Volume 12, Issue 2 (6-2024)
JRIA 2024, 12(2): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rezaei M. Knowledge Mobilization in Architecture, Urban Design and Planning: Islamic Wisdom in Connection with Indigenization and Rectification. JRIA 2024; 12 (2)
URL: http://jria.iust.ac.ir/article-1-1695-en.html
URL: http://jria.iust.ac.ir/article-1-1695-en.html
Architecture Department, Architecture and Urban Planning Faculty, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract: (4512 Views)
The article seeks a meaningful relationship between design-oriented academic courses in Iran, such as architecture and urban design courses, and three normative characteristics namely “Islamization”, “indigenization” and “up-to-dating” as a standard imparted by the Cultural Revolution Development Council in Iran. For this, the article uses ‘Knowledge Mobilization’(KM) as a key global concept to apply those three qualities. Knowledge Mobilization means more application of knowledge or better use of it, which means reducing the distance between theory and practice. Four steps are recommended in improving the quality of research and increasing its impact in the society:
1. Ground the research question or problem in concrete and observable phenomena in order to appreciate and situate its multiple dimensions and manifestations. 2. Develop plausible concepts and models that represent the main aspects of the observed phenomena and that thereby provide a base for new theories to address the central research question. 3. Use appropriate methods to design the research and obtain empirical evidence of the concepts and plausible models for examining the question about the phenomenon being examined. 4. Apply and disseminate the research findings to address the research question from the perspectives of different academic and practitioner users (Van De Ven & Johnson, 2006, p. 810)
Examining the impact of this global concept with common initiatives in Iran with the titles of efficiency, Islamic, ruling, local and modernization has not been compared so far. Also, in intermediate knowledge, for example, between the disciplines of art, technical sciences, humanities and social sciences, such as the disciplines of architecture and urban planning, which have a "design-oriented" nature, the distinction of this concept and its application has not been made much either in the world or in Iran. These fields of academia include workshops and studio course formats which makes them totally apart from the other disciplines. The research thus aims to find more effective methods to apply the norms into the courses.
The relationship between the educational system, the experts or professional environment and the organizations related to urban management and most importantly the residents and the people can enrich the employment, development and participation. Also, the free presence of academics, professors, and students can introduce world literature and theories to the people with representative planning and implement scientific dimensions. In this way, establishing a relationship between the university and the profession causes employment and more efficiency of students' activities, and their efforts are prevented from being wasted (Noorian and Rezaei, 2015).
Abdolhamid Noghreh-kar has shown that the relationship of "Islamic wisdom" with human processes, including the creation of works of art, architecture and urban planning, has five stages (idea, motivation, method, product, effect). Each stage has its sources and foundations, which identifies the direction, goals and results of the whole process. Therefore, the realization of a new civilization with an Islamic-Iranian identity cannot be an imitation of the current situation, the past or other civilizations. Rather, each stage should choose its sources from the Islamic school, i.e. Islamic beliefs and teachings, rulings, ethics, and Ijtihad solutions. According to his "Theory of Salam", every architectural work can be evaluated from two spiritual and engineering dimensions - each in six factors. The spiritual dimension has general, qualitative and top-down characteristics, timeless and placeless conditions. But engineering dimensions have minor features, slightly from bottom to top and interrelated to time and place conditions. According to this theory, every architectural work goes through five stages of creation and in each stage it can be evaluated according to six factors. Out of these five stages of creation, three are knowledge and insight, intention and motivation, the practical method related to the architect. The fourth step is the architectural effect itself and the fifth step is its effect on the audience. Therefore, in evaluating works, all five stages should be measured with six spiritual factors and six engineering factors. This theory was proposed to explain the road map of modern Islamic civilization in the working group of art, architecture and urban planning (Naghrekar, 1401; 1395).
The research method is a combination of in-depth interviews and theoretical saturation. First, the texts related to "Knowledge Mobilization" as well as "Experiences in teaching these disciplines" from the 1950s have been reviewed and strategies have been extracted. Accordingly and based on the three fundamental characteristics of the aforementioned council, the coding content has reached theoretical saturation with the participation of professors and students. It has been determined that Islamization includes localization and up-to-dating goals. To achieve those three, "Knowledge Mobilization" is vital, which is accelerated with the help of "Studio". The link between courses, courses with the profession, society and global science is one of the priorities in the revision of the pedagogy. The relationship of "Islamization" with the designer's social role; " indigenization " with the link between the studio and the society; "up-to-dating" with the cooperation between designers and other professions, the use of modern technology, the publication of texts and the establishment of more research centers. The idea of mobilization of knowledge in the form of a workshop system, planned meetings, use of professors' publications, skill approaches of courses is proposed in the form of pedagogies. The article highlights that the purpose of the Islamization , indigenization and updating in the matter of education should be "Knowledge Mobilization”, i.e. production, publication, exchange of knowledge, provided that it causes change and improvement of society's policies. This mobilization of knowledge in schools of architecture and urban design will take place with a more effective studio format of teaching.
1. Ground the research question or problem in concrete and observable phenomena in order to appreciate and situate its multiple dimensions and manifestations. 2. Develop plausible concepts and models that represent the main aspects of the observed phenomena and that thereby provide a base for new theories to address the central research question. 3. Use appropriate methods to design the research and obtain empirical evidence of the concepts and plausible models for examining the question about the phenomenon being examined. 4. Apply and disseminate the research findings to address the research question from the perspectives of different academic and practitioner users
Examining the impact of this global concept with common initiatives in Iran with the titles of efficiency, Islamic, ruling, local and modernization has not been compared so far. Also, in intermediate knowledge, for example, between the disciplines of art, technical sciences, humanities and social sciences, such as the disciplines of architecture and urban planning, which have a "design-oriented" nature, the distinction of this concept and its application has not been made much either in the world or in Iran. These fields of academia include workshops and studio course formats which makes them totally apart from the other disciplines. The research thus aims to find more effective methods to apply the norms into the courses.
The relationship between the educational system, the experts or professional environment and the organizations related to urban management and most importantly the residents and the people can enrich the employment, development and participation. Also, the free presence of academics, professors, and students can introduce world literature and theories to the people with representative planning and implement scientific dimensions. In this way, establishing a relationship between the university and the profession causes employment and more efficiency of students' activities, and their efforts are prevented from being wasted (Noorian and Rezaei, 2015).
Abdolhamid Noghreh-kar has shown that the relationship of "Islamic wisdom" with human processes, including the creation of works of art, architecture and urban planning, has five stages (idea, motivation, method, product, effect). Each stage has its sources and foundations, which identifies the direction, goals and results of the whole process. Therefore, the realization of a new civilization with an Islamic-Iranian identity cannot be an imitation of the current situation, the past or other civilizations. Rather, each stage should choose its sources from the Islamic school, i.e. Islamic beliefs and teachings, rulings, ethics, and Ijtihad solutions. According to his "Theory of Salam", every architectural work can be evaluated from two spiritual and engineering dimensions - each in six factors. The spiritual dimension has general, qualitative and top-down characteristics, timeless and placeless conditions. But engineering dimensions have minor features, slightly from bottom to top and interrelated to time and place conditions. According to this theory, every architectural work goes through five stages of creation and in each stage it can be evaluated according to six factors. Out of these five stages of creation, three are knowledge and insight, intention and motivation, the practical method related to the architect. The fourth step is the architectural effect itself and the fifth step is its effect on the audience. Therefore, in evaluating works, all five stages should be measured with six spiritual factors and six engineering factors. This theory was proposed to explain the road map of modern Islamic civilization in the working group of art, architecture and urban planning (Naghrekar, 1401; 1395).
The research method is a combination of in-depth interviews and theoretical saturation. First, the texts related to "Knowledge Mobilization" as well as "Experiences in teaching these disciplines" from the 1950s have been reviewed and strategies have been extracted. Accordingly and based on the three fundamental characteristics of the aforementioned council, the coding content has reached theoretical saturation with the participation of professors and students. It has been determined that Islamization includes localization and up-to-dating goals. To achieve those three, "Knowledge Mobilization" is vital, which is accelerated with the help of "Studio". The link between courses, courses with the profession, society and global science is one of the priorities in the revision of the pedagogy. The relationship of "Islamization" with the designer's social role; " indigenization " with the link between the studio and the society; "up-to-dating" with the cooperation between designers and other professions, the use of modern technology, the publication of texts and the establishment of more research centers. The idea of mobilization of knowledge in the form of a workshop system, planned meetings, use of professors' publications, skill approaches of courses is proposed in the form of pedagogies. The article highlights that the purpose of the Islamization , indigenization and updating in the matter of education should be "Knowledge Mobilization”, i.e. production, publication, exchange of knowledge, provided that it causes change and improvement of society's policies. This mobilization of knowledge in schools of architecture and urban design will take place with a more effective studio format of teaching.
Keywords: Education and learning system, knowledge mobilization, Islamization, indigenization and Rectification, curriculum, architecture, urban design and planning, pedagogy
Type of Study: Research |
Subject:
Definition of Islamic practical and theoretical wisdom in architecture and urbanism
Received: 2023/07/23 | Accepted: 2024/05/27 | Published: 2024/07/14
Received: 2023/07/23 | Accepted: 2024/05/27 | Published: 2024/07/14
References
1. احمدی نژاد، محمود. (1392). سند اسلامی شدن دانشگاهها. تهران: شورای عالی انقلاب فرهنگی.
2. خسروپناه، عبدالحسین. (1390). الگوی حکمی-اجتهادی علوم انسانی. جاویدان خرد, 29-66.
3. دیده گاه، آرزو.، شهوازیان، سلاسه.، و تولایی، مهدی. (1399). مروری بر استراتژی های تحرک دانش در سازمان های دانش محور. فصلنامه مطالعات منابع انسانی, 1-30.
4. رضایی، محمود. (1400). بسیج دانش« در اعتلای ارزش های بالنده میهنی- آیینی (مورد پژوهش: مرور سرفصل ارشد طراحی شهری). اولین همایش ملی علوم انسانی وحکمت اسلامی. تهران.
5. رضایی، محمود. (1402). پنج شرط مقدم بر روش شناسی برآمده از حکمت اسلامی-ایرانی در معماری و شهرسازی. تهران: اول و اخر.
6. محمدهاشمی، زهرا. (1396). ارتباط دانشگاه، صنعت ودولت با تکیه بر نقش نهادهای میانجی (مورد پژوهی: کانون های هماهنگی دانش، صنعت و بازار). رهیافت, 75-88.
7. نقره کار، سلمان.، و معین مهر، صدیقه. (1399). پیشنهاد راهکارهایی برای اثربخشی «آموزه های اسلامی بر دروس رشته معماری» نمونه موردی: دروس مقدمات طراحی معماری بر اساس چهار رویکرد مصو ِ ب شورای تحول شورایعالی انقالب فرهنگی) اسلامی سازی، بومی سازی، کارآمدی و روزآمدی(. پژوهش های معماری اسلامی, 51-67.
8. نقره کار، عبدالحمید. (1395). نسبت اسلام با فرایندهای انسانی فرا نظریه سلام: طرح مدلی بنیادی -کاربردی در ساختار ،منابع، مبانی و ارزیابی آثار هنری ، معماری و شهرسازی از منظر اسلامی (راهبردها، راهکارها، راه حل ها و نقد فرآیندهای انسانی. فصلنامه پژوهش های معماری اسلامی, 4(3), 4-26.
9. نقرهکار, عبدالحمید. (1401). حکمت اسلامی در خلق آثار هنری معماری و شهرسازی. تهران: سروش.
10. نوریان، فرشاد، و رضایی، محمود. (1385). از فکر تا اجرا : برنامه مداخله مردم محله در برنامه ریزی و طراحی شهری ICT. نشریه هنرهای زیبا, شماره 258, 44-35.
11. هاشم زهی، دکتر نوروز.، و میرزا، دکتر بهروز. (1392). تحلیل مقایسه ای ارزشیابی دانشگاهیان ایران از برنامه های اسلامی سازی دانشگاه . فصلنامه سیاستهای راهبردی و کلان, 17-36.
12. یحیی، سپهری.، و حجت, عیسی. (1399). نظام آموزش آتلیه ای دانشکده ی هنرهای زیبا شرح برنامه ی آموزش طراحی معماری دهه ی 1330 و 1340 ش. نشریه هنرهای زیبا-معماری و شهرسازی, 5-15.
13. Ahmadinejad, M. (2013). Islamization document of universities. Tehran: Supreme Council of Cultural Revolution.
14. Atakan, G. (2016). A comparative analysis of methods for triggering "creative thinking" in design studios. Journal of Humanities and Social Sciences, 2, 344-350. doi:10.18844/gjhss.v2i1.317 [DOI:10.18844/gjhss.v2i1.317]
15. Aydemi, A. (2018). Learning from pedagogical experiments. An alternative reading of architectural design studio. In J. S. Merina (Ed.), 9th Congress: EURAU18 Alicante: Retroactive Research (pp. 116-122). Alicante: Titulacion de Arquitectura. doi:10.14198/EURAU18alicante [DOI:10.14198/EURAU18alicante]
16. Collection:Architecture Principe (Claude Parent, Paul Virilio). (n.d.). Retrieved from FRAC Centre- val de Loire: https://www.frac-centre.fr/_en/art-and-architecture-collection/rub/rubauthors-316.html?authID=10
17. Colomina, B. (2017, Dec 07). Towards a Radical Pedagogy . Retrieved Jun 18, 2021, from YouTube: https://www.youtube.com/watch?v=pkXA6etknvQ
18. Colomina, B., Choi, E., Galan, I., & Meister, A. (2012). Radical Pedagogies. Architectural Review, 232(1388), 78-82.
19. Dellapiana, E. (2018). "Architettura e/o Rivoluzione" up at the Castle.A Self-Convened Conference in Turin(April, 25-27, 1969). Histories of PostWar Architecture, 2, 1-16.
20. Dideh-ghah, A., Shahvazian, S., and Tolai, M. (2019). An overview of knowledge mobilization strategies in knowledge-based organizations. Human Resource Studies Quarterly, 1-30.
21. Fuller, B. (1963). Education Automation: Freeing the Scholar to Return. Chicago: Southern Illinois University Press.
22. Geiser, R. (2019). The Afterlife of an Exhabition: John Hejduk and the education of an Architect . Revista Arquitectura, 10-21. [DOI:10.15581/014.21.10-21]
23. Hart, A., Davies, C., Aumann, K., Wenger, E., Aranda, K., Heaver, B., & Wolf, D. (2013). Mobilising knowledge in community-university partnerships: what does a community of practice approach contribute? Contemporary Social Science, 278-291. [DOI:10.1080/21582041.2013.767470]
24. Hashem Zahi,N, and Mirza, B. (2013). A comparative analysis of Iranian academics' evaluation of university Islamization programs. Strategic and Macro Policy Quarterly, 17-36.
25. Khosrupanah, A. (2011). The ruling-ijtihad pattern of human sciences. Javidan Khard, 29-66.
26. Krunic, D. (2013). The Groundscraper: Candilis Josic Woods and the Free University Building in Berlin. Berlin: ARRIS. [DOI:10.1353/arr.2012.0002]
27. Mohammad Hashemi, Zahra. (2017). The relationship among university, industry and government with emphasis on the role of intermediary institutions (Case Study: Coordination centers of Knowledge, Industry and Markets). Rahyaft, 75-88
28. Noghrehkar, A. (2016). The interrelation between Islam and human processes theory of (Salam) Strategies, guideline, and solutions for creating and evaluating art works, architecture and urbanism. Quarterly Journal of Islamic Architecture Research, 4(3), 4-26.
29. Noghrehkar, A. (2022). Islamic wisdom in creating art works, architecture and urbanism. Tehran: Soroush.
30. Noghrehkar, S., and Moeinmehr, S. (2020). Suggest solutions for the effectiveness of "Islamic teachings on architecture courses" Case Study: Architectural Design Basics Courses Based on the four approaches approved by the Transformation Council of the Supreme Council of Cultural Revolution (Islamization, localization, efficiency and updating). Islamic Architecture Research, 51 -67.
31. Noorian, Farshad, and Rezaei, Mahmud. (2006). From Vision to Implementation: people participation in urban planning and design with using ICT. Fine Arts Journal, No. 258, 44-35.
32. Rancière, J. (1987). Le Maître ignorant: Cinq leçons sur l'émancipation intellectuelle. Paris: Fayard.
33. Rezaei, M. (2021). Knowledge Mobilization in improving national and ritual values (Case Study: Reviewing the Curriculum for Master of Urban Design in Iran). The first national conference of humanities and Islamic wisdom. Tehran.
34. Rezaei, M. (2021). Reviewing Design Process Theories: Discources in Architecture, Urban Design and Planning Theories. Cham: Springer. doi:10.1007/978-3-030-61916-9 [DOI:10.1007/978-3-030-61916-9]
35. Rezaei, M. (2023). Five prerequisites for methodology arising from Islamic-Iranian wisdom in architecture and urban planning. Tehran: Aval-va-Akhar .
36. Sunwoo, I. (2013). Between the 'Well-Laid Table' and the 'Marketplace': Alvin Boyarsky's Experiments in Architectural Pedagogy.
37. Van De Ven, A. H., & Johnson, P. E. (2006). Knowledge for Theory and Practice. The Academy of Managment Review, 802-821. [DOI:10.5465/amr.2006.22527385]
38. Yahya, S., and Hojjat, I. (2020). Atelier Education System in Tehran Faculty of Fine Arts: the Curriculum of Architectural Design in the 1950s and 1960s. Journal of Fine Arts-Architecture and Urbanism, 15-5.
39. Collection:Architecture Principe (Claude Parent, Paul Virilio). (n.d.). Retrieved from FRAC Centre- val de Loire: https://www.frac-centre.fr/_en/art-and-architecture-collection/rub/rubauthors-316.html?authID=10
40. Colomina, B. (2017, Dec 07). Towards a Radical Pedagogy . Retrieved Jun 18, 2021, from YouTube: https://www.youtube.com/watch?v=pkXA6etknvQ
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Journal of Researches in Islamic Architecture is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
