Showing 6 results for Evolution
Mansoureh Mohseni,
Volume 7, Issue 1 (5-2019)
Abstract
Educational spaces in Iran took the formal identity of "schools" after "Nezamieh" education centers were introduced by Nezam-olmolk during the Seljukid period. Some structural elements such as cells, porches and courtyards, etc. were included in school buildings and a new kind of structural pattern emerged within them. However, enhancements of architectural techniques in the following historical periods as well as cultural, social and political facts and conditions did lead to some types of changes within the physical structure of school building elements in Iran.
The present paper assumes that physical structure of Iranian school buildings has experienced a line of evolution and enhancement from Seljukid era into Ghajar period. The present paper is aimed to explore the characteristics of architectural structure within Iranian Schools at each historical period as well as the trend of changes in those structures. The present paper uses a descriptive, analytical and case study methodology to collect and analyze the data. The data were first collected using library sources and through field studies in some cases. The data were initially presented using a descriptive method and then they were evaluated through an analytical and adaptive method. Study results show that school buildings in each historical period have evolved with certain physical structures while various changes have been applied in order to guarantee that residence place, education space and religious elements of the building are provided more desirably. As some reference, the cells were initially consisted of a single space and were in immediate contact with courtyards. Then they evolved into a multi-partition space which included small size porches and larders. Also porches were initially used as educational spaces and in some cases functioned as religious spaces. However, as the time passed, the porches transformed into wider and lighter spaces as they were needed to facilitate the education through larger rooms for more students. Meanwhile, the porches which were essentially places for worship, were replaced by vaults and naves as worship places within the school buildings. So the significance of worship spaces goes to such a height in Ghajar period that school buildings transformed into a mosque-school identity. As the schools were expanded, the process of admission and entrance to the schools was changed in some ways. In general, the results of the study proved the hypotheses stating that physical structures of school buildings have evolved from Seljukid period into Ghajar period in sense of characteristics of main building elements and the space configuration and patterns.
Alireza Andalib, Akbar Kazemzadeh,
Volume 8, Issue 3 (12-2020)
Abstract
Our land, Islamic Iran, which is the mother of all our history, tradition and culture and has always remained steadfast in its historical mazes and upheavals, has not been in good condition for a long time. In such a situation, it is necessary for all those who have somehow risen from this land and have their own identity, to commit themselves to this situation in a committed and compassionate manner and to achieve the desired situation, and to follow its path for the benefit of the future generation and the children of this motherland to reach the true goal of the substantiation of the new Islamic civilization.
Therefore, compiling the country's development documents is a complete necessity, especially the compilation of the spatial management and planning document which according to its scope and effectiveness, is the most fundamental developmental document and the most coherent for all planning documents essential to the country's progress. The above process will have, and as a comprehensive document, it can be the pact of all those involved as a favorable feature of the planning of the optimal spatial organization for the country's development, with providing a comprehensive and integrated approach.
To this end, this article seeks to provide an entry to explain the fundamental dimensions of modern Islamic civilization in the compilation of documents for the country’s development. In particular it concentrates on the spatial planning documentation. The present article is in line with the problem, objectives, and nature of research in the field of basic research, in which the method of content analysis and the use of documentary studies and the analysis of secondary data have been used. The research results show that "the nine fundamental dimensions of justice, health, security, knowledge, spirituality, freedom, wealth, power and dignity" as well as comprehensive, balanced and sustainable development from the Islamic perspective must be considered in compiling the country's development documents as three key components in the substantiation of the new Islamic civilization.
Salman Noghrekar,
Volume 9, Issue 4 (11-2021)
Abstract
If we consider the main mission of architects to be "organizing the place of human life in the context of the environment", then understanding "man and the environment and the relationship between the two" will be the basis of their design decisions. This knowledge includes both areas of "beings and musts" that if it is based on "intellect and revelation", the resulting architectural principles can be rational and Islamic, and the architectural works based on it can also be called "Islamic architecture". So far, various views on Islamic architecture have been proposed, the origins of which can be categorized from two sides. On the one hand, Islamologists have moved towards the principles and principles of architecture by using Islamic sources, and on the other hand, architects and urban planners have left their specialized position in search of Islamic architectural principles by referring to these sources. This research begins with the aim of proposing a "unifying and efficient" structure to explain the relationship between "architecture and Islam" and seeks a comprehensive model for combining and composing the components of the two categories. Our question is, "How can Islamic teachings be used comprehensively and practically in architecture?" The direction of the research is that while explaining the two categories of "Islam and architecture" with the method of content analysis and logical reasoning, an attempt is made to compile the basic concepts of these two categories by modeling. The research findings indicate that Islamic teachings can be classified into three areas: "theoretical and practical wisdom and Additional wisdom". Architecture can also be explained from three perspectives: "systemic, philosophical, strategic", the common chapter of which is the four main pillars in architecture. The combination of these two categories (three fields of Islamic wisdom and four components of architecture) provides a good capacity to organize a "school of Islamic architecture". The result is a tabular structure with 40 cells, the content of which must be supplemented by the teachings of Islamic wisdom, and can be useful in "guiding Islamic architectural research." The result of the research will be to present a unifying model to the set of views in the form of a relatively comprehensive structure, which is one of the preconditions for the formation of the "Islamic-Iranian school of architecture" on the eve of the second step of the revolution.
Abdolhamid Noghrekar, Salman Noghrekar,
Volume 12, Issue 4 (12-2024)
Abstract
A suitable and effective research methodology is a primary guide for humankind in understanding and uncovering the nature of existence, the truths of “the world and humanity,” and their interconnections, ultimately facilitating humanity’s journey toward higher purpose and ensuring their lasting well-being and eternity. Unfortunately, in recent centuries, Western culture, having distanced itself from “divine doctrines” and adopting a strictly materialistic approach to “the world and humanity” that views human beings through an animalistic lens, has established a “particularist” research method—rooted in “sensory, empirical, instinctual, and statistical” approaches—within educational and research institutions globally. This methodology excels in identifying the “material and formal” causes of natural phenomena, enabling the Industrial Revolution and fostering “power and wealth” for Western countries, often at the cost of “exploitation, colonization, and enslavement of other nations.” However, these advancements have simultaneously led to “alienation and dehumanization of people worldwide,” creating environmental crises, class conflicts, depression, hopelessness, and rising suicide rates, among other issues. In contrast, the Almighty, through the mission of all His prophets, has highlighted the unique “rational and spiritual” attributes of humans that distinguish them from animals. By providing infallible sources and foundations—namely, the “Quran and the traditions of the infallible”—He has introduced a research approach that emphasizes the “holistic and all-encompassing Islamic” methodology, which is primarily oriented toward explaining humanity’s “elevated and eternal journey” and the achievement of a virtuous life. This article evaluates, compares, and contextualizes the above two methods by employing “logical reasoning and interpretive” techniques based on the infallible Islamic sources of the “Quran and authentic traditions.” Reforming research methodology courses in universities is a critical and essential step toward the Islamization of universities, aligning with the Supreme Leader’s strategic vision of “establishing a new Islamic civilization with an Islamic-Iranian identity” and avoiding the “translation and imitation” of Western culture, which is incomplete, deviant, anti-humanistic, and counter-evolutionary.
Phd Isa Hojat, Phd Seyed Yahya Islami, Phd Seyed Ali Seyedian, Ms Sara Motevalli,
Volume 13, Issue 1 (4-2025)
Abstract
Vernacular architecture emerges from the dynamic interplay between human societies and their natural environments, embodying centuries of adaptive wisdom. However, the transition to modernity has precipitated a decline in this architectural tradition, contributing to today’s environmental and cultural crises in the built environment. This study examines the evolving conceptualization of vernacular architecture through a developmental lens, seeking to uncover sustainable principles that transcend temporal and spatial boundaries.
Employing a qualitative, historical-analytical approach, the research systematically reviews existing literature and conducts a meta-synthesis of vernacular architecture’s trajectory—from its earliest manifestations to contemporary expressions. Using Gephi software for network analysis, the study identifies and evaluates key criteria through pairwise comparisons, ultimately developing a super matrix of influential components.
The findings reveal vernacular architecture as a fluid, dynamic concept comprising two fundamental clusters: geographic (climate, natural resources, flora/fauna) and human (physical, economic, social, cultural, spiritual, artistic, and technical factors). These interact to produce 43 timeless sub-criteria that shape architectural expression. Crucially, the study demonstrates that vernacular architecture is not confined to historical contexts but continually re-emerges through contemporary human-environment interactions. This research challenges static perceptions of vernacular architecture, proposing instead a framework for adapting its core principles to modern design challenges. By distilling these universal yet adaptable criteria, the study provides architects with a methodological approach to reintegrate sustainable, context-responsive values into contemporary practice—bridging traditional wisdom with current needs while addressing pressing environmental concerns.
Gholamhosein Memarian, Zahra Najafi,
Volume 13, Issue 4 (1-2026)
Abstract
Type and typology are among the most significant theoretical discussions in architecture, attracting the attention of numerous researchers over the past two centuries. This paper focuses on one of the prominent scholars in this field—Gianfranco Caniggia—and explores various definitions of type and typology while examining their intellectual foundations. Although the founder of this school of thought was Saverio Muratori, it was his students who disseminated the ideas of this innovative architect. Caniggia, through the publication of several books during his lifetime, developed a distinctive method for describing and analyzing Muratori’s theoretical concepts, to the extent that some have termed his approach the "Caniggia School."
In this article, drawing on various sources—most of which are in Italian—we present Caniggia’s perspective and endeavor to articulate the theoretical underpinnings of each discussed topic. In the end, it becomes evident that the diverse definitions of type and typology proposed by Caniggia are framed solely within the material-physical dimension, as well as within the context of time, space, and material history.
