I've used the following in my teaching -- since 1986 or so onwards. Obviously, this list got fleshed out over time. It is a result of my own learning of the subject of teaching. I am humbly putting this forward to teachers in architecture here and I hope they would be useful to those who want teaching in architecture to excel. In fact, on a larger level, this set of points is used to promote "design thinking" -- and so is useful wherever designing is done. Be it in architecture or software. I have taught both. 1. Demonstrate learning in front of the students. Acknowledge your lack of knowledge in some areas honestly in front of them and then rectify those in their presence. Design/Invent something or the other in front of them. Then demolish what you did, if so needed, if they did not work. Your students will understand the contrast of the two ends of this process and do the learning for themselves: They will learn both the excitement when you started on your i...
I get a lot of enquiries for architectural internships. Many students are either confused or highly opinionated on the kind of internships they need. So this note is for them. Partly, this also applies to other design fields such as software design, product design and so on — in any situation where there is “architecting” going on. To become a good architect one need to be good at using both sides of the brain. An architect needs to grapple both with empirical knowledge as well as abstractions. Our field is very unusual in this requirement: most fields can work by gravitating towards one or the other but usually not both. Those interested in pure sciences and maths for example need to worry only about rational thinking using abstractions. They do not really need much of empirical knowledge. They can introspect and work out internal contradictions in their theories and get productive work done; with no real connection to the outside empirical world. That is how Andrew Wiles sa...