Monthly Archives: April 2022

New ways to read Greek and Persian epic and to explore diverse cultures

Our work explores the hypothesis that a new mode of reading is taking shape, one in which dense, machine actionable annotations allow readers to work directly and effectively with sources in languages that they do not know – a new middle space between reliance on translation and mastery of the source text (Crane et al. 2019, Crane 2019). This hypothesis has substantial potential importance for our ability to use source texts to explore cultural diversity in general and the diversity of Asian cultures in particular. Our particular work focuses on two challenges for a traditionally Eurocentric subject, Classics (or Classical Studies), which is still used to describe the study of Greco-Roman culture. On the one hand, university students without training in Greek and Latin in secondary school have difficulty mastering the languages and learning about the subject. In spring 2021, the Princeton Classics Department provoked controversy when it made it possible for majors to study Greco-Roman antiquity without learning any Greek or Latin — too few students, especially students of color, had access to Latin, much less Greek, before college (Wood 2021). At the same time, Classics and Classical Studies are far too narrow – we must include other classical languages – Sanskrit, Classical Chinese, Classical Arabic, etc. – if we are to continue using these terms. We report on work that addresses both challenges. Continue reading

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Visualizing progress in a historical language (2)

This second part focuses on the problem of visualizing what learners have and have not seen, what new vocabulary they have just encountered, and what new and future vocabulary is above or below some threshold separating common from uncommon words. The goal here is not to provide a finished design but to present a draft that can be developed further. The technology employed is relatively simple — the visualizations are implemented as Support Vector Graphics (SVG) objects. The next version will probably be in some dialect of Javascript but the figures below demonstrate one model by which to convey the more granular view of vocabulary. Continue reading

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Visualizing Progress in Homeric Greek (1)

This paper is designed to be the first of two that explore the degree to which learners can track how much of the vocabulary as a whole in a target corpus they have encountered and to see the frequency in the rest of the corpus of each newly encountered vocabulary item. We focus here upon the Ancient Greek Iliad and the Odyssey, a corpus of just over 200,000 running words. Homeric Epic provides a useful starting point because a growing cluster of openly-licensed, digital resources for this corpus are available, including links from each form in the epic to a dictionary entry, the starting point for vocabulary analysis. Continue reading

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Homeric Vocabulary, Heaps’ Law and the open-ended nature of epic tradition [DRAFT]

This paper makes a simple, but significant, observation. Vocabulary keeps growing in any corpus — there is no final, fixed set of words. That phenomenon appears with any natural language corpus. Here I emphasize the significance for students of Homeric epic. The Homeric Iliad and Odyssey contain about 200,000 running words and we can see how the number of dictionary entries (e.g, anêr, ‘man’) and of inflected forms derived from dictionary entries (e.g, andros, ‘of a man,’ andri) increase slowly but continuously: 8,792 dictionaries appearing as 31,664 different account for the 200,581 running words that appears in the Perseus Dependency Treebanks of the two epics. Continue reading

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Why study intro Greek? You could produce compelling performances of Greek poetry and prose in one semester.

If you are an accomplished performer, you should be able to begin performing Greek poetry and prose, with an understanding of every syllable of what you are reading, by the end of one semester. I base that on the preliminary results that my collaborator Farnoosh Shamsian observed after 30 hours of instructing Persian speaking students Homeric Greek. We desperately need passionate and compelling performances of Greek and other languages to bring these sources to life. We can use podcasts and YouTube videos to reach a global audience. We have compelling sources. We need performances in different voices by people from different backgrounds. Continue reading

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Course on Arabic Sources by West African scholars about the Mali and Songhai empires: Digital Humanities and a new model of Classical Studies at Tufts

At Tufts University, the course on Classical Historians (Classics 141 — details in the departmental course booklet) will focus on Classical Arabic sources composed in, and about, pre-colonial West Africa. While we will consider Arabic sources produced outside of West Africa and accounts of European travelers, we will focus primarily on two different historical sources from West Africa istself: the Tārīkh al-Sūdān and (what has traditionally been called) Tārīkh al-Fattāsh. Our goal is not just to learn about the Mali and Songhai empires but to use what we learn to create openly licensed, digital sources of various kinds that will help others explore a major historical period that has attracted far too attention in the teaching and research. Continue reading

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