Radical Pedagogy for a Transformative Learning in Architecture- Need for an Urgent Change

Jaffer AA Khan

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My recent visit to India was a profound experience. I delivered invited lectures at various architecture schools across South India, and the topic that resonated most was “Radical Pedagogy for Transformative Learning in Architecture.” What began as an hour-long talk evolved into an intense Q&A session with undergraduate and postgraduate students, highlighting the pressing need for reform in architectural education.

In the context of India's New Education Policy 2020 and revised UGC Guidelines, there is an opportunity to address the growing disconnect between academia and industry. Architectural education, as it stands, often leaves students disillusioned, unprepared, and uninspired. The academics are not equipped to bridge the gap between outdated curricula and the demands of a dynamic profession, further exacerbating this disconnect.

One particularly memorable moment during my visit was when a student approached me after a lecture. He admitted he had been planning to quit his architecture course due to a lack of inspiration but decided to continue after hearing my talk. His words reflected a broader sentiment: students feel their education is detached from real-world challenges and opportunities. Reflecting on this interaction, I realized my candid critique of the current system resonated because it addressed these frustrations directly, with many feeling directionless and lacking the skills required to thrive professionally. This is compounded by the unchecked proliferation of architecture schools in India, which were established without adequate consideration of industry demand or quality standards.

During my lectures, I conducted informal surveys to understand students’ perspectives.

“Do you think the curriculum needs to be vibrant and adaptable to industry needs?” received a unanimous “Yes.” This consensus underscores the urgent need for a curriculum that bridges academia and industry, making education more relevant and engaging.

?“Do you think more involvement of diverse industry professionals is an essential factor in pragmatic learning?” revealed that 81% of students agreed. This highlights the importance of integrating real-world practices, such as engineering and construction, into architectural education. Historically, architectural training was rooted in apprenticeship-based learning, which blurred the boundaries between education and practice.

?“Will interdisciplinary collaborative projects promote transformative learning in architecture?” saw 80% agreement. This reflects the potential for collaborative, experiential studio projects to rejuvenate architectural education and make it more dynamic.

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To address its challenges, we must prioritize curricula that emphasize both theory and practice. Collaborative, interdisciplinary projects and real-world problem-solving must take centre stage. This approach can ensure students develop not only technical skills but also the adaptability needed for a rapidly evolving profession.

Equally important is the role of educators. I have long advocated the principle of “Practice before you Preach.” Tutors should periodically step into professional practice, taking sabbaticals to gain hands-on experience. This would enable them to bring fresh perspectives into the classroom, making studio projects more relevant and impactful.

The impact of these ideas was captured in a student’s feedback:

“It was one of the best talks I have attended in four years of architecture college. Jaffer Sir was outstanding—his way of grabbing attention without making us feel bored was exceptional. I am grateful for the time he took to inspire us. I hope to attend more of his lectures in the future.”

This feedback underscores the power of engaging, honest dialogue in inspiring students and reaffirming their commitment to the field.

Call for a Change

Transforming architectural education requires embracing radical pedagogy. Curricula must be dynamic, interdisciplinary, and aligned with industry needs. Experiential learning should form the backbone of education, encouraging students to engage with real-world challenges and collaborate across disciplines. The faculty/academics of a School must also lead by example, bringing their professional experiences into the classroom to bridge the gap between academia and practice. This approach not only enhances the relevance of architectural education but also inspires students to view the profession as vibrant, impactful, and full of opportunity.

I am deeply grateful to the schools that hosted me and allowed me to interact with their talented students. I believe that together we can shape a future where architectural education equips students to thrive, innovate, and contribute meaningfully to the built environment, while they build their future.

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