Opinion
Navigating course of education reforms in SL: Past challenges and future directions – II
by Prof. M.W. Amarasiri de Silva
While the UGC represented a milestone in education management, the evolution of Sri Lanka’s higher education system did not stop there. Over time, subsequent governments introduced further reforms, each with its unique goals and objectives. These efforts have been driven by the belief that continuous improvement and adaptation in education are necessary to meet the changing needs of society, the economy, and the job market.
Despite the diverse range of committees and programmes proposed and implemented, the goal remains to enhance the quality of higher education in Sri Lanka and nurture a skilled, knowledgeable, and innovative workforce that can contribute effectively to the country’s development.
Although establishing the UGC was a significant milestone and continues to be a crucial institution in guiding and shaping higher education, it has not been able to deliver the expected objectives. Recognising the evolving challenges and opportunities, successive governments have introduced various other reforms, demonstrating an unwavering dedication to fostering a robust education system that can drive the country’s progress and prosperity in the modern era.
The special Select Committee’s recommendations proposed by the Minister of Higher Education on developing higher education should be considered from this perspective. They are aimed at significant reforms in the educational landscape in Sri Lanka. The key proposal is abolishing the University Grants Commission (UGC) and establishing an independent “National Higher Education Commission” through new legislation. This move is likely driven by the need for a more efficient, transparent, and adaptable regulatory body to oversee and enhance the higher education sector.
The proposed management committees play a crucial role in the functioning of the new higher education system, as viewed by the Minister. Let’s delve into each committee’s purpose:
State University Committee: This committee will oversee and manage state-funded universities. It will ensure that these institutions are efficiently run, adequately funded, and adhere to the government’s educational policies and guidelines.
Non-State University Committee: This committee’s responsibility is to regulate and manage privately funded universities and colleges. Its primary concerns will be ensuring quality standards, preventing exploitation, and promoting fair practices in the private education sector.
Vocational Education Institutions Committee: With a growing emphasis on vocational education to bridge the skills gap and promote employability, this committee will develop and oversee vocational institutions. These institutions will be pivotal in preparing students for specific careers and industries.
Quality Assurance Sub-committee: This sub-committee’s role is paramount as it will monitor and ensure the quality of education across all higher education institutions, whether state-funded or private. This sub-committee will help maintain and enhance the overall educational standards by implementing rigorous evaluation standards.
In addition to the suggested management committees, the proposal highlights the need for subject committees focusing on specific academic disciplines. These subject committees would be responsible for revising and updating the syllabi to align with the government’s development efforts. This recognition indicates the importance of keeping educational content relevant and adaptable to meet the evolving needs of society and the job market.
The government can ensure that the curricula reflect the latest advancements in their respective fields by having specialised subject committees or Quality Assurance Sub-committees, such as those for medicine, engineering, arts, and others. This will help produce well-prepared graduates with the skills necessary to contribute effectively to the nation’s development goals.
While administration in the university setting is recognised as necessary, the proposed reforms suggest that the urgent issue lies in updating and modernising the educational content and structure. By creating the National Higher Education Commission and implementing these various committees, the government aims to address the pressing challenges and opportunities in the higher education sector, ultimately bolstering the country’s educational standards and fostering growth and development in all fields of study. But what is the crux of the matter? As far as Medicine, Engineering, and Sciences are concerned, there is no issue with the employability of graduates.
The disciplines of arts and humanities have long been integral to university education. Still, they have faced criticism regarding their ability to produce quality graduates suitable for the country’s development efforts. Some perceive arts and humanities graduates as lacking proficiency in English and computer literacy; both are considered crucial skills for participating in development initiatives in the modern era. However, it is critical to recognize that despite these criticisms, arts and humanities faculties often have a significant number of students compared to other faculties.
The call for reforms in arts and humanities education is driven by the desire to make these disciplines more relevant and valuable in the country’s overall development. Enhancing the quality and content of arts and humanities programs aims to produce graduates with the necessary skills, knowledge, and adaptability to contribute effectively to the nation’s development goals.
Looking back to the 1950s, the arts faculty significantly produced versatile graduates who played pivotal roles in state organizations as eminent permanent secretaries and administrators. These skilled civil servants were essential in running the country’s administrative machinery. Notable individuals such as Bradman Weerakoon, Ronnie de Mel, Bandu de Silva, Sarath Amunugama, and others emerged from the arts faculty. They left a lasting mark on Sri Lanka’s governance and administration.
Moreover, the arts faculty also nurtured intellectuals, including scholars like Malalasekera and Sarachchandra in earlier times, and Obeyesekere, Sugathapala de Silva, and Siri Gunasinghe, who held prestigious professorships in renowned universities. These intellectuals made significant contributions to their respective fields of study, elevating the reputation and impact of arts and humanities education in Sri Lanka.
In addition to producing prominent figures in administrative and academic realms, the arts faculty has fostered numerous individuals who have contributed to developing arts and humanities subjects. Their knowledge, research, and creative contributions have enriched these fields, highlighting the significance of arts and humanities in preserving and advancing cultural heritage and intellectual exploration.
While there may be criticisms and challenges in the perception of arts and humanities education, it is essential to acknowledge its historical significance and the achievements of its graduates. The proposed reforms aim to build upon this strong foundation and address the perceived shortcomings by equipping arts and humanities students with language proficiency, computer skills, and other contemporary requirements.
By revitalising arts and humanities education to meet the demands of the modern era, the country can continue to produce graduates who possess critical thinking, creativity, and a deep understanding of culture, society, and human expression. Such graduates can play crucial roles in diverse sectors, contribute to policymaking, engage in cultural preservation, and contribute to the overall development and progress of the nation. The reforms seek to reaffirm the value and relevance of arts and humanities education in Sri Lanka’s evolving education landscape.
The decline in the success of the present education system, particularly in producing intellectuals comparable to those in the 1950s, can be attributed to several significant changes that occurred in the aftermath of Sri Lanka’s independence. In the post-colonial era, the importance of the English language was still recognised, and it continued to be taught as a crucial medium of communication and education.
However, alongside English, there was a deliberate emphasis on teaching Pali, Sanskrit, and Sinhala languages and literature. These subjects were considered vital for shaping the national identity and became fundamental cornerstones of the education system.
During this period, a group of intellectuals emerged, with interests spanning various cultural domains, including philosophy, arts, drama, novels, literature, and language. Their expertise in Pali, Sanskrit, and English and their knowledge of traditional Sinhalese literature allowed them to fill the cultural void at the time. They played a pivotal role in producing material related to Sinhalese culture, which later became essential in defining the Sinhalese national character.
However, the education reforms that followed the 1950s significantly changed the system. The introduction of Swabhasha medium teaching, which emphasised teaching in the native language (Sinhala and Tamil), aimed to increase accessibility and inclusion of students from rural areas into the higher education system. This expansion was laudable in providing opportunities to a broader population segment but had unintended consequences.
One of the negative impacts of this Swabhasha medium teaching was that it led to a decline in the intellectual acumen of the graduates compared to their counterparts in the 1950s. The new graduates lacked the same level of international understanding and proficiency in English, which had been a crucial component of the intellectual skills exhibited by the previous generation.
The reduced exposure to English as a medium of instruction limited their ability to engage with global perspectives and advancements in various fields. As a result, the intellectual capabilities of the graduates in the post-reform era were perceived to have declined, hindering their ability to make significant contributions at an international level. This situation was further exacerbated by the 1971 insurrection, which some scholars argue was partly a consequence of the intellectual decline caused by the educational policy changes.
In conclusion, the decline in producing intellectuals comparable to those in the 1950s can be attributed to the shift in focus towards swabhasha medium teaching and the subsequent reduction in the emphasis on English proficiency. While expanding the higher education system to include a more diverse student population was commendable, the unintended consequences of the reforms impacted the intellectual understanding and international engagement of graduates. Recognizing the importance of a balanced approach, future reforms should strive to strike a balance between promoting native language and cultural identity while ensuring students have the language and skills to thrive on a global stage.
The objective of the reform intended by the Minister of Education remains unclear. Is it to tackle the employability concerns of arts and humanities graduates? Alternatively, one might ponder whether the committees appointed by the Minister of Higher Education can restore the former splendour of arts and humanities. Nevertheless, the real challenge lies in designing Sri Lanka’s education platform to align with the global environment. From this standpoint, it becomes crucial to question whether our syllabuses and subjects taught in arts and humanities can be modernized to meet present-day demands.
One of the crucial areas requiring attention in the reforms is the revitalization of arts and humanities to address the challenges confronted by the country. Currently, the arts and humanities lack a connection with the country’s development agenda, particularly in linking with village communities. The 25,000 villages across Sri Lanka face numerous problems that hinder their progress. Issues such as the drug and alcohol menace, dengue fever, kidney disease, leptospirosis affecting the impoverished and marginalized populations, the rising rates of suicides and divorces, the increasing number of youths choosing to become monks and priests, and the growing population of unmarried individuals are all interrelated expressions of a more profound social dilemma. To effectively tackle these challenges, universities should study these issues and propose reasonable solutions. By doing so, arts and humanities can play a pivotal role in contributing to the overall development and well-being of the nation.
I propose introducing a community studies program, specifically within sociology and anthropology programs at universities in Sri Lanka. Such a program aims to involve arts and humanities students in studying issues faced by village communities, incorporating the communities themselves in a participatory approach. By doing so, the program can tap into the unique perspectives and solutions that the people in these villages have regarding their challenges.
In the United States, arts and humanities departments in universities have long-standing Community Studies programs that focus on social problems from a social justice perspective, integrating classroom learning with extended field studies. Students enrolled in these programs collaborate with non-governmental and governmental organizations, actively working on addressing these community issues. As a result, these programs have not only been successful in tackling the identified problems, but they have also created employment opportunities for social science graduates.
Adopting a similar approach in Sri Lanka, the proposed community studies program could foster a more inclusive and solution-oriented approach to societal challenges, benefiting both the students and the communities they engage with.
I am convinced that addressing the employability issue of arts and humanities graduates can be achieved by creating innovative opportunities within universities. A crucial step in this process would be the introduction of Information Technology (IT) and Artificial Intelligence (AI) as subjects within the arts and humanities curriculum, with a strong emphasis on learning English as the medium of teaching and communication. This initiative can potentially provide valuable employment prospects for arts and humanities graduates.
Integrating IT and AI into social science subjects can lead to remarkable advancements in the field of study, unlocking a plethora of opportunities for students. To implement this, the program should commence at the high school level, allowing students to study these subjects alongside other social science subjects for both Ordinary Level and Advanced Level examinations. Adequate training and recruitment of qualified teaching staff should be carried out to ensure the success of this endeavour.
Notably, these proposed changes do not necessitate the establishment of new committees or the introduction of a new organization to replace the University Grants Commission (UGC). Instead, they can be effectively integrated into the existing university framework, bringing about transformative opportunities for arts and humanities students without extensive bureaucratic changes.
Opinion
Child food poverty: A prowling menace
by Dr B.J.C.Perera
MBBS(Cey), DCH(Cey), DCH(Eng), MD(Paed), MRCP(UK), FRCP(Edin),
FRCP(Lon), FRCPCH(UK), FSLCPaed, FCCP, Hony FRCPCH(UK), Hony. FCGP(SL)
Specialist Consultant Paediatrician and Honorary Senior Fellow,
Postgraduate Institute of Medicine, University of Colombo, Sri Lanka.
Joint Editor, Sri Lanka Journal of Child Health
In an age of unprecedented global development, technological advancements, universal connectivity, and improvements in living standards in many areas of the world, it is a very dark irony that child food poverty remains a pressing issue. UNICEF defines child food poverty as children’s inability to access and consume a nutritious and diverse diet in early childhood. Despite the planet Earth’s undisputed capacity to produce enough food to nourish everyone, millions of children still go hungry each day. We desperately need to explore the multifaceted deleterious effects of child food poverty, on physical health, cognitive development, emotional well-being, and societal impacts and then try to formulate a road map to alleviate its deleterious effects.
Every day, right across the world, millions of parents and families are struggling to provide nutritious and diverse foods that young children desperately need to reach their full potential. Growing inequities, conflict, and climate crises, combined with rising food prices, the overabundance of unhealthy foods, harmful food marketing strategies and poor child-feeding practices, are condemning millions of children to child food poverty.
In a communique dated 06th June 2024, UNICEF reports that globally, 1 in 4 children; approximately 181 million under the age of five, live in severe child food poverty, defined as consuming at most, two of eight food groups in early childhood. These children are up to 50 per cent more likely to suffer from life-threatening malnutrition. Child Food Poverty: Nutrition Deprivation in Early Childhood – the third issue of UNICEF’s flagship Child Nutrition Report – highlights that millions of young children are unable to access and consume the nutritious and diverse diets that are essential for their growth and development in early childhood and beyond.
It is highlighted in the report that four out of five children experiencing severe child food poverty are fed only breastmilk or just some other milk and/or a starchy staple, such as maize, rice or wheat. Less than 10 per cent of these children are fed fruits and vegetables and less than 5 per cent are fed nutrient-dense foods such as eggs, fish, poultry, or meat. These are horrendous statistics that should pull at the heartstrings of the discerning populace of this world.
The report also identifies the drivers of child food poverty. Strikingly, though 46 per cent of all cases of severe child food poverty are among poor households where income poverty is likely to be a major driver, 54 per cent live in relatively wealthier households, among whom poor food environments and feeding practices are the main drivers of food poverty in early childhood.
One of the most immediate and visible effects of child food poverty is its detrimental impact on physical health. Malnutrition, which can result from both insufficient calorie intake and lack of essential nutrients, is a prevalent consequence. Chronic undernourishment during formative years leads to stunted growth, weakened immune systems, and increased susceptibility to infections and diseases. Children who do not receive adequate nutrition are more likely to suffer from conditions such as anaemia, rickets, and developmental delays.
Moreover, the lack of proper nutrition can have long-term health consequences. Malnourished children are at a higher risk of developing chronic illnesses such as heart disease, diabetes, and obesity later in life. The paradox of child food poverty is that it can lead to both undernutrition and overnutrition, with children in food-insecure households often consuming calorie-dense but nutrient-poor foods due to economic constraints. This dietary pattern increases the risk of obesity, creating a vicious cycle of poor health outcomes.
The impacts of child food poverty extend beyond physical health, severely affecting cognitive development and educational attainment. Adequate nutrition is crucial for brain development, particularly in the early years of life. Malnutrition can impair cognitive functions such as attention, memory, and problem-solving skills. Studies have consistently shown that malnourished children perform worse academically compared to their well-nourished peers. Inadequate nutrition during early childhood can lead to reduced school readiness and lower IQ scores. These children often struggle to concentrate in school, miss more days due to illness, and have lower overall academic performance. This educational disadvantage perpetuates the cycle of poverty, as lower educational attainment reduces future employment opportunities and earning potential.
The emotional and psychological effects of child food poverty are profound and are often overlooked. Food insecurity creates a constant state of stress and anxiety for both children and their families. The uncertainty of not knowing when or where the next meal will come from can lead to feelings of helplessness and despair. Children in food-insecure households are more likely to experience behavioural problems, including hyperactivity, aggression, and withdrawal. The stigma associated with poverty and hunger can further exacerbate these emotional challenges. Children who experience food poverty may feel shame and embarrassment, leading to social isolation and reduced self-esteem. This psychological toll can have lasting effects, contributing to mental health issues such as depression and anxiety in adolescence and adulthood.
Child food poverty also perpetuates cycles of poverty and inequality. Children who grow up in food-insecure households are more likely to remain in poverty as adults, continuing the intergenerational transmission of disadvantage. This cycle of poverty exacerbates social disparities, contributing to increased crime rates, reduced social cohesion, and greater reliance on social welfare programmes. The repercussions of child food poverty ripple through society, creating economic and social challenges that affect everyone. The healthcare costs associated with treating malnutrition-related illnesses and chronic diseases are substantial. Additionally, the educational deficits linked to child food poverty result in a less skilled workforce, which hampers economic growth and productivity.
Addressing child food poverty requires a multi-faceted approach that tackles both immediate needs and underlying causes. Policy interventions are crucial in ensuring that all children have access to adequate nutrition. This can include expanding social safety nets, such as food assistance programmes and school meal initiatives, as well as targeted manoeuvres to reach more vulnerable families. Ensuring that these programmes are adequately funded and effectively implemented is essential for their success.
In addition to direct food assistance, broader economic and social policies are needed to address the root causes of poverty. This includes efforts to increase household incomes through living wage policies, job training programs, and economic development initiatives. Supporting families with affordable childcare, healthcare, and housing can also alleviate some of the financial pressures that contribute to food insecurity.
Community-based initiatives play a vital role in combating child food poverty. Local food banks, community gardens, and nutrition education programmes can help provide immediate relief and promote long-term food security. Collaborative efforts between government, non-profits, and the private sector are necessary to create sustainable solutions.
Child food poverty is a profound and inescapable issue with far-reaching consequences. Its deleterious effects on physical health, cognitive development, emotional well-being, and societal stability underscore the urgent need for comprehensive action. As we strive for a more equitable and just world, addressing child food poverty must be a priority. By ensuring that all children have access to adequate nutrition, we can lay the foundation for a healthier, more prosperous future for individuals and society as a whole. The fight against child food poverty is not just a moral imperative but an investment in our collective future. Healthy, well-nourished children are more likely to grow into productive, contributing members of society. The benefits of addressing this issue extend beyond individual well-being, enhancing economic stability and social harmony. It is incumbent upon us all to recognize and act upon the understanding that every child deserves the right to adequate nutrition and the opportunity to thrive.
Despite all of these existent challenges, it is very definitely possible to end child food poverty. The world needs targeted interventions to transform food, health, and social protection systems, and also take steps to strengthen data systems to track progress in reducing child food poverty. All these manoeuvres must comprise a concerted effort towards making nutritious and diverse diets accessible and affordable to all. We need to call for child food poverty reduction to be recognized as a metric of success towards achieving global and national nutrition and development goals.
Material from UNICEF reports and AI assistance are acknowledged.
Opinion
Do opinion polls matter?
By Dr Upul Wijayawardhana
The colossal failure of not a single opinion poll predicting accurately the result of the Indian parliamentary election, the greatest exercise in democracy in the world, raises the question whether the importance of opinion polls is vastly exaggerated. During elections two types of opinion polls are conducted; one based on intentions to vote, published during or before the campaign, often being not very accurate as these are subject to many variables but exit polls, done after the voting where a sample tally of how the voters actually voted, are mostly accurate. However, of the 15 exit polls published soon after all the votes were cast in the massive Indian election, 13 vastly overpredicted the number of seats Modi’s BJP led coalition NDA would obtain, some giving a figure as high as 400, the number Modi claimed he is aiming for. The other two polls grossly underestimated predicting a hung parliament. The actual result is that NDA passed the threshold of 272 comfortably, there being no landslide. BJP by itself was not able to cross the threshold, a significant setback for an overconfident Mody! Whether this would result in less excesses on the part of Modi, like Muslim-bashing, remains to be seen. Anyway, the statement issued by BJP that they would be investigating the reasons for failure rather than blaming the process speaks very highly of the maturity of the democratic process in India.
I was intrigued by this failure of opinion polls as this differs dramatically from opinion polls in the UK. I never failed to watch ‘Election night specials’ on BBC; as the Big Ben strikes ‘ten’ (In the UK polls close at 10pm} the anchor comes out with “Exit polls predict that …” and the actual outcome is often almost as predicted. However, many a time opinion polls conducted during the campaign have got the predictions wrong. There are many explanations for this.
An opinion poll is defined as a research survey of public opinion from a particular sample, the origin of which can be traced back to the 1824 US presidential election, when two local newspapers in North Carolina and Delaware predicted the victory of Andrew Jackson but the sample was local. First national survey was done in 1916 by the magazine, Literary Digest, partly for circulation-raising, by mailing millions of postcards and counting the returns. Of course, this was not very scientific though it accurately predicted the election of Woodrow Wilson.
Since then, opinion polls have grown in extent and complexity with scientific methodology improving the outcome of predictions not only in elections but also in market research. As a result, some of these organisations have become big businesses. For instance, YouGov, an internet-based organisation co-founded by the Iraqi-born British politician Nadim Zahawi, based in London had a revenue of 258 million GBP in 2023.
In Sri Lanka, opinion polls seem to be conducted by only one organisation which, by itself, is a disadvantage, as pooled data from surveys conducted by many are more likely to reflect the true situation. Irrespective of the degree of accuracy, politicians seem to be dependent on the available data which lend explanations to the behaviour of some.
The Institute for Health Policy’s (IHP) Sri Lanka Opinion Tracker Survey has been tracking the voting intentions for the likely candidates for the Presidential election. At one stage the NPP/JVP leader AKD was getting a figure over 50%. This together with some degree of international acceptance made the JVP behave as if they are already in power, leading to some incidents where their true colour was showing.
The comments made by a prominent member of the JVP who claimed that the JVP killed only the riff-raff, raised many questions, in addition to being a total insult to many innocents killed by them including my uncle. Do they have the authority to do so? Do extra-judicial killings continue to be JVP policy? Do they consider anyone who disagrees with them riff-raff? Will they kill them simply because they do not comply like one of my admired teachers, Dr Gladys Jayawardena who was considered riff-raff because she, as the Chairman of the State Pharmaceutical Corporation, arranged to buy drugs cheaper from India? Is it not the height of hypocrisy that AKD is now boasting of his ties to India?
Another big-wig comes with the grand idea of devolving law and order to village level. As stated very strongly, in the editorial “Pledges and reality” (The Island, 20 May) is this what they intend to do: Have JVP kangaroo-courts!
Perhaps, as a result of these incidents AKD’s ratings has dropped to 39%, according to the IHP survey done in April, and Sajith Premadasa’s ratings have increased gradually to match that. Whilst they are level pegging Ranil is far behind at 13%. Is this the reason why Ranil is getting his acolytes to propagate the idea that the best for the country is to extend his tenure by a referendum? He forced the postponement of Local Governments elections by refusing to release funds but he cannot do so for the presidential election for constitutional reasons. He is now looking for loopholes. Has he considered the distinct possibility that the referendum to extend the life of the presidency and the parliament if lost, would double the expenditure?
Unfortunately, this has been an exercise in futility and it would not be surprising if the next survey shows Ranil’s chances dropping even further! Perhaps, the best option available to Ranil is to retire gracefully, taking credit for steadying the economy and saving the country from an anarchic invasion of the parliament, rather than to leave politics in disgrace by coming third in the presidential election. Unless, of course, he is convinced that opinion polls do not matter and what matters is the ballots in the box!
Opinion
Thoughtfulness or mindfulness?
By Prof. Kirthi Tennakone
ktenna@yahoo.co.uk
Thoughtfulness is the quality of being conscious of issues that arise and considering action while seeking explanations. It facilitates finding solutions to problems and judging experiences.
Almost all human accomplishments are consequences of thoughtfulness.
Can you perform day-to-day work efficiently and effectively without being thoughtful? Obviously, no. Are there any major advancements attained without thought and contemplation? Not a single example!
Science and technology, art, music and literary compositions and religion stand conspicuously as products of thought.
Thought could have sinister motives and the only way to eliminate them is through thought itself. Thought could distinguish right from wrong.
Empathy, love, amusement, and expression of sorrow are reflections of thought.
Thought relieves worries by understanding or taking decisive action.
Despite the universal virtue of thoughtfulness, some advocate an idea termed mindfulness, claiming the benefits of nurturing this quality to shape mental wellbeing. The concept is defined as focusing attention to the present moment without judgment. A way of forgetting the worries and calming the mind – a form of meditation. A definition coined in the West to decouple the concept from religion. The attitude could have a temporary advantage as a method of softening negative feelings such as sorrow and anger. However, no man or woman can afford to be non-judgmental all the time. It is incompatible with indispensable thoughtfulness! What is the advantage of diverting attention to one thing without discernment during a few tens of minute’s meditation? The instructors of mindfulness meditation tell you to focus attention on trivial things. Whereas in thoughtfulness, you concentrate the mind on challenging issues. Sometimes arriving at groundbreaking scientific discoveries, solution of mathematical problems or the creation of masterpieces in engineering, art, or literature.
The concept of meditation and mindfulness originated in ancient India around 1000 BCE. Vedic ascetics believed the practice would lead to supernatural powers enabling disclosure of the truth. Failing to meet the said aspiration, notwithstanding so many stories in scripture, is discernable. Otherwise, the world would have been awakened to advancement by ancient Indians before the Greeks. The latter culture emphasized thoughtfulness!
In India, Buddha was the first to deviate from the Vedic philosophy. His teachers, Alara Kalama and Uddaka Ramaputra, were adherents of meditation. Unconvinced of their approach, Buddha concluded a thoughtful analysis of the actualities of life should be the path to realisation. However, in an environment dominated by Vedic tradition, meditation residually persisted when Buddha’s teachings transformed into a religion.
In the early 1970s, a few in the West picked up meditation and mindfulness. We Easterners, who criticize Western ideas all the time, got exalted after seeing something Eastern accepted in the Western circles. Thereafter, Easterners took up the subject more seriously, in the spirit of its definition in the West.
Today, mindfulness has become a marketable commodity – a thriving business spreading worldwide, fueled largely by advertising. There are practice centres, lessons onsite and online, and apps for purchase. Articles written by gurus of the field appear on the web.
What attracts people to mindfulness programmes? Many assume them being stressed and depressed needs to improve their mental capacity. In most instances, these are minor complaints and for understandable reasons, they do not seek mainstream medical interventions but go for exaggeratedly advertised alternatives. Mainstream medical treatments are based on rigorous science and spell out both the pros and cons of the procedure, avoiding overstatement. Whereas the alternative sector makes unsubstantiated claims about the efficacy and effectiveness of the treatment.
Advocates of mindfulness claim the benefits of their prescriptions have been proven scientifically. There are reports (mostly in open-access journals which charge a fee for publication) indicating that authors have found positive aspects of mindfulness or identified reasons correlating the efficacy of such activities. However, they rarely meet standards normally required for unequivocal acceptance. The gold standard of scientific scrutiny is the statistically significant reproducibility of claims.
If a mindfulness guru claims his prescription of meditation cures hypertension, he must record the blood pressure of participants before and after completion of the activity and show the blood pressure of a large percentage has stably dropped and repeat the experiment with different clients. He must also conduct sessions where he adopts another prescription (a placebo) under the same conditions and compares the results. This is not enough, he must request someone else to conduct sessions following his prescription, to rule out the influence of the personality of the instructor.
The laity unaware of the above rigid requirements, accede to purported claims of mindfulness proponents.
A few years ago, an article published and widely cited stated that the practice of mindfulness increases the gray matter density of the brain. A more recent study found there is no such correlation. Popular expositions on the subject do not refer to the latter report. Most mindfulness research published seems to have been conducted intending to prove the benefits of the practice. The hard science demands doing the opposite as well-experiments carried out intending to disprove the claims. You need to be skeptical until things are firmly established.
Despite many efforts diverted to disprove Einstein’s General Theory of Relativity, no contradictions have been found in vain to date, strengthening the validity of the theory. Regarding mindfulness, as it stands, benefits can neither be proved nor disproved, to the gold standard of scientific scrutiny.
Some schools in foreign lands have accommodated mindfulness training programs hoping to develop the mental facility of students and Sri Lanka plans to follow. However, studies also reveal these exercises are ineffective or do more harm than good. Have we investigated this issue before imitation?
Should we force our children to focus attention on one single goal without judgment, even for a moment?
Why not allow young minds to roam wild in their deepest imagination and build castles in the air and encourage them to turn these fantasies into realities by nurturing their thoughtfulness?
Be more thoughtful than mindful?


