Sophia Papaioannou, Vice-Rector for NKUA (left) and NKUA students celebrate graduation. Photo: Yang Xue/CSST

At the main campus of the National and Kapodistrian University of Athens—commonly known as the University of Athens or NKUA—I had the pleasure of meeting Professor Sophia Papaioannou, the university’s vice-rector, in her elegant office. The room was adorned with bookshelves filled with classical works and gifts from Chinese universities, symbolizing the profound cultural connections between Greece and China.

Professor Papaioannou is an authority on ancient Roman literature. She also shows a strong interest in and vision for the modern development of classical studies and cross-cultural academic dialogue. She believes that Chinese and Greek classical civilizations share numerous commonalities, and that Chinese classical studies, as a vital part of global classical scholarship, not only open new avenues for research but also offer valuable perspectives for global cultural dialogue. She is highly optimistic about the establishment of the Chinese School of Classical Studies at Athens (CSCSA), expressing that it will allow more people to understand and appreciate the profound value of Chinese Classics.

Contemporary shift in classical studies

CSST:With the rise of multicultural perspectives, there is increasing debate about whether other ancient civilizations, such as China, should be incorporated into the field of classical studies. What would such an expansion mean for the discipline?

Papaioannou: Actually, it is widely acknowledged that ancient Chinese literature is classical literature. It certainly belongs to the field of Classics. Purely for reasons of geographic distinction we talk of Western and Eastern Classics.

The coining of the term “classical studies” was intended to include only the cultures and cultural products of the Greeks and the Romans. The word “classics” is derived from the Latin adjective “classicus,” meaning “belonging to the highest class of citizens.” By the 2nd century CE, the term was used for the first time with respect to literature to signify works of the highest quality. Over time, the word “classics” came to be used to refer specifically to the Greeks and Romans as the ideal—the point of reference and spiritual and cultural model for modern Europeans.

Today, however, the word “classics” has acquired a broader significance, encompassing historical and cultural works of enduring quality, influence, and relevance to contemporary society. It certainly should include the products of ancient Chinese culture. 

By analogy, it can be applied to Chinese literature, because ancient Chinese literature has exactly the same fundamental significance. This is a similar and comparable point of reference for the modern Chinese spirit and national identity, though I’m sure in Chinese the word is different.

CSST:In Chinese, we call it “jing dian,” referring to Classics and canons.

Papaioannou: Exactly. Different languages have their own terms for “Classics,” but they carry the same value. “Classicus” in Latin and “kanonikós” in Greek both mean the same thing. Likewise, the Chinese term reflects the traditions and ideals of ancient China, preserving a spiritual heritage passed down through generations, much like in Greece and Rome.

CSST:Some universities have re-branded their “Classics” departments by renaming them “Greek, Latin, and Ancient Mediterranean Studies” or placing greater emphasis on their focus on Greek and Roman studies. How do you view this shift in the academic branding of classical studies? Do you see it as a necessary evolution to keep the field relevant, or might it risk losing some of the essence of “Classics” as a discipline?

Papaioannou: The expansion of scope is strategic for American and Western European universities today because Classics is not attracting as many students as it did in the past. Fewer people study the Classics. Greek and Latin, the cornerstone languages of the field, are notoriously difficult to learn, and modern students often gravitate toward technology and applied sciences rather than humanities and languages. With English having become the global lingua franca, many students question the practical value of studying other languages.

Universities have transformed and  renamed their programs to focus not only on language and literature but also on civilization. Now, students can study history and the civilization without learning the languages, because it’s very hard to do that, especially for those entering the university without prior knowledge of Latin or Greek. If universities want to have students and keep their departments open, they have to make such adjustments, which include relaxing the requirement to learn Greek or Latin to pursue classical studies. Unfortunately, this is the trend. In Europe, we see that every year fewer people study these languages. And especially in the UK, every year or two, we see Classics departments closing or merging, due to a lack of students. 

To ensure that Classics continues to grow and attract students, multifaceted efforts are needed. First, universities should offer high-quality education and enhance their international reputation by organizing international conferences both in Greece and abroad, and pursuing international publications. Joint research with top international partners is essential. Furthermore, demonstrating to the public the value of classical ideas across time is crucial.

Second, we should try to demonstrate to the public the enduring value of classical ideas over time. Many modern ideas and trends originate within the Classics. For instance, the structure of modern education, including the distinction between the liberal arts and applied sciences, originates in the classical world.

Last but not least, we need to illustrate the interdisciplinarity and multifacetedness of Classics. The field intersects with numerous disciplines, including the humanities, social sciences, and law. We will stress how Greek and Roman philosophy sit at the foundation of modern thought, and how European scientific reasoning, scholarly thought, and scientific vocabulary are based on Latin, which used to be the common and universal language of scholarship for over a thousand years in Europe, until the late 19th century. 

Classical wisdom for today

CSST: How do you see ancient works shaping our understanding of contemporary identity, culture, and society? What role do they play in fostering a deeper understanding of modern global challenges?

Papaioannou:The Aeneid is the second most popular text in the history of the Western tradition, after the Bible, while Homer’s The Iliad and The Odyssey ranks third. From the 14th century onwards, the Eastern part of the Roman empire was under the Ottomans. Greek texts were copied less frequently, but everybody read Latin in the European tradition until the 18th century. Latin was the official language and scholarly language of Europe. As a matter of fact, until the 19th century, all doctoral dissertations, master’s theses, and papers were published in Latin. So that’s why Latin texts were much more popular than Greek texts. 

The Aeneid is a different kind of epic compared to The Iliad and The Odyssey. The Iliad celebrates the best warrior, the great hero. But in The Aeneid, the concept of the epic hero changes—it is not the one who is the strongest or the one who dominates everybody else. He isn’t the best person, the fastest runner, the strongest, or most accomplished. But he is a leader, the guy who leads by his example, who does not pretend to be the strongest of all, but who has the authority to inspire courage in others and lead people to give them the right directions. He knows how to conceal his own fears and emotions so that his followers will not lose courage. He sacrifices his personal desires for the good of the community. He is, therefore, a community leader.

In Metamorphoses, Ovid collected 330 myths and told the story of the world from the birth of the universe till his own day, through a chain of mythological stories. Many of these stories are entertaining and self-referential. It is a clever way to say something about himself and his own day, showing his wit and subtly criticizing without getting caught.

The message of these ancient works is the hope that every destroyed person ought to have. You don’t just give up. With a good leader to guide you, there’s always a better and brighter day waiting for you if you continue to struggle, fight, and persevere. It’s a story of rebirth and triumph under new circumstances. It is still very relevant to the situation we face today.

More academic exchange between China and Greece 

CSST: The establishment of the CSCSA provides a new platform for academic and cultural exchange between China and Greece. What are your expectations for this institution? 

Papaioannou: We do have high expectations. We are looking forward, first of all, to learning more about Chinese Classics, through seminars and lectures. The institution will bring well-known and respected Chinese scholars in these disciplines to Greece. Greek and other Western scholars will have the opportunity to identify points of proximity between the two cultures. And this will introduce a dynamic cross-cultural dialogue, which will lend fresh impetus to the development of classical studies in China and Greece.

We will pay close attention to scholarly activity in Classics in China. The new CSCSA can help us gather relevant information and identify Chinese colleagues who work in the field of Western Classics. We aim to forge clusters of collaboration that may lead to joint projects and co-supervisions of doctoral students. 

CSST: In the context of globalization and the digital transformation of education and research, international cooperation has become an important pillar of higher education development. The University of Athens has signed a cooperation agreement with the University of Chinese Academy of Social Sciences (UCASS). How do you assess the significance of this cooperation?

Papaioannou: This is a very significant cooperation given the leading role of the UCASS in Chinese higher education. In the coming months, I would like to launch preliminary talks in various disciplines, beginning with the humanities and literary studies, to identify common points of scholarly contact and discuss possible collaborations. I am looking forward to starting this process. I do believe that the new CSCSA will be of great help with this. 

For the University of Athens, the advantages of international cooperation like this are numerous. Some of the obvious benefits include the following: enhance the institution’s prestige, improve graduate employability, and improve teaching and learning quality through ongoing comparisons with international practices. It also helps students prepare for a global job market, and students with international experience become more engaged with global issues. We are fully aware of the importance of all the above for an institution that plays a leading role not only in providing top education but also in preparing graduates for the global market.

Edited by LIU YUWEI