مطالعه شباهت ها و تفاوت های موجود در عناصر فضاییکارکردی مدارس علوم دینی تهران عهد قاجار

بررسی سیر تاریخی آموزش و پرورش در ایران، نشان دهنده پیشینه طولانی آن از پیش از اسلام تا به امروز است. روند شکل گیری مدارس در ایران، به صورت رسمی و با ایجاد نظامیه ها در دوره سلجوقی آغاز شد و با اشکال دیگر و طی فراز و نشیب هایی تا به دوره قاجار نیز ادامه یافت. همزمان با توجه ای که در دوره قاجار به آموزش علوم دینی شد، مدارس علوم دینی نیز از اهمیت به سزایی برخوردار شدند؛ به گونه ای که در شهر تهران، به عنوان پایتخت در دوره یاد شده، بیشترین تعداد مدارس علوم دینی قابل مشاهده است. در مقاله حاضر نتایج حاصل از مطالعه و تحلیل عناصر فضاییکارکردی هجده مدرسه علوم دینی دوره قاجار در شهر تهران، ارائه شده است. اهمیت پرداختن به این موضوع از آنجا ناشی م یشود که هویت هر فضای معماری بیش از هر عاملی به وسیله کارکردهای ویژه آن، از سایر فضاها متمایز می شود و فضای کالبدی آن نیز به طور معمول، با توجه به کارکردهای مزبور شکل می گیرد. هر کارکرد نوین، تنها پس از تکوین زمینه ها و ضرورت های اجتماعی و تاریخی، در حیات اجتماعی ظاهر می شود و همراه با تولد خویش، فضای خاص خود را به تدریج شکل میدهد. در این مقاله تلاش بر این بوده است تا الگوی به کار رفته در شیوه های معماری این مدارس و شباهت ها و تفاوت های موجود در عناصر فضایی- کارکردی آن ها با توجه به نمونه های موجود استخراج شود. با بررسی های انجام گرفته به نظر می رسد، الگوی کاملاً یکسانی از دیدگاه معمارانه برای تمامی مدارس علوم دینی دوره قاجار شهر تهران نمیتوان تعیین کرد. به گونه ای که این موضوع حتی در مجموعه مدارس متعلق به یک دوره پادشاهی نیز قابل مشاهده است.

Similarities and Differences in the Spatialfunctional Elements of Tehran’s Seminaries in Qajar Era

A survey in the history of education in Iran reflects its long history from preIslamic era to the present time. The formation of schools began formally in Iran by establishment of the Nizâmiyya in the Seljuk period and continued with other forms and change during the Qajar period. As the Qajar paid serious attention to the religious education, the seminaries were also the center of importance. Meanwhile, Tehran as the capital of Iran during the Qajar period was the center for numerous seminaries. Until the year1625 AD, the capital had just seven theological seminaries, among which six schools belonged to the Safavid and one belonged to Zand era. In the Qajar 134year period, 41 seminaries were built in Tehran. All schools were located in the old texture of six districts of Tehran including Arg, Udlajan, Sanglaj, Bazar, Doulat and Chalmeidan. Beginning of building the schools was in the reign of Fath Ali Shah Qajar (1636 1675 AD), the reason may be the neglect of Aqa Mohammad Khan in the development of the city in his short reign (16341636 AD) who spent his ruling period to fight the oppositions. The process of making seminaries continued after the reign of Fath Ali Shah and in the 50year reign of NaseredinShah (16791738 AD) the highest numbers of seminaries were established in Tehran. However, by beginning of modernism, paying attention to education and making new schools such as Darolfonun in Iran, Based on this study, in the Qajar period 41 seminaries were built just in Tehran. Despite the importance of seminaries in the Qajar period, a few comprehensive researches on these architectural buildings model has been done. Previous studies are limited to provide a general description of the case studies in these schools. One of the explanations pointed out that the studies are only limited to the historical and architectural characteristics and decoration of these schools individually. This article with descriptiveanalytical method is based on field research and library research. Thus, we used first hand literature of Qajar era and the result of other studies for analyzing the spatial and functional elements of these buildings. We identified 38 schools in the Qajar dynasty using Tehran map and available sources. Investigating 18 schools showed that spatialfunctional elements of the seminaries have some architectural similarities and differences. It is worth noting that the importance of addressing this issue is rooted in the fact that identifying any architectural space is distinguished from other areas by its special functions, more than anything else; and its physical space is usually formed regarding to those functions. Any new function appears in social life, just after development of social and historical contexts and needs, and after establishing, its own special space gradually forms. In this work, we attempted to extract the pattern used in the architectural styles of  the schools as well as the similarities and differences in their functionalspatial elements, regarding the available samples. Among the similarities, we refer to the use of brick as the main material in schools. In addition, all of the schools were at a negative level of difference regarding to the surrounding buildings; the reason can be considered privacy and insisting on the principle of building. Another interesting similarity is observing the principle of introspection in order to create a silent learning environment of the schools. There are similarities as well in the main spacefunctional elements of the schools including entrance space, yard, chamber, toilette, ablution and prayer places. However, there are some differences in the details of the elements such as: removing the forecourt of the complex from the entrance space, courtyards’ different shapes (rectangular and octagonal), number of floors, the variation in the numbers of balconies (four porches, three porches, two porches, one porch and no balcony) and the difference in the form of arches used in covered porch, diversity in the number and geometry of the chamber, courtyards and details off ablution and restrooms location. It seems that the differences caused by makers’ and architects’ opinions as well as the lack of space. According to the findings of the study, there is no single plan in the studied seminaries (table1); therefore, it is not possible to achieve a common and completely similar architecture plan among the seminaries of Tehran in Qajar era. The same is true about the schools of one reign.