Features
Emotions, learning, and democracy: Reviving the spirit of education
When a father becomes a gambler and his obligation to his family takes the secondary place in his mind, he is no longer a man, but an automaton led by the power of greed.
(Tagore, Nationalism, 2018)
(Excerpts of the keynote address at Annual Sessions at the Faculty of Education, The Open University of Sri Lanka––Empowering Minds: Education for New Era.)
As I am coming from the Humanities and Social Sciences and Performance Studies disciplines, I have a close affinity with education and education philosophy. I have also been engaged in the current debate on higher education, writing and presenting my ideas with the academia and the public domains. I have been motivated by the like-minded scholars (Senanayake, 2021; Amarakeerthi, 2013; Uyangoda, 2017 & 2023; Rambukwella, 2024; Jayasinghe & Fernando 2023; & Jayasinghe 2024) who have been continually discussing problems related to our education and the role of humanities and aesthetics within this sphere. Some of the recurrent themes I have raised in these writings are burning issues in our current education scenario.
Among them, the indoctrination, decline of the arts and aesthetic education in our education sector, and the importance of creative arts in human development were prominent. Hence, in today’s speech, I will continue this discussion and try to broaden the scope of it. The theme of today’s speech can be categorized in three areas of studies: emotions, education, and democracy. What I am going to present today is the role of emotion in education and how this new paradigm of education could lead to the democratic establishments in society. In this speech, I try to build a connection between these key areas of arts and aesthetic education, its vital ingredient of empathy, and how this empathic education supports democracy in the society. This argument will be further elaborated in the course of my talk.
We, as a nation, are on the verge of a transition. This transition has been gradually taking place in our society through the influences of neo liberal economic and political changes happening throughout the region. The glory of our free education system and the heritage we envisioned have also been challenged by the new developments of private educational institutions. These new trends have distorted the true meanings while diminishing the philosophical and moral values of education.
It is the skill acquisition that has come to the fore of the educational discourse. Skills that can be used in the social milieu, and can support the economic growth of the country have been commissioned for our curricula. This mantra has been circulated and supported by the governments which ruled this country for decades. We, as academics, have also adopted strategies to cater these policies to indoctrinate our children to become future entrepreneurs. All the philosophical and moral values of education have been reduced to produce mere labourers. Education is interpreted as a commodity, which is being sold in the market based on supply and demand. We are advised that if we cannot compete in the market, our survival is at stake.
Now, who are we? And, where are we? Where is our society heading? These simple but vital questions are important for us to rethink how we educate our children and what we gain out of it. What kind of society we have created today, as a whole after implementing those educational policies imposed by the authorities? Over the past few years, the world has gone through a myriad obstacles and difficulties facing a worldwide pandemic and devastating wars. After many centuries, we faced the Covid-19 pandemic which challenged us on how we live as a community. Over two years, we were locked down and were isolated from the world. We were locked down in our own houses and the social distancing was imposed reframing ourselves to be connected with each other.
Pandemic, Aragalaya and emotions
Pandemic introduced different ways of learning and teaching in our education sector. The traditional ways of teaching and learning were replaced by the online modes of learning. We started conducting seminars and lectures through online zoom technology and other modes to connect with our students. Students, somehow or other, connected with us through their mobile phones and other devices. The conception behind all these technological advancements implied that the education can be successfully delivered via online mode, and the cost can also be reduced drastically allowing the government to reduce the cost of education and infrastructure.
However, the vital concepts in the educational business, such as corporeality, subjectivity, intersubjectivity, temporality, and spatiality have been redefined and challenged. The learning and teaching were redefined in the virtual reality, reducing the values of interpersonal and corporeal connections between learners. We tend to believe that it is not important for the learner to be present in front of other learners but is enough for her or his virtual avatar to be present.
Soon after the taming of the pandemic situation, our society was shattered with the economic bankruptcy and social upheavals. The financial hardship experienced by the people of the country, resulted in demand for basic needs, cooking gas, petrol, and other important rations. Vigil and silent protests, followed by the mass movements and occupation, ignited the country’s largest non-party people’s struggle, Aragalaya.
Youth of the country encamped the Galle Face Green, and established alternative communal spaces. Cinema, school, community kitchen and even an alternative people’s university were established. Within a few days, many GotaGoGama encampments were established in major cities of the country demanding the President and the Parliament to resign. The new people’s democracy was established by people, for people. This mass movement not only showed us new ways of governing the country but also new ways of living as a community. Human connection and communal living were established until the military actions uprooted the GotaGoGama encampment.
You must be wondering why I am trying to recall this unpleasant past of our social memory. Why is it important for us to go back and see how we passed this phase of time and have come to this point today? As my key ideas are related to emotional education, empathy, arts, and democracy, it is important for us to revisit such a brutal past and learn lessons from it. The pandemic situation taught us how it is important for us, as human beings, to be connected and live with each other as a society.
The pandemic taught us the importance of revisiting communal life, which has sustained and enriched our lives for centuries. Aragalaya further emphasised the importance of communal struggle and co-living in order for us to establish a democratic society. Democracy cannot be sustained without human engagement. It is not something that the ruling government or an alien authority donates to us. It is something that is generated through human connections and collective will. If we clearly scrutinise those two phenomena we experienced in the recent past, it is evident that in the first phenomenon, the pandemic challenged our emotional engagement with others. In the second phenomenon, Aragalaya, we witnessed how important emotions are to reconnect with people and demand for democracy.
Anxiety of our time
Today, as educators, we are on the verge of resolving complex issues related to education. Information technology and AI have invaded the traditional teaching and leaning approaches. The role of the teacher is being challenged and also being shifted by artificial intelligence. The question arises, whether we have a key role to play in the lecture theatre or in the classroom when AI invades our positions. With technological advancement and artificial intelligence, our role as teachers and also what we teach are being challenged. Now, the question is what educational philosophy or theory is suitable for us to guide our next generation of learners’ what methods are appropriate for this new generation to learn and become valuable citizens for the country.
The argument that I want to bring forward is that in our education, we lost the key ingredient, which is the affective development in learning. In other words, we have not focused on how our learners should be equipped with emotional educational principles. Affective components of our education were marginalised or forgotten in favour of promoting skill development or manual learning. One of the reasons behind this lack is the way we conceptualised our educational policies, defining education in dichotomous ways.
For instance, as philosopher john Dewey says, ‘theory and practice, individual and group, public and private, method and subject matter, mind and behaviour, means and ends, and culture and vocation’ (Palmer et al., 2002, p. 197) are the ways that we defined our educational principles. Dewey’s educational philosophy is based on the key principle that the children should learn in the classroom where they learn the society through ‘miniature community and or embryonic society’ (Palmer et al., 2002, p. 196). It is vital for the students to learn this communal living, because in the larger canvas, they learn to live in the democratic society as elders. Communal empathy is thus a vital component in developing a healthy, democratic and caring society where each person has a place and respect.
Today, we focus on education, but the truth is we are living in a paradoxical era. Bruzzone (2024) argues that with this pandemic situation, the ongoing conflict between developed nations, and also the advancement of television and online technology, our young generation is in a conundrum. Living in these complex social terrains, our young generation is experiencing complex inner upheavals. He argues that,
The rhetoric of happiness and the entertainment industry keep children and adolescents in a state of intermittent distraction that prevents them from exploring their inner self, including its less appealing, grey areas. Cinema, TV, and video games elicit strong emotions, helping the young to evade the desert of boredom and apathy (Bruzzone, 2024, p.2).
Even though our young people are equipped with devices throughout their livelihood, more or less they are isolated. The media always exaggerates that with mobile technology and other online devices, we are connected to the world and are not isolated.
We also tend to think that we are a part of global citizenship. However, the truth is that most of us are becoming isolated though we are connected with others through technology. Hence, Bruzzone argues that in order to overcome such isolation, existential vacuum and indifference, people tend to experience adrenaline rushes through various risk behaviours, speeding, loud music, and psychotropic substances (Bruzzone, 2024).
Affective life
What I argue here is not to give up our engagements with the new technology or devices but to find ways of reawakening our emotional life within us. This affective life is still hidden in our life that our learners do not know how to find it; or rather, we have not taught them to unlock this emotional life within. Our education, as I argued earlier, does not have such intention or components where the learners can be equipped with emotional intelligence.
We have thrown away all the important aspects of such components in our educational system in favour of developing manual learners. These manual learners do not have such empathic life, affection, or emotional intelligence to deal with their own emotional lives, or they do not have knowledge to deal with others in the society. The result is what we have today: the merciless society where people are competing with each other to accumulate material wealth. Citing Galimberti (2007), Bruzzone further argues how this can create a societal issue when the individual cannot cope with his/her emotional life:
This inability to express and share emotions can sometimes explode, taking the form of uncontrolled aggression and impulsive and maladaptive ways of acting out: when this occurs, unacknowledged emotional experiences (of anger, frustration, a sense of inadequacy, fear, and so on) turn into words or acts of hatred and violence—usually towards vulnerable individuals–,flagging a growing dis-connect between acting, reasoning, and feeling: the heart is not in tune with thought nor thought with action (Bruzzone, 2024, p. 2).
Thus, our education has created this person who is struggling to connect with the heart; heart with the thought and thought with action. This dislocation of the heart with thought and action has resulted in developing antipathy towards the society. This antipathy also destabilizes the democratic social value systems. If we really need to re-establish a democratic society, we should first focus on our existing education system.
It is not all about how we integrate new technology and equipment to facilitate our learners but it is about how we allow our learners to first unlock their emotional life, and secondly think how they reconnect with the society. A new educational approach should be tailored to facilitate this vital objective. Hence, let me briefly discuss how creative arts and aesthetics can be useful for developing such individuals who will be empathic as well as critical towards the social changes taking place in this millennium.
At this juncture, it is important to revisit one of the key thinkers and an educational philosopher, Rabindranath Tagore. Tagore is one of the few philosophers who have been thinking and developing an alternative learning approach through his Vishva Bharathi concept. He established Shanti Niketan where this new approach was primarily being tested. Encapsulating his philosophy of learning, he argued,
For us, the highest purpose of this world is not merely living in it, knowing it and making use of it, but realizing ourselves through expansion of sympathy and not dominating it, but comprehending and uniting it with ourselves in perfect union (Bhattacharya, 2014, p. 60).
As this statement clearly indicates, Tagore’s vision of education is developed for cultivating sympathy towards other humans and the environment alike. This education does not persuade the learner to think about his/her environment as something that can be commodified and utilized as material. The environment where the individual is living is also a living entity that is intertwined with human beings. Therefore, the individual should think in a different way to converge with the environment and find a place for co-living. In order to establish such an empathic educational approach, we need a different mode of educating young people. This Tagorean approach to education clearly emphasizes the value of the affective nature of education. It is the emotional life of the individual which is focused and cultivated through various means of teaching and learning.
Emotion and democracy
As of today, we lack this vital emotional component in our education. One of the fallacies behind this situation is that we tend to believe that emotions reside within ourselves, and they are private and personal. This is a misconception that is being sustained through our existing systems of education. However, on the contrary, emotions do not only provide richness to our own personal lives but they are also the primal tool that connects us with the outer world. In other words, we connect with other human beings in the society through our emotional arc. If the individual disconnects the communal engagement, this can result in destructive mannerism.
‘This disintegration of reciprocity, which weakens the social fabric, effectively leaves the individual isolated in a state of loneliness and uncertainty’ (Bruzzone, 2024, p. 13). This isolation and uncertainties of individuals can also have a negative impact on the healthy relationship with communities and, largely, on the democratic institutions. As scholars argue, this can be resulted in sustaining endogamous, xenophobic and violent neo-tribal grouping that have mushroomed in our society. This is what we have seen in the form of various nationalist upheavals in our society for the last few decades.
This tendency, therefore, leads us to further think about the value of emotional education and also its role in communal living. Further, emotions and emotional competency lead us to engage with other subjects, and also emphasizes that it is a bridge that is built between you and me and the world. When this bridge is broken, our connections between myself, you, and the world could be destabilized and shattered.
That is why scholars such as Bruzzone argue that ‘affectivity is also an ethical and political issue’ (Bruzzone, 2024, p. 12). It is ethical in the sense that my engagement or disengagement with the social beings are formed and developed through the emotional desires that I have inherited. Further, it is political, because, when the individual assumes that his/her existence relies on the communal existence, this assumption leads to political action of individuals. Hence, emotional education is vital for the healthy existence of a society. Cusinato, therefore, states that ‘emotional education is at the core of democracy’ (Cusinato Cited by Bruzzone, 2024, p, 13).
Finally, I would like to highlight one of the brilliant minds of our time, Prof Martha C. Nussbaum and her ideas on why arts education is vital for a continuation of democracy, and also how emotional education is important to achieve this (Helsinki Collegium, 2024). Today, as a civilization, we are confronting various and complex issues threatening the continuation of the human race. These key issues are not limited to countries or nations. They are applicable to all human beings currently living in the world.
Environmental crisis, global warming, food security, poverty, and war are some of the recurrent issues we face today. In order to focus on these larger humanitarian crises, how could we equip our students to think in broader ways to tackle these complex issues? Nussbaum provides us some important points to think on how we could design our education system where the individual can be more empathetic and passionately engage with worldly phenomena. According to her, we need citizens who have the capacity to think and see the world as other people see the world; need to develop the capacity for genuine concern of others, near and distant; teach real things about other groups in the society and learn to reject stereotypes; and promote accountability and critical thinking, ‘the skill and courage it requires to raise a dissenting voice’ (Nussbaum, 2016, p. 45-46).
Conclusion
Nussbaum’s recent works largely focus on how human emotions are connected to the establishment of democratic societies in the world. Arts, culture, and humanities play significant role in promoting positive emotions amongst participants. It also promotes wellbeing and happiness which are vital for a healthy society. Today, we have a new government. This government often emphasizes the importance of investing in education, from primary levels to higher education. They have shown the commitment to change the existing stale education systems which need drastic and constructive criticisms to change for a better system. Thus, we, as educators, thoroughly believe that it is time for us to revisit what we have taught and how we have taught our younger generation for decades. It is time for us to rethink new ways of tailoring our education system where we could promote empathy and develop empathetic citizens who care about others and the environment we live in.
Thank you.
References
Bhattacharya, Kumkum. 2014. Rabindranath Tagore: Adventure of Ideas and Innovative Practices in Education. Cham: Springer International Publishing.
Bruzzone, Daniele. 2024. Emotional Life: Phenomenology, Education and Care. Springer Nature.
Harshana Rambukwella. 2024. “The Cultural Life of Democracy: Notes on Popular Sovereignty, Culture and Arts in Sri Lanka’s Aragalaya.” South Asian Review, July, 1–16.https://doi.org/10.1080/02759527.2024.2380179 .
Helsinki Collegium. 2024. “Democracy and Emotions– a Dialogue with Philosopher Martha C. Nussbaum.” YouTube. June 6, 2024. https://www.youtube.com/watch?v=p3xdcfbE3KA.
Jayasinghe, Saroj. 2024. “Arts and Humanities in Medical Education: Current and Future.” Jaffna Medical Journal 36 (1): 3–6. https://doi.org/10.4038/jmj.v36i1.202.
Jayasinghe, Saroj, and Santhushya Fernando. 2023. “Developments in Medical Humanities in Sri Lanka: A Call for Regional and Global Action.” The Asia Pacific Scholar 8 (4): 1–4.https://doi.org/10.29060/taps.2023-8-4/gp2878.
Karunanayake, Panduka. 2021. Ruptures in Sri Lanka’s Education: Genesis, Present Status and Reflections. Nugegoda: Sarasavi Publishers.
Nussbaum, Martha C. 2016. Not for Profit Why Democracy Needs the Humanities. Princeton University Press.
Palmer, Joy, David Cooper, and Liora Bresler, eds. 2002. Fifty Major Thinkers on Education. Routledge.
Uyangoda, Jayadeva, ed. 2023. Democracy and Democratisation in Sri Lanka: Paths, Trends and Imaginations. 1st ed. Vol. 1 and 2. Colombo: Bandaranaike Centre for International Studies.
Short bio of the speaker
Saumya Liyanage (PhD) is an actor both in theatre and film and also working as a professor in Drama and Theatre at the Department of Theatre Ballet and Modern Dance, Faculty of Dance and Drama, University of the Visual and Performing Arts (UVPA), Colombo, Sri Lanka. Professor Liyanage was the former Dean of the Faculty of Graduate Studies, UVPA Colombo and currently holds the position of the Director of the Social Reconciliation Centre, UVPA Colombo.
Acknowledgements
The author wishes to thank Himansi Dehigama for proofreading the final manuscript of this keynote speech.
This keynote is delivered at the annual sessions of the Faculty of Education, Open University of Sri Lanka on the 6th of February 2025.
by Professor Saumya Liyanage
(BA Kelaniya, MCA Flinders, Australia, PhD La Trobe, Australia)
Department of Theatre Ballet and Modern Dance
Faculty of Dance and Drama
University of Visual and Performing Arts, Colombo, Sri Lanka
Features
Nourishing the roots: Tackling malnutrition in Sri Lanka’s tea country
By Prof. M.W. Amarasiri de Silva
Malnutrition in Sri Lanka’s tea-producing regions represents a significant public health challenge. Defined as a state where an individual’s dietary intake does not meet their nutritional needs, malnutrition can manifest in various forms, including undernutrition and micronutrient deficiencies. Addressing malnutrition is crucial, particularly in vulnerable communities like those within the tea plantations, where socioeconomic factors compound the problem. These areas are home to marginalised populations that have historically faced barriers to essential services, resulting in alarming rates of malnutrition, especially among children.
The tea plantations of Sri Lanka not only contribute to the country’s economy but also reflect deep-rooted social inequalities. Many families rely on these plantations for their livelihoods, yet they often struggle with inadequate access to nutritious foods, further exacerbating their health issues. With alarming statistics indicating a high prevalence of underweight, stunting, and wasting among children, immediate action is necessary to reverse these trends.
Understanding the current state of malnutrition, especially within these tea communities, is vital to developing effective interventions. As the dietary landscape changes, traditional practices clash with the rise of unhealthy processed foods, leading to a complex cycle of malnutrition. This interplay lays the groundwork for exploring the current state of malnutrition in Sri Lanka’s tea country, where the urgent need for comprehensive solutions is clearer than ever.
Current state of malnutrition
The current state of malnutrition in Sri Lanka’s tea plantation communities reveals concerning statistics that highlight the severity of the issue. Reports indicate that around 35.6% of children, between the ages of 01 and 15, are classified as underweight, while 26.9% experience stunting, and 32.9% face wasting. These figures starkly contrast with national averages, suggesting that children in these areas suffer more acutely from nutritional deficiencies compared to their counterparts in other regions of the country. The high rates of undernutrition not only reflect immediate health risks but also indicate long-term consequences for child health, including impaired cognitive development, reduced academic performance, and increased susceptibility to chronic diseases later in life.
The prevalence of stunting and wasting is particularly alarming, as these conditions can hinder children’s growth and development, affecting their physical and mental well-being. This situation is compounded by the rise of cheap, processed foods that are easily accessible but nutritionally inadequate. As the dietary patterns shift, families often struggle to maintain traditional dietary practices that could provide necessary nutrients.
Understanding these statistics and their implications leads naturally to a closer examination of the socioeconomic factors that contribute to malnutrition. These underlying influences, such as income levels, education, and access to healthcare, are key to addressing the challenges faced by these vulnerable communities and developing effective interventions.
Socioeconomic factors influencing malnutrition
The socioeconomic factors influencing malnutrition in Sri Lanka’s tea plantation communities are intertwined with various dimensions of daily life, including employment, income, and education. Maternal employment plays a critical role in shaping nutritional outcomes, as many mothers in these communities are engaged in labour-intensive jobs that demand long hours and provide little flexibility. This often limits their ability to prepare nutritious meals at home or attend to their children’s dietary needs, resulting in increased risks of malnutrition among their children.
Household income is another significant factor. Many families in the plantations depend on seasonal wages, which can lead to periods of financial instability. Low incomes constrain access to diverse and healthy food options, forcing families to rely on cheaper, unhealthy alternatives that can exacerbate nutritional deficiencies. Consequently, these economic pressures create a cycle of poor health and limited opportunities for better livelihoods.
Education levels within these communities also contribute to malnutrition. Limited educational attainment restricts awareness of nutrition and healthy dietary practices. Parents who lack knowledge about balanced diets may not prioritise essential nutrients for their children, further deepening the cycle of undernutrition and its long-term consequences.
Understanding these socioeconomic challenges requires a look back at the historical context of tea plantations in Sri Lanka. The legacy of colonialism and economic marginalisation continues to shape the lives of plantation workers today, affecting their access to resources, education, and opportunities for improving their health and nutrition.
Historical context of tea plantations
The historical context of tea plantations in Sri Lanka reveals a complex interplay of colonial legacy, social isolation, and economic disparity that continues to shape the lives of local communities. Initially established during British colonial rule, tea plantations relied on imported labour, primarily from South India, creating a workforce that was segregated from both the local populations and urban centres. This separation fostered social isolation, restricting access to essential services, such as healthcare and education, which are crucial for nutritional well-being.
Over generations, the descendants of these labourers have faced enduring economic disadvantages. The plantation system, designed to maximise profit for colonial interests, often left workers with meager wages and poor living conditions. This economic hardship is a significant factor contributing to malnutrition, as families struggle to afford nutritious food. The reliance on a narrow selection of low-cost, processed foods has intensified nutritional deficiencies, leaving many communities vulnerable to a range of health issues.
The transition from traditional diets to reliance on cheaper, unhealthy options illustrates how historical conditions have impacted dietary practices. Today, this has resulted in a triple burden of malnutrition, where undernutrition, micronutrient deficiencies, and diet-related diseases coexist. Understanding this historical backdrop is vital for addressing current malnutrition challenges, highlighting the need for interventions that consider both the past and present of these communities.
Triple burden of malnutrition
The triple burden of malnutrition in Sri Lanka’s tea country refers to the coexistence of undernutrition, micronutrient deficiencies, and diet-related noncommunicable diseases. This term encapsulates the various dietary challenges faced by communities where traditional food practices are increasingly overshadowed by modern, processed food options. As these communities have shifted from nutrient-rich diets to cheaper, less healthy alternatives, they encounter unique health implications.
Children, in particular, suffer from this transition. The alarming rates of undernutrition among young ones not only lead to immediate health risks but also hinder long-term development, impacting cognitive abilities and future productivity. Moreover, the intake of processed foods often lacks essential vitamins and minerals, contributing to deficiencies that can have lasting effects on growth and immunity. Concurrently, the rise of diet-related diseases, such as obesity and diabetes, presents a growing concern, often linked to a sedentary lifestyle and poor eating habits.
Understanding the triple burden is essential for crafting effective community-based interventions. By addressing dietary challenges through localised strategies, such as promoting nutritious food options and educational programmes, health practitioners can help shift behaviours and improve health outcomes. This focus on community engagement is vital for creating sustainable change and overcoming the barriers that have historically limited access to healthy foods in these marginalised areas.
The next step involves exploring specific community initiatives that can promote better nutritional practices and empower local families.
Community-based interventions and initiatives
Community-based interventions and initiatives are crucial in addressing malnutrition in Sri Lanka’s tea plantation communities. These programmes depend significantly on the involvement of Community Development Officers (CDOs) and Plantation Family Welfare Officers (PFWOs), who are essential in fostering local engagement. Through targeted training programmes, these community leaders acquire the knowledge and skills necessary to promote better nutritional practices.
The training emphasises hands-on cooking techniques and the importance of using locally available foods, enabling CDOs and PFWOs to act as educators within their communities. They organise workshops that create spaces for collective learning and sharing, which is essential in building trust and collaboration among families. This communal approach not only disseminates nutritional knowledge but also strengthens community ties, making it easier for families to adopt healthier eating habits.
Engagement strategies play a vital role in the success of these initiatives. By involving community members in the planning and execution of programmes, the initiatives become more relevant and culturally appropriate. This grassroots involvement fosters a sense of ownership and accountability, encouraging families to prioritise nutrition in their daily lives.
As these local leaders gain momentum in their efforts, it becomes evident that sustainable improvements in health and nutrition are possible through community-driven actions. Looking ahead, the emphasis must shift towards consolidating these grassroots efforts and exploring how to institutionalise support systems that enhance the impact of community interventions.
Conclusion and future directions
Addressing malnutrition in Sri Lanka’s tea plantation communities requires a comprehensive understanding of the unique challenges faced by these populations. Key findings highlight alarming rates of undernutrition, with many children suffering from conditions such as stunting and wasting. Socioeconomic factors, including low incomes and limited access to education, compound these issues, creating a cycle of poor health and wellbeing.
Sustainable approaches to improving nutrition are essential for long-term success. Empowering local leaders, such as Community Development Officers and Plantation Family Welfare Officers, has proven effective in promoting better dietary practices. Their grassroots initiatives foster trust and engagement within communities, making it easier to introduce healthier food options and nutritional education.
Future policy recommendations should focus on expanding these community efforts. This includes integrating nutritional education into health staff training, promoting organic farming, and regulating the availability of unhealthy processed foods. Additionally, enhancing access to nutrition information through digital platforms can help bridge knowledge gaps and support healthier choices.
Ultimately, the path forward lies in ensuring that local communities are equipped with the knowledge and resources needed to make sustainable changes. By prioritising these strategies, Sri Lanka can tackle malnutrition effectively, paving the way for healthier futures for its tea plantation residents.
Features
After the parade: What a traffic OIC’s walk-out tells us
by Mahil Dole
Senior Superintendent of Police (Retd.);
former Member, Sri Lanka Wakfs Board
On 03 September. 2026. the Sri Lanka Police marked 160 years with the full ceremonial apparatus of the State. At the Field Force Headquarters, in Thimbirigasyaya, President Anura Kumara Dissanayake received a guard of honour, a commemorative stamp was presented, long-service promotions were conferred, and a new mobile application and website were unveiled. He promised a new uniform by mid-2027, a risk allowance, a proper promotion scheme, official housing, vehicles, a modern headquarters, and approval to recruit 10,000 officers. He also warned that officers who can be purchased by the underworld should leave the uniform. It was a day of history, optics and declared intent.
Two days later, the Officer-in-Charge of the Traffic Division, at Dehiwala Police Station, made an entry in the routine information book, left his post and went home. He wrote that he could no longer cope with the workload and the pressure of the job. Mount Lavinia Division SSP Ashoka Gunasekara ordered the Crimes Investigation Bureau to inquire. Statements were recorded from the Inspector and the supervising ASP after advice from the Police Legal Division. The SSP’s reported worry was not only the officer’s welfare. It was precedent: that other traffic officers might follow.
That reflex is understandable. A disciplined force cannot treat walking off a post as ordinary industrial action. An OIC holds keys, files, exhibits, court dates and daily command of men and women on the road. Desertion of duty, even when dressed as despair, is a breach. But if the inquiry stops at the man and the entry in the book, the service will have treated a symptom as if it were the disease. The episode is not interesting because one Inspector lost his nerve. It is interesting because the nerve was lost in the same week the State spent public money and presidential time announcing that a new police service is being built.
The numbers behind the pageant
The Sri Lanka Police is not a decaying relic. It runs some 609 stations across 47 territorial and 78 functional divisions. In the past two years it has recorded the largest narcotics seizures in recent memory, more than five tonnes of heroin, nearly 10 tonnes of crystal methamphetamine, tens of tonnes of Kerala cannabis, and more than 16 million tablets, and has brought armed fugitives home from abroad. That record is real.
The same institution is running on a deficit no parade can conceal. Police Headquarters has acknowledged more than 30,000 vacancies, on some official reckonings closer to 32,000. Since 2020 more than 4,300 officers have left. Departures peaked in 2025 and remained high through the first half of 2026. Thousands more are due to retire in the next two years.
Applications have thinned as young people look overseas and serving officers leave early for work that pays better and humiliates less. Approval to take in 10,000 recruits is not trivial. It is also not a cure. A force that loses about two thousand people a year and starts 30 thousand short cannot be restored by a single intake, especially if training, housing and supervision cannot absorb newcomers without breaking them.
The President was right to say that officers work 12- to 18-hour stretches. Traffic OICs in the Colombo suburbs live inside a particular version of that grind. Dehiwala sits on one of the island’s most congested corridors. It absorbs school runs, funerals, political motorcades, night-time drunk driving and a motoring public that treats lane markings as optional. Accident files multiply. Court lists lengthen. Every fatal crash must be walked through the Magistrate’s Court, the JMO, insurers and grieving families. The same officer is then pulled into VIP movements, festivals, flood deployments, elections and the expanding list of “other duties” that have little to do with traffic law and everything to do with the State’s habit of using the police as a general-purpose labour pool. Firearm offences and narcotics have not stood still while traffic thickened. A single video of an officer losing his temper on Galle Road travels farther in an hour than a year’s worth of quiet competence. The public sees the outburst. It rarely sees the 16th hour.
The household the uniform does not protect
Work pressure is only the official half of the story. The unofficial half is the household. A constable’s or inspector’s pay still does not absorb the cost of living without anxiety. Quarters are scarce, often poor, and frequently far from the station. A sudden transfer turns schooling into a private crisis. Medical bills, tuition and the small humiliations of falling behind civilian neighbours accumulate. Job security, once the great consolation of the service, feels thinner when overseas markets offer an exit and a disciplinary file, sometimes necessary, sometimes political, can end a career in a week.
Teachers, nurses and soldiers carry their own weights; the police have never had a monopoly on hardship. What is distinctive is the bargain the State still recites and no longer quite honours. In harder years the compact was simple and was taught as S.S.S.: loyalty to the State, the Service and the Superior. That instruction was never a one-way street. It assumed a Superior who would not spend subordinates as disposable hours; a Service that would shield its own from avoidable misery; and a State that would not treat the policeman as both first responder and last resort for every failure of other institutions. When the roster is left to rot, when quarters and schooling are treated as private inconveniences, and when an officer’s first public mention after distress is “precedent,” the compact is already broken. Pageantry cannot put it back together.
Trust from top to bottom is what is fraying. Juniors already hear the message when welfare is announced at an anniversary and felt only as a circular months later, and when promotions stall for years before arriving in a ceremonial bundle. Loyalty cannot be drilled into people who no longer believe the institution will stand behind them when the file, the politician, the video or the debt collector arrives.
Discipline is not denial
An inquiry into the Dehiwala OIC is in order. The information book is an official record; walking off a post has consequences; other officers will watch what happens next. If the Inspector was in genuine distress, the professional response is medical and administrative support, not a theatrical charge designed to frighten the traffic branch. If misconduct is mixed with the distress, deal with the misconduct without using it to bury the distress. The worst outcome would be a finding that treats the episode as a one-man failure of character. Character is not irrelevant. It is not a staffing plan.
Sri Lankan policing already knows what happens when exhaustion is ignored: suicides after double shifts, public confrontations that began as fatigue, quiet desertions that never made the papers. Burnout studies here are not new. They describe too much demand, too little recovery and too little support from above. Research and Development does not need a five-year consultancy to discover this. It needs permission to say it in language headquarters cannot file away.
Immediate, short and long
Immediate measures are unglamorous. Audit actual hours at traffic divisions in the Western Province and cap them. Stop treating leave as a favour. Put a working counselling line in every division that an Inspector can use without becoming a case for the Legal Division. Temporary reinforcement of Dehiwala and similar corridors would cost less than another viral incident. Publish, internally, a simple rule: an officer who records distress in the information book is first a welfare case, then, if needed, a disciplinary one.
Short-term measures are already half-promised and must be made real on a calendar, not a podium. Stagger the 10,000 recruits so trainers and barracks are not overwhelmed. Let the risk allowance reach the constable on the road. Weigh schooling years in transfers. Treat quarters as operational infrastructure.
Reorganise court duty so the same handful of officers are not living in Magistrate’s Courts while the road goes unsupervised. Use the new app and cameras to cut paperwork, not to add another layer on top of the old books.
Long-term measures are political, which is why they are postponed. The police cannot remain the residual employer of every State anxiety — drugs, school gates, temple crowds, politician security, disaster relief and traffic. Some of those tasks belong to other agencies, or to a properly staffed traffic police with its own career path and rest rules. The President’s warning about purchasable uniforms was necessary, but integrity campaigns fail when the honest officer is the poorest man in the room.
None of this requires sentimentality. The public has reasons for anger: corruption cases, rough handling, political servility, the officer mysteriously unavailable until a call from above. Those failures are part of the same story. An understaffed, poorly housed force is easier to buy, easier to bully and quicker to snap. Reform that only lectures the ranks on ethics while leaving the roster untouched is not reform. It is a speech.
What the week actually said
The 160th anniversary was entitled to its dignity. A service that has buried officers in war, tsunami, pandemic and ordinary crime has a right to stand in formation and be thanked. Promises of uniforms, allowances and buildings are not empty if they arrive. But a uniform does not shorten a shift, an app does not find a school for a transferred child, and a commemorative stamp does not sit with an OIC at midnight while the next accident file is opened.
The Dehiwala Inspector may be right or wrong in the particular. That is what the inquiry is for. The conditions he pointed to are not in dispute: cadre shortfall, thinning applications, thin welfare, long hours, growing crime, traffic and court work, and daily media humiliation. Trust between the top and the bottom is weaker than the anniversary photographs suggest.
If Research and Development is good for anything this month, it should take the entry in that information book as a research question, not a disciplinary exhibit: actual weekly hours of traffic OICs in the Western Province, vacancy rates on those rosters, applications for early release or overseas no-pay, and access to counselling that is not a rumour. The answers will be uncomfortable. They will be more useful than another circular on loyalty.
S.S.S
. still has a meaning. Loyalty to the State requires a State that does not consume its own guardians. Loyalty to the Service requires a Service that tells itself the truth between parades. Loyalty to the Superior requires superiors who are alarmed by exhaustion, not only by precedent. The Inspector who went home from Dehiwala did not invent the pressure. He only wrote it down. The test of the next year is whether the men who stood on the saluting dais on 03 September are prepared to read that sentence as an order of the day.
Mahil Dole, SSP (Retired), is the former Head of the Counter-Terrorism Division of the State Intelligence Service and a former Director of the Police Special Branch.
Features
The art of the empty plate: Some medical aspects of periodic fasting
by Dr B. J. C. Perera
MBBS(Cey), DCH(Cey), DCH(Eng),
MD(Paediatrics), MRCP(UK), FRCP(Edin),
FRCP(Lond), FRCPCH(UK), FSLCPaed, FCCP,
Hony. FRCPCH(UK), Hony. FCGP(SL)
Specialist Consultant Paediatrician and Honorary Senior Fellow,
Postgraduate Institute of Medicine,
University of Colombo, Sri Lanka.
An independent freelance medical correspondent.
Could the spectacle of taking timed breaks from eating be the missing link to human health, or is it another fad or just a fleeting modern craze? Let us see the scientific picture and arrive at an evidence-based guide to how planned fasting works, its distinct styles, the proven benefits, and the essential safety guidelines.
In a culture accustomed to round-the-clock snacking, late-night refrigerator and kitchen raids, and endless food delivery apps, the concept of voluntarily abstaining from food can sound rather counterintuitive and radical. Yet, periodic fasting has evolved from an ancient spiritual ritual into one of the most rigorously researched health interventions of modern medicine. Over the past two decades, the medical fraternity of cardiologists, endocrinologists, and neuroscientists has shifted their gaze from what we eat to when we eat. Medical research has demonstrated that giving the digestive system structured pauses can trigger a cascade of cellular repair mechanisms, refine metabolic efficiency, and support long-term vital health.
However, voluntary fasting is not a single, one-size-fits-all prescription. From daily eating windows to multi-day fasts, the approaches vary widely in intensity, suitability, and clinical impact. Presented here is a comprehensive look at what happens inside the body when you fast, the primary methods available, the science-backed benefits, the potential drawbacks, and who should or should not give it a try.
The Biology Behind the Break: What Happens When You Fast?
To understand why fasting works, it helps to view the human body as a hybrid vehicle capable of running on two distinct energy sources: glucose (sugar derived from carbohydrates) and ketones (fatty acids broken down from stored body fat).
When you eat regularly throughout the day, your body constantly secretes the hormone insulin from the organ pancreas to transport glucose into your cells for immediate energy or store it in the liver and muscles as glycogen. As long as insulin levels remain elevated, your body stays in “storage mode,” rarely needing to tap into its long-term fat reserves. When you refrain from food for several consecutive hours, insulin levels drop significantly. Once the body exhausts its readily available liver glycogen reserves, typically after 12 to 16 hours of fasting, it reaches a metabolic turning point known as the metabolic switch. The liver begins converting stored body fat into ketones, shifting the body into a “burning mode.”
Beyond burning fat, extended periods without food trigger a fundamental cellular maintenance process called autophagy, derived from the Greek words for “self-eating“. During autophagy, cells clean the house, recycling damaged proteins, clearing out useless cellular debris, and stimulating mitochondrial regeneration; mitochondria being the multi-functional powerhouses of cells. Think of it as your body’s internal spring-cleaning service, which remains largely dormant when energy is constantly coming in.
The Main Types of Fasting: Methods and Their Pros and Cons
Periodic and intermittent fasting encompass several distinct protocols. Choosing the right pattern depends entirely on your lifestyle, health goals, and personal schedule.
1. Time-Restricted Eating (The 16:8 or 14:10 Method)
This is the most popular and accessible form of fasting. It involves limiting your daily food intake to a specific window of time each day and fasting for the remaining hours.
· How it works: In a typical 16:8 routine, you fast for 16 hours overnight and during the morning, restricting all meals to an 8-hour window (for instance, eating only between 11:00 AM and 7:00 PM).
· Pros:
Highly sustainable, easy to integrate into social schedules, does not require calorie counting or special meal plans.
· Cons:
Less dramatic autophagy response compared to longer fasts; easy to overeat or consume poor-quality foods during the feeding window if unmindful.
2. The 5:2 Protocol (The Weekly Fast)
Popularised by medical journalists and researchers, the 5:2 diet approaches fasting on a weekly rather than daily cycle.
· How it works: You eat normally for five days of the week. On the remaining two non-consecutive days (e.g., Tuesdays and Thursdays), you limit calorie intake to approximately 500 to 600 calories per day.
· Pros:
Offers flexibility since you only modify your habits two days a week; yields significant improvements in insulin sensitivity.
· Cons:
The two low-calorie days can cause persistent hunger, irritability, and low energy, especially during the first few weeks of adaptation.
3. Alternate-Day Fasting (ADF)
A more intensive protocol often studied in clinical trials for rapid metabolic improvement and weight loss.
· How it works: You alternate between days of unrestricted eating and days where you either consume zero calories or a single micro-meal of about 500 calories.
· Pros:
Highly effective for weight reduction and blood sugar regulation; triggers robust physiological adaptations.
· Cons:
Difficult to sustain long-term for most individuals; high risk of evening hunger pangs and social disruption on fasting days.
4. Prolonged Periodic Fasting (24 to 48 Hours)
This involves taking extended breaks from food once or twice a month, or once a season.
· How it works: Abstaining from all caloric intake (water, herbal teas, and black coffee are allowed) for a full 24 to 48 hours.
· Pros:
Maximises deep cellular repair (autophagy), immune system reset, and ketone production.
· Cons:
Requires strict medical awareness and psychological readiness; carries higher risks of light-headedness, electrolyte imbalances, and muscle loss if done too frequently or without adequate nutrition afterwards.
What Medical Research Shows: The Health Benefits
Clinical research published in many reputed medical journals highlights several major biological benefits associated with periodic fasting:
· Weight Loss and Visceral Fat Reduction: By narrowing the eating window, most people naturally consume fewer calories. Furthermore, lower insulin levels combined with elevated noradrenaline levels make it easier for the body to access stubborn visceral fat (E.g. the metabolic fat stored around abdominal organs).
· Improved Insulin Sensitivity and Type 2 Diabetes Management:
Fasting gives the pancreas a rest and reduces chronic insulin exposure. Studies show marked drops in fasting blood glucose and resting insulin levels, significantly reducing the risk of developing insulin resistance.
· Cardiovascular Support:
Regular fasting patterns have been associated with improvements in key heart health markers, including reduced systemic inflammation (reduced C-reactive protein), lower blood pressure, decreased resting heart rate, and improved blood triglyceride levels.
· Brain Health and Mental Clarity:
Fasting stimulates the production of a protein called Brain-Derived Neurotrophic Factor (BDNF). It promotes the growth of new neurons and protects against neurodegenerative decline. Many practitioners report heightened focus and mental sharpness once their body adapts to burning ketones.
· Cellular Renewal and Reduced Inflammation:
By clearing out damaged cellular components through autophagy, fasting helps suppress chronic low-grade inflammation; a fundamental driver of premature ageing, heart disease, and autoimmune conditions.
Undesirable Effects and Possible Pitfalls
While periodic fasting offers substantial benefits, it is not without potential downsides, particularly during the initial adaptation period or when practised incorrectly.
· The “Adaptation Phase” Symptoms: During the first 1 to 2 weeks, as the body transitions away from constant sugar reliance, individuals frequently experience headaches, fatigue, brain fog, irritability, and mild dizziness.
· Digestive Disturbances:
Changes in meal timing and volume can lead to constipation, heartburn, or loose stools as gut motility adapts.
· Nutritional Deficiencies and Muscle Loss:
If you do not eat nutrient-dense meals during your eating windows, fasting can lead to deficiencies in essential vitamins, minerals, and protein. Insufficient protein intake combined with fasting can cause the body to break down lean muscle mass alongside fat.
· Disrupted Relationship with Food:
For individuals prone to disordered eating, strict fasting windows can trigger unhealthy cycles of restriction followed by severe binge eating during open windows.
· Sleep Problems:
Fasting raises cortisol and adrenaline levels slightly to maintain blood glucose. For some, late-evening hunger or elevated alertness can interfere with sleep.
Age Groups: Who Should Fast, and Who Should Avoid It?
Fasting affects the human body differently depending on life stage, hormonal status, and metabolic demands.
Recommended Age Groups (Healthy Adults Ages 18 to 65)
· Young & Middle-Aged Adults (18–50):
They generally tolerate all forms of fasting exceptionally well. This age bracket stands to gain significant preventative metabolic benefits against lifestyle diseases.
· Older Adults (51–65): Benefit greatly from improved insulin sensitivity and cardiovascular support. However, they need to pay careful attention to maintaining adequate muscle mass by consuming sufficient protein and performing resistance exercises.
Groups Who Must Exercise Caution or Seek Supervision
· Seniors Over 65–70:
Older individuals face higher risks of unintended weight loss, sarcopenia (muscle wasting), and frailty. Any fasting regimen for seniors should be mild (e.g., 12 to 14 hours) and supervised by a physician.
· Individuals with Chronic Conditions: Anyone taking medications for high blood pressure, thyroid function, or diabetes (especially insulin or sulfonylureas) must consult their doctor before fasting, as dosage adjustments are often necessary to prevent severe low blood sugar (hypoglycaemia).
Groups Who Should Avoid Fasting Completely
· Children and Adolescents (Under 18):
Developing bodies require continuous, reliable nutrients and energy for growth, organ development, and hormonal balance.
· Pregnant or Breastfeeding Women: Nutrient and energy demands are significantly elevated to support foetal development and milk production. Restricting food can harm both mother and child.
· Individuals with a History of Eating Disorders:
Fasting rules can exacerbate behaviours related to anorexia, bulimia, or compulsive bingeing.
· Underweight Individuals:
Those with a Body Mass Index (BMI) below 18.5 should not fast, as fat stores are insufficient to support metabolic switching safely.
Practical Tips for Starting Safely
If you decide to incorporate periodic fasting into your life, keep these medical best practices in mind:
· Start Slowly: Don’t jump straight into a 24-hour fast. Begin with a simple 12-hour overnight fast (e.g., 7:00 PM to 7:00 AM) and gradually extend it to 14 or 16 hours over several weeks.
· Prioritise Hydration:
Fasting means abstaining from calories, not fluids. Drink plenty of water throughout the day. Black coffee, plain green or black tea, and herbal infusions without sugar or milk, do not break a fast and help suppress mild hunger.
· Electrolytes Matter:
As insulin drops, the kidneys excrete sodium and water more rapidly. If you experience headaches or light-headedness, adding a tiny pinch of salt to your water can help restore balance.
· Focus on Food Quality:
Fasting is not a free pass to eat junk food during your feeding window. Centre your meals around whole foods: lean proteins, healthy fats (olive oil, avocados, nuts), complex carbohydrates, and plenty of vegetables.
· Listen to Your Body:
Mild hunger pangs that come in waves are normal; severe weakness, persistent dizziness, nausea, or confusion are not. If you feel genuinely unwell, break your fast calmly with a light meal.
The Key Takeaway
(the witticism and pun is intended!)
Periodic fasting is not a quick-fix diet or a magical remedy. Rather, it is a flexible, cost-free tool that aligns our eating patterns with human evolutionary biology. By giving your body regular, structured breaks from digestion, you allow internal repair systems to kick in, sharpen metabolic efficiency, and support long-term vitality.
Whether you choose a gentle 14-hour daily rest or a structured 5:2 weekly routine, the key to success in periodic fasting lies in consistency, the provision of adequate nutrition despite fasting, good hydration and listening closely to your body’s signals. Fasting should be designed and undertaken to empower your life and health: not overtake it and take complete control of it. It is another voluntary mechanism that humans can undertake to stay healthy, but it definitely is NOT a panacea for all ills.
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