كليدواژه :
آموزش , معماري , مدارس , تيموري , صفوي
چكيده فارسي :
تعليم و تربيت از دير باز در ايران جايگاه ويژه‌اي داشته است؛ و بنا به شرايط فرهنگي و هنري، اجتماعي و سياسي هر دورة تاريخي، نمود و ظهور خاص خود را پيدا كرده است. با تغيير دوره هاي تاريخي و با پيشرفت فنون معماري و تغيير شيوه‌هاي معماري، تغييرات كالبدي در مدارس دوره‌هاي تاريخي رخ داد. رويكرد آموزشي در هر دوره به نظام آموزشي و فضاهاي متناسب با آن در ارتباط است. در واقع چگونگي تأثير سياست‌هاي نظام آموزشي بر عناصر معماري مدارس تيموري و صفوي مسأله اين تحقيق است. لذا، پرسش اصلي پژوهش به دنبال پاسخ به اين سوال است كه سياست‌هاي آموزشي تيموري و صفوي چه تأثيري بر عناصر كالبدي معماري مدارس اين دو دوره داشته است.
روش گردآوري اطلاعات پژوهش، به لحاظ نوع نتايج توصيفي-تحليلي و به لحاظ رهيافت تاريخي-تفسيري است كه به شيوه تحليل گونه‌شناختي و با شيوه گردآوري داده كتابخانه‌اي (اسنادي) و با ابزار نقشه‌خواني، سندخواني و فيش‌برداري انجام شده است. معماري مدارس منتخب اين دو دوره از منظر كالبدي بررسي شد تا روند تحولات مدارس صفوي پس از دورة تيموري مشخص شود.
يافته‌هاي تحقيق نشان مي‌دهد كه ميزان پشتيباني مالي بانيان بر ابعاد و اندازه‌ها و بسياري از عوامل ديگر مانند شيوه ساخت مدارس تأثير بسزايي داشته‌است. مفهوم آموزش در هردوره با توجه به سياست‌هاي حاكم در كشور تغييراتي داشته كه اين تغييرات بر سياست آموزشي و مفهوم مدارس و در نتيجه در كالبد و معماري مدارس تيموري و صفوي اثر گذاشته است؛از جمله تأثيرات سياست‌هاي آموزشي بر كالبد مدارس دوره تيموري مي‌توان به گسترش ابعاد مدارس، كيفيت حجره‌ها و مدرس‌ها، تأمين محل اقامت طلاب، تغييرات دستگاه ورودي اشاره كرد. اين مسئله در دورة صفوي به دليل عمومي‌تر شدن رويكرد مدارس تأثير دوچندان داشت و ابعاد و كيفيت فضايي مدارس را متأثر كرد. عمده‌ترين دگرگوني‌‌ها در دو دوره، پاسخ به تأمين فضاي اقامتي، آموزشي و نيايشي مطلوب‌تر بوده است.
چكيده لاتين :
Education has been a huge part of Iranian history and it has changed due to cultural and artistic, social, and political conditions during every historical period. Every change of historical periods and every development of architectural techniques and methods followed up with physical changes in historical schools. This proves that any educational approach in each era is related to the educational system. How the policies of the educational system affect the architectural elements of Timurid and Safavid schools is the issue of this research and the main question is: what kind of effect did the Timurid and Safavid educational policies had on the architectural physical elements of schools in these two eras? The method of data collection is research in terms of the type of descriptive-analytical results and in terms of historical-interpretive approach, which is done by typological analysis method and by library data collection method (documentary) and by mapping, document reading, and receipt-taking tools done. In order to determine the evolution of Safavid schools after the Timurid period, an architectural physical examination was done on the case studies.
Evidence shows that the amount of financial support of the school founders has had a great impact on the school dimensions, quality, and many other factors such as the architectural building method. The concept of education was influenced by Iran’s politics at different eras. This is one of the main reasons why educational policy and school’s concept were changed in different periods. These physical changes were impacting different aspects and elements of schools. Such as dimensions, Madrasa and dorms qualities, paying more attention to students housing, changing the school’s entrance, and more. The Safavid era was known as an era during which fundamental changes had been made in the political and social structures, and as mentioned in the research background, this period was one of the most influential periods in the field of education. in this period, the schools had been changed in order to emphasize the importance of education based on factors such as public education policy, public attention, and the Safavid educational system. So, the construction of schools was increased in this period and such an increase was observed both in number and area. In addition, a greater number of educational and residential spaces with higher quality were formed in the Safavid schools. Comparing to the Timurid era which the super religious policy was ruling the country and almost every school has had a prayer area, dome chamber, or a nave, some of the Safavid schools even did not have had a prayer area at all and only had an educational approach. To sum up, the most common reason for school changes in both periods was to provide a more desirable residential, educational, and prayer space for students.
