A nation without memory of the past is a nation at risk

Why Sri Lanka must teach its own history and learn from the history lessons of other nations

By Emeritus Professor Ranjith Senaratne and Naushard Cader

A nation’s future is shaped not only by its economic policies or technological progress, but by the historical consciousness of its people—especially its younger generation. Education is the most powerful means through which a society transmits its collective memory, values, and sense of purpose. Within this process, history occupies a singular and irreplaceable role. It is history that tells a child who they are, where they come from, what their forebears endured, and what responsibilities they inherit as citizens.

For Sri Lanka—a country blessed with a documented and continuous history spanning over 2,500 years—the teaching of national history to schoolchildren is not merely an academic exercise. It is a strategic national investment. Yet, alarmingly, despite this unparalleled historical inheritance, there is a perceptible weakening of patriotism, national pride, and collective consciousness among sections of the present generation. This is not without consequence. A generation disconnected from its history becomes vulnerable to confusion, fragmentation, and external manipulation.

Childhood and adolescence are formative periods during which identity, values, and attitudes toward society take shape. If historical awareness is absent at this stage, it is rarely acquired later with depth or conviction. Teaching history to schoolchildren instils a sense of belonging to something larger than oneself, respect for sacrifice and sovereignty, moral clarity drawn from past struggles, and critical thinking through an understanding of cause and consequence. More importantly, history teaches that the freedoms and institutions children inherit were hard-won, not accidental. When young minds fail to grasp this truth, complacency sets in—and complacency is the precursor to national decline.

History must therefore be taught purposefully, rigorously, and meaningfully in schools—not to glorify the past uncritically, but to draw inspiration, wisdom, and cautionary lessons essential for building a confident nation: cohesive, inclusive, multi-faith, multilingual, multicultural, multi-ethnic, and resilient—above all, united.

Global lessons: how nations have used history to build unity and strength

World history is replete with compelling examples that demonstrate how national consciousness and patriotism, cultivated through shared historical understanding, have served as decisive forces in nation-building and national development.

Post-apartheid South Africa stands as a powerful illustration. The nation’s transition from institutionalised racial division to a democratic state was made possible not merely through political negotiation, but through a deliberate engagement with history—acknowledging injustice, honouring struggle, and forging a collective identity that transcended past divisions and oppression.

Similarly, the Indian Independence Movement, led by figures such as Mahatma Gandhi and Jawaharlal Nehru, was sustained by a deep awareness of India’s civilisational past and moral traditions. Recent archaeological discoveries and carbon dating of sites such as Keeladi and Korkai in Tamil Nadu further reinforce pride in India’s ancient civilisation. History served as both inspiration and guide, enabling millions to unite across linguistic, religious, and regional differences in pursuit of freedom.

Post–World War II Germany embraced universal franchise and equality for all citizens regardless of race, religion, or ethnicity. Inclusive values were taught from early childhood through schools. Historical accounts were utilised as anchors to build a more just society, supported by law and institutions. National consciousness evolved around equality, responsibility, and accountability.

In post–World War II Japan, history informed national policy in order to become a peaceful and prosperous nation. Excessive military expenditure was redirected toward education, public health, innovation, and industrial development. Traditional values were integrated into collaborative work ethics and modernisation efforts. Learning from historical failure enabled Japan to transition from concentrated family control of the economy to a more democratic capitalist system.

In many advanced nations today, history occupies a central place in school curricula. In the United Kingdom, British history is compulsory at key stages of education to instil civic responsibility and national awareness. The errors and horrors of colonialism are openly discussed in classrooms to discourage exploitation and human injustice. In France, national history is inseparable from citizenship education and republican values. The lessons of tyranny and the dividends of liberty remain central to French historical consciousness.

China invests heavily in historical education to reinforce continuity, unity, and national purpose. These countries recognise that history is not merely about the past; it is about shaping informed, disciplined, and socially responsible citizens for the future.

Singapore and Switzerland also learned carefully from history. Singapore adopted English as a common language while recognising Malay, Mandarin, and Tamil as official languages to bridge ethnic diversity. Switzerland enshrined four national languages—German, French, Italian, and Romansh—within its legal system, ensuring equality and coexistence. In both countries, historical lessons shaped national cohesion and governance. Sri Lanka’s experience is no less deserving of such seriousness and commitment. The nation can learn not only from its own past but also from the histories of others.

Sri Lanka’s civilisational legacy: Wisdom in governance, public purpose, and sustainability

Sri Lanka’s history is not a footnote in world civilisation; it is a chapter of enduring relevance and exemplary governance. From Anuradhapura to Polonnaruwa, the island nurtured a civilisation marked by administrative sophistication, ethical leadership, and ecological intelligence.

The hydraulic civilisation of Sri Lanka remains one of the most remarkable achievements of the ancient world. Kings such as Dhatusena, builder of the Kala Wewa, understood water not merely as a resource but as a public trust essential for survival and prosperity. His works laid the foundation for centuries of agricultural stability and abundance of drinking water.

This tradition reached its zenith under King Parakramabahu the Great, whose famous adage—
“Let not even a drop of water flow into the ocean without being made useful for the benefit of all on Earth”—encapsulates a philosophy of sustainable development that modern societies are only now rediscovering. Teaching such history instils pride in indigenous knowledge systems and counters the notion that wisdom must always come from elsewhere.

Sri Lanka’s past also offers enduring lessons in leadership and justice. King Dutugemunu symbolises unity, courage, and devotion to the nation. His respect for King Elara—an adversary remembered for unwavering justice, even toward animals—demonstrates that ethical governance and rule of law are deeply rooted in Sri Lanka’s historical identity.

Sri Lanka also pioneered public healthcare. King Pandukabhaya established the first known hospital in the 4th century BCE and introduced the concept of a “clean city.” King Buddhadasa, the physician-king of the 3rd century CE, advanced surgery and specialised care. Sri Lankan kings invited medical practitioners from abroad, including Greco-Arab Unani traditions, showing early international collaboration.

Through such narratives, children encounter models of principled leadership, ethical governance, and social responsibility—qualities vital for future citizens and leaders.

Moral traditions, freedom struggles, and the shaping of national values

The arrival of Buddhism in the third century BCE through Arahant Mahinda Thero marked a civilisational transformation. Buddhism shaped governance, education, conflict resolution, and social harmony, nurturing values of compassion, tolerance, and moderation essential for a plural society.

Sri Lanka’s resistance to colonial domination forms another defining chapter. Madduma Bandara, Weera Keppetipola, Wariyapola Sri Sumangala Thero, and even a Muslim woman from Uva Paranagama who sacrificed her life protecting King Rajasingha II exemplified extraordinary courage and patriotism.

Teaching these stories ensures that independence is understood not as a gift but as an achievement forged through suffering and resolve. A generation ignorant of these lessons and struggles risks undervaluing the freedom; and may fail to defend it.

The dangers of historical amnesia in a globalised world

A bitter quarter-century of ethnic conflict taught Sri Lanka the importance of peace, inclusiveness, empathy, and unity as children of one Mother Lanka.

The 2004 tsunami united all communities in collective recovery. The same spirit was witnessed during recent natural disasters. Such experiences demonstrate resilience, social capital, and compassion—lessons invaluable for shaping emotionally mature and socially responsible citizens.

The absence of historical awareness has far-reaching and potentially disastrous consequences. A society disconnected from its past becomes vulnerable to distorted narratives, erosion of values, and weakening national cohesion. In a globalised world saturated with external influences, history education serves as both a formative and protective force. Teaching history in Sri Lankan schools is therefore not optional—it is urgent and indispensable. History shapes identity; identity shapes values; and values shape national destiny.

Concluding reflection

History is not merely a subject of the past; it is the conscience of a nation and the compass of its future. A people who forget their story will soon lose their direction. Sri Lanka stands today at a decisive moment when global forces, cultural erosion, and historical amnesia threaten to weaken the foundations of national unity and identity. To teach our children their history is therefore not an academic luxury but a patriotic duty. It is through history that young minds learn the meaning of sacrifice, the value of freedom, and the responsibility of citizenship. If we fail in this duty, we risk raising a generation unanchored to its roots and indifferent to its destiny. But if history is taught with honesty, depth, and pride, we shall nurture citizens who are resilient in crisis, ethical in conduct, and steadfast in their love for the nation. The classroom thus becomes the first line of defence of sovereignty and values.

History must be taught, treasured, and transmitted to safeguard our heritage of Metta, Karuna, Muditha, and Upekkha, and to build a flourishing Sri Lanka that is united and inclusive of all its citizens irrespective of caste, creed, ethnicity, religion, language, or political ideology. To safeguard Sri Lanka’s future, we must first safeguard its memory—by ensuring that history is preserved and passed on to every child as the living inheritance of a proud and enduring civilisation.

(Professor Ranjith Senaratne is a former Vice-Chancellor, University of Ruhuna and former Chairman, National Science Foundation. Naushard Cader is a chartered accountant and former co-chairman, Harvard University Alumni Association – Continuing Education Committee)