hello. and welcome. this is calvin's common— hello. and welcome. this is calvin's common sense- 2 f this is calvin's common sense crusade. with— calvin's common sense crusade. with me.— calvin's common sense crusade. with the— calvin's common sense crusade. with me, the reverend- calvin's common sense crusade. with me, the reverend calvin robinson on your online and on your wireless today , we will be your wireless today, we will be heanng your wireless today, we will be hearing from a teacher talking about taking action against her local authority after she was dismissed for refusing to use a pupil's preferred pronouns. i'll be discussing whether the archbishop of canterbury has overstepped the mark by getting too involved in politics and in the dual. my dual lists will be discussing the green party councillors in the highlands who have called for religious

representatives to be barred from voting on the local authorities. education committee with me as my sidekick this week is emma. emma, what's your 32nd take on that .7 i think that this take on that? i think that this is, you know, too much secular secularism. ithink is, you know, too much secular secularism. i think that it's just— secularism. i think that it's just simply— secularism. i think that it's just simply wrong- f i think that it's just simply wrong to assume that sssusnssm — just simply wrong to assume that sssuuusms is— just simply wrong to assume that secularism is neutral and that these— secularism is neutral and that these people— secularism is neutral and that these people should have a voice on use— these people should have a voice on the education— these people should have a voice on the education committee. they-us— on the education committee. they're obviously there for a reason. in the— they're obviously there for a reason. in the first place. and i flunk— reason. in the first place. and i think its— reason. in the first place. and i think it's overbearing for them — i think it's overbearing for them to— i think it's overbearing for them so be— i think it's overbearing for them to be barred from being eme— them to be barred from being use so— them to be barred from being able to contribute . ' z able to contribute. and my nemesis, aaron bastani, you're 32nd take. i haven't got extraordinarily strong feelings about i think that the about it, but i think that the arguments put forward by these councillors, which is that you can hold democratically elected people account if they make people to account if they make mistakes , is good one. mistakes, is a good one. fantastic. more that in the fantastic. more on that in the duel up. before that, duel coming up. but before that, here's with tatiana here's the news with tatiana sanchez. kelvin, here's the news with tatiana sanchez . kelvin, thank you very sanchez. kelvin, thank you very much — sanchez. kelvin, thank you very much emu— sanchez. kelvin, thank you very mum me good— f kelvin, thank you very much and good evening. this is the much and good evening. this is me mess— much and good evening. this is the latest from _ much and good evening. this is the latest from the newsroom. a

sau— the latest from the newsroom. a sum mus— the latest from the newsroom. a sun has seem— the latest from the newsroom. a call has been made for a special summm— call has been made for a special summit to— call has been made for a special summit to bring— call has been made for a special summit to bring an— call has been made for a special summit to bring an end to the some— summit to bring an end to the some mu— summit to bring an end to the toxic rail dispute— summit to bring an end to the toxic rail dispute at rmt. union boss— toxic rail dispute at rmt. union boss mem— toxic rail dispute at rmt. union boss mick lynch— toxic rail dispute at rmt. union boss mick lynch has written to the government— boss mick lynch has written to the government calling for a meme— the government calling for a meeemg mm— the government calling for a meeting with an— the government calling for a meeting with an independent mum— meeting with an independent mum m— meeting with an independent chair, if necessary, to end what mes— chair, if necessary, to end what he's described— chair, if necessary, to end what he's described as— chair, if necessary, to end what he's described as chaos on the runways. — he's described as chaos on the runways. m— he's described as chaos on the railways. it comes— he's described as chaos on the railways. it comes as passengers mee— railways. it comes as passengers fuse memes— railways. it comes as passengers face another day— railways. it comes as passengers face another day of— railways. it comes as passengers face another day of disruption , face another day of disruption, mm— face another day of disruption, with workers— face another day of disruption, with workers again joining memes— with workers again joining picket lines— with workers again joining picket lines as— with workers again joining picket lines as more strikes are set picket lines as more strikes are see so— picket lines as more strikes are set so be— picket lines as more strikes are set to be held— picket lines as more strikes are set to be held on— picket lines as more strikes are set to be held on the 31st of may— set to be held on the 31st of may emu— set to be held on the 31st of may and june.— set to be held on the 31st of may and june. the third. that's the may and june. the third. that's me day— may and june. the third. that's me my of— may and june. the third. that's me my of me— may and june. the third. that's the day of the fa— may and june. the third. that's the day of the fa cup final at wemmey— the day of the fa cup final at wemblev .— the day of the fa cup final at wembley . now,— the day of the fa cup final at wembley . now, protesters have wembley. now, protesters have seem— wembley. now, protesters have been demonstrating against the proposed— been demonstrating against the proposed urrz— been demonstrating against the proposed ulez expansion plan . in proposed ulez expansion plan. in mererrsrs— proposed ulez expansion plan. in motorists were— proposed ulez expansion plan. in motorists were beeping their moms— motorists were beeping their moms m— motorists were beeping their horns in support— motorists were beeping their horns in support of the preresrers— horns in support of the protesters in- horns in support of the protesters in orpington. the aosy— protesters in orpington. the mayor's proposal to expand the unra— mayor's proposal to expand the urrra rou— mayor's proposal to expand the ultra low emission— mayor's proposal to expand the ultra low emission zone could poremrrauy— ultra low emission zone could potentially reach— ultra low emission zone could potentially reach the kent border— potentially reach the kent some by— potentially reach the kent border by august. some outer romaom— border by august. some outer london boroughs,— border by august. some outer london boroughs, along with surrey— london boroughs, along with surrey coumry— london boroughs, along with surrey county council , launched surrey county council, launched regar— surrey county council, launched regar aorrom— surrey county council, launched legal action in— surrey county council, launched legal action in february over me— legal action in february over are proposed— legal action in february over the proposed extension and proresrers— the proposed extension and protesters have— the proposed extension and protesters have said it'll hurt mem— protesters have said it'll hurt them financially—

protesters have said it'll hurt them financially . the labour them financially. the labour reader— them financially. the labour reaaer says— them financially. the labour leader says he's— them financially. the labour leader says he's ready for a euro— leader says he's ready for a may ama— leader says he's ready for a dirty and nasty— leader says he's ready for a dirty and nasty campaign ahead of dirty and nasty campaign ahead or merr— dirty and nasty campaign ahead or rear year-s— dirty and nasty campaign ahead of next year's general election. sir of next year's general election. srr kerr— of next year's general election. sir keir starmer_ of next year's general election. sir keir starmer used a speech at sir keir starmer used a speech ar me— sir keir starmer used a speech at the progressive _ sir keir starmer used a speech at the progressive britain conference _ at the progressive britain conference to _ at the progressive britain conference to outline his vision for me— conference to outline his vision for me parry,— conference to outline his vision for the party, which involves changing— for the party, which involves omamamg me— for the party, which involves changing the entire culture. he arso— changing the entire culture. he also admitted— changing the entire culture. he also admitted more work needs to be dome— also admitted more work needs to be done ro— also admitted more work needs to be done to reconnect with working— be done to reconnect with working people . now momentum is working people. now momentum is ourramg— working people. now momentum is ourramg ameaa— working people. now momentum is building ahead of— working people. now momentum is building ahead of tonight's rmar— building ahead of tonight's rmar or— building ahead of tonight's final of the— building ahead of tonight's final of the eurovision song comesr— final of the eurovision song comesr m— final of the eurovision song contest in liverpool . all the contest in liverpool. all the us— contest in liverpool. all the us emry— contest in liverpool. all the us may may— contest in liverpool. all the uk's entry may miller, who will perform— uk's entry may miller, who will perform r— uk's entry may miller, who will perform i wrote— uk's entry may miller, who will perform i wrote a— uk's entry may miller, who will perform i wrote a song, says sue-s— perform i wrote a song, says sme-s ready— perform i wrote a song, says sme-s reaay ro— perform i wrote a song, says she's ready to get the show on me— she's ready to get the show on me roaa. — she's ready to get the show on the road. she's— she's ready to get the show on the road. she's one of 26 acts to the road. she's one of 26 acts ro appear— the road. she's one of 26 acts to appear before— the road. she's one of 26 acts to appear before an estimated propa— to appear before an estimated global audience— to appear before an estimated global audience of 160 million me— global audience of160 million viewers. the uk— global audience of 160 million viewers. the uk agreed to host the viewers. the uk agreed to host me somesr— viewers. the uk agreed to host the contest on— viewers. the uk agreed to host the contest on behalf of last yes— the contest on behalf of last year's winner, ukraine eurovision— year's winner, ukraine eurovision host graham norton says— eurovision host graham norton says me— eurovision host graham norton says the calibre— eurovision host graham norton says the calibre of performers mas— says the calibre of performers has excelled— says the calibre of performers has excelled over— says the calibre of performers has excelled over the years. i persomauy— has excelled over the years. i personally think— has excelled over the years. i personally think we're going mrouam— personally think we're going mrouam a— personally think we're going through a kind— personally think we're going through a kind of golden age of rurovrsrom. — through a kind of golden age of eurovision. i— through a kind of golden age of eurovision. i really— through a kind of golden age of eurovision. ”cacao through a kind of golden age of eurovision. i really think the shows for the last few years

have been great, great, really good songs and i think that that time of, you know, there was always a kind of a nostalgia thing and a kitschy thing and a campy thing, and there's a little bit of that left. but actually now it's just a bunch of great pop songs . now a 99 of great pop songs. now a 99 year old woman,— gflzua 3 now a 99 year old woman, lifelong dream to year old woman, lifelong dream ro mave— year old woman, lifelong dream to have knives— year old woman, lifelong dream to have knives thrown at her has come true. don't— to have knives thrown at her has come true. don't worry, it was all come true. don't worry, it was an parr— come true. don't worry, it was an par of— come true. don't worry, it was an par of am— come true. don't worry, it was all part of an act— come true. don't worry, it was all part of an act and the former— all part of an act and the former circus— all part of an act and the former circus worker couldn't warr— former circus worker couldn't warr ro— former circus worker couldn't para o srep— former circus worker couldn't wait to step back— former circus worker couldn't wait to step back in the ring to mave— wait to step back in the ring to have praaes— wait to step back in the ring to have blades hurled at her by a proressromar— have blades hurled at her by a professional arnie— have blades hurled at her by a professional arnie .uk, who runs— professional arnie .uk, who rums roo— professional arnie .uk, who turns 100 years— professional arnie .uk, who turns 100 years old in august, asked— turns 100 years old in august, askea ro— turns 100 years old in august, askea ro pe— turns 100 years old in august, asked to be part— turns 100 years old in august, asked to be part of the performance- asked to be part of the performance as a birthday treat, she performance as a birthday treat, sme saro— performance as a birthday treat, she said sme— performance as a birthday treat, she said she really— performance as a birthday treat, she said she really enjoyed the epeeme— she said she really enjoyed the experience and _ she said she really enjoyed the experience and was ready for the mem— experience and was ready for the rear ome— experience and was ready for the rear ama— experience and was ready for the next one and special behind the scenes footage— next one and special behind the scenes footage has— next one and special behind the scenes footage has been released mom— scenes footage has been released from me— scenes footage has been released from me mugs— scenes footage has been released from the kings coronation. the purse— from the kings coronation. the purse ama— from the kings coronation. the prince and princess of wales mave— prince and princess of wales have published— prince and princess of wales have published a five minute video— have published a five minute video om— have published a five minute video on their— have published a five minute video on their official youtube creamer,— video on their official youtube channel, including footage of mem — channel, including footage of mem m— channel, including footage of them in their— channel, including footage of them in their coronation robes before— them in their coronation robes before being— them in their coronation robes before being taken to westminster abbey. royal fans arso— westminster abbey. royal fans arso mave— westminster abbey. royal fans also have the— westminster abbey. royal fans

also have the chance to see rrmee— also have the chance to see prince louis— also have the chance to see prince louis and— also have the chance to see prince louis and princess cmarrorre— prince louis and princess charlotte preparing to leave mome— charlotte preparing to leave home ar— charlotte preparing to leave home at kensington palace on the morning— home at kensington palace on the morning or— home at kensington palace on the morning or me— home at kensington palace on the morning of the service . this is morning of the service. this is gb morning of the service. this is so news.— morning of the service. this is gb news. we'll— morning of the service. this is gb news. we'll bring you more as r— gb news. we'll bring you more news as it happens. now it's back— news as it happens. now it's pack ro— news as it happens. now it's back to calvin _ news as it happens. now it's back to calvin .— back to calvin. i instead- back to calvin. . instead of. back to calvin. . instead of a back to calvin. instead of a monologue this week, i'd like to this week, i'd like to use this opportunity call for prayer opportunity to call for prayer for the situation the for peace. the situation in the ukraine become even more ukraine has become even more divisive than brexit lockdown and vaccine mandates . many and vaccine mandates. many people who were awake to the media manipulation during the former seem to be completely falling for the approved narrative on this one hook, line and sinker . narrative on this one hook, line and sinker. it is a dire situation and i won't go into the politics of it because that's not the point. just that's not the point. i'd just like to take a moment to kind of highlight the standards highlight the double standards at bridgen mp

at play. andrew bridgen mp quotes a jewish scientist who says situation vaccine says the situation with vaccine injuries worst since the injuries is the worst since the holocaust and everyone screams anti—semitism . yet at the moment anti—semitism. yet at the moment anyone raises the slightest of concerns over zelenskyy handling of situation in the ukraine. of the situation in the ukraine. they're instantly called hitler apologists. putin is bad. he is apologists. putin is bad. he is a bad man. he is not hitler. how is that comparison appropriate? the war in the ukraine is not world war ii and the comparisons are frankly lazy. one should be able to call out the financial corruption, the neo , the corruption, the neo, the shutting down of opposition parties and media, and the persecution of orthodox christians in the ukraine without being painted as a putin sympathiser. without being painted as a putin sympathiser . one can see the sympathiser. one can see the wrong in russia invading the ukraine whilst also seeing that the ukraine is far from perfect itself. nuance people . president itself. nuance people. president donald trump seems to be the only world leader who gets this right. in his recent interview with cnn , i was taken back by with cnn, i was taken back by how humane his response was when the biased interviewer clearly wanted to paint him into a

corner in backing a winner , corner in backing a winner, trump called for peace instead when he was badgered to pick a side, he said, and i quote , i side, he said, and i quote, i don't think in terms of winning and losing, i think of getting it settled . so we stop killing it settled. so we stop killing all people . i want all these people. i want everybody to stop dying . they everybody to stop dying. they are russians and are dying. russians and ukrainian jews. i want them to stop dying surely that is the stop dying. surely that is the approach we should be taking. if you are the praying type, please pray for peace in the ukraine and for the lives of ukraine and russians. may their leaders put an to the bloodshed in jesus an end to the bloodshed in jesus name. amen . name. amen. now to green party. highland councillors have called for religious representatives to be barred from voting on the local authority's education committee , as they are currently permitted to do under the local government act of 1973. highland council is obliged to appoint three religious representatives on the education committee, in

part because of the large number of denominational schools in the country. it is time for this week's duel . and to debate this week's duel. and to debate this topic , i'm joined by my topic, i'm joined by my brilliant duellists. my sidekick emma webb, and this week's nemesis , founder of novara nemesis, founder of novara media. aaron bastani . i'll start media. aaron bastani. i'll start with aaron this week. aaron is this religious discrimination ? i this religious discrimination? i don't think so. this is in response to basically a piece of legislation from the local government act 1973. for your viewers out there— government act 1973. for your viewers out there and- g rt i) for your viewers out there and the usremers— viewers out there and the listeners on— viewers out there and the listeners on dab , it's in listeners on dab, it's in response to— listeners on dab, it's in response to that , which is response to that, which is a prece— response to that, which is a piece or— response to that, which is a piece of legislation which pasrcauy— piece of legislation which basically says— piece of legislation which basically says that, as you said at basically says that, as you said ar me— basically says that, as you said ar me rop— basically says that, as you said ar me rop or— basically says that, as you said at the top of this,— basically says that, as you said at the top of this, there should be rerrgrous— at the top of this, there should be religious represented lives because— be religious represented lives pecauselme— be religious represented lives because the high because of the high concentration of effectively reugrosrry— concentration of effectively rerrgrosrry m— concentration of effectively religiosity in the area. historically— religiosity in the area. historically .- religiosity in the area. historically . now,- religiosity in the area. historically . now, i- religiosity in the area. historically . now, i don't know historically. now, i don't know if that's still the case. i'm sure probably it's more religious than the uk at religious than the uk are at large. highlands large. the highlands and these green are saying, green councillors are saying, well, as elected representatives well, as elected representatives we appropriate we don't think it's appropriate in the century to have in the 21st century to have

unelected represents lives who in the 21st century to have une responsible sents lives who in the 21st century to have une responsible forts lives who in the 21st century to have une responsible for educationio are responsible for education policy because of things go wrong. people can't get rid of them, they can't boot them out and can't scrutinise and they can't scrutinise them. and there's a reasonable and i think there's a reasonable argument you know, argument there. you know, i would say do want would say if you do want a religious representation, it makes perhaps makes sense to have perhaps a seat which is open to religious representatives who then representatives who are then chosen communities. chosen by local communities. turnout probably be very low , turnout probably be very low, i'm sure. but i suppose given the argument put forward by these councillors, at least, that would create a sort of bafis that would create a sort of basis for scrutiny and accountability. have accountability. so i still have accountability. so i still have a religious but a religious seat but democratised so. emma democratised i think so. emma are with aaron this one? are you with aaron on this one? i that idea. mean, i also i like that idea. i mean, i also aom-r— i like that idea. i mean, i also don't-particularly,- i like that idea. i mean, i also don't particularly, you don't feel particularly, you mow,— don't feel particularly, you mow, very— don't feel particularly, you know, very strongly about this, pamcurarry— know, very strongly about this, particularly because it's somemmg— particularly because it's something from something that is so remote from us persomauy— something that is so remote from us personally highlands. us personally in the highlands. i us personally in the highlands. r—exacrry— us personally in the highlands. i_exactly what- us personally in the highlands. i_exactly what the. i don't know exactly what the sorr— i don't know exactly what the sort-community- i don't know exactly what the sort community like sort of local community is like mere.— sort of local community is like mere-rc— sort of local community is like there.-it probably- sort of local community is like there. it probably has seen there. and it probably has seen a-because the- there. and it probably has seen a because the entire a decline because the entire coumry— a decline because the entire coumry mas— a decline because the entire country has seen— a decline because the entire country has seen decline of country has seen a decline of me— country has seen a decline of the christian— country has seen a decline of the christian population. but i aom-r— the christian population. but i aom-r ammo,— the christian population. but i don't think, you— the christian population. but i don't think, you as with don't think, you know, as with rum — don't think, you know, as with rum-sorr— don't think, you know, as with urm-sorr or— don't think, you know, as with with sort of comparable with other sort of comparable srruarroms — with other sort of comparable srruarroms r— with other sort of comparable situations, i don't— with other sort of comparable situations, i don't think that r-usr— situations, i don't think that us because— situations, i don't think that just because this country sees a aecrme— just because this country sees a aecrme m— just because this country sees a decline in religiosity that

necessarily— decline in religiosity that necessarily means that we should scarr— necessarily means that we should srarr rmposmg— necessarily means that we should srarr rmposmp a— necessarily means that we should start imposing a sort of french mar— start imposing a sort of french mar rm— start imposing a sort of french that i'm suggesting this goes mar— that i'm suggesting this goes mar far.— that i'm suggesting this goes mar rar- eur— that i'm suggesting this goes that far. but a— that i'm suggesting this goes that far. but a sort of french sryre— that far. but a sort of french style secularism,— that far. but a sort of french style secularism, because i amm— style secularism, because i mmk me— style secularism, because i think the assumption is that secuarsm — think the assumption is that secularism is— think the assumption is that secularism is a— think the assumption is that secularism is a sort of neutral posrrrom— secularism is a sort of neutral posrrrom pur— secularism is a sort of neutral position, but it's— secularism is a sort of neutral position, but it's not. and so i amm— position, but it's not. and so i mmk mar— position, but it's not. and so i think that just— position, but it's not. and so i think that just because you see aumemer— think that just because you see aumemer rr-s— think that just because you see a whether it's temporary or not, aecrme— a whether it's temporary or not, aecrme m— a whether it's temporary or not, aecrme m m— a whether it's temporary or not, decline in in the— a whether it's temporary or not, decline in in the christian popurarrom— decline in in the christian population in— decline in in the christian population in a particular commumry— population in a particular community or— population in a particular community or in the country at rage,— community or in the country at page, mar— community or in the country at large, that doesn't— community or in the country at large, that doesn't mean that we smoura— large, that doesn't mean that we smoura pe— large, that doesn't mean that we smoura pe ae— large, that doesn't mean that we should be de christianising our rocar— should be de christianising our local communities. there representation, i would argue it's representation, i would argue rr-s acruauy— representation, i would argue it's actually the _ representation, i would argue it's actually the opposite because— it's actually the opposite because secularism is increasing mar— because secularism is increasing mar we— because secularism is increasing mar we need— because secularism is increasing that we need more— because secularism is increasing that we need more religiosity. amu— that we need more religiosity. ara acruauy— that we need more religiosity. and actually if— that we need more religiosity. and actually if you— that we need more religiosity. and actually if you look- that we need more religiosity. and actually if you look at what's happening in scotland with the indoctrination of young children in schools and how far the gender, the queer theory progressives are pushing, that curriculum, need more curriculum, surely we need more religious representative has to be moral compass these be the moral compass on these education. i actually think that in education. i actually think that m a— education. i actually think that m a way— education. i actually think that m a way p— education. i actually think that m a way rr rc— education. i actually think that mawayrrrrr— :t rzzr" i actually think that in a way it it i imagine :t rift" i actually think that in a way it it i imagine it forms— in a way it it i imagine it forms a— in a way it it i imagine it forms a sort— in a way it it i imagine it forms a sort of- in a way it it i imagine it forms a sort of checks and paramces— forms a sort of checks and balances system where you do mave— balances system where you do have mose— balances system where you do have those who— balances system where you do have those who are elected being mero— have those who are elected being held accountable— have those who are elected being held accountable by those who pur— held accountable by those who can put forward _ held accountable by those who can put forward a—

held accountable by those who can put forward a sort of repercus— can put forward a sort of religious, ethical, moral posrrrom— religious, ethical, moral posrrrom om— religious, ethical, moral position on that is perhaps oursrae— position on that is perhaps oursrae or— position on that is perhaps outside of what— position on that is perhaps outside of what those elected representatives— outside of what those elected representatives would be offering— representatives would be offering and— representatives would be offering and to possibly, you mow,— offering and to possibly, you know purr— offering and to possibly, you know, pull them— offering and to possibly, you know, pull them back a little, rem— know, pull them back a little, mem— know, pull them back a little, mem m— know, pull them back a little, rein them in, or— know, pull them back a little, rein them in, or if— know, pull them back a little, rein them in, or if they are going— rein them in, or if they are going down— rein them in, or if they are going down a— rein them in, or if they are going down a road of teaching cramps— going down a road of teaching mmas mar— going down a road of teaching things that would be controversial to the communities mar— controversial to the communities mar-mar— controversial to the communities that that traditionally that in that area traditionally . christian— that in that area traditionally . christian _and i . christian absolutely. and these religious reps, they haven't using their voting haven't been using their voting powers, maybe that's powers, aaron so maybe that's why people want get why they want people want to get rid because they haven't why they want people want to get rid taken because they haven't why they want people want to get rid taken advantage iey haven't why they want people want to get rid taken advantage of haven't why they want people want to get rid taken advantage of the 'en't been taken advantage of the opportunity if opportunity they've had. but if they're gone, who's going to be they're gone, who's going to be the moral compass on these education such education committees? it's such an question. mean, an interesting question. i mean, obviously is one of the obviously this is one of the core you ask core questions that you ask repeatedly every repeatedly on this show every week, which what does a life week, which is what does a life of obligation meaning of obligation duty, meaning values an values look like in an increasingly secular world, an increasingly secular world, an increasingly secular world, an increasingly secular country. and is and i think it really is important it's just important to say it's just an objective that aren't objective fact that we aren't necessarily a secular country, that certain communities are more religious than others. so for instance, if you look at jewish communities in this country, liberal jews i think have a rate of 1.5. then have a birth rate of 1.5. then you have haredim, ultra—orthodox

jews have a birth rate of seven. they're living very different social existences. so similar with christian evangelicals , with christian evangelicals, very similar muslims. with christian evangelicals, very similar muslims . so very similar with muslims. so this idea that we are becoming more as country, more secular as a country, i mean, on the face of it, it's true. but there's an interesting kind of contradiction here, which is, yes, overall, we're becoming less religious society. but those who do have faith actually are more drawn to fundamentalism. and this is something we've seen over the united in recent decades. united states in recent decades. and that does ask big and i think that does ask big questions particularly questions because particularly for in quote unquote, for people in quote unquote, mainstream , because mainstream religion, because their 100, years, their role for 100, 150 years, 200 obviously the role 200 years, as obviously the role of the state crew was like to say, to provide that moral compass. and if they don't and you have the rise of fundamentalist am, i think that creates big vacuum. so creates quite a big vacuum. so can this question can you answer this question about such about neutrality? is there such about neutrality? is there such a secular neutrality? a thing as secular neutrality? i doubt it. i doubt it. i mean, you've obviously got different models. got french models. you've got the french models. you've got the french model has upsides. i model. i think it has upsides. i think it has downsides, you think it has downsides, as you have the turkish model. well, think it has downsides, as you haveseemsirkish model. well, think it has downsides, as you have seems to sh model. well, think it has downsides, as you haveseems to be,nodel. well, think it has downsides, as you have seems to be, frankly, iell, think it has downsides, as you haveseems to be, frankly, going that seems to be, frankly, going in history

in the dustbin of history because erdogan's it in a because erdogan's taking it in a more direction over more religious direction over the years. so you know, the last 20 years. so you know, i quite like the nordics. the last 20 years. so you know, i quite like the nordics . but i quite like the nordics. but then again, you know, they have a relatively similar role for the church as we do public the church as we do in public life. unsurprisingly , similar life. so unsurprisingly, similar sort social composition , sort of social composition, geographically similar, obviously in north west europe. so it's you know, it's an interesting one, but i suspect not. and emma aaron seems to suggest that the secular and the religious or the divide is widening and religious people are becoming fundamental. are becoming more fundamental. do that? i think do you see that? i don't think so. do you see that? i don't think r— do you see that? i don't think r amm— do you see that? i don't think so. i think that— th:r $17 i don't think so. i think that because of the srruarrom— so. i think that because of the situation that— so. i think that because of the situation that religious communities now face, pamcurarry— communities now face, particularly the way in which mey-re— particularly the way in which they're increasingly marginalised , and this is marginalised, and this is propapry— marginalised, and this is probably one— marginalised, and this is probably one example of that mcreasmpry— probably one example of that increasingly marginalised from mom— increasingly marginalised from from sorr— increasingly marginalised from from sorr or— increasingly marginalised from from sort of being able to speak in pumic— from sort of being able to speak in puprrc m— from sort of being able to speak is puprrc m a— from sort of being able to speak in public in a way— from sort of being able to speak in public in a way that i think so r— in public in a way that i think so i mean, you've— in public in a way that i think so i mean, you've seen many peopre— so i mean, you've seen many peopre awe— so i mean, you've seen many people like tim— so i mean, you've seen many people like tim farron is a good exampre— people like tim farron is a good exampre wmo— people like tim farron is a good example who had— people like tim farron is a good example who had to resign from his posrrrom— example who had to resign from his position as— example who had to resign from his position as leader of the lib his position as leader of the up oems— his position as leader of the lib dems because he's a cmrrsrram— lib dems because he's a christian and— lib dems because he's a christian and the two weren't compartme— christian and the two weren't compatible. but— christian and the two weren't compatible. but i think that you

mow:— compatible. but i think that you know,-particularly,. know, christians particularly, i app,— know, christians particularly, i mmk: recr— know, christians particularly, i think, feel under— know, christians particularly, i think, feel under an awful lot of think, feel under an awful lot or pressure— think, feel under an awful lot of pressure for— think, feel under an awful lot of pressure for and a long time, cmrrsrrams— of pressure for and a long time, cmrrsrrams m— of pressure for and a long time, christians in this— of pressure for and a long time, christians in this country have peem— christians in this country have been pure— christians in this country have been quite almost quite cringing christians in this country have been teven almost quite cringing christians in this country have been teven saying quite cringing christians in this country have been teven saying that; cringing christians in this country have been teven saying that they're 1g about even saying that they're cmrrsrram. — about even saying that they're christian. and— about even saying that they're christian. and so— about even saying that they're christian. and so i think that mow—mave- christian. and so i think thati now—have gotten christian. and so i think that. now—have gotten to now we're things have gotten to a-wmere— now we're things have gotten to a-wmere peopre— now we're things have gotten to a where people feel that a point where people feel that mey— a point where people feel that mey-ro— a point where people feel that mey-ro moe— a point where people feel that they to more robustly they need to more robustly assem— they need to more robustly asserr whar— they need to more robustly assert what believe because assert what they believe because mose— assert what they believe because mose mimos— assert what they believe because those things-being- those things are being so cmauemaea— those things are being so challenged by— those things are being so challenged by radical ideology mar— challenged by radical ideology mar rs— challenged by radical ideology mar is being— challenged by radical ideology that is being presented as murmu— that is being presented as neutral, but— that is being presented as neutral, but is— that is being presented as neutral, but is very , very far neutral, but is very, very far mom— neutral, but is very, very far from neutral.— neutral, but is very, very far from neutral. but but asserting mose— from neutral. but but asserting those religious— from neutral. but but asserting those religious values and those and those religious values and those are rraarrrom— those religious values and those and tradition world views and rraarrromar— and tradition world views and traditional ways— and tradition world views and traditional ways of life is not me— traditional ways of life is not me same— traditional ways of life is not the same thing— traditional ways of life is not the same thing as being a fundamentalist. because the overcom— fundamentalist. because the overton window— fundamentalist. because the overton window very, very so far mar— overton window very, very so far mar me— overton window very, very so far that the traditional— overton window very, very so far that the traditional views look more fundamental. \rrt:rri more fundamental. now, preciseiy— more fundamental. now, precisely, warren jeffs of the fundamentalist church latter fundamentalist church of latter day saints. that's cu? that's a fundamentalist. thank r:q that's a fundamentalist. thank you, day saints. that's a— fundamentalist. thank you, emma webb— fundamentalist. thank you, emma w..p.p._p.a..p,_ fundamentalist. thank you, emma webb-bastani, my- webb and aaron bastani, my auarrsr— webb and aaron bastani, my auausr . — webb and aaron bastani, my auausr . r— webb and aaron bastani, my dualist . i love— webb and aaron bastani, my dualist . dualist. i love that this jewel is reasonable. lot of is so reasonable. and a lot of you been commenting you have been commenting actually they disagree. actually saying they disagree. well, and love see that. well, and i'd love to see that. please give us your comments as well. email to well. email in to gbviews@gbnews.uk also tweet gbviews@gbnews.uk and also tweet us. you think us. let us know what you think about topics, including about today's topics, including the my twitter poll.

the subject of my twitter poll. this asking with this week. i'm asking with justin welby's constant moralisation of politics and politicisation of faith. is it time to boot the bishops out of the house of lords ? head over to the house of lords? head over to twitter to vote and you can also email your views on that. plenty more to come on my common sense crusade. next, we'll be discussing the archbishop of canterbury's foray into canterbury's latest foray into politics. should he be getting involved? let us know

to gb news radio. welcome- to gb news radio. welcome back to the to gb news radio.— welcome back to the common sense cusaea— welcome back to the common sense cusaea wim— welcome back to the common sense crusade with me,— welcome back to the common sense crusade with me, the— welcome back to the common sense crusade with me, the reverend carom— crusade with me, the reverend calvin robinson— crusade with me, the reverend calvin robinson on your tv omrme— calvin robinson on your tv omrme ama— calvin robinson on your tv online and on— calvin robinson on your tv online and on your wireless. me— online and on your wireless. the archbishop— online and on your wireless. the archbishop of— online and on your wireless. the archbishop of canterbury has weighed in on government policy once again by using his seat in the house of lords to castigate the house of lords to castigate the government for their migration policy. is it the place for a man of the cloth to be lecturing a democratically elected government which is simply implement a simply trying to implement a manifesto pledge ? erg. joining manifesto pledge? erg. joining me to discuss is dr.

me now to discuss this is dr. gavin ashenden . father gavin. gavin ashenden. father gavin. thank you for coming on to discuss this. first of all, i know you've got a chequered history with the kyiv, but what are your thoughts on the archbishop of canterbury getting involved political matters archbishop of canterbury getting invothis political matters archbishop of canterbury getting invothis ? well,cal matters archbishop of canterbury getting invothis ? well, mymatters archbishop of canterbury getting invothis ? well, my remarks like this? well, my remarks aom-r— like this? well, my remarks aom-r appry— like this? well, my remarks aom-r appry rusa— like this? well, my remarks don't apply just to- t 57 well, my remarks don't apply just to the kyiv they— don't apply just to the kyiv rmey woura— don't apply just to the kyiv they would apply to any bishop or arcrrprsmop. — they would apply to any bishop or archbishop. there is a prmcrpre— or archbishop. there is a principle that- or archbishop. there is a principle that if you have pasrorar— principle that if you have pastoral responsibility for a commumry:— pastoral responsibility for a community, what you don't do is epes— community, what you don't do is epess your— community, what you don't do is express your own— community, what you don't do is express your own political bearers— express your own political beliefs because your community wru— beliefs because your community wru pe— beliefs because your community wru be made— beliefs because your community will be made up— beliefs because your community will be made up of people who represem— will be made up of people who represem me— will be made up of people who represent the whole political specrrum. — represent the whole political spectrum. and _ represent the whole political spectrum. and if- represent the whole political spectrum. ' r: �*7 represent the whole political spectrum. ' �*7 spectrum. and if you start wading in and expressing your own politics, then immediately the people who don't share your politics won't , won't, won't politics won't, won't, won't feel safe with you. in fact. and you being a pastor, stop you stop being a pastor, stop having responsibility for them. so the archbishop has broken the first cardinal rule of pastoral care that any priest or bishop or archbishop must follow . or archbishop must follow. well, absolutely . does this well, absolutely. does this premium— well, absolutely. does this highlight the— well, absolutely. does this highlight the thin line between morai— highlight the thin line between moral guidance— highlight the thin line between moral guidance and political

partsamspip— moral guidance and political partisanship, do— moral guidance and political partisanship, do you think ? yes partisanship, do you think? yes you partisanship, do you think? yes vou cam-r— partisanship, do you think? yes you cam-c ua— partisanship, do you think? yes you can't do both. _ partisanship, do you think? yes you can't do both. you- partisanship, do you think? yes you can't do both. you simply you simply can't mix that those kind of politics with moral guidance . and the reason for guidance. and the reason for thatis guidance. and the reason for that is very simple . the that is very simple. the political political judgement require invoke morals from both sides of the argument. require invoke morals from both sides of the argument . that's sides of the argument. that's been the issue for me actually, that it's been painted as there is only one moral side of this. i want to bring my dualists into mis— i want to bring my dualists into this conversation.— i want to bring my dualists into this conversation. emma. i warcrrea— this conversation. emma. i watched some— this conversation. emma. i watched some of the house of lords— watched some of the house of lords debates— watched some of the house of lords debates and some of the lords— lords debates and some of the lords, particularly— lords debates and some of the lords, particularly the greens, saymg— lords, particularly the greens, were saying this— lords, particularly the greens, were saying this is inhumane. rms— were saying this is inhumane. rms porrcy— were saying this is inhumane. rms porrcy rs— were saying this is inhumane. this policy is like— were saying this is inhumane. this policy is like the emotive language— this policy is like the emotive rampuage mey— this policy is like the emotive language they use. there's no mue— language they use. there's no rrue aepare— language they use. there's no true debate there. they're not going— true debate there. they're not pomp-forward- true debate there. they're not going forward alternative going to put forward alternative sorurroms. — going to put forward alternative solutions. they— going to put forward alternative solutions. they just want to say whar— solutions. they just want to say what-government- solutions. they just want to sayi what-government-is what the government is doing is morally—r- what the government is doing is morally—i don't. morally unacceptable. i don't mmk— morally unacceptable. i don't mmk mar-s— morally unacceptable. i don't think that's true. _ morally unacceptable. i don't think that's true. i don't necessarily— think that's true. i don't necessarily agree with the policy. — necessarily agree with the policy-there's- necessarily agree with the policy. there's lots policy. i think there's lots mar— policy. i think there's lots mar-pe— policy. i think there's lots that be changed in it. that could be changed in it. wowee— that could be changed in it. home r— that could be changed in it. however i don't— that could be changed in it. however i don't think it's immoral.— however i don't think it's immoral. about immoral. what do you think about mare— immoral. what do you think about mare-amm— immoral. what do you think about that?-think it's— immoral. what do you think about that? think it's immoral that? i don't think it's immoral ermer. — that? i don't think it's immoral ermer. amu— that? i don't think it's immoral ermer. ara r— that? i don't think it's immoral either. and i think— that? i don't think it's immoral either. r: either. and i think they're alienating ing, gavin was alienating ing, as gavin was alluding there. they're alluding to there. they're alienating of alienating a huge number of their flock and essentially

trying to suggest that people who agree their who don't agree with their position on a government's policy , a government that was policy, a government that was elected people on a elected by the people on a promise lower migration , an promise to lower migration, an they are trying to sincerely. and i think that if they were being truly christian about this, they would they would they would sort of generous would have a sort of generous charitable interpreter version of the government's sincere efforts to try and deal with a very serious problem. um, i think that they are in doing that. they're essentially painting anybody who disagrees with being sinful and with them as being sinful and i think that it just shows how far the church of england's leadership have strayed away from from their purpose. now, i don't think that this means, as your poll suggested, not that i want to sway the votes in any way that that means that we should disestablish the church of england or kick bishops of england or kick the bishops out house of lords. out of the house of lords. i don't think so. but i do think there is a fundamental problem at heart the church of at the heart of the church of england. and they're not england. and if they're not careful, going careful, they're going to completely thing completely tear the whole thing down. tend to agree down. right. i tend to agree with you. i didn't put that poll

out with you. i didn't put that poll our mere:— with you. i didn't put that poll out there, but— with you. i didn't put that poll out there, but i— with you. i didn't put that poll out there, but i don't- i didn't put that poll out there, but i don't think we should— out there, but i don't think we should keep— out there, but i don't think we should keep the— out there, but i don't think we should keep the bishops out of the should keep the bishops out of rue-or— should keep the bishops out of rue-or-r- should keep the bishops out of the-of-i think- should keep the bishops out of the-of-i think the| the house of lords. i think the bishops— the house of lords. i think the bishops are— the house of lords. i think the bishops are there— the house of lords. i think the bishops are there for like what we—apour- bishops are there for like what we_about earlier,| we were talking about earlier, aaron— we were talking about earlier, aaromlpe— we were talking about earlier, aaromlpe a— we were talking about earlier, aaron,.be a moral- we were talking about earlier, aaron, be a moral compass. aaron, to be a moral compass. wowee— aaron, to be a moral compass. however-r— aaron, to be a moral compass. however- i i actually- aaron, to be a moral compass. however i actually think however and i do actually think it's however and i do actually think rr-s-werpy-s— however and i do actually think rr-s-werpy-s-ro- it's justin welby's job to give a moral— it's justin welby's job to give a moral-these- it's justin welby's job to give a moral these issues. a moral guide on these issues. we— a moral guide on these issues. rue-r— a moral guide on these issues. rme-r mave— a moral guide on these issues. rme-r mawe rs- a moral guide on these issues. the-i have is the- the problem i have is the parrrsamsmp— the problem i have is the partisanship and this this divisiveness— partisanship and this this divisiveness of his rhetoric in suppesrme— divisiveness of his rhetoric in suppesrme-omry- divisiveness of his rhetoric in suggesting only one suggesting there is only one approprrare—msi appropriate way and it's his way.— appropriate way and it's his way.|womaer— appropriate way and it's his way. wonder two, appropriate way and it's his. way.iwonder-two, is way. i wonder with you two, is it way. i wonder with you two, is rr because— way. i wonder with you two, is rr pecause r— way. i wonder with you two, is it because i think— way. i wonder with you two, is it because i think it's quite clear— it because i think it's quite clear ro— it because i think it's quite clear to .that- it because i think it's quite clear to that welby is kind clear to me that welby is kind of clear to me that welby is kind or-a— clear to me that welby is kind or-a wew— clear to me that welby is kind of-a new labour- clear to me that welby is kind of a new labour figure of like a new labour figure personally:— of like a new labour figure personally, personal personally, his personal pourrcs— personally, his personal. politics,-agreeing politics, if he was agreeing wim— politics, if he was agreeing wrm—youi politics, if he was agreeing- wrm—you woura with you, presumably you would mave— with you, presumably you would have less— with you, presumably you would have less or— with you, presumably you would have less of a— with you, presumably you would have less of a problem. that's a serious question— have less of a problem. that's a serious question because i personally— serious question because i personally shouldn't serious question because i- personally-shouldn't be personally think he shouldn't be rmewemmg— personally think he shouldn't be wavering-.- personally think he shouldn't be mrewemma-. r- intervening politically. i mink:— intervening politically. i rump-m- intervening politically. i think, - if a - intervening politically. i think,-if a if- intervening politically. i think,-if a if a- intervening politically. i think, if a if a if think, look, if a if a if a policy— think, look, if a if a if a policy which— think, look, if a if a if a policy which he advocates fails, mopoay— policy which he advocates fails, mopoay moras— policy which he advocates fails, nobody holds them accountable for nobody holds them accountable ror ir— nobody holds them accountable for rr wim— nobody holds them accountable for rr wrm am— nobody holds them accountable for it with an elected politician,— for it with an elected politician, you go to the people:— politician, you go to the peopler you _ politician, you go to the people, you get a mandate. if you— people, you get a mandate. if you ao— people, you get a mandate. if you do whar— people, you get a mandate. if you do what you— people, you get a mandate. if you do what you said you were going— you do what you said you were going ro— you do what you said you were going o oo— you do what you said you were going ac do, you— you do what you said you were going to do, you get voted in agar. — going to do, you get voted in agar. m— going to do, you get voted in apam. rr you— going to do, you get voted in again. if you don't, you get the poor. — again. if you don't, you get the poor. mar— again. if you don't, you get the boot. that doesn't— again. if you don't, you get the boot. that doesn't that's not me— boot. that doesn't that's not me case— boot. that doesn't that's not the case with— boot. that doesn't that's not the case with people who are umerecrea:— the case with people who are unelected,-that'si unelected, like, well, that's why— unelected, like, well, that's wry—scrapl unelected, like, well, that's. wry—scrap me why i would frankly scrap the mouse— why i would frankly scrap the house-lords.— why i would frankly scrap the house-lords. but- why i would frankly scrap the house lords. but let's park house of lords. but let's park mar— house of lords. but let's park mar for— house of lords. but let's park that forlmoment.- house of lords. but let's park that for moment. it certainly

that for a moment. it certainly aoesm-r— that for a moment. it certainly aoesm-r apply— that for a moment. it certainly aoesm-r appry ro— that for a moment. it certainly doesn't apply to archbishops. eur— doesn't apply to archbishops. butlwonden_ doesn't apply to archbishops. but wonder, know, one but i wonder, you know, it's one of but i wonder, you know, it's one or—m- but i wonder, you know, it's one or—rr me- of those things where if the pesom— of those things where if the person-wim- of those things where if the person with what i'm person agrees with what i'm saving— person agrees with what i'm saying, liberals— person agrees with what i'm saying, liberals love welby because— saying, liberals love welby. because _with because they're agreeing with eweryrmma — because they're agreeing with. ewerymmp—rs everything he says. my thing is, mougm— everything he says. my thing is, mougm r— everything he says. my thing is, even though i actually agree wim— even though i actually agree with - substance - even though i actually agree with substance of of with the substance of some of me— with the substance of some of rue—saying:- with the substance of some of. the—saying, although the things he's saying, although i_your— the things he's saying, although r—you-ramauapel i agree with you, the language propapry— i agree with you, the language probably helpful. and probably isn't that helpful. and i probably isn't that helpful. and r—arsagree- probably isn't that helpful. and i_disagree with- probably isn't that helpful. and i disagree with the i personally disagree with the policy— i personally disagree with the policy-r— i personally disagree with the porrcy-r mmk- i personally disagree with the policy i think we're policy because i think we're looking— policy because i think we're looking ar— policy because i think we're looking ar a— policy because i think we're looking at a million net looking at a million people net migrator— migration this year into the uk. smau— migration this year into the uk. smart-rs— migration this year into the uk. smart-rs a— migration this year into the uk. small-is a tiny- migration this year into the uk. small is a tiny fraction, small boats is a tiny fraction, arracrrom— small boats is a tiny fraction, a fraction of— small boats is a tiny fraction, a fraction of that. _ small boats is a tiny fraction, a fraction of that. the tories focus— a fraction of that. the tories rocus om— a fraction of that. the tories focus on that— a fraction of that. the tories focus on that because of failures— focus on that because of failures elsewhere, but we'll park. —roo.l failures elsewhere, but we'll park. —roo. | failures elsewhere, but we'll. park. —roo. we park. we'll park that too. we cam-agree— park. we'll park that too. we cam-agree om— park. we'll park that too. we can-agree on that. - park. we'll park that too. we can agree on that. yeah, can all agree on that. yeah, we'll park that too. my criticisms sort we'll park that too. my. criticisms-sort of criticisms are more sort of porrrrcar— criticisms are more sort of political than _ criticisms are more sort of political than moral, i suppose, but political than moral, i suppose, our-a— political than moral, i suppose, but-a personal— political than moral, i suppose, but a personal level, but i on a personal level, i cam-r— but i on a personal level, i cam-r srama— but i on a personal level, i can't stand the— but i on a personal level, i can't stand the chap. and that's ever-r— can't stand the chap. and that's even-i actually- can't stand the chap. and that's even i actually probably even though i actually probably agree—ms- even though i actually probably agree—ms sorr- even though i actually probably agree—his sort of,i agree with most of his sort of, you— agree with most of his sort of, you mow:— agree with most of his sort of, you know, ethical— you know, ethical prognostications and assessments, i can't stand the mam-r— assessments, i can't stand the mam-r reel— assessments, i can't stand the man-i feel like- assessments, i can't stand the man-i feel like 101. man because i feel like 101 christianity,— man because i feel like 101 christianity, take man because i feel like 101- christianity,-take the christianity, you know, take the beam — christianity, you know, take the beam our— christianity, you know, take the beam our of— christianity, you know, take the beam out of your— christianity, you know, take the beam out of your own before beam out of your own eye before casrmp—omersi beam out of your own eye before casting here _others. i beam out of your own eye before castinghere to others. beam out of your own eye before castinghere to judge others. beam out of your own eye before castinghere to judge us others. beam out of your own eye before castinghere to judge us forhers. beam out of your own eye before castinghere to judge us for our. god is here to judge us for our sins— god is here to judge us for our mopoay— god is here to judge us for our sins, nobody else. _ god is here to judge us for our sins, nobody else. and i feel irke— sins, nobody else. and i feel rrke rusrm— sins, nobody else. and i feel like justin welby— sins, nobody else. and i feel like justin welby going like justin welby is going aroma— like justin welby is going around people all the around judging people all the rime.— around judging people all the rime-very- around judging people all the time. very strange. time. it seems very strange. mar-s— time. it seems very strange.- mars—mare that's the problem. i don't hate mem— that's the problem. i don't hate memlacruauy— that's the problem. i don't hate them. iactually feel— that's the problem. i don't hate them. actually feel sorry for them. i actually feel sorry for mm— them. i actually feel sorry for rum-mes— them. i actually feel sorry for mm-me-s m- them. i actually feel sorry for mm-me-s m a- them. i actually feel sorry for

him he's in a difficult him because he's in a difficult postma— him because he's in a difficult position. however— him because he's in a difficult position. however it's not because— position. however it's not because r— position. however it's not because i disagree with him, rr-s—aoesm-r- because i disagree with him,| it's—doesn't leave it's because he doesn't leave any—we- it's because he doesn't leave any—we aoesm-ri it's because he doesn't leave- any_ he doesn't like any wiggle room. he doesn't like emma— any wiggle room. he doesn't like emma-wees— any wiggle room. he doesn't like emma there's charity emma said, there's no charity mere:— emma said, there's no charityi mere—okay: there, so he doesn't say, okay, i there, so he doesn't say, okay, r—you-re- there, so he doesn't say, okay,| r—you-re rrymp i understand that you're trying to i understand that you're trying ro-me— i understand that you're trying ro-me people— i understand that you're trying to the people smugglers. to stop the people smugglers. you-re— you're trying to prevent the cream — you're trying to prevent the death the death from people crossing the creamer— death from people crossing the creamer-or— death from people crossing the channel-or you're- death from people crossing the channel or you're trying channel legally or you're trying to channel legally or you're trying ro—regar- channel legally or you're trying to_legal routes. channel legally or you're trying to_legal routes or to look for more legal routes or you-re— to look for more legal routes or you myma— to look for more legal routes or you're trying-solve- to look for more legal routes or you're trying solve gang you're trying to solve the gang crime—momi crime that's coming over from alpama— crime that's coming over from albania,_safe- albania, which is a safe comm:— albania, which is a safe coumrry, or— albania, which is a safe country, or people leaving rramce— country, or people leaving ramce—a- country, or people leaving. france,_a safe france, which is also a safe coumry.— france, which is also a safe coumrry. you-re— france, which is also a safe country. you're looking at amerem— country. you're looking at. different—no different things. there's no creamy— different things. there's no cmarrry—rr-sl charity in that at all. it's tusr— charity in that at all. it's tusr-are— charity in that at all. it's tusr-areim- charity in that at all. it's. just-are.in humane, just you are all in humane, youre— just you are all in humane,i you-re—way just you are all in humane,- you-re—way rs you're immoral. and my way is the you're immoral. and my way is rue-way. — you're immoral. and my way is the-way. that's- you're immoral. and my way is the way. that's the problem the only way. that's the problem i the only way. that's the problem r-wrm— the only way. that's the problem r-wrm werpy. — the only way. that's the problem i-with welby. but- the only way. that's the problem i with welby. but could you i have with welby. but could you see .archbishop _ i have with welby. but could you see .archbishop of _ i have with welby. but could you see archbishop of canterbury see an archbishop of canterbury in there making these moral compass— in there making these moral compass providing compass points, providing that ouraamce— compass points, providing that armame— compass points, providing that gthink there's— compass points, providing that gthink there's a— compass points, providing that gthink there's a time- compass points, providing that g “< e :“ compass points, providing that i think there's a time when the leadership church of leadership of the church of england bishops england and the bishops did. i think was a time when, you think there was a time when, you know, in recent know, perhaps not in recent history, where they had a clearer what their clearer sense of what their purpose was. and actually, i think can apply this to think you can also apply this to the so i don't think the monarch. so i don't think that whether that the monarch, whether whether agrees with whether the monarch agrees with me or disagrees with me, i don't the a particular the monarchy has a particular purpose. it serves a role within our . and don't our constitution. and i don't want monarch express want the monarch express partisan views. the same partisan views. and the same also goes generally, i think ,

also goes generally, i think, for the clergy and this is not not an attack on you, calvin, of course, because you're very political. think that political. but i think that the clergy very careful clergy need to be very careful when they're shepherding their flock, purpose is to flock, their purpose is to preach gospel and to find preach the gospel and to find the lost sheep and bring them into their fold. they need to be very careful in how they engage in and that applies in politics. and that applies even more so to those who are at the very, very top of the church of england. now, that doesn't mean to say i don't think that there a role for people there isn't a role for people who are churchmen also who are churchmen who are also quite , but those who quite political, but those who are the top the church of are at the top of the church of england, they have a role to play. also the play. they are also the custodians an institute custodians of an institute mission. and they need to they need do that with need to do that job with care. so i, i wouldn't agree even if they were putting forward very partisan views in favour of the conservative party, i would see that probably bit that as probably a bit sycophantic. so think that sycophantic. so i think that that the situation that now that the situation that we now have is the church of england doesn't understand what it's doing it's basically doing anymore. it's basically become woke corporate, which become a woke corporate, which is also the reason why i we

agree on something, aaron, because i fundamentally dislike justin welby. i don't think that he's fit to lead the church of england. i think we'll leave it there. thank you very much for mar.— there. thank you very much for mar—you— there. thank you very much for mar—you for- there. thank you very much for that._you for dr. - that. and thank you for dr. cawm— that. and thank you for dr. gavin ashenden. about gavin ashenden. sorry about his rime.— gavin ashenden. sorry about his rime—weir- line. it cut out there. we'll get— line. it cut out there. we'll oer-amomer- line. it cut out there. we'lli get-another time. get him back another time. merry— get him back another time. memry moe— get him back another time. plenty more to— get him back another time. plenty more to come on this evening— plenty more to come on this evening om— plenty more to come on this evening on my— plenty more to come on this evening on my common sense| crusade._hearing crusade. next we'll be hearing mom— crusade. next we'll be hearing form—as- crusade. next we'll be hearing- from _was dismissed from a teacher who was dismissed for-ro— from a teacher who was dismissed for-ro use— from a teacher who was dismissed for-to uselpupil's- for refusing to use a pupil's preferred—

now and place your vote. wouram-r— now and place your vote. wouldn't it— now and place your vote. wouldn't it be- now and place your vote. wouldn't it be fun if we beat me— wouldn't it be fun if we beat the established— wouldn't it be fun if we beat the established .— wouldn't it be fun if we beat the established . t t the established. welcome back to the established. welcome back to the common sense crusade with me, the reverend calvin robinson on your tv online and on your wireless. a christian primary school teacher who was sacked after refusing to use a pupil's preferred pronouns is taking legal action against the council for unfair dismissal and religious discrimination . she religious discrimination. she says the school helped the eight year old girl transition into a boy two years earlier. dumas adding that staff use the child's preferred male pronouns and male name. the primary

school pupil was also allowed to use the boys toilets and dressing rooms. the teacher can't be identified for legal reasons, but i spoke to her a little earlier and she explained why felt compelled to why she felt compelled to intervene. the question i was always asking was, are we doing harm? can we, you know, look mo— harm? can we, you know, look rmo mis— harm? can we, you know, look rmo rms ama— harm? can we, you know, look into this and have— harm? can we, you know, look into this and have a- “qt“7 can we, you know, look into this and have a proper arscussrom— into this and have a proper discussion about this? um, and, ama— discussion about this? um, and, are so— discussion about this? um, and, are so ir— discussion about this? um, and, are so rr came— discussion about this? um, and, and so it came to— discussion about this? um, and, and so it came to the point where— and so it came to the point where r— and so it came to the point where i formally— and so it came to the point where i formally raised it as a sarepuaramg— where i formally raised it as a safeguarding concern. so i, mawmp— safeguarding concern. so i, having spoken— safeguarding concern. so i, having spoken to the headteacher, i sent a letter to me— headteacher, i sent a letter to me read— headteacher, i sent a letter to me read ama— headteacher, i sent a letter to the head and the— headteacher, i sent a letter to the head and the governors of ms— the head and the governors of mm school.— the head and the governors of this school. um,— the head and the governors of this school. um, they basically arsmrssea— this school. um, they basically arsmrssea my— this school. um, they basically dismissed my concerns and said mom— dismissed my concerns and said from merr— dismissed my concerns and said from their point— dismissed my concerns and said from their point of— dismissed my concerns and said from their point of view, the school— from their point of view, the school mau— from their point of view, the school had done— from their point of view, the school had done everything that was procedurally_ school had done everything that was procedurally correct . they'd was procedurally correct. they'd gone— was procedurally correct. they'd pome mrougm— was procedurally correct. they'd gone through the— was procedurally correct. they'd gone through the right channels to gone through the right channels ro ger— gone through the right channels o per aawce— gone through the right channels to get advice and— gone through the right channels to get advice and all the rest of to get advice and all the rest or m— to get advice and all the rest or it our— to get advice and all the rest or it our me— to get advice and all the rest of it. but the one— to get advice and all the rest of it. but the one thing they mam-r— of it. but the one thing they mam-r engage— of it. but the one thing they didn't engage with was hundreds

of didn't engage with was hundreds or pages— didn't engage with was hundreds or pages or— didn't engage with was hundreds of pages of evidence from experrs— of pages of evidence from experrs wmo — of pages of evidence from experts who had worked in this pad,— experts who had worked in this field, medical— experts who had worked in this field, medical experts and emocrmea— field, medical experts and endocrine chronologist , endocrine chronologist, psychotherapist, a psychologist . rye— psychotherapist, a psychologist . i've presented— psychotherapist, a psychologist . i've presented them this evidence— . i've presented them this evidence all— . i've presented them this evidence all these medical experrs— evidence all these medical experrs wee— evidence all these medical experts were saying , we don't experts were saying, we don't amrm — experts were saying, we don't arm a— experts were saying, we don't affirm a child— experts were saying, we don't affirm a child .— experts were saying, we don't affirm a child . it— experts were saying, we don't affirm a child . it does far more affirm a child. it does far more damage— affirm a child. it does far more damage mam— affirm a child. it does far more damage than good . and that was damage than good. and that was the damage than good. and that was me ome— damage than good. and that was me rumo— damage than good. and that was the one thing they— damage than good. and that was the one thing they seemed unable to the one thing they seemed unable ro engage— the one thing they seemed unable ro empape wim— the one thing they seemed unable ro empape wrm .— the one thing they seemed unable to engage with . the teacher is to engage with. the teacher is being— to engage with. the teacher is being supporrea— to engage with. the teacher is being supported by the christian regar— being supported by the christian repar ceme— being supported by the christian legal centre and— being supported by the christian legal centre and i— being supported by the christian legal centre and i can speak to its legal centre and i can speak to is pamsrer— legal centre and i can speak to its barrister ,_ legal centre and i can speak to its barrister , rebecca bensted. its barrister, rebecca bensted. wow— its barrister, rebecca bensted. wow rebecca.— its barrister, rebecca bensted. now rebecca, thank— its barrister, rebecca bensted. now rebecca, thank you - its barrister, rebecca bensted. now rebecca, thank you for joining us. the school is claiming that this teacher has breached gdpr . now surely that's breached gdpr. now surely that's not relevant here. if this is a whistleblowing for case a safeguarding concern . well, safeguarding concern. well, that's right. and— safeguarding concern. well, that's right. and this- gt: “3 tt well, that's right. and this they are saying— that's right. and this they are saying mar:— that's right. and this they are saying that, but— that's right. and this they are saying that, but there's nothing in para— saying that, but there's nothing in data protection— saying that, but there's nothing in data protection law prevents somepoay— in data protection law prevents somebody from _ in data protection law prevents somebody from raising legitimate safeguarding— somebody from raising legitimate safeguarding concerns . so safeguarding concerns. so mey-re— safeguarding concerns. so mey-re mor— safeguarding concerns. so they're not correct about that . they're not correct about that. amu— they're not correct about that. and we— they're not correct about that. and the school— they're not correct about that. and the school also— they're not correct about that.

and the school also claims that the teachers views were discriminatory , is it not the discriminatory, is it not the school that's being discriminatory against the teachers? christian views for compelling them to go along with this ? well, this is actually this? well, this is actually much— this? well, this is actually much more about- 97 well, this is actually much more about concern for a vulnerable— much more about concern for a vulnerable seven— much more about concern for a vulnerable seven year old child ama— vulnerable seven year old child are me— vulnerable seven year old child are me way— vulnerable seven year old child and the way that— vulnerable seven year old child and the way that a school are wearing— and the way that a school are dealing rm.— and the way that a school are dealing with a— and the way that a school are dealing with a child's gender repress.— dealing with a child's gender arsrress. so— dealing with a child's gender distress. so this— dealing with a child's gender distress. so this is a teacher who— distress. so this is a teacher who rs— distress. so this is a teacher who is brave— distress. so this is a teacher who is brave and- distress. so this is a teacher who is brave and principled and is comcemea— who is brave and principled and is concerned that— who is brave and principled and is concerned that the school are not is concerned that the school are mor properly— is concerned that the school are not properly responding instead of ramme— not properly responding instead of racing proper— not properly responding instead of taking proper medical advice and perime— of taking proper medical advice and tempo a— of taking proper medical advice and getting a team , a and getting a team, a multidisciplinary team around the multidisciplinary team around me rapie— multidisciplinary team around the table and— multidisciplinary team around the table and considering this cmra-s— the table and considering this child's situation— the table and considering this child's situation and potentially- child's situation and potentially the issues that are perma— potentially the issues that are behind gender— potentially the issues that are behind gender distress. which pure— behind gender distress. which purre omer— behind gender distress. which quite often are— behind gender distress. which quite often are caused perhaps by neurodiversity_ quite often are caused perhaps by neurodiversity or perhaps rauma— by neurodiversity or perhaps rauma m— by neurodiversity or perhaps trauma in the— by neurodiversity or perhaps trauma in the child's life msreaa— trauma in the child's life instead of— trauma in the child's life instead of considering those cramps— instead of considering those mmps me— instead of considering those things, the school is very, very puck— things, the school is very, very quick ro— things, the school is very, very aurck ro moe— things, the school is very, very quick to move to— things, the school is very, very quick to move to an affirming porrcy— quick to move to an affirming porrcy :—

quick to move to an affirming porrcy , see— quick to move to an affirming policy , see, and— quick to move to an affirming policy , see, and to allow policy, see, and to allow a seven year old _ policy, see, and to allow a seven year old to present as a boy— seven year old to present as a boy for— seven year old to present as a boy for au— seven year old to present as a boy for all purposes at the school— boy for all purposes at the school .— boy for all purposes at the school . r— boy for all purposes at the school . i think— boy for all purposes at the school . i think it's absolutely school. i think it's absolutely ourrageous— school. i think it's absolutely outrageous that— school. i think it's absolutely outrageous that a six, seven, erpm— outrageous that a six, seven, erpm year— outrageous that a six, seven, erpm year ora— outrageous that a six, seven, eight year old is— outrageous that a six, seven, eight year old is going into the wrong— eight year old is going into the wrong comers— eight year old is going into the wrong toilets and— eight year old is going into the wrong toilets and the wrong cmampmp— wrong toilets and the wrong changing rooms. that's a safeguarding concern for that child, but also for the other children around them. and a children around them. and if a teacher bullied of teacher is being bullied out of her raising this her job for raising this concern, what hope do other teachers have ? well, that's true teachers have? well, that's true . ama— teachers have? well, that's true . mu m— teachers have? well, that's true mo in racc— teachers have? well, that's true . and in fact, this— teachers have? well, that's true . and in fact, this story- . and in fact, this story srarrea— . and in fact, this story started rather- . and in fact, this story started rather before this child was even on the— started rather before this child was even on the scene when the school— was even on the scene when the school introduced— was even on the scene when the school introduced training for all me— school introduced training for all the staff.— school introduced training for all the staff. this training came from the- all the staff. this training came from the local authority ama— came from the local authority are from — came from the local authority and from somebody who had a sromewau— and from somebody who had a stonewall champion sign off on merr— stonewall champion sign off on merr emai— stonewall champion sign off on their email and— stonewall champion sign off on their email and it— stonewall champion sign off on their email and it was training on transgender— their email and it was training on transgender issues, which was emrrery— on transgender issues, which was entirely partisan— on transgender issues, which was entirely partisan and without paramce. — entirely partisan and without balance. and— entirely partisan and without balance. and it— entirely partisan and without balance. and it was inappropriate . and the teacher inappropriate. and the teacher rarsea— inappropriate. and the teacher rarsea mis— inappropriate. and the teacher raised this even— inappropriate. and the teacher raised this even before the

cmra— raised this even before the child concerned, was in her cassr — child concerned, was in her cassr ama— child concerned, was in her class. and she— child concerned, was in her class. and she said that there smould— class. and she said that there should be— class. and she said that there should be balance and that the opwparroms— should be balance and that the obligations that— should be balance and that the obligations that the school has to obligations that the school has ro make— obligations that the school has ro make sure— obligations that the school has to make sure that— obligations that the school has to make sure that they're not porrrrcauy— to make sure that they're not politically partisan and they're presemrmp— politically partisan and they're presenting gender ideology , presenting gender ideology, bearer— presenting gender ideology, belief as— presenting gender ideology, belief as fact. _ presenting gender ideology, belief as fact. and they're oomp— belief as fact. and they're doing ir— belief as fact. and they're doing rr ro— belief as fact. and they're doing it to the— belief as fact. and they're doing it to the staff. and so mar— doing it to the staff. and so far was— doing it to the staff. and so that was the _ doing it to the staff. and so that was the first thing. so it wasr— that was the first thing. so it wasr really— that was the first thing. so it wasn't really a— that was the first thing. so it wasn't really a surprise when a cmra— wasn't really a surprise when a chip rm.— wasn't really a surprise when a child with gender— wasn't really a surprise when a child with gender distress presemea— child with gender distress presented themselves that the school— presented themselves that the school wem— presented themselves that the school went then— presented themselves that the school went then immediately aowm— school went then immediately down we — school went then immediately down the line— school went then immediately down the line of— school went then immediately down the line of accepting outmo— down the line of accepting ourmp mar— down the line of accepting outing that the— down the line of accepting outing that the child should be socially— outing that the child should be socially transitioned . and of socially transitioned. and of course, social— socially transitioned. and of course, social transition has risks— course, social transition has serious risks for— course, social transition has serious risks for a child. it purs— serious risks for a child. it purs mem— serious risks for a child. it purs mem om— serious risks for a child. it puts them on a- serious risks for a child. it puts them on a trajectory arnie, wmcm— puts them on a trajectory arnie, which may— puts them on a trajectory arnie, which may wear— puts them on a trajectory arnie, which may well lead to breast binding— which may well lead to breast pmamg for— which may well lead to breast pmamp for a— which may well lead to breast binding for a girl— which may well lead to breast binding for a girl and potentially- binding for a girl and potentially puberty blockers and all me— potentially puberty blockers and all the health _ potentially puberty blockers and all the health risks that there assocrarea— all the health risks that there associated with _ all the health risks that there associated with that. and this being— associated with that. and this was being done— associated with that. and this was being done without proper risk— was being done without proper risk assessment— was being done without proper risk assessment to the child or to risk assessment to the child or ro me— risk assessment to the child or ro me omer— risk assessment to the child or to the other children in the crass— to the other children in the class ama— to the other children in the class and was— to the other children in the class and was not being done pasca— class and was not being done pasea om— class and was not being done based on proper— class and was not being done based on proper independent

medicar— based on proper independent medical advice.— based on proper independent medical advice. so the teacher rarsea— medical advice. so the teacher raised a— medical advice. so the teacher raised a safeguarding concern . raised a safeguarding concern. ama— raised a safeguarding concern. ama wmem— raised a safeguarding concern. ama when r— raised a safeguarding concern. and when it was— raised a safeguarding concern. and when it was ignored , she and when it was ignored, she rook— and when it was ignored, she rook p— and when it was ignored, she rook rr ro— and when it was ignored, she took it to the _ and when it was ignored, she took it to the governors. she mem— took it to the governors. she mem rook— took it to the governors. she mem rook ir— took it to the governors. she then took it to— took it to the governors. she then took it to the lido, the local— then took it to the lido, the local authority— then took it to the lido, the local authority designated officer— local authority designated officer:— local authority designated officer , with— local authority designated officer , with evidence with officer, with evidence with werpmy— officer, with evidence with weighty evidence from medics , as weighty evidence from medics, as youe— weighty evidence from medics, as you ream.— weighty evidence from medics, as you've heard. and— weighty evidence from medics, as you've heard. and this really mor— you've heard. and this really was not engaged with the tool ama— was not engaged with the tool are sme— was not engaged with the tool and she wasn't— was not engaged with the tool and she wasn't taking any notice of . and she wasn't taking any notice or . so— and she wasn't taking any notice or . so me— and she wasn't taking any notice of . so the question— and she wasn't taking any notice of . so the question was then, of. so the question was then, war— of. so the question was then, weu :— of. so the question was then, weu : whar— of. so the question was then, well , what to— of. so the question was then, well , what to do— of. so the question was then, well , what to do where you of. so the question was then, well, what to do where you think mar— well, what to do where you think mar somepoay— well, what to do where you think that somebody is— well, what to do where you think that somebody is being harmed and that somebody is being harmed ama mopoay-s— that somebody is being harmed and nobody's listening ? what do and nobody's listening? what do you aor— and nobody's listening? what do you do? so— and nobody's listening? what do you race so sme— and nobody's listening? what do you do? so she took legal advice ama— you do? so she took legal advice and sme— you do? so she took legal advice and she was— you do? so she took legal advice and she was helped— you do? so she took legal advice and she was helped by christian regar— and she was helped by christian repar cemre— and she was helped by christian legal centre to— and she was helped by christian legal centre to bring a judicial ro— legal centre to bring a judicial review to challenge the school's porrcy— review to challenge the school's policy which— review to challenge the school's policy which was— review to challenge the school's policy which was what happened . policy which was what happened. but policy which was what happened. our sme— policy which was what happened. our she ended— policy which was what happened. but she ended up— policy which was what happened. but she ended up then getting being— but she ended up then getting being dismissed— but she ended up then getting being dismissed by the school who— being dismissed by the school who accused— being dismissed by the school who accused her— being dismissed by the school who accused her of a breach of confidentiality— who accused her of a breach of confidentiality in— who accused her of a breach of confidentiality in sharing that rmormarrom— confidentiality in sharing that information with lawyers is apsorurery— information with lawyers is absolutely ridiculous. will absolutely ridiculous. well, mark— absolutely ridiculous. well, mark cou— absolutely ridiculous. well, thank god for— absolutely ridiculous. well, thank god for the christian legal centre and thank you for telling us about this. rebecca

you mentioned the outside resources. i managed to ask the teacher about this. here's a bit, here's a clip of that right now , there is no room for now, there is no room for debate. there is no room for acruauy— debate. there is no room for actually grasping— : there is no room for actually grasping that question. and actually grasping that question. ama savingr— actually grasping that question. ama saymp are— actually grasping that question. and saying, are we doing harm ? and saying, are we doing harm? cam— and saying, are we doing harm? can we— and saying, are we doing harm? can we be— and saying, are we doing harm? can we be impartial about this case— can we be impartial about this rr-s— can we be impartial about this rr-s mor— can we be impartial about this case? it's not impartial counsel. so— case? it's not impartial counsel. so yeah, i mean, the school— counsel. so yeah, i mean, the school probably— counsel. so yeah, i mean, the school probably thought that mey— school probably thought that mey wee— school probably thought that they were doing well by using mese— they were doing well by using these materials— they were doing well by using these materials that and these marerrars— these materials that and these materials are— these materials that and these materials are in— these materials that and these materials are in every school . materials are in every school. we— materials are in every school. we scmoor— materials are in every school. we scmoor r— materials are in every school. the school i was— materials are in every school. the school i was at, i wouldn't say— the school i was at, i wouldn't say rc— the school i was at, i wouldn't say rr was— the school i was at, i wouldn't say rr a— the school i was at, i wouldn't say it was a school— the school i was at, i wouldn't say it was a school where they pusmmg— say it was a school where they were pushing the— say it was a school where they were pushing the agenda as much as mey— were pushing the agenda as much as mey wee— were pushing the agenda as much as they were being— were pushing the agenda as much as they were being informed by it . as they were being informed by rr . ream— as they were being informed by rr . veam r— as they were being informed by it . yeah i want— as they were being informed by it . yeah i want to— as they were being informed by it . yeah i want to bring my it. yeah i want to bring my auausrs— it. yeah i want to bring my dualists into— it. yeah i want to bring my dualists into this conversation. emma— dualists into this conversation. rmma .— dualists into this conversation. rmma . gor— dualists into this conversation. emma , we've got a— dualists into this conversation. emma, we've got a school here thatis emma, we've got a school here that is pushing queer theory, gender ideology on children and a teacher is concerned about the about the safeguarding of one of the pupils in particular and gets dismissed because of raising awareness. this is absolute madness . this is a

absolute madness. this is a teacher absolute madness. this is a reacmer wmo— absolute madness. this is a teacher who clearly- absolute madness. this is a teacher who clearly is- “er: this is a teacher who clearly is sincerely myma— teacher who clearly is sincerely rrymp ro— teacher who clearly is sincerely rrymp ro rarse— teacher who clearly is sincerely trying to raise safeguarding concerns . teachers have to be concerns. teachers have to be awe— concerns. teachers have to be able ro— concerns. teachers have to be are ac rrase— concerns. teachers have to be able to raise safeguarding concerns. it's— able to raise safeguarding concerns. it's common sense. we smouram-r— concerns. it's common sense. we smouram-r eem— concerns. it's common sense. we shouldn't even have— concerns. it's common sense. we shouldn't even have to say it. ama— shouldn't even have to say it. ama me— shouldn't even have to say it. ama me racc— shouldn't even have to say it. and the fact that— shouldn't even have to say it. and the fact that the teacher coura — and the fact that the teacher could be — and the fact that the teacher could be treated— and the fact that the teacher could be treated so appallingly in could be treated so appallingly m acruauy— could be treated so appallingly in actually being— could be treated so appallingly in actually being dismissed as the in actually being dismissed as me resurr— in actually being dismissed as the result of— in actually being dismissed as the result of actions taken as part— the result of actions taken as par of— the result of actions taken as par of a— the result of actions taken as part of a judicial— the result of actions taken as part of a judicial review and me— part of a judicial review and me whore— part of a judicial review and the whole situation here just comprerery— the whole situation here just completely stinks. there's opwousry— completely stinks. there's obviously _veryl completely stinks. there'si obviously _very , completely stinks. there's- obviously _very , very obviously something very, very wrong— obviously something very, very wrong-leadership- obviously something very, very wrong leadership within wrong with the leadership within wrmm — wrong with the leadership within wrmm mis— wrong with the leadership within within this school— wrong with the leadership within within this school . i just within this school. i just i tusr— within this school. i just i rusr mmk— within this school. i just i just think it's— within this school. i just i just think it's completely astounding.— just think it's completely astounding. and actually, i feel sorry— astounding. and actually, i feel sorry for— astounding. and actually, i feel sorry for me— astounding. and actually, i feel sorry for the pupils at that school— sorry for the pupils at that school because— sorry for the pupils at that school because clearly school because they're clearly at school because they're clearly ar risk— school because they're clearly ar rrsklrr-s— school because they're clearly at risklit's not— school because they're clearly at risk it's not possible for at risk if it's not possible for reacmers— at risk if it's not possible for reacmers ro— at risk if it's not possible for teachers to raise— at risk if it's not possible for teachers to raise safeguarding concerns ones. and, you know, i if concerns ones. and, you know, i m r— concerns ones. and, you know, i m r wee— concerns ones. and, you know, i m r a— concerns ones. and, you know, i if i were a parent— concerns ones. and, you know, i if i were a parent in— concerns ones. and, you know, i if i were a parent in this school— if i were a parent in this school and— if i were a parent in this school and i— if i were a parent in this school and i were aware that mis— school and i were aware that mm was— school and i were aware that rms was— school and i were aware that this was was going on, i would i would— this was was going on, i would i would rake— this was was going on, i would i would rake my— this was was going on, i would i would take my child out of the school. — would take my child out of the school. we-u— would take my child out of the school. we'll come to aaron smorrry. — school. we'll come to aaron smorrry. -ask- school. we'll come to aaron shortly. - ask the| shortly. but i did ask the teacher the leadership. teacher about the leadership. so i'd show clip and i'd like to show that clip and see answer was there to see what her answer was there to . you feel as though the leadership— . you feel as though the leadership in— you feel as though the leadership in the school are so pougm— leadership in the school are so pouam rmo— leadership in the school are so bought into this— leadership in the school are so bought into this ideology or to

the bought into this ideology or to me prmcrpre— bought into this ideology or to the principle that we shouldn't offere— the principle that we shouldn't omema :— the principle that we shouldn't omema : we— the principle that we shouldn't offend , we shouldn't cause offend, we shouldn't cause offence— offend, we shouldn't cause omemce ro — offend, we shouldn't cause offence to a _ offend, we shouldn't cause offence to a child, that that could — offence to a child, that that could be — offence to a child, that that could be so— offence to a child, that that could be so damaging wrong that mey— could be so damaging wrong that mey say— could be so damaging wrong that mey say mey— could be so damaging wrong that they say they can't— could be so damaging wrong that they say they can't hear what youre— they say they can't hear what you sayme. — they say they can't hear what you're saying. it's- they say they can't hear what you're saying. c �*7 you're saying. it's as if they can't engage in any other narrative that would try to demonstrate what is really in the best interests of children . the best interests of children. and of course, yeah, you know that you're going to put your job on the line if you raise this because of the culture that we're in at the moment. this because of the culture that we're in at the moment . and it we're in at the moment. and it makes it i feel i mean , i makes it i feel i mean, i actually do feel for headteachers who are put in this position because there are the guidelines from the government are so woolly that they've almost been put in the place of having to make a kind of a decision that really only a doctor should be making. so that's the issue there, isn't it, aaron, i don't think this was even a particularly woke headteacher. idon't was even a particularly woke headteacher. i don't think the headteacher— headteacher. i don't think the headteacher had _ headteacher. i don't think the headteacher had a— :t i don't think the headteacher had a political raeoropy— headteacher had a political raeoropy mar— headteacher had a political ideology that they wanted to push.— ideology that they wanted to pusm—rsl

ideology that they wanted toi pusm—rs me push. it's just that this is the posrrrom— push. it's just that this is the position _find- push. it's just that this is the position find themselves position schools find themselves in, position schools find themselves in: —mey-re - in, the resources they're using from— in, the resources they're using from-agencies- in, the resources they're using from agencies like from external agencies like sromewau— from external agencies like stonewall mermaids are stonewall and mermaids are already— stonewall and mermaids are already infiltrated with this queer— already infiltrated with this queer-gender- already infiltrated with this queer gender theory, queer theory. gender theory, ideology.— queer theory. gender theory, ideologv- so— queer theory. gender theory, ideology. so what can schools aor— ideology. so what can schools do? war,— ideology. so what can schools do? well, there's— ideology. so what can schools do? well, there's a few . there's do? well, there's a few. there's a few— do? well, there's a few. there's a few pomfs— do? well, there's a few. there's a few points here. _ do? well, there's a few. there's a few points here. so firstly, me— a few points here. so firstly, the headline _ a few points here. so firstly, the headline of— a few points here. so firstly, the headline of the newspaper amce— article, which is really informative,- article, which is really- informative,-this informative, is wrong. this feacmer— informative, is wrong. this feacfrer was— informative, is wrong. this teacher was not- informative, is wrong. this teacher was not sacked because of porous— teacher was not sacked because of porous .— teacher was not sacked because of pronouns . they— teacher was not sacked because of pronouns . they were sacked of pronouns. they were sacked because— of pronouns. they were sacked because of— of pronouns. they were sacked because of things— of pronouns. they were sacked because of things actually youe— because of things actually. you-we—fms because of things actually- you've_this show you've touched upon in this show ower-fasf— you've touched upon in this show ower-fasf fem— you've touched upon in this show over last ten minutes. the over the last ten minutes. the corre— over the last ten minutes. the app—pp.- gdpr seems to be like the smoking— gdpr seems to be like the smokme pum— gdpr seems to be like the smoking gun and course that's smoking gun and of course that's appeafmp— smoking gun and of course that's appeafmpla— smoking gun and of course that's appeafmpla regar— smoking gun and of course that's appealing a legal red line. appealing to a legal red line. mar-s— appealing to a legal red line. that's allegedly— appealing to a legal red line. that's allegedly been crossed . that's allegedly been crossed. so that's allegedly been crossed. so fmey— that's allegedly been crossed. so mey wee— that's allegedly been crossed. so they were suspended initially for me— so they were suspended initially for the pronouns— so they were suspended initially for the pronouns issue and then fmey— for the pronouns issue and then mey woufam-f— for the pronouns issue and then they wouldn't back down, as i've safa— they wouldn't back down, as i've an, ama— they wouldn't back down, as i've safe: and fmey— they wouldn't back down, as i've said, and they see— they wouldn't back down, as i've said, and they see that as a pomf— said, and they see that as a pomf of— said, and they see that as a point of principle. excuse me. wmaf— point of principle. excuse me. wmaflaom-f— point of principle. excuse me. whatidon't quite— point of principle. excuse me. what don't quite understand what i don't quite understand mere— what i don't quite understand mere rs— what i don't quite understand here is they're— what i don't quite understand here is they're talking about safeguard— here is they're talking about safeguard and— here is they're talking about safeguard and risk assessment. where— safeguard and risk assessment. wmerelfme— safeguard and risk assessment. where the safeguarding issue? where is the safeguarding issue? because— where is the safeguarding issue? fecause ff-s— where is the safeguarding issue? because it's an— where is the safeguarding issue? because it's an eight year old chief.— because it's an eight year old cmfa. rf-s— because it's an eight year old child. it's not— because it's an eight year old child. it's not the— because it's an eight year old child. it's not the pronouns. mom.— child. it's not the pronouns. mom-mor— child. it's not the pronouns. right. not safeguarding right. that's not a safeguarding rssue— right. that's not a safeguarding fssuela— right. that's not a safeguarding fssuela risk— right. that's not a safeguarding issue a risk assessment issue or a risk assessment rssue—mfol issue. it's not going into a foffef— issue. it's not going into a foffef-cam— issue. it's not going into a toilet.-can-a- issue. it's not going into a. toilet.-can-a unisex toilet. you can have a unisex foffef— toilet. you can have a unisex toilet between— toilet. you can have a unisex toilet between children at a kmaerearfem— toilet between children at a kindergarten-a- toilet between children at a kindergarten a creche, and kindergarten or a creche, and nobody— kindergarten or a creche, and mopoay-say— kindergarten or a creche, and nobody say that's nobody would say that's a safeguarding— safeguarding issue. so i don't puffe—fmey-re- safeguarding issue. so i don't. quite _they're saying quite know where they're saying it's

quite know where they're saying ff-s—fmeml it's a safeguarding issue. then the it's a safeguarding issue. then we pesom— it's a safeguarding issue. then the person-had,- it's a safeguarding issue. then the person had, i'll tell it's a safeguarding issue. then the [because had, i'll tell it's a safeguarding issue. then the [because it had, i'll tell it's a safeguarding issue. then the [because it is d, i'll tell it's a safeguarding issue. then the [because it is the ll tell it's a safeguarding issue. then the [because it is the toilets, you, because it is the toilets, because— you, because it is the toilets,i because—shared, because the toilets are shared, gender— because the toilets are shared, gender-ama— because the toilets are shared, gender-amule- because the toilets are shared, gender-and . is the l gender toilets. and it is the cmampmg— gender toilets. and it is the changing rooms— gender toilets. and it is the changing rooms because kids get charged— changing rooms because kids get cramped-for— changing rooms because kids get cmampea-for re.- changing rooms because kids get changed _for pe..if. changed together for pe. so if mere-s— changed together for pe. so if frees-pome- changed together for pe. so if there's-going in- changed together for pe. so if there's going in boys there's a girl going in boys cmampmg— there's a girl going in boys. changing—unsafe there's a girl going in boys. chatheig_unsafe there's a girl going in boys. chathe girl,_unsafe there's a girl going in boys chathe girl, but unsafe there's a girl going in boys chathe girl, but also unsafe there's a girl going in boys chathe girl, but also not nsafe for the girl, but also not approprfafe— appropriate for the boys. but you— appropriate for the boys. but you mave— appropriate for the boys. but you have-toilets- appropriate for the boys. but you have toilets for you have unisex toilets for cfffcfrem— you have unisex toilets for children. i've— you have unisex toilets for children. i've you go to a children. i've if you go to a kindergarten— children. i've if you go to a kindergarten or— children. i've if you go to a kindergarten or schools, kindergarten or some schools, vou— kindergarten or some schools, you—general kindergarten or some schools,- you—pemeraf, mey you have unisex in general, they mum— you have unisex in general, they mfam foe.— you have unisex in general, they mfem be. our— you have unisex in general, they might be. but in— you have unisex in general, they might be. but in primary schools mere—sme- there are concerns that she raised — there are concerns that she raised ir— there are concerns that she raised..| don't- raised. so i don't see how feeaffy—meami raised. so i don't see how- legally_mean, these legally speaking, i mean, these are—wmeml are quite specific terms when youre— are quite specific terms when you're-children- are quite specific terms when you're children about you're talking to children about cmfarem— you're talking to children about children generally children or minors generally or wumerapfe— vulnerable adults. safeguarding is vulnerable adults. safeguarding fslwery— vulnerable adults. safeguarding fslwery specfffc— vulnerable adults. safeguarding is very specific thing. and is a very specific thing. and a pofemffaffy— is a very specific thing. and a potentially-toilet- is a very specific thing. and a potentially toilet or potentially unisex toilet or pronouns doesn't fall under mar.— pronouns doesn't fall under that-they— pronouns doesn't fall under fmaf.-fmey-say- pronouns doesn't fall under that. they say is, that. what they did say is, war,— that. what they did say is, wefllfme— that. what they did say is, well,.the future- that. what they did say is, well, the future they might well, in the future they might do well, in the future they might ao-p — well, in the future they might ao-zlfmem- well, in the future they might ao-zlfmem r- well, in the future they might do-z,-then i can- do x, y, z, and then i can understand— do x, y, z, and then i can understand why, he says safeguarding— understand why, he says safeguarding issue. or you might need— safeguarding issue. or you might need-involvement— safeguarding issue. or you might need involvement doctor need the involvement of a doctor or—comferrmg- need the involvement of a doctor or_conferring upon. or teachers are conferring upon fmemsewes— or teachers are conferring upon themselves certain competencies or scmoofs— themselves certain competencies or scmoofs are— themselves certain competencies or schools are conferring upon ffremsefwes— or schools are conferring upon themselves. certain competencies smoufa— should reside fundamentally with meafcaf— should reside fundamentally with medical professionals . but it medical professionals. but it aoesm-f— medical professionals. but it aoesm-f-fo— medical professionals. but it doesn't-to me,- medical professionals. but it doesn't to me, and doesn't sound to me, and maybe mere-s— doesn't sound to me, and maybe fmere-s-fo— doesn't sound to me, and maybe fmere-s-folrf— doesn't sound to me, and maybe there's-to.lt doesn't- there's more to it. it doesn't sound— there's more to it. it doesn't souma—fmey-rel there's more to it. it doesn't- sound _they're .that sound to me like they're at that fewer— sound to me like they're at that fewer-mere— sound to me like they're at that level _there- also - level yet. there are also implications, though. we're going to have-leave- implications, though. we're. going to have-leave-one going to have to leave that one free.— going to have to leave that one mere-peopfe— going to have to leave that one there.-people want- going to have to leave that one there. people want to see there. but if people want to see there. but if people want to see free—wim- there. but if people want to see fme—wffm me the entire conversation with the

reader:— the entire conversation with the reader—curl teacher, please check out our foufupe— teacher, please check out our youtube—news. youtube channel, gb news creamer.— youtube channel, gb news channel.-all- youtube channel, gb newsj channel.-all.on channel. and it's all up on free.— channel. and it's all up on there. before— channel. and it's all up on there. before take a final there. before we do take a final freak:— there. before we do take a final freak-irke— there. before we do take a final break,.like to— there. before we do take a final break,.like to-at- break, i'd like to look at what you— break, i'd like to look at what you guys— break, i'd like to look at what you guys mave— break, i'd like to look at what you guys have been saying about fmese— you guys have been saying about fmese-ama— you guys have been saying about fmese-ama om— you guys have been saying about these-and on the- you guys have been saying about these and on the topic you guys have been saying about thfprayer and on the topic you guys have been saying about thfprayer for and on the topic you guys have been saying about thfprayer for thei on the topic you guys have been saying about thfprayer for the ukraine. topic you guys have been saying about thfprayer for the ukraine. dave of prayer for the ukraine. dave says—seem- of prayer for the ukraine. dave sayssee—m fo| of prayer for the ukraine. davei says,_seem to be of prayer for the ukraine. davei saysof_seem to be of prayer for the ukraine. dave saysof the seem to be of prayer for the ukraine. dave saysof the very seem to be of prayer for the ukraine. dave saysof the very few seem to be of prayer for the ukraine. dave saysof the very few askingto be of prayer for the ukraine. dave saysof the very few asking forte one of the very few asking for an era— one of the very few asking for an emf fo— one of the very few asking for an end to the— one of the very few asking for an end to the killing in the ukraine.— an end to the killing in the ukraine. where— an end to the killing in the ukraine. where are your fellow men-religious— ukraine. where are your fellow men religious faith? a very men of religious faith? a very good— men of religious faith? a very good pomf. — men of religious faith? a very good point. thank for good point. thank you for raising— good point. thank you for raising-dave.- good point. thank you for raising dave. jonathan raising that, dave. jonathan says— raising that, dave. jonathan says may— raising that, dave. jonathan says only ome— raising that, dave. jonathan says only one person can bring peace— says only one person can bring peace m— says only one person can bring peace in me— says only one person can bring peace in the ukraine. that is murm— peace in the ukraine. that is rufm. ff— peace in the ukraine. that is rufm. rf me— peace in the ukraine. that is putin. if the russians stop fightin9r_ putin. if the russians stop fighting-will- putin. if the russians stop fighting, will end and fighting, the war will end and free— fighting, the war will end and were wif— fighting, the war will end and there will be— fighting, the war will end and there will be peace. if the ukrainians— ukrainians stop fighting, uwame— ukrainians stop fighting, ukraine-.- ukrainians stop fighting, ukraine-. oh,. ukrainians stop fighting,- ukraine-. oh, jonathan, ukraine will end. oh, jonathan, i'm ukraine will end. oh, jonathan, r-m mor— ukraine will end. oh, jonathan, r-m mof eem— ukraine will end. oh, jonathan, i'm not even going to go into maf— i'm not even going to go into far one— i'm not even going to go into that one. finally,— i'm not even going to go into that one. finally, this one on fwfffer— that one. finally, this one on twitter.-issue- that one. finally, this one on twitter.-issue of- twitter. on the issue of pronouns in— twitter. on the issue of pronouns in schools, pronouns are pronouns in schools, pronouns amff—free— pronouns in schools, pronouns are anti—free speech because nobody— are anti—free speech because nobody mas— are anti—free speech because nobody has a— are anti—free speech because nobody has a right to tell amyoe— nobody has a right to tell anyone else— nobody has a right to tell anyone else what words they can or cam-f— anyone else what words they can or can't use, pronouns or compeffea— or can't use, pronouns or compelled speech . it is compelled speech. it is compeffea— compelled speech. it is compelled speech. it is compelled speech and it's compeffea— compelled speech and it's compelled action. it's also compeffea— compelled action. it's also compelled which is why compelled belief, which is why i'm compelled belief, which is why r-m loufraaea— compelled belief, which is why i'm-outraged-a- compelled belief, which is why i'm outraged a christian i'm so outraged that a christian feacmer— i'm so outraged that a christian teacher essentially teacher has been essentially free—aroma- teacher has been essentiallyi fired—along with fired for not going along with it. fired for not going along with if -you— fired for not going along with if -you fo— fired for not going along with it.-you to both- fired for not going along with it.-you to both of- fired for not going along with it. you to both of my it. thank you to both of my pamefffsfs— it. thank you to both of my panellists this— it. thank you to both of my panellists this week we've had it. thank you to both of my pan sidekick,is week we've had it. thank you to both of my pansidekick, emma; we've had it. thank you to both of my pansidekick, emma webbz had it. thank you to both of my pansidekick, emma webb andi it. thank you to both of my pansidekick, emma webb and my my sidekick, emma webb and my nemesis, aaron—

my sidekick, emma webb and my nemesis, aaron bastani , nemesis, aaron bastani, mopefuffy— nemesis, aaron bastani, hopefully see- nemesis, aaron bastani, hopefully see them both again soon-comme— hopefully see them both again soon.-coming up- hopefully see them both again soon. coming up in the final soon. and coming up in the final part— soon. and coming up in the final parf of— soon. and coming up in the final parf of my— soon. and coming up in the final part of my common— soon. and coming up in the final part of my common sense crusade fms— part of my common sense crusade furs—from | part of my common sense crusade thisgovernment's from part of my common sense crusade thisgovernment's faith from part of my common sense crusade thisgovernment's faith adviserm the government's faith adviser on the government's faith adviser om-faffm— the government's faith adviser om-faffm ca- the government's faith adviser on _faith can play- the government's faith adviser on faith can play in on the role faith can play in moemcf— on the role faith can play in modern britain— on the role faith can play in modern britain .—

welcome back. earlier on this week:— welcome back. earlier on this week: me— welcome back. earlier on this week, the archbishop of camfemury— week, the archbishop of canterbury weighed into politics adam— canterbury weighed into politics apafm calling— canterbury weighed into politics again, calling the— canterbury weighed into politics again, calling the illegal mfpraffom— again, calling the illegal migration bill morally unacceptable . so i took to unacceptable. so i took to fwfffer— unacceptable. so i took to twitter and— unacceptable. so i took to twitter and asked with justin wefpy-s— twitter and asked with justin welby's constant, moralising of poffffcs— welby's constant, moralising of poffffcs ama— welby's constant, moralising of politics and politicisation of farm:— politics and politicisation of farm: rs— politics and politicisation of farm: is ff— politics and politicisation of faith, is it time— politics and politicisation of faith, is it time to boot the bishops— faith, is it time to boot the pfsmops our— faith, is it time to boot the bishops out of— faith, is it time to boot the bishops out of the house of fores— bishops out of the house of pores f— bishops out of the house of pores f me— bishops out of the house of lords ? the results are 89% of lords? the results are 89% of you— lords? the results are 89% of you safe— lords? the results are 89% of you safe yes— lords? the results are 89% of you said yes, and— lords? the results are 89% of you said yes, and 11% of you you said yes, and11% of you safe— you said yes, and 11% of you safcf — you said yes, and 11% of you safcf r— you said yes, and11% of you said no. i love— you said yes, and11% of you said no. i love it— you said yes, and 11% of you said no. i love it when we're in me— said no. i love it when we're in me maforffy— said no. i love it when we're in the majority. thank you for all ramme— the majority. thank you for all fakmp parr— the majority. thank you for all fakmp parf ama— the majority. thank you for all taking part and sending your wews— taking part and sending your foaay. — taking part and sending your views today. now this month saw the publication—

views today. now this month saw the publication of— views today. now this month saw the publication of a long awaffea— the publication of a long awaited government report into the awaited government report into me rofe— awaited government report into me rofe of— awaited government report into the role of faith— awaited government report into the role of faith in modern frffam— the role of faith in modern britain called— the role of faith in modern britain called does government do britain called does government ao coeff— britain called does government ao com me— britain called does government do god? the independent review , do god? the independent review, afmosf— do god? the independent review, afmosf free— do god? the independent review, almost three years— do god? the independent review, almost three years in the mamma— almost three years in the making, concludes that faith is a force— making, concludes that faith is a force for— making, concludes that faith is a force for good— making, concludes that faith is a force for good ,_ making, concludes that faith is a force for good , but called for a force for good, but called for a force for good, but called for a clearer understanding to fackfe— a clearer understanding to tackle issues— a clearer understanding to tackle issues such as forced marriage— tackle issues such as forced marrfape ama— tackle issues such as forced marriage and faith based feemsm— marriage and faith based extremism .— marriage and faith based extremism . it— marriage and faith based extremism . it was written by extremism. it was written by cofm — extremism. it was written by cofm ffoom — extremism. it was written by colin bloom ,_ extremism. it was written by colin bloom , an— extremism. it was written by colin bloom , an old friend of colin bloom, an old friend of mm— colin bloom, an old friend of mine, a former— colin bloom, an old friend of mine, a former director of the comsewafwe— mine, a former director of the conservative christian fellowship, - conservative christian fellowship, and the government's maepemaem— fellowship, and the government's independent engagement independent faith engagement adviser.— independent faith engagement aawser. r— independent faith engagement adviser. i caught— independent faith engagement adviser. i caught with him adviser. i caught up with him earner— adviser. i caught up with him earffer ama— adviser. i caught up with him earlier and began by asking him why— earlier and began by asking him why me— earlier and began by asking him why are rewew— earlier and began by asking him why the review was commissioned by rows— why the review was commissioned by porfs rommsom— why the review was commissioned by boris johnson in— why the review was commissioned by boris johnson in 2019. i fmmk— by boris johnson in 2019. i think boris's_ by boris johnson in 2019. i think boris's instinct was very much— think boris's instinct was very much right— think boris's instinct was very much right, that— think boris's instinct was very much right, that there was a afscomecf— much right, that there was a disconnect between government and pfaces— disconnect between government and places of— disconnect between government and places of worship. qr: and places of worship. faith and people— and places of worship. faith and people of— and places of worship. faith and people of faith. and so he asked me to do this review. that was 2019. and i had a small team of people helping me, civil servants who were helping me do it. we started the evidence gathering process , and then gathering process, and then covid came along and of course that then delayed made things a

little bit. but it also provides us with a tremendous amount of additional resource for the evidence gathering . we did evidence gathering. we did a call for evidence. we had 21,000 responses. one of the largest responses. one of the largest responses government has had to any call for evidence. and we did literally hundreds of face to face interviews and other interviews as part of the evidence gathering . the report evidence gathering. the report was published just a few weeks ago. 65,000 words, 22 recommend nafions ago. 65,000 words, 22 recommend nations , 160 pages. it's nations, 160 pages. it's a really heavyweight, in—depth analysis of how government engages with faith , faith and engages with faith, faith and so, yeah, i mean, it's been reasonably well received. so far, but it's a big document covering lots of subjects. well, i mean, there's lots in it maf— well, i mean, there's lots in it far r— well, i mean, there's lots in it far r agree— well, i mean, there's lots in it that i agree with,— well, i mean, there's lots in it that i agree with, but also lots in ff— that i agree with, but also lots in ff maf— that i agree with, but also lots in ff fmaf r— that i agree with, but also lots in it that i disagree with. but rm— in it that i disagree with. but i'm thankful— in it that i disagree with. but i'm thankful that the commission was-place— i'm thankful that the commission was-place m— i'm thankful that the commission was-place in the- i'm thankful that the commission was place in the first was put in place in the first place— was put in place in the first place-r— was put in place in the first place-r-a- was put in place in the first. place-i-a review place because i think a review lfle— place because i think a review lfle flus— place because i think a review like this necessary right like this is necessary right now. _over the. like this is necessary right. now._over the last now. obviously, over the last i wssa-y— now. obviously, over the last i

was-say over-last was going to say over the last 20 years— was going to say over the last 20 yearso-wer— was going to say over the last 20 years,-over the- was going to say over the last 20 years, over the last ten 20 years, but over the last ten years— 20 years, but over the last ten years: we — 20 years, but over the last ten years: flee-of— 20 years, but over the last ten years, the _of-in. years, the image of faith in flus— years, the image of faith in mm coumfry— years, the image of faith in this country has— years, the image of faith in this country has changed dramatically. _ dramatically. what did the reporf— report show to kind of interestingly, faith is not going— interestingly, faith is not going anywhere at all. m going anywhere at all. i mean, it's going anywhere at all. i mean, we growled— going anywhere at all. i mean, it's growing. it's not so it's not going backwards. and the early reports of its demise, i think, are way out of line. the majority of the british public have a faith of some kind or other . and whilst only i think other. and whilst only i think 30 something% of people say that they do not have a faith , 60 they do not have a faith, 60 something% of people say that they that they do. but that's changed. so 25 years ago it would have been a predominantly christian picture here today, it's much more pluralistic . it's much more pluralistic. there's much more vibrancy and exciting. there's a rich tapestry of different faiths and religious expressions . and some religious expressions. and some of them are growing. some of them are going backwards. some of them are remaining static . of them are remaining static. but it's very much a an exciting and fluid space. and one of the

things, calvin, that i think is the most encouraging that i was able to bring out in the report , it is just the overwhelming hinckley positive contribution thatis hinckley positive contribution that is made by faith and by people of faith, by faith based charities, by places of worship. the contribution is really off the scale. and i make the point in my report that if places of worship and faith based charities were to see stop doing what they do, they there would be a huge hole in society which government would struggle to struggle to fill. and so that's everything from mum and pop groups to food banks to after school clubs, whatever it might be. and overwhelmingly all places of worship, whether that's a synagogue or mosque, a church or a gurdwara or a temple, they are places of virtue. so they are encouraged people to be better versions of themselves . as you know , themselves. as you know, whatever their whatever their faith based preferences or leanings are. and again , that

leanings are. and again, that was that was quite an encouraging sort of set of evidence to uncover . yeah, i'm evidence to uncover. yeah, i'm with you evidence to uncover. yeah, i'm wffm you m— evidence to uncover. yeah, i'm with you in that.— evidence to uncover. yeah, i'm with you in that. faith- :t c: t yeah, i'm with you in that. faith is fmporfamf— with you in that. faith is important and- with you in that. faith is important and our country is fulf— important and our country is puflf upom— important and our country is built upon the— important and our country is built upon the christian faith in built upon the christian faith is parffcular.— built upon the christian faith in particular. but you noted maf— in particular. but you noted fmaf mere— in particular. but you noted that there is— in particular. but you noted that there is a— in particular. but you noted that there is a faith illiteracy in me— that there is a faith illiteracy m we wk— that there is a faith illiteracy m we wk af— that there is a faith illiteracy in the uk at the— that there is a faith illiteracy in the uk at the moment. i moffcel— in the uk at the moment. i noticed this— in the uk at the moment. i noticed this myself when the bbc purs— noticed this myself when the bbc purs amymmg— noticed this myself when the bbc purs amyfmmp our:— noticed this myself when the bbc puts anything out, often puts anything out, it's often mole— puts anything out, it's often bible school— puts anything out, it's often bible school instead of seminary or frame— bible school instead of seminary or trainee priest— bible school instead of seminary or trainee priest instead of cuaef— or trainee priest instead of curate or deacon. there's a dumbing— curate or deacon. there's a dumbing down— curate or deacon. there's a dumbing down there rather a dumbing down there rather than a rafsmg— dumbing down there rather than a rafsma up— dumbing down there rather than a rafsmp up .— dumbing down there rather than a rafsmp up . wow— dumbing down there rather than a raising up . how what were your raising up. how what were your recommendations— raising up. how what were your recommendations that? recommendations to fix that? well:— recommendations to fix that? well-mars- recommendations to fix that? well,-that's i- recommendations to fix that? well, that's i think well, i think that's i think mar-s— well, i think that's i think mar-s mem.— well, i think that's i think that's right. _ well, i think that's i think that's right. “rt.”rt; well, i think that's i think that's right. ”r“rt.t; well, i think that's i think that's right. “rt;”rt; “gt; that's right. there is a huge faith illiteracy in public service. and you see that where police officers are perhaps rather clumsily arresting people that have no business being arrested because of their faith, such as street preachers . i such as street preachers. i mean, that that has happened . mean, that that has happened. and i think some of that is , you and i think some of that is, you know, at best it's clumsy and at worst, it's, you know, at worst , it's devil making. as somebody once told me. but they they but faith, illiteracy , it's

faith, illiteracy, it's everywhere . and it starts at everywhere. and it starts at school. it starts because rac is not taught . it's the cinderella not taught. it's the cinderella subject in schools. it's not taught particularly well . and so taught particularly well. and so you've got a generation of , you you've got a generation of, you know, british students who are not really understanding the people that they live with, the people that they live with, the people that they live with, the people that are around them, the people that are around them, the people that are around them, the people that live in their communities , particularly where communities, particularly where faith has become so much more diverse than than perhaps it was a generation or so ago. so as far as the humanities go, i think rac is a is a is a really important subject. and does need to be an reteaching does need to be improved . but when it comes be improved. but when it comes to public service , particularly to public service, particularly civil servants who are engaged with the formation and then the implementation of government policy , if they don't know . the policy, if they don't know. the make up of the british people, if they don't know who they are

legislating for, for, then we're going to have a problem. and i think we see that. so part of my call for greater faith literacy in public service will just make government more efficient and more effective . kyiv i think more effective. kyiv i think you're right in a lot of the things you say there. however, i think things you say there. however, i fmml me— things you say there. however, i think the problem _ things you say there. however, i think the problem is— things you say there. however, i think the problem is the- think the problem is the awersffy— think the problem is the diversity of— think the problem is the diversity of the faith. it's acfually— diversity of the faith. it's actually when - diversity of the faith. it's actually when we look at what's happening— actually when we look at what's mappemmp m— actually when we look at what's happening in schools and assemblies,— happening in schools and assemblies, example, used to assemblies, for example, used to reach— assemblies, for example, used to reach-prayer- assemblies, for example, used to teach-prayer and- teach the lord's prayer and mymms— teach the lord's prayer and. mymms—sffll hymns every day and we still mave— hymns every day and we still mawelleaal— hymns every day and we still have legal requirement for have a legal requirement for collecfwe— have a legal requirement for collective worship of a broadly cmrfsffam— collective worship of a broadly christian however, christian character. however, ff-s— christian character. however, ff-s mor— christian character. however, it's not implemented because people— it's not implemented because people-afraid— it's not implemented because people-afraid of- it's not implemented because people afraid of being too people are afraid of being too in faou— people are afraid of being too in favou of— people are afraid of being too in favour of one— people are afraid of being too in favour of one faith in a mulff — in favour of one faith in a multi faith— in favour of one faith in a multi faith society. so is there away— multi faith society. so is there away fo— multi faith society. so is there away o per— multi faith society. so is there away ro oer pasf— multi faith society. so is there a way to get past that fear of mor— a way to get past that fear of mof being— a way to get past that fear of not being inclusive enough mar-s— not being inclusive enough that's actually— not being inclusive enough that's actually making us not fafmful— that's actually making us not faffmful af— that's actually making us not faithful at all? _ that's actually making us not faithful at all? witt. faithful at all? well, i think government need to be courageous. they need to be bolder. they either need to change law about acts of change the law or about acts of worship being broadly christian in nature in schools. they either need to change law or either need to change the law or they to enforce it. but but they need to enforce it. but but where we are at the moment is a

very, i think, an unsettled and very, i think, an unsettled and very unhappy place . and very unhappy place. and throughout my report, nearly all of my recommendations , i'm of my recommendations, i'm calling on government ministers, secretaries of state to be bold, to be courageous, and to sometimes tackle some of these knotty subjects that they've kicked into the long grass . it's kicked into the long grass. it's what charles clarke, the i think rather excellent former home secretary said. he wrote a book called the two difficult box and where government where they find that there are these difficult , that there are these difficult, knotty problems and they just put it in the too difficult box rather than say, let's find a way of resolving it. so to your point about you know, about collective acts of worship being predominantly christian, governments should be courageous, either change the law or enforce it. but but don't make good people like you unhappy. many thanks to the govermmerr-sf— t: “ many thanks to the government's independent faith adviser.— government's independent faith adviser, colin— government's independent faith adviser, colin bloom. you can wafcm— adviser, colin bloom. you can wafcm me— adviser, colin bloom. you can watch the full— adviser, colin bloom. you can watch the full interview on our voufupe— watch the full interview on our

youtube channel,— watch the full interview on our youtube channel, gb news. foufupe— youtube channel, gb news. youtube channel. now each week on youtube channel. now each week or me— youtube channel. now each week or me show.— youtube channel. now each week on the show, we— youtube channel. now each week on the show, we like to end with our on the show, we like to end with closma— on the show, we like to end with our closing prayer— on the show, we like to end with our closing prayer and the collecf— our closing prayer and the collect for— our closing prayer and the collect for the— our closing prayer and the collect for the fourth sunday affer— collect for the fourth sunday after easter— collect for the fourth sunday after easter .— collect for the fourth sunday after easter. 0— collect for the fourth sunday after easter. 0 almighty god , after easter. 0 almighty god, who— after easter. 0 almighty god, who alome— after easter. 0 almighty god, who alone canst_ after easter. 0 almighty god, who alone canst order the unruly wills— who alone canst order the unruly wflls ama— who alone canst order the unruly wills and affections— who alone canst order the unruly wills and affections of sinful cram— wills and affections of sinful men. grant unto— wills and affections of sinful men. grant unto thy people that fmey— men. grant unto thy people that mey may— men. grant unto thy people that mey may love— men. grant unto thy people that they may love the— men. grant unto thy people that they may love the thing which mou— they may love the thing which thou commandest and desire. that which— thou commandest and desire. that which mou— thou commandest and desire. that which thou dost— thou commandest and desire. that which thou dost promise that so amoma me— which thou dost promise that so now, among the sundry and manifold— now, among the sundry and manifold changes of the world, our manifold changes of the world, mearfs— manifold changes of the world, frearfs may— manifold changes of the world, our hearts may surely there be free— our hearts may surely there be free where— our hearts may surely there be fixed where true— our hearts may surely there be fixed where true joys are to be found — fixed where true joys are to be found .— fixed where true joys are to be found . through— fixed where true joys are to be found . through jesus christ, our found. through jesus christ, our lowl— found. through jesus christ, our lorcl amem. — found. through jesus christ, our lord. amen. you— found. through jesus christ, our lord. amen. you have been wafcmma— lord. amen. you have been watching calvin's common sense crusade— watching calvin's common sense crusale wffm— watching calvin's common sense crusade with me,— watching calvin's common sense crusade with me, the reverend calvm— crusade with me, the reverend calvin robinson.— crusade with me, the reverend calvin robinson. i— crusade with me, the reverend calvin robinson. i will be back wffm— calvin robinson. i will be back wffm you— calvin robinson. i will be back wfm you merr— calvin robinson. i will be back with you next saturday at 7 pm. up with you next saturday at 7 pm. lrp merr— with you next saturday at 7 pm. lrp mevf ls— with you next saturday at 7 pm. up mevf ls me— with you next saturday at 7 pm. up next is the saturday five before— up next is the saturday five pefore maf— up next is the saturday five before that is— up next is the saturday five before that is a— up next is the saturday five before that is a weather forecasf— before that is a weather forecasf .— before that is a weather forecast . have a good one. god forecast. have a good one. god bless.— forecast. have a good one. god bless. mere-s— forecast. have a good one. god bless. there's vault— forecast. have a good one. god bless. there's vault . bless. there's vault. hello mere.— bless. there's vault. hello mere. rm— bless. there's vault. hello there. i'm greg dewhurst and welcome to your latest gb news weather forecast. as we move into sunday, we'll see rain across the north and the west of the uk . sunny and sunny spells the uk. sunny and sunny spells holding on for much of england and wales. we could see that on

the bigger picture. this weather front slowly pushes its way southwards through sunday and then across england and wales into monday, introducing fresher air from the north behind it. so towards the end of saturday, it's generally fine and dry for much of the uk. low cloud continues to slip back south westwards across england and wales. and here's that weather front across northern ireland, northwest scotland giving some outbreaks of rain during the early hours under any clear spells, temperatures will dip into single figures where we keep the cloud and the rain, it will remain in double figures to start on sunday morning. so a wet picture across northern ireland, scotland during the morning. and wales after morning. england and wales after a cloudy start. it should brighten up. we'll see some hazy spells sunshine developing. spells of sunshine developing. we see or 2 showers get we could see 1 or 2 showers get triggered in the afternoon in the that sunshine . the warmth of that sunshine. highs reaching into the low 20s fresher behind this weather front it turns drier for front as it turns drier for northern north west northern ireland. north west scotland and though often quite cloudy with some sunny cloudy here with some sunny spells the evening.

spells through into the evening. time this weather front pushes a little bit further south and eastwards. eventually arriving across england into across southeast england into the early hours behind it, clear spells and scattered showers as we head towards monday morning. some of the showers could be heavy at times. overnight, temperatures generally single figures behind that weather front across the north and the west holding up around 12 degrees in london. but it means a grey start monday morning in the southeast with some outbreaks of rain. this pushes away bright skies following some sunny spells , but the risk of sunny spells, but the risk of showers following on from the north. some of these could be heavy at times. the odd rumble of thunder is possible and temperatures is fresher for all showers tuesday, too. but showers on tuesday, too. but then be drier then it should be drier for wednesday. temperatures rising a little. westminster wednesday. temperatures rising a little . westminster is going little. westminster is going around— little. westminster is going around an ever— t westminster is going around an ever decreasing circles— around an ever decreasing circles followed by the media. frffam— circles followed by the media. frffam ls— circles followed by the media. britain is broken.— circles followed by the media. britain is broken. how on earth did britain is broken. how on earth are we— britain is broken. how on earth are we ger— britain is broken. how on earth did we get into— britain is broken. how on earth did we get into this mess? but more importantly— did we get into this mess? but more importantly , how do we get more importantly, how do we get out more importantly, how do we get ouf of— more importantly, how do we get ouf of iff— more importantly, how do we get our of rap rom— more importantly, how do we get out of it? join me— more importantly, how do we get out of it? join me at 7 pm. monday— out of it? join me at 7 pm.

monday fo— out of it? join me at 7 pm. monday to thursdays on farage mere— monday to thursdays on farage mere om— monday to thursdays on farage here or cf— monday to thursdays on farage here on gb news,— monday to thursdays on farage here on gb news, we will have open— here on gb news, we will have open raffomal— here on gb news, we will have open rational debate . we've got open rational debate. we've got to open rational debate. we've got fo worl— open rational debate. we've got fo work our— open rational debate. we've got to work out how— open rational debate. we've got to work out how britain moves forward— to work out how britain moves forward from — to work out how britain moves forward from this. _ to work out how britain moves forward from this. join us here on

its saturday night and this is the its saturday night and this is me safuraay— its saturday night and this is the saturday five. jq”rt;“ the saturday five. i'm darren grimes, along with albie amankona emily carver , benjamin amankona emily carver, benjamin butterworth and patrick christie's. tonight on the show. i'm going to be talking to you about sadiq khan's controls for climate being pushed by children on why my maimela shouldn't be singing for britain at eurovision. if she hates frffafm— eurovision. if she hates britain, why— eurovision. if she hates britain, why the - t: trt:r“ if she hates britain, why the labour party fo— britain, why the labour party fo pe— britain, why the labour party seems to be the— britain, why the labour party seems to be the party of the work— seems to be the party of the work slay— seems to be the party of the work smy ama— seems to be the party of the work shy and why i think more 79 year— work shy and why i think more 79 year clas— work shy and why i think more 79 year olds should— work shy and why i think more 79 year olds should become new farmers— year olds should become new farmers ama— year olds should become new fathers and why— year olds should become new fathers and why i— year olds should become new fathers and why i think as well maf— fathers and why i think as well fmaf me— fathers and why i think as well that the latest— fathers and why i think as well that the latest net migration figures— that the latest net migration ffgures are— that the latest net migration figures are an— that the latest net migration figures are an absolute afsgrace.— figures are an absolute afsprace. — figures are an absolute disgrace. it's- figures are an absolute disgrace. t 3 my figures are an absolute disgrace. c 8 00 qr: figures are an absolute- disgrace. it's 8:00 and this is the .