Volume 04 - 2014/2015
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/16345
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Item An Analytical Study on the Tea Culture of China and Sri Lanka(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Sumuduni, M.M.Y.C.; Piyumali, D.M.R.Item Diasporic Female Indian Writers in Diasporic Indian English Fiction(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Hirimuthugoda, H.D.Item Japanese Spirit Based on Japanese Tea Culture(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Balasooriya, B.M.U.Item A Journey to Discover Zen(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Balasooriya, B.A.D.N.Item Linguistic and Philosophical Origins of the Korean Alphabet (Hangeul)(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Gunasinghe, G.U.P.Item New Paradigms in Sound Design: As an Effective Medium for Story Telling in Visual Media(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Munasinghe, T.Item Road for Better Relationships(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Illukpitiya, A.Item The Significance of Animal Metaphors: Émile Zola’s Thérèse Raquin and Patrick Suskind’s Perfume: The Story of a Murderer(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Ranasinghe, D.S.B.Item Simple Guidelines to Find Correct German Articles(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Dilhani, N.P.N.Item Spoken Language in Punkkuduthivu;(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Sivapathasuntharam, A.Item The Symbolical Impact of the Inclusion of the Ring Parable in The Drama “Nathan Der Weise” By Gotthold Ephraim Lessing(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Lansakara, L.H.M.D.S.Item A Theoretical Introduction to Wildlife Photography Genre(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Podduwage, D.R.Item Use of Poetry in Second Language Teaching and Learning(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Gardihewa, P.N.Item අධ්‍යාපන කාරකයක් ලෙස නාට්‍ය භාවිතය(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Kodagoda, K.A.A.I.It is a well known fact that there are three taxonomies of Educational activities or process of learning. Cognitive domain (Knowledge), Affective domain (attitudes or self) and kinesthetic domain (skills). As a practicable mechanism, art of drama has an effective capability to experience the above mentioned taxonomies practically. It assists in the process of learning with a variety of learning structures. Thus, the art of drama is capable of strengthening audio, visual and cognitive parts of learning. Drama allows student to follow experiential learning, moreover it helps a student to remember the above experience whenever he needs and this kind of learning can make a long lasting impact on the student.Item කෝට්ටේ යුගයේ සංදේශවලින් හෙළි වන බෞද්ධ අධ්‍යාපන සම්ප්‍රදාය පිළිබඳ විචාරාත්මක අධ්‍යයනයක්(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Madhumali, G.D.I.Information on Buddhist education reveals that the teaching of lord Buddha to his followers to adapt is considered a Buddhist educational concept. When Buddhism travelled across various countries, Buddhist education also expanded across countries making traditions of Buddhist education unique to countries. This theory is proven by observing the Sri Lankan Buddhist tradition. The purpose of this study is to discuss revealing factors of the Sri Lankan Buddhist education tradition in Sinhalese Literature. The subject of the study will be ‘Sandesha’ poetic literature of ‘kotte’ era known as the golden age of ‘Sandesha’. Poetic Literature is also important in terms of Buddhist education. I intend to explore ‘Sandesha’ poetic Literature to reveal factors of the Sri Lankan Buddhist education tradition. For primary sources ‘Sandesha’ Literature such as ‘Salalihini Sandeshaya’ ‘Hansa Sandeshaya’ written in the Kotte era are used and as secondary sources, views of critics will be studied.Item කොරියා රාජ්‍යයේ අධ්‍යාපන ක්‍රමවේදය පිළිබඳ විමර්ශනාත්මක විග්‍රහයක්(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Pathirana, I.V.N.Education is one of the measuring points of a country’s growth and development. Korea is considered a developed country in the world and it has a developed education system as well. On the other hand, Sri Lanka has also possessed an effective education system. In making the system better, Sri Lanka can involve the techniques of education followed in South Korea. This paper offers an introduction to South Korean education system and explores social problems in South Korea that occurred due to their education system. The purpose of this paper is to provide an insight into the Korean education system.Item ගැමි නාට්‍යයෙන් පෝෂණය වූ ජපන් නෝ නාට්‍ය කලාව සහ ශ්‍රී ලාංකේය නාට්‍ය කලාව පිළිබඳ තුලනාත්මක විග්‍රහයක්(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Liyanage, L.P.The great tradition of drama was influenced by folk drama. In this regard, Japanese folk dramas such as “Kagura”, “Gigaku” and “Bugaku” influenced the “Noh” drama style. Similarly, Sinhala dramas were inspired by Sinhalese folk dramas such as “Sokari”, “Kolam” and “Nadagam”. Both the Japanese and Sinhalese folk dramas were instrumental in developing a standard acting style, stage techniques, colour meaning and plot construction. This paper examines the development of the Japanese “Noh” drama tradition and the Sri Lankan dramas based on the influence of their respective folk drama traditions.Item චීනයේ සහ ජපානයේ භාවිත වන චීන අක්ෂරවල සම්භවය සහ විකාශය (රූපාක්ෂර කලාවේ සිට වත්මන් අක්ෂර කලාව දක්වා පැමිණි ගමන් මඟ)(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Kandambi, S.U.; Illukpitiya, A.Chinese characters are one of the most historical letters in the world. It has originated from pictographs about 4,000 years ago. Chinese traditional characters are also used in Japan and are called “Kanji”. Due to the large number of strokes in a single Chinese character, it has been converted to characters with a few strokes in order to facilitate writing. These simplified characters are called as “Hanzi” in China mainland carrying the historical value of ancient Chinese characters.Item ජී.බී. සේනානායක සහ නිදහස් කාව්‍ය සම්ප්‍රදාය(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Pavithrani, C.G. B. Senanayake could be identified as a poet who was stingy critiqued within the Sinhalese poetic field. He succeeded in signifying his own identity, approaching a different turn than the independent device which prevailed in the second poetic generation of the Colombo era. He introduced free verse to Sinhalese Literature. His short stories and poetic composition titled ‘paligenema’ is considered a landmark in the Sinhalese poetic field. Therefore, it could be concluded that there lies a possibility of paying special attention to words that identity the poetic dictum of G. B. Senanayake.Item ඥානය පිළිබඳ බෞද්ධ විග්‍රහය: සම කාලීන ඥාන මාර්ග සමඟ තුලනාත්මක අධ්‍යයනයක්(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Rajapaksha, D.M.It is noticed that the Buddha classified his predecessors and contemporaries in respect of the ways of knowledge, possessed by them as the Traditionalists, the Rationalists, and the Experientialists. In his address to the Kâlâmas, he criticises six ways of knowing based on authority and four ways of knowing based on reason on the ground that beliefs based on authority or reason may turn out to be true or he ends on the note that one should accept a proposition as true only when one has personal knowledge of it, taking into account the views of the wise. This emphasis on personal and direct knowledge is found throughout the Nikâyas and in trying to determine the ways of knowing recognised in the Canon, it is necessary to see clearly what was meant by this kind of knowledge. The fact that the Buddha claimed to be one of the recluses and Brahmins, who had a personal higher knowledge of a doctrine not found among doctrines traditionally handed down is clear evidence that the Buddha did not claim or consider himself to have a unique way of knowing denied to others.