analysis of socio-human relations in the school mosque spaces in qajar majesty, qazvin

introduction in this paper, a new approach is applied to explain inner interactions in architectural spaces. this approach is recently used in urban design. it has also been used in architecture in this essay to consider the application of mosques_ madrasah in qazvin. this city as instances of salehich and madreseh is proving the interactions between the spaces of masjed-madresse in ghajari majesty. according to the social communication, the impotence of this essay is to recognize the value of social interactions and their impression on the architectural design, particularly in the masjed-madreseh in ghajar with further considerations. in this study, two mosques and headed salehiyeh schools that belong to the same period and the city of qazvin were selected as case study. now days, there are a lot of different approaches for reading the building and understanding the inner interactions of the buildings. one of these approaches is spatial property.  this method is being proposed for the first time by estidman, bil hilier and hans. this theory in the urban design domain was established by hiler and hansen in 1984in landon. it was based on searching for forms of the community or space. since the space is formed from the social, cultural and economical characteristics, it is usually considered as background for the cultural, social properties (rismanchy, 2010). in iran, abaszadegan and memarian were the first researchers that presented the new way of looking at the space. there have been some researches in the urban domains (yazdanfar et al., 2008; rismanchy and bel, 2010; 2011; molazade, 2012) that have weeded this opinion in the scale of residential and native iranian architecture. this is understood with due attention to the existing use of this notion in iranian architecture. therefore, this essay is to study of the mosques-madrasah of ghajar in qazvin city and to describe this nation in the scale of architecture. analysis of the graph is to examine each space and social relations and structures with a hidden pattern.   methodology  with the spatial method, the inner relations of spaces have been indicated in a branching graph. this graph is named as an explanatory graph shaped by full amply circles or multiplication or plus as the presentation of spaces. it has also horizontal and vertical pique lines to explain the identical spaces, concordant relation and the relation between two spaces. the circles with the symbol are introduced as the original space s connected to an oblique line. if the spaces are in the some level we place the related circles in a horizontal row, if the space connected to another level and there are some other spaces in that level, we use the vertical line. therefore, that space will be known as joint one. they will be named in any rows of the horizontal line of angina. that naming will be called as classifying the space. the more this classifying numbers, the more the space will be in the way.   results and discussion it can be concluded that with applying the method based on space analysis, the possibility to measure one kind of architecture, i.e., masjed-madreseh, according to the retention of social relations in the architectural spaces, can be high with the rules and graphs. before this, architects and researchers used to classify the spaces in to public and private according uses of each space. but, with this method a more accurate and exact way can be made with numbers and characters. a higher sense of being introverted space, this space is directly related to introversion and privacy. to get more internal space, we have to pass the extra spaces, as the spaces in which higher levels are higher figure of more privacy. also getting a connection (line) into a space (circle) means the relationship between the joint spaces. the space in the mosque is before the porch and two hallways or stairs as the joint places. eivancheh in pre-school rooms are designed for the storage space. the hierarchy is stored as a space with more privacy. since the school entrance to the mosque is an interesting place, there are two aisles on either sides of the floor space. it will be redirected and we do not feel any interference with other users on the lines connecting to the space for each user.   conclusion since any school should be connected to all the educational spaces and also with the rooms that are particularly used for individual study and open space as court yard that can be seen at the entraining, the curiosity and view is an invitation for learning. the hierarchy for reaching a place in iranian architecture is very important andin the masjed-madrese there are some pre-spaces where has a little differences with the main spaces in  graph and the table of itineration. in this kind of architecture with two different applications together, as seen in the depth of space, the education applications are in a type and are designed for the worshiping spots. with more depth, the inter farceuse of the act ivies has no in inconsistency with each other while staying together independently. the spatial depth of “paso” is more visible compared with the other educational spaces with a connection to the room.