درخت حوزه‌های تخصصی

Architectural education requires efficient methods to demonstrate its efficiency to meet the quantitative and qualitative needs derived from modern socio-economic development. In architectural education, the ability to design is an essential part and the main goal of education. Looking at the various methods and patterns related to architectural education and the type and content of instruction in architecture, one can observe the necessity of choosing or designing a model of thinking to teach skilled courses, including practical workshops in schools of architecture, institutions, and colleges. In this study, the relationship between emotional intelligence and creativity has been examined. Depending on the educational system structure, this examination can improve the educational infrastructure, because the main function of the educational system is self-awareness of students regarding their personality. Students, by recognizing multiple intelligences, can gain the necessary confidence to be creative and self-fulfilling. Although less attention has been paid to identifying and developing creativity in our education system, it is necessary to scrutinize the processes of emotional intelligence and creativity and to examine the effective factors. In the present study, the standard tools for measuring and collecting information, were the Torrance Creativity Questionnaire Test, Gardner's Multiple Intelligence Test, and the Academic Improvement Test before and after training. In order to analyze the data and test the hypothesis, the methods used were Delphi's expert method, correlation test, covariance, and T-test in SPSS software. 

Ego identity defined as a fundamental element of a person and as self-continuum, mental and inward image that an individual has about him or herself. This subject investigated in contemporary world, amply. For actualizing and testing this concept, four bases including achievement, moratorium, foreclosure and diffusion introduced and based on this framework, and the effect of different factors on ego identity of individuals assessed and evaluated. In the study, the effect of school architecture on students’ ego identity formation in high school investigated. For this purpose that AISS1 questionnaire has been used, in which, in schools of Iran is used for evaluation of ego identity, moreover its reliability and validity for Iran’s schools has been verified. In addition, for evaluation the effect of architecture on identity formation, intervention factors decreased to their minimum level in order to one could evaluate just the effect of architectural environment. It is important to note that results of filling 600 questionnaires from seven schools in two types of architectures, i.e., traditional and modern, have been compared. According to mentioned states, in this article the effect of environmental architecture on identity formation of high school students in Yazd and Tehran provinces is determined. This subject has evaluated and compared in two types of architecture environments: modern and traditional. For completion of this work, effective architecture components on ego identity formation in traditional and modern schools will introduce.