Opinion
Navigating course of education reforms in SL: Past challenges and future directions – II
by Prof. M.W. Amarasiri de Silva
While the UGC represented a milestone in education management, the evolution of Sri Lanka’s higher education system did not stop there. Over time, subsequent governments introduced further reforms, each with its unique goals and objectives. These efforts have been driven by the belief that continuous improvement and adaptation in education are necessary to meet the changing needs of society, the economy, and the job market.
Despite the diverse range of committees and programmes proposed and implemented, the goal remains to enhance the quality of higher education in Sri Lanka and nurture a skilled, knowledgeable, and innovative workforce that can contribute effectively to the country’s development.
Although establishing the UGC was a significant milestone and continues to be a crucial institution in guiding and shaping higher education, it has not been able to deliver the expected objectives. Recognising the evolving challenges and opportunities, successive governments have introduced various other reforms, demonstrating an unwavering dedication to fostering a robust education system that can drive the country’s progress and prosperity in the modern era.
The special Select Committee’s recommendations proposed by the Minister of Higher Education on developing higher education should be considered from this perspective. They are aimed at significant reforms in the educational landscape in Sri Lanka. The key proposal is abolishing the University Grants Commission (UGC) and establishing an independent “National Higher Education Commission” through new legislation. This move is likely driven by the need for a more efficient, transparent, and adaptable regulatory body to oversee and enhance the higher education sector.
The proposed management committees play a crucial role in the functioning of the new higher education system, as viewed by the Minister. Let’s delve into each committee’s purpose:
State University Committee: This committee will oversee and manage state-funded universities. It will ensure that these institutions are efficiently run, adequately funded, and adhere to the government’s educational policies and guidelines.
Non-State University Committee: This committee’s responsibility is to regulate and manage privately funded universities and colleges. Its primary concerns will be ensuring quality standards, preventing exploitation, and promoting fair practices in the private education sector.
Vocational Education Institutions Committee: With a growing emphasis on vocational education to bridge the skills gap and promote employability, this committee will develop and oversee vocational institutions. These institutions will be pivotal in preparing students for specific careers and industries.
Quality Assurance Sub-committee: This sub-committee’s role is paramount as it will monitor and ensure the quality of education across all higher education institutions, whether state-funded or private. This sub-committee will help maintain and enhance the overall educational standards by implementing rigorous evaluation standards.
In addition to the suggested management committees, the proposal highlights the need for subject committees focusing on specific academic disciplines. These subject committees would be responsible for revising and updating the syllabi to align with the government’s development efforts. This recognition indicates the importance of keeping educational content relevant and adaptable to meet the evolving needs of society and the job market.
The government can ensure that the curricula reflect the latest advancements in their respective fields by having specialised subject committees or Quality Assurance Sub-committees, such as those for medicine, engineering, arts, and others. This will help produce well-prepared graduates with the skills necessary to contribute effectively to the nation’s development goals.
While administration in the university setting is recognised as necessary, the proposed reforms suggest that the urgent issue lies in updating and modernising the educational content and structure. By creating the National Higher Education Commission and implementing these various committees, the government aims to address the pressing challenges and opportunities in the higher education sector, ultimately bolstering the country’s educational standards and fostering growth and development in all fields of study. But what is the crux of the matter? As far as Medicine, Engineering, and Sciences are concerned, there is no issue with the employability of graduates.
The disciplines of arts and humanities have long been integral to university education. Still, they have faced criticism regarding their ability to produce quality graduates suitable for the country’s development efforts. Some perceive arts and humanities graduates as lacking proficiency in English and computer literacy; both are considered crucial skills for participating in development initiatives in the modern era. However, it is critical to recognize that despite these criticisms, arts and humanities faculties often have a significant number of students compared to other faculties.
The call for reforms in arts and humanities education is driven by the desire to make these disciplines more relevant and valuable in the country’s overall development. Enhancing the quality and content of arts and humanities programs aims to produce graduates with the necessary skills, knowledge, and adaptability to contribute effectively to the nation’s development goals.
Looking back to the 1950s, the arts faculty significantly produced versatile graduates who played pivotal roles in state organizations as eminent permanent secretaries and administrators. These skilled civil servants were essential in running the country’s administrative machinery. Notable individuals such as Bradman Weerakoon, Ronnie de Mel, Bandu de Silva, Sarath Amunugama, and others emerged from the arts faculty. They left a lasting mark on Sri Lanka’s governance and administration.
Moreover, the arts faculty also nurtured intellectuals, including scholars like Malalasekera and Sarachchandra in earlier times, and Obeyesekere, Sugathapala de Silva, and Siri Gunasinghe, who held prestigious professorships in renowned universities. These intellectuals made significant contributions to their respective fields of study, elevating the reputation and impact of arts and humanities education in Sri Lanka.
In addition to producing prominent figures in administrative and academic realms, the arts faculty has fostered numerous individuals who have contributed to developing arts and humanities subjects. Their knowledge, research, and creative contributions have enriched these fields, highlighting the significance of arts and humanities in preserving and advancing cultural heritage and intellectual exploration.
While there may be criticisms and challenges in the perception of arts and humanities education, it is essential to acknowledge its historical significance and the achievements of its graduates. The proposed reforms aim to build upon this strong foundation and address the perceived shortcomings by equipping arts and humanities students with language proficiency, computer skills, and other contemporary requirements.
By revitalising arts and humanities education to meet the demands of the modern era, the country can continue to produce graduates who possess critical thinking, creativity, and a deep understanding of culture, society, and human expression. Such graduates can play crucial roles in diverse sectors, contribute to policymaking, engage in cultural preservation, and contribute to the overall development and progress of the nation. The reforms seek to reaffirm the value and relevance of arts and humanities education in Sri Lanka’s evolving education landscape.
The decline in the success of the present education system, particularly in producing intellectuals comparable to those in the 1950s, can be attributed to several significant changes that occurred in the aftermath of Sri Lanka’s independence. In the post-colonial era, the importance of the English language was still recognised, and it continued to be taught as a crucial medium of communication and education.
However, alongside English, there was a deliberate emphasis on teaching Pali, Sanskrit, and Sinhala languages and literature. These subjects were considered vital for shaping the national identity and became fundamental cornerstones of the education system.
During this period, a group of intellectuals emerged, with interests spanning various cultural domains, including philosophy, arts, drama, novels, literature, and language. Their expertise in Pali, Sanskrit, and English and their knowledge of traditional Sinhalese literature allowed them to fill the cultural void at the time. They played a pivotal role in producing material related to Sinhalese culture, which later became essential in defining the Sinhalese national character.
However, the education reforms that followed the 1950s significantly changed the system. The introduction of Swabhasha medium teaching, which emphasised teaching in the native language (Sinhala and Tamil), aimed to increase accessibility and inclusion of students from rural areas into the higher education system. This expansion was laudable in providing opportunities to a broader population segment but had unintended consequences.
One of the negative impacts of this Swabhasha medium teaching was that it led to a decline in the intellectual acumen of the graduates compared to their counterparts in the 1950s. The new graduates lacked the same level of international understanding and proficiency in English, which had been a crucial component of the intellectual skills exhibited by the previous generation.
The reduced exposure to English as a medium of instruction limited their ability to engage with global perspectives and advancements in various fields. As a result, the intellectual capabilities of the graduates in the post-reform era were perceived to have declined, hindering their ability to make significant contributions at an international level. This situation was further exacerbated by the 1971 insurrection, which some scholars argue was partly a consequence of the intellectual decline caused by the educational policy changes.
In conclusion, the decline in producing intellectuals comparable to those in the 1950s can be attributed to the shift in focus towards swabhasha medium teaching and the subsequent reduction in the emphasis on English proficiency. While expanding the higher education system to include a more diverse student population was commendable, the unintended consequences of the reforms impacted the intellectual understanding and international engagement of graduates. Recognizing the importance of a balanced approach, future reforms should strive to strike a balance between promoting native language and cultural identity while ensuring students have the language and skills to thrive on a global stage.
The objective of the reform intended by the Minister of Education remains unclear. Is it to tackle the employability concerns of arts and humanities graduates? Alternatively, one might ponder whether the committees appointed by the Minister of Higher Education can restore the former splendour of arts and humanities. Nevertheless, the real challenge lies in designing Sri Lanka’s education platform to align with the global environment. From this standpoint, it becomes crucial to question whether our syllabuses and subjects taught in arts and humanities can be modernized to meet present-day demands.
One of the crucial areas requiring attention in the reforms is the revitalization of arts and humanities to address the challenges confronted by the country. Currently, the arts and humanities lack a connection with the country’s development agenda, particularly in linking with village communities. The 25,000 villages across Sri Lanka face numerous problems that hinder their progress. Issues such as the drug and alcohol menace, dengue fever, kidney disease, leptospirosis affecting the impoverished and marginalized populations, the rising rates of suicides and divorces, the increasing number of youths choosing to become monks and priests, and the growing population of unmarried individuals are all interrelated expressions of a more profound social dilemma. To effectively tackle these challenges, universities should study these issues and propose reasonable solutions. By doing so, arts and humanities can play a pivotal role in contributing to the overall development and well-being of the nation.
I propose introducing a community studies program, specifically within sociology and anthropology programs at universities in Sri Lanka. Such a program aims to involve arts and humanities students in studying issues faced by village communities, incorporating the communities themselves in a participatory approach. By doing so, the program can tap into the unique perspectives and solutions that the people in these villages have regarding their challenges.
In the United States, arts and humanities departments in universities have long-standing Community Studies programs that focus on social problems from a social justice perspective, integrating classroom learning with extended field studies. Students enrolled in these programs collaborate with non-governmental and governmental organizations, actively working on addressing these community issues. As a result, these programs have not only been successful in tackling the identified problems, but they have also created employment opportunities for social science graduates.
Adopting a similar approach in Sri Lanka, the proposed community studies program could foster a more inclusive and solution-oriented approach to societal challenges, benefiting both the students and the communities they engage with.
I am convinced that addressing the employability issue of arts and humanities graduates can be achieved by creating innovative opportunities within universities. A crucial step in this process would be the introduction of Information Technology (IT) and Artificial Intelligence (AI) as subjects within the arts and humanities curriculum, with a strong emphasis on learning English as the medium of teaching and communication. This initiative can potentially provide valuable employment prospects for arts and humanities graduates.
Integrating IT and AI into social science subjects can lead to remarkable advancements in the field of study, unlocking a plethora of opportunities for students. To implement this, the program should commence at the high school level, allowing students to study these subjects alongside other social science subjects for both Ordinary Level and Advanced Level examinations. Adequate training and recruitment of qualified teaching staff should be carried out to ensure the success of this endeavour.
Notably, these proposed changes do not necessitate the establishment of new committees or the introduction of a new organization to replace the University Grants Commission (UGC). Instead, they can be effectively integrated into the existing university framework, bringing about transformative opportunities for arts and humanities students without extensive bureaucratic changes.
Opinion
Sri Lanka’s geopolitical positioning for future prosperity
By Chula Goonasekera
For the LEADS Forum (admin@srilankaleads.com)
Sri Lanka’s future prosperity will depend on how effectively it positions itself within an increasingly complex global environment. At a recent LEADS Forum discussion (https://youtu.be/Bbr3e_qU1Fw), veteran diplomat Prasad Kariyawasam, former Secretary to the Ministry of Foreign Affairs, High Commissioner to India, Ambassador to the United States, Ambassador /Permanent Representative to the UN in New York and Geneva —outlined the strategic choices Sri Lanka must make to secure long term stability and economic advancement. Kariyawasam offered a rare blend of historical perspective, diplomatic experience and practical guidance.
His central message was clear: Sri Lanka must exercise strategic agency—engaging all major partners while safeguarding its national interests.
Foreign Policy as an Extension of National Aspirations
Foreign policy, Kariyawasam emphasised, is inseparable from domestic priorities. As your text notes, “foreign relations often reflect the medium- and long-term aspirations of a country’s people and its leadership.” Governments must therefore craft external relations that reflect the public’s economic and social expectations, avoiding short-term political impulses that undermine long-term national interests.
For a small nation, foreign policy cannot be symbolic or personality driven. It must be purposeful, pragmatic and directed towards the security and prosperity of the people.
A History of Global Connectivity
Sri Lanka’s history demonstrates that the island has never been isolated. From ancient ties with India and Southeast Asia to Arab, Persian and Chinese maritime networks, the island prospered when connected to the wider world. We must realise that “geography creates opportunity, but geography alone does not create prosperity.” Institutions, infrastructure and policy determine whether geographic advantage becomes economic success.
Colombo’s emergence as a cosmopolitan trading hub and Galle’s role as a resupply station for Indian Ocean shipping in colonial times , illustrate how deeply Sri Lanka has been embedded in global commerce for centuries.
Lessons from Asia’s High Performers
Kariyawasam highlighted the experiences of Japan, South Korea, Taiwan, Singapore and Vietnam. Their paths differ, but their success rests on common foundations:
• investment in human capital and infrastructure
• merit based institutions
• integration into global markets
• attraction of investment and technology
• export oriented industries
• strategic engagements with both China and Western economies
The lesson for Sri Lanka is not imitation but continuous adaptation and constructive integration with the global economy.
India: Sri Lanka’s Closest Major Partner
India’s transformation into a global economic power presents Sri Lanka with both opportunity and responsibility. India is already Sri Lanka’s largest source of tourists and a major investor. Kariyawasam states, “The larger question is how effectively Sri Lanka can participate in and benefit from India’s growth.”
A partnership should encompass modern, more open pathways for trade, investment, logistics, energy, technology, digital services, education and professional mobility—And asymmetry between the two economies must be handled with maturity and foresight, seeking special and differential treatment .
China and Other Global Partners
China remains a significant economic partner. Sri Lanka must avoid viewing this relationship through a zero sum lens. The goal should be productive and transparent engagement, ensuring better terms of trade and meaningful technology transfer.
Equally Important relations must be nurtured with the United States, European Union, United Kingdom, Japan, Australia, ASEAN and the Gulf.
All these relationships can be vibrant partnerships that does not lead towards , dependency but mutually beneficial pragmatic arrangements .
A Fragmenting International System
Global geopolitics is becoming more volatile. Trade tensions, wars, sanctions, supply chain disruptions, climate change and technological competition increasingly shape national security. We must realise, “foreign policy cannot be separated from economic policy.”
Sri Lanka’s recent economic crisis demonstrated the importance of international confidence, access to finance and resilient supply chains. Energy security, food security, cybersecurity and digital infrastructure are now core elements of national strategy.
Strategic Agency: The Guiding Principle
Sri Lanka must avoid becoming an arena for great power competition. Strategic agency means making decisions based on national interest, expanding Sri Lanka’s choices, not restricting them.
India is essential. China is important. The United States, Europe, Japan, Australia, ASEAN and the Gulf are important. The objective is a web of partnerships that strengthens resilience and autonomy.
Sri Lanka’s Strategic Assets
1. Location: Sri Lanka’s geography is a long standing advantage. Ports such as Colombo, Hambantota, Trincomalee and Galle can become specialised hubs—if connected to logistics, manufacturing, services and exports.
2. Digital Connectivity: Submarine cables, data centres, cloud services and cybersecurity are now as important as physical geography. Sri Lanka can turn its location into both a maritime and digital advantage.
3. Tourism and Natural Heritage: The focus should shift from tourist numbers to value creation—wellness, heritage, ecotourism, cruise tourism, education and MICE tourism.
4. Human Resources and Demographics: High literacy is no longer enough. Skills in technology, engineering, AI, logistics and advanced manufacturing are essential, especially with an ageing population.
5. Migrant Workforce: Migrant workers are a strategic asset, not merely a source of remittances. Bilateral labour agreements, skills recognition and diaspora engagement should be central to foreign policy.
Requirements for Sustained Prosperity
Sri Lanka’s future depends on:
• peace and security
• access to international markets
• productive investment
• a skilled, productive workforce
• modernised agriculture
• higher value tourism
• demographic preparedness
• climate resilience
• strong, predictable institutions
Please note that “foreign policy can open doors. Domestic institutions determine whether we can walk through them.”
The Role of the State
Sri Lanka does not need a larger state—only a more capable one. Policy continuity, professional institutions, predictable regulation and reduced corruption are essential. Geography does not change; long-term national interests do not change. Intentional relationships built over decades should not be reinvented with each election cycle.
Building Trust Internationally
Trust is a strategic asset. Sri Lanka must be known as a country that honours commitments and maintains predictable policies. This is vital not only for diplomacy but also for investment and long term partnerships.
Avoiding Zero Sum Geopolitics
Sri Lanka does not need to choose between India and China, or between Asia and the West. The task is to identify what each relationship can contribute to national development while protecting sovereignty and freedom of decision making.
Sri Lanka’s geography is an inheritance, but prosperity is not guaranteed. The world is changing rapidly—great-power competition, technological disruption, and climate vulnerability demand a foreign policy that is pragmatic, adaptive, and anchored in national interest.
Sri Lanka must build partnerships without dependencies, maintain strategic agency without isolation, and integrate with the global economy while strengthening domestic capacity.
“We cannot change where Sri Lanka is. We can, however, determine what Sri Lanka becomes because of where it is”
Opinion
A tariff deal with the US? Make haste slowly
by Gomi Senadhira
Sri Lanka’s former ambassador to the United States Mahinda Samarasinghe is back in Sri Lanka lobbying for speedier finalisation of a new tariff deal with the United States. According to news reports, delivering the keynote address at the Sri Lanka Institute of Directors’ Annual Meeting last week, he stated, “I have recommended very strongly to the government that we need to conclude the agreement so that we can lock in the very favourable tariff rate that Sri Lanka has got up to now“.
I do not understand why the former ambassador is urging the government to expedite the finalisation of a new tariff deal or what is “the very favourable tariff rate” he refers to in his speech. However, given the ongoing terrible tariff turbulence in the United States and the fragile economic situation in Sri Lanka, I believe, this is not the right time to rush into finalising any trade agreement with the United States. I am also of the opinion that at this juncture Sri Lanka should maintain strategic patience and explore all available options.
Lessons from the countries that rushed for trade deals
To better comprehend this, let’s look at experiences of the countries that rushed to conclude tariff deals with the United States after President Donald Trump declared his “reciprocal tariffs” under the International Emergency Economic Powers Act (IEEPA) in April 2025. As Samarasinghe stated in his keynote, “The bottom line on all these negotiations was that every country that finally agreed to sign the agreement had to give either complete duty-free access for American exports into those markets, or near complete duty-free access.” In exchange for these tariff concessions and other market access commitments these countries managed to get the newly introduced country specific “reciprocal tariffs” reduced.
However, in February 2026, the Supreme Court of the United States (SCOTUS) struck down these “reciprocal tariffs” under the IEEPA. With that, the market access gains these countries received in exchange for complete duty-free access for American exports into their markets evaporated under U.S. domestic law. By moving too fast to conclude bilateral tariff agreements with the United States these countries are now bound to strict obligations whereas the benefits they bargained from the U.S. administration are not worth the paper those were written on.
Sri Lanka’s experience
In April 2025, President Trump declared his “reciprocal tariffs” and labelled Sri Lanka as the worst offender, imposing one of the highest additional duties at 44%. Since then, Ambassador Samarasinghe and other negotiators have managed to negotiate this down to 20%. I do not know what the deal was through which Sri Lanka managed to reduce the 44% tariff to 20% or what we gave in return for this “concession.” However, what we received in return has absolutely no value after the decision by the SCOTUS.
Current state of US tariffs
After the decision by SCOTUS, the U.S. administration introduced a temporary 10% additional tariff on all countries for 150 days. At the end of that period, this 10% tariff was replaced by a new “forced labor tariff ” of 10% to 12.5% on all trading partners under Section 301 of U.S. trade law. Twenty-five U.S. states and several small businesses have already filed lawsuits against these tariffs in U.S. courts. This new “forced labour tariff ” on Sri Lanka was first fixed at 12.5%. Later, after President Anura Kumara Dissanayake issued a gazette notice prohibiting the importation of goods produced using forced labour, it was reduced to 10%. That means Sri Lanka has already made a substantial commitment to receive this “tariff concession,” and I presume our negotiators understand the implications of this commitment.
Make haste slowly
After President Trump imposed 44% “reciprocal tariffs” on Sri Lanka, through an article published in The Island on 25th April 2026 (), I urged the government to engage immediately with the US administration on these tariffs. However, I also emphasised that the best way to move forward was to make haste slowly.
Two millennia ago, Augustus Caesar, the first emperor of Rome, frequently used the phrase, “make haste slowly”, because he detested rashness and haste in his military commanders. It was the recurring guiding maxim that he emphasised throughout his 40-year imperial rule. After 2000 years, this classical oxymoron remains a definitive golden rule for professional trade negotiators. More importantly it is the exact blueprint required when navigating turbulence in trade negotiations with the Trump administration.
The endgame – The most dangerous moment in trade negotiation
Samarasinghe has also stated the agreement is 90% complete. Any experienced trade negotiator should know that the final 10% contains high-stakes provisions and is the most dangerous moment in a trade negotiation. A single misplaced comma or ambiguous product description in a tariff schedule can cost millions through unintended loopholes. Rushing this last stretch to secure a deal can permanently expose Sri Lanka to sudden shifts in American trade policy, heavy compliance costs, or strict enforcement under Section 301 regarding supply-chain labour standards. Hence, this is the time for strategic patience.
(The writer can be reached at senadhiragomi@gmail.com)
Opinion
Buddhist law and constitutional amendments
Upon reading the article titled “Prof. Pieris says Buddha Dhamma recognized as source of law under Constitution” (Island, September 12, 2026), the classical Sinhala idiom “Yanne Koheda? Malle Pol” immediately comes to mind. The expression, translating literally to answering “I have coconuts in my bag” when asked “Where are you going?”, underscores a complete disconnect in logic. Because it is uncertain whether the article accurately represents the professor’s precise words, the following critique addresses the contents of the report rather than the speaker himself.
The central premise of the report concerns a statement delivered by the Chief Justice regarding a petition filed against the 22nd Amendment to the Constitution. According to the report, the Chief Justice’s observation that the determination would be made strictly on the basis of established law rather than Buddhist teachings was characterised as a “cavalier dismissal” of the Buddha Dhamma. This assertion carries a host of unexamined assumptions. Had the writer specified precisely which tenets of the Buddha Dhamma were violated, a direct legal or philosophical evaluation could take place. However, no specific Buddhist tenet or law was identified as having been transgressed, and for good reason: no such statutory legal framework exists within the Buddha’s teachings.
To understand the flaw in this argument, one must examine the constitutional context alongside the canonical meaning of the terms involved. Article 9 of the 1978 Constitution of Sri Lanka mandates that the Republic shall give Buddhism the foremost place and that it shall be the duty of the State to protect and foster the Buddha Sasana, while guaranteeing the fundamental rights of all religions under Articles 10 and 14(1)(e).
While “Buddhism” and “Buddha Dhamma” are frequently used as interchangeable terms in casual dialogue, they represent distinct concepts. “Buddhism” is an umbrella term coined by 19th-century Western scholars to classify the global institutionalised religion, incorporating its diverse sects, cultural traditions, rituals, and socio-political histories. Conversely, Sasana is the ancient term designating the structural framework established by the Buddha to preserve and transmit his teachings, comprising the monastic order (Sangha) and its supporting institutions.
In classical Theravada commentarial literature, the Sasana operates as a functional three-tiered structure. It encompasses Pariyatti Sasana, the preservation and study of sacred texts; Paṭipatti Sasana, the practical execution of the doctrine through ethical conduct and meditation; and Paṭivedha Sasana, the direct experiential realization of ultimate truth, or enlightenment. This structural breakdown raises fundamental questions about state capacity. While a state can readily support Pariyatti Sasana through academic institutions, textual preservation, and educational funding, it cannot legislate or enforce Paṭipatti or Paṭivedha. Practical engagement and spiritual realisation are inherently internal, first-person experiences. Expecting the state to codify or guarantee enlightenment is a conceptual impossibility.
Furthermore, the Buddha Dhamma refers specifically to the unconditioned truths of existence and the teachings imparted to realize them, including the Four Noble Truths, the Eightfold Path, and Dependent Origination. As the late Venerable Professor Kotagama Wachissara Thera observed, there is no rigid ideologue or “ism” in the core Dhamma. The teachings do not constitute a system of divine commandments or a legal statute enforced through reward and punishment. Rather, Buddhist ethics function as self-directed guidelines for psychological clarity and moral inquiry. Even the Vinaya Pitaka, which contains explicit rules of conduct, functions as an internal monastic code rather than a civil or criminal law intended for the laity.
Throughout the Pali Canon, guidance regarding governance focuses on the moral character of leadership and the social duties of statecraft rather than rigid legal codification. In discourses such as the Cakkavatti Sihanada Sutta (DN 26), the Buddha observes that social instability and crime cannot be eliminated solely through punitive measures, emphasising instead that states must provide economic opportunities, fair wages, and resource distribution to maintain societal balance. Crucially, in the Maha Parinibbana Sutta (DN 16), the Buddha explicitly highlights the importance of respecting established laws and traditions rather than enacting arbitrary regulations.
The natural laws articulated in the Dhamma, such as the law of cause and effect or the three characteristics of existence, govern all phenomena universally, regardless of legal statutes or personal belief. They are not human laws to be applied or suspended by a court of law. Therefore, characterizing the Chief Justice’s adherence to constitutional jurisprudence over religious doctrine as a “cavalier dismissal” lacks logical and textual foundation. Framing the judiciary’s adherence to legal precedent as an attack on the Dhamma distracts from fundamental constitutional principles and risks misguiding the public for political ends.
Geewananda
Gunawardana,
Ph.D.
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