اميرحسين كريمي

Today, with the advancement of technology, artificial intelligence and the spread of virtual reality, the role of human experience in life is fading, contemporary man is moving away from the tangible world of life experience, body awareness and multi-sensory perception of phenomena at a great speed. It goes towards artificial and purely vision-oriented innovations. Like all other phenomena, architecture has not been spared from the effects of the continuous growth of this issue, in the meantime, architecture is an art that deals with lived experience, especially with the body, feelings and perception, and perhaps it can be said that architecture is the most influenced and involved with lived experience among all arts. The young generation and children are the most involved and influenced by new technologies. School is one of the subjects that can strengthen the sensory and perceptual experience of the body. School is the place where children and teenagers spend most of their time after home. The school should be able to lead students to the lived experience and comprehensive perception of real life, and this requires that schools be designed in a physical and multi-sensory way to be experienced. The purpose of this research is to eva‎luate the quality of schools from the perspective of bodily principles and perceptual quality. First, the influential thoughts and ideas in the field of philosophy of perception and architecture are investigated and then, by examining case examples and sensory note-taking techniques, the sensory richness of each of the spaces related to students is investigated and recorded, and the way of perception It examines schools and spaces from a phenomenological point of view. Surveys showed that in most schools, the sense of sight is the dominant sense and other senses are not given much attention. Regarding the consideration of bodily and multisensory perception, there are many weaknesses, especially in the internal parts, as well as in the external parts, schools that are richer in terms of nature and green space have more stimuli and sensory qualities.

معماري چند حسي , بدنمندي , ادراك , پديدارشناسي , مدرسه , محيط آموزش

Multi-sensory architecture , bodily , perception , phenomenology , school , education environment

amirhossein karimi

dr mahdi hamzenezhad - dr mahdi khakzand