Speaking the Past Forward

Although unfazed by the term “dead languages,” Josh Sosin is quick to champion the lasting values that come with studying Latin and Ancient Greek at Duke. The associate professor with the Department of Classical Studies shares that when we confront a language that’s so remote from our own, it forces us to reflect, to linger and to read in a way we rarely make time for. 

“That’s not a skill we learn and move on from — it’s a fungible habit,” he explains.

Engaging with the original texts offers an immersive and intimate connection to history that can’t be fully experienced otherwise. These languages give students the chance to think inside the box, within a framework where they can wander around an ancient culture’s headspace and immerse themselves in lived realities that still resonate today. 

“For example, reading The Iliad in the original Greek entails thinking inside the box,” Sosin explains. “Reading a translated version does too, but the student is wearing sunglasses, and the box is poorly illuminated.”

And what motivates a student to study a dead language? Sosin shares that Greek mythology can be a “gateway drug” for students, who often expand their ancient languages courses by adding history or literature to the mix. Some are drawn to the deductive, rather than inductive, learning style, while others appreciate the no-lab component or really enjoy the challenge of a good puzzle. And sometimes, they are simply inspired.   

“I had a student who wandered into Greek 101 because he had read a text in translation for fun and thought it was so great that he needed to learn the language,” Sosin shares. “I had him in class for three semesters, and he was one of the best students I’ve ever taught.”

Sosin also sees a clear affinity between ancient languages and the mindset of STEM students. Latin and Ancient Greek tend to be taught analytically and deductively, from the structure and logic to the rules applied systematically. “In many ways, it mirrors the kind of thinking our STEM students already apply to math, coding and scientific modeling,” he observes. “Both languages still carry this reputation of being abstract or purely humanistic, when in fact, the learning process is highly structured, rigorous and mentally rewarding in a way STEM students recognize.”

While the coursework includes mythology and poetry, it also delves into some of the earliest writings on optics, engineering, medicine and mathematics — texts authored by the scientific and technical minds of the ancient world. “Duke students don’t have to choose between logic or literature, science or story,” Sosin explains. “These aren’t opposing tracks; they reinforce each other, building the ability to think across categories and to see connections others might miss.”

Sosin will be the first to acknowledge that learning Latin and Ancient Greek comes with some adjustments, but the payoffs are considerable. Learning occurs at a different pace, where students must unpack parts of speech and unravel how they relate to each other in terms of syntax, while also keeping in mind the context, artistry and tone. That level of attention, so different from our everyday rushed skimming, matters. The close, deliberate reading builds an attentiveness that’s invaluable to students.

“When we read that carefully and critically, it sticks with us and carries over into other courses, into our thought process and into careers,” Sosin shares. 

And speaking of careers, for those who question the practical value of studying a “dead language,” Sosin encourages a broader view because the true benefits, he stresses, aren’t always immediate or obvious. Most students won’t use calculus or ornithology or psychology theories directly in their day-to-day, but the mental frameworks and habits they build within those courses quietly shape how they think, problem-solve and engage with the world. Learning an ancient language works the same way: its rewards are slow burning, often invisible until, over time, students realize they’ve taken root in how they see and think.

“In a world where we’re often divided not just by time but by space and pace, we need more moments that bridge the gaps,” Sosin explains. “If people took the time to slow down and engage deeply, they might find more connections with each other.”