The aim of this essay is to discuss the effects of authoritarian and friendly attitudes of teachers on the design creativity of students in architectural education. The essay contains literary and comparative research on the relation between the authoritarian role of the teacher and the design psychology of the student which affects creativity. A theoretical base is formed for the category of "intellectual-friendship" which already exists in architectural education. The essay discusses whether it is possible to refuse "authoritarian limits" in order to provide a better medium for "creativity."