Oh, there it is, Jacob's thumb. No, that's not the name of the show. It's busted pencils
fully. Let it education talk educated educators talking education. Dr. Johnny Lupinachi me, Dr. Tim
Slecker. And well, Jacob's thumb and Jacob chairman of the board here on Friday. Holy crap,
2026 Friday and Jacob, your thumb producer's choice. This shows on you, my friend.
I and Tim, you're going to be excited to hear this. I left all the prep work to my thumb for
this episode. So whatever he came up with, that's what we're going with. I haven't seen any of this
and I'll tell you, it's hard to type with just one thumb. So I was kind of working on these
questions for quite some time. But I think it's going to be one of our best ones of the whole
year so far. Well, I just did, did you forget you have two thumbs? That one isn't a producer.
Oh, I use my right thumb to let you know it's time to talk and my left thumb, I suck on
sometimes when I'm sad, but other than that, left thumb doesn't really do much around here.
Content creator. Right thumb content. Right thumb. Okay. Lazy. Lazy bum thumb. Oh, yeah. Do
doing a little bit of, you know, Arthur Fonzarelli from the, from the Happy Days. A, A, A, I knew
I knew Lupinati would get that. Jacob's like Happy Days. Jacob, you've jumped the shark on this one,
Tim. I'm seizing the means of production here. Tim, Centro is awful. So we're just going to
start the show. I've had it. All right. I can't put up with this anymore. For two, two, producer.
Jacob's choice. Chairman of the board. You and I will have two choices. Chairman of the board,
Jacob. Oh, Jacob. Chairman of the board. I, I've got the board. It's spelled B-O-R-E-D.
We choose to go to the moon. Life's a tough choice, isn't it?
You chose one. Hey, unless this is a nude love in, get the hell off my property.
You can't own property, man. I can, but that's because I'm not a penniless hippie.
Fellas, that, that's a clip from Future Rama. And I'm wondering if you have any idea why I chose
that clip to introduce our topic for today. Do you have any guesses?
No idea. Man, I, I'm, unless it's because you want to ask us our favorite about our favorite
animated animated television series, maybe. Oh, we'll see. Welcome everybody back to the producer's
choice show. The only show where you can see two men be guests on their own show. I'm your host,
producer, Jacob. Folks, we live in tumultuous times these days. If you thought 2025 had a lot
of tumult, buddy, let me tell you about 2026. We got a war with Venezuela. The president is
proving that some oranges do brews. I was pausing for, for laughter on that one, if you guys want to
the laugh draft. And we're preparing to attack Greenland despite also being in a treaty that
binds us to defend Greenland from anyone who attacks it, which I can only assume means we're about
to start bombing ourselves any minute now. In short, that's what I call a lot of tumult.
Tumult. Folks, when we have tumultuous times, there's one thing you can expect to always follow
in its wake. And that is angry young people. The kids don't like wars. They don't like a cranky
evil president. And frankly, even in the best of times, they don't care much for the man
in general. And what do they do when they're fed up with the man? They do their protests. We're
going to be talking about protests today, gentlemen. Oh, love it. I've brought in two experts in
complaining about things today. Yeah, sir, Brian's our gears. That's the theme. Dr. Tim and Dr.
Johnny guys, thanks for coming back on your own show. Thanks, sir. Wouldn't miss it for the world.
Whew. I want to start off by asking you guys a simple question about introducing this topic. And
and it is this as a teacher, how do you go into your classroom in the morning after our country
makes a big controversial decision like invading Iraq or kidnapping the president of Venezuela?
How do you enter that room with kids who are hearing a lot of crazy news and might have a lot of
thoughts on it? I know I'm going to start with you, Dr. Johnny Luponacci. Well, first thing, Jacob,
is I go to my closet and I pick up my best Nike peck suit, right? And I and I go in dressed in my
full Madero. Very good. No, you know, Jacob, this is a great question. And I would, I'm going to,
I'm going to kind of pivot a bit to it because unfortunately, we have had to teach both Tim and I
would be in the classroom during a lot of violent conflict that involved the US, especially like you
said, like day after kind of stuff, whether it was day after 9, 11 or was invasions of Iraq,
right? Whether it was battles in Afghanistan, you know, or different world conflicts, whether
more recently it was the invasion of Ukraine by Russia, right? Or, you know, other violent conflict
on the planet. Again, this is always something that teachers need to handle with what we call
making sure you're working at the developmental level of your students, right? So it's going to
be different and say high school and middle school than it is in elementary and in earlier grades.
But the first thing is, you know, we always talk about what's going on in the world.
And you don't kind of be that adult in children's lives, whatever age they are. I'll even include
high school students as children in our community, right? We don't pretend that we are just like
not observing what's going on in the world or, you know, it's not too political to have a position
that reminds kids to get good information and reminds them that, hey, when violent conflict is
going on, it's a great time to recenter ourselves around the different work people do around the
world to ensure peace, right? To really work towards, you know, eliminating or alleviating the
danger of violent conflict for communities around the world. So in short, Jacob, you know, you never
pretend something's not going on or say, oh, I hope we're not going to bring that up today.
You as a teacher are prepared when you go into class for what's going on in the world, right?
You get good information and you ask students what's happening and they might bring that up,
right? Or you might even say, hey, I understand some people might be a little bit nervous from some
of the things or have some concerns about what they saw on social media or what they're getting and,
you know, the news if they've tuned in over the weekend or maybe their parents have,
that there is a violent conflict and you kind of use it as an opportunity. Here's the social
studies teacher and me coming out to teach some geography, right? Reminding kids where this is,
what's going on? And then I always pivot to, this is sort of my go-to and what I teach a lot of
teachers to be aware of and to go to is, hey, what are sort of our human rights and children's
rights around the world? And reminding them that it's grown-ups responsibility to really be
working hard to ensure the safety of children everywhere in the world, right? And so you kind of
address the immediate concern that they might have thinking developmentally, like a little person,
like a second grader, might not know that Venezuela is in South America and that South America is
far away, right? And that they aren't in the immediate moment in danger. So you're kind of addressing
a little bit of triage, like, like, like, quelling some, some brooding anxiety and fear and
reminding them there are people in our governments around the world, right? This is non-partisan,
right? There are, there are adults whose job it is, there are diplomats, there are ambassadors,
there are, you know, political positions around the world of people who are meeting to figure out
how to make things safe for children and families everywhere, right? And so reminding them immediately
first that they're not in that moment in any danger and then, too, then going over some of the
geography and talking about that so that they have a little bit of frame of reference
for not taking it on as there worry that day, right? But also not ignoring it. And you're sort of
building that world view and that empathy that's so important in the democratic citizenship
of understanding sort of the way violence plays out like in from violent conflict. Another example,
Jacob is more recently for us, the invasion of Ukraine, right? And a lot of teachers haven't,
like, go into the classroom after that in probably having Ukrainian immigrants in their classroom or
Ukrainian families in their community or same thing for the conflict in Gaza, which I probably
should even call it conflict. I need to look up the official label of it, but you know, the violence
in Gaza right now, end of the past few years, and being able to say, hey, some people in our
communities probably have family members there, right? They probably have, and you probably have
concerns, and those are real. But I'm here for you, you're safe today, and let's learn about what
people are doing, what grownups are doing, to make sure families are safe everywhere, right?
So kind of turning it towards not not shying away from it or side stepping the heaviness of it,
right? But also acknowledging like this is an opportunity for us to learn because you're building
a foundation for them as adults to be decision makers. When they grow up, they'll be in positions to
vote, they'll be in positions, maybe some of them to be doing that work, right? To ensure peace
for people everywhere. So that's a big one, Jacob. I always teach teachers not to shy away from
it, but also to put it into developmentally appropriate context, use it as an opportunity to
teach geography and to highlight its grownups' responsibilities, say it over and over again,
hey, that's a grown-up problem, right? Our job is to be good learners in our classroom and
become grownups who make good decisions. And let's get good information about this, pay attention
to it, and learn about what's happening in our world. I'm getting from you, Johnny, that it's kind of
we're all going to be a couple of fonzies right now. Everybody be cool. Okay, there's a lot of
stuff going on in this world, but we're going to let's try to be cool here in this classroom
together. Be cool. Be cool, Jacob, and be real, right? Because we don't want to say,
we're not going to talk about that, or we don't want to say, oh, you know, that's nothing you
need to worry about. Like those are two things that are absolute knows from a responsible grown-up
in a situation where little people are looking at you as a model world of you. Yeah, don't have to be
in a particular political group. You can either be in support of something that's happening or
against it or unsure because it's complicated as many of us are most of the time. You know,
we're not sure where we stand on things, but it's okay to say, hey, let's learn about what's
happening so that we're informed and so that we can feel safe as learners together and see what we
can do to maybe support those adults whose job it is to ensure peace. And I even remind students
all the time, hey, when you're a grown-up, maybe you're a lawyer, maybe you're a doctor, maybe you're
a teacher. You'll be, you'll be the people, the adults in our community responsible for the safety
of families and children. And so let's do the best learning we can today to stay safe and stay
empathetic to what's happening because in all violent conflict, nobody's winning. That's what I
always say all the time. I said, you know, this is a heavy moment. So I validate where kids' concerns
are coming from, but I shy away from saying, oh, you know, what? Oh, that's a really bad thing
that's happening because, you know, now all of a sudden, now we're taking a position that is ill
informed and that doesn't really help kids navigate developmentally where they're at because it's
usually more complex than black or white. Yeah, right? So I like to say, let's use it as an opportunity
opportunity to learn together and never shy away from the tough stuff. I want to take an
opportunity to ask another compassionate grown-up here about his take on this. And I think there'll
be a lot of similarities and maybe a couple other thoughts and ideas to bring into it too. Tim,
when you're coming into a classroom full of young people, of course, young people are still people.
They've got thoughts, they've got ideas. How do you go into that classroom after a big
controversial event happens in our country? Well, Johnny, you know, kind of already
dissed my answer, which is, we're not going to talk about that. And don't you worry about it,
you'll just be fine. No, obviously, sarcasm here. Yeah, you know, boy, I think
ask me that, ask me this question. This is, to me, the kind of reality, we're going to ask me that
question 20 years ago, 10 years ago, five years ago, today, I would actually love to see myself
answering the question over that time span. I get a sense that probably for the first 15 of those
years, I would have probably really consistent. Maybe even slightly a little bit of
edgy to even potentially offer a little bit of my sense. And again, though, age, age specific,
age dependent, you know, when, so my very first year of teaching, I was teaching second grade
in Virginia. And that was 1991. And if you remember, what happened in 1991 operation? What do we call
that operation then? Desert storm. Desert storm. And you know, it was interesting too, because
being down in, you know, South Eastern Virginia around, you know, Newport news were
naval bases and lots of military, you know, there was increased activity around our school,
you know, practice. I mean, when you want to hear fighter jets going overhead, holy crap,
and while you're teaching, right? And so, you know, what's that about? But, you know, we know,
it's like, well, there was, you know, this happened, this bad person, you know, and in that
place, like, you could hear, there was a little, there was judgmental because it was like that bad
person, Saddam Hussein invaded, you know, a neutral country in America now is, you know,
trying to do its best. And so there, that was my first very first year of teaching. Like, whoa,
here we are. You know, but I think that Johnny, you know, in comprehensively, let's point it out
there, really laid out the reality of how we should be approaching these things, which is it's a
teaching and learning opportunity. And so as a teacher, we're really called at that moment
to absolutely not ignore the moment. You know, kids are thinking about it. There's,
there's conversations at the dinner table. There's conversations on the playground. There's
conversations that choir practice, right? They've got thoughts. They know about these things. And
they want to ask questions. And so the first thing for me is always to say, you know, what are
what are your questions? And potentially, then two, even being prepared for this is one of the
great ones. My dad said, and you're like, okay, the best response a teacher could give to my dad
said is not, well, he's an idiot. You know, I mean, because that's really though. And again,
you're talking about, you know, went with fifth graders where I spent a lot of my classroom time
as with fifth graders. I mean, that's the kind of sensibilities because they are informed.
They're mature enough to want to talk about these things, but a lot of the things they're talking about,
they've heard. And so I used to hear that, you know, my sister said, my grandfather said,
and my dad, and boy, that that's a place where you go, well, that's an interesting comment,
you know, and your dad is absolutely allowed to have that. And you know, we're going to keep,
what do you think about, you know, Jacob's dad's comment, Mr. Slecker, I'm like, well,
that's, that's, you know, again, that's not what we're doing here. Mr. Slecker, my dad said,
these colors don't run. But we think about how Johnny, you know, the, the in-depth answer,
Johnny gave him the way I'm talking about this. My concern, though, too, even as we're talking
about is boy, that sounds challenging then to actually do that. And so more often than
we're not going to talk about that, or don't you worry your little heads and, and, or while we've
got to get back to, to phonics because, you know, that's what really matters. I think what happens
is when teachers potentially hear what Johnny and I are saying, it's like, man, that's, that's
complex stuff they're talking about. And you know what? I'm just not, I'm going to
move away from it to, you know, even downplay it and say, you know, what I've been seeing from
some things is, you know, what, what the best teacher should do is point out when the student
brings this up that that's a topic for you and your family to continue talking about. Today,
we're going to talk about Silas Marner. You're like, I mean, I, and you get why a teacher might say
something like that or why that advice is given because particularly now, you go, the last thing
you want to do is then be accused of pointing out a position that, or a student might interpret
that you were advocating a position or, you know, here's the thing. We had this great conversation
in class today. And Mr. Slecker said, and it may not be anything that I really said. And so what's
the best defense on that is to make sure Mr. Slecker never said a damn thing. And, you know,
that's the frightening part. And I think it's an incredibly lost responsibility of a public school
teacher to be addressing those issues when they come up. And I said, you know, whether I was
preparing future teachers or my fifth grade, we would start today. What's going on in the world?
Let's talk about it. They want to talk about it. And then move on. And then I could teach my crappy
reading lesson, you know, if it's how it's moved on. But I also with future teacher specifically,
I mean, something like you have a responsibility to actually know how to talk about these things.
You can't continue to say, well, I don't read the news. Therefore, I don't, I don't have to talk
about it. I'm like, no, that's not the role of a teacher. You are, again, a public school teacher.
You are helping create the future of democracy. And the future of democracy is not saying that,
hey, we're not going to talk about that because I'm not informed. You know, that's irresponsible
dereliction of duty to say, you know, I'm not informed. I don't know if that's the case.
Maybe you might want to reconsider teaching. And I made that statement to some of my future
teachers that would point out and say, you know, especially, I was a, did a lot of pre,
you know, pre-service elementary school teachers. And I would get the, but Dr.
Slecker, you know, I'm going to be teaching second graders. We're not going to talk about those
things. So I don't need to know. I see, you know, John, I see Johnny in agreement going like,
you have these conversations too, right? Absolutely. And not to pivot too far from the, you know,
tumultuous stuff Jacob opened with. That's very real and very much in the lives of children.
But we talk about it related to other things like school shootings. That's on the mind of kids.
Those are heavy things that are about violent conflict and in a different context.
But similar, also just natural disaster kind of stuff floods, mudslides, earthquakes,
fires. That's a big one locally here is the fires. Maybe, you know, we're, we have a lot of wild
fires in the late summer here in Washington. And, you know, most recently, some devastating
fires in California, which is not too far from us, but in the news. And kids say, oh, well,
smoky here. And I'm seeing, you know, families fleeing neighborhoods being burnt that look like
my neighborhood. And so are we as a teacher going to say, no, we're not talking about that today.
No, we have an obligation as an adult in the room to say, hey, let's learn about where that's
happening. What's going on? And how and what are the responsibilities that adults in our community
have, right? To make sure that families and children are safe, right? I will say this too.
What I'm not advocating, and I know Johnny's not advocating this, though, too, is to feel that you
must know everything. Okay, no. And in fact, if there is an issue where it comes up in a classroom,
like you just said, Johnny, you know, hey, I was really busy. I had my own kids.
Well, sure. They were, they were at baseball practice. I got lesson plans doing. I'm in here
on school. I didn't even see the news yet today. In that case, so too, you say, you know what?
That's a great question. I haven't really looked at or understand that yet at this moment.
So when I get a chance to read and know a little bit more, maybe we'll revisit that. But for
now, I can't, because you're, you're being honest. And that's the same thing. A kid asks a question.
And I was, you know, for sure, he's like, what do I do if I don't know the answer? You tell
them you don't know the answer. That's what you do. It's like, you know, right? Yeah, like, like
Jacob said, be cool. And what he means by that is be regulated as an adult, right? Don't be in a panic
and all like high energy. Never too high. Never too low, right? It's not being a panic. Be cool.
But also be real. Like Tim, you're saying, like, if you don't know, that's okay, too. Like,
we've all been there. It's like third busy day in a row and something happens. And, you know,
and we've all been there. Even those of us with a habit of getting good information daily,
you know, you're teach, I'm in my third hour of math lessons of the day. And kids are already
like, you know, what's happening in New York? It's like, whoa, and that's me directly referencing,
you know, my experience of being in the classroom for 9-11. And it's like, we're going to, we're
going to figure this out, right? And it's going to be part of all of our lives and learning.
So let's learn together or let, let, let Mr. Lupinacci have a minute to get good information.
And we're going to learn about that. In the meantime, we're going to trust the grown people
of this world of our democracy and of this great earth that we're part of, that there are adults
working around the clock to address this. And let's get good information together and learn.
I love it. Jacob, you gave us the lingo. Be cool. Be real.
I think you guys are, are barking up the correct tree here in terms of,
our, our, our, we come in the next day after a big thing happens. How to try to, you know,
not control is in, you know, hierarchical stuff, but just how to keep everybody cool,
have a good constructive conversation with people who are likely experiencing all sorts of
different emotions and have different views on, on things that are happening.
We're talking about protests today, and we're almost out of time. So I'm going to give you both
four and a half minutes each to respond to this. But when, when the, the deescalation doesn't work,
and people are still amped up, this is more on a college campus.
Kids are going, no, they're, they're, they're having a sit-in or they're picketing or they're
having a little bit of a protest about what's going on in the world. I want to ask you guys,
as educators, talking about the teacher perspective, the administrative perspective.
How do schools and universities handle balancing legitimate student expression
while still maintaining ordering campus safety? I know it's a big question, but in the broad,
broad strokes, Tim, what's that calculus like?
Well, I mean, you know, we've seen how, you know, particularly, you know, two, three years ago,
potentially some places where maybe this isn't how you can do this. I, you know, and I'm going to
get a sense that I think I may have even changed a little bit of my tune on what I would
suggest all that's handled. I, I think there was a point in time where I would have been like,
hey, it's a protest, it's freedom of speech. If you want to go for it, you go for it and,
you know, however that is, but you know, the other kind of reality is is that, you know, can you
quote have a free speech zone? But like, that's not free speech if I have to go somewhere to have
my free speech. It's like, well, you know, this comes into saying, okay, what, what do we mean by
free speech? You know, a university, it's private property and or in the case of a public institution.
You know, that's where some of this public institution, I'll protest where I want. Well,
really? No, because as we point out, first of all, I can't get in, I can't disrupt my fellow
students in them pursuing their day if they don't want to be a participant, right? You know,
it, it, it, it's, and I, you know, I'm like, I can see John getting ready to chop on this one
because I think we might be, I'm probably a little more on the, hmm, it depends side because
things have changed. I mean, I remember going to a protest in 1986.
Whoa, on, on Mike and the old, back in the old century, back in the old, hell no, you can't
invade Grenada. Not on Tim's watch. No, but I mean, this is an ill-informed college kid. I mean,
me and this other guy and two at that time, like truly punk rock kids, I was just moving in that
direction. And, you know, we were protesting something that they were angry about that was
happening in the art department. And so my, my roommate and I were like, yeah, let's go hang out
with, you know, Steve and Joe, the punk rock kids on, you know, because they asked us if we wanted to
come. There's like, you know, I didn't know what I was doing. I was like, yeah, it's cool. I'm on
college. I'm away from my parents. I'm going to a protest. And there we are, you know, four,
four dweeb's standing, you know, in, in front of the art building. We accomplished nothing.
I don't know, you know, but I learned something, but I think that rules around protesting,
if you're a student protester, you have a responsibility to find out what those rules are and
you should follow them. Johnny. Awesome. Yeah, Tim, I like that. I mean, I'm with you on that,
and it's, I'll put that responsibility on teachers, right? Peace is not passivity.
Democracy is not being silent. So especially developmentally appropriate, we're talking high
school. Maybe you're referring Jacob to like protest as a form of like organized walk out,
yeah, or, you know, you know, a supervised protest in terms of where youth voice is not only
validated, but it's, you know, empowered. And I think it's an important aspect of our democracy
to embrace and celebrate peaceful protests and peace is not passivity. And that's for us,
teachers to teachers, especially social studies teachers, talk about the importance of voice
and numbers, right? Talk about, you know, organizing and the, you know, the, like Tim says, the rules,
but I kind of say the conventions, right? What is peaceful protest? Well, it isn't passivity.
It's isn't saying, well, you're young, shut up and, you know, get back in your desk and,
you know, focus on the math worksheet. It's, hey, let's talk about this and let's actually
organize together. Let's be informed. And if we're going to make a difference with our voice,
let's make sure we know what that's like. And there's a tradition. There's a convention
to peaceful protest that is absolutely paramount to any democracy, right? And so I think we're in
this moment though, Jacob, where things are really vitriol. I think that's the term, like there's a,
you know, a real anger kind of hate. Good versus bad and both sides think they're the good.
You know, there's a danger in that kind of protest. And I think what's important is teachings,
right? Big time learning opportunities for groups to have a stance together to say, we're,
you know, we're not for this. Maybe it's, you know, a youth protest against, you know,
increased threats to climate change to all these kinds of things, you know, or to, you know,
excessive police violence. That's certainly been one near and dear to a lot of our younger hearts
in the last few years here in, you know, the US. But even around the world, maybe it's increased
political violence. Maybe it's school shootings. We've seen a lot of organizing of young people
after school shootings. And, and so I think these are important things for us to teach, not in the
sense of the stereotype to sort of big media representation of like protest is rioting.
But more in the sense of protest is democracy and action, right? It's coming together to say,
hey, we're not sure about this. But what we are sure about is that the threat and danger that
young people are in is unacceptable to us as young people. So let's organize our voice. And like
Tim says, know the rules, right? Well, we also should teach them, right? What is the appropriate
way to exercise your democratic voice, which is also civic responsibility? So I've always
been a big fan of it's not saying, hey, let's teach a protest against, against something specific
with, you know, with like sort of a vitriol nature where we're just like angry, man, I'm so frustrated
at, you know, the way we use water in this community, I'm going to, you know, protest and we're
going to shut down school until, you know, we ban water bottles. We're like, hey, let's come up
with a good plan. Let's meet with decision makers, sort of principles administrators,
superintendents, teachers. Let's get together and learn what we can do differently as a community
to address something that, like you said, Jacob, we've explored some different options.
And we don't seem to be heard, listen to or taken seriously. And that's for any level of things.
We see that peaceful protest is not passivity. It's important, but it is, it, it's also not
anything goes, right? You can't just run out there and scream and yell about something.
You got to organize together and empower youth voice or community voice or democratic voice,
whatever we want to call it. Let's build unity, solidarity and be heard together. And there are
some great examples of that. So social studies teachers, history teachers out there, you know,
maybe you're listening in Madison. I remember one of my most formidable moments as a young teacher
being in the capital of Wisconsin, in Madison, when the teachers and lots of students and lots of
families went to, right, the state building in defense of the, was it act 10? 10, you would know
more specifically, I was sort of learner, yeah, act 10, yeah. And, and, you know, shared their
experiences and peacefully, you know, spoke out against the enclosure of public education.
And some of the, you know, like less than ideal political decisions being made in the state.
And I remember a teacher there turning to me and saying, this is what democracy looks like.
And man, I couldn't Jacob think of a more powerful example. Peaceful protest is what democracy
looks like. And around the world, we see that. And some of the most formidable moments for our young
learners out there, like high school students, that's like Tim referenced that that punk rock ethos.
It's not anything goes. But it's saying, hey, we're not being heard. So what can we do together
for us to be heard? And sometimes it's be loud. Sometimes it's, you know, make art that's
disruptive. But understand the conventions of that. Don't do it in ways that bring a harm to your
community. Do it in ways that build peace and solidarity. So I think that's an important part of
it too, Jacob. I'm a big fan of learning what it is as an important tool and an important part
of democracy. So that when it's necessary, right, civil disobedience can be put to practice
in a really artful and peaceful way. Peace is not passivity. And we got to teach young people
that. What I'm hearing from both of you guys and not just talking about the protests, but talking
about the reaction to crazy events happening in the world and the passions of our young people
is that the role of teachers in all of this is to make sure that kids know that they're being heard,
that they're having these conversations and that they can express their views in the healthy
safe way, whether it's having discussions in a classroom or protesting in a peaceful safe manner.
It's about giving young people those avenues to take those feelings that they do legitimately have
and express them in constructive and good ways. I think that's a good place to end this conversation
for today. I've got, of course, as always, one last thing I like to do here on the program. We're
going to keep it in 2026 as well. Let's go. I'm going to give you guys 60 seconds starting,
of course, with Dr. Johnny Lupinachi. We're a Midwest based radio show and podcast.
The Chicago Bears and Green Bay Packers are squaring off in tomorrow's game. Big deal for Wisconsin
in Illinois. Johnny, who's going to win that game? 60 seconds. Stop bears. Stop bears. Stop bears.
Stop bears. Stop bears. Stop bears. No, it's an uphill battle for them. I think, but you know,
I'm sitting this one out as a lion's fan. I'm a little, you know, I'm a little butter over here
distant from my club, but, but nonetheless, man, the bears have impressed me. It takes a couple of
big plays and a rowdy crowd, which I know they'll have there, you know, in Chicago and I'm rooting for
the bears. Very good. Thank you, Johnny. I'm a bears fan. Everybody in Wisconsin will not be
glad to hear that though. I know we do have a small bears diaspora up here in Wisconsin. So I'm
with you guys. Dr. Tim Slecker. I know that you've studied both these teams extensively. All
season long. Who are you taking? Bears or Packers in the playoffs tomorrow?
Uh, the A's. Very good. Fellas. Thank you for joining me. Dr. Tim Slecker. Dr. Johnny Lupinachi,
two of the best in the business. And Tim, I think there's time for one last thing.
Hey, you know, your moment of zin.
Historically, the most terrible things war, genocide and slavery have resulted not from disobedience,
but from obedience.
Hey, there, pencil busters. This is producer Jagan. And thank you for listening to the producer's
choice show. If you enjoyed this show, check out all the busted pencils programs starting out
Monday with home room, Wednesday with class and session. And of course, you can always find us
every Saturday across the civic media network for one hour of your favorite blue collar scholars,
Tim Johnny and Jacob, and keep busting pencils.