Analysis of the Relation between Perception of the Time Concepts and the Critical Approach of Architectural Students to History; Case Study: Architecture Students of Islamic Azad University of Qazvin

Analysis of the Relation between Perception of the Time Concepts and the Critical Approach of Architectural Students to History; Case Study: Architecture Students of Islamic Azad University of Qazvin

In the process of time perception, humans continually try to find the link between the past, present, and future periods. This matter becomes more important, when one tries to understand the events and their outcome; both in the daily dialogue of humans and in the critical encounter with history. Truly, how much do the current events affect our reading of the future? Or, to what extent can our expectation from the future change the interpr etation of past events? Thinking about such issues further illustrates the importance of the concept of time. This article will answer the question: “What is the relationship between the various types of concept of time in the daily life of the students and the definition that they have achieved in the academic environment?” Our assumption is: “Although the patterns of daily behavior of students can be the same, but the acquired commentary of architecture students to the concept of time is different from each other; due to learning in architecture.” Also, the statistical population in this study is the architecture students, and the architecture students of Qazvin Islamic Azad University (QIAU) have been selected as a sample population. In the process of writing, first, the data collected in a logical reasoning method determine the theoretical framework of the article; and then the research findings are obtained with a survey approach and the questionnaire. Based on the results obtained, although the daily life of architectural students demonstrates the high role of linear conception, the multi-active concept of time has the highest impact on their critical view of rchitectural narratives, and on the student’s acquired commentary. Such an approach leads students to a complex understanding of historical narratives.