CONTENTS Abstract 1 Acknowledgements 3 CONTENTS . 5 List of figures . 7 1 Introduction 9 1.1 The Premise: Architecture as a Value Laden Activity 10 1.2 The Debate : Internalised Conflict . 12 1.3 Significance 14 1.3.1 Research Problem 15 1.3.2 Hypothesis 16 1.4 Aim and Objectives 16 1.4.1 Objectives 17 1.5 Limitations . 17 1.6 Research Framework And Design . 18 1.6.1 Practical framework for data collection 18 1.6.2 Theoretical framework for design studio analysis 19 1.7 Conclusion . 21 2 Radical Pedagogies in Architetcural Education . 23 2.1 Inroduction . 23 2.2 Synopsis and Commentary 23 2.3 Conclusion . 25 3 Analytical Study : Phase-1 : Institutions 29 3.1 Premise : Case built up 29 3.1.1 Architectural Education and the Institutes – A Panoramic Viewpoint . 35 3.2 Introducing ‘Agencies and Actors’ 41 3.2.1 Agencies (Regulatory Bodies) . 42 3.2.2 Actors: Schools and Mission/Vision . 43 3.3 COA vs INSTITUTES Matrix : Value Set 1 49 3.3.1 Methodology 50 3.3.2 Findings 52 Yagnik Bathija_PA106015 Page 6 of 115 3.3.3 Limitations 59 3.4 Decoding Curriculums : Value Set 2 59 Methodology 60 3.5 Derivations / Findings (general) . 61 3.5.1 Limitations 70 3.6 Conclusion 70 4 Analytical Study : Phase -2 : Kolb’s Theory : Design Studio - Semester 5 .71 4.1 Premise : Case built up . 71 4.2 Understanding Kolb’s Theory – Framework . 76 4.3 Design Studio as a ‘TYPE’ 80 4.4 Application Of Kolb’s Theory through appropiation : Value Set 3 83 4.4.1 Conclusions 93 4.4.2 Limitations 93 5 Concluding the Process 94 6 The Way Forward 101 6.1 A professional extension of the Reserach . 101 References 103 Bibliography . 105 Appendix 107 A1. Individual Student-Interview Value-Chart 107