Journal of Researches in Islamic Architecture

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Human’s perception and cognition of city form based on his mutual interaction with the environment. The knowledge of urban design, which is aimed at creating a good environment for humans, tries to identify ways of deepening the relationship. It has mostly utilized the achievements of environmental psychology, but the notion of perception, as an epistemological issue, has its conceptual roots in other cognitive domains such as philosophy. Philosophy can be considered the origin of conceptualization of perception while this notion has suffered from the inattention of urban designers. The present research aimed to make maximum use of the viewpoints of Iranian philosophers on the notion of perception to identify productive achievements of philosophical opinions in this regard, including those that are applicable to urbanknowledge. It tried to attain this goal by drawing comparative analysis between philosophical achievements and those of environmental psychology. In this study, the notion of perception was explored and investigated based on content (including issues based on the content of perception) and procedure (including issues based on its procedural structure and its design in urban design) in the following two cognitive fields: philosophy and environmental psychology. The effectiveness of the use of philosophers referred to in each section was assessed as well. The present manuscript adopts an interpretive (non-positivistic) approach and uses the logical reasoning method to perform a comparative assessment of the viewpoints of two areas of knowledge. Research findings were tested using the Delphi method (theoretical saturation) and the principle of research. This study aimed to answer the following questions: How are the thoughts of Iranian philosophers effective for perception as compared to environmental psychology? How can the opinions of Iranian philosophers be used for explaining the nature of structure of the perception process and its application to urban design? Among Iranian philosophers of Islamic eras, the theories of the following famous philosophers have had the most contribution to the growth of philosophical movements in Iran: Avicenna, Sohrevardi and Mullasadra. Research findings revealed that application of the thoughts of Iranian philosophers is useful for clarification of the nature of perception and its contents as well as refinement of the structure of perception and its phases. The process of perception has the following levels with respect to philosophy: sensory perception, imaginary perception, illusive perception and rational perception. Each of these phases is differentiated from other levels using a constructive factor. Each phase also has a specific function and product. The most important issues derived from the opinions of philosophers are presented in the following table. The research adopted an interpretive approach (instead of a positivist approach) to the analysis of contents of texts. It also studied the viewpoints of the aforementioned two cognitive Results of comparison and integration of the two theoretical areas showed that environmental perception is a “subjective and objective process [12]”, which results from the interactive (mutual) relationship between the human and environment. This process has a dynamic and progressive nature. It depends on human’s constant growth and his mental construct. During the perception process, the mental image resulting from the influence of the environment is re-created to demonstrate the true essence of the environment. The perception process is composed of distinctive steps and various functions which are classified in the following three groups: reception and selection (emotional perception) organization and preservation (imaginary perception) and interpretation and signification (rational perception). In addition, numerous factors (human and environmental) influence the process and mechanism of perception in the form of stable dynamic factors.

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Despite rapid quantitative growth in recent years, little attention has been paid to the quality of learning environments in contemporary universities. With the rapid increase in the capacity of universities and establishing new academic units and courses, growth in physical spaces in universities and higher educational institutions has accelerated considerably in recent years. Quantitatively oriented perspective to the issue of education has led the learning to be limited to the classrooms learning environment merely and therefore growth and improvement in universities only be done in a course of study for students. Lack of attention to the psychological needs of human beings and one-sided approach to the issues of education (apart from nurturing) are weaknesses of the current educational program which have affected the contemporary collegiate architecture as well. Developing and shaping of contemporary environment of universities have been suddenly and quickly, that caused poor quality of the current spaces. These factors include: 1. Inappropriate sites outside the cities or vicinities to provide the basic needs which impose additional costs 2. Formation of more than 40 percent of universities without Primary comprehensive plan 3. Purely quantitative perspective to the development of educational spaces 4. Shortage of welfare as a result of unforeseen developments 5. The high level of occupation and appliance at universities the major cities 6. Lack of attention to campuses in many universities Based on the principles of environmental psychology, structure, shape, form, color and specification of the environment effect on behavior, learning, social interaction and communication. Accordingly, respecting the proposed theories about human psychological needs of physical needs to needs of growth and self-actualization, by studying the physical spaces of the traditional Islamic schools of architecture as fulfilling the psychological needs in all aspects, could be reach the principles and models of the design physical spaces in contemporary university education. This article is to scrutinize the physical characteristics of Iranian Islamic architecture and specifically the traditional schools architecture such as Chahar Bagh and Agha Bozorg, which their architectural formation were based on Islamic perspective, to detect principles and components that is confirmed by Islamic monotheistic viewpoints and the theories of environmental psychology as well. This paper benefited from logical conclusion by interpreting and analyzing the structure of individual spaces, their spatial hierarchy and ultimately analyzing the whole of architecture of these schools, to detect the ideas and strategies employed to meet the psychological needs of human, to be able to extract contemporary design strategies for the spaces of university campuses such as training classes, public places, privacy and relationship with nature. All these principles could be exploited to contribute towards improving the overall sense of place and achieve more concurrence in the education, training and nurturing of students. In traditional educational system unlike the current system, there was no separate between in education and other aspects of student life and what the student had been learning was following the same lifestyle. Framework of traditional schools had been providing space for this attitude. All of these schools, such as Chahar Bagh of Esfahan, Ghiyathiyeh Khar Gerd Khaf, Motahari School (Sepahsalar) and etc., had been included of rooms for all students. Student’s living spaces were located at all four sides of the courtyard. Identifying and analyzing the spaces composition, as well as tiny spaces of Islamic traditional schools could find the principles of wisdom. The results indicate that: 1. Composition and harmony between the life spaces, worship and education spaces had been for development and improvement in all aspects of life. 2. Being together living, educational and converge spaces, had been providing the need to housing and shelter and had been creating a peaceful and secure environment. This could not be seen in the current universities. 3. Existence of hierarchy of spatial 1) central courtyard 2) semiprivate porch and 3) private rooms, have created feature interactions at different levels and degrees. The central courtyard has been the common factor of linking. The common factor and spatial hierarchy in the current residents of universities are not seen as a particular form. 4. Form and layout of classroom rings while creating a strong relationship between teacher and students have been created the participation. While in existing classrooms is one-sided relationship. 5. Coordinating components of traditional schools have created sense of balance, continuities, purpose, legible and transparency. While in the majority of contemporary spaces of universities, distribution of forms and colors and etc. has created Illegible or even a stressful environment. 6. Inverted form of traditional schools operates in order to increase concentration of mind and separation of interests outside of school. 7. The strong geometric plan of central courtyard and green spaces, have been acting as the driver's mind to thinking. While in the contemporary college campus, green space, is filling the empty areas. 8. By giving rooms to students in the educational environment created a sense of competence, self-esteem, consequently the environment and responsibility for their learning environment. 9. Semiprivate porch space in traditional schools have played role of debate and free discussion space, which have caused the development and promotion of students ultimately. It is while in the current hostels there are no such spaces.

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Mankind is always interacting with an environment that contains various meanings and layers with each of which the environment behaves differently, and on the other hand, this behavior is effectively reflected back to the environment. In recent decades, experimental environmental psychology has sought to help solve the issues posed to human societies by pursuing two objectives of theoretical understanding of human interactions with the environment and applying this understanding in practice. In pursuit of these objectives, the area of knowledge has succeeded to build theories and achieve practical findings. Nevertheless, applying these achievements in an Islamic society faces theoretical and practical challenges in both "description" and "prescription", which in turn necessitates further investigations about "Islamic Environmental Psychology". The present study aims to present an applied paradigm of environmental psychology in interaction with Islamic thoughts, which can be used to organize "location-behaviors" of contemporary living in order to facilitate the realization of an Islamic lifestyle. In regards, the present study began with the three constituents of "location-behavior" that is, humans, the environment and the mechanisms needed for the human-environmental interaction, and posed three questions: what social, psychological and cultural characteristics of humans, from the Islamic perspective, affect the environment? What are layers of the environment that affect humans under certain circumstances? And finally, what mechanisms are required for a human-environment interaction in Islamic viewpoint? To answer these questions, two frameworks were proposed: The first relies on environmental psychology by accepting the assumption about different layers of the environment (from the objective to the subjective environment) and assesses the effect of sociocultural environment in a comparative study. The second framework relies on the Islamic doctrines and develops a reference framework consisting of both Islamic views and environmental psychology views. Following a survey of the two proposed frameworks, the second one was taken as the reference comprehensive framework in this article. To develop this comprehensive framework, the relation between religious epistemology and experimental science was first discussed. Unlike the modern perspective that sets the religion-science-art trinity against the emotion-intellect-sense one, in respective order, or at most assumes a unity between religion and art by mixing emotion with sense, the Islamic perspective holds that religion rules these three areas, and only one aspect of religion is strongly associated with emotions,which is "faith". In the second step, the Islamic version of environmental psychology debate was analyzed in three areas of the individual-entity system within the framework of the anthropology of religion, the collective-social system within the framework of religion’s attitude toward society, and the body-space system within the framework of religion’s attitude toward the body, not as separate distinctive areas, but as three spatial human-environment experiences. That is to say, the fundamental difference of environmental psychology from an Islamic viewpoint is so vast that it expands from the "bodily area" to the "spiritual aspect" in the individual-entity line, from the "corporeal world" to "incorporeal world (the invisible)" in the body-space line, and from "routine patterns of life" to the debate on the "united ummah as a timeless entity" in the collective-social line. In the final step, a three-layer system was devised to discuss the intended paradigm, which includes collective references to the current state of the society and Islamic texts. The first layer includes identifying "local phenomena" as clear points in Islamic jurisprudence and ethics, whose "position" in religious sources is identifiable in behaviors, rituals, sensory perceptions and spiritual perceptions. In fact, theidentified "local phenomena" have not yet really emerged in environmental psychology within an Islamic framework, and if this layer is the only one concerned, this phenomena can be more or less studied in experimental environmental psychology. For practical purposes, the phenomena can be classified in two areas –"general local behavioral-psychological phenomena", indicating phenomena with no direct relationships with the environment,and may only be affected by it, and "specific local behavioral-psychological phenomena", indicating phenomena with an established bodily-environmental aspect. The second layer, which is the first real step toward an "environmental psychology" within the framework of Islam, seeks to identify the (correlative or causal) "relationship mechanisms" between "general” and “specific” local phenomena in religion that have been identified in the previous layer. Finally, the third layer emerges from linking and creating connected loops of general and specific mechanisms of the second layer and through creating a sub-system, and may have certain concepts and components in common with experimental psychology. According to the results, two approaches are applicable in the development of an Islamic environmental psychology paradigm: a conscious approach and a meta-conscious one. The first approach is informed and based on the rules and regulations of jurisprudence and Islamic orders. In this approach, attempt is made to extract the basic concepts by reference to the original Islamic sources and to understand the Islamic position on man-made environment irrespective of the external determination of the past centuries. The second approach is meta-conscious and normative (relying on values and knowledge), is based on the recommended or prohibited behavioral patterns, provides a system for the regulation of behavior-body relationships, and takes priority over mentalities and even time and place values. Although an axiom of all religious doctrines, this approach has been less emphasized in theorizing, compared to symbolic concepts. Compared to the mainstream "behavioral sciences" as "subjective" perspective on the role of social behavior, this approach proposes a middle perspective in forming architecture and an "objective" perspective, based on the role of the subject and object and the third factor, culture, in relation to the role of architecture in society. The final outcome of the present study, that is the Islamic environmental psychology paradigm, aims at producing theoretical and practical knowledge and addresses four conditions: past conditions, i.e., the quality of life before modernism (the popular culture), present conditions, i.e., the current quality of life, desirable conditions, i.e., the quality of life deserved by humans from the viewpoint of Islam, and possible conditions, i.e., the quality of life that can be handled by humans, in order to create behavioral benchmarks in accordance with Islamic view point. The authors recommend that both conscious and meta-conscious approaches can be used, since the conscious approach is based on jurisprudence and orders and thus acts as a framing shell, prevents distortions to some extent, and is also the doorway to theoretical knowledge and implications. also, the second approach as the meta-conscious one, should ideally create environments that are affected by the recommended behavioral patterns of Islam.

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