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Yahoo
11-06-2025
- Entertainment
- Yahoo
Artificial Intelligence in Education: Risks, Opportunities and What's Next
is an education podcast featuring author Michael Horn and Futre's Diane Tavenner in conversation with educators, school leaders, students and other members of school communities as they investigate the challenges facing the education system in the aftermath of the pandemic — and where we should go from here. Find every episode by bookmarking our Class Disrupted page or subscribing on Apple Podcasts, Google Play or Stitcher. In the last episode of the season, Michael Horn and Diane Tavenner come together, in person, to reflect on the arc of their artificial intelligence-focused series. They discuss key themes and takeaways, including the enduring importance of foundational knowledge, skepticism around the speed and impact of AI-driven change within traditional schools, and how transformative innovation is more likely to emerge from new educational models. Their conversation explores the challenges and opportunities AI brings — particularly in developing curiosity as a critical habit for learners — and revisits how their own perspectives shifted throughout the season. Listen to the episode below. A full transcript follows. Michael Horn: Hey, Diane, it is good to be with you in person. Diane Tavenner: It's really good to be in person. It's a little funny where we are in person, but it's kind of the perfect setting to end our A.I. you know, miniseries season six. We are at the air show. I think that's what it's called, the AI show in San Diego. Michael Horn: I'm gonna take a selfie, as we say. Diane Tavenner: We're gonna send you a picture of this. So we're. We're recording here from the floor that is filled with educators and edtech companies and AI. AI. AI! Michael Horn: Because AI is the thing, which is perfect because our season this year has almost exclusively focused on the question of what will the impact of AI be in education? How do we shape that? What do we want it to be? All these questions, frankly, in ways that neither of us had imagined fully. I think when we started this and we did a first sort of rapid reaction. Diane Tavenner: We did. Were we starting our kind of baseline assessment of what we thought and our knowledge and what we were curious about? Michael Horn: Yep. And we've gone through this journey, and now today, we sort of get to tidy it up with our very sharp, insightful takes. No pressure on us. Diane Tavenner: No pressure for those key headlines. But, you know, along the way, we interviewed a bunch of really interesting people, some skeptics, some really positive folks. And we benefited a lot from it. Michael Horn: I learned a ton. My understanding of the space. I don't know if I conveyed it on our prior episode, but I think it's a lot deeper than it was when we started. Diane Tavenner: For me, too. I really appreciate them. And then, you know, in true fashion, we just publicly processed out loud last episode. Michael Horn: We do. Diane Tavenner: And now we're going to try to actually pull it together with some key takeaways. So that's how we're going to wrap it today. And so we kind of outlined, you know, three big categories here. And the first one is, I want to ask you what belief was confirmed for you as we made our way through this season? Michael Horn: Yeah. So people obviously heard where we started, but I will confess, I've been struggling. I knew you were going to ask this question, and for days I've been wondering, what did it confirm for me? I think I will say two things. If that. And maybe that's cheating. But it's our podcast. Right. So, number one, I think it confirmed for me that foundational knowledge will still be important. Diane Tavenner: Yes. Michael Horn: And I think developing it into skills will still be important, just as Google did not change that reality, despite what a lot of educators and maybe more schools of education sadly were telling their students that became teachers. I don't think AI will change that either. We had a long conversation in the last episode around the nature of expertise and who AI is useful for. I think the second thing that maybe hit harder for me but, but confirmed something that we talked about in the first episode was I think the most transformational use cases of AI in education will be in areas outside of the traditional schools with new models that leverage AI that wrap around it to do things very differently from business as usual, frankly. Like why you started public school is outside of the traditional. Right. I think the other piece of that is I'm somewhat skeptical that venture capital will be the thing that funds a lot of these new models that emerge. Diane Tavenner: Say more about that. Why? Michael Horn Well, I could be very wrong in the latter. I'm just coming, we're at this conference and I just coming from a place where a few people said no, we are funding these things. So I could be completely wrong. I guess my thoughts are that the time frames for explosive growth for VC are short; five to seven years. Diane Tavenner: Yeah. Michael Horn: The micro schools, the new emerging schooling models. I don't even know if micro schools will be the word we use in five years from now. I'm not convinced those are like zero to a hundred thousand student businesses. Diane Tavenner: Yeah. Michael Horn: And so I don't know, can you make a venture style business out of them? Venture might be funding the AI software that sort of makes those things go round and certainly the infrastructure that we've talked about. Diane Tavenner: Right, right. Michael Horn: But I, but I guess I think that's going to be the really interesting hotbed of activity to look at. And we had this dichotomy on the first show, teacher facing versus student facing. I think that's less present in my mind at the moment. But the student facing stuff I think will be in these new models, not the traditional ones. Diane Tavenner: Fascinating. Michael Horn: What about you? Diane Tavenner: Well, I think that, you know, when. Michael Horn: I feel free to disagree with me also I think. Related Diane Tavenner: Well, I think my confirmed belief is sort of a dimension of what you're talking about, maybe the flip side of what you're talking about or connected to it and I can't decide if it's in conflict with what you're saying or not. So let me just put it out there and we'll see. I will say that I think of myself almost as always an optimist, but I am a skeptic in one area and I believed coming into this that we weren't going to hear that schools were being redesigned or that even had been. And so it sort of confirmed my belief that I don't know what is going to bring about this kind of change. And so you are saying it's going to happen outside of the. Yes, because that's the only place that. Michael Horn: It's the only place for transformational use cases. Diane Tavenner: And it may be yet. Michael Horn: And it may be yet. And I think the confirmed belief for me at the moment, it's great when you're wrong and you learn something new. I will say. But at the moment, it confirmed my sense that it will, look at our field, they tend to be consumed with the hardest, most intractable problems at the center of the field. And this is gonna be the periphery. It's not gonna be the bulk of it. So there's a little bit of a cognitive dissonance if you. Diane Tavenner: I think you're right. And it's. It's so interesting. The story in America is truancy and absenteeism. So data tells a story along that. But if you're processing that, that is the biggest problem. And then you're creating, using AI to create a solution structure. And what is happening in the school day is the problem. Families are voting with their feet. Michael Horn: So it's so interesting you say that. I'm rereading Bob Moesta's book, Five Skills of Innovators. I almost mailed you a copy over the weekend. They're solving a problem rather than asking, what is the system supposed to do and how do you tighten the variance around that? And as he says, you can solve the problem, but create five others. Or you say, what is the system supposed to do now? Yeah. And so that's why I think we got to bust out. So let me ask you, Let me ask you the next question. Where did it change your mind or beliefs? Anything that we learned? Diane Tavenner: Well, I do. I do think it changed my mind. And I'll point to our episode with John Bailey. That's how we kicked off this series. And I think I've talked to so many people who love that episode, and they're like, oh, my gosh, I had no idea all the different ways that I could use ChatGPT or Claude or whatever AI I'm using. And it's true. I mean, John, you know, talked about how we now have an expert in our pocket on every possible topic. And so it really pushed me to think about how I was using it in my life, both in. In my personal life, in my professional life, and in our product. Now there's Some challenges with this expert idea that I think came up for both of us. Michael Horn: Yeah. And maybe that's where I, maybe that's where it changed my beliefs. I think I had a sense and you can read my quotes in newspapers and stuff like that. That or newspapers exist. Ed weeks, stuff like that. That. I think this series really gave me a much deeper set of questions around what kinds of students will actually be able to take advantage of these types of tools. I won't go into it again. Did it the last episode around this novice expert, unknowing, knowing, sort of two by two. Related Michael Horn: And so I think that's like something that I'm really wrestling and revising in my head coming out of this. I think along those lines, it gave me a much deeper concern over a lot of the things that could go wrong if we're not super intentional and thoughtful about that game. But I think it's like how we leaned into it. And I, I will say, I don't know if this is a revision for me. You may tell me I'm leaving my principles behind, but I sort of scoffed a couple years ago when districts would say, we need an AI strategy. And I was like, no, that's focusing on the inputs, not the outcomes you want. But I think I've revised my stance in that I do think that there needs to be more thoughtfulness around what are our beliefs and values and so forth in an era of AI, and what does that mean for what we think about teaching and learning? And maybe that's your AI strategy. Diane Tavenner: Well, and this harkens back to the episode with Rebecca Winthorp. Will AI provoke schools to go back and have the real conversations about what is the purpose of education? What are we trying to do? What matters now? How are we using this new, very powerful tool to further our purpose? Michael Horn: Look, I would hope that they would, but, I mean, I think this is the answer, you know, see number one, where I think it's more likely that these conversations happen in embryonic education communities than the traditional, despite how broken this could look in five years if we go down this road. But that's, I left with a lot of concerns. Diane Tavenner: Yeah. And I'm curious in my own use of AI, if I'm missing out or losing anything, because I'm not, like, processing some of my thinking and work in the way that I used to, like, no doubt more efficient, certain brain work during that process. Michael Horn: So was it creating cognitive laziness that. Diane Tavenner: I have no evidence that that's true. But I do wonder. Related Michael Horn: And on my other podcast, Future U, Jeff Salingo talked about how his daughter, one of his daughters, asked what you did when you didn't have phones. And her visual image wasn't like, oh, you memorized stuff and had to learn a lot. Her visual image was literally like, we have a phone in front of us, navigating us. We must have had a large fold out map. She couldn't imagine that we would write down the directions and so forth and then. And occasionally you pulled over and had to recalibrate, but. And so he was like, oh, so this is an example of cognitive laziness. And I was like, I actually think that's an example of freeing up the brain to do other things that I think is. Diane Tavenner: Well, and in a whole other part of our lives. We both care a lot about longevity and the science and whatnot. And so there's certainly some evidence over there that we are not helping our brains when we're taking all those tasks out of our life. So I want to switch gears and name something else that it changed for me, and that's curiosity. I think we both came to this. And for me, here was the big aha, like I have for years. Like, I built the summit model with the habits of success, and curiosity was one of the parts of that. But curiosity has always gotten sort of shortchanged, if you will, because everyone's like, well, that's great, but how do you teach it and how do you assess it? And it's sort of sitting up there and to me, like, curiosity comes roaring back in. It is having its shining moment. Michael Horn: Like the habit. Diane Tavenner: Yes. Michael Horn: That you will need to be a thriving adult in this world. So you don't take things on face value. So you are inquisitive, so you ask. So you're always needing to use this, I think, to figure out what is truth, if you will. That's perhaps a real skill that we will need to be better at developing. Diane Tavenner: You know, I would probably call it more of a habit, but it is a skill. It's one of those weird ones because I feel like we're born naturally curious, not feel like there's a lot of evidence of that. I sadly believe that our education system actually rings that curiosity out of us. Michael Horn: It doesn't reward it. Right? Diane Tavenner: It doesn't reward it. And you know what's interesting? In my current work, you ask employers, you know, who would you provide job shadow opportunities for, who would you have as an intern, those sorts of things. And when you talk to them, curiosity rises to the top. What do they want? A young person who comes in, who's a signal that you do have a growth mindset and you are interested in growing and you do want to learn and you're just. Yeah, it's just such an important quality, I think. Michael Horn: Yeah, I think that's right. And it. And it connects all these things. My own worry is that if people don't have enough foundational knowledge, they'll actually be far less creative in this world of AI where they're just doing what is sort of told to them and unable to ask big questions. If I ask you to learn how to ask really big questions that break out of status quo systems and things of that nature. Diane Tavenner: Exactly to that point. I think the other thing that I've been thinking differently about is throughout this series, as you know, my biological son is a history guy. Michael Horn: Someone after my heart, I know, said. Diane Tavenner: To me, the other one is obsessed with AI, so it's an interesting combo. Michael Horn: But yeah, the other one I have no chance of understanding. Diane Tavenner: But yes, yeah, she said to me, you know, mom, because we're talking about the speed of how the development of the innovation, but the human part is still really real. And so one of the things he said to me is, you know, do you know how long it took for America to fully adopt electricity after it was invented? Michael Horn: It was like rebuilding of models around it that are native to that at the center. Diane Tavenner: Yes. And I just think it's so interesting. Like I had a conversation with ChatGPT about why did it take so long. And so some of the things I learned and my kiddo is like, there's infrastructure. In the case of electricity, there was a cost. I would argue there's like hidden costs to it. Michael Horn: I think there's huge costs. This is not the zero marginal cost world anymore of Silicon Valley. Diane Tavenner: Right, right. Michael Horn: It's different. Diane Tavenner: Right. There was a lack of immediate need or use. Why are you getting on AI like, and even the two of us saying, you know, we now almost never go on Google and search Google anymore because we've transformed our behavior over. But it took a minute even for us to sort of figure that out, change our behavior. Michael Horn: Interesting. So this guy Horace Dediu, I was not going to go here until you just brought this up. Who runs the Asymco sort of community podcast, speaks a lot about Apple. He was with the Christensen Institute for a hot minute. Diane Tavenner: OK. Michael Horn: And he was doing his research around the adoption of refrigerators and dryers. Adoption of refrigerators was relatively fast, but the adoption of dryers was really, really slow. Oh, and dryers were really, really slow adoption because you had to change the component into which it fit in the house. Right. Diane Tavenner: And so it requires a different plug. Michael Horn: Infrastructure. Tells you how fast it will go. Diane Tavenner: Yeah. Michael Horn: And we don't ever ask, have that conversation right around thinking about, you know, how much do you have to redesign huge parts to make really it useful. Diane Tavenner: And I would assume the case with dryers to households across the country. And I. I think that when people look back on this moment in history, they'll probably blur the time period it takes. But we're going to live through, I think, a much longer time period. Michael Horn: It's interesting, a lot of my early funders at the Christensen Institute, people like Gisèle Huff, who I adore, they would get annoyed with me. I mean, when I said patience is going to be required because we have an install base, we have a system. Diane Tavenner: Right. Michael Horn: I, on the last one, expressed my belief that some of these dynamics could change around disruptive innovation actually now being welcomed for the first time. Diane Tavenner: So I'm laughing at us a little. Michael Horn: Bit because of our naivete. Diane Tavenner: 2020 to do a little. Well, back in 2020, but then we thought we were going to do a little AI miniseries and then we'd figure it all out. But I think that as we wrap this season, season six, we actually have even more questions and curiosity ourselves. Michael Horn: Well, and we'd love to hear from folks who are tuning in. This is a welcome invitation to just pester us less with your pitches and more with, like, what are you curious about? Diane Tavenner: Yes. Michael Horn: Who would you like to hear from? Not in your orbit, but, you know, people that would further both your understanding and ours. Diane Tavenner: Yes. And what are you doing and what are you seeing and how can we sort of come along on this journey together? Michael Horn: So let me end with this one question. Will AI have an impact on young people? If so, when and how? Diane Tavenner: Yes. Michael Horn: My answer to that question is like, despite what at least one of our guests said is, I can't imagine it will not have a big impact on individuals. I think AI is going to be much more pervasive, in fact. And look, I'm not one of those people that says just because it's in the working world, they need to use it now because we're preparing them for that world. Diane Tavenner: It's already impacting them. So it is having an influence on the work that's available to them. The way employers think about work. The what, what. Where it's going to have an impact on. Michael Horn: Particularly in high school, I think it's going to be like the old world of like, here's the curriculum. Go learn. It, I think, is massively thrown out the window. Right. Like, Maybe K through 8th is a little bit more constant because it is foundational. I, I don't think it should change as much, but high school, I think, is different. It already should be much more experiential and exploratory in my view. But I, I think it'll be, I think it should be extremely so now. All right, let's wrap. What are you reading, watching, listening to that I should be clued into. Diane Tavenner: Well, I'm still on all of the ancient Greek fun, so I have gotten a lot of very polarized reactions to this, but hear me out. So Gavin Newsom has a new podcast. Michael Horn: He does. Diane Tavenner: I've been reading about it and lots of people have been reading about it. I live in California, as you know. Michael Horn: So he's your Governor. Diane Tavenner: He is my governor. You have to listen to this. The first episode where he interviewed Charlie Kirk. And for those who don't know, the premise is he's talking to people who he really disagrees with. Here's why I'm going to promote it. I love it. These are, they're getting into the nuance of policy and how things work. And I am learning a lot and I want to be able to make my own decisions. Diane Tavenner: So I want to hear the full scope of things and feel like. And I don't. So this is the kind of conversation I want to exist out there. Michael Horn: Well, so you're learning from that and I'm learning from you. I, I am, I'm, I'm not just reading non fiction. I've also been embracing some fiction books. I'll name one. Yeah, there you go. Right. I'll name one which is Paradise. And I'm gonna mess up the author's name. Michael Horn: I'm gonna apologize, but Abdulrazak Gurnah. And I'm reading this book Paradise, because I'm, I'm learning from you that it's nice to read fiction from the country where you're about to travel. And as you know, I'm headed to Tanzania with Imagine Worldwide. I'm on the board there. Diane Tavenner: Are you enjoying it? Michael Horn: I'm still trying to make sense from it. Diane Tavenne: Yeah. Michael Horn: It's less. The fiction that I read around Sierra Leone in particular was like very of the Civil War moment and like I could really figure out where that is. But in Paradise, there are a lot of currents going on in this book. I'm trying to sense make. And it's really interesting. Diane Tavenner: How beautiful. Michael Horn: And thank you to all of our listeners once again. And thank you, of course, to the 74 for distributing this. And it's how so many of our listeners connect with us. And so to all of you, we will see you next season on Class Disrupted.
RTÉ News
30-05-2025
- Science
- RTÉ News
How bonus points have changed Leaving Cert Maths
Analysis: There's no doubt that bonus points are driving the uptake of Higher Level maths, but the initiative has had unintended consequences This article is now available above as a Brainstorm podcast. You can subscribe to the Brainstorm podcast through Apple Podcasts, Stitcher, Spotify or wherever you get your podcasts. In Ireland, the proportion of students opting to complete their Leaving Certificate mathematics examinations at Higher Level (HL) has increased by 130% in 13 years. Such growth would suggest that significant progress is being made in mathematics education in Ireland, but research into the reasons behind this surge may temper such optimism. Increasing participation in Higher Level mathematics at Senior Cycle has been a key aim for Irish policymakers over the past 15 years. The Bonus Points Initiative (BPI) was introduced in 2012 with the aim of increasing the uptake of Higher mathematics and the long term goal of improving students' mathematical capabilities. Bonus points mean that students who opt to study Higher Level maths and who obtain a score greater than or equal to 40% in their Leaving Certificate examination are awarded an additional 25 'bonus' points. Based on the current CAO system, this means that a student who obtains 40% at Higher Level would receive more points (71) than a student who achieved 90-100% in the Ordinary Level paper (56). From RTÉ Brainstorm, have Leaving Cert maths' questions got harder or easier over 100 years? Maths is the only subject for which bonus points are available, thus giving the subject a special status in our education system. Despite assurances that bonus points would initially be rolled out on a four-year trial basis, it has now been in place for 12 years with no formal evaluation of the initiative conducted. As part of an independent research project, we have carried out several studies investigating the impact of bonus poinys on the profile of students in the Higher Level mathematics classroom; students' motivations to study Higher Level maths; teachers' perspectives on bonus points and the impact on students' performance in the subject. The findings from these studies will highlight some of the unintended consequences of attributing such a special status to mathematics. As mentioned at the outset, between 2011 and 2024 there has been a 130% (from 15.8% to 36.3%) increase in the proportion of students taking Leaving Cert maths at Higher Level. As such, bonus points have been successful in achieving its primary aim of increasing the number of students opting for higher maths. In 2019, we conducted a study with 911 Senior Cycle students who were taking Higher maths and asked them what factors motivated them to study the subject at this level. From a list of 19 factors, the two factors that most students selected were "I wanted to get bonus points" (91.2% in agreement) and "I will get good CAO points from it" (80.3%). These findings leave us in no doubt that the Bonus Point Initiative is driving the uptake of Higher Level matsh and Irish students are now primarily extrinsically motivated to study the subject at this level. However, research has also found that extrinsic motivational factors can lead to diminished intrinsic motivation among students. Therefore, the central role that the BPI is currently playing in motivating students to study higher maths may have longer term negative effects on students' affective reaction to the subject. The surge in the number of students opting for Higher Level maths and the motivation behind this has also led to a change in the profile of students taking the subject. A research study with 266 Senior Cycle HL maths teachers found that bonus points often resulted in students not suited to HL mathematics persevering with it. This large number of less able students has resulted in a much wider range of abilities than would have been the case prior to 2012. Many of these students are also less ambitious and have lower expectations of themselves, often aiming to just reach, rather than exceed, the score required to be awarded bonus points. These findings present teachers with a series of challenges to contend with, most notably in terms of catering for much higher levels of diversity in the mathematics classroom. It is therefore unsurprising that the majority of teachers in our study would like to see the BPI retained but adjusted (56%) or discontinued and not replaced (23%). From RTÉ Radio 1's Today With Claire Byrne, why do so many adults struggle with everyday maths? As well as having implications for teachers, the BPI may also be impacting the grades being awarded to students. Between 2008 and 2024, the profile of students studying HL maths has changed considerably. A figure which has remained consistent in this time is the combined proportion of students opting to complete their Leaving Certificate maths examinations at either HL or OL (ranging from 87.9% to 94.1%). Given that the maths capabilities of the combined HL and OL cohorts are unlikely to have varied too much from year to year, one would expect that the proportion of students achieving at the upper end of the HL grading spectrum would remain consistent. However, we found this was not the case. When comparing Leaving Cert maths'; results from 2008 to 2019, there is a 44% increase in the proportion of all HL and OL students achieving a score of 70% (H3 or above in current grading system) or better in the HL examination. When 2008 is compared to 2024, there is a 116% increase in this proportion. While some of this inflation can likely be attributed to the impact of the predicted grades policy in 2020 and 2021, this trend of grade inflation was already in evidence prior to 2020. Given teachers' concerns about the profile of students now opting for HL maths, it is highly unlikely that this increase can be attributed to a better calibre of student studying HL mathematics as a result of the BPI. Grade inflation of this nature can lead to a loss of confidence amongst stakeholders regarding the capacity for Leaving Certificate grades to provide valid and reliable information about students. This can lead to students being admitted to third-level courses for which they are not sufficiently mathematically prepared, an issue which has been highlighted in Ireland recently. Overall, these research studies offer the first comprehensive evaluation of the BPI. While it is clear that the primary objective of the BPI has been achieved, there have certainly been some unintended consequences. Assigning mathematics a special status has impacted on students' motivations for pursuing Higher Level maths. This has led to a need for different teaching practices in classrooms; and raised concerns about the competencies of students graduating from second level. If the bonus points initiative is to continue, these implications need to be considered to ensure we develop students with the required mathematical competencies to guarantee a knowledge economy. University of Limerick. She is the Deputy Director of EPI∙STEM, the national centre for STEM Education. Dr Páraic Treacy is a Lecturer in Mathematics in the School of Education at Mary Immaculate College, Thurles. Dr Mark Prendergast is a Senior Lecturer in Mathematics Education in the School of Education at UCC. He is a Research Ireland awardee.
The Hindu
08-05-2025
- The Hindu
Can parents keep tabs on the social media use of teens?
The recent death of a young entrepreneur, who reportedly took the extreme step after she lost followers on social media, is sufficient reason for us to pause and assess the role of social media in our lives. There is no doubt that social media is here to stay and has a huge role to play in our lives. By holding up a world that seems perfect, and fickle with its devotion, social media can take a toll on mental health, particularly that of youngsters. On the other hand, the Netflix series Adolescence dragged us willy-nilly into a world of teenagers that adults thought they understood but were actually far off the mark from. Given the centrality of social media in the lives of children, how can adults navigate this terrain? Can parents keep tabs on the social media use of teens? Here we discuss the question. Guests: Meghna Singhal, clinical psychotherapist from NIMHANS and parenting coach; Sannuthi Suresh, programme co-ordinatior, healing and support services, Tulir Centre for Prevention and Healing of Child Sexual Abuse Host: Ramya Kannan Read the parley article here. You can now find The Hindu's podcasts on Spotify, Apple Podcasts and Stitcher. Search for Parley by The Hindu. Write to us with comments and feedback at socmed4@
Yahoo
04-05-2025
- Politics
- Yahoo
Opinion: Stephen Miller Rolls Out MAGA's Indoctrination Plan for Kids
Listen to this full episode of The New Abnormal on Apple Podcasts, Spotify, Amazon and Stitcher (update links). White House Deputy Chief of Staff Stephen Miller calling liberals 'communists' has The New Abnormal's Danielle Moodie and Andy Levy convinced that America has stepped back in time for worse under the first 100 days of President Donald Trump's second term. Levy quipped, 'Is woke losing its power is a pejorative? Did they have to bring back communists like it's the 1950s or 1980s?' Miller made the comment in a Thursday White House press briefing that previewed MAGA's indoctrination plan for kids as he discussed the Trump administration's efforts to dismantle the Department of Education and eliminate critical race theory from schools. 'Children will be taught to love America. Children will be taught to be patriots. Children will be taught civic values for schools that want federal taxpayer funding. So as we close the Department of Education and provide funding to states, we're going to make sure these funds are not being used to promote communist ideology.' Levy added, 'Steven Miller wouldn't know a civic virtue if it punched him in the face.' Subscribe to The New Abnormal on Apple Podcasts, Spotify, Google Podcasts, Stitcher, or Overcast. And it's all only just begun as Trump's second-term administration marks its first 100 days. 'It's the 100th day of chaos,' said Moodie. 'A hundred days of collapse. A hundred days of calamity. Every minute is like 10 years. That's how I feel. Every part of me hurts.' Listen to this full episode of The New Abnormal on Apple Podcasts, Spotify, Amazon, and Stitcher. Subscribe to The New Abnormal on Apple Podcasts, Spotify, Google Podcasts, Stitcher, Amazon Music, or Overcast.
Yahoo
02-05-2025
- Business
- Yahoo
Opinion: There's One Looming Reason Why Trump Fired Waltz Not Hegseth
Listen to this full episode of The New Abnormal on Apple Podcasts, Spotify, Amazon and Stitcher. Laura Loomer has struck again. The New Abnormal's Danielle Moodie and Andy Levy think they've figured out why President Donald Trump chose to fire National Security Adviser Mike Waltz over Defense Secretary Pete Hegseth following several Signalgates. According to Levy, all signs point to notorious Trump soothsayer Laura Loomer. Trump fired a top national security aide in early April because Loomer didn't like him, and, 'I am fairly certain that Mike Waltz is one of the people that Laura Loomer doesn't like,' said Levy. 'I guess what I would say is I don't think it's surprising that Waltz is gone,' he added. Subscribe to The New Abnormal on Apple Podcasts, Spotify, Google Podcasts, Stitcher, Amazon Music, or Overcast. Plus, David J. Sirota, founder and editor-in-chief of The Lever and Academy Award-nominated screenplay writer of Netflix's Don't Look Up, breaks down Trump's chaotic first 100 days. 'The economic contraction can really be blamed almost singularly on Donald Trump,' said Sirota. 'This is not some hangover from the Biden administration's policies. Donald Trump came in and was a shock to the system.' Then, Media Matters for America's senior fellow Matt Gertz examines MAGA's media spinning of Trump's collapsing poll numbers. Listen to this full episode of The New Abnormal on Apple Podcasts, Spotify, Amazon and Stitcher.
