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Du e to the unique role that the architectplays in society, a
comprehensive approachis absolutely necessary in the study of
architecture. Architecture is associated with theentire spectrum of
human activities. Architects need to be educated to become
sensitive, concerned human beings fully aware ofthe complex
relationship among naturalphenomena, human activities and manmade
institutions.The architect's choices have vast implications for
societies. For example, thechoice of an appropriate level of
technologyof construction, which relies heavily ontraditional
building crafts, can greatly helpthe economy of a region. With
regard tomaterial resources, the training of an architect can
encourage him to use optimally anybuilding materials drawn from
non-replenishable resources. Unless the architect hassome general
training in the local vernaculartradition, he cannot interpret
social institutions in terms of the built environment,and the
opportunity to bring people togetherand create ' l cohesive
community spirit willbe lost.Architecture can embody certain
deeplyrooted symbolic, aesthetic associations ofthe community. The
training of an architectneeds to include a proper understanding
ofthe symbolic and aesthetic associations ofpeople and their
architecture. Only then canan architect create built forms with
whichthe community will wholeheartedly identifyand which will
become worthy of being regarded as the community's heritage
overtime.Today most architectural practise is concentrated in urban
areas. The major occupation of most architects is to serve theneeds
of the esta te developers and, in isolated instances, to design
institutions andpublic buildings. Concern for the environment is
lacking in most projects due to a lackof initiative and foresight
as well as thearchitect's self-imposed limitations in designing for
a particular task. As a result,problems concerning the needs of
communities in the urban areas remain unsolved andthe effectiveness
of the architect as a participating professional member of a
com-
IndiaB.V. Doshi
B. V. Doshi, School ofArchitecture, Ahmedabad,lower studioPhoto:
B. V. Doshi.
munity becomes negligible. In the ruralareas, due to a total
lack of architects' participation, problems are usually handled
byothers, and, as a result, the environment ischanging without any
cohesive plan. Thecause of this total failure to participate in
theurban and rural development is rooted inthe professional and
educational spheres. I fthe educational process would have
inculcated an awareness of developmental issues,at least the
graduates might have participated in the activities of the
commmunity.But, unfortunately, this is not happening.The more than
twenty schools of architecture now existing in India base their
teachingon a curriculum formulated many years ago.The curriculum
neither emphasises theexcellence required of a technical
graduate,despite the fact that there are too manytechnical courses,
nor does it encourage social commitment by the professional.
There a re degree courses of five years' duration, diploma
courses of two years' durationand certificate courses of one year's
duration. In spite of this diversity, the choice ofthe student and
the needs of the communityare not really addressed. This has
resultedfrom the pattern of starting courses based onavailable job
opportunities and developingskills in limited specialised areas.
The curriculum is rigid and denies students the chanceto reorient
their studies over time. For example, the engineering graduate
undergoingthe five-year course cannot opt for a newbranch after the
first year. As a result, hehas to either give up or continue, even
if hehas no keen interest. The diploma student,on the other hand,
cannot switch to join adegree course if he so desires. Such is
alsothe case of students in certificate levelcourses. This
stratification has not onlytaken away the initiative to improve,
but hasalso created bottlenecks in employment.A solution to this
state of affairs could befound if all technical education were
considered as multi-disciplinary, consisting ofallied components,
with the core coursesconducted in common. Then, the
enteringstudents in engineering, technology, architecture and
planning could begin together,taking common courses for three
years. Theprogrammes for each discipline would differin the final
year, when required courses forpractical training would replace
others.A9vantages of such an integration for thestudent are
several:1) It would allow students a choice tochange to ano ther
allied discipline afterthree years.2) I f for any reason a student
is unable tocontinue, he or she can opt out after threeyears and
still hope to continue in the future.3) Programmes of short and
long durationcould be adjusted among various institutions, thus
reducing unnecessary expenditure in replicated plant and
equipmentcosts.4) Well organised research and feedbackcould be
maintained in all allied fields, providing a good basis for the
modification ofteaching methods and the curriculum.
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5) The performance of the students will beimproved due to the
variety of choices.6) Interdisciplinary education would develop
greater interaction among variousdisciplines and would create
flexibility,allowing the development of coursesoriented towards
actual problems.This plan envisages co-operation andco-ordination
among research centres, training institutions and organisations
involved inbuilding. Their combined efforts would not
India
only help to raise standards, but also preventwaste of limited
resources. The Table belowexplains the general scheme of such
anapproach to technical education. The Centrefor Environmental
Planning and Technology at Ahmedabad has been set up on thebasis of
such an approach. Over the years,beginning with a School of
Architecture, arange of schools have been establishedwhich offer
courses in planning, advancedstructural design, building
construction andsupervision as well as mid-career refresher
courses on interior and landscape designtaught in the
evenings.
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These units have been, in the recent past,complemented by a
Visual Ar t Centre,School of Fine Arts and a Community Science
Centre for popularising science and technology. A wood workshop,
ceramic workshop, a material testing laboratory as well asa metal
workshop aid the faculty and students to shape their ideas in the
medium oftheir choice.
Centre for Environmental Planning and Technology
(CEPT)Environmental Technology Environmental PlanningIntake After
Highschool Graduation
Courses by The Govt
Name Elec. Mech Civil
2
3
4
5
6
7-8 Post Graduation
Courses Conducted and Planned byTechnologyBuildScience&
Techo
School ofAdvanced Studies
Architec- Iture
------Interior ILa,uu,'caP9
Participants
