Third Place: Total Educational Effort (Pt. III of V)

This Student Dormitory in the US may seem pretty on the outside…
But on the inside, however, there are only two entrances for over 4,500 students that have to live in these tiny rooms, and there are no windows inside the living quarters.

Nothing is more fascinating than a restoration of certain time-honored traditions through the State. Neoliberalism neither reveres the rite of passage into adulthood nor the sanctity of marriage and family. Such sacred traditions and countless others are still being discarded and treated with contempt by that ideology. Under the Work-Standard, however, there will be a return to State-sponsored functions concerning an Individual’s rite of passage into adulthood and their later rite of passage into marriage, the significance of the State being intimately related with the Socialist conceptions of Citizenship and Property Rights.

It has been established in the SMP Compendium, in “Commanding Heights of Powerball Gambits (Pt. I of V),” and across various Third Place-related Blog posts that the concept of the SSE (Socialist Student Economy) fulfills multiple functions. A lot of information about the SSE remains scattered throughout those aforementioned works of art. Below is a summarization of everything that has been discussed about the SSE as of late on The Fourth Estate:

Prior to beginning secondary education, the student body will receive their Interpersonal Compacts. The Interpersonal Compact of each student is intended to be answered by them as an Individual as part of their own reevaluation of their personal life as a young adult. Since their secondary education coincides with a crucial period in their self-development–puberty and the emergence of their ego, the student body will also receive a second Interpersonal Compact to complete prior to their graduation from the secondary schools.

The first week of secondary education for the student body shall be a celebratory moment for them, their families and religious congregations, the Totality and the State. Rather than subjecting them to Meaningless Work inside the classroom, there is going to be a commencement ceremony at their secondary schools where the State confers to students the following as part of their rite of passage.

  • Citizenship
  • Regulation Uniform
  • Social Rank
  • Political Participation in SSE and Student Government
  • Economic Participation in Tournament and Extracurricular Guild Occupations (EGO)
  • Social Participation in receiving Medals, Awards, Promotions and Prizes from the State     

The entire cost of the student body’s education and healthcare are fully covered by the State. Whereas the educators contribute Arbeit to the Life-Energy Reserve as personnel of the Ministry of Education, the student body are contributing their Arbeit to the Life-Energy Reserve through the SSE itself under their Student Government. This is made possible by the specific manner in which the Work-Standard has altered the pedagogy of secondary and tertiary educational curricula.

All high school freshmen will be expected to have already chosen their EGO before the beginning of their second week. While this can be done months ahead of time, when the students were completing their first Interpersonal Compact, certain accommodations may be made for freshmen interested in switching EGOs before their second week. The EGO chosen by the student will always be reflected on the appearance of their Regulation Uniform and Social Rank.

A student’s Social Rank in particular determines their eligibility to qualify for privileges. Upon reaching or exceeding a given Social Rank, the student will be able to pursue certain activities like borrowing Interest-free Work-Tenures from the NSBs (National-Socialized Banks), purchasing NSFIs (National Socialized Financial Instruments) from the Kontore, adopting a secondary EGO as to serve as an Alter-EGO, running for office in the Student Government and so forth. Even if the student is from a wealthy or nobility background, they will always be outranked by that higher-Ranking classmate who just so happened to be from the working class. The Class Struggle must end under Socialism (and that goes double-time for the Socialist world order)!

The secondary educational curriculum is a combination of hands-on and classroom learning; tertiary educational curriculum is a far more advanced variant, complete with theoretical and philosophical training. Students are expected to have chosen classes specifically related to their EGO. Whatever was learned in the classroom is going to be reapplied by them afterschool, giving each student their opportunity to demonstrate to the Student Government of their SSE what they had already learned about their EGO in the classroom. This liberates the student body and their SSE from the Totalitarian “Standardized Testing” of OECD-Type Student Economies. The Socialist Student Economy is Mary Perkins Ryan’s Teaching Community of the Total Educational Effort, allowing the State of Total Mobilization to ensure each student becomes a teacher for their fellow classmates as Comrades: “Having been taught, now teach your Comrades!”

Report Cards are issued at the end of each Semester. Each student is graded by their SSE’s Student Government on a Performance Grade Scale. Yes, the same Performance Grade Scale employed by the State’s Central Planners as part of Mission-Type Economic Planning (MTEP). Literally, the Student Government and the rest of the Socialist nation are counting on the whole student body to do their best as mature, upstanding, law-abiding young adults. Students who received high Performance Grades on their Report Cards are ipso facto the same students who had been contributing High-Quality Arbeit to the Life-Energy Reserve for that Semester. Those who do poorly have contributed Low-Quality Arbeit to the Life-Energy Reserve for that same Semester.

This allows the State to cover the cost of the student body’s education and healthcare and provide the student body with the means of production to build their futures as Comrades. Whatever is learned in the classroom must be reapplied afterschool in the SSE’s Student Government, the Tournament, and the EGOs. Be aware that any student caught forging their Performance Grades will be tried, convicted and sent to Juvenile Detention as an adult like the rest of the juvenile delinquents! Like the State, the SSE has a zero-tolerance policy on the forgery of economic plans!

There will be a mandatory three-year conscription in the State of Total Mobilization. The student body is allowed to choose between work-conscription and military conscription in peacetime. University students are not exempted from the draft and still have to serve their three years vis-à-vis the SSE itself, where they will be involved in civil defense and paramilitary sporting electives.

What has yet to be discussed is the least obvious and probably the most troublesome for those youths whom Neoliberalism designated as “Millennials” and “Generation Z.” It is a shame that these two generations in the Western world are denied these aforementioned freedoms and opportunities by the Godforsaken Totalitarianism of these OECD-Type Student Economies. Since so much of their education is just ideological indoctrination to become subservient slaves under Neoliberalism, the topic of student housing is also related to the topic of housing in general. All “Rents” and “Mortgages” will be abolished by the Work-Standard.

The State’s Central Government has every Constitutional Intent and Constitutional Obligation to ensure that the Totality (the student body included) will be able to afford good-quality housing. The task of room and board for Student housing, on the other hand, falls under the Command Responsibility of the SSE’s Student Government. Anyone interested in moving out of their parents’ house is free to do so as part of their education. Just as the size and composition of the armed forces compels the State to think creatively, the size and composition of the student body also compels the Student Government to think creatively. Even though there are countless different types of housing around the world, we can narrow them down to a qualified set of characteristics.

To begin, consider these seven examples of housing, regardless of who is supposed to be living there. The Liberal Capitalists have a specific methodology that never ceases to baffle me on the topic of housing:

  1. Commune
  2. Barracks
  3. Dormitory
  4. Apartment
  5. Townhouse
  6. Cottage
  7. Mansion

Imagine that I told them that, somewhere on Earth, there’s an SSE engaging in construction projects. Before resorting to Speculation, the Liberal Capitalists will probably think in these terms:

  • “Student Government could house a Brigade with the Commune, Barracks, or Dormitory.”
  • “Student Government could house a Battalion with the Apartment.”
  • “Student Government could house a Company with a Row of Townhouses.”
  • “Student Government could house a Platoon with the Cottage.”
  • “Student Government could house a Squad with the Mansion.”

If the Liberal Capitalists are able speculate on the decision-making process of the Central Government for Kapital, they should also be able to reapply the same sort of Speculation to the Student Government as well. Here, the question of “How many students are there in existence?” follows the same logic as to that of “How much Gold is there in existence?” because the students under Neoliberalism are meant to be Commoditized as Debt-Slaves. Liberal Capitalists are more inclined to focus on how many people can be crammed into a single building under the framework of housing regulations dictated by their own Parliament. Like everything else in Neoliberalism, Liberal Capitalists are fixated on “the greatest Quantity of Kapital for the least Quantity of Schuld” as part of their decision-making process; student housing is no different.  

Similarly, we can expect the issue of student housing to be resolved while still relying on the greatest Quality of Arbeit for the least Quality of Geld. For unlike the OECD-Type Student Economy, the Student Government has plenty of opportunities to command the mutual trust of the student body, receiving from them their heightened senses of organization, discipline, resolve, and esprit de corps. The student bodies of all Socialist regimes are naturally inclined toward this sort of behavior. It helps immensely for the Student Government and the Work-Standard because the student body will have an easier time helping each other find housing together and minimize the Eternal Recurrence of the Class Struggle. Only at the SSE are we able to envisage this Unity of Opposites between the student body’s social life and the student body’s school life.

There are fourteen groups of people that the average student will always encounter in the SSE. We can determine the student’s social relationships with them from closest to farthest:  

  1. Siblings and Cousins
  2. Partners and Comrades
  3. Classmates and Colleagues
  4. Teachers and Functionaries
  5. Upperclassmen and Underclassmen
  6. Student Government and Student Body
  7. State and Totality

Of the fourteen groups that the student is most likely to live under the same roof with, it should be their Siblings, Cousins, Partners and Comrades. When the student is very close to those four social groups, they can be expected to live in a Commune. Conversely, when the student is very far from those same four social groups, they can be expected to live in a Mansion. Some students would prefer the Commune over the Mansion and likewise for those who prefer the Mansion over the Commune. Most students are somewhere in between those two extremes. Only with this specific criterion in mind will the Student Government realize that the best student housing strikes a proper balance between the Commune and the Mansion. Like any other facet of life in the Socialist nation, great care should be considered when designing student housing to accommodate the demarcation between the official affairs and personal affairs of the student body.

A proper designation for this phenomenon is a Solidarity Preference in reference to the phrase established back in “Total Educational Effort (Pt. I of V)”:

Diversity in Conscience and Community, Unity in Discipline and Action.

-The Third Wave’s Unity of Opposites

Categories: Third Place

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