When medal mania strikes

What turns a healthy motivation to excel into a toxic desperation to achieve?

Paul Valler

Paul Valler is an executive coach and mentor. He is a former chair of the London Institute for Contemporary Christianity.

A defeat fencer, withour a mask, turns angrily and roars.

Sandro Bazadze loses and loses it.

The brilliance and joy of medalists in the Paris Olympics is incredible to see. Their discipline and sacrifices in training pay off in mesmerising displays of excellence and moments of pure elation. Yet for there to be winners, there also must be losers, and there have been revealing moments of crushing disappointment which are never nice to see. Sadly, Sandro Bazadze, world number one in fencing, could well go down in Olympic history as ‘the distraught loser who lost it’ in a furious rant at the referee as he was eliminated in the last 16 of the men’s sabre. What is it that makes some people explode like that? What is it that changes a healthy motivation to excel into a toxic desperation to achieve? What is it that changes a human being who is fully alive into an anxious person, so driven to succeed that they cannot bear to fail?

That is likely why Bazadze erupted. When he was denied success, he was denied who he thought he was.

Few of us will achieve Olympic greatness, or the media recognition that redefines an athlete’s profile by forever linking their name to their achievement. But we all have an inner tendency to believe that our value is based on what we can achieve. We live in a culture that continually sends us the message that approval and worth depend on your results. Many of us believe it, and then fall for a life of continuous intensity - a ‘cycle of grief’ as we fiercely strive for results, but mourn the loss of our inner peace. And this cultural message of acceptance through achievement becomes really toxic when we begin to believe the lie that our identity is based on our performance. That is likely why Bazadze erupted. When he was denied success, he was denied who he thought he was. “The referees have killed me”, he exclaimed.

It’s not just athletes who are at risk from this. Think about how our education system sends the same message about grades. Thousands of teenagers suffer anxiety and mental illness as they face exams, because they believe their self-worth depends on their marks. As GCSE results are published this month, thousands will be congratulated, but some will become depressed from failure.

I know many workplaces where ‘performance management’ has become so oppressive that it leads to drivenness, perfectionism and burnout. Even retirees can feel driven to complete their ‘bucket list’ before they die or become infirm. So, people in all walks of life easily become addicted to the treadmill of ‘performance-based living’ and feel tired, trapped and troubled. Labouring under the false belief that self-respect depends on achievement. If you believe that, you cannot fail or even be ill without feeling deficient.

There is a deep peace in that. A freedom and resilience that makes it possible to compete without fear of failure.

There is a better way. We can choose to renounce that pernicious lie of a performance identity and affirm the deep truth that our real identity and significance is found in who we are as God’s much-loved children. We can anchor our emotions in the security of that true identity. If Bazadze had really understood and internalised this, he would still have been disappointed with the judges decision, but not destroyed by it.

It is possible to decide to face up to the mania for results and our culture of continuous intensity. That is what Sabbath is about – an act of resistance against a world dominated by the need for success. God knows we need a break, not only to rest, but to recentre our hearts and minds on the truth. We are loved unconditionally and don’t need to strive to achieve in order to be accepted and significant to God. There is a deep peace in that. A freedom and resilience that makes it possible to compete without fear of failure. In the Bible, the word excellence is never applied to achievement, only to character, and the most excellent way is defined as love. The Christian worldview celebrates great performance, but avoids making an idol of it, because that leads to a destructive obsession and to insecurity.

Being secure in God is not about avoiding competition or pressure. It is learning to pursue outstanding attainment free from any sense of our identity being stolen by our grades, or jobs, or whether other people approve of us or award us medals. Top quality performance is superb and we should give our best with all our heart whatever we do. But God is a God of grace, who loves, accepts and dignifies everyone unconditionally, including those who didn’t even qualify for the Olympics, just as much as those who were on the rostrum.

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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.