Early education towards racial harmony

by Dr. Sarath Gamini De Silva

All new born children are ‘anonymous’ with no name, race or creed. These labels are assigned, within a few weeks of birth, bestowed on them by the parents. The child grows up initially as innocent as ever gaining and establishing the identity from parents, older siblings and others in the family circle. As schooling begins, interaction with those of similar maturity in the outside world begins. The child learns from those in his company guided by the teachers. Naturally the thoughts, ideas and values implanted during these formative years shape the behavioural attitudes throughout life to a great extent. Thus, by the time a child leaves school as a young adult around 18 years of age, his views of others around him, his attitudes and outlook to life and society are established. Accordingly, in the making of a good, peace-loving, productive citizen it is important that a favourable environment is provided during these formative years.

During the years spent in school, in addition to personal development with education, the attitudes and relationships to others is vital in the making of a peaceful multicultural society. Diversity of people in their race, creed and beliefs adds colour and character to the functioning of the society. How boring it would be if all members were alike in all these aspects, a utopia of sorts? At the same time if people do not understand each other and view them with suspicion such differences could become a nightmare causing much conflict and devastation. With a history riddled with destructive conflicts in our motherland as much as it is all over the world, the people of today have ingrained ideas of prejudice and hatred against one another.

The importance of learning history is emphasized everywhere and is taught at schools from early years. However, it is evident that history is often modified, revised and adopted to suit local needs. Same story takes different shapes when described by varying groups of historians. A recent example is the way the prolonged ethnic conflict and its adverse effects are taught in two almost mutually exclusive ways in the South and the North of the country. However no proper analysis of these unfortunate episodes of the past and ways of preventing such in the future are discussed with the younger generation. Based on a distorted historical background they grow up with feelings of animosity to others of a different group. It is said that not knowing history makes history repeat itself. But learning distorted history could be more harmful.

Hence, it is vital that children grow up understanding each other from an early age before they are exposed to conflicting ideas later in adult life. This is best achieved in an environment where children of different cultures study and grow up together. Every opportunity should be provided for children to get to know each other. Time should be allotted to teach at least the basics of different religions and languages to all the students. Reading material on all aspects should be made available in the school library. Having separate schools for different ethnicities like Tamils (Hindu) and Muslims (Islamic) teaching their own religions, is probably a manifestation of the justifiable apprehension of the minorities of being overwhelmed by the majority culture. However more often than not, it could be a recipe for breaking up growing children to opposing camps from an early age. As far as I am aware, being the majority, there are no schools exclusively reserved for the Sinhalese (Buddhist or Christians). Early education discoloured by differences in race and religion instead of looking for common ground, is akin to training warriors for future ethnic warfare. They eventually become fertile ground for toxic extremists to spread their venom. The calamities caused by indoctrination of young minds for antisocial and terrorist activities are seen in many hotspots in the world.

In-depth study of religion should be confined to Sunday schools and the like. While tolerance is essential, religious beliefs and practices embracing and dominating all aspects of day- to- day life could be a source of irritation to non-believers and a hindrance to promoting racial harmony. Every Sri Lankan should learn Sinhalese and Tamil languages at least to understand each other if not so much to pass exams. English could be the main link language.

Shukra Munawwar has laid out for all to see the beneficial effects of studying in a mixed environment in Galle. One cannot go into detail here without knowing how other Muslim and Sinahalese children in the same school have benefited from this experience. Shukra could well be an exceptional young lady, just one of a kind. The lesson to be learned is how the entire nation rallied round to congratulate and wish her well. She was treated as just a Sri Lankan girl with no consideration of her ethnicity. Anything good is admired by all. Some noises of disapproval heard within her own community is unfortunate.

To quote a personal experience, I studied in a boys’ school open to all communities, in Galle. There were a handful of Muslims in a class of 40 but I cannot remember a single Tamil boy throughout my school career. There were several Tamil science teachers with a friendly disposition but not close enough for me to learn their culture. Thus, when I entered the medical school where nearly half of my batch were Tamils, initially I was somewhat apprehensive about how to interact with them. I learned later how astounding cultural similarities among us were. I found an entirely different disposition of Sinhalese students from Colombo schools with a sizable proportion of Tamils.

To implement the radical changes discussed above needs an overhaul of the present system of education. These far reaching changes should be undertaken by committed educationists guiding the well-meaning politicians. The blessings of the religious dignitaries are essential if we are to succeed in guaranteeing a peaceful future for all.