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Volume 8, Issue 3 (12-2020)
Volume 8, Issue 3 (12-2020)
Abstract
Review and change in architecture education, firstly periodically and secondly in the current situation of the country, is a necessity. Because of the current program and topic are defective in two parts. In the "theoretical arena", the impact of "Doctrines of Islamic Wisdom" on the foundations of education is small and the program has not been revised, changed and modified after the initial compilation, in accordance with the "indigenous needs of the country" in a dynamic and intelligent way. That is, it is not in harmony with the ideals and values of the revolution, nor with the realities of the country and the needs of the people. In the "practical field", the mechanism of implementing architectural education is not a purposeful system and does not work as a whole in order to fully develop qualified architects. The result is that graduates of this field, after the training course, do not achieve the balanced growth of individual human resources (actual goodness) nor do they have the efficiency of the architectural profession necessary to meet the needs of society (current goodness). The low level of architectural quality of the country today, both in terms of science and technology, as well as in terms of art and the fact that the works have their own originality and identities, is a proof of this claim.
Solving this problem requires reflection on the Architecture curriculum. In this regard, the Council for the Transformation of Humanities and Arts informed the Ministry of Science of the four approaches of "updating, localization, efficiency and Islamization" as a basis for review and transformation, and it was decided to review the Architecture curriculum and topics based on these approaches. The purpose of this study is to find practical solutions to the effectiveness of these four approaches on architecture education. The research question is "What are the solutions to achieve this goal?" For this purpose, by selecting the courses "Introduction to Architectural Design" and by the combined research method "Logical Reasoning and Case Study", exercises were designed and tried to have a relative comprehensiveness, then it was performed with the participation of students and with the technique of "content analysis" The answer to the question was revealed.
The studied samples are from two groups of students in the introductory course of architectural design 1, 2 and 3 in Teacher Training University. The research findings indicate that a fundamental change in order to achieve this goal should be made in the three main pillars of the course, namely "purpose, content and teaching method". Accordingly, by designing "enriched exercises", while developing the three skills of "understanding, creating and expressing architecture" in the student, it is possible to provide the ground for orienting these skills in line with the four mentioned approaches and "updated" engineers. And "efficient" and trained people to serve "Islamic Iran".
Dr Mahmud Rezaei,
Volume 12, Issue 2 (6-2024)
Volume 12, Issue 2 (6-2024)
Abstract
The article seeks a meaningful relationship between design-oriented academic courses in Iran, such as architecture and urban design courses, and three normative characteristics namely “Islamization”, “indigenization” and “up-to-dating” as a standard imparted by the Cultural Revolution Development Council in Iran. For this, the article uses ‘Knowledge Mobilization’(KM) as a key global concept to apply those three qualities. Knowledge Mobilization means more application of knowledge or better use of it, which means reducing the distance between theory and practice. Four steps are recommended in improving the quality of research and increasing its impact in the society:
1. Ground the research question or problem in concrete and observable phenomena in order to appreciate and situate its multiple dimensions and manifestations. 2. Develop plausible concepts and models that represent the main aspects of the observed phenomena and that thereby provide a base for new theories to address the central research question. 3. Use appropriate methods to design the research and obtain empirical evidence of the concepts and plausible models for examining the question about the phenomenon being examined. 4. Apply and disseminate the research findings to address the research question from the perspectives of different academic and practitioner users (Van De Ven & Johnson, 2006, p. 810)
Examining the impact of this global concept with common initiatives in Iran with the titles of efficiency, Islamic, ruling, local and modernization has not been compared so far. Also, in intermediate knowledge, for example, between the disciplines of art, technical sciences, humanities and social sciences, such as the disciplines of architecture and urban planning, which have a “design-oriented” nature, the distinction of this concept and its application has not been made much either in the world or in Iran. These fields of academia include workshops and studio course formats which makes them totally apart from the other disciplines. The research thus aims to find more effective methods to apply the norms into the courses.
The relationship between the educational system, the experts or professional environment and the organizations related to urban management and most importantly the residents and the people can enrich the employment, development and participation. Also, the free presence of academics, professors, and students can introduce world literature and theories to the people with representative planning and implement scientific dimensions. In this way, establishing a relationship between the university and the profession causes employment and more efficiency of students’ activities, and their efforts are prevented from being wasted (Noorian and Rezaei, 2015).
Abdolhamid Noghreh-kar has shown that the relationship of “Islamic wisdom” with human processes, including the creation of works of art, architecture and urban planning, has five stages (idea, motivation, method, product, effect). Each stage has its sources and foundations, which identifies the direction, goals and results of the whole process. Therefore, the realization of a new civilization with an Islamic-Iranian identity cannot be an imitation of the current situation, the past or other civilizations. Rather, each stage should choose its sources from the Islamic school, i.e. Islamic beliefs and teachings, rulings, ethics, and Ijtihad solutions. According to his “Theory of Salam”, every architectural work can be evaluated from two spiritual and engineering dimensions - each in six factors. The spiritual dimension has general, qualitative and top-down characteristics, timeless and placeless conditions. But engineering dimensions have minor features, slightly from bottom to top and interrelated to time and place conditions. According to this theory, every architectural work goes through five stages of creation and in each stage it can be evaluated according to six factors. Out of these five stages of creation, three are knowledge and insight, intention and motivation, the practical method related to the architect. The fourth step is the architectural effect itself and the fifth step is its effect on the audience. Therefore, in evaluating works, all five stages should be measured with six spiritual factors and six engineering factors. This theory was proposed to explain the road map of modern Islamic civilization in the working group of art, architecture and urban planning (Naghrekar, 1401; 1395).
The research method is a combination of in-depth interviews and theoretical saturation. First, the texts related to “Knowledge Mobilization” as well as “Experiences in teaching these disciplines” from the 1950s have been reviewed and strategies have been extracted. Accordingly and based on the three fundamental characteristics of the aforementioned council, the coding content has reached theoretical saturation with the participation of professors and students. It has been determined that Islamization includes localization and up-to-dating goals. To achieve those three, “Knowledge Mobilization” is vital, which is accelerated with the help of “Studio”. The link between courses, courses with the profession, society and global science is one of the priorities in the revision of the pedagogy. The relationship of “Islamization” with the designer’s social role; “ indigenization “ with the link between the studio and the society; “up-to-dating” with the cooperation between designers and other professions, the use of modern technology, the publication of texts and the establishment of more research centers. The idea of mobilization of knowledge in the form of a workshop system, planned meetings, use of professors’ publications, skill approaches of courses is proposed in the form of pedagogies. The article highlights that the purpose of the Islamization , indigenization and updating in the matter of education should be “Knowledge Mobilization”, i.e. production, publication, exchange of knowledge, provided that it causes change and improvement of society’s policies. This mobilization of knowledge in schools of architecture and urban design will take place with a more effective studio format of teaching.
1. Ground the research question or problem in concrete and observable phenomena in order to appreciate and situate its multiple dimensions and manifestations. 2. Develop plausible concepts and models that represent the main aspects of the observed phenomena and that thereby provide a base for new theories to address the central research question. 3. Use appropriate methods to design the research and obtain empirical evidence of the concepts and plausible models for examining the question about the phenomenon being examined. 4. Apply and disseminate the research findings to address the research question from the perspectives of different academic and practitioner users (Van De Ven & Johnson, 2006, p. 810)
Examining the impact of this global concept with common initiatives in Iran with the titles of efficiency, Islamic, ruling, local and modernization has not been compared so far. Also, in intermediate knowledge, for example, between the disciplines of art, technical sciences, humanities and social sciences, such as the disciplines of architecture and urban planning, which have a “design-oriented” nature, the distinction of this concept and its application has not been made much either in the world or in Iran. These fields of academia include workshops and studio course formats which makes them totally apart from the other disciplines. The research thus aims to find more effective methods to apply the norms into the courses.
The relationship between the educational system, the experts or professional environment and the organizations related to urban management and most importantly the residents and the people can enrich the employment, development and participation. Also, the free presence of academics, professors, and students can introduce world literature and theories to the people with representative planning and implement scientific dimensions. In this way, establishing a relationship between the university and the profession causes employment and more efficiency of students’ activities, and their efforts are prevented from being wasted (Noorian and Rezaei, 2015).
Abdolhamid Noghreh-kar has shown that the relationship of “Islamic wisdom” with human processes, including the creation of works of art, architecture and urban planning, has five stages (idea, motivation, method, product, effect). Each stage has its sources and foundations, which identifies the direction, goals and results of the whole process. Therefore, the realization of a new civilization with an Islamic-Iranian identity cannot be an imitation of the current situation, the past or other civilizations. Rather, each stage should choose its sources from the Islamic school, i.e. Islamic beliefs and teachings, rulings, ethics, and Ijtihad solutions. According to his “Theory of Salam”, every architectural work can be evaluated from two spiritual and engineering dimensions - each in six factors. The spiritual dimension has general, qualitative and top-down characteristics, timeless and placeless conditions. But engineering dimensions have minor features, slightly from bottom to top and interrelated to time and place conditions. According to this theory, every architectural work goes through five stages of creation and in each stage it can be evaluated according to six factors. Out of these five stages of creation, three are knowledge and insight, intention and motivation, the practical method related to the architect. The fourth step is the architectural effect itself and the fifth step is its effect on the audience. Therefore, in evaluating works, all five stages should be measured with six spiritual factors and six engineering factors. This theory was proposed to explain the road map of modern Islamic civilization in the working group of art, architecture and urban planning (Naghrekar, 1401; 1395).
The research method is a combination of in-depth interviews and theoretical saturation. First, the texts related to “Knowledge Mobilization” as well as “Experiences in teaching these disciplines” from the 1950s have been reviewed and strategies have been extracted. Accordingly and based on the three fundamental characteristics of the aforementioned council, the coding content has reached theoretical saturation with the participation of professors and students. It has been determined that Islamization includes localization and up-to-dating goals. To achieve those three, “Knowledge Mobilization” is vital, which is accelerated with the help of “Studio”. The link between courses, courses with the profession, society and global science is one of the priorities in the revision of the pedagogy. The relationship of “Islamization” with the designer’s social role; “ indigenization “ with the link between the studio and the society; “up-to-dating” with the cooperation between designers and other professions, the use of modern technology, the publication of texts and the establishment of more research centers. The idea of mobilization of knowledge in the form of a workshop system, planned meetings, use of professors’ publications, skill approaches of courses is proposed in the form of pedagogies. The article highlights that the purpose of the Islamization , indigenization and updating in the matter of education should be “Knowledge Mobilization”, i.e. production, publication, exchange of knowledge, provided that it causes change and improvement of society’s policies. This mobilization of knowledge in schools of architecture and urban design will take place with a more effective studio format of teaching.
Abdolhamid Noghrekar, Samaneh Taghdir, Salman Noghrehkar, Mahdi Soleimani,
Volume 13, Issue 4 (1-2026)
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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