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Educational reforms Sri Lanka demands today for a brighter tomorrow

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The 32nd Dr. C. W. W. Kannangara Memorial Lecture titled ‘For a country with a future’: Educational reforms Sri Lanka demands today’ delivered by Prof. Athula Sumathipala, Director, Institute for Research and Development, Sri Lanka and Chairman, National Institute of Fundemental Studies, Hanthana on Oct 13 at the National Institute of Education, Maharagama

Continued From Yesterday

Have these educational reforms from 1947 to date resulted in a sufficient number of citizens who are ready to face the 21st century, citizens who think beyond personal gain, and developed teachers, intellectuals, educationists and politicians, who have the capacity and the will to help develop such persons? The reality, however unpleasant, is that, no, it has not.

Has the Kannangara vision become a reality?

The aim of widening access to education was to help develop citizens, teachers, intellectuals, educationists and politicians, with the capacity and will to think beyond personal gain. Did such increased access achieve this aim? Or did it unexpectedly result in a process of converting the educated few among the poor into wealthy individuals and members of the elite? And in political power moving into the hands of a significant percentage of people who focus primarily on their rights and not on their duties and social responsibilities?

How did Israel which was established as a country in 1947 end up a developed country whereas Sri Lanka which established free education in 1947 end up a bankrupt nation? How did Sri Lanka which had the second strongest economy in Asia at the time of its independence in 1948, next to Japan alone at the time, fall so far? Can we escape this crisis without examining the factors for this fall? Why did progressive thinking not develop in line with widened access to education?

According to our conclusions based on behavioural science, economics, humanities, sociology, psychology and political science, the factors driving the current social, economic and political crisis are:

• Political leadership without a vision: the primary factor is the political leadership that governed the country post-independence, and particularly after 1977, and the narrow political vision

• Severe failures within political structures: most politicians are not honest representatives who hold themselves responsible to the public

• Corruption: politics has turned into a mechanism where wealth can be earned using the power and benefits available to politicians

• Wrong economic policies and management: failure to protect export income, import costs exceeding export income and unlimited borrowing to cover the discrepancy between dollar earnings and expenditure

• The decline of the quality of the government service: government service becoming inefficient, corrupt and suborned by political power

• Weakened moral fibre of the people: Perpetuating ignorance and poverty for political gain, failure to empower people and inculcating a mentality of dependence founded on a focus of rights alone and a disregard of duties and responsibilities

The common factor tying up all that is stated above is the lack of an education system that can engage and triumph over local and international challenges, that can ensure developing skilled and productive citizens. A key reason for this failure is the lack of a State Education Policy, which resulted in each successive government implementing disparate policies during their times. In the same vein, student organisations and trade unions carried out protests based on political motivation rather than societal needs. The solution to all issues can lie in high quality educational reforms which consider the Sri Lankan nation as a single entity.

Educational reforms Sri Lanka demands today for a brighter tomorrow

Educational reforms necessary today cannot be discussed in isolation from the global situation; they must be viewed within a broad framework of global economic crises as well as the Covid pandemic since the entire world has been turned on its head by the Covid-19 pandemic.

In 1950, Rene Dubois, a French microbiologist, environmentalist and humanitarian, who later became the Professor of Community Medicine and Tropical Medicine at the Harvard University, warned that nature would attack back at an unexpected time, in an unexpected manner. This is what we saw in 2019. The high-risk behaviour of humans, pollution, destruction of forests, use of anti-microbials, changing biomes, chemical pollution, urbanisation, rapid population increase, ultra-consumerist culture challenging sustainable limits have led to the destruction of the environment. Most people remain unaware that the floods, landslides that we call natural disasters are not in fact natural but are a result of human actions.

Faced with this unpleasant truth, education today should move towards an in-depth analysis of how we should educate ourselves to protect humanity by overcoming these challenges. It is necessary to re-examine our thoughts, feelings and behaviour in the face of the global challenges we need to overcome. Therefore, the aim of Sri Lankan education and educational reforms should be the development of a child, an adult and a citizen who looks at the world from a new perspective and is sensitive to humanity; who aims to leave a future that is better than our past to our unborn children. It is my duty to remind everyone that there is no other alternative left to us.

This country requires citizens, teachers, intellectuals, educationists and politicians who have the skill and the ability to support the development of children and people who can face and manage change, and have a vision beyond personal gain. This is therefore the best time to discuss broad educational reforms which can support the challenges of this generation. In this context, what is essential are educational reforms which go beyond expanding access to education and changing curricula, or reforms which consider development of dollar-earning, exportable human resources as their only objective. The demand today is for reforms that go beyond these basic aims and aim to enhance morality and human values.

Gaveshana Magazine, of which I am a member of the editorial board, recently published its 39th special edition on the theme of ‘Educational reforms the country demands to develop a productive citizen adaptable to the modern world’. Professor Gominda Ponnamperuma, Head of the Department of Medical Education of the Faculty of Medicine, University of Colombo stated as follows in writing an article on ‘Student-focused education and traditional education in Sri Lanka’ for this edition:

“The education system that exists in Sri Lanka today is not one that has identified the needs specific to Sri Lanka, develops human resources to match those needs, nor one that has been enriched by the positive aspects of global trends in education. What exists today is the education system developed by British colonials. This system is not currently practiced even in Western countries. Those countries too have given priority to student-centred education. The student-centred education system we believe in is closer to the education system we originally had in Sri Lanka rather than to the system that was forced on us by the British, that they themselves reject today, but that we continue to maintain.

What is the student-centred education system we believe in? This concept is based on the definition of the word ‘education’. Currently, education is defined as skills to be developed through understanding, experimentation and experience, rather than material that can be transmitted from one person to another.

If education is a resource that flows inertly from a teacher to a student, then, education can be limited to confining a group of students to a room, and a teacher providing a series of lecture notes according to a set timetable. Yet, education is not thus defined. In that case, what defines student-centred education? True education, as previously defined, should be a process where a student, together with other students and a teacher, engages in effective conversation, allied student experiments, experiences and activities, leading to the acquisition of mental and physical skills as well as conceptual and spiritual change. It is however questionable if this is feasible in a school classroom of today?

For this to be feasible, there needs to be an environment where students can form small groups in a classroom to carry out experiments and discuss experiences under the guidance of a teacher, leading to intellectual, physical and conceptual development in the children. However, the classrooms of today are only suitable for information transmission from the teacher to the student, and not for conceptual and intellectual development through discussion between the student and the teacher. Continuing in this vein will prolong a ‘memorising education culture’ that dulls critical thinking. For future Sri Lanka to have an intelligent, skilled work force with strong values, the current classroom structure needs to change.

A counterpoint to this claim is that a teacher is weakened in student-centred education. That is completely false. In teacher-centric education, the teacher prepares notes and passes it on to the students. The teacher then explains anything the students do not understand. Students then learn the teacher-provided notes and reproduce such learnings at an exam. In student-centred education, the teacher develops ‘learning stimulants’ that need to be discussed and experimented on with students, for example, documents, reports of practical applications, activities to engage in. Students explore the stimulants the teacher developed, in small groups. The teacher directly participates in such discussions and experiments and explains any confusing or difficult points. The teacher consistently assesses if the students have reached the educational targets and objectives.”

The explanation above indicates how student-centred learning can further strengthen the role of the teacher rather than weaken it, and how it can lead to greater creativity and enjoyment in the profession of teaching.Pre-colonial Sri Lanka had an education system which is the polar opposite of teacher-centric education. In this system, the teacher would identify the skill set best aligned with the student and would teach the student either fencing, or archery, or irrigation methods, or agriculture and so on. It is quite student-centric since the teaching content and method is modified to suit the needs of each student, rather than a ‘one size fits all’ education methodology that assumes a single teaching and learning methodology meets the requirements of all students.

As we pointed out previously, education is well-known in this country as something that should have, but has not, evolved. Last year, this task of educational reforms was assigned to the Educational Reforms and Distance Education State Ministry. Dr. Upali Sedere, Secretary to this Ministry, disclosed in a special article for Gaveshana magazine the proposed reforms, which are due to be enacted under the current Minister as well.

The reforms are based on six key objectives:

i) active contribution to national development

ii) effective and efficient work-oriented person

iii) person with entrepreneurship mind

iv) patriotic person

v) good human being

vi) happy family

The curriculum that is based on these factors consists of four separate parts:

i) scholarship

ii) productive citizen and activity-based education

iii) teamwork

iv) emotional development

This will be structured on a modular method, on a student-centred basis. The curriculum is divided into three parts:

i) essential learning

ii) self-learning

iii) extra curriculum

Accordingly, the objective is to guide students towards a vocational education based on extra activities. It is mainly intended for years 1-11, or general education, according to Dr. Sedere, however, simultaneous change is necessary in both years 12-13 and in the university education system.

Dr. Sunil Jayantha Nawarathne, Director General of the National Institute of Education, writing in the same magazine, discusses the basis of the proposed amendments as follows:

“Our country has an education system that dates back two thousand five hundred years. This excellent education system was subjugated and lost with the expansion of the education system the British imposed upon us, leaving us with this British system by 1948. We have still been unable to establish a home-grown education system seventy -four years later, leading to multiple issues in the citizens who follow this education system. We need a new generation suited to the 21st century. To achieve this objective, the National Education Institute is introducing these new 2022 educational reforms with a national objective in mind. Creativity, innovation and entrepreneurial mindset are what we aim to achieve with this new education system.”

Let us examine what a productive citizen, fitting the 21st century looks like.

21st Century and 4th IR ready human capital

21 CHC = 3R + 3L + 2C + SDL

21 CHC – 21st Century-ready Human Capital

3R – Reading

wRiting

aRithmetic

3L – Learning skills

Literacy skills

Life skills

2C – Character development

Citizenship

SDL – Self-directed learner

He terms the current education system in Sri Lanka as a 3R system – (Reading, wRiting, aRithmetic). This does not include innovation or questioning the status quo. He accepts that advancement is not possible using the old system, when the reality is that we are now 22 years into the 21st century. “Even an old mobile phone does not meet the requirements of today. A Smart phone is now a necessity – for using the internet, photography, banking and many other activities are now carried out using the smart phone. To change the system to meet today’s needs, the 3R system needs further additions: 3L, 2C and SDL.

3L – Learning skills, Literacy skills, Life skills

2C – Character development, Citizenship

SDL – Self-directed learner



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Opinion

Praise to ex-President Ranil Wickremesinghe!

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Ranil

In the despicable absence of an urgent practical response on the part of the JVP-Anura Kumara Dissanayake-led NPP government to the devastating 28th March earthquake in Myanmar, ex-president Ranil Wickremesinghe has made a very timely and sensible proposal regarding how to assist our disaster stricken fellow humans in that country. ex-president Wickremesinghe! Thank you very much for saving, at least to some extent, Sri Lanka’s still unsullied reputation as a sovereign state populated by a most humane and hospitable people. You have again demonstrated your remarkable ability to emerge as an able state level troubleshooter at critical moments, this time though, just by being a mentor. It is a pity that you don’t think of adopting a more universally acceptable, less anglophile version of principled politics that will endear  you to the general electorate and induce the true patriots of the country to elect you to the hot seat, where you will have the chance to show your true colours!

The ordinary people of Myanmar (formerly called Burma) are remarkably humble, polite and kind-hearted just like our fellow ordinary Sri Lankans. There’s a natural cultural affinity between us two peoples because we have been sharing the same Theravada Buddhist religious culture for many centuries, especially from the 4th century CE, when Buddhism started making gradual inroads into the Irrawaddy Valley through trade with India. Whereas Buddhism almost completely disappeared from India, it flourished in Sri Lanka and Burma. Nearly 88% of the 55 million present Myanmar population profess Buddhism, which compares to 72% of the 22 million population in Sri Lanka. Wickremesinghe has been mindful enough to take a glance at the historicity of close Myanmar-Sri Lanka relations. And he didn’t mince his words while giving some details.

At the beginning of his statement in this connection (which I listened to in a video today, April 1, 2025), Ranil Wickremesinghe said that our government has expressed its sorrow (but little else, as could be understood in the context). Countries near and far from Myanmar including even partly affected Thailand, and India, China, and distant Australia have already provided emergency assistance.  Referring to the special connection we have with Myanmar as a fellow Theravada Buddhist country, he said that both the Amarapura and Ramanna nikayas brought the vital higher ordination ritual from there. We must help Myanmar especially because of this historic relationship.

When an earthquake struck Nepal, the birthplace of the Buddha, in 2015, we sent an army team to assist. On that occasion, Sri Lanka was the second country to provide relief, India being the first, with China becoming the third country to come to Nepal’s help. Today, India, Thailand, Malaysia, China and Australia have dispatched aid by now.  Last year Sri Lanka gave 1 million US Dollars for Gazan refugees. We need to take a (meaningful) step now.

Wickremesinghe proposed that the army medical corps be sent to Myanmar immediately to set up a temporary hospital there. The necessary drugs and other materials may be collected from Buddhist and non-Buddhist donors in Colombo and other areas.

Emphasising the ancient friendly relationship between Sri Lanka and Myanmar, Wickremesinghe mentioned that King Alaung Sithu I (of the Pagan Dynasty, 1090-1167 CE) sent help to (Prince Keerthi who later became) King Vijayabahu the Great (1055-1110 CE) to defeat and drive away from the island the occupying Cholas after a 17 year long military campaign. The grateful Lankan monarch Vijayabahu, during his reign, offered the Thihoshin Pagoda (name meaning ‘Lord of Lanka’ pagoda, according to Wikipedia) and a golden Buddha image to the Myanmar king. (This pagoda is situated in Pakokku in the Magway region, which is one of the six regions affected by the recent earthquake. I am unable to say whether it remains undamaged. Though the monument was initiated during Vijayabahu’s lifetime, the construction was completed during the reign of King Alaung Sithu I {Wikipedia}).

Wickremesinghe, in his statement, added that it was after this that a strong connection between Sri Lanka and Myanmar started. In some Buddhist temples in Myanmar there are paintings by ancient Lankan painters, illustrating Jataka stories (Stories relating to different births of Buddha). Among these, Wickremesinghe mentioned, there is a painting depicting the duel between (the occupying Chola king of Anuradhapura) Elara and (his young native challenger from Ruhuna prince) Dutugemunu. (Although Wickremesinghe did not talk about it, a fact well known is that there is a copy of our Mahavamsa in Myanmar. In reporting the ex-president’s speech, I have added my own information and information from other sources. I have put this within parentheses)

Let’s hope President Anura Kumara Dissanayake is wise enough to derive some benefit from his predecessor’s mentoring in the name of our beloved Motherland.

Rohana R. Wasala

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Assisting solar power debate in Cabinet

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Authors: Directors of Solar Village SDG CIC
www.solarvilllagesdg.org
I.M. Dharmadasa (Emeritus Professor), Nilmini Roelens (Solicitor) and Saroj Pathirana (Journalist)

The purpose of this article is to inform the Cabinet discussion on Solar Power proposed by the Ceylon Electricity Board (CEB)

Net metering and the Prosumer

The CEB has put forward a motion to the Sri Lankan Cabinet which proposes to reduce the unit price payable under the various net metering schemes to the “prosumer” (the owner of a solar panel system).

A prosumer is a blend of producer and consumer, referring to individuals who both create and consume. This is based on the notion that most producers of electricity through self-owned solar panels generate more than double their own needs as consumers. It thus enables the prosumer to connect to the national grid and receive money on a pay back scheme from the CEB for the excess electricity they produce.

What is this debate about?

Currently there are four schemes.

The Public Utilities Commission of Sri Lanka explains the various schemes involving roof -top solar solutions thus under a heading published in October 2023 – Rooftop Solar PV Connection Schemes. The two most noteworthy schemes are the Net plus and the Net plus plus schemes.

https://www.pucsl.gov.lk/rooftop-solar-pv-connection-schemes/

Through the NET Plus Plus Scheme CEB regards the prosumer as a mini power plant holder which maximises roof top generation well beyond the prosumer’s own needs making maximum use of extra roof space. This would work well for schools and companies with large buildings. CEB used to pay Rs. 37 per unit to the prosumer for up to 500kW. This unit price was available between 26 October 2022 to 1 July 2024. However, as of 1 July 2024 the unit price was reduced to Rs. 27.

We understand the new CEB proposal to the cabinet is to scrap this scheme altogether.

In relation to the Net Plus scheme which is the more accessible and popular scheme for ordinary householders the current CEB proposal is to reduce the unit price even further to Rs. 19 for solar power systems generating less than 20 kW, whilst for those generating between 20 – 100 kW the unit pay back will be Rs.17 and those generating between 100 – 500 kW will receive Rs.15 per unit.

The installation costs of a 5-kW solar panel is now around Rs 1.0 million. The cost of solar panels has in fact come down over the years and the units are recyclable. The lifespan of a solar unit is expected to be in the region of 22 to 25 years. There are now over 300 active solar companies in Sri Lanka. This is a rapidly growing sector with the prospect of generating employment for tens of thousands of young Sri Lankans for many years to come as technicians, administrators and entrepreneurs. The potential advantages for the economy are extensive Sri Lanka’s growth of the renewable energy sector using freely available sunshine available virtually all year-round given the geographical proximity to the equator

It is not just about reducing the electricity bills of the prosumer. This green energy solution would also mean we avoid the heavy annual cost of the import of fossil fuels into Sri Lanka which very seriously affects its balance of payments each year. The unwarranted need for environmentally damaging energy sources like coal, diesel and nuclear (with its inherent dangers and enormous costs), etc., will lead to a meaningless downward spiral of more debt, enhanced climate risk and pollution.

The intermittency argument

The argument of intermittency of renewables is a misguided premise. Some may argue that seasonal variations of renewables such as solar or hydro power may make them unreliable. This can very easily be remedied by investment in a smart grid. This can be done by upgrading the existing transformers and grid lines. A policy decision would be required at cabinet level to advise the CEB to reinvest any profits for this purpose.

Green Hydrogen is the future

Solar generated power can be harnessed to invest in Green Hydrogen solutions which could mean that rather being an importer of fossil fuels, that the rest of the world is turning away from, Sri Lanka becomes an exporter of green hydrogen to countries in the northern hemisphere where sunshine is scarcer.

Picture what it could do to the Sri Lankan economy if, rather than being dependent on imports of polluting and expensive fuel which can exacerbate the climate crisis, we transform our island into an eco-tourist paradise and become an exporter of clean green hydrogen.

Green hydrogen is created by splitting water molecules into its components of Hydrogen and Oxygen. The hydrogen gas can be compressed and stored for export. The minimum voltage required for splitting the water molecule is about 1.50 Volts DC and scaling up and commercialisation is happening throughout the world currently.

Rebranding Sri Lanka as a renewable energy island

To limit imports of fossil fuels for automobiles, a policy decision at governmental level could provide concessions for electric cars for solar roof owners and encourage the use of solar powered charging stations. The annual cost of imports of petrol and diesel would reduce overtime as Sri Lanka encourages clean and green electric cars.

Whilst the rest of the world is turning to renewable energy with alacrity, Sri Lanka ought not turn to fossil fuel imports in breach of its commitments to the international community.

In 2015 Sri Lanka signed up to the United Nations 2030 Agenda. Ahead of the Paris Summit Sri Lanka set out its climate action plan which the UN Framework Convention on Climate Change (UNFCCC) stated “Countries have agreed that there will be no back-tracking in these national climate plans, meaning that the level of ambition to reduce emissions will increase over time.”

(https://unfccc.int/news/sri-lanka-submits-its-climate-action-plan-ahead-of-2015-paris-agreement)

Sri Lanka has a real opportunity to rebrand itself as a renewable energy island. This means moving towards the commitments made at UNFCC – COP25, Sri Lanka Country Statement in Madrid in December 2019:

“Sri Lanka recognises the importance of the role of COP and highlights the need to take effective and definitive steps for finalising the follow up actions of the Paris Agreement.

The rise of the global mean temperature and the resulting changes have created adverse impacts on key sectors of Sri Lanka, such as agriculture, forestry, biodiversity, marine and fisheries, tourism and energy (hydro power) sectors, leading to disastrous effects on its people, ecosystems and economy. According to official statistics from 2008 to 2018, droughts, floods and landslides have affected over 15 million people, and losses and damages resulting from these calamities have been borne by Sri Lanka’s national budget… Sri Lanka is committed to inclusive and participatory climate actions to ensure that affirmative actions are taken to address the vulnerabilities of climate change.“https://unfccc.int/sites/default/files/resource/SRILANKA_cop25cmp15cma2_HLS_EN.pdf

Why is reduction of the unit price a very regressive, harmful measure?

The reduction will discourage the use of clean renewable energy in favour of higher imports and a move towards dangerous and expensive sources of energy.

The consequences of a reduction of unit price will thus be far reaching beyond the loss to the prosumer.

Lithium battery storage options mean that even when the sun stops shining at night or in the wet season the solar panel produced energy can continue to be used. It is very likely that current solar companies will need to diversify to survive and move towards lithium battery storage solutions and inverters so that year long, 24-hour access to energy is available without recourse to the national grid for their customers. As individuals and institutions go off grid CEB’s income will dwindle in the long run as the private sector takes over.

Recommendations to the cabinet

We make the following recommendations to the Government of Sri Lanka:

(i) At present we have a fragile grid, and the CEB should strenuously endeavour to minimise energy leakages and improve the grid by replacing weak transformers and grid lines. Such continuous improvements will enable us to move towards a “Smart Grid” enabling absorption of large amounts of intermittent renewable energies like wind and solar.

(ii) At present we have ~1500 MW of renewables installed, comparable to hydroelectricity. When solar power is plentiful during the daytime, hydro power can be reduced simply by controlling the water flow without any technical difficulties. This is one way of assuring energy storage while balancing the grid energy.

(iii) Another solution for this is pumped-water storage plants. It is important to follow through with such measures which have now been under discussion for some time.

(iv) The future energy carrier is green hydrogen (GH) produced by electrolysing water using both wind and solar. A global Green Hydrogen revolution is taking place, and GH can be used to run vehicles using fuel cell technology. Trains and buses are being run with GH technology in Europe. GH can also be converted into ammonia and methanol to produce fertilizer and be applied for other industrial uses. Sri Lanka must not be left behind.

(v) GH can be stored and burned whenever energy is needed, especially during nighttime. Only water vapour is produced during the burning of hydrogen without any air pollution. Sri Lanka already has the Sobhadanavi LNG plant which is almost ready to use. Since we must import LNG to run this power plant, we should be able to reduce the LNG import bill by half by mixing the natural gas (methane) with the locally produced GH. See here:

(vi) Local solar energy companies should install high quality solar energy systems and provide “after sale services” in accordance with their guarantees.

(vii) PV companies should also be encouraged to collaborate with local electronics departments to manufacture accessories like inverters and other components needed for these systems, creating new jobs, and reducing the total cost of the systems.

(viii) In addition to grid tied solar roofs, the PV companies should also market hot water systems and water pumping systems. As a country reliant mainly on agriculture, solar water pumping and drip irrigation systems, especially in the dry zone, provide a huge potential for increasing food production.

(ix) Battery capacities are improving, and costs are coming down. This can be encouraged pending replacing grid infrastructure.

(x) It is important to increase public awareness through government funded campaigns. The public should recognise the dangers of using imported and expensive fossil fuel and the importance of using renewables.

(xi) The public should also recognise the advantages of having a clean environment, health benefits and enhanced living conditions.

(xii) A community development project called “Solar Village” to empower needy communities, accelerate their sustainable development, reduce poverty and take climate action has been developed over the past two decades. Seven solar villages have been established and funding for three more solar villages have been obtained.

Solar Village SDG, a UK based community interest company has been established to encourage the use of renewables and to pilot programmes which will support sustainable development goals. This includes providing access to a quality education for all via smart rooms which will be set up alongside solar villages in rural schools. Such initiatives could be encouraged and supported.

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Opinion

How monks practice Buddhism in Sri Lanka

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Time was when we had to observe the five precepts chanting in front of the omnipresent Buddha statue in every Buddhist household, and pay homage to parents straight afterwards. Attend mandatory Sunday schools, trek about 6 miles (return) to Moratu Vidyalaya’s main hall together as a family on Fridays to listen to a sermon by erudite visiting monks from the Vajiraramaya and elsewhere.

Having been settled in the UK for half a century, I can only go by what I read and hear from Sri Lankan friends and families. All those practices seem to have changed for the worse, sadly! Living in luxury, temples are run on business models nowadays! Monks ask what they wish to eat at alms-givings, including pork, etc., tell how much it costs the laypeople to invite them, etc! Unbelievable to say the least! I dare say it seems to start from the top of the hierarchy – the Kandy Temples, where the prelates live and are patronised by all politicians from Presidents, Prime Ministers and others! Some monks engaging in politics is not uncommon! For example, a recent statement made by Ven. Dodampahala Rahula Thera during a religious ceremony held to bless former President Ranil Wickremesinghe on his birthday has sparked widespread discussion on social media.

Speaking at the event, Ven. Rahula Thera had claimed that he had advised then-President Wickremesinghe not to import fuel ahead of the 2024 Presidential Election. However, the Thera has since clarified that the remark was made in error due to the pressure of the moment. Pertinent question is why did he choose such intervention?

All these are in such sharp contrast to Buddhist monks in the Western world and South East Asia where they shun luxury to lead a truly monastic lifestyle in order to practise what they preach.

Respected and loved in his own country as a man of great wisdom, Ajahn Cha was also instrumental in establishing Theravada Buddhism in the West. Beginning in 1979 with the founding of Cittaviveka commonly known as Chithurst Buddhist Monastery) in the United Kingdom, the Forest Tradition of Ajahn Chah has spread throughout Europe, the United States and the British Commonwealth. The dhamma talks of Ajahn Chah have been recorded, transcribed and translated into several languages.

More than one million people, including the Thai Royal Family attended Ajahn Chah’s funeral in January 1993 held a year after his death due to the “hundreds of thousands of people expected to attend”. He left behind a legacy of dhamma talks, students, and monasteries. The little I know of Buddhism teaches me to practice His Noble Teachings. It follows therefore the importance of listening to practising Buddhist monks who actually command respect, not by their titles! They don’t mean anything to me. Not familiar with various Nikayas, I think Buddhist monks should have both their shoulders properly covered in the interests of propriety! Though not a vegetarian, I believe in Ahimsa as even little spiders feel pain. Though my wife is scared of them, I tell her they are scared of her, more to the point! So, I catch the innocent crawly creatures by hand to throw them out of harm’s way! We have stopped the practice of throwing inevitable food waste into Council provided bins, instead collect them on a regular basis to feed wildlife we have in abundance around rural Wales we live in. They are all gone the following day including old marrow bones after our two little dogs finish with them! It gives us great pleasure! In the end, it all boils down to respecting Mother Nature! It’s Mother’s Day today to remember Mother Nature and how proud I am of my surname!

Sunil Dharmabandhu

Wales, UK

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