جستجوی مقالات مرتبط با کلیدواژه "واگرایی" در نشریات گروه "هنر و معماری"

In recent decades, cooperative learning has become one of the most common methods in architectural design education. Despite the many benefits of this approach, some reports indicate the emergence of conflicts within groups, leading to disruptions in teaching or the dissolution of groups In the present study, utilizing a literature review, the theoretical foundations of two domains, namely "Architectural Design Problem-Solving" and " cooperative learning," along with the proposed models for problem-solving and cooperative learning have been examined. Subsequently, through a comparative-interpretive method, the key features of these two domains were compared, and by matching the similarities and differences, the roots of the capacities and challenges of employing participatory learning in architectural design education were identified. The results of the research show that problem solving consists of two types of cognitive activities: "convergent" (including framing, data selection, solution generation, and validation and implementation) and "divergent" (including problem statement, studies, analysis, and evaluation). Convergent stages help in defining and controlling the problem/solution space, while divergent stages assist in expanding and creating diversity in the problem/solution space. The main capacity of employing cooperative learning in architectural design education returns to the divergent stages, where, due to the collective abilities, the group can explore various dimensions of the problem/solution space comprehensively. The main challenge is related to the convergent stages, where individuals may disagree due to the necessity of decision-making or consensus in the problem/solution space. In order to achieve a cooperative approach that is aligned with the nature of the design process, precautions should be taken to ensure the convergence of group members. This will enable the utilization of the divergent capacities while also managing potential challenges. Selecting an individual for leadership and group management in decision-making in times of conflict and multiplicity, having a framework for decision-making and choices, increasing social and communication skills, and utilizing a combination of compatible and balanced groups in terms of convergence and divergence can create an opportunity to utilize the capacities of divergence while creating convergence in the group.

Iran and Pakistan, as two neighboring countries, have long had extensive political and cultural ties. Undoubtedly, one of the most significant factors that has played a chief role in the outgoing relations and convergence of the two countries has been the participation in religious culture. However, in the last century, the relationship between the two countries has not always been in the form of convergence and now and then in the form of divergence. Convergent and divergent forces, which play a major role in determining the quality of national cohesion, are not separate concepts, but variables that are inversely related and affected by each other. Convergent and divergent forces play a major role in determining how and the quality of national cohesion, they are not separate concepts, nonetheless variables that are inversely related and affected by each other. This descriptive-analytical study attempts to analyze the issue of Islamic culture and art in terms of influencing the process of convergence and divergence between Iran and Pakistan. Eventually, it came to the conclusion that extremist Islamic culture and art, due to domestic, national, and international issues such as the existence of religious schools, Saudi intervention, or the US presence in Pakistan, hampered convergence with Iran and posed a challenging path especially considering the fact that Iran-India relations have more favorable and beneficial economic conditions for Iran in recent years.

An analysis on role of Islamic culture and art in the convergence and divergence of relations between Iran and Pakistan.
A Study of the challenges of religious culture and art in achieving convergence between Iran and Pakistan.

Do Islamic culture and art have an effect on the convergence and divergence of relations between Iran and Pakistan?
To what extent has the cultural and artistic convergence and divergence of Iran and Pakistan affected the relations between Iran and Pakistan?