تبارشناسی هم ‎‍ریخت‎‍ شدن فضاهای آموزشی نوین در ایران عصر قاجاری

رهیافت ‎‍های نوین راجع به نسبت قدرت با معماری، به بازاندیشی دربارۀ چگونگی برساخته‎‍ شدن فضاها و ساز و کارهای جاریِ قدرت در آنها انجامیده است. در تاریخ ایرانِ دورۀ قاجار، شکل‎‍ گیری‎‍ نظام آموزش نوین هم‎‍گام با ایجاد و تاسیس فضاها و مکان‎‍ های خاص آموزش بود و در نوع خود، گسستی از آن گذشتۀ تاریخی‌اش محسوب می‌شد که در آن همواره از فضاهای بسیار متنوع و ناهم‎‍ریخت برای آموزش استفاده می‎‍شد؛ از این‎‍ رو هدف و مسئلۀ مقالۀ حاضر، تجزیه و تحلیل تبارشناسانۀ ریخت‎‍شناسی فضای نوین آموزشی و مناسبات قدرتی است که ازطریق معماری، سامان‎‍دهی و چیدمان عناصر آموزش، کارکرد خاصی به این فضاهای نوین بخشیده‎‍ بود. به این منظور و با الهام از تبارشناسی فوکویی در پی واکاوی زمینه‎‍ها و دامنۀ هم‎‍ریخت‎‍شدن این مدارس، گزارش‎‍های مورخانه و اسناد آرشیوی تجزیه و تحلیل و در پایان نتیجه‎‍ گرفته ‎‍شد که فهم جدید از انتظام و انضباط امور و هم‎‍سانی عناصر که پیش‎‍تر در خواستِ ارتش متحدالشکل و دولت مقتدر نمود یافته ‎‍بود، خواسته‎‍ یا ناخواسته به مهم‌ترین شاخصۀ فضاهای آموزشی نوینی تبدیل شد که در حال شکل‎‍گیری بود. به این ترتیب تکنولوژی قدرت انضباطی با حصار‎‍بندی، شبکه‎‍بندی و کارکردی‎‍کردن فضاها و بهره‎‍بردن از ردیف، تلاش کرد تا ازطریق معماری، چیدمان ذهن و بدنِ سوژه‎‍های نظام آموزشی را به‌صورت همسان تحت نظارت ‎‍و ‎‍مراقبت قرار دهد و آنان را برای نظم نوینی آماده‎‍ کند که در حال شکل‎‍گیری بود. بعدها سوژه‎‍ها با ایفای نقش به ابزاری برای پیشبرد برنامه‎‍ها و اهدافی تبدیل شدند که تا چند نسل پیش‎‍تر، برای دولت‎‍مردان و جامعه تصورشدنی نبود.

genealogy of homogenization of modern educational spaces in qajar era iran

in the qajar period, unlike in the past, the formation of a new educational system coincided with the creation of special educational spaces and places. the present study aims to analyze the genealogy of the morphology of the new educational space and the power that make a special function through architecture, organization, and arrangement of educational elements. for this purpose and inspired by foucault’s genealogy, after analyzing the contexts and degree of homogeneous of those schools, and analyzing historical reports and archival documents, it was concluded that a new understanding of the order and discipline of affairs and the uniformity of the elements manifested in the will of the uniformed army and the powerful government, willingly or unwillingly, became the most important feature of the new educational spaces that were being formed. the technology of disciplinary power by fencing, networking, functionalizing spaces, and using rows, tried to put the mind and bodies of the subjects under the same supervision to prepare them for the new order that was emerging. later, the subjects by playing their role became a tool to advance plans and achieve goals that were unimaginable for both statesmen and the society.keywords: cultural policy, schools in the educational system, fencing, dividing into grids, qajar.introduction     reforming the educational system as the most important part of culture from the point of view of qajar and pahlavi reformers can provide an opportunity to learn about new achievements, sciences, and techniques and create social subjects in line with the discourse of power. this action started before constitutionalism and was organized during the constitutional period and was followed on a wider level during reza shah’s time to provide equal and continuous monitoring and care for students and teachers. how to do this is an issue that has not been investigated much in the historical studies and research of the educational system. to fill the gap, this study investigates the genealogy of the homogenization of modern educational spaces in iran during the qajar era.materials and  methods    in the present study, with a historical approach inspired by foucaultian genealogy, analysis of historical reports and archival documents (during the qajar period) has been done.research findingsin foucault’s genealogy, spaces and places or emplacement are constructed by discourses of power. according to this, if in the past a mosque, a library, a room of a house, a corner of a market, and an old shop used to be a classroom for a few hours, the &fencing technique& was used to create spaces that were &special to the school&. the use of mustofi and the attendance and absence registration of school students also indicated the use of fencing in the school, which did not exist in the historical past. we see a new form of confinement for certain hours in a disciplinary sense. historical data and reports on the number of students in modern schools indicate the beginning of the accumulation of elements of the educational system in uniform and larger educational spaces and the dismantling of the former heterogeneous and numerous educational spaces. this work was not possible without using the principles of applied networks.