Senaka Weeraratna

( with assistance from Chat GPT)

The removal of the study of the Humanities i.e., classics, literature and philosophy, from the syllabus of school children in Sri Lanka has destroyed their capacity to think and value thought of different shades , and made them into what Herbert Marcuse has unequivocally described as the ‘One Dimensional Man ‘ – an intellectually stunted individual. 

Critical observers of the Sri Lankan education system argue that the decline of the humanities—specifically

classics, literature, and philosophy—has led to a “one-dimensional” student profile. This shift is often attributed to a transition from holistic, value-based learning toward a “banking model” of education that prioritizes rote memorization, standardized testing, and narrow employability. 

The Shift Toward “One-Dimensionality”

The concept of the “One-Dimensional Man”, formulated by Herbert Marcuse, describes individuals in a society where critical, “negative” thinking is suppressed by a culture of conformity and consumerism. In the context of Sri Lankan education: 

• Commodification of Knowledge: Education is increasingly viewed through a lens of “market demands,” focusing on producing “employable graduates” rather than critical thinkers.
• Loss of Critical Distance: Marcuse argued that the humanities provide a “second dimension”—a space to imagine alternatives to the status quo. Removing these subjects limits students’ ability to transcend their immediate reality and question established systems.
• Standardized Conformity: The current system’s reliance on credentials and job-oriented skills is seen as a form of “repressive” education that stifles independent reasoning and moral discernment. 

Historical Context and Curriculum Changes

Sri Lanka has a long history of classical education, from ancient monastic traditions (Pirivena) teaching Sanskrit, Pali, and philosophy to the colonial-era inclusion of Latin and Greek. 

• Early Legacy: Ancient education focused on religion, literature, and arts, providing a “solid foundation” for systematic thought.
• Modern Reforms: Recent curriculum shifts have moved away from these aesthetic and philosophical subjects. For instance, there were recent concerns regarding the potential removal of traditional aesthetic subjects like art, music, and dancing from the O’ Level syllabus to reduce the subject load.
• Resulting Gaps: Experts note that while quantitative access to education has increased, the quality and depth of critical consciousness have declined, leaving students ill-prepared for complex, 21st-century problem-solving. 

Impacts on Thought and Values

The removal or marginalization of the humanities has specific cognitive and social consequences:

• Diminished Empathy: Literature and classics are foundational for developing empathy and the ability to value “thought of different shades”.
• Lack of Ethical Framework: Philosophy provides a basis for defining objectives and making intentional, rather than reactive, life decisions.
• Rote Learning Dominance: Without the “negative thinking” encouraged by the humanities, students often rely on confirmation bias and over-reliance on authority, hallmarks of Marcuse’s one-dimensional society. 

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AI Overview

The removal of classics, literature, and philosophy from school curricula hampers the development of critical, multi-faceted thinking, creating “One-Dimensional Man” as Herbert Marcuse argued

. This suppression of critical thought leads to a non-critical, conformist society that accepts, rather than questions, prevailing power structures, technology, and consumer culture. 

• Impact on Critical Thinking: Classics, literature, and philosophy foster analytical, ethical, and critical thinking skills essential for a democratic society, argue sources such as UCI School of Humanities and Society for Classical Learning.
• Marcuse’s ‘One-Dimensional Man’: Marcuse argued that industrial societies and high-tech capitalism use a “non-critical” form of thinking, flattening perspectives by integrating people into a one-dimensional mindset, explains ICNS – Instituto de Ciencias de Nutrición y Salud and Deutsche Nationalbibliothek.
• Result of Curricular Changes: Removing humanities forces students to view the world through a limited, often technical or utilitarian lens, reducing their ability to conceptualize alternatives or critique society, notes PhilPapers.
• Loss of Diverse Perspectives: Without literature and philosophy, students lose exposure to varied viewpoints and historical perspectives that challenge prevailing, often dominant, ideologies. 

This educational shift promotes social conformity over “negative thinking,” which is crucial for recognizing and opposing oppression, says The Ted K Archive. 

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