Fired for Honesty and Competence: One Genuine Teacher's Story | Warren Smith | EP 504

Intro (0s)

• Warren Smith, a teacher, recorded a discussion with a student about JK Rowling's reactions to cultural issues, specifically her transphobic opinions, which led to a viral video showcasing his professionalism and calm demeanor in handling the discussion (57s).
• In the video, Warren and the student discussed a 2019 statement by JK Rowling, where she expressed support for women who were forced out of their jobs for stating that sex is real, which the student found bigoted (45s).
• Warren's approach to the discussion was notable for its professionalism, calmness, and intelligent questioning, which is rare among teachers, making the video go viral (1m13s).
• The video was shared by Elon Musk, among others, which had an explosive effect on Warren's life, leading to his firing from his full-time teaching position (1m47s).
• Warren was surprised by his firing, having devoted four years of his life to the school, and felt like his character was deleted from a video game (2m32s).
• The incident led to a Pierce Morgan interview, which was the secondary explosion that rocked Warren's life, and he was left to deal with the consequences of saying what he thought in a situation that rewarded silence (2m2s).

Unexpected virality: reflection and careful speech (3m9s)

• The guest, Warren Smith, was brought to public attention by a viral video, but he had been thinking about his teaching career and the events that led to the video's creation. (3m10s)
• Smith reflects on how the viral video changed his life, giving him opportunities to talk to people he admired, such as Dave Rubin, and making him feel like he had to live up to the idea of being a critical thinking and Socratic method expert. (3m52s)
• Smith never intentionally tried to be a critical thinking or Socratic method expert, but rather just did what he thought was sensible in the moment, and he believes that people don't always know who they are. (4m43s)
• The viral video was recorded while Smith was working as a high school teacher, and it touched on a nerve in a way that people admired, although it wasn't exactly what made the video go viral. (5m0s)
• Smith has an MFA in video production, which he earned in 2019, and he initially planned to be a college professor, but he found himself enjoying teaching high school students instead. (5m55s)
• However, due to COVID-19 and teacher union cuts, Smith lost his job as a high school teacher and started looking for another job, which led him to a school that specialized in kids with behavioral challenges. (6m23s)
• Smith has been reflecting on his conversations after the viral video and has been trying to practice not saying things that would make him weak, which has led him to stop saying almost everything he was saying before. (7m13s)
• Smith has been wanting to talk about certain things in interviews, but has been hesitant, and he has decided to start allowing himself to be more vulnerable in his words. (6m53s)
• The host of the conversation has been impacted by Smith's words and is grateful to have the opportunity to talk to him, which Smith finds surreal. (7m26s)

The school where Warren taught, “all the kids with all the problems in the same school” (8m17s)

• The school in question is a specialized institution that caters to students with behavioral challenges who could not be handled by other schools, making it a last line of defense. (8m17s)
• The school is funded through the public school system and receives around $50,000 per student, which is paid by the public school system to send students to this specialized school. (8m49s)
• The school is governed by a board and an executive director. (8m58s)
• The teacher had no prior experience in dealing with behaviorally challenged kids but was hired due to a good interview, with the school possibly seeing potential in them. (9m13s)
• The student body was predominantly male, with around 80% of the students being boys, which is expected given the nature of the school. (9m36s)
• The students were mostly high school age, with some middle school students, and the school building was divided into pods to minimize cross-contamination due to COVID-19. (9m47s)
• Each pod had around 10 students and three teachers, resulting in a high teacher-to-student ratio, which was necessary to meet the students' needs. (10m16s)
• The teacher worked at the school for four years before losing their job. (10m27s)
• The principal and assistant principal who hired the teacher were no longer at the school, having been dismissed a year prior to the teacher's departure. (10m42s)
• The teacher remembered the principal's first speech, in which he warned that if teachers were still working at the school after four years, something was probably wrong with them or they had some masochistic tendencies. (11m14s)
• The school had a high turnover rate, with some teachers lasting only a day or a week, and the teacher had to be trained in safety care and use walkie-talkies to respond quickly to incidents. (11m47s)
• The school in question was a special education school designed to accommodate students with various needs, including those with dyslexia, and was divided into sites to separate students with behavioral issues, such as bullies and the bullied, from those who were not aggressive (12m47s).
• The school's approach to grouping students with behavioral challenges together has been proven by clinical literature to be a bad idea, as it can lead to increased aggression and problems (15m51s).
• The teacher worked at a run-of-the-mill high school before being let go, likely due to COVID-19, and then found a job at the special education school for behaviorally challenged kids (15m7s).
• The teacher spent four years at the special education school, with the first two years being the most chaotic, possibly due to the COVID-19 pandemic (16m6s).
• The teacher initially worked with hyper-aggressive students, which led to a lot of fights, but the school's approach to grouping these students together was not effective in managing their behavior (13m10s).
• The teacher reflects on the biblical text and its wisdom, but also expresses skepticism about certain promises, such as seeking first the kingdom and righteousness, and having all things added unto them (13m48s).
• The teacher discusses the importance of love and wisdom, and how attempting to achieve wisdom without love can lead to going radically wrong (14m29s).
• The teacher notes that the school's administrative decision to put all behaviorally challenged kids in the same school is a strange idea, as it does not constitute a category (15m26s).
• The teacher was the only one not sent home from site one during a period of remote teaching due to an outbreak, and instead taught from their classroom on their computer, expanding the curriculum to help students with other needs (16m30s).
• Over the course of two years, the teacher's multimedia program grew to work with the entire building, including students with severe physical challenges, such as those with Down syndrome, who required a different type of staff and professionalism (17m10s).
• The teacher worked with students who had severe physical challenges, including those with autism, and found that they resonated well with skills such as video editing and Photoshop, which were detail-oriented and allowed them to excel (19m55s).
• The teacher's previous experience with unions led them to vote against a unionization movement at the school, which was opposed by the principal who hired them (18m15s).
• The principal and assistant principal were fired in the middle of the day, and a new principal arose who was a very nice guy, but the teacher was moved to a separate building across the street (19m2s).
• The teacher's new lab in the separate building had more room to grow and was equipped with new technology, including a 3D printer, camera equipment, and software such as Premiere Pro and Photoshop (19m17s).
• The students responded well to the teacher's program, and the teacher enjoyed working with them, especially those with autism who excelled in video editing and other detail-oriented skills (19m45s).
• The teacher spent the first two years with a group of students, during which they made progress, particularly with the introduction of digital tools, and developed a fondness for a student who was a brilliant illustrator but eventually got kicked out (20m29s).
• The core issue with the students was the lack of parental involvement, as evidenced by the absence of parents at open houses, leaving the students to fend for themselves (20m52s).
• The teacher found a way to connect with the illustrator student through a critter drawing tablet, which helped him accelerate, but the school administration did not appreciate this approach (21m4s).
• The administration questioned the relevance of the student's illustrations, wanting him to work on projects related to the school, but failed to provide the teacher with clear criteria or a set curriculum (21m17s).
• The teacher developed the curriculum themselves, which provided freedom but also allowed leadership to intervene at their convenience, leading to issues (21m29s).
• The teacher did not have problems with leadership until they published a video, which is implied to be the reason for their eventual firing (21m47s).

The viral clip (21m51s)

• A video clip is discussed, which involves a conversation about JK Rowling's past and her opinions, specifically her transphobic views (21m52s).
• The conversation starts with a question about JK Rowling's bigoted opinions, and an example of one of her tweets from 2019 is given (22m25s).
• In the tweet, JK Rowling expresses support for individuals' freedom to live their lives as they choose, but also states that women should not be forced out of their jobs for stating that sex is real (22m35s).
• The tweet is analyzed to determine if it is bigoted, and it is concluded that it is not, as it appears to be defending women who are attacked for stating that there is a difference between men and women (23m21s).
• The conversation then shifts to discussing why JK Rowling is being attacked by a large group of people for her views, and whether it is fair to call her transphobic (24m0s).
• The person in the conversation initially calls JK Rowling transphobic, but later retracts this statement after analyzing the tweet and realizing that they do not disagree with it (24m11s).
• The conversation concludes with a reflection on the importance of critically thinking and learning from discussions, rather than simply following what others say (24m24s).

Inspired by Jordan Peterson (24m29s)

• A professor was inspired by a 2017 video of another educator discussing archetypes in Harry Potter, which led them to try a similar teaching style, incorporating performance art elements, and recording their lectures for their students and teaching portfolio (24m37s).
• The professor started recording their lectures, including one on archetypes in Harry Potter, which is still available on YouTube, although it didn't gain much attention at the time (25m38s).
• They believed that YouTube had massive potential, comparable to the Gutenberg Revolution, and saw it as an exciting platform for educators (25m53s).
• The professor used video recordings as teaching artifacts for their portfolio, showcasing their teaching skills, and also had students practice public speaking by recording movie reviews and watching them back (26m17s).
• In their multimedia class, students would practice articulating themselves through movie reviews, which helped them improve their public speaking skills (26m37s).
• The professor was later asked to create a newscast for their school, which they did once a week, and uploaded the content to social media, including Twitter (27m11s).
• The professor's Twitter account was initially created for the purpose of sharing their school's student broadcasts, with their first tweets being related to the Nipmuc Regional High School in Massachusetts (27m36s).
• At their second school, the professor did not record their teaching as much as they had in their previous school (28m0s).
• The school had around 100 students, with 50 students downstairs and 50 students upstairs, and a teacher-to-student ratio of 3 to 1, although it struggled with understaffing as teachers often left. (28m37s)
• The music teacher and the multimedia teacher collaborated on projects, including reviews and videos, such as a review of the Queen's Gambit and a video about the mathematics of the Fibonacci sequence in music. (28m8s)
• Before the video that gained attention, the multimedia teacher had posted little videos, including reviews, but they didn't get much attention. (29m0s)
• The school asked the multimedia teacher to do a news broadcast, but they weren't equipped for it, so they tried to make it work with a student on camera, but the student got stage fright. (29m27s)
• To help the student, the multimedia teacher suggested doing a warm-up, sitting on camera, and having a conversation like a podcast, which led to a discussion about JK Rowling's bigoted opinions and their impact on views of Harry Potter. (29m52s)
• The multimedia teacher thought the conversation was interesting and decided to upload it to YouTube, not expecting it to get much attention. (30m22s)

A loaded question, critical thinking (30m31s)

• A discussion about an analysis of Harry Potter was mentioned, and the conversation shifted to addressing whether a particular person is bigoted, which constitutes a loaded question (30m36s).
• The basis for the claim of bigotry was questioned, and it was mentioned that the person in question had made some tweets, which were then examined to determine if they were transphobic (30m51s).
• The person being discussed had apologized for another statement, and this was also taken into consideration during the examination of the evidence (31m16s).
• It was pointed out that the person in question was stating the importance of her experience as a woman and that she had no issue with people identifying however they want, but that shouldn't impact her reality as a woman (31m31s).
• The conversation concluded with the realization that the initial claim of bigotry was not fair, and the person who made the claim acknowledged this and expressed feeling stupid for making it (32m0s).
• The conversation was seen as an example of the importance of critical thinking and examining evidence before making claims (32m5s).

Blowback from the school administrators, “use of the technology is not independent from the content” (32m11s)

• Conversations with students about various topics, including politics, can be beneficial for their learning and development, as it allows them to think critically and articulate themselves, and can also provide interesting content for video editing projects (32m12s).
• The use of technology in the classroom is not independent of the content being taught, and teachers should aim to use technology in a way that benefits students the most, such as teaching them how to think, articulate themselves, and develop oratory skills (32m42s).
• Editing footage requires having something meaningful to focus on, and simply editing a music video may not provide the same level of utility as editing a video that involves discussion, debate, or learning (33m47s).
• Using technology to help students learn and develop skills is the primary objective, and teachers should aim to encapsulate as much learning as possible in their projects (34m30s).
• Going online without proper security measures, such as a VPN, can expose personal data and make it vulnerable to hacking, and using a VPN like ExpressVPN can provide a secure and encrypted connection (34m36s).
• ExpressVPN creates a secure tunnel between devices and the internet, making it virtually impossible for hackers to access data, and is rated number one by top tech reviewers (35m6s).
• The technique of asking pertinent questions is essential for teaching people how to think, and teachers should model this behavior to help students learn how to ask themselves questions (36m17s).
• The primary goal of teaching is to help students develop critical thinking skills, and asking pertinent questions is a key part of this process (36m33s).

Why students are worried about transphobia, consensus of the moment (36m51s)

• JK Rowling has become a prominent advocate for free speech, particularly focusing on the trans issue, which has dominated the political space and has been a topic of concern for students with questionable reasons for their interest in the issue (36m51s).
• The term "transphobia" is often used in a manipulative way to describe objections to certain ideas or behaviors, and this manipulation of language is a common tactic used by radical leftists (37m56s).
• A student's objection to JK Rowling on the basis of transphobia was a topic of discussion, and it is unclear whether this was one of the factors that led to trouble, but the virality of the situation and the school's loose practices likely contributed to the issue (38m11s).
• The school has a history of scandals, including a tax scandal and the removal of two principles, and has a system that is designed to create chaos and try to produce order, but ultimately leads to trouble and pitfalls for teachers and students (38m49s).
• The school's grading system is often arbitrary, with grades being assigned without reasoning or record, and this lack of accountability contributes to the school's problems (38m57s).
• The school offered a teacher $9,000 to sign a non-disclosure agreement (NDA) and leave, likely due to concerns about potential public attention and the school's reputation (39m11s).
• The school's system is designed to create chaos, and it is impossible for teachers to avoid doing something wrong, as every student is a potential pitfall, and many teachers are only at the school as a last resort (40m8s).
• The school's health insurance is also poor, which is another factor that makes it an unattractive place to work (40m49s).
• The education system has many good people who are doing their job because they find it fulfilling, but there are also some who are not competent, and it's not the bottom of the barrel for teachers (41m1s).
• A viral video drew attention due to the contrast between a sane and careful teacher discussing a preposterous issue in a school, handling it in a way that was educational and thoughtful (41m41s).
• The teacher's response was surprising in the education system, which is often accustomed to seeing ideologically possessed teachers ranting and indoctrinating children (42m25s).
• A 15-year-old student repeated what he thought was reality, accusing JK Rowling of transphobia, which is an indication of the state of the school system in general (42m51s).
• The student was spouting radical cliches of the moment, genuinely believing that was the truth, and thought it was reality because he had heard many classmates state it (43m31s).
• People often seek to establish consensus rapidly, which can lead to a False Consensus, and this is a danger of social populism, which is a consensus of the moment with no staying power (44m15s).
• The antidote to populist consensus is alignment with eternal tradition, which stops the proclivity for Rapid consensus from pathologizing and allows human beings to reach agreement on most things rapidly (44m38s).
• The ability to reach agreement rapidly is a good thing, but the danger is a False Consensus, which can be problematic (44m50s).
• A video recording was made, questioning consensus, and was edited by students before being uploaded to YouTube (45m1s).
• The editing process involved removing a segment where the person in the video took out their phone to look for a tweet, which lasted around a minute (45m16s).
• The edited video was uploaded to a YouTube channel, following standard practice of uploading content (45m25s).
• The person uploading the video had to be careful about the content due to the powerful nature of the technology and past experiences in 2016 (45m36s).
• Initially, it was presumed that nothing significant would happen after uploading the video (45m51s).

From upload to Elon Musk, genuine effort will not fail (45m55s)

• A music teacher, who had been exploring technology and making videos with the narrator, informed him that one of their videos had gained 13,000 views over a period of a week or two (46m10s).
• The narrator's brother then texted him, stating that Elon Musk had tweeted a video of the narrator, which the narrator considered to be a significant event (46m36s).
• Two days later, the narrator went to school without mentioning the incident, but the principal called him into his office, as everyone had seen the video (47m18s).
• The principal was concerned about the school's policy and potential repercussions from higher authorities, despite the narrator having obtained releases from students and parents (47m43s).
• The narrator was then contacted by Piers Morgan's team, inviting him to appear on the show, which presented him with a dilemma: to pursue the opportunity or return to his normal life (48m8s).
• The narrator decided to take the opportunity, recognizing that it could be a once-in-a-lifetime chance, and chose to run with it rather than potentially regretting not taking the chance (48m31s).
• The narrator's decision was influenced by past experiences of regret and the understanding that trying and failing is preferable to not trying at all (48m57s).
• The narrator's story is contrasted with the uncertainty of the world, where markets rise and fall, and policies change, highlighting the value of physical gold as a constant (49m23s).
• Birch Gold is offering a promotion where customers can receive a free 1 oz American Silver Eagle for every $5,000 purchased when opening a tax-sheltered IRA in physical gold (49m27s).
• The promotion allows customers to convert their existing IRA or 401K without spending additional money, and is presented as a way to hedge against the national debt and economic uncertainty (49m41s).
• A promotion is being offered for a free information kit on gold and eligibility for free silver for unqualified purchases by texting Jordan to 98998 before December 18th (50m2s).
• Research has shown that when older people are asked to reflect on their lives and list their regrets, they often have more serious regrets about chances they didn't take than failures they experienced (50m30s).
• Failures can often lead to benefits and learning experiences, even if the intended outcome is not achieved, as long as the effort is genuine and followed through (51m1s).
• The idea that trying something difficult and seeing it through could have zero impact is unlikely, as some learning or benefit will always result from the experience (51m32s).
• The conversation turns to the topic of personal regrets, with the question of whether to share past regrets or not (51m54s).

First successes and failures in Hollywood, leaving LA (52m0s)

• The original plan was to make movies, which was the most exciting thing to do while growing up, as it involved altering time and space to create real worlds for the audience (52m3s).
• Attended one of the top film schools in the country, UNCC School of the Arts, and excelled, making short films and eventually writing and producing a feature film right out of school (52m30s).
• Raised $225,000 to make the feature film, using a team of students who worked for free, and filming on a farm to get free locations, resulting in a production value of at least half a million dollars (53m6s).
• Despite the success, felt like opportunities were blown, and came to the realization that LA and Hollywood were not the right places to live and work in the long term (53m32s).
• Left LA and went freelance in videography, eventually attending graduate school, but maintained relationships with colleagues and friends from the film-making days (53m53s).
• Making a movie is challenging and presses relationships, as it takes a long time and involves a lot of pressure, causing people to dissolve under the stress (54m1s).
• Recognized that once-in-a-lifetime opportunities can come together, and if not taken, the probability of them happening again is zero (54m57s).
• Had a 15-minute interview for a segment, but the details of the outcome are not specified (55m6s).

The Piers Morgan interview, why you don’t ask permission from bureaucrats (55m13s)

• A person was unexpectedly approached by a crew to appear on a TV show, specifically Pierce Morgan, and was unsure if they should participate without permission from their school administration (55m15s).
• The person discussed their concerns with a music teacher, who advised them to participate without asking for permission, as it's often better to ask for forgiveness than permission (55m34s).
• The person noted that bureaucratic authorities often say no to requests for permission due to risk, jealousy, and fear, and that it's rare for people to take initiative and ask for permission (56m7s).
• The person suggested that if an action is not illegal or violating an explicit contract, it's often best not to ask for permission, as it can be difficult to convince others to allow it (56m44s).
• Entrepreneurial motivation is relatively rare, with only about one in 50 people wanting to start their own business, and most people in middle management prefer to avoid taking risks and remain invisible (57m5s).
• The person shared the story of zebras and how they use camouflage to avoid being identified by lions, and how this relates to people's desire to avoid standing out and taking risks (58m9s).
• The person noted that most people prefer to blend in and avoid being noticed, rather than taking risks and potentially achieving great rewards (57m40s).
• In the natural world, lions often target the identifiable or weak prey, and this concept can be applied to humans, where being too identifiable can make one a target, and the instinct of many people is to avoid being the identifiable prey animal (59m23s).
• Stepping outside the herd can have advantages, such as getting noticed, which can lead to extreme success with massive potential payoffs, but it also comes with risks (59m49s).
• The pain of regret is a unique form of pain, often caused by self-betrayal when one misses an opportunity, and it can be worse when one gets in their own way (1h0m26s).
• It's essential to understand that no risk is desirable, and a risk-free life is not what people want; instead, they want to take voluntary risks, which can be freeing (1h1m2s).
• There is no risk-free pathway in life, and once this is accepted, one can take more interesting risks without needing safety (1h1m15s).
• Pierce Morgan is described as charismatic, likable, kind, and funny, similar to Simon Cowell, and he gives people the benefit of the doubt but can turn against them if they play games (1h1m46s).
• Pierce Morgan's interview style involves asking usual questions, and he was pleased with the video he had seen before the interview, which worked out well (1h2m17s).
• The last question asked by Pierce Morgan is the one that stands out, and it was likely influenced by his team's research on the YouTube channel (1h2m29s).

Archetypes and Harry Potter (1h2m38s)

• The concept of archetypes in Harry Potter is discussed, with a focus on the idea of voluntarily entering the unknown, which is a classic theme that echoes in many stories (1h2m40s).
• This idea is illustrated through the example of facing one's fears, such as the serpent that could turn one to stone, in order to save others, like Jenny (1h3m8s).
• The voluntary aspect of entering the unknown is highlighted as a crucial element, as it makes a significant difference in how one encounters a situation, unlike the objectivist perspective that views a situation as the same regardless of how it is encountered (1h3m46s).
• The difference between voluntarily confronting a challenge and being forced into it is emphasized, with the example of kicking and screaming being very different from voluntary confrontation, even if the stressor is the same (1h3m57s).
• The heroic quest archetypal narratives are based on voluntary confrontation with terrible things, which gives the quest deep significance (1h4m10s).
• The discussion of archetypes in Harry Potter is mentioned as a topic that was brought up in a conversation, where the person was asked to provide life advice based on their knowledge of Harry Potter (1h2m43s).
• The person's response, "voluntarily enter the unknown," is mentioned as a surprising yet true piece of advice (1h3m31s).
• The conversation about archetypes in Harry Potter is contrasted with a real-life event, the Pierce Morgan interview, which is mentioned as a success (1h4m21s).

The bureaucrats were not happy, wisdom and daring (1h4m29s)

• A person was called into the principal's office and told that they should have checked in before appearing on Pierce Morgan's show, with the principal acknowledging that the person's response was masterful and logical (1h4m30s).
• The conversation shifts to the topic of successful businesses and the importance of the "business behind the business," citing Shopify as an example of a company that makes selling simple for entrepreneurs (1h5m4s).
• Shopify is described as the home of the number one checkout on the planet, with its Shop Pay feature boosting conversions up to 50% and reducing abandoned carts (1h5m11s).
• The person notes that bureaucratic entities tend to say no to anything that poses a risk, even if it has obvious benefits, and that this is partly why research has been stifled in universities (1h6m0s).
• The person argues that risk-free research is not possible and that taking risks is necessary for discovery and progress (1h6m15s).
• The conversation touches on the role of bureaucracies in setting policies and strategies, and the need for individuals to sometimes break rules in order to achieve their goals (1h6m38s).
• The person references the Harry Potter series as an example of this dynamic, where the main characters are rule-breakers who are tolerated by the authorities (1h6m50s).
• The person notes that there is a constant paradox between following rules and taking risks, and that wisdom is the ability to tell the difference between when to follow rules and when to break them (1h8m5s).
• The person reflects on their appearance on Pierce Morgan's show and acknowledges that they do not blame their administrator for objecting, but had hoped for a more supportive response (1h8m14s).
• A 30-year-old principal initially helped Warren, but after gaining power, the principal's attitude changed, and he eventually supported the decision to potentially fire Warren, saying "I would have done the same thing" with a nod and a wink (1h8m55s).
• The principal's change in behavior was unusual, as he previously offered guidance and support, such as suggesting Warren get a special education license in phonetics (1h8m43s).
• Warren was called to a meeting with the executive director and her team of lawyers due to his actions, which were deemed not to have broken any rules, but the executive director still expressed a desire to "lose" him (1h10m5s).
• The meeting was held via audio call, with the principal and the executive director's lawyers present, and the tone was one of warning, with the executive director implying that Warren should be careful not to make any mistakes in the future (1h10m0s).
• The experience is compared to another situation where someone presented a plan after breaking a rule and upsetting the normal routine, which is seen as a good idea when called to account for oneself (1h10m52s).
• A similar situation is described where someone put up videos on YouTube that brought them to public attention, and they were called into the principal's office at their university, which was unexpected but not surprising (1h12m5s).
• The videos in question were objecting to a virtue-signaling bill and university policies, and they were made as an experiment to see if a structured argument could be laid out and to test the technology (1h11m46s).
• A suggestion was made to the University of Toronto to host a debate on free speech, which was seen as a concrete plan and a better alternative to other possible actions, although it ultimately led to difficulties in maintaining a position at the university (1h12m32s).
• Stepping outside the bounds of normal propriety can be challenging, and it is helpful to have a plan, especially for those who may be confused or affected by the actions, as they may dissociate themselves from the individual deemed a risk (1h13m5s).
• Discussing certain topics, such as those related to transphobia, can be particularly sensitive due to effective propaganda surrounding the issue, making it easy to be ostracized or "run out of town on a rail" (1h13m31s).
• The University of Toronto's dean questioned the relevance of a teacher's YouTube activities in their own home to the university's business, highlighting a potential issue with the boundaries between personal and professional life (1h13m53s).
• The teacher suggested that the university's actions were an overreach, as what they did in their free time at home was a separate issue from their professional responsibilities (1h12m20s).
• Despite the challenges, the teacher managed to maintain their position at the university for about a year after the incident (1h12m57s).

When rules are written that have no specifics until it’s decided you broke them (1h13m56s)

• The school's handbook states that they have every involvement in what teachers say politically on social media, but there is no clear objective definition of what crosses the line, allowing them to reserve the right to decide (1h13m57s).
• The College of Psychologists in Canada has similar rules that are not clearly defined, and the only way to find out what the rules are is by being accused of breaking them (1h14m24s).
• This lack of clear rules is a problem because it allows mid-level bureaucracies to make everything "daringly illegal" and creates open-ended policies that can be used as "comprehensive traps" to go after individuals (1h15m10s).
• The contract at the school was unique in that it stated that teachers could be fired for any reason or no reason at any time, which is not typical of average high schools (1h15m29s).
• The reasons for such a contract at this particular school may be due to the need for comprehensive rules to cover any possible occurrence, given the potential risks and issues that could arise (1h15m55s).
• After a specific incident involving Pierce Morgan, things were different, and no one ever spoke to the individual about the rules or expectations (1h16m14s).

Contaminated by the unknown — and why it’s a worthwhile endeavor (1h16m20s)

• The YouTube channel continued to grow and attract more attention after the initial incident, with the creator finding it fun and a way to express themselves, alongside a music teacher who helped with the channel but didn't want to show his face or be the main focus (1h16m32s).
• The music teacher was liberal, and their dynamic was interesting, with some people thinking their interactions were staged due to their differing perspectives (1h17m33s).
• The creator noticed they stopped being invited to certain social events, such as a wedding and regular Friday drinks with colleagues, possibly due to their newfound association with the YouTube channel and its unconventional content (1h17m58s).
• This social exclusion is compared to the experiences of characters in stories, such as Frodo and Bilbo from The Lord of the Rings, who became socially unpopular after being associated with magic and power (1h18m19s).
• The creator suggests that this exclusion is a natural response from those who prefer to operate within established norms and are wary of disruptive forces (1h18m43s).
• The desire to avoid being a target of criticism or negative attention is likened to a biological instinct, where animals in groups reduce their individual risk of being attacked by a predator (1h19m14s).
• Humans have the choice to live life as either predators or prey animals, and the creator reflects on the opportunity they had to take a different path and challenge the status quo (1h19m57s).
• After the video incident, the staff at Great Links attempted to insulate the students, particularly the student who was the voice in the video, from the teacher, despite the student being aware of the situation and having already obtained the necessary releases for his involvement (1h20m39s).
• The teacher had another conversation with the student a few months later, discussing communism, and they continued with their video production, but the teacher felt the need to be more cautious (1h21m15s).
• The music teacher warned the teacher that they had a lot of eyes on them, and it seemed logical that the school was looking for any slip-up to get rid of them (1h21m33s).
• The teacher believed that the school would not renew their contract over the summer, which is a common practice, and thought this would be the logical thing to do, as it would be in the school's best interest (1h22m14s).
• The teacher thought that having them as a teacher with a growing audience saying certain things could be troublesome for the school, and there would be no benefit to keeping them (1h22m29s).
• However, the teacher's videos had actually brought credit to the school, and with more imagination, the school could have used their accomplishments to their advantage, but this would have required them to go public, which they were not willing to do (1h22m50s).
• The school's default presumption is that no amount of success justifies risk, and this mindset can lead to a lack of success, as taking no risks is not associated with achieving success (1h23m21s).
• Making excuses for administrators at school can be understandable, but it may lead to bitterness and regret if not balanced with acknowledging the difficulties they pose (1h24m12s).

Opportunity is only limited by your fear, accepting the call (1h24m28s)

• A teacher saw huge potential in creating a video editing program that could reach a large audience, but also recognized the potential downsides and risks involved, particularly with students creating content that could be widely viewed (1h25m0s).
• The teacher thought that if they had been at their first high school, Nova, where they were already putting content on Twitter, they could have done something significant with this opportunity (1h25m27s).
• The teacher believed that the head of their department would have supported this idea and they could have achieved something notable (1h25m31s).
• The teacher anticipated that the most likely consequence of their actions would be that their contract would not be renewed, and they reconciled themselves to this possibility by creating a YouTube channel as a backup plan (1h25m49s).
• The teacher uploaded a video with a different student, who hadn't seen the previous video, and thought it was worth sharing due to the identical pattern of conversation (1h26m36s).
• The teacher obtained written permission from the student's parents before uploading the video, as they were new and didn't have the necessary releases (1h27m6s).
• The teacher was called into a meeting and told that they would be "parting ways" due to uploading a video to YouTube against policy, despite previously being congratulated for a similar action (1h27m44s).
• The teacher pointed out the inconsistency in the school's policy and the fact that their mind was already made up, making the meeting feel pointless (1h27m55s).
• A teacher was involved in a situation where they spoke to a student's parents about an issue, and the parents were open to an investigation, but the school administration instead asked the teacher to either agree to leave or face an investigation, and the teacher chose the investigation (1h28m4s).
• The teacher was then escorted out of the school like a criminal, had their computer and other belongings taken away, and was told that HR would be in touch in three days (1h28m31s).
• The conversation about the teacher's situation and the school's decision will be continued in more detail on the Daily War side, where they will discuss the possible role of HR and how to manage similar situations (1h28m42s).
• The teacher's story is an example of what can happen when someone takes risks within an organization and challenges the authorities, and the conversation will explore strategies for navigating such situations (1h29m4s).
• The teacher's experience is also related to the power of technology, specifically YouTube, as a global communication platform, and how to deal with the consequences of publishing on such a platform (1h29m43s).
• The conversation will continue on the Daily War side, where they will delve deeper into the teacher's story and explore the implications of their experience (1h30m3s).