Masters, not just graduates: Reclaiming purpose in university education

For decades, the Sri Lankan education system has been subject to criticism for its failure to nurture true masters within each academic and professional discipline.

- BY SENIOR PROF. E.P.S. CHANDANA

At the heart of this issue lies a rigid, prescriptive structure that compels students to strictly adhere to pre-designed course modules, leaving little room for creativity, independent inquiry, or the pursuit of personal intellectual passions.

Although modern curricular frameworks may appear to allocate space for creativity and personal exploration, in practice, these opportunities remain superficial and ineffective. The modules that are meant to encourage innovation and critical thinking often fall short because students are still bound by rigid assessment criteria and narrowly defined outcomes. As a result, students are rarely encouraged—or even permitted—to question, reinterpret, or expand upon the knowledge presented to them.

This tightly controlled learning environment causes students to lose touch with their individual intellectual identity. The system does not provide sufficient opportunities, time, or structured programmes for students to reflect upon, explore, and rediscover their own sense of self, interests, and aspirations within their chosen disciplines. Instead of fostering thinkers, innovators, and creators, the system molds students into passive recipients of knowledge, trained to conform rather than lead or challenge.

This process ultimately produces what can be described as intellectual laborers or academic slaves—individuals who possess qualifications but lack the mastery, confidence, and creative agency required to meaningfully contribute to the evolution of their fields.

Lessons from history: How true masters emerged

Throughout history, true Masters in various fields have always been exceptional for reasons beyond the traditional boundaries of formal education. These individuals achieved greatness not because they followed prescribed curricula or sought the approval of educational institutions, but because they followed their inner callings with discipline, passion, and unwavering commitment.