چکیده:
Educational system of the society is one of the fundamental pillars of emergence, development, and transfer of its cultural elements. The system itself involves four pillars, including educational structure, instructor, learner, and educational environment. Earlier researches on the architectural history of Iranian schools indicates that the relationship between education and school architecture has not been widely explored. The main research question is how the transformations of educational system have been relevant with the transformations of Iranian schools spaces? The
study aims at recognizing the spatial evolution of Iranian schools architecture. It seems that with the transformation of Educational system in the Qajar period and the establishment of Darolfunoon academy,the system and the architecture of schools have gradually shifted the traditional school to new ones. Based on a historical-interpretive approach, data were gathered using library method, then were analyzed citing historical documents. To this end, three periods were identified in the educational system and architectural developments and three typical schools of the given periods,
including Sepahsalar School, Darolfunoon academy, and Alborz high school, and their relevant educational systems were analyzed. Studies suggested that the traditional system had been based on the concurrent life and learning, coordination of spiritual and worldly sciences, and Interactive relationship between master and disciple. This system had interacted with the architecture of schools, with prominent features such as considering one place for living and learning, the use of schools for religious affairs, and considering large spaces for schools. In the next period,
the religious aspect and the interaction between disciple and master has been removed from schools such as the Darolfunoon, but the overall shape the central courtyard has been preserved and the function of the chambers has shifted to classrooms. Finally, in the modern educational system, the architecture of schools has become linear, the classes and their layout has led to a unilateral teacher-student relationship, and has distanced from the architecture of the traditional schools.
خلاصه ماشینی:
"Objectives Educational Organization Educational Program Educational Practice Emergence Quality Curriculum Trainer Learner Educational Level Responsible Organization Mosque Fully consistent with the objectives of Islam ------ Encourage and Educate those who converted to Islam Create circles of teaching and training Educate the converts and promoting the properties of Mohammad (PBUH) Mostly Quran, Hadith and Islamic sciences and sometimes worldly sciences Prophets, Imams, their students, Gnostics and knowledge The most general limitless type of education Moqadamat and Sat’s Public Maktab Read, write and understand the rules of religion Has no specific organization No limits regarding age, duration of education, beginning of education and, … Individual verbal, and memory- centered teaching Children graduating from mosques and the plurality of students Quran, Hadith, Fiqh and calligraphy and literature Clerics and tutors The children of the rich and the public Moqadamat Public School Familiarity with intellectual and traditional sciences Organized and relatively regular Order starting date and duration of study Teacher- centered, based on sources and books Response to specific needs of the society and being more specialized sciences Quran, Hadith, interpretation, mathematics, logic, philosophy, and astronomy Scholars, jurists, and scholars Desciples and young scholars Sat’h and Kharej Governmental mineralogy, etc.
72 The Scientific Journal of NAZAR research center (Nrc) for Art, Architecture & Urbanism Conclusion From the beginning, the formation and development of the educational system has been based on the requirements of the educational, political, and social system, the impact of other countries, as well as varied global modernized phenomena and in every period, it has been completely transformed."