خلاصة:
Problem statement: one of the necessities of human life is to change and evolve to be excellent,
and the only way to achieve it is education. The principled and regular change made to promote
religious teachings using comprehensive and universal education by the government was one of
the specific characteristics of the Safavid era. To this end, the rulers had established schools and
other influential buildings. So, schools have become the most important educational centers at
the service of the Shiite religion and one of the most important architectural buildings in this era.
Research objective: Given that the educational approach of each era requires educational
system and appropriate spaces and it is not clear how the educational system policies affected
the architecture elements of the schools constructed in the Safavid era, the present study aims to
investigate the effect of educational policies applied in the Safavid era on the physical elements
and their coordination with the spatial organization and the architecture of schools of theology
and seeks to typify the architecture of the schools constructed in this era considering educational
policies.
Research method: Given the rise of architecture and the development of educational policies
in the Safavid era, which led to the development and expansion of Shiite Islamic schools of
theology, in the present study, it is attempted to investigate the position and significance
of education in the policies taken by the Safavid dynasty, and to typify the effect of it on the
architecture of those schools built in this era using a historical-interpretative method, secondary
(desk) study and field study. In this regard, four Safivid schools are selected as targeted samples
and then, analyzed in terms of the general characteristics of the building, spatial hierarchy and
organization according to the educational position and methodology of this era.
Conclusion: The results of present study indicate that in addition to the comprehensive
development of architecture in the Safavid era, education and its position had changed and
become different from previous eras. On the other hand, as the Shiite religion was recognized
as the formal religion in Iran and the Safavid rulers promoted it adopting different policies,
education of Shiite sciences in schools was made available for public use. These changes have
resulted in changes in the education system and architecture of schools. Some of these changes
are as follows: expansion of school dimensions, increase in the number and quality of chambers
and madrasa, attention to the courtyard of schools as a vital element of schools, changes in the
entrance system, connection between schools, city and public spaces and connection between
school and prayer spaces.
بیان مسئله: از ضروریات حیات انسان، تغییر و تکامل به سمت تعالی است و تنها راه دستیابی به آن، آموزش است. تغییر اصولی و منظم توسط حکومت با استفاده از آموزش جامع و همگانی در جهت ترویج آموزههای مذهبی، از شاخصههای ویژۀ عصر صفوی بود که باعث شد حاکمان برای دستیابی به این امر اقدام به تأسیس مدارس و دیگر بناهای تأثیرگذار کنند. در این راستا مدارس به عنوان مهمترین مراکز آموزشی در خدمت مذهب تشیع به یکی از مهمترین انواع ابنیه در این عصر مبدل شدند.هدف: رویکرد آموزشی در هر دوره به نظام آموزشی و فضاهای متناسب با آن نیاز دارد و از آنجا که چگونگی تأثیر سیاستهای نظام آموزشی بر عناصر معماری مدارس صفویه مشخص نیست، این پژوهش تأثیر سیاستهای آموزشی صفوی بر عناصر کالبدی و هماهنگی آنها را با سازماندهی فضایی و معماری مدارس علوم دینی بررسی کرده و در پی آن است تا معماری مدارس دورۀ صفویه را با توجه به سیاستهای آموزشی گونهشناسی کند.روش تحقیق: این پژوهش، با توجه به روند اوجگیری معماری و تشدید سیاستهای آموزشی در دورۀ صفویه که منجر به شکوفایی و گسترش مدارس علوم اسلامی شیعی شد، سعی بر آن دارد تا از روش تفسیری-تاریخی و با تکیه بر مطالعات کتابخانهای و بررسی میدانی، به شناخت جایگاه و اهمیت آموزش در سیاستهای حکومت صفوی بپردازد و چگونگی تأثیر آن را بر کالبد معماری مدارس این دوره گونهشناسی کند. در این راستا چهار مورد از مدارس دورۀ صفویه به عنوان نمونههای هدفمند انتخاب و از لحاظ ویژگیهای کلی بنا، سلسلهمراتب و سازماندهی فضایی، با توجه به جایگاه و روش آموزشی این دوره، تجزیه و تحلیل شدند.نتیجهگیری: یافتههای تحقیق حاکی از آن است که همزمان با توسعۀ همهجانبۀ معماری در عهد صفوی، آموزش و جایگاه آن نیز، تفاوتهایی با ادوار پیش از خود داشته است. از طرفی با توجه به اعلام مذهب شیعه به عنوان مذهب رسمی کشور و سیاست حاکمان صفوی در ترویج آن، آموزش علوم شیعی در مدارس به منظور استفادۀ همگانی از آن فراهم گردید. این تغییرات باعث به وجود آمدن تغییراتی در نظام آموزشی و معماری مدارس شده است که از آن جمله میتوان به گسترش ابعاد مدارس، افزایش تعداد و کیفیت حجرهها و مدرسها، توجه به حیاط مدارس به عنوان عنصر حیاتبخش مدرسه، تغییر در دستگاه ورودی، ارتباط با شهر و عرصۀ عمومی و ارتباط مدرسه با فضای نیایشی اشاره کرد.
ملخص الجهاز:
Typology of Traditional School Architecture with an Emphasis on the Effect of Educational Policies* (Case Study: Safavid Era) Hamed Hayati1, Alireza Rahmatnia**2, Hossein Kavarizadeh3 Ph. D in Islamic Architecture, Department of Architecture, Islamic Azad University, Ahvaz Branch, Iran.
From the beginning of the fourth Safavid era, due to the advent of a new religious century, due to gradually increased attendance atmosphere and political developments, the of students, who came from different countries, attention to and need for education have increased in cities such as Balkh, Bukhara, Neyshabur and from the rule of Shah Abbas I; and education was Ghazni, and their need for a place for education free to the public as previous periods.
Under such conditions, of those era during which Iranian schools had the school was maintained and administered by a developed and increased (Kassaei, 1995, 239), person who was probably both its founder and a the present study aims to study and investigate teacher in it, and this was transmitted as a family the typology of architecture of 4 Sheikh Alikhan tradition from generation to generation (Ghanimeh, Zanganeh school in Tuyserkan City, Khair Abad 1985, 111).
The Scientific Journal of NAZAR research center (Nrc) for Art, Architecture & Urbanism 74 (View the image of this page) and other influential classes of society (Bakhshi created in various fields of education, and since the Ostad & Rezaei, 2014, 216), it accelerated the acquisition of science was seen as a step to achieve progress of aforementioned issues.