Ancient Stimuli for Contemporary Reflections
In this blog, UG student Astrea Pulcinelli Triossi reflects on her learning journey in Applied Classics.
June 2025
While browsing through the module booklet in preparation for my final academic year, I was struck by the course Classics for the Modern World: Interventions and Applications. As a dedicated Classics student, I had always taken an academic approach to this subject and was intrigued by the practical nature of this module. This course seemed like the perfect opportunity for my last semester at St Andrews to challenge myself with something different and apply all the knowledge I acquired over the previous four years.
During the first weeks of teaching, I was able to reflect on the notion of Applied Classics and consider what this discipline involves, assessing its ethics and potential shortcomings. As I began to approach Applied Classics, it was interesting to read about citizen scholars[i] and the growing efforts that are being made to connect academic circles with contemporary world issues. While I value knowledge for its own sake, it was refreshing to notice a new attitude towards education, focusing on its social impact rather than its academic display. The programmes offered by the London Interdisciplinary School[ii] and the Edinburgh Futures Institute[iii] distinguish themselves for their emphasis on problem-solving and multidisciplinary approaches, which appear to be at the core of Applied Classics as well. As I attempted to define Applied Classics, it was helpful to distinguish it from Public Classics, which aims to expand access to Classics without a concrete social mission. Similarly, reception studies cannot be classified as a method of practising Applied Classics either.[iv]Nevertheless, the study of Classical receptions may serve as historical examples of Applied Classics, providing valuable insights into effective practices and potential pitfalls of this discipline.
Before “applying Classics”, it is important to address the inherent risks of suggesting that the Greco-Roman past offers solutions for contemporary issues and to be mindful of not imposing Classical antiquity as a ‘top-down’ intervention.[v]Recently, many scholars have debated the relevance of Classics in modern society, drawing attention to the cultural biases embedded in this discipline. Indeed, just by using the word “Classics”, we risk unconsciously subscribing to a cultural hierarchy that presents ancient Greece and Rome as the pinnacle of human civilisation. However, contrary to long-standing assumptions, Greco-Roman antiquity is only one of the traditions that inform our present and not everyone need have a rich knowledge of it.[vi] Given Classics’ associations with racism and colonisation throughout history, scholar Dan-el Padilla Peralto has expressed strong views about the future of this subject, suggesting that our best option might be to eradicate it.[vii] Mary Beard disagrees: while reflecting on the “crisis of Classics” today, she argues that the Classical tradition exists as “something to be engaged with, and sparred against, not merely replicated and mouthed”.[viii] Rather than presenting ancient Greece and Rome as the ultimate models for our society, one should approach Classical antiquity as one of the many resources available to us to reflect on our time. [ix] It is crucial to emphasise that Applied Classics does not intend to place Greco-Roman antiquity on a pedestal and present it as a paradigm for modern times, perpetuating the dominance of Western culture. Instead, this discipline regards the ancient world as a stimulus to find solutions for current issues, always employing a case-by-case approach and exploring what added value Classics can offer.
Building on these reflections, it has been interesting to explore different ways one can approach antiquity to understand further what Applied Classics entails alongside its potential pitfalls and misapplications. Neville Morley delivered a series of lectures that were particularly insightful in illustrating how Thucydides’ Histories can be relevant to modern society, highlighting the frequent misappropriations of his thought and suggesting ways to correct them. Among the possible applications of Thucydides’ thought, Morley discussed the so-called Thucydides Trap. In a nutshell, this theory states that conflicts arise when an established power is confronted by an emerging one.[x] Thucydides’ Trap is not a new discovery and is also known as the Power Transition Theory among International Relations scholars. Nevertheless, the theory has recently gained considerable popularity among the public and was referenced in foreign policy discussions by the USA to advocate for increased defence investment against the rising power of China.[xi] The possibility of identifying a transhistorical principle in Thucydides that is applicable to modern history is compelling.[xii] However, Thucydides’ narrative is complex, and a more in-depth study of his work reveals that Allison’s popularisation of the Thucydides Traptheory oversimplifies the ancient Greek historian’s thoughts, drawing simple parallels with contemporary politics.[xiii]Indeed, rather than a deterministic approach towards conflict, Thucydides cautions against any attempt at reducing a complex, unpredictable world to simple rules and principles.[xiv] Therefore, instead of correctly applying Thucydides’ thought, Allison’s theory illustrates how often notions from Greco-Roman antiquity are oversimplified and used for personal political agendas.
In addition to exploiting the authority of ancient sources, Thucydides’ Trap illustrates the risk of reductive engagements with antiquity. One is confronted with the challenge of making Classics accessible to the public while presenting nuanced arguments that convey the complexities of the ancient sources. In an effort to counter the disinformation surrounding Thucydides, Neville Morley has created a Twitter/X account dedicated to correcting misquotations and misattributions of the Greek historian.[xv] Although this initiative is a step in the right direction, one can argue that Twitter/X does not provide the right platform for in-depth discussions that could help individuals grasp Thucydides’ ideas. On the contrary, Pharos’ Response Essays[xvi] appear to be more suitable for combating misinformation and misconceptions surrounding the Classics. Yet, their long-form essay style remains primarily academic. Morley’s Melian Dilemma game is an interesting example of how one can simplify Thucydides’ thought while still promoting his complex teachings. [xvii] The game’s interactive decision tree is engaging and confronts the audience with the same questions that Thucydides asks his characters. Through this game, one can relive the scene described by Thucydides and reflect on agency and power dynamics and how they affect our everyday lives.
Discussing the ethics of Applied Classics and the potential pitfalls of this discipline provided a valuable foundation for developing my own Applied Classics projects. These lessons have helped me develop a set of checks and balances to guard against oversimplification and misuse, as well as alerting me to opportunities in different media. As Alice König reminds us, “while rejecting the idea that Classics is inherently useful in any given situation, we should ask ourselves: what value does antiquity add here? In what ways can antiquity offer new insights?”[xviii] There is a wide range of possibilities for applying Classics to modern society, creating a positive and meaningful impact. However, one must avoid oversimplifying our arguments. Rather than repackaging Classical knowledge with simplistic slogans, we should develop new, engaging ways to present it, fostering stimuli for reflection rather than models to be copied and pasted.
[i] https://theconversation.com/why-the-time-is-right-to-create-a-new-generation-of-citizen-scholars-51922 (accessed 27.02.2025)
[ii] https://www.lis.ac.uk/ (accessed 27.02.2025)
[iii] https://efi.ed.ac.uk (accessed 27.02.2025)
[iv] König, A. (2024). “Teaching Classics as an Applied Subject”. Journal of Classics Teaching, 25(49): 9.
[v] König, A. (2024). “Teaching Classics as an Applied Subject”. Journal of Classics Teaching, 25(49): 9-10.
[vi] Morley, N. (2018) Classics: Why It Matters. Cambridge University Press. 25.
[vii] https://www.nytimes.com/2021/02/02/magazine/classics-greece-rome-whiteness.html?referringSource=articleShare (accessed 27.02.2025)
[viii] Beard, M. (2013) “Do Classics Have a Future?” ch. 1 in Confronting the Classics. 10-16.
[ix] Connoly, J (2018) “The Space Between The Subjects”. ch. in Marginality, Canonicity Passion. 230
[x] Morley, N. “Applied Thucydides 1” n.d.
[xi] Morley, N. “Applied Thucydides 1” n.d.
[xii] Morley, N. (2018) Classics: Why it Matters. 52-3.
[xiii] Morley, N. “Applied Thucydides 1” n.d.
[xiv] Morley, N. (2018) Classics: Why it Matters. 58.
[xv] @Thucydiocy. X, https://x.com/Thucydiocy (accessed 27.02.2025).
[xvi] https://pharos.vassarspaces.net/category/response-essays/ (accessed 27.02.2025)
[xvii] Morley, N. “Applied Thucydides 3” n.d.
[xviii] König, A. (2024). “Teaching Classics as an Applied Subject”. Journal of Classics Teaching, 25(49): 10.