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The speaker claims the president is determined to defy experts and embrace a myth of America that overlooks historical injustices. This myth suggests America treated people well and was founded solely on its own merits, which the speaker says is a lie. The speaker asserts that celebrating America's independence occurs on stolen Native American land, overseen by presidents who owned slaves or desecrated native lands. They state that Trump's "Make America Great Again" slogan disturbed many, especially people of color, because it appeals to white resentment and those worried about America's future and "browning." Instead of acknowledging America's true history, the speaker believes President Trump is choosing to side with this myth.

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The speaker claims the idea that Native Americans were peaceful before white settlers arrived is a false legend. They assert that Native American tribes were killing each other and conquering each other's land long before white settlers arrived. The speaker equates this to white settlers conquering Native Americans, stating it was done with no less noble authority. The speaker declares this to be the truth, not a legend, and "your story of my people."

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Slavery was common across civilizations, not just in the West. It was not solely based on race. Many different races owned slaves, including black people and Native Americans. The US government fought to end slavery, and reparations may not be the best solution. Western civilization was the first to reject slavery morally, so we should not feel ashamed but proud.

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Political science professor Wilfred Riley's new book, "Lies My Liberal Teacher Told Me," challenges the romanticized view of Native Americans as peaceful stewards of the environment. He argues that government guides and textbooks falsely portray natives as living in harmony with nature, not killing anything they couldn't use. Riley claims this is untrue, citing examples of buffalo hunts, intertribal warfare, and even cannibalism. The transcript asserts that natives manipulated their environment through practices like setting large forest fires. It also claims that some tribes practiced slavery. The speaker suggests that the myth of peaceful natives persists due to Marxism and critical race theory, which allegedly promote the idea that Western values are inherently bad. The speaker concludes that while white people committed atrocities against Native Americans, such behavior was not unique. They state that nearly every society had slavery, cruel wars, and environmental destruction. They also state that the West led the world in making things better, citing the Geneva Convention and capitalist countries lifting people out of poverty and protecting the environment.

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Dr. Elizabeth Weisz, an anthropologist, discusses the challenges she has faced in academia due to the rise of woke ideology. She emphasizes the importance of basing scientific research on facts and evidence, particularly in her field of studying skeletal remains. Dr. Weisz highlights the hypocrisy of universities that claim to support free speech while silencing dissenting voices. She calls for a return to common sense and a focus on data-driven research. Dr. Weisz's book, "Repatriation and Erasing the Past," explores the controversy surrounding the reburial of skeletal remains and can be purchased on Amazon.

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Political science professor Wilfred Riley's new book, "Lies My Liberal Teacher Told Me," challenges the romanticized view of Native Americans as peaceful stewards of the environment. He argues that government guides and textbooks falsely portray natives as living in harmony with nature, not killing anything they couldn't use. Riley claims this is untrue, citing examples of buffalo hunts, tribal warfare, and even cannibalism. The transcript asserts that Native Americans also practiced slavery and manipulated their environment through large-scale forest fires. It suggests that the myth of peaceful natives persists due to a "brain virus" among those who want the myth to be real and that this thinking is downstream from Marxism and critical race theory. The transcript concludes by stating that America's sins were not unique and that the West has led the world in making things better, lifting people out of poverty, and protecting the environment.

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Speaker 0 argues that the crooked foundation of the public school system makes university indoctrination possible, asserting that everything in school is filtered through a Marxist lens of oppressed versus oppressors. The speaker claims schools introduce gender ideology, with opponents framed as intolerant; introduce critical race theory, with opponents framed as racist; introduce feminism, with opponents labeled misogynist or part of the patriarchy; and introduce socialism, with opponents described as privileged. The speaker contends that this influence is often subtle rather than overt, embedded in curriculum. An example given is how slavery is taught in elementary school. The speaker acknowledges general agreement that slavery was bad but argues that curricula omit broader historical context. Specifically, they state that The United States banned slavery in seven states while the rest of the world had bans in seven countries; in seventeen seventy six, 92–95% of the world was actively practicing slavery and it was the norm on every continent. The speaker also notes that Thomas Jefferson tried to get slavery abolished in the original draft of the Declaration of Independence, that England abolished slavery in 1833, the United States in 1865, and that the rest of the world followed that example in Africa and Asia. The claim is that within proper historical context, the American story is one of liberation. The speaker asserts that the Marxist lens requires the oppressed versus the oppressors, and that if these arguments were made in school, a student would be failed, shamed in front of the class, and possibly sent to the principal’s office. The claim is that the system is designed to keep America divided so it could be easily conquered. Addressing critics, the speaker mentions the Frankfurt School, stating it expanded the ideas of Marxism, developed the oppressed-versus-oppressor framework, and aimed to use race, gender, and sexuality to usher in cultural Marxism. The speaker contends this infiltration began in academia in the nineteen-sixties, and attributes today’s situation to those developments. Note: Promotional content at the end has been omitted.

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Rousseau believed institutions, not nature, create problems. The left often shares this view. In my book, I show nature lacks equal opportunity. Poor mountain communities worldwide, even in the US, prove this. For example, a mostly white county in Appalachia had men living 10 years less than men in a Virginia county.

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Americans are taught that America was the worst when it comes to slavery, but this is complete nonsense. American slavery is portrayed as uniquely evil because slaves were considered property, but generational slavery was common worldwide. While the U.S. receives focus due to slavery, most slaves were not shipped there; the U.S. received under 400,000 out of 10-12 million. Focusing on historical abuse by white people won't help the black community gain capital, as modern problems aren't tied to ethnic conflict from 160 years ago. Problems in the black community increased with welfare programs. Almost every society had slavery, including the Aztecs, Persians, Egyptians, Greeks, Romans, Vikings, and especially the Arab world, who took about 17 million people from Africa. The British and Americans were rare in abolishing slavery. The British Navy sank around 1,600 slave ships and freed 150,000 people. Saudi Arabia only recently abolished the slave trade, and the global slavery index estimates over 700,000 slaves still exist there. American slavery was horrible but not unique. Focusing solely on America's evils hasn't improved race relations.

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Political science professor Wilfred Riley's new book, "Lies My Liberal Teacher Told Me," challenges the romanticized view of Native Americans as peaceful stewards of the environment. He argues that government guides and textbooks falsely portray natives as living in harmony with nature, not killing anything they couldn't use, and lacking prejudice or major wars. Riley claims that natives manipulated their environment through large-scale forest fires, practiced slavery, and engaged in cannibalism. He points to the Aztec capital's towers of skulls as evidence against the notion of universal peace. The speaker suggests that the persistence of the "peaceful native" myth stems from Marxism and critical race theory, which promote the idea that Western values are inherently bad and that white Americans have gained advantages through racism. He concludes that while America has its sins, they were not unique, and the West has led the world in positive advancements like the Geneva Convention and lifting people out of poverty.

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The speaker believes that media lies have been responsible for starting most wars in the past 50 years. They argue that if the media had dug deeper and not spread government propaganda, wars could have been prevented. The speaker suggests that populations are tricked into wars because they don't willingly enter them. They claim that a good media environment leads to peace, but ignorance is the main enemy. The organizations promoting ignorance are those that keep secrets and distort information. The speaker expresses their opinion that the media is generally so bad that the world might be better off without it.

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The speaker argues that indoctrination in schools and universities is far beyond what parents realize. He shares an example: a man in the Bay Area with daughters in a high school asks them who the first presidents of the United States were. They can name Washington, but when asked what they know about him, the response is that he was a slave owner. The conversation underscores that, beyond mentioning slavery as a horrific institution, there is little knowledge about George Washington. The speaker concludes that, while slavery is horrific, we should still know more about George Washington than that.

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For over a decade, the narrative has been that Western civilization, particularly the U.S., is rooted in white supremacy and environmental destruction. The consequences of this ideology are evident in the catastrophic fires in Los Angeles, which many attribute to the mismanagement of leaders like Gavin Newsom and Karen Bass. Despite warnings from the National Weather Service about extreme fire conditions, timely action was not taken. Instead, leaders prioritized personal agendas and political correctness over effective governance. Environmental policies have hindered necessary infrastructure, leading to increased homelessness and crime, which contribute to fire risks. The narrative of civilization being evil has resulted in real-world destruction, revealing that the very policies intended to promote social justice and environmental protection have led to greater harm. The situation in Los Angeles exemplifies the failure of these progressive ideals.

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America's history of slavery is not unique, as many societies throughout history have practiced slavery. Slavery was common worldwide, with the Arab world being a major player in the slave trade. The British and Americans were among the few to abolish slavery. Focusing solely on America's evils in schools has not improved race relations. Acknowledging historical mistakes is important, but it is crucial to have honesty and incremental change rather than radicalism.

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We've been lied to about history, so how do we know what's true? This pattern of revisionist history began in academia. I was raised in an atheist family, but I began to realize that, historically, no society based on atheism has ever succeeded. We are in a very dangerous time, and most people don't realize how dangerous it is. The reason they don't realize is because they don't really know the history of the Cold War and the World Wars.

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American slavery is often exaggerated as unique, but slavery existed globally. The British and Americans worked to abolish it, while the Arab world was a major slave trader. Schools focusing on America's evils worsened race relations. Acknowledging historical mistakes is important, but radicalism isn't necessary for critique. Incrementalism and honesty are key. The idea of generational slavery was not unique to America. Saudi Arabia only recently abolished the slave trade, with over 700,000 slaves estimated to still exist. Learning about global slavery can lead to a healthier culture.

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The speaker questions why public schools focus on the Transatlantic slave trade and not on other slave systems, arguing that slavery was widespread across history and regions. They claim the Ottoman Empire enslaved six hundred years and 5–10 million people, with sexual slavery being institutionalized and slaves sourced from Central Europe, the Balkans, and among Hungarians, Russians, and Ukrainians. They assert the word slave derives from “Slav.” They also assert lengthy slave trades in other regions: the Trans Indian slave trade lasting over twelve hundred years and enslaving 4–10 million people; and the Trans Saharan slave trade lasting over twelve hundred years and enslaving 9–17 million people. The speaker asserts that these systems ended after, not before, the North Atlantic slave trade, and emphasizes that chattel slavery was practiced in all these places. They claim that in 1776 the majority of countries in the world practiced chattel slavery, and that while Europe and the United States were early in abolishing slavery, it continued much longer in the Middle East, Africa, and in places like China, Thailand, and Mongolia. They state that if one looked back to 1776, 90–95% of the countries in the world practiced slavery, a norm for thousands of years. They also state that the United States banned slavery in seven states at a time when the rest of the world had banned it in only seven countries. The speaker contends that the reason these histories aren’t taught is that schools are framed through a Marxist lens of oppressed versus oppressors, intentionally teaching history out of context as a form of brainwashing designed to make dividing and conquering society easy. They claim that, without historical context, it allows framing the United States as uniquely evil, whereas, in reality, it is Britain, the United States, and the West that are responsible for driving the institution of slavery into extinction. Additionally, the speaker promotes their own work, stating they teach courses on real history and what it means to be an American, and that they write books on the First Amendment and the Second Amendment, inviting readers to engage with their material.

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Historian Heather Cox Richardson argues in her book, *Democracy Awakening*, that dismissing facts and using false history is a key element in the rise of authoritarianism, stating that "big lies are springboards for authoritarians." She believes America is at a crossroads, teetering on the brink of authoritarianism, but that the outcome rests in our own hands. The book aims to correct conspiratorial retellings of American history with historical facts. The speaker notes that as district court judges, they regularly see the impact of big lies when sentencing individuals convicted for offenses on January 6, 2021.

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Pre-1910 history textbooks reportedly state that an advanced civilization existed in the United States before Native Americans. According to the speaker, these books contain evidence that early settlers encountered Native Americans and discovered ruins of this prior civilization. The speaker claims this information has been removed from modern education, and people are discouraged from questioning its absence. The speaker suggests that as information is digitized, certain facts are being erased, and physical textbooks are the only remaining proof. The speaker intends to start collecting old books.

The Rubin Report

Exposing Useful Idiots & The Lies Liberals Told Me | James Lindsay | ACADEMIA | Rubin Report

Guests: James Lindsay

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James Lindsay, founder of New Discourses and co-author of "Cynical Theories," discusses his journey from being a liberal to engaging with conservative ideas, particularly around critical race theory (CRT). He reflects on his initial apprehension about conservatives, which was challenged by his experiences that contradicted leftist propaganda. Lindsay became concerned about CRT after witnessing discussions that dismissed the experiences of white working-class individuals, leading him to explore the implications of systemic racism and its institutionalization. In 2017, he and Peter Bogosian wrote a hoax paper targeting gender studies, which sparked further investigation into the absurdities within academia. Lindsay emphasizes that CRT posits racism as the fundamental organizing principle of society, claiming it is permanent and insidious. He critiques both the left and right's understanding of CRT, noting that the left often ignores its implications while the right simplifies it to socialism. Lindsay argues that the rise of far-left anti-Semitism is linked to CRT, which positions Jews as complicit in white supremacy. He warns that this ideology is destructive and that individuals must educate themselves about these issues to combat them effectively. He encourages parents and individuals to engage with their communities, support those speaking out against CRT, and recognize that they hold the moral high ground in these discussions.

The Rubin Report

The Gloves Come Off: A New Strategy for Fighting the Woke | Douglas Murray | POLITICS | Rubin Report

Guests: Douglas Murray

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In a discussion between Dave Rubin and Douglas Murray, they explore the concept of a "war on the West," highlighting the influence of radical ideologies like Wokeism and the implications of critical race theory. Murray argues that these ideologies have infiltrated various fields, including STEM, contrary to previous assumptions that they would remain confined to the liberal arts. He emphasizes the dangers of accepting false narratives about race and history, particularly in the context of police violence and the misrepresentation of societal issues. Murray critiques the notion of reparations, asserting that it opens wounds that should remain closed and that it unfairly demands accountability from individuals who did not commit historical wrongs. He points out the hypocrisy in how society addresses historical injustices, noting that discussions around slavery often ignore the broader context of global slavery practices. The conversation shifts to the role of religion and culture in Western society, with Murray lamenting the decline of traditional values and the rise of a culture that prioritizes social justice over foundational beliefs. He argues that the assault on Western philosophy and religious traditions is part of a broader effort to dismantle the cultural inheritance of the West. Murray concludes by advocating for a return to truth and a rejection of the idea that Western culture is solely defined by its historical sins. He calls for a more assertive stance against anti-Western sentiments, suggesting that courtesy has limits and that society must stop being overly accommodating to ideologies that undermine its foundations.

The Rubin Report

Historian: Woke Politics Destroying US History & Academia | Niall Ferguson | ACADEMIA | Rubin Report

Guests: Niall Ferguson

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Niall Ferguson critiques the New York Times' 1619 Project, arguing that framing U.S. history primarily through slavery is historically inaccurate. He emphasizes that while slavery was significant, it was not unique to the U.S. and should not overshadow the country's distinct governance experiment rooted in Enlightenment ideals. Ferguson shares his personal immigration journey, noting that he feels more at home in the U.S. than in the U.K., appreciating the American ethos of hard work and opportunity. He expresses concern about the current state of academia, lamenting the decline of free inquiry and the rise of political correctness, which he believes stifles diverse intellectual discourse. Ferguson highlights the importance of recognizing both the positive and negative aspects of history, arguing that the benefits of the U.S. Constitution outweigh its flaws. He warns against the dangers of ideological homogeneity in universities and stresses the need for new institutions to address educational shortcomings. Discussing current societal tensions, he notes that the U.S. has historically weathered crises and suggests that the act of worrying about the Republic is a sign of its resilience. Ferguson concludes by advocating for proactive solutions to governance issues revealed by the pandemic and electoral challenges, embodying the American spirit of problem-solving.

The Megyn Kelly Show

Met Gala Goes Racial, False Trump NBC Narrative, Affirmative Action Myth, w/ Klavan and Jason Riley

Guests: Jason Riley

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Megyn Kelly opens the show by celebrating National Astronaut Day and reflecting on her recent astronaut special. She mentions President Trump's interview with Kristen Welker, where he sparred over constitutional questions regarding due process for illegal immigrants. Kelly critiques Jen Psaki's reaction to inquiries about Biden's cognitive decline and discusses the upcoming Met Gala, which she describes as politically charged and pandering to black culture, highlighting the involvement of white organizers like Anna Wintour. Andrew Klavan joins the discussion, expressing skepticism about the Met Gala's focus on black fashion, suggesting it reflects a failed elite trying to maintain relevance. He argues that the event symbolizes a disconnect between the wealthy and the general public, criticizing the excesses of the elite and their lack of genuine engagement with societal issues. Klavan emphasizes that the left's cultural dominance has led to a decline in meaningful storytelling and artistic expression, as they prioritize ideology over beauty and truth. Kelly and Klavan discuss the impact of affirmative action on black students, with Klavan asserting that it creates a mismatch between students and institutions, leading to higher dropout rates and reinforcing stereotypes. He argues that the black middle class was growing before affirmative action and that government interventions have often hindered progress. Jason Riley, a columnist and author, joins the conversation to discuss his new book, "The Affirmative Action Myth." He argues that affirmative action policies have not helped the black community as intended and that the black middle class was thriving before such policies were implemented. Riley highlights the importance of personal responsibility and the deterioration of the black family structure as significant factors in the community's challenges. Riley critiques the current cultural narrative that celebrates negative stereotypes in hip-hop while dismissing the achievements of studious black youth. He emphasizes the need for a return to respectability politics, which once encouraged positive behavior and aspirations within the black community. The discussion concludes with Riley expressing concern over colleges' potential non-compliance with the Supreme Court's ruling against affirmative action, predicting that institutions will continue to find ways to prioritize diversity initiatives despite legal challenges.

Uncommon Knowledge

Heather Mac Donald On How The Delusion of Diversity Destroys Our Common Humanity

Guests: Heather MacDonald

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Heather MacDonald, a fellow at the Manhattan Institute, discusses the cultural revolution in American education, exemplified by incidents at Yale and Claremont McKenna College. At Yale, students confronted Nicholas Christakis over free speech, leading to his resignation amid a climate of victimhood and entitlement. MacDonald argues that the current educational environment promotes a delusion of victimization, particularly among minority students, who are admitted through affirmative action but struggle academically. She contends that these policies harm their prospects and perpetuate grievances. Additionally, she critiques the campus rape narrative as exaggerated and highlights the failure of universities to uphold rigorous academic standards. MacDonald emphasizes the importance of preserving Western civilization's intellectual heritage, warning that ignorance and hatred fostered in academia threaten civil society.

The Origins Podcast

Is Truth Now Hate Speech? Frances Widdowson on Censorship | War on Science with Lawrence Krauss

Guests: Frances Widdowson

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In this episode of the Origins Podcast, host Lawrence Krauss discusses themes from his upcoming book, "The War on Science," which features contributions from 39 authors. The podcast will include interviews with notable figures such as Richard Dawkins and Nicholas Kristof, addressing topics like free speech in science, the impact of ideology in academia, and the distortion of disciplines like mathematics and medicine due to social justice movements. Guest Frances Widdowson, a political scientist, shares her experience of being fired from Mount Royal University for critiquing "woke" ideologies. She discusses her research on Aboriginal policy, emphasizing the detrimental effects of post-modernist thinking on academic integrity. Widdowson argues that indigenization policies in universities undermine academic values by promoting anti-scientific approaches and creating a culture of self-censorship among faculty. She recounts an incident at the University of Lethbridge, where her talk on how "wokeism threatens academic freedom" was canceled due to protests, highlighting the tension between free speech and the demands of social justice. Widdowson calls for institutional neutrality, better governance, and a cultural shift within universities to restore academic freedom and promote open inquiry. She concludes that recognizing the suffering of Indigenous peoples does not equate to accepting claims of genocide without empirical evidence, advocating for truth and reconciliation through honest discourse.