Features
Let children touch science and mathematics
During my visits to several schools in villages and nearby semi-urban areas, I encountered a troubling contradiction at the heart of science and mathematics education. These subjects—meant to explain the natural world and sharpen human reasoning—were being taught almost entirely without laboratories, experiments, or meaningful connections to everyday life. Classrooms were filled with definitions, formulas, and copied notes, while practical spaces remained locked, underused, or treated merely as formalities for inspection days. Students could recite laws of motion or algebraic identities, yet struggled to explain why iron rusts, how soap removes grease, or why pond water turns muddy after rainfall. From the very beginning, science and mathematics were presented not as processes of understanding, but as exercises in memorisation.
This neglect is not confined to science alone; mathematics suffers from the same fate. Simple and powerful activities—verifying the Pythagorean theorem using paper cut-outs, understanding ratios by measuring everyday objects, exploring symmetry with mirrors and paper folding, or demonstrating probability through coins and dice—are rarely conducted. Concepts that should be visible and tangible remain abstract, intimidating, and disconnected from daily experience. As a result, students begin to fear mathematics rather than reason with it, and science becomes a collection of facts rather than a way of thinking.
What makes this situation particularly ironic is that learning through observation and experience lies at the very foundation of human knowledge. Aristotle argued that understanding begins with careful observation of the natural world. Galileo Galilei transformed science by insisting that truth must be tested through experiment rather than accepted on authority. India’s own intellectual heritage—from Aryabhata’s mathematical reasoning to Bhâskara II’s work on algebra and geometry—was grounded in logical demonstration and conceptual clarity, not rote repetition. Across cultures and centuries, great thinkers treated theory and practice as inseparable. Yet, in many modern classrooms, science and mathematics are taught as if understanding were optional. Ignoring this legacy is not progress; it is a retreat from the very traditions that shaped civilization.
The consequences of this failure extend far beyond pedagogy. When schools do not teach science and mathematics through understanding and experimentation, they inadvertently fuel the commercialisation of education. Students who fail to grasp concepts in classrooms are pushed towards private tutors, coaching centres, and question–answer guidebooks that promise examination success at a price. For families—especially in rural areas and low-income households—this creates severe economic pressure. Scarce resources are diverted towards tuition fees simply to compensate for institutional shortcomings. Education, instead of remaining a public responsibility, increasingly becomes a market commodity.
Worse still, much of this commercial ecosystem reinforces the same rote-learning culture. Coaching centres drill students in predictable questions rather than nurturing inquiry or critical thinking. The outcome is deeply troubling: families pay more, students understand less, and education rewards memorisation over reasoning. The inequality this system produces is stark. Elite urban schools often provide laboratory exposure and activity-based learning, while students in government and low-fee private schools are left behind. Science, ironically, becomes a privilege rather than a public good.
This reality stands in sharp contrast to India’s policy rhetoric. We speak proudly of scientific temper, innovation, and a knowledge-driven future. National campaigns celebrate start-ups, artificial intelligence, digital transformation, and scientific research. Yet in thousands of classrooms across the country, science is taught without experiments, curiosity, or context. Students memorise chemical reactions without ever witnessing a colour change or gas evolution. Mathematical ideas such as area, volume, and algebraic identities remain abstract because students are denied the opportunity to see, touch, and manipulate them. This contradiction lies at the heart of India’s learning crisis.
Over time, science and mathematics education have been reduced to examination performance. Laboratories exist largely on paper. Practical periods are routinely sacrificed in the name of “syllabus completion.” Hands-on learning is postponed indefinitely—sometimes until it is too late. For students from underprivileged backgrounds, the situation is even more severe. Access to functional laboratories is rare, and private coaching focuses almost exclusively on marks rather than meaning. This gap between policy promise and classroom reality is no longer accidental; it is structural.
The Constitution of India, under Article 51A(h), clearly states that it is the duty of every citizen to develop scientific temper, humanism, and the spirit of inquiry. The National Education Policy (NEP) 2020 repeatedly emphasises experiential learning, conceptual understanding, and critical thinking. Yet despite these commitments, science education in most government and low-fee private schools remains theory-heavy and exam-driven. Laboratories are often maintained to satisfy inspection checklists rather than to stimulate learning. This is not merely an educational failure; it is a policy failure.
Budgets are allocated for infrastructure, but there is little monitoring of actual usage. Teacher recruitment prioritises degrees over pedagogical skill. Training programmes emphasise documentation and digital compliance rather than experimentation and inquiry. Assessment systems reward correct answers, not curiosity, reasoning, or problem-solving. Under such conditions, expecting scientific temper to flourish is unrealistic.
I became acutely aware of this gap while interacting with school students in my own neighbourhood. Their curiosity was alive, their questions sincere—but their exposure to practical science was minimal. This realisation led to a simple initiative: starting a free, home-based science tutorial where children learn by doing. There are no fees, no coaching culture, and no examination pressure—only basic experiments using everyday materials such as bottles, wires, leaves, soil, vinegar, salt, and sunlight. The aim is not to produce toppers, but thinkers.
When a child sees an egg float in salt water, pressure is no longer an abstract idea. When turmeric changes colour in a soap solution, acids and bases suddenly make sense. When seeds germinate before their eyes, the science of life unfolds in real time, and biology becomes a living process rather than a printed chapter. When children understand air pressure through balloons and bottles, or observe how paper aeroplanes fly due to lift, airflow, and motion, physics comes alive. Similarly, in mathematics, children verify the Pythagorean theorem using paper squares, understand fractions and ratios by measuring everyday objects, explore symmetry through mirrors and paper folding, learn area and perimeter through cut-and-paste shapes, and grasp algebraic identities using square and rectangle models. Linear equations become intuitive when explained through balance models rather than memorised steps.
These moments of discovery leave a deeper imprint than any memorised answer ever can. Hands-on learning nurtures questioning. Children learn to observe carefully, make mistakes, and correct them—skills essential not only for scientists, but for responsible citizens. At a time when misinformation spreads rapidly, scientific temper is no longer optional; it is a social necessity.
Grassroots initiatives—free, home-based tutorials and community experiments—quietly demonstrate what formal systems often fail to deliver. Using low-cost, everyday materials, they restore the joy of discovery and the habit of inquiry. They remind us that education is not confined to institutions; it thrives wherever curiosity is allowed to breathe.
However, voluntary efforts cannot substitute for systemic reform. Schools must reopen laboratories not as showpieces, but as living spaces of learning. Mathematics laboratories must function alongside science labs to make abstract ideas visible and intuitive for students from Classes 6 to 10. Teacher training must prioritise experimentation over evaluation. Practical work must carry real academic weight, not token marks. Laboratories must be audited for functionality, not mere existence.
If India truly wants innovators rather than imitators, science must return to children’s hands. Until policy moves from declaration to implementation, we will continue producing students who know answers but do not understand how knowledge is created. A nation cannot innovate on slogans alone. Science education must be reimagined as a lived experience, not a theoretical promise. Sometimes, real education begins not in institutions, but in small spaces where curiosity is given the freedom to grow.
by Dr Debapriya Mukherjee ✍️
Former Senior Scientist
Central Pollution Control Board, India
Features
Ranking public services with AI — A roadmap to reviving institutions like SriLankan Airlines
Efficacy measures an organisation’s capacity to achieve its mission and intended outcomes under planned or optimal conditions. It differs from efficiency, which focuses on achieving objectives with minimal resources, and effectiveness, which evaluates results in real-world conditions. Today, modern AI tools, using publicly available data, enable objective assessment of the efficacy of Sri Lanka’s government institutions.
Among key public bodies, the Supreme Court of Sri Lanka emerges as the most efficacious, outperforming the Department of Inland Revenue, Sri Lanka Customs, the Election Commission, and Parliament. In the financial and regulatory sector, the Central Bank of Sri Lanka (CBSL) ranks highest, ahead of the Securities and Exchange Commission, the Public Utilities Commission, the Telecommunications Regulatory Commission, the Insurance Regulatory Commission, and the Sri Lanka Standards Institution.
Among state-owned enterprises, the Sri Lanka Ports Authority (SLPA) leads in efficacy, followed by Bank of Ceylon and People’s Bank. Other institutions assessed included the State Pharmaceuticals Corporation, the National Water Supply and Drainage Board, the Ceylon Electricity Board, the Ceylon Petroleum Corporation, and the Sri Lanka Transport Board. At the lower end of the spectrum were Lanka Sathosa and Sri Lankan Airlines, highlighting a critical challenge for the national economy.
Sri Lankan Airlines, consistently ranked at the bottom, has long been a financial drain. Despite successive governments’ reform attempts, sustainable solutions remain elusive.
Globally, the most profitable airlines operate as highly integrated, technology-enabled ecosystems rather than as fragmented departments. Operations, finance, fleet management, route planning, engineering, marketing, and customer service are closely coordinated, sharing real-time data to maximise efficiency, safety, and profitability.
The challenge for Sri Lankan Airlines is structural. Its operations are fragmented, overly hierarchical, and poorly aligned. Simply replacing the CEO or senior leadership will not address these deep-seated weaknesses. What the airline needs is a cohesive, integrated organisational ecosystem that leverages technology for cross-functional planning and real-time decision-making.
The government must urgently consider restructuring Sri Lankan Airlines to encourage:
=Joint planning across operational divisions
=Data-driven, evidence-based decision-making
=Continuous cross-functional consultation
=Collaborative strategic decisions on route rationalisation, fleet renewal, partnerships, and cost management, rather than exclusive top-down mandates
Sustainable reform requires systemic change. Without modernised organisational structures, stronger accountability, and aligned incentives across divisions, financial recovery will remain out of reach. An integrated, performance-oriented model offers the most realistic path to operational efficiency and long-term viability.
Reforming loss-making institutions like Sri Lankan Airlines is not merely a matter of leadership change — it is a structural overhaul essential to ensuring these entities contribute productively to the national economy rather than remain perpetual burdens.
By Chula Goonasekera – Citizen Analyst
Features
Why Pi Day?
International Day of Mathematics falls tomorrow
The approximate value of Pi (π) is 3.14 in mathematics. Therefore, the day 14 March is celebrated as the Pi Day. In 2019, UNESCO proclaimed 14 March as the International Day of Mathematics.
Ancient Babylonians and Egyptians figured out that the circumference of a circle is slightly more than three times its diameter. But they could not come up with an exact value for this ratio although they knew that it is a constant. This constant was later named as π which is a letter in the Greek alphabet.
It was the Greek mathematician Archimedes (250 BC) who was able to find an upper bound and a lower bound for this constant. He drew a circle of diameter one unit and drew hexagons inside and outside the circle such that the sides of each hexagon touch the sides of the circle. In mathematics the circle passing through all vertices of a polygon is called a ‘circumcircle’ and the largest circle that fits inside a polygon tangent to all its sides is called an ‘incircle’. The total length of the smaller hexagon then becomes the lower bound of π and the length of the hexagon outside the circle is the upper bound. He realised that by increasing the number of sides of the polygon can make the bounds get closer to the value of Pi and increased the number of sides to 12,24,48 and 60. He argued that by increasing the number of sides will ultimately result in obtaining the original circle, thereby laying the foundation for the theory of limits. He ended up with the lower bound as 22/7 and the upper bound 223/71. He could not continue his research as his hometown Syracuse was invaded by Romans and was killed by one of the soldiers. His last words were ‘do not disturb my circles’, perhaps a reference to his continuing efforts to find the value of π to a greater accuracy.
Archimedes can be considered as the father of geometry. His contributions revolutionised geometry and his methods anticipated integral calculus. He invented the pulley and the hydraulic screw for drawing water from a well. He also discovered the law of hydrostatics. He formulated the law of levers which states that a smaller weight placed farther from a pivot can balance a much heavier weight closer to it. He famously said “Give me a lever long enough and a place to stand and I will move the earth”.
Mathematicians have found many expressions for π as a sum of infinite series that converge to its value. One such famous series is the Leibniz Series found in 1674 by the German mathematician Gottfried Leibniz, which is given below.
π = 4 ( 1 – 1/3 + 1/5 – 1/7 + 1/9 – ………….)
The Indian mathematical genius Ramanujan came up with a magnificent formula in 1910. The short form of the formula is as follows.
π = 9801/(1103 √8)
For practical applications an approximation is sufficient. Even NASA uses only the approximation 3.141592653589793 for its interplanetary navigation calculations.
It is not just an interesting and curious number. It is used for calculations in navigation, encryption, space exploration, video game development and even in medicine. As π is fundamental to spherical geometry, it is at the heart of positioning systems in GPS navigations. It also contributes significantly to cybersecurity. As it is an irrational number it is an excellent foundation for generating randomness required in encryption and securing communications. In the medical field, it helps to calculate blood flow rates and pressure differentials. In diagnostic tools such as CT scans and MRI, pi is an important component in mathematical algorithms and signal processing techniques.
This elegant, never-ending number demonstrates how mathematics transforms into practical applications that shape our world. The possibilities of what it can do are infinite as the number itself. It has become a symbol of beauty and complexity in mathematics. “It matters little who first arrives at an idea, rather what is significant is how far that idea can go.” said Sophie Germain.
Mathematics fans are intrigued by this irrational number and attempt to calculate it as far as they can. In March 2022, Emma Haruka Iwao of Japan calculated it to 100 trillion decimal places in Google Cloud. It had taken 157 days. The Guinness World Record for reciting the number from memory is held by Rajveer Meena of India for 70000 decimal places over 10 hours.
Happy Pi Day!
The author is a senior examiner of the International Baccalaureate in the UK and an educational consultant at the Overseas School of Colombo.
by R N A de Silva
Features
Sheer rise of Realpolitik making the world see the brink
The recent humanly costly torpedoing of an Iranian naval vessel in Sri Lanka’s Exclusive Economic Zone by a US submarine has raised a number of issues of great importance to international political discourse and law that call for elucidation. It is best that enlightened commentary is brought to bear in such discussions because at present misleading and uninformed speculation on questions arising from the incident are being aired by particularly jingoistic politicians of Sri Lanka’s South which could prove deleterious.
As matters stand, there seems to be no credible evidence that the Indian state was aware of the impending torpedoing of the Iranian vessel but these acerbic-tongued politicians of Sri Lanka’s South would have the local public believe that the tragedy was triggered with India’s connivance. Likewise, India is accused of ‘embroiling’ Sri Lanka in the incident on account of seemingly having prior knowledge of it and not warning Sri Lanka about the impending disaster.
It is plain that a process is once again afoot to raise anti-India hysteria in Sri Lanka. An obligation is cast on the Sri Lankan government to ensure that incendiary speculation of the above kind is defeated and India-Sri Lanka relations are prevented from being in any way harmed. Proactive measures are needed by the Sri Lankan government and well meaning quarters to ensure that public discourse in such matters have a factual and rational basis. ‘Knowledge gaps’ could prove hazardous.
Meanwhile, there could be no doubt that Sri Lanka’s sovereignty was violated by the US because the sinking of the Iranian vessel took place in Sri Lanka’s Exclusive Economic Zone. While there is no international decrying of the incident, and this is to be regretted, Sri Lanka’s helplessness and small player status would enable the US to ‘get away with it’.
Could anything be done by the international community to hold the US to account over the act of lawlessness in question? None is the answer at present. This is because in the current ‘Global Disorder’ major powers could commit the gravest international irregularities with impunity. As the threadbare cliché declares, ‘Might is Right’….. or so it seems.
Unfortunately, the UN could only merely verbally denounce any violations of International Law by the world’s foremost powers. It cannot use countervailing force against violators of the law, for example, on account of the divided nature of the UN Security Council, whose permanent members have shown incapability of seeing eye-to-eye on grave matters relating to International Law and order over the decades.
The foregoing considerations could force the conclusion on uncritical sections that Political Realism or Realpolitik has won out in the end. A basic premise of the school of thought known as Political Realism is that power or force wielded by states and international actors determine the shape, direction and substance of international relations. This school stands in marked contrast to political idealists who essentially proclaim that moral norms and values determine the nature of local and international politics.
While, British political scientist Thomas Hobbes, for instance, was a proponent of Political Realism, political idealism has its roots in the teachings of Socrates, Plato and latterly Friedrich Hegel of Germany, to name just few such notables.
On the face of it, therefore, there is no getting way from the conclusion that coercive force is the deciding factor in international politics. If this were not so, US President Donald Trump in collaboration with Israeli Rightist Premier Benjamin Natanyahu could not have wielded the ‘big stick’, so to speak, on Iran, killed its Supreme Head of State, terrorized the Iranian public and gone ‘scot-free’. That is, currently, the US’ impunity seems to be limitless.
Moreover, the evidence is that the Western bloc is reuniting in the face of Iran’s threats to stymie the flow of oil from West Asia to the rest of the world. The recent G7 summit witnessed a coming together of the foremost powers of the global North to ensure that the West does not suffer grave negative consequences from any future blocking of western oil supplies.
Meanwhile, Israel is having a ‘free run’ of the Middle East, so to speak, picking out perceived adversarial powers, such as Lebanon, and militarily neutralizing them; once again with impunity. On the other hand, Iran has been bringing under assault, with no questions asked, Gulf states that are seen as allying with the US and Israel. West Asia is facing a compounded crisis and International Law seems to be helplessly silent.
Wittingly or unwittingly, matters at the heart of International Law and peace are being obfuscated by some pro-Trump administration commentators meanwhile. For example, retired US Navy Captain Brent Sadler has cited Article 51 of the UN Charter, which provides for the right to self or collective self-defence of UN member states in the face of armed attacks, as justifying the US sinking of the Iranian vessel (See page 2 of The Island of March 10, 2026). But the Article makes it clear that such measures could be resorted to by UN members only ‘ if an armed attack occurs’ against them and under no other circumstances. But no such thing happened in the incident in question and the US acted under a sheer threat perception.
Clearly, the US has violated the Article through its action and has once again demonstrated its tendency to arbitrarily use military might. The general drift of Sadler’s thinking is that in the face of pressing national priorities, obligations of a state under International Law could be side-stepped. This is a sure recipe for international anarchy because in such a policy environment states could pursue their national interests, irrespective of their merits, disregarding in the process their obligations towards the international community.
Moreover, Article 51 repeatedly reiterates the authority of the UN Security Council and the obligation of those states that act in self-defence to report to the Council and be guided by it. Sadler, therefore, could be said to have cited the Article very selectively, whereas, right along member states’ commitments to the UNSC are stressed.
However, it is beyond doubt that international anarchy has strengthened its grip over the world. While the US set destabilizing precedents after the crumbling of the Cold War that paved the way for the current anarchic situation, Russia further aggravated these degenerative trends through its invasion of Ukraine. Stepping back from anarchy has thus emerged as the prime challenge for the world community.
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