Wholesomeness

The idea of wholesomeness can be described in the following dimensions:

1.       The Present is filled with “connections” – No object/ situation/ person/ aspect/ idea/ experience/ thought is isolated. This means, our mind has the capacity to expand and include everything that seems to affect the present situation. Connections also mean dependence and inter-relationships of variables. By changing one variable, the entire ‘pattern’ of the situation would change. In fact, wholesomeness of the Present situation can be said as one ‘pattern’ of understanding the situation itself. Think of a person, a mango tree, a cloud, a white colour, water – anything….can it be seen as a ‘pattern’?

2.       The Present has a relation with the Past and will have a relation with the Future in some ways – Herein, we are acknowledging the influences, transformative forces, adaptations, changes, constants, the upward and downward tendencies of the phenomenon that we encounter at the present. Hence, a “person” can be understood as ‘pattern’ coming from the influences of other people (family/ forefathers etc.) and taking a decision to move ahead. The idea of ‘Indian’ history is an idea of pattern – a phenomenon that may repeat in different versions in the Present and in the Future. Thus, the link of Past-Present-Future can’t be ignored. It is intrinsic and hence our responses to the Future need to take into account the ‘pattern’ that is related to many dimensions of influences. Fundamentally, the pattern is about our mind – to dissect, reflect, conceive, decide – It faces all dilemmas and challenges that It had faced centuries ago and it will face similar dilemmas, even though technology may seem to move ahead. Being aware of how our mind works (Mahabharat and Ramayan are very good illustrations for showing this) may help us to take appropriate decisions when the need arises.

3.       Layering – With each passage of time, we respond to the earlier influences and try to make something of our own – so we ‘add’ to the previous domain of knowledge and this is subsequently transferred to the next generation to further ‘add’. Hence, we are responsible for the kind of Future we create for others. This is what legacy is all about and this is what great people do – their ideas live beyond their life span. Thus, several meanings are added in the act of creation to form a product. In other words, a product or a space may have imbibed several layers of meanings coming from the Past. Great architecture has that spirit.

Some conclusions regarding the above world view would be:

a)      We are connected to the web of life – like an ecosystem. We must exhibit empathy to all aspects of creations. In the eyes of the Creator – the ant and the human being are just as precious and are just as inter connected.

b)      Ideas (and the greatest of ideas) belong to no one (in terms of taking credit or defining copyright etc.) and they are to be inherited by all. If we can digest this attitude, it will make a sea change in the way we see eachother and we look at other forms of creations. There is no absolute concept of ‘you’ and ‘mine’ – there are no boundaries (which limit you from the other).  That is, the boundary has extended infinitely to such an extent, that there is no need for it to contain anything ‘within’ and ‘without’! Fundamental ideas/ concerns/ responses are of this nature – they are not limited to a nationality or class or age or gender.

c)       Can this state of mind be achieved? We don’t know. But, we can take the effort of expanding our minds. The greatest challenge to face is our own identification with our thoughts – fears, anxieties, emotions, anything that may restrict our potential to be ‘free’ in the truest sense.

d)      All exists ‘in’ us……Experience this!

Pattern

Most people (and that included me too) think of ‘pattern’ as something repetitive and unchanging.

Let us try and understand what does ‘pattern’ mean and how can this help to see things from a different perspective? Chief characteristics of ‘pattern’, as I have felt can be stated as –

(1)    An interdependent relationship of discrete or separate events or situations. Simply means, an event in the present may have certain tendencies from the past and such tendencies may also pass on to the future. This means, the present needs to be seen as a continuum of certain relationships or tendencies or cause – effect forces operating for a longer period of time. Environment, culture, collective consciousnesses demonstrate these patterns. Or history, memory, feelings, sustenance, gratitude, religion, formless spirit  - all constitute a pattern that evolves, transforms, changes, modifies with Time.

(2)    Wholesomeness – No phenomenon is separate. In order to understand the nature of the phenomenon, it is required to understand ALL variables that affect the phenomenon. Hence, this leads to the aspect of wholesome thinking, rather than being fragmented in thought and actions. Can one therefore consider a ‘tree’, ‘elephant’, ‘person’, ‘situation’ from this idea of wholesomeness? In other words – ecosystem.

(3)    Patterns, therefore, include everyone and they keep changing. There are conflicts, negotiations, hierarchies, power structures, resolutions, sustenance and so on – as modifiers to patterns that get expressed.

(4)    Our thoughts also represent pattern. They lead to actions and actions lead to products/ situations/ manifestations. The cycle continues.

(5)    This leads us to following questions – what is it that we can therefore hope to control? If we can’t seem to control our thoughts, then what are we expecting from the environment around us?! OR, should we submit our free will to the ‘Pattern’ that includes all Creations?

(6)    Point (5) is a very difficult question to respond. It is the duality that we are now forced to address – are ‘we’ separate or is the idea of separateness just a notion that we have constructed for ourselves? In pondering over this question multiple times, it may dawn on us to let go off our tendencies to hold on to thoughts (as a reality to be controlled) and just try to go with the flow of thoughts. We fear our own unpredictable nature of thoughts – and what they might lead us to do! Of course, thoughts require control – control of the pattern that gets manifested eventually and for which we are partly responsible and partly, it is circumstantial.

(7)    This is the existential conflict or the compulsions of expressing the construct of body-mind phenomenon. We try to catch some kind of a vision or a ghost but seem unable to do so. The very unsettling nature of the space that is present in us, is the cause of the constant need to express our own selves.

(8)    The solution to above turmoil is to observe the buoyant nature of thoughts. As we observe the nature of thoughts – patterns get revealed and these in turn help us to understand situations around us. With this, comes the attitude of responding to the given world which is in a constant state of change and impermanence.

(9)    Traditionally, this was what was personified as God in the form of a ‘human’, having 4 hands and some extraordinary characteristics. Einstein expresses God as Theory of Relativity. Others may express God as Bhakti Bhaav, yet others may see God in being honest with one’s work.

(10)In all above examples, there dawns on us, the need to surrender to uncertainty and to embrace it. It dawns on us, that the Present is the only reality to live 100% and there is no use clinging to anything that is not contained in the present moment. By not clinging to thoughts, we don’t cling to good or bad or power or prestige or anything that is a result of a social construct. We, therefore, become ‘free’ of our own selves.

Student Guidance

This is a serious question to be explored by people who are in positions of guiding students – What is the role of Teacher in today’s times? In today’s times – I mean an environment which offers plenty of resources of information gathering, assimilation, experimentation, trials and opportunities. An environment, wherein the old world order of control, hierarchy, stability, feelings, beliefs, appropriateness seem to be turning upside down. An environment, wherein the Teacher can’t claim any ultimate authority to deliver knowledge to the students and can’t expect students to agree to what He/She believes to be true. An environment, wherein significant issues need rethinking by all of mankind and which means, the Teacher may not know anything better than the students themselves! In such a scenario, what does Teacher-Student relation mean? What should we be concerned about while guiding students? This brings us to those questions that seem extremely important to be explored by the Teacher – for, that is what will define the nature of knowledge creation and expressing wherein the Teacher AND the students are involved.

My observations come from the point of view of helping students to conceive design solutions. Over the period of time, a proper approach to guidance seems how do you make a student ‘think’ on his/her own and how does that make them aware of fundamental values which are to be pursued in architecture (and life as an extension)?

The method involves constant questioning to whatever students deliver as an output and by the mode of question, revealing the influences, biases, prejudices, they carry with them. In this journey, it is hoped, that they become aware of something much more fundamental, intrinsic to human values of life and architecture. Thus, the journey is something like a ‘teamwork ‘to be taken together - hand in hand between the Teacher and the students. In this mutual discovery of knowledge, both get benefitted. Essentially, what we are concerned about is the revelation of a “pattern” inherent in a given phenomenon and our response to it – which may be said as complimentary to the pattern or an extension to the pattern or a change in the pattern. Hence our design expression is supposed to respond to long term repercussions.

As people dealing with ‘space,’ can we ask students questions that will make them realize following attributes that they need to respond to:

(1)    Change – No space is permanent. People change, time changes, technology changes and environment changes. That makes space extremely dynamic as a phenomenon. Hence, can we make students grapple with the reality of ‘change’ – what is changing and what seems constant? What is superfluous in design and what is necessarily to be done? How is something right or wrong? How does one decide that…herein we are referring to the idea of context and its relevance in design. All issues of novelty, sameness etc can be addressed here.

(2)    Impermanence – Since everything is bound to change, we are required to embrace the idea of impermanence – in life, relationships, and therefore space conception and perceptions. What we may think would work for the time being, may not be so with the passage of Time. Herein again comes the importance of ‘History’, which according to Indian concepts, is NOT a frozen phenomenon, but a pattern of relationships that recur in the present and the future. Or a pattern of relationships occurring in the past that may hint at conceiving an appropriate response to contemporary times. Can we therefore, attempt to make students learn history as a pattern (and not a frozen fact)? Can we make them realize that past is the seed of the present, which in turn will be a seed of the future? Can we therefore, make them more responsible to this continuum of life?

(3)    Considering above values, we may prompt students to gain spatial attributes that signify multiplicity of functions, multiuse, adaptive, flexible, layered, communal, interactive, social, democratic, inclusive, and empathetic and so on. Can their designs address these values?

(4)    Empathy – In the broadest sense, empathy entails to acknowledge the dependence of ‘you’ with the ‘other’ (‘other’ = climate/ flora/fauna/ people/ Time). It means to go beyond your self interests and to include the compulsions of sustenance exercised by all. In its purest state – it is all about love, hope, compassion and faith.

A continuous effort needs to be undertaken by the Teacher to make space for these values to be nurtured in the students - so they pass on to the next generations – we owe it to them. Summarily, we need to understand which architecture can be seen as the best demonstration of above values? It may occur in any time period, in any continent/ place and may be conceived by ordinary people or sophisticated experts.