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Midweek Review

Why Sociology should be included in Sri Lankan school curriculum

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Potential educational system reforms in Sri Lanka have become a prominent topic of national debate, attracting the interest of policymakers, educationists, and the public. The most controversial issue, the media implies, is how to retain history in the GCE Ordinary Level syllabus while addressing wider issues about the role of national identity, collective memory, and civic education in the shaping of young minds. The Prime Minister, caught in a whirlwind of rival visions and policy ideas, is struggling to untangle a web of concepts related to curriculum innovation, equity, and relevance. In denying a report that she would remove history from school curriculum, PM has said that she is firm that she will not remove history from the curriculum, as reported in the Daily News. In addition, she is proposing ideas about the Year Five Scholarship Programme, which is viewed as a burden on children and the PM proposing to make it less cumbersome by introducing a modular assessment in place of the rigorous exam. Neither the Prime Minister nor the policymakers seem to consider that studying contemporary society should be a key theme in the high school syllabus. This article attempts to present an argument that sociology is more relevant than history to the school curriculum, and that this idea must be taken seriously by the relevant authorities.

Students should, from an early age, learn how to look at society and community critically and analyse them in a way that would allow them to live a better life as responsible citizens. They would thus become capable citizens who can look at ethnic diversity and social inequality with more compassion and clarity, thereby learning about social norms and civic engagement.

Sociology deals with the nature of societies, thus helping students to manage daily issues and relationships, to understand the role of power and how it is distributed, and to learn how to negotiate cultural differences effectively. Therefore, the introduction of sociology into the school curriculum would be a vital step towards the goal of a well-rounded school education.

Though traditional subjects like mathematics, biology, literature, and history have been the mainstay of school education, there is an increasing number of scholars, educators, and policymakers who argue that sociology must be a regular part of the school curriculum. Such pressure does not come from passing intellectual fashion but from a belief in the special ability of sociology to equip young minds for critical understanding of the world that surrounds them. Sociology, as a social science, provides the intellectual tools to make sense of the typically invisible forces that structure individual behaviour, institutions, and collective life. The study of sociology in school would enhance their critical thinking, instil in them principles of civic engagement, and prepare future citizens with the analytical ability to navigate the problems of modern living.

Intellectual and moral capacities

Education is not merely the passing on of information; it is the nurturing of the intellectual and moral capacities of the young. Education must equip individuals to be active, informed citizens who are able to contribute to matters of governance, justice, identity, and the common good. But in the Sri Lankan school system, social sciences are marginalized or fragmented in such a way that students gain only a patchy knowledge about how societies work. Because sociology is comprehensive and interdisciplinary, it can bridge the gap between wider society and school education by giving students a coherent outlook, allowing them to make more sense of the social world they live in. Dr. Stephanie Wilson, a professor teaching sociology at UNCO, writes, ‘The sociological imagination enables individuals to see the social and cultural context in which they live as well as understand how that context shapes their lives and experiences.’ Sociology enables students to examine their personal life experiences in the context of larger social structures and see how they have been shaped by social forces. They begin to recognise that their personal troubles often reflect deeper social issues. An understanding of the link between their personal life experiences and social forces helps students to challenge injustice, resist apathy, and seek meaningful change.

Engendering capacity

Engendering the capacity to view one’s own experience as part of larger social and historical forces is an important contribution of sociology. In the school context, it allows students to consider how social structures, patterns, and norms affect their identities, choices, and dilemmas. Teenagers go through a very intense stage of development in which they must grapple with resistance, conformity, relationships and belonging issues. Teachers who introduce sociology to their students at a young age can provide students with a toolkit for approaching these questions critically and empathetically, with a focus on self-awareness and social awareness. For example, by studying socialization processes—how people learn and internalize society’s norms and values—adolescents struggling with peer relationships, family problems, and media pressures, acquire a framework for interpreting their own and others’ behaviour.

Subjects like conformity and deviance, gender roles, racial and ethnic identity, and inequality are matters of shared concern in the everyday life of students. These concerns are not just theoretical; they reveal actual tensions in their lives. Early introduction of sociology courses can thereby render education more relevant and personally significant, stimulating interest in learning.

Aside from personal interest, sociology imparts transferable analytical abilities applicable in in other academic areas and in life in general. Sociological analysis, both qualitative and quantitative, fosters evidence-based thinking and scepticism regarding information, accepted truths, beliefs that are upheld by institutions, traditions, or dominant ideologies. During this age of information ubiquity, where misinformation abounds and public discourse is characterized by polarized rhetoric, such skills are desperately needed.

Sociology promotes critical thinking

Sociology trains students to question assumptions, critically assess sources, and identify bias in a bid to separate empirical evidence from ideological rhetoric. Sociology also fosters intercultural understanding and social empathy—qualities increasingly valuable in our multicultural and globalized societies. This is particularly crucial in democratic countries such as Sri Lanka, where an enlightened citizenry is the bedrock of political stability and development.

By studying various cultures, social norms, and historical paths, students come to value the diversity of human action and the tentativeness of social values. The ethnic conflicts between various groups in Sri Lanka can be reduced when students are taught to value Sri Lanka’s highly diversified cultural heritage. By acknowledging the multiethnic nature of Sri Lankan society—not merely as a statistical reality but as a basis for common history and identity—young individuals can develop empathy, dismantle prejudice, and transcend feelings of competition, hatred, or separation. Diversity-respecting education creates social cohesion. Students learn that what is ‘normal’ or ‘acceptable’ differs according to the context and that such differences have historically been based on power relationships and contention.

Rejection of ethnocentricity

This can lead to a rejection of ethnocentricity and paves the way towards a more inclusive orientation, one that is required to overcome racism, casteism, sexism, and other forms of discrimination. The classroom can be a place where a challenging discussion of privilege, marginality, and structural unfairness can be conducted fruitfully with the participation of students and with the help of scholarly theory and moral inquiry.

Resistance to bringing sociology to the school-level education typically cites curriculum requirements or argues that such material is too advanced or politicized for adolescents to handle. Such objections overlook the flexibility of sociological pedagogy and underestimate the intellectual capacity of adolescents. Sociology can be made age-appropriate, with case studies, interactive methods, and demystified language. In addition, introducing students to value free sociological analysis which is not indoctrination invites students to question, reflect, and think abilities that are at the centre of a liberal education. Schools in numerous nations have come to appreciate the promise of sociology for school education. Why not us in Sri Lanka?

Sociology is a well-subscribed A-Level option in Britain with thousands of students taking the subject every year and the possibility of progression onto further humanities and social science study. In UK secondary schools, sociology is typically taught at the GCSE and A Level stages, with textbooks tailored to exam boards like AQA, OCR, and Eduqas. One of the widely used sociology book in the UK is AQA GCSE Sociology written by Pauline Wilson and Martin Holborn that covers core topics like families, education, crime, and social stratification. In the United States, bodies such as the American Sociological Association (ASA) have successfully campaigned in relation to national curricula and teacher training to facilitate sociology teaching at the school level. One of the many textbooks used in the USA schools is Sociology & You by McGraw Hill Designed specifically for grades 9–12, this textbook introduces core concepts with student-friendly language and real-world examples.

Sociology broadens mind

These activities reflect increasing agreement that sociology not only broadens the mind but is also a part of the civic and moral education of young people. Undergraduate sociology is included in social sciences, humanities, law, and public administration courses.

Sociology courses in school education should be relevant to national circumstances. At the national level social fabric is complex where problems of caste, kinship, gender, and social change cut across other social forces. In India, Sociologists such as Irawati Karve, M.N. Srinivas, and G.S. Ghurye have given this discipline characteristically Indian viewpoints, thus enriching the thinking and simultaneously making it more relevant to Indian society and accessible to school education. In Sri Lanka, country-specific viewpoints must be built into the syllabus focussing on the findings of major sociologists and anthropologists of the country.

Introduction of sociology into school education also aligns with the general educational goals of school education to prepare students for entry into the workforce or to be lifelong learners. Skills learned while studying sociology—analytical thinking, awareness of research, oral and written communication, ethical decision-making, and cultural competence—are all highly sought after across professions and industries. Students instructed in sociology studies bring an educated awareness to professional and institutional engagement, no matter whether they aspire to be doctors, lawyers, teachers, social workers, businesspeople, or government officials. Employers are increasingly seeking job candidates who can deal with diversity, think systematically, and problem-solve via creative collaboration. Sociology cultivates these competencies.

If students can be taught to learn other individuals’ points of view, examine them, and look for explanations of inequality and conflict, they are less likely to be victims of simplistic accounts and more likely to engage in constructive debate. Especially in Sri Lanka, where suicide and homicide rates are high, teaching sociology at schools describing behavioural factors associated with such crimes will help reduce such incidents and the risks associated with them.

At a time of accelerating technological change, economic dislocation, and environmental deterioration, thinking sociologically is not a luxury—it is a necessity. Sociology teaches students that social problems are complicated and multivariate, that their solutions demand both empathy and change, and that everyday citizens can play a role in constructing collective futures.

Posing challenging questions

Disciplines that question received wisdom or reveal concealed relations of power are more likely than not to be resisted. But it is that subversive potential that renders sociology so significant. It empowers students to pose challenging questions: Why do certain groups of individuals have more access to resources than others? In what ways are social hierarchies consolidated and contested by institutions? What is the role of ideology in framing opinions? These are not easy issues to address, but they are crucial to democratic sensibilities and moral citizenship.

To be used effectively at school education level, school systems must invest seriously in teacher education, curriculum transformation, and resource provision. Teachers require assistance in creating stimulating lessons, monitoring learning, and leading classroom discussions on complicated issues. Partnerships between universities and schools can offer the possibility of exchanging skills and resources. E-platforms and interactive technologies also offer new possibilities for experiential learning, for example, enabling students to carry out surveys, examine the media, and work together with community organizations. Assessment should go beyond testing recall, and emphasise critical thinking, research projects, and collaborative inquiry.

The introduction of sociology into school teaching would reaffirm a philosophical commitment to education as a means of empowerment. It is widely acknowledged that the purpose of education is not merely for economic reasons, but also for civic and moral growth. In the words of Paulo Freire, the Brazilian philosopher and educator, education must be a practice of freedom—a means by which men and women come to know and transform their world. Sociology keeps alive this dream, calling students beyond passive compliance to active participation. It is a discipline that raises not only questions of what is, but questions of what can be. During a time when young people are confronted with unprecedented levels of challenges—from climate change and political instability to mental health and identity crises—they must be provided with the capacity to make sense of and rebuild their social world, and that act of empowerment is of prime importance.

Sociology in schools must be taught not as some frivolous elective but as an essential component of an integrated education. The lack of sociology teaching in schools leaves a gap in teenagers’ intellectual and ethical coming-of-age, with no language or examples through which to interpret their world. In bringing sociology into school curricula, we are investing in a generation that is better educated, more empathetic, and more capable of meeting the unknowns of the future with wisdom and bravery. Knowledge about society should not be the domain of the elite or intellectual—it must reach every young mind that wishes to know

Amarasiri de Silva is an Emeritus Professor of Sociology at the University of Peradeniya. He has spent nearly forty years teaching and researching in the field. With thirty years of distinguished service at Peradeniya, he continues to contribute his interdisciplinary insights as an Adjunct Professor at the University of Pittsburgh and as a Lecturer at the University of California, Santa Cruz, USA.

by Professor Amarasiri de Silva



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Midweek Review

A victory that can never be forgotten

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President Mahinda Rajapaksa at the Matara victory parade, in 2014, held to mark the eradication of the LTTE.

The country is in deepening turmoil over the theft of USD 2.5 mn from the Treasury. The Treasury affair has placed the arrogant NPP in an embarrassing position. The controversial release of 323 red-flagged containers from the Colombo Port, in addition to two carrying narcotics and the coal scam that forced Energy Minister Kumara Jayakody to resign, has eroded public confidence though the NPP pretends otherwise.

Suspicious deaths of a Finance Ministry official, suspended over the Treasury heist of USD 2.5 million, and ex-SriLankan Airlines CEO Kapila Chandrasena shouldn’t distract the government and the Opposition from marking victory over terrorism.

But, the country, under any circumstances, shouldn’t forget to celebrate Sri Lanka’s greatest post-independence achievement. Dinesh Udugamsooriya, a keen follower of conflict and post-Aragalaya issues, insists that those who cherish the peace achieved should raise the national flag in honour of the armed forces.

The armed forces paid a huge price to preserve the country’s unitary status. Those who represent Parliament and outside waiting for an opportunity to return to Parliament must keep in their minds, unitary status is non-negotiable, under any circumstances, and such efforts would be in vain.

By Shamindra Ferdinando

Sri Lanka celebrates, next week, the eradication of the bloodthirsty separatist Liberation Tigers of Tamil Eelam (LTTE) as a conventional threat to the survival of this nation, at least in our hearts, even if the authorities dampen any celebrations. The armed forces brought the war to a successful conclusion on 18 May, 2009. The body of undisputed leader of the LTTE, Velupillai Prabhakaran, was found on the banks of the Nanthikadal lagoon, on the morning of 19 May, less than 24 hours after the ground forces declared the end of operations in the Vanni theatre.

The LTTE’s annihilation is Sri Lanka’s greatest post-independence achievement. Whatever various interested parties, pursuing different agendas say, the vast majority of people accept the eradication of the LTTE’s conventional military capacity as the armed forces’ highest achievement.

Sri Lanka’s triumph cannot be discussed without taking into consideration how the Indian-trained LTTE, who also went on to fight the New Delhi’s Army deployed here, in terms of the Indo-Lanka Peace Accord, signed in July, 1987, giving it an unforgettable hiding. The Indian misadventure here cost them the lives of nearly 1,500 officers and men. Just over a year after the Indian pullout, in March, 1990, the LTTE assassinated Rajiv Gandhi who, in his capacity as the Prime Minister, deployed the Indian Army here. But India launched the Sri Lanka destabilisation project during Indira Gandhi’s premiership.

Western powers, the now decimated United National Party (UNP), Janatha Vimukthi Peramuna (JVP), and an influential section of the media, propagated the lie that the LTTE couldn’t be defeated. But, the United People’s Freedom Party (UPFA), under President Mahinda Rajapaksa’s resolute leadership, sustained a nearly three-year long genuine sustained offensive that brought the entire Northern and Eastern regions back under government control.

The UNP relentlessly hindered the war against the LTTE. UNP leader Ranil Wickremesinghe, hell-bent on undermining the military campaign, had no qualms in questioning the military strategy. The former Prime Minister went to the extent of sarcastically questioning the culmination of the military campaign in the East with the capture of Thoppigala (Baron’s cap) in the second week of July, 2007, calling it just a rock outcrop with no significance. Believing the military lacked the strength to continue with the campaign, Wickremesinghe publicly ridiculed the Thoppigala success. The then Brigadier Chagie Gallage, the pint-sized human dynamo, provided critical leadership to the highly successful Eastern campaign that deprived the LTTE the opportunity to compel the armed forces to commit far larger strength to the region. We clearly recall how he went to announce the prized capture from his forward base, that afternoon, driving his own jeep, dressed as a soldier wearing a cap, with his second in command seated by his side, obviously not to fall victim to any sniper hiding in the surrounding jungles.

The likes of Ravi Karunanayaka, Lakshman Kiriella, Dr. Rajitha Senaratna and the late Mangala Samaraweera demeaned such successes by contributing to a vicious political campaign that dented public confidence in the armed forces. Then Lt. General Sarath Fonseka’s Army needed a massive boost, not only to sustain the relentless advance into the enemy territory, but to hold onto and stabilise areas brought under government control. But the viciousness of these critics were such that Samaraweera had the gall to say that Fonseka was not even fit to lead the Salvation Army.

The Opposition campaign was meant to deter the stepped up recruitment campaign that enabled the Army to increase its strength from 116,000 to over 205,000 at the end of the campaign. In spite of disgraceful Opposition attempts to cause doubts, regarding the military campaign among the public, with backing from Western vultures, who were all for LTTE success, the Rajapaksa government maintained the momentum.

President Rajapaksa had a superb team that ensured the government confidently met the daunting challenge. That team included Defence Secretary Gotabaya Rajapaksa, Vice Admiral Wasantha Karannagoda, Lt. General Sarath Fonseka, Air Marshal Roshan Goonetileke and the then Chief of National Intelligence (CNI) Maj. General Kapila Hendawitharana. There were also the likes of Rear Admiral Sarath Weerasekera, who returned from retirement to transform the once ragtag Home Guards into a worthy back-up to the military, as the Civil Defence Force, at critical places/junctures.

The then Governor of the Central Bank, Ajith Nivard Cabraal, played a significant role in overall government response to the challenge. The then presidential advisor MP Basil Rajapaksa’s role, too, should be appreciated and Prof. Rajiva Wijesinghe as well as Minister Mahinda Samarasinghe contributed to counter the false propaganda campaigns directed at the country. Whatever the shortcomings of the Mahinda Rajapaksa-led UPFA may have had, the armed forces couldn’t have succeeded if the resolute political leadership he provided, with his team of brothers, failed both in and outside Parliament. That is the undeniable truth.

During the 2006-2009 campaign, the UNP twice tried to defeat the UPFA Budget, thereby hoping to bring the war to an abrupt end. Th utterly contemptible move to defeat the UPFA Budget ultimately caused a split in the JVP with a section of the party switching its allegiance to President Rajapaksa to save the day.

Amidst political turmoil and both overt and covert Western interventions, the armed forces pressed ahead with the offensive. It would be pertinent to mention that the Vanni campaign began in March, 2007, a couple of months before the armed forces brought the eastern campaign to an end.

Vanni campaign

The Army launched the Vanni campaign in March, 2007. The 57 Division that had been tasked with taking Madhu, and then proceeding to Kilinochchi, faced fierce resistance. The principal fighting Division suffered significant casualties and progress was slow. An irate Fonseka brought in Maj. Gen. Jagath Dias as General Officer Commanding (GoC) of the 57 Division to advance and consolidate areas brought under control.

The Army expanded the Vanni campaign in September, 2007. The Task Force 1 (later 58 Division) launched operations from the Mannar ‘rice bowl’. Fonseka placed Gallage in command of that fighting formation but was replaced by the then Brigadier Shavendra Silva, as a result of a medical emergency.

The Army gradually took the upper hand in the Vanni west while the LTTE faced a new threat in the Vanni east with the newly created 59 Division, under Brigadier Nandana Udawatta, launching offensive action in January, 2008. Having launched its first major action in the Weli Oya region, that Division fought its way towards Mullaitivu, an LTTE stronghold since 1996.

The 53 (Maj. Gen. Kamal Gunaratne) and 55 (Brig. Prasanna Silva) Divisions, deployed in the Jaffna peninsula, joined the Vanni offensive, in late 2008, as the TF 1 fought its way to Pooneryn, turned right towards Paranthan, captured that area and then hit Elephant Pass and rapidly advanced towards Kilinochchi. The TF 1 and 57 Division met in Kilinochchi and the rest is history.

Once the Army brought Kilinochchi under its control, in January, 2009, the LTTE lost the war. The raising of the Lion flag over Kilinochchi meant that the entire area, west of the Kandy-Jaffna A9 road, had been brought under government control. By then the LTTE had lost the sea supply route, between Tamil Nadu and Mannar region. The LTTE was surrounded by several fighting formations in the Vanni east while the Navy made an unprecedented achievement by cordoning off the Mullaitivu coast that effectively cut them off on all sides.

During the final phase of the naval action, they captured Sea Tiger leader Soosai’s wife, Sathyadevi, and her children Sivanesan Mani Arasu and Sivanesan Sindhu. Spearheaded by the elite Fourth Fast Attack Flotilla, the Navy conducted a sustained campaign, with spectacular success in the high seas, and, by late 2008, the Navy dominated the waters around the country.

The sinking of floating LTTE warehouses, with the intelligence provided by the Directorate of Military Intelligence (DMI) and the US Pacific Command, after the Americans decided to speed up the inevitable, and a campaign, directed at operations across the Palk Strait, weakened the LTTE. By early January, 2009, the LTTE had lost its capacity to carry out mid-sea transfers, and the use of Tamil Nadu fishing trawlers to bring in supplies, and it was only a matter of time before the group surrendered or faced the consequences.

Although Tamil Diaspora still believed in the LTTE launching a massive counter attack on the Vanni east front and the Tamil National Alliance (TNA), under the leadership of the late R. Sampanthan, worked hard to halt the offensive, President Rajapaksa declared that the offensive wouldn’t be called off. President Rajapaksa had the strength to resist the combined pressure brought on him by the West and the UN until the armed forces delivered the final blow.

The despicable efforts made by US Secretary of State Hillary Clinton to block IMF funding for Sri Lanka is in the public domain. Clinton was obviously trying to please the Tamil Diaspora. The US made that attempt as the ground offensive was on the last phase against the backdrop of the international community suspending relief supply ships to Puthumathalan.

The IMF provided the much required funding to Sri Lanka, regardless of Clinton’s intervention.

A targeted assassination

The Air Force conducted a strategic campaign against the LTTE while providing support to both the Army and the Navy. Despite limited resources, the Air Force pulverised the enemy and high profile target assassination of S.P. Thamilselvan, in his Kilinochchi hideout, in early November, 2007, shook the LTTE leadership. The deployment of a pair of jets (Kafir and MiG 27), on the basis of intelligence provided by the DMI and backed by UAV footage, to carry out a meticulous strike on Thamilselvan’s Kilinochchi hideout, caused unprecedented fear among the LTTE.

Current Defence Secretary, Sampath Thuyakontha, in his capacity as the Commanding Officer of No 09 Squadron, played a vital role in action against the LTTE. Thuyakontha earned the respect of all for landing behind enemy lines in support of LRRP (Long Range Reconnaissance Patrol).

As the Army advanced on the Vanni east front, thousands of LTTE cadres gave up their weapons, threw away their trade mark cyanide capsules and surrendered. Their defences crumbled and even hardcore cadres surrendered, regardless of the warning issued by Prabhakaran. By the time the armed forces concluded clearing operations, over 12,000 LTTE cadres were in government custody. Although those who couldn’t stomach Sri Lanka’s victory over the LTTE propagated lies regarding the rehabilitation programme, the ordinary Tamil people appreciated the project.

C.V. Wigneswaran, in his capacity as the Chief Minister of the Northern Province, called for a US investigation into the death of ex-LTTE cadres in government custody. The retired Supreme Court judge sought to consolidate his political power by alleging the Army executed surrendered men by injecting them with poison. The then Yahapalana government failed to take action against Wigneswaran who claimed over 100 deaths among ex-combatants.

Instead of initiating legal action, the war-winning Rajapaksa government rehabilitated them. Even after the change of government, in 2015, the rehabilitation project continued. Almost all of them had been released and, since the end of war, the members of the defeated LTTE never tried to reorganise, though some Diaspora elements made an attempt.

The LTTE’s demise brought an end to the use of child soldiers. Those who demand justice for Tamils, killed during the war, conveniently forget that forcible recruitment of children, by the LTTE, also ended in May, 2009. Struggling to overcome severe manpower shortage, amidst mounting battlefield losses, the LTTE abducted Tamil children, from the early ’90s, to be press-ganged into their cadre.

Although the UN and ICRC sought a consensus with the LTTE, way back during Chandrika Bandaranaike Kumaratunga’s tenure as the President, to cease forced recruitment of children, they couldn’t achieve the desired results. The much publicised UN-ICRC projects failed. The LTTE continued with its despicable abduction of children. The LTTE never stopped child recruitment and, depending on the ground situation, it carried out forced recruitment drives. The signing of the Norwegian arranged Ceasefire Agreement (CFA), too, failed to halt forced child recruitment.

The Darusman report that accused the military of killing over 40,000 civilians during the last phase of the war revealed that the LTTE tried to recruit children as it was about to collapse.

The TNA, or any other like-minded group here or abroad, never urged the LTTE to give up civilian shields and stop recruiting children, though they realised Prabhakaran could no longer change the outcome of the war. Norway, and those who still believed in a negotiated ‘settlement’ in a bid to prevent the annihilation of the group, desperately tried to convince Prabhakaran to give up civilian shields.

A note, dated February 16, 2009, sent to Basil Rajapaksa, by Norwegian Ambassador Tore Hattrem, expressed concern over the fate of those who had been trapped in the Vanni east. Hattrem’s note to Basil Rajapaksa revealed Norway’s serious concern over the LTTE’s refusal to release the civilians.

The following is the Norwegian note, headlined ‘Offer/Proposal to the LTTE’, personally signed by Ambassador Hattrem: “I refer to our telephone conversation today. The proposal to the LTTE on how to release the civilian population, now trapped in the LTTE controlled area, has been transmitted to the LTTE through several channels. So far, there has been, regrettably, no response from the LTTE and it doesn’t seem to be likely that the LTTE will agree with this in the near future.”

In the aftermath of the Anandapuram debacle in the first week of April, 2009, the LTTE lost its fighting capacity to a large extent. The loss of over 600 cadres marked the collapse of the organisation’s conventional fighting capacity.

The LTTE sought an arrangement in which it could retain its remaining weapons and start rebuilding the group again. President Rajapaksa emphasised that only an unconditional surrender could save the group’s remaining cadre. The President refused to recognise an area under the LTTE’s control. The CFA, signed by Wickremesinghe and Prabhakaran, in February, 2002, recognised a vast area under the LTTE control. The CFA gave unparalleled recognition to the terrorist group and that was exploited by them to the hilt.

NPP’s dilemma

During his controversial May Day address this year, President Anura Kumara Dissanayake declared that only the armed forces and police could carry arms. Dissanayake warned that no one else could retain weapons.

President Dissanayake’s declaration is of pivotal importance as the armed forces and police twice crushed JVP-led insurgencies, in 1971 and 1987-1990. Dissanayake is the leader of the JVP and the NPP, two political parties recognised by the Election Commission.

Dissanayake, who is also the Minister of Defence and Commander-in-Chief of the armed forces, caused controversy last year when the government announced that the President wouldn’t attend the 16th annual war heroes’ commemoration ceremony at War Heroes’ Memorial, in Sri Jayawardenepura Kotte.

That announcement triggered massive backlash. The government rescinded its earlier decision. Having received an unprecedented endorsement from the northern and eastern electorates, both at presidential and parliamentary polls in September and November, 2024, respectively, President Dissanayake seemed to have been somewhat reluctant to join the national celebration.

Yahapalana leaders President Maithripala Sirisena and Prime Minister Ranil Wickremesinghe succumbed to Tamil Diaspora and Western pressures to do away with the 2016 annual armed forces Victory Day parade. That treacherous move followed them betraying the war-winning armed forces at the Geneva-based United Nations Human Rights Council (UNHRC) in October, 2015.

They co-sponsored accountability resolution, introduced by the US in terms of an understanding with the LTTE’s sidekick. Sirisena and Wickremesinghe forgot that the TNA recognised the LTTE as the sole representative of the Tamil speaking people, in 2001, thereby setting the stage for Eelam War IV. Sampanthan’s outfit, the Illankai Thamil Arasu Kadchi (ITAK)-led TNA, showed its true colours when it joined the UNP-JVP led initiative to defeat Mahinda Rajapaksa. Having accused the war-winning Army Commander, Sarath Fonseka, of unpardonable war crimes, the TNA, along with the UNP-JVP combine, backed Fonseka at the 2010 presidential election. The South rejected Fonseka and he lost the race by a staggering 1.8 mn votes which late JVP leader Somawansa Amarasinghe foolishly called a computer ‘jilmart’, a newly coined word of our fake Marxists. Fonseka’s indefensible declaration, in the run-up to the 2010 presidential election that the celebrated 58 Division executed surrendered LTTE cadres, didn’t do him any good. President Rajapaksa never explained why the US’ unofficial contradiction of Fonseka’s claim was never used cleverly to counter unsubstantiated war crimes allegations, along with Lord Naseby disclosures made in October, 2017.

Sri Lanka’s failure to properly defend the armed forces is nothing but an insult to them. They saved the country from the JVP twice, and Indian trained over half a dozen terrorist groups, finally bringing the largest and the deadliest of them, the LTTE, down to its knees, on the banks of the Nanthikadal lagoon.

The armed forces shouldn’t hesitate to remember their glorious victory over terrorism. Since the change of government in September, 2024, the armed forces refrained from at least mentioning their battlefield achievements. At the last Independence Day, the armed forces shockingly mentioned their role in the Ditwah cyclone recovery efforts as their main achievement, to please the political masters, who themselves have been lackeys of the West, while outwardly professing to be Marxists, the latter line they have already conveniently dropped for all purposes. The armed forces shouldn’t play NPP politics but explain the situation to the current dispensation. The failure on the part of armed forces to erase their proud achievements against terrorism, out of their press releases/narratives, look rather stupid.

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Midweek Review

A Novel, a Movie and a Play

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Drawing a Thread through Loss and Creativity in Shakespeare’s Life

William Shakespeare [1556-1616] is generally regarded as the greatest playwright and poet in the English language. Notwithstanding the universal appeal and the timelessness of his work, very little is known about his inner-self. Despite his profound understanding of the human condition, evident in his remarkable works of drama and poetry, the origin of his psychological insights – formed long before formal theories of the mind emerged – remain unknown, often loosely ascribed to an innate gift. The thematic and philosophical dimensions of his work are often said to be influenced by the classics of the ‘ancient world’ such as Ovid’s Metamorphosis.

The bestselling novel, Hamnet, by Maggie O’Farrell is a confluence of fact and fiction. The award-winning movie, by the same name, is an adaptation of the novel, its screenplay co-written by Maggie O’Farrell and Chloe Zhao, the director. The central theme of the novel and the movie is the devastating impact of the death of Shakespeare’s son, Hamnet, in 1596, at an early age of eleven, and the sensitive portrayal of the grieving process of the family, inviting the audience to reflect on the proposition that Shakespeare channelled his personal grief into writing Hamlet, the play, four years later.

Mourning and melancholy take centre stage in Hamlet prompting a probable link between William Shakespeare’s own emotional world and his artistic imagination. Interestingly, the names Hamnet and Hamlet were used interchangeably during the Elizabethan era, adding weight to the speculation.

The movie matches the imaginative and descriptive brilliance of the novel. The narrative unfolds against the backdrop of Stratford-upon-Avon and its environs and its inhabitants of Elizabethan England, finally shifting to London and the Globe Theatre. The film won eight nominations at the 98th Academy Awards, including best picture, best director for Zhao, and best actress for Jessie Buckley, who immortalises Anne Hathaway, [‘Agnes’] Shakespeare’s wife, through whom the real face of family grief is portrayed. Shakespeare [nameless] remains ‘silent’ and virtually ‘back-stage’ in London preoccupied with the playhouse, the players and the plays.

Many Shakespeare scholars have speculated about a probable link between the death of Hamnet Shakespeare and the writing of Hamlet, his Magnum Opus:

“No one can say for certain how the death of Shakespeare’s son affected him, but it is hard not to notice that in the years following Hamnet’s death Shakespeare wrote a play obsessed with fathers and sons, grief, and the persistence of the dead.” [James Shapiro]

“Hamnet’s death must have been a devastating blow…..and the shadow of that loss may well lie behind the profound meditations on mortality in Hamlet.” [Park Honan]

“The death of Hamnet is the most plausible personal event to have touched Shakespeare deeply in these years, and it is tempting to hear an echo of that loss in the grief that permeates Hamlet.” [Germaine Greer]

That echo is clearly heard in Act 4, scene 5 in Hamlet:

He is dead and gone, lady,

He is dead and gone;

At his head a grass-green turf,

At his heels a stone.

Yet, in the play, a son loses his father, and the circumstance of the loss is different. Hamlet mourns the sudden death of his father, king Hamlet, he idolised. The young prince is faced with a complex emotional challenge as the late king’s brother, Claudius, usurper to the throne, marries the widowed queen, denying the young prince of his lawful right to sovereignty. The process of mourning is weighed down by the profound significance of the personal loss to the prince and being bereft of any trusting relationships to share his grief – mourning turning to melancholy.

Shakespeare’s greatest tragedy, Hamlet, has gained unremitting interest of audiences, universally over four hundred years, and has been open to divergent appraisal. Any commentary on the play without an exploration of the psyche of its protagonist, prince Hamlet, would be as the popular cliché goes, ‘like Hamlet without the prince of Denmark!’ Hamlet is the longest of all Shakespearean plays, with the least amount of action, but with the most amount of spoken word, mainly by prince Hamlet, which includes his soliloquies [solo locution: self-discourse] that opens the door to his inner self, inviting in by Hamlet himself: “pluck out the heart of my mystery”.

In the first of his soliloquies, Hamlet reveals his affliction with melancholy. He describes the world as worthless, wishes he is dead, contemplates suicide but regrets that God does not sanction such self-destruction. “O, that this too too solid flesh would melt/ Thaw and resolve itself into dew/ O, that the Everlasting had not fixed/ His cannon ‘gainst self-slaughter. O, God, God/ Seem to me all the uses of this world!’

Hamlet’s anguish is expressed as: ‘This goodly frame, the earth’ is no more than a ‘Sterile promontory’; ‘this majestical roof fretted with golden fire’; the heavens, ‘a foul and pestilent congregation of vapours’; and man, ‘the paragon of animals’, a quintessence of dust’, his mind ‘an unweeded garden/ That grows to seed.’ – Hamlet’s melancholic thought with depressive and nihilistic content expressed in philosophical terms.

But his anguish is best depicted in his fourth soliloquy [Act 3, Scene1] arguably, the most quoted piece of verse in all Shakespeare: ‘To be, or not to be’ – about life and death. He questions, ‘whether ‘tis nobler in the mind to suffer/ The slings and arrows of outrageous fortune/ Or take arms against a sea of troubles/ and by opposing, end them’. What happens after death? Is it a peaceful sleep or nightmare? Do we end our miseries by putting ourselves to the ‘quietus’ with a dagger, and enter that ‘undiscovered country’ from which ‘no traveller returns’, or put up with our problems? ‘Conscience makes cowards of us all’ and make us procrastinate.

In his soliloquies Hamlet reveals his affliction with melancholy. He wishes that his body would melt away, describes the world as worthless and contemplates suicide – negative cognitions about the self, the environment and the future, characteristic of severe mood disturbance – but regrets that God does not sanction such self-destruction.

********

Grief is a universal human experience following loss, characterised by sadness, at times mixed with anger and guilt, and frequently transient in nature. Depending on the perceived significance [‘meaningfulness’] of the loss and the absence of a sharing or confiding relationship, grief may become prolonged, with a potential to become pathological.

In a seminal paper published in 1917, Sigmund Freud [1856 – 1939], argued that there are two different responses to loss – ‘Mourning and Melancholia’. His contribution remains the basis for understanding unconscious grief in psychoanalytic thought.

Freud describes mourning as a natural way to respond to losing something or someone significant. It is a transitory process, potentially transforming, albeit painful. In mourning the loss of a loved one, the bereaved gradually withdraws the emotional energy – ‘libido’ – from ‘the lost object’, and the emotional investment is redirected to an ‘alternate object’ or pursuit. Throughout this process the ‘self’ remains intact, allowing the person to heal by integrating the loss into life. In psychology, this process in which a person unconsciously redirects unacceptable or distressing impulses into socially acceptable or constructive activities is called sublimation – a concept introduced by Sigmund Freud and later developed further by his daughter Anna Freud. Instead of expressing the impulse directly, the energy behind it is transformed into something positive or productive – an ‘ego defence’.

On the other hand, Freud described melancholia as a persistent state that stays within the ‘unconscious’ – the repressed aspect of the mind, while the person feels trapped in unresolved emotions which jeopardises their mental and physical well-being.

Shakespeare lost a child, the only son, Hamnet, still in his formative years. The playwright had no option but to leave his family in his birthplace of Stratford-upon-Avon, and return to London after burying his son to continue his work at the playhouse. The significance of the loss to the father would, no doubt, have been profound, as the Greek historian Herodotus fittingly proclaimed, “No one that has lost a child knows what it is to lose a child”.

In the novel, and as depicted in the movie, Agnes [Anne Hathaway] travels to London to meet her husband. Unknown to him she stands with the audience at the Globe Theatre to watch Hamlet, the play, while Shakespeare remains backstage. As O’Farrell poignantly writes in her novel, “Hamlet, here on this stage, is two people, the young man alive, and the father dead. He is both alive and dead. Her husband [Shakespeare] has brought him back to life, in the only way he can”. “She stretches out a hand as if to acknowledge them, as if to feel the air between the three of them, as if to pierce the boundary between audience and players, between real life and play”.

Many literary scholars speculate that Shakespeare in mourning gave voice to his grief through Hamlet, the play’s introspective protagonist, who takes to the stage with melancholic expression. There are others who dispute this view, arguing that Hamlet is a product of his creative genius that transcends any autobiographical explanation. While Hamnet, the novel, and its film adaptation do not assert a direct historical link, they suggest an association between the playwright’s personal loss and his artistic creation. The notion that Shakespeare sublimated his grief into creating the iconic stage work remains suggestive, yet unprovable, but reveals an important ‘therapeutic strategy’ [sublimation] in dealing with loss. Nevertheless, through Hamlet, he gives enduring expression to a universal human condition – grief – that resonates across time.

Moreover, from an aesthetic point of view, a work of art can truly be called Art – whether encountered on the page, the screen, or the stage – when it invites reflection or evokes emotion. The thread that runs through the novel, the movie and the play tend to reinforce that notion.

By Dr. Siri Galhenage, Psychiatrist [Retd]
sirigalhenage@gmail.com

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Midweek Review

The Dignity of the Female Head

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You’ve been at it these long hours,

Sweeping the sidewalks of the big city,

And scrubbing floors of public toilets,

All the while wiping the sweat off your brow,

And waiting eagerly for departure time,

To get to your comfy nest in the teeming slum,

And see the eyes of your waiting kids,

Light up with love at your sight,

Their hands searching you for sweets,

And such moments of family joy,

Are for you and other women of dignity,

What is seriously meant by Liberation,

But this is lost on grandstanding rulers,

Who know not the spirit of shared living,

Nor the difference between a home and a house.

By Lynn Ockersz

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