عنوان مقاله [English]
The teaching of architecture in Iran dates back to more than half a century ago. Architectural design subjects have appeared as the most important subjects in various curricula in Iran. In the general teaching methodology of these subjects, teaching and conceptual comprehension have been formed within the framework of student-teacher relationships where the student creatively seeks ideation and the teacher critically processes, evaluates, and assesses ideas. Nevertheless, some students are critical of the approach asserting that teachers only find fault with their performance and believing that this approach is detrimental to their creativity. On the other hand, it appears that, in reality, the problem is deeply rooted in the performance of some teachers. The present paper makes an attempt to seek the scientific framework by which teachers’ critical performance can be assessed and to identify the advantages and the disadvantages associated with this performance relevant to the students’ creative thinking. In recent years, the thinking process has been investigated by many intellectuals especially cognitive psychologists. Therefore, theories of cognitive psychology have been studied in the present research as a platform for undertaking research. The findings of the present research highlight the intelligent employment of teachers’ critical approach, the various dimensions of critical thinking and their effect on students’ creative thinking.