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Midweek Review

‘Vidya Dadati Vinayam’ (Learning provides discipline)

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By Usvatte-aratchi

These two quotations deal with discipline among students in places of learning, including schools. One of the main contentions of the protagonists of the Defence University is that students need to be disciplined. The Vice-Chancellor of the university shall be ‘a senior officer of the armed forces’, in the case of the Army, ‘an officer not below the rank of Major General’ (Article 10 (1) and (13). It will take a long while for a university graduate to rise to that eminence, if ever. The Board of Governors of the university shall comprise nine members, five, a majority from the armed forces. It is possible that seven of them may be from the armed forces (Article 18, 2). The quorum for a meeting of the Board is five, ensuring that those from the armed forces shall always prevail. It is probable that none of them may have been to university, much less hold a university degree. The Council will have an Adjutant who will also be a member of the Senate. The Senate is the highest academic body in a university (Article 23 (4) and what would a lieutenant colonel, who most likely would not have had a university education, do in an academic body? There is also going to be a headquarters battalion in the university. All these proposed provisions are evidence that the promoters of this venture hold that kevite balen enava nam nuvana adie – merate gonun pandindun vanu ata langadi (If a stick can create wisdom, oxen will soon be wise men in this country.) What marvels would this government not perform? One is that some gonun in government, who behave as if they were pandidun, may wear academic caps and gowns now. This proposed university will formalize that by statute. In contrast, most universities in the world are founded on the belief that knowledge grants discipline Vidya Dadati Vinayam. The proposed university will be built on the foundation that Vinayam Dadati Vidya, that discipline grants knowledge, that a rough stick on the back of undergraduates will make scholars and scientists of them. If only acid-tongued Rapiel Tennakoon were alive!

This quatrain has an interesting background. Rapiel Tennakoon, who wrote that, was one of the leading intellectuals, shunned by the university of Ceylon, in the 1950s. His output was prodigious: Vavuluva, De Vinaya, Sak Pubuduva, Ape Asun Kavi (687 pages) and many more. His edition of the Sidat Sangarava remains unexcelled. He is reputed to have written these four lines when he was the principal of a school (Sangabodi Vidyalaya?) in Nugegoda. There was a teacher who habitually caned students who made mistakes in his classes. Counsel had no effect on him. Tennakoon was not a violent man. One day, during tea break, Tennakoon went to his classroom and chalked that quatrain on the blackboard. We do not know what ensued. I propose that the motto of KDNU be Vinayam Dadati Vijja (Discipline grants knowledge). It would be appropriate if the theme song of the university were to give expression to that assumption. The framers of this piece of legislation seem to have missed that discipline has a meaning entirely different from what a sergeant-major bawls out on the field and an adjutant may enforce in a university campus. Physics, economics, linguistics and music are all disciplines taught at university. They discipline minds Vidya Dadati Vinayam. That is how good civil servants of yore carried on the governance of this country. That is how Leonard Woolf was able to impart impartial justice in Hambantota. The present confusion in governance is partly because those that truly rule this country have not had any intellectual discipline in them and do not care to seek the advice of those who have had and are not tainted by a record of serious crime. There is a large number of brilliant students who became celebrated teachers and distinguished Vice-Chancellors in this country: Arjuna Aluvihare, G.L. Peiris, Savitri Goonesekera, Narada Warnasuriya, Susirith Mendis and W.D. Luxman. Besides, there are distinguished scholars and scientists committed to the cause of learning and universities: G.H.Peiris, R.P. Gunawardena, Panduka Karunanayake and others. Why does not the government seek their counsel in framing this legislation?

A few nights ago, as I learnt later, a university teacher in the course of a TV talk show, remarked that the University of Ceylon, under Vice-Chancellor Jennings, was carried on under strict disciplinary order.

Nothing could be further from the truth. I was an undergraduate at Peradeniya and during my first two years, Jennings was the Vice-Chancellor. I set off from Ramanathan Hall to the library quite early and Jennings was out on his morning walk about the same time. I walked on the tarmac and Jennings on the walkway from the Lodge towards HOH. We crossed each other a few meters from the celebrated lovers’ bend. Very occasionally Jennings threw a nod of recognition but for the most part, we ignored each other. Sometime in 1955, I sought an interview with him to find a solution to a problem I faced. I went to his office at the appointed time wearing my usual clothing, a short-sleeved white shirt and a white drill pair of trousers and a pair of brown shoes, the only pair I had. The secretary ushered me into his presence. Jennings got up and signalled me to the seat opposite him. We solved the problem in less than five minutes and the secretary was behind me to take me out. Jennings got up and bade me goodbye. I was nobody’s nobody, a scraggy youth from an obscure central school in the boondoggles, in the university on public funds. That university teacher alleged, entirely without foundation, that Jennings wanted a unitary and residential university to discipline students. I suspect there were three reasons. Jennings was an undergraduate on scholarship, at St. Catharine’s College, Cambridge. Jennings was the master of the college where I was a Research Student. You must experience college life to understand what it offers. Jennings probably wanted to reproduce some of it in the tropics. Hence the residential university where students and teachers would react with each other. It did not work quite that way. I was not a great social animal in Peradeniya but I found life in Peradeniya idyllic and was very sad when I did not do well enough to teach in the university. Britain had started, in that fateful year 1857, three universities in India. They were not unitary universities; the teaching was done in affiliated colleges. The university was a syllabus setting, examining and degree-granting organization, much like London University in those days. (London university changed that system a few years later; not India.) Even today, Delhi University has more than 75 colleges affiliated with it. That experience was not a happy one. In the 20th century, Britain went about setting up universities in several colonies. They established unitary universities in Ceylon, Malaya, Ghana and even in so large a country as Nigeria, a unitary university in Ibadan, with a Kingsman as Vice-Chancellor. I spent two comfortable nights in their guest house in 1978 or so and ate the most elaborate British breakfast, ever anywhere. There were no satisfactory residential facilities for about 1,000 students, 200 or so staff in and around Peradeniya. There was no practicable alternative to a unitary residential university in Peradeniya. The current practice of overcrowding in Halls of Residence makes slums out of them. I saw my old rooms in Ramanathan a few years ago and saw three beds in that room. My exhilaration when I went into a single room in a fresh hall of residence, I tried to write down in the novel Aluth Mathannga. In my time, two students, Gamani Iriyagolla and Robert (Batty) Weerakone took on Jennings at gatherings in the university. Neither of them received any reprimand and both turned out to be most valuable and exemplary public servants in different walks of life. Jennings wanted to build a good small university and he succeeded. What Jennings left behind was a good small university that had no chance of survival in a sea of demographic and social changes that engulfed this society in the late 1950s.

Let me go back to the theme after that digression. A university needs a regular inflow of students to go on. How many officer cadets would be ready to go to KNDU yearly? My evidence is that officer cadets are not recruited every year. Even among officer cadets, how many would be university material? It is important because other students would be selected from among those that scored high Z scores at the A’Level examinations. Many officer cadets either did not sit for the A Level examination or scored poorly at it. How would normal students and officer cadets work in the same class, say in mathematics or history, with such unequal intellectual abilities and attainments? It would be horrendous in physics or chemistry laboratories. That experiment is bound to fail. The armed forces probably wanted to train its officer cadets in disciplines they had formulated. That is fine if they could fit into a program in any university. There would not be adequate numbers to justify a separate defence university. It looks as if the framers of this bill wanted to steal a formal university when they wanted to establish a defence academy because there were not enough officer cadets year by year. Large countries from Japan to the US indeed have standalone military academies. I surfed the net for information on the US Naval Academy in Annapolis in Maryland in the US. They admit school seniors who scored in the first 2 percent of all students (1240 to 1460 marks out of 1600) in SAT each year. Eight percent of all applicants were accepted into Annapolis and 88 percent of the students graduated, an outstanding success rate in the US. These are all extraordinarily high in that country. For comparison, Harvard accepted five percent of applicants and 97 percent of them graduated. The idea of a university for officer cadets sits oddly with the sort of arrangements proposed in the Bill. One solution might be to run a Reserve Officer Training Corps (ROTC) as in the US. Alternatively, the armed forces could either establish an academy of a suitable kind or wisely send officers to similar successful academies in Bangladesh, India or Pakistan. Either solution would be feasible and markedly more economical.

In my understanding, KNDU was a non-starter from the beginning. It was wise of the government to hold back the proposed legislation. It would be wiser to scrap the whole Bill, altogether. It would be wisest to consult the minds of suitable persons in our community before preparing a new Bill if any.

‘ātmabuddhiḥ sukhaṃ caiva gurubuddhirviśeṣataḥ’

‘One’s own mind gives comfort; teachers’ minds are exceptional’.



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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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