گونه‌شناسی مدارس سنتی ایران براساس جغرافیای تاریخی (مطالعه موردی: مدارس جغرافیای تاریخی خراسان و اصفهان)

مدارس، یکی از مهمترین بناهای ادوار تاریخ هنر و معماری ایران محسوب می‌‌‌شوند. از شاخص‌‌‌ترین نمونه‌های آن‌ها می‌‌‌توان به مدارس دوره‌‌‌ی اسلامی اشاره کرد؛ که مطالعه و تحقیق برروی کالبد و طرح معماری آن‌‌‌ها در بازشناسی هویت این ابنیه تاریخی گامی موثر است.تاکنون مطالعات گوناگونی در زمینه گونه‌‌‌شناسی مدارس سنتی ایران انجام گرفته است، لیکن ارزیابی مصادیقی از دو حوزه جغرافیای تاریخی مشخص در یک مطالعه‌‌‌ی تطبیقی،‌‌‌ وجه مشخصه این پژوهش است. جغرافیای تاریخی، در کنار عواملی همچون شیوه‌‌‌های ساخت و دستاوردهای معماری ادوار مختلف، یکی از مولفه‌‌‌های مهم ابنیه تاریخی است که توجه به آن برای شناسایی هویت معماری آن‌‌‌ها لازم است. اما در پژوهش‌‌‌های تاریخ معماری ایران کمتر به این رویکرد توجه شده است. هدف این مقاله گونه‌‌‌شناسی مدارسی است که در دو حوزه جغرافیای تاریخی خراسان و اصفهان قرار گرفته‌‌‌اند. این مسئله با طرح این پرسش محقق می‌‌‌شود که آیا مدارس واقع در یک جغرافیای تاریخی از یک الگوی مشخص در ویژگی‌‌‌های کالبدی پیروی می‌‌‌کنند؟ بدین منظور ابتدا به تبیین مفهوم جغرافیای تاریخی، معرفی جغرافیای تاریخی ایران و به ویژه دو حوزه‌‌‌ی خراسان و اصفهان پرداخته شده است. از آنجایی که این تحقیق از نوع کیفی است، پس از شناسایی مدارس، تعدادی از مدارس هریک از دو حوزه‌‌‌ی مذکور بصورت هدفمند انتخاب شدند و در روندی استقرایی و به روش توصیفی ‌‌‌- تحلیلی بررسی و تحلیل شدند. نتایج حاصل نشان می‌‌‌دهد باتوجه به وجود ویژگی‌‌‌های مشترک زیاد در میان مدارس حوزه‌‌‌ی جغرافیای تاریخی خراسان بزرگ، می‌‌‌توان یک الگوی مشخص برای آن تعریف نمود. این الگو شامل موقعیت و تعداد برخی عناصر معماری نظیر مدرس‌‌‌ها، برجک‌‌‌های برروی محیط خارجی بنا، پله‌‌‌ها، تالارها، دستگاه ورودی و همچنین تعداد محورهای تقارن و سلسله مراتب فضاهای دستگاه ورودی است. اما در بین مدارس حوزه‌‌‌ی اصفهان، با وجود تنوع زیاد الگوها، الگوی واحدی نمی‌‌‌توان یافت.

typology of traditional iranian schools based on historical geography (case study: historical geography of khorasan and isfahan)

background and objectives: 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 sociopolitical 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.methods: the research method in the present study is descriptiveanalytical 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).findings: 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 geographicalhistorical 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.