ICLEL 2016 (2 nd International Conference on Lifelong Education and Leadership for ALL-ICLEL 2016)

Abstract

The equivalent of creativity notion in Western languages is ‘kreativitaet, creativity’. It comes from Latin word ‘creare’ and means “give birth, create, generate”. Today the creativity becomes of importance in science and technique as well as art. Therefore the creativity has grown into a notion which is tried to be defined by scientists in recent years. Studies in psychology field and data acquired from these studies have revealed new evaluations regarding the notion and its definition. However the creativity is still one of the difficult-to-define notions in the psychology field. Conclusion of that the creativity can be expressed as a behavior in each field and by everyone has resulted in varying definitions of this notion. The creativity can be considered as a mental ability which is different than other mental functions. Although the architectural design education and art education are topical issues in education field, they are affected from various variables in an interesting and disputable way. These factors are to let the importance of art education to gain designer identity and ability to be requested by people concerning the subject. Thus today the design education system is required to be reviewed and renewed. In general, people with creative ability get higher results in intelligence tests than normal population and are also considered to be smarter than their peers by objective observers. Creativity has been thought to be specific to extraordinary people for hundreds of years, and mostly used in fine arts field. As there is a little difference between genius and insanity, non-scientific opinions also have been accepted until recent times. Creativity, according to San, is a “whole of processes resulting in core works in art field and a sort of attitude and behavior”. Notion of creativity, not for only fine arts, covers all areas in daily life. As an architectural product, design process is a system consisting of different steps. Architectural product, the last step, is proportionally related to designer’s knowledge, experience, and creativity factors. Creative design principles are comprehension intelligence, memory and creativity. These principles feature in varying rates during product formation. Main approach and thinking in creative design is to reveal a new idea, the comprehension process to be accurate, and product environment and context oriented process. In rational view (logical) as well as concurrent creativity and visual perception development, it would result this process to be more productive. Main question of this paper should be the following; how can architecture students improve their creativity skills in design courses? This can only be revealed through reviewing with various methods during research process. There are several methods to improve creativity. One of these methods forming general frame of our ideas and supported by Educational Psychology is to benefit from other knowledge and experiences and improve using knowledge transfer methods. Knowledge sharing between Faculty Members and upper-grade architecture students, who use common workshops, is suggested to be the most appropriate for architectural design education after reviewing various methods.

Full text

ICLEL 2016
(2nd International Conference on Lifelong Education
and Leadership for ALL-ICLEL 2016)
Responsibility of the contents belong to the authors.
ISBN: 978-605-66495-1-6
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ICLEL Conferences
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First Printing: 29th December, 2016, Sakarya
Publication: ICLEL Conferences
Sakarya University Faculty of Education
54300 Sakarya, TURKEY

ICLEL Honorable Committee
Prof. Dr. Muzaffer Elmas - Rector of Sakarya University, Turkey
Prof. Dr. -Acting Rector, Liepaja University
Vilnis Vitkovskis, Member of Ciry Council, Vice-chairman on Education, Culture and Sport
Prof. Dr. Firdevs Karahan, Dean of Education Faculty, Sakarya University
Liepaja University
Assoc. Prof. Dr. Anita Dr. paed., Institute of Educational Sciences (IES), Liepaja University
Niedre Lathere, City Council Education Department
Head of Conference
Assoc. Prof. Dr. Osman Titrek, Faculty of Education, Sakarya University, Turkey
Assoc. Prof. Dr. Linda Dr. paed., Vice-Dean of Faculty of Pedagogy and Social Work, Liepaja
University
Co-Coordinators
Dina Bethere, Dr. paed., Liepaja University, Faculty of Pedagogy and Social Work
Liga Engele, Mg.sc. Educ. Liepaja University, Faculty of Pedagogy and Social Work
ICLEL Organizing Committee
Assoc. Prof. Dr. Osman Titrek, Sakarya University, Turkey
Assoc. Prof. Dr. Linda Dr. paed, University, Latvia
Dr. Dina Bethere, Dr. University, Latvia
Mgr. Mg.sc. Educ, University, Latvia
Assist. Prof. Dr. Vojtech Regec, Palacky University Olomouc, Czech Republic
Mgr. Michal Kluka, MUCO, Czech Republic
Assist. Prof. Dr. Michal Ruzicka, Palacky University Olomouc, Czech Republic
Pr of. Dr. Car los S. Reis, The University Centre for 20th Century Interdisciplinary, Portugal
Dr. Jeff Tavernier, Vives Katho Kortjik, Belgium
Assoc. Prof. Dr. Mariana Marinescu, Oradea University, Romania
Assoc. Prof. Dr. Lokanath Misra, Mizoram Central University, India
Assoc. Prof. Dr. Mustafa Altun, Sakarya University, Turkey
Prof. Dr. Michael Koniordos, TEIPIR Athens, Greece
Asst. Prof. Dr. University, Turkey
Dr. Mohammed el Homrani, Granada University, Spain
Assoc. Prof. Dr. Pablo Garcia Sempere, Granada University, Spain
Asst. Prof. Dr. Orhan Kocaman, Sakarya University, Turkey

Keynotes
Prof. Dr. Stephen P. Harmon, Georgia State University, USA
Prof. Dr. Kay S. Dennis, Park University, USA
Dr. Giovanni Crisona, Italy
Panelist
Prof. Dr. Atilla Arkan, Sakarya University, Turkey
Prof. Dr. Sakarya University, Turkey
Workshop
Olga Blauzde & Liga Engele, Liepaja University, Latvia
Svetlana Lanka, Liepaja University, Latvia
Scientific Committee / Editorial Board
Prof. Dr. Stephen P. Harmon, Georgia State University, USA
Prof. Dr. Kay S. Dennis, Park University, USA
Dr. Giovanni Crisona, Italy
Prof. Dr. Michael Searson, Kean University-U.S.A
Prof. Dr. William W. Cobern, Western Michigan University - USA
Prof. Dr. Festus E. Obiakor, Valdosta State University - U.S.A
Assoc. Prof. Dr. Philip Stephenson, England
Pr of. Dr. P aed Dr. M ilon Ph.D. - Palacky University - Czech Republic
Pr of . D r. CSc., Palacky University - Czech Republic
- Czech Republic
Prof. Dr. Carlos S. Reis, The University Centre for 20th Century Interdisciplinary Studies - CEIS20
Prof. Dr. Michael Koniordos, TEI Pireus Universty Athens- Greece
Prof. Dr. Jose Puen Guarda, Granada University-Spain
Prof. Dr. Fatima Cruz Souza, Vallodalid University- Spain
Prof. Dr. Sanatnu Kumar Swain, Banaras Hindu University, Varnasi-India
Prof. Dr. Gara Latchana, Andhra University, Visakha, Patanam- India
Prof. Dr. Chandra B Sharma, Director DEP SSA Ignou New Delhi-India
Prof. Dr. Vaidotas Viliunas, Marijampole College-Lithuania
-Portugal
Prof. Dr. Maria E -Portugal

-Portugal
Prof. Dr. Christer Ohlin, Krinstianstad University-Sweden
- Turkey
Prof. Dr. Meral Uysal, Ankara University -Turkey
Prof. Dr. Anadolu University-Turkey
Prof. Dr. Cengiz University-Turkey
Prof. Dr. University, Turkey
Prof. Dr. University, Turkey
Prof. Dr. Mehmet Durdu -Turkey
-Turkey
Prof. University, Turkey
Prof. Dr. Esra Gazi University, Turkey
Prof. Dr. - Turkey
Prof. Dr. Engin lmaz, Sakarya University -Turkey
Prof. Dr. -Turkey
Pr of. Dr. Gelen, Sakarya University -Turkey
Prof. Dr. University-Turkey
Pr of. Dr. Abant Baysal University - Turkey
Prof. Argon, Abant University - Turkey
Prof. Dr. Abant - Turkey
Assoc. Prof. Dr. Giuseppe Mailello, Masark University, Czech Republic
Assoc. Prof. Dr. Ing. Dr. Ing-Paed IGIP - Palacky University - Czech Republic
Assoc. Prof. Dr. PhDr. Hana Ph.D. - Palacky University - Czech Republic
Assoc. Prof. Dr. Mgr. Ph.D. - Palacky University - Czech Republic
Assoc. Prof. Dr. PhDr. Ph.D. - Palacky University - Czech Republic
Assoc. Prof. Dr. RNDr. Jitka CSc. - Palacky University - Czech Republic
Assoc. Prof. Dr. PhDr. Hana CSc. - Palacky University - Czech Republic
Assoc. Prof. Dr. Mgr. Langer, Ph.D. - Palacky University - Czech Republic
Assoc. Prof. Dr. Melda Kean University-U.S.A.
Assoc. Prof. Dr. Ilze Mikelsone, Liepaja University- Latvia
Assoc. Prof. Dr. Linda Pavitola, Liepaja University Latvia
Assoc. Prof. Dr. Liepaja University Latvia
Assoc. Prof. Dr. Mariana Marinescu, Oradea University-Romania
Assoc. Prof. Dr. Ortan Florica, Oradea University-Romania
Assoc. Prof. Dr. Vlantin Blandul, Oradea University-Romania

Assoc. Prof. Dr. Luisa Esteban-University of Zaragoza, Spain
Assoc. Prof. Dr. - Spain
Assoc. Prof. Dr. Rosa Branca Tracana, Polytechnic of Guarda - Portugal
Assoc. Prof. Dr. Ahmet - Turkey
Assoc. Prof. Dr. Sezgin Aba nt Baysal University - Turkey
Assoc. Prof. Dr. Karadeniz, University, Turkey
Assoc. Prof. Dr. Tufan University, Turkey
Assoc. Prof. Dr. University - Turkey
Assoc. Prof. Dr. Abdurrahman University - Turkey
- Turkey
Assoc. Prof. Dr. University - Turkey
Assoc. Prof. Dr. - Turkey
Assoc. Prof. Dr. Nuray University, Turkey
Assoc. Prof. Dr. University, Turkey
Assoc. Prof. Dr. Nurhayat University, Turkey
Assoc. Prof. Dr. Soner Polat, Kocaeli University - Turkey
Assoc. Prof. Dr. Kamile Demir, Alaattin Keykubat University - Turkey
Assoc. Prof. Dr. University - Turkey
Assoc. Prof. Nuri Tok, Pamukkale University - Turkey
Assoc. Prof. Dr. Ali Haydar Sakarya University - Turkey
Assoc. Prof. Dr. Universty - Turkey
Assoc. Prof. Dr. - Turkey
Assoc. Prof. Dr. Fatime Balkan Sakarya University-Turkey
Assoc. Prof. Dr. Mustafa Altun, Sakarya University - Turkey
Assoc. Prof. Dr. Sakarya University - Turkey
Assoc. Prof. Dr. Tutkun, Sakarya University - Turkey
Assoc. Prof. Dr. Tokat University - Turkey
Assoc. Prof. Dr. Cevat Elma- University - Turkey
Assoc. Prof. Dr. Mehmet Akif - University - Turkey
Assoc. Prof. Dr. Aycan - University - Turkey
Assoc. Prof. Dr. Tuncer -Trakya University - Turkey
Assoc. Prof. Dr. Balyer, Teknik University - Turkey
Assoc. Prof. Dr. Emine Yozgat Bozok University, Turkey
Asst. Prof. Dr. Benjamin C. Herman-University of South Florida - USA

Asst. Prof. Dr. Dilek Solmaz-Anadolu University-Turkey
Asst. Prof. Dr. - University, Turkey
Asst. Prof. Dr. stanbul University, Turkey
Asst. Prof. Dr. Erkan - Medeniyet University - Turkey
Asst. Prof. Dr. Orhan Kocaman-Sakarya University - Turkey
Dr. Lokanath Mishra- Director of Vivek College Bijnor - India
Dr. Bipasha Sinha- Loreta College Kolkata - India
Dr. Mohammed el Homrani- Granada University - Spain
ICLEL Secreteriat
Res. Assist. Sezen- Faculty of Education, Sakarya University, Turkey
Ginta Cukura-Sneidera, Liepaja University, Latvia
Solvita Sekaca, Liepaja University, Latvia
Guna Puce, Liepa ja University, Latvia
University, Turkey
St. Abraham Tamru, Sakarya University, Etihopia
University, Turkey
University, Turkey
University, Turkey
University, Turkey
St. Merve Nur Yolcu, Sakarya University, Turkey

2 nd International Conference on Lifelong Education and Leadership for ALL-ICLEL 2016
51
Importance and Evaluation of Creative Ability in Design Education
Asst. Prof. Masoumeh Khanzadeh
Nuh Naci Yazgan University, Faculty of Fine Arts, Department of Interior Architecture and Environmental Design, Turkey,
Email: masumehkhanzadeh@gmail.com
Abstract: The equivalent of creativity notion in Western languages is ‘kreativitaet, creativity’. It comes from Latin word
‘creare’ and means “give birth, create, generate”. Today the creativity becomes of importance in science and technique as
well as art. Therefore the creativity has grown into a notion which is tried to be defined by scientists in recent years. Studies
in psychology field and data acquired from these studies have revealed new evaluations regarding the notion and its
definition. However the creativity is still one of the difficult-to-define notions in the psychology field. Conclusion of that the
creativity can be expressed as a behavior in each field and by everyone has resulted in varying definitions of this notion. The
creativity can be considered as a mental ability which is different than other mental functions. Although the architectural
design education and art education are topical issues in education field, they are affected from various variables in an
interesting and disputable way. These factors are to let the importance of art education to gain designer identity and ability to
be requested by people concerning the subject. Thus today the design education system is required to be reviewed and
renewed. In general, people with creative ability get higher results in intelligence tests than normal population and are also
considered to be smarter than their peers by objective observers. Creativity has been thought to be specific to extraordinary
people for hundreds of years, and mostly used in fine arts field. As there is a little difference between genius and insanity,
non-scientific opinions also have been accepted until recent times. Creativity, according to San, is a “whole of processes
resulting in core works in art field and a sort of attitude and behavior”. Notion of creativity, not for only fine arts, covers all
areas in daily life. As an architectural product, design process is a system consisting of different steps. Architectural product,
the last step, is proportionally related to designer’s knowledge, experience, and creativity factors. Creative design principles
are comprehension intelligence, memory and creativity. These principles feature in varying rates during product formation.
Main approach and thinking in creative design is to reveal a new idea, the comprehension process to be accurate, and product
environment and context oriented process. In rational view (logical) as well as concurrent creativity and visual perception
development, it would result this process to be more productive. Main question of this paper should be the following; how
can architecture students improve their creativity skills in design courses? This can only be revealed through reviewing with
various methods during research process. There are several methods to improve creativity. One of these methods forming
general frame of our ideas and supported by Educational Psychology is to benefit from other knowledge and experiences and
improve using knowledge transfer methods. Knowledge sharing between Faculty Members and upper-grade architecture
students, who use common workshops, is suggested to be the most appropriate for architectural design education after
reviewing various methods.
Keywords: Architecture, Design Process, Memory, Creativity, Comprehension Intelligence

2 nd International Conference on Lifelong Education and Leadership for ALL-ICLEL 2016
52
Comparison of Interior Architecture Education Systems; Case Study Turkey and USA
Asst. Prof. Masoumeh Khanzadeh
Nuh Naci Yazgan University, Faculty of Fine Arts, Department of Interior Architecture and Environmental Design, Turkey
Email: masumehkhanzadeh@gmail.com
Abstract: Interior architecture is the environmental design arising from interaction with human relations within building
boundaries. Environments designed with aesthetics, innovativity, creativity, technology, and comfort are created by interior
architectures. Today most of the occupational groups can work together in design and production as a result of professional
specialization and human comfort coming into prominence. Building processes among these inter-disciplinary studies lastly
includes interior architecture as well. According to Edward Cornish, the change in world must be foreseen for success.
Population growth, technology and material epidemics, information revolution, and following socio-cultural changes etc.
introduce difficulties in our personal and professional lives, which we have not met yet. In the information era in which the
technology is advanced, educational system also should move together. Design is the combination of science and art with
change and innovation; on the other hand today’s students getting interior architecture education will spend their professional
life as future’s interior architects. In other words, the design in student nature will develop with education, and easily fi nd
tools and materials required to meet future changes. Mistakes and missing in today ’s educational system strengthen their
concern that they may not respond problems they will encounter in their professional lives. Peter Eisenman says that today ’s
architectural problems result from missing comprehension of new facts. This situation is caused by advocating old thinking
inherited from history to us and being against novelties. In this context, with realistic and critical approaches in architecture,
new opportunities can be prepared in future. Innovativity and change as well as science and technology are both two
significant factors for architecture intended for future. There is a strong relationship which cannot be break off between
interior architecture and architecture, and although it seems to be an independent department, its design, thinking, and
curriculum inspired by the curriculum of architecture is the symbol of their connection. USA, the world’s leading country in
technology and science, takes place near the top in int erior architecture education among worldwide universities. However
the countries are globally famous with design and art takes their place in mid-ranks in interior architecture university
education. The purpose of this study is to compare and interpret first five universities in this ranking at the level of interior
design bachelor’s degree in USA and Turkey. Future of interior architecture in Turkey can be predicted by examining two
difference educational system with determining their pros and cons. Any potential problems in this context are foreseen and
prevented with changes in educations system. This study indicates to improve internal architecture education in Turkey.
Findings acquired during examinations will be taken into consideration in improving and developing current situation,
correcting system nature, determining tools and materials, and consequently preparing students for future. Information and
data will be gathered from university educational system and relevant organizations, and reviewed by comparing syllabus and
purpose with end-of-term outputs. The differences we encounter in learning outputs from two different educational systems
will be investigated in terms of the extent of their effects on success in business life.
Keywords: Future, Education, Internal Architecture, Learning Outputs.