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Future of Postgraduate Studies in Sri Lanka

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Employability Agenda and Indoctrination:

By Saumya Liyanage

(This paper was first presented as the keynote speech at the inauguration of the postgraduate studies in English and Education degree programme at the Faculty of Graduate Studies, University of Sabaragamuwa, Sri Lanka, on the 26 February, 2023)

Introduction

During my tenure as the Dean of the Faculty of Graduate Studies (FGS), University of the Visual and Performing Arts (UVPA), Colombo, I had opportunities to work with numerous postgraduate students coming from various disciplines, including performing arts, architecture, town planning, and media studies. Even now, I am supervising a couple of full-time research degrees: MPhils and PhDs. I have encountered many situations where our postgraduates grapple with various difficulties in pursuing their postgraduate careers and also experience difficulties in continuing and successfully completing their theses. As an academic who has gone through the same path, and with the support I received from my supervisors and administration, I feel that it is our responsibility to create a quality postgraduate culture where one can comfortably conduct research and submit a thesis while understanding the real meaning of postgraduate education.

Postgraduate culture

The term postgraduate culture is vital to understanding the nature and requirements of postgraduate education in Sri Lanka and elsewhere. The term culture emphasises a particular academic environment and the network of relationships that would enhance the postgraduate career. The academic environment encapsulates various research activities, seminars, and colloquia that are being conducted in universities, in collaboration with other higher education institutes and industry. Moreover, a network of relationships is also a vital component that enhances postgraduate career development. This includes how the faculties of graduate studies facilitate graduate students networking through various research activities conducted by the faculties and provide exposure to a wider academic discourse.

Employability agenda

Many postgraduate programmes in faculties of graduate studies and also undergraduate education are more likely to be changing towards the employability agenda (Gedye, Fender, and Chalkley 2004), steered by Government economic and labour policies. As mentioned by many scholars, for instance, Western economies are becoming increasingly based on knowledge, information, and communication (ibid., p. 382). This tendency has also been on the agenda for the Sri Lankan higher education sector while arguing the need to produce marketable graduates and professionally competent postgraduates from the National Universities. In line with this, many professionals, who want to develop their career goals, seek postgraduate opportunities. Their intention is to fulfil certain requirements that allow them to step forward in their chosen fields of interest. In return, Faculties of Graduate Studies offer professional diplomas and taught Masters degrees and PhDs for those who seek speedy qualifications.

This ‘employability agenda’ has discouraged the real meaning of a postgraduate career. Because this employability discourse is so strong, doing a Masters or a PhD nowadays is merely taking some weekend classes and submitting a minor thesis. The employability agenda is coming from quality assurance and other top-level policy-making bodies, while emphasising the need to find our own funding to run the State Universities. Further, as is happening elsewhere, postgraduate qualifications, particularly Masters and postgraduate diplomas, are such demanding products that they could be sold in the market for those who seek paper qualifications for career improvements. What I argue here is that the classical and deeper meaning pertaining to the postgraduate career and its true meaning of being a researcher in a higher education sector is being washed away or diminishing.

Noam Chomsky, one of the leading philosophers of this century, argues that there are two opposing poles of educational purposes that have been colliding for centuries. One is coming from the Enlightenment, which liberates all institutional frameworks of education but allows human beings to learn what they want. The other opposing argument is known as ‘indoctrination’. Indoctrination in education imposes certain structures and systems within which learning is moulded into a machine or labour-intensive work. Centuries-old Platonic utopianism is in action again in this century with the new light of neo-liberal economic and educational reforms.

As we all know, there are two categories in which one can register as a postgraduate and pursue a research career: part-time or full-time. Even though we have two categories, ultimately, all our postgraduate students become part-timers due to various issues they experience during their candidatures. This is a result of the lack of facilities provided by the postgraduate institutes. I am not sure whether our universities provide full research facilities for postgraduates. Due to the lack of infrastructure facilities, our state university sector has not been able to provide study spaces for postgraduates within their own faculties. What I mean by infrastructure is at least providing an office facility with internet access and a computer. Access to the University library and providing other resources to conduct research. Facilitating postgraduate reading rooms in the library, having weekly or monthly postgraduate seminars and forming postgraduate clusters where learning takes place between peers, providing services from discipline experts who can assist in finding relevant literature and other materials at the library, conducting research and writing skill development programmes, providing a free document delivery system, and so on. The majority of our postgraduate students’ experience writing difficulties, especially academic writing and language issues. There is no support system for them to improve their academic writing. Writing theses in Sinhala has become problematic as various standards are maintained by different schools and institutions. Furthermore, most of our postgraduate students lack a great deal of competency in research skills. Research skills include many components, such as broad knowledge of research methodologies, theories, and philosophies, skills to conduct field research, new approaches to methodological tools, software training, and IT skills.

Pursuing a Postgraduate career is not a fashionable choice. It is a difficult endeavour in many ways. In my early years of postgraduate study, I was experiencing financial hardships. Sometimes I did not have enough money to pay my rent. So, I decided to share an apartment with a student and eat twice a day. I ate an apple, which is a cheap fruit in Australia, and a slice of bread for my lunch. But my determination was to read well and learn how to write academic work in English. The central attraction of Flinders University was the big library they had in the centre of the University. As I see it, when reading and writing no longer play a key role in our academic endeavours, the place of the library and its impact on research gradually diminish. Sometimes, we can’t even locate our library because it is no longer the centre of the University. So, it is located somewhere in the periphery. Even though we always talk about the importance of a “particular research culture”. But we cannot develop this particular “culture”, without establishing this liberal, democratic atmosphere within our university system.

Starting a postgraduate career is similar to preparing for a solo performance on stage. In theatre and drama, we do solo performances and monologues. In this solo performance, you are both the narrator and the storyteller. You perform a story with your own voice and body and sometimes incorporate other characters and their stories in order to enhance your own story. Reading a postgraduate degree is also like a solo enactment. You have an audience, a panel of academics, and an academic readership where you are going to present your work. It is really freaky when you think about performing yourself in front of an audience without a single bit of support from your colleagues or other actors. It is a terrifying experience—what we call in acting, stage fright. As a postgraduate, your audience is not directly visible to you, but your audience is there, looking at you, your movements, and what you are going to present for them. So, it is an act of public solitude. It is a solitary practice. You always feel isolated, abandoned, marginalised, and depressed. You have to decide with whom you are going forward with this journey; you need to select which intersection would be the most appropriate for you to turn. It is you who should decide what you really want to do and how you really want to do it.

Doing a PhD means not just refining and tuning your instrument but also performing and creating new musical scores that you have never performed before—a particular enlightenment that you are going to experience. If I use metaphoric language to describe that experience, being a PhD candidate and going through that journey is like being an ascetic—a yogic trans that you experience as a researcher.

If you take or choose the difficult path of asceticism, this postgraduate career can lead to a particular nirvana that you may experience after doing a doctoral study. Asceticism is a difficult pathway—a rigorous meditational journey through which you will see emancipation.

Supervision

It is important that you understand the availability and existence of your supervisors because they are the lifelines of your academic journey. I call them lifelines not because they are swimming with you in the torrents of the river but because they are observing you, critiquing you at some point, and also showing you how to tackle those torrents in your difficult journey. Research has identified that the efficiency of a successful research degree depends on the effectiveness of the student-supervisor relationship. Positive relationships always promote success (MacCalling and Nayar, 2012, p. 66). But do not expect your supervisors to swim with you. No, they are not ready to swim with you. But you are the one who swims and intends to face the difficulties. Most of our postgraduates begin to hate their supervisors because they think that they are supposed to swim with you and join your journey. No, they are there for you to guide you and sometimes throw a lifeline if they think you are drowning. I remember Liyanage Amarakeerthi once saying, during his postgraduate years at Wisconsin University, that it is something like a swim or drown situation. Both options are there for you to choose from. It is you who should choose whether you want to swim or drown. First and foremost, you should develop certain essential skills that may support your academic career. In this regard, literacy, numeracy, research and methodological understanding, knowledge about referencing and plagiarism, and many other things would help you start a successful career in academia. Your academic writing is still an essential component of your postgraduate career. If you do not have the skills to write academic essays, it is unlikely that you can get through the degree.

So, your supervisor won’t be able to correct your language or proofread your writing. It is not her or his task to correct your language or teach you research methodology. The key competencies that you need to cultivate during your candidature, such as writing skills, referencing skills, and methodology skills, should be achieved by you, and it is your responsibility to equip yourself with those skills to pursue your career. In your postgraduate career, you are going to learn many other skills and competencies, so do not wait until you get the registration to learn how to write academic essays, how to structure your assignments, how to use relevant methodologies, how to read academic papers, how to understand key theories related to research, how to use word processing software, etc. You should learn all these things before working with your supervisor. If you are not ready to do this, think again about why you really want to pursue a postgraduate degree.

There are two key philosophical issues that exist in the field of postgraduate learning. First, there is the misinterpretation and misunderstanding of research methodologies and methods. Secondly, it is a misunderstanding of academic reading and writing. These two key areas have not been fully explored in our university system. We have opened up various avenues for postgraduates to pursue postgraduate degrees, but our institutions have failed to address some of the concurrent issues related to postgraduate studies.

Let me briefly explore these key areas that may need further attention of our academic institutions. Methods and methodologies are misinterpreted and misunderstood when used in research projects. Most of our researchers who conduct research, whether qualitative or quantitative, are confused with research tools and philosophies related to knowledge creation. Doing research means developing or contributing new knowledge and expanding the existing knowledge base. In this, methodologies are paramount. Why? It is because every research project confronts the question of epistemology. In other words, every research project tries to answer the question of knowledge and how you create knowledge. In this sense, the overall understanding of epistemology, or the theory of knowledge, is vital. Further, methods or research tools are the existing tools that can be used to gather data, whether it is objective data or experiential data. But in the performing arts or in the social sciences and humanities, we tend to use qualitative approaches because we are often dealing with experiential data. When a novice is beginning to do research, she or he thinks that an understanding of research tools or methods is enough for her to successfully complete the research work. This is a fallacy that prevails in our academic spheres.

The second fallacy prevailing in our research culture is related to reading and writing. In reading, we do not teach our postgraduates to read systematically and critically to gather and analyse ideas. Further, we have not shown our postgraduates the value and importance of academic reading. Without developing the skill of academic reading, one cannot write a good thesis. Reading relevant primary and secondary literature and other resources allows you to grapple with existing ideas, theories, and philosophies to develop a conversation. This is an internal conversation that you may develop with your fellow writers and researchers. Yet mere reading is not enough for a researcher to write a thesis. You need to learn how to use those ideas in your writing while still keeping your voice heard in the discussion. This cannot be achieved overnight. You may need proper training and practice to master the skill of reading and comprehending ideas.

Academic writing is another area that needs further attention. This is something that has been misinterpreted in the area of research. We all have some sort of fear of writing essays. For some people, writing is an unpleasant exercise because, in general, it is the most difficult part for a student. There are many postgraduates who are facing numerous difficulties in academic writing, whether they are writing in Sinhala, Tamil, or English. It is not all about writing in English; as I have seen so far, writing in Sinhala is also problematic. What is the reason for all these fears pertaining to academic writing? First, it is because our education has embedded a certain template of thinking that does not allow us to think that writing is a corporeal thing. In other words, writing is an action. In our traditional template of thinking, writing comes after thinking. This is something that has been dominated over centuries in our academia and our way of thinking. We believe that thinking is happening in our brain, and the body follows what the mind says. The duality of mind-body problems is intact in this phenomenon. Along with this, our teaching and learning, our reading and writing, our assessments and evaluations—all these activities are structured as binary oppositions. Now, we cannot get rid of it. Hence, when our postgraduates are ready to write their theses, they get stuck with the writer’s block, not knowing how to start writing. Because, as always, they become “thinkers”. They start thinking, thinking, thinking for weeks and months, not producing a single word. They structure their chapters; they develop their arguments; all these things happen throughout the day, seven days a week. but only in their minds … until they realise that they are running out of time, then only they realise that they have not produced a single word for the thesis.

So, the majority of our postgraduates are ‘thinkers’. But we need ‘pragmatists’ who can understand the importance of action in research and writing. Writing is basically an action that triggers our thinking. If we really want to overcome the writers’ block, then we need to teach our postgraduates how to overcome this duality, body-mind problem, in research and writing. We need to teach them how to start the action of writing rather than stagnating in the world of thinking. Broadly speaking, our body, including our limbs, is a thinking substance, so there is no particular entity that generates thinking. Thinking takes place throughout our body, and bodily action triggers thinking. This may be a bit controversial and thought-provoking, but yes, we need a new way of thinking about our thinking, imagination, conceptualization, ideas, and emotions. Cognitive science sheds a new light, helping us to think in this direction: overcoming body-mind duality and understanding the primacy of our bodily knowing and learning. Philosophers Lakoff and Johnson argue that the mind is inherently embodied; thought is mostly unconscious; and abstract concepts are largely metaphorical. These are the key tenets of cognitive science that have challenged the Western model of mind and matter recently (Lakoff and Johnson, 1999).

Professional training

Today, postgraduate study demands a great deal of ‘objectification of knowledge’. What do I mean by the term ‘objectification of knowledge? It is all about how we generate knowledge and how we can objectively articulate and observe worldly phenomena in order to develop particular knowledge. In a way, being a postgraduate means finding an answer to an epistemological problem. There are two ways that the career of a postgraduate is defined. In a traditional context, it is a solemn journey to create new knowledge by integrating and challenging the existing knowledge base of a particular discipline. Secondly, with the advent of commercialism and trade, the objectives of a postgraduate career have dramatically changed. In this, the career of a postgraduate is defined and described as the development of professional competencies and complying with and catering to the rapidly changing nature of government policies on trade and economies. This is one of the major debates about postgraduate studies, and there are many Ways that institutes and postgraduate faculties try to adapt their strategies and programmes to meet these two requirements. However, it is not an easy task for an institution to maintain the balance between these two poles. Some may tend to continue the traditional way of seeking knowledge, while others introduce new degree programmes to cater to the changing policies of governments and their manpower targets.

However, today’s challenge is how to maintain a balance between professionalism and the classical meaning of research and knowledge development. I believe that the Faculty of Graduate Studies at Sabaragamuwa University would maintain a proper balance between these two poles and secure the classical and philosophical underpinnings of PG studies and knowledge creation. There is no single piece of knowledge that explores this world. Knowledge is partial and contextual. Scientific rationality is one way of extricating truth. But knowledge is not just an objective entity but is innate and subjective. This is the shift that has occurred in recent years in epistemology. In our postgraduate careers, we tend to generate knowledge for the betterment of humankind. However, it is evident that knowledge is not always perceivable as objectivity or objectively grasped. Much of our knowledge and cognition take place beneath our conscious level, and therefore, the knowledge that an individual possesses is unknown to us.

I wish all the postgraduates who pursue a research career at the FGS, Sabaragamuwa University, the best of luck.

References:

Gedye, S., Fender, E., & Chalkley, B. (2004, ‘Students’ Undergraduate Expectations and Post-Graduation Experiences of the Value of a Degree’, Journal of Geography in Higher Education, vol. 28, no. 3, pp. 381–396.

Maturana, HR, and Varela, FJ, 1980, Autopoiesis and Cognition: The Realisation of the Living, Dordrecht, Springer Netherlands.

McCallin, A., and Nayar, S. (2012, ‘Postgraduate research supervision: a critical review of current practice’, Teaching in Higher Education, vol. 17, no. 1, pp. 63–74.

 Lakoff, G., & Johnson, M. (1999). Philosophy In The Flesh: The Embodied Mind And Its Challenge To Western Thought. Basic Books.

(Saumya Liyanage is professor in Drama and Theatre and is currently working at the Department of Theatre, Ballet, and Modern Dance, Faculty of Dance and Drama, University of Visual and Performing Arts, Colombo, Sri Lanka)



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Reconciliation, Mood of the Nation and the NPP Government

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From the time the search for reconciliation began after the end of the war in 2009 and before the NPP’s victories at the presidential election and the parliamentary election in 2024, there have been four presidents and four governments who variously engaged with the task of reconciliation. From last to first, they were Ranil Wickremesinghe, Gotabaya Rajapaksa, Maithripala Sirisena and Mahinda Rajapaksa. They had nothing in common between them except they were all different from President Anura Kumara Dissanayake and his approach to reconciliation.

The four former presidents approached the problem in the top-down direction, whereas AKD is championing the building-up approach – starting from the grassroots and spreading the message and the marches more laterally across communities. Mahinda Rajapaksa had his ‘agents’ among the Tamils and other minorities. Gotabaya Rajapaksa was the dummy agent for busybodies among the Sinhalese. Maithripala Sirisena and Ranil Wickremesinghe operated through the so called accredited representatives of the Tamils, the Muslims and the Malaiayaka (Indian) Tamils. But their operations did nothing for the strengthening of institutions at the provincial and the local levels. No did they bother about reaching out to the people.

As I recounted last week, the first and the only Northern Provincial Council election was held during the Mahinda Rajapaksa presidency. That nothing worthwhile came out of that Council was not mainly the fault of Mahinda Rajapaksa. His successors, Maithripala Sirisena and Ranil Wickremesinghe as Prime Minister, with the TNA acceding as a partner of their government, cancelled not only the NPC but also all PC elections and indefinitely suspended the functioning of the country’s nine elected provincial councils. Now there are no elected councils, only colonial-style governors and their secretaries.

Hold PC Elections Now

And the PC election can, like so many other inherited rotten cans, is before the NPP government. Is the NPP government going to play footsie with these elections or call them and be done with it? That is the question. Here are the cons and pros as I see them.

By delaying or postponing the PC elections President AKD and the NPP government are setting themselves up to be justifiably seen as following the cynical playbook of the former interim President Ranil Wickremesinghe. What is the point, it will be asked, in subjecting Ranil Wickremesinghe to police harassment over travel expenses while following his playbook in postponing elections?

Come to think of it, no VVIP anywhere can now whine of unfair police arrest after what happened to the disgraced former prince Andrew Mountbatten Windsor in England on Thursday. Good for the land where habeas corpus and due process were born. The King did not know what was happening to his kid brother, and he was wise enough to pronounce that “the law must take its course.” There is no course for the law in Trump’s America where Epstein spun his webs around rich and famous men and helpless teenage girls. Only cover up. Thanks to his Supreme Court, Trump can claim covering up to be a core function of his presidency, and therefore absolutely immune from prosecution. That is by the way.

Back to Sri Lanka, meddling with elections timing and process was the method of operations of previous governments. The NPP is supposed to change from the old ways and project a new way towards a Clean Sri Lanka built on social and ethical pillars. How does postponing elections square with the project of Clean Sri Lanka? That is the question that the government must be asking itself. The decision to hold PC elections should not be influenced by whether India is not asking for it or if Canada is requesting it.

Apart from it is the right thing do, it is also politically the smart thing to do.

The pros are aplenty for holding PC elections as soon it is practically possible for the Election Commission to hold them. Parliament can and must act to fill any legal loophole. The NPP’s political mojo is in the hustle and bustle of campaigning rather than in the sedentary business of governing. An election campaign will motivate the government to re-energize itself and reconnect with the people to regain momentum for the remainder of its term.

While it will not be possible to repeat the landslide miracle of the 2024 parliamentary election, the government can certainly hope and strive to either maintain or improve on its performance in the local government elections. The government is in a better position to test its chances now, before reaching the halfway mark of its first term in office than where it might be once past that mark.

The NPP can and must draw electoral confidence from the latest (February 2026) results of the Mood of the Nation poll conducted by Verité Research. The government should rate its chances higher than what any and all of the opposition parties would do with theirs. The Mood of the Nation is very positive not only for the NPP government but also about the way the people are thinking about the state of the country and its economy. The government’s approval rating is impressively high at 65% – up from 62% in February 2025 and way up from the lowly 24% that people thought of the Ranil-Rajapaksa government in July 2024. People’s mood is also encouragingly positive about the State of the Economy (57%, up from 35% and 28%); Economic Outlook (64%, up from 55% and 30%); the level of Satisfaction with the direction of the country( 59%, up from 46% and 17%).

These are positively encouraging numbers. Anyone familiar with North America will know that the general level of satisfaction has been abysmally low since the Iraq war and the great economic recession. The sour mood that invariably led to the election of Trump. Now the mood is sourer because of Trump and people in ever increasing numbers are looking for the light at the end of the Trump tunnel. As for Sri Lanka, the country has just come out of the 20-year long Rajapaksa-Ranil tunnel. The NPP represents the post Rajapaksa-Ranil era, and the people seem to be feeling damn good about it.

Of course, the pundits have pooh-poohed the opinion poll results. What else would you expect? You can imagine which twisted way the editorial keypads would have been pounded if the government’s approval rating had come under 50%, even 49.5%. There may have even been calls for the government to step down and get out. But the government has its approval rating at 65% – a level any government anywhere in the Trump-twisted world would be happy to exchange without tariffs. The political mood of the people is not unpalpable. Skeptical pundits and elites will have to only ask their drivers, gardeners and their retinue of domestics as to what they think of AKD, Sajith or Namal. Or they can ride a bus or take the train and check out the mood of fellow passengers. They will find Verité’s numbers are not at all far-fetched.

Confab Threats

The government’s plausible popularity and the opposition’s obvious weaknesses should be good enough reason for the government to have the PC elections sooner than later. A new election campaign will also provide the opportunity not only for the government but also for the opposition parties to push back on the looming threat of bad old communalism making a comeback. As reported last week, a “massive Sangha confab” is to be held at 2:00 PM on Friday, February 20th, at the All Ceylon Buddhist Congress Headquarters in Colombo, purportedly “to address alleged injustices among monks.”

According to a warning quote attributed to one of the organizers, Dambara Amila Thero, “never in the history of Sri Lanka has there been a government—elected by our own votes and the votes of the people—that has targeted and launched such systematic attacks against the entire Sasana as this one.” That is quite a mouthful and worthier practitioners of Buddhism have already criticized this unconvincing claim and its being the premise for a gathering of spuriously disaffected monks. It is not difficult to see the political impetus behind this confab.

The impetus obviously comes from washed up politicians who have tried every slogan from – L-board-economists, to constitutional dictatorship, to save-our children from sex-education fear mongering – to attack the NPP government and its credibility. They have not been able to stick any of that mud on the government. So, the old bandicoots are now trying to bring back the even older bogey of communalism on the pretext that the NPP government has somewhere, somehow, “targeted and launched such systematic attacks against the entire Sasana …”

Anura Kumara Dissanayake

By using a new election campaign to take on this threat, the government can turn the campaign into a positively educational outreach. That would be consistent with the President’s and the government’s commitment to “rebuild Sri Lanka” on the strength of national unity without allowing “division, racism, or extremism” to undermine unity. A potential election campaign that takes on the confab of extremists will also provide a forum and an opportunity for the opposition parties to let their positions known. There will of course be supporters of the confab monks, but hopefully they will be underwhelming and not overwhelming.

For all their shortcomings, Sajith Premadasa and Namal Rajapaksa belong to the same younger generation as Anura Kumara Dissanayake and they are unlikely to follow the footsteps of their fathers and fan the flames of communalism and extremism all over again. Campaigning against extremism need not and should not take the form of disparaging and deriding those who might be harbouring extremist views. Instead, the fight against extremism should be inclusive and not exclusive, should be positively educational and appeal to the broadest cross-section of people. That is the only sustainable way to fight extremism and weaken its impacts.

Provincial Councils and Reconciliation

In the framework of grand hopes and simple steps of reconciliation, provincial councils fall somewhere in between. They are part of the grand structure of the constitution but they are also usable instruments for achieving simple and practical goals. Obviously, the Northern Provincial Council assumes special significance in undertaking tasks associated with reconciliation. It is the only jurisdiction in the country where the Sri Lankan Tamils are able to mind their own business through their own representatives. All within an indivisibly united island country.

But people in the north will not be able to do anything unless there is a provincial council election and a newly elected council is established. If the NPP were to win a majority of seats in the next Northern Provincial Council that would be a historic achievement and a validation of its approach to national reconciliation. On the other hand, if the NPP fails to win a majority in the north, it will have the opportunity to demonstrate that it has the maturity to positively collaborate from the centre with a different provincial government in the north.

The Eastern Province is now home to all three ethnic groups and almost in equal proportions. Managing the Eastern Province will an experiential microcosm for managing the rest of the country. The NPP will have the opportunity to prove its mettle here – either as a governing party or as a responsible opposition party. The Central Province and the Badulla District in the Uva Province are where Malaiyaka Tamils have been able to reconstitute their citizenship credentials and exercise their voting rights with some meaningful consequence. For decades, the Malaiyaka Tamils were without voting rights. Now they can vote but there is no Council to vote for in the only province and district they predominantly leave. Is that fair?

In all the other six provinces, with the exception of the Greater Colombo Area in the Western Province and pockets of Muslim concentrations in the South, the Sinhalese predominate, and national politics is seamless with provincial politics. The overlap often leads to questions about the duplication in the PC system. Political duplication between national and provincial party organizations is real but can be avoided. But what is more important to avoid is the functional duplication between the central government in Colombo and the provincial councils. The NPP governments needs to develop a different a toolbox for dealing with the six provincial councils.

Indeed, each province regardless of the ethnic composition, has its own unique characteristics. They have long been ignored and smothered by the central bureaucracy. The provincial council system provides the framework for fostering the unique local characteristics and synthesizing them for national development. There is another dimension that could be of special relevance to the purpose of reconciliation.

And that is in the fostering of institutional partnerships and people to-people contacts between those in the North and East and those in the other Provinces. Linkages could be between schools, and between people in specific activities – such as farming, fishing and factory work. Such connections could be materialized through periodical visits, sharing of occupational challenges and experiences, and sports tournaments and ‘educational modules’ between schools. These interactions could become two-way secular pilgrimages supplementing the age old religious pilgrimages.

Historically, as Benedict Anderson discovered, secular pilgrimages have been an important part of nation building in many societies across the world. Read nation building as reconciliation in Sri Lanka. The NPP government with its grassroots prowess is well positioned to facilitate impactful secular pilgrimages. But for all that, there must be provincial councils elections first.

by Rajan Philips

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Barking up the wrong tree

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The idiom “Barking up the wrong tree” means pursuing a mistaken line of thought, accusing the wrong person, or looking for solutions in the wrong place. It refers to hounds barking at a tree that their prey has already escaped from. This aptly describes the current misplaced blame for young people’s declining interest in religion, especially Buddhism.

It is a global phenomenon that young people are increasingly disengaged from organized religion, but this shift does not equate to total abandonment, many Gen Z and Millennials opt for individual, non-institutional spirituality over traditional structures. However, the circumstances surrounding Buddhism in Sri Lanka is an oddity compared to what goes on with religions in other countries. For example, the interest in Buddha Dhamma in the Western countries is growing, especially among the educated young. The outpouring of emotions along the 3,700 Km Peace March done by 16 Buddhist monks in USA is only one example.

There are good reasons for Gen Z and Millennials in Sri Lanka to be disinterested in Buddhism, but it is not an easy task for Baby Boomer or Baby Bust generations, those born before 1980, to grasp these bitter truths that cast doubt on tradition. The two most important reasons are: a) Sri Lankan Buddhism has drifted away from what the Buddha taught, and b) The Gen Z and Millennials tend to be more informed and better rational thinkers compared to older generations.

This is truly a tragic situation: what the Buddha taught is an advanced view of reality that is supremely suited for rational analyses, but historical circumstances have deprived the younger generations over centuries from knowing that truth. Those who are concerned about the future of Buddhism must endeavor to understand how we got here and take measures to bridge that information gap instead of trying to find fault with others. Both laity and clergy are victims of historical circumstances; but they have the power to shape the future.

First, it pays to understand how what the Buddha taught, or Dhamma, transformed into 13 plus schools of Buddhism found today. Based on eternal truths he discovered, the Buddha initiated a profound ethical and intellectual movement that fundamentally challenged the established religious, intellectual, and social structures of sixth-century BCE India. His movement represented a shift away from ritualistic, dogmatic, and hierarchical systems (Brahmanism) toward an empirical, self-reliant path focused on ethics, compassion, and liberation from suffering. When Buddhism spread to other countries, it transformed into different forms by absorbing and adopting the beliefs, rituals, and customs indigenous to such land; Buddha did not teach different truths, he taught one truth.

Sri Lankan Buddhism is not any different. There was resistance to the Buddha’s movement from Brahmins during his lifetime, but it intensified after his passing, which was responsible in part for the disappearance of Buddhism from its birthplace. Brahminism existed in Sri Lanka before the arrival of Buddhism, and the transformation of Buddhism under Brahminic influences is undeniable and it continues to date.

This transformation was additionally enabled by the significant challenges encountered by Buddhism during the seventeenth and eighteenth centuries (Wachissara 1961, Mirando 1985). It is sad and difficult to accept, but Buddhism nearly disappeared from the land that committed the Teaching into writing for the first time. During these tough times, with no senior monks to perform ‘upasampada,’ quasi monks who had not been admitted to the order – Ganninanses, maintained the temples. Lacking any understanding of the doctrinal aspects of Buddha’s teaching, they started performing various rituals that Buddha himself rejected (Rahula 1956, Marasinghe 1974, Gombrich 1988, 1997, Obeyesekere 2018).

The agrarian population had no way of knowing or understanding the teachings of the Buddha to realize the difference. They wanted an easy path to salvation, some power to help overcome an illness, protect crops from pests or elements; as a result, the rituals including praying and giving offerings to various deities and spirits, a Brahminic practice that Buddha rejected in no uncertain terms, became established as part of Buddhism.

This incorporation of Brahminic practices was further strengthened by the ascent of Nayakkar princes to the throne of Kandy (1739–1815) who came from the Madurai Nayak dynasty in South India. Even though they converted to Buddhism, they did not have any understanding of the Teaching; they were educated and groomed by Brahminic gurus who opposed Buddhism. However, they had no trouble promoting the beliefs and rituals that were of Brahminic origin and supporting the institution that performed them. By the time British took over, nobody had any doubts that the beliefs, myths, and rituals of the Sinhala people were genuine aspects of Buddha’s teaching. The result is that today, Sri Lankan Buddhists dare doubt the status quo.

The inclusion of Buddhist literary work as historical facts in public education during the late nineteenth century Buddhist revival did not help either. Officially compelling generations of students to believe poetic embellishments as facts gave the impression that Buddhism is a ritualistic practice based on beliefs.

This did not create any conflict in the minds of 19th agrarian society; to them, having any doubts about the tradition was an unthinkable, unforgiving act. However, modernization of society, increased access to information, and promotion of rational thinking changed things. Younger generations have begun to see the futility of current practices and distance themselves from the traditional institution. In fact, they may have never heard of it, but they are following Buddha’s advice to Kalamas, instinctively. They cannot be blamed, instead, their rational thinking must be appreciated and promoted. It is the way the Buddha’s teaching, the eternal truth, is taught and practiced that needs adjustment.

The truths that Buddha discovered are eternal, but they have been interpreted in different ways over two and a half millennia to suit the prevailing status of the society. In this age, when science is considered the standard, the truth must be viewed from that angle. There is nothing wrong or to be afraid of about it for what the Buddha taught is not only highly scientific, but it is also ahead of science in dealing with human mind. It is time to think out of the box, instead of regurgitating exegesis meant for a bygone era.

For example, the Buddhist model of human cognition presented in the formula of Five Aggregates (pancakkhanda) provides solutions to the puzzles that modern neuroscience and philosophers are grappling with. It must be recognized that this formula deals with the way in which human mind gathers and analyzes information, which is the foundation of AI revolution. If the Gen Z and Millennial were introduced to these empirical aspects of Dhamma, they would develop a genuine interest in it. They thrive in that environment. Furthermore, knowing Buddha’s teaching this way has other benefits; they would find solutions to many problems they face today.

Buddha’s teaching is a way to understand nature and the humans place in it. One who understands this can lead a happy and prosperous life. As the Dhammapada verse number 160 states – “One, indeed, is one’s own refuge. Who else could be one’s own refuge?” – such a person does not depend on praying or offering to idols or unknown higher powers for salvation, the Brahminic practice. Therefore, it is time that all involved, clergy and laity, look inwards, and have the crucial discussion on how to educate the next generation if they wish to avoid Sri Lankan Buddhism suffer the same fate it did in India.

by Geewananda Gunawardana, Ph.D.

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Why does the state threaten Its people with yet another anti-terror law?

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The Feminist Collective for Economic Justice (FCEJ) is outraged at the scheme of law proposed by the government titled “Protection of the State from Terrorism Act” (PSTA). The draft law seeks to replace the existing repressive provisions of the Prevention of Terrorism Act 1979 (PTA) with another law of extraordinary powers. We oppose the PSTA for the reason that we stand against repressive laws, normalization of extraordinary executive power and continued militarization. Ruling by fear destroys our societies. It drives inequality, marginalization and corruption.

Our analysis of the draft PSTA is that it is worse than the PTA. It fails to justify why it is necessary in today’s context. The PSTA continues the broad and vague definition of acts of terrorism. It also dangerously expands as threatening activities of ‘encouragement’, ‘publication’ and ‘training’. The draft law proposes broad powers of arrest for the police, introduces powers of arrest to the armed forces and coast guards, and continues to recognize administrative detention. Extremely disappointing is the unjustifiable empowering of the President to make curfew order and to proscribe organizations for indefinite periods of time, the power of the Secretary to the Ministry of Defence to declare prohibited places and police officers in the rank of Deputy Inspector Generals are given the power to secure restriction orders affecting movement of citizens. The draft also introduces, knowing full well the context of laws delays, the legal perversion of empowering the Attorney General to suspend prosecution for 20 years on the condition that a suspect agrees to a form of punishment such as public apology, payment of compensation, community service, and rehabilitation. Sri Lanka does not need a law normalizing extraordinary power.

We take this moment to remind our country of the devastation caused to minoritized populations under laws such as the PTA and the continued militarization, surveillance and oppression aided by rapidly growing security legislation. There is very limited space for recovery and reconciliation post war and also barely space for low income working people to aspire to physical, emotional and financial security. The threat posed by even proposing such an oppressive law as the PSTA is an affront to feminist conceptions of human security. Security must be recognized at an individual and community level to have any meaning.

The urgent human security needs in Sri Lanka are undeniable – over 50% of households in the country are in debt, a quarter of the population are living in poverty, over 30% of households experience moderate/severe food insecurity issues, the police receive over 100,000 complaints of domestic violence each year. We are experiencing deepening inequality, growing poverty, assaults on the education and health systems of the country, tightening of the noose of austerity, the continued failure to breathe confidence and trust towards reconciliation, recovery, restitution post war, and a failure to recognize and respond to structural discrimination based on gender, race and class, religion. State security cannot be conceived or discussed without people first being safe, secure, and can hope for paths towards developing their lives without threat, violence and discrimination. One year into power and there has been no significant legislative or policy moves on addressing austerity, rolling back of repressive laws, addressing domestic and other forms of violence against women, violence associated with household debt, equality in the family, equality of representation at all levels, and the continued discrimination of the Malaiyah people.

The draft PSTA tells us that no lessons have been learnt. It tells us that this government intends to continue state tools of repression and maintain militarization. It is hard to lose hope within just a year of a new government coming into power with a significant mandate from the people to change the system, and yet we are here. For women, young people, children and working class citizens in this country everyday is a struggle, everyday is a minefield of threats and discrimination. We do not need another threat in the form of the PSTA. Withdraw the PSTA now!

​The Feminist Collective for Economic Justice is a collective of feminist economists, scholars, feminist activists, university students and lawyers that came together in April 2022 to understand, analyze and give voice to policy recommendations based on lived realities in the current economic crisis in Sri Lanka.

​Please send your comments to – feministcollectiveforjustice@gmail.com

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