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Educational reform: Capitalism,compassion, or both?

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President Dissanayake speaking in Parliament about the government’s educational reform, with Prime Minister Amarasuriya looking on.

Educational reform stands as one of the cornerstone commitments in the NPP’s election manifesto. Entrusted with this critical responsibility, Prime Minister Dr. Harini Amarasuriya, who also serves as the Minister of Education, is at the forefront of implementing reforms that will shape the future of Sri Lanka’s younger generations. However, it appears that the discourse surrounding the proposed education bill has so far been poorly articulated in Parliament. The Prime Minister and several senior ministers have not clearly communicated its objectives and potential impacts, following the proposed roadmap for implementation.

Recognising these shortcomings, President Anura Kumara Dissanayake took the initiative to address Parliament himself. His intent was to clarify the vision behind the NPP’s proposed reforms, which include modernising the national curriculum, improving educational infrastructure, and addressing the persistent resource and accommodation shortages that threaten to leave some schools behind. His address aimed to restore public confidence and ensure a more inclusive and equitable education system across the country.

President AKD’s speech was ery thoughtful and inspiring. His vision for the development of our education system is commendable. I fully support most of the ideas he outlined for modernising the curriculum and using available resources in the most effective and economical manner, especially in today’s rapidly evolving technological environment. His emphasis on aligning our education with global standards to enable our children to compete on an equal footing with their peers around the world is both timely and necessary.

That said, I do have concerns about the future of certain critical areas that were not addressed by the President, the Prime Minister, or other senior ministers. I understand that the proposed reforms are still under discussion, and that the Prime Minister is currently touring the country to gather feedback from various stakeholders. However, since no separate standalone NPP white paper has been published, my reflections are based solely on limited sources, including President AKDS’s speech. It is in this context that I wish to express some reservations and seek further clarity on the direction of these reforms.

New Curriculum

The focus of the new curriculum has clearly shifted toward a separate set of priorities, compared to the previous one. Greater emphasis is now placed on subjects such as English Language, Science, Technology, Artificial Intelligence, Commerce, Management, and other skill-based disciplines designed to prepare students for both domestic and global job markets.

In his recent address to Parliament, President AKD highlighted that, unlike resource-rich countries, Sri Lanka lacks significant natural resources, like minerals or oil, to generate foreign income. Instead, he underscored the need to invest in our most valuable and marketable asset, human capital. He emphasised that enhancing education will enable Sri Lanka to export skilled professionals, earning much-needed foreign exchange to help develop the country’s industries.

To realise this vision, English must undoubtedly play a significant role in a reformed education system. However, giving English undue priority, over native languages, carries the serious risk of marginalising our native language. Sinhalese, spoken by approximately 16.5 million people, primarily in Sri Lanka, has limited use and recognition beyond national borders. Tamil, while also a local language that must be preserved within Sri Lanka, holds broader international significance, with over 64.0 million speakers in Tamil Nadu, India, and other parts of the world.

Given the growing emphasis on global employment opportunities and fostering an entrepreneurial mindset, it is understandable that students may feel reluctant to prioritise Sinhalese, History, and Literature in their academic and professional development. As President AKD noted in his speech, many students in the past chose to study Science because it offered a pathway to becoming a doctor or engineer, professions that were among the highest-paid in Sri Lanka.

From a practical standpoint, English is often viewed as the key to accessing international job markets and the global business environment. However, this shift must be carefully balanced to ensure that the historical, cultural, and linguistic heritage embodied in Sinhalese and Tamil is not eroded in the process.

While I believe in the importance of English as a global lingua franca, it has opened countless doors for professional advancement and international communication, this progress should not come at the expense of our native language.

I recall my own school days in a modest government school in Maharagama, with a total of 250 boys and girls from Grade 6 to GCE O/L. We had just three English periods a week, each lasting around 40 minutes. Still, we achieved functional fluency, thanks to resolute teachers who took pride in their work and focused on helping us excel in national exams, without resorting to private tuition.

Studying Science in the Sinhala medium, and taking Sinhalese Literature as a subject for my O/Ls, gave me a deep appreciation for our culture and its distinctive creativity, especially the nuanced humour and poetic depth that enrich our understanding of society. This exposure nurtured not only a sense of pride but also critical thinking and emotional intelligence, qualities that are just as vital in today’s world.

Now, more than ever, we must match the energy and investment directed toward technical subjects with a parallel effort to preserve and promote the Sinhalese language and its literary tradition. Only through such commitment can we continue producing insightful dramas, poetry, and literature, that reflect and critique the evolving social and political landscape, works that have defined and shaped our national consciousness in the past.

If we neglect this cultural heritage, we risk seeing it fade into irrelevance within a generation. The Sinhalese language, if reduced to ceremonial use, could eventually become a dead language. For me, and for millions of others, this would represent a profound cultural loss.

To preserve the richness and complexity of our society, we must radically rethink how History is taught. Rather than a dry sequence of events, History should be explored as a contextual, social science that deepens understanding and sharpens critical thinking. Many of our national problems are cyclical, better historical awareness could have helped us anticipate recent declines.

As we advance in English, Science, Technology, AI, and Commerce, we must also safeguard our linguistic and literary heritage, our unique history, and the humanities because these are sacrosanct. These are not mere academic disciplines; they are the soul of our identity. Without them, progress risks becoming a hollow pursuit.

Moral Shame and Moral Dread

Modern educational curricula increasingly focus on preparing future generations to excel in fields such as Science, Technology, Artificial Intelligence, Commerce, and Management. These disciplines are vital for innovation, increasing productivity, and competing globally. However, if such progress occurs without the cultivation of moral shame and moral dread, we risk producing a society driven by self-interest, one where illegal and unethical actions are tolerated or even encouraged in the pursuit of economic gain.

We have already seen the consequences of this imbalance. In recent decades, individuals in high positions of power have engaged in embezzlement of public funds, abuse of authority, drug trafficking, arms dealings, and blatant disregard for the rule of law, often with the tacit approval or direct involvement of influential politicians and top-level officials. This reflects a cultural shift toward a transactional mindset where “public service” is interpreted as “what is in it for me?”

Educational reform must confront this issue directly. The development of moral and ethical character must be a foundational component of our education system, not an optional subject, but a compulsory one. Integrity, honesty, and social responsibility should be embedded into the daily lives of students from an early age if we hope to build a law-abiding, compassionate society. Equally important is the active involvement of parents in supporting this aspect of their children’s development.

We can draw a powerful lesson from the ongoing conflict between Israel and the Palestinian people. Israel, while a global leader in technological and scientific advancement, has faced international criticism for its treatment of civilians in Gaza. This raises an uncomfortable but necessary question, has the pursuit of technological superiority come at the cost of moral accountability?

A truly advanced society is not defined solely by its innovations, but also by its adherence to ethical principles. Progress without morality is a dangerous path. It is imperative that we educate the next generation to succeed not only in their careers, but also in their conscience.

Beyond the curriculum

Educational reform must move beyond a narrow focus on subject-specific excellence and, instead, nurture students as well-rounded individuals. One of the UK’s leading private schools offers a compelling model by defining academic scholarships within the school, not merely as a measure of intelligence, but as an attitude of mind. As the school explains, “It involves fostering intellectual curiosity and humility in our pupils and developing within them a passion for learning and independent thinking. They are not just hard workers but have a genuine and sustained interest in academic life beyond the curriculum alone.”

It is essential that the Prime Minister’s education advisers, currently drafting the final reform proposals, give due weight to such values. A forward-thinking education policy must include clear strategies for cultivating and recognising these qualities in every school, ensuring that the development of well-rounded, intellectually curious, and independently minded students becomes a national standard, not a private privilege.

Conclusion

The current trajectory of the NPP government reflects a strong alignment with capitalist principles, particularly in its emphasis on economic development through the cultivation of an English-educated, technologically skilled workforce with an entrepreneurial mindset. While this approach may yield significant material and economic gains, it also invites important ethical and social questions, particularly concerning equity, inclusivity, compassion, and the potential erosion of local cultural and social values.

As the Abbot of Amaravati Monastery, Ajahn Amero, in the UK, once wisely noted:
“If the belief is profit for me against absolute good, then I am against capitalism. Whatever is done solely to make a profit is harmful.” Referring to the Sigalovada Sutta, the Venerable further emphasised:
“It should be the skilful use of human energy for the benefit of the workforce and society. Profits must be reinvested for the common good. If that is the case, it does not matter whether it is capitalism or not.”

This insight serves as a powerful reminder that economic systems must be guided by ethical values. Capitalism, when unchecked, often compromises human dignity by exploiting desires and fears for profit. Therefore, as the government pursues educational reforms, it must go beyond merely producing technically skilled individuals for economic gain.

The true purpose of education should be to nurture a generation of free thinkers who are compassionate, morally grounded, intellectually robust and are committed to uplifting our nation. Educational reform must cultivate not only academic excellence and technological proficiency but also the social, cultural, religious, and moral foundations essential for holistic national development.

by Gamini Jayaweera ✍️



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Sheer rise of Realpolitik making the world see the brink

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A combined US-Israel attack on Iran.(BBC)

The recent humanly costly torpedoing of an Iranian naval vessel in Sri Lanka’s Exclusive Economic Zone by a US submarine has raised a number of issues of great importance to international political discourse and law that call for elucidation. It is best that enlightened commentary is brought to bear in such discussions because at present misleading and uninformed speculation on questions arising from the incident are being aired by particularly jingoistic politicians of Sri Lanka’s South which could prove deleterious.

As matters stand, there seems to be no credible evidence that the Indian state was aware of the impending torpedoing of the Iranian vessel but these acerbic-tongued politicians of Sri Lanka’s South would have the local public believe that the tragedy was triggered with India’s connivance. Likewise, India is accused of ‘embroiling’ Sri Lanka in the incident on account of seemingly having prior knowledge of it and not warning Sri Lanka about the impending disaster.

It is plain that a process is once again afoot to raise anti-India hysteria in Sri Lanka. An obligation is cast on the Sri Lankan government to ensure that incendiary speculation of the above kind is defeated and India-Sri Lanka relations are prevented from being in any way harmed. Proactive measures are needed by the Sri Lankan government and well meaning quarters to ensure that public discourse in such matters have a factual and rational basis. ‘Knowledge gaps’ could prove hazardous.

Meanwhile, there could be no doubt that Sri Lanka’s sovereignty was violated by the US because the sinking of the Iranian vessel took place in Sri Lanka’s Exclusive Economic Zone. While there is no international decrying of the incident, and this is to be regretted, Sri Lanka’s helplessness and small player status would enable the US to ‘get away with it’.

Could anything be done by the international community to hold the US to account over the act of lawlessness in question? None is the answer at present. This is because in the current ‘Global Disorder’ major powers could commit the gravest international irregularities with impunity. As the threadbare cliché declares, ‘Might is Right’….. or so it seems.

Unfortunately, the UN could only merely verbally denounce any violations of International Law by the world’s foremost powers. It cannot use countervailing force against violators of the law, for example, on account of the divided nature of the UN Security Council, whose permanent members have shown incapability of seeing eye-to-eye on grave matters relating to International Law and order over the decades.

The foregoing considerations could force the conclusion on uncritical sections that Political Realism or Realpolitik has won out in the end. A basic premise of the school of thought known as Political Realism is that power or force wielded by states and international actors determine the shape, direction and substance of international relations. This school stands in marked contrast to political idealists who essentially proclaim that moral norms and values determine the nature of local and international politics.

While, British political scientist Thomas Hobbes, for instance, was a proponent of Political Realism, political idealism has its roots in the teachings of Socrates, Plato and latterly Friedrich Hegel of Germany, to name just few such notables.

On the face of it, therefore, there is no getting way from the conclusion that coercive force is the deciding factor in international politics. If this were not so, US President Donald Trump in collaboration with Israeli Rightist Premier Benjamin Natanyahu could not have wielded the ‘big stick’, so to speak, on Iran, killed its Supreme Head of State, terrorized the Iranian public and gone ‘scot-free’. That is, currently, the US’ impunity seems to be limitless.

Moreover, the evidence is that the Western bloc is reuniting in the face of Iran’s threats to stymie the flow of oil from West Asia to the rest of the world. The recent G7 summit witnessed a coming together of the foremost powers of the global North to ensure that the West does not suffer grave negative consequences from any future blocking of western oil supplies.

Meanwhile, Israel is having a ‘free run’ of the Middle East, so to speak, picking out perceived adversarial powers, such as Lebanon, and militarily neutralizing them; once again with impunity. On the other hand, Iran has been bringing under assault, with no questions asked, Gulf states that are seen as allying with the US and Israel. West Asia is facing a compounded crisis and International Law seems to be helplessly silent.

Wittingly or unwittingly, matters at the heart of International Law and peace are being obfuscated by some pro-Trump administration commentators meanwhile. For example, retired US Navy Captain Brent Sadler has cited Article 51 of the UN Charter, which provides for the right to self or collective self-defence of UN member states in the face of armed attacks, as justifying the US sinking of the Iranian vessel (See page 2 of The Island of March 10, 2026). But the Article makes it clear that such measures could be resorted to by UN members only ‘ if an armed attack occurs’ against them and under no other circumstances. But no such thing happened in the incident in question and the US acted under a sheer threat perception.

Clearly, the US has violated the Article through its action and has once again demonstrated its tendency to arbitrarily use military might. The general drift of Sadler’s thinking is that in the face of pressing national priorities, obligations of a state under International Law could be side-stepped. This is a sure recipe for international anarchy because in such a policy environment states could pursue their national interests, irrespective of their merits, disregarding in the process their obligations towards the international community.

Moreover, Article 51 repeatedly reiterates the authority of the UN Security Council and the obligation of those states that act in self-defence to report to the Council and be guided by it. Sadler, therefore, could be said to have cited the Article very selectively, whereas, right along member states’ commitments to the UNSC are stressed.

However, it is beyond doubt that international anarchy has strengthened its grip over the world. While the US set destabilizing precedents after the crumbling of the Cold War that paved the way for the current anarchic situation, Russia further aggravated these degenerative trends through its invasion of Ukraine. Stepping back from anarchy has thus emerged as the prime challenge for the world community.

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A Tribute to Professor H. L. Seneviratne – Part II

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A Living Legend of the Peradeniya Tradition:

(First part of this article appeared yesterday)

H.L. Seneviratne’s tenure at the University of Virginia was marked not only by his ethnographic rigour but also by his profound dedication to the preservation and study of South Asian film culture. Recognising that cinema is often the most vital expression of a society’s aspirations and anxieties, he played a central role in curating what is now one of the most significant Indian film collections in the United States. His approach to curation was never merely archival; it was informed by his anthropological work, treating films as primary texts for understanding the ideological shifts within the subcontinent

The collection he helped build at the UVA Library, particularly within the Clemons Library holdings, serves as a comprehensive survey of the Indian ‘Parallel Cinema’ movement and the works of legendary auteurs. This includes the filmographies of directors such as Satyajit Ray, whose nuanced portrayals of the Indian middle class and rural poverty provided a cinematic counterpart to H.L. Seneviratne’s own academic interests in social change. By prioritising the works of figures such as Mrinal Sen and Ritwik Ghatak, H.L. Seneviratne ensured that students and scholars had access to films that wrestled with the complex legacies of colonialism, partition, and the struggle for national identity.

These films represent the ‘Parallel Cinema’ movement of West Bengal rather than the commercial Hindi industry of Mumbai. H.L. Seneviratne’s focus initially cantered on those world-renowned Bengali masters; it eventually broadened to encompass the distinct cinematic languages of the South. These films refer to the specific masterpieces from the Malayalam and Tamil regions—such as the meditative realism of Adoor Gopalakrishnan or the stylistic innovations of Mani Ratnam—which are culturally and linguistically distinct from the Bengali works. Essentially, H.L. Seneviratne is moving from the specific (Bengal) to the panoramic, ensuring that the curatorial work of H.L. Seneviratne was not just a ‘Greatest Hits of Kolkata’ but a truly national representation of Indian artistry. These films were selected for their ability to articulate internal critiques of Indian society, often focusing on issues of caste, gender, and the impact of modernisation on traditional life. Through this collection, H.L. Seneviratne positioned cinema as a tool for exposing the social dynamics that often remain hidden in traditional historical records, much like the hidden political rituals he uncovered in his early research.

Beyond the films themselves, H.L. Seneviratne integrated these visual resources into his curriculum, fostering a generation of scholars who understood the power of the image in South Asian politics. He frequently used these screenings to illustrate the conflation of past and present, showing how modern cinema often reworks ancient myths to serve contemporary political agendas. His legacy at the University of Virginia therefore encompasses both a rigorous body of writing that deconstructed the work of the kings and a vivid archive of films that continues to document the work of culture in a rapidly changing world.

In his lectures on Sri Lankan cinema, H.L. Seneviratne has frequently championed Lester James Peries as the ‘father of authentic Sinhala cinema.’ He views Peries’s 1956 film Rekava (Line of Destiny) as a watershed moment that liberated the local industry from the formulaic influence of South Indian commercial films. For H.L. Seneviratne, Peries was not just a filmmaker but an ethnographer of the screen. He often points to Peries’s ability to capture the subtle rhythms of rural life and the decline of the feudal elite, most notably in his masterpiece Gamperaliya, as a visual parallel to his own research into the transformation of traditional authority. H.L. Seneviratne argues that Peries provided a realistic way of seeing for the nation, one that eschewed nationalist caricature in favour of complex human emotion.

However, H.L. Seneviratne’s praise for Peries is often tempered by a critique of the broader visual nationalism that followed. He has expressed concern that later filmmakers sometimes misappropriated Peries’s indigenous style to promote a narrow, majoritarian view of history. In his view, while Peries opened the door to an authentic Sri Lankan identity, the state and subsequent commercial interests often used that same door to usher in a simplified, heroic past. This critique aligns with his broader academic stance against the rationalization of culture for political ends.

Constitutional Governance:

H.L. Seneviratne’s support for independent commissions is best described as a hopeful pragmatism; he views them as essential, albeit fragile, instruments for diffusing the hyper-concentration of executive power. Writing to Colombo Page and several news tabloids, H.L. Seneviratne addresses the democratic deficit by creating a structural buffer between partisan interests and public institutions, theoretically ensuring that the judiciary, police, and civil service operate on merit rather than political whim. However, he remains deeply aware that these commissions are not a panacea and are indeed inherently susceptible to the ‘politics of patronage.’

In cultures where power is traditionally exercised through personal loyalties, there is a constant risk that these bodies will be subverted through the appointment of hidden partisans or rendered toothless through administrative sabotage. Thus, while H.L. Seneviratne advocates for them as a means to transition a state from a patron-client culture to a rule-of-law framework, his anthropological lens suggests that the success of such commissions depends less on the law itself and more on the sustained pressure of civil society to keep them honest.

Whether discussing the nuances of a film’s narrative or the complexities of a constitutional clause, H.L. Seneviratne’s approach remains consistent in its focus on the spirit behind the institution. He maintains that a healthy democracy requires more than just the right laws or the right symbols; it requires a citizenry and a clergy capable of critical self-reflection. His career at the University of Virginia and his continued engagement with Sri Lankan public life stand as a testament to the idea that the intellectual’s work is never truly finished until the work of the people is fully realized.

In the context of H.L. Seneviratne’s philosophy, as discussed in his work of the kings ‘the work of the people’ is far more than a populist catchphrase; it represents the practical application of critical consciousness within a democracy. Rather than defining ‘work’ as labour or voting, H.L. Seneviratne views it as the transition of a population from passive subjects to an active, self-reflective citizenry. This means that a democracy is only truly ‘realized’ when the public possesses the intellectual autonomy to look beyond the ‘right laws’ or ‘right symbols’ and instead engage with the underlying spirit of their institutions. For H.L. Seneviratne, this work is specifically tied to the ability of the people—including influential groups like the clergy—to perform rigorous self-critique, ensuring that they are not merely following tradition or authority, but are actively sustaining the ethical health of the nation. It is a perpetual process of civic education and moral vigilance that moves a society from the ‘paper’ democracy of a constitution to a lived reality of accountability and insight.

This decline of the ‘intellectual monk’ had a catastrophic impact on the political landscape, particularly surrounding the watershed moment of 1956 and the ‘Sinhala Only’ movement. H.L. Seneviratne posits that when the Sangha exchanged their role as impartial moral advisors for that of political kingmakers, they became the primary obstacle to ethnic reconciliation. He suggests that politicians, fearing the immense grassroots influence of the monks, entered a state of monachophobia, where they felt unable to propose pluralistic or fair policies toward minority communities for fear of being branded as traitors to the faith. In H.L. Seneviratne’s framework, the monk’s transition from a social servant to a political vanguard effectively trapped the state in a cycle of majoritarian nationalism from which it has yet to escape.

H.L. Seneviratne’s work serves as a multifaceted critique of the modern Sri Lankan state and its cultural foundations. Whether he is dissecting what he sees as the betrayal of the monastic ideal or celebrating the humanistic vision of an Indian filmmaker, his goal remains the same: to champion a world where intellect and compassion are not sacrificed on the altar of political power. His legacy at the University of Virginia and his continued voice in Sri Lankan discourse remind us that the work of the intellectual is to provide a moral compass even, indeed especially, when the nation has lost its way.

(Concluded)

by Professor
M. W. Amarasiri de Silva

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Musical journey of Nilanka Anjalee …

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Nilanka Anjalee Wickramasinghe is, in fact, a reputed doctor, but the plus factor is that she has an awesome singing voice, as well., which stands as a reminder that music and intellect can harmonise beautifully.

Well, our spotlight today is on ‘Nilanka – the Singer,’ and not ‘Nilanka – the Singing Doctor!’

Nilanka’s journey in music began at an early age, nurtured by an ear finely tuned to nuance and a heart that sought expression beyond words.

Under the tutelage of her singing teachers, she went on to achieve the A.T.C.L. Diploma in Piano and the L.T.C.L. Diploma in Vocals from Trinity College, London – qualifications recognised internationally for their rigor and artistry.

These achievements formally certified her as a teacher and performer in both opera singing and piano music, while her Performer’s Certificate for singing attested to her flair on stage.

Nilanka believes that music must move the listener, not merely impress them, emphasising that “technique is a language, but emotion is the message,” and that conviction shines through in her stage presence –serene yet powerful, intimate yet commanding.

Her YouTube channel, Facebook and Instagram pages, “Nilanka Anjalee,” have become a window into her evolving artistry.

Here, audiences find not only her elegant renditions of local and international pieces but also her original songs, which reveal a reflective and modern voice with a timeless sensibility.

Each performance – whether a haunting ballad or a jubilant interpretation of a traditional hymn – carries her signature blend of technical finesse and emotional depth.

Beyond the concert hall and digital stage, Nilanka’s music is driven by a deep commitment to meaning.

Her work often reflects her belief in empathy, inner balance, and the beauty of simplicity—values that give her performances their quiet strength.

She says she continues to collaborate with musicians across genres, composing and performing pieces that reflect both her classical discipline and her contemporary outlook.

Widely acclaimed for her ability to adapt to both formal and modern stages, with equal grace, and with her growing repertoire, Nilanka has become a sought-after soloist at concerts and special events,

For those who seek to experience her artistry, firsthand, Nilanka Anjalee says she can be contacted for live performances and collaborations through her official channels.

Her voice – refined, resonant, and resolutely her own – reminds us that music, at its core, is not about perfection, but truth.

Dr. Nilanka Anjalee Wickramasinghe also indicated that her newest single, an original, titled ‘Koloba Ahasa Yata,’ with lyrics, melody and singing all done by her, is scheduled for release this month (March)

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