Rhombus of K Db8 GR

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Contents

Starter Pack 3 1AC

Advantage

Welcome to the learning society – students across the United States are subjected to ceaseless testing, training, learning in order to activate their potential. The organizing principle of this society is to optimize the productivity of each student, to make sure that they live up to their potential, so that they can be valuable and contributing members of a risk-filled economic system.

    • Lewis 11** – (Tyson E. Lewis, PhD. in educational philosophy from UCLA, Associate Professor of Educational Foundations at Montclair State University, "Rethinking the Learning Society: Giorgio Agamben on Studying, Stupidity, and Impotence," Studies in Philosophy and Education November 2011, Volume 30, Issue 6, pp 585–599)//a-berg

Recently there have been several important critiques of learning discourse as well as the AND conclusions concerning learning and its alternatives which these authors have not adequately addressed.


The invisible consequence of this learning society is abandonment – the demand to activate the potential of students produces the sacrifice of impotentiality, the sacrifice of those who fail or are otherwise not capable of living up to those demands. This lack of potential is projected outwards onto the vulnerable other, enabling a sovereign decision between what life is valuable and what life is not.

Tyson Edward **Lewis 13** – (It's a Profane Life: Giorgio Agamben on the freedom of im-potentiality in education, 26 Mar 2013, Educational Philosophy and Theory, Volume 46, 2014, Issue 4 pg. 334-347)//a-berg For Agamben, the human community constitutes itself through the production of certain metaphysical distinctions AND and fallible freedom of study which is beyond measure and beyond predefined ends.


In the school system, the sacrifice of those deemed not worthy takes the form of zero tolerance policy, police raids, and low intensity warfare. Schools become states of exception, in which students are exposed to the force of sovereign power in a state of educational bare life.

    • Lewis 2006** – (Tyson E., "The school as an exceptional space: Rethinking education from the perspective of the biopedagogical" Educational Theory; Urbana 56(2), 159–176.)//a-berg

Education in the inner city is intimately linked with biopower in that its primary function AND an increasingly contested terrain where the stakes against educational death are clearly articulated.


These states of exception hold educational life in suspension, at the whim of the sovereign's decision between valuable life and life that can be sacrificed.

    • Lewis 2006** – (Tyson E., "The school as an exceptional space: Rethinking education from the perspective of the biopedagogical" Educational Theory; Urbana 56(2), 159–176.)//a-berg

Drawing on Greek philosophy, Agamben articulates the question of politics in Western culture as AND result the biopedagogical reveals its internal complicity with an underlying state of exception.


This biopolitical determination of which life is valuable and which life is not turns politics murderous – the entirety of the world is reduced to bare life in an attempt to rid the public sphere of all risk. The only option becomes the extermination of all life.

These historic transformations have not only brought more violence to the core of the political AND actions of acknowledging and welcoming, of extending hospitality and solidarity towards others.


Method

In opposition to this learning society which demands that we become good and productive students, we affirm a study of the resolution. Through our study, we render the sovereign logics embedded in the resolution inoperative by refusing to obey the logic of learning. Instead of activating our potential and becoming productive, well-educated students, we prefer the role of the studier, withdrawing from the normative pressures of the education system. This operates to interrupt the ultimate demand of the learning society – either be productive or be abandoned.

    • Lewis 15** (Tyson E., associate professor of art education at the University of North Texas, THE POTENTIALITY OF STUDY: GIORGIO AGAMBEN ON THE POLITICS OF EDUCATIONAL EXCEPTIONALITY, Symploke; Lincoln 22.1/2 (2015): 275-292,441)//a-berg

While Agamben draws our attention to the centrality of im-potentiality within politics, AND In this sense, Agamben's coming community is actually a community of study.


Studying allows us to defer and delay the pressure placed on us to realize our potentials, to become all that we are supposed to be. By changing the everyday practices and roles that define learning, we can change the sovereign logics that reside at its core.

    • Lewis 14** – Tyson E., "The Fundamental Ontology of Study, Educational Theory Volume 64 Iss. 2, 9 April 2014, pg 163-178

It will be helpful to begin with a brief overview of how Agamben defines studying AND that embodies this potentiality as a kind of study journal or study log.


Study is an inactivity of resistance – deferring the call to action and embracing our impotential allows us to reject the internalization of state expectations and reverse the violence of the learning society.

Snoek 12 (Anke, PhD in Philosophy Department @ Macquarie U., Agamben's Joyful Kafka, pg 82-85)

      • Language Modified

Given the preceding sketch Agamben gives of power and possibilities (the law's being in AND are other strategies, aside from active resistance, to reverse political situations.


Structures of biopolitical control are empty of positive content, capable of only inflicting death or doing nothing —- our strategy is to desert biopolitical apparatuses such as the education system, rather than reform it.

Prozorov 10 (Sergei – Professor of Political and Economic Studies at the University of Helsinki, "Why Giorgio Agamben is an optimist," in Philosophy Social Criticism, Volume 36, Number 9, p. 1059-1060, November 2010, http://psc.sagepub.com/content/36/9/1053.abstract) In a later work, Agamben generalizes this logic and transforms it into a basic AND achieved by the practice of subtraction that we address in the following section.


1NC VS SP3

1

Interpretation: the affirmative should defend the desirability of a topical plan that affirms the United States federal government should substantially increase its funding and/or regulation of elementary and/or secondary education in the United States.

A. "United States Federal Government should" means the debate is solely about the outcome of a policy established by governmental means

    • Ericson, 3** (Jon M., Dean Emeritus of the College of Liberal Arts – California Polytechnic U., et al., The Debater's Guide, Third Edition, p. 4)

The Proposition of Policy: Urging Future Action In policy propositions, each topic contains AND compelling reasons for an audience to perform the future action that you propose.


B. The word "Resolved" before the colon reflects a legislative forum

The colon introduces the following: a. A list, but only after " AND resolved:" Resolved: (colon) That this council petition the mayor.


Violation: The affirmative advocates a deconstruction of the narrative of US-China engagement, not increased engagement by the United States federal government

Vote Negative -

    • ====1 . Deliberative dialogue - the resolution provides fair, limited balance of ground to both the aff and the neg – discarding the opportunity of focus provided by the resolution turns debate into a monologue which guts all benefits of the activity. ====**
    • Hanghoj 08** – PhD, assistant professor, School of Education, University of Aarhus, also affiliated with the Danish Research Centre on Education and Advanced Media Materials, located at the Institute of Literature, Media and Cultural Studies at the University of Southern Denmark ~~[Thorkild, PLAYFUL KNOWLEDGE An Explorative Study of Educational Gaming, PhD Dissertation Institute of Literature, Media and Cultural Studies University of Southern Denmark 2008, http://static.sdu.dk/mediafiles/Files/Information_til/Studerende_ved_SDU/Din_uddannelse/phd_hum/afhandlinger/2009/ThorkilHanghoej.pdf~~]

3.3.1. Balancing teaching and gaming Debate games are often AND dialogue as an end in itself" (Wegerif, 2006: 61).


2. These impacts outweigh and turn aff case solvency - effective deliberative training coupled with institutional knowledge is key to effective challenges to oppression—the content of debates is irrelevant, it's about repeatedly practicing the form of switch-side skepticism

My analysis of the Solutions controversy has revealed one such opportunity: the potential for AND create political space within which alternative conceptions of politics can be developed.30


2

Its try or die—Capitalism's narcissistic drive makes democratization of the market impossible—humanity is at a crossroads—the timeframe is now

Richard A. **Smith 7**, Research Associate at the Institute for Policy Research & Development, UK; PhD in History from UCLA, June 2007, "The Eco-suicidal Economics of Adam Smith," Capitalism Nature Socialism, Vol. 18, No. 2, p. 22-43 So there you have it: insatiable growth and consumption is destroying the planet and AND a practical working socialist democracy, or we face ecological and social collapse.


Their rejection of education as a space of productivity is actively hostile to an anti-capitalist orientation – ethics demand that we utilize spaces such as debate to generate an anti-capitalist pedagogy that can play a fundamental role in shaping the material relations of power. Instead of resigning ourselves to an experience of impotentiality, the negative can create counter-hegemonic enclaves to challenge neoliberal knowledge production – this provides a new vocabulary to discuss social and political problems, develop the requisite skills to deploy them and reverse the neoliberal orthodoxy. As an educator, this is your responsibility

In opposition to these positions, I want to reclaim a tradition in radical educational AND through new forms of pedagogical praxis, global protests, and collective resistance.


The AFF's state-centered approach to politics is derived from a concept of sovereignty that no longer exists—power is centered entirely in capital, of which the state is merely another product

Lazzarato 13-sociologist and philosopher, Researcher @ Matisse / CNRS (Paris I University), member of the International College of Philosophy in Paris ~~[Maurizio, "Governmentality in the current crisis," March, 2013, translation by Arianna Bove, lecture delivered in Berlin in 2013, http://www.generation-online.org/p/fp_lazzarato7.htm, DKP~~]

Governmentality (of which liberals are nothing but one of the subjective modalities AND by capital, and governmentality works towards making them combine and cohere.


Their pessimistic and trans-historical understanding of biopolitics fractures and disempowers resistance to capitalism.

But Agamben's adoption of "biopolitics" involves a significant break with Foucault in another AND an unexplored avenue—one closed off by the problems of his historiography.


Capitalism must be the starting point—race is only an indicator of exploitation, used to fragment the working class. Race-based criticisms are rooted in the philosophical traditions of the bourgeois elite

This essay advances a materialist theory of race. In my view, race oppression AND , like gender and sexuality, race participates in naturalizing asymmetrical social relations.


Capitalism causes incalculable deaths—nothing can outweigh—this is war

Herod 7-Social Activist since 1968, owns an awesome website, Attended Columbia University and spent a year abroad at the University of Beirut (Lebanon) (James, 2007, "Getting Free" Pg. 22-23) We must never forget that we are at war, however, and that we AND Hun look like boy scouts. This is a terrible enemy we face.


Voting negative refuses the affirmative in favor of Historical Materialist Pedagogy. International inequality is sutured by the unequal circulation of capital. Without revolutionary theory, there can be no revolutionary moment. Only starting from the structural antagonisms produced by wage labor can lead to transformative politics.

    • Ebert '9** ~~[Teresa, Associate Professor of English, State University of New York at Albany, THE TASK OF CULTURAL CRITIQUE, pp. 92-95~~]

Unlike these rewritings, which reaffirm in a somewhat new language the system of wage AND Instead, the pedagogy of critique is a worldly teaching of the worldly.


ON

The aff may be a pre-requisite but it is not a complete politics – their method of study cannot defend or sustain itself which guarantees backlash and re-appropriation.

    • Ford 17** – (Derek R., Prof of Education at DePauw University, PhD Syracuse, "Studying like a communist: Affect, the Party, and the educational limits to capitalism," Incorporating ACCESS, Volume 49, 2017 - Issue 5, Pages 452-461)//a-berg

Studying is, like the crowd event, a beautiful moment of encounter, the AND K takes out solvency for the impact K out-weigh the impacts

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