Abstract
Today, religious-educational buildings in the city of Tehran, which were built during the Qajar period, have undergone adverse physical changes due to natural erosion and urban expansion. Also, these semantic and intangible values of these buildings have faded over time, so that the position of these schools in society has declined. In order to rehabilitate these buildings, it is necessary to identify and pay attention to all the effective values in the conservation process. Therefore, the main purpose of this article is to study the architectural phenomena in the value protection of religious-educational buildings of the Qajar period in Tehran. To achieve this goal, the combined research method (qualitative-quantitative) has been used. The method of data collection is in the form of documentary-library studies, field visits and interviews with experts. Also, the method of data analysis is information using open coding, Chi-square test and Pearson correlation. The reliability of the questionnaire was confirmed by Cronbach’s alpha and the validity of the questionnaire was confirmed by consultation with experts. Findings show that there is a significant relationship between architectural phenomena and the protection of physical, behavioral and semantic values in religious-educational buildings of the Qajar period in Tehran. Also, the most important value in religious-educational buildings is related to the non-physical dimensions of the building, ie behavioral values with a correlation coefficient of 0.91, then semantic values with a correlation coefficient of 0.87. Therefore, in order to rehabilitate and revive the worthy values of this building, only paying attention to physical protection (tangible aspects of the building) with a correlation coefficient of 0.70 is not enough and intangible aspects of the building should be given serious attention. It was finally determined; The most important micro-variables affecting the phenomena of Qajar architecture in Tehran: design view in terms of form, use of the building in terms of performance, moral value in terms of idea, type of arch and roof in terms of technology and social value in terms of integrity have been identified.
Keywords: Mosque-School, Value Conservation, Architectural Phenomena, Qajar, Tehran.
Introduction
Schools are the most well-known educational spaces that have undergone fundamental changes over time in various fields, including architecture (Alaqmand et al. 2018: 5). The educational environment in Iran during the Islamic period was school. In line with the importance of learning science, the Prophet of Islam says: “Seeking knowledge is obligatory upon all Muslims”; Learning science is obligatory on every Muslim. The school can be briefly defined as an institution for higher education in which traditional Islamic sciences such as hadith, commentary, jurisprudence, etc. were taught (Brand 2012: 173). Religious sciences were taught in mosques and ulema houses in the early centuries. Gradually, with the expansion and advancement of the religious sciences, the prolongation of the period of education and the necessity of housing the students, the grounds for the emergence of schools were provided, most of which were located around mosques, markets, residential neighborhoods, squares and main passages or It has been the streets (Soltanzadeh et al. 2019: 450). The emphasis on teaching religious sciences had increased significantly during the Qajar period (Akbari 2012), so schools of religious sciences also became very important. Meanwhile, the city of Tehran, as the capital of Iran in the Qajar period, is the place of greatest concentration of religious schools. With the arrival of the Qajar period in Tehran and during the 130 years of rule, 38 schools of religious sciences have been built, of which 19 schools are still under the titles; Sadr School, Khan Marvi, Hakim Bashi (Agha Mahmoud), Haj Rajabali, Abdullah Khan, Sheikh Abdul Hussein, Old Sepahsalar (Shahid Beheshti), Haj Ghanbar Ali Khan, Moayer Al-Malak, Khazen Al-Molk, New Sepahsalar (Shahid Motahari), Kazemieh, Memarbashi , Majdal Doleh, Aqsa (Mushir Al-Saltanah), Philosopher Al-Dawlah, Mahmoudieh, Nizam Al-Dawlah and Mu’izz Al-Dawlah have remained (Neyestani et al. 2016: 146). All these schools in the old part of Tehran and in its six neighborhoods are called; Arg, Odlajan, Sangalaj, Bazaar, Chal Maidan and the government are located. Unfortunately, many of these schools have been destroyed and many others have undergone inappropriate physical and semantic changes that have caused irreparable damage to the values underlying this practice. The schools surveyed in this study are the same 19 schools that remain and are introduced. The reason for examining these schools is to identify the values that have led to the survival and stability of these schools to this day.
Statement of the Problem
The expression of the problem and the research concern can be examined in two parts. A) The known aspect of the issue, which indicates the position, importance and necessity of value-based protection in architectural heritage based on world literature. B) The unknown aspect of the issue, which expresses the lack and necessity of value-based protection in the use of Qajar religious-educational buildings in Tehran.
A. The obvious aspect of the problem: The Appleton Charter states that the better the values of an architectural heritage are known and interpreted, the better its protection and preservation (ICOMOS 1983). Architectural protection means the protection of valuable architectures or architectural values (Falahat et al. 2018). In the meantime, the way of recognizing and expressing the values hidden in the work has become of special importance (Ebrahimi Nejad and others 2014, 92) and value is one of the determining factors of validity and importance in special issues related to conservation science. It plays a very important role in the development of protection policies (De la Torre 2013; De la Torre et al: 2005). This type of protection is called value-based protection (Fredheim & Khalaf 2016). Values related to architectural heritage can be observed in three main aspects, tangible values (physical elements), intangible values (semantic values) and semi-tangible values (combination), which are appropriate in different societies according to the cultural context. And their environment includes a variety of priorities (Del et al. 2020; Del & Tabrizi 2020).
B) Unknown aspect of the problem: In the value-based protection process, considering the performance and use of the building, effective values in regeneration should be identified and the necessary protection measures should be taken based on it. In other words, effective values in the conservation process depend on the performance and use of the building (Fredheim & Khalaf 2016). For example, in the process of value-based conservation, the physical and semantic values of a historic cathedral will not be the same as the physical and semantic values of a historic castle (Del & et al. 2020). Therefore, due to the lack of knowledge of the latent and worthy values of protection in the religious-educational practice of Qajar Tehran, recognizing these values with regard to architectural phenomena is necessary and addressing it has priority.
Conclusion
Based on the results and data obtained, it can be stated that there is a significant relationship between architectural phenomena and the protection of physical, behavioral and semantic values in religious-educational buildings of the Qajar period in Tehran. Also, the most important value in religious-educational buildings is related to non-physical dimensions. Therefore, in order to revitalize and revive the worthy values of this performance, it is not enough to pay attention only to physical repair and management (tangible aspects) and the intangible aspects of the building should also be considered.
The results show that in physical values, it is the only construction technology that significantly affects the stability of the building. Also, in the behavioral values of all five levels of form, performance, idea, technology and integration affect the behavior of individuals to show the impact of the building and the built environment on the occurrence of value-based behaviors in the individual. In semantic values, the three levels of performance, idea and integration lead to the creation of semantic, mental and intangible concepts and themes.
In the study of the independent variable of the form related to religious-educational buildings of Qajar period of Tehran, it was observed that the most important subject is the designed facades which include courtyard facades, clock towers, porch and cell facades, exterior dome facades, minarets facades and entrances Is set. In the facades, attention is paid to fixed design principles such as symmetry and balance, optimal decorations and vertical orientation. The same principles in the design of the facade have caused these buildings to become an urban landmark in their time in terms of volume and form on the scale of the local texture and like the Sepah Salar Mosque-School. An examination of the performance-independent variable shows that the most important issue is user value. Tehran religious-educational buildings in order to realize three main uses; A) Residential use, b) Educational use and c) Prayer use have been designed and built that the combination of these three uses in a single building, shows the attention to the educational structure of students in the long run. In the study of the independent variable of the idea, the most important issue is moral value, so all the architect’s attention has been on the promotion of moral values through architecture and spatial examples. These ideas can be explored in the discussion of creating sociable spaces to enhance group interactions or the use of symbolic embellishments based on spiritual and moral themes. In examining the independent variable of technology, paying attention to choosing the type of arch and roof considering the use of space has been the most important issue; So that in these spaces, each arch has its own structural and geometric identity. In examining the independent variable of integration, attention to social value has been the most important issue. It is important to pay attention to social value at both levels of public presence and social interactions between students.