TEHRAN – An Iranian architectural conservator and university lecturer has called for a fundamental overhaul of restoration education, criticizing what he described as an overly theory-based academic system and weak institutional support for field training.

Abbas Tashakkori, an architect, conservator of historical buildings and university professor, told ISNA on Wednesday that current university programs in restoration rely largely on theoretical instruction and do not sufficiently integrate field experience in historic urban fabrics.

“Discussions about the concept of education and its forms have taken place in the humanities and other disciplines,” Tashakkori said. “But in fields related to architectural context, and in disciplines such as anthropology and urban studies, these debates have received less serious attention.”

He said restoration education, particularly in architectural conservation, requires “multi-layered and diverse forms of training” and should move beyond a purely theoretical structure.

“Understanding architectural and restoration values cannot be achieved solely through reading texts and theories,” he said. “It requires direct engagement with the monument, presence in the historic fabric, observation and accurate documentation.”

Tashakkori described historical neighborhoods and buildings as the “main libraries” of architecture and restoration, saying students must learn to analyze and interpret them through direct experience rather than remaining confined to classroom and studio settings.

He said the gap between classroom instruction and real-world practice often leaves students confused when confronting actual restoration projects.

“If I want to emphasize one point, it is the need for a real and deep connection between university education and the lived reality of architectural heritage and historic contexts,” he said.

Tashakkori said that although university education is necessary, it should not be limited to formal syllabi and studio-based teaching. He cited the Faculty of Architecture and Restoration at Yazd University, located within a historical urban fabric, as an example of how location can influence the quality and type of training.

He added that restoration programs should be strengthened in cities with valuable historical districts and that the geographic placement of such programs is a key issue.

Tashakkori said field exposure allows students to better understand architectural elements such as traditional vaults. “A student may not fully grasp subtle differences between types of traditional vaults in the classroom, but when observing them directly in a historic context, the understanding becomes deeper and more tangible,” he said.

He also pointed to shortcomings in institutional support, citing difficulties in accessing archives and technical documentation held by heritage authorities.

“Research bases and documentation centers should serve education and research, but in practice access to archives and documents is very difficult,” he said. “There have been cases where we referred for research studies or access to plans and were unsuccessful.”

Tashakkori said restoration workshops at the Yazd Grand Museum are not readily accessible to the public or even to students, although they could contribute to both public awareness and professional training.

He said specialists entering the field face obstacles such as limited access to technical drawings and documentation, which can leave research incomplete.

Tashakkori, who said he has taught at universities for about 15 years while also working professionally in restoration, added that documentation of restoration techniques is often left to individuals rather than institutions.

“There are master builders who execute specific types of vaults with unique climatic and structural characteristics, yet they have not been documented even once through film or photography by the responsible institution,” he said.

Elsewhere in his remarks, the expert added that active workshops, identified restorers, project processes, timelines and supervision mechanisms should be systematically recorded and made available through training programs and media platforms.

Tashakkori described the current situation in restoration education as potentially reaching the level of a crisis, linking it to broader structural issues including budget constraints and an unstable job market.

He said he had recently read that the budget allocated to the Ministry of Cultural Heritage had declined compared to some other ministries, warning that reduced funding would have serious consequences for restoration projects.

“The vast number of historical buildings across Iran does not correspond to limited budgets,” he said.

Tashakkori also warned that non-specialist interventions and insufficient awareness have led to damage to historical buildings in some cases.

“If restoration is carried out by specialists with the necessary sensitivity, this heritage can be preserved for future generations,” he said.

He added that inadequate training and lack of field experience could result in the removal of historical layers during restoration projects, an issue that has been raised in recent years.

“A restorer who lacks proper understanding of a building, even with the intention of improvement, may end up damaging part of its historical identity,” he said.

Tashakkori concluded that restoration education, funding, institutional structures and the labor market are interconnected and require comprehensive reform.

AM