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Why Nathan Cofnas Is Wrong About Race Science and IQ · Strictly Education

• 0:00
  SPEAKER_03: Values matter, and how you raise your kids matters.
• 0:04
  SPEAKER_03: This is what is missed in the false dichotomy between the left and the right.
• 0:08
  SPEAKER_03: Is it racism?
• 0:09
  SPEAKER_03: Is it all biology?
• 0:11
  SPEAKER_03: We then ignore everything to do with values and how we raise our children.
• 0:15
  SPEAKER_03: And I think that's a huge mistake.
• 0:23
  SPEAKER_03: Hello and welcome to Strictly Education with me, Catherine Burbel Singh, Britain's strictest headmistress.
• 0:29
  SPEAKER_03: So, last week I spoke about white guilt and the tragic case of Professor Jason Aude.
• 0:35
  SPEAKER_03: If you want to hear what I said, you can go back and watch it.
• 0:38
  SPEAKER_03: Lots of people have told me that they really enjoyed that episode.
• 0:41
  SPEAKER_03: I think that white guilt is a major problem in all of our Western institutions, and Cambridge is sadly just one example of it.
• 0:48
  SPEAKER_03: But this week, I want to focus on a problem on the other side of the conversation.
• 0:52
  SPEAKER_03: And that's the growing idea on the further right that if we want to understand disparities in society between different races, the real explanation is biology.
• 1:02
  SPEAKER_03: Race realism or race science says that people from different racial groups are just born on average with different traits and abilities.
• 1:11
  SPEAKER_03: They call themselves race realists because the idea is that they are realistic about the differences between races in terms of things like IQ.
• 1:20
  SPEAKER_03: So if, say, black kids are struggling in American schools, the explanation is that African origin people are just less intelligent.
• 1:28
  SPEAKER_03: That's what the race realists or race scientists say.
• 1:31
  SPEAKER_03: Now, I've been very critical of the left over white guilt, but the left aren't the only problem here.
• 1:37
  SPEAKER_03: What I want to convince you of is that it's okay to look at some of the craziness of the left and look at some of the craziness on the edges of the right and think neither of them has a clue about the problems in our society or how to fix them.
• 1:53
  SPEAKER_03: So I have some sympathy with those who react to certain voices on the extreme right and think, maybe I do need to become an anti-racist and be woke.
• 2:01
  SPEAKER_03: I mean, I don't want to be a racist.
• 2:03
  SPEAKER_03: I also have sympathy with people who hear the white guilt from the left and think, all of the people on the right who are trying to expose this insanity must be the good guys.
• 2:13
  SPEAKER_03: If you're not woke, you're probably sane, you know, that sort of thing.
• 2:17
  SPEAKER_03: I get it.
• 2:18
  SPEAKER_03: I get both sides, right?
• 2:20
  SPEAKER_03: But I don't think it's necessary to side with one or the other.
• 2:23
  SPEAKER_03: There's a nuanced position in between, and that's where I stand.
• 2:27
  SPEAKER_03: In fact, it makes total sense.
• 2:29
  SPEAKER_03: When you get insanity on one political extreme, it usually provokes a hardened craziness on the other side.
• 2:35
  SPEAKER_03: And that's what I think is happening here.
• 2:37
  SPEAKER_03: So let's get into it.
• 2:38
  SPEAKER_03: Nathan Kaufnas, the man who published loads of examples of plagiarism relating to Jason Ade, is someone who describes himself as a race realist.
• 2:48
  SPEAKER_03: Here he is explaining some of his views.
• 2:51
  SPEAKER_05: Average IQ varies among racial groups or population representative groups of different races.
• 2:59
  SPEAKER_05: In the United States, uh, which uh there is a approximately 15-point IQ gap between African Americans and white Americans.
• 3:10
  SPEAKER_05: It's been stable for decades.
• 3:13
  SPEAKER_05: Uh, despite what some people say, it has not changed.
• 3:16
  SPEAKER_05: It's not not closing.
• 3:19
  SPEAKER_05: And this has uh this has significant implications.
• 3:25
  SPEAKER_03: Kafnas is saying the reason some racial groups don't score as highly in IQ tests is because they're genetically less intelligent, on average.
• 3:33
  SPEAKER_03: He goes on to argue that really there's a dichotomy.
• 3:36
  SPEAKER_03: Either we believe in a woke DEI far-left view of the world, or we should accept that discrepancies between racial groups is because of biology.
• 3:44
  SPEAKER_03: So here he is again.
• 3:46
  SPEAKER_05: You have to try to choose among the best viable realistic options.
• 3:50
  SPEAKER_05: So the current the current one is the one that I I think is the worst, which is we deny the natural differences, which implies that the disparities must be due to the environment.
• 4:04
  SPEAKER_05: Because we've said they not they're not due to genes, so it must be the environment.
• 4:08
  SPEAKER_05: And in practice, attributing those differences to the environment will trace back somehow or other to white racism and blaming white people for the situation.
• 4:23
  SPEAKER_03: So what Kafnas is saying is that if you don't make it about genes, people will say, well, maybe these groups, like blacks in America, for example, are doing really badly because of racism.
• 4:35
  SPEAKER_03: He says, without genes, they'll trace it back to white racism.
• 4:39
  SPEAKER_03: Whereas if our elites accepted that these discrepancies are actually all about genes, some of those elites would stop being left-wing.
• 4:47
  SPEAKER_03: And actually, we could have elite high-Q, presumably mostly white and Asian institutions, and they'd be able to run things better because they would have lots of high-IQ people.
• 4:59
  SPEAKER_03: Here is Kafnas again.
• 5:01
  SPEAKER_05: This is expanding on my thesis that the only way to create an intellectually coherent right-wing philosophy that would attract cognitive elites and cause them to defect from the left is to accept the truth of hereditarianism that uh certain group disparities are not necessarily the result of injustice, but may be rooted in natural differences for which no one can be blamed.
• 5:29
  SPEAKER_03: So Kaufnat's view for hereditarian revolution is that the reason lots of clever people are left-wing is that they don't know enough about genes.
• 5:38
  SPEAKER_03: If they did, they would defect from the left, and then those cognitive elites, well, like Kafnats perhaps, could run our institutions effectively for everyone.
• 5:49
  SPEAKER_03: It's sort of like a bit like uh Plato's Republic, you know, with the philosopher kings on the top, just based on genes.
• 5:58
  SPEAKER_03: And they could sort things out for everyone else below them, safe in the knowledge that they've got the IQ to make society good.
• 6:06
  SPEAKER_03: Now, what's interesting here is that Kafnas is already assuming that clever equals morally good.
• 6:12
  SPEAKER_03: He's also saying clever plus a belief in race science equals definitely morally good.
• 6:18
  SPEAKER_03: And if we had that, people on the whole would be less woke.
• 6:22
  SPEAKER_03: Now, as I understand it, lots of people who did pretty terrible things in the 19th and 20th centuries were very clever, including those who were obsessed with race science.
• 6:30
  SPEAKER_03: Joseph Goebbels, Nazi propaganda minister, famously clever, definitely interested in race science.
• 6:35
  SPEAKER_03: Eichmann, key architect of the Holocaust, definitely clever and interested in race science.
• 6:40
  SPEAKER_03: Dr.
• 6:41
  SPEAKER_03: Joseph Mengele, the guy who did those horrific experiments in concentration camps, he was clever and very interested in race science.
• 6:48
  SPEAKER_03: He just happened to be evil.
• 6:49
  SPEAKER_03: Stalin?
• 6:50
  SPEAKER_03: Clever.
• 6:51
  SPEAKER_03: Tens of millions dead, however.
• 6:53
  SPEAKER_03: Mao?
• 6:53
  SPEAKER_03: Clever.
• 6:54
  SPEAKER_03: Tens of millions dead.
• 6:56
  SPEAKER_03: Again, Ted Bundy, Jeffrey Dahmer, some of America's worst serial killers.
• 7:00
  SPEAKER_03: The unibomber, he was very clever, and a terrorist who murdered innocents.
• 7:05
  SPEAKER_03: Yeah.
• 7:06
  SPEAKER_03: So we don't tend to hold up any of these people as a paragon of moral virtue, do we?
• 7:10
  SPEAKER_03: I mean, I'm not saying clever equals bad.
• 7:12
  SPEAKER_03: I'm just saying it doesn't seem to mean good either.
• 7:15
  SPEAKER_03: It's almost as if high intelligence and decency are different things.
• 7:19
  SPEAKER_03: But we can get into that later.
• 7:21
  SPEAKER_03: I would also question whether it helps the defeat woke when Kafnas makes comments and jokes like these.
• 7:26
  SPEAKER_05: You know, there are so many cases of people who are just like Arde, but you know, there isn't that kind of that kind of story potential.
• 7:37
  SPEAKER_05: Well, maybe the the lesson is this what's happened if you don't give Kafnas a job, right?
• 7:43
  SPEAKER_08: Yeah, you got your own ways to retaliate.
• 7:45
  SPEAKER_08: What are you gonna do, do you think?
• 7:47
  SPEAKER_05: Uh well, I'm I have the job currently, and I'm still waiting for the revolution to happen, and then I'll uh it's gonna take a while.
• 7:55
  SPEAKER_05: Get another job.
• 7:57
  SPEAKER_05: After the revolution, I'll be the uh, you know, the head of uh the Department of Eugenics and Race Science at Harvard.
• 8:05
  SPEAKER_03: Okay, so I should say that that conversation was before Jason Aude died.
• 8:10
  SPEAKER_03: But still, I do get why people hear this and think, should I choose woke over this?
• 8:14
  SPEAKER_03: I mean, yeah, who wants to be a eugenicist?
• 8:17
  SPEAKER_03: I mean, even as a joke.
• 8:19
  SPEAKER_03: Kafnas is saying that if we understood genes, then we would realize that this explains why some countries seem to do better than others.
• 8:26
  SPEAKER_03: Here he is.
• 8:27
  SPEAKER_05: The fact that there are different distributions and uh different means of socially relevant traits between different groups, besides being, in my opinion, intrinsically interesting, and as a way of something that's key to understanding the evolution of intelligence and human evolution in general, is key to understanding so many social phenomena.
• 8:50
  SPEAKER_05: Like the world makes no sense.
• 8:52
  SPEAKER_05: If you think that the average person in the Congo is born exactly the same as the average person in Japan, the world makes no sense.
• 9:01
  SPEAKER_05: So there will be no peace until people learn to accept that certain if not all differences, but uh sometimes there are differences between between groups on average that are no one's fault, that are simply the result of nature, and uh and we can learn to be okay with that.
• 9:26
  SPEAKER_03: So Kofnes has been interviewed by people that we've just seen, and I have to say every single one of them always pushes back against his narrative.
• 9:32
  SPEAKER_03: But I just want to slow down for a moment and just look at what he's saying.
• 9:37
  SPEAKER_03: He's saying someone born in the Congo, by which I assume he means both the DRC and the Republic of Congo, they're just born a certain way.
• 9:46
  SPEAKER_03: Someone born in Japan is born different with differing traits and intelligence.
• 9:50
  SPEAKER_03: He's saying when we look at those two countries and why they're different, genes are our best way of explaining it.
• 9:57
  SPEAKER_03: Where the left says disparities equals discrimination, Kaufnas is saying disparities equal genes.
• 10:05
  SPEAKER_03: Okay, so let's get this straight.
• 10:06
  SPEAKER_03: The Congo was the personal possession of one man, King Leopold II of Belgium from 1885.
• 10:13
  SPEAKER_03: The whole country sort of became like his personal business with his own army protecting it.
• 10:19
  SPEAKER_03: Well, let's listen.
• 10:21
  SPEAKER_07: Congo is one of the most mineral-rich countries in the world.
• 10:24
  SPEAKER_07: It's got gold, diamonds, copper, uranium, cobalt, and coltan, which you use every day.
• 10:30
  SPEAKER_07: It's in mobile phones, laptops, even jet engines.
• 10:33
  SPEAKER_07: There's estimated to be more than$24 trillion worth of mineral wealth under Congo soil.
• 10:40
  SPEAKER_07: So why are its people some of the poorest in the world?
• 10:44
  SPEAKER_07: It starts with the story of a great crime.
• 10:47
  SPEAKER_07: Back in 1885, a king in search of an empire created a state the size of Western Europe.
• 10:52
  SPEAKER_07: King Leopold's plunder of the natural resources caused as many as 10 million deaths.
• 10:57
  SPEAKER_07: It sparked the world's first human rights campaign.
• 11:00
  SPEAKER_03: Yeah, so why was there a human rights campaign?
• 11:03
  SPEAKER_03: Well, famously, there were brutal punishments for when quotas in production were not met.
• 11:09
  SPEAKER_03: There was also kidnapping, executions, and all sorts of atrocities.
• 11:12
  SPEAKER_03: Men, women, children.
• 11:14
  SPEAKER_03: I mean, one can scarcely understand it or imagine it.
• 11:17
  SPEAKER_03: Here's a description of this famous photo.
• 11:20
  SPEAKER_03: A man sits on a low platform looking at a dismembered small foot and small hand.
• 11:26
  SPEAKER_03: They belong to his five-year-old daughter, who was later killed when her village did not produce sufficient rubber.
• 11:35
  SPEAKER_03: I mean.
• 11:36
  SPEAKER_03: So I think it's fair to say that Congo's history would suggest that there might be more than just genes going on.
• 11:46
  SPEAKER_03: I wonder what people said to defend this sort of atrocious and murderous behavior back then.
• 11:51
  SPEAKER_03: Yeah, well, I'll tell you, they used race science to justify it.
• 11:56
  SPEAKER_03: This is some of the context.
• 11:57
  SPEAKER_02: Through Darwin's work, he provided a supposed scientific justification for a very particular kind of racism.
• 12:04
  SPEAKER_02: So he introduced what we call today like scientific racism.
• 12:08
  SPEAKER_02: So in his book In the Descent of Man, he wrote, At some future period, the civilized races of man will almost certainly exterminate and replace the savage races.
• 12:17
  SPEAKER_02: The break between man and his nearest allies will then be wider.
• 12:21
  SPEAKER_02: The Caucasian and some ape as Lois of Baboon instead of as now between the Negro or Australian Aborigine and the gorilla.
• 12:28
  SPEAKER_02: Pretty horrible stuff that he wrote, right?
• 12:30
  SPEAKER_02: It led to all kinds of horrible atrocities that took place, where certain people groups who were believed to be less evolved were labeled as missing links or our primitive human ancestors that were put in zoos so people could go and look at them and see this missing link, this human ancestor.
• 12:44
  SPEAKER_02: All kinds of horrible things took place as this idea started to catch on and people started to do research in order to quote unquote prove these ideas.
• 12:53
  SPEAKER_03: So this has been going on for centuries, classifying humans into their different racial groups and coming up with a taxonomy the same way as you would for different species of plants.
• 13:02
  SPEAKER_03: There was the Europeus who had white skin, were gentle, wise, inventive, and could follow the law.
• 13:08
  SPEAKER_03: There was the Afrikanists, who were black skinned, sluggish, impulsive.
• 13:13
  SPEAKER_03: I should add, this is also a ridiculous classification, of course, because anyone who has ever met a European will know there isn't just one type.
• 13:22
  SPEAKER_03: Spanish people look really different to Irish people.
• 13:24
  SPEAKER_03: Same with black people.
• 13:25
  SPEAKER_03: There isn't just one categorization of black.
• 13:28
  SPEAKER_03: Just look at me.
• 13:29
  SPEAKER_03: Look at the people who are much darker than me.
• 13:31
  SPEAKER_03: The idea that this can even be neatly categorized is genuinely questionable.
• 13:37
  SPEAKER_03: Anyway, lots of clever people were very interested in race science.
• 13:41
  SPEAKER_03: They enjoyed trying to work out whether black people were less evolved and closer to chimpanzees, you know, measuring skulls, you get the picture.
• 13:49
  SPEAKER_03: And this logic was applied to places like the Congo, justifying behaviors which we would and should regard as atrocious.
• 13:58
  SPEAKER_03: So do I think that a country with that kind of history, with 10 million dying by some estimates, half the population dying, might just might have some impact on its people?
• 14:12
  SPEAKER_03: Or do we really believe that their performance on an IQ test is just down to genes?
• 14:18
  SPEAKER_03: Well, maybe Kafnas would say, look, that was years ago.
• 14:23
  SPEAKER_03: Congo's been independent for 60 odd years.
• 14:26
  SPEAKER_03: Right, so let's let's go a little bit further.
• 14:30
  SPEAKER_03: The country becomes independent in 1960 under Prime Minister Lumumba.
• 14:34
  SPEAKER_03: In 1961, he's assassinated after a coup, supported by the Belgians, because he was perceived as working with the USSR in the Cold War.
• 14:44
  SPEAKER_03: Maybe that was Jeans, too.
• 14:46
  SPEAKER_03: Then you had three decades of a corrupt president put in power by the West, who was rumored to have stolen billions given to them in aid.
• 14:55
  SPEAKER_03: Then you have a civil war again with millions dead.
• 14:59
  SPEAKER_03: Then, even as recently as last year, you had stories like this.
• 15:04
  SPEAKER_00: 7,000 dead, 7 million displaced.
• 15:08
  SPEAKER_00: This is the impact of the war in the Eastern Democratic Republic of Congo since the beginning of 2025.
• 15:15
  SPEAKER_00: This is a long and bloody conflict between rebel groups and government forces fighting to keep hold of DRC territory.
• 15:24
  SPEAKER_00: Now the rebels are pushing west, and this conflict is threatening to spiral out of control.
• 15:30
  SPEAKER_03: Okay, so this isn't a foreign affairs show, but do you see why I'm confused by this idea that people in the Congo are born different and are naturally not very bright?
• 15:38
  SPEAKER_03: I mean, the Congolese are born into a country that has had over a century of the worst kind of horror.
• 15:45
  SPEAKER_03: It's why the life expectancy in the Congo is around 60 years old, and that isn't genes.
• 15:51
  SPEAKER_03: Now, there are other people who are race realists who more or less argue exactly the same sort of thing as Kafnas.
• 15:59
  SPEAKER_03: They say that ultimately regions that are less developed are that way because of genes.
• 16:04
  SPEAKER_03: Nothing to do with the history of exploitation or colonialism, nothing to do with the extermination of millions of people.
• 16:12
  SPEAKER_03: Here's Nick Fuentes, one of them, the far-right live streamer.
• 16:16
  SPEAKER_08: Let's look.
• 16:17
  SPEAKER_08: This is why race realism is so important.
• 16:20
  SPEAKER_08: Disparities exist in the world in income, wealth, in achievement, in innovation, in success.
• 16:29
  SPEAKER_08: We all know it.
• 16:30
  SPEAKER_08: All the countries with the lowest human development index are in Africa.
• 16:36
  SPEAKER_08: Whereas all the European countries have the highest HDI.
• 16:41
  SPEAKER_08: These are all the first world countries or super first world countries.
• 16:45
  SPEAKER_08: Why do these disparities arise?
• 16:48
  SPEAKER_08: A race realist would say, well, they're different.
• 16:53
  SPEAKER_08: It's not a coincidence that black people here and black people in the Caribbean and black people in Africa and black people in Europe and black people in Asia are all unsuccessful.
• 17:02
  SPEAKER_08: Because their average IQ is 75.
• 17:05
  SPEAKER_08: 85 if there's intermarriage with Europeans for generations and the eugenic effect of many former slaves dying off.
• 17:13
  SPEAKER_03: So Nick Fuentes is just saying the same thing as Kafnas.
• 17:17
  SPEAKER_03: Areas which are doing badly are doing badly because of genes.
• 17:20
  SPEAKER_03: Now, lots of people on the right feel that Nick Fuentes shouldn't have a big platform because of his extreme views.
• 17:26
  SPEAKER_03: But for some reason, Nathan Kafnas is viewed differently, despite saying the exact same things as Fuentes.
• 17:32
  SPEAKER_03: So, I know Kafnas is meant to be the genius IQ guy, but the idea that the Congo's poverty has nothing to do with its history and everything to do with its people's biology strikes me as, well, just a bit stupid.
• 17:46
  SPEAKER_03: Let alone the subsequent idea that race science is somehow a way to stop white Western cognitive elites from being awoke.
• 17:54
  SPEAKER_03: I mean, hello, that's just bonkers.
• 17:58
  SPEAKER_03: But maybe that's just Kafnas' explanation for international issues.
• 18:02
  SPEAKER_03: Maybe he's more of an expert on racial groups within developed countries.
• 18:07
  SPEAKER_05: But the problem is if the root is genetic, which to some extent it is for many of these disparities, then it doesn't matter how much money we pour on we we dump on the problem, uh there will still be disparities.
• 18:20
  SPEAKER_05: Uh and when it comes to group disparities between blacks and whites in the United States, um, we've invested mind-boggling amounts of money and resources and effort into correcting it.
• 18:34
  SPEAKER_05: And uh there's just a limit to what can be done.
• 18:39
  SPEAKER_03: There's just a limit to what can be done.
• 18:41
  SPEAKER_03: What he's saying is that in America, we've spent money trying to solve inequality between blacks and whites, and the gap persists.
• 18:48
  SPEAKER_03: So that shows it must be that blacks and whites are genetically different.
• 18:52
  SPEAKER_03: Now, the problem here is that it's similar to the Congo conversation.
• 18:56
  SPEAKER_03: He's simply saying if you get black and white people to sit tests, on average, the white person does a bit better.
• 19:02
  SPEAKER_03: Could, what, I don't know, 400 years of slavery, segregation, the general Jim Crow environment, redlining, not to mention welfare and all that has followed since, like poor schooling, huge crime rates.
• 19:15
  SPEAKER_03: Oh well, might that have a meaningful impact on why black children get worse grades?
• 19:20
  SPEAKER_03: And as for IQ tests, can you actually do cognitive tests which aren't related to knowledge?
• 19:26
  SPEAKER_03: But actually, Kauf Nass accepts that you cannot measure IQ independently of knowledge.
• 19:33
  SPEAKER_05: There was an attempt by psychometricians to invent so-called culture fair IQ tests that you could give even to a hunter-gat an illiterate hunter-gatherer and um and just test their innate intelligence.
• 19:48
  SPEAKER_05: And and we know that's impossible.
• 19:50
  SPEAKER_05: Um, it doesn't work.
• 19:53
  SPEAKER_05: Your ability to take IQ tests depends on your familiar familiarity with the concept of testing and uh all sorts of background cultural knowledge, but uh IQ tests knowledge that is that anyone in who goes to public school in the United in a country like the United States will have been exposed to.
• 20:22
  SPEAKER_03: So you hear what he's saying there?
• 20:24
  SPEAKER_03: IQ tests, they test knowledge.
• 20:26
  SPEAKER_03: You can't do a test that is independent of knowledge.
• 20:29
  SPEAKER_03: Good.
• 20:30
  SPEAKER_03: But apparently, if you've been to school, you'll all be getting just about the same knowledge.
• 20:38
  SPEAKER_03: Okay, so I know he's a clever guy and all, but that's about the stupidest thing I have ever heard.
• 20:44
  SPEAKER_03: If you go to a school that's like this, maybe your scores won't be so good.
• 20:55
  SPEAKER_03: But if you go to a school like this, maybe they'll be better.
• 20:59
  SPEAKER_01: This is why Asians are smarter than you.
• 21:02
  SPEAKER_01: These Chinese students begin their day at 6.30 and immediately start studying.
• 21:06
  SPEAKER_01: After a three-hour morning review session, the whole school is forced to work out to stimulate their brains.
• 21:11
  SPEAKER_01: Then students go back to studying, which includes classes, practice tests, and self-reviews until they finally get a 30-minute lunch break.
• 21:19
  SPEAKER_01: Luckily, lunch is a healthy meal provided by the school.
• 21:22
  SPEAKER_01: Afterwards, everyone must take a mandatory afternoon nap.
• 21:25
  SPEAKER_01: Then it's back to studying for four more hours.
• 21:28
  SPEAKER_01: You tired yet?
• 21:29
  SPEAKER_01: Thankfully, students get a slightly longer dinner break of one hour.
• 21:33
  SPEAKER_01: But soon it's time for night class.
• 21:35
  SPEAKER_01: They study for two more hours until they can finally sleep.
• 21:39
  SPEAKER_01: These students live at the school from Monday to Saturday and only get a day to see their parents.
• 21:45
  SPEAKER_01: In total, they study for 10 hours per day, six days per week.
• 21:49
  SPEAKER_03: I wonder who's gonna get the higher scores.
• 21:51
  SPEAKER_03: I mean, do you see the pattern here?
• 21:53
  SPEAKER_03: It isn't just Kafnas who thinks this way.
• 21:55
  SPEAKER_03: There are a lot of people who think that how you raise your kids or what happens in school.
• 22:00
  SPEAKER_03: Or what you do with your kids makes no difference.
• 22:03
  SPEAKER_03: They have no understanding whatsoever that what mothers and fathers and teachers do with their children has a profound effect on those children.
• 22:14
  SPEAKER_03: The entire assumption is that since the 1960s, we've spent plenty on schools and welfare.
• 22:20
  SPEAKER_03: So that should mean everything is fine and everyone gets a great education.
• 22:24
  SPEAKER_03: The idea that schools or families have changed in their values over time isn't even noticed by these people.
• 22:31
  SPEAKER_03: And this is because so many people don't understand schools and don't care about childhood.
• 22:37
  SPEAKER_03: Here's an example.
• 22:38
  SPEAKER_03: We doubled spending on schools in this country from the 1990s to the 2000s, but international results got no better.
• 22:45
  SPEAKER_03: Do you know why?
• 22:46
  SPEAKER_03: We did stupid stuff with that money.
• 22:48
  SPEAKER_03: We were pushing the wrong values.
• 22:50
  SPEAKER_03: If you spend more money but have children wandering around the classroom sticking post-it notes to their foreheads, which is what we did, you aren't going to get much progress.
• 22:59
  SPEAKER_03: This is the point.
• 23:00
  SPEAKER_03: Culture matters, values matter, and how you raise your kids matters.
• 23:05
  SPEAKER_03: This is what is missed in the false dichotomy between the left and the right.
• 23:09
  SPEAKER_03: Is it racism?
• 23:11
  SPEAKER_03: Is it all biology?
• 23:13
  SPEAKER_03: We then ignore everything to do with values and how we raise our children.
• 23:16
  SPEAKER_03: And I think that's a huge mistake.
• 23:18
  SPEAKER_03: Asian Americans are more likely to get the grades to get into Harvard.
• 23:23
  SPEAKER_03: They also do something like twice the amount of homework on average.
• 23:28
  SPEAKER_03: Do we not think that these two things might be related?
• 23:31
  SPEAKER_03: In this country, Indian and West African kids massively outperform white kids at school.
• 23:36
  SPEAKER_03: Their parents are, on average, much stricter.
• 23:40
  SPEAKER_03: So stereotypically, the kids are more likely to listen to their teacher.
• 23:44
  SPEAKER_03: Could this be connected?
• 23:46
  SPEAKER_03: Culture is profoundly important.
• 23:48
  SPEAKER_03: It informs a whole bunch of things.
• 23:51
  SPEAKER_03: Some people will say that black people are overrepresented in music or entertainment.
• 23:55
  SPEAKER_03: Are we going to say that this is because of a jazz gene?
• 23:59
  SPEAKER_03: Or maybe it's because jazz developed as a subculture in African American culture.
• 24:05
  SPEAKER_03: Part of the problem is that how we're raised, our culture, our values, how we behave, all things that can be changed and do not need to involve DEI or anti-racism or modern woke, all of that is dismissed with a shrug.
• 24:19
  SPEAKER_03: See, I think that's just wrong.
• 24:21
  SPEAKER_03: Culture counts massively and will inherently influence how any person does on any test.
• 24:27
  SPEAKER_03: Here's Thomas Sultan.
• 24:38
  SPEAKER_04: Within a decade or so, uh, that it all changed.
• 24:42
  SPEAKER_04: So that uh it seemed to me to indicate that these uh IQ levels are not something that are written in stone, uh, even for a large group.
• 24:51
  SPEAKER_04: Uh and that uh as other kinds of developments go on, you expect these kinds of developments also.
• 24:57
  SPEAKER_04: Uh in Japan, the average IQ has risen seven points in the past generation.
• 25:02
  SPEAKER_04: Uh there's also data on uh black uh orphans raised by white families.
• 25:07
  SPEAKER_04: Uh their average IQ is 106.
• 25:11
  SPEAKER_04: Uh so that the IQs are not set in concrete by any means.
• 25:16
  SPEAKER_03: So I just want to repeat what Seoul is saying there.
• 25:18
  SPEAKER_03: The Japanese IQ rose over time as the country became more developed.
• 25:22
  SPEAKER_03: The Jewish intelligence score was once considered below average, then was measured later and considered high.
• 25:28
  SPEAKER_03: Orphaned black children raised by white richer families end up having above average IQs.
• 25:35
  SPEAKER_03: Now look, I'm sure lots of people will debate back and forth over each study, and I'm not gonna get into that.
• 25:40
  SPEAKER_03: But Thomas Sowell is saying that culture matters.
• 25:44
  SPEAKER_03: If you do the right things in terms of raising children, your children will have completely different lives.
• 25:50
  SPEAKER_03: Will they score higher on tests?
• 25:51
  SPEAKER_03: Probably.
• 25:52
  SPEAKER_03: But there's more important stuff going on as well.
• 25:55
  SPEAKER_03: And every good parent already knows this.
• 25:58
  SPEAKER_03: Thomas Sowell is rejecting the evidence made by race scientists.
• 26:02
  SPEAKER_03: But I'd like us to imagine what it would actually mean in practice as a culture to embrace the hereditarian revolution, as Kafnas wants us to do.
• 26:13
  SPEAKER_03: What Kafnas doesn't realize is that it would mean something similar to some of the worst things about the culture of anti-racism on the left.
• 26:23
  SPEAKER_03: So let's look at the left first.
• 26:25
  SPEAKER_03: I don't like anti-racism because anti-racism tells every white teacher not to correct black or brown children, and it tells every black and brown child not to respect or listen to their white teacher.
• 26:36
  SPEAKER_03: Anti-racism massively reduces the chances that those black and brown children could be given the right values as well as the right knowledge, and it massively reduces their chance at living a dignified life.
• 26:49
  SPEAKER_03: Now, on the right, Kafnas and Fuentes are giving us an equal but opposite force.
• 26:54
  SPEAKER_03: They're saying that in practice, the same white teacher should give up on the black child.
• 26:59
  SPEAKER_03: Forget giving him the values he needs for a decent life.
• 27:02
  SPEAKER_03: Let's face it, his IQ is just too low to understand what he's being taught.
• 27:07
  SPEAKER_03: On average, of course.
• 27:09
  SPEAKER_03: Do you see how that works?
• 27:11
  SPEAKER_03: Both extremes take us to the same place.
• 27:14
  SPEAKER_03: Both extremes see everything through the lens of race.
• 27:18
  SPEAKER_03: Both extremes are really very ugly and in the end, dehumanizing.
• 27:23
  SPEAKER_03: Now, someone might say, oh, but wait, we're talking about racial groups, not individuals.
• 27:29
  SPEAKER_03: Ah.
• 27:30
  SPEAKER_03: But saying that just reveals that you don't understand much about culture.
• 27:35
  SPEAKER_03: Any statement you make about the inherent nature of a group, even when there are exceptions, will inform the assumptions people hold in their heads when they meet a member of that group.
• 27:46
  SPEAKER_03: If you say most white teachers are racist, all white teachers are treated under the assumption of being racist.
• 27:52
  SPEAKER_03: If you say black people aren't as clever as others, on average, all teachers or employers will have that assumption when teaching or when hiring someone.
• 28:02
  SPEAKER_03: Now, I should say at this point, I believe in freedom of speech, I believe in academic freedom.
• 28:07
  SPEAKER_03: So when people say Kafnass shouldn't be allowed to write or work or whatever, I don't take that view.
• 28:12
  SPEAKER_03: And by the way, Kafnas is not the only race scientist.
• 28:16
  SPEAKER_03: Famously, Charles Murray wrote The Bell Curve in 1994, which very controversially argued that there were average differences in intelligence between racial groups.
• 28:27
  SPEAKER_03: Now, what's interesting in comparing Charles Murray with Nathan Kafnas is that they are actually very different.
• 28:33
  SPEAKER_03: Charles Murray argues that IQ exists and that it might vary between groups, but he is very clear that IQ isn't the same as moral worth.
• 28:43
  SPEAKER_06: The idea that a high IQ person has greater moral worth than somebody with a score 20 point lower is just silly.
• 28:56
  SPEAKER_06: And unfortunately, I think there are those who don't agree with me on that.
• 29:04
  SPEAKER_06: And I consider it one of my contributions to argue with them because I think they simply don't have the right clinical attitude toward what IQ is.
• 29:17
  SPEAKER_06: It is a tool in the same way that being beautiful is a tool for a woman, or being charming is a tool for a politician.
• 29:30
  SPEAKER_06: And I don't mind if they use it, but they shouldn't confuse that with being a wonderful human being.
• 29:36
  SPEAKER_03: We shouldn't confuse it with being a wonderful human being.
• 29:39
  SPEAKER_03: So, whatever we think of Charles Murray and his views on race, or indeed his views on beautiful women, Murray does not think that there is any difference between racial groups in terms of moral worth.
• 29:51
  SPEAKER_03: Now, for me, I don't describe Charles Murray as a racist.
• 29:54
  SPEAKER_03: I don't agree with him on race science.
• 29:56
  SPEAKER_03: I don't think it's important to measure the differences between groups, and indeed, I think it's pretty dangerous and useless, but I don't think Charles Murray is a big racist.
• 30:05
  SPEAKER_03: Kaufness, however, has an explicitly different view of moral worth from someone like Murray.
• 30:11
  SPEAKER_03: So what's that view?
• 30:13
  SPEAKER_03: Kaufness has explicitly criticized Charles Murray precisely because he believes it's wrong to say that all people are of equal worth.
• 30:21
  SPEAKER_03: So in one essay, replying to Murray, he argues the capacity for human worth is not distributed equally.
• 30:29
  SPEAKER_03: He goes on to make the point that people with a low IQ cannot do as much in the world.
• 30:34
  SPEAKER_03: Those with a high IQ can.
• 30:36
  SPEAKER_03: Kafna says if two people were drowning, it would make more sense to save the high IQ person.
• 30:43
  SPEAKER_03: He says, less intelligent people are inferior.
• 30:46
  SPEAKER_03: Everyone has human dignity, but if two people are drowning, and I can save one, I'd consider relative intelligence, among other things.
• 30:56
  SPEAKER_03: He later adds, we shouldn't be squeamish about acknowledging a connection between intelligence and worth.
• 31:04
  SPEAKER_03: So he's saying, the smarter you are, the higher moral potential you have.
• 31:10
  SPEAKER_03: And as for what a hereditarian revolution would replace, Kafnas is quite clear, it would replace the Christian notion of equality before God.
• 31:20
  SPEAKER_03: In a section called Accepting the Hierarchy, he suggests what we should tell children of high IQ.
• 31:27
  SPEAKER_03: You were born into the natural aristocracy.
• 31:31
  SPEAKER_03: As for why we feel so uncomfortable about the differences in worth between people, and that's all of us, from the political left to the political right, here's what Kaufner says is the problem and needs replacing.
• 31:44
  SPEAKER_03: Coming from a background of Christian egalitarianism, we hesitate to state the truth so nakedly.
• 31:50
  SPEAKER_03: The task is to align our moral intuitions with the truth of hereditarianism.
• 31:56
  SPEAKER_03: So I just want to round up what he's saying here.
• 31:58
  SPEAKER_03: First, he thinks that different races are genetically more predisposed on average towards certain traits.
• 32:04
  SPEAKER_03: Black people are better at physical things, like sport, maybe.
• 32:07
  SPEAKER_03: White nations are better on average with cognitive things like governing.
• 32:12
  SPEAKER_03: Next, he says that higher IQ corresponds with the good that you can do, and that's why those with lower IQ don't have the same worth.
• 32:21
  SPEAKER_03: That does somewhat imply a difference in terms of the average worth based on race, by the way, unless I'm misunderstanding something here.
• 32:30
  SPEAKER_03: Finally, Kafnass's ideal would involve a move away from our Christian moral foundations of equal dignity and replace them with a natural aristocracy of the superior peoples who will be hierarchy and will lean mostly, but not exclusively, white and Asian.
• 32:50
  SPEAKER_03: So we're ending up with a hierarchy which relates to both race and also worth by this line of thinking.
• 32:56
  SPEAKER_03: This seems to be the logical conclusion, no?
• 32:59
  SPEAKER_03: I mean, is this actually what we want?
• 33:01
  SPEAKER_03: So I should start by saying that the word racist gets used for so much that we've actually got to the point where it's almost impossible to call anything racist.
• 33:11
  SPEAKER_03: People hear the word and they automatically roll their eyes.
• 33:14
  SPEAKER_03: But the thing is, racism does exist.
• 33:16
  SPEAKER_03: Now, if you think a big racist is a term that's only appropriate for someone who wants to physically attack people because of their race, fine.
• 33:23
  SPEAKER_03: You can have that definition.
• 33:25
  SPEAKER_03: And then I suppose Kovnes isn't a racist.
• 33:27
  SPEAKER_03: However, if you're like me, I would say racism is when someone holds one race to be superior in some sense to another, in terms of a hierarchy of moral worth.
• 33:37
  SPEAKER_03: I don't think that's a crazy definition.
• 33:39
  SPEAKER_03: Equal dignity, equal respect.
• 33:41
  SPEAKER_03: That's what I think most of us believe and want for all of us.
• 33:44
  SPEAKER_03: Kovnes thinks there's a racial hierarchy based on IQ.
• 33:48
  SPEAKER_03: He thinks, unlike Murray, that IQ is central and so human worth isn't equal, and inequality falls along racial lines.
• 33:59
  SPEAKER_03: That means, on average, he thinks white or Asian people have greater worth within his worldview.
• 34:05
  SPEAKER_03: He also thinks we have a taboo around these ideas because of our Christian values, Christian values which I suspect Charles Murray, for example, probably thinks leads to a virtuous life.
• 34:18
  SPEAKER_03: But Kaufnass has said we need to move away from this idea of equal human worth.
• 34:25
  SPEAKER_03: You can make your own mind up.
• 34:27
  SPEAKER_03: I think that's a political worldview that strikes me as racist.
• 34:32
  SPEAKER_03: What that worldview does is create a culture where instead of attributing behaviors to values that we can change, we instead see people according to their racial groups.
• 34:41
  SPEAKER_03: Here's an example of the sort of tweet I've seen since this race realism has become a more popular topic of conversation.
• 34:49
  SPEAKER_03: The hypersexualized men who are thrusting at Nottinghill Carnival are not small boat immigrants.
• 34:55
  SPEAKER_03: They're second and third generation immigrants classed as British.
• 34:59
  SPEAKER_03: Genetic culture doesn't change just by being born in Britain.
• 35:04
  SPEAKER_03: Okay, so you see?
• 35:06
  SPEAKER_03: Where before someone would have said this is a result of bad culture at Nottinghill Carnival or drill and grime music videos, they now feel emboldened to say, look, this is in their genes.
• 35:21
  SPEAKER_03: And that's just one example of me.
• 35:23
  SPEAKER_03: I saw another post about crime and immigrants, and someone sharing this article to explain it.
• 35:29
  SPEAKER_03: Africans closer genetically to chimpanzees than Eurasians.
• 35:34
  SPEAKER_03: They're saying the reason black and brown people commit crimes is evolution.
• 35:38
  SPEAKER_03: That's where a culture of race science leads us.
• 35:41
  SPEAKER_03: We've come full circle.
• 35:44
  SPEAKER_03: It's like the 19th century again.
• 35:46
  SPEAKER_03: So what I want to say to people is look, you can look at white guilt and anti-racist identity politics and think, oh, I don't want this.
• 35:54
  SPEAKER_03: You know, this culture removes the equal moral dignity of the individual.
• 35:58
  SPEAKER_03: But you can also look at those people who say race science is key to understanding the world and similarly think, I don't want this.
• 36:07
  SPEAKER_03: This is also a total dead end, which ends up removing the equal moral dignity of the individual too.
• 36:15
  SPEAKER_03: So how should we be thinking instead?
• 36:17
  SPEAKER_03: Right.
• 36:18
  SPEAKER_03: So, first start, I don't think we need to move away from our Christian moral intuitions towards either Darwinism or Marxism.
• 36:26
  SPEAKER_03: In fact, I think that's the problem.
• 36:29
  SPEAKER_03: The Christian notion of the equality of every individual before God has never said that everyone must have equality of outcome, nor does it say that there is a Darwinian hierarchy of races.
• 36:41
  SPEAKER_03: The Christian notion is that each and every person is made in the image of God, in a way which is, yes, mysterious and means human life is sacred.
• 36:51
  SPEAKER_03: It means everyone is given different talents and called to use them, not for themselves, but for others.
• 36:58
  SPEAKER_03: And that as a person, that capability you have is how you make a difference.
• 37:04
  SPEAKER_03: Short, tall, strong, weak, clever, not so clever.
• 37:08
  SPEAKER_03: That's all of us.
• 37:09
  SPEAKER_03: Now look, I'm not a Christian, but I hear a lot of people say that the West is losing something of its moral core.
• 37:15
  SPEAKER_03: And I think they're right.
• 37:16
  SPEAKER_03: I think this conversation is part of that loss of moral core on the far left and the far right.
• 37:23
  SPEAKER_03: If a person is low IQ but loves their children, cares for their parents, works hard, and is honest, I think we could do with having a lot more of those kinds of people.
• 37:33
  SPEAKER_03: If a person is high IQ but lacks any moral core and is basically selfish, we have plenty of people like that.
• 37:39
  SPEAKER_03: Our problem isn't a lack of IQ.
• 37:42
  SPEAKER_03: As I've said already, behind every horrendous massacre of the 20th century, I could probably find somebody with a very high IQ.
• 37:50
  SPEAKER_03: Having a high IQ is fundamentally different from moral decency, and moral decency is all any of us can control.
• 37:56
  SPEAKER_03: Think about people you know.
• 37:58
  SPEAKER_03: Do you ever find that there are clever people, a boss or a colleague, maybe, and they're horrible?
• 38:03
  SPEAKER_03: Yeah, yeah.
• 38:04
  SPEAKER_03: So that there, yeah?
• 38:05
  SPEAKER_03: That's what we should be focusing on.
• 38:07
  SPEAKER_03: We assume that all failures are cognitive.
• 38:10
  SPEAKER_03: If we were smarter, things would be better.
• 38:12
  SPEAKER_03: I'm not saying smart people don't bring us good things, but that's insane.
• 38:16
  SPEAKER_03: Our failures are primarily moral.
• 38:20
  SPEAKER_03: What we should be focusing on is how to raise our children with the values that give them a meaningful life and that help them contribute to the world.
• 38:28
  SPEAKER_03: We have anti-racism in part because we've given our children victimhood.
• 38:33
  SPEAKER_03: And that is why we need to raise our children to be anti-victims.
• 38:38
  SPEAKER_03: We have people who are entitled, including the high IQ ones.
• 38:42
  SPEAKER_03: That's why we need to raise our children to be grateful and serve others and not themselves.
• 38:46
  SPEAKER_03: We have a lot of people who struggle to take personal responsibility, including the high IQ ones.
• 38:52
  SPEAKER_03: So we should raise our children to take ownership of their lives.
• 38:56
  SPEAKER_03: Do I think that this would improve life for historically disadvantaged groups?
• 39:00
  SPEAKER_03: Well, yes.
• 39:01
  SPEAKER_03: I think it would improve life for everybody.
• 39:04
  SPEAKER_03: For generations, we've done the opposite.
• 39:06
  SPEAKER_03: We have attacked families or schools who have been doing the right things.
• 39:10
  SPEAKER_03: And when we say lots has been done to close the gap between different races, so it must be biology.
• 39:16
  SPEAKER_03: This misses that what we've been doing has been almost the exact opposite of what we should be doing.
• 39:22
  SPEAKER_03: We've been doing things that make any struggling community worse.
• 39:27
  SPEAKER_03: We have often undermined the exact values needed for any group or person to lift themselves up.
• 39:33
  SPEAKER_03: We've trained teachers to do precisely the wrong things.
• 39:37
  SPEAKER_03: Just look at some of the things that we told teacher trainers in Cambridge.
• 39:42
  SPEAKER_03: I spoke about it in my last strictly episode on White Guild.
• 39:45
  SPEAKER_03: Both of our political extremes are completely wrong in the way that they look at disparities.
• 39:50
  SPEAKER_03: So we don't need to start measuring skulls and other weird stuff, but we should also throw out the left-wing quotas and their lessons on white privilege.
• 40:01
  SPEAKER_03: We can look at how to actually raise children well, whatever their race or religion, and how to give them the values for a decent life.
• 40:08
  SPEAKER_03: And that's what our little community right here is for, and what strictly education is all about.
• 40:13
  SPEAKER_03: So let me remind you: be part of this community.
• 40:15
  SPEAKER_03: Don't just watch this podcast.
• 40:17
  SPEAKER_03: Hit that button below and subscribe.
• 40:23
  SPEAKER_03: And now I get to answer a few questions from all of you.
• 40:25
  SPEAKER_03: And if you have a question you'd like answered, put it in the comments below, and I'll see if I can get to it next time.
• 40:29
  SPEAKER_03: You can also find me on X at miss underscore Snuffy.
• 40:34
  SPEAKER_03: Okay, so Laura asks, would love to hear you talk about tackling self-pity in our teens.
• 40:39
  SPEAKER_03: So many seem to wallow in a state of victimhood.
• 40:42
  SPEAKER_03: Well, yes, and that's what small c conservative values are all about.
• 40:45
  SPEAKER_03: So you need to be anti-victimhood, um, and you need to not encourage them to see themselves as victims.
• 40:51
  SPEAKER_03: So as soon as you start building that hierarchy of, you know, are you black?
• 40:55
  SPEAKER_03: Are you special needs?
• 40:56
  SPEAKER_03: Are you suffering from mental health issues?
• 40:59
  SPEAKER_03: Are you trans?
• 41:00
  SPEAKER_03: Are you a boy?
• 41:01
  SPEAKER_03: Are you a girl?
• 41:01
  SPEAKER_03: All of these, if you see the world through identity politics, you will grab all of these kind of titles and you'll make yourself into a victim.
• 41:10
  SPEAKER_03: What you need to be talking about instead is taking personal responsibility for yourself, whatever your situation, jumping over obstacles, and that that being your responsibility to do.
• 41:21
  SPEAKER_03: And you're not talking about, well, you're you're gonna have a harder life than somebody else.
• 41:25
  SPEAKER_03: That just isn't part of the conversation.
• 41:26
  SPEAKER_03: You'll be amazed at how kids will not see themselves as victims if you do that.
• 41:30
  SPEAKER_03: Okay, so Brothers asks, I'm so excited for this podcast.
• 41:34
  SPEAKER_03: Well, nice to meet you, brothers.
• 41:36
  SPEAKER_03: Is it too late to start with a 14-year-old?
• 41:39
  SPEAKER_03: It is never too late.
• 41:40
  SPEAKER_03: I start with 25-year-olds.
• 41:43
  SPEAKER_03: So my young staff who I hire, they come here with all of that Gen Zetty stuff, all of the victimhoods, all of that stuff they come here with.
• 41:53
  SPEAKER_03: And I slowly change them, you know.
• 41:56
  SPEAKER_03: We talk about all these ideas, and of course, they have the school to look at and they can see how different it is from their last school.
• 42:02
  SPEAKER_03: And um they change their minds about stuff and they change their mindsets.
• 42:07
  SPEAKER_03: So uh absolutely it's not too late with a 14-year-old.
• 42:10
  SPEAKER_03: Now, you are in the war zone at 14, so I wish you luck, brothers.
• 42:16
  SPEAKER_03: But look, what you need is to be really clear.
• 42:19
  SPEAKER_03: What makes you happy?
• 42:21
  SPEAKER_03: What makes you disappointed?
• 42:22
  SPEAKER_03: Okay.
• 42:23
  SPEAKER_03: And then you need to be clear with the 14-year-old in advance.
• 42:27
  SPEAKER_03: Tell him, this is what I want to see you doing.
• 42:29
  SPEAKER_03: When you get home from school, I want you sat at that desk and I want half an hour of work, then you can take a 10-minute break.
• 42:35
  SPEAKER_03: Then I want another half hour of work, then you can take a 10-minute break.
• 42:38
  SPEAKER_03: And then we're gonna have dinner together.
• 42:40
  SPEAKER_03: And I expect you to sit at the dinner table and no phone, right?
• 42:44
  SPEAKER_03: You can have your phone for half an hour at the end of dinner, but not before.
• 42:49
  SPEAKER_03: For instance, right?
• 42:50
  SPEAKER_03: I mean, look, if it were me, I wouldn't be giving him a phone, right?
• 42:54
  SPEAKER_03: I'd be waiting until at least 16.
• 42:56
  SPEAKER_03: But I'm just trying to give you some general advice that might suit.
• 42:59
  SPEAKER_03: Look, best of luck, brothers.
• 43:01
  SPEAKER_03: Let me know how it goes.
• 43:02
  SPEAKER_03: Okay, Kim Carter asks: Many American teachers have to deal with huge classrooms, 30 plus kids, and mandatory integration of students with severe behavioral disorders and other disabilities.
• 43:13
  SPEAKER_03: Any thoughts on solutions or strategies for these teachers?
• 43:16
  SPEAKER_03: So, yeah, Kim, look, same thing here.
• 43:18
  SPEAKER_03: 30 plus kids in a classroom, and yes, there are all kinds of kids in the classroom.
• 43:23
  SPEAKER_03: You have to hold your standards high for all of them.
• 43:26
  SPEAKER_03: I know that seems crazy because those kids are used.
• 43:31
  SPEAKER_03: See, what they're used to being able to do is hold up a card and say, this is my victim card.
• 43:36
  SPEAKER_03: This is my card that means that I can behave any which way.
• 43:39
  SPEAKER_03: And you have to have made it clear beforehand, these are my standards, and you need to meet them.
• 43:45
  SPEAKER_03: And then you need to explain to them what will happen.
• 43:48
  SPEAKER_03: You might have a point system, a merit system, merits and demerits.
• 43:52
  SPEAKER_03: You might write their name on the board.
• 43:54
  SPEAKER_03: And then if they're naughty, name on the board.
• 43:56
  SPEAKER_03: If they're doing well, you give them a star of some sort.
• 43:59
  SPEAKER_03: You've got to have some kind of system.
• 44:00
  SPEAKER_03: You know, it's always nice to have a stamp.
• 44:03
  SPEAKER_03: Go around and stamp their work when they're working.
• 44:05
  SPEAKER_03: Get them, you know, quickly explain something for them to do, and then they can get on with the exercise.
• 44:11
  SPEAKER_03: Don't spend ages standing in front of them talking, especially if you have lots of kids in there with behavioral disorders, because they're not gonna listen to you.
• 44:19
  SPEAKER_03: You need to be able to say it quickly and always be thinking, have I got the room?
• 44:22
  SPEAKER_03: Have I got the room?
• 44:23
  SPEAKER_03: Okay, go to it.
• 44:24
  SPEAKER_03: And then they're down, heads down, working.
• 44:27
  SPEAKER_03: Okay?
• 44:27
  SPEAKER_03: I know it's hard.
• 44:28
  SPEAKER_03: I know teaching is hard, but that's also why it's the best job in the world.
• 44:32
  SPEAKER_03: Okay, final question.
• 44:33
  SPEAKER_03: Mike Hogan asks, is there a book that recounts the starting of your school?
• 44:39
  SPEAKER_03: So the first podcast says um a little bit about that uh for strictly education.
• 44:44
  SPEAKER_03: Also, there is a book by the school written, all the chapters are written by different teachers called Uh The Power of Culture.
• 44:51
  SPEAKER_03: But Mike, I'm gonna tell you a bit of a secret, which is that I actually have a book coming out.
• 44:57
  SPEAKER_03: And um the first chapter is all about sitting at the school.
• 45:01
  SPEAKER_03: So watch this space.
• 45:04
  SPEAKER_03: Oh, that's all we've got time for, I'm afraid.
• 45:07
  SPEAKER_03: So until next time, I'm signing off as Britain's strictest headmistress.
• 45:11
  SPEAKER_03: I have a school to run.
• 45:12
  SPEAKER_03: You have your things to do.
• 45:13
  SPEAKER_03: Hold the line, strength and honor.
• 45:16
  SPEAKER_03: See you next time.