| چکیده انگلیسی مقاله |
With the arrival of Islam in Iran, the knowledge that had a strong connection with religion flourished in this land. Although in later periods schools were established independently from mosques, because of the religious training, the connection between mosques and schools was recreated again and the mosque-schools were established in Islamic architecture. The integration of two functions of mosque and school led to spatial innovations and creativity in the architecture of these buildings. Therefore, their architecture has been extremely important among Islamic architecture. This article is based on the assumption that the body of Iranian schools in the Seljuk period to the Qajar period has evolved; It seeks to find the physical characteristics of Iranian schools in each historical period and also the evolution of their spatial organization by examining the samples. And for a better understanding and more specific analysis, the developments of spatial organization, typology of the physical system, and typology of the physical relationship of traditional schools were conducted for schools of the mentioned eras. This typology includes topics like physical system, spatial layout, physical communications, how to connect educational and worshiping (prayer) areas, methods of defining space (closed, open, and covered). The main goal of this research is to introduce, classify, and typology of the Seljuk, Timurid, Safavid, and Qajar's schools. 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. Findings show that schools in each historical period in order to meet the needs of students, have found special physical characteristics and this has led to spatial changes, including residential, educational, and worshipping areas. For example, the porches of traditional schools initially had an educational function, and students gathered on the porches to discuss. In some cases, they also had a prayer function. As a result, according to the present study and the case studies, the body of traditional schools in terms of the characteristics of the main components (porch, dorm, madrasa, etc.) and spatial organization, have passed evolutionary developments during the Seljuk period, Timurids, Safavids, Qajar. |