5. Learning versus Teaching

And that is where your roles you know, how this I, myself and me and how your roles reflex the body and mind, how your relationships and how as your role plays like an explorer as an observer, how it keeps interchanging with it.

This chunk emphasizes the connection between self-awareness and our roles in learning. It discusses how our individual perspectives ('I, myself, and me') influence our understanding and interactions in the educational process. Recognizing ourselves as explorers and observers highlights the need for active engagement in learning rather than passive absorption of information.

Imagine a student exploring a new city. By taking on the role of a tourist, they actively seek out experiences and engage with the surroundings instead of merely watching from the bus window. This hands-on approach leads to a deeper understanding of the city's culture and history, similar to how students should engage with educational content.

So, in an education process, there are 3 things; one is the cognitive aspects and the psychomotor aspects and the affective aspects.

In this chunk, the speaker outlines three essential components of education: cognitive, psychomotor, and affective. Cognitive refers to the mental skills and knowledge acquired through learning. Psychomotor involves the physical skills developed through practice, while affective pertains to emotional aspects and values associated with learning. Each component contributes to a holistic educational experience.

Think of learning to ride a bike. Cognitive learning involves understanding how to balance and steer, psychomotor learning is the actual practice of pedaling and turning, while affective learning includes feelings of joy and accomplishment as one gains confidence and enjoys the freedom of riding.

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.

This chunk introduces Bloom's taxonomy, a framework for categorizing educational objectives. Initially developed in 1956, it ranked different levels of cognitive skills from lower-order (like remembering) to higher-order (like creating). The mention of the 2002 revision signifies evolving educational practices that now emphasize synthesis and creation as the pinnacle of learning.

Consider a chef learning to cook. At first, they learn to memorize recipes (remembering), then can mix ingredients (applying), and eventually create their own unique dishes (creating). This progression mirrors Bloom's taxonomy, showcasing how learning evolves from basic to complex skills.

But in this process, what we are missing is the ground realities, in fact, there are many models like CAD simulation model.

This section highlights the gap between theoretical knowledge and practical application in architectural education. It points out that while advanced technologies, such as CAD simulations, are useful for design, they might overlook real-world realities, which are crucial for true learning in architecture. This disconnect can prevent students from fully grasping the complexities of their field.

Imagine a budding architect designing a building entirely on a computer without visiting the construction site. They might create stunning visuals but miss critical aspects like the local climate or the surrounding environment. Experience in the real world is essential to understand how architecture lives beyond the screen.

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 chunk stresses the importance of hands-on techniques in education, especially in fields like architecture. It argues that physically engaging with materials (like drawing by hand) allows for deeper thought and reflection on details compared to using digital tools, which can lead to mindless copying without real engagement.

Picture an artist sketching a mural by hand, contemplating every stroke as they go. This tactile interaction with their medium fosters creativity and awareness that digital shortcuts often rob. Just as the artist benefits from the physical act, architecture students can gain much from such tangible experiences.

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.

Here, the emphasis is on the reliance on digital tools within architectural education, such as CAD software, which can lead to neglect of foundational hand skills learned early in the program. This can result in students entering the workforce with an insufficient grasp of practical skills essential for an architect's role.

Think of a musician who relies solely on digital tools to compose and record music, forgetting the basics of playing an instrument. Over time, they may struggle to create original pieces without software assistance. Similarly, architecture students must not lose their ability to sketch and conceptualize designs without digital help.

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