جستجوی مقالات مرتبط با کلیدواژه « school » در نشریات گروه « هنر و معماری »

In a world where everything is changing rapidly, we need strong foundations to prevent social disruptions and disruptions, so that through them solidarity can be maintained in societies with multiple social and cultural levels. To achieve the goal of sustainability in society, we can Educational spaces that are attended by people of all ages and groups were given special attention as an effective space for the teacher and the learner, with the aim of creating a sense of belonging and strengthening the identity between the users and the place, motivating them to work in the direction of social and cultural sustainability. increased. Since the underprivileged areas have recently received the attention of the officials and benefactors of schools to help depriving them, it is appropriate that the researchers in the field of architecture and urban planning should scientifically explain and implement this path. The future research questions are whether it is possible to contribute to the socio-cultural stability of the society with different social strata at the macro level by considering the sustainability factors in the design of schools. Which of the sustainability factors in school design has a greater impact on socio-cultural sustainability? And which of the design indicators of schools will be taken into consideration, the possibility of achieving socio-cultural sustainability will also increase? In this research, using the method of library studies, as well as the analysis of the points obtained from the questionnaire, the impact of school design indicators with socio-cultural sustainability factors, the design and form of the school and the yard were known to be influential in promoting the socio-cultural sustainability of the school body.

Adolescence is one of the most sensitive and also effective periods in the life of every person. Since one of the contexts of adolescents' lives is school, it is appropriate that adolescents' schools be the basis for the growth and development of their positive behaviors. The present article aims to determine the role of schools’ flexibility on adolescents' social skills (empathy, cooperation, responsibility, assertiveness). Because the development of social skills of girls is different from boys, the statistical population of the study is girls. Research background indicates that flexibility of educational spaces can enhance students 'learning and increase cooperation, participation and interaction of students with each other, but so far no research has been done to determine the effect of school flexibility on students' social skills, so The present research is quite innovative .The research method used in the present research is applied, qualitative-quantitative of the combined type (descriptive-analytical and case study). Data collection methods were library and survey studies with the help of documents, articles and books related to the subject as well as individual observation, Interbitzen and Foster (1992) social skills Questionnaire and researcher-made questionnaire of flexibility (with Cronbach's alpha 0.887). Three schools from Shiraz Department of Education were selected by purposive non-probabilistic sampling to distributed randomly the questionnaires and analyze them by using SPSS software as well as individual observation, to determine the relationship between flexibility of educational spaces and students' social skills and determine the most effective indicators and components of flexibility on students' social skills. Chi-square test statistics have shown that there is a significant positive relationship between the two variables, flexibility of educational spaces with students 'social skills, and also between each of the indicators of flexibility (diversity, variability and adaptability) with students' social skills.

The aim of this research was to introduce architectural factors, influencing students' perception of school climate, having a great effect on students' achievement academically, mentally and physically, one of the problems of high school students is their unwillingness for learning and passes their times at educational setting. School connectedness has an effect on students' mental health and decrease of absenteeism and anxiety, also can improve students' collaboration for class activities.

The method of research was both qualitative and quantitative via SPSS and AMOS soft wares. The SEM technique used to determine the possible correlation between physical environment and school climate, the minimum sample of 104 determined by G.power software. In this study, 180 accessible samples of volunteer girl students from three high- schools in Gorgan city were used.  Scales which used named "The six factor school building checklist" "with factors namely, context, massing, social space, interface, way finding and comfort and what's happening in this school? From the students' perspective" for assessing school climate. Test of normality, multiple regression and Pearson correlation used to determine normality and the effects of factors and their variables.

According to R=0.82, there was a strong correlation between physical environment and school climate from the Students' perception and via considering R Square (R2=0.68), 68percent of school climate determined by physical environment as independent variable. From the structure equation modeling, reported that physical environment had a direct total effect of 0.93 on school climate, which showing that the six factor checklist scale is appropriate to determine school climate, and the school connectedness with the regression weight of 0.86 reported as the most influential factor to determine school climate. Regarding to attained results, five factors respectively, social space (Beta weight=0.36), interface (Beta weight=0.22), massing (Beta weight=0.18), way finding (Beta weight=0.15) and comfort (Beta weight=0.10) significantly affected students' perception of school climate but the context factor had a slight effect on students' perception of school climate and it was not statically meaningful.

From the results, concluded that the first factor for improving school climate is school connectedness enhancement and the first factor for improving physical environment is considering social spaces in educational setting. Providing small group spaces related to classroom setting, students' access to teachers' office for better interaction out of class times and teachers' support, providing spatial experience for students from the main entrance to the classroom, variation in mass of building and clarity of function in designing building mass are some of the variables that can enhance students' perception of school climate and school connectedness. Building scale in relation to site scale had a slight effect on school climate from the students' perception and can be ignored. Comfort factor and its variables such as individual control of heat and controlling classroom noise level were not at the first priority but should be applied before planning and designing. School building mass design and its placing with suitable distance from the main streets is one of the noise level control method for educational setting

Schools are among the most important buildings in Iranian art and architecture history. Studying and researching the design of the schools of the Islamic period, as prominent examples, is an effective step toward recognizing their identity. So far, various studies have been conducted in the field of typology of these schools. Still, evaluating cases from two specific areas of historical geography in a comparative study is the distinctive point of this research. Historical geography, along with other factors such as construction methods and architectural achievements of different periods, is one of the important components of historic buildings that need to be considered to identify their architecture. Less attention has been paid to the history of Iranian architecture. The term historical geography used in this article does not refer to specific climatic geography but to a territorial area that has been an unwritten alliance over centuries of trade, cultural, economic, ethnic, linguistic, and common interests. It has created spontaneity in the policy and style of civilization. The approach of historical geography includes in itself the factor of history and the issues within it (such as historical events, dynasties of government, and social life), as well as geography as an important factor in determining the place of residence and influence in socio-political life. Therefore, the study of schools and their typologies from this perspective takes a deeper look at approaches that address these goals only from a specific aspect (for example, government dynasties or a specific location). This article aims to discuss the typology of schools located in two areas of the historical geography of Greater Khorasan and Isfahan. The question here is whether schools located in a specific geographical area follow a specific pattern in architectural design.

The research method in the present study is descriptive-analytical and case study and is presented in the form of the content of qualitative research. At the same time, for better accuracy and validity of the results, some quantitative analyses in matching and categorizing the findings were used. In this regard, after explaining the concept of historical geography, description of the historical geography of Khorasan and Isfahan, and also the reason for their selection, schools in each of the two areas were identified. Then the samples were selected by purposive sampling method. The samples were first described and then analyzed by bibliographic study of the documents, resources, and field studies. Finally, the common features between the schools and the existing model between them, if any, are introduced. capability).

Knowledge of historical geography is one of the most important scientific fields and current topics in the world. In this science, human spatial relations are introduced in the form of the past to better understand today’s geographical issues. Topics include the impact of geographical environments on historical events, the evolution of states and border changes, and the history of geographical and scientific discoveries. It helps us better understand the current situation by reconstructing geographical phenomena that do not exist. New world systems and structures can also be based on cultural and social domains by explaining and recognizing places from a comprehensive geographical-historical perspective. Given the rich potential of Iran’s historical geography, this knowledge can be used in architectural research in Iran. Therefore, this approach has been used to study schools. Among the various territorial areas of Iran, we can mention the historical geography of Greater Khorasan and Isfahan. The name Greater Khorasan in the early Middle Ages generally referred to all the Islamic states located from the eastern part of the Lut Desert to the mountains of India. According to today’s maps, the scope of research in the Greater Khorasan Basin includes the provinces of Khorasan Razavi, North and South Khorasan, as well as major parts of Afghanistan, Tajikistan, Uzbekistan, Turkmenistan, and Kyrgyzstan. The scope of research in the province of Isfahan includes the current provinces of Isfahan, Kashan, Qazvin, Qom, Arak, and parts of Tehran. After identifying areas, schools were each identified. Selected cases from the Greater Khorasan Basin include the schools of Gur Amir, Dodar, Balasar, Gowharshad, Ghiasieh Khargerd, Ulugh-beg Samarkand, Shirdor, Soltan Hossein Bayqara, Mir Arab, Ulugh-beg Ghojdiwan, Ulugh-beg Bukhara and the school in front of it. Schools in Isfahan also include Nouri, Jeddah Bozorg, Jeddah Kuchak, Nim-Avard, Kase garan, Araban, Marvi, Sardar, Agha Bozorg, Salehieh, Memarbashi and Soltani in Kashan. The research findings show that due to the many common features between the schools of the historical geography of Greater Khorasan, a clear pattern can be found: they all have yards in the form of hasht-o-nimhasht or squares. The number of porches is two or four. Most cases have two or four minerates in the outer corner of the facade. There are always halls on both sides of the entrance, which are often larger than the teaching zones in size and proportions. The entrance is usually slightly in front of the entrance. Stairs are located in the corners of the yard. Some examples may have a specific element that other schools do not. If present, this element is always located on the main axis and on the front. Regarding the schools in Isfahan, it should be said that due to the variety in number, location, and even the shape of architectural elements and components, a specific pattern is not seen.

The knowledge of historical geography is a pure and deep context for studying the history of Irani-an architecture, especially the typology of historical buildings. From this perspective, only buildings with historical and geographical commonalities can be categorized in a group. The studies of this research show a specific pattern in architectural design among the schools of Greater Khorasan. In contrast, this is not the case among schools in Isfahan.

 Stylistic terms are concepts that are constantly used in art discussions. The similarity and semantic uniformity of these concepts, as well as the lack of a clear demarcation between them, have paved the way for a kind of conceptual clutter and confusion. Therefore, determining the position of each of them and their relationship helps to read artistic texts and understand the position of works and artists.

This study focuses on the concept of style, based on the relationship of other stylistic concepts with it, it has also sought to explain the semantic boundaries of stylistic concepts that are constantly confused with each other and are used interchangeably.

This research is library source-based, and the presentation method is descriptive and analytical. Using library resources, concepts similar to that of style were examined, and the relationship between them and the concept of style was determined.

This study concluded that concepts such as school, movement, artistic method, visual style, form, content, mode, technique, and genre are constantly misused instead of each other. Therefore, by explaining the exact meaning of each of these terms and examining their relationship with the concept of style, we conclude that style, genre, and mode are different artistic methods. Moreover, depending on its approach, each is influenced by components and sub-categories such as techniques, forms, content, etc. In addition, it was found that although school and movement have close conceptual boundaries, the main root of their difference is in their location.

Space syntax is a set of methods and theories that study how the configuration structure of space, organization, and social behaviors interact. Examining the spatial layout is one of the basic strategies for evaluating the usages of any building. This issue is especially evident in historical buildings because the technique of space syntax and drawing justification diagrams makes it possible to analyze the spatial relationships of buildings. Shah Abbasi Caravanserai has long centuries history and has had different uses in different periods. This article examines the spatial arrangement of Shah Abbasi Caravanserai, located in Karaj, in the Safavid and Qajar periods by using the space syntax technique. Also, by considering the change of Shah Abbasi Caravanserai's use to a school in the Qajar period, it seeks to answer the main question: to what extent did the new use correspond to the spatial relations of Shah Abbasi Caravanserai? What are the advantages and disadvantages of changing this user? To answer this question, first, using the descriptive-analytical method and library studies and field surveys, the spatial arrangement of Shah Abbasi Caravanserai in the Safavid and Qajar periods has been studied. Then, drawing diagrams using the space syntax technique and analyzing them based on various influential factors was done. The research result was concluded through analyzing data and comparing the justification diagrams with school diagrams in the Qajar period, indicating that the new spatial arrangement of Shah Abbasi Caravanserai in the Qajar era was done as a result of changing the use to the school. Also, despite some disadvantages because of this change, including a lack of attention to proper access hierarchy, ventilation, and proportions, it is compatible with the spatial relationships of schools of that time to a large extent.

In the society, people's creative vitality leads to Improve the quality of Individual and social life, and clearly Pay attention to this issue and its solutions is very important. So School educational spaces as a suitable Platform that is related to young people, Plays an important role in promoting the land of students' creative vitality. Research literature reviwe indicates that space and natural and human made environment in creating creative vitality and the growth quality of school students has been effective. And also promote and enrich this spaces can be effective in personal development, education, social interaction and children's performance. Identity at the present time With the growing development of big and small cities, Architectural arrangements In order to influence this important matter that consist of important part of the time and environment living of the daily life of the country's youth, grow fades. The following article discussion the effects of spatial space attributes of school educational environments on students' creative vitality. Therefore, in the following according to the effect of the environment on students' creative vitality, the factors effecting the perspective of experts have been studied. In fact some environmental factors are independently effective in increasing the process of promoting creative vitality. Vitality and creativity overlap and in fact they are necessary for each other. Recent studies on creativity and vitality have shown that if children do not face environmental barriers at the age of 7 -11, they can direct their energy toward creative activities. Based on the content, Success in primary school is generally closely related to students' creative vitality. Accordingly the purpose of the present study is to provide criteria for promoting student’s creative vitality in elementry schools. The main question of the research is to determine the criteria for promoting creative vitality in primary schools.

What are the key factors of primary school environment that influence creative vitality? What is the relationships between the physical concepts of educational spaces in primary school and it’s components of promoting creative vitality?

In the study, research was conducted based on qualitative-quantitative methods, and using Delphi in the primer part. First step of the research were open interviewed of professional in the field of creative vitality. Then, with the techniques of open and axial coding the content table was created, and the questionnaire was organized in two stages. The population of this study was architectures, urban planners and psychologists. Network sampling method (snowball) on the sample size of 20 professionals is used. Snowball and the theoretical saturation was used to determine the sample size. The data were analyzed using “Q” factor analysis. Finally, the most affecting factors are identified on the creative vitality of each spatial attributes.

The results of this study indicate that physical-environmental, perceptual-expermental, psychological-mental, functional and social dimensionsof the environment were infuential on educational spaces in elementry schools, and the components to each of these concepts have been based on the opinions of the experts.

Historical documents show that in the first decade of the fourteenth century AH, Karim Taher-zadeh Behzad, one of the most famous and prolific architects of the first generation of Iranian contemporary architecture, designed two schools in Qazvin, one of which was a boys’ high school. The historical course of the construction of an extant high school, part of which remains today in Qazvin’s Red Crescent Street, led the authors to believe that it is the "Mohammad Reza Shah Pahlavi High School." The present study attempts to test this hypothesis by studying historical documents and comparing the architectural style of Behzad’s built schools with the physical quality of the mentioned building. The purpose of this study is to introduce the high school in question as one of the contemporary architectural works in Qazvin and to investigate the probability of its design made by Karim Taher-zadeh Behzad. To this end, qualitative historical research is carried out using a descriptive-interpretive, historiographical, and architectural approach, based on the interpretive paradigm to develop comparative historiography of the high school building. The data collection method is field study and archive-library research. The results of this study which is compiled in two main sections (Introduction and Investigation) show that although successive physical changes were imposed on the building and distorted its authenticity, there is a temporal link between the schools designed by Taher-zadeh Behzad in Qazvin and the mentioned high school building. In addition, there is a significant relationship between the design patterns in Behzad’s schools with that of the mentioned high school. Based on this, the probability of Behzad being the architect of the high school becomes higher.

Although before Islam each of the educational and worship activities required to have their own physical space, in the early centuries after Islam, places of worship tended to education as a secondary function. From the Seljuk period, the need for educational spaces has been specifically observed and has been followed in later periods and has reached its peak in the Safavid era. Many of these schools tended to be adjacent to mosques. Certainly, the extent of the time and place of establishment of these buildings has caused a great variety in their physical characteristics. This research has been formed to explain the structure, ratio and extent of the connection between educational space and worship space in mosque-schools in the two Qajar and Safavid periods with the aim of answering the question that the configuration of two bodies of mosque and school in relation to How it was formed and what physical variables this issue followed in each of the two periods. The research was conducted using a combination of descriptive-analytical methods and comparative comparison. For this purpose, 43 mosques-schools related to the Safavid and Qajar periods were selected and the variables were the type of access to the two spaces, the relationship between the two spaces and common intermediate spaces such as courtyard and porch, as well as the location of the two spaces on the level and the ratio of mosque area and the school is reviewed in each. Most of the studied samples in both Safavid and Qajar periods have been formed based on the maximum and simplest extent of proximity and interconnection. In these examples, access to two spaces was made from a common entrance, both spaces were built on the same level and located around a common courtyard, and this was not affected by the ratio of mosque and school space in the overall structure of the space. In the Safavid period, the two spaces were closely connected and were simply formed near the courtyard with a common entrance and access. During the Qajar period, the variety of configurations increased and the two spaces progressed towards greater independence, however, the connection between the two spaces was never severed. Keywords: configuration, mosque-school, mosque, school, Safavid period, Qajar period.

 There is a hidden hierarchy connecting the physical, psychological, and behavioral environments. This hierarchy arises from the complete satisfaction of human needs, and the evolution of this hierarchy further guarantees the mental health of the individuals and society. This conceptchr('39')s importance lies in the fact that spaces with suitable and optimal conditions for the physical, mental, and emotional growth of children improve the physical and mental growth of the students. Primary schools are among the most important places where children are influenced and prepared to enter society and more complicated environments. This study is an interventional study. Studentschr('39') mental health is measured before coloring using the standard SDQ questionnaire (which is designed for assessing the studentschr('39') strengths and weaknesses; the parents form consists of 25 questions, and it has high validity and reliability). Goodman devised this questionnaire for respondents between the ages of 3 and 16 years. It comprises five subscales, namely emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosaically behavior.

 The classrooms are classified into the following five color classes in an entirely similar fashion: blue, yellow, green, pink, and white. At the end of the academic year, i.e., about six months later, the mental health of the first and second-grade students in Mehr and Marefat primary schools (boys and girls schools) in Kerman was measured using the same SDQ questionnaire. The comparison of the posttest and pretest responses provided the following results.

The colors were ranked about their impacts on the studentschr('39') mental health using the TOPSIS technique. Based on the resulting Ci values, the following conclusions are drawn: colors blue, green, pink, yellow, and white have the highest impact in the order mentioned on the mental health of the students in Mehr and Marefat primary schools in Kerman. In other words, blue has the highest impact while white has the lowest impact on studentschr('39') mental health. The colors were then ranked concerning their impact on the female studentschr('39') mental health using TOPSIS technique. The following conclusions are also reached based on the resulting Ci values: colors green, blue, pink, yellow, and white have the highest impact on the mental health of the students in the Marefat primary school (girls) in Kerman in the order mentioned. In other words, green has the highest impact while white has the lowest impact on girlschr('39') mental health. Finally, the colors were ranked concerning their impact on the mental health of the male. Students using TOPSIS technique and the following conclusions are drawn based on the resulting Ci values: colors blue, green, pink, white, and yellow have the highest impact on the mental health of the students in the Mehr primary school (boys) in Kerman in the order mentioned. In other words, blue has the highest impact while yellow has the lowest impact on the boyschr('39') mental health.

 Studentschr('39') mental health was examined for dimensions (emotional symptoms, behavioral problems, hyperactivity symptoms, peer problems, and desirable social behaviors), and different results were obtained.

 one of the necessities of human life is to change and evolve to be excellent, and the only way to achieve it is education. The principled and regular change made to promote religious teachings using comprehensive and universal education by the government was one of the specific characteristics of the Safavid era. To this end, the rulers had established schools and other influential buildings. So, schools have become the most important educational centers at the service of the Shiite religion and one of the most important architectural buildings in this era.

Given that the educational approach of each era requires educational system and appropriate spaces and it is not clear how the educational system policies affected the architecture elements of the schools constructed in the Safavid era, the present study aims to investigate the effect of educational policies applied in the Safavid era on the physical elements and their coordination with the spatial organization and the architecture of schools of theology and seeks to typify the architecture of the schools constructed in this era considering educational policies.

Given the rise of architecture and the development of educational policies in the Safavid era, which led to the development and expansion of Shiite Islamic schools of theology, in the present study, it is attempted to investigate the position and significance of education in the policies taken by the Safavid dynasty, and to typify the effect of it on the architecture of those schools built in this era using a historical-interpretative method, secondary (desk) study and field study. In this regard, four Safivid schools are selected as targeted samples and then, analyzed in terms of the general characteristics of the building, spatial hierarchy and organization according to the educational position and methodology of this era.

The results of present study indicate that in addition to the comprehensive development of architecture in the Safavid era, education and its position had changed and become different from previous eras. On the other hand, as the Shiite religion was recognized as the formal religion in Iran and the Safavid rulers promoted it adopting different policies, education of Shiite sciences in schools was made available for public use. These changes have resulted in changes in the education system and architecture of schools. Some of these changes are as follows: expansion of school dimensions, increase in the number and quality of chambers and madrasa, attention to the courtyard of schools as a vital element of schools, changes in the entrance system, connection between schools, city and public spaces and connection between school and prayer spaces.

Chahar Bagh mosque/school has an important position as one of the most outstanding religious/academic monuments of the Safavid era in terms of Islamic engraving art. The present study, adopting a new approach, attempts to investigate the functions of the inscriptions of this monument in reflecting the teachings of the prophet in addition to expressing the extent of his magnificence. Attempts have been made in order to provide a setting for answering the two main questions of the study which are:1-what place did transferring function have in design and making of the inscriptions of the mosque/school? 2- In what ways does the contents of the inscriptions reflect the teachings and grandeur of The Prophet? The study is developmental. It adopts a descriptive-analytical method. The information was gathered through field and desk study. Also, the data were analyzed qualitatively. The results of the research indicate the following:-With respect to the spectrum of contents, the form of the monument and its important position, the role of it as a tool for transferring Islamic ideologies is much more significant than its other functions. -Furthermore, the most important messages centered around The Prophet(pbuh), were reflected in the content and structure of the inscriptions including: categorized Hadiths, the religious policy of Islam and Shiite with a focus on prophecy, supplications, modeling the personality of The Prophet and eulogy and praise for him in different ways. It should be mentioned that the afore mentioned contents constitute a huge percent of the contents and they have a significant importance in terms of quality of implementation and place as well.

Anything that contributes to the formation of a person's personality is undoubtedly influenced by the environment in which he was brought up. In an educational system, there are many factors that work together to make learning and academic achievement possible for students. Educational space is one of the most influential factors in learning that affects the audience performance and is particularly important among other factors, such as teaching method. Research has shown that the physical environment of schools as a dynamic, viable and influential factor, plays a role in the quality of student education. Therefore, all elements of educational environment should be designed and implemented in order to increase learning skills according to the needs and behavior of the students. Students spend most of their time in school besides home. The physical and mental environment of the school can play an effective role in the process of education and formation of student’s social role. Cooperative learning is one of the approaches which, as an active teaching method, increases social interaction and effective learning. The purpose of the present research is to analyze student satisfaction with the physical school components with an emphasis on cooperative learning. The most fundamental questions in the present research include these two basic questions: What are the factors affecting the physical environment in order to increase student satisfaction in schools? And what principles should be used to design school space architecture to enhance learning? In this regard, first, the influential components in the educational environment are examined, then the degree of satisfaction with the current status of schools and students' desire for an environment that adapts to participatory learning has been analyzed. The research method is survey with an applied approach, and for analyzing the data, SPSS24 software has been used. The statistical population was selected from 4, 911 secondary school boys in Tabriz, which included 356 students using Cochran formula, and a questionnaire was distributed among students of four schools from 10 regions of the city, using clustering method. The analysis was based on students' dissatisfaction with the physical environment, and students requested architectural spaces based on learning and cooperative activity. The results showed that the average satisfaction level with the physical school environments is lower than the society average, and also the physical structure of the schools is not suitable for cooperative learning and is in an unfavorable situation. Finally, the results of the research suggest that creation of spaces with flexible and social geometry and furniture, attention to color, visual appeal, environmental comfort and green space is important for creating a suitable space for students. Therefore, it can be concluded that the elements that constitute the environment of schools are effective in the learning process and attention to the variables mentioned in the design is completely necessary. Besides, if physical environment of the school has favorable conditions for participatory learning, the level of satisfaction and interest in learning will increase in students and education will be properly achieved.

Educational spaces in Iran took the formal identity of "schools" after "Nezamieh" education centers were introduced by Nezam-olmolk during the Seljukid period. Some structural elements such as cells, porches and courtyards, etc. were included in school buildings and a new kind of structural pattern emerged within them. However, enhancements of architectural techniques in the following historical periods as well as cultural, social and political facts and conditions did lead to some types of changes within the physical structure of school building elements in Iran. The present paper assumes that physical structure of Iranian school buildings has experienced a line of evolution and enhancement from Seljukid era into Ghajar period. The present paper is aimed to explore the characteristics of architectural structure within Iranian Schools at each historical period as well as the trend of changes in those structures. The present paper uses a descriptive, analytical and case study methodology to collect and analyze the data. The data were first collected using library sources and through field studies in some cases. The data were initially presented using a descriptive method and then they were evaluated through an analytical and adaptive method. Study results show that school buildings in each historical period have evolved with certain physical structures while various changes have been applied in order to guarantee that residence place, education space and religious elements of the building are provided more desirably. As some reference, the cells were initially consisted of a single space and were in immediate contact with courtyards. Then they evolved into a multi-partition space which included small size porches and larders. Also porches were initially used as educational spaces and in some cases functioned as religious spaces. However, as the time passed, the porches transformed into wider and lighter spaces as they were needed to facilitate the education through larger rooms for more students. Meanwhile, the porches which were essentially places for worship, were replaced by vaults and naves as worship places within the school buildings. So the significance of worship spaces goes to such a height in Ghajar period that school buildings transformed into a mosque-school identity. As the schools were expanded, the process of admission and entrance to the schools was changed in some ways. In general, the results of the study proved the hypotheses stating that physical structures of school buildings have evolved from Seljukid period into Ghajar period in sense of characteristics of main building elements and the space configuration and patterns.

Islam assigns great position for knowledge. Therefore, from ancient eras until today, alongside worship of God, mosques functioned as a place for gathering and learning by Muslims. Presuming mosque as the core of Islamic knowledge, scientific and religious schools, as its branches, can be considered to be in direct connection with it. This is the reason for the similarity found in the architectures of scientific schools and mosques. Along the history, with the similar and effective user, schools and mosques played major role in propagation of knowledge bases of Quran and Islam. Reviewing the schools of Islamic era and their characteristics, this paper intends to evaluate their flexibility. The research method is functional, in terms of purpose, and content analysis- based descriptive- analytical, in terms of methodology. The purpose of this paper is to apply flexibility in the schools of Islamic era and compare them. In other words, the paper tries to compare flexibility, in terms of form and function, in the schools of Islamic era. The case study is carried out in Islamic schools of Qazvin. Results show that in schools of Safavie era, variability of form and versatility of function and in schools of Qajar era, variability of form and function have been considered. This is evident in the plan and inner function of buildings.

Basically, historical classification offers a better understanding of the intended time span and its relation with the whole history. In this regard, art history is no exception. That is why certain similarities and distinctions may be found among the artistic creations not only in different eras but also within a specific era. As a result, the sensible evaluation criteria, in terms of historical classification, may be provided. There are, of course, those who reject the idea of classification as an undue act believing that classification may mislead the artists and cause a sort of confusion. Despite the existing doubts, classification seems inevitable in order to examine the art history of Persia. Of course, doing such a classification should not be made at the cost of ignoring the individual/ characteristic aspects of Persian art including historical continuity and coherence. In other words, the historical classification views may be applied within a domestic framework. Although some efforts have been made by the Iranian scholars in the field of art historiography (including architecture and urbanism), this interest has accelerated recently due to modern scientific achievements. Obviously, the whole trend has had ups and downs; various perspectives have been posed and the strong and weak points of each have become clear. Notwithstanding, it seems that there is not still a general consensus on the terms and their connotations as applied in the issue under question. The present article has aimed to elaborate an untreatable terminology, in terms of scientific and cultural aspects, in order to classify the history of Persian architecture and urbanism. Regarding to that, it has tried to answer these questions: What is/are the rationale for the classification of Persian architecture and urbanism? What are the connotations of the applied terms? To what extent such terms are capable to reflect a specific attitude? What is the best possible single or combinatory term to denote the classification of Persian Art specifically in the scope of architecture? Based on a logical interpretive methodology towards the existing historical sources, the present study has aimed to illuminate the exact concepts of commonly used terms especially in the fields of architecture and urbanism- such as technique, style, school and era. To do that, in one hand, the usage of such terms in the course of history as well as their possible changes has been studied and in the other hand, diverse views of experts and scholars have been critically examined. The main objective was to reach a better understanding of the mentioned concepts and their impacts on historiography of Persian architecture and urbanism. Regarding to that, the usage of the term era as used by orientalists and western researchers has been regarded based on central power/authority; an approach which has not been fault free for three basic reasons. Firstly, the simultaneous analysis of several approaches in one single era is a difficult task. Secondly, more than being the creators of artistic trends, dynasties are often the consumers of them. Thirdly, often, there is no a clear-cut correspondence between an artistic trend and one single dynasty, in that, there may be neatly diverse authority zones in a given land with certain cultural realms. Also, the application of the term style in Iran may be addressed in two different aspects: 1- Style, as used in visual arts such as miniature painting, calligraphy and illumination, etc. In this case, the date of creation, the place/workshop and the name(s) of the builder(s) are recognizable. 2- In the realm of architecture, despite the existence of an apprentice-master system, there aren’t academies to instruct rules formally. Secondly, the common style in a given era is not attributable to certain person(s). Thirdly, the most determining factor in making stylish shifts seems to be commonly accepted aesthetic tastes as well as technical capabilities of the intended time. Fourthly, in the course of Persian history, art has been more under the influence of mysticism than of philosophy. In art and architecture, style and technique have been, semantically, used rather interchangeably both for denoting technical characteristics of a work. The term technique implies that the artist and his/her work is a considerable extent, influenced by society. In the present study, the role of technical terminology, old and new, in compiling the historiography has been addressed. Finally, it concludes that three basic considerations should be taken into consideration in historiography of Persian architecture and urbanism: common technical features; social and geographical aspects; and the creation time of the work. Yazdian style in the 11th century and Fars style in the 13th century are two typical examples in this respect.