Abstract
The existing paradigms of architectural education can sometimes negate creativity. This paper aims to assert and substantiate that architectural education should be about questioning the existing paradigms as well as introducing, creating and testing new ones. The paper will be based on observations as a research assistant in architecture as well as on personal undergraduate experiences to question the ways in which creativity could be stimulated in the architecture studio environment. It adopts philosophical concepts used by Deleuze to dissect the relationship between creation/creativity and the architect. Some of the nuanced examples in Turkey’s architectural practice who have managed to integrate or perhaps distort the input of their architectural education into modes of interventions reciprocating the socioeconomic or cultural needs of that place are pointed out. Parallel to their production, the positive effects of young tutors to the studio environment are discussed. The paper tries to establish that confusion could be a stimulant for creative thinking. Keywords: Architectural education, creativity, studio, young tutor.  
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