By Uditha Devapriya
(with Uthpala Wijesuriya)
Most accounts of education reform in British Ceylon focus on officials and administrators, rather than the people on the ground and the historical forces they had to contend with. Very little effort, indeed next to no effort, is made to situate reforms in a broader historical context. Works like Ranjit Ruberu’s Education in Colonial Ceylon (1962) and the Education and Cultural Affairs Ministry’s Education in Ceylon: A Centenary Volume (1969) do explore these areas, but these remain more the exception than the norm.
Whether scholars have gone beyond a colonial-centric reading of education reforms in 19th century Ceylon is of course debatable. But the need to go beyond such a frame of reference is evident enough. By paying attention to official accounts, we tend to view those reforms through the lens of colonial administrators, whose intentions may not have been as clear-cut as what their biographers would have us assume. On the other hand, we also fail to note the socio-cultural forces that shaped these reforms, including nationalist agitation, religious revival, and progressive forces within the administration itself.
The truth is that, like the society in which they came to be enforced, these reforms were riddled with ambiguities and contradictions. Hence, while colonial officials could dismiss vernacular education at the beginning of the 19th century, events like the 1848 Rebellion resulted in their successors viewing it less unfavourably.
At the same time, the administration distinguished between elementary and secondary education, limiting vernacular schooling to the former. The government did endeavour to expand facilities, but these conformed to the imperatives of confining superior education to a Westernised bourgeoisie. As Swarna Jayaweera has observed, “British policy consistently stressed quality rather than quantity in secondary education.”
Perhaps more than anything else, colonial reforms bequeathed a set of elite secondary schools to the country. The Donoughmore Commission noted this when it stated that the island was fortunate “in possessing a remarkable number” of such institutions.
These schools were run by the State, Christian denominational bodies, and other private interests. Many of them had been set up between 1835 and 1860, while schools founded by Buddhist, Hindu, and Muslim revivalists were set up in the latter part of the century. It was only in the Donoughmore period (1931-1947), when Ministers exercised more powers over their areas of specialisation and a radical Left entered the legislature, that facilities for which these institutions had gained a reputation were extended to the poorer masses.
It is from this standpoint that we need to assess the contribution of cultural and religious revivalists, progressive educationists, and historical forces to the education and curriculum reforms of late 19th British Ceylon. As the evidence makes it clear, these figures and forces played a part in reforming the face of education in colonial society, even if they did not bring about, much less promote, radical change within that society.
Preoccupied with the issue of the country’s finances, the Colebrooke-Cameron Commission recommended the establishment of a public school in Colombo, the reform of government schools, and the setting up of a Commission to administer education reforms. Established in 1834, the latter body collapsed seven years later due to various disagreements and clashes. It was followed by another Commission in 1841, which in turn gave way to a more successful institution, the Department of Public Instruction, 28 years later.
By this point in time, the colonial administration in Ceylon was being guided by two contrasting ideological impulses: utilitarianism and orientalism. On the one hand, colonial administrators gave priority to reforms that were practicable and in line with the objective of creating a class of Westernised elites. On the other, not a few of them found themselves drawn to the history of the country they were governing. These developments blended in with the tenor of education reforms and the Buddhist revival of the late 19th century. Their effects were to be felt more fully in the early part of the 20th century.
Probably the most crucial development at this time was the excavation of Anuradhapura. Coming in after centuries of neglect, the restoration of the former capital of the country left a deep impression on people, evoking memories of a lost civilisation and a lost grandeur. It awakened no less than a desire to reclaim a national heritage.
Fittingly, the publication of an Archaeological Commission of Inquiry in 1870 fed into a clamour to know more about the country’s past. Ceylon history, as it came to be called, soon preoccupied officials and elites, leading to the formation of groups like the Ceylon Reform League and provoking much debate among educationists.
These debates centred on a rather pressing problem. Since their establishment, secondary schools had exuded a literary bias, with curricula which placed emphasis on the classics at the cost of other subjects. Long noted as a weakness by officials attached to the Department of Public Instruction, there was very little done to change the situation.
The teaching of history, in particular, limited the child to Europe and India. At the Colombo Academy in the period under discussion, for instance, the two textbooks in use were John Murray’s Guide to India and John Marshman’s Brief Survey of Ancient History. The situation remained much the same elsewhere, with the exception of schools set up by the Buddhist Theosophical Society (BTS), where the revivalist objectives of the organisation mingled with a personal interest among foreign teachers and principals in local culture.
Two developments conspired to extend the teaching of these subjects to the island’s elite schools. Firstly, the Governors in charge at this point, in particular William Gregory, took an interest in studying the country’s past and setting up institutions for that purpose. Indeed, the likes of Gregory did not just direct funds to digging up ancient sites, they also financed the establishment of institutions like the Colombo Museum despite the misgivings of their more fiscally conservative colleagues. Under Gregory, moreover, science and art education was prioritised, though progress remained frustratingly slow.
Secondly, while Buddhist schools saw their share of teachers dedicated to the study of local history, at the turn of the century other schools also began employing such figures. The most prominent among them was W. G. Fraser, Principal of Trinity College for 20 years. Described as “the finest colonial headmaster of his day”, Fraser oversaw the teaching of Sinhala at Trinity and abandoned subjects imported from England.
Less well heard of than Fraser, but no less significant, was Charles Hartley. A classics and language master who had taught at a number of English public schools, Hartley served as Principal of the Colombo Academy, now renamed as Royal College, for 16 years. During his tenure he oversaw several reforms, including starting Sinhala and Tamil classes on Saturday mornings at “a fee of Rs. 2 per month.” Anne Blackburn notes that the school employed the brother of Hikkaduwe Sri Sumangala Thera as its first Sinhala teacher.
Hartley’s experiments became successful, and in 1908 “vernacular teaching was instituted in the time table of the lower forms.” Despite his classical training, he also took an interest in science education, commencing physics classes for Technical College students in 1907. That same year, he introduced Ceylon History “to the three upper forms.”
Such reforms continued to influence students even after Hartley’s term ended. In 1913 at the College, for instance, two prizes were offered for Ceylon History, pointing to a growing enthusiasm for the subject. Whereas oriental studies had been neglected in the early 19th century, in the early 20th century such subjects were being taught with much interest. More pertinently, towards the end of the 1920s the results of the Cambridge Examination began to record impressive improvements in history.
Noting these achievements, in 1930 a group of students and teachers conferred with each other and presented a proposal to the principal that led to the establishment of a Historical Association. For its inaugural meeting the Association invited G. C. Mendis to speak on “The study of history with special reference to Ceylon”, underscoring the interest in local history that had led to the founding of the society. Predictably, other public schools followed suit: S. Thomas’ College, for instance, formed such an association in March 1936.
These years and decades saw the publication of a number of history books. They included Paul E. Pieris’s Ceylon and the Portuguese (1913) and The Kingdom of Jaffnapatam (1920), H. W. Codrington’s A Short History of Ceylon (1929), L. E. Blaze’s History of Ceylon (1933), and G. C. Mendis’s The Early History of Ceylon (1940). Needless to say, they had a profound influence on the local curriculum, even at the elite secondary schools.
To say that is not to overrate these works. For the most, the early historians favoured a chronology that divided the past into a series of dynastic periods. It was much later, in the 1960s, that a new generation of historians departed from such frameworks and delved into the material base of society. In its own way, however, it is a testament to the influence of the early historians that our schools still adopt their chronology, with the syllabus focusing on ruling dynasties and clans. Whatever the limitations of such an approach are, there’s no denying that it has penetrated the classroom today, as it did in their time.
These developments were a product of the political, cultural, and social forces that came together in colonial society in the late 19th century. While the work of colonial officials and commissioners, who had their own peculiar motives in the field of education reform, have been noted and can’t be denied, the work of other individuals, including educationists and revivalists, is more significant than what they are given credit for.
What needs to be noted in conclusion is that the reforms overseen by these individuals reflected the ideological impulses of British colonialism. So long as they did not contradict the broader aims of the colonial project, these reforms by and large gained official support, begrudgingly though it was often given. This is not as astounding as it may seem: not even in the 1930s, on the eve of the Donoughmore Reforms, did the most ardent revivalist imagine a Ceylon falling outside the British orbit. It is this, essentially, that guided education reforms, within the framework, and the limits, of a plantation colony in Asia.
(Uditha Devapriya is an international relations scholar and columnist, who can be reached at firstname.lastname@example.org. Uthpala Wijesuriya is a student and the outgoing Chairman of the Royal College History Club, who can be reached at email@example.com)
Impact of security considerations on foreign policy crafting
To be sure, Sri Lanka is in a tight policy bind as a result of initially granting the Chinese high tech vessel, ‘Yuan Wang 5’, permission to dock at its Hambantota Port for a week, beginning today. The decision did not prove divisive until India objected to it; apparently, over questions relating to its national security.
Consequent to India raising objections, Sri Lanka has requested China to defer its vessel’s Hambantota Port visit, but quite understandably the Chinese side has taken offence at this change of stance by Sri Lanka. Among other things, China has called on India to ‘stop pressuring’ Sri Lanka over the vessel’s visit, which it claims is for purely scientific exploration purposes.
Essentially, the Indian position is that its security interests could be compromised as a result of the Chinese high tech vessel being in a position, once it docks in Hambantota, to bring under close surveillance vital Indian infrastructural assets on the country’s southern coast in particular, such as nuclear power plants and ports. Sri Lanka reportedly received messages of protest by India to the effect that the Chinese vessel possessed the capability ‘to track satellites and intercontinental ballistic missiles’, besides other strengths.
China, for its part has explained, among other things, that the vessel’s visit is part of ‘the cooperation process’ between China and Sri Lanka, which is ‘independently chosen by the two countries and meets common interests. It does not target any third party.’ It added that: ‘Sri Lanka is a sovereign state. It can develop relations with other countries in the light of its own development interests.’
Sri Lanka is bound to see the merit in China’s argument but given its regional policy compulsions it cannot afford to be seen as being at cross purposes with India either. India and China are number one powers and considering Sri Lanka’s geographical proximity to both states, besides its dependence on them in a number of vital areas, it cannot be seen by either of these global powers as being insensitive to their best interests.
A classic small state dilemma, the commentator is prompted to observe. Bluntly expressed, however, Sri Lanka is in a state of utter helplessness in this situation where it cannot afford to offend either of these major powers. But in fairness to Sri Lanka it needs to be said that she has tried to be as ‘Non-aligned’ as possible while relating to the big powers concerned; it’s simply that, given her degree of dependence on them, she is in no position to say ‘No’ to either of them.
Sri Lanka’s damage controllers, if there are any, may need to act swiftly, positively and proactively. They will need to use their best diplomatic skills to facilitate an empathetic response from China in particular to the policy quandaries confronting Sri Lanka in the Yuan Wang 5 connection. Essentially, the message to both countries should be that no wilful harm has been intended to them by Sri Lanka.
This is not going to be the first occasion on which a worrisome tangle of this acuteness in the regional policy sphere is likely to confront Sri Lanka. Going forward, how will it manage quandaries of this magnitude? This is an issue of the highest urgency and complexity. It is compounded by the fact that being in an utterly helpless economic situation, Sri Lanka does not possess any rescue options worth speaking of. While the country needs to persevere with Non-alignment as best as it could, and as the saying goes, be ‘a friend of all’, it would be only working against its best interests by being unaware of the priorities of its closest neighbours and shaping its relations with them accordingly.
Needless to say, India is our closest neighbour and merits extra-carefulness and sensitivity on Sri Lanka’s part when dealing with it. The lessons of the late seventies and early eighties should be fresh in the minds of Sri Lanka’s policy and decision-makers, lest past regional policy blunders are repeated. Put briefly, security concerns prompted India to figure prominently in Sri Lanka’s ethnic conflict in those times.
Ideally, Sri Lanka should have been left alone to sort out the issues that grew out of its ethnic conflict. But Sri Lanka’s then rulers opted to seek the assistance of some Western intelligence agencies in their fight against the LTTE, which was seen by India as posing a threat to its security interests. Thus, was set in motion a period of antagonistic relations between India and Sri Lanka. This troublesome spell was defused somewhat with the signing of the 1987 Indo-Lanka peace accord.
There are some fundamental truths in foreign policy formulation that need to be addressed by Sri Lankan policy and decision makers, along with the local public, as the country moves into the future, particularly in the face of the current crisis situation. These truths need recalling particularly on account of the fact that some local sections see China and India as dealing with foreign policy questions in basically different ways. For example, China is seen as non-interfering in the internal affairs of countries in this context, while India is perceived as taking ‘a political stance’ on the relevant issues.
This is a misleading understanding of the reasons that compel these countries to adopt the seemingly different stances on the issues in question. To be sure, China is generally ‘non-interfering’ in the affairs of countries but this policy position grows out of what it sees as its best interests.
China prefers non-intervention in the internal politics of countries, for example, because it wishes the world to adopt a hands-off policy with regard to its own affairs as well. That is, China’s policy of non-involvement in the domestic affairs of other countries is dictated by its self-interest, which translates into its national interest. A country’s foreign policy is best understood as an instrument that serves its cherished interests. In China’s case its foreign policy revolves around ‘non-involvement’.
On the other hand, it is in India’s best interests to be concerned about developments in the South Asian region, since being the largest country in the region, it has a phenomenal and wide-ranging asset base to look after. Thus, national security is very much an integral part of India’s foreign policy. Accordingly, an ideal foreign policy is non-existent. Foreign policies are as diverse as the numerous states’ best interests are diverse. Thus, facile labeling of countries is difficult when it comes to foreign policy.
Right Thought (Samma Sankappa ) in Buddhism
by Dr. Justice Chandradasa Nanayakkara
Buddhism rests on the pivot of suffering. Lord Buddha declared ‘the world is established on suffering, it is founded on suffering’ (Duke loko patititthhito).
All problems in life bring about suffering (Dukka or unsatisfactoriness) and as we attempt to put an end to them, they give rise to another. Solution of one problem leads to another problem, in many other diverse ways. We are constantly confronted with fresh problems, in our daily life, and problems go on incessantly and interminably. Such is the nature of suffering, and it is the universal characteristic of sentient existence. Suffering can be either physical or psychological. Dukka is inescapable and ubiquitous and it constitutes the first of the four Noble Truths in Buddhism. The Four Noble Truths, which the Buddha himself discovered, and revealed to the world, are the chief characteristics and unshakable foundations of Buddhism.
In the first Noble truth, the Buddha defines the truth of dukka, thus. “What monks, is the Noble Truth of Dukka? Birth is dukka, decay is dukka, death is dukka, sorrow, lamentation, pain, displeasure and despair are dukka; union with the unpleasant dukka, separation from the pleasant dukka, not what one wants is dukka; in brief, the five aggregates of clinging are dukka. These monks, is the Noble Truth of Dukka”.
The solution for the aforesaid problems of dukka (unsatisfactoriness) of life is the Noble Eightfold Path, propounded by Lord Buddha more than 2600 years ago. This is the only way to the cessation of suffering and also a vital step in emancipating ourselves from an interminable cycle of rebirths.
It is said that the Noble Eightfold Path leads to the cessation of dukka. This path consists of a set of eight interconnected factors, or conditions, that when developed together, leads to the cessation of dukka.
The eight factors of the paths are 1. Right Understanding (sammaditthi) 2. Right Thought (sammasankappa) 3. Right Speech (sammavacca). 4. Right Action (sammakammanta) 5. Right Livelihood (sammaajiva) 6. Right Effort, (sammavayama). 7. Right Mindfulness (samma sati) 8. Right concentration (samma samadhi).
These eight factors aim at promoting and perfecting the three essentials of Buddhist training and discipline. For the purpose for coherent and better understanding of, the eight divisions of the path have been grouped according to the under-mentioned three headings.
The first two are classified as Wisdom (panna), the second three as Morality (sila) and the last three as Concentration (samadhi). These three stages in the Eightfold Path are encapsulated in a Buddhist stanza (sabba papassa akaranan – kusalassa upa sammapada – sacitta priyo dapanan – etan buddhanu sasanan). To cease from all evil to cultivate good, in order to purify one’s mind, that is the advice of all Buddhas.
The eight steps of the path are not expected to be realised in sequence, one after the other. Rather, they are considered a unity and an organic whole. They are interdependent and interrelated. All eight factors are preceded by the word “Right” classified as Right, which means perfect. It is a mode of transcendence that leads to sotapanna sakadagami, anâgâmi and arahant. No doubt, it is a difficult feat to be achieved. The Noble Eightfold path is in effect the path to Nibbana. It is a path which avoids the extreme of self-mortification that weakens the intellect and the extreme of self-indulgence that retards moral progress. Although it is generally spoken as a path to be treaded, in actual fact the eight steps signify mental factors to be practised. All eight factors should converge simultaneously, each supporting the other in order to reach a sufficient level of development to experience of sotapanna, sakadagame, anâgâmi or arahant. It is said that the path proceeds from a lower state of purity to higher state and factors of the path should coalesce at a certain level of perfection. Path is not meant to be practiced a little each day.
The Buddha taught the eightfold path in virtually all his discourses, and his directions are clear and practical to his followers, today, as they were when he first disclosed them.
According to Walpola Rahula, the divisions of the Noble Eightfold Path should be developed more or less simultaneously, as far as possible, according to the capacity of each individual. They are linked together and each helps the cultivation of the others.
The second factor of the noble Eight-fold Path, with which this article deals, is called in Pali; samma sankappa, (Right Thought) which is sometimes identified as “Right Intention” in Buddhist literature. In this instance, the word specifically refers to the purposive or conative aspect of mental activity, as the first factor in the Noble Eightfold path (samma ditthi or right understanding) encompasses cognitive aspect of the mental activity. Nevertheless, no clear demarcation can be made between these two divisions because, from the Buddhist perspective, the cognitive and purposive sides of the mind intertwine and interact in close correlation, inducing them into activity. Right Thought is important because it is one’s thoughts which either defile or purify a person. It is one’s thoughts and nature that control one’s destiny. Evil thoughts tend to debase one just as good thought tends to elevate one. Sometimes a single thought can either destroy or save a world. Right Thought serves the dual purpose of eliminating evil thoughts and developing pure thoughts.
Our thoughts are as important to us as our actions because they make up who we are, thus it becomes imperative that we keep thoughts pure.
Buddha, emphasising the value of Right Thought, declared “Your worst enemy cannot harm you as much as your own thoughts, unguarded. But once mastered, no one can help you as much, not even your father or your mother”.
Right Thought (right intention) is threefold. It is comprised of 1. Nekkamma: Renunciation of worldly pleasures, which is opposed to attachment, selfishness and self-possessiveness. 2. Avyapada: Loving Kindness, goodwill, or benevolence which is opposed to hatred, ill will or aversion and 3. Avihimsa: Harmlessness or compassion which is opposed to cruelty and callousness. In a moment of insight, the Buddha, at the time of his enlightment, saw that everything contains all these opposites. He saw the duality in nature and realised that everything can be replaced by the opposite. For instance, each kind of Right Thought counters the corresponding kind of wrong thought or intention, the thought of renunciation (Nekkama) counters the intention of desire, the thought of goodwill counters the intention of ill will and the thought of harmlessness counters the intention of harmfulness.
Buddha declared if one acts and speaks with a pure thought, happiness follows him like a shadow that never leaves him and if he acts or speaks with an impure mind then suffering follows as the hoof of the ox. Right thought means avoiding desire and ill will. The importance of wisdom is evident from this, as the cause of suffering is described in terms of desire, ill will and ignorance. Right understanding removes ignorance and Right thought removes desire and ill will.
Renunciation (Nekkama) is often a difficult task. Grappling with the power of desire and attachment may require a great deal of personal struggle, as the mind does not want to relinquish its hold on the objects to which it has become attached. But that struggle yields many benefits, as putting an end to dukkha depends on eliminating craving thereby directing the mind to renunciation. We develop the inner strength to overcome temptation and compulsion. Attachment coupled with ignorance are the chief causes of all evil prevalent in this deluded world. One can either be attached to desirable objects or is repulsed with aversion if the objects are found to be undesirable. The word “Nekkamma” generally conjures up the idea of leaving your household life for the monastic life by discarding all sensual pleasures completely. But it is not so, as renunciation can apply to lay practice as well. Real renunciation does not require you to give all things inwardly cherished but changing our perspective on them so that they no longer bind us. It is letting go of whatever that binds us to ignorance and suffering. It is only an abandonment of overly material comforts for spiritual enlightment. The degree to which a person renounces depends on his disposition and situation.
It is the attachment or desire that put us on an endless cycle of grasping and keeps us unsatisfied. Therefore, it is important that we maintain an attitude of detachment from worldly pleasures and realise the ephemeral nature of our possessions and to not be selfishly attached to them.
The Buddha says unfulfilled desire is the root cause of unhappiness and dissatisfaction, and the way to overcome such unhappiness is to eliminate the craving or desire by eradicating the root of unwholesome desire through renunciation. The Mind is in the habit of grasping. We have to break this habit and strive to let go of grasping.
When we look realistically at the desire and unhappiness that eventually follows in its wake, it is constantly shadowed by dukkha (unsatisfactoriness). When desire is not fulfilled there is always frustration, disappointment, sometimes despair. Even if the desire is fulfilled it does not a guarantee of happiness and it might not last long and sometimes we lose the object of desire. This is called grasping. When we hang on too hard this becomes a cause of unhappiness. It is important to realize the fulfillment of desire is impermanent, nothing lasts whether it be height of sensual delight, or the achievement of wealth or fame or power. The pursuit of such pleasures brings the pain of separation from the object of desire, which increases in intensity in proportion to the degree of attachment.
Our mental states such as happiness or sadness and consequent actions are determined by our thoughts. The cause for endless suffering, conflict, discontent and injustice does not lie outside the mind. They are all just manifestations of intentions, outcroppings of thoughts propelled by greed, driven by hatred and delusion.
Right thoughts can mean different things and it is essentially directed towards shunning away from the vicious cycle of craving and desire by committing to a life style of self improvement and ethical conduct. The Buddha identified two types of thought: wandering thought(vicara) and logical or directed thought. Normally our mind is filled with scattered, random and wandering thoughts. For instance, when we are asked to perform a task our thoughts are directed towards in a particular direction. Once that task is over our thoughts are directed towards another direction and begin their erratic wandering again. The Buddha making an important observation in this connection and declared “Whatever one thinks about and ponders on often the mind gets a leaning in that way” (M.I)
The Buddha broadly defines Right Thoughts as thoughts of detachment, of love and of helpfulness. Therefore, an important aspect of Buddhist training is to cultivate Right Thought, not to let negative thoughts persist in our mind and to encourage positive thoughts.
Right Thought basically refers to wholesome thoughts, which is closely linked to Right Understanding because it results eventually through the practice and attainment of wisdom.
The first two verses of the first chapter of the Dhammapada by the Buddha would also be relevant in this connection. “All we are is the result of what we have thought. It is founded on our thoughts, it is made up of our thoughts. If a man speaks or acts with a pure thought, happiness follows him like a shadow that never leaves him”.
Avyapada as the second constituent of Right thought literally means non-enmity and corresponds to the most important virtue of Metta. In Sanskrit Maittri is loving kindness or goodwill towards all without any distinction or discrimination. The Pali word Metta also connotes loving kindness, goodwill, benevolence friendliness. A person whose mind is full of loving kindness can harbor no hatred towards anybody just like a mother who makes no difference between herself and her only child and protects it even at the risk of her own life. Metta is the strong wish for the welfare and happiness of others and devoid of self interest. It is indeed a universal, unselfish and all-embracing love. Metta is opposed to hatred, ill will or aversion. A person who radiates metta refuses to be offensive and renounces bitterness, resentment and animosity of every kind. It is a love that has no ulterior motive. Metta does not make a distinction among beings. It embraces all and no one falls outside of its domain. Ill will is countered by Metta. The kind of love implied by Metta should be distinguished from sensual love and also from the love involved in personal affection.
The third and the last of the three constituents of Right Thought is Avihimsa or Karuna. It is guided by compassion (Karuna) which is opposed to cruelty, aggressiveness and violent thoughts. Like Buddhist Mettta, Karuna too is limitless and boundless. Karuna (compassion) is a virtue which makes the tender hearts of the noble quiver at the sufferings of others. The characteristics of Karuna are comparable to that of loving mother whose thoughts, words and deeds always tend to relieve the distress of her ailing son. (Narada). Karuna complements loving kindness (Metta). While loving kindness has the quality of wishing for the happiness and the wellbeing others, Karuna (compassion) has the quality of wishing that others be free from suffering. Bhikkhu Bodhi describing the thought of harmlessness (avihimsa) in the context of Right Thought states “The intention of harmlessness is thought guided by compassion (Karuna) aroused in opposition to cruel, aggressive, and violent Thoughts. Compassion supplies the complement to loving kindness. Whereas loving loving kindness as the characteristic of wishing for happiness and welfare of others, compassion has the characteristic of wishing that others be free from suffering, a wish to be extended without limits to all living beings. Like Metta, compassion arises by entering into the subjectivity of others, by sharing their interioty in a deep and total way. It springs up by considering that all beings, like ourselves, wish to be free from suffering, yet despite their wishes continue to be harassed by pain, fear sorrow and other forms dukkha.
Can Priyanka Chopra do it for Sri Lanka!
Bollywood star Priyanka Chopra is one celebrity who has actively supported, and worked with charities, and nonprofit organizations, throughout her adult life.
Most recently, the 40-year-old actress completed an emotional trip, working with UNICEF to help mothers and children, in Poland, who fled from the war in Ukraine.
In 2010, Priyanka became the National Ambassador of UNICEF and played a significant role in fostering awareness of children’s needs in India. Additionally, she raised funds, advocated and educated people on UNICEF’s goals, and featured in numerous videos to create awareness about child rights.
During the coronavirus pandemic, Priyanka and husband, Nick Jonas, donated to several organisations, to help fight the outbreak of coronavirus.
Since both Priyanka and Nick Jonas are internationally known celebrities, and their charity work is generally connected with children, it certainly would be a good idea to try and get their attention focused on the situation, in Sri Lanka, especially where hundreds of children are reported to be going without meals, on a daily basis.
If we can get them involved in our scene, I’m sure we would have more support coming our way, from other well-known celebrities…especially those big names, in showbiz, who have been appointed as Ambassadors for UNICEF.
And, who knows, we may have another ‘Live Aid’ concert, put together, very specially for Sri Lanka!
Sri Lankans, based in Australia, are very concerned about the situation, in their land of birth, and some are working on projects to help the needy, back home.
I’m told that a few individuals are trying to work on the possibility of sending some bicycles to their friends, in Sri Lanka, to help them overcome the fuel crisis.
In the meanwhile, Chopra used her social media presence to deliver an emotional message on Instagram about her trip, to Poland, shared alongside photos of herself spending time with refugee children.
A few pictures show Chopra laughing and doing activities with the kids, while the rest focus specifically on the children creating art, or blowing bubbles outside.
The accompanying message focused on the psychological impact of war on refugees, especially children, describing how UNICEF made teams of psychologists available to the refugees.
Chopra wrote: “One of the most effective tools in helping children regain a sense of normalcy is playful interaction. It sounds so simple, but through play, children can find safety and respite, while also being able to explore and process what is happening in their lives.”
She continued by describing specific ways the children use play and art as therapy, saying, “The kids I met, on this mission, love working with art. Coffee beans, salts and regular household items are used for art therapy and sensitivity therapy. When they work with different materials, as well as paints and colours, the therapists are able to understand their emotions.”
Chopra also mentioned the handmade dolls the children made and gifted her, which are “believed to have the power of protection.”
The actress shared another post, on Instagram, soon after, telling the story of one mother who was forced to leave behind her husband, and parents, in Ukraine, to get her son to safety.
Perhaps, UNICEF Sri Lanka can make Priyanka Chopra’s visit here a reality.
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