Abhirami.A | Final Semester Architecture student at Masap
Abstract : In the 7th decade of independence, it is high time for the architectural fraternity to critically ponder the degree of Indian contextuality of present architectural education system. In spite of a great architectural legacy, western theories and principles continue to dominate the curriculum. The mushrooming of architectural colleges throughout the country in an alarming rate further factors the need to scrutinize the pedagogical standards and its student sensitivity. This paper aims to discuss the opportunities and challenges of the present architecture education in India and puts forward strategies and opportunities for a new paradigm.
Introduction
The basic amenities for a human being include food, clothing and shelter. Out of the three, men had been in constant thrive to improvise his shelter which eventually injected a strong desire to materialize his aspirations into it. With its genesis as a means of escape from the vagaries of weather and animals, the vicissitudes of time and the civilizations have moulded it into the highest creative order of human intellect- Architecture. Today apart from being one of the noble professions, the course of architecture and a professional who owns a title of architect are perceived in a unique and dignified perspective by the common and cultured as architecture is the physical manifestation of a culture endowed with functionality. Albeit a scrutiny of current scenario of architecture education and professional practice in ‘Indian context’ presents an apprehensive situation regarding its value and morals.
Present landscape of architecture and education
Starting with Sir JJ College of Architecture Mumbai in 1857, the number of architecture colleges approved by COA has reached 514 by 2018 in India. The burgeoning number of colleges is primarily due to the increased privatisation and commercialisation of technical institutions which encourage them to set up architecture schools as appendages along with engineering and management courses. Consequently this mushrooming of colleges is synonymous with the dilution of quality in education. The colleges in the infant stage find it hard to survive the initial years, either furnishing the students with minimum quality of infrastructure services or borrowing the facilities from parent campus for the ease of procuring statutory approval which fails to critically examine the qualitative standards of education. Acute shortage of teachers in professor rank is another alarming issue which is usually resolved by assistant professors who may be fresh graduates with least experience. According to the current statistics, around 20,000 graduates pass out each year in India, whose job security is sceptic and employment is highly problematic. The proliferation of graduates can make India affluent with architects but their intellectual and vocational standards are questionable in this ‘tumorous’ condition.
The existing curriculum framed by Council of Architecture under Regulations of 1983, includes all kinds of subjects to nurture the left and right lobes of brain. But it seldom discovers the innate calibre within the students and enables them in establishing a self identity which is indispensible in this highly competitive field. Moreover both the present curriculum and pedagogy remains stagnant in cultivating a pragmatic perception of the theoretical subjects which develops disregard among students for college education. This forms a large vacuum in between the academics and professional practice making the two as relatively contrasting realms, especially in commercialised firms, as academic field values learning aptitude while professional field values work aptitude, ignoring the theoretical base. What is the use of a professional course if it fails to make a student competent enough to profess the values and knowledge acquired from the academia into his profession? 35 Years have passed since the regulations for minimum standards had been formulated. It is high time to redefine and rationalise the curriculum in the contemporary light and to make it less generic and more student sensitive.
Architectural and education in the context of India
The impact of colonisation is still pervading in every domain of the society under which the sensitivity to Indian culture, ethics, and pluralism are gravely challenged. This is clearly evident from the Lutyen’s Delhi, a creation of an ideology with a loathsome attitude towards Indian ethos, extolled by Indians, from which architecture attained a professional status. Even in the seventh decade of post-independent era, the mimicking and adaptation of western education, principles and aesthetics still prevail in spite of a great Indian architectural legacy. The industrial dogma of dominance of technology over humanities and culture is instilled within the education system which fosters a deterministic and rational attitude but forgets to teach the quintessence of the epithet ‘Indian’ i.e., holism and spirituality. The subject of History of architecture is included within the curriculum to make students aware of and appreciate their culture; paradoxically major volume of the syllabus is occupied by western architectural principles. It even fails to appraise the modern heritage of India which can culminate in mishaps like the demolition of the Hall of Nations without concern. A city without heritage is like an old man without memories. If the traditional porous spaces are the venues for celebration, the minimalistic glass boxes are just coffins of Indian culture.
The indigenous rural realm of India remains unaddressed by the gamut of architecture which is evident from the recent devastating incident of Kerala floods in which the architecture students could just serve as mere volunteers, unable to utilize their professional skills at the time of havoc. Despite a state having 28 architecture colleges, women in villages of Haryana are still devoid of secured toilets. The vernacular practices and the rural culture remain odd for the budding architects which hinder their cognition of the dynamism of Indian villages which becomes most vibrant when brought with urban aspirations.
Effective ways of teaching
Diverse groups of students may pursue B.Arch course, of which majority might have opted accidently. Teachers have a moral obligation to enlighten them with a creative stimulus and inspiration to develop competence. India has an invaluable tradition of Gurukul system in which chains of knowledge and values are passed on through generations which has a due relevance in the architectural education in India where there is need for instillation of values for the shapers of future world. The mode of teaching adopted should fade the boundary between theory and practicality. Teaching must be a two way process of sharing and questioning of ideas.
Conclusion
Strategies and Alternatives:
Student intake could be restricted to 20 even as quantity retards with quality.
COA Approval norms for colleges should give more importance for qualitative standards.
Effective orientation classes to make student aware of all the dimensions of architecture.
1st year curriculum in B.Arch is as crucial as foundation for a building. The students should be capable to carry the fundamentals taught and trained in the ground level to higher altitudes.
Linking of all theory subjects with architectural design through interesting time problems to enhance pragmatic skills. Introduce 3D physical model making exercises for all relevant subjects since architecture is a physical manifestation of principles and ideas. History should be extended to critical analysis of buildings and creations of masters and its interpretation in contemporary period to inculcate a sense of historicity and respect for culture.
Promote hands on construction practices and workshops in a skill based manner pertaining to every type of contexts.
Make architectural competitions an integral part of the curriculum for mandatory participation. It offers opportunities for the budding architects to discover and evaluate one self, expose to new levels of knowledge and enhance skills.
Include study on syndromes of architecture to make students aware of the darker side of architecture. Introduce archival projects to promote heritage walks, community interactions, rural study etc in graduation level for a cognitive response to the indigenous aspirations of India.
Opportunity for 25% flexibility in syllabus prescribed by COA should be utilized to impart
contextualility in curriculum and student sensitivity in curriculum.
Apart from the jury system, architecture design examination of 3 to 5 days (in which the same design project in different context is given) shall help in fostering and evaluating the quick skill of the student that is required in their professional practice.
Electives should be given more priority to help students in opting an allied field along with core practice which ensures sustainability of the profession at this time of flourishing graduates.
Right screening process for faculty recruitment as teaching is more or less considered as an apology to practical responsibilities.
Reference
NIASA, 2014, Journal of Council of Architecture, Maharashtra
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