Article

Character

Comment

Football

Sport

16 July 2024

6 min read

Why England lost the Final

Emerson Csorba explores why love is a game-changer when it comes to winning.

Emerson Csorba

Emerson Csorba works in deep tech, following experience in geopolitics and energy.

Gareth Southgate congratulating the team

So, England reached another final which ended in crushing disappointment. Despite their ability to grind out wins deep into Euros and World Cup tournaments due to the savvy approach of now ex-coach Gareth Southgate, the team risks a similar fate as it looks toward the World Cup.

Gareth Southgate resigned as England manager having lost two successive Euro finals. And maybe there’s a reason. His style is habitually defensive, cautious and careful. There is a sense in watching England that they fear failure under the weight of expectation, the fear leading to a strange restraint. There was a caution in their play, the potential of their extraordinary players limited rather than unlocked. When they equalized in the final, they inexplicably failed to capitalize, sitting back and letting Spain come at them again, leading to Oyarzabal’s winning goal.

It is not surprising that England were overtaken in the final minutes of the Euros by an opponent that went for it. Spain played with more intent, winning the tournament with fewer stars than England, but with heart embodied in captain and player of the tournament Rodri.

Compare, however a lesser-known football nation in a less well-reported competition over these past weeks.

Little was expected of Canada’s Men’s National Team upon entering their first “Copa America” football tournament in late June. However, led by former Leeds United coach Jesse Marsch, Canada made the semifinals – a remarkable run that had much of the ice hockey-loving nation turning their television sets to football.

It took the eventual champions and world number-one Argentina and its star Lionel Messi to knock out the Canadians in a closely fought game. Argentina coach Lionel Scaloni called the Canadians “a very good team that’s made it hard for everyone.”

When all was said and done, Canada advanced further into the tournament than Mexico, the United States, Chile and even titans Brazil.

What was behind Canada’s recent Copa success? And what can be learnt from coach Jesse Marsch – and other similar coaches – in unlocking the potential of their teams?

The answer, modelled by Marsch but seen in other select coaches’ approaches, is found in a quality not often mentioned in the world of sport: it is nothing less than Love, and the courage it produces.

A quality which is not often mentioned in the world of sport: Love, and the courage it produces.

Certain coaches’ evident love for their team allows players to tap into new reserves of energy, taking risks despite fear of failure. These teams play with courage, striving to win, rather than sitting back. They leave everything on the field. This love keeps teams on the offensive, their opponents on the defensive. Such courage is important in modern football, which values a high-energy, attacking style.

Modern sport rewards teams who display speed, directness and versatility. Just as the smartphone has sped up the pace of modern communication and life, rewarding those capable of communicating with large audiences instantaneously, football and other sports reward those with quickness and directness in their style of play.

For instance, in American football, the “quarterback” position of previous decades needed only throw the football effectively. These days, the best quarterbacks must throw and run. Speed, directness and versatility are demanded of the modern quarterback, mirroring the overall speeding-up of society and their ability to reach people instantaneously in an increasingly interconnected world.

Canada, adapting to these changes, brought speed to every match. Marsch’s enthusiasm on the sideline was clear throughout the tournament. Canada provided opponents with little room to breathe, keeping on the front foot from the opening kick to the final whistle. The team was rewarded accordingly, despite their inexperience and lack of stature. The same was true of the dynamic Georgia team in the Euros, who humbled the mighty Portugal 2-0 in the group stages.

Marsh recognised Canada’s potential when others didn’t. Following a quarterfinal win over Venezuela, arguably the most dominant team in the tournament up to that point, with the stadium packing 48,000 Venezuelans compared to Canada’s 1,000 fans, Marsch highlighted his players’ untapped ability. He did this throughout the tournament, and his players fed on this awareness of their potential.

Marsch’s own story is one of challenge. He was fired in 2023 by Leeds United and then rejected by the United States Men’s National Team. Despite his track record and promise, he was overlooked in favour of lesser candidates. These rejections provided Marsch with a deepened belief in his own ability and unique style. This inner strength in turn provided his players with courage in hostile matches throughout Copa America.

Reflecting on the Copa America success, Marsch said: “I want to get back to loving the game that I love, and this team has helped me find that, and I’m very thankful for that.” This love helped the Canadians play with courage, tapping into energy levels to underpin this courage.

Few coaches achieve this – but the results are evident for those who do.

In the English Premier League, Jurgen Klopp, Mikel Arteta and Pep Guardiola are often criticised for their exuberance on the field, but each coach clearly loves their team. This translates to teams that do not easily give up, responding quickly to setbacks.

St Paul famously wrote: “Love always hopes, always perseveres.” When they are bound together by a sense of love, it enables a person, or a team to push forward, never giving up hope, always pressing for the win.

Jurgen Klopp loved the city of Liverpool and demonstrated this through his unforgettable hugs of his players and on-field energy. His players fed off this love and routinely went for it. Liverpool launched long ball after long ball, with fullback Trent Alexander-Arnold one of the best long passers in the Premier League, game in and game out, winning the Premier League for the first time in decades and even reaching the pinnacle of the Champions League.

Mikel Arteta inherited and rebuilt an Arsenal that had fallen from previous heights. One moment stands out in this rebuilding process. Following a shock loss to Everton at the midway point in the 2022-2023 season, Arteta told the press that he loved his team “even more” than he did previously. Arsenal were unable to unseat Manchester City that year, losing energy in the final weeks of the season. But they took their game to a new level in the following campaign, pushing City to the final day.

Pep Guardiola is the exuberant and intense coach of Manchester City. But look at his captain Rodri, who recently led Spain to Euros glory. Following Spain’s victory, Rodri commented “In sport, as in life, when you leave it all there, you are rewarded.”

Rodri made a similar comment following Man City’s fourth consecutive EPL title, stating that he knew Man City would win the EPL title following Arsenal’s 0-0 draw with City at City’s home stadium the Emirates.

The reason? Arsenal came to achieve a draw – not a victory. They did not demonstrate the heart needed to win the game decisively. They were lacking in love in that match, playing instead not to lose. The difference between these approaches, one focused on winning and the other on not losing, was fear – even if subtle.

The Jewish sage Hillel is well known for saying “If I’m not for me, who will be for me? And if not now, when?” The coaches described above, each demonstrating love, instill in their teams the ability to take risks, playing boldly. This is Hillel’s “if not now, when?”

Love is the vital quality providing players with the courage, to play on the front foot with a view to winning decisively. It is conducive to success in modern football valuing speed. Led by the coach, and spreading through players, it is the difference-maker as the margins between failure and success continue to narrow.

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.