نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه معماری، دانشکده هنر و معماری، دانشگاه یزد، یزد، ایران
2 عضو هیات علمی دانشکده هنر و معماری دانشگاه یزد
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Although architecture, both as a discipline and as a practice, is inherently linked to its social context, the focus on social issues within academic architectural education has experienced notable shifts throughout history. Initially, during the formative years of architectural education in the world, there was a conspicuous lack of emphasis on the social dimensions of architecture. This was largely because the patrons of academic architects were predominantly elites and aristocrats, who had little interest in the social ramifications of architectural works. Over time, however, various socio-political, cultural, and technological transformations brought about a paradigm shift. Academic architects and architectural institutions began to recognize the importance of addressing social contexts. This shift was particularly evident in the postmodern era, where resolving social issues became a fundamental objective of architectural education. In contemporary architectural discourse, the integration of social considerations into the curriculum is regarded as essential for producing architects who are not only technically proficient but also socially responsible. In Iran, the trajectory of architectural education has mirrored global trends to some extent. The early years of architectural education in Iran saw a similar disregard for social issues. However, significant national and international developments prompted a reevaluation of this approach. Despite these changes, the current state of architectural education in Iran still falls short of fully integrating social considerations into its curricula, in contrast to leading architectural schools worldwide where social context is given substantial attention. This study seeks to address the question of how the focus on social issues within architectural schools has evolved over time and to map out their current position concerning societal engagement as reflected in their curricula and course offerings. The research methodology is grounded in a qualitative framework, relying on library resources for data collection and employing logical reasoning and an analytical-interpretative approach for data analysis. The study's findings reveal that while there has been progress, Iranian architectural schools have yet to prioritize social issues to the same extent as their global counterparts. In leading architectural schools around the world, the social context is an integral component of the educational process, highlighting a significant area for improvement within the Iranian academic landscape.
کلیدواژهها [English]
)