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March 7, 2006 - Rush Limbaugh Program
36:38
March 7, 2006, Tuesday, Hour #3
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All right, I've been doing even more uh research, ladies and gentlemen.
This because I care.
And the whole concept of mental mapping and uh how it is taught.
Greetings and welcome back.
Here we are immersed having more fun than a human being should be allowed to have I am Rush Limbaugh with a half my brain tied behind my back just to make it fair.
Looking forward to uh chatting with you here in this exciting excursion into broadcast excellence, known as the EIB Network's Rush Limbaugh program, 800-282-2882, if you would like to be on the program.
Once again, our source authority on this is the National Geographic.com website.
This uh course of mental mapping, by the way, is uh recommended for grades seven through twelve.
Uh here are the materials necessary for this course.
One copy of the Where Would You Like to Live book for each student.
One copy of a U.S. uh outline map for each student and one map for each group, color pencils or markers, calculators optional, classroom atlases optional, overhead projector optional.
Yeah, okay, an atlas in a geography course is an option.
Atlas for those of you in real India is uh book has maps in it.
The here are the objectives of the course.
Students are expected to understand the concept of mental mapping and to construct maps using their own mental maps of places where they would like to live.
Opening the lesson, this is for the teachers.
This is what they're told they're supposed to do when teaching this brilliant class.
All of us have different regions, images have images of different regions of the world that we have developed through a variety of processes.
These processes are usually a mix of factual data, incomplete information, and personal bias or subconscious prejudice.
See?
What did I tell you?
This lesson explores these mental images.
In other words, we know that you're a bigot and a racist, and we're going to find out where it came from.
That's what this is.
These processes are usually a mix of factual data, blah, blah, blah, blah.
This lesson explores these mental images or mental maps.
No one has a totally accurate uh image of the world, so there is no completely accurate mental map.
Although people's mental maps of their own immediate environment tend to be more realistic than those of places they've never visited.
Really?
I wonder why that would be.
How how how could I?
Bryant, how do you get a grade?
The grades irrelevant here.
Uh ask students to discuss their images of some places in the U.S. or elsewhere in the world.
When mental pictures come to mind at the mention of the South, New England, the Pacific Northwest, or a region in your state.
What mental pictures come to mind at the mention of Canada, China, Germany, Japan, and Nigeria?
Are the images positive or negative?
How are they developed?
I was right about this bunch.
I was right.
This is either this is just political science under a new name or it's sociology under uh under a new name.
Ask students where in the U.S. they would most like to live.
Ask where they would least like to live.
Explore the reasons for their holding these views of different regions of the country.
Explain that the images and perceptions they hold are part of their unique mental maps of the U.S. Each person has a different mental map, but common patterns emerge when images of various regions are combined and mapped.
Tell students that they will explore mental maps by following this sequence of activities.
One, ask the following research question.
Where in the United States does students in the class most want to live other than where they live now?
Two, collect data.
Number three, analyze the data by using maps.
Okay, they gotta throw some geography in here to pull this ruse off.
So after these little skulls full of mush, go through these exercises.
I'd like to live there, want to live there.
Okay, let's go get a map and find out where it is.
That's the geography component taken out of the way.
Developing the lesson is next.
Distribute the where would you like to live handout.
Have students rank the states in the District of Columbia using the scale at the top of the worksheet.
Tell students how to use the ranking scale.
For example, a ranking of one means the student would never want to live there.
A ranking of five means the student would really like to live there.
A ranking of three means student doesn't have strong feelings one way or the other.
Have students, this personal preference.
Have students map their own preferences.
Divide the states into four or five groupings from lowest to highest.
Assign each group a color, a color gradation from light for the group of lowest uh rated states to dark for the group of highest rated states should result in easy to read maps.
Direct students to color each state with the appropriate color.
Discuss the personal preference maps by asking students the following questions.
Why would you like to live in the states that you rated highly?
How did you disc decide that certain states are undesirable?
Did you rate neighboring states more highly than more distant states?
And if so, why?
What experience or information did you use to arrive at your decision?
Answers may include previous travel, books, short stories, TV programs, locations of friends or relatives, discussions with adults, i.e.
parents.
What kind of additional information concerning each of the states would help you to make a more informed decision about where you would like to live?
Do you think you will eventually move to one of the states you prefer?
What are some of the forces that push people out of a home state?
What are some pull factors that attract people to other states?
And it goes on, I mean, it goes on to concluding the lesson than extending the lesson, and Brian, there's nothing here about a grade.
Um this is this is I I I just I didn't hear what you said.
Well, I did they have it's pass or fail.
That's why I say the grades not important.
They stopped giving out grades a long time ago.
Other than Harvard, where ninety percent of the students get A's at Harvard.
What?
Uh um.
Oh, that's a good question.
Sterley says, well, it would depend on where the class is being taught.
Okay, let's go to New York.
Let's go to your average New York public school and they're teaching human mental mapping human geography.
What states do you think will come up at the top of the list of those states these students want to live in?
Well, Alabama.
Uh no, we're talking Europe.
We're no, no, no.
We're talking United States, Alab.
Alabama.
Oh, I see.
I take it back.
I I'm assuming these students are smart.
You're right.
Okay, the states that New York students would least like to live in.
Great Britain, Iraq, Iran.
New Jersey.
New Jersey would probably be the top of the list for students in New York.
Well, what do you not like about New Jersey?
Can you see what this class is doing?
And this business of mapping all this stuff out is just that the kids growing up in San Francisco.
This this this um this is this is clearly to identify prejudice, racism, bigotry, and homophobia, uh, and to peg the reasons for it.
And then to uh to to deal with it, and they're making all these vast assumptions.
Anyway, that's that's what it is, and that's what this student out in Colorado, this this uh this uh skinhead uh professor out there in Colorado is supposedly teaching.
But I didn't hear any of this uh in in his diatribe after the State of the Union speech.
Uh moving on, did you happen to see the uh the story with the headline, Son's next 11 year cycle could be 50% stronger.
Have you seen this?
All right, now uh well, of course I did because I'm bringing it to your attention.
Well, this is why you need me as your host.
Most people look at that and say, oh, wow, son, the cycle, eleven year cycle would be 50% stronger.
Wow, interesting.
No, my friends, that's there is a lot to learn and lots of questions to ask about this story, and we'll get into that plus your phone calls after this brief EIB Profit Center timeout.
By the way, folks, a little hint here.
This uh headline, uh, it's a Reuters story.
Sun's next 11 year cycle could be fifty fence 50% stronger.
It has nothing to do with global warming.
No, no, no, no, no.
No, no, no, no, no.
Nothing whatsoever to do with global warming.
I will explain in a mere moments during the break checking email, subscriber email or rush 24-7 account, I get an interesting note here from Mr. William Poland, Sr.
Dear Rush, I fear that you have jumped up on your horse and ridden off in all four directions simultaneously.
If properly taught, the course in human geography should be a blend of cultural anthropology and world economic geography.
For example, why do the farmers in Afghanistan grow so many heroin poppies instead of what the civilized world considers more appropriate crops?
The answer is bound up in their natural geography that limits the number and type of crops they can grow and the tribal culture of the region.
The same thing is true of many Latin American countries that grow heroin poppies and coca leaf.
The economics are hard to beat.
Given what they can grow, these crops give the best economic return for their effort.
The local tribal culture adds to the problem because their culture does not assign the huge negatives to the products of these plants that they supposedly more civilized nations do.
Why did Japan and England develop cultures and economic systems based on sea travel, ships and fishing?
Could it be that they were surrounded by oceans?
I do think our young skulls full of mush, as you refer to them, could benefit from having a better understanding of the cross-influences of economic geography and cultural anthropology.
They might even make better political decisions, God forbid.
Now that's this is well written and well said, but I have I have to tell you, uh I learned in the second grade in a geography, wasn't it?
Weren't classes in the second grade, you're in the same class.
We studied different subjects.
And I learned in the second grade why cities were located near rivers and bodies of water.
It was economics.
It was trade.
All this stuff was taught.
It is, it's already been taught.
The um the rest of the stuff is is is simply economics.
Now, if you want to get into, all right, the Afghans obviously there's no problem growing heroin poppies.
And uh the Columbia had no problem growing cocaine.
They don't have the cultural biases against it, uh, as quote unquote the more civilized nations do.
Well, that's that opens up far other questions that are not covered in a mental mapping course or human geography.
And where if I were if if if well, just off top of my head, let's take the uh let's take cocaine, let's take the coca leaf.
It's grown down there.
Is it natural?
God made it, right?
We believe in creation, God made all this, God made the poppy, right?
So somewhere along the line, we as human beings have decided that's bad, and that's good.
Corn good, soybeans good, tofu good, cocaine bad.
Yet it's natural.
Who are we to say was right or wrong?
Who are we to say that's bad or good?
In a country and a world of total freedom, if you want to go destroy your life using something natural, then do it.
Where do they you can take this into so many areas that have nothing to do with what the purported purpose of this class is?
Economics is economics, whether you attach geography to it or not, you can't separate geography from economics.
You know, one of the questions I've always had when I travel to Europe, how can it be that we, a country of less than 250 years age, are so far ahead technologically and and uh in terms of infrastructure, then some of these countries that have been around thousands of years.
And economic geography would be the answer.
Without getting into all this gobbledygook.
We are the United States.
Imagine if our 48 contiguous states were 48 different countries, with 48 different cultures and ideals and militaries, and we didn't trade and we didn't share.
I mean, economics is the answer to everything.
I think economics is woefully ineptly taught, but as I read this course and the way it's taught and so forth based on where do you want to live and why?
Where do you don't want to live and why?
It's obvious what's going on here.
This is they're they're not teaching economics, they're not teaching things.
They're they're getting into multicultural psychobabble.
And the the economic geography to me is just economics.
The two are inseparable.
You can teach geography, teach it.
And the two go together.
But human mapping based on where do you want to live and why or why not?
Uh and to try to get this as call this a geography course is a bit of a trick.
At any rate, Mr. Poland, I appreciate the uh the email.
These are emails and calls make hosts look good.
That's why I relish them.
Oh, we have a guy who teaches mental mapping.
Craig in Ocala, Florida.
Welcome, sir, to the program.
Nice to have you with us.
Thank you, Rush.
I I have to point out that there is there is no concept in any discipline that is so valid that somebody can't abuse it.
And that's the case that we have here.
I happen to have taught cultural and political geography at the Military Academy at West Point.
Live just down the street from your cousin, as a matter of fact.
And while I was there, we did exercises and mental mapping with cadets.
They're very useful exercises because the way you see the world is a perception based on your prior learning.
If we're going to try to help educate them, we have to know how they see the world today.
Very few people actually see with complete clarity and accuracy.
Let me give you an example in migration theory.
Asking people where they might choose to live could be very helpful if you're in the real estate business.
It could help you plan political strategy if you think the reapportionment is going to change representation in a particular area based on those perceptions.
But that's political science.
It is political science taught with a spatial context.
Most people see three different ways.
They see phenomenon, and that's very easy.
We can talk about economics, political science.
People see historically, and nobody disputes that historians have a particular way of teaching about the world.
Well, the third way to see is spatially how many organizes his face.
Some people have a very good ability to think spatially, others do not.
Just the same as some people are very good with numbers and others are not.
You can teach that and you can make people more accurate perceivers of the world by teaching them the spatial perspective.
Can you give me can can you give me uh so that I can get my arms around this?
Can you give me a specific example of a student that you may have taught or are teaching who um gave you his his uh perceptions of any geographical location you want to give me, uh and then take me from there.
What happened?
Let's say you ask somebody about uh do you ask them about foreign countries most or you ask them about the the the United States?
Well, to begin with, you might do an exercise where you ask somebody at the micro scale to sketch their perception.
We could have done it asking cadets their perception of uh the reservation at West Point.
Uh we might ask them to draw a map of the United States.
Depending on where they come from in the U.S., certain states would look would be larger or smaller on their sketched map.
They would be closer or farther away.
It's a function of how much you've traveled, whether you come.
Wait, if you're gonna judge it that way, aren't you judging artistic talent?
I mean, everybody, I would assume has seen a map of the United States.
I couldn't draw one that looks just like I don't have the artistic talent unless I traced it.
I understand that, but in looking at distances, which are terribly important in geography, we could at least pull together the results from a group and say, okay, you have an inaccurate perception about how far it is from the east to the west coast, about how big Texas is compared to surrounding states.
Now take that same lesson and put a captain or a major over in Iraq and have him let's say he works in the S2 shop in a battalion, and they're interviewing people f who come from the area controlled by the Kurds and trying to find out their perceptions of what is,
quote, their land or where the bad guys are, and you put that together and you get a more accurate portrayal about the problem you might face in trying to resolve issues among Kurds, Sunnis, and Shiites.
But aren't the answers to those questions ascertainable in sort of an ultimate there there is a factual historical uh data line of the fights that took place.
So what people think about it is screw that, just teach them the truth.
They are absolutely verifiable.
I can give you imagery today that we know exactly what the situation is.
But the problem is what that guy thinks conditions what he's going to do, and therefore it's important in knowing.
It's an important of the intelligence collection effort.
Okay.
I I I appreciate I I I starting to get no no no no no no I no I Mr. Sturkley is panicked that I'm going to say something that I he doesn't think I'm going to say.
I appreciate the call, Craig.
Thanks.
I got to run, take a brief time out here.
I uh I'm not running out of this, not running out.
I'll tell you what I think about this and we get back.
Go away.
I make this promise to you.
I vow to get to this son story.
I'm not gonna let this this mental mapping human geography distract me from getting to the story, but we got another teacher uh of this stuff on the phone from Pittsburgh.
Phil, I'm glad you called.
Welcome to the program.
Yeah, hi, Rush.
This is Phil.
Hey, one thing that's a really important with them with the mental mapping is what I challenge my students to do is to analyze, you know, what their perceptions of the world and you know what their what their preconceived notions are and do too to learn from that.
They may learn something, they think they know what certain areas are, but it just maybe it it just maybe isn't so.
So I use that to they need to analyze that information and then uh support and defend why they think that.
So that's what they're doing.
I I want to I want to actually participate in this.
You are a teacher, and I want to be your student.
I want you to give me an assignment that we can verbally do here.
Okay.
I want you to ask me something you would ask your students about uh this this uh mental mapping and geography, whatever.
Let me tell you what my honest answer to your question is, and you tell me what we would do after that to get my mind right.
Okay.
So let's say they uh they they may paint the the the state of Texas as a one because they have a certain perception that Texas is all full of you know, cowboys and Indians and and it's the Lone Fairy and deserts and everything, and that's why the reason they don't want to state that.
That's well, how did you come up with that information?
Why, why do you have that perception?
And so use that in the discussions in the classroom to maybe change facilitate change of what they know.
See, this is my problem.
What does it matter why they think of it when you can tell them if they're wrong?
When you've got you've got you've got ver you got evidence.
You've got verifiable data that if somebody thinks Texas is full of nothing but cowboys and Indians and and Lone Star Longnecks and Barbecue, you can tell them no.
Texas does this, it does this, it does this.
People may have an opinion of California that it's nothing but a bunch of left-wing radical hippies hanging around and m maybe a lot of homosexuals out there, and you can say, No, no, no, no, no.
California feeds the world.
The central valley of California grows more crops, you go down the list of crops.
I learned all this in school.
What does it matter?
I mean, you if you it's that's why I think that what's what's going on here is a is a uh uh a course design, and this is not a bad thing, but to call this something other than what it is, it seems like we're trying to identify biases that the teacher already thinks are gonna be there, and that we're gonna and and and you know then you start to say, Well, where did you come up with these biases?
Where did where did you learn it?
Well, I watch movies, well, I watch television, well, I watched Captain Planet when I was a my my dad hates California because he doesn't believe in immigration.
I mean you get all these different kinds of answers, but the facts are still the facts.
And if you're and that's where like you're not teaching the facts.
You're you're you're you're now getting into an analysis.
Why do you think this?
Why do you feel this?
And what can you learn from how you feel?
It's a gobbledygook.
It's what they know, Rush.
It's what they know.
So that's what the learning happens, is where the discussion in the classroom, somebody have a preconceived notion of what Texas or California is.
Wait a minute, it's what they know.
What do you mean it's what they know?
Well, what they think they know about what a certain area, and that's when you start talking about it.
But if you think you know something and you're wrong, you don't know it.
So they don't know it.
And then they know it afterwards.
Yeah, but it's gonna take a long time to get there because you're gonna examine why they're wrong and why they think it.
Okay.
Uh and where the focus ought to be no, no, no.
I'm sorry you feel that way, but you can I understand, you know, why why why certain people want to get into these biases and thought processes uh uh I have a you know part of me says it's okay to get in, but some of it I've I'm I'm very suspicious.
I got a lot of red flags about this because I know the people are gonna be teaching this.
Present company excluded.
That's how I use it.
I use it as an analysis tool.
They have to support and defend what they think they know, and that's where learning happens.
And then we see the light comes on, and they realize what they thought about Texas and California just isn't so, and that's where they learn that it's not exactly the way they may have been taught by their parents or the TV or whatever.
And they used to think for themselves and come up with their own conclusion.
Okay, so given all this and what you do, what did you think of this teacher out in Colorado and what he was doing in his class?
Well, it from what I what I you know, obviously any teacher can can slam things in the only way, but when I like I said, when I use it, I use it to to influence their lab.
What did you think you teach this course?
What did you think of what this guy said?
It didn't sound to me like the students were doing too much talking.
Yeah, that's not true.
Didn't sound like the students are doing too much analysis.
It sounded to me like they were being preached to and indoctrinated.
Yeah, that's not a good thing, Rush.
It's not a use it.
All right.
Well, look, uh Craig, I um I I I appreciate the uh the call.
Thank you so much.
Um continue to uh you know, I don't have a kid in school.
Uh thankfully.
And as such, this I'm learning what what all's going on in here.
And I'm telling you all of this stuff that is being taught under this new name, I learned it before I got to junior high.
And it didn't need, you know, the teacher.
Try this in law school.
Put you remember that show, the paper chase TV show with John Houseman as the professor.
Uh they wouldn't put up with this.
They have mock moot court and this sort of thing, but they're not going to waste time on analyzing why somebody is wrong and why somebody thinks this.
You have an argument to make, make your case.
If you're right, you're right.
If you're wrong, you're wrong, and that's where it ends, and the object here is to get it right.
The object is to get out of here learning something.
Um be teachy f touchy feely and learn about ourselves and so forth is uh you know, there's a time and place for that.
It's generally the back seat of a car.
Uh let's see.
No, no, no, no.
G give me uh Laurie in Tampa, Florida.
Lori, welcome to the program.
Hi, Rush.
It's really great to talk to you.
This is just one more excuse for teachers not to teach facts.
I mean, the facts are there, that the mileage is there.
It's all there to be taught, but they won't teach that.
It sure sounds like this to me.
It sounds like the facts are irrelevant.
It sounds like what's more important is what color did some kid paint the state of Texas.
And how big I mean you've got a you've got a map of the United States, and if a kid can't draw it exactly to scale, then it's supposed to tell us something.
Which is that's another thing.
I was telling Snerdley, this is this is not even new.
I remember uh I can't remember when I first saw it.
It has to be thirty years ago.
This giant poster or a poster that was representative of the average New Yorker's view of the country, and there was no country.
Everything was Manhattan.
Manhattan and the skyscrapers, the skyline, that's all the world was, and then there was a little bridge, and you could see a speck in New Jersey.
And then you kept going further, then there was the Trans-America pyramid in San Francisco.
You could barely see that.
The rest of the country didn't exist.
This was a joke.
Now, this guy, if they got hold of him in human mapping, they would think they have a real problem on their hands because all he was doing was illustrating with humor the fact that New Yorkers think they're the center of the universe.
But now we're teaching a course that time is attempting to identify a real problem here.
Human mapping, what is that?
I mean, come on.
A map is a map.
It's not what you perceive, it's what you know to be true.
I mean, and I guess that's not what we're learning.
What we're learning are that the perceptions, the perceptions are indications of people.
We learn how they got their perceptions, where they came from.
For some reason it'll be more uh uh it'll be easier to teach them the truth if we can understand where they got the uh where they the information that's wrong.
Everybody's different.
They perceive things differently.
Facts are facts.
You can't get away from facts.
And to listen to everybody's perceptions is ridiculous.
And uh to try to put it all together and have it make sense and to base base where people are gonna go based on their perceptions, that's ridiculous.
So it's it it thanks to the course.
It sounds to me like this uh student out in Colorado was going nuts listening to all this.
It's sound like what am I doing in here?
This makes no sense to me.
And and started taping this guy and the other I guess he teaches his other uh or tapes his other teachers as well as a means of taking notes.
But as I say, it's uh it's uh it's an eye-opening experience to learn what's going on in our uh in our screwholes out there.
All right, now here's this sun story, and it's it's it's amazing.
Sun's next 11-year cycle could be 50% stronger, and and there's nothing about global warming in the story.
Now, here's why that's important to me.
Let me just a couple paragraphs here.
Sun spawned cosmic storms that can play havoc with earthly power grids and orbiting satellites could be 50% stronger in the next 11 year solar cycle than in the last one, scientists said on Monday.
Richard Benke of the Upper Atmosphere Research Section of the National Science Foundation said this prediction of an active solar cycle suggests that we're potentially looking at more communications disruptions, more satellite failures, possible disruptions of electrical grids and blackouts, more dangerous conditions for astronauts.
Predicting and understanding space weather will soon be even more vital than ever before.
Okay.
Well, what is what is what is missing in this is the reference to global warming.
It is it is funny.
When global warming is not the issue, as it is not in this story, the sun is a frightening force.
Oh, it we it's gonna knock our satellites out, it's gonna knock our communications, it's gonna cause power grid failure.
Sheer terror awaits this next 11-year cycle of the sun.
It's gonna, oh, it's horrible, there's nothing we can do to stop it.
But when it comes to global warming, the sun's not even a factor.
The sun's insignificant.
To an environmentalist wacko, there's no such thing as solar warming.
No, no, no, no.
Our greenhouse gases and our CFCs and our floral chlorophore, whatever.
The Freon, the uh eon, the uh the ozone, all this but the sun is never a factor in global warming, and yet here we're facing an eleven-year cycle, and we are we we better prepare ourselves because it it's gonna be fifty percent stronger.
And I mentioned this to you, folks, because it is instructive.
If the sun is such a major, major factor in all of these uh horror predictions, how can it not be a factor in global warming?
And let's face it, too.
If the sun what I I'm just waiting for somebody to say that we're causing this new 11-year cycle.
You know, we're obviously capable of warming our own planet.
We must be able to affect the way the sun outputs energy and so forth.
The brief uh brief uh brief uh yeah, brief break.
I was thinking of taking a call, but I'll delay it back right after this.
Okay, so a question.
Uh based on what we've heard here about uh human geology and mental mapping.
What does Bush equals Hitler have to do with the course?
Well, we discussed that amongst ourselves here.
And Mr. Snerdley came in, it makes perfect sense.
People think, these libs think that Texas is like Germany.
And Germany is where Hitler was, and Texas is where Bush is, and voila.
Plus, there's a built-in bias against Texas, because that's where big oil has office, and that's why we're in a rock.
I have an idea.
This this Mohammed, whatever his name is up at the Chapel Hill University, North Carolina admits he's gonna defend himself in court, admits trying to mow down nine students to avenge the death of Muslims uh around the world.
Let's to hell with the trial.
Let's just send him into a human mapping human geology uh uh mental mapping human geology course and try to understand why he felt the way he did, or feels the way he does.
Wouldn't that be far more informative and and educational for us than to I mean it was actually this is really what's important, is it not?
What are his mental maps and where did they come from?
Now maybe the to the extent that he was doing a little geography, was trying to alter the human geography at the pit by killing nine of the students there.
Here is uh Ryan in Meshawaka, Indiana.
Nice to have you, sir on the program.
Hey Rush, great show.
Thank you.
Um I go to Ball State University in Indiana, and uh these classes, these cultural geography classes, I'm in one right now, and they're nothing more than a course to make you feel biased about other people, other people's culture to make you feel bad about how you feel about the world.
I knew it.
I knew it.
They're gonna take you in there and they're gonna make you explore your reasons for thinking what you think, and then they're gonna dump on you and it ultimately make you think you're a racist or a bigot.
Yeah, for being in America, they make you think that you are using you know all the world's oil and uh stripping the landscape that's so it's just a very lofty circuitous way of teaching hate America.
Yeah, it's exactly like a multi I took a multicultural education class and that's no different.
It's it's all the same stuff.
Yeah.
Well, what are you doing?
I mean, you you have is it elective course or is it required?
Well, they're sort of they're sort of required.
You can't really get around them because all the elected course elective courses are like this.
So you you can choose from a pool, but basically this is what you end up with.
You have to take some social classes, you know.
They call it science, they call them science, but they're not really science.
Yeah, that's right.
That's exactly right.
Exactly.
So you have the uh the foundation and the will to resist this and and recognize and understand it, but I would assume that there are a lot of uh uh kids, students in the class who get totally caught up in this and think it's a coolest thing ever.
Yeah, you know, it's a little it scares me a little bit being around so many kids that don't that don't have a foundation and don't know um don't know the truth because there's they don't really present the truth in these classes that you're well there isn't a truth to the left there is no absolute truth except I could name a couple, but no, there is no absolute everything is is a is is a relative thing.
There's moral relativism, factual relativism, excuses for everybody but Americans.
Yes, exactly.
Exactly how the classes go.
So I just want to let you know that that's the real truth is.
I I appreciate it, Ryan.
Thanks so much.
So Staten Island, uh Jerry, you're next.
Welcome to the program, sir.
I'm glad you waited.
Uh good day, Professor.
How are you doing?
All that all that's not like you're at on creative geography, by the way.
Um see all these pundits defending this guy on the First Amendment rights, but you could time their speed on a sundial if they were to defend a teacher who preached, say it's home's design or absence or any other conservative party.
Yeah, that's alright that's that's already been dealt with.
Well, you got a problem there because that's separation of church and state.
You know, church ought to be over there and you don't teach this stuff.
Problem with it is is that uh all these other alternatives to religion are being taught as science.
Uh and uh that's that's used to discredit the others.
But no, that that that wouldn't if if somebody and by the way, this guy in Colorado is not getting away with it, he may get away with it, but he's been called on it, and Ward Churchill's been called on it.
I mean, this is cutting both ways now.
So it's it's not that's that's why this is ultimately all a positive.
It's not a it's not a one-way street.
Quick time out is we are slowly losing our busy broadcast time back with more in a moment.
You know, folks, I um always try to apply new things that I've learned.
So half hour ago I sent my pilot an email and I said, I think you need to enroll in one of these human geography courses and mental mapping and so forth, as a backup to our navigation systems on board EIB one, because if they break down to something, if you take this this human geography course and and we we have to say get to LA, you'll know how to get there if navigation breaks down.
That way we won't get lost.
And he was listening to the program, and he wrote back and said, No, I don't have time for that, besides, we won't be lost if we don't think we are.
We'll be fine as long as we just don't think we're lost.
And I said, yeah, he would probably pass this course in two days.
So you don't think you're lost, you're not lost.
Uh it just has so many reverberations of outcome-based education.
Anyway, we're out of time here, uh, folks.
Well, outcome based education where nobody was wrong.
It was just about all about how they felt.
And if you thought two plus two was five, that's okay.
Someday you'll figure it out.
Not here in school, but you'll learn that it's four, and we will not be humiliated in school while you don't know it.
OBE.
Never forget it.
Have a wonderful Tuesday, folks.
We'll be back and we'll rev it up right back where it was today, depending on what happens between now and then.
We'll be on the cutting edge.
See you then and look forward to it.
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