JMVRI Issue No. 29 features three studies: “Psychological Determinants of Mental and Physical Wellbeing in Participants of Personal Development Groups”, by Joanna Wanta (pp. 11–47); “Conflict and Conflict Resolution: Domain of the Action Principle, Para Shakti/Mother Divine”, by Candace Badgett (pp. 49–64); and “Vastu, Traditional Knowledge Holders, and Contemporary Architecture Education and Practice in India” by Aparna Datey (pp. 65–99).
JMVRI Issue Number 29
JMVRI Paper 29.3
Vastu, Traditional Knowledge Holders, and Contemporary Architecture Education and Practice in India
Author: Aparna Datey
https://doi.org/10.66743/jotx1571
This paper can be downloaded via the following link:
Citation: Datey, A. (2026). Vastu, traditional knowledge holders, and contemporary architecture education and practice in India. Journal of Maharishi Vedic Research Institute, 29, 65–99.
Summary:
This paper argues that understanding teaching approaches and building practices of traditional knowledge holders has the potential to act as a catalyst for connecting knowledge, theory, practice and profession. The study focuses on two traditional knowledge holders and building practitioners from Kerala, India.
The traditional science of architecture is known as Vastu Shastra. The knowledge is held in ancient texts and put into practice by traditional knowledge holders and practitioners. While the link between education and practice by way of the Gurukul (‘guru’ means teacher and ‘kul’ means lineage and home) tradition and crafts guilds has been weakened due to colonisation, architectural knowledge survives in the capable hands of some practitioners. The participants are committed to teaching traditional building knowledge locally in their Gurukul, nationally online at a preeminent university, and internationally through a variety of means. Their Vastu practice is authentic and continuously evolving.
This study employs ‘listening’ as a research methodology, since oral traditions are an integral part of the ancient education system of India. The findings provide an integrative understanding of building knowledge, theory, and practice. With their identity and practice rooted in holistic scientific knowledge and responsibility-based roles, traditional know- ledge holders and practitioners amplify the fundamental value that architecture education and the profession of architecture bring to society.