Pedagogy 2025

Abstract

Architecture, at its core, is a negotiation between the measurable and the unmeasurable aspects. While measurable aspects—proportion, scale, materiality, and spatial configuration—provide clarity and precision, unmeasurable aspects—emotion, memory, identity, and perception—imbue space with meaning. This paper examines how these dimensions coexist to shape spatial quality and how design education can train students to balance them. Contemporary design pedagogy often prioritizes quantifiable metrics—proportion, scale, and performance—while the intangible dimensions of emotion, memory, identity, and perception, which truly define a meaningful place, remain undervalued. This paper directly addresses this gap by exploring how tangible and intangible aspects intersect within the everyday urban public spaces of Hyderabad. Case studies—Cha Cha Nehru Park, JVR Park, the State Central Library, Srishti Art Gallery, and the GHMC Dog Park—map the relationship between physical form and human experience. A mixed-method approach combines spatial and environmental analysis with user narratives, sensory mapping, and phenomenological inquiry to capture both measurable and experiential dimensions. Key findings illustrate that spaces with modest physical parameters often evoke strong experiential and emotional responses, while highly optimized spaces may lack identity or warmth. The study emphasizes the need to integrate both analytical and empathetic modes of understanding in architectural education and design practice. The paper concludes by proposing a pedagogical framework that positions design as a balance between the tangible and intangible—a holistic approach essential for cultivating architects capable of creating spaces that resonate both functionally and emotionally.