World Transactions on Engineering and Technology Education  2022 WIETE Vol.20, No.1, 2022 6 INTRODUCTION Theories on architecture and various interpretative approaches to architectural design and profession predominantly qualify as suitable for practice those persons who are gifted with exceptional inborn talent. Creation, as the act of making an original work of art, inventing or producing, is ordinarily related to human creativity (originating from Latin creare). Although an intuitively simple phenomenon, creativity is, in fact, quite complex and is defined as the intellectual ability to create, invent and discover. It brings novelty, originality, new relationships, entities, and/or unexpected solutions into existence to solve real-world problems and transform the surrounding world [1]. It leads to creative, new, progressive and communicable products, which help to form a personality of a person in a long-term way [2]. An architect is occasionally designated for the role of deus architectus mundi, respectively, architectus secundus deus. In such cases, he/she is supposed to be equipped with exquisite competencies that meet the requirements for the equilibrium/ultimate synthesis of firmitas (commodity), utilitas (firmness), venustas (delight), as well as, highly demanded nowadays and forced restituitas (sustainability) [3]. Literally, these interpretations have probably originated in art/non-fiction literature or publications on the history of science, culture and philosophy that use the terms deus artifex, deus architectus, deus geometra, deus protogeometer or a creator and depict God, with a pair of compasses while forming the world according to the Old Testament Genesis, as the great architect or creator of the universe [4]. The authors are of the opinion that there are two types of architect or two possible ways of becoming an architect. One is represented by endowment as a gift from God, destiny or a genetic lottery, the other by the opportunity to learn to design or by receptivity, empathy and diligence. This opinion confirms the statement of Walter Gropius, one of the pioneering masters of modern architecture and founder of the Bauhaus School: Art itself cannot be taught, but craftsmanship can. Architects, painters, sculptors are all craftsmen in the original sense of the word. Thus it is a fundamental requirement of all artistic creativity that every student undergo a thorough training in the workshops of all branches of the crafts [5]. GUIDING THE ARCHITECT’S HAND In general, creative thinking involves cognition (the mental act of acquiring knowledge and understanding through divergent thought, experience and senses), production and evaluation [6]. Admittedly, the architectural design process has some specific immanent attributes. Sometimes, they are compared to those of monastic society characterised by a commitment to humility and strict discipline. The horror vacui which architects are usually in fear of, is surpassed by waiting for inspiration, impulsion and caresses with a muse. On the one hand, the eternal questions of architectural Architect - a fateful mission or everyday work? Robert Špaček, Ján Legény, Michal Brašeň & Tomáš Hubinský Slovak University of Technology in Bratislava Bratislava, Slovakia ABSTRACT: The authors of this article discuss the ambiguous necessity of talent for the execution of architectural practice. It opens the question of its assessment and whether the attainment of knowledge, skills, competencies and artistic creativity within this professional realm can be achieved through training and the use of various guidelines. The authors highlight the importance of tacit knowledge and its transformation within the knowledge spiral based on socialisation, externalisation, combination and internalisation phases, and the related contexts. This can contribute to increasing the effectiveness of education and raising the level of a knowledge-based society. They describe the main characteristics of Generation Z (Gen Z) the first cohort of which has already entered the labour market. In light of this and considering the results of an alumni on-line survey carried out in the Faculty of Architecture and Design at Slovak University of Technology in Bratislava (STU), Slovakia, on the most important skills for the enforcement for practice, the authors argue for changes in architectural education.