Features
Future of Postgraduate Studies in Sri Lanka

Employability Agenda and Indoctrination:
By Saumya Liyanage
(This paper was first presented as the keynote speech at the inauguration of the postgraduate studies in English and Education degree programme at the Faculty of Graduate Studies, University of Sabaragamuwa, Sri Lanka, on the 26 February, 2023)
Introduction
During my tenure as the Dean of the Faculty of Graduate Studies (FGS), University of the Visual and Performing Arts (UVPA), Colombo, I had opportunities to work with numerous postgraduate students coming from various disciplines, including performing arts, architecture, town planning, and media studies. Even now, I am supervising a couple of full-time research degrees: MPhils and PhDs. I have encountered many situations where our postgraduates grapple with various difficulties in pursuing their postgraduate careers and also experience difficulties in continuing and successfully completing their theses. As an academic who has gone through the same path, and with the support I received from my supervisors and administration, I feel that it is our responsibility to create a quality postgraduate culture where one can comfortably conduct research and submit a thesis while understanding the real meaning of postgraduate education.
Postgraduate culture
The term postgraduate culture is vital to understanding the nature and requirements of postgraduate education in Sri Lanka and elsewhere. The term culture emphasises a particular academic environment and the network of relationships that would enhance the postgraduate career. The academic environment encapsulates various research activities, seminars, and colloquia that are being conducted in universities, in collaboration with other higher education institutes and industry. Moreover, a network of relationships is also a vital component that enhances postgraduate career development. This includes how the faculties of graduate studies facilitate graduate students networking through various research activities conducted by the faculties and provide exposure to a wider academic discourse.
Employability agenda
Many postgraduate programmes in faculties of graduate studies and also undergraduate education are more likely to be changing towards the employability agenda (Gedye, Fender, and Chalkley 2004), steered by Government economic and labour policies. As mentioned by many scholars, for instance, Western economies are becoming increasingly based on knowledge, information, and communication (ibid., p. 382). This tendency has also been on the agenda for the Sri Lankan higher education sector while arguing the need to produce marketable graduates and professionally competent postgraduates from the National Universities. In line with this, many professionals, who want to develop their career goals, seek postgraduate opportunities. Their intention is to fulfil certain requirements that allow them to step forward in their chosen fields of interest. In return, Faculties of Graduate Studies offer professional diplomas and taught Masters degrees and PhDs for those who seek speedy qualifications.
This ‘employability agenda’ has discouraged the real meaning of a postgraduate career. Because this employability discourse is so strong, doing a Masters or a PhD nowadays is merely taking some weekend classes and submitting a minor thesis. The employability agenda is coming from quality assurance and other top-level policy-making bodies, while emphasising the need to find our own funding to run the State Universities. Further, as is happening elsewhere, postgraduate qualifications, particularly Masters and postgraduate diplomas, are such demanding products that they could be sold in the market for those who seek paper qualifications for career improvements. What I argue here is that the classical and deeper meaning pertaining to the postgraduate career and its true meaning of being a researcher in a higher education sector is being washed away or diminishing.
Noam Chomsky, one of the leading philosophers of this century, argues that there are two opposing poles of educational purposes that have been colliding for centuries. One is coming from the Enlightenment, which liberates all institutional frameworks of education but allows human beings to learn what they want. The other opposing argument is known as ‘indoctrination’. Indoctrination in education imposes certain structures and systems within which learning is moulded into a machine or labour-intensive work. Centuries-old Platonic utopianism is in action again in this century with the new light of neo-liberal economic and educational reforms.
As we all know, there are two categories in which one can register as a postgraduate and pursue a research career: part-time or full-time. Even though we have two categories, ultimately, all our postgraduate students become part-timers due to various issues they experience during their candidatures. This is a result of the lack of facilities provided by the postgraduate institutes. I am not sure whether our universities provide full research facilities for postgraduates. Due to the lack of infrastructure facilities, our state university sector has not been able to provide study spaces for postgraduates within their own faculties. What I mean by infrastructure is at least providing an office facility with internet access and a computer. Access to the University library and providing other resources to conduct research. Facilitating postgraduate reading rooms in the library, having weekly or monthly postgraduate seminars and forming postgraduate clusters where learning takes place between peers, providing services from discipline experts who can assist in finding relevant literature and other materials at the library, conducting research and writing skill development programmes, providing a free document delivery system, and so on. The majority of our postgraduate students’ experience writing difficulties, especially academic writing and language issues. There is no support system for them to improve their academic writing. Writing theses in Sinhala has become problematic as various standards are maintained by different schools and institutions. Furthermore, most of our postgraduate students lack a great deal of competency in research skills. Research skills include many components, such as broad knowledge of research methodologies, theories, and philosophies, skills to conduct field research, new approaches to methodological tools, software training, and IT skills.
Pursuing a Postgraduate career is not a fashionable choice. It is a difficult endeavour in many ways. In my early years of postgraduate study, I was experiencing financial hardships. Sometimes I did not have enough money to pay my rent. So, I decided to share an apartment with a student and eat twice a day. I ate an apple, which is a cheap fruit in Australia, and a slice of bread for my lunch. But my determination was to read well and learn how to write academic work in English. The central attraction of Flinders University was the big library they had in the centre of the University. As I see it, when reading and writing no longer play a key role in our academic endeavours, the place of the library and its impact on research gradually diminish. Sometimes, we can’t even locate our library because it is no longer the centre of the University. So, it is located somewhere in the periphery. Even though we always talk about the importance of a “particular research culture”. But we cannot develop this particular “culture”, without establishing this liberal, democratic atmosphere within our university system.
Starting a postgraduate career is similar to preparing for a solo performance on stage. In theatre and drama, we do solo performances and monologues. In this solo performance, you are both the narrator and the storyteller. You perform a story with your own voice and body and sometimes incorporate other characters and their stories in order to enhance your own story. Reading a postgraduate degree is also like a solo enactment. You have an audience, a panel of academics, and an academic readership where you are going to present your work. It is really freaky when you think about performing yourself in front of an audience without a single bit of support from your colleagues or other actors. It is a terrifying experience—what we call in acting, stage fright. As a postgraduate, your audience is not directly visible to you, but your audience is there, looking at you, your movements, and what you are going to present for them. So, it is an act of public solitude. It is a solitary practice. You always feel isolated, abandoned, marginalised, and depressed. You have to decide with whom you are going forward with this journey; you need to select which intersection would be the most appropriate for you to turn. It is you who should decide what you really want to do and how you really want to do it.
Doing a PhD means not just refining and tuning your instrument but also performing and creating new musical scores that you have never performed before—a particular enlightenment that you are going to experience. If I use metaphoric language to describe that experience, being a PhD candidate and going through that journey is like being an ascetic—a yogic trans that you experience as a researcher.
If you take or choose the difficult path of asceticism, this postgraduate career can lead to a particular nirvana that you may experience after doing a doctoral study. Asceticism is a difficult pathway—a rigorous meditational journey through which you will see emancipation.
Supervision
It is important that you understand the availability and existence of your supervisors because they are the lifelines of your academic journey. I call them lifelines not because they are swimming with you in the torrents of the river but because they are observing you, critiquing you at some point, and also showing you how to tackle those torrents in your difficult journey. Research has identified that the efficiency of a successful research degree depends on the effectiveness of the student-supervisor relationship. Positive relationships always promote success (MacCalling and Nayar, 2012, p. 66). But do not expect your supervisors to swim with you. No, they are not ready to swim with you. But you are the one who swims and intends to face the difficulties. Most of our postgraduates begin to hate their supervisors because they think that they are supposed to swim with you and join your journey. No, they are there for you to guide you and sometimes throw a lifeline if they think you are drowning. I remember Liyanage Amarakeerthi once saying, during his postgraduate years at Wisconsin University, that it is something like a swim or drown situation. Both options are there for you to choose from. It is you who should choose whether you want to swim or drown. First and foremost, you should develop certain essential skills that may support your academic career. In this regard, literacy, numeracy, research and methodological understanding, knowledge about referencing and plagiarism, and many other things would help you start a successful career in academia. Your academic writing is still an essential component of your postgraduate career. If you do not have the skills to write academic essays, it is unlikely that you can get through the degree.
So, your supervisor won’t be able to correct your language or proofread your writing. It is not her or his task to correct your language or teach you research methodology. The key competencies that you need to cultivate during your candidature, such as writing skills, referencing skills, and methodology skills, should be achieved by you, and it is your responsibility to equip yourself with those skills to pursue your career. In your postgraduate career, you are going to learn many other skills and competencies, so do not wait until you get the registration to learn how to write academic essays, how to structure your assignments, how to use relevant methodologies, how to read academic papers, how to understand key theories related to research, how to use word processing software, etc. You should learn all these things before working with your supervisor. If you are not ready to do this, think again about why you really want to pursue a postgraduate degree.
There are two key philosophical issues that exist in the field of postgraduate learning. First, there is the misinterpretation and misunderstanding of research methodologies and methods. Secondly, it is a misunderstanding of academic reading and writing. These two key areas have not been fully explored in our university system. We have opened up various avenues for postgraduates to pursue postgraduate degrees, but our institutions have failed to address some of the concurrent issues related to postgraduate studies.
Let me briefly explore these key areas that may need further attention of our academic institutions. Methods and methodologies are misinterpreted and misunderstood when used in research projects. Most of our researchers who conduct research, whether qualitative or quantitative, are confused with research tools and philosophies related to knowledge creation. Doing research means developing or contributing new knowledge and expanding the existing knowledge base. In this, methodologies are paramount. Why? It is because every research project confronts the question of epistemology. In other words, every research project tries to answer the question of knowledge and how you create knowledge. In this sense, the overall understanding of epistemology, or the theory of knowledge, is vital. Further, methods or research tools are the existing tools that can be used to gather data, whether it is objective data or experiential data. But in the performing arts or in the social sciences and humanities, we tend to use qualitative approaches because we are often dealing with experiential data. When a novice is beginning to do research, she or he thinks that an understanding of research tools or methods is enough for her to successfully complete the research work. This is a fallacy that prevails in our academic spheres.
The second fallacy prevailing in our research culture is related to reading and writing. In reading, we do not teach our postgraduates to read systematically and critically to gather and analyse ideas. Further, we have not shown our postgraduates the value and importance of academic reading. Without developing the skill of academic reading, one cannot write a good thesis. Reading relevant primary and secondary literature and other resources allows you to grapple with existing ideas, theories, and philosophies to develop a conversation. This is an internal conversation that you may develop with your fellow writers and researchers. Yet mere reading is not enough for a researcher to write a thesis. You need to learn how to use those ideas in your writing while still keeping your voice heard in the discussion. This cannot be achieved overnight. You may need proper training and practice to master the skill of reading and comprehending ideas.
Academic writing is another area that needs further attention. This is something that has been misinterpreted in the area of research. We all have some sort of fear of writing essays. For some people, writing is an unpleasant exercise because, in general, it is the most difficult part for a student. There are many postgraduates who are facing numerous difficulties in academic writing, whether they are writing in Sinhala, Tamil, or English. It is not all about writing in English; as I have seen so far, writing in Sinhala is also problematic. What is the reason for all these fears pertaining to academic writing? First, it is because our education has embedded a certain template of thinking that does not allow us to think that writing is a corporeal thing. In other words, writing is an action. In our traditional template of thinking, writing comes after thinking. This is something that has been dominated over centuries in our academia and our way of thinking. We believe that thinking is happening in our brain, and the body follows what the mind says. The duality of mind-body problems is intact in this phenomenon. Along with this, our teaching and learning, our reading and writing, our assessments and evaluations—all these activities are structured as binary oppositions. Now, we cannot get rid of it. Hence, when our postgraduates are ready to write their theses, they get stuck with the writer’s block, not knowing how to start writing. Because, as always, they become “thinkers”. They start thinking, thinking, thinking for weeks and months, not producing a single word. They structure their chapters; they develop their arguments; all these things happen throughout the day, seven days a week. but only in their minds … until they realise that they are running out of time, then only they realise that they have not produced a single word for the thesis.
So, the majority of our postgraduates are ‘thinkers’. But we need ‘pragmatists’ who can understand the importance of action in research and writing. Writing is basically an action that triggers our thinking. If we really want to overcome the writers’ block, then we need to teach our postgraduates how to overcome this duality, body-mind problem, in research and writing. We need to teach them how to start the action of writing rather than stagnating in the world of thinking. Broadly speaking, our body, including our limbs, is a thinking substance, so there is no particular entity that generates thinking. Thinking takes place throughout our body, and bodily action triggers thinking. This may be a bit controversial and thought-provoking, but yes, we need a new way of thinking about our thinking, imagination, conceptualization, ideas, and emotions. Cognitive science sheds a new light, helping us to think in this direction: overcoming body-mind duality and understanding the primacy of our bodily knowing and learning. Philosophers Lakoff and Johnson argue that the mind is inherently embodied; thought is mostly unconscious; and abstract concepts are largely metaphorical. These are the key tenets of cognitive science that have challenged the Western model of mind and matter recently (Lakoff and Johnson, 1999).
Professional training
Today, postgraduate study demands a great deal of ‘objectification of knowledge’. What do I mean by the term ‘objectification of knowledge? It is all about how we generate knowledge and how we can objectively articulate and observe worldly phenomena in order to develop particular knowledge. In a way, being a postgraduate means finding an answer to an epistemological problem. There are two ways that the career of a postgraduate is defined. In a traditional context, it is a solemn journey to create new knowledge by integrating and challenging the existing knowledge base of a particular discipline. Secondly, with the advent of commercialism and trade, the objectives of a postgraduate career have dramatically changed. In this, the career of a postgraduate is defined and described as the development of professional competencies and complying with and catering to the rapidly changing nature of government policies on trade and economies. This is one of the major debates about postgraduate studies, and there are many Ways that institutes and postgraduate faculties try to adapt their strategies and programmes to meet these two requirements. However, it is not an easy task for an institution to maintain the balance between these two poles. Some may tend to continue the traditional way of seeking knowledge, while others introduce new degree programmes to cater to the changing policies of governments and their manpower targets.
However, today’s challenge is how to maintain a balance between professionalism and the classical meaning of research and knowledge development. I believe that the Faculty of Graduate Studies at Sabaragamuwa University would maintain a proper balance between these two poles and secure the classical and philosophical underpinnings of PG studies and knowledge creation. There is no single piece of knowledge that explores this world. Knowledge is partial and contextual. Scientific rationality is one way of extricating truth. But knowledge is not just an objective entity but is innate and subjective. This is the shift that has occurred in recent years in epistemology. In our postgraduate careers, we tend to generate knowledge for the betterment of humankind. However, it is evident that knowledge is not always perceivable as objectivity or objectively grasped. Much of our knowledge and cognition take place beneath our conscious level, and therefore, the knowledge that an individual possesses is unknown to us.
I wish all the postgraduates who pursue a research career at the FGS, Sabaragamuwa University, the best of luck.
References:
Gedye, S., Fender, E., & Chalkley, B. (2004, ‘Students’ Undergraduate Expectations and Post-Graduation Experiences of the Value of a Degree’, Journal of Geography in Higher Education, vol. 28, no. 3, pp. 381–396.
Maturana, HR, and Varela, FJ, 1980, Autopoiesis and Cognition: The Realisation of the Living, Dordrecht, Springer Netherlands.
McCallin, A., and Nayar, S. (2012, ‘Postgraduate research supervision: a critical review of current practice’, Teaching in Higher Education, vol. 17, no. 1, pp. 63–74.
Lakoff, G., & Johnson, M. (1999). Philosophy In The Flesh: The Embodied Mind And Its Challenge To Western Thought. Basic Books.
(Saumya Liyanage is professor in Drama and Theatre and is currently working at the Department of Theatre, Ballet, and Modern Dance, Faculty of Dance and Drama, University of Visual and Performing Arts, Colombo, Sri Lanka)
Features
Minds and Memories picturing 65 years of Sri Lankan Politics and Society

Last week I made mention of a gathering in Colombo to remember Kumar David, who passed away last October, as Comrade, Professor and Friend. The event was held on Saturday, April 5th, a day of double significance, first as the anniversary of the JVP insurrection on 5th April 1971, and now the occasion of the official welcome extended to visiting Indian Prime Narendra Modi by the still new JVP-NPP government. The venue was the Ecumenical Institute for Study and Dialogue (EISD) on Havelock Road, which has long been a forum for dialogues and discussions of topics ranging from religious ecumenism, Liberation Theology and Marxist politics. Those who gathered to remember Kumar were also drawn from many overlapping social, academic, professional and political circles that intersected Kumar’s life and work at multiple points. Temporally and collectively, the gathering spanned over six decades in the evolution of post-independence Sri Lanka – its politics, society and the economy.
Several spoke and recalled memories, and their contributions covered from what many of us have experienced as Sri Lankans from the early 1960s to the first two and a half decades of the 21st century. The task of moderating the discussion fell to Prof. Vijaya Kumar, Emeritus Professor of Chemistry at Peradeniya, who was a longtime friend of Kumar David at the university and a political comrade in the LSSP – especially in the Party’s educational and publication activities.
Vijaya Kumar recalled Kumar David’s contributions not only to Marxist politics but also to the popularization of Science that became a feature in several of KD’s weekly contributions to the Sunday Island and the Colombo Telegraph. Marshal Fernando, former and longtime Director of the EISD welcomed the participants and spoke of Kumar David’s many interactions with the Institute and his unflinching offer of support and advice to its activities. EISD’s current Director, Fr. Jayanath Panditharatne and his staff were extremely helpful.
Rohini David, Kumar’s wife of over 50 years, flew in specially for the occasion from Los Angeles and spoke glowingly of Kumar’s personal life as a husband and a father, and of his generosity for causes that he was committed to, not only political, but also, and more importantly, educational. An interesting nugget revealed by Rohini is the little known fact that Kumar David was actually baptized twice – possibly as a Roman Catholic on his father’s side, and as an Anglican on his mother’s side. Yet he grew to see an altogether different light in all of his adult life. Kumar’s father was Magistrate BGS David, and his maternal grandfather was a District Judge, James Joseph.
Kumar had an early introduction to politics as a result of his exposure to some of the political preparations for the Great Hartal of 1953. Kumar was 12 years old then, and the conduit was his step-father, Lloyd de Silva an LSSPer who was close to the Party’s frontline leaders. From a very young age, Kumar became familiar with all the leaders and intellectuals of the LSSP. Lloyd was known for his sharp wit and cutting polemics. One of my favourite lines is his characterization of Bala Tampoe as a “Lone Ranger in the Mass Movement.” Lloyd’s polemics may have rubbed on Kumar’s impressionable mind, but the more enduring effect came from Lloyd’s good collection of Marxist books that Kumar self-admittedly devoured as much as he could as a teenager and an undergraduate.
Electric Power and Politics
Early accounts of Kumar’s public persona came from Chris Ratnayake, Prof. Sivasegaram and Dr. K. Vigneswaran, all Kumar’s contemporaries at the Engineering Faculty that was then located in Colombo. From their university days in the early 1960s, until now, they have witnessed, been a part of and made their own contributions to politics and society in Sri Lanka. Chris, a former CEB and World Bank Electrical Engineer, was part of the Trotskyite LSSP nucleus in the Engineering Faculty, along with Bernard Wijedoru, Kumar David, Sivaguru Ganesan, MWW Dharmawardana, Wickramabahu Karunaratne and Chris Rodrigo. Of that group only Chris and MWW are alive now.
Chris gave an accurate outline of their political involvement as students, Kumar’s academic brilliance and his later roles as a Lecturer and Director of the CEB under the United Front Government. Chris also described Kumar’s later academic interest and professional expertise in the unbundling of power systems and opening them to the market. Even though he was a Marxist, or may be because of it, Kumar had a good understanding of the operation of the market forces in the electricity sector.
Chris also dealt at length on Sri Lanka’s divergent economic trajectories before and after 1977, and the current aftermath of the recent economic crisis. As someone who has worked with the World Bank in 81 countries and has had the experience of IMF bailout programs, Chris had both warning and advice in light of Sri Lanka’s current situation. No country, he said, has embarked on an economic growth trajectory by following standard IMF prescriptions, and he pointed out that countries like the Asian Tigers have prospered not by following the IMF programs but by charting their own pathways.
Prof. S. Sivasegaram and Dr. K. Vigneswaran graduated in 1964, one year after Kumar David, with first classes in Mechanical Engineering and Civil Engineering, respectively. Sivasegaram joined the academia like Kumar David, while Vigneswaran joined the Irrigation Department but was later drawn into the vortex of Tamil politics where he has been a voice of reason and a source for constructive alternatives. As Engineering students, they were both Federal Party supporters and were not aligned with Kumar’s left politics.
It was later at London Imperial College, Sivasegaram said, he got interested in Marxism and he credited Kumar as one of the people who introduced him to Marxism and to anti-Vietnam protests. But Kumar could not persuade Sivasegaram to be a Trotskyite. Sivasegaram has been a Maoist in politics and apart from his Engineering, he is also an accomplished poet in Tamil. Vigneswaran recalled Kumar’s political involvement as a Marxist in support of the right of self-determination of the Tamils and his accessibility to Tamil groups who were looking for support from the political left.
K. Ramathas and Lal Chandranath were students of Kumar David at Peradeniya, and both went on to become established professionals in the IT sector. Ramathas passionately recalled Kumar’s effectiveness as a teacher and described his personal debt of gratitude for helping him to get a lasting understanding of the concept and application of power system stability. This understanding has helped him deal with other systems, said Ramathas, even as he bemoaned the lack of understanding of system stability among young Engineers and their failure to properly explain and address recurrent power failures in Sri Lanka.
Left Politics without Power
The transition from Engineering to politics in the discussion was seamlessly handled by veterans of left politics, viz., Siritunga Jayasuriya, Piyal Rajakaruna and Dishan Dharmasena, and by Prof. Nirmal Dewasiri of the History Department at the University of Colombo. Siritunga, Piyal and Dishan spoke to the personal, intellectual and organizational aspects of Kumar David in the development of left politics after Kumar David, Vasudeva Nanayakkara and Bahu were no longer associated with the LSSP. Dewasiri reflected on the role of the intellectuals in left political parties and the lost to the left movement as a whole arising from the resignation or expulsion of intellectuals from left political organizations.
While Kumar David’s academic and professional pre-occupation was electric power, pursuing power for the sake of power was not the essence of his politics. That has been the case with Bahu and Sivasegaram as well. They naturally had a teaching or educational role in politics, but they shared another dimension that is universally common to Left politics. Leszek Kolakowski, the Polish Marxist who later became the most celebrated Marxist renegade, has opined that insofar as leftists are generally ahead of their times in advocating fundamental social change and promoting ideas that do not resonate with much of the population, they are unlikely to win power through electoral means.
Yet opposition politics predicated on exposing and decrying everything that is wrong with the system and projecting to change the system is fundamentally the most moral position that one can take in politics. So much so it is worth pursuing even without the prospect of power, as Hector Abhayavardhana wrote in his obituaries for LSSP leaders like NM Perera and Colvin R de Silva. By that token, the coalition politics of the 1960s could be seen as privileging a shared parliamentary path to power while dismissing as doctrinaire the insistence on a sole revolutionary path to power.
The two perspectives clashed head on and splintered the LSSP at its historic 1964 Conference. Kumar David and Lal Wijenayake were the youngest members at that conference, and the political genesis of Kumar David and others at the Engineering faculty that Chris Ratnayake outlined was essentially post-coalition politics. In later years, Vasudeva Nanayakkara, Bahu and Kumar David set about creating a left-opposition (Vama) tendency within the LSSP.
This was considered a superior alternative to breaking away from the Party that had been the experience of 1964. Kumar David may have instinctively appreciated the primacy of the overall system stability even if individual components were getting to be unstable! But their internal efforts were stalled, and they were systematically expelled from the Party one by one. Kumar David recounted these developments in the obituary he wrote for Bahu.
As I wrote last week, after 1977 and with the presidential system in place, the hitherto left political parties and organizations generally allied themselves with one or the other of the three main political alliances led by the SLFP, the SLPP and even the UNP. A cluster of them gravitated to the NPP that has been set up by the JVP under the leadership of Anura Kumara Dissanayake. Kumar David supported the new JVP/NPP initiative and was optimistic about its prospects. He wrote positively about them in his weekly columns in the Sunday Island and the Colombo Telegraph.
The Social Circles of Politics
Sometime in late 2006, Rohan Edrisinha introduced Kumar and me to Rajpal Abeynayake, who was then the Editor of the Sunday Observer, for the purpose of writing weekly columns for the Paper. Bahu was already writing for the Sunday Observer and for almost an year, Bahu, Kumar and I were Sunday Island columnists, courtesy of Rajpal Abeynayake. In 2007, Prof. Vijaya Kumar introduced us to Manik de Silva, already the doyen of Sri Lanka’s English medium editors, and Kumar and I started writing for the Sunday Island edited by Manik. It has been non-stop weekly writing a full 18 years. For a number of years, we have also been publishing modified versions of our articles in the Colombo Telegraph, the online journal edited by the inimitable Uvindu Kurukulasuriya.
Writing mainstream rekindled old friendships and created new ones. It was gratifying to see many of them show up at the celebration of life for Kumar. That included Rajpal Abeynayake, Bunchy Rahuman, Gamini Kulatunga, Ranjith Galappatti, Tissa Jayatilaka, NG (Tanky) Wickremeratne, and Manik de Silva. Vijaya Chandrasoma, who unfortunately could not attend the meeting, was particularly supportive of the event along with Tanky and Ramathas. Tissa and Manik spoke at the event and shared their memories of Kumar.
Dr. Santhushya Fernando of the Colombo Medical Faculty provided organizational support and created two superb video montages of Kumar’s life in pictures to background theme songs by Nat King Cole and Frank Sinatra. Manoj Rathnayake produced a Video Recording of the event.
In a quirky coincidence, five of those who attended the event, viz. Manik de Silva, Vijaya Kumar, Chris Ratnayake, S. Sivasegaram and K. Vigneswaran were all classmates at Royal College. On a personal note, I have been associated with every one of them in one way or another. Chris and I were also Engineers at the Hantana Housing Development in the early 1980s, for which the late Suren Wickremesinghe and his wife Tanya were the Architects. And Suren was in the same Royal College class as the other five mentioned here.
In the last article he wrote before his passing, Kumar David congratulated Anura Kumara Dissanayake for his magnificent political achievement and expressed cautious optimism for the prospects under an NPP government. Many in the new government followed Kumar David’s articles and opinions and were keen to participate in the celebration of life that was organized for him. That was not going to be possible anyway with the visit of Prime Minister Modi falling on the same day. Even so, Prof. Sunil Servi, Minister of Buddha Sasana, and Religious and Cultural Affairs, was graciously present at the event and expressed his appreciation of Kumar David’s contributions to Sri Lankan politics and society.
by Rajan Philips
Features
53 Years of HARTI- Looking Back and Looking Ahead

C. Narayanasuwami, the first Director of the then Agrarian Research and Training Institute (ARTI).
I am delighted to be associated with the fifty third anniversary celebrations of HARTI. I cherish pleasant memories of the relentless efforts made as the First Director to establish, incorporate, develop, direct, and manage a nascent institute in the 1970s amidst many challenges. The seven-year period as Director remains as the most formidable and rewarding period in my career as a development professional. I have been fortunate to have had a continuing relationship with HARTI over the last five decades. It is rarely that one who played a significant role in the establishment and growth of an institution gets an opportunity to maintain the links throughout his lifetime and provide messages on the completion of its fifth (I was still the director then), the 15th, 50th and 53rd anniversaries.
I had occasion also to acknowledge the contribution of the Institute on its 46th year when I released my book, ‘Managing Development: People, Policies and Institutions’ using HARTI auditorium and facilities, with the able support of the then director and staff who made the event memorable. The book contains a special chapter on HARTI.
On HARTI’s 15th anniversary I was called upon to offer some thoughts on the Institute’s future operations. The following were some of my observations then, “ARTI has graduated from its stage of infancy to adolescence….Looking back it gives me great satisfaction to observe the vast strides it has made in developing itself into a dynamic multidisciplinary research institution with a complement of qualified and trained staff. The significant progress achieved in new areas such as marketing and food policy, data processing, statistical consultancies, information dissemination and irrigation management, highlights the relevance and validity of the scope and objectives originally conceived and implemented”.
It may be prudent to review whether the recommendations contained in that message, specifically (a) the preparation of a catalogue of research findings accepted for implementation partially or fully during policy formulation, (b) the relevance and usefulness of information services and market research activities in enhancing farmer income, and (c) the extent to which the concept of interdisciplinary research- a judicious blend of socio-economic and technical research considered vital for problem-oriented studies- was applied to seek solutions to problems in the agricultural sector.
The thoughts expressed on the 15th anniversary also encompassed some significant management concerns, specifically, the need to study the institutional capabilities of implementing agencies, including the ‘human factor’ that influenced development, and a critical review of leadership patterns, management styles, motivational aspects, and behavioural and attitudinal factors that were considered vital to improve performance of agrarian enterprises.
A review of HARTI’s current operational processes confirm that farmer-based and policy-based studies are given greater attention, as for example, providing market information service for the benefit of producers, and undertaking credit, microfinance, and marketing studies to support policy changes.
The changes introduced over the years which modified the original discipline-based research units into more functional divisions such as agricultural policy and project evaluation division, environmental and water resources management division, and agricultural resource management division, clearly signified the growing importance attached to functional, action-oriented research in preference to the originally conceived narrowly focused discipline-based research activities.
HARTI has firmly established its place as a centre of excellence in socio-economic research and training with a mature staff base. It is pertinent at this juncture to determine whether the progress of HARTI’s operations was consistently and uniformly assessed as successful over the last five decades.
Anecdotal evidence and transient observations suggest that there were ups and downs in performance standards over the last couple of decades due to a variety of factors, not excluding political and administrative interventions, that downplayed the significance of socio-economic research. The success of HARTI’s operations, including the impact of policy-based studies, should be judged on the basis of improved legislation to establish a more structured socio-economic policy framework for agrarian development.
Looking Ahead
Fifty-three years in the life of an institution is substantial and significant enough to review, reflect and evaluate successes and shortcomings. Agrarian landscapes have changed over the last few decades and national and global trends in agriculture have seen radical transformation. Under these circumstances, such a review and reflection would provide the basis for improving organisational structures for agricultural institutions such as the Paddy Marketing Board, development of well-conceived food security plans, and above all, carefully orchestrated interventions to improve farmer income.
New opportunities have arisen consequent to the recent changes in the political horizon which further validates the role of HARTI. HARTI was born at a time when Land Reform and Agricultural Productivity were given pride of place in the development programs of the then government. The Paddy Lands Act provided for the emancipation of the farming community but recent events have proven that the implementation of the Paddy Lands Act has to be re-looked at in the context of agricultural marketing, agricultural productivity and income generation for the farming community.
Farmers have been at the mercy of millers and the price of paddy has been manipulated by an oligopoly of millers. This needs change and greater flexibility must be exercised to fix a guaranteed scale of prices that adjust to varying market situations, and provide adequate storage and milling facilities to ensure that there is no price manipulation. It is time that the Paddy Lands Act is amended to provide for greater flexibility in the provision of milling, storage and marketing services.
The need for restructuring small and medium scale enterprises (SMEs) recently announced by the government warrants greater inputs from HARTI to study the structure, institutional impediments and managerial constraints that inflict heavy damages leading to losses in profitability and organisational efficiency of SMEs.
Similarly, HARTI should look at the operational efficiency of the cooperative societies and assess the inputs required to make them more viable agrarian institutions at the rural level. A compact research exercise could unearth inefficiencies that require remedial intervention.
With heightened priority accorded to poverty alleviation and rural development by the current government, HARTI should be in the forefront to initiate case studies on a country wide platform, perhaps selecting areas on a zonal basis, to determine applicable modes of intervention that would help alleviate poverty.
The objective should be to work with implementing line agencies to identify structural and institutional weaknesses that hamper implementation of poverty reduction and rural development policies and programs.
The role played in disseminating marketing information has had considerable success in keeping the farming community informed of pricing structures. This should be further expanded to identify simple agricultural marketing practices that contribute to better pricing and income distribution.
HARTI should consider setting up a small management unit to provide inputs for management of small-scale agrarian enterprises, including the setting up of monitoring and evaluation programs, to regularly monitor and evaluate implementation performance and provide advisory support.
Research and training must get high level endorsement
to ensure that agrarian policies and programs constitute integral components of the agricultural development framework. This would necessitate a role for HARTI in central planning bodies to propose, consider and align research priorities in line with critical agricultural needs.
There is a felt need to establish links with universities and co-opt university staff to play a role in HARTI research and training activities-this was done during the initial seven-year period. These linkages would help HARTI to undertake evaluative studies jointly to assess impacts of agrarian/agricultural projects and disseminate lessons learned for improving the planning and execution of future projects in the different sectors.
In the overall analysis, the usefulness of HARTI remains in articulating that research and analysis are crucial to the success of implementation of agrarian policies and programs.
In conclusion, let us congratulate the architects and the dynamic management teams and staff that supported the remarkable growth of HARTI which today looks forward to injecting greater dynamism to build a robust institution that would gear itself to meeting the challenges of a new era of diversified and self-reliant agrarian society. As the first director of the Institute, it is my wish that it should grow from strength to strength to maintain its objectivity and produce evidence-based studies that would help toward better policies and implementation structures for rural transformation.
Features
Keynote Speech at the Launch of The Ceylon Journal, by Rohan Pethiyagoda

“How Rubber Shaped our Political Philosophy”
The Ceylon Journal was launched last August. Its first issue is already out of print. Only a handful of the second issue covering new perspectives of history, art, law, politics, folklore, and many other facets of Sri Lanka is available. To reserve your very own copy priced Rs. 2000 call on 0725830728.
Congratulations, Avishka [Senewiratne]. I am so proud of what you have done. Especially, Ladies and Gentlemen, to see and hear all of us stand up and actually sing the National Anthem was such a pleasure. Too often on occasions like this, the anthem is played, and no one sings. And we sang so beautifully this evening that it brought tears to my eyes. It is not often we get to think patriotic thoughts in Sri Lanka nowadays: this evening was a refreshing exception.
I’m never very sure what to say on an occasion like this, in which we celebrate history, especially given that I am a scientist and not a historian. It poses something of a challenge for me. Although we are often told that we must study history because it repeats itself, I don’t believe it ever does. But history certainly informs us: articles such as those in The Ceylon Journal, of which I read an advance copy, help us understand the context of our past and how it explains our present.
I want to take an example and explain what I am on about. I’m going to talk about rubber. Yes rubber, as in ‘eraser’, and how it crafted our national political identity, helping, even now seven decades later, to make ‘capitalism’ a pejorative.
As I think you know already, rubber came into general use in the middle of the 19th century. Charles Macintosh invented the raincoat in 1824 by placing a thin sheet of rubber between two sheets of fabric and pressing them together. That invention transformed many things, not least warfare. Just think of Napoleon’s invasion of Russia in the winter of 1812. His troops did that without any kind of waterproof clothing. Some 200,000 of them perished, not from bullets but from hypothermia. Waterproof raincoats could have saved thousands of lives. Not long after rubber came to be used for waterproofing, we saw the first undersea telegraph cable connecting Europe to North America being laid in the 1850s. When the American civil war broke out in 1860, demand for rubber increased yet further: the troops needed raincoats and other items made from this miracle material.
At that time rubber, used to be collected from the wild in the province of Pará in Northern Brazil, across which the Amazon drains into the Atlantic. In 1866, steamers began plying thousands of kilometres upriver, to return with cargoes of rubber harvested from the rainforest. Soon, the wild trees were being tapped to exhaustion and the sustainability of supply became doubtful.
Meanwhile, England was at the zenith of its colonial power, and colonial strategists thought rather like corporate strategists do today. The director of the Kew Gardens at the time, Joseph Hooker, felt there might be one day be a greater potential for rubber. He decided to look into the possibility of cultivating the rubber tree, Hevea brasiliensis, in Britain’s Asian colonies. So, he dispatched a young man called Henry Wickham to the Amazon to try to secure some seeds. In 1876, Wickham returned to Kew with 70,000 rubber seeds. These were planted out in hothouses in Kew and by the end of that year, almost 2000 of them had germinated.
These were dispatched to Ceylon, only a few weeks’ voyage away now, thanks to steamships and the Suez Canal. The director of the Peradeniya Botanic Garden at the time was George Henry Kendrick Thwaites, a brilliant systematic botanist and horticulturalist. Thwaites received the seedlings and had to decide where to plant them. He read the available literature—remember, this was 1876: there was no internet—and managed to piece together a model of the climatic conditions in the region of the Amazonian rainforest to which rubber was native. He decided that the plants would need an elevation of less than 300 metres and a minimum annual rainfall of at least 2000mm. In other words, the most suitable region for rubber would be an arc about 30 kilometres wide, extending roughly from Ambalangoda to Matale. Despite his never having seen a rubber plant until then, astonishingly, he got it exactly right.
Thwaites settled on a site in the middle of the arc, at Henarathgoda near Gampaha. That became the world’s first rubber nursery: the first successful cultivation of this tree outside Brazil. The trees grew well and, eight years later, came into seed. Henry Trimen, Thwaites’ successor, used the seeds to establish an experimental plantation near Polgahawela and also shared seeds with the Singapore Botanic Garden. Those would later become the foundation of the great Malaysian rubber industry.
But up to that time, Sri Lanka’s rubber plantation remained a solution looking for a problem. Then, in 1888, the problem arrived, and from a completely unexpected quarter: John Dunlop invented the pneumatic tire. Soon, bicycles came to be fitted with air-filled tires, followed by motorcars. In 1900, the US produced just 5,000 motorcars; by 1915, production had risen to half a million. The great rubber boom had begun.
Meanwhile, the colonial administration in Ceylon had invited investors to buy land and start cultivating rubber to feed the growing international demand. But by the early 1890s, three unusual things had happened. First, with the collapse of the coffee industry in the mid-1870s, many British investors had been bankrupted. Those who survived had to divert all their available capital into transitioning their failing coffee plantations into tea. They were understandably averse to risk. As a result, the British showed little interest in this strange tree called rubber that had been bought from Brazil.
Second, a native Sri Lankan middle class had by then emerged. The Colebrooke-Cameron reforms had led to the establishment of the Royal academy, later Royal College, by 1835. Other great schools followed in quick succession. From the middle of the 19th century, it was possible for Sri Lankans to get an education and get employment in government service, become professionals, doctors, lawyers, engineers, civil servants, clerks, and so on. And so, by the 1890s, a solid native middle class had emerged. The feature that defines a middle class, of course, is savings, and these savings now came to be translated into the capital that founded the rubber industry.
Third, the British had by then established a rail and road network and created the legal and commercial institutions for managing credit and doing business—institutions like banks, financial services, contract law and laws that regulated bankruptcy. They had made the rules, but by now, Sri Lankans had learned to play the game. And so, it came to be that Sri Lankans came to own a substantial part of the rubber-plantation industry very early in the game. By 1911, almost 200,000 acres of rubber had been planted and world demand was growing exponentially.
In just one generation, investors in rubber were reaping eye-watering returns that in today’s money would equate to Rs 3.6 million per acre per year. It was these people who, together with the coconut barons, came to own the grand mansions that adorn the poshest roads in Cinnamon Gardens: Ward Place, Rosmead Place, Barnes Place, Horton Place, and so on. There was an astonishingly rapid creation of indigenous wealth. By 1911, the tonnage at shipping calling in Sri Lankan ports—Colombo and Trincomalee—exceeded nine million tons, making them collectively the third busiest in the British Empire and the seventh busiest in the world. By comparison, the busiest port in Europe is now Rotterdam, which ranks tenth in the world.
We often blame politicians for things that go wrong in our country and God knows they are responsible for most of it. But unfortunately for us, the first six years of independence, from 1948 to 1954, were really unlucky years for Sri Lanka. As if successive failed monsoons and falling rice crops weren’t bad enough, along came the Korean war. In the meantime, the Sri Lankan people had got used to the idea of food rations during the war and they wanted rations to be continued as free handouts. Those demands climaxed in the ‘Hartal’ of 1953, a general strike demanding something for nothing. Politicians were being forced to keep the promises they had made when before independence, that they would deliver greater prosperity than under the British.
So, by 1949, D. S. Senanayake was forced to devalue the rupee, leading to rapid price inflation. Thankfully we didn’t have significant foreign debt then, or we might have had to declare insolvency much earlier than we finally did, in 2022. And then, because of failing paddy harvests, we were forced to buy rice
from China, which was in turn buying our rubber. But as luck would have it, China entered the Korean war, causing the UN, at the behest of the US, to embargo rubber exports to China.
This placed the D. S. Senanayake and John Kotelawala governments in an impossible predicament. There was a rice shortage; people were demanding free rice, and without rubber exports, there was no foreign exchange with which to buy rice. Kotelawala flew to Washington, D.C., to meet with President Eisenhower and plead for either an exemption from the embargo or else, for the US to buy our rubber. Despite Sri Lanka having provided rubber to the Allies at concessionary prices during the war and having supported the Allies, Eisenhower refused. British and American memories were short indeed. In India, Mahatma Gandhi and the Congress Party had chosen the moment, in August 1942 when Japan invaded Southeast Asia and were poised to invade Bengal, to demand that the British quit India, threatening in the alternative that they would throw their lot in with the Japanese. The Sri Lankan government, by contrast, had stood solidly by the Allies. But now, those same allies stabbed the fledgling nation in the chest. Gratitude, it seemed, was a concept alien to the West.
In these circumstances, Sri Lanka had no choice but to break the UN embargo and enter into a rice-for-rubber barter agreement with China. This resulted not only in the US suspending aid and the supply of agricultural chemicals to Sri Lanka, but also invoking the Battle Act and placing restrictions on US and UK ships calling at the island’s ports.
Understandably, by 1948, Sri Lankans entertained a strong disdain for colonialism. With the Cold War now under way, the USSR and China did all they could to split countries like Sri Lana away not just from their erstwhile colonial masters but also the capitalist system. If any doubt persisted in the minds of Sri Lankan politicians, Western sanctions put an end to that. The country fell into the warm embrace of the communist powers. China and the USSR were quick to fill the void left by the West, and especially in the 1950s, there was good reason to believe that the communist system was working. The Soviet economy was seeing unprecedented growth, and that decade saw them producing hydrogen bombs and putting the first satellite, dog and man in space.
As a consequence of the West’s perfidy in the early 1950s, ‘Capitalism’ continues to have pejorative connotations in Sri Lanka to this day. And it resulted in us becoming more insular, more inward looking, and anxious to assert our nationalism even when it cost us dearly.
Soon, we abolished the use of English, and we nationalized Western oil companies and the plantations. None of these things did us the slightest bit of good. We even changed the name of the country in English from Ceylon to Sri Lanka. Most countries in the world have an international name in addition to the name they call themselves. Sri Lanka had been ‘Lanka’ in Sinhala throughout the colonial period, even as its name had been Ceylon in English. The Japanese don’t call themselves Japan in their own language, neither do the Germans call themselves Germany. These are international names for Nihon and Deutschland, just like Baharat or Hindustan is what Indians call India. But we insisted that little Sri Lanka will assert itself and insist what the world would call us, the classic symptom of a massive inferiority complex. While countries like Singapore built on the brand value of their colonial names, we erased ours from the books. Now, no one knows where Ceylon tea or Ceylon cinnamon comes from.
Singapore is itself a British name: it should be Sinha Pura, the Lion City, a Sanskrit name. But Singapore values its bottom line more than its commitment to terminological exactitude. Even the name of its first British governor, Sir Stamford Raffles, has become a valued national brand. But here in Sri Lanka, rather than build on our colonial heritage, not the least liberal values the British engendered in us, together with democracy and a moderately regulated economy, we have chosen to deny it and seek to expunge it from our memory. We rejected the good values of the West along with the bad: like courtesy, queuing, and the idea that corruption is wrong.
We have stopped fighting for the dignity of our land, and I hope that as you read the articles in The Ceylon Journal that are published in the future, we will be reminded time and time again of the beautiful heritage of our country and how we can once again find it in ourselves to be proud of this wonderful land.
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