Abstract
Today a remarkable paradigm shift in design issues necessitates rethinking the architectural education. All the concepts, values, techniques concerning the disciplines which supply the body of knowledge necessary for architectural education are used to define the problems of architectural design paradoxes and their solutions. In order to develop creative thinking for modifying this body of knowledge, students should be aware of the shifting balances of architectural paradoxes which require a more unified mind. This new teaching and learning strategy proposed for first year design education is considered as a paradigm shift because of the basic pedagogical change in design education in which architectural design, basic design and technical drawing and perspective courses are integrated within an intellectual studio atmosphere. The intellectual studio atmosphere created during the 2003-2004 academic year at ITU Faculty of Architecture provided both the instructors and the group of 50 students to act as energy receivers to capture the reciprocal relationship between the whole and the parts, in both general and particular issues. Fundamentally this strategy makes these 50 students be able to transform all the abilities and knowledge that they have learned throughout their life-long education.
