Journal of Researches in Islamic Architecture

Designing patterns of doorways of houses of Pahlavi period in Tehran

Azita BalaliOskoyi

The Pahlavi era in Iran coincided with the emergence of various movements that influenced different aspects of people’s lives, providing fertile ground for the expression of architects’ creativity and talent. Along with these developments, the physical structure of cities underwent significant transformations. Among them, changes in the function of urban passages led to a shift in architectural character—from introversion to extroversion. Consequently, openings and windows acquired a more prominent role in shaping the urban façade and landscape.
In contemporary Iranian architecture, however, this valuable heritage has been endangered in recent years due to rapid demolitions and renovations carried out without regard for the existing historical structures.
The purpose of this article is to analyze the typology and identify the archetypal patterns underlying the formation of window forms. The research method is descriptive-analytical, and the approach is qualitative. This study aims to answer two main questions:
1. Into how many categories can the dominant formal patterns of openings in Tehran’s Pahlavi-period architecture be classified?
2. What are the origins of each of these dominant formal patterns?
To achieve this, approximately 1,000 houses were analyzed. Patterns with formal similarities were identified and categorized into several groups: pure patterns, shape patterns, free spiral, ram’s horn spiral, single spiral, regular spiral, composite spiral patterns, composite patterns, floral and vegetal motifs, and forty-piece compositions. Based on these general classifications, a fundamental pattern was extracted for each category.

A Comparative Study of Shi'a and Sunni Mosque Architecture Based on Jurisprudential Foundations (Quranic Verses and Hadiths) of Islamic Schools of Thought

Davod Ranjbaran

Understanding the jurisprudential teachings of Islamic schools of thought is essential for appreciating Islamic art and architecture, as it reveals reveal broader dimensions of Islamic wisdom expressed through built forms. The mosque, as the most comprehensive architectural typology in Islamic culture, serves as a significant reflection of Islamic beliefs. To fully grasp mosque architecture, one must acknowledge the doctrinal principles of the two primary Islamic sects—Shi'ism and Sunnism. A comparative analysis of mosques associated with these sects not only highlights their architectural features but also illuminates the cultural and historical contexts across various regions of the Islamic world.
This research investigates how the jurisprudential principles of Shi'a and Sunni Islam shape mosque architecture, identifying both similarities and differences. The study examines Quranic verses and Hadiths from each tradition to extract key jurisprudential foundations and analyzes five Sunni and five Shi'a mosques from the Qajar period located in the provinces of Kurdistan and Kermanshah. Through comparative analysis, the research identifies points of convergence and divergence.
The findings reveal that the jurisprudential principles of both sects influence mosque architecture in both direct and indirect ways. Consequently, the physical components of the mosques are categorized into five distinct groups, evaluated according to their respective sectarian principles. The analyzed Shi'a mosques exhibit a stronger alignment with jurisprudential elements specific to Shi'a doctrine and demonstrate a more pronounced civilizational significance in their architectural expression.

Typology of historical houses in Isfahan, from the Safavid era to the late Qajar period

Mohsen Dehghani Tafti

In contemporary times, the neglect of past architectural methods and their identity has impacted the quality of modern housing. However, understanding and studying the structure of historical houses can serve as a bridge linking traditional architecture with today’s residential design. Iranian historical houses were always constructed in harmony with their geographical context and in response to diverse cultural and livelihood needs. Among these, the historical houses of Isfahan stood out as some of the most prominent examples, warranting deeper analysis.
This study aimed to identify and analyze the construction patterns of houses in the city of Isfahan through a typological approach. The research focused on 33 Muslim-inhabited houses located in Isfahan's historical fabric, spanning from the Safavid era to the late Qajar period. The methodology was qualitative and based on typological classification.
The findings revealed that the historical houses of Isfahan could be categorized into three primary types based on the main spatial element located on the central courtyard’s main façade: Shekam-Darideh (cross-shaped plan), Talardār (with a central hall), and Iwandār (with a portico). Each of these types reflected distinct physical structures and spatial-constructional systems associated with specific lifestyles. In the Shekam-Darideh type, a cruciform space was located along the courtyard’s central axis, influencing the courtyard's overall appearance. The Talardār type featured a rectangular hall with a flat roof, placed on the main axis of the courtyard. In the Iwandār type, a columned portico dominated the main façade, typically flanked by adjacent rooms such as traditional three-door or two-door rooms. The Iwandār type was structurally simpler, incorporating three spatial categories: open, semi-open, and closed. Each typology offered unique capabilities to meet residents' needs under various conditions.

Theoretical and practical geometry analysis of cornering and connection points in Chapirah

Ahad Nejad Ebrahimi

Karbandi is a type of covering that consists of a combination of arched lintels (narrow arches). And it can be applied to roof coverings in various ways. One of the methods that Iranian architects have used to build Chapireh is the use of karbandi. Which is used in various parts of corner making, including cornering or Shekanj. And the various contexts in which the dome has been implemented have enabled Karbandi to create architectural beauty in addition to structural behavior. And in designing the layout on its grounds; determining the connection points and theoretical and practical geometry is considered a vital step. Because each karbandi has a certain theoretical and practical geometry. In the present study, the connection points and theoretical and practical geometry in two fields of square and rectangular karbandi implemented in corner construction will be examined. This research is a qualitative research type, which is done using a descriptive-analytical method and the necessary information was obtained through library studies and sample analysis. Therefore, in order to achieve the results of this research, the use of corner construction in various buildings was first examined. The plan and three-dimensional view of each of the structures were examined and analyzed in terms of practical and theoretical geometry. The results of the research show that a) corner construction can be divided into two categories: shape and field. In terms of shape, it can be applied to two categories: square and rectangle, and in terms of field, it can be applied to two categories: 2) The theoretical and practical geometry of cornering in the field of squares and rectangles is not the same. For a two-dimensional drawing, the number obtained from counting the butterflies must be added to the number 4, but for three-dimensional modeling, there is no need to add the number 4. 3) The theoretical and practical geometry of the connection points are not the same. To implement and model a karbandi, the connection points (d) obtained from counting the rows must be subtracted from the number 1 because when we do not subtract the number 1 and start implementing and drawing, an additional butterfly row is created in the karbandi, which is not correct.

Explaining the Levels and Characteristics of Inner Space in the Rock shrine Ghadamgah of Azarshahr

zeinab hayati

The concept of "inner space" (Daroon) as a fundamental quality in architecture of worship place plays a decisive role in shaping the experience of presence. However, today, this quality is often weakened due to the dominance of formal and functional aspects, necessitating a systematic and analytical redefinition. This research aimed to formulate an analytical framework for the concept of "inner space," examine its manifestation in the rock shrine Ghadamgah in Azarshahr, and conduct an analytical comparison with contemporary architecture of similar typologies. Employing a qualitative-interpretive method and a case study strategy at the mentioned site, the study sought to answer two primary questions: first, what are the orders, levels, and characteristics of the concept of inner space in architecture from the perspective of theorists; and second, how is the inner space defined in the architecture of the rock shrine Ghadamgah of Azarshahr. Data were collected through systematic field observations, physical documentation, and library studies, and were analyzed using an interpretive synthesis approach, with validity ensured through a triangulation strategy.
The findings reveal that "inner space" is a relational and generative phenomenon formed through the interaction between the human and the space in a three-level hierarchical process: (1) At the structural level, strategies such as enclosure, emphasis on mass, and symbolic lighting create a meaningful physical context. (2) This context enables patterns at the functional level, including movement guidance and focus on a center. (3) The user's interaction with these two layers leads to rich experiences at the semantic level, such as a sense of immersion and spiritual connection. The main achievement of the research is presenting a three-level analytical model of inner space. Applying this model as a critique criterion shows that the weakening of inner space quality in many contemporary of worship place typologies is primarily the result of an unbalanced attention and the excessive dominance of the structural level (visual grandeur and scale) at the cost of neglecting the actional and perceptual levels (privacy, stillness, and sense of belonging). From a practical perspective, this framework provides a design guide that emphasizes the necessity of creating a systemic balance between form, function, and experience.

Analysis of the Effect of Muqarnas Geometric Framework on the Type of Shamseh in Asghar Sha’rbaf’s Muqarnas Designs Case Study: Designs with Plans of More Than Four Sides in the Book Selected Works

Elham Rezaei

Drawing muqarnas within circular and elliptical geometric frameworks does not impose any limitation on the choice of rosette (shamseh) due to the absence of corners in the plan. In such cases, designers can freely select the rosette without concern for alignment with the angles of the geometric framework. However, when the geometric framework contains multiple corners, selecting an appropriate rosette becomes a significant design challenge, as it must respond to the framework and coordinate its radial angles with those of the geometric framework. This coordination may involve the intersection of the rosette’s radial extensions with the corners of the framework, or alternatively, the geometric framework may play a passive role in guiding the choice of the muqarnas rosette. Considering the extensive experience of Asghar Sha’rbaf, a recognized master in muqarnas design, and analyzing his documented works in the book Selected Works, the present study investigates this issue across a collection of his designs. The research specifically addresses the following questions: How do the corner angles of the geometric framework influence the selection and construction of the rosette? In Sha’rbaf’s polygonal-geometric-framework designs, are rosettes drawn with equal radial angles, or do they display deliberate variations to achieve geometric harmony? The main objective is to evaluate how geometric frameworks with plans exceeding four sides affect the form and alignment of rosettes in Sha’rbaf’s muqarnas designs. By examining the relationship between the rosette and the underlying geometric framework, this study not only enhances the understanding of muqarnas plan geometries but also provides practical guidance for selecting and accurately drawing rosettes in complex designs. Data were collected through extensive library research, scanning and documenting muqarnas designs, and analyzing the results using planar geometry and angular relationships. The findings reveal that in Sha’rbaf’s designs with geometric frameworks of more than four sides, rosettes are generally aligned with the geometric framework, meaning their radial angles extend through the corners. In cases where direct alignment is absent, the corners are instead coordinated with the axes of some horizontal elements. Slight variations in radial angles indicate that rosettes are not always perfectly regular, allowing them to adapt and maintain overall geometric harmony with the geometric framework.

A Multilevel Evaluation Model for Active Physical Learning Environments: A Comparative Study of the Phillips, Reeve, and McCloskey Models

Mahdi Hamzenejad

The physical learning environment plays a critical role in shaping the quality of students’ learning experiences, particularly through its interaction with motivational and cognitive processes. Despite their foundational significance in explaining various dimensions of learning, the two prominent theoretical models—Reeve’s Student Engagement model and McCloskey’s Executive Functions model—have rarely been explicitly utilized in the design and analysis of physical learning environments. Furthermore, a comparative exploration of their complementary and integrative analytical potentials, particularly in the context of the physical environment, represents a notable research gap. Addressing this gap holds promise for enhancing both the theoretical foundation and practical strategies in the design of learning spaces. Therefore, this article aims to examine the potential of Reeve’s motivational model and McCloskey’s executive function model for analyzing the physical learning environment. By focusing on learners’ internal processes—namely, types of engagement in the former and executive functions in the latter—these two models offer a framework in which the physical environment is not seen as a neutral backdrop, but rather as an active factor in shaping learning experiences. The central research questions are: What dimensions and indicators does each model propose for analyzing the physical environment in relation to student learning? What are the contributions of a comparative analysis of these two models to understanding and analyzing the physical learning environment? Accordingly, this study employs a comparative analysis with a qualitative approach, using documentary and library research as the data collection method. To this end, the two selected theoretical models—Reeve’s model, which focuses on motivation and types of student engagement, and McCloskey’s model, which emphasizes cognitive executive functions—were first examined in terms of their foundational concepts, internal structure, and applications in learning environments. Subsequently, through conceptual content analysis and deductive inference, the potential of each model to analyze various dimensions of the physical learning environment—including spatial organization, functional uses, physical elements, and formal properties—was investigated and compared. The aim of this comparison was to identify the distinguishing and overlapping features of the two models in analyzing the physical learning environment and to clarify their roles in explaining the characteristics of effective physical environments for learning. Reeve’s model, grounded in Self-Determination Theory, emphasizes the teacher’s role in supporting students’ autonomy and fostering behavioral, emotional, cognitive, and agentic engagement. In contrast, McCloskey’s model focuses on brain-mind executive functions structured into clusters and performance arenas, offering a neuropsychological perspective on the learner’s interaction with the environment. A comparative study of Reeve’s psychological model and McCloskey’s neuropsychological model reveals that each framework, grounded in distinct theoretical foundations, addresses complementary aspects of the relationship between physical environment and learning. The dimensions and indicators of the two models can be analyzed from two perspectives. At the conceptual dimention, Reeve’s model focuses on intrinsic motivation driven by psychological needs (autonomy, competence, relatedness) and the multiple dimensions of engagement (cognitive, emotional, behavioral, and agentic). In contrast, McCloskey’s model emphasizes the neurocognitive processes underlying learning by proposing clusters of executive functions (Attending, Engaging, Monitoring and Adjusting, Performing Efficiently, Managing Memory, Inquiring Reflectively, and Problem Solving), along with four contextual arenas in which these functions operate (intrapersonal, interpersonal, environmental, and symbolic systems). At the methodological dimention, Reeve’s model is applicable in studies of the physical environment that focus on measuring motivation and observing types of engagement. Meanwhile, McCloskey’s framework is suitable for evaluating the physical environment from precise cognitive perspectives, analyzing mental functions, and designing interventions based on cognitive neuroscience. These methodological differences are reflected in the types of assessment tools, levels of analysis, and nature of data employed. At the practical dimention, Reeve’s model, with its focus on intrinsic motivation, psychological needs, and multifaceted engagement, provides a rich conceptual framework for analyzing the physical environment from a motivational-social perspective. McCloskey’s model, on the other hand, offers an analytical basis for assessing the physical environment in terms of its support or hindrance of neurocognitive functioning based on executive operations. Ultimately, both models enable the analysis of physical learning environments in terms of their alignment with motivational and executive mental needs and support for self-regulatory processes. Accordingly, Reeve’s model is particularly useful in analyzing and designing learning spaces that emphasize motivation, choice, interaction, and learner-centeredness. It is especially applicable to the design of motivational spaces that promote positive emotions and active engagement, offering flexibility, personalization, and suitability for small, medium, and large group activities. Conversely, McCloskey’s model Is effective in analyzing environments that require minimized distractions, enhanced concentration, spatial order, and quick feedback. It emphasizes efficient spatial organization, visual clarity, and the design of personal and group spaces aligned with cognitive goals such as inquiry and problem-solving. In conclusion, these two models are not in conflict but are analytically complementary. Their integration offers a synergistic perspective on the motivational and cognitive dimensions of the physical learning environment. Combining insights from both models allows for a deeper, multilayered, and more integrated analysis of the relationship between physical space and learning. Such an approach offers educational space designers, educational psychologists, and learning researchers a comprehensive framework for designing environments that support both learner motivation and cognitive functioning.