In a curated series on archival texts, views, discussions and comments on the state of architecture and design education in India, Prem Chandavarkar assesses the state of architectural education and the role of the Council, the practice and the institution in an increasingly urban India- outlining his thoughts on an appropriate paradigm for an architecture school and the urgency for a competitive standard of excellence.
In a curated series on archival texts, views, discussions and comments on the state of architecture and design education in India, Professor Chhaya critically questions the idea and role of an institution in an increasingly multidisciplinary design world, outlining his thoughts on a desired model for an architecture school and the values associated with the same.
Matt Groening, from “School is Hell”, 1987.
In a curated series on archival texts, views, discussions and comments on the state of architecture and design education in India, Sen Kapadia contributes the first to provoke further thought as he reminisces about the importance of a diverse learning environment against the restrictive curriculum-based thinking.
By Madhavi Desai
Education is the cornerstone of any discipline, including architecture, where it primarily combines intellectual rigour and practical skills. It is also a place where the students learn to think deeply about the interconnectedness of the culture, the built environment, technology and the world of ideas. The most significant and unique aspect of architectural education is that it is potentially infinite in its scope and subject matter. The discipline of architecture is deeply embedded in the cultural world and the culture of an institute is closely connected to its teaching ideology and pedagogy. “Architectural education, although obviously intended as vocational training, is also intended as a form of socialisation aimed at producing a very specific type of person. All forms of education transmit knowledge and skills. All forms of education also socialise students into some sort of ethos or culture. These two functions are inseparable.”[ii] Institutional practices such as organisation of curriculum, the relationship between theory and practice and administrative set-up enable or constrain particular forms of knowledge. Continue reading ARCHITECTURAL EDUCATION IN INDIA: WOMEN STUDENTS, CULTURE AND PEDAGOGY