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Ethics
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5 min read

PSG’s win signals politics over purpose – other institutions take note

When church and football feign neutrality, politics can ride roughshod
A footballer holds up the European cup, behind him fans are jubillant.
PSG fans celeberate.
PSG.TV.

There’s a new name on the Champions League trophy.  

In the most one-sided final in the competition’s history, Paris Saint-Germain trounced Inter Milan 5-0 to lift Europe’s most prestigious club trophy for the first time in their history. 

But this is not the PSG of recent years. Gone are the Galacticos: no Messi, no Neymar, no Mbappe. Where previously PSG resembled a 13-year-old boy’s attempt to win Football Manager by just buying all the best players, this year’s team looks like … well, a team. 

And what a team. Vitinha is metronomic in midfield. The game is played at his pace. He is the jazz instructor in Whiplash. “Not my tempo,” he says, over and over again, until reality bends to his will. Hakimi and Mendes are boundless balls of energy as the two wing-backs. They always threaten and it is no surprise that Hakimi gets the first goal. 

And then there are the forwards. 19-year-old Désiré Doué somehow looks the consummate professional at such a young age. Ousmane Dembélé has a quiet night by his standards, but the Barcelona reject looks born to play for this team. Khvicha Kvaratskhelia is the kind of footballer you imagine yourself as when playing on school playgrounds. So unorthodox, but simply irresistible. The ultimate jumpers-for-goalposts footballer. He may well be the closest thing football has to a personification of what the sport is all about. He is joy and flare masquerading as a 24-year-old Georgian lad. 

At the helm of it all is Luis Enrique. Enrique’s teams are aggressive, fluid, and intelligent. “They pass forward with spite” Steven Gerrard says during the TV coverage of the match. What a line.  

In 2019, Enrique lost his youngest daughter Xana to bone cancer, aged just nine. To hear him talk about his loss is heartbreaking. At full-time the PSG fans unveil a picture of Xana with her dad in a genuinely tender moment of compassion and humanity. 

All this is to say that, wherever you look, this incarnation of PSG is a deeply, deeply likeable one.  

But then, that’s the point, isn’t it? 

PSG were taken over by Qatar Sports Investments in 2011. Qatar’s near 15-year involvement with the club has led to eye-watering sums of money being spent with the stated aim of winning the Champions League. In 2017, they sign Neymar from Barcelona, meeting the €222 million release clause in his contract. A fee so deliberately high no-one would ever meet it. A fee still unsurpassed eight years on.  

While the age of the superstars may be over at PSG, they still have European football’s highest wage budget by some distance (an impressive feat when you remember that Real Madrid exist). Their Georgian talisman Kvaratskhelia only moved to the club in January for a reported €70m. Hardly loose change. 

Paris Saint-Germain is a Qatari ‘sportswashing’ project. An attempt to make a political regime palatable to European sensibilities by assembling a football team that is deeply, deeply likeable.  

And it certainly seems to be working. Rio Ferdinand, on co-commentary for the final, declared that a PSG victory would be ‘good for football’. So did Jason Burt, chief football correspondent for The Telegraph in an article that unironically has a subtitle starting “They may be funded by a nation state but …”. 

This is why I find it so disingenuous when people demand we ‘keep politics out of football’. (And anyway, what people often mean here is that they’d like to keep left-wing politics out of football, like the ‘take a knee’ or ‘rainbow laces’ campaigns). Politics is already in football and has been for quite some time now. If you haven’t spotted it, you simply haven’t been paying attention. 

I like Luis Enrique. I adore Vitinha. Kvaratskhelia makes me misty-eyed about the very nature of football. But PSG winning the Champions League is bad for football, because it’s a political victory before it’s a sporting one

PSG’s triumph is a timely reminder to the Church that it must remember the political nature of the call placed upon its very existence.

As is so often the case, football and religion find parallels in one another. For the Church, too, all too frequently finds itself as a political football. Debate continues about the place of Church of England Bishops in the House of Lords with only 33 per cent of Britons keen for religious leaders to express political opinions.  

But while this would certainly make the Church’s life easier, it’s simply not an option available to it. 

‘Gospel’ is not a Christian term. Not originally. It was a term used to describe an announcement or decree made about the Roman Emperor, a practice the Romans adopted from the Greeks before them. It is, in other words, an intractably political term. It is the ‘party-political broadcast’ of the ancient world.  

In hijacking the term ‘Gospel’ as a description for Jesus’ life and teaching, the early Church announces itself as an irrevocably political entity from its very beginnings. A body of people called to proclaim a political message. Or, at least, a message with significant political implications. Christ is king; Caesar is not.  

This does not mean that the Church is inherently left- or right-leaning. The Church is far older than this simplistic understanding of politics and will surely outlive it, too. But it does mean that the Church has a stake in the politics of the day; that it cannot be politically disinterested without simultaneously compromising something of its most fundamental identity.  

PSG’s Champions League win is not the first by a nation-backed club. Manchester City – principally owned by Vice President of the United Arab Emirates Sheikh Mansour bin Zayed Al Nahyan – won the Champions League in 2023 (also beating Inter Milan in the final; bless them). Depending on what we make of Roman Abramovich’s connections to the Russian state, it’s also worth noting Chelsea’s wins in 2012 and 2021, too. 

But PSG’s win – and the emphatic nature of it over one of the ‘old guards’ of club football – feels like a watershed moment for the sport. It is the culmination of the past 20-or-so years of both football’s internal politics, and the external politics acting upon it. It is a worrying statement of intent of its direction of travel, too.  

When Christianity and football feign political neutrality, they simply invite the dominant politics of the day to ride roughshod over them. Insidious politics will always fill any vacuum available to it. PSG’s triumph is a timely reminder to the Church that it must remember the political nature of the call placed upon its very existence. Otherwise it will find itself a mouthpiece for a kingdom to which it does not belong.  

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Article
Comment
Education
Leading
5 min read

Why I teach over my students’ heads

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