IN GRATITUDE
An offering by
Neelkanth Chhaya
Akarmaa
Volume I
On Education
Foreword by Nicholas Ray
Transcribed lectures and conversations of Prof. Neelkanth Chhaya
In Gratitude Vol - 1, On Education
First Edition: January 2025
Design and Layout: Thiagarajan R
Illustration of Prof. Chhaya: Prakash Kamal
Art work: Rekha Chhaya
Copy Editor: Jayashree C
ISBN : 978 93 95560 63 4
Price : 750/-
Publisher: Thannaram - Akarmaa, Puliyanur Village, Singarapettai, Krishnagiri District - 635 307 +91 8270222007 | cuckoochildren@gmail.com
Supported by: Dr. Ramakrishna Prasad Pinnamaneni
Printers: Jothy Enterprises, Chennai
Copyleft
“Knowledge should explode and can never be managed” - Prof. Chhaya. The book is published with the intention to reach as many seekers as possible. However, we would be glad to know how you consciously and sensitively plan to use the content of this book. akarmaafoundation@gmail.com
Prayer for children with epilepsy
Dedicated to All fellow students…
HumilityPersonified
Prof.ChhayawasborninNairobiinafamilyoffivebrothersandsisters.His fatherwasinsistentthattheymustknowGujaratiandtheymustknowthe storiesofourlore.Therefore,athome,theyeitherhadtospeakinGujarati, SwahiliorEnglish,forbiddingamixtureoflanguages.Theyusedtocome toIndiaonwhatwascalled“homeleave”ofoneandahalfmonthsduring thecolonialperiod.LaterhecametoIndiatostudyarchitectureatCEPT, Ahmedabad,from1969to1975.Aftergraduation,heworkedwithProf.Anant RajeforashortwhileandthenreturnedtoNairobi,whereheworkedina privatefirmfrom1976to1984andlaterservedasalecturerattheUniversity ofNairobi.
HesettledinIndiain1984andstartedpracticinginpartnershipwithKallol JoshiatVadodara.OnwinningacompetitionfortheCentreforEnvironment Education,Ahmedabad,Chhaya,andKallolJoshi,movedtoAhmedabadand resumedpracticeunder‘MandalaDesignServices’.Thepracticewasjoined bySohanNilkanthin1990.Thethreepartnerspracticedtogethertill2000. AfewoftheprominentdesignsbyNeelkanthChhayaalongwithhis partnersinclude:
PrivateResidenceintheKenyahighlands,nearNairobi(1982-1984) CentreforEnvironmentEducation,Ahmedabad(1987-1992)
PostEarthquakeReconstructionofVavaniavillage,Gujarat(2001-2002) HousingforIsmailiCommunityatKompally,Hyderabad(2004)
KhamirCraftsResourceCentre,Kukma,Kutch(2004-2008) ExclusiveResortHotelatDarjeeling(2006-2007)
ChhayaWeekendHouse,Alloa,nearAhmedabad(2008-2018)
Theirdesignsreceivednationalandinternationalawardsandrecognition fromorganisationssuchastheSpectrumFoundationAward(2002),the IndianNationalTrustforArt,Culture,andHeritage(INTACH)(1991),and theNationalCompetitionfortheKarnawatiSportsandRecreationClub, Ahmedabad(1990),amongmanyothers.Since2001,hehasbeenpractising independently.Hispracticehaswonseveralnationalcompetitionsand
awards.Heisalsotheinauguralrecipientofthe‘BalkrishnaDoshiGuru RatnaAward2023’.Hispracticehasemphasisedadaptingbuiltformto physicalandsocialcontexts.Heisdeeplyinterestedintheculturalfactors thataffectarchitecture,especiallyinsocietiesofrapidchange.Hisprojects havewonmajornationalawards,andhehasalsowonseveralarchitectural competitions.Heispassionateabouttraditionalandartisanalknowledgein thebuiltenvironment.
HisteachingexperienceinhighereducationincludestheInstituteof EnvironmentalDesignatVallabhVidyanagarandVisitingProfessoratthe Master’sProgrammeforArchitectsfromDevelopingNations,Otaniemi TechnicalUniversity,Helsinki,beforejoiningtheSchoolofArchitectureat CEPTasafacultymemberin1987andretiredastheDeanin2013.Hehas beenanAdjunctFacultyatSrishtiInstituteofArt,DesignandTechnology, Bangalore,since2015,andholdstheUNESCOChairinHeritage,Sustainability andLivelihoodsatSrishti.HehasservedonAcademicCouncilsandBoards ofStudiesatseveralinstitutions.
HewasthecoordinatoroftheGandhiHeritageSitesdocumentationproject andco-authoredthebookGandhi’sPlacespublishedin2024.Hehasserved innumerousnationalcommitteesandboards,includingasaMemberofthe SenateoftheIndianInstituteofTechnology,GandhinagarandaMember oftheBuildingandWorksCommitteeoftheIndianInstituteofTechnology, Gandhinagar.HewaselectedastheChairmanoftheGoverningBoardofthe HunnarshalaFoundationin2015.HeisamemberoftheBoardofDirectors ofHunnarshalaFoundationandKhamirCraftResourceCenter,which empowerstraditionalknowledgeandsustainablepractices.
Hehasbeenamemberofthejuryofseveralnationalandinternational competitions,includingthePatliputraMuseumandNalandaUniversity competitions.Hehasactivelyandcentrallyparticipatedinnationaland internationallectures,workshops,exhibitions,andconferences.Inaddition totheinnumerablelecturesandconversationsinIndia,hehasalsobeenthe KeynoteSpeakerattheAnnualConferenceoftheAssociationofArchitectural EducatorsintheU.K.attheUniversityofSheffield(2014),InvitedSpeaker atUmeaSchoolofArchitecture,Umea,Sweden(2013),InvitedSpeaker atAarhusSchoolofArchitecture,Aarhus,Denmark(2013),andtheInvited SpeakerandPanelistattheInternationalArchitecturalEducationSummits atTokyo(2009),Madrid&Segovia(2011)andBerlin(2013)andmanyothers.
Preface
Alllivingbeingslearncontinually.Inordertorespondtotheirenvironment, inordertofindfood,inordertolive,continuallearningisnecessary.For humans,thisactivityoflearningmightbesupportedbypriorlearningsthat havebeenencodedinlanguage,customs,thearts,thetechniquesand methodsofcrafts–alllearntintheprocessofgrowingupfromdependent babyhoodtoself-supportingadulthood.
Inhumanlives,theactivityoflearningconsistsofbothfirsthand,embodied, personalresponsivenessaswellasreceivedlearningfromparents, communityandculture.Thefirstrequiresacuteandintenseengagement intheongoingphenomenaofthelearner’scontext,thesecondrequiresa steadycommitmenttoattentiveenculturationinthepracticesthatprevail inthelearner’sculture.
Allsocietiesfindwaystoenculturetheirmembers.Thatis,theyworkout customarymethodstotransmitboththenormsandvaluesaswellasthe methodsandtechniquesofsurvivalthattheyhaveaccruedovertime. Themethodsofenculturationmightbeperson-to-person,generation-togeneration,andmaytaketheformofinitiationritesatvariouslifestagesor specificformatsofassociationbetweenthosewhoneedtolearnandthose whohavelearnt.Suchwaysofknowledgecreationandtransmissionare oftenintegratedintosocialnormsanddonotnecessarilyhavespecialised personnelconductingthem.Allmembersaresupposedlypartofthe enculturationprocess.
Incontrast,learningthattriestobuildthecapacitytointenselyengage inbodilyandmentalresponsivenesstotheongoingchallengesofthe environmenthasoftendependeduponplay-thatunstructuredandopenendedexplorationandexperimentationthatseemstobenecessaryfor
creativeresponse.Theprocessesofplay,artisticcreation,andexploratory aswellasexperimentalinvestigationalldependonanadventurousoutlook necessaryforrespondingtopreviouslyunprecedentedsituations.
Atsomepoint,culturesbegantoorganisetheprocessoflearningand institutedmethodicalteachingprocedures.Atfirst,thissystematisationwas informal.Thosewhowantedtolearnapproachedthosewhohadmastered someknowledge.Theprocessoflearningwasconductedinsmallgroups, face-to-face,andnoqualificationswereoffered.Sometimes,acraftor knowledgedisciplineorganiseditselfintoaguild-likesocialgroup,setting upitsownstandardsandlevelsofcompetence.
Itisonlyinmuchrecenttimesthat‘education’wassystematicallyorganised atnationalandinternationallevels,withdefiniteanddistinctcurriculaand sequencesoflearning,methodsofjudgingcompetencethroughperiodic examinations–inshortacoordinatedsystemoftrainingandeducating ‘manpower’.Acompletegovernmentalandcorporatebureaucracyhadto bebuilttorunsuchamachineofproductionandqualitycontrol.
Fromthelearningprocess,thescenenowmovedtocreationofcertifiable products.Alltheparaphernaliaoftheindustrialandpost-industrialage naturallycameintoplay–adistinctmanagerialapproach,standardisation, massproduction,marketorientation,specialisationanddiversification, advertisingandbranding–allthesefeaturesbecameactiveintheconsumer economyof‘education’.
Enculturationandplayasexplorationwereboththoughttobelessimportant thaneducation.
Asinformationgrowsexponentially,andthetools,skillsandnomenclatures ofallpracticeschangeincessantly,itbecomesincreasinglydifficulttodefine disciplinaryknowledge.Thedrivetocreateexpertiseisnolongervalidas expertiseitselfiscontinuouslymadeobsolete.Themodernistoutlookonthe learningspaceisthuschallenged.
Thisperhapsisthegreatestopportunityavailabletous.Ifwedonotknow forsurewhattheproblemis,wecannotfocusonfindingthesolution.If disciplinesarelosingtheirboundaries,wecannothopetoeducatetocreate ‘relevant’expertise.
Itmightnowbeimportant,possibleandevenutterlynecessarythatlearning oughttoactivatetheabilitytointenselyrespondtothedynamicconditions ofourexistence.Themarketdoesnotunderstandthisnewsituation,and itwillbetheresponsibilityoflearningplacestocreateatmospheresof adventurous,free,embodiedandplayfulexploration.
Prof.NeelkanthChhaya
TotheReader
Thisbookhasbeenthefoundationalideaofagroupofyoungenthusiastic fellowsatAkarmaaFoundationandcompilesaseriesoftranscribedaudio interviews,podcasts,andlecturesofProf.NeelkanthChhaya,withanaim toallowhisvoice,thoughts,perspectives,andinsightstoreachawider audience.Oneofthemainreasonsforthisbooktohavetakenshapeis thattheprofoundimpactProf.Chhayahashadonbotheducationand architecturedeservestobeimmortalisedinmorewaysthanone.These conversations,recordedoverthespanofalittleoveradecade,delveinto thetopicsofeducation,architecture,politics,humanities,etc.,withsocial commentaryandculturalframesofreference.
Theaudiorecordingshavebeensourcedfromvariedorganisations, institutions,andpodcastchannels,asgivenduecreditsinthebook.Weare gratefultotheoriginalproducersandinterviewersforgrantinguspermission topublishtheirmaterialinbookform.Thebookalsoincludesarticlesthat enrichandaddmoredepthtothetopicsofdiscussion.Thiscompilationaims tonotonlypreserveProf.Chhaya’sinsightsbutalsohopestoinspirecritical thinkingandthoughtfuldiscussionsonthetopicscovered.
Theaudiorecordingsofeachinterview,podcast,andlecturehavebeen transcribedasfaithfullyaspossible,withonlyminoreditsandmodifications madeforbetterclarityandreadability.Wherenecessary,thetranscribershave omittedmostofthenon-verbalcues,fillers,andpauses,buttheessenceof Prof.Chhaya’swordsandmeaningshavebeencarefullypreserved.However, thenon-verbalcueoflaughterhasbeenincludedwhereveritcontributes tothecoreofthediscussion.Itisalsoimportanttoacknowledgethathis compulsiveanddynamicpresencecannotbetranslatedintoprint,butthe nuancesofhiswordshavebeencapturedmeticulously.Wherenecessary, additionalinformationandexplanationshavebeenprovidedforreadersto understandcertainterminologiesandculturalreferences.Translationsfrom vernacularlanguages,specificallyHindiandGujarati,toEnglishhavealso beenprovidedtoensurecontextualunderstanding.Thetranslationshave beencarriedoutwiththeintentiontonotonlyconveytheliteralmeaningbut
alsotopreservetheemotionsandexpressionsconveyedinthevernacular languages.
Throughouttherecordingsoftheinterviews,podcasts,andlectures,Prof. Chhayadealswithmultipletopicsunderdifferentcontextsandlenses. Despitethevastrangeofthemes,commonthreadsemerge,offering acomprehensiveviewofProf.Chhayaasapersonandathinker.The arrangementofchapterswasundertakenfollowingastep-by-stepapproach identifyingthesecommonthreadstoconveyalargercontextandtoensure easeofunderstandingforthereaders.Althoughthechapterscanberead independently,werecommendthatthechaptersarereadinthesequence, payingattentiontotheprogressionofProf.Chhaya’sthoughtsandideasas thebookunfolds.
Thisjourneyhasbeenarewardingexperience,bothpersonallyand professionally.AsIworkedwithateamoffastidioustranscribersand proofreaders,weavingtogetherProf.Chhaya’swordsinvolvedalotof discussions,sharedviews,andevenarguments,whichresultedincreating animpactfulcompilation.Thisprocesshasalsobeenalearningexperience aswedeeplyreflectedonProf.Chhaya’swords,thoughts,andexperiences. Ihopethisbookresonateswithyouasmuchasitdidwithus,aswelook forwardtosharingmoreofhisinsightsinthefuture.
Weinviteyoutoreadthisbookwithanopenmindandembracethe candidnessandprofoundnessthatdefineProf.Chhaya’sperspectives.This bookisnotjustatranscription,butawindowtothevoicethathasintroduced, defined,andshapedseveraldiscussionsintheworldofeducationand architecturetoday.
WealsorequestthereaderstocontactusifyouwantanyofProf.Chhaya’s audiosorvideostobetranscribedandweshallincludetheminfurther publications.Wekindlyaskforyourunderstandingincasethereareareas thatrequirefurtherrefinement,aswecontinuetostriveforthehighest qualityinpresentingProf.Chhaya’swork.
JayashreeC CopyEditor
BehindthePages
Allthatyoucancontrolistheeffortsyouputin.TheteamatAkarmaahas displayedmeticulousanddedicatedeffortstowardscompilingthisbook. Theconvergenceofintentionsandeffortshasbeenmagical.Wehave beenimmenselyblessedtowitnessandbepartofaprocessof‘beingand becoming’throughconsistentpracticeeveryday,fornearlyfivehundred days.Eachoneofushasimbibedthemaster’swaysinourownmanner.We offergratitudeinabundancetothefriendswhohavetakentimetotranscribe andtorepeatedlyproofreadthetext.Acknowledgementforthesolidarityin alphabeticalorder:
AadhiraiT•AkshayaRamakrishnan•AnjaliBhoj•AnjanaShekar•AnujDesai• ArunimaShankar•ChinmayeeMokshagundam•ChinmayiMali•DeepKanaiya• DharshiniT•DivyaKeerthana•HarshilParekh•JayashreeC•KairavAK• KausikSrestaluri•KaushikKumar•KhyatiVinod•LavanyaAnbazhagan• LokeshMM•ManikanthReddy•ManpurBadrinath•MugdhaPargunde• ParikshithAthinagaram•RakeshDoraswamy•SahasradharaP•SivarajK• SwathyP•ShaikZubair•SoundaryaArumugam•SrinithiR•ThiagarajanR• UrviManani•VidhyaShriK
ArunimaShankar Akarmaa
ConversationwithKedarNimkar
OnStandardisation
Transcribedby:AkshayaRamakrishnan
KedarNimkar(KN):Iwouldn’tcallthisaconversationbecauseI’mgoingto beamediator,askquestions,anddocumentyourthoughtsandideason thepremiseofstandardisation.Wecantakeitinthecontextofarchitecture, artorevencultureinalargercontextandseewherethesynthesisoccurs. Typically,manyarticlesorpodcastsaredesignedaroundtheadvantages ordisadvantages,butIamtryingtodobothtoarriveatthesynthesis. Shallwestartbyaskingyourthoughtsonstandardisation?Wheredoyou seeithappeningatlarge?Doyouseeithappeningjustindesignoralso inarchitecture?Whenyoulookatthecitybeinghomogenisedwiththe landscapeslookingthesame,youmightthinkaboutstandardisation. However,youcanalsochoosetoabstractstandardisationasaconcept.
Prof.NeelkanthChhaya(NC):Wemustdifferentiatebetween standardisationandmonotony.Monotonycomeswithexcessive repetitionofexactlythesameform,irrespectiveofeithercontextor useorpreferencesandsoon.Standardisationshouldreallybelooked atsomewhatdifferentlyfrommonotony.Standardisation,evenin nature,usesakindofmethodofnothavingtoreinventthewheel everytime.
Forexample,atomsorcellsareakindofstandardisedelement.Innature, youfindthateverytreeofthesamespeciesusesthesameformalprinciple
butvariesaccordingtocontext.So,atreegrowinginsunlightcomingfrom onedirectionwilltendtostartgrowingtowardsthatdirectionandwon’t growstraightup.So,standardisationisamethodofreducingunnecessary labour.That’sonewayoflookingatstandardisation.
Humancultures,too,standardisedthingsveryearlyon.TheIndusValley cultureswerefamousforhavingstandardisedbrickdimensions,sothey werethesamethroughout.Thebrickswereoftheexactdimensions,kind, weightsandmeasures.So,theycoulddomanythingsacrossthatverylarge civilisation.Itgavethemthecapacitytomakeexchangesandmakemany taskseasier.Standardisationwassomethingthatwasusedevenbefore that,perhaps.Ifyoulookatthewaythestoneimplementsweremade, thereweretwoorthreekinds,whichthenbecamethemainkind.Now,that wasastandardisationwithout‘sameness’.Itkeptinmindthefunction,the material,andthemethodofworkingandfoundtheeasiesttechniques. Thoseprocesseswerecontinuedandthenstandardised.So,therecaneither beastandardisationofprocessorstandardisationofproduct.However,with thecomingofmechanisedproduction,standardisationtookadifferentturn.
Theearlymechanicalproductionworkedthebestwhenlargenumbersof thesameproductsweretobemade.Itwaseconomicaltodevisetechniques, processesandmachinesthatmadethesamekindofproduct.Itwasnot
Hehadsomefavouriteauthors,andIwillquoteveryfreelyfromthem, especiallyDagHammarskjöld,whowastheSecretaryGeneraloftheUnited NationsduringthepeakoftheColdWaranddiedinanaircrashoverCongo. HewroteathinbookcalledMarkings,whichwashisfavourite.Heopened itinthemoststrainedoftimes.Thatwashissourceofstrength,andwhat HammarskjöldwrotealmostcoulddescribeVarkeyattimes.
HereisapassagefromHammarskjöld’sbook,“Tobenothingintheselfeffacementofhumility,yetforthesakeofthetask,toembodyitswhole weightandimportanceinyourbearingastheonewhohasbeencalled toundertakeit.Togivetopeopleworks,poetry,art,andwhattheselfcan contribute,andtotakesimplyandfreelywhatbelongstoitbyreasonof itsidentity.Praiseandblame,thewindsofsuccessandadversityblow oversuchalifewithoutleavingatraceorupsettingitsbalance”.Myfriends willagreethatthisisVarkey.Nopraise,noblame,disappearintothe background,butdo.Itmightsoundasifheisagraveandveryseriouskind ofaperson,buthehadanimpishsenseofhumour,averywildsenseof humourattimes,sometimesaveryribaldanddirtysenseofhumour.He asveryfondoflimericks.So,inthestudio,hewouldcomeandpinupa limerickeveryday.
Thiswaswhathepinneduponeday:
“TherewasanoldmanofMadras”.Now,thinkofwhatwouldcomenext (laughs).
TherewasanoldmanofMadras Whorodeonacream-colouredass; Butthelengthofitsears, sopromotedhisfears, thatitkilledthatoldmanofMadras.
So,thiswaswhathewouldpinupbeforemidnight.Aftermidnight,atabout twoo’clock,hewouldcomeandpinup,inthatwonderfulhandwritingof his,thedirtyversion.Idarenotspeakofithere.I’msurealotofyouknowit otherwiseit’savailableonthenet.Youcanlookitup.“Therewasanoldman ofMadras”.Anditwasquiteokayforustogivebackwhateverhewasgiving us.So,oneofmyfriends,Sohan,whoisintheaudience,wrotealimerick forVarkey.
Aclear-headedmanwasVarkey; nothinginhisheadwasmurky, buthismindwasnogood whenitcametoanyfood, hecouldn’ttellhischickenfromhisturkey(laughs).
That,too,isanaptdescriptionoftheman.Afterourstudio,hewouldtrundle hisbicyclealongtoLiberty,whichwastheonlyplacewhereteawasavailable aftermidnight.Ontheway,hewouldbespoutingT.S.Eliot’spoetryloudly,at thetopofhisvoice.Onthewaybackwouldcomethelimericks,wellintothe night.So,hereisamanofsuchparts,andwhenwetalktogetheraboutthe worldtoday,wemustrememberthattheworldisnotjustanunhappyplace. It’saplaceofsomanyhappenings.It’saplaceofterriblethingshappening andit’saplaceofgreatjoyandgreatpotentiality.
So,Varkeybelievedinthepossibilityofgoodnessinhumans.Humanscould begoodasShakespearesaid,“Whatapieceofworkisaman!Hownoblein reason!”.ThisisVarkeyagain,reading.Hewasatheatreman.
Whatapieceofworkisaman!Hownobleinreason! Howinfiniteinfaculty!Informandmovinghow expressandadmirable!Inactionhowlikeanangel! Inapprehensionhowlikeagod!Thebeautyofthe world!Theparagonofanimals!
So,thatwasoneimageoftheman.Varkeyhadthatimage,asisthecasewith wonderfulhumanbeings.Theycanbesogood,compassionate,courageous, andcapableofdoingwhatisneeded.HealsohadanotherlinefromT.S.Eliot –“Humankindcannotbearverymuchreality”,andhecouldseebothsides ofthis.Hecouldseethatthiswasacomplexcreatureandthatthehuman capacityforaltruism,justice,andethicalinnercompasswastheteacher’s truemétier;thattheteacherhelpedthestudenttobringoutthatinner compass,tounravel,totakeawayallthosecurtainsandmakethestudent capableandfreetoseewhichwaytogo.Idon’tknow,Iwasthinkingwhile writingthis,‘Isthistooserious?’ThenIrealisedwhythestudentstookso muchtroubleandefforttoorganisetheKurulaVarkeyDesignForum.Why?
It’snotentertainment,it’snotanescape,itwillnotbringthemfame,and theirnamesarenotevenwrittenonanyoftheposters.Thepeoplebehind this,somanyofthem,areanonymous.So,itwon’tgivethemfame.Itwon’t
(Gooutandstandthereoutsidethedoor.Theydiditinyourschool,right?) Butifyouareayoungpersongrowingup,beinginsidethehouseisone meaningandbeingoutsideisanothermeaning.Itwillbedifferentforboys, anditwillbedifferentforgirls.Forboys,beingoutsidemightmean,‘Idon’t havetoworry.IcandowhateverIwant.Iamafreebirdnow.Ihavegrownup. IcandowhatIlike’.Forgirls,itmightbe,‘Iamthrownout,orIambeingvery adventurous’.Badhichhokriochhokriochaloapdebaharjaiye,henn!Koine kehshunai(Allthegirls,let’sgooutsidetogether.Wewillnottellanyone).So, inandout.Deepandsurface.
IfItakeotherwordsaboutspace,structuredandrandom,whichisbetter? Structuredisbetterorrandomisbetter?Tamneshulageche?Emmekdum gothvelustructuredanespontaneous,free,kayusaru?Specially,tomare ramvuhoytoemaevuekgroundhoyjemadodadodkarishaku,freely… panpachhijo(Whatdoyouthink?Likeperfectlyarranged,structuredor spontaneousandfree,whichoneisbetter?EspeciallyifIwanttoplayand thereisagroundwhereIcanrunfreely,butafterthisyousee)IfIwantto playcricket,Ineedtostructureit,Ineedapitch.Therearetwoendsand aboundaryifIhavetoplayfootballoranyothergame.Thereisvalueto structureinformalgames.Thereisvaluetofreedomandrandomnessinfree play.So,isfreebetterorisstructuredbetter?Idon’tknow.Itwilldepend ontheinstitution.Whatistheinstitutionthatyouareansweringto,the institutionofplayortheinstitutionofcompetencewithrules?
Then,closedandopened.It’saclosedsociety;youcanonlybeamemberif you’reinvited.It’sopentoall.So,closedandopenalsohavemeaning.Dark andlight.Itwasdarkoritwasfulloflight.Whichoneisbetter?Again,it willdependontheinstitution.Therewasamysteriousdarknessinwhich thatonelampspreadaglow;thatisonething.Theotherthingisthatthere wassomuchlightthateverythingwasvisible.Therewasnothingwhichwas moreimportantorless,couldbelikethat.So,opaqueandtransparent.All ofthesecharacteristicsofspacearewaysinwhichyoucreatetherulesofan institution.Now,yougobackandlookatyourownhouseandseewhereall theserulesareoperating.Itwillbeveryinterestingforyou.
Then,therearerulesfortime.So,beforeandafter–whichisbetter?That whichhappenedbeforeaatosadiyopelaapdetyathayucheesaru?Ke aapdenavisadimajoyuenathievivastuthashe(thishappenedcenturies back,isitgood?Orinthenewera,whatisnottherewillhappen).So,whichis better?So,dependingontheinstitution.Nobodywillsay,inrelationtofamily,
thatitisanexperimentinformingrelationsforreproduction.Nobodywillsay that.Theywillbescaredtosaythat,eveniftheywanttodothat.Buttheywill say,inthetraditionofhumanfamilies,oursisonemore,andweliveforever nowthroughthisfamily.Thecharacteristicsoftimeareusefulforcreating institutionalexpressions:beforeandafter,pastandfuture.Forcertainthings, thepastisvaluable;forcertainthings,thefutureisvaluable.Oldandnew.Aa atitnuapdipaseheritageche,hen(Thisissomethingfromthepastwith us,whichisheritage,hmm).Itissomethingofafuture,anditisfuturistic.So, whatkindofRajkotdoyouwant?DoyouwantaRajkotofheritage,ordoyou wantaRajkotofthefuture?Thesearethequestionswhichwillbebothering allRajkotpeople.
Thenextoneisslowandfast.It’smovingtoofast,andwewouldliketodoit slowly.Wecookandeatslowly,andtheotheronesays,“No,inaday,Iwant somanythings.Iwantfastfoodstraightaway.Iwanttoeatitlikethis,and thenIwanttogetoutanddoahundredthingsinaday.Ihavetoputupso manyInstagramphotosallthetime”.So,fastorslow.Patternedorrandom. Timewhichispatterned,timewhichisrandom.Patternedetlekevukeaam savareuthyapachhiaam…pachhiaam…aampachhifalanu…pachhi aam…aam…darmahineaaviriteekvaraamkariye.Daragyaraseame ektanukariyeetcetc…thatispatternedtypevs.freeevukainaiamareevu kainai,manejehusavareuthutyaremanthayehukarish,tamekachkach nakarochhodido(Patternmeanslikeinthemorning,wewakeupthen this,thenthat,andthenthat.Everymonthwedothat.Everymonth,onthe eleventhdayofthelunarcalendar,weeatonlyonemealaday,etc.etc.Thisis patternedtypevsfree;itmeansthereisnothinglikethattome.WhenIwake up,IdowhatIfeellikedoing.Don’tirritateme,letmebefree).
So,bothofthesearevalues.Thesevaluessupportcertainnotionsof institutions.Theyexpresscertainkindsofinstitutionalrules–cyclicaland linear.So,allculturesuptoacertainpointusedtobelieve,pelogoldenyug, pelaapdacharyugkeva?Koinekhabarche?(Firstgolden-yug,thosefour yugas.Doesanyoneknowofit?)
ST:Satyug,Dvaparyug,Tretayug,aneKaliyug(Referstothecyclicagein Hinducosmology).
NC:Etleaaambagadtojgayobagadtojgayo.Sharuaatmaekdamsundar satyugpachhibagadtugayu,pachhithoduvadhubagadyu,savbagdi gayu.KaliyugmapachhiVishnueakhuandarlailidhu,pralaykarine.Ane
Stable,valued,recurringpatternofbehaviour. Thatisaninstitution.
SchoolWithoutWalls
OnMovingBeyond
ArticlePublishedby:IAB(2013),StudioMatter(2017)
Iproposetostartbydiscussingtheschoolitselfandonlybrieflytouchon thelargerissuesatstake.NothingofwhatIsayisnew;ithasbeendonetoa greaterorlesserextenteverywhere,butIfeelitwouldstillbeusefultorecord theseviewsasareferenceforimprovingarchitecturaleducationtoday.
UncertaintyandtheResponsiveInstitution:Howdowebuildorganismsthat areconstantlylearning?
Theonethingcertainaboutthefutureisthateverythingisuncertain.The physicalenvironment,whichhasalwaysbeenconsideredanunchanging backdropofhumanactivity,islikelytoundergomajorchangesandupheavals, withclimatechangeloomingonthehorizon.Resourcesarecertainlylikelyto belesseasilyavailablewhilethedemandforthemincreases.
Economiesarevolatileandrapidlychanging.Politicalstructuresarestressed tothelimit,andnewandunknownformsoforganisationareverylikely toemerge.Technologyischangingandtransformingourrelationswith theworldatanever-increasingpace.Socialforms,customs,andnormsof behaviourarerapidlychanging.Culturesareinastageofreconfiguration withincreasedandinstantaneouscommunications.
Lesstangiblebutequalandperhapsevenmoreimportantarethechanges inthepsychologicalandsocialenvironmentsofstudentsandteachers. Thereisahugeproliferationofinformationofallkinds,readilyavailableatthe clickofabutton.Themediatechnologieshaveencouragedamuchsmaller attentionspan,withtheattentionflittingfrombytetobyteatgreatspeed. Inthisenvironment,sustainedslowthoughtanddeepinquiryaredifficult. Allphysicalorgeographicalcontextsareinstantaneouslyinterconnected. Consequently,allculturalformsandpeculiaritiesareflattened,andidentities ofindividualsandgroupsarehomogenisedanddesperatelyhardenedin defence,constantlyreforming.Inshort,everyaspectoflifethatwehave consideredstableandrelativelyfixedisnolongerso.
Similarly,individuals,bothstudentsaswellasteachers,beingaffectedbythe changingenvironmentofeducationarealsodifferent,andinstitutionsbuilt outofhumanparticipationneedtotakethatintoaccount.Institutionsare builttosuitparticularconditions.Educationalinstitutionsarenoexception. Inaperiodofflux,howdowebuildresponsive,agile,flexibleorganisations thatarecapableoflearningcontinuouslyandmodifyingtheirshapeand methodstosuitever-newchallenges?
Inthepast,institutionswerebuilttoansweranunchangingandeternal order.Theyweremeanttopropagateamodeoflivingthattheculture
consideredvalid.Today,perhaps,weneedtokeeptheobjectivesmoreopen. Asaconsequence,theshapeofourorganisationswillneedtobemoreopenendedandfuzzy.Thecontentsofcurriculaandthemethodsofstudywill havetobemoretentativeandopentodevelopment.
MovingBeyondtheIndustrialModelofEducation
Wheredoeslearningoccur?Isschoolaplacewherewetrainyoungpeopleto beefficientworkerstofeedtheneedsofsociety?Isitaplacewhereexisting knowledgeistransmittedtonewentrantstotheprofession?Perhapsthese arepartofitsobjectives.Ifthissetofobjectiveswassufficient,wecould goonforever,simplyrefiningthecontentandmethods,makingsurethat competentindividualscameoutofthissystematicgroundingwithinthe shelteredwallsoftheinstitution.Wewouldhavetoattendtotheclarity andmanageabilityofthesystem,thesufficiencyoffinancial,materialand humanresources,theavailabilityofappropriateinstructionalmaterial,and thedevelopmentoftechnologiesandmethodsfortheefficienttransmission ofknowledge.Wecouldtreatitasanindustry.
Industryneedsawell-definedtaskandaclearpictureofresourcesavailable –bothmaterialandhuman,aswellasinfrastructureandtools.Itisfinite.We mightthinkofitasanenclosedsystem,wherethetestisthedifferencein characterbetweentherawmaterialsthatgoinandtheproductthatcomes out.Itisvitaltomakesurethattheproductfulfilstheneed.Predictionof whatisneededisessentialtotheviabilityofthisproduction.Themore accuratetheprediction,thebetterthefitandtherefore,themoresuccessful theindustry.
Unfortunately,itisnotpossibletohaveanexactideaofasociety’sfuture developmentexceptinbroadstatisticalterms.Thisisespeciallytrueinour ageofrapid,unprecedentedandunpredictablechange.Thoseprofessions thatworkwithspecific,concreteconditionsandrespondappropriately, suchasarchitecture,cannotdefinethemselvesnarrowly.Sufficientflexibility, responsiveness,andredundancymustbebuiltintotheiroutlookand methods.Evolutionislitteredwiththeextinctionoftoo-specificforms, unabletorespondtochangingconditions.
Evenifwecouldhaveaccurateforecastsofthefutureandtreateducationasan industrialenterprisewithadefinedproductrange,theIndiansituationwould presentnearlyinsurmountableobstaclestoinstallingsuchaprocedure.Huge
Suchreflectivethinking–wherefactsaregatheredand organisedinmanydifferentways,criticallyscrutinisedand imaginativelyreconstructed–canoccuronlyinsmallintense interactionsbetweeninterestedpeople.
inourdoctrine.Don’tdoanythingelse,singthisonly.Andthat’sall,nothing elsecanbesung).Andtheteacherdrillsthisintothestudentoverandover again,justlikehowwemakeyoudrawoverandoveragain.Theteacher doesthisdrillandtheskillisabsolutelyintheveryfibreofthatperson’sbody. Thereisnothingextratoitandeveryskillisthereinthatfibre.Thentheyare putonstageandtheyaresupposedtodosomethingcreative,something different,somethingnew.Theyhavetostretchthatraag,takeittothelimit andtheyhavetocomebackfromthebrink.Itisalsoquiteallrightforthem tosometimesevenfalloverthebrink,aslongastheyaredoingitresponsibly.
Thisistheparadoxofcreativitythatthisschoolhasencouragedeverystudent andfacultymembertogotothebrinkandthencomebacksafe.Thereare zonesofsafetylikehowUstadAliAkbarKhansays“zeharkidava”(medicine forpoison).Youknowthatraag,thatzehar(poison)iscomingandyouhave totakeadava(medicine)whichwillimmediatelycorrectit.Thatthingis available.Thisschoolistheharbourofthatsafetyfromwherewecanjump offandcomeback.So,thenitreallymeansthatwearetalkingaboutschool inaverydifferentway.Itisunlikeanyotherwayinwhichwecantalkabout aschool.
Whatisaschoolthen?Theysaythatyouwilllearnevenwithoutmeteaching. Thenwhat’sthepoint?WeusedtohavetheseAmericanlecturers.WhenI joinedthefirstyear,asaninnocentyoungboy,theAmericanteacherswould sortofshrugandsay,“Well,Idon’tknow.MaybeIamwrongandthat’sthe wayIfeel”.Iwaslike,“Whatthehell!Youcomeheretoteachmeandyouare sayingyoudon’tknow?”(laughter)Well,that’sthenatureofthistaskwhere youknowbutyoustillhesitatetosaythatyouknow.Youarestillhesitantto freezethefactthatyouknowsomething,butthat’sonlyaverysmallthing andtherewillbemanymorethingsthatyoucanknow.
So,schoolisaplacewhereyoucanbelikethat.Butofcourse,educational institutionsarenecessary.Weneedtocreateaplacewherepeoplecan cometogether.Somepeoplearemoreexperienced,othersarenew.They arecomingandlearningtogetherandteachingoneanother.Educational institutionsarenecessary.Wedonothavetodoawaywithinstitutions;itisnot theobjective.Theobjectiveisthetransformationthathappensintheteacher andinthestudentatthepointofdevelopmentandthatpointoflearningis wherebotharetransformed,notjustthestudent.Themostexcitingthing aboutbeinghereisthateverysemester,IhavechangedfromwhatIwas.
Everysemester,everysingleday,infactandthatisthenatureoftheplaceof learning-thetransformationofallindividualswhoareapartofthat.
Institutionsregulatetransactions.Youpayafee,Iteachyouandthat’sthe crudestwayofputtingit.Thelesscrudewayofputtingitisthatthereare obligations,duties,soonandsoforth.Obviously,institutionsmustdothis. Theyhavetohavethisotherwisethey’llfallapart.Buttheinstitution’sfinal goalandobjectiveistofreetheindividualthroughthatinternallearning process,wheretheyaretransformingthemselves.Thatissomethingthat doesn’thappenwhenweremembertheinstitutionanditsnorms.Thisisthe onlyschoolperhapswhichhasescapedthiskindofashadow.
Forexample,wetalkaboutsomanyotherschoolsinIndiawhichwereplaces ofcreativeenergyandtheybecameconnectedtothesenseofbeingan institution.Thatissomethingwhichwemustrememberatalltimes,that theplaceoflearningisourgoal.Ifwelookattheextremes,ononeside, thereisthepersonalsearchfortherightaction.WhetherIamanarchitect, adoctororanybody,whateverIdoIwanttodoittherightway.Itisthe samewithmyownlife:family,friends,relativesorwitheverybody.Iwantto dotherightthingandthatisacompletelyinternalprocess,whichshould becontinuallyongoingandinmostcases,itis.Itdoesn’taffectanybody inthesocietyexceptthoseIcomeincontactwith.Ontheotherside,are institutionsandorganisationswhichneedtocodifytransactionsandthere isaneedfordefinite,clearandmeasurableformulations,methods,routines, laws,rules,etc.Allthiscomesoutoftheneedforinstitutionstosetdownthe kindofframeworkswithinwhichactivitywillhappen.
Inbetweenisaveryinterestingareathatisneitherabsolutesubjectivity norutterobjectivitybutanin-betweenareawhichIthinkwenormallycall a‘communityofpractice’.Thecommunityofpracticeisbasedontrustand mutualrespect.Howdoestrusthappen?Bydoingwhatyouaresupposed todo.Respectcomesoutofthequalityofworkyoudo.Whetherastudent isverybrilliant,dull,notfullyskilledorhasn’tlearnteverything,thatrespect comesoutofthefactthatthestudentistrying.‘Karrahahaikuch,kuch. Shayaddosaalkebaadniklega’(Heisdoingsomething.Perhapshewill getthroughintwoyears).Withmycolleague,IwasdiscussingthatIfailed yesterdayandImadeablunder,andtodayI’mtryingtomakeitup.Anunsaid andcontinuouslyevolvinghopeofmutualbehaviouristhebirthplaceof boththings–trustandmutualrespect.Thisunsaidcodegivesbirthtothe explicitlaw.
Mypartnerswhoofficiallyagreedformetospendhalfadayinschool.But Iusedtospendthreehalf-daysintheoffice.SohanandKallolallowedme allofthesekindsofthingsbecauseitwasabondofadifferentkind,stillis.I amgratefultomyfriendsandcolleagueswhoweresowonderful.Notonly colleagueswhowereteachingwithme,likeNithin,Raje,MikkiDesai,Munna orPratyushorKashikar.It’snotjustcolleaguesbutevenpeoplelikeRamesh, Panchal,AnitaBenandHansa.
Ihaven’tfoundanadministrationwhichissoalivetothespiritofbeinga schoolofarchitecture.WhenIusedtohavetrouble,Panchalwouldcome backtomewithabudgetandsay,‘Saheb,booksmateaatlubarabarnathi, correctkaro,correctkaro’(Sir,thismuchforbooksisnotappropriate.Correct it,correctit).Wherewillyoufindanadministrationwhichdoesthat?Then themalis(gardeners).Whatawonderfulwaytheykeepthisplace!The peoplewhocleantheplaceandthepeoplewhoareavailableforallkindsof messengerservices.YouknowDevjiandIjoinedtheschoolinthesameyear. He,asanadministrativeperson,andIasastudent,weareroughlythesame age.HeisalittleoldertomeandDevjiiscapableofgivingafulllectureon architecture(laughter).HehasdonethatatRSP(RuralStudyProgramme), muchtothedisgustoffacultymembers(laughter).It’sbecausesometimeshe washoldingtheattentionofthestudentsbetterthantheycould(laughter). Thisisthekindofpeoplethatwehavehadinthiscampus.
Mystudents.Ican’tthinkofamorewonderfulbunchofpeople.Allthese years.Alltheseyears,andstudentsnotonlyoftheschoolofarchitecturebut studentsofalltheschools,studentsevenofschoolselsewherewouldcome hereandspendtimeonthiscampus.Thelibraryisafantasticplace.Grateful forthat.
Andfinally,ofcourse,I’mverygratefultomywife,myfamily,mybrotherin-lawKiranwhohasflownallthewayfromVancouver,justtoattendthis lecture.Youdon’tknowhowmuchtheyhavegiventothisschool.Thereare somanyhours,whenmystudentsneededashouldertocryonandIam surethisiswithMadhaviandMikialso.Everyoneofus.Thisistheprivilege ofbeingateacher,thatweteachasafamily,notjustasindividualsandthe wholefamilyisimportant.Thankyouverymuch,allofyou.Jaimini,whois sittinghere,wasthefirstpersontowhomIbecameateachingassistant. Ithinkhewasteachinginthisschoolforthefirsttime,buthehastaught elsewherebeforeandIwasputashisassistant.Andsincethen,thedeepest regardandfriendshiphavebeenthere.Punitawasourstudent.
Andthisistheschoolofarchitecture.Thankyouverymuch.
(Crowdovation)
Ar.PratyushShankar:Thankyou,Prof.Chhaya.Ithinkitwasaverymoving lecture,likeallyourlecturesandtalks.AndasIseeit,it’salsoaveryimportant andhistoricallecture.Whatyouhavedonehereis,youhaveopenedupthe place.Bimalwastalkingaboutarelayrace,whereideashavetocontinue andpeoplechange.Irememberthequestionyoukeepusing,“Whatis thegeneticcodeoftheplace?”Ithinkwhatyouhavedonehereinfortyfiveminutesistrulyamazing.(focuslightflickersbrightlyonPratyush’sface. Crowdlaughs).Thisisthrowingmorelightonthat.Thisistheperspective thatyouhavereallylistedoutwhatmakesthisplaceunique.Andallofus faculties,students,friends,andalumni,cannotthankyouenoughforthat.I imaginethatwe’llhavemanymoretalksandmanymorelectureshere.Ifyou hadthisideathatretiredlifewouldbepeacefulandwewouldn’ttroubleyou, wearegoingtobecallingyouagainandagain.Thankyouverymuchfrom thebottomofmyheart.
IwouldrequesteveryonetoputtheirhandstogetheragainforProf.Chhaya.
(Crowdgivesalongstandingovation)
Thecycleof‘reflection-action,reflection-action,reflectionaction’isthecycleinwhichtherecanbemiss-steps,therecanbe baddecisions,butitisalwayssomethinginwhichwearegoingto reflectuponwhateverwehavedecided.
becausethatiswhatwecanshare.Youcanmakeyourbuildingsinyourown way.Theylookdifferent,theywillbedifferent.That’sfinebutwehavetoshare ourknowledgeinawayinwhichwearetalkingaboutprocessesratherthan projects.We’llmakeprojects,Imeanthatisourjoyandthatiswhatwedoout ofsheeranimalinstincts,butwealsoneedtosharetheprocesses.
Next,wehavetolearntodeviseopen-endedsystems,notcontrolled solutions.Banaras,theghats(stepsalongtheriverbank)wereanopenendedsystem.ThekingsfromeverypartofIndiacameandbuilt.Indorewala (people)cameandbuiltsomeghats,andsomebodyelsebuiltsomeother ghats.Theonlythingthatwasknownwastheriverfloodsandweneeded tohavewaysofgoingdownwhenthewaterwaslow,protectthebuilding whenthewaterwashigh,andonhowwecouldmakeitsacred;thesethree conditionswerethere.Thisbecameoneofthemostcreativesolutionstohow ariverandacitycanconnectas,buttherewerenofinalsolutions,nobody hadadrawing.Therewasthisonedrawingwithwhichthisoneriverfront wasmade(referringtoSabarmati).Onedrawing,onesectionandthatis seamlesslyandwithoutanydoubtatallappliedacrosskilometres,asifthe landbehindwasthesame.Andthatisthegreathubrisandthearroganceof thetechnocentricmind,thatthesolutiononcegivenwillneverfail.
TheyarediggingupCGRoadnow,thatwasthesolutionatonepointoftime, butnowit’saproblem.Hence,it’sworththinkingaboutthis.WeAmdavadis areusedtobeingdistrustfulofsolutions.‘Areranchodratiosukarvano? Chellepachibillbanavyu,tranvakhatbicharaadivarukadhyu.Panae atleektypenujeathasyathatutujeaapdebhuligayaaapdedarekvastu swaha,bahusaras,uttam’(Hey,Ranchod!Whyshouldaratiobedone?At last,thebillgotmade,thepoorpersonfounddefaultsinitthrice.Butwe haveforgottenthetypeofsarcasticlaughterthatwascreated.Wetookitall, oh!Wonderful,great!)Wehavetobealittlecarefulaboutthis.Sometimes, wehavetoacttobalancetheactionbias.
Supposethereisaneventofplague,Nipahvirusorsomething,wehaveto actfastandgetridofit.Butallthetimedon’tsufferfromtheactionbias,also balanceitwithasensibilityforrestraint,holdingback.Notdoingismaybe asimportantasdoing.Andthat’sagoldensentencewhichcouldbewritten everywhere.Valueboththeoldandthenewbecausetheoldideassometimes havewisdominthem.Lookatit.Todaywearehavingawatercrisisandwe usedtohaveanadvertisingagencyinAhmedabad.Whentherewereno advertisements,theywouldwrite‘panigheenijemvaparvu’(Usewaterlike
ghee).Thatwasinoursystem.So,theoldhasalsosomevalues.Valuescan alsobenew,nodoubt-goodphone,goodcommunication,butvaluealso theold.Don’tthrowitout.Thatisanotherlessonthatwehavetolearn.
Lastly,whichshouldfeellikemusictoanAmdavadi’sears.Usealittlelessoras littleaspossibleofeverything.Ifthereisonechai,divideitintothreebecause wevalueeveryresourcethatnaturegavetous,notbecausewearekanjoos (stingy),butbecauseweareaware.Theideaofusinglesswasprofoundby alltheAmdavadis,whichwasadoptedandpromotedbyGandhi,needsto comeback.AnditissickeningforsomebodywhohaslivedinAhmedabad forsomanyyears,toseetheamountofwasteofmaterials,resources,and moneythat’sgoingonallaroundthistown,whichneverwasashowing-off town.Itwasatowninwhichyourestrainedyourself.Youneednottrytoshow yourselfasricher.‘Aapravinnetohsubatavidesu...evuhatujnai...gamme etlusethiyohoy,gammeetlonanohoy,bannevsarkha,kapdabevasarkha peira’(Whatwillyoushow,Pravin?Wasn’titlikethat?Howeverbigabosshe isorhoweveralowwageearnerhecouldbe,botharethesame,bothwear thesamekindofclothes).
Ifwegointothat,thenwearegoingtochangetheprofession,notintoa professionwhichisonlyfollowingwhatishappeningbutisleadinginto areasinwhichwehaveneverthought.Ourprideasprofessionalsshouldbe inleadingnewmodelsofthoughtandactionwhicharekindtotheearth, creatinghappinessbetweenallofus,andcreatingasenseofwell-ordered, yetfreeandcreativeexistence.Alltheprofessionalsthatsithereallhavethis capacity,providedwethinkaboutit.
Thankyouverymuch.
Host:Hehastouchedsomanyaspectsoflife,Ithinkallofyoumusthave somequestions.
Q:Ithinkyouhaveexplainedasorrowfulpictureofthefuture.Verypessimistic, andIdon’tagreewithit.Weareallfullofcapacities.Iamhereandmanaging projectsalloverfromhaveandthatispossible.EventhoughIamdoinga smallthing,thatdoesn’tmeanthatIamnotawareofthat.Idon’tagree withyou.
NC:Ithinkthatitisperfectlygoodthatwedon’tagree.Thepessimismis forthepresentnotforthefuture.Itistheseyoungpeoplewhoaregoingto
putsthefishintoariver.It’sstillgrowing.Thenputsitintothesea,butthesea istheplaceofMatsyaNyaya.WhatisMatsyaNyaya?Bigfisheatsmallfish. Outsidethegates(referringtograduatingstudents),bigfisheatsmallfish. So,thislittlefishthatManuwastryingtosaveiseatenupbyabigfish.The biggeritbecame,themoredangeroustheworldwas.Fromapot,itwentto apond,wheretherewereotherfish,thenitwenttoariver,wheretherewere evenmorefish,andthenmadeittotheocean,wheretherewerehugefishes. Thebiggerthefishbecame,themoredangeroustheworld.
That’sthefirststory.ThesecondstoryisfromtheJatakaTales.Theseare Buddhiststories.Theotherone(thepreviousone)isalsofromourtraditional stories,butasIsaid,I’vechangedbecauseManu,intheend,doessomething evenmorethanthat,butforthepurposesofthis,acrosstheroadoroutside thegateIhadtomakethisstoryacertainway.
Secondstory.It’sastoryaboutasmallbraveparrot.Whileflyingintheair, theparrotnoticesabigfirethatisdestroyingtheforest.Alongwithtrees andplants,awholelotoflivingcreaturesaresufferingfromthesearingheat andarethreatenedwithdeath.Thisiswhattheparrotseesfromabove.The parrotfeelsreallysorryforallthesesufferingbeings.Theparrotthenflies toanearbylake,wetsitswings,fliesbacktotheforestandflapsitswings, afewdropsfallonthefire.Itgoesagainandkeepsondoingthis.TheGods sittingtherenoticethisandburstoutlaughingatthisfutileactivity.Yeh chotisichidiyakyakarlega?(Whatwouldthissmallbirdevendo?)Foolish creature.So,theylaughatthis,butoneoftheGodsfeelspityfortheparrot andswoopsdown,takingtheformofaneagle.Hetellstheparrotthatthis activityismeaningless.Triestoexplaintotheparrotthatitssmallactionwill havenoeffectonthefire.Saveyourself.Theparrotinthemiddleoffighting thefiresays,“Idon’tneedadvice.Myownflockmighthavetoldmesuch thingslongago.Ijustneedsomeonewhobelievesinmeandsomeone whoisempathetictoallbeings”.Hearingthis,God’stearsflewdownina torrent.YouknowwhenaGodhastears,it’sbeyondmeasureandthefireis extinguished.So,Godwillcome,andbesympatheticandinadmirationwill burstintotears.Allthebeingsthatweresufferingaresaved.
So,thesearetwostories,youhaveachoice.Steppingoutsidethegatesof thisinstitutionyoucanbecomeeitherafishoraparrot.Beautifulparrotblue, green,redbeak.Wah!
Youcanbecomethisorthat.Fishalsoisbeautiful.It’snotanuglything.The choiceisyours.WhoamItosayanything?Thechoiceisentirelyyours,Itold you,Iwon’tgiveadvice.Thechoiceisyours.But,Ihaveonerecommendation. Ifyoudecidetobecomeafish,don’tbecomeanyfish,don’tbecomea shark,becomeawhaleoradolphin.Dolphinisthesymbolofjoy(gestures jumpingoutofwater).Howjoyful!Awhaleisthesymbolofwisdomand communication.Whalestalktoeachother,theysingtoeachother.The otherday,therewasaphotographofwhales,agroupofwhalessleeping. Theysleepvertically.Iwasshockedtoseethatphotograph.Butanyway, whalesarewonderfulcreatures.Theyareconstantlyhavingadialogue.So,if youbecomeawhaleoradolphinyouwillbeoutoftherutoftheotherfish, whicharerushingaroundinschoolstoeateachotherandneversatisfied withanything.Neversatisfied.Haveyouseenawhaleoradolphinrushing? Thereisnogreedthere.Thereisonlytheenjoymentoftheairandthe sunlight.Beauty.So,evenifyoudecidetobecomeafish,decidetobecomea dolphinorawhale.Otherwise,youcanalwaysbeaparrot.
Inthe20thcentury,webelievedthattheexpertsknewtheanswersand allwouldneedtofollow.Wethoughtthatwithtechnologicalwizardry,we couldtransformhumanexistence.Thearchitectwasthoughtofasoneofthe expertsandevenconsideredtheheroicmasterofourdestiny,asinhabitants oftheworld.Webuiltourimageaslonelybutdeterminedheroes.Heroes arealwayslonely,they’reneverinagroup,andwethoughtthatonlybig actionsimposedfromabovecouldhelpus.Projectafterprojectmassively erasedtheexistingreality.Eventoday,wewanttotamerivers,trapnature intosubmission,undertakehugereconstructionofcityplacesandcreate evermoredesirestofeedthemarket.
Inthisway,webroughtaboutdisasterafterdisasterandstandonthebrink today.Quantityreplacesquality.Streamlinedefficiencyreplaceshappiness. Youareexpectedtobeefficient.Insuchatime,perhapsweneedtochange theshapeofourprofessionalwork.Wewillneedtofindotherwaysof working.Wewillworkslowly,tentatively,insmallstepsliketheparrotthat watchesearlierstepswithanattitudeoflisteningandconversingwithour fellowcreaturesratherthananattitudeoftellinganddirecting.Mightthese notbebetterwaysnow?
Thechoiceisyours.Mayyougooutintotheworldandmakeyouralmamater, andnotjustalmamater,allhumanityproudofyoubydoinggoodforthe benefitofallthatexists.Wewillseeyoudoingthisinthenextfewyears,and
ontheotherhand,thiscampuswillgrowmoreplants,havemorebutterflies, andhavebees.I’llcomeandhavelunchhere,ononeofthesedays.
Thankyouverymuch.
ConvocationAddress|C.T.E.SCollegeofArchitecture|April2023
Akarmaa
Akarmaaisanorganisationwithamulti-disciplinaryapproachtodiverse projectsinthefieldsofarchitecture,heritage,environmentandeducation. Oneoftheinterpretationsof‘Akarmaa’is‘SelflessAction’whereboththe doeranddoneceasetoexist.Akarmaaisanattempttowardsdeveloping mindfulnessofone’sactionsthroughresearch,design,andadvocacy.
‘AkarmaaDesigns’approachesdesignasatoolofinterventioninasystem throughvariousfunctionalandcontextualparametersthatwillaidinthe sustenanceandcontinuityofthesystem.Interventionsintermsofdesign varyamonggraphic,architecture,heritageconservation,landscapeandso on;allhavingathreadincommon–ThannaraminTamil(roughlytranslates to‘moraleinnercompass‘).Akarmaaalsobelievesintheprocessof‘doing’ whileconstantlyreflectingandmakingeffortstodesign,restoreandbuild context-sensitive,cost-effectivespacesbeingbothresponsibletotheneeds oftheuserandaccountabletotheresourcesconsumed.
‘AkarmaaFoundation’,throughitsvariouscentreslikeCentreforHeritage ResearchandManagement(CHRM),CentreforSelfSufficiency(CSS),Centre forLearningbyDoing(CLD),engagesindiverseactivitieswithanunderlying commongoalofbecomingconsciousofnotonlywhatcanbedone,but whatshouldbedone.Akarmaaalsoservesasaplatformforvariousyoung graduatesofarchitecturetofindtheir‘calling’beyondtheirprofession.Anvaya -upcycledfabricdesign,Ayakva-craftstudio,Dhuni-arttherapycentre, 1.6frames-architecturalphotography,Nirmama-studioofmusic,mandala andmakinghomes,Koru-potterystudio,Nishkaamya-therapycentrefor specialchildren,Sahakara-anecologicalcollective,AvamNarratives,Paraa -studioofsounds,ThathagathaStudio,KhojKathas,Suvadu,DeadPoet Society,Paropkaratonameafewinitiatives.Akarmaacontinuestoworkasa collectiveforoveradecadeworkingwithpeople,placesandpractices.
Cuckoo
Cuckoo,asamovementforthepasttwodecades,hasbeenengagedin variouslearningactivitiesforchildrenthroughthesettingupoflibraries, especiallyinremoteregions,lesserprivileged,disadvantagedclassesof society.Cuckoo,asaphysicalspace,islocatedatthefoothillsofJavadhu inTamilNaduandworkscloselywithchildrenoftheforestthroughthe pedagogyof‘LearningbyDoing’thatalignswiththeirinnatenaturebased onNaitalim.Thelandhasvarieddecentralisedspacessuchasthecentrefor specialchildren,nursery,library,seedbank,permaculturehut,craftcentre andsoon,builtmostlywithupcycledandrecyclablematerials,eachcatering tooneortwoactivities,knittingtogetheragarlandoflearningspaces.
Cuckoo,throughitsvariedexperiencesoffillingthegapbetweenthoughtand action,isagrowingwebofindividualsworkingtowardstheir‘seeking’through constructiveactivitiesonthegroundacrosstheglobe.Arumbu-handmade soaps,Eetrarai-motherhoodcare,Motherway-palmjaggerysweets,Niyathi -amonthlyfive-dayworkshopforyoungsters,Nurpu-HandloomSchool, PublicWellRevivalMovement,Thugal-ClothBags,Thuvam-UpcycledToys, Thirumoolar-Healthdrinksareafewexamplesofsociallyrelevantactivities addressingpresent-dayneeds,incubatedinCuckoo.Cuckooalsoisaspace ofhealingphysicallythroughvarioustherapiesofferedandmentallythrough variouslivedstoriesofhope.Cuckoo,throughitsvariousactivitiesintheland andinitiativesfromtheland,hasservedasthebridgeofdoing,whichgives thesenseofhigherpurposebothingivingandreceiving,thusdiminishing theboundariesbetweenboth.
www.cuckoochildren.in cuckoochildren@gmail.com
‘…Thesunwillriseandthesunwillset buttheskywillalwaysbethere…’
DhruvBhatt