I just added the links to the completed Entries for Sections Two and Three of The Third Place. Now that I have reached Sections Four and Five, it is now time for me to state which of the Entries will be slated for revisions. For Section Four, I will be keeping the two-part post on Citizenship (which ties in with the SSE and the Social Ranking System) and another two-part post about something called the “Interpersonal Compact.” That should make four Entries.
My next priority for Section Four is to salvage any and all information related to the SSE and separate them from any and all discussions of the Third Place, which will be reserved for Section Five. There was a five-part post which I believe should contain something of value. Then there was another post where I discussed about the “Cassandra Coefficient” and its role within MTEP (Mission-Type Economic Planning). That makes ten.
Finally, Section Four will have two Entries which will not be derived from existing materials. The Intent is to recontextualize the two empirical case studies established earlier and recontextualize them within the context of the Total Educational Effort. I adamantly maintained that my discussions of the Kitchen Debate and the story of Samantha Smith would be about the implications of young people interacting with Technology and its effects on the national educational system. Since I am still on this topic, my next goal is to connect those two case studies to the historical context of the 1960s Counterculture.
Why the 1960s Counterculture? The youth movements associated with it partly arose as a reaction to the technological advancements of the 1940s and 1950s. In America, they emerged from young people who grew up in American Suburbia, traveled in automobiles, and were especially hostile toward the dynamic paradigm shared by Production for Profit and Production for Utility (three topics from Section Three). A communal spirit invigorated a sort of Informal Economy among a couple groups, even though mass advertising firms succeeded in subverting the related movements (two topics from Section Two). Some were even receptive to a number of ideas like Council Democracy and Cooperatives (two topics from Section One).
What I would like to do over the course of the next few weeks is to consolidate all of the ideas and topics covered in the Introduction as well as Sections One through Three and argue why they were related to the 1960s Counterculture. From there, I will then proceed to discuss how backlash against the Counterculture yielded the modern formation of the OECD-Type Student Economy by the 1970s. Overall, I am expecting this one to be a one long Entry.
Finally, to conclude all of these ideas, I will be making a final discussion about the SSE and how it relates to the Third Place. In total, I am looking at twelve Entries for Section Four. Everything else from Section Five can then be made from the remaining posts on the topic of the Third Place.