Abstract
The aim of this paper is to provide a debate on attaining a creative environment for learning architectural design through a multi-dimensional tool based strategy. The underlying hypothesis is that a dynamic model for teaching architecture could only be possible through a loosely structured open network of tools allowing customizable design strategies. It is also argued that such a dynamic network could be determined through a thorough analysis of the state-of-the-art of the architectural discipline. In order to justify the acceptability of an architectural design education paradigm based on an open network of tools, the impacts of individuality of the actors, ambiguity of the design problem, boundaries of the discipline, or the unbounded state of the art, and the unpredictability of the outcome will be discussed in depth. The definition of creativity; as the ability to adapt knowledge, information and experiences from various areas of life and thought, interpret them in a new way and thus break away from existing patterns of structure and thought; determines the framework of the approach. In order to attain creativity, an institution should not use repetitive procedures based on precedent experiences reproducing the past, but apply open network structures easy to change and adapt to current issues and problems.
