6.1. Digital Interaction and Site Interaction

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.

This chunk introduces the concept of 'Panchi Karan' as an architectural process through which individuals understand their relationship with the universe. It suggests that individuals, represented by 'I', reflect a larger universal totality, emphasizing that each person is part of a larger cosmic framework. This notion posits that our awareness and responsibilities not only pertain to our immediate surroundings but extend to broader existential themes.

Think of Panchi Karan as a map of a city where every road (individual) connects to major highways (universal concepts). Just like a person navigates through different streets while keeping their destination in mind, this concept illustrates how we, as individuals, interact with larger universal principles.

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.

This chunk discusses the three aspects of education: cognitive, psychomotor, and affective. The cognitive aspect refers to mental skills and knowledge acquired through intellectual engagement. The psychomotor aspect involves physical skills learned through practical activities. Finally, the affective aspect relates to emotional engagement and values developed through education. It suggests that effective education requires a balance among these three areas for holistic learning.

Consider learning to drive a car. The cognitive aspect involves understanding road signs and the rules of the road (knowledge), the psychomotor aspect involves actually maneuvering the car (skills), and the affective aspect involves developing responsibility and confidence behind the wheel (values). All three aspects must work together for a safe and effective driving experience.

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.

This chunk explains Bloom's Taxonomy, a framework developed in 1956 categorizing educational objectives from lower-order to higher-order thinking skills. Initially, it focused on knowledge, comprehension, and application, leading up to analysis and evaluation. In the 2002 revision, higher-order processes like synthesis and creation were emphasized, illustrating the evolving understanding of learning and critical thinking.

Think of Bloom's Taxonomy as climbing a staircase where each step represents a level of understanding. Just as climbing higher requires more effort and skill, moving from remembering facts (lowest step) to creating new ideas (highest step) demands more critical thought and creativity.

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.

This section covers the impact of technology on architectural education and practice, particularly highlighting digital methods and fabrication techniques. It emphasizes that the current trend in architecture integrates both traditional and advanced digital processes, furthering the possibilities in design and construction.

Imagine baking a cake. Initially, you rely on traditional methods, like measuring and mixing ingredients by hand. However, new kitchen gadgets (digital processes) can help you bake faster or create unique designs. Similarly, architects use advanced technologies to enhance their designs and improve efficiency.

But in this process, what we are missing is the ground realities, in fact, there are many models like CAD simulation model, like this is one of my students work where they try to simulate the lighting aspects and as well as you know the climatic aspects of it.

This chunk points out that while digital approaches like CAD simulation models are valuable, they can overlook real-world scenarios and practical applications. It stresses the importance of grounding architectural education in tangible realities to ensure designs are viable and respond appropriately to environmental factors.

Consider a chef using a computerized recipe program. While it provides accurate measurements, it might not take into account how ingredients behave in different climates. Chefs learn by cooking in real kitchens, just as architects must engage with actual environments and physical contexts when designing buildings.

And an architectural education is a 5-year course and where it starts with a fundamental foundation elaboration, integration, advanced specialization and the last 3 E’s; exploration, evaluation and experience.

This section outlines the structure of architectural education, which spans five years. It begins with foundational knowledge, moves through integrating various concepts and subjects, advances toward specialization, and ultimately focuses on exploration, evaluation, and experiential learning. This progression prepares students to tackle complex architectural challenges effectively.

Think of it like building a house. You start with a solid foundation (fundamentals), then you construct walls and a roof (integration of different subjects), before personalizing the interiors (advanced specialization). Finally, you invite guests to experience your home (exploration and evaluation) and receive feedback to make improvements.

And then, we move on to the advanced specialization you know, your focus will be oriented but in the teaching you know, it is not just about what you teach, how much they have learnt, this is assess that it is not about how much you have thought but how much they have learned is more important.

This excerpt emphasizes the significance of learning outcomes in education. It argues that the effectiveness of teaching should be measured not by the amount of content delivered but by whether students understand and can apply that knowledge. This shift in focus towards actual learning outcomes is crucial for academic success.

Imagine teaching someone to ride a bicycle. The goal isn't just to explain the mechanics of biking (teaching) but to ensure they can balance and ride confidently without assistance (learning). Ultimately, it's the skill acquired, not just the theory, that matters.

I have taught Snoopy to whistle but I can’t hear him whistle, I said I taught him not he had learned, so this is where the gap has to be analysed.

In this chunk, the speaker uses a humorous analogy to highlight the gap between teaching and learning. The story about 'teaching Snoopy to whistle' illustrates that just because someone has been instructed on a skill doesn't mean they have successfully learned or can perform it. This points to the necessity for educators to assess and ensure that students truly understand and apply what they have been taught.

This is similar to a music lesson where a teacher might instruct a student on how to play the piano. Just because the teacher taught the student notes doesn't guarantee they can play a song. Regular practice and assessment are essential for true understanding and skill development.

And also, this is one of the thesis of Vishal, one of my students and he developed a Rohingya’s refugees, sheltered as a project and you can see the handmade drawings of his work and the moment person is touching his pencil and drawing on the board, it will give him more time to think about the details he is working.

This section discusses the benefits of creating handmade drawings in architectural education. It argues that the physical act of drawing allows for deeper engagement with the details of a project, fostering creativity and thoughtfulness that may not be as pronounced in digital drafting. This tactile interaction helps clarify design ideas and improves the understanding of spatial relationships.

Consider an artist painting on canvas versus using a digital tablet. Many artists find that the tactile feedback and slow, careful brush strokes allow them to connect deeply with their artwork, creating finer details and greater depth compared to the faster, more mechanical process of digital reproduction.

Today, because of the various tools which we are doing, 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.

This chunk highlights a crucial challenge in modern architectural education: the reliance on digital tools such as CAD software. While these tools enhance design capabilities, they may lead to a decline in foundational hand-drawing skills that are vital for understanding and presenting architectural ideas. The author expresses concern that students may forget the basics as they focus on technology.

Think of a chef who only uses gadgets to cook instead of traditional skills. Over time, they may lose the ability to chop vegetables manually or understand the nuances of cooking techniques, resulting in less versatile culinary skills. Similarly, architects risk losing essential skills when overly dependent on technology.

And also the site interactions become very less and they mostly end up in sitting on a table and drafting things you know. I think this is very important that you have to make interact with this process of digital interaction and along with the site interaction knowing the realities for instance, when any US admission procedure when they get a portfolios from all around the world, every portfolio looks more or less the same because they are all developed by the same tools and same processes you know, so in that way the diversity and the context has not been addressed.

This chunk addresses the diminishing opportunities for students to interact with real sites as they primarily work digitally. It calls for a balance between digital interaction and hands-on site exploration. The author suggests that relying too much on uniform digital tools may result in portfolios that lack diversity and fail to reflect individual contexts and cultural specifics.

It's like a traveler who only looks at tourist brochures instead of exploring a city by walking its streets. While brochures give a glimpse, they cannot replace the personal experiences and unique sights one discovers in real life. Architects need to engage with their environments to create meaningful designs that truly resonate with the places they serve.

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