This essay is a narrative of the context and pedagogy of Environment-Behaviour Studies (EBS) designed and introduced by the author. This is offered at second year B. Arch level, and it is mapped as a 200 level course. Now in the fourth year of instruction, the course is evolving through
various contextual limitations. This paper describes the intellectual and theoretical underpinnings of the course, its methodology and presents selected student responses to classroom and field tasks. The course tries to remedy in a small way malaises of the current classroom based pedagogy
by introducing an active and experiential approach and incorporating learning fromeveryday environs. The concept of Appreciative Inquiry (AI) is a major plank in the development of the course. While this course is a part of architecture syllabi, its application on a larger arena is deemed
significant. Currently the overall vision for urbanism in the Global South and India in particular, is purely engineering and information technology oriented. Such an approach is myopic. A deep lacuna is felt of a human centric approach. An awareness regarding Environment Behaviour (E-B) relationship
can remedy this lopsided effort, if it is initiated early in life. The humanistic foundation of this course makes it relevant to be imparted right from school level. The essay concludes with reflections and recommendations on the vital need for such an input in a reinforced manner on a wider
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