Yeah.

And so, um, and then I, I think there's also just this, uh...

There's a real sense that, like, public discourse sometimes as expressed through public education, media, whatever, it's kinda quicksand.

Like, you don't know where you stand from one day to the next, or what issue is gonna c- come up next, and do you have to say the right thing? And you're always looking over your shoulder in terms of, like, being politically correct.

Or even, like, very moderate sort of people who would've gone along to get along, you know, something happens with their kid that all of a s- you know, the classic example is, you know, you've got a teenage girl who's got a shot at a college scholarship, and then she loses an athletic competition to a biological male in high school.

Mm-hmm.

Uh, so you can, you can develop technologies, and you can do real...

But, but what we think of when we say the word "science" is this sort of...

Mm

... uh, uh, who helps, uh, right, if you're struggling with reading, like you get t- pulled out of the classroom, you go work with her for half an hour, then you get sent back to the classroom.

And she said, um, it happens with some regularity that she has a breakthrough with a student in those times, and she described the breakthrough as not a technical breakthrough on, on the skill that they need to learn, but as a breakthrough in their own sort of self-image.

So when they come to understand themselves and their dignity is rooted in being a, a beloved created child of God, then something falls away and they're able to, to master the, the technical skill or the, or the knowledge that they were struggling with before because of the shift in their self-image.

And the question was, uh, those students will go back to the classroom, the, the regular classroom, and the other teachers will say, "This is a different kid," like, what happened? And then they ask-Is there a way for us to do, in, in our 40 or 50-minute segment, what you did with them? And, and so that was the question to me is like how do you do that if you're not the special, uh, you know, resource, uh, teacher or learning assistant on the side, but how do you do that every day in the classroom? And my answer was like I- I'm not sure you can do it just regularly i- in the 40 to 50-minute thing.

Right.

But we can actually...

And, and, and not overnight, ri- I mean, sometimes you hear miraculous stories.