4.3. Advanced Specialization

And this Chhaya calls it as a kind of the architectural process of the world, the process of ordering time, space and forms, this process is called panchi karan and becoming the world’s where the man is a micro reflex of the universal totality at all the existence levels of idea, process and medium of macro-level universe, so it starts with I and how your responsibility goes back to a much more macro level is very important.

The term 'panchi karan' refers to an architectural process that emphasizes the interconnectedness of various elements such as time, space, and forms. This means that architecture is not just about buildings but reflects a broader understanding of our existence and responsibilities in the universe. The individual (I) plays a crucial role in shaping this reality, highlighting that our actions and thoughts have far-reaching implications on a macro level.

Think of a small ripple in a pond. When you toss a stone into the water, it creates ripples that spread far beyond the spot where the stone landed. Just like the ripple effect, our individual actions can have far-reaching consequences in the larger framework of society and the universe.

So, in an education process, there are 3 things; one is the cognitive aspects and the psychomotor aspects and the affective aspects. So, cognitive is talking about the mental capacities which talks about the skills and the knowledge which you learn through the brain and whereas a psychomotor, how you learn through the hand and effective which you learn which goes into your heart you know which had some value of your education.

Education encompasses three main elements: cognitive, psychomotor, and affective. Cognitive aspects relate to what you think and know, including the facts and skills learned through studying. Psychomotor aspects involve physical skills learned through doing, such as drawing or building. Affective aspects pertain to the emotional connection or value you assign to education, which influences your motivation and personal growth.

Imagine learning to ride a bicycle. The cognitive aspect involves understanding how to balance and pedal (the theory), the psychomotor aspect is the actual act of getting on the bike and pedaling, and the affective aspect comes from the joy and sense of accomplishment you feel once you can ride confidently.

A lot of taxonomies which has been developed; Bloom's taxonomy is one of it, Blooms have developed 1956, where there is a lower order to higher order, the evaluation was on a peak but in 2002, he brought the synthesis and then the creation into the top in the summit.

Bloom's Taxonomy is a framework that categorizes educational goals and objectives, initially proposed in 1956. It ranges from lower-order thinking skills like remembering and understanding to higher-order skills like analyzing, synthesizing, and creating. The 2002 revision emphasized the importance of synthesis and creativity, reflecting the changing landscape of education where innovation and original thought are paramount.

Think of assembling a puzzle. At first, you need to remember which pieces you have (lower-order). Then, you start to understand how they fit together (understanding). As you analyze the puzzle to find where pieces go (analyzing), you eventually create a beautiful picture by putting everything in the right place (creating).

And now, in the present generation of architecture, we are talking about not only the digital forms because of various fabricated models, where technology has been advanced and also we are looking at the digital processes as well. But in this process, what we are missing is the ground realities...

Today's architecture heavily incorporates digital technology and fabricated models, enhancing design processes. However, there is a challenge of overlooking ground realities, such as environmental conditions and real-world interactions. Students must learn to navigate digital tools while also connecting with physical environments to create effective designs.

Consider designing a climate-controlled building. You can create a perfect digital model, but if you don't consider the local weather patterns, the building might not function well in reality. Just like baking a cake requires considering ingredients and oven settings, architectural design must integrate both digital representations and practical realities.

...today, we are having many tools like the CAD simulation tools and energy efficiency orientation today, we are not having anyways, the final year students are not at all using their hand skills which they learned in first year but eventually, they forget about it you know, this is one problem...

Despite advancements in technology, many final-year architecture students tend to neglect the hand skills they initially learned. This poses a problem because manual skills are crucial for understanding design intricacies and fostering creativity. Engaging with physical materials keeps their artistic skills sharp and enhances their overall design ability.

It's like athletes who rely solely on advanced training equipment but forget the fundamentals of running, jumping, and throwing. Just as an athlete benefits from practicing core skills, architects must continue to engage in hand-drawing and physical modeling to maintain their creative edge.

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