Traditional Indian education has long been rooted in exploration and dialogue, especially through the Upanishadic one-to-one method of teaching. The term “Upanishad” translates to “come, sit by me,” reflecting a learning process in which the student sat with the teacher for meaningful conversation and exchange of ideas. This approach nurtured the intellectual development of both teacher and learner. Such interactive teaching-learning practices encouraged constructive learning through the continuous churning of thoughts and concepts.
However, with the arrival of the British and the educational policies they introduced, the foundations of traditional Indian knowledge systems were gradually neglected. Today, there is a strong need to revive and rediscover these profound pedagogical methods for contemporary education. Although ancient Indian education systems were once dismissed, there is now a growing movement to bring Indian Knowledge Systems back into mainstream educational practices.
In architecture as well, the traditions of Vaastu Shilpa Shastra have followed a distinct and holistic approach. Numerous texts within this tradition offer scientific and authentic knowledge about both built and unbuilt spaces designed for a variety of purposes. Ancient Indian treatises such as Mayamatam, Manasara, and Samarangana Sutradhara provide detailed guidance on several aspects of the built environment, including single-storey and multi-storey structures, building components, town planning, proportioning systems, and more. It is now essential that these texts and the technologies they embody are revived and integrated into mainstream architectural education and practice.
Driven by her passion for Indian Knowledge Systems and a strong vision, Dr. Ashwini Pethe has transformed this seemingly impossible idea into reality through her determination and commitment. The Master’s program in Architecture titled “Traditional Indian Architectural Knowledge Systems” is the first formal postgraduate program in architecture dedicated to education rooted in Indian Knowledge Systems. It is a two-year full-time program approved by the Council of Architecture, New Delhi.
The program commenced in September 2021 and has successfully completed the first two years of this enriching journey. Its curriculum is rooted in experiential learning, combining hands-on experiences with theoretical study. Architectural Design Studios are conducted during the first three semesters, with project complexity increasing progressively across each semester.
One of the most significant components is the “Ancestral Study,” which serves as an introductory exploration. In this exercise, students revisit their ancestral places and attempt to reconnect with their roots. The objective is to rebuild the lost connection between the present and the past, strengthening their sense of identity and heritage. Students have found this experience deeply engaging and emotionally meaningful.
The design projects undertaken during the program range from temples and residences to temple precincts and institutional campuses. In the fourth semester, the Design Studio culminates in a dissertation project, where students are encouraged to choose themes aligned with their skills and interests, such as architectural design projects, research-based studies, or projects involving digital interventions.
In addition to the studios, the curriculum includes core subjects such as Vaastu Shilpa Shastra, Building Biology, Indology, Digital Skills, and Research, all of which are integrated into the studio work. The program places strong emphasis on digital technologies, and students have explored tools such as Photogrammetry, Drone Mapping, and GIS techniques in the documentation processes of cultural mapping studios.
Among the most appreciated courses is Building Biology, where students gain insights into energy readings through instruments such as Earth Magnetometers, H3 Lecher devices, dowsing rods, and pendulums. Similarly, inputs from Indology have enriched students’ understanding of ancient India in a comprehensive manner.
The department aims to nurture professionals who are capable practitioners, academicians, and researchers. The Research component of the curriculum encourages students to engage in scholarly work by participating in initiatives such as the Indian Knowledge Systems Division internship program hosted by the Ministry of Education. Faculty members have actively mentored not only their own students but also students from other universities participating in these internships.
The curriculum is aligned with the guidelines of the National Education Policy 2020 and offers electives across Design, Craft, and Art streams. Some of the electives explored so far include Natyashastra, Cultural Landscapes, Conservation, Natural Building Materials and Techniques, and Indian Aesthetics. The department also offers an audit course in Sanskrit, enabling students to read and interpret Sanskrit texts while gaining a deeper understanding of Sanskrit literature and culture.
Overall, this program has been widely appreciated and accepted by both students and academic peers. With the successful completion of its first batch, the department is prepared to move forward with even greater enthusiasm, confidence, and wisdom.
