نگاهی بر شاخص های پایداری اجتماعی-فرهنگی مدارس تاریخی شهر اصفهان (موردپژوهی: مدرسه امامیه و چهارباغ) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
مدارس تاریخی اصفهان که از مهم ترین عناصر شکل دهنده هویت شهری هستند، نقش بسزایی در پایداری فرهنگی و اجتماعی مکان های شهری ایفا کرده اند. این مدارس صرفاً مکان هایی برای آموزش نبودند، بلکه به عنوان مراکز تجمع، تبادل دانش و پرورش نخبگان، در شکل گیری بافت شهری و هویت فرهنگی‑اجتماعی آن نقش محوری ایفا می کردند. مفهوم پایداری فرهنگی‑اجتماعی که بر تعاملات اجتماعی، عدالت، امنیت روانی، ارتباط با محیط، اقتصاد و تناسبات تأکید دارد، از جمله معیارهای مهم در ارزیابی معماری این مدارس به شمار می رود. این پژوهش با هدف بررسی تطبیقی شاخص های پایداری اجتماعی‑فرهنگی در دو مدرسه تاریخی اصفهان، یعنی مدرسه امامیه و مدرسه چهارباغ، به تحلیل ویژگی های معماری و تأثیر آن ها بر پایداری فرهنگی پرداخته است. روش پژوهش، کاربردی و از نوع توصیفی‑تحلیلی است. داده ها مبتنی بر مطالعات کتابخانه ای و بازدید میدانی و ابزار پرسش نامه است. تحلیل داده ها بر اساس شاخص هایی، نظیر عدالت اجتماعی، امنیت روانی، تناسبات هندسی و ارتباط با طبیعت، با استفاده نرم افزار اکسل صورت پذیرفته است. نتایج نشان می دهد که مدرسه امامیه به عنوان یکی از قدیمی ترین نمونه های مدارس چهارایوانی، مفاهیم پایه ای معماری اسلامی دارد، اما تکامل نیافته است؛ بنابراین مدرسه چهارباغ در شاخص هایی، همچون عدالت اجتماعی، تعاملات اجتماعی، امنیت روانی، تناسبات فضایی و ارتباط با طبیعت نسبت به مدرسه امامیه عملکرد مطلوب تری دارد. به ویژه، توجه به طراحی ورودی ها، فضاهای چهارگوشه قابل استفاده، باغچه ها، رعایت سلسله مراتب و ارتباط بصری با محیط بیرونی در مدرسه چهارباغ حس تعلق و تعاملات اجتماعی را تقویت کرده است. این پژوهش، بر اهمیت بازخوانی اصول معماری مدارس تاریخی برای طراحی فضاهای آموزشی معاصر تأکید دارد. یافته ها نشان می دهند که توجه به شاخص های پایداری فرهنگی‑اجتماعی به خلق محیط هایی منجر می شود که علاوه بر تسهیل آموزش، به تقویت هویت فرهنگی و تعاملات اجتماعی کمک می کنند.A look at the Social-Cultural Sustainability Indicators of Historical Schools in Isfahan (Case Study: Imamieh School and Chahar Bagh School)
The architecture of historical schools in Iran serves as a profound reflection of the country’s rich cultural, artistic, and scientific heritage, playing a pivotal role in shaping socio-cultural identity and urban character. Among these, the schools of Isfahan stand out as exemplary instances of traditional architectural design, embodying values of cultural continuity and social interaction. The concept of socio-cultural sustainability—which encompasses social justice, psychological security, environmental interaction, economic self-sufficiency, and proportional harmony—provides a critical framework for assessing these architectural achievements. Methodology This study conducts a comparative analysis of socio-cultural sustainability indicators in two prominent historical schools of Isfahan: the Imamieh School, built during the Ilkhanid period, and the Chaharbagh School, a masterpiece of Safavid-era architecture. By examining their architectural components and their impact on cultural sustainability, the study aims to highlight how these elements can inform contemporary educational space design while reinforcing their significance as key elements of urban identity. Employing a qualitative and descriptive-analytical methodology, the research integrates library research, field observations, quantitative evaluations, and a structured questionnaire administered to 50 architecture experts. Key criteria for analysis include social justice, social interactions, psychological security, connection with nature, spatial proportions, and economic viability. The collected data were analyzed to determine the distinct contributions of each school to socio-cultural sustainability and urban identity. Discussion and Result The Imamieh School, one of the earliest examples of four-iwan schools in Islamic architecture, exhibits fundamental design elements such as symmetrical layouts and spatial arrangements conducive to education and prayer. However, it lacks the refinements observed in later architectural examples. The single entrance and limited interaction with the surrounding urban environment hinder its integration into the broader community. Additionally, the absence of gardens, a spatial hierarchy at the entrance, and a direct connection to natural elements constrain its overall socio-cultural sustainability. In contrast, the Chaharbagh School exemplifies the architectural evolution of the Safavid era, integrating advancements in spatial planning, ecological interaction, and communal functionality. Its intricate hierarchical layouts, gardens, water features, and open courtyards foster a serene environment conducive to both learning and social interaction. Strategically positioned entrances enhance connectivity with the adjacent market and public spaces, fostering a sense of belonging and inclusivity. Moreover, shared spaces such as a mosque and communal gathering areas facilitate greater interaction between students and the broader community. Socio-Cultural Indicators Social Justice and Equity: The Chaharbagh School excels in promoting equity through the equal distribution of rooms and shared facilities. Its modular design ensures that all students, regardless of social status, have equal access to educational resources. Conversely, while the Imamieh School provides access to all, its smaller scale and unequal room sizes result in less emphasis on spatial justice. Social Interaction and Community Engagement: The Chaharbagh School prioritizes social interaction by incorporating large iwans, smaller iwanche spaces, and open courtyards that encourage dialogue and collaboration. Its integration with the surrounding urban fabric, facilitated by entrances aligned with the market and public spaces, further enhances communal engagement. In contrast, the Imamieh School’s single, small entrance isolates it from its surroundings, and its design provides fewer communal spaces. Psychological Security and Well-Being: Psychological well-being is closely tied to architectural elements that foster a sense of safety and comfort. The Chaharbagh School achieves this through its symmetrical layout, natural lighting, and hierarchical spatial organization. Features such as gardens, water elements, and well-ventilated rooms enhance the overall learning environment. The Imamieh School, while preserving basic principles of Islamic architecture, lacks hierarchical entrances and designated green spaces, limiting its contribution to psychological security. Connection with Nature: The Chaharbagh School demonstrates a profound connection with nature through its central courtyard, gardens, and water features, including a small waterway (madi). These elements provide both aesthetic and functional benefits, fostering a tranquil setting. The Imamieh School, however, lacks significant natural features, focusing more on enclosed spaces. Proportionality and Spatial Harmony: The Chaharbagh School exemplifies proportionality through its adherence to human-scale dimensions and geometric harmony. Its hierarchical spatial organization, transitioning from the entrance through the courtyard to the mosque, creates a clear navigational flow. This is further emphasized by the alignment of its central axes with its primary entrance. The Imamieh School, while adhering to the four-iwan model, does not achieve the same level of spatial refinement, with misaligned axes and less effective use of peripheral spaces. Economic Self-Sufficiency: Both schools exhibit economic sustainability through the use of locally sourced materials such as brick and tile. However, the Chaharbagh School’s larger scale and integration of a dedicated library and communal amenities indicate a higher degree of self-sufficiency and adaptability to the evolving needs of its users. Conclusion The comparative findings highlight the Chaharbagh School as a superior example of socio-cultural sustainability. Its design not only adheres to the principles of Islamic architecture but also extends them through innovative features that foster community engagement, environmental harmony, and spatial proportionality. While the Imamieh School holds historical significance and serves as a foundational example of Islamic educational architecture, it falls short in achieving the same level of functionality and integration. This study underscores the importance of revisiting and adapting historical architectural principles for contemporary educational space design. Incorporating socio-cultural sustainability indicators—such as social justice, ecological integration, and spatial harmony—can enhance the functionality and cultural relevance of modern educational environments. Additionally, the findings suggest further research into the role of traditional architectural elements in fostering sustainability, particularly in rapidly urbanizing contexts.
تبلیغات
