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Women's ways of knowing are superior! | Maintaining Frame 135 · Honey Badger Radio

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  Speaker 1: Hello everyone, and welcome to Honey Badger Radio. My name
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  Speaker 1: is Brian. I'm here with Alison and this is maintaining
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  Speaker 1: frame number one thirty five Women's Ways of Knowing Our
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  Speaker 1: Superior where we're going to be looking at article and
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  Speaker 1: a video from Quillette which is basically just a month
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  Speaker 1: ago starting to discover something that at least I've been
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  Speaker 1: bleeding about for years and years now, which is that
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  Speaker 1: academia is becoming more and more feminized and that is
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  Speaker 1: going to have an impact on women as well as men.
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  Speaker 1: And uh yeah, well that's basically what we're doing.
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  Speaker 2: So what women who liked academia the way it was,
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  Speaker 2: or you know, with all of those masculine virtues like
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  Speaker 2: merit and logic and sharing people, sharing research and not
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  Speaker 2: becoming like a little fort of island onto yourself that
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  Speaker 2: kind of thing. Now, now we're all in our feminine
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  Speaker 2: era when it comes to scholarship. We haven't been for like,
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  Speaker 2: you know, sixty years. I mean, I guess Teal Deer
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  Speaker 2: would say that we've been in our feminine era of
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  Speaker 2: scholarship for for decades now. So this is maybe just
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  Speaker 2: signing off on it m hm. Being honest about it
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  Speaker 2: overt about it, saying it's actually, why don't you tell
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  Speaker 2: us that the people who wrote this was this intended
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  Speaker 2: to be laudatory? Was it what they're saying, Wow, this
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  Speaker 2: is a good thing, or were they no, okay, good No.
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  Speaker 1: A Quillette. You know, I don't I don't want to
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  Speaker 1: speak to whatever their politics are. But Quilette is not
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  Speaker 1: necessarily a feminist rag. It's not a guardian, it's not slate,
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  Speaker 1: it's not you know, you can go either way or times. Yeah,
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  Speaker 1: I mean they're kind of they're pretty moderate. I would
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  Speaker 1: say they're more of like a centrist thing. That's primarily
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  Speaker 1: you know, some really good people have come out of
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  Speaker 1: writing for them, so I tend to give them the
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  Speaker 1: benefit of the doubt more often than not. But what
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  Speaker 1: this appears to be is an attempt to under like
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  Speaker 1: basically break down the data with the sort of consequences
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  Speaker 1: of including women in higher education as a great achievement,
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  Speaker 1: So like, how is it changing things? And I think
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  Speaker 1: that they're not so much to put an aught on
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  Speaker 1: this so much as an is They're just saying, this
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  Speaker 1: is like what has happened, this is this.
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  Speaker 2: Is what has happened. Yeah, let the conclusions will leave
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  Speaker 2: the conclusions for the viewers, is it.
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  Speaker 1: Yeah, it's like that. So I wouldn't I wouldn't pretend
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  Speaker 1: to put words in their mouth. I don't think they're
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  Speaker 1: trying to conclude anything. In fact, the data being what
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  Speaker 1: it is, I think suggests something that they might be
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  Speaker 1: afraid to talk about, or at least not without like,
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  Speaker 1: you know, confirming the data. But anyway, so there's an
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  Speaker 1: article and there's a video. They are not word for
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  Speaker 1: word the same, but they basically say the same things.
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  Speaker 1: They're basically communicating the same information. So I guess that
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  Speaker 1: you can decide do you want to read through the
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  Speaker 1: video or read through the see that, read.
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  Speaker 2: Through the video or.
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  Speaker 1: Or yeah, the article, our article, the video. No, read
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  Speaker 1: the article or watch the video. That's what I meant
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  Speaker 1: to say.
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  Speaker 2: Okay, let's you know what you you did look through
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  Speaker 2: the video? Maybe, yeah, let's look at the time codes
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  Speaker 2: that you both found most revealing.
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  Speaker 1: All right, So okay, we'll look at the video. This
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  Speaker 1: is from Quillette, and well we'll let her do the
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  Speaker 1: intro first. But before we do that, you want to
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  Speaker 2: that discusses things from a completely different angle from everyone else.
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  Speaker 2: All righteking of discussion, let's get into it.
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  Speaker 1: I'm going to play the video. Well, we're going to
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  Speaker 1: get through the introductions so that to set everything up.
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  Speaker 3: So ecologists and other social scientists have been studying human
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  Speaker 3: sex sequences for one hundred years, and in recent decades
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  Speaker 3: have demonstrated that many of the differences that emerge in
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  Speaker 3: Western cultures are found in every other culture in which
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  Speaker 3: they have been studied. That's a quote by David Geary.
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  Speaker 3: We are in the middle of a great social experiment.
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  Speaker 3: The sex ratios of many important institutions in the West
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  Speaker 3: are changing, and few institutions more dramatically illustrate this shift
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  Speaker 3: than academia. For centuries, academia was primarily a male led institution.
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  Speaker 3: Although many universities in the United States began admitting women
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  Speaker 3: in the eighteen hundreds, others did not begin until the
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  Speaker 3: mid to late nineteen hundreds. Only in the past few
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  Speaker 3: decades have women started to outpace men at all levels,
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  Speaker 3: new graduate degrees, new faculty members. Today, an institution once
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  Speaker 3: let them popular, lated almost entirely by men, is increasingly
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  Speaker 3: led and populated by women. Because men and women, on
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  Speaker 3: average have different traits, tendencies, and priorities. This change in
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  Speaker 3: sex ratios has changed, and will continue to change, the
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  Speaker 3: nature of the modern university.
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  Speaker 1: All right, So that's sort of like setting it up
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  Speaker 1: she's going to get into some data points about this phenomenon.
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  Speaker 1: And that's kind of what the article does too, except
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  Speaker 1: that it's sort of I think it might the article
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  Speaker 1: may even have some graphs we can look at now,
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  Speaker 1: but it does have some to some statistics. So that's
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  Speaker 1: the setup. Let me see, I'll jump to the impact
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  Speaker 1: of evolving sex ratios unless you want to hear more
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  Speaker 1: of this part. This is statistics on doctoral degrees by gender.
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  Speaker 1: I don't know if that interests you or whatever. I mean,
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  Speaker 1: we know that, so let's look.
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  Speaker 2: I mean, if you.
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  Speaker 1: Yeah, we can. It's like it's like two minutes long,
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  Speaker 1: so it's not too bad. I got a super chat
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  Speaker 1: from Gary Thomas. Thank you, Gary says I listened to
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  Speaker 1: a podcast with an evolutionary psychologist who said that when
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  Speaker 1: academia is dominated by either gender x Y dominated search
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  Speaker 1: for the truth, x X dominated search for helping humanity
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  Speaker 1: as a whole. Well, I mean, yeah, go ahead.
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  Speaker 2: I really I have a skepticism when they say that
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  Speaker 2: when academia is dominated by X Y, it becomes dominated
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  Speaker 2: by a attempt to like benefit humanity as a whole.
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  Speaker 2: And the reason why I say that, The reason why
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  Speaker 2: I say when academia is dominated by women, it doesn't
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  Speaker 2: become an attempt to benefit humanity as a whole is
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  Speaker 2: because men are a part of humanity, and let's face it,
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  Speaker 2: they're not benefiting men at all.
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  Speaker 1: They don't like.
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  Speaker 2: We talk about how men need to be helped in
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  Speaker 2: various aspects across the board, like the whole spectrum from
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  Speaker 2: sexual assault, domestic violence, to false accusations to the dating
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  Speaker 2: sphere to education. We talk about everywhere that men need
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  Speaker 2: assistance or could could be seen as needing assistance, even
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  Speaker 2: if that assistance says, hey, we're going to help you
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  Speaker 2: get yourself out of this situation. Right, doesn't have to
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  Speaker 2: be the kind of assistance that we necessarily give women
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  Speaker 2: and children. But whatever it is that men need, we
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  Speaker 2: look at that, we look at all of these issues.
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  Speaker 2: We're not part of academia. I mean, we literally do
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  Speaker 2: academic work in terms of organizing stuff, in terms of
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  Speaker 2: creating arguments and all of that is, and we're not
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  Speaker 2: part of academia at all because we talk about the
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  Speaker 2: issue for men, and academia's dominant by dogma around seeing
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  Speaker 2: society as being of benefit for men, that men in
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  Speaker 2: power equals men benefited and we are the counter argument
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  Speaker 2: to that, and we're completely frozen out. And in fact,
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  Speaker 2: everybody who's even neutral on these issues is not It
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  Speaker 2: does not dominate. So where is this advocacy for the
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  Speaker 2: benefit of humanity? I mean, if you include men in
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  Speaker 2: the term humanity, Yeah, that's that's not where we're going
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  Speaker 2: towards at all. As I've said repeatedly, the only you
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  Speaker 2: can turn any leftist or any person who says they're
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  Speaker 2: on the left or liberal or progressive, you can turn
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  Speaker 2: them instantaneously into their caricature of a conservative by simply
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  Speaker 2: saying what about men? Instantaneously they start talking about bootstrapping
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  Speaker 2: and well, what did he do to cause his circumstance?
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  Speaker 2: And we can't help people. They what happens if we
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  Speaker 2: help people will turn them into thinking that they're victims,
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  Speaker 2: and they won't. You know, we can't help men. I
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  Speaker 2: mean we can't. That's that's victimizing men. You're just you're
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  Speaker 2: just make encouraging them to see themselves as victims. They
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  Speaker 2: turn into their curricature of conservative instantaneously. So I have
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  Speaker 2: a doubt when you talk about women colonizing academia leading
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  Speaker 2: to them focusing on helping humanity because the only way
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  Speaker 2: you can come to that conclusion is if you believe
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  Speaker 2: that men aren't part of humanity. Okay, that's uh that
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  Speaker 2: that would be my final statement. Go ahead, Brian, I
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  Speaker 2: know I sort of jumped all over.
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  Speaker 1: That's all right. All I was going to say is
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  Speaker 1: that my problem with that statement that you know, men
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  Speaker 1: are searching for the truth and women are searching for
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  Speaker 1: helping humanity as a whole, is that you can't help
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  Speaker 1: people if you don't have the truth. So you need
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  Speaker 1: the truth to be like, what's the point in looking
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  Speaker 1: for something that makes you feel good when it's not true.
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  Speaker 1: This is how you get kids trendsositioning, you know that,
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  Speaker 1: that's how you get that because you're not actually looking
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  Speaker 1: at what the problems are to address them. You need
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  Speaker 1: the truth to do that. That's how you get people
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  Speaker 1: dying of heart attacks, you know, for taking a certain
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  Speaker 1: medication because they were told they had to, regardless of
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  Speaker 1: the side effects.
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  Speaker 2: Right, it's for the greater good, Brian.
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  Speaker 1: You need You cannot do truth without good. These things
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  Speaker 1: are not mutually These things are not mutually exclusive. You
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  Speaker 1: need them together. That's all all right anyway, But that's
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  Speaker 1: not what this woe is saying, I'm just responding to that,
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  Speaker 1: to that super chat. So let's okay. So she's going
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  Speaker 1: to go into the statistics around doctoral degree degrees by gender.
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  Speaker 3: Evidence for the changing sex composition of academia. In nineteen
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  Speaker 3: seventy women received less than ten percent of doctoral degrees
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  Speaker 3: awarded in the United States. This percentage has steadily increased,
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  Speaker 3: reaching parody with men around two thousand five. Today, the
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  Speaker 3: majority of new doctorates are earned by women. Similar patterns
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  Speaker 3: pertain elsewhere, including in Australia and many European countries. In
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  Speaker 3: nineteen eighty seven, less than a third of faculty at
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  Speaker 3: post secondary institutions in the United States were women. Today
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  Speaker 3: fifty point seven percenter. In the coming years and decades,
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  Speaker 3: this percentage is likely to grow. One way to predict
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  Speaker 3: future trends, albeit imperfectly, is to look at the percentage
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  Speaker 3: of men and women at different career stages. All the
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  Speaker 3: cohorts retire and are replaced by new ones. As of
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  Speaker 3: twenty twenty, men made up about sixty three percent of
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  Speaker 3: full professors, about fifty two percent of associate professors, and
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  Speaker 3: about forty five percent of assistant professors. Among scholars employed
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  Speaker 3: at universities and four year colleges in twenty nineteen, in
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  Speaker 3: science and engineering disciplines, faculty with thirty years of experience
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  Speaker 3: are for about twenty five female, in faculty with less
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  Speaker 3: than ten years of experience for about forty two percent
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  Speaker 3: female across biological and life science.
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  Speaker 1: All right, I'm just pausing there for the banana. Okay,
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  Speaker 1: So women's participation in academia is growing. We knew this.
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  Speaker 1: We talked about this, not just as students, but obviously
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  Speaker 1: as a result of prior generations being students, they are
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  Speaker 1: also becoming teachers and faculty and professors and such as well.
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  Speaker 1: So when there are more women going into college, there
• 14:38
  Speaker 1: are more women going into teaching. Maybe not obviously it's
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  Speaker 1: not one to one, but that's that's where where that is.
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  Speaker 1: And more and more women are going for PhDs. I
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  Speaker 1: mean there's not like, that's just what's happening. I have
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  Speaker 1: my opinions on what that means, and like what because
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  Speaker 1: I don't think this woman is saying, oh, this is
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  Speaker 1: such great news. He's not really saying that this is
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  Speaker 1: good or bad. She's just saying, this is what's happening.
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  Speaker 1: And I know that it's sort of like being positioned
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  Speaker 1: as you know, as focusing on women. But I think
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  Speaker 1: that's the number that's growing and that's why they're looking
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  Speaker 1: at it. That's what I think. But yeah, what were
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  Speaker 1: you going to say?
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  Speaker 2: Well, a bunch of things one when And this is
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  Speaker 2: something that I've I've heard from multiple sources. Now, I
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  Speaker 2: was reading a book called Masculinities, I Think, and it's around.
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  Speaker 2: It covers how different cultures approach masculinity around the world
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  Speaker 2: and the kind of rituals they use to you know,
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  Speaker 2: initiate boys into manhood and that kind of stuff, and
• 15:57
  Speaker 2: how they view it. And it's almost universe that manhood
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  Speaker 2: is viewed as this this big man concept, which is
• 16:05
  Speaker 2: this generous, protective figure that provides it's almost like a
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  Speaker 2: like a badass Santa Claus kind of idea, and that's
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  Speaker 2: almost universal around the world that that is the kind
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  Speaker 2: of man that people, the men aspired men and boys
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  Speaker 2: aspire to be. And one of the things in this
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  Speaker 2: particular book that they found, or at least they described,
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  Speaker 2: is when you have a healthy society and boys are
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  Speaker 2: being initiated into manhood, the rituals that bring them into
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  Speaker 2: the society of men are exclusive to boys and men,
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  Speaker 2: so they don't tend to allow women in them, and
• 16:47
  Speaker 2: that tends to be a society that's very that can
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  Speaker 2: defend its territory, provide for its people, and all that
• 16:53
  Speaker 2: kind of stuff. And then when things become gender neutral,
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  Speaker 2: it's actually a symptom of the deterioration of a culture
• 17:03
  Speaker 2: into and it's like a priest, a symptom of its
• 17:06
  Speaker 2: pre destruction. Basically, Now, they just in this particular book,
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  Speaker 2: they just put that out and they didn't say they
• 17:13
  Speaker 2: didn't draw any conclusions from it. But then there was
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  Speaker 2: another source talking about the sultanate of the Harem in
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  Speaker 2: the Ottoman Turk Empire. So as at the peak they
• 17:27
  Speaker 2: ended up the sultan I think it was Suleiman. He
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  Speaker 2: was considered the greatest sultan ever. He refused the harem
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  Speaker 2: and took a woman as his wife and refused to
• 17:41
  Speaker 2: engage with the system. Like the harem system is this
• 17:44
  Speaker 2: really interesting system where the sultan will take a woman
• 17:49
  Speaker 2: and he has to leave her as soon as she
• 17:51
  Speaker 2: gets pregnant with his with a son, and they her
• 17:55
  Speaker 2: and that son go off to rule a province and
• 17:58
  Speaker 2: it keep going like that. So she never had a
• 18:00
  Speaker 2: single woman that he was allowed to be in like
• 18:03
  Speaker 2: a long term partnership, but this particular sultan chose a
• 18:06
  Speaker 2: single woman. And during this time you started to see
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  Speaker 2: more influence of the harem over politics, so you started
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  Speaker 2: to see women doing a lot more political decision making.
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  Speaker 2: And again the source on that one pointed out that
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  Speaker 2: this is generally when you start to see societies go
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  Speaker 2: into decline, and I think Janie Fiamengo has also commented
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  Speaker 2: on this that feminism presages a decline in a society
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  Speaker 2: or this women starting to grow into politics, go into institutions,
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  Speaker 2: ritual institutions starting to take over them, actually indicates that
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  Speaker 2: a culture is now in a decline. Now, I don't
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  Speaker 2: know if it's because if it's a symptom or if
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  Speaker 2: it's a cause. Could be a symptom. As in a
• 19:02
  Speaker 2: society gets to its penultimate state, it's ultimate state of
• 19:07
  Speaker 2: being able to provide and protect itself, and then at
• 19:11
  Speaker 2: that point in time, expansion ceases and then you start
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  Speaker 2: to see more internally, more focus on the internal, and
• 19:18
  Speaker 2: then women start to come be more involved in the
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  Speaker 2: politics as a result of that, or is it something
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  Speaker 2: that women do, like we get to a point of stability,
• 19:29
  Speaker 2: the empire is able to protect and provide for itself,
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  Speaker 2: and then women are like, well, I want to I
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  Speaker 2: want to start appropriating resources from my particular group, be
• 19:39
  Speaker 2: it a tribe, a clan, a religion, and a region
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  Speaker 2: an ideology, and then the empire descends into a competition
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  Speaker 2: between different groups over the resources that it has, So
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  Speaker 2: it shifts from being about expansion, being about protection, being
• 19:57
  Speaker 2: a pro provision to the resources based on whatever hierarchical,
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  Speaker 2: cast based or identitarian lines. You see what I'm saying. Yeah,
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  Speaker 2: So I'm like, if you ask me, is this a
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  Speaker 2: good sign? Probably not, to be.
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  Speaker 1: Honest, No, no, I'm not. Yeah, I don't think they're
• 20:19
  Speaker 1: suggesting that either. I think this is simply you know,
• 20:23
  Speaker 1: when they ask, when they say, well, men have historically
• 20:28
  Speaker 1: dominated higher education, there's a little bit of a presumptions
• 20:34
  Speaker 1: baked into that too, because like, most men probably didn't
• 20:37
  Speaker 1: go into higher education. Only a small number of men
• 20:40
  Speaker 1: who were like qualified to enter into specific fields go
• 20:44
  Speaker 1: win higher education. And so there firstly they're sort of saying, oh, look,
• 20:49
  Speaker 1: men were all allowed to go. In fact, it was
• 20:52
  Speaker 1: probably better when very few people could go to higher education,
• 20:56
  Speaker 1: because that was putting fewer people in debt with degree
• 21:00
  Speaker 1: that aren't very useful. And so you had people that
• 21:02
  Speaker 1: were going into specific disciplines for very specific reasons, and
• 21:07
  Speaker 1: most of them got something out of it that they
• 21:09
  Speaker 1: could use in the greater world, you know, to like
• 21:13
  Speaker 1: build something a business or go into some discipline. And
• 21:17
  Speaker 1: then one of the main motivations for men doing that,
• 21:20
  Speaker 1: that were able to do that, that had that you know,
• 21:23
  Speaker 1: operating at that level, that academic level, to go into
• 21:27
  Speaker 1: those was in fact like using that to make the
• 21:31
  Speaker 1: world better in whatever way they you know, their field
• 21:35
  Speaker 1: would allow, but also to attract a high quality mate
• 21:38
  Speaker 1: so they can start a family with them. Because women
• 21:41
  Speaker 1: were generally looking for men who were, you know, doing
• 21:44
  Speaker 1: that kind of work in the world. So when women
• 21:47
  Speaker 1: enter academia, it doesn't have the same it's not even
• 21:50
  Speaker 1: built on the same let's say motivations, because you know,
• 21:55
  Speaker 1: maybe they're just going, especially today, they're just going because
• 21:59
  Speaker 1: that's what you do. That's what we're telling everyone go
• 22:02
  Speaker 1: to college. Why because because right and then they go
• 22:06
  Speaker 1: and there's like, I don't know what I'm going to
• 22:08
  Speaker 1: major in, and they'll tell them, we'll give you loans
• 22:10
  Speaker 1: and you know you're gonna be able to go. I
• 22:13
  Speaker 1: know it's expensive, don't worry about it right now. And
• 22:15
  Speaker 1: so women go to college and they, you know, some
• 22:18
  Speaker 1: of them find something they want to do, some of
• 22:21
  Speaker 1: them find a degree that they really want, but most
• 22:23
  Speaker 1: of them they either drop out. And I know this
• 22:25
  Speaker 1: because I've seen it. You know, where I enter a
• 22:27
  Speaker 1: class and there's like one hundred people in my class,
• 22:30
  Speaker 1: and when I graduated, there was like twenty because most
• 22:33
  Speaker 1: of them dropped out. Men and women, but especially the girls.
• 22:36
  Speaker 1: And a lot of those girls who I, you know,
• 22:38
  Speaker 1: stayed in touch with, didn't even use those degrees in
• 22:41
  Speaker 1: their life. They which they just got married and pumped
• 22:43
  Speaker 1: out a bunch of kids, and they had like five
• 22:45
  Speaker 1: or six figures of debt. And it's not not even
• 22:49
  Speaker 1: blaming them. I'm saying that this is what they were taught.
• 22:51
  Speaker 1: But there was a the motivations to go to school
• 22:54
  Speaker 1: were different back in the times that this woman is referencing,
• 22:58
  Speaker 1: because only a few men, only a few men, got
• 23:01
  Speaker 1: degrees and they made use of it. And one of
• 23:04
  Speaker 1: the things they were doing it for was to attract
• 23:06
  Speaker 1: a women. Women don't go to school to attract men.
• 23:10
  Speaker 1: Men are not impressed by women's academic achievements or their
• 23:13
  Speaker 1: careers or how much money they make. That's that's not
• 23:16
  Speaker 1: what draws men in. So I think that the first
• 23:19
  Speaker 1: mistake that we're that kind of comes before any of
• 23:23
  Speaker 1: this even happens, is that we think men and women
• 23:27
  Speaker 1: are the same in every way, like they want the
• 23:29
  Speaker 1: same things and they have the same expectations. It's just
• 23:34
  Speaker 1: not true. Men want women who are you know, basically
• 23:37
  Speaker 1: like they're gonna have different qualities. They don't care if
• 23:40
  Speaker 1: you how many cars you have, they don't care how
• 23:41
  Speaker 1: bigger house is, they don't care how what your bank
• 23:44
  Speaker 1: account looks like. They just want to know, are you,
• 23:47
  Speaker 1: you know, going to be like compassionate and loving towards them?
• 23:51
  Speaker 1: Are you gonna you know? And a lot of them
• 23:54
  Speaker 1: are gonna want kids? You know that that's just the
• 23:56
  Speaker 1: that's just the reality. And you don't get like and
• 23:58
  Speaker 1: and the truth is too, a lot of girls who
• 24:00
  Speaker 1: go to college, they go looking for men. They're not
• 24:03
  Speaker 1: even going because they care about them their major. They
• 24:06
  Speaker 1: don't even know what they're going to major in. They're
• 24:07
  Speaker 1: just like, I can meet a guy here, and that's
• 24:09
  Speaker 1: what they do. And that's just something that people don't
• 24:12
  Speaker 1: want to, you know, come to terms with. So it
• 24:16
  Speaker 1: it almost doesn't for a number of factors too. But
• 24:19
  Speaker 1: it almost doesn't matter that women are getting more degrees
• 24:23
  Speaker 1: at a higher level, or they're enrolling more often than men,
• 24:25
  Speaker 1: because first love, first of all, the motivations are not
• 24:28
  Speaker 1: the same, and there the drive isn't there either, because
• 24:32
  Speaker 1: a man knows if he goes to college, when he
• 24:35
  Speaker 1: gets out, his degree is going to give him a ballpark,
• 24:38
  Speaker 1: or in theory, not necessarily in practice, it's going to
• 24:42
  Speaker 1: give him a ballpark idea of how much money he's
• 24:44
  Speaker 1: going to make and therefore how well he's going to
• 24:46
  Speaker 1: be able to provide for a wife and family. A
• 24:50
  Speaker 1: woman doesn't think about that because if she feels as
• 24:54
  Speaker 1: though she's got to be a provider to a man,
• 24:57
  Speaker 1: she's already been conditioned to think of that, as you know,
• 24:59
  Speaker 1: he like a leech, right, So that's not appealing to
• 25:02
  Speaker 1: her at all. But then that's not even counting the
• 25:07
  Speaker 1: fact that since I don't know, like since probably like
• 25:10
  Speaker 1: the seventies, the quality of education that we've gotten from
• 25:14
  Speaker 1: universities has just gone way down. Like people get out
• 25:17
  Speaker 1: of grammar school and when I was a kid, you know,
• 25:22
  Speaker 1: we had an understanding of like trigonometry and advanced algebra
• 25:27
  Speaker 1: and stuff. Nowadays people are learning algebra in college. That's
• 25:31
  Speaker 1: how bad it is. So the quality of education isn't there.
• 25:35
  Speaker 1: The degrees aren't worth as much, they're not guaranteeing you
• 25:39
  Speaker 1: a job. The motivations for women entering college is not
• 25:41
  Speaker 1: the same as men, and it just kind of watered
• 25:44
  Speaker 1: the whole thing down. And so now you know, not
• 25:48
  Speaker 1: only are men's degrees not worth what they used to be,
• 25:51
  Speaker 1: but they're not even getting them as often, and women
• 25:55
  Speaker 1: are instead getting this sense of this idea that if
• 25:59
  Speaker 1: you if if I have a PhD, then I need
• 26:02
  Speaker 1: to find a man with a PhD or better whatever
• 26:05
  Speaker 1: the next level is. So she's setting herself up for
• 26:09
  Speaker 1: failure because she's got the wrong mindset going in and
• 26:13
  Speaker 1: it's what it was fed to her, you know, by
• 26:15
  Speaker 1: that same like the culture.
• 26:18
  Speaker 2: Right, So.
• 26:20
  Speaker 1: This is why this is going to be catastrophic because
• 26:23
  Speaker 1: you know, men are not earning degrees the same level
• 26:26
  Speaker 1: as women, and women are looking for men who have
• 26:28
  Speaker 1: done better than them, and they don't even realize that
• 26:32
  Speaker 1: what the what is the point of education? Like what
• 26:36
  Speaker 1: is the point. That's a serious question, you know, no
• 26:38
  Speaker 1: one's it's not just to know how to spell and
• 26:41
  Speaker 1: write and do math, like, there's there's a point beyond
• 26:44
  Speaker 1: that too, like to have the skills to build something. Well,
• 26:48
  Speaker 1: why would you build something well, because you want you know,
• 26:52
  Speaker 1: you want to.
• 26:53
  Speaker 3: Uh.
• 26:53
  Speaker 1: If you're asking a man, he'll probably be like, well,
• 26:55
  Speaker 1: I want to you know, have something to build out
• 26:58
  Speaker 1: in the world. As as you know, Adam was supposed
• 27:01
  Speaker 1: to do go out into the world and build the garden.
• 27:03
  Speaker 1: So they want to build. That's what where men generally
• 27:06
  Speaker 1: find the most gratification, and women want to generally support
• 27:11
  Speaker 1: men like that like be in their life. And we've
• 27:14
  Speaker 1: thrown all that out. And one of the reasons is,
• 27:15
  Speaker 1: like I said before, this idea that we just think
• 27:18
  Speaker 1: men and women are interchangeable economic units. So they're not
• 27:22
  Speaker 1: like they don't have their own individual desires and that
• 27:25
  Speaker 1: are not impacted either by nature. If you believe in
• 27:29
  Speaker 1: you know, or if you are more in line with
• 27:32
  Speaker 1: the sort of like let's say, evolutionary psychology, which is
• 27:36
  Speaker 1: what this video goes into, or if you're more of
• 27:39
  Speaker 1: like just like the divine nature of male and female
• 27:42
  Speaker 1: it's the same, though. The fact is that we're not
• 27:45
  Speaker 1: the same, and to even pretend that we are is
• 27:48
  Speaker 1: like what I think part of this comes from.
• 27:55
  Speaker 2: I think that what you're touching on is really really true.
• 28:00
  Speaker 2: It may be that these structures are what make men
• 28:04
  Speaker 2: attractive to women, and when they deteriorate, then the society
• 28:09
  Speaker 2: is no longer producing men who are attractive to women,
• 28:12
  Speaker 2: and that is a very big sign of the decline
• 28:15
  Speaker 2: of that society, you know, and men will just leave
• 28:20
  Speaker 2: and try to find another way to become attractive to women,
• 28:24
  Speaker 2: another cooperative structure that they can invest in that in
• 28:28
  Speaker 2: the end of the day makes it more possible for
• 28:31
  Speaker 2: them to have a family. Is that sort of what
• 28:35
  Speaker 2: you're getting at or.
• 28:38
  Speaker 1: Uh, yeah, I mean, like I think that men and
• 28:41
  Speaker 1: women are motivated differently because and I think this could
• 28:45
  Speaker 1: you could say that there's an evolutionary component which she
• 28:48
  Speaker 1: does kind of go into. You know, if you think
• 28:50
  Speaker 1: about it, if women have been the gatekeepers to reproduction
• 28:54
  Speaker 1: for like all of history, then what kind of man
• 28:58
  Speaker 1: are you going to get after a hundred generations of that?
• 29:04
  Speaker 1: And what kind of women are you gonna get after
• 29:06
  Speaker 1: one hundred generations of women? Who are basically just picking
• 29:10
  Speaker 1: the most fit men at least in there in their
• 29:13
  Speaker 1: vicinity to reproduce with. And I think that men are
• 29:16
  Speaker 1: the way they are now because of all of that selection. Right,
• 29:21
  Speaker 1: So men are thinking in terms of their legacy. I mean,
• 29:25
  Speaker 1: even like I mean not to get political, but even
• 29:28
  Speaker 1: like if you just look at some you know, I
• 29:31
  Speaker 1: don't know, a high profile figure like Joe Biden who
• 29:34
  Speaker 1: just like did like his you know, final address to
• 29:37
  Speaker 1: the country before he left, that's like he knows that
• 29:40
  Speaker 1: no matter what you think of him, that's his legacy.
• 29:43
  Speaker 1: Like that's what not just his children, but like what
• 29:46
  Speaker 1: people will remember him by. Or when someone dies like
• 29:48
  Speaker 1: Jimmy Carter passed away and everybody's talking about what it
• 29:51
  Speaker 1: is he left behind. This is the stuff that men
• 29:54
  Speaker 1: are generally concerned with. Yes, So it's not just like yeah,
• 29:58
  Speaker 1: you see what I'm saying. It's not like how many
• 30:01
  Speaker 1: kids they have, but like what are they leaving them? What?
• 30:04
  Speaker 1: What is the world there if they know they're going
• 30:06
  Speaker 1: to go, Because we're all gonna go at some point,
• 30:09
  Speaker 1: men are more concerned about what is left behind when
• 30:12
  Speaker 1: they're gone, especially if they have something like children or grandchildren,
• 30:17
  Speaker 1: hopefully that they are going to be leaving. And that's
• 30:20
  Speaker 1: why I think when men, at least we used to
• 30:23
  Speaker 1: instill this in them. I don't I don't know if
• 30:25
  Speaker 1: we do this anymore. But it used to be the
• 30:27
  Speaker 1: case that if a man was going to go to
• 30:30
  Speaker 1: higher education, or if he was going to go into
• 30:32
  Speaker 1: a career like law or medicine, he was thinking about
• 30:36
  Speaker 1: how he was going to improve that discipline or hope, hope,
• 30:40
  Speaker 1: hope to improve it so that his children are better
• 30:44
  Speaker 1: off and by extension, his children's society is better off.
• 30:49
  Speaker 1: And the and part of that is also like you know,
• 30:54
  Speaker 1: being appealing or being attractive to women so that the
• 30:57
  Speaker 1: opportunity to have children is there. But but women, even
• 31:01
  Speaker 1: if they say they're motivated by the same thing, it
• 31:03
  Speaker 1: just doesn't work the same way because men don't look
• 31:06
  Speaker 1: at that in women. They just want to see someone
• 31:09
  Speaker 1: who's going to be, you know, a good wife and mother,
• 31:14
  Speaker 1: because again they're not it's not about it's it's not
• 31:16
  Speaker 1: about you, right, It's about the future. That's what I
• 31:20
  Speaker 1: think I mean.
• 31:23
  Speaker 2: There is also I could offer up another data point
• 31:27
  Speaker 2: to that. So for I've spoken about this before in
• 31:30
  Speaker 2: Hunter Gatherer tribes, the most productive woman would be paired
• 31:35
  Speaker 2: with the best hunter. So maybe there is and honestly
• 31:39
  Speaker 2: in the.
• 31:40
  Speaker 1: Past, but she's not productive in the same way that
• 31:42
  Speaker 1: the hunter. No no, no, no, no, right, that's that. Yeah,
• 31:46
  Speaker 1: I mean I think of I'm not saying that these
• 31:49
  Speaker 1: women that these men who are working hard to achieve
• 31:53
  Speaker 1: are like, you know, just chain to the fridge or whatever.
• 31:56
  Speaker 1: I'm saying that they're they're not, but they're not like
• 31:59
  Speaker 1: incompetent with these men, yeah, I'm saying.
• 32:02
  Speaker 2: So the thing is that in the past, I think
• 32:05
  Speaker 2: there was a lot more of women's industry, shall we say, sure, yeah,
• 32:10
  Speaker 2: so there was a lot like there, it wasn't a situation,
• 32:13
  Speaker 2: well women were contributing their own thing to the family.
• 32:18
  Speaker 2: So I'm like, on the one hand, and that used
• 32:21
  Speaker 2: to be part of femininity. For example, the ability to
• 32:25
  Speaker 2: spin was seen as a huge part of being a woman.
• 32:29
  Speaker 2: Like it was it was. It was seemed seen as
• 32:31
  Speaker 2: integral to their femininity in a way that I don't
• 32:34
  Speaker 2: think that we have that kind of idea anymore. Like
• 32:37
  Speaker 2: there was a particular skill set that women have and
• 32:41
  Speaker 2: bring to the world. That's absolutely that seems very tied
• 32:44
  Speaker 2: to their identities as women, you know what I mean.
• 32:46
  Speaker 2: I mean, we have that for men. I'm not sure
• 32:48
  Speaker 2: if we have that for women anymore. It's all, well,
• 32:51
  Speaker 2: you got to be like a man to have use
• 32:53
  Speaker 2: in the greater world.
• 32:55
  Speaker 1: Yeah, I mean, I think it's primarily focused on liberation,
• 32:58
  Speaker 1: which doesn't it's it sounds fine, but it doesn't actually
• 33:03
  Speaker 1: like impose anything. It's like, you know, being in an
• 33:07
  Speaker 1: open world game in god mode where you can't be
• 33:09
  Speaker 1: killed and you just do whatever you want and that
• 33:12
  Speaker 1: and so like you're not gonna learn anything from that.
• 33:15
  Speaker 1: But that is kind of the stage whereat It's like, well,
• 33:18
  Speaker 1: you know how many dudes you want to bang in
• 33:20
  Speaker 1: a day? A thousand? Yeah, dude, go girl, Right, that's
• 33:23
  Speaker 1: where we're at. And I know that not all women
• 33:25
  Speaker 1: want I know most women don't want that, but my
• 33:27
  Speaker 1: point is is that there isn't and there are no
• 33:32
  Speaker 1: there are no speed limits, there are no like expectations.
• 33:36
  Speaker 1: I think that's like, you know, oppressive, and so yeah,
• 33:40
  Speaker 1: I think that's the main problem for women is, uh,
• 33:43
  Speaker 1: they are denied nothing, and so they don't do anything
• 33:47
  Speaker 1: really because nothing matters.
• 33:50
  Speaker 2: The other consequence is that their actions are meaningless.
• 33:53
  Speaker 1: Yeah, exactly. Their actions don't matter because no one's gonna
• 33:56
  Speaker 1: say that's right or that's wrong, or do better, so
• 34:00
  Speaker 1: they never have to end. So yeah, they're free from judgment,
• 34:04
  Speaker 1: which I remember there was, you know, a big concern.
• 34:06
  Speaker 2: But I remember there was a journalist who talked to
• 34:13
  Speaker 2: believe it was like an infantry soldier, but he he
• 34:18
  Speaker 2: was like part of an elite unit, and they talked
• 34:20
  Speaker 2: about him reintegrating back into society coming back to the States,
• 34:26
  Speaker 2: and he described the situation where he was in this
• 34:31
  Speaker 2: grocery store and he was looking down this aisle at
• 34:35
  Speaker 2: like cereal and it was like just one of those
• 34:38
  Speaker 2: large grocery stores which has like, you know, a couple
• 34:41
  Speaker 2: hundred types of cereal, and he's just staring at it.
• 34:45
  Speaker 2: And the journalist was like, yeah, there's I guess you
• 34:48
  Speaker 2: were not used to having so much choice and plenty.
• 34:52
  Speaker 4: You know, to to to to enjoy, right, because you're
• 34:56
  Speaker 4: you're you're coming from a situation that was very much
• 35:00
  Speaker 4: about survival, very much restricted in what you could eat,
• 35:04
  Speaker 4: what you could do.
• 35:05
  Speaker 2: And the soldier looked at him and said, no, I
• 35:08
  Speaker 2: looked down that aisle and I saw all of the
• 35:11
  Speaker 2: choices and None of them meant a damn thing. None
• 35:16
  Speaker 2: of these choices matter, so many choices, none of them
• 35:19
  Speaker 2: mattered at all. And he had come from a place
• 35:22
  Speaker 2: where where you chose to dig, your your your sleep
• 35:26
  Speaker 2: spot mattered, what you paid attention to mattered. If you
• 35:30
  Speaker 2: missed a single thing on the road, you could end
• 35:33
  Speaker 2: up dead. Every single thing he did had huge consequences
• 35:38
  Speaker 2: for himself and everybody else around him. And what was
• 35:42
  Speaker 2: stunning to him was coming home and realizing none of
• 35:47
  Speaker 2: the choices that people made mattered at all. Yeah, it's
• 35:51
  Speaker 2: this perception that you have this gigantic grocery. It's for women.
• 35:56
  Speaker 2: It's this gigantic grocey, and you could choose whatever you want,
• 36:00
  Speaker 2: but none of it matters, none of it at all.
• 36:02
  Speaker 2: And I think that that attitude, that that feeling that
• 36:07
  Speaker 2: women like is to be in that place and have
• 36:10
  Speaker 2: all of this potential choice, even though it doesn't matter.
• 36:14
  Speaker 2: It's all just about getting the perfect sugary cereal that
• 36:20
  Speaker 2: you want to taste, right, But it's all sugary cereal,
• 36:22
  Speaker 2: It's all sugary corn, right. You want to get that
• 36:26
  Speaker 2: that that feeling of having so much plenty, so much choice,
• 36:31
  Speaker 2: is almost like inherent to I think female mammals because
• 36:37
  Speaker 2: they want to have the resources to raise their offspring,
• 36:42
  Speaker 2: so that this is like, this is the ideal moment
• 36:45
  Speaker 2: for a human or for a female mammals, just to
• 36:48
  Speaker 2: be presented with so much plenty, but none of the
• 36:51
  Speaker 2: choices matter, And that doesn't matter because what they're after
• 36:55
  Speaker 2: is the plenty is the is the absolute variety of choice, right.
• 37:01
  Speaker 2: That is perfection, that is utopia, that is heaven for
• 37:04
  Speaker 2: a woman to have an infinite array of choices and
• 37:08
  Speaker 2: no consequences. You can never eat all the cake, you
• 37:12
  Speaker 2: can never eat all the cereal, you can never have
• 37:15
  Speaker 2: too much cock, you know, you can never do this,
• 37:17
  Speaker 2: that and the other thing to excess. You never have
• 37:20
  Speaker 2: to experience a consequence for any of it. And yet
• 37:24
  Speaker 2: it's such a meaningless life. And I think that when
• 37:29
  Speaker 2: women go into places like academic and bring it back
• 37:32
  Speaker 2: to the topic, they bring that attitude of I want
• 37:36
  Speaker 2: infinite choice and zero consequence for these infinite choices, and
• 37:42
  Speaker 2: so it's like they take it. They go into these
• 37:46
  Speaker 2: positions like you were talking about men go in to
• 37:50
  Speaker 2: get legacy. They go in as an expression of wanting
• 37:55
  Speaker 2: to consume something. Does that make sense like the the
• 37:59
  Speaker 2: the degrees are articles of consumption rather than stepping stones
• 38:07
  Speaker 2: to a legacy, stepping stones to developing something greater, right right, yeah, okay,
• 38:15
  Speaker 2: so I will, I will cease to speak. All right.
• 38:19
  Speaker 1: I got a super chat I should read. I think
• 38:21
  Speaker 1: it's first super chat from Baby Dog of Justice. Hello,
• 38:25
  Speaker 1: Baby Dog of Justice, who gives us five dollars in
• 38:29
  Speaker 1: New Zealand pesos and I believe he has a picture
• 38:32
  Speaker 1: of Yuri Besmanov as his profile pick. So very base
• 38:35
  Speaker 1: and he says lol academia asking why are men et cetera,
• 38:39
  Speaker 1: then proceed to discuss it among their own group because
• 38:42
  Speaker 1: to ask them would lead to difficult answers. Yes, indeed,
• 38:47
  Speaker 1: very true. Thank you. Okay, so thanks for that. Let's
• 38:52
  Speaker 1: listen to the rest of this video or this clip
• 38:55
  Speaker 1: at least about the differences.
• 38:58
  Speaker 3: Sciences, computer sciences, mathematics, sciences, physical sciences, psychology, social sciences,
• 39:04
  Speaker 3: and engineering. The percentage of female faculty with less than
• 39:08
  Speaker 3: ten years experience is one point six to four point
• 39:12
  Speaker 3: eight times higher than the percentage of female faculty for
• 39:16
  Speaker 3: thirty years experience or more. If current trends persist, women
• 39:20
  Speaker 3: will gain increasing influence over the direction of the university,
• 39:24
  Speaker 3: the inclusion of women in entr education, was.
• 39:28
  Speaker 2: That increasing influence?
• 39:30
  Speaker 1: Huh, yeah, well there is. That's another thing too, is that,
• 39:35
  Speaker 1: like one thing, I don't think she addresses this because
• 39:38
  Speaker 1: maybe it's a little too speculative and they just want
• 39:40
  Speaker 1: to stick to the you know, what they know and
• 39:42
  Speaker 1: the data and the facts. But I think that what
• 39:45
  Speaker 1: this also might suggest is, well, first of all, I
• 39:48
  Speaker 1: think that fewer men see the point in going to
• 39:50
  Speaker 1: college unless it's for something very specific. And again I
• 39:54
  Speaker 1: propose to you, guys, what's the point of school, Like,
• 39:57
  Speaker 1: what's the point of school right now? Right? And because
• 40:02
  Speaker 1: I mean, you can get an education online, like I'm saying, like,
• 40:07
  Speaker 1: what's the point of going to a university if unless
• 40:11
  Speaker 1: you're looking to go into debt or you can't or
• 40:14
  Speaker 1: you can afford it. But there is another thing too,
• 40:18
  Speaker 1: is that if there are more and more women in
• 40:22
  Speaker 1: you know, sort of like higher level positions of faculty
• 40:26
  Speaker 1: in universities, could that have an effect on the chances
• 40:31
  Speaker 1: of men being hired Because we know that there are
• 40:35
  Speaker 1: fewer male teachers at the grammar level, like you know,
• 40:38
  Speaker 1: K through eight. And a lot of this has to
• 40:41
  Speaker 1: do with stigma around male teachers because of you know
• 40:45
  Speaker 1: this like fear or concern for the safety of students
• 40:50
  Speaker 1: because of this, you know, idea of men as inherently predatory,
• 40:55
  Speaker 1: even though there are lots and lots and lots of
• 40:58
  Speaker 1: stories of women sexually abusing their students. But we don't
• 41:04
  Speaker 1: even call it sexual abuse, right, we call it an
• 41:07
  Speaker 1: affair or something else. And so, you know, I think
• 41:12
  Speaker 1: that that could have an impact on men's participation in
• 41:15
  Speaker 1: the education system. I substitute teached for a year, and
• 41:20
  Speaker 1: all in the schools I went to here, I was
• 41:23
  Speaker 1: the only man, and almost every school except for like
• 41:26
  Speaker 1: coaches of like teams, you know, like the sports teams.
• 41:30
  Speaker 1: So I think that and if you think about it,
• 41:32
  Speaker 1: if you take that in at the K through eight level,
• 41:35
  Speaker 1: you can expand it out, and I think it has
• 41:37
  Speaker 1: an impact on the high school level. And I could
• 41:39
  Speaker 1: see it having an impact on the college level. And
• 41:42
  Speaker 1: then when you also take it into consideration things like
• 41:44
  Speaker 1: title nine your colleague letter, and how that's affected the
• 41:48
  Speaker 1: student body, I could see how it could also impact
• 41:51
  Speaker 1: faculty as well. So it's it could be a combination
• 41:54
  Speaker 1: of things. Maybe men are less likely to be to
• 41:57
  Speaker 1: want to become teachers because they don't want to deal
• 42:00
  Speaker 1: with all of those things, you know, they don't want
• 42:02
  Speaker 1: to be seen as predators or inherently dangerous to the
• 42:04
  Speaker 1: students there. But it also could be that the women
• 42:08
  Speaker 1: involved in the hiring want other women and they have
• 42:11
  Speaker 1: like a bias or there's like a favoritism towards hiring women,
• 42:16
  Speaker 1: so they do. And on top of the fact the
• 42:19
  Speaker 1: fact that women are more drawn towards teaching positions as well.
• 42:24
  Speaker 1: So it's another number of things. Alton, what are you doing?
• 42:32
  Speaker 1: Did you step away? What is that? Is that a place?
• 42:34
  Speaker 1: Told her? Is that a cat? Oh, it's a it's
• 42:37
  Speaker 1: a cat.
• 42:39
  Speaker 2: Sorry, I just I'm I had to look and see
• 42:44
  Speaker 2: if we have any thank yous to give, and we didn't.
• 42:47
  Speaker 2: So I just want to remind everyone if you want
• 42:49
  Speaker 2: to support the show. Yes, this is Mia. She's she's recovering.
• 42:54
  Speaker 2: She she was very anemic, so we decided to give
• 42:58
  Speaker 2: her a little bit of a a break from the boys.
• 43:02
  Speaker 2: And uh yeah, if you want to help out, not
• 43:05
  Speaker 2: related to the cat, feed the Badger dot com slash
• 43:08
  Speaker 2: support and that will help the show. And if you
• 43:13
  Speaker 2: want to send us a message, feed the badger dot
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• 43:17
  Speaker 2: us a tip and a message, and it's very much
• 43:19
  Speaker 2: appreciated if you would do so, send it through there
• 43:22
  Speaker 2: and Brian will pick it up and we will talk
• 43:24
  Speaker 2: about it. And so once again, feed the Badger dot
• 43:27
  Speaker 2: com slash support to support the show. And I want
• 43:29
  Speaker 2: to do a shout out to great indoors for suggesting
• 43:33
  Speaker 2: this particular topic. I think it's a good topic, good
• 43:36
  Speaker 2: to respond to and talk about. And yeah, that is
• 43:40
  Speaker 2: a cat, it's not a placeholder.
• 43:42
  Speaker 1: Oh, I'm going to jump ahead to six oh five
• 43:45
  Speaker 1: to look at the impact, So go here. Well, I
• 43:51
  Speaker 1: just want to see what this is support quotas. Yeah, no,
• 43:55
  Speaker 1: we'll jump jump ahead here, all right. I think this
• 43:58
  Speaker 1: is good.
• 43:58
  Speaker 3: In travascial conclusion, a chief has an eighteen study of
• 44:01
  Speaker 3: over four thousand full time college students on issues related
• 44:04
  Speaker 3: to free speech on campus and diversity and inclusion.
• 44:07
  Speaker 1: Found that, oh, yeah, this is important because I talked
• 44:10
  Speaker 1: about this study a while, probably in twenty eighteen, because
• 44:14
  Speaker 1: it's been a few years when I learned this. I
• 44:18
  Speaker 1: think you'll find this is basically that they're trying to
• 44:20
  Speaker 1: figure out who is generally in favor of free speech.
• 44:24
  Speaker 1: Probably a pretty important thing when it comes to you know, academia, college,
• 44:29
  Speaker 1: and just the truth. So what do you guys think.
• 44:32
  Speaker 1: Let's take a look.
• 44:33
  Speaker 3: Seventy one percent of men reported that protecting free speech
• 44:37
  Speaker 3: is more important than promoting an inclusive society. Fifty nine
• 44:41
  Speaker 3: percent of women said promoting an inclusive society is more
• 44:45
  Speaker 3: important than protecting free speech.
• 44:49
  Speaker 2: Okay, how do you support a inclusive society without free speech?
• 44:54
  Speaker 2: Ladies like seriously, well.
• 44:58
  Speaker 1: You have to be able to No, they know, they
• 45:01
  Speaker 1: they think that they're not against free speech. They just
• 45:04
  Speaker 1: think that be inclusive is more important. So you have
• 45:07
  Speaker 1: to be tolerant of people who are intolerant of free
• 45:10
  Speaker 1: speech because you want to be inclusive to them. Okay,
• 45:17
  Speaker 1: I'm trying to explain it. I don't know. It's about
• 45:20
  Speaker 1: It's about priorities, right, So, yes, women think that being
• 45:25
  Speaker 1: inclusive is more important than freedom. Men think that freedom
• 45:29
  Speaker 1: is more important than be inclusive.
• 45:36
  Speaker 2: Freedom of speech is foundational to inclusion, though. Is That's
• 45:40
  Speaker 2: where I'm struggling.
• 45:41
  Speaker 1: I know, I know where I know, Like, I mean, do.
• 45:46
  Speaker 2: They realize all the crap that happened in Europe because
• 45:49
  Speaker 2: people wanted to silence others about their religion, about their ideologies.
• 45:55
  Speaker 2: Like okay, all right.
• 45:58
  Speaker 1: Well, but here's another thing that might sound like a conundrum,
• 46:02
  Speaker 1: but I don't know if it really is. If women
• 46:04
  Speaker 1: are more agreeable, like they test higher in agreeableness than men,
• 46:10
  Speaker 1: men are more disagreeable, then why are women more against
• 46:16
  Speaker 1: free speech? Well, because they think that free speech can
• 46:20
  Speaker 1: be disagreeable. So they put agreeability or inclusivity or tolerance
• 46:26
  Speaker 1: above freedom of speech because they think freedom of speech.
• 46:30
  Speaker 1: I think that it's often interpreted as, you know, freedom
• 46:33
  Speaker 1: to be mean, and so we don't want people being
• 46:36
  Speaker 1: mean because that's not inclusive, that's not agreeable. So I
• 46:41
  Speaker 1: think that and of course only the women know what
• 46:44
  Speaker 1: it means to be mean. They they their gut tells them,
• 46:49
  Speaker 1: you know, this is mean, therefore it shouldn't be allowed.
• 46:52
  Speaker 2: Right.
• 46:52
  Speaker 1: It's like Marge, remember Marge Simpson, when she was like,
• 46:57
  Speaker 1: you know, I don't I don't. I don't like this,
• 47:00
  Speaker 1: so you guys shouldn't be able to enjoy it either.
• 47:02
  Speaker 1: She like was why they were the kids were watching
• 47:05
  Speaker 1: some violent movie or something. So yeah, it's But the other.
• 47:11
  Speaker 2: Thing is that academia is about freedom of speech, it's
• 47:14
  Speaker 2: about entertaining.
• 47:17
  Speaker 1: Anymore. Not anymore, it's about it's about making a home here.
• 47:22
  Speaker 1: It's not it's not about it. It's it's about making
• 47:26
  Speaker 1: a home here. It's not but not making.
• 47:28
  Speaker 2: But here's the here's the great irony of all of this.
• 47:30
  Speaker 2: They talk about inclusion and being kind, but there's always
• 47:35
  Speaker 2: a group of people that ends up being scapegoaded by
• 47:38
  Speaker 2: all of these people who supposedly want to be inclusive
• 47:41
  Speaker 2: and kind. And that group of people is men. Yeah,
• 47:46
  Speaker 2: like I said, like I've repeated multiple times, if you
• 47:51
  Speaker 2: you could turn a progressive into their caricature of a
• 47:55
  Speaker 2: conservative simply by saying, well, what about men who have issues?
• 48:00
  Speaker 2: And then all of their progressivism disappears like a fart
• 48:05
  Speaker 2: in a furnace. Just look gone, you know. And it's
• 48:11
  Speaker 2: it's like, yeah, you can talk about inclusion, you can
• 48:13
  Speaker 2: talk about kindness, but not.
• 48:15
  Speaker 1: If you're Yeah, again, they have a hierarchy there. There
• 48:19
  Speaker 1: is a hierarchy operating here. Even if they claim that
• 48:22
  Speaker 1: they believe in like equity or whatever. The hierarchy is
• 48:26
  Speaker 1: that women's idea of what is considered free speech takes
• 48:32
  Speaker 1: prominence over men's idea of what is considered free speech.
• 48:36
  Speaker 1: So when men speak out a turn something that these
• 48:40
  Speaker 1: women decided should not be free speech, and it just isn't,
• 48:43
  Speaker 1: which is why they can say, we think it's more
• 48:46
  Speaker 1: important to be inclusive, because we know because they can
• 48:49
  Speaker 1: read minds. I don't of you guys know that that
• 48:51
  Speaker 1: when you say free speech, you mean mean words, you
• 48:55
  Speaker 1: mean gamer words, and we don't want you using gamer
• 48:57
  Speaker 1: words on college campuses because it is not about you know,
• 49:03
  Speaker 1: a space of academic thought. It is about making a
• 49:06
  Speaker 1: home here. But anyway, yeah, so yeah, take your take
• 49:11
  Speaker 1: your race, Yeah, take your racist halloween costumes. Get out. Okay,
• 49:18
  Speaker 1: let's let's uh, there's more data here, so well we know.
• 49:22
  Speaker 1: So men are generally like, it's it's about tolerance. Men are.
• 49:25
  Speaker 1: Men have a higher tolerance for, you know, uncomfortable language
• 49:30
  Speaker 1: than women, and that's why men are like, yeah, whatever,
• 49:32
  Speaker 1: say what you want, you know, and women are like, no, no,
• 49:36
  Speaker 1: that's not cool. We don't want to We don't want
• 49:38
  Speaker 1: to hurt any feelings. And that's why that's just what
• 49:40
  Speaker 1: it boils down to. It's very simple.
• 49:42
  Speaker 3: Fifty eight percent of men said that it is never
• 49:45
  Speaker 3: acceptable to shut down speakers or to try to prevent
• 49:48
  Speaker 3: them from delivering their remarks. Fifty eight percent of women
• 49:51
  Speaker 3: said that it was sometimes always acceptable.
• 49:55
  Speaker 1: So again, women are okay with shutting down speech that
• 49:59
  Speaker 1: they don't like, and men are like, uh, and honestly,
• 50:04
  Speaker 1: fifty eight percent, that's those are rookie numbers. You need
• 50:06
  Speaker 1: to pump those numbers up, because I think that men
• 50:12
  Speaker 1: should be, like, if you want to be able to
• 50:14
  Speaker 1: say anything, you have to be in support of free speech,
• 50:17
  Speaker 1: especially because guys, you're the ones being shut down usually.
• 50:22
  Speaker 2: So anyway, and this is this is, this is the
• 50:24
  Speaker 2: horrible future because often what they're talking about when they
• 50:29
  Speaker 2: would want to silence people, like when we when we
• 50:32
  Speaker 2: prioritize comfort over excellence, we get neither. What we get
• 50:40
  Speaker 2: is lukewarm bullshit.
• 50:44
  Speaker 1: Basically, all right, let's keep going, Yeah, okay, you get
• 50:48
  Speaker 1: the cast of Wicked Fate crying while they hold hands
• 50:51
  Speaker 1: in an interview. That's what you get. It's like the
• 50:53
  Speaker 1: worst milk toast shit.
• 50:55
  Speaker 3: And said that it was sometimes always acceptable in twenty
• 50:59
  Speaker 3: twenty two, in which five hundred and seventy four undergraduates,
• 51:03
  Speaker 3: graduates and PhD students were asked to allocate one hundred
• 51:06
  Speaker 3: points towards five different academic priorities. Found that men allocated
• 51:11
  Speaker 3: more points toward academic freedom and advancing knowledge than women,
• 51:15
  Speaker 3: and so.
• 51:16
  Speaker 1: The okay, so these are PhD students, so very highly
• 51:21
  Speaker 1: educated students, and they got to allocate priorities by gender.
• 51:27
  Speaker 1: So when you look the bluest men, the oranges women.
• 51:30
  Speaker 1: So men put advancing knowledge at the top. Okay, this
• 51:35
  Speaker 1: is like seeking the truth, that's what that's what men
• 51:40
  Speaker 1: prioritize the highest, followed by it looks like academic rigor,
• 51:46
  Speaker 1: which is the hard work, academic freedom, and then after
• 51:51
  Speaker 1: that you got emotional well being and social justice, which
• 51:54
  Speaker 1: for men rates the lowest, but not low enough in
• 51:56
  Speaker 1: my opinion, but hey, it's college I get it. Most
• 51:59
  Speaker 1: of them. YEA, probably pretty woke anyway. And women generally
• 52:03
  Speaker 1: did not value those things as much. They still valued
• 52:07
  Speaker 1: advancing knowledge a lot, but they also put emotional well
• 52:10
  Speaker 1: being way up there.
• 52:12
  Speaker 2: So this is a well, I mean, it speaks to
• 52:17
  Speaker 2: what I said earlier that when women get into these
• 52:21
  Speaker 2: the situation, these institutions, they regard them as sources of resources. See,
• 52:28
  Speaker 2: when you look at what men prioritize, they're prioritizing freedom,
• 52:32
  Speaker 2: merit knowledge. Right, those are the virtues that create resources, right,
• 52:39
  Speaker 2: that create more understanding.
• 52:41
  Speaker 1: Of the world.
• 52:41
  Speaker 2: It's not like a physical resource. It's it's a mental resource.
• 52:45
  Speaker 2: But it's very valuable because that mental like that that
• 52:48
  Speaker 2: knowledge resource can itself be then applied in the greater
• 52:51
  Speaker 2: world to find more resources. So you know, a good
• 52:56
  Speaker 2: example is nuclear physics ultimately lead to of course nuclear bomb,
• 53:02
  Speaker 2: but also nuclear resources you know, almost near infinite energy. Right,
• 53:07
  Speaker 2: So this knowledge can be applied in the greater world
• 53:10
  Speaker 2: to create resources. But it itself is a resource in
• 53:14
  Speaker 2: particular when you look at it in terms of social resource,
• 53:17
  Speaker 2: the recognition like the sciences, the scientists who get recognized
• 53:21
  Speaker 2: for their contributions, that's a social resource, right. You want
• 53:25
  Speaker 2: to feel you want to feel celebrated. So when women
• 53:29
  Speaker 2: go into this, like men go into this, and they
• 53:31
  Speaker 2: see this in terms of what are the virtues necessary
• 53:33
  Speaker 2: to create resources in this case the knowledge base, women
• 53:37
  Speaker 2: go into it and I'm not saying they all do.
• 53:40
  Speaker 2: And this is actually really disappointing because why I would assume,
• 53:44
  Speaker 2: oh am I.
• 53:45
  Speaker 1: Still there, Yeah, your camera's frozen.
• 53:48
  Speaker 2: Uh, it's it's coming back, coming back along, all right,
• 53:52
  Speaker 2: all right, I'm just waiting on it. All right, if
• 53:55
  Speaker 2: it doesn't pop back up again, I will switch to
• 53:58
  Speaker 2: another one. But also, when you're looking at this, men
• 54:01
  Speaker 2: are looking at this in terms of the virtues necessary
• 54:03
  Speaker 2: to generate resources. Women are looking at this in terms
• 54:07
  Speaker 2: of what gives them the right to either appropriate resources
• 54:11
  Speaker 2: or distribute them, see what I'm saying. So they're not
• 54:14
  Speaker 2: about creating the greater knowledge base, They're about controlling it
• 54:20
  Speaker 2: and distributing resources they bring. And a big resource for
• 54:25
  Speaker 2: women is emotional well being, the feeling of safety, the
• 54:27
  Speaker 2: feeling of being admired, the feeling of being respected, and
• 54:33
  Speaker 2: all of these others, you know, not having mistakes pointed out,
• 54:37
  Speaker 2: you know.
• 54:38
  Speaker 1: Yeah, I think the feeling of being admired or liked
• 54:42
  Speaker 1: is part of the safety thing, because you feel like
• 54:46
  Speaker 1: if everybody likes you, then you're not in any danger,
• 54:48
  Speaker 1: especially because the way that female aggression differs from male aggression. Right, So,
• 54:55
  Speaker 1: a woman who feel liked by her peers feels safe
• 55:00
  Speaker 1: because of it, because why would you hurt me? You
• 55:03
  Speaker 1: like me?
• 55:04
  Speaker 3: Right?
• 55:05
  Speaker 2: So yeah, And like I said, the women are more
• 55:08
  Speaker 2: focused on the distribution, the acquiring and distribution of resources,
• 55:12
  Speaker 2: and maybe also the like refining of resources, whereas men
• 55:19
  Speaker 2: are more focused on actually building resources. This is what
• 55:24
  Speaker 2: I've seen, and nobody wants to address this. So when
• 55:28
  Speaker 2: women take over a institution, an empire, a kingdom, whatever,
• 55:35
  Speaker 2: they turn it from acquiring and protecting resources to distributing
• 55:40
  Speaker 2: them based on whatever, like based on their their social aggression.
• 55:48
  Speaker 2: I would say, like you were talking about how social
• 55:51
  Speaker 2: media is like call of duty for women, Well that's
• 55:53
  Speaker 2: women fighting over the distribution of resources.
• 55:56
  Speaker 1: Yeah, and some of those resources are again you know
• 55:59
  Speaker 1: clout that's one right, So yeah, so anyway back to
• 56:06
  Speaker 1: this chart, so as you can see, women in with
• 56:10
  Speaker 1: PhDs tend to it's almost like even but they think
• 56:15
  Speaker 1: social justice, academic rigor, and academic freedom are at about
• 56:19
  Speaker 1: the same level. This is like probably where a lot
• 56:22
  Speaker 1: of these conflicts come from. In fact, I wouldn't be
• 56:25
  Speaker 1: surprised if aside from the advancing knowledge and emotional well
• 56:29
  Speaker 1: being thing, but also I wonder how much of one
• 56:32
  Speaker 1: informs the other. Like, if you think that advancing knowledge
• 56:36
  Speaker 1: serves your social justice, then yes, you're probably going to
• 56:40
  Speaker 1: treat it higher. You know, what is the saying that
• 56:42
  Speaker 1: they always say, go educate yourself, you know, do better.
• 56:46
  Speaker 1: Hope that helps. Yikes.
• 56:50
  Speaker 2: H you know, I mean, are we ready for this?
• 56:55
  Speaker 1: Like?
• 56:55
  Speaker 2: Yeah, are we ready for our empire to have peaked?
• 56:59
  Speaker 2: And now everybody is going to be squabbling about what
• 57:01
  Speaker 2: they are owed until we implode.
• 57:03
  Speaker 1: It's gonna be one giant human resources. Yeah, we're that.
• 57:09
  Speaker 2: This is this What we want is otherwise, and the
• 57:12
  Speaker 2: only alternative is that we need to have a way
• 57:15
  Speaker 2: of bringing women to account. We need to have a
• 57:20
  Speaker 2: way of blaming women and holding them to standards. And
• 57:25
  Speaker 2: I mean everybody, Like, as soon as I say, oh,
• 57:27
  Speaker 2: we got to blame women, everybody and their dog freaks
• 57:30
  Speaker 2: the fuck out. It's like complete explosion of chaos, Like
• 57:33
  Speaker 2: how dare how can you do that? Yeah, I'm gonna
• 57:36
  Speaker 2: do it, and you can't stop me. I'm gonna blame women.
• 57:40
  Speaker 2: Mm hmm.
• 57:41
  Speaker 1: There you go.
• 57:42
  Speaker 2: I'm not even gonna qualify it. I'm gonna blame women.
• 57:44
  Speaker 2: I blame women. There you go. You can all spas out.
• 57:49
  Speaker 1: Let's go to the next data point.
• 57:51
  Speaker 3: Women towards social justice, not it's an emotional wellbeing than men.
• 57:57
  Speaker 3: A twenty twenty paper in which one hundred and forty
• 58:00
  Speaker 3: academic faculty at colleges and universities in the United States
• 58:04
  Speaker 3: completed the same five point allocation task and found that
• 58:07
  Speaker 3: women allocated more points to social justice and emotional well
• 58:11
  Speaker 3: being than men, and consequently had fewer points to allocate
• 58:15
  Speaker 3: to advancing knowledge, academic rigor, and academic freedom, although these
• 58:19
  Speaker 3: latter three did not reach statistical significance.
• 58:23
  Speaker 1: So she said that they followed up and did it again,
• 58:26
  Speaker 1: and women doubled down on the social justice high chart,
• 58:31
  Speaker 1: and that the other ones didn't even like register I think.
• 58:36
  Speaker 1: Let me go back and just double check make sure
• 58:38
  Speaker 1: I heard that right.
• 58:39
  Speaker 3: Allocated more points to social social justice.
• 58:43
  Speaker 1: So this is let me go back to where she
• 58:46
  Speaker 1: says what year this was done.
• 58:48
  Speaker 3: Found that men allocated more points toward academic freedom. Graduates,
• 58:52
  Speaker 3: graduates and pH d students were asked to allocate one
• 58:55
  Speaker 3: hundred points towards five different academic priorities. Found that men
• 59:00
  Speaker 3: allocated more points toward academic freedom and advancing knowledge than women,
• 59:05
  Speaker 3: and women allocated more points towards social justice and emotional
• 59:09
  Speaker 3: wellbeing than men. A twenty twenty paper in which one
• 59:12
  Speaker 3: hundred and forty academic faculty at colleges and universities in
• 59:16
  Speaker 3: the United States completed the same five point allocation task
• 59:20
  Speaker 3: and found that women allocated more points to social justice
• 59:23
  Speaker 3: and emotional wellbeing than men, and consequently had fewer points
• 59:27
  Speaker 3: to allocate to advancing knowledge, academic rigor, and academic freedom,
• 59:32
  Speaker 3: although these latter three did not reach statistical significance. A
• 59:36
  Speaker 3: twenty twenty one paper found that male researchers were more
• 59:40
  Speaker 3: likely to specify scientific progress or the advancement of knowledge
• 59:44
  Speaker 3: as the aim of their research. Female researchers were more
• 59:48
  Speaker 3: likely to specify societal progress or external usefulness as the
• 59:52
  Speaker 3: aim of their research.
• 59:53
  Speaker 1: Oh, it's only beginning worse twenty twenty one now, right,
• 59:59
  Speaker 1: So every time they do this study, women go more
• 1:00:02
  Speaker 1: and more into the social justice realm and less and
• 1:00:05
  Speaker 1: less concerned about the truth. And men, well, they basically
• 1:00:09
  Speaker 1: stay about the same, and maybe they move slightly towards
• 1:00:12
  Speaker 1: the truth more So, what's the point of education? What's
• 1:00:20
  Speaker 1: the point this is?
• 1:00:24
  Speaker 2: And the thing is that what we're seeing is women
• 1:00:32
  Speaker 2: completely without male influence more and more and more and
• 1:00:36
  Speaker 2: more and more. So they're getting sucked into this idea
• 1:00:40
  Speaker 2: that emotions are more important than truth. But how do
• 1:00:43
  Speaker 2: you build a bridge when emotions are more important than truth?
• 1:00:48
  Speaker 2: The answer is you don't you build a death trap.
• 1:00:51
  Speaker 2: How do you run a society with these virtues? The
• 1:00:54
  Speaker 2: answers you can't. And nobody is willing to acknowledge that.
• 1:00:59
  Speaker 2: Nobody will willing to acknowledge the fact that femininity doesn't
• 1:01:02
  Speaker 2: belong everywhere. It doesn't work everywhere, it doesn't function everywhere.
• 1:01:07
  Speaker 2: But we think if we we think, it's like a
• 1:01:09
  Speaker 2: universal panceea. We think, if we slap some femininity onto
• 1:01:14
  Speaker 2: that leaky pipe, it's gonna it's gonna solve everything, you know,
• 1:01:18
  Speaker 2: you know, loop the car engine with some femininity. You know,
• 1:01:22
  Speaker 2: we can, we can repair the the the leather, the
• 1:01:26
  Speaker 2: broken leather with some femininity putty, you know. And and
• 1:01:29
  Speaker 2: either that or blame men. Those are our two ways
• 1:01:33
  Speaker 2: we solve stuff. Put more women in or blame men.
• 1:01:37
  Speaker 2: That's it. This is this is this is our this
• 1:01:39
  Speaker 2: is our toolkit as a society. Oh god, oh good lord, Okay,
• 1:01:46
  Speaker 2: let's keep going.
• 1:01:49
  Speaker 3: Female scholars are more likely than their male counterparts to
• 1:01:52
  Speaker 3: report that creating a better society inspires their work into
• 1:01:56
  Speaker 3: place higher value on research that has benefited society. Funny
• 1:02:00
  Speaker 3: twenty one survey of over four hundred and sixty eight
• 1:02:03
  Speaker 3: psychology professors from the top one hundred universities in the
• 1:02:07
  Speaker 3: US found that when asked whether scholars should be completely
• 1:02:11
  Speaker 3: free to pursue research questions without fear of the institutional
• 1:02:14
  Speaker 3: punishment for their research conclusions, among men, the majority sixty
• 1:02:19
  Speaker 3: percent said yes. Among women, the majority fifty nine percent
• 1:02:23
  Speaker 3: said it's complicated and thirty nine percent said yes, and
• 1:02:28
  Speaker 3: only zero point six percent said no, we're not.
• 1:02:32
  Speaker 1: So this is like, you're going back to this study here.
• 1:02:36
  Speaker 1: Should scholars be completely free to pursue research questions without
• 1:02:40
  Speaker 1: fear of institutional punishment for their conclusions? Again, I think
• 1:02:44
  Speaker 1: that more men should say yes, but a lot of
• 1:02:49
  Speaker 1: men said yes. Sixty percent of men said yes, forty
• 1:02:55
  Speaker 1: percent of women said yes. So even though men numbers
• 1:03:00
  Speaker 1: are still too low. Because I think the answer is
• 1:03:02
  Speaker 1: obviously yes, unless they were asked the question in like
• 1:03:05
  Speaker 1: a weird way that made them a little uncomfortable with
• 1:03:08
  Speaker 1: the answer. I have to wonder sometime that could be
• 1:03:10
  Speaker 1: the verbatim. I mean, there is a quote, so should
• 1:03:13
  Speaker 1: scholars be completely free to pursue research questions without fear
• 1:03:16
  Speaker 1: of institutional punishment for their conclusions? So? I don't know,
• 1:03:22
  Speaker 1: what do you guys think? What's the answer what's your
• 1:03:24
  Speaker 1: answer to that question. But women are saying it's complicated,
• 1:03:28
  Speaker 1: which is basically saying I want to say no, but
• 1:03:32
  Speaker 1: I don't want to be, you know, a spoil sport
• 1:03:35
  Speaker 1: about it. So I'm going to say it's complicated, Like
• 1:03:37
  Speaker 1: how is it complicated? What does that mean? Like if
• 1:03:40
  Speaker 1: you if you like, Let's say, I don't know. Just
• 1:03:43
  Speaker 1: as a hypothetical, Let's say that there's like this cold
• 1:03:46
  Speaker 1: going around and you know, they there's been a medical
• 1:03:50
  Speaker 1: development that was done that could you know, sort of
• 1:03:54
  Speaker 1: protect people from said cold. And somebody was like, I'm
• 1:03:58
  Speaker 1: going to look into the research behind the development of
• 1:04:01
  Speaker 1: this miracle drug, and oh my goodness, I have found
• 1:04:04
  Speaker 1: out that there are risks associated with it. I'm gonna
• 1:04:08
  Speaker 1: tell everyone, and they're like, no, you can't do that
• 1:04:10
  Speaker 1: because it'll make people uncomfortable. Now we're gonna have to
• 1:04:16
  Speaker 1: essentially get you to shoot yourself and then call it
• 1:04:18
  Speaker 1: an accident. I'm just saying, I'm just it's a hypothetical.
• 1:04:22
  Speaker 1: I'm just throwing it out there. So like, let's say
• 1:04:25
  Speaker 1: you know, you work at an airplane company and you're like, oh,
• 1:04:28
  Speaker 1: these planes, you know they're not being built, Well, I
• 1:04:30
  Speaker 1: should I should. I've researched the development of these planes
• 1:04:33
  Speaker 1: and they seem dangerous. They're going to speak up and
• 1:04:36
  Speaker 1: then uh, somebody says, you can't do that because it's
• 1:04:40
  Speaker 1: gonna make people uncomfortable. So we're just gonna have to,
• 1:04:44
  Speaker 1: you know, do something about it. So yeah, I mean, like,
• 1:04:49
  Speaker 1: I think that the truth matters, and I don't think
• 1:04:53
  Speaker 1: that should be a hard question to answer, So.
• 1:04:57
  Speaker 3: All right, and Lazier point six percent said no. When
• 1:05:01
  Speaker 3: asked for the scientists should prioritize the truth or social
• 1:05:04
  Speaker 3: equity goals when the two conflict. Among men, the majority
• 1:05:08
  Speaker 3: prioritize truth.
• 1:05:10
  Speaker 1: So this is another one. Okay. So the response among
• 1:05:14
  Speaker 1: psychology professors psychology professors to the question if pursuit of
• 1:05:18
  Speaker 1: truth and social equity goals appear to come into conflict,
• 1:05:23
  Speaker 1: which should scientists prioritize. Men said truth, and women said
• 1:05:31
  Speaker 1: it's complicated overwhelmingly, or at least in majority of women.
• 1:05:35
  Speaker 1: And actually a majority of women said no, although it's
• 1:05:38
  Speaker 1: still a minority like in the overall women.
• 1:05:43
  Speaker 3: On the other hand, the majority said it's complicated, and
• 1:05:47
  Speaker 3: forty three percent prioritize the truth. Four point eight percent
• 1:05:51
  Speaker 3: prioritize social equity. The overall theme of these differences is
• 1:05:55
  Speaker 3: that men are more committed than women to the pursuit
• 1:05:58
  Speaker 3: of truth as the raison debt of science, when women
• 1:06:02
  Speaker 3: are more committed to various moral goals such as equity, inclusion,
• 1:06:06
  Speaker 3: and the protection of vulnerable groups. Consequently, men are more
• 1:06:09
  Speaker 3: tolerant of controversial and potentially offensive scientific findings being pursued, disseminated,
• 1:06:15
  Speaker 3: and discussed, and women are more willing to obstruct or
• 1:06:19
  Speaker 3: suppress science perceived to be potentially harmful or offensive.
• 1:06:25
  Speaker 1: So if women are more willing to suppress scientific conclusions
• 1:06:31
  Speaker 1: because they're offensive, is that science? Science is?
• 1:06:40
  Speaker 2: The more women get into science, we're basically that's it.
• 1:06:42
  Speaker 2: We were done. The science is over. We are not
• 1:06:45
  Speaker 2: going to be finding out anything new. It requires merit,
• 1:06:49
  Speaker 2: which requires hurting feelings, It requires being potentially offensive. Do
• 1:06:52
  Speaker 2: not fall, cat, don't fall, don't don't fall.
• 1:06:56
  Speaker 1: Okay, okay, well you're you're kind of doing that, you know,
• 1:07:04
  Speaker 1: playing with the cat. It's like, oh, wait, she jumped off.
• 1:07:08
  Speaker 1: So Lindsay gets Jojo to do the zuomies, and our
• 1:07:12
  Speaker 1: floors creak, and so sometimes the downstairs neighbor gets upset
• 1:07:16
  Speaker 1: and then Lindsay will be like, I don't know why
• 1:07:18
  Speaker 1: he's doing It's like, because you are doing that to him,
• 1:07:21
  Speaker 1: don't do that to him, and it won't happen. Like
• 1:07:25
  Speaker 1: women do things and then the consequences of their actions
• 1:07:28
  Speaker 1: come out and they act like, oh, how did this happen?
• 1:07:31
  Speaker 1: I cause and effect? What is that anyway?
• 1:07:37
  Speaker 2: Oh no, I'm just no, it's okay.
• 1:07:39
  Speaker 1: I don't want your cat to die. But if he
• 1:07:42
  Speaker 1: falls and breaks.
• 1:07:43
  Speaker 2: His back, she won't She's fine.
• 1:07:47
  Speaker 1: Oh she's a cat probably on her feet.
• 1:07:49
  Speaker 2: Yeah, she'll come.
• 1:07:51
  Speaker 3: She is.
• 1:07:53
  Speaker 2: She has this habit of letting herself getting very close
• 1:07:56
  Speaker 2: to the edge. So yeah, in in some I didn't
• 1:08:01
  Speaker 2: think through the flirt. The flirt poll with the little
• 1:08:05
  Speaker 2: thing at the end very well. But on the other hand,
• 1:08:08
  Speaker 2: she's also a very lackadaisical cat. So I guess it's
• 1:08:10
  Speaker 2: just the intersection of a female cat with a female human.
• 1:08:16
  Speaker 2: All right, So let us how much more do we have?
• 1:08:20
  Speaker 1: Let me look at this time and see if I'm
• 1:08:21
  Speaker 1: done with this timecode. We're looking at the psychological differences
• 1:08:26
  Speaker 1: between and women and the implications A little bit more
• 1:08:29
  Speaker 1: to this bit, but I think we see the general
• 1:08:31
  Speaker 1: trend and none of this should be surprising. But yeah,
• 1:08:36
  Speaker 1: I mean this is interesting data. Nonetheless, it's almost like
• 1:08:39
  Speaker 1: men and women are not the same.
• 1:08:42
  Speaker 2: Yeah.
• 1:08:43
  Speaker 3: Put more simply, men are relatively more interested in advancing
• 1:08:47
  Speaker 3: what is empirically correct, and women are relatively more interested
• 1:08:51
  Speaker 3: in advancing what is morally desirable. Of course, it is
• 1:08:55
  Speaker 3: often difficult to know what information is empirically correct and
• 1:08:59
  Speaker 3: what information it is most likely to improve society. Therefore,
• 1:09:03
  Speaker 3: such judgments will often be subjective and vulnerable to various
• 1:09:07
  Speaker 3: biases and preferences. But in general, men appear to be
• 1:09:10
  Speaker 3: less concerned about the potential moral consequences of empirical information.
• 1:09:16
  Speaker 3: Oh so when a scholar ford, wait a.
• 1:09:18
  Speaker 2: Second, what are the potential moral consequences of not pursuing
• 1:09:24
  Speaker 2: the virtues necessary for knowledge?
• 1:09:28
  Speaker 5: Like?
• 1:09:30
  Speaker 2: What are the potential moral consequences of not doing your job?
• 1:09:35
  Speaker 2: Like I'm sorry, but constructing? And first of all, is
• 1:09:41
  Speaker 2: it moral to constantly be constructing victim classes?
• 1:09:46
  Speaker 1: Like?
• 1:09:46
  Speaker 2: Is that really morality?
• 1:09:48
  Speaker 3: Can?
• 1:09:48
  Speaker 2: We can? We say? Hey, wait a second, I mean
• 1:09:51
  Speaker 2: what it ends up doing is it's constructing a cast
• 1:09:55
  Speaker 2: system based on perceived victimhood. And yet for some reason
• 1:09:59
  Speaker 2: we never include all of the shit that happens in
• 1:10:01
  Speaker 2: men in history, Like, uh, do we have to pay
• 1:10:04
  Speaker 2: reparations to men for forcing them to fight in World
• 1:10:07
  Speaker 2: War one? And two?
• 1:10:08
  Speaker 3: Mm?
• 1:10:09
  Speaker 2: We have to pay reparations for basically creating Like when
• 1:10:14
  Speaker 2: politicians are in some kind of deadlock, we just go
• 1:10:17
  Speaker 2: throw some men at each other, get them to kill
• 1:10:19
  Speaker 2: each other to make the decision for us. We have
• 1:10:21
  Speaker 2: to pay reparations for that. Like, it's very selective. I noticed,
• 1:10:25
  Speaker 2: it's incredibly selective and self serving how they construct their
• 1:10:30
  Speaker 2: supposed vulnerable groups. They're omitting a lot of stuff when
• 1:10:36
  Speaker 2: they do it. So I mean to me, that's not morality,
• 1:10:40
  Speaker 2: it's it's it is perhabs, the opposite of morality, really,
• 1:10:47
  Speaker 2: And I don't know, so I.
• 1:10:48
  Speaker 1: Mean it this idea.
• 1:10:50
  Speaker 2: That women are bringing morality into academia by breaking what
• 1:10:55
  Speaker 2: academia is supposed to do and reconstructing it in terms
• 1:10:59
  Speaker 2: of and again, is that morality? To say, I am
• 1:11:03
  Speaker 2: the arbiter of where resources are supposed to go. I
• 1:11:06
  Speaker 2: get to say where the resources. Men make the resources.
• 1:11:10
  Speaker 2: I get to decide where they go. Is that really morality?
• 1:11:15
  Speaker 2: Is that just being bossy? No?
• 1:11:17
  Speaker 1: I mean I think that I think that the one
• 1:11:20
  Speaker 1: thing that we're missing here is that if men are
• 1:11:23
  Speaker 1: more interested in pursuit of truth, maybe there's a It's
• 1:11:29
  Speaker 1: like it's like we're misusing a tool. And I don't
• 1:11:32
  Speaker 1: like to treat. I don't want to to say men
• 1:11:33
  Speaker 1: and women are tools, but like we're misusing this resource
• 1:11:37
  Speaker 1: of the masculine perspective by essentially trying to make women's
• 1:11:43
  Speaker 1: sensibilities fit into this male space of like putting the
• 1:11:48
  Speaker 1: pursuit of you know, actual like measurable data out there
• 1:11:54
  Speaker 1: so that you can make a moral decision informed by
• 1:11:58
  Speaker 1: said data, right, And I think that we're just like
• 1:12:02
  Speaker 1: what's happening is that women are trying to do this
• 1:12:06
  Speaker 1: without the male perspective, so there's no the truth becomes secondary,
• 1:12:11
  Speaker 1: and so they're operating based on feelings. And that's how
• 1:12:14
  Speaker 1: you get you know, like I don't know, open borders
• 1:12:18
  Speaker 1: and people locked in their homes for years and because
• 1:12:22
  Speaker 1: there's nobody like looking at you know, like somebody, we
• 1:12:24
  Speaker 1: get a super chow from Mnemonics who basically said, for
• 1:12:28
  Speaker 1: five dollars, if we don't know what's true, how could
• 1:12:31
  Speaker 1: we even pursue equity right or just what is morally right?
• 1:12:35
  Speaker 1: Like we can't. We can't make decisions on It's like
• 1:12:40
  Speaker 1: you need the data, the intelligence that you acquire in
• 1:12:46
  Speaker 1: order to make a choice about it that is based
• 1:12:50
  Speaker 1: in wisdom. But wisdom is empty with there's no data
• 1:12:53
  Speaker 1: to pull from, right, so you need both and this, well,
• 1:12:59
  Speaker 1: at least I don't know if this woman is suggesting that.
• 1:13:02
  Speaker 1: I think that again, I don't think she's making an aught,
• 1:13:04
  Speaker 1: She's just saying what is But I think that, yeah,
• 1:13:09
  Speaker 1: when women are saying no, I think that, you know,
• 1:13:12
  Speaker 1: being morally right. It's like Alexandria Casio Cortez said it exactly.
• 1:13:17
  Speaker 1: She's like, people are too focused on being factually correct
• 1:13:20
  Speaker 1: instead of being morally right. It's like, well, yeah, but
• 1:13:22
  Speaker 1: if you're not factually correct, you can't make a moral
• 1:13:25
  Speaker 1: case because you're saying based on what you need something
• 1:13:29
  Speaker 1: real to base it on.
• 1:13:31
  Speaker 2: But I noticed that the first thing that when women
• 1:13:35
  Speaker 2: went into academia they did they is they precluded the
• 1:13:39
  Speaker 2: idea that men could be a vulnerable group, Like they
• 1:13:42
  Speaker 2: completely locked men out of that, and they did it
• 1:13:45
  Speaker 2: through a series of lies and misrepresentations. And so how
• 1:13:55
  Speaker 2: is it how can you be moral when what you're
• 1:13:58
  Speaker 2: calling moral ISAs on a whole bunch of incorrect and
• 1:14:04
  Speaker 2: enforced like this, This attitude towards how reality is structured
• 1:14:09
  Speaker 2: is enforced and it's incorrect like this, There's there is.
• 1:14:16
  Speaker 2: Let me try to explain this simply. Feminism is a lie.
• 1:14:22
  Speaker 2: It has never been proven, and it has never even
• 1:14:25
  Speaker 2: been framed in a way that could have been proven
• 1:14:27
  Speaker 2: true or false. And yet it's presented as an absolute
• 1:14:31
  Speaker 2: truth about reality, namely that men in power equals women oppressed,
• 1:14:35
  Speaker 2: and it is even framed in that way because that
• 1:14:38
  Speaker 2: is a causal statement that you could prove true or false.
• 1:14:42
  Speaker 2: And the way that you prove true or false is
• 1:14:44
  Speaker 2: you look at situations where men are in power, and
• 1:14:47
  Speaker 2: you see the situation for women if it's better, and
• 1:14:50
  Speaker 2: you determine whether it's better or worse than the situation
• 1:14:53
  Speaker 2: for men. And I can tell you that even in Afghanistan,
• 1:14:57
  Speaker 2: more men are dying. So there's an entire bottom of
• 1:15:01
  Speaker 2: Maslow's hierarchy of needs, which is men are locked out
• 1:15:05
  Speaker 2: of Even in Afghanistan, women are provided for and provided
• 1:15:09
  Speaker 2: for and protected in a way that men aren't. And
• 1:15:12
  Speaker 2: that's just ignored. It's not even considered in the analysis
• 1:15:16
  Speaker 2: of who society benefits. And as a result of having this,
• 1:15:23
  Speaker 2: this foundational lie, everything above that and beyond that, the alphabet, mafia,
• 1:15:29
  Speaker 2: the migrant issue, all of this is based on something
• 1:15:35
  Speaker 2: that it itself is incorrect. So you're talking like you're saying, Brian,
• 1:15:40
  Speaker 2: how do we know that it's real? The answer is no,
• 1:15:43
  Speaker 2: We just feel like it feels good to say that
• 1:15:47
  Speaker 2: women are victims relative to men. Makes everybody happy, right,
• 1:15:50
  Speaker 2: Men feel like they have a purpose, women feel like
• 1:15:53
  Speaker 2: they're valued, you know, So everybody's happy. Therefore it must
• 1:15:57
  Speaker 2: be true. Well, no, it isn't. And every thing beyond that,
• 1:16:02
  Speaker 2: downstream of that is based on a premise that's incorrect,
• 1:16:07
  Speaker 2: So how can it be moral. It's all a tottering
• 1:16:11
  Speaker 2: web of lies, you know, And if we don't start
• 1:16:15
  Speaker 2: with logic and truth, we just end up in a
• 1:16:20
  Speaker 2: labyrinth of lies. And and the more that we try
• 1:16:25
  Speaker 2: to push these lies, the more that we add lize,
• 1:16:27
  Speaker 2: the more unstable the structure becomes. Whatever we've tried to
• 1:16:32
  Speaker 2: build from it, build from it. Okay, m hm, can
• 1:16:36
  Speaker 2: you was worth from that?
• 1:16:40
  Speaker 1: Yeah? I know, I know what you're saying. Okay, let
• 1:16:43
  Speaker 1: me see. I think there's a little bit left in
• 1:16:45
  Speaker 1: this and then uh, there's like one more.
• 1:16:49
  Speaker 2: Oh, for the love of God's Jeff c says, it's
• 1:16:51
  Speaker 2: not about the society if women are being treated like
• 1:16:53
  Speaker 2: property women, Oh.
• 1:16:56
  Speaker 1: God wait wait, could be trolling.
• 1:16:59
  Speaker 2: Don't take a big if you're crawling fair enough.
• 1:17:01
  Speaker 1: If you're not, please enlighten yourself. No, no one even
• 1:17:07
  Speaker 1: talked about property. So it's just thank you. That's just
• 1:17:12
  Speaker 1: not a serious person.
• 1:17:13
  Speaker 3: It's a potentially true but also potentially offensive claim or
• 1:17:18
  Speaker 3: set of data. Women will be more likely to strive
• 1:17:21
  Speaker 3: to suppress it than men, As is always the case
• 1:17:24
  Speaker 3: when discussing group differences, these are averages. It is important
• 1:17:28
  Speaker 3: to emphasize that plenty of women champion academic freedom and
• 1:17:32
  Speaker 3: resist the claim that scholars should suppress research for moral.
• 1:17:35
  Speaker 1: Yeah yeah, yeah, who cares? I get it, Like this
• 1:17:38
  Speaker 1: is the not all not all women are like that. No,
• 1:17:40
  Speaker 1: we know you don't have to do that. I know
• 1:17:43
  Speaker 1: you're trying to protect your protect your job.
• 1:17:46
  Speaker 2: I'm not one of them, and I'm trying. I'm really
• 1:17:48
  Speaker 2: tired of people like this appealing to the existence of
• 1:17:52
  Speaker 2: women like me to cape for the women who are
• 1:17:56
  Speaker 2: destroying the virtues that I hold there. I'm tired of that.
• 1:18:00
  Speaker 2: This is the average, this is what women are doing.
• 1:18:03
  Speaker 2: Let's blame them. They are going to destroy academia. They're
• 1:18:06
  Speaker 2: going to destroy what it is there for if.
• 1:18:08
  Speaker 1: They have not left of it. It's all yeah, I
• 1:18:10
  Speaker 1: was gonna say, it's almost like it's lost almost all
• 1:18:14
  Speaker 1: credibility at this point, like it. There is not much
• 1:18:20
  Speaker 1: that you could say in defense of academia as well.
• 1:18:23
  Speaker 2: And it's funny because this all started with feminism being
• 1:18:30
  Speaker 2: allowed to progress without even having Like, when you have
• 1:18:37
  Speaker 2: an idea of how the world works, you frame it
• 1:18:40
  Speaker 2: as a causal statement. If then if men are in power,
• 1:18:44
  Speaker 2: then women are oppressed, or women's situation is worse than
• 1:18:49
  Speaker 2: men's right. If men are in power, they construct a
• 1:18:52
  Speaker 2: society for their own benefit, And then you can actually
• 1:18:55
  Speaker 2: look at that and determine whether or not it's true.
• 1:18:59
  Speaker 2: This all came back to that we gave, like academia
• 1:19:04
  Speaker 2: apparently gave women a branch of scholarship that was entirely
• 1:19:08
  Speaker 2: based on feels as reels, because that's what feminism is.
• 1:19:12
  Speaker 2: There is nothing logical in it. There is no actual
• 1:19:16
  Speaker 2: scientific rigor in any of the dogma, and they basically
• 1:19:20
  Speaker 2: consumed branches of science like sociology, like social work, like
• 1:19:26
  Speaker 2: dealing with victims of domestic violence.
• 1:19:28
  Speaker 1: And sexual assault.
• 1:19:30
  Speaker 2: They consumed it all into this non scientific like this
• 1:19:35
  Speaker 2: this feel like this makes us feel good, you know,
• 1:19:38
  Speaker 2: women being victims of men, it all makes everybody feel good.
• 1:19:42
  Speaker 2: Men feel special because they're the one guy who doesn't
• 1:19:45
  Speaker 2: make women into victims, and women feel special because you know,
• 1:19:48
  Speaker 2: they're they're they're the center of attention, you know. And
• 1:19:51
  Speaker 2: they turned that into a foundational concept in academia. And
• 1:19:55
  Speaker 2: now everything in academia has been pulled into that black
• 1:19:58
  Speaker 2: hole and consumed. And I had I remember twenty eighteen,
• 1:20:05
  Speaker 2: there was somebody in our discord who was very much
• 1:20:10
  Speaker 2: part of academia, right, and he was upset with me
• 1:20:14
  Speaker 2: because I said that feminism delegitimates everything in academia. The
• 1:20:22
  Speaker 2: fact that this thing, this cancer grew in academia means
• 1:20:27
  Speaker 2: there's something seriously wrong with academia. And he was upset
• 1:20:31
  Speaker 2: because he was like, I was throwing the baby out
• 1:20:33
  Speaker 2: with the bath water. And he was a part of academia,
• 1:20:36
  Speaker 2: and he's like, oh, you're this is why would this
• 1:20:39
  Speaker 2: discredit Now seven years later, everything is falling into that
• 1:20:44
  Speaker 2: black hole. Everything that was left that was good about
• 1:20:49
  Speaker 2: academia is being sucked into this black hole. You start.
• 1:20:53
  Speaker 2: You allowed feminists to get in. You allowed feminists to
• 1:20:56
  Speaker 2: do nonscience that had absolutely nothing to do with any
• 1:21:02
  Speaker 2: kind of scientific rigor scientific discipline. Was everything about emotions
• 1:21:06
  Speaker 2: and how they felt and getting money and clout. You
• 1:21:10
  Speaker 2: let them do that. And now that that black hole
• 1:21:14
  Speaker 2: is consuming everything in academia. Everything, it's gonna get engineering,
• 1:21:20
  Speaker 2: it's gonna get nuclear physics, all of it is going
• 1:21:24
  Speaker 2: to be sacrificed to the god of this stupidity.
• 1:21:30
  Speaker 1: Good grief, all right, let's listen to more.
• 1:21:35
  Speaker 3: Pushing process is likely to increase, and support the academic
• 1:21:39
  Speaker 3: freedom is likely to decline. This does not mean, of course,
• 1:21:43
  Speaker 3: that women do not care about truth, or that men
• 1:21:46
  Speaker 3: do not care about social they.
• 1:21:47
  Speaker 2: Don't care enough.
• 1:21:49
  Speaker 1: Uh well yeah, but well let's see what she says.
• 1:21:53
  Speaker 3: Means that men and women weigh the relative importance of
• 1:21:56
  Speaker 3: these values differently. In many cases, this will be relevant,
• 1:22:01
  Speaker 3: but in those cases where truth and morality appear to conflict,
• 1:22:05
  Speaker 3: men and women may adjudicate slightly differently. Because the social
• 1:22:09
  Speaker 3: sciences are full of potentially morally relevant data about human
• 1:22:13
  Speaker 3: nature and social disparities. This sex difference may be specially
• 1:22:17
  Speaker 3: relevant to the future development of disciplines like anthropology, psychology, sociology,
• 1:22:23
  Speaker 3: and other fields that study humans closely the evolution of
• 1:22:27
  Speaker 3: sex priorities and preferences.
• 1:22:30
  Speaker 1: Uh yeah, this might be a little bit differently. This
• 1:22:34
  Speaker 1: is about sexual selection. I think that it's interesting that
• 1:22:38
  Speaker 1: she's bringing this up because I do think that it
• 1:22:41
  Speaker 1: goes back to something I said before. Sexual selection has
• 1:22:45
  Speaker 1: not only already impacted us, Like I am a product
• 1:22:50
  Speaker 1: of my father being selected and his father being selected
• 1:22:54
  Speaker 1: and so on for whatever fitness traits they had, and
• 1:22:59
  Speaker 1: so it's going to it's gonna make the person I am, right,
• 1:23:03
  Speaker 1: and all the other men who are alive today are
• 1:23:05
  Speaker 1: products of that and the pressure on men. So like,
• 1:23:10
  Speaker 1: if we think of all of our evolutionary you know,
• 1:23:15
  Speaker 1: reproductive history as one you know, giant eugenics project, which
• 1:23:20
  Speaker 1: in a way it is, because I mean that's just
• 1:23:22
  Speaker 1: the reality of it is that women select, and there's
• 1:23:24
  Speaker 1: men that are left behind and some women, but most
• 1:23:27
  Speaker 1: women get to reproduce if they want to, and very
• 1:23:31
  Speaker 1: few men do, or at least like a smaller sub
• 1:23:33
  Speaker 1: there's like a bottle deeck at points right, So that
• 1:23:36
  Speaker 1: means that men are just like over time, they've been
• 1:23:40
  Speaker 1: more sort of refined over time, and then women have
• 1:23:45
  Speaker 1: so that changes things already. But also this again goes
• 1:23:48
  Speaker 1: to what I was saying earlier, where when a man
• 1:23:51
  Speaker 1: goes into an academic field or's some kind of field,
• 1:23:56
  Speaker 1: he's trying to build something that owes his way of
• 1:24:01
  Speaker 1: bringing value to society, which in turn grants him an
• 1:24:06
  Speaker 1: opportunity to attract a mate and have a family. That's
• 1:24:10
  Speaker 1: just how you know, sort of like coldly breaking it
• 1:24:13
  Speaker 1: down to its most fundamental based components. Women don't have
• 1:24:17
  Speaker 1: the same pressure. They're usually just even if they choose
• 1:24:20
  Speaker 1: to go into a field or whatever, they don't have to.
• 1:24:23
  Speaker 1: They can just find a man and say I'll take you,
• 1:24:26
  Speaker 1: and that's it, and then you know, just don't be
• 1:24:30
  Speaker 1: garbage to him and you'll probably be fine. Uh So,
• 1:24:34
  Speaker 1: I think that that's why she's going into this. But
• 1:24:37
  Speaker 1: if you want, we can listen to this too.
• 1:24:39
  Speaker 3: These sex differences in preferences and priorities for academia are
• 1:24:43
  Speaker 3: consistent with a broader pattern of sex differences that have
• 1:24:47
  Speaker 3: been extensively discussed and debated in the scholarly literature. Although
• 1:24:51
  Speaker 3: the causes of these differences remain contested, it's believed that
• 1:24:55
  Speaker 3: evolutionary psychology EP provides the most fruitful framework understanding them.
• 1:25:01
  Speaker 3: According to EP, the ultimate source of many sex differences
• 1:25:05
  Speaker 3: is sexual selection, or the share of evolutionary selective pressures
• 1:25:09
  Speaker 3: related specifically to reproduction. Sexual selection is ultimately governed by
• 1:25:14
  Speaker 3: the level of parental investment of each sex, and sex
• 1:25:17
  Speaker 3: differences are a result of differences in parental investment. In
• 1:25:22
  Speaker 3: most mammalian species, including humans, females invest relatively more in offspring,
• 1:25:28
  Speaker 3: whereas males invest relatively more in mating opportunities.
• 1:25:32
  Speaker 1: Apes together are strong. I just wanted to say.
• 1:25:34
  Speaker 3: That although this fundamental disparity has likely produced psychotical differences
• 1:25:40
  Speaker 3: in numerous domains mating, for example, two are especially relevant.
• 1:25:45
  Speaker 3: Competition and interests. Men compete more overtly than women for status.
• 1:25:51
  Speaker 3: They are the larger and more physically aggressive sex, especially
• 1:25:54
  Speaker 3: as that aggression becomes mortal, and they are more contest oriented,
• 1:25:59
  Speaker 3: buying against these each other openly. Women, on the other hands,
• 1:26:03
  Speaker 3: compete more covertly, using relatively safer and more subtle methods.
• 1:26:08
  Speaker 3: Men also compete mortally against other groups of men and
• 1:26:11
  Speaker 3: have therefore evolved traits and tendencies that encourage the creation
• 1:26:16
  Speaker 3: and coordination of large coalitions with status hierarchies. Women, on
• 1:26:21
  Speaker 3: the other hand, prefer egalitarian social relations when in large
• 1:26:25
  Speaker 3: groups it's not as predis well, you know what, let's let's.
• 1:26:31
  Speaker 1: I want, I want to let this finish, and then
• 1:26:32
  Speaker 1: you can go ahead and see whatever oops.
• 1:26:35
  Speaker 3: Supposed as men to coordinating in large groups. Consequently, women
• 1:26:39
  Speaker 3: prioritize equality more than men. Perhaps the most dramatic way
• 1:26:43
  Speaker 3: of expressing this suite of competition related psychological differences is
• 1:26:47
  Speaker 3: to describe men as warriors and women as warriors.
• 1:26:53
  Speaker 1: Okay, so you can go ahead and say what you
• 1:26:56
  Speaker 1: wanted to say about the other thing. You want to
• 1:26:59
  Speaker 1: go back to that graph, that chart that she put out.
• 1:27:01
  Speaker 2: Yeah, okay, all right, okay, so go a little bit further.
• 1:27:08
  Speaker 2: Here's the thing again, more physically aggressive. Then why are
• 1:27:16
  Speaker 2: women equal if not more aggressive in relationships? Why are
• 1:27:22
  Speaker 2: we finding out more and more that women's sexual violence
• 1:27:25
  Speaker 2: may be equal to that of men's. Okay, and yes,
• 1:27:29
  Speaker 2: men compete mortally against other groups of men, but they
• 1:27:32
  Speaker 2: also engage in higher degrees of cooperation. Right, women cooperate
• 1:27:40
  Speaker 2: to divide up resources, but they don't cooperate as well
• 1:27:46
  Speaker 2: to build those resources in the first place. The hierarchies
• 1:27:50
  Speaker 2: that you see men form are in order to facilitate
• 1:27:53
  Speaker 2: the building or maintenance or defensive resources. It's not just
• 1:27:58
  Speaker 2: they're creating hierarchies because they at each other. They're creating
• 1:28:01
  Speaker 2: hierarchies for a specific goal. And I think that a
• 1:28:05
  Speaker 2: lot of what we term egalitarian social relations with women
• 1:28:10
  Speaker 2: is more as a result of envy. Women don't like
• 1:28:14
  Speaker 2: other women getting shit they don't get at the same
• 1:28:18
  Speaker 2: time as they want other women to feel jealous of
• 1:28:20
  Speaker 2: the things that they get, and that sort of ends
• 1:28:22
  Speaker 2: up creating this like lukewarm miasma where nobody gets anything
• 1:28:29
  Speaker 2: in particular, because they're basically destroying if somebody, if a
• 1:28:35
  Speaker 2: woman gets more than another woman, they tear apart, right,
• 1:28:39
  Speaker 2: And that's not egalitarian. It's not a galitarian as a
• 1:28:44
  Speaker 2: moral good. It's more like the crab of buckets, like
• 1:28:49
  Speaker 2: is that is that every crab is in the bucket.
• 1:28:52
  Speaker 2: That's allega form of.
• 1:28:56
  Speaker 1: Just what a quality usually boils down to, is that
• 1:28:58
  Speaker 1: we're all every yeah, that's right, every crack because someone
• 1:29:04
  Speaker 1: someone who's that's why they're generally against merit because someone
• 1:29:08
  Speaker 1: is doing well is actually bringing anybody else down. So
• 1:29:11
  Speaker 1: I don't say it's wrong that that she writes women
• 1:29:14
  Speaker 1: prefer egalitarian social relations. But that's because again, as long
• 1:29:18
  Speaker 1: as it's focused on security and equality, which means no
• 1:29:23
  Speaker 1: one standing out in the crowd, nobody like rising up
• 1:29:26
  Speaker 1: too much. So that's kind of what it looks like,
• 1:29:30
  Speaker 1: you know, on the ground.
• 1:29:33
  Speaker 2: Yeah, okay, Well, let's uh, how much do you have
• 1:29:36
  Speaker 2: any more time codes or do we No?
• 1:29:39
  Speaker 1: I think I got one more, but I did get
• 1:29:40
  Speaker 1: a super uh chat, yeah, super chat from Gary Thomas
• 1:29:45
  Speaker 1: for five dollars. And he says I read somewhere once
• 1:29:48
  Speaker 1: that throughout all of human history, fifty percent of men
• 1:29:52
  Speaker 1: or fifty to sixty percent of men and hold on
• 1:29:56
  Speaker 1: a second, I'm sorry, uh, and percent of women have
• 1:30:00
  Speaker 1: had children. Interesting when you think about it, Well, yeah,
• 1:30:04
  Speaker 1: I mean go ahead, Well.
• 1:30:08
  Speaker 2: Okay, Well, first of all, it's that's not quite accurate.
• 1:30:11
  Speaker 2: There was two genetic pinch points in history, one I
• 1:30:15
  Speaker 2: think one hundred thousand years ago and then one about
• 1:30:19
  Speaker 2: twelve thousand years ago. And for whatever reason, during those
• 1:30:23
  Speaker 2: pinch points, and I think it might have been cultural
• 1:30:26
  Speaker 2: that that was the case, that a significant number of
• 1:30:28
  Speaker 2: women were reproducing but men weren't. But almost immediately after
• 1:30:33
  Speaker 2: we went back to one, almost like one to one,
• 1:30:37
  Speaker 2: because that's that's our baseline. So something weird happened to
• 1:30:40
  Speaker 2: us one hundred thousand years ago and about twelve thousand
• 1:30:43
  Speaker 2: years ago. And the other thing is that women's generations
• 1:30:49
  Speaker 2: tend to be shorter than men's. So and what I
• 1:30:51
  Speaker 2: mean by is that, for example, women will have their
• 1:30:55
  Speaker 2: first child at twenty men will have their first child
• 1:30:57
  Speaker 2: at twenty five. Over time, that means in it like
• 1:31:00
  Speaker 2: for any particular century, you're gonna have five grandmas and
• 1:31:06
  Speaker 2: four grandpas if you think about it, So that that
• 1:31:10
  Speaker 2: also has to be taken into account, and that can
• 1:31:13
  Speaker 2: that can control for a lot of that as well.
• 1:31:15
  Speaker 2: So we are pair bonders, but we also have this
• 1:31:19
  Speaker 2: potential of of mating in different ways. And for whatever reason,
• 1:31:26
  Speaker 2: one hundred thousand years ago, it was like one man
• 1:31:29
  Speaker 2: for every ten women. Yeah, and uh so, yeah, that's
• 1:31:34
  Speaker 2: it's not quite I think it's overstated. And honestly, if
• 1:31:39
  Speaker 2: it was one man for every ten women, it was
• 1:31:42
  Speaker 2: probably because a whole bunch of men died.
• 1:31:47
  Speaker 1: All right, so all right, so I got this the
• 1:31:49
  Speaker 1: last time. Code. This is her talking about the the
• 1:31:53
  Speaker 1: future or like what it's like the future, directions and consequences.
• 1:31:59
  Speaker 1: So right here, I.
• 1:32:01
  Speaker 3: Guess personality and social psychology, that presenters explain how their
• 1:32:05
  Speaker 3: work advances equity and anti racism, and the evaluation of
• 1:32:09
  Speaker 3: presentations based on the ability to achieve these goals. Growing
• 1:32:13
  Speaker 3: concerns about coddling the free speech crisis and increasing censorship
• 1:32:18
  Speaker 3: and self censorship on college campuses. These changes reflect rising
• 1:32:22
  Speaker 3: prioritization of egalitarianism, potentially at the expense of merit based
• 1:32:28
  Speaker 3: evaluations of science.
• 1:32:30
  Speaker 1: So I think when she says egalitarianism, she's being a
• 1:32:33
  Speaker 1: bit she's being very charitable to charitable. Yeah, but I mean,
• 1:32:38
  Speaker 1: like I think that it's probably well, egalitarianism is just
• 1:32:42
  Speaker 1: another way of saying feminists. That's why when feminists are confronted,
• 1:32:47
  Speaker 1: they'll say, it's just about equality, bro. But yeah, what
• 1:32:51
  Speaker 1: does that mean except tearing down the exceptional.
• 1:32:53
  Speaker 2: So well, here's the thing, Like, you can't have egalitarianism
• 1:33:00
  Speaker 2: and merit unless you recognize that hierarchies of merit, Like
• 1:33:05
  Speaker 2: if everybody is is competing on a relatively equal playing field,
• 1:33:10
  Speaker 2: the result won't be a galitarian because people will use
• 1:33:14
  Speaker 2: whatever talents they have to get better than others. Right,
• 1:33:19
  Speaker 2: But you could.
• 1:33:20
  Speaker 5: Say that that that the the end result is is
• 1:33:25
  Speaker 5: within galitarianism because you're you're dealing with competing along a
• 1:33:32
  Speaker 5: metric that is that doesn't private like it doesn't you know,
• 1:33:36
  Speaker 5: some people may get advantages, but the academic merit is
• 1:33:42
  Speaker 5: supposed to be relatively blind, like it's it's supposed to just.
• 1:33:48
  Speaker 2: Reward you for your work, reward you for your excellence,
• 1:33:51
  Speaker 2: reward you for your talents. So it's like, is is
• 1:33:55
  Speaker 2: the idea of equality totally incompatible with merit? Like uh,
• 1:34:04
  Speaker 2: I don't know. I mean because we want we want
• 1:34:05
  Speaker 2: to achieve a playing field that is equal as possible.
• 1:34:09
  Speaker 2: The problem is that, oh, you determine an equal playing field,
• 1:34:16
  Speaker 2: you get out of everybody's way.
• 1:34:17
  Speaker 1: It's the only way you get out of everybody's way.
• 1:34:20
  Speaker 1: You let the chips fall where they may, and they like,
• 1:34:25
  Speaker 1: if people need help, I'm not saying you don't help them,
• 1:34:29
  Speaker 1: but you don't give somebody an artificial boost, because that's
• 1:34:32
  Speaker 1: kind of what or tear people down who are doing
• 1:34:34
  Speaker 1: too well. It's actually, you know, even worse. I think
• 1:34:36
  Speaker 1: that the best way is to just get out of
• 1:34:40
  Speaker 1: their way, especially of those who are doing well. Let
• 1:34:42
  Speaker 1: them do well, don't be envious or jealous. And yeah,
• 1:34:47
  Speaker 1: I mean like then the cream rises to the top.
• 1:34:50
  Speaker 1: I think that, I mean, you know, like who actually
• 1:34:55
  Speaker 1: wants to be Like, oh, I think I should be
• 1:34:57
  Speaker 1: like a champion tennis player? Well, okay, good for you,
• 1:35:01
  Speaker 1: but like you are you can you play tennis?
• 1:35:03
  Speaker 5: No?
• 1:35:03
  Speaker 1: Okay? Then like that, like it's the same thing, right,
• 1:35:07
  Speaker 1: like when well, you look at what look at what
• 1:35:09
  Speaker 1: this quest for egalitarianism has done to our entertainment industries
• 1:35:13
  Speaker 1: in the last decade or so. Like Women in Animation,
• 1:35:16
  Speaker 1: a union that was basically put together with the agenda
• 1:35:19
  Speaker 1: of having half of all people involved in the animation
• 1:35:23
  Speaker 1: industry be women because there was this presumption that it
• 1:35:26
  Speaker 1: was sexism keeping them out of the industry, has actually
• 1:35:29
  Speaker 1: made the industry worse because there are no standards of excellence.
• 1:35:33
  Speaker 1: There are no there's no pursuit of who's who's the
• 1:35:36
  Speaker 1: best animator, who is the best artists, who are the
• 1:35:38
  Speaker 1: best writers? None of that mattered. It was just like,
• 1:35:40
  Speaker 1: we need more women in there. We just need more
• 1:35:42
  Speaker 1: vaginas and it'll all work. Out, you know, or like
• 1:35:45
  Speaker 1: the you know, this reminds me of you know, the uh,
• 1:35:49
  Speaker 1: the firefighter video we watched the other day, right where
• 1:35:53
  Speaker 1: the woman or whoever I honestly did, I'm not sure.
• 1:35:57
  Speaker 1: I'm gonna say that was a woman that said something like, oh,
• 1:36:00
  Speaker 1: I think it's really important that people see somebody that
• 1:36:03
  Speaker 1: looks like them rescuing them in a fire. And I
• 1:36:06
  Speaker 1: was talking to Lindsey about this, like I had this
• 1:36:09
  Speaker 1: idea for like a comedy sketch where you have a
• 1:36:12
  Speaker 1: burning building and there's like, you know, a lesbian, black
• 1:36:17
  Speaker 1: lesbian woman that's in there, and she's like, oh my god,
• 1:36:20
  Speaker 1: there's a fire. And the firefighters show up and they're
• 1:36:24
  Speaker 1: all wearing like their full gear helmets and masks, and
• 1:36:27
  Speaker 1: they got the hoses. It's almost like that, there's like
• 1:36:30
  Speaker 1: that first person video, this firefighter disc you can see
• 1:36:33
  Speaker 1: what it looks like to fight a fire, you know,
• 1:36:36
  Speaker 1: like from first hand, right, and they fight past it
• 1:36:39
  Speaker 1: all and they she's like gagging and she's trying to like,
• 1:36:44
  Speaker 1: you know, save herself. She thinks it's all over. And
• 1:36:46
  Speaker 1: then the door comes down and firefighters break in and
• 1:36:48
  Speaker 1: they're about and they and they about to rescue her,
• 1:36:51
  Speaker 1: and then another firefighter comes breathing heavy, pushes past all
• 1:36:56
  Speaker 1: of them. Is really fat. It's almost like something out
• 1:36:58
  Speaker 1: of Family. Guy wearing a mask is like, get out
• 1:37:00
  Speaker 1: of the way, Get out of the way, and then
• 1:37:02
  Speaker 1: like saves the woman, takes her outside and then like
• 1:37:06
  Speaker 1: reveals that she looks like her, takes the mask off. Look,
• 1:37:09
  Speaker 1: you know, did you expect this? And she's like, oh
• 1:37:11
  Speaker 1: my god, now I know I could be a firefighter too.
• 1:37:14
  Speaker 1: It's so great to be rescued by someone who looks
• 1:37:17
  Speaker 1: like me. That's how absurd it is like that, you know. Anyway,
• 1:37:26
  Speaker 1: I don't know like how that that could be really
• 1:37:29
  Speaker 1: funny if done well. It could either be like where
• 1:37:32
  Speaker 1: you know, she reveals it and everybody's like really impressed,
• 1:37:35
  Speaker 1: and she gets the key to the city and everything.
• 1:37:37
  Speaker 1: It's just really over the top of crt. You know,
• 1:37:41
  Speaker 1: like she's telling her I'm a lesbian of color like you,
• 1:37:45
  Speaker 1: but she doesn't take her mask off, and the other
• 1:37:47
  Speaker 1: I guess I have to take your word for it.
• 1:37:49
  Speaker 2: Right, So my cat has My cat has is extreme.
• 1:37:54
  Speaker 2: He's I think she's decided that the computer is harming
• 1:37:57
  Speaker 2: me somehow. Yeah, so she's trying to trying to get
• 1:38:03
  Speaker 2: between us. So that because I got pretty feisty and
• 1:38:07
  Speaker 2: she was like, no, no, that's not that's not acceptable.
• 1:38:10
  Speaker 2: You can't do that. You got to be calm because
• 1:38:14
  Speaker 2: because otherwise I think that this thing that you're talking
• 1:38:16
  Speaker 2: to is like, is harming you somehow, and I want
• 1:38:18
  Speaker 2: to get rid of it. So she's being a bit
• 1:38:21
  Speaker 2: of a pest, all right, So, uh is this the
• 1:38:26
  Speaker 2: last bit? I No, I thought that was that was
• 1:38:28
  Speaker 2: pretty funny. You know, they should do that.
• 1:38:31
  Speaker 1: I think I think somebody should do that. They should
• 1:38:34
  Speaker 1: do like, this is what comedy could be. They could
• 1:38:37
  Speaker 1: totally be you know, a guy, don't you realize you
• 1:38:41
  Speaker 1: were just rescued by a lesbian of color? Don't you
• 1:38:44
  Speaker 1: don't you see that? That that and then oh yeah,
• 1:38:47
  Speaker 1: you know what that could be me one day. I mean,
• 1:38:51
  Speaker 1: that's what that that representation thing, that's how that's how
• 1:38:54
  Speaker 1: absolutely ridiculous it is. But anyway, lets h I think
• 1:38:59
  Speaker 1: that that's basically it. I mean, I could play some
• 1:39:01
  Speaker 1: more of this. There isn't a lot more. It's just
• 1:39:03
  Speaker 1: like you.
• 1:39:04
  Speaker 2: Want to continue with the cats.
• 1:39:06
  Speaker 3: Unimize potential harms and psychological distress potentially at the expense
• 1:39:11
  Speaker 3: of academic freedom. Potentially, it's all consistent with women's evolved
• 1:39:16
  Speaker 3: psychological preferences that egalitarianism and harm avoidance and the stated
• 1:39:21
  Speaker 3: high prioritization of social justice and emotional wellbeing.
• 1:39:27
  Speaker 1: Yeah, so then basically this is like she's basically saying,
• 1:39:30
  Speaker 1: this is where we are now, and I don't know
• 1:39:32
  Speaker 1: what we can do about it, you know, I mean
• 1:39:34
  Speaker 1: we I think that, like, essentially the male perspective has
• 1:39:39
  Speaker 1: to be integrated. Uh, if men care, if we're going
• 1:39:43
  Speaker 1: to care about truth, we have to like make that
• 1:39:46
  Speaker 1: a priority. And it looks like men generally care more
• 1:39:49
  Speaker 1: about truth or whatever the facts are, and operating off
• 1:39:53
  Speaker 1: of that, you can't do the right thing if you
• 1:39:55
  Speaker 1: don't know, Like it's like, you know, you cannot solve
• 1:39:58
  Speaker 1: a problem if you don't have all of the variables.
• 1:40:01
  Speaker 1: One of the first variables is what is the situation
• 1:40:04
  Speaker 1: for men? And no one wants to look at it,
• 1:40:06
  Speaker 1: or at least very few people. Do. You know? What's
• 1:40:09
  Speaker 1: funny is that Alex Psyke is an evil? Say, guy,
• 1:40:11
  Speaker 1: how come he's not talking about this though?
• 1:40:13
  Speaker 2: Oh?
• 1:40:13
  Speaker 1: I know, because that doesn't get an a check signed.
• 1:40:15
  Speaker 2: So, oh my goodness, sorry, it was Okay, I'm gonna
• 1:40:24
  Speaker 2: either have to I'm gonna either have to put put
• 1:40:28
  Speaker 2: me in the other room or we're gonna have to.
• 1:40:30
  Speaker 1: Oh, we're done.
• 1:40:31
  Speaker 2: We can okay, use the D word, all right, So
• 1:40:36
  Speaker 2: let me let me try to let me try to
• 1:40:39
  Speaker 2: wrap this up while under attack by my cat. She's
• 1:40:44
  Speaker 2: just trying to love me to death.
• 1:40:45
  Speaker 3: Okay.
• 1:40:46
  Speaker 2: So if you enjoy this content, you want to make
• 1:40:49
  Speaker 2: sure that we're able to continue to talk about this.
• 1:40:51
  Speaker 2: Like people invest in gold, they invest in the dollar,
• 1:40:55
  Speaker 2: they invest in I don't know the energy sector. I'm
• 1:40:59
  Speaker 2: investing in men. I think that's where our investments should go.
• 1:41:02
  Speaker 2: So yeah, if you want to hear that more of
• 1:41:04
  Speaker 2: that kind of content, please go to feed the Badger
• 1:41:06
  Speaker 2: dot com slash just no feed the Badger dot com
• 1:41:09
  Speaker 2: slash support and help us out. And if you just
• 1:41:13
  Speaker 2: want to support us, give us a tip and send
• 1:41:15
  Speaker 2: us a message. You can do so I feed the
• 1:41:16
  Speaker 2: Badger dot com slash just the tip and uh yeah,
• 1:41:21
  Speaker 2: I guess me.
• 1:41:24
  Speaker 1: Grat indoors asking you to play the last minute and
• 1:41:26
  Speaker 1: a half. Okay, he insists on it.
• 1:41:30
  Speaker 2: I'm gonna go put in the other room there.
• 1:41:32
  Speaker 1: Twenty twenty one onward. Okay, fine, it's better really upset us.
• 1:41:38
  Speaker 1: So it's like this last section.
• 1:41:40
  Speaker 3: Okay, on the political left, with which academia is increasingly dominated.
• 1:41:46
  Speaker 3: In data, female sex continues to predict lowest support for
• 1:41:50
  Speaker 3: academic freedom and low prioritization of truth after controlling for
• 1:41:54
  Speaker 3: political allegiance. Nevertheless, these changes may be co occurring to
• 1:41:59
  Speaker 3: create positive feed backlips to wits. Desire for social equity
• 1:42:03
  Speaker 3: encourages women to pursue academia. A changing sex composition affects
• 1:42:08
  Speaker 3: ideological tilt and intellectual priorities of academia, and these new
• 1:42:11
  Speaker 3: priorities further attract women and others with left wing political priorities.
• 1:42:16
  Speaker 3: But regardless of whether the equity or the estrogen came first,
• 1:42:20
  Speaker 3: the growing percentage of women is likely to continue to
• 1:42:23
  Speaker 3: influence their priorities of science and higher education. The point
• 1:42:28
  Speaker 3: here is not to lament or celebrate these changes, but
• 1:42:31
  Speaker 3: simply to identify and try to understand them, and to
• 1:42:34
  Speaker 3: know that they will lead to predictable downstream consequences. Institutions
• 1:42:39
  Speaker 3: are not independent of the people who populate them, and
• 1:42:42
  Speaker 3: altering the characteristics of those people will inevitably change them.
• 1:42:46
  Speaker 3: Those that believe that the purpose the load star of
• 1:42:49
  Speaker 3: science should be the pursuit of truth. Might find these
• 1:42:52
  Speaker 3: trends worrisome, but it would be unethical and futile to
• 1:42:56
  Speaker 3: attempt to roll back the enormous social gains women have made.
• 1:43:00
  Speaker 3: The men's club era of academia is over. A new
• 1:43:04
  Speaker 3: and more female oriented era is here for the foreseeable future.
• 1:43:08
  Speaker 3: This essay was written by the Behavioral Scientific.
• 1:43:11
  Speaker 1: So okay, yeah, well I don't think see that this
• 1:43:14
  Speaker 1: is this is the thing where the Quillette centrism comes in.
• 1:43:18
  Speaker 1: There's always this like, well, we don't want to roll
• 1:43:20
  Speaker 1: things back to the old boys club, Like that's not
• 1:43:23
  Speaker 1: going to happen. Why are you fretting about that? Like
• 1:43:27
  Speaker 1: this this is like the whole like my backlash, my
• 1:43:30
  Speaker 1: patriarchal backlash, androcentric culture must project twenty twenty five. It's
• 1:43:37
  Speaker 1: not going to happen. Stop freaking out. But you can't
• 1:43:41
  Speaker 1: ignore this. You can't pretend like this isn't going to
• 1:43:45
  Speaker 1: have like negative consequences. You don't you don't realize that,
• 1:43:50
  Speaker 1: like what the potential of this is going to be.
• 1:43:52
  Speaker 1: I mean, there are women right now on TikTok and
• 1:43:56
  Speaker 1: other social media sites. That have bachelor and master's degrees
• 1:44:01
  Speaker 1: and they have like, you know, mid level paying jobs,
• 1:44:05
  Speaker 1: and they're single because they don't think any men are
• 1:44:08
  Speaker 1: good enough for them. And they don't know why men
• 1:44:11
  Speaker 1: aren't stepping up even though they have been granted every
• 1:44:15
  Speaker 1: possible opportunity and advantage to put themselves in the position
• 1:44:19
  Speaker 1: they are in, and they are not even aware of it.
• 1:44:23
  Speaker 1: And so they're like, well, where are the men that
• 1:44:25
  Speaker 1: are at my level or above? They're not. They don't.
• 1:44:27
  Speaker 1: Oh they must, it must be them. It's like the
• 1:44:29
  Speaker 1: Hannah Cock's like, oh, you're just losers. You need to
• 1:44:31
  Speaker 1: step up. No, bitch, you got a bunch of advantages,
• 1:44:35
  Speaker 1: Like there are literal like programs to give women a
• 1:44:38
  Speaker 1: leg up. Do you not know that? So there are
• 1:44:42
  Speaker 1: going to be effects. Nobody's saying that we're gonna take
• 1:44:45
  Speaker 1: away women's rights or anything like that.
• 1:44:46
  Speaker 2: Well, let me let me just be clear. The effect
• 1:44:51
  Speaker 2: is that we are going to lose our society. Like
• 1:44:53
  Speaker 2: the effect is that this is the peak of scientific knowledge.
• 1:44:57
  Speaker 2: The effect is that now we basically had this pie,
• 1:45:01
  Speaker 2: the pie is not gonna get any bigger. That means
• 1:45:03
  Speaker 2: there's gonna be no new discoveries I actually recently read
• 1:45:06
  Speaker 2: an article that went through and analyzed scientific discoveries no
• 1:45:14
  Speaker 2: longer happen now. I said, we're at the peak.
• 1:45:18
  Speaker 1: Now.
• 1:45:19
  Speaker 2: It's about cutting up the pie, and when the pie
• 1:45:22
  Speaker 2: is gone, it's all going to dissolve into nothing. Right,
• 1:45:27
  Speaker 2: that's our future. If we don't address this now, I'm
• 1:45:30
  Speaker 2: gonna I'm gonna go a little bit further than cool ed.
• 1:45:33
  Speaker 2: Maybe people won't realize it until it's on the horizon,
• 1:45:37
  Speaker 2: but this is a destructive impulse. What we're seeing in
• 1:45:41
  Speaker 2: academia is its destruction. It's gonna get worse, it's gonna
• 1:45:46
  Speaker 2: get sucked into that black hole I was talking about before.
• 1:45:50
  Speaker 2: And the funny thing is is that none of this
• 1:45:53
  Speaker 2: is making women happy, none of it. But it's gonna
• 1:45:58
  Speaker 2: continue to happen, and it's going to continue to have
• 1:46:02
  Speaker 2: been precipitated by a lie, which is feminism. Right, All
• 1:46:07
  Speaker 2: of this this idea that well, we can't return to
• 1:46:10
  Speaker 2: the boys club, Oh, this is an improvement, and what
• 1:46:13
  Speaker 2: we have to embrace the destruction of our society. We
• 1:46:16
  Speaker 2: have to because otherwise we'd be returning to something immoral.
• 1:46:21
  Speaker 2: All of that is based on a lie. All the
• 1:46:25
  Speaker 2: moral justification for this, for the destruction of academia, for
• 1:46:29
  Speaker 2: the destruction of all the other institutions, to bring people
• 1:46:33
  Speaker 2: in who are going to destroy it by definition, because
• 1:46:37
  Speaker 2: they're not in there to actually pursue the goals of
• 1:46:41
  Speaker 2: the organization. I mean, there's nothing more clear than this.
• 1:46:44
  Speaker 2: We bring women into academia, they aren't pursuing the goals
• 1:46:47
  Speaker 2: of academia. They aren't pursuing truth, they aren't pursuing intellectual rigor,
• 1:46:53
  Speaker 2: they aren't pursuing freedom of expression. They're pursuing dividing it
• 1:46:59
  Speaker 2: all up emotionally to make them feel good. Right, You're
• 1:47:04
  Speaker 2: bringing in a whole bunch of people who aren't going
• 1:47:07
  Speaker 2: to pursue the goals of academia, that aren't going to
• 1:47:10
  Speaker 2: pursue the goals of the organizations. They're part of What
• 1:47:12
  Speaker 2: do you think is going to happen to those institutions
• 1:47:16
  Speaker 2: When you have a whole bunch of critical, massive people
• 1:47:18
  Speaker 2: that have no interest in pursuing the goals of those institutions,
• 1:47:22
  Speaker 2: They're going to fall apart. Guaranteed, there's no logical other outcome.
• 1:47:29
  Speaker 2: And yet we pursue this, We pursue this devil's path
• 1:47:35
  Speaker 2: because we've consensed ourselves. It's it's morally right, and yet
• 1:47:40
  Speaker 2: the entire argument of whether or not is morally right
• 1:47:43
  Speaker 2: is based on a lie. We are going to fuck ourselves,
• 1:47:48
  Speaker 2: based on a lie about reality. Okay, we have chosen
• 1:47:58
  Speaker 2: the form of our destructor destructor yep, okay, all right.
• 1:48:05
  Speaker 2: So once again, if you guys listening enjoy this content,
• 1:48:09
  Speaker 2: you could support it at feed the Badger dot com
• 1:48:11
  Speaker 2: slash support. If you want to send us a message
• 1:48:14
  Speaker 2: with that support, you can do so at feed Thebadger
• 1:48:16
  Speaker 2: dot com slash just the tip. I'm gonna hand it
• 1:48:18
  Speaker 2: back to Brian if he has any final thoughts, because
• 1:48:21
  Speaker 2: I gotta go deal.
• 1:48:22
  Speaker 1: With we're gonnatu. The only thing I will say is
• 1:48:26
  Speaker 1: that on Sunday we are having a meet up in Roanoak.
• 1:48:30
  Speaker 1: I'm gonna be there, Lindsay's gonna be there, Mike, Doctor
• 1:48:33
  Speaker 1: Rand mccam's gonna be there, Lauren's gonna be there, and
• 1:48:35
  Speaker 1: Hannah is gonna be there, and we're gonna be meeting
• 1:48:38
  Speaker 1: up at five guys Burgers and Fries because it seems
• 1:48:41
  Speaker 1: appropriate in Roanoke, Virginia at the Tanglewood Mall in the afternoon,
• 1:48:47
  Speaker 1: say like two or three. If you want to meet
• 1:48:51
  Speaker 1: up there, And we're gonna be going to the inauguration
• 1:48:54
  Speaker 1: on the following day in Washington, DC, where we don't
• 1:48:57
  Speaker 1: have tickets to that, so we're gonna be like out
• 1:48:59
  Speaker 1: on the outside, but we'll be around. And if you
• 1:49:02
  Speaker 1: want to like get more details, just go into the
• 1:49:04
  Speaker 1: discord server at badgination dot online if you're interested. If
• 1:49:08
  Speaker 1: you're gonna be in the area of Southwest Virginia on
• 1:49:12
  Speaker 1: Sunday and you want to like meet us and talk
• 1:49:14
  Speaker 1: to us in person, or if you're gonna go to
• 1:49:17
  Speaker 1: the inauguration on Monday, so please consider either of those
• 1:49:21
  Speaker 1: and hopefully we'll see you guys there. Come into the
• 1:49:24
  Speaker 1: again the discord server badgination dot online, Rono, Virginia tomorrow
• 1:49:28
  Speaker 1: after no Sunday afternoon Tomorrow Saturday, Sunday afternoon at five
• 1:49:33
  Speaker 1: guys Burgers and Fries in the Tanglewood Mall. All right, anyway,
• 1:49:39
  Speaker 1: so if you guys like this video, please hit like
• 1:49:41
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• 1:49:44
  Speaker 1: Wait wait what what what? What? What? What? What? Okay?
• 1:49:46
  Speaker 2: I have to do a shout out thank you to
• 1:49:48
  Speaker 2: the great indoors for putting in five hundred dollars to
• 1:49:51
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• 1:49:54
  Speaker 2: unrelated to the topic of this show.
• 1:49:57
  Speaker 1: All right, thank you, come again, thank you? All right,
• 1:50:01
  Speaker 1: all right, so, if you guys like this video, please
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• 1:50:10
  Speaker 1: know what you guys think about what we talked about
• 1:50:12
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• 1:50:15
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• 1:50:19
  Speaker 1: in the description, So if you want to see it
• 1:50:21
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• 1:50:25
  Speaker 1: Thank you guys so much for coming on today's episode
• 1:50:27
  Speaker 1: of Maintaining Frame and we will talk to you guys
• 1:50:30
  Speaker 1: in the next video.