Latest / Honey Badger Radio / “Equality” at what cost? | HBR Talk 353

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“Equality” at what cost? | HBR Talk 353 · Honey Badger Radio

0:00
Speaker 1: All right, well, hello and welcome to HBr Talk two
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Speaker 1: fifty three. Equality at What Cost. I'm your host, Hannahwallen
0:06
Speaker 1: here with the personification of perceptivity. Lauren is not here
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Speaker 1: today because she's sick, So Scott, the episodic, it's going
0:13
Speaker 1: around everywhere. I don't know that for the you know,
0:16
Speaker 1: like the episodic for people who are not from West Virginia.
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Speaker 2: It's very specific.
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Speaker 3: I'm a little bit sick. I've been sick for about
0:24
Speaker 3: a month now, but I'm right at the tail end
0:26
Speaker 3: of that thing. Yeah, so I'm like, I'm almost back
0:31
Speaker 3: to my initial strength, to my power level.
0:38
Speaker 2: Here we go.
0:42
Speaker 3: But I don't know how convenient it is or how
0:46
Speaker 3: inconvenient it is that Lauren only just got sick as well.
0:51
Speaker 1: Well, at least you weren't both sick at the same time,
0:53
Speaker 1: because I'd have been like begging people to come on
0:57
Speaker 1: and talk about this.
0:58
Speaker 2: This is this is.
0:59
Speaker 1: Hard but to go through sometimes because it's it's not
1:03
Speaker 1: just that it's cerebral cerebral. It's dry and it's one
1:07
Speaker 1: of those things that sometimes you kind of have to
1:10
Speaker 1: push a little bit for people to understand, like this, what,
1:15
Speaker 1: what's the big deal?
1:16
Speaker 2: About this, so what.
1:17
Speaker 1: You know, Like, like I had somebody ask me, you know,
1:20
Speaker 1: what's the big deal? So the military has a policy
1:22
Speaker 1: for handling sexual assault. Who cares, like, well, that's not
1:27
Speaker 1: what we're talking about, right, It's it sounds to that
1:30
Speaker 1: person like that's that's it, cut and dry. Oh, you know,
1:33
Speaker 1: it's a problem that the military has a policy for
1:35
Speaker 1: handling sexual assault. No, it's a problem that the military
1:40
Speaker 1: has been infiltrated by feminist grifters who make millions of
1:45
Speaker 1: dollars for dime store work and for the propensity to
1:53
Speaker 1: uh treat the issue as male perpetrated and female experienced
1:57
Speaker 1: when the majority of victims are male and where female
2:02
Speaker 1: perpetration is a non zero issue. Right, So there's a
2:08
Speaker 1: there's a difference between saying it's a problem that they
2:12
Speaker 1: have a sexual assault policy and discussing problems with how
2:16
Speaker 1: the policy is written and how much is being spent
2:20
Speaker 1: and what low quality you know bullshit they're getting for it.
2:24
Speaker 1: And so that's why we're actually we're gonna watch some
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Speaker 1: videos today. I don't know how much we'll get through
2:32
Speaker 1: with these, but because it's just when you see it,
2:35
Speaker 1: you'll you'll see it.
2:38
Speaker 2: Some of this stuff is.
2:38
Speaker 3: Just watching and chatting bullshit against those videos.
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Speaker 2: So let's go here we go.
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Speaker 1: Yeah, let's get into the the nitty gritty here. So
2:50
Speaker 1: what we have up on the screen right now, I
2:52
Speaker 1: believe is this is where we were last week. So
2:56
Speaker 1: we've been we've been discussing this in and you know,
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Speaker 1: as you can see, this is the keywords Department of
3:05
Speaker 1: Defense and sexual assault, and this is money that's spent
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Speaker 1: on things like sexual assault training. We looked at the
3:12
Speaker 1: fact that there are individual jobs like sexual assault management programs.
3:19
Speaker 1: Somebody has to actually manage that. So there's a job
3:22
Speaker 1: in there that gets paid you know, five and six figures.
3:28
Speaker 1: That's high figures, not not you know, twenty thousand, but
3:33
Speaker 1: ninety thousand and one hundred thousand and sometimes two hundred thousand.
3:38
Speaker 1: And then there's also all of this like sexual assault
3:40
Speaker 1: prevention training and different let's see if I can find it. Yeah,
3:48
Speaker 1: there we go different obligations. So they'll say, well, we
3:52
Speaker 1: we are going to spend this much in this year.
3:54
Speaker 1: They haven't spent it yet. They're going to spend this much.
3:57
Speaker 1: They've spent some of it. They're going to spend this much.
3:59
Speaker 1: They've spent most of it, and so we looked at
4:02
Speaker 1: all that last week, and we looked at some of
4:05
Speaker 1: the specific types of training, and you know, a couple
4:11
Speaker 1: of specific examples, and also some of the news stories
4:16
Speaker 1: the hue and cry that has been raised because Trump
4:20
Speaker 1: has taken DEI out of it, and they're making it
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Speaker 1: out like they can't teach military personnel to have boundaries
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Speaker 1: and to enforce their boundaries and communicate them and respect
4:41
Speaker 1: each other's boundaries sexually without also teaching them the pronoun bullshit.
4:49
Speaker 1: So if Trump says no DEI, then you know, all
4:53
Speaker 1: of the sexual assault response training that gets done to
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Speaker 1: help deal with when somebody reports that somebody groped them
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Speaker 1: or tried to rape them, or you know, a lot
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Speaker 1: of the sexual assault that is male on male that
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Speaker 1: feminists like to talk about. It's not a guy hit on,
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Speaker 1: sexually assaulted, groped, whatever, another guy. It's the guys in
5:23
Speaker 1: the barracks hazed this other guy, and the way that
5:27
Speaker 1: they hazed him involved, you know, taping his butt cheeks
5:30
Speaker 1: together or some stupid shit like that. That's juvenile that
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Speaker 1: a lot of people at the age people usually are
5:41
Speaker 1: when they start military service don't consider the dangers of
5:46
Speaker 1: before they do it. Like when I was in college,
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Speaker 1: one of the hazing things that took place, like that
5:54
Speaker 1: same age that you usually are when you enlisted in
5:56
Speaker 1: the military eighteen nineteen twenty years old. One of the
6:01
Speaker 1: things they did at my university if a student got
6:06
Speaker 1: engaged while they were at the university, there was a
6:10
Speaker 1: there was like a pond, little stream with a little pond.
6:15
Speaker 1: It wasn't really a pond, you could call it a swamp,
6:19
Speaker 1: I guess, in a little wooded area between the dorm
6:24
Speaker 1: where I lived and one of one of the academic
6:28
Speaker 1: buildings and also the library, and they would throw the
6:34
Speaker 1: potential groom, the you know, the would be groom in there.
6:37
Speaker 1: And what the gals would do then is they would
6:40
Speaker 1: throw the would be bride into a bathtub full of
6:43
Speaker 1: ice water on the fourth floor of my dormitory, which frankly,
6:51
Speaker 1: was really stupid in both cases because you really you
6:58
Speaker 1: really never know what is in a body of water
7:00
Speaker 1: that is murky and you can't see the bottom.
7:03
Speaker 2: There could be a little animal in.
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Speaker 1: There that bites, and and that was an area there's
7:09
Speaker 1: there's a lot of beavers, so you don't want to
7:12
Speaker 1: get bit by one of them, I can assure you.
7:14
Speaker 1: And of course there's like sticks that end up in
7:17
Speaker 1: their rocks, sharp objects, you know, stuff like that, very
7:20
Speaker 1: dangerous for the guy, right, And when you throw somebody
7:23
Speaker 1: into an ice ice bath that isn't expecting it and
7:25
Speaker 1: isn't prepared for it, you can actually cause a heart attack. So,
7:30
Speaker 1: like the whole polar Bear club thing, not very not
7:32
Speaker 1: very safe.
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Speaker 3: There's a passions in my university and I don't think
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Speaker 3: we ever had that in any.
7:39
Speaker 1: No, it's a tradition at that specific university. They also
7:42
Speaker 1: have a nice water balloon fight in the spring, which
7:45
Speaker 1: I preferred that tradition.
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Speaker 3: In American universities they seem to have an equal part
7:52
Speaker 3: jocks two nerds. But in comparison to that in in
7:57
Speaker 3: British universities, we had light nine nerds to every one jock. Well, yeah,
8:03
Speaker 3: like jocks weren't Jocks are not a thing in the
8:07
Speaker 3: British education system. We don't really have jocks. We do,
8:12
Speaker 3: but they're very few and far between. Like almost everyone
8:16
Speaker 3: is a nerd or some subcategory of a nerd.
8:21
Speaker 2: Yeah.
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Speaker 1: Well, I've always come to the conclusion that these stereos
8:25
Speaker 1: are supposed to.
8:25
Speaker 3: Be the point of universities. Everyone is supposed to be
8:29
Speaker 3: a nerd.
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Speaker 1: Yeah, the stereotype of jocks, like that's one of those
8:34
Speaker 1: things that Hollywood inflicted that is really bullshit, because I'm
8:41
Speaker 1: I'm a jock. I went to uh to school in
8:45
Speaker 1: the eighties, in the nineties. I started school in the seventies.
8:48
Speaker 1: Graduated night that I started would have actually would have been, yeah,
8:57
Speaker 1: in nineteen seventy eight, I think, yeah, nineteen seventy eight
9:02
Speaker 1: would have been the right, nineteen seventy eight or nineteen
9:04
Speaker 1: seventy nine, and then I graduated in nineteen ninety one,
9:10
Speaker 1: so technically, you know, because it's a twelve year span
9:16
Speaker 1: when you start and finish, so it would have been
9:19
Speaker 1: a seventy seventy eight. I was six before I started school,
9:24
Speaker 1: and I was eighteen during my senior year, which changed
9:31
Speaker 1: a lot of things about how you socialize, by the way,
9:33
Speaker 1: because when you're eighteen, there are things you no longer
9:37
Speaker 1: can can do with your peers if you don't want
9:42
Speaker 1: to get If they get in trouble as a group
9:45
Speaker 1: for something they shouldn't be doing, everybody else gets a
9:49
Speaker 1: stern talking to and you go to jail, and you
9:52
Speaker 1: can get busted for influencing them, even if you were
9:55
Speaker 1: dragged along. So like my senior year, I wasn't really
10:00
Speaker 1: to go toilet papering anyway, but any kind of prank
10:04
Speaker 1: like that, any kind of hell raising, anything like that,
10:08
Speaker 1: that would have been cut.
10:09
Speaker 2: Off that year.
10:10
Speaker 1: And same thing with my brother. He was more of
10:12
Speaker 1: a prankster than me, so it actually affected him where
10:15
Speaker 1: it didn't affect my peers. And then the other thing
10:17
Speaker 1: is I went to school in Ohio, so teen drinking
10:22
Speaker 1: wasn't thought of so much as an issue as it
10:27
Speaker 1: was a normal thing, everyday thing that sometimes went wrong
10:32
Speaker 1: because somebody was dumb enough to drive drunk or have
10:36
Speaker 1: sex with somebody that they would not have considered if
10:41
Speaker 1: they were sober, and stuff like that. Right, they get
10:45
Speaker 1: pregnant because well normally they use birth control, but when
10:48
Speaker 1: they were drunk, they didn't. And so those are things
10:53
Speaker 1: that like, you don't go to parties your senior year
10:56
Speaker 1: where the kids are drinking if you're eighteen, because if
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Speaker 1: everybody else there is seventeen and you're eighteen and the
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Speaker 1: party gets busted, the eighteen year old then is on
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Speaker 1: the hook for influencing all of the seventeen year olds
11:09
Speaker 1: and that's that's a big, big no no. Right, So
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Speaker 1: it changed a lot of things. But one of the
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Speaker 1: things that I was I was pretty alert to as
11:21
Speaker 1: as a senior. I was in higher math throughout my
11:27
Speaker 1: high school years, right, and I was in I took
11:30
Speaker 1: the fun science classes, you know. And so I was
11:35
Speaker 1: a nerd too, right, I was in I was on
11:37
Speaker 1: the newspaper staff. I took newspaper courses.
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Speaker 3: Well, now, hold on, you can't be a jock UNDERNDE.
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Speaker 1: Yeah, nobody at my high school knew that though. So
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Speaker 1: half the football team was in some nerd courseworker or another.
11:54
Speaker 1: The guys that were first string. A lot of the
11:56
Speaker 1: guys that were first string on our football team, which
11:59
Speaker 1: were state chamin Impians that year, by the way, were
12:02
Speaker 1: in my calculus class or my physics class where they
12:06
Speaker 1: were theater kids, right or they were there were some
12:11
Speaker 1: of them that were on the newspaper staff, where they
12:14
Speaker 1: were in the newspaper classes, yearbook staff.
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Speaker 2: And like we didn't there are.
12:20
Speaker 1: All those lines, you know. If we did, they were
12:23
Speaker 1: very very broad and gray, like you took them into
12:27
Speaker 1: like Gimp or photoshop, and you know, used the Gaussian
12:34
Speaker 1: blur on them at twenty, you know, and just that's
12:39
Speaker 1: just the way it was.
12:40
Speaker 2: And I don't know.
12:41
Speaker 1: If it was like that at other high schools, but
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Speaker 1: I've always had this theory that the stereotype that you
12:48
Speaker 1: see in Hollywood movies, where the jocks are like this
12:52
Speaker 1: and the nerds are like that, the Preppe's are like that,
12:55
Speaker 1: like those are those are caricatures. Those aren't real people.
12:58
Speaker 1: They're not based on real people or not based on
13:00
Speaker 1: what it was like at the high schools that those
13:02
Speaker 1: people went to. Those are all They just eliminated all
13:08
Speaker 1: of the overlap between those groups of people in order
13:13
Speaker 1: to create a story that people would enjoy. But it's
13:19
Speaker 1: not necessarily always believable. And we all liked nerds the
13:25
Speaker 1: movie nerds, the jocks, the nerds, the preppies liked it.
13:31
Speaker 1: Everybody liked that movie well, and everybody identified with the nerds.
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Speaker 3: It's a stereotype that's based on the division ever since
13:41
Speaker 3: the fifties. And this is why so many feminists like
13:44
Speaker 3: to say, oh, you want to go back to the fifties,
13:48
Speaker 3: and well, yeah, that's because it was not just thing
13:53
Speaker 3: as feminism in the fifties. Feminism began in the academic space,
14:01
Speaker 3: and it was very much in the sixties and before
14:05
Speaker 3: that there was a difference between the jock types and
14:10
Speaker 3: the nerd types. And yeah, it kind of did exist
14:14
Speaker 3: in European universities. In the UK universities there were people
14:18
Speaker 3: who were into nerdy science ship and there were people
14:22
Speaker 3: were who were into forty jock ship and that stopped
14:29
Speaker 3: existing in Europe, I think long before it stopped existing
14:35
Speaker 3: in in in America, we always had the theater kids. Yeah,
14:41
Speaker 3: I think they were front and center in bringing about
14:46
Speaker 3: the feminist revolution. What I'm describing is what happened to
14:51
Speaker 3: universities in terms of the feminist revolution, because the feminist
14:57
Speaker 3: revolution very much started in the themic space, and it
15:02
Speaker 3: began by destroying not just the jocks, but the nerds.
15:09
Speaker 3: This this class division that we like to glamorize when
15:19
Speaker 3: it when it when it comes to oh, it was
15:21
Speaker 3: jocks versus nerds. Yeah, it was in the fifties and
15:25
Speaker 3: maybe before that, but once the feminists took over, it
15:29
Speaker 3: was never jocks versus nerds. It was feminists versus destroying
15:34
Speaker 3: everything the jocks believed in and everything the nerds believed in.
15:39
Speaker 2: Yeah.
15:40
Speaker 3: Well, yeah, the idea of actually working on your academic
15:46
Speaker 3: craft and working on your as athletic craft, both of
15:53
Speaker 3: these things the feminists focused on. And they're like, no,
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Speaker 3: men can't be athletic and they can't be nerdy either,
16:02
Speaker 3: because that that that makes women look bad because women
16:07
Speaker 3: aren't particularly athletic or particularly nerdy. So we need to
16:11
Speaker 3: bring both of these things down to the level of
16:15
Speaker 3: what feminists want, which is soft arts, I guess, like
16:23
Speaker 3: English literature and fucking painting, pointless bullshit all over walls
16:29
Speaker 3: and shit like that.
16:31
Speaker 1: A big part of it is this people people have
16:34
Speaker 1: seemed seem to have forgotten. There used to be this
16:37
Speaker 1: idea in the education system of what made a well
16:44
Speaker 1: rounded graduate, and there used to be this understanding that
16:48
Speaker 1: the education system existed to prepare the student to go
16:54
Speaker 1: out into the world and work for a living, support themselves,
17:00
Speaker 1: have a family, pay taxes, and and generally be a
17:05
Speaker 1: productive and personable member of their community, somebody that had
17:12
Speaker 1: their niche in the community and didn't make life difficult
17:16
Speaker 1: for the rest of the community members, but instead actually
17:21
Speaker 1: performed some sort of service in the community and got
17:24
Speaker 1: paid for it, right, And and this was they did
17:27
Speaker 1: this with men and women, young young men and women,
17:31
Speaker 1: boys and girls. They you know, you have to learn
17:34
Speaker 1: to read, you have to be able to do math.
17:36
Speaker 1: Even when it was most common for girls who were
17:40
Speaker 1: not who were who were gonna grow up and marry
17:44
Speaker 1: somebody and be middle class or upper class, that maybe
17:47
Speaker 1: they didn't have to have any kind of a job.
17:50
Speaker 1: Even when it was common for girls to not have
17:55
Speaker 1: going to work as their main prospect after they get
17:59
Speaker 1: out of school, they still had to be able to read,
18:01
Speaker 1: They still had to be able to do math. They
18:02
Speaker 1: still had to have a basic understanding of the science
18:06
Speaker 1: and technology of the time so that they could do
18:09
Speaker 1: the job of a housewife. It wasn't just a no
18:13
Speaker 1: brainer kind of thing. You didn't run around pushing buttons.
18:16
Speaker 1: You had to understand. In fact, they had a coursework,
18:20
Speaker 1: a course curriculum course called home economics, and you learned
18:26
Speaker 1: how to cook and sew, how to store food safely,
18:31
Speaker 1: how to plan a menu, like a month ahead of time,
18:36
Speaker 1: so that you you might buy a brisket and you
18:40
Speaker 1: would you roast that or depending on like if you
18:44
Speaker 1: had a smoker at home, you might smoke it, but
18:48
Speaker 1: you would prepare it so that you had the entire
18:51
Speaker 1: thing cooked, and then you would serve part of that
18:53
Speaker 1: for dinner one night, and then you might portion bits
18:56
Speaker 1: off and freeze it. You might put bits in other
18:58
Speaker 1: recipes that you were going to have later the month,
19:00
Speaker 1: you know, and so on, and those were the types
19:03
Speaker 1: of things that they taught in those course courses. But
19:06
Speaker 1: at the same time, schools had some degree of extracurricular activity,
19:16
Speaker 1: even going back to like as soon as schools were
19:20
Speaker 1: run by the government instead of the local community, and.
19:26
Speaker 2: As soon as they.
19:26
Speaker 1: Started going from what used to be called normal school,
19:30
Speaker 1: which was the course of education you took to get
19:33
Speaker 1: certified to be a school teacher, to having to go
19:36
Speaker 1: to university and get a teaching certificate. You got a
19:39
Speaker 1: degree and then you had to student teach and then
19:41
Speaker 1: you got a teaching certificate.
19:43
Speaker 2: That they started adding.
19:48
Speaker 1: Athletics, they started adding theater, They started adding community service
19:53
Speaker 1: that was organized.
19:55
Speaker 2: At the school.
19:56
Speaker 1: They started adding clubs where the students did extracurricular academic work,
20:04
Speaker 1: like a math club or a science club, where they
20:08
Speaker 1: did things that weren't necessarily necessary in the curriculum, but
20:12
Speaker 1: they were more interested in it. As you know, as
20:16
Speaker 1: it became more common, more available, for publications to be
20:23
Speaker 1: done independently of like big publishers and stuff like that.
20:26
Speaker 1: They started having publishing clubs where they had the yearbook
20:30
Speaker 1: or the school newspaper and stuff like that, and students
20:33
Speaker 1: learned things.
20:34
Speaker 2: They learned a.
20:34
Speaker 1: Broader spectrum of things. So this idea that you had
20:39
Speaker 1: this great division between students who were athletic versus students
20:44
Speaker 1: who were into science, versus students who were musical and
20:49
Speaker 1: so on, it's not historically accurate in the US, but
20:55
Speaker 1: even so, when we got to university, despite having that
21:01
Speaker 1: well roundedness, despite having it be the norm that star
21:08
Speaker 1: football players might be sitting in calculus class next to
21:14
Speaker 1: the student who the majority of their coursework is art
21:18
Speaker 1: and music, but they're also taking higher math because actually
21:21
Speaker 1: that's really important if you want to understand music, if
21:25
Speaker 1: you want to understand music theory. Then you know, you
21:30
Speaker 1: see them getting along just fine. Right you get into university, though,
21:34
Speaker 1: the hazing still happens, especially if you're in exclusive situations
21:40
Speaker 1: like an exclusive club or exclusive dormitories or My school
21:48
Speaker 1: did not have fraternities and sororities. It was a very
21:51
Speaker 1: small school and we didn't do that, but there was
21:54
Speaker 1: an honors dorm for instance, but or rather there was
21:59
Speaker 1: an honors floor, and you also had to be a
22:02
Speaker 1: senior to get a single room instead of having a roommate.
22:05
Speaker 2: Things like that.
22:06
Speaker 1: But in any case, you know, students that were in
22:09
Speaker 1: fraternities and sororities in the state schools and everything, they
22:12
Speaker 1: would have hazing and it was it's a way of communicating.
22:17
Speaker 1: It's like a Gooba Gabba ritual from from Freaks, except
22:21
Speaker 1: instead of all drinking out of the same cup. You know,
22:25
Speaker 1: you might you might have to say something silly to
22:30
Speaker 1: somebody that it's going to embarrass you. You might have
22:32
Speaker 1: a little humiliation ritual or.
22:36
Speaker 2: Like the the portrayal.
22:38
Speaker 1: I can't remember whether I think this was from Revenge
22:41
Speaker 1: of the Nerds. I don't remember whether it was from
22:43
Speaker 1: Revenge of the Nerds or Animal House though during the
22:48
Speaker 1: the fraternity rush where they had the the pledges take
22:55
Speaker 1: a spanking and they add to yell, thank you, sir,
22:57
Speaker 1: may I have another every time they were hitting the
22:59
Speaker 1: butt with a paddle. But it could be anything from
23:02
Speaker 1: you know, back in the day, it was usually pretty innocent.
23:05
Speaker 1: There wasn't anything physically damaging or harmful about it. But
23:09
Speaker 1: in the late eighties and early nineties, they started to
23:13
Speaker 1: do stuff that was more mean and dangerous because they
23:19
Speaker 1: wanted to one up the previous years and so on,
23:24
Speaker 1: and you eventually get to a point when you won
23:27
Speaker 1: up the previous year's level of prank meanness to where
23:30
Speaker 1: you cross the line, and lines were crossed and students
23:34
Speaker 1: got injured and some students died, and so then there
23:38
Speaker 1: started to be rules and schools started discouraging that kind
23:45
Speaker 1: of thing. And that sort of was happening in the
23:47
Speaker 1: military too. I was hearing about that from classmates that
23:51
Speaker 1: went into the military, that the hazing in the military
23:54
Speaker 1: was similar to the hazing at universities, and it had
23:58
Speaker 1: similar problems to the hazing universities, and so a lot
24:03
Speaker 1: of the sexual misconduct that is cited as well, guys
24:09
Speaker 1: are doing this right yeah uh picklefucker in Clerk's neat
24:14
Speaker 1: scholar pointed that out on our rumble stream, and again,
24:20
Speaker 1: like it's it's not intended to be permanently damaging, and
24:28
Speaker 1: people don't always consider the full impact on the person
24:33
Speaker 1: that's being hazed. So you end up in this situation
24:36
Speaker 1: where like the individual has experienced something traumatic, but the
24:42
Speaker 1: people who did it to him. Didn't intend to create trauma.
24:47
Speaker 1: They they intended to create a ritual that makes you
24:50
Speaker 1: feel like you really earned your place here, and that
24:54
Speaker 1: that the people. But it also creates a hard hierarchy,
24:56
Speaker 1: right because you're the new guy and that.
25:01
Speaker 2: Kind of thing.
25:02
Speaker 1: Because they are young and they haven't learned to consider
25:06
Speaker 1: everything related to it, it does have to be addressed.
25:10
Speaker 1: So there's nothing wrong with addressing it, right, There's nothing
25:12
Speaker 1: wrong with saying, hey, you know, yeah, I have to
25:15
Speaker 1: think a little harder before you come up with these things.
25:19
Speaker 1: Is this gonna make this person have traumatic memories for life?
25:25
Speaker 1: Is this potentially going to injure someone? Is this potentially
25:30
Speaker 1: going to you know, kill someone. Is potentially going to
25:35
Speaker 1: create a crime. Is it a crime what you're doing?
25:40
Speaker 1: And like the way the military has to address it,
25:44
Speaker 1: they have to be pretty harsh with it because you know,
25:48
Speaker 1: they need their soldiers to be they have they have
25:51
Speaker 1: a job to do. They're they're there their work. They're
25:53
Speaker 1: not just there to gain something for themselves. They are
25:58
Speaker 1: there to perform as service. And so if they get damaged, right,
26:06
Speaker 1: they are military property.
26:08
Speaker 2: If they get.
26:09
Speaker 1: Damaged, it also harms the military aside from reputation, they
26:15
Speaker 1: lose the service of that soldier or it alters the
26:18
Speaker 1: service that soldier will perform. So even if they didn't
26:22
Speaker 1: care about what the men were going through, they would
26:26
Speaker 1: still have to care about what that how that changes
26:30
Speaker 1: the men.
26:31
Speaker 2: And so that's that's what a lot of this is addressing.
26:36
Speaker 1: Unfortunately, when you filter all of this through a feminist filter,
26:44
Speaker 1: instead of dealing with the the history of hazing and
26:52
Speaker 1: the pattern that hazing has taken in institutions that young
26:57
Speaker 1: people join up with and form sort of exclusive bonds
27:02
Speaker 1: in exclusive groups, and then taking it instead and turning
27:08
Speaker 1: it into the feminist toxic masculinity narrative and that the
27:13
Speaker 1: feminist men are predators sexual predators narrative, you make it
27:18
Speaker 1: impossible to deal with the actual details of what's going
27:22
Speaker 1: on and how it affects the people involved.
27:26
Speaker 3: As the meme goes, we really ought to be teaching
27:33
Speaker 3: people children or teenagers are the earliest possible age how
27:37
Speaker 3: to deal with their economics. But the only subject that
27:43
Speaker 3: even bears that name is home economics.
27:46
Speaker 2: Yeah, well that's economics.
27:48
Speaker 1: Courses is just most students don't take them when they should.
27:51
Speaker 3: Well, they don't get the option of taking them until
27:54
Speaker 3: university or maybe a couple.
27:56
Speaker 1: Well they do, but it's a special course of study
27:58
Speaker 1: we have. There's another thing that the US schools do.
28:01
Speaker 1: So you can go to school and you go to
28:04
Speaker 1: your regular high school and do your regular high school stuff, right,
28:07
Speaker 1: but you're in a lot of schools your sophomore year,
28:11
Speaker 1: or depending on the course of study, even your freshman year,
28:14
Speaker 1: you get an opportunity to branch off from that and
28:18
Speaker 1: instead of taking your regular coursework, you just take the
28:22
Speaker 1: absolute most basic coursework you need to graduate, and then
28:26
Speaker 1: you get on a bus for the rest of your
28:28
Speaker 1: school day and you go to another building and you
28:31
Speaker 1: might learn welding, or you might take economics, business economics,
28:35
Speaker 1: might you might learn carpentry. You might learn early childhood
28:40
Speaker 1: development and childcare to become a nursery school teacher. Like
28:46
Speaker 1: there's a bunch of little things like that, and most
28:48
Speaker 1: schools participate in that. And that was going on clearback
28:51
Speaker 1: when I was in school, So they had they had
28:55
Speaker 1: stuff like that that used to be integrated into the school.
28:58
Speaker 1: My dad took that stuff at his school building, so
29:01
Speaker 1: he had shop class and he took economics and all
29:04
Speaker 1: that kind of stuff, And.
29:06
Speaker 3: The problem with so many of these courses is they
29:09
Speaker 3: become outdated, like several years after they're totted totted, they
29:17
Speaker 3: the situation that surrounds us changes year to year, like
29:26
Speaker 3: it changes like ten years after you've learned whatever the
29:31
Speaker 3: education system is seeking you, the whole system has changed,
29:35
Speaker 3: has changed, And that's why they don't teach basic economics
29:39
Speaker 3: in schools. That's that's why the best they can teach
29:42
Speaker 3: you is home economics, which is just cooking, which is
29:48
Speaker 3: just how you can make a fucking pancake as really
29:51
Speaker 3: as possible or whatever. They don't teach you about economics
29:55
Speaker 3: because it will be irrelevant five years later. But that's
29:58
Speaker 3: the same with most of these subjects, like even the
30:04
Speaker 3: hard sciences. I mean, they can teach you the things
30:07
Speaker 3: that have been established since one hundred years ago, but
30:12
Speaker 3: they can't teach you the things that have been discovered
30:15
Speaker 3: ten years ago until you're in university. And at that
30:20
Speaker 3: point they can only teach you the things that have
30:23
Speaker 3: been recently discovered, and then ten years later, all those
30:26
Speaker 3: things have been made irrelevant. And that's why it's sort
30:30
Speaker 3: of the further you go into the education system, the
30:34
Speaker 3: less relevant your education becomes because the more specialized it becomes,
30:42
Speaker 3: the more sort of quickly the current teachings become irrelevant.
30:49
Speaker 3: And that does bleed back into primary school education or
30:55
Speaker 3: grade school education or whatever you catacolla. And at some
31:00
Speaker 3: point you have to ask yourself, what is even the
31:02
Speaker 3: point in any of this education unless you can really
31:06
Speaker 3: pin down the basics. And I suppose that's the point
31:11
Speaker 3: of grade school education, of what we call primary school
31:16
Speaker 3: education in Britain. The things that people have known for
31:20
Speaker 3: one hundred years or more. I mean, that's really the
31:23
Speaker 3: only thing you can you can comfortably teach children at
31:30
Speaker 3: that age. You know, things that aren't even all that
31:37
Speaker 3: controversial about you know, basic science and basic geography and
31:44
Speaker 3: history and all that shit. And once they get into
31:46
Speaker 3: the university, you need to let them know that the
31:49
Speaker 3: only things they're learning are things that will become obsolete
31:54
Speaker 3: three years later. And yes, that does include the faculty
31:59
Speaker 3: of science. I mean, never mind the faculty of arts,
32:03
Speaker 3: the faculty of arts.
32:05
Speaker 1: In public education. When they're when they're teaching science, for instance,
32:10
Speaker 1: they're not teaching the latest cutting edge next best. This
32:14
Speaker 1: is how you make things, and this is how you
32:17
Speaker 1: these experiments are done and so on. You're learning things
32:21
Speaker 1: like what happens when you mix an asset in a
32:24
Speaker 1: base and how to describe the chemical reaction after it
32:29
Speaker 1: has taken place in a paper that explains what was
32:33
Speaker 1: done in the experiment and what what the results were
32:37
Speaker 1: and everything. But before that, you learn things like what
32:41
Speaker 1: is a light wave, what is a sound wave? How
32:43
Speaker 1: do they work? What happens when you mix them, mix
32:47
Speaker 1: light waves together or mixed sound waves together. Point you know,
32:50
Speaker 1: put put different things to work. What is like my
32:58
Speaker 1: my earth science teacher brought in a small internal combustion
33:04
Speaker 1: engine and took it apart in class and showed us where,
33:09
Speaker 1: you know, this is where the fuel comes in, this
33:12
Speaker 1: is where it goes, this is what sets it on fire,
33:15
Speaker 1: This is how it explodes, and what happens in is
33:17
Speaker 1: it pushes this piston and that affects the drive shaft
33:21
Speaker 1: and so on. He explained the whole procedure of how
33:24
Speaker 1: that worked, the whole process of how that worked. And
33:28
Speaker 1: we also learned things like the difference between solid a
33:34
Speaker 1: liquid and gas, the difference between different types of rocks.
33:41
Speaker 1: We learned all that stuff. You learn things like what
33:46
Speaker 1: the temperature absolute zero is, what the different temperature scales
33:51
Speaker 1: are we're supposed to learn conversions between the different temperature scales,
33:56
Speaker 1: And of course, once people have graduated, don't remember any
33:59
Speaker 1: of that stuff. You learn how to add, subtract, divide, multiply,
34:05
Speaker 1: how that applies differently to fractions, how to use the
34:09
Speaker 1: decimal system, and so on. It's all basic stuff you're
34:13
Speaker 1: not even supposed to. None of that stuff changes. Light
34:17
Speaker 1: doesn't become There are things that you can learn about
34:20
Speaker 1: life light in terms of like quantum physics or higher
34:27
Speaker 1: level physics that most of the students aren't going to
34:31
Speaker 1: take and they aren't going to pay attention to because
34:34
Speaker 1: they're going to get out of high school and they're
34:36
Speaker 1: going to go to college and learn a specific skill set,
34:40
Speaker 1: and then they're going to go work in an office
34:41
Speaker 1: somewhere and they're going to be responsible for some portion
34:45
Speaker 1: of what some company does, or they're going to be farmers,
34:49
Speaker 1: or they're going to become school teachers or doctors or lawyers,
34:53
Speaker 1: or they.
34:53
Speaker 2: Don't need to know that stuff.
34:55
Speaker 1: So the information that you're learning in school isn't necessarily
34:58
Speaker 1: all useless when you get out school later, but there
35:02
Speaker 1: is some stuff that changes, like, for instance, there's a
35:05
Speaker 1: phenomenon at universities that there was a speaker that talked
35:09
Speaker 1: about this. He referred to it as sabertooth tiger classes. Right,
35:13
Speaker 1: once upon a time, every man needed to know, you know,
35:18
Speaker 1: the way his hit the way he describes this. I
35:20
Speaker 1: don't even know if humans and sabertooth tigers existed in
35:23
Speaker 1: the same time period, but just imagine there was a
35:27
Speaker 1: point in time where every man had to know how
35:28
Speaker 1: to defend against and hunt sabertooth tigers to protect his village. Right, Well,
35:35
Speaker 1: they're not around anymore, but let's say a university course
35:40
Speaker 1: was created to teach men in that time period how
35:44
Speaker 1: to do that, and that course of study evolved over
35:48
Speaker 1: time into hunting and defending your village as a whole
35:55
Speaker 1: course of study as a major or a minor at university.
35:58
Speaker 1: So maybe there's a you know, twenty or thirty different
36:02
Speaker 1: courses that you can take in that area of study,
36:05
Speaker 1: ranging from dealing with animals that exist today to dealing
36:10
Speaker 1: with human threats and other types of threats that might
36:14
Speaker 1: you know, affect your village or your city or whatever.
36:19
Speaker 1: And maybe it includes police work. But they still have
36:23
Speaker 1: that saber tooth tiger class, and you can't take the
36:27
Speaker 1: other courses until you pass that class, and that grade
36:34
Speaker 1: that you get in that class has to become part
36:37
Speaker 1: of your grade point average.
36:39
Speaker 2: And the equivalent of that.
36:40
Speaker 1: In say a graphic artist's course of study is the
36:47
Speaker 1: graphic artist maybe takes photography courses as part of that
36:51
Speaker 1: study area of study. Photography has evolved to the point
36:55
Speaker 1: where very few professional uses of it involve film anymore.
37:05
Speaker 1: We're talking still photography. Very few professional uses of still
37:09
Speaker 1: photography still involve film. And if somebody's going to be
37:13
Speaker 1: like a graphic artist or they're going to do the
37:17
Speaker 1: journalistic work in their company for maybe their company news publication,
37:22
Speaker 1: intercompany news publication, or anything like that, the photography they're
37:27
Speaker 1: going to be doing, it's all going to be digital.
37:30
Speaker 1: And the thing that you need to be intimately familiar
37:33
Speaker 1: with is how the digital camera works and how they
37:36
Speaker 1: can use it to do the job that they're going
37:38
Speaker 1: to want to do later. But if you want to
37:41
Speaker 1: take coursework in photography at university, you have to buy
37:47
Speaker 1: a film camera and black and white film, and you
37:51
Speaker 1: have to learn how to develop that black and white
37:54
Speaker 1: film using a process that hasn't been professionally used since
38:00
Speaker 1: another black and white process came out later that was better,
38:05
Speaker 1: but you're still using the old process because that's what
38:08
Speaker 1: was written into the original curriculum, and it is so
38:11
Speaker 1: hard to get that changed that universities just don't. So
38:16
Speaker 1: you can't get your degree unless you take that completely
38:21
Speaker 1: useless course, and you have to pay for the credit
38:24
Speaker 1: hours for that course, and you have to pay for
38:27
Speaker 1: the equipment for that course. When I worked at a
38:29
Speaker 1: camera store, I used to sell a number of those
38:32
Speaker 1: cameras every quarter to the quarterly universities, then every semester
38:37
Speaker 1: to the students from the semester universities. And there were
38:40
Speaker 1: different Some schools had three sets of ten week courses
38:48
Speaker 1: and other schools had two sets of courses that were
38:52
Speaker 1: more weeks, and so you had you only had two
38:59
Speaker 1: sets of course work you could take during the year,
39:02
Speaker 1: but you were able to squeeze more courses into a
39:04
Speaker 1: semester than you could into a quarter. But but yeah,
39:09
Speaker 1: it really was.
39:11
Speaker 2: The The upshot.
39:14
Speaker 1: Was they were learning outdated stuff that would not help
39:17
Speaker 1: them in their job. Everything they were learning in that
39:20
Speaker 1: course that would help them in that job could be
39:23
Speaker 1: learned using a digital camera, like you know, understanding the
39:28
Speaker 1: the way that the aperture and the lens affects the
39:32
Speaker 1: outcome of the image and all of that and how
39:34
Speaker 1: the settings on the camera work. All of that translates
39:37
Speaker 1: over into a single lens reflex digital camera. So there
39:42
Speaker 1: was never a reason to continue doing that at universities.
39:47
Speaker 1: But it's the it's literally the only reason that film
39:50
Speaker 1: was was black and white film was continue to be
39:53
Speaker 1: made for consumers, and you can only get it from
39:57
Speaker 1: one company, and I if they stop making it, then
40:03
Speaker 1: universities will have to go through the process of ending
40:06
Speaker 1: that course. I think you can still get that type
40:09
Speaker 1: of film, you can still get as a consumer, and
40:14
Speaker 1: you can still get the chemicals for processing that type
40:17
Speaker 1: of film as a consumer.
40:19
Speaker 2: Uh.
40:19
Speaker 1: It's just there's no point, right, and there's no real
40:24
Speaker 1: there's a there's a very small few, limited situations where
40:30
Speaker 1: it's prudent to have a film camera and particularly black
40:35
Speaker 1: and white film, uh and use that. But for the
40:40
Speaker 1: most part, you know, our universities, before you can get
40:45
Speaker 1: to the coursework that's relevant, you have to take this
40:47
Speaker 1: outdated stuff. Uh. And so yeah, and when it comes
40:54
Speaker 1: down to it, you do end up with sort of
40:56
Speaker 1: everybody is a nerd in some way or another, because
41:00
Speaker 1: as you do end up having to go through that.
41:02
Speaker 1: But back to the military stuff, and I don't know,
41:05
Speaker 1: the military may be doing the same thing. They may
41:07
Speaker 1: have policies that that applied fifty years ago because medicine
41:13
Speaker 1: was different, and so you're trying to avoid certain outcomes,
41:21
Speaker 1: certain injuries, or certain risks where you know, if you
41:26
Speaker 1: use a more modern method of doing it, and if
41:30
Speaker 1: you did have that injury or that that that outcome,
41:34
Speaker 1: the medical process for dealing with it is much much
41:38
Speaker 1: more effective and streamlined these days, or the equipment available
41:43
Speaker 1: to prevent that injury or outcome makes the old procedures moot.
41:49
Speaker 1: And I have heard a few things here and there
41:51
Speaker 1: about that. But the military is a lot better than
41:53
Speaker 1: schools are in some ways at upgrading. It's it's ways
41:58
Speaker 1: of doing things with new technology, and it's it can be,
42:03
Speaker 1: it can be. It is in a very weird way.
42:06
Speaker 1: Like when I was going through this, I learned that
42:10
Speaker 1: some military equipment that is a computer type equipment uses
42:18
Speaker 1: UH PlayStation three consoles because of the specific UH well
42:27
Speaker 1: basically because of its specs, because of the the specific
42:30
Speaker 1: If I remember right, it was the processor that that
42:34
Speaker 1: was in those units that was particularly valuable to them.
42:38
Speaker 1: Someone in the military discovered that this was a highly
42:42
Speaker 1: useful device, and they spent shitloads of money buying up
42:47
Speaker 1: everyone they can find because they were using I.
42:52
Speaker 3: Had an uncle in the RAF, the Royal Air Force.
42:56
Speaker 3: It was show until the late nineties they were still
42:59
Speaker 3: using three eight six computers. Now, I don't know how
43:04
Speaker 3: to explain that to the millennials and zoomers who don't
43:09
Speaker 3: quite understand what three eight six is. It's what came
43:12
Speaker 3: before the four eight six, which was what came before
43:16
Speaker 3: a pentdeum processor. It's like how they talk about how
43:21
Speaker 3: the computers that landed a man on the moon, where
43:27
Speaker 3: I'm like one app in your phone.
43:30
Speaker 1: Right is more powerful than those computers. It exactually does more.
43:38
Speaker 3: A three eighty six was the minimum to run Doom, right,
43:45
Speaker 3: hence the memely a pregnancy test okay from from the
43:52
Speaker 3: early naughties can run Doom. And yes, the RAF and
43:56
Speaker 3: its various helicopters were still running on computers that could
44:02
Speaker 3: easily run Doom, because that's all it took, Just like
44:07
Speaker 3: all it took to run computers that can land a
44:11
Speaker 3: man on the moon where I'm I don't know how
44:16
Speaker 3: to put even put that in context. Imagine an ne
44:20
Speaker 3: e s no, imagine an Odyssey.
44:24
Speaker 1: There you go, basically an Atari twenty six hundred.
44:29
Speaker 2: Yeah, oh my gosh. Well, and what.
44:32
Speaker 1: They did with the PlayStation threees was they daisy chained
44:35
Speaker 1: them together. So it was it was quite an interesting
44:39
Speaker 1: Like if you do a search on on this USA
44:46
Speaker 1: spending dot gov site that I have up on the
44:49
Speaker 1: screen right now, if you search for PlayStation as the keyword,
44:55
Speaker 1: you'll find the spending. And then when you if you
44:58
Speaker 1: read about it, it's quite an interesting thing, right But uh,
45:02
Speaker 1: but in any case, Yeah, so there's there's a lot
45:04
Speaker 1: of it with regard to the hazing. You know, a
45:08
Speaker 1: military that uses old school stuff, they're still using there.
45:14
Speaker 1: There are a lot of things that the military still
45:17
Speaker 1: does online within its own military Internet that you're not
45:22
Speaker 1: supposed to be able to get into. And it's a
45:24
Speaker 1: really bad idea to try. It's dial up and and
45:29
Speaker 1: not not you know, any any kind of other service,
45:34
Speaker 1: not any of the other ways of using the Internet,
45:37
Speaker 1: and definitely not Wi Fi. So it works like you know,
45:42
Speaker 1: using your fax machine line for people who still use
45:45
Speaker 1: fax machines instead of just emailing each other PDF files
45:50
Speaker 1: and uh and uh p G files or or dot
45:55
Speaker 1: doc for people who are still using dot doc files.
45:59
Speaker 3: Uh.
45:59
Speaker 1: But in any case, yeah, when it comes down to
46:03
Speaker 1: all right, here's all these different technological things, part of
46:07
Speaker 1: it is because everybody has to be able to use it.
46:09
Speaker 2: Everybody has to.
46:10
Speaker 1: Be able to understand it. And so people who have
46:14
Speaker 1: been there for eighteen years and they're going to retire
46:18
Speaker 1: in the next two years, they still have to be
46:19
Speaker 1: able to use and understand it. And they have a
46:23
Speaker 1: procedure in place for training people on this, and they
46:25
Speaker 1: don't have to change the procedure. So if they don't
46:30
Speaker 1: have to change what they're using, if what they are
46:32
Speaker 1: doing can still be accomplished the old way, they don't
46:36
Speaker 1: have incentive to come up with a new way to
46:38
Speaker 1: do it, unless, of course, it becomes vulnerable to hackers,
46:43
Speaker 1: and then that's a different problem. But similarly, when it
46:48
Speaker 1: comes to how military personnel engage with each other professionally
46:54
Speaker 1: and in their free time, how they interact, what they do,
46:57
Speaker 1: where they go, who they talk to, how they talk
47:00
Speaker 1: talk to each other, how they party together or don't,
47:03
Speaker 1: and you know, inclusion and exclusion and all that stuff.
47:07
Speaker 1: They still have to have policies and procedures in place,
47:09
Speaker 1: because in order for people to rely on each other.
47:13
Speaker 2: In battle, they have to be able to.
47:16
Speaker 1: Get along to a degree. They have to be able
47:19
Speaker 1: to tolerate each other's differences, and they have to have
47:25
Speaker 1: some degree of a bond where they've worked together and
47:31
Speaker 1: their attention has been on the work they're doing and
47:34
Speaker 1: not on some rivalry or some resentment or something like that.
47:39
Speaker 1: So they've had to have some sort of policy or
47:41
Speaker 1: procedure in place for dealing with conflict between soldiers forever.
47:47
Speaker 2: So yeah, the.
47:48
Speaker 1: Argument is definitely not they shouldn't have this right. The
47:53
Speaker 1: argument is this shouldn't be feminist led. Feminists are not
47:57
Speaker 1: the right people to be teaching this. So what I
48:01
Speaker 1: found when I looked into this, besides the the expensive
48:06
Speaker 1: stuff at the stop the top, as you scroll down
48:09
Speaker 1: through here and get to the lower spending, uh, lower
48:17
Speaker 1: levels of spending. So we're going to go down several pages,
48:21
Speaker 1: you start to see different this media or that media,
48:29
Speaker 1: and you know, different healthcare companies and so on that
48:33
Speaker 1: they've gotten three two or three thousand. This is what
48:37
Speaker 1: are we on page three you.
48:39
Speaker 2: Look at page two here.
48:41
Speaker 1: I believe this is where we ran into. I ran into.
48:47
Speaker 1: Their name stood out to me, Yeah, there we go,
48:50
Speaker 1: Catharsis Productions LLC. And I was like, what the hell
48:54
Speaker 1: is that because that, you know, what Catharsis is is
48:59
Speaker 1: the release of pent up emotions. And I thought, you know,
49:05
Speaker 1: it sounds like something that you would have creating, creating
49:12
Speaker 1: media or training to help people deal with trauma or
49:17
Speaker 1: you know, maybe they've been in battle and stuff like
49:19
Speaker 1: that where they have pent up that trauma and they're
49:22
Speaker 1: not dealing with it and they're not moving forward with
49:25
Speaker 1: their lives and so, but that's not what it is.
49:28
Speaker 2: It has absolutely nothing to do with that.
49:31
Speaker 1: So I looked first at like how much has this
49:35
Speaker 1: company made from our military? And it's about a quarter
49:38
Speaker 1: of a million from thirteen different transactions over time. And
49:43
Speaker 1: I was looking at what the transactions were, and a
49:46
Speaker 1: lot of it is creating materials for professional training. What
49:54
Speaker 1: kind of professional training are we talking about? So I
49:58
Speaker 1: found their website and I look into what are we
50:02
Speaker 1: doing for the military, and it's the sexual violence prevention videos.
50:09
Speaker 1: So last week, remember we talked about I make videos.
50:14
Speaker 2: For Honey Badger radio.
50:17
Speaker 1: And you've seen if you've looked at any of the
50:20
Speaker 1: videos I've made, like the production value has changed as
50:23
Speaker 1: I got access to other tools, but it's not significantly
50:28
Speaker 1: expensive to use video production software. You pay for that software.
50:35
Speaker 1: It used to be that you paid for it once
50:36
Speaker 1: and you used it and that was it, like until
50:40
Speaker 1: it no longer. The system's changed so much that it
50:42
Speaker 1: no longer would work on your newer computers and then
50:45
Speaker 1: you would have to upgrade. But it was not difficult
50:50
Speaker 1: to use, and it was not especially with a lot
50:54
Speaker 1: of what these guys are doing where they're just filming
50:56
Speaker 1: people talking and they don't have to change it anything
51:00
Speaker 1: about the video there. Maybe they're adding in some graphics,
51:05
Speaker 1: like maybe they're adding in some text, but nothing really complicated.
51:10
Speaker 1: And we produced wedding videos like that and my family
51:15
Speaker 1: business for a few hundred dollars, like we would do
51:19
Speaker 1: their whole wedding for a few thousand dollars, where we
51:22
Speaker 1: would be there all day. We would they would get
51:27
Speaker 1: a bunch of pictures, they would also get an album,
51:31
Speaker 1: and they would also get a video, and so there
51:35
Speaker 1: would be a whole set of things in not just
51:39
Speaker 1: a short three minute video of somebody talking about things.
51:43
Speaker 1: But what they do, what this company does for the
51:49
Speaker 1: military is they produce a variety of little little videos
51:57
Speaker 1: where they have participate instruction and instruction basically, so they
52:04
Speaker 1: have people.
52:04
Speaker 2: That go in and talk.
52:06
Speaker 1: And then while they're talking, they might play this video
52:11
Speaker 1: and then they run activities in the individuals that are
52:14
Speaker 1: in the training might participate in the activities by raising
52:19
Speaker 1: their hands and answering questions or people from the US.
52:24
Speaker 1: If you've ever had DARE training in your school, you
52:29
Speaker 1: know where they come in and the DARE students, the
52:34
Speaker 1: other students that are in the DARE club will pull
52:38
Speaker 1: classmates up and do these sketches sort of around the
52:43
Speaker 1: classmate and you know with the classmates participation where they'll say,
52:48
Speaker 1: you know, whatever you do, you hold on to this
52:52
Speaker 1: and don't let go, or some other thing like that,
52:55
Speaker 1: and yeah, it's all really dumb stuff, but it's supposed
53:00
Speaker 1: to make you think about the subject matter. And we
53:06
Speaker 1: had some weird stuff when I was in school. Like
53:08
Speaker 1: one of the sketches the DARE program did had a
53:10
Speaker 1: couple of guys go to the front of the room.
53:12
Speaker 2: Each one of them took.
53:14
Speaker 1: Off their belt and they held them up over their heads,
53:17
Speaker 1: and then they talked about their belt. One of them
53:19
Speaker 1: was like, mine's longer, and there's no mine's longer. Well,
53:21
Speaker 1: mine's got mine's thicker, and you can see how much
53:23
Speaker 1: wider mine is than yours. And they went back and
53:26
Speaker 1: forth the mine's different colors, you know, and blah blah blah,
53:29
Speaker 1: and then the sketch ends, you know, without a punchline
53:33
Speaker 1: or anything. They just put them back on and they
53:35
Speaker 1: went back and sat in their seats, and it was,
53:38
Speaker 1: you know, you had to wonder, like, what the fuck
53:40
Speaker 1: was that all about? What we were supposed to be
53:41
Speaker 1: thinking about? And they never did tell us the point
53:45
Speaker 1: of that sketch, Like nothing was said of how we
53:50
Speaker 1: were supposed to take that. It was just just this
53:53
Speaker 1: dumb sketch. And so when I looked at this, I thought,
53:57
Speaker 1: what are they getting paid a quarter of a million
53:59
Speaker 1: dollars to create? What promotional materials? What variety of things
54:07
Speaker 1: are they talking about? What's the focus?
54:11
Speaker 2: So on this page and it's going to freeze up
54:14
Speaker 2: on me. There we go. This explains a little.
54:16
Speaker 1: Bit about what their focus is. So they produce live programs,
54:22
Speaker 1: And now I think if I click on this I'm
54:25
Speaker 1: going to have to sign into some military thing to
54:27
Speaker 1: download it.
54:29
Speaker 2: This is the one that I There were a couple.
54:31
Speaker 1: Of places that I looked at that you're like, oh,
54:33
Speaker 1: this is available to the public, But then if you
54:34
Speaker 1: click on it, it's like, well, what branch are you
54:38
Speaker 1: you know? Or what what? What's your ID and military idea?
54:42
Speaker 1: And I'll be like, okay, so I can't get this stuff.
54:45
Speaker 3: The cookies or reject them and pay for a subscription.
54:49
Speaker 1: Yeah, well, some of this they just don't let anybody
54:55
Speaker 1: see it unless they're in the military, and you have
54:57
Speaker 1: to have credentials to prove that you are in the
55:00
Speaker 1: military in order to get access to it. But what
55:05
Speaker 1: they're what they're producing here, and this one says sex signals.
55:10
Speaker 1: They're producing posters eleven by seventeen posters. They're producing flyers,
55:16
Speaker 1: which are you know, a page like you would have
55:21
Speaker 1: a page of homework, but they get folded up, a
55:23
Speaker 1: video display and social assets. So social assets are when
55:28
Speaker 1: they send somebody to do those stupid skits and a
55:34
Speaker 1: PDF discussion guide that if they don't send somebody to
55:39
Speaker 1: do the talk, you're you're not not your CEO, but
55:46
Speaker 1: you're you're the soldier who takes the job of doing this. Basically,
55:54
Speaker 1: so peers from among the grunts more likely than not
55:59
Speaker 1: that are getting paid a little extra to do this,
56:02
Speaker 1: will use that guide to determine how they're going to
56:05
Speaker 1: have to do this talk. And they have these each
56:09
Speaker 1: of these for all these different things that they're these
56:16
Speaker 1: different themes, right, So we have like sex signals is
56:21
Speaker 1: about consent, the hookup is about consent. Beat the blame
56:25
Speaker 1: game is about consent or about post incident handling of
56:32
Speaker 1: investigations when someone says they didn't consent and say, what
56:39
Speaker 1: is actually about misunderstandings?
56:45
Speaker 3: This is what we have instead of flying cause people.
56:48
Speaker 1: Yeah, so we're looking at all these things from a
56:51
Speaker 1: feminist perspective. So what does this How does this translate
56:54
Speaker 1: their video into their videos?
56:56
Speaker 2: They're they're great and wonderful videos.
56:59
Speaker 1: Well, let's make a look at ways to ask for
57:02
Speaker 1: consent and this is this is Catharsis Productions. And let's
57:10
Speaker 1: see if I can make this bigger in the screen
57:13
Speaker 1: because I don't like how small it is, so we'll
57:16
Speaker 1: go into theater mode so I get a bigger, bigger
57:20
Speaker 1: image there. Instead of one of the best ways to
57:22
Speaker 1: ask for consent?
57:23
Speaker 2: What are the coolest.
57:24
Speaker 1: Ways to ask for consent? That they look at how
57:28
Speaker 1: they went immediately into uh, trying to portray this as
57:32
Speaker 1: something cool and a useful tool for the individual, like, look,
57:37
Speaker 1: you can up your game.
57:43
Speaker 2: Play?
57:44
Speaker 3: What are the coolest ways to ask for consent? You
57:47
Speaker 3: know what I think is.
57:47
Speaker 2: Like really cool.
57:49
Speaker 1: So there's something I want you to notice here. I
57:50
Speaker 1: don't know if you can see it on your screen.
57:52
Speaker 1: Let me look you obs Okay you can't, So I'm
57:55
Speaker 1: gonna unlock this.
57:58
Speaker 2: Video window and move it up. Now.
58:01
Speaker 1: I know you can see it because it's not behind
58:03
Speaker 1: my hat. It's pretty small on the screen there. But
58:09
Speaker 1: if we go back and forth here we go to
58:11
Speaker 1: the previous individual, it changes there, and the individual before that.
58:22
Speaker 2: Changes there.
58:23
Speaker 1: So you have the text of what's being said, and
58:28
Speaker 1: then underneath in parentheses, she her hers.
58:37
Speaker 2: What are the best ways to ask for they them theirs.
58:43
Speaker 1: Consent? What are the coolest ways to ask for consent?
58:46
Speaker 2: What are the coolest ways to hee him his.
58:51
Speaker 3: As for consent?
58:52
Speaker 2: You know what, I think, it's like really cool.
58:54
Speaker 1: So they have these three that have been reduced themselves
58:57
Speaker 1: and they're this video is specifically about sexual consent, right,
59:03
Speaker 1: it's about asking before you do something, and so on.
59:08
Speaker 1: The whole feminist narrative of teach men not to rape
59:11
Speaker 1: the blah bah blah blah blah, but they had to
59:13
Speaker 1: throw the pronouns in there.
59:15
Speaker 3: I'm gonna say, the coolest way to ask for consent
59:18
Speaker 3: is without language, because that was how it worked for
59:23
Speaker 3: a long hours time before we discovered language, I mean
59:28
Speaker 3: verbal language. Yeah, it used to be that, never mind
59:33
Speaker 3: graphical language that might be written down in a consent
59:37
Speaker 3: sheet or shit like that. I'm talking about. Even before
59:42
Speaker 3: we even had verbal language, people were quite capable of
59:47
Speaker 3: consenting when they didn't even have a verbal language. They
59:52
Speaker 3: could just you know, get it on, and they somehow
59:57
Speaker 3: had mechanical way, you know ways using like the I
1:00:04
Speaker 3: guess outdated language of touch that could be used to
1:00:10
Speaker 3: consent to all of the things they're fucking talking about
1:00:14
Speaker 3: in this bullshit. And that was fine. That was always
1:00:18
Speaker 3: fine for the very longest of times. We're talking tens
1:00:22
Speaker 3: of thousands of years, I mean millions of years. Really,
1:00:27
Speaker 3: how do animals consent to sex? Animals that don't have
1:00:32
Speaker 3: verbal language, which is like all of the animals except
1:00:38
Speaker 3: Homo sapiens. Huh, how have how have they consented to sex?
1:00:45
Speaker 3: For all this time?
1:00:46
Speaker 1: There is this long standing phenomenon of humans interpreting animal
1:00:52
Speaker 1: behavior as rape. Yes, because they don't always understand what's
1:00:57
Speaker 1: going on, so.
1:01:01
Speaker 2: Especially like hamsters.
1:01:03
Speaker 1: Hamsters have rough sex, ducks have rough.
1:01:07
Speaker 3: Sex, not to mention lizards, fish yeah.
1:01:13
Speaker 1: Yep, but and so the humans and particularly human women,
1:01:18
Speaker 1: but humans in general will interpret that as non consensual.
1:01:23
Speaker 1: W How do you know if an animal has consented
1:01:25
Speaker 1: to something, you do it and the animal doesn't try
1:01:29
Speaker 1: to kill you. Like if an animal tries to kill
1:01:34
Speaker 1: you whatever you're doing, it's not consenting. That's usually pretty
1:01:40
Speaker 1: pretty solid. Or it tries to run away and doesn't
1:01:44
Speaker 1: stop running, right. That's another one.
1:01:48
Speaker 3: In so much of the animal kingdom, the female is
1:01:54
Speaker 3: like ten times bigger than the male, and they will
1:01:57
Speaker 3: let you know if they.
1:01:58
Speaker 1: Don't consent, especially like among the insect worlds. If if
1:02:05
Speaker 1: a female spider or the bug world, I should say,
1:02:07
Speaker 1: a female spider doesn't consent, for instance, you are dinner
1:02:12
Speaker 1: if you're a male spider, if I yep. Sometimes they
1:02:16
Speaker 1: consent that they consent to eat, you know, the sex,
1:02:19
Speaker 1: and then they don't consent to the relationship afterward. But
1:02:25
Speaker 1: and similarly like hamsters, you know, they they'll if she
1:02:31
Speaker 1: doesn't consent, they will attack the genitalia and he doesn't
1:02:37
Speaker 1: ever get to father any babies. Rodents are mean, very
1:02:45
Speaker 1: mean creatures.
1:02:47
Speaker 3: Because nature has this way of protecting against this by
1:02:53
Speaker 3: giving males demizils on the outside of the body, so
1:02:57
Speaker 3: females can make it quite clear if they don't they
1:03:01
Speaker 3: don't consent, they will ravage the funk out of your
1:03:04
Speaker 3: genitals on a