Features

The puritanical culture and customs of our days in the Faculty of Medicine, Colombo

Published

4 years ago

2023/02/26

By Dr Nihal D Amerasekera

Even now, a song that often strikes a chord is that one with the poignant lyrics and haunting melody composed by Pete Seeger “Where have all the flowers gone?”. It took the whole world by storm. In 1962 the version by the Kingston Trio engulfed our little island like no other. Although attributed to the Vietnam War it reminds me of medical school and our time together. We had a large contingent of girls in our batch and I’ve often wondered where have all those flowers gone?

My mother schooled in the 1920’s and 30’s. Then education in Ceylon was costly. Parents had to be selective and reserved higher education for the boys in the family. With the introduction of free education in 1945, doors opened for the girls to further their studies in the University. When I entered the faculty of medicine in 1962 approximately 35-40% were girls. But the contentious conflicts, excessive formality and the old conventions still prevailed. Bridging these deep divides took a lot longer.

With my Evangelical Christian upbringing, I spent my teenage years in an all-boys school. Not having any sisters, I never learnt how to socialise and be friends with girls. As I entered the portals of that temple of wisdom in Kynsey Road, there were many girls in the faculty. They sat next to me at lectures. I was rather self-conscious in their presence and had to learn rather quickly how to be social. It certainly didn’t come easy to be gallant and courteous!!

Although 1960’s was the era of Sex, Drugs and Rock’n Roll such pleasures hadn’t arrived in our little island, yet. We then lived in a rigidly puritanical and austere society. Social distancing was built in, separating the boys from the girls. On arrival at the faculty, some of the lads were self-assured. They had easier rapport with the girls. They were not radical extremists but just lived lives expected of university students. I simply had to adjust. I stopped blushing at their unbridled erotic humour. They poked fun at girls. It was a good couple of years until I learnt these new social skills and not be distressed of what the world thought of me.

The girls too were from all-girl institutions and were overwhelmed by parental pressures and the existing norms fed by our own Sri Lankan culture. Many of the girls were reserved not wanting to be seen as ‘easy game’ in the patriarchal society of 60 years ago. They conformed to the social rules on what was appropriate and preferred to play hard to get. Some of the girls from the Colombo schools were more posh and rather pushy. They showed off the flesh below the neck and flashed a bit above the knee, for good measure. They even thrust their chests forward, moving the centre of gravity, dangerously!! The majority, however, preferred to retain their modesty covering their wares with glamourous sarees of vibrant colours.

It was not until I entered the Faculty of Medicine that I appreciated the freedom that dancing brought to this world. Like many in my batch I found it hard to get a female partner from the faculty to join me at the dances. Many girls felt restricted by social norms and cultural constraints. Some were just unwilling to be out all night with a boy. The boys were too shy to ask the girls. The men fell for the idiom “there are plenty more fish in the sea”. They took the path of least resistance and found partners from further afield. The excitement and the pleasure of dancing has no equal. The pounding rhythms drove us all into a frenzy. It was at University I learnt to combine the rhythmic music and the twirls, swirls and the gyrations of contemporary dancing. The University calendar had many dances held at King George’s Hall in Reid Avenue. Those were wonderfully exciting times that also brought the sexes together.

The old caste and dowry system still prevailed in the mid 20th Century. Arranged marriages were still in vogue. But Cupid had his way in the faculty and shot his golden arrows to change the status quo. The wisdom of the phrase, “Omnia Vincit Amor” (love conquers all) from Virgil’s poem has survived from Ancient Roman times to modern day. Despite the prevailing ethos, love did blossom in the faculty. Many of the blossoms survived a lifetime. Sadly, a few faded to litter our golden years before we left the hallowed precincts in 1967. The faculty was a hotbed of gossip. News swirled around its lecture rooms and corridors about couples, affairs and the breakdown of relationships. This idle speculation broke the monotony of the never-ending examinations. Perhaps, a welcome distraction from the daily toil we all endured.

With our inability to have a good rapport with the girls there was a certain gratuitous tendency to be unkind to them. In the first few years, girls were seen in small groups chatting and giggling in their own world. Three pretty girls who were always together were unkindly labelled – anorexia, nausea and vomiting. These are the side effects common to most medicines. Even now when I see them it is as if those names are tattooed on their foreheads. I do respect their wish to maintain their modesty and cultural values all those years ago.

Five years in medical school seemed a long time. Towards the end of our course the social climate had improved immeasurably. The icy chill gave way to a thaw. There was better understanding and friendships all round between the sexes. Personally, I was very fortunate to have girls in my group who mixed freely. They endorsed our crass humour and tolerated the questionable behaviour. The girls also learnt to stand their ground and give as much as they got!! There were a few girls in our batch who were sassy trailblazers keeping up with the boys with their racy jokes and mischievous fun. I do respect their boldness in not conforming to the futile cultural constraints in our adult seat of learning.

On looking back what amazes me was my inability to connect with many of the girls during the entire years in medical school. My only contact, perhaps, was to raise a cursory smile when passing them on the endless corridors of our domain. The powers that be in the Faculty of Medicine, in their wisdom, kept us apart giving us a Mens’ Common Room where girls never dared to visit. The few who ventured in were greeted with catcalls and wolf whistles. Much has changed since and we are in a different age.

Now when I meet the girls from our batch at gatherings and reunions it generates such a sense of warmth and accelerated intimacy. They are such lovely and friendly people. I do regret not being friends with them at the faculty. Now we can talk and laugh openly about our younger-selves and how we behaved conforming to the austere world we knew. Friendship is a two-way street and I do acknowledge that for some there were social and cultural barriers that were far too difficult to transgress. Being shy is not a crime but it feels like that now.

I cannot think of many things that humanity has benefited in this time of Covid-19. One that comes to mind easily is reuniting people via Zoom. It has been a great pleasure to see several from our batch both male and female and to speak with them. Amazingly they don’t look any older than when I saw them last in 1967. They all seem to have retained their wicked sense of humour. The girls have not lost their sense of style and good looks. The boys have lost much of their hair but perhaps not their heads!!

Now in this age of easy communication, digital phones and social media this unwanted segregation has ended. Social media platforms have brought the sexes ever closer together, at times too close. There may even be a feeling that all this is far too intrusive. As the years have passed the women can nip and tuck, facelift or use Botox to look young and pretty. Men have the pleasure of Sildenafil to raise the fallen. We all benefit from the 120-year evolution of women’s suffrage and the enormous strides in gender equality. Women can mix freely, speak without fear and even lead a country. Just like the men, the ladies from our batch went on to enjoy prestigious careers in the profession and hold celebrated positions in society.

This is a reminiscent glimpse into an era now long gone when intellectual liberalism was not at all fashionable. As I wander into those happy days as a medical student I still lament the separation of the sexes as an unwanted remnant of a prudish past. As it is often said “even God can’t change the past”.

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Features

Sections of US media looking power straight in the eye

Published

16 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

16 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

16 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).