Intellectual Friendship in Architectural Design Education
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Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Illinois Press
Access Rights
info:eu-repo/semantics/openAccess
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’?
Description
The claim of this article is that supporting the individuality and the intellectuality of the student increases the creativity during architectural design education.
Keywords
architectural education, design education, individual, intellectuality
Journal or Series
Journal of Aesthetic Education
WoS Q Value
Scopus Q Value
Volume
38
Issue
3
Citation
Hurol,Y., (2004) “Intellectual Friendship in Architectural Design Education.” Journal of Aesthetic Education. . 38(3). pp.72-90.
