Re-thinking creativity in architectural design education

The stages of architecture and architectural education depend on the phases of human being's changing interpretation in the creative processes. The concept which is called "creativity" today and which has been discussed in the past through various definitions such as inspiration, imagination, production, or mimesis is determined by our ways of perceiving the world and ourselves. On the one hand, the sequence of events that contextually affect each other, and on the other hand important thresholds that emerge in some periods, produce world views that explain how architecture is represented. In this context, the stages and thresholds undergone until the 21st century, have an important place in the conceptual foundation of the thesis. Regarding the contextual parameters, the variable, volatile, ambiguous and complex structure of contemporary perspectives is underlined. Another highlight is the potential of the tools of the age. These findings provide an important reason for reconsidering architectural design studios that have embraced certain traditions from Bauhaus to the present. The critical value of both design and creativity in the 21st-century brings together the concepts of creativity and design in this reworking of the studio. This thesis associates the concept of the transformative concept of architectural design education and creativity through a historical analysis. It carries this association to the design studio ground from past to present on the axis of creativity. Thus, an architectural education process in which creativity is decisive is put forward in the conceptual framework obtained. It is discussed how the accumulation of architectural education determined from this point can be handled on the base of the architectural design studio of the century. In order to achieve a specific goal, inferences are made about how creativity, defined as the application of knowledge and skills in new ways, can be coincided with the architectural design studio's contemporary theoretical, practical, technological and pedagogical approaches and historical development.