Midweek Review
Thinking outside Kuppi-box

by Panduka Karunanayake
The recent series of articles in The Island, entitled ‘Kuppi Talk’, should be commended, for attempting to generate a much-needed discussion on some crucial issues in education. Education builds nations. Destroying education destroys the nation – Sri Lanka (and Ceylon before that) being an evocative example of this. Everyone who knows and acknowledges this would value a discussion like Kuppi Talk.
Several articles in the series were excellent, brief expositions of important issues in education, especially higher education. Everyone with an interest in education, particularly young recruits to the academia, must read them – even if, sadly, they might not make an iota of difference to policy. They could still make an enormous difference within the academia, in its ideas, practices and directions. After all, to command respect from the wider society, the academia must first prove worthy of it – and this proof can come only from within.
Lessons to learn
Niyanthini Kadirgamar’s article on the underfunding of education (March 16) reminded me of the days of University Teachers for Dialogue & Democracy (UT4DD), when we first grappled with this problem. Although time has marched on, it appears that we have remained on or circled around the same spot. Nevertheless, she has brought us uptodate on the situation.
It was particularly saddening for me to note that we missed the bus in the years soon after 2015, not only with regard to improving funding for education but also with regard to the reforms to university governance that we attempted. The report on the university governance workshop that was spearheaded by Professor Jayadeva Uyangoda and published in 2016 remains burried in the dusts of time.
Shamala Kumar’s article on ragging (March 30) is the best encapsulation of the subject I have read. She has brought into it her long experience, wide knowledge, analytical acumen and genuine concern. It would be an unpardonable folly for anyone to embark on trying to understand or solve this problem without first reading this article.
Anushka Kahandagamage’s article (April 13), on the value of arts for nation-building in our conflict-riddled society and the danger of pursuing an exclusively STEM-focused line in education, brought together its argument very eloquently. But I wonder whether she could have balanced her focus on Sinhala-Buddhist supremacy in textbook officialese, by also looking at the co-existing, parallel system of Muslim education and its contribution to differentiation, dissociation and discord (which even moderate Muslims have highlighted). It is noteworthy that this parallel system has a long history (see for instance Mahroof, Journal of Islamic Studies 1995;6:25).
Kaushalya Perera’s article on quality in higher education (May 25) nicely summarised a complex, multi-faceted topic. I was especially pleased to see that she touched on the importance of qualification inflation (although not using that term) in graduate unemployment. This is an aspect that policy-makers and politicians gloss over, because it threatens to take the problem from its soft end (i.e., changing curricula in universities) to the hard end (i.e., expanding the industries to enhance employment opportunities). Her exposition of the dangers of the corporatisation of the academia was excellent.
Kaushalya Herath wrote on the need to decolonise our universities from neocolonial hegemonic knowledge structures and situate them more firmly on our own soil (June 08). It provided an eloquent argument in the fewest of words. Herath rightly laments that “universities, once the executors of cultural colonisation, are being colonised by the corporate sector”. In the 1950s this happened to Vidyodaya and Vidyalankara pirivenas when they were converted to universities (i.e., cultural colonisation), and in the present day it is happening to indigenous medicine where its academics are on a mission to ‘modernise’ it to answer the call of the market (i.e., corporate colonisation).
Thus, current efforts in our universities that try to ‘re-discover’ indigenous knowhow run the risk of re-inventing indigenous knowhow through western epistemologies to fit it into western-styled markets, garnished with a populist layer of ‘heritage’ or ‘naturalness’. If our minds are so successfully ‘colonised’, where can indigenous knowhow turn to? Probably to non-university institutions funded and run by philanthropists (which don’t themselves turn into universities after a few decades). And that says something about our universities!
The other articles were focused on the problem of unemployment or ‘unemployability’ of Arts graduates. This was highlighted by a National Audit Office (NAO) report released in November 2020, which stated that more than 50% of our Arts graduates were unemployed (which the Parliamentary Committee on Public Accounts then famously quoted in March 2021). Sivamohan Sumathy in her article (March 02) shed some valuable light on the methodological problems of the studies that had formed the basis for the NAO report. The articles by Farzana Haniffa (April 27) and Hasini Lecamwasam (May 11) elaborated the problem further.
Let me now turn to some points to ponder that this series should trigger.
Undergraduate numbers vs. quality
There appears to be some resentment among Social Science and Humanities (SSH) academics regarding reducing the number of students following Arts degree programmes. To me this is puzzling. Would it not be better to settle for a smaller number of students? The available resources could then be used more effectively, to enhance the quality of the graduate (whichever way they may want to define quality).
Perhaps this resentment is driven by a worry that some Arts degree programmes and departments may become redundant. I wonder, however, whether we can innovate solutions to this. For instance, can we not provide SSH as compulsory studies for all undergraduates (and even postgraduates) in their foundation years?
This is not something new. The value of a multi-faceted education in the formative years is increasingly recognised. In 2005 the Supreme Court of India in a much-celebrated, public-spirited decision determined that every undergraduate must be taught a course on environment studies. In 2009 Professor Carlo Fonseka in his Kannangara Oration suggested something similar: “Once students are selected for different courses in the universities, they should be required to spend a year on a Foundation Course in English,…computer literacy [and] cultural studies.” Our university senates still have enough academic freedom to introduce changes of this nature.
Or is this resentment merely driven by an ideology? Is ideology preventing us from seeing the obvious?
Why dichotomise?
To solve the Arts graduates’ unemployment problem, we are constantly asked to choose between two options. On the one hand is the transformative educational experience that academics propose, handsomely described by Sivamohan Sumathy in her article. On the other hand is the neoliberal, competencies-focused education that the World Bank proposes.
But why do we have to choose between them? Why can’t we combine the two? Can’t we combine the “package of skills and competencies” with the sense of “self, person, society” that we want the graduate to develop – rather than seeing these as opposites that can’t mix? The transformative education is what the people need (in our opinion), and the neoliberal model is what they want. Why can’t we give students an education that they need in a form that they would want? In fact, this sort of education is the only sort of education that is worth giving and receiving.
It is true that these current threats and anxieties are due to an externally imposed challenge (i.e., neoliberalism), and one might not like it. But it is important to remember that universities have never been free of or immune to such challenges.
Historically, the arrival of printing, the rise of the nation state, the Scientific Revolution, the Industrial Revolution, the rise of democracy, the Cold War, the rise of the knowledge industries, the slow economic recession of the 1970s and the fall of the Communist bloc all challenged, re-defined and re-shaped the university. (Eric Lybeck’s The University Revolution is a fascinating recent book on this.) It is true that the academia should have its own terms of engagement with society and its own definition of itself (and Sivamohan Sumathy’s article is a good starting point for this). But it is also imperative that we cannot expect to remain meaningful and relevant to society if we lack sensitivity, flexibility and manoeuverability towards society’s immediate anxieties.
Semantic errors
A common error in academic circles is bundling together globalisation, corporatisation, commoditisation and privatisation into one basket of despised entities. This is evident in Sivamohan Sumathy’s article: “In the current context, globalization is another name for the rapid development of capitalist financialization, and a dissolution of labour as a collective force and as a movement toward socialized citizenry.” Well, actually not. Globalisation, as everyone knows, is a neutral phenomenon that can be applied for various tasks, bad and good. She does qualify this tectonic shift in the meaning of globalisation by appealing to “the current context”. But then, let us at least keep in mind that contexts are generated, fluid and reflexive. After all, our context belongs to us.
I have no problem in accepting that corporatisation of the academia is something bad, or that commodification of education is bad. I also appreciate that uncontrolled privatisation of education paves way for the commodification of education. But here, there are two problems. First, uncontrolled privatisation is not the only form that privatisation of education can take place (unless if we prevent the other forms). Second, privatisation of education in one form or the other is here to stay, because of the huge demand, and the public is already consuming it – our real challenge is to shape it to the nation’s advantage.
Privatisation can take many forms. It can be not-for-profit. We have had examples of private educational institutions that were started by philanthropy and served communities enormously. Sivamohan Sumathy will know the value of the education that American missionaries in the nineteenth century and the philanthropy-funded Jaffna Public Library in the twentieth century added to Jaffna culture. Her friends from the South will know how much H.W. Amarasuriya added to the educational culture of the Southern Province in the twentieth century. Hundreds of thousands of our citizens and families have benefitted from the many private schools and pirivenas set up by indigenous revivalist movements of all three main ethnic groups at the turn of the twentieth century; they were originally private (but supported by the colonial government), and were only later taken over by the state.
To see this broader picture, we need to rename private education as ‘non-state education’ and accept that it belongs in the ‘public sphere’ of our communities and the country – because the word ‘private’ carries too many erroneous connotations and emotive baggage. These institutions serve the public, and the benefits are therefore also public – both individually and collectively. What we must focus on is not their dissolution or ‘nationalisation’, but their quality, cost and access. Quality should be supervised by the state. Cost can be brought down by incentives, which do not necessarily require state funds. And access can be widened by financing mechanisms such as bursaries and loan schemes that ensure that deserving students admitted on merit would not be denied access.
Back to the past or to the future?
Even if one didn’t agree with such arguments, they are still part of a healthy, diverse and inclusive discussion. Such a discussion is not helped by defining globalisation as what it is not, pushing privatisation into the devil’s corner, or presenting the unemployment problem as a dichotomy without middle ground, and building the argument thereon. When our discussion becomes irrelevant and detached from reality, the people ignore us and go on to take whatever option available to them – franchised degrees, cross-border higher education, etc. While we debate on the dichotomy, our students still yearn for those skills and turn elsewhere.
Should we limit our discussion to what our ideologies allow, or have a discussion unhindered by them? Should we live in our past, or reach for the future? That is the crucial question that the UT4DD failed to answer then, to its detriment. Kuppi Talk must address it now.
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The writer is Professor in the Department of Clinical Medicine, Faculty of Medicine, University of Colombo. His email address is panduka@clinmed.cmb.ac.lk
Midweek Review
Rajiva on Batalanda controversy, govt.’s failure in Geneva and other matters

Former President Ranil Wickremesinghe’s recent interview with Mehdi Hasan on Al Jazeera’s ‘Head-to-Head’ series has caused controversy, both in and outside Parliament, over the role played by Wickremesinghe in the counter-insurgency campaign in the late’80s.
The National People’s Power (NPP) seeking to exploit the developing story to its advantage has ended up with egg on its face as the ruling party couldn’t disassociate from the violent past of the JVP. The debate on the damning Presidential Commission report on Batalanda, on April 10, will remind the country of the atrocities perpetrated not only by the UNP, but as well as by the JVP.
The Island sought the views of former outspoken parliamentarian and one-time head of the Government Secretariat for Coordinating the Peace Process (SCOPP) Prof. Rajiva Wijesinha on a range of issues, with the focus on Batalanda and the failure on the part of the war-winning country to counter unsubstantiated war crimes accusations.
Q:
The former President and UNP leader Ranil Wickremesinghe’s interview with Al Jazeera exposed the pathetic failure on the part of Sri Lanka to address war crimes accusations and accountability issues. In the face of aggressive interviewer Mehdi Hasan on ‘Head-to-Head,’ Wickremesinghe struggled pathetically to counter unsubstantiated accusations. Six-time Premier Wickremesinghe who also served as President (July 2022-Sept. 2024) seemed incapable of defending the war-winning armed forces. However, the situation wouldn’t have deteriorated to such an extent if President Mahinda Rajapaksa, who gave resolute political leadership during that war, ensured a proper defence of our armed forces in its aftermath as well-choreographed LTTE supporters were well in place, with Western backing, to distort and tarnish that victory completely. As wartime Secretary General of the Government’s Secretariat for Coordinating the Peace Process (since June 2007 till the successful conclusion of the war) and Secretary to the Ministry of Disaster Management and Human Rights (since Jun 2008) what do you think of Wickremesinghe’s performance?
A:
It made him look very foolish, but this is not surprising since he has no proper answers for most of the questions put to him. Least surprising was his performance with regard to the forces, since for years he was part of the assault forces on the successful Army, and expecting him to defend them is like asking a fox to stand guard on chickens.
Q:
In spite of trying to overwhelm Wickremesinghe before a definitely pro-LTTE audience at London’s Conway Hall, Hasan further exposed the hatchet job he was doing by never referring to the fact that the UNP leader, in his capacity as the Yahapalana Premier, co-sponsored the treacherous Geneva Resolution in Oc., 2015, against one’s own victorious armed forces. Hasan, Wickremesinghe and three panelists, namely Frances Harrison, former BBC-Sri Lanka correspondent, Director of International Truth and Justice Project and author of ‘Still Counting the Dead: Survivors of Sri Lanka’s Hidden War,’ Dr. Madura Rasaratnam, Executive Director of PEARL (People for Equality and Relief in Lanka) and former UK and EU MP and Wickremesinghe’s presidential envoy, Niranjan Joseph de Silva Deva Aditya, never even once referred to India’s accountability during the programme recorded in late February but released in March. As a UPFA MP (2010-2015) in addition to have served as Peace Secretariat Chief and Secretary to the Disaster Management and Human Rights Ministry, could we discuss the issues at hand leaving India out?
A:
I would not call the interview a hatchet job since Hasan was basically concerned about Wickremesinghe’s woeful record with regard to human rights. In raising his despicable conduct under Jayewardene, Hasan clearly saw continuity, and Wickremesinghe laid himself open to this in that he nailed his colours to the Rajapaksa mast in order to become President, thus making it impossible for him to revert to his previous stance. Sadly, given how incompetent both Wickremesinghe and Rajapaksa were about defending the forces, one cannot expect foreigners to distinguish between them.
Q:
You are one of the many UPFA MPs who backed Maithripala Sirisena’s candidature at the 2015 presidential election. The Sirisena-Wickremesinghe duo perpetrated the despicable act of backing the Geneva Resolution against our armed forces and they should be held responsible for that. Having thrown your weight behind the campaign to defeat Mahinda Rajapaksa’s bid to secure a third term, did you feel betrayed by the Geneva Resolution? And if so, what should have the Yahapalana administration done?
A:
By 2014, given the total failure of the Rajapaksas to deal firmly with critiques of our forces, resolutions against us had started and were getting stronger every year. Mahinda Rajapaksa laid us open by sacking Dayan Jayatilleke who had built up a large majority to support our victory against the Tigers, and appointed someone who intrigued with the Americans. He failed to fulfil his commitments with regard to reforms and reconciliation, and allowed for wholesale plundering, so that I have no regrets about working against him at the 2015 election. But I did not expect Wickremesinghe and his cohorts to plunder, too, and ignore the Sirisena manifesto, which is why I parted company with the Yahapalanaya administration, within a couple of months.
I had expected a Sirisena administration to pursue some of the policies associated with the SLFP, but he was a fool and his mentor Chandrika was concerned only with revenge on the Rajapaksas. You cannot talk about betrayal when there was no faith in the first place. But I also blame the Rajapaksas for messing up the August election by attacking Sirisena and driving him further into Ranil’s arms, so that he was a pawn in his hands.
Q:
Have you advised President Mahinda Rajapaksa’s government how to counter unsubstantiated war crimes allegations propagated by various interested parties, particularly the UN, on the basis of the Panel of Experts (PoE) report released in March 2011? Did the government accept your suggestions/recommendations?
A:

Prof. Rajiva Wijesinha
I kept trying, but Mahinda was not interested at all, and had no idea about how to conduct international relations. Sadly, his Foreign Minister was hanging around behind Namal, and proved incapable of independent thought, in his anxiety to gain further promotion. And given that I was about the only person the international community, that was not prejudiced, took seriously – I refer to the ICRC and the Japanese with whom I continued to work, and, indeed, the Americans, until the Ambassador was bullied by her doctrinaire political affairs officer into active undermining of the Rajapaksas – there was much jealousy, so I was shut out from any influence.
But even the admirable effort, headed by Godfrey Gunatilleke, was not properly used. Mahinda Rajapaksa seemed to me more concerned with providing joy rides for people rather than serious counter measures, and representation in Geneva turned into a joke, with him even undermining Tamara Kunanayagam, who, when he supported her, scored a significant victory against the Americans, in September 2011. The Ambassador, who had been intriguing with her predecessor, then told her they would get us in March, and with a little help from their friends here, they succeeded.
Q:
As the writer pointed out in his comment on Wickremesinghe’s controversial Al Jazeera interview, the former Commander-in-Chief failed to mention critically important matters that could have countered Hasan’ s line of questioning meant to humiliate Sri Lanka?
A:
How could you have expected that, since his primary concern has always been himself, not the country, let alone the armed forces?
Q:
Do you agree that Western powers and an influential section of the international media cannot stomach Sri Lanka’s triumph over separatist Tamil terrorism?
A:
There was opposition to our victory from the start, but this was strengthened by the failure to move on reconciliation, creating the impression that the victory against the Tigers was seen by the government as a victory against Tamils. The failure of the Foreign Ministry to work with journalists was lamentable, and the few exceptions – for instance the admirable Vadivel Krishnamoorthy in Chennai or Sashikala Premawardhane in Canberra – received no support at all from the Ministry establishment.
Q:
A couple of months after the 2019 presidential election, Gotabaya Rajapaksa declared his intention to withdraw from the Geneva process. On behalf of Sri Lanka that announcement was made in Geneva by the then Foreign Minister Dinesh Gunawardena, who became the Premier during Wickremesinghe’s tenure as the President. That declaration was meant to hoodwink the Sinhala community and didn’t alter the Geneva process and even today the project is continuing. As a person who had been closely involved in the overall government response to terrorism and related matters, how do you view the measures taken during Gotabaya Rajapaksa’s short presidency to counter Geneva?
A:
What measures? I am reminded of the idiocy of the responses to the Darusman report by Basil and Gotabaya Rajapaksa, who went on ego trips and produced unreadable volumes trying to get credit for themselves as to issues of little interest to the world. They were planned in response to Darusman, but when I told Gotabaya that his effort was just a narrative of action, he said that responding to Darusman was not his intention. When I said that was necessary, he told me he had asked Chief-of-Staff Roshan Goonetilleke to do that, but Roshan said he had not been asked and had not been given any resources.
My own two short booklets which took the Darusman allegations to pieces were completely ignored by the Foreign Ministry.
Q:
Against the backdrop of the Geneva betrayal in 2015 that involved the late Minister Mangala Samaraweera, how do you view President Wickremesinghe’s response to the Geneva threat?
A: Wickremesinghe did not see Geneva as a threat at all. Who exactly is to blame for the hardening of the resolution, after our Ambassador’s efforts to moderate it, will require a straightforward narrative from the Ambassador, Ravinatha Ariyasinha, who felt badly let down by his superiors. Geneva should not be seen as a threat, since as we have seen follow through is minimal, but we should rather see it as an opportunity to put our own house in order.
Q:
President Anura Kumara Dissanayake recently questioned both the loyalty and professionalism of our armed forces credited with defeating Northern and Southern terrorism. There hadn’t been a previous occasion, a President or a Premier, under any circumstances, questioned the armed forces’ loyalty or professionalism. We cannot also forget the fact that President Dissanayake is the leader of the once proscribed JVP responsible for death and destruction during 1971 and 1987-1990 terror campaigns. Let us know of your opinion on President Dissanayake’s contentious comments on the armed forces?
A: I do not see them as contentious, I think what is seen as generalizations was critiques of elements in the forces. There have been problems, as we saw from the very different approach of Sarath Fonseka and Daya Ratnayake, with regard to civilian casualties, the latter having planned a campaign in the East which led to hardly any civilian deaths. But having monitored every day, while I headed the Peace Secretariat, all allegations, and obtained explanations of what happened from the forces, I could have proved that they were more disciplined than other forces in similar circumstances.
The violence of the JVP and the LTTE and other such groups was met with violence, but the forces observed some rules which I believe the police, much more ruthlessly politicized by Jayewardene, failed to do. The difference in behaviour between the squads led for instance by Gamini Hettiarachchi and Ronnie Goonesinghe makes this clear.
Q:
Mehdi Hasan also strenuously questioned Wickremesinghe on his role in the UNP’s counter-terror campaign during the 1987-1990 period. The British-American journalists of Indian origins attacked Wickremesinghe over the Batalanda Commission report that had dealt with extra-judicial operations carried out by police, acting on the political leadership given by Wickremesinghe. What is your position?
A:
Wickremesinghe’s use of thugs’ right through his political career is well known. I still recall my disappointment, having thought better of him, when a senior member of the UNP, who disapproved thoroughly of what Jayewardene had done to his party, told me that Wickremesinghe was not honest because he used thugs. In ‘My Fair Lady,’ the heroine talks about someone to whom gin was mother’s milk, and for Wickremesinghe violence is mother’s milk, as can be seen by the horrors he associated with.
The latest revelations about Deshabandu Tennakoon, whom he appointed IGP despite his record, makes clear his approval for extra-judicial operations.
Q:
Finally, will you explain how to counter war crimes accusations as well as allegations with regard to the counter-terror campaign in the’80s?
A:
I do not think it is possible to counter allegations about the counter-terror campaign of the eighties, since many of those allegations, starting with the Welikada Prison massacre, which Wickremesinghe’s father admitted to me the government had engendered, are quite accurate. And I should stress that the worst excesses, such as the torture and murder of Wijeyedasa Liyanaarachchi, happened under Jayewardene, since there is a tendency amongst the elite to blame Premadasa. He, to give him his due, was genuine about a ceasefire, which the JVP ignored, foolishly in my view though they may have had doubts about Ranjan Wijeratne’s bona fides.
With regard to war crimes accusations, I have shown how, in my ‘Hard Talk’ interview, which you failed to mention in describing Wickeremesinghe’s failure to respond coherently to Hasan. The speeches Dayan Jayatilleke and I made in Geneva make clear what needed and still needs to be done, but clear sighted arguments based on a moral perspective that is more focused than the meanderings, and the frequent hypocrisy, of critics will not now be easy for the country to furnish.
By Shamindra Ferdinando
Midweek Review
Research: Understanding the basics and getting started – Part I

Introduction
No human civilization—whether large or small, modern or traditional—has ever survived without collectively engaging in three fundamental processes: the production and distribution of goods and services, the generation and dissemination of knowledge and culture, and the reproduction and sustenance of human life. These interconnected functions form the backbone of collective existence, ensuring material survival, intellectual continuity, and biological renewal. While the ways in which these functions are organised vary according to technological conditions, politico-economic structures and geo-climatic contexts, their indispensability remains unchanged. In the modern era, research has become the institutionalized authority in knowledge production. It serves as the primary mechanism through which knowledge is generated, rooted in systematic inquiry, methodological rigor, and empirical validation. This article examines the key aspects of knowledge formation through research, highlighting its epistemological foundations and the systematic steps involved.
What is knowledge?
Knowledge, at its core, emerged from humanity’s attempt to understand itself and its surroundings. The word “knowledge” is a noun derived from the verb “knows.” When we seek to know something, the result is knowledge—an ongoing, continuous process. However, those who seek to monopolise knowledge as a tool of authority often attribute exclusivity or even divinity to it. When the process of knowing becomes entangled with power structures and political authority, the construction of knowledge risks distortion. It is a different story.
Why do we seek to understand human beings and our environment? At its core, this pursuit arises from the reality that everything is in a state of change. People observe change in their surroundings, in society, and within themselves. Yet, the reasons behind these transformations are not always clear. Modern science explains change through the concept of motion, governed by specific laws, while Buddhism conceptualises it as impermanence (Anicca)—a fundamental characteristic of existence. Thus, knowledge evolves from humanity’s pursuit to understand the many dimensions of change
It is observed that Change is neither random nor entirely haphazard; it follows an underlying rhythm and order over time. Just as nature’s cycles, social evolution, and personal growth unfold in patterns, they can be observed and understood. Through inquiry and observation, humans can recognise these rhythms, allowing them to adapt, innovate, and find meaning in an ever-changing world. By exploring change—both scientifically and philosophically—we not only expand our knowledge but also cultivate the wisdom to navigate life with awareness and purpose.
How is Knowledge Created?
The creation of knowledge has long been regarded as a structured and methodical process, deeply rooted in philosophical traditions and intellectual inquiry. From ancient civilizations to modern epistemology, knowledge generation has evolved through systematic approaches, critical analysis, and logical reasoning.
All early civilizations, including the Chinese, Arab, and Greek traditions, placed significant emphasis on logic and structured methodologies for acquiring and expanding knowledge. Each of these civilizations contributed unique perspectives and techniques that have shaped contemporary understanding. Chinese tradition emphasised balance, harmony, and dialectical reasoning, particularly through Confucian and Taoist frameworks of knowledge formation. The Arab tradition, rooted in empirical observation and logical deduction, played a pivotal role in shaping scientific methods during the Islamic Golden Age. Meanwhile, the Greek tradition advanced structured reasoning through Socratic dialogue, Aristotelian logic, and Platonic idealism, forming the foundation of Western epistemology.
Ancient Indian philosophical traditions employed four primary strategies for the systematic creation of knowledge: Contemplation (Deep reflection and meditation to attain insights and wisdom); Retrospection (Examination of past experiences, historical events, and prior knowledge to derive lessons and patterns); Debate (Intellectual discourse and dialectical reasoning to test and refine ideas) and; Logical Reasoning (Systematic analysis and structured argumentation to establish coherence and validity).The pursuit of knowledge has always been a dynamic and evolving process. The philosophical traditions of ancient civilizations demonstrate that knowledge is not merely acquired but constructed.
Research and Knowledge
In the modern era, research gradually became the dominant mode of knowledge acquisition, shaping intellectual discourse and scientific progress. The structured framework of rules, methods, and approaches governing research ensures reliability, validity, and objectivity. This methodological rigor evolved alongside modern science, which institutionalized research as the primary mechanism for generating new knowledge.
The rise of modern science established the authority and legitimacy of research by emphasizing empirical evidence, systematic inquiry, and critical analysis. The scientific revolution and subsequent advancements across various disciplines reinforced the notion that knowledge must be verifiable and reproducible. As a result, research became not just a tool for discovery, but also a benchmark for evaluating truth claims across diverse fields. Today, research remains the cornerstone of intellectual progress, continually expanding human understanding and serving as a primary tool for the formation of new knowledge.
Research is a systematic inquiry aimed at acquiring new knowledge or enhancing existing knowledge. It involves specific methodologies tailored to the discipline and context, as there is no single approach applicable across all fields. Research is not limited to academia—everyday life often involves informal research as individuals seek to solve problems or make informed decisions.It’s important to distinguish between two related but distinct activities: search and research. Both involve seeking information, but a search is about retrieving a known answer, while research is the process of exploring a problem without predefined answers. Research aims to expand knowledge and generate new insights, whereas search simply locates existing information.
Western Genealogy
The evolution of Modern Science, as we understand it today, and the establishment of the Scientific Research Method as the primary mode of knowledge construction, is deeply rooted in historical transformations across multiple spheres in Europe.
A critical historical catalyst for the emergence of modern science and scientific research methods was the decline of the medieval political order and the rise of modern nation-states in Europe. The new political entities not only redefined governance but also fostered environments where scientific inquiry could thrive, liberated from the previously dominant influence of religious institutions. Establishment of new universities and allocation of funding for scientific research by ‘new monarchs’ should be noted. These shifting power dynamics created space for scientific research more systematically. The Royal Society of London for Improving Natural Knowledge was founded in 1662, while the French Academy of Sciences (Académie des Sciences) was established in 1666 under royal patronage to promote scientific research.
Alongside this political evolution, the feudal economic order declined, paving the way for modern capitalism. This transformation progressed through distinct stages, from early commercial capitalism to industrial capitalism. The rise of commercial capitalism created a new economic foundation that supported the funding and patronage of scientific research. With the advent of industrial capitalism, the expansion of factories, technological advancements, and the emphasis on mass production further accelerated innovation in scientific methods and applications, particularly in physics, engineering, and chemistry.
For centuries, the Catholic Church was the dominant ideological force in Europe, but its hegemony gradually declined. The Renaissance played a crucial role in challenging the Church’s authority over knowledge. This intellectual revival, along with the religious Reformation, fostered an environment conducive to alternative modes of thought. Scholars increasingly emphasised direct observation, experimentation, and logical reasoning—principles that became the foundation of modern science.
Research from Natural Science to Social Science
During this period, a new generation of scientists emerged, paving the way for groundbreaking discoveries that reshaped humanity’s understanding of the natural world. Among them, Nicolaus Copernicus (1473–1543), Johannes Kepler (1571–1630), Galileo Galilei (1564–1642), and Isaac Newton (1642–1726) made remarkable contributions, expanding the boundaries of human knowledge to an unprecedented level.
Like early scientists who sought to apply systematic methods to the natural world, several scholars aimed to bring similar principles of scientific inquiry to the study of human society and behavior. Among them, Francis Bacon (1561–1626) championed the empirical method, emphasising observation and inductive reasoning as the basis for knowledge. René Descartes (1596–1650) introduced a rationalist approach, advocating systematic doubt and logical deduction to establish fundamental truths. David Hume (1711–1776) further advanced the study of human nature by emphasizing empirical skepticism, arguing that knowledge should be derived from experience and sensory perception rather than pure reason alone.
Fundamentals of Modern Scientific Approach
The foundation of modern scientific research lies in the intricate relationship between perception, cognition, and structured reasoning.
Sensation, derived from our senses, serves as the primary gateway to understanding the world. It is through sensory experience that we acquire raw data, forming the fundamental basis of knowledge.
Cognition, in its essence, is a structured reflection of these sensory inputs. It does not exist in isolation but emerges as an organised interpretation of stimuli processed by the mind. The transition from mere sensory perception to structured thought is facilitated by the formation of concepts—complex cognitive structures that synthesize and categorize sensory experiences.
Concepts, once established, serve as the building blocks of higher-order thinking. They enable the formulation of judgments—assessments that compare, contrast, or evaluate information. These judgments, in turn, contribute to the development of conclusions, allowing for deeper reasoning and critical analysis.
A coherent set of judgments forms more sophisticated modes of thought, leading to structured arguments, hypotheses, and theoretical models. This continuous process of refining thought through judgment and reasoning is the driving force behind scientific inquiry, where knowledge is not only acquired but also systematically validated and expanded.
Modern scientific research, therefore, is a structured exploration of reality, rooted in sensory perception, refined through conceptualisation, and advanced through logical reasoning. This cyclical process ensures that scientific knowledge remains dynamic, evolving with each new discovery and theoretical advancement.
( Gamini Keerawella taught Historical Method, and Historiography at the University of Peradeniya, where he served as Head of the Department and Senior Professor of History. He is currently a Professor Emeritus at the same university)
by Gamini Keerawella
Midweek Review
Guardians of the Sanctuary

The glowing, tranquil oceans of green,
That deliver the legendary cup that cheers,
Running to the distant, silent mountains,
Are surely a sanctuary for the restive spirit,
But there’s pained labour in every leaf,
That until late was not bestowed the ballot,
But which kept the Isle’s economy intact,
And those of conscience are bound to hope,
That the small people in the success story,
Wouldn’t be ignored by those big folk,
Helming the struggling land’s marketing frenzy.
By Lynn Ockersz
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