What makes fans tick?

Fandom’s remarkable fusing.

Simon Burton-Jones

Simon is Bishop of Tonbridge in the Diocese of Rochester. He writes regularly round social, cultural and political issues.

Scottish football fans wearing kilts march down a street singing and waving their arms alogt.

Scotland's Tartan Army of football fans.

"A fat, sarcastic Star Trek fan: you must be a devil with the ladies."

This put down of Comic Book Guy in The Simpsons neatly sums up a prevailing attitude to fans. To be a committed fan is to devote yourself to a niche pastime; to be weird and nerdy and, simply, not cool. At its worst, the fan becomes a fanatic, from which the noun is derived; an obsessive who stalks the object of their passion online and, at its most dangerous, offline.

Times are changing, though, and the internet is chiefly responsible. Where once fans could feel isolated and able only to relate to fellow afficionados slowly via the postal system, now they can find people who share their love in a handful of clicks and build relationships in real time. A lot of anguish is spent on how the internet allows people to find extremist chat rooms where abhorrent behaviour is normalised; less attention is given to the wonder of being able to find fellow lovers online of Massey Ferguson tractors, Australian mullets or Rubik’s Cubes. Many fans feel less alone online, building a new sense of belonging and purpose – a realisation that others will take them seriously.

Yet experienced from the inside, a remarkable bonding is taking place, where fans not only fuse with others, but with the team itself.

In Fans: A Journey into the Psychology of Belonging (Picador, 2024), the academic Michael Bond gives a perceptive and generous insight into the world of fandom. There are Beliebers, Directioners, Trekkers, Swifties, Janeites, Ricardians. For the uninitiated, that’s lovers of Justin Bieber, One Direction, Star Trek, Taylor Swift, Jane Austen, Richard the Third; though strangely one of the biggest bases of all simply goes by the title Star Wars fans. Bond spends some time looking at the phenomenon of Michael Jackson. Professor Gayle Stever has researched the pop star’s fans and found them, like many other fans, to be ‘normal people carrying on normal lives with functioning relationships and jobs, who just had this passion for Michael Jackson’. Despite the discomfort of idolising a celebrity who lived, and died, with serious child abuse allegations made against him, they saw Jackson as ‘the target of racist abuse and unwarranted criticism throughout his career’.

Fans often identify very personally with their idols. Cosplaying conventions allow fans to reinvent themselves and Houston University studies have shown that people can ‘feel less lonely and less anxious in the face of rejection simply by thinking of a favourite TV show’.

But what of football fans? Many find the aggressive tribalism involved hard to accept. I have observed young male fans of London Premier League teams chanting loudly at train stations in a way that made young women nearby shrink away, making me wonder whether my opening line from The Simpsons ought to be re-purposed. The ritualised conduct of football crowds – the fist pumping, jumping and embracing at a goal, the verbal and hand abuse of opposing players and referees, and the chants that defy pre-match announcements about tolerance at games – can look bizarre and scary. Yet experienced from the inside, a remarkable bonding is taking place, where fans not only fuse with others, but with the team itself.

‘... the best of sport is not the earthy moment of victory, but the privilege of watching athletes tilt at divinity.’

Emma John

The deeper the love for a club, the greater the joy and the pain at success and failure. It is a high-risk investment that many stake because it makes them feel so alive. The peerless interpreter of football fandom, Nick Hornby, says that football is a context where watching becomes doing’. Anyone whose leg has involuntarily jerked as a player reaches for the ball will grasp that.

I wonder if some football fans who identify as Christian struggle with the secret reality of uncontrollable mood swings every weekend? Should a win on a football pitch matter that much, when so many things are so much more important? They may aspire to the whimsy of Ecclesiastes (there is a time to win and a time to lose, the author nearly said) but feel the coursing testosterone of Samson instead.

God made us playful, and football is a disarmingly simple game to watch and play. There is also breathtaking beauty in the movements of its finest exponents, like the choreography of Michael Jackson himself. If we are called to life in all its fulness, isn’t this also a part of that fulness (even if some games are a stretch)?

In recent interviews, Nick Hornby has said he couldn’t write Fever Pitch again, his pained love letter to Arsenal FC; middle age has brought a new perspective. Writing in Prospect magazine (May 2024), sports journalist Emma John says: ‘I have observed many of my sports-loving friends follow the same trajectory…the best of sport is not the earthy moment of victory, but the privilege of watching athletes tilt at divinity’.

At least, until the final penalty shoot-out, when for the diehard fan it’s absolutely all about the earthly moment of victory.

Review

Books

Culture

Education

Monsters

11 September 2024

5 min read

Are we letting a monster or saviour into the classroom?

Examining Sal Khan’s confidence in artificial intelligence.

Krish Kandiah

Krish is a social entrepreneur partnering across civil society, faith communities, government and philanthropy. He founded The Sanctuary Foundation.

A board of experts sit at a table against a conference backdrop.

Sal Khan, left, at an AI summit.

White House via Wikimedia Commons.

I've watched enough dystopian movies to know that there are lots of reasons to be nervous about the rise of the machines. Whether it’s the Terminator universe where the internet becomes sentient and creates autonomous robots to eradicate humanity, Neo battling an artificial intelligence that enslaves humans in The Matrix, or Will Smith fending off helper robots bent on taking over the planet in I, Robot, technological advances often fuel an array of nightmare scenarios. As if to make matters worse, science fiction has an uncanny knack for becoming science fact – I think of how shows like Star Trek accurately foretold mobile phones, wearable tech and virtual assistants. The line between imagined catastrophe and reality might be thinner than we might like to admit.

Perhaps we shouldn’t be surprised then, that our creative industries are sending out dire warnings about the impact of the latest breakthrough technology - Artificial Intelligence (AI). Like Mary Shelley’s Frankenstein in the middle of the industrial revolution, and Godzilla in the dawn of the nuclear era, dystopian fiction is par for the course of scientific advancement. It all stems, I believe, from our deep human response to the unknown – the fear instinct. But I have recently come across a surprising new voice of reassurance in Sal Khan’s book Brave New Words: How AI Will Revolutionize Education (and Why That’s a Good Thing).

Khan’s book comes recommended by Bill Gates - a reliably voracious reader and one of the founding fathers of the global information technology revolution. But Khan also has his own excellent credentials. From tutoring his niece online using a simple online drawing programme called Yahoo Doodle, he began creating YouTube videos and soon amassed over 450 million views. This led to his creation of the now world-renowned Khan Academy which has revolutionised online education. By 2023, it had more than 155 million registered users, with students spending billions of hours of learning on the platform.

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers.

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It seems to me that AI has the potential to upend the Khan Academy business model, however Khan does not take the opportunity to discredit AI or even to highlight its dangers in a bid to reinforce the advantages of his existing products. Nor does he buy into the doom and fearmongering about the impact of digital technologies on young minds, as Jonathan Haidt does in his recent bestselling book Anxious Generation. Instead, he writes a hopeful and imaginative book on AI’s potential for further transforming education for good.

Khan’s perspective comes amidst great fear in educational circles that generative AI will mean the end of education. Students can currently ask ChatGPT to generate an outline for them for an essay, suggest copy, check grammar and accuracy, offer improvements, translations, and factchecks, as well as write a conclusion, edit for wordcount, add footnote references and more. Indeed, entire books available for sale on Amazon have been allegedly written solely by AI. Teachers and lecturers are understandably concerned about the potential for plagiarism. If teachers are no longer able to discern what a student has written for themselves and what a computer has generated, the assessment process becomes meaningless.

Teachers are concerned that AI could undermine their expertise, much like satellite navigation diminished the skills of London Black Cab drivers. After years of mastering 'The Knowledge'—an arduous and demanding process requiring exceptional memory and recall—this once-essential qualification was rendered almost obsolete. New drivers now need little more than a GPS and an Uber account to compete, a shift that highlights how quickly hard-earned skills can become irrelevant in the face of technological advances. Many teachers fear a similar fate as AI continues to encroach on their domain.

While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills.

Khan offers an important alternative view. He sees the possibility that AI could, for example, help coach students on essay writing. By reading work, marking it and suggesting improvements, AI could not only save the teacher valuable time but help students take their work to an even higher level.

Khan offers a similar hopeful alternative to those who blame digital technology advances for the crisis in young person’s mental health. What if AI could help offer coping mechanisms, coaching and tailored advice that can help improve the mental health of students? His vision for the Khan academy virtual assistant ‘”Khanmigo” reminded me of BayMax from Disney’s Big Hero 6 – the large inflatable, huggable robot with a calm, compassionate and loyal personality, highly committed to every aspect of his user’s wellbeing.

Amid voices that demonise AI, Khan’s is a useful antidote, however I wonder if he has gone too far. While AI may not be the evil monster that will destroy us, neither is it the perfect saviour that will solve all society’s ills. Understatement is not Khan’s strong point. Instead, sometimes he becomes so carried away in excitement that I feel his book begins to sound like an infomercial for his own, current and future products.

I wish that Khan had taken a slightly different tack – no less inspiring about the potential of AI, but also recognising its limits. After all education is as much about transformation as it is about information. It should lead to character formation as much as skill acquisition. Emphasising these aspects of moral and perhaps even spiritual mentorship, we can see that education remains irreplaceably human.

AI has huge potential to help and to hinder us in our educative responsibilities to the next generation– and so questions remain – not if AI will change our world, but how. We need to ask not just what benefits it could bring, but who it could benefit most usefully.