නීති විද්යාලයේ විදුහල්පති ගෙදර යැවීම
The new Chief Justice’s suspension of the Principal of the Law College, reportedly for ensuring his own son passed with distinction, lays bare the rot in the legal community and the examination system, Ivan argues. The principal might well reply that he did the same for the children of the powerful for years without complaint. Ivan recalls a deputy examinations commissioner jailed for fixing A-level results, a Supreme Court bench that ordered a judge’s daughter admitted to law school without the marks, the Attorney General’s Department as a preserve of elite families, and principals who justify admission bribes by the lifestyle their schools demand.
පරමාදර්ශී වීරයන් දෙදෙනකු සැමරීම
C.W.W. Kannangara and Professor Senaka Bibile, both remembered in the last week of September, meet Ivan’s test of the ideal hero: a large but practical dream for the public good, pursued by decent means against powerful opposition. Bibile’s drug policy broke the hold of the pharmaceutical companies before it was killed with him. Kannangara’s free education, won against the churches and D.S. Senanayake, spread literacy across the nation; yet, Ivan argues, it stressed quantity over quality, loaded parents’ duties onto the state, and failed in its stated goals of national unity and a thinking democratic citizenry.
ජීවිතය හා මරණය
Ivan argues that the decay rotting Sri Lanka’s institutions has reached the family itself, where spouses, parents, children and grandparents live in mechanical relationships without purpose. He wrote a book to start a thoughtful conversation within families, and here records the responses: his wife read it in one sitting, a teacher who modelled his life on Aitmatov’s First Teacher called it his most useful work, a separated father bought copies for his wife and daughter hoping for reconciliation, and it sold fastest at the BMICH book fair. A book, he says, about the meaning of death as well as life.
කට්ටඩියා හා විද්යාඥයා එකකු බවට පත්වීම
Ivan argues that Sri Lanka’s media have never promoted primitive superstition as they do now, filling airtime with astrologers and sorcerers whose advertising has become a key source of revenue. He recounts testing an astrologer-candidate who claimed he could win elections by occult power, and a sorcerer-monk who threatened his life after Ravaya exposed abuse at his temple. Galileo, Newton and Einstein transformed human life yet have no followers; worse, some scientists now mimic the charlatans, spreading fear over kidney disease, milk powder and arsenic to suit political ends.
බිත්තරය සහ ගොළුබෙල්ලා
Ivan argues that Sri Lanka is turning its back on a globalised world in which two million of its people already work abroad and foreign workers fill jobs at home. Rather than despise young people’s dream of emigrating, the state should equip them with vocational training and English to go legally; the nursing schools, still teaching a 1935 syllabus in Sinhala, are his case in point. Those abroad must learn to live with other faiths and foods — the man who retches at snails peeled like eggs will not last — and Sri Lanka’s image, damaged by triumphalism, follows them.
කියවීම හා ප්රශ්න කිරීම
A visit to Prem Dissanayake’s bookshop leads Ivan to a Sinhala translation of Martha Nussbaum’s ‘Not for Profit: Why Democracy Needs the Humanities’ by Liyanage Amarakeerthi. He laments a culture in which teachers, journalists and politicians rarely read — no Sri Lankan leader since D.S. Senanayake has written a serious book, unlike India’s — and in which publishers favour novels over ideas. Drawing on Nussbaum’s chapter on Socratic pedagogy, he argues that Sri Lanka treats the questioner as a traitor and must learn to read, argue and respect dissent.
පාසල් අධ්යාපනයේදී අදක්ෂ දරුවන් ගැන
Ivan tells parents that a child who fails at school is not a failure. Fewer than five in a hundred who enter school reach university, and academic success is only one ladder upward: D.S. Senanayake, the least able of three brothers, became the first Prime Minister, and Martin Wickramasinghe, schooled to the seventh grade, became the country’s greatest man of letters. He urges parents to find the talent a child has and steer it into good vocational training, ideally in English so the way abroad stays open.
රිසානා ඛේදවාචකය හා තරුණ පරපුරේ සිහිනය
Ivan argues that the execution of Rizana Nafeek exposes a rotten state as much as a harsh foreign court: it was Sri Lankan institutions that turned a child into an adult on her birth certificate, passport and medical papers. Migrant workers’ remittances are now the economy’s largest earner, yet housemaids are treated worse than beggars. He urges the state to replace the export of housemaids with trained craftsmen, making vocational training compulsory for school leavers and and sending them abroad, as graduates of the German technical institute at Ratmalana already go.
801 වැනි මිනිසා
Building on Alvin Toffler’s idea that people living today are the 800th lifetime since the hunting age, Ivan calls his children’s generation the 801st, who will live in a fully globalised world. Many Sri Lankans already work abroad, bringing in over US$4 billion in 2010, and more of the coming workforce will do so. He argues that education, certificates and the whole institutional system must meet international standards, that children need an international language, information technology and freedom from chauvinism, and that governance itself must change rather than waiting for politicians to find wisdom.
විශ්වවිද්යාල ආචාර්යවරුන්ගේ සටන
Ivan sees the three-month strike by university teachers as another expression of the crisis of the political system. He argues that the education system itself has helped produce the crisis, turning out professionals whose self-interest holds back society, and cites misconduct by leading accountancy firms. He agrees that Sri Lanka’s spending on education, and on higher education in particular, is among the lowest, and backs the demand for 6% of national income, but warns that such demands, better salaries and depoliticised universities cannot be won within this corrupt system, which the teachers must learn to confront.