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‘A critique of the present with one foot in the past’

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The Kandy Man, an autobiography by Sarath Amunugama

Usvatte-aratchi

The candy man in The Kandy Man, Volume One, is the first of three designed to constitute the autobiography of Sarath Amunugama, scholar, distinguished public servant, aesthete, politician and minister of government. As expected, he brings us not only double boiled sweets that his ‘beloved nanny Roslin’ bought him on way home from Kandy Girls’ High School but also whole truckloads of current history, enormously helpful insights into the working of institutions with which he was associated and the roles he played often on the main stage and sometimes in the sidelines, both literally and metaphorically.

In this review I shall highlight the nature of institutions with which he was associated. Those who wish to trace his meteoric rise from Cadet in the Ceylon Civil Service to Permanent Secretary at age 38 can do so with enjoyment in the volume under review. I strongly recommend that they do so, because there is much to learn and instruction to follow. Not only did Amunugama make history himself, but he also was a witness to history in the making for most of the life of this young republic and his long eventful life.

Many in similar vantage points have tried to write to the same effect but few have succeeded in abstracting their experience into the context of the society they lived in so that in writing their biography they were also writing contemporary history, which purists might argue is a contradiction in terms. To annul their contention, one only has to read good history which has sumptuously fed on autobiographies and study the art of writing biography that Lytton Strachey introduced when he wrote Queen Victoria.

Roy Jenkins is an admirable successor, but I am running ahead of myself. Let us hurry slowly- festina lente. The first institution that Amunugama introduced us was his family. The Amunugama clan had had an illustrious history and some males were executed for their participation in the rebellion in Matale in 1818. Family properties were confiscated and families were thrown into poverty. ‘Poverty may have been one of the reasons why the Amunugama family had been strongly represented in monkhood of the Malwatte faction of the Siyam Nikaya,’ says the author.

Young men of the clan were much sought after for binna marriages and the families gradually re- built themselves. Sarath’s father was brought up by a relative in Panadure (as to why read the volume) and he attended St. John’s College there, which brought a new tinge to the life of his children. His father was unusually keen that his children should gain from education and Trinity College in Kandy was his choice for young Sarath.

Sarath’s father took a great interest and he derived much pleasure from the growth and development of his son. The account of the family is full of insights into the organization of Kandyan radala society and would be most helpful to scholars studying that aspect of life in Kandy in late 19th and first half of the 20th century . The second institution we are introduced to is Trinity College, Kandy. Trinity together with S.Thomas’, Mount Lavinia, and Richmond, Galle had been, established on the model of English Public Schools. In England they come from a long time back and have strong traditions.

The system of ‘courts’ in Public Schools were carried onto colleges in Oxford and Cambridge and Whewell Court in Trinity, the second court in St John’s and the Front Court in St. Catharine’s are much admired. Trinity, Kandy had only two of these ‘Houses’: one for the Upper School and the other for the Middle School. A marked feature of Public Schools was the effort of the Headmaster to lead his charges in religious life. Each College had a chapel where students prayed and were addressed usually by the Headmaster. Dr. Thomas Arnold, the most celebrated headmaster of Rugby spent n hours preparing addresses to the boys in chapel. The tradition of regular chapel was carried into Colleges in universities and the magnificent King’s chapel is one of them. We hear little about it from Sarath, a Buddhist. But he took part in every other activity in school: Cadeting, games and the lot. He was also a Prefect of the school. Again, the role of Prefects in Public Schools in England is very special. They almost ran the school, except for teaching. The Headmaster had great trust in them. This was a major part of training these young men had for leadership and it paid off well.

Sarath was really preparing to go to university. We meet him in Peradeniya in 1957. Together with the university park so lovingly cared for by Shirley d’Alwis and his workers, and ‘the small good university’ nurtured by Jennings, the Kandy Man blossomed brightly and fragrantly. The young man was all on his own and soon was elected President of the Students Union, a position that foretold leadership in adult life. He plunged himself into all activities at the university. He even wasted time in those classes in Marxism, taught outside the university by dons who took to Trotskyism. There were two passions to which he yielded himself without reserve: the new discipline of sociology and the newly vibrant creative activities of mostly young teachers in the Sinhala and related activities.

In his autobiography, his admiration of Siri Gunasinghe, a Samskrtic who later turned art historian, is almost sky high. Gunasinghe was that idol of smart young undergraduates: highly intelligent, friendly, creative and at points iconoclastic. He was more adventurous than Sarachchandra in innovation: costumes for plays, free verse and novels on subjects hitherto untouched by the literati. A number of younger scholars followed him with enthusiasm, among them Gunadasa Amarasekera (an undergraduate in the Dental School), Wimal Dissanayake (who from a poet grew to a film critic of international fame) and Amunugama himself who breathed the fine air that Gunasinghe caused to blow over the undergraduate population.

Gunasinghe cultivated the best traditions of university teachers for which Jennings had designed Perademiya and students were in and out of his home. At university one learnt not only in lecture theatres and libraries but also from incessant jabber with fellow students and informal and casual conversations with teachers. The other major figure, the one who loomed large in the public eye was Sarachchandra. He was short, simple and casual in appearance but deadly serious in his intention to invent a tradition of the theatre that would appeal to both the literati and the woman in the marketplace. He was successful even beyond his expectations when he presented a series of plays that began with Maname. (My own reactions to the first staging of the play I wrote up in the novel Alut Matanga.)

Sarachchandra exploited the fondness for Jataka Stories that rested in the minds of the average Sinhala and used them as plot for his plays. One favourite story was that of the bodhisatva who was named Kachchaputa, an honest trader of fancy bangles and Sarachchandra staged it as Kada Valalu and Amunugama was cast as Kachchaputa. Many of the actors and singers in Sarachchandra plays had been from schools other than from Colombo but Amunugama played the part to perfection. He breached the large gap even without a leap.

Sarath’s other passion was sociology. A department for the study of sociology was set up with the hard work of Ralph Peiris who had studied the discipline in London University. He had two brilliant, young and enthusiastic teachers in S.J.Tambiah and Gananath Obeysekera, both of whom rose to world leadership for their work in anthropology. There were others including D.L. Jaysuriya. Peiris sought the help of the Departments of Economics, History and Sinhala to fill in gaps in teaching. The students who chose to study Sociology had a commitment to the discipline and they had young and ambitious teachers committed to teaching. The results were inevitable. Several outstanding students emerged, Amunugama first among them. Scholarship never left him and there has been a constant output of high quality work.

Tissa Balasuriya wrote a brilliant study of the life and work of Sarananakara. H.L. Seneviratne was Professor of Anthropology at the University of Virginia teaching and researching with substantial publications to his credit. Namel Weeramuni became a creative artist and directed a new play, that was popular. Both Tambiyah and Obeyesekere took to the new techniques of field studies to formulate hypotheses and test them. I together with some others took part in the Pata Dumbra Survey, the results of which were partly published in The Disintegrating Village. The full report of the Survey could not be published. But the Disintegrating Village had its effect on the discipline as Amunugama records in this volume.

Sarath collaborated closely with Obeysekere in the latter’s field work that went into the Pattini Cult, which brought much credit to Obeysekere. In an assessment of scholarship in social anthropology in South Asia, P.T. Madan observed ‘the work of two distinguished Sri Lankan anthropologist Gananath Obeysekere and Stanley Tambiah….’. Sarath Amunugama was part of all this. He had an enormously successful university life and walked into the Ceylon Civil Service . So began the introduction to the fourth institution which comes in Volume One.

He liked provincial administration very much, that was mostly land administration. He traveled to villages, talked to villagers, solved problems that could be solved on the spot and took down notes in continuation of studies in the university. The outcome was a collection of essays that was published a few years back. After serving in Ratnapura and Galle, Sarath moved as AGA to Kandy, partly to be near his father who had fallen ill and had received excellent medical attention, on the intervention of the son.

Ever the keen student, Sarath cultivated his interest in local artist including dancers and drummers. Back in Colombo in the Ministry of Finance together with another brilliant Civil Servant he produced the Establishments Code, that to date guides public servants. Later he became a head of a department as Director of Information and brought him in touch with artists including singers. This was an opportunity to exercise his creative talents and he did so to the fullest. The Government Film Unit found a new and better home. He traveled widely.

I am running short of words and must stop, as Wittgenstein might have said. As you can see there is much to talk about, to think about and argue about in this volume and what would you do except read it. There are numerous niggles that must be removed in a future print, Besides, there is one annoying confusion about Polgasduva, in the shadow of which I grew up. It is not an island on Madu Ganga that flows to the sea at Ahungalle but on the small Ratgama Lagoon, connected to the sea at Morakola. The lagoon fills up a sudden depression in the land as it slopes down East West to the Indian Ocean, into which drain the runoff from villages Ratgama, Karudampe, Pinkande, Sudumetiya, Beratuduva, Hennatota and Patuvata.

Polgasduva was the hard rock with a thin topsoil that did not drop down with the rest of the basin. Consequently, there are only a few stunted coconut trees and brush land in which grow occasionally, a himbutu, bovitiya or dan plant. The isolation of the small island made it ideal for bhikkhus who wanted to live quietly to develop their minds, as most samana had done several centuries back. It is far removed from the romance of Madu Ganga.

But why am I agitated about it? Because I lived my first 12 years of life in Katudampe, which then I left more than physically. This book, although about kings, princes and aristocrats, the author himself one, wears unusually simple though elegant garb. It is written in language that you and I use every day, so that the book is an easy read. The easy read deceives the reader into a feeling that he glides over easy problems. Maynard Keynes’ General Theory is a pleasant read, in fact, a great polemic. Almost a hundred years after it was first read, we still ague about its import.



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Isn’t cleansing hearts a political issue?

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President Ranil Wickremesinghe presenting the government’s policy statement in Parliament on 07 Feb.

In his policy statement during the inauguration of the 5th session of the 9th parliament, President Ranil Wickremesinghe insists that the solution to the economic crisis lies in economic and scientific measures, not political ones. However, he draws inspiration from Confucius and urges citizens to introspect and cleanse their hearts, which can be seen as a political measure beyond being framed as moral or ethical. In the meantime, he has asserted that his government has achieved a significant transformation and provided a concise progress report, highlighting the remarkable recovery of the economy. President Wickremesinghe has emphasised that the economy, once in dire straits and requiring intensive care, has successfully emerged from its critical condition, exhibiting a robust V-shaped recovery. (See Table 1)

President Wickremesinghe claimed that this record-breaking breakthrough achievement in a brief span is truly a world record; he compared similar situations such as Greece, which took almost a decade to recover. Refuting allegations that he is engaging in secret agreements to conceal the true situation from the public, he has emphasised that every step taken was transparent, offering opportunities for discussion and debate both within and outside Parliament, with nothing hidden. The accuracy of this statement has to be verified by the concerned parties.

Going by confidence that people will eventually recognise and appreciate his decision-making, driven by the country’s growth rather than political gain, the President does not seem to have learnt from the defeat he experienced in the past including the last presidential election. Despite implementing relatively better governance with initiatives like increasing tax revenue and anti-corruption measures, the electorate prioritised different concerns, such as the “inna ratak” outcry. Consequently, they not only failed to acknowledge or appreciate these efforts but rejected the regime altogether, leading to the election of Gotabhaya Rajapaksa in 2019.

The President appears aware of the risk of truth manipulation, deceiving both the nation and its people, yet he seems to take insufficient action to effectively prevent such occurrences.

Facing opposition from major media institutions, the President should proactively direct his media unit to implement a robust awareness program. Relying solely on the passage of time for people to become aware of his administration’s achievements is not sufficient. To effectively communicate the positive initiatives, the President and his government must engage in proactive efforts to counter the negative narrative. Failing to take assertive action may lead to a repetition of mistakes, as people are less likely to recognise and appreciate the purported “good” work without an active and strategic communication strategy.

Accomplishments:

·  Recognition from international institutions.

·  “Urumaya” program for land rights to over two million people.

·  “Asvasuma” program improving living standards for 2.4 million poor individuals.

·  130% increase in tax network (from 437,547 to 1,000,029 registered taxpayers).

·  Successful debt restructuring.

·  Establishment of an economic commission.

Future Initiatives:

·  Eradication of corruption.

·  Simplification of the investment process by eliminating bureaucratic hurdles and corruption risks.

·  Social modernization.

·  Target of attracting 5 million tourists annually.

·  Emphasis on technological advancement, renewable energy, and establishing the International Climate Change University in Sri Lanka.

·  Increase productivity of agricultural land in the dry zone (double or triple).

·  Restructuring of foreign relations with non-aligned policies.

·  Pursuit of free trade agreements with China, Bangladesh, and Indonesia (Singapore agreement already in full operation).

·  Intent to join the Regional Comprehensive Economic Partnership (RCEP).

·  Diversification of economic activities away from the Western Province to cities like Jaffna, Trincomalee, Bingiriya, Hambantota, and Kandy.

·  Plan to complete over 50,000 houses for low-income urban residents.

·  Positioning the country as a service center and economic hub in the Indian Ocean by developing three new ports.

·  Collaboration with India to develop Trincomalee as an economic hub.

Some of these objectives appear contradictory and need clarification. For instance, the goal of constructing 50,000 houses in urban areas, mainly in Colombo, seems to contradict the broader plan of expanding activities away from the Western Province. Additionally, there is a seeming contradiction in developing Trincomalee as an economic hub while simultaneously positioning the entire country as a service centre and an economic hub in the Indian Ocean.


The President has said that merely condemning and blaming the crisis without delving into its root causes is ineffective. However, this stance apparently runs counter to his plans for eradicating corruption and promoting social modernisation. The question is how he can conclude that addressing the economic crisis is solely dependent on economic solutions, and dismiss the relevance of political remedies. Many analysts argue that a political solution is primary, with economic solutions being secondary. Historical observations indicate that political changes, such as a regime change, precede the implementation of economic solutions by new political leaders. Without political change, the emergence of these economic solutions is challenging, if not impossible. These statements raise concerns about the possibility of individuals responsible for the crisis being absolved, despite the Supreme Court’s determination and punishment of those accountable and identification of root causes.

He has acknowledged the importance of addressing these issues but has not explicitly deemed them necessary. Perhaps, his emphasis on these matters is an attempt to garner support from the SLPP for his presidential campaign. However, it is crucial to note that he repeatedly emphasises the need to address root causes and hold those responsible accountable.

Finally, the President poses a series of questions: Why is it challenging to embrace an open perspective? Despite our diverse ideas, ethnic backgrounds, languages, provincial residencies, faiths, beliefs, and political affiliations, why can’t we unite in a shared vision for the country’s well-being and the future? Why can’t we collectively understand the benefits for our nation’s youth and join hands to reach great heights? The answers, for many, are not ambiguous. The rise to power by ultra-nationalists and corrupt politicians is often facilitated by divisive tactics. Many politicians faced imminent convictions, and without regime change, including Gotabaya Rajapaksa, several could have ended up in jail. We clearly witnessed manipulation of emotions to set different communities against each other as a route to political power. To counter such tactics, he should advocate for the implementation of strong laws and systems to prevent the propagation of manipulation through mass media.

In conclusion, vital statistics illustrate a remarkable turnaround in key economic indicators, signaling progress under his administration. However, certain contradictions and concerns arise, particularly regarding the alignment of various objectives and the perceived emphasis on economic solutions over political remedies.

The President’s call for heart cleansing and unity, inspired by Confucian principles, highlights the importance of fostering a shared vision for the nation’s well-being. Despite the accomplishments outlined, challenges remain in navigating political complexities, addressing root causes, and maintaining transparency to win public trust.

The proposed initiatives, including eradicating corruption, social modernization, and economic diversification, reflect the administration’s ambitious agenda. However, the potential contradictions warrant clarification.

The assertion that the economic crisis resolution lies predominantly in economic and scientific solutions contradicts the notion that political remedies are secondary. Analysts argue for a holistic approach where political and economic solutions complement each other, emphasizing the need for effective governance and accountability.

The President’s reluctance to name the people, who are responsible for the crisis, raises concerns. This ambiguity may stem from political considerations or an attempt to garner support from the SLPP.

The reference to manipulation of emotions for political gain highlights the need for strong laws and systems to counter divisive tactics through mass media.

Hence, the President should address the underlying political forces that contribute to the root causes of the crisis. Cleansing hearts is not an economic solution; it is fundamentally a political issue.

(The writer, a senior Chartered Accountant and professional banker, is Professor at SLIIT University, Malabe. He is also the author of the “Doing Social Research and Publishing Results”, a Springer publication (Singapore), and “Samaja Gaveshakaya (in Sinhala). The views and opinions expressed in this article are solely those of the author and do not necessarily reflect the official policy or position of the institution he works for. He can be contacted at saliya.a@slit.lk and www.researcher.com)

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President needs to take up challenge of leaving a legacy

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President Wickremesinghe

By Jehan Perera

Even as the date for the presidential elections approaches, there are increased speculations regarding those elections, not only who might win but also whether those elections will be held at all.  There is also a debate being generated whether the presidential elections ought to be held at all.  There are many who feel that President Ranil Wickremesinghe needs to be given more time to take the country to development. United States Assistant Secretary of State for South & Central Asian Affairs, Donald Lu, might be one such. He has described Sri Lanka’s economic recovery as one of the greatest comeback stories in the part of the world he deals with. On the other hand, there are others who argue in favour of abolishing the presidency as soon as possible.  This would also do away with the need for a presidential election to be held.

There is indeed a strong case for the abolishing of the presidency which is generally believed in the country to be an institution that is over-powerful and prone to abuse by those who are elected to it.  This argument has been made into an election campaign theme by some of the past presidential candidates at past presidential elections.  But after they won the elections those who promised to abolish the presidency failed to do so, and instead made strenuous efforts to stay on as long as they could, which explains why the presidency continues to this day. There being little faith that those who win the presidency will wish to abolish it, there is an opinion being formed that the presidency should be abolished before the presidential elections. The fact that the presidential form of government led the country to economic disaster is another reason for the hurry. There is, however, a question as to the practicability of this proposition.

The present system of government is called the executive presidential system on account of the central role in the constitution given to the presidency.  It can be imagined that cutting out this central institution will be like a fatal wound caused to the prevailing structure of governance. It may be argued that through skillful constitutional engineering that the hole caused by the excision of the presidency can be filled.  But the speed at which these reforms can be enacted is questionable in the absence of a political consensus that includes both government and opposition on the issue which is presently not to be seen. If there is to be an abolition of the executive presidency, it is very necessary for there to be consultation with the population and political parties about the new system that will replace the executive presidency. It must be one that meets the expectations and aspirations of the ethnic and religious minorities as well. There is no such consensus at the present time.

UNPOPULAR GOVERNMENT

There have been deliberations on a new constitution and on constitutional reform on many occasions. However, constitutional schemes from the past cannot substitute for the need to consult people and political parties at this time, when circumstances have changed so drastically, having experienced the Aragayala protests and economic bankruptcy. There is also need for recognition that where there is no consensus, as on the solution to the ethnic conflict and the inclusion of ethnic and religious minorities into governance, change proceeds painfully slowly.  This can be seen in the change of the electoral system to the provincial councils that commenced in 2017 and has still not been completed with the result that provincial council elections are overdue five years. It is also noteworthy that 36 years after being made part of the constitution, the provincial councils are in abeyance and there is a proposal pending to eliminate their police powers which, in any event, was never implemented. Fast tracking constitutional change does not seem to be an option especially when all eyes are focused on elections.

 Public opinion polls are repeatedly showing that the opposition candidates are ahead in the presidential race by significant margins. If these poll results are anywhere close to reality it can be surmised that the vast majority of people are looking for an election.  They would see that it is an election more than anything else that could dislodge the government which is entrenched in power under the leadership of President Wickremesinghe.  Two years ago the weakness of the government was such that its leading members dared not come into the public as they feared the wrath of the mob.  Some even faced heckling at weddings where people who had come for the happy occasion started hooting those whom they accused of bankrupting the country.  Now they are able to attend public functions without fear and with reasonable confidence that their security personnel can handle any eventuality.

The prospect of losing power is never a pleasing one to political leaders with their sights on power.  Even advanced countries such as the United States have faced this situation.  At the presidential election held in 2020, incumbent president Donald Trump refused to accept defeat and claimed the election was rigged.  The desire of those in power in developing countries would be as strong, perhaps even stronger, as losing power could make the incumbent vulnerable to revenge in which the system of checks and balances fails to protect them.  The prospect of facing an unknown future in the aftermath of electoral defeat would also be unnerving to those in government, especially if the new government is composed of those with a very different political ideology.

MOST INTRACTABLE

The present government is for the most part a continuation of the government that had to face down the protest movement in which tens of thousands of people from all parts of the country participated.  During those halcyon days, protestors young and old from far and near came on foot, on motorcycles, tractor trailers and improvised lorries to be part of a historic revolution they thought was near.  The vision of a “system change” that motivated them to make big sacrifices to come to the various protest sites still lives within them, as indeed it must within all who want to see Sri Lanka politically awaken and rise to its full economic potential which is still a distance away.  The main beneficiaries of the elections to come will be those who best hold out the hope of system change that will eradicate corruption and ensure a fairer distribution of the costs of getting out of bankruptcy.

The opportunity to effect governmental change will come in October when the constitutionally mandated presidential election falls due. Those in the government would prefer if those elections do not take place or are postponed for as long as possible.  In March 2022, the government ensured that local government elections were not held by denying the Election Commission the money to hold them.  The government’s determination not to hold those elections was high. It even disregarded the Supreme Court order to make the money available to the Election Commission to conduct the elections. This was a highhanded act that undermines the principles of democracy itself. There is concern that the presidential election will similarly be postponed on some ground or the other.

However, on this occasion, the President’s media unit has stated that the presidential election will be held within the mandated period and according to the current timeline. It added that the general election will be held next year and financial provisions will be provided for in the 2025 budget.  The government has also stated that the Election Commission is responsible for conducting the elections and the government will be communicating with the Commission as and when required. President Ranil Wickremesinghe has also reiterated to a group of MPs who met him recently that the presidential election would be held on time and there would be no abolition of the presidency. Speaking in a statesmanlike mode, the president said, “I have clearly stated several times that I have no intention to put off the presidential elections. Funds for that purpose are there. The talks about attempts to abolish the executive presidency were circulated by the main opposition.”

The president is also reported to have said that “People of this country know better than the opposition that the abolition of the executive presidency cannot be done in a hurry. There is a procedure to do that. We should not fall into their trap. Do not waste your time on this. You speak of the economic revival programme that we are carrying out.” Likewise, President Wickremesinghe can also seek to address the country’s most intractable problem, the ethnic conflict by ordering the full implementation of the 13th Amendment which would make it easier for the victor at the next election to find a mutually acceptable solution. Whether he succeeds or not he could feel contentment that he did what he had agreed and undertaken to do.

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Silence in the classroom: Confronting the dynamics of ‘deficiency’

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by Ruth Surenthiraraj

I remember, with unusually vivid clarity, the first time I really noticed the presence of silence in the classroom. One of the lecturers, who was taking our undergraduate class, had assigned us reading to be done ahead of time, parts of which were quite tedious and had to be read twice/thrice over to be grasped. In true happy-go-lucky undergrad spirit, my classmates and I turned up having ‘skimmed’ the articles and nurturing the fervent hope that someone else would pick up the discussion in the event that any questions were raised. As you would imagine, it went horribly wrong. The lecturer posed a question that required some thinking, and we suddenly and silently went into panic-mode in a bid to offer something akin to an answer. A few of us tried to start things off by giving noncommittal responses in the general direction of the question and were kindly asked to explain ourselves further – at which point we fell silent once more because we felt that we hadn’t thought things through. The lecturer, instead of berating us for not reading adequately or making us feel like we were bad students, simply invited us to embrace the silence so that we could get our thoughts in order.

In recalling this incident, I remember the strong sense of discomfort that we felt as learners. It wasn’t, however, something that stemmed from the lecturer or their handling of what must have been a frustrating situation. Instead, I now read that feeling as the acute discomfort of learners who had been trained to view silence in the classroom as something negative. That incident – apart from giving me impetus to never turn up to my classes without completing my assigned reading – also invited me to begin exploring the role of silence and its presence (or absence) in our undergraduate classrooms.

Although silence in teaching and learning is still fairly under-researched and is rarely a nuanced consideration in mainstream conversations around the dynamics of a classroom, there are still broad arguments that have attempted to imbue silence with meaning. For one, our multiple religious traditions seem to have strong tendencies towards silence as a form of retreat to assist deeper reflection even though these traditions often sit in direct contrast with current trends to be constantly producing and documenting aspects of life. Conversely, there is often a ‘culture of silence’ (much bemoaned by Brazilian educator and philosopher Paulo Freire) that surrounds those who are socially, economically, and culturally vulnerable – a way in which socialisation teaches people to not interrogate their realities. Linguistically speaking, silence often assists us in distinguishing speech units (i.e., the silence that marks a pause in or completion of an idea/thought), but it can be further categorised as playing various functions in establishing relationships between participants in conversations. The possibilities of interpreting silence are myriad.

In the classroom, however, I think we are often limited to viewing silence as a negative indicator. As educators working with undergraduates, we assume that learners’ silence signals a disinterestedness or a disengagement from the critical approaches that should ideally frame undergraduate classroom discussions. At an even more basic level, we often consider silence to signify a lack of knowledge and we then attempt to fill that assumed void with speech that appears to address this lack of knowledge. As a result, we educators often view silence as a thing to be disliked at best and dreaded at worst. But what could silence really mean in a classroom of learners attempting to engage with new knowledge?

Firstly, it is very likely that the learners in our classrooms are expressing a deep-seated, culturally taught fear: the fear of giving the ‘wrong’ response. Sad as it is, it is still common to find educators who berate students for giving unacceptable answers. Instead of engaging with why the answer might not best reflect the desired response, we often shut students down when they don’t meet our (sometimes undefined) expectations. We rarely realise in the moment, though, that learning is a process in which ‘mistakes’ are as important as so-called successes. In fact, mistakes and errors often pave the way for deeper understanding of how what works and why. When learners begin to internalise the message that they don’t know enough to answer, they will simply opt to remain silent despite having a working knowledge of a subject. On the contrary, our classrooms should be safe spaces for ‘stupid’ or partial answers that encourage the students to reflect on why those responses require more thought.

In a constructivist view, learners are not blank slates which we fill with information: rather, they are intellects with existing knowledge structures (schemas) which are formed based on their experiences in life. When these existing schemas meet new knowledge in the classroom, the learner is required to make some adjustments in order to accommodate the new knowledge. This accommodation requires time and the capacity to be reflective, which in turn enables a more integrated worldview. Indeed, if education is meant to be transformative, repeated opportunities to integrate new and existing knowledge structures must be offered to learners within our classrooms. In short, I believe silence could also indicate an unspoken request for space and time to contemplate the significance of new knowledge. Sometimes, we give our students too little time to fully turn ideas around in their heads before requiring them to respond to us. I’ve observed many good educators allowing their frustration at silence to compel answers from students – resulting in responses that might be superficial rather than actual reflections of learning. A better way to undercut our impatience with silence would be to invite learners to hash out their fledgling ideas among themselves before attempting to articulate a holistic and/or individual response. This preliminary discussion often assists in integrating new and existing knowledge in the relatively safer space of peer groups.

Over centuries, educators have also played directly into the problem of sanitising education – separating theories and practices from the contexts in which they originated or detaching them from the sociocultural impacts they may cause. In turn, learners gain an ‘education’ that is removed from its everyday consequences. This also makes it difficult for learners to assimilate such unrelatable concepts, leading to more awkward silences in our classrooms as they attempt to collect seemingly detached pieces of knowledge.

Finally, silence is further compounded in classrooms where students are expected to respond in their second languages. With increasingly more undergraduate study programmes opting to shift wholesale (and almost overnight, in some cases) to the English medium instruction, many more undergraduates are going to be struggling to articulate their thoughts in a language that is not part of their repertoire. Educators (especially those other than language teachers) must be doubly attentive to these unspoken difficulties when interpreting silence. There are a heartbreakingly large number of stories where perfectly articulate and knowledgeable students are deprived of their classes (not to mention jobs) simply because they have not mastered the art of the second language yet. In wrongly categorising such students as ‘below par’ or not having the requisite ‘skills’, we relegate them as incompetent rather than critique our own skewed standards. I have often admired a student in my class for her comfort with awkward pauses as she attempts to construct a sentence that accurately reflects her thoughts as well as ‘acceptable’ language structures. But this is also possible only because I have now taught myself to never rush learners as they navigate new knowledge in a language that they are not fully familiar with. As a teacher of English as a second language, the tendency is to jump in with the necessary vocabulary so that the silences/pauses cause minimal discomfort to the learner. Yet, how will our learners ever be comfortable with the pauses that are inherent to language use and language learning if we do not (want to) confront our own discomfort with silence?

Learner silence, therefore, could act as a signifier of multiple underlying processes and problems. I am not in any way suggesting that silence cannot be associated with a lack of knowledge or with disinterest. However, to boil nuances in learner silence down to either a lack of knowledge or a sense of apathy regarding their discipline is to view learners reductively; we rob them of their right to be considered and accommodated as complex intellects in our classrooms. In rephrasing our questions (to better shape the silences in our classes) or in simply limiting our impatience at the lack of sound/response, we begin to create an atmosphere that is supportive of deeper engagement with our disciplines.

(Ruth is a teacher of English as a second language at a state university.)

Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.

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