Two Lizards, My Companions

 

We live among people, family, friends, yet often in isolation. We seldom share our uncertainties and doubts but try to resolve them in our minds. Yet, this solitary isolation is gently pierced every day in my workspace at home by two hidden lizards who are seldom seen but seem to know my thoughts. One is always in my study; the other hides within the leaves of the rambutan tree at the edge of the veranda. They have become my companions. When the weight of my unuttered hesitations becomes too heavy, their timely chirps break through the silence to validate the thought in my mind. Their chirping has become a reassuring sound that steadies my thoughts and gives me confidence.

They are beings of stillness and shadow, rarely seen but deeply felt. They do not demand attention, yet they engage in a silent dialogue with my thoughts. As I sit in contemplation, wrestling with the formless weight of an abstract idea, a sudden, sharp chirp breaks the silence. This chik, chik, chik punctuation is never arbitrary; it arrives uncannily at the precise moment when a question is posed in my mind. Not always, but only with some thoughts that they seem to confirm. To experience this is to realize that our minds do not think in isolation. Instead, my thoughts seem to ripple outward, meeting an immediate, living affirmation from the environment itself.

This phenomenon forces us to reconsider our relationship with the living world. It is the very essence of Palli Sastram, an ancient framework that views the movements and sounds of these creatures not as random noise, but as meaningful signs intimately bound to our lives. When these hidden companions chirp in response to a breakthrough in my mind, they disrupt the artificial boundary between us and nature. They remind us of what these timeless traditions have long held: that we are woven into an interconnected stream of existence where everything listens, everything responds, and everything vibrates in a shared rhythm. In the quiet echo of their call, the universe feels a little less empty, and the act of thinking becomes a communal act of being.

The Pleasures of Retirement

 One of the delights of being retired is that you are free of daily schedule. You now have the time to return to those interests that you did not have the time to explore. Internet with AI helps you return to those missed things.

One of my most pleasurable adventures of this period without schedules is watching old Tamil movies and songs from those movies. There is a profound difference between watching a film to escape a busy work week versus watching it with the unhurried, spacious mind of retirement. Free from the ticking clock, you can actually pause, rewatch a scene, look up the lyrics, and notice the subtle camera angles or the literary depth that flew past during your younger years. So much that was missed in the first encounters in the past now comes to light.

What prompted these thoughts today was a YouTube video of M. S. Rajeswari songs. The different tones and emotions of songs I have heard a thousand times suddenly took on a new clarity. From the seductive playfulness of “Oh Rasikkum Seemane” to the deep longing of “Pudhu Pennin Manadhai”, these songs hold your attention as no book ever could. I have added below the URL to the video.

https://www.youtube.com/watch?v=IRflNAzMt5g&list=RDIRflNAzMt5g&start_radio=1 

Act 605 May Not Withstand a Constitutional Challenge

 Act 605’s restrictions on criticism have had a chilling effect on academic discourse for more than a decade. This article contends that these provisions may be unconstitutional and calls for a principled re‑examination of the Act within higher‑education reform.

 The Statutory Bodies (Discipline and Surcharge) Act 2000 (better known as Act 605) represents the high‑water mark of the bureaucratisation of public universities. When Parliament enacted Act 605, its purpose was straightforward: to close a legal gap that had exempted employees of statutory bodies from the Public Service Department’s disciplinary code. In effect, Act 605 was designed to extend civil‑service‑style disciplinary control to officers of statutory bodies incorporated by federal law.

Act 605 came into force on 1 November 2000. Section 2(1) provides that the Act applies to all statutory bodies except those listed in the First Schedule. Universities established under the Universities and University Colleges Act 1971 (UUCA) are not listed as exceptions. The Act defines a statutory body broadly as any entity incorporated by federal law for the purposes of the Federal Government, excluding only local authorities. On its face, this definition appears wide enough to include public universities.

The first judicial consideration of Act 605’s application to universities arose in Universiti Utara Malaysia (UUM) v. Mutiara Mohamad & Others & Another [2011 8 MLRH 650. The case concerned the dismissal of a lecturer who had refused to sign the Aku Janji undertaking and failed to report for duty. A preliminary issue before the court was whether the disciplinary proceedings should have been governed by Act 605 or by the UUCA. At the time the case was initiated in 2007, the UUCA still contained its own disciplinary provisions under section 16A, which vested disciplinary authority in the university’s Board of Directors. These provisions were only deleted in 2009 through the University Colleges (Amendment) Act.

It was undisputed that UUM had conducted the disciplinary proceedings under Act 605. The university argued that it was a statutory body within the meaning of the Act and therefore subject to its disciplinary regime. The lecturer contended that UUM was merely a body corporate governed by the UUCA, and that Act 605 did not apply. The court held that a body corporate could also be a statutory body, and that Act 605 applied to UUM from the moment it came into force. Section 28 of Act 605, the court noted, expressly provides that disciplinary provisions in an incorporating statute cease to apply once Act 605 is in force.

Act 605 and the Nature of the University

While the court’s reasoning resolved the statutory interpretation question, it did not address a deeper issue: whether applying Act 605 to universities is compatible with the nature, purpose, and constitutional position of higher‑education institutions. The court did not consider whether the Code of Conduct imposed by Act 605, designed for general statutory bodies, was appropriate for universities, whose functions and freedoms differ fundamentally from those of ordinary government‑linked entities.

This omission is significant. The Code of Conduct under Act 605 prohibits officers from criticising the statutory body or the government, and penalises statements deemed “detrimental,” “embarrassing,” or “prejudicial” to the institution. These prohibitions strike at the heart of academic freedom. Universities depend on open discourse, debate, and the ability of scholars to question institutional and governmental decisions. A disciplinary code that prohibits criticism is antithetical to the intellectual mission of a university.

Act 605 and University Autonomy

Moreover, the application of Act 605 undermines the autonomy of universities, which Malaysian courts have recognised for decades. University autonomy necessarily includes the ability to determine disciplinary norms appropriate to academic work. While other statutory bodies may also have had internal disciplinary rules, university disciplinary frameworks serve a unique function: they define and protect academic freedoms, collegial governance, and the rights of scholars to engage in inquiry without fear of administrative retaliation. These features are not present in other statutory bodies, which do not share the governance architecture established under the UUCA in the schedule constitution.

Freedom of Speech and Act 605

Beyond governance concerns, Act 605 raises a serious constitutional issue that was not argued in Mutiara Mohamad. Article 10(1)(a) of the Federal Constitution guarantees that “every citizen has the right to freedom of speech and expression.” This right applies fully within universities. It protects academics, researchers, administrators, and students. It is foundational to academic freedom, institutional integrity, and evidence‑based policy development.

Parliament may restrict speech only for the specific purposes listed in Article 10(2): national security, friendly relations with other countries, public order, morality, parliamentary privileges, court proceedings, contempt of court, defamation, and incitement to an offence. These exceptions are narrow and intended to safeguard public interests—not institutional reputation or administrative convenience.

The constitutional argument is strengthened by the recent Federal Court decision in Amir Hariri Abd Hadi v PP (2025). The Federal Court reaffirmed that any statutory restriction on rights under Article 10 must satisfy the doctrine of proportionality, which is constitutionally grounded in Article 8(1). The Court emphasised that restrictions under Article 10(2) “are not without limit” and must be proportionate to legitimate aims such as security or public order. The Court’s analysis makes clear that disproportionate restrictions on constitutional freedoms are void under Article 4(1). Act 605’s broad prohibitions on criticism, aimed at protecting institutional reputation rather than any constitutionally recognised ground, cannot meet this proportionality threshold.

In light of Article 10 and the Federal Court’s reaffirmation of proportionality, the speech‑restricting provisions of Act 605 are unlikely to withstand a serious constitutional challenge. They do not serve any of the permitted constitutional purposes and are therefore void to the extent of their inconsistency with the Federal Constitution. As Malaysia undertakes a review of higher‑education legislation, it is essential to confront the implications of Act 605. Restoring university autonomy, protecting academic freedom, and ensuring that disciplinary frameworks align with constitutional rights are critical steps toward strengthening Malaysia’s higher‑education system and enhancing its global competitiveness.