School of Architecture

Statement of the Problem: Contemporary architectural education in Iran exhibits numerous challenges that require an examination of their underlying causes. A prominent issue is the standardized approach to architectural education, which has been shaped significantly by the influences of the Industrial Revolution. This standardization limits the creative potential of students. 
Question: What deeper objectives does architectural education in the postmodern era require? 
Research Objective: The primary objective of this study is to analyze the characteristics and requirements of architectural education in the postmodern context and to propose new educational objectives tailored to contemporary Iranian architectural pedagogy. 
Research Methodology: This research adopts a reflective methodology, combined with a descriptive-analytical approach, utilizing a range of library resources and scholarly articles. The findings are informed by the author's experience in teaching architecture at the University of Tehran, and the systematic collection of diverse feedback from students over a period of 12 semesters (2017-2023). 
Conclusion: Two categories of objectives—specialized and profound—can be delineated for the training of architects in the postmodern era. By focusing on the development of the four dimensions of personality (cultural, economic, personal, and social) as profound objectives, educational programs can better equip architecture students for the complexities of contemporary life. Achieving these objectives necessitates a shift away from mere deconstruction towards a process of destructuring and enhancing the mentor-student relationship. In this regard, an architecture mentor must recognize their evolving role in the postmodern context—not merely as an instructor, but as a supportive companion on the journey of architectural training—thus facilitating a more meaningful impact on the professional and personal development of their students.