Architectural education is not simply the imparting of knowledge and skills necessary for practice, but involves the development of values and philosophical positions. Based on an examination of an educational program in India, I argue that this program implemented a positivistic philosophical position and neglected viable and important alternate positions. This enabled the fledgling architects to form long-term attachments to global professional values and to the worldwide professional fraternity of architects, but it also distanced them from the potential occupants of the buildings, their social contexts, the local people, and their social and human problems. It established First World–Third World connections and became an instrument of cultural hegemony, subordinating multiple cultures and their values.