سنجش امکان توجه به مؤلفه‌های فرهنگی در آموزش دورۀ پایۀ طراحی معماری

حرفۀ معماری و به تبع آن آموزش معماری فرایندی است که به‌شدت متأثر از عوامل فرهنگی هر سرزمین است. از آنجا که دورۀ پایۀ طراحی معماری بخش مهمی از دورۀ آموزش را در بر می‌گیرد نقش مهمی در شکل‌گیری شخصیت دانشجویان و رویکرد ایشان در رابطه با معماری و موضوعات مرتبط با آن از جمله فرهنگ دارد. در این مقاله از یک‌ سو با مقایسه‌ برنامه‌های دوره پایه طراحی در سه دانشگاه اصلی کشور سرفصل‌های آموزش پایه جمع‌بندی شده است و از سوی دیگر به روش دلفی مؤلفه‌های فرهنگ و موضوعات تاثیرگذار بر معماری در حوزه مؤلفه‌های فرهنگی تدوین شده است. در مرحله نهایی به روش دلفی و استنتاج منطقی، امکان توجه به مؤلفه‌های فرهنگی در سرفصل‌های مختلف دوره پایه ارزیابی شده است. این بررسی نشان می‌دهد در چارچوب آموزش فعلی نیز با لحاظ موضوعات فرهنگی مرتبط با معماری در سرفصل‌های آموزش پایه امکان توجه به مؤلفه‌های فرهنگی وجود دارد.

Architectural profession and education are procedures deeply based on cultural circums tances in a country. In Iran, one of the major goals of architectural education mus t be educating architects who know their country and culture well, and are able to do architecture based on cultural and local acquaintances. Architectural Basic Design Education consis ting of some courses, las ts jus t for three semes ters, but has a very fundamental role in training architecture s tudents based on cultural and local acquaintances. Accordingly, educating s tudents in relation to their culture, mus t be conducted in a way that the graduated young architects can solve the regional-vernacular problems of their country and can design generously in the cultural context. Thus, the significant ques tion of this research is that the current basic design curriculum in schools of architecture of Iran to what extent have the capacity of considering the elements of culture and how it is possible to design programs considering the cultural subjects in the context of the current curriculum. This inves tigation is conducted in two main s teps; the firs t s tep consis ts of inves tigating the curriculum of Basic Design Education in the undergraduate s tudies of architecture in Iran. Although all architectural schools in Iran follow the undergraduate program of architecture, approbated by High Council of Programing in Minis try of Science and Higher Educations, The main schools have the opportunity to do some changes in their programs. Therefore, the curricula of Basic Design education in three main schools of architecture of Iran are selected to be s tudied; University of Tehran (consis ting of two separate curricula in two Ateliers, 5 and 6), Shahid Beheshti University, and Iran University of Science and Technology. This inves tigation shows up four different syllabi for basic design s tudies which are mos tly so similar. Comparing these syllabi determines twelve main subjects for basic design education which has been concerned as the main subjects for current research. The second s tep is dedicated to s tudying the definition of ‘culture’, and the components of culture based onideas and notions of cultural theoreticians in Iran. According to this s tudy, Iranian culture has three major components which are ‘world-view and believes’, ‘his tory’ and ‘geography’. Each of these three components of Iranian culture consis ts of different subjects which can impact architecture. So, to do architecture in correspondence with cultural context, it is necessary to be familiar with these factors in the field of each cultural element. In final part, the syllabi of Basic Design Education is revised based on the practical detailed syllabi of culture which is determined according to the cultural subjects relevant to architecture. This revision is deducted through the Delphi method, ques tioning eight professors of Basic Design s tudios. The result shows that almos t in all twelve
syllabi of Basic Design Education, potential for considering the cultural components and the relevant subjects exis t. Amongs t Basic Design syllabi, some have higher capacity for considering cultural subjects. Thus by a precise editing of projects in Basic Design courses, architectural education can be formed more closely to the cultural fundamentals

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