Mehdi Khakzand - School of Architecture and Environmental Design, Iran University of Science and technology,Tehran, Iran.
zohreh Rakhshani - School of Architecture and Environmental Design, Iran University of Science and technology,Tehran, Iran.

Academic pedagogy of the architectural design process is one of the most contested concerns in architecture.Divergent thinking has resulted from the intricacy of architectural problems, as well as the requirement forcreativity in finding solutions. One of the most well-known theories in the field of linguistics is Jacques Derrida'sdeconstruction theory, which looks to be comparable to divergent thinking. The purpose of this article is to demonstratehow deconstruction may be used to develop different thinking and, as a result, increase the creativity and problem-solvingabilities of architecture students. The two design processes and their outcomes were compared in this study, which wasundertaken experimentally during an academic architecture pedagogy semester with the participation of seniorarchitecture students. According to the findings, ۸۰ percent of students in group A, who used the deconstruction technique,had all of the divergent thinking criteria in their design process and outputs; however, these criteria were not totallyobvious in group B work that used the regular process. Based on the qualitative and quantitative findings of this study, itcan be concluded that deconstruction in the design process serves as a tool (technique) to foster divergent thinking andcreativity in students, hence boosting their ability to generate responsive solutions.

Deconstruction, Derrida, design process, Divergent Thinking, Academic Architecture Pedagogy