Connect with us

Features

Emotions, learning, and democracy: Reviving the spirit of education

Published

on

“Tagore’s vision of education is developed for cultivating sympathy towards other humans and the environment alike.”

When a father becomes a gambler and his obligation to his family takes the secondary place in his mind, he is no longer a man, but an automaton led by the power of greed.
(Tagore, Nationalism, 2018)
(Excerpts of the keynote address at Annual Sessions at the Faculty of Education, The Open University of Sri Lanka––Empowering Minds: Education for New Era.)

As I am coming from the Humanities and Social Sciences and Performance Studies disciplines, I have a close affinity with education and education philosophy. I have also been engaged in the current debate on higher education, writing and presenting my ideas with the academia and the public domains. I have been motivated by the like-minded scholars (Senanayake, 2021; Amarakeerthi, 2013; Uyangoda, 2017 & 2023; Rambukwella, 2024; Jayasinghe & Fernando 2023; & Jayasinghe 2024) who have been continually discussing problems related to our education and the role of humanities and aesthetics within this sphere. Some of the recurrent themes I have raised in these writings are burning issues in our current education scenario.

Among them, the indoctrination, decline of the arts and aesthetic education in our education sector, and the importance of creative arts in human development were prominent. Hence, in today’s speech, I will continue this discussion and try to broaden the scope of it. The theme of today’s speech can be categorized in three areas of studies: emotions, education, and democracy. What I am going to present today is the role of emotion in education and how this new paradigm of education could lead to the democratic establishments in society. In this speech, I try to build a connection between these key areas of arts and aesthetic education, its vital ingredient of empathy, and how this empathic education supports democracy in the society. This argument will be further elaborated in the course of my talk.

We, as a nation, are on the verge of a transition. This transition has been gradually taking place in our society through the influences of neo liberal economic and political changes happening throughout the region. The glory of our free education system and the heritage we envisioned have also been challenged by the new developments of private educational institutions. These new trends have distorted the true meanings while diminishing the philosophical and moral values of education.

It is the skill acquisition that has come to the fore of the educational discourse. Skills that can be used in the social milieu, and can support the economic growth of the country have been commissioned for our curricula. This mantra has been circulated and supported by the governments which ruled this country for decades. We, as academics, have also adopted strategies to cater these policies to indoctrinate our children to become future entrepreneurs. All the philosophical and moral values of education have been reduced to produce mere labourers. Education is interpreted as a commodity, which is being sold in the market based on supply and demand. We are advised that if we cannot compete in the market, our survival is at stake.

Now, who are we? And, where are we? Where is our society heading? These simple but vital questions are important for us to rethink how we educate our children and what we gain out of it. What kind of society we have created today, as a whole after implementing those educational policies imposed by the authorities? Over the past few years, the world has gone through a myriad obstacles and difficulties facing a worldwide pandemic and devastating wars. After many centuries, we faced the Covid-19 pandemic which challenged us on how we live as a community. Over two years, we were locked down and were isolated from the world. We were locked down in our own houses and the social distancing was imposed reframing ourselves to be connected with each other.

Pandemic, Aragalaya and emotions

Pandemic introduced different ways of learning and teaching in our education sector. The traditional ways of teaching and learning were replaced by the online modes of learning. We started conducting seminars and lectures through online zoom technology and other modes to connect with our students. Students, somehow or other, connected with us through their mobile phones and other devices. The conception behind all these technological advancements implied that the education can be successfully delivered via online mode, and the cost can also be reduced drastically allowing the government to reduce the cost of education and infrastructure.

However, the vital concepts in the educational business, such as corporeality, subjectivity, intersubjectivity, temporality, and spatiality have been redefined and challenged. The learning and teaching were redefined in the virtual reality, reducing the values of interpersonal and corporeal connections between learners. We tend to believe that it is not important for the learner to be present in front of other learners but is enough for her or his virtual avatar to be present.

Soon after the taming of the pandemic situation, our society was shattered with the economic bankruptcy and social upheavals. The financial hardship experienced by the people of the country, resulted in demand for basic needs, cooking gas, petrol, and other important rations. Vigil and silent protests, followed by the mass movements and occupation, ignited the country’s largest non-party people’s struggle, Aragalaya.

Youth of the country encamped the Galle Face Green, and established alternative communal spaces. Cinema, school, community kitchen and even an alternative people’s university were established. Within a few days, many GotaGoGama encampments were established in major cities of the country demanding the President and the Parliament to resign. The new people’s democracy was established by people, for people. This mass movement not only showed us new ways of governing the country but also new ways of living as a community. Human connection and communal living were established until the military actions uprooted the GotaGoGama encampment.

You must be wondering why I am trying to recall this unpleasant past of our social memory. Why is it important for us to go back and see how we passed this phase of time and have come to this point today? As my key ideas are related to emotional education, empathy, arts, and democracy, it is important for us to revisit such a brutal past and learn lessons from it. The pandemic situation taught us how it is important for us, as human beings, to be connected and live with each other as a society.

The pandemic taught us the importance of revisiting communal life, which has sustained and enriched our lives for centuries. Aragalaya further emphasised the importance of communal struggle and co-living in order for us to establish a democratic society. Democracy cannot be sustained without human engagement. It is not something that the ruling government or an alien authority donates to us. It is something that is generated through human connections and collective will. If we clearly scrutinise those two phenomena we experienced in the recent past, it is evident that in the first phenomenon, the pandemic challenged our emotional engagement with others. In the second phenomenon, Aragalaya, we witnessed how important emotions are to reconnect with people and demand for democracy.

Anxiety of our time

Today, as educators, we are on the verge of resolving complex issues related to education. Information technology and AI have invaded the traditional teaching and leaning approaches. The role of the teacher is being challenged and also being shifted by artificial intelligence. The question arises, whether we have a key role to play in the lecture theatre or in the classroom when AI invades our positions. With technological advancement and artificial intelligence, our role as teachers and also what we teach are being challenged. Now, the question is what educational philosophy or theory is suitable for us to guide our next generation of learners’ what methods are appropriate for this new generation to learn and become valuable citizens for the country.

The argument that I want to bring forward is that in our education, we lost the key ingredient, which is the affective development in learning. In other words, we have not focused on how our learners should be equipped with emotional educational principles. Affective components of our education were marginalised or forgotten in favour of promoting skill development or manual learning. One of the reasons behind this lack is the way we conceptualised our educational policies, defining education in dichotomous ways.

For instance, as philosopher john Dewey says, ‘theory and practice, individual and group, public and private, method and subject matter, mind and behaviour, means and ends, and culture and vocation’ (Palmer et al., 2002, p. 197) are the ways that we defined our educational principles. Dewey’s educational philosophy is based on the key principle that the children should learn in the classroom where they learn the society through ‘miniature community and or embryonic society’ (Palmer et al., 2002, p. 196). It is vital for the students to learn this communal living, because in the larger canvas, they learn to live in the democratic society as elders. Communal empathy is thus a vital component in developing a healthy, democratic and caring society where each person has a place and respect.

Today, we focus on education, but the truth is we are living in a paradoxical era. Bruzzone (2024) argues that with this pandemic situation, the ongoing conflict between developed nations, and also the advancement of television and online technology, our young generation is in a conundrum. Living in these complex social terrains, our young generation is experiencing complex inner upheavals. He argues that,

The rhetoric of happiness and the entertainment industry keep children and adolescents in a state of intermittent distraction that prevents them from exploring their inner self, including its less appealing, grey areas. Cinema, TV, and video games elicit strong emotions, helping the young to evade the desert of boredom and apathy (Bruzzone, 2024, p.2).

Even though our young people are equipped with devices throughout their livelihood, more or less they are isolated. The media always exaggerates that with mobile technology and other online devices, we are connected to the world and are not isolated.

We also tend to think that we are a part of global citizenship. However, the truth is that most of us are becoming isolated though we are connected with others through technology. Hence, Bruzzone argues that in order to overcome such isolation, existential vacuum and indifference, people tend to experience adrenaline rushes through various risk behaviours, speeding, loud music, and psychotropic substances (Bruzzone, 2024).

Affective life

What I argue here is not to give up our engagements with the new technology or devices but to find ways of reawakening our emotional life within us. This affective life is still hidden in our life that our learners do not know how to find it; or rather, we have not taught them to unlock this emotional life within. Our education, as I argued earlier, does not have such intention or components where the learners can be equipped with emotional intelligence.

We have thrown away all the important aspects of such components in our educational system in favour of developing manual learners. These manual learners do not have such empathic life, affection, or emotional intelligence to deal with their own emotional lives, or they do not have knowledge to deal with others in the society. The result is what we have today: the merciless society where people are competing with each other to accumulate material wealth. Citing Galimberti (2007), Bruzzone further argues how this can create a societal issue when the individual cannot cope with his/her emotional life:

This inability to express and share emotions can sometimes explode, taking the form of uncontrolled aggression and impulsive and maladaptive ways of acting out: when this occurs, unacknowledged emotional experiences (of anger, frustration, a sense of inadequacy, fear, and so on) turn into words or acts of hatred and violence—usually towards vulnerable individuals–,flagging a growing dis-connect between acting, reasoning, and feeling: the heart is not in tune with thought nor thought with action (Bruzzone, 2024, p. 2).

Thus, our education has created this person who is struggling to connect with the heart; heart with the thought and thought with action. This dislocation of the heart with thought and action has resulted in developing antipathy towards the society. This antipathy also destabilizes the democratic social value systems. If we really need to re-establish a democratic society, we should first focus on our existing education system.

It is not all about how we integrate new technology and equipment to facilitate our learners but it is about how we allow our learners to first unlock their emotional life, and secondly think how they reconnect with the society. A new educational approach should be tailored to facilitate this vital objective. Hence, let me briefly discuss how creative arts and aesthetics can be useful for developing such individuals who will be empathic as well as critical towards the social changes taking place in this millennium.

At this juncture, it is important to revisit one of the key thinkers and an educational philosopher, Rabindranath Tagore. Tagore is one of the few philosophers who have been thinking and developing an alternative learning approach through his Vishva Bharathi concept. He established Shanti Niketan where this new approach was primarily being tested. Encapsulating his philosophy of learning, he argued,

For us, the highest purpose of this world is not merely living in it, knowing it and making use of it, but realizing ourselves through expansion of sympathy and not dominating it, but comprehending and uniting it with ourselves in perfect union (Bhattacharya, 2014, p. 60).

As this statement clearly indicates, Tagore’s vision of education is developed for cultivating sympathy towards other humans and the environment alike. This education does not persuade the learner to think about his/her environment as something that can be commodified and utilized as material. The environment where the individual is living is also a living entity that is intertwined with human beings. Therefore, the individual should think in a different way to converge with the environment and find a place for co-living. In order to establish such an empathic educational approach, we need a different mode of educating young people. This Tagorean approach to education clearly emphasizes the value of the affective nature of education. It is the emotional life of the individual which is focused and cultivated through various means of teaching and learning.

Emotion and democracy

As of today, we lack this vital emotional component in our education. One of the fallacies behind this situation is that we tend to believe that emotions reside within ourselves, and they are private and personal. This is a misconception that is being sustained through our existing systems of education. However, on the contrary, emotions do not only provide richness to our own personal lives but they are also the primal tool that connects us with the outer world. In other words, we connect with other human beings in the society through our emotional arc. If the individual disconnects the communal engagement, this can result in destructive mannerism.

‘This disintegration of reciprocity, which weakens the social fabric, effectively leaves the individual isolated in a state of loneliness and uncertainty’ (Bruzzone, 2024, p. 13). This isolation and uncertainties of individuals can also have a negative impact on the healthy relationship with communities and, largely, on the democratic institutions. As scholars argue, this can be resulted in sustaining endogamous, xenophobic and violent neo-tribal grouping that have mushroomed in our society. This is what we have seen in the form of various nationalist upheavals in our society for the last few decades.

This tendency, therefore, leads us to further think about the value of emotional education and also its role in communal living. Further, emotions and emotional competency lead us to engage with other subjects, and also emphasizes that it is a bridge that is built between you and me and the world. When this bridge is broken, our connections between myself, you, and the world could be destabilized and shattered.

That is why scholars such as Bruzzone argue that ‘affectivity is also an ethical and political issue’ (Bruzzone, 2024, p. 12). It is ethical in the sense that my engagement or disengagement with the social beings are formed and developed through the emotional desires that I have inherited. Further, it is political, because, when the individual assumes that his/her existence relies on the communal existence, this assumption leads to political action of individuals. Hence, emotional education is vital for the healthy existence of a society. Cusinato, therefore, states that ‘emotional education is at the core of democracy’ (Cusinato Cited by Bruzzone, 2024, p, 13).

Finally, I would like to highlight one of the brilliant minds of our time, Prof Martha C. Nussbaum and her ideas on why arts education is vital for a continuation of democracy, and also how emotional education is important to achieve this (Helsinki Collegium, 2024). Today, as a civilization, we are confronting various and complex issues threatening the continuation of the human race. These key issues are not limited to countries or nations. They are applicable to all human beings currently living in the world.

Environmental crisis, global warming, food security, poverty, and war are some of the recurrent issues we face today. In order to focus on these larger humanitarian crises, how could we equip our students to think in broader ways to tackle these complex issues? Nussbaum provides us some important points to think on how we could design our education system where the individual can be more empathetic and passionately engage with worldly phenomena. According to her, we need citizens who have the capacity to think and see the world as other people see the world; need to develop the capacity for genuine concern of others, near and distant; teach real things about other groups in the society and learn to reject stereotypes; and promote accountability and critical thinking, ‘the skill and courage it requires to raise a dissenting voice’ (Nussbaum, 2016, p. 45-46).

Conclusion

Nussbaum’s recent works largely focus on how human emotions are connected to the establishment of democratic societies in the world. Arts, culture, and humanities play significant role in promoting positive emotions amongst participants. It also promotes wellbeing and happiness which are vital for a healthy society. Today, we have a new government. This government often emphasizes the importance of investing in education, from primary levels to higher education. They have shown the commitment to change the existing stale education systems which need drastic and constructive criticisms to change for a better system. Thus, we, as educators, thoroughly believe that it is time for us to revisit what we have taught and how we have taught our younger generation for decades. It is time for us to rethink new ways of tailoring our education system where we could promote empathy and develop empathetic citizens who care about others and the environment we live in.

Thank you.

References

Bhattacharya, Kumkum. 2014. Rabindranath Tagore: Adventure of Ideas and Innovative Practices in Education. Cham: Springer International Publishing.

Bruzzone, Daniele. 2024. Emotional Life: Phenomenology, Education and Care. Springer Nature.

Harshana Rambukwella. 2024. “The Cultural Life of Democracy: Notes on Popular Sovereignty, Culture and Arts in Sri Lanka’s Aragalaya.” South Asian Review, July, 1–16.https://doi.org/10.1080/02759527.2024.2380179 .

Helsinki Collegium. 2024. “Democracy and Emotions– a Dialogue with Philosopher Martha C. Nussbaum.” YouTube. June 6, 2024. https://www.youtube.com/watch?v=p3xdcfbE3KA.

Jayasinghe, Saroj. 2024. “Arts and Humanities in Medical Education: Current and Future.” Jaffna Medical Journal 36 (1): 3–6. https://doi.org/10.4038/jmj.v36i1.202.

Jayasinghe, Saroj, and Santhushya Fernando. 2023. “Developments in Medical Humanities in Sri Lanka: A Call for Regional and Global Action.” The Asia Pacific Scholar 8 (4): 1–4.https://doi.org/10.29060/taps.2023-8-4/gp2878.

Karunanayake, Panduka. 2021. Ruptures in Sri Lanka’s Education: Genesis, Present Status and Reflections. Nugegoda: Sarasavi Publishers.

Nussbaum, Martha C. 2016. Not for Profit Why Democracy Needs the Humanities. Princeton University Press.

Palmer, Joy, David Cooper, and Liora Bresler, eds. 2002. Fifty Major Thinkers on Education. Routledge.

Uyangoda, Jayadeva, ed. 2023. Democracy and Democratisation in Sri Lanka: Paths, Trends and Imaginations. 1st ed. Vol. 1 and 2. Colombo: Bandaranaike Centre for International Studies.

Short bio of the speaker

Saumya Liyanage (PhD) is an actor both in theatre and film and also working as a professor in Drama and Theatre at the Department of Theatre Ballet and Modern Dance, Faculty of Dance and Drama, University of the Visual and Performing Arts (UVPA), Colombo, Sri Lanka. Professor Liyanage was the former Dean of the Faculty of Graduate Studies, UVPA Colombo and currently holds the position of the Director of the Social Reconciliation Centre, UVPA Colombo.

Acknowledgements

The author wishes to thank Himansi Dehigama for proofreading the final manuscript of this keynote speech.

This keynote is delivered at the annual sessions of the Faculty of Education, Open University of Sri Lanka on the 6th of February 2025.

by Professor Saumya Liyanage
(BA Kelaniya, MCA Flinders, Australia, PhD La Trobe, Australia)
Department of Theatre Ballet and Modern Dance
Faculty of Dance and Drama
University of Visual and Performing Arts, Colombo, Sri Lanka



Continue Reading
Click to comment

Leave a Reply

Your email address will not be published. Required fields are marked *

Features

The Paradox of Trump Power: Contested Authoritarian at Home, Uncontested Bully Abroad

Published

on

Protests and a vigil have been held in Minneapolis, Minnesota, where the shooting of Renee Nicole Good occurred on Wednesday (photo courtesy BBC)

The Trump paradox is easily explained at one level. The US President unleashes American superpower and tariff power abroad with impunity and without contestation. But he cannot exercise unconstitutional executive power including tariff power without checks and challenges within America. No American President after World War II has exercised his authority overseas so brazenly and without any congressional referral as Donald Trump is getting accustomed to doing now. And no American President in history has benefited from a pliant Congress and an equally pliant Supreme Court as has Donald Trump in his second term as president.

Yet he is not having his way in his own country the way he is bullying around the world. People are out on the streets protesting against the wannabe king. This week’s killing of 37 year old Renee Good by immigration agents in Minneapolis has brought the City to its edge five years after the police killing of George Floyd. The lower courts are checking the president relentlessly in spite of the Supreme Court, if not in defiance of it. There are cracks in the Trump’s MAGA world, disillusioned by his neglect of the economy and his costly distractions overseas. His ratings are slowly but surely falling. And in an electoral harbinger, New York has elected as its new mayor, Zoran Mamdani – a wholesale antithesis of Donald Trump you can ever find.

Outside America it is a different picture. The world is too divided and too cautious to stand up to Trump as he recklessly dismantles the very world order that his predecessors have been assiduously imposing on the world for nearly a hundred years. A few recent events dramatically illustrate the Trump paradox – his constraints at home and his freewheeling abroad.

Restive America

Two days before Christmas, the US Supreme Court delivered a rare rebuke to the Trump Administration. After a host of rulings that favoured Trump by putting on hold, without full hearing, lower court strictures against the Administration, the Supreme Court by a 6-3 majority decided to leave in place a Federal Court ruling that barred Trump from deploying National Guard troops in Chicago. Trump quietly raised the white flag and before Christmas withdrew the federal troops he had controversially deployed in Chicago, Portland and Los Angeles – all large cities run by Democrats.

But three days after the New Year, Trump airlifted the might of the US Army to encircle Venezuela’s capital Caracas and spirit away the country’s President Nicolás Maduro, and his wife Celia Flores, all the way to New York to stand trial in an American Court. What is not permissible in any American City was carried out with absolute impunity in a foreign capital. It turns out the Administration has no plan for Venezuela after taking out Maduro, other than Trump’s cavalier assertion, “We’re going to run it, essentially.” Essentially, the Trump Administration has let Maduro’s regime without Maduro to run the country but with the US in total control of Venezuela’s oil.

Next on the brazen list is Greenland, and Secretary of State Marco Rubio who manipulated Maduro’s ouster is off to Copenhagen for discussions with the Danish government over the future of Greenland, a semi-autonomous part of Denmark. Military option is not off the table if a simple real estate purchase or a treaty arrangement were to prove infeasible or too complicated. That is the American position as it is now customarily announced from the White House podium by the Administration’s Press Secretary Karolyn Leavitt, a 28 year old Catholic woman from New Hampshire, who reportedly conducts a team prayer for divine help before appearing at the lectern to lecture.

After the Supreme Court ruling and the Venezuela adventure, the third US development relevant to my argument is the shooting and killing of a 37 year old white American woman by a US Immigration and Customs Enforcement (ICE) officer in Minneapolis, at 9:30 in the morning, Wednesday, January 7th. Immediately, the Administration went into pre-emptive attack mode calling the victim a “deranged leftist” and a “domestic terrorist,” and asserting that the ICE officer was acting in self-defense. That line and the description are contrary to what many people know of the victim, as well as what people saw and captured on their phones and cameras.

The victim, Renee Nicole Good, was a mother of three and a prize-winning poet who self-described herself a “poet, writer, wife and mom.” A newcomer to Minneapolis from Colorado, she was active in the community and was a designated “legal observer of Immigration and Customs Enforcement (ICE) activities,” to monitor interactions between ICE agents and civilian protesters that have become the norm in large immigrant cities in America. Renee Good was at the scene in her vehicle to observe ICE operations and community protesters.

In video postings that last a matter of nine seconds, two ICE officers are seen approaching Good’s vehicle and one of them trying to open her door; a bystander is heard screaming “No” as Good is seen trying to drive away; and a third ICE officer is seen standing in front of her moving vehicle, firing twice in the direction of the driver, moving to a side and firing a third time from the side. Good’s car is seen going out of control, careening and coming to a stop on a snowbank. Yet America is being bombarded with two irreconcilable narratives – one manufactured by Trump’s Administration and the other by those at the scene and everyone opposed to the regime.

It adds to the explosiveness of the situation that Good was shot and killed not far from where George Folyd was killed, also in Minneapolis, on 25th May, 2020, choked under the knee of a heartless policeman. And within 48 hours of Good’s killing, two Americans were shot and injured by two federal immigration agents, in Portland, Oregon, on the Westcoast. Trump’s attack on immigrants and the highhanded methods used by ICE agents have become the biggest flashpoint in the political opposition to the Trump presidency. People are organizing protests in places where ICE agents are apprehending immigrants because those who are being aggressively and violently apprehended have long been neighbours, colleagues, small business owners and students in their communities.

Deportation of illegal immigrants is not something that began under Trump. It has been going on in large numbers under all recent presidents including Obama and Biden. But it has never been so cruel and vicious as it is now under Trump. He has turned it into a television spectacle and hired large number of new ICE agents who are politically prejudiced and deployed them without proper training. They raid private homes and public buildings, including schools, looking for immigrants. When faced with protesters they get into clashes rather than deescalating the situation as professional police are trained to do. There is also the fear that the Administration may want to escalate confrontations with protesters to create a pretext for declaring martial law and disrupt the midterm congressional elections in November this year.

But the momentum that Trump was enjoying when he began his second term and started imposing his executive authority, has all but vanished and all within just one year in office. By the time this piece appears in print, the Supreme Court ruling on Trump’s tariffs (expected on Friday) may be out, and if as expected the ruling goes against Trump that will be a massive body blow to the Administration. Trump will of course use a negative court ruling as the reason for all the economic woes under his presidency, but by then even more Americans would have become tired of his perpetually recycled lies and boasts.

An Obliging World

To get back to my starting argument, it is in this increasingly hostile domestic backdrop that Trump has started looking abroad to assert his power without facing any resistance. And the world is obliging. The western leaders in Europe, Canada and Australia are like the three wise monkeys who will see no evil, hear no evil and speak no evil – of anything that Trump does or fails to do. Their biggest fear is about the Trump tariffs – that if they say anything critical of Trump he will magnify the tariffs against their exports to the US. That is an understandable concern and it would be interesting to see if anything will change if the US Supreme Court were to rule against Trump and reject his tariff powers.

Outside the West, and with the exception of China, there is no other country that can stand up to Trump’s bullying and erratic wielding of power. They are also not in a position to oppose Trump and face increased tariffs on their exports to the US. Putin is in his own space and appears to be assured that Trump will not hurt him for whatever reason – and there are many of them, real and speculative. The case of the Latin American countries is different as they are part of the Western Hemisphere, where Trump believes he is monarch of all he surveys.

After more than a hundred years of despising America, many communities, not just regimes, in the region seem to be warming up to Trump. The timing of Trump’s sequestering of Venezuela is coinciding with a rising right wing wave and regime change in the region. An October opinion poll showed 53% of Latin American respondents reacting positively to a then potential US intervention in Venezuela while only 18% of US respondents were in favour of intervention. While there were condemnations by Latin American left leaders, seven Latin American countries with right wing governments gave full throated support to Trump’s ouster of Maduro.

The reasons are not difficult to see. The spread of crime induced by the commerce of cocaine has become the number one concern for most Latin Americans. The socio-religious backdrop to this is the evangelisation of Christianity at the expense of the traditional Catholic Church throughout Latin America. And taking a leaf from Trump, Latin Americans have also embraced the bogey of immigration, mainly influenced by the influx of Venezuelans fleeing in large numbers to escape the horrors of the Maduro regime.

But the current changes in Latin America are not necessarily indicative of a durable ideological shift. The traditional left’s base in the subcontinent is still robust and the recent regime changes are perhaps more due to incumbency fatigue than shifts in political orientations. The left has been in power for the greater part of this century and has not been able to provide answers to the real questions that preoccupied the people – economic affordability, crime and cocaine. It has not been electorally smart for the left to ignore the basic questions of the people and focus on grand projects for the intelligentsia. Exhibit #1 is the grand constitutional project in Chile under outgoing President Gabriel Borich, but it is not the only one. More romantic than realistic, Boric’s project titillated liberal constitutionalists the world over, but was roundly rejected by Chileans.

More importantly, and sooner than later, Trump’s intervention in Venezuela and his intended takeover of the country’s oil business will produce lasting backlashes, once the initial right wing euphoria starts subsiding. Apart from the bully force of Trump’s personality, the mastermind behind the intervention in Venezuela and policy approach towards Latin America in general, is Secretary of State Marco Rubio, the former Cuban American Senator from Florida and the principal leader of the group of Cuban neocons in the US. His ultimate objective is said to be achieving regime change in Cuba – apparently a psychological settling of scores on behalf Cuban Americans who have been dead set against Castro’s Cuba after the overthrow of their beloved Batista.

Mr. Rubio is American born and his parents had left Cuba years before Fidel Castro displaced Fulgencio Batista, but the family stories he apparently grew up hearing in Florida have been a large part of his self-acknowledged political makeup. Even so, Secretary Rubio could never have foreseen a situation such as an externally uncontested Trump presidency in which he would be able to play an exceptionally influential role in shaping American policy for Latin America. But as the old Burns’ poem rhymes, “The best-laid plans of men and mice often go awry.”

by Rajan Philips ✍️

Continue Reading

Features

Unsuccessful attempt on President Chandrika’s life

Published

on

Town Hall bomb scene after 1999 attempt on CBK’s life

The Presidential election campaign was drawing to a close. We had campaigned hard but everyone knew that it would be a keenly contested election. A final meeting was scheduled for Saturday December 18, 1999. It was to be held near the Town Hall in Colombo and CBK was to be the chief speaker. I was accommodated in the front row of the stage together with other party leaders.

Ratnasiri Wickremanayake, the Prime Minister, had invited me to be a speaker at his final meeting in Horana. I waited till CBK arrived, spoke briefly to her and left for Horana. I had barely reached Havelock Town when I heard the sound of a blast from near the Town Hall. It was a well planned attempt on the life of CBK by the LTTE. Suicide bombers had come into the well packed grounds with a group of supporters of a Colombo district SLFP MP. Fortunately they had been prevented from coming close to the stage by the barriers set up by the Police.

CBK had finished her speech to a packed audience and was going down the gangway from the stage to her car when the bomber had detonated his bomb killing himself, several policemen, CBKs driver and many onlookers. But for the fact that her driver had driven up to the steps, thereby interposing the steel reinforced Mercedes Benz car between the bomb and CBK she would have been torn to shreds.

When we inspected the Benz it was a mass of twisted metal like a futuristic sculpture. I forgot about Horana and immediately rushed to the general hospital where to my relief I was told that the President was alive and out of danger. Since I had experience of the bombing of the UNP group meeting in Parliament during JRJs time, I rushed to Temple Trees to find that Sunethra Bandaranaike had fortunately promptly come there and was with the children upstairs.

The Temple Trees staff congregating downstairs were wandering about in shock till the arrival of President’s Secretary Balapatabendi. I urged that we should immediately get down Anuruddha Ratwatte -the Deputy Defence Minister, who at that time was in Kandy. A problem arose because helicopters could not fly at night. He was asked to come immediately by road and he did arrive in the shortest time.

Town Hall bomb scene CBK’s

In the meanwhile I suggested that Balapatabendi should broadcast the news that CBK was alive and out of danger as we had done with JRJ after the Parliament bombing. Already news about the attack was swirling because international media was using it as “Breaking News”. Bala and I went to the TV station and as he was getting into the studio I noticed that he was dressed in a black shirt which could have given a bad message to the country. I quickly took off my shirt and exchanged it for Balas black shirt. He then spoke on camera trying to calm the country wide audience dressed in an over-sized shirt.

We went back to Temple Trees and found that the PM and other Cabinet Ministers and relatives had arrived there and were taking charge of the situation. I then went to the General Hospital to see GL Peiris and Alavi Moulana who were in a state of shock and awaiting medical attention. Alavi’s shirt was blood stained and his sons were helplessly moving around asking for immediate medical attention.

After that both sides did not campaign in the remaining few days. The whole country was in a state of shock and disbelief. To the credit of Ranil Wickremesinghe he immediately visited CBK to wish her a speedy recovery and virtually called off his campaign. The shock of the Town Hall blast was compounded when almost at the same time a bomb was set off by the LTTE in Wattala where the UNP was holding a propaganda meeting. Major General Lucky Algama who was in charge of security was killed in this blast together with several UNP supporters.

Presidential Election December 2019

The presidential election was held as scheduled. We witnessed a clear shift of the sentiments of voters towards CBK after the bombing. I went to Kandy to cast my vote early as usual at the Nugawela voting centre. Immediately after that I left for Colombo. All along the road women of all ages were gathering in great numbers to cast their votes. It became clear that a sympathy vote was in the offing, especially among women. They could empathize with CBK who had lost a father and husband and now nearly lost her own life in the cause of public service.

The election results when announced proved that our hunch was correct. The declared results were as follows;

CBK

4,312,157 Votes [51.1 Percent]

Ranil

3,602,748 Votes [42.71 Percent]

Nandana Gunatillake

[JVP] 344,173 [4.08 Percent]

CBK then took a courageous decision which unfortunately backfired on her many years on as I will describe in a succeeding chapter. In the light of possible confusion following the bombing she decided to take her oath of office as the new President immediately though she had several months more to serve in terms of her earlier mandate. Though she had a team of brilliant lawyers including H L de Silva and R K W Goonesekere to advice on constitutional matters such details were not analyzed by her political staff. She took oaths before Chief Justice Sarath Nanda Silva and on the following day left for UK for medical treatment.

(Excepted from Vol. 3 of the Sarath Amunugma autobiography) ✍️

Continue Reading

Features

My experience in turning around the Merchant Bank of Sri Lanka (MBSL)

Published

on

LESSONS FROM MY CAREER: SYNTHESISING MANAGEMENT THEORY WITH PRACTICE – PART 29

The last episode covered the final stages of my work as Advisor to the National Productivity Drive at the Ministry of Industrial Development. Soon after, in September 1998, I accepted the position of Managing Director of the Merchant Bank of Sri Lanka (MBSL). This chapter shares key events and lessons from my time there.

First few weeks at MBSL

The Board agreed that, for the first month, I would work only half-days, as I still had obligations I could not abandon. I was organising the International Convention on Quality Circles 1998, which attracted many foreign participants, and although we had appointed an event organiser, numerous arrangements still required my involvement. I will write more about that Convention later in these memoirs.

Those half-days turned out to be useful. They allowed me to quietly observe and understand the situation. MBSL was in worse shape than I had expected. The financial problems were visible to anyone who read the statements. The bigger crisis, however, was the staff’s morale and the rapid loss of staff members.

During the interim management period, many staff benefits had been cut, and several senior executives had already left. In the first few months, farewell gatherings became routine. It felt like rats leaving a sinking ship. And indeed, the organisation was sinking. Yet I had accepted the challenge — largely because I sensed that the Chairperson could secure government support, which she had already begun to do.

The broader environment added to the tension. The LTTE conflict was still active. Our office building, a very tall building located near the Colpetty junction, was a prime target. It had an Air Force unit with anti-aircraft guns on the rooftop one floor above he boardroom.. No one was allowed there without special permission, even though the area had originally been designed as a rooftop function space.

The first board meeting was quite hilarious because, while we were discussing important strategic issues, the upper floor was reverberating with a baila session, with boots tapping the floor keeping time. Apparently, the unit had an assurance that there would be no air strikes, and they could take a break.

My own office was spacious, but the windows were blocked because Temple Trees — the official residence of the Prime Minister — was clearly visible if not. At first, working without any outside view felt quite oppressive. Eventually, I grew accustomed to it.

Once I began full-time work in October, I carefully examined the situation with the help of my capable team. Several senior employees were not leaving for higher-paying opportunities or foreign jobs — they were committed, though uncertain about the future.

Then came investigations by the Central Bank and the Securities and Exchange Commission. Much of my time was spent responding to information requests and ensuring that all releases of information were approved. Many years previously, MBSL had unintentionally become a subsidiary of the Bank of Ceylon (BOC) when BOC’s investment arm purchased shares that pushed ownership above 50 per cent.

Hence although we were not a deposit taking institution and therefore not under the regulatory oversight of the Central Bank, we were under the Central Bank scrutiny because we were a subsidiary of the BOC. Although we were independent in operations, the customary practice was that the BOC Chairman would also chair MBSL, together with other BOC directors serving on our board. Our Chairperson, Mrs Dayani de Silva, was determined to turn MBSL around.

At that time, we operated two main divisions:

· Corporate finance, including advisory and investment banking; and

· Leasing, including trade finance.

In addition, there were the service divisions such as Human Resources, Secretarial and Finance and Accounting

Staff matters and the trade union

Morale was low. staff resisted the benefit cuts and the shift toward rules that resembled those of government departments. Signing an attendance register was particularly disliked.

I reviewed the situation carefully. Some of the removed benefits saved only trivial amounts. I reinstated those. I also installed an electronic time-card system for everyone — including myself. I announced clearly that I would clock in every day, just as they did. Naturally, the first few months were not easy.

I began holding monthly staff meetings to explain what we were doing, why we were doing it, and where we stood financially. Communication had clearly been lacking earlier, and these meetings helped rebuild trust. I also operated an “open door” policy, welcoming any employee who wished to meet me. The performance appraisal system was another issue. Instead of motivating staff, it had become a source of resentment. I suspended it for two years and asked everyone to work together as one team.

Most employees up to the Deputy Manager level were unionised, affiliated with the Ceylon Bank Employees Union (CBEU), headed by Mr M. R. Shah. The collective agreement was due, and the union presented a long list of demands — many of them impossible, given our financial state. Normally, negotiations take place between the Employers’ Federation of Ceylon (EFC) and the CBEU. The Director General of the EFC, Mr Gotabhaya Dassanayake, advised me first to build mutual confidence, especially as I had never met Mr Shah before.

I invited Mr Shah to my office. Over tea, I openly explained the crisis we were facing, our restructuring plan, and the management approach we intended to adopt. He listened carefully and asked sensible questions. We parted on friendly terms, and more importantly, with a shared understanding.

A month later, negotiations began at the EFC. To my surprise, Mr Shah began by saying that, after speaking with the new Managing Director, he understood our difficulties and accepted the direction we were taking. He then withdrew several demands on the spot. I was relieved, not because demands were dropped, but because he had recognised our sincerity and our plan. Later, Mr Dassanayake telephoned to say he had rarely seen such cooperation. In time, as restructuring succeeded, we gradually restored many benefits. That entire episode reinforced a powerful lesson: honest communication and genuine leadership build trust far faster than confrontation.

Expanding leasing

The board was deeply concerned about the leasing division. Non-performing loans were very high, and they urged me to restrict new business and focus solely on recoveries. I informed the board that management was partly to blame because the staff was pressured to meet stretch targets, and all we got were substandard leasing facilities. Targets without safeguards are never beneficial.

My thinking differed. Aggressive recovery efforts often demoralise good customers and overburden staff. In addition, the customers were already in great difficulty because they had no financial means to meet their leasing obligations. Instead, I believed we needed to build a new, healthier portfolio, while also expanding fee-based advisory work with lower risk. I had also abandoned my consultancy business when I joined MBSL, and proposed creating a new subsidiary to bring that kind of business into the bank. The board rejected it – understandably, given past failures with subsidiaries, including one in Nepal.

We decided that if our leasing operations were to grow, they needed to feel more connected to ordinary Sri Lankans. Research revealed that many people viewed us as an “English-speaking bank.” That perception alone discouraged potential customers.

So, we refreshed our leasing brand. The new logo carried the Sinhala word for “leasing,” applications were printed in Sinhala, and signboards carried both languages. Even the telephone operator’s greeting changed. Instead of the polished “Good morning, MBSL,” which sometimes intimidated Sinhala-speaking callers, we switched to “Ayubowan, MBSL.” It was friendly, respectful, and immediately accepted across all segments.

When an SME business owner comes for a lease, they have already selected the vehicle, and the decision is more based on ego than on a business requirement. We would discourage them and enlighten them that the vehicle does not match their requirements, and advise them to select a smaller one. They look unhappy, but they finally agree when presented with the maths of repayment.

We also organised short educational sessions for our customers on how to maintain vehicles, extend tyre life, the importance of the correct lubricants, and improve customer service. These simple initiatives created goodwill, strengthened customer relationships, and soon, the leasing business began to grow. At the same time, we were tough on recoveries, and some unpleasant moments included we seized a vehicle when a couple was on their honeymoon. The board, while pressuring me to recover, also constantly reminded me that no strong-arm tactics should ever be used.

Improving cash availability

Before I joined, two government institutions had agreed to provide debentures, with Treasury comfort letters. However, a condition required us to build a monthly sinking fund for repayment. To me, this made little sense. We were already short of operating cash. Locking more away would only weaken us further.

The head of finance had faithfully followed the rule. I instructed him to stop doing so and to use the funds for business expansion. When the board asked how we planned to repay the debentures, my answer was simple: growing organisations borrow when repayment comes due — that is how business operates.

We also began selling off our minority shareholdings from our share portfolio wherever possible even at a loss. The market was depressed, and those investments in shares contributed nothing to our survival. We retained only the Merchant Credit of Sri Lanka and divested the others. Gradually, liquidity improved, and operations stabilised.

The thorny bonus issue

Before my arrival, the board had approved bonuses despite the 1997 crisis. I was surprised how it happened soon after chalking up a billion rupee loss. However, just three months into my tenure, the board refused the December 1998 bonus. I found myself in a painful position. The EFC warned that withholding payment was risky because bonuses were written into appointment letters. Yet, reality was clear — we simply could not afford it.

I addressed the staff personally, explained the situation frankly, and announced the decision. The disappointment was visible everywhere. But given the circumstances, they accepted it.

There were more challenges and many more lessons still to come. In the next article, I will continue the story of how, step by step, we navigated those difficulties and rebuilt the organisation.

(The writer is a Consultant on Productivity and Japanese Management Techniques

Retired Chairman/Director of several listed and unlisted companies
Recipient of the APO Regional Award for Promoting Productivity in the Asia-Pacific Region
Recipient of the Order of the Rising Sun, Gold and Silver Rays from the Government of Japan
Email: bizex.seminarsandconsulting@gmail.com)

By Sunil G. Wijesinha ✍️

Continue Reading

Trending