Breathing Life into Ancient RomeArchaeologist and EAP Professor Darius Arya centers his classes on regular visits to historic sites within Rome, drawing connections to modern American life
by Nancy Oster
Professor Arya drew international attention in the summer of 2003 as a member of a team of archaeologists from Oxford, Stanford, and the American Institute for Roman Culture in Rome (of which he is co-founder and executive director) for their work on an excavation in the Roman Forum. During the excavation they discovered many aspects about the monumentalization and commercialization of space in the Roman Forum by excavating ancient shops and part of an emporium. They also found striking evidence that suggests that Caligula did indeed extend his palace, as some ancient historians had reported, to align with the Temple of Castor and Pollux, the patron gods of knights, and also with the Lacus Iuturnae, a highly prized natural spring inhabited by the mythological nymph Iuturnae. Both the Temple of the Castors and the Lacus Iuturnae were powerfully symbolic places in Roman religion, which honored the ritualization of place and preservation of historical and mythological events. Some scholars interpret the extension of the House of Caligula as proof of Caligula’s egomania, supporting stories that he viewed himself as a god. “Darius’ class provided us with the opportunity to learn both
in the classroom and on site; every Thursday we went out on
an excursion where we saw, first-hand, the history of Rome.
Darius made history something we could touch and see. It wasn’t
just an article we were reading or lecture we were listening
to, it was an experience or a feeling that came across through
the site, giving us a better understanding of Roman history
and culture.” The excavation of the area around Caligula’s palace is only one example of the work being done to further understand the historic underpinnings of Rome. In Professor Arya’s classes, EAP students journey back in time as they examine Roman basilicas, temples, aqueducts, and the remains of other structures within the walls of Rome, noting how the city developed over time and how these structures chronicle the historical, social, economic, and religious aspects of ancient Rome. The Roman state had no separation between church and state—the senate met in a sacred inaugurated space and financial officials worked in the Temple of Saturn. Professor Arya identifies Rome as one cornerstone of Western and European history, and notes, “Students cannot help but study the Romans and find many interesting parallels with our own contemporary American society, whether in the entertainment sector or fighting wars in distant lands.” Professor Arya does much of his teaching at historic sites. “About half of our class time is spent exploring the sites with on-site lectures,” he said. “It is ten times more effective to talk about the site or some aspect of ancient culture when you are physically immersed in the ruins (e.g., the Roman Forum), rather than stuck in a classroom, looking at slides. “When on site, we discuss the building materials and the original appearance of the structures. The physical remains range from great to poor, so at times we reconstruct a site or building through fragmentary evidence (columns, pieces of marble veneer, etc.). We also give life to the structures by discussing them in their original cultural context. What took place there? Who frequented the site? How long did the building last? Why was it finally destroyed, or why was it preserved? In the end, the site visits are a vehicle through which we can examine the lives of the ancient Romans and the socio-historical, political, religious aspects of ancient Rome.” Students then explore monuments on their own, applying what they have learned from the course to describe the monuments in their own words, noting the structures’ age, composition, historical context, and significance to the city and Empire of Rome. Professor Arya explains, “My goal is to give them the building blocks, the basic components of Roman society (as well as many specific examples) which should remain with them for the rest of their lives. Most will not become archaeologists or ancient historians, but, hopefully, they will have learned to appreciate much about this ancient culture—the Romans’ successes, their faults, their engineering feats, etc. To know our past is to know our own culture (and the future) better. “Personally, I can think of nothing more rewarding than teaching this material to enthusiastic students (specialists in the Classics and non-specialists alike) in Rome. It is my goal to make the city come to life again for these students, thereby enhancing and enriching their overall learning experience, and to get students interested in ancient Roman culture, as a way of learning more about our nation’s history.” |
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s if learning about the history of Rome while walking through
its ancient streets weren’t enough, EAP students in Rome
are guided through those streets by classical archaeologist,
Professor Darius Arya.
