker 1: it's China. We'll just look at China's rankings over the

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Speaker 1: course of the last several years and you'll see they

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Speaker 1: increase every year. You'll see that just a few weeks

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Speaker 1: ago is reported the top one universities America declined for

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Speaker 1: the fifth year in a row. We're China contained for

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Speaker 1: the several seventh year in a row. So you we

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Speaker 1: see it happening in front of us, and yet nobody

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Speaker 1: really looks about it, even though this is the indicator

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Speaker 1: that we are on a decline and we have a

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Speaker 1: massive problem. And obviously all this money. Whenever you hear

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Speaker 1: someone say, well it's because the schools don't have enough money,

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Speaker 1: that's a there's plenty of money that they have. It's

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Speaker 1: what we're teaching them, how we're teaching them. Who's in

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Speaker 1: charge of the system, that's the problem. Quit commercial break

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Speaker 1: more on the education system. Next. Do you know what

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Speaker 1: we spent on education versus China or some of these

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Speaker 1: other countries. Well, the United States is number one at

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Speaker 1: one point four trillion dollars. The second closest is Germany,

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Speaker 1: and I believe they spend about a four billion dollars.

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Speaker 1: So as far as what China spends, I don't know.

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Speaker 1: But when I used the one point for a trillion dollars,

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Speaker 1: that's just what we spend publicly. That doesn't include what

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Speaker 1: parents spend on the outside, maybe sending their kids to

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Speaker 1: private school, doesn't include the supplies that parents may have

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Speaker 1: to get their kids or anything like that. That's just

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Speaker 1: on actual public education. But to your point, the return

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Speaker 1: on investment is abysmore or you know, spending all this

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Speaker 1: money to produce uh, you know, failed outcome correct, and

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Speaker 1: that's the problem with government, right. So if we look

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Speaker 1: at the bureaucracy efficiency and effectiveness, when we look at

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Speaker 1: the return on investment, that's the problem in the bureaucracy.

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Speaker 1: It never reviews for whether how effective the system is

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Speaker 1: being or how efficient it is, and obviously we're being inefficient.

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Speaker 1: We're never reviewing if students are meeting the goals and

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Speaker 1: objectives within the education system. Instead, we just dropped the

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Speaker 1: standards so we could say that, hey, look at our

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Speaker 1: graduation rates, look at the students achieving success when that's

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Speaker 1: not necessarily true. Look at the great inflation that's taking place.

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Speaker 1: That's what I said. In the nine seventies, nine eighties,

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Speaker 1: nineteen nineties, the average GPA was two point five. Today

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Speaker 1: the average g p A is three point one. So

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Speaker 1: students are actually less proficient today. Why is there? Why

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Speaker 1: are their g p a s higher? That doesn't make

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Speaker 1: any sense, but nobody will talk about that because to me,

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Speaker 1: that's where the scandal was. So what does that mean

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Speaker 1: for for colleges that you know, because it's if it's

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Speaker 1: starting in schools, were not teaching them there, then you

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Speaker 1: know how to what happens when they get to college. Well,

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Speaker 1: it's a big problem for us because you know, the

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Speaker 1: idea of failing everyone something that's really shunned in our schools.

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Speaker 1: We don't want to fail everyone, and so in colleges

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Speaker 1: you've seen the same thing happen. You've seen standards drop

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Speaker 1: and so how useful is that college degree? You really

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Speaker 1: get it? And companies have woken up. You have companies

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Speaker 1: like IBM that have actually dropped the college requirement from

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Speaker 1: many of their positions because they're saying that the college

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Speaker 1: graduates that are coming in are not ready for the workplace.

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Speaker 1: They lacked the skills, they lacked kind of interact with

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Speaker 1: coworkers and the interpersonal skills that are necessary in the workplace.

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Speaker 1: And so in certain businesses they're dropping the college requirement.

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Speaker 1: That's going to be a disaster for the university system

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Speaker 1: if this continues. So so, what's the answer, at least

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Speaker 1: when you look at K through twelve in this bureaucracy

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Speaker 1: that exists, is it is it school choice or how

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Speaker 1: do you break up that bureaucracy or shake it up?

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Speaker 1: I think there's a number of things that need to happen.

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Speaker 1: First of all, the power of the unions needs to

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Speaker 1: be weakened. I think more and more teachers need to

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Speaker 1: speak out against the American Federation the Teachers, the n

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Speaker 1: e A because what they have done to our children

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Speaker 1: is almost criminal when they shut down the schools for

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Speaker 1: two years and the cover up, because they cover up

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Speaker 1: a lot of failures within the education system. So that's

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Speaker 1: the first thing you need to weaken the unions. Second

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Speaker 1: thing we need to do is to reevaluate curriculums across

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Speaker 1: the board. Now, I do like the idea of parent choice,

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Speaker 1: where parents get to decide where their kids are going

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Speaker 1: to school. If the school is failing, why should a

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Speaker 1: parent have to sit there and send their kids who

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Speaker 1: have failing school just because of where they live. Why

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Speaker 1: can't their tax dollars be given to another school that

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Speaker 1: will provide success. This will increase competition within education, and

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Speaker 1: the reality is that the public schools will still will

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Speaker 1: perform a lot better if they have this competence issue

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Speaker 1: and not the monopoly. Unfortunately, there's a lot of people

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Speaker 1: that criticize, oh, you want to put the schools out

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Speaker 1: of business. No, we need a vibrant public education system

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Speaker 1: because not everyone is going to be able to go

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Speaker 1: to a private school or try to school or be

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Speaker 1: homeschool and if the system doesn't work for the majority

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Speaker 1: of people, well, then the majority of people in our

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Speaker 1: country are going to suffer. And it's not gonna matter

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Speaker 1: whether you went to private school arg school. So we

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Speaker 1: need to have school choice to increase that competition. But

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Speaker 1: we also need competent teachers. We need competent teachers in

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Speaker 1: the classroom. We don't need analogues in the classroom. Teachers

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Speaker 1: that actually want to teach the real subject material, want

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Speaker 1: to actually educate the students. I think some of the

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Speaker 1: technology needs to be removed from the classroom, and when

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Speaker 1: it is introduced to the students, if it's at a

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Speaker 1: young age, they need to be introduced on how to

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Speaker 1: use the technology responsibly instead of just pointing and swiping

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Speaker 1: and looking up things on Google and picking out the

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Speaker 1: top three websites that come up. We need to have

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Speaker 1: better standards. We need to demand more from the student body,

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Speaker 1: not less. So we need to raise the actual achievement

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Speaker 1: standards that we have in place. For the fact that

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Speaker 1: I don't know if you're aware, but there are a

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Speaker 1: lot of schools out there that are now saying that

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Speaker 1: fifty and below is failing. When I went to school,

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Speaker 1: seventy and below is filling. Now they're saying it's fifty

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Speaker 1: and below is filled, which is completely ridiculous. If you

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Speaker 1: only know half the subject material, you should not be

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Speaker 1: passing that class. And I think one of the biggest

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Speaker 1: failures are is that we don't want to hold students back,

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Speaker 1: but maybe they should be held back. If they're not

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Speaker 1: reading at a tenth grade reading level and they're reading

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Speaker 1: at a ninth grade reading level, well let's put them

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Speaker 1: in the ninth grade class so that they learn and

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Speaker 1: move up to the tenth grade class. I think that

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Speaker 1: too often we sit there and we focus so much

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Speaker 1: on grade levels rather than what's their proficiency level up

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Speaker 1: And if they're in third grade and they're doing reading

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Speaker 1: at a fifth grade level, well maybe they should be

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Speaker 1: getting a fifth grade reading education instead of the third

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Speaker 1: grade level. So there's a lot of things that we

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Speaker 1: could do to start fixing the system. Is the will

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Speaker 1: there is the bigger question. Our parents willing to sit

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Speaker 1: down with their children, do homework and do the work

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Speaker 1: with them. Are the schools willing to give this idea

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Speaker 1: of school of choice a chance to see if competition

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Speaker 1: can fix some of the problems. Are the students willing

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Speaker 1: to do the work. Are they willing to take that

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Speaker 1: plunge and put away their electronics and actually read a book.

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Speaker 1: Is there the politicians willing to tell people that hey,

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Speaker 1: it's not a money issue, and that the federal government

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Speaker 1: since nine they've taken a heavy role in education and

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Speaker 1: things have only got worst. Well, maybe now is the

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Speaker 1: time to have the discussion about trutting down the United

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Speaker 1: States Department of Education and returning some of the powers

431
00:23:55,240 --> 00:23:57,480
Speaker 1: back to the state and local governments to decide and

432
00:23:57,520 --> 00:24:00,960
Speaker 1: the people within the community. Quick break back with Professor

433
00:24:01,040 --> 00:24:08,400
Speaker 1: gior Dona. I think what worries me and this broader

434
00:24:08,440 --> 00:24:12,080
Speaker 1: conversation is sort of the underlying theme that a lot

435
00:24:12,119 --> 00:24:16,240
Speaker 1: of these issues are societal and you know, perhaps even

436
00:24:16,240 --> 00:24:19,159
Speaker 1: deeper than the education system and just the general like

437
00:24:19,320 --> 00:24:23,639
Speaker 1: laziness that you're talking about. Well, you're absolutely right about that.

438
00:24:23,720 --> 00:24:27,840
Speaker 1: Our culture has shifted. I mean, there's no hiding that.

439
00:24:27,920 --> 00:24:31,159
Speaker 1: And I think Tuesday's election results actually show how the

440
00:24:31,200 --> 00:24:36,920
Speaker 1: culture has shifted. When people no longer base their votes

441
00:24:37,000 --> 00:24:39,960
Speaker 1: on reason and logic, when they no longer approach the

442
00:24:40,000 --> 00:24:44,240
Speaker 1: issues with reason and logic, it does begin to infect

443
00:24:44,240 --> 00:24:47,160
Speaker 1: our society as a whole, and we're seeing that. I mean,

444
00:24:47,280 --> 00:24:51,280
Speaker 1: just consider for a minute how we oversimplify every issue

445
00:24:51,359 --> 00:24:56,320
Speaker 1: out there, every similarsuy, whether it's immigration, education, health, it's

446
00:24:56,359 --> 00:24:58,880
Speaker 1: all oversimplified. I have students that come to me, well,

447
00:24:58,920 --> 00:25:02,400
Speaker 1: we should have universe healthcare. And I explained to him, well,

448
00:25:02,440 --> 00:25:04,720
Speaker 1: if it was that easy, why haven't we done it yet?

449
00:25:05,560 --> 00:25:09,120
Speaker 1: Because we're a mean country, essentially, they'll say, And then

450
00:25:09,160 --> 00:25:11,440
Speaker 1: I put the budget on the board. Okay, you want

451
00:25:11,560 --> 00:25:14,720
Speaker 1: universal healthcare system. Here's our budget. Here's what we raise

452
00:25:14,760 --> 00:25:17,560
Speaker 1: the revenue each every year. Here's what we spend it

453
00:25:17,600 --> 00:25:20,960
Speaker 1: on in our programs. Find me the money to pay

454
00:25:21,080 --> 00:25:23,159
Speaker 1: for universal healthcare. When I get him the piece of

455
00:25:23,200 --> 00:25:26,000
Speaker 1: truck to figure it out on the blackboard, let of

456
00:25:26,000 --> 00:25:27,680
Speaker 1: them open their eyes and they're like, why, I never

457
00:25:27,680 --> 00:25:30,440
Speaker 1: thought it would be that difficult to actually figure out

458
00:25:30,480 --> 00:25:33,159
Speaker 1: how we pay for these types of things. When you

459
00:25:33,200 --> 00:25:36,280
Speaker 1: show them how complicated things really are, it does open

460
00:25:36,480 --> 00:25:39,240
Speaker 1: their mind. They do start to think, but nobody shows

461
00:25:39,280 --> 00:25:43,160
Speaker 1: them that. Instead, we operate through emotions. Right now, so

462
00:25:43,280 --> 00:25:47,120
Speaker 1: when you're paying, you know, five dollars a gallon of gas,

463
00:25:47,160 --> 00:25:50,120
Speaker 1: but you know, the debates about abortion. Well, I don't

464
00:25:50,119 --> 00:25:52,440
Speaker 1: care about my personal economy, and even though I'm having

465
00:25:52,440 --> 00:25:55,120
Speaker 1: a hard time putting food on the table, I got

466
00:25:55,119 --> 00:25:57,440
Speaker 1: a vote based on abortion. It shows you how we've

467
00:25:57,520 --> 00:26:00,440
Speaker 1: done down this society and how there is no critical

468
00:26:00,480 --> 00:26:03,760
Speaker 1: thinking in our society anymore. Well, we saw that during COVID,

469
00:26:04,520 --> 00:26:08,679
Speaker 1: like the in ability to see the big picture as

470
00:26:08,680 --> 00:26:10,960
Speaker 1: a society. That was I think the most alarming thing

471
00:26:11,000 --> 00:26:14,119
Speaker 1: for me from a societal standpoint was the lack of

472
00:26:14,280 --> 00:26:17,320
Speaker 1: critical thinking and being able to look at COVID who's

473
00:26:17,359 --> 00:26:21,120
Speaker 1: at risk, who was not, and then operate from that baseline. Instead,

474
00:26:21,680 --> 00:26:24,120
Speaker 1: we were told that everyone was of equal risk when

475
00:26:24,280 --> 00:26:26,960
Speaker 1: statistically and from a data driven point, that was a lie.

476
00:26:27,119 --> 00:26:30,560
Speaker 1: So it's like, you know, it's just well, the most

477
00:26:30,560 --> 00:26:34,439
Speaker 1: framing aspect. So I was debating someone about COVID colleague

478
00:26:34,480 --> 00:26:37,479
Speaker 1: of mine, and I explained to him that, you know,

479
00:26:37,560 --> 00:26:41,320
Speaker 1: the lockdowns demandates like this isn't normal. I mean, we

480
00:26:41,400 --> 00:26:44,480
Speaker 1: have a constitution for a reason, and the constitution doesn't

481
00:26:44,520 --> 00:26:48,160
Speaker 1: go away because there's a pandemic, you know, and if

482
00:26:48,200 --> 00:26:50,920
Speaker 1: that's the case, well then we don't have a phrase society.

483
00:26:50,920 --> 00:26:54,360
Speaker 1: It's really almarage And he told me directly how would

484
00:26:54,400 --> 00:26:58,000
Speaker 1: your constitution I want to live? Now? That was revealing.

485
00:26:58,680 --> 00:27:01,000
Speaker 1: But what was more revealed and was an email one

486
00:27:01,040 --> 00:27:03,520
Speaker 1: of my colleagues got from her student. I'm almost quoting

487
00:27:03,520 --> 00:27:07,440
Speaker 1: a verbating here. She says, I cannot tell you how

488
00:27:07,480 --> 00:27:10,280
Speaker 1: bitter and resentful I am for all the things my

489
00:27:10,440 --> 00:27:14,200
Speaker 1: government did to me to take away my childhood. Now

490
00:27:14,240 --> 00:27:18,000
Speaker 1: that's revealing, and that right there shows me that Republicans

491
00:27:18,000 --> 00:27:20,280
Speaker 1: are making a big mistake by not going to the

492
00:27:20,359 --> 00:27:24,240
Speaker 1: youth and saying and reminding them, look at what they

493
00:27:24,280 --> 00:27:27,159
Speaker 1: took away from you for two years. The people that

494
00:27:27,240 --> 00:27:30,880
Speaker 1: already lived their milestone, the people that went to the proms,

495
00:27:30,920 --> 00:27:34,720
Speaker 1: the people that went to their graduations and celebrated their graduations,

496
00:27:34,760 --> 00:27:36,920
Speaker 1: the people that were able to go and hang out

497
00:27:36,960 --> 00:27:40,040
Speaker 1: with their friends and build social relationships. They were the

498
00:27:40,040 --> 00:27:43,200
Speaker 1: ones telling you that you couldn't do that, And yet

499
00:27:43,240 --> 00:27:46,240
Speaker 1: no Republican picked up on that messaging. You talked about

500
00:27:46,240 --> 00:27:50,160
Speaker 1: how to fix you know, K through twelve. What solutions

501
00:27:50,160 --> 00:27:51,960
Speaker 1: do you think we need to look at to fixing

502
00:27:52,000 --> 00:27:56,159
Speaker 1: the higher education system? Well, the higher education system is

503
00:27:56,160 --> 00:27:58,880
Speaker 1: in for reckoning of its own, so as far as

504
00:27:58,880 --> 00:28:03,240
Speaker 1: student bodies go, just population demographics alone, they're going to

505
00:28:03,320 --> 00:28:08,320
Speaker 1: be losing enrollment because we're an aging population. So over

506
00:28:08,359 --> 00:28:10,119
Speaker 1: the course of the next five year you are going

507
00:28:10,160 --> 00:28:13,560
Speaker 1: to see four year institutions get decimated. And I think

508
00:28:13,600 --> 00:28:15,280
Speaker 1: at the end of the day, what's going to exist

509
00:28:15,480 --> 00:28:19,520
Speaker 1: is community colleges, state schools in the IVY League. As

510
00:28:19,560 --> 00:28:23,280
Speaker 1: far as the colleges go. Again, this is where all

511
00:28:23,280 --> 00:28:25,600
Speaker 1: the bad ideas came from, right, this is where the

512
00:28:25,640 --> 00:28:29,000
Speaker 1: gender theory came from. This is where CRT comes from.

513
00:28:29,119 --> 00:28:32,320
Speaker 1: You have all these people from these elite institutions thinking

514
00:28:32,400 --> 00:28:34,720
Speaker 1: they know better than everyone else, but they lack any

515
00:28:34,760 --> 00:28:38,600
Speaker 1: common sense whatsoever. The university system is much harder ef

516
00:28:38,600 --> 00:28:41,960
Speaker 1: fixed than the K through twelve system, But the K

517
00:28:42,120 --> 00:28:45,120
Speaker 1: through twelve system is actually more important because if you

518
00:28:45,200 --> 00:28:49,400
Speaker 1: develop good students in the K through twelve system, when

519
00:28:49,440 --> 00:28:52,640
Speaker 1: they go to universities, they won't be able to be indoctrinated,

520
00:28:53,280 --> 00:28:55,400
Speaker 1: they won't be able to be dictated, and they have

521
00:28:55,480 --> 00:28:57,200
Speaker 1: to listen to the professors. They will be able to

522
00:28:57,240 --> 00:29:01,080
Speaker 1: push back on their professors. So I think the higher

523
00:29:01,160 --> 00:29:04,160
Speaker 1: education system is much more difficult. It's challenging because a

524
00:29:04,160 --> 00:29:07,560
Speaker 1: lot of it is private schools. You're paying money and

525
00:29:08,040 --> 00:29:10,680
Speaker 1: their parents really don't matter. They don't really have to

526
00:29:10,760 --> 00:29:13,840
Speaker 1: say in their kids college education except with their wallets

527
00:29:14,240 --> 00:29:16,320
Speaker 1: to go away. But I think a lot of people

528
00:29:16,360 --> 00:29:19,120
Speaker 1: are questioning the value of a four year degree at

529
00:29:19,120 --> 00:29:23,040
Speaker 1: this point. They're questioning the course first benefit analysis, and

530
00:29:23,120 --> 00:29:25,960
Speaker 1: so if parents are really getting fed up, the way

531
00:29:25,960 --> 00:29:28,520
Speaker 1: to change the college system is send your kids to

532
00:29:28,560 --> 00:29:33,479
Speaker 1: community college, save your money, send your kids to trade school.

533
00:29:33,800 --> 00:29:37,320
Speaker 1: Find out what you know, what's the best areas where

534
00:29:37,360 --> 00:29:40,400
Speaker 1: employment is going to be growing, and focus on that.

535
00:29:40,800 --> 00:29:43,320
Speaker 1: Make sure you're not wasting money on a Caribbean studies

536
00:29:43,440 --> 00:29:46,160
Speaker 1: or Agenda studies degree that's going to lead to unemployment

537
00:29:46,240 --> 00:29:49,040
Speaker 1: once they graduate, after you just spent or took out

538
00:29:49,080 --> 00:29:52,800
Speaker 1: a hundred thousand dollars and student loans. The college system's

539
00:29:52,920 --> 00:29:56,160
Speaker 1: going to have to come to an epiphany and realize

540
00:29:56,200 --> 00:29:58,240
Speaker 1: on its own and reform itself if they want to

541
00:29:58,240 --> 00:30:00,560
Speaker 1: survive over the course in the next couple of decades.

542
00:30:00,880 --> 00:30:03,360
Speaker 1: I do joke around because I was a political science major,

543
00:30:03,800 --> 00:30:06,040
Speaker 1: but I think I'm like, I think I'm like one

544
00:30:06,080 --> 00:30:09,680
Speaker 1: of you. You know, we're using it, so it's okay.

545
00:30:09,720 --> 00:30:12,440
Speaker 1: You know, I worked in politics, your professors, so we've

546
00:30:12,520 --> 00:30:15,320
Speaker 1: done something, you know, it's and so we did something

547
00:30:15,400 --> 00:30:19,280
Speaker 1: with it to look at us. Professor Nicholas ga Giardota,

548
00:30:19,520 --> 00:30:22,320
Speaker 1: this has been fascinating. I really give them hell man.

549
00:30:22,440 --> 00:30:24,760
Speaker 1: I really I've learned so much from you. I'm so

550
00:30:24,800 --> 00:30:28,000
Speaker 1: glad that you're out there fighting this fight. It's really important.

551
00:30:28,120 --> 00:30:30,680
Speaker 1: I hope it gets more attention. I truly appreciate your time.

552
00:30:30,680 --> 00:30:33,480
Speaker 1: I've I've learned so much from this conversation. Well, thank

553
00:30:33,520 --> 00:30:35,520
Speaker 1: you for helping me on. I appreciate you taking the

554
00:30:35,560 --> 00:30:37,720
Speaker 1: time to put it out to your audience because it

555
00:30:37,800 --> 00:30:40,200
Speaker 1: really is an important issue that a lot of people

556
00:30:40,240 --> 00:30:42,719
Speaker 1: don't talk about. And if people wake up and they

557
00:30:42,720 --> 00:30:46,360
Speaker 1: start getting involved, we can't actually fix this problem. This

558
00:30:46,440 --> 00:30:48,520
Speaker 1: is the one one of the fixable problems in the

559
00:30:48,600 --> 00:30:51,960
Speaker 1: United States, and I think that it could be bipartisan.

560
00:30:52,400 --> 00:30:57,320
Speaker 1: I think that Democrats, Republicans, independence, libertarians, all their children

561
00:30:57,400 --> 00:30:59,640
Speaker 1: have to go through this education system, so it does

562
00:30:59,680 --> 00:31:02,320
Speaker 1: affect this all. Where can people find your work? They

563
00:31:02,400 --> 00:31:05,400
Speaker 1: go to Campus Reform dot org and find me on

564
00:31:05,520 --> 00:31:07,840
Speaker 1: there and read some of the works there, or they

565
00:31:07,920 --> 00:31:11,680
Speaker 1: go to p as Report dot com. Awesome, professor, thank

566
00:31:11,680 --> 00:31:13,480
Speaker 1: you so much for your time. This was awesome. I

567
00:31:13,520 --> 00:31:16,680
Speaker 1: really appreciate it. Very interesting conversation. Thank you for having

568
00:31:16,680 --> 00:31:25,200
Speaker 1: me so I wanted to thanking Professor Nicholas gior Donna,

569
00:31:25,440 --> 00:31:28,239
Speaker 1: and that was really interesting. I hope you guys enjoyed it.

570
00:31:28,280 --> 00:31:30,240
Speaker 1: I truly learned a lot, and I think it's a

571
00:31:30,280 --> 00:31:32,880
Speaker 1: really important issue. So I'm very glad he's out there

572
00:31:32,960 --> 00:31:35,800
Speaker 1: fighting to fight. And thank you for listening. I want

573
00:31:35,800 --> 00:31:38,240
Speaker 1: to thank my producer, John Castio for putting together the

574
00:31:38,280 --> 00:31:41,479
Speaker 1: show every Monday every Thursday, but you can listen throughout

575
00:31:41,480 --> 00:31:43,360
Speaker 1: the week, and please go to Apple, leave us a

576
00:31:43,400 --> 00:31:45,560
Speaker 1: review and give us a rating. I always read those

577
00:31:45,560 --> 00:31:46,840
Speaker 1: and appreciate it. Take care,