Hey Jackson!
Many thanks for sharing your story and insights on the matter. I totally agree with you that a broader education is the key to innovation. How exactly to define the appropriate mix of detail in that broader context could easily become the subject of interesting research. Thanks for stopping by and you have a good one!

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Hey Seungbee,
Many thanks for stopping by. You are right that architecture includes both the sciences and the humanities. I think for the most part, the knowledge is created cumulatively using class material and drawing upon experiences from unlimited sources elsewhere beyond the classroom. The lectures provide the basic building blocks of knowledge with which, then, the student is set free to explore further without much inhibition, and come back with higher level synthesized knowledge blocks that are more complex than before. And this usually begins right in the first year of study. Perhaps this is why when we see the work of those who have undergone architectural education, as you noted, we get to see a great deal of innovation in it. Of course, combining the sciences and the humanities can be a nightmare for the students as these two areas require different sets of skills and the students find themselves constantly swinging back and forth.

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A powerful connecting the dots example Khushboo! And I think one needs to collect the dots before they can be connected. What dots did you collect prior to the connecting?

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I also found that article very interesting and enlightening. It would be particularly interesting how the humanities would be blended with the sciences. However, it is important to point out that the humanities must not be viewed just as a tool for the advancement of the sciences. It appears to me that a reasonable way to tap from the best of these two words would be through collaboration. But then, this collaboration would require the establishment of adequate common ground – thus those in the sciences would be required to pursue a bit of the humanities and vise versa.

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Hey Ruixiang! Many thanks for stopping by. The present reality is indeed as you put it, but with inclusivity, we must hope for a departure from the business as usual approach and embrace diversity in all its forms, treating all others with dignity and respect as equals. Unfortunately, there appears to be no easy way in this pursuit.

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Hey Jake! Many thanks for stopping by. I like the perspective that you bring up by suggesting that being halfhearted might actually do more harm than good. I also look at it that way. I think being halfhearted may erode the whole meaning of inclusivity and render it valueless.I also agree that the learning-centered approach may be helpful in cultivating genuine inclusivity. And I would also add that this approach must include all stakeholders (Teachers and learners obviously but also parents and the media and others)

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Hey Sara! Many thanks for stopping by. Much as I have yet to encounter the ‘play nice’ kind, I also know that they exist somewhere and it is sad. We must aim for genuine inclusivity and its surely upon us all to pursue this ideal.

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Hey Helen! We also don’t have racial diversity in my home country and I totally agree with you that, instead, diversity exists in many other different forms. Unfortunately, there is very little willingness to embrace the forms of diversity that we face.

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You raise some very important issues Oumoule. I agree with you that some of these matters ought to be part of the upbringing of kids. If the kids grow up with the biases, there is very little help that education in later stages of life can do to help. Also, sometimes what you do not know, does not exist. In efforts to create inclusive environments, we may end up bringing to light things which should better have been left to lie.

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Hey Seungbee! Many thanks for stopping by. It is indeed true that some learners may come to school with biases developed at home. I guess that is where we now need all the stakeholders, including parents, teachers, the media and others, to join hands in trying to address those biases. The duty of ensuring that inclusive pedagogical environments prevail must not be left out to teachers alone. Nonetheless, it is important to acknowledge that getting all the concerned stakeholders to agree on this may not be easy.

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