Disaster Preparedness & Planning - Vol 7 | 6. Chhaya's Architectural Process by Abraham | Learn Smarter
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6. Chhaya's Architectural Process

This chapter explores the intricate relationship between architecture and education, emphasizing the interplay between cognitive, psychomotor, and affective learning experiences. It discusses the traditional frameworks of learning, such as Bloom’s taxonomy, while delving into the advancements in digital processes and their implications on architectural education. Furthermore, it critiques the reliance on technology in design practices at the expense of hands-on skills and grounding in real-world contexts.

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Sections

  • 1

    Chhaya's Architectural Process

    Chhaya discusses the architectural process known as panchi karan, which relates individual roles to universal existence, emphasizing the importance of education and cognitive, psychomotor, and affective aspects.

    Learning Practice

  • 1.1

    The Concept Of Panchi Karan

    The concept of Panchi Karan illustrates the interconnectedness of individual existence with the universal framework, emphasizing responsibility and holistic understanding within architectural education.

    Learning Practice

  • 1.2

    The Individual's Role In The Universe

    This section discusses the interconnectedness of individuals and the universe, emphasizing the responsibility humans have in shaping their environment and understanding education.

    Learning Practice

  • 2

    Education Process

    This section discusses the multifaceted education process, emphasizing cognitive, psychomotor, and affective dimensions, alongside the importance of experiential learning in architecture.

    Learning Practice

  • 2.1

    Cognitive, Psychomotor, And Affective Aspects

    This section outlines the three crucial aspects of education: cognitive, psychomotor, and affective, providing a framework for understanding learning processes.

    Learning Practice

  • 2.2

    Bloom's Taxonomy

    Bloom's Taxonomy outlines a framework for categorizing educational goals across cognitive, psychomotor, and affective domains, emphasizing the importance of understanding and evaluating learning.

    Learning Practice

  • 3

    Current Trends In Architecture

    This section addresses the theories and evolving practices within architecture, emphasizing the importance of both individual responsibility and the socio-cultural context in design processes.

    Learning Practice

  • 3.1

    Digital Forms And Technological Advances

    This section discusses the interplay between advanced technology in architectural education and the significance of grounding designs in reality.

    Learning Practice

  • 3.2

    Simulation Models

    This section discusses the theoretical foundation of simulation models in architecture, emphasizing the impact of cognitive, psychomotor, and affective aspects of education.

    Learning Practice

  • 4

    Architectural Education Framework

    This section discusses the architectural process of education, emphasizing the integration of cognitive, psychomotor, and affective aspects and their significance in shaping an architect.

    Learning Practice

  • 4.1

    5-Year Course Structure

    This section outlines the architectural educational process, emphasizing cognitive, psychomotor, and affective learning components across a structured 5-year curriculum.

    Learning Practice

  • 4.2

    Integration Of Different Aspects

    This section explores the integration of cognitive, psychomotor, and affective aspects in education, emphasizing the role of the individual in understanding disaster and architectural processes.

    Learning Practice

  • 4.3

    Advanced Specialization

    This section discusses the interplay between individual roles in architectural education and the macro-level implications of these roles.

    Learning Practice

  • 5

    Learning Versus Teaching

    The section explores the vital distinctions between learning and teaching, emphasizing the cognitive, psychomotor, and affective aspects of education.

    Learning Practice

  • 5.1

    Assessment Of Learning

    This section discusses the multifaceted assessment of learning in architectural education, focusing on cognitive, psychomotor, and affective domains.

    Learning Practice

  • 5.2

    The Importance Of Manual Skills

    This section highlights the critical role of manual skills in education and architecture, emphasizing the balance between hands-on experience and digital modeling.

    Learning Practice

  • 6

    Interactivity And Diversity In Education

    This section discusses the architectural process of education, emphasizing the interconnectedness of cognitive, psychomotor, and affective aspects while addressing the need for diverse approaches in architectural education.

    Learning Practice

  • 6.1

    Digital Interaction And Site Interaction

    This section discusses the importance of individual responsibility in the architectural process, intertwining cognitive, psychomotor, and affective aspects of education while addressing the implications of digital and site interactions in architecture.

    Learning Practice

  • 6.2

    Portfolio Diversity Challenges

    This section discusses the intricate relationship between individual responsibility, education processes, and the challenges of achieving diversity in architectural portfolios.

    Learning Practice

References

38 part c.pdf

Class Notes

Memorization

Final Test

Revision Tests