Miss Maryam Soleimani, Dr Isa Hojat, Dr Parisa Hashempour,
Volume 9, Issue 1 (5-2021)
Abstract
Complexity and conflict are some of the strategies to increase visual diversity, which is less considered today in the context of extensive construction and adherence to the universal, inclusive model. This issue has led to long-term boredom in contemporary homes. However, the factors of contradiction and complexity are seen in the visual diversity of traditional architecture. In this way, the set of opposites as a strategy for creating some visual difference is one of the essential items that can reduce architectural space's uniformity. In this regard, since the utilization of the contrasting phenomena has some different consequences in architecture space organization (from positive to destructive impact) so, it must be evaluated in a valuable physical environment where this concept of conflict is well traceable. One of the most useful settings can be considered to be a case study for assessing the utilization of the opposite phenomena, is the traditional architecture in Iran. This architecture is full of exemplars that can be useful for learning architectural design. In this research, because of the undeniable quality of traditional houses in Yazd, these houses selected as research case studies. What follows in this discussion is a qualitative assessment of the traditional homes for finding the kind of the opposite phenomena and the process application to use them. In this study, the research method is based on grounded theory, and the field information was collected in two sections: open interviews and observations. The results of this research show that Structural and visual elements of the traditional houses in Yazd consist of the positive association of conflicting elements that you can experience in different situations. The results of this study indicated that the physical and spatial structure of traditional houses in Yazd had provided conditions where one can experience a positive association of opposites in different situations. In this process, it was found that the types of opposites that can be classified into four types of sensory, perceptual, visual, and symbolic contrasts increase the best understanding of the phenomenon, respectively, balance the totality of space, increase diversity and increase the semantic load of space.
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.
