Extended Abstract
Background and Objectives: The existence of numerous examples of the connection between the knowledge of geometry and building design, with an emphasis on the application of geometry in architecture, especially in the Islamic era, introduces architecture as a knowledge-based skill that creates an extended connection between thought and action. The breadth of this connection has created numerous definitions of the concept of geometry and its diverse applications in architecture. Due to the importance of paying attention to the internal aspects of phenomena in the formation and advancement of sciences in the Islamic worldview, it is essential to understand the concept of geometry in architecture. With the aim of providing a single definition of the concept of the word geometry for the emergence and manifestation of its capabilities in architecture, the first research question, “What is the meaning of the word geometry and its application in architecture?”, is formed on the assumption that the numerous existing interpretations of the concept of the word geometry create diverse applications of geometry in architecture. Considering that the theoretical and practical topics of geometry were taught to architects in the past by Muslim philosophers and mathematicians, and today, architects are trained in architectural schools, with the aim of compiling the necessary syllabus for teaching the clarified subject of geometry to architects, the second research question, “How does the concept of the word geometry in architecture affect its educational content?”, is formed on the assumption that introducing the subject of geometry to architects based on its clarified concept in this research, reveals the need to compile educational syllabuses that cover various areas of the aforementioned concept.
Methods: This research is conducted using a descriptive-analytical method and with the help of qualitative content analysis. Data are collected through library studies and by deductive method. In order to enter the field of research, Often from Islamic sources, well-referenced scientific articles and authentic books have been selected that are related to the subject and whose authors are experts in the field under investigation. In order to answer the first question, with the help of logical reasoning, we will deal with the epistemological classification and content matching of existing definitions of the concept of the word geometry with existing interpretations of it in architecture. Then, the applications resulting from the aforementioned interpretations are introduced using inference argument. In order to answer the second question, with the help of logical reasoning and considering the clarified subject of geometry, we adapt the syllabus and objectives of basic and optional courses related to geometry education in architecture in terms of content with the theories of Muslim scholars from the fourth to the eleventh centuries AH. Then, using inference argument, the materials needed for teaching are discovered.
Findings: According to studies, the word “Geometry” is defined as equivalent to the word “Qadar” in the sense of (certain size) which is understood in the three realms of measurement, proportion, and exaltation to the higher worlds. Also, the numerous existing interpretations of the concept of geometry in architecture fall into the categories of: ordering, coordinating, and metaphorical, respectively and in accordance with the sub interpretations, applications are introduced under the title of “Geometric-Architectural Layout”. In short, the concept of the word “Geometry” in architecture is an art that has come down from the Supreme World in shapes and sizes in order to fulfill the goals of the building built and the manifestation of the divine names and it has three levels: drawing plane, spatial and analytical-content. In order to benefit from all the aforementioned levels and to achieve the “Secret of Qadar” of the building, an application called “Unifying Geometrical-Architectural Layout” is proposed. It should be noted that just as the aforementioned layouts are different in nature, the educational and research strategies of geometry in architecture are also different from each other. In the educational model proposed by Muslim philosophers, geometry is a tool for realizing Islamic life, in which the concept of “Kail” is used to promote and improve the relationship between man and the environment.
Conclusion: Using inference argument, we find out that knowing the concept of the word “Geometry” in an incomplete form due to its wide scope, has become the basis for the existence of many interpretations and, as a result, the numerous applications of the concept of geometry in architecture. In fact, each architect uses a part of the concept of geometry in architecture according to her needs and thus numerous geometric-architectural Layouts are formed and the first hypothesis of the research is confirmed. Next, while matching the content of the levels of the concept of the word “Geometry” in architecture with the content resulting from summarizing the components of the theories of Muslim philosophers and the selected goals and headings appropriate to these goals, using logical reasoning, we compile syllabuses for teaching the clarified subject of geometry in architecture, and we also classify them according to the content of educational and research approaches: exploratory-descriptive, analytical-interpretive and causal and thus the second hypothesis of the research is also confirmed.