Column

Comment

Football

Sport

16 August 2024

6 min read

Is the Premier League too much of a good thing?

A weary look ahead to the new season.

Jonathan Rowlands

Jonathan is a theology lecturer and Liverpool FC fan.

Four footballers stand arms crossed looking expectant and confident.

Premier League.

Well, it’s the time of year again when my emotional well-being is governed by the weekly performance of Liverpool Football Club. Yes: the Premier League is back!

The start of a new season is usually abuzz with the excitement of possibilities. So many questions, so many possible outcomes. What will life look like after Jürgen Klopp? Will we win the league? Will we ever sign a defensive midfielder? This should be an exciting time for any football fan; a time of hope, of daring to believe this really is your year.

So, why does the start of the season fill me with such dread this year?

Normally as the season starts, I know when all the games are; who Liverpool are playing, where, and when. I’ve watched Liverpool’s pre-season friendlies to see if we’ve changed formation or made tactical tweaks. I’m up to date with all the players bought and sold by clubs across the league.

Not this year. This year the season has caught me completely off guard and I’m finding the prospect of yet another year of football hard to process. I was invited to join a work fantasy football league this week and, honestly, the thought of it made me want to cry.

When did the sport I love so much begin to feel like such an obligation? Why does being a football fan feel like such hard work?

I think I’m just tired of football. No, not tired. Fatigued. Exhausted.

Or, more accurately, football itself – the sport – is fatigued. As though it’s been drained of all enjoyment.

As television, rather than sport, football inevitably lives in the aftermath of the ‘HBO effect.’

There are all sorts of reasons for this. To start with one of the more obvious ones, Video Assistant Referees (VAR) have turned football into a glorified science project. It’s now a common occurrence for matches to be stopped for extended periods while three men in a portacabin miles away from the game pull out their CGI rulers. All to determine if an attacker has a toenail offside, so they can gleefully disallow a goal and congratulate themselves on a job well done. The line between ‘being right’ and ‘doing right’ is blurred more than ever as commentators bemoan the increasing gulf between ‘the laws of the game’ and ‘the spirit of the game.’

The standard and nature of refereeing in English football certainly isn’t helping my enjoyment of it. But it’s only part of a wider problem.

But there’s a truth about football that many football broadcasters and organizations don’t want to face.

Football is now primarily a televised commodity - content. Most football fans across the globe engage with the sport primarily through a screen, rather than at a stadium. As television, rather than sport, football inevitably lives in the aftermath of the ‘HBO effect.’

Prestige HBO shows like The Sopranos, The West Wing, The Wire, Game of Thrones (and countless others besides) have shaped the landscape of TV and, by extension, the culture around us. No longer confined solely to HBO, there seems to be, at any given moment, at least one TV programme you simply have to be watching if you’re going to keep up with the cultural conversation. If you’re not watching, you’re left behind.

This is the context in which football finds itself in 2024. No longer sport, but drama. And drama that begs to be discussed. A series of prompts for those sought-after ‘water-cooler moments’ that dominate conversation throughout the week. “That was never a red card!” “We were robbed!” Competitive sport boiled down and reduced to a series of controversies and talking points.

Because football is more television content than sport now, these controversies are not just discussed in the immediate context of the match in question. No, all week between games, key moments and decisions are slowed down, dissected, viewed from multiple angles, pulled apart.

I watch matches, and then watch people talk about the matches I’ve watched, until there’s another match to watch. There is simply too much football, and too much talking about football. All in service of football as television.

On top of this, the matches themselves are only becoming more frequent. This year, the Champions League will have an extra two games in the group stage.

And then there’s international football. This summer alone, there has been the Euros and the Olympics and, during breaks in the Premier League, players represent their nations in friendlies, World Cup qualifiers, and Nations’ League games (the competition literally no-one asked for).

This is to say nothing of proposals for a 39th Premier League game played abroad and an expanded Club World Cup from 2025 (again, neither of which fans seem to be clamouring for).

And all these matches are taking place within this context of football as television content. There’s not just more football, but there’s more football to talk about, more contentious refereeing decisions, more player mistakes and tactical battles to unpick.

But there’s a truth about football that many football broadcasters and organizations don’t want to face. Loads of it is really boring.

There’s no guarantee anything of actual interest will happen in any given football match. Goals in football are relatively scarce compared to other sports. Liverpool beat Manchester United 7-0 a few years ago and it was heralded as borderline divine intervention. If a rugby match finished 7-0, fans would be asking for a refund.

Authentic mundanity will always be more compelling than manufactured drama.

That’s one of the beautiful things about the beautiful game; it’s authentic. There are no pre-written storylines, and no perfect endings or twists set in stone. It’s real life. Like real life, it can often be mundane.

That should be no surprise, really. At the end of the day, football is a game we humans created to pass time and have fun. Like all sport, football is human flourishing in practice. By this I mean that, through playing sports, we get a glimpse into what it is we’ve been put here to do: to enjoy our existence. It is an expression of communal joy found in delighting in the physicality of our nature as created beings. When we take it too seriously or make too much of it, we obscure that fundamental truth to which it points, even at its most mundane. That we are creatures created to flourish and find joy in our creatureliness.

Authentic mundanity will always be more compelling than manufactured drama. In its endless pursuit to inject drama into the sport so it can compete as television, football has lost the mundanity and authenticity that makes it so compelling.

All of this has been somewhat lost in contemporary football and goes some way to explaining why the thought of yet another season of endless debates, drama, and analysis of the sport I love makes me feel rather exhausted. I just want to watch some people kick a ball.

So, what are my hopes for this Premier League season? It might sound counterintuitive, but if there was less football and less football drama in my life, that would do for me. Failing that, I’ll take a Liverpool treble.

Article

Comment

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.