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Influence of St. Aloysius’ and Its Teachers

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Early photo of the new Reading Room and Library (c.1923)

So my life from rags to riches, from elementary education to self-acquired knowledge, from shattering adversity to rewarding accomplishment, is an epitome of the determination, the tenacity, the purposefulness, and, above all, the cultural values, inculcated in me, as a Buddhist, by the teaching and the example of the Christian Fathers and Teachers who moulded my up-bringing in the impressionable age of my youth. I then learnt never to take no for an answer!

(N.U. Jayawardena, The Aloysian 1915-1990 Diamond Souvenir, p.256)

(Chapter IV continued)

Compared to the other schools NU had attended, St. Aloysius’ with its numerous facilities was a lively and stimulating place for a young boy. It opened up a new world, where studies, sports, cadeting, field trips, debates, theatrical performances (including Shakespeare and Molière), as well as an excellent school magazine, were features of school life. Other advantages were the science laboratory, library and reading room, and a dedicated teaching staff, which included scholars such as Father S.G. Perera, the historian, and several Belgian, British and Irish priests who were specialists in various fields. There were also excellent local teachers, Sinhala, Tamil and Burgher.

Cover of The Aloysian

The staff of St. Aloysius’, composed as it was of teachers from diverse communities, including foreigners, broadened the vision of the boys, who generally came from monolingual, mono-ethnic backgrounds. The school magazine The Aloysian, published annually, kept up a high standard, and included articles, poems and sketches by studentsand articles by staff members. The school motto was “Certa Viriliter” (Fight Manfully), and the school crest included the letters “I.H.S.,” the first three letters of the Greek word for Jesus, which was an old Jesuit emblem. The original crest (designed by Father Soden) had two elephants and two lions. When the crest was modified in 1933 and fashioned as a shield, these were replaced by four symbols: an elephant for Sri Lanka; three lilies for purity of conscience, associated with St. Aloysius; the flaming torch (of learning); and the rooster, the Dutch emblem of Galle (The Aloysian 1915-1990, pp.57-58).

NU’s Teachers

Dedicated teachers often leave an indelible impression on their students, by igniting their imagination, and stimulating their intellect by opening doors to knowledge and self-potential. Such teachers are never forgotten. NU was fortunate to have teachers who opened out new vistas for him. He was at St. Aloysius’ between the ages of 12 and 16, which are formative and impressionable years of a young person’s life. In later life, NU always made special mention of these teachers and referred frequently to Father S.G. Perera (1882-1950), who encouraged him, took a keen interest in his studies and gave him special tuition in Latin, enabling NU to get a distinction in that subject in his Cambridge Senior Examination.

Father Michael Soden

Born in Kalutara, Simon Gregory (S.G.) Perera was in government service before joining (in 1905) the Belgian Province of Jesuits, who were in charge of Catholics of the Southern Province diocese. He was trained in philosophy and humanities at the Sacred Heart College in Shambaganur, southern India, and subsequently taught at St. Aloysius’ College, Galle. He completed his ecclesiastical studies in India between 1911 and 1915, and was ordained in 1919, becoming the first Sri Lankan Jesuit. Father Perera spent his life at St. Aloysius’ – somewhat reclusively – and while teaching senior classes he also engaged in serious

historical studies, visiting Portugal from 1932 to 1933 for research.

According to A.C. Alles, Father Perera “devoted himself without interruption to his research work,” in an austere room with “a desk heaped with manuscripts, documents, books and letters” and overlooking “the Indian Ocean in the distance over the palm trees.” He had “a small coterie of students and teachers who helped him in work connected with the editing of his writings.” Alles adds that, it was from Father Perera that he (and no doubt NU) learnt “the art of writing, the elements of sound reasoning and logical sequence and above all precision in detail” (The Aloysian 1915-1990, pp.118-19).

Playing chess in the Reading Room

Father Perera’s best-known works were his History of Ceylon, which was a popular textbook in schools, and his translation from Portuguese of Queyroz’s The Spiritual and Temporal Conquest of Ceylon. He also contributed articles regularly on historical themes to learned journals, and wrote often for the St. Aloysius’ school magazine. Another Jesuit priest, Father Michael Soden (1883-1933), helped NU with Chemistry. Father Soden, who was from Britain, had joined the Jesuit Order in 1901, and after further studies in Europe was sent to St. Aloysius’ College. NU made reference to Fathers Perera and Soden coaching him in Latin and Chemistry, respectively, “out of an abundance of kindness” (The Aloysian 1915-1990, p.254).

NU also referred to one of his first teachers, affectionately called ‘Bundy’ Silva, a stern disciplinarian, and praised other teachers who prepared him for the Cambridge Senior Examination. Several of them, including Keegal, J.E. Ludowyk and Michael Croos, were from the Burgher community, known for its modernizing influence and academic achievements, often setting the pace for other communities. NU vividly recalled Keegal, “who taught History fascinatingly,” enabling NU to gain a distinction in History at the Cambridge Senior. He also remembered Michael Croos, who taught him in Form III, as “that remarkable teacher” (The Aloysian 1915-1990, pp.254-55).

Julien Edema Ludowyk of Galle was “the respected and exacting teacher” of Mathematics, taking great pains with the students. He had started his teaching career in 1890 at All Saints’ School, Galle, and then alternated between Mahinda College and St. Aloysius’ up to his retirement in 1927. “The verandah of his home in Kaluwella (Galle) became in the evenings a veritable workshop where poor boys were punctiliously coached for public and professional examinations by a teacher much poorer than the pupils themselves” (ibid, p.173). NU received extra help from Ludowyk, since he needed to pass in Mathematics at the Cambridge Senior to gain exemption from the London Matriculation. In 1926 he sat the latter examination as a private student and passed in the First Division, becoming one of only two ‘overseas’ students to achieve this distinction. Among Julien Ludowyk’s many pupils was his cousin’s son E.F.C. (Lyn) Ludowyk, later an eminent Professor of English at Peradeniya

University, who studied at Richmond College, Galle, in the early 1920s. EFC’s father, who was a teacher at Richmond, was ambitious for his children to move beyond their middle-class lifestyle in the Galle Fort and “attain the mortal blessedness of a cadetship in the Ceylon Civil Service” (Ludowyk, 1989, p.60). As EFC, who was weak in Mathematics, recalled: “I did learn sufficient in the way of Arithmetic, Geometry and Algebra from Uncle Julie to take me later through the Cambridge Junior and Senior local examinations.” Ludowyk added:

All teachers… insisted on the discipline of completing the task set; with them there were no easy options; you had to know, and to know thoroughly, whatever was set as the appointed lesson. It was unthinkable that it should, or could be otherwise.

Father Olivier Feron

Such methods of teaching at the time would have influenced NU. According to E.F.C. Ludowyk, the teachers were strict and there was only “momentary resentment at the punishments they so conscientiously awarded.” He also claimed that, “there were strong bonds of respect most certainly and, in many cases, genuine affection between them and their pupils” (Ludowyk, 1989, p.61). Dr. Michael Roberts, a student at St. Aloysius’ in later years (1946-57), had this to say about the teaching staff:

Few schools today could boast of such a cohort of skilled teachers – persons dedicated, skilled, knowledgeable and in varying degrees, patient. We boys were never angels of course. There was always a limit to patience and some teachers matched their learning with verbal ferocity which few of us dared to test… But threading their teaching too was a commitment to humanity as much as to learning. (One Hundred Years of Love and Service, 1895-1995, p.69)

NU was fortunate to have committed and interesting teachers, some whom had many outside interests. Julien Ludowyk, for example, was famous for his agitation on behalf of teachers – a group who were proverbially poor. He founded the Southern Province Teachers’ Association, and “fought on till he brought the whole subject of teachers’ salaries to the forefront of public affairs” and made the government acknowledge “the scandalous inadequacy of teachers’ salaries” (Ludowyk, 1989). The result of such agitation was a revision of the salary scales and the Teachers’ Pension Ordinance of 1928. Ludowyk was unusual for the time; he was a pioneer of the Galle Labour Movement and a member of the Galle Maha Jana Sabha.

He was said to have taken “a leading part in politics in the South, and… (had) seriously contemplated contesting the Hambantota seat in the Legislative Council” (The Aloysian 1915-1990, p.173). Others who influenced NU were the Rector of St. Aloysius’, Father Feron, whom NU called “a master of French and Latin,” and Father Denis Murphy, “a master of English.” They were both, according to NU, “erudite, kind but stern” (ibid, p.254). Father Olivier Feron (1862-1939) was a French-speaking Belgian who had joined the Jesuits. He went to Britain for further studies in philosophy, along with other Belgian Jesuits, Fathers Cooreman and d’Herde, who both also later worked in Sri Lanka.

Father Feron was sent to teach at St. Aloysius’ in 1908, becoming its Rector in 1913 (ibid, p.112). During his period, the school made great progress: by 1915 a science room and laboratory were added; followed by a commercial department in 1917, and a manual training workshop in 1919. What was known as the “Cambridge Block” was completed in 1922, with a reading room/library, a “Masters room,” a science lecture room and laboratory (The Aloysian 1915-1990, p.111). NU was no doubt influenced by the energy, style and discipline of Father Feron, a dominant figure in the school, who placed great “confidence and trust in his inferiors,” and was to them “a father much more than a superior.” As stated in the school magazine:

Father Denis Murphy

He expected his subordinates to work hard. He was exacting and demanded much of them; but his gentle ways obtained even more. No wonder his inferiors were ready to toil and sweat and spend themselves for their dear Rector. (The Aloysian 1915-1990, p.114)

The Library and Reading Room

The Aloysian magazine commented that the library and reading room attracted the studious boys, and were a place where they could spend time reading, playing chess and spelling games; there was also access to newspapers, the choice being wide, including not only the local papers – Observer, Times, Daily News, Herald, Leader and Catholic Messenger – but also foreign magazines, including Punch and Asiatic Review. The Reading Room, with clusters of chairs and tables, was described in the school magazine as “palatial… reserved for members

of the upper school,” who paid one rupee a term. NU would have benefited immensely from the Reading Room, since already as a young student he was ‘addicted’ to reading. Professor E.F.C. Ludowyk recalled that, to boys like himself with limited money, the libraries of Galle were treasure troves. In the schools there were libraries, which “opened up new vistas,” and in town were public libraries, including the Galle Library in the Fort, which Ludowyk, a self-professed “avid reader,” used. He also dipped into the library of St. Aloysius’, from which his cousin Randolph Ludowyk (NU’s batch-mate) borrowed books, thereby providing EFC with “another supply.” He claims that, the “chief difference between the libraries was that St. Aloysius’ had the books from Catholic missions [and] the novels of Father O’Flynn on the boys of Chicago” – a popular series among Catholic youth (Ludowyk, 1989, pp.81-82).

Cricket

Father Denis Murphy (1862-1943), mentioned above, was born in Ireland and joined the Jesuits in 1882; he arrived in Sri Lanka in 1901. Father Murphy built up St. Aloysius’ in its early years, and took a keen interest in promoting a better knowledge of English, as well as organizing sports activities (The Aloysian 1915-1990, pp.115-16). Cricket provided much excitement for the boys of St. Aloysius’, whose main rivals in Galle were Richmond College and Mahinda College. E.F.C. Ludowyk remarked that, “the fanatical competition” in cricket generated by school matches “took a strong hold” on him. Recalling that “the partisanship went to extremes,” Ludowyk says it was “seriously rumoured” that:

Father Murphy, the Prefect of Games at St. Aloysius’, secretly blessed the cricket ball with which his team played. He was a likely candidate for a sorcerer – he was bearded and constantly muttered over the book he wascarrying. (Ludowyk, 1989, p.80)

One of EFC’s classmates, however, countered “such machinations,” with “charmed water sprinkled on the pitch the first thing in the morning,” to give “our slow left-arm bowler the edge over our opponents” (ibid, p.80). NU watched the school cricket matches and enjoyed the excitement of the competitive matches, for as he said in later life, “when I was young I was very fond of cricket but after that I had no opportunity to do sports” (interview by Kalpana Isaac, 1991).

NU’s Success

NU has described his rapid progress in school:

In Galle I soon got on with my studies and as a result got a promotion to the second form and thereafter I got double promotions. I then sat for the Cambridge Junior and passed the examinations. However, I was underage to sit for the sixth form examinations, so I studied for two years in the same class waiting till I was old enough to sit for the exam. (interview by Manel Abhayaratne) He also recorded some problems he faced: During this time my father was not so well off financially and I was keen to leave school and help him. My brother too had entered school, and due to these financial liabilities I thought that it would be better to find a job rather than spend my time studying. However, when the results came I had passed with honours, and that made me feel that I should continue studying; in fact, my parents were keen that I studied rather than leave school and work. (ibid)

The Aloysian records in more detail that N.U. Jayawardena passed the Cambridge Junior in 1922, and the Cambridge Senior in 1924 with honours, and with distinctions in History, Latin and Physiology. This was the largest number of distinctions by any pupil of the school that year, but in spite of this, NU had already left school to seek employment. Instead of going on to the University College, Colombo, as did two of his batch-mates at St. Aloysius’ – namely, Randolph Ludowyk and Somasunderam Chetty –NU joined the staff of St. Servatius’, Matara, in 1925 (The Aloysian, 1925, pp.233 & 237). The fact, that students who had done less well than himself went on to the University College, would have disappointed NU, but this would have also made him even more determined to eventuallyfurther his studies, which he did a few years later.

It was his rigorous training and wide experience in St. Aloysius’, together with the dedication of his teachers, that gave NU the ability and determination to face the future. Writing in 1989, he paid tribute to St. Aloysius’, where he had studied from 1920 to 1925:

I still retain vivid memories of my years at College, of the lay teachers and the ‘priest-teachers’ who took an abiding interest in me personally as a student, of the value of discipline, attention to studies and respect for elders which the teachers and Reverend Fathers inculcated in me and above all, of the character formation and the cultural values they bestowed on me which contributed in no small measure, despite the many vicissitudes which befell me, to my development and progress in life from humble beginnings to what little I have been able to achieve over the years. (The Aloysian 1915-1990, p.254)

(Excerpted from N.U. JAYAWARDENA The first five decades)
By Kumari Jayawardena and Jennifer Moragoda ✍️



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Features

Science and diplomacy in a changing world

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Two editors: Dr. Palitha Kohona (L) and Prof. Ranjith Senaratne

Today marks a truly historic and momentous occasion in the realm of transdisciplinary diplomacy in our country. We gather here with a twofold purpose of profound national and global significance: the establishment of the Science Diplomacy Forum, and the launch of the volume Science Diplomacy: National, Regional and Global Approaches in a Changing World.

This volume brings together valuable and timely contributions from internationally renowned experts representing all key regions of the world — North America, Latin America, Europe, Africa, West Asia, South Asia, and Oceania. It reflects a rich diversity of perspectives, experiences, and insights that speak to the increasingly interconnected nature of science, policy, and diplomacy in our rapidly transforming world.

I am deeply heartened — and indeed humbled — by the presence of such a distinguished constellation of leaders, professionals, intellectuals, scholars, and luminaries from diverse domains, including international relations, science and technology, higher education, and governance. It is rare to witness such an extraordinary and diverse assembly of intellectual, professional, and academic excellence under one roof. Your presence affirms the importance of the cause we serve and the promise of the path we are charting together. Your support, encouragement, and engagement give life, purpose, and direction to this vital endeavour.

As Chief Editor of this volume, it is both a great honour and a profound responsibility to extend a warm and heartfelt welcome to all our distinguished guests and invitees. I am conscious that this august gathering is not assembled to listen to a lengthy welcome address, but rather to engage with the substantive proceedings of this event, enriched by five eminent personalities, four distinguished speakers, and an able and competent moderator — all of whom possess exceptional mastery of the subject. I shall therefore be brief.

Among us today are former and current Ministers and people’s representatives, members of the diplomatic corps, Secretaries to Ministries, distinguished panelists, valued contributors to the volume, Vice-Chancellors, Members of the Board of Management and Academic Affairs Board of the BCIS, Heads of institutions, professors, senior government officials, professionals, journalists, and many others — too numerous to acknowledge individually, yet each of you is most warmly welcomed. I receive you all, whether present in person or online, with the utmost warmth, respect, and appreciation.

The panel discussion constitutes the pièce de résistance of this event. We are deeply honoured to be joined by four eminent personalities:

Her Excellency Siri Walt, Ambassador of Switzerland to Sri Lanka;

Professor Pierre-Bruno Ruffini, former Chair of the EU Science Diplomacy Alliance; and former Ambassadors Mr. Bernard Goonatilleke and Dr. Palitha Kohona — all of whom bring exceptional depth of experience and insight to this important subject.

Their discussion will be guided by our distinguished moderator, Mr. Naushard Cader, a truly cosmopolitan personality, widely respected for his breadth of knowledge and his keen understanding of global affairs and science diplomacy. I extend to all our speakers and our moderator a very warm welcome and my sincere appreciation for their willingness to share their wisdom with us this evening.

Allow me, however, to place this event in perspective.

We gather this evening not merely to introduce a book, nor solely to inaugurate a forum, but to reflect together on an idea whose time has unquestionably arrived.

We meet at a moment of profound global transition and conflict. The international landscape is marked by turbulence, uncertainty, and rapid transformation. The world is shifting from a relatively stable post–Cold War configuration toward an increasingly multipolar order. While multipolarity carries the promise of greater balance and strategic autonomy, it also brings intensified competition among major powers, fluid alliances, and growing unpredictability.

At the same time, the rules-based international order — which for decades provided smaller nations with a measure of predictability and protection — is under visible strain and threat. Institutions are contested. Norms are challenged. Economic interdependence deepens even as geopolitical fragmentation intensifies. Supply and value chains now account for nearly seventy percent of global trade, binding nations in complex webs of mutual dependence. Yet such interdependence has not prevented trade wars, sanctions regimes, technological decoupling, and regional conflicts.

For small and economically vulnerable states, this evolving environment is especially daunting. When global rules weaken, asymmetries of power become more pronounced. Bilateral negotiations between unequal partners can leave smaller nations disadvantaged. Without adequate legal, geological, scientific, technological, and diplomatic expertise, such states may struggle to safeguard their long-term national interests and sovereignty. Vulnerability, in the absence of knowledge and capacity, risks translating into marginalisation.

Overlaying this geopolitical transformation is a constellation of interconnected global challenges. Climate change is no longer a distant projection; it is a lived reality. Sea levels are rising. Extreme weather events are intensifying. Food, water, and energy security remain fragile. Pandemics have exposed vulnerabilities in global health systems. Cyber threats transcend borders. Environmental degradation, biodiversity loss, and marine pollution threaten livelihoods and ecosystems alike.

These challenges are systemic and transboundary. Almost every major issue — whether global, regional, or national in scale — involves science and technology, either in understanding root causes or in devising effective solutions.

Traditional diplomacy, while indispensable, is no longer sufficient on its own. The defining issues of our time are not purely political or military; they are scientific, technological, environmental, and societal. They demand evidence-based policymaking, interdisciplinary collaboration, and sustained transnational cooperation.

It is within this context that science diplomacy emerges — not as an academic abstraction, but as a strategic necessity.

Nowhere are these realities more visible than in the Indian Ocean.

Unlike the Atlantic or Pacific Oceans, which possess longstanding institutional architectures and extensive scientific mapping, the Indian Ocean remains comparatively underexplored and under-institutionalised. Covering roughly one-fifth of the world’s oceanic expanse, it carries a substantial share of global energy shipments and maritime trade. Its seabed resources — including critical and rare-earth minerals — remain only partially surveyed. Many of its coastal and island nations are developing economies with limited scientific and technological capacity to explore, monitor, and sustainably manage these resources.

The Indian Ocean is unique. It is bordered predominantly by developing and emerging states. It hosts remarkable cultural, religious, and political diversity. It is home to some of the world’s most climate-vulnerable communities. Increasingly, it has become a central theatre of global strategic competition, viewed by some nations through distinct geostrategic lenses.

This maritime space is simultaneously a lifeline and a fault line. It sustains global commerce and local livelihoods. Yet it is also a theatre where geopolitical interests intersect — sometimes converge, sometimes collide.

At the heart of this ocean lies Sri Lanka.

Geographically, our island sits astride one of the busiest East–West shipping routes in the world. Historically, Sri Lanka has been a hub of commercial, cultural, and intellectual exchange. Today, that strategic location presents both opportunity and responsibility.

Sri Lanka’s history, enriched by iconic figures such as Dr. Gamini Corea, Hon.

Lakshman Kadirgamar, Judge Christopher Weeramantry, Dr. Neville Kanakaratne and Dr. Jayantha Dhanapala, stands as a powerful testament to our long-standing contributions to global diplomacy and international governance. Our nation provided leadership within the Non-Aligned Movement, positioning itself as a bridge between civilizations at a time of deep ideological division. We also made history by producing the world’s first woman Prime Minister, affirming our commitment to political progress and inclusive governance.

Today, we are called upon once again to build upon this distinguished legacy — by championing regional unity, promoting sustainable development, and addressing critical contemporary challenges such as climate change, maritime security, and environmental sustainability.

We must navigate complex geopolitical currents while safeguarding sovereignty and strengthening economic resilience. We face vulnerabilities common to island and littoral states: climate change, coastal erosion, marine pollution, and supply chain disruptions. Our development aspirations must be balanced with environmental stewardship and maritime security considerations.

Yet within these challenges lies profound opportunity.

Sri Lanka can position itself as a regional convener — a hub for ocean science, climate research, marine biodiversity studies, disaster risk reduction, and blue economy innovation. Through platforms such as BIMSTEC, the Indian Ocean Rim Association, and SAARC, we can advance cooperative marine research, harmonise environmental standards, strengthen early warning systems, and promote sustainable maritime governance grounded in international law.

But to do so effectively, we must invest in knowledge — and in the diplomacy of knowledge.

Science diplomacy operates along three mutually reinforcing dimensions:

First, science in diplomacy — where scientific evidence informs foreign policy decisions.

Second, diplomacy for science — where diplomatic engagement enables international research collaboration and shared infrastructure.

Third, science for diplomacy — where scientific cooperation itself becomes a bridge for confidence-building, even when political relations are strained.

Importantly, science diplomacy extends beyond the natural sciences. The humanities and social sciences are equally vital. Technology must be guided by ethics. Data must be interpreted within cultural contexts. Policy must consider equity and justice. Diplomats of the future must be fluent not only in international law and negotiation, but also in scientific literacy and interdisciplinary thinking.

In a fragmented world, science offers a neutral vocabulary. It encourages transparency, peer review, and open data. It shifts discourse from rhetoric to evidence. It fosters long-term thinking in political environments often dominated by short-term calculations.

For small and vulnerable nations, science diplomacy is empowerment. It strengthens capacity. It enhances credibility. It enables engagement with larger powers on firmer ground — armed not merely with moral argument, but with data, research, and technical expertise.

The book we launch today reflects a diversity of experience and insight. It is intentionally transdisciplinary because the problems we face are transdisciplinary. It is intentionally global because no region can address these challenges in isolation.

In Sri Lanka, science diplomacy remains at a formative stage. The establishment of the Science Diplomacy Forum signals our determination to move beyond dialogue toward sustained institutional engagement. It envisions training programmes for diplomats and scientists, embedding scientific advisory mechanisms within governance structures, and building networks among universities, research institutes, industry, and policymakers. It seeks to cultivate a new generation equipped to navigate the interface between knowledge and negotiation.

We aspire for the Science Diplomacy Forum to be transformative — a true game changer.

Excellences, Ladies and Gentlemen,

We live in an era of mounting uncertainty — but also of extraordinary human ingenuity. The same interconnectedness that transmits crises also enables collaboration. The same technologies that disrupt can also heal and transform.

Change is inevitable. The deeper question is whether we will shape that change cooperatively, constructively, and inclusively.

For Sri Lanka, for the Indian Ocean region, and for the broader global community, science diplomacy offers a pathway beyond zero-sum thinking. It channels competition into collaboration around shared public goods. It aligns national interest with regional stability. It transforms vulnerability into resilience through knowledge.

Let this book be not merely a publication, but a platform for sustained reflection and action.

Let the Science Diplomacy Forum be not merely an institution, but a living bridge between evidence and policy, between research and responsibility, between nations and neighbours.

Let Sri Lanka reaffirm its role as a bridge — not a battleground — in the Indian Ocean.

In a world where rules may falter, let evidence guide us.

In a world where tensions may rise, let dialogue endure.

In a world of turbulence, let science diplomacy be our compass — guiding us toward peace, stability, dignity, and shared prosperity.

Welcome Address and Opening Remarks made by Emeritus Prof. Ranjith Senaratne
Former General President,
Sri Lanka Association for the Advancement of Science recently on the occasion of the Founding of the Science Diplomacy Forum and the Launch of the Book Science Diplomacy:
National, Regional and Global Approaches in a Changing World

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Be a woman who re-designs life!

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From one day of celebration to 364 days of transformation

The international women’s day was just celebrated all over the world. I saw many organiations share their slogans, and organize panel discussions, presentations, and exhibitions to support women empowerment. Slogans, themes, colors play vivid and vociferous role across the world, commemorating the international women’s day.

Alas, the colors are faded, slogans are weaned, themes are forgotten, over the next 364 days, pushing UN Chapter on Women’s Rights come up with more illustrious themes and slogans.

From Bread and Peace to Rights and Action

According to the recorded history, the Women’s day first introduced on 28th February 1909 in America, raising a voice of women against poor working conditions and poor pay in garment factories. This took a more revolutionary form in 1917 in Russia against World War I, where a mass of women protested under the theme of “Bread and Peace”.

Starting from basic needs such as bread and peace, the International Women’s Day theme has evolved towards freedom and independence, justice and inclusion.

Over the years, the rise of feminism brought cultural refinements and highlighted women’s rights. Looking back the historical evolution of women’s role, we see that matrimony has faded and patriarchy evolved with religious and geopolitical forces intertwined with the social expectation. The importance and respect for women, given in the ancient civilisations, diminished with medieval civilization, and subsequent colonisation. The rise of patriarchy domesticated women as homemakers, at the same time prompting their voices to rise for dignity and equitable treatment.

Rise of Feminism

In a typical Western-household of 20th century, husband was the bread winner of the family and the wife managed household affairs. In this era, women’s affairs were restricted to daily chores, creating a boundary wall restricting their access to corporate jobs, free voices. Betty Friedman was a remarkable lady who observed the domestic suffering of women and challenged ‘feminine mystique’ through her 1963 book. She disclosed the feminine mystique, which celebrated women as good housewives, and the belief that women could find satisfaction from domestic chores, home making, marriage, raising children, cooking, washing and taking care of husband’s needs. Betty disclosed that the unhappiness and boredom experienced by the domesticized women, and their inability to live up to the feminist mystique defined by the male dominant society had no name and difficult to express in words. Betty’s claim was supported by the theories of Abraham Maslow, who introduced motivation to grow along the hierarchy of needs. Betty, declared that feminine mystique denies basic growth needs of women, where their desires limited to shelter, food, safety and love only.

In this era women’s jobs were confined preeminently to teaching, and caregiving. STEM fields: science, technology, engineering and medicine were dominated by males, leaving less space for women. As you may have heard in the medieval era women who practiced medicine were branded as ‘witches’ and many were burned alive rooting out the knowledge and courage of women. Women who practiced and taught science and astronomy, were also branded for witch craft and condemned to death. The social pressure suppressed women confining them to domestic chores. In the industrial era women were hired for factory work under low wages and less facilities. In this period Women’s organisations were gathered demanding freedom and justice for women, calling for equal opportunities and rights enjoy their male counterparts. The evolution of women’s movements culminated in 1975, where the first International Women’s Day was commemorated on 8th March 1975.

Celebration and Contradiction

Since 1975, women were celebrated for a day in every year across the globe, with various themes and color codes to showcase the world that all women have rights and demanding fair treatment. The theme colors of International Women’s day are Purple, Green and White.

Purple stands for justice, dignity, and loyalty to the cause.

Green for hope and growth.

White for purity and unity.

In 1996, the International Women’s Day declared a theme to embrace, which is; “Celebrating the Past, Planning for the Future.” In the year 2023, the theme was ‘Embrace Equity’, which evolved to ‘Inspire inclusion’ in 2024, and the year 2025 theme was ‘Accelerate Action’. In 2026, there are three themes; 1. Give to Gain, 2. Balance the Scales, 3. Rights. Justice. Action.

Fragmented Focus Diminishes Values

Multiple themes and competing messages can unintentionally dilute momentum. Unity is not uniformity, but coherence matters; shared direction makes shared progress possible. Emerging three themes to celebrate international women’s day in 2026, implicate lack of solidarity, and unity among women’s organizations to share a common theme. Inclusion, equity and accelerated action have not yet achieved by the women globally, neither locally, nor in small communities. We are bound to question whether the women stay true to the meanings of theme colors that represent womanhood.

Thus, isn’t it vital to explore what goes wrong with our themes and slogans on this Women’s day, before setting foot without solid foundation for what we claim for? Or is it only a day that dawn women’s organisations to gather women in elite society, or identified group of women to enjoy a cup of tea over futuristic speeches of identical society, which treat women with high respect and equity?

One thing we must understand is the world is evolving, so does the roles, rights, and actions of women. Although, women shouted and pleaded for opportunities to enter male dominate world of work, today in many countries including Sri Lanka, women occupies majority of administrative positions and clerical level jobs. Even, the labour positions, dominated by males, are now occupied by the females in many sectors. However, women still bear the traditional homemaker role as well, while juggling with work, and studies to sustain jobs and promotions. This modern day scenario has made women more prone to chronic stress related deceases. The break of rest, too rigid demands coming from work and family, their own desires to move up the corporate ladder, outsmart neighbourers, and craving to make their children better than the others have made women’s lives miserable and breaching the themes and slogans that cater to the women’s prosperity.

Today’s environment has resulted many women to abandon dignity, purity, and hope, overlook unity and justice. If you see social media contents shared by women, you may not be surprised by my statements. The dignity, purity and hope for betterment of women is vanishing on screen. Young girls’ addiction to drugs, liquor and tobacco, sexual misbehaviour, and rising school-aged pregnancies are critical concerns that women’s movements must pay attention today.

What We Must Demand Now: Right Education and Just Acts

Women’s day slogans need a shift. Rather than demanding equal rights as men, we must demand right education for women and girls. We shall not stop at demanding justice as given to the men, but shout and make women and girls aware of ‘Just Acts’, and encourage them to act justly, for themselves, without exposing them to be victims of social media, and ill temptations.

Digital lives of women and girls can amplify comparison, quick outrage, and performative ideals. For girls and women, this can mean unrealistic bodies, curated success, and unsafe online spaces. What we need isn’t more judgment; it’s digital literacy, psychological safety, reproductive health awareness, and robust support systems, so women can flourish on and off‑line. We must educate women and nourish and foster the moral values among women and girls to stay pure in thoughts and actions, we must empower women and girls to keep hope and grow continuously. We must share a culture of inclusion among women to enhance solidarity and stay true to unified action for the betterment of women, and the society.

Women as Creators and Modifiers of the World

The history of International Women’s Day is a call for rights and justice. Today, the next horizon is to build cultures at home, at work, and society. Women are the creators and modifiers of the world. They are to add color to lives of those around them. In fact, WOMEN, do not need to call for justice, rights and action. WOMEN, need to call the hidden power, strength and courage within them and create a world that assures every being in it receives justice, and enjoys rights.

Thus, whether themes multiply or fade, the test is not in the rally or the ribbon, it is in the 364 days after. The colours may be vivid on stage, yet the colors are faded in practice if we do not live them. Let us re‑design life with dignity, unity, courage, and continuous growth. Let us educate, include, and act justly. Let us awaken strength within, so that every woman, every girl, and every community can thrive by being a Woman Who Re‑designs Life!

(The author is a senior education administrator, researcher,

management consultant and a lecturer.)

By Dr. Chani Imbulgoda
cv5imbulgoda@gmail.com)

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Illegal solar push ravages Hambantota elephant habitat: Environmentalist warns of deepening crisis

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Land earmarked for the project

A large-scale move to establish solar power plants in Hambantota has triggered a major environmental and social crisis, with more than 1,000 acres of forest—identified as critical elephant habitat—cleared in violation of the law, environmental activist Sajeewa Chamikara said.

Chamikara, speaking on behalf of the Movement for Land and Agricultural Reform, said that 17 companies have already begun clearing forest land along the boundaries of the Hambantota Elephant Management Reserve. The affected areas include Sanakku Gala, Orukemgala and Kapapu Wewa, which are known to be key elephant habitats and long-used movement corridors.

He said that what is taking place cannot be described as development, but rather as a large-scale destruction of natural ecosystems carried out under the cover of renewable energy expansion.

According to Chamikara, the clearing of forests has been carried out using heavy machinery, while large sections have also been deliberately set on fire to prepare the land for solar installations. He said that electric fences have been erected across wide stretches of land, effectively blocking elephant movement and fragmenting their natural habitat.

“These forests are not empty lands. They are part of a living system that supports wildlife and nearby communities. Once destroyed, they cannot be easily restored,” he said.

The projects in question include a 50 megawatt solar development undertaken by five companies and a larger 150 megawatt project implemented by 12 companies. The larger project is reported to be valued at around 150 million US dollars.

Chamikara stressed that these projects are being carried out in a coordinated manner and involve extensive land clearing on a scale that raises serious environmental concerns.

He further alleged that certain companies had paid about Rs. 14 million to secure support and move ahead with the projects. He said this points to a troubling failure of oversight by state institutions that are expected to protect forests and wildlife habitats.

“This is not only an environmental issue. It is also a serious governance issue. The institutions responsible for protecting these lands have failed in their duty,” he said.

Chamikara pointed out that under the National Environmental Act, any project of this scale must receive prior approval through a proper Environmental Impact Assessment process.

He said that clearing forest land before obtaining such approval is a direct violation of the law.

He added that legal requirements relating to archaeological assessments had also been ignored. Under existing regulations, large-scale land clearing requires prior evaluation to ensure that sites of historical or cultural value are not damaged.

“The law is very clear. You cannot go ahead with projects of this nature without proper approval. What we are seeing is a complete disregard for legal procedure,” Chamikara said.

The environmental impact of these activities is already becoming visible. With their natural habitats destroyed, elephants are increasingly moving into nearby villages in search of food and shelter. This has led to a sharp rise in human-elephant conflict in several areas.

Areas such as Mayurapura, Gonnooruwa, Meegahajandura and Thanamalvila have reported increasing encounters between humans and elephants. According to Chamikara, more than 5,000 farming families in these areas are now facing growing threats to their safety and livelihoods.

 

He warned that farmers are being forced to abandon their lands due to repeated elephant intrusions, while incidents involving damage to crops and property are rising. There have also been increasing reports of injuries and deaths among both humans and elephants.

“This is turning into a serious social and economic problem. When farmers cannot cultivate their lands, it affects food production, income and rural stability,” he said.

Chamikara also raised concerns about the broader environmental consequences of clearing forests for solar power projects. While renewable energy is promoted as a solution to reduce carbon emissions, he said that destroying forests undermines that goal.

“Forests play a key role in absorbing carbon dioxide. When you clear and burn them, you are increasing emissions, not reducing them. That defeats the purpose of promoting solar energy,” he explained.

He added that large-scale deforestation in dry zone areas such as Hambantota could also affect local weather patterns and reduce rainfall, which would have further negative impacts on agriculture and water resources.

Chamikara called for a shift in policy, urging authorities to focus on more sustainable approaches to solar power development. He said that rooftop solar systems on homes, public buildings and commercial establishments should be given priority, as they do not require clearing large areas of land.

He also recommended that solar projects be located on degraded or abandoned lands, such as areas affected by past mining or other low-value lands, rather than forests or productive agricultural areas.

“Renewable energy development must be done in a way that does not destroy the environment. There are better options available if there is proper planning,” he said.

Chamikara urged the Central Environmental Authority and the Department of Wildlife Conservation to take immediate action to stop ongoing land clearing and investigate the projects. He stressed that all activities carried out without proper approval should be halted until legal requirements are met.

He warned that failure to act now would lead to long-term environmental damage that could not be reversed.

“If this continues, we will lose not only forests and wildlife, but also the balance between people and nature that supports rural life. The consequences will be felt for generations,” he said.

The situation in Hambantota is fast emerging as a critical test of whether development goals can be balanced with environmental protection. As pressure grows, the response of authorities in the coming weeks is likely to determine whether the damage can still be contained or whether it will continue to spread unchecked.

By Ifham Nizam

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