كليدواژه :
دوره‌ي صفوي , دوره‌ي سلجوقي , مفهوم آموزش , مدرسه , اسلام
چكيده فارسي :
نخستين مكاني كه در سده هاي نخستين اسلامي به منظور آموزش مورد استفاده قرار مي گرفت؛ مسجد بود. اما با شكل گيري نظاميه ها در دوره ي سلجوقي، مدارس مستقل به وجود آمدند. پس از اين دوره، مدارس علوم ديني به عنوان يكي از بناهاي مهم معماري دوره اسلامي ايران، قلمداد مي شود. در اين ميان، مفهوم آموزش و رويكردهاي آموزشي هر دوره، به علت تغيير در ايدئولوژي غالب و حكومت ها، رويكردي متفاوت از دوره ي ديگر داشته است. با تكيه بر اين مطلب كه هر نحوه ي آموزش، كالبد، سلسله مراتب آموزشي و فضاسازي متفاوتي را مي طلبد؛ سوال اصلي پژوهش برآنست تا به رابطه بين ديدگاه هاي مختلف درباره ي آموزش و عناصري كالبدي مانند سازماندهي فضايي و معماري مدارس علوم ديني، دست يابد. در اين پژوهش، با توجه به نوآوري ها و شكوفايي مدارس در دو دوره ي سلجوقي و صفوي، مقايسه ي تطبيقي بين مدارس اين دو دوره صورت مي گيرد. اين پژوهش سعي بر آن دارد تا با تركيبي از روش هاي تفسيري-تاريخي و پژوهش نمونه موردي و با تكيه بر مطالعات كتابخانه اي-اسنادي، به شناخت مفهوم آموزش در دوره هاي سلجوقي و صفوي پرداخته و چگونگي تاثير آن بر معماري مدارس اين دو دوره را مورد بررسي و تحليل قرار دهد. بدين منظور چهار باب از مدارس هر دوره برگزيده شده و از لحاظ ويژگي هاي موجود در طرح كلي بنا مورد تجزيه و تحليل قرارگرفته اند.
يافته هاي تحقيق نشان مي دهد كه اولا مفهوم آموزش و شيوه هاي آموزشي در طول دو دوره مورد مطالعه، سلجوقي و صفوي، تغييراتي داشته است. ثانيا اين تغييرات در مفهوم آموزش باعث به وجود آمدن تغييرات در كالبد و معماري مدارس شده است؛ از جمله مي توان به تغيير در دستگاه ورودي، حياط مدارس، تعداد و كيفيت حجره ها اشاره كرد
چكيده لاتين :
edagogy and education was always important in Islamic Era that is mean learning and in another words,
refinement and guidance but teaching is meaning pedagogy and action of pedagogy systems. Mosques
were the first places that pedagogy and education was done in them but in The Seljuk Era “Nizamiyah”,
independent schools were made and these actions were done in it. After this period, seminaries were
the most important place in Islamic architect Era. With ideology change in each Era and period concept
of pedagogy and education were different and have some variation. Actually after starting of Islamic
Era, emergence of schools and their ideology in pedagogy and education went out of Arabia border
and fusion with other cultures especially Iranian culture was started. According to these every method
of education has different educational hierarchy and different place. So the main question of this paper
is “what the relationship is between different perspectives of education and structural elements such as
spatial organization and architecture of seminaries?” The Seljuk and The Safavid Era were the most
important era in school structures and changes in the educational system as we can see the number
of Safavid schools that were built and Nizamiyah that Nizam al-Mulk made them. A comparative
comparison between The Seljuk and The Safavid Era’s schools was done in this research. This research
is due to historical interpretive methods, case studies and documentary literature review to understand
the concept education of these Era and analysis them. For this purpose selected four schools of each
Era and analysis them in terms of features available in the overall scheme of structure. It has been tried
to select the variety choice of these schools. For example the school of “Madar-e shah” that was one
of the most important schools of Safavid Era has been chosen and smaller schools that had remarkable
architecture elements as well. Another factor that was influential in choosing of Seljuk and Safavid
schools is the availability of each school and its plans. According to the Mongol invasion, there is almost
nothing special remains from the Seljuk schools in Iran and just a very little can be found about them in
the documents and writings. But there are more numbers of Seljuk buildings remaining in the Anatolia and Central Asia compare to Iran. One of the reason could be noted was using furnace bricks and whole
cut stones. So Seljuk schools have been chosen from schools in Anatolia and contemporary Turkey that are
still standing to review and compare. According to limited number of Seljuk schools, Safavid schools were
selected the same number. Seljuk available and reliable schools, include: “Cifte Minareli”, “Gok”, Seyit Battal
Gazi Kulliyesi Medrese” and “Ince Minareli”. Safavid schools include: “madar-e shah”, “Musalla Safdar
Khan School”, “Molla Abdollah” and “Mirza Hossein”.
The results indicate that architecture of school based on some requirements such as educational system,
political and social developments changed to responding to concept of education. Hypothesis of research is
based on results. Concept of pedagogy and education in Islamic Era have some turning points in its process
and made some changes in schools architecture that The Seljuk and The Safavid Era were the most important
turning points. Actually both Era were the peak point of this process. Surveys of two Era shows that change of
education concepts made some change on structures and architecture of schools such as free or task pedagogy
and education changed. This means that in Safavid Era task pedagogy and education was more public and
social than The Seljuk Era. Entrance schools system from simple scheme of The Seljuk Era was evolved
and turned into some entrance and complicated scheme. In Safavid Era school yard was particular important
and sometimes it was the place for teaching and debating while the Seljuk school divided to the school with
yard and the school without yard. It means some school had no place that called it “yard” and the school with
yard in terms of quantity and scale and quality of space were in lower range in compared with the Safavid
era. The number and quality of chambers in Safavid Era in compare with Seljuk Era were very advantage.
The Seljuk Era’s school had one “Madras” on the main axis while in some Safavid Era’s school had some
“Madras” in this plans and according to methods of pedagogy and flexible education of that time the second
floor of chambers, seraglio and yard , might use for “Madras”. About the relationship between praying place
and mosques with educational place in schools, mosque usually is placed at the end of the “Qiblah porch” with
dome or porch form in Seljuk Era; but Safavid schools Considering their approach, have more variety In terms
of the Relationship between educational and Praying places; including Schools with altar and distinctive dome
for the praying place, Schools without index Praying place but built beside a mosque and Schools without
index praying place with only educational approaches.
