5.2. The Importance of Manual Skills

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 discusses an important philosophical idea about how individuals relate to the universe and their responsibilities. It introduces the concept of 'panchi karan', which refers to the way in which order is brought to time, space, and forms in architecture. The individual (referred to as 'I') is seen as a reflection of the broader universe. Therefore, understanding one's role is crucial, as it connects individual actions to larger universal processes.

Think of a small pebble thrown into a pond. The pebble creates ripples that affect the entire surface of the water. Similarly, our individual actions can create changes that impact larger systems, such as disaster management or environmental conservation.

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

This chunk introduces three critical components of education: cognitive, psychomotor, and affective. Cognitive aspects relate to mental skills and knowledge. Psychomotor aspects involve learning through physical activities or skills, such as manual labor or crafting. Finally, affective aspects pertain to the emotional values and attitudes we develop through education. Each aspect is essential for a well-rounded educational experience.

Consider learning how to cook. The cognitive aspect is understanding recipes and cooking techniques (knowledge), the psychomotor aspect is the actual cooking (skills), and the affective aspect is developing a passion for cooking and valuing home-cooked meals (attitude).

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 used to classify educational learning objectives into levels of complexity and specificity. Originally created in 1956, it described a hierarchy from lower-order skills like remembering and understanding to higher-order skills like analyzing and evaluating. The updated version in 2002 added 'synthesis' and 'creating' at the highest level, emphasizing the need for creativity and synthesis in learning.

Imagine a ladder. The lower steps represent basic knowledge, like recalling facts. As you climb higher, you move to analysis, evaluation, and ultimately creating your own unique project or idea. This progression supports comprehensive learning.

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 chunk points out the evolution in architectural education, where there’s a balance between traditional manual skills and modern digital techniques. While technology provides advanced tools and processes for design, it is crucial not to lose sight of manual skills that foster creativity and understanding of materials.

Think of an artist who uses both digital software to create stunning designs and traditional paint or clay to explore textures and depth. The combination of both skill sets allows for more innovative and effective artistic expression.

But 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 discusses the importance of grounding architectural design in reality rather than solely relying on digital simulations. While technologies like CAD (Computer-Aided Design) are valuable for visualizing designs, understanding real-world dynamics such as lighting and climate conditions is essential. By intertwining manual skills with digital tools, students can create more realistic and functional designs.

Imagine a chef who practices recipes in a kitchen (manual skills) before designing a restaurant layout on a computer. This hands-on practice helps identify how meals will be served and how the space feels, ensuring a practical and effective design.

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 emphasizes a concerning trend in architectural education: as students progress, they often neglect the manual skills acquired in their earlier studies. Although digital tools are increasingly popular, hands-on experience through site interaction is crucial. Engaging with real environments allows students to apply their skills and restore the balance necessary for effective design.

Consider learning to ride a bicycle. Initially, you practice balancing and pedaling in a safe environment. But if you only read manuals about biking without getting on a bike outside, you might forget how to ride when it's time to do so. Similarly, manual skills in architecture must be practiced alongside digital skills.

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