CHALLENGES, PROBLEMS AND ALTERNATIVES IN ARCHITECTURAL PEDAGOGY

What are the challenges that architectural pedagogy faces in recent times?

In the last two decades, the profession of architecture has changed dramatically, but the process of architectural pedagogy has been slow to respond to this change. With changes in the structure of contemporary society, the emergence of housing problems squatter settlements, the deterioration of historic cities, and the emergence of large structures and new building types, new knowledge became necessary for architects and educators. This eventually set the standard for skills, architects need and the manner in which they should organize these skills. In response to this change, one can argue that architectural pedagogy should offer a wider knowledge base for students to become real professionals.

Commodity, Firmness, and Delight: The History / Theory Dilemma

Architecture has been theorized and defined in the 1' century BC by Vitruvius, and restated in the 17th century by Sir Henry Wotton (Morgan, 1960).

Three complex phenomena form the definition of architecture: commodity, firmness, and delight. Commodity expresses the functional aspects of architecture, the way buildings house human activities, and how people live and societies operate in the physical environment. Firmness represents physical strength and structural integrity. Delight exemplifies the aesthetic aspects since architecture seeks to express ideal concepts of beauty that emerge from symbols embedded in a particular culture. Each of the three phenomena has an interdependent relationship with the other two. The balance of these interdependencies forms a continuing challenge to architectural educators.

Examining the courses of history and theory of architecture and the way knowledge is transmitted in several schools of architecture reveals that functional and human aspects are not emphasized by history and theory teachers (Salama,

1995). The priority is always given to solutions of plans and formal aspects of architecture accompanied, in some cases, by structural aspects. Several studies support this argument (Schon, 1988; Rapoport, 1990). In this respect, the formal aspects of architecture can be linked to socio-behavioural and structural aspects. However, the integration between these three components of architecture remains a challenge.

The Split Between Lectures and Studios

This challenge is widely recognised by many architectural educators. According to Gerlenter (1988), almost every school of architecture employs a basic curricular split between lectures and studios. On one hand, in lectures, it is assumed that students will learn the general principles and fundamental bodies of knowledge that inform all aspects of designing. On the other hand, in design studios, it is assumed that students apply the universal information learned in lectures in order to confront a particular design problem. Unfortunately, however, the experience of many architectural educators suggests that this relationship does not work appropriately, since many professors complain that the essential concepts they have taught about, such as person-environment relations, do not appear in the students' design projects (Seidel, 1981), while studio instructors complain that students do not know the basic knowledge of a subject even though they have completed several years of lectures on that subject. Gerlenter (1988) argues that the evidence of many student design schemes would support these complaints.

The Unpopularity of Environmental-Behaviour Studies in Design Studio Teaching Practices

Social science literature is ignored or oversimplified in the educational process of architecture (Salama, 1998)

The discussion of the challenges that face the integration of EBS into teaching practices of architecture suggests that the educational system implements positivistic philosophical positions, neglecting viable and important alternative positions, which in turn enables future architects and urban designers to establish long-term attachments to international professional values. However, it distances them from local populations and potential occupants of built environments, their behavioral attitudes, their social contexts, and their traditions, beliefs, and preferences.

HISTORY OF ARCHITECTURE EDUCATION IN INDIA

How did western architectural practice and education come to India?

In India, colonialism and around 200 years prior, are where modern architecture and architectural education have its roots. Since colonialism introduced modernization concepts to India, they are foreign to the country. However, in the sense that the intellectual elites accepted and modified them, they have now become indigenous. Only pragmatic topics are considered while thinking about design in India, and these concepts are then turned into educational goals for architects. People think of education as a "quick route" to practise.

The student is not required to study theory in the traditional sense because practice itself is closely tied to meeting the wants of an ignorant elite. History lectures are still dull and consist of reciting facts without any motivation. The issues in architectural education in India are not too dissimilar to those existing in the West. However, there exists unique constraints and opportunities in the Indian context which offer quite different challenges. A concerned educationist examining these alternatives will have to reconsider the significance of the inherited educational curriculum to the duality in the cultural circumstances prevailing in society.

INCLUSIVITY

The problem in the structure

The necessity for universities to behave as competitive entities have progressively transformed the educational panorama, evaluations based on ranking and reputation within an entrepreneurial reality. Today's architectural educational institutions are companies like any other, relying on results and profitability rather than experience and creativity

The problem with Goal

Some schools focus on teaching architecture, others propose to train architects. Is architecture a language, a tool, a process, a built result, a capacity to organize in space complex data, and an act socially and politically engaged? All of that Students at the Architecture Schools are asked how they chose to pursue a career in architecture. Many students claimed to have chosen architecture for drawing skills, creativity and exploratory course that doesn't involve physics, chemistry and mathematics; some considered architecture the means to access a certain social status.

Graduates' capabilities and experiences are expressed through the nature and quality of projects they develop within their studies, not necessarily with the diploma and title they obtain. In some cases, the diploma becomes a pass for the right to practice, serving more the interests of the corporate profession than defining the abilities and talents of young professionals.

The traditional studio-based teaching and the acceleration of studies towards professionalization might reverse the proportion of determined/undetermined students and progressively constrain the creative scope of the most hopeful and open-minded ones. According to Buckminster Fuller, "What usually happens in the educational process is that the faculties are dulled, overloaded, stuffed and paralyzed so that by the time most people are mature, they have lost their innate capabilities".

The problem is the distance from reality

Architecture is, in some ways, a concrete discipline, most commonly observed lacunae among students who have completed their studies lies in the abstraction of the projects they develop. Despite the growing number of design/build architectural studios within universities, most students finish their studies without having ever experimented with the full reality of an architectural project. Absent from the traditional pedagogical curriculum, students do not experience the necessary confrontation with clients and local communities. Their appetite for action and their need for experimentation are illustrated through the growing engagement of self-organized networks of students.

Ivan Illich's Deschooling Society argues that "universal education through schooling is not feasible". Illich further argues that educational structures shall be thought of in terms of organic webs instead of centralized institutions, giving one the opportunity to transform each moment of living into a moment of learning, sharing, and caring. In other words, Illich’s educational prescription is based on present experience and peer-to-peer exchanges rather than hierarchical structures and expected results.

ALTERNATIVES IN ARCHITECTURE EDUCATION AND PRACTICE

Learning by doing in architecture

The concept of architectural education has evolved into the concept of 'architect's education. In addition to formal education, integration of informal education with the education of the architect is thought to be important in gaining and updating such knowledge, skills, and competencies. Informal education means out-of-class education with no hierarchy between learner and teacher outside the existing system and rules. In this type of education, all environments can be used as training and observation areas for candidate of architects. Informal education is recognized to have positive results in "experiencing abstract design knowledge and developing design thinking skills, intuitive knowledge and creativity".

Such training is thought to be effective in ensuring sustainability in the education of the architect. Learning by doing method is based on such topics as: Thinking and doing, cooperation (teamwork, unity of purpose, awareness of responsibility) and service to the community. (Source: learning by doing in architecture education)

Professor Gurdev Singh brings in his large experience as an architect and an academician from across Australia, middle east and India, while sharing with us his unique way of teaching architecture. He unhesitatingly talks about the cross learning he wishes to offer at the Mudra Takshashila Institute of Design and Architecture, where he is a professor. He propagates the cross learning amongst various architecture and design disciplines with a simple argument:

“The more cross learning you do.. more the options you get into. Why can’t an architect become a fashion designer or an interior designer become an architect?….I think learning from each other is an important component. The more you expand the better the learning you can get.”

- Professor Gurdev Singh

He also hugely advocates the concept of ‘learning by doing’: a hands-on approach for learning technical subjects such as building construction, structure and environmental science. For the same reason, the new building for design and architecture courses at MTIDA is being proposed as a laboratory for students. Not only students enrolled in the university, but students of other colleges will also be encouraged to participate in the construction of the building

“One of the reasons for the belief in ‘learning by doing The new building actually has a lot of new technology like glulam, rammed earth, stabilized bamboo, and mud skins. The building will have a whole lot to experiments, rather than a similar vocabulary; something that constantly keeps changing. We will have a shell and a roof, which will remain constant, and a whole lot of partitions and sub-connections will keep on changing … and the kids will be involved in all that. So instead of giving them a finished building, they will be involved in the making of the building. And by itself a good learning process.”

“There is a sense of pride that comes when you make something and that is very important. That is a very important aspect in learning by doing, the sense of pride, which will remain for the rest of their life rather than the lecture which comes and they forget.”

Apart from ‘learning by doing, ‘learning from nature is also important to architectural pedagogy, and Professor guide Singh believes that the challenges of climate can be best understood by studying nature. He gives a compelling example of the termite nests which orient themselves to avoid heating up and has a perfect shape to allow the hot air to rise and escape: a valuable lesson for passive cooling in dry climates.

Principles derived by observing nature are carried on to the design processes in the studio and even in technical subjects. The technical subjects are taught with a ‘problem-based learning approach where the students get a chance to put the lessons derived from nature into practice.

Digital tool

While we may learn better from direct interaction, the possibilities enabled by contemporary digital tools provide a new field for experimentation. As people always say, everything is on the net. Naturally, architecture needs materials, physicality and spaces, but the Internet allows global networks to form.

Domenico Di Siena defines Civic Design as a new discipline inherent to the development of urban environments through participatory processes. The question of the governance and legal entity of the community is constantly discussed among the members through a dedicated forum and a Slack channel, a Google drive, and a set of online videos. Those examples, all experimental, open the door to more to come. If one engages voluntarily in learning, the task becomes suddenly easier - long-lasting results observed in alternative schools where teachers act as moderators show the efficiency of a learning system based on self-motivation. By implying that students, participants, or citizens are the best ones to evaluate their own experience, those schools provide non-judgmental environments and authorize failure as a productive and necessary means to learn.

Globally, institutions involved in imparting architectural education are trying to achieve these objectives, through:

i. State of Art Architectural Learning

By changing the culture of the studio: Making the studio the focal point of experimental learning in architecture, involving: application of concepts or ideas in practise, to learn from experience rather than ideas, applied education outside of the classroom. Organizing workshops on the creation of useful products, such as models or architectural designs or construction techniques or graphics. encouraging learning while being committed to the environment, society, accessibility, and sustainability. establishing Chairs to advance innovations and conduct research tasks. Making use of modern technologies to teach students how to use laser cutting equipment, CNC machines, and volumetric models. Refocusing the teaching and learning process to create: Personal Competency critical thinking, creativity, ability to plan and organise, teamwork, leadership, self-discipline, dedication, analysis, synthesis, skills, etc. students will be able to improve their core competencies.

Specialization in the following areas- ability to build functional and beautiful architecture, fostering learning by planning and taking part in competitions educating pupils to behave globally while thinking locally the capacity to recognise and comprehend the connections between people, places, the environment, and society; projects for research and consulting. In order to dispel the myth that an architecture student must only be trained to be a designer, students must be given the freedom to chart their own educational path and decide whether they want to become a designer, construction manager, sustainable designer, landscape architect, architectural critic, journalist, photographer, structure expert, etc. based on their interests and skills. Students must have the choice and atmosphere to choose their own course for learning and advancement at the institute. Education focuses on teaching students how to use their five senses hearing, seeing, smelling, tasting, and analysing to understand, enjoy, and distinguish between good and bad architecture as well as the factors that go into each. Understanding the role that green buildings play in promoting sustainability, reducing carbon emissions from the built environment, and preventing global warming.

ii. Focussed Architectural Teaching

Increasing the breadth of education by collaborating across levels, i.e., teaching subjects in a cross-cutting/transversal manner for improved understanding/interaction with other professions. involving both visiting and permanent Professional Architects of Eminence in the faculty. encouraging a strong connection between industry and academia to adapt architecture education to the evolving demands of the industry, society, and technology.

In the Learning Processes/Methodology, the emphasis is on the process rather than the product to make the architectural objective focused. Making the classroom into a research lab where students' self-learning is encouraged via experimentation, innovation, and freedom of thought and action. encouraging innovation and investigation in the process of teaching and learning. Focusing on preparing students to handle professional duties in a suitable manner. Along with fostering sustainability, making sure students are aware of their place in the community, society, state, and environment. Making sure that students comprehend and value the whole range of a building's anatomy, its effect on how people live, and alternatives for making the most use of nature and its renewable resources to construct healthy and useful structures. Recognizing and rewarding faculty distinction in order to advance quality and innovation in architecture education

iii. Empowering Students through;

Creating Forums - planning meetings with experts, architects, and other groups on a local to the international scale. Giving pupils individualised attention through coaching and guidance by designating an academic counselor and a qualified coach. establishing a national/international job bank to help students find employment both locally and internationally Providing cutting-edge infrastructure, both soft and hard, to encourage academic performance. arranging frequent study trips/visits to significant modern complexes/buildings as well as historical and contemporary architecturally significant locations. fostering interaction with centers of excellence in architecture locally, nationally, and internationally. encouraging faculty and student exchanges with world-class international institutions. A focused selection of qualified professors with the skills, dedication, knowledge, and capacity to instruct and involve students in learning

Providing options in learning based on students' capacity- liking, understanding, etc to make optimum use of their skills Recognizing and awarding merit among Students to promote quality and innovations in architectural learning.

(https://spav.ac.in/pdf/ae2020.pdf) pg 20,21

VERNACULAR EDUCATION IN ARCHITECTURE

Importance of vernacular style education in architecture

According to its etymology, "Verna" means native and "architecture" is to design buildings, thus vernacular architecture is an architecture style that is built to meet the present needs, keeping in mind the local climate, culture, and materials. It is purely regional and its diverse nature makes it difficult to be propounded into a singular style with a name. In 1964 an exhibition held by Bernard Rudofsky, called "Architecture without Architects", established the significance of the term "vernacular architecture" amongst architects, which was followed by amplification by ace architects like Le Corbusier, Adolf Loos, and Frank Lloyd Wright. (Source: rethinking architecture-article:” why architects must study vernacular architecture”

As Frank Lloyd Wright says, we have to create an architecture that speaks for its time and place and yet yearns for timelessness. An architect cannot and should not create spaces without sensitivity and awareness towards the historical interventions, making it imperative to understand the factors that help designing spaces that are contextual with the surroundings and yet eternal. With the onset of modern architecture, the latest technologies and construction methods, manufactured and processed materials became a norm, but in reality, they are energy drainers and impact the environment on huge levels. On the contrary, vernacular architecture is sustainable in its approach It has less the carbon footprint, hence reduces the pressure on the environment.

Culture and architecture: what is the impact that culture creates in architecture? Does modern architecture have any relevance to the culture of the context?

Before it has become so easy to travel between different countries and architectural divides between cultures has begun to disappear, counties around the world had very unique architectural styles representing their cultures. Looking at the traditional design of buildings from a culture’s history, it would be impossible to get one confused for another. We know that those strong, sturdy columns belong to Greece or Rome. A pagoda makes us think of China and the other Asian countries it has influenced. Talking about India, it is a land full of assorted cultures that include festivals, religions, foods, attires, and occupations, thus breeding various examples of vernacular architecture. The notion of modernity is overshadowing the need to protect the cultural heritage.

Among the foremost things that decide the role of architecture or space, culture plays a very significant role. The location of a space, the size required for that function and the way through which it connects all are aided by the basic cultural significance space is being designed for. Space and culture are interlinked together to the extent that space cannot be analysed without that factor coming into play. The well-renowned Vastu Shastra, the rules and regulations for space as dictated by the Hindu religion is being followed by the Hindu people. The Chinese have the Fengshui or chi. All these rules or instructions have been drafted in accordance with the cultural practices of the people following that religion.

Along the way, with the advent of modernism, this principle has been forgotten. Buildings don’t have a unique style; they don’t even come close to creating or even maintaining identities.

While we are living in times when we can export and import materials nationally and internationally on a phone call, we also increase the cost of the project, which in turn creates a gap in the economic growth of the country. In introspection, the vernacular architecture uses local materials thus cutting down on various costs like the processing and manufacturing, the transport, and the cost of intricate construction processes for its application, then why not shift to a more local approach. These materials that are used depend on the location, they can be wooden in earthquake-prone regions and brick and clay in hot and humid climates.

Thus, understanding Vernacular Architecture and its characteristics are very important for architects, as it can help regulate the brimming problem of environmental degradation and also help society stay true to its culture and heritage. A proper approach has to be adapted in the induction of these vernacular values in architects, which has to begin at the grass-root level that is the ‘education’. Education is the basic for all the changes that is happening around us and whatever change we expect, it has to be implemented in educational policies.

The Eurocentric architectural education as a result of industrialization and globalization created a huge impact in the environment and social values of different communities around the world. Architecture is highly Contextual and based on local climate and anthropology. It should be vernacular. The local history of the place should be given higher importance with instead of the

European architectural history. Because history is where we can know about the past and design for the future.

Due to the nature of the concept, a study in vernacular architecture requires an inter-disciplinary fusion of anthropology, cultural geography, archaeology, history and architecture (Rapaport, 1969).

Why Architecture School Needs Interdisciplinary Training?

Like many fields, architecture is increasingly influenced by the call for more collaboration among disciplines. In practice, the emphasis is on improved collaborative processes, like integrated project delivery. In higher education, administrators attempt to soften the boundaries between disciplinary silos with incentives, such as funding, for faculty and students from different departments to work together. The first advantage is an increase in the quantity and quality of novel ideas. When architecture students are intent on understanding unfamiliar topics, such as the workings of natural organisms, their chances to develop innovative designs expand. Another outcome is the sharpened awareness of the nature of architecture as a discipline. By working with biologists, architecture students are immediately conscious of the fundamental approaches, techniques, and conceptual thinking that architects employ especially when working with collaborators who use entirely different methods. Most importantly, the qualities that define architecture percolate to the surface. Next advantage is the development of new ways that architecture can help to advance other fields. Despite these benefits, caution remains. For example, students might be distracted and directionless unless well-defined objectives are established at the outset. Furthermore, students may require additional time to develop necessary disciplinary expertise within an increasingly specialized field. A balance must therefore be struck between architecture-focused education and interdisciplinary learning.