Features

Roots at Home and Thoughts in the world:

Published

3 years ago

2024/01/21

Thilina Walpola

The influence of Tagore on Mahagama Sekera

by Liyanage Amarakeerthi

(Text of the speech delivered at a Panel Discussion held at Svami Vivekanda Cultural Center in Colombo, on January 12, 2024 to commemorate Mahagama Sekera. Sekera was an influential a poet, a novelist, a painter, a lyricist, a filmmaker, and a literary scholar, and he died in 1976 at the age of 47)

This panel is primarily about the ways in which Mahagama Sekera’s art was shaped by Indian thought. Since ‘Indian thought’ encompasses a great deal of philosophical schools and religions, including Buddhism, there is no Sinhala art which has not been shaped, one way or another, by something ‘Indian.’ So, I must be specific and quite narrow in my focus. Hence, the focus on Tagore.

Gurudeva Ravindranath Tagore has inspired us, Sinhala people or Sri Lankans in multiple ways. As the panel today will amply demonstrate, Tagore’s influence can be seen in nearly all domains of our art scene. In the field of music, perhaps, his influence is the most pronounced. The Sinhala term for influence is abhasaya – a Sanskrit word, and it means ‘light’ or ‘reflection’. Gurudeva’s light has been quite pervasive in Sinhala art scene, though in recent times the significance of that light has been forgotten to some extent.

In this speech, I want to remind ourselves of that significance by focusing on the poetry and literary thought of Mahagama Sekera – one of our greatest modern poets. In doing so, however, I will be highlighting what I consider to be the most important lesson we could have learnt from Gurudeva Tagore. I have been arguing for more than a decade now in my Sinhala writing that Tagore’s strong critique of ethnic and cultural nationalism, a line of thought that could have enriched our cultural and political thought, failed to make a significant impact on the Sinhala language intellectual world. But it is never too late to rediscover that aspect of Tagore, and Mahagama Sekera’s work provides us with an opening into that rediscovery.

Many are Sri Lankan scholars and artistes who studied at Shanti Niketan, and all of them brought back some of aspects of Tagore’s thought. The most influential among them is perhaps, Ediriveera Sarachchandra, who later became a great playwright, a novelist, and a scholar in literature. And he is, arguably, the most important renaissance figure in the 20th century.

His days at Shanti Niketan are beautifully described in his memoir, Pin aeti Sarasavi varamak Denne. The influence of Tagore has certainly helped Sarachchandra and others to discover ‘our own traditions’ in art. Sarachchandra’s turn to folk theater to find an indigenous form of modern theater may have been encouraged by what Gurudeva did in the field of theater in the early 20^th century. Tagore’s influence on the field of Sinhala music has been pointed out by many knowledgeable scholars.

While paying tribute to Gurudeva for everything we have learnt from him, one must also recognize the fact that we have also missed one of the key lessons of Tagore. The lesson is the importance of cultivating a critical distance from nationalism, especially from ethnic nationalism, and the need of learning critically from Western modernity, especially science.

Tagore saw Western scientific, technological, and artistic achievements as human achievements that can be shared with all humanity. While critiquing Western colonialism and fighting to defeat it, Gurudeva had this to say, “Neither the colourless vagueness of cosmopolitanism, nor the fierce self-idolatry of nation-worship, is the goals of human history. And India has been trying to accomplish her task through social regulation of differences on the one hand, and the spiritual recognition of unity on the other. She has made grave errors in setting up the boundary walls too rigidly between races…”(Tagore. Nationalism. 2009: 34).

Gurudeva’s belief in our shared humanity did not make him a thinker floating in the sky, and he was an inter-culturalist thinker. The rooted cosmopolitanism of Tagore is a lesson we have either overlooked or insufficiently learnt. Sarachchandra, who was the most known intellectual to be influenced by Tagore and his legacy never mentioned Gurudeva’s brilliant critique of nationalism. The renaissance generation of Sinhala literary culture in the middle of the 20^th century, especially the intellectuals associated with the University of Peradeniya, were ready to learn from the world rather than being parochially restricting themselves to what was taken as indigenous tradition. But their openness was not articulated as it was often done by Tagore. For example, Gurudeva once said,

“That our forefathers, 3,000 years ago, has finished extracting all that was of value from the universe, is not a worthy thought. We are not so unfortunate, nor the universe so poor. Had it been true that all that is to be done has been done in the past, once for all, then our continued existence could only be a burden to the earth…( The Makers of Modern India. 2012: 188).”

Sekeara did not live long enough to articulate his intellectual positions in non-literary writings- a mode in which Tagore was remarkably prolific. But Sekera’s worldview is quite close to Tagore’s.

Mahagama Sekera, to repeat my main argument, provides us with an opportunity to revisit the Tagore we have missed. At numerous places in Sekera’s poetry one finds moving calls for an ethnic unity and harmony in Sri Lanka. For example, in Mak Nisada Yath, he imagines that Sri Lanka’s scientific and technological development would result in greater ethnic unity and stronger integration of diverse cultures:

“From the exhaust pipes
Of hydro-powerhouses
Comes out the rings of white fumes
Like an embryo of a future dream.
Seen on the other side,
Is the mountain rage of sapphire,
And this river descends from
Under the shadow of the mountain peak
Adorned with the Buddha’s footprint.
Sebastian.Nadaraja Mohamad
When this electricity
Lightens up
This country tomorrow
We will unite
At the peak of Sri Pada mountains!!

Constant call for ethnic unity is found in many other poems of Sekera. Originally published in 1964, many years before the beginning of Sri Lanka’s civil war, these poems indicate an impending danger of ethically motivated political violence. Perhaps, the resurgence of Sinhala ethnic nationalism in the decade of 1950 has made Sekera worried about the eventuality that ethnic and cultural hype would bring about.

In addition to expressing his fears about the rise of ethnic nationalism, Sekera’s rooted cosmopolitanism is seen in his openness to the literary developments in the West and elsewhere.

Sekera’s poetry during the 1960s shows that he has been interested in what was happening in Western poetry. His collection, Heta Irak Payai (1963) attests to the fact that modernist poems of Ezra Pound, E.E. Cummings, or the French symbolists have shaped his art during that decade. Sekera was one the first Sinhala poet to experiment with the way poems are printed on page. Many poems in that collection are printed to make poems to something look at rather than something to be read.

When matured as a poet, he gradually moved away from such modernist experimentalism to Sinhala folk traditions and to narrative poems but without losing touch with the literary developments after modernism. In his narrative poems, he was still within the modernist tradition by using style of free verse which came into Sinhala in the early 1940s. The ‘free verse’ is a style defended and promoted by the ‘Peradeniya School’- a group of poets and critics who were educated at Western universities. Sekera seems to have kept close contact with such Avant Garde groups in Sri Lanka and elsewhere.

Though he was still using free verse style in the main, Sekera’s thematic vision was shaped by Asian philosophical traditions. For example, the narrative poem, Prabuddha, what considers to be his masterpiece, has numerous references to Upanishad, Bhagavat Geeta, Dhammapada, and other such texts. And the poem portrays a musician, who attempts to lead a refined and enlightened life without getting caught in capitalist consumerism and Westernized individualist life. Thus, Sekera has made a conscious attempt to learn from both the West and the East.

Sekera’s work, to sum up this section, demonstrates a cosmopolitan literary and artistic vision, which was not the mainstream of his time, especially during the 1970s. That literary cosmopolitanism has been directly and indirectly shaped by Gurudeva Tagore. If Sekera’s sensibilities, to be specific, are not shaped by Tagore, one sees a remarkable kinship between the thoughts of the two literary figures. Much like Tagore, Sekera was a poet, a writer of short fiction, a novelist, a lyricist, a filmmaker, a painter, and so on. In that sense too, Sekera looks to be modeling himself on Tagore. With his openness to new media, new art forms, I am sure Tagore would have made films if he were to live a decade or more.

Tagore was a rich thinker in whose fertile mind the best of the West or of modernity mingled into a fine synthesis with Asian thought. As Amartya Sen correctly puts it, Tagore was not just a rationalist objectivist. He believed in epistemological heterodoxy i.e. the existence of many forms of truth. “…While Tagore believed that modern science was essential to understanding physical phenomena, his views on epistemology were interestingly heterodox.

He did not take the simple ‘realist’ position often associated with modern science” (Argumentative Indian. 2005: 104.). In Sekera, I see a beginning of a wonderful synthesis of rationalist thought and visionary qualities found in Asian thought that cannot be rationally explained. All his narrative poems, Nomiyemi (1973) in particular, move away from naturalist realism into a realm of poetry where rationality and irrationality meet in a fine synthesis. This aspect of Sekera would have refined so much better in the next decade of his life. Sadly, that crucial decade never arrived.

In addition, in creating that poetic realm, Sekera often taps into Sinhala folk wisdom. In the famous section his mother the narrator of Prabuddha says,

‘Having walked over forests and jungles,
bringing all kinds of reeds home,
dying them in red, green, and so on
weaving mats in various designs,
You showed me, my mother,
This entire universe also has a certain design.

I did not know my mother,
That your face was a mirror
that reflected those days,
My own mind these days,
In those sunken eyes
I never saw happiness nor sadness.
Did you take in all suffering and comforts,
With a great sense of equanimity?
And, by doing so, did you gain peace and calmness of mind?
I earned money, fame, and glory.
I had palatial houses, cars, vehicles, and so on.
But none of them gave me peace of mind.
Had you realized that truth,
Without any of those material things?

Maknisada yath , (It was because..,) 1964 , the first of his long poems (or narrative poems) makes it abundantly clear that he has been heavily influenced by Ravindranath Tagore, especially by Geethanjali. For one thing, Sekera sees the divine in the everyday life of working people. For him divine is not necessarily in a supernatural place beyond this world.

“…when I open my eyes and look around
This is what I see:
Tractors
Factories
Airplanes
Machines
Electrical lights
The greatest secret of the world,
Electricity,
are gods.
The factories
Are the temples.

If there is an all-powerful god
Who creates this mother earth
And trees and plants
And all beings on it,
Who created machines
Rockets
I plead to Him
For one thing
Please grant us a powerful hand
And powerful mind.”

It is not difficult to see a shadow of Tagore’s though in these lines. Gurudeva Tagore, unlike Mahatma Gandhi, defended the technological advances of modernity. After this opening section Sekera explains why he is asking for a ‘powerful mind:’

Where there is a mind without fear
And no head is bent down [in submissiveness],
Where awareness is independent
And the world is not divided by narrow walls of indigenousness
Where there are words spring from the depths of truth

…

Where, the pure stream of water, which is reason,
Has not evaporated in the deadly dessert of outdated conventions,
Where you have led human minds forward towards
refined thoughts and actions
to such a kingdom liberation
My father, please wake my country up!! (71-2).

All of us know that the ideas and words in this excerpt are taken from Tagore- the famous 35^th poem of Gitanjali. To the contemporary reader this section might look like plagiarism. Typically, poets borrow things from other poets without being accused of stealing. After all, the idea of plagiarism is something quite modern and Western. All South Asian classics, especially the classics in modern South Asian languages such as Sinhala, have borrowed metaphors, stories, and even entire sections from the classical literary works in Pali and Sanskrit. Numerous sections of classical Sinhala poems are re-tellings of some sort. But to be fair by Sekera, when this section was turned into a song and the lyrics were published in a book, he acknowledged the fact that it was adaptation.

Though indebted to Tagore in the section above, Sekera pushes Tagore’s poetic thought a bit further.

“It was the man who,
Made the world emerge from the darkness.
It was the man who made the world fertile up to this day
It was the man who created God.
To create the mental kingdom of liberation

At least partially,
It was the man who shed
tears,sweat and blood up to this point (72).”

It is clear here that Sekera sees humanity to be more powerful than divinity. In fact, divinity is an offshoot of human efforts to make the world a better place. He goes onto celebrate the scientific advances humans have made. In fact, in the book cited, originally published in 1964, Sekera says, “in 25 years, humans will go to the moon,.. by that time, there will green grasses growing on the moon to welcome humans.’

Barely four years after the book’s publication, humans indeed landed on the moon, and, though for the green grass on the moon we will have to wait a while, Sekera’s optimism about human capabilities has a strong foundation. In that too, one can see the influence of Tagore. In many literary works of Tagore, one finds divine-like power among ordinary, working people, and the supernatural powers emerge out of extremely mundane situations. Some short stories of Tagore, such as “A single night,” are wonderful examples of such instances. This essay does not have space to deal with those stories.

Though Tagore was not entirely a rationalist thinker and an objectivist, he believed that science could help human beings to create a better life for themselves. His belief in modern science was one of the key points at which he differed from Mahatma Gandhi. Tagore and Gandhi disagreements on science have been documented by scholars and numerous times by Amartya Sen.

In 1934, Bihar was struck by an earthquake that killed thousands of people. Gandhi said that it was divine punishment for untouchability. Tagore, who was also working on untouchability along with Gandhi disagreed strongly and argued that such unscientific views about natural phenomena could propagate such interpretations among masses (Sen 2005: 103-4). For Tagore, untouchability was something to be defeated by socio-political reforms. In that sense, Sekera is much closer to Nehru than to Gandhi among the makers of modern India.

I argued earlier that Sekera’s attitude towards modernity and science is akin to that of Tagore’s. Sekera may have recognized that Pundit Nehru inherited Tagore’s appreciation of modern science and technology. In hearing Nehru’s death, Sekera wrote a song in which he correctly recognizes some salient aspects of the first prime minister of India.

The great river of thought
that comes from the past to the future
overflowed your noble heart and came forward.
Without dividing the humanity
Into segment with its many branches
That river of thought flowed treating everyone equally.
With your eyes that sees
All three times
You saw today
The world that comes into being tomorrow.

Tagore’s novels such as The Home and the World, and Gora that turn his cosmopolitan sensibilities into arresting literary expressions are much superior literary works compared even to the best of Sinhala literature. And there is nothing comparable with Tagore’s books Nationalism, The Religion of the Man among the books written by Sinhala literary writers. Sekera’s work too shows such limits. Though some of them are local masterpieces, we would expect much greater work from him. Unlike Tagore, Sekera died young. It seems to me that by the time he died, he was looking for the best modes to turn his sensibilities into literary or artistic expressions.

One can easily detect a major reason for Tagorean cosmopolitanism to be overshadowed in Sinhala cultural and political scene: the most important founding father of Sinhala nationalism, Anagarika Dharmapala, intensely disliked Tagore. And Dharmapala’s modern day disciples such as Gunadasa Amarasekara propagated for decades a kind of extreme nationalism that has no regard or understanding of rooted cosmopolitanism of Tagore.

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Features

Sections of US media looking power straight in the eye

Published

13 hours ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

13 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

13 hours ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).