Latest / Cultural Wars | America Out Loud News / Will embracing AI in education allow our students to outpace other countries?

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Will embracing AI in education allow our students to outpace other countries? · Cultural Wars | America Out Loud News

• 0:24
  A very special happy birthday today to one of our favorite presidents.
• 0:30
  And therefore a little mini history class.
• 0:32
  We're gonna we're gonna get into a little mini history class today as we celebrate one absolutely one of our favorites.
• 0:39
  Thomas Jefferson.
• 0:40
  It is his birthday today.
• 0:42
  And it's uh it's a I don't know, Jefferson's birthday is probably overlooked.
• 0:50
  I mean, it's Lincoln and Washington's birthday that get all the accolades on President's Day in February, and Jefferson's just kind of you know left on the outside looking in.
• 1:01
  But Jefferson is one of our favorites, and we're gonna celebrate his birthday today with a little history class.
• 1:09
  We're also we're also gonna dive into Melania Trump's initiative here on the educational front.
• 1:17
  Up to this point, we've remained silent about it.
• 1:21
  Heretofore we have remained silent, but silent no more.
• 1:26
  We will offer our comments today on um both her fostering the future together uh meeting that she held with world leaders and the op-ed that she recently posted in the uh or on Fox News.
• 1:46
  I'm intrigued by it.
• 1:48
  It's interesting, and I am I don't know how to say this because I love Melania, uh absolutely love her.
• 1:57
  Uh I think uh I think her her voice is unique in the world.
• 2:06
  I I think her place is unique in the world, her position, her history, and her intellect.
• 2:13
  But but here comes the butt.
• 2:17
  I disagree with this approach.
• 2:18
  I'm just gonna flat out tell you, I just I disagree with it, and and we're gonna get into the reasons why today.
• 2:24
  I'm gonna explore it.
• 2:26
  And I'm it pains me to say it because you know, I don't want to, I don't want to be uh disagreeable to Melania, but I am today I am, and we're gonna get into the reasons, the reasons why.
• 2:41
  But first, my friends, let's let's celebrate Thomas Jefferson's birthday, the author of the Declaration of Independence.
• 2:49
  He's the third president of the United States.
• 2:52
  He was uh governor of Virginia, of course.
• 2:58
  And you know, his his lists, his accomplishments, his accolades, they're they're long.
• 3:06
  And I think we're extra celebrating today because the left despises him so much.
• 3:12
  That the Marxist regime on the left, they despise Thomas Jefferson because he authored the greatest uh secular document known to mankind.
• 3:26
  That would be the declaration of independence.
• 3:29
  It's the greatest document on the on the secular front known to mankind.
• 3:35
  It and the reason it's it's the greatest is because of the principles it espouses.
• 3:43
  Principles at the time were not popular.
• 3:47
  They were not uh this wasn't something that everybody thought.
• 3:51
  This was a brand new way of thinking, it was a brand new way of governing, and it was the people here in America who who firmly believed that this is how people should be treated, and this is how governments should function.
• 4:11
  Absolutely, they absolutely believed that it was the purpose of government to defend and protect the inalienable rights of the citizens.
• 4:20
  This is this is brand new thinking here, and it was Jefferson who uh categorically captured this way of thinking in in beautiful written prose, just beautiful, and therefore the Marxists despise him.
• 4:38
  And you know, Jefferson statues have to come down, and he owned slaves.
• 4:42
  That's the mantra.
• 4:43
  He owned, he owned slaves.
• 4:48
  Uh slavery, and you've heard me talk about this at length.
• 4:54
  Savory, uh savory, slavery was a global problem.
• 4:58
  It wasn't a Jeffersonian problem, it was a global problem.
• 5:03
  And Jefferson had slaves that he inherited that he by law he could not relinquish.
• 5:12
  Matter of fact, he attempted, he attempted to relinquish.
• 5:18
  He uh, but he was a citizen of Virginia, Virginia was a royal colony.
• 5:24
  The royal colonies were governed directly by the king, and his law stood.
• 5:31
  Uh Jefferson made attempts, he made appeals.
• 5:35
  Um he even put a draft in the declaration of independence, his first draft.
• 5:41
  He even put language in that draft, accusing the king, the Christian king, of exploiting a people who who he dragged from a different continent and and and brought the evils of slavery to the American continent.
• 6:00
  He accused the king of doing that.
• 6:03
  Flat out accused him, said this this problem is because of you, and and we want to unload it.
• 6:09
  We want to get rid of it.
• 6:10
  We don't want it here.
• 6:12
  But you've you brought it, you brought it upon us.
• 6:17
  And that draft, of course, didn't stand because Georgia and South Carolina were like, I mean, you know, I mean, with this, slaves are kind of important to our economy, and you know, we kind of like them.
• 6:29
  Uh, so we're not gonna sign off on this declaration.
• 6:33
  And the declaration needed to be unanimous, but uh the great majority of people in that room agreed with Thomas Jefferson, and and at that point, the realization came that uh slavery is a great evil.
• 6:53
  It's not going to be put down here, but we have to we have to lay the roadmap.
• 7:02
  We have to get the map out, and we have to chart the path for slavery to finally be put down.
• 7:09
  And they they did, they chartered that path in the constitution when they said in 20 years, uh that's it, it's done.
• 7:15
  We're not bringing any more in from 20 years, and in 1808, they did that.
• 7:22
  And then, you know, a couple years later, I say a couple years later, a couple of decades later, a few decades later, they fought a war to end it.
• 7:30
  And you know what?
• 7:31
  We're still fighting the war to end it.
• 7:34
  We truly are, because there are um ideologues, entities, people who believe that it can be used as their uh avenue to power.
• 7:54
  They believe that it can be um uh constantly kept in the forefront in order to uh remain a uh and keep uh and uh keep this, I guess I'll say it this way, keep this division between a variety of of racial groups, a variety of ethnic groups.
• 8:16
  Let's keep them divided.
• 8:18
  Let's not let's not all uh you know that there's people that that truly believe and think that if we stay divided, then uh they have an opportunity at victory, and they're not wrong.
• 8:30
  If we stay divided, they have an opportunity at victory.
• 8:33
  They believe that and they believe it accurately.
• 8:37
  Um this is why they go after Jefferson so so badly and so deeply.
• 8:45
  I was reading this book once, and I was excited to read it about Jefferson and Adams, and about their their friendship, their feud, their uh animosity towards one another, and then the uh uh how the the friendship is rekindled.
• 9:02
  It's an amazing story.
• 9:04
  I think one day here we'll detail it.
• 9:06
  And I was excited to read this book, and I did not get past page nine or ten.
• 9:12
  So finally I just shut it down.
• 9:13
  I said, I can't do it anymore.
• 9:15
  And the reason I couldn't get past page nine or ten is because in those first ten pages, the author made it known every time he talked about Jefferson, and Jefferson owned slaves, the slave holder Jefferson.
• 9:27
  And did you know that Jefferson helps?
• 9:30
  And I just uh I I just couldn't do it.
• 9:34
  I couldn't do it anymore.
• 9:35
  I was not going to uh read a story that I'm already familiar with, but read it from some person's point of view and slant that Jefferson was evil.
• 9:50
  He was an evil slaveholder.
• 9:52
  I'm just I'm not gonna do it.
• 9:53
  I'm not gonna I'm not going to take part in in that indoctrination.
• 10:00
  And I just shut the book.
• 10:02
  And you know what?
• 10:03
  I think I may have taken it to the used bookstore and said, here, uh, you know, see if you can sell this, but sell it with a caveat that you know what I did make, I did make notes in the margin.
• 10:14
  That is true.
• 10:15
  So anyone who buys the book, they're they're going to get my notes in the margin, where I uh I clearly debate the author.
• 10:24
  I mean, I just do.
• 10:25
  I just we went after it.
• 10:27
  I went after it with the author.
• 10:28
  I'm just, I'm not gonna be a part of that stupidity.
• 10:31
  And here's the thing.
• 10:32
  You know, you don't argue with with fools in public because you know, eventually people can't tell the difference between who's the fool and who isn't.
• 10:42
  But feel free to argue with them in their in their own writings.
• 10:46
  By all means, argue with them in the margins.
• 10:50
  Uh, you know, every chance I get.
• 10:51
  But I try not to, I try not to read books written by fools.
• 10:55
  That is that's it's one of my uh, no, it's it's one of my driving principles.
• 11:01
  Read books, but don't read books written by fools.
• 11:04
  Let this be a lesson to you kids.
• 11:05
  Get out there and read, but don't read if it was written by fools.
• 11:09
  Um, all right.
• 11:10
  So I, you know what?
• 11:12
  Wow, I have really uh I have diverged from the from the path here.
• 11:18
  I want to celebrate Jefferson's birthday.
• 11:21
  And I want to do it by uh referring to what William J.
• 11:27
  Bennett put in the American Patriots almanac.
• 11:32
  Um Bennett said that one of the most eloquent tributes to Jefferson came on this day in 1943 during World War II, when FDR dedicated the Jefferson Memorial in Washington, D.C.
• 11:46
  So he's going to uh he's gonna cite FDR here.
• 11:50
  Now, again, FDR is not one of our our favorite presidents, but he's talking about one of our favorite presidents, so we're gonna we're gonna bend the ear and listen a little bit.
• 12:01
  Today, in the midst of a great war for freedom, we dedicate a shrine to freedom.
• 12:07
  We like the way that starts, by the way.
• 12:09
  We dedicate a shrine to freedom.
• 12:13
  Jefferson faced the fact that men who will not fight for liberty can lose it.
• 12:18
  We too have faced that fact.
• 12:22
  He lived in a world in which freedom of conscience and freedom of mind, freedom of mind were battles still to be fought through, not principles already accepted of all men.
• 12:35
  We too have lived in such a world.
• 12:39
  He loved peace and and loved liberty, yet on more than one occasion, he was forced to choose between them.
• 12:46
  We too have been compelled to make that choice.
• 12:50
  The declaration of independence and the very purpose of the American revolution itself, while seeking freedoms, calls for the abandonment of privileges.
• 13:02
  Thomas Jefferson believed as we believe in man.
• 13:06
  He believed as we believe that men are capable of their own government, and that no king, no tyrant, no dictator can govern for them as well as they can govern for themselves.
• 13:20
  He believed as we believe, and certain inalienable rights.
• 13:26
  He, as we saw those principles and freedoms challenged.
• 13:30
  He fought for them as we fight for them.
• 13:34
  The words which we have chosen for this memorial speak Jefferson's noblest and most urgent meaning.
• 13:42
  And we are proud indeed to understand it and share it.
• 13:46
  And then he he quotes Jefferson here.
• 13:50
  I have sworn upon the altar of God, eternal hostility against every form of tyranny over the mind of man.
• 14:00
  And that that's that was Jefferson's mantra that he had he had sworn.
• 14:06
  He had taken an oath, he had made a promise upon the altar of God, uh, eternal hostility against every form of tyranny.
• 14:15
  That's his promise that he would create, that he would produce, that he would he would offer eternal hostility against every form of tyranny, not over man, by the way, but over the mind of man, because that's where true tyranny lies.
• 14:34
  It lies over the mind.
• 14:37
  It lies over the mind of humanity.
• 14:40
  And this is what Jefferson was adamantly opposed to.
• 14:45
  And this is why he he spoke so deeply and so accurately about inalienable rights to life, liberty, and the pursuit of happiness, because he didn't use the word freedom there, because people can take away your freedom.
• 15:02
  They can put you in chains, they can slap you behind bars, but they can't take away your liberty, because if they begin to take away your liberty, then they are uh performing tyranny over your mind, because liberty rests in the mind.
• 15:20
  It rests in it's in us internally.
• 15:24
  We we have this liberty and this freedom of thought, as it were, and those thoughts need to be our own.
• 15:35
  I guess I'll put it this way.
• 15:38
  They need to be formed and shaped by wise men, not by fools, not by utter fools, not by morons, not by buffoons.
• 15:51
  It matters what we read, it matters what we listen to.
• 15:58
  It matters who we take in our inner circle.
• 16:03
  Washington said he'd rather be alone than than be in company of fools or the spend time by himself because it matters who we take into our circle, who we take into our company matters.
• 16:17
  What we listen to, what we pay attention to, what we allow to educate us matters, because it's either going to create tyranny over our minds, or it's going to offer liberty over our minds.
• 16:35
  And the Marxists know this.
• 16:38
  The Marxists in charge of the American education system know this.
• 16:43
  They they understand it, they've known it for a long time, and they have been conducting their long march through the institution for a long time.
• 16:53
  The educational institution, they've they've been on a long march through it, my friends.
• 16:57
  You know this.
• 16:58
  You know that they have been working desperately hard to destroy education in this country, and to many degrees, they've succeeded.
• 17:13
  And we've documented their success here.
• 17:17
  And we've attempted to do our best to um, as you know, Jefferson said here to produce eternal hostility against it.
• 17:29
  Um, but it has to a large degree succeeded.
• 17:33
  Their efforts to tyrannize the the minds of young people, and and therefore tyrannize future generations of this country, including the one that we're currently in.
• 17:47
  Oh, they've done it.
• 17:48
  They have absolutely done it.
• 17:50
  You know it to be true, my friends.
• 17:52
  You know it to be true.
• 17:54
  Now, this summer, this summer, we we are celebrating the document that Jefferson drafted.
• 18:02
  And we are celebrating it with an absolute vengeance in Nashville, Tennessee, July 2nd, July 3rd, July 4th.
• 18:10
  And I implore you, if you're gonna be anywhere celebrating 250 years of American independence this summer, find yourself in Nashville, Tennessee at the 25010 conference being hosted by America Out Loud, being sponsored by the Wellness Company and by Clear.
• 18:31
  Because it's going to be an extravaganza like no other, a once-in-a-lifetime event.
• 18:36
  You will hear world-class speakers, including yours truly.
• 18:42
  You will enjoy excellent entertainment, delicious food, a firework display, second to none, and and as a bonus to top it all off.
• 18:55
  When you use code Dean at registration, you'll get 25% off.
• 19:00
  Oh, man, what a deal.
• 19:01
  What an absolute deal.
• 19:02
  Use code dean.
• 19:04
  Go to America Out Loud.newslash Nashville.
• 19:08
  Use code Dean.
• 19:10
  Get 25% off.
• 19:12
  Uh show up in Nashville, have a great time with us.
• 19:15
  And you know, I'd love to meet you and shake your hand and say hello and just thank you for being a part of the outloud family.
• 19:23
  Uh, and you know, thank you for being a patriot.
• 19:25
  Thank you for loving America.
• 19:27
  Thank you for standing in support of the principles and the freedoms that were given to this great great country by by Jefferson, by Washington, by Franklin, but but by the principles that they espoused, by the principles that they believed in, by the principles that they preached, by the principles that they stood on.
• 19:52
  All right.
• 19:52
  Happy birthday to Thomas Jefferson, one of our favorites today.
• 19:57
  Absolutely one of our favorites.
• 19:59
  All right, on the other
• 20:00
  Side of this break, we're gonna get into the first lady's comments on what she thinks education should look like and what she thinks it should be.
• 20:09
  And it pains me.
• 20:10
  It does.
• 20:11
  It pains me to say I'm in complete disagreement with her, but we're gonna get into the reasons why on the other side.
• 20:19
  Let's get real.
• 20:20
  Let's get loud on America Out Loud Talk News.
• 20:23
  Yes, this is Dr.
• 20:24
  Peter McCullough, and I'm personally inviting you to join me in Nashville on July 2nd, 3rd, and 4th for a historic experience in 2026.
• 20:32
  America Out Loud News 250 slash 10, Nashville.
• 20:36
  Along with Clear and the Wellness Company, we're celebrating two big milestones: 250 years of America and 10 years of America Out Loud News.
• 20:45
  I'm calling all patriots to this historic weekend with inspiring entertainment, incredible fireworks, and nationally recognized speakers who proudly stand for freedom.
• 20:55
  I would love to see you there because your presence matters, and you are family.
• 20:59
  Now's the time to get together and we can exchange ideas, answer your questions, and enjoy fellowship.
• 21:06
  Join us and register now on AmericaOut Loud dot news forward slash Nashville.
• 21:12
  That's America Outloud.news forward slash Nashville.
• 21:16
  See you there.
• 21:18
  One in three people will face cancer, and most never see it coming.
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  I'm Dr.
• 21:22
  Kelly Victory with the wellness company, and I know this personally.
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• 22:33
  Welcome back to the dean's list, my friends.
• 22:36
  We are happy to have you joining us on Thomas Jefferson's birthday.
• 22:40
  What a great day to celebrate.
• 22:43
  A great day to be celebrating Jefferson to be celebrating American independence, which we're going to do this summer.
• 22:52
  Use code Dean, go to AmericaOut Loud.news slash Nashville and use code Dean D-E-A-N when you're registering and get 25% off of your ticket of your registration.
• 23:06
  It's gonna be such a good time.
• 23:09
  Such a good time.
• 23:11
  Sponsored by our friends at the wellness company.
• 23:14
  By the way, did uh are you aware?
• 23:16
  I'm sure you're aware of this.
• 23:18
  But the the wellness company, if you're not aware, they are giving an exclusive offer to America Out Loud Listeners.
• 23:26
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  Use coupon code AOL to get 20% off of you know, whatever it is you are uh subscribing to.
• 24:01
  And and the wellness company's got fantastic products out there, by the way.
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  And I'm sure you've got a favorite or two.
• 24:09
  All right, so let's let's get into what Melania Trump thinks about education.
• 24:16
  Uh a few weeks back here at the tail end of March.
• 24:20
  She hosted a 25 nation initiative to improve children's education.
• 24:29
  Uh, she called it fostering the future together.
• 24:34
  I know you heard about it.
• 24:36
  It made waves.
• 24:38
  Uh, this is the deal where she, you know, she kind of walked in with this humanoid type robot.
• 24:44
  And, you know, some people were freaked out about it.
• 24:47
  Um the the campaign was in conjunction with the State Department.
• 24:54
  Uh, you know, you had big wigs from dozens of nations all gathered there to focus on children's education.
• 25:05
  She said, fostering the future together is a global coalition that aims to help empower children and their education, specifically with assistance in technology.
• 25:19
  Uh the initiative was announced by Trump during the 80th UN General Assembly last September.
• 25:28
  And the White House stated that uh this particular coalition, this two-day summit, is the first time in history that a U.S.
• 25:37
  First Lady is hosting representatives from 45 nations at the White House in a single day.
• 25:45
  So they're they're kind of making a big deal about this, and it's about the education.
• 25:51
  It's about the education of our kids.
• 25:55
  Uh Melania spoke to those representing the nations included in this coalition about her program's mission to empower children to continue their education through technology and other means.
• 26:13
  She said in her beautiful accent, by the way.
• 26:16
  I just, you know, I could listen to Melania talk all day long.
• 26:21
  If if you know, if she could just sit and read a book to the world, I mean, I'd be I'd be listening.
• 26:30
  Here's what she said.
• 26:31
  As people, we dream.
• 26:33
  As leaders, we progress.
• 26:35
  As nations, we will build.
• 26:38
  Beginning today, let's accelerate our new global alliance, this bond to positively impact the progress of our children.
• 26:48
  All right.
• 26:49
  Um, you know, there really wasn't a whole lot that was said there in that statement.
• 26:55
  You know, as people we dream, that's true.
• 26:57
  As leaders, we progress, that's true.
• 26:59
  As nations, we will build.
• 27:01
  Okay.
• 27:02
  Beginning today.
• 27:03
  Uh, let's accelerate our new global alliance, this bond to positively impact the progress.
• 27:08
  All right blah, blah, blah, blah.
• 27:09
  All right.
• 27:10
  Just a lot of uh, you know.
• 27:13
  I don't know, a lot of a lot of platitude there.
• 27:17
  Uh, she emphasized the importance of international partnerships.
• 27:21
  Uh, she noted the United States' commitment to ensuring that children everywhere have access to tools to continue their growth and education in the digital world.
• 27:32
  She said uh she talked about her key driver.
• 27:37
  She said, our key driver to cultivate the skills young people need to be successful in this rapidly evolving world, fostering the future together will achieve this by creating innovative learning programs, advocating for supportive education policies, sponsoring new tech-focused legislation, and building strong partnerships between the public and private sectors.
• 28:05
  Okay.
• 28:07
  Uh four things here.
• 28:10
  Fostering the future will achieve this.
• 28:13
  Achieve what?
• 28:14
  Achieve cultivating the skills that young people need to be successful in this rapidly evolving world.
• 28:21
  Skills.
• 28:21
  All right.
• 28:22
  So skills is the uh skills is the word here.
• 28:26
  I just want you to make note of this.
• 28:27
  Skills becomes the buzzword.
• 28:30
  Our young people need skills in order to be successful in this rapidly evolving world.
• 28:37
  And we heard that a lot.
• 28:40
  And you know that there is some truth to it.
• 28:42
  Yes, they do need skills.
• 28:45
  The question is, what skills?
• 28:49
  What skills do they need in order to be successful in this rapidly evolving world?
• 28:55
  Well, uh, Melania and her team over there said that uh fostering the future together will achieve this, you know, cultivating these skills by doing a few things.
• 29:06
  The first is by creating innovative learning programs.
• 29:12
  Oh, I don't mean this isn't groundbreaking.
• 29:17
  We have been trying to create innovative learning programs for decades.
• 29:22
  What are these innovative learning programs consist of?
• 29:26
  Um I've got an innovative learning program for you.
• 29:30
  Oh, you're ready?
• 29:31
  It's innovative.
• 29:32
  It is absolutely and I know it's not what you're thinking, but it's innovative.
• 29:36
  Here it is.
• 29:37
  Uh blow the dust off of an old book.
• 29:40
  Open up a classical book.
• 29:43
  And let's just start reading.
• 29:46
  Let's just start reading.
• 29:47
  Let's see where it takes us.
• 29:49
  Oh, that's bland.
• 29:50
  That that's that's boring.
• 29:52
  There's, you know, there.
• 29:55
  Uh that that's um that's trivial.
• 29:58
  That that's that's that's
• 30:00
  So trivial.
• 30:00
  As a matter of fact.
• 30:03
  A couple of days ago, Melania wrote an op-ed, you know, published it on Fox News.
• 30:11
  And referred to the fact that her um her be best initiative was deemed as trivial.
• 30:22
  And so I I wonder, I don't think be best is trivial.
• 30:28
  I think we need to teach our kids to be best.
• 30:31
  I think I mean I would say it this way be good.
• 30:34
  We need to teach them to be good.
• 30:36
  We need to teach them to pursue goodness.
• 30:39
  We need to teach them to uh search for truth.
• 30:46
  And we need to teach them to embrace beauty, to cultivate beauty, to enjoy it, the wonder of beauty.
• 31:00
  So I think when when Melania comes out and she says be best, I mean, this to me is what she was saying.
• 31:07
  Be good.
• 31:08
  Let's find goodness.
• 31:09
  Let's find truth.
• 31:10
  Let's find beauty, because that's that's being best, by the way.
• 31:15
  And uh I think she got beat up for it in the media and other places because people said this is trivial.
• 31:23
  This isn't why this this isn't deep, this isn't profound, this isn't educational.
• 31:31
  Why there's there's nothing rich and there's no depth to this.
• 31:34
  This is trivial.
• 31:37
  And so, in order to not be trivial, she's gotta come out on stage walking next to a humanoid type robot and say that we're gonna create innovative learning programs and we're gonna advocate for supportive education policies, and we're gonna sponsor new tech focused legislation, and we're gonna build strong partnerships between the public and private to me.
• 32:01
  This is a lot of uh this is a lot of nothing.
• 32:06
  This is a lot of platitude.
• 32:08
  It's a lot of hey, let's say things that sound really important, and let's say things that sound really good, but as Rush Limbaugh used to say, this is a lot of symbolism over substance.
• 32:21
  There isn't any any substance to this.
• 32:25
  This is a lot of platitude.
• 32:29
  This is a lot of hey, look what we're gonna do, but you know, there isn't any meat to it.
• 32:35
  There, there's no meat on the bone, as it were.
• 32:38
  Where's remember the 80s?
• 32:41
  Remember the Wendy's commercial where that that old lady would come out and ask, where's the beef?
• 32:45
  Where's the beef?
• 32:46
  That's what we want to say here.
• 32:48
  We want to ask, what where is the beat?
• 32:50
  What what are we what are we dealing with here?
• 32:53
  Because there isn't, there does not appear to be any substance at all whatsoever.
• 33:00
  So this was the end of March, where she she hosts this summit, and these big wigs come out, and uh, you know, everybody's there.
• 33:09
  Linda McMahon is there, and um, you know, everybody's there, and they're all touting technology and the importance of technology.
• 33:17
  And so a couple days later, uh Melania puts together this op-ed, uh, this opinion piece for Fox News, and in it, she argued that both students and teachers should be using AI to keep America superior.
• 33:36
  Uh, she encouraged Americans to embrace AI instead of fear-mongering about robots, arguing that the tech will supplement the work of teachers, not replace them.
• 33:46
  Because when she came out, you know, walking next to this humanoid robot, you know, whatever comment she made about you know, these guys are going to be involved in education, paraphrasing.
• 33:59
  Uh, people freaked out a little bit.
• 34:01
  People were like, what in the world is Melania doing next to that robot?
• 34:06
  The robots are gonna take over the world.
• 34:08
  And there was a lot of this this panic, which you know seems hilarious, you know.
• 34:15
  But she comes out in this op-ed and says, stop the fear mongering about the robots.
• 34:19
  The robots are not gonna rule the world, the robots are here to help us.
• 34:23
  Um again, she said that her her be best anti-cyberbullying initiative, which she launched in the first term was wrongfully deemed trivial and inconsequential.
• 34:37
  That's what she wrote in in her op-ed.
• 34:40
  Wrongfully deemed trivial and inconsequential.
• 34:43
  And she's right, it was wrongfully deemed that.
• 34:45
  It's not, there's nothing trivial about it.
• 34:47
  It certainly wasn't inconsequential.
• 34:51
  Uh, she wrote this, arguing that Americans now face another critical moment in time.
• 34:57
  Do not dismiss the power of AI.
• 35:00
  Open your mind to its potential and educate yourself, she said.
• 35:05
  Um AI is the continuation of human knowledge's delivery.
• 35:12
  Uh I'm sorry, let me let me get this right.
• 35:14
  AI is the continuation of human knowledge's delivery evolution and should be embraced.
• 35:25
  She argued that the AI tech provides access to an elite education, the highest level of human knowledge, benefiting students, families, and educators alike.
• 35:38
  All right, so I almost feel like I want to go, you know, I'm not gonna go line by line here and start, you know, hashing and and and trashing everything that she's saying, but uh, I mean, a lot of it I'm I'm just in disagreement with.
• 35:55
  I don't think that uh AI and and technology provides access to an elite education.
• 36:05
  I just don't.
• 36:06
  I think an elite education is uh, I don't want to say uh her her her use of the word elite here because I don't like the word elite.
• 36:17
  To me, elites are um it's almost as if elites have become the enemy, the enemy of the the people, the the enemy of freedom, the the enemy of the principles that Thomas Jefferson laid down.
• 36:32
  That's who the elites are.
• 36:33
  You know, the the the elites are this group of billionaires that gather in Davos and talk about how they're gonna take over the world.
• 36:43
  The elites are literally the epitome of the pinky in the brain cartoon.
• 36:49
  Do you remember Pinky and the Brain?
• 36:51
  This was a 90s thing.
• 36:54
  You know, they're they're mice, and Pinky's the dumb one, and the brain is the smart one, and Pinky always asks Brain what they're gonna do today.
• 37:02
  And Brain, you know, in his evil mononical way, says we're gonna take over the world.
• 37:10
  Uh this is who the elites are.
• 37:13
  They're this group of people that are gonna take over the world.
• 37:15
  So I don't um I don't I'm sure that's not how a lot uh Melania is using the word elite when she is saying that this AI tech is gonna provide access to an elite education.
• 37:32
  I'm sure she means the word elite as being superior, a superior education.
• 37:37
  But whoever her speech writers are, I mean, they have they've got to get in touch here.
• 37:42
  I mean, because this is this is not this is not a language that's in touch with the common individual with with us everyday Joes who are just you know living our lives out here on Main Street.
• 37:58
  This isn't uh this isn't that.
• 38:00
  I don't know.
• 38:01
  I'm just I don't think their speech writers are her speech writers in this case are not nailing it.
• 38:08
  Um it is not going to AI is not gonna provide a superior education.
• 38:14
  It's it might be specified, you might know how to how to you know manipulate the code, but your education is not superior.
• 38:25
  The reason your education is not superior, it's because education is soul formation.
• 38:31
  That's its purpose.
• 38:32
  It's to form and shape the show the soul.
• 38:35
  And we're gonna refer to that phrase quite a bit.
• 38:39
  Um I don't believe that AI is the highest level of human knowledge.
• 38:46
  I mean, it can benefit students, families, and educators, but I don't think it's the highest level of human knowledge.
• 38:53
  I think the highest level of human knowledge that we can find is knowledge that shapes our souls, it's knowledge that directs us down a path of truth, of goodness, and of beauty.
• 39:12
  And again, you you would have people out there that are listening to me right now that would uh, as Melania said, they did about her first initiative.
• 39:23
  They would wrongly deem this idea of pursuing truth, goodness, and beauty as trivial and and and inconsequential.
• 39:33
  That that's just that's just inconsequent.
• 39:36
  There's nothing deep about that.
• 39:38
  There's nothing truly educational about that.
• 39:40
  That's just that's just fluff.
• 39:42
  That that's just bluffin' stuff.
• 39:46
  But it's not, it's not.
• 39:48
  It's it's it's actual education, and it's education that forms and shapes the soul.
• 39:56
  This is a superior education, and this.
• 40:00
  Is what we need to be touting.
• 40:02
  Uh, not AI with a humanoid robot being introduced by name and and offering to help aid in the classroom.
• 40:11
  I mean, yeah, it'd be cool to look at the robot and see, hey, how'd you make this robot?
• 40:14
  I mean, that that's why we have robotics classes.
• 40:16
  That's the you know, that's the thing with with robotics.
• 40:21
  But it can't take over education, it just can't.
• 40:26
  All right, uh, I'm up against it.
• 40:28
  We are looking at the clock.
• 40:29
  We're gonna pick up more of this op-ed from Melania.
• 40:34
  Maybe we might finish it today.
• 40:35
  I don't know if we will or not, but we'll pick up more on the other side of this break.
• 40:39
  You're listening to the dean's list on America out loud talk radio.
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• 44:12
  And anecdotally, it's amazing.
• 44:14
  All right, uh, my friends, I want to get back to this op-ed here from Melania.
• 44:20
  See if we can't wrap this up.
• 44:23
  Uh, she noted in her op ed that throughout history, she said every major leap in education has come from technology, and AI is the latest.
• 44:32
  All right, I I can't necessarily refute that.
• 44:37
  I mean, I don't have any data in front of me.
• 44:40
  I mean, she might be right.
• 44:42
  I don't know.
• 44:44
  She said clearly we should embrace AI now in order to ensure America's children outpace the global community.
• 44:52
  The naysayers must stop wasting their time fear-mongering about robots.
• 44:59
  Uh so I think she she took it on the chin pretty hard when she walked out with that robot.
• 45:04
  Now, I don't know.
• 45:06
  Would I think I'd be classified as a naysayer here in this regard?
• 45:10
  I mean, I think I am, but I mean, we've spent weeks here documenting the detriment that screens have had specifically on young people.
• 45:24
  I mean, we we talked about this Singapore study a couple weeks ago, this longitudinal study where the researchers followed young people, ages birth to 13.
• 45:36
  I mean, this this thing was longitudinal.
• 45:39
  They they spent over a decade following and tracking these same people.
• 45:44
  And what they discovered, again, you know, the researchers will say, well, this isn't causation, you know, this isn't necessarily a correlation, it's a blah blah blah.
• 45:55
  But what they discovered is those young people who spend more times on more time on screens than not.
• 46:03
  Literally, their their prefrontal cortexes are changing.
• 46:08
  They are maturing at a faster rate, maturing quicker than the rest of their brains are able to keep up.
• 46:16
  And this could very well be the thing that number one is is slowing down their decision-making processes, and number two is creating more anxiety.
• 46:26
  So I don't know here that we should uh embrace AI in order to ensure America's children outpace the global community.
• 46:37
  I don't think embracing AI is going to outpace the global community.
• 46:43
  Now, right now I'd be laughed out of house and home.
• 46:47
  Probably.
• 46:48
  Oh, how dare you say that?
• 46:49
  AI is the future.
• 46:51
  AI is blah, blah, blah, blah, blah.
• 46:53
  AI is this, AI is that.
• 46:55
  AI is the other.
• 46:56
  AI is everything.
• 46:57
  It's all in all.
• 47:00
  Um I I think that if we stayed with books, and and now look, I'm not I'm not downing AI.
• 47:12
  I'm not saying we shouldn't use AI.
• 47:14
  I mean, the other day, one of my friends the other day, he's been on the show before.
• 47:18
  I'm not going to call him out by name, but he's been on the show a couple times.
• 47:22
  Uh, he is a stalwart in the classical education community.
• 47:27
  And I just I love this guy.
• 47:29
  I love his material.
• 47:30
  I use his material.
• 47:32
  But I posted this quote from Sherlock Holmes.
• 47:35
  And attached to the quote was an AI generated cartoon likeness of homes.
• 47:42
  And my friend loved the quote so much that he reposted it.
• 47:47
  And then he paid closer attention and realized that the cartoon image of Sherlock was AI generated, and so we deleted his post.
• 47:56
  And then he came on and said, Well, I love the quote, so I'm gonna comment on it.
• 47:59
  But I had to delete the post because of that AI mantra or whatever he called it.
• 48:04
  I don't know.
• 48:05
  That uh, you know, AI abomination.
• 48:08
  I don't know what he called it, which I I laughed at that genuinely.
• 48:13
  I thought it was funny.
• 48:15
  Uh, that just hits my my my sense of humor right.
• 48:18
  But I don't know that we need to get to the point where we just riff use AI that we're not gonna post AI generated cartoons.
• 48:31
  I mean, every single uh, so at you know, after I I do a show, there's going to be uh a title put to this, and tomorrow when it goes into podcast, there's gonna be an article that I'll attach to it.
• 48:46
  I'll attach with it.
• 48:47
  I mean, I'd I'd pretty much do an article with every show, just kind of describing you know what it's about.
• 48:55
  And the good people at the at the network here, Chris Cordani and and others will attach a photo to it.
• 49:03
  It's not a photo, though, it's a it's a picture in many instances, it's an AI generated picture.
• 49:09
  And I think the AI generated pictures are cool.
• 49:12
  I like them, especially on Fridays when we when we go into history class.
• 49:17
  I love the AI generated pictures of the founding fathers.
• 49:21
  I just I think they're pretty sweet, and I like what Cordani does with it.
• 49:26
  Uh, but there are people out there, I the the purists, I would call them, who just get uh livid that they, you know, how how dare you use that AI generated picture of George Washington.
• 49:42
  Um look, we AI is here to stay, it's here, and we understand that.
• 49:49
  I'm not saying let's dispose of AI.
• 49:53
  What I am saying is I don't think AI needs to be taught in the classroom.
• 49:59
  I don't
• 50:00
  I think uh I think we in the elementary grades, nope.
• 50:05
  Middle school grades, nope.
• 50:07
  High school grades.
• 50:08
  I mean, if you want a computer class and you want to interject some AI in it, I mean that that might be different.
• 50:15
  Uh classical education is definitely different in that regard.
• 50:19
  And you know, many people would look at us and say, You're behind the times.
• 50:23
  Why you don't have AI?
• 50:24
  You're again, though, we've talked about the screens, we've talked about the research, and we understand what it's doing, and we're not happy about it.
• 50:38
  Uh Melania continued and said digital literacy is vital.
• 50:42
  If America's children are not fluent and AI, how it works, how to use it, and how to think decisively about it, they will fall behind.
• 50:52
  We will all fall behind.
• 50:56
  Now, she says something here that I want to point out.
• 51:00
  Digital literacy is vital.
• 51:03
  If America's children are not fluent and AI, how it works, how to use it, how to think decisively about it, they will all fall behind.
• 51:11
  We are asking them here, and in Melania's own words, we're asking them to think decisively about something about AI.
• 51:21
  In many cases, before we're teaching them how to think decisively.
• 51:27
  Now, she might not be wrong here.
• 51:29
  What you know, kids might need to know how AI works, and they might need to know how to use it, and they should be thinking decisively about it, but they don't know how to think decisively yet.
• 51:41
  We've not taught them that.
• 51:43
  We we cut we have completely skipped over the part where we teach them how to think decisively.
• 51:48
  We tell them they need to think decisively about AI, so we gotta include AI in our in our education program so they can think decisively about it, but we've not taught them how to think decisively.
• 52:02
  We haven't.
• 52:04
  That, my friends, is where a classical education comes in.
• 52:08
  Because it's a classical education that teaches young people how to think decisively.
• 52:15
  And how do we do that?
• 52:17
  We search for truth, we we explore goodness, we embrace beauty.
• 52:24
  These are the elements.
• 52:26
  We we look at the transcendentals as foundational to education, as foundational to shaping our souls.
• 52:32
  I don't think we can think decisively about a thing when our souls haven't been shaped yet.
• 52:39
  Because that's in large part, that's what gives us the ability to think decisively.
• 52:46
  We we've got to look at a thing uh dialectically.
• 52:50
  We have to explore the truth about a thing.
• 52:52
  How can we ask our kids to think decisively about AI when they don't know what gender they are?
• 52:59
  When they can't think decisively about biological truth, and we want them to think decisively about AI.
• 53:06
  We haven't taught them how to think decisively yet.
• 53:11
  I may be on board this if if, but I feel like we've we've got the cart before the horse.
• 53:18
  We certainly can't be introducing AI into an elementary or a middle school classroom and and expect these kids to think decisively about it when they don't know how to think decisively.
• 53:31
  I remember back in the day, uh, when I was teaching collegiate writing classes at Baker College at the time, Baker here in Michigan, it was a private university, it was the largest private university in the state.
• 53:45
  I don't know that it still is.
• 53:48
  Um in our meetings, in our department meetings, what would continually come up is that these young people, these college students, these freshmen, these sophomores, you know, juniors and seniors, they don't have critical thinking, and we'll say citical cranking skills.
• 54:10
  They don't have critical thinking skills, and we would complain about that as a staff, and and we would say we we've got to teach them critical thinking skills.
• 54:19
  Well, if they don't have critical thinking skills by the time they get to college, you're not going to teach it as a college professor.
• 54:27
  Critical thinking, or in Melania's words, decisive thinking happens in kindergarten.
• 54:33
  It happens in first grade, it happens in second grade, it happens in third grade, it happens in fourth and fifth grade, it happens foundationally.
• 54:40
  It happens through uh an instruction in phonics, phonetically teaching the students to read, and it happens then by giving them great books to read.
• 54:53
  Yes, even as elementary students, immersing them in the classics, abridged versions, albeit, but the classics nonetheless, uh allowing their their their vocabulary to expand.
• 55:09
  It it begins by by teaching them Latin.
• 55:13
  You know, start in third grade, start teaching them Latin in third grade, let them understand the root of our language, let their their minds and their brains work through the processes of translating a word in Latin to its proper uh function of speech in English, or even to its proper function of speech in Latin.
• 55:41
  You take a Latin word, is it is it functioning as a noun, as a verb, as an adjective, as an interjection, how is it being used in this sentence?
• 55:48
  I mean, there are 30 different things happening in a matter of seconds in the brain of a child that's studying Latin.
• 55:56
  That is how we teach critical thinking skills.
• 55:59
  That's how we teach them to think decisively about a thing.
• 56:03
  And if we're not taking them through this process, instead, if we're letting them, you know, read my shadows pink, uh, they they don't think decisively about anything.
• 56:14
  They don't all they all they know how to do is to express their emotions.
• 56:20
  They don't know how they don't know how to reason, they've not been taught logic, they've not been taught proper rhetoric, and and all they do is just spew at the mouth.
• 56:32
  They just have emotional outbursts, and then they wonder how how, or we wonder how come they can't argue and how come they can't think decisively about a thing.
• 56:42
  All right, that's it.
• 56:44
  That's all the time we got.
• 56:45
  I did not get through the end of this op ed.
• 56:48
  Maybe I'll get through it tomorrow.
• 56:49
  I don't know, we'll see.
• 56:51
  But thank you for joining me nonetheless.
• 56:53
  Encourage your friends and family to get on the dean's list.
• 56:56
  Let's unite to renovate the age.