I have long been one of those tedious people who rails against

"I have long been one of those tedious people who rails against the coronation of 'student-athletes.' I have heard the argument that big-time athletics bring in loads of money to universities. I don't believe the money goes anywhere other than back into the sports teams, but that's another story." These words from Susan Orlean expose the complex tension between education and sports, two institutions that should ideally serve the same purpose: the growth and nurturing of the human spirit. Orlean's frustration with the term 'student-athletes' reflects a deeper issue in modern society—a misalignment of priorities, where universities, meant to be sanctuaries of learning, are increasingly governed by the commercialism of sports, putting entertainment above true education. It speaks to a larger debate about where resources should be allocated and what values are truly worth nurturing.

In the ancient world, the pursuit of knowledge was held in the highest esteem. Socrates famously claimed that "the unexamined life is not worth living," implying that education—the pursuit of wisdom, virtue, and truth—was the highest calling of humanity. The Greeks, with their philosophers and scholars, viewed the mind as the most powerful tool for growth, and for many, physical training was a complement to, not a distraction from, the pursuit of knowledge. Plato’s Academy and the Lyceum of Aristotle were places where intellect and physical prowess were balanced, but the intellectual life always took precedence. In contrast, the modern coronation of student-athletes that Orlean criticizes suggests a shift away from the ancient ideal: the body has become an object of commercial exploitation, while the mind is often sidelined.

The Romans, too, held education and virtue in high regard. Cicero, in his letters, warned against the dangers of letting public spectacle—in his time, the gladiatorial games—become the central focus of society. The games, though meant to celebrate strength and valor, often obscured the more important pursuit of wisdom and moral excellence. Just as Cicero cautioned against the distractions of entertainment in ancient Rome, Orlean raises the alarm today about the rise of college sports as the centerpiece of academic institutions. Her criticism is a call to return to the belief that universities exist to foster education first and foremost, and that this should not be undermined by the pursuit of profit from athletics.

The modern world has shifted much of its focus onto big-time sports, often equating athletic success with institutional value. Universities, which should be places of intellectual growth, increasingly prioritize the financial gains generated by their sports programs. This is particularly evident in American colleges, where football and basketball programs bring in millions of dollars, often at the expense of smaller academic departments and the well-being of students. Yet, as Orlean wisely notes, the bulk of the money generated rarely flows into the wider academic mission; it gets absorbed back into the sports teams themselves. The result is a perpetuation of the cycle where institutions grow wealthier and wealthier, while the core purpose of education—the cultivation of the mind and spirit—remains neglected.

Consider the story of Socrates, who walked the streets of Athens, engaging with the youth, teaching them to value knowledge over wealth, and virtue over fame. Socrates was not a man who sought glory in the gymnasium or on the battlefield; his greatest strength was in his intellect and his refusal to conform to the prevailing values of his time. He questioned the very notion of greatness, showing that true greatness lay in understanding oneself and one’s role in the world, rather than in the accolades of sports or military victories. Socrates’ life and teachings serve as a reminder of the deep imbalance that Orlean touches on—the confusion between intellectual nourishment and the pursuit of fame and wealth through athletic prowess.

The lesson Orlean imparts to us is both urgent and timeless. Education should never be reduced to a mere vehicle for profit or spectacle. The sacred purpose of academic institutions is to cultivate wisdom, integrity, and critical thinking. When sports are given precedence over these ideals, the true purpose of universities is lost. Yet this is not merely a critique of the institutions, but a call for the individual to rise above societal pressures. Just as Socrates encouraged his students to challenge the status quo, we too must challenge the value society places on fame, wealth, and entertainment. True greatness is found not in athletic success or financial gain, but in the pursuit of knowledge and the betterment of oneself and society.

In practical terms, the lesson is this: let us not allow the distractions of modern life—be they sports, entertainment, or fleeting fame—to lead us astray from the pursuit of wisdom. Engage with your education not as a means to achieve external success, but as a means to deepen your understanding of the world, to challenge your assumptions, and to live a life of purpose and integrity. Encourage the institutions that shape our future to return to their higher calling—to create spaces where intellectual and moral excellence are cultivated above all. In this way, we honor the teachings of the ancients and ensure that the light of wisdom shines brightly for generations to come.