Scholars are finding new relevance in the study of time-honored texts as technology reshapes societies across civilizations, Wang Ru reports.
Retold for centuries, the story of Prometheus has evolved from a tale of power struggle into a symbol of revolution and enlightenment. In some interpretations, Prometheus, the Titan who stole fire from the gods, reflects tensions between migrants and locals.
Later, poets such as Percy Shelley (1792-1822) recast him as a tragic hero who defied authority.
That image resonated with Chinese intellectuals in the early 20th century, who invoked Prometheus as a metaphor for pioneering revolutionaries introducing Marxism to China.
"Mythological stories are an important focus of classical studies," says Huang Yue, a professor of comparative mythology at Beijing University of Posts and Telecommunications.
"Prometheus remains widely known because generation after generation has continued to tell his story. People have interpreted and shared it in different ways. That process is important because classics provide intellectual resources that can inspire modern people. This is the value of classical studies today."
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Traditionally defined as the study, translation and interpretation of ancient Greek and Roman texts, classical studies have gained renewed momentum in recent years, particularly following the World Conference of Classics held in Beijing in 2024.
The event brought together more than 400 scholars from over 30 countries and regions to discuss the contemporary relevance and global significance of classical studies.
The second edition of the event is taking place on Tuesday and Wednesday in Athens, Greece.
He Fangying, director of the Research Center for Classical Civilization at the Chinese Academy of Social Sciences, says the field can be traced back to the Hellenistic Period, when philosophers from across regions that were once dominated by Alexander the Great reinterpreted ancient Greek works. As a formal discipline, however, it was established at the University of Goettingen in Germany in 1777.
"In the past, Western scholars didn't include the study of other ancient civilizations in their definition of 'classical studies'. For example, research on Mesopotamian, ancient Egyptian and Chinese classics was categorized under 'Oriental studies'," she says. "That reflected a perspective that viewed these cultures through a Western lens."
Today, however, the definition of classical studies has broadened, particularly among Chinese scholars.
Li Xinwei, director of the Chinese School of Classical Studies at Athens, says, "We believe that every ancient civilization has its own classical period, one that continues to exert a profound influence on its modern development …Therefore, the scope of classical studies should include the classical works of all civilizations."
The expanded definition raises a further question: Why do the classics still matter in the modern world? According to Huang, ancient texts offer wisdom that remains relevant to contemporary challenges.
"Throughout history, people have confronted many of the same issues — ecological crises, regional conflicts, or tensions between civilizations," Huang says.
"Can we learn from how earlier generations responded to these challenges? Classics provide the source code of a culture, or more precisely, the foundational elements of a nation's cultural identity."
He, director of the Research Center for Classical Civilization, adds that classical studies also offer a broader perspective on current affairs. Modern disciplines are increasingly specialized, often separating literature, history, philosophy, and politics into distinct fields. Classical studies, by contrast, help reveal the connections among them, providing a more panoramic understanding of the human experience.
Material progress
Lou Lin, a professor of classics at Sichuan University in Chengdu, Sichuan province, reflects on the role of technology in shaping the modern world.
"Strictly speaking, the modern world is largely defined by technology. It gives us the impression that humanity is constantly progressing because our material lives continue to improve," he says.
"But when it comes to complex questions such as human nature, philosophy and social order, it is difficult to argue that our understanding is deeper than that of people who lived 2,000 years ago."
Lou is particularly drawn to the ideas of French philosopher Simone Weil (1909-43). While technology and systems can help people understand the world in objective ways, Weil says, essential aspects of humanity remain beyond their reach.
"Such elements, I guess, refer to the relationship between humans and nature, a theme explored extensively in classical texts," says Lou.
One example can be found in Zhuangzi, a foundational Taoist text in ancient China. Philosopher Zhuangzi (369-286 BC) wrote: "Heaven and earth are born with me; all things are one with me." The idea emphasizes the inseparable bond between humanity and nature.
In a world where many people experience isolation and alienation, Lou believes such reflections can help balance society's heavy emphasis on technology.
"That sense of disconnection can lead to genuine inner emptiness," he says. "The reflections on human nature and humanity's relationship with nature found in classical texts remain valuable today."
Lou also recalls a story from the Southern Song Dynasty (1127-1279).
Philosopher Zhu Xi (1130-1200) once invited fellow thinker Lu Jiuyuan (1139-93) to lecture at the Bailudong Academy in present-day Jiangxi province. Lu highlighted the idea that "a man of virtue is guided by righteousness; a petty man, by personal gain" from The Analects (Lunyu), a compilation of the ideas of Confucius.
According to Lu, the lesson was not simply about choosing between right and wrong. Rather, it encouraged learners to clarify the purpose of their studies from the outset.
"I think this offers an important lesson for our time. In an era dominated by artificial intelligence, we still need to ask fundamental questions: What are my aspirations? What gives my life meaning? Technology alone cannot answer such questions, but classics offer valuable insights," Lou says.
He Fangying notes that concerns about technology are not unique to the modern age.
She points to a story in Homer's Epics in which Odysseus passes through the island of Scheria, where advanced technology allows fruit to ripen automatically and ships to navigate according to people's thoughts. Despite such prosperity, the kingdom declines after being punished by Poseidon, the god of the sea. The story has been interpreted as a warning against excessive reliance on technology while neglecting human virtues.
"It reminds us that while we enjoy the convenience technology brings, we should also remain aware of its potential risks," says He.
Mutual learning
Beyond helping individuals navigate modern challenges, ancient texts also encourage cultural exchange and mutual learning — forces that have long driven the development of civilizations.
In Timaeus, a book of dialogues written by the ancient Greek philosopher Plato (427-347 BC), Athenian statesman Solon travels to Egypt and discovers records preserving knowledge that had long been lost in Greece.
"This is a story Plato heard and recorded. Maybe it's not historical fact, but it probably contains traces of reality," says Lou, adding that in The Lives and Opinions of Eminent Philosophers, one of the most important accounts of the lives of the West's best-known philosophers, author Diogenes Laertius (flourished in the third century) also mentioned that philosophy was influenced by ancient Egypt.
Evgenios Kalpyris, the Greek ambassador to China, highlights the value of communication between Greek and Chinese civilizations, mentioning that their differences can lead to positive results.
"Historical records indicate that the earliest encounter between Chinese and Greek civilizations dates back at least 2,400 years," says Kalpyris.
"We have learned to seek common ground while respecting differences. We do not view differences as barriers. On the contrary, they can promote coordination and harmony. Differences create opportunities for remarkable outcomes."
He points to differing views on human nature. Chinese philosopher Mencius (372-289 BC) believed human nature is good, while another philosopher, Xunzi (313-238 BC), believed it is inherently evil. Ancient Greek philosophers generally viewed human nature as neutral. Despite these differences, all believed that education and moral cultivation could help individuals grow.
Education and moral development are still among the most effective ways to address many of the world's challenges, Kalpyris says.
Inspired by such lessons, modern societies increasingly recognize the value of dialogue among civilizations. One example is the establishment of the Chinese School of Classical Studies at Athens following the inaugural World Conference of Classics in 2024.
According to Li, the school's director, researchers from the school visited more than 50 sites across Greece during the past year, selected the Aggelokastro site for a joint excavation project with Greek archaeologists, and organized exhibitions, lectures and academic events in Athens.
"In the past, Chinese researchers often relied on existing Western scholarship without access to firsthand materials," Li says.
"Therefore, we established this school to gain firsthand knowledge through archaeological research and the study of Greek civilization, including its history, philosophy and art. This will lay a foundation for further study. Only on that basis can equal dialogue with Western scholars generate new ideas."
The second World Conference of Classics is another effort to deepen exchanges among civilizations in a new era.
He Fangying hopes the conference will encourage further discussion on topics such as virtue, social order, friendship and technology.
"This time, Chinese classical studies will be presented at the very birthplace of Western civilization. This is a milestone in the history of world civilizations," says He.
Contact the writer at wangru1@chinadaily.com.cn
