Connect with us

Midweek Review

Humanities in Medical Education

Published

on

By Dr. Siri Galhenage
sirigalhenage@gmail.com

‘They are shallow animals, having always employed their minds about Body and Gut, they imagine that in the whole system of things there is nothing but Gut and Body’

Samuel Taylor Coleridge [1772-1834]

The above derisive comment regarding doctors was made by the renowned romantic poet and philosopher, over two centuries ago. He was aggrieved by the predominantly biological preoccupation by doctors in the practice of their craft, giving less credence to a broader perspective about life. He was perhaps roused by the growing interest in a natural basis for disease and healing during the Renaissance period [14 – 17 centuries] in the West, with the emergence of anatomically based scientific medicine, moving away from mystic and spiritual traditions.

A HOLISTIC APPROACH to the PRACTICE of MEDICINE: A HISTORICAL PERSPECTIVE

Over the years, scientific medicine has progressed, with the development of high-tech diagnostic techniques exploring deeply into the body, its tissues and cells, and the discovery of effective pharmaceutical weapons against organic disease. This powerful science-based biomedical tradition spread globally and has remained dominant, despite a greater conceptualisation of social and psychological issues pertaining to health and well-being. As a result, the medical profession has tended to develop a sense of therapeutic self-confidence, with a tendency to ignore the psychosocial aspects of medicine and the benefits of the doctor-patient relationship, giving less importance to a display of humanity. It is true to say that, as a result, there is a growing discontent towards the medical system and the medical profession in recent times.

The above disparity in healthcare has attracted the attention of medical educators around the globe, who have started introducing a holistic [broad-based] approach to training of doctors by incorporating Humanities in the medical curriculum. ‘A Good Doctor Treats the Disease; A Great Doctor Treats the Patient’.

It was heartening to read Randima Attygalle’s interview with Dr. Santhushi Amarasuriya titled, ‘Medical Humanities: an interdisciplinary approach to holistic health’ regarding the initiative by the Faculty of Medicine, Colombo, in establishing a Department of Medical Humanities [Sunday Island: Oct. 6, 2024]. I also read with interest the scholarly articles by Susantha Hewa, ‘Humanities in the ‘art’ of healing: A case for subject integration’ [The Island: Oct. 16, 2024] and by Prof. Liyanage Amarakirthi of the University of Peradeniya: ‘Increasing scholarly mutuality for holistic understanding of life: Some initial reflections’ [The Island: Nov. 6, 2024], addressing the need for subject integration.

ROLE of HUMANITIES in MEDICAL EDUCATION

The aim of including Humanities in medical education is to nurture the desirable personal qualities in a medical practitioner in becoming a healer in the true sense of the word.

1. In gaining a broader understanding of the human condition in order to adopt a more holistic approach towards the practice of medicine.

2. In developing empathy and compassion towards one’s patients while maintaining professional boundaries.

3. In acquiring appropriate and effective communication skills in dealing with patients, as well as respectful discourse with colleagues and the team that the doctor works with.

4. In maintaining professional boundaries and ethical and moral standards.

5. In cultivating personal growth and resilience in having to confront the many challenges and adverse circumstances faced during the course of a doctor’s professional life.

HUMANITIES: ETYMOLOGY AND SCOPE

The base word ‘human’ with its Latin root ‘Humanus’, which refers to the characteristics of mankind has generated a range of derivatives with shades of meaning. It has given birth to such terms as ‘humane’ [which refers to being compassionate]; ‘humanitarian’ [having the welfare of mankind at heart; ‘humanism’ [the belief in human effort rather than divinity]; ‘humanity’ [which connotes mankind and civilisation]; and ‘humanities’ [a collective of academic disciplines that study the human condition].

Humanities, as opposed to biological and physical sciences, embody a wide range of disciplines, such as languages, literature, the arts, history and philosophy, and their critical evaluation. Religion and divinity are not within the range of interest of humanities, although their relevance in the spiritual growth of mankind cannot be disregarded.

RELEVANCE of CLASSICAL LITERATURE

in MEDICAL HUMANITIES

My focus here is classical literature which is an integral part of the discipline of Humanities. Great works of literary art attempt to explore and transmit the full range and depth of human experience, calling into play our emotional and intellectual faculties. Literary analysts observe that art and literature have the capacity to ‘convey serious truths and significant ideals’, ‘broaden our understanding of human nature’, ‘kindle our imaginations’, ‘raise our spirits’ and ‘enhance our sensibility’ [to quote Prof. Frodsham, late Professor of comparative literature, Murdoch University, Perth, Western Australia]. Those works regarded as of high quality are deeply humanistic and provide insights which enrich human existence, elevating our lives to a higher plane of functioning.

Works of literary artistry provide socio-cultural awareness, psychological insights, moral and ethical consciousness, in addition to aesthetic appreciation – the confluence of all of which has now evolved into the notion of literary sensibility, first conceived by the legendary English poet Geoffrey Chaucer of Canterbury Tales fame. It is a sensibility every human being should aspire to develop, the doctor in particular, who is expected to take on the task of healing.

Great writers tend to exercise their literary talent in directing the reader in achieving personality growth vicariously through the portrayal of characters and the situations they create. It is an enriching experience which generates an appreciation of beauty, use of metaphor, psychosocial insights [intra-psychic and interpersonal] that reflect societal attitudes, and moral instruction.

NURTURING LITERARY SENSIBILITY

While strongly advocating the introduction of Humanities in Medical Education, I believe that there should also be a greater emphasis by educational authorities on nurturing reading ability in children from their early formative years, as a way of sensitising them to literature in their later life. Reading with children and exploring their thoughts about what is read and helping them to understand and articulate their thoughts about life within their capacity, is called ‘conversational reading’.

The more young children read, are read to, and are engaged in conversation that flows on from stories read, the more they begin to love books [and words], increase their vocabulary and enhance their communication skills. It enhances a child’s self-worth and personal identity sadly lacking in those who lag behind reading for whatever reason. What better way for children to be introduced to the world that they are to be part of than be immersed in a story that is all about beings that surround them? What better way for children to learn about ideas and speech patterns, how people interact and react, how dialogue reveals more about a person than what they say, and gain an understanding of empathy and compassion? There is no better way to convey moral instruction than by vicarious learning through reading, and no better way to enhance their thinking and reasoning, to generate creativity and to introduce them to a life rich in meaning.

We in Sri Lanka are endowed with an ancient literary tradition that fosters literary sensibility. As far back as between the 7th and 10th century AD, our ancestors scribbled their sentiments in poetry on the mirror wall of Sigiriya Rock [Sigiri Kurutu Gee]. Our ancient scholars produced great literary works such as Sandesha Kavya, Kavya Sekaraya, Guththilaya, Subhasithaya [to mention a few], and in the 15th Century AD, King Parakramabahu the 6th. gave patronage to literary discourse. As a nation, we hold a predisposition to develop literary sensibility.

A FEW EXAMPLES of LITERARY ART to

ILLUSTRATE THEIR VALUE IN

MEDICAL HUMANITIES

I have cited below, a few examples of literary art, many of global fame, in order to illustrate their value in understanding human nature by tapping into their allegorical meaning. It was not my intention to suggest including them in a reading list in medical humanities; although some of them may attract the interest of the medical educators and the general readership.

Rudyard Kipling, in his narrative masterpiece, ‘Kim’, takes a Tibetan Lama and his disciple across what he calls ‘the great and wonderful land of Hind’ [India] along ‘the grand trunk road, teeming with life’ [a metaphor he uses for the path of life’]. The travellers are on a quest for understanding of humanity with the hope of achieving personal growth.

In an inspiring piece of lyrical ballad, The Rhyme of the Ancient Mariner, Samuel Coleridge, places his protagonist on board a ship and sends him off on a voyage – an archetypal journey of life with its trials and tribulations. The poet exposes the vulnerability of the human condition by making him commit an impulsive act of killing the albatross that guides him. He faces the wrath of nature, takes on board a burden of guilt and suffering, and on reaching the shore, embarks on a spiritual path, elevating him to being a productive human being.

Viktor Frankl, the celebrated Austrian psychiatrist of Jewish descent proposed the theory that the primary motivational force in man is to find meaning in life. He developed his theory, which gained wide application in medical practice through his direct personal experience as a prisoner in Auschwitz, the Nazi concentration camp, which led to his popular publication, ‘Man’s Search for Meaning’.

Leo Tolstoy, the Great Russian author skilfully constructs the character of Ivan Ilych in his much celebrated novella, ‘The Death of Ivan Ilych’. The author takes his protagonist, an upwardly mobile lawyer, to the top of a ladder, and makes him fall off it, both literary and metaphorically, into an abyss of misery. The crisis precipitates a terminal illness that makes him evaluate his life and gain insight into the inescapable truth about life – suffering – which reflects the author’s spiritual leaning towards Buddhism. In addition, the novella provides a brilliant portrayal of the patient’s ‘Abnormal Illness Behaviour’ and the ‘Doctor- Patient Relationship’ that should attract the attention of the student of Medicine.

As many scholars believe, there is no other literary artist than William Shakespeare who has had an in-depth understanding of the human condition, long before formal study of the human mind was undertaken by psychologists and psychiatrists. In his Magnum Opus, ’Hamlet’, he gives dramatic expression to the mourning and melancholy of Prince Hamlet, and the flight into a state of mania of grief-stricken Ophelia – two of his skilful character developments. He depicts the genesis of morbid jealousy in ‘Othello’ [a favourite of Psychiatrists!], and the existential dilemma of old age in ‘King Lear’, to mention a few. In his narrative poem ‘Lucrece’, Shakespeare poignantly gives lyrical expression to the agony and the psychological consequences of a victim of a sexual assault.

William Wordsworth, the lake poet of ‘The Daffodils’ fame maintained a high degree of resilience throughout life despite a series of personal losses including the loss of both his parents during his early development. He gained his inner strength by being nurtured by nature, the source of his creative energy-his sorrows sublimated through poetry. Wordsworth raises nature to a divine level to underscore her importance to man as teacher and healer.

Prose, verse and song often merging into one, and carried into a musical crescendo with matching melody was the main channel through which Rabindranath Tagore directed his creative energy. His wisdom is embodied in the ‘primordial truth’ of the interconnectedness of man and nature and the cosmic whole which formed the philosophical basis of his musical compositions. The predisposition to such confluence of feeling and nature occurred during his formative years: born to a family of 14 he was alone but not lonely, having nature as his companion, allowing his imagination run wild.

Many critics believe that Martin Wickremasinghe’s novel ‘Viragaya’ [dispassion] displays the best of his literary prowess. His skill in crafting the personality profile of Aravinda Jayasena, the protagonist of the narrative, makes it unique amongst his many works of creative literary artistry. It depicts the journey towards peace and tranquillity of a young man attempting to shed off all his passions. Often dubbed the ‘psychological novel’, Viragaya’s appeal is in the behavioural profile of Aravinda, which leaves the ‘psychological minded’ reader to mull over the complexities of his character.

Sinhabahu,

the mythical tale of the origin of the Sinhala race given dramatic expression by our greatest playwright, Prof. Ediriweera Sarachchandra, depicts a deeper psychological meaning of a young man’s separation and individuation by breaking away from his family to develop his own identity. The play enjoyed by many of us at the ‘wala’ at my alma mater in Peradeniya, oblivious then to its allegorical meaning!!

METHODOLOGIES in INCORPORATING

HUMANITIES in MEDICAL EDUCATION

Reorientation of the student of medicine by integrating humanities into the demanding medical curriculum is a challenge due to wider issues in our education system. Students who follow a science-based education with the intention of entering medical school perceive a dichotomy between natural sciences and literature. The dichotomy is a spurious one as both disciplines deal with the human condition! Those educated in evidence-based science subjects with ‘hard facts’, consider literature as a ‘softer’ area of study. The highly competitive tertiary entrance examination encourages the gathering of factual knowledge giving the student less time to be engaged in the arts and literature and to be absorbed in reflection.

As stated above, our nation is endowed with an ancient literary tradition well-placed to nurture literary sensibility. But many educationists today lament that we have lost our romance with the written word. Starting from the pre-school stage a significant restructuring of our education system is warranted to realise our literary potential.

A wide range of methodologies are used globally in incorporating Humanities into the medical curriculum. These include role play, use of video clips etc.

A common methodology used in the application of literature in Medical Humanities is the technique of ‘Close Reading’. It involves looking at a specific piece of text eg. a narrative poem, a short story or novella, and examining it in close detail in order to draw the imaginative and analytic skills of the student. It involves the exploration of characters, their personality profiles, the way they communicate with each other and the events and crises they create; appreciating the sociocultural context in which they occur; the student’s emotional response to the characters and situations; the allegorical meaning beneath the literal narrative; and the recognition of any underlying moral instruction. The intention is to create a safe environment for the students to freely discuss their observations. The facilitator navigates the discussion towards a clinically meaningful territory.

CONCLUSION

With the rapid progression of medicine into a technologically advanced profession, Social Sciences and Humanities as essential aspects of the Art of practice of medicine has struggled to occupy space in the heavily loaded medical curriculum. Classic literature, as a component of Humanities, has a role to play in meeting this need, vicariously, by fostering literary sensibility [and hence psychosocial and moral cognizance] through the allegorical themes presented by great works of literary art. Also, an added challenge posed by technological advances is the loss of our romance with the written word with the loss of sensibility during formative years, requiring an overhaul in our education system.

‘Wherever the art of medicine is loved there is also a love of humanity’ – Socrates.

[The writer is a retired Consultant Psychiatrist resident in Perth, Western Australia. He is a former examiner to the Royal Australian and New Zealand College of Psychiatrists, and the recipient of the 2023 Meritorious Service award of the RANZCP [WA Branch]. sirigalhenage@gmail.com



Continue Reading
Click to comment

Leave a Reply

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

Midweek Review

Daya Pathirana killing and transformation of the JVP

Published

on

JVP leader Somawansa Amarasinghe, who returned to Sri Lanka in late Nov, 2001, ending a 12-year self-imposed exile in Europe, declared that India helped him flee certain death as the government crushed his party’s second insurrection against the state in the ’80s, using even death squads. Amarasinghe, sole surviving member of the original politburo of the JVP, profusely thanked India and former Prime Minister V.P. Singh for helping him survive the crackdown. Neither the JVP nor India never explained the circumstances New Delhi facilitated Amarasinghe’s escape, particularly against the backdrop of the JVP’s frenzied anti-India campaign. The JVP has claimed to have killed Indian soldiers in the East during the 1987-1989 period. Addressing his first public meeting at Kalutara, a day after his arrival, Amarasinghe showed signs that the party had shed its anti-India policy of yesteryears. The JVPer paid tribute to the people of India, PM Singh and Indian officials who helped him escape.

By Shamindra Ferdinando

Forty years after the killing of Daya Pathirana, the third head of the Independent Student Union (ISU) by the Socialist Students’ Union (SSU), affiliated with the JVP, one-time Divaina journalist Dharman Wickremaretne has dealt with the ISU’s connections with some Tamil terrorist groups. The LTTE (Liberation Tigers of Tamil Eelam) hadn’t been among them, according to Wickremaretne’s Daya Pathirana Ghathanaye Nodutu Peththa (The Unseen Side of Daya Pathirana Killing), the fifth of a series of books that discussed the two abortive insurgencies launched by the JVP in 1971 and the early ’80s.

Pathirana was killed on 15 December, 1986. His body was found at Hirana, Panadura. Pathirana’s associate, Punchiralalage Somasiri, also of the ISU, who had been abducted, along with Pathirana, was brutally attacked but, almost by a miracle, survived to tell the tale. Daya Pathirana was the second person killed after the formation of the Deshapremi Janatha Vyaparaya (DJV), the macabre wing of the JVP, in early March 1986. The DJV’s first head had been JVP politburo member Saman Piyasiri Fernando.

Its first victim was H. Jayawickrema, Principal of Middeniya Gonahena Vidyalaya, killed on 05 December, 1986. The JVP found fault with him for suspending several students for putting up JVP posters.

Wickremaretne, who had been relentlessly searching for information, regarding the violent student movements for two decades, was lucky to receive obviously unconditional support of those who were involved with the SSU and ISU as well as other outfits. Somasiri was among them.

Deepthi Lamaheva had been ISU’s first leader. Warnakulasooriya succeeded Lamahewa and was replaced by Pathirana. After Pathirana’s killing K.L. Dharmasiri took over. Interestingly, the author justified Daya Pathirana’s killing on the basis that those who believed in violence died by it.

Wickremaretne’s latest book, the fifth of the series on the JVP, discussed hitherto largely untouched subject – the links between undergraduates in the South and northern terrorists, even before the July 1983 violence in the wake of the LTTE killing 12 soldiers, and an officer, while on a routine patrol at Thinnavely, Jaffna.

The LTTE emerged as the main terrorist group, after the Jaffna killings, while other groups plotted to cause mayhem. The emergence of the LTTE compelled the then JRJ government to transfer all available police and military resources to the North, due to the constant attacks that gradually weakened government authority there. In Colombo, ISU and Tamil groups, including the PLOTE (People’s Liberation Tigers of Tamil Eelam) enhanced cooperation. Wickremaretne shed light on a disturbing ISU-PLOTE connection that hadn’t ever been examined or discussed or received sufficient public attention.

In fact, EROS (Eelam Revolutionary Organisation of Students), too, had been involved with the ISU. According to the author, the ISU had its first meeting on 10 April, 1980. In the following year, ISU established contact with the EPRLF (Eelam People’s Revolutionary Liberation Front). The involvement of ISU with the PLOTE and Wickremaretne revealed how the SSU probed that link and went to the extent of secretly interrogating ISU members in a bid to ascertain the details of that connection. ISU activist Pradeep Udayakumara Thenuwara had been forcibly taken to Sri Jayewardenepura University where he was subjected to strenuous interrogation by SSU in a bid to identify those who were involved in a high profile PLOTE operation.

The author ascertained that the SSU suspected Pathirana’s direct involvement in the PLOTE attack on the Nikaweratiya Police Station, and the Nikaweratiya branch of the People’s Bank, on April 26, 1985. The SSU believed that out of a 16-member gang that carried out the twin attacks, two were ISU members, namely Pathirana, and another identified as Thalathu Oya Seneviratne, aka Captain Senevi.

The SSU received information regarding ISU’s direct involvement in the Nikaweratiya attacks from hardcore PLOTE cadre Nagalingam Manikkadasan, whose mother was a Sinhalese and closely related to JVP’s Upatissa Gamanayake. The LTTE killed Manikkadasan in a bomb attack on a PLOTE office, in Vavuniya, in September, 1999. The writer met Manikkadasan, at Bambapalitiya, in 1997, in the company of Dharmalingham Siddharthan. The PLOTE had been involved in operations in support of President Chandrika Bandaranaike Kumaratunga’s administration.

It was President Premadasa who first paved the way for Tamil groups to enter the political mainstream. In spite of some of his own advisors expressing concern over Premadasa’s handling of negotiations with the LTTE, he ordered the then Elections Commissioner Chandrananda de Silva to grant political recognition to the LTTE. The LTTE’s political wing PFLT (People’s Front of Liberation Tigers) received recognition in early December, 1989, seven months before Eelam War II erupted.

Transformation of ISU

The author discussed the formation of the ISU, its key members, links with Tamil groups, and the murderous role in the overall counter insurgency campaign during JRJ and Ranasinghe Premadasa presidencies. Some of those who had been involved with the ISU may have ended up with various other groups, even civil society groups. Somasiri, who was abducted along with Pathirana at Thunmulla and attacked with the same specialised knife, but survived, is such a person.

Somasiri contested the 06 May Local Government elections, on the Jana Aragala Sandhanaya ticket. Jana Aragala Sandhanaya is a front organisation of the Frontline Socialist Party/ Peratugaami pakshaya, a breakaway faction of the JVP that also played a critical role in the violent protest campaign Aragalaya against President Gotabaya Rajapaksa. That break-up happened in April 2012, The wartime Defence Secretary, who secured the presidency at the 2019 presidential election, with 6.9 mn votes, was forced to give up office, in July 2022, and flee the country.

Somasiri and Jana Aragala Sandhanaya were unsuccessful; the group contested 154 Local Government bodies and only managed to secure only 16 seats whereas the ruling party JVP comfortably won the vast majority of Municipal Councils, Urban Councils and Pradeshiya Sabhas.

Let us get back to the period of terror when the ISU was an integral part of the UNP’s bloody response to the JVP challenge. The signing of the Indo-Lanka accord, in late July 1987, resulted in the intensification of violence by both parties. Wickremaretne disclosed secret talks between ISU leader K.L. Dharmasiri and the then Senior SSP (Colombo South) Abdul Cader Abdul Gafoor to plan a major operation to apprehend undergraduates likely to lead protests against the Indo-Lanka accord. Among those arrested were Gevindu Cumaratunga and Anupa Pasqual. Cumaratunga, in his capacity as the leader of civil society group Yuthukama, that contributed to the campaign against Yahapalanaya, was accommodated on the SLPP National List (2020 to 2024) whereas Pasqual, also of Yuthukama, entered Parliament on the SLPP ticket, having contested Kalutara. Pasqual switched his allegiance to Ranil Wickremesinghe after Gotabaya Rajapaksa’s ouster in July 2022.

SSU/JVP killed K.L. Dharmasiri on 19 August, 1989, in Colomba Kochchikade just a few months before the Army apprehended and killed JVP leader Rohana Wijeweera. Towards the end of the counter insurgency campaign, a section of the ISU was integrated with the military (National Guard). The UNP government had no qualms in granting them a monthly payment.

Referring to torture chambers operated at the Law Faculty of the Colombo University and Yataro operations centre, Havelock Town, author Wickremaretne underscored the direct involvement of the ISU in running them.

Maj. Tuan Nizam Muthaliff, who had been in charge of the Yataro ‘facility,’ located near State Defence Minister Ranjan Wijeratne’s residence, is widely believed to have shot Wijeweera in November, 1989. Muthaliff earned the wrath of the LTTE for his ‘work’ and was shot dead on May 3, 2005, at Polhengoda junction, Narahenpita. At the time of Muthaliff’s assassination, he served in the Military Intelligence.

Premadasa-SSU/JVP link

Ex-lawmaker and Jathika Chinthanaya Kandayama stalwart Gevindu Cumaratunga, in his brief address to the gathering, at Wickremaretne’s book launch, in Colombo, compared Daya Pathirana’s killing with the recent death of Nandana Gunatilleke, one-time frontline JVPer.

Questioning the suspicious circumstances surrounding Gunatilleke’s demise, Cumaratunga strongly emphasised that assassinations shouldn’t be used as a political tool or a weapon to achieve objectives. The outspoken political activist discussed the Pathirana killing and Gunatilleke’s demise, recalling the false accusations directed at the then UNPer Gamini Lokuge regarding the high profile 1986 hit.

Cumaratunga alleged that the SSU/JVP having killed Daya Pathirana made a despicable bid to pass the blame to others. Turning towards the author, Cumaratunga heaped praise on Wickremaretne for naming the SSU/JVP hit team and for the print media coverage provided to the student movements, particularly those based at the Colombo University.

Cumaratunga didn’t hold back. He tore into SSU/JVP while questioning their current strategies. At one point a section of the audience interrupted Cumaratunga as he made references to JVP-led Jathika Jana Balawegaya (JJB) and JJB strategist Prof. Nirmal Dewasiri, who had been with the SSU during those dark days. Cumaratunga recalled him attending Daya Pathirana’s funeral in Matara though he felt that they could be targeted.

Perhaps the most controversial and contentious issue raised by Cumaratunga was Ranasinghe Premadasa’s alleged links with the SSU/JVP. The ex-lawmaker reminded the SSU/JVP continuing with anti-JRJ campaign even after the UNP named Ranasinghe Premadasa as their candidature for the December 1988 presidential election. His inference was clear. By the time Premadasa secured the presidential nomination he had already reached a consensus with the SSU/JVP as he feared JRJ would double cross him and give the nomination to one of his other favourites, like Gamini Dissanayake or Lalith Athulathmudali.

There had been intense discussions involving various factions, especially among the most powerful SSU cadre that led to putting up posters targeting Premadasa at the Colombo University. Premadasa had expressed surprise at the appearance of such posters amidst his high profile ‘Me Kawuda’ ‘Monawada Karanne’poster campaign. Having questioned the appearance of posters against him at the Colombo University, Premadasa told Parliament he would inquire into such claims and respond. Cumaratunga alleged that night UNP goons entered the Colombo University to clean up the place.

The speaker suggested that the SSU/JVP backed Premadasa’s presidential bid and the UNP leader may have failed to emerge victorious without their support. He seemed quite confident of his assertion. Did the SSU/JVP contribute to Premadasa’s victory at one of the bloodiest post-independence elections in our history.

Cumaratunga didn’t forget to comment on his erstwhile comrade Anupa Pasqual. Alleging that Pasqual betrayed Yuthukama when he switched allegiance to Wickremesinghe, Cumaratunga, however, paid a glowing tribute to him for being a courageous responder, as a student leader.

SSU accepts Eelam

One of the most interesting chapters was the one that dealt with the Viplawadi Janatha Vimukthi Peramuna/Revolutionary Janatha Vimukthi Peramuna (RJVP), widely known as the Vikalpa Kandaya/Alternative Group and the ISU mount joint campaigns with Tamil groups. Both University groups received weapons training, courtesy PLOTE and EPRLF, both here, and in India, in the run-up to the so-called Indo-Lanka Peace Accord. In short, they accepted Tamils’ right to self-determination.

The author also claimed that the late Dharmeratnam Sivaram had been in touch with ISU and was directly involved in arranging weapons training for ISU. No less a person than PLOTE Chief Uma Maheswaran had told the author that PLOTE provided weapons training to ISU, free of charge ,and the JVP for a fee. Sivaram, later contributed to several English newspapers, under the pen name Taraki, beginning with The Island. By then, he propagated the LTTE line that the war couldn’t be brought to a successful conclusion through military means. Taraki was abducted near the Bambalapitiya Police Station on the night of 28 April, 2005, and his body was found the following day.

The LTTE conferred the “Maamanithar” title upon the journalist, the highest civilian honour of the movement.

In the run up to the Indo-Lanka Peace Accord, India freely distributed weapons to Tamil terrorist groups here who in turn trained Sinhala youth.

Had it been part of the overall Indian destabilisation project, directed at Sri Lanka? PLOTE and EPRLF couldn’t have arranged weapons training in India as well as terrorist camps here without India’s knowledge. Unfortunately, Sri Lanka never sought to examine the origins of terrorism here and identified those who propagated and promoted separatist ideals.

Exactly a year before Daya Pathirana’s killing, arrangements had been made by ISU to dispatch a 15-member group to India. But, that move had been cancelled after law enforcement authorities apprehended some of those who received weapons training in India earlier. Wickremaretne’s narrative of the students’ movement, with the primary focus of the University of Colombo, is a must read. The author shed light on the despicable Indian destabilisation project that, if succeeded, could have caused and equally destructive war in the South. In a way, Daya Pathirana’s killing preempted possible wider conflict in the South.

Gevindu Cumaratunga, in his thought-provoking speech, commented on Daya Pathirana. At the time Cumaratunga entered Colombo University, he hadn’t been interested at all in politics. But, the way the ISU strongman promoted separatism, influenced Cumaratunga to counter those arguments. The ex-MP recollected how Daya Pathirana, a heavy smoker (almost always with a cigarette in his hand) warned of dire consequences if he persisted with his counter views.

In fact, Gevindu Cumaratunga ensured that the ’80s terror period was appropriately discussed at the book launch. Unfortunately, Wickremaretne’s book didn’t cause the anticipated response, and a dialogue involving various interested parties. It would be pertinent to mention that at the time the SSU/JVP decided to eliminate Daya Pathirana, it automatically received the tacit support of other student factions, affiliated to other political parties, including the UNP.

Soon after Anura Kumara Dissanayake received the leadership of the JVP from Somawansa Amarasinghe, in December 2014, he, in an interview with Saroj Pathirana of BBC Sandeshaya, regretted their actions during the second insurgency. Responding to Pathirana’s query, Dissanayake not only regretted but asked for forgiveness for nearly 6,000 killings perpetrated by the party during that period. Author Wickremaretne cleverly used FSP leader Kumar Gunaratnam’s interview with Upul Shantha Sannasgala, aired on Rupavahini on 21 November, 2019, to remind the reader that he, too, had been with the JVP at the time the decision was taken to eliminate Daya Pathirana. Gunaratnam moved out of the JVP, in April 2012, after years of turmoil. It would be pertinent to mention that Wimal Weerawansa-Nandana Gunatilleke led a group that sided with President Mahinda Rajapaksa during his first term, too, and had been with the party by that time. Although the party split over the years, those who served the interests of the JVP, during the 1980-1990 period, cannot absolve themselves of the violence perpetrated by the party. This should apply to the JVPers now in the Jathika Jana Balawegaya (JJB), a political party formed in July 2019 to create a platform for Dissanayake to contest the 2019 presidential election. Dissanayake secured a distant third place (418,553 votes [3.16%])

However, the JVP terrorism cannot be examined without taking into JRJ’s overall political strategy meant to suppress political opposition. The utterly disgusting strategy led to the rigged December 1982 referendum that gave JRJ the opportunity to postpone the parliamentary elections, scheduled for August 1983. JRJ feared his party would lose the super majority in Parliament, hence the irresponsible violence marred referendum, the only referendum ever held here to put off the election. On 30 July, 1983, JRJ proscribed the JVP, along with the Nawa Sama Samaja Party and the Communist Party, on the false pretext of carrying out attacks on the Tamil community, following the killing of 13 soldiers in Jaffna.

Under Dissanayake’s leadership, the JVP underwent total a overhaul but it was Somawansa Amarasinghe who paved the way. Under Somawansa’s leadership, the party took the most controversial decision to throw its weight behind warwinning Army Chief General (retd) Sarath Fonseka at the 2010 presidential election. That decision, the writer feels, can be compared only with the decision to launch its second terror campaign in response to JRJ’s political strategy. How could we forget Somawansa Amarasinghe joining hands with the UNP and one-time LTTE ally, the Tamil National Alliance (TNA), to field Fonseka? Although they failed in that US-backed vile scheme, in 2010, success was achieved at the 2015 presidential election when Maithripala Sirisena was elected.

Perhaps, the JVP took advantage of the developing situation (post-Indo-Lanka Peace Accord), particularly the induction of the Indian Army here, in July 1987, to intensify their campaign. In the aftermath of that, the JVP attacked the UNP parliamentary group with hand grenades in Parliament. The August 1987 attack killed Matara District MP Keerthi Abeywickrema and staffer Nobert Senadheera while 16 received injuries. Both President JRJ and Prime Minister Ranasinghe Premadasa had been present at the time the two hand grenades were thrown at the group.

Had the JVP plot to assassinate JRJ and Premadasa succeeded in August 1987, what would have happened? Gevindu Cumaratunga, during his speech also raised a very interesting question. The nationalist asked where ISU Daya Pathirana would have been if he survived the murderous JVP.

Continue Reading

Midweek Review

Reaping a late harvest Musings of an Old Man

Published

on

I am an old man, having reached “four score and five” years, to describe my age in archaic terms. From a biological perspective, I have “grown old.” However, I believe that for those with sufficient inner resources, old age provides fertile ground to cultivate a new outlook and reap a late harvest before the sun sets on life.

Negative Characterisation of Old Age

My early medical education and training familiarised me with the concept of biological ageing: that every living organism inevitably undergoes progressive degeneration of its tissues over time. Old age is often associated with disease, disability, cognitive decline, and dependence. There is an inkling of futility, alienation, and despair as one approaches death. Losses accumulate. As Shakespeare wrote in Hamlet, “When sorrows come, they come not single spies, but in battalions.” Doctors may experience difficulty in treating older people and sometimes adopt an attitude of therapeutic nihilism toward a life perceived to be in decline.

Categorical assignment of symptoms is essential in medical practice when arriving at a diagnosis. However, placing an individual into the box of a “geriatric” is another matter, often resulting in unintended age segregation and stigmatisation rather than liberation of the elderly. Such labelling may amount to ageism. It is interesting to note that etymologically, the English word geriatric and the Sanskrit word jara both stem from the Indo-European root geront, meaning old age and decay, leading to death (jara-marana).

Even Sigmund Freud (1875–1961), the doyen of psychoanalysis, who influenced my understanding of personality structure and development during my psychiatric training, focused primarily on early development and youth, giving comparatively little attention to the psychology of old age. He believed that instinctual drives lost their impetus with ageing and famously remarked that “ageing is the castration of youth,” implying infertility not only in the biological sense. It is perhaps not surprising that Freud began his career as a neurologist and studied cerebral palsy.

Potential for Growth in Old Age

The model of human development proposed by the psychologist Erik Erikson (1902–1994), which he termed the “eight stages of man,” is far more appealing to me. His theory spans the entire life cycle, with each stage presenting a developmental task involving the negotiation of opposing forces; success or failure influences the trajectory of later life. The task of old age is to reconcile the polarity between “ego integrity” and “ego despair,” determining the emotional life of the elderly.

Ego integrity, according to Erikson, is the sense of self developed through working through the crises (challenges) of earlier stages and accruing psychological assets through lived experience. Ego despair, in contrast, results from the cumulative impact of multiple physical and emotional losses, especially during the final stage of life. A major task of old age is to maintain dignity amidst such emotionally debilitating forces. Negotiating between these polarities offers the potential for continued growth in old age, leading to what might be called a “meaningful finish.”

I do not dispute the concept of biological ageing. However, I do not regard old age as a terminal phase in which growth ceases and one is simply destined to wither and die. Though shadowed by physical frailty, diminishing sensory capacities and an apparent waning of vitality, there persists a proactive human spirit that endures well into late life. There is a need in old age to rekindle that spirit. Ageing itself can provide creative opportunities and avenues for productivity. The aim is to bring life to a meaningful close.

To generate such change despite the obstacles of ageing — disability and stigmatisation — the elderly require a sense of agency, a gleam of hope, and a sustaining aspiration. This may sound illusory; yet if such illusions are benign and life-affirming, why not allow them?

Sharon Kaufman, in her book The Ageless Self: Sources of Meaning in Late Life, argues that “old age” is a social construct resisted by many elders. Rather than identifying with decline, they perceive identity as a lifelong process despite physical and social change. They find meaning in remaining authentically themselves, assimilating and reformulating diverse life experiences through family relationships, professional achievements, and personal values.

Creative Living in Old Age

We can think of many artists, writers, and thinkers who produced their most iconic, mature, or ground-breaking work in later years, demonstrating that creativity can deepen and flourish with age. I do not suggest that we should all aspire to become a Monet, Picasso, or Chomsky. Rather, I use the term “creativity” in a broader sense — to illuminate its relevance to ordinary, everyday living.

Endowed with wisdom accumulated through life’s experiences, the elderly have the opportunity for developmental self-transformation — to connect with new identities, perspectives, and aspirations, and to engage in a continuing quest for purpose and meaning. Such a quest serves an essential function in sustaining mental health and well-being.

Old age offers opportunities for psychological adaptation and renewal. Many elders use the additional time afforded by retirement to broaden their knowledge, pursue new goals, and cultivate creativity — an old age characterised by wholeness, purpose, and coherence that keeps the human spirit alive and growing even as one’s days draw to a close.

Creative living in old age requires remaining physically, cognitively, emotionally, and socially engaged, and experiencing life as meaningful. It is important to sustain an optimistic perception of health, while distancing oneself from excessive preoccupation with pain and trauma. Positive perceptions of oneself and of the future help sustain well-being. Engage in lifelong learning, maintain curiosity, challenge assumptions — for learning itself is a meaning-making process. Nurture meaningful relationships to avoid disengagement, and enter into respectful dialogue, not only with those who agree with you. Cultivate a spiritual orientation and come to terms with mortality.

The developmental task of old age is to continue growing even as one approaches death — to reap a late harvest. As Rabindranath Tagore expressed evocatively in Gitanjali [‘Song Offerings’], which won him the Nobel Prize:: “On the day when death will knock at thy door, what wilt thou offer to him?

Oh, I will set before my guest the full vessel of my life — I will never let him go with empty hands.”

by Dr Siri Galhenage
Psychiatrist (Retired)
[sirigalhenage@gmail.com]

Continue Reading

Midweek Review

Left’s Voice of Ethnic Peace

Published

on

Multi-gifted Prof. Tissa Vitarana in passing,

Leaves a glowing gem of a memory comforting,

Of him putting his best foot forward in public,

Alongside fellow peace-makers in the nineties,

In the name of a just peace in bloodied Sri Lanka,

Caring not for personal gain, barbs or brickbats,

And for such humanity he’ll be remembered….

Verily a standard bearer of value-based politics.

By Lynn Ockersz

Continue Reading

Trending