The subjective steps of creativity process i.e. "insight", "preparation", "incubation", "intuition", and "verification" based on Wallace Model was proposed after defining creation; They were discussed and suggested that these steps cannot be taught. But the objective steps of creativity process i.e. "combination", "mutation", "analogy", "first principle" (Another Creative design method with similar potential has been added to the list, which is widely accepted, is a useful objective model of Creative design) and "emergence" in a form of an instructional and designing practice were studied. The mutation, in which a novel concept emerges- perhaps quite suddenly- as a potential design solution, is widely regarded as a characteristic feature of Creative design. This paper is based on an example of a Mutation which occurred during a recorded study of the activity of a small design team. The characteristics and context of this Mutation are reconstructed from the recorded material. It is concluded that the perceptual act underlying Creative insight in design is more akin to bridging than leaping the gap between problem and solution. Creative design as mutation involves modifying the form of some particular features, of an existing design. Mutation procedure involves recognizing the existing constructive features and modifying them afterwards. In this practice, mutation includes recognition of inefficiency of the last form of fabric cupola which is provided by the student's adding glass at the ceiling. This is an important step in the formation of ideas.In this practice, learning is examined at three steps: Active learning is the first which is a quick glance at the obligations that are mainly acquired through examination of the samples of Iranian architecture and demonstration of photos. The second is "Passive learning" in which the student progresses through making Knowledge Bridge with the professor and is often guided through discussion and asking questions. The third step is "Reflective" in which the novice offers his mental recognitions and implicit findings for the evaluation of the results of his work and improvement of his skills.The novice should get engaged in imitation in order to reflect the behavioral feedback of the instructor. The instructors should also observe the reflective behavior of the novice. They must observe reflectively and improve or add to their instruction until they make sure that the novice's behavior is convergent. The difference between the skill of a novice and that of an expert is "a gap to be bridged by an intelligent effort". This paper is not attempting to devalue the experience of working with a master, only to refocus where its value lies. The important point concerning learning is one of access to practice as resource for learning, rather than instruction. And this access to practice needs to include more than just access to master teacher. Involvement in a participatory support and critique in the practice is necessary to enable students to evaluate and improve the quality of their work, Through the whole paper, problem solving area is considered more significant in which the student is mostly discovering than innovating.

This Article is the result of one-year experience in basics courses of architectural Education. The theory that the experience rises from it, names edification, learning, and wisdom as three necessary steps for architectural Education. According to this theory, Education should focus on refinery and training the minds and talents of trainees as the first steps of learning and insight. Explaining the theoretical basis of the experience is the first part of the article, then it discusses about the quality of passing from usual high school Education to an appropriate architectural Education. It requires refining the students minds from wrong imaginations of pre-university Education, which is without any enthusiasm. Then the article discusses about the methods of Education that shows the interaction. between teacher, students, and program that always reviews and critiques itself. The body of the article contains weekly programs and some of the students works. Reviewed and critique of this one year experience is the last part of article that is written by students and can shows the quality of reaching the goals.

Purpose: Purpose: The present research was conducted with the aim of presenting a model of Creative leadership in higher Education. Methodology: This study was applied in terms of purpose and descriptive in terms of qualitative type. The research community was experts and experts of Creative leadership in Islamic Azad University of higher Education, and according to the principle of theoretical saturation, 12 of them were selected as a sample using available and snowball sampling methods. The research tool was a semi-structured interview with experts, whose validity was confirmed by triangulation and face validity methods, and their reliability was calculated by the agreement coefficient method between two coders at 0. 85. The data obtained from semi-structured interviews were analyzed with open, central and selective coding method based on data base theory in MAXQDA software. Findings: The findings showed that 29 components were identified in 16 dimensions for the model of Creative leadership in higher Education based on data base theory,So that in the category of causal conditions, there are 4 components in 2 dimensions of the requirements of academic management and culture building (respectively, each with 2 components of organizational innovation, knowledge enhancement, collaborative management, and ethical atmosphere), in the category of contextual conditions, there are 2 components in 2 dimensions of managerial maturity and creativity cultivation system. (respectively, each with 1 component of evaluating and applying policies for Creative leadership and strategic attitude and expanding interpersonal and academic relations), in the category of intervening conditions, 2 components in 1 dimension of appropriate response to internal and external needs and structural reform (with 2 components of social artistry and development of infrastructures and attention to economic resources), in the category of the central phenomenon of 14 components in 7 dimensions of entrepreneurial leadership, transformational leadership, effective leadership, intelligent leadership, organizational intelligence, Educational leadership and emotional intelligence (respectively, each with 2 components of entrepreneurship, development of strategies, participation, cognitive and emotional trust, insight and insight, cultural innovation, strategic thinking and joint goal-setting, using new technologies and using competent and capable managers, raising awareness, motivation and attitude change, self-motivation and self-management), in the strategies of 4 components in 2 dimensions Paying attention to the conditions and requirements and self-awareness and responsibility (respectively each with 2 components of flexible and Creative policy making and using new management methods, self-management and having a specific plan to implement Creative leadership) and in the results 3 components in 2 dimensions of internal and external organizational requirements and social development (dimension First with 2 components of individual competence development and development and growth of the university and the second dimension with 1 component of social character formation and guardian of development and transformation. According to the dimensions identified in the current research, the model of Creative leadership in higher Education was drawn based on the data base theory. Conclusion: Considering the dimensions and components identified for Creative leadership in higher Education, planning is necessary to realize Creative leadership in the higher Education system.

Education is a continually developing activity, it shapes the way an individual develops their attitudes, thoughts and behavior. Education is not just about being literate but it is an overall development of the person in every aspect of their lives. A society's Educational system can be greatly linked to its culture as the culture that one is in have an affect on the type of curriculum the institutions will develop in order to cater to every individual of that particular culture. Education moulds and shapes a society and it is influenced by the culture of the particular country or society. The Educational system acts as a point of reference for the society's needs and demands. The principles that dominate this article is culture and Education are interrelated and interconnected. Every Educational paradigm is influenced by the culture of the society in which it operates. This essay underlines the extensive connection between culture and Education. As a result, the goal of this essay is to depict these features from a Philosophical-Psychological Approach.

Abstract Intuition is one of the characteristics of entrepreneurs and an important factor in the decision-making processes of entrepreneurs. In recent years, at the same time as the development of entrepreneurship as an interdisciplinary science, intuition and providing different definitions of it have not been noticed by researchers and researchers in this field, and many researches have not been written in this field. This is despite the fact that in other fields of humanities, especially management (with which entrepreneurship is closely related), basic sciences and even medical sciences, there is a suitable background and theoretical literature about this. On the other hand, it seems that the theoretical and epistemological foundations of this concept have not been researched as much as necessary in the few researches that have been conducted, and very little research has been done in this field. In this article, firstly, the definitions and researches about intuition are reviewed, and secondly, the little researches that have been done in entrepreneurship and its relationship with other sciences are discussed.

The purpose of this study was to identify the role and application of the concept of metaphor of Lakoff in thinking teaching. This research has been conducted with conceptual analysis method of 30 selected sources in two parts of the technical language and the conventional language. The results of technical language analysis indicate that the role or outcomes of conceptual metaphor in the teaching of Creative thinking can be generally divided into two cognitive and social domains. Cognitive outcomes include: developing the skills of reasoning, improving the ability to reason, and rational and formal ability, and the ability to conceptualize, and from the social consequences of learning logic and reasoning to speak, learning to speak properly, principled, attractive and thoughtful, and reinforcement of spiritual and everyday speech and the like. The results of conventional language analysis show that thinking Education is mostly metaphorical and metaphorical, and the choice of different metaphors can have different Educational outcomes. The use of conceptual metaphors in teaching thinking is effective in facilitating learning and learning, and teachers can, for better thinking, use students to direct their thoughts, ideas and phenomena, both metaphors, and that learners create metaphors to improve their learning and to creativity in their thinking. Teachers and educators should, in the process of teaching teaching, while working with children, follow the offending and gradual stages. At the end of the article, a typical model for the teaching of Creative thinking based on conceptual metaphor was presented.

Knowing the components of economic Education provides the dynamic background of Education in this field. The aim of the current research is to investigate the indicators and components of the economic Education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic Education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic Education) and the dimension of collective and communication concepts (communication and interaction indicators in Education) were classified. Economic Education is dependent on internal and external components in Educational systems, which requires macro-planning in this field.

Purpose: The purpose of this research is to identify the effective factors of Creative problem solving in Tehran's Education principals in order to provide an appropriate model that is done by exploratory method.Methodology: The statistical population consists of all principals of female high school in Tehran's 22 Educational districts, which number is 850 people. Of this community, 304 respondents answered the questionnaire in full.The questionnaire for effective factors on Creative problem solving was 47 questions in order to determine the effective factors on Creative problem solving in Education principals, which identified eight factors through 47 items and the components are as follows: individual characteristics of 72.58, 66.567 information, organizational atmosphere and culture 60.234, rules and regulations 59.659, and rewarding and motivational system 52.693% of the total variance.Findings: all of the observed variables measure the recognized and meaningful values of the identified factors.Discussion: Since the study found that the model has a very good validity and credibility, it can be used as an appropriate diagnostic tool for selecting managers.

Introduction. Human resources are not more limited than rich natural resources. However, as natural resources have a certain amount and must be used with precise scientific programs, human resources are not infinite and must be used carefully for efficient utilization. Progress of any society before the financial possibilities depended on production and innovation of people and not on the imitation and usage of revealed and nearly obsolete guide. The first implementation of performing this policy is to create conditions suitable for breeding creativity. To do this important, curriculum of higher Education must be designed problem-based and integrated. The purpose of this article was to review the necessity and benefits of utilizing these approaches for curriculum development at the University to breed the creativity and innovation in graduates. Conclusion. Universities and higher Education institutions should provide the needed texture of using the deep learning approaches. For this purpose, the use of active teaching methods that require paying attention to learning process and its realization (and not just increasing the information) and continuous involvement of students in their learning and more interaction with each other and their teachers are suggested to breed the spirit and skills of creativity, innovation and problem solving in the graduates.