The use of building regulations in architectural design has been a controversial issue for a long time. From the view point of critics, building regulations inhibit innovation, promote conservative design and are incapable of insuring design quality. From the defenders point of view, some professional mentalities of architects regarding building regulations are problematical and must be changed. The present research aims to illuminate the reasons for the above-mentioned tension between architectural design and building regulations. This is done by examining the structural match between architectural design and building regulations. Seeing from a designer point of view, the paper compares formal characteristics of building regulations with architectural design. Three general characteristics of building regulations are found in contrast to characteristics of architectural design. Building regulations are analytical in nature, while architectural design is a synthesis-oriented act. Building regulations are mainly based on a reductionist approach towards defining design problems and solutions, while innovation and originality are considered as fundamental values by most architects. And thirdly, building regulations are usually framed in a way that matches an evaluative mode of thought, while architects often have to work in a generative and predictive mode. These explain why architects from time to time feel frustrated with regulations. The paper continues to make recommendations to both architectural designers and regulators. To the designers some facts and points are stated to help them better understand the nature and performance of building regulations and guide them safely and positively use regulations in their design process. Addressing the legislators, the paper offers some recommendations to facilitate the use of building regulations in architectural design. Moving towards performance-based regulations, a broader involvement of information technology in building regulations, and production of designer-oriented guidance documents are some of these recommendations.
