Journal of Researches in Islamic Architecture

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Developing knowledge and novelty are the main objectives of educational system. A lot of factors are needed to satisfy the above mentioned requirements. Factors such as quality enhancement of educational space.It should be noted that educationis notonlyinfluenced by the teacher's teaching, butalso touched byeducational spaces. Relating factors, includingeducational environment,play an important roleintransmitting the information to a person. It will leavebehind the significant effectsonthe learning.Therefore, anyproject aboutthe process of student’s learning will be incompleteand inefficient regardless of theeducational spacein which itislocated.Architectural environment superioritycan play an educational performance in training environment, with respect to intuitive, intellectual, and perceptual recognition effects. Investigations don on the effects of educational systems, dealing with open spaces, confirm the possibility of group work rehearsal, increase of students’ collaboration, space flexibility and higher development. They can increase the enthusiasm of students for learning. As a result, a direct relationshipbetweenthe open educational space and the learningof the studentscan be discovered. Expression of Problem: ContemporaryIranian civil societyneedsto expand the education as a whole, andpublic education in specific. Ignoring all of the effective factors will leads tothe construction ofseveralschools withouta constructive and positiveroleinthe development oftheeducationprocess. Despitemanychanges anddevelopmentsin the content ofeducation, the spatial pattern ofschoolshave been experienced nopositive changesand development inthe lasthundred years. The dominantpatterninthe currentschooldesign,regardless of theeducationalcapabilities ofopen space, is related to an emphasis onentertainment andfunaspect, such as arelativelysmallspaces. This pattern is similar to Residentiallandscapingin which ground is covered byasphalt. There are limitednumber ofelements and leisure equipmentfor kids’ play andphysicalactivities. Therefore, the problem of this study is investigating the degree of integration educational system with open space properties in the history. The objective: Determining the diversity of Iranian school’s open spaces and their role in regards to the transition of educational system at different time periods. Question of this study: What is the influence of different educational systems in shaping the characteristics of an space and the educational role of the Iranian school’s open space? What is the influence of the emergence ofneweducation systemin the educational role of Iranian school’s open space incontemporaryschools? Research Methodology of this study is the Combinational Method that isIncluded Descriptive-Analytical Methods and Logical reasoning, considered as a procedure of open, semi-open space evolutions and their educational role with respect to educational revolutions. General procedure of the study is about the origin of the revolution in physical space of schools. It is referred to transformations of the educational system and the function of school yard in teaching and learning.Methodology would be evaluated by applying the environmental psychology, Observation, Study, Simulation with space syntax Software and Comparative method in educational point of view. In this article,the education role of the open spacein schools is investigated by three levels of large, middle and small scale. In the large-scale, Relationship between building and city is discussed. In the middle-scale, circulation and role of the semi-open space in flexibility of educational environment is studied. In the small-scale, Active participation and teamwork is investigated. The topics thatwill bediscussedat everyscale, are selected with help of the analysisandstudyofissuesof environmental psychologyand theories ofurban planning, which issummarizedinthetheoreticalbeginning of eachsubject. Case studies: For this purpose, three school yards are selected for further investigations. Which are Chaharbagh as a conventional school, Darlolfonoun as a first educational structure in modern style, and Alborz as the transformed index of new schools in Iran. Conclusion: According to the result ofanalysisby space syntaxsoftware, it is indicated thatopenand semi-open design in traditionalschool have more degree of “integration” and “connectivity”. One of themost influentialform of “connectivity” is thatitcan create a high level ofaccess. Educational space in the traditional school is more flexible than classroom in contemporary school. As a result,due to thecommunication andinteractionwith theeducation system,studies elaborate the pattern of the traditional school in Iran which is formed regarding to the active rule of the education in open and semi-open environment. It acts as an educational tool during the training and it creates a center for social interaction. Inthese schools, bondingand interaction betweenopenandclosed spaces are so strongthat iftwo spacesare separatedfrom each other, their structuralconcepts andmeanings willget lost and cannot be identified. The pattern of school design at the contemporary time includes the uniform row of classrooms in the plan, typical and uniform of windows in view, typical and uniform seat arrangement of the classroom that are based on the invariable teaching methodology. Therefore, only the closed and inflexible environment of the classroom would be suitable for education based on the passive behavior of students. Moreover, if we consider having no semi-open space, open space ofthe school will become only the place to regulate the time of entrance and exit, entertainment and an escape from the pressures of teaching in the classroom and because ofits incongruity of dynamics and mobility properties, it cannot play the required educational role.

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Pedagogy and education was always important in Islamic Era that is mean learning and in another words, refinement and guidance but teaching is meaning pedagogy and action of pedagogy systems. Mosques were the first places that pedagogy and education was done in them but in The Seljuk Era “Nizamiyah”, independent schools were made and these actions were done in it. After this period, seminaries were the most important place in Islamic architect Era. With ideology change in each Era and period concept of pedagogy and education were different and have some variation. Actually after starting of Islamic Era, emergence of schools and their ideology in pedagogy and education went out of Arabia border and fusion with other cultures especially Iranian culture was started. According to these every method of education has different educational hierarchy and different place. So the main question of this paper is “what the relationship is between different perspectives of education and structural elements such as spatial organization and architecture of seminaries?” The Seljuk and The Safavid Era were the most important era in school structures and changes in the educational system as we can see the number of Safavid schools that were built and Nizamiyah that Nizam al-Mulk made them. A comparative comparison between The Seljuk and The Safavid Era’s schools was done in this research. This research is due to historical interpretive methods, case studies and documentary literature review to understand the concept education of these Era and analysis them. For this purpose selected four schools of each Era and analysis them in terms of features available in the overall scheme of structure. It has been tried to select the variety choice of these schools. For example the school of “Madar-e shah” that was one of the most important schools of Safavid Era has been chosen and smaller schools that had remarkable architecture elements as well. Another factor that was influential in choosing of Seljuk and Safavid schools is the availability of each school and its plans. According to the Mongol invasion, there is almost nothing special remains from the Seljuk schools in Iran and just a very little can be found about them in the documents and writings. But there are more numbers of Seljuk buildings remaining in the Anatolia and Central Asia compare to Iran. One of the reason could be noted was using furnace bricks and whole cut stones. So Seljuk schools have been chosen from schools in Anatolia and contemporary Turkey that are still standing to review and compare. According to limited number of Seljuk schools, Safavid schools were selected the same number. Seljuk available and reliable schools, include: “Cifte Minareli”, “Gok”, Seyit Battal Gazi Kulliyesi Medrese” and “Ince Minareli”. Safavid schools include: “madar-e shah”, “Musalla Safdar Khan School”, “Molla Abdollah” and “Mirza Hossein”.
The results indicate that architecture of school based on some requirements such as educational system, political and social developments changed to responding to concept of education. Hypothesis of research is based on results. Concept of pedagogy and education in Islamic Era have some turning points in its process and made some changes in schools architecture that The Seljuk and The Safavid Era were the most important turning points. Actually both Era were the peak point of this process. Surveys of two Era shows that change of education concepts made some change on structures and architecture of schools such as free or task pedagogy and education changed. This means that in Safavid Era task pedagogy and education was more public and social than The Seljuk Era. Entrance schools system from simple scheme of The Seljuk Era was evolved and turned into some entrance and complicated scheme. In Safavid Era school yard was particular important and sometimes it was the place for teaching and debating while the Seljuk school divided to the school with yard and the school without yard. It means some school had no place that called it “yard” and the school with yard in terms of quantity and scale and quality of space were in lower range in compared with the Safavid era.  The number and quality of chambers in Safavid Era in compare with Seljuk Era were very advantage. The Seljuk Era’s school had one “Madras” on the main axis while in some Safavid Era’s school had some “Madras” in this plans and according to methods of pedagogy and flexible education of that time the second floor of chambers, seraglio and yard , might use for “Madras”. About the relationship between praying place and mosques with educational place in schools, mosque usually is placed at the end of the “Qiblah porch” with dome or porch form in Seljuk Era; but Safavid schools Considering their approach, have more variety In terms of the Relationship between educational and Praying places; including Schools with altar and distinctive dome for the praying place, Schools without index Praying place but built beside a mosque and Schools without index praying place with only educational approaches.

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Review and change in architecture education, firstly periodically and secondly in the current situation of the country, is a necessity. Because of the current program and topic are defective in two parts. In the "theoretical arena", the impact of "Doctrines of Islamic Wisdom" on the foundations of education is small and the program has not been revised, changed and modified after the initial compilation, in accordance with the "indigenous needs of the country" in a dynamic and intelligent way. That is, it is not in harmony with the ideals and values of the revolution, nor with the realities of the country and the needs of the people. In the "practical field", the mechanism of implementing architectural education is not a purposeful system and does not work as a whole in order to fully develop qualified architects. The result is that graduates of this field, after the training course, do not achieve the balanced growth of individual human resources (actual goodness) nor do they have the efficiency of the architectural profession necessary to meet the needs of society (current goodness). The low level of architectural quality of the country today, both in terms of science and technology, as well as in terms of art and the fact that the works have their own originality and identities, is a proof of this claim.
 Solving this problem requires reflection on the Architecture curriculum. In this regard, the Council for the Transformation of Humanities and Arts informed the Ministry of Science of the four approaches of "updating, localization, efficiency and Islamization" as a basis for review and transformation, and it was decided to review the Architecture curriculum and topics based on these approaches. The purpose of this study is to find practical solutions to the effectiveness of these four approaches on architecture education. The research question is "What are the solutions to achieve this goal?" For this purpose, by selecting the courses "Introduction to Architectural Design" and by the combined research method "Logical Reasoning and Case Study", exercises were designed and tried to have a relative comprehensiveness, then it was performed with the participation of students and with the technique of "content analysis" The answer to the question was revealed. 
The studied samples are from two groups of students in the introductory course of architectural design 1, 2 and 3 in Teacher Training University. The research findings indicate that a fundamental change in order to achieve this goal should be made in the three main pillars of the course, namely "purpose, content and teaching method". Accordingly, by designing "enriched exercises", while developing the three skills of "understanding, creating and expressing architecture" in the student, it is possible to provide the ground for orienting these skills in line with the four mentioned approaches and "updated" engineers. And "efficient" and trained people to serve "Islamic Iran".

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Gender has a key role in Islamic thought and considers it as an aspect should be trained. Now a days in light of psychological and social studies, there are more information about gender differences. These differences influence education and training via “gender identity” and “sex-typing”. So it’s essential to consider gender differences in out door open spaces design. The goal of this study concentrated on the effect of gender differences in Islamic thought on outdoor open space design. Reviewing mental differences and growing and structural aspects between boys and girls, we have built a frame for open interview which concluded to Delphi process. The study is a qualitative and operational and conducted a Delphi process between 7 psychologists and 15 architecture experts. The result is an applicable list of architectural considerations for outdoor planning. Using hot and bright colors, suitable areas for congregation, simple geometry, curved corners and miniature elements can be suggested for girls. Mild colors, encounter space, sophisticated geometry, expert and job acquaintance dedicated space, different levels, ballgame space are suitable for girls.

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