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A+D Interview.Indd ARCHIVE 2009 GURU AMONG TEACHERS Bal Saini Emeritus Professor of Architecture University of Queensland An Interview conducted by architect Rajnish Wattas (Q) with Professor Balwant Saini (A), on behalf of Architecture + Design about existing formats in architectural education all over the world, and particularly Australia. June 2009. Architectural Education Q. You have been at the helm of shaping architectural educa- tion in prestigious institutions in Australia as well as in other countries, what do you think have been the main strengths/ weaknesses of these models, and what are the areas that need restructuring in the present day context? A. Architectural Education around the world varies enor- mously from country to country. Much depends upon the way the Profession operates in a specific environment even though there is a common thread that binds all the institutions – just ask the International Union of Architects (UIA). The com- mon threads are basically design and construction. In some schools the former comprises as much as 50 percent of the curriculum. It is project based and in a few cases incorporates strong research component. Depending upon the interest and calibre of the staff many schools tilt towards any one of the 1 whole range of specialised areas. Some schools continue to ARCHIVE 2009 maintain the traditional topics of history and conservation while others are hiring staff with increasing interest in sus- tainable architecture, social and cultural issues. Some middle European schools follow the tradition of hir- ing star teachers in active practice who rally students around them. Their relationship is maintained throughout their long spell at the school. Students get a good balance of theory and practice. The disadvantage is the graduates continue to fol- low the highly individual approach of their teachers which can thwart the students’ own creative potential. Architects in India take their professional cue from Britain – a legacy of the colonial past. Indeed the influence of the RIBA is still very much alive. It is more open and broad than the mid-European system. It exposes students to a variety of experiences covering a much larger range of subjects. Both the British and the Mid-European systems have their pluses and minuses. I have seen good students coming out of both systems. Many are good not because of the system but in spite of it. As for restructuring, schools of architecture should constant- ly review their objectives, especially in the current changing environment that continually presents new challenges. Q. You have also had a great deal of influence and impact in the Indian academia of architecture; do you think the West- ern B.Arch model needs a rethink 2 ARCHIVE 2009 A. The Western B.Arch model at least in Australia has changed quite a bit in recent years. It accepts the proposition that not all students are destined to practice architecture or have the desire to go all the way to finish the long training programme of 5-6 years. Besides it is unfair to award a Bachelor degree after such a long study when arts and science graduates get theirs after 3 years. The Australian schools of architecture now award the post- graduate degree of Master of Architecture as a professional qualification. A non-professional Bachelor Degree awarded after 3 years precedes it. Its curriculum embraces a finely balanced mix of art, science and technology, surely a plus in a fast changing environment. Compared to a graduate in sci- ence or arts, it offers as good, if not better, preparation for young people who may change vocations as many as three or four times. Students are offered diverse basic design skills that enable them to peel off at the end of 3 years to go into professions like architecture, urban design, planning or landscape archi- tecture. It also provides an excellent springboard for work in interior or industrial design, graphics, animation, theatre sets, film and television, multimedia and other fields where design plays a critical role Not all these vocations offer financial guarantees but gradu- ates are more likely to do well if they happen to choose what they really like and have passion for it. 3 ARCHIVE 2009 The sticking point in most cases is when and in what circum- stances graduates should be allowed to call themselves archi- tects. In Japan for instance, as with the engineers, the term architect (Kenchikushi) is used in a broad sense to indicate persons associated with the building industry. Even a well- trained carpenter, who has provided ample evidence of skills in design and construction over a period of time, is able to apply to local municipalities for recognition as an architect. But his area of operation is limited and he is not allowed to practice beyond the local district. Unqualified people prac- tice design and construction on a similar scale in many other countries too but in Japan this is legally and formally recog- nised and structured to accommodate the diverse needs of the building industry. Q. As compared to the B.Arch course of 5 years duration after high school, engineering degree courses are only of 4 years duration. This disadvantages many aspiring students of architecture. Do you think Indian schools can remodel their curricula accordingly? A. I agree. Architecture courses are far too long. An intensive 4 year programme followed by a longer period for practical experience is a good alternative. As things are, students are often overworked and under-challenged creatively. Many, es- pecially bright ones, get bored by the time they reach their 4th year. More and more are opting to take a year off for practical and maturing experience after 3 years before proceeding fur- ther with their studies. The two-tier system allows that. 4 ARCHIVE 2009 Balwant Saini (centre) with University of Queensland graduate students 1984 Q. Research doesn’t come quite naturally to the creative mind-set of architects, and therefore there is a kind of dis- dain for it, even in the academia. Do you think this can be remedied? A. Yes. Research is most important for any discipline that wants to be taken seriously - and architecture is no exception. I can understand why architecture students don’t embrace it. After completing their long undergraduate programme they are simply itching to design and build. For them research in architecture is another territory altogether. Besides, not all architects are attracted to do research and it is useless to foist this on students who show little or no interest in this kind of activity. 5 ARCHIVE 2009 Research in architecture is best conducted at post-gradu- ate level but not all schools of architecture are adequately geared and funded for research. You have to have teachers who themselves have research experience and reputation as serious thinkers and scholars - teachers who can inspire those around them and generate an environment of open intellec- tual inquiry and discourse. Q. In spite of many years of architectural education in the country, genuine and sincere research, meaningful publica- tions of papers, pursuit of Ph.Ds has not really caught on (perhaps because of allurement of creative work), do you feel we should perhaps de-emphasise insistence on all this, for the discipline of architecture? A. During their normal undergraduate education, architects are trained to do a certain amount of research as part of the normal process of design work. They are trained to systemati- cally collect all the relevant information required for estab- lishing a framework for the final design of a building or series of buildings. You have to remember that traditionally, training of architects has been largely based on the articled-pupil system where young students apprenticed themselves to a practice hoping to pick up some knowledge and experience on the way. Degree courses in tertiary educational institutions only started dur- ing late 1940s. Serious research in architecture started much later around 1960s. 6 ARCHIVE 2009 Architectural research is essentially applied research that is loosely linked with production problems. It is quite differ- ent from the kind of fundamental or basic research that seeks knowledge for its own sake normally conducted in universi- ties. Architecture is not a subject like physics, chemistry, so- cial science, economics or history even though these are the kinds of subjects on which the fabric of architectural knowl- edge is built upon. It is more like medicine or agriculture whose progress greatly depends upon the fundamental studies which have, at least on the surface, very little to do with the day-to-day work of the doctors and farmers. Just as it is not difficult to see the im- pact of sciences such as chemistry, physics and biology have on medicine, and indeed the whole of the living process, it is equally obvious when one sees the combination of physics and chemistry in the development of building materials. The range and potential of postgraduate research in architec- ture is wide and varied. My own experience has been largely concerned with building and planning in the tropics where I have come across numerous problems, answers to which are not found in the undergraduate curriculum. There are many gaps in the data architects use as their tools including such things as the climatology of different regions, the physics of heat flow into buildings and methods of interpreting climatic data for building purposes. 7 ARCHIVE 2009 Other areas in this laundry list of topics include low-cost hous- ing, high-density housing in tropical urban centres, and pres- ervation and restoration of historic buildings. You can add to this a whole range of fascinating areas such as efficiency in utilisation of energy (including alternative sources) in mate- rials and development of advanced building techniques in the tropics, review standard specifications and building regula- tions and devise a code of practice that matches tropical re- gions with appropriate thermal performance standards using both comfort and energy criteria.
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