Intellectual Friendship in Architectural Design Education

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dc.contributor.author	Hurol, Yonca
dc.date.accessioned	2020-08-13T09:51:24Z
dc.date.available	2020-08-13T09:51:24Z
dc.date.issued	2004
dc.identifier.citation	Hurol,Y., (2004) “Intellectual Friendship in Architectural Design Education.” Journal of Aesthetic Education. . 38(3). pp.72-90.	en_US
dc.identifier.uri	http://ejournals.ebsco.com/Article.asp?ContributionID=6321835
dc.identifier.uri	http://hdl.handle.net/11129/4421
dc.description	The claim of this article is that supporting the individuality and the intellectuality of the student increases the creativity during architectural design education.	en_US
dc.description.abstract	The objective of this paper is to discuss the effects of authoritarian and friendly attitudes of teachers on the design creativity of students in architectural education. The paper contains literary and comparative research on the relation between the authoritarian role of the teacher and the design psychology of the student which affects creativity. A theoretical base is formed for the category of ‘intellectual-friendship’ which already exists in architectural education. Is it possible to refuse ‘authoritarian limits’ in order to provide a better medium for ‘creativity’?	en_US
dc.description.sponsorship	Not applicable	en_US
dc.language.iso	eng	en_US
dc.publisher	University of Illinois Press	en_US
dc.relation.isversionof	Not applicable	en_US
dc.rights	info:eu-repo/semantics/openAccess	en_US
dc.subject	architectural education, design education, individual, intellectuality	en_US
dc.title	Intellectual Friendship in Architectural Design Education	en_US
dc.type	article	en_US
dc.relation.journal	Journal of Aesthetic Education	en_US
dc.contributor.department	Department of Architecture	en_US
dc.identifier.volume	38	en_US
dc.identifier.issue	3	en_US
dc.identifier.startpage	72	en_US
dc.identifier.endpage	90	en_US