The process of teaching and learning architecture in today’s complex and diverse condition can sometimes be difficult and also challenging. One of the great mistakes most architecture schools make is to think that they are simply in the business of producing great architects. However, there should be a greater ambition to this – a school of architecture must also be on top of all: a promoter and collector of new architectural ideas, ambitions, techniques, agendas and act as a malleable platform to all new minds that are interested to join this platform. By seeing this as an agenda to promote a more reflexive and progressive kind of architectural education, this paper try to discuss an alternative approach in architectural pedagogy by promoting a technique in teaching and learning, which is known as dérive, or the practice of urban drifting. This situational-based technique in learning things related to our everyday life and the city is an attempt at analysis of the totality of daily life practice, through the passive movement through space. Amidst of Bandung’s complex arrangement of interwoven layers of city and lifestyle components, this technique of walking or drifting the city can be an effective method in approaching issues of the psychological aspects of the built environment. This kind of architectural pedagogy is a concept of exploring the built environment without preconceptions, and to discuss the reality of actually inhabiting the environment. By using Bandung as the city context, coupled with its wide myriad of creative inhabitants/ city users, walking in the city as a new tool in teaching and learning architecture may promote the participants (teachers, students and collaborators) as having a key role in understanding, participating, portraying and intervene the city in a more responsive way.
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