This paper addresses the largely prevalent practice of architectural pedagogy in India. There may be few exceptions to these predominant trends and they stand as important beacons of hope. The predominant pedagogy suffers from many ‘myths’ or fallacies. This paper identifies three of these myths as fundamentally deadly which need to be urgently exploded in order to pave the way to reform the education. The first myth deals with the ‘content’ or ‘what’ is taught. The second has to do with ‘how’; i.e. pedagogic bias. The third has to do with the overall philosophy of knowledge or "epistemology". The myths are:

Myth 1: Architectural education = Design education = Iconic form-making.

Myth 2: One can pull up average competence levels across the class by concentrating on a few geniuses in the studio.

Myth 3: Delivery of knowledge can be fragmented. Integration of knowledge happens ‘automatically’ inside learners.