A is a third-year Classics student at the University of Ghana. Coming from a science-oriented family, he initially planned to study law but found himself drawn to Classics for its connections to politics, religion, and human rights. His studies now focus on gender, faith, and society in the ancient world, and he hopes to bridge these themes with modern questions of justice and culture.

Q: In your experience, how does the study of Classics help young people in your country develop critical thinking, cultural understanding, or other valuable skills?
A: The study of Classics opens the mind to different ways of thinking. I enjoy texts that explore politics and society — Plato’s Republic, Aristophanes’ Lysistrata — and how they relate to modern issues like governance, gender, and equality. Reading these works encourages analytical thought and comparison between ancient and contemporary systems. I’m particularly interested in human rights and activism, and Classics provides a strong intellectual foundation for that.

Q: Are you interested in pursuing a career related to Classics after graduation? If so, what kind of roles or contributions do you hope to make?
A: I’ve been thinking about pursuing a master’s degree in Classics, focusing on gender and religion in the classical world. Religion in antiquity fascinates me — the idea that belief systems shaped how people lived and governed. I’m also interested in Christian theology and how ancient perspectives influence modern faith and culture. At the same time, law remains an option, but my interest in it has faded. After visiting courtrooms and seeing the reality of legal work, I realized I’m more drawn to international law and human rights — areas where Classics, politics, and ethics can all intersect.

Q: How do you respond to people who question the relevance of Classics in Ghana today?
A: I understand their skepticism. There hasn’t been enough effort to connect Classical studies to Ghanaian culture and contemporary issues. In Ghana, pressing matters like economic policy, governance, and education are often viewed through a very practical lens — people focus on money and survival. But Classics gives us perspective. The political system in Ghana, for instance, shares similarities with ancient Athens. Even the social “battle of classes” in Rome reflects aspects of Ghana’s own economic history. There’s also a gap in research about Ghanaian history itself — much of it remains undocumented or filtered through a postcolonial lens.

Q: What is your vision for the future of Classics education in your country?
A: I think there’s a positive shift happening. More students are becoming interested in Classics, even if they didn’t originally plan to study it. There’s growing enthusiasm for research, especially among younger lecturers who are relatable and passionate about the subject. It will take time, but I believe we’re moving toward greater engagement — both in teaching and in how students value the discipline.

Q: How was your transition from high school to university? Did you feel prepared for studying Classics?
A: The transition was manageable, though I didn’t have much exposure to Classics beforehand. I took courses in Greek to understand translations better, but not much Latin. My background in government, political studies, literature, and history really helped — the analytical and reading skills from those subjects overlap with what we do in Classics. I’ve always loved reading, and that made it easier to connect with the texts and ideas we discuss.

Q: What has been your favourite and least favourite part of university life so far?
A: The least favourite part would be the schedule — it can get overwhelming. There are times when classes, meetings, and exams all pile up, and I’ve gone with as little as two hours of sleep. As for favourites, there are so many. One recent highlight was starting a new project — we’re developing a podcast in the Classics department to make the material more accessible. Projects like that make the work more engaging and help us connect with a wider audience.

Q: How would you describe the campus culture? What kind of student do you think would flourish there?
A: The University of Ghana has a very lively, diverse culture. It’s often seen as a “party school,” with social events happening almost every semester — sometimes even unofficial ones that stretch for days. Every hostel seems to have its own party cycle. But behind all that, there’s a strong academic culture too. You’ll find students who can balance late-night studying in the library with the social scene. Those who thrive here are independent, adaptable, and know when to switch between work and fun.

Q: Is there something about your university experience that you wish more people knew?
A: I’m quite an extrovert, so I think most people already know me well! But I’d like people to see me as someone who values good conversation and openness. I enjoy meaningful discussions — especially when they’re thoughtful or challenging. If a conversation feels dull or insincere, I usually lose interest quickly. I don’t care much for drama or romance stories — I prefer thrillers or anything that really makes you think.