Traditional Building Knowledge: Contemporary Relevance for Architecture Education in India

Piplani, Navin; Brar, Tejwant Singh

doi:10.18848/2325-128x/cgp/v14i02/89-102

Cited by 4 publications

(5 citation statements)

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“…Traditional Building Knowledge System (TBKS) is a millennia-old knowledge-based system that endures today as a 'living' tradition in India. These tremendous information assets are accessible as ancient texts, chronicled edifices, and traditional craftsmanship [2]. From generation to generation, such knowledge was imparted orally, until it was converted into written documents.…”

Section: Literature Reviewmentioning

confidence: 99%

Traditional Building Knowledge Systems - A Path to Sustainability

Athira

Amritha

Chithra

2023

IOP Conf. Ser.: Earth Environ. Sci.

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In architecture and planning domain, sustainability has been considered as a core strategy for over three decades now. The modern era of globalisation, led to homogenisation in architecture, thus widening the gap between modern and Traditional Building Knowledge systems (TBKS) worldwide. This gap is widening at an alarming speed and alienating the architectural concepts from the context and its people, by ignoring the sustainability aspects. The TBKS has evolved in line with the environmental, cultural, technological, economic, and historical context within which it exists. The current study provides an overview of the concepts involved in sustainability and TBKS and how TBKS is addressed in the international forums and UN reports, and ancient treatises that formed the basis of TBKS in the Indian context. The four pillars of sustainability i.e., environmental, social, economic, and cultural dimensions were considered as the parameters to measure how far the sustainability has been achieved in the built environment. From the extensive review of literature, a set of design indicators was identified for the TBKS. Further, its applicability was also analysed based on the case examples. The current study reveals that such indicators, mentioned in the TBKS, are context-specific in nature. Hence, it helps in achieving sustainability at the building level. The paper concludes by identifying the co-relation between TBKS and sustainability and calls for more studies upon using the Traditional Building Knowledge Systems as a potential tool to achieve sustainability.

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Section: Literature Reviewmentioning

confidence: 99%

Traditional Building Knowledge Systems - A Path to Sustainability

Athira

Amritha

Chithra

2023

IOP Conf. Ser.: Earth Environ. Sci.

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“…The indicator of future utility ensures the continuity and validity of knowledge content in the long-term. (Piplani & Brar, 2020) The Contemporary Architecture Education System In the current architecture education curriculum, three broad strands for teaching-learning may be identified. These are derived from the minimum standards of architectural education regulations (1983) prescribed by the Council of Architecture, and are discussed as follows:…”

Section: Relevance Of Traditional Design Concept In Contemporary Desimentioning

confidence: 99%

“…This may be considered as a professional ability and skills enhancement component of the curriculum. (Piplani & Brar, 2020) The three components of design education are not mutually exclusive, but they are interconnected and inter-dependent. All three components need to be undertaken in a balanced way in order to achieve the overall vision, aim and objectives of architecture education.…”

Section: Relevance Of Traditional Design Concept In Contemporary Desimentioning

confidence: 99%

Untitled

2020

ije

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In what can only be described as an "annus horribilis" it is a pleasure to be able to write that the IAFOR Journal of Education has continued to grow and bring articles to you from around the globe. This issue, the first of our Studies in Education issues, completes our four issues for 2020. The issue's editorial team have worked hard to bring this issue to publication despite the continuing worries in the world. Many thanks go to the Editor, Tony Yeigh, and his Associate Editors, William Frick and Anemona Peres. We also thank those reviewers who find time to go above and beyond. Reflecting on the overarching theme of our journal, education, I immediately thought of one of my favourite quotations: We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. (T. S. Eliot, Little Gidding, 1942) Through education, we undoubtedly grow and change, but there is also that aspect of it that assists us to know ourselves and our world better, bringing us back to where we started, but with greater insights. I realised that, if I include my own school years, I have now been in education for over six decades: and I am still learning and changing and returning to things I thought I knew and finding different perspectives. Our authors over the four issues this year have written from a range of viewpoints and we can learn from all of them. They have represented 20 countries from most regions of the world, providing local perspectives on global themes. As so many of us have been removed this year from travel, I am pleased that we have windows into global education concerns. 2020 has been shadowed by COVID-19 and its dreadful effects on countries around the world. It has also had its effect on education and I take this opportunity to promote our special issue for 2021 which is dedicated to the educational responses to the pandemic. Please read our website and the blog for more information about this issue. As we approach what will undoubtedly be a very different Christmas season, my thanks to the authors, the editors, the associate editors, the publications manager, Nick Potts, and to all the reviewers for bringing not only this issue, but all the issues of 2020, to you the readers. Season's Greetings to you all and best wishes for a brighter 2021.

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“…We argue that although traditional building knowledge is relevant for contemporary architecture education, current pedagogic content and methods do not provide sufficient emphasis on the traditional principles, concepts and skills of design. This relevance of the fundamental aspects of traditional knowledge can be assessed with the help of a set of indicators, namely cognition, relativity, context, innovation, trust and future utility (Piplani & Brar, 2020). These indicators are operationalised as follows, and then applied to the contemporary architecture education system: a) Cognition is an attribute of assessment which is associated with an interest in and the worth of knowledge content.…”

Section: Relevance Of Traditional Design Concept In Contemporary Desimentioning

confidence: 99%

Maṇḍala in Architecture: Symbolism and Significance for Contemporary Design Education in India

Piplani¹,

Brar²

2020

ije

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This paper builds upon the understanding that the knowledge of traditional design concepts, particularly the maṇḍala, is relevant for contemporary design education. The significance of traditional principles and practices of design has been undermined by contemporary systems of education. The theory and practice of the philosophy of design are explained using textual references from the ancient treatises on architecture, and analysing buildings and sites of traditional and contemporary approaches to design. A specially devised framework of analytical indicators helps establish the relevance of traditional design concepts and processes for use in contemporary architecture education. An exploration into the current architecture pedagogy identifies the components of teaching structure where potential confluence zones are marked for the inclusion of traditional knowledge content. It is argued that the vāstu purush maṇdala is a philosophical vision and practical tool, which is readily applicable to design education because of its multi-dimensional qualities. A full and in-depth knowledge of the maṇdala will provide value-addition to the critical history-theory and essential context-relevance strands of design education.

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Traditional Building Knowledge: Contemporary Relevance for Architecture Education in India

Cited by 4 publications

References 0 publications

Traditional Building Knowledge Systems - A Path to Sustainability

Traditional Building Knowledge Systems - A Path to Sustainability

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Maṇḍala in Architecture: Symbolism and Significance for Contemporary Design Education in India

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