All Episodes
Previous Next
Plain Text
March 5, 2022 - The Charlie Kirk Show
01:01:47
DEBATE NIGHT: Vaccines, Ivermectin, CRT in Schools and More with an Anti-Fascist Professor
Transcriber: nvidia/parakeet-tdt-0.6b-v2, sat-12l-sm, and large-v3-turbo
|

Time Text
Critical Race Theory Debate 00:15:12
Hey everybody, it's Anna Charlie Kirk Show, a bonus episode brought to you by TurningpointUSA at tpusa.com of a rather candid and fun conversation, but it gets heated with someone from Debate Night with Charlie Kirk from Turning Point USA, Rachel Bitcoffer.
We debate a variety of different things.
Now, if you hear a lot of bleeping, she had a very, let's say, she swears a lot.
There's really no other way to put it.
She had a salty lexicon.
So that's just the way that is.
So excuse that before we go into it.
If you want to email us, you can do it at freedom at charliekirk.com.
We talk about a lot of different things.
This is an ongoing series that Turning Point USA is helping make happen.
There are no advertisers in this episode at all.
So if you want to help support to make these conversations possible, it's tpusa.com or charliekirk.com slash support, whichever you choose.
At Turning Point USA, we're making hope happen.
If you're a young person listening to this, start a high school group.
Start a college chapter today.
If you're interested in debates, this episode is for you.
And maybe your friends are on the pro-CRT side.
We mostly talk about critical race theory and education.
We talk a little about COVID.
It's a little bit of a meandering conversation, but I think you'll enjoy it.
You guys can check it out.
You guys can support us at tpusa.com.
That's tpusa.com.
Debate night is here.
And if you like back and forth around ideas that matter, this episode is for you.
Buckle up.
Here we go.
Charlie, what you've done is incredible here.
Maybe Charlie Kirk is on the college campuses.
I want you to know we are lucky to have Charlie Kirk.
Charlie Kirk's running the White House, folks.
I want to thank Charlie.
He's an incredible guy.
His spirit, his love of this country.
He's done an amazing job building one of the most powerful youth organizations ever created, Turning Point USA.
We will not embrace the ideas that have destroyed countries, destroyed lives, and we are going to fight for freedom on campuses across the country.
That's why we are here.
Debaters, we have just a few rules to go over before we get started.
Tonight's topic will be on critical race theory.
We will start with four argument-based segments.
Each segment will be framed as a phrase or question that focuses on critical race theory.
If a phrase, you will need to explain why you either agree or disagree with it.
If it's a question, please explain your reasoning for how you would answer it.
For each of these segments, each debater will have two minutes for an open argument and a one-minute remote.
Four minutes of open debate will follow before the ending of each category.
After these segments, the floor will be open for 10 minutes to discuss anything related to the topic.
We will then end with one-minute closing arguments from both debaters.
Just a reminder, the use of foul language or ad hominem attacks will not be allowed.
And please do not say whatever you want.
Really?
If you do, the lights will go down.
Charlie, thank you for both joining us tonight.
I had no choice.
Let's get started.
No choice.
I came for fun.
That's good.
All right.
Rachel, you have the floor.
You may begin when ready.
Yeah, it's really difficult for me to start off talking about CRT because most of America, I have no idea what the hell it is.
So, you know, I'm happy to talk a little bit about CRT as I think it means, which is probably more blanket about diversity, inclusion education rather than the actual critical race theory, which is normally taught in law schools, as you know, and not something that I am well versed in to discuss as an expert.
But I will tell you, in terms of the critical race theory stuff that, you know, is being talked about in politics, I think for the average listener, they're hearing something about diversity and inclusion programming at school.
I certainly think we see that reflected in legislation that's being crafted for CRT because it does not say, hey, in K-12 education, we're not going to have to have proper curriculum and we're not going to have this high-level college course material, right?
In our K-12.
The bans, as they're being written, include things like diversity, it could fall in any way into diversity and inclusion education.
So, you know, I'm very excited to be here to talk about that and debate out whether or not we should be talking about diversity and inclusion in schools and what the proper role for government in terms of curriculum is too, which I think is going to be an issue that's going to be really important to you.
Great.
Yeah.
Do you want to use the rest?
No, I can yield my 30 seconds.
You yield your 30 seconds.
I'll yield it.
It's a very dangerous thing.
It can be.
First of all, I'm glad you're here.
You know, you put me in a really tough spot because you're a duck fan.
Like, not like a passive duck fan.
No.
Not like I'm kind of a half, you're actually a real duck fan.
So I have to be like really nice to you.
And I will anyway.
So we can just agree on that no matter what.
Go ducks, everybody.
Yeah, go ducks.
So my father, my aunt, my uncle all went to UFO.
I was raised going to Oregon games, raised, you know, literally in Eugene, running around Otson Stadium.
So anyway, we're going to agree on that no matter what.
And we will win a national title.
We will.
We will.
Dan Lanning's going to get us some five-star recruits.
We are going to go out there and so yeah, look, I think that what we're going to figure out what we both mean.
So I'm going to try not to talk past each other.
But I mean, look, CRT, as it's written, as it was literally in like the intro to critical race theory in 1991 by Delgado, was basically saying what we would call today is very racist.
And it is being taught in elementary schools and grade schools, the essence of it, right?
It might not be taught as like the complex esoteric legal theory, but also it's coming into policy as well.
It's coming into policy of actually how we educate kids from segregated classrooms in Atlanta to black-only dormitories at Western Washington University.
So it's more than just kind of an issue in curriculum.
It's actually changing the way education itself is done, which I think is something that we need to explore.
And I think it's also super evil to say that white kids should go to one classroom and black kids should go to one classroom.
I thought we kind of ended that chapter in our country, maybe not, through the Civil Rights Act, amongst many other things.
So look, CRT, as it was written as far as intro to critical race theory back in the 1990s, literally, I could read the words for you, but it's somewhat just reiterating that it's racist, pure, and simple.
They want to change the way that we structure conversations on race.
They want to view people through a racial lens.
And I grew up in an America where I went to a very diverse high school where that was de-emphasized.
And I believe race should be de-emphasized, especially in the education of our children.
And even beyond that, segregating kids in school, I think, is plain evil.
Great.
Yeah.
No, I mean, I think it would surprise most people to find out that today's education, the K-12 system, is actually more racially segregated than it was at the height of segregation.
And that's all by choice and mobility.
You know, people moving out of the cities and into the suburbs and so on and so forth.
And it's certainly not reflective to all school districts, but in places like Alabama, it is absolutely the case where we are producing naturally through the free market, if you want to put it on that, a segregated world, right?
So then you have to think about, well, why?
Why are people still naturally behaviorally keen to segregate?
Right.
And it's easy, I think, for two white people, myself and you, both grew up in pretty similar circumstances.
I'm sure a middle-ish class life and in the Navy and lots of diversity.
I also thought we were living in like a post-race world, right?
For a long time.
And when I found out, like the first time, you can keep going.
No, you're okay.
You're making it finish it.
No, you're good.
My point was going to be, if we can't talk about race, how are we going to foster an environment where people feel comfortable being with people that they don't feel in their racial tribes, right?
So if we decide that any conversation about race is by inherently racial or racist, as your terminology goes, it makes it very difficult, I think, for people who are interested in coalition building, community building, dealing with like what we would call de facto segregation.
So not by law, but by behavior.
And I guess I would be interested to hear, if we don't talk about diversity, how do we achieve those goals since you seem very keen to be living in a post-racial age?
Yeah, I mean, I...
You have one minute.
Okay.
Yeah, I mean, I was raised in that country.
I went to a high school that was 53% Hispanic.
I was a minority as a white Christian male, and no one talked about race.
And it was great.
We talked about character.
So I don't need to be like lecturing in some sort of hypothetical world.
I was raised in that world and it was awesome.
Everyone got along.
I mean, you went, you were in the Navy, or you grew up around the Navy, that's right.
And so maybe you have your own different experience with that.
But the more we talk about race, the more we actually bring those demons of our past to the forefront.
Like we're actually producing racism.
We're manufacturing it.
There's a supply and demand problem with racism in our country where there is an incredible demand to try to find it and we're trying to increase the supply of it.
And when you have playgrounds in Denver where you say white families are not allowed to come, black families only, how is that not just reinstituting the same segregational policies that we said were evil in the 1930s and 40s, which they are, and then just flipping it on its side to say, actually, now we're going to be racist to white people, which is actually the creed of Iberam X. Kendi.
He says segregation today doesn't take the segregation of yesterday.
I mean, I won't do the typical liberal thing, which would be to point out, you know, the statistics about homeownership and historic racism and, you know, why you might need affirmative action to achieve diversity, because I think that will just take us down a rabbit hole.
And I really want more, I think, to talk about the substance of America.
So it is true that when we were children, and I'm 10 years about older than you, we did not have curriculum that dealt with diversity and inclusion at all.
And like the American for Disabilities Act was in its infancy.
So like programs for students like my son with autism were few and far between in K through 12.
So we're really talking about a school environment now that has been spending, oh, I don't know, 20 years kind of building up an infrastructure that's more focused on, you know, community building exercises, getting people to be accepting and tolerant of others, reducing school bullying and, you know, suicide and issues with kids.
And I just don't know how we can have a conversation without mentioning race when we're talking about an inclusive environment.
Do you think there's something, I'm just going to ask a question.
Do you think there's something morally wrong with black only graduation ceremonies?
So I would argue that there is definitely something wrong with anything that is exclusive unless we're talking about a situation where have you, so you talk about being a minority in your high school, right?
Well, certainly not a minority in the country.
Yes.
And I also went to a very diverse high school.
I was at least 50% African American, right?
And, you know, the thing that I noticed about it, for me, it was a real shock the first day I enrolled because I came from a smaller city first and moved into that to see like, oh, this is the first environment I've ever sat in where I, not everyone's white, right?
I mean, at least half the people around me were black.
And, you know, what I would have liked back then is some direction on getting to know people from a different world, right?
Like our problem is siloing too much, right?
With all the technology we have, we're only hanging out with people that agree with us, come from our own walk of life.
For example, when you mix people together, you get things that you could not have in a homogenous environment with one representative of that minority group.
So, I just, you know, I think it's important to keep in context that too, like the America that I grew up in the 80s and the 90s for you is much more diverse, right?
So, we, I don't see the need for diversity and inclusion education for perpetuity.
Isn't like, for example, a black-only graduation ceremony, isn't the opposite of diversity?
So, where was a black-only ceremony?
Columbia University.
Okay.
And why was it black-only?
Good question.
No, I mean, literally, like, what was the rule that made it black?
Because they said they're uncomfortable around white people.
Oh, really?
So, it was a private ceremony.
Yes, and white people were not.
You know what?
I'm going to be very steady across things.
And when I was teaching in Georgia, I had found out that there was a high school in Georgia still doing a whites-only prom in 2012, dude.
It was like 2013.
I think that's evil.
You can Google it.
And you agree that, like, yeah, yeah, no, definitely.
And the way that they were doing that, by the way, is going into private education, which is a really important conversation I think we should have.
Because when you're in the private sector, you can do things like black-only or white-only.
And I definitely worry that we want to- Not anymore.
Civil Rights Act disallows that, but we could talk about that in a sec.
So you live in Oregon?
I do.
Yeah, there's a black-only school that's been chartered.
Do you think that's a good thing or a bad thing?
I have not looked at that, so I'm not going to comment on that at all.
But, you know, to me, imagine suburbs of Portland.
So here's one thing that really sticks with me.
Have you ever read the book Cast by Isabella Wilkerson?
Okay.
I read that book.
It was a hard read.
And history is a hard read if we, you know, take a hard look at all history, not just the U.S. history, right?
Yeah.
I've been studying world civilization pretty intensely over the last year.
And there's commonalities in human behavior that are not unique to America.
I agree.
Right.
So to me, like the story's exceptional, but yeah, for sure.
It is.
It's an exceptional story, but it's, but there are things that are commonalities between us and other people in other countries, right?
And one thing that humans unfortunately have a default setting to is violence and intolerance.
And the only thing that seems to mitigate that anyway is exposure to other people, other cultures.
And you know that as college.
I know that that's why I think black only schools would do the opposite.
Yeah, no.
So, all right.
It's difficult to imagine what it would be like to be in a place where you've stood out a lot, right?
I mean, you know, you're a handsome guy.
So you stand out that way.
You know, most of my detractors would completely disagree.
Oh, you got the hair.
You're just liberal that ever.
That hair is just, you know, to die for.
Yeah.
Quote that, everybody.
Charlie Kirk has hair to die for.
There you go.
There you go.
But other than that, I'm don't take this now.
I'm going to let you down.
You're pretty nondescript, right?
And so am I.
And, you know, I don't know that we can understand what it would be like to be not nondescript in the sea of people who all have this commonality and you do not, right?
So I think, you know, when we think about what diversity and inclusion education, which is to me more useful to talk about than a future, organizing education.
Yeah, right.
Perception of Liberals 00:08:52
So like at Western Washington University, they have black-only dorms.
That's the opposite of diversity.
Yeah, but I mean, imagine if you, if you were the, let's say you're 10% of a university, like CNU had fantastic racial diversity, still like 20%, right?
So like if I went to an HBCU, which I wouldn't, like, I don't know if I would get in or not, but like, I guess they can't discriminate in race.
And I had a white-only dorm, that would be bad.
Yes, because you're at a black college.
It would be weird, right?
Yeah.
So do you get what I'm saying though?
It's like this is no longer like theory.
We're like, think about it the other way.
Like not every black student can afford a private tuition at HBCU.
Those are extraordinarily expensive, right?
And usually competitive for admissions.
So if you go to a normal university and the University of Georgia is a great example of this because we both hate their football program as our natty.
Our natty.
We still work football coaches.
No shit.
We did.
We did get revenge, didn't we, Charlie?
There we go.
Yeah, damn lenny.
All right.
Anyway, you distracted me, but at the University of Georgia, where the population of that state is 30%, okay?
30%.
Black, black.
The university student body when I was there for that four or five years was only 10% black.
So imagine then, if you like, I'm trying to guess, I guess I'm trying to explain like what would it be like if we took Charlie Kirk and dropped him in an African country where he was the minority student?
He would probably feel lonely and want to have programs that helped.
Well, look, I mean, I hate to like say that I haven't lived anything close to that, but I did grow up in a high school where I wasn't the majority.
Right.
And I didn't feel like inclined to go start a white-only group.
Would you, do you think you would have, though, if it was 90-10?
No, I see, this is important.
Whether I would have or not is irrelevant, whether it's right or not.
See, like, if you're in the minority.
People do things that are wrong all the time.
I agree.
So it's wrong.
So the fact they're doing it doesn't mean it's right.
So like rebuilding the tribe is bad.
Not that if you want to do it, like, of course, in your natural instinct, you want to be in your tribe.
Right.
But like what makes the West different is we tried to break the tribes apart.
Yeah.
I mean, there's a natural melting pot of that.
At least an attempt to try to get there, right?
So very much.
What CRT is or whatever you want to call it, and I think we're agreeing on some of this is like in Atlanta and in Portland, all these places where they start to put people back in their tribe.
It doesn't matter if people would want that.
It's wrong.
Yeah.
You know, I think too, like we really need to think about, like, okay, if we have this natural segregation still in society and it's causing so much political animus, right?
This, I don't know if you've ever heard the book by Robert Putman called Bowling Alone.
Yeah, I've heard about it.
Yeah, and bowling talks about it.
It used to be a very big deal.
Yeah, but mostly it's about you and me, right?
We would never maybe get along, except for, turns out we're both like diehard season ticket holding duck fans.
That's exactly right.
Right.
And like, that's all that matters, right?
Like, so now you and I go to a game.
And I'm not saying we're going to do this in America, but you and I are at a game and we're shooting the shit.
And you realize, oh man, you know what?
Not all liberals are assholes.
Okay.
This woman likes to blow shit up.
Yeah.
And not all conservatives are fascist, right?
She likes to blow, you know, blow up fireworks.
She likes to drink beer.
She can talk shit with me on football.
And it breaks the caricatures that we tend to draw about people we don't know.
And so, you know, I agree with you.
I don't think we disagree that, you know, moving backwards into safe spaces to use your tribal space.
Ideal, because what we really need in America more than anything else is more time together, right?
We need more people doing more things.
I think we just ended the debate.
That's right.
Let's go watch some books.
CRT is doing the opposite.
It just is.
Like you read their literature, Ibramax Kendi, who's like the archbishop of this stuff, he's like, we need more segregation.
Like he's supporting this stuff.
And I agree, like we should be trying to find things we have in common, not like, okay, you go to your corner and you go to your corner.
That only makes the divisions further.
It does.
And then like in a time like this, where we're dealing with pressures, international pressures that the world has not faced since the 30s, right?
We really want to be, I think, getting our domestic house in order.
And I think that's something that, you know, I and others have been arguing for a long time.
but now we're really starting to see division in America politically, domestic politics, especially about stupid shit, is really going to endanger our international efforts here dealing with a military aggressive.
So I'm going to go a step further.
Like the way I framed it, and you agreed with most of it, do you now understand why most parents are really scared and like apprehensive of this being implemented, right?
Because they don't want that vision.
They don't want 1950s America where it was segregated.
Yes, but so here's the thing is, you know, we're no bullshitting between the two.
I'm not sure what to do with that.
CRT is a topic of debate, but it is also a political tool, right?
And is a very handy political tool because for the average Virginia suburban person, like when they hear CRT and they see conversations, you know, about books that, you know, have racy stuff in it, like that stuff taps right into emotion, right?
Fear, threat, and emotion.
So, you know, to me, whether or not the merits of CRT, a theory like that in the right setting, certainly not in K through 12, but diversity and inclusion education in K through 12, to me, those things, you know, you have to take into account that, you know, the difference of how an average person's going to hear that, right?
They're not going to realize, oh, what Charlie Kirk means is, you know, this theory that, you know, the whole system is designed in a supremacist way and that, you know, the white power structure has, you know, rig the rules, da, That's not what a parent hears.
What a parent hears is, you know, they're making my kid feel bad about being white.
Well, yeah, let's just start with, okay, that's fair.
What's wrong with a parent being upset about that?
Like, should a kid feel bad for something he didn't do?
Well, I mean, it all's fair in love in politics, right?
And especially here in American politics where we don't have any regulation on campaign speech, on campaign material and stuff like that.
So to my answer would be...
That's not totally true.
Well, very little, very little, right?
And so like what my answer would be to that is it's a handy, expedient political weapon.
And because of that, Democrats should behoove themselves to answering it with a counter offense.
Okay, so I'm actually really curious to what you think the counter offense is, but like, let's just kind of forget the political charge to it.
If a kid comes home and is being taught he's terrible because he's white or that's how he feel, is there something wrong with that?
Shouldn't that be fixed?
Like, no, no eight-year-old should have to feel guilt because of something he didn't do.
Yeah, so, but like, where are the eight-year-olds that are coming home like that?
I have not met one.
Like, I- The whole Virginia election kind of showed that there's plenty, right?
Well, no, I mean, the perception, perception is different than actuality, right?
So, like, my goal, Charlie, is to create a perception, this election cycle, that's pretty similar to things about like CRT or what have you.
And, you know, what CRT is advantaged for is it hits at this base pressure that's that's really hitting the electorate right now because we're in this America that didn't exist 40 years ago.
It didn't exist in terms of racial diversity.
It didn't exist in terms of gender and racial, like du jour equality, right?
So we're really looking at a society that's been extremely pressured.
And that's why you see this international too, in other Western democracies.
The heterogeneity of the modern populations, populations moving, globalization has really put a lot of pressure on, you know, the hegemonic power structure, which of course is still white people in America.
I mean, we still have to.
I got to ask you, why the heck does that matter?
What does race have to do with anything?
Why does that matter to you?
So I think like the answer to that, and being a woman, I can't answer what it's like to be a racial minority.
I can answer to what it's like to be a woman, right?
And, you know, and we know this now from psychological research, that even people who want to be race blind, who feel and passionately feel about equality and stuff, when we test them in a lab, have racially, like they respond to race codes, right?
So like, you know, in laboratory settings, even liberals will respond differently to a black face than a white face, right?
And because we're talking about- Are you talking about unconscious bias?
Yes, unconscious bias.
Climate Scientists and Economics 00:06:00
None of it's true.
No, no, I mean, it's definitely 0%.
No.
Completely.
Dr. Fryer, go read his stuff from Harvard.
Okay, but here's the thing.
And this goes back to your piece in the very first piece you ever wrote that made you Charlie Clark.
Okay, so the economics textbook.
Wow, you know my bibliography.
I told you, I've watched you grow up, and I don't mean that in a condescending way.
No, I just mean my academic career has tracked your career and we're both Trump babies, right?
I mean, Tommy made you and Trump made me is just in different ways, right?
Okay.
So you're a big Trump fan.
But so with your article on economics, which, you know, Paul Krugman aside, he's not a terrific economic.
No, he's actually off.
Yeah.
I mean, actually, he's pretty run of the mill, right?
Which is tends, sometimes we see that in media, not the best academics are doing academic research.
Trust me, I'm not the best academic, and that's why you see me in the media, right?
So anyway, with Krugman, I wanted to see where your original spark was on the education issue.
And I saw that it tied back to textbook language.
So I went into look because we're going to talk about CRTs and textbooks and what the textbooks will look like for America.
Right.
So I did.
So what I want to stress with you is this.
Like the way that textbook is written is actually standard.
And we can debate whether they should have citations.
Right.
But like in the research world, and it doesn't matter if it's molecular biology or politics, there is an academic consensus about something.
Right.
And when there is, like, it's pretty standard form to say most economists agree or the prevailing, you know, wisdom is this.
When you are coming from something that is like shattering a paradigm, usually other people will get into that.
So eventually there's momentum for something to say like this was wrong.
They have been wrong and they can be wrong.
Yeah, but like you can always, I mean, look at climate change, right?
10 years ago, there was a big effort to make, you know, to promote anti, like scientific research that did not agree with the consensus, right?
And on the political right, especially.
And they got a lot of scientific consensus.
On climate change.
Yeah, but which part of it?
That climate change is man-made and occurred.
But to what extent?
I don't think that was the debate back then.
Well, anyone could say it's men.
That's the whole point, though, right?
Is it 1%, 5%, 10%, 15%, 20%?
If you can't prove it, then you're a novelist.
Not at all.
Not at all.
So what are you doing?
You're like, okay, man contributes to carbon emissions.
Oh, really?
And 95% of science, the scientific consensus says.
You can always find a detractor.
And when a detractor is Galileo or Copernicus, but when it's when it's Galileo, though, what you will see eventually is a bandwagon effect.
And if there was meat to the anti-climate research, then it would be that.
No, that's a flawed argument.
No, not at all.
Okay, so let's use another example.
So basically, you're saying if a majority of scientists agree with something, then it has momentum, it must be right.
No, not at all.
I'm saying if it's wrong, someone will discover that's wrong.
And through replication and verification, that fix will eventually become the prevailing wisdom.
I mean, I can think of so many examples why that's not.
So like if you were reading a textbook in a different time period, you would have had a different, there would have been a different conversation about supply-side economics, because in the 80s, that was a new policy.
I'm not interested in supply side economics right now, actually, but I am, I don't want to go too far down this rabbit hole, but like the yielding to experts.
I mean, have you seen how wrong they've been the last two years?
They've been wrong about everything.
Wrong about ivermectin, wrong about vaccines, wrong about lockdowns, melatonin, hydroxychloroquine.
They were wrong about early treatments, vitamin D levels.
Everything they published was garbage.
Charlie, what if I was to tell you, though, you're such a smart guy that none of that is correct?
Oh, vitamin D levels don't have an impact on the hospital.
I have no idea about vitamin D. 152 plus people.
I will urge anybody that's listening to ivermectin.
Do not rely on ivermectin if you're dying of COVID.
Wait, have you not read the ivermectin studies from Uttar Pradesh?
I have read every I have read every study on COVID, okay?
Every study.
I mean, almost every one of them, because look at me.
I obviously have comorbidities, right?
I hope you have.
And I will tell you this: the vaccine, right?
Nine out of ten people who are dying right now in the hospitals in your state in Arizona because they don't have early treatment.
Well, they wouldn't need it.
So let me ask you: so, what is the average vitamin D level of someone who dies of COVID?
I have no idea, but I will tell you this.
When someone dies of COVID, they do it gasping for breath over days.
Were they given prednisone?
And it's probably extremely painful.
So, how does aspirin affect hospitalization with COVID?
That I don't know.
80% decrease in hospitalization.
I highly doubt aspirin help you in that case.
Are the studies wrong?
Are the scientists incorrect?
If there was momentum, why don't you read it?
Charlie, if you want a scientist to tell you anything, like I can, we can make that happen.
What do there's 400 scientists, if you want to impress me, 400 scientists?
About 10,000 that got behind us.
90% of them do agree with your research.
So, how did Uttar Pradesh and India get rid of COVID?
I'm sorry, Uttar Pradesh, a province of 270 million people.
How'd they get rid of COVID?
I am not sure because I'm not an expert on any COVID-distributed ivermectin.
But I will tell you this.
I mean, well, then, you know what?
If you were in the hospital, what would you ask for?
Ivermectin, pregnisone, melatonin, azithromycin.
But not the shit that actually would save you.
Yes, that's the stuff that saved you.
Well, it could save you, or the other things.
Saved President Trump.
Well, amongst other things, I don't want to get too far on this rabbit hole, but I know at least 30 people's lives who are saved by ivermectin, and I pray that you'll have access to it.
I know at least 500,000 people who have died because they didn't have a COVID vaccine.
You know, 500,000 people?
I don't know them.
Thank God, right?
That'd be a lot of funerals.
That's a lot of Facebook friends.
COVID Deaths and Vaccines 00:13:54
Okay, so I want to go back to something, though.
Why does race matter?
I think race doesn't matter to white people because we are in a majority white system.
And eventually we might notice how it feels to be not racially dominant when the world is no longer, you know, majority white, or at least our world isn't.
And right now, it's 66% still.
So, besides melanin content, do you think there's differences between races?
Nope.
Do you?
No, then why do we talk about it all the time?
I don't know.
Yeah, but you're talking about it.
You're like, yeah, we need to talk.
It should be irrelevant.
No, no, no.
Unless you think there's differences in racism.
I wanted to talk about it with you.
But, you know, what I would say to people is the topic of the conversation around race is not designed to have a substantive impact on race relations.
It's designed to win a political argument, right?
So, you know, in terms of...
What do you mean by race relations?
I'm confused.
Like, how is America racist?
All right.
Are you familiar at all with the concept of structural racism?
Yeah, it's a myth.
No, it's true.
So tell me why it's true.
Okay.
Not outcomes.
Tell me why it's true.
So the textbook that you harken back to in the 1950s, right?
I found one of those in Virginia.
It was a publication from five.
Yep.
So when we think about like how do you design curriculum that's historically accurate, that doesn't talk about oppression, that doesn't talk about one group being oppressed over the other, right?
And so when you look at that Virginia textbook, I certainly don't argue that that's what we're looking at heading back towards.
But my guess is if you were to try to write a curriculum that covers, you know, slavery in the U.S. or the Holocaust or whatever, and not give the narrative that this group did this horrible thing to the other group, you're going to have to rely on some pretty...
But it wasn't groups, though.
That's incorrect.
Not every white person was a slave owner.
Well, that doesn't matter, though, because nine out of 13 states abolished slavery.
Here's the other thing.
It's not like every white person was supportive.
In fact, we had abolitionists at the time of the founding.
Exactly.
Exactly.
So why would you say one group?
Well, I mean, you know, you don't have to have every white person.
No, in fact, the majority of white people found slavery to be reprehensible at the founding.
I don't know that if we would have pulled segregation in the 50s, we would have found that.
Let's start with slavery.
Nine out of 13 states abolished slavery by the time of constitutional ratification.
Yeah, then why did the South secede?
Well, they seceded post-Cotton Gen for economic reasons.
We went to war over it, though.
To say that America.
The South declared war because they expected Lincoln to ban slavery.
And he ended up doing it.
Well, not for a long time.
You know why?
Because he wanted the fight to be about national unity, which is a good way to, I think, come wrapping around, right?
National unity.
So the first few years of the Civil War, he did not expressly say this war is about ending slavery.
He got to it.
And he later got to it.
Because the South was more passionate and the North needed to.
No, no, I know, but let's go.
I mean, but you said something I want to focus on, though.
One group doing something to the other.
Like, that's just not true, right?
It would be a small group of white people that exploited incorrectly a group of black people.
I think the crowds that would show up for the lynchings, according to research that I've read, numbered in like 5,000.
And they would mail.
They wouldn't have to be able to do that.
Then why was slave being abolished?
Pieces of like these people's bodies on that.
That's a problem.
But like, that is not a small, that's not a small group of people.
That's not an isolated event.
I mean, in certain states, it's a systemic problem.
Nine states abolished it.
Thomas Jefferson wrote in the original draft of the Declaration to King George, admonishing him for bringing slavery.
The first ever anti-slavery convention was in Philadelphia, chaired by Benjamin Franklin in 1775.
Thomas Jefferson got rid of the importation of new slaves.
I understand.
Guess what?
None of that stuff's taught in our schools right now.
Sure, isn't it?
Because of CRT.
No, it's not.
Have you ever taught any kids like history?
I want you to go and see public school in Eugene and Portland and ask them, was Thomas Jefferson a racist or did he ban slaves coming into the United States?
What would they say?
Charlie, I'm going to tell you this.
Every semester I would ask my students, like basic.
Okay, but I'm asking like, they don't know any of that because they don't even, they're not like they're on their phones.
Oh, yeah, but like let's talk about Thomas Jefferson.
And they don't even know the big main points of World War II or American Council.
Do you think that most schools are teaching Thomas Jefferson to be a good person or a bad person?
Good person.
Yes, definitely.
Why are they taking down statues?
Yeah.
Well, you know what?
If you go into the deepest county in Alabama where there's deep red Republicans, do you find them doing shit that you don't agree with?
Well, give me an example.
I've given you plenty.
I don't know what you're talking about.
I mean, right now things are getting a little cloudy because some of the things that come out of those deep red pockets are becoming mainstream in Republican politics, right?
I mean, CRT bans, right?
So this idea of laws, I mean, to me, somebody who is offended by big government should be deeply offended by the idea of the government dictating curriculum.
No, no, the government should be small and strong.
Do what it should do and do it correctly and quickly.
So defend CRT.
There's 14 bills.
They're being passed.
So let's talk about the Texas CRT law.
In the CRT law in Texas, it says, quote, we want to fulfill the legacy of Martin Luther King's letter from a Birmingham jail and I have a dream speech.
They want to protect the Federal Civil Rights Act.
They want to protect the United States Supreme Court decision in Brown versus the board.
They want to talk about the emancipation, talk about the Universal Declaration of Human Rights, and educate on the 13th, 14th, and 15th Amendment.
Why is that wrong?
It's not wrong, but I believe that they're also striking out some other things.
Let me tell you how they word it.
Here's how they word it, though.
They say that no person, any individual, should feel discomfort, guilt, or anguish, or any form of psychological distress on account of his or her race or sex.
We agree with that.
Okay, but would you teach the Holocaust to German students or not?
Because they're going to definitely feel.
But I wouldn't blame them for it.
Well, nobody blames, nobody's saying you caused that.
That's where you're wrong.
Yeah, but so Charlie, I can also find, and I didn't know I could have a ledger book or a cheat sheet.
So I wouldn't.
You can do whatever you want.
My memory is just not as good as yours.
My memory is horrible, actually.
But here's the thing.
You can always find exceptions to things.
Outliers.
This is evidence, not exceptions.
You know, some wingnut people in San Fran.
They live in a bubble, right?
They think everybody thinks like them, and they pass stupid sh ⁇ .
Okay, how about Springfield, Missouri?
Like renaming the school Lincoln.
Springfield, Missouri.
Teachers were told to rank themselves.
That is not a modal policy.
This is all across the country.
This is a sampling.
No, it's not all across the country.
Springfield, Missouri.
Okay.
They said teachers have to rank themselves on an oppression matrix scale.
White English-speaking Christian males were taught that they were part of a oppressor class and must atone for their racial discretion.
I won't even do the San Francisco one because I'll take your critique.
How about Philadelphia?
Fifth graders were told they had to celebrate black communism and simulate a black power rally to free Angela Davis.
And Charlie, that's why like the misinfo on COVID.
But this is not misinformation.
No, listen, it's so dangerous to have a good conversation.
What misinfo did that?
Because I don't know if I can believe your bullet points.
I'll print out the article for you.
I mean, but you're also citing studies that are scientifically flawed for COVID.
Until you could tell me why Uttar Pradesh got rid of COVID with ivermectin, then it's not.
I don't know.
How about you tell me how we killed 700,000 people in America?
No one else.
How about this?
How about this?
We suppressed early treatments.
We didn't allow people that get their vitamin D levels up.
We didn't tell people the truth about this virus from the beginning, which is an mRNA virus.
Who did not tell you?
CDC, Anthony Fauci, Francis Collins, everybody but your team.
Pfizer, AstraZeneca, Moderna, Johnson and Johnson.
No, I'm blaming companies.
I'm blaming Facebook.
Not President Trump.
How about Dr. Robert Malone should have been platformed?
Dr. Peter McCullough should have been platformed.
Dr. Pierre Corey saved thousands of lives.
Does not, will not say that the vaccine saves lives.
Well, so how many people do you know that have been injured by the vaccine?
I personally don't know anybody who has died.
But I also have a very distorted pool from you.
But I know lots of conservative people who had shows who are now dead because they did not get the vaccine.
Well, because they were suppressed early treatment.
They did not support mono, whatever.
Monoclonal is amazing.
I agree.
Even though the Biden administration has removed it.
It's fixes you right away.
I agree.
Monoclonal regenerant.
So please, if you're listening to this, just so you know, they suppressed it.
The Biden administration has suppressed monoclonal antibodies to Florida in particular.
But let me ask you a question.
So how many deaths according to the vaccine on VARES database?
How many people have died since getting the vaccine?
Just according to VARES, which is historically underreported.
So I do track the COVID deaths, pre- and post-vaccine, right?
But you guys keep in mind, too, that the vaccine came out, I guess it hits the general public in January, we'll say, right?
January of 2021 ish, right?
So we're about one year of vaccine and then one year pre-vaccine in this pandemic.
And when you look at the data, it tells a very compelling story about vaccine efficacy.
And that vaccine is, you know, when we think about the 2,000 people that died today in America, and it's still 2,000 deaths.
Yeah, because of no early treatment.
90% of them could not, may not have ever even gotten to the hospital if they had just taken the vaccine.
If their D levels were up, if they were given aspirin, azithromycin, hydroxychloroquine, ivermectin, prednisone, even Prozac.
Do you have an iPhone?
Actually, I do.
Okay.
You could look at any one of these studies.
They're peer-reviewed.
Would you want one of those pixel Google phones when you could have an iPhone?
I know some people that like their pixel Google.
No, those are cheap bass.
I'm talking about people who actually like.
According to Vera's database, 21,000 people have died since getting the vaccine.
Doesn't that worry you?
It worries me a lot that there are people dying about 2,000 a day that don't need to die if they have the right information about COVID and take this vaccine three times booster.
You can't be serious.
I'm embarrassed.
You're so much smarter than that.
I'm serious.
I'm so smart, I'm dumb.
I'm protecting myself from airborne deaths.
Someone's like a leftist.
Like, why are you doing that?
So you don't have the vaccine?
Of course not.
Not at gunpoint.
Are you kidding me?
You didn't have the vaccine?
Wow.
Not at gunpoint.
Well, that's good.
So that's why you don't work at Fox.
Natural immunity.
And I have ivermectin, hydroxychloroquine, azithromycin.
It was an okay joke.
Yeah, I thought it was pretty funny.
You're smarter than that to be a Pfizer commercial.
I mean that.
I am smart enough not to die of a preventable virus.
That's for sure.
If you ever get on the ropes because the vaccine won't protect you, call me.
I will.
Melatonin, prednisone, azithromycin, ivermectin, hydroxychloroquine will reduce COVID deaths.
It did it in the third world.
It's done it in the first world.
Honduras, El Salvador, Guatemala, parts of Mexico.
They widely distribute these drugs.
Their COVID rates have plummeted.
And every one of those people would beg for that vaccine.
In the United States, actually not.
Singapore, Israel, United States have the highest COVID rates.
So even though we see kind of like a global partisan pullback from getting a lot of people.
Oh, it is.
Oh, it is.
No, no, no.
So like usually in a pandemic, and this is something that I think the Biden administration totally screwed up.
In a pandemic, a public health emergency, usually you have hesitant people who are medically hesitant.
They don't want to put something weird in their body, blah, In this case, because the president from, you know, when the first, when the pandemic first started, and as you know, you were on the front lines of pushing for reopen.
So that kind of conversation, right, pushed the pandemic and made a lot of people not take it seriously.
Some of them are like my son.
He doesn't do politics, but he just heard it's not serious.
You can take melatonin.
That other thing is that it's a problem.
No, which reduces hospitalization.
According to a John Speaker.
Whether or not it does, it doesn't do it by 90%.
Well, aspirin does it by 75%.
I doubt that.
I really truly do.
Let's think about it.
Are you on the Bayer payroll?
But think about why that would be.
Because it thins your blood.
Well, here's the thing.
Right.
And so since this virus goes through many stages, as you well know, cytokosine storm happens around seven to 10 days.
So if you're allowed to buy your lungs some time through prednisone, blood thinners, aspirin, azithromycin, then it allows the viral replication to be thwarted or stunted by zinc, vitamin D intervention, or other things.
You know what I just told you?
I don't know.
Science that Fauci has not utterly.
I think you could also just take a vaccine.
I mean, think about it, Charlie.
Haven't you ever contemplated, given the, like, all right, 75% of the people who are dead now are over the age, I believe, of 80, okay?
But that still leaves 25%.
And when we look at that pool, it is so random.
It's like a lightning strike.
So people who run marathons lost double lung transplants to COVID look just like you, skinny, young, 28.
So like, let me ask you this.
If you're sitting there in the ICU gasping for breath, are you really going to feel like you made the right decision not getting vaccinated?
I mean, this because you're going to miss the natty.
You'll miss the natty.
At the earliest, and I've already had COVID twice, by the way.
Oh, my God.
Walk in the park, thanks to all the early interventions.
I just read an article about a dude who had it twice, and the third time killed him, Charlie.
It's too bad.
I don't want you to die now because we're ducking.
I could list the amount of people that were double-boosted, vaxed, that died afterwards.
How about Colin Powell?
Vaccine didn't help him from that.
Well, so the vaccine, actually, the breakthrough rate on the most recent variant was still in the 80s.
So, like, even though Twitter made it look like everybody got sick, I didn't get sick.
And I was having sexual anarchy.
Honest History in Schools 00:10:59
Yeah, that's should be banned.
Let's go back to our education conversation and to kind of close it up.
I suppose the last question is: should it be banned?
Of course, it should.
Let me ask you just kind of a more general question.
CRT should be banned, that is.
What should a proper education look like for a child?
I guess that's a good way to close.
That's a good way to close, right?
Because I don't think that we would disagree in this regard.
And like the, to me, like the debate we should be having about American education right now has nothing to do with diversity curriculum.
It's about civics, right?
So we have a political culture that is completely anemic, right?
And we don't teach people.
We teach people about the greatness of being an American.
All the benefits get through pretty well.
The rights afforded to us.
But responsibility for democratic maintenance is not a lesson that we impart in any part of our political culture, right?
And, you know, to me, our future education really needs to focus on creating a citizen American, you know, and not allowing 50% of the population to sit out the most consequential elections too that are going to determine things for them for the rest of their lives.
Yeah.
So, I mean, I find very little.
I disagree with that.
Anything specific that, I mean, that I would find disagreeable because that was kind of general.
When I would teach my classes, and by the way, I had a student for Trump president in one of my classes.
It was really great.
Yeah.
And we actually got along really well because you never heard about me, did you?
So we don't have fine.
I actually think you're a liberal, not a leftist.
Yeah, no, I'm definitely not a leftist, dude.
That's a big difference.
I drive a pickup truck.
Do you, right?
And watch football.
So I'm definitely not a good leftist, right?
I love that.
But in any case, like what I was going to say is, I think at the end of the day, like we really want, and this is why I agreed to do the show with you.
I think it's so important for us to start to talk and spend time with other people who we disagree with and have conversations about things like education, right?
And, you know, the vision that most people have for education is a school that's clean and nice and modernized, right?
We don't want to be sending our kids to schools where there's no heat and people have window air conditioners.
And we also want our students, our kids, to be well-rounded, right?
We want them to get, you know, what we would small L liberal arts curriculum that involves history, science, math.
And I don't know that affording the government permission to decide what and what not affords or it qualifies as proper history.
I just think that that is.
Well, I mean, I think though, that if all of a sudden, to use an example used earlier, if like all of a sudden a group of teachers are like, we're not going to teach the Holocaust anymore, we're going to deny it.
I think you would want to intervene, right?
Yeah.
I mean, you know, that there's teachers right now who are worried about talking about things like the Holocaust or like my lecture, I used to do a lecture on civil liberties because I teach an American government textbook.
And you get a chapter, Civil Rights, Civil Liberties, and I had Civil Rights and Civil Liberties.
And that lecture is very focused on Martin Luther King Jr., the movement to end segregation, which of course happens by judicial and federal.
But now we're going to have to re-end segregation because of what's being taught in the school.
So like how would you teach?
You know what I'm saying?
How would you teach Southern segregation?
Truthfully and honestly, you know how original source documents.
Okay.
Original source documents is the only way to teach history.
And when they show that in the South, you know, they designed an institutional structure to keep black people from voting, that is naturally going to make white people feel bad, don't you think?
No, because they'll feel good because Dwight D. Eisenhower intervened as a Republican president.
They'll feel good about their country.
They'll be able to close that chapter.
He doesn't love Dwight Eye as an hour, right?
Some people don't like Dwight Eyes.
The point is that, like, I'd treat honest history, teach honest history.
I would read the oral arguments from Brown v. The Board.
Yeah, I think that's a great idea.
They don't do any of that right now.
Oh, I would read.
I would agree.
The education that is very bad.
And like the problem is not bad in substance.
It's bad in resource and investment.
Sure.
But I'm talking more.
I know this for a fact because I taught at a competitive university.
It wasn't Harvard, okay?
But you couldn't just nose in.
Both of them.
And UGA is actually now, because of the universal college, free college education for everyone, each class has gotten better and better, like 4.0s, right?
So I've taught decent students at two institutions and two institutions in the South.
And I will tell you, when they come into me, these kids who are all AP students, they're all like top-notch, you know, high school students, or at least B and above, they know nothing about American history.
So we are obviously not.
You would ask how I would teach it, right?
So this is why I'm a big critic of the 1619 project because it doesn't use original source documents.
It uses a lot of them, but it does also rely on some other second source.
Okay, thank you for admitting that because not everyone will.
No.
And Nicole Hannah Jones does a lot of kind of mishmashing together and she's been heavily criticized by her peers.
But it's also a matter of like, you look at history.
Is it telling you a story?
What is that story?
You want to tell an honest story, right?
And what is the type of citizen you want to create?
And, you know, you look at the goals of Marcuse and Foucault and Delgado and Ibram X. Kendi and all these Robin DiAngelo, they are willing to use history as a way to create activists, right?
It's like we want to try to make people so angry, so guilty about their past when it's a lot more complex than that.
You know it's complex.
It's not quote unquote black and white.
Yeah, well, it's also impossible to assess history and the actions of people in historical times without acknowledging that you cannot perceive what it would be like to live in that environment, right?
Well, I agree with that.
That's not the way the educational, I'm not saying you're defending it, but a lot of the educational regime right now says like we know exactly Thomas Jefferson's a bad person, Washington's a bad person.
Like we need the founders are racist.
That's a consensus view.
See, I just, I have to vehemently disagree that that's quantitatively true.
So like we could find out though, right?
We could audit every textbook.
Well, like if you go through the AP textbook, I want you to do this and come back and ask me, do you think that the AP U.S. history textbook, as it's published from Pearson, do you think it gives a fair hearing to Madison, Jay, Hamilton, and John Quincy Adams, Adams, Washington?
I would say absolutely not.
Based on the excerpts I've seen, it's a heavy emphasis on the slave trade, which should, of course, be incorporated.
But you know, there was a brilliance to the founders.
I mean, they had a civilization.
Oh, absolutely.
And I get to teach that.
I got to teach that anyway until recently.
And we agree on that.
Yeah.
I mean, here's the thing.
Like, what we need is more, more history education.
I have just like filled in the gaps from my and went through college too, right?
I mean, a graduate school.
And I still knew almost nothing about how World War II came about.
How, I mean, I understood the high points of, you know, World War I and World War II, and I understood the Holocaust, but I did not understand in intricate detail the story, the collective story of humanity.
And that collective story, Charlie, is one of great promise and amazing achievement, but also a lot of senseless brutality.
So let me ask you a question.
So my argument is when you talk about Madison, he designed the entire Bill of Rights.
And he was pushed.
Well, George Mason did, but yes, that's okay.
No, no, Madison wrote the Bill of Rights.
No, he did not.
Yes, he did.
I'm pretty sure he did.
George Mason wrote in 1776, Virginia Declaration.
No, yeah, the federal Bill of Rights.
I'm talking about the Bill of Rights of the Constitution.
James Madison took it from the forest.
Well, that's fine.
That's okay.
That's a statement.
And I believe that Mason pushed him to.
Madison was the father of the U.S. Constitution.
And here's where Madison was really wrong, right?
Because his.
Madison or Mason?
Madison.
Because when he was pushed about including specific liberty protection for individuals, right?
When he was pushed about that, he was like, oh, we don't need that.
The separation of powers achieves this check on tyranny just fine.
It secures individual liberty.
All this is just extra, right?
And he could not have been more wrong.
When we go through the annals of American political development, it is the Bill of Rights getting applied to the states to protect you as an individual over time, over selective incorporation, which is like 200 and some odd years, that actually has produced for today the America that you and I are sitting in is the most free America with the most robust speech that has ever had.
Even though we don't think about it like that, this is the truth, right?
Well, I think there's some truth to that.
I just, I think as we close, you know, we both want good education.
I think we could agree on it more than not.
But the closing point I really want to emphasize with you, and I'm not sure I'm going to convince you right now, but I am kind of widespread in the educational space, is that the type of history that you want and that I want generally, which is a fair reading of history, which does give the credit to the founders where it's due, which is a historical brilliance and genius that we do benefit from.
And then criticizes them robustly for being involved in those that were.
Those that were.
Okay, fine.
Those that were, because not all of them were.
Okay.
Exactly.
And in fact, some, I mean, here's the thing.
Some were abolitionists, like Quincy.
The entire three-fifths provision of the Constitution.
Did your institutionalization of slavery, protection of slavery in the new American system, those were the products of the need for compromise, right?
You had 13 colonies.
Sort of.
Three-fifths is a lot more complicated than that.
You had to get, you had to get consensus from rural states, small states, and the South, where slavery was an institution that they were dead fast if they were going to form a country.
Do you want to go into the three-fifths direction?
Because they put it to actually make southern states weaker.
Because southern states wanted to count every slave as a census.
So they had a disproportionate amount of votes so they could eventually make slavery the law of the land.
Three-fifths was actually a way to make slave states weaker and keep the union together.
But it's, yeah, so it's compromise.
It was a compromise, but it was actually an anti-slavery compromise.
I mean, it is, yeah.
But it's told as it is a.
It's what they had to, the deal with the devil they had to have to get us this fabulous country that means.
However, we look at the Northwest Ordinance, Article 6 or Article 7 of the Northwest Ordinance, no new slavery in the new territories.
So there's a lot there.
Most students would walk away with that.
Do you have anything on your mind you wanted to make sure you talked about?
The floor is yours as we close.
Well, Charlie, again, I'm so glad to be here to talk.
I'm really impressed that you've developed a show that we can come and have this kind of conversation.
And I hope other people will come and speak with you.
Compromise on Slavery 00:04:46
You can help me find guests.
Yeah, I mean, you know, people were like, are you crazy?
I'm like, look, I think that you have hit a point in your career.
Congratulations, a very successful career where you have a lot of influence on a lot of young minds.
And if I can have opportunity to come and also join you in that influence for an hour, it's a real pleasure to me.
Thank you.
And finding out that you're a duck fan.
Well, that's, I mean, that's just the, that's the, that's everything.
Yeah, I just, I think that these discussions are really important.
I actually think we agree on more than not.
I, um, I had this belief you were going to have like this very anti-American view of history, kind of like, because that's just kind of, I deal with that a lot.
Yeah, yeah.
But you also get a very distorted view of the world, right?
Because you're in politics.
I'm like, I just spoke to this woman on the airplane next to me because she's like, what do you do?
I'm like, well, you know, I mean, never want to tell people what I do, right?
It's politics.
I'm sure you're the same, right?
So I try to talk show hosts.
Try to be a little vague, but like, you know, it never works out all the way.
And this woman, you know, she doesn't know any of the news that's happened over the last three months.
I mean, she knows about Ukraine and Putin and maybe, you know, inflation or other things like that.
And I think it's so important for us to remember that we are seeing the, we are murdered in the extremes, right?
We are murdered in a world that is not typical modal American experience.
If you know who Nancy Pelosi is, you are a weirdo, right?
Like if you go stand in a grocery store and yell, Nancy Pelosi, everyone's going to be like, who the hell are you talking about?
Right.
And so I would urge you to consider when you're looking at a leftist or a socialist or whatever, to remember you're probably not looking at a total Democrat.
I just look at the theorists that are implementing things, like Nicole Hannah-Jones and Foucault.
And Foucault's not alive, but he's not.
I mean, it's the same thing I do, right?
I mean, I look at like what's happening within, you know, the conservative movement right now.
It's embraced, you know, more authoritarian elements.
I mean, to me, a CRT, a bill that comes in and tells teachers, hey, this is what you can and cannot discuss in a classroom.
And we're going to put a monitoring system is big government.
So I got to go there.
You think we're embracing authoritarianism?
Yes, very much so.
Have you heard of Justin Trudeau?
Yeah, but so here's the thing: totalitarianism and Justin Trudeau.
Come on, really?
Defend that.
He just declared martial law, Emergency Wars Act, that was used for invasions against truckers.
If those protesters are Black Lives Matter protesters, though, I have no doubt you'd be like, hell yeah, you know why?
You know why?
They burned 30 churches.
So what I'm saying is that what crimes did the truckers commit?
It's really important, and I do this to the left.
No, seriously, what crimes?
Like George W. Bush, he was a controversial person.
Not a fan.
Okay.
But he was a normal president, followed the basic rules of law.
You could argue the surveillance stuff is a little bit extraordinary.
It was an extraordinary time.
But generally speaking, he was an institutionalist.
Right.
And what we're seeing within the right now is the real primacy of a movement that is not interested in small L.
I want to focus on this Trudeau thing, though.
You realize they shut down bank accounts for people that supported Trump.
Yes, because in other states, other countries, like our system is so atypical.
Like I always had to explain that to students.
Okay, here's the American election system.
There's basically, there's little rules here and there.
Oh, after 180 days, an interest group can't mention the party name or whatever, right?
But generally speaking, when you compare us with other Western democracies, we have almost no rules.
You can say or do almost anything and or as long as you want.
So we have really moved into a situation where we're just constantly canceling.
So yeah, so Trudeau signs the War Act, seizes crypto wallets and bank accounts because in Canada, when you send money from another country to influence domestic politics, that's a crime.
That's not what they were going after.
Yeah, no, that's why they got there was only 30% of the sourcing of that donation came from.
And I believe that they kept that money.
I think they only divested that other portion because it's against the law.
They confiscated give, send, go, and all that.
But this idea that the right is embracing authoritarianism, while in Australia, they say you can't leave your home after 10 p.m.
Yeah, but they almost killed nobody.
Like we just, we decided to do let it rip.
And, you know, whether or not that was the right policy in half the country west, we did, Charlie.
We opened Georgia, Florida, and Texas.
And Florida had some of the best results of it.
Ivermectin and Donations 00:02:02
Right.
No, I mean, the death, have you seen that way lower than New York?
No.
No, dude.
Especially for old people.
Especially when you look past the vaccine time period where we really see red states with disproportionately high COVID mortality rates.
I can't be serious.
I will show you that data since you love data.
I will show you that.
Florida has a much better death rate.
If I make you a deal, can you make me a deal, Charlie?
New York versus.
Because the professor in me cares.
If I can prove to you that vaccine mattered and cut death rates big time and stayed vaccinated.
Guess what?
Only get the vaccine?
Absolutely not.
Only if you could prove, only if you could prove one thing.
If every single one of the units of measurement was also given early treatments.
All right.
It's a pandemic of the untreated.
Not a pandemic.
What's your favorite flower?
I don't really think about that.
Okay, well, I need to know when I have to send it to you in the ICU, buddy.
A rose?
I don't have any plans to go there anytime soon.
I hope not, dude.
But it does kill randomly.
So please get the vaccine.
Never going to have that.
How are we going to do duck games if you're dangerous?
Well, guess what?
I want to walk, so I'm not getting the vaccine.
Yeah, but you know what?
You're not going to not be able to walk.
So just true story.
I asked my whole audience of AmericaFest, 10,000 people, how many people know someone who died from the vaccine or was paralyzed or crippled?
Every hand went up.
Oh, yeah.
This is bigger than you could ever imagine.
It's either they're all lying or there's a scandal happening in front of you like you wouldn't.
I know my teacher pulled my third grade classroom and they all wanted more recess time.
It was a real shock.
Yeah, so basically you're saying they're all liars.
That's a good way to end.
I like it.
Anything you want to plug?
I do want to plug Oregon Docs again.
Go docs.
Go Landing.
Go get us some five stars, buddy.
I want a Natty.
Everyone, go get some Ivermectin.
It might save your life.
And a shot.
God bless you guys.
Thank you so much for listening, everybody.
Email us your thoughts as always freedom at charliekirk.com and support our show at charliekirk.com slash support.
Thank you so much for listening.
God bless.
For more on many of these stories and news you can trust, go to CharlieKirk. com.
Export Selection