It is Time for an "Architecture Design Revolution"

Jaffer AA Khan

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"Education is something which is always on trial because no system can ever capture the real meaning of learning." — Louis I. Kahn, "I Love Beginnings," 1972.

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The architecture profession is at a crossroads today. With the future touted as India and a growth target of more than 8% under the 3rd tenure of the Modi government, the construction industry is poised for inevitable growth. Both the private and public sectors have been working towards creating 100+ Smart Cities, a flagship project of the Prime Minister. However, there is an ongoing debate about whether we need "SMART" or "SAFE" cities, particularly in the context of the impact on the infrastructure during unprecedented rainfall in several parts of the country. ?Regardless of the agenda, can this justify the rapid growth of architecture schools in the country? The proliferation of these schools has outpaced even that of fertility clinics, fast-tracking the production of hybrid architects who will be the custodians of the built environment for this century and beyond. We must hope they do not become the "beefalos" of India, producing architecture that lacks a sense of being and fails to reflect the ethos of this great multicultural nation.

The Council of Architecture (CoA) is accelerating the addition of more schools and increasing the intake in each institution. However, many schools struggle to find suitable teaching resources that meet CoA norms, or the standards set by respective universities. Architectural education is a unique process that can never fully integrate into the university system; it needs to exist independently with minimal control. This autonomy would open different avenues and options to involve professionals and experts in architecture in academics. Thus, the traditional idea of academic positions needs to be re-evaluated. Walter Gropius, after leaving Bauhaus and spending most of his later years at Harvard, concluded that universities were far too bookish for architectural education. He believed architectural knowledge was best advanced through practice in the office, not the library.

In this context, the story of the University of Pennsylvania's Architecture School under Louis I. Kahn is fascinating. Kahn was not just a teacher but also an excellent practitioner during his tenure. Penn's architecture program has a long and distinguished history, and Kahn was the most sought-after teacher of his time. With a figure like Kahn on the faculty, there was little need for a vision or structured curriculum; he was a magnet for students worldwide. After his death, there was an enormous vacuum and a struggle for identity, and Penn was never the same again.

Practices and academics often seem poles apart, rarely converging. However, in architectural education, studio-based programs have been very successful worldwide. Holmes Perkins, who headed Penn after Kahn, appointed and retained only those faculty who were active in both theory and practice. All professors, regardless of their subject area, were expected to maintain some involvement in project-making and design work.

This century is significant not only for India but also globally. The growing disparity in income levels and climate change disasters is ruining this planet. Success in the architecture profession will depend on the ability to deliver quality services and produce high-value design products. Thus, the time has come for an "Architecture Design Revolution." This revolution will ensure the continued existence of quality global institutions, galvanize design talent, and energize the profession to meet the challenges of the 21st century and make this planet Earth a safe place for humans.

The author is an architect based in Christchurch NZ ( updated an earlier written article)

References:

1. Leatherbarrow, D. "The Beginning of the Beginning: Kahn and Architectural Education in Philadelphia." DoCoMoMo 49-2013-2.
2. University of Pennsylvania, USA (Short form).

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