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.

Abstract
This research intends to investigate, describe, and analyze architectural decorations by focusing on Kashan Tabrizi Mosque during the Qajar Period. The data was collected based on field and library (documentary) studies and interpreted through a comparative descriptive-analytical method. This research has been conducted to identify and classify the main motifs and themes of the architectural decorations of the Kashan Tabrizi Mosque, including buildings that belonged to the early Qajar period, and to compare with the Sepah Salar School Mosque of the middle of the Qajar monarchy in the center of their rule. There were two main questions: What are the architectural decorations of the Tabrizi Mosque in terms of decoration and themes? and what are its differences and similarities with the Sepah Salar School Mosque? The results indicate that the Sepah Salar Mosque-School in Tehran was built by a person who had an outstanding position in terms of political and social rank; thus, it has a more decorations compared to the Kashan Tabrizi Mosque. The architectural decorations for Kashan Tabrizi Mosque include tiling, carving, inscriptions, wall paintings, and plaster-molding, following the decorations of the earlier traditional architecture. The main religious motifs employed in the mosque include plant and geometric motifs that have been accomplished in the form of painting and tiling techniques.
Keywords: Tabrizi Mosque Kashan, Sepah Salar Mosque-School Tehran, Architectural Decorations, Qajar Period.

Introduction
During the Qajar period, many mosques were built in Iranian cities, including the Tabrizi Mosque in Kashan, one of the religious buildings of the Qajar period, about which no comprehensive research has been done. Accordingly, in this study, we examine one of the religious buildings that a businessman from Kashan built during the first years of the reign of Fath Ali Shah. Meanwhile, Sepah Salar Mosque-School (Shahid Motahari) in Tehran was built in the second period of Qajar architecture (Mohammad Shah and Nasser al-Din Shah) or other words, in the middle of the Qajar dynasty (Zarei, 2017: 424). During the time that Tehran, in particular, were affected by the urban development of Paris, and Western elements (such as the Clock Tower, the Pit, etc.) can be detected in the city, and especially in the Sepah Salar School Mosque (such as Gol Farangi), while there are no signs and such elements in Kashan Tabrizi Mosque.
Research Methodology: The data was collected using the field method and library research (documentary) using written sources. This research has been conducted in the descriptive-analytical method, and subsequently, the main motifs and themes of the decorations associated with the architecture of the mentioned mosques were recognized and classified based on the attributed tables.

Introducing Kashan Tabrizi Mosque
Tabrizi Mosque is located in Bab-ul-Hawaij Street and the historical context of Kashan Bazaar/Market, near the Mian Chal Safavid Mosque-School. This mosque was built in a unique location, and one of the entrances of Kashan Bazaar/Market passes through this place and Malek bazarche, built by Haj Mohammad Hussein Tabrizi, one of the merchants from Kashan.

Analyzing and Comparing the Decorative Arrays of Kashan Tabrizi Mosque
A set of cultural developments and new sciences were formed in the West, including the invention and presentation of photography, and the extensive application of stamps in postal items. These developments affected the decorations of the mosques of the Qajar Period so that the natural scenes of architecture, flower and vase designs, particularly roses and lilies in the designs and decorations of tiles and carvings have been applied in these buildings (Sajjadzadeh et al., 2017: 227). The inscriptions were as important as in the previous period, and mainly the chirography of Qajar inscriptions is in two types: Thuluth and Nastaliq, Quranic inscriptions and narrations have been written in the Thuluth and narrative phrases or history and poems have been written in the Nastaliq (Husseini and Ahmadzadeh, 2017: 72). The decorative motifs of the Tabrizi Mosque can be generally divided into two classes: plant motifs, geometric motifs, and the type of inscription scripts, and each one has different components.
1. Plant motifs include: a) Arabesque traceries/motifs b) Khatai flowers (Lotus motif with buds and leaves) c) Flower and plant motifs; 2. Geometric motifs include: a) embroidery b) rhombus motifs c) star-shaped motifs d) Mogharnas /decorated with paintings; 3. the type of inscription scripts including a) Thuluth b) Nastaliq c) Naskh.
A) Tile decorations: Tile decorations have been performed in the Kashan Tabrizi Mosque in the form of seven-color and mosaic techniques. Motifs are geometric and plant, but tiles have been extensively used in the form of seven-color, Bannai, and mosaic techniques, along with the various natural, geometric, animal, religious, and western themes in Sepah Salar School - Mosque. But, except for plant and geometric themes, no other motifs have been used in the Tabrizi mosque.
B) Carving decorations: The carving in Tabrizi Mosque is in the form of spiral columns, the base of the vase around the crescent of the altar of the nave, and the cypress motif on the side dado of the entrance of the mosque. Foreign decorations in the form of flower and vase designs have been performed naturally in the carving of Sepah Salar Mosque-School.
C) Inscription decorations: The inscriptions applied in Tabrizi mosque include the Thuluth, Naskh, and Nastaliq scripts, which the Thuluth has been used for writing in the inscriptions of the porch and the altar of the mosque, the Naskh has been used for writing the four-pillar inscriptions of the nave column, and the Nastaliq has been used for short phrases on the walls of the nave and on the inscription on the seven-colored tile at the entrance of the mosque, and all of their themes are Quran verses, hadiths, and divine names. The Nastaliq scripts of Tabrizi Mosque are simple and frequently have no decorations and have been performed in rectangular frames. The inscriptions have more variety and themes in Sepah Salar Mosque-School and include verses of the Holy Quran, hadiths, divine names, founders, calligraphers, tilers, architects, sculptors along with the materials of history, which have been used Naskh, Kufi, Thuluth, and Nastaliq scripts for writing.
D) Plaster-molding decorations: The plaster-molding / Stucco of Tabrizi Mosque has been used to construct the decorative moqarnas in front of the mosque altar entrance and the construction and writing of inscriptions on the entrance and porch of the mosque. Stucco /plaster has been used in abundance in decorating and writing inscriptions and plant motifs, including stucco flowers and vases in Sepah Salar Mosque-School.

Conclusion
Architects have always considered the most important mosque as the most important religious building of a city and a religious, political, and social focus. Examining the architectural arrays related to the architecture of Tabrizi Mosque and comparing them with the arrays of Sepah Salar School Mosque in Tehran as the Qajar capital, as well as analyzing their structural and decorative features, indicate a combination of Iranian and Western elements. There are many rooms built around the courtyard for summer, but the winter naves here are not comparable to the Sepah Salar School Mosque in Tehran, which was built for high-ranking government officials in the form of four porches, tall domes, and minarets, and is so glorious. This small mosque is built as a summer and winter nave on two floors. Kashan Tabrizi Mosque includes tile decorations, inlays, inscriptions, murals, and plastering to write inscriptions in terms of decorations and follows the art and decorations related to the traditional architecture of the previous periods as this mosque was built in the early period Qajar in 1212 AH and many natural themes can be seen in its decorative elements, as it can be considered the only building in which there are weak influences of Western culture. Tehran Sepah Salar School-Mosque was built in 1296 AH and its decorations and decorative motifs originated from traditional and western architecture. In such a way that western elements such as architectural landscaping have been used as a house or church, in contrast to which there were no western elements in the Tabrizi Mosque of Kashan.