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Creativity, referred to as innovation, is one of the most important criteria used by architecture experts in the criticism of architecture students' works. In old architecture, spatial benefits, in terms of biological health and the presence of architectures in the environment, has emerged as the first application of space. The priority of presence-existence aspect in the process of current education has turned into a mentality-based innovation from architect-innovator. Here, two thinking creeds try to meet human needs by enhancing existence and modernity with timely happiness criterion. The present study was aimed to refer to the importance of the ontological aspect of behavior in line with human identity, and materialistic innovation in the field of architecture education. The concept of "creativity" in thinking creeds of extremist and knowledge-based doctrines, has formed a theoretical framework for this paper in the edition of the theoretical model into a conceptual model in order to provide a questionnaire, to code, and finally to interpret data. The results of the present study are from two different attitudes of happiness-based experimental innovation, "modernity knowledge extension" against beautiful creativity, human health, traditional extremism showing principle differences, expressing an internal relationship between two criteria, timely inter-dependency and superiority in understanding, taken from modernity attitude in the process of creating works.

POSITION OF CREATIVE THINKING IN THE ONTOLOGICAL APPROACH TO ARCHITECTURE EDUCATION