1- , n.malek@aui.ac.ir
Abstract: (1033 Views)
The characteristics of the educational space are effective in the quality of education, but unfortunately, the existing spaces are often not desirable and do not help to achieve the educational goals. On the other hand, the design of the educational space in such a way that the various senses of people are activated in the space has a positive effect on the realization of educational goals, and the design based on the theory of multi-sensory architecture activates the various senses. One of the most important theorists in the field of multi-sensory architecture is Yohani Palasma, who considers modern architecture to lack multi-sensory architecture characteristics, so as a case example, schools before the modern era were selected, and among them the Safavid schools of Isfahan were chosen because during the Safavid era, a large number of schools were built in Isfahan to the point where Isfahan was called "House of Knowledge of the East", and this shows the importance and abundance of Safavid schools in Isfahan.
The source of the thought of multi-sensory architecture originates from the subject of phenomenology, and many books have been written on this topic, and researches have also been conducted on the multi-sensory architecture of kindergartens, museums, commercial spaces, residential spaces, etc. However, no research has been done about understanding the principles of multisensory architecture of Isfahan Safavid schools, and therefore, in the upcoming research, a new work has been done in the field of educational spaces in a quantitative and qualitative format, with a practical purpose, and a combined quantitative-qualitative approach, using a Likert scale questionnaire.
The purpose of this research is to discover the principles of multy sensory architecture in the safavid schools in Isfahan, and the main question is: Which principles of multi-sensory architecture can be found in the educational space of Safavid schools of Isfahan? In this research, firstly, by conducting documentary and library studies, in the branch of phenomenology, the knowledge of the principles of multi-sensory architectural theory was carried out and 23 principles were obtained, and in the next part of the research, 17 Safavid schools of Isfahan were selected, and due to the existing problems, 12 schools were visited and photographed and these principles were identified in the field.
The source of the thought of multi-sensory architecture originates from the subject of phenomenology, and many books have been written on this topic, and researches have also been conducted on the multi-sensory architecture of kindergartens, museums, commercial spaces, residential spaces, etc. However, no research has been done about understanding the principles of multisensory architecture of Isfahan Safavid schools, and therefore, in the upcoming research, a new work has been done in the field of educational spaces in a quantitative and qualitative format, with a practical purpose, and a combined quantitative-qualitative approach, using a Likert scale questionnaire.
The purpose of this research is to discover the principles of multy sensory architecture in the safavid schools in Isfahan, and the main question is: Which principles of multi-sensory architecture can be found in the educational space of Safavid schools of Isfahan? In this research, firstly, by conducting documentary and library studies, in the branch of phenomenology, the knowledge of the principles of multi-sensory architectural theory was carried out and 23 principles were obtained, and in the next part of the research, 17 Safavid schools of Isfahan were selected, and due to the existing problems, 12 schools were visited and photographed and these principles were identified in the field.
Article number: 112
Keywords: Educational environment, Multisensory architecture, Johani Pallasmaa, Phenomenology, Isfahan safavid schools
Type of Study: Research original/ Regular Article |
Subject:
معماري و شهرسازي
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
