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. 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. 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. 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. 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. 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. 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. 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. 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. The aff breaks free from the will of the sovereign and neoliberalism's joyous attitudes – coming to terms with students' impotentiality is a pre-requisite to any alternative understandings of structures present in the logic of learning.