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Educational Experience in the COVID19 era : Challenges to Opportunities

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Senior Professor Chandrika N Wijeyaratne

MBBS (Colombo), MD (Colombo), DM (Colombo), FRCP (London),Vice-Chancellor, University of Colombo

I am deeply humbled and greatly privileged to deliver the 2021 memorial lecture to honour Professor J.E. Jayasuriya – a pioneer educationist, academic and a brilliant son of Sri Lanka.

Born on February 14, 1918, he received his education in three schools ending with Wesley College, Colombo. Having excelled at the Cambridge Senior Examination and being placed third in the British Empire he was awarded a scholarship to the University College Colombo from where he obtained a First Class in Mathematics.   

He was the first principal of Dharmapala Vidyalaya, Pannipitiya and forsook a career in the coveted civil administrative service due to his resolute stand on encouraging Buddhist schools. He was handpicked by the father of free education and then minister of education, Dr. C.W.W. Kannangara, to lead the central school established in his own electorate of Matugama.   

Following Postgraduate studies at University of London he was placed in charge of Mathematics education at the Teachers’ College Maharagama until being appointed as a lecturer in the Department of Education of the University of Ceylon. In 1957, he succeeded Prof. T.L Green as Professor of Education, with the singular distinction of being the first Sri Lankan to hold this post.   

In his capacity as Professor and the Head of Department, Prof. Jayasuriya undertook the task of professionalizing education. He was a role model to the academia with his professionalism, erudite outlook, integrity and a deep commitment to his chosen field.. It was his vision that paved the way for the first undergraduate degree- Bachelor of Education awarded by University of Peradeniya in the nineteen sixties. The majority of the first generation of B.Ed. graduates achieved high professional status both locally and globally. The popularity of this course, which is now offered at the University of Colombo, testifies the foresight of Prof. Jayasuriya in developing this programme. While there are moves to expand today’s Bachelor of Education programmes, it is necessary to review these programmes in the light of Prof. Jayasuriya’s vision to maintain the quality of the very study course he designed.

I am captivated by Professor J. E Jaysuriya’s close association with medical education. He assisted Professor Senaka Bibile to establish the Medical Education Unit at Peradeniya. He delivered several guest lectures on measurement techniques and psychometry. He was elected as a Chartered Psychologist (U.K.) having the right to practice as a Psychologist. in the U, K. Later he was the UNESCO Regional Adviser on Population Education in Asia and the Pacific and one of his articles on the ‘Inclusion of Population Education in the Medical School Curriculum’ was ublished in the British Journal of Medical Education.

Educating the educators of Sri Lanka has now become a norm in Sri Lanka, about which Prof Jayasuriya would be extremely proud. The distinct features of Prof Jayasuriya’s approach to education, based on the information I gathered about him, include his distinctive approach to psychology and mathematics, intelligence testing and educational policy with a holistic, practical and pragmatic outlook; that I propose modern-day educationists should emulate. May his memory remain etched in the education landscape of mother Lanka!

 

Preamble

Sri Lanka has remained unique in its obligation to universal education over the past seven decades, well before more advanced countries gave due consideration to this aspect of social development. Despite multiple challenges faced, we have safeguarded education as a sacred and quintessential commodity.

The infrastructure, human resource and facilities for education have remained a priority in the eyes of the general public. Nevertheless, there are many unmet needs of tertiary education in Sri Lanka that caused concern for whole of society over the last two decades. It is noteworthy that University Grant Commission (UGC) statistics show that only six percent of young adults (between 18 and 24 years) are enrolled in state universities, while another five percent are enrolled in other state higher educational institutions. A further six percent are enrolled in non-state higher educational institutes with an additional three percent enrolling for external degree programmes. In total, the Gross Enrolment Ratio (GER) for tertiary education in Sri Lanka is only approximately 20%, being the lowest among all middle-income countries and below the average value of 24% for South Asia.

Furthermore, Sri Lanka has one of the highest rates of brain drain in South Asia. The World Bank figure for migration stands at 27.5% among those who received tertiary education, with an average annual migration level of 6,000 professionals. I consider this to be an underestimate by not factoring in the youth migrating for tertiary education while draining our foreign exchange.

The vision statement of the incumbent head of state, His Excellency President Gotabaya Rajapaksa, elucidated the need to introduce a reformed education policy and aim for no student who is suitably qualified to be deprived of higher education.

While discussion and deliberations were in progress on how this transformation must be addressed, the country faced the first wave of the COVID19 pandemic and a shutdown of all education institutions by mid-March 2020. The Presidential Task Force (PTF) on Sri Lanka’s Education Affairs was established through a gazette notification on March 31, 2020. The PTF which consisted of experts in the fields of education and higher education, was initially formed into three (03) Core Groups to propose suitable recommendations in the education sectors of General Education, Higher Education and Vocational Education. This was probably the first attempt to address education holistically under one umbrella and as a lifelong need. The TF was required to explore differences and variation of students, institutions and available resources.

 

COVID19 pandemic – the basis for the response of Higher Education Institutes

The single purpose required from us was to ensure there was no shutdown of education and to optimize the conversion of the process to online learning. Undoubtedly, adult education was the main sector deemed appropriate for an overnight transformation to the Online Distance Education (ODL) format.

With regard to long-term educational reforms beyond Covid-19 and the national expectations for broadening opportunities in tertiary education, far-reaching changes were required. The PTF recognized the need to transform the current tertiary education sector in Sri Lanka to become a globally recognized tri-partite system that consists of three key types of higher educational institutions (HEIs), namely,

 

1) State and Non-state Undergraduate HEIs

2) Postgraduate Research Universities, and

3) State and Non-state Vocational and Professional Institutions

 

This transformation was proposed with the explicit purpose to improve access to tertiary education, provide more flexibility and mobility within and among the three tiers and sectors, offer diverse opportunities for education, training and career paths, enhance standards, quality and relevance of training and promote postgraduate education, with particular emphasis on research, innovation and commercialization; all of which can upscale the economy and national development.

In terms of the required immediate change over to the digital mode, let us recollect the Sri Lankan State Sector experience with ODL by early 2020, immediately preceding the COVID19 pandemic. The Open University of Sri Lanka (OUSL), with a student population of 40,000, had the longest experience with ODL spanning 40 years. Online teaching commenced at the OUSL in 2003, with 50% of the courses made available online. This facility was provided as Supplementary, Blended and as an Online Plus. The open university included formative assessments as assignments, quizzes and discussion forums in the blended online courses. Limited summative assessments (final examinations) were conducted online, under a supervised environment in the computer laboratories of the Regional Centers of the OUSL.

An open-sourced support such as Moodle for the LMS, cloud based digital infra-structure and sustained interaction with LEARN, provided the necessary pathway to achieving the digital transformation.

Indeed, our IT experts provided speedy and unstinted support at the request of the UGC, with our own director of the University of Colombo School of Computing (UCSC) being a great pillar of strength. Permit me to divert here and share with you how this very personality, Prof KP Hewagamage the incumbent director of UCSC, recalls with gratitude how Prof J E Jayasuriya’s book on ‘Veeja Ganithaya’ for schoolchildren captivated his attention and was a life changing experience to learn mathematics from grade six in school! Free access to internet connection via LEARN was negotiated with service providers by HE the President, that ensured that the economically disadvantaged segments of our university population were not left behind. Nevertheless, many of our students still do not own a device to access online and/or have adequate internet bandwidth in their homes to effectively use the LMS. Smart phones were the first best option to ensure a timely transition – and was our only choice.

The concept of a virtual campus through the OUSL system that provides free internet access to students via computer laboratories based in Regional and Study Centers situated in every district was re-visited. Ensuring the provision of a Tablet PC to every student was recognized as priority, so that the new entrants in 2020/2021 are to be provided with student loans for this purpose.

Student centered independent learning was propelled into action. Despite many challenges, this transformation of the educational process would be viewed by the late Professor Jayasuriya as a veritable liberation from a stifled system, that was the main reason for the broader vision to transform education. Without doubt, Sri Lanka was entrapped in a tuition-based examination-oriented rote learning ethos, from which we clearly require to disengage. The COVID19 related shift in demand of educational lifestyle was the ideal opportunity for the deliverance of a more fulfilling and productive educational process and outlook for 21st Century Sri Lanka.

 

Learning Resources for
Online Education

Quality learning resources are vital for the success of online learning. In this context, internationally recognized free and open educational resources are available in the cyberspace free of charge.

It is noteworthy that the Government of India supports the most disadvantaged through an indigenously developed IT platform. Highly ranked Indian universities provide courses on the distance mode through SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) and share quality teaching learning resources for Indian nationals anywhere, at any time.

 

Learner Support

A distance learner should have plenty of self-motivation. A web conferencing system through which the teachers make regular contacts, both synchronously and asynchronously, enables access for students located in remote locations. As per the OUSL experience, effective learner support is achieved by offering multi-device/ multi-mode learning opportunities to meet the learning needs of a mixed student population.

The COVID 19 pandemic impacted severely on our educational processes and systems. Permit me to share with you my experience in this transition as the administrative and academic lead of the University of Colombo, the pioneer institution of modern tertiary education in Sri Lanka. I consider this experience personifies how challenges imposed by the pandemic were transformed into opportunities.

The need for a flexible attitude to the learning and teaching process is of paramount importance to achieve any success with ODL. I am proud to say that a wider sector of our own staff encouraged their students to engage in home gardening; with a view to augmenting psycho-social adjustment to the sudden transition to home-based education, loss of peer group interaction and encouraged students to support their family economy through agriculture. Nevertheless, tilling the land fell far short of the dignity of university education! Acquisition of skills from hands-on laboratory and clinical settings in parallel with the development of leadership, teamwork, soft skills, sports and recreation were clearly not possible with ODL.

We received baseline information on the major issues faced by the students following relocation in their own homes. The impact had socio-economic and gender sensitive dimensions that required intensive support. Thus, the COVID19 threat of a pandemic brought into focus many unmet needs of the modern-day university student; ranging from the need for self-employment opportunities to sustain student education to their individual preferences for city-based versus. rural living. The wider community of the student groups suffered a major anxiety, with the haunting question – when can we graduate? Thereby, every faculty and institute along with the Sripalee campus and the school of computing, were able to effectively create and maintain channels of communication by linking the students with the central administrative process, in order to ensure a coordinated process for the provision of optimum support. I take pride in recounting this staff and alumni support for students that I believe made a meaningful impact on the personality development of our student population.

Our university, in parallel, was catalyzed into a new work norm – of a digital transformation in our educational activities. Online meetings became standard daily practice to manage the University administration. We took pride on becoming paperless, with the formalizing of an online document management system, with the official use of e-signatures and digital certification which resulted in improved efficiency, transparency and flexibility. The benefits of work from home, adopting healthy practices in the working environment, promotion of innovation to address social needs, with a fair share of the responsibility falling upon university systems were positive developments from the Covid-19 pandemic, that should be harnessed for future implementation.

I reiterate that our staff was very supportive to support the new model of ODL; often taking on re-orienting and re-learning while coping with the additional workload. Traditional wisdom and foresight enabled us to think positively and respond pragmatically. We had a few doubting Thomas’s, but such negative thoughts were considerably mitigated by an overwhelming ethos of resilience. Library information services were required to be digitalized.

Based on anecdotal evidence we have received from most sectors, many students became more aware of e-resources and started using the library journal databases at a greater speed that is supported by the recorded numbers of access or hits.

Online surveys were initiated for obtaining student feedback. We received feedback of the major impact on socio-economic and gender-based violence that soon followed student relocation in their own homes. COVID19 indeed brought into focus many unmet needs of the modern-day university student; ranging from self-employment opportunities in the city through tuition, Uber deliveries etc versus. rural living with no earning opportunity. The general anxiety among students was: When can we graduate? When can we stop being a burden to our parents?

As time progressed the digital engagement became apparent among diverse groups. Student centered community related e-activities, such as the Gavel Club, Societies related to social and cultural groups, leadership development through community service such as Rotaract and Leo clubs held their induction ceremonies on time through the digital mode. Addressing on-line, gender-based violence and psychological issues of COIVD 19, by the Golden Zs that comprises female and male medical students (supervised by a faculty representative of the Zonta Club of Colombo I) was an enriching and novel experience.

Online delivery of learning resources for students with disabilities and their special needs received special attention. The majority of students with special needs demonstrated a preference to attend a face-to-face teaching. The Faculty of Arts that accommodates the great majority of this special group that has developed a centre for disability research, education and practice (CEDREP) affiliated to the Department of Sociology. I am proud to state that CEDREP offers support to all students with disabilities irrespective of which faculty they belong to or which study stream they have chosen. They also individualize educational support and mitigate stigma and marginalization of the students with specific needs.

The digital transition was undertaken as a collective project to ensure a quality transition of Onsite Learning to Blended Learning at the University of Colombo. Blended learning is defined as an approach to education that effectively integrates classroom practices (teaching learning and assessment) with online learning (teaching learning and assessment) practices.

Soon after the COVID19 related shut down we had several inquiries made from highly rated universities in the USA. The foreign university looked to us as worthy partners to sustain their recruitment of Sri Lankan students at a discounted rate of 1/6 their original on campus fees with 10% for our university. Based on the discussion we did express an interest in partnership in the award of dual degrees through the “cyber campus” modality; which is a long process of planning. What brings into focus is that the format of blended learning provides opportunities for external partnerships to collaborate with foreign university in teaching and research.

Let me end by reiterating that consciously or unconsciously our inherent Lankan Culture encouraged us to counter threats imposed on higher education from the COVID19 pandemic by responding to the trendy management acronym VUCA through facing “Volatility with Vision, Uncertainty with Understanding, Complexity with Clarity and Ambiguity with Agility”.

Our fundamental values encouraged us to prioritize, risk manage, make pragmatic decisions, foster a change and seek sustainable solutions, while encouraging quick responses and a holistic outlook.



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Government is willing to address the past

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Minister Ratnayake

Minister Bimal Rathnayake has urged all Sri Lankan refugees in India to return to Sri Lanka, stating that provision has been made for their reintegration. He called on India to grant citizenship to those who wished to stay on in India, but added that the government would welcome them back with both hands if they chose Sri Lanka. He gave due credit to the Organisation for Eelam Refugees Rehabilitation (OfERR), an NGO led by S. C. Chandrahasan, the son of S. J. V. Chelvanayakam, widely regarded as the foremost advocate of a federal solution and a historic leader of the Federal Party. OfERR has for decades assisted refugees, particularly Sri Lankan Tamils in India, with documentation, advocacy and voluntary repatriation support. Given the slow pace of resettlement of Ditwah cyclone victims, the government will need to make adequate preparations for an influx of Indian returnees for which it will need all possible assistance. The minister’s acknowledgement indicates that the government appreciates the work of NGOs when they directly assist people.

The issue of Sri Lankan refugees in India is a legacy of the three-decade long war that induced mass migration of Tamil people to foreign countries. According to widely cited estimates, the Sri Lankan Tamil diaspora today exceeds one million and is often placed between 1 and 1.5 million globally, with large communities in Canada, the United Kingdom and Australia. India, particularly Tamil Nadu, continues to host a significant refugee population. Current figures indicate that approximately 58,000 to 60,000 Sri Lankan Tamil refugees live in camps in India, with a further 30,000 to 35,000 living outside camps, bringing the total to around 90,000. These numbers have declined over time but remain one of the most visible human legacies of the conflict.

The fact that the government has chosen to make this announcement at this time indicates that it is not attempting to gloss over the human rights issues of the past that continue into the present. Those who suffered victimisation during the war may be encouraged that their concerns remain on the national agenda and have not been forgotten. Apart from those who continue to be refugees in India, there are more than 14,000 complaints of missing persons still under investigation according to the Office on Missing Persons, which has received tens of thousands of complaints since its establishment. There are also unresolved issues of land taken over by the military as high security zones, though some land has been released, and prisoners held in long term detention under the Prevention of Terrorism Act, which the government has pledged to repeal and replace.

Sequenced Response

In addressing the issue of Sri Lankan Tamil refugees in India, the government is sending a message to the Tamil people that it is not going to gloss over the past. The indications are that the government is sequencing its responses to problems arising from the past. The government faces a range of urgent challenges, some inherited from previous governments, such as war era human rights concerns, and others that have arisen more recently after it took office. The most impactful of these crises are not of its own making. Global economic instability has affected Sri Lanka significantly. The Middle East war has contributed to a shortage of essential fuels and fertilizers worldwide. Sri Lanka is particularly vulnerable to rising fuel prices. Just months prior to these global pressures, Sri Lanka faced severe climate related shocks, including being hit by a cyclone that led to floods and landslides across multiple districts and caused loss of life and extensive damage to property and livelihoods.

From the beginning of its term, the government has been compelled to prioritise economic recovery and corruption linked to the economy, which were central to its electoral mandate. As the International Monetary Fund has emphasised, Sri Lanka must continue reforms to restore macroeconomic stability, reduce debt vulnerabilities and strengthen governance. The economic problems that the government must address are urgent and affect all communities, whether in the north or south, and across Sinhalese, Tamil and Muslim populations. These problems cannot be postponed. However, issues such as dealing with the past, holding provincial council elections and reforming the constitution are not experienced as equally urgent by the majority, even though they are of deep importance to minorities. Indeed, the provincial council system was designed to address the concerns of the minorities and a solution to their problems.

Unresolved grievances tend to reappear in new forms when not addressed through political processes. Therefore, they need to be addressed sooner rather than later, even if they are not the most immediate priorities for the government. It must not be forgotten that the ethnic conflict and the three decade long war it generated was the single most destructive blow to the country, greatly diminishing its prospects for rapid economic development. Prolonged conflict reduced investment, diverted public expenditure and weakened institutions. If Sri Lanka’s early leaders had been able to negotiate peacefully and resolve their differences, the country might have fulfilled predictions that it could become the “Switzerland of the East.”

Present Opportunity

The present government has a rare opportunity to address the issues of the past in a way that ensures long term peace and justice. It has a two thirds majority in parliament, giving it the constitutional space to undertake significant reforms. It has also demonstrated a more inclusive approach to ethnic and religious minorities than many earlier governments which either mobilized ethnic nationalism for its own purposes or feared it too much to take political risks to undertake necessary reforms. Public trust in the government, as noted by international observers, remains relatively strong. During her recent visit, IMF Director General Kristalina Georgieva stated that “there is a window of opportunity for Sri Lanka,” noting that public trust in the government provides a foundation for reform.

It also appears that decades of public education on democracy, human rights and coexistence have had positive effects. This education, carried out by civil society organisations over several decades, sometimes in support of government initiatives and more often in the face of government opposition, provides a foundation for political reform aimed at justice and reconciliation. Civil society initiatives, inter-ethnic dialogue and rights-based advocacy have contributed to shaping a more informed public about controversial issues such as power-sharing, federalism and accountability for war crimes. The government would do well to expand the appreciation it has deservedly given to OfERR to other NGOs that have dedicated themselves addressing the ethnic and religious mistrust in the country and creating greater social cohesion.

The challenge for the government is to engage in reconciliation without undue delay, even as other pressures continue to grow. Sequencing is necessary, but indefinite postponement carries risks. If this opportunity for conflict resolution is not taken, it may be a long time before another presents itself. Sri Lanka may then continue to underperform economically, remaining an ethnically divided polity, not in open warfare, but constrained by unresolved tensions. The government’s recent reference to Tamil refugees in India is therefore significant. It shows that even while prioritising urgent economic and global challenges, it has not forgotten the past. Sri Lanka has a government with both the mandate and the capacity to address that past in a manner that secures a more stable and just future for all its people.

By Jehan Perera

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Strategic diplomacy at Sea: Reading the signals from Hormuz

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The unfolding tensions and diplomatic manoeuvres around the Strait of Hormuz offer more than a snapshot of regional instability. They reveal a deeper transformation in global statecraft, one where influence is exercised through calibrated engagement rather than outright confrontation. This is strategic diplomacy in its modern form: restrained, calculated, and layered with competing interests.

At first glance, the current developments may appear as routine diplomatic exchanges aimed at preventing escalation. However, beneath the surface lies a complex web of signalling among major and middle powers. The United States seeks to maintain deterrence without triggering an open conflict. Iran aims to resist pressure while avoiding isolation. Meanwhile, China and India, two rising powers with expanding global interests are navigating the situation with careful precision.

China’s position is anchored in economic pragmatism. As a major importer of Gulf energy, Beijing has a direct stake in ensuring that the Strait of Hormuz remains open and stable. Any disruption would reverberate through its industrial base and global supply chains. Consequently, China advocates de-escalation and diplomatic resolution. Yet, this is not purely altruistic. Stability serves China’s long-term strategic ambitions, including the protection of its Belt and Road investments and maritime routes. At the same time, Beijing remains alert to India’s growing diplomatic footprint in the region. Should India deepen its engagement with Iran and other Gulf actors, it could gradually reshape the strategic balance in areas traditionally influenced by China.

India’s approach, in contrast, reflects a confident and increasingly sophisticated foreign policy. By engaging Iran directly, while maintaining working relationships with Western powers, New Delhi is positioning itself as a credible intermediary. This is not merely about energy security, though that remains a key driver. It is also about strategic autonomy the ability to act independently in a multipolar world. India’s diplomacy signals that it is no longer a passive player but an active shaper of regional outcomes. Its engagement with Iran, particularly in the context of connectivity and trade routes, underscores its intent to secure long-term strategic access while countering potential encirclement.

Iran, for its part, views the situation through the lens of survival and strategic resilience. Years of sanctions and pressure have shaped a cautious but pragmatic diplomatic posture. Engagement with external actors, including India and China, provides Tehran with avenues to ease isolation and assert relevance. However, Iran’s trust deficit remains significant. Its diplomacy is transactional, focused on immediate gains rather than long-term alignment. The current environment offers opportunities for tactical advantage, but Iran is unlikely to make concessions that could compromise its core strategic objectives.

Even actors on the periphery, such as North Korea, are closely observing these developments. Pyongyang interprets global events through a narrow but consistent framework: regime survival through deterrence. The situation around Iran reinforces its belief that leverage, particularly military capability, is a prerequisite for meaningful negotiation. While North Korea is not directly involved, it draws lessons that may shape its own strategic calculations.

What emerges from these varied perspectives is a clear departure from traditional bloc-based geopolitics. The world is moving towards a more fluid and fragmented order, where alignments are temporary and issue-specific. States cooperate on certain matters while competing with others. This creates a dynamic but unpredictable environment, where misinterpretation and miscalculation remain constant risks.

It is within this evolving context that Sri Lanka’s strategic relevance becomes increasingly visible. The recent visit by the US Special Envoy for South and Central Asia, Sergio Gor, to the Colombo Port; is not a routine diplomatic courtesy call. It is a signal. Ports are no longer just commercial gateways; they are strategic assets embedded in global power competition. A visit of this nature underscores how Sri Lanka’s maritime infrastructure is being viewed through a geopolitical lens particularly in relation to sea lane security, logistics, and regional influence.

Such engagements reflect a broader reality: global powers are not only watching the Strait of Hormuz but are also positioning themselves along the wider Indian Ocean network that connects it. Colombo, situated along one of the busiest east–west shipping routes, becomes part of this extended strategic theatre. The presence and interest of external actors in Sri Lanka’s ports highlight an emerging pattern of influence without overt control a hallmark of modern strategic diplomacy.

For Sri Lanka, these developments are far from abstract. The island’s strategic location along major Indian Ocean shipping routes places it at the intersection of these global currents. The Strait of Hormuz is a vital artery for global energy flows, and any disruption would have immediate consequences for Sri Lanka’s economy, particularly in terms of fuel prices and supply stability.

Moreover, Sri Lanka must manage the competing interests of larger powers operating within its vicinity. India’s expanding regional role, China’s entrenched economic presence, and the growing attention from the United States all converge in the Indian Ocean. This requires a careful balancing act. Aligning too closely with any one power risks alienating others, while inaction could leave Sri Lanka vulnerable to external pressures.

The appropriate response lies in adopting a robust foreign policy that engages all major stakeholders while preserving national autonomy. This involves strengthening diplomatic channels, enhancing maritime security capabilities, and investing in strategic foresight. Sri Lanka must also recognise the growing importance of non-traditional security domains, including cyber threats and information warfare, which increasingly accompany geopolitical competition.

Equally important is the need for internal coherence. Effective diplomacy abroad must be supported by institutional strength at home. Policy consistency, professional expertise, and strategic clarity are essential if Sri Lanka is to navigate an increasingly complex international environment.

The situation in the Strait of Hormuz thus serves as both a warning and an opportunity. It highlights the fragility of global systems, but also underscores the potential for skilled diplomacy to manage tensions. For Sri Lanka, the challenge is not merely to observe these developments, but to position itself wisely within them.

In a world where power is no longer exercised solely through force, but through influence and presence, strategic diplomacy becomes not just an option, but a necessity. The nations that succeed will be those that understand this shift now and act with clarity, balance, and foresight.

Mahil Dole is a senior Sri Lankan police officer with over four decades of experience in law enforcement and intelligence. He previously served as Head of the Counter-Terrorism Division of the State Intelligence Service and has conducted extensive interviews with more than 100 suicide cadres linked to terrorist organisations. He is a graduate of the Asia-Pacific Centre for Security Studies (Hawaii).

By Mahil Dole
Senior Police Officer (Retd.), Former Head of Counter-Terrorism Division, State Intelligence Service, Sri Lanka

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Pirivenae Piyathuma – An authentic thought leader enters the heavenly passage

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Rev. Professor Aloysius Peiris

I knew that I would have to share my thoughts about the most inspiring thought leader of my life, one day. When I spoke of his virtues two years ago, at the time of him celebrating his 90th birthday with “Tulana” research centre, his coveted creation, reaching 50th year, I did not expect this day to be so soon. I am referring to the heavenly departure of Rev. Professor Aloysius Peiris, SJ, known to most as “Fr. Aloy’”.

Overview

Fr. Aloy was born on 9th April, 1934 in Ampitiya, Kandy and peacefully passed away on 22nd March, 2026 just few weeks before his 93rd birthday. Hailing from a family that has produced nuns and priests, his religious formation as a Jesuit opened pathways to reach east and west alike, as an eminent theologian, erudite scholar, and an exemplary priest.

Fr. Aloy became the first Sri Lankan Catholic Priest to obtain a Ph.D. in Buddhist Philosophy from the Vidyodaya Campus, University of Sri Lanka. It was Fr. Marceline Jayakody, OMI who became popularly known as Pansale Piyathuma (The priest of the Buddhist temple), because of his association with Buddhist culture, influencing his much-popular hymns with authentic local flavour. I would not hesitate to hail, Fr. Aloy as Pansale Piyathuma (The priest of the Buddhist monastery). It was heartening to see Buddhist monks visiting him to study pitakas and “suttas which are revered religious texts, under his valued guidance. He was awarded the prestigious Honourary Doctorate of Literature (D.Litt) by the same institution, now University of Kelaniya in 2015.

Moreover, Fr. Aloy obtained three theological degrees, an L.Ph. from Sacred Heart College in Shembaganur, India (1959), STL from the Pontifical Theological Faculty in Naples (1966), and a Th.D. from Tilburg University (1987). Fr. Aloy also has a BA in Pali and Sanskrit from the University of London (1961). As he shared with my friend Asoka Dias, during a recent interview of Sirsa TV, the proficiency in both western and eastern languages opened many doors for him to reach out to deserving communities.

It is heat-warming to recall my first encounter with Fr. Aloy as a student awaiting to start my Advanced Level classes, on his 50th birthday. He guided me how to study rhythmically maintaining the needed balance. My fruitful association with him has spanned over 42 years with enriching guidance, engaging dialogue, and entrusting commitment. I must whole-heartedly acknowledge that He was the one who pursued me to embark on an academic career, moving from the lucrative private sector as an engineer turned manager. It was a conscious shift listening to my yearning inner purpose, and Fr. Aloy was a guiding light and a glittering beacon, showing the salient way. I would simply recognize him with utmost respect, as an authentic thought leader who was an inspirer, influencer, and an initiator.

Fr Aloy as an Inspirer

Fr Aloy inspired millions around the globe through his scholarly writing. His books and articles have been translated into many languages. Among them, An Asian Theology of Liberation and Love Meets Wisdom appear prominently. He is the author of more than 30 books and well over 500 Research Papers. He was of the view that any authentic theology for Asia must grapple with both poverty and religious pluralism. He calls for a theology born from listening not only to Scripture, but also to the suffering of the poor and the wisdom of ancient traditions like Buddhism. There comes the connection to love and wisdom. Fr Aloy argued that Christianity (focused on “love” or agape) and Buddhism (focused on “wisdom” or prajna) are complementary, proposing that authentic engagement requires embracing the core strengths of both traditions to achieve spiritual maturity.

He has been the editor of Vagdevi, a journal of religious reflection, until his demise. I remember receiving a copy of the latest a few months ago, where his authentic views on contemporary Christianity, were clearly and coherently expressed. Same with the case of many of his sought-after religious writings, such as Give Vatican II a Chance, Leadership in the Church, Relishing our Faith in Working for Justice, Lent in Lanka – Reflections and Resolutions and God’s Reign for God’s Poor. I must confess that, though representing a different specialty, my writing has been immensely inspired by Fr. Aloy.

Fr. Aloy as an Influencer

He was a distinctly different thinker in terms of linking theology with poverty on one side and inter-religious dialogue on the other side. He argued that any theology for Asia must consider the realities of poverty, pluralism, and power. Religion, as he perceived, must be a force for healing and liberation and not for division and fragmentation. He was a key resource in the 1980s for the Federation of Asian Bishops’ Conferences (FABC), where he helped shape a distinctly Asian Catholic theology dialogical, incarnational, and deeply rooted in the continent’s spiritual traditions.

I recall him having numerous conversations with Rev. Fr. Oscar Abeyrathne (popularly known as Swami Thaththa, initiator of Kithudana Pubuduwa (Catholic Charismatic Renewal” in Sri Lanka). If I may observe, Fr Aloy as the “influencer,” Fr. Oscar was the “implementor.” As a youth leader of “Kithudana Pubuduwa,” I learnt how to wear the national dress with pride and how to participate in Catholic rituals with enhanced oriental flavour. When, “tyer pyres” were prevalent with burning youth, during 88-89 insurrection, we as youth were guided towards a non-violent path, yet, upholding social justice, by both of them.

Fr. Aloy as an Initiator

I remember cycling from my native home in Pamunuwila to an “oasis” overtly known worldwide yet having its humble presence amidst lush greenery. That is what Fr. Aloy initiated 52 years ago as “Tulana”. To be precise, Tulana Research Centre for Encounter and Dialogue. The word Tulana has its origin in Sanskrit, can be translated as discernment. It also symbolically means balancing, harmonis+ing, and complementing, with due reference to Christianity and Buddhism.

According to Fr. Aloy, the primary founding motivation was as a response to two challenges – the challenge of the spirituality and philosophy of Sri Lanka’s major religion, Buddhism, and the challenge of the socio-political aspirations of the highly educated but marginalised rural youth. The vast library, aptly named as Fr. S. G. Perera Memorial Oriental Library, includes mainly the book collection of the late Fr. S. G. Perera, the first Sinhalese Jesuit in Sri Lanka, who gifted his collection to Fr. Pieris so many years ago. I had the rare privilege of reading, relating, and reflecting, in this revered resource centre during my Advanced Level and university times. The collection of science fiction stories I published, were mostly written at Tulana library.

Apart from the rich knowledge base, Tulana has a rare collection of pantings, carvings and many other symbolic ways of demonstrating the eastern perspectives of Christianity. Among many, the creations by Ven. Hathigammana Uthththarananda Thero, depicting Christ in a Buddhist context, are indeed serene and significant.

I will fail in my duty if I do not mention another feat of Fr. Aloy as an initiator. It is the Centre for Education of Hearing Impaired Children (CEHIC). Located in Dalugama, Kelaniya, it is a “small miracle of hope,” for many. Since the inception in 1982, Fr. Aloy has been steadfastly supporting Rev. Sr. Greta Nalawatta, in healing thousands, and paving the path of prosperity. I remember late Prof. Carlo Fonseka saying at CEHIC, what he saw of curing the medically-declared deafness through a holistic auditory-verbal method is a “real miracle.” It gives me immense happiness to be a member of the Education Board of CEHIC, in contributing to the valued vision of Fr Aloy.

A Spiritual Sage of our Age

Many more can be written about Fr. Aloy, as a salient spiritual sage of our age. His intellectual and interactional prowess with people-friendly approach paved way for him to be a sought-after sharer. He was multi-talented in being a musician from his early age as well. He battled a key health challenge but the way he perceived, it was “joyful suffering.” He was not hesitant to call a spade a spade, despite receiving bouquets and brickbats alike. He was highly critical of “Ecclesiastics Politics,” the way he described some inner dynamics of the Church.

Fr. Aloy truly lived a life, meaningfully aligned to the aspiration of St. Ignatius Loyola, the founder of Society of Jesus, his religious order. It is to find God in all things and taking action for the greater glory of God ( Ad Maiorem Dei Gloriam). He duly responded to the question raised by the Buddha (in Yamakavagga). “However many holy words you read, however many you speak, what good will they do you if you do not act on upon them?”

Life is to love, learn, lead and to leave a legacy. Goodbye, my beloved inspirer, influencer, and initiator. May Rev. Fr. Aloysious Peiris, SJ have a blissful heavenly journey.

The writer is
Senior Professor in Management
Postgraduate Institute of Management, University of Sri Jayewardenepura

by Ajantha S. Dharmasiri

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