Location of the Religious Schools in the Iranian Historical Cities in the Islamic Period, Case Study: Qazvin and Isfahan

The expansion of the state apparatus in the Sassanid period and the significant increase in the number of teachers did not reduce the prohibition of mass participation in higher education and science education centers, and it was rarely possible for an individual to exceed the limits and limits of the class system, and to a class other than the class Self Improvement.
It was as if there were pre-schools in the fireplaces located in the city's neighborhoods. And these elementary schools seem to be the center of elementary education (Sultanzadeh, 1364). There is no information available on the class status of the inhabitants of these neighborhoods, and the materials and materials that were used by the children in these elementary schools.
After Islam, education was removed from the monopoly of the privileged classes, and the possibility of studying secondary and higher education was more or less available to many. The sciences such as medicine and astronomy were still concentrated in centers like Jundishapur, but religious science was taught in the early centuries in mosques and scholars' homes.
Gradually, along with the development of religious sciences and the prolongation of their education and the need for resettlement, the foundations for the emergence of schools were provided. The location of these schools was mostly around, mosques, markets, residential neighborhoods, and sometimes squares and main streets or streets. The method of doing this research is a historical research as well as a descriptive-analytical method. Content analysis method has been used in descriptive research method. The method of data collection has been used through library and documentary studies, and in the studied samples (Qazvin and Isfahan), the places of the establishment of the schools of theology are discussed. The functional and social role of the city as well as the attention to religious phenomena, independent variables and the way schools are established, is the dependent variable of this research. Result and Discussion: According to studies conducted by the religious and religious schools in cities near the Jami Mosque, there were some markets, inside the neighborhoods, and sometimes around the streets or squares. The point to consider is that schools are considered as one of the most important elements in the spatial structure of Islamic cities, either directly with other important functions such as the mosque or the core of the city's core market, or through the intermediary The endowments of the lords and elders of the city were formed inside the neighborhoods. By examining case studies, it was concluded that most religious and religious schools in Isfahan were formed during the Safavid period of the market and bazaar of Isfahan, while the religious schools of Qazvin during the Qajar period were mainly in the neighborhood and adjacent to the main streets of the city of Settlement they have found. Historical data show that, as a rule, in large cities and capitals, on the one hand, worldly and cultural investments could well be done in the development of religious sciences and the socio-historical conditions were such that the education of a large number of religious schools required a great deal, then a significant number of religues schools was built, which was first deployed in or near by its proximity to the central mosque. And in the second place, partly due to the fact that the school was a public and masculine space, it was part of the marketplace. In the third place, because some of the scholars, or the lords and the Rijal of the city who wanted to build a school, would prefer to act in their own neighborhood. To some extent, they have contributed to the development of their neighborhood, a number of schools in residential neighborhoods, along with the main ways of the neighborhood and points close to the market and far from the inner passage of the neighborhood, which are examples of them In the text of the research, as well as in some cases, a number of schools were set up next to or near the city streets or streets that were the direct route.
In this research, two cities have been considered as different from the historical-social aspect and the function-demographic in different conditions, and as a result of the location of the religues schools were different. First of all, Esfahan, which twice as a populated city, the capital and an important political administrative center in the country, and in which there were many schools in it, was the first time of the Seljuk period, in which there were religious conflicts between Islamic sects. And the second Safavid period, in which these conflicts existed between religious groups inside and outside of Iran, and in both cases, it was necessary to educate the number of students and build schools. Of course, the place of the establishment of schools in the Seljuk period is not easy due to the historic distance and urban transformation, but the location of the Safavid period schools has been investigated. But despite the fact that in the era of Shah Tahmasb and his successor for nearly half a century the city of Qazvin, the city of Qazvin has not yet developed historically, socially and demographically to a single point, and the most important center of religious phenomena and training Religiousness could play a role and, as a result, at that time, a large number of schools were not built.
But during the Qajar period, due to the transfer of the capital to Tehran, it became a relatively minor city; on the other hand, the government and the Rijal of the Qajar period seemed to have a slightly different religious ideals than the Safavid period. As a result, a number of mosques-schools were built in Tehran and in other cities such as Qazvin, many of them along the main roads of residential neighborhoods. In addition, it is necessary to add to the movement of the old Qazvin bazaar due to the relocation of the city's administrative and administrative center and the formation of a new market for the establishment of the schools.