gurukul architecture thesis

A Modernized Gurukul, Conceptualised To Design This Colourful Pre-School In Gujarat | Shreesh Design Studio

A space as colorful as the minds of its users. The main concept behind this design was to integrate the renowned Indian Education system of the Gurukul with a modern and integrated approach towards primary education. The structure was required to be fabricated as mobility of the structure was also of a major concern. Thus, the end result was a Modernized Gurukul, conceptualised to design this colourful pre-school in Gujarat.

VISIT : Shreesh Design Studio

The structure can be dismantled and rebuilt elsewhere as required. Each classroom acts as an individual entity in the form of blocks. The blocks have been placed in the Centre of the site in a circular fashion thereby making the central Amphitheatre the focal point.

Bright and contrasting colors have been used on each and every block in the site which adds a whimsical feeling.

Circulation in the site is placed in a concentric fashion. The passage created around the central- amphitheater acts as the main circulation pathway and can be used by the students as a cycling track as well. The subtle tone acts in such a manner so as to not depose the overall cohesiveness of the blocks and other features.

Various tactile elements have also been introduced in the form of sand pits, swimming pool and landscaping.

The uses of barricades are kept to a minimum in these spaces so that students can feel a sense of cohesiveness and openness during playtimes and they can have an unrestricted access to all areas.

A fountain has been placed at the entrance of the site that acts as a calming and serene element and adds to the tactile experience in the site. Each and every constituting element is placed so as to induce maximum functionality and style. The project was completed in 4 months.

Designed by : Shreesh Design Studio

Project Type : Institution

Project Name : Pre-School

Location : Ramoji Farm, Canal road, Morbi, Gujarat

Year Built : 2022

Duration of the project : 4 Months

Plot Area : 66,061 Sq.ft

Built-up Area : 11,333 Sq.ft

Project Size : 66,061 Sq.ft

Project Cost : 3 CR

Principal Designers : Dishit Parsana & Haresh Parsana

Team Design Credits :  Rushi Tank, Kishan Rathod, Devanshi Vyas & Ayushi Lahothy

Photograph Courtesy : Smit Mehta

Products / Materials / Vendors : Construction Materials – Proflex / Facade Systems – Proflex

Firm’s Website Link : Shreesh Design Studio

Firm’s Instagram Link : Shreesh Design Studio

Firm’s Facebook Link : Shreesh Design Studio

For Similar Project >>   WARM, PLAYFUL AND HEALTHY ENVIRONMENT FOR THE YOUNG SCHOOL CHILDREN

This South East Facing House Is Next To An Old House Of The Client’s Parents | RP Architects

The site of this south east facing house is next to an old house of the client’s parents. There are few farmlands and plenty of trees – neem and tamarind trees, surrounding the site area. This South East Facing House Is Next To An Old House Of The Client’s Parents | RP Architects Design Strategy […]

TADstories with Ar.Anup Murdia and Ar.Sandeep Jain | Design Inc.

Ar. Anup Murdia and Ar. Sandeep Jain, the founders of Design Inc. share their journey of embarking architecture with the passion for understanding spaces. Design Inc. is an architectural firm situated in Udaipur, founded by Ar. Anup Murdia and Ar. Sandeep Jain in 2011. The firm believes in creating spaces with overall understanding of certainties […]

Melding The Elegance Of Contemporary Kerala House Design | Nou Architects

Ameer Residence is a visionary architectural endeavour melding the elegance of contemporary kerala house design with minimalistic approach and vernacular. With contemporary architecture’s use of large glass facades and skylights, this project redefines the contemporary Kerala house. It infuses with vernacular sophistication and a sense of openness. Situated amidst Kerala’s lush landscape, this glass house […]

An Earthen House On A Forestry Farm In Coimbatore | Bhutha Earthen Architecture Studio

An earthen house on a forestry farm in Coimbatore for a client committed to feasible living represents a harmonious marriage of environmental awareness and conventional craftsmanship. An Earthen House On A Forestry Farm In Coimbatore | Bhutha Earthen Architecture Studio The design of this earthen house prioritizes constructing a symmetrical living space that encourages interaction […]

This Neoclassical House Design in Rajasthan Epitomises Opulence | Sthapatya Architects

Nestled in the picturesque Rajliya Village, this neoclassical house design in Rajasthan epitomises opulence and functionality. It is located away from the busy city and in the scenic embrace of the beautiful Aravalis and Khejri trees. Additionally, the panoramic sunset from the large open terraces imbues the area with a serene vibe. This Neoclassical House […]

This 7000 Square Feet House Has A Fusion Style | Montimers Architects And Interior Designers

This 7000 square feet house has a fusion style of traditional Kerala architecture with contemporary sustainability principles. Thannal, a stunning architectural marvel crafted by Montimers Architects And Interior Designers, Kochi, Bangalore, stands proudly in the bustling heart of Bangalore city. It creates a harmonious abode that seamlessly blends tradition with modernity. “Thannal” is a Malayalam […]

10 Types Of Ceilings That Elevates The Home

There are a lot of challenges that one faces while designing the interior of the house. One of which is giving the right choice of the types of ceilings. While looking out for the theme a house sets, the elements through which the theme is directed are also important. One such important element of the […]

The Home in Surat Stands As A Testament To Minimal Intervention | Rachaita Architects

The home in Surat stands as a testament to minimal intervention and contemporary design as per the client’s vision, harmonizing architectural and interior elements to craft a serene living space. Nestled on a corner plot, the “Nilkanth” project spans 1400 square feet, its facade meeting the road on one side and embraced by lush greenery […]

This 5 Bedroom House Is A Testament To Impeccable Design | Tvashta Architects & Interiors

The interior of this luxurious 5 Bedroom House is a testament to impeccable design, attention to detail, and an unwavering commitment to luxury living. The design of each space pivots around the purpose of its end use and has been carefully curated after exploring material and design alternatives.  A home is not made by the […]

Stilt Floor, Staggered Cutouts And Skylights Are Highlights Of This Home | Spaces Architects@ka

Stilt floor, staggered cutouts and skylights are highlights of this home called the Slender House. It is a private residential project designed for a family of five. The home nestles within a small and slender site measuring 6 meters by 18 meters. The vision for this home was to create a space that not only […]

A Luxurious Home With Classical Design | architecture aNew

High-Quality Asphalt Paving Services: A Guide to Investing in Commercial Paving

GURU VASHISTHA VEDIC GURUKULAM

The Vedas, means“knowledge,” are the oldest texts of Hinduism. The expression "Vedic" is derived from the Sanskrit word veda, which means knowledge or revelation. According to the Vedic history, they were written down thousands of years ago. The date, however, is not very important because, without a doubt, the knowledge contained in these scriptures was existing a long time before it was written down. The four Vedas: The scriptures of this category are generally labeled as the original Vedic scriptures. These four Vedas are known as Rig, Yajur, Sama and Atharva. Rig means ritual, and it contains mainly hymns and prayers (Mantras) in the worship of the universal forces called the demigods. Yajur means ceremony, and it mainly describes how to perform the rituals. Sama means singing; the scriptures of these categories contain many other mantras as well as strict rules how to chant these mantras according to mystic vibrations. Atharva means a priest who knows the secret lore; these scriptures describe many different kinds of worship and invocations. In a broader sense, many other scriptures of material knowledge are also counted in the Atharva, like the Ayurveda (pharmacological sciences and the means to maintain health). India has always boasted of a rich tradition in the area of learning and education since ancient times. It is well known that people from other nations such as Europe, the Middle East, and Portugal came to India to get a quality education. One of the famous educational systems practised in India in the ancient times was The Gurukul System. In ancient India teaching was considered to be holyduty which a Brahman was bound to discharge irrespective of consideration of the fee teacher were expected to devote their lives to the cause of teaching in the missionary spirit of self-sacrifice, and the society laid down the principal that both the public and state should help the learned teachers & educational institutions very liberally. Society realized that “Vidyadana” or the gift in the cause of education was tobe the best of gifts, possessing a higher religious merit than even the gift of land. On the occasion of religious feats, students and teachers were invited and donations were given liberally.

“Ayodhya, Mathura, Maya (Mayapuri or Haridwar), Kashi (Varanasi), Kanchi (Kanchipuram), Avantika (Ujjain) and Dwaravati (Dwaraka); These seven cities are giver of Moksha (Liberation) and are called Mokshapuri. An ancient town, Ayodhya is regarded as one of the seven sacred cities of the Hindus, revered because of its association in the great Indian epic poem Ramayana with the birth of Rama and with the rule of his father, Dasharatha. According to this source, the town was prosperous and well fortified and had a large population. HISTORICAL RELEVANCE Ancient Hindu Sanskrit-language epics, such as the Ramayana and the Mahabharata mention a legendary city called Ayodhya, which was the capital of the legendary Ikshvaku kings of Kosala, including ama. Neither these texts, nor the earlier Sanskrit texts such as the Vedas, mention a city called Saketa. Non-religious, non-legendary ancient Sanskrit texts, such as Panini's Ashtadhyayi and Patanjali's commentary on it, do mention Saketa. The later Buddhist text Mahavastu describes Saketa as the seat of the Ikshvaku king Sujata, whose descendants established the Shakya capital Kapil- -avastu. Religion had played a role for controlling power in Indian monarchy in the ancient past, and in contemporary India too it played a role in the formation of religious landscape and religious heritage, through commonly using processions, pilgrimage, religious assemblies, religious fairs (melā), and sacred places. Ayodhya - Faizabad represents an aesthetic and unique type of cultural landscape and heritage scape that include natural, cultural, tangible and intangible heritages, and variety of cultural landscapes. The city’s cultural landscapes, are illustrated with riverfront sacred scapes and faith scapes, sacred sites associated with Hindus, Jains, Sikhs, Buddhist and ever Sufis (and other Muslims), and several other small congregations. Ayodhya, being one of the most sacred places is known as the legendary capital of Rama; and nowadays one of the most important places of pilgrimage in India with special reference to its sacred cultural landscapes. Ayodhya, situated on the right bank of Ghagh- -ara River (Sarayu). LOCATION The proposed site for Gurukul:A vedic paathshala is located on shree Ramjanmbhoomi kshetra, Ayodhya, Uttar Pradesh. The proposed site for Shree Ramjanmbhoomi kshetra, Ayodhya, Uttar Pradesh, has main access from Faisabad-Ayodhya road. SHAPE AND SIZE:- The site is irregular in shape with an area of 67.924 acers i.e. 274880.551 SQ.MTS.

Individual Thesis project

top architecture design thesis 2021

AVANI INSTITUTE OF DESIGN

Kerala, india.

Design thesis authored by

Alan george joseph, thesis specifications.

Thesis Title: Punarjeevan – A sustainable ecosystem for the tribal community of Wayanad through a participatory design approach

Project type: Community needed infrastructure

Year of completion:  2021 

Click here to view sheets

Architectural concern - need for the project.

The Thesis project started with a deep affection towards the indigenous tribes of Wayanad, Kerala with research questions and architectural inquiries addressing tribal community resilience by empowering their vernacular from getting endangered. The project also envisions the regenerative potentials of architecture for creating a sustainable, ideal ecosystem by using nature as building material.

Over the years, the state of Kerala’s once-flourished agrarian society had been witnessing a gradual transformation: From cultivation of food crops to that of cash crops such as spices and rubber. Conversion of large-scale paddy fields added to the problem. In the past 30 years, Kerala lost more than 70 per cent of its land under paddy cultivation. Several farmers abandoned the occupation due to a decline in profits while many found income sources elsewhere such as from foreign remittances. From grains, fruits, vegetables among other food essentials, Kerala’s consumerist society is now deeply dependent on its neighbouring states.

The “Adivasi” – tribal group of Wayanad, who refer to themselves as the ‘Ippimala makkal’ (children of ‘Ippi hill’- Banasura peak of Wayanad) is one community that urbanized non trials left their bad influence on. Poverty and illiteracy are the two major reasons that led to the decline of the community. A group of people who have been living, sustaining and celebrating with a lot of values passed on from traditions and in depth knowledge – skill sets of herbs, leaves, food and medicines is currently at the verge of extinction. They need to be sustained without their cultural heritage and values lost. Their future generations can grow up benefiting the entire world. As they now try to adapt to the rest of the society they are not only finding it difficult to merge but also their own values and traditions end up getting lost. They are getting discriminated against and are facing a lot of pressure on life. Thus they end up as unskilled labour at construction sites and unproductive fields.

Thus the project aims in building community resilience and regeneration of the dying tribal community through a participatory design approach. A resurgence of Native arts, languages, construction technologies and ceremonies, creating a new united identity and cohesion among various tribes. The centre has potential to become a valuable tool in establishing tribal identity.

● Sustainable development of the community by aiding them with adequate facilities, training and source of income generation. ● Sustenance of knowledge by bringing up a platform to share their ideas and to implement them.

It is essential to bring people from various types of tribal groups together to gain, give knowledge to each other and become more stable, stronger, and well-balanced together. It would help in sustaining their community, increasing their knowledge, and mastering their skill set values. But, acknowledging the fact that different tribal groups have different understandings, cultures, and beliefs; it is difficult to bring people together under a common umbrella of a dwelling system. Thus, only a unifying institution system, such as a school, training centre or a cultural space where they can exhibit their dance and other art forms, can gather people together and save the dying communities from their introverted hamlets.

They are not the most backward community in society. They should be enlightened with the payoffs of their strengths and capabilities to such a degree, that can make them proud of their traditions and values.

Their current lifestyle is imbecilic and without aspirations. Thus, an awareness centre is needed to motivate and extract them from their heaves of depression and addiction.

Their skills should be nurtured and practiced to attain self-sufficiency. Only then will their younger generations would stick back to their forest roots and traditions. Hence, saving an entire community from extinction.

“Therefore, my role as an architect is to mediate and devise a system through their voices and design a prototype model adaptable to their vernacular architecture which can be built with the participation of the whole community.”

ARCHITECTURAL & CONCEPTUAL STRATEGIES

The intention of the thesis is to create an architectural interface bridging the gap between the tribal groups and the urban society. The space will act as a knowledge hub, a platform to educate and get educated, to share, understand and grow together.

– To examine, encourage and celebrate the traditional knowledge systems with its intricate links to the people, their crafts and the forest.

– Implementing participatory design approach adapting to the vernacular construction techniques and locally sourced materials conveying a strong sense of ownership and belonging, as well as setting an ideal example of greenefficient- carbon neutral construction system.

– The centre will act as an institutional hub with a residential school as core providing exposure to students – adapting to the green school – ‘gurukula’ education system where they learn through life experiences. They are also made aware of their traditional values and cultural significance along with the formal education system.

– Training centres will be provided for the elderly promoting their handicraft skill sets and knowledge systems.

– The spaces will thus complement the activities of the tribe which in turn would amplify the efficiency of the community.

– To develop a self-sustaining knowledge hub and provide them with basic amenities like education, healthcare, clean drinking water, sanitation and environmental sustainability.

– To enhance their needs and quality of life by bring a balance between internal localised traditional culture + economy + external links.

T he 3 main user group would be, Tribal children – who will be given opportunities for green school – gurukul education system within the forest enabling them to develop respect and understand values carrying forward traditional practices.

Tribal adults – who will be given a spaces for community gathering, knowledge exchange and vocational skill development which would also act as a source of income generation and adds stability in life.

N.G.O representatives and government officials – who would be provided with spaces to work and collaborate with tribal groups providing better exposure. A residence facility for staff and researchers shall also be included for close interaction.

Farming is a primary source for becoming self-sufficient. Adivasi community and their knowledge system can be sustained by regenerating the traditional cultivation techniques and their organic farming practices which in turn accentuates collaboration and team-effort.

Permaculture can be understood as the growth of agricultural ecosystems in a self-sufficient and sustainable way. This form of agriculture draws inspiration from nature to develop synergetic farming systems based on crop diversity, resilience, natural productivity, and sustainability. The central theme is the creation of human systems which provide for human needs, but using many natural elements and drawing inspiration from natural ecosystems. By adopting this technique healthy vegetables can be grown effectively along with proper nurturing of medicinal herbs and forest species.

Bamboo is abundantly available in Wayanad context. Bamboo harvesting, treatment and using it for construction, handicraft product creation, etc. can have excellent potential for building a self-sufficient community. Using locally sourced bamboo for construction is economical and sustainable with a very low carbon footprint rate. Handicraft products can be a good source of income generation as well.

Participatory design entails user participation in design for work practice. This involvement of stakeholders and end users together allows the design process to be more open and lends itself to user-centred design innovation since it nurtures a more creative development atmosphere. The approach is focused on processes and procedures of design and is not a design style.

The site is located in the Southern range of Wayanad district abode of the largest number of Adivasi (71.95% of state Adivasi population), sandwiched between Padri Reserve Forest and Kabani River. It is located deep inside forest where, 5 main types of tribal groups are present in the close proximity of the site. Access from city is easy as the route provides way for rear side entry to Kuruva island provided by the forest department. The site is adjacent to agricultural paddy fields where irrigation is possible with adequate water resource. Bamboo is available in surplus quantities as the region is proximate to Kabani river.

ARCHITECTURAL LANGUAGE

The project framework is defined with simple architectural language which is adapted from the vernacular construction techniques of indigenous tribal groups of Wayanad. As the design is derived to be a participatory approach, involvement of the community is core to incorporate their practices, utilizing their knowledge skill-sets. Thus the program shall be split to various modular units allowing ease of construction.

Taking reference from the contextual material palate, the project utilizes locally sourced natural materials such as earth for foundation and enclosure, bamboo for structural system and rice straw for thatch roofing.

Passive lighting and ventilation techniques are used welcoming maximum natural light into the interiors and uninterrupted wind flow through the built. Rammed earth walls provide sufficient insulation and control heat gain.

Light weight thatch roof with broad eaves provides shade and protection from drive in rain. The design strategically brings in skylight through roof opening and release hot air by stack effect. Solar panels can be installed at ideal locations receiving maximum sunlight to increase energy efficiency.

Characteristic analysis of vernacular patterns and tribal interpretation of spaces enabled to embed a design strategy which is simple and open for user interpretation. Activity mapping from the existing tribal hamlets highlights the importance of verandas and supporting spill over spaces for recreation and social interaction. Veranda spaces are actively used for resting, eating and discussion. Most of their activities occur in the open ground and courtyard spaces. Careful attention is also given towards the metaphysical aspects and beliefs of tribal population.

The visual interconnections and porosity of spaces receive nature into the built elements. The design is developed with boundary less transitions and sensitive understanding of site ecology maintaining connection to the forest roots. The building modules are delicately placed along the axial direction of site utilising prominent contours. This allows maximum efficiency of land and minimal intervention on the site topography. Multiple entries at different levels of the site accentuates spatial and functional qualities. Levels of privacy can also be controlled by doing so.

Bamboo lightweight structural system acts as a framework for enclosure. This skeleton system provides structural stability and is resistant to earthquakes.

Rammed earth wall creates a visual mass and thus an interesting play of solid and  void spaces can be achieved. Interconnecting spaces with each other increases multifunctional  aspects of areas and converts them into adaptable spaces.

The massing is developed with combination of single storey and double height volumes enhancing spatial quality and user experience. The upper level is made of woven bamboo flooring with bamboo bridges connecting spaces with each other.

A longitudinal cross section reveals the interesting formation of inter connecting spaces and community enclosure with shared spill over spaces acting as primary gathering areas and secondary courtyards for various activities.

The design concept of ‘Synergy’ is well explored by incorporating open and continuous  spaces with multiple interconnections providing maximum opportunities for interaction.  The open planning of spaces allows the user to utilize the space to their free will and  own interpretation. Several nodes and transitional courtyard spaces act as gathering  areas which accentuates activity generation. The design incorporates maximum views  to the paddy field and adjacent surroundings maintaining harmony with the site  context. Transparency is maintained with only sufficient buffer provided for efficient  functionality and enhancing user experience.

The different programs are categorized into 3 main zones – Public Interface, educational programs and accommodation facilities. The functional areas under the zones include a community hall “Aetukottilu” and a performance area for the tribal community, a green school for children “Inchicolu” and vocational training units for adults, bamboo craft production area and permaculture farm with granary storage units, hostel facility for school children and guest accommodation cottages for external public.

”Aetukotilu”- Community Hall is designed with a simple open plinth base respecting the spatial requirements of the tribal user group. The building sits well on site contour with an entrance bridge provided from road level to first floor. An arched bamboo structural system is used to eliminate the central columns and achieve a larger span.

The N.G.O office block is planned with a very porous and welcoming atmosphere with verandas and a central courtyard area. The integrated amphitheatre seating spaces can be used for discussions and cultural performances. Office spaces are internally connected giving maximum functionality and efficiency. Built-in seating spaces are provided along the passage areas.

“Inchcolu” – School complex consists of several masses with each mass accommodating different function such as classroom, library, multifunction hall, office, student’s dormitory, anganwadi, lunch hall etc. The ambience of school reflects the traditional practice of learning under tree and can be interpreted as a contemporary adaptation of ‘gurukul’ learning experience. School unit is strategically designed with lecture pods in ground level and multifunctional hall at first floor level. This supports green school education curriculum of learning through activities and allows students to simultaneously perform as they learn. The dynamic in-between spaces play an important role in multi functionality and one’s connect with the natural surroundings. Adapting to biomorphic patterns and arrangements seen in nature helped in creating positive sensory and psychological impacts.

Various landscape strategies have been applied with contextual reference respecting site ecology. The runoff water along the slope is channelled through several bioswales and drain lines leading to catchment pond. This water can be then used for irrigation purposes. 

Together, the thesis project “Punarjeevan” offers an opportunity to unify different tribal  groups through active involvement and engagement. Regenerative potential of  permaculture farming and bamboo as a life line material is well explored through  various approaches. As an initial contribution to implementation phase an owner  driven construction manual is also prepared which can be distributed among the  community. The manual elaborates the various stages of construction, tools required,  methods of material selection, treatment technique and joinery details. The manual  can be used as reference during the construction of the project. Once implemented  the region can act as a prototype – catalyst hub for tribal resurgence and welfare.

Copyright information: ©️ Student author 2022. Prior written authorization required for use.

Request permissions: If you wish to use any part of the documentation forming part of the undergraduate thesis submitted to DSGN arcHive, please seek prior permission from the concerned student author through the respective college/university.

Exclusion of liability: DSGN arcHive and its owner do not undertake any obligation to verify the ownership of any content submitted for publication/broadcast on this website and shall not be liable for any infringement of copyright by, or unauthorized use of, such content.

For any inquiries please email

[email protected], stay in touch.

• No category

thesis proposal for vedic Gurukul

Related documents

Add this document to collection(s)

You can add this document to your study collection(s)

Add this document to saved

You can add this document to your saved list

Suggest us how to improve StudyLib

(For complaints, use another form )

Input it if you want to receive answer

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

SYNOPSIS REPORT

Related Papers

International Journal of Advanced Research

Parikshit Layek

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits. Educational methods include teaching, training, storytelling, discussion and directed research. In ancient India, both formal and informal ways of education system existed. Indigenous education was imparted at home, in temples, Pathshalas, Tolas, Chatuspadis and Gurukuls. There were people in homes, villages and temples who guided young children in imbibing pious ways of life. A Gurukula or Gurukulam is a type of education system in ancient India with Shishya (students or disciples) living near or with the guru, in the same house. At the end of ones education, a Shishya offers the Gurudakshina before leaving the Gurukula.Over a period of time two system of education developed, the Vedic and the Buddhist. As the name indicates in the former system Vedas, Vedanta, Upanishads and other allied subjects were taught while in the latter system, thoughts of all th...

Yudhisthir Mishra

Journal of Social Sciences

Vishal Pajankar

International Journal of Management

IAEME Publication

From the ancient period Indians have enjoyed the reputation of being a learned people. Some of the early Hindu and Buddhist centre of learning such as Taxila and Nalanda university were the very famous institution during that time. Education in the beginning was confined to the priestly class with teaching of traditional elements such as religion, logic etc. Then Islamic education introduced in India with the establishment of the Islamic empires and Mqtabas and Madrasas became the seats of learning. The advent of British in India opened a new era in the field of education and the vast changes and development of Indian education had mainly occurred during British era.They brought a new system of education to India which was different from earlier education system.During the British period, education was first ignored but later a series of measures continuing throughout the early half of the 20th century ultimately laid the foundation of education in modern India. They organized the Indian education system and introduced modern scientific learning in India. As a result India had been preceded to a new era under British. In this paper an attempt is made to analyse critically the development of education in India during British period.

Nauman Tahir

Patricia Colenzio

This paper is compilation of the state of education system during pre-independence period of India. It elaborates education system as mentioned in different period like Upnishshadic, Bhudhist, Medieval, modern as well as the system being followed at ancient University like Taxila and Nalanda. It examines the education in Mughals period. The educational developments under British rule have been investigated as well Lord Macaulay's Minute

nirmala karuna

International Journal of Physical and Social Sciences

Mohit Kumar

Vijay Bedekar

Anantbodh Chaitanya

RELATED PAPERS

The Journal of Emergency Medicine

Erick Salgado

ISRN Geology

Ntokozo Malaza

Laia Romero

Rogério de Araújo Júnior

AkiNik Publications

Hmangaihsanga Tochhong

Hepatoma Research

ANTHONY TAN

E.A. Draffan

Nguyễn Hoàng

Revista Complutense de Educación

JOSE MANUEL GARCIA RAMOS

AIP Advances

Cristina Stefania

African Journal of Biotechnology

Eman Elsharkawy

IEEE INFOCOM 2019 - IEEE Conference on Computer Communications Workshops (INFOCOM WKSHPS)

Contradição - Revista Interdisciplinar de Ciências Humanas e Sociais

Dirceia Moreira

Medicine & Science in Sports & Exercise

Scott Martin

Maria Isabel Bahamonde , Erika Babikow

Krishna Gopal Bhattacharyya

BMC Bioinformatics

Mariko Nakano

Shazia Erum

ListenUpYall.com

Roscoe Barnes III

Nutrition Research

Jorge O. Alarcón

Journal of Geography, Environment and Earth Science International

Zié Ouattara

Authorea (Authorea)

Claire Halligan

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

TRANSFORMING THE ARCHITECTURE EDUCATION IN INDIA THROUGH GURUKUL BASED SYSTEM

• April 16, 2018

Follow ArchitectureLive! Channel on WhatsApp

In every forum, whenever a group of Architects gather, one of the common point of discussion remains the deteriorating quality of current generation of Architects entering the profession.

The Architecture institutes functioning across the country are held culprit for deterioration of quality of current generation of Architects entering the profession, with this conclusion, the focus shifts to the regulation of Architecture institutes.

Council of Architecture which is Govt. Of India body, mandated to regulate Architecture education and register Architects, presents a nuanced view with respect to the problem that, it has to balance between reality and perception of demand and supply of professionals, balancing the two extremes in framing the policy. It also becomes constrained due to it’s being a Govt. Body, it has to also take in Govt. views having differing perception of problems and its solutions.

Every time when the matter of quality of education is raised it is connected to “Mushrooming” of Architecture schools with intake more than they can handle to provide adequate quality. When the question is raised about capping the quantity of these institutions and intake provided, Council’s reply remains that, we cannot stop anyone from application, but Council can reject an application on the grounds of deficiency.

Apart from “Mushrooming” of institutes issue, one of the major reasons for the lack of quality in Architecture education is pointed out as the lack of performance/creativity/capability of teacher teaching in the classrooms.

Eventually it is the Architects who teach and regulate Architecture education at various levels and register them as Architects and still in discussions across forums, Architects sound like an outsider, commenting on deficiencies of the system, created by Architects themselves.

Architecture Institutions require finances to run and operate and create infrastructure for an enabling environment of quality education. In private institutes availability of finance has direct bearing on availability and attention of quality teacher and ideal infrastructure.

Sometimes despite having availability of both finance and infrastructure, lack of intent from private body leads to deteriorated quality of students, which can be due to institutes focus on profits by not adhering to strict admission and academic review, lowering the bar of performance needed to qualify to become an Architect.

Such institutes end up creating bottlenecks which results in deteriorating the quality of education imparted in them. Architects teaching in such institutes end up becoming mute bystanders due to constraints related to finance, policy and bureaucracy.

If we summarise the above discussion, we find;

1. There are too many Architecture Intakes distributed unevenly across the country.

2. Financial Constraints or lack of intent leading to lack of quality environment created for students.

3. Lack of quality teachers in institutes due to lack of innovative policy to bring excellent Architecture professionals attracted to teaching.

are the reasons for low quality professionals being created by our institutions.

Whenever the discussion about policy upgrade ensues, often it is said that we must adopt most creative policy and possibly the best standards of international Architecture education.

We often forget that in our country before we had adopted non-contextualized western methods of teaching, we had greatest network of teaching system in form of “Gurukul” System, where pupils were trained and educated as greatest inventors, thinkers of human history.

Architecture education is tailor made for “Gurukul” model, where teacher is paramount to select and shape the student to an excellent professional. The ancient model of “Rishi’s” creating “Gurukul” allowed them to conduct research and impart quality education based on acquired regional wisdom and context.

For this to happen in contemporary times, we may have to identify pillars of profession in the country and ask them to take load of education and research in academics. The identified pillars may be tasked to create schools or Gurukul’s evenly distributing them across regions of the country. We may have to substantially reduce the intake of such schools, in turn substantially reducing other norms required to open such schools, such as land, infrastructure etc.

Professionals or team of professionals may also be invited to present a case for their ability to create such schools and such Gurukul’s shall be registered on the name of Head of the Institute till retirement age, and then another may be selected and appointed through due procedure.

A team of able and passionate professionals lead by an able head may also lead to creation of school of thought across various regional contexts. NATA and NASA can be used as thread to weave these Gurukuls across regions.

The Architect identified as head must first present a vision and feasibility document in front of a committee specially constituted for allowing such schools and only after satisfying the committee, letter of intent is issued, valid for certain period of time. The Architect or team being issued letter of intent then can go ahead and create infrastructure for the Gurukul and apply for formal affiliation, after necessary infrastructure is created. On inspection of such infrastructure, if found satisfactory, affiliation can be issued.

Also many institutes, which may be facing closure or applying for closure can be offered to be converted to Gurukul model framed by the council. In this process, the Council may not only be able to insert competent Architects in education system, but also widen its base of schools across the country.

There are many eminent Architects across country, who are highly energetic and passionate and are willing to help transform the education system across country. A policy can be framed around it.

Hopefully a wider discussion within policy makers and stakeholders may lead to a creative policy, helping utilization of excellent human resource not willing to work with redundant institutions and also creating excellent professionals.

Infrastructure and Human resource proposal for “Gurukul” model.

Since its the proposed studio based model, the credit assigned per faculty need not be limited, as in larger number of students require more than one faculty in classroom, meanwhile in smaller intakes of 5 or 10 students will get personal attention of faculties and assignment and teaching will be synchronized with speed of learning.

These schools once affiliated with COA, will have to be affiliated with local universities, through which students will follow,credit based learning and give exams at university centres.

So admission will happen through NATA pool, while examination will be conducted by local university and Registration qualification exam will be conducted by Council of Architecture.

With this proposal, I rest the argument.

ALive! Content

• Architecture education , Manish Mishra , Thoughts

5 Responses

in early 1980 s eight of us started this initiative of Gurukul system , free to learn free to exchange ideas and shift teacher or rishi or student or devotee and we sat with a tree and a shed to learn both skills and thought process. apart from the young spirits that came . there was little encouragement from the professional and the real estate world. but a few of us somehow manage limited practices this way with capacitor to handle any sixe of challenge. But the media and the bureaucracy see strength only in numbers.

probably we were too early may be the time has come

It is time, we propose this system, to authorities, ask them to discuss the merits and demerits.

In Gurukuls the master hardly takes any fees. The students stay at master’s house and help him in daily chores. The students learn the style of the master. At the end of the learning, the students offer dakshina to master. Nowadays, we can hardly find a teacher who is not interested in remuneration. Also the gurukul system is appropriate to learn a trade. We have seen capenters, masons acquiring skill from there fathers. There can be no assurance about quality in gurukul systems.

Please do not take it literally, today’s needs and needs of ancient times were different. Those days it was barter system, while today we have currency for exchange of value.

What this system intends is to encourage the best of people who are vying to create a school of thought can have chance. They will have to create infrastructure and keep other associates and obviously bear the expense as well.

There are a lot of great teachers and practicing Architects who can be right candidates to head such school, lets not undermine ourselves.

Needs to be looked at every Idea with a little caution. Where are the Gurus Who have all the knowledge in Architecture… Architecture is becoming a more complex and more collaborative practice with A great role of technology, robotics, building automation, performative aspects added to building. It seems to a little premature thinking like swinging the pendulum of pedagogy from one extreme to the other extreme. Such Ideas immediately catch attention because they are based on criticism of existing systems. Need of an hour is to hit the middle ground. Be more inclusive and integrate knowledge sharing in Architectural exploration, education and practice.. other wise it might happen like an old saying in marathi ” आगीतून फोफाट्यात जाणे ” means to run from the fire and fall in the half burnt coals ..

Share your comments Cancel reply

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Beyond Design: Challenges and Opportunities in the Indian Architectural Profession

Vinod Gupta, of Opus Indigo Studio reflects on the evolution and challenges of the Indian architectural profession, emphasizing the need for architects to reclaim responsibilities beyond design to revitalize the industry’s trajectory.

Plot 33, Rajkot, by playball studio

‘Plot 33’ is nestled between a university campus and a small public park, gracing Rajkot’s urban landscape. Spanning 10 x 24 meters, the design prioritizes climate-responsive orientation, with cavity walls shielding the east and west, and a south-facing circulation core for harmony.

Carving Architecture into Graphite | Pencil Lead Carving

Embarking on a journey where ordinary pencils become extraordinary artworks, Vipul Gupta explores the transformative art of Pencil Lead Carving, rediscovering beauty in detail.

An Architect Eats Samosa

ArchitectureLive! continues with Alimentative Architecture – The fifth in a series of articles by Architect-Poet-Calligrapher H Masud Taj interfacing architecture with food via geometry.

The Stoic Wall Residence, Kerala, by LIJO.RENY.architects

Immersed within the captivating embrace of a hot and humid tropical climate, ‘The Stoic Wall Residence’ harmoniously combines indoor and outdoor living. Situated in Kadirur, Kerala, amidst its scorching heat, incessant monsoon rains, and lush vegetation, this home exemplifies the art of harmonizing with nature.

BEHIND the SCENES, Kerala, by LIJO.RENY.architects

The pavilion, named ‘BEHIND the SCENES’, for the celebrated ITFOK (International Theatre Festival of Kerala), was primarily designed to showcase the illustrious retrospective work by the famed scenic background artist ‘Artist Sujathan’.

Apdu Gaam nu Ghar, Vadodara, by Doro

Doro (a young architectural firm from India) renovate a 150-year-old house in Vemar, Vadodara, Gujarat, to transform it into a warm retreat for its owners, who are based overseas.

Ideas in your inbox

Alive perspectives.

Stay inspired. Curious.

• Terms of Use
• Privacy Policy

© ArchitectureLive! 2024

WE ARE HIRING /

ArchitectureLive! is hiring for various roles, starting from senior editors, content writers, research associates, graphic designer and more..

suhasini ayer architect

Auroville design consultants auroville.india.

• Gurukul School, Kerala

Gurukul School is set in the undulating hills north of Thruvanthapuram. It draws inspiration from the exquisite palace of Padmanabapuram with outward tilting balconies, connecting bridges and low overhanging roofs. As an experimental education school, the program and the layout of spaces were adventurous with mixed age groups with project-based learning.

Respecting the climate, all the buildings are connected with covered bridges and walkways that follow the natural contours of the landscape, to avoid the heat and monsoon. And yet each space also opens out to landscape directly on the ground level. The building materials are exposed local bricks walls, terracotta Mangalore tiles and steel framing. The embodied energy of the building was kept to a minimum. This school was awarded ‘Educational design’ prize in 2006 from DesignShare USA.

Project list:

Experimental

• Centre for Indian Studies, Auroville
• Solar Kitchen, Auroville
• Visitor’s centre, Auroville

Public (Education)

• Auroville Library
• AVM Environmental and Vocational training centre
• Goa International school
• Illangarkal School
• Kindergarten, Auroville
• New Era Senior Secondary school
• Schools for India
• Yellow Train School
• Centre For Green Revolution

Public (Hospitality)

• Centre Guest House
• Mantra Guest House
• Nalla Beach Resort
• Haritam Restaurant

Public (Institutional)

• Auroville Energy Services
• Craft Council of Telangana
• Ashok Leyland
• MSSRF Point Calimar

Residential

• Harmony farmhouse
• Humanscapes
• Humanscapes 1A
• Humanscapes 1B
• Minoti house
• Narendra beach house
• Prarthana housing project
• Bharat Nivas
• Celestial Eco-habitat
• Melur-Meadows housing project

• Center for Indian Studies
• Solar Kitchen
• Visitor Centre
• Auroville Public Library
• AVM Environmental and Vocational Training Centre
• AVM School, Chennai
• Centre for Green Revolution Hyderabad (Un-Built)
• Goa International School (Un-Built)
• Kindergarten
• New Era Senior Secondary School
• Schools for India Jatuka village Dharbanga district (un-built)
• Schools for India Thiruvannamalai (un-built)
• Yellow Train School Coimbatore
• Amtel Resort
• Auroville Energy Service
• Ashok Leyland – Conference Center
• Ashok Leyland – Leadership Development Institute (IN PROGRESS)
• Bharat Nivas toilet block
• Nitya Gurukula, Coimbatore
• NVA-HUB, Pondicherry
• PTDC-Pourtous
• AVM caretaker house Chennai
• Center guest house-staff quarters
• Harmony Farmhouse
• Narendra Beach House
• Prarthana Housing Project
• Tony house Thiruvannamalai
• Celestial Eco Habitat
• Melur Meadows Housing Project
• Refresh (un-built)
• Sri Gokulam solar township
• Sukma district (un-built)
• Yogada, Delhi (un-built)
• PUBLICATIONS
• CONFERENCES
• Accommodation
• Services & Consultancies