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Midweek Review

Situating Panduka Karunanayake’s ‘Politics’ of Education

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by Sasanka Perera
South Asian University New Delhi

Panduka Karunanayake, Ruptures in Sri Lanka’s Education: Genesis, Present Status and Reflections. Nugegoda: Sarasavi Publishers, 2021 Pages; 280; ISBN 789553117793. Price: LKR 600.00 (with soft cover).

(This essay was initially written as the ‘Foreword’ for, Panduka Karunanayake’s book, Ruptures in Sri Lanka’s Education: Genesis, Present Status and Reflections)

As an educationist, once based in Sri Lanka, I had already read many of Karunanayake’s essays that have now been collected in this volume in their previous incarnation in the national press. This is not merely because we used to be teachers in the same university, but because we were both interested in the same issues, challenges and anxieties Sri Lanka’s education system had generated. I was also intrigued then and am also now that Karunanayake had opted to wade a considerable distance out of his speciality in Medicine into the messy and often thankless domain of public debate with his ideas that focused more broadly on education as opposed to his medical speciality. This is unusual for people with his kind of training, particularly in the local academic belief system where the popular assumption is that doctors should look after the sick and social commentaries should be left for social scientists and journalists. Thankfully, as the trajectory of these essays would indicate, Karunanayake began to transgress this kind of regressive thinking, at least 15 years ago, when he self-consciously decided to make the public sphere a forum for his ideas. In this context, my attempt in this Foreword is to situate these essays in the broader politics to which Karunanayake has consistently asked us to enter, though many have not.

 

Twenty-three essays

The 23 essays in this collection, about half of which have not been previously published, is a clear cartography of Karunanayake’s thinking on education. But, more importantly, they also broadly sketch the landscape of Sri Lankan education with a focus on three main issues. These are the present status of the educational reforms initially implemented under the visionary leadership of C.W.W. Kannangara in the 1940s and after; the role private capital can play in Sri Lanka’s higher education sector; and the status and role of the university as an institution in Sri Lanka, not only as a space for advanced learning, but also as a place for reflection.

Kannangara is best known for the introduction of what is known in Sri Lanka as ‘free education’, a system that assured citizens an education from kindergarten to university at the expense of the state. An important vehicle in institutionalizing this system was the establishment of central schools (Madhya Maha Vidyala) in urban and semi-urban locations in different parts of the country as conduits through which the vastly rural populations in the country could be directed towards an advanced secondary education at school level, and prepare them for university and professional education. The issue today is not that ‘free’ education does not exist along with the institutional structures set up to achieve this. Instead, the issue is whether the broader ideas of citizenship that Kananangara visualized are being met? It seems to me that Panduka Karunanayake’s anxiety is whether the value of this system of education has diminished as a result of the country’s present-day educational authorities losing touch with the finer points in the ideals of Kannangara’s reforms even though all of them would have reaped the benefits of that system.

 

Kannangara thinking

Today’s schools in Sri Lanka – in my view – are not about building a sense of citizenship and public consciousness that goes beyond the basic utilitarian expectations of education such as literacy and basic disciplinary competencies. In this sense, such a system can be better described in the words of Ivan Illich than what was anticipated by Kannangara’s thinking. That is, in general, schools everywhere today are “designed on the assumption that there is a secret to everything in life; that the quality of life depends upon knowing that secret; that secrets can only be known in orderly successions; and that only teachers can properly reveal these secrets. An individual with a schooled mind conceives of the world as a pyramid of classified packages accessible only to those who carry the proper tags.” What this regimented and linear scheme of learning refers to is the basic requirement of discipline that young people are expected to follow that would allow them to become an integral and unobtrusive part of the employment market. In this systemic setup in which both Karunanayake and I are also a part, it would be difficult to think in terms of humanity with a self-conscious sense of empathy. That is, in systemic and structural terms, this is not what is anticipated even though individuals still have considerable leeway to nudge their students – both in schools and universities – think out of the box, be reflective and conscious of one’s circumstances as they go about fulfilling the formal requirements of learning. In Sri Lanka’s context, it is precisely this reductionist system of learning that creates divisive, competitive and exclusivist notions of ethno-cultural and religious identities that have by now considerably subverted the more inclusive kind of Sri Lankan citizenship that statesmen like Kannangara envisaged at the time of Independence.

As his writings suggest however, Karunanayake does not absolve himself from this overall scheme of things. But by critiquing what needs to be critiqued and being reflective of what could be changed, he is attempting to offer specific avenues of hope by entering the public domain with his ideas rather than becoming a voiceless prisoner within the prevailing system. Decision-makers in Sri Lanka’s educational system today seem to have conveniently forgotten the basic implications of education to young people that Jiddu Krishnamurti outlined in Education and the Significance of Life. As he noted, “while one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally.” This was also the kind of broader education the Kannangara reforms anticipated beyond its hoped-for impact on people’s social mobility.

 

Second Theme

The second theme that runs across some of Karunanayake’s essays focuses on the possibilities of opening Sri Lanka’s higher education to private investment. His general position is that private capital does have a role to play in the country’s university education system, which is not a popular position to hold in Sri Lanka’s public and often noisy debates on education. Most educationists in the country argue that the burden of university education in terms of both planning and costs of delivery should be the responsibility of the state. I am sympathetic to this idea as long as the state also takes the responsibility to guarantee the quality of education at all levels, the competence of teachers, equity of access and finally that the education offered by universities also creates a broader sense of citizenship as opposed to parochial-minded individuals. But we know from experience at both school and university levels in Sri Lanka that the state has not been able to fulfill these ideals. In such a situation, to chant the mantra of an exclusively state-led higher education makes little sense. What Karunanayake proposes for Sri Lanka is a private university sector based on what he calls an ‘indigenous model.’ But even in this call, he does not envisage the abolishment of the state system. What he visualizes instead is a parallel system.

Karunanayake’s arguments in support of private education is not leaning towards unmitigated privatization. Instead, what he favours is what might be called an ‘enlightened infusion of private capital into higher education’ which might expand the country’s higher education opportunities as well as areas for social justice. The post-1977 liberalization of Sri Lanka’s markets has ensured capital influx into many areas of the national economy. The healthcare sector is one of them. Education at the school level and college level training for universities overseas have also seen an expansion in the private sector. One cannot simply assume if a country’s economic policies embrace capitalism and its people seem to prefer it, only selected areas – like higher education – might not be impacted by these schemes. Such a position is simply not sensible. Privatization of university education does not necessarily have to mean inequitable access. Its potential ill-effects can be controlled to some extent by appropriate state policies that guarantee access through scholarships and financial aid schemes. After all, it is not that such schemes have not been successfully experimented with in other parts of the world. But this area has merely remained an area of anxiety and virulent argumentation in Sri Lanka’s public sphere where nuanced reflection has generally been absent. It is to this contentious debate that Karunanayake’s essays that deal with privatization of university education beckons us. One does not need to agree with him. But what he writes in this matter is worth reflecting upon.

 

Status of universities

Karunanayake also reflects on the status and role of the university as an institution in the Sri Lankan context. But his reflections are not only about how universities must function as competent forums for advanced technical training in different disciplines. This is certainly one of the most important roles universities can and should play in contemporary times. More importantly, he also wonders how universities might also be spaces for reflection. It is about the university’s role in the first sense referred to above that states, including the Sri Lankan state, have paid considerable attention to. Technical education offered by universities has traditionally focused on this aspect in any case. But its over-emphasis in contemporary times, its popular acceptance by most people today and state support to this hegemonic understanding of the university has degraded its once-cherished ideal as a place of reflection and responsible social and political commentary. While Karunanayake is in agreement that universities must offer technical competencies as he himself does as a medical academic, he does not believe it must necessarily be offered at the cost of reflection. To put it more simply, his opinion differs considerably from many of his and my colleagues in the Sri Lankan higher education sector whose only focus is on training individuals for the needs of the market, an attitude shared by most students as well. It is truly unfortunate the present moment in the 21st century, many of us have lost sight of the fundamental difference between a university and a technical college.

 

‘University and society’

It is in this spirit that Karunanayake, in the chapter titled, ‘University and Society: To Tango or Not’ refers to Sarvepalli Radhakrishnan’s ideas on the ideal university as a place for the “promotion of liberty of mind or freedom of thought” which “has little to do with the protection of privilege or call for conformity.” It is the same idea that Rabindranath Tagore also promoted in the early twentieth century in his essay, . ‘Ideals of Education’ when he noted, “universities should never be made into mechanical organizations for collecting and distributing knowledge. Through them the people should offer their intellectual hospitality, their wealth of mind to others, earn their proud right in return to receive gifts from the rest of the world.” It is possible to dismiss these ideas as old-fashioned, and to argue the university’s role today is to merely fulfill the requirements of a technical education. Support for this reductionist idea comes from within the university as well as from within the country’s governance structure. It is precisely the poverty of such thinking that has diminished the overall intellectual value of Sri Lanka’s higher education even though in selected fields, the technical training offered might be on par with what is provided in other parts of the world. It is heartening to note that Karunanayake has brought this important cluster of thinking to forums of pubic debate through his writing.

Karunanayake’s collection of essays enters public circulation as a body of reflections linked to his training, social background and ideological positions at a time Sri Lankan society in general and the country’s broader education system in particular are experiencing profound and multiple crises. In this difficult context as a university teacher, what come to my mind are the following words of Rabindranath Tagore outlined in his essay, ‘Ideals of Education’: “I try to assert in my words and works that education has its only meaning and object in freedom – freedom from ignorance about the laws of the universe, and freedom from passion and prejudice in our communications with the human world.” By bringing his ideas, concerns and ideological positions as a specific form of politics into public discourse away from his twin comfort zones in academia and medical practice, it seems to me that Karunanayake as a fellow university teacher is striving to live closer to the words of Tagore than to the disruptive hegemonic politics of our times.



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Midweek Review

Rajiva on Batalanda controversy, govt.’s failure in Geneva and other matters

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Wickremesinghe responds to Hasan during the controversial interview recorded in London

Former President Ranil Wickremesinghe’s recent interview with Mehdi Hasan on Al Jazeera’s ‘Head-to-Head’ series has caused controversy, both in and outside Parliament, over the role played by Wickremesinghe in the counter-insurgency campaign in the late’80s.

The National People’s Power (NPP) seeking to exploit the developing story to its advantage has ended up with egg on its face as the ruling party couldn’t disassociate from the violent past of the JVP. The debate on the damning Presidential Commission report on Batalanda, on April 10, will remind the country of the atrocities perpetrated not only by the UNP, but as well as by the JVP.

The Island sought the views of former outspoken parliamentarian and one-time head of the Government Secretariat for Coordinating the Peace Process (SCOPP) Prof. Rajiva Wijesinha on a range of issues, with the focus on Batalanda and the failure on the part of the war-winning country to counter unsubstantiated war crimes accusations.

Q:

The former President and UNP leader Ranil Wickremesinghe’s interview with Al Jazeera exposed the pathetic failure on the part of Sri Lanka to address war crimes accusations and accountability issues. In the face of aggressive interviewer Mehdi Hasan on ‘Head-to-Head,’ Wickremesinghe struggled pathetically to counter unsubstantiated accusations. Six-time Premier Wickremesinghe who also served as President (July 2022-Sept. 2024) seemed incapable of defending the war-winning armed forces. However, the situation wouldn’t have deteriorated to such an extent if President Mahinda Rajapaksa, who gave resolute political leadership during that war, ensured a proper defence of our armed forces in its aftermath as well-choreographed LTTE supporters were well in place, with Western backing, to distort and tarnish that victory completely. As wartime Secretary General of the Government’s Secretariat for Coordinating the Peace Process (since June 2007 till the successful conclusion of the war) and Secretary to the Ministry of Disaster Management and Human Rights (since Jun 2008) what do you think of Wickremesinghe’s performance?

A:

It made him look very foolish, but this is not surprising since he has no proper answers for most of the questions put to him. Least surprising was his performance with regard to the forces, since for years he was part of the assault forces on the successful Army, and expecting him to defend them is like asking a fox to stand guard on chickens.

Q:

In spite of trying to overwhelm Wickremesinghe before a definitely pro-LTTE audience at London’s Conway Hall, Hasan further exposed the hatchet job he was doing by never referring to the fact that the UNP leader, in his capacity as the Yahapalana Premier, co-sponsored the treacherous Geneva Resolution in Oc., 2015, against one’s own victorious armed forces. Hasan, Wickremesinghe and three panelists, namely Frances Harrison, former BBC-Sri Lanka correspondent, Director of International Truth and Justice Project and author of ‘Still Counting the Dead: Survivors of Sri Lanka’s Hidden War,’ Dr. Madura Rasaratnam, Executive Director of PEARL (People for Equality and Relief in Lanka) and former UK and EU MP and Wickremesinghe’s presidential envoy, Niranjan Joseph de Silva Deva Aditya, never even once referred to India’s accountability during the programme recorded in late February but released in March. As a UPFA MP (2010-2015) in addition to have served as Peace Secretariat Chief and Secretary to the Disaster Management and Human Rights Ministry, could we discuss the issues at hand leaving India out?

A:

I would not call the interview a hatchet job since Hasan was basically concerned about Wickremesinghe’s woeful record with regard to human rights. In raising his despicable conduct under Jayewardene, Hasan clearly saw continuity, and Wickremesinghe laid himself open to this in that he nailed his colours to the Rajapaksa mast in order to become President, thus making it impossible for him to revert to his previous stance. Sadly, given how incompetent both Wickremesinghe and Rajapaksa were about defending the forces, one cannot expect foreigners to distinguish between them.

Q:

You are one of the many UPFA MPs who backed Maithripala Sirisena’s candidature at the 2015 presidential election. The Sirisena-Wickremesinghe duo perpetrated the despicable act of backing the Geneva Resolution against our armed forces and they should be held responsible for that. Having thrown your weight behind the campaign to defeat Mahinda Rajapaksa’s bid to secure a third term, did you feel betrayed by the Geneva Resolution? And if so, what should have the Yahapalana administration done?

A:

By 2014, given the total failure of the Rajapaksas to deal firmly with critiques of our forces, resolutions against us had started and were getting stronger every year. Mahinda Rajapaksa laid us open by sacking Dayan Jayatilleke who had built up a large majority to support our victory against the Tigers, and appointed someone who intrigued with the Americans. He failed to fulfil his commitments with regard to reforms and reconciliation, and allowed for wholesale plundering, so that I have no regrets about working against him at the 2015 election. But I did not expect Wickremesinghe and his cohorts to plunder, too, and ignore the Sirisena manifesto, which is why I parted company with the Yahapalanaya administration, within a couple of months.

I had expected a Sirisena administration to pursue some of the policies associated with the SLFP, but he was a fool and his mentor Chandrika was concerned only with revenge on the Rajapaksas. You cannot talk about betrayal when there was no faith in the first place. But I also blame the Rajapaksas for messing up the August election by attacking Sirisena and driving him further into Ranil’s arms, so that he was a pawn in his hands.

Q:

Have you advised President Mahinda Rajapaksa’s government how to counter unsubstantiated war crimes allegations propagated by various interested parties, particularly the UN, on the basis of the Panel of Experts (PoE) report released in March 2011? Did the government accept your suggestions/recommendations?

A:

Prof. Rajiva Wijesinha

I kept trying, but Mahinda was not interested at all, and had no idea about how to conduct international relations. Sadly, his Foreign Minister was hanging around behind Namal, and proved incapable of independent thought, in his anxiety to gain further promotion. And given that I was about the only person the international community, that was not prejudiced, took seriously – I refer to the ICRC and the Japanese with whom I continued to work, and, indeed, the Americans, until the Ambassador was bullied by her doctrinaire political affairs officer into active undermining of the Rajapaksas – there was much jealousy, so I was shut out from any influence.

But even the admirable effort, headed by Godfrey Gunatilleke, was not properly used. Mahinda Rajapaksa seemed to me more concerned with providing joy rides for people rather than serious counter measures, and representation in Geneva turned into a joke, with him even undermining Tamara Kunanayagam, who, when he supported her, scored a significant victory against the Americans, in September 2011. The Ambassador, who had been intriguing with her predecessor, then told her they would get us in March, and with a little help from their friends here, they succeeded.

Q:

As the writer pointed out in his comment on Wickremesinghe’s controversial Al Jazeera interview, the former Commander-in-Chief failed to mention critically important matters that could have countered Hasan’ s line of questioning meant to humiliate Sri Lanka?

A:

How could you have expected that, since his primary concern has always been himself, not the country, let alone the armed forces?

Q:

Do you agree that Western powers and an influential section of the international media cannot stomach Sri Lanka’s triumph over separatist Tamil terrorism?

A:

There was opposition to our victory from the start, but this was strengthened by the failure to move on reconciliation, creating the impression that the victory against the Tigers was seen by the government as a victory against Tamils. The failure of the Foreign Ministry to work with journalists was lamentable, and the few exceptions – for instance the admirable Vadivel Krishnamoorthy in Chennai or Sashikala Premawardhane in Canberra – received no support at all from the Ministry establishment.

Q:

A couple of months after the 2019 presidential election, Gotabaya Rajapaksa declared his intention to withdraw from the Geneva process. On behalf of Sri Lanka that announcement was made in Geneva by the then Foreign Minister Dinesh Gunawardena, who became the Premier during Wickremesinghe’s tenure as the President. That declaration was meant to hoodwink the Sinhala community and didn’t alter the Geneva process and even today the project is continuing. As a person who had been closely involved in the overall government response to terrorism and related matters, how do you view the measures taken during Gotabaya Rajapaksa’s short presidency to counter Geneva?

A:

What measures? I am reminded of the idiocy of the responses to the Darusman report by Basil and Gotabaya Rajapaksa, who went on ego trips and produced unreadable volumes trying to get credit for themselves as to issues of little interest to the world. They were planned in response to Darusman, but when I told Gotabaya that his effort was just a narrative of action, he said that responding to Darusman was not his intention. When I said that was necessary, he told me he had asked Chief-of-Staff Roshan Goonetilleke to do that, but Roshan said he had not been asked and had not been given any resources.

My own two short booklets which took the Darusman allegations to pieces were completely ignored by the Foreign Ministry.

Q:

Against the backdrop of the Geneva betrayal in 2015 that involved the late Minister Mangala Samaraweera, how do you view President Wickremesinghe’s response to the Geneva threat?

A: Wickremesinghe did not see Geneva as a threat at all. Who exactly is to blame for the hardening of the resolution, after our Ambassador’s efforts to moderate it, will require a straightforward narrative from the Ambassador, Ravinatha Ariyasinha, who felt badly let down by his superiors. Geneva should not be seen as a threat, since as we have seen follow through is minimal, but we should rather see it as an opportunity to put our own house in order.

Q:

President Anura Kumara Dissanayake recently questioned both the loyalty and professionalism of our armed forces credited with defeating Northern and Southern terrorism. There hadn’t been a previous occasion, a President or a Premier, under any circumstances, questioned the armed forces’ loyalty or professionalism. We cannot also forget the fact that President Dissanayake is the leader of the once proscribed JVP responsible for death and destruction during 1971 and 1987-1990 terror campaigns. Let us know of your opinion on President Dissanayake’s contentious comments on the armed forces?

A: I do not see them as contentious, I think what is seen as generalizations was critiques of elements in the forces. There have been problems, as we saw from the very different approach of Sarath Fonseka and Daya Ratnayake, with regard to civilian casualties, the latter having planned a campaign in the East which led to hardly any civilian deaths. But having monitored every day, while I headed the Peace Secretariat, all allegations, and obtained explanations of what happened from the forces, I could have proved that they were more disciplined than other forces in similar circumstances.

The violence of the JVP and the LTTE and other such groups was met with violence, but the forces observed some rules which I believe the police, much more ruthlessly politicized by Jayewardene, failed to do. The difference in behaviour between the squads led for instance by Gamini Hettiarachchi and Ronnie Goonesinghe makes this clear.

Q:

Mehdi Hasan also strenuously questioned Wickremesinghe on his role in the UNP’s counter-terror campaign during the 1987-1990 period. The British-American journalists of Indian origins attacked Wickremesinghe over the Batalanda Commission report that had dealt with extra-judicial operations carried out by police, acting on the political leadership given by Wickremesinghe. What is your position?

A:

Wickremesinghe’s use of thugs’ right through his political career is well known. I still recall my disappointment, having thought better of him, when a senior member of the UNP, who disapproved thoroughly of what Jayewardene had done to his party, told me that Wickremesinghe was not honest because he used thugs. In ‘My Fair Lady,’ the heroine talks about someone to whom gin was mother’s milk, and for Wickremesinghe violence is mother’s milk, as can be seen by the horrors he associated with.

The latest revelations about Deshabandu Tennakoon, whom he appointed IGP despite his record, makes clear his approval for extra-judicial operations.

Q:

Finally, will you explain how to counter war crimes accusations as well as allegations with regard to the counter-terror campaign in the’80s?

A:

I do not think it is possible to counter allegations about the counter-terror campaign of the eighties, since many of those allegations, starting with the Welikada Prison massacre, which Wickremesinghe’s father admitted to me the government had engendered, are quite accurate. And I should stress that the worst excesses, such as the torture and murder of Wijeyedasa Liyanaarachchi, happened under Jayewardene, since there is a tendency amongst the elite to blame Premadasa. He, to give him his due, was genuine about a ceasefire, which the JVP ignored, foolishly in my view though they may have had doubts about Ranjan Wijeratne’s bona fides.

With regard to war crimes accusations, I have shown how, in my ‘Hard Talk’ interview, which you failed to mention in describing Wickeremesinghe’s failure to respond coherently to Hasan. The speeches Dayan Jayatilleke and I made in Geneva make clear what needed and still needs to be done, but clear sighted arguments based on a moral perspective that is more focused than the meanderings, and the frequent hypocrisy, of critics will not now be easy for the country to furnish.

 

By Shamindra Ferdinando

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Midweek Review

Research: Understanding the basics and getting started – Part I

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Introduction

No human civilization—whether large or small, modern or traditional—has ever survived without collectively engaging in three fundamental processes: the production and distribution of goods and services, the generation and dissemination of knowledge and culture, and the reproduction and sustenance of human life. These interconnected functions form the backbone of collective existence, ensuring material survival, intellectual continuity, and biological renewal. While the ways in which these functions are organised vary according to technological conditions, politico-economic structures and geo-climatic contexts, their indispensability remains unchanged. In the modern era, research has become the institutionalized authority in knowledge production. It serves as the primary mechanism through which knowledge is generated, rooted in systematic inquiry, methodological rigor, and empirical validation. This article examines the key aspects of knowledge formation through research, highlighting its epistemological foundations and the systematic steps involved.

What is knowledge?

Knowledge, at its core, emerged from humanity’s attempt to understand itself and its surroundings. The word “knowledge” is a noun derived from the verb “knows.” When we seek to know something, the result is knowledge—an ongoing, continuous process. However, those who seek to monopolise knowledge as a tool of authority often attribute exclusivity or even divinity to it. When the process of knowing becomes entangled with power structures and political authority, the construction of knowledge risks distortion. It is a different story.

Why do we seek to understand human beings and our environment? At its core, this pursuit arises from the reality that everything is in a state of change. People observe change in their surroundings, in society, and within themselves. Yet, the reasons behind these transformations are not always clear. Modern science explains change through the concept of motion, governed by specific laws, while Buddhism conceptualises it as impermanence (Anicca)—a fundamental characteristic of existence. Thus, knowledge evolves from humanity’s pursuit to understand the many dimensions of change

It is observed that Change is neither random nor entirely haphazard; it follows an underlying rhythm and order over time. Just as nature’s cycles, social evolution, and personal growth unfold in patterns, they can be observed and understood. Through inquiry and observation, humans can recognise these rhythms, allowing them to adapt, innovate, and find meaning in an ever-changing world. By exploring change—both scientifically and philosophically—we not only expand our knowledge but also cultivate the wisdom to navigate life with awareness and purpose.

How is Knowledge Created?

The creation of knowledge has long been regarded as a structured and methodical process, deeply rooted in philosophical traditions and intellectual inquiry. From ancient civilizations to modern epistemology, knowledge generation has evolved through systematic approaches, critical analysis, and logical reasoning.

All early civilizations, including the Chinese, Arab, and Greek traditions, placed significant emphasis on logic and structured methodologies for acquiring and expanding knowledge. Each of these civilizations contributed unique perspectives and techniques that have shaped contemporary understanding. Chinese tradition emphasised balance, harmony, and dialectical reasoning, particularly through Confucian and Taoist frameworks of knowledge formation. The Arab tradition, rooted in empirical observation and logical deduction, played a pivotal role in shaping scientific methods during the Islamic Golden Age. Meanwhile, the Greek tradition advanced structured reasoning through Socratic dialogue, Aristotelian logic, and Platonic idealism, forming the foundation of Western epistemology.

Ancient Indian philosophical traditions employed four primary strategies for the systematic creation of knowledge: Contemplation (Deep reflection and meditation to attain insights and wisdom); Retrospection (Examination of past experiences, historical events, and prior knowledge to derive lessons and patterns); Debate (Intellectual discourse and dialectical reasoning to test and refine ideas) and; Logical Reasoning (Systematic analysis and structured argumentation to establish coherence and validity).The pursuit of knowledge has always been a dynamic and evolving process. The philosophical traditions of ancient civilizations demonstrate that knowledge is not merely acquired but constructed.

Research and Knowledge

In the modern era, research gradually became the dominant mode of knowledge acquisition, shaping intellectual discourse and scientific progress. The structured framework of rules, methods, and approaches governing research ensures reliability, validity, and objectivity. This methodological rigor evolved alongside modern science, which institutionalized research as the primary mechanism for generating new knowledge.

The rise of modern science established the authority and legitimacy of research by emphasizing empirical evidence, systematic inquiry, and critical analysis. The scientific revolution and subsequent advancements across various disciplines reinforced the notion that knowledge must be verifiable and reproducible. As a result, research became not just a tool for discovery, but also a benchmark for evaluating truth claims across diverse fields. Today, research remains the cornerstone of intellectual progress, continually expanding human understanding and serving as a primary tool for the formation of new knowledge.

Research is a systematic inquiry aimed at acquiring new knowledge or enhancing existing knowledge. It involves specific methodologies tailored to the discipline and context, as there is no single approach applicable across all fields. Research is not limited to academia—everyday life often involves informal research as individuals seek to solve problems or make informed decisions.It’s important to distinguish between two related but distinct activities: search and research. Both involve seeking information, but a search is about retrieving a known answer, while research is the process of exploring a problem without predefined answers. Research aims to expand knowledge and generate new insights, whereas search simply locates existing information.

Western Genealogy

The evolution of Modern Science, as we understand it today, and the establishment of the Scientific Research Method as the primary mode of knowledge construction, is deeply rooted in historical transformations across multiple spheres in Europe.

A critical historical catalyst for the emergence of modern science and scientific research methods was the decline of the medieval political order and the rise of modern nation-states in Europe. The new political entities not only redefined governance but also fostered environments where scientific inquiry could thrive, liberated from the previously dominant influence of religious institutions. Establishment of new universities and allocation of funding for scientific research by ‘new monarchs’ should be noted. These shifting power dynamics created space for scientific research more systematically. The Royal Society of London for Improving Natural Knowledge was founded in 1662, while the French Academy of Sciences (Académie des Sciences) was established in 1666 under royal patronage to promote scientific research.

Alongside this political evolution, the feudal economic order declined, paving the way for modern capitalism. This transformation progressed through distinct stages, from early commercial capitalism to industrial capitalism. The rise of commercial capitalism created a new economic foundation that supported the funding and patronage of scientific research. With the advent of industrial capitalism, the expansion of factories, technological advancements, and the emphasis on mass production further accelerated innovation in scientific methods and applications, particularly in physics, engineering, and chemistry.

For centuries, the Catholic Church was the dominant ideological force in Europe, but its hegemony gradually declined. The Renaissance played a crucial role in challenging the Church’s authority over knowledge. This intellectual revival, along with the religious Reformation, fostered an environment conducive to alternative modes of thought. Scholars increasingly emphasised direct observation, experimentation, and logical reasoning—principles that became the foundation of modern science.

Research from Natural Science to Social Science

During this period, a new generation of scientists emerged, paving the way for groundbreaking discoveries that reshaped humanity’s understanding of the natural world. Among them, Nicolaus Copernicus (1473–1543), Johannes Kepler (1571–1630), Galileo Galilei (1564–1642), and Isaac Newton (1642–1726) made remarkable contributions, expanding the boundaries of human knowledge to an unprecedented level.

Like early scientists who sought to apply systematic methods to the natural world, several scholars aimed to bring similar principles of scientific inquiry to the study of human society and behavior. Among them, Francis Bacon (1561–1626) championed the empirical method, emphasising observation and inductive reasoning as the basis for knowledge. René Descartes (1596–1650) introduced a rationalist approach, advocating systematic doubt and logical deduction to establish fundamental truths. David Hume (1711–1776) further advanced the study of human nature by emphasizing empirical skepticism, arguing that knowledge should be derived from experience and sensory perception rather than pure reason alone.

Fundamentals of Modern Scientific Approach

The foundation of modern scientific research lies in the intricate relationship between perception, cognition, and structured reasoning.

Sensation, derived from our senses, serves as the primary gateway to understanding the world. It is through sensory experience that we acquire raw data, forming the fundamental basis of knowledge.

Cognition, in its essence, is a structured reflection of these sensory inputs. It does not exist in isolation but emerges as an organised interpretation of stimuli processed by the mind. The transition from mere sensory perception to structured thought is facilitated by the formation of concepts—complex cognitive structures that synthesize and categorize sensory experiences.

Concepts, once established, serve as the building blocks of higher-order thinking. They enable the formulation of judgments—assessments that compare, contrast, or evaluate information. These judgments, in turn, contribute to the development of conclusions, allowing for deeper reasoning and critical analysis.

A coherent set of judgments forms more sophisticated modes of thought, leading to structured arguments, hypotheses, and theoretical models. This continuous process of refining thought through judgment and reasoning is the driving force behind scientific inquiry, where knowledge is not only acquired but also systematically validated and expanded.

Modern scientific research, therefore, is a structured exploration of reality, rooted in sensory perception, refined through conceptualisation, and advanced through logical reasoning. This cyclical process ensures that scientific knowledge remains dynamic, evolving with each new discovery and theoretical advancement.

( Gamini Keerawella taught Historical Method, and Historiography at the University of Peradeniya, where he served as Head of the Department and Senior Professor of History. He is currently a Professor Emeritus at the same university)

by Gamini Keerawella

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Midweek Review

Guardians of the Sanctuary

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The glowing, tranquil oceans of green,

That deliver the legendary cup that cheers,

Running to the distant, silent mountains,

Are surely a sanctuary for the restive spirit,

But there’s pained labour in every leaf,

That until late was not bestowed the ballot,

But which kept the Isle’s economy intact,

And those of conscience are bound to hope,

That the small people in the success story,

Wouldn’t be ignored by those big folk,

Helming the struggling land’s marketing frenzy.

By Lynn Ockersz

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