The Project’s objective is to provide a diachronic reconstruction of ancient ludic culture, from the birth of the Greek city-state, c. 800 BCE, to the end of the Western Roman Empire, c. 500 CE. Based on an extensive multidisciplinary collection of evidence (written, archaeological, iconographic), we first aimed to identify methodologically ancient games and gaming devices in context, providing reference chrono-typologies and reconstructions for training and research. Second, we examine in a historical and anthropological perspective how play and games reflect the gendered, religious, economic, and political fabric of a society, as well as transmit an intangible heritage. In the past as today, play is a key agent of social understanding and cultural identity. We examined how ludic culture contributed to multicultural communities, as in the Romanization process, and mirror religious shifts that encouraged or were opposed to play. Thanks to close linguistic, historical, archaeological, iconographic, and anthropological studies, we revisited past social dynamic in public and private spaces, norms, values, and collective imaginary, from early childhood and throughout adult life, for men and women, the elite and common people, free individuals and slaves. We also studied the modes of transmission of ludic heritage from Antiquity to the present and their biases. Building on these results, a new theoretical model of play in Antiquity could be established, highlighting the specificities of Greek and Roman societies, as well as the value of play in a global and transcultural perspective. A third, societal, objective was to increase awareness of the integrative potential of play and games in past and present societies, to widen the debate on “good or bad” games in a changing and challenging world, and elaborate updated and innovative tools for museums, schools, and higher institutions. The inclusion of ancient play and games in education involves training younger generations in Greek and Roman heritage as well as in specific skills, in particular interpersonal skills, such as teamwork, negotiation, and community building competences. Knowledge transfer was ensured by new methodologies, such as interactive games and collaborative instruments, supported by dissemination activities, university teaching, international workshops and conferences, as well as citizen science events (museum exhibitions, public events, school projects).
