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مفهوم فضا در پیوند با فیزیک، فلسفه و هنر در آموزش مجسمه‌سازی معاصر بر مبنای نظریة پیوندگرایی

https://doi.org/10.22034/bagh.2026.553483.5921
دوره 23، شماره 154
فروردین 1405
صفحه 47-58
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نوع مقاله : مقالۀ پژوهشی

نویسندگان

نرگس حریریان 1
سید سعید سید احمدی زاویه 2
سمانه (ثمین) رستم‌بیگی 2

1 گروه نقاشی و مجسمه‌سازی، دانشکدۀ هنرهای تجسمی، دانشکدگان هنرهای زیبا، دانشگاه تهران، ایران

2 گروه پژوهش هنر، دانشکدۀ علوم نظری و مطالعات عالی هنر، دانشگاه هنر ایران، تهران، ایران

چکیده
بیان مسئله: مفهوم «فضا» در مجسمه‌سازی پدیده‌ای چندلایه و میان‌رشته‌ای است که در پیوند با ادراک، بدن، ماده و معنا شکل می‌گیرد. تاریخ تحول این مفهوم نشان می‌دهد که فضا در فیزیک از ساختاری مطلق به بستری نسبی، در فلسفه از مقوله‌ای پیشینی به تجربه‌ای پدیدارشناختی و در مجسمه‌سازی از پس‌زمینه‌ای ایستا به عنصری پویا در تولید معنا تبدیل شده است. این تحولات پیچیدگی مفهوم فضا را برجسته می‌کنند و ضرورت رویکردی شبکه‌ای برای آموزش آن در مجسمه‌سازی معاصر را جهت پیوند میان دانش نظری و توانایی عملی دانشجویان آشکار می‌سازد. پرسش این پژوهش با تکیه بر نظریۀ یادگیری پیوندگرایی این است که چگونه می‌توان با تلفیق دیدگاه‌های فیزیکی، فلسفی و هنری، مدلی نوین و کارآمد برای آموزش مفهوم فضا ارائه کرد.
هدف پژوهش: ارائة مدلی شبکه‌ای برای آموزش فضا در مجسمه‌سازی است که دانش فلسفی، فیزیکی و زیباشناختی را به‌عنوان گره‌های یک شبکة مفهومی سازمان دهد و امکان ارتقای توانایی دانشجویان در تحلیل و خلق فضا را فراهم کند.
روش پژوهش: این پژوهش با رویکرد کیفی و روش توصیفی-تحلیلی و ماهیتی کاربردی-توسعه‌ای انجام شد. داده‌ها از دو مسیر گردآوری شدند؛ مطالعة کتابخانه‌ای دربارة مفهوم فضا در فیزیک، فلسفه و هنر و مطالعۀ میدانی شامل تحلیل نمونه‌هایی از آثار مجسمه‌سازان معاصر و پروژه‌های پایانی دانشجویان مجسمه‌سازی دانشگاه تهران. تحلیل داده‌ها براساس منطق شبکه‌ای نظریة پیوندگرایی انجام شد تا نحوة ارتباط لایه‌های مختلف فضا در فرایند آموزش و دلیل انتخاب این روش تبیین شود.
نتیجه‌گیری: یافته‌ها نشان می‌دهد که توجه هم‌زمان به لایه‌های فیزیکی و فلسفی فضا، درک دانشجویان را از سطح تجربة حسی به سطحی تحلیلی و خلاقانه ارتقا می‌دهد. ازاین‌رو، پیشنهاد می‌شود که مفهوم فضا در مجسمه‌سازی با رویکردی پیوندگرا بازطراحی شود تا آموزش آن تنها به شناخت فرم محدود نماند و نسبت میان فرم، فضا و معنا به‌صورت شبکه‌ای و چندبُعدی درک شود.

کلیدواژه‌ها

آموزش مجسمه‌سازی
مفهوم فضا
رویکرد میان‌رشته‌ای
فیزیک
فلسفه
یادگیری پیوندگرایی.
موضوعات

عنوان مقاله English

The Concept of Space: Physics, Philosophy, and Art in Contemporary Sculpture Education from a Connectivism Perspective

نویسندگان English

Narges Haririan 1
Sayyed Saeid Sayyed Ahmadi Zavieh 2
Samaneh (Samin) Rostambeigy 2
1 Department of Painting and Sculpture , Faculty of Visual Arts, College of Fine Arts, University of Tehran, Iran
2 Department of Art Research, Faculty of Theoretical Science and Higher Art Studies, Iran University of Art, Tehran, Iran
چکیده English

Problem statement: The concept of space in sculpture is a multilayered and interdisciplinary phenomenon formed through its relationship with perception, the body, materiality, and meaning. The historical development of this concept shows that space has shifted in physics from an absolute structure to a relative framework; in philosophy, from an a priori category to a phenomenological experience; and in sculpture, from a static background to a dynamic element in the production of meaning. These transformations underscore the complexity of space and reveal the need for a network-oriented approach to its teaching in contemporary sculpture, one that can meaningfully connect theoretical knowledge with students’ practical capabilities. Drawing on the theory of connectivism learning, this study asks how an integrated synthesis of physical, philosophical, and artistic perspectives can contribute to the development of a novel and effective model for teaching the concept of space in contemporary sculpture education.
Research objective: The aim of this study is to propose a network-based model for teaching space in sculpture education, in which philosophical, physical, and aesthetic knowledge are organized as interconnected nodes within a conceptual network, thereby enabling the enhancement of students’ abilities to analyze and create space.
Research method: This study adopts a qualitative approach and employs a descriptive–analytical method with an applied–developmental orientation. Data were collected through two main pathways: a library-based study of the concept of space in physics, philosophy, and art, and a field study involving the analysis of selected works by contemporary sculptors as well as final projects by sculpture students at the University of Tehran. Data analysis was conducted based on the network logic of connectivism theory, in order to elucidate the relationships among different layers of space in the educational process and to justify the rationale for the selected methodological approach.
Conclusion: The findings indicate that concurrent attention to the physical and philosophical layers of space elevates students’ understanding from the level of sensory experience to a more analytical and creative level. Accordingly, it is recommended that the concept of space in sculpture be reconfigured through a connectivism approach so that its instruction is not confined to the recognition of form, but rather the relations among form, space, and meaning are apprehended as a networked, multidimensional phenomenon.

کلیدواژه‌ها English

  • Sculpture education
  • Concept of space
  • Interdisciplinary approach
  • Physics
  • philosophy
  • Connectivism learning.
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