Journal of Researches in Islamic Architecture

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Educational spaces in Iran took the formal identity of "schools" after "Nezamieh" education centers were introduced by Nezam-olmolk during the Seljukid period. Some structural elements such as cells, porches and courtyards, etc. were included in school buildings and a new kind of structural pattern emerged within them. However, enhancements of architectural techniques in the following historical periods as well as cultural, social and political facts and conditions did lead to some types of changes within the physical structure of school building elements in Iran.
The present paper assumes that physical structure of Iranian school buildings has experienced a line of evolution and enhancement from Seljukid era into Ghajar period. The present paper is aimed to explore the characteristics of architectural structure within Iranian Schools at each historical period as well as the trend of changes in those structures. The present paper uses a descriptive, analytical and case study methodology to collect and analyze the data. The data were first collected using library sources and through field studies in some cases. The data were initially presented using a descriptive method and then they were evaluated through an analytical and adaptive method. Study results show that school buildings in each historical period have evolved with certain physical structures while various changes have been applied in order to guarantee that residence place, education space and religious elements of the building are provided more desirably. As some reference, the cells were initially consisted of a single space and were in immediate contact with courtyards. Then they evolved into a multi-partition space which included small size porches and larders. Also porches were initially used as educational spaces and in some cases functioned as religious spaces. However, as the time passed, the porches transformed into wider and lighter spaces as they were needed to facilitate the education through larger rooms for more students. Meanwhile, the porches which were essentially places for worship, were replaced by vaults and naves as worship places within the school buildings. So the significance of worship spaces goes to such a height in Ghajar period that school buildings transformed into a mosque-school identity. As the schools were expanded, the process of admission and entrance to the schools was changed in some ways. In general, the results of the study proved the hypotheses stating that physical structures of school buildings have evolved from Seljukid period into Ghajar period in sense of characteristics of main building elements and the space configuration and patterns.  

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Our land, Islamic Iran, which is the mother of all our history, tradition and culture and has always remained steadfast in its historical mazes and upheavals, has not been in good condition for a long time. In such a situation, it is necessary for all those who have somehow risen from this land and have their own identity, to commit themselves to this situation in a committed and compassionate manner and to achieve the desired situation, and to follow its path for the benefit of the future generation and the children of this motherland to reach the true goal of the substantiation of the new Islamic civilization.
Therefore, compiling the country's development documents is a complete necessity, especially the compilation of the spatial management and planning document which according to its scope and effectiveness, is the most fundamental developmental document and the most coherent for all planning documents essential to the country's progress. The above process will have, and as a comprehensive document, it can be the pact of all those involved as a favorable feature of the planning of the optimal spatial organization for the country's development, with providing a comprehensive and integrated approach.
To this end, this article seeks to provide an entry to explain the fundamental dimensions of modern Islamic civilization in the compilation of documents for the country’s development. In particular it concentrates on the spatial planning documentation. The present article is in line with the problem, objectives, and nature of research in the field of basic research, in which the method of content analysis and the use of documentary studies and the analysis of secondary data have been used. The research results show that "the nine fundamental dimensions of justice, health, security, knowledge, spirituality, freedom, wealth, power and dignity" as well as comprehensive, balanced and sustainable development from the Islamic perspective must be considered in compiling the country's development documents as three key components in the substantiation of the new Islamic civilization.

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If we consider the main mission of architects to be "organizing the place of human life in the context of the environment", then understanding "man and the environment and the relationship between the two" will be the basis of their design decisions. This knowledge includes both areas of "beings and musts" that if it is based on "intellect and revelation", the resulting architectural principles can be rational and Islamic, and the architectural works based on it can also be called "Islamic architecture". So far, various views on Islamic architecture have been proposed, the origins of which can be categorized from two sides. On the one hand, Islamologists have moved towards the principles and principles of architecture by using Islamic sources, and on the other hand, architects and urban planners have left their specialized position in search of Islamic architectural principles by referring to these sources. This research begins with the aim of proposing a "unifying and efficient" structure to explain the relationship between "architecture and Islam" and seeks a comprehensive model for combining and composing the components of the two categories. Our question is, "How can Islamic teachings be used comprehensively and practically in architecture?" The direction of the research is that while explaining the two categories of "Islam and architecture" with the method of content analysis and logical reasoning, an attempt is made to compile the basic concepts of these two categories by modeling. The research findings indicate that Islamic teachings can be classified into three areas: "theoretical and practical wisdom and Additional wisdom". Architecture can also be explained from three perspectives: "systemic, philosophical, strategic", the common chapter of which is the four main pillars in architecture. The combination of these two categories (three fields of Islamic wisdom and four components of architecture) provides a good capacity to organize a "school of Islamic architecture". The result is a tabular structure with 40 cells, the content of which must be supplemented by the teachings of Islamic wisdom, and can be useful in "guiding Islamic architectural research." The result of the research will be to present a unifying model to the set of views in the form of a relatively comprehensive structure, which is one of the preconditions for the formation of the "Islamic-Iranian school of architecture" on the eve of the second step of the revolution.