Even the best have their limits: Jürgen Klopp’s lessons for life

A famed football manager’s resignation tells us a lot about human nature.

Jonathan Rowlands

Jonathan is a theology lecturer and Liverpool FC fan.

A football manager stands on the touchline and stares hard, dressed in a black coat and hat.

Klopp faces the future.

Liverpool FC.

10.36am, Friday 26 January 2024. A video is posted by Liverpool Football Club. It’s an interview with Jürgen Klopp himself. They only do this if it’s something big. Maybe he’s going to extend his contract at the club? Maybe they’ve found a replacement hamstring for Mo Salah?!

“I will leave the club at the end of the season.” It is an absolute gut punch, and the sentence hits me like a truck. A feeling of shock washes over me. I’m reminded of a video of a young lad in Liverpool in 1974 being told Bill Shankly has resigned. He is in complete denial and just flat-out unable to accept the truth of the matter. Fifty years later, at 10.36am on Friday 26th January 2024, I am that young lad. This can’t be real. He’s not really going. This is one of those AI-deepfake things. Jürgen’s not leaving. Is he? I knew this was coming, but I didn’t think it would be so soon. I’m not ready.

My mind is chaos, and I am a mess of contradictions. My wife is out and the only other person in the house I can talk to is a cat who does not understand the gravity of the situation. All too quickly it becomes painfully clear that this is real. He is leaving. And soon.

The seeming mundanity of Klopp’s decision to leave, and his reason for doing so, speaks to his own philosophical nature.

When I return to reality, more questions emerge. Why is he leaving? Is he okay? Has he been offered a better job? Has he been sacked?! “I’m running out of energy,” he says. Jürgen Klopp, manager of Liverpool Football Club, has the best job in the world, is outstandingly good at it and, at only 56, feels as though he doesn’t have the energy for it anymore. What a thought. Surely there has to be more to his leaving than this? It can’t be that simple.

But no; it really is that simple. It’s something unheard of in modern football. Jürgen hasn’t been sacked for poor results; Liverpool are flying at the moment and, at the time of writing, could still win every competition they’re in. He hasn’t been offered another job somewhere else; he says he won’t manage anywhere else for at least a year. He just hasn’t got the energy to do this anymore. Despite what everyone at Liverpool wants – himself included – he feels it’s the right time to acknowledge that he has simply reached his limit. He can do no more.

Jürgen shares many similarities with the pantheon of great Liverpool managers, of which he is now a part; the likes of Bill Shankly, Bob Paisley, Kenny Daglish, still sung about on the kop to this day. One characteristic, however, strikes me above all others. All of Liverpool’s greatest managers have been deeply philosophical, both about football and about life itself. Klopp is no exception. The seeming mundanity of Klopp’s decision to leave, and his reason for doing so, speaks to his own philosophical nature. It also speaks to something seldom noted about human nature more generally: our finitude.

There is goodness in finitude. Our creaturely limitations remind us that we are not God; our finitude reminds us that we come from infinitude.

By finitude, I mean our inherent limitations are created beings. Put bluntly, one day, we will die. We are finite, not infinite. This finitude is an inalienable part of being human: to be human is to be limited rather than limitless. We encounter our finitude at all moments of our lives. In our need to sleep, rest, eat, drink, and so much more besides. Any moment at which we are not wholly self-sufficient (if we are ever wholly self-sufficient), when we rely on something beyond ourselves, we are faced with our own finitude.

This finitude can certainly lead to difficult moments (like, for example, having to watch one of your footballing heroes suddenly announce he’s leaving your club). But despite this, there is goodness in finitude. Our creaturely limitations remind us that we are not God; our finitude reminds us that we come from infinitude. It reminds us that we need those around us and, in turn, that they need us. These are good things to be reminded of, that we always live in a complex web of dependence on one another, as we navigate our finitude together.

Jürgen’s resignation is such a shock because it speaks directly to this often-unnamed aspect of our nature; this inter-dependence we all rely upon due to the limitations built into our human nature. He has simply recognised his finitude. It comes as such a shock, in part, because it is rare to see someone acknowledge their humanity and their limitations so plainly. Jürgen is running out of energy. Aren’t we all?

It is also striking, as the UK endures the slow run up to what is likely to be an unedifying general election, that when faced with his own finitude, Jürgen has sought not to consolidate his own power and position, but freely to give it up. He could have had the run of the place for as long as he wanted. If he had asked for a life-time contract, few would have wanted to say no. This is part of what makes him such a compelling leader; his willingness to vacate positions of leadership when the time is right. Because it is this very vulnerability that makes him so authentically human.

In the end, then, it is an act of love from Jürgen. Clearly the decision has weighed on him somewhat; he is clear that he doesn’t really want to go, but that he feels it’s the right thing to do. Faced with his own finitude, with the limitations of his own creatureliness as a human being, the most loving thing he can do for the club is to walk away, to admit his human fragility. There is something reminiscent here of the apostle Paul, who claimed he would boast in his weaknesses, because that was how Christ dwelled in him. “Whenever I am weak, then I am strong”. Jürgen, too, a devout Christian himself, has displayed immense strength in his weakness. I do not speak lightly when I say it is a deeply Christ-like decision on his part.

To acknowledge our dependence on others, to acknowledge our inability always to be dependable; these things are acts of love born from recognition of our finitude. To love one another is not to pretend we can fix each other’s problems, nor is it to avoid being a burden on other people. In depending on others and being depended upon, we become more and more like that which God has called us to be: finite, limited creatures in need of those around us. Our limitations are an opportunity to display love, not a hindrance to it.

In all this, Jürgen acknowledges his own finitude in a way that is rare to see and, clearly, difficult even for himself fully to come to terms with. Like Jürgen, we are all running out of energy. This need not be a cause for sadness; it merely points us towards the one from whom that energy comes and reminds us of our dependency on Him, and on those around us. Our finitude is a gift, releasing us from the burden of being all things to all people. I still wish Jürgen was staying, though.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.