by Liyanage Amarakeerthi
(This is based on a short presentation made at a promotion interview at the University of Peradeniya on November 19th, 2020. Author thanks Professors KNO Dharmadasa, Wimal Wijayarathne and OG Dayarathna Banda, Dean/Arts who encouraged him to publish this speech.)
At universities, we are busy teaching online. It is heartbreaking to find many students lack required facilities. Teaching on Zoom, for example, takes smart phones and personal computers for granted. We have to assume that Internet access is as ubiquitous as air, but reality is otherwise. Attendance at live Zoom classes can be as low as 40 percent in the Faculty of Arts, where students from underprivileged backgrounds account for the majority. Therefore, we need to record our lectures and make them available through other means. I myself have WhatsApp groups for all my classes to transmit important course content with a minimal cost. The university and the faculty take admirable care with extremely limited resources to make sure that no student is left behind. But the situation is far from satisfactory.
In addition to Corona, our political authorities routinely tell us that what we teach at the faculties of arts has become irrelevant and obsolete. They regularly ask us to produce employable graduates. Recently, President Gotabaya Rajapaksa was seen in a video clip telling a graduate that she should have studied ‘something technical.’ While it is wrong to produce an endless number of external graduates merely with degree certificates to wave at media cameras at the Lipton Circus, learning something ‘technical’ signifies a poor understanding of university education.
I want to reflect on the true meaning of education at the faculties of Arts. At our faculties we teach courses in the humanities and the social sciences. As a scholar in literature and language, I am at the most pressured end of the spectrum: Learning literature is the most removed from ‘something technical.’ Therefore, we, the humanities scholars at universities, routinely have to justify what we are doing in teaching and research. There reflections are made in that context.
Vision of the founding fathers
The founding fathers of the University of Ceylon, never imagined that future scholars in the Humanities would have to face the particular challenge mentioned above. In the inaugural address of the Ceylon University movement Ponnambalam Arunachalam, the President of the movement, had elaborate plans for a university of our own. Out of 13 professorships they had imagined to create in the University of Ceylon, eight were for the humanities. They wanted professorships for vernacular languages such as Sinhala and Tamil, and when the university was established, in 1942, the curriculum had considerable focus on local language and traditions. Indeed, there were professorships for natural sciences, and many science-based subjects were to enter within the first decade of the university.
In addition, those founding fathers had much larger and grander ideals for education; here are the words of Arunachalam:
“University will be a powerful instrument for forming character, for giving us men and women armed with reason and self-control, braced by knowledge, clothed with steadfastness and courage and inspired by public spirit and public virtue.” “A Plea for a Ceylon University” (A. T. Alwis. Peradeniya: The Founding of a University).
Those beautifully profound words demonstrate that Arunachalam’s vision for education was much more than teaching ‘something technical.’
In order to rediscover the true meaning of the Humanities education, one may look into what is meant by the liberal arts in contemporary international universities. ‘Liberal arts’ is a bit more inclusive than what we call ‘arts subjects’ since they include natural sciences, basic mathematics and the like. A rich liberal arts degree programme exposes students to a wide range of subjects––languages, literature, philosophy, religion, natural sciences, mathematics, Fine Arts, citizenship education, social sciences (at least key concepts of them) and so on. Since there is nothing strictly prohibited from the domain of liberal arts, one could add numerous other things to the curriculum.
The word ‘liberal’ in liberal arts a loaded one. It includes knowledge required to liberate human beings from socio-cultural bonds they are trapped in producing hierarchy, inequality and injustice. Rousseau famously claimed that chains binding human beings were human-made’ and the hammers to break them were also made in earth not in heaven. A high quality education in liberal arts should help us see those chains and to forge the hammers that can break them. In other words, liberal arts teach us the significance of working towards a just society. For that goal, there are many sources of wisdom. Unlike political parties and rigid ideologues, universities believe that there are multiple ways to reach that goal. That goal may be always at the horizon resisting our reaching it. Still, a society that has given up on that goal is perhaps so much poor even with endless affluence. Teaching liberal arts at universities is one important way societies hold on to a richer dream even in the midst of relative economic hardships. A country can be poor but yet not philistine.
‘Liberation’ in liberal arts includes internal liberation as well, and it could include several modes of refining oneself within. When modernity was an unquestioned project, liberation from the Nature was one goal of humanity. But now we know better. While we have to keep Nature at bay, we also have to realise that we are also part of it. The time of coronavius is opportune to reflect on this. Moreover, our nature itself is something that needs refinement and taming while it is very much a part of big Nature. So, in recent times a diverse set of course related to environmentalism has made its way into our liberal arts curriculum. As Professor Spencer McWilliams has aptly put, “a liberal arts education can help us develop a more comprehensive understanding of the universe and ourselves”. (Liberal Arts Education: What does it mean? What is it worth?)
Our political authorities may ask for graduates with a certain set of limited technical skills to be productive in the narrow roles assigned to them in contemporary economy. For us in universities, a human being is not just a worker. His or her life in the world of work is only one small segment of his or her life. For us as in the Humanities, questions such as what human beings do, what they reflect on, what and how they enjoy during their non-working hours matters as much as the ‘job skills’ they are supposed to hone. To make matters even more complicated, the liberal arts is interested even in the dreams that occur to human beings during their sleeping hours. To put it simply, for liberal arts human self is much more than a human worker.
A holistic development of the ‘whole person’ is the goal of liberal arts. It includes eight interrelated aspects: intellectual, emotional, physical, spiritual, vocational, ethical, personal, and social. Intellectual development requires acquiring broad-based knowledge, learning how to learn, and learning how to think critically. Emotional development includes understanding, managing and expressing emotions. Developing high quality relationships with other people is the basis of social development while ethical development aims at providing students with a clear value system that enables them to make sound decisions. Physical development concerns the understanding of one’s own body and taking care of it. Spiritual development may be the most culture-sensitive as each culture may have its own take on what is ‘spiritual. ‘Vocational’ is indeed a form of development that must be a part of contemporary education. But is only one among eight. It includes exploring career possibilities and developing skills required for a career. As university teachers we do want our graduates to find jobs and achieve some sort of financial independence to pursue other goals of life articulated here. Personal development, the last of the eight, stays the last because it is the bottom line, so to speak. For personal development one needs to cultivate a strong sense of self-identity and agility to step out of that identity in being considerate towards others.
The Role of Peradeniya:
Whole Person, Whole Campus
A fully developed university must have all the facilities needed to address at least those eight areas. Holistic education believes that curriculum and co-curriculum must make use of whole campus for that purpose. Founding fathers of University of Peradeniya seem to have endowed with a concept of holistic education in the early twentieth century. Just to give only a few examples, for those who argue for making use of the whole campus for holistic education claims that for one’s intellectual development, a university has to utilise learning centers, library, academic advising services, tutoring services, information technology centers, invited talks on various topics, workshops, theatre halls, art shows and so on. This list, though not comprehensive, demonstrates that the intellectual development of a graduate is much more than following time tables and attending formal lectures. At Peradeniya, we may not have all these facilities, but when the university was founded a considerable attention was paid to these aspects. Taking a long walk through the beautiful University Park can be education in itself if one is rightly attuned to the lessons of natural beauty. I have learned those lessons at stunning campus parks at Wisconsin and Cornell.
Now, let me touch on ‘spiritual development.’ In addition to formal instructions on subjects such a philosophy and arts that concern one’s spiritual life, there should be co-curricular involvements with campus religious communities. Programmes such as inter-religious dialogue could be part of these activities. Perhaps, it was for such holistic education that places for all religions have been established within the University of Peradeniya.
Instead of cutting down funding on ‘liberal arts’ education, the government must invest more in the kind of education explained above. Even without enough financial resources some of us have been working hard to promote such a holistic education. Yes, just some of us. There are people who have no idea as to what they should be doing at universities. Among them, there are academics who believe that training students to site exams that lead to a certificate is university education. Yes, that is education often found at private tuition classes. But there is much more to university education. If our holistic education is only partially done, it is natural that authorities ask out graduates to learn ‘something technical.’
The prevailing pandemic has crippled nearly all co-curricular activities at campus. An education that does not include library, playground, gymnasium, the Sarachchandra Open Air theater, the E.O.E. Perera theatre, heated discussions with guest speakers, and, even some trips to the lovers’ lane or other ‘lanes’ cannot help achieve eight developmental goals of holistic education. COVID-19 has corroded that education. But holistic education is faced with a bigger threat. It is the demand that education be geared for the job market. True academics must do everything possible to prevent that philistine virus making inroads into our higher education institutions. Only those who are capable of realising the true meaning of holistic education envisioned in the Humanities and liberal arts can stand up to such philistine invasions. Those are the ones who really deserve to be hired and promoted.
Sinharaja world heritage
Conservation Outlook Assessment: Significant Concern
By Professor Emeritus Nimal Gunatilleke
Continued from Yesterday
Water diverted from Ampanagala reservoir to Muruthawela will be used to meet the irrigation deficit of Muruthawela and Kirama Oya systems and the balance will be transferred to Chandrika Wewa, through existing LB canal of Muruthawela scheme up to 13.8 km and a new canal of 17.0 km. After that, the water requirement of Hambantota harbour is to be transferred to Ridiyagama tank through the Walawe river and Liyangasthota anicuit. However, due to the extreme length of the diversion through the three-river basins of Nilwala, Kirama Ara and Urubokka Oya, it will lead to a massive conveyance losses of the diverted water while on the way to the Walawe basin. Furthermore, enormous costs associated with its construction, a failure to fully realise the intended outcomes due to a shortage of water budget will simply be a burden that Sri Lanka cannot afford with her current economic condition, according to Eng. Prema Hettiarachchi. It may be worth recording that the water ingress into the grouted tunnel of the Uma Oya near Ella has still not been fully repaired, even though the Uma Oya project is nearing completion. An expensive lesson to be learnt on the nature of the weathered geological structure, lineaments and implementing its unexpected and costly mitigatory measures which will eventually to be paid back by this and future generations of tax payers of this country.
According to the Irrigation Department web site postings, Mahaweli Consultancy Bureau has initiated the Environment Impact Assessment (EIA), but due to the unavailability of concurrence of the Forest Department, revised TOR has not been issued by the CEA. Therefore, due to the unavailability of updated TOR, the EIA study has been delayed.
Environmentally, the most contentious issue highlighted in the news media is the proposed construction of a RCC dam at Madugeta to build a reservoir for which around 79 ha of forested (and some agricultural) lands in Sinharaja and a portion of prisine riverine forest in Dellawa would be inundated. On the Sinharaja side of the proposed Madugeta reservoir (right abutment) at present there are home gardens and small-scale tea plantations in addition to good riverine forests. In contrast however, proportionately a larger area of luxuriant forest of Dellawa, which is a part of the new ‘Sinharaja Rain Forest Complex’ would go under the chain saw for this reservoir construction (left abutment). The Geo-engineering report of May 2019 on GNDP has revised the siting of the dam to a more favourable location with supposedly reduced impacts but they forewarn that the three core-drilling along the proposed dam axis that had to be temporarily abandoned due to protests made by the villagers, need to be completed to confirm the geological suitability for the dam site.
Are there any Environment-Friendly Alternative Options?
As an alternative site for a dam on Gin Ganga, Eng. Nandasoma Atukorale (Specialist Engineer [Hydropower]) has proposed a location at the confluence of Mahadola with Gin Ganga at the village of Mederipitiya, way back in 2006. According to him, the riverbed at this site is 261 masl and have a catchment area of 132 km2. He proposes the construction of a 35 m high concrete gravity type dam that would form a reservoir with a storage capacity of 65 million cu.m and a potential discharge of 320 million cu.m of water annually which could divert 293 million cu. m of water to the SE Dry Zone. Most importantly, this region passes through a relatively narrow section of the river which is ideally suited for a dam according to him. However, geological suitability and socio-economic impacts of local communities need to be investigated, beforehand.
Quite interestingly, Eng. Athukorale claims that ‘although it is not economically very attractive, another 200 million cu.m of water could be diverted to the Nilwala basin by constructing a dam across Gin Ganga at the downstream of the confluence with Dellawa Dola at the village of Madugeta, with an 8000 m long tunnel which could be considered at a later stage provided further water shortages are experienced in the area’.
Now that the proposed Madugeta reservoir is receiving heavy criticisms from the environmental front, wonder whether Mederipitiya option proposed by Eng. Athukorale could be revisited for the diversion of Gin-Nilwala river water to the SE Dry Zone.
In a research paper titled ‘Comparison of Alternative Proposals for Domestic and Industrial Water Supply for Hambantota Industrial Development Zone’ Eng. Prema Hettiarachchi makes a comparison among three irrigation projects Kukule Ganga, Gin-Nilwala and Wey Ganga to convey water from the SW wet zone to SE dry zone.
She proposes yet another option that is probably still on the drawing boards to be considered which is the Wey Ganga diversion in Ratnapura District. According to her, this could meet the industrial and drinking water requirement (154 MCM + drinking water) of Hambantota metropolitan area at a significantly lower cost and with less damage to the environment. Further, there is a possibility of augmenting this scheme by diverting a part of Kalu Ganga catchment at a later stage.
Eng. Hettiarachchi further states that ‘by comparing the workload, it could be estimated to be nearly one third that of the Gin-Nilwala diversion. The Wey Ganga diversion can be carried out at a significantly lower cost by local agencies. That can also address the water scarcity of Hambantota metropolitan area including the requirements of international harbour and proposed industrial development zone with the relatively less environmental damage which is a major issue with respect to large scale projects. Construction period will also be less since the workload is less and can be carried out by the local agencies’.
What I have strived to show with this detailed irrigation engineering information available on public domain in the form of research publications, is that the Madugeta reservoir option is not the only one available for taking water from the wet zone rivers to the SE Dry Zone which is indeed a legitimate requirement for agricultural and industrial development of that region.
Pre-feasibility studies have been conducted on these options since 1968 and a considerable wealth of technical information is already available with the Irrigation Department. Apparently, according to knowledgeable irrigation engineers, there are more environmentally friendly, and cost-effective options with greater assurance of water conveyance to the SE Dry Zone available for consideration. It is often the case that during pre-feasibility studies of these large engineering projects, environmental concerns are given the least priority. Steady supply of water during extreme drought events which are becoming more frequent depends very much on the nature of the vegetation cover of the watershed area. These environmental aspects need to be critically evaluated before such costly projects are designed. As an example, although, the major engineering work of the Uma Oya project has been almost completed, its cost-effectiveness is yet to be seen with a denuded watershed, a potential of heavy soil erosion on top of the unexpected heavy expenditure on tunnel boring and other engineering works.
Biologically speaking, the Dellawa Forest Reserve is an integral part of Sinharaja Rain Forest Complex representing the pristine climax forest vegetation of SE wet lowlands and provide a vital connectivity link to adjoining Diyadawa forest of equal significance via the remains of Dombagoda forest. Therefore, clearing a riverine strip of this forest for the construction of Madugeta Reservoir would lead to an irreparable and irreplaceable damage to its characteristic riverine/flood plain forest vegetation.
On the other hand, pledging a reforestation initiative of a much larger area with Hevea rubber as a compensatory measure proposed by the political administration is totally unacceptable. Preserving intact forests in protected areas has no substitutes or replacements. Furthermore, the Natural Heritage Wilderness Area act and the binding articles of the UNESCO Convention on Protection of the World Cultural and Natural Heritage to which Sri Lanka is a signatory, clearly state that causing direct or indirect damage to a natural heritage is legally not permissible.
In summary, the Sinharaja World Heritage Site is already in a state whose biological values are threatened and/or are showing signs of deterioration and significant additional conservation measures have been recommended to restore these values over the medium and long term. Adding more threats like the construction of reservoirs inside protected areas at this stage would inevitably downgrade the values further to a ‘critical conservation outlook’ which is not what the citizenry of Sri Lanka and the world at large would acknowledge as ‘sustainable development’.
The author of this article is a member of the National Sustainable Development Council of Sri Lanka and he thanks Dr Jagath Gunathilaka of Peradeniya University for providing the geotechnical information described herein. The author can be contacted at .)
US seeking way out of Afghan killing field
As the Biden administration makes its initial moves to extricate the US’ remaining security forces personnel from Afghanistan, it would do well to ponder on former US President John F. Kennedy’s insightful comment on foreign policy: ‘Domestic policy can only defeat us; foreign policy can kill us.’ This is a rare nugget on the nature of foreign policy.
Considering the high costs, human and economic, a country could incur as a result of blundering on its foreign policy front, Kennedy could be said to have spoken for all countries. However, there is no denying that the comment is particularly applicable to expansionist powers or ‘hegemonic’ states.
Sensible opinion is likely to be of the view that the US decision on quitting Afghanistan should have come very much earlier; may be a couple of years after its bloody misadventure in the conflict and war-ridden country. Considering the terribly high human costs in particular the US’ 20 long years in Afghanistan have incurred, the US could be said to have committed one of its worst foreign policy blunders, overshadowing in severity the blood-letting incurred by the super power in Vietnam. However, in both theatres, the consequences for the US have been of unbearable magnitude.
The US death toll speaks for itself. At the time of writing more than 2,300 US security forces personnel have been killed and over 20,000 injured in Afghanistan. Reports indicate that over 450 Britons have died in the same quagmire along with hundreds of similar personnel from numerous other nationalities. Apparently, it took an exceptionally long period of time for the US to realize that Afghanistan for it was a lost cause.
The lesson that the US and other expansionist powers ought to come to grips with is that it would not be an ‘easy ride’ for them in the complex conflict and war zones of the South. The ground realities in these theatres are of mind-boggling complexity and Afghanistan drives this point home with notable harshness. Power projection in South-west Asia and persistence with its ‘war on terror’ were among the apparent prime objectives of the US in Afghanistan as well as in Iraq but what the US did not evidently take into consideration before these military involvements were the internal political realities of these countries that are not at all amenable to simplistic analyses and policy prescriptions.
The Soviets ought to have come to grips with some features of the treacherous political terrain presented by Afghanistan in the late eighties but their principal preoccupations were related more to the compulsions of the Cold War. Simply put, the Soviets were bent on preserving the ‘satellite’ status of Afghanistan and their war effort was aimed at this in the main. Preparing Afghanistan for democracy was not even least among the Soviet Union’s concerns, of course.
However, the same does not apply to the US. The latter helped the Mujaheddin in the task of getting rid of the Soviet presence in Afghanistan but its aim was also to have a US-friendly regime in Kabul that would be a veritable bridgehead of US power and influence in the region on a continuous basis. In other words, the US expected the regime which replaced the Soviets to be pro-Western and essentially democracy-friendly. The US did not in any way bargain to have in Afghanistan Islamic fundamentalist regimes whose political philosophies were the anti-thesis of democracy as perceived in the US and practised by it.
However, the Islamic fundamentalist Taliban regime which eventually came to power in the mid-nineties in Afghanistan, once the Soviets withdrew, defied all Western expectations. As is known, the Taliban was not only repressive and undemocratic but was staunchly opposed to everything Western. There were no hopes of the Taliban working towards Western interests. Besides, the US did not expect to see in Afghanistan a country dangerously divided on ethnic, tribal and religious lines. The problems of Afghanistan have been compounded over the years by the coming together of the Taliban and the Al-Qaeda and these groups have world wide Islamic fundamentalist links.
It has been the aim of the US to have in Kabul religiously moderate, pro-democratic regimes but as developments have proved over the past few decades these administrations have not been in a position to hold out against the Taliban. In fact, it is the Taliban that is veritably at the helm of power in Afghanistan currently and years of futile attempts at trying to contain the Taliban have brought home to the US and its allies that they have no choice but to talk to the Taliban in order to secure some respite to effect ‘an honourable exit’ from the bloodied land. This is where matters stand at present.
However, as pointed out by commentators, it is the Afghan civilian population that has suffered most in the decades-long blood-letting in the country. Conservative estimates put the number of Afghan security forces personnel killed in Afghanistan at around 60,000 to date and the number of civilians killed at double that figure.
Accordingly, the Afghan people would be left to face an uncertain and highly risk-riddled future when the last of the US security forces personnel and their allies leave Afghanistan in September this year. The country would be left to its own devices and considering that the Taliban will likely be the dominant formation in the country and not its legitimate government, the lot of Afghan civilians is bound to be heart-rending.
There is plenty to ponder on for the US and other democratic countries in the agonies of Afghanistan. One lesson that offers itself is that not all countries of the South are ‘ready for democracy’. This applies to very many countries of the South that already claim to be democracies in the Western sense. Southern ‘democratic’ polities defy easy analysis and categorization in consideration of the multitude of identity markers they present along with the legitimacy that they have achieved in the eyes of their states and populations. What we have are dangerously volatile states riddled with contradictions. Relating to them will prove to be highly problematic for the rest of the world.
The Soul (also known as Ji hun) is based on the sci-fi novel ‘Soul Transfer’, written by Jiang Bo in 2012. The novel was widely popular and inspired director Cheng Wei-Hao to adapt the tale into a movie. The story is about a married couple who are determined to uncover the truth behind strange activities in their community. According to the official synopsis for the film from Netflix, while investigating the death of a businessman, a prosecutor and his wife uncover occult secrets as they face their own life-and-death dilemma. The film stars Chang Chen, Janine Chang and Christopher Lee among others.
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