--- part18.xhtml	2013-04-03 16:04:29.000000000 +0200
+++ ../../Simulacra And Simulation ORIGINAL/text/part18.xhtml	2013-03-22 12:08:07.000000000 +0100
@@ -21,7 +21,7 @@
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 <p>The students' distress at having diplomas conferred on them for no work complements and is equal to that of the teachers. It is more secret and more insidious than the traditional anguish of failure or of receiving worthless diplomas. No-risk insurance on the diploma - which empties the vicissitudes of knowledge and selection of content - is hard to bear. Also it must be complicated by either a benefit - alibi, a simulacrum of work exchanged against a simulacrum of a diploma, or by a form of aggression (the teacher called on to give the course, or treated as the automatic distributor) or by rancor, so that at least something will still take place that resembles a "real" relation. But nothing works. Even the domestic squabbles between teachers and students, which today make up a great part of their exchanges, are nothing but the recollection of, and a kind of nostalgia for a violence or a complicity that heretofore made them enemies or united them around a stake of knowledge or a political stake.</p>
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-<p>The "hard law of value," the "law set in stone" - when it abandons us, what sadness, what panic! This is why there are still good days left to fascist and authoritarian methods, because they revive something of the violence necessary to life - whether suffered or inflicted. The violence of ritual, the violence of work, the violence of knowledge, the violence of blood, the violence of power and of the political is good! It is clear, luminous, the relations of force, contradictions, exploitation, repression! This is lacking today, and the need for it makes itself felt. The teacher's reinvestment of his power through "free speech," the self-management of the group and other modern nonsense - it is still all a game, for example, in the university (but the entire political sphere is articulated in the same way). No one is fooled. Simply in order to escape profound disillusionment, to escape the catastrophe brought on by the loss of roles, statutes, responsibilities, and the incredible demagoguery that is deployed through them, it is necessary to recreate the professor either as a mannequin of power and knowledge, or to invest him with a modicum of legitimacy derived from the ultra-Left - if not the situation is intolerable for everyone. It is based on this compromise - artificial figuration of the teacher, equivocal complicity on the part of the student - it is based on this phantom scenario of pedagogy that things continue and this time can last indefinitely. Because there is an end to value and to work, there is none to the simulacrum of value and of work. The universe of simulation is transreal and transfinite: no test of reality will come to put an end to it - except the total collapse and slippage of the terrain, which remains our most foolish hope.</p>
+<p>The "hard law of value," the "law set in stone" - when it abandons us, what sadness, what panic! This is why there are still good days left to fascist and authoritarian methods, because they revive something of the violence necessary to life - whether suffered or inflicted. The violence of ritual, the violence of work, the violence of knowledge, the violence of blood, the violence of power and of the political is good! It is clear, luminous, the relations of force, contradictions, exploitation, repression! This is lacking today, and the need for it makes itself felt. The teacher's reinvestment of his power through "free speech," the self-management of the group and other modern nonsense - it is still all a game, for example, in the university (but the entire political sphere is articulated in the same way). No one is fooled. Simply in order to escape profound disillusionment, to escape the catastrophe brought on by the loss of roles, statutes, responsibilities, and the incredible demagoguery that is deployed through them, it is necessary to recreate the professor either as a mannequin of power and knowledge, or to invest him with a modicum of legitimacy derived from the ultra-Left - if not the situation is intolerable for everyone. It is based on this compromise - artificial figuration of the teacher, equivocal complicity on the part of the student - it is based on this phantom scenario of pedagogy that things continue and this time can last indefinitely. Because there is an end to value and to work, there is none to the simulacrum of value and of work. The universe of simulation is transreal and transfmite: no test of reality will come to put an end to it - except the total collapse and slippage of the terrain, which remains our most foolish hope.</p>
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 <p>* Note *</p>
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