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Abd-Al-Hamid Noghrehkar,
Volume 4, Issue 3 (12-2016)
Abstract

In order to achieve a new Islamic civilization, in between science topics such as creating works of art and architecture, it is necessary to present a conceptual model and a foundation. In terms of structure and process, this model should be comprehensive and content of each stage of the sources must be explicated according to islamic rules. In addition, this model should provide a structure, so that we can evaluate the quantitative and qualitative aspects of human processes and we should be able to  criticize it.  In thishandbook we have explain the human processes in five stages andcompulsory human processes (based on Figure - 1) are explained.

In the first stage: determination (world and people) Islamic point of view :
 At this stage of actual and potential positive and negative tendencies of human beings and their needs and their relations with each other and the world of the comparative study and analysis between Islam and other schools in the world. This step is important threads about anthropology, epistemology, god, ontology, sociology, philosophy, history and the human relationship with the natural environment and artificial world as a whole. Of topics (beliefs)and the above categories (needs and instinctive inclination) people and the concept ( Aesthetics) will be concluded by the Islamic laws.
In the second phase: the category (motivations and intentions) is voluntary and optional for every human beings.
From the perspective of Islamic motives, it is classified in five (solvents, recommended, permissible, detestable and forbidden) categories. They are called (five basic sentences ).
In the third phase: one based on perception internal motivations (conceptual and divine) wants to practice or work in the natural world, made in(Material and natural forms). Islam (the Shia school) has ten principles to concepts and forms of expression in the world of nature, which is subjective. . The humanitarian principles enables (artists, architects and urban planners) to make a detailed program and so would realize the conceptual and temporal and spatial learning with respect to the total circumstances of time and place in the natural world.
In the fourth phase: Based on the previous steps and talented person (speech, behavior or works) is produced which generally is manifested in the phenomenon of his ideas.
From an Islamic perspective, the phenomena like (incarnation) or (neutral), are nothing but a sign, such as human relationship with his own image.
In the fifth phase: works of man, material and spiritual has an impact on the audience and the subject. Material impacts are a mandatory issue and are related to the overall environmental conditions. But the spiritual influence is optional and depends on the relative audience. Artists and audiences have also two linkages. A relationship (innate, kind, eternal and fixed) and one type of relationship (relative, multiple, variable) is dependent on the total circumstances of time and place.

Islamic culture in the Shiite-based research methodology of this thesis is based on two source (wisdomand story). The above data through methods (logic) and (commentary - analysis) are investigated and approved.
According to Islam, what is (scientific), is rational and what is rational, is (Islamic) and the sources and bases of the above can be assessed and approved. In the process of this treatise, the relation of Islamic ideology with each one of the above-mentioned sources and bases will be discovered, assessed and compared with other competitive ideologies. At the end two tables will be introduced to assess the human processes. In the first table the quality impacts and content impacts will be studied and reviewed (figure number-2).
And in the second table, the effect of quantity and engineering work will be evaluated. (Figure - 3)
It can opens the door to reform of educational programs on topics such as between knowledge like (arts and architecture and urbanism).
And methods of research and design and construction management processes at all levels, are from an Islamic perspective and assist the executives and experts to assess the effects of those works.


Abdolhamid Noghrekar, Samaneh Taghdir, Salman Noghrehkar, Mahdi Soleimani,
Volume 13, Issue 4 (1-2026)
Abstract

In line with achieving the New Islamic Civilization and the objectives outlined in the "Second Phase of the Islamic Revolution," the overarching approach in architectural education must focus on realizing "Islamic-Iranian identity" through revised curricula and course content while avoiding imitation and direct translation of foreign methodologies. Consequently, the Faculty of Architecture and Urban Planning at Iran University of Science and Technology has undertaken significant measures to revise and enhance its architectural educational programs, explicitly aimed at embedding Islamic and Iranian identity into educational processes. This research aims to propose effective strategies and methods for teaching architecture courses based on extensive discussions and studies conducted by expert faculty members across four primary architectural disciplines. The research methodology employed is grounded in logical reasoning and adopts a holistic Islamic approach, comprehensively examining its relationship with these core architectural subjects. This methodology serves to analyze key concepts and align them with fundamental Islamic cultural principles and specific Iranian contexts in architectural education. The proposed strategies derive from comparative studies of architectural education across various institutions in Iran and internationally, complemented by over 30 hours of specialized consultations and expert workshops hosted by the Architecture Department at Iran University of Science and Technology. The recommended educational framework highlights several primary approaches: human-centered processes in architecture, viewing architectural design holistically, from "whole to part" and "idea to realization," within a cause-and-effect framework; the Islamic divine school, recognizing the essential integration of Islamic beliefs, laws, and values into architectural design; material and formal selection, emphasizing the dependence of human-centered architectural processes on specific temporal and spatial conditions and the integration of scientific and empirical findings; and preparatory educational background, incorporating foundational theoretical and engineering courses to adequately prepare students for advanced architectural design. These approaches not only strive to embed Islamic and Iranian identity within architectural education but also critically examine human processes and architectural outputs through Islamic perspectives on aesthetics, art philosophy, and stylistic principles. Ultimately, this program aims to systematically revise architectural curricula and course content to contribute substantively to realizing the "New Islamic Civilization" through principled, scientifically-grounded architectural education in Iran.


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