Journal of Iranian Architecture & Urbanism(JIAU)

Abstract Extended Abstract
Background and Objectives: Throughout the history of human thought, numerous theories have emerged concerning the essence of architecture, its fundamental components, and the role and significance of each element. These theoretical perspectives have profoundly influenced how architecture is conceptualized, practiced, and taught. Dominant paradigms such as formalism and strict functionalism, for example, often reduce architecture to a purely visual or utilitarian construct—one that functions merely as a physical container for human activity. Such reductionist views tend to overlook the fixed and multidimensional nature of human beings, whose needs extend beyond the material to encompass emotional, sensory, intellectual, and spiritual dimensions. As a result, these perspectives fall short of addressing the full richness of human experience and hinder architecture’s potential to contribute to human flourishing. Among the elements that have been neglected or insufficiently explored in many of these modern approaches is the concept of “geometry.” Far more than a technical or decorative tool, geometry has historically served as a foundational and generative principle in architecture—one that organizes space, creates harmony, and reflects deeper metaphysical realities. This research seeks to re-examine the role of geometry within the broader system of creation, and by extension, within architectural design, through the lens of Islamic philosophy and thought. By adopting this holistic and spiritually grounded framework, the study aims to uncover the true ontological and functional status of geometry in architecture. Ultimately, it aspires to contribute to a richer pedagogical and practical approach to architectural education and design—one that is aligned with the innate nature of human beings and supports a more meaningful, purposeful built environment.
Methods: Initially, the research examines the definition and position of geometry across various human schools of thought. Using an interpretive-analytical approach and authentic Islamic sources, the study identifies this concept and its place within the system of existence, including architecture, thereby shaping the theoretical framework of the research. Through logical reasoning, the roles of geometry in architecture are extracted from this theoretical framework. For a comprehensive understanding, the four causes of geometry in architecture are identified and examined through a case study of the “House of Kaaba,” a manifestation of divine architecture.
Findings: The indicate the following:
- Efficient Cause: Geometry organizes architectural elements into a unified whole for human use, aiming for the perfection of human life.
- Final Cause: Geometry conveys meaning aligned with the architectural function, guiding individuals towards worship and understanding.
- Material Cause: The element of “space,” which must possess specific characteristics and features in each building, proportional to its function and human perceptual powers.
- Formal Cause: The limiting and distinguishing aspects of space (such as floors, ceilings, and exteriors), which must be proportionate to the building’s function and intended meaning, leading to the creation of a unique internal and external volume, decorated with appropriate arrangements.
Conclusion: This research underscores the profound significance of geometry in the realm of architecture, particularly through the lens of Islamic thought. By exploring the theoretical foundations and practical applications of geometry, the study reveals its essential role as the primary generator and organizer of architectural elements. The identification of the four causes—efficient, final, material, and formal—provides a comprehensive understanding of how geometry shapes and enhances architectural design. The case study of the Kaaba exemplifies the divine and functional aspects of geometry, demonstrating its capacity to harmonize architectural elements, convey meaningful symbolism, and create spaces that cater to both human perceptual powers and spiritual needs. This holistic approach not only enriches the sensory and spiritual dimensions of human life but also offers a robust framework for contemporary architectural practice. Ultimately, this research advocates for a renewed emphasis on geometry in architectural education and design, promoting a more integrated and meaningful approach that aligns with the holistic nature of human existence.

Abstract One of the most important issues in architectural education, is the learning process and attention to individual differences in this field. In architectural education, the architects utalize other disciplines, including education and training sciences to optimally critique their own work during assessments and evaluations. This is considered as one of the important requirements for improving design quality and the lack of it will lead to a gap between research and professional environments. However, education in a social system based on Islamic tenets, must be different from others. Islam recognizes the importance and necessity of utilizing the benefits of the science and knowledge of other lands; but in order to correctly apply these achievements in any area such as architecture, it is necessary to harmonize their components with native values and religious concepts. Combining different scientific, philosophical and religious methods can help to better explain phenomena such as learning that has different aspects. One of the noticible theories in the field of education is Kolb's learning theory, which is referred to in the field learning sciences and more accepted among researchers. This theory examines the different ways that people receive and process information. This research has been conducted with aim to review and evaluate Kolb's learning theory based on Islamic principles and values in architectural education, and to also answer the question of whether Kolb's learning theory is close to Islamic theoretical foundations in learning and teaching architecture or not? For this purpose, a comparative study has been done between this theory and the relevant Islamic structure, which has the capability of being used in all human processes (Such as learning, teaching and creating works of art, architecture and urbanism). Given the interdisciplinary nature of architecture, a combination of research methods are used in this article including logical reasoning and analytical-commentary methods based on two sources: reason and quote. The findings indicate that Kolb's learning model is based on experience and individual differences in learning, which from an Islamic view has been confirmed and emphasis on. But due to its interdisciplinary nature, in order to utilize this in a correct and Islamic education of architecture, additional topics have been suggested. This model corresponds with parts of the Islamic model, but has weaknesses in anthropological topics. Also, this model can't evaluate concepts such as Intuition and Inspiration, which are related to higher levels of learning in human beings. Achieving these levels leads to the establishment of wisdom and recognition of its necessity in the higher education system of the country.

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