Primary Schools of İzmir (1923-1950) (original) (raw)
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Typology of Traditional School Architecture with an Emphasis on the Effect of Educational Policies
Bagh-e Nazar, 2020
Problem statement: one of the necessities of human life is to change and evolve to be excellent, and the only way to achieve it is education. The principled and regular change made to promote religious teachings using comprehensive and universal education by the government was one of the specific characteristics of the Safavid era. To this end, the rulers had established schools and other influential buildings. So, schools have become the most important educational centers at the service of the Shiite religion and one of the most important architectural buildings in this era. Objective: Given that the educational approach of each era requires educational system and appropriate spaces and it is not clear how the educational system policies affected the architecture elements of the schools constructed in the Safavid era, the present study aims to investigate the effect of educational policies applied in the Safavid era on the physical elements and their coordination with the spatial organization and the architecture of schools of theology and seeks to typify the architecture of the schools constructed in this era considering educational policies. Method: Given the rise of architecture and the development of educational policies in the Safavid era, which led to the development and expansion of Shiite Islamic schools of theology, in the present study, it is attempted to investigate the position and significance of education in the policies taken by the Safavid dynasty, and to typify the effect of it on the architecture of those schools built in this era using a historical-interpretative method, secondary (desk) study and field study. In this regard, four Safivid schools are selected as targeted samples and then, analyzed in terms of the general characteristics of the building, spatial hierarchy and organization according to the educational position and methodology of this era. Conclusion: The results of present study indicate that in addition to the comprehensive development of architecture in the Safavid era, education and its position had changed and become different from previous eras. On the other hand, as the Shiite religion was recognized as the formal religion in Iran and the Safavid rulers promoted it adopting different policies, education of Shiite sciences in schools was made available for public use. These changes have resulted in changes in the education system and architecture of schools. Some of these changes are as follows: expansion of school dimensions, increase in the number and quality of chambers and madrasa, attention to the courtyard of schools as a vital element of schools, changes in the entrance system, connection between schools, city and public spaces and connection between school and prayer spaces.
European Journal of Education Studies, 2019
The purpose of this research is to examine whether low and high student acheivement and new and old types of buildings have a meaningful relationship with perceptions of teachers on quality of school buildings. Quantitative methods were used in the research. 204 teachers from elementary, middle and high school in Izmir, Turkey completed the scale. Stratified random sampling was used in the research. In data collection, ‘Quality School Building Scale’ was used. For data analaysis, t test were used as well as basic statistical methods. Results show that, as academic achievement, there is a meaningful difference between perception of teachers related to school campus, acoustic dimensions and total scale. The difference is in the favor of schools with lower academic achivement. The same dimensions and total scale have difference that old type is favorable. In this sense, improving the quality of school building is important. Article visualizations:
International Journal of Applied Arts Studies, 2024
Schools are the most familiar learning spaces in the mind, which have undergone fundamental changes over time in various sectors, including architecture. The aim is to compare the architecture of Qajar and Pahlavi period schools and the effect of paradigm shift and transformation in Tabriz and Urmia schools. In this research, the evolution and continuity in the architecture of schools in the Qajar period was analyzed with regard to the spatial indicators and the body of learning the open space of Iranian schools. The research is important from two practical and descriptive-analytical aspects, it is practical for exploiting all kinds of schools of the Qajar and Pahlavi periods and fundamental for how to face them in the space of transition from architecture in the city. The method of doing the work is mixed and qualitative-quantitative. First, library information is collected and then the interview technique is used. The components extracted in the questionnaire were compiled with a Likert scale and distributed among the experts. In the qualitative part of the interview method, he collects data, and in the Atlasti software, he extracts the components and changes of schools based on open and axial coding and the results of the questionnaire with the SPSS software, analysis of variance, regression (ANOVA) for data analysis with statistics. During the Qajar period, the arrival of modernity in Iran caused a transformation and a paradigm shift in school architecture. With the establishment of Dar al-Funun by Amir Kabir, a huge change in the model of schools took place, which led to the separation of schools from mosques. As a result, the educational spaces from the school mosque with the pattern of the central courtyard later changed to the schools with the elongated plan pattern, and the educational evolution in the Qajar period followed the concept of physical-shape continuity of the traditional Iranian architecture and items such as the central courtyard, module and frame. The arrangement of views and symmetry, introversion and appropriate geometry, etc. can be seen.
Education and educational spaces in any eras have had a significant role in the growth and development of communities. Schools are the best-known educational spaces, which were undergone essential changes over time in various fields including architecture. Thus, it is important to evaluate these changes during different eras. The lack of spatial qualities and replacement of other segments are our schools today problem, compared traditional schools. In other words, the qualities existing in traditional schools are absent in architecture of today's schools, and the other elements were replaced. Studies that have been conducted regarding schools to date show that less attention has been paid to architecture and content changes of schools, and their cause during different periods. Thus, it is necessary to evaluate these developments and their reasons. This paper tries to examine these developments and their causes. The aim of this study is to evaluate changes in the architecture and content of schools and the relationship between them in the traditional, transitional, and modern era in Iran, compared to each other. In this study, a comparative-analytical research methodology has been used. Library studies were used to collect data. Dodar, Chahar Bagh, and Aqabozorg schools, from traditional era, Darolfonun School from transitional era and Markar School from modern era were selected for comparative analysis purposes; then the required indexes determined for comparison and the evaluations were carried out. According to the hypothesis of this study, compared to the traditional era, architectural developments in Iranian schools during the transitional and modern eras are mostly affected by their content; nevertheless, results do not support the hypothesis and therefore, it was rejected. The results showed that the architectural changes and the pattern of Iranian schools during the transitional and modern eras compared to traditional era were associating with an abstraction-oriented imitation from the architecture of the West and the lack of traditional schools spatial qualities in the architecture of modern schools. Therefore, the same applies to the elimination of the residential section and the contents had no effect on these changes. In this way, the Iranian school has maintained the traditional pattern until mid-Qajar, but since this era onwards and with the establishment of Darolfonun and utilizing the West architecture, the architecture of schools were change. In other words, the new structures of schools during the transitional and modern eras, was a European imitation through eliminating the residential section (school-chamber) and converting to the (school-corridor-class). Thus, the spatial qualities of traditional schools were eliminated, new elements were replaced, and modern schools with new architectural were formed.
Educational system of the society is one of the fundamental pillars of emergence, development, and transfer of its cultural elements. The system itself involves four pillars, including educational structure, instructor, learner, and educational environment. Earlier researches on the architectural history of Iranian schools indicates that the relationship between education and school architecture has not been widely explored. The main research question is how the transformations of educational system have been relevant with the transformations of Iranian schools spaces? The study aims at recognizing the spatial evolution of Iranian schools architecture. It seems that with the transformation of Educational system in the Qajar period and the establishment of Darolfunoon academy,the system and the architecture of schools have gradually shifted the traditional school to new ones. Based on a historical-interpretive approach, data were gathered using library method, then were analyzed citing historical documents. To this end, three periods were identified in the educational system and architectural developments and three typical schools of the given periods, including Sepahsalar School, Darolfunoon academy, and Alborz high school, and their relevant educational systems were analyzed. Studies suggested that the traditional system had been based on the concurrent life and learning, coordination of spiritual and worldly sciences, and Interactive relationship between master and disciple. This system had interacted with the architecture of schools, with prominent features such as considering one place for living and learning, the use of schools for religious affairs, and considering large spaces for schools. In the next period, the religious aspect and the interaction between disciple and master has been removed from schools such as the Darolfunoon, but the overall shape the central courtyard has been preserved and the function of the chambers has shifted to classrooms. Finally, in the modern educational system, the architecture of schools has become linear, the classes and their layout has led to a unilateral teacher-student relationship, and has distanced from the architecture of the traditional schools.
Bagh-e Nazar, 2020
Problem statement: Modernization in contemporary Iranian history has led to the emergence of European-style schools and the city of Isfahan. These schools differed from traditional schools in terms of the content of the lesson and architecture. At the end of the Qajar period and the Pahlavi era, the construction of schools was on the agenda due to the growing population of Iran and the government’s policy of slightly expanding schools for training a specialized force. Most of the previous studies on the architecture of Isfahan schools have been focused on traditional schools (Isfahan schools) and less attention has been paid to the architecture of contemporary schools in the above-mentioned and knowledge about the process of its formation is scarce. Research objective: The purpose of this study is to identify the historical, political, cultural and social factors influencing the modern schools in Isfahan in these periods and to understand the nature of architecture and to compare the physical structure and architecture of these schools with each other. Research method: This case study is descriptive-analytical. Five schools were selected as case studies. Data on the history of the schools were gathered through relevant documents. Using field study, another set of data on these schools were collected then analyzed based on the aim of the study. Conclusion: The most important factors in the shaping of new schools are the constitutional revolution, the role of the Pahlavi government and the desire of the government to create the style of antiquity, the evolution in the 19th and 20th centuries in Europe, and the change of the Western educational system and the construction of several European-like schools in Isfahan by French and English missionaries, the presence of native (Isfahani) architects in this city, and their desire to build traditional (Isfahani) style school architecture. Together, these factors have led to the creation of some kind of integrated architecture in the buildings of most Isfahan schools.
The Ministry of Education (Maarif Vekaleti) sent circulars to public administrations until and after the period of adoption of Education Law Association (Tevhid-i Tedrisat Kanunu) and asked for the statistical information of the education and primary school existing in every province, conty and villages in order to be able to understand the heritage of primary school from the Ottoman period to the Republican period. Statistical data was gathered across the country for detection of all schools, teachers and students within the boundaries of the National Pact. The data was published in the Statistics Magazine (İhsaiyat Mecmuası) for the years 1923-1924 and in the State Journal (Devlet Salnameleri) for the years 1925-1926 and the infrastructure needs of the targeted education were determined. The purpose of the essay is to set a light to the numeric change of primary school, primary school students and primary school teachers between the years 1923-1928 through first-hand sources. The numerical data obtained from the first years of the Republic made an important contribution to the determination of number of school and teachers needed for elemantary school and to the identification of educational infrastructure through these datum.
2019
School buildings are one of the first public spaces where children feel themselves safe, well-being and fulfil their social needs. In this context, secondary school buildings, which are currently used in our country, have been discussing qualitatively for many years. Therefore, the focus point of this study is about the relationship between the buildings of education and their place in children’ perception. The question that constitutes the purpose of the study is as follows: What is the effect of school buildings’ physical conditions on children perception? Within this scope, İstanbul Kagithane region was selected as a case study and secondary school buildings in different typologies were examined. The first one of these typologies is the schools which were built by the Ministry of National Education with the same characteristics. The other is the schools that designed by Uygur Architecture. These schools were planned to be prepared for the possible earthquake of Istanbul and to be...