Abstract
This is a discursive paper, based on opinions and presenting some thoughts. It explores the ongoing argument between studio (design-) teachers and teachers of architectural science subjects, which leads to competition for teaching time and subject weighting. Its main thesis is that scientific knowledge would enhance, rather than curb creativity. The thesis is supported by a wide-ranging discussion of topics from theories of creativity, through design methods and architectural attitudes, to the question of beliefs, values and the manipulation of such beliefs. The implied message is that architectural education should - to an increased extent - rely on scientific methods.
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