What’s Simone Biles doing today?

How to live with winning and losing.

Julia Kendal

Juila is a writer and social justice advocate.

Simone's gold medal moment.

@simonebiles

I wonder about what Simone Biles is doing today. She is one of the many athletes whose Paris 2024 was about more than gold; it was about redemption. Now the Games are over, what happens to their restoration story?

The narrative about redemption seemed to dominate the headlines and linger in post-event interviews. Some Olympians came to the Games seeking it. Gymnast Rhys McClenaghan was tipped for gold in Tokyo 2020 but stumbled on the pommel horse, finishing in seventh place. In France, he climbed to the top of the podium.

Others completed a fall and rise within the two weeks themselves. Sprinter Jeremiah Azu had a faltering beginning to the Games, disqualified for a false start in the individual 100m heat. Just six days later he was clutching a bronze medal for the relay.

Then there are those like taekwondo athlete, Jade Jones, who also laboured for years and gave their all – but didn’t get the payoff that they sought. What does the story mean when it is unfulfilled? And when the Games are over, how do people live with winning and losing?

Into our messy, maybe frightening, sometimes ordinary, lives, we love a redemption story to brighten and neaten things up.

After years of professional procrastination, a few months ago I finally took the plunge and joined LinkedIn. An impressive feat, I know. It was driven by practicality; I was finishing a job as a climate policy advocate and making the leap into consultancy. But I’ve been fascinated to discover how people in my community, and millions of others, are sharing tender and vulnerable ideas and thoughts in this social workspace. They are coming with questions – what does success look like? How are you navigating your purpose in the day to day? What world do you want your children to inherit? – and gentle ideas about their answers.

People are asking about and reflecting on how to navigate winning, and losing, and living in the murky space in between.

This feels striking because one of the other prevalent stories many of us believe, maybe unconsciously, is that life will generally be good and any setbacks are the exception. Growing up in the Nineties the message seemed to be: the world is your oyster if you work for it. Put in the effort, and the losses will be few and the trajectory will be up.

But the last few years in particular – economic volatility, growing exposure of deep inequalities, the worsening climate crisis – hammer home that this is not reliably the case. No matter how much effort you put in, we rarely live through one type of season at a time. Joy and suffering co-exist. And amongst the highs and the lows, there is a whole lot of everyday living. Show up at the desk, the school gate, the supermarket.

Into our messy, maybe frightening, sometimes ordinary, lives, we love a redemption story to brighten and neaten things up.

The sting of winning or losing is softened when we stop ascribing all meaning to them, and instead cast them in the context of a wider story.

But part of the problem with many of the redemption tales we share is that they rely on the person themselves to deliver their own restoration. They’ve had (and are perhaps blamed for) a fall from grace, and now it’s up to them to find it within themselves – their physical, mental and emotional capacity – to achieve restoration. That’s a heavy weight to put on anyone’s shoulders (however broad they may be).

And any redemption gained is fleeting. Medal winners talk about ‘gold medal syndrome’: the post-competition feeling of depression, loneliness and emptiness. For those athletes who’ve now headed home after fulfilling a salvation arc, is the emotional dip going to be even steeper, harder?

Most of us won’t be Olympians, despite how expertly we discuss the diving scores every four years, but that sense of deflation after achieving a long-sought goal can be resonant. We’ve strived and risked ourselves for something, only to find the aftertaste is a bit flat. That new job is good but flawed. Winning that award doesn’t stop a rejection landing in the inbox the next day. The house renovations are already showing cracks. Winning and losing are both transient. A redemption made ourselves rarely satisfies or lasts.

The sting of winning or losing is softened when we stop ascribing all meaning to them, and instead cast them in the context of a wider story. One that goes further than a single person or moment – a birth, a podium, a bonus. Such a story can speak beyond our own lives to the core challenges we face in the world: fairness into a broken economic system; peace instead of violence in our communities; flourishing, not escalating environmental crises.

During my years of climate advocacy, I have sometimes envied colleagues working on more tightly defined topics with the possibility (only fulfilled through huge amounts of wisdom and graft, of course) of winning. Change a law, solve a problem. As the climate gets warmer and more unpredictable, it’s easy to have a sense that, at best, you are just making things a little less bad. The wins are in the context of a lot of disappointments, and a whole lot more grey space in between.

But by being able to root my day to day in a bigger story, I can move forward with hope. Understanding our lives as part of an even greater narrative – the story of this world that God loves and sustains and restores – saves us from the pressure and heartache of trying to redeem our own lives. Instead, we can live them – the wins, the losses, and all the mundane moments in between – in light of that bigger story.

Looking at the world through the lens of God’s redemption story helps us to stay clear-sighted: celebrating the successes and not make them our whole world; naming the problems and still acting with hope and grit.

A redemption arc is a beautiful one. I want to hold onto that longing, but find it in a story that’s deeper, longer and richer than I can see. A story that lasts.

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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.