6.2. Portfolio Diversity Challenges

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 text introduces a philosophical view on architecture, where the process of creating architecture (called panchi karan) reflects both personal and universal elements. It posits that every individual serves as a reflection of the overall universe, emphasizing the importance of personal responsibility in the larger context of the world. This suggests that our actions (the 'I') influence broader outcomes in society and the environment.

Imagine an artist creating a mural. Each brushstroke not only contributes to the art piece but also symbolizes their interaction with the world around them. Just like the artist, each person influences their environment through their actions and decisions, reflecting a balance between personal creativity and universal existence.

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 explains three critical components of education: cognitive, psychomotor, and affective aspects. The cognitive aspect refers to knowledge and intellectual skills, the psychomotor aspect involves physical skills learned through practice, and the affective aspect encompasses emotions and values associated with learning. These three dimensions must be integrated for holistic education.

Consider learning to ride a bicycle. You need cognitive skills to understand balance and steering (cognitive), physical practice to pedal and steer (psychomotor), and the joy or confidence that riding gives you (affective). All three aspects contribute to mastering the skill.

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 discusses Bloom's Taxonomy, a framework designed to classify educational goals. Initially, it organized learning objectives from lower-order thinking skills (like remembering) to higher-order skills (like evaluating). The 2002 revision added the synthesis and creation levels on top, emphasizing creativity and application of knowledge in real-world scenarios.

Think of Bloom's Taxonomy as a ladder. The lower rungs represent basic tasks like memorization, while the upper rungs represent creative tasks, such as developing a new app. As you climb higher, the tasks require more complex thinking and application of previous knowledge.

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.

The text outlines current trends in architectural education that focus heavily on digital tools and technologies. While these advancements enhance design processes through fabricated models and simulations, there is a concern that traditional skills and real-world applications may be overlooked. It hints at a need to balance digital proficiency with hands-on learning.

Imagine a chef using digital tools to plan meals but rarely cooking in a kitchen. While digital planning is valuable, without hands-on practice, the chef might struggle to execute their ideas. Similarly, architects need practical experience alongside digital skills.

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 section discusses a common gap in architectural training: the disconnect between theoretical digital models (like CAD) and real-world conditions. While simulations can provide insights, they cannot fully capture the complexities of actual building sites, such as environmental factors or human behavior. This emphasizes the importance of practical site experience in architectural education.

Think of a pilot who only practices on a flight simulator. While they learn how to operate the plane, they might face unexpected challenges in real flights. Just as pilots need actual flight experience to prepare for turbulence, architects must engage with real sites to understand their designs' practical impact.

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 and also the site interactions become very less and they mostly end up in sitting on a table and drafting things you know.

This chunk highlights a significant issue in architectural education: the decline of manual drafting skills due to reliance on technology. Although digital tools like CAD are essential, it is crucial for students to retain basic hand-drawing skills and engage in site interactions to foster creativity and practicality in their designs.

Consider an artist who only uses computer software for their work. While technology can enhance their art, they may lose touch with traditional skills that allow them to express creativity and individuality. Similarly, architects who forgo manual skills may miss opportunities for unique design solutions.

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.

The text points out a concerning trend in architectural portfolios submitted for admissions, particularly in the US. Due to the widespread use of similar digital tools and processes, many portfolios tend to have a uniform appearance, lacking individuality and adherence to local contexts. This emphasizes the need for educational practices that encourage diversity and personal expression in design work.

Imagine if every student in an art school used the same set of supplies and techniques. While their work may be technically sound, it would lack variety and personal touch. Just as unique artistic expressions enrich the art world, diverse architectural approaches can lead to innovative solutions and a richer built environment.

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