During the Power of Language week of spring 2025, I attended an event that explored the social, cultural, and linguistic implications of the foundational text, The Secret History of the Mongols. Tamiraa Sanjaajav presented a number of fascinating facts in relation to this book. For example, it contains the oldest written script of the Mongolian language, ulghur. Additionally, Tamiraa explained that the vast majority of households in Mongolia own a copy of this text. It blends historical information and exposition of 13th century Eurasian geopolitical conflict with fictional writing and storytelling.
She went on to explore cultural and social factors that are embedded in or apparent in relation to The Secret History of the Mongols. For example, the importance of hospitality in Mongolian culture can be witnessed in historical accounts of Chinggis Khaan’s social relations. Additionally, despite Mongolian women playing a significant role in 13th century Eurasian battles and demonstrating great strength, they have been stripped from history in texts such as The Secret History of the Mongols, demonstrating a historical emphasis placed on male political figures over their female counterparts. Tamiraa went on to explain that for students of Mongolian history, it is difficult to find strong sources in addition to The Secret History of the Mongols written by Mongolian scholars. This is due to a number of factors, including the nomadic lifestyle of Mongolian communities throughout the 12th, 13th, and 14th centuries, colonization, and religious oppression.
She then went on to explore The Secret History of the Mongols from personal rather than historical perspectives. Tamiraa explained that history taught to young Mongolian students is imbued with patriotism and pride. Reflecting on this, she identified both her own national pride and the potential glorification of Mongolian history. Furthermore, after attending Wesleyan, she reckoned with the ways that various education contexts produce specific biases. Given that this is a core element of GEM thinking, I found it fascinating to compare her perspectives to my own. Tamiraa then offered attendees additional information on the Mongolian language, which I greatly enjoyed. She demonstrated the vertical Mongol script of Hudam and explained that it is of the Altaic language family with influences from the Tibetan script. This influence can be attributed to the popularization of Buddhism in Mongolia throughout the 16th century. Tamiraa explained that while she is able to read and write Hudam script, its significance is being deemphasized in Mongolian schools.
When thinking about the event beyond its content, I took note of a few observations. In attendance at the event was a Mongolian alumni and his parents. Jokingly, Dari observed that there were six Mongolian speakers in one room – more than she had ever experienced at Wesleyan. It was clear that that linguistic connection was incredibly joyous and important. It is amazing that a student hosted an event which fostered such deep connection, and I was grateful to be able to attend and learn more about Mongolian language and history.
