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UK Feminists declare war on boys, here's how we fight back · Honey Badger Radio

• 0:00
  Speaker 1: Good morning, good evening, good afternoon, wherever you may be.
• 0:03
  Speaker 1: Welcome to Honey Badger Radio. My name is Brian with
• 0:06
  Speaker 1: Alison and this is maintaining frame UK feminist declare war
• 0:11
  Speaker 1: on boys. Here's how we fight back to be looking
• 0:17
  Speaker 1: at the latest I guess you could say the latest
• 0:20
  Speaker 1: news really not all that unpredictable. We knew it was
• 0:25
  Speaker 1: coming ever for a while now, and apparently Jess Phillips
• 0:31
  Speaker 1: is leading the charge, of course, teach boys the difference
• 0:35
  Speaker 1: between real life and porn and other things to essentially
• 0:42
  Speaker 1: protect women. Yeah, that's what we're covering today. So before
• 0:47
  Speaker 1: we get into it, I guess I'll hand it off
• 0:49
  Speaker 1: to Alison to like do the other things.
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  Speaker 2: No, I just want to point out that this is
• 0:54
  Speaker 2: everywhere now Australia. It's everything I misunderstood. I thought it
• 0:58
  Speaker 2: was in Japan too, but maybe it doesn't.
• 1:00
  Speaker 1: No, no, no, that the website was called Japan today,
• 1:04
  Speaker 1: but it wasn't a website about Japan per se.
• 1:08
  Speaker 2: Okay, Okay, that's fun, that's fine. I'll roll with it, Okay.
• 1:12
  Speaker 2: But it's it's everywhere. It's Australia, it's Canada. You're fighting
• 1:16
  Speaker 2: back against it in the us. It's probably in Europe,
• 1:21
  Speaker 2: but you know they're not English speaking, so who cares? Oh, man,
• 1:26
  Speaker 2: I don't. I'm just teasing, that's all. It's just just teasing.
• 1:31
  Speaker 2: You guys are wonderful. Don't understand you, but you're wonderful.
• 1:34
  Speaker 2: But okay, So it's like everywhere, these these people are
• 1:38
  Speaker 2: marching into younger and younger ages too, because this is
• 1:42
  Speaker 2: proposed that if necessary, they can target eleven year old
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  Speaker 2: boys with this, so they can be exposing eleven year
• 1:51
  Speaker 2: old boys to a conversation around porn. That's definitely that,
• 1:56
  Speaker 2: you know, like it. When I was thinking about what
• 2:00
  Speaker 2: should happen in twenty twenty five giving women like Laura
• 2:04
  Speaker 2: Bates more access to primary school.
• 2:08
  Speaker 1: Students, it's not Laura Bates.
• 2:10
  Speaker 2: Yeah, I know, it's not Laura Bates. It's yours. Somebody
• 2:13
  Speaker 2: like Laura Bates is somewhere in this right, you know.
• 2:17
  Speaker 1: Probably I'm sure that she's a part of it.
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  Speaker 2: Yeah, I'm sure she's got a snail trail all over
• 2:24
  Speaker 2: this somewhere. You know. But because if you don't know
• 2:27
  Speaker 2: who Laura Bates is, she she's a feminist who essentially
• 2:33
  Speaker 2: goes into goes into classes and talks to very young
• 2:39
  Speaker 2: boys about sexual assault and the way that if you
• 2:44
  Speaker 2: have ever listened to this woman talk, she sounds like
• 2:48
  Speaker 2: she could get a second job narrating, like being a
• 2:54
  Speaker 2: voice acting for Romanticy. She is that breathless, overwrought, and
• 3:02
  Speaker 2: at the point of some form of complete dishevelment at
• 3:06
  Speaker 2: every moment in her voice. But anyway, so women like
• 3:09
  Speaker 2: this are getting more access to younger and younger boys
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  Speaker 2: to enforce this kind of abusive ideology on them. And
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  Speaker 2: as always, we bring receipts. Right, you don't have to
• 3:19
  Speaker 2: just believe us. I did a lot of work to
• 3:22
  Speaker 2: find a whole bunch of evidence of what we are
• 3:26
  Speaker 2: going to talk about about, the arguments against what they're doing.
• 3:30
  Speaker 2: And if you're interested in helping me out with that
• 3:32
  Speaker 2: kind of stuff or having this evidence that you have
• 3:35
  Speaker 2: fingertips when you want to push back against these people,
• 3:38
  Speaker 2: you can find it at badginination don online. It's badgination
• 3:44
  Speaker 2: on online. It gives you access to our community. The
• 3:46
  Speaker 2: resources will be up in there, go there if you
• 3:49
  Speaker 2: want them. Okay, it's just it's the easiest way most
• 3:54
  Speaker 2: centralizing resource for us. So badgerination don online it's free
• 3:59
  Speaker 2: to enter. The resources are free. You want to take
• 4:01
  Speaker 2: a look, you want to look for yourself, go there.
• 4:04
  Speaker 2: And if you want to send a message at any
• 4:06
  Speaker 2: time throughout the show, feed the badger dot com slash
• 4:09
  Speaker 2: just the tip. That's feed the badgery dot com slash
• 4:11
  Speaker 2: just the tip. Very best way for us to send
• 4:13
  Speaker 2: us a tip and a message with that tip, because
• 4:16
  Speaker 2: your message does not go through YouTube's labyrinth of correct speech.
• 4:22
  Speaker 2: So that's feed the badger dot com slash just the tip.
• 4:25
  Speaker 2: And if you want to support the show, feed the
• 4:27
  Speaker 2: badger dot com slash support. So which which article? We
• 4:34
  Speaker 2: have two articles?
• 4:35
  Speaker 1: One we have and follows.
• 4:38
  Speaker 2: So we have a we have a oh you might
• 4:40
  Speaker 2: have found another one. There's a lot of this coming out.
• 4:42
  Speaker 1: No, no, no, it's everything that you sent through.
• 4:44
  Speaker 2: Okay. So on the third one is an actual It
• 4:49
  Speaker 2: is a study on misogyny and miss injury in online communities.
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  Speaker 2: So I figured this would be really good because it's
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  Speaker 2: the empirical grounding on what's happening on online communities and
• 5:02
  Speaker 2: who's doing it in terms of hate speech towards the
• 5:04
  Speaker 2: opposite gender. Some surprising findings, some that you may not
• 5:08
  Speaker 2: even know even if you have been part of the
• 5:11
  Speaker 2: quote unquote manage here and you know, treading in our
• 5:14
  Speaker 2: circles because they've been hiding it. But yeah, so we
• 5:18
  Speaker 2: have that. So look at the empirical foundation for the
• 5:21
  Speaker 2: panic over UK boy boys and whether or not it
• 5:24
  Speaker 2: actually exists. And then we also have two articles, the
• 5:27
  Speaker 2: BBC article and the Guardian. Did either one of them
• 5:30
  Speaker 2: pique your interest? I mean they're both ideological.
• 5:34
  Speaker 1: I mean they're both trash. I don't know, like the
• 5:40
  Speaker 1: let me just look, I mean there are they both
• 5:42
  Speaker 1: aren't they both basically saying the same thing.
• 5:45
  Speaker 2: Probably, so we can coin any meani miney moe.
• 5:51
  Speaker 1: I mean I have the BBC one open now, so.
• 5:53
  Speaker 2: Yeah, let's do it. Let's just go with convenience.
• 5:58
  Speaker 1: Do you want me to do it in a female voice?
• 6:05
  Speaker 2: Oh? Can you?
• 6:07
  Speaker 1: Well?
• 6:09
  Speaker 2: Are you able to emulate a female voice?
• 6:12
  Speaker 1: I can? I have I have an audio program that
• 6:16
  Speaker 1: will let me sure? Sure? Why? Yeah? I think let
• 6:20
  Speaker 1: me just up and see.
• 6:24
  Speaker 2: Okay, let's give that a try.
• 6:27
  Speaker 1: Okay, okay, okay, so let's see what this one sounds like.
• 6:36
  Speaker 1: We'll try, all right, can no? No, this is uh,
• 6:41
  Speaker 1: these are these are different, These are not the ones
• 6:43
  Speaker 1: I want? Sorry?
• 6:46
  Speaker 2: Yeah, and this might be h this might be a
• 6:48
  Speaker 2: little bit ambitious.
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  Speaker 1: Why am I not? Oh no, no, no, no, it's
• 6:51
  Speaker 1: it's not a big deal. It's really not a big deal. Okay,
• 6:53
  Speaker 1: all right, not that big. All I gotta do is
• 6:55
  Speaker 1: increase the pitch.
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  Speaker 3: Ah, that's awesome.
• 7:03
  Speaker 2: By the way, I gotta do some squishes in the cat.
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  Speaker 4: Okay.
• 7:07
  Speaker 2: Oh my goodness, it sounds like you've been hopping some helium.
• 7:15
  Speaker 3: There is that too high?
• 7:20
  Speaker 2: It's perfect for this ideological go ahead. You probably should
• 7:32
  Speaker 2: start with the title, Oh my god, this is gonna
• 7:35
  Speaker 2: be hard, isn't it.
• 7:37
  Speaker 5: Boys to be sent on courses to tackle misogyny in schools.
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  Speaker 2: Let's try the first paragraph.
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  Speaker 5: Teachers will be given training to spot and tackle misogyny
• 7:54
  Speaker 5: in the classroom, while high risk pupils could be sent
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  Speaker 5: on behavioral courses as part of the remains long awaited
• 8:01
  Speaker 5: strategy to have violence against women and girls in the
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  Speaker 5: next decade.
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  Speaker 2: Oh my god, Oh my god, that's perfect, Brian, that's perfect.
• 8:13
  Speaker 1: Oh man, Okay, So I can switch back when you know, like,
• 8:17
  Speaker 1: if I want to just we want to respond.
• 8:20
  Speaker 2: So are my cats having a hair ball attack? Now?
• 8:25
  Speaker 1: Wrong?
• 8:27
  Speaker 2: All right?
• 8:28
  Speaker 1: Wrong?
• 8:29
  Speaker 2: First of all these interventions are not actually proven to work,
• 8:35
  Speaker 2: Like when you look at the actual data on what
• 8:40
  Speaker 2: they're proposing, there's no empirical validity behind this first paragraph.
• 8:45
  Speaker 2: These things don't work. In fact, they do probably the opposite,
• 8:50
  Speaker 2: because what's happening is they go into schools, these feminists,
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  Speaker 2: let's just call it what it is. These feminists go
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  Speaker 2: into schools and they teach boys to take responsibility for
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  Speaker 2: things that girls are also doing, which creates resentment and
• 9:04
  Speaker 2: hardens boy's opinions like their anti institutional opinions. And there's
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  Speaker 2: no other way that they can deal with this when
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  Speaker 2: you're being told by an institution that you need to
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  Speaker 2: take responsibility for behavior. When boys are told this and
• 9:20
  Speaker 2: they see girls engaging in this behavior towards them, and
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  Speaker 2: the girls don't have to take responsibility for their behavior,
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  Speaker 2: it creates resentment because what is the alternative. The alternative
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  Speaker 2: is to internalize your status as inferior, or to internalize
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  Speaker 2: your status as criminal, or to internalize your status as
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  Speaker 2: mentally ill, and not in like a a woke way
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  Speaker 2: that you get to say, well, my mental illness entitles
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  Speaker 2: me to do all kinds of impositions on other people. No,
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  Speaker 2: it's like you are tainted by who you are, by
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  Speaker 2: being a boy. So they either have to embrace that
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  Speaker 2: or they have to harden themselves against the institution. And incidentally,
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  Speaker 2: option one, embracing what the institution is telling them increases
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  Speaker 2: their rate of poor mental health outcomes, their rate of
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  Speaker 2: self destruction, shall we say, and their rate of depression.
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  Speaker 2: So the institution is asking, or is demanding, that boys
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  Speaker 2: either fight back. Well, usually what happens is they go silent,
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  Speaker 2: or they troll. They troll their teachers by using Andrew
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  Speaker 2: Tate things like things that Andrew Tata said, or they
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  Speaker 2: internalize and suffer. And by suffer, I mean this ideology
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  Speaker 2: has a body count. Okay, let's go to the next paragraph.
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  Speaker 1: All right, next paragraph.
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  Speaker 5: The plans for schools in England which focus on preventing
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  Speaker 5: the radicalization of young men have been unveiled as part
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  Speaker 5: of a wider strategy which had been delayed three times.
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  Speaker 5: Teachers will get specialist training around issues such as consent
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  Speaker 5: and the dangers of sharing intimate images.
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  Speaker 1: What about girls?
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  Speaker 2: No?
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  Speaker 1: Uh no, what am I talking about? No?
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  Speaker 2: Even though we do have studies that indicate that revenge
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  Speaker 2: porn is something that women engage in and in fact,
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  Speaker 2: I think we have evidence that they engage in it
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  Speaker 2: more than men, although women tend to also be the
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  Speaker 2: targets of it, so we're looking at a lot of
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  Speaker 2: intersectual bullying between women. But no, it's just going to
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  Speaker 2: be addressing supposedly boys harms because when you're dealing with
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  Speaker 2: the situation where boys are already alienated from the institution
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  Speaker 2: that you are a represented representative of, the best approach
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  Speaker 2: is to alienate them further by treating them like second
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  Speaker 2: class citizens. Right and again, these interventions don't work. They
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  Speaker 2: don't They have absolutely no empirical validity. So right off
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  Speaker 2: the top, these individuals are advocating for things that do
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  Speaker 2: not work. They are functionally useless. So even if you're
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  Speaker 2: not a boy being targeted in a school, if you're
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  Speaker 2: a UK taxpayer, maybe you should care that a good
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  Speaker 2: portion of your income is going to a bunch of
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  Speaker 2: bureaucrats who do fuck and all.
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  Speaker 1: Okay, next pairs, also, like these boys already are having
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  Speaker 1: a terrible time, like not being able to, you know,
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  Speaker 1: get a job because they're going to be put at
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  Speaker 1: the back of the line because they're boys. And on
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  Speaker 1: top of that, they got to deal with this in
• 12:47
  Speaker 1: school before they even like, what what good is it
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  Speaker 1: even gonna do? And by the way, if there is,
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  Speaker 1: let's just say hypothetically there is a problem with you know,
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  Speaker 1: like I don't know reports of actual assault. You're not
• 13:02
  Speaker 1: going to get someone to not do it just by
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  Speaker 1: teaching them. It's like teaching people not to steal or murder.
• 13:09
  Speaker 1: If they're like prone to doing it. It's not going
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  Speaker 1: to be effective. You know, it's just not the boys
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  Speaker 1: that are not going to do it. We're never going
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  Speaker 1: to do it, and that's going to be the overwhelming
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  Speaker 1: majority the ones that are. You're not going to be
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  Speaker 1: able to deter them by saying, you know, you don't
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  Speaker 1: seem to know the difference between porn and reality, so
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  Speaker 1: I don't know. It's just as an aside, all right,
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  Speaker 1: next paragraph, right yep.
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  Speaker 5: Responding to the announcement, the Domestic Abuse Commissioner for England
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  Speaker 5: and Wales, Dame Nicole Jacobs, said the commitments did not
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  Speaker 5: go far enough. She said, while the strategy recognize the
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  Speaker 5: scale of the challenge, the level of investment.
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  Speaker 4: Falls seriously short.
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  Speaker 5: The twenty million pound package. We'll also see teachers get
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  Speaker 5: training around how to identify positive role models and how
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  Speaker 5: to challenge unhealthy myths about women and relationships.
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  Speaker 2: And again, you know what, maybe it's time to show
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  Speaker 2: that study. Do you have it ready in one of
• 14:20
  Speaker 2: your tabs?
• 14:21
  Speaker 1: Is it the Express dot co dot uk?
• 14:25
  Speaker 2: No, it's the study. It's the one I don't have that.
• 14:28
  Speaker 1: You sent me three links. Oh, I see it now article.
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  Speaker 2: No, it's not the BBC article.
• 14:35
  Speaker 1: I know. I'm looking at the links. It's study.
• 14:38
  Speaker 2: I don't have it, all right, cross miscommunication. I thought
• 14:45
  Speaker 2: you sent the yeah right here this one. I'll send
• 14:48
  Speaker 2: it to you again, but you sent it originally to me.
• 14:50
  Speaker 4: Maybe I should have been more clear, sorry.
• 14:52
  Speaker 2: Voydcat is being a little bit obstructionist.
• 14:56
  Speaker 1: Yes, women who hate men? Okay, oh yes, all right,
• 15:00
  Speaker 1: do you want to look at this now?
• 15:01
  Speaker 2: Sure, yes, yes, I've got my cat safely contained with
• 15:05
  Speaker 2: the squish all right. Yeah, so this is really interesting.
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  Speaker 2: What it essentially found is that women's subreddits like feminist
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  Speaker 2: subreddits let's be honest, let's let's call it what it is,
• 15:21
  Speaker 2: and gender critical subreddits, which is also a feminist subretit.
• 15:25
  Speaker 2: I'm pretty sure that is the trans exclusionary radical feminists.
• 15:29
  Speaker 2: So you got feminist subreddits and then you've got trans
• 15:32
  Speaker 2: exclusionary radical feminist subreddits. And they compared it to an
• 15:37
  Speaker 2: in cell subreddit and the reddit that I'm actually a
• 15:39
  Speaker 2: moderator of, which is our Men's Rights. And they looked
• 15:44
  Speaker 2: at the misogyny versus the miss injury in these various
• 15:48
  Speaker 2: creddits and they found something very interesting. They are roughly comparable,
• 15:53
  Speaker 2: at least on first blush. So, for example, the level
• 15:58
  Speaker 2: of hatred towards men is comparable to the level of
• 16:02
  Speaker 2: hatred towards women, at least in the in cell subreddit,
• 16:06
  Speaker 2: insofar as the way that they define these things, which
• 16:09
  Speaker 2: is something to look into because you always want to
• 16:11
  Speaker 2: make sure that we're speaking the same language. There may
• 16:14
  Speaker 2: interpretation of what hatred towards men looks like may differ
• 16:18
  Speaker 2: significantly from what they say hatred towards women looks like.
• 16:22
  Speaker 2: But let's take it on space value. Let's assume that
• 16:24
  Speaker 2: it was rigorous. They found that feministreddits had the same
• 16:30
  Speaker 2: level of hatred as in cell reddits. Okay, now, the
• 16:35
  Speaker 2: difference is that in cells are a reaction to a
• 16:39
  Speaker 2: overwhelming entrenched institutional ideology that frames the sexes between the
• 16:47
  Speaker 2: sexes as defined by oppression. In other words, men oppress women.
• 16:54
  Speaker 2: So these are not equivalents, right. The in cell reddits
• 16:58
  Speaker 2: are tiny on slaves, like the the the rebel base,
• 17:04
  Speaker 2: in the in the in the in the the icy
• 17:06
  Speaker 2: waste you remember that, Yeah, sure, yeah, I don't know
• 17:09
  Speaker 2: the specific name PAF, Yes, the rebel Yeah, and they're
• 17:16
  Speaker 2: like they have to travel on Tom Tom's and yeah,
• 17:19
  Speaker 2: extremely harsh, will.
• 17:21
  Speaker 1: Dive before it gets to the first marker. I'll see
• 17:23
  Speaker 1: you now.
• 17:25
  Speaker 2: Exactly. That's the in cells. They're just running around this
• 17:28
  Speaker 2: harsh waste and they're there because nobody else wants to
• 17:30
  Speaker 2: be and it's easy to hide, you know, riding Tom Toms. Meanwhile,
• 17:34
  Speaker 2: the the feminists are basically the evil Empire with freaking
• 17:39
  Speaker 2: with the demo sphere coming into view, gigantic, massive, institutionally privileged.
• 17:45
  Speaker 2: So these things are not comparable. But in terms of
• 17:49
  Speaker 2: the actual toxicity, feminists are and in cells are relatively
• 17:55
  Speaker 2: the same level of toxic. I have my doubts. I
• 18:00
  Speaker 2: think that one is one.
• 18:02
  Speaker 1: Is that's what the study finds.
• 18:04
  Speaker 2: That necessarily, Yeah, But here's the thing depends.
• 18:07
  Speaker 1: On how they're measuring that, right.
• 18:09
  Speaker 2: Yeah, exactly, Like what I was.
• 18:11
  Speaker 1: Saying, like, how do you measure how toxic a man
• 18:15
  Speaker 1: is towards women versus how toxic what what we consider
• 18:18
  Speaker 1: toxic for the other way, because I think that our
• 18:21
  Speaker 1: tolerance for man bashing is extremely high, so like it
• 18:26
  Speaker 1: would have to be really really serious, like you know,
• 18:30
  Speaker 1: over the top, like like god, like just kill all
• 18:33
  Speaker 1: men type man bashing before they're like, well, we're going
• 18:36
  Speaker 1: to put that in the missingry category. Meanwhile, you know,
• 18:39
  Speaker 1: like a man who is like, you know, I think
• 18:41
  Speaker 1: women should have stop having so many kids without without
• 18:44
  Speaker 1: their fathers and like the father involved, And they call
• 18:47
  Speaker 1: that misogyny. So it's like, yeah, it depends on how
• 18:50
  Speaker 1: they're measuring it. So yeah, I have doubts too, but
• 18:52
  Speaker 1: I'm sorry.
• 18:53
  Speaker 2: What's really interesting is, even if there are methodological problems
• 18:58
  Speaker 2: for how they measured hatred, they did find something that
• 19:04
  Speaker 2: was announced nowhere and you'll won't see this anywhere in
• 19:09
  Speaker 2: media in the usual suspects the media usual suspects, they
• 19:15
  Speaker 2: found that feminists on an individual level are substantially more
• 19:22
  Speaker 2: hateful then most definitely men's rights the men's rights advocate
• 19:29
  Speaker 2: forum or Reddit, and also more hateful than the insuls
• 19:34
  Speaker 2: on an individual level. So basically, if you look at
• 19:36
  Speaker 2: the content the content generally classifies on like the men's
• 19:42
  Speaker 2: focused or subreddits. They if you just look at it
• 19:46
  Speaker 2: a content level, so you just do an analysis and
• 19:48
  Speaker 2: you slot things into hateful towards men hateful towards women. Generally,
• 19:54
  Speaker 2: the proportions are very similar, with maybe a little bit
• 19:58
  Speaker 2: more in the in cell community. But when you look
• 20:00
  Speaker 2: at the actual level of hatred of the individual members
• 20:04
  Speaker 2: of the community, the feminists are winning hands down. They
• 20:09
  Speaker 2: are absolutely toxic human beings. And you're not going to
• 20:14
  Speaker 2: see this recognized anywhere. Of course you aren't, because these
• 20:18
  Speaker 2: are feminist initiatives. These are feminist bureaucrats justifying their feminist
• 20:23
  Speaker 2: jobs to get their feminist salaries. So you're not going
• 20:26
  Speaker 2: to see any acknowledgment that feminism itself is a seething
• 20:31
  Speaker 2: cauldron of hatred that's inculcating young women into toxic hatred
• 20:42
  Speaker 2: of the opposite sex. And what would you expect. I mean,
• 20:45
  Speaker 2: right from the get go, right from the very start
• 20:48
  Speaker 2: of feminism, it says that men oppress women. Where do
• 20:51
  Speaker 2: you go from there? The only way you go logically
• 20:55
  Speaker 2: is hatred and resentment, and hatred and resentment that's absolutely
• 20:59
  Speaker 2: buttress by again a narrative that has never been proven.
• 21:03
  Speaker 2: There's no non ideological body of science that proves feminism's
• 21:08
  Speaker 2: premise correct. So what they do is they create the framework,
• 21:11
  Speaker 2: and they look through history and around the world and
• 21:13
  Speaker 2: they simply zero in on anything that supports their framework,
• 21:18
  Speaker 2: and then they use that as proof that the framework
• 21:21
  Speaker 2: is true. Well, that's not the way you do science,
• 21:23
  Speaker 2: that's not the way you determine what reality is. So
• 21:26
  Speaker 2: one hundred percent feminist framework is false. But what they're
• 21:31
  Speaker 2: handing to girls is this seething resentment and hatred towards
• 21:35
  Speaker 2: men and boys, buttressed by academic authority. So they appeal
• 21:40
  Speaker 2: to this and they say, oh, wow, this is just true.
• 21:43
  Speaker 2: It's not. It is a fundamental lie. Like if it
• 21:46
  Speaker 2: was just a misapprehension or misunderstanding, they misunderstood the data,
• 21:53
  Speaker 2: that's one thing, but they keep promoting it. They keep
• 21:56
  Speaker 2: At this point it's indistinguishable from legal malice. So it's like, Okay,
• 22:02
  Speaker 2: we have one side, which is a hateful narrative buttressed
• 22:07
  Speaker 2: by false academic credentials and huge institutional power, and on
• 22:14
  Speaker 2: the other side you have dudes who feel lonely being
• 22:23
  Speaker 2: upset on the internet. Yep, these are not comparable things.
• 22:29
  Speaker 2: These are not comparable problems. Okay, So I mean like
• 22:35
  Speaker 2: that's uh all right, So I'm I'm looking at this.
• 22:39
  Speaker 3: At the.
• 22:41
  Speaker 2: The Yeah, just throw up a graph and take a
• 22:47
  Speaker 2: look at it. That's always Yeah, isn't it amazing? Licked
• 22:53
  Speaker 2: it tastes like raisins. Sorry that was from when the
• 23:00
  Speaker 2: internet was actually cool. Okay, yeah, so there there you go,
• 23:07
  Speaker 2: online mithogy. Okay, this is actually a an estimate of
• 23:11
  Speaker 2: how much online misogyny versus online missonry is searched for.
• 23:18
  Speaker 2: So as you can see online missology, it's not just
• 23:23
  Speaker 2: search for, but academic articles on it, citations that kind
• 23:27
  Speaker 2: of thing. So online misogyny occupies a gigantic and yet
• 23:38
  Speaker 2: it is just as toxic in the granular detail. It's
• 23:42
  Speaker 2: just as toxic as online missionry. Right, so online missigry
• 23:49
  Speaker 2: is just as toxic. But we don't look at that.
• 23:51
  Speaker 2: And why is that because online missonry is the institutional position.
• 23:57
  Speaker 2: Let's be honest, like, no, miss injury is the institutional position,
• 24:02
  Speaker 2: and well we'll show you evidence of that as well
• 24:04
  Speaker 2: as we go. So anyway, I thought this was interesting.
• 24:07
  Speaker 2: Online Sorry, online misogyny huge occupies a huge space in
• 24:12
  Speaker 2: the literature. Online mys inry has almost no there's no
• 24:16
  Speaker 2: recognition of it in the literature. People don't talk about it,
• 24:20
  Speaker 2: they don't write articles on it, they don't do research
• 24:22
  Speaker 2: on it. And yet this research finally looking at online
• 24:27
  Speaker 2: myssonry in feminist spaces has actually found that they are
• 24:31
  Speaker 2: horribly toxic. I think this should surprise no one. Mm hmm.
• 24:38
  Speaker 1: I should know it, shouldn't You know? Online myssagry is
• 24:41
  Speaker 1: not good for business. Online misogyny is.
• 24:44
  Speaker 2: Oh yeah, Like I did a tweet cursed kirs starmer
• 24:49
  Speaker 2: uh said something about this, We're going to tackle the
• 24:52
  Speaker 2: violence against women by going into schools and doing fuck
• 24:55
  Speaker 2: and all. And I'm like, when you see a politician
• 24:59
  Speaker 2: talk about violence against women, check your pockets, hm, because
• 25:05
  Speaker 2: they're stealing your tax money. And that's exactly what they're doing.
• 25:08
  Speaker 2: Even looking at this completely neutrally, even if you really
• 25:11
  Speaker 2: care about violence against women and girls, what they're doing
• 25:16
  Speaker 2: is going to is not going to do anything. It's
• 25:18
  Speaker 2: just going to make a lot of bureaucratic jobs. And
• 25:21
  Speaker 2: they are not going to do anything. They are probably
• 25:23
  Speaker 2: going to make the problem worse, and then they're going
• 25:26
  Speaker 2: to blame men for that online influences for that, and
• 25:31
  Speaker 2: they're going to justify another twenty billion pounds of your
• 25:35
  Speaker 2: money going to them in order to deal with the
• 25:40
  Speaker 2: problem that they created. It's sell the sick or sorry,
• 25:43
  Speaker 2: create the disease, sell the cure. Create yeah, create the sickness,
• 25:50
  Speaker 2: sell the sickness, and then sell the sickness again. And
• 25:57
  Speaker 2: it is because people just their brains turn off off.
• 26:00
  Speaker 2: As soon as you talk about women and girls being
• 26:02
  Speaker 2: in trouble. Everybody just like turns into drooling zombies and
• 26:06
  Speaker 2: they just like, yes, we must do whatever this person
• 26:09
  Speaker 2: says without any critical thought droll or oll drool, And
• 26:13
  Speaker 2: it's it's a really difficult thing to oppose. But yeah,
• 26:17
  Speaker 2: that's where we're at. We're just gonna beat on boys
• 26:20
  Speaker 2: some more because surely that'll work this time. Okay, so
• 26:25
  Speaker 2: once again, before we go any further, feed the Badger
• 26:28
  Speaker 2: dot com slash just the tip, send your send your
• 26:30
  Speaker 2: super chousen. Also, marry call it Christmas. I can say Christmas, Yes,
• 26:34
  Speaker 2: Merry Christmas.
• 26:35
  Speaker 1: It's almost say Merry Christmas.
• 26:38
  Speaker 2: Yes, I shall.
• 26:40
  Speaker 1: I mean, if that's what you mean, like, if you
• 26:42
  Speaker 1: you know, if you're into hankah, then just say happy Honkah.
• 26:45
  Speaker 1: But if not say Merry Christmas.
• 26:47
  Speaker 2: Yeah, Merry Christmas. I'm supposed to be a Catholic, So
• 26:49
  Speaker 2: there you go.
• 26:50
  Speaker 1: Oh you don't have to you can say Merry Christmas
• 26:53
  Speaker 1: without being anything. Yeah, it's a cultural thing.
• 26:57
  Speaker 2: Yeah yeah, I'm just thinking like, uh, you know, I
• 27:02
  Speaker 2: as a Catholic, you know, we get to have like
• 27:04
  Speaker 2: colored lights and trees and fun and presents. If you're
• 27:07
  Speaker 2: a Protestant, you know, I guess you can say Mary
• 27:11
  Speaker 2: black and whiteness.
• 27:13
  Speaker 1: No, they we all I don't know. Maybe maybe in
• 27:15
  Speaker 1: Canada it's like that.
• 27:16
  Speaker 2: I don't know, all right, the Protestants and their hatred
• 27:21
  Speaker 2: of ornamentation. Okay, just a.
• 27:24
  Speaker 1: Little bit like smoke machines and rock music concerts at
• 27:29
  Speaker 1: your churches.
• 27:30
  Speaker 4: So but okay, past that, all right?
• 27:34
  Speaker 1: Huh?
• 27:35
  Speaker 2: I said, maybe they've evolved past that.
• 27:37
  Speaker 1: Yeah, it depends on the when you go to Okay,
• 27:41
  Speaker 1: so am I going back to the article?
• 27:43
  Speaker 2: Yeah? They no longer have to sit on a steak
• 27:45
  Speaker 2: and eat turnips?
• 27:47
  Speaker 1: All right? Back to the article.
• 27:50
  Speaker 2: Yeah, go back to the article.
• 27:51
  Speaker 1: All right, So let me see what paragraph I left off. Okay, yeah,
• 27:59
  Speaker 1: so I think oh wait, oh.
• 28:02
  Speaker 2: Well, actually at the level of basic definition, there are parallel.
• 28:05
  Speaker 2: This is an analysis of how misogyny and miss injuries
• 28:08
  Speaker 2: is treated in that research that we just did. So
• 28:13
  Speaker 2: it just popped up here, so I can give you
• 28:15
  Speaker 2: an analysis of it at the level of basic definition
• 28:20
  Speaker 2: they are parallel, and how they are used and treated
• 28:23
  Speaker 2: they are not. So I'm guessing what we're going to
• 28:25
  Speaker 2: find from just looking at that one source of data
• 28:28
  Speaker 2: is that it's actually worse, like mis injury is actually worse,
• 28:31
  Speaker 2: substantially worse. This is what I'm predicting. But let's find
• 28:35
  Speaker 2: out because this is the analysis core definitions most reference
• 28:39
  Speaker 2: in clinical sources. Misogyny is defined as hatred, contempt, or
• 28:42
  Speaker 2: ingrained prejudice against women and girls on the basis of
• 28:45
  Speaker 2: their sex or perceived femininity. Miss Injury is the direct
• 28:48
  Speaker 2: counter part hatred, contempt or prejudice against men and boys
• 28:52
  Speaker 2: as a group often express their beliefs that air men
• 28:54
  Speaker 2: are inherently aggressive, dangerous, or morally inferior. I'm not exactly
• 28:58
  Speaker 2: sure how they don't notice that men suppressors. You know,
• 29:01
  Speaker 2: hits all of those, but you know, so as attitudes
• 29:05
  Speaker 2: hating men versus hating women, the definitions are directly comparable.
• 29:10
  Speaker 2: Where many an analysts draw distinction, a common move in
• 29:13
  Speaker 2: feminist and media writing is to say the key difference
• 29:16
  Speaker 2: is structural power not proven. Misogyny is backed by long
• 29:21
  Speaker 2: standing systems that privileged men over women, not proven, whereas
• 29:25
  Speaker 2: miss injury is often framed as reaction, resentment, or punching up,
• 29:29
  Speaker 2: thus treated as less severe. And again, they're appealing to
• 29:32
  Speaker 2: something that has never been proven, and where it has
• 29:35
  Speaker 2: even come cro close to being proven, it's been disproven.
• 29:38
  Speaker 2: So any science that's close to empirically sound regarding the
• 29:43
  Speaker 2: premises of feminism has disproven them or found them not
• 29:48
  Speaker 2: very good at predicted. Not without having any predictive power.
• 29:52
  Speaker 2: The only way feminism remains true is in a very
• 29:56
  Speaker 2: specific cherry picking framework. So feminism has to you pick
• 30:00
  Speaker 2: all of the evidence right before it feminism presents her
• 30:04
  Speaker 2: case for feminism to be true, and obviously that means
• 30:08
  Speaker 2: that feminism is not proven. Right, the feminist premises are
• 30:12
  Speaker 2: not proven, So they're justifying this bias against boys. It's
• 30:17
  Speaker 2: miss injury based on premises that are false. I'm not
• 30:22
  Speaker 2: just gonna say it, they're false.
• 30:24
  Speaker 1: Yep.
• 30:26
  Speaker 2: So as attitudes hating men versus hating women as definitions
• 30:30
  Speaker 2: are directly comparable, where many analysts draw distinction. Oh yeah,
• 30:36
  Speaker 2: though we already did that. In other words, the dictionary
• 30:38
  Speaker 2: sees them as parallel. A lot of contemporary theory treats
• 30:41
  Speaker 2: misogyny as structural and miss injury is derivative or excusable,
• 30:47
  Speaker 2: so in direct opposition with what's actually happening. You remember
• 30:52
  Speaker 2: how I described the manosphere or the insell forums as
• 30:57
  Speaker 2: the rebel base on HAWF and the feminists and all
• 31:01
  Speaker 2: of their institutional pals as the empire. Yeah, they're reversing that.
• 31:07
  Speaker 2: So apparently the menosphere is the empire and feminism.
• 31:11
  Speaker 1: Is the of course, of course, and god.
• 31:15
  Speaker 2: Knows the empire would never frame itself as the underdog
• 31:20
  Speaker 2: that never happens. Guys. In other words, the discred Okay,
• 31:25
  Speaker 2: what empirical work on actual hate speech shows. Okay. The
• 31:30
  Speaker 2: twenty twenty five Scientific Reports paper analyzing four extremist community
• 31:34
  Speaker 2: credit communities two misogynists are in self Okay, I really,
• 31:39
  Speaker 2: I really am like they right off the bat, they're
• 31:43
  Speaker 2: calling our men's rights misogynistic, and two miss feminism and
• 31:49
  Speaker 2: our gender critical found that the the text level misogynists
• 31:53
  Speaker 2: and miss interer spaces are both noxious communities with similar hate.
• 31:56
  Speaker 2: So that's basically what I talked about. At the user level,
• 31:59
  Speaker 2: the strongest hate peak in the whole data set appears
• 32:02
  Speaker 2: the strongest hate peak in the feminist subreddit. Misingdric communities
• 32:10
  Speaker 2: showed more negative sentiment than the misogynist ones, undercutting the
• 32:14
  Speaker 2: claim that missingry is trivial or quantitatively different as an
• 32:18
  Speaker 2: emotional posture. All right, So basically, yeah, this is their
• 32:32
  Speaker 2: focus on boys has no empirical foundation whatsoever, and new
• 32:38
  Speaker 2: evidence is showing just how morally bankrupt it is to
• 32:42
  Speaker 2: focus on boys. So let's continue with the article.
• 32:46
  Speaker 1: All right, going back to the article, already, have it up,
• 32:51
  Speaker 1: all right, let me just do the pitch.
• 32:54
  Speaker 5: The twenty million pound package. We'll also see teachers get
• 32:58
  Speaker 5: training around how to identify positive role models and how
• 33:01
  Speaker 5: to challenge unhealthy myths about women and relationships. It will
• 33:05
  Speaker 5: include a new helpline for teenagers to get support for
• 33:09
  Speaker 5: concerns about abuse in their own relationships. The government hopes
• 33:13
  Speaker 5: that by tackling the early roots of misogyny, it will
• 33:16
  Speaker 5: prevent young men from becoming violent abusers.
• 33:19
  Speaker 2: How do we go from how do we go from abuse?
• 33:22
  Speaker 2: Like the gender neutral abuse in a relationship and then
• 33:26
  Speaker 2: suddenly we're popped out on hmm, like, honestly, there's.
• 33:35
  Speaker 1: Not these problems.
• 33:37
  Speaker 2: No, no, not at all, because they make money off
• 33:40
  Speaker 2: of them. Brian, why would you why would you stop
• 33:42
  Speaker 2: the stream that turns your water wheel? Like, why would
• 33:47
  Speaker 2: you do that? In fact, why wouldn't you just shoot
• 33:50
  Speaker 2: the beavers that are gonna dam up your stream that
• 33:53
  Speaker 2: turns your water wheel. We're like the beavers in this,
• 33:56
  Speaker 2: you know.
• 33:56
  Speaker 1: Yeah, moving on, So, but.
• 34:02
  Speaker 2: You notice how they start with on the new plan,
• 34:05
  Speaker 2: schools will send high risk students to get extra care,
• 34:09
  Speaker 2: extra struggle, extra struggle sessions for these high risk students,
• 34:14
  Speaker 2: and of course they mean boys. That including behavioral classes
• 34:19
  Speaker 2: to tactical their prejudice against women and girls.
• 34:22
  Speaker 1: So they mean boys, yes, well, of course of course. Yeah.
• 34:28
  Speaker 2: But will it will include a new helpline for teenagers
• 34:31
  Speaker 2: to get support for concerns about abuse in their own relationships.
• 34:35
  Speaker 2: I'm guessing that helpline won't really help boys. And again
• 34:39
  Speaker 2: there's there's there is scholarship that shows that teenage girls
• 34:44
  Speaker 2: are performing a substantial amount of domestic violence in their
• 34:48
  Speaker 2: relationship with boys, like, if not most of it in fact,
• 34:52
  Speaker 2: I think teenage girls are some of the most violent
• 34:55
  Speaker 2: groups of people and teenage to young adult most violent
• 35:01
  Speaker 2: and most sexually violent too. Interestingly enough, another thing that
• 35:05
  Speaker 2: nobody wants to talk about.
• 35:07
  Speaker 1: Yep up.
• 35:08
  Speaker 2: And what's interesting like they start with something gender neutral
• 35:11
  Speaker 2: that sounds just fine, the helpline for teenagers to get help,
• 35:15
  Speaker 2: you know, with the domestic violence in the relationship, and
• 35:17
  Speaker 2: suddenly boom, like three steps and we're at a tackle
• 35:23
  Speaker 2: their prejudice against women and girls. Yeah, so it's just
• 35:29
  Speaker 2: gonna be this is gonna be completely one sided. And that,
• 35:32
  Speaker 2: of course is again gonna fix the alienation that boys
• 35:35
  Speaker 2: feel in schools. Of course, that's exactly. You know, we
• 35:40
  Speaker 2: have the ball kicking machine. Must continue to kick balls.
• 35:45
  Speaker 2: Surely that will fix the epidemic of kicked balls. Just
• 35:52
  Speaker 2: kick more, kick more, so nobody has the breast to complain,
• 35:56
  Speaker 2: and then everything is fine. Okay, yep, I want to
• 35:59
  Speaker 2: read some more.
• 36:00
  Speaker 1: All right, back to the article.
• 36:04
  Speaker 5: Under the new plans, schools will attend high risk students
• 36:10
  Speaker 5: though I'm sorry. Under new plans, schools will send high
• 36:13
  Speaker 5: risk students to get extra care and support, including behavioral courses,
• 36:18
  Speaker 5: to tackle their prejudice against women and girls. Conservative leader
• 36:22
  Speaker 5: Kemmy Badanok criticized the move, accusing the government of silly gimmicks.
• 36:28
  Speaker 5: It's not it's.
• 36:30
  Speaker 1: Not just silly gimmicks. It's straight up like targeted. It's
• 36:35
  Speaker 1: targeting boys. I think it's going to like really piss
• 36:38
  Speaker 1: people off. And again, if you're like, I don't know,
• 36:42
  Speaker 1: like if you if you want to harass people, you're
• 36:45
  Speaker 1: just gonna do it. I don't think this is going
• 36:47
  Speaker 1: to be a great deterrent. I think it's just going
• 36:49
  Speaker 1: to be punishing the innocent.
• 36:50
  Speaker 2: Mostly, Yeah, it looks like it was. So this was
• 36:57
  Speaker 2: code like the in that study, everything was coded equally,
• 37:01
  Speaker 2: so there was a bit more like a bit more
• 37:05
  Speaker 2: volume of general anti female statements or at least anti feminist.
• 37:10
  Speaker 2: I'm gonna find out if that was anti feminist or
• 37:12
  Speaker 2: anti female. But yeah, just continued Brian. I'm gonna I'm
• 37:16
  Speaker 2: going out on my rabbit hole, but I will I
• 37:18
  Speaker 2: will keep an ear out.
• 37:21
  Speaker 4: She told the BBC.
• 37:22
  Speaker 5: The plans were only being rolled out because the government
• 37:25
  Speaker 5: spent most of the summer watching Adolescents, the Netflix drama
• 37:28
  Speaker 5: that explored the impact of social media and influencers on
• 37:32
  Speaker 5: teenage boys She instead called for more police officers, saying, quote,
• 37:37
  Speaker 5: we need to remove people from our country who shouldn't
• 37:39
  Speaker 5: be here, especially those who come from cultures where women
• 37:42
  Speaker 5: are treated as third class citizens. That would be a
• 37:45
  Speaker 5: much smarter place to begin end quote.
• 37:50
  Speaker 4: I don't want to say anything about that, just like
• 37:55
  Speaker 4: I'm in my little rabbit hole.
• 37:56
  Speaker 2: I gotta I gotta extricate myself.
• 38:01
  Speaker 1: Well, yes, I'll say, is like, that's there. They don't
• 38:04
  Speaker 1: want to that. Even if that's true, they're not gonna
• 38:06
  Speaker 1: they're not gonna do that because they don't actually want
• 38:09
  Speaker 1: to address that problem.
• 38:12
  Speaker 2: Yeah, well, she she's she's not wrong, though, Oh.
• 38:16
  Speaker 1: She's not wrong. I mean I wouldn't call it. Let
• 38:19
  Speaker 1: me see, how does she call it? Oh, No, women
• 38:24
  Speaker 1: are treated as third class citizens. I wouldn't describe it
• 38:26
  Speaker 1: that way because I don't think that's true. I just
• 38:28
  Speaker 1: think they're different. But she's right.
• 38:30
  Speaker 2: The government spent most of the summer watching adolescence.
• 38:33
  Speaker 1: Yes, watching adolescents, yes.
• 38:35
  Speaker 2: Yeah, sure, and the Okay, so if you just do
• 38:40
  Speaker 2: an analysis of the various interventions that they're doing to
• 38:43
  Speaker 2: so quote unquote solve the problem of violence against women
• 38:47
  Speaker 2: and girls, none of them are particularly none of them
• 38:54
  Speaker 2: are particularly strong, like the the feminist interventions are the
• 39:02
  Speaker 2: worst of the lot. They probably make things worse because
• 39:05
  Speaker 2: they're essentially asking boys to internalize a double standard. And
• 39:12
  Speaker 2: you can't internalize a double standard without damaging yourself, right,
• 39:16
  Speaker 2: So they're asking boys to dam or they're demanding that
• 39:18
  Speaker 2: boys damage themselves or through self preservation, harden themselves and
• 39:24
  Speaker 2: alienate and distance themselves from the legitimacy of academia of education.
• 39:32
  Speaker 2: So that intervention is absolutely worthless, right, And there's some
• 39:39
  Speaker 2: particular features to it that are really interesting. Let me
• 39:43
  Speaker 2: just pull up the data pathologizing and medicalizing dissent. Nope,
• 39:53
  Speaker 2: that's not the right one second, okay, And the second
• 40:02
  Speaker 2: realm of interventions is more community oriented interventions, so mentorship,
• 40:09
  Speaker 2: non ideological, but about presenting conflict resolution and that kind
• 40:17
  Speaker 2: of thing, and those do better than feminist interventions. But
• 40:23
  Speaker 2: I'll just float this and see if Brian gets the
• 40:28
  Speaker 2: answer to this right off the bat. There's one thing
• 40:31
  Speaker 2: that you can do that blows all of this out
• 40:34
  Speaker 2: of the water and completely removes the necessity of any
• 40:38
  Speaker 2: of this, either feminist interventions or non feminist interventions that
• 40:43
  Speaker 2: are based on social conflict modeling and mentors. I'll just
• 40:49
  Speaker 2: leave it to Brian. Can you think you can guess
• 40:51
  Speaker 2: what that intervention is or what that benefit is, that
• 40:56
  Speaker 2: that potential social institution is that far more benefits children
• 41:02
  Speaker 2: who preventing them from being antisocial? Just up, maybe in
• 41:05
  Speaker 2: a word, can you get it?
• 41:07
  Speaker 1: Dad?
• 41:12
  Speaker 2: Like literally, these politicians and bureaucrats, well, that's.
• 41:16
  Speaker 1: The thing, that's the last thing they want.
• 41:18
  Speaker 2: But yeah, Dad, yeah, because Dad puts them all out
• 41:21
  Speaker 2: of business. They've constructed what is this twenty billion and
• 41:24
  Speaker 2: this is just a new outlay of funds. If you
• 41:27
  Speaker 2: look at the whole the whole child industrial complex, they're
• 41:33
  Speaker 2: probably looking at maybe even a trillion, twenty billion, maybe
• 41:37
  Speaker 2: a hundred billion, probably well more than a hundred billion.
• 41:40
  Speaker 2: If this is just like this twenty billion is a
• 41:43
  Speaker 2: drop in the bucket, and they're still asking for more.
• 41:45
  Speaker 2: So this is probably a substantial career opportunity for bureaucrats,
• 41:51
  Speaker 2: revenue opportunity, and almost no one insut we no oversight.
• 41:55
  Speaker 2: And if you enjoy psychologically torturing kids, you get a
• 41:59
  Speaker 2: bonus at the end of the day. You get to
• 42:01
  Speaker 2: do what you love, you know, So I mean, who
• 42:04
  Speaker 2: wouldn't want that. I'm being very sarcastic here, guys, I
• 42:07
  Speaker 2: hope you pick that up. Most normal human beings don't
• 42:09
  Speaker 2: want to psychologically torture children, you know, maybe a little
• 42:13
  Speaker 2: bit like stealing their nose or something, but not not
• 42:16
  Speaker 2: to this degree. And but you know, there's a huge
• 42:20
  Speaker 2: industry dealing with fatherless children. And if children had their fathers,
• 42:26
  Speaker 2: boy howdy, they'd lose their jobs. So this is a
• 42:30
  Speaker 2: whole bunch of like these these articles, there's a whole
• 42:32
  Speaker 2: bunch of of and these research, this research is a
• 42:37
  Speaker 2: whole bunch of bureaucrats saying, well, they'll take our gerbs
• 42:43
  Speaker 2: if we recognize the importance of they'll take our germs
• 42:46
  Speaker 2: those fathers.
• 42:47
  Speaker 1: Fathers are going to take your jobs.
• 42:49
  Speaker 2: That's right, Yeah, exactly. That's their entire stick. The fathers
• 42:53
  Speaker 2: are going to take their jobs. So what's really interesting
• 42:56
  Speaker 2: to me is the how things are coincid in uk
• 43:03
  Speaker 2: astan Like recently they have put into place policies that
• 43:09
  Speaker 2: take away the expectation that shared parenting is something that
• 43:13
  Speaker 2: you want to aim for as an outcome for children.
• 43:17
  Speaker 2: So now they're taking away the last protection for fathers
• 43:22
  Speaker 2: and their families, which is the assumption that a child
• 43:25
  Speaker 2: actually even needs their father, which is not an assumption
• 43:27
  Speaker 2: it is in sociology. There is there is fathers are
• 43:35
  Speaker 2: good for their children, like are really important in their
• 43:38
  Speaker 2: children's lives. And then there's the rest of sociology, which
• 43:43
  Speaker 2: all is utter bullshit, like it's all fails the replicated
• 43:47
  Speaker 2: it doesn't repleate, you can't replicate it, like you have
• 43:51
  Speaker 2: this one finding, this one finding in sociology that is
• 43:54
  Speaker 2: more robust than the entirety of the rest of it,
• 43:58
  Speaker 2: and they refuse to acknowledge it as true. They're just like, oh,
• 44:03
  Speaker 2: and then they put out Then they allow things like adolescents,
• 44:07
  Speaker 2: which implicates involved fatherhood as the reason why this boy
• 44:11
  Speaker 2: is so violent, Like they put that, and they start
• 44:15
  Speaker 2: to allow that to influence policy. And then suddenly we
• 44:18
  Speaker 2: do away with this expectation that maybe children get to
• 44:22
  Speaker 2: stay with the father that will probably protect them from
• 44:25
  Speaker 2: being a client in the child industrial complex. And we're like, oh, well,
• 44:28
  Speaker 2: we don't need that, And we're allowing bureaucrats to make
• 44:31
  Speaker 2: these decisions. And these bureaucrats are protecting their jobs. And
• 44:37
  Speaker 2: then they're also doing this. They're not because they took
• 44:42
  Speaker 2: fathers out of their children's lives. Now we have a
• 44:44
  Speaker 2: whole bunch of antisocial problems, and they're once again constructing
• 44:49
  Speaker 2: a twenty billion dollar gravy train for themselves to do
• 44:54
  Speaker 2: nothing to intercede with an ideology that the only thing
• 45:00
  Speaker 2: it's good at is blaming its failures on its victims.
• 45:06
  Speaker 2: It's like feminism is great at one thing, blaming its failures,
• 45:11
  Speaker 2: like blaming boys for the failures for failing to become
• 45:19
  Speaker 2: better as a result of feminist interventions. So that's the
• 45:22
  Speaker 2: one thing that feminism is good for, blaming its failures
• 45:25
  Speaker 2: on its victims.
• 45:27
  Speaker 1: Yep. Okay, and literally an adolescence do like they take
• 45:33
  Speaker 1: the one factor that's probably the one that's the going
• 45:37
  Speaker 1: to give you the best outcomes and make it the
• 45:39
  Speaker 1: cause of the problem. Yep, that's what they did. And
• 45:43
  Speaker 1: I and I know that wasn't an accident.
• 45:45
  Speaker 2: No, it wasn't that they need followless children.
• 45:49
  Speaker 1: Yes, they need fooless children exactly, easier to control, easier
• 45:54
  Speaker 1: to govern. That's that's what it's about.
• 45:57
  Speaker 2: Lots more justification for interventions in schools. Well, you know
• 46:02
  Speaker 2: how many new how many new feminist jobs are being
• 46:06
  Speaker 2: made right now with this twenty billion dollar grant and
• 46:10
  Speaker 2: also this new policy to get rid of fathers in
• 46:14
  Speaker 2: children's lives, thus leaving them father deficient and ripe for
• 46:19
  Speaker 2: the tender mercies of the child industrial complex in the UK.
• 46:24
  Speaker 1: Okay, all right, so let me see where I leave off.
• 46:29
  Speaker 1: Oh yeah, so here where I'm prime mint. Okay.
• 46:33
  Speaker 5: Prime Minister Sirkierre Starmer said he did not intend to
• 46:36
  Speaker 5: diminish the focus on the men that are the perpetrators
• 46:39
  Speaker 5: of this violence, but said the government must address the
• 46:42
  Speaker 5: misogyny and inequality.
• 46:45
  Speaker 4: That were the root cause.
• 46:47
  Speaker 5: He added part of that was showing a positive aspirational
• 46:51
  Speaker 5: vision for boys and men.
• 46:53
  Speaker 1: So he's saying that, actually, if we're going to fight
• 46:57
  Speaker 1: against violence against women we have to do is we
• 47:00
  Speaker 1: have to address inequality. Typical COMI gobbledegook, just saying and yeah,
• 47:10
  Speaker 1: that's part of it right there. So if we just
• 47:12
  Speaker 1: make women equal already with like they're not equal enough,
• 47:16
  Speaker 1: there's a lot more equality to go around, and women
• 47:18
  Speaker 1: have to get all of it and once they do,
• 47:21
  Speaker 1: then we can start talking about addressing misogyny. So it's crazy,
• 47:28
  Speaker 1: all right, anyway, keep.
• 47:30
  Speaker 5: Going Safeguarding Minister Jess Phillips described violence against women and
• 47:35
  Speaker 5: girls as a national emergency, adding the government's aim was
• 47:40
  Speaker 5: to be quote so ambitious that we.
• 47:42
  Speaker 4: Change culture end quote.
• 47:46
  Speaker 5: Liberal Democrats spokeswomen for Women and Equalities Marie Goldman, welcome
• 47:52
  Speaker 5: training for teachers, but said unless it was accompanied by
• 47:55
  Speaker 5: steps to properly moderate online content, she had no doubt
• 47:59
  Speaker 5: if would fail.
• 48:01
  Speaker 2: Well, there you go, UK, feminism is going to usher
• 48:04
  Speaker 2: in the pinopticon in your country. They'll all be under
• 48:09
  Speaker 2: the under the tender gaze of Big Mama.
• 48:13
  Speaker 1: Okay, so yeah, they're going to be They're going to
• 48:16
  Speaker 1: be monitoring. I mean, look, y'all don't live in a
• 48:18
  Speaker 1: free country. I hate to break it to you, but
• 48:21
  Speaker 1: it's going to be even less free. So they're going
• 48:24
  Speaker 1: to be monitoring online content. And I know this is
• 48:27
  Speaker 1: not going to be limited to children.
• 48:29
  Speaker 2: No, Well they already have instituted.
• 48:31
  Speaker 1: Yeah, I know they're already doing it.
• 48:33
  Speaker 2: Yeah, but I wanted to get into that, Jess Phillips
• 48:36
  Speaker 2: adding the government's aim was so ambitious that we change culture.
• 48:40
  Speaker 2: So this is basically the next step in feminism's long
• 48:45
  Speaker 2: march on sexuality and gender identity. All right, So what
• 48:52
  Speaker 2: they want to do is they want to teach boys
• 48:55
  Speaker 2: to be this black category. Like I mean, honestly, I
• 49:00
  Speaker 2: just want to teach boys guilt and shame and to
• 49:02
  Speaker 2: take responsibility for human ills that girls are equally responsible for.
• 49:07
  Speaker 2: So basically, like I said, put them in a black
• 49:09
  Speaker 2: category and teach them to submit to feminism. That's the
• 49:13
  Speaker 2: cultural change that she's talking about. Mm hmm, all right,
• 49:18
  Speaker 2: let's keep going, all right.
• 49:24
  Speaker 5: As part of the wider strategy, the Home Office also
• 49:27
  Speaker 5: announced a ban on newtification tools, which use generative AI
• 49:32
  Speaker 5: to turn images of real people into fake nude pictures
• 49:36
  Speaker 5: and videos without their permission.
• 49:38
  Speaker 4: Okay, this will work, has not fit made clear?
• 49:41
  Speaker 1: Can you imagine asking for permission? Hey? Can I take
• 49:43
  Speaker 1: this picture and make like a naked you know, deep
• 49:47
  Speaker 1: fake of you? Like who's gonna do that? And then
• 49:50
  Speaker 1: they're like, oh, yeah, sure, thanks for asking.
• 49:54
  Speaker 2: But here's the thing. Okay, we talk about deep fake
• 49:58
  Speaker 2: nudes and usually it's about women, right and creating like
• 50:02
  Speaker 2: revenge porn or whatever else. But they're like, have you
• 50:07
  Speaker 2: guys ever read what women are writing about on like
• 50:12
  Speaker 2: archive of our own or fanfic? Do you ever read
• 50:16
  Speaker 2: what they're writing about male celebrities? And this stuff is
• 50:22
  Speaker 2: really in many cases vile, like it's forced humiliation, sexual assault.
• 50:28
  Speaker 2: So they're writing these fantasies with actual male human beings,
• 50:32
  Speaker 2: and nobody stops and says, hey, maybe that's actually in
• 50:38
  Speaker 2: some ways worse than visual pornography, like taking a picture
• 50:42
  Speaker 2: of a supermodel and removing her clothes. And they don't
• 50:47
  Speaker 2: just write this stuff, they draw this stuff too, but
• 50:50
  Speaker 2: nobody cares because it's women exploiting men sexually, famous men sexually.
• 50:57
  Speaker 2: And you see in the language that's never even talked about.
• 51:00
  Speaker 2: Now that's the no online And the other thing is
• 51:02
  Speaker 2: that those those communities sharing that incredibly, like they have
• 51:09
  Speaker 2: a fascination with humiliating men, subjecting them to sexual assault,
• 51:15
  Speaker 2: taking away their right to consent, not treating it as
• 51:18
  Speaker 2: something that is important to address from a moral perspective,
• 51:23
  Speaker 2: you know, you know, torture, porn, cannibalistic porn, porn with
• 51:28
  Speaker 2: children like you will find all of that in these
• 51:30
  Speaker 2: communities for women, and nobody ever says, hmm, yeah, that's uh,
• 51:37
  Speaker 2: that's something we might want to police. No, it's always
• 51:40
  Speaker 2: just online pornography, and the men's stuff is pretty tame,
• 51:44
  Speaker 2: Like I dare you to spend a week looking through
• 51:48
  Speaker 2: the vowels of our kind of our own or why
• 51:52
  Speaker 2: gallery and not realize that women are like men are.
• 51:57
  Speaker 2: You know, they have their they have their things that
• 52:02
  Speaker 2: they like. Women are truly deprived, m like they're just
• 52:07
  Speaker 2: there's no hands down, there's no comparison like it. It's
• 52:11
  Speaker 2: it is hideous. And their behavior towards men as a
• 52:16
  Speaker 2: result of this kind of attitude, like that their pornography
• 52:19
  Speaker 2: and their art, their pornographic art had there's a good
• 52:24
  Speaker 2: portion of it that portrays an incredibly entitled and a
• 52:29
  Speaker 2: lack of understanding of men's consent or a recognition of
• 52:34
  Speaker 2: men's consent or a recognition of men's humanity at all.
• 52:37
  Speaker 2: So it's like the worst kind of snuff porn, torture porn,
• 52:42
  Speaker 2: forced humiliation porn, you know, uh, anal rape, porn, you
• 52:48
  Speaker 2: know that that that they can possibly target at men,
• 52:51
  Speaker 2: and it's right out there. They don't hide it. And
• 52:55
  Speaker 2: then people like this are like, oh, but we got
• 52:57
  Speaker 2: to worry about the actually sort of take things that
• 53:00
  Speaker 2: men do, like taking off a supermodel's bra or liking
• 53:07
  Speaker 2: a threesome with two women or any of that stuff.
• 53:10
  Speaker 2: It's like, yes, have you seen have you seen what
• 53:13
  Speaker 2: women are doing on the internet. And have you seen
• 53:16
  Speaker 2: that a lot of these communities when they actually get
• 53:19
  Speaker 2: their claws on live men, what they do to them,
• 53:25
  Speaker 2: like they don't have a sense of.
• 53:27
  Speaker 1: Oh yeah, for sure, they don't.
• 53:30
  Speaker 2: Respect men's men's bodily autonomy. And it comes out in
• 53:34
  Speaker 2: their fiction and it comes out in their behavior. But
• 53:36
  Speaker 2: nobody talks about that. Nobody, even though this conversation should
• 53:43
  Speaker 2: include that.
• 53:45
  Speaker 1: All right, all right, uh, here we go.
• 53:52
  Speaker 5: Phillips said the government would work with tech companies to
• 53:56
  Speaker 5: make it impossible for children to take view or share
• 53:59
  Speaker 5: new images through nudity detection filters. Schools to take part
• 54:06
  Speaker 5: in the teacher training pilot will be chosen next year,
• 54:09
  Speaker 5: while ministers will aim for all secondary schools to teach
• 54:12
  Speaker 5: healthy relationship sessions by the end of this parliament. The
• 54:17
  Speaker 5: taxpayer will put sixteen million pounds of the bill, while
• 54:21
  Speaker 5: the government says it's working closely with philanthropists and other
• 54:25
  Speaker 5: partners on an innovation fund for the remaining four million pounds.
• 54:30
  Speaker 5: The funding covers the three years spending review period. Nearly
• 54:34
  Speaker 5: forty percent of teenagers in relationships are victims of abuse.
• 54:38
  Speaker 5: Domestic Abuse charity Reducing the Risk has said so notice.
• 54:43
  Speaker 1: So notice they're saying nearly forty percent of teenagers in relationships.
• 54:48
  Speaker 1: They're not specifying it by gender. We're just supposed to
• 54:51
  Speaker 1: assume it's women. If you guys, notice that you caught that.
• 54:55
  Speaker 1: So like before it was like they were talking about women,
• 54:58
  Speaker 1: and then when they bring out the statistic, it's, oh,
• 55:01
  Speaker 1: it's just it's teenagers.
• 55:03
  Speaker 2: Yeah, so you got to know that men that boys
• 55:05
  Speaker 2: are a substantial portion of that. So again we're dealing
• 55:08
  Speaker 2: with a situation where women or girls are engaging in
• 55:11
  Speaker 2: it just as much as boys, and we see the toxicity.
• 55:16
  Speaker 2: We have now evidence of the toxicity. So I did
• 55:19
  Speaker 2: do a little bit of an investigation. The research that
• 55:23
  Speaker 2: looked into the misogyny versus the missonry online. It did
• 55:27
  Speaker 2: use the same framework, and while it did find a
• 55:32
  Speaker 2: greater volume of what it considered to be hateful content
• 55:38
  Speaker 2: on the male more male focused subreddits. But then I mean,
• 55:43
  Speaker 2: also you have to bear in mind that these places
• 55:47
  Speaker 2: are a lightning rod for a lot of stuff, right,
• 55:50
  Speaker 2: So I'm not sure how valid that is because you know,
• 55:53
  Speaker 2: there will be moderators on our men's rights leave stuff
• 55:56
  Speaker 2: up just because you know free speech, right, you know,
• 56:00
  Speaker 2: let them vent whatever, but we don't actually agree with it.
• 56:04
  Speaker 2: But when you look at how the users are engaging
• 56:08
  Speaker 2: with this content, it shows a completely different picture. Because
• 56:12
  Speaker 2: feminists are overt on a personal level as an individual,
• 56:18
  Speaker 2: they are more hateful. So while they may have less
• 56:23
  Speaker 2: overall hateful content, they are identifying it with it far
• 56:29
  Speaker 2: more strongly, right, So you get the difference. So you
• 56:34
  Speaker 2: don't how when you look at that, how much of
• 56:36
  Speaker 2: that is just churn in the men's rights subreddit Since
• 56:41
  Speaker 2: the men's rights in the Men's right subreddit, they're not
• 56:44
  Speaker 2: actually engaging with this hateful content to the same degree
• 56:47
  Speaker 2: as the feminists are engaging in these hape like like
• 56:50
  Speaker 2: confirming it, liking it, mentally masturbating over it. What you know,
• 56:55
  Speaker 2: like what we see feminists on Twitter doing. What I
• 56:58
  Speaker 2: see feminists on Twitter doing basically just marinating in their
• 57:02
  Speaker 2: hatred for men, and we see that. So they're actually
• 57:05
  Speaker 2: really engaging with this content, really eating it up, feasting
• 57:10
  Speaker 2: on it, whereas in the men's rights community that's not
• 57:13
  Speaker 2: what's happening. So more of it may sluice through, but
• 57:16
  Speaker 2: it sluices through you're not seeing the personal engagement with it.
• 57:20
  Speaker 2: In the men's rights community. So I mean that would
• 57:25
  Speaker 2: indicate that the situation is much worse for women. The
• 57:32
  Speaker 2: hatred of the opposite sex is much worse for women
• 57:35
  Speaker 2: if we look at it from an individual level, which
• 57:37
  Speaker 2: is what nobody has talked about in this study, and
• 57:41
  Speaker 2: that really is the level that matters. I mean, it
• 57:44
  Speaker 2: doesn't really matter how much toxicity is being sluiced through
• 57:49
  Speaker 2: a forum if nobody in it is paying, is like
• 57:52
  Speaker 2: really invested in it, and not like not emotionally invested
• 57:56
  Speaker 2: in it, you see what I mean, Like it's just bad,
• 57:58
  Speaker 2: just whatever, it's just noise, right, But if the people
• 58:01
  Speaker 2: in the community are lovingly stroking it, like my precious, precious,
• 58:07
  Speaker 2: precious mys injury, you know, and they're all like letting
• 58:11
  Speaker 2: it become part of themselves, that's a more serious problem.
• 58:15
  Speaker 2: And I think that's what they've found, and that's why
• 58:18
  Speaker 2: they're not talking about that because there's nobody there, very
• 58:23
  Speaker 2: few people are ready for the message that women's hatred
• 58:25
  Speaker 2: of men is substantially more worse than men's hatred of women.
• 58:33
  Speaker 2: And it's an real problem. It's an institutional problem.
• 58:37
  Speaker 1: It's super normalized, yeah, supernormalized, Like we don't we don't
• 58:41
  Speaker 1: even know when we see it. You know, we probably
• 58:44
  Speaker 1: see it too much like where it is and where
• 58:46
  Speaker 1: it doesn't exist.
• 58:48
  Speaker 2: Okay, so let's let's do the next paradox.
• 58:51
  Speaker 1: All right, let's do the next Huh.
• 58:53
  Speaker 2: You're gonna have lots to say on that.
• 58:56
  Speaker 1: All right, let me just see where we left off. Okay,
• 59:00
  Speaker 1: here we go.
• 59:03
  Speaker 5: Online influencers are partly blamed for feeding this, with nearly
• 59:07
  Speaker 5: one in five boys age thirteen to fifteen said to
• 59:10
  Speaker 5: hold a positive view of the self proclaimed misogynist Andrew Chait.
• 59:16
  Speaker 5: According to a Yuga poll, schools in England are already
• 59:20
  Speaker 5: required to identify and tackle misogyny, and some teachers said
• 59:24
  Speaker 5: schools were already doing the kind of work in the
• 59:27
  Speaker 5: new measures.
• 59:31
  Speaker 1: I don't want to know this poll this Yuga pole.
• 59:35
  Speaker 1: I'm curious.
• 59:37
  Speaker 2: Can you look, because I got some an outcome from
• 59:41
  Speaker 2: that study, so I finally got it to spit out
• 59:45
  Speaker 2: something and the core definitions and quantitative analysis. Miss inery
• 59:50
  Speaker 2: and misogynally are operationalized as parallel, but in the narrative
• 59:54
  Speaker 2: about the memosphere, appeals to miss injury and some anti
• 59:57
  Speaker 2: feminist framing are treated lessons straight forward evidence of hatred.
• 1:00:01
  Speaker 2: Towards men and more as a part of a misogynist
• 1:00:04
  Speaker 2: rhetorical move. So even this article, this this research is
• 1:00:10
  Speaker 2: not capturing the full scope of missingry because it's giving
• 1:00:14
  Speaker 2: it's giving messengers some softballs, because it's reframing men calling
• 1:00:19
  Speaker 2: out missingry as potential misogyny. Mm hmm. And yet even
• 1:00:26
  Speaker 2: with the softballs, feminists still the the the peak of hate.
• 1:00:31
  Speaker 2: Feminists still still are the ones who spike the hate
• 1:00:34
  Speaker 2: peak like they they're they're the ones who are who
• 1:00:37
  Speaker 2: are creating the hate tsunami, the the hat hosphear, the
• 1:00:42
  Speaker 2: hate mountain, you know on like Mars Olympic Mands of Mars.
• 1:00:47
  Speaker 2: That's that's the feminist hate pimple. The freaking solar system.
• 1:00:50
  Speaker 2: They constructed that out of their hate. So they're they're
• 1:00:53
  Speaker 2: leaving everybody in their shadow. But even even even even
• 1:00:57
  Speaker 2: with the softballs, they're still coming out on cop when
• 1:01:00
  Speaker 2: it comes to personal hatred and personal engagement with hatred,
• 1:01:06
  Speaker 2: it's really bad when even your ideological science is pointing
• 1:01:10
  Speaker 2: fingers back at you, so you can't even twist. It's
• 1:01:14
  Speaker 2: so bad they can't even manage to twist the science.
• 1:01:17
  Speaker 2: They can't even manage to p hack the science enough anymore.
• 1:01:22
  Speaker 1: Huh okay, all right, so let me see. Yeah, So,
• 1:01:29
  Speaker 1: like I looked at the Yugo. So the way they
• 1:01:31
  Speaker 1: do these polls, I mean, I couldn't find this specific one.
• 1:01:34
  Speaker 1: But it's like on a spectrum, right, so if you
• 1:01:37
  Speaker 1: say anything like other, like if you're neutral and Andrew Tate,
• 1:01:41
  Speaker 1: it probably counts as a positive view. So it's like,
• 1:01:45
  Speaker 1: you know, slightly negative, pretty negative, negative, very negative. And
• 1:01:50
  Speaker 1: then there's the other way, so if you're like anywhere
• 1:01:52
  Speaker 1: on this side, they count it as positive. Not that
• 1:01:55
  Speaker 1: it matters, Like I think people should you know, you
• 1:01:57
  Speaker 1: should be able to have an opinion on whoever you want,
• 1:02:00
  Speaker 1: positive or negative, and it shouldn't mean anything about your
• 1:02:03
  Speaker 1: character or your behavior, but you know whatever. So going
• 1:02:09
  Speaker 1: back to this, schools.
• 1:02:12
  Speaker 5: In England are already required to identify and tackle misogyny,
• 1:02:15
  Speaker 5: and some teachers said schools were already.
• 1:02:18
  Speaker 4: Doing the kind of work in the new measures.
• 1:02:21
  Speaker 5: So Caught Dami, principal at Beacon Hill Academy in Dudley,
• 1:02:26
  Speaker 5: said the challenge isn't starting from scratch, it's ensuring that
• 1:02:30
  Speaker 5: this twenty million pounds is spent.
• 1:02:34
  Speaker 4: Sorry, guys, twenty million pounds.
• 1:02:36
  Speaker 5: Yeah, is spent wisely and in partisanship, partnership with schools
• 1:02:41
  Speaker 5: already leading the way.
• 1:02:43
  Speaker 2: Does this feel like a bunch of goblins and they
• 1:02:46
  Speaker 2: they've captured a chicken and they're all just like running
• 1:02:50
  Speaker 2: around with it.
• 1:02:52
  Speaker 1: Or a hobbit or twenty million pounds?
• 1:02:55
  Speaker 2: Yeah, like the like these people are all just like salivate.
• 1:02:57
  Speaker 2: It's like, oh boy, I got to We've gotta make
• 1:03:00
  Speaker 2: sure you give some of that to me I can
• 1:03:04
  Speaker 2: make wisely.
• 1:03:07
  Speaker 1: I think that's definitely what it's about.
• 1:03:11
  Speaker 2: I wanted to talk about Andrew Tate. So essentially what's
• 1:03:17
  Speaker 2: happening is British school systems are subjecting boys to a
• 1:03:24
  Speaker 2: double standard, like a pernicious double standard. So they're expected
• 1:03:28
  Speaker 2: to take responsibility for things that girls also do and women.
• 1:03:32
  Speaker 2: Girls and women do not have to take responsibility for
• 1:03:34
  Speaker 2: these things, so they are expecting them to internalize this inferiority,
• 1:03:39
  Speaker 2: like you're less important than girls. Girls are allowed to
• 1:03:42
  Speaker 2: get away with this, and what Tate does is he
• 1:03:46
  Speaker 2: gives them a framework. So and the reason why you
• 1:03:50
  Speaker 2: carry a heavier burden is because you are superior to women,
• 1:03:55
  Speaker 2: which you know isn't far off because you know this,
• 1:03:58
  Speaker 2: this whole thing is basically these feminine telling men to
• 1:04:01
  Speaker 2: men up or boys to men up and be better.
• 1:04:05
  Speaker 2: But also women are better as good or better than
• 1:04:08
  Speaker 2: you are. Right, So it's like Andrew take gives these
• 1:04:13
  Speaker 2: boys a framework to navigate all of this without being
• 1:04:18
  Speaker 2: crushed by the double standard, the dismissal, and being treated
• 1:04:22
  Speaker 2: like they are expendable in this narrative. So of course,
• 1:04:28
  Speaker 2: doing more you know, kicking, using the ball kicking machine
• 1:04:34
  Speaker 2: to kick more boys balls is going to increase the
• 1:04:38
  Speaker 2: sales of the cod piece manufacturer, right that that's going
• 1:04:43
  Speaker 2: to increase the sales. And what we have is there
• 1:04:46
  Speaker 2: the feminists are like, well, we need more ball kicking
• 1:04:48
  Speaker 2: machine and somehow we need to stop boys from going
• 1:04:54
  Speaker 2: to the cod piece salesman to get something to protect
• 1:04:57
  Speaker 2: their balls from us. And then and they don't, well, see,
• 1:05:00
  Speaker 2: you are the one that is making You are the
• 1:05:03
  Speaker 2: one that is making the codpiece salesman a billionaire or
• 1:05:07
  Speaker 2: a millionaire, right, you are the one. Forced of course
• 1:05:10
  Speaker 2: they see that, and then they turn around and they
• 1:05:13
  Speaker 2: use the fact that boys are going to get cod
• 1:05:15
  Speaker 2: pieces as evidence that they need stronger ball kicking machines. Yeah,
• 1:05:24
  Speaker 2: and it is they're driving. And I have to actually
• 1:05:28
  Speaker 2: apologize to you, Brian, because a while back you said, well,
• 1:05:31
  Speaker 2: I would rather than listen to Andrew Tate that commit suicide,
• 1:05:34
  Speaker 2: and I was like, I don't know if I completely
• 1:05:36
  Speaker 2: agree with that that sort of choice, And now I
• 1:05:39
  Speaker 2: have to say I do, having looked at all of
• 1:05:41
  Speaker 2: the evidence of what the UK is doing right now,
• 1:05:45
  Speaker 2: I don't think that Andrew Tait is a great role
• 1:05:49
  Speaker 2: model okay at all.
• 1:05:53
  Speaker 1: Sure, but he is giving them.
• 1:05:56
  Speaker 2: Away to deal with this without killing themselves. He's giving them.
• 1:06:04
  Speaker 1: Yeah, I mean, like, unfortunately, I think that these kids,
• 1:06:10
  Speaker 1: you know, and I don't think it's as many as
• 1:06:12
  Speaker 1: they say, but they're making a choice. It's rational, and yeah,
• 1:06:17
  Speaker 1: I think it's because at least I think at least
• 1:06:20
  Speaker 1: with Tate, they're getting some tools to, like you said,
• 1:06:24
  Speaker 1: be able to weather the storm till they like exactly
• 1:06:26
  Speaker 1: you know.
• 1:06:27
  Speaker 2: Yeah, I mean it's not it's it's like a personal
• 1:06:31
  Speaker 2: they're learning a personal kind of ability to to manage
• 1:06:36
  Speaker 2: the situation, right, they're not. So the message is basically,
• 1:06:43
  Speaker 2: you know, become stronger to grind through this, and it's
• 1:06:50
  Speaker 2: not face the actual institutional like that. Don't like not
• 1:06:55
  Speaker 2: face down the actual institutional problem and call it out
• 1:06:58
  Speaker 2: for what it is. It's just focus on yourself, which
• 1:07:01
  Speaker 2: is a fine message. Like you know, if that's if
• 1:07:05
  Speaker 2: that's what boys need to not commit suicide, You're right, Brian,
• 1:07:08
  Speaker 2: it's better than dead boys. I dare anyone to say
• 1:07:12
  Speaker 2: that they would prefer the dead boys to Andrew Tate.
• 1:07:15
  Speaker 2: Go ahead, tell me tell us that if that's the preference. Yeah,
• 1:07:20
  Speaker 2: just lay it out. Tell us that you would prefer
• 1:07:24
  Speaker 2: boys dead from suicide. Then listening to the message of
• 1:07:28
  Speaker 2: that Andrew Tate gives that regardless of what these people
• 1:07:32
  Speaker 2: do to you, you are strong enough to overcome it
• 1:07:36
  Speaker 2: and deal with it because you are a man, and
• 1:07:39
  Speaker 2: you are you have inherent strengths. Right now, again, I
• 1:07:45
  Speaker 2: have my own problems with his message, but I don't
• 1:07:48
  Speaker 2: have a problem with that part.
• 1:07:51
  Speaker 1: Mm hmm.
• 1:07:52
  Speaker 2: And I would not prefer the dead boys. Okay, let's go.
• 1:07:54
  Speaker 1: Let's read I Got a super child. Richard Bierre gave
• 1:07:57
  Speaker 1: us five dollars and said, the fact that to consider
• 1:08:01
  Speaker 1: is whether these women are these people as real people
• 1:08:04
  Speaker 1: versus just a character in their particular entertainment drama, slash,
• 1:08:09
  Speaker 1: romanticy novel or soap opera that they are just consuming
• 1:08:12
  Speaker 1: as entertainment and ignoring the actual humanity of the people
• 1:08:16
  Speaker 1: who they are fantasizing about.
• 1:08:18
  Speaker 2: Course.
• 1:08:19
  Speaker 1: Yeah, well a lot of the they do. They get
• 1:08:22
  Speaker 1: it in their head that you know, there is like
• 1:08:25
  Speaker 1: a let's say, a blurring of the lines of reality
• 1:08:28
  Speaker 1: and fantasy. I mean, remember, remember what was it, ray Loo?
• 1:08:33
  Speaker 1: Is that what they called it? Yeah, Raylo. That was
• 1:08:36
  Speaker 1: like with the Star Wars sequel trilogy, and they were
• 1:08:39
  Speaker 1: like shipping ray and Kylo Ren and it was like
• 1:08:41
  Speaker 1: a real thing. And when it turned out that those
• 1:08:44
  Speaker 1: two actors were not actually romantically involved, they like freaked
• 1:08:48
  Speaker 1: out about it because it was like in their head
• 1:08:50
  Speaker 1: canon it was real. So yeah, I mean this does
• 1:08:54
  Speaker 1: this does happen?
• 1:08:55
  Speaker 2: It does expect people.
• 1:08:56
  Speaker 1: Yeah, yeah, I guess I'm a misogynst you have we
• 1:09:00
  Speaker 1: have special people in our main chat. Now that's cool,
• 1:09:03
  Speaker 1: we do. Yeah, the worse.
• 1:09:08
  Speaker 2: Like special people in the main chat. They figured it out,
• 1:09:13
  Speaker 2: great job.
• 1:09:14
  Speaker 1: They made their way.
• 1:09:16
  Speaker 2: Yeah, what does that even mean? At this point?
• 1:09:18
  Speaker 1: What does what mean?
• 1:09:20
  Speaker 2: Misogynist doesn't mean anything, doesn't.
• 1:09:22
  Speaker 1: Mean us a word that people use to try to
• 1:09:24
  Speaker 1: get you to stop talking, that's all It is. It
• 1:09:27
  Speaker 1: doesn't mean anything, So thanks, thanks for nothing.
• 1:09:30
  Speaker 2: I guess who is called you a misogynist?
• 1:09:34
  Speaker 1: I you know I've been called it many times. Doesn't
• 1:09:38
  Speaker 1: mean anything to me?
• 1:09:40
  Speaker 2: What in in the the horizontal chat? I don't I
• 1:09:44
  Speaker 2: don't see the misogyny calling.
• 1:09:46
  Speaker 1: You don't see it. Go to the live make sure
• 1:09:49
  Speaker 1: you're not looking at top chat. You have looking at
• 1:09:52
  Speaker 1: live chat, you'll see it.
• 1:09:54
  Speaker 2: The change.
• 1:09:56
  Speaker 1: Yeah, apparently I'm a misogynist and this is a misogynist
• 1:09:58
  Speaker 1: radio show.
• 1:10:00
  Speaker 2: Okay, well that's cool. Why don't you give us some
• 1:10:03
  Speaker 2: evidence that counters what we're saying.
• 1:10:05
  Speaker 1: Yeah, just prove us wrong.
• 1:10:07
  Speaker 2: Yeah. What we're doing is we're citing actual studies. What
• 1:10:11
  Speaker 2: you're doing is citing your feels. Okay, let's let's keep going.
• 1:10:16
  Speaker 1: Okay, back to this.
• 1:10:22
  Speaker 5: Pressed pressed on BBC radio fours Today program, on which
• 1:10:27
  Speaker 5: measures were new, Philip said teachers currently did not have
• 1:10:31
  Speaker 5: anywhere specialist or targeted to send pupils who are showing
• 1:10:35
  Speaker 5: signs of sexually harmful behavior. The Department of for Education
• 1:10:40
  Speaker 5: the statutory Guidance already said secondary pupils should be taught
• 1:10:44
  Speaker 5: about consent the negative impacts of pornography on sexual relationships
• 1:10:48
  Speaker 5: that sharing.
• 1:10:49
  Speaker 2: Yes, okay, if boys are engaging in sexually inappropriate behavior,
• 1:10:57
  Speaker 2: that is a red flag for being a victim of
• 1:11:01
  Speaker 2: sexual abuse. Why are they being directed to feminists? What
• 1:11:12
  Speaker 2: do they expect to get? You know what? I'm getting
• 1:11:14
  Speaker 2: really freaking sick of this. This is how you get rapists, right,
• 1:11:21
  Speaker 2: This is how that happens. You have a boy or
• 1:11:26
  Speaker 2: a girl who is sexually abused, and they get treated
• 1:11:30
  Speaker 2: like this institutionally, right, instead of actually being treated like
• 1:11:36
  Speaker 2: a human being who has been experiencing an adverse childhood experience. Right,
• 1:11:44
  Speaker 2: this is sick. This is going to do the exact
• 1:11:48
  Speaker 2: opposite of reduce violence against women and girls. But of
• 1:11:52
  Speaker 2: course we know that because we actually care about violence
• 1:11:55
  Speaker 2: against women and girls here, at least I do. I'm
• 1:11:58
  Speaker 2: pretty sure that Brian does. It's just not our focus.
• 1:12:01
  Speaker 2: But strangely enough, I can call out when bureaucrats use
• 1:12:06
  Speaker 2: an ideology to promote things that put women in danger,
• 1:12:10
  Speaker 2: something that feminists seems to struggle with when it's their ideology,
• 1:12:15
  Speaker 2: And right here, this is feminists putting women in danger, okay,
• 1:12:20
  Speaker 2: And it says nothing to do with immigrants. They are
• 1:12:24
  Speaker 2: making it worse for boys who are sexually abused to
• 1:12:28
  Speaker 2: go on and heal, and that is the group of well,
• 1:12:31
  Speaker 2: actually it's not boys who are sexually abused. It's boys
• 1:12:34
  Speaker 2: who've been subject to multiple forms of childhood sexual adverse experiences,
• 1:12:40
  Speaker 2: childhood adverse experiences. Okay, those are the boys who are
• 1:12:44
  Speaker 2: more likely to be in any category of antisocial Why
• 1:12:48
  Speaker 2: are they being directed towards feminists who are going to
• 1:12:51
  Speaker 2: alienate them, inculcate them with shame and guilt, and if
• 1:12:56
  Speaker 2: they don't accept the shame and guilt, make them even
• 1:13:00
  Speaker 2: more suspicious of any kind of institutional intervention, right, make
• 1:13:05
  Speaker 2: them more suspicious of adults, more suspicious of authority. Surely,
• 1:13:10
  Speaker 2: surely pouring the gasoline on the fire will put it
• 1:13:13
  Speaker 2: out right, You have boys who need actual character.
• 1:13:19
  Speaker 4: Oh my god, what happened?
• 1:13:23
  Speaker 2: I've been struggling with my my, uh the my. I
• 1:13:30
  Speaker 2: have this thing that I put my elbow on. Yeah,
• 1:13:33
  Speaker 2: and she just strifed in like a freaking meteorite and
• 1:13:39
  Speaker 2: hit it and then lost her footing. And she decided
• 1:13:44
  Speaker 2: that she's gonna regain her footing on my arm. So
• 1:13:48
  Speaker 2: I'm in a slight amount of pain.
• 1:13:49
  Speaker 4: Right now at things.
• 1:13:51
  Speaker 2: Yeah, just cat things. She also got my leg on
• 1:13:55
  Speaker 2: the way down, and now she's licking her butt because
• 1:13:59
  Speaker 2: she feels embarrassed. She realizes that was not the most
• 1:14:02
  Speaker 2: graceful thing to have done. I doubt she cares about
• 1:14:05
  Speaker 2: you know me, But anyway, I'm sure she does on
• 1:14:08
  Speaker 2: some level. It's just I don't think cats are aware
• 1:14:12
  Speaker 2: of the damage they too. Correct me in the comments.
• 1:14:15
  Speaker 2: I'm sure many of you the very.
• 1:14:19
  Speaker 4: Solitary. Yeah, just say they think about yourself first.
• 1:14:25
  Speaker 2: Okay, So anyway, like what was I saying before that
• 1:14:28
  Speaker 2: gigantic distraction, can you help me out? Help me out?
• 1:14:36
  Speaker 1: You were you were basically talking about like how this
• 1:14:41
  Speaker 1: is really sick.
• 1:14:42
  Speaker 2: Yes, it is really sick because they're not they're not
• 1:14:49
  Speaker 2: protecting anyone. They're not protecting They say they're protecting women
• 1:14:53
  Speaker 2: and girls. They're not. They're promoting their ideology over protecting
• 1:14:56
  Speaker 2: women and girls. And that's actually the sick, fucked up
• 1:15:00
  Speaker 2: core of all of this. Yes, they target boys, but
• 1:15:06
  Speaker 2: they are also making the world worse for girls because
• 1:15:12
  Speaker 2: all they care about is the money. I mean, I
• 1:15:18
  Speaker 2: can't say that for sure because you can't entirely read
• 1:15:21
  Speaker 2: into people's intent, But the thing is that they understand
• 1:15:26
  Speaker 2: every part, and I'm going to lay out an argument
• 1:15:29
  Speaker 2: at the end, at the you know, towards the denimon
• 1:15:33
  Speaker 2: of this video. I'll lay out an argument. Try to
• 1:15:36
  Speaker 2: get through it pretty quick, and a possible way of
• 1:15:40
  Speaker 2: opposing this. For boys who are dealing with it, or
• 1:15:42
  Speaker 2: anyone who has a person, a young person who is
• 1:15:46
  Speaker 2: going through this situation, maybe give them some advice or
• 1:15:51
  Speaker 2: at least tell them that they're not insane. But yeah,
• 1:15:55
  Speaker 2: they don't care about women and girls. If they did,
• 1:15:59
  Speaker 2: they wouldn't contin you to promote interventions like this. They
• 1:16:02
  Speaker 2: wouldn't say, well, these boys are throwing red flags about
• 1:16:05
  Speaker 2: being antisocial, let's put them under the thumb of ideologues
• 1:16:09
  Speaker 2: who will treat them like second class citizens and make
• 1:16:13
  Speaker 2: their rage and resentment towards women worse. Surely nothing bad
• 1:16:17
  Speaker 2: will come of that.
• 1:16:20
  Speaker 6: Okay, thanks paragraph all right?
• 1:16:30
  Speaker 5: Uh preth uh wait wait yeah, preth them BBC for
• 1:16:34
  Speaker 5: Radio Today's program. On which measures were new, Philip said
• 1:16:37
  Speaker 5: teachers currently did not have anywhere specialist or targeted to
• 1:16:42
  Speaker 5: send pupils who are showing signs of sexually harmful behavior.
• 1:16:45
  Speaker 5: The Department of Education statutory guidance already said secondary pupils
• 1:16:49
  Speaker 5: should be taught about consent, the negative impacts of pornography
• 1:16:52
  Speaker 5: on sexual relationships, and that sharing and viewing of indecent
• 1:16:57
  Speaker 5: images of children is a crime. Updated guidance, due to
• 1:17:01
  Speaker 5: be rolled out from September, specifies that pupils should be
• 1:17:05
  Speaker 5: equipped to recognize misogyny as well as it's links the
• 1:17:08
  Speaker 5: violence against women and girls, and understand the importance of
• 1:17:13
  Speaker 5: challenging it.
• 1:17:14
  Speaker 1: They already probably know all you have to do is
• 1:17:17
  Speaker 1: but yeah, but are you going to go with their
• 1:17:19
  Speaker 1: definition of misogyny which is basically anything anything to feel uncomfortable?
• 1:17:27
  Speaker 2: Yeah? Yeah, Oh, good grief. Uh okay, yep so updated
• 1:17:35
  Speaker 2: guidance Yes.
• 1:17:37
  Speaker 5: Updated guidance, due to be rolled out from September, specifies
• 1:17:41
  Speaker 5: that pupils should be equipped to recognize misogyny as well
• 1:17:45
  Speaker 5: as its links the violence against women and girls, and
• 1:17:48
  Speaker 5: understand the importance of challenging it. Paul White, Viral, secretary
• 1:17:52
  Speaker 5: of School Leaders Union NAHT, said it was positive the
• 1:17:57
  Speaker 5: government was recognizing the importance of training and support for
• 1:18:01
  Speaker 5: school staff, but said schools were just part of the solution.
• 1:18:05
  Speaker 2: I'm telling you, I'm telling you, Brian, it's like a
• 1:18:08
  Speaker 2: bunch of goddamn goblins with the chicken, arguing over it.
• 1:18:12
  Speaker 2: Oh no, don't give it to the teachers. We got
• 1:18:14
  Speaker 2: to give it to the bureaucrats. You gotta give it
• 1:18:17
  Speaker 2: to the school counselors, you gotta give it to you.
• 1:18:21
  Speaker 2: Just give it to Sue, who just we don't even
• 1:18:25
  Speaker 2: know what she is. She just sits there and looks
• 1:18:28
  Speaker 2: very woke. But we know it's important, so we'll give
• 1:18:31
  Speaker 2: her some. It's like an argument over this fat chicken
• 1:18:34
  Speaker 2: that somebody found, and they're just like, I deserve some
• 1:18:38
  Speaker 2: of that. Oh grief, Okay.
• 1:18:43
  Speaker 1: All right.
• 1:18:45
  Speaker 5: Pepe di YAsO, General Secretary.
• 1:18:51
  Speaker 2: Waste of a Pepe.
• 1:18:54
  Speaker 5: That's a that's not a rare Pepe General Secretary of
• 1:18:57
  Speaker 5: the Association of School and College Leaders. And it was
• 1:19:00
  Speaker 5: essential the government introduced effective measures to prevent at source
• 1:19:05
  Speaker 5: the spread of online misogynistic content, which is served up
• 1:19:09
  Speaker 5: to young people by social media algorithms.
• 1:19:13
  Speaker 2: So more suppressing people like us. Basically, let's be honest, like,
• 1:19:18
  Speaker 2: we'll put us on another blacklist because we talk about
• 1:19:22
  Speaker 2: the things that these people won't and because we're a
• 1:19:25
  Speaker 2: bigger threat. Like ultimately, I think it's because we put
• 1:19:30
  Speaker 2: our finger right on what's going on. I'm not even
• 1:19:34
  Speaker 2: sure Tate. I don't think Tate does it. I think
• 1:19:36
  Speaker 2: we do it. We talk about the stuff that really
• 1:19:39
  Speaker 2: makes them scared, which is pointing out that this has
• 1:19:43
  Speaker 2: it doesn't even really, at the end of the day,
• 1:19:45
  Speaker 2: have anything to do with ideology. It has to do
• 1:19:48
  Speaker 2: with a whole gigantic grift, government, bureaucratic grift justifying itself.
• 1:19:59
  Speaker 2: The child and industrial complex must be fed. It's like
• 1:20:04
  Speaker 2: something out of Pink Floyd.
• 1:20:07
  Speaker 1: Okay, yeah, all right.
• 1:20:12
  Speaker 5: Nicola McLafferty pictured here forty two, a victim of domestic violence,
• 1:20:19
  Speaker 5: that survivors of domestic abuse, both men and women, should
• 1:20:23
  Speaker 5: go into school assemblies to speak to children about it and.
• 1:20:26
  Speaker 4: Share the lind experience.
• 1:20:28
  Speaker 2: Okay, how did you.
• 1:20:29
  Speaker 1: Cho small fee? Of course?
• 1:20:31
  Speaker 2: Yeah, but she is talking about male victims of domestic violence.
• 1:20:39
  Speaker 2: So once again we have male victims of domestic violence
• 1:20:42
  Speaker 2: being used as currency to justify this targeting voice like
• 1:20:48
  Speaker 2: you if you took this out of context, right, Oh,
• 1:20:52
  Speaker 2: that seems very fair and gender equitable. That's going to
• 1:20:55
  Speaker 2: bring in men who are victims of domestic Yes, you
• 1:20:58
  Speaker 2: go up like ten paragraphs and it's very explicit. We're
• 1:21:02
  Speaker 2: targeting boys for anti misogyny. So it's like, you use
• 1:21:10
  Speaker 2: the alleged prevalence of domestic violence against women to justify
• 1:21:17
  Speaker 2: targeting boys for misogyny, and here you are actually recognizing caping,
• 1:21:24
  Speaker 2: putting a fig leaf on what you're doing because it
• 1:21:27
  Speaker 2: isn't evolution. I'm like, the UK is difficult because all
• 1:21:31
  Speaker 2: of your statistics and domestic violence go through a feminist
• 1:21:35
  Speaker 2: orifice I should say office office, so or not a
• 1:21:38
  Speaker 2: feminist orifice. Maybe it is a feminist orifice. Anyway, it
• 1:21:45
  Speaker 2: goes through feminism. All of it's filtered through feminism, so
• 1:21:49
  Speaker 2: most of it is complete bullshit. This is the same
• 1:21:51
  Speaker 2: with Australia. But if you actually go to a real
• 1:21:55
  Speaker 2: country like the UK. In the United States, we do
• 1:21:59
  Speaker 2: get high powered community surveys that find parity in almost
• 1:22:05
  Speaker 2: all forms of domestic violence between men and women. If
• 1:22:07
  Speaker 2: you're looking at the last year numbers, which are the
• 1:22:10
  Speaker 2: ones that reduce memory errors in men most and you
• 1:22:13
  Speaker 2: look at specifically high powered community studies that arrange their
• 1:22:19
  Speaker 2: methodology and their questionnaire in such a way that they're
• 1:22:23
  Speaker 2: not pre selecting male victims out of it. Right. If
• 1:22:28
  Speaker 2: you find those studies, you will find parity, and there's
• 1:22:30
  Speaker 2: no ways that those studies found parity. And there is
• 1:22:34
  Speaker 2: actually significant asymmetry in domestic or sexual violence between men
• 1:22:38
  Speaker 2: and women. This is the thing that nobody wants to
• 1:22:40
  Speaker 2: talk about. Men and women are equally violent. Men are
• 1:22:47
  Speaker 2: bigger and stronger, so their violence has more consequences, but
• 1:22:52
  Speaker 2: they're equally violent, and nobody wants to talk about it.
• 1:22:56
  Speaker 2: I'm glad that this individual was put into this, but
• 1:23:01
  Speaker 2: she and even this like this figly for the violence
• 1:23:05
  Speaker 2: against men, it never gets to the point where they
• 1:23:09
  Speaker 2: allow it to inform their ideology. And that's the problem
• 1:23:11
  Speaker 2: because it's the ideology using this data which they never
• 1:23:16
  Speaker 2: update towards the most reliable data, that justifies targeting boys
• 1:23:24
  Speaker 2: for these initiatives. So while this is this is nice
• 1:23:29
  Speaker 2: to see, I know in this context, it's just it's
• 1:23:34
  Speaker 2: just it's just a figly for what they're actually doing.
• 1:23:38
  Speaker 1: All right, Well, I mean it's it's clear that it
• 1:23:42
  Speaker 1: really is just about targeting boys and trying to control
• 1:23:45
  Speaker 1: their behavior and control their I guess the way that
• 1:23:50
  Speaker 1: they spend their time online and all of that. And
• 1:23:53
  Speaker 1: they're they're bringing on somebody who has spoken about men
• 1:23:56
  Speaker 1: and women. But she's not going to be if if
• 1:23:59
  Speaker 1: if she's going to speaking on this as part of
• 1:24:01
  Speaker 1: this program, she is not going to be speaking about
• 1:24:04
  Speaker 1: male victims unless it's framed as like a toxic masculinity thing,
• 1:24:10
  Speaker 1: or if it's framed where they are male victims of
• 1:24:13
  Speaker 1: male perpetrators. I think that's like because at the end
• 1:24:17
  Speaker 1: of the day, there is a certain narrative that has
• 1:24:19
  Speaker 1: to be preserved, and the narrative is that men are
• 1:24:22
  Speaker 1: always the aggressors and women are always the victims. And
• 1:24:25
  Speaker 1: that's the only way you can look at this. And
• 1:24:27
  Speaker 1: if you like look at things honestly and find that
• 1:24:31
  Speaker 1: it's not that black and white, then they lose they
• 1:24:34
  Speaker 1: lose funding, they lose support, they lose control of the narrative.
• 1:24:37
  Speaker 1: And that's really what this comes down to.
• 1:24:40
  Speaker 6: So yeah, so the work that we do is absolutely
• 1:24:43
  Speaker 6: critical because I find I dig up all the all
• 1:24:46
  Speaker 6: the diamonds, all the gems, and Brian explains what the
• 1:24:50
  Speaker 6: hell I'm talking about.
• 1:24:52
  Speaker 1: I guess through it all right, So yeah, I mean
• 1:24:57
  Speaker 1: I can tell, like I said, they bring out this
• 1:24:59
  Speaker 1: one and this is at the end of the article
• 1:25:01
  Speaker 1: and she's like, oh, I'm a survivor. So first of all,
• 1:25:05
  Speaker 1: she's a survivor of domestic violence, so that could already
• 1:25:09
  Speaker 1: sort of paint her perspective unless she's like really stoic
• 1:25:13
  Speaker 1: and objective in how she pursues the data that she
• 1:25:16
  Speaker 1: then goes on to talk about. But if you like
• 1:25:18
  Speaker 1: brought on, say Aaron Pitsy, who like knows her shit
• 1:25:21
  Speaker 1: and understands, you know, like the that she has enough
• 1:25:25
  Speaker 1: experience with domestic violence as a concept and the people
• 1:25:30
  Speaker 1: who participate it and the cycles that it creates, then
• 1:25:33
  Speaker 1: you would be onto something. But they're not gonna do
• 1:25:35
  Speaker 1: that because Aaron Pitsy would shatter the narrative, and the
• 1:25:38
  Speaker 1: narrative is what's most important to preserve because it's what
• 1:25:42
  Speaker 1: keeps these people paid, it's what keeps them bankrolled, and
• 1:25:46
  Speaker 1: it's what keeps the government growing, so like and this
• 1:25:49
  Speaker 1: is what they want, so all right, yeah, let's do it.
• 1:25:57
  Speaker 5: The government has announced a raft of measures in its
• 1:26:00
  Speaker 5: overall VAWG strategy, including the introduction of specialist investigators to
• 1:26:07
  Speaker 5: every police force to oversee rape and sexual offense cases,
• 1:26:11
  Speaker 5: and the wider rollout of domestic abuse protection orders after
• 1:26:14
  Speaker 5: a trial.
• 1:26:15
  Speaker 2: This is ridiculous. The UK already has a conviction rate
• 1:26:20
  Speaker 2: for sexual assault. That's like double the rate of any
• 1:26:23
  Speaker 2: other violent crime. And they already have a problem with
• 1:26:28
  Speaker 2: prosecutor like police, withholding exculpatory evidence from the defense. So
• 1:26:35
  Speaker 2: they already have a problem with institutional corruption against boys
• 1:26:40
  Speaker 2: and men who are accused of sexual assault. They already
• 1:26:44
  Speaker 2: have a problem with this, and they're gonna make it
• 1:26:45
  Speaker 2: worse that you. What the hell are you doing? UK? Like,
• 1:26:49
  Speaker 2: I know that immigration is a problem, but at some
• 1:26:54
  Speaker 2: point you got to ask yourself, is Shari a lot
• 1:26:56
  Speaker 2: better than this? I'm just I'm just laying it out there.
• 1:27:02
  Speaker 2: I know that's a that's quite a controversial statement, but
• 1:27:06
  Speaker 2: at least at least men get a shake in it. Okay,
• 1:27:11
  Speaker 2: let's keep going.
• 1:27:15
  Speaker 5: These main individuals can be banned from contacting a victim,
• 1:27:19
  Speaker 5: visiting their home, or posting harmful content online.
• 1:27:23
  Speaker 1: Oh good lord, let's go after the mean people. Going
• 1:27:28
  Speaker 1: after the meanies.
• 1:27:30
  Speaker 2: You know that. And you remember the that place that
• 1:27:34
  Speaker 2: we spot We toked, we talked, we hoped, we hoped,
• 1:27:38
  Speaker 2: we talked about the Uh the county is, I don't know,
• 1:27:43
  Speaker 2: if it's a county, you probably have some really cute
• 1:27:45
  Speaker 2: name for it. If you're British, but the the municipal
• 1:27:48
  Speaker 2: area that had all of the trash strike basically Brighton
• 1:27:54
  Speaker 2: or Brighton something like that anyway, and they had a
• 1:27:56
  Speaker 2: trash strike because they tried to equalize.
• 1:27:59
  Speaker 1: Oh yeah, yeah, yeah, no, I remember.
• 1:28:00
  Speaker 2: That Burningham, Birmingham. I think they had a trash strike
• 1:28:04
  Speaker 2: because they tried to equalize the the pay structure between
• 1:28:09
  Speaker 2: the female dominated carrying and catering and you know, indoor
• 1:28:14
  Speaker 2: jobs that don't involve trash and the male dominated jobs
• 1:28:19
  Speaker 2: that do involve trash and being out in the elements.
• 1:28:22
  Speaker 2: And uh, then they got men that men didn't want
• 1:28:24
  Speaker 2: to work anymore, and then they got a trash strike,
• 1:28:27
  Speaker 2: and then they got huge amounts of garbage in the
• 1:28:28
  Speaker 2: street and rats. Well now they got a new thing.
• 1:28:31
  Speaker 2: Apparently they have some fa like some famous street that's
• 1:28:35
  Speaker 2: for Christmas shoppers and now they're putting up anti aggressive
• 1:28:40
  Speaker 2: vehicle pythons because of the raft of problems. Yeah, raft
• 1:28:49
  Speaker 2: of trucks of peace around the world.
• 1:28:55
  Speaker 1: Never address the actual problem, just try to find ways
• 1:28:59
  Speaker 1: to like address the symptom, or you know, just blame men. Yeah,
• 1:29:03
  Speaker 1: just blame them something that they're good at doing. Just
• 1:29:06
  Speaker 1: specific men from specific cultures or parts of the world
• 1:29:10
  Speaker 1: that are incompatible with your cultures. But just let you
• 1:29:13
  Speaker 1: know what, it's a lot easier because I don't want
• 1:29:15
  Speaker 1: to be called racist. Let's just blame all the men.
• 1:29:18
  Speaker 1: No one's going to take an issue with that, and
• 1:29:20
  Speaker 1: of course they're not wrong. If you just blame all men,
• 1:29:23
  Speaker 1: then all of a sudden, people are like not offended.
• 1:29:26
  Speaker 2: Yeah, it's astounding how that. It's like you can hide
• 1:29:29
  Speaker 2: anything in blaming all men, anything, any social problem. It's
• 1:29:34
  Speaker 2: almost like opposing that by blaming women could do a
• 1:29:41
  Speaker 2: lot to actually start solving these social problems that use
• 1:29:45
  Speaker 2: blaming men to hide themselves, or at least just question
• 1:29:51
  Speaker 2: blaming men every time. But you know, the reason why
• 1:29:54
  Speaker 2: I say we have to be able to blame women
• 1:29:56
  Speaker 2: is because when you say something like, well are men
• 1:29:58
  Speaker 2: really to blame? What do they say? What do they
• 1:30:02
  Speaker 2: immediately jump to, Well, are you blaming women?
• 1:30:06
  Speaker 1: Oh?
• 1:30:06
  Speaker 2: No, no, no, of course, no, of course not. Of
• 1:30:08
  Speaker 2: course men must be to blame. So if we are
• 1:30:12
  Speaker 2: ever to challenge the narrative of blaming men that hides
• 1:30:16
  Speaker 2: all of this political chicanery, right, we can't we can't
• 1:30:21
  Speaker 2: directly call out the men who are doing this because
• 1:30:24
  Speaker 2: that would be some kind of ism. So we'll just
• 1:30:26
  Speaker 2: blame all men. So that's that's how you that's how
• 1:30:29
  Speaker 2: you dilute focus and hide and cape for something. And
• 1:30:33
  Speaker 2: we will never be able to stop it until when
• 1:30:36
  Speaker 2: we say, you know what, I don't know if all
• 1:30:38
  Speaker 2: men are to blame here, and somebody says, are you
• 1:30:42
  Speaker 2: blaming women? You just say, yeah, maybe I am. That's
• 1:30:46
  Speaker 2: a possibility. Let's sit for it. Let's sit with it
• 1:30:49
  Speaker 2: for a while. Maybe there's some validity to it.
• 1:30:52
  Speaker 1: Let's just do that.
• 1:30:54
  Speaker 2: Let's just seit. Let's have some tea and think about it.
• 1:30:58
  Speaker 2: It could be we could be blamed women. We could
• 1:31:01
  Speaker 2: just be blaming men and women's interaction and some kind
• 1:31:04
  Speaker 2: of some kind of emergent property of how they interact
• 1:31:07
  Speaker 2: with each other. Or we could be blaming directly women.
• 1:31:10
  Speaker 2: Let's just let's cogitate on it. Let's let's just have
• 1:31:14
  Speaker 2: a cup of tea and some and some biscuits and
• 1:31:16
  Speaker 2: think about it instead of oh no, of course we
• 1:31:19
  Speaker 2: have to blame men. And then you hide the problem
• 1:31:22
  Speaker 2: once again. That's where they're hiding all these problems in
• 1:31:25
  Speaker 2: blaming men, and then you can't call it out because
• 1:31:29
  Speaker 2: if you say I don't think men are to blame,
• 1:31:31
  Speaker 2: you're immediately a misogynist. All right, let's keep going.
• 1:31:36
  Speaker 1: Okay, let's see.
• 1:31:41
  Speaker 5: I now I think the package in the Commons, Philip
• 1:31:44
  Speaker 5: said the strategy would deploy quote the full force of
• 1:31:47
  Speaker 5: the state end quote across local and national government to
• 1:31:51
  Speaker 5: prevent vogue.
• 1:31:53
  Speaker 4: You know what, ed.
• 1:31:55
  Speaker 2: The UK is blaming men and there, and that is
• 1:31:58
  Speaker 2: gonna be the thing that make some slide into the
• 1:32:01
  Speaker 2: Atlantic Ocean. We're just gonna slide like off this continental shelf.
• 1:32:05
  Speaker 2: It'll just be the sheer weight of how much they're
• 1:32:08
  Speaker 2: hiding by blaming them. Okay, sorry, I'm done, let's go,
• 1:32:13
  Speaker 2: let's keep going.
• 1:32:16
  Speaker 5: So the strategy was backed by one billion pounds funding
• 1:32:20
  Speaker 5: for victims support, including for safe housing. Other measures include
• 1:32:25
  Speaker 5: better NHS support for child and adult survivors of abuse,
• 1:32:29
  Speaker 5: and a funding boost for counsels to provide safe housing
• 1:32:32
  Speaker 5: for domestic abuse survivors.
• 1:32:34
  Speaker 2: Okay, what okay, can we go back to that end
• 1:32:40
  Speaker 2: bit because I'm still trying to figure out how it
• 1:32:42
  Speaker 2: relates to the rest. How does this how does this
• 1:32:47
  Speaker 2: lead to.
• 1:32:48
  Speaker 1: Spending more money? That's like, that's what you do?
• 1:32:51
  Speaker 2: So I really was right about the goblins with the chicken,
• 1:32:54
  Speaker 2: the fat chicken.
• 1:32:55
  Speaker 1: Well, it's mostly taxpayer money, so why not?
• 1:32:58
  Speaker 2: Yeah, why there are people more pissed at this because
• 1:33:01
  Speaker 2: if we just even look at, like take away all
• 1:33:03
  Speaker 2: the stuff happening to boys and realizing that maybe boys
• 1:33:08
  Speaker 2: don't need to be shamed more, like, can we stop
• 1:33:12
  Speaker 2: doing that? Like we've done this a lot and hasn't
• 1:33:14
  Speaker 2: really improved things. But let's just step away from that.
• 1:33:19
  Speaker 2: You guys are paying for like you guys in the UK,
• 1:33:21
  Speaker 2: you taxpayers in the UK are paying for interventions that
• 1:33:27
  Speaker 2: are proven not to work. So you're basically just throwing
• 1:33:31
  Speaker 2: money at bureaucrats. You know, if you ever watched Yes Minister,
• 1:33:34
  Speaker 2: you're basically just paying for a hospital that hasn't seen
• 1:33:38
  Speaker 2: a patient in eighteen months because they're not gonna do anything.
• 1:33:42
  Speaker 2: They're not going to approve the situation. They say they're
• 1:33:44
  Speaker 2: gonna have violence against women in like eighteen months. No,
• 1:33:49
  Speaker 2: not with these interventions. And when you look at the
• 1:33:51
  Speaker 2: language that they're using, it's all abstractions and theoreticals and
• 1:33:55
  Speaker 2: oh wait, this is a prime opportunity for an experiment.
• 1:33:59
  Speaker 2: So basically what they're gonna do is they're gonna give
• 1:34:04
  Speaker 2: already misundressed teachers. Let's face it, like they're already marking
• 1:34:08
  Speaker 2: boys down. They already treat boys as second classes. And
• 1:34:12
  Speaker 2: since they're gonna hand these teachers another weapon to stigmatize
• 1:34:18
  Speaker 2: boys with, because surely that will that will make boys
• 1:34:23
  Speaker 2: return to the fold. Like do you think these things through?
• 1:34:29
  Speaker 2: Like if you really want your daughters to be safe? Okay,
• 1:34:33
  Speaker 2: you don't. You don't believe anything I say. You don't
• 1:34:35
  Speaker 2: like me because I advocate for men and boys. You
• 1:34:38
  Speaker 2: think I'm gonna pick me or a handmaiden. But what
• 1:34:40
  Speaker 2: about your girls if you genuinely want them to be safer?
• 1:34:45
  Speaker 2: Think about this? Logically, you are handing. Like if a
• 1:34:49
  Speaker 2: boy throws a red flag, he he and he demonstrates
• 1:34:53
  Speaker 2: anti social behavior, probably as a result of two things.
• 1:34:57
  Speaker 2: There are genetic factors and abuse. So he's probably experienced
• 1:35:02
  Speaker 2: adverse childhood experiences. Right, So he's he's been neglected, he's
• 1:35:06
  Speaker 2: been sexually assaulted, he's been physically abused, he's subject to
• 1:35:09
  Speaker 2: emotional abuse, that kind of thing, right, And he's expressioning
• 1:35:14
  Speaker 2: antisocial personality behaviors. Okay, this system flags him and sends
• 1:35:23
  Speaker 2: him to a person who's going to teach him that
• 1:35:27
  Speaker 2: he is bad because he's a boy, not because of
• 1:35:31
  Speaker 2: the abuse he's suffered, and that he you know, he
• 1:35:34
  Speaker 2: needs therapy to or at least mentorship to overcome it
• 1:35:39
  Speaker 2: or to learn better coping strategies. No, they're going to
• 1:35:42
  Speaker 2: blame patriarchy, andrew tate being a boy, masculinity, any kind
• 1:35:48
  Speaker 2: of aspirational identity, and they're going to tell him that
• 1:35:53
  Speaker 2: he needs to suck up behavior from girls or through
• 1:35:57
  Speaker 2: their actions. You're not going to tell him directly because
• 1:35:58
  Speaker 2: they don't admit that girl's also engage in this behavior.
• 1:36:01
  Speaker 2: They're going to instill such a level of rage and
• 1:36:07
  Speaker 2: antagonism and distrust for the system that might actually be
• 1:36:11
  Speaker 2: able to turn them from the path of violent criminality.
• 1:36:15
  Speaker 2: In this boy, they are constructing rage monsters through this process.
• 1:36:21
  Speaker 2: They're making your girls less safe. And this is entirely
• 1:36:25
  Speaker 2: consistent with what they've done across the board with all
• 1:36:28
  Speaker 2: domestic violence interventions. Like no domestic violence interventions by feminists
• 1:36:35
  Speaker 2: based on rigorous studies are beneficial, some actually are negative.
• 1:36:40
  Speaker 2: They like a feminist goes in lectures to men who
• 1:36:44
  Speaker 2: are convicted of battering and more men are like yeah,
• 1:36:47
  Speaker 2: I think I'll do more of that because they've just
• 1:36:51
  Speaker 2: had to deal with weeks or months of a feminist
• 1:36:54
  Speaker 2: lecture on this like take responsibility for the patriarchy, but
• 1:36:58
  Speaker 2: when compared to acts based on iterative science. So in
• 1:37:03
  Speaker 2: other words, there are there are beleaguered researchers out there
• 1:37:07
  Speaker 2: who are researching these issues from a non feminist perspective.
• 1:37:11
  Speaker 2: So they're looking at it and they're saying, how do
• 1:37:14
  Speaker 2: we really reduce the rate of domestic violence, and in particular,
• 1:37:18
  Speaker 2: since the political will is here, how do we really
• 1:37:20
  Speaker 2: reduce the rate of domestic violence against women and girls?
• 1:37:24
  Speaker 1: Right?
• 1:37:24
  Speaker 2: And they're looking at it, and they're conjecturing interventions based
• 1:37:29
  Speaker 2: on psychology, based on understandings of why people become abusive.
• 1:37:34
  Speaker 1: Right.
• 1:37:34
  Speaker 2: And they've constructed this intervention after iterations of cognitive behavioral
• 1:37:38
  Speaker 2: therapy called ACTV. So it is I'm terrible with acronyms,
• 1:37:46
  Speaker 2: but it basically teaches batterers to try to get their
• 1:37:50
  Speaker 2: behavior consistent with their values. Right, So they say, they
• 1:37:54
  Speaker 2: identify values like you want to be you want to
• 1:37:56
  Speaker 2: be a good partner, you want to be a good husband,
• 1:37:59
  Speaker 2: you want to be protect and all this other stuff.
• 1:38:02
  Speaker 2: Try to get your behavior consistent with those values. So
• 1:38:05
  Speaker 2: it's an intervention that recognizes that maybe batterers don't batter
• 1:38:10
  Speaker 2: because they're mustache twirling villains. They do it because they've
• 1:38:15
  Speaker 2: learned poor coping strategies as children from those aforementioned averse
• 1:38:20
  Speaker 2: childhood experiences. And they find that these programs that have
• 1:38:25
  Speaker 2: been developed iteratively, because you can iterate outside of feminist science,
• 1:38:30
  Speaker 2: feminist science is static. It hasn't changed, Like their interventions
• 1:38:34
  Speaker 2: haven't changed since Duluth. They've managed to create interventions that
• 1:38:39
  Speaker 2: have something like a fifty percent reduction and recidivism, which
• 1:38:45
  Speaker 2: is like that is insanely high, and yet we are stuck,
• 1:38:51
  Speaker 2: like the political will remains with feminist interventions which do
• 1:38:56
  Speaker 2: nothing and sometimes make it worse. So if you really
• 1:39:01
  Speaker 2: care about your girls and women, you should be opposing
• 1:39:06
  Speaker 2: this because the track record of these people is they
• 1:39:10
  Speaker 2: make the problem worse or they do nothing, and you
• 1:39:14
  Speaker 2: are spending billions, like one of these initiatives is a
• 1:39:19
  Speaker 2: billion dollars, millions and billions of pounds on nothing. Nothing.
• 1:39:27
  Speaker 2: You probably you'd probably be better off throwing your money
• 1:39:31
  Speaker 2: at these boys directly as a solution. But that's not
• 1:39:36
  Speaker 2: what's happening. You're giving it to the child industrial complex
• 1:39:39
  Speaker 2: in the UK, and they're gonna spend it on well,
• 1:39:44
  Speaker 2: not doing what they're saying they're gonna do, like this thing. Oh,
• 1:39:47
  Speaker 2: they're gonna they're gonna have violence against women and girls
• 1:39:51
  Speaker 2: in eighty or what is it, ten years? I don't know. No,
• 1:39:53
  Speaker 2: they're not. None of their interventions have anywhere near the
• 1:39:58
  Speaker 2: power to do something thing like that. And nobody talks
• 1:40:02
  Speaker 2: about this in pure research, empirical logical terms. Are what
• 1:40:09
  Speaker 2: they are? They what they say they're going to deliver?
• 1:40:12
  Speaker 2: Can they deliver it? No, you're throwing your money away.
• 1:40:17
  Speaker 2: You're throwing it away, and you're going to most likely
• 1:40:20
  Speaker 2: make your girls less safe. I'm not even bringing up immigration. Yeah, okay,
• 1:40:29
  Speaker 2: let's keep going.
• 1:40:30
  Speaker 1: That's the end of the article.
• 1:40:31
  Speaker 2: Oh is it?
• 1:40:32
  Speaker 3: You know?
• 1:40:32
  Speaker 2: You're right, We're done. We're not done the show. We're
• 1:40:35
  Speaker 2: done the article. All right, so let's look at uh okay,
• 1:40:39
  Speaker 2: I'll read off my my analysis, my total analysis, and
• 1:40:43
  Speaker 2: then at the end at the the conclusions conclusion of
• 1:40:49
  Speaker 2: I'm gonna after that, thank you, Brian. After that, did
• 1:40:55
  Speaker 2: you want to add anything to this? Like I've been talking?
• 1:40:58
  Speaker 1: You know, I mean, I said, I said my piece.
• 1:41:01
  Speaker 1: I'm just looking at the chat and making sure I'm
• 1:41:03
  Speaker 1: not missing anything.
• 1:41:05
  Speaker 2: Well, if you want to jump on any of the
• 1:41:06
  Speaker 2: people in the chat, go ahead. Not really, it's all
• 1:41:11
  Speaker 2: good espresso, cappuccino, espresso, all right. So the main claim
• 1:41:19
  Speaker 2: the policy frames boys is a problem class. Let me
• 1:41:24
  Speaker 2: just expand this because I got my eyes. Are not
• 1:41:27
  Speaker 2: as young as you?
• 1:41:28
  Speaker 1: Have an idea on how to fight back?
• 1:41:31
  Speaker 2: Yeah? I do. I think that. I think. I think
• 1:41:36
  Speaker 2: Tate has an appeal, but there's something else that needs
• 1:41:39
  Speaker 2: to be done. The policy frames boys as problem class.
• 1:41:44
  Speaker 2: The new United Kingdom violence against women and girls, I
• 1:41:48
  Speaker 2: don't think is new strategy explicitly focuses on high risk
• 1:41:52
  Speaker 2: boys and young men in schools, training teachers to spot
• 1:41:55
  Speaker 2: early signs of misogyny and boys and sending flag boys
• 1:41:58
  Speaker 2: some as young as eleven, to be behavioral change schools.
• 1:42:01
  Speaker 1: All right.
• 1:42:02
  Speaker 2: What they're saying or red flags is basically antisocial behavior.
• 1:42:05
  Speaker 2: And what's interesting about men who batter is they are
• 1:42:09
  Speaker 2: actually aggressive to everyone. So you don't need to look
• 1:42:14
  Speaker 2: for misogyny and boys. That is a weasel word that
• 1:42:18
  Speaker 2: just mays basically means if he says something I don't like,
• 1:42:23
  Speaker 2: and you don't need to look for it specifically, because
• 1:42:26
  Speaker 2: all you have to look for is boys who are
• 1:42:29
  Speaker 2: physically bullying and aggressive right to everyone, and you could
• 1:42:34
  Speaker 2: probably look for that. In girls. It's a little bit
• 1:42:36
  Speaker 2: more covert because they're much more relational, and flag them
• 1:42:41
  Speaker 2: and get them to services that actually work. Like fathers.
• 1:42:46
  Speaker 2: High risk pupils are defined broadly. Informally, staff are told
• 1:42:50
  Speaker 2: to look for harmful behaviors and attitudes towards women and girls,
• 1:42:53
  Speaker 2: toxic ideas, sexually harmful behavior, harassment, sharing intimate images, and
• 1:42:58
  Speaker 2: strongly misogynistic or Andrew T eight influenced views. If we
• 1:43:02
  Speaker 2: didn't already have a problem with pedophiles, female pedophiles preying
• 1:43:07
  Speaker 2: on boys and schools, now you give them a tool
• 1:43:11
  Speaker 2: to get them alone because they have sexually harmful behavior.
• 1:43:15
  Speaker 2: As interpreted by Miss Sticky Fingers. There's no published objective
• 1:43:21
  Speaker 2: checklist or current clear evidentiary threshold. High risk is whatever
• 1:43:26
  Speaker 2: trained staff decides is worrying enough to justify referral, which
• 1:43:31
  Speaker 2: gives wide scope to subjective and ideological judgments about boys.
• 1:43:35
  Speaker 2: Policy and media framingly overwhelmingly present boys' as potential perpetrators
• 1:43:40
  Speaker 2: and girls as victims to be protected with no symmetrical
• 1:43:44
  Speaker 2: institutional machinery for miss injury, hatred of men, or for
• 1:43:47
  Speaker 2: the abuse of boys by girls. So this is entirely
• 1:43:51
  Speaker 2: one sided, no recognition of miss injury and girls or
• 1:43:55
  Speaker 2: abuse by girls. And there is substantial like, there's a
• 1:43:58
  Speaker 2: reason why they only said forty percent of teenagers. They
• 1:44:02
  Speaker 2: only hide. They only hide the percentage of girls when
• 1:44:06
  Speaker 2: it is equal or higher. Main claim too. Evidence does
• 1:44:11
  Speaker 2: not justify aggressive boy targeted anti misogyny courses. Evaluations of
• 1:44:17
  Speaker 2: school based gender norms and respectful relationship programs with adolescents
• 1:44:21
  Speaker 2: show some improvements and self reported attitudes, for example, agreement
• 1:44:25
  Speaker 2: with gender equality statements, but only a minority show clear
• 1:44:29
  Speaker 2: sustained reductions and actual abuse, coercion or dating violence. Do
• 1:44:33
  Speaker 2: you want me to share this so you have a
• 1:44:35
  Speaker 2: visual Brian.
• 1:44:37
  Speaker 1: Yeah, well if it has a visual component, otherwise I
• 1:44:40
  Speaker 1: can just Well it's if it's just text, I don't
• 1:44:43
  Speaker 1: really know if it matters.
• 1:44:45
  Speaker 2: Well, it's it's basically text. I don't know if people
• 1:44:47
  Speaker 2: want to read along, Like, I'm going to put this
• 1:44:50
  Speaker 2: in the resources and badger nation down online if you're interested,
• 1:44:53
  Speaker 2: and it's going to have all the sources for all
• 1:44:55
  Speaker 2: of this. So I have researched this quite a bit,
• 1:44:59
  Speaker 2: and I got a lot of sources, a lot of
• 1:45:03
  Speaker 2: things I've seen over the years. All Right, So these
• 1:45:06
  Speaker 2: studies frequently rely on short term self report attitude scales
• 1:45:10
  Speaker 2: with weak or no control groups, limited behavioral measures, and
• 1:45:13
  Speaker 2: short follow ups, which limits confidence in their claims. So
• 1:45:16
  Speaker 2: what the feminists are doing is they're using science that
• 1:45:19
  Speaker 2: doesn't really support their claims. It doesn't definitely doesn't support
• 1:45:24
  Speaker 2: the claim that they're going to reduce violence against women
• 1:45:26
  Speaker 2: and girls in however many months or years two half. Yeah,
• 1:45:31
  Speaker 2: that's not supported anywhere here. What they do show is
• 1:45:36
  Speaker 2: supposedly the attitudes of boys improve, but what they're actually
• 1:45:41
  Speaker 2: finding when they pair that with behavior is that it's
• 1:45:45
  Speaker 2: not like there's no there's no real behavioral improvement. It
• 1:45:50
  Speaker 2: may be transitory, like they might improve for a few months,
• 1:45:53
  Speaker 2: but what's actually happening is that they are lying. They
• 1:45:57
  Speaker 2: are learning to lie and give the party line on
• 1:46:00
  Speaker 2: these these courses, right, and when they look at behaviors
• 1:46:06
  Speaker 2: for a bit, the boys will report that they're doing better.
• 1:46:11
  Speaker 2: And this is all within the context of pathologization of
• 1:46:14
  Speaker 2: all boys, But so I reject that entirely. But within
• 1:46:17
  Speaker 2: that context, the boys report that they're doing better, but
• 1:46:20
  Speaker 2: after a certain amount of time they stop, which is
• 1:46:22
  Speaker 2: consistent with them also lying about what's going on in
• 1:46:27
  Speaker 2: order to protect each other, which is not a surprise
• 1:46:31
  Speaker 2: because all these interventions do is make boys suspicious of
• 1:46:36
  Speaker 2: the institutions that do them and make it harder to
• 1:46:42
  Speaker 2: identify and help boys who could use assistance with dealing
• 1:46:49
  Speaker 2: with poor conflict management skills, poor anger management skills because
• 1:46:54
  Speaker 2: they've experienced a verse childhood events. All right. Reviews of
• 1:46:59
  Speaker 2: staking the based bullying and gender violence programs explicitly warn
• 1:47:04
  Speaker 2: that social desirability and demand characteristics are major threats to ability.
• 1:47:08
  Speaker 2: That's basically just science ease for what I just said,
• 1:47:11
  Speaker 2: because adolescents quickly learn to learn the right answers, adults reward.
• 1:47:16
  Speaker 2: Most rigorous evaluations that include pure reports byspender bystander outcomes
• 1:47:21
  Speaker 2: and school discipline data or victimization perpetration measures find that
• 1:47:25
  Speaker 2: some programs reduced dating, violence or harassment, but effects are modest,
• 1:47:30
  Speaker 2: contact specific, and often fade with time. Basically what I
• 1:47:33
  Speaker 2: just said, and I just explained the mechanism. They lie
• 1:47:37
  Speaker 2: because there, you have no trust in the institution, and
• 1:47:42
  Speaker 2: they're never going to have trust in the institution unless
• 1:47:44
  Speaker 2: the institution recognizes the abuse the girls are doing, the
• 1:47:49
  Speaker 2: violence that girls are doing, the sexual violence that girls
• 1:47:52
  Speaker 2: are doing, the verbal abuse that girls are doing, the
• 1:47:54
  Speaker 2: bullying that girls are doing. Even adolescents had bullying by girls,
• 1:47:58
  Speaker 2: but somehow they made it the argument that if you
• 1:48:01
  Speaker 2: recognize the buying by girls as part of the problem,
• 1:48:06
  Speaker 2: you are engaging in misogyny. Is that astounding. But as
• 1:48:10
  Speaker 2: long as these interventions don't recognize women or girls' bad behavior,
• 1:48:16
  Speaker 2: boys will continue to be suspicious of them and the
• 1:48:19
  Speaker 2: institutions that promote them, because why wouldn't you be You're
• 1:48:23
  Speaker 2: expected to eat something that someone else gets away with
• 1:48:27
  Speaker 2: that's fundamentally unfair, And most of our sense of pro
• 1:48:31
  Speaker 2: social behavior is reliant on feeling like we're being treated
• 1:48:35
  Speaker 2: fairly while in behavior are observe okay. When behavior or
• 1:48:41
  Speaker 2: observed behavior data are used, games are generally smaller and
• 1:48:45
  Speaker 2: less consistent with attitude shifts, which is consistent with boys
• 1:48:48
  Speaker 2: performing compliance rather than undergoing deep moral change. Moral change
• 1:48:52
  Speaker 2: to what I mean here, I'm going to push back
• 1:48:54
  Speaker 2: moral change to what to recognizing that they are deserving
• 1:48:59
  Speaker 2: of the same protection than is their sisters. The United
• 1:49:04
  Speaker 2: king without actually saying, Hey, the reason why you're not
• 1:49:07
  Speaker 2: deserving of the same protections of your sisters is because
• 1:49:10
  Speaker 2: you're stronger as a boy. Are you willing to say that? No,
• 1:49:15
  Speaker 2: you just want to focus only on your girls without
• 1:49:18
  Speaker 2: even telling your boys, Oh, hey, that's because we think
• 1:49:22
  Speaker 2: you're stronger. That you won't even acknowledge that this might
• 1:49:27
  Speaker 2: be a result of some kind of unique value proposition
• 1:49:30
  Speaker 2: that boys bring in terms of strength. The United Kings.
• 1:49:35
  Speaker 2: You'll you'll just demand that boys carry more and if
• 1:49:39
  Speaker 2: they aren't, if they fail, it's not because you've asked
• 1:49:41
  Speaker 2: for more, it's because they're weak. The United Kingdom's school
• 1:49:45
  Speaker 2: strand of the VAT g G. I hate acronyms. This
• 1:49:51
  Speaker 2: one looks like a bug? What this one looks like
• 1:49:54
  Speaker 2: a bug? It bugs me?
• 1:49:56
  Speaker 1: V A w G. Yeah, violence against women and girl
• 1:50:00
  Speaker 1: that's what it stands for.
• 1:50:01
  Speaker 2: Strategy. I know, I just vog vog.
• 1:50:06
  Speaker 7: That's a good vog vogb vog have chicken strategy largely
• 1:50:12
  Speaker 7: leans on broad what works summaries and vague claims that
• 1:50:16
  Speaker 7: prevention and challenging attitudes help, rather than on direct evidence
• 1:50:20
  Speaker 7: that short, compulsory bright behavior change courses for flag boys
• 1:50:24
  Speaker 7: reduced later violence against women and girls.
• 1:50:26
  Speaker 2: Of course they don't. Feminist interventions don't actually change men
• 1:50:33
  Speaker 2: who engage in violence against women or boys. Most likely
• 1:50:36
  Speaker 2: they won't do that for boys either. They just in
• 1:50:39
  Speaker 2: trench already existing anger. Like you get a boy who's
• 1:50:44
  Speaker 2: acting out because he's been abused, you send him to
• 1:50:47
  Speaker 2: a feminist counselor, and what does she do? Abuses him?
• 1:50:53
  Speaker 2: Some more problem solved, no problem made worse. Official texts
• 1:51:01
  Speaker 2: reference pioneering research finding the most effective way to teach
• 1:51:06
  Speaker 2: and innovation funding to test approaches, which implicitly admits that
• 1:51:10
  Speaker 2: the precise model being rolled out is not empirically proven
• 1:51:14
  Speaker 2: in this context. So they don't even know what the
• 1:51:16
  Speaker 2: hell they're doing. They're just basically like, give us money, Yeah,
• 1:51:21
  Speaker 2: give us money, we'll figure it out. We'll figure it out,
• 1:51:25
  Speaker 2: and if it doesn't work, we'll blame your sons. This
• 1:51:32
  Speaker 2: is insane. Yep, oh claim three or sorry, argument three.
• 1:51:44
  Speaker 2: Feminist perpetrator models underperform non idiological models do better. I
• 1:51:49
  Speaker 2: covered this, but basically it just goes through the achieving
• 1:51:54
  Speaker 2: change through values based behavior and how non feminist interventions
• 1:51:59
  Speaker 2: work so much better than feminist interventions, in part because
• 1:52:04
  Speaker 2: they actually iterate them like feminists are just static. It's
• 1:52:08
  Speaker 2: like the Dlute model. Nothing changes, nothing's changed since the eighties.
• 1:52:12
  Speaker 2: The non feminist researchers, who are incredibly beleaguered and underfunded
• 1:52:15
  Speaker 2: and are the true heros of this. They iterate something
• 1:52:20
  Speaker 2: doesn't work, They go back to the drawing the drawing board.
• 1:52:24
  Speaker 2: They change things, They change this, they chant, they learn
• 1:52:26
  Speaker 2: more psychology, They do what they need to to make
• 1:52:29
  Speaker 2: it work. And their interventions because of that are effecative.
• 1:52:33
  Speaker 2: We don't use them because they're not ideologically convenient to feminists.
• 1:52:41
  Speaker 2: This pattern indicates that non ideological skills, trauma and behavior
• 1:52:45
  Speaker 2: focused interventions are more promising than static feminist models, which
• 1:52:49
  Speaker 2: have not substantively updated despite underwhelming results. Want you guys
• 1:52:54
  Speaker 2: to put a pin in this. Feminist models are underwhelming,
• 1:52:57
  Speaker 2: they don't work, and yet they keep consist instantly getting funding.
• 1:53:01
  Speaker 2: Why because they package themselves. Excuse me, they package themselves
• 1:53:10
  Speaker 2: in an appealing way. You're saving girls, you're saving you're
• 1:53:14
  Speaker 2: not doing any of the thing of the sort. Here's
• 1:53:17
  Speaker 2: here's a good rule of thumb. If you have a problem,
• 1:53:21
  Speaker 2: you don't throw out half the evidence and expect to
• 1:53:24
  Speaker 2: get a solution. That's what's happening here overall, And the
• 1:53:29
  Speaker 2: and the researchers who don't do that, guess what they're
• 1:53:33
  Speaker 2: finding solutions. Girls in feminist spaces are not uniquely innocent.
• 1:53:39
  Speaker 2: Miss injury is real. Scientific reports article Women who Hate
• 1:53:43
  Speaker 2: Men a comparative analysis across extremists reddit communities, and we've
• 1:53:47
  Speaker 2: covered this extensively. Misogynist communities show what somewhat higher toxicity scores,
• 1:53:52
  Speaker 2: but distributions are similar across communities. Both misogynists and misinterest
• 1:53:56
  Speaker 2: feminist spaces contain substantial toxic content at the user level.
• 1:54:02
  Speaker 2: Emotional perspective, the feminist community shows the highest peak of
• 1:54:07
  Speaker 2: hate sentiment, followed by the gender critical space and then
• 1:54:11
  Speaker 2: some men's right space, implying that misinterest and feminist aligned
• 1:54:14
  Speaker 2: communities can at least be at least as hate dance
• 1:54:17
  Speaker 2: as their misages. But honestly, the feminists are worse on
• 1:54:21
  Speaker 2: a personal level, so they're engaging personally more with the
• 1:54:25
  Speaker 2: hate content. That's what this means. The authors conclude that
• 1:54:29
  Speaker 2: when male to female and female to male hate are
• 1:54:32
  Speaker 2: examined together, there's no systemic differences in hate based on
• 1:54:35
  Speaker 2: perpetrator's gender, and that gendered hate speech is a common
• 1:54:38
  Speaker 2: factor of noxious communities. Broader work on online hate suggests
• 1:54:43
  Speaker 2: that men and women both experience considerable online hostility. Analyzes
• 1:54:48
  Speaker 2: that break down exposure sometimes find no major gender gaps
• 1:54:51
  Speaker 2: and experiencing cruel or hateful speech. Contrary to the narratives
• 1:54:55
  Speaker 2: that only women and girl girls are targeted. Again, women
• 1:54:59
  Speaker 2: in gills gills, they beat you just call them gills
• 1:55:03
  Speaker 2: from now on, okay, claim five boys defensive responses are
• 1:55:08
  Speaker 2: treated as pathology rather than as reactions to a double standard.
• 1:55:12
  Speaker 2: Qualitative research with teachers on gender based violence prevention in
• 1:55:17
  Speaker 2: England reports that boys often respond with defensiveness, mockery, or
• 1:55:21
  Speaker 2: silence when they feel that they're being framed as the
• 1:55:24
  Speaker 2: problem problem. Sex teachers themselves worry about boys reluctance to
• 1:55:29
  Speaker 2: engage under those conditions. So what feminists are doing is
• 1:55:32
  Speaker 2: they're saying, we're going to flag the antisocial boys, We're
• 1:55:36
  Speaker 2: going to subject them to group blaming and shaming that
• 1:55:39
  Speaker 2: they share with other boys. You realize that it's going
• 1:55:41
  Speaker 2: to create a block, right instead of recognizing that boys
• 1:55:48
  Speaker 2: that are antisocial as a result. And it's not like
• 1:55:52
  Speaker 2: when I say that adverse childhood experiences cause boys to
• 1:55:57
  Speaker 2: engage in antisocial behaviors, you will be surprised at the
• 1:56:02
  Speaker 2: percentage of boys who experience these behaviors who actually go
• 1:56:09
  Speaker 2: on to engage in and engage in any kind of
• 1:56:11
  Speaker 2: abuse towards others. I think it's like six percent. We
• 1:56:15
  Speaker 2: think about that these are abused boys, and only like
• 1:56:19
  Speaker 2: six percent of them, maybe ten percent in some categories
• 1:56:23
  Speaker 2: go on to abuse others. That's how good boys are.
• 1:56:27
  Speaker 2: They don't deserve prap all right. Studies on online misogyny
• 1:56:32
  Speaker 2: in schools show that some boys use references to influencers
• 1:56:36
  Speaker 2: like Andrew Tate and the atmosphere talking points to provoke
• 1:56:41
  Speaker 2: staff and peers, especially when they perceive adults as hostel
• 1:56:44
  Speaker 2: or one sided. So what's happening is these boys know
• 1:56:49
  Speaker 2: that these teachers and lecturers go bonkers when they mentioned
• 1:56:56
  Speaker 2: Andrew Tate. So what do they do? They troll them. Yes,
• 1:57:02
  Speaker 2: they consciously act in ways to troll these women who
• 1:57:09
  Speaker 2: are treating them like second, second class citizens. The problem
• 1:57:13
  Speaker 2: is that once they do that, it justifies more inter
• 1:57:16
  Speaker 2: inventions like these women get to say, well, this is
• 1:57:20
  Speaker 2: exactly why I need to be here.
• 1:57:22
  Speaker 1: Mm hmmm.
• 1:57:23
  Speaker 2: I need to control these boys. I need to make
• 1:57:27
  Speaker 2: sure that they feel shame for existing and for the
• 1:57:31
  Speaker 2: existence of the criminal behavior of boys in general. It's like,
• 1:57:37
  Speaker 2: why are you allowing these women anywhere near your sons? Anyway?
• 1:57:41
  Speaker 2: And then these boys get upset because as you do,
• 1:57:46
  Speaker 2: Like I mean, have you ever experienced the situation where
• 1:57:49
  Speaker 2: someone just zones in on some random biological feature that
• 1:57:54
  Speaker 2: you have that you have no control of and starts
• 1:57:56
  Speaker 2: telling you how you're a criminal based on it? Like
• 1:57:59
  Speaker 2: don't wouldn't you? Don't? Sud think that creates resentment. So
• 1:58:01
  Speaker 2: these boys are resentful over that, as any normal human
• 1:58:05
  Speaker 2: being would be, and they turn around and troll these women. Yeah, okay,
• 1:58:11
  Speaker 2: what is it? What is the purpose of any of
• 1:58:15
  Speaker 2: this psycho educational research on boys and gender role conflict
• 1:58:19
  Speaker 2: links acting out, withdrawal and oppositional stances to perceive unfairness, shame,
• 1:58:25
  Speaker 2: and being treated as defective not simply too toxic masculinity
• 1:58:29
  Speaker 2: in the abstract. So this what feminists are calling toxic
• 1:58:34
  Speaker 2: masculinity is I am going to screw this word up.
• 1:58:38
  Speaker 2: It's rato. You know, I'm not even bother. It's doctor
• 1:58:42
  Speaker 2: inflicted harm. Feminists are going in and inflicting the harm
• 1:58:46
  Speaker 2: that creates the natural response, which they then call toxic masculinity.
• 1:58:52
  Speaker 2: But if you punch someone in the face, they're gonna
• 1:58:55
  Speaker 2: get angry at you, and feminists call that toxic masculine.
• 1:59:00
  Speaker 2: Me literally, it is a movement to remove the legitimacy
• 1:59:05
  Speaker 2: of men establishing boundaries with feminists and with women who
• 1:59:10
  Speaker 2: are willing to use feminist talking points. And it does nothing.
• 1:59:17
  Speaker 2: It's doing it's just creating more of the problem. It's
• 1:59:20
  Speaker 2: alienating more boys, it's failing more boys with adverse childhood experiences. Like, Yeah,
• 1:59:27
  Speaker 2: there could be an arguments that it could be good
• 1:59:30
  Speaker 2: to flag these boys and in a way that doesn't
• 1:59:33
  Speaker 2: discriminate against them or make them like single them out
• 1:59:37
  Speaker 2: in the body of the student body, get the musicianal
• 1:59:42
  Speaker 2: help with conflict resolution, anger managements, and values based mentorship. Yeah,
• 1:59:48
  Speaker 2: that might be there's some there's a there's a kernel
• 1:59:51
  Speaker 2: truth they're same with with girls with this problem. Or
• 1:59:53
  Speaker 2: you could just give them their fathers. But you know,
• 1:59:56
  Speaker 2: we're not dealing with that universe yet. You know, there's
• 1:59:59
  Speaker 2: a kernel. But this is nothing. This is taking those
• 2:00:04
  Speaker 2: boys and weaponizing them further. It's like it's like taking
• 2:00:11
  Speaker 2: like uranium you pull and turning it into plutonium and
• 2:00:15
  Speaker 2: turning it into bomb grade plutonium. This is refining the
• 2:00:18
  Speaker 2: violence when boys.
• 2:00:21
  Speaker 1: It's on purpose though it's like your your I think
• 2:00:24
  Speaker 1: the hope is that it will create dysfunction, which could
• 2:00:29
  Speaker 1: lead to more you know, my crime or some social problem,
• 2:00:34
  Speaker 1: and then that that further justifies more dysfunction because it'll
• 2:00:38
  Speaker 1: never the blame will never go on like you know,
• 2:00:41
  Speaker 1: all of these measures that are being taken, right, It'll
• 2:00:44
  Speaker 1: just be on the biology of boys and men on
• 2:00:47
  Speaker 1: boys and men.
• 2:00:48
  Speaker 2: For their toxicity. So you need more, You need more
• 2:00:51
  Speaker 2: of this. That's the that's the great hiarny of this.
• 2:00:55
  Speaker 2: Then you just need more of it, like this is
• 2:00:56
  Speaker 2: the solution. Right, all of this is going to mass
• 2:00:59
  Speaker 2: This is my prediction. None of this is going to materialize.
• 2:01:03
  Speaker 2: This is all vague, unsupported language with no empirical science
• 2:01:08
  Speaker 2: behind it. They aren't going to be reducing violence against
• 2:01:11
  Speaker 2: women of girls at all. And I predict that it's
• 2:01:15
  Speaker 2: likely that it's going to increase. And in ten years
• 2:01:18
  Speaker 2: they're going to come back and say we need we
• 2:01:20
  Speaker 2: need a hundred billion now right to deal with the
• 2:01:24
  Speaker 2: problem because it's so much bigger. Really, it's so much bigger.
• 2:01:28
  Speaker 2: I wonder why boys are being asked to accept that
• 2:01:32
  Speaker 2: their sex is watched and corrected while similar or worse
• 2:01:35
  Speaker 2: behavior by girls goes largely unexamined. This daily double standard
• 2:01:40
  Speaker 2: is a plausible driver of what is then labeled boys
• 2:01:43
  Speaker 2: bad behavior. When boys react by arguing back, mocking, you know, patrolling,
• 2:01:54
  Speaker 2: or withdrawing. My cat's trolling me a little bit. Okay,
• 2:01:57
  Speaker 2: if you want to be here, you're gonna be squished,
• 2:02:00
  Speaker 2: those responses are folded back into risk labeling, resistance to
• 2:02:03
  Speaker 2: anti misogyny work, which justifies more surveillance and reinforces the
• 2:02:08
  Speaker 2: sense that self defense is pathologized. Yes, because you're subjecting
• 2:02:13
  Speaker 2: your boys to an ideology that believes they don't deserve
• 2:02:17
  Speaker 2: any boundaries. You wonder why the UK is as like
• 2:02:20
  Speaker 2: an absolute epidemic of female pedaphilets right now you teach
• 2:02:27
  Speaker 2: the boys that don't deserve boundaries. Maybe that's the problem.
• 2:02:31
  Speaker 2: Main Claim three six stigma heavy boy targeted interventions are
• 2:02:38
  Speaker 2: dangerous for boys' mental health. This is necessary to even
• 2:02:41
  Speaker 2: say this. Boys as a group already have higher suicide
• 2:02:45
  Speaker 2: rates and poor educational outcome and many high income contexts.
• 2:02:50
  Speaker 2: Yet VAWA bag vague, and gender based violence frameworks give
• 2:02:56
  Speaker 2: little attention to boys mental health risks, focusing instead on
• 2:02:58
  Speaker 2: their role as potential editors or perpetrators. Literature on stigma
• 2:03:03
  Speaker 2: and youth mental health shows that being labeled as a
• 2:03:06
  Speaker 2: problem group or high risk increases avoidance of services, withdrawal, hopelessness,
• 2:03:11
  Speaker 2: and shame, which are associated with worse mental health outcomes
• 2:03:15
  Speaker 2: and suicidality. I think I said that word right. Work
• 2:03:21
  Speaker 2: on suicidality, work on boys gender role conflict finds that
• 2:03:27
  Speaker 2: internalizing a narrative inherent dangerousness or defectiveness is linked to
• 2:03:31
  Speaker 2: higher depression, self loathing, and suicidality. That's right, do dig right.
• 2:03:37
  Speaker 2: That's one suicidality.
• 2:03:40
  Speaker 1: Yeah, suicidality improving.
• 2:03:42
  Speaker 2: Small, small baby steps. Okay. So the other thing that's
• 2:03:46
  Speaker 2: linked to suicidality and depression is feeling like you're burden.
• 2:03:50
  Speaker 2: And that's nineteen It's one hundred and fifty percent of
• 2:03:53
  Speaker 2: all feminist rhetoric directed at boys is that they are
• 2:03:57
  Speaker 2: an unfair burden on society and women and girls, targeting
• 2:04:01
  Speaker 2: only boys as high risk, while ignoring misery and abusive
• 2:04:05
  Speaker 2: boys forces boys into a destructive choice internalize an unfair
• 2:04:09
  Speaker 2: story and harm themselves or reject the institution and risk
• 2:04:14
  Speaker 2: further marginalization and punishment. We need a new Pink Floyd
• 2:04:21
  Speaker 2: album just for this nonsense.
• 2:04:28
  Speaker 1: Agree with this stuff?
• 2:04:30
  Speaker 2: Yeah? Probably, I should probably google that, but then I'd
• 2:04:37
  Speaker 2: be like, no, I know, okay. Argument seven. Whole school
• 2:04:44
  Speaker 2: gender inclusive approaches are available, but sidelined UNESCO and United
• 2:04:50
  Speaker 2: Nations Girls Education Initiatives. Whole school frameworks for school related
• 2:04:54
  Speaker 2: gender biased violence emphasize that both girls and boys can
• 2:04:57
  Speaker 2: perpetrate and experience violence, and recommend the behavior standards, reporting,
• 2:05:01
  Speaker 2: and protection apply equally across genders. I cannot believe. How
• 2:05:06
  Speaker 2: have you made the UN the good guy in all
• 2:05:08
  Speaker 2: of this?
• 2:05:09
  Speaker 1: UK?
• 2:05:10
  Speaker 2: How did you do this? Like, I mean it's relative,
• 2:05:15
  Speaker 2: of course, it's still you know, like give kids their
• 2:05:18
  Speaker 2: fathers back. But the UN is sounding like the voice
• 2:05:22
  Speaker 2: of reason. That's like crazy talk. I mean, I've fallen
• 2:05:26
  Speaker 2: into a rabbit hole and come into some weird, upside
• 2:05:28
  Speaker 2: down world. These frameworks advocate universal behavior focused policies, for example,
• 2:05:34
  Speaker 2: clear rules on harassment, image based abuse, and visual physical aggression,
• 2:05:38
  Speaker 2: staff training, parent engagement, student participation, and carefully designed targeted
• 2:05:43
  Speaker 2: support that avoids stigmatizing specific identity groups. I imagine boys
• 2:05:48
  Speaker 2: aren't involved in that, but reviews of effective interventions for
• 2:05:52
  Speaker 2: adolescent boys and young men stress that programs work better
• 2:05:55
  Speaker 2: when they are offered offered to the whole class rather
• 2:05:58
  Speaker 2: than only two problems boys. I guess it's always problem boys, huh,
• 2:06:02
  Speaker 2: No problem girls. There focus on practical relationship skills, emotional
• 2:06:06
  Speaker 2: literacy and conflict management, avoid shaming and accusatory language, and
• 2:06:12
  Speaker 2: position boys as allies and stakeholders, not as a threat block.
• 2:06:17
  Speaker 2: And I'm sure that's still feminist informed. It's like it's
• 2:06:20
  Speaker 2: like the same feminists. Like you know, there's still feminists,
• 2:06:24
  Speaker 2: still ideologically possessed, but still have the ability to realize
• 2:06:28
  Speaker 2: that they might be following an ideological line off a
• 2:06:32
  Speaker 2: cliff right, But then we're not going to do that. No,
• 2:06:38
  Speaker 2: it's just blaming and shaming that surely that will fix everything.
• 2:06:44
  Speaker 2: Argument seven. Given the evidence continuing this model is indistinguishable
• 2:06:49
  Speaker 2: from malicious disregard, policymakers and advocates in this area are
• 2:06:56
  Speaker 2: drawing on the same body of research that documents weak
• 2:07:00
  Speaker 2: and inconsistence violence reduction effects of many gender ideological interventions modest,
• 2:07:08
  Speaker 2: often fading impacts on behavior, serious stigma and mental health
• 2:07:13
  Speaker 2: risks of targeting boys as a problem group, and the
• 2:07:16
  Speaker 2: reality that girls in feminist spaces can also be deeply
• 2:07:20
  Speaker 2: hateful or abusive despite that they're expanding stigma heavy boy
• 2:07:26
  Speaker 2: targeted school programs with strong political rhetoric and moral certainty,
• 2:07:31
  Speaker 2: while leaving miss injery and the harms to boys mental
• 2:07:34
  Speaker 2: health and educational prospects largely unaddressed, largely completely unaddressed in
• 2:07:40
  Speaker 2: ethical and legal terms, persisting with an intervention model that
• 2:07:45
  Speaker 2: has weak evidence of benefit and foreseeable, well documented risks
• 2:07:49
  Speaker 2: for a vulnerable group that fits the pattern, fits the
• 2:07:52
  Speaker 2: pattern of reckless or malicious disregard the action. Actors may
• 2:07:58
  Speaker 2: not openly state a design to harm boys, but their
• 2:08:02
  Speaker 2: refusal to connect obvious dots is not distinguishable from malice
• 2:08:08
  Speaker 2: in practice when it comes to boys welfare, indistinctual, indistinguishable
• 2:08:15
  Speaker 2: from the legal definition of malice. This behavior is indistinguishable,
• 2:08:21
  Speaker 2: and the probability is that it's driven by a profit motive. Right,
• 2:08:28
  Speaker 2: So this did you have anything to say to that, Brian?
• 2:08:32
  Speaker 2: Did you want to add anything. Did you find anything
• 2:08:34
  Speaker 2: interesting that somebody said that you want to dress?
• 2:08:36
  Speaker 1: No, I'm good because I.
• 2:08:39
  Speaker 2: Think unfortunately my cat has like licked all my freaking
• 2:08:43
  Speaker 2: water containers like glasses and mugs, so I have no water.
• 2:08:52
  Speaker 2: It's shedding all over me, and I'm actually allergic to her. Yeah, persevere, guys,
• 2:09:00
  Speaker 2: all persevere. So I said that there is some advice
• 2:09:06
  Speaker 2: to fighting back, and basically it is just call it
• 2:09:10
  Speaker 2: what it is. Just call it what it is. So
• 2:09:14
  Speaker 2: for now, boys are trolling, trolling these women who are
• 2:09:19
  Speaker 2: doing this to them, who are victimizing them by using
• 2:09:21
  Speaker 2: Andrew t and quoting Andrew Tate. And they may not
• 2:09:25
  Speaker 2: even believe in what he has to say, but he
• 2:09:28
  Speaker 2: knows it infuriates them, but they know it infuriates the
• 2:09:31
  Speaker 2: feminists who are doing this to them, treating them like secondary,
• 2:09:34
  Speaker 2: second class citizens. And again, nothing is going to change
• 2:09:39
  Speaker 2: about men's or boys engagement in this until you recognize
• 2:09:44
  Speaker 2: that girls are abusive and that girls are also hateful
• 2:09:49
  Speaker 2: and treat this as a gender neutral problem, not a
• 2:09:52
  Speaker 2: gendered problem that boys are uniquely to blame for. But
• 2:09:56
  Speaker 2: here's the thing, So Andrew T gives them a way
• 2:09:58
  Speaker 2: to fight back basically, and he also gives them the
• 2:10:01
  Speaker 2: contacts to deal with this situation. And what the problem
• 2:10:10
  Speaker 2: that I have with that is it in taking responsibility
• 2:10:14
  Speaker 2: for this as a personal issue and turning it into
• 2:10:17
  Speaker 2: like a I'm strong enough to overcome it. There isn't
• 2:10:24
  Speaker 2: direct calling it out, direct calling out the institutional abuse
• 2:10:28
  Speaker 2: that this is or this is not. This is not
• 2:10:31
  Speaker 2: a wait boys should have to carry. Yes, they are
• 2:10:34
  Speaker 2: carrying it, and that is honestly like when I ask perplexity,
• 2:10:39
  Speaker 2: are men and boys angry enough about what they're dealing with?
• 2:10:44
  Speaker 2: And the answer is no, it is it just like
• 2:10:47
  Speaker 2: it's astounding that boys who are abused experience like multiple
• 2:10:52
  Speaker 2: forms of adverse childhood events, like only the smallest amount
• 2:10:58
  Speaker 2: of them go on to abuse. It's astounding that boys
• 2:11:02
  Speaker 2: are enduring and swallowing this in a culture where we
• 2:11:07
  Speaker 2: think that using the term male man or using man
• 2:11:15
  Speaker 2: in a profession will alienate girls from taking part. So
• 2:11:20
  Speaker 2: we believe the least amount of emotional friction will cause
• 2:11:27
  Speaker 2: women to faint and just be unable to deal with it.
• 2:11:31
  Speaker 2: And yet look at what we're doing with boys and
• 2:11:33
  Speaker 2: boys to continue to strive, they continue to work hard,
• 2:11:38
  Speaker 2: They continue to get employment, they continue to do the
• 2:11:41
  Speaker 2: jobs that support all of us in our comfortable reality.
• 2:11:46
  Speaker 2: They continue to be excellent, and there's very little actual
• 2:11:52
  Speaker 2: violence going on, considering there's very even angry push back
• 2:12:00
  Speaker 2: going on. So, I mean, I think entertain might have
• 2:12:04
  Speaker 2: a point when he says that boys are superior. We're
• 2:12:09
  Speaker 2: certainly expecting them to carry a hell of a lot
• 2:12:11
  Speaker 2: more So, what does that say to us that we're
• 2:12:14
  Speaker 2: expecting boys to carry way more than girls? So boys
• 2:12:17
  Speaker 2: have to carry the entire weight of guilt for patriarchy
• 2:12:22
  Speaker 2: and the sins of criminal men on their back and
• 2:12:26
  Speaker 2: everything else that we put on them. But if girls
• 2:12:30
  Speaker 2: are expected to even manage their own emotions when it
• 2:12:36
  Speaker 2: comes to I don't know, things being called a maleman
• 2:12:41
  Speaker 2: or a what are other male words? Congressmen? Right, all
• 2:12:46
  Speaker 2: that that's going to stop girls from going into like this,
• 2:12:51
  Speaker 2: Like just language is going to destroy girl's confidence. Seeing
• 2:12:56
  Speaker 2: an attractive woman in a bikini is going to destroy
• 2:12:58
  Speaker 2: girl's confidence. You know, saying anything negative about women ever,
• 2:13:05
  Speaker 2: is going to destroy girl's confidence. Barbie is saying bath
• 2:13:09
  Speaker 2: is hard is going to destroy girl's confidence. Meanwhile, you
• 2:13:13
  Speaker 2: are dumping this gigantic boulder of shame and blame group,
• 2:13:18
  Speaker 2: shoulme and blame on boys. Are you doing it? Why
• 2:13:24
  Speaker 2: do you think it's because boys deserve this or do
• 2:13:31
  Speaker 2: you think it's because they can carry it better? Because
• 2:13:34
  Speaker 2: expecting this group of people to carry more does suggest
• 2:13:36
  Speaker 2: you think they can. And Tate is tapping into that
• 2:13:41
  Speaker 2: you're being expected to carry more because you're stronger, And
• 2:13:45
  Speaker 2: obviously that's the real message if you think about it.
• 2:13:51
  Speaker 2: Boys have to carry the weight of sin. Girls can't
• 2:13:56
  Speaker 2: even carry the consequences of their own choices. This, right,
• 2:14:00
  Speaker 2: that is about what we think about boys strength versus
• 2:14:03
  Speaker 2: girl's strength, and boy's moral seriousness versus girl's moral seriousness.
• 2:14:08
  Speaker 2: So you're really feed like this whole narrative is really
• 2:14:11
  Speaker 2: feeding into Andrew Tate simply saying, well, you do this
• 2:14:14
  Speaker 2: because you're superior, and you stand up under the weight
• 2:14:17
  Speaker 2: because you're superior. It's because you are stronger, all right,
• 2:14:22
  Speaker 2: But it still doesn't call out what needs to be
• 2:14:25
  Speaker 2: called out and what needs to be called out. And
• 2:14:30
  Speaker 2: this is what I suggest, right, This is something that
• 2:14:33
  Speaker 2: I do myself. I find a target, a pivot point,
• 2:14:38
  Speaker 2: a keystone that I know is both critical and vulnerable
• 2:14:44
  Speaker 2: in terms of feminist rhetoric, Like one of the ones
• 2:14:47
  Speaker 2: that I use a lot is the statistics around sexual assault,
• 2:14:51
  Speaker 2: because sexual assault is a keystone rhetorical weapon that feminists used,
• 2:14:56
  Speaker 2: and they use it to justify how we discriminated against
• 2:15:01
  Speaker 2: boys and men and various programs. Because of course, everybody
• 2:15:06
  Speaker 2: knows that men and boys are more sexually well we
• 2:15:09
  Speaker 2: actually know we don't know that, because there's powerful evidence
• 2:15:14
  Speaker 2: that has come out in the last twenty years that
• 2:15:17
  Speaker 2: women and girls engage in the same amount of sexually
• 2:15:20
  Speaker 2: aggressive behavior as boys and men. And this evidence is
• 2:15:26
  Speaker 2: very powerful, Like it pretty much has put the question
• 2:15:30
  Speaker 2: to rest. Nobody talks about it except for me. I
• 2:15:34
  Speaker 2: bring it up everywhere because I know that this is
• 2:15:37
  Speaker 2: pivotal and it's weak, it's vulnerable. So you pound at
• 2:15:41
  Speaker 2: it and you just keep punching at it as many
• 2:15:45
  Speaker 2: times as you can. Every time they drop their guard,
• 2:15:48
  Speaker 2: a feminist drops their guard, and somebody sends me a
• 2:15:50
  Speaker 2: message bam rhetorically not physically right. You know, they start
• 2:15:56
  Speaker 2: posturing about how men are evil because I just draw
• 2:16:00
  Speaker 2: that over and over and over again. You hit the
• 2:16:04
  Speaker 2: target over and over and over again. It's like Bruce Lee,
• 2:16:08
  Speaker 2: I don't fear a man who's practiced one hundred or
• 2:16:11
  Speaker 2: a thousand techniques. I fear the man who's who's practiced
• 2:16:15
  Speaker 2: one technique a thousand times. That's what you do. You
• 2:16:18
  Speaker 2: punch it a thousand times. You just need to know
• 2:16:20
  Speaker 2: where and where for these ideologues. Is what this actually
• 2:16:28
  Speaker 2: is is identifying what they are actually doing and what
• 2:16:32
  Speaker 2: they are actually doing evidence points. The probability is is
• 2:16:38
  Speaker 2: they are sacrificing boys. They are sacrificing you and your
• 2:16:43
  Speaker 2: mates to make money. And they're not just stopping with
• 2:16:48
  Speaker 2: a sacrifice of boys. They're also sacrificing girls to make money,
• 2:16:54
  Speaker 2: to create make work projects that have no accountability. And
• 2:16:58
  Speaker 2: you can blame your victim or even blame the person
• 2:17:01
  Speaker 2: you're supposed to help for right if if you're if
• 2:17:04
  Speaker 2: any woman calls out and says, hey, wait, what are
• 2:17:06
  Speaker 2: you doing? This isn't you're a pick me, You're a handmaid.
• 2:17:09
  Speaker 2: You have internalized misogyny. So they what feminism excels at
• 2:17:15
  Speaker 2: is justifying and offloading blame for its failures. Right, hit that,
• 2:17:20
  Speaker 2: that's the target you need to hit with this. So
• 2:17:23
  Speaker 2: this is my recommendation instead of trolling with Andrew Tait,
• 2:17:28
  Speaker 2: tell these idea ideologues to their face that you know
• 2:17:34
  Speaker 2: they are abusing you and your mates in order to
• 2:17:40
  Speaker 2: make money, and that you have proof, and watch them
• 2:17:46
  Speaker 2: go white with terror. And of course they'll immediately, you know,
• 2:17:51
  Speaker 2: shock and jive and put the bureaucratic face on and
• 2:17:54
  Speaker 2: start problematizing who you are. But they'll do that no
• 2:17:57
  Speaker 2: matter what you do. But if you call out what
• 2:18:00
  Speaker 2: they're doing and why they're doing it, and that you
• 2:18:02
  Speaker 2: know you have the proof, they can't stand against that.
• 2:18:07
  Speaker 2: And if they do persecute you, like if a boy
• 2:18:10
  Speaker 2: does do that and actually precisely hits the target rhetorical
• 2:18:14
  Speaker 2: punch right to the target, and that administrator that's lecture
• 2:18:23
  Speaker 2: whatever they call themselves, prosecutes him for that. Other boys
• 2:18:28
  Speaker 2: will see it right, and you will. You will feel
• 2:18:33
  Speaker 2: the difference between trolling them with Andrew Tate, which makes
• 2:18:36
  Speaker 2: you a naughty boy, and trolling them with this not trolling,
• 2:18:39
  Speaker 2: but telling them the truth, which makes you dangerous, and
• 2:18:44
  Speaker 2: just keep hitting that target over and over and over
• 2:18:47
  Speaker 2: again because it is vulnerable. They are vulnerable to the truth.
• 2:18:52
  Speaker 2: It's like that the one Peter Cabaldi Cabaldi doctor who
• 2:19:00
  Speaker 2: Petereah the special that he did where he punched through
• 2:19:07
  Speaker 2: a wall of diamond by by dying over and over
• 2:19:13
  Speaker 2: and over again. And yeah, just I know it's a
• 2:19:18
  Speaker 2: lot of work, but it's just that you just have
• 2:19:21
  Speaker 2: to hit the target over and over again. And that's
• 2:19:24
  Speaker 2: how you become a machine. You find out the targets
• 2:19:27
  Speaker 2: you need to hit, You hit them, and you know
• 2:19:30
  Speaker 2: what you're talking about. You got the proof and they
• 2:19:34
  Speaker 2: can't stand up against it. Like you go from your
• 2:19:37
  Speaker 2: bringing up Andrew Taine and oh what a naughty boy
• 2:19:40
  Speaker 2: to complete silence and fury and terror. What did you
• 2:19:45
  Speaker 2: just say? What did you just expose? Because that's where
• 2:19:50
  Speaker 2: they really, that's where they're weak recognition of what they're
• 2:19:54
  Speaker 2: doing and stripping them from the moral authority, the moral
• 2:19:58
  Speaker 2: justifications for doing it.
• 2:20:00
  Speaker 1: All right, yep, I'm good.
• 2:20:03
  Speaker 2: Do you want to add anything to that?
• 2:20:05
  Speaker 1: No, I think we covered it. I think that's good.
• 2:20:08
  Speaker 2: Yeah.
• 2:20:09
  Speaker 1: I looked at the Guardian article in the meantime. It's
• 2:20:11
  Speaker 1: basically just saying the same thing the BBC one ded
• 2:20:13
  Speaker 1: In fact, the BBC article is probably a little better. Yeah,
• 2:20:16
  Speaker 1: I'm not saying something about the Guardian.
• 2:20:19
  Speaker 2: So all right, So once again, if you want to
• 2:20:22
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• 2:20:25
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• 2:20:29
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• 2:20:32
  Speaker 2: Badger dot calm slash just the tip. We will respond
• 2:20:35
  Speaker 2: to whatever commentary you give us at the next you know,
• 2:20:38
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• 2:20:43
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• 2:20:45
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• 2:20:47
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• 2:20:52
  Speaker 2: about four four hundred ago, so I know it's pretty
• 2:20:57
  Speaker 2: slow during December. Appreciate it if you would take a
• 2:21:01
  Speaker 2: little bit of time to go and help us out.
• 2:21:04
  Speaker 2: I'm hoping we get a little over so we can
• 2:21:07
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• 2:21:10
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• 2:21:18
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