Ejtemaei 7cd

‫‪7‬‬

‫ﺳﺨﻨﻰ ﺑﺎ ﺧﻮﻧﻨﺪ‬ ‫• ﺗﻤﻬﻴﺪ ﻳﺒﺎﻳﻰ ﺷﻨﺎﺧﺘﻰ  ﻧﺘﻘﺎ ﻣﻔﺎﻫﻴﻢ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻰ ‪2 /‬‬ ‫ﻣﺼﺎﺣﺒﻪ‬ ‫• ﻳﺸﻪﻫﺎ‪ $‬ﻳﺎﻳﮕﺮ‪  $‬ﻣﺸﺎﻛﺖ  ﻧﺪﻳﺸﻪ  ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪/ ,‬ﻣﺼﺎﺣﺒﻪ ﺑﺎ ﻛﺘﺮ ﻣﺮﺗﻀﻲ ﻓﺮﻫﺎ‪ / $‬ﻋﻠﻴﺮﺿﺎ ﺟﺎﻳﺪ ‪4 /‬‬ ‫ﻣﻘﺎﻻ‬ ‫• ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ  ﻋﻤﻞ ‪ /‬ﻛﺘﺮ ﻧﻌﻤﺖﷲ ﻓﺎﺿﻠﻲ‪30/‬‬ ‫• ﻧﻘﺶ ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ  ﺑﻬﺮ<‪ / $‬ﻛﺘﺮ ﺳﻴﺪﺿﺎ ﻧﻘﻴﺐﻟﺴﺎ‪34/‬‬ ‫ﻣﻌﺮﻓﻰ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻰ(‬ ‫• ﻛﺎ  ﻣﺬﻫﺐ ﻳﺮ‪ / ,‬ﻣﻬﺮ ﻋﻠﻤﺪ‪38/$‬‬ ‫• ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪ / ,‬ﻋﻠﻲ ﺷﺮﻳﻔﻲ ‪41/‬‬ ‫• ﻣﻮﻟﻔﻪﻫﺎ‪ $‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ $‬ﺳﻴﺎﺳﻲ  ﺣﻜﻮﻣﺖ ﻳﻨﻲ ‪ /‬ﺷﻴﺮ ﺑﻬﺮﻣﻲ‪48/‬‬ ‫• ﻣﺒﺎﻧﻲ ‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ / ,‬ﻣﻴﻨﺎ ﺳﻤﺎﻋﻴﻠﻲ‪54/‬‬ ‫ﻣﻌﺮﻓﻰ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬ ‫• ﻧﺶ  ﭼﺎﻟﺶ ‪ /‬ﻛﺒﺮ ﺿﺎﺋﻲ‪58/‬‬ ‫• ﻧﺴﺎ‪ ,‬ﺗﻚ ﺳﺎﺣﺘﻲ ‪ /‬ﻣﻬﺮ ﻋﻠﻤﺪ‪60/$‬‬ ‫• ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻳﮕﺮ‪ /‬ﻧﻴﺮ ﭘﻴﺮﻫﺮ‪64/$‬‬ ‫•  ﺳﺎﻳﺔ ‪J‬ﻳﻨﺪ<‪ :‬ﺗﺎﻳﺦ ﻧﺪﻳﺸﺔ ﻣﺪﻧﻴﺘﻪ ‪ /‬ﻣﺤﻤﺪ ﻟﻌﻞ ﻋﻠﻴﺰ<‪72/‬‬ ‫ﻣﻘﺎﻻ‬ ‫• ﺑﻄﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ ﺑﺎ ﻫﻤﺪﻟﻲ  ﻫﻤﺒﺴﺘﮕﻲ ﻣﺮ‪  T‬ﺟﺎﻣﻌﻪ ‪ /‬ﺑﻬﺎ< ﻣﺸﻔﻘﻲ ‪76/‬‬ ‫• ﻗﺮﺋﺘﻲ  ﺷﻌﺮ ﻛﻬﻦ ﻓﺎﺳﻲ ﺑﺮﺳﺎ‪ W‬ﭼﻨﺪ ﮔﺰ< ﺑﻨﻴﺎ‪ $‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ‪ /‬ﻛﺘﺮ ﻋﻠﻲ ﺗﺴﻠﻴﻤﻲ‪88/‬‬ ‫• ﻧﻘﺪ ﻧﻘﺪ ﻛﺘﺎ‪Z‬ﻫﺎ‪ $‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ‪ /‬ﻣﻴﺮﻫﺎﺷﻤﻲﻣﻘﺪ‪95/T‬‬ ‫• ﺑﺮﺳﻲ  ﺗﺤﻠﻴﻞ ﻧﻘﺶ ﺑﺤﺮﻧﻬﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ  ﻣﻮﻓﻘﻴﺖ ‪J‬ﺛﺎ ﺷﻌﺮ ﻓﺎﺳﻲ  ‪J‬ﻏﺎ ﺗﺎ ﻗﺮ‪ ,‬ﻫﺸﺘﻢ ‪ /‬ﻟﻴﻼ ﺧﻴﺎﻃﺎ‪97/,‬‬ ‫• ‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﻧﺠﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ  ﻣﻨﻈﺮ ﺳﻼ‪ / T‬ﻣﺤﻤﺪﺿﺎ ﺑﺰﮔﻲ‪101/‬‬ ‫•  "ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ" ﺗﺎ "ﻳﻦ ﺑﺮ‪ $‬ﻳﻦ" ﭘﻮﻳﺘﻴﻮﻳﺴﻢ ﭼﻪ ﻣﻲﮔﻮﻳﺪ؟ ‪ /‬ﻋﻠﻲ ﻧﺪﻳﺸﻪ‪109/‬‬ ‫ﻃﻼ" ﺳﺎﻧﻰ‬ ‫• ﻣﻌﺮﻓﻲ ﮔﺰﻳﺪ<‪  $‬ﻣﻨﺎﺑﻊ ﺣﻮ<ﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ‪115 /‬‬

‫ﻳﻦ ﺷﻤﺎ<  ﻛﺘﺎ‪ Z‬ﻣﺎ< ﺧﺘﺼﺎ‪ c‬ﺑﻪ ﺣﻮ<ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ‪ .‬ﺧﺎﻧﻮ< ﺣﻮ<ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‬ ‫ﺧﺎﻧﻮ<‪ a‬ﺑﺰگ  ﭘﺮ ﺟﻤﻌﻴﺖ ﺳﺖ‪ :‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻓﺮﻫﻨﮓ‪ , ،‬ﺷﻨﺎﺳﻰ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺗﻮﺳﻌﻪ‪،‬‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻳﻦ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻫﻨﺮ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺑﻴﺎ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺻﻨﻌﺘﻰ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺷﻬﺮ‪،a‬‬ ‫ﺷﻨﺎ‪ W‬ﺳﺎﻣﺎﻧﻬﺎ‪ ،‬ﺟﺎﻣﻌﻪ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﭘﺰﺷﻜﻰ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻗﺸﺮﻫﺎ  ﻧﺎﺑﺮﺑﺮﻳﻬﺎ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺳﺘﺎﻳﻰ‪ ،‬ﺟﺎﻣﻌﻪ‬ ‫ِ‬ ‫ﺷﻨﺎﺳﻰ ﻛﺎ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺧﺎﻧﻮ<‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ‪J‬ﻣﻮ‪  I‬ﭘﺮ‪ ،I‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺑﺮﺳﻰ ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻰ‪،‬‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺗﻐﻴﻴﺮ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻧﺤﺮﻓﺎ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺗﺒﺎﻃﺎ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻧﻘﻼ‪Z‬‬ ‫ﮔﺮ ﭼﻪ  ﺷﻤﺎ< ﺣﺎﺿﺮ ﺑﻪ ﻫﻤﻪ ﻳﻦ ﺣﻮ<ﻫﺎ ﻧﭙﺮﺧﺘﻪ ﻳﻢ؛ ﻣﺎ ﺑﺮ ﺳﺎ‪  W‬ﮔﺬﺷﺘﻪ‪ ،‬ﻗﻄﻌﺎ ﺗﻌﺪ‪ a‬‬ ‫ﺷﻤﺎ<ﻫﺎ‪ a‬ﻣﺠﻠﻪ ﺑﻪ ‪J‬ﻧﻬﺎ ﺧﺘﺼﺎ‪ c‬ﺧﻮﻫﺪ ﻳﺎﻓﺖ‪.‬‬ ‫ﻧﮕﺎﻫﻰ ﺑﻪ ﻫﺮﻳﻚ  ﺣﻮ<ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻧﺸﺎ‪ ,‬ﻣﻰﻫﺪ‪ ،‬ﻣﻤﻠﻮ  ﻣﺴﺎﻳﻞ ﻧﺪﻳﺸﻪﻫﺎ‪   a‬ﻣﻴﻨﻪ ﺣﻴﺎ‬ ‫ﺟﺘﻤﺎﻋﻰ ﺳﺖ‪ .‬ﻧﺴﺎﻧﻬﺎ ﺑﻴﺸﺘﺮ ﻋﻤﺮﺷﺎ‪   ,‬ﮔﺮﻫﻬﺎ ﻧﺪﮔﻰ ﻣﻰ ﻛﻨﻨﺪ؛ ‪J‬ﻧﻬﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻋﻀﺎ‪ a‬ﺧﺎﻧﻮ<‪ ،‬ﺳﺎﻛﻨﺎ‪,‬‬ ‫ﻳﻚ ﻣﺤﻠﻪ ﻳﺎ ﺷﻬﺮ‪ ،‬ﻋﻀﺎ‪ a‬ﻳﻚ ﮔﺮ< ﺧﺎ‪ c‬ﺟﺘﻤﺎﻋﻰ ﻳﺎ ﻗﺘﺼﺎ‪  a‬ﻳﺎ ﻣﺬﻫﺒﻰ  ﻗﻮﻣﻰ ﻧﻴﺰ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺷﻬﺮﻧﺪ‪,‬‬ ‫ﻳﻚ ﻣﻠﺖ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺑﻄﻪ ﻧﺪ‪ .‬ﻧﺴﺎﻧﻬﺎ ﺣﺘﻰ ﮔﺮ ﺧﻮﺷﺎ‪ ,‬ﻫﻢ ‪J‬ﮔﺎ< ﻧﺒﺎﺷﻨﺪ ﻛﻪ ﻋﻀﺎ‪ a‬ﻳﻚ ﮔﺮ ﻫﻨﺪ‪ ،‬ﺑﺎ ﺑﻪ‬ ‫ﺷﻴﻮ<ﻫﺎﻳﻰ ﻓﻜﺮ  ﻋﻤﻞ ﻣﻰﻛﻨﻨﺪ ﻛﻪ ﺳﺖ ﻛﻢ ﺑﺨﺸﻰ ‪J‬ﻧﻬﺎ  ﻋﻀﻮﻳﺖ  ﮔﺮ< ﺗﻌﻴﻴﻦ ﻣﻰﻛﻨﺪ‪ .‬ﻧﻮ‪ l‬ﻟﺒﺎﺳﻰ ﻛﻪ‬ ‫‪J‬ﻣﻬﺎ ﻣﻰﭘﻮﺷﻨﺪ‪ ،‬ﻧﻮ‪ l‬ﺧﻮ‪  n‬ﻧﺤﻮ< ﺧﻮ‪J ,‬ﻧﻬﺎ‪ ،‬ﻋﻘﺎﻳﺪ  ﺷﻬﺎﻳﺸﺎ‪  ,‬ﺳﻮﻣﻰ ﻛﻪ ﻋﺎﻳﺖ ﻣﻰﻛﻨﻨﺪ‪ ،‬ﻫﻤﮕﻰ‬ ‫ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻋﻀﻮﻳﺖ ‪J‬ﻧﺎ‪  ,‬ﮔﺮﻫﻬﺎ‪ a‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻣﻰﺑﺎﺷﻨﺪ‪ .‬ﻣﻮﺿﻮ‪ l‬ﺣﻮ<ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺑﺎ ﻋﻀﻮﻳﺖ  ﻳﻦ‬ ‫ﮔﺮﻫﻬﺎ ﻳﺎ ﺳﻨﺨﻴﺖ ﻣﻮﺿﻮ‪ l‬ﻣﻮ ﺑﺮﺳﻰ ﺑﺎ ﻫﺮ ﻳﻚ  ﻣﻴﻨﻪﻫﺎ‪ a‬ﻓﻮ‪ p‬ﺷﻜﻞ ﻣﻰﮔﻴﺮ‪.‬ﻳﻦ ﺣﻮ<ﻫﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪,‬‬ ‫ ﻗﻊ ﻣﻰﻛﻮﺷﻨﺪ ﺗﺎ ‪J‬ﻧﺠﺎ ﻛﻪ ﻣﻤﻜﻦ ﺳﺖ ﻳﻦ ﻧﻜﺘﻪ  ﺑﻪ ﻗﺖ  ﺑﻪ ﮔﻮﻧﻪ‪ a‬ﻋﻴﻨﻰ ﺗﻮﺻﻴﻒ  ﺗﺒﻴﻴﻦ ﻛﻨﻨﺪ ﻛﻪ‬ ‫ﻧﺴﺎﻧﻬﺎ ﭼﺮ  ﭼﮕﻮﻧﻪ  ﮔﺮﻫﻬﺎ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺑﻄﻪ ﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﮔﻔﺖ ﻛﻪ ﺑﺮﺳﻰ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻰ  ﻫﺮﻳﻚ‬ ‫ ﺣﻮ<ﻫﺎ ﺷﻴﻮ<ﻫﺎ‪ a‬ﻧﮕﺮ‪  I‬ﻛﻨﺶ ﻧﻮﻳﻨﻰ   ﺑﺮﺧﻮ ﺑﺎ ﺳﻴﻤﺎ‪ a‬ﭘﻴﻮﺳﺘﻪ ﻣﺘﻐﻴﺮ ﻗﻌﻴﺖ ﺟﺘﻤﺎﻋﻰ ﻫﺮﻳﻚ ‬ ‫ﻣﻴﻨﻪﻫﺎ‪ ،‬ﺑﺮﻳﻤﺎ‪ ,‬ﻓﺮﻫﻢ ﻣﻰ‪.J‬‬ ‫ﺗﻮﻟﻴﺪ ‪J‬ﺛﺎ ﻋﻠﻤﻰ ﺣﻮ<ﻫﺎ ﻧﻴﺰ‪ ،‬ﺑﺮﺳﺎ‪ W‬ﭘﺪﻳﺪ<ﻫﺎ‪ a‬ﻣﻮ ﺑﺮﺳﻰ ﺑﻪ ﺷﻜﻠﻬﺎ‪ a‬ﮔﻮﻧﺎﮔﻮ‪  ,‬ﻣﻨﻈﺮﻫﺎ‪a‬‬ ‫ﻣﺨﺘﻠﻒ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ﻫﻤﺎ‪ ,‬ﻣﻮ ﻣﻰ ﭘﺮﻧﺪ‪.‬ﺷﻜﻞ ﺋﻪ ﻋﻼ< ﺑﺮ ﻋﻠﻤﻰ ﺑﻮ‪ ,‬ﺟﻮ< ﻳﮕﺮﻳﻰ ﻧﻴﺰ ﻧﺪ ﺑﻨﺎﺑﺮ ﻳﻦ‪،‬‬ ‫ﻫﻤﻪ »‪J‬ﺛﺎ ﻋﻠﻤﻰ« ‪ a‬ﺟﻮ< ﻳﺒﺎ ﺷﻨﺎﺳﺎﻧﻪ ﻧﻴﺰ ﻫﺴﺘﻨﺪ‪J .‬ﺛﺎ ﻋﻠﻤﻰ ﻋﻠﻮ‪ T‬ﻃﺒﻴﻌﻰ ﻳﺎ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺑﺮ‪ a‬ﻳﻨﻜﻪ‬ ‫ﺗﺠﺴﺪ  ﻋﻴﻨﻴﺖ ﻳﺎﺑﻨﺪ  ﻗﺎﺑﻞ ﻧﺘﻘﺎ ﺑﺼﻮ ﭘﻴﺎ‪ T‬ﺷﻮﻧﺪ‪ ،‬ﻧﺎﮔﺰﻳﺮ ﺑﺎﻳﺪ  ﻳﻚ »ﻧﻈﺎ‪ T‬ﻧﺸﺎﻧﻪ ﺷﻨﺎﺳﻰ« ﺳﺘﻔﺎ< ﻛﻨﻨﺪ‪.‬‬ ‫ﻳﻌﻨﻰ ﺑﻪ ﺻﻮ ﻣﻜﺘﻮ‪ Z‬ﻳﺎ ﺗﺼﻮﻳﺮ‪ a‬ﻳﺎ ﺷﻰ ﻧﻤﺎﻳﻦ‪  ،‬ﻫﺮ ﺣﺎ ‪ a‬ﺟﻪ ﻧﻤﺎﻳﻦ  ﻳﺒﺎﺷﻨﺎﺳﺎﻧﻪﻧﺪ‪ .‬ﻧﻜﺘﻪ ﺻﻠﻰ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺗﻤﻬﻴﺪ ‪2‬ﻳﺒﺎﻳﻰ ﺷﻨﺎﺧﺘﻰ ‪ /‬ﻧﺘﻘﺎ‪ .‬ﻣﻔﺎﻫﻴﻢ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻰ‬

‫ﻣﻮ ﺗﺎﻛﻴﺪ  ﻳﻦ ﺳﺨﻦ ﺳﺘﻔﺎ<  ﻗﺎﻟﺒﻬﺎ‪ a‬ﻫﻨﺮ‪ a‬ﻳﺒﺎﻳﻰ ﺷﻨﺎﺳﺎﻧﻪ ﺑﺮ‪ a‬ﻋﺮﺿﻪ ‪J‬ﺛﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪  ,‬ﻫﺮﻳﻚ‬ ‫ ﺣﻮ<ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺳﺖ‪.‬‬ ‫ﻧﻪ ﺗﻨﻬﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﻧﺎﮔﺰﻳﺮﻧﺪ ﺑﺮ‪ a‬ﺗﻮﻟﻴﺪ  ﻧﺘﻘﺎ ﭘﻴﺎ‪T‬ﻫﺎ‪ a‬ﺧﻮ  ﺑﺮ‪ a‬ﺗﺠﺴﺪ  ﻋﻴﻨﻴﺖ ﺑﺨﺸﻴﺪ‪ ,‬ﺑﻪ‬ ‫ﻳﺪ<ﻫﺎ‪ a‬ﻧﺘﺰﻋﻰ ﺧﻮ  ﻛﻠﻤﺎ  ﻧﻤﺎﻫﺎ ﻣﺪ ﺟﻮﻳﻨﺪ ﺑﻠﻜﻪ  ‪J‬ﻧﻬﺎ ﻧﺎﮔﺰﻳﺮﻧﺪ؛ ﺑﺮ‪ a‬ﻳﻨﻜﻪ ﺑﺘﻮﻧﻨﺪ ﭘﻴﺎ‪T‬ﻫﺎ  ﻳﺪ<ﻫﺎ‪a‬‬ ‫ﺧﻮ  ﺑﻪ ﻧﺤﻮ ﻣﻮﺛﺮ‪ ،‬ﻧﺎﻓﺬ‪ ،‬ﻣﺘﻘﺎﻋﺪﻛﻨﻨﺪ<  ﺑﻪ ﺑﻬﺘﺮﻳﻦ ﻧﺤﻮ ﮔﻮﻳﺎ  ﻣﺒﻴﻦ‪ ،‬ﺑﻪ ﻣﺨﺎﻃﺒﺎ‪ ,‬ﻣﻨﺘﻘﻞ ﻛﻨﻨﺪ  ﺗﺎﺛﻴﺮ  ﻧﻔﻮ‪s‬‬ ‫ ﮔﺴﺘﺮﮔﻰ ﻻ‪ T‬ﺑﺮ‪ a‬ﺛﺮ ﺧﻮ ﻳﺠﺎ ﻛﻨﻨﺪ ﻧﺎ ﮔﺰﻳﺮﻧﺪ  »ﺗﻤﻬﻴﺪ ﻳﺒﺎ ﺷﻨﺎﺧﺘﻰ« ﮔﻮﻧﺎﮔﻮ‪ ,‬ﺳﺘﻔﺎ< ﻧﻤﺎﻳﻨﺪ‪ .‬‬ ‫ﻏﻴﺮ ﻳﻦ ﺻﻮ ﻣﺨﺎﻃﺐ  ﻛﺴﺎﻧﻰ ﻛﻪ ﺑﺎﻳﺪ ﺑﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﺗﺒﺎ‪ t‬ﻻ‪  T‬ﺑﺮﻗﺮ ﻛﻨﻨﺪ ﻗﺎ ﺑﻪ ﺑﺮ ﻗﺮ‪ a‬ﺗﺒﺎ‪t‬‬ ‫ﻧﻴﺴﺘﻨﺪ‪ .‬ﻳﻚ ﺟﺎﻣﻌﻪ ﺷﻨﺎ‪  W‬ﻟﺤﻈﻪ ﺗﺤﻘﻴﻖ  ﻧﺪﻳﺸﻴﺪ‪ ,‬ﻫﺪ‪ Iu‬ﻳﻦ ﻧﻴﺴﺖ ﻛﻪ ﺑﻪ ﺗﻮﻟﻴﺪ ﺛﺮ ﻫﻨﺮ‪ a‬ﺑﭙﺮ‪ ،‬ﻣﺎ‬ ‫ﺑﻌﺪ  ﺷﻜﻞ ﮔﻴﺮ‪ a‬ﻳﺪ<ﻫﺎ‪  ،‬ﻣﺎ‪ ,‬ﻧﺘﻘﺎ ﻳﻦ ﻋﻠﻢ ﺑﻪ ﻳﮕﺮ‪  ,‬ﻋﻴﻨﻴﺖ ﺑﺨﺸﻴﺪ‪ ,‬ﺑﻪ ‪ ،,J‬ﻻﺟﺮ‪ T‬ﺑﺎﻳﺪ ﺑﻪ ﻧﻤﺎﻫﺎ‬ ‫ﭘﻨﺎ< ﺑﺒﺮ‪.‬‬ ‫ﮔﺮ ﭼﻪ ﻳﻦ ﻣﺮ ﺑﺮ‪ a‬ﻧﺸﻤﻨﺪ‪ ,‬ﻫﻤﻪ ﺷﺘﻪﻫﺎ ﺿﺮ‪ a‬ﺳﺖ؛ ﻳﻦ ﻧﻜﺘﻪ ﺑﺎ< ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻰ  ﺟﺘﻤﺎﻋﻰ ﻧﻴﺰ‬ ‫ﺑﻪ ﻃﺮﻳﻖ ﻟﻰ ﺻﺪ‪ p‬ﻣﻰﻛﻨﺪ؛ ﻳﺮ  ﻳﻦ ﻋﻠﻮ‪ T‬ﺑﻴﺸﺘﺮ ﻣﺎﺑﺎ ﻧﺴﺎ‪  ,‬ﻣﻮ ﻋﺎﻃﻔﻰ  ﺣﺴﺎﺳﻰ  ﺳﺮﻛﺎ ﻳﻢ‪ .‬ﺑﻨﺎ‬ ‫ﺑﺮﻳﻦ‪ ،‬ﻣﺎ  ﻃﺮﻳﻖ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﻫﻨﺮ ﺗﻮﻟﻴﺪ ﻣﻰﻛﻨﻴﻢ‪ .‬ﺳﺎ  ﻛﺎﻫﺎ‪ a‬ﻳﺒﺎﺷﻨﺎﺧﺘﻰ  ‪J‬ﺛﺎ  ﻣﺘﻮ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‬ ‫ﺗﺎﻛﻨﻮ‪ ,‬ﻛﻤﺘﺮ ﻣﻮ ﺗﻮﺟﻪ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﺗﻨﻬﺎ  ﭘﺮﺗﻮ ﻇﻬﻮ ﻧﻘﺪﻫﺎ‪ a‬ﺿﺪﺗﺤﺼﻞ ﮔﺮﻳﻰ ﭘﺴﺖ ﻣﺪ‪ ,‬ﻫﻪﻫﺎ‪a‬‬ ‫ﺧﻴﺮ ﻧﻮﻋﻰ ﺗﻮﺟﻪ ﺑﻪ ﺑﻌﺎ ﻳﺒﺎﺷﻨﺎﺧﺘﻰ ﻣﺘﻮ‪ ,‬ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻰ ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻳﻦ ﺗﻮﺟﻪ ﺑﻴﺸﺘﺮ ﺟﻨﺒﻪ ﻧﺘﻘﺎ‪ . a‬‬ ‫ﻫﺪ‪ ,J u‬ﻧﺸﺎ‪ , ,‬ﺟﻮ< ‪s‬ﻫﻨﻰ‪ ،‬ﺧﻼﻗﻪ‪ ،‬ﻏﻴﺮﻋﻴﻨﻰ‪  ،‬ﺷﻴﻮ<ﻫﺎﻳﻰ ﺳﺖ ﻛﻪ ‪I‬ﻫﺎ  ﺣﺴﺎﺳﺎ  ﺑﺮﺷﺖﻫﺎ‪a‬‬ ‫ﺷﺨﺼﻰ ﻣﺤﻘﻘﺎ‪ ,‬ﺟﺘﻤﺎﻋﻰ  ﺗﺤﻘﻴﻘﺎ ﺷﺎ‪ ،,‬ﻧﻔﻮ‪ s‬ﻣﻰﻛﻨﺪ‪ .‬ﺑﻴﺎ‪ ,‬ﻳﻦ ﻛﻪ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺑﻴﺶ  ‪J‬ﻧﻜﻪ ﻋﻠﻢ ﺑﺎﺷﻨﺪ‪،‬‬ ‫ﻫﻨﺮﺳﺖ   ﺟﻨﺲ »ﻧﺶﻫﺎ‪ a‬ﻧﺴﺎﻧﻰ« ﺳﺖ‪.‬‬ ‫ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻣﺮ< ﺑﻴﺶ  ﻫﺮ ﻣﺎ‪ ,‬ﻳﮕﺮ‪ a‬ﻣﺼﻮ ﺷﺪ<ﻧﺪ‪ .‬ﺑﻪ ﻋﻼ<‪ ،‬ﺳﺘﻔﺎ<  ﻓﻨﻮ‪ ,‬ﻳﺖ‬ ‫ ﺳﺘﺎ‪ ,‬ﻧﻮﻳﺴﻰ ﻧﻴﺰ  ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻪ ﺳﺖ‪<  .‬ﻫﺎ‪ a‬ﻣﺨﺘﻠﻒ ‪J‬ﻣﻮ‪ I‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ  ﻟﻴﺴﺎﻧﺲ‬ ‫ﺗﺎ ﻛﺘﺮ‪ ،a‬ﻧﺸﺠﻮﻳﺎ‪ ,‬ﻋﻼ< ﺑﺮ ‪I‬ﻫﺎ‪ a‬ﺗﺤﻘﻴﻖ‪ ،‬ﺑﺎ ﻫﻨﺮﻫﺎ  ﻛﺎﺑﺮﻫﺎ‪  ,J a‬ﺷﺘﻪ ﺗﺤﺼﻴﻠﻰﺷﺎ‪J ,‬ﺷﻨﺎ‬ ‫ﻣﻰﺷﻮﻧﺪ‪ .‬ﻓﻨﻮ‪ ,‬ﻧﻘﺪ ﺑﻰ‪ ،‬ﻧﻘﺪ ﻓﻴﻠﻢ  ﻧﻘﺪ ﻫﻨﺮ‪  a‬ﻣﺒﺎﺣﺚ ‪ I‬ﺷﻨﺎﺳﻰ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺑﻪ ﻧﺤﻮ ﻣﺴﺘﻘﻴﻢ  ‪J‬ﺷﻜﺎ‬ ‫ﺗﺎﺛﻴﺮ ﮔﺬﺷﺘﻪ ﺳﺖ  ‪I‬ﻫﺎﻳﻰ ﻣﺎﻧﻨﺪ ﺗﺤﻠﻴﻞ ﻣﺘﻦ‪ ،‬ﺗﺤﻠﻴﻞ ﮔﻔﺘﻤﺎ‪ ،,‬ﺗﺤﻠﻴﻞ ﻣﺤﺘﻮ‪ a‬ﻧﺸﺎﻧﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺤﻠﻴﻞ ﻳﺖ‪،‬‬ ‫‪I‬ﻫﺎ‪ a‬ﺑﻴﻮﮔﺮﻓﻴﻚ‪ ،‬ﺗﺎﻳﺦ ﺷﻔﺎﻫﻰ  ﺑﺴﻴﺎ‪I  a‬ﻫﺎ‪ a‬ﺗﺎﻳﻞ  ﺗﻔﺴﻴﺮ‪ a‬ﻛﻪ ﻣﺮ<  ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ‬ ‫ﺑﺨﺼﻮ‪ c‬ﻣﻄﺎﻟﻌﺎ ﻓﺮﻫﻨﮕﻰ ‪  ، z‬ﺣﻮ< ﻫﻨﺮ  ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺷﺪ< ﺳﺖ‪ .‬ﻋﻼ< ﺑﺮ ﻳﻦ‪ ،‬ﺗﺤﻠﻴﻞ ﻫﻨﺮﻫﺎ‬ ‫ﺑﻴﺶ  ﻫﺮ ﻣﺎ‪ ,‬ﻳﮕﺮ‪  a‬ﻗﻠﻤﺮ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ  ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﻳﻦ ﺗﺤﻮ  ﻳﮕﺮ ﺷﺘﻪﻫﺎ‪ a‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﻧﻴﺰ { < ﺳﺖ‪  .‬ﻧﺘﻴﺠﻪ‪ ،‬ﻧﺸﺠﻮﻳﺎ‪ ،,‬ﻧﺶ ‪J‬ﻣﻮﺧﺘﮕﺎ‪,‬‬ ‫ ﻛﻨﺸﮕﺮ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺑﻴﺶ  ﮔﺬﺷﺘﻪ ﺑﻪ ﻫﻨﺮﻫﺎ ﻧﻴﺎﻣﻨﺪ  ﻋﻼﻗﻪﻣﻨﺪ ﺷﺪ<ﻧﺪ‪ .‬ﻳﻦ ﻣﺮ‪ ،‬ﺑﺎﻋﺚ ﺷﺪ< ﺳﺖ‬ ‫ﻛﻪ ﻫﻨﺮ ﺑﺮ‪ a‬ﺷﺎﺧﻪﻫﺎ‪ a‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﻳﻚ ﺿﺮ ﺷﺘﻪ‪ a‬ﺷﻮ   ﺳﺮﻓﺼﻞ <ﻫﺎ ‪J‬ﻣﻮ‪  I‬ﺷﻨﺎﻳﻰ ﺑﺎ‬ ‫ﻫﻨﺮﻫﺎ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺿﺮﻫﺎ‪ $‬ﺷﺘﻪ ﻗﺮ ﮔﻴﺮ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻰﺳﺪ  ﻧﻈﺎ‪J T‬ﻣﻮ‪ I‬ﻧﺸﮕﺎﻫﻰ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺑﺮ‪a‬‬ ‫ﺷﺘﻪﻫﺎﻳﻰ ﻛﻪ ﺑﻪ ﻳﻦ ﻧﻜﺘﻪ ﺗﻮﺟﻪ ﻧﻨﻤﻮ<ﻧﺪ ﮔﻨﺠﺎﻧﻴﺪ‪ ,‬ﻳﻨﮕﻮﻧﻪ ﺣﺪﻫﺎ‪ a‬ﺳﻰ ﻳﻚ ﺿﺮ ﻋﺎﻣﻠﻰ ﺑﺮ‪ a‬ﻓﺰﻳﺶ‬ ‫ﺗﻮﻧﺎﻳﻰ ﺗﺤﻠﻴﻞ ﻧﺶ ‪J‬ﻣﻮﺧﺘﮕﺎ‪ ,‬ﻳﻦ ﺣﻮ< ﺳﺖ‪.‬‬ ‫)ﻧﺸﺎءﷲ(‬ ‫ﺳﻴﺪ ﺿﺎ ﻧﻘﻴﺐ ﻟﺴﺎ‪/‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﮔﻔﺘﮕﻮ ﺑﺎ ‪/‬ﻛﺘﺮ ﻣﺮﺗﻀﻲ ﻓﺮﻫﺎ‪=/‬‬ ‫ﻋﻠﻴﺮﺿﺎ ﺟﺎﻳﺪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﭼﮕﻮﻧﮕﻲ ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺗﻮﺳﻌﻪ  ﺑﺎﻟﻨﺪﮔﻲ  ﻛﺸﻮﻫﺎ‪ $‬ﺻﻨﻌﺘﻲ‪ ،‬ﻳﻜﻲ  ﻣﺸﻐﻮﻟﻲﻫﺎ‪ $‬ﺻﺤﺎ‪ Z‬ﻧﺪﻳﺸﻪ‬ ‫ ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ   ﺣﺎ ﺗﻮﺳﻌﻪ ﺳﺖ‪ .‬ﻳﻦ ﻣﻴﺎ‪ ،,‬ﺷﻨﺎﺧﺖ  ﺗﺤﻮﻻ ژﭘﻦ‪ ،‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻛﺸﻮ‪$‬‬ ‫‪J‬ﺳﻴﺎﻳﻲ ﺑﺎ ﻳﻚ ﺗﻤﺪ‪ ,‬ﻛﻬﻦ‪ ،‬ﻛﻪ ﺗﻮﻧﺴﺖ  ﺧﺎﻛﺴﺘﺮ ﺟﻨﮓ ﺟﻬﺎﻧﻲ ‪ T‬ﺑﺮﺧﺎﺳﺘﻪ  ﺑﻪ ﭼﻨﺎ‪ ,‬ﭘﻴﺸﺮﻓﺘﻲ ﺑﺮﺳﺪ ﻛﻪ‬ ‫ﻫﻤﻪ ﺟﻬﺎﻧﻴﺎ‪  ,‬ﺷﮕﻔﺖ< ﻛﻨﺪ‪ ،‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻟﮕﻮ ﺑﺮ‪ $‬ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ ﻣﻄﺮ} ﺳﺖ‪.‬‬ ‫‪J‬ﻧﭽﻪ ﻛﻪ ﻣﻮﺟﺐ ﺣﻴﺮ ﻣﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻓﺮﻳﺮﻧﻲ ﻣﻲﺷﻮ‪،‬ﻳﻦ ﺣﻘﻴﻘﺖ ﺳﺖ ﻛﻪ ژﭘﻦ  ﻧﻲ ﺣﺪ‬ ‫‪ 260‬ﺳﺎ ) ‪ 1620‬ﺗﺎ ‪ 1868‬ﻣﻴﻼ‪ ،($‬ﻫﻤﺰﻣﺎ‪ ,‬ﺑﺎ < ﺣﻜﻮﻣﺖ ﺻﻔﻮﻳﻪ ﻳﺮ‪ ،,‬ﻛﺸﻮ‪ $‬ﻣﻨﺰ‪ $‬ﺑﻮ<‬ ‫ﺳﺖ‪  .‬ﻣﻘﺎﺑﻞ‪ ،‬ﻛﺸﻮ ﻣﺎ ﺗﻮﻧﺴﺘﻪ ﺑﻮ ﻛﻪ ﻣﭙﺮﺗﻮ‪  $‬ﻗﺘﺪ ﮔﺬﺷﺘﻪ ﺧﻮ  ﺑﻌﺪ  ﺳﺎﻟﻴﺎ‪  ,‬ﺑﻪ ﺳﺖ‬ ‫‪  <J‬ﺑﺎ ﺟﻬﺎ‪ ,‬ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻪ ‪  ,J‬ﺗﺒﺎ‪ t‬ﺑﺮﻗﺮ ﻛﻨﺪ‪ .‬ﻣﺎﻳﻦ ﻗﺘﺪ  ﺗﺒﺎ‪ t‬ﭼﻨﺪ‪ ,‬ﭘﺎﻳﺪ  ﻣﺎﻧﺪﮔﺎ ﻧﺒﻮ<‪،‬‬ ‫ ﻧﺘﻮﻧﺴﺖ ﻣﻮﺟﺐ ﺷﻨﺎﺧﺖ ﻟﺖﻣﺮ‪ ,J ,‬ﻳﺮ‪  ,‬ﺗﺤﻮﻻ ﺟﻬﺎ‪ ,‬ﭘﻴﺮﻣﻮ‪ ,‬ﺧﻮ ﺷﻮ‪  ،‬ﺷﺮﻳﻂ ﮔﺬ ﺑﻪ‬ ‫ﺗﻮﺳﻌﺔ ﻫﻤﻪﺟﺎﻧﺒﻪ  ﻓﺮﻫﻢ ﻧﻤﺎﻳﺪ‪ .‬ﻣﺎ ژﭘﻦ‪  ،‬ﻋﻴﻦﻳﻨﻜﻪ  ‪ ,J‬ﮔﺎ ﻛﺸﻮ‪ $‬ﻣﻨﺰ‪  $‬ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ ﺑﻮ‪،‬‬ ‫ﺗﻮﻧﺴﺖﻳﻦ ﺷﻜﺎ‪  u‬ﺑﻪ ﺻﻄﻼ} "ﮔﭗ ﺗﺎﻳﺨﻲ"  ﭘﺮ ﻧﻤﺎﻳﺪ‪.‬‬ ‫ ﺧﻼ ﭘﮋﻫﺶﻫﺎ‪ $‬ﺻﻮ ﮔﺮﻓﺘﻪ  ﻣﻮ ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﮕﻲ ژﭘﻦ ﻣﻲﺗﻮ‪ ,‬ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﻛﻪ‬ ‫ﻋﻮﻣﻠﻲ ﭼﻮ‪ ,‬ﻧﻈﺎ‪ T‬ﻓﺌﻮﻟﻲ ژﭘﻦ‪ ،‬ﻣﺬﻫﺐ ﻛﻨﻔﻮﺳﻴﻮ‪ ،W‬ﺗﻔﻜﺮ ﻗﺘﺼﺎ‪ $‬ﻓﺮ‪ $‬ﺑﻪ ﻧﺎ‪" T‬ﺷﻮﺷﻲ" ﻛﻪ ‬ ‫ﻓﻴﻠﺴﻮﻓﺎ‪ ,‬ﺑﺰگ ﭼﻴﻨﻲ ﺳﺖ‪J ،‬ﺋﻴﻦ ﺷﻴﻨﺘﻮ‪ ،‬ﻧﺎﺳﻴﻮﻧﺎﻟﻴﺴﻢ ژﭘﻨﻲ  ﺗﺮﺟﻤﺔ ﻛﺘﺐ ﺧﺎﺟﻲ‪ ،‬ﻧﻘﺶ ﻣﻮﺛﺮ‪ $‬ﺷﺘﻪﻧﺪ‪.‬‬ ‫ﻳﻦ ‪ ،‬ﭼﻨﻴﻦ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻛﻪ ﻳﻚ < ﻣﻠﻲ  ﻣﺮ‪ T‬ﻃﺒﻘﺎ ﺟﺘﻤﺎﻋﻲ ژﭘﻦ ﮔﺮﻓﺘﻪ ﺗﺎ ﻳﻦ  ﺣﻜﻮﻣﺖ‪،‬‬ ‫ﺗﻮﻣﺎ‪ ,‬ﺑﺮ ‪ ,J‬ﺷﺪﻧﺪ ﻛﻪ  < ﺗﻮﺳﻌﻪ ﮔﺎ‪ T‬ﻧﻬﻨﺪ  ﺑﺎ ﻋﻠﻢ ﻏﺮ‪J Z‬ﻣﻴﺰﻧﺪ‪ .‬ﻧﻔﺲﻳﻦ ﻫﻤﺎﻫﻨﮕﻲ‪ ،‬ﺧﻮ  ﺟﻠﻮﮔﻴﺮ‪$‬‬ ‫ ﻧﻘﻄﺎ‪ l‬ﻓﺮﻫﻨﮕﻲ  ژﭘﻦ ﻧﻘﺸﻲ ﺳﺎﺳﻲ ﺷﺘﻪ ﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﺑﺎﻳﺪ ﮔﻔﺖ‪ ،‬ژﭘﻦ  ﻋﻴﻦ ﺣﻔﻆ  ﻓﺎ‪ $‬ﺑﻪ‬ ‫ﺳﻨﺖﻫﺎ‪ $‬ﺧﻮ‪ ،‬ﺗﻮﻧﺴﺖ ﺑﻪ ﭘﻴﺸﺮﻓﺖ  ﺻﻨﻌﺘﻲ ﺷﺪ‪ ,‬ﺳﺖ ﻳﺎﺑﺪ؛ ﺑﻪ ﮔﻮﻧﻪ‪ $‬ﻛﻪ ﻣﺮ ﺑﻌﺪ  ﻣﺮﻳﻜﺎ‪ ،‬ﻣﻴﻦ‬ ‫ﻛﺸﻮ ﺻﻨﻌﺘﻲ ﺟﻬﺎ‪ ,‬ﺑﻪ ﺣﺴﺎ‪ Z‬ﻣﻲ‪J‬ﻳﺪ‪ .‬ﺣﺎﻳﻦ ﺳﻮ ﻣﻄﺮ} ﻣﻲﺷﻮ ﻛﻪ ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮ‪  ,‬ﻋﻴﻦ ﺳﻨﺘﻲ ﺑﻮ‪،,‬‬ ‫ﮔﺬﺷﺘﻪﮔﺮ ﻧﺒﻮ<  ﺑﻪ ﺗﻮﺳﻌﻪ ﻧﻴﺰ ﺳﺖ ﻳﺎﻓﺖ؟‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﻛﺘﺮ ﻣﺮﺗﻀﻲ ﻓﺮﻫﺎ‪ $‬ﺗﻼ‪ I‬ﻛﺮ< ﺳﺖ ﻛﻪ  ﻣﻘﺎﻻ  ﻛﺘﺎ‪Z‬ﻫﺎ‪ $‬ﺧﻮ‪ ،‬ﺑﻪ ﺧﺼﻮ‪   c‬ﻛﺘﺎ‪Z‬‬ ‫"ﻓﺮﻫﻨﮓ ﻳﺎﻳﮕﺮ‪ $‬ﻳﺮ‪ ,J ،"< "  ",‬ﺑﺨﺶ  ﺳﻨﺖﻳﺮﻧﻴﺎ‪  ,‬ﻛﻪ ﻧﻪ ﻫﻤﭽﻮ‪ ,‬ﻣﺎﻧﻌﻲ ﺑﺮ ﺳﺮ < ﺗﺠﺪ‪،‬‬ ‫ﺑﻠﻜﻪ ﻧﻴﺮ  ﻣﺤﺮ‪ n‬ﻻ‪  T‬ﺑﻪ ﻣﻮﺗﻮ ﺗﻮﺳﻌﺔ ﺟﺎﻣﻌﺔﻳﺮ‪ ,‬ﻣﻲﺑﺨﺸﺪ‪ ،‬ﺑﺎﻳﺎﺑﻲ ﻛﺮ<   ﺟﻮ< ﮔﻮﻧﺎﮔﻮ‪J ,‬ﻧﻬﺎ ‬ ‫ﺗﺒﻴﻴﻦ ﻧﻤﺎﻳﺪ‪ .‬ﻟﺒﺘﻪ ﻫﻤﺎﻧﻨﺪ ﺗﻤﺎﻣﻲ ﻧﻈﺮﻳﺎﺗﻲ ﻛﻪ  ﺳﻮ‪ $‬ﺗﺌﻮﻳﺴﻴﻦﻫﺎ‪ $‬ﺑﺮﺟﺴﺘﺔ ﺣﻮ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﻓﻜﺮ‪ $‬ﺋﻪ‬ ‫ﺷﺪ< ﺳﺖ‪ ،‬ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻛﺘﺮ ﻣﺮﺗﻀﻲ ﻓﺮﻫﺎ‪ $‬ﻧﻴﺰ‪ ،‬ﻣﺨﺎﻟﻔﺎ‪  ,‬ﻣﻮﻓﻘﺎ‪ ,‬ﺧﻮ  ‪ .‬ﻣﺎ ‪ ,J‬ﭼﻴﺰ‪ $‬ﻛﻪ ﺑﺎ…‬ ‫ﻛﺘﺮ ﻓﺮﻫﺎ‪ $‬ﺻﺎ‪J  p‬ﺷﻜﺎ ﺳﺖ‪     ،‬ﻣﺮ‪T‬ﺷﻨﺎﺳﻲﻳﺮ‪ ,‬ﻣﻤﺘﺎ  ﺑﺮﺟﺴﺘﻪ ﺳﺎﺧﺘﻪ‪،‬ﻳﻦ ﺳﺖ ﻛﻪ ‪،$‬‬ ‫ﺻﺎﺣﺐ ﺗﺌﻮ‪  $‬ﻧﻈﺮﻳﻪ ﺳﺖ‪ .‬ﻣﺮ‪ $‬ﻛﻪ  ﻓﻀﺎ‪ $‬ﻋﻠﻤﻲ ﻛﺸﻮﻣﺎ‪ ,‬ﻛﻪ  ﻓﻘﺮ ﻧﻈﺮﻳﻪ  ﻧﻈﺮﻳﻪﭘﺮ‪J ،‬ﺳﻴﺐﻫﺎ‪$‬‬ ‫ﻳﺎ‪  $‬ﻣﺘﺤﻤﻞ ﺷﺪ<  ﻛﻤﺎﻛﺎ‪ ,‬ﺷﺎﻫﺪ ‪ ,J‬ﻫﺴﺖ‪ I  ،‬ﺑﺴﻴﺎ‪ $‬ﺑﺮﺧﻮ ﺳﺖ‪ .‬ﭘﮋﻫﺶﻫﺎ‪ $‬ﺑﻜﺮ ‬ ‫ﺟﺎﻧﻔﺮﺳﺎﻳﻲ ﻛﻪ ﻛﺘﺮ ﻣﺮﺗﻀﻲ ﻓﺮﻫﺎ‪  $‬ﻃﻮ ﺣﻴﺎ ﻋﻠﻤﻲ ﺧﻮ ﻧﺠﺎ‪ ،< T‬ﮔﻮ<ﻳﻦ ﻣﺪﻋﺎﺳﺖ‪.‬‬ ‫ﺑﺮ‪ n $‬ﺑﻬﺘﺮ  ﻋﻤﻴﻖﺗﺮ ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻛﺘﺮ ﻓﺮﻫﺎ‪ ،$‬ﺑﻪ ﺳﺮ†  ﻛﺘﺎ‪ Z‬ﺑﺮﺟﺴﺘﻪ  ﻣﻄﺮ} ‪" $‬ﻓﺮﻫﻨﮓ‬ ‫ﻳﺎﻳﮕﺮ‪ "<"  "$‬ﻓﺘﻪﻳﻢ‪ .‬ﻛﺘﺎ‪Z‬ﻫﺎ‪ $‬ﻓﻮ‪  $ ،p‬ﺑﺨﺶ ﻛﻠﻲ ﻫﺴﺘﻨﺪ؛  ﻳﻚ ﺑﺨﺶ ﻣﺎ ﺑﺎ ﺷﻴﻮ<ﻫﺎ ‬ ‫<ﻫﺎ‪ $‬ﻋﺠﻴﺐ  ﺣﻴﺮ‪-‬ﻧﮕﻴﺰ‪  $‬ﻛﺸﺎ‪  $‬ﻣﭙﺮ‪J $‬ﺷﻨﺎ ﻣﻲﺷﻮﻳﻢ ﻛﻪ  ﻃﻲ ﺳﺎﻟﻴﺎ‪ ، ,‬ﻧﺴﻞ‬ ‫ﻧﺪ ﻧﺴﻞ ﻣﻨﺘﻘﻞ ﺷﺪ<ﻧﺪ‪ ،‬ﻣﺎ ﻧﮕﺎ< ﻣﻨﻔﻌﻞ  ﺑﺪ‪ ,‬ﻣﻄﺎﻟﻌﻪ  ‪J‬ﮔﺎﻫﻲ‪J ،‬ﻧﻬﺎ  ﻧﺎﺑﻮ ﻛﺮ<  ﻳﺎ  ﻣﻌﺮˆ ﻧﻘﺮˆ‬ ‫ﻗﺮ < ﺳﺖ‪ .‬ﺑﺨﺶ ‪  ،T‬ﻧﻈﺮﻳﻪ ﻛﺴﺎﻧﻲ ﺳﺖ ﻛﻪ ﻳﻜﻲ  ﻋﻮﻣﻞ ﻋﻘﺐﻣﺎﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪  ,‬ﺟﻮ ﺣﻴﻪ‬ ‫ﺧﻮﻣﺤﻮ‪  $‬ﺗﻜﺮ‪ $‬ﻧﺴﺘﻪﻧﺪ‪.‬‬ ‫ﻳﻦ ﮔﻔﺘﮕﻮ ﺗﻼ‪ I‬ﺷﺪ< ﺳﺖ ﺗﺎ ﺑﺎ ﻧﮕﺎﻫﻲ ﻧﺘﻘﺎ‪  $‬ﻋﻠﻤﻲ‪ ،‬ﺑﻪ ﻛﺎ‪  I‬ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻛﺘﺮ ﻓﺮﻫﺎ‪$‬‬ ‫ﭘﺮﺧﺘﻪ‪ ،‬ﺗﺎ ﺑﺎ ﺟﻮ< ﻣﺨﺘﻠﻒ‪  ،‬ﻇﺮﻳﻒ ﻧﻬﻔﺘﻪ  ﻧﺪﻳﺸﻪ  ﭘﮋﻫﺶﻫﺎ‪J ،$ $‬ﺷﻨﺎ ﺷﻮﻳﻢ‪.‬‬ ‫ﺟﺎﻳﺪ‪ / :‬ﺑﻊ ﻗﺮ‪ H‬ﮔﺬﺷﺘﻪ‪ ،‬ﺟﻨﺎﺑﻌﺎﻟﻲ ﺳﻪ ﺟﻠﺪ ﻛﺘﺎ  ﺣﺪ‪ 30 /‬ﻣﻘﺎﻟﻪ ‪/‬ﺑﺎ‪ D‬ﻳﺎﻳﮕﺮ=ﻫﺎ= ﺳﻨﺘﻲ ‬ ‫ﻣﺸﺎﻛﺖﻫﺎ= ﻣﺮ‪/‬ﻣﻲﻳﺮﻧﻴﺎ‪ ،H‬ﺑﻪ ﻳﮋ ﺳﺘﺎﻳﻴﺎ‪  H‬ﻋﺸﺎﻳﺮ  ﻫﻤﭽﻨﻴﻦ ‪2‬ﻧﺎ‪H‬ﻳﺮﻧﻲ ﻧﮕﺎﺷﺘﻪﻳﺪ‪ .‬ﺑﻔﺮﻣﺎﻳﻴﺪ ﻛﻪ‬ ‫ﭼﺮ ﺑﻪﻳﻦ ﻣﺴﺌﻠﻪ ﺗﺎﻳﻦ ﺣﺪ ﻫﻤﻴﺖ ‪//‬ﻳﺪ ﻛﻪ ﺗﻘﺮﻳﺒﺎ ﻧﻴﻤﻲ ‪ 2‬ﻋﻤﺮ ﺧﻮ‪  /‬ﺑﺪ‪ H‬ﻛﻤﻚﻫﺎ= ‪/‬ﻟﺘﻲ  ﺻﺮﻓﺎ ﺑﺎ‬ ‫ﻫﺰﻳﻨﺔ ﺷﺨﺼﻲ ﺧﻮ‪ ،/‬ﺑﻪ ﺗﺤﻘﻴﻖ  ﭘﮋﻫﺸﻲ ﻣﻴﺪﻧﻲ ﮔﺴﺘﺮ‪/ /‬ﻳﻦ ‪2‬ﻣﻴﻨﻪ ‪/‬ﺳﺖ ‪/2‬ﻳﺪ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﺑﻪ ﻧﺎ‪ T‬ﺧﺮﻣﻨﺪ ﺑﺨﺮ ﻧﻮ‪J  .‬ﻧﺠﺎﻳﻲ ﻛﻪ ﻋﻤﺮ ‪J‬ﻣﻲ ﻣﺤﺪ ﺳﺖ  ﻫﻢ ﻏﻴﺮ ﻗﺎﺑﻞ ﭘﺲﻧﺪ‪،‬‬ ‫ﺗﻨﻬﺎ ﻣﻲﻣﺎﻧﺪ ﻛﻪ ﺗﻮ ‪   ,J‬ﭼﻪ ﻫﻲ ﺻﺮ‪ u‬ﻛﻨﻲ‪  ،‬ﺑﺮ‪  $‬ﺑﺴﺘﻦ ﺑﻪ ‪ ،< ,J‬ﻧﺎﭼﺎ‪ $‬ﭼﺸﻢ  ﻫﺰ < ﻳﮕﺮ‬ ‫ﻓﺮ ﺑﺒﻨﺪ‪  $‬ﭼﻨﻴﻦ ﺳﺖ ﻛﻪ ﮔﺎ<ﻳﻦ ﺗﺼﻮ ‪-‬ﻫﻤﭽﻮ‪ ,‬ﻓﻴﻠﺴﻮﻓﺎ‪ ,‬ﻫﺴﺘﻲ‪J  -‬ﻣﻲ ﭘﺪﻳﺪ ﻣﻲﺷﻮ ﻛﻪ ﻧﺴﺎ‪,‬‬ ‫"ﺟﺎﻧﻮ‪ $‬ﺳﺖ ﮔﺰﻳﻨﺸﮕﺮ"‪ .‬ﻟﺘﺒﻪﻳﻦ ﮔﺰﻳﻨﺶﮔﺮ‪ ،$‬ﻣﻄﻠﻖ  ﻧﺎﻣﺤﺪ ﻧﻴﺴﺖ؛ ﺟﺴﺘﺠﻮ‪ $‬ﻧﻮﻋﻲ ‪  $J‬ﻣﺴﻴﺮ‬ ‫ﺟﺒﺮ ﺳﺖ‪ $J .‬ﻧﮕﺎ< ﻛﺮ‪ ,‬ﺑﻪ ‪J‬ﺳﻤﺎ‪  ,‬ﻣﻴﻦ  ﺑﺮ‪ ,  ,‬ﺳﺖ‪  ،‬ﻫﻲ ﻛﻪ ﺑﺮ< ﻣﻲﺷﻮ‪ .$‬ﭼﻨﻴﻦ ﺑﻮ‬ ‫ﻛﻪ ﻣﻦ ﺛﻠﺜﻲ ﻳﻦ ﻏﻦ ﻳﺨﺘﻪ ﺷﺪ<  ﻧﺬ ﻣﺎﻣﺰ< "ﻳﺎﻳﮕﺮ‪ "$‬ﻧﻤﻮ‪  ،T‬ﺑﻘﻴﻪ  ﺻﺮ‪ u‬ﭘﮋﻫﺶﻫﺎ‪ $‬ﻳﮕﺮ؛‬ ‫ﺧﻮﺷﺤﺎﻟﻢ ﻛﻪ ‪  ,J‬ﻧﺬ ﺑﺘﻜﺪ< ﺟﻨﮓ  ﺳﺘﻴﺰ ﻧﻜﺮ<‪ .T‬ﮔﺮ ﭼﻪ  ﭘﺲ ﻫﺮ ﺟﻨﮓ  ﺳﺘﻴﺰ< ﻫﻢ‪ ،‬ﻫﻤﻜﺎ‪ $‬ﺑﻪ‬ ‫ﻧﺎﭼﺎ ﺣﻀﻮ ‪ .‬ﻣﺎ ﻫﺮ ﻫﻤﻜﺎ‪ ،$‬ﻧﻴﺎ ﺑﻪ ﺟﻨﮓ  ﺳﺘﻴﺰ ﻧﺪ‪ .‬ﺧﻮﺷﺤﺎﻟﻢ ﻛﻪ ﻣﺎﻣﺰ… "ﮔﺰﻳﺪ<" ﻣﻦ‪ ،‬ﺣﺪﻗﻞ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺟﻨﮓ‪ ،‬ﺧﻮﻛﻔﺎﺗﺮ  ﺧﻮ ﺑﺴﺎﺗﺮ  ﺧﻮ ﺗﻜﺎءﺗﺮ ﺳﺖ؛  ﻣﻬﻤﺘﺮ ‪J‬ﻧﻜﻪ "ﺧﻮ‪I‬ﻛﺎﻛﺮ"  "ﺑﻪ ﻛﺎﻛﺮ"‬ ‫ﺳﺖ‪  ،‬ﺑﻪ ﺑﺎ‪ ,‬ﺳﻨﺘﻲ "ﺧﻮ‪ I‬ﻣﻌﺠﺰ<" ﺳﺖ‪"  ،‬ﭼﺸﻢ ﻛﻮﻛﻦ" ﻧﻴﺴﺖ‪.‬‬ ‫ﺑﻪ ﺑﺎ‪ ,‬ﺗﻤﺜﻴﻞ "ﻳﺎﻳﮕﺮ‪ $‬ﮔﻨﺞ  ﺧﺮﺑﻪ ﺳﺖ"‪ ،‬ﻣﺎ ﮔﻨﺞ؟  ﭼﺮ ﺧﺮﺑﻪ؟! ﻫﻤﻜﺎ‪" $‬ﮔﻨﺞ" ﺳﺖ‪ ،‬ﭼﺮ ﻛﻪ‬ ‫ﺑﻪ ﻗﻮ ﺳﭙﻨﺴﺮ "ﻣﺸﺎﻛﺖ ﺟﻮﻫﺮ< ﻧﺪﮔﻲ ‪J‬ﻣﻲ ﺳﺖ"‪ .‬ﭼﻪ ﮔﻨﺠﻲ ﺑﺎﻻﺗﺮ  ﺟﻮﻫﺮ  ﮔﻮﻫﺮ ﻧﺪﮔﻲ ‪J‬ﻣﻲ‪ .‬ﺑﺎ ﺑﻪ‬ ‫ﻗﻮ ﺳﭙﻨﺴﺮ "ﻳﻚ ﺟﺎﻣﻌﻪ ﺑﻪ ﻣﻌﻨﻲ ﻋﻠﻤﻲ ﻛﻠﻤﻪ‪ ،‬ﻗﺘﻲ ﺟﻮ  ﻛﻪ ﻓﺮ ﻋﻼ< ﺑﺮ ‪J‬ﻧﻜﻪ  ﻛﻨﺎ ﻳﻜﺪﻳﮕﺮ ﻗﺮ‬ ‫ﻣﻲﮔﻴﺮﻧﺪ‪  ،‬ﻫﻤﻜﺎ‪  $‬ﺗﻌﺎ‪ ,‬ﻧﻴﺰ ﺑﺮﺧﻮ ﺷﻮﻧﺪ"‪  .‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‪ ،‬ﭼﻪ ﭼﻴﺰ ﺑﺎﻻﺗﺮ  ﺷﺮ‪t‬‬ ‫ﻛﺎﻓﻲ ﺗﺸﻜﻴﻞ ﺟﺎﻣﻌﻪ‪ .‬ﮔﺮ ﭼﻪ ﺑﻪ ﭘﻴﺮ‪  $‬ﻛﻴﻢ‪ ،‬ﺑﺎ ﻓﺎﻳﺪ<ﮔﺮﻳﺎ‪ ,‬ﻫﻤﺮ< ﻧﻴﺴﺘﻴﻢ ﻛﻪ‪J " :‬ﻏﺎ ﻓﺮ ﻣﺴﺘﻘﻞ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ ﻳﻜﺪﻳﮕﺮ  ﻣﻨﺰ‪ $‬ﺑﻮ<ﻧﺪ‪  ،‬ﺗﺒﺎ‪ t‬ﺑﻌﺪ‪ $‬ﺗﻨﻬﺎ ﺑﻪ ﻗﺼﺪ ﺑﺮﻗﺮ‪ $‬ﺗﻌﺎ‪ ,‬ﺻﻮ ﮔﺮﻓﺘﻪ ﺳﺖ"‪ .‬ﻣﺎ ﻫﻤﭽﻮ‪,‬‬ ‫ﻛﻴﻢ‪  ،‬ﺑﻪ ﻗﻴﺎ‪ W‬ﻛﺘﺎ‪" Z‬ﺗﻘﺴﻴﻢ ﻛﺎ" ‪ ،$‬ﻣﻌﺘﻘﺪ ﺑﻪﻳﻦ ﺑﺎ ﻧﻴﺰ ﻧﻴﺴﺘﻢ ﻛﻪ ﺟﻮ ﺟﺎﻣﻌﻪ ﻣﻘﺪ‪ T‬ﺑﺮ ﺗﻌﺎ‪ ,‬ﺑﻮ<‬ ‫ﺳﺖ‪ .‬ﺑﺮﺧﻼ‪ u‬ﻛﻴﻢ‪ ،‬ﻣﻌﺘﻘﺪ ﻫﺴﺘﻢ ﻛﻪ ﻧﺠﻤﻦ  ﺗﻌﺎ‪  ,‬ﻣﺮ ﻣﺠﺰ  ﻳﻜﺪﻳﮕﺮ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ‪،‬‬ ‫ ﻫﻤﺎ‪ ,‬ﻟﻴﻦ ﻟﺤﻈﺎ ﻧﺪﮔﻲ ‪J‬ﻣﻴﺎ‪ ،,‬ﻛﻪ ﻫﻤﺎﻧﺎ ﻧﺪﮔﻲ ﮔﺮﻫﻲ ﺑﻮ< ﺳﺖ‪،‬ﻳﻦ ﻧﺪﮔﻲ ﺷﺪﻳﺪ ﻣﺸﺎﻛﺘﻲ ﻫﻢ‬ ‫ﺑﻮ< ﺳﺖ‪ .‬ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﻳﮕﺮ‪ ،‬ﻧﻪ ﮔﺮ< ﺟﺘﻤﺎﻋﻲ ﺑﺪ‪ ,‬ﺗﻌﺎ‪ ,‬ﻣﻜﺎ‪  ، ,‬ﻧﻪ ﺗﻌﺎ‪ ,‬ﺑﺪ‪ ,‬ﮔﺮ<‪  .‬ﻧﺘﻴﺠﻪ ﺑﺎ‬ ‫ﻫﻢ ﻣﺘﻮﻟﺪ ﺷﺪ<ﻧﺪ‪  ،‬ﺗﺎ ﺑﺪ ﺑﺎ ﻫﻢ ﺧﻮﻫﻨﺪ ﺑﻮ‪" .‬ﻫﻤﻜﺎ‪) "$‬ﻳﺎﻳﮕﺮ‪ ،$‬ﻣﺸﺎﻛﺖ  ﺗﻌﺎ‪ (,‬ﺟﻮﻫﺮ‪$‬ﺗﺮﻳﻦ ﺻﻔﺖ‬ ‫ ﺑﻦ ﻣﺎﻳﺔ ﮔﺮ<  ﺟﺎﻣﻌﻪ ﺳﺖ‪.‬‬ ‫ﭘﺲ ﮔﺮ ﺗﻤﺎ‪ T‬ﺻﻮ ﮔﺮﻫﻲ  ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺑﺪ‪ ,‬ﻫﻤﻜﺎ‪  $‬ﻣﺸﺎﻛﺖ ﻣﻌﻨﺎ ﻧﻤﻲﻳﺎﺑﻨﺪ‪ ،‬ﭘﺲ ﭼﻪ ﭼﻴﺰ‬ ‫ﻣﻲﺗﻮﻧﺪ  ﻫﻤﻜﺎ‪ $‬ﻣﻴﺎ‪J ,‬ﻣﻴﺎ‪ ,‬ﻣﻬﻤﺘﺮ ﺑﺎﺷﺪ؟ ﺑﻴﻬﻮ< ﻧﻴﺴﺖ ﻛﻪ ﺟﻮﻫﺮ ﺗﻌﺎ‪ ,‬ﭼﻪ ﺑﻪ ﺻﻮ ﻣﺴﺘﻘﻴﻢ‪ ،‬‬ ‫ﭼﻪ ﻏﻴﺮﻣﺴﺘﻘﻴﻢ‪  ،‬ﺗﻌﺮﻳﻒ ﺑﺴﻴﺎ‪  $‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎ‪  ,‬ﮔﺮ<  ﺟﺎﻣﻌﻪ  ﺷﺪ< ﺳﺖ‪ " .‬ﺳﺘﺮ ﻣﺎ‪،"n‬‬ ‫ﺟﺎﻣﻌﻪ  ﺳﺘﻪ‪  $‬ﻣﺮ‪ T‬ﻛﻪ ﺑﻪ ﺣﺎ ﺗﻌﺎ‪ ,‬ﻧﺪﮔﻲ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﻧﺴﺘﻪ ﺳﺖ‪" .‬ﻫﻨﺮ‪ $‬ﮔﻴﺪﻧﺰ"‪ ،‬ﺟﺎﻣﻌﻪ  ﺑﻪ‬ ‫ﺳﺘﻪ‪  $‬ﻣﺮ‪ T‬ﻛﻪ ﺑﻪ ﺷﺘﺮ‪ n‬ﻧﺪﮔﻲ ﻣﻲﻛﻨﻨﺪ  ﻣﻲﻛﻮﺷﻨﺪ ﺑﻪ ﺗﻔﺎ‪ p‬ﺳﺎﻳﻞ ﻧﺪﮔﻲ ﺧﻮﻳﺶ  ﺗﺎﻣﻴﻦ ﻛﻨﻨﺪ‪ ،‬‬ ‫‪  ,J‬ﻣﻪ ﻫﻨﺪ‪ ،‬ﺗﻌﺮﻳﻒ ﻛﺮ<‪-‬ﻧﺪ‪" .‬گ ﺑﺮ‪  ,‬ﻧﻴﻢ ﻛﻒ"‪ ،‬ﻧﻴﺰ ﺟﺎﻣﻌﻪ  ﮔﺮ< ﭘﺮ ﻣﻲ ﻛﻪ ﺑﺮ‪ $‬ﺑﻘﺎ  ﺳﺘﻤﺮ‬ ‫ﺧﻮ ﻫﻤﻜﺎ‪ $‬ﻣﻲﻛﻨﻨﺪ‪  ،‬ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﻣﺘﻌﺪ‪ $‬ﺑﻪ ﺟﻮ ﻣﻲ‪J‬ﻧﺪ‪ ،‬ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﺑﻨﺎﺑﺮﻳﻦ‪ ،‬ﮔﺮ ﻳﺎﻳﮕﺮ‪ $‬ﻫﻤﺰ ﺟﺎﻣﻌﻪ  ﮔﺮ< ﺳﺖ‪ ،‬ﭘﺲ ﭼﻪ ﭼﻴﺰ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ  ‪ ,J‬ﻣﻬﻤﺘﺮ ﻣﻲﺗﻮﻧﺪ‬ ‫ ﺷﺎﻫﻮ  ﮔﻨﺞ ﺷﺎﻳﮕﺎ‪ ,‬ﺳﺖ‪ .‬ﻣﺎ ﭼﺮ ﻣﻲﮔﻮﻳﻴﻢ ﮔﻨﺞ  ﺧﺮﺑﻪ؟!‬ ‫ﺑﺎﺷﺪ؟ ﻟﺬ ﻫﻤﻜﺎ‪ $‬ﻧﻪ ﺗﻨﻬﺎ ﮔﻨﺞ‪ ،‬ﺑﻠﻜﻪ ّ‬ ‫ﺟﺎﻳﺪ‪ :‬ﮔﺮ ﻫﻤﻜﺎ= ﺗﺎﻳﻦ ﻧﺪ‪ 2‬ﻣﻬﻢ ﺳﺖ‪ ،‬ﭼﺮ ‪/ /‬ﻧﺸﻜﺪﻫﺎ= ﻋﻠﻮ[ ﺟﺘﻤﺎﻋﻲ‪Z/ /  ،‬ﻫﺎ ‬ ‫ﺑﺤﺚﻫﺎ‪،‬ﻳﻦ ﻫﻤﻴﺖ ﺣﺲ ﻧﻤﻲﺷﻮ‪/‬؟ ﺗﻘﺮﻳﺒﺎ ‪/‬ﺑﺎ‪ H] D‬ﻧﻮﻋﻲ ﺳﻜﻮ  ﻋﺪ[ ﻋﻼﻗﻪ ﺟﻮ‪.// /‬‬ ‫ﺗﺮ‪ 2 Z‬ﺧﻮ‪ H/‬ﺑﺮﭼﺴﺐ‬ ‫ﺧﻼﻗﻲ‪ ،‬ﻳﺎﻳﺪ]ﻟﻴﺴﺖ ﺑﻮ‪،H/‬‬ ‫ﮔﺎ ﺟﺎ‪  2‬ﺟﺮ ﻧﺰ‪/‬ﻳﻚ‬ ‫ﺷﺪ‪ H‬ﺑﻪ ﻣﻔﺎﻫﻴﻤﻲ ﻛﻪ ﻣﻤﻜﻦ‬ ‫ﺳﺖ ﺑﺎ ‪2‬ﺷﻲ  ﺧﻼﻗﻲ‬ ‫‪/‬ﺷﺘﻪ ﺑﺎﺷﺪ  ‪/‬ﻳﻦ ‪2‬ﮔﺎ‬ ‫ﺳﺘﺮ‪ H‬ﺳﺎ‪ =2‬ﺧﻼﻗﻲ‪ -‬ﺑﻪ‬ ‫‪/‬ﻧﺸﻤﻨﺪ‪ H‬ﻋﻠﻮ[ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻧﻤﻲ‪/‬ﻫﺪ‪] .‬ﻧﺎ‪ 2 H‬ﺗﺮ‪Z‬‬ ‫ﮔﺮﻓﺘﺎ ﺷﺪ‪ H‬ﺑﻪ ﺗﻬﻤﺖ‬ ‫ﻗﻀﺎ ‪2‬ﺷﻲ‪ ،‬ﺑﻪ ﻛﻨﺪﻛﺎ‬ ‫ﻫﻴﭻ ﻣﺮ ﺧﻼﻗﻲ‪ ،‬ﻧﻤﻲﺗﻮﻧﻨﺪ‬ ‫‪/‬ﺳﺖ ﺑﺰﻧﻨﺪ‪ .‬ﺷﺎﻳﺪ ﻳﻜﻲ‬ ‫‪ 2‬ﮔﻨﺎﻫﺎ‪" H‬ﻫﻤﻜﺎ="ﻳﻦ‬ ‫ﺑﺎﺷﺪ ﻛﻪ ﻃﻨﻴﻨﻲ ﺧﻼﻗﻲ ‪/‬‬ ‫ﮔﻮ‪/ b‬ﻧﺸﻤﻨﺪ‪ H‬ﻋﻠﻮ[‬ ‫ﺟﺘﻤﺎﻋﻲﻳﺠﺎ‪ /‬ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺮﻫﺎ‪ :$‬ﻫﻤﺎﻧﻄﻮ ﻛﻪ ﺷﻤﺎ ﺑﻪ ﺳﺘﻲ ﺷﺎ< ﻛﺮﻳﺪ‪ ،‬ﻫﻤﻜﺎ‪  $‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﺳﻄﺢ ﺟﻬﺎﻧﻲ‪،‬‬ ‫ﻣﺮ ﻏﺮﻳﺐ ﺳﺖ؛ ﭼﻪ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‪ ،‬ﭼﻪ ﻣﺮ‪T‬ﺷﻨﺎﺳﻲ‪ ،‬ﭼﻪ  ﻗﺘﺼﺎ‪  ،‬ﭼﻪ ﻧﺸﻨﺎﺳﻲ ﺟﺘﻤﺎﻋﻲ‪  ،‬ﺣﺘﻲ‬ ‫ ﻧﺸﻨﺎﺳﻲ  ﻳﺴﺖﺷﻨﺎﺳﻲ‪ .‬ﻳﻚ ﺿﺮ‪Z‬ﻟﻤﺜﻞ ﻓﺎﺳﻲ ﻣﻲﮔﻮﻳﺪ‪" :‬ﭼﻬﻞ ﭼﻴﺰ ﺧﺎﻧﻪ ﺻﺎﺣﺐ ﺧﺎﻧﻪ ﻣﻲﺑﺮ"‪،‬‬ ‫ﻣﻲﺗﻮ‪ ,‬ﻣﻴﺪ ﻣﺎﻧﺪ ﻛﻪ ﻧﺨﺴﺖ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﻋﻠﻢ‪  ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‪ ،‬ﺑﻪﻳﻦ ﻏﻔﻠﺖ ﻋﺘﺮ‪u‬‬ ‫ﻛﻨﻨﺪ‪  ،‬ﻟﻴﻞ ‪  ,J‬ﺑﺎ ﺷﻨﺎﺳﻨﺪ‪ .‬ﺳﺨﻦ ‪J‬ﻳﻨﺪ< ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﻣﺪﻋﺎ‪J $‬ﻧﻬﺎ ﻣﻲﺗﻮﻧﺪ ﭼﻨﻴﻦ ﺑﺎﺷﺪ‪:‬‬ ‫" ﺑﺲ ﺧﺖ ﺑﻮ‪ ،‬ﻧﺘﻮﻧﺴﺘﻪﻳﻢ ﺟﻨﮕﻞ  ﺑﺒﻴﻨﻴﻢ"‪ .‬ﻟﺒﺘﻪ ﮔﺮ ﺟﻬﺎ‪ ,‬ﺑﺘﻮﻧﺪ  ﮔﺮ‪ Z‬ﺟﺎﻣﻌﺔ ﻓﺮﮔﺮ‪ $‬‬ ‫ﺳﻮ< ﻣﺮﻳﻦ ﺑﻴﺮ‪ ,‬ﺑﻴﺎﻳﺪ‪ .‬ﭼﺮ ﻛﻪ ﺑﺮ‪ $‬ﭼﻨﻴﻦ ﺟﺎﻣﻌﻪ‪ ،$‬ﻣﻬﻢ  ﺑﺴﻴﺎ ﻣﻬﻢﺗﺮ  ﻣﻠﻤﻮ‪W‬ﺗﺮ ﻫﻤﻜﺎ‪،$‬‬ ‫ﺳﺒﻘﺖﺟﻮﻳﻲ‪ ،‬ﻗﺎﺑﺖ‪ ،‬ﺳﺘﻴﺰ<  ﺟﻨﮓ ﺳﺖ؛ ﻛﻪ ﮔﺎ< ﺗﺎ ﺣﺪ ﻳﻚ ﻣﺮ ﻣﻘﺪ‪ W‬ﺳﺘﺎﻳﺶ ﻣﻲﺷﻮ‪  ،‬ﮔﺮ ﻣﺴﺘﻘﻴﻤﺎ‬ ‫ﺳﺘﺎﻳﺶ ﻧﺸﻮ‪ ،‬ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ  ﻫﻨﺮﻣﻨﺪﻧﻪ  ﻟﺬ ﻣﻮﺛﺮﺗﺮ ﺳﺘﺎﻳﺶ ﻣﻲﺷﻮ‪.‬‬ ‫ﺗﺮ‪  W‬ﺧﻮ‪ ,‬ﺑﺮﭼﺴﺐ ﺧﻼﻗﻲ‪ ،‬ﻳﺎﻳﺪ<‪J‬ﻟﻴﺴﺖ ﺑﻮ‪ ،,‬ﮔﺎ< ﺟﺎ<  ﺟﺮ ﻧﺰﻳﻚ ﺷﺪ‪ ,‬ﺑﻪ ﻣﻔﺎﻫﻴﻤﻲ‬ ‫ﻛﻪ ﻣﻤﻜﻦ ﺳﺖ ﺑﺎ ﺷﻲ  ﺧﻼﻗﻲ ﺷﺘﻪ ﺑﺎﺷﺪ  –ﻳﻦ ﮔﺎ ﺳﺘﺮ‪ ,‬ﺳﺎ‪ $‬ﺧﻼﻗﻲ‪ -‬ﺑﻪ ﻧﺸﻤﻨﺪ‪,‬‬ ‫ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﻧﻤﻲﻫﺪ‪J .‬ﻧﺎ‪  ,‬ﺗﺮ‪ W‬ﮔﺮﻓﺘﺎ ﺷﺪ‪ ,‬ﺑﻪ ﺗﻬﻤﺖ ﻗﻀﺎ ﺷﻲ‪ ،‬ﺑﻪ ﻛﻨﺪﻛﺎ ﻫﻴﭻ ﻣﺮ‬ ‫ﺧﻼﻗﻲ‪ ،‬ﻧﻤﻲﺗﻮﻧﻨﺪ ﺳﺖ ﺑﺰﻧﻨﺪ‪ .‬ﺷﺎﻳﺪ ﻳﻜﻲ  ﮔﻨﺎﻫﺎ‪" ,‬ﻫﻤﻜﺎ‪"$‬ﻳﻦ ﺑﺎﺷﺪ ﻛﻪ ﻃﻨﻴﻨﻲ ﺧﻼﻗﻲ  ﮔﻮ‪I‬‬ ‫ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲﻳﺠﺎ ﻣﻲﻛﻨﺪ‪ .‬ﻟﺬﻳﻦ ﺿﺮ‪JZ‬ﻫﻨﮓ ﺑﺮ‪ $‬ﮔﻮ‪I‬ﻫﺎ‪ $‬ﺳﻨﮕﻴﻦ ﻋﺼﺮ ﻣﺎ ﻛﻤﺘﺮ‬ ‫ﺷﻨﻮﻧﻲ ﺳﺖ‪.‬‬ ‫"ﭼﺎﻟﺰ ﻫﻮﺗﻦ ﻛﻮﻟﻲ"‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎ‪ W‬ﻣﻌﺮ‪ u‬ﻣﺮﻳﻜﺎﻳﻲ‪ ،‬ﻛﻪ ﮔﺎ< ﮔﻮﺷﻪ ﭼﺸﻤﻲ ﺑﻪ ﻫﻤﻜﺎ‪ ، $‬ﺑﺎ<‬ ‫ﺗﺮ‪ W‬ﺟﺎﻣﻌﻪﺷﻨﺎ‪   W‬ﺑﻪ ﺣﻮ<ﻫﺎ‪ $‬ﻣﻤﻨﻮﻋﻪ‪ ،‬ﻓﺮﮔﺮﻳﻲ ﻓﺎﻳﺪ<ﮔﺮﻳﺎﻧﻪ  ﭼﻨﻴﻦ ﻇﻬﺎ ﻣﻲ ﻛﻪ‪ :‬ﺳﻨﺖ‬ ‫ﻓﺮﮔﺮﻳﺎﻧﻪ  ﻣﺮﻳﻜﺎ  ﻧﮕﻠﺴﺘﺎ‪ ،,‬ﭼﻨﺪ‪ ,‬ﻧﻴﺮﻣﻨﺪ ﺳﺖ ﻛﻪ ﻣﺎ ﻛﻤﺘﺮ ﺑﻪ ﺧﻮ ﺟﺎ< ﻣﻲﻫﻴﻢ ﻛﻪ ‪ $J‬ﻳﻚ‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﺟﺎﻣﻌﺔ ‪J‬ﻣﺎﻧﻲ  ﻣﺴﺘﻘﻴﻤﺎ  ﺳﺮ ﺑﭙﺮﻧﻴﻢ‪ .‬ﺑﻠﻜﻪ ﻓﻜﺮ ﻣﻲﻛﻨﻴﻢ ﻛﻪ ﺑﺎﻳﺪ ﺑﺎ ﻳﻚ ﻓﺮﻣﻮ ﻓﺮﮔﺮﻳﺎﻧﻪ ﻣﺎﻧﻨﺪ‬ ‫"ﺑﻴﺸﺘﺮﻳﻦ ﭼﻴﺰ ﺑﺮ‪ $‬ﺑﻴﺸﺘﺮﻳﻦ ﻓﺮ"‪ ،‬ﺟﺎﻣﻌﺔ ‪J‬ﻣﺎﻧﻲ   ﻧﻈﺮ ‪J‬ﻳﻢ‪ .‬ﻳﻚ ﭼﻨﻴﻦ ﻓﺮﻣﻮﻫﺎﻳﻲ ﻃﺒﻴﻌﺖ ﺑﺸﺮ ‬ ‫ﺿﺎء ﻧﻤﻲﻛﻨﺪ‪ .‬ﺟﺎﻣﻌﺔ ‪J‬ﻣﺎﻧﻲ ﺑﺎﻳﺪ ﻳﻚ ﻛﻞ ﮔﺎﻧﻴﻚ ﺑﺎﺷﺪ  ﺑﺘﻮ‪  ,J ,‬ﻣﺴﺘﻘﻴﻤﺎ  ﻧﻈﺮ ‪ .J‬ﭼﻨﻴﻦ ﺑﺮﺷﺘﻲ‬ ‫ ﺟﺎﻣﻌﻪ ﻣﻲﺗﻮﻧﺪ ﻣﻄﻠﻮ‪ Z‬ﻃﺒﻊ ﻣﺎ ﻗﺮ ﮔﻴﺮ‪.‬‬ ‫ﻟﺒﺘﻪ ﺑﺎﻳﺪ ﻓﺰ ﻛﻪﻳﻦ ﻓﺮﻣﻮ ﻓﺮﮔﺮﻳﺎﻧﻪ ﻫﻢ‪  ،‬ﻋﻤﻞ‪ ،‬ﺗﺒﺪﻳﻞ ﺑﻪ "ﺑﻴﺸﺘﺮﻳﻦ ﭼﻴﺰ ﺑﺮ‪ $‬ﻛﻤﺘﺮﻳﻦ ﻓﺮ"‬ ‫ﻣﻲﺷﻮ‪" .‬ﻛﻮﻟﻲ"‪ ،‬ﺑﺎﻫﺎ ﻳﺎ‪ J‬ﺷﺪ< ﺑﻮ ﻛﻪ‪ :‬ﻧﺪﮔﻲ ﻣﺎ ﭼﻴﺰ‪ $‬ﺟﺰ ﻳﻚ ﻛﻞ ﻧﺴﺎﻧﻲ ﻧﻴﺴﺖ‪  ،‬ﮔﺮ ﺧﻮﺳﺘﻪ ﺑﺎﺷﻴﻢ‬ ‫ﺑﺎ… ﻧﺪﮔﻲﻣﺎ‪ ,‬ﻧﺸﻲ ﻗﻌﻲ ﺑﻪ ﺳﺖ ﺑﻴﺎﻳﻢ‪ ،‬ﺑﺎﻳﺪ ‪ ,J‬ﻳﻦ ﭼﻨﻴﻦ  ﻧﻈﺮ ‪J‬ﻳﻢ‪ .‬ﮔﺮ ﻧﺪﮔﻲﻣﺎ‪  ,‬‬ ‫ﻧﺪﮔﻲ ﻛﻞ ﺑﺸﺮ ﺑﮕﺴﻼﻧﻴﻢ‪  ،‬ﻗﻊ‪ ،‬ﺷﺘﻪ ﺣﻴﺎﻣﺎ‪  ,‬ﺑﺮﻳﺪ<ﻳﻢ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‪ ،‬ﻫﺴﺘﻲﻳﻦ ﺟﺎﻣﻌﺔ ‪J‬ﻣﺎﻧﻲ ‬ ‫ﻛﻞ ﻧﺴﺎﻧﻲ‪ ،‬ﺑﺪ‪ ,‬ﻫﺴﺘﻲ ﻫﻜﺎ‪  $‬ﻣﺸﺎﻛﺖ‪ ،‬ﻣﻴﺴﺮ ﻧﺨﻮﻫﺪ ﺑﻮ‪ .‬ﻫﻢ ﻓﻬﻢ ﺟﺎﻣﻌﻪ  ﻫﻢ ﻓﻬﻢ ﻣﻬﻨﺪﺳﻲ ‪ ،,J‬ﻧﻴﺎ‬ ‫ﺑﻪ ﺷﻨﺎﺧﺖ ﻗﻴﻖ ‪ . ,J‬ﻧﻪ ﺗﻨﻬﺎ ﺟﺎﻣﻌﺔ ‪J‬ﻣﺎﻧﻲ‪ ،‬ﺑﻠﻜﻪ ﺟﺎﻣﻌﺔ ﻗﻌﻲ ﻓﻌﻠﻲ ﻧﻴﺰ ﻛﺎﻣﻼ ﺑﻪﻳﻦ ﻣﺮ ﻧﻴﺎﻣﻨﺪ ﺳﺖ‪.‬‬ ‫"ﺳﻲ ﻳﺖ ﻣﻴﻠﺰ" ﻣﻲﮔﻮﻳﺪ‪ :‬ﻟﻴﺒﺮﻟﻴﺴﻢ ﺑﻪ ﻃﺮ ﭘﻴﭽﻴﺪ<‪ $‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ  ﻋﻠﻮ‪ T‬ﺳﻴﺎﺳﻲ  ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮ‬ ‫< ﺳﺖ‪ .‬ﻋﻠﻴﺮﻏﻢ ﭘﻴﺸﻜﺴﻮﺗﺎ‪ ,‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ  ﭘﺎ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎ‪ ,‬ﻣﺮﻳﻜﺎﻳﻲ ﺗﻤﺎ‪ T‬ﺗﻮﺟﻪ ﺧﻮ  ﺻﺮ‪u‬‬ ‫ﺑﺮﺳﻲ ﻣﻔﺼﻞ ﺗﺠﺮﺑﻲ ﻣﺴﺎﺋﻞ ﭘﺮﻛﻨﺪ<  ﻓﺮﻋﻲ ﻧﻤﻮ<ﻧﺪ‪  .‬ﻳﻚ ﻛﻠﻤﻪ‪J ،‬ﻧﻬﺎ ﻓﻘﻂ ﺑﻪ ﻣﺴﺎﺋﻞ ﻧﺎﭼﻴﺰ  ﺑﻲﻫﻤﻴﺖ‬ ‫ﭘﺮﺧﺘﻪﻧﺪ‪J .‬ﻧﻬﺎ ﺑﻪ ﺳﺘﻨﺎ "ﻧﻈﺮﻳﻪ ﻣﻮﻛﺮﺗﻴﻚ ﺷﻨﺎﺧﺖ" ﻓﺮˆ ﻛﺮ<ﻧﺪﻛﻪ ﺗﻤﺎ‪< T‬ﻫﺎ ﻫﻢﻃﺮﻧﺪ! ﻫﻤﭽﻮ‪,‬‬ ‫ﻫﻤﺴﻨﮓﭘﻨﺪ‪ $‬ﮔﺰ<ﻫﺎ  ﻣﻴﺎ‪ ,‬ﺑﺮﺧﻲ ﻓﻼﺳﻔﺔ ﭘﺴﺖ ﻣﺪ‪.,‬‬ ‫ﻣﺮ< ﻛﻢ ﻧﻴﺴﺘﻨﺪ ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ )ﻋﻢ  ﺟﺎﻣﻌﻪﺷﻨﺎ‪  W‬ﻧﺸﻤﻨﺪ ﻋﻠﻢ ﺳﻴﺎﺳﺖ( ﻛﻪ ﺑﻪ‬ ‫ﺑﺎ‪,‬ﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻣﻲﮔﻮﻳﻨﺪ‪ .‬ﭘﺲ ﺑﺮﺳﻲ ﻣﺴﺎﺋﻞ ﺳﺎﺳﻲ ﻛﺠﺎﺳﺖ؟  ﺑﺎ ﺑﻪ ﻧﻘﻞ  ﺳﻲ ﻳﺖ ﻣﻴﻠﺰ‪ :‬ﻣﺮ< ﺑﻪ‬ ‫ﺟﺎ‪ $‬ﻣﺴﺌﻠﻪ ﻛﻮﻛﺎ‪ ،,‬ﺑﻪ ﺑﺤﺚ ﺑﺎ… ﻛﺘﺎ‪Z‬ﻫﺎ‪ $‬ﻛﻮ‪n‬؛ ﺑﻪ ﺟﺎ‪ $‬ﻓﻘﺮ  ﺑﻴﻜﺎ‪ ،$‬ﺑﻪ ﻗﺎ ﻓﺮﻏﺖ‪  ،‬ﺑﻪ ﺟﺎ‪$‬‬ ‫ﭘﺮﺧﺘﻦ ﺑﻪ ﻧﻴﺮﻫﺎ‪ $‬ﻣﺘﻤﺮ ﺟﺎﻣﻌﻪ‪ ،‬ﺑﻪ ﻃﺒﻴﻌﺖ ﺳﺮﻛﺶ  ﻧﻴﺮﻫﺎ‪ $‬ﻣﺮﻣﻮ ‪s‬ﻫﻨﻲ ﻣﻲﭘﺮﻧﺪ‪ .‬ﺑﺎﻳﺪ ﻣﻮﺿﻮﻋﺎ‬ ‫ﺑﺴﻴﺎ ﻳﮕﺮ‪  $‬ﺑﻪﻳﻦ ﻓﻬﺮﺳﺖ ﻓﺰ‪ .‬ﻫﻤﭽﻮ‪ ,‬ﺳﺮﭘﻮ‪ I‬ﮔﺬﺷﺘﻦ ﺑﺮ ﺗﻀﺎﻫﺎ‪ $‬ﻗﻌﻲ  ﺑﻨﻴﺎ‪  $‬ﺧﻠﻖ‬ ‫ﺗﻀﺎﻫﺎ‪ $‬ﻻﻳﻨﺤﻞ ﻏﻴﻦ ﺟﻨﺴﻲ  ﺳﻨﻲ  ﻗﻮﻣﻲ  ﻧﮋ‪  $‬ﻣﺬﻫﺒﻲ  ﺑﺰگﻧﻤﺎﻳﻲ ﺧﺘﻼﻓﺎ ﺳﺎﻳﻞ ﺟﺰﺋﻲ‬ ‫ ﭘﺎ‪ n‬ﻛﺮ‪ ,‬ﺻﻮ ﻣﺴﺎﺋﻞ ﺳﺎﺳﻲ؛  ﺑﺎﻻﺧﺮ< ‪J‬ﻧﭽﻪ ﺑﻴﺶ  ﻫﻤﻪ ﻣﻮ ﻣﻮ ﺗﻮﺟﻪﻳﻨﺠﺎﻧﺐ ﺳﺖ‪ ،‬ﺑﺮ‪,J‬‬ ‫"ﺟﻨﮓ"  ﺟﺎﻳﮕﺎ< "ﺗﻌﺎ‪  ،",‬ﺻﺎﻟﺖ ﺑﺨﺸﻲ ﺑﻪ "ﺗﻨﺎ‪ l‬ﺑﻘﺎء"  ﺑﺮﺑﺮ "ﺗﻌﺎ‪ ,‬ﺑﻘﺎء" ﺳﺖ‪.‬‬ ‫ ﻣﻴﻨﺔ ﺗﻮﺳﻌﻪ ﻧﻴﺰ‪ ،‬ﺑﻪ ﺟﺎ‪ $‬ﻓﻬﻢ ﻣﻜﺎﻧﻴﺰ‪T‬ﻫﺎ‪ $‬ﻓﻠﺞ ﻛﻨﻨﺪ… ﺷﻜﺎ ﻣﭙﺮﻳﺎﻟﻴﺴﻢ  ﺳﺘﻌﻤﺎ  ﺷﺮﻛﺖﻫﺎ‪$‬‬ ‫ﭼﻨﺪ ﻣﻠﻴﺘﻲ‪ ،‬ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﻣﺴﺘﻌﻤﺮ< ﻳﺮ ‪<s‬ﺑﻴﻦ ﻗﺮ ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﺑﻪ ﺟﺎ‪ $‬ﻣﺤﻜﻮ‪ T‬ﻛﺮ‪ ,‬ﺳﺘﻌﻤﺎ‪ ،‬ﻣﺬﻫﺐ ‬ ‫ﻓﺮﻫﻨﮓ  ﻫﻨﺮ ﻣﺴﺘﻌﻤﺮ ﺗﺤﻘﻴﺮ  ﻣﺤﻜﻮ‪ T‬ﻣﻲﺷﻮ‪ .‬ﻟﺒﺘﻪ ﮔﺎ< ﺑﺮﺧﻲ ﺷﻨﻔﻜﺮ‪ ,‬ﺟﻬﺎ‪ ,‬ﺳﻮ‪ T‬ﻧﻴﺰ  ﺳﺮ‬ ‫ﻏﻔﻠﺖ‪،‬ﻳﻦ < ﺑﻲ ﺧﻄﺮ ﻓﺤﺎﺷﻲ ﺑﻪ ﻓﺮﻫﻨﮓ ﺧﻮ‪  $‬ﺣﺖﻟﺤﻠﻘﻮﻣﻲ ﻣﻲﻳﺎﺑﻨﺪ ﻛﻪ ﻧﻪ ﺟﺴﺎ  ﻓﺘﺎ‪ ,‬ﺑﺎ‬ ‫ﺳﺘﻌﻤﺎﮔﺮ  ﻣﻲﺧﻮﻫﺪ‪ ،‬ﻧﻪ ﺧﺴﺎ  ﻓﺘﺎ‪ ,‬ﺑﺎ ﺣﻜﻮﻣﺖﻫﺎ‪ $‬ﺗﻤﺮﻛﺰﮔﺮ  ﻳﺎ ﻏﺎﻟﺒﺎ ﺳﺖ ﻧﺸﺎﻧﺪ… ﺧﻠﻲ ‪.‬‬ ‫"ﺳﺘﺮ"‪ ،‬ﻗﺘﺼﺎ‪ ,‬ﻣﺮﻳﻜﺎﻳﻲ‪  ،‬ﺿﻴﺎﻓﺖ ﻛﺎ{ ﺳﻔﻴﺪ‪ ،‬ﺑﻪ ﻓﺘﺨﺎ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎ‪  ,‬ﭘﻨﺠﻤﻴﻦ ﻛﻨﮕﺮ<‬ ‫ﺟﻬﺎﻧﻲ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ )ﺷﻨﮕﺘﻦ ‪ (1962‬ﻃﻲ ﻧﻄﻘﻲ ﻇﻬﺎ ﺷﺖ‪:‬ﻳﻨﻚ ﺑﻘﺎ  ﺛﺒﺎ ﺟﻬﺎ‪ ,‬ﺳﺮﻣﺎﻳﻪ‪ $‬ﺑﺴﺘﮕﻲ‬ ‫ﺑﻪ ﻫﻬﺎﻳﻲ  ﻛﻪ ﻛﺸﻮﻫﺎ‪  $‬ﺣﺎ ﺗﻮﺳﻌﻪ ﺑﺮﺧﻮﻫﻨﺪ ﮔﺰﻳﺪ‪  .‬ﺗﻮﺻﻴﻪ ﻛﺮ ﻛﻪ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎ‪ ،,‬ﻫﻜﺎﻫﺎﻳﻲ‬ ‫ ﻧﺒﺎ ﻛﻨﻨﺪ ﻛﻪ  ﺳﺘﺎ‪ $‬ﻫﺪ‪ u‬ﺳﻴﺎﺳﺖ ﻣﭙﺮﻳﺎﻟﻴﺴﺘﻲ ﻣﺮﻳﻜﺎ‪  ،‬ﻗﺒﺎ ﻣﻤﺎﻟﻚ  ﺣﺎ ﺗﻮﺳﻌﻪ ﺑﺎﺷﺪ‪ .‬‬ ‫ﻓﺘﺎ‪ ,‬ﻧﻈﺮﻳﻪﭘﺮ‪ ,‬ﻣﻜﺘﺐ ﻧﻮﺳﺎ‪  $‬ﺗﻮﺳﻌﻪ‪ ،‬ﺑﺎ ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﻣﻠﻲ  ﻣﺬﻫﺒﻲ ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ ‬ ‫ﻫﻤﻴﻦ ﺳﺮﭼﺸﻤﻪ ‪ ZJ‬ﻣﻲﺧﻮ‪< .‬ﺣﻞﻫﺎ‪ $‬ﻗﺘﺼﺎ‪J $‬ﻧﺎ‪ ,‬ﻧﻴﺰ‪.‬‬ ‫"ﻻﺳﻔﻠﺪ" ﻣﻲﮔﻮﻳﺪ‪ :‬ﻣﺎ‪ ,‬ﻣﺎ ﺳﺮﺷﺎ  ﻣﺴﺎﺋﻞ ﺑﻐﺮﻧﺞ ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪ .‬ﻣﺎ ﻣﺠﻼ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﻣﺎ‪ ،‬ﭘﺮ‬ ‫ ﺑﺮﺳﻲﻫﺎ‪ $‬ﺑﻲﻫﻤﻴﺖ ﺑﺎ… ﻧﻮ‪ l‬ﻋﺪ<ﮔﺬ‪ $‬ﻧﺸﺠﻮﻳﺎ‪ ,‬ﻳﺎ ﻣﻴﺰ‪ ,‬ﻣﺤﺒﻮﺑﻴﺖ ﺑﺮﻧﺎﻣﻪﻫﺎ‪ $‬ﻳﻮﻳﻲ ﺳﺖ‪.‬‬ ‫"ﻣﺮﺗﻮ‪ ،",‬ﮔﺮ‪ ,‬ﺑﻦﺑﺴﺘﻲ ﺳﺖ ﻛﻪ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﺑﺮ ﺛﺮ ﭘﻴﺮ‪  $‬ﺗﺠﺮﺑﻪﮔﺮﻳﻲ ﭼﺎ‪ I‬ﺷﺪ< ﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ‬

‫ﻣﺮ‪ 2‬ﻛﻢ ﻧﻴﺴﺘﻨﺪ‬ ‫‪/‬ﻧﺸﻤﻨﺪ‪ H‬ﻋﻠﻮ[ ﺟﺘﻤﺎﻋﻲ‬ ‫)ﻋﻢ ‪ 2‬ﺟﺎﻣﻌﻪﺷﻨﺎ‪ Z‬‬ ‫‪/‬ﻧﺸﻤﻨﺪ ﻋﻠﻢ ﺳﻴﺎﺳﺖ( ﻛﻪ ﺑﻪ‬ ‫‪2‬ﺑﺎ‪H‬ﻫﺎ= ﮔﻮﻧﺎﮔﻮ‪ H‬ﻣﻲﮔﻮﻳﻨﺪ‪.‬‬ ‫ﭘﺲ ﺑﺮﺳﻲ ﻣﺴﺎﺋﻞ ﺳﺎﺳﻲ‬ ‫ﻛﺠﺎﺳﺖ؟  ﺑﺎ‪ 2‬ﺑﻪ ﻧﻘﻞ ‪ 2‬ﺳﻲ‬ ‫ﻳﺖ ﻣﻴﻠﺰ‪ :‬ﻣﺮ‪ 2‬ﺑﻪ ﺟﺎ=‬ ‫ﻣﺴﺌﻠﻪ ﻛﻮ‪/‬ﻛﺎ‪ ،H‬ﺑﻪ ﺑﺤﺚ‬ ‫‪/‬ﺑﺎ‪ D‬ﻛﺘﺎﻫﺎ= ﻛﻮ‪g/‬؛ ﺑﻪ‬ ‫ﺟﺎ= ﻓﻘﺮ  ﺑﻴﻜﺎ=‪ ،‬ﺑﻪ ﻗﺎ‬ ‫ﻓﺮﻏﺖ‪  ،‬ﺑﻪ ﺟﺎ= ﭘﺮ‪/‬ﺧﺘﻦ‬ ‫ﺑﻪ ﻧﻴﺮﻫﺎ= ﻣﺘﻤﺮ‪ /‬ﺟﺎﻣﻌﻪ‪ ،‬ﺑﻪ‬ ‫ﻃﺒﻴﻌﺖ ﺳﺮﻛﺶ  ﻧﻴﺮﻫﺎ=‬ ‫ﻣﺮﻣﻮ‪j 2‬ﻫﻨﻲ ﻣﻲﭘﺮ‪2/‬ﻧﺪ‪ .‬ﺑﺎﻳﺪ‬ ‫ﻣﻮﺿﻮﻋﺎ ﺑﺴﻴﺎ ‪/‬ﻳﮕﺮ= ‬ ‫ﺑﻪﻳﻦ ﻓﻬﺮﺳﺖ ﻓﺰ‪./‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎ‪ ،,‬ﺗﻤﺎ‪ T‬ﻫﻢ ﺧﻮ  ﺻﺮ‪ u‬ﻣﺴﺎﺋﻞ ﺑﻲﻫﻤﻴﺖ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﺎ ﺟﻮﻳﻨﻜﻪ ﺟﻨﮓ‪ ،‬ﺳﺘﺜﻤﺎ‪ ،‬ﻓﻘﺮ‪،‬‬ ‫ﺑﻲﻋﺪﻟﺘﻲ  ﺑﻲﻃﻤﻴﻨﺎﻧﻲ‪ ،‬ﻧﺪﮔﻲ ﻣﺮ‪  T‬ﺟﺎﻣﻌﻪ   ﻣﻌﺮˆ ﺧﻄﺮ ﻗﺮ ﻣﻲﻫﺪ‪ ،‬ﺑﺴﻴﺎ‪  $‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎ‪ ,‬ﺑﻪ‬ ‫ﺑﺮﺳﻲ ﻣﺴﺎﺋﻠﻲ ﻣﻲﭘﺮﻧﺪ ﻛﻪ ﺑﺎ ﭘﺪﻳﺪ<ﻫﺎ‪ $‬ﻣﺼﻴﺒﺖ ﺑﺎ ﻣﺬﻛﻮ‪ ،‬ﻓﺮﺳﻨﮓﻫﺎ ﻓﺎﺻﻠﻪ ﻧﺪ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﭼﻪ ﭼﻴﺰ ﺷﻤﺎ  ﺑﺎﻳﻦ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎ‪ H‬ﻧﻘﺎ‪ /‬ﻫﻢﺻﺪ ﻣﻲﻛﻨﺪ؟ ﺑﻪ ﻋﺒﺎ ‪/‬ﻳﮕﺮ‪ ،‬ﻧﺘﻈﺎ ﺷﻤﺎ ‪2‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﺑﻪ ﻋﻨﻮ‪ H‬ﻋﻠﻤﻲ ﻛﻪ ‪ /‬ﭘﻲ ﺗﺒﻴﻴﻦ ﻗﻌﻴﺖﻫﺎ= ‪2‬ﻧﺪﮔﻲ ﺑﺸﺮ ﺳﺖ ﭼﻴﺴﺖ؟  ﻧﺪﻳﺸﺔ ﺷﻤﺎ‪ ،‬ﭼﻪ‬ ‫ﺷﻌﺎﻋﻲ  ﺑﺮ= ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﻣﺘﺼﻮ ﺳﺖ؟‬

‫ﻣﺎ ﺑﺎ‪2‬ﮔﺮ‪/‬ﻳﻢ ﺑﻪ ﺟﺎﻣﻌﻪ‬ ‫ﺷﻨﺎﺳﻲ ﻇﺎﻫﺮ ﻧﺎ‪ ،‬ﻣﻦ‬ ‫ﺑﻪ ﻋﻨﻮ‪ H‬ﻳﻚ ﻋﻼﻗﻪﻣﻨﺪ ﺑﻪ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ،‬ﺳﺮﺧﻮ‪/‬‬ ‫ﻣﻲﺷﻮ[‪ ،‬ﮔﺮ ﻧﮕﻮﻳﻢ ﺷﺮﻣﻨﺪ‬ ‫ﻣﻲﺷﻮ[‪ ،‬ﻗﺘﻲ ﻣﻲﺑﻴﻨﻢ ﻛﻪ‬ ‫ﻧﻘﺶ  ﻛﺎ ﻻ= ﺟﺎﻣﻌﻪ‬ ‫ﺷﻨﺎﺳﺎ‪ H‬ﺗﻘﻠﻴﻞ  ﺗﺤﻠﻴﻞ‬ ‫ﻓﺘﻪ ﺳﺖ‪ ،‬ﻛﻪ ‪ 2‬ﻛﺎ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ،‬ﺑﻪ ﺟﺎ= ﻛﺎ‬ ‫ﻟﻜﻮﻣﻮﺗﻴﻮﻫﺎ= ﭘﻬﻦ ﺷﺎﻧﻪ‪،‬‬ ‫ﺑﻪ ﻛﺎ ﮔﺎﻳﭽﻪ= ﺑﺴﻨﺪ‬ ‫ﻣﻲﺷﻮ‪ ./‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‬ ‫ﺑﺮ= ﺳﺮﻧﻮﺷﺖ ﺟﻮﻣﻊ ﺟﻬﺎ‪H‬‬ ‫ﻣﻲﺑﺎﻳﺴﺖ ﻫﻢ "ﺑﺎ‪/‬ﻧﻤﺎ"  ﻫﻢ‬ ‫"ﻗﻄﺐﻧﻤﺎ" ﺑﺎﺷﺪ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺮﻫﺎ‪ :$‬ﻧﺘﻈﺎ ﻣﺎ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ  ﺳﻄﺢ ﺟﻬﺎﻧﻲ‪ ،‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻜﻲ  ﻧﺶﻫﺎ‪ $‬ﻣﻬﻢ  ﻛﻞﻧﮕﺮ ﻋﻠﻮ‪T‬‬ ‫ﺟﺘﻤﺎﻋﻲ‪،‬ﻳﻦ ﺳﺖ ﻛﻪ ﺑﻴﻨﺸﻲ ﻛﻠﻲ  ﺟﺎﻣﻌﻪ ﺑﻪ ﻣﺎ ﺑﺪﻫﺪ‪ ،‬ﻛﻪ ﺷﺘﻪﻫﺎ‪ $‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺧﺎ‪ c‬ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﻗﺎ‬ ‫ﺑﻪ ‪ ,J‬ﻧﻤﻲﺑﺎﺷﻨﺪ‪ .‬ﻣﺎ ﻣﻲﺧﻮﻫﻴﻢ ﻛﻪ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‪ ،‬ﻣﺮ‪T‬ﺷﻨﺎﺳﻲ  ﺗﺎﻳﺦ‪ ،‬ﻓﻴﻠﺴﻮ‪ u‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﺎﺷﻨﺪ‪J .‬ﻧﻬﺎ‬ ‫ﺑﺎﻳﺪ ﺑﺘﻮﻧﻨﺪ ﻫﻢ ﺗﺼﻮ‪ $‬ﻗﻌﻲ  ﻫﻢ ﻛﻠﻲ  ﺟﺎﻣﻌﻪ ﻓﺮ ‪ $‬ﺑﺸﺮﻳﺖ ﺑﮕﺬﻧﺪ‪  ،‬ﻫﻢ ﺑﻪ ﻧﻘﺪ ﺳﺎﺳﻲ  ﺻﻮﻟﻲ‬ ‫ﺟﻮﻣﻊ ﻣﻮﺟﻮ ﺑﭙﺮﻧﺪ‪ .‬ﻧﺘﻈﺎﻳﻦ ﺳﺖ ﻛﻪ ﮔﺮ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﻧﻤﻲﺗﻮﻧﺪ ﻫﺎﻳﻲ ﺑﺨﺶ ﺟﻮﻣﻊ  ﻧﺴﺎﻧﻬﺎ ﺑﺎﺷﺪ‪،‬‬ ‫ﺣﺪﻗﻞ ‪J‬ﮔﺎﻫﻲ ﺑﺨﺶ ﺑﺎﺷﺪ؛ ﻧﻪ ﺗﻮﺟﻴﻪ ﻛﻨﻨﺪ… ﻗﺪﻫﺎ‪ $‬ﻗﺎﻫﺮ ﺟﻬﺎ‪.,‬‬ ‫ﻧﺘﻈﺎ ﻣﺎ  ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﻛﻞ‪ ،‬ﺟﻬﺖﺑﺨﺸﻲ ﺧﺮﻣﻨﺪﻧﻪ ﺑﻪ ‪J‬ﻳﻨﺪ< ﺟﻮﻣﻊ ﺳﺖ‪ ،‬ﻧﻪ ﻫﺎﺳﺎ‪ $‬ﺟﻬﺎ‪,‬‬ ‫ ﮔﺮ‪ Z‬ﺗﻘﻠﻴﻞﮔﺮﻳﻲ‪ ،‬ﺟﺰﻳﻲﮔﺮﻳﻲ‪ ،‬ﻛﻤﻲﮔﺮﻳﻲ ﻓﺮﻃﻲ  ﻧﺘﺰﻋﻲ؛  ﺧﻴﺮ ﻫﻢ ﺑﺎ ﺗﺎﺛﻴﺮﭘﺬﻳﺮ‪  $‬ﺑﺮﺧﻲ‬ ‫ﻧﺤﻠﻪﻫﺎ‪– $‬ﺋﻴﺴﺘﻲ  ﻧﻴﻬﻴﻠﻴﺴﺘﻲ  ‪J‬ﻧﺎﺷﻴﺴﺘﻲ  ﭘﺴﺖﻣﺪﻧﻴﺴﺘﻲ‪ -‬ﺑﺎ ﻣﻌﻴﺎﻳﻲ ﻣﺘﻜﺒﺮﻧﻪ  ﺧﻮﺑﺎﺧﺘﮕﻲ‬ ‫ ﺗﺴﻠﻴﻢﮔﺮﻳﻲ ﺑﺎ ژﺳﺖﻫﺎ‪ $‬ﻇﻔﺮﻣﻨﺪﻧﻪ‪  ،‬ﺳﺮﮔﺸﺘﮕﻲ ﺑﺮﺧﺎﺳﺘﻪ  ﻧﺴﺒﻲﮔﺮﻳﻲ ﻣﻄﺎﻟﻖ  ﮔﻨﺪ<ﮔﻮﻳﻲﻫﺎ‪$‬‬ ‫ﺧﻮﻓﺮﻳﺒﺎﻧﻪ   ﻧﺘﻴﺠﻪ ﺳﺘﺤﻤﺎ‪ $‬ﺑﻪ ﺳﻤﺖ  ﺳﻮﻳﻲ ﻣﻲ ﻛﻪ  ﻓﺮ‪ t‬ﺷﻮ‪  $‬ﻓﻼﺳﻔﻪ  ﻧﻴﺰ ‪<J‬‬ ‫ﺳﺖ‪ .‬ﺑﻪ ﻗﻮ ﺳﺮ‪ :I‬ﻣﺮ ﻣﺘﺎﺳﻔﺎﻧﻪ  ﻧﺸﮕﺎ<ﻫﺎ‪ ،‬ﭘﺎ<‪  $‬ﺳﺘﺎ‪ ,‬ﻛﻪ ﻣﺴﺌﻮﻟﻴﺖ ‪J‬ﻣﻮﺧﺘﻦ ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻲ‬ ‫ ﻧﺪ )ﻳﻌﻨﻲ ﻧﻈﺮﻳﺎﺗﻲ ﻛﻪ ﺑﺎ ﺗﺠﺮﺑﻪ ﺑﺮﻣﻲﺧﻴﺰﻧﺪ  ﺑﺎ ﺗﺠﺮﺑﻪ ﻓﺮ ﻣﻲﻓﺘﻨﺪ( ﻧﺸﺒﻪ ﺑﻪ ﻓﻴﻠﺴﻮﻓﺎ‪ ,‬ﻣﻲﻛﻨﻨﺪ ‬ ‫ﺳﺨﻨﺎ‪ ,‬ﻓﺮﺗﺠﺮﺑﻲ  ﭘﻴﺸﻴﻨﻲ  ﻣﺘﺎﻓﻴﺰﻳﻜﻲ  ﺑﻌﻀﺎ ﻋﻠﻢ ﺳﻮ  ﻋﻠﻢ ﺳﺘﻴﺰ  ﺑﻪ ﺟﺎ‪ $‬ﻋﻠﻢ ﻣﻲﻧﺸﺎﻧﻨﺪ  ﺑﻪ‬ ‫ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺗﻌﻠﻴﻢ ﻣﻲﻫﻨﺪ‪ .‬ﻳﻦ ‪ W‬ﻧﻪ ﻋﻠﻢ ﺑﺮﻣﻲﺧﻴﺰ  ﻧﻪ ﻓﻠﺴﻔﻪ  ‪J‬ﻧﭽﻪ ﺑﻪ ﻋﻮˆ ﺣﺎﺻﻞ ﻣﻲﺷﻮ‪،‬‬ ‫ﻣﺸﺘﻲ ﻟﻔﺎﻇﻲﻫﺎ‪ $‬ﻓﻀﻞ ﻓﺮﺷﺎﻧﺔ ﺑﻲ ﺣﺎﺻﻞ ﺳﺖ ﻛﻪ ﻧﻪ ﮔﺮ<‪  $‬ﺟﺎﻣﻌﻪ ﻣﻲﮔﺸﺎﻳﺪ  ﻧﻪ  ‪s‬ﻫﻦ  ﮔﺮ‬ ‫ﺣﺎﺻﻠﻲ ﺷﺘﻪ ﺑﺎﺷﺪ ﻫﻤﺎﻧﺎ ﻋﻘﺐ ﻓﺘﺎﮔﻲ ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻲ ﺳﺖ  ﺑﺲ‪ .‬ﻣﻦ ﺑﻪ ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺳﻔﺎ‪ I‬ﻣﻲﻛﻨﻢ ﻛﻪ‬ ‫ﺧﺮﻳﺪ‪,‬ﻳﻦ ﻣﺘﺎ‪ l‬ﻣﺰ ﻧﺒﺎﺷﻨﺪ  ﻣﺮﻏﻮ‪J Z‬ﻧﺎ‪ ,‬ﻧﺸﺪ<  ﻋﻠﻢ  ﺑﻪ ﻓﻠﺴﻔﻪﻫﺎ‪ $‬ﺷﺒﻪ ﻋﻠﻢ ﻧﻔﺮﺷﻨﺪ  ﺻﻮﻓﻴﺎ‪,‬‬ ‫"ﭘﺴﺖ ﻣﺪ‪  ",‬ﺗﺨﻔﻴﻒ ﻋﻠﻢ ﻣﻲﻛﻨﻨﺪ  ﺷﺮﻣﺴﺎ‪ $‬ﺑﻪ ﻋﺎﻟﻤﺎ‪ ,‬ﻣﻲﻫﻨﺪ ﻧﻴﻚ ﺑﺸﻨﺎﺳﻨﺪ   ﻓﻠﺴﻔﻪ ﺗﺮﺷﻲﺷﺎ‪,‬‬ ‫ﺑﻪ ﻋﻠﻢ ﭘﻨﺎ< ﺑﺒﺮﻧﺪ‪.‬‬ ‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﺎ ﻧﺸﻜﺪ<ﻫﺎ‪ $‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲﻳﺮ‪J ,‬ﺷﻨﺎ ﻫﺴﺘﻨﺪ  ﺑﻪ ﻳﮋ<  ﺑﺮﺧﻲ ﺷﺘﻪﻫﺎ‪ $‬ﮔﻢ ﮔﺸﺘﻪ‬ ‫ﺷﺘﻪ‪،‬ﻳﻦ ﻗﻌﻴﺖ  ﺑﻪ ﻋﻴﻨﻪ ﻣﻼﺣﻈﻪ ﻛﺮ‪.‬‬ ‫ﻣﺎ ﺑﺎﮔﺮﻳﻢ ﺑﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻇﺎﻫﺮ ﻧﺎ‪ ،Z‬ﻣﻦ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻋﻼﻗﻪﻣﻨﺪ ﺑﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ،‬ﺳﺮﺧﻮ<‬ ‫ﻣﻲﺷﻮ‪ ،T‬ﮔﺮ ﻧﮕﻮﻳﻢ ﺷﺮﻣﻨﺪ< ﻣﻲﺷﻮ‪ ،T‬ﻗﺘﻲ ﻣﻲﺑﻴﻨﻢ ﻛﻪ ﻧﻘﺶ  ﻛﺎ ﻻ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﺗﻘﻠﻴﻞ  ﺗﺤﻠﻴﻞ‬ ‫ﻓﺘﻪ ﺳﺖ‪ ،‬ﻛﻪ  ﻛﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ،‬ﺑﻪ ﺟﺎ‪ $‬ﻛﺎ ﻟﻜﻮﻣﻮﺗﻴﻮﻫﺎ‪ $‬ﭘﻬﻦ ﺷﺎﻧﻪ‪ ،‬ﺑﻪ ﻛﺎ ﮔﺎﻳﭽﻪ‪ $‬ﺑﺴﻨﺪ< ﻣﻲﺷﻮ‪.‬‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺑﺮ‪ $‬ﺳﺮﻧﻮﺷﺖ ﺟﻮﻣﻊ ﺟﻬﺎ‪ ,‬ﻣﻲﺑﺎﻳﺴﺖ ﻫﻢ "ﺑﺎﻧﻤﺎ"  ﻫﻢ "ﻗﻄﺐﻧﻤﺎ" ﺑﺎﺷﺪ‪ .‬ﻣﺎ ﻣﻮﺿﻮﻋﺎ‬ ‫ﺧﺮ‪ ،‬ﺳﺎﻟﺖﻫﺎ‪ $‬ﺧﺮ‪ ،‬ﻫﻨﻤﻮﻫﺎ‪ $‬ﺧﺮ‪ ،‬ﻣﻌﺎﻟﺠﻪﻫﺎ‪ $‬ﺧﺮ‪ ،‬ﮔﺮﭼﻪ ﻫﺮ ﻛﺪ‪  T‬ﺟﺎ‪ $‬ﺧﻮ ﻻ‪ T‬ﺳﺖ‪ ،‬ﻣﺎ‬ ‫ﺑﻪ   ﺗﻮﻗﻌﺎ ﺟﺎﻣﻌﻪ  ﺣﺘﻲ ﺑﺴﻴﺎ‪  $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﺟﻬﺎﻧﻲ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺳﺖ‪ .‬ﻟﻄﻔﺎ ﺑﻪﻳﻦ ﻣﺘﻦ‬ ‫ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪:‬‬ ‫‪ - 1‬ﺧﺎﻧﻪ ﺧﻮ  ﺗﺎ ‪J‬ﻧﺠﺎ ﻛﻪ ﻣﻤﻜﻦ ﺳﺖﻳﻤﻦ ﻛﻨﻴﺪ‪ ،‬ﻗﻔﻞﻫﺎ  ﭘﻨﺠﺮ<ﻫﺎ  ﻫﺎ ﺑﺎﻳﺪ  ﺿﻊ ﻣﻨﺎﺳﺒﻲ‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﺑﺎﺷﻨﺪ‪ .‬ﮔﺮ ﺑﻪ ‪J‬ﭘﺎﺗﻤﺎ‪ ,‬ﻳﺎ ﺧﺎﻧﻪ ﺟﺪﻳﺪ‪ $‬ﻧﻘﻞ ﻣﻜﺎ‪ ,‬ﻛﺮﻳﺪ‪ ،‬ﻗﻔﻞﻫﺎ  ﻋﻮˆ ﻛﻨﻴﺪ‪...‬‬ ‫‪ - 2‬ﮔﺮ ﺗﻨﻬﺎ ﻧﺪﮔﻲ ﻣﻲﻛﻨﻴﺪ‪:‬‬ ‫ﻟﻒ( ﭼﺮﻏﻬﺎ  ﺷﻦ ﺑﮕﺬﻳﺪ‪.‬‬ ‫‪ (Z‬ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺑﻪ ﻧﮓ  ﺟﻮ‪ Z‬ﻣﻲﻫﻴﺪ‪ ،‬ﻧﻤﻮ ﻛﻨﻴﺪ ﻛﻪ  ﺧﺎﻧﻪ ﻛﺴﻲ ﺳﺖ )ﺑﺎ ﺻﺪ‪ $‬ﺑﻠﻨﺪ ﺑﮕﻮﻳﻴﺪ‬ ‫ﻣﻦ ﻣﻲﺑﻴﻨﻢ ﭼﻪ ﻛﺴﻲ  ﻣﻲﻧﺪ ﺑﺎ‪(!Z‬‬ ‫‪ (z‬ﻧﺎ‪ T‬ﻛﻮﭼﻚ ﺧﻮ  ‪ $‬ﻧﮓ ‪ ،‬ﻳﺎ ﻓﺘﺮ ﺗﻠﻔﻦ ﻧﻨﻮﻳﺴﻴﺪ‪  ،‬ﻋﻮˆ  ﺣﺮ‪ ,J  u‬ﺳﺘﻔﺎ< ﻛﻨﻴﺪ‪.‬‬ ‫‪ - 3‬ﺑﻪ ﻃﻮ ﻛﻠﻲ  ﻏﺮﻳﺒﻪﻫﺎ ‪ $‬ﻛﻨﻴﺪ‪...‬‬ ‫‪...‬‬ ‫‪...‬‬ ‫‪...‬‬ ‫‪ - 11‬ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﻗﺮ ﻣﻼﻗﺎﺗﻲ ﮔﺬﺷﺘﻪﻳﺪ‪ ،‬ﺣﺪ ﻓﻌﺎﻟﻴﺖ ﺟﻨﺴﻲ ﺧﻮ   ﻫﻤﺎ‪  ,‬ﻣﺸﺨﺺ ﻛﻨﻴﺪ‪،‬‬ ‫ﺗﺎ ﺑﺪ ﺳﻮء ﺗﻔﺎﻫﻤﻲ ﭘﻴﺶ ﻧﻴﺎﻳﺪ‪.‬‬ ‫‪ - 12‬ﮔﺮ ﻣﻮ ﺣﻤﻠﻪ ﻗﺮ ﮔﺮﻓﺘﻴﺪ‪ ،‬ﻓﺮﻳﺎ ﻧﺰﻧﻴﺪ "ﺗﺠﺎ"‪ ،‬ﻓﺮﻳﺎ ﺑﺰﻧﻴﺪ "‪J‬ﺗﺶ!"‬ ‫ﻓﻜﺮ ﻣﻲﻛﻨﻴﺪﻳﻦ ﻣﺘﻦ ﻛﻪ ﺑﻪ ﺻﻮ ﭼﻜﻴﺪ< ﺑﻴﺎ‪ ,‬ﺷﺪ< ﺳﺖ‪  ،‬ﭼﻪ ﻛﺘﺎﺑﻲ ﺳﺖ؟ ﻓﺘﺮﭼﻪ ﻫﻨﻤﺎ‪$‬‬ ‫ﭘﻠﻴﺲ! ﻧﻪ!  ﻳﻚ ﻛﺘﺎ‪ Z‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ,J ،‬ﻫﻢ ﻧﻪ  ﻫﺮ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ،‬ﺑﻠﻜﻪ  ﻳﻚ ﻓﺼﻞ  ﻛﺘﺎ‪Z‬‬ ‫ﺷﺨﺼﻲ ﻫﻤﭽﻮ‪ ,‬ﮔﻴﺪﻧﺰ ﻛﻪ ﻣﺎ ﭼﻨﺪ ﺟﺎ ﻳﻦ ﻣﺼﺎﺣﺒﻪ  ‪ $‬ﻧﻘﻞ ﻗﻮ ﻛﺮ<ﻳﻢ!  ﺑﻪ ﺳﺨﻨﺎ‪ $ ,‬ﺳﺘﻨﺎ‬ ‫ﺟﺴﺘﻪﻳﻢ‪ -‬ﻛﻪ ﺑﺎ… ﺟﻨﺴﻴﺖ  ﺗﻤﺎﻳﻼ ﺟﻨﺴﻲ ﻣﻲﺑﺎﺷﺪ‪.‬ﻳﻦ ﻓﺼﻞ ﺑﻪ ﺷﺮ} ﻣﻮﺿﻮﻋﺎﺗﻲ  ﻧﻴﺎ‪ $‬ﺣﻴﻮﻧﺎ‬ ‫ﺗﺎ ﺟﺎﻣﻌﻪ ﺑﺸﺮ‪ $‬ﺳﺖ‪ .‬ﺧﺸﻮﻧﺖ ﺧﺎﻧﮕﻲ‪ J ،‬ﺟﻨﺴﻲ‪ ،‬ﺗﺠﺎ ﺟﻤﻌﻲ‪ ،‬ﻫﻤﺠﻨﺲﮔﺮﻳﻲ  ﻏﻴﺮ<‪ .‬ﻣﻦ ﻧﻤﻲﺧﻮﻫﻢ‬ ‫ﺑﮕﻮﻳﻢ ﻛﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻧﺒﺎﻳﺪ ﺑﻪﻳﻦ ﻣﺴﺎﺋﻞ ﺑﭙﺮ‪ ،‬ﻣﺎ ‪J‬ﻳﺎ ﻛﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻃﺮ}  ﺗﻮﺻﻴﻒ ﺻﺮ‪u‬ﻳﻦ‬ ‫ﻣﺴﺎﺋﻞ  ‪J‬ﻣﺎﻫﺎ‪ $‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ‪  ،,J‬ﺑﺪ‪ ,‬ﻫﻴﭻ ﺟﻬﺖﮔﻴﺮ‪ $‬ﺳﺎﺳﻲ  ﺣﻞ ‪ ,J‬ﻣﻌﻀﻞ ﺳﺖ؟ ﺳﺮ ﻧﺦ‬ ‫ﻛﻮﭼﻜﺘﺮﻳﻦ ﻣﺸﻜﻼ ﺑﺸﺮ‪ $‬ﻣﻲﺗﻮﻧﺪ ﻣﺎ  ﺑﻪ ﻋﻤﻖ  ﺳﺎ‪ W‬ﻧﮕﻮ‪,‬ﺑﺨﺘﻲ  ﺷﻮﺑﺨﺘﻲ ‪J‬ﻣﻴﺰ ﻧﺰﻳﻚ ﻛﻨﺪ‪.‬‬ ‫ﭘﺮﺳﺶﻳﻦ ﺳﺖ ﻛﻪ ﮔﻴﺪﻧﺰ ﻳﻦ ﻓﺼﻞ‪ ،‬ﺗﺎ ﭼﻪ ﻧﺪ< ﺑﻪ ﻋﻠﺖﻟﻌﻠﻞﻳﻦ ﻗﺎﻳﻊ ﻧﺰﻳﻚ ﺷﺪ< ﺳﺖ‪  .‬ﺑﺮﺑﺮﻳﻦ‬ ‫ﻛﻪ ﻓﺤﺸﺎ ﭼﻴﺴﺖ؟ ﮔﺮ ﺑﻪﻳﻦ ﻧﺘﻴﺠﻪ ﺑﺮﺳﺪ ﻛﻪ‪ :‬ﻗﻨﺎ‪ l‬ﻛﻨﻨﺪ<ﺗﺮﻳﻦ ﻧﺘﻴﺠﻪﮔﻴﺮ‪ $‬ﻛﻠﻲ ﻛﻪ ﻣﻲﺗﻮ‪ ,‬ﺑﻪ ﻋﻤﻞ‬ ‫‪J‬ﻳﻦ ﺳﺖ ﻛﻪ ﻓﺤﺸﺎ ﺑﻴﺎﻧﮕﺮ ﮔﺮﻳﺶ ﻣﺮ‪ ,‬ﺑﻪ ‪ ،,‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﺳﻴﻠﻪ‪ $‬ﺳﺖ ﻛﻪ ﻣﻲﺗﻮ‪ ,‬ﺑﺮ‪ $‬ﻣﻘﺎﺻﺪ‬ ‫ﺟﻨﺴﻲ ﻣﻮ ﺳﺘﻔﺎ< ﻗﻊ ﺷﻮ‪ .‬ﻳﺎ ﻓﺤﺸﺎ ﺳﻴﻠﻪ ﻛﺴﺐ ﺿﺎﻳﺖ ﺟﻨﺴﻲ ﺑﺮ‪ $‬ﻓﺮ ﻧﺎﺗﻮ‪ ,‬ﺳﺖ‪ ،‬ﻛﻪ ‬ ‫ ﺧﺎﻧﻪ ﻫﺴﺘﻨﺪ ﻳﺎ ﺧﻮﺳﺘﺎ ﺗﻤﺎ‪W‬ﻫﺎ‪ $‬ﺟﻨﺴﻲ ﺑﺪ‪ ,‬ﺗﻌﻬﺪ ﺑﻮ<‪ ،‬ﻳﺎ ‪ $‬ﺳﻠﻴﻘﻪﻫﺎ‪ $‬ﺟﻨﺴﻲ ﻏﻴﺮﻋﺎ‪$‬ﻧﺪ‪.‬‬ ‫‪J‬ﻳﺎﻳﻦ ﺳﺖ ﺳﻄﺢ ﺗﺤﻠﻴﻞ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ؟  ﻳﺎﻳﻦ ﺗﻘﻠﻴﻞ ﺳﻄﺢ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺑﻪ ﻧﺸﻨﺎﺳﻲ‪  ،‬ﺟﺎ ‪,‬‬ ‫ ﺳﻄﺢ ﺗﻮﺿﻴﺤﺎ ﭘﻴﺶ ﭘﺎ ﻓﺘﺎ<  ﺗﺤﺼﻴﻞ ﺣﺎﺻﻞ ﺳﺖ؟ ‪J‬ﻳﺎﻳﻦ ﺳﺖ "ﻗﻨﺎ‪ l‬ﻛﻨﻨﺪ<ﺗﺮﻳﻦ ﻧﺘﻴﺠﻪﮔﻴﺮ‪$‬‬ ‫ﺑﺎ< ﻓﺤﺸﺎ"! ﻧﺎﮔﻔﺘﻪ ﭘﻴﺪﺳﺖ ﻛﻪ ﻫﻤﻴﺸﻪﻳﻦ ﮔﻮﻧﻪ ﻧﻴﺴﺖ‪ ،‬ﮔﻴﺪﻧﺰ ﮔﺎ<  ﻧﺪﻳﺸﺔ ﻧﺠﺎ ﺟﻬﺎ‪ ,‬ﺑﺎ < ﺳﻮ‪T‬‬ ‫ ﺑﺎﺳﺎ‪ $‬ﺳﻮﺳﻴﺎ ﻣﻮﻛﺮﺳﻲ  ﻣﻠﺖ ﺟﻬﺎﻧﻲ  ﻣﻮﻛﺮﺳﻲ ﺟﻬﺎﻧﻲ ‪ ...‬ﻧﻴﺰ ﻫﺴﺖ‪ .‬ﻣﺎ ﻋﺠﻴﺐ ﺳﺖ ﻛﻪ‬ ‫ ﻧﻬﺎﻳﺖﻳﻦ ﭘﻴﺸﻨﻬﺎ  ﻣﺸﺎ<ﻫﺎ ﺑﻪ ﺗﻮﻧﻲ ﺑﻠﺮﻫﺎ  ﺳﻼ‪J u‬ﻧﻬﺎ‪ ،‬ﺗﺎﭼﺮﻫﺎ  ﻣﻴﺠﺮﻫﺎ‪ -‬ﻋﺠﺐ ﺟﻨﺎﺳﻲ!‬ ‫ ﺗﻨﺎﺳﺐ ﻟﻔﺎﻇﻲ‪ -‬ﺧﺘﻢ ﻣﻲﺷﻮ‪ .‬ﺑﻪ ﺳﻔﺎ‪ I‬ﺣﻀﺮ ﻣﺴﻴﺢ )‪ (l‬ﻣﻈﻠﻮ‪  T‬ﻣﻬﺮﺑﺎ‪ ,‬ﭼﻪ ﻧﺪ‪,‬ﻫﺎ‪ $‬ﺳﻔﻴﺪ‬ ‫ﻳﺒﺎﻳﻲ! ﮔﻴﺪﻧﺰ ﮔﻨﺎﻫﻲ ﻧﺪ‪ ،‬ﻧﻘﺪ ﻫﻤﺔ ﻫﻬﺎ ﺑﻪ ﻛﺮ‪ T‬ﺳﺘﻌﻤﺎ  ﻋﻮﻫﺎ ﺑﻪ ﻟﺤﺎ‪ u‬ﻣﻼ‪ $‬ﺷﻮﺑﺨﺖ  ﻧﻔﺖ‬ ‫ﻋﺮ‪  p‬ﻧﺤﺼﺎ ﺗﺮﻳﺎ‪ n‬ﺑﺮ‪ ,‬ﻓﻐﺎ‪ ,‬ﺧﺘﻢ ﻣﻲﺷﻮ‪ .‬ﻟﺒﺘﻪ ﺑﻪ ﻗﻮ ﻓﻮﻛﻮ‪ ،‬ﺑﺎ ﻟﻔﺎﻓﻪﻫﺎ‪ $‬ﻳﺒﺎ  ﺑﺴﺎ ﻣﺰﻧﻪﺗﺮ‬ ‫ ﻗﺒﻞ‪ ،‬ﺑﺎ ﺷﮕﻔﺘﻲ ﻣﻲﺑﻴﻨﻴﻢ ﺳﻮﺳﻴﺎ ﻣﻮﻛﺮﺳﻲ ﻧﻮ‪ l‬ﻧﮕﻠﻴﺴﻲ ﺑﺎ ﻧﻮﻣﺤﺎﻓﻈﻪ ﻛﺎ‪ $‬ﻧﻮ‪J l‬ﻣﺮﻳﻜﺎﻳﻲ ﻫﻤﺮ< ‬ ‫ﻫﻤﺴﻨﮓ ﻣﻲﺷﻮﻧﺪ  ﻣﻔﺎﻫﻴﻢ ﻳﺒﺎ‪ $‬ﺑﺎ‪ -,‬ﺣﺪﻗﻞ  ﻓﺮﻫﻨﮓ ﭘﺎﻳﻲ‪  -‬ﻣﺴﻠﺦ ﻣﻨﺎﻓﻊ‪s ،‬ﺑﺢ ﺳﺘﻌﻤﺎ‪$‬‬ ‫ﻣﻲ ﺷﻮﻧﺪ‪.‬‬

‫ﻗﻨﺎ" ﻛﻨﻨﺪﺗﺮﻳﻦ ﻧﺘﻴﺠﻪﮔﻴﺮ=‬ ‫ﻛﻠﻲ ﻛﻪ ﻣﻲﺗﻮ‪ H‬ﺑﻪ ﻋﻤﻞ‬ ‫]‪/‬ﻳﻦ ﺳﺖ ﻛﻪ ﻓﺤﺸﺎ‬ ‫ﺑﻴﺎﻧﮕﺮ ﮔﺮﻳﺶ ﻣﺮ‪ H/‬ﺑﻪ ‪،H2‬‬ ‫ﺑﻪ ﻋﻨﻮ‪ H‬ﺳﻴﻠﻪ= ﺳﺖ ﻛﻪ‬ ‫ﻣﻲﺗﻮ‪ H‬ﺑﺮ= ﻣﻘﺎﺻﺪ ﺟﻨﺴﻲ‬ ‫ﻣﻮ‪ /‬ﺳﺘﻔﺎ‪ /‬ﻗﻊ ﺷﻮ‪ ./‬ﻳﺎ‬ ‫ﻓﺤﺸﺎ ﺳﻴﻠﻪ ﻛﺴﺐ ﺿﺎﻳﺖ‬ ‫ﺟﻨﺴﻲ ﺑﺮ= ﻓﺮ‪ /‬ﻧﺎﺗﻮ‪H‬‬ ‫ﺳﺖ‪ ،‬ﻛﻪ ‪ 2 /‬ﺧﺎﻧﻪ ﻫﺴﺘﻨﺪ‬ ‫ﻳﺎ ﺧﻮﺳﺘﺎ ﺗﻤﺎ‪Z‬ﻫﺎ=‬ ‫ﺟﻨﺴﻲ ﺑﺪ‪ H‬ﺗﻌﻬﺪ ﺑﻮ‪،/‬‬ ‫ﻳﺎ ‪ =/‬ﺳﻠﻴﻘﻪﻫﺎ= ﺟﻨﺴﻲ‬ ‫ﻏﻴﺮﻋﺎ‪=/‬ﻧﺪ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ ﺑﻊ ﻗﺮ‪ ,‬ﻗﺒﻞ‪ ،‬ﻫﻤﻜﺎ‪ $‬ﺷﺘﻢ ﻛﻪ ﺑﻴﺎ ﻋﺮ‪ Z‬ﺧﻮﻧﺪ< ﺑﻮ  ﻫﺮ ﻗﺖ ﺻﺤﺒﺘﻲ ﺑﺎ< <ﺣﻞﻫﺎ‪$‬‬ ‫ﺑﻨﻴﺎ‪ $‬ﺑﻪ ﻣﻴﺎ‪ ,‬ﻣﻲ‪J‬ﻣﺪﻳﻦ ﺷﻌﺮ  ﻣﻲﺧﻮﻧﺪ ﻛﻪ‪" :‬ﻫﺮ ﻛﺲ ﻛﻪ ﺑﻪ ﻓﻜﺮ ﭼﺎ< ﺳﺎﺳﻲ ﺳﺖ ‪ /‬ﻣﺤﺘﺞ ﺑﻪ ﺟﺎﻣﻌﻪ‬ ‫ﺷﻨﺎﺳﻲ ﺳﺖ"‪ $J .‬ﺗﺼﻮ ﻧﺴﻞﻫﺎ‪ $‬ﻣﺎ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﭼﻨﻴﻦ ﺑﻮ< ﺳﺖ‪ .‬ﺑﮕﺬﻳﻢ‪.‬‬ ‫"ﻣﺎﺷﺎ"‪ ،‬ﻗﺘﺼﺎ‪ ,‬ﻧﮕﻠﻴﺴﻲ  ﺗﻮﺟﻴﻪ ﮔﺮﻳﺰ  ﻣﺴﺎﺋﻞ ﺧﻼﻗﻲ ﺗﺎﺛﻴﺮﮔﺬ‪  ،‬ﻣﻼ‪ T‬ﺑﺎ ﻫﻤﻜﺎ‪$‬‬ ‫ﻣﻲﻧﻮﻳﺴﺪ‪ :‬ﮔﺮ ﻣﻲﺑﻴﻨﻴﻢ  ﺟﻤﻴﻊ ﻧﮕﻴﺰ<ﻫﺎﻳﻲ ﻛﻪ ‪J‬ﻣﻲ ﻓﺮﻣﺎﻧﺒﺮ ‪J‬ﻧﻬﺎ ﺳﺖ‪ ،‬ﻗﺘﺼﺎﺷﻨﺎ‪ W‬ﺑﻴﺸﺘﺮ ﺗﻮﺟﻪ ﺧﻮ‬ ‫ ﻣﺘﻤﺮﻛﺰ  ﺣﺲ ﺳﻮﺟﻮﻳﻲ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﺪ‪ ,‬ﻣﻌﻨﻲ ﻧﻴﺴﺖ ﻛﻪ ﻧﺶ ﻗﺘﺼﺎ  ﻣﻨﺤﺼﺮ ﺑﻪ "ﺗﺎﻳﺦ ﻃﺒﻴﻌﻲ‬ ‫ﺧﻮﺧﻮﻫﻲ" ﻣﻲﻧﺪ‪ ،‬ﺑﻠﻜﻪ ﻓﻘﻂ ﺑﺪ‪ ,‬ﺳﺒﺐ ﺳﺖ ﻛﻪ ﺣﺲ ﺳﻮﻃﻠﺒﻲ ﭼﻮ‪ ,‬ﻏﺎﻟﺒﺎ ﺑﻴﺸﺘﺮ ﻗﺎﺑﻞ ﺳﻨﺠﺶ ﺑﺎ ﭘﻮ‬ ‫ﺳﺖ‪J ،‬ﺛﺎ ‪J ,J‬ﺳﺎ‪,‬ﺗﺮ  ﻧﮕﻴﺰ<ﻫﺎ‪ $‬ﻳﮕﺮ ﻣﺎﻧﻨﺪ ﺧﻴﺮﺧﻮﻫﻲ  ﻧﻮ‪ l‬ﺳﺘﻲ  ﺧﻮﻧﻤﺎﻳﻲ  ﻇﻴﻔﻪﺷﻨﺎﺳﻲ ﻗﺎﺑﻞ‬ ‫ﻣﻄﺎﻟﻌﻪ ﻋﻠﻤﻲ ﺳﺖ‪ .‬ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ ﭼﮕﻮﻧﻪ ﺳﺖ ﻛﻪ ‪J‬ﺛﺎ ﻳﻚ ﻧﮕﻴﺰ<‪ ،‬ﻗﺎﺑﻞ ﺳﻨﺠﺶ‪  ،‬ﻧﮕﻴﺰ< ﻳﮕﺮ ﻏﻴﺮﻗﺎﺑﻞ‬ ‫ﺳﻨﺠﺶ ﻣﻲﺷﻮ؟ ﻳﻦ ﮔﺬﺷﺘﻪ ‪J‬ﻳﺎ ﻋﻠﻢ ﺑﺎﻳﺪ ﻣﻀﺎﻣﻴﻦ  ﻣﺴﺎﺋﻞ ﺧﻮ  ﺑﺮ ﭘﺎﻳﻪ ﻟﻮﻳﺖﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ‪  ،‬ﻳﺎ ﺑﺮ ﭘﺎﻳﻪ‬ ‫ﻟﻮﻳﺖﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ‪  ،‬ﻳﺎ ﺑﺮ ﭘﺎﻳﻪ ﺳﺨﺘﻲ  ‪J‬ﺳﺎﻧﻲ ﻛﺎ ﮔﺰﻳﻨﺶ ﻛﻨﺪ؟‬ ‫ﺟﺎﻳﺪ‪] :‬ﻳﺎﻳﻦ ﻧﺪ ‪ /‬ﻋﻠﻮ[ ﺟﺘﻤﺎﻋﻲ )‪ /‬ﺳﻄﺢ ﻛﻠﻲ  ﺟﻬﺎﻧﻲ(‪ ،‬ﺑﺮﺧﺎﺳﺘﻪ ‪ 2‬ﺟﻮ‪ /‬ﻛﺎﻓﺮﻣﺎﻳﺎ‪/ H‬ﻧﺸﻤﻨﺪ‪H‬‬ ‫ﻣﺮ‪ =2‬ﻧﻴﺴﺖ؟‬

‫ﻣﺮ‪ ،2‬ﻣﺘﺎﺳﻔﺎﻧﻪ ﻃﺮ‪o‬ﻫﺎ=‬ ‫ﺗﺤﻘﻴﻘﺎﺗﻲ ﭼﻪ ‪ /‬ﺟﻬﺎ‪ H‬‬ ‫ﭼﻪ ‪/‬ﻳﺮ‪ ،H‬ﺑﺮ= ]‪ H‬ﻧﻮﺷﺘﻪ‬ ‫ﻧﻤﻲﺷﻮﻧﺪ ﻛﻪ ﭘﮋﻫﺸﮕﺮ‬ ‫ﻗﻌﺎ ‪/‬ﻏﺪﻏﻪ ]‪ /  H‬ﺳﺮ‬ ‫ﻣﻲﭘﺮﻧﺪ‪ ،‬ﺑﻠﻜﻪ ﻣﻮﺿﻮﻋﺎﺗﻲ‬ ‫ﺳﺖ ﻛﻪ ﻣﻲﺗﻮﻧﺪ ﺑﻮ‪/‬ﺟﻪ=‬ ‫ ﺑﻪ ﺧﻮ‪ /‬ﺧﺘﺼﺎ‪/ p‬ﻫﺪ؛‬ ‫ ﻟﺬ ﭘﮋﻫﺸﮕﺮ ﺗﺒﺪﻳﻞ ﺑﻪ‬ ‫ﻣﺮ‪/‬ﺷﻮﻳﻲ ﻣﻲﺷﻮ‪ /‬ﻛﻪ ﻛﺎ=‬ ‫ﺑﻪ ﺑﻬﺸﺘﻲ  ﺟﻬﻨﻤﻲ ﺷﺪ‪H‬‬ ‫ﻣﻴﺖ ﻧﺪ‪ ./‬ﻳﻦ ﻧﺘﻴﺠﻪ ‪/‬‬ ‫ﺗﺠﺎ ‪ /‬ﺣﻮ‪ 2‬ﻣﻘﺪ‪Z‬‬ ‫ﻋﻠﻢ ﺳﺖ ﻛﻪ ﺑﺴﻴﺎ= ‪2‬‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ H] 2  H‬ﺟﻤﻠﻪ‬ ‫‪/‬ﻛﻴﻢ ﺑﻪ ﻏﺮﺿﺖ‪ H] ،‬‬ ‫ﻫﺸﺪ ‪ //‬ﺑﻮ‪/‬ﻧﺪ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪10‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﻳﻦ ﻣﺴﺌﻠﻪ ﻫﻢ ﻓﻀﺎ‪ $‬ﻛﻠﻲ ﺟﺎﻣﻌﻪ ﺟﻬﺎﻧﻲ‪  ،‬ﻫﻢ ﺳﻔﺎ‪ I‬ﻫﻨﺪﮔﺎ‪ ,‬ﻛﺎ ﻋﻠﻤﻲ  ﭘﮋﻫﺸﻲ‪،‬‬ ‫ ﻣﻨﺎﺑﻊ ﺗﺎﻣﻴﻦ ﻛﻨﻨﺪ< ﺑﻮﺟﻪﻫﺎ‪ $‬ﻋﻠﻤﻲ‪  ،‬ﻫﻢ ﻓﻀﺎ‪ $‬ﻳﻮ‪ ,‬ﺳﺎﻻ‪ $‬ﺣﺎﻛﻢ  ﻣﻮﺛﺮ ﺑﺮ ﻣﻮﺳﺴﺎ ﻋﻠﻤﻲ ‬ ‫ﻧﺸﮕﺎﻫﻲ‪  ،‬ﻓﺸﺎﻫﺎ‪ $‬ﻣﺤﺴﻮ‪  W‬ﻧﺎﻣﺤﺴﻮ‪ W‬ﺳﻴﺎﺳﻲ‪ ،‬ﻫﻤﻪﻳﻨﻬﺎ ﻣﻲﺗﻮﻧﻨﺪ ﻣﻮﺛﺮ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻣﺮ<‪ ،‬ﻣﺘﺎﺳﻔﺎﻧﻪ ﻃﺮ}ﻫﺎ‪ $‬ﺗﺤﻘﻴﻘﺎﺗﻲ ﭼﻪ  ﺟﻬﺎ‪  ,‬ﭼﻪ ﻳﺮ‪ ،,‬ﺑﺮ‪ ,J $‬ﻧﻮﺷﺘﻪ ﻧﻤﻲﺷﻮﻧﺪ ﻛﻪ ﭘﮋﻫﺸﮕﺮ‬ ‫ﻗﻌﺎ ﻏﺪﻏﻪ ‪   ,J‬ﺳﺮ ﻣﻲﭘﺮﻧﺪ‪ ،‬ﺑﻠﻜﻪ ﻣﻮﺿﻮﻋﺎﺗﻲ ﺳﺖ ﻛﻪ ﻣﻲﺗﻮﻧﺪ ﺑﻮﺟﻪ‪  $‬ﺑﻪ ﺧﻮ ﺧﺘﺼﺎ‪ c‬ﻫﺪ؛‬ ‫ ﻟﺬ ﭘﮋﻫﺸﮕﺮ ﺗﺒﺪﻳﻞ ﺑﻪ ﻣﺮ<ﺷﻮﻳﻲ ﻣﻲﺷﻮ ﻛﻪ ﻛﺎ‪ $‬ﺑﻪ ﺑﻬﺸﺘﻲ  ﺟﻬﻨﻤﻲ ﺷﺪ‪ ,‬ﻣﻴﺖ ﻧﺪ‪ .‬ﻳﻦ ﻧﺘﻴﺠﻪ‬ ‫ ﺗﺠﺎ  ﺣﻮ< ﻣﻘﺪ‪ W‬ﻋﻠﻢ ﺳﺖ ﻛﻪ ﺑﺴﻴﺎ‪  $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,J   ,‬ﺟﻤﻠﻪ ﻛﻴﻢ ﺑﻪ ﻏﺮﺿﺖ‪,J ،‬‬ ‫ ﻫﺸﺪ < ﺑﻮﻧﺪ‪ .‬ﻣﺎ ﻓﺴﻮ‪ W‬ﻛﻪ ﻛﻢ ﻧﻴﺴﺘﻨﺪ ﺳﺨﻦﻫﺎ‪ $‬ﺧﺮﻣﻨﺪﻧﻪ  ﺷﺮﻓﺘﻤﻨﺪﻧﻪ‪ $‬ﻛﻪ ﮔﻔﺘﻪ ﻣﻲﺷﻮﻧﺪ‪،‬‬ ‫ﻣﺎ ﻫﺮﮔﺰ ﺷﻨﻴﺪ< ﻧﻤﻲﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻗﻮ "ﻣﻴﻠﺰ"‪ :‬ﻳﻜﻲ  ﺑﺪﺗﺮﻳﻦ ﭼﻴﺰﻫﺎﻳﻲ ﻛﻪ ﻣﻤﻜﻦ ﺳﺖ ﺑﺮ‪ $‬ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪T‬‬ ‫ﺟﺘﻤﺎﻋﻲ ﭘﻴﺶ ‪J‬ﻳﺪ‪،‬ﻳﻦ ﺳﺖ ﻛﻪ ﻃﺮ}ﻫﺎ‪ $‬ﺗﺤﻘﻴﻘﺎﺗﻲ ﺧﻮ  ﻓﻘﻂ ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﻣﻲﺧﻮﻫﻨﺪ ﺑﺮ‪J $‬ﻧﻬﺎ ﻛﺴﺐ‬ ‫ﻫﺰﻳﻨﻪ ﻛﻨﻨﺪ ﺑﻨﻮﻳﺴﻨﺪ‪.‬‬ ‫ﺟﺎﻳﺪ‪:‬ﻳﻦ ﻫﻤﺎ‪ H‬ﻣﺴﺌﻠﻪ= ﻧﻴﺴﺖ ﻛﻪ ﺷﻤﺎ ﺗﺤﺖ ﻋﻨﻮ‪ H‬ﭘﮋﻫﺸﮕﺮ ‪/‬ﮔﺮ ﻓﺮﻣﺎ  ﭘﮋﻫﺸﮕﺮ ﺧﻮﻳﺶ ﻓﺮﻣﺎ ‪/‬‬ ‫ﻣﻘﺪﻣﻪ  ﻣﻄﺮ‪ o‬ﻛﺮ‪/‬ﻳﺪ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﺑﻠﻪ‪ ،‬ﻫﻤﻴﻦﻃﻮ ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﭘﺲ ﻓﻜﺮ ﻣﻲﻛﻨﻴﺪ ﻛﻪ "ﻫﻤﻜﺎ=" ﻳﻜﻲ ‪ 2‬ﻣﻮﺿﻮﻋﺎ ﻣﻬﻤﻲ ﺳﺖ ﻛﻪ ﻣﻮ‪ /‬ﻏﻔﻠﺖ ﻋﻠﻮ[ ﺟﺘﻤﺎﻋﻲ ‪/‬‬ ‫ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﻗﻊ ﺷﺪ ﺳﺖ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﻫﻤﻴﻦﻃﻮ ﺳﺖ‪ .‬ﻗﻴﻖﺗﺮ ﺑﮕﻮﻳﻢ ﻧﺴﺒﺖ ﺑﻪ ﻫﻤﻴﺖ ﺑﺴﻴﺎ ﻳﺎ ‪ ،,J‬ﻛﻤﺘﺮ  ﻛﺎﻧﻮ‪ ,‬ﺗﻮﺟﻪ‬ ‫ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﻗﺮ ﺷﺘﻪ ﺳﺖ‪   .‬ﺷﺮﻳﻂ ﻓﻌﻠﻲ ﺟﻬﺎ‪ ,‬ﻫﻴﭻ ﻛﺎﻓﺮﻣﺎﻳﻲ ﻧﻴﺰ  ﭘﻲ ‪ ,J‬ﻧﻴﺴﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺟﺎﻳﮕﺎ  ﻣﻮﻗﻌﻴﺖ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ‪/‬ﻳﺮ‪ H‬ﭼﮕﻮﻧﻪ ﺳﺖ؟‬

‫ﻓﺮﻫﺎ‪" :$‬ﮔﺎﺳﻴﺎ ﻟﻮﻛﺎ" ﻣﺎﻧﻲ ﺑﺎ< ﺷﻌﺮ‪ I‬ﮔﻔﺘﻪ ﺑﻮ‪" :‬ﻣﻦ ‪J‬ﺗﺶ   ﻣﺸﺖ ‪ ."T‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﻫﻤﻪ ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﻋﻠﻤﻲ  ﺧﻼﻗﻲ ‪J ،,J‬ﺗﺸﻲ  ﻣﺸﺖ ﺳﺖ‪ .‬ﻛﺴﻲ ﻫﻢ ﻛﻪ ﻣﻲﺧﻮﻫﺪ ﺑﺎ< ‪ $ ,J‬ﻛﻨﺪ‪.‬‬ ‫ﻧﺒﺎﻳﺪ ﺳﺘﻲ   ﺑﺮ ‪J‬ﺗﺶ ﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻟﺬ ﺣﺴﺎ‪ W‬ﻣﻲﻛﻨﻢ ﻛﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﻣﺎ‪ ،‬ﺻﻼﺣﻴﺖ ﺑﻴﺸﺘﺮ‪ $‬‬ ‫ﭘﺎﺳﺦ ﺑﻪﻳﻦ ﭘﺮﺳﺶ   ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﻳﮋ< ‪J‬ﻧﻜﻪ‪ ،‬ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻛﻪ  ﺳﺎﻫﺎ‪ $‬ﺧﻴﺮ‪ ،‬ﻧﻘﺎ‪$‬‬ ‫ ﻣﻴﺎ‪J ,‬ﻧﺎ‪  ,‬ﺣﺎ ﻳﺶ  ﻓﺰﻳﺶ ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﻣﺜﺎ‪  ،‬ﻫﻤﺎﻳﺶ ﺳﺮﺳﺮ‪ $‬ﻣﺴﺎﺋﻞ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲﻳﺮ‪،,‬‬ ‫ ﻣﺼﺎﺣﺒﻪﻫﺎ‪ $‬ﭘﺲ  ‪،,J‬ﻳﻦ ﻣﺴﺎﺋﻞ  ﻣﺸﻜﻼ  ﻳﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻣﻮ ﺗﻮﺟﻪ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻧﮕﺎﻫﻲ‬ ‫ﮔﺬ ﺑﻪ ﺧﺒﺮﻧﺎﻣﻪ ﺷﻤﺎ< ‪ 25‬ﻧﺠﻤﻦ‪ ،‬ﮔﻮﻳﺎ‪ $‬ﻓﻬﺮﺳﺖ  ﺳﻴﺎﻫﻪ ﺑﻠﻨﺪ ﺑﺎﻻﻳﻲ  ﻣﺴﺎﺋﻞ  ﻣﺸﻜﻼ ﻣﻄﺮ} ﺷﺪ<‬ ‫ﻳﻦ ﻫﻤﺎﻳﺶ ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺷﻤﺎ ‪ 2‬ﺑﻲﺗﻮﺟﻬﻲ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ H‬ﻏﺮﺑﻲ ﻧﺴﺒﺖ ﺑﻪ ﻫﻤﻜﺎ= ﺳﺨﻦ ﮔﻔﺘﻴﺪ‪/ .‬ﺑﺎ ﺗﻮﺟﻪ ﻣﺮ‪[/‬‬ ‫ﺷﻨﺎﺳﺎ‪ H‬ﺟﻬﺎ‪ H‬ﺑﻪ ﻫﻤﻜﺎ= ﭼﻪ ﻧﻈﺮ= ‪/‬ﻳﺪ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﻫﻤﻴﻦﻃﻮ ﺳﺖ‪ .‬ﭼﻴﺰ‪ $‬ﻛﻪ ﻫﺴﺖ ﻣﺮ‪ T‬ﺷﻨﺎﺳﻲ ﺑﻪ ﻟﻴﻞ ﻣﺎﻫﻴﺘﺶ ‪ ،‬ﻣﺮﻣﻲ ﺑﻮﻧﺶ‪  ،‬ﺑﻪ‬ ‫ﻟﻴﻞ ‪I‬ﻫﺎ‪ $‬ﻛﻴﻔﻲ  ژﻓﺎﻧﮕﺮ‪J  ،I‬ﺷﻜﺎﺗﺮ ﺑﻮ‪ ,‬ﻫﻤﻜﺎ‪  $‬ﺟﻮﻣﻊ ﺳﻨﺘﻲ ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻣﺮ‪ T‬ﺷﻨﺎﺳﺎ‪،,‬‬ ‫ ﺑﻪ ﻟﻴﻞ ﻛﻢ ﻧﮓ ﺑﻮ‪ ,‬ﺣﺠﺎ‪Z‬ﻫﺎ‪ $‬ﺑﻂ ﭘﻮﻟﻲ  ﻳﻮ‪ ,‬ﺳﺎﻻ‪  $‬ﺗﺨﺼﺺ ﮔﺮﻳﻲ ﺟﻮﻣﻊ ﺻﻨﻌﺘﻲ‪ ،‬ﻳﻚ‬ ‫ﻗﺪ‪ T‬ﺟﻠﻮﺗﺮ  ﺳﺎﻳﺮ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﻋﻤﻞ ﻛﺮ< ﺳﺖ‪ .‬ﻣﺎ ﻣﺘﺎﺳﻔﺎﻧﻪ ﻳﻦ ﻣﻴﻨﻪ ﻧﻴﺰ ﺗﻮﺟﻪ ﺑﻪ ﻫﻤﻜﺎ‪ $‬ﺑﻪ ﺣﺪ‪$‬‬ ‫ﻧﺒﻮ< ﻛﻪ ﻣﺎ "ﻣﺮ‪ T‬ﺷﻨﺎﺳﻲ ﻫﻤﻜﺎ‪  $‬ﻣﺸﺎﻛﺖ" ﺷﺘﻪ ﺑﺎﺷﻴﻢ‪ .‬ﻫﻤﭽﻨﺎ‪ ,‬ﻛﻪ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻧﻴﺰ ﺣﻮ<‪$‬‬ ‫ﺑﻪ ﻧﺎ‪ T‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻫﻤﻜﺎ‪  $‬ﻣﺸﺎﻛﺖ ﺟﻮ ﻧﺪ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﻣﺮ‪ [/‬ﺷﻨﺎﺳﺎ‪H‬ﻳﺮ‪ H‬ﭼﻄﻮ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﺧﻮﺷﺒﺨﺘﺎﻧﻪ  ﺑﺎ ﺷﮕﻔﺘﻲ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻢ ﻛﻪ ﺗﺎ ﺣﺪ ﻃﻼ‪ l‬ﻓﻌﻠﻲﻣﺎ‪ ،,‬ﻳﺮ‪ ,‬ﺑﻴﺶ  ﺳﺎﻳﺮ‬ ‫ﻛﺸﻮﻫﺎ‪ $‬ﺟﻬﺎ‪ ,‬ﭘﮋﻫﺸﮕﺮ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ   ‪ ,J‬ﺟﻤﻠﻪ ﻣﺮ‪ T‬ﻧﮕﺎ‪  ,‬ﻣﺮ‪ T‬ﺷﻨﺎﺳﺎ‪ ,‬ﻣﺎ‪ ،‬ﺑﻪ ﻧﻈﺎﻣﺎ‬ ‫ﺳﻨﺘﻲ ﻫﻤﻜﺎ‪  $‬ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ ﻳﺮ‪ ,‬ﭘﺮﺧﺘﻪﻧﺪ‪ .‬ﮔﺮ ﭼﻪ ﻳﻦ ﻣﻴﺎ‪ ,‬ﮔﺎ< ﻣﺴﺌﻠﻪ ﻫﻤﻜﺎ‪ $‬ﺑﻪ ﺧﺎﻃﺮ‬ ‫ﻏﺮﻳﺐ ﺑﻮ‪  ,‬ﻣﺴﺘﻮﻳﺶ‪  ،‬ﻗﺎﻟﺐﻫﺎ‪ $‬ﻳﮕﺮ ﻃﺮ} ﺷﺪ<ﻧﺪ‪ .‬ﻣﺜﻼ " ﺑﻨﻪ" ﻧﻪ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﺳﺎﻣﺎ‪ ,‬ﺗﻌﺎﻧﻲ‬ ‫ﺗﻮﻟﻴﺪ ﺳﻨﺘﻲ‪ ،‬ﻛﻪ ﻏﺎﻟﺒﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺣﺪ ﻋﻲ‪ ،‬ﺣﺪ ﻛﺸﺎ‪ ،$‬ﻧﻈﺎ‪ T‬ﻋﻲ  ﮔﺎ< ﻧﻈﺎ‪ T‬ﻋﻲ ﺳﺘﻪ ﺟﻤﻌﻲ ‬ ‫ﻏﻴﺮ< ﻧﺎﻣﻴﺪ< ﺷﺪ< ﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ ﺑﻴﺸﺘﺮ  ﻳﺪﮔﺎ< ﺣﻘﻮﻗﻲ  ﻓﻨﻲ  ﻧﻬﺎﻳﺘﺎ ﻗﺘﺼﺎ‪ $‬ﻳﺪ< ﺷﺪ<ﻧﺪ‪  ،‬ﻧﻪ‬ ‫ ﻳﺪﮔﺎ< ﺟﺘﻤﺎﻋﻲ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﺗﻌﺎﻧﻲ‪ ،‬ﻳﺎ "ﻣﺎ"  ﻋﺸﺎﻳﺮ‪ ،‬ﻳﻚ ﺣﺪ ﺳﻴﺎﺳﻲ ﻳﺎ ﺟﻐﺮﻓﻴﺎﻳﻲ ﻳﺎ ﻗﺘﺼﺎ‪$‬‬ ‫ﻳﺪ< ﺷﺪ< ﺳﺖ‪ .‬ﺗﺎ ﻳﻚ ﺣﺪ ﺗﻮﻟﻴﺪ ﺗﻌﺎﻧﻲ‪ .‬ﻟﺒﺘﻪ  ﻫﻤﻴﻦ ﻳﺪﮔﺎ<  ﺑﻪ ﻫﻤﻴﻦ ﺷﻜﻞ ﻫﻢ ﻧﻌﻤﺘﻲ  ﻏﻨﻴﻤﺘﻲ‬ ‫ﺳﺖ ﺑﺰگ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺑﺪ ﻧﻴﺴﺖ ﻛﻪ ﺑﻪ ﺣﺎﺻﻞﻳﻦ ﺗﻮﺟﻬﺎ ﺷﺎ ﻛﻨﻴﺪ‪.‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﺣﺎﺻﻞﻳﻦ ﺗﻮﺟﻬﺎ ﭘﮋﻫﺶﻫﺎ‪ $‬ﻛﺘﺸﺎﻓﻲ ﻧﺴﺒﺘﺎ ﻣﺘﻌﺪ  ﻣﺘﻨﻮﻋﻲ ﺳﺖ ﻛﻪ ﭘﺮﺗﻮ‪$‬‬ ‫ﺑﺮ ﺗﺎﻳﺦ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ  ﻣﺮ‪ T‬ﺷﻨﺎﺳﻲ  ﻧﺸﻨﺎﺳﻲ ﺟﺘﻤﺎﻋﻲ  ﻗﺘﺼﺎ ﻣﺎ ﻓﻜﻨﺪ< ﺳﺖ؛   ﻟﺤﺎ‘‬ ‫ﻧﻈﺮ‪  < ،$‬ﺑﺮ ﭘﻴﺶ ‪$‬ﻫﺎ‪ $‬ﻧﺎﺳﺖ ﻣﻤﻜﻦ ﺑﺴﺘﻪ ﺳﺖ‪   ،‬ﺣﺎ ﺗﺼﺤﺼﺢ ﺑﺮﺧﻲ ﺗﺌﻮﻳﻬﺎ ‬ ‫ﻧﻈﺮﻳﺎ ﻧﺎﺳﺖ ﻳﻦ ﻣﻴﻨﻪ ﺳﺖ‪  .‬ﻟﺤﺎ‘ ﻛﺎﺑﺮ‪ $‬ﻧﻴﺰ ﻓﻮﻳﺪ ﻋﻤﻠﻲ ﺧﻮ  ﺑﺮ ﺧﻮﻫﺪ ‪  .‬ﻟﺤﺎ‘‬ ‫ﻧﻈﺮ‪ $‬ﻓﺰ‪ ,‬ﺑﺮﻳﻦ‪،‬ﻳﻦ ﭘﮋﻫﺶﻫﺎ ﻣﺎ  ﺑﻪ ﺷﻨﺎﺧﺖ ﺟﻮﻫﺮ< ﻫﻤﻜﺎ‪ $‬ﻧﺰﻳﻚ ﻛﺮ< ﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ‬ ‫ﻣﺎ ﺗﻮﻧﺴﺘﻪﻳﻢ  ﻃﺮﻳﻖ ﺗﻮﺻﻴﻔﺎ ﻗﻴﻖ ﻣﻮ‪  $‬ﻣﺤﻠﻲ‪  ،‬ﺑﺎ ﺟﻮ ﻧﮓ  ﻟﻌﺎ‪Z‬ﻫﺎ‪ $‬ﻣﺘﻨﻮ‪ l‬ﻓﺮﻫﻨﮕﻲ‪،‬‬ ‫ ﺗﻔﺎﻫﺎ ﺑﺴﻴﺎ ﭼﺸﻤﮕﻴﺮ  ﻓﺮﻳﺒﻨﺪ< ﻇﺎﻫﺮ‪ ،$‬ﺑﻪ ﻓﻬﻢ ﻗﻴﻖﺗﺮ ﻫﻤﻜﺎ‪  $‬ﻧﻮ‪ ,J l‬ﻧﺰﻳﻚ ﺷﻮﻳﻢ‪ .‬ﺑﺎﻳﺪ‬ ‫ﺗﻮﺟﻪ ﺷﺖ ﻛﻪ ﻛﻢﻛﺎ‪ $‬ﻏﺮﻳﺐ ﻏﺮ‪ Z‬ﻳﻦ ﻣﻴﻨﻪ ﺑﻪ ﺣﺪ‪ $‬ﺑﻮ< ﺳﺖ ﻛﻪ ﻣﺎ  ﺳﻄﺢ ﺗﻌﺮﻳﻒ ﻫﻤﻜﺎ‪$‬‬

‫ﺧﻮﺷﺒﺨﺘﺎﻧﻪ  ﺑﺎ ﺷﮕﻔﺘﻲ‬ ‫ﺑﺎﻳﺪ ﺑﮕﻮﻳﻢ ﻛﻪ ﺗﺎ ﺣﺪ ﻃﻼ"‬ ‫ﻓﻌﻠﻲﻣﺎ‪/ ،H‬ﻳﺮ‪ H‬ﺑﻴﺶ‬ ‫‪ 2‬ﺳﺎﻳﺮ ﻛﺸﻮﻫﺎ= ﺟﻬﺎ‪H‬‬ ‫ﭘﮋﻫﺸﮕﺮ‪ H‬ﻋﻠﻮ[ ﺟﺘﻤﺎﻋﻲ‬ ‫ ‪ H] 2‬ﺟﻤﻠﻪ ﻣﺮ‪ [/‬ﻧﮕﺎ‪H‬‬ ‫ ﻣﺮ‪ [/‬ﺷﻨﺎﺳﺎ‪ H‬ﻣﺎ‪ ،‬ﺑﻪ‬ ‫ﻧﻈﺎﻣﺎ ﺳﻨﺘﻲ ﻫﻤﻜﺎ=‬ ‫ ﻣﺸﺎﻛﺖﻫﺎ= ﻣﺮ‪/‬ﻣﻲ‬ ‫‪/‬ﻳﺮ‪ H‬ﭘﺮ‪/‬ﺧﺘﻪﻧﺪ‪ .‬ﮔﺮ‬ ‫ﭼﻪ ‪/‬ﻳﻦ ﻣﻴﺎ‪ H‬ﮔﺎ ﻣﺴﺌﻠﻪ‬ ‫ﻫﻤﻜﺎ= ﺑﻪ ﺧﺎﻃﺮ ﻏﺮﻳﺐ‬ ‫ﺑﻮ‪  H/‬ﻣﺴﺘﻮﻳﺶ‪/ ،‬‬ ‫ﻗﺎﻟﺐﻫﺎ= ‪/‬ﻳﮕﺮ ﻃﺮ‪o‬‬ ‫ﺷﺪﻧﺪ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﻧﻴﺰ ﭼﺎ ﺳﺮﮔﺸﺘﮕﻲ  ‪J‬ﺷﻔﺘﮕﻲ ﺑﺴﻴﺎ ﺑﻮ<ﻳﻢ‪ .‬ﺑﻪ ﻃﻮ‪ $‬ﻛﻪ  ﻓﺮﻫﻨﮓ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ "ﺟﻮﻟﻴﻮ‪ W‬ﮔﻮﻟﺪ"‬ ‫ "ﻳﻠﻴﺎ‪.T‬ﻛﻮﻟﺐ" ‪s‬ﻳﻞ ﺻﻄﻼ} ﺗﻌﺎ‪ ,‬ﻣﻲﻧﻮﻳﺴﺪ‪ :‬ﺻﻄﻼ} ﺗﻌﺎ‪ ,‬ﮔﺮﭼﻪ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺑﻪ ﺻﺮﺣﺖ‪...‬‬ ‫ﻣﻮ ﺗﻮﺟﻪ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ ،‬ﻟﻲ  ﻣﻮ ﻣﻌﻨﻲ ‪ ,J‬ﺳﺮﮔﻤﻲ ﺑﺴﻴﺎ‪ $‬ﻣﺸﺎﻫﺪ< ﻣﻲﺷﻮ‪ .‬ﺑﻪ ﻃﻮ‪ $‬ﻛﻪ‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻳﻦ ﻣﻮ "ﺑﺎ‪ ,‬ﻣﻌﻨﻲ ﺧﻮ   ﺳﺖ < ﺳﺖ"‪.‬ﻳﻦ ﻣﺴﺌﻠﻪ  ﻣﻮ ﻃﺒﻘﻪﺑﻨﺪ‪ $‬ﻧﻮ‪l‬‬ ‫ﺟﻮﻫﺮ‪ $‬ﻫﻤﻜﺎ‪  $‬ﺑﺴﻴﺎ‪ $‬ﻣﺴﺎﺋﻞ ﻳﮕﺮ ﻧﻴﺰ ﻳﺪ< ﻣﻲﺷﻮ‪.‬‬ ‫ﭘﮋﻫﺶﻫﺎ‪ $‬ﻧﺠﺎ‪ T‬ﺷﺪ<  ﻣﻴﻨﻪ ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ  ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ ﻳﺮ‪ ،,‬ﻫﻤﭽﻨﻴﻦ ﻣﺎ‬ ‫ ﺑﻪ ﻣﻨﺸﺎء  ﺳﺮﭼﺸﻤﻪﻫﺎ‪ $‬ﻫﻤﻜﺎ‪ $‬ﻧﺰﻳﻚ ﻛﺮ< ﺳﺖ‪ .‬ﻟﺒﺘﻪﻳﻦ ﻫﻤﻪ ﻣﺴﺌﻠﻪ ﻧﻴﺴﺖ‪ .‬ﻣﺜﻼﻳﻦ ﭘﮋﻫﺶﻫﺎ‬ ‫ﺗﻮﻧﺴﺘﻪ ﺳﺖ ﻧﻈﺮﻳﻪ ﺗﻜﺮ‪$‬ﻳﺮﻧﻴﺎ‪  ،,‬ﺑﻪ ﻳﮋ< ﻛﺸﺎ‪$‬ﻳﺮﻧﻲ  ﻛﻤﺮﻧﮓ  ﺣﺘﻲ ﺑﻴﺮﻧﮓ ﻛﻨﺪ؛  ﺣﺘﻲ ﻓﺎ‪p‬‬ ‫ ﻣﻮ ﺗﻚ ‪ $‬ﻫﻘﺎﻧﺎ‪   ,‬ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﺑﻪ ﻳﺮ ﺳﻮ ﺑﺒﺮ‪.‬‬ ‫ﺟﺎﻳﺪ‪ 2 :‬ﻟﺤﺎ‪ q‬ﻛﺎﺑﺮ‪،=/‬ﻳﻦ ﭘﮋﻫﺶﻫﺎ ﭼﻪ ‪/‬ﺳﺖ]‪/‬ﻫﺎﻳﻲ ﻣﻲﺗﻮﻧﻨﺪ ‪/‬ﺷﺘﻪ ﺑﺎﺷﻨﺪ؟‬

‫‪ /‬ﭼﻨﺪ ‪/‬ﻫﻪ ﮔﺬﺷﺘﻪ‪،‬‬ ‫ﺗﺌﻮ=ﻫﺎﻳﻲ ‪ /‬ﭘﻴﻮﻧﺪ ﺗﻮﺳﻌﻪ‬ ‫ﺑﺎ ﻣﺸﺎﻛﺖ ﻗﺘﺼﺎ‪ =/‬‬ ‫ﺳﻴﺎﺳﻲ ﻣﻄﺮ‪ o‬ﺷﺪ ﺳﺖ‪.‬‬ ‫ﻣﺴﺌﻠﻪ ﻣﺸﺎﻛﺖ ‪ /‬ﺑﻊ ﻗﺮ‪H‬‬ ‫ﮔﺬﺷﺘﻪ ‪/‬ﻳﺮ‪ ،H‬ﻧﺨﺴﺖ ‪/‬‬ ‫ﺣﻮ‪2‬ﻫﺎ= ﻋﻤﺮﻧﻲ‪ ،‬ﻫﻤﭽﻮ‪H‬‬ ‫‪/‬ﻳﺮ ﻇﺎﻳﻒ ‪2‬ﺗﺨﺎﻧﻪﻫﺎﻳﻲ‬ ‫ﻧﻈﻴﺮ ﺟﻬﺎ‪  ،/‬ﺳﭙﺲ ‪ /‬ﻳﻚ‬ ‫‪/‬ﻫﻪ ﮔﺬﺷﺘﻪ ‪ /‬ﻋﺎﻟﻢ ﺳﻴﺎﺳﺖ‬ ‫ ﻣﻄﺒﻮﻋﺎ ﺑﻪ ﺷﺪ ﻣﻄﺮ‪o‬‬ ‫ﺑﻮ‪ /‬ﺳﺖ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺮﻫﺎ‪ :$‬ﻧﺨﺴﺘﻴﻦ   ﺳﺘﺮ‪W‬ﺗﺮﻳﻦ ﻓﺎﻳﺪ< ﻣﻄﺎﻟﻌﻪ ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ  ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﺳﻨﺘﻲ  ﻣﻲﺗﻮ‪,‬‬ ‫ ﺑﻮﻣﻲ ﻛﺮ‪  ,‬ﭘﻴﻮﻧﺪ ‪ ,‬ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺳﻨﺘﻲ ﺑﻪ ﺗﻌﺎﻧﻲﻫﺎ  ﺑﻨﮕﺎ<ﻫﺎ‪ $‬ﺗﻌﺎﻧﻲ ﺟﺪﻳﺪ ﻣﻼﺣﻈﻪ ﻛﺮ‪.‬ﻳﻦ‬ ‫ﻣﺴﺌﻠﻪ   ﺳﻮ‪ $‬ﻣﻲﺗﻮﻧﺪ ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪ ،‬ﻳﺮ ﻣﻬﻢﻳﻦ ﺳﺖ ﻛﻪﻳﻦ ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ‪ $‬ﺗﺎﻳﺨﻲ‪ ،‬ﻫﻢ ﺑﺴﺘﺮ ﻓﺮﻫﻨﮕﻲ‬ ‫ﻻ‪   T‬ﻛﻞ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻳﻜﺮ ﺗﻘﻮﻳﺖ ﻣﻲﻛﻨﺪ‪  ،‬ﻫﻢ ﻣﻲﺗﻮﻧﺪ ﺑﻪ ﺻﻮ ﻗﻴﻖﺗﺮ ﻻﻳﻞ ﺧﻮﻛﻔﺎﻳﻲ ‬ ‫ﻛﺎ‪J‬ﻣﺪ‪$‬ﻳﻦ ﮔﻮﻧﻪ ﺗﻌﺎﻧﻲﻫﺎ  ﺑﺮ‪ $‬ﺳﺘﻔﺎ<  ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺟﺪﻳﺪ‪ ،‬ﻫﻤﭽﻮ‪ ,‬ﺗﺠﺮﺑﻪ‪ $‬ﻣﺪ‪  ،‬ﺧﺘﻴﺎ‬ ‫ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺟﺪﻳﺪ ﻗﺮ ﻫﺪ‪ .‬ﭼﺮ ﻛﻪ ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺧﺬ ﺷﺪ<  ﭘﺎ  ﻏﺮ‪ ،Z‬ﺣﺘﻲ  ﺳﺮﻣﻴﻦ  ﻣﻮﻃﻦ ﺧﻮ ﻧﻴﺰ‬ ‫ﺑﺎ ﺷﻮ‪$‬ﻫﺎ‪ $‬ﻓﺮ‪ ,‬ﺑﺮ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺴﻴﺎ‪  $‬ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺟﺪﻳﺪ ﺣﺘﻲ  ﻣﻮﻃﻦ ﺧﻮ ﻳﺎ  ﻫﺪ‪ u‬ﺗﻌﺎﻧﻲ‬ ‫ﺧﻮ  ﺣﺎ  ﺷﺪ‪ ,‬ﻫﺴﺘﻨﺪ‪  ،‬ﻳﺎ  ﺣﺎ ﺗﺒﺪﻳﻞ ﺷﺪ‪ ,‬ﺑﻪ ﺑﻨﮕﺎ<ﻫﺎ‪ $‬ﺗﺠﺎ‪ $‬ﻣﻲﺑﺎﺷﻨﺪ‪  ،‬ﻳﺎ ﭼﺎ ﻛﻨﺪ‪ $‬‬ ‫ﻧﺎﭘﺎﻳﺪ‪  $‬ﺧﻄﺮ ﻧﺎﺑﻮ‪$‬ﻧﺪ‪.‬‬ ‫ﻳﺮ‪,‬ﻳﻦ ﺗﻌﺎﻧﻲﻫﺎ ﺑﻪ ﺷﻜﻞ ﺑﺎﺗﺮ‪ $‬ﻣﺘﻜﻲ ﺑﻪ ﺣﻤﺎﻳﺖﻫﺎ‪ $‬ﻟﺘﻲ ﻣﻲﺑﺎﺷﻨﺪ‪  ،‬ﻧﻤﻲﺗﻮﻧﻨﺪ ﺑﺮ ‪ $‬ﭘﺎ‪$‬‬ ‫ﺧﻮ ﺑﺎﻳﺴﺘﻨﺪ‪ .‬ﺷﻨﺎﺧﺖ ﻗﻴﻖ ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺳﻨﺘﻲ  ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺟﺪﻳﺪ ﺑﻪ ﺷﻜﻞ ﺗﻄﺒﻴﻘﻲ ﻣﻲﺗﻮﻧﺪ  ﻛﺎ‪J‬ﻣﺪ‪$‬‬ ‫ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﻟﺘﻲ ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪.‬‬ ‫"ﺷﺎ ژﻳﺪ"‪ ،‬ﻛﻨﺪ‪ $‬ﮔﺴﺘﺮ‪ I‬ﺗﻌﺎﻧﻲﻫﺎ‪ ،‬ﻧﺎﭘﺎﻳﺪ‪  $‬ﻣﺮگ ‪J W‬ﻧﻬﺎ‪ ،‬ﻧﺎﭼﻴﺰ ﺑﻮ‪ ,‬ﻣﻨﺎﻓﻌﺸﺎ‪ ،,‬ﺗﻀﺎ‬ ‫ﺑﻴﻦ ﺷﺮﻛﺖﻫﺎ‪ $‬ﺗﻌﺎﻧﻲ ﺗﻮﻟﻴﺪ ﻳﺎ ﺷﺮﻛﺖﻫﺎ‪ $‬ﺗﻌﺎﻧﻲ ﻣﺼﺮ‪  ،u‬ﻣﻨﺤﺮ‪ u‬ﺷﺪﻧﺸﺎ‪   ,‬ﻫﺪ‪u‬ﻫﺎ‪ $‬ﻗﻌﻲ ﺧﻮ‪،‬‬ ‫ﻧﺸﺎﻧﻪ ﺑﻴﻤﺎ ﺑﻮ‪ ,‬ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺗﻮﻟﻴﺪ ﻣﻲﻧﺪ‪  .‬ﺳﻄﺤﻲ ﺳﻴﻊﺗﺮ‪،‬ﻳﻦ ﭘﮋﻫﺶﻫﺎ‪ $‬ﻣﻲﺗﻮﻧﺪ  ﺑﺴﺘﺮﺳﺎ‪$‬‬ ‫ﻓﺮﻫﻨﮕﻲ ﺑﺮ‪ $‬ﻧﻮ‪ l‬ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ‪ ،‬ﭼﻪ  ﺣﻮ< ﻗﺘﺼﺎ‪  $‬ﺟﺘﻤﺎﻋﻲ‪  ،‬ﻫﻢ  ﺣﻮ< ﺳﻴﺎﺳﺖ ‬ ‫ﻓﺮﻫﻨﮓ‪ ،‬ﻛﺎﺑﺮ ﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ ﭼﻨﺪ ﻫﻪ ﮔﺬﺷﺘﻪ‪ ،‬ﺗﺌﻮ‪$‬ﻫﺎﻳﻲ  ﭘﻴﻮﻧﺪ ﺗﻮﺳﻌﻪ ﺑﺎ ﻣﺸﺎﻛﺖ ﻗﺘﺼﺎ‪  $‬ﺳﻴﺎﺳﻲ ﻣﻄﺮ} ﺷﺪ< ﺳﺖ‪ .‬ﻣﺴﺌﻠﻪ‬ ‫ﻣﺸﺎﻛﺖ  ﺑﻊ ﻗﺮ‪ ,‬ﮔﺬﺷﺘﻪ ﻳﺮ‪ ،,‬ﻧﺨﺴﺖ  ﺣﻮ<ﻫﺎ‪ $‬ﻋﻤﺮﻧﻲ‪ ،‬ﻫﻤﭽﻮ‪ ,‬ﻳﺮ< ﻇﺎﻳﻒ ﺗﺨﺎﻧﻪﻫﺎﻳﻲ‬ ‫ﻧﻈﻴﺮ ﺟﻬﺎ‪  ،‬ﺳﭙﺲ  ﻳﻚ ﻫﻪ ﮔﺬﺷﺘﻪ  ﻋﺎﻟﻢ ﺳﻴﺎﺳﺖ  ﻣﻄﺒﻮﻋﺎ ﺑﻪ ﺷﺪ ﻣﻄﺮ} ﺑﻮ< ﺳﺖ‪.‬‬ ‫ﺳﺎﻣﺎ‪ ,‬ﺑﻴﻦﻟﻤﻠﻠﻲ ﻫﻤﭽﻮ‪ ,‬ﻓﺎﺋﻮ  ﺳﺎﻣﺎ‪ ,‬ﺑﻴﻦﻟﻤﻠﻠﻲ ﻛﺎ  ﻳﻮﻧﺴﻜﻮ‪ ،‬ﺑﺎﻧﻚ ﺟﻬﺎﻧﻲ  ﻏﻴﺮ< ﻧﻴﺰ ﭘﺲ ‬ ‫ﺷﻜﺴﺖﻫﺎ‪ $‬ﺑﺮﻧﺎﻣﻪﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﭘﻴﺸﻴﻦ‪ ،‬ﺑﻪ ﻣﺸﺎﻛﺖ ﻣﺮﻣﻲ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺳﻴﻠﻪ‪ $‬ﻣﻬﻢ ﻣﺎ ﻓﺮﻣﻮ‪ I‬ﺷﺪ< ﻧﮕﺎ<‬ ‫ﻛﺮ<ﻧﺪ‪ .‬ﺷﻨﺎﺧﺖ  ﻓﻬﻢ ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ  ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺳﻨﺘﻲ‪  ،‬ﻗﻊ ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺑﺨﺸﻲ  "ﭘﺘﺎﻧﺴﻴﻞ‬ ‫ﻓﺮﻫﻨﮕﻲ" ﺳﺖ‪ .‬ﻛﻪ ﻣﺘﺎﺳﻔﺎﻧﻪ  ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺷﻜﺴﺖ ﺧﻮ< ﻧﻮﺳﺎ‪ ،$‬ﻏﺎﻟﺒﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻋﺎﻣﻠﻲ ﺑﺎﻧﺪ<  ﻣﻨﻔﻲ‬ ‫ﻧﮕﺎ< ﻣﻲﺷﺪ< ﺳﺖ‪.‬‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﺟﺎﻳﺪ‪ :‬ﺑﻪ ﻧﻈﺮ[ ‪/‬ﻳﻨﺠﺎ ﺑﺎﻳﺪ ﻫﻤﺎ‪ H‬ﮔﻮﻧﻪ ﻛﻪ ﻣﺎﻳﺮ‪ H‬ﻳﻨﺮ ‪ /‬ﻛﺘﺎ "ﻧﻮﺳﺎ‪ =2‬ﺟﺎﻣﻌﻪ" ﺷﺎ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﻴﻦ‬ ‫"ﺳﻨﺖ"  "ﺳﻨﺖ ﭘﺮﺳﺘﻲ" ﺗﻔﺎ ﻗﺎﺋﻞ ﺷﺪ‪ .‬ﺑﻠﻪ ﻣﺎ ﻣﻲﺗﻮﻧﻴﻢ ‪ 2‬ﺳﻨﺖ ﺑﻪ ﺻﻨﻌﺖ  ﻣﺪﻧﻴﺴﻢ ﺑﺮﺳﻴﻢ )ﻫﻤﺎ‪H‬ﮔﻮﻧﻪ‬ ‫ﻛﻪ ﺗﺠﺮﺑﻪ ﻛﺸﻮﻫﺎ= ﺻﻨﻌﺘﻲ  ﻳﺎ ژﭘﻦ ﻧﺸﺎ‪ H‬ﻣﺎ ﻣﻲ‪/‬ﻫﺪ(‪ ،‬ﻣﺎ ﺑﻪ ﺷﺮﻃﻲ ﻛﻪ ﺑﻪ ‪/‬ﻣﺎ‪ H‬ﺳﻨﺖ ﭘﺮﺳﺘﻲ ﻧﻴﻔﺘﺎ‪،/‬‬ ‫ ‪ H] 2‬ﻣﺮ= ]ﻣﺎﻧﻲ ﻧﺴﺎ‪2‬ﻳﻢ؛ ﺗﺎ ‪ /‬ﻓﺮ]ﻳﻨﺪ ﺗﻮﺳﻌﻪ ﻫﻤﭽﻮ‪ H‬ﻣﺎﻧﻊ  ﺳﺪ= ‪ /‬ﺑﺮﺑﺮ ﻧﺪﻳﺸﻪ  ﺗﻔﻜﺮ ﺟﺪﻳﺪ‬ ‫ﻗﺮ ﻧﮕﻴﺮ‪./‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﻗﻌﻴﺖﻳﻦ ﺳﺖ ﻛﻪ ﻣﻦ ﻧﺪﻧﺴﺘﻢ ﺣﻠﻘﻪ ﺗﺼﺎﻳﻦ ﭘﺮﺳﺶ ﺑﺎ ﭘﺮﺳﺶﻫﺎ‪ $‬ﭘﻴﺸﻴﻦ ﭼﻴﺴﺖ؟‬ ‫ﺷﺎﻳﺪ  ﺑﻪ ﻛﺎ ﺑﺮ‪ ,‬ﺑﺴﻴﺎ ژﮔﺎ‪" ,‬ﺳﻨﺖ"  "ﺳﻨﺘﻲ"  ﮔﻔﺘﮕﻮ‪ $‬ﻣﺎ ﺣﺎ’ ﺷﺪ< ﺑﺎﺷﺪ‪ .‬ﻣﺎ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‬ ‫ﻛﻪ ﺑﻴﺸﺘﺮ ﺑﻪ ﺧﺎﻃﺮ ﻣﻘﺎﻟﻪ ﻧﺴﺒﺘﺎ ﻣﺸﻬﻮ "ﺻﻨﻌﺖ ﺑﺮ ﻓﺮ ﺳﻨﺖ  ﻳﺎ  ﺑﺮﺑﺮ ‪,J‬؟"ﻳﻨﺠﺎﻧﺐ‪ ،‬ﺑﻪ ‪s‬ﻫﻦ ﺷﻤﺎ ﺧﻄﻮ‬ ‫ﻛﺮ< ﺳﺖ‪ .‬ﮔﺮ ﭼﻪ ﭘﺎﺳﺨﮕﻮﻳﻲ ﺑﻪﻳﻦ ﭘﺮﺳﺶ  ﮔﺎ ﻣﺎ‪ ،‬ﻗﺮ ﮔﺮﻓﺘﻦ  ﻣﻮﺿﻊ ﺗﻬﺎ‪ T‬ﺳﺖ‪ .‬ﻣﺎ ﻣﻦ ﭘﻴﺶ‬ ‫ﻳﻦ‪ ،‬ﺑﺎ ﻃﺮ} "ﺳﻨﺖ" ﺑﻪ ﻋﻨﻮ‪ ,‬ﻻﻣﻪ ﺳﻨﻌﺖ  ﺗﺠﺪ ﻳﻦ ﻣﻮﺿﻊ ﻗﺮ ﮔﺮﻓﺘﻪ‪.T‬‬ ‫ﻣﺘﺎﺳﻔﺎﻧﻪ ﺑﻪ ﻗﻮ "ﮔﻴﺪﻧﺰ"‪" :‬ﻳﻜﻲ  ﻣﻮ‪ $‬ﻛﻪ ﻣﺮ ‪ J‬ﻣﻲﻫﺪ‪،‬ﻳﻦ ﺳﺖ ﻛﻪ ﻛﺘﺎ‪Z‬ﻫﺎ‪ $‬ﺑﺴﻴﺎ‪ $‬ﺑﺎ‬ ‫ﻋﻨﻮ‪ ,‬ﻣﺪﻧﻴﺘﻪ ﻧﻮﺷﺘﻪ ﺷﺪ< ﺳﺖ‪ ،‬ﻣﺎ ﺑﻪ ﻧﺪ ﻣﻲﺗﻮ‪ ,‬ﺑﺤﺜﻲ ﻣﻨﻈﻢ  ﺳﻨﺖ‪ ،‬ﻳﺎ ﻛﺘﺎﺑﻲ ﺧﺎ‪  ،c‬ﺧﺼﻮ‪c‬‬ ‫ﺳﻨﺖ ﻳﺎﻓﺖ"‪ .‬ﻟﺬ ﺑﺤﺚ ﺑﺎ< ﺳﻨﺖ‪ ،‬ﮔﺮ ﭼﻪ ﺑﺮ‪ $‬ﺣﻞ ﻳﻚ ﻋﻮ‪ $‬ﻛﻮ  ﭘﺮ  ﭘﻴﺶ ‪  $‬ﺑﻬﺎ‪ ،T‬ﺑﺮ‪ $‬ﻋﻠﻮ‪T‬‬ ‫ﺟﺘﻤﺎﻋﻲ ﺑﺴﻴﺎ ﻻ‪ T‬ﺳﺖ؛ ﻣﺎ ﺑﻪ ﻛﺎﻫﺎ‪ $‬ﺟﺪﮔﺎﻧﻪ  ﻣﺼﺎﺣﺒﻪﻫﺎ  ﻣﺒﺎﺣﺜﻪﻫﺎ‪ $‬ﺟﺪﮔﺎﻧﻪ ﻧﻴﺎﻣﻨﺪ ﺳﺖ‪.‬‬ ‫ﻳﻦ ﻣﺨﺘﺼﺮ ﺑﺎﻳﺪ ﮔﻔﺖ ﻧﻘﺪ ﻫﺮ ﻛﺴﻲ ﺑﺎ ﻇﻦ ﺧﻮ‪ ،‬ﻳﺎ  ﻳﺎ ﻧﺎﻳﺎ ﺳﻨﺖ ﺳﺖ‪  ،‬ﻋﺠﻴﺐ ‪J‬ﻧﻜﻪ ﻧﻪ ﺗﻨﻬﺎ ﻫﻞ‬ ‫ﺳﻨﺖ‪ ،‬ﻛﻪ ﻫﻞ ﺗﺠﺪ ﻧﻴﺰ ﺑﻪ ﻫﻤﺎ‪ ,‬ﻧﺪ<  ﮔﺎ< ﺑﻴﺸﺘﺮ‪ ،‬ﺑﺎﻳﻦ ﻣﺴﺌﻠﻪ ﻣﺘﻌﺼﺒﺎﻧﻪ ﺑﺮﺧﻮ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﻣﻦ  ﺷﻤﺎ ﻣﺘﺸﻜﺮ‪ T‬ﻛﻪ ﭘﺬﻳﺮﻓﺘﻪﻳﺪ ﻛﻪ ﻣﺎ ﻣﻲﺗﻮﻧﻴﻢ  ﺳﻨﺖ ﺑﻪ ﺻﻨﻌﺖ  ﻣﺪﻧﻴﺴﻢ ﺑﺮﺳﻴﻢ‪ .‬ﻣﺎ ﻫﻢ ﺻﺪﻳﺎ‪,‬‬ ‫ﺑﺎ ﺷﻤﺎ‪ ،‬ﭼﻪ  ﺟﻬﺎ‪  ,‬ﭼﻪ ﻳﺮ‪ ،,‬ﺑﺴﻴﺎ ﻧﺪﻛﻨﺪ‪.‬‬ ‫ﻣﺎ ﺑﺎ< "ﺳﻨﺖ ﭘﺮﺳﺘﻲ"‪ ،‬ﻣﻦ ﻫﻢ ﻫﻤﭽﻮ‪ ,‬ﺷﻤﺎ ﺑﺮﻳﻦ ﺑﺎ‪ T‬ﻛﻪ ﭘﺮﺳﺘﺶ‪ ،‬ﺑﺎ ﻧﺶ  ﻓﻠﺴﻔﻪ ﺳﺎﮔﺎ‬ ‫ﻧﻴﺴﺖ‪ .‬ﻣﺎ ﻣﺎﻳﻦ ﻗﻮﻧﻴﻦ  ﺳﻠﻮ‪  Z‬ﺻﻮ  ﻣﺘﺎﺳﻔﺎﻧﻪ ﺗﻨﻬﺎ ﺑﺮ‪ $‬ﻧﻴﻤﻲ  ﻗﻌﻴﺖ ﺑﻪ ﻛﺎ ﻣﻲﺑﺮﻳﻢ‪ .‬ﺳﺨﻦﻳﻦ‬ ‫ﺳﺖ ﻛﻪ "ﭘﺮﺳﺘﺶ ﺳﻨﺖ" ﻧﺎﺳﺖ ﺳﺖ؛ ﻣﺎ ﻋﺒﻮﻳﺖ  ﺑﺘﻜﺪ< ﺗﺠﺪ ﻧﻴﺰ ﺑﻪ ﻫﻤﺎ‪ ,‬ﻧﺪ<‪ ،‬ﻧﺎﺳﺖ  ﻏﻴﺮ‬ ‫ﻋﻠﻤﻲ ﺳﺖ‪ .‬ﻃﺒﻴﻌﺘﺎ ﺑﻴﻦ ﺳﻨﺖ  ﺳﻨﺖ ﭘﺮﺳﺘﻲ‪ ،‬ﻫﻢ ﻓﺎﺻﻠﻪ ﺑﺴﻴﺎ ﺳﺖ‪  ،‬ﻫﻢ ﻣﻌﻨﺎ‪ $‬ﺳﻨﺖ  ﺣﻮ<ﻫﺎ‪$‬‬ ‫ﮔﻮﻧﺎﮔﻮ‪   ,‬ﻳﺪﮔﺎ< ﻓﺮ ﮔﻮﻧﺎﮔﻮ‪ ،,‬ﻣﺘﻔﺎ ﺳﺖ‪ .‬ﻟﺒﺘﻪ ﻣﻨﻈﻮ ﻣﻦ  ﺳﻨﺖ‪  ،‬ﻣﻘﺎﻟﻪ "ﺻﻨﻌﺖ ﺑﺮ ﻓﺮ ﺳﻨﺖ‪"...‬‬ ‫ ﻳﻦ ﮔﻔﺘﮕﻮ‪ ،‬ﺗﻨﻬﺎ ﺑﺨﺸﻲ  ‪ ,J‬ﺳﺖ ﻛﻪ  ﭘﻴﻮﻧﺪ ﺑﺎ ﺗﻮﻟﻴﺪ  ﻣﺸﺎﻛﺖ ﻗﺮ ﻣﻲﮔﻴﺮ؛  ﺑﺪﻳﻦ ﻣﻌﻨﻲ‪ ،‬ﺳﻨﺖ‬ ‫ﭼﻨﺎ‪" ,‬ﻣﺜﺒﺖ" ﺳﺖ )ﺑﺎ ﺗﻤﺎ‪ T‬ﻣﻌﺎﻧﻲ ژ< ﻣﺜﺒﺖ( ﻛﻪ ﮔﺮ ﻛﺴﻲ  ژ< "ﺳﻨﺖ" ﻧﻬﺮﺳﺪ  ﺑﻪ ‪ ,J‬ﮔﻮ‪ I‬ﻓﺮ ﻫﺪ‪،‬‬ ‫ﺑﻪ ‪ $‬ﺑﺎ ‪ ,J‬ﻫﻤﺮ< ﺧﻮﻫﺪ ﺷﺪ‪.‬‬ ‫ﺑﻪ ﻗﻮ "ﺣﺴﻴﻦ ﻣﻠﻚ"‪" :‬ﺳﻨﺖ ﺑﻪ   ‪ I‬ﻛﺎ  ﻓﺘﺎ ﺟﺘﻤﺎﻋﻲ‪ $‬ﮔﻔﺘﻪ ﻣﻲﺷﻮ ﻛﻪ ﺗﺠﺎ‪ Z‬ﮔﺬﺷﺘﻪ‬ ‫‪  ,J‬ﺗﺜﺒﻴﺖ ﻛﺮ< ﺑﺎﺷﺪ‪  ".‬ﻣﻨﻈﻮ ﻣﻦ ﻧﻴﺰ  ﺳﻨﺖ  ﻧﻮﺷﺘﻪﻫﺎ  ﮔﻔﺘﻪﻫﺎﻳﻢ ﺑﻪ ﻃﻮ ﺧﺺ‪ ،‬ﺑﺨﺸﻲ  ﺳﻨﺖ‬ ‫ﺳﺖ ﻛﻪ ﺗﺠﺎ‪ Z‬ﮔﺬﺷﺘﻪ ‪  ,J‬ﭘﻴﺎﭘﻲ ﺛﺒﺎ  ﻟﺬ ﺗﺜﺒﻴﺖ ﻛﺮ< ﺑﺎﺷﺪ‪ .‬ﻳﻦ ﻣﻨﻈﺮ‪" ،‬ﺳﻨﺖ" ﻳﻌﻨﻲ ﺗﺠﺎ‪ Z‬ﻓﺸﺮ<‬ ‫ ﻋﻴﻨﻲ ﻳﻚ ﻣﻠﺖ‪ .‬ﻫﻤﺎ‪,‬ﮔﻮﻧﻪ ﻛﻪ ﻫﻤﻪ ﺗﺠﺎ‪ Z‬ﻓﺮ‪ ،$‬ﻧﻤﻲﺗﻮﻧﺪ ﻣﺜﺒﺖ ﻳﺎ ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪ .‬ﻣﺎ ﻓﻬﻢ  ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ‬ ‫ ﺑﻪ ﺧﺎﻃﺮ ﺳﭙﺮ‪ ,‬ﻫﻤﻪ ‪J‬ﻧﻬﺎ‪ ،‬ﺳﺖ ﻳﺎ ﻧﺎﺳﺖ‪ ،‬ﻣﻔﻴﺪ  ﻣﻀﺮ‪ ،‬ﻣﺜﺒﺖ  ﻣﻨﻔﻲ‪ ،‬ﻧﺎﻛﺎ‪J‬ﻣﺪ  ﻛﺎ‪J‬ﻣﺪ‪ ،‬ﻻ‪  T‬ﺟﺐ‬ ‫ﺳﺖ‪ .‬ﻓﻬﻢ ﺳﻨﺖ‪   ،‬ﺧﺎﻃﺮ ﺷﺘﻦ ﺳﻨﺖ  ﭘﻨﺪ‪J‬ﻣﻮ‪  $‬ﺳﻨﺖﻫﺎ‪ $‬ﺟﻤﻌﻲ  ﻣﻠﻲ‪  ،‬ﻫﻤﭽﻨﻴﻦ ﺳﻨﺖﻫﺎ‪$‬‬ ‫ﺟﻬﺎﻧﻲ‪ ،‬ﻻ‪  T‬ﺟﺐ ﺳﺖ‪ .‬ﺑﺎ ﺑﻪ ﻗﻮ "ﻣﻠﻚ"‪  " :‬ﻧﺠﺎ ﻛﻪ ﻫﺮ ﺟﺎﻣﻌﻪ  ﻫﺮ ﻟﺤﻈﻪ ﻋﺒﺎ ﺳﺖ  ﺗﺮﻛﻢ‬ ‫ﺳﻨﺖﻫﺎ‪ ,J $‬ﺟﺎﻣﻌﻪ‪ ،‬ﮔﺮ ﻓﺮ‪ $‬ﻳﺎ ﺟﺎﻣﻌﻪ‪  $‬ﺗﺠﺎ‪ Z‬ﺧﻮ ﮔﺬ‪ ،‬ﺧﻮ  ﻧﻔﻲ ﻛﺮ< ﺳﺖ‪.".‬‬ ‫ﺟﺎﻣﻌﻪ ﻣﺎ ﻫﻤﭽﻮ‪ ,‬ﺑﺴﻴﺎ‪  $‬ﺟﻮﻣﻊ ﻛﻬﻦ ﻓﺮﻫﻨﮓ‪ ،‬ﺟﺎﻣﻌﻪ‪ $‬ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪ< ﺑﻮ< ﺳﺖ‪.‬ﻳﻦ ﺟﻮﻣﻊ ‪$‬‬ ‫‪I‬ﻫﺎ  ﻫﻨﺠﺎﻫﺎﻳﻲ ﻛﺎ‪J‬ﻣﺪ  ﻓﺮﻫﻨﮓ ﺗﻮﻟﻴﺪ‪ $‬ﺧﻮ ﺑﻮ<ﻧﺪ ﻛﻪ  "ﮔﺴﻞ ﻓﺮﻫﻨﮕﻲ"  ‪ $J $‬ﻓﺮﻃﻲ‬ ‫ﺑﻪ ﻓﺮﻫﻨﮓ ﻣﺼﺮﻓﻲ ‪-‬ﺑﻪ ﻳﮋ<  ﻛﺸﻮﻫﺎ‪ $‬ﺻﺎﺣﺐ ﻣﻨﺎﺑﻊ ﻳﺮﻣﻴﻨﻲ‪  -‬ﺳﺎﻳﻪ ﻛﻞﻫﺎ‪ $‬ﻧﻔﺖ  ﻗﺘﺼﺎ‬

‫ﺟﺎﻣﻌﻪ ﻣﺎ ﻫﻤﭽﻮ‪ H‬ﺑﺴﻴﺎ=‬ ‫‪ 2‬ﺟﻮﻣﻊ ﻛﻬﻦ ﻓﺮﻫﻨﮓ‪،‬‬ ‫ﺟﺎﻣﻌﻪ= ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪ ﺑﻮ‪/‬‬ ‫ﺳﺖ‪.‬ﻳﻦ ﺟﻮﻣﻊ ‪=/‬‬ ‫‪b2‬ﻫﺎ  ﻫﻨﺠﺎﻫﺎﻳﻲ‬ ‫ﻛﺎ]ﻣﺪ ‪ /‬ﻓﺮﻫﻨﮓ ﺗﻮﻟﻴﺪ=‬ ‫ﺧﻮ‪ /‬ﺑﻮ‪/‬ﻧﺪ ﻛﻪ ‪" /‬ﮔﺴﻞ‬ ‫ﻓﺮﻫﻨﮕﻲ"  = ]=‬ ‫ﻓﺮﻃﻲ ﺑﻪ ﻓﺮﻫﻨﮓ ﻣﺼﺮﻓﻲ‬ ‫ﺑﻪ ﻳﮋ ‪ /‬ﻛﺸﻮﻫﺎ=‬‫ﺻﺎﺣﺐ ﻣﻨﺎﺑﻊ ‪2‬ﻳﺮ‪2‬ﻣﻴﻨﻲ‪/ -‬‬ ‫ﺳﺎﻳﻪ ‪/‬ﻛﻞﻫﺎ= ﻧﻔﺖ ‬ ‫ﻗﺘﺼﺎ‪ /‬ﺑﺎ‪ H] ،/]/‬ﻓﺮﻫﻨﮓ‬ ‫ ﻋﻨﺎﺻﺮ ﻣﺜﺒﺖ  ﺟﺐ ‬ ‫‪ 2‬ﻛﻒ ‪  ،//‬ﺑﻪ ﻓﺮﻣﻮﺷﻲ‬ ‫ﺳﭙﺮ‪/‬ﻧﺪ‪.‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺑﺎ‪ ,J ،<J‬ﻓﺮﻫﻨﮓ  ﻋﻨﺎﺻﺮ ﻣﺜﺒﺖ  ﺟﺐ   ﻛﻒ <‪  ،‬ﺑﻪ ﻓﺮﻣﻮﺷﻲ ﺳﭙﺮ<ﻧﺪ‪ .‬ﻫﻤﭽﻮ‪ ,‬ﻧﺶﻫﺎ ‬ ‫ﻓﻨﺎ‪$‬ﻫﺎ‪ $‬ﻣﺮﺗﺒﻂ ﺑﺎ ﺗﻮﻟﻴﺪ‪ ،‬ﻓﻨﻮ‪  ,‬ﻣﻬﺎﻫﺎ‪ $‬ﻋﻀﻼﻧﻲ ﭼﻨﺪﻳﻦ  ﭼﻨﺪ ﻫﺰ ﺳﺎﻟﻪ‪I ،‬ﻫﺎ  ﻫﻨﺠﺎﻫﺎ‪$‬‬ ‫ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﻋﺰ  ﺣﺘﺮ‪ T‬ﻛﺎ  ﺣﺮﻓﻪ  ﻛﻮﺷﺶ  ﺳﺨﺖﻛﻮﺷﻲ‪ ،‬ﺻﺮﻓﻪﺟﻮﻳﻲ  < ﺳﺮﻣﺎﻳﻪﮔﺬ‪I ،$‬‬ ‫ ‪ ZJ‬ﺷﺎﮔﺮ‪  $‬ﻛﺎ‪J‬ﻣﻮ‪ ،$‬ﮔﺮ<ﻫﺎ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺻﻨﻔﻲ‪ ،‬ﺳﻨﺖﻫﺎ‪ $‬ﻣﺸﺎﻛﺘﻲ  ﺗﻌﺎﻧﻲ ﻛﻪ ﺑﺨﺸﻲ ‬ ‫ﺳﺮﻣﺎﻳﻪﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ  ﺟﺘﻤﺎﻋﻲ ﻳﻚ ﻣﻠﺖ ﺳﺖ‪  ،‬ﻣﻲﺗﻮﻧﺪ ﺿﺮﺑﺎ ﮔﻴﺞ ﻛﻨﻨﺪ<  "ﺧﺮ ﻛﻨﻨﺪ<" ﺣﺎﺻﻞ ‬ ‫ﻛﻢ ﻛﺸﺖﻫﺎ  ﮔﻢ ﮔﺸﺖﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ  ﺗﺎ ﻧﺪ<‪ $‬ﺗﺮﻣﻴﻢ ﻛﺮ<‪  ،‬ﺗﻮ‪ ,‬ﺑﺨﺸﻲ ‪J‬ﻧﻬﺎ  ﺑﺎ ﺗﻮﻟﻴﺪ ﺳﻨﺖﻫﺎ‪$‬‬ ‫ﻣﺜﺒﺖ ﻓﺮﻫﻨﮓ ﺗﻮﻟﻴﺪ‪ $‬ﻣﺪ ﻛﻨﻨﺪ‪.‬‬ ‫ﻫﻤﻴﺖﻳﻦ ﻋﻨﺎﺻﺮ  ﻣﺠﻤﻮﻋﻪﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﭼﻨﺎ‪ ,‬ﺳﺖ ﻛﻪ ﻫﻴﭻ ﻧﻈﺮﻳﻪ ﺗﻮﺳﻌﻪ‪  $‬ﻗﺘﺼﺎ‪  $‬ﺟﺎﻣﻌﻪ‬ ‫ﺷﻨﺎﺧﺘﻲ  ﻣﺮ‪ T‬ﺷﻨﺎﺧﺘﻲ‪ ،‬ﺗﻮ‪ ,‬ﻧﺎﻳﺪ< ﮔﺮﻓﺘﻦ  ﻧﻜﺎ ‪J‬ﻧﻬﺎ  ﻧﺨﻮﻫﺪ ﺷﺖ‪.‬ﻳﻦ ﺗﺠﺮﺑﻴﺎ ﻫﻢ  ﻋﻤﻞ  ﻫﻢ‬ ‫ ﻧﻈﺮ‪ ،‬ﺛﺒﺎ ﺷﺪ<  ﺗﺜﺒﻴﺖ ﺷﺪ<ﻧﺪ‪.‬‬ ‫ﺳﻨﺖ  ﺣﻮ<ﻫﺎ‪ $‬ﻳﮕﺮ ﻧﻴﺰ ﺑﺮﺧﻼ‪ u‬ﺗﺼﻮ‪ ،‬ﻋﻘﻴﻢ  ﻧﺎ ﻧﻴﺴﺖ‪ .‬ﺳﻨﺖﻫﺎ‪ $‬ﻓﻠﺴﻔﻲ  ﻫﻨﺮ‪  $‬ﺳﻨﺖﻫﺎ‪$‬‬ ‫ﻣﺬﻫﺒﻲ‪ ،‬ﻣﻲﺗﻮﻧﻨﺪ ﺗﺤﺖ ﺷﺮﻳﻄﻲ ﺑﻪ ﻧﻮﻳﻲ  ﻧﻮﻧﺪﻳﺸﻲ  ﺣﺘﻲ ﻧﻘﻼ‪ Z‬ﺑﻴﺎﻧﺠﺎﻣﻨﺪ‪ .‬ﺳﻨﺖ ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﺗﺠﺮﺑﻴﺎ‬ ‫ﺑﺸﺮ‪ ،$‬ﺣﺎﻣﻞ ﻧﻄﻔﻪ "ﻳﺶ  ﻓﺰﻳﺶ ﺧﻼﻗﺎﻧﻪ ﺳﺖ"‪" .‬ﺳﻨﺖ ﻣﺮ<" ﻛﻪ  ﺑﻴﺎ‪ ,‬ﺑﺴﻴﺎ‪ ،$‬ﺑﻪ ﺳﺘﻲ ﮔﺬﺷﺘﻪ‬ ‫ﮔﺮﻳﻲ ﺗﻌﺼﺐ‪J‬ﻣﻴﺰ ﻣﻌﻨﺎ ﻣﻲﺷﻮ‪  ،‬ﻣﺤﻴﻂ ﺑﺎﻟﻨﺪ<   ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﺧﻼ‪ ،p‬ﻫﻤﭽﻮ‪ ,‬ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﮔﻨﺠﻴﻨﻪ ‪ZJ‬‬ ‫ ﻧﺮژ‪ ،$‬ﻣﻲﺗﻮﻧﺪ ﺑﻪ ﻧﺘﺎﻳﺞ ﺷﮕﻔﺖ‪ J‬ﻣﺒﺪ ﺷﻮ‪ .‬ﺳﻨﺖ ﺑﺪﻳﻦ ﻣﻌﻨﻲ؛ ﺟﻮ ﻋﺒﻮ ‪J‬ﮔﺎﻫﺎﻧﻪ ﺑﻪ ‪J‬ﺳﺘﺎﻧﺔ ‪J‬ﻳﻨﺪ< ‬ ‫ﻣﺴﺎﻳﻞ ﭘﻴﺶ ‪J‬ﻳﻨﺪ< ﺳﺖ‪ .‬ﻟﺒﺘﻪ ﺑﺎﻳﺪ ﻧﺴﺖ ﻛﻪ ﮔﺬﺷﺘﻪ ﻫﻤﻴﺸﻪ ﻧﺪ‪  ,‬ﺣﺎ ﭘﻴﺶ ﻧﺪ<  ‪J‬ﻳﻨﺪ< ﻫﻤﻴﺸﻪ‬ ‫‪ $J‬ﻧﻴﺴﺖ‪ .‬ﮔﺎ< ﻣﻤﻜﻦ ﺳﺖ  ﮔﺮﻳﺰ  ﻧﺪ‪ ,‬ﺗﺼﻮ‪ $‬ﻳﺎ ﻗﻌﻲ ﺳﻨﺖ‪J  ،‬ﺳﺘﺎﻧﻪ ﻧﺪ‪ ,‬ﻧﻴﻨﺪﻳﺸﻴﺪ<  ﻧﺎﻣﺮﺋﻲ‬ ‫ﭘﻴﺶ ‪J‬ﻳﻨﺪ< "ﺑﺪﻋﺖ" ﻗﺮ ﮔﺮﻓﺖ‪ .‬ﻫﻤﺎﻧﮕﻮﻧﻪ ﻛﻪ "ﻣﻴﺸﻞ ﻓﻮﻛﻮ" ﺟﻮﻣﻊ ﻣﺪ‪ ,‬ﻣﺮ  ﻣﺠﻤﻊﻟﺠﺰﻳﺮ ﻧﺪ‪,‬ﮔﻮ‪,‬‬ ‫ﻧﺎ‪T‬ﮔﺬ‪ $‬ﻛﺮ< ﺳﺖ‪ .‬ﻣﺎﻳﻜﻞ ﻛﺸﺎ‪ ،‬ﻓﻴﻠﺴﻮ‪ u‬ﻧﮕﻠﻴﺴﻲ ﺑﺎ… "ﺳﻨﺖ" ﻣﻲﮔﻮﻳﺪ‪ :‬ﺳﻨﺖ ﻣﺜﻞ ﺑﺎ‪ ,‬ﻣﺎ‪،$‬‬ ‫ﻣﻌﻴﺎ‪ $‬ﺑﺮ‪ $‬ﻓﺘﺎ ﺗﻌﻴﻴﻦ ﻧﻤﻲﻛﻨﺪ‪ .‬ﺳﻨﺖ ﻣﺎﻧﻨﺪ ﺑﺎﻫﺎﻳﻲ  ﻳﺎﺳﺖ ﻛﻪ ﻳﺎﻧﻮ‪ ,‬ﻣﻲﺑﺎﻳﺪ ‪J‬ﻧﻬﺎ   ﻧﺘﺨﺎ‪Z‬‬ ‫ﻣﺴﻴﺮ ﺣﺮﻛﺖ ﺧﻮ  ﻧﻈﺮ ﺑﮕﻴﺮﻧﺪ‪ .‬ﺳﻨﺖ ﻣﺎﻧﻨﺪ ‪J‬ﻟﺖ ﻣﻮﺳﻴﻘﻲ ﺳﺖ ﻛﻪ ﺑﺎ ‪ ,J‬ﻣﻲﻧﻮﻳﻢ‪ ،‬ﻧﻪ ‪J‬ﻫﻨﮕﻲ ﻛﻪ ﺑﺎﻳﺪ‬ ‫ﻧﻮﺧﺘﻪ ﺷﻮ‪.‬‬ ‫ﻣﺎ ﻣﻦ ﺑﺮﻳﻦ ﺑﺎ‪ T‬ﻛﻪ ﺳﻨﺖ ﮔﺮ ﻣﻌﻴﺎ‪ $‬ﺑﺮ‪ $‬ﻓﺘﺎ ﺳﺖ ﻧﺒﺎﺷﺪ‪ ،‬ﻛﻪ ﺑﻨﺎﺑﺮ ﺗﻌﺮﻳﻒ ﻣﺎ  ﺑﺴﻴﺎ‪ $‬ﺟﺎ‪$‬ﻫﺎ‬ ‫ﻣﻲﺗﻮﻧﺪ ﺑﺎﺷﺪ‪ ،‬ﺣﺪﻗﻞ ﻣﻌﻴﺎ  ﻣﻘﻴﺎ‪ W‬ﺑﺮ‪ $‬ﻓﻬﻢ ﺗﻐﻴﻴﺮ  ﺟﻬﺖ ﺗﻐﻴﻴﺮ ﺟﺘﻤﺎﻋﻲ  ﻓﺮﻫﻨﮕﻲ   ﻧﺘﻴﺠﻪ‬ ‫ﺑﺴﺘﺮ‪ $‬ﺑﺮ‪ $‬ﻓﻬﻢ ﻻﻳﻞﻳﻦ ﮔﺮﮔﻮﻧﻲ  ﺛﺮ ‪  ,J‬ﻓﺮﻫﻢ ﻣﻲﺳﺎ‪.‬‬ ‫ﺳﻨﺖ ﻧﻪ ﺗﻨﻬﺎ ﻣﻌﻴﺎ  ﻣﻴﺰﻧﻲ ﺑﺮ‪ $‬ﻓﻬﻢ ﺗﺠﺪ  ﻓﺮﺗﺠﺪ ﺳﺖ‪ ،‬ﺑﻠﻜﻪ ﺷﺮﻳﻂ ﻧﻘﺪ ‪J‬ﻧﻬﺎ  ﻧﻴﺰ ﻓﺮﻫﻢ‬ ‫ﻣﻲﺳﺎ‪ .‬ﻫﻤﺎﻧﻄﻮ ﻛﻪ ﺗﺠﺪ ﻧﻴﺰ ﻣﻜﺎ‪  ,‬ﺷﺮﻳﻂ ﻧﻘﺪ ﺳﻨﺖ  ﻓﺮﻫﻢ ﻣﻲﺳﺎ‪ .‬ﻣﻬﻤﺘﺮ ‪J‬ﻧﻜﻪ ﺳﻨﺖ ﺑﺮﺧﻼ‪u‬‬ ‫ﻧﻈﺮﮔﺎ< ﻣﻌﺘﺎ‪ ،‬ﺑﺴﺘﺮ  ﮔﺎ< ﺗﺠﺪ ﺳﺖ  ﺑﺪ‪ ,‬ﺑﺴﺘﺮ ﺳﻨﺖ‪ ،‬ﻧﻮ ﺗﺠﺪ‪ ،‬ﻣﺮ< ﺑﻪ ﻧﻴﺎ ﺧﻮﻫﺪ ‪J‬ﻣﺪ‪.‬‬ ‫ﺳﻨﺖ ﺑﺪﻳﻦ ﻣﻌﻨﻲ‪ ،‬ﻓﺮ  ﻓﺮﻫﺶ ﺳﺖ‪  ،‬ﻛﺎ‪ $‬ﺑﻪ ﺟﺰ ﺗﻌﺎﻟﻲ  ﺗﺼﻔﻴﻪ ‪J‬ﻣﻲ ﻧﺪ‪ .‬ﺑﺎ ﺑﺪﻳﻦ ﻣﻌﻨﻲ‪،‬‬ ‫ﺳﻨﺖﮔﺮﻳﻲ‪ ،‬ﺳﻨﺖﭘﺮﺳﺘﻲ ﻛﻮﻛﻮﻧﻪ ﻧﻴﺴﺖ‪ ،‬ﻣﺎ ﻣﻴﺪ‪ $‬ﺑﺮ‪ $‬ﭘﻴﺸﮕﻴﺮ‪  $‬ﻣﺪﻧﻴﺴﻢ ﻛﻮﻛﻮﻧﻪ  ﺋﻴﺴﻢ‬ ‫ﻛﻮﻛﻮﻧﻪ  ﻧﻴﻬﻴﻠﻴﺴﻢ ﻛﻮﻛﻮﻧﻪ  ‪J‬ﻧﺎﺷﻴﺴﻢ ﻛﻮﻛﻮﻧﻪ  ﻓﺎﺷﻴﺴﻢ ﻛﻮﻛﻮﻧﻪ  ﺑﺤﺮ‪ ,‬ﻫﻮﻳﺖ   ﺧﻮ‬ ‫ﺑﻴﮕﺎﻧﮕﻲ  ﺟﻬﻞ ﻣﺮﻛﺐ ﺳﺖ‪ .‬ﺳﻨﺖ ﺑﺪﻳﻦ ﻣﻌﻨﻲ ﻣﺼﺎﻟﺤﻲ ﻻ‪  T‬ﺑﺎ ﺧﻮ‪ ,‬ﺟﮕﺮ ﻓﺮﻫﻢ ﺷﺪ< ﺳﺖ‪  ،‬ﺑﺎﻳﺪ ﺋﻤﺎ‬ ‫ﺑﺎﺑﻴﻨﻲ  ﺑﺎﻧﮕﺮ‪   $‬ﺑﻮﺗﻪ ﻧﻘﺪ ﻗﺮ ﮔﻴﺮ‪ ،‬ﺗﺎ ﺋﻤﺎ ﺗﺼﻔﻴﻪ ﺷﻮ‪ .‬ﻋﻨﺎﺻﺮ ﻧﺎﻛﺎ‪J‬ﻣﺪ ‪ ,J‬ﺑﻪ ﻟﻴﻞ ﮔﺮﮔﻮﻧﻲﻫﺎ‪$‬‬ ‫ﭘﻴﺶ ‪J‬ﻣﺪ<‪ ،‬ﺑﻪ ﺗﺎﻳﺦ  ﻣﻮ<ﻫﺎ‪ $‬ﺗﺎﻳﺦ ﺳﭙﺮ< ﺷﻮ‪  .‬ﺿﺪ ﻋﻠﻤﻲﺗﺮﻳﻦ ﻋﻨﺎﺻﺮ ‪ ،,J‬ﻏﻦ ﭼﺮ† ﻧﺶ ﻓﺮﻫﻢ‬ ‫‪J‬ﻳﺪ؛   ﭘﺮﺗﻮ ﻓﻌﻞ  ﻧﻔﻌﺎﻻ ﺣﺎﺻﻞ ﻳﻦ ﺑﺎﺧﻮﻧﻲﻫﺎ  ﺑﺎﻧﮕﺮ‪$‬ﻫﺎ  ﺑﺎﻧﺪﻳﺸﻲﻫﺎ  ﺳﻨﺖ ﺳﺖ ﻛﻪ‬ ‫ﻗﻌﻴﺎ  ﺗﻮﻫﻤﺎ ﻣﺮ‪  $‬ﺑﺎﺧﻮﻫﻴﻢ ﺷﻨﺎﺧﺖ‪   ،‬ﻣﺎ‪ ,‬ﺣﺎ‪ ،‬ﻣﺎ‪,‬ﻫﺎ‪ $‬ﭘﻴﺶ ‪J‬ﻳﻨﺪ<  ﺑﺮﻧﺎﻣﻪﻳﺰ‪$‬‬ ‫ﺧﻮﻫﻴﻢ ﻛﺮ‪.‬‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫‪J‬ﻧﺎ‪ ,‬ﻛﻪ ﻗﻄﻌﺎ ﮔﺬﺷﺘﻪ   ‪J‬ﻳﻨﺪ< ﺟﺪ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺑﻪ ﻗﻮ ﻗﺪﻣﺎ‪ $‬ﻣﺎ‪ ZJ ،‬ﻫﺎ‪ ,‬ﻣﻲﻛﻮﺑﻨﺪ‪  ،‬ﺧﺸﺖ ﺑﺮ ‪ZJ‬‬ ‫ﻣﻲﻧﻨﺪ‪ .‬ﻧﻪ ﻃﺮﺣﻲ ‪J‬ﻳﻨﺪ… ﭘﻨﺪﺷﺘﻪ ﺷﺪ<‪ ،‬ﺑﺪ‪ ,‬ﻓﻬﻢ ﮔﺬﺷﺘﻪ ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﺳﺖ‪  ،‬ﻧﻪ ﮔﺬﺷﺘﻪ‪ ،‬ﺑﺪ‪ ,‬ﻧﻘﺎ‪J $‬ﮔﺎﻫﺎﻧﻪ‬ ‫ ﺣﺎ ﻣﻌﻨﺎ ﺳﺖ‪ .‬ﻣﮕﺮ ﻧﻪﻳﻦ ﺳﺖ ﻛﻪ ﻓﺮ‪J $‬ﻳﻨﺪ… ﻣﺎ  "ﭘﺲ ﻓﺮ‪ "$‬ﺗﺎﻳﺦ‪ ،‬ﮔﺬﺷﺘﻪ ﻣﺎ ﺧﻮﻫﺪ ﺷﺪ‪ .‬‬ ‫ﺳﻨﺖ ﺳﺘﻴﺰ‪ ,‬ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ‪ $ ،‬ﭘﺲ ﻓﺮ‪ $‬ﺷﻤﺎ ﺑﺮ‪ $‬ﻓﺮ‪ $‬ﻣﺮ ﺷﻤﺎ ﭼﻴﺴﺖ؟ ‪J‬ﻳﺎ ﻗﺮ ﺳﺖ ﺷﻤﺎ  ﭘﺲ‬ ‫ﻓﺮ‪ $‬ﺗﺎﻳﺦ‪ ،‬ﺑﻪ ﺳﺘﻴﺰ ﺑﺎ ﻓﺮ‪J $‬ﻳﻨﺪ… ﻣﺮﻳﻦ ﺧﻮ ﺑﻨﺸﻴﻨﻴﺪ؟ ﭘﺲ ﺑﻪ ﻗﻮ "ﻣﻮﻟﻮ‪ ،"$‬ﻣﺮ ‪J‬ﺧﺮﺑﻴﻦ ﺑﺎﺷﻴﺪ‪  ،‬ﻫﻢ‬ ‫ﻛﻨﻮ‪  ,‬ﭘﺮﺗﻮ ﺗﺠﺮﺑﻴﺎ  ﻣﻴﻠﻴﻮ‪ ,‬ﺳﺎﻟﻪ ‪J‬ﻣﻲ‪ ،‬ﺑﻪ ﻧﻘﺪﻳﻦ ‪J‬ﻳﻨﺪ< )ﮔﺬﺷﺘﻪ ﭘﺲ ﻓﺮ‪ $‬ﺧﻮ( ﺑﻨﺸﻴﻨﻴﺪ‪  ،‬ﺑﺮ‪$‬ﻳﻦ‬ ‫ﻛﺎ ﺷﻤﺎ‪ ،‬ﺣﺘﻤﺎ ﺑﻪ ﮔﺬﺷﺘﻪ ﻓﻬﻤﻲ ﻧﻴﺎﻣﻨﺪﻳﺪ‪.‬‬ ‫ﺑﻪ ﻗﻮ "ﻟﻮ‪ $‬ﺳﺘﺮ‪ ،"W‬ﭼﮕﻮﻧﻪ ﻣﻲﺷﻮ ﻣﺪﻧﻴﺘﻪ  ﺑﺪ‪ ,‬ﺣﻀﻮ ﺳﻨﺖ ﻓﻬﻢ ﻛﺮ‪ .‬ﻗﺘﻲ ﻛﻪ  "ﻓﻮﻛﻮ" ﺑﺎ<‬ ‫ﭼﻴﺴﺘﻲ ﻣﺪﻧﻴﺘﻪ ﭘﺮﺳﺶ ﺷﺪ ﮔﻔﺖ‪ :‬ﻓﻬﻢ ﭘﺴﺖ ﻣﺪﻧﻴﺘﻪ ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪ ،‬ﭼﺮ ﻛﻪ ﻣﺎ ﻣﺪﻧﻴﺘﻪ  ﻧﻤﻲﺷﻨﺎﺳﻴﻢ‪.‬‬ ‫ ﺗﻜﻤﻴﻞﻳﻦ ﺳﺨﻦ ﺑﺎﻳﺪ ﻓﺰ‪ ،‬ﺷﻨﺎﺧﺖ ﻣﺪﻧﻴﺘﻪ ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪ ،‬ﭼﻮ‪ ,‬ﻣﺎ ﺳﻨﺖ  ﻧﻤﻲﺷﻨﺎﺳﻴﻢ‪ .‬ﻟﺒﺘﻪ ‬ ‫ﺟﺎﻣﻌﻪ ﻣﺎ  ﺑﻊ ﻗﺮ‪ ,‬ﮔﺬﺷﺘﻪ‪ ،‬ﺳﺘﻴﺰ ﺑﺎ ﺳﻨﺖ‪ ،‬ﻣﻌﻨﻲ ﻳﮕﺮ‪ $‬ﻳﺎﻓﺘﻪ ﺳﺖ‪ .‬ﻫﻤﭽﻨﺎﻧﻜﻪ ﺳﺘﻴﺰ ﺑﺎ ﻓﺮﻫﻨﮓ ﺧﻮ‪.$‬‬ ‫ﺳﻨﺖ  ﻓﺮﻫﻨﮓ ﺧﻮ‪ ،$‬ﻣﺮ< ﻳﻮ ﻛﻮﺗﺎﻫﻲ ﺳﺖ ﻛﻪ ﻓﻜﺮ ﻣﻲﺷﻮ ﺑﺎ ﻧﻔﻲ ﻓﺮﻃﻲ ‪ ,J‬ﻣﻲﺗﻮ‪ ,‬ﻳﻮﻫﺎ‪$‬‬ ‫ﺑﻠﻨﺪﺗﺮ‪  $‬ﻧﻔﻲ  ﻃﺮ ﻛﺮ‪ .‬ﻳﻦ ﺑﺎ‪ $ $‬ﻳﺦ ﺧﻄﺮﻧﺎﻛﻲ ﺳﺖ‪ ،‬ﻛﻪ ﺗﺒﻌﺎ ‪ ,J‬ﻣﺸﺨﺺ ﻧﻴﺴﺖ‪ .‬ﻫﺎﻳﻲ ﺑﻪ‬ ‫ﻫﺮ ﻗﻴﻤﺘﻲ ﺧﺮﻣﻨﺪﻧﻪ ﻧﻴﺴﺖ‪ .‬ﻣﻦ ﺑﻪﻳﻦ ﻫﺎﻳﻲ ﺧﻮﻫﺎ‪ ،,‬ﺳﺮﭘﻮﺷﻴﺪ< ﻣﻲﮔﻮﻳﻢ‪ ،‬ﻫﺎﻳﻲ ﺣﺎﺻﻞ ﻓﻬﻤﻲ ﺗﺎﻳﺨﻲ‬ ‫ ﻓﺮﻫﻨﮕﻲ ﺳﺖ‪ .‬ﺑﺎ ﺣﺬ‪ u‬ﺗﺎﻳﺦ  ﻓﺮﻫﻨﮓ‪ ،‬ﻫﺎﻳﻲ ﺗﻮﻫﻤﻲ ﺑﻴﺶ ﻧﻴﺴﺖ‪ .‬ﮔﺮﻳﺰ  ﺳﺖ ‪J‬ﻳﻨﺪ< ﻧﻴﻨﺪﻳﺸﻴﺪ<‪ ،‬ﺑﻪ‬ ‫ﻫﻤﺎ‪ ,‬ﻧﺪ< ﻣﻬﻢ ﺳﺖ‪ ،‬ﻛﻪ ﮔﺮﻳﺰ  ﻧﺪ‪ ,‬ﮔﺬﺷﺘﺔ ﻓﻬﻢ ﻧﺎﺷﺪ… ﺳﻨﺖ‪ .‬ﮔﺮﻳﺰ ﺑﻪ ﻫﺮ ﺳﻮ‪ $‬ﻧﺒﺎﻳﺪ  ﭼﺎﻟﻪ ﺑﻪ ﭼﺎ<‪،‬‬ ‫ ﻫﺎ‪  $‬ﺳﺖ ﮔﺮگ  ﺳﺎ ﺑﻪ ﺳﺖ ﻗﺼﺎ‪ Z‬ﺑﺎﺷﺪ‪.‬‬ ‫ﺷﻨﻔﻜﺮ‪,‬ﻳﺮ‪  ,‬ﺟﻬﺎ‪ ،,‬ﺑﻪ ﻫﺰ ﺑﺎ‪  ,‬ﺑﻪ ﺳﺘﻲ ﻧﺸﺎ‪< ,‬ﻧﺪ ﻛﻪ ﺳﻨﺖ ﭘﺮﺳﺘﻲﻫﺎ‪ $‬ﻛﻮ – ﺑﻪ ﻳﮋ<‬ ‫ ﺣﻮ… ﺳﻴﺎﺳﺖ  ﺑﻪ ﻧﺎ‪ T‬ﻳﻦ‪  -‬ﮔﺬﺷﺘﻪ  ﺣﺎ‪ ،‬ﭼﻪ ﻧﻮ‪ l‬ﻓﺠﺎﻳﻊ ﺑﺸﺮ‪  $‬ﻣﻦ < ﺳﺖ‪ .‬ﻣﺎ ﻋﺠﻴﺐﻳﻦ‬ ‫ﺳﺖ ﻛﻪ ﻛﻤﺘﺮ ﻳﻦ ﻗﻌﻴﺖ ﺳﺨﻦ ﺑﻪ ﻣﻴﺎ‪ ,‬ﻣﻲ‪J‬ﻳﺪ ﻛﻪ ﺗﻌﺼﺐ  ﺗﺤﺠﺮ  ﺗﺠﺪ  ‪J‬ﻳﻨﺪ< ﭘﺮﺳﺘﻲ ﻛﻮ  ﮔﺬﺷﺘﻪ‬ ‫ﺳﺘﻴﺰ‪ $‬ﻛﻮ ﻧﻴﺰ ﻣﺎ  ﺑﻪ ﻫﻤﺎ‪ ,‬ﻓﺠﺎﻳﻊ ﻧﺰﻳﻚ ﺧﻮﻫﺪ ﻛﺮ‪ .‬ﻫﻤﭽﻮ‪ ,‬ﻓﺎﺷﻴﺴﻢ  ﻧﺎﻳﺴﻢ  ﺑﺮ ﺧﻮﻧﺪ<ﻫﺎ‪$‬‬ ‫‪.,J‬‬ ‫ﻣﻲﺑﻴﻨﻢ ﮔﻨﺎ<  ﮔﺬﺷﺘﻪ  ‪J‬ﻳﻨﺪ< ﻧﻴﺴﺖ‪ ،‬ﮔﻨﺎ<  ﺗﻌﺼﺐ  ﺗﺤﺠﺮ  ﺧﻮﺧﻮﻫﻲ ﺑﺸﺮ‪ $‬ﺳﺖ‪ .‬ﻣﺎ ﻣﺎﻧﻪ‬ ‫ﻣﺎﻧﻪ‪ $‬ﺳﺖ ﻛﻪ ﻧﻤﻲﺧﻮﻫﺪ ﭼﺸﻢ ﺑﺮ ﺟﻨﺎﻳﺖ ﺳﻨﺖ ﺳﺘﻴﺰ‪  ،,‬ﺑﻪ ﻗﻮ ﺧﻮﺷﺎ‪J" ,‬ﻳﻨﺪ< ﭘﺮﺳﺘﺎ‪ ",‬ﺑﺎ ﻛﻨﺪ‪.‬‬ ‫ﺷﺎﻳﺪ ﻣﻨﺎﻓﻌﻲ  ﻛﺎ ﺳﺖ؟ ﺑﺎﻳﺪ ﻧﮕﺎ< ﻛﺮ‪ .‬ﺑﻪﻳﻦ ﺟﻤﻼ ﻣﺤﻜﻢ  ‪J‬ﺗﺸﻴﻦ ﻗﺖ ﻛﻨﻴﺪ‪  :‬ﻧﺨﺴﺘﻴﻦ ﻋﻼﻣﻴﻪ‬ ‫ﻧﻬﻀﺖ "ﻓﻮﺗﻮﻳﺴﺖ"ﻫﺎ ﺑﻪ ﻣﻀﺎ‪ $‬ﺷﺎﻋﺮﻳﺘﺎﻟﻴﺎﻳﻲ " ﻣﺎﺗﻲ ﻧﺘﻲ"  ﺳﺎ ‪ 1909‬ﻛﻪ  ﻧﺎﻣﻪ ﻓﻴﮕﺎ ﻧﺘﺸﺎ‬ ‫ﻳﺎﻓﺘﻪ ﺳﺖ‪J ،‬ﻣﺪ<‪ :‬ﮔﺬﺷﺘﻪ ﻣﺮﻫﻤﻲ ﺑﺮ‪ $‬ﻣﻨﺪ‪  ,‬ﻧﺪﻧﻴﺎ‪  ,‬ﻣﺤﺘﻀﺮ‪ ,‬ﺳﺖ‪ .‬ﻣﺎ ﺟﻮ‪  ,‬ﻧﻴﺮﻣﻨﺪ  ﻧﺪ<ﻳﻢ‪،‬‬ ‫ﻣﺎ ﻣﺘﻌﻠﻖ ﺑﻪ ‪J‬ﻳﻨﺪ<ﻳﻢ‪ .‬ﻣﻮ<ﻫﺎ‪ ،‬ﮔﻮﺳﺘﺎ‪,‬ﻧﺪ  ﺑﺎﻳﺪ  ﭼﻨﻴﻦ ﻳﺎ ﺧﺎﻣﻮﺷﺎ‪ ,‬ﭘﺮﻫﻴﺰ ﺟﺴﺖ‪ .‬ﺑﻪ ﭘﻴﺶ ‪J $J‬ﺗﺶ‬ ‫ﻓﺮ‪ !,‬ﻛﺘﺎﺑﺨﺎﻧﻪﻫﺎ  ﺑﺴﻮﻧﻴﺪ  ﻣﻮ<ﻫﺎ  ﻏﺮ‪ p‬ﻛﻨﻴﺪ  ﭘﺮ<ﻫﺎ‪ $‬ﻣﻌﺮ‪ ZJ   u‬ﻓﺮ ﺑﺮﻳﺰﻳﺪ!‬ ‫ﻣﻮﺳﻮﻟﻴﻨﻲ ﺧﻮ ﺑﻌﺪﻫﺎ "ﻣﺎﺗﻲ ﻧﺘﻲ"  ﻧﺨﺴﺘﻴﻦ ﻛﺴﻲ ﻧﺴﺖ ﻛﻪ ‪s‬ﻫﻦ   ﺑﺮﻧﮕﻴﺨﺘﻪ ﺑﻮ‪" .‬ﻧﻴﭽﻪ"‬ ‫  ﮔﺬﺷﺘﻪ ﺳﺘﻴﺰ‪$‬ﻫﺎﻳﺶ  ﺑﺨﻮﻧﻴﺪ‪ .‬ﺑﻴﻬﻮ< ﻧﻴﺴﺖ ﻛﻪ ﻣﻮﺳﻮﻟﻴﻨﻲ < ‪J‬ﺛﺎ ﻧﻴﭽﻪ  ﺑﻪ ‪J‬ﻟﻒ ﻫﻴﺘﻠﺮ ﺗﻘﺪﻳﻢ‬ ‫ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺷﻤﺎ ‪ /‬ﺳﺨﻦﻫﺎﻳﺘﺎ‪/ H‬ﺑﺎ ﺳﻨﺖ‪  ،‬ﺣﺘﻲ ﺗﻌﺮﻳﻒﺗﺎ‪ 2 H‬ﺳﻨﺖ‪ 2 ،‬ژ ﮔﺬﺷﺘﻪ ﺑﻪ ﺷﻜﻞ ﺧﺎﺻﻲ‬ ‫ﺳﺘﻔﺎ‪ /‬ﻛﺮ‪/‬ﻳﺪ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻛﻪ ﻣﻨﻈﻮ ﺷﻤﺎ ‪ 2‬ﮔﺬﺷﺘﻪ  ]ﻳﻨﺪ‪ 2 ،‬ﻣﻌﻨﺎ= ﻣﺘﺪ‪ / H] .‬ﻓﺘﺎ‪ /‬ﺳﺖ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﺳﺖ ﻳﺎ ﻧﺎﺳﺖ‪ ،‬ﻗﻴﻘﺎ ﻫﻤﻴﻦﻃﻮ ﺳﺖ‪ .‬ﺳﺖ ﻳﺎ ﻧﺎﺳﺖ‪ ،‬ﺑﺮﻳﻦ ﺑﺎ‪ T‬ﻛﻪ ﺗﺼﻮ‬ ‫ﻃﺒﻘﻪﺑﻨﺪ‪ $‬ﻣﺎ  ﻣﻔﺎﻫﻴﻢ ﮔﺬﺷﺘﻪ‪ ،‬ﺣﺎ ‪J‬ﻳﻨﺪ<  ﻫﻤﭽﻴﻦ ﻫﻢ ‪ ,‬ﭘﻨﺪ‪J $‬ﻧﻬﺎ ﻧﻪ ﺑﺮ ﭘﺎﻳﻪ ﺗﺠﺮﺑﺔ ﻣﺎ‪ ،,‬ﻛﻪ ﺑﻴﺸﺘﺮ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﺑﺮ ﭘﺎﻳﻪ ﺗﺼﻮ  ﻟﻘﺎﺋﺎ ﺑﺎ‪ ,‬ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ﺑﻨﺎﺑﺮ ﺗﻌﺮﻳﻔﻲ ﻛﻪ ﺋﻪ ‪ ،T‬ﮔﺬﺷﺘﻪ ﻓﺮﻫﻨﮕﻲ ‪J‬ﻣﻲ ﺣﺪﻗﻞ  ﺧﺘﺮ‪ l‬ﺑﺎ‪ ,‬ﺷﺮ‪ l‬ﺷﺪ<‪  ،‬ﺗﺎ ﻣﺮ ﻣﺎ‪ ,‬ﺣﺎ‬ ‫ﭘﻴﺶ ﻣﻲ‪J‬ﻳﺪ‪ .‬ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ ﻫﻢ ﺗﺠﺮﺑﺔ  ﮔﺬﺷﺘﮕﺎ‪  ،,‬ﻫﻢ ﺗﺠﺮﺑﺔ ﺷﺨﺼﻲ ﻓﺮ  ﻫﻢ ﺗﺠﺮﺑﺔ ﻫﻢﻋﺼﺮ‪,‬‬ ‫ﻓﺮ‪ ،‬ﺟﺰء ﮔﺬﺷﺘﻪ ﺳﺖ‪J .‬ﻧﭽﻪ ﻋﺼﺮ ﺣﺎﺿﺮ ﻗﻠﻤﺪ ﻣﻲﻛﻨﻴﻢ‪J ،‬ﻧﭽﻪ  ﻛﻪ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺗﺠﺪ  ﻣﺪﻧﻴﺘﻪ  ﺣﺘﻲ‬ ‫ﭘﺴﺖ ﻣﺪﻧﻴﺘﻪ ﺑﻪ ﺷﻤﺎ ﻣﻲ‪J‬ﻳﻢ‪J ،‬ﺧﺮﻳﻦ  ﺟﺪﻳﺪﺗﺮﻳﻦ ﺑﺨﺶ ﮔﺬﺷﺘﻪ ﺳﺖ‪J .‬ﻧﭽﻪ  ﻛﻪ ﻣﺎ‪ ,‬ﺣﺎ ﻣﻲﻧﺎﻣﻴﻢ‪،‬‬ ‫ﻣﺮ ﺳﻴﺎ  ﭘﻴﺶ ﻧﺪ< ﺑﻴﻦ ﮔﺬﺷﺘﻪ  ‪J‬ﻳﻨﺪ< ﺳﺖ‪J  .‬ﻳﻨﺪ< ﺑﻪ ﺳﺖ ﻧﻤﻲ‪J‬ﻳﺪ‪ ،‬ﻣﮕﺮ ‪J‬ﻧﻜﻪ ﺗﺒﺪﻳﻞ ﺑﻪ ﺣﺎ ﺷﻮ؛‬ ‫ ﺗﺎ ﺑﺨﻮﻫﻲ ﺑﻪ ‪ n‬ﺣﺎ ﺳﺖ ﻳﺎﺑﻲ‪ ،‬ﺗﺒﺪﻳﻞ ﺑﻪ ﮔﺬﺷﺘﻪ ﺷﺪ< ﺳﺖ‪ .‬ﮔﺮ ﺑﻪ ﺑﺎ‪" ,‬ﺳﻌﺪ‪ "$‬ﺑﺨﻮﻫﻴﻢ ﺑﮕﻮﻳﻴﻢ‪:‬‬ ‫ﮔﺬﺷﺘﻪ ﺑﺎ ‪J‬ﺑﮕﻴﻨﻪ ‪J‬ﻣﻲ ﺳﺖ‪ ،‬ﺷﻴﺸﻪ ﻋﻤﺮ ﺳﺖ؛  ﺑﻨﺎﺑﺮ ﺗﻌﺮﻳﻒ "ﻣﺎﻳﺮ‪  "W‬ﻓﺮﻫﻨﮓ‪ ،‬ﭼﻴﺰ‪ $‬ﺳﺖ ﻛﻪ ‬ ‫ﮔﺬﺷﺘﻪ ‪J‬ﻣﻴﺎ‪ ,‬ﺑﻪ ﻣﺎ ﺳﻴﺪ<‪ ،‬ﺑﺎ   ﺣﺎ ﻣﺎ ﻋﻤﻞ ﻣﻲﻛﻨﺪ‪J  ،‬ﻳﻨﺪ… ﻣﺎ  ﺷﻜﻞ ﻣﻲﺑﺨﺸﺪ‪ .‬ﮔﺬﺷﺘﻪ‪ ،‬ﭼﻴﺰ‪ $‬ﺳﺖ‬ ‫ﻛﻪ ﺑﻪ ﻗﻮ "ﻛﻨﻔﻮﺳﻴﻮ‪" :"W‬ﮔﺮ ﺑﻪ ﻳﺎ ‪J‬ﻳﺪ  ﻓﻬﻢ ﺷﻮ‪ ،‬ﻳﮕﺮ ﮔﺬﺷﺘﻪ ﻧﻴﺴﺖ‪ ".‬ﻳﻌﻨﻲ ﺣﺎ  ‪J‬ﻳﻨﺪ< ﻣﺎ ﺳﺖ‪ ،‬‬ ‫‪J‬ﻳﻨﺪ< ﻫﻤﺎﻧﺎ ﺣﺎ ﻧﻴﺎﻣﺪ<   ﭘﻴﺶ ‪J‬ﻳﻨﺪ<  ﻛﻨﻮ‪ <  ,‬ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺑﺎﻳﻦ ﺣﺴﺎ‪/ / ،‬ﺳﺘﮕﺎ ﻓﻜﺮ= ﺷﻤﺎ‪ ،‬ﺟﻨﮓ  ﺗﻘﺎﺑﻠﻲ ﺑﻴﻦ ﮔﺬﺷﺘﻪ  ]ﻳﻨﺪ ﺟﻮ‪ /‬ﻧﺪ‪/‬؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﻫﻤﻴﻦﻃﻮ ﺳﺖ‪ .‬ﺟﻨﮓ‪ ،‬ﺑﻴﻦ ﻣﺘﻌﺼﺒﺎ‪  ,‬ﻣﺘﺤﺠﺮ‪  ,‬ﻣﺘﻮﻟﻴﺎ‪ ,‬ﺳﺖ ﻛﻪ ﺑﺰ‪ $‬ﻫﺴﺘﻨﺪ ‬ ‫ﺳﺖ ﺻﺎﺣﺒﺎ‪ ,‬ﻗﺪ  ﺛﺮ‪ .‬ﺑﻴﻦ ﻫﻞ ﻧﻈﺮ ‪J‬ﻧﭽﻪ ﺑﺎﻗﻲ ﻣﻲﻣﺎﻧﺪ ﻣﺒﺎﺣﺜﻪ ﺳﺖ؛  ‪J‬ﻧﭽﻪ  ﻛﻪ ‪J‬ﻳﻨﺪ< ﻣﻲﻧﺎﻣﻴﻢ‪،‬‬ ‫ ﻗﻊ ﻧﻮﻋﻲ ﺟﻬﺖﮔﻴﺮ‪ $‬ﺑﻪ ﺳﻤﺖ ‪J‬ﻳﻨﺪ< ﺳﺖ‪J .‬ﻧﭽﻪ ﻛﻪ  ﻫﺮ ﻟﺤﻈﻪ  ﺳﺘﺮ‪ W‬ﻣﺎ ﺳﺖ‪ ،‬ﮔﺬﺷﺘﺔ ‬ ‫ ﻧﺰﻳﻚ ﺳﺖ؛  ﺑﻴﻦﻳﻦ ‪ ،‬ﮔﺮ ﻋﻤﻴﻖ ﻧﮕﺎ< ﺷﻮ‪ ،‬ﺑﻴﻦ ﻫﻮ‪ ,‬ﻧﺪﻳﺸﻪﻳﻦ  ﮔﺬﺷﺘﺔ   ﮔﺬﺷﺘﺔ‬ ‫ﻧﺰﻳﻚ‪J ،‬ﻧﭽﻪ ﺳﺖ ﻣﺒﺎﺣﺜﻪ ﺳﺖ‪  .‬ﻣﺒﺎﺣﺜﻪ ﻣﺒﺎﻟﻪ ﺳﺖ؛  ﻣﺒﺎﻟﻪ ﻣﻔﺎﻫﻤﻪ ﺳﺖ؛  ﻗﺎﻋﺪﺗﺎ ﻫﺪ‪ ,J u‬ﺷﻨﮕﺮ‪$‬‬ ‫ ﻧﺰﻳﻚ ﺷﺪ‪ ,‬ﻧﻈﺮﻳﺎ  ﻧﺪﻳﺸﻪﻫﺎ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﺳﺖ؛  ﻧﻪ ﻏﻠﺒﻪ ﻃﺮ‪ u‬ﻣﻘﺎﺑﻞ  ﻣﺨﺎﻟﻒ‪ .‬ﺧﺮﻣﻨﺪ‪ ,‬ﻧﺎﻇﺮ ﺑﻪﻳﻦ‬ ‫ ﻣﻨﻈﺮ‪ ،‬ﮔﺬﺷﺘﺔ   ﮔﺬﺷﺘﺔ ﻧﺰﻳﻚ‪ ،‬ﻫﺮ  ﻣﻲﺧﻮﻫﻨﺪ ﺑﺪﻧﻨﺪ ﻳﻦ ﮔﺎ‪ ،‬ﺑﻪ ﻗﻮ ﻗﺪﻣﺎ‪ $‬ﻣﺎ "ﻧﻔﺴﺎ"‪،‬‬ ‫ﺑﻪ ﻗﻮ "ﻧﻴﻤﺎ"‪ :‬ﺑﻪ ﻛﺠﺎ‪$‬ﻳﻦ ﺷﺐ ﺗﻴﺮ< ﺑﻴﺎﻳﺰﻧﺪ ﻗﺒﺎ‪ $‬ﻛﻬﻨﻪ ﺧﻮ ؟ ‪J‬ﻧﻬﺎ ﻧﻤﻲﺧﻮﻫﻨﺪ ﺑﻪ ﻗﻮ ﺷﺎ‪" ,‬ﻳﺐ"‬ ‫ ﺳﻔﺮﻫﺎ‪J $‬ﺳﻤﺎﻧﻲ‪ ،‬ﺑﺎ ﺗﻠﺴﻜﻮپﻳﻦ ﺑﻘﺎﻻ‪ ,‬ﺗﻨﻬﺎ "ﻣﺸﺘﺮ‪  "$‬ﺑﺒﻴﻨﻨﺪ‪J .‬ﻧﺎ‪ ,‬ﻫﻤﭽﻮ‪" ,‬ﺧﻮ‪ :",‬ﺑﺮ ﮔﺬﺷﺘﻦ‬ ‫ ﻣﺪ ﻣﺎ<‪ ،‬ﻟﻴﻚ ﺑﺲ   ﻗﺮ ﻣﻬﺮ  ﺳﺖ ﻧﺪﻧﺪ‪.‬ﻳﻦ ﺟﻬﺖﮔﻴﺮ‪$‬ﻫﺎ ﻣﺎﻧﻨﺪ ﺟﻬﺖﮔﻴﺮ‪ $‬ﻣﺘﻮﻟﻴﺎ‪ ,‬ﻧﻴﺴﺖ‬ ‫ﻛﻪ ﺑﺮﺧﻮﺳﺘﻪ  ﻣﻨﺎﻓﻊ‪  ،‬ﺟﻬﺖﮔﻴﺮ‪$‬ﻫﺎ‪ $‬ﻣﺘﻌﺼﺒﺎ‪ ,‬ﻧﻴﺴﺖ ﻛﻪ ﺑﺮﺧﻮﺳﺘﻪ  ﺟﻬﻞ ﺑﺎﺷﺪ؛ ﺟﻬﺖﮔﻴﺮ‪ $‬ﻧﺴﺎ‪,‬‬ ‫ﻓﺮﻫﻴﺨﺘﻪ ﺳﺖ‪ ،‬ﺑﺮﺧﻮﺳﺘﻪ  ﻏﺪﻏﻪ ﮔﺰﻳﻨﺸﮕﺮ‪.$‬‬ ‫ﻃﻐﻴﺎ‪ ,‬ﺳﻮﻻ‪  ,‬ﺷﻨﻔﻜﺮ‪  ,‬ﺻﺎﺣﺒﺎ‪ ,‬ﻏﺪﻏﻪ ﺟﻬﺎ‪ ,‬ﻳﺮ‪ ،,‬ﺑﻴﺶ  ‪J‬ﻧﻜﻪ ﺑﺮ ﻋﻠﻴﻪ ﮔﺬﺷﺘﺔ  ﺑﺎﺷﺪ‪،‬‬ ‫ﺑﺮ ﻋﻠﻴﻪ ﮔﺬﺷﺘﺔ ﻧﺰﻳﻚ ﺑﻮ< ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺑﺎ‪2‬ﮔﺮ‪/‬ﻳﻢ ﺑﻪ ﻣﻮﺿﻮ"‪] ،‬ﻳﺎ ﺳﺎﺧﺘﺎ ﻣﺸﺎﻛﺮﻫﺎ= ﺳﻨﺘﻲ ﮔﺬﺷﺘﻪ‪ ،‬ﻣﻲﺗﻮﻧﺪ ﻫﻤﺴﻮ ﺑﺎ ﺗﻐﻴﻴﺮ  ﺗﺤﻮﻻ‬ ‫ﻋﺼﺮ ﻣﺪ‪ ،H‬ﻧﻜﺎ ﻛﺎﺑﺮ‪ =/‬ﺑﺮ= ﺟﺎﻣﻌﻪ ‪ /‬ﺣﺎ‪ .‬ﮔﺬ ﻣﺎ ‪/‬ﺷﺘﻪ ﺑﺎﺷﻨﺪ؟  ‪/‬ﻳﻦ ﻣﻴﺎ‪ ،H‬ﺗﻌﺎﻧﻲﻫﺎ= ﺳﻨﺘﻲ‬ ‫ﭼﻮ‪ "" H‬ﻛﻪ ﺷﻤﺎ ﺗﺎﻛﻴﺪ ﺑﺴﻴﺎ= ﺑﺮ ]ﻧﻬﺎ ‪/‬ﻳﺪ‪ ،‬ﻣﻲﺗﻮﻧﻨﺪ ﻇﺮﻓﻴﺖ  ﭘﺘﺎﻧﺴﻴﻞ ﻋﻤﻠﻲ ﻻ‪  [2‬ﺑﺮ= ﺳﻴﺪ‪H‬‬ ‫ﺑﻪﻳﻦ ﻣﻘﺼﻮ‪/ /‬ﺷﺘﻪ ﺑﺎﺷﻨﺪ؟‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺮﻫﺎ‪ :$‬ﻻ ﺑﺎﻳﺪ ﺷﺎ< ﻛﺮ‪ ،‬ﻧﺒﺎﻳﺪﻳﻨﮕﻮﻧﻪ ﺗﺼﻮ ﺷﻮ ﻛﻪ ﻫﺮ ﭘﮋﻫﺸﻲ‪ ،‬ﻟﺰﻣﺎ ﺑﺎﻳﺪ ﻛﺎﺑﺮ‪ $‬ﺑﺎﺷﺪ‪ .‬ﭘﺲ‬ ‫ﺗﻜﻠﻴﻒ ﻋﻠﻢ ﻣﺤﺾ‪  ،‬ﭘﮋﻫﺶﻫﺎ‪ $‬ﺑﻨﻴﺎ‪ $‬ﭼﻪ ﻣﻲﺷﻮ؟ ﻣﺎ ﻫﻤﺎﻧﻄﻮ ﻛﻪ  ﻣﻘﺪﻣﺔ "<" ﺷﺎ< ﻛﺮ<‪،T‬‬ ‫"ﻋﻠﻢ ﺑﻲ ﻓﺎﻳﺪ<  ﺑﻲ ﻛﺎﻛﺮ" ‪-‬ﻋﻠﻢ ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﺻﻄﻼﺣﻲ ‪ -,J‬ﺟﻮ ﻧﺪ‪J .‬ﻧﭽﻪ  ﻛﻪ ﻋﻠﻢ ﻻﻳﻨﻔﻊ ﻣﻲﮔﻮﻳﻴﻢ‪،‬‬ ‫ﻋﻠﻤﻲ ﺳﺖ ﻛﻪ ‪ ,‬ﻛﻮﻛﻲ ﺧﻮ  ﻣﻲﮔﺬﻧﺪ‪  ،‬ﻫﺮ ﻋﻠﻤﻲ ﻳﺮ ﻳﺎ ‪ ،‬ﺑﻪ ﺛﻤﺮ ﻣﻲﻧﺸﻴﻨﺪ‪ .‬ﭼﻴﺰ‪ $‬ﻛﻪ ﻫﺴﺖ‪،‬‬ ‫ﺑﺮﺧﻲ  ﻋﻠﻮ‪ ،T‬ﻫﻤﭽﻮ‪ ,‬ﺧﺖ ﮔﺮ‪$‬ﻳﺮﻧﻲ ﻣﻤﻜﻦ ﺳﺖ ﻛﻪ ﻳﺮ ﺑﺎ< ﺑﺎﺷﺪ‪  ،‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺑﻪ ﺧﺎﻃﺮ‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﭘﻴﭽﻴﺪﮔﻲﻫﺎ  ﺟﻮﻧﻴﺶ‪ ،‬ﭼﻨﻴﻦ ﺳﺖ‪ .‬ﻣﺎ  ﻋﻠﻮ‪ T‬ﻗﻴﻘﻪ ﻧﻴﺰﻳﻦ ﺳﺘﺎ‪ ,‬ﺳﺎﺑﻘﻪ ﺳﺖ‪ .‬ﻛﺎ "ﻣﻨﺪ"  ﮔﺎ‬ ‫‪  ،$‬ﺟﺎﻧﺐ ﻣﻌﺎﺻﺮ‪ ,‬ﻻﻳﻨﻔﻊ ﺧﻮﻧﺪ< ﻣﻲﺷﺪ‪ .‬ﻣﺎ ﻣﺮ<  ﻓﺮ‪ t‬ﻣﻨﻔﻌﺖ‪ ،‬ﻏﻴﺮ ﻗﺎﺑﻞ ﺗﻮﺻﻴﻒ ﺳﺖ!‬ ‫ﻓﺰ‪ ,‬ﺑﺮﻳﻦ‪ ،‬ﻛﺎ ﻣﺮ‪T‬ﺷﻨﺎﺳﻲ‪ ،‬ﺑﻪ ﻗﻮ "ﺟﻮ‪.T.z‬ﻓﺎﺳﺘﺮ" ﻋﺮﺿﻪ ﻧﻘﺪ  ﻧﻈﺮ‪ ،‬ﻳﺎ ﺑﻴﻨﺶ ﻓﻠﺴﻔﻲ ﺑﺮ‪ $‬ﺟﺎﻣﻌﻪ‬ ‫ﻧﻴﺰ ﻫﺴﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﻗﻮ ‪ ،$‬ﺋﻪ ﻃﻼﻋﺎ ﻋﻴﻨﻲ  ﻗﻌﻴﺎ ﻧﻴﺰ ﻫﺴﺖ‪J .‬ﻳﺎﻳﻦ ‪ ،‬ﻛﺎﺑﺮ‪ $‬ﻧﻴﺴﺘﻨﺪ؟ ‬ ‫ﺿﻤﻦ‪ ،‬ﮔﺰﺷﺎﺗﻲ  ﻗﺎﺑﻠﻴﺖ ﻧﻄﺒﺎ‪ p‬ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ  ﺟﺎﻧﺐ "ﺳﻲ ﺑﻞ"  "ﻣﺴﻴﻨﮓ"  "ﻛﻨﺮﻓﺮﻫﺎﮔﻦ" ‬ ‫ﻳﮕﺮ‪  ,‬ﺳﺖ ﺳﺖ‪.‬‬ ‫ ﻫﻪﻫﺎ‪ $‬ﺧﻴﺮ ﻧﻴﺰ ﻣﻮ‪ z‬ﺟﺪﻳﺪ‪ $‬ﺑﺎ< ﻫﻤﻴﺖ ﻣﺸﺎﻛﺖ  ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪  $‬ﺳﻴﺎﺳﻲ  ﺟﺎﻧﺐ‬ ‫ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﻣﺮﺗﺒﻂ ﺑﺎ ﺳﺎﻣﺎ‪ ,‬ﻣﻠﻞ ﻣﺘﺤﺪ‪ ،‬ﻫﻤﭽﻮ‪ ,‬ﻓﺎﺋﻮ  ﺳﺎﻣﺎ‪ ,‬ﺑﻴﻦﻟﻤﻠﻠﻲ ﻛﺎ  ﻳﻮﻧﺴﻜﻮ‪  ،‬ﺣﺘﻲ ﺑﺎﻧﻚ‬ ‫ﺟﻬﺎﻧﻲ ﻣﻄﺮ} ﺷﺪ< ﺳﺖ‪ ،‬ﻛﻪ ﻧﺎﻇﺮ ﺑﻪ ﻫﻤﻴﺖ ﻓﺰ‪ ,‬ﻣﺸﺎﻛﺖ  ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ‬ ‫ﺑﻪ ﻣﻮ‪ z‬ﻓﺮﮔﻴﺮ "ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ" ﻧﻴﺰ ﻛﻪ  ﻫﻪﻫﺎ‪ $‬ﺧﻴﺮ  ﺟﺎﻧﺐ ﻧﻈﺮﻳﻪ ﭘﺮﻧﻲ ﻫﻤﭽﻮ‪" ,‬ﺑﺮ ﭘﺎﺗﻨﺎ‪،"T‬‬ ‫"ﺟﻴﻤﺰ ﻛﻠﻤﻦ"‪" ،‬ﻓﺮﻧﺴﻴﺲ ﻓﻮﻛﻮﻳﺎﻣﺎ"  ﻳﮕﺮ‪ ,‬ﺷﺎ< ﻛﺮ‪ .‬ﻣﺼﺎﻳﻖ ‪J‬ﻧﺎ‪"  ,‬ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ" ﻫﻤﺎ‪ ,‬ﺳﺎﺧﺘﺎ‬ ‫ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﺳﻨﺘﻲ ﺳﺖ‪.‬‬ ‫ﻣﻦ ﻧﻴﺰ ﻧﻈﺮﻳﺎ ﺧﻮ  ﺑﺎ< ﻓﻮﻳﺪ ﻛﺎﺑﺮ‪ $‬ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ  ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ‪  ،‬ﻣﺼﺎﺣﺒﻪﻫﺎ‬ ‫ ﺑﻪ ﻳﮋ<  ﻣﻘﺪﻣﺔ < ‪ .T<J‬ﻣﺎ ﺑﺮﺧﻼ‪ u‬ﺗﺼﻮ‪ ،‬ﺗﺎﻛﻴﺪ ﻳﮋ<‪ $‬ﺑﺮ "<"  ﺑﺮﺑﺮ ﺳﺎﻳﺮ ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ ‬ ‫ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﻳﺎﻳﮕﺮ ﺳﻨﺘﻲ ﻧﺪﺷﺘﻪ‪ .T‬ﮔﺮ ﭼﻪ ﻛﺸﻒ  ﺗﻮﺻﻴﻒ ‪ ,J‬ﺑﺮ ﻋﻬﺪ… ﻣﻦ ﺑﻮ< ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﻣﻦ‪ ،‬ﻫﺮ ﺳﻪ‬ ‫ﻧﻮ‪ l‬ﻳﺎﻳﮕﺮ‪) $‬ﺧﻮﻳﺎ‪ ،$‬ﻫﻤﻴﺎ‪ ،$‬ﮔﺮﻳﺎ‪ ($‬ﭼﻪ  ﺣﺎﻟﺖ ﮔﺮﻫﻲ‪  ،‬ﭼﻪ  ﺣﺎﻟﺖ ﺳﺎﻣﺎﻧﻲ ﻣﻬﻢﻧﺪ‪.‬‬ ‫ﭼﻴﺰ‪ $‬ﻛﻪ ﻫﺴﺖ‪ ،‬ﺗﻜﺮ  ﺑﺎﺗﻮﻟﻴﺪ ﺧﻮﻧﮕﻴﺨﺘﺔ ﺳﺎﺧﺖ"< ﺷﻴﺮ" ﻧﺎ‪,‬ﻳﺮﻧﻲ  "<ﻫﺎ‪ $‬ﭘﻮ" ‬ ‫ﮔﺴﺘﺮ‪ I‬ﻓﺰ‪J ,‬ﻧﻬﺎ  ﺳﺮﺳﺮﻳﺮ‪  ,‬ﭼﻬﺎ ﻫﺔ ﮔﺬﺷﺘﻪ‪ ،‬ﻧﺸﺎ‪ ,‬ﻫﻨﺪ< ﻧﻴﺮ  ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ < ‬ ‫ﻣﻴﺎ‪ ,‬ﻣﺮ‪  ,‬ﻧﺎ‪,‬ﻳﺮﻧﻲ ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻧﺸﺎ‪ ,‬ﻫﻨﺪ< ﻧﻲ ﻗﻌﻴﺖ ﺳﺖ ﻛﻪ ﻫﻢ ﻧﺎ‪,‬ﻳﺮﻧﻲ‪ ،‬ﺗﻮﻧﺎﻳﻲ ﻳﺎ‪$‬‬ ‫ ﻋﻤﺎﻳﻦ ﺳﺎﺧﺖ‪  ،‬ﺣﻮ<ﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪  ,‬ﻧﺪ؛  ﻫﻢ ﺟﺎﻣﻌﻪﻳﺮﻧﻲ‪،‬ﻳﻦ ﺣﻘﻮ‪  p‬ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﻗﺘﺼﺎ‪-$‬‬ ‫ﺟﺘﻤﺎﻋﻲ  ﺑﺮ‪ $‬ﻧﺎ‪  ،,‬ﻳﺮﺑﺎ‪ ،‬ﺑﻪ ﺳﻤﻴﺖ ﺷﻨﺎﺧﺘﻪ  ﺗﺸﻮﻳﻖ ﻣﻲﻛﻨﺪ‪J .‬ﻳﺎﻳﻨﻬﺎ ﻛﺎﺑﺮ‪ $‬ﻧﻴﺴﺘﻨﺪ؟ ﻛﺎﺑﺮ ﻳﮕﺮ‪،‬‬ ‫ﺗﻄﺒﻴﻘﻲ ﻛﺮ‪<" ,‬ﻫﺎ"  "ﺑﻨﻪﻫﺎ" ﺑﺎ ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺗﻮﻟﻴﺪ ﺟﺪﻳﺪ ﺳﺖ‪ ،‬ﺗﺎ   ﻣﺰ ﻣﻮﻓﻘﻴﺖ ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺳﻨﺘﻲ‪،‬‬ ‫ ﻧﺎﻛﺎﻣﻲﻫﺎ  ﺷﻮ‪$‬ﻫﺎ‪ $‬ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺳﻤﻲ‪ ،‬ﺑﺮﻣﻼ ﮔﺮ‪.‬‬ ‫ﮔﺬﺷﺘﻪ  ﻫﻤﻪﻳﻦ ﻣﻮ‪ ،‬ﮔﺮ ﻣﻨﻈﻮ  "ﺳﺎﺧﺘﺎ"‪ ،‬ﺑﻂ ﺷﻜﻞ ﻳﺎﻓﺘﻪ  ﻳﺮﭘﺎ‪ $‬ﻗﻌﻴﺖ ﺑﺎﺷﺪ‪ ،‬ﺗﻔﺎ‬ ‫ﻣﻴﺎ‪ ,‬ﺳﺎﺧﺘﺎ ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﺳﻨﺘﻲ  ﺻﻨﻌﺘﻲ ﻧﻴﺴﺖ؛ ﺑﻠﻜﻪ ﺗﻔﺎﻫﺎ  ﻳﮋﮔﻲﻫﺎ‪ $‬ﻧﺎﭘﺎﻳﺪﺗﺮ  ﺛﺎﻧﻮﻳﻪ  ﺑﻮﻣﻲ‬ ‫ ﺑﺴﺘﺮﻫﺎ  ﻣﻴﻨﻪﻫﺎ‪ $‬ﻛﺎ ﺳﺖ ﻛﻪ ﻣﺎ ﺑﺮ ‪J‬ﻧﻬﺎ ﻧﺎ‪ T‬ﻋﺮﺿﻴﺎ ﻧﻬﺎ<ﻳﻢ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺷﻤﺎ ‪ /‬ﻧﻮﺷﺘﻪﻫﺎ  ﻛﻼ‪Z‬ﻫﺎ= ﺧﻮ‪ /‬ﺑﺎﻫﺎ ﺑﻪ "ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ" ﺷﺎ ﻛﺮ‪/‬ﻳﺪ‪ ،‬ﻣﻨﻈﻮ ‪/‬ﻗﻴﻖ ﺷﻤﺎ‬ ‫‪2‬ﻳﻦ ﺻﻄﻼ‪ o‬ﭼﻴﺴﺖ؟‬

‫ﻓﺮﻫﺎ‪:$‬ﻳﻦ ﺗﺪﻗﻴﻖ ﺑﻪ ﻣﻘﺪﻣﻪ ﻛﻮﺗﺎﻫﻲ ﻧﻴﺎﻣﻨﺪ ﺳﺖ‪ .‬ﻫﻤﺎ‪,‬ﻃﻮ ﻛﻪ ﺷﺎ< ﺷﺪ‪  ،‬ﻟﮕﻮﻫﺎ‪ $‬ﻣﺴﻠﻂ‬ ‫ﺗﻮﺳﻌﻪ‪ $‬ﻏﺮ‪ Z‬ﺗﺎ ﻫﻤﻴﻦ ﺧﺮ‪ ،‬ﻻ ﺗﻮﺳﻌﻪ ﻣﺮ‪ $‬ﺳﺖ ﺑﺮ‪  ,‬ﺑﺮﻧﮕﻴﺨﺘﻪ‪  ،‬ﻓﺮﻫﻨﮓ ﺳﻨﺘﻲ ﺑﻪ ﻣﺜﺎﺑﺔ ﻣﺎﻧﻊ‬ ‫ﺑﺮ ﺳﺮ < ﺗﻮﺳﻌﻪ ﻓﺮˆ ﻣﻲﺷﻮ‪ .‬ﻧﻈﺮﻳﺔ ﻧﻮﺳﺎ‪ ،$‬ﺑﺎﺗﺎ‪Z‬ﻫﺎ‪ $‬ﻧﮕﺎ< ﺳﺘﻌﻤﺎﮔﺮ‪ ,‬ﺑﻪ ﻣﺴﺘﻌﻤﺮ< ﻧﺸﻴﻨﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫ﻧﮕﺎ< ﻓﺎﺗﺢ ﺑﻪ ﻣﻐﻠﻮ‪"  ،Z‬ﻋﺎﻗﻞ ﻧﺪ ﺳﻔﻴﻪ"   ﺑﺎﻻ ﺑﻪ ﭘﺎﻳﻴﻦ‪ .‬ﻃﺒﻴﻌﺘﺎ  ﭼﻨﻴﻦ ﻳﺪﮔﺎﻫﻲ ﺳﺨﻦ  "ﭘﺘﺎﻧﺴﻴﻞ‬ ‫ﻓﺮﻫﻨﮕﻲ" ﮔﻔﺘﻦ‪ ،‬ﺑﻲ ﻣﻌﻨﺎ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‪.‬‬ ‫ﻣﺎ ﻳﺪﮔﺎﻫﻬﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ  ﺿﺪ ﺳﺘﻌﻤﺎ‪ $‬ﻛﻪ ﺑﻪ ﻓﺮﻫﻨﮓﻫﺎ  ﺗﻨﻮ‪ l‬ﻓﺮﻫﻨﮓﻫﺎ  ﻛﺎ‪J‬ﻣﺪ‪J $‬ﻧﻬﺎ ﺑﺎ ‪،‬‬ ‫ﺳﺘﺎ‪ ,‬ﻳﮕﺮ‪$‬ﺳﺖ‪  .‬ﻳﺪﮔﺎ<ﻳﻨﺎ‪ ،,‬ﻓﺮﻫﻨﮓ  ﻫﺮ ﻛﺠﺎ   ‪ ,J‬ﻫﺮ ﻣﻠﺘﻲ  ﻧﮋ‪ $‬ﻛﻪ ﺑﺎﺷﺪ‪ ،‬ﺑﻪ ﻗﻮ "ﻛﻼﻛﻦ"‬ ‫ "ﻛﻠﻲ"‪" :‬ﮔﻨﺠﻴﻨﻪ ﻧﺒﺎﺷﺘﻪ‪J  $‬ﻓﺮﻳﻨﻨﺪﮔﻲﻫﺎ‪ $‬ﮔﺮ<  ﻧﺒﺎ ﺗﺠﺮﺑﺔ ﺑﺸﺮ ﺳﺖ"‪.‬‬

‫ﭼﻴﺰ= ﻛﻪ ﻫﺴﺖ‪ ،‬ﺗﻜﺮ‬ ‫ ﺑﺎ‪2‬ﺗﻮﻟﻴﺪ ﺧﻮ‪/‬ﻧﮕﻴﺨﺘﺔ‬ ‫ﺳﺎﺧﺖ" ﺷﻴﺮ"‬ ‫‪2‬ﻧﺎ‪H‬ﻳﺮﻧﻲ ‪" /‬ﻫﺎ=‬ ‫ﭘﻮ‪  ".‬ﮔﺴﺘﺮ‪2 b‬ﻓﺰ‪H‬‬ ‫]ﻧﻬﺎ ‪ /‬ﺳﺮﺳﺮﻳﺮ‪ / H‬ﭼﻬﺎ‬ ‫‪/‬ﻫﺔ ﮔﺬﺷﺘﻪ‪ ،‬ﻧﺸﺎ‪/ H‬ﻫﻨﺪ‬ ‫ﻧﻴﺮ  ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ ‬ ‫‪ /‬ﻣﻴﺎ‪ H‬ﻣﺮ‪2  H/‬ﻧﺎ‪H‬ﻳﺮﻧﻲ‬ ‫ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻧﺸﺎ‪/ H‬ﻫﻨﺪ‬ ‫ﻧﻲ ﻗﻌﻴﺖ ﺳﺖ ﻛﻪ ﻫﻢ‬ ‫‪2‬ﻧﺎ‪H‬ﻳﺮﻧﻲ‪ ،‬ﺗﻮﻧﺎﻳﻲ ‪2‬ﻳﺎ‪=/‬‬ ‫‪ /‬ﻋﻤﺎ‪.‬ﻳﻦ ﺳﺎﺧﺖ‪/ ،‬‬ ‫ﺣﻮ‪2‬ﻫﺎ= ﮔﻮﻧﺎﮔﻮ‪/  H‬ﻧﺪ؛‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫‪J‬ﻧﺎ‪ ,‬ﻛﻪ ﮔﺬﺷﺘﻪ  ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﻣﻠﺖﻫﺎ  ﺟﻮﻣﻊ ﮔﻮﻧﺎﮔﻮ‪  ,‬ﺑﻪ ﻳﮋ< ﻓﺮﻫﻨﮓ ﻛﺸﻮﻫﺎ‪ $‬ﻛﻬﻦ ﻓﺮﻫﻨﮓ‬ ‫ﻫﻤﭽﻮ‪ ,‬ﻣﺼﺮ  ﻳﻮﻧﺎ‪  T  ,‬ﭼﻴﻦ  ﻫﻨﺪ  ﺑﻴﻦﻟﻨﻬﺮﻳﻦ ﻳﺮ‪  ,‬ﻧﻔﻲ ﻣﻲﻛﻨﻨﺪ‪  ،‬ﻗﻊ ﺑﺸﺮﻳﺖ ‬ ‫ﺧﻼﻗﻴﺖﻫﺎ‪ $‬ﻣﺘﻜﺎﺛﻒ ﺷﺪ… ﻣﻴﻠﻴﻮﻧﻬﺎ ﻣﻴﻠﻴﻮ‪ ,‬ﻧﺴﺎ‪   ,‬ﻃﻲ ﺣﺪﻗﻞ  ﻣﻴﻠﻴﻮ‪ ,‬ﺳﺎ ﮔﺬﺷﺘﻪ ﻧﻔﻲ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫‪J‬ﻧﺎ‪ ,‬ﻓﻮ‪p‬ﻟﻌﺎ< ﻣﻐﺮﻧﺪ‪  ،‬ﺑﻪ ﺷﻜﻞ ﻧﺰﻳﻚ ﺑﻴﻨﺎﻧﻪ‪ $ $‬ﻫﺪ‪ u‬ﺳﺘﻌﻤﺎ‪  $‬ﻣﻨﺎﻓﻊ ﻳﮋ< ﮔﺮﻫﻲﻧﺪ‪J .‬ﻧﺎ‪,‬‬ ‫ﺗﺎﻳﺦ  ﻧﺨﻮﻧﺪ<ﻧﺪ‪  ،‬ﺑﻪ ﻗﻮ "ﺳﻴﺴﺮ‪ ",‬ﭼﻮ‪ ,‬ﺗﺎﻳﺦ ﻧﺨﻮﻧﺪ<ﻧﺪ‪ ،‬ﻛﻮﻛﺎﻧﻪ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ‪ .‬ﺑﻪ ﮔﻔﺘﺔ ﺳﻌﺪ‪$‬‬ ‫ﺑﺮ ﺷﺎﺧﻪ ﻧﺸﺴﺘﻪ  ﺑﻦ ﻣﻲﺑﺮﻧﺪ‪.‬‬ ‫ﺻﻮﻻ ﺑﺮﺑﺮ ﻧﻬﺎ‪ ,‬ﺳﻨﺖ  ﻣﻘﺎﺑﻞ ﺻﻨﻌﺖ‪ ،‬ﺷﺘﺒﺎﻫﻲ ﺳﺖ ﺑﺰگ‪ .‬ﭼﺮ ﻛﻪ ﺑﺮﺧﻼ‪ u‬ﻧﻮﻳﺴﻨﺪ< ﻛﺘﺎ‪" Z‬ﺑﻪ‬ ‫ﺧﺪﻳﺎ‪ ،",‬ﺻﻨﻌﺖ  ﺻﻨﻌﺘﻲ  ﻣﺪ‪  ،,‬ﻛﺮ ﻳﮕﺮ ﺑﻪ ﻣﻴﻦ ﻧﺎ ﻧﺸﺪ<ﻧﺪ‪  .‬ﻗﻊ ﺻﻨﻌﺖ  ﺻﻨﻌﺘﻲ  ﻣﺪ‪،,‬‬ ‫ ﺣﺘﻲ ﻓﺮﻣﺪ‪ ،,‬ﭼﻴﺰ‪ $‬ﻧﻴﺴﺘﻨﺪ ﺟﺰ ﻻﻳﻪﻫﺎ‪ $‬ﻳﺮﻳﻦ ﺳﻨﺖ‪ ،‬ﻛﻮﺗﻪ ﻧﮕﺮ‪ps  $‬ﮔﻲ ﺑﺮﺧﻲ ﺷﻨﻔﻜﺮ‪,‬‬ ‫ﻣﺮ ﺟﻬﺎ‪ ،,‬ﺑﺮ ﭼﻬﺎﭘﺎﻳﻪ ﭘﺮ ‪  p‬ﺑﺮ‪ p‬ﺗﺎ< ﺑﻪ ‪ ,‬ﺳﻴﺪﮔﻲ‪J ،‬ﻧﺎ‪  ,‬ﺑﻪ ﻧﻔﻲ ﭼﻨﻴﻦ ﮔﻨﺠﻴﻨﻪﻫﺎ‪ $‬ﻋﻈﻴﻢ ‬ ‫ﺑﻲ ﺑﺪﻳﻞ ﺧﻼﻗﻴﺖ  ‪J‬ﻓﺮﻳﻨﻨﺪﮔﻲ ﺑﺸﺮ‪ $‬ﻛﺸﺎﻧﺪ< ﺳﺖ‪ .‬ﻟﺒﺘﻪ ﺷﺎﻳﺪ ﻣﻨﻈﻮ ‪J‬ﻧﻬﺎ ﻛﺸﺎﻧﺪ‪ ,‬ﺟﻬﺎ‪ ,‬ﺳﻮﻣﻲﻫﺎ ﻳﻦ‬ ‫< ﺑﺎﺷﺪ‪ .‬ﭼﺮ ﻛﻪ ﺑﺮ‪ $‬ﻫﺪ‪ u‬ﺳﺘﻌﻤﺎ‪ ،$‬ﻫﻴﭻ ﭼﻴﺰ ﺑﺎﻻﺗﺮ ﻳﻦ ﻧﻌﻤﺖ ﻧﻴﺴﺖ ﻛﻪ ﻫﺎﻟﻲ ﻣﺤﺘﺮ‪ T‬ﻣﺴﺘﻌﻤﺮ‪،‬‬ ‫ﮔﺬﺷﺘﻪ ﺧﻮ  ﺑﻪ ﻛﻠﻲ ﻓﺮﻣﻮ‪ I‬ﻛﻨﻨﺪ‪ .‬ﻇﺮ‪ u‬ﭘﺮ ﻓﺮﻫﻨﮕﻲ ﻣﺴﺘﻌﻤﺮ< ﻧﺸﻴﻨﺎ‪ ،,‬ﻧﻪ ﻣﺎﻧﻊ ﺗﻮﺳﻌﻪ‪ ،‬ﻛﻪ ﻣﺎﻧﻊ ﺳﺘﻌﻤﺎ‬ ‫ﺑﻪ ﺷﻜﻞ ﻓﺮﻫﻨﮕﻲ ‪ ,J‬ﺳﺖ؛  ﻫﻤﻪﻳﻦ‪،‬ﻫﺎ‪  $‬ﻫﻮﻫﺎ‪ ،‬ﺑﺮ ﺳﺮ ﻟﺤﺎ‪ u‬ﻣﻼﺳﺖ‪ .‬ﭼﻴﺰ‪ $‬ﻛﻪ ﻫﺴﺖ ﺻﺪ‪$‬ﻳﻦ ﺳﺎ‬ ‫ﻓﺮ ﺷﻨﻴﺪ< ﻣﻲﺷﻮ‪.‬‬ ‫ﻳﻦ ﻣﻘﺪﻣﻪ ﻛﻪ ﻳﮕﺮ ﭼﻨﺪ‪ ,‬ﻫﻢ ﻛﻮﺗﺎ< ﻧﺸﺪ‪ ،‬ﮔﺮ ﺑﮕﺬﻳﻢ‪" ،‬ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ" ‪J‬ﻧﮕﻮﻧﻪ ﻛﻪ ﻣﺮ ﺗﻌﺮﻳﻒ‬ ‫ﻣﻲﺷﻮ‪  ،‬ﻧﻈﺮ ﻣﺎ ﺗﻨﻬﺎ ﺑﺨﺸﻲ  "ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ" ﺳﺖ‪ .‬ﺑﺨﺶ ﻣﻬﻢ ﻳﮕﺮ ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻧﺶﻫﺎ‬ ‫ ﻓﻦ‪$J‬ﻫﺎ  ﻣﻬﺎﻫﺎ‪ $‬ﻋﻀﻼﻧﻲ‪I  ،‬ﻫﺎ  ﻫﻨﺠﺎﻫﺎ‪ $‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺳﺮﻣﺎﻳﻪ ﮔﺬ‪ ،$‬ﻛﺎ  ﺗﻮﻟﻴﺪ‪،‬‬ ‫ﭘﺲﻧﺪ  ﻗﻨﺎﻋﺖ  ﻣﺼﺮ‪  u‬ﻏﻴﺮ< ﺳﺖ‪ .‬ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ ﻫﻤﭽﻨﻴﻦ ﺷﺎﻣﻞ ﻋﺼﺎ… ﺧﺮ ﺟﻤﻌﻲ  ﮔﻮﻫﺮ‬ ‫ﺻﻴﻘﻞ ﺧﻮ<  ﺑﻪ ﻗﻮ "ﻳﻮﻳﮓ" ﺧﻮ‪J‬ﮔﺎ<  ﻧﺎﺧﻮ‪J‬ﮔﺎ< ﻗﻮﻣﻲ  ﺣﻮ<ﻫﺎ‪ $‬ﻫﻨﺮ  ﻓﻠﺴﻔﻪ   ﺧﺘﺮﻋﺎ‬ ‫ﺷﮕﻔﺖ‪ $J‬ﻛﻪ ﺑﺴﻴﺎ ﭘﻴﭽﻴﺪ<ﺗﺮ  ﻣﺎﺷﻴﻦﻫﺎ‪ $‬ﺧﻮﻛﺎ  ﺧﻮ ﺗﻨﻈﻴﻢ  ﺧﻮ ﻫﺒﺮ ﺷﻨﺎﺧﺘﻪ ﺷﺪ<ﻧﺪ‪  ،‬ﺟﺰ ‬ ‫ﺳﺎﻳﺔ ﻛﺎ ﮔﺴﺘﺮ<‪  ،‬ﺗﻄﺒﻴﻘﻲ  ﺗﺤﻠﻴﻠﻲ ﻗﺎﺑﻞ ﺷﻨﺎﺳﺎﻳﻲ  ﻳﺖ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻣﺜﺎﻳﻦ ﻣﺎﺷﻴﻦﻫﺎ‪ $‬ﻧﺎﻣﺮﺋﻲ  ﭘﻴﭽﻴﺪ<‬ ‫ﺮﺑﺮ‪ "$‬ﺳﺖ‪ .‬ﺑﻪ ﻫﺮ ﺣﺎ "ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ"  ﻧﻈﺮ ﻣﺎ ﺑﺨﺶ ‪J‬ﻣﺎ< ﺑﻪ ﻛﺎ‬ ‫ ﺧﻮﻛﺎ  ﭘﺮﻛﺎﻛﺮ ﻓﺮﻫﻨﮕﻲ "ﺑٌ ٌ‬ ‫ ﺧﺪﻣﺖ ﺳﻨﺖ  ﻓﺮﻫﻨﮓ ﻫﺮ ﻣﻠﺖ ﺳﺖ؛ ﻛﻪ ﻣﻔﻴﺪ ﺑﻮ‪  ,‬ﻛﺎ‪J‬ﻣﺪ‪  ،,J $‬ﺷﺮﻳﻂ ﻓﻌﻠﻲ  ﻣﺎ‪ ,‬ﺣﺎ ﻧﻴﺰ‬ ‫ﺛﺒﺎ ﺷﺪ< ﺳﺖ‪ .‬ﺑﺪﻳﻦ ﻣﻌﻨﻲ "ﺳﻨﺖ"‪ ،‬ﻣﺎﻳﻪ  ﭘﺎﻳﺔ ﺻﻨﻌﺖ ﺳﺖ‪  .‬ﺑﻴﺶ  ﻫﺮ ﻛﺴﻲ‪ ،‬ﻏﺮﻳﺒﺎ‪ ,‬ﺑﺎﻳﺪ ﻋﺰﻳﻦ‬ ‫ﭘﺎﻳﻪ  ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺟﺎﻣﻌﻪ ﺻﻨﻌﺘﻲ ﭘﺎ‪ ،‬ﭼﻴﺰ‪ $‬ﺟﺰ ﻛﻒ ﺑﺮ‪J‬ﻣﺪ<  ﻳﺎ‪ $‬ﺳﻨﺖ ‪J‬ﻧﺎ‪  ،,‬ﺑﺎ ﻳﺪ‪ $‬ﺑﺎﺗﺮ‪ ،‬ﺑﺮ‪J‬ﻳﻨﺪ‬ ‫ﻫﻤﺔ ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﺟﻬﺎ‪ ,‬ﻧﻴﺴﺖ‪.‬‬ ‫ﺳﻨﺖ‪ ،‬ﺑﺮ ﺑﺎﻧﺪ<  ﺑﺎ‪ ,‬ﺳﺖ‪" .‬ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ"  ﺗﻌﺮﻳﻒ ﻣﺎ ﻣﺜﺒﺖﺗﺮﻳﻦ ﺑﺨﺶ ﮔﺬﺷﺘﻪ‪ ،‬ﺑﻪ ﻟﺤﺎ‘‬ ‫ﺗﻮﺳﻌﻪ ﺳﺖ‪  ،‬ﺑﺨﺶ ﻣﺘﺒﻠﻮ ﺷﺪ< ﺗﺠﺮﺑﻴﺎ ‪J‬ﻣﻲ  ﺣﻞ ﻣﺴﺎﺋﻞ ﻗﺘﺼﺎ‪ $‬ﺳﺖ‪.‬‬ ‫ﺣﺎ ﮔﺮ ﻳﻦ ﻳﺪﮔﺎ< ﺑﻪ ﻓﺮﻫﻨﮓ  ﺳﻨﺖ  ﮔﺬﺷﺘﻪ ﻧﮕﺎ< ﻛﻨﻴﻢ‪J ،‬ﻧﮕﺎ< ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺗﺠﺮﺑﻴﺎ‬ ‫‪J‬ﻣﻮ<‪ $‬ﺳﺖ ﻛﻪ  ﻫﺮ ﻟﺤﻈﻪ ﻣﻲﺗﻮﻧﺪ ﺑﻪ ﻛﺎ ‪J‬ﻳﺪ‪ .‬ﻛﺎ  ﺗﺠﺮﺑﻪ ﻓﺸﺮ< ﺷﺪ<‪ $‬ﺳﺖ ﻛﻪ ﻳﮕﺎ‪  ,‬ﺧﺘﻴﺎ‬ ‫ﻣﻠﺘﻲ ﻗﺮ ﻣﻲﮔﻴﺮ ﻛﻪ ﭘﻴﻮﻧﺪ ﺧﻮ  ﺑﺎ ﮔﺬﺷﺘﻪ ﺧﻮ  ﺣﺘﻲ ﮔﺬﺷﺘﻪ ﻗﻮ‪ T‬ﻳﮕﺮ ﻗﻄﻊ ﻧﻜﺮ< ﺳﺖ‪ .‬ﻃﺒﻴﻌﺘﺎ ﻫﺮ‬ ‫‪J‬ﻣﻮ<‪ $‬ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﺳﺖ ﻧﻴﺴﺖ‪  ،‬ﺑﺴﻴﺎ‪J  $‬ﻣﻮ<ﻫﺎ‪ $‬ﻣﺎ‪ ،‬ﭼﻪ  ﻋﻠﻢ  ﭼﻪ  ﻧﺪﮔﻲ ﻣﻌﻤﻮﻟﻲ‪ ،‬ﺑﺎ ﻧﺎﻛﺎﻣﻲ‬ ‫ ﺷﻜﺴﺖ ﺑﺮ ﻣﻲﺷﻮ‪ .‬ﺣﺎﻃﻪ ﺑﻪ ﮔﺬﺷﺘﻪ  ﻓﻬﻢ ﺳﻨﺖ‪ ،‬ﻧﻪ ﺗﻨﻬﺎ ﺑﺮ‪ ,J $‬ﺳﺖ ﻛﻪ  ‪J‬ﻣﻮ<ﻫﺎ‪ $‬ﺳﺖ ﺑﻪ‬ ‫ﺧﻮﺑﻲ ﺑﻬﺮ<ﺑﺮ‪ $‬ﻛﻨﻴﻢ‪ ،‬ﺑﻠﻜﻪ ﺑﺮ‪ ,J $‬ﻧﻴﺰ ﻫﺴﺖ ﻛﻪ  ﺷﺘﺒﺎﻫﺎ  ﺗﺠﺮﺑﻴﺎ ﻧﺎﻛﺎ‪ T‬ﻣﺎﻧﺪ< ﻋﺒﺮ ﺑﮕﻴﺮﻳﻢ‪ .‬ﮔﺎ<‬ ‫ﻧﻴﺰ ﻳﻚ ﺗﺠﺮﺑﻪ ‪J‬ﻣﻮ< ﺷﺪ< ﺟﺘﻤﺎﻋﻲ ﻛﺎﻛﺮﻫﺎ‪ $‬ﺧﻮ   ﺳﺖ ﻣﻲﻫﺪ‪ .‬ﮔﺎ< ﻧﻴﺰ ﺗﺠﺮﺑﻴﺎ ﮔﺬﺷﺘﻪ‪ ،‬ﻏﻠﻂ‬ ‫ﺑﻮ‪  ,‬ﻧﺎﺳﺘﻲ ﺗﺠﺮﺑﻴﺎ ﺟﺪﻳﺪ  ‪J‬ﺷﻜﺎ ﻣﻲﻛﻨﺪ‪.‬‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﻫﺮ ﻣﻠﺘﻲ  ﺗﺎﻳﺦ ﺧﻮ‪ ،‬ﻫﺮ ﺳﻪ ﻧﻮ‪l‬ﻳﻦ ﺗﺠﺮﺑﻴﺎ ‪J‬ﻣﻮ<  ﻛﻢ  ﺑﻴﺶ ﻣﻲﺗﻮﻧﺪ ﺷﻨﺎﺳﺎﻳﻲ ﻛﻨﺪ‪ .‬ﻫﺰ‪,‬‬ ‫ﺗﺠﺮﺑﻪ ﻳﺰ  ﺷﺖ ﻓﺮﻫﻨﮕﻲ ﻣﺎ  ﮔﺬﺷﺘﻪ  ﻫﻤﭽﻨﻴﻦ ﺗﺠﺮﺑﻴﺎ ﻣﻠﺖﻫﺎ‪ $‬ﻳﮕﺮ ﻣﻲﺗﻮﻧﺪ ﺑﺮ‪ $‬ﻣﺎ ﻫﻤﭽﻮ‪,‬‬ ‫‪s‬ﺧﻴﺮ<‪ $‬ﺗﺠﺮﺑﻲ  ﻧﺸﻲ‪ ،‬ﻫﺰﻳﻨﻪﻫﺎ‪ $‬ﺑﺮﻧﺎﻣﻪﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ‪ $‬ﻣﺎ  ﭘﺎﻳﻴﻦ ﺑﻴﺎ‪  ،‬ﻣﺎ   ‪J‬ﻣﻮ‪J ,‬ﻣﻮ<ﻫﺎ ﺑﺎ‬ ‫‪  ،‬ﻣﺎ‪  ,‬ﻫﺰﻳﻨﻪ  ﺑﺮ‪ $‬ﻣﺎ ﭘﺲﻧﺪ ﻛﻨﺪ‪.‬‬ ‫ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ "ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ" ﻧﻴﺮ‪ $‬ﻓﺮﻫﻢ ‪J‬ﻣﺪ<  ﻧﺒﺎﺷﺖ ﻓﺮﻫﻨﮕﻲ ﺳﺖ ﻛﻪﻳﻦ ﻧﺒﺎﺷﺖ ﺑﻪ ﻗﻮ‬ ‫"ﻳﺖ"  "ﻛﺮﺑﺮ" ﻓﺮ‪J‬ﻳﻨﺪ ﺷﺪ ﻓﺮﻫﻨﮓ  ﻃﺮﻳﻖ ﺑﺪ‪ ،l‬ﺧﺘﺮ‪ ،l‬ﻛﺸﻒ‪ ،‬ﺧﺬ  ﻋﺎﻳﻪﮔﻴﺮ‪ $‬ﻋﻨﺎﺻﺮ ﻓﺮﻫﻨﮕﻲ‪،‬‬ ‫ﻧﺒﺎﺷﺖﭘﺬﻳﺮ‪ ،‬ﻣﺴﺘﻤﺮ  ﭘﻴﺸﺮ ﺳﺖ؛  ﺑﻪ ﻗﻮ "ﺑﻴﻜﻦ" ﺳﺒﺐ ﻣﻲﺷﻮ ﻛﻪ ﻧﺴﺎ‪ ,‬ﺟﺪﻳﺪ ﺑﺮ ﺷﺎﻧﻪ ﻣﻴﻠﻴﻮ‪,‬ﻫﺎ ﻧﺴﺎ‪,‬‬ ‫ﭘﻴﺸﻴﻦ ﺟﺎ‪ $‬ﻳﺎﺑﺪ  ﭼﺸﻢﻧﺪ ﺳﻴﻊﺗﺮ ﺷﺘﻪ ﺑﺎﺷﺪ‪" .‬ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ" ﺑﻪ ﺑﺎ‪ ,‬ﻧﺸﻨﺎﺳﺎ‪ ،,‬ﻣﻜﺎ‪" ,‬ﻧﺘﻘﺎ‬ ‫ﻣﺜﺒﺖ" ﻧﺒﺎﺷﺘﮕﻲﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﺑﺎ ﻫﺰﻳﻨﻪ ﺑﺴﻴﺎ ﻛﻢ  ﻳﺎ ﻳﮕﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﭼﻪ ﻣﻨﺎﺳﺒﺎﺗﻲ ﺑﻴﻦ ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ  ﻳﺎﻳﮕﺮ=ﻫﺎ  ﻣﺸﺎﻛﺖﻫﺎ= ﻣﺮ‪/‬ﻣﻲ ﺳﻨﺘﻲ ﺟﻮ‪/‬‬ ‫‪//‬؟ ]ﻳﺎ ﻫﺮ ‪ /‬ﺑﻪ ﻳﻚ ﻣﻌﻨﺎ ﻫﺴﺘﻨﺪ؟ ‪ /‬ﻏﻴﺮﻳﻦ ﺻﻮ‪ ،‬ﺟﻪ ﻣﻤﻴﺰ  ﺷﺘﺮ‪ g‬ﺑﻴﻦ ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ ﺑﺎ ﭘﺘﺎﻧﺴﻴﻞ‬ ‫ﻓﺮﻫﻨﮕﻲ ‪ /‬ﭼﻴﺴﺖ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﺑﻨﺎ ﺑﻪ ﺗﻌﺮﻳﻒ ﻣﺎ‪ ،‬ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ  ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺳﻨﺘﻲ‪ ،‬ﺑﺨﺶ ﻧﺪ‪ n‬ﻣﺎ ﻣﻬﻤﻲ  "ﭘﺘﺎﻧﺴﻴﻞ‬ ‫ﻓﺮﻫﻨﮕﻲ" ﻣﻨﻈﻮ ﻧﻈﺮ ﻣﺎ ﺳﺖ‪ .‬ﺧﻴﺮ ﻧﻴﺰ ﺑﺮﺧﻲ  ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺑﻪ ‪ ,J‬ﻧﺎ‪"T‬ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ"‬ ‫<ﻧﺪ‪.‬‬ ‫"ﺟﻴﻤﺰ ﻛﻠﻤﻦ" ﻣﻲﮔﻮﻳﺪ‪ :‬ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ ﺷﻴﺌﻲ ﺣﺪ ﻧﻴﺴﺖ‪ .‬ﺑﻠﻜﻪ ﻧﻮ‪ l‬ﭼﻴﺰﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮﻧﻲ ﺳﺖ ﻛﻪ ‬ ‫ﻳﮋﮔﻲ ﻣﺸﺘﺮ‪ : n‬ﻫﻤﻪ ‪J‬ﻧﻬﺎ ﺷﺎﻣﻞ ﺟﻨﺒﻪ‪  $‬ﻳﻚ ﺳﺎﺧﺖ ﺟﺘﻤﺎﻋﻲ ﻫﺴﺘﻨﺪ‪  ،‬ﻛﻨﺶﻫﺎ‪ $‬ﻣﻌﻴﻦ ﻓﺮ‪$‬‬ ‫ ﻛﻪ  ‪ ,‬ﺳﺎﺧﺘﺎ ﻫﺴﺘﻨﺪ ﺗﺴﻬﻴﻞ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻣﺎﻧﻨﺪ ﺷﻜﻞﻫﺎ‪ $‬ﻳﮕﺮ ﺳﺮﻣﺎﻳﻪ ﻣﻮﻟﺪ ﺳﺖ‪،‬‬ ‫ ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻫﺪ‪u‬ﻫﺎ‪ $‬ﻣﻌﻴﻨﻲ  ﻛﻪ  ﻧﺒﻮ‪ ,J ,‬ﺳﺖ ﻳﺎﻓﺘﻨﻲ ﻧﺨﻮﻫﺪ ﺑﻮ‪ ،‬ﻣﻜﺎ‪ ,‬ﻣﻲﺳﺎ‪" .‬ﻛﻠﻤﻦ" ‬ ‫ﻣﺜﺎﻫﺎ‪ $‬ﺧﻮﺿﺎﻓﻪ ﻣﻲﻛﻨﺪ ﻛﻪ ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ‪" :‬ﻫﻤﭽﻮ‪ ,‬ﻳﮕﺮ ﺷﻜﻞﻫﺎ‪ $‬ﺳﺮﻣﺎﻳﻪ‪ ،‬ﺑﺴﻴﺎ ﭘﺮﺑﺎ ﺳﺖ ‬ ‫ﻧﻴﻞ ﺑﻪ ﻫﺪ‪ u‬ﻳﮋ<‪  $‬ﻣﻴﺴﺮ ﻣﻲﺳﺎ ﻛﻪ ﺑﺪ‪ ,J ,‬ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪  ...‬ﺟﺎﻣﻌﻪ ﻛﺸﺎ‪ $‬ﻛﻪ ﻛﺸﺎ‪,‬‬ ‫ ﺑﺮﺷﺖ ﻣﺤﺼﻮﻻ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﻛﻤﻚ ﻣﻲﻛﻨﻨﺪ‪  ،‬ﻗﺮˆ ‪  ,‬ﻗﺮˆ ﮔﺮﻓﺘﻦ ﺑﺰ‪J‬ﻻ ﻛﺸﺎ‪$‬‬ ‫ﺑﺴﻴﺎ ﻣﺘﺪ ﺳﺖ‪ ،‬ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻫﺮ ﻛﺸﺎ‪ $‬ﻣﻜﺎ‪ ,‬ﻣﻲﻫﺪ ﺗﺎ ﺑﺎ ﺳﺮﻣﺎﻳﻪ ﻓﻴﺰﻳﻜﻲ‪ ،‬ﻳﻌﻨﻲ ﺑﺰ‪J‬ﻻ‬ ‫ﻛﻤﺘﺮ‪ ،$‬ﻛﺎ ﺧﻮ  ﻧﺠﺎ‪ T‬ﻫﺪ"‪.‬‬ ‫ﻳﻚ ﺳﻮ‪ T‬ﻛﺘﺎ‪" Z‬ﻓﺮﻫﻨﮓ ﻳﺎﻳﮕﺮ‪ $‬ﻳﺮ‪ ،",‬ﺻﺮ‪ u‬ﻻﻳﻞ  ﻣﺜﺎﻫﺎﻳﻲ ﺑﺮ‪ $‬ﺟﻮ‪ Z‬ﻫﻤﻴﺎ‪  $‬ﺛﺮ‬ ‫ ﻓﻮﻳﺪ ‪  ,J‬ﻣﻴﺎ‪ ,‬ﻛﺸﺎ‪,‬ﻳﺮﻧﻲ ﺳﺖ‪  .‬ﻣﻴﺎ‪ ,‬ﻛﺸﺎ‪,‬ﻳﺮﻧﻲ ﻧﻪ ﺗﻨﻬﺎ ﻣﺒﺎﻟﻪ‪ ،‬ﻧﻴﺮ‪ $‬ﻛﺎ  ﺑﺰ ﺟﻮ‬ ‫ﺷﺘﻪ ﺳﺖ‪ ،‬ﺑﻠﻜﻪ ﺷﺎﻣﻞ ﻣﺒﺎﻟﻪ ﻧﻴﺮ‪T $‬ﻫﺎ  ﻓﺮ‪<J‬ﻫﺎ‪ $‬ﻣﻲ  ﻣﻮ  ‪  ZJ‬ﻣﻴﻦ  ﻏﻴﺮ< ﻧﻴﺰ ﻣﻲﺷﺪ<‬ ‫ﺳﺖ‪ ،‬ﻛﻪ ﮔﻮﻳﺎ‪ $‬ﻋﺘﻤﺎ ﺑﺴﻴﺎ ﻛﺸﺎ‪,‬ﻳﺮﻧﻲ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﺑﻮ< ﺳﺖ؛ ﻳﻦ ﻣﻌﻨﺎ‪" $‬ﺳﻨﺖ ﺑﺮ ﺑﺎﻧﺪ<"  "ﺳﻨﺖ‬ ‫ﺑﺮﻛﺖ ﺳﺖ"‪ ،‬ﺳﺖ‪ ،‬ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫‪J‬ﻧﭽﻪ ﻛﻪ ﻣﺎ  ﻛﺘﺎ‪ Z‬ﻓﺮﻫﻨﮓ ﻳﺎﻳﮕﺮ‪ $‬ﻳﺮ‪ ،<  ,‬ﺗﺤﺖ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻛﺎﺳﻪ ﻛﺮ‪ ,‬ﻧﻴﺮ‪ $‬ﻛﺎ‪ ،‬ﺳﺎ‬ ‫ﻛﺮ‪ ,‬ﻣﻮ  ﻏﻴﺮ< ‪<J‬ﻳﻢ‪ ،‬ﭼﻴﺰ‪ $‬ﺟﺰ ﺑﻴﺎ‪ ,‬ﺳﺨﻦ "ﻛﻠﻤﻦ" ﻧﻴﺴﺖ‪ .‬ﻧﻈﺮﻳﻪ "ﻧﺘﺨﺎ‪ Z‬ﻋﻘﻼﻧﻲ" ﻛﻠﻤﻦ‪  ،‬ﻗﻊ‬ ‫ﻧﺘﺨﺎ‪ Z‬ﻋﻘﻼﻧﻲ ﺳﻨﺖ ﺳﺖ ﻳﻦ ﺧﻮ ﻣﺜﺎﻟﻲ ﺳﺎ‪ ،‬ﺣﺪﻗﻞ  ﻫﻤﻴﺖ ﻓﺮﻫﻨﮓ ﺗﻮﻟﻴﺪ‪  $‬ﺳﻨﺖﻫﺎ‪ $‬ﺗﻮﻟﻴﺪ‪$‬‬ ‫ﺳﺖ‪.‬‬ ‫ﻗﺘﻲ  ﻧﻈﺮﻳﺎ "ﻛﻠﻤﻦ" ﺑﻪ "ﺑﺮ ﭘﺎﺗﻨﺎ‪ "T‬ﻣﻲﺳﻴﻢ‪ ،‬ﻣﺴﺌﻠﻪ ﺑﺎ ﻫﻢ ﺑﻪ ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ  ﺳﻨﺘﻲ‬ ‫ﻧﺰﻳﻚﺗﺮ ﻣﻲﺷﻮ‪ .‬ﺗﺼﺎﻓﻲ ﻧﻴﺴﺖ ﻛﻪ ‪ 13‬ﺳﺎ ﻗﺒﻞ‪ ،‬ﺧﺒﺮﻧﮕﺎ ﻫﻮﺷﻤﻨﺪ ﻣﺠﻠﻪ "‪ " ,‬ﺑﺮ‪ $‬ﻣﺼﺎﺣﺒﻪ‪$‬‬ ‫ﻛﻪ ﺑﺎﻳﻨﺠﺎﻧﺐ ﺑﺎ< ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ ﻧﺎﻧﻪ ﺷﺖ‪ ،‬ﻋﻨﻮ‪" ,‬ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﺳﻨﺘﻲ‪ ،‬ﻟﮕﻮﻳﻲ ﺑﺮ‪ $‬ﮔﺴﺘﺮ‪I‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﺗﻌﺎﻧﻲﻫﺎ"  ﻧﺘﺨﺎ‪ Z‬ﻛﺮ< ﺑﻮ‪" .‬ﭘﺎﺗﻨﺎ‪ "T‬ﻧﻴﺰ ﺑﺎ ﻫﻮﺷﻤﻨﺪ‪ ،$‬ﺳﺘﻔﺎ<  ﮔﺬﺷﺘﻪ ﺑﺮ‪J $‬ﻳﻨﺪ<  ﺗﺤﺖ ﻋﻨﻮ‪,‬‬ ‫"ﺷﺒﻜﻪﻫﺎ‪ $‬ﻣﺸﺎﻛﺖ ﻣﺪﻧﻲ" ﻣﻄﺮ} ﻣﻲﺳﺎ‪.‬‬ ‫ ﺟﻮ‪  Z‬ﻓﺘﺎﻳﻢ‪" ،‬ﭘﺎﺗﻨﺎ‪ "T‬ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ   ﺑﺎ‪" ,‬ﺗﺎ‪ T‬ﻟﻒ"  ﻣﺎ‪J ,‬ﺗﺶ ﻏﺮ "ﺑﺎﻧﻚ ﻟﻄﻒ"‬ ‫ﻧﺎﻣﻴﺪ< ﺳﺖ‪ $ .‬ﻣﻲﮔﻮﻳﺪ‪ :‬ﺑﻪ ﻫﻤﺎ‪ ,‬ﻟﻴﻞ ﻛﻪ ﭘﻮ ﻛﺎ‪J‬ﻣﺪﺗﺮ  ﻣﻌﺎﻣﻠﻪ ﺗﻬﺎﺗﺮ‪ $‬ﺳﺖ‪ ،‬ﺟﺎﻣﻌﻪ‪ $‬ﻛﻪ ﺑﻪ ﻋﻤﻞ‬ ‫ﻣﺘﻘﺎﺑﻞ ﻫﻤﮕﺎﻧﻲ ﺗﻜﺎء ﻣﻲﻛﻨﺪ ﻧﻴﺰ ﻛﺎ‪J‬ﻣﺪﺗﺮ  ﺟﺎﻣﻌﻪ ﺑﻲﻋﺘﻤﺎ ﺳﺖ‪  .‬ﺳﺮﻧﺠﺎ‪ $ T‬ﺑﻪﻳﻦ ﻣﺴﺌﻠﻪ ﭘﺮ ﻫﻤﻴﺖ‬ ‫ﺗﻮﺟﻪ ﻣﻲﻛﻨﺪ ﻛﻪ‪" :‬ﺷﺒﻜﻪﻫﺎ‪ $‬ﻣﺸﺎﻛﺖ ﻣﺪﻧﻲ ﺗﺠﺴﻢ ﻫﻤﻜﺎ‪$‬ﻫﺎ‪ $‬ﻣﻮﻓﻘﻴﺖ‪J‬ﻣﻴﺰ ﮔﺬﺷﺘﻪ ﻫﺴﺘﻨﺪ‪ ،‬ﻛﻪ ﻣﻲﺗﻮﻧﺪ‬ ‫ﻫﻤﭽﻮ‪ ,‬ﻟﮕﻮﻳﻲ ﻓﺮﻫﻨﮕﻲ ﺑﺮ‪ $‬ﻫﻤﻜﺎ‪$‬ﻫﺎ‪J $‬ﺗﻲ ﻋﻤﻞ ﻛﻨﺪ‪ .‬ﺳﻨﺖﻫﺎ‪ $‬ﻣﺪﻧﻲ ﻧﻮﺣﻲ ﺷﻤﺎ ﻣﺮﻛﺰﻳﺘﺎﻟﻴﺎ‬ ‫ﻓﻬﺮﺳﺘﻲ ﺗﺎﻳﺨﻲ  ﺷﻜﻞﻫﺎ‪ $‬ﻫﻤﻜﺎ‪ $‬ﺳﺖ ﻛﻪ ﭼﻮ‪  ,‬ﮔﺬﺷﺘﻪ ‪ I‬ﺧﻮ  ﺛﺎﺑﺖ ﻛﺮ<ﻧﺪ‪ ،‬ﻣﻲﺗﻮﻧﻨﺪ‬ ‫ﺑﺮ‪ $‬ﺣﻞ ﻣﺸﻜﻼ ﺟﺪﻳﺪ ﻗﺪ‪ T‬ﺟﻤﻌﻲ ﻧﻴﺰ ﺑﺮ‪ $‬ﺷﻬﺮﻧﺪ‪ ,‬ﺳﻮﻣﻨﺪ ﺑﺎﺷﻨﺪ"‪.‬‬ ‫ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ ﭼﻴﺰ‪ $‬ﺳﺖ ﻛﻪ "‪J‬ﻟﺒﺮ ﻫﻴﺮﺷﻤﻦ"‪ ،‬ﻓﻴﻠﺴﻮ‪ u‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ‪"  ,J‬ﻣﻨﺒﻊ ﺧﻼﻗﻲ"‬ ‫ﻣﻲﺧﻮﻧﺪ‪ .‬ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻛﻪ ﺑﺮﺧﻼ‪ u‬ﺳﺮﻣﺎﻳﻪ ﻓﻴﺰﻳﻜﻲ‪ ،‬ﺑﺎ ﺳﺘﻔﺎ<  ‪ ,J‬ﻓﺰﻳﺶ ﻣﻲﻳﺎﺑﺪ ﻧﻪ ﻧﻘﺼﺎ‪.,‬‬ ‫ ﻣﺠﻤﻮ‪  ،l‬ﻧﻈﺮﻳﻨﺠﺎﻧﺐ "ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ" ‪J‬ﻧﮕﻮﻧﻪ ﻛﻪ "ﺟﻴﻤﺰ ﻛﻠﻤﻦ"  "ﭘﺎﺗﻨﺎ‪"  "T‬ﻓﻮﻛﻮﻳﺎﻣﺎ" ﻣﻄﺮ}‬ ‫ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺑﺮﺑﺮ ﺳﺖ ﺑﺎ ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ  ﻣﺸﺎﻛﺖﻫﺎ‪ $‬ﻣﺮﻣﻲ‪ ،‬ﺑﻪ ﻳﮋ< ﻧﻮ‪ l‬ﻫﻤﻴﺎ‪$‬ﻫﺎ‪ $‬ﻫﻤﮕﺮ  ﮔﺮ ﺳﺖ‬ ‫ﻛﻪ ﺑﺨﺶ ﻧﺪ‪ n‬ﻣﺎ ﻣﻬﻤﻲ  ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ  ﺗﺸﻜﻴﻞ ﻣﻲﻫﺪ‪ .‬ﻣﺎ ﻣﻔﻬﻮ‪ T‬ﭘﺘﺎﻧﺴﻴﻞ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺑﺴﻴﺎ ﺳﻴﻊﺗﺮ‬ ‫ ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﻣﺎ ﺑﺴﻴﺎ= ‪ 2‬ﻣﻨﺘﻘﺪﻳﻦ ﺷﻤﺎ ﺑﺮﻳﻦ ﺑﺎﻧﺪ ﻛﻪ ﭼﻨﻴﻦ ﭘﮋﻫﺶﻫﺎﻳﻲ‪ ،‬ﺑﺮ= ﺟﺎﻣﻌﻪ ﻣﺮ‪ 2‬ﻣﺎ ﻣﻨﺎﺳﺐ‬ ‫ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻋﺒﺎﺗﻲ ﻧﺪﻳﺸﻪﻫﺎﻳﻲ ﻛﻪ ﻏﺎﻳﺖ ﺗﻮﺳﻌﻪ  ‪ /‬ﮔﺬﺷﺘﻪ  ﺳﻨﺖﻫﺎ= ﭼﻨﺪﻳﻦ ﻫﺰ ﺳﺎﻟﻪ ﻣﻲ‪/‬ﻧﻨﺪ‪،‬‬ ‫ﺑﺮ]ﻣﺪ ‪ 2‬ﻣﻮ‪2‬ﻫﺎ= ﺗﺎﻳﺦﻧﺪ‪  ،‬ﺗﻨﻬﺎ ﺑﺮ= ﻳﺎ‪ =]/‬ﺗﺎﻳﺨﻲ  ‪/‬ﻧﺴﺘﻦ ‪ 2‬ﭼﻴﺴﺘﻲ ﺧﻮ‪ /‬ﺑﻪ ﻛﺎ ﻣﻲ]ﻳﻨﺪ‪ .‬ﻣﺎﻳﻨﻜﻪ‬ ‫ﮔﺮ ‪ 2‬ﻣﻦ ﺑﭙﺮﺳﻨﺪ‪ ،‬ﻫﺮﮔﺰ‬ ‫ﺑﺎ ﻧﺪ[ ﻛﻪ ﺑﺘﻮ‪  H‬ﺑﺸﻮ‪/‬‬ ‫ﻛﻪ ﺑﻪ ﮔﺬﺷﺘﻪ ﺑﺎ‪2‬ﮔﺸﺖ‪ .‬ﻓﻜﺮ‬ ‫ﻛﻨﻴﺪ ‪ /‬ﺟﻤﺎﻋﻲ ﺟﻬﺎﻧﻲ ﻛﻞ‬ ‫ﺑﺸﺮﻳﺖ ﺗﺼﻤﻴﻢ ﺑﮕﻴﺮ‪ /‬ﻛﻪ‬ ‫ﭘﺎﻧﺼﺪ ﺳﺎ‪ .‬ﻳﺎ ﻫﺰ ﺳﺎ‪،.‬‬ ‫ﻳﺎ ‪ /‬ﻫﺰ ﺳﺎ‪ .‬ﺑﻪ ﮔﺬﺷﺘﻪ‬ ‫ﺑﺎ‪2‬ﮔﺮ‪  ،//‬ﻫﻤﻪ ﻧﺸﺎﻧﻪﻫﺎ ‬ ‫]ﺛﺎ ﻋﻴﻨﻲ  ﺗﻤﺪﻧﻲﻳﻦ ﻣﺪ‬ ‫ ﻧﻴﺰ ﻧﺎﺑﻮ‪ /‬ﻛﻨﺪ‪] .‬ﻳﺎ ﺑﺎ‪2‬ﮔﺸﺖ‬ ‫ﻋﻤﺪ=  ]ﮔﺎﻫﺎﻧﻪ ﺟﻬﺎﻧﻲ‪ ،‬ﻣﺜﻼ‬ ‫ﺑﻪ ‪ /‬ﻫﺰ ﺳﺎ‪ .‬ﻗﺒﻞ‪ ،‬ﻗﻌﺎ‬ ‫ﻣﺴﺎ=  ﻫﻤﺎﻧﻨﺪ ‪ /‬ﻫﺰ‬ ‫ﺳﺎ‪ .‬ﻗﺒﻞ ﻣﻲﺷﻮ‪/‬؟‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺑﺨﻮﻫﻴﻢ ‪] 2‬ﻧﻬﺎ ﭘﻠﻲ ﺑﺮ= ﮔﺬ ﺑﻪ ﺗﻮﺳﻌﻪ ﻫﻤﻪ ﺟﺎﻧﺒﻪ ﺳﺘﻔﺎ‪ /‬ﻛﻨﻴﻢ‪ ،‬ﺑﺎ ﻗﻌﻴﺖﻫﺎ= ﺟﻬﺎﻧﻲ ﻛﻪ ‪2 H] /‬ﻳﺴﺖ‬ ‫ﻣﻲﻛﻨﻴﻢ‪ ،‬ﭼﻨﺪ‪ H‬ﻣﻄﺎﺑﻘﺖ ﻧﺪ‪./‬‬

‫ﻓﺮﻫﺎ‪:$‬ﻳﻦ ﭘﺮﺳﺶ ﺑﺴﻴﺎ ﺑﺮ ﺳﺖ  ﭘﺮ  ﺗﻬﺎ‪T‬ﻫﺎ‪ $‬ﺳﺨﺖ!  ﺑﺪﺗﺮ  ﻫﻤﻪ ‪J‬ﻧﻜﻪ ﺑﺴﻴﺎ ﻳﺮ ﻫﻨﮕﺎ‪T‬‬ ‫ﺳﺖ‪.‬ﻳﻦ ﭘﺮﺳﺶ ﮔﺮ  ﺑﺘﺪ‪ $‬ﻣﺼﺎﺣﺒﻪ ﻣﻄﺮ} ﻣﻲﺷﺪ‪ ،‬ﻃﺒﻴﻌﻲ ﻣﻲﻧﻤﻮ‪ .‬ﻣﺎ ﭘﺲ ﻳﻦ ﻫﻤﻪ ﺳﺘﺪﻻ  ﻧﻘﻞ‬ ‫ﻗﻮ  ﻧﻈﺮﻳﻪﭘﺮ‪ $‬ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﻋﺠﻴﺐ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‪ .‬ﺑﺎﻳﻦ ﻫﻤﻪ ﻧﻪ ﺑﻪ ﻟﻴﻞ ﺧﺮﻣﻨﺪ‪،$‬‬ ‫ﺑﻠﻜﻪ ﺑﻪ ﻟﻴﻞ ‪J‬ﻣﻮﮔﺎ‪ $‬ﻳﺎ ﮔﺮﻓﺘﻪ‪ T‬ﻛﻪ ‪J‬ﺳﻴﺎ‪ ،‬ﻳﺮ ﺑﺴﺘﺎﻧﻢ  ﺣﺘﻲﻻﻣﻜﺎ‪ ,‬ﻧﺮ‪ T‬ﺑﺎﮔﺮﻧﻢ‪ .‬ﺑﺎ ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ‬ ‫‪J‬ﻣﻮﮔﺎ‪ ،$‬ﻳﺎ ﮔﺮﻓﺘﻪ‪ T‬ﻛﻪ ﭘﺮﺳﺸﻲ ﺣﺪ ‪ ،‬ﺑﻪ ﭼﻨﺪ ﺑﺎ‪  ,‬ﭼﻨﺪ ﺑﺎ< ﭘﺎﺳﺦ ﮔﻮﻳﻢ‪.‬‬ ‫ﻧﺨﺴﺖ ‪J‬ﻧﻜﻪ‪ ،‬ﻫﻨﻮ ﻧﻘﺪ‪ $‬ﺑﺮ ﻛﺎﻫﺎﻳﻢ ﻧﺨﻮﻧﺪ<‪ T‬ﻛﻪ  ‪  ,J‬ﻧﻮﺷﺘﻪﻫﺎ‪ $‬ﻣﻦ ﭼﻨﻴﻦ ﺧﻮﻧﺶ  ﻗﺮﺋﺘﻲ ﺑﻪ‬ ‫ﻋﻤﻞ ‪J‬ﻣﺪ< ﺑﺎﺷﺪ‪ .‬ﻟﺒﺘﻪ ﻧﻘﺪﻫﺎ‪ $‬ﺷﻔﺎﻫﻲ ﻣﺴﺘﻘﻴﻢ  ﻏﻴﺮ ﻣﺴﺘﻘﻴﻤﻲ ﺷﻨﻴﺪ<‪ ،T‬ﻣﺎ ﻧﻪ ﺑﻪﻳﻦ ﻏﻠﻈﺖ‪ .‬ﺣﺘﻤﺎ ﺳﺘﺎ‪,‬‬ ‫"ﺑﻊ ﻳﻢ ﻣﺎ ﻧﻪ ﺑﻪﻳﻦ ﻏﻠﻴﻈﻲ"  ﺷﻨﻴﺪ<ﻳﺪ‪ T .‬ﺑﻪ ﻟﻴﻞ ﻛﺪ‪ T‬ﻧﻮﺷﺘﻪ ﻳﺎ ﻧﻮﺷﺘﻪﻫﺎ‪ ،‬ﻣﻦ ﻏﺎﻳﺖ ﺗﻮﺳﻌﻪ  ‬ ‫ﮔﺬﺷﺘﻪ  ﺳﻨﺖﻫﺎ‪ $‬ﭼﻨﺪﻳﻦ ﻫﺰ ﺳﺎﻟﻪ ﻧﺴﺘﻪ‪T‬؟  ﺻﻮﻻ ﻏﺎﻳﺖ  ﻧﻬﺎﻳﺖ ﺗﻮﺳﻌﻪ   ﮔﺬﺷﺘﻪ ﻧﺴﺘﻦ ﺑﻪ‬ ‫ﭼﻪ ﻣﻌﻨﺎﺳﺖ؟ ‪J‬ﻳﺎﻳﻦ ﺳﺨﻦ ﺑﻪﻳﻦ ﻣﻌﻨﺎﺳﺖ ﻛﻪ ﻣﻦ ﺑﻪ  ﺗﺎﻳﺨﻲ ﻣﻌﺘﻘﺪ‪T‬؟ ‪J‬ﻳﺎ ﺑﻪﻳﻦ ﻣﻌﻨﺎﺳﺖ ﻛﻪ ﻛﺴﺎﻧﻲ ﻛﻪ‬ ‫ﻫﻤﺎﻧﻨﺪ  ﻧﺰﻳﻚ ﺑﻪ ﻣﻦ ﻣﻲﻧﺪﻳﺸﻨﺪ‪ ،‬ﻣﻲﺧﻮﻫﻨﺪ ﻣﺎ   ﻳﻚ ﻋﻤﻞ ﺗﺠﺎﻋﻲ ﺑﻪ ﮔﺬﺷﺘﻪ ﺑﺎﮔﺮﻧﻨﺪ؟‬ ‫ﮔﺮ  ﻣﻦ ﺑﭙﺮﺳﻨﺪ‪ ،‬ﻫﺮﮔﺰ ﺑﺎ ﻧﺪ‪ T‬ﻛﻪ ﺑﺘﻮ‪  ,‬ﺑﺸﻮ ﻛﻪ ﺑﻪ ﮔﺬﺷﺘﻪ ﺑﺎﮔﺸﺖ‪ .‬ﻓﻜﺮ ﻛﻨﻴﺪ  ﺟﻤﺎﻋﻲ ﺟﻬﺎﻧﻲ‬ ‫ﻛﻞ ﺑﺸﺮﻳﺖ ﺗﺼﻤﻴﻢ ﺑﮕﻴﺮ ﻛﻪ ﭘﺎﻧﺼﺪ ﺳﺎ ﻳﺎ ﻫﺰ ﺳﺎ‪ ،‬ﻳﺎ < ﻫﺰ ﺳﺎ ﺑﻪ ﮔﺬﺷﺘﻪ ﺑﺎﮔﺮ‪  ،‬ﻫﻤﻪ ﻧﺸﺎﻧﻪﻫﺎ‬ ‫ ‪J‬ﺛﺎ ﻋﻴﻨﻲ  ﺗﻤﺪﻧﻲﻳﻦ ﻣﺪ  ﻧﻴﺰ ﻧﺎﺑﻮ ﻛﻨﺪ‪J .‬ﻳﺎ ﺑﺎﮔﺸﺖ ﻋﻤﺪ‪J  $‬ﮔﺎﻫﺎﻧﻪ ﺟﻬﺎﻧﻲ‪ ،‬ﻣﺜﻼ ﺑﻪ < ﻫﺰ ﺳﺎ‬ ‫ﻗﺒﻞ‪ ،‬ﻗﻌﺎ ﻣﺴﺎ‪  $‬ﻫﻤﺎﻧﻨﺪ < ﻫﺰ ﺳﺎ ﻗﺒﻞ ﻣﻲﺷﻮ؟ ﻣﺴﻠﻤﺎ ﻧﻪ‪ ،‬ﭼﺮ ﻛﻪ ﺧﺎﻃﺮ<  ﺗﺠﺮﺑﻴﺎﻳﻦ < ﻫﺰ‬ ‫ﺳﺎ‪ ،‬ﻫﺮﮔﺰ ﺟﺎ< ﻧﺨﻮﻫﺪ  ﻛﻪ ﺷﻤﺎ ﺑﺘﻮﻧﻴﺪ ﺑﺎ< ﮔﺬ  ﺧﺎﻧﻪ  ﺗﺠﺮﺑﻪ ﻛﻨﻴﺪ‪" .‬ﺑﻴﻨﺴﻮ‪ ,‬ﻛﺮﺋﻪ"‪ ،‬‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﺟﺰﻳﺮ< ﻧﺎﻣﺴﻜﻮ‪ ,‬ﻫﺮﮔﺰ ﻧﻤﻲﺗﻮﻧﺪ ﻣﺒﺪ ﺑﻪ ﺑﺪ‪  $‬ﺑﻮﻣﻲ ‪ ,J‬ﺟﺰﻳﺮ< ﻧﺎﻣﺴﻜﻮ‪ ,‬ﺷﻮ؛  ﺻﻮﻻ ﭼﺮ ﻣﺎ ﺑﺎﻳﺪ ﺑﻪ‬ ‫ﻛﻮﻛﻲ  ‪ ,‬ﺟﻨﻴﻨﻲ ﺑﺎﮔﺮﻳﻢ‪J .‬ﻳﺎ ﻓﻬﻢ  ‪ n‬ﮔﺬﺷﺘﻪ  ﭘﻨﺪ‪J‬ﻣﻮ‪ ,J  $‬ﺑﺎ ﺑﺎﮔﺸﺖ ﺑﻪ ﮔﺬﺷﺘﻪ ﻳﻜﻲ ﺳﺖ‪.‬‬ ‫ﮔﺬﺷﺘﻪ ﺗﺠﺮﺑﻪ ﺳﺖ  "ﺗﺠﺮﺑﻪ ﻣﺎ ﻋﻠﻢ"؛  ﺧﺮ ﺑﻪ ﺧﻮ‪ $‬ﺧﻮ ﻧﻤﻲﺗﻮﻧﺪ ﺟﺎ‪ $‬ﺗﺠﺮﺑﻪ  ﺗﺎﻳﺦ  ﺑﮕﻴﺮ‪ .‬ﺑﻪ‬ ‫ﻗﻮ ﻣﺎﻳﻜﻞ ﻛﺸﺎ‪ ،‬ﻋﻘﻞﮔﺮﻳﺎ‪ ,‬ﺑﻪ ﻧﺒﺎ ﻓﻦ  ﺑﺰ ﻣﻲﻧﺪ‪ ،‬ﻳﺮ  ﺳﻨﺖﻫﺎ‪J $‬ﮔﺎﻫﻲ  ﺷﻨﺎﺧﺖ ﻧﺪﻧﺪ‪.‬‬ ‫‪J‬ﻧﺎ‪ ,‬ﻳﻚ ﺳﻔﻴﺪ ﺳﺘﻪﺟﻤﻌﻲﻧﺪ ﻛﻪ ﻣﻌﺎ‪  u‬ﺳﻨﻦ ﭘﻴﺸﻴﻦ  ﻧﻜﺎ ﻣﻲﻛﻨﻨﺪ‪ .‬ﻧﻘﻄﺔ ﻋﺰﻳﻤﺖ ‪J‬ﻧﺎ‪s ,‬ﻫﻦ ﺧﺎﻟﻲ‬ ‫ﺳﺖ‪J ...‬ﻧﺎ‪ ,‬ﭼﻮ‪ ,‬ﺗﺒﺎ‪ t‬ﺧﻮ  ﺑﺎ ﺳﻨﺖ  ﮔﺬﺷﺘﻪ ﻗﻄﻊ ﻛﺮ<ﻧﺪ‪ ،‬ﻗﺪ ﺟﻬﺖﮔﻴﺮ‪ $‬ﺧﻮ   ﺳﺖ <ﻧﺪ‪.‬‬ ‫ﻋﻤﻠﻲ ﻛﻪ ﻣﻨﺸﺎ ﺷﻨﺎﺧﺖ ﺳﺖ‪.‬‬ ‫‪J‬ﻧﺎ‪ ,‬ﻛﻪ ﺑﻪ ﻧﺎ‪J T‬ﻳﻨﺪ<‪ ،‬ﺑﻪ ﺟﻨﮓ ﮔﺬﺷﺘﻪ ﻣﻲﻧﺪ‪J ،‬ﻧﺎ‪ ,‬ﻛﻪ ﻛﺘﺎﺑﻬﺎ  ﺳﻮﺧﺘﻪ  ﻣﻮ<ﻫﺎ   ﻫﻢ ﻛﻮﺑﻴﺪ<‬ ‫ﻣﻲﺧﻮﻫﻨﺪ‪J ،‬ﻧﻬﺎ ﻛﻪ ﺗﺎﺑﻠﻮﻫﺎ   ‪ ZJ‬ﻓﺮ ﻣﻲﺑﺮﻧﺪ! ‪J‬ﻧﻬﺎ ﻛﻪ ﭘﺸﺖ ﺑﻪ ﺗﺠﺮﺑﻴﺎ ‪J‬ﻣﻲ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﻋﻤﻼ ﻫﻤﺎ‪,‬‬ ‫ﻧﺪ< ﺑﻪ ﻧﺒﺎ ﺑﺎﮔﺸﺖ ﺑﻪ ﻫﺪ‪ ,‬ﻛﻮﻛﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺳﻨﺖ ﮔﺮﻳﺎ‪ ,‬ﻛﻮ  ﻣﺘﻌﺼﺐ‪ .‬ﻫﺮ ‪J $‬ﻧﻬﺎ ﻧﻤﻲﺧﻮﻫﻨﺪ‬ ‫ ﺗﺎﻳﺦ  ﻣﻮ<ﻫﺎ  ﺗﺠﺮﺑﻴﺎ ﭼﻨﺪﻳﻦ  ﭼﻨﺪﻫﺰ ﺳﺎﻟﻪ ﻓﺮﻫﻨﮕﻲ ‪ W‬ﻋﺒﺮ ﺑﮕﻴﺮﻧﺪ‪ .‬ﺑﺪ‪ ,‬ﺗﺎﻳﺦ‪ ،‬ﻫﻤﻪ ﻧﺪﻧﻲ‬ ‫ﻫﺪﻧﻨﺪ‪ ،‬ﭼﻪ ﺑﺪﻧﻨﺪ  ﭼﻪ ﻧﺪﻧﻨﺪ‪ .‬ﻫﻤﻪ ‪J‬ﻧﺎ‪ ,‬ﻳﻜﺴﺮ< ‪  T‬ﻣﺪ‪ ,‬ﻣﻲﻧﻨﺪ‪  ،‬ﺑﻪ ﺟﺎ‪ $‬ﭘﺴﺖ ﻣﺪ‪ ,‬ﺑﻮ‪ ،,‬ﺑﻪ ﻗﻮ‬ ‫ﻳﻜﻲ  ﻫﻤﻜﺎ‪ ,‬ﻧﺸﻜﺪ< "ﭘﺰ ﻣﺪ‪ ",‬ﻧﺪ! ﻳﻌﻨﻲ ژﺳﺖ ﻣﺪ‪ ,‬ﺑﻮ‪ ,‬ﻣﻲﮔﻴﺮﻧﺪ‪J  ،‬ﻧﺎ‪ ,‬ﻛﻪ ﻳﻜﺴﺮ<  ﺳﻨﺖ‬ ‫ﺳﺮ ﻣﻲﻫﻨﺪ‪ $  ،‬ﻳﻚ ﺳﻜﻪ ﺣﺪﻧﺪ‪ .‬ﻫﺮ ‪  ،‬ﺧﻮ  ﺗﺠﺮﺑﻴﺎ ﺗﺎﻳﺨﻲ ‪J‬ﻣﻲ ﮔﺮﻳﺰﻧﻨﺪ‪ ،‬ﺳﺘﺎ‪J ,‬ﻧﺎ‪ ,‬ﺑﺎ‬ ‫ﺗﺠﺮﺑﻪ ﻧﺪ‪ $‬ﺗﺎﻳﺨﻲ ﺳﺘﺎ‪ ,‬ﺟﻦ  ﺑﺴﻢﷲ ﺳﺖ‪J   .‬ﻧﺠﺎ ﻛﻪ ﺟﺰ ﮔﺬﺷﺘﻪ ﭼﻴﺰ‪  $‬ﺳﺖ ﻧﺪﻳﻢ  ‪J‬ﻳﻨﺪ<‬ ‫ﺟﺰ ﭘﻨﺪ‪ $‬ﺑﺎ‪J ,‬ﻓﺮﻳﺪ<  ﺗﺠﺮﻳﺪ‪ $‬ﻧﻴﺴﺖ‪  ،‬ﻗﻊ ﺟﻨﮓ ﺑﺮ ﺳﺮ ﺣﻘﺎﻧﻴﺖ  ﺗﺠﺮﺑﻴﺎ  ﻧﻮ‪ l‬ﮔﺬﺷﺘﻪ ﺳﺖ‪،‬‬ ‫ﮔﺬﺷﺘﻪ   ﮔﺬﺷﺘﻪ ﻧﺰﻳﻚ ﺗﺎﻳﻦ ﻟﺤﻈﻪ‪ .‬ﻣﺎ  ﭘﺮﺳﺶ ﺷﻤﺎ ﻗﻴﻘﺎ ﻧﻤﻲﻧﻢ ﻣﻨﻈﻮ  ﻧﻬﺎﻳﺖ  ﻏﺎﻳﺖ ﺗﻮﺳﻌﻪ‬ ‫  ﮔﺬﺷﺘﻪ ﻧﺴﺘﻦ ﭼﻴﺴﺖ؟ ﻣﺎ ﻣﻲﻧﻢ ﻛﻪ ﺳﻨﺖ‪ ،‬ﭘﺎﻳﻪ  ﻣﺎﻳﻪ ﺑﺪﻋﺖ  ﻧﻮ‪  $J‬ﻣﺪﻧﻴﺘﻪ  ﭘﺴﺎﻣﺪﻧﻴﺘﻪ‬ ‫ﺳﺖ‪ .‬ﺑﺪ‪– ,J ,‬ﻳﻌﻨﻲ ﺳﻨﺖ ﺑﺮﺧﻼ‪ u‬ﺗﺼﻮ‪ -‬ﺑﺪﻋﺖ  ﺧﻼﻗﻴﺖ‪ ،‬ﻫﻢ ﺑﻲﻣﻌﻨﺎ  ﻫﻢ ﻧﺎﺷﺪﻧﻲ ﺳﺖ‪ .‬ﺑﺎ ﻣﻲﻧﻢ‬ ‫ﻛﻪ ﺑﺪﻳﻊ ﻣﺪﻧﻴﺘﻪ  ﭘﺴﺎﻣﺪﻧﻴﺘﻪ  ﭘﺴﺎﭘﺴﺎ ﻣﺪﻧﻴﺘﻪ! ﺑﻪ ‪  $‬ﺑﻪ ﺳﻨﺖ ﻣﺒﺪ ﺧﻮﻫﺪ ﺷﺪ‪  ،‬ﺑﺎ ‪ ,J‬ﺳﻨﺖ‪،‬‬ ‫ﭘﺎﻳﻪ  ﻣﺎﻳﻪ ﺑﺪﻋﺖﻫﺎ‪" $‬ﻓﺮ‪ $‬ﺗﺎﻳﺨﻲ" ﻣﺎ  ﻓﺮﻫﻢ ﺧﻮﻫﺪ ‪.J‬‬ ‫ﺳﻨﺖ  ﺑﺪﻋﺖ‪ ،‬ﺑﻴﺶ  ‪ ,J‬ﻧﺰﻳﻚﻧﺪ ﻛﻪ ﻣﺎ ﺗﺼﻮ ﻣﻲﻛﻨﻴﻢ‪  ،‬ﺳﺮﻳﻊﺗﺮ  ‪ ,J‬ﺑﻪ ﻫﻢ ﺗﺒﺪﻳﻞ ﻣﻲﺷﻮﻧﺪ ﻛﻪ‬ ‫ﻣﺎ ﻣﺘﺼﻮﻳﻢ‪ .‬ﻫﺮ ﺧﺘﺮ‪ l‬ﻛﻮﭼﻚ  ﺑﺰگ‪ ،‬ﭼﻪ  ﺳﺨﺖﻓﺰ  ﭼﻪ  ﻧﺮ‪T‬ﻓﺰ‪  ،‬ﺑﺘﺪ ﺑﺪﻋﺖ  ﻧﻮ‪ $J‬ﺑﻪ‬ ‫ﺷﻤﺎ ﻣﻲﻓﺘﻪ ﺳﺖ‪  ،‬ﺑﻪ ‪ $‬ﻫﻤﻪ ‪J‬ﻧﻬﺎ ‪  Zs‬ﺳﻨﺖ ﺷﺪ<ﻧﺪ   ﺧﺎﻛﺴﺘﺮ ‪J‬ﻧﻬﺎ ﺑﺪﻳﻊ ﺟﺪﻳﺪ ﺳﺮﺑﺮ‪<J‬‬ ‫ﺳﺖ؛ ﻳﻦ ﺳﺘﺤﺎﻟﻪ ﻫﻤﭽﻨﺎ‪ ,‬ﻣﻪ ﺧﻮﻫﺪ ﺷﺖ‪ .‬ﻓﺰ‪ ,‬ﺑﺮ ﺗﺒﺪﻳﻞ ﺑﺪﻋﺖ ﺑﻪ ﺳﻨﺖ‪ ،‬ﻣﺘﻘﺎﺑﻼ ﺳﻨﺖ ﻧﻴﺰ ﺋﻤﺎ ‬ ‫ﺣﺎ ﻧﻮ ﺷﺪ‪  ,‬ﺑﻪ ﺑﺎﻧﻲ ﻣﺒﺪ ﺷﺪ‪ ,‬ﺑﻪ ﺑﺪﻋﺖ ﺳﺖ‪ .‬ﭼﻪ ﻣﻲﺷﻮ ﻛﺮ ﻛﻪ ﺑﺮﺧﻲ ﺳﻨﺖ  ﺗﻐﻴﻴﺮ ﻧﺎﭘﺬﻳﺮ  ﺳﻨﮓ‬ ‫ﺷﺪ< ﺗﺼﻮ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﻪ ﻗﻮ "ﻣﺎﻳﻜﻞ ﻛﺸﺎ"‪" :‬ﺳﻨﺖ ﻓﺘﺎ‪ $‬ﺳﺖ ﻓﻬﻤﻴﺪﻧﻲ‪ .‬ﺳﻨﺖ ﻧﻪ ﺛﺎﺑﺖ ﺳﺖ  ﻧﻪ ﺗﻤﺎ‪T‬‬ ‫ﻳﺎﻓﺘﻪ‪ ،‬ﻛﺎﻧﻮ‪ ,‬ﺗﻐﻴﻴﺮ ﻧﺎﭘﺬﻳﺮ‪ $‬ﻧﺪ ﻛﻪ ﻓﻬﻢ  ‪ ,J‬ﻟﻨﮕﺮ ﻧﺪ‪ ،‬ﺑﺨﺶﻫﺎﻳﻲ  ‪J ,J‬ﻫﺴﺘﻪﺗﺮ  ﺑﺨﺶﻫﺎ‪ $‬ﻳﮕﺮ‬ ‫ﮔﺮﮔﻮ‪ ,‬ﻣﻲﺷﻮ‪ ،‬ﻣﺎ ﻫﻴﭻ ﺑﺨﺸﻲ ﻣﺼﻮ‪  ,‬ﺗﻐﻴﻴﺮ ﻧﻴﺴﺖ‪ ،‬ﻫﻤﻪ ﭼﻴﺰ ﻣﻮﻗﺖ ﺳﺖ"‪  .‬ﺑﺎ ﺑﻪ ﻗﻮ "ﻛﺸﺎ"‪:‬‬ ‫"ﺳﻨﺖ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﺻﻞ ﭘﻴﻮﺳﺘﻪ  ﻣﺪ‪ ،T‬ﻗﻌﻴﺖ ﺳﺖ ﻛﻪ ﺑﺎ ﻗﺘﺪ‪ ،‬ﻣﻴﺎ‪ ,‬ﮔﺬﺷﺘﻪ  ﺣﺎ  ‪J‬ﻳﻨﺪ<  ﻣﻴﺎ‪,‬‬ ‫ﻛﻬﻨﻪ  ﻧﻮ  ‪J‬ﻧﭽﻪ ﻛﻪ ﭘﺪﻳﺪ ﻣﻲ‪J‬ﻳﺪ‪ ،‬ﺟﺮﻳﺎ‪." ,‬‬ ‫ ﺿﻤﻦ ﺿﺎﻓﻪ ﻛﻨﻢ‪J ،‬ﻧﺎ‪ ,‬ﻛﻪ  ژﮔﺎ‪ ,‬ﺳﻨﺖ  ﮔﺬﺷﺘﻪ ﻣﻲﮔﺮﻳﺰﻧﺪ –ﺑﻪ ﺟﺰ ﺑﺮﺧﻲ ﺑﻪ ﻗﻮ ﻣﻮﻟﻮ‪$‬‬ ‫ﻇﺎﻫﺮﺑﻴﻨﺎ‪ ,‬ﻛﻒ ﺑﻴﻦ ﻳﺎ ﻧﺒﻴﻦ‪ -‬ﮔﺮ ‪J‬ﻧﭽﻨﺎ‪ ,‬ﻛﻪ ﻣﺎ  ﭘﻴﺶ ﻳﻦ ﺷﺎ< ﻛﺮﻳﻢ ﺑﻪ ﺗﻌﺮﻳﻒ ﻣﺎ  ﺳﻨﺖ  ﮔﺬﺷﺘﻪ‬ ‫ ﺑﻪ ﻳﮋ< ﺑﺨﺶ ﻋﻴﻨﻲ  ‪J‬ﻣﻮ< ﺳﻨﺖ  ﻣﺨﺘﺼﺎ ﻓﺮﻫﻨﮕﻲ ﺗﻮﻟﻴﺪ‪J ،$‬ﻧﭽﻨﺎ‪ ,‬ﻛﻪ ﻣﺪﻧﻈﺮ ﻣﺎ ﺑﺎﺷﺪ‪ ،‬ﺑﺎﮔﺮﻧﺪ؛‬ ‫ﺣﺘﻤﺎ ﺑﺎ ﻣﺎ ﻫﻤﺮ< ﺧﻮﻫﻨﺪ ﺷﺪ‪ .‬ﻫﻤﭽﻨﺎ‪ ,‬ﻛﻪ ﻣﻦ ﻧﻴﺰ ﺑﻪ ﻧﻮﺑﻪ ﺧﻮ‪ ،‬ﺑﺎ ﺑﺴﻴﺎ‪  $‬ﻧﻘﻄﻪﻧﻈﺮ ‪J‬ﻧﺎ‪ ,‬ﻫﻤﺮﻫﻢ‪.‬‬ ‫ﻗﻌﻴﺖﻳﻦ ﺳﺖ ﻛﻪ ﻣﺎ ﺑﺎﻳﺪ ﺑﻪ ﺟﺎ‪ $‬ﻳﺎ  ﻧﺎﻳﺎ‪  ،$‬ﻃﺮﻳﻖ ﻇﻦ  ﮔﻤﺎ‪ ،,‬ﺑﺎ ﭼﺸﻢ  ﮔﻮ‪ I‬ﭘﺮ ﻧﻮ ﺑﺎ ﺑﻪ ﻗﻮ‬ ‫ﻣﻮﻟﻮ‪ $‬ﺷﺴﺘﻪ  ﺧﻮ‪  Z‬ﺧﻼ‪J u‬ﻣﺪ ﻋﺎ  ﺑﻪ ﻗﻮ ﺣﺎﻓﻆ  ﺳﻬﺮ‪ Z‬ﺳﭙﻬﺮ‪  $‬ﭘﻴﺸﺪ‪ ،$‬ﺑﻪ ﺟﺴﺘﺠﻮ‪$‬‬

‫ﺳﻨﺖ  ﺑﺪﻋﺖ‪ ،‬ﺑﻴﺶ ‪2‬‬ ‫]‪ H‬ﻧﺰ‪/‬ﻳﻚﻧﺪ ﻛﻪ ﻣﺎ ﺗﺼﻮ‬ ‫ﻣﻲﻛﻨﻴﻢ‪  ،‬ﺳﺮﻳﻊﺗﺮ ‪H] 2‬‬ ‫ﺑﻪ ﻫﻢ ﺗﺒﺪﻳﻞ ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﻣﺎ‬ ‫ﻣﺘﺼﻮﻳﻢ‪ .‬ﻫﺮ ﺧﺘﺮ" ﻛﻮﭼﻚ‬ ‫ ﺑﺰگ‪ ،‬ﭼﻪ ‪ /‬ﺳﺨﺖﻓﺰ‬ ‫ ﭼﻪ ‪ /‬ﻧﺮ[ﻓﺰ‪ / ،‬ﺑﺘﺪ‬ ‫ﺑﺪﻋﺖ  ﻧﻮ]= ﺑﻪ ﺷﻤﺎ‬ ‫ﻣﻲﻓﺘﻪ ﺳﺖ‪  ،‬ﺑﻪ ‪=/2‬‬ ‫ﻫﻤﻪ ]ﻧﻬﺎ ‪ / j‬ﺳﻨﺖ‬ ‫ﺷﺪﻧﺪ  ‪ 2‬ﺧﺎﻛﺴﺘﺮ ]ﻧﻬﺎ‬ ‫ﺑﺪﻳﻊ ﺟﺪﻳﺪ ﺳﺮﺑﺮ]‪/‬‬ ‫ﺳﺖ؛ ﻳﻦ ﺳﺘﺤﺎﻟﻪ‬ ‫ﻫﻤﭽﻨﺎ‪/ H‬ﻣﻪ ﺧﻮﻫﺪ ‪/‬ﺷﺖ‪.‬‬ ‫ﻓﺰ‪ H‬ﺑﺮ ﺗﺒﺪﻳﻞ ﺑﺪﻋﺖ ﺑﻪ‬ ‫ﺳﻨﺖ‪ ،‬ﻣﺘﻘﺎﺑﻼ ﺳﻨﺖ ﻧﻴﺰ ‪/‬ﺋﻤﺎ‬ ‫‪ /‬ﺣﺎ‪ .‬ﻧﻮ ﺷﺪ‪  H‬ﺑﻪ ‪2‬ﺑﺎﻧﻲ‬ ‫ﻣﺒﺪ‪ .‬ﺷﺪ‪ H‬ﺑﻪ ﺑﺪﻋﺖ ﺳﺖ‪.‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻫﻢ ﺑﺮﺧﻴﺰﻳﻢ‪  ،‬ﺑﺪﻧﻴﻢ ﻛﻪ ﺑﻪ ﻗﻮ "ﺑﺮ ﺑﻼ" "ﻣﻮﻛﺮﺳﻲ ﻳﻌﻨﻲ ﺗﻮﺟﻪ ﻛﺮ‪",‬؛ ﺻﻮ ﻣﺴﺌﻠﻪ ﻃﺮ‪ u‬ﻣﻘﺎﺑﻞ‬ ‫ ﺑﻪ ﻗﺖ ﺧﻮﻧﺪ‪  ،,‬ﺑﻪ ﻣﺒﺎﺣﺜﻪ ‪ ،,J $‬ﻧﻪ ﺑﻪ ﻣﺠﺎﻟﻪ‪ ،‬ﺑﻪ ﻗﻮ "ﻟﻴﭙﻤﻦ"‪ :‬ﺑﺮ‪ $‬ﺳﻴﺪ‪ ,‬ﺑﻪ ﺗﻌﺎ ﻓﻜﺮ‪$‬‬ ‫ﻛﻮﺷﻴﺪ‪  ,‬ﻧﻪ  ﭘﻲ ﺗﺜﺒﻴﺖ ﻋﺪ‪ T‬ﺗﻌﺎ ﺗﻼ‪ I‬ﻛﺮ‪.,‬‬ ‫ﻣﺸﻜﻞ ﻳﮕﺮ ﻣﺎ ﺑﺎ ﺑﺮﺧﻲ ﻣﻨﺘﻘﺪﻳﻦ ﺷﻔﺎﻫﻲﻣﺎ‪ ,‬ﻳﻦ ﻧﻜﺘﻪ ﻣﺴﺘﻮ  ﻣﻜﺘﻮ‪ T‬ﺳﺖ ﻛﻪ ﺗﺼﻮ ﻣﻲﺷﻮ ﻫﻴﭻ‬ ‫ﺷﺒﺎﻫﺘﻲ ﺑﻴﻦ ﮔﺬﺷﺘﻪ   ﮔﺬﺷﺘﻪ ﻧﺰﻳﻚ )ﺣﺎ(  ﺣﺎﻫﺎ‪ $‬ﺑﻌﺪ  ‪J) ,J‬ﻳﻨﺪ<( ﺟﻮ ﻧﺪ‪ .‬ﺷﺒﻴﻪ ﻧﻈﺮﻳﺔ‬ ‫ﺧﻠﻖﻟﺴﺎﻋﻪ  ﻳﺴﺖ ﺷﻨﺎﺳﻲ ﻗﺒﻞ  ﻣﺎ‪  n‬ﻳﻦ‪ .‬ﺑﺮﺧﻲ ﻫﻢ ﻛﻪ ﻧﮕﺎﻫﻲ ﮔﺬ ﺑﻪ ﺗﺎﻳﺦ  ﮔﺬﺷﺘﻪ ﻧﺪ‬ ‫ﺗﻨﻬﺎ ﺗﻔﺎﻫﺎ  ﻣﻲﺑﻴﻨﻨﺪ  ﻧﻪ ﺷﺒﺎﻫﺖﻫﺎ‪ .‬ﭼﺮ ﻛﻪ ﺗﻔﺎﻫﺎ‪ $‬ﻋﻴﻨﻲ  ﺑﻴﺮﻧﻲ ‪J‬ﺷﻜﺎ  ﺷﺒﺎﻫﺖﻫﺎ‪ $‬ﺳﺎﺧﺘﺎ‪$‬‬ ‫ ﻧﻲ ﺳﺖ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ  ﻣﺮ‪ T‬ﻧﮕﺎ‪ $‬ﺑﻴﺸﺘﺮ ﺑﻪ ﺗﻔﺎﻫﺎ ﺗﻮﺟﻪ ﻣﻲﺷﻮ   ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻲ ﺑﻪ‬ ‫ﺷﺒﺎﻫﺖﻫﺎ‪ .‬ﺗﺠﺮﺑﻴﺎ ﻣﻴﺪﻧﻲ ﻣﺎ ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ‪ ،‬ﻓﺰ‪ ,‬ﺑﺮ ﺳﺨﻦ "ﻟﻮ‪ $‬ﺷﺘﺮ‪  "W‬ﻳﮕﺮ‪ ,‬ﺑﺎ< ﻻﻳﻪﻫﺎ‪$‬‬ ‫ﺳﺎﺧﺘﺎ‪J ،$‬ﺷﻜﺎ  ﭘﻨﻬﺎ‪ ,‬ﺑﻮ‪J ,‬ﻧﻬﺎ  ﻳﺮﭘﺎ  ﻧﻮﭘﺎ ﺑﻮ‪J ,‬ﻧﻬﺎ‪  ،‬ﭘﺪﻳﺪ<ﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻛﻪ ﻣﻮ ﻧﻈﺮ ﻣﺎ ﺳﺖ؛‬ ‫ﺳﺎﺧﺖﻫﺎﻳﻲ ﺟﻮ ﻧﺪ ﻛﻪ ﻣﺪﻫﺎ‪ $‬ﻣﺪﻳﺪ ‪ T‬ﻣﻲ‪J‬ﻧﺪ؛  ﺳﺎﺧﺖﻫﺎﻳﻲ ﺟﻮ ﻧﺪ ﻛﻪ ﺑﺴﻴﺎ ﺳﻴﺎ  ﺑﺎ‬ ‫ﺷﺘﺎ‪  Z‬ﺣﺎ ﮔﺮﮔﻮﻧﻲﻧﺪ‪.‬‬ ‫ﻣﺎ ﺻﻔﺎ ﻧﺴﺒﺘﺎ ﺛﺎﺑﺖ  ﻳﺮﻳﻦ ﻛﻢ ﺗﻐﻴﻴﺮ  ﺻﻔﺎ ﺟﻮﻫﺮ‪  $‬ﺻﻔﺎ ﺑﻪ ﺳﺮﻋﺖ ﮔﺮﮔﻮ‪ ,‬ﺷﻮﻧﺪ<  ﺑﺮﻳﻦ‬ ‫ ﺻﻔﺎ ﻋﺮﺿﻲ ﻧﺎﻣﻴﺪ<ﻳﻢ‪ .‬ﭘﻴﺶ ﻓﺮˆ ﻣﻨﺘﻘﺪﻳﻦ ﻣﺎﻳﻦ ﺳﺖ ﻛﻪ ﻫﻤﻪ ﭘﺪﻳﺪ<ﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻫﻢ ﺷﺘﺎ‪ Z‬‬ ‫ﺣﺎ ﮔﺮﮔﻮﻧﻲﻧﺪ‪ .‬ﻣﺎ ﻣﺸﺎﻫﺪ ﻣﺮ‪T‬ﺷﻨﺎﺳﺎ‪,‬ﻳﻦ ﭘﻴﺶ ﻓﺮˆ  ﻧﻤﻲﺗﻮﻧﺪ ﺑﭙﺬﻳﺮ‪ .‬ﭼﻨﻴﻦ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻛﻪ‬ ‫ﻣﻴﺰ‪ ,‬ﺗﻐﻴﻴﺮ  ﺷﺘﺎ‪  Z‬ﺣﺮﻛﺖ  ﻣﺮﻛﺰ  ﭘﻴﺮﻣﻮ‪ ,‬ﻳﻜﺴﺎ‪ ,‬ﻧﻴﺴﺖ‪  ZJ .‬ﺷﺮﻳﻂ ﮔﻮﻧﺎﮔﻮ‪ ,‬ﺑﻪ ﺷﻜﻞ ﮔﺎ ‬ ‫ﻣﺎﻳﻊ  ﺟﺎﻣﺪ ﻣﻲ‪J‬ﻳﺪ  ﺷﻜﻞﻫﺎ‪ $‬ﻣﺘﻔﺎ ﻣﻲﻳﺎﺑﺪ؛ ﻣﺎ ﺳﺎﺧﺖ ﺷﻴﻤﻴﺎﻳﻲ ‪  ZJ‬ﻫﺮ ﺣﺎ ﻳﻜﺴﺎ‪ ,‬ﺑﺎﻗﻲ ﻣﻲﻣﺎﻧﺪ‪.‬‬ ‫ﺗﻐﻴﻴﺮ ﻛﻤﻲ ﺑﺴﻴﺎ  ﺷﺪﻳﺪ‪ $‬ﻻ‪ T‬ﺳﺖ ﻛﻪ ﺗﻐﻴﻴﺮ  ﻛﻴﻔﻴﺎ  ﺑﻪ ﺟﻮ ﺑﻴﺎ‪ .‬ﭘﺪﻳﺪ<ﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻧﻴﺰ‬ ‫‪ $‬ﺳﺎﺧﺖﻫﺎ‪ $‬ﻳﺮﻳﻦ ﭼﻨﺪﻳﻦ  ﭼﻨﺪ ﻫﺰ ﺳﺎﻟﻪﻧﺪ  ﺑﺴﻴﺎ ﻓﺮﮔﻴﺮ  ﻳﺮﭘﺎﺗﺮ  ‪ ,J‬ﻛﻪ  ﻧﮕﺎ< ﻧﺨﺴﺖ ﺑﻪ‬ ‫ﻧﻈﺮ ﻣﻲﺳﻨﺪ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﭘﮋﻫﺶﻫﺎ‪ $‬ﻣﺎ ﺑﺎ< ﻛﻨﺶﻫﺎ‪ $‬ﻣﺘﻘﺎﺑﻞ ﭘﻴﻮﺳﺘﻪ ‪J‬ﻣﻲ ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﭼﺎﭼﻮ‪ Z‬ﺻﻠﻲ  ﺻﻔﺎ‬ ‫ﺟﻮﻫﺮ‪ $‬ﻧﻮ‪ l‬ﻫﻤﻜﺎ‪ ،$‬ﻧﻪ ﺗﻨﻬﺎ  ﻃﻮ ﻫﺰ‪ ,‬ﺳﺎ ﺗﻐﻴﻴﺮ ﻧﻜﺮ< ﺳﺖ‪ ،‬ﺑﻠﻜﻪﻳﻦ ﺳﺎﺧﺖ ﻓﺰ‪ ,‬ﺑﺮ ‪J‬ﻣﻴﺎ‪،,‬‬ ‫ ﺟﺎﻧﻮ‪ ,‬ﻧﻴﺰ ﻳﺎﻓﺖ ﻣﻲﺷﻮ‪.‬‬ ‫ﻣﺎ ﻫﺮ ﺳﺎﺧﺖ ﺻﻠﻲ ‪ ,J‬ﭼﻨﺎ‪  ,‬ﻋﻨﺎﺻﺮ  ﺳﺎﺧﺖﻫﺎ‪ $‬ﻓﺮﻋﻲ  ﺛﺎﻧﻮﻳﻪ  ﺑﻪ ﻇﺎﻫﺮ ﺑﺴﻴﺎ ﻣﺘﻔﺎ ﭘﻮﺷﻴﺪ<‬ ‫ﻣﻲﺷﻮ‪ ،‬ﻛﻪ ﺷﻨﺎﺧﺖ ‪  ,J‬ﻧﮕﺎ<ﻫﺎ‪ $‬ﺑﺘﺪﻳﻲ ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪ .‬ﮔﺬ ﻳﻦ ﻇﻮﻫﺮ ﺷﺘﺎﺑﺎ‪  ,‬ﮔﺮﮔﻮ‪ ,‬ﺷﻮﻧﺪ<‬ ‫ ﻓﺮﻳﺒﻨﺪ<‪ ،‬ﻫﻤﺎﻧﻄﻮ ﻛﻪ  ﻣﻘﺎﻟﻪ "ﺳﺎﺧﺖﻫﺎ‪ $‬ﺟﻬﺎﻧﻲ ﻫﻤﻜﺎ‪  "$‬ﻣﻘﺪﻣﻪ ﻛﺘﺎ‪ < Z‬ﺗﻮﺿﻴﺢ <‪ .T‬ﺑﺮ‪$‬‬ ‫ﻣﺜﺎ ﻣﻦ ﻫﻢ ﻣﻲﻧﻢ ﻛﻪ "ﺑﻨﻪ"  "<" ﻫﺮ  ﻣﻴﺮﻧﺪ<ﻧﺪ  ﻳﺎ ﻣﺮ<ﻧﺪ‪  ،‬ﺑﻮ‪ $‬ﻟﺮﺣﻤﺎ‪ ,‬ﻣﻲﻫﻨﺪ‪  ،‬ﺑﻪ ﻗﻮ‬ ‫ﻣﻨﺘﻘﺪﻳﻦ ﻣﺎ ﻇﺎﻫﺮ ﺑﻪ  ﻣﻮ<  ﺗﺎﻳﺦ ﻣﻲﺧﻮﻧﺪ‪ .‬ﻣﻦ ﻧﻴﺰ ﺑﻬﺘﺮ  ‪J‬ﻧﺎ‪ ,‬ﺑﻪ ﻟﻴﻞ ﺗﻮﺟﻪ ﭼﻨﺪ ﻫﻪ‪ ،$‬ﻃﺒﻴﻌﺘﺎ ﻫﻢ‬ ‫ﻻﻳﻞ ﻣﺎﻧﺪﮔﺎ‪J $‬ﻧﻬﺎ   ﻃﻮ ﺗﺎﻳﺦ ﻛﺸﺎ‪  $‬ﻣﺪ‪  ،$‬ﻫﻢ ﻻﻳﻞ ﻣﺮگ ‪  ,J‬ﺑﻬﺘﺮ ﻣﻲﻧﻢ‪ .‬ﻣﺎ ﭼﻴﺰ‪$‬‬ ‫ﻛﻪ ﻣﻨﺘﻘﺪﻳﻦ ﻣﺎ ﺑﻪ ‪ ,J‬ﺗﻮﺟﻪ ﻧﺪﻧﺪ – ﻣﻦ ‪J‬ﻧﻬﺎ  ﺑﻪ ﺧﻮﻧﺪ‪ ,‬ﻣﻘﺎﻟﻪ "ﺳﺎﺧﺖﻫﺎ‪ $‬ﺟﻬﺎﻧﻲ ﻫﻤﻜﺎ‪ "$‬ﻋﻮ‬ ‫ﻣﻲﻛﻨﻢ‪-‬ﻳﻦ ﺳﺖ ﻛﻪ ﺳﺎﺧﺖ "<"  "ﺑﻨﻪ" ﺳﺮ ﻣﺮ ﮔﻨﺪ<‪ ،‬ﺣﺎﻻ ﺣﺎﻻﻫﺎ ﻧﺪ< ﺧﻮﻫﻨﺪ ﻣﺎﻧﺪ‪  ،‬ﻫﻤﭽﻮ‪ZJ ,‬‬ ‫ﻓﺮ ﺷﺪ<  ﺷﻦ‪ ،‬ﺑﻪ ﺷﻜﻞﻫﺎ‪ $‬ﻳﮕﺮ  ﺟﺎ‪$‬ﻫﺎ‪ $‬ﻳﮕﺮ ﺳﺮ ﺑﺮ ﺧﻮﻫﻨﺪ ‪.J‬‬ ‫ﺳﺎﺧﺖ ﺑﻨﻪ  <‪ ،‬ﻫﺰ‪ ,‬ﺳﺎ ﭘﻴﺶ ﺟﻮ ﺷﺘﻪﻧﺪ‪ ،‬ﻣﺮ< ﻧﻴﺰ ﺟﻮ ﻧﺪ  ﻫﺰ‪ ,‬ﺳﺎ ﻧﻴﺰ ﺟﻮ‬ ‫ﺧﻮﻫﻨﺪ ﺷﺖ‪ .‬ﻣﺎ ﻃﺒﻴﻌﺘﺎ ﻋﺮﺿﻴﺎ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﻫﺮ ﻳﻚ‪ ،‬ﻣﻴﻨﻪﻫﺎ‪ $‬ﻛﺎ  ﻣﻮ ﺳﺘﻔﺎ<‪  ،‬ﻣﺎﻧﻲ ﺑﻪ ﻣﺎ‪ ,‬ﻳﮕﺮ‬ ‫  ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﻓﺮﻫﻨﮓ ﻳﮕﺮ‪   ،‬ﻛﺎ‪ $‬ﺑﻪ ﻛﺎ ﻳﮕﺮ ﺋﻤﺎ  ﺣﺎ ﺗﻐﻴﻴﺮ ﺳﺖ‪ .‬ﭼﻴﺰ‪ $‬ﻛﻪ ﻫﺴﺖ‪ ،‬ﺑﻪ ﻗﻮ‬ ‫ﻳﺶ ﭘﺮ< ﺧﻮ‪ ,‬ﻗﺪﻳﻢ‪ :‬ﻳﺪ< ﺧﻮﻫﻢ ﺗﺎ ﻛﻪ ﺑﺎﺷﺪ ﺷﻪ ﺷﻨﺎ‪ / W‬ﺷﺎ<  ﺑﺸﻨﺎﺳﺪ   ﻫﺮ ﻟﺒﺎ‪.W‬‬ ‫ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﻣﻲﺑﻴﻨﻴﻢ ﮔﺮ<ﻫﺎ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ ﻳﺎﻳﮕﺮ‪ ،‬ﭼﻪ ﻳﺮ‪  ,‬ﭼﻪ  ﺟﻬﺎ‪ $ ،,‬ﺟﻮﻫﺮ‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫)ﺑﻮ  ‪  (s‬ﺳﺎﺧﺖﻫﺎ‪ $‬ﺛﺎﺑﺖ  ﻋﺮﺿﻴﺎ  ﻧﻤﻮﻫﺎ‪ $‬ﻣﺘﻔﺎﺗﻨﺪ‪ .‬ﻣﺎ ﻣﺘﺎﺳﻔﺎﻧﻪ ﺧﺮ<ﮔﻴﺮ‪  ,‬ﮔﺎ< ﺣﺘﻲ ﺑﺮﺧﻲ‬ ‫ﺗﻌﺎ‪ ,‬ﻛﺎ‪  ,‬ﻣﺮ‪ T‬ﻧﮕﺎ‪ ,‬ﻣﺎ‪ ،‬ﺑﻪ ﺻﻮ ﺷﻜﻞ ﮔﺮﻳﺎﻧﻪ  ﺗﺴﻤﻴﻪ ﮔﺮﻳﺎﻧﻪ ﻓﺮﻃﻲ‪ ،‬ﺟﻮﻫﺮ  ﺻﻮ  ﺳﺎﺧﺘﺎ‬ ‫ﻣﺎﻧﺪﮔﺎ  ﺻﻠﻲﻳﻦ ﻛﻨﺶﻫﺎ‪ $‬ﻣﺘﻘﺎﺑﻞ ﺟﺘﻤﺎﻋﻲ  ﻧﻔﻲ ﻛﺮ<‪  ،‬ﺗﻨﻬﺎ ﺑﻪ ﺳﺎﺧﺖ ﻓﺮﻋﻲ  ﻋﺮﺿﻴﺎ ﻇﺎﻫﺮ ﻓﺮﻳﺐ‬ ‫ﺗﻮﺟﻪ ﻧﺪ‪ .‬ﮔﺮ ﭼﻪ ﻫﻤﻴﻦ ﺗﻮﺟﻬﺎ  ﻧﻴﺰ  ﺟﺎ‪ $‬ﺧﻮ ﻣﻔﻴﺪ ﻣﻲﻧﻢ‪.‬‬ ‫ﺣﺴﻦﻳﻦﻳﺮ ﮔﺮ ﻣﺨﺼﻮﺻﺎ ﺷﻔﺎﻫﻲ ﻫﻢ ﺑﺎﺷﻨﺪﻳﻦ ﺳﺖ ﻛﻪ ﻻ ﺟﺎﻳﻲ ﺛﺒﺖ ﻧﻤﻲﺷﻮ‪ ،‬ﺛﺎﻧﻴﺎ ﺣﻤﻠﻪ ﺑﻪ‬ ‫ﻫﺮ ﭼﻪ ﻛﻪ ﭘﺴﻮﻧﺪ ﺳﻨﺘﻲ  ‪ ،‬ﻫﻢ ﻛﻢ ﺧﻄﺮﺳﺖ  ﻫﻢ  ﮔﺎ ﻣﺎ ﻛﺴﻲ  ﻳﻮ ﻛﻮﺗﺎ<  ﭘﻬﻠﻮ‪ ,‬ﺷﻜﺴﺖ‬ ‫ﺧﻮ< ﺳﻨﺖ ﻓﺎ‪ l‬ﻧﻤﻲﻛﻨﺪ‪  .‬ﻋﻴﻦ ﺣﺎ‪ ،‬ﺣﻤﻠﻪ ﺑﻪ ﺳﻨﺖ‪ ،‬ﺑﻪ ﻫﺮ ﺷﻜﻞ  ﻣﻌﻨﺎﻳﻲ ﻧﺸﺎﻧﻪ ﭘﻴﺸﺮ ﺑﻮ‪  ,‬ﺷﻨﻔﻜﺮ‬ ‫ﺑﻮ‪ ,‬ﻫﻢ ﺑﻪ ﺷﻤﺎ ﻣﻲ!  ﭼﻮ‪ ,‬ﺣﻤﻠﻪ ﺑﻪ ﺳﻨﺖ ﺑﻪ ﺻﻮ ﻣﺮ‪ $‬ﺑﺪﻳﻬﻲ  ﻛﻠﻴﺸﻪ‪  $‬ﻓﺮﮔﻴﺮ ‪J‬ﻣﺪ< ﺳﺖ‪،‬‬ ‫ﻟﺬ ﻧﻴﺎ ﺑﻪ ﺳﺘﺪﻻ ﻣﻨﻄﻘﻲ  ﺋﻪ ﺗﺠﺮﺑﻴﺎ ﻋﻴﻨﻲ ﻫﻢ ﻧﺪ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﻣﻜﺎ‪ // H‬ﺑﺎ ﻳﻚ ﻣﺜﺎ‪ .‬ﻋﻴﻨﻲﻳﻦ ﻣﺴﺌﻠﻪ  ﺗﺒﻴﻴﻦ ﻛﻨﻴﺪ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﻟﺒﺘﻪ‪ ،‬ﻣﺜﺎ ﺟﺎﻟﺒﻲ ﻛﻪ  ﻋﻴﻦ ﺣﺎ ﺑﺮ ‪ $‬ﻣﻦ ﺗﺎﺛﻴﺮ ﺑﺴﻴﺎ ﮔﺬﺷﺘﻪ ﺳﺖ‪ ،‬ﻳﺎ< ﺳﺎ ﭘﻴﺶ ‬ ‫ﻫﻤﺎﻳﺸﻲ ﺑﺎ< ﻣﺸﺎﻛﺖ ﻧﺎ‪ ،,‬ﺑﺎ< ﻣﺸﺎﻛﺖ ﻧﺎ‪ ,‬ﺳﺘﺎﻳﻲ ﻳﻠﻲﻳﺮ‪  ,‬ﮔﺮ<ﻫﺎ‪ $‬ﻳﺎﻳﮕﺮ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪$‬‬ ‫ﺗﻌﺎﻧﻲ  ﺳﻨﺘﻲ ﻣﻘﺎﻟﻪ‪ $‬ﺋﻪ ‪ .T‬ﭘﺲ  ﻣﻦ ﻧﻮﺑﺖ ﻳﻜﻲ  ﻫﻤﻜﺎ‪ ,‬ﺧﻮ‪  Z‬ﺳﺘﺎ‪ ,‬ﻧﺸﮕﺎ< ﺗﻬﺮ‪ ,‬ﺑﻮ‬ ‫ﻛﻪ  ﻣﻮﺿﻮﻋﻲ ﻣﺘﻔﺎ ﻣﻘﺎﻟﻪ‪ $‬ﺋﻪ ﻫﺪ‪.‬ﻳﺸﺎ‪ ,‬ﻗﺒﻞ   ﺑﻪ ﻣﻘﺎﻟﻪ ﺧﻮ‪   ،‬ﻧﺼﺎ‪  u‬ﺳﺎﻟﺖ ﻋﻠﻤﻲ‬ ‫ﻳﺪ ﻛﻪ ﻧﺨﺴﺖ ﺗﻤﺎ‪ T‬ﺷﺘﻪﻫﺎ‪ $‬ﻣﺎ  ﭘﻨﺒﻪ ﻧﻜﻨﺪ! ﻟﺬ  ﭼﻨﺪ ﺟﻤﻠﻪ ﻓﺮﻣﻮﻧﺪ ﻛﻪ ﻟﺒﺘﻪ ﺣﺮ‪u‬ﻫﺎ‪ $‬ﻓﻼﻧﻲ ﺑﺎ<‬ ‫< ﻳﻜﺲ ﻳﮕﺮگ ﻣﻄﺎﻟﺐ ﺟﺎﻟﺒﻲ ﺳﺖ‪ ،‬ﻣﺎ  ﻧﻬﺎﻳﺖ ﺑﻪ  ﻗﻔﺴﻪﻫﺎ‪ $‬ﻣﻮ<  ﺗﺎﻳﺦ ﻣﻲﺧﻮ‪ .‬ﺳﭙﺲ ﺋﻪ‬ ‫ﻣﻘﺎﻟﻪ ﺧﻮ  ‪J‬ﻏﺎ ﻛﺮﻧﺪ   ‪J‬ﻧﺠﺎ ﻛﻪ ﻳﺮ‪ ,‬ﻏﺎﻟﺒﺎ ﻛﺴﻲ ﻛﻪ ‪J‬ﺧﺮﻳﻦ ﺟﻤﻠﻪ  ﻣﻲﮔﻮﻳﺪ‪ ،‬ﺑﺮﻧﺪ<  ﻣﺤﻖ ﺳﺖ‪،‬‬ ‫ﻳﻦ ﺟﻨﮓ ﻋﺎﻟﻤﺎﻧﻪ ﭘﻴﺮ ﺷﺪﻧﺪ! ﺑﺪ‪,‬ﻳﻨﻜﻪ ﻣﺠﺎ ﺑﺮ‪ $‬ﭘﺎﺳﺨﮕﻮﻳﻲ ﻣﻦ ﺑﺎﻗﻲ ﻣﺎﻧﺪ< ﺑﺎﺷﺪ‪ .‬ﮔﺮ ﺑﺮ‪ $‬ﭘﺎﺳﺦ‬ ‫ﻓﺮﺻﺘﻲ ﺷﺘﻢ ﻣﻲﮔﻔﺘﻢ‪:‬‬ ‫ ﺳﺘﺎ‪ ,‬ﻣﺮﻛﺰ‪ $‬ﺿﺮ‪Z‬ﻟﻤﺜﻠﻲ ﺳﺖ ﻛﻪ ﻣﻲﮔﻮﻳﺪ‪ :‬ﻣﻦ ‪J  T‬ﺳﻴﺎ‪ Z‬ﻣﻲ‪J‬ﻳﻢ‪ ،‬ﺗﻮ ﻣﻲﮔﻮﻳﻲ ﮔﻲ )ﻧﻮﺑﺖ(‬ ‫ﻧﻴﺴﺖ؟ ﭘﺲ  ﺣﺪ ﭼﻬﻞ ﺳﺎ ﻣﻦ ﻧﻴﺰ ﻣﻲﻧﻢ "ﺑﻨﻪ" ﺑﺎ‪  Z‬ﻋﻴﺘﻲ‪ <  ،‬ﺷﻴﺮ ﻣﺮ<ﻧﺪ‪ ،‬ﻣﺎ ﺑﻪ ‪J‬ﻧﭽﻪ ﻛﻪ‬ ‫ﺗﻮﺟﻪ ﻧﻤﻲﺷﻮ ﺳﺎﺧﺖ "<"  "ﺑﻨﻪ" ﺳﺖ‪ .‬ﺑﻪ ﺑﺎ‪ ,‬ﺗﻤﺜﻴﻞ  ﺷﻌﺮ‪" :‬ﻣﺎ ﻣﻲﻳﻢ ﻣﺎ < ﺑﺎﻗﻲ ﺳﺖ"‪  .‬ﺑﻪ‬ ‫ﻗﻮ "ﻓﺮ†"‪" :‬ﭘﺮﻧﺪ< ﻣﺮﻧﻲ ﺳﺖ‪ ،‬ﭘﺮ  ﺑﻪ ﺧﺎﻃﺮ ﺑﺴﭙﺎ"‪  .‬ﺑﻪ ﻗﻮ "ﻳﻤﻞ"‪" :‬ﻣﻬﻢ ﻗﻮﻧﻴﻦ ﺑﺎ‪ $‬ﺳﺖ ‬ ‫ﻧﻪ ﺟﻨﺲ ﻣﻬﺮ<ﻫﺎ"‪.‬‬ ‫ﻣﻦ  ﻣﻘﺎﻟﻪ "ﺳﺎﺧﺖﻫﺎ‪ $‬ﺟﻬﺎﻧﻲ ﻫﻤﻜﺎ‪  "$‬ﻗﺒﻞ  ‪  ,J‬ﻣﻘﺪﻣﻪ ﻛﺘﺎ‪ "<" Z‬ﺑﻪﻳﻦ ﺳﺘﻪ ﻣﻨﺘﻘﺪﻳﻦ‬ ‫ﭘﺎﺳﺦ <‪ ،T‬ﻣﺎ ﻳﻦ ﮔﺎ ﻧﻔﺴﺎ‪ ،‬ﭼﻪ ﻛﺴﻲ ﺣﺎﺿﺮ ﺳﺖ ﺟﻮ‪ Z‬ﺑﺸﻨﻮ؛  ﺑﺪﺗﺮ  ‪ ,J‬ﭼﻪ ﻛﺴﻲ ﺣﺎﺿﺮ‬ ‫ﺳﺖ ﺟﻮ‪ Z‬ﺑﺨﻮﻧﺪ!‬ ‫ﺟﺎﻳﺪ‪] :‬ﻳﺎ ﺷﻮﻫﺪ= ‪/ 2‬ﻣﻪ ﺣﻴﺎ   ﺑﻨﻪ ‪/‬ﻳﺮ‪ H‬ﻣﻮﺟﻮ‪ /‬ﺳﺖ؟‬

‫ﻓﺮﻫﺎ‪ :$‬ﭼﺮ ﻛﻪ ﻧﻪ‪ .‬ﻣﺎ ﻛﻨﻮ‪  ,‬ﻣﺎ‪ ,‬ﻓﺮﭘﺎﺷﻲ ‪J‬ﺧﺮﻳﻦ <ﻫﺎ‪ $‬ﺷﻴﺮ ﻳﺮ‪ ,‬ﺑﻪ ﺳﺮ ﻣﻲﺑﺮﻳﻢ‪ .‬‬ ‫ﺣﺎﻟﻲ ﻛﻪ  ﻧﻴﻢ ﻗﺮ‪ ,‬ﻗﺒﻞ‪ ،‬ﻳﻌﻨﻲ ‪،1335‬ﻳﻨﺠﺎﻧﺐ ﺗﺨﻤﻴﻦ < ﺳﺖ ﻛﻪ  ‪ 9‬ﻣﻴﻠﻴﻮ‪  , ,‬ﺧﺘﺮﻳﺮﻧﻲ  ‪,J‬‬ ‫ﺗﺎﻳﺦ‪ 2 ،‬ﻣﻴﻠﻴﻮ‪ ,‬ﻋﻀﻮ < ﺑﻮ<ﻧﺪ‪ .‬ﺑﻪ ﻻﻳﻞ ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻛﺜﺮﻳﺖ ﻗﺮﻳﺐ ﺑﻪ ﺗﻔﺎ‪p‬ﻳﻦ <ﻫﺎ ﻧﺎﺑﻮ ﺷﺪ<ﻧﺪ ‬ ‫ﺑﻘﻴﻪ ﻧﻴﺰ ﺳﺮﻧﻮﺷﺘﻲ ﻧﻈﻴﺮ ‪ ,J‬ﺧﻮﻫﻨﺪ ﺷﺖ‪ .‬ﻣﺎ ﺟﺎﻟﺐﻳﻦ ﺳﺖ ﻛﻪ  ﻫﻤﺎ‪ ,‬ﻣﺎ‪ ,‬ﻛﻪ ﺗﺼﻮ ﻣﻲﺷﺪ‪ < ،‬ﺷﻴﺮ‬ ‫ﺑﻪ ﺗﺎﻳﺦ ﭘﻴﻮﺳﺘﻪ ﺳﺖ‪ ،‬ﺑﻪ ﻃﺮ‪ $‬ﺑﺎ ﻧﻜﺮﻧﻲ ﺳﺎﺧﺖ "< ﺷﻴﺮ"  "< ﻛﺎ"  ﻗﺎﻟﺐ "<ﻫﺎ‪ $‬ﭘﻮ" ﺑﻪ‬ ‫ﺳﺮﻋﺖ  ﻣﻴﺎ‪ ,‬ﻣﺮ‪  ,‬ﻧﺎ‪ ,‬ﻃﺒﻘﺎ ﭘﺎﻳﻴﻦ  ﻣﺘﻮﺳﻂ ﺷﻬﺮ‪$‬ﻳﺮ‪  ,‬ﺣﺎ ﻓﺰﻳﺶ ﺳﺖ؛  ﭘﺲ  ﻧﺎﺑﻮ‪$‬‬ ‫ﺑﻨﻪﻫﺎ‪ $‬ﺑﺎ‪  Z‬ﻋﻴﺘﻲ‪  ،‬ﺻﻄﻼ} ﺟﻐﺮﻓﻴﺎ‪  ،$‬ﺟﻨﻮ‪ Z‬ﺧﻂ ﺧﺮﻣﺎ‪" ،‬ﺑﻨﻪﻫﺎ‪ $‬ﻣﻬﺎﺟﺮ ﻛﺎ ﺻﻴﻔﻲﻛﺎ"  ﭼﻨﺪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﻫﻪ ﮔﺬﺷﺘﻪ ﺑﻪ ﺷﺪ ‪ z‬ﻳﺎﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﻟﺒﺘﻪ ﺳﺘﺪﻻ‪ .‬ﻣﻨﺘﻘﺪﻳﻦ ﺷﻤﺎﻳﻦ ﺳﺖ ﻛﻪ ﭼﻮ‪ H‬ﺳﺘﺎﻫﺎ= ﻣﺎ ‪ /‬ﮔﺬﺷﺘﻪ ‪ =/‬ﻗﺘﺼﺎ‪ /‬ﻣﻌﻴﺸﺘﻲ‬ ‫ﺑﻮ‪/‬ﻧﺪ‪ ،‬ﻟﮕﻮﻫﺎ= ﺳﻨﺘﻲ ﻗﺎ‪ /‬ﺑﻪ ﻋﻤﻞ ‪ /‬ﺿﺎ" ﺟﺪﻳﺪ ﻗﺘﺼﺎ‪ /‬ﻧﻴﻤﻪ ﻣﻌﻴﺸﺘﻲ  ﻳﺎ ﻗﺘﺼﺎ‪ /‬ﺑﺎ‪ 2‬ﻧﻴﺴﺖ‪.‬‬

‫ﻳﻦ ﻟﮕﻮﻫﺎ  ﺳﺎﺧﺖﻫﺎ=‬ ‫]‪ 2 ،H‬ﻗﺒﻞ ‪ 2‬ﺗﺎﻳﺦ ﺗﺎ ﺑﻪ‬ ‫ﻣﺮ‪ 2‬ﺗﺪ[ ﻳﺎﻓﺘﻪﻧﺪ‪ ،‬‬ ‫‪2‬ﻳﻦ ﭘﺲ ﻧﻴﺰ ‪/‬ﻣﻪ ﭘﻴﺪ‬ ‫ﺧﻮﻫﻨﺪ ﻛﺮ‪/ =2 ./‬‬ ‫ﮔﺮ‪ =]/‬ﺧﻮ‪ g‬ﮔﻴﺎﻫﻲ‪،‬‬ ‫‪ / =2‬ﺷﻜﺎ  ﺻﻴﺎ‪،=/‬‬ ‫ ‪2‬ﮔﺎ= ‪ /‬ﻛﺸﺎ‪=2‬‬ ‫ ‪/‬ﻣﺪ=‪  ،‬ﻣﺮ‪/ 2‬‬ ‫ﻗﺘﺼﺎ‪  /‬ﺗﻮﻟﻴﺪ ﺳﺮﻣﺎﻳﻪ‪=/‬‬ ‫ ﻳﺎ ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻲ ‪/‬‬ ‫ﺷﻜﻞﻫﺎ= ]ﺷﻜﺎ ‪/‬ﻳﮕﺮ=‬ ‫ﻫﻤﭽﻮ‪ H‬ﻧﺠﻤﻦﻫﺎ= ﺧﻴﺮﻳﻪ‬ ‫ ﻣﻮﺳﺴﺎ  ﺳﺎ‪2‬ﻣﺎ‪H‬ﻫﺎ=‬ ‫ﺧﻮ‪/‬ﻳﺎ=  ﺳﻨﺪﻳﻜﺎﻫﺎ‪ ،‬‬ ‫ﺣﺰ  ﻏﻴﺮ‪  ،‬ﮔﺎ ﺑﻪ‬ ‫ﺷﻜﻞ ﭘﻨﻬﺎ‪H‬ﺗﺮ= ‪ /‬ﻗﺎﻟﺐﻫﺎ‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ ﭘﺮ‪/‬ﻫﺎ= ﺳﺘﺘﺎ=‪.‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﻟﺒﺘﻪ ﻣﻦ ﺳﺘﺪﻻﻳﻦ ﺑﺰﮔﻮ‪  ,‬ﻧﺨﻮﻧﺪ<‪ .T‬ﺧﺐ ﮔﺮ ﺟﻨﺎﺑﻌﺎﻟﻲ ﺷﻨﻴﺪ<ﻳﺪ‪ ،‬ﻣﻦ ﻧﻴﺰ ﻣﻲﭘﺬﻳﺮ‪T‬‬ ‫ﻛﻪ ﭼﻨﻴﻦ ﺳﺖ‪ .‬ﻣﺎ ﻻ ﻫﻤﻪ ﺳﺘﺎﻫﺎ‪ $‬ﻣﺎ ‪ $‬ﻗﺘﺼﺎ ﻣﻌﻴﺸﺘﻲ ﻧﺒﻮ<ﻧﺪ‪ .‬ﭘﺲ ﺷﻬﺮﻫﺎ‪ $‬ﭘﺮ ﺟﻤﻌﻴﺖ  ‪J‬ﺑﺎ‪,‬‬ ‫ﻣﺎ  ﮔﺬﺷﺘﻪ ﭼﻪ ﻣﻲﺷﻮﻧﺪ؟ ﻳﻦ ﮔﺬﺷﺘﻪ‪ ،‬ﻣﻨﻈﻮ  ﻟﮕﻮ ﭼﻴﺴﺖ؟ ﻟﮕﻮ  ﻣﻌﻤﻮﻻ –ﻧﺸﻤﻨﺪ‪ ,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ‪-‬‬ ‫ﺑﺪ‪ ,‬ﺗﻌﺮﻳﻒ ﻗﻴﻖ ﺑﻪ ﻛﺎ ﻣﻲﺑﺮﻧﺪ‪" .‬ﺳﺎﭘﻴﺮ" ﻟﮕﻮﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ   ﻓﺘﺎ‪ $‬ﺗﻌﻤﻴﻢ ﻳﺎﻓﺘﻪ ﻣﻲﻧﺪ‪  .‬ﻧﻈﺮ‬ ‫"ﻛﻼﻛﻬﻮ‪ ",‬ﺳﺎﺧﺘﺎ‪ ،‬ﻣﻬﻤﺘﺮﻳﻦ ﻣﻮﻟﻒ ﺻﻠﻲ ﻟﮕﻮ ﺳﺖ‪ .‬ﺑﺪﻳﻦ ﻣﻌﻨﺎ‪ ،‬ﻟﮕﻮ ﻳﻚ ﻧﻈﻢ ﺳﺎﺧﺘﺎ‪ $‬ﺳﺖ‪  .‬ﻳﺪﮔﺎ<‬ ‫"ﻛﺮﺑﺮ"‪ :‬ﻟﮕﻮﻫﺎ ﺻﻔﺎﺗﻲ ﻓﺮﻫﻨﮕﻲﻧﺪ ﻛﻪ ﺳﺎﺧﺘﺎ ﻣﺸﺨﺺ ﺷﺘﻪ  ﺑﻪ ﻟﻴﻞ ﻛﺎﻛﺮ ﻣﻮﻓﻘﻴﺖ‪J‬ﻣﻴﺰ‪ ،‬ﺟﻨﺒﻪ ﺗﺎﻳﺨﻲ‬ ‫ ﭘﺎﻳﺪ ﻳﺎﻓﺘﻪﻧﺪ‪ .‬ﻫﻤﺎ‪,‬ﮔﻮﻧﻪ ﻛﻪ "ﻳﺴﻠﺮ" ﺟﻨﮓ  ﻳﻜﻲ  ﻣﺼﺎﻳﻖ ﻟﮕﻮ‪ $‬ﺟﻬﺎﻧﻲ ﻣﻲﻧﺪ‪ ،‬ﻣﺎ ﻫﻤﻜﺎ‪ $‬‬ ‫ﻟﮕﻮﻳﻲ ﺟﻬﺎﻧﻲﺗﺮ  ﻛﻬﻦﺗﺮ ﻣﻲﻧﻴﻢ ﻛﻪ ‪ $‬ﻻﻳﻪﻫﺎ  ﻳﻪﻫﺎ‪ $‬ﺳﺨﺖ ژﻓﺎﻳﻲ  ﻧﻲ  ﻳﻪﻫﺎ‪ $‬ﻧﺮ‪T‬‬ ‫ﺑﺎﻻﻳﻲ  ﺑﻴﺮﻧﻲ ﺳﺖ‪ .‬ﻣﺎ   ﭘﺮﺳﺶ ﭘﻴﺸﻴﻦ‪،‬ﻳﻦ ﻟﮕﻮﻫﺎ  ﺗﺠﺰﻳﻪ ﻛﺮﻳﻢ‪ .‬ﮔﺮ ﻣﻨﻈﻮ  ﻟﮕﻮ‪ ،‬ﻻﻳﻪﻫﺎ‪$‬‬ ‫ژﻓﺎﻳﻲ  ﺳﺎﺧﺖﻫﺎ‪ $‬ﺛﺎﺑﺖ ﺳﺖ‪ ،‬ﮔﻔﺘﻢ ﻛﻪﻳﻦ ﺳﺎﺧﺖ‪ ،‬ﻫﻤﻪ ﻣﺎﻧﻲ  ﻫﻤﻪ ﻣﻜﺎﻧﻲﻧﺪ‪  ،‬ﺑﻄﻲ ﺑﻪ ﻣﺮ  ﻳﺮ‬ ‫ ﻓﺮ ﻧﺪﻧﺪ‪ .‬ﮔﺮ ﻫﻢ ﻣﻨﻈﻮ ﺑﺨﺶ ﺗﻐﻴﻴﺮ ﻳﺎﺑﻨﺪ… ﻻﻳﻪﻫﺎ‪ $‬ﺑﻴﺮﻧﻲ  ﺑﺮﻳﻦ ﻗﻌﻴﺖ ﺳﺖ‪ ،‬ﻣﺎ ‪J‬ﻧﻬﺎ  ﻣﻲﺑﻴﻨﻴﻢ ‬ ‫ﻟﺤﺎ‘ ﻣﻲﻛﻨﻴﻢ‪  .‬ﻋﻴﻦ ﺣﺎ‪ ،‬ﻣﻌﺘﻘﺪ‪ T‬ﻛﻪﻳﻦ ﻟﮕﻮﻫﺎ ﻗﺎ ﺑﻪ ﻋﻤﻞ  ﺿﺎ‪ l‬ﺟﺪﻳﺪ ﻫﺴﺘﻨﺪ‪ .‬ﻫﻤﭽﻨﺎ‪ ,‬ﻛﻪ ﺳﺎﺧﺘﺎ‬ ‫ﺑﻨﻪ  ﻃﻲ ﭼﻨﺪ ﻫﺰ ﺳﺎ ﮔﺬﺷﺘﻪ ﻣﻪ ﻳﺎﻓﺘﻪ ﺳﺖ  ﺣﺎﻟﻴﻜﻪ ﻧﻈﺎ‪T‬ﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺋﻤﺎ ﺗﻐﻴﻴﺮ ﻣﻲﻛﺮ<ﻧﺪ‪ .‬ﻣﻦ‬ ‫ﺑﻪﻳﻦ ﭘﺮﺳﺶﻫﺎ ﺗﺎ ﻫﻤﻴﻦ ﺟﺎ ﺑﻪ ﺻﺪ ﺑﺎ‪ ,‬ﺳﺨﻦ ﮔﻔﺘﻪ‪  ،T‬ﻣﻨﺘﻈﺮ ﮔﻮ‪I‬ﻫﺎ‪ $‬ﺷﻨﻮ ﻫﺴﺘﻢ‪  ،‬ﺷﺨﺼﺎ ﺑﺮﻳﻦ‬ ‫ﺑﺎ‪ T‬ﻛﻪ ﭼﻨﻴﻦ ﮔﻮ‪I‬ﻫﺎ‪ $‬ﺷﻨﻮﻳﻲ ﻛﻪ ﺑﻪ ﻧﺒﺎ "ﺧﻼ‪J u‬ﻣﺪ ﻋﺎ" ﻫﺴﺘﻨﺪ‪ ،‬ﻇﻬﻮ ﺧﻮﻫﻨﺪ ﻛﺮ‪ .‬ﺑﺎﻻﺧﺮ< ﺑﺎﻳﺪ‬ ‫ﺗﻮﺟﻪ ﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ ﻏﺎﻟﺐ ﺳﺘﺎﻫﺎ‪ $‬ﻣﺎ  ﮔﺬﺷﺘﻪ‪ ،‬ﻧﻴﻤﻪ ﻣﻌﻴﺸﺘﻲ ﺑﻮ<ﻧﺪ‪  ،‬ﮔﺎ< ﻣﺎﻧﻨﺪ ﺳﺘﺎﻫﺎ‪ $‬ﺟﺎﻟﻴﺰﻛﺎ ‬ ‫ﺻﻴﻔﻲﻛﺎ  ﺳﺒﺰ‪$‬ﻛﺎ ﺣﻮﻣﻪ ﺷﻬﺮﻫﺎ  ﻧﺰﻳﻚ ﺑﻪ ﻣﺮﻛﺰ ﺟﻤﻌﻴﺘﻲ‪ ،‬ﺣﺘﻲ  ﮔﺬﺷﺘﻪ ﺑﻴﺸﺘﺮ ﺑﻪ ﻗﺘﺼﺎ ﺑﺎ ﻣﺘﻜﻲ‬ ‫ﺑﻮ<ﻧﺪ‪ .‬ﻟﮕﻮﻫﺎ‪ $‬ﻳﺎﻳﮕﺮ‪ ،$‬ﻟﮕﻮﻫﺎ‪ $‬ﻗﺘﺼﺎ‪ -$‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺷﻴﻮ<ﻫﺎ‪ $‬ﻣﺪﻳﺮﻳﺘﻲ ﭘﺮﻧﺮﻣﺸﻲ ﻫﺴﺘﻨﺪ‪  ،‬ﺗﺎ ﻣﻮﻗﻌﻲ‬ ‫ﻛﻪ  ﺳﺘﺎﻫﺎ   ﻧﻈﺎ‪ T‬ﻫﻘﺎﻧﻲ‪ ،‬ﺑﻪ ﻛﺸﺖ  ‪ l‬ﻣﺸﻐﻮ ﻫﺴﺘﻴﻢ‪ ،‬ﻋﻢ ﻳﻨﻜﻪ ﻗﺘﺼﺎ ﻣﺎ ﻣﻌﻴﺸﺘﻲ  ﻳﺎ ﻧﻴﻤﻪ‬ ‫ﻣﻌﻴﺸﺘﻲ  ﻳﺎ ﻗﺘﺼﺎ ﺑﺴﺘﻪ ﺑﻪ ﺑﺎ ﺳﺖ‪ ،‬ﻣﻲﺗﻮﻧﻴﻢ ﻳﻦ ﻟﮕﻮﻫﺎ ﺳﺘﻔﺎ< ﻛﻨﻴﻢ‪.‬ﻳﻦ ﻧﻈﺮ ﻣﺜﺒﺘﻲ ﺑﺮﺗﺠﺮﺑﻴﺎ‬ ‫ﻣﻴﺪﻧﻲ ﺳﺖ‪ .‬ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ ﻛﺴﺎﻧﻲ ﻛﻪﻳﻦﻳﺮ  ﻣﻄﺮ} ﻣﻲﻛﻨﻨﺪ ﺑﺮ ﭘﺎﻳﻪ ﻛﺪ‪ T‬ﻧﻈﺮﻳﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ  ﻳﺎ‬ ‫ﺗﺠﺮﺑﻪ ﻣﻴﺪﻧﻲ ﺳﺨﻦ ﻣﻲﮔﻮﻳﻨﺪ؟‬ ‫ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ ﻧﻴﺰ ﻧﻮ‪ l‬ﺑﻨﻪ  ﻳﻢ ﻛﻪ  ﺷﺮﻳﻂ ﻣﺘﻔﺎ ﻋﻤﻞ ﻛﺮ<ﻧﺪ‪  ،‬ﺑﺮﺧﻲ  ﻧﻮ‪ ,J l‬ﻫﻨﻮ‬ ‫ﻋﻤﻞ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﻌﻀﻲ  ‪J‬ﻧﻬﺎ ﺑﺮ ‪ $‬ﻣﻴﻦﻫﺎ‪ $‬ﻛﺸﺖ  ﺻﻨﻌﺖ ﺧﻮﺳﺘﺎ‪ ,‬ﻛﺎ ﻣﻲﻛﺮﻧﺪﻛﻪ ﻗﻴﻘﺎ ﺑﺮ‪ $‬ﺑﺎ ‬ ‫ ﺗﺒﺎ‪ t‬ﺑﺎ ‪ ,J‬ﻗﺮ ﺷﺖ‪ .‬ﻫﻤﺎﻧﻄﻮ ﻛﻪ  ﻣﻮ "< ﭘﻮ" ﮔﻔﺘﻪ ﺷﺪ‪،‬ﻳﻦ ﻟﮕﻮﻫﺎ ﺣﺘﻲ ﻣﻲﺗﻮﻧﻨﺪ  ﺳﺘﺎﻫﺎ‬ ‫ﺑﻪ ‪ ,‬ﺷﻬﺮﻫﺎﻳﻲ ﻣﺜﻞ ﺗﻬﺮ‪ ,‬ﻣﻬﺎﺟﺮ ﻛﻨﻨﺪ‪ ،‬ﻛﻪ ﻟﺒﺘﻪ ﻛﺮ<ﻧﺪ‪ .‬ﻫﻤﻴﺎ‪$‬ﻫﺎ‪ $‬ﻣﻮﺟﻮ ﺑﻴﻦ ﻛﺎﻣﻨﺪ‪،,‬‬ ‫ﻫﻤﻜﺎ‪ ,‬ﻫﻢﭘﺎﻳﻪ  ﺑﻴﻤﺎﺳﺘﺎ‪,‬ﻫﺎ‪ ،‬ﺧﺎﻧﻪﻫﺎ  ﺷﺮﻛﺖﻫﺎ‪ $‬ﺧﺼﻮﺻﻲ‪  ،‬ﺑﻴﻦ ﻫﻤﺴﺎﻳﮕﺎ‪J ,‬ﭘﺎﺗﻤﺎ‪,‬ﻧﺸﻴﻦ ‬ ‫ﺑﺮ‪z‬ﻧﺸﻴﻦﻫﺎ‪ $‬ﺗﻬﺮﻧﻲ‪ ،‬ﻳﻦ ﻗﺒﻴﻞﻧﺪ‪.‬‬ ‫ﻳﻦ ﻟﮕﻮﻫﺎ  ﺳﺎﺧﺖﻫﺎ‪  ،,J $‬ﻗﺒﻞ  ﺗﺎﻳﺦ ﺗﺎ ﺑﻪ ﻣﺮ ﺗﺪ‪ T‬ﻳﺎﻓﺘﻪﻧﺪ‪  ،‬ﻳﻦ ﭘﺲ ﻧﻴﺰ ﻣﻪ ﭘﻴﺪ‬ ‫ﺧﻮﻫﻨﺪ ﻛﺮ‪  $ .‬ﮔﺮ‪ $J‬ﺧﻮ‪ n‬ﮔﻴﺎﻫﻲ‪  $ ،‬ﺷﻜﺎ  ﺻﻴﺎ‪  ،$‬ﮔﺎ‪  $‬ﻛﺸﺎ‪ $‬‬ ‫ﻣﺪ‪  ،$‬ﻣﺮ  ﻗﺘﺼﺎ  ﺗﻮﻟﻴﺪ ﺳﺮﻣﺎﻳﻪ‪  $‬ﻳﺎ ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻲ  ﺷﻜﻞﻫﺎ‪J $‬ﺷﻜﺎ ﻳﮕﺮ‪ $‬ﻫﻤﭽﻮ‪,‬‬ ‫ﻧﺠﻤﻦﻫﺎ‪ $‬ﺧﻴﺮﻳﻪ  ﻣﻮﺳﺴﺎ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺧﻮﻳﺎ‪  $‬ﺳﻨﺪﻳﻜﺎﻫﺎ‪  ،‬ﺣﺰ‪  Z‬ﻏﻴﺮ<‪  ،‬ﮔﺎ< ﺑﻪ ﺷﻜﻞ‬ ‫ﭘﻨﻬﺎ‪,‬ﺗﺮ‪  $‬ﻗﺎﻟﺐﻫﺎ  ﭘﺮ<ﻫﺎ‪ $‬ﺳﺘﺘﺎ‪.$‬‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﻧﻈﺎ‪ T‬ﻫﻘﺎﻧﻲ ﻣﺎ ﻛﻪ ﻳﻚ ﺷﺒﻪ ﺑﻪ "ﮔﺸﺖ  ﺻﻨﻌﺖ" ﻣﺒﺪ ﻧﺨﻮﻫﺪ ﺷﺪ‪  ،‬ﺗﻐﻴﻴﺮ  ﻗﺘﺼﺎ ﻣﻌﻴﺸﺘﻲ ﺑﻪ‬ ‫ﻧﺎﻣﻌﻴﺸﺘﻲ ﻫﻢ‪  ،‬ﺗﻀﺎ ﺑﺎﻳﻦ ﻟﮕﻮﻫﺎ ﻧﻴﺴﺖ‪ .‬ﻳﻦ ﮔﺬﺷﺘﻪ ﭼﻪ ﻛﺴﻲ ﮔﻔﺘﻪ ﻛﻪ "ﻛﺸﺖ  ﺻﻨﻌﺖ""ﻫﺎ ﻧﻤﻲﺗﻮﻧﻨﺪ‬ ‫ﻳﻦ "ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ" ﺑﺮ‪ $‬ﺑﺎﻻ ﺑﺮ‪ ,‬ﺑﺎﻫﻲ ﻛﺎ ﺧﻮ ﺳﻮ ﺑﺠﻮﻳﻨﺪ‪ .‬ﺗﺎ<‪ ،‬ﻏﺪﻏﻪ ﻣﺎ ﻛﺸﺖ  ﺻﻨﻌﺖ ‬ ‫ﺳﺮﻣﺎﻳﻪ‪ $‬ﺿﻲ ﻧﻴﺴﺖ‪ ،‬ﻏﺪﻏﻪ ﻣﺎ ﺑﻴﺸﺘﺮ ﺗﻮﺳﻌﻪ ﻣﺸﺎﻛﺘﻲ ﺧﻮﻣﺎ‪  ,‬ﺟﻬﺎ‪ ,‬ﺳﻮ‪ T‬ﺳﺖ‪  .‬ﺳﻨﺎﻣﻪﻫﺎ‪$‬‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﻠﻞ ﻣﺘﺤﺪ  ﺳﺎﻣﺎ‪ ,‬ﺑﻴﻦﻟﻤﻠﻠﻲ ﻛﺎ  ﻓﺎﺋﻮ‪ ،‬ﮔﺎ< ﺑﺮ‪ $‬ﺗﻮﺳﻌﻪ ﻣﺸﺎﻛﺘﻲ‪ ،‬ﻣﺎ ﺑﻪ ﻟﮕﻮﻫﺎﻳﻲ ﺑﺮﺧﻮ‬ ‫ﻣﻲﻛﻨﻴﻢ ﻛﻪ ﻛﺎﻣﻼ ﻣﻮ‪  $‬ﻣﻘﻄﻌﻲ ﻫﺴﺘﻨﺪ‪  .‬ﺣﺎﻟﻲ ﻛﻪ ﻟﮕﻮﻫﺎ‪ $‬ﻣﺎ‪ ،‬ﻟﮕﻮﻫﺎ‪ $‬ﭼﻨﺪ ﻫﺰ ﺳﺎﻟﻪ  ﻓﺮﺗﺮ ‬ ‫ﻣﺮﻫﺎ‪ $‬ﺟﻐﺮﻓﻴﺎﻳﻲ ﻣﺎﺳﺖ‪  ،‬ﻫﺰ‪ ,‬ﺑﺎ ﺑﻴﺸﺘﺮ ﻗﺎﺑﻞ ﺗﻜﺎء ﺑﺮ‪ $‬ﻟﮕﻮﺑﺮ‪ $‬ﺳﺖ‪.‬‬ ‫ﻣﻦ ﻣﻄﻤﺌﻦ ﻫﺴﺘﻢ ﻛﻪ ﻏﻠﺐﻳﻦ ﻣﻨﺘﻘﺪﻳﻦ ﺷﻔﺎﻫﻲ‪ ،‬ﺗﻨﻬﺎ ﻧﺎﻣﻲ  ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ‪ ،‬ﻳﺎ ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺳﻨﺘﻲ‬ ‫ ﺷﻨﻴﺪ<  ﻳﺎ ﺧﻮﻧﺪ<ﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻧﻪ ﻛﺎﻫﺎ  ﻣﻘﺎﻻ ﻣﺎ  ﺑﻪ ﻗﺖ ﺧﻮﻧﺪ<ﻧﺪ‪  ،‬ﻧﻪ ﻛﺎﻫﺎ‪ $‬ﭼﻨﺪ ﻫﻪ ﮔﺬﺷﺘﻪ‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﻠﻞ‪  ،‬ﻣﺮﻛﺰ ﺑﺴﺘﻪ ﺑﻪ ‪ ,J‬ﻫﻤﭽﻮ‪ ,‬ﻓﺎﺋﻮ– ﺳﺎﻣﺎ‪ ,‬ﺑﻴﻦﻟﻤﻠﻠﻲ ﻛﺎ‪ ،‬ﻳﻮﻧﺴﻜﻮ‪  ،‬ﻧﻪ ﻛﺎﻫﺎ‪ $‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ‬ ‫ﻧﻈﺮﻳﻪﭘﺮ‪ ,‬ﻣﺸﺎﻛﺖ  ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻲ ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﻳﻜﻲ ‪ 2‬ﻣﺴﺎﺋﻠﻲ ﻛﻪ ﺷﻤﺎ ﺑﻪ ]‪ H‬ﺑﺴﻴﺎ ‪/‬ﻣﻦ ‪  ،/2‬ﺳﻌﻲ ﻛﺮ‪/‬ﻳﺪ ﻛﻪ ‪ / /‬ﻛﺘﺎ "ﻓﺮﻫﻨﮓ ﻳﺎﻳﮕﺮ=‬ ‫‪/‬ﻳﺮ‪  H] ""  "H‬ﺗﺒﻴﻴﻦ  ﺗﺤﻠﻴﻞ ﻛﻨﻴﺪ‪ ،‬ﻣﺴﺌﻠﻪ ﺣﻴﻪ ﻣﺸﺎﻛﺘﻲ ﺳﺘﺎﻳﻴﺎ‪H‬ﻳﺮ‪ H‬ﺳﺖ‪ .‬ﻋﺪ= ﻣﻌﺘﻘﺪﻧﺪ‬ ‫ﻛﻪ ‪/‬ﻫﻘﺎﻧﺎ‪H‬ﻳﺮﻧﻲ ﺑﺮﺣﺴﺐ ﺷﺮﻳﻂ‪ ،‬ﻧﺎﮔﺰﻳﺮ ﺷﺪﻧﺪ ﻛﻪ ﺑﻪ ﺟﺒﺎ ﺗﻦ ﺑﻪ ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ﺑﺪﻫﻨﺪ‪ / .‬ﺻﻮﺗﻲ‬ ‫ﻛﻪ ﻃﺒﻘﻪﺑﻨﺪ= ﻛﻪ ﺷﻤﺎ ‪ 2‬ﻧﻮ" ﻳﺎﻳﮕﺮ= ﺋﻪ ﻛﺮ‪/‬ﻳﺪ‪ ،‬ﺧﺘﻴﺎ  ﻳﻜﻲ ‪ 2‬ﺟﻮ‪ /‬ﻟﺰﻣﻲ ﻣﺸﺎﻛﺖ  ﻫﻤﻴﺎ=‬ ‫‪/‬ﻧﺴﺘﻪﻳﺪ‪ .‬ﺑﻌﻀﻲ ﻧﻴﺰ ﻫﻤﻴﻦ ﻣﺮ  ‪/‬ﻟﻴﻠﻲ ﺑﺮ ‪/‬ﻗﻴﻖ ﻧﺒﻮ‪H/‬ﻳﻦ ﺗﻘﺴﻴﻢﺑﻨﺪ= ﻣﻲ‪/‬ﻧﻨﺪ‪.‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﻳﺪ  ﻧﺰﻳﻦ ﺑﺰﮔﻮ‪ ,‬ﺗﻌﺮﻳﻒ ﺧﺘﻴﺎ  ﺟﺒﺎ ﭼﻴﺴﺖ؟ ﭼﻪ ﻳﺪﮔﺎ< ﻓﻠﺴﻔﻲ‬ ‫ﺑﺎ… ﺟﺒﺮ  ﺧﺘﻴﺎ ﻧﺪ؟  ﺑﺎ ﻧﻈﺮﻳﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎﻧﻪ  ﻣﺮ‪ T‬ﺷﻨﺎﺳﺎﻧﻪ‪  ،‬ﻣﻮ ﺟﺒﺮ  ﺧﺘﻴﺎ ﭼﮕﻮﻧﻪ ﺑﺮﺧﻮ‬ ‫ﻣﻲﻛﻨﻨﺪ؟ ﺑﺮ‪ $‬ﻣﺜﺎ ‪J‬ﻳﺎ ﻫﻤﭽﻮ‪" ,‬ﻛﻴﻢ"  ﻛﻞ‪ ،‬ﻗﻌﻪ ﺟﺘﻤﺎﻋﻲ  ﺟﺒﺎ‪ $‬ﻣﻲﺑﻴﻨﻨﺪ ﻳﺎ ﺧﻴﺮ؟‬ ‫ﻣﻦ  ﺷﺮ‪ l‬ﮔﻔﺘﮕﻮ ﺷﺎ<‪ $‬ﺑﻪ ﻣﻴﺰ‪ ,‬ﺧﺘﻴﺎ ‪J‬ﻣﻲ  ﺷﺎﻫﺮ< ﺟﺒﺎ ﻛﺮ<‪ .T‬ﺑﻪﻳﻦ ﺑﺰﮔﻮ‪ ,‬ﺑﺎﻳﺪ ﮔﻔﺖ‬ ‫‪ $J‬ﻧﺎﻣﺸﺮ‪  t‬ﺟﻬﺎ‪ ,‬ﺟﻮ ﻧﺪ‪ .‬ﻣﺎ ‪ $J‬ﻣﺸﺮ‪ t‬ﺑﻪ ﺷﻜﻠﻲ ﻛﻪ ﺗﻮﺿﻴﺢ ﺧﻮﻫﻢ ‪ ،‬ﺑﻪ ﺟﺰ ﺑﺮﺧﻲ‬ ‫ﺑﻴﮕﺎ‪$‬ﻫﺎ‪  ،‬ﺗﻤﺎ‪ T‬ﮔﺮ<ﻫﺎ‪ $‬ﻳﺎﻳﮕﺮ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﻳﺎﻳﮕﺮ ﺳﻨﺘﻲ ﻣﺎ ﺟﻮ ﺷﺘﻪ ﺳﺖ‪.‬‬ ‫‪ T‬ﻫﻤﺎ‪,‬ﮔﻮﻧﻪ ﻛﻪ "ﻛﻴﻢ" ﺑﺎ< ﺧﻮﻛﺸﻲ ﻧﺸﺎ‪  ,‬ﻛﻪ ﻣﺎ ﺧﻮﻛﺸﻲﻫﺎ ﻳﻢ  ﻧﻪ ﺧﻮﻛﺸﻲ‪،‬‬ ‫ﺑﺎﻳﺪ ﮔﻔﺖ ﻣﺎ ﻧﻮ‪ l‬ﺟﻮﻫﺮ‪ $‬ﻫﻤﻜﺎ‪ $‬ﻳﻢ  ﻧﻪ ﻳﻚ ﻧﻮ‪ l‬ﻫﻤﻜﺎ‪ .$‬ﭘﺲ ﻗﺪ‪ T‬ﻳﻦ ﺳﺖ ﻛﻪ ﺑﺒﻴﻨﻴﻢ‬ ‫ ﺳﺘﺎﻫﺎ‪$‬ﻳﺮ‪ ,‬ﭼﻨﺪ ﻧﻮ‪ l‬ﻫﻤﻜﺎ‪ $‬ﺟﻮ ‪J ،‬ﻧﮕﺎ< ﺑﻪ ﻣﻴﺰ‪ ,‬ﺧﺘﻴﺎ ﻳﺎ ﺟﺒﺎ ﻫﺮ ﻛﺪ‪J  T‬ﻧﻬﺎ ﺟﺪﮔﺎﻧﻪ‬ ‫ﺑﭙﺮﻳﻢ‪.‬‬ ‫ﻣﻬﻢﺗﺮ  ﻫﻤﻪ ﺑﺮﮔﺮﻳﻢ ﺑﻪ ﺧﻮﻳﺎ‪ .$‬ﺧﻮﻳﺎ‪ $‬ﻧﻮﻋﻲ  ﻫﻤﻜﺎ‪ $‬ﺳﺖ ﻛﻪ ﺷﻤﺎ ﺑﺎ ‪ $J‬ﻃﻠﺒﺎﻧﻪ ‬ ‫‪ ,J‬ﻣﻲﺷﻮﻳﺪ‪ .‬ﻫﻤﭽﻮ‪ ,‬ﺑﺴﻴﺎ‪  $‬ﺳﺎﻣﺎ‪,‬ﻫﺎ  ﺷﺮﻛﺖﻫﺎ  ﺗﻌﺎﻧﻲﻫﺎ‪ ،‬ﻣﺎ ﻗﺘﻲ  ﺷﺪﻳﺪ‪  ،‬ﻗﺒﺎ ﺷﺘﺮ‪ n‬‬ ‫ﻣﻨﺎﻓﻊ ‪ ،,J‬ﻃﺒﻴﻌﺘﺎ  ﻇﺎﻳﻒ ‪ ,J‬ﻧﻴﺰ ﺷﺮﻳﻚ ﻫﺴﺘﻴﺪ‪J .‬ﻳﺎ ﻣﻨﻈﻮﻳﻦ ﻣﻨﺘﻘﺪﻳﻦ  ﺟﺒﺎ‪ ،‬ﻟﺰ‪ T‬ﺟﺮ‪$‬ﻳﻦ ﻇﺎﻳﻒ‬ ‫ﺳﺖ؟ ﺑﺮ‪ $‬ﻣﺜﺎ  ﺳﺘﺎﻫﺎ‪$‬ﻳﺮ‪   ,‬ﺑﻨﻪﻫﺎ ﺷﻤﺎ ﻣﻲﺗﻮﻧﺴﺘﻴﺪ ﻳﻦ ﺑﻨﻪ ﻳﺎ ‪ ,J‬ﺑﻨﻪ ﺑﺸﻮﻳﺪ‪ .‬ﺑﺮﺧﻼ‪u‬‬ ‫"ﻣﻴﺮ"  ﺳﻴﻪ‪  ،‬ﺳﻄﺢ ﻳﻚ ﺳﺘﺎ ﺑﻨﻪﻫﺎ‪ $‬ﻣﺘﻌﺪ‪ $‬ﺟﻮ ﺷﺖ ﻛﻪ ﺳﺮﺑﻨﻪ  ﻋﻀﺎء‪ ،‬ﻣﺘﻘﺎﺑﻼ ﻳﻜﺪﻳﮕﺮ ‬ ‫ﻧﺘﺨﺎ‪ Z‬ﻣﻲﻛﺮﻧﺪ‪  .‬ﻣﻮ ﻻﻳﺮﺑﻲﻫﺎ‪ ،‬ﻛﺸﺎ‪ $‬ﻛﻪ ﺣﻖ ﺳﺘﻔﺎ<  ﻣﻨﺎﺑﻊ ﻛﻤﻴﺎ‪  ZJ Z‬ﺷﺖ‪  ،‬ﺑﺮﺑﺮ ‪،,J‬‬ ‫ﻇﻴﻔﻪ ﺷﺮﻛﺖ  ﻻﻳﺮﺑﻲ  ﻫﻢ ﺷﺖ‪ .‬ﺑﻪﻳﻦ ﺗﺮﺗﻴﺐ  ﺑﺎ ﻋﻤﻞ ﮔﺮﻫﻲ  ﺳﺘﻪ ﺟﻤﻌﻲ‪ ،‬ﻛﺸﺎ‪$ ,‬‬ ‫ﺣﻘﺎﻳﻪ‪  ZJ ،‬ﺳﺮﻳﻌﺘﺮ  ﺑﻴﺸﺘﺮ  ﺑﻬﺘﺮ ﺑﺮ ﺳﺮ ﻣﻴﻦﻫﺎ‪ $‬ﺧﻮ ﻣﻨﺘﻘﻞ ﻣﻲﻛﺮﻧﺪ‪ .‬ﺷﺮﻛﺖ ﺳﺘﺎﻳﻴﺎ‪  ,‬ﺳﺎﻳﺮ‬ ‫ﺧﻮﻳﺎ‪$‬ﻫﺎ ﻫﻤﻴﻦ ﺣﻜﻢ  ‪.‬‬ ‫ﻣﺎ  ﻣﻮ ﻫﻤﻴﺎ‪$‬ﻫﺎ )ﻛﻤﻚﻫﺎ ﻣﺘﻘﺎﺑﻞ(  ﮔﺮﻳﺎ‪$‬ﻫﺎ )ﻛﻤﻚﻫﺎ ﺑﻼﻋﻮˆ  ﻳﻚ ﻃﺮﻓﻪ ﮔﺮﻫﻲ(‬

‫ﻣﺎ ‪ /‬ﻣﻮ‪ /‬ﻫﻤﻴﺎ=ﻫﺎ‬ ‫)ﻛﻤﻚﻫﺎ ﻣﺘﻘﺎﺑﻞ( ‬ ‫‪/‬ﮔﺮﻳﺎ=ﻫﺎ )ﻛﻤﻚﻫﺎ‬ ‫ﺑﻼﻋﻮ|  ﻳﻚ ﻃﺮﻓﻪ‬ ‫ﮔﺮﻫﻲ( ﻫﻤﭽﻮ‪/ H‬ﮔﺮﻳﺎ=‬ ‫ﻫﻤﺘﺮ‪2‬ﻧﻪ‪  ،‬ﻧﻮ" ‬ ‫) ﺷﻴﺮ‪  ،‬ﻧﺎ‪ H‬‬ ‫ﻏﻴﺮ( ﻣﻴﺰ‪ H‬ﺧﺘﻴﺎ ﺑﺴﻴﺎ‬ ‫ﺑﺎﻻﺗﺮ ‪ 2‬ﺧﻮ‪/‬ﻳﺎ= ﻫﻢ‬ ‫ﻫﺴﺖ‪ .‬ﺧﻮ‪/‬ﻳﺎ= ‪ /‬ﻫﺮ‬ ‫ﻛﺠﺎ ﻛﻪ ﺑﺎﺷﺪ ﻫﻤﭽﻮ‪H‬‬ ‫ﺧﻮ‪/‬ﻳﺎ= ﻋﻀﺎ= ﺣﺰ‪،‬‬ ‫‪ /‬ﺳﺎ‪2‬ﻣﺎ‪H‬ﻫﺎ= ﺧﻮ‪/‬ﻳﺎ=‬ ‫ﺷﻬﺮ=‪ / ،‬ﺳﻨﺪﻳﻜﺎﻫﺎ ‬ ‫ﺗﻌﺎﻧﻲﻫﺎ= ﺗﻮﻟﻴﺪ  ﻣﺼﺮ}‬ ‫ﺻﻨﻌﺘﻲ ﻧﻴﺰ ﺑﻪ ﻫﻤﻴﻦ ﺷﻜﻞ‬ ‫ﺳﺖ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﭘﻨﺠﻢ  ﺑﺎﻻﺧﺮ ]ﻧﻜﻪ ﻣﻌﻠﻮ[‬ ‫ﻣﻲﺷﻮ‪ /‬ﻣﺮ‪  2‬ﻓﻀﺎ=‬ ‫ﻣﻔﻬﻮﻣﻲ "ﺟﺒﺎ"  "ﺿﺮ"‬ ‫‪j /‬ﻫﻦﻳﻦ ﻣﻨﺘﻘﺪ‪2 H‬‬ ‫ﻳﻜﺪﻳﮕﺮ ﺗﻔﻜﻴﻚ ﻧﺸﺪ ﺳﺖ‪.‬‬ ‫ﺑﺴﻴﺎ= ‪ 2‬ﻣﻮ  ﻓﺘﺎﻫﺎ=‬ ‫ﻣﺎ ﻛﻪ ﺟﺒﺎ= ﻧﻴﺴﺘﻨﺪ‪ ،‬ﻣﻤﻜﻦ‬ ‫ﺳﺖ ﺿﺮ= ﺑﺎﺷﻨﺪ‪ .‬ﻓﺘﻦ‬ ‫ﺑﻴﻤﺎ ﻧﺰ‪ /‬ﭘﺰﺷﻚ ﻣﻤﻜﻦ ﺳﺖ‬ ‫ﺿﺮ= ﺑﺎﺷﺪ‪ ،‬ﻣﺎ ﺟﺒﺎ=‬ ‫ﻧﻴﺴﺖ‪ /  .‬ﺑﺮﺑﺮ ﻋﻤﺎﻟﻲ‬ ‫ﺟﻮ‪/ /‬ﻧﺪ ﻛﻪ ﺟﺒﺎ=‬ ‫ﻫﺴﺘﻨﺪ ﻣﺎ ﺿﺮ= ﻧﻴﺴﺘﻨﺪ‪.‬‬

‫ﻫﻤﭽﻮ‪ ,‬ﮔﺮﻳﺎ‪ $‬ﻫﻤﺘﺮﻧﻪ‪  ،‬ﻧﻮ‪ <) < l‬ﺷﻴﺮ‪ < ،‬ﻧﺎ‪  ,‬ﻏﻴﺮ<( ﻣﻴﺰ‪ ,‬ﺧﺘﻴﺎ ﺑﺴﻴﺎ ﺑﺎﻻﺗﺮ  ﺧﻮﻳﺎ‪$‬‬ ‫ﻫﻢ ﻫﺴﺖ‪ .‬ﺧﻮﻳﺎ‪  $‬ﻫﺮ ﻛﺠﺎ ﻛﻪ ﺑﺎﺷﺪ ﻫﻤﭽﻮ‪ ,‬ﺧﻮﻳﺎ‪ $‬ﻋﻀﺎ‪ $‬ﺣﺰ‪  ،Z‬ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺧﻮﻳﺎ‪$‬‬ ‫ﺷﻬﺮ‪  ،$‬ﺳﻨﺪﻳﻜﺎﻫﺎ  ﺗﻌﺎﻧﻲﻫﺎ‪ $‬ﺗﻮﻟﻴﺪ  ﻣﺼﺮ‪ u‬ﺻﻨﻌﺘﻲ ﻧﻴﺰ ﺑﻪ ﻫﻤﻴﻦ ﺷﻜﻞ ﺳﺖ‪.‬‬ ‫ﺷﺮﻛﺖ   ﺧﻮﺧﻮﺳﺘﻪ  ﮔﺮ<ﻫﺎ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺻﻨﻌﺘﻲ ﻣﺮ  ﺣﺘﻲ ﺗﺶﻫﺎ‪ $‬ﺟﻬﺎ‪,‬‬ ‫–ﺳﺎﻣﺎ‪,‬ﻫﺎﻳﻲ ﺑﺎ ﺟﺒﺎ ﺷﺪﻳﺪ‪ -‬ﻧﻴﺰ ﺧﺘﻴﺎ‪ $‬ﺳﺖ ﻣﺎ ﭘﺲ  ‪ ،‬ﺷﻤﺎ ﻣﺠﺒﻮ ﺑﻪﻳﻔﺎ‪ $‬ﻧﻘﺶ  ﺟﺮ‪$‬‬ ‫ﻇﺎﻳﻒ ﻫﺴﺘﻴﺪ‪ .‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﺷﺮﻛﺖ  ﺳﺎﻣﺎ‪,‬ﻫﺎ  ﻣﻮﺳﺴﺎ ﺻﻨﻌﺘﻲ  ﺑﻪ ﻳﮋ<  ﺗﺶﻫﺎ ﺧﺘﻴﺎ‪$‬‬ ‫ﺳﺖ ﻳﺎ ﺟﺒﺎ‪$‬؟ﻳﻦ ﻣﻨﺘﻘﺪﻳﻦ ‪J‬ﻳﺎﻳﻦ  ﻣﺸﺎﻛﺖ  ﺟﺒﺎ‪ $‬ﻣﻲﻧﻨﺪ ﻳﺎ ﺧﺘﻴﺎ‪$‬؟ﭼﮕﻮﻧﻪ ﺳﺖ ﻛﻪ ﻓﻘﻂ‬ ‫ﺧﻮﻳﺎ‪ $‬ﻫﻘﺎﻧﺎ‪ ,‬ﺟﺒﺎ‪ $‬ﺑﻮ< ﺳﺖ؟ ﻣﮕﺮ ﻣﺎﻧﺪ‪ ,‬ﻫﻘﺎﻧﺎ‪,‬ﻳﺮ‪  ,‬ﺳﺘﺎﻫﺎ ﻣﺜﻼ  ﻗﺒﻞ  ﺻﻼﺣﺎ‬ ‫ﺿﻲ ﺟﺒﺎ‪ $‬ﺑﻮ< ﺳﺖ؟ ﻣﮕﺮ ﻛﺸﺎ‪,‬ﻳﺮ‪ ,‬ﻗﺒﻞ  ﺑﻌﺪ  ﺻﻼﺣﺎ ﺿﻲ ﻧﻤﻲﺗﻮﻧﺴﺘﻪﻧﺪ  ﺳﺘﺎﻳﻲ‬ ‫ﺑﻪ ﺳﺘﺎ‪ $‬ﻳﮕﺮ‪   ،‬ﺳﺘﺎ ﺑﻪ ﺷﻬﺮ‪   ،‬ﺷﻬﺮ ﺑﻪ ﺳﺘﺎ ﺑﺮﻧﺪ؟  ﻳﺎ ﻳﻦ ﺑﻨﻪ  ‪ ,J‬ﺑﻨﻪ‪ ،‬ﻳﻦ <‬ ‫ ‪ < ,J‬ﺷﺮﻛﺖ ﻛﻨﻨﺪ؟ ﻣﻦ ﻓﻜﺮ ﻣﻲﻛﻨﻢﻳﻦ ﻣﻨﺘﻘﺪﻳﻦ ﻓﺰ‪ ,‬ﺑﺮ ‪J‬ﻧﭽﻪ ﻛﻪ ﻗﺒﻼ ﺷﺎ< ﺷﺪ‪  ،‬ﺷﻨﺎﺧﺖ‬ ‫ﺳﺘﺎﻫﺎ‪$‬ﻳﺮ‪ ,‬ﻧﻴﺰ ﭼﺎ ﻣﺸﻜﻞ ﻫﺴﺘﻨﺪ‪  ،‬ﮔﺮ ﻧﻪﻳﻦﮔﻮﻧﻪ ﺳﺨﻦ ﻧﻤﻲﮔﻔﺘﻨﺪ‪ .‬ﻟﺒﺘﻪ ﺑﺎ ﻣﻦ ﻣﻤﻨﻮ‪,‬ﻳﻦ‬ ‫ﺑﺰﮔﻮ‪ ,‬ﻫﺴﺘﻢ‪ ،‬ﭼﺮ ﻛﻪﻳﺠﺎ ﺑﺤﺚ‪  ،‬ﮔﻔﺘﮕﻮ ﻣﻲﻛﻨﻨﺪ‪ .‬ﻣﺎﻳﻦ ﮔﻔﺘﮕﻮﻫﺎ ﻣﻲﺗﻮﻧﺴﺖ  ﺳﻄﺤﻲ ﺑﺎﻻﺗﺮ ‬ ‫ﻗﻴﻖﺗﺮ  ﻣﻨﻄﻘﻲﺗﺮ ﺗﻔﺎ‪ p‬ﺑﻴﻔﺘﺪ‪.‬‬ ‫ﺳﻮ‪J T‬ﻧﻜﻪ‪J ،‬ﻧﻬﺎ ﻛﻪ ﺑﺎ< ﺣﻴﻪ ﻣﺸﺎﻛﺘﻲ ﺳﺘﺎﻳﻴﺎ‪,‬ﻳﺮ‪ ,‬ﺳﺨﻦ ﮔﻔﺘﻪﻧﺪ‪ ،‬ﻏﻠﺐ ﻛﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺳﺎﻟﻬﺎ‬ ‫ﺑﺎ ﺳﺘﺎﻳﻴﺎ‪ ,‬ﻛﺎ ﻛﺮ<‪   ،‬ﺷﺘﻪﻫﺎ‪ $‬ﺧﻮ ﺻﺎﺣﺐ ﺗﺎﻟﻴﻔﺎ  ﺗﺤﻘﻴﻘﺎﻧﺪ‪ .‬ﺑﺮ‪ $‬ﻣﺜﺎ ﻛﺘﺮ "ﺧﺴﺮ ﺧﺴﺮ‪"$‬‬ ‫ ﺳﺘﺎ "ﻋﻠﻲ ﻛﺒﺮ ﻧﻴﻚ ﺧﻠﻖ"‪  ،‬ﭘﻴﺸﻜﺴﻮﺗﺎ‪  ,‬ﻣﻮﻟﻔﺎ‪ ,‬ﻟﻴﻪ ﻛﺘﺎ‪Z‬ﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺳﺘﺎﻳﻲﻳﺮ‪,‬‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﻛﺘﺮ "ﻛﺎﻇﻢ ﻳﻌﻲ"  ﺳﺘﺎ "ﺻﻔﻲ ﻧﮋ"  ﻛﺘﺮ"ﻣﺤﻤﺪ ﺣﺴﻴﻦ ﺑﺎﺑﻠﻲ ﻳﺰ‪  ،"$‬ﻣﻮﻟﻔﻴﻦ  ﻣﺤﻘﻘﺎ‪,‬‬ ‫ﺟﻐﺮﻓﻴﺎﻳﻲﻳﻦ ﺳﺮﻣﻴﻦﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﭘﮋﻫﺸﮕﺮ‪  ,‬ﺻﺎﺣﺐﻧﻈﺮﻧﻲ ﻫﻤﭽﻮ‪" ,‬ﺣﺒﻴﺐﷲ ﭘﻴﻤﺎ‪"  ",‬ﻋﺰﻳﺰ ﺧﺶ‬ ‫ﺧﻮﺷﻴﺪ"  ﻏﻴﺮ<‪ .‬ﻟﺒﺘﻪﻳﻦ ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻧﻴﺴﺖ ﻛﻪ ﻧﻈﺮ ﻣﺨﺎﻟﻒ ﻳﻦ ﻣﻴﻨﻪ ﺟﻮ ﻧﺪ‪ .‬ﻣﺎ ﺳﻨﮕﻴﻨﻲ ﻛﺎﻫﺎ‪$‬‬ ‫ﺗﺠﺮﺑﻲ  ﻋﻤﻖ ‪J‬ﺷﻨﺎﻳﻲ ﮔﺮ<  ﺑﺴﻴﺎ ﺑﻴﺸﺘﺮ  ﮔﺮ< ‪ T‬ﺳﺖ؛  ﺑﻪ ﺟﺰ ﻛﺎ ﻧﺪ< ﺧﺎﻧﻢ "ﻟﻤﺘﻮ‪،",‬ﻳﻦ‬ ‫ﻣﻨﻜﺮ‪ ,‬ﺳﺘﺸﺎ‪  ,‬ﻛﺎﻫﺎ‪ $‬ﺗﺠﺮﺑﻲ ﻗﺎﺑﻞ ﺗﺎﻣﻞ‪ ،‬ﻳﻜﺴﺮ< ﺧﺎﻟﻲ ﺳﺖ‪.‬‬ ‫ﭼﻬﺎ‪J T‬ﻧﻜﻪﻳﻨﺠﺎﻧﺐ ﻛﺠﺎ ﮔﻔﺘﻪ  ﻳﺎ ﻧﻮﺷﺘﻪ ﺳﺖ ﻛﻪ ﺧﺘﻴﺎ ﻳﻜﻲ  ﺟﻮ< ﻟﺰﻣﻲ ﻫﻤﻪ ﻧﻮ‪ l‬ﻳﺎﻳﮕﺮ‪ $‬‬ ‫ﻣﺸﺎﻛﺖ ﺳﺖ؟ ﻣﻌﻠﻮ‪ T‬ﻣﻲﺷﻮ ﻧﻮﺷﺘﻪﻫﺎ ﺑﻪ ﻗﺖ ﺧﻮﻧﺪ< ﻧﻤﻲﺷﻮ‪.‬‬ ‫ﭘﻨﺠﻢ  ﺑﺎﻻﺧﺮ< ‪J‬ﻧﻜﻪ ﻣﻌﻠﻮ‪ T‬ﻣﻲﺷﻮ ﻣﺮ  ﻓﻀﺎ‪ $‬ﻣﻔﻬﻮﻣﻲ "ﺟﺒﺎ"  "ﺿﺮ"  ‪s‬ﻫﻦﻳﻦ ﻣﻨﺘﻘﺪ‪ ,‬‬ ‫ﻳﻜﺪﻳﮕﺮ ﺗﻔﻜﻴﻚ ﻧﺸﺪ< ﺳﺖ‪ .‬ﺑﺴﻴﺎ‪  $‬ﻣﻮ  ﻓﺘﺎﻫﺎ‪ $‬ﻣﺎ ﻛﻪ ﺟﺒﺎ‪ $‬ﻧﻴﺴﺘﻨﺪ‪ ،‬ﻣﻤﻜﻦ ﺳﺖ ﺿﺮ‪ $‬ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻓﺘﻦ ﺑﻴﻤﺎ ﻧﺰ ﭘﺰﺷﻚ ﻣﻤﻜﻦ ﺳﺖ ﺿﺮ‪ $‬ﺑﺎﺷﺪ‪ ،‬ﻣﺎ ﺟﺒﺎ‪ $‬ﻧﻴﺴﺖ‪   .‬ﺑﺮﺑﺮ ﻋﻤﺎﻟﻲ ﺟﻮ ﻧﺪ ﻛﻪ ﺟﺒﺎ‪$‬‬ ‫ﻫﺴﺘﻨﺪ ﻣﺎ ﺿﺮ‪ $‬ﻧﻴﺴﺘﻨﺪ‪  .‬ﺿﻤﻦ  ﻏﺰﻟﻲ  ﻛﺮﻳﺎ‪ $‬ﻗﺰﻳﻨﻲ  ﻓﺎﺑﻲ  ﺑﻦﺧﻠﺪ‪ ,‬ﮔﺮﻓﺘﻪ ﺗﺎ ﻳﭽﺎ ﻫﻮﻛﺮ‬ ‫ ژ‪ ,‬ژ‪ n‬ﺳﻮ  ‪ TJ‬ﺳﻤﻴﺖ  ﺑﺴﻴﺎ‪ $‬ﻳﮕﺮ ﺿﺮ ﻣﻌﻴﺸﺖ  ﻗﺘﺼﺎ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﭘﺎﻳﺔ ﺻﻠﻲ  ﺑﻦ‬ ‫ﻣﺎﻳﺔ ﻫﺮ ﮔﻮﻧﻪ ﺗﻌﺎ‪  ,‬ﻣﺸﺎﻛﺖ ﻧﺴﺘﻪﻧﺪ‪ .‬ﻣﻴﺪ‪  ,‬ﺗﺠﺮﺑﻪ ﻧﻴﺰﻳﻦ ﻧﻈﺮﻳﻪ  ﺛﺒﺎ ﻣﻲﻛﻨﺪ‪ .‬ﭼﻴﺰ‪ $‬ﻛﻪ ﻫﺴﺖ‬ ‫ﻣﺎ ﺿﺮ  ﺗﻨﻬﺎ ﺿﺮ ﻗﺘﺼﺎ‪ $‬ﻧﻤﻲﺑﻴﻨﻴﻢ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ  ﻧﮕﻴﺰ<ﻫﺎ‪ $‬ﮔﺮﻳﺎ‪ ،$‬ﺑﻪ ﺿﺮﻫﺎ‪ $‬ﻏﻴﺮ‬ ‫ﻗﺘﺼﺎ‪ $‬ﻫﻤﭽﻮ‪ ,‬ﺟﺮ ﺧﺮ‪ ،$‬ﺗﺸﻔﻲ ﻧﻲ  ﻛﺴﺐ ﻣﻨﺰﻟﺖ  ‪J‬ﺑﺮ‪ $‬ﺟﺘﻤﺎﻋﻲ ﭘﺮﺧﺘﻪﻳﻢ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﻗﺒﻮ‪/ .‬ﻳﺪ ﻛﻪ ﻣﺴﺌﻠﻪ ﻧﻈﺮﻳﻪ ﺣﻴﻪ ﻣﺸﺎﻛﺘﻲ ﺳﺘﺎﻳﻴﺎ‪H‬ﻳﺮ‪ ،H‬ﻫﻢ ﺑﺎ ﺑﺮﺧﻲ ‪ 2‬ﺗﺌﻮ=ﻫﺎ= ﺟﻬﺎﻧﻲ‬ ‫‪/‬ﺑﺎ ‪/‬ﻫﻘﺎﻧﺎ‪  ،H‬ﻫﻢ ﺑﺎ ﻧﻈﺮﻳﻪ ﻳﺞ  ﻫﻤﮕﺎﻧﻲ ‪/‬ﺑﺎ ﺣﻴﻪ ﺗﻜﺮ=  ﻧﺎﻫﻤﻜﺎ=ﻳﺮﻧﻴﺎ‪ / H‬ﺗﻀﺎ‪ /‬ﺳﺖ؟‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪26‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﻗﻴﻘﺎ ﻫﻤﻴﻦﻃﻮ ﺳﺖ‪ .‬ﺑﺒﻴﻨﻴﺪ  ﻧﺎ‪JT‬ﺗﺮﻳﻦﻳﻦ ﺗﺌﻮ‪$‬ﻫﺎ‪ ،‬ﺗﺌﻮ‪" $‬ﻛﺎ ﻣﺎﻛﺲ" ﺳﺖ‬ ‫ﺑﺎ< ﺣﻴﻪ ﺗﻜﺮ‪ $‬ﻛﺸﺎ‪ ,‬ﻓﺮﻧﺴﻮ‪  ،$‬ﻧﻈﺮﻳﻪ "ﻣﻮﻳﺲﻫﺎﻟﺒﻮﻛﺲ" ﺑﺎ< ﺣﻴﻪ ﺗﻜﺮ‪ $‬ﻫﻘﺎﻧﺎ‪,‬‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﭘﺎﻳﻲ  ﺑﺎﻻﺧﺮ< ﻧﻈﺮﻳﻪ "ﺧﻴﺮ ﻣﺤﺪ" ‪.T.z‬ﻓﺎﺳﺘﺮ  ﻧﻈﺮﻳﻪ "ﺧﺮ< ﻓﺮﻫﻨﮓ" ﺟﺮ ‪  ...‬ﻳﺮ‪ ,‬ﻧﻈﺮﻳﻪﻫﺎ‪$‬‬ ‫ﺧﺎﻧﻢ "ﻟﻤﺘﻮ‪  ",‬ﻃﺮﻓﺪﻧﺶ ﺗﺎ ﺑﻪ ﻣﺮ‪.‬‬ ‫ﻣﺎ ﺣﺪﻗﻞ ‪J‬ﻧﻬﺎ ﻛﻪ ﺑﻪ ﻧﻈﺮﻳﻪ ﻣﺎﻛﺲ ﺳﺘﻨﺎ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﻳﺎﺷﺎ‪ ,‬ﻓﺘﻪ ﺳﺖ ﻛﻪ ﻣﺎﻛﺲ ﻟﻴﻞ ﺗﻜﺮ‪$‬ﻳﻦ‬ ‫"ﺳﻴﺐﻣﻴﻨﻲ‪ $‬ﺧﻞ ﮔﻮﻧﻲ"  ﻳﻦ ﻣﻲﻧﺪ ﻛﻪ ﻫﻘﺎﻧﺎ‪ ,‬ﻓﺮﻧﺴﻮ‪ $‬ﺑﻪ ﻛﺸﺖ ﻧﻔﺮ‪ $‬ﻣﺸﻐﻮ ﻫﺴﺘﻨﺪ‪ .‬ﻣﺎ‬ ‫ﻳﺮ‪ ،,‬ﻫﻢ ﻣﻨﺎﺑﻊ ‪ ZJ‬ﻛﺸﺎ‪ $‬ﻏﺎﻟﺒﺎ ﻣﺸﺎ‪ l‬ﺑﻮ<ﻧﺪ )ﭼﻪ ﻣﺸﺎ‪  l‬ﻣﺎﻟﻜﻴﺖ‪  ،‬ﭼﻪ ﻣﺸﺎ‪  l‬ﺳﺘﻔﺎ<  ﺣﻖ‬ ‫‪  ZJ‬ﺟﺎﻧﺐ ﻛﺸﺎ‪ ,‬ﺻﺎﺣﺐ ﻧﺴﻖ ﭘﻴﺶ  ﺻﻼﺣﺎ ﺿﻲ(‪  ،‬ﻟﺬ ﻫﻤﻜﺎ‪$‬ﻫﺎ‪ $‬ﺳﺘﻪ ﺟﻤﻌﻲ ﻛﺸﺎ‪,‬‬ ‫ ﻃﻠﺐ ﻛﺮ< ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ  ﮔﺬﺷﺘﻪ‪ ،‬ﺑﻨﻪﻫﺎ  ﺑﺴﻴﺎ‪ $‬ﺳﺘﺎ‪,‬ﻫﺎ‪$‬ﻳﺮ‪ ,‬ﻳﺞ  ﻳﺮ ﺑﻮ<‪  ،‬ﻧﻮ‪ l‬ﻫﻤﻴﺎ‪$‬‬ ‫ ﮔﺮﻳﺎ‪  $‬ﺑﻴﻦ ‪J‬ﻧﻬﺎ ﺳﺎ‪  $‬ﺟﺎ‪ $‬ﺑﻮ<  ﺷﺘﺮ‪  n‬ﮔﻠﻪ  ﭼﻮﭘﺎ‪ ،,‬ﺷﺘﺮ‪  n‬ﻣﺮﺗﻊ‪ ،‬ﺑﻪ ﺷﺘﺮ‪ n‬‬ ‫ﻣﻨﺎﺑﻊ ‪ ZJ‬ﻓﺰ< ﻣﻲﺷﺪ< ﺳﺖ‪.‬‬ ‫ ‪J‬ﻧﺠﺎ ﻛﻪﻳﻦ ﺳﺘﻪ  ﻧﻈﺮﻳﺎ ﺟﻬﺎﻧﻲ ﺑﺎ… ﺗﻜﺮ‪ $‬ﻛﺸﺎ‪   ,‬ﻛﺘﺎ‪" Z‬ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻲ ﺗﻌﺎ‪ ",‬ﺑﻪ‬ ‫ﻧﻘﺪ ﻛﺸﻴﺪ<‪ T‬ﻳﻨﺠﺎ  ﺗﻜﺮ ‪J‬ﻧﻬﺎ ﺻﺮ‪ u‬ﻧﻈﺮ ﻣﻲﻛﻨﻢ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﮔﺮ ﺑﺮﮔﺮ‪/‬ﻳﻢ ﺑﻪ ﭘﺎﺳﺦ ﺷﻤﺎ ﺑﻪ ﺳﻮ‪ .‬ﻗﺒﻠﻲ‪ ،‬ﺷﻤﺎ ﺧﺎﻧﻢ "ﻟﻤﺘﻮ‪  "H‬ﻧﻴﺰ ‪2 /‬ﻣﺮ ﻛﺴﺎﻧﻲ ﻗﺮ ‪//‬ﻳﺪ ﻛﻪ‬ ‫ﺗﺤﻠﻴﻞ  ﻗﻀﺎﺗﺶ ‪/‬ﺑﺎ ﺣﻴﻪ ﻣﺸﺎﻛﺘﻲ ﺳﺘﺎﺋﻴﺎ‪H‬ﻳﺮ‪/ H‬ﻗﻴﻖ ﻧﻴﺴﺖ‪ / .‬ﺻﻮﺗﻲ ﻛﻪ ﻫﻤﺎﻧﮕﻮﻧﻪ ﻛﻪ ﻣﻲ‪/‬ﻧﻴﺪ‬ ‫ﻛﺘﺎ "ﻣﺎﻟﻚ  ‪ ،= ""2‬ﻳﻜﻲ ‪] 2‬ﺛﺎ ‪2‬ﺷﻤﻨﺪ ‪ /‬ﺣﻮ‪ 2‬ﻗﺘﺼﺎ‪ /‬ﻛﺸﺎ‪=2‬ﻳﺮ‪ H‬ﺳﺖ‪.‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﻫﻤﻴﻦﻃﻮ ﺳﺖ‪ .‬ﻣﻦ ﺑﺮ‪ $‬ﻛﺘﺎ‪" Z‬ﻣﺎﻟﻚ  ‪ "l‬ﻳﺮ‪ ,‬ﻫﻤﻴﺖ ﻳﺎ‪ $‬ﻗﺎﺋﻞ ﻫﺴﺘﻢ‪$.‬‬ ‫ﻛﺎ‪ I‬ﭘﮋﻫﺸﮕﺮ‪ ,‬ﻣﺎ ﻣﻲﺗﻮﻧﺴﺘﻨﺪ ﻳﻚ ﭼﻬﺎ‪ T‬ﻛﺎ ﺧﺎﻧﻢ "ﻟﻤﺘﻮ‪   ",‬ﺗﻮﺻﻴﻒ ﻗﻌﻴﺖﻫﺎ‪ $‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪,‬‬ ‫ﻧﺠﺎ‪ T‬ﻫﻨﺪ‪  ،‬ﻫﻤﺮ<ﻳﻦ ﻣﻼء ﻧﻮﺷﺘﻪ ﺷﺪ<‪ ،‬ﭼﻬﺎ ﺑﺮﺑﺮ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪ ,‬ﺷﺘﺒﺎ< ﻫﻢ ﺷﺘﻨﺪ‪ .‬ﻣﺎ ﻣﺸﻜﻞﻳﻦ ﺳﺖ‬ ‫ﻛﻪ ﻣﺎ ﻛﺎ ﺗﺠﺮﺑﻲ ﻧﻜﺮ<‪ ،‬ﻧﻈﺮﻳﻪﭘﺮ‪ $‬ﻣﻲﻛﻨﻴﻢ‪  ،‬ﻳﺎ ﺑﺎ ﻛﺎﻫﺎ‪ $‬ﻛﻮﭼﻚ‪ ،‬ﺑﺎ ﺷﻴﻮ<ﻫﺎ‪ $‬ﻧﺎﻣﻨﺎﺳﺐ ﻳﺮ‪ ،,‬ﺑﻪ‬ ‫ﺗﻌﻤﻴﻢﻫﺎ‪ $‬ﺑﺰگ ﺳﺖ ﻣﻲﻧﻴﻢ‪.‬‬ ‫ﻣﺎ  ﻣﻮ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪  $ ،,‬ﺳﻄﺢ ﺗﺤﻠﻴﻞ ﭼﺎ ﻟﻐﺰ‪I‬ﻫﺎﻳﻲ ﻫﻢ ﺑﺎ< ﻛﺸﺎ‪$‬ﻳﺮ‪  ,‬ﻫﻢ‬ ‫ﻛﺸﺎ‪,‬ﻳﺮ‪  ,‬ﻫﻢ  ﻣﻮ ﺗﻜﺮ‪$‬ﻳﺮﻧﻴﺎ‪ ,‬ﺷﺪ< ﺳﺖ؛ ﻛﻪ ﺑﻪ ﺷﻜﻞ ﺧﻼﺻﻪ ﻣﻦ ﻻﻳﻞ ‪  ,J‬ﻳﻚ‪:‬‬ ‫ﺗﺎﺛﻴﺮ ﻫﻨﻤﺎﻳﺎ‪  ,‬ﻣﻴﺰﺑﺎﻧﺎ‪  ,‬ﻣﺼﺎﺣﺒﻪﺷﻮﻧﺪﮔﺎ‪) ,‬ﻳﺎ‪ ،,‬ﻃﻼ‪l‬ﻫﻨﺪﮔﺎ‪ (,‬ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪ ,‬ﻛﻪ ﻏﺎﻟﺒﺎ  ﻣﺎﻟﻜﺎ‪ ,‬‬ ‫ﻧﻤﺎﻳﻨﺪﮔﺎ‪J ,‬ﻧﻬﺎ  ﻣﺎﻣﻮﻳﻦ ﻟﺘﻲ ﺑﻮ<ﻧﺪ ﻣﻲﺑﻴﻨﻴﻢ‪ ،‬ﻛﻪ ﻫﻤﺮ< ﺑﺎ ﻃﻼﻋﺎ ﻋﻴﻨﻲ‪ ،‬ﺑﻴﻨﺶ  ﺑﺎﻻ ﺑﻪ ﭘﺎﻳﻴﻦ‪ ،‬‬ ‫ﻣﻮ‪ $‬ﻳﺪﮔﺎ< ﻏﺮﺑﻴﺎ‪  ,‬ﺑﻪ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪ ,‬ﻟﻘﺎء ﻛﺮ<ﻧﺪ‪ .‬ﺛﺎﻧﻴﺎ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪ ,‬ﻛﻪ ﺗﺎ ﭘﺸﺖ  ﺑﻨﻪﻫﺎ‪ $‬ﻳﺎ‪ ,‬ﭘﻴﺶ‬ ‫ﻓﺘﻪ‪  ،‬ﺑﻬﺘﺮ ﺳﺖ ﺑﮕﻮﻳﻢ ﺑﻨﻪﻫﺎ   ﻫﻤﻪ ﻳﺎ ﻛﺎﻳﺪ< ﺳﺖ‪ ،‬ﺑﻪ ﻧﻈﺮ ﺑﻌﻴﺪ ﺳﺖ ﻛﻪ ﻧﺘﻮﻧﺴﺘﻪ ﺑﺎﺷﺪ ‪J‬ﻧﻬﺎ ‬ ‫ﺷﻨﺎﺳﺎﻳﻲ ﻛﻨﺪ‪ .‬ﭼﮕﻮﻧﻪ ﺳﺖ ﻛﻪ ‪ $‬ﺗﻌﺪ ﮔﺎﻫﺎﻳﻲ  ﻛﻪ  ﺑﻨﻪ ﻛﺎ ﻣﻲﻛﺮ<ﻧﺪ  ﻳﺪ<‪ ،‬ﻣﺎ ﻫﻤﻜﺎ‪ $‬‬ ‫ﺷﺮﻛﺖ ﻛﺸﺎﻧﻲ ﻛﻪﻳﻦ ﺧﻴﺶﻫﺎ  ﮔﺎﻫﺎ  ﻣﻲﻧﺪ<ﻧﺪ‪ ،‬ﻧﺪﻳﺪ< ﺳﺖ!  ﻫﻤﭽﻮ‪ ,‬ﻛﺘﺮ "ﺗﻘﻲ ﺑﻬﺮﻣﻲ" ‬ ‫ﻳﮕﺮ‪ ,‬ﺑﻨﻪ  "ﺣﺪ ﻛﺸﺎ‪ "$‬ﻧﺎﻣﻴﺪ< ﺳﺖ  ﻧﻪ ﺣﺪ ﺗﻌﺎﻧﻲ  ﺗﻮﻟﻴﺪ ﺳﻨﺘﻲ‪ .‬ﻋﺠﻴﺐﺗﺮ ‪J‬ﻧﻜﻪ "ﺟﻲ‪.‬ﺑﻲ‪.‬ﺗﻴﺖ"‪،‬‬ ‫ﻫﻤﻮﻻﻳﺘﻲ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪ ،,‬ﻧﻴﻢ ﻗﺮ‪ ,‬ﻗﺒﻞ  ‪ ،$‬ﭘﺎﮔﺎﻫﺎ‪) $‬ﺑﻨﻪﻫﺎ‪ ($‬ﺳﻴﺴﺘﺎ‪  ,‬ﺑﻠﻮﭼﺴﺘﺎ‪"  ,‬ﻛﺸﺖ ﺷﺘﺮﻛﻲ"‬ ‫ﺧﻮﻧﺪ< ﺳﺖ؛  ﺣﺎﻟﻲ ﻛﻪ ﻧﻪ ﻧﺶ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪  ,‬ﺷﺘﻪ  ﻧﻪ ﻫﻤﻪ ﺑﻨﻪﻫﺎ‪$‬ﻳﺮ‪  ,‬ﻣﺸﺎﻫﺪ< ﻛﺮ< ﺑﻮ‪.‬‬ ‫ﻳﻦ ﺗﻐﺎﻓﻞ ﺑﺰگ‪،‬ﻳﻦ ﺑﺎ   ﻣﻦ ﺑﻪ ﺟﻮ ﻣﻲ‪ J‬ﻛﻪ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪ ,‬ﻧﺘﻮﻧﺴﺘﻪ ﺑﺮ ﺣﺴﺎﺳﺎ ﻃﻦ ﭘﺮﺳﺘﺎﻧﻪ‬ ‫ ﻗﻮ‪ T‬ﻣﺪﻧﻪ ﭘﺎ ﻣﺤﻮﻧﺔ ﺧﻮ ﻓﺎﻳﻖ ﺑﻴﺎﻳﺪ‪ .‬ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪ ,‬ﮔﺮ ﻣﻲﺧﻮﺳﺖ ﺑﻨﻪﻫﺎ  ‪J‬ﻧﮕﻮﻧﻪ ﻛﻪ ﺑﻮﻧﺪ‪J ،‬ﻧﻬﻢ ‬ ‫ﺑﻴﺶ  ﻧﻴﻢ ﻗﺮ‪ ,‬ﻗﺒﻞ ﺑﻪ ﺳﺘﻲ ﻣﻌﺮﻓﻲ ﻛﻨﺪ‪ ،‬ﻣﻲﺑﺎﻳﺴﺘﻲ ﺣﺪﻗﻞ ﺑﺨﺸﻲ  ﻓﺘﺨﺎ "ﭼﺪﻳﻞ"  ﭘﻴﺸﮕﺎﻣﻲ‬ ‫ ﺗﻌﺎﻧﻲﻫﺎ ﺑﺮ‪ $‬ﻧﮕﻠﺴﺘﺎ‪ ,‬ﺻﺮ‪ u‬ﻧﻈﺮ ﻛﺮ< ﺑﺎﺷﺪ‪.‬‬ ‫ﻣﻦ  ﻣﻘﺎﻟﻪ "‪J‬ﻳﺎ ﻛﺸﺎ‪,‬ﻳﺮﻧﻲ ﺗﻜﺮﻧﺪ؟"  ﻣﻘﺎﻟﻪ "‪J‬ﻳﺎ ﻛﺸﺎ‪$‬ﻳﺮﻧﻲ ﺑﺪ‪ $‬ﺳﺖ؟" ﺑﻪ ﺷﻜﻞ‬ ‫ﻣﺸﺮ}ﺗﺮ‪ $‬ﺑﻪ ﻧﻈﺮﻳﺎ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪  ,‬ﻻﻳﻞ ‪ ,J‬ﭘﺮﺧﺘﻪ  ﺧﻮﻧﻨﺪ< ﻋﻼﻗﻪﻣﻨﺪ  ﺑﻪ ﺧﻮﻧﺪ‪J ,‬ﻧﻬﺎ ﻋﻮ‬

‫ﻣﻦ ‪ /‬ﻣﻘﺎﻟﻪ "]ﻳﺎ‬ ‫ﻛﺸﺎ‪H2‬ﻳﺮﻧﻲ ﺗﻜﺮﻧﺪ؟"‬ ‫ ﻣﻘﺎﻟﻪ "]ﻳﺎ ﻛﺸﺎ‪=2‬ﻳﺮﻧﻲ‬ ‫ﺑﺪ= ﺳﺖ؟" ﺑﻪ ﺷﻜﻞ‬ ‫ﻣﺸﺮ‪o‬ﺗﺮ= ﺑﻪ ﻧﻈﺮﻳﺎ‬ ‫ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪/  H‬ﻻﻳﻞ ]‪H‬‬ ‫ﭘﺮ‪/‬ﺧﺘﻪ  ﺧﻮﻧﻨﺪ ﻋﻼﻗﻪﻣﻨﺪ‬ ‫ ﺑﻪ ﺧﻮﻧﺪ‪] H‬ﻧﻬﺎ ‪/‬ﻋﻮ‬ ‫ﻣﻲﻛﻨﻢ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﻧﻈﺮﻳﺎ‬ ‫"ﺟﻲ‪.‬ﺑﻲ‪.‬ﺗﻴﺖ"‪ ،‬ﻧﻘﺸﻪﺑﺮ‪/‬‬ ‫ﻫﻢﻃﻦ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪/ H‬‬ ‫ﻓﺼﻞ ﺑﻨﻪ ﺷﻨﺎﺳﻲ ‪ /‬ﻓﺮﻫﻨﮓ‬ ‫ﻳﺎﻳﮕﺮ= ‪/‬ﻳﺮ‪ H‬ﺷﺎ‬ ‫ﻛﺮ‪.[/‬‬

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‫ﻣﺼﺎﺣﺒﻪ‬

‫ﻣﻲﻛﻨﻢ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﻧﻈﺮﻳﺎ "ﺟﻲ‪.‬ﺑﻲ‪.‬ﺗﻴﺖ"‪ ،‬ﻧﻘﺸﻪﺑﺮ ﻫﻢﻃﻦ ﺧﺎﻧﻢ ﻟﻤﺘﻮ‪  ,‬ﻓﺼﻞ ﺑﻨﻪ ﺷﻨﺎﺳﻲ ‬ ‫ﻓﺮﻫﻨﮓ ﻳﺎﻳﮕﺮ‪ $‬ﻳﺮ‪ ,‬ﺷﺎ< ﻛﺮ<‪.T‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﭘﺲ ‪ 2‬ﭼﺎپ ﻛﺘﺎﻫﺎ  ﻣﻘﺎﻟﻪﻫﺎ= ﺷﻤﺎ  ﻛﺎﻫﺎ= ﺳﺘﺎ‪ /‬ﺻﻔﻲﻧﮋ‪  /‬ﻏﻴﺮ‪ ،‬ﺑﺮﺧﻲ ﻣﻨﺘﻘﺪﻳﻦ‬ ‫ﺗﻜﺮ=ﻳﺮﻧﻴﺎ‪ ،H‬ﻛﻢ  ﺑﻴﺶ ﭘﺬﻳﺮﻓﺘﻪﻧﺪ ﻛﻪ ‪/‬ﻫﻘﺎﻧﺎ‪H‬ﻳﺮﻧﻲ ‪ /‬ﻛﺎﻫﺎ= ﻏﺎﻟﺒﺎ ﻗﺘﺼﺎ‪ =/‬ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻫﻤﻜﺎ= ‪/‬ﻧﺪ‪،‬‬ ‫ﻣﺎﻳﻦ ﻫﻤﻜﺎ= ‪ /‬ﻣﺴﺎﺋﻞ ﻗﺘﺼﺎ‪ ،=/‬ﺑﻪ ﻣﻌﻨﺎ= ]‪ H‬ﻧﻴﺴﺖ ﻛﻪﻳﺮﻧﻴﺎ‪ H‬ﺑﺘﻮﻧﻨﺪﻳﻦ ﻣﺸﺎﻛﺖ  ‪ /‬ﺣﻮ‪2‬ﻫﺎﻳﻲ‬ ‫ﭼﻮ‪ H‬ﺳﻴﺎﺳﺖ ﻧﻴﺰ ﺗﻌﻤﻴﻢ ‪  //‬ﺑﺎ ﻫﻢ ﻫﻤﻜﺎ= ‪/‬ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﺧﺐ‪ ،‬ﺗﺎ ﻫﻤﻴﻦ ﺟﺎ ﻫﻢ ﻣﺎ ﻳﻚ ﮔﺎ‪ T‬ﺑﻪ ﭘﻴﺶ ﻓﺘﻪﻳﻢ‪ .‬ﻓﺰ‪ ,‬ﺑﺮ ﻛﺎﻫﺎ‪ $‬ﺗﺠﺮﺑﻲ  ﻣﻴﺪﻧﻲ‬ ‫ﺳﺘﺎ "ﺟﻮ ﺻﻔﻲﻧﮋ"‪ ،‬ﻛﻪ  ﭘﻴﺸﻜﺴﻮﺗﺎ‪ ,‬ﺑﻨﻪ ﺷﻨﺎﺳﻲ  ﻳﺎﻳﮕﺮ‪$‬ﻫﺎ‪ $‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ‪J  ZJ‬ﺑﻴﺎ‪$‬ﻧﺪ‪ ،‬ﻧﻈﺮﻳﻪﻫﺎ‪$‬‬ ‫ﻛﺴﺎﻧﻲ ﭼﻮ‪ ,‬ﻛﺘﺮ "ﻫﻮﺷﻨﮓ ﺳﺎﻋﺪﻟﻮ" )ﺳﺘﺎ ﭘﻴﺸﻜﺴﻮ ﻗﺘﺼﺎ ﻛﺸﺎ‪ $‬ﻧﺸﮕﺎ< ﺗﻬﺮ‪ ،(,‬ﻛﺘﺮ "ﻛﺎﻇﻢ‬ ‫ﻳﻌﻲ" )ﺟﻐﺮﻓﻲ‪ ،(,‬ﻛﺘﺮ "ﺧﺴﺮ ﺧﺴﺮ‪) "$‬ﺟﺎﻣﻌﻪ ﺷﻨﺎ‪ W‬ﺳﺘﺎﻳﻲ ﭘﻴﺸﻜﺴﻮ(‪" ،‬ﺣﺒﻴﺐﷲ ﭘﻴﻤﺎ‪،",‬‬ ‫"ﺣﺴﻴﻦ ﻣﻠﻚ" )ﭘﮋﻫﺸﮕﺮ  ﻧﻈﺮﻳﻪ ﭘﺮ ﻣﺴﺎﺋﻞ ﻛﺸﺎ‪ ،($‬ﻛﺘﺮ "ﻏﻼﻣﺮﺿﺎ ﺳﻠﻴﻢ" )ﺳﺘﺎ ﺗﻌﺎ‪ ,‬ﻧﺸﮕﺎ<‬ ‫ﺗﻬﺮ‪  ،(,‬ﻛﺘﺮ ﻋﻠﻲ ﻛﺒﺮ ﻧﻴﻚ ﺧﻠﻖ )ﺟﺎﻣﻌﻪ ﺷﻨﺎ‪ W‬ﺳﺘﺎﻳﻲ ﭘﻴﺸﻜﺴﻮ(‪  ،‬ﻳﮕﺮ‪  ,‬ﻫﻢ ﻛﻪ ﻧﺎ‪  T‬ﻛﺎﺷﺎ‪,‬‬ ‫ ﻛﺘﺎ‪ Z‬ﻓﺮﻫﻨﮓ ﻳﺎﻳﮕﺮ‪ $‬ﻳﺮ‪J ,‬ﻣﺪ< ﺳﺖ  ﻧﺒﺎﻳﺪ ﻓﺮﻣﻮ‪ I‬ﻛﺮ‪.‬‬ ‫ﺟﺎﻳﺪ‪ :‬ﻣﺎ ‪ /‬ﻣﻮ‪ /‬ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲﻳﺮﻧﻴﺎ‪ H‬ﭼﻪ ﻣﻲﮔﻮﻳﻴﺪ؟‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺮﻫﺎ‪ :$‬ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ ﺗﻌﺮﻳﻒ ﻣﻨﻜﺮ‪ ,‬ﺣﻴﺔ ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲﻳﺮﻧﻴﺎ‪  ،,‬ﻣﻔﻬﻮ‪" T‬ﻣﺸﺎﻛﺖ‬ ‫ﺳﻴﺎﺳﻲ" ﭼﻴﺴﺖ؟ ‪J‬ﻳﺎ ‪J‬ﻧﺎ‪ ,‬ﻓﻘﻂ ﻣﺸﺎﻛﺖ ﻣﺮ‪ " T‬ﺣﻜﻮﻣﺖ"  "ﺑﺎ ﺣﻜﻮﻣﺖ"  ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ ﻗﻠﻤﺪ‬ ‫ﻣﻲﻛﻨﻨﺪ؟ ﻳﺎ ﻧﻪ ﻣﺸﺎﻛﺖ "ﺑﺮ ﺣﻜﻮﻣﺖ ﻣﺮ‪) "T‬ﺑﺮ ﻋﻠﻴﻪ ﺣﻜﻮﻣﺖ(  ﻧﻴﺰ ﻣﺸﺎﻛﺖ ﻣﻲﺑﻴﻨﻨﺪ؟ ﮔﺮ ﻣﺸﺎﻛﺖ ‬ ‫ﻓﻘﻂ   ﺑﺎ ﺣﻜﻮﻣﺖ ﻣﻲﻧﻨﺪ‪ ،‬ﻳﻌﻨﻲ ﻫﻤﻜﺎ‪  $‬ﻣﺸﺎﻛﺖ ﻫﻢﺳﻮﻳﻲ ﻣﺮ‪  T‬ﺣﻜﻮﻣﺖ‪ ،‬ﺳﺨﻦ ﺳﺖ ﺳﺖ ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﻏﺮﺑﻴﺎ‪ ،,‬ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲﻳﺮﻧﻴﺎ‪ ,‬ﻣﻤﻜﻦ ﺳﺖ ﻛﻤﺘﺮ ﺑﺎﺷﺪ‪ .‬ﭼﻮ‪,‬ﻳﺮﻧﻴﺎ‪  ,‬ﻏﺎﻟﺐ ﻣﺎ‪,‬ﻫﺎ‪ $‬ﺗﺎﻳﺨﻲ‬ ‫ﺧﻮ‪  ،‬ﺣﺎ ﺳﺘﻴﺰ ﺑﺎ ﺣﻜﻮﻣﺖ ﻣﺮﻛﺰ‪  $‬ﻳﺎ ﺣﺎﻛﻤﺎ‪ ,‬ﻣﺤﻠﻲ ﺑﻮ<ﻧﺪ‪.‬‬ ‫ ﻏﺮ‪ ،Z‬ﻫﻢ ﺣﻜﻮﻣﺖﻫﺎ ﻛﻤﺘﺮ ﺧﻮﻛﺎﻣﻪ ﺑﻮ<ﻧﺪ‪  ،‬ﻫﻢ ﻣﺮ‪ T‬ﺑﺎ ﺣﻜﻮﻣﺖ ﻫﻤﺮ<ﺗﺮ  ﺷﺎﻳﺪ ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ‬ ‫‪J‬ﻣﺘﺮ  ﻫﻢﺳﻮﺗﺮ ﺑﻮ<ﻧﺪ‪ .‬ﻣﺎ ﺑﺎ< ﻻﻳﻞ ﺧﻮﻛﺎﻣﮕﻲ ﺣﻜﻮﻣﺖﻫﺎ ﻳﺮ‪ ,‬ﺳﺨﻦ ﺑﺴﻴﺎ ﺳﺖ‪  ،‬ﻧﻘﺪ ﺧﻴﻠﻲ ‬ ‫ﺷﻨﻔﻜﺮ‪ ,‬ﻣﺎ  < ﭘﺎﺳﺦ ‪ ,‬ﺑﻪﻳﻦ ﻣﺴﺌﻠﻪ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻳﺮ‪ ،,‬ﻣﻠﺖ ﻣﺎ ﺋﻤﺎ  ﺣﺎ ﺑﻪ ‪ $‬ﻛﺎ ‪ $   ,J‬ﻛﺎ ﺑﺮ‪ ,‬ﺣﻜﻮﻣﺖﻫﺎ ﺑﻮ<ﻧﺪ‪  .‬ﻧﺘﻴﺠﻪ‬ ‫<ﻫﺎ‪ $‬ﻛﻮﺗﺎﻫﻲ  ﺣﺎ ﻣﺸﺎﻛﺖ ﺑﺎ ﺣﻜﻮﻣﺖ‪<  ،‬ﻫﺎ‪ $‬ﻃﻮﻻﻧﻲﺗﺮ‪  $‬ﺣﺎ ﻣﺒﺎ< ﺑﺎ ‪J‬ﻧﻬﺎ ﺑﻮﻧﺪ‪ .‬ﻗﻴﻘﺎ‬ ‫ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ ﻫﻢ ﻫﺴﺖ ﻛﻪ ﻣﻦ ﻣﻌﺘﻘﺪ‪ T‬ﻣﺮ‪T‬ﻳﺮ‪  ,‬ﻛﺸﻮﻫﺎ‪ $‬ﻧﻈﻴﺮ ﻣﺎ –ﮔﺮ ﺟﻮ ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ -‬ﺑﻴﺶ ‬ ‫ﺑﺴﻴﺎ‪  $‬ﻛﺸﻮﻫﺎ‪ $‬ﺟﻬﺎ‪  ,‬ﺣﺎ ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ ﺑﺮ ﻟﻪ  ﻋﻠﻴﻪ ﺣﻜﻮﻣﺖﻧﺪ‪.‬‬ ‫ﺧﻮﻧﻨﺪ< ﮔﺮﻣﻲ ﻛﻨﻮ‪ ,‬ﺑﻪ ﺗﻌﺮﻳﻒ ﻣﺎ  ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ ﻧﺰﻳﻚ ﺷﺪ< ﺳﺖ‪ .‬ﺑﻪ ﻗﻮ "ﻣﺎﻳﺮ‪ ,‬ﻳﻨﺮ"‪:‬‬ ‫"ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ ﻫﺮ ﻋﻤﻞ ﻃﻠﺒﺎﻧﻪ ﻣﻮﻓﻖ  ﻳﺎ ﻧﺎﻣﻮﻓﻖ‪ ،‬ﺳﺎﻣﺎ‪ ,‬ﻳﺎﻓﺘﻪ ﻳﺎ ﺑﺪ‪ ,‬ﺳﺎﻣﺎ‪ $< ،,‬ﻳﺎ ﻣﺴﺘﻤﺮ‪،‬‬ ‫ﺷﺎﻣﻞ ‪I‬ﻫﺎ‪ $‬ﻣﺸﺮ‪ l‬ﻳﺎ ﻧﺎﻣﺸﺮ‪ l‬ﺑﺮ‪ $‬ﺗﺎﺛﻴﺮ ﺑﺮ ﻧﺘﺨﺎ‪ Z‬ﻫﺒﺮ‪  ,‬ﺳﻴﺎﺳﺖﻫﺎ  < ﻋﻤﻮﻣﻲ  ﻫﺮ‬ ‫ﺳﻄﺤﻲ  ﺣﻜﻮﻣﺖ ﻣﺤﻠﻲ ﻳﺎ ﻣﻠﻲ ﺳﺖ"‪.‬‬ ‫ﺑﻪﻳﻦ ﻣﻌﻨﺎ  ‪ 115‬ﺳﺎ ﻗﺒﻞ‪ ،‬ﻳﻌﻨﻲ  ﺗﺤﺮﻳﻢ ﺗﻨﺒﺎﻛﻮ ﺗﺎ ﺑﻪ ﻣﺮ  ﮔﺮ ﻧﮕﺎ< ﻛﻨﻴﻢ‪ ،‬ﻣﺮ‪ T‬ﻣﺸﺎﻛﺘﻲ ﻣﺎ‬ ‫ﻫﻤﻪ ﮔﻮﻧﻪ ﺷﻴﻮ<ﻫﺎ‪ $‬ﺳﻨﺘﻲ  ﻣﺪ‪ ,‬ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ  ﺗﺠﺮﺑﻪ ﻛﺮ<ﻧﺪ‪  .‬ﻣﺒﺎ< ﻣﻨﻔﻲ ﺗﺎ ﻣﺒﺎ< ﻣﺜﺒﺖ‪ ،‬‬ ‫ﺟﻨﺒﺶﻫﺎ‪ $‬ﺻﻼﺣﻲ ﺗﺎ ﻧﻘﻼﺑﻲ‪  ،‬ﻣﺒﺎ ﻣﺸﺮ‪ l‬ﺗﺎ ﻣﺒﺎ ﻧﺎﻣﺸﺮ‪ ،l‬ﻗﺎﻧﻮﻧﻲ  ﻏﻴﺮ ﻗﺎﻧﻮﻧﻲ‪ ،‬ﻣﺴﺎﻟﻤﺖ‪J‬ﻣﻴﺰ‬ ‫ ﻗﻬﺮ‪  ،$‬ﺑﺴﺖﻧﺸﻴﻨﻲ ﺳﻨﺘﻲ ﺗﺎ ﺗﺤﺼﻦﻫﺎ‪ $‬ﺟﺪﻳﺪ‪ ،‬ﺗﺒﻌﻴﺪﻫﺎ‪ $‬ﺧﻮﺧﻮﺳﺘﻪ ﮔﺮﻫﻲ )ﻣﻬﺎﺟﺮﻫﺎ‪ $‬ﺳﺘﻪ‬

‫ﻳﺸﻪﻫﺎ= ﻳﺎﻳﮕﺮ=  ﻣﺸﺎﻛﺖ ‪ /‬ﻧﺪﻳﺸﻪ  ‪2‬ﻧﺪﮔﻲﻳﺮﻧﻴﺎ‪H‬‬

‫ﺟﻤﻌﻲ(‪  ،‬ﺷﺐﻧﺎﻣﻪ ﻧﻮﻳﺴﻲ  ﺷﻌﺎﻧﻮﻳﺴﻲ‪ ،‬ﺗﺎ ﻧﻮ ﭘﺮﻛﻨﻲ‪ ،‬ﺗﺎ ﺑﻼگ ﻧﻮﻳﺴﻲ‪ ،‬ﺑﺎ ﻧﺎﻣﻪ ﻧﻮﻳﺴﻲ ﻃﻨﺰ  ﺟﺪ‪ ،‬ﺑﺎ‬ ‫ﺗﺮ  ﻧﺠﻤﻦﻫﺎ‪ $‬ﺳﺮ‪ ،$‬ﺗﺎ ﺟﻨﮓﻫﺎ‪ $‬ﭼﺮﻳﻜﻲ ﺷﻬﺮ‪  $‬ﺟﻨﮕﻠﻲ‪  ،‬ﺗﺤﺮﻳﻢ ﺗﻨﺒﺎﻛﻮ  ﭘﭙﺴﻲ ‪ ...‬ﻓﻘﻂ  ﻳﻚ‬ ‫ﻗﻠﻢ  ﻛﻤﺘﺮ  ﻫﺸﺘﺎ ﺳﺎ‪  ،‬ﻧﻘﻼ‪ Z‬ﻋﻈﻴﻢ  ﺑﻪ ﻧﺠﺎ‪ T‬ﺳﺎﻧﺪ<ﻧﺪ ﻛﻪ ﺗﺎﺛﻴﺮ ‪  ,J‬ﺳﻄﺢ ﻣﻠﻲ ﮔﺬﺷﺘﻪ  ﻣﻨﻄﻘﻪ‬ ‫ ﺟﻬﺎ‪  ,‬ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮ < ﺳﺖ‪.‬‬ ‫ﮔﺮﻳﻦ ﻫﻤﻪ ﻣﺸﺎﻛﺮ ﺳﻴﺎﺳﻲ‪،‬ﻳﻦ ﻫﻤﻪ  ﺧﻮﮔﺬﺷﺘﮕﻲ  ﺻﺮ‪ u‬ﻧﺮژ‪ $‬ﻧﺘﻮﻧﺴﺘﻪ ﺳﺖ ﻣﺎ  ‪J‬ﻧﭽﻨﺎ‪ ,‬ﻛﻪ‬ ‫ﺑﺎﻳﺪ ﺑﻪ ‪J‬ﻫﺎ‪ $‬ﺧﻮ ﺑﺮﺳﺎﻧﺪ‪ ،‬ﻧﻪ  ﻛﻤﺒﻮ ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ ﻣﺮ‪T‬ﻳﺮ‪ ،,‬ﻛﻪ  ‪J‬ﻫﺎ‪  $‬ﻣﺎ‪  ،‬ﺷﻮ‪$‬‬ ‫ ﺳﺨﺘﺴﺘﺎﻧﻲ < ﺣﻜﺎﻳﺖ ‪.‬‬ ‫ﺟﺎﻳﺪ‪  :‬ﺣﻞ ﺧﺘﻼﻓﺎ ﻧﻈﺮ= ‪2‬ﻳﻦ ‪/‬ﺳﺖ  ‪ /‬ﭼﻪ ﻣﻲﺑﻴﻨﻴﺪ؟‬

‫ﻓﺮﻫﺎ‪  :$‬ﻳﻚ ﺟﻤﻠﻪ‪  ،‬ﺑﻪ ﺳﺖ ‪" ,J‬ﺣﺎﻓﻈﻪ ﺗﺎﻳﺨﻲ" ﻛﻪ ﺟﺰ ﺑﺎ ﻣﻄﺎﻟﻌﻪ ﺗﺎﻳﺦﻳﻦ ﺳﺮﻣﻴﻦ ‬ ‫ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻳﮕﺮ ﺟﻮﻣﻊ ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪ .‬ﮔﺮ ﺑﻪ ﻗﻮ "ﻳﻞ ﻧﺖ" ﻧﺨﻮﻫﻴﻢ ﺗﺎﻳﺦ  ﺗﻜﺮ ﻛﻨﻴﻢ‪  ،‬ﺑﻪ ﻗﻮ‬ ‫"ﺳﻴﺴﺮ‪ ",‬ﮔﺮ ﻧﺨﻮﻫﻴﻢ  ﻣﺮﺣﻠﻪ ﻛﻮﻛﻲ ﺑﺎﻗﻲ ﺑﻤﺎﻧﻴﻢ‪ ،‬ﻧﺒﺎﻳﺪ  ‪J‬ﻧﭽﻪ ﻛﻪ ﭘﻴﺶ  ﺗﻮﻟﺪﻣﺎ‪ < $ ,‬ﺳﺖ‬ ‫ﺑﻲﺧﺒﺮ ﺑﻤﺎﻧﻴﻢ‪ .‬ﻛﻢ ﻧﻴﺴﺘﻨﺪ ﻛﺴﺎﻧﻲ ﻛﻪ ﻓﻜﺮ ﻣﻲﻛﻨﻨﺪ ﻣﺸﺎﻛﺖ ﻣﺮ‪$‬ﺳﺖ ﻛﻪ  <‪ -‬ﭘﺎﻧﺰ< ﺳﺎ ﭘﻴﺶ ﺑﻪﻳﺮ‪,‬‬ ‫< ﺷﺪ< ﺳﺖ‪J .‬ﻧﻬﺎ ﺷﻴﻮ‪ l‬ﺻﻄﻼ} ﻣﺸﺎﻛﺖ  ﺑﺎ ﺟﻮ  ﺣﻀﻮ ‪ ,J‬ﻳﺮ‪ ,‬ﻳﻜﻲ ﮔﺮﻓﺘﻪﻧﺪ‪.‬‬ ‫ﭼﻨﺪ‪ $‬ﭘﻴﺶ  ﻳﻜﻲ  ﻛﻼ‪W‬ﻫﺎ‪ $‬ﻓﻮ‪ p‬ﻟﻴﺴﺎﻧﺲ‪" W   ،‬ﻧﻈﺮﻳﻪﻫﺎ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ" ﻗﺘﻲ ﻛﻪ‬ ‫ﺑﻪ ﻳﻜﻲ  ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺧﺘﺮ ﻛﻼ‪ W‬ﻛﻪ  ﻋﺎﻟﻢ ﺳﻴﺎﺳﺖ ﻋﺼﺒﻲ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﻴﺪ ﭘﻴﺸﻨﻬﺎ ﻛﺮ‪ T‬ﻛﻪ ﻣﻮﺿﻮ‪l‬‬ ‫ﭘﮋﻫﺶ ﻛﺎ ﻛﻼﺳﺶ  ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ ﻧﺎ‪  ,‬ﻧﻘﻼ‪ Z‬ﻣﺸﺮﻃﻪ ﺑﮕﻴﺮ‪ ،‬ﺑﺎ ﻟﺒﺨﻨﺪ ﺗﻤﺴﺨﺮ‪J‬ﻣﻴﺰ‪ $‬ﮔﻔﺖ‪:‬‬ ‫ﻳﻌﻨﻲ ﺟﻨﺎﺑﻌﺎﻟﻲ ﻣﻲﺧﻮﻫﻴﺪ ﺑﻔﺮﻣﺎﻳﻴﺪ ﻛﻪ ﻣﺎ  ﻣﺎ‪ ,‬ﻣﺸﺮﻃﻴﺖ ﻫﻢ ﻣﺸﺎﻛﺖ ﺷﺘﻪﻳﻢ‪ ,J ،‬ﻫﻢ ﻧﺎ‪,‬ﻳﺮﻧﻲ‪،‬‬ ‫‪ ,J‬ﻫﻢ ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ؟!‬ ‫ﺑﻪ ﻫﺮ ﺣﺎ‪ ،‬ﺑﺮ‪ $‬ﺳﻴﺪ‪ ,‬ﺑﻪ ﺗﻮﻓﻖ‪ ،‬ﻫﻢ ﺑﺎﻳﺪ ﻣﻔﻬﻮ‪ T‬ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ  ﻫﻢ ﺗﺎﻳﺦ ﻣﺎ‪ ،‬ﺑﻬﺘﺮ ﻳﻦ ﻣﻄﺎﻟﻌﻪ‬ ‫ﺷﻮ‪.‬ﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻣﻲﺗﻮﻧﺪ ﺷﻤﻊ  ﺗﺎﻳﻜﻲ ﻣﺎ ﺑﺎﺷﺪ  ﻣﻴﺪ ﺷﻮﻳﻢ ﻛﻪ ﺑﺎ ﻳﺪ‪ ,‬ﻛﻠﻴﺖ ﻓﻴﻞ ﻣﺸﺎﻛﺖ  ﺧﺎﻧﻪ‬ ‫ﺗﺎﻳﻚ ﺟﺎﻣﻌﺔ ﻣﺎ‪،‬ﻳﻦ ﺧﺘﻼ‪ u‬ﻧﻈﺮﻫﺎ  ﻣﻴﺎ‪ ,‬ﺑﺮﻧﺪ  ﻳﺎ ﺑﻪ ﻫﻢ ﻧﺰﻳﻚ ﺷﻮﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ  ﻣﺘﻮﺿﻊ ﺷﺪ‪ ,‬ﺑﺮﺧﻲ‬ ‫ﺷﻨﻔﻜﺮ‪,‬ﻳﺮﻧﻲ ﻧﺴﺒﺖ ﺑﻪﻳﻦ ﻓﺮﻫﻨﮓ ﻳﻦ ﻣﺮ‪T‬؛ ﻛﻪ ﺧﻮﻳﻦ ﺗﻮﺿﻊ ﻧﻴﺰ ﺑﻪﻳﻦ ﻣﺎﻳﺔ ﻣﻄﺎﻟﻌﺔ ﻓﺮﻫﻨﮓﻳﺮ‪,‬‬ ‫ﺷﺪﻳﺪ ﻧﻴﺎﻣﻨﺪ ﺳﺖ‪.‬‬ ‫ﺟﺎﻳﺪ‪ 2 :‬ﺷﻤﺎ ﺑﻪ ﺧﺎﻃﺮ ﻗﺘﻲ ﻛﻪ ﺑﺮ=ﻳﻦ ﮔﻔﺘﮕﻮ ﮔﺬﺷﺘﻪﻳﺪ ﺗﺸﻜﺮ ﻣﻲﻛﻨﻢ‪.‬‬

‫ﻓﺮﻫﺎ‪ :$‬ﻣﻦ ﻧﻴﺰ ﻣﺘﻘﺎﺑﻼ  ﺷﻤﺎ ﻛﻪ ﻧﮕﻴﺰ<ﻳﻦ ﮔﻔﺘﮕﻮ  ﻓﺮﻫﻢ ‪J‬ﻳﺪ‪ ،‬ﺳﭙﺎﺳﮕﺬ‪.T‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻘﺎﻻ‬

‫ﻧﻌﻤﺖ ﷲ ﻓﺎﺿﻠﻰ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺷﺘﻪ  ﺳﻲ ﺳﺖ ﻛﻪ  ﻧﺸﮕﺎ<ﻫﺎ  ﻣﺮﻛﺰ‬ ‫ﻋﻠﻤﻲﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻮﺿﻮﻋﻲ ‪J‬ﻛﺎﻣﻴﻚ‪  ،‬ﻫﻤﭽﻨﻴﻦ ‪ $‬ﻳﻚ ﺣﻮ< ﻋﻤﻠﻲ‬ ‫ﻣﻰ ﺑﺎﺷﺪ‪.‬ﻳﻦ ﺷﺎ< ﺑﻪ ﺗﻔﺎﻫﺎ‪ ،‬ﺑﻴﻦ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ‬ ‫ﺷﺘﻪ ﻧﺸﮕﺎﻫﻲ  ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺠﻤﻮﻋﻪ‪  $‬ﺑﺮﻧﺎﻣﻪﻫﺎ‬ ‫ﻛﻪ ﺗﻮﺳﻂ ﻟﺖ  ﻳﮕﺮ ﺳﺎﻣﺎ‪,‬ﻫﺎ ﺑﺮ‪ $‬ﻧﺎﺋﻞ ﺷﺪ‪ ,‬ﺑﻪ ﻫﺪ‪ u‬ﺟﺘﻤﺎﻋﻲ‬ ‫ﺗﺨﺎ‪ s‬ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺑﻪ ﻃﻮ ﻣﺪ‪ T‬ﺑﺮ‪ $‬ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﮔﻤﺮ<‬ ‫ﻛﻨﻨﺪ< ﺳﺖ‪.‬‬ ‫ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺗﻨﺶ ﻳﮕﺮ‪ $‬ﺑﻴﻦ ﺗﺤﻠﻴﻞ ﻋﻠﻤﻲ ﻛﺎﺑﺮ‪a‬‬ ‫)ﻋﻤﻞ( ﺟﻮ ‪  .‬ﻳﻚ ﻃﺮ‪J ،u‬ﻧﻬﺎ ﺷﺎﻣﻞ ﺑﺰﻫﺎ  ﻫﻴﺎﻓﺖﻫﺎ‬ ‫ﻣﺘﻔﺎﺗﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺗﺤﻠﻴﻞ ﻣﺤﺘﺎ‪ z‬ﺑﻪ ﺷﻚ ﮔﺮﻳﻲ ﺳﺖ  ﺣﺎﻟﻴﻜﻪ ﻋﻤﻞ‬ ‫ﻧﻴﺎﻣﻨﺪ ﻳﻘﻴﻦ ﺳﺖ‪ .‬ﻛﺴﺎﻧﻲ ﻛﻪ ﺷﺘﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻣﻲﺧﻮﻧﻨﺪ ﺑﺎﻳﺪ‬ ‫ﺑﻪ ﺳﺌﻮﻻ ﺑﻪ ﺻﻮ ﻣﺪ‪  n‬ﺷﻮﻫﺪ ﭘﺎﺳﺦ ﻫﻨﺪ‪ .‬ﻳﻦ ﺻﻮ‬ ‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻧﻤﻲﺗﻮﻧﺪ ﻋﺎ ﻛﻨﺪ ﻛﻪ ﻳﻚ ﻋﻠﻢ ﺳﺖ‪ ,J ،‬ﻣﺸﺮﻋﻴﺖ‬ ‫ﺧﻮ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻣﻮﺿﻮ‪ ،l‬ﺑﺎ ‪I‬ﻫﺎ  ﻳﻚ ﺷﻤﺎ‪  $‬ﺗﺠﻬﻴﺰ‬ ‫ ﺷﻬﺎ‪ $‬ﻣﻨﻈﻤﻲﻛﻪ  ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻛﺎ ﻣﻲ‪ ،‬ﻛﺴﺐ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻣﺎ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻧﻴﺰ ﺷﺎﻣﻞ ﻋﻘﺎﻳﺪ  ﻣﻮﺿﻊﮔﻴﺮ‪  $‬ﻣﻮ ﻣﺴﺎﺋﻠﻲ‬ ‫ﺳﺖ ﻛﻪ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﻧﻤﻲﺗﻮﻧﺪ ﺣﻞ ﻧﻤﺎﻳﺪ ﻧﻴﺰ ﻣﻲﺷﻮ‪.‬‬ ‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻳﻚ ﻣﻨﻪ‪  $‬ﻧﻈﺮﻳﺎ ﺳﻴﺎﺳﻲ  ﻓﻠﺴﻔﻲ ‬ ‫ﺷﺎﻣﻞ ﻣﻲﺷﻮ‪.‬ﻋﺪ<‪ $‬ﺑﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﺮ ﺷﺎﺧﻪ‪$‬‬ ‫ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻣﻲﻧﮕﺮﻧﺪ‪ .‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺑﻪ ﺑﻂ ﺑﻴﻦ ﮔﺮ<ﻫﺎ‬ ‫ﺷﺨﺎ‪ <   c‬ﺷﻨﺎﺧﺖ ﭼﮕﻮﻧﮕﻲ ﻛﺎ ﮔﺮ<ﻫﺎ ﻋﻼﻗﻤﻨﺪ ﺳﺖ‪ :‬‬ ‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ  ﺑﺴﻴﺎ‪  $‬ﻧﺸﮕﺎ<ﻫﺎ  ﭘﺎﺗﻤﺎ‪,‬ﻫﺎ‪ $‬ﻣﺸﺎﺑﻪ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺳﺖ‪ .‬ﻣﺎ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻣﺪﻋﺎﻳﻲ ﻓﺮﺗﺮ  ﻳﻚ ﺷﺘﻪ‬

‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ‪ .‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻣﺘﻔﺎ ﺳﺖ‪ ،‬ﻳﺮ ﻣﺠﻤﻮﻋﻪ‪$‬‬ ‫ ﻣﻮﺿﻮﻋﺎ ﺟﻮ  ﻛﻪ ﻫﻤﻪ ﺗﺤﻠﻴﻞﻫﺎ‪ $‬ﺳﻴﺎﺳﻰ  ﺟﺘﻤﺎﻋﻲ  ‪,J‬‬ ‫ﺳﻬﻴﻢ ﻫﺴﺘﻨﺪ‪  ،‬ﻳﻚ ﺷﺘﻪ ﺧﺎﺻﻲ ﻛﻪ ﺑﺘﻮﻧﺪ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ‪  ,J‬ﺑﺴﻨﺠﺪ‪،‬‬ ‫ﺟﻮ ﻧﺪ‪ .‬ﺗﺤﻠﻴﻞﻫﺎ‪ $‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻳﻚ ﺑﻄﻪ  ﺣﻮ< ﻣﻄﺎﻟﻌﻪ‬ ‫ﺧﻮ‪ I‬ﺑﺎ ﺑﻬﺰﻳﺴﺘﻲ ﺟﺘﻤﺎﻋﻲ ﺗﺒﺎ‪  . t‬ﻣﻮ ﺑﻬﺰﻳﺴﺘﻲ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻫﻴﺎﻓﺖﻫﺎ  ‪I‬ﻫﺎ‪ $‬ﻣﺘﻔﺎﺗﻲ ﺟﻮ ‪  .‬ﺑﻪﻳﻦ ﻋﻠﺖ ﻓﻬﻢ ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ﺷﻮ ﮔﺮﻳﺪ< ﻛﻪ ﭼﻪ ﭼﻴﺰ‪ $‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪ .‬ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ﺑﺮ‪ $‬ﺗﺸﺮﻳﺢ ﺑﻬﺰﻳﺴﺘﻲ  ﺧﻮ‪ Z‬ﻳﺴﺘﻲ  ‪I‬ﻫﺎ  ﺗﺌﻮﻳﻬﺎ‪$‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‪ ،‬ﺗﺎﻳﺦ‪ ،‬ﺣﻘﻮ‪ ،p‬ﻗﺘﺼﺎ‪ ،‬ﺟﻐﺮﻓﻴﺎ  ﻓﻠﺴﻔﻪ ﺟﺘﻤﺎﻋﻲ ﺳﺘﻔﺎ<‬ ‫ﻣﻲﻛﻨﺪ‪ .‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻋﺎ‪ $‬ﺷﺘﻦ ﻳﻚ ﻣﺠﻤﻮﻋﻪ‪ $‬ﺣﺪ  ﺑﻲ‬ ‫ﻫﻤﺘﺎ  ﺷﻬﺎ  ﻣﻔﺎﻫﻴﻢ  ﺗﺌﻮﻳﻬﺎ  ﺑﻴﻨﺶ ﺣﺪ ﻧﺪ‪ .‬ﻣﻦ ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻣﻄﺎﻟﻌﻪ ﭼﻨﺪ ﺷﺘﻪ ‪ a‬ﺗﺎ ﻳﻚ ﺷﺘﻪ ﺣﺪ‬ ‫ﺗﺸﺮ} ﻧﻤﻮ<‪.T‬‬ ‫ﭘﻴﺎﻣﺪﻫﺎ= ﺟﺘﻤﺎﻋﻲ‬

‫ ‪ ,‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻧﻜﺎ ‪J‬ﻏﺎﻳﻨﻲ ﺟﻮ  ﻛﻪ ﺣﺎﻛﻤﺎ‪,‬‬ ‫ ﻣﺤﻘﻘﺎ‪  ,‬ﮔﺴﺘﺮ‪ , I‬ﻣﻮﺿﻮ‪ l‬ﺑﺮ ﻣﻲﮔﺰﻳﻨﻨﺪ‪ .‬ﻳﻜﻲ  ﻧﻜﺎ‬ ‫‪J‬ﻏﺎﻳﻦ ﺷﺘﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺳﻲ ﭘﻴﺎﻣﺪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺟﺎ‪$‬‬ ‫ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﻣﺜﺎ‪ ،‬ﺳﺎﺧﺘﺎ ﺟﻤﻌﻴﺖ ﺷﻨﺎﺧﺘﻲ ﺟﻤﻌﻴﺖ ﺗﻐﻴﻴﺮ ﻣﻲﻛﻨﺪ‪ .‬ﻣﺮ‪T‬‬ ‫ ﻛﺸﻮﻫﺎ‪ $‬ﭘﻴﺸﺮﻓﺘﻪ ﺳﺮﻣﺎﻳﻪ ‪ $‬ﻋﻤﺮ ﻃﻮﻻﻧﻲ  ﺗﻌﺪ ﻛﻮﻛﺎ‪,‬‬ ‫ﻛﻤﺘﺮ‪ $‬ﻧﺪ‪.‬ﻳﻦ ﺑﺎﻻﻓﺘﻦ ﻧﺮ{ ﻣﻴﺪ ﺑﻪ ﻧﺪﮔﻲ‪ ،‬ﻫﻤﺮ< ﺑﺎ ﻧﺮ{ ﭘﺎﺋﻴﻦ‬ ‫ﻣﻮﻟﻴﺪ‪  ،‬ﺣﺎﻟﻲ { ﻣﻲﻫﺪ ﻛﻪ ﺳﺎﺧﺘﺎ ﺧﺎﻧﻮ<ﻫﺎ  ﺧﺎﻧﻮﻫﺎ ﻧﻴﺰ ﺣﺎ‬ ‫ﺗﻐﻴﻴﺮ ﺳﺖ‪ .‬ﺑﺴﻴﺎ‪  $‬ﻣﺮ‪ T‬ﺑﻪ ﻃﻮ ﻓﺮ ﻫﻤﺴﺮﻧﺸﺎ‪ ,‬ﺟﺪ ﻧﺪﮔﻲ‬

‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻰ ‪ /‬ﻋﻤﻞ‬

‫ﻣﻲﻛﻨﻨﺪ‪ ،‬ﻳﻦ ﭘﺪﻳﺪ< ﺑﺮ‪ $‬ﺳﺎﻟﻬﺎ‪ $‬ﻳﺎ‪ $‬ﺷﺪ ﻳﺎﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ ﻫﻤﻴﻦ ﺣﺎ‪ ،‬ﻳﻚ ﺷﺪ‪ $‬ﻧﻴﺰ  ﺗﻌﺪ ‪z‬ﻫﺎﻳﻲ ﻛﻪ ﺑﺎ ﻫﻢ‬ ‫ﻧﺪﮔﻲ ﻣﻲﻛﻨﻨﺪ  ﺣﺎﻟﻴﻜﻪ ﺑﺎ ﻫﻢ } ﻧﻜﺮ<ﻧﺪ  ﻳﻚ ﻓﺰﻳﺶ ﻧﻴﺰ‬ ‫ ﺗﻌﺪ ﺧﺎﻧﻮ<ﻫﺎ ﺑﺎ ﻟﺪﻳﻦ ﺗﻨﻬﺎ ﺑﻪ ﺟﻮ ‪J‬ﻣﺪ< ﺳﺖ‪.‬ﻳﻦ ﻧﺪﻫﺎ ‬ ‫ﺟﻤﻌﻴﺖ ﺷﻨﺎﺳﻲ   ﺳﺎﺧﺘﺎ ﺟﺘﻤﺎﻋﻲ ﺧﺎﻧﻮ< ﻧﻜﺘﻪ ‪J‬ﻏﺎﻳﻨﻲ ﺑﺮ‪$‬‬ ‫ﻣﻼﺣﻈﻪ  ﻫﻤﻴﺖ ‪J‬ﻳﻨﺪ< ﺷﺘﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪.‬‬ ‫ﻳﻦ ﻧﺪﻫﺎ‪ ،‬ﺟﺘﻤﺎﻋﻲ ﻫﺴﺘﻨﺪ‪  ،‬ﺣﺎﻟﻴﻜﻪ ﺑﻪ ﺳﻄﻪ ﻣﺮ‪ T‬ﺑﻪ‬ ‫ﺻﻮ ﺷﺨﺼﻲ ﺗﺠﺮﺑﻪ ﻣﻲﺷﻮ‪J ،‬ﻧﻬﺎ ﺑﻴﻦ ﮔﺮ<ﻫﺎ  ﺷﺨﺎ‪ c‬ﻣﺸﺘﺮ‪n‬‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﻋﻤﺮ ﻃﻮﻻﻧﻲ ﻓﻘﻂ  ﺛﺮ ﺑﻬﺪﺷﺖ ﺷﺨﺼﻲ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ‬ ‫ﺛﺮ ﺗﻐﻴﻴﺮ ﺟﺘﻤﺎﻋﻲ  ﺗﻐﺬﻳﻪ‪ ،‬ﺷﺮﻳﻂ ﻧﺪﮔﻲ  ﻛﺎ‪ ،‬ﻣﺮﻗﺒﺖﻫﺎ‪$‬‬ ‫ﺑﻬﺪﺷﺘﻲ ﺳﺖ‪ .‬ﻃﻼ‪ p‬ﻓﻘﻂ  ﻧﺘﻴﺠﻪ ﺧﺘﻼ  ﺑﻂ ﺑﻴﻦ  ﻧﻔﺮ‬ ‫ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ  ‪ ,‬ﻳﻚ ﺟﺒﺮ ﺟﺘﻤﺎﻋﻲ  ﻫﻨﺠﺎﻫﺎ  ﻗﻮﻧﻴﻦ {‬ ‫ﻣﻲﻫﺪ‪.‬ﻳﻦ ﻧﺪﻫﺎ ﭘﻴﺎﻣﺪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻧﻤﻲﺗﻮﻧﺪ ‪J‬ﻳﻨﺪ< ﻣﺮﻗﺒﺖﻫﺎ‪ $‬ﺑﻬﺪﺷﺘﻲ  ﻧﺎﻳﺪ< ﺑﮕﻴﺮ‪ .‬ﺑﺮﻧﺎﻣﻪﻳﺰ‪ $‬ﺑﻪ‬ ‫ﭘﺎﺳﺨﮕﻮﻳﻲ ﺑﻪ ﻧﻴﺎﻫﺎ‪ $‬ﺧﺎﻧﻮ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﻛﻪ  ﻧﺘﻴﺠﻪ ‪ ,J‬ﺷﻜﺎ ‬ ‫ﻧﺪ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ  ﺣﺎ ﺷﺪ ﻫﺴﺘﻨﺪ‪ ،‬ﻧﻴﺎ ‪.‬‬ ‫ﻳﻦ ﭘﻴﺎﻣﺪﻫﺎ ﺑﺎ ﮔﺴﺘﺮ‪ I‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ  ﺗﺄﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺑﺮ‪ $‬ﻣﺜﺎ‪ ،‬ﻛﻤﻴﺖ  ﻛﻴﻔﻴﺖ ﻣﺮﻗﺒﺖ ﺑﺮ‪ $‬ﻣﺮ‪  T‬ﺟﺎﻣﻌﻪ )ﻧﻬﺎﻫﺎﻳﻲ‬ ‫ﻧﻈﻴﺮ ﺑﻴﻤﺎﺳﺘﺎ‪ ,‬ﻛﻪ ﻳﻜﻲ  ﻣﺪﻟﻬﺎ‪ $‬ﻣﻌﻴﻦ  ﻣﺎ‪ ,‬ﺑﻌﺪ  ﺟﻨﮓ ﺑﻮ(‬ ‫ﺑﻪ ﺳﻄﻪ ﻧﺪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻛﻪ  ﺣﺎ { ‪ ,‬ﻫﺴﺘﻨﺪ‪ ،‬ﺗﺄﺛﻴﺮ‬ ‫ﻫﻤﻪ ‪/‬ﻧﺸﺠﻮﻳﺎ‪ H‬ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ‪ =/‬ﺗﺠﺎ‬ ‫ﻣﻬﻤﻲﻫﺴﺘﻨﺪ ﻛﻪ ﻣﻲﺗﻮﻧﺪ‬ ‫‪ /‬ﺷﻦ ﻧﻤﻮ‪ H/‬ﺷﺘﻪﺷﺎ‪H‬‬ ‫ﻛﻤﻚ ﻛﻨﺪ‪ .‬ﻫﻤﻪ ﻣﺎ ‪ 2‬ﺳﺘﻔﺎ‪/‬‬ ‫ﻛﻨﻨﺪﮔﺎ‪ H‬ﺧﺪﻣﺎﺗﻲ ﻫﺴﺘﻴﻢ‬ ‫ﻛﻪ ﺗﻘﺎ ‪ H//‬ﻳﺎ ﻛﺎﺳﺘﻦ ‪2‬‬ ‫ﻓﺎ ﺧﻮ‪/‬ﻣﺎ‪ H‬ﻣﻮﺛﺮ ﺳﺖ‬ ‫ﻳﻦ ﺗﺠﺮﺑﻴﺎ ﺑﺎﻳﺪ ‪ /‬ﻳﻚ‬ ‫ﺷﻴﻮ ﺳﻴﺴﺘﻤﺎﺗﻴﻚ ﺑﺎ‪ 2‬ﻳﺎﻓﺘﻪ‬ ‫ﺷﻮ‪ ./‬ﺑﻲ‪/‬ﻧﮓ‪ ،‬ﻫﻤﺪﻟﻲ ‬ ‫ﺗﺠﺮﺑﻪ ﻧﻤﻮ‪ H/‬ﻣﺴﺘﻘﻴﻢ ﻛﻪ‬ ‫ﺑﻪﻳﻦ ﺷﻴﻮ ﺳﺎﺧﺖ ﻳﺎﻓﺘﻪ‬ ‫ﺑﻮ‪ / /‬ﺗﻬﻴﻪ ﻳﻚ ﻋﺘﺒﺎ=‬ ‫ﺳﺖ ﻛﻪ ‪ /‬ﺑﺮﮔﻴﺮﻧﺪ ﻋﻨﺎﺻﺮ‬ ‫ﻋﻤﻮﻣﻲﺳﺖ  ﻣﻲﺗﻮﻧﺪ ﺑﺮ=‬ ‫ﻓﺮ‪ =/‬ﻛﻪﻳﻦ ﭼﻨﻴﻦ ﺗﺠﺮﺑﻪ‬ ‫ﻣﺸﺎﺑﻪ ﻧﺪﻧﺪ ﺿﻮ‪/ o‬ﺷﺘﻪ‬ ‫ﺑﺎﺷﺪ‪.‬‬

‫ﻣﻲﭘﺬﻳﺮ‪  .‬ﻫﻴﺎﻓﺖ ﭘﻴﺎﻣﺪ ﻣﺤﻮ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻧﻴﺎﻣﻨﺪ ﺑﺮ‪J‬‬ ‫ﻫﻤﻴﺖ ‪J‬ﻳﻨﺪ< ‪  ,J‬ﻧﺪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﻣﺜﺎ‪ ،‬ﺑﺴﻴﺎ‪ $‬‬ ‫ﻣﻔﺴﺮﻳﻦ ﺳﺘﺪﻻ ﻣﻲﻛﻨﻨﺪ ﻛﻪ  ﻳﻞ ﻗﺮ‪ ,‬ﺟﺪﻳﺪ ﻣﺎ ﺷﺎﻫﺪ ﺑﺤﺮ‪,‬‬ ‫ ﺗﺄﻣﻴﻦ ﺟﻮ< ﻣﻘﺮ‪ $‬ﺑﺎﻧﺸﺴﺘﮕﺎ‪ ,‬ﻟﺘﻲ ﺧﻮﻫﻴﻢ ﺑﻮ‪  ،‬ﺣﺎﻟﻴﻜﻪ‬ ‫ﻳﮕﺮ‪ ,‬ﺳﺘﺪﻻ ﻣﻲﻛﻨﻨﺪ ﻛﻪﻳﻦ ﻳﻚ ﻣﻮ ﺣﺘﻤﻲ ﺿﺮ‪ $‬ﻧﻴﺴﺖ‪.‬‬ ‫ﭘﻴﺎﻣﺪﻫﺎ ﺑﺮ ﻣﺒﻨﺎ‪ $‬ﻫﻴﺎﻓﺖ  ﺟﺴﺘﺠﻮ‪ $‬ﺗﺸﺨﻴﺺ  ﺗﻌﺮﻳﻒ‪ ،‬ﻧﺪﻫﺎ‪$‬‬ ‫ﻣﺮﺑﻮ‪ t‬ﺑﻪ ‪J  ,J‬ﻣﻮ‪ ,‬ﻧﺘﺎﻳﺞ ‪ ,J‬ﺑﻪ ‪ $‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪.‬‬ ‫ﺑﺮ‪ $‬ﺗﺸﺮﻳﺢ ﺗﺄﺛﻴﺮ ﭘﻴﺎﻣﺪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻣﺎ ﻣﻲﺗﻮﻧﻴﻢ ﻳﻚ ﻣﻨﻪ‪$‬‬ ‫ ‪I‬ﻫﺎ  ﺷﺘﻪﻫﺎ‪ $‬ﻣﺘﻔﺎ ﺗﺮﺳﻴﻢ ﻛﻨﻴﻢ‪ :‬ﺟﻤﻌﻴﺖ ﺷﻨﺎﺳﻲ‪ ،‬ﺑﺨﺶ‬ ‫ﻋﻤﻮﻣﻲﻗﺘﺼﺎ ﺑﺎ ﺗﺤﻠﻴﻞ ﻣﻀﻴﻘﻪﻫﺎ  ﻓﺸﺎﻫﺎ‪ $‬ﺣﺘﻤﺎﻟﻲ ﻛﻪ ﻣﺘﻮﺟﻪ‬ ‫ﻋﺘﺒﺎ ﻟﺘﻲ ﺳﺖ ﻣﻰ ﺗﻮﻧﺪ ﺑﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻛﻤﻚ ﻛﻨﺪ‪.‬‬ ‫‪ ,‬ﺷﻨﺎ‪ W‬ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺑﺎ ﻓﻬﻤﻴﺪ‪ ,‬ﺳﺎﺧﺘﺎ ﺧﺸﻨﻮ‪$‬‬ ‫ ﺧﺮﺳﻨﺪ‪  $‬ﻣﺮﻗﺒﺖ  ﻧﻴﺎﻫﺎ ﺑﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻧﺶ ﺣﻘﻮ‪  p‬ﺗﺤﻠﻴﻞ ﭼﺎﭼﻮ‪ Z‬ﻗﺎﻧﻮﻧﻲ ﻛﻪ  ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ‬ ‫ﻛﺎ ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮ  ﺑﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻰ ﻛﻤﻚ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬ ‫ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻲ‬

‫ﻫﻴﺎﻓﺖ ﻳﮕﺮ ﻣﺮﺗﺒﻂ ﺑﺎ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪.‬‬ ‫ﺑﺴﻴﺎ‪  $‬ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺑﻪﻳﻦ ﻟﻴﻞ ﺑﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻋﻼﻗﻤﻨﺪﻧﺪ‬ ‫ﻛﻪ ﻣﻴﺪﻧﺪ ﻛﻪ ﺑﻪ ﻛﻤﻚ ‪ ,J‬ﻣﺸﻜﻼ  ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻲ  ﺣﻞ‬ ‫ﻛﻨﻨﺪ‪J .‬ﻧﻬﺎ ﺑﻪﻳﻦ ﻟﻴﻞ ﺧﻮﻫﺎ‪)) ,‬ﺷﺘﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ(( ﻫﺴﺘﻨﺪ ﻛﻪ‬ ‫ﻣﺒﺎﺣﺜﺶ ﻣﻲﺗﻮﻧﺪ ﺑﺎ ﻳﻚ ﺑﻄﻪ ﺑﺮﻳﻦ ﻣﺒﻨﺎ ﻛﻪ ﺳﻴﺎﺳﺖﻫﺎ  ﺑﺮﻧﺎﻣﻪﻫﺎ‬ ‫ﺷﻜﻞ ﻣﻰ ﻫﻨﺪ ﺗﺎ ﺑﻪ ﻣﺸﻜﻼﺗﻲ ﻛﻪ ﻣﺮ‪ T‬ﻣﻮﺟﻪﻧﺪ ﻓﺎﺋﻖ ﺑﻴﺎﻳﻨﺪ‪.‬‬ ‫ﻳﻦ ﻳﻚ ﺑﺨﺶ  ﺳﻨﺖ ﻃﻮﻻﻧﻲ ﭘﮋﻫﺶﻫﺎ‪ $‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‬ ‫ﺳﺖ‪) .‬ﮔﺮ ﭼﻪﻳﻦ ﺳﻨﺖ ﻃﻮﻻﻧﻲ ﺑﻪ ﺟﺎ‪$‬ﻳﻨﻜﻪ ﺑﻪ ﻗﻌﻴﺖ ﺧﺎﺟﻲ‬ ‫ﺗﻮﺟﻪ ﻛﻨﺪ  ‪ T‬ﺧﻮﺳﺘﻪﻫﺎ  ﭼﮕﻮﻧﮕﻲ ﺳﺎﺧﺖ ﻳﺎﻓﺘﻦ ‪ ,J‬ﻓﺘﺎ< ﺑﻮ<‬ ‫ﻧﻘﺪ ﮔﺮﻳﺪ< ﺑﻮ(‪ .‬ﻫﻴﺎﻓﺖ ﻣﺸﻜﻼ ﺟﺘﻤﺎﻋﻲ  ﺟﺴﺘﺠﻮ ﺑﺮ‪< $‬‬ ‫ﺣﻞﻫﺎﺳﺖ‪ .‬ﻛﺎﻫﺎ‪J $‬ﻏﺎﻳﻦ )ﻳﺸﻪ‪ ($‬ﺗﺤﻠﻴﻞ ﮔﺮ‪ ,‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻧﻈﻴﺮ ﻧﺘﺮ‪ $‬ﺑﻪ ﺑﺮﺳﻲ ﻣﺸﻜﻼ  ﺳﻨﺠﺶ ﺿﺮ ﻏﺎﻟﺐ ‪J‬ﻣﺪ‪,‬‬ ‫ﺑﺮ ﻓﻘﺮ ﺧﺘﺼﺎ‪ < c‬ﺷﺪ< ﺑﻮ‪ .‬ﺧﻴﺮً ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻋﻼﻗﻤﻨﺪ‬ ‫ﺑﻪ ﺷﻨﺎﺳﺎﻳﻲ ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻲ ﻳﮕﺮ‪ $‬ﻧﻈﻴﺮ ﺧﻴﺎﺑﺎ‪ ,‬ﺧﻮﺑﻬﺎ‪ ،‬ﺑﻴﻜﺎ‪,‬‬ ‫ﻃﻮﻻﻧﻲ ﻣﺪ‪،‬ﻳﺪ‪ ،‬ﺟﺮﺋﻢ ﻧﻮﺟﻮﻧﺎ‪ ,‬ﺑﺎ ﺷﺪ ﻟﺪﻳﻦ ﺗﻨﻬﺎ ﻣﻲﭘﺮ‪.‬‬ ‫ ﻫﻤﻪ ﻛﺸﻮﻫﺎ‪ $‬ﭘﺎ‪ $‬ﻏﺮﺑﻲ ﺑﻴﻜﺎ‪ $‬ﻳﻜﻲ  ﻣﺴﺎﺋﻠﻲ ﺳﺖ ﻛﻪ‬ ‫ﺑﻪ ﺻﻮ ﮔﺴﺘﺮ< ‪ a‬ﺷﺪ ﻳﺎﻓﺘﻪ ﻳﻦ ﻣﺸﻜﻞ ﺑﻪ ﺷﻴﻮ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻔﻲ‬ ‫ﺗﺸﺮﻳﺢ ﻣﻲﺷﻮ‪:‬‬ ‫• ﺑﻌﻀﻲ  ﻣﺒﺎﺣﺚ ﺑﻴﻜﺎ‪   $‬ﻧﺘﻴﺠﻪ ﮔﺴﺘﺮ‪ I‬ﺗﻜﻨﻮﻟﻮژ‪ $‬ﺟﺪﻳﺪ‬ ‫ﺑﻪ ﻳﮋ< ‪ ,J‬ﺷﺮﻛﺖﻫﺎﻳﻲ ﻛﻪ ﺑﺎ ﺗﻜﻨﻮﻟﻮژﻳﻬﺎﻳﻲ ﻧﻈﻴﺮ ﻛﺎﻣﭙﻴﻮﺗﺮ  ﺗﺒﺎﻃﺎ‬ ‫ <  ﻫﺴﺘﻨﺪ ﺗﺸﺮﻳﺢ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫• ﻋﺪ<‪ $‬ﻳﮕﺮ ﻣﺸﻜﻞ ﺑﻴﻜﺎ‪  $‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﺸﻪﻫﺎ‪ $‬ﺷﺨﺼﻴﺘﻲ‬ ‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﺮ‪ < $‬ﻃﻮﻻﻧﻲ ﺑﻴﻜﺎ ﻫﺴﺘﻨﺪ ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﻨﺪ‪ .‬ﻫﻢ‬

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‫ﻣﻘﺎﻻ‬

‫ﺑﻴﻜﺎ‪ ,‬ﻛﻤﺘﺮ ﺑﻪ ﻛﺎ ﻗﺪ‪ T‬ﻣﻲﻛﻨﻨﺪ ﺑﺨﺎﻃﺮﻳﻨﻜﻪ ‪J‬ﻧﻬﺎ ﻃﻮ‪ $‬ﺷﺪ‬ ‫ﻳﺎﻓﺘﻪﻧﺪ ﺗﺎ ﻣﻨﺘﻈﺮ ﺑﻤﺎﻧﻨﺪ ﺗﺎ ﺑﻪ ﺳﻄﻪ ﻳﻚ ﻛﺎﻓﺮﻣﺎ ﺳﺘﺨﺪ‪ T‬ﺷﻮﻧﺪ  ﺑﺎ‬ ‫‪J‬ﻧﻬﺎ  ﻧﺪﮔﻲ ﺑﺰﻫﺎﻳﻲ ﻛﻪ ﺑﻪ ﻛﺎ ﻳﮕﺮ ﻧﺘﻘﺎ ﻫﻨﺪ ﻧﺪﻧﺪ‪.‬‬ ‫• ﻋﺪ<‪ $‬ﻳﮕﺮ ﺑﻴﻜﺎ‪  $‬ﺑﺎ ﺻﻄﻼﺣﺎ ﻗﺘﺼﺎ‪ ،$‬ﺑﻪ ﻋﻨﻮ‪,‬‬ ‫ﻳﻚ ﻧﺘﻴﺠﻪ  ﺳﺮﻋﺖ ﻃﻼﻋﺎ  ﺟﻬﺎ‪ ،,‬ﺗﺸﺮﻳﺢ ﻛﻨﻨﺪ‪ ،‬ﺑﻴﻜﺎ‪$‬‬ ‫ﻃﻮﻻﻧﻲ ﻣﺪ  ‪ ,‬ﻳﻚ ﻗﺘﺼﺎ ﻣﺴﺘﻘﻞ  ﺑﺎﺗﺎﺑﻲ  ﻧﺎﺗﻮﻧﻲ ﻗﺘﺼﺎ‬ ‫ﻛﺸﻮﻫﺎ‪ $‬ﻏﺮﺑﻲ  ﻗﺎﺑﺖ ﻣﻮﺛﺮ ﺑﺎ ﻧﻈﺎﻣﻬﺎ‪ $‬ﻗﺘﺼﺎ‪  $‬ﺣﺎ ﺷﺪ ‬ ‫ﺗﻮﺳﻌﻪ ﻳﮕﺮ ﻧﻘﺎ‪ t‬ﺟﻬﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫• ﻋﺪ<‪ $‬ﻳﮕﺮ ﻣﺸﻜﻞ   ﻧﺘﻴﺠﻪ ﺳﺎﺧﺘﺎﻫﺎ‪ $‬ﻧﻬﺎ‪ $‬ﺗﺸﺮﻳﺢ‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﻴﻜﺎ‪  $‬ﺣﺎﻃﻪ ﻧﻤﻮ<‪ ،‬ﻣﺮ‪  T‬ﺑﻲ ﻧﮕﻴﺰ< ﻳﺎ ﻧﺎﺗﻮ‪,‬‬ ‫ﻣﻲﺳﺎ ﺗﺎ ﻗﺒﻮ ﻛﻨﻨﺪ ﺗﻐﻴﻴﺮﺗﻲ ﻛﻪ  ﺟﺎﻣﻌﻪ ﻣﺎ ﺑﻌﺪ ﺻﻨﻌﺘﻲ  ﺣﺎ‬ ‫{ ‪ ,‬ﺳﺖ ﻛﻪ ﭘﺮﺧﺘﻦ ﺑﻪ ﻛﺎ ﻧﻘﺶ ﻣﺘﻔﺎﺗﻲ  ﻃﻮ ﻧﺪﮔﻲ‬ ‫ﻣﺮ‪. T‬‬ ‫• ﻣﺠﻤﻮﻋﻪ‪ $‬ﻳﮕﺮ  ﺗﺸﺮﻳﺤﺎ ﺑﻪ ﺗﺤﻠﻴﻞﻫﺎ‪ $‬ﻧﻬﺎ‪ $‬ﺗﻤﺮﻛﺰ‬ ‫‪ ،‬ﺑﻪ ﺷﻴﻮ<ﻫﺎﻳﻲ ﻛﻪ ﺳﺎﺧﺘﺎ ﺳﻴﺴﺘﻢ ﻣﺰﻳﺎ ﺗﺄﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ‪  ،‬ﻳﻚ‬ ‫ﺗﻠﻪ ﺑﻴﻜﺎ‪  $‬ﺑﺮ‪ $‬ﺑﻴﻜﺎ‪ ,‬ﺑﻪ ﺟﻮ ﻣﻲ‪ .J‬ﺑﻴﻜﺎ‪  $‬ﻧﺪﮔﻲ ﺑﺎ‬ ‫ﻣﺰﻳﺎ‪ $‬ﻟﺖ ﻳﺎﻳﻨﻜﻪ ‪J‬ﻧﻬﺎ ﺷﻐﻠﻲ  ﺳﺖ  ﭘﺎ ﻛﻨﻨﺪ‪ ،‬ﻛﺪﻣﻴﻚ ﺑﻬﺘﺮ‬ ‫ﺳﺖ‪.‬‬ ‫ﻳﻦ ﻃﺒﻘﻪ ﺑﻨﺪ‪  $‬ﺗﺸﺮﻳﺤﺎ ﻫﻤﻪ  ﻧﺘﺎﻳﺞ ﺗﻤﺮﻛﺰ ﺑﻪ ﺑﻴﻜﺎ‪$‬‬ ‫ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻣﺸﻜﻞ ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﻣﺜﺎ‪ ،‬ﭘﺮﺧﺘﻦ ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ﺑﺮ‪ $‬ﺑﺮﺳﻲ ﺑﻴﻜﺎ‪ $‬ﻣﻲﺗﻮﻧﺪ ﻳﻚ ﻣﻨﻪ ﺳﻴﻌﻲ  ‪I‬ﻫﺎ ‬ ‫ﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻣﻤﻜﻦ ﺳﺖ ﻣﺎ ﺑﺨﻮﻫﻴﻢ ﺑﺪﻧﻴﻢ ﻛﻪ ﺑﻴﻜﺎ‪  $‬ﮔﺬﺷﺘﻪ ﭼﻪ‬ ‫ﺷﻜﻠﻲ ﺷﺘﻪ‪،‬ﻳﻦ ﺷﺎﻣﻞ ﭘﺮﺧﺘﻦ ﺑﻪ ﻣﺘﻮ‪ ,‬ﺗﺎﻳﺨﻲ ﺳﺖ‪ .‬ﻳﻚ ﻧﺶ‬ ‫ ﺑﺎﻫﺎ‪ $‬ﻛﺎ  ﺗﺤﻠﻴﻞ ﮔﺮﻧﺸﺎ‪  ,‬ﺑﺰﻫﺎ‪ $‬ﺑﻮ‪  W‬ﺑﺎ ﻣﻲﺗﻮﻧﺪ‬ ‫ﺑﻪ ﻻﻳﻞﻳﻦ ﻧﺪ ﻛﻤﻚ ﻛﻨﺪ‪ .‬ﻳﻦ ﻧﻴﺎﻣﻨﺪ ﺷﻬﺎﻳﻲ  ﻗﺘﺼﺎ ﺳﺖ‪.‬‬ ‫ﻣﻤﻜﻦ ﺳﺖ ﻣﺎ ﺑﻪ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻴﻜﺎ ﻫﺴﺘﻨﺪ ﺑﭙﺮﻳﻢ‪ ،‬ﺗﺎﻳﺦ ‪J‬ﻏﺎ ﺑﻪ‬ ‫ﻛﺎﺷﺎ‪ ،,‬ﭼﮕﻮﻧﮕﻲ ﺑﻴﻜﺎ ﺷﺪﻧﺸﺎ‪  ,‬ﻧﮕﺮ‪J I‬ﻧﻬﺎ  ﻣﻮ ﭘﺮﺧﺘﻦ ﺑﻪ‬ ‫ﻛﺎ‪ .‬ﻣﺴﺄﻟﻪ ﺑﻴﻜﺎ‪ $‬ﻣﻲﺗﻮﻧﺪ  ﻳﺎ‪ $‬ﻣﺨﺘﻠﻔﻲ ﺑﺮﺳﻲ ﮔﺮ‪ .‬ﻫﺮ ﻳﻚ‬ ‫ ﻳﺎ ﺑﺨﺸﻲ   ﻓﻬﻤﻴﺪ‪ ,‬ﻣﺴﺄﻟﻪ ﺗﻬﻴﻪ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﮔﺮﻫﺎ= ﺟﺘﻤﺎﻋﻲ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻫﻴﺎﻓﺖ ﻳﮕﺮ ﺑﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺟﻮ  ﻛﻪ ﺗﻤﺮﻛﺰ‪I‬‬ ‫ﺑﻪ ﻧﻴﺎﻫﺎ‪ $‬ﮔﺮ<ﻫﺎ‪ $‬ﻳﮋ< ﺟﺘﻤﺎﻋﻲ ﻧﻈﻴﺮ ﻣﻴﺎ‪ ,‬ﺳﺎﻻ‪ ،,‬ﻛﻮﻛﺎ‪،,‬‬ ‫ﺑﻲﺧﺎﻧﻤﺎ‪,‬ﻫﺎ  ﻓﺮ ﺑﻴﻜﺎ ﺳﺖ‪ ،‬ﺑﺮ‪ $‬ﻣﺜﺎ‪  ،‬ﺣﺎﻟﻴﻜﻪ ﺑﻴﻜﺎ‪ $‬ﻣﻤﻜﻦ‬ ‫ﺳﺖ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻣﺸﻜﻞ ﺟﺘﻤﺎﻋﻲ ﺗﻠﻘﻲ ﺷﻮ‪ ،‬ﺑﻪ ﻫﻤﺎ‪ ,‬ﺻﻮ‬ ‫ﻣﻤﻜﻦ ﺳﺖ ﺑﻪ ﺳﻄﻪ ﺗﻮﺟﻪ  ﻗﺖ  ﻧﻴﺎﻫﺎ‪ $‬ﻓﺮ ﺑﻴﻜﺎ ﺗﻮﺟﻪ‬ ‫ﺷﻮ‪.‬‬ ‫ﻳﻚ ﻫﻴﺎﻓﺖ ﻧﻴﺎ ﻣﺤﻮ ﺑﻪ ﺳﻄﻪ ﺗﻮﺟﻪ ﻳﻨﻜﻪ ﭼﺮ ‪J‬ﻧﻬﺎ ﺑﻴﻜﺎ‬ ‫ﺷﺪ<  ﺗﺎﺛﻴﺮ ﺑﻴﻜﺎ‪  $‬ﻧﺪﮔﻲ ‪J‬ﻧﻬﺎ ﭼﮕﻮﻧﻪ ﺳﺖ‪J ،‬ﻏﺎﺑﻪ ﻛﺎ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺗﺤﻠﻴﻞ ﮔﺮ‪ ,‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻣﻲﺧﻮﻫﻨﺪ ﺑﺪﻧﻨﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﻧﺴﺎ‪,‬‬

‫ﺑﻴﻜﺎ ﺑﻪ ﺳﻄﻪ ﺑﻴﻜﺎ‪ $‬ﺗﻐﻴﻴﺮ ﻧﻤﻮ<‪ ،‬ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻴﻜﺎ ﻫﺴﺘﻨﺪ ﭼﮕﻮﻧﻪ‬ ‫‪  ,J‬ﺗﺠﺰﻳﻪ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﻧﻴﺎﻫﺎ‪J $‬ﻧﻬﺎ ﭼﻴﺴﺖ  ﺗﺄﺛﻴﺮ ﺑﻴﻜﺎ‪ $‬ﺑﺮ ﻧﺪﮔﻴﺸﺎ‪ ,‬ﭼﻴﺴﺖ‪J .‬ﻧﻬﺎ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺧﻮﻫﺎ‪ ,‬ﮔﺴﺘﺮ‪, I‬ﻳﻦ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﺎ ﻧﻴﺎﻫﺎ‪ $‬ﺑﻴﻜﺎ‪ ,‬‬ ‫ﻛﺸﻮﻫﺎ‪ $‬ﻳﮕﺮ ﭼﮕﻮﻧﻪ ﺑﺮﺧﻮ ﻣﻲﺷﻮ‪ :‬ﺑﺮ‪ $‬ﻣﺜﺎ ‪J‬ﻳﺎ ﺑﻴﻜﺎ‪ ,‬ﮔﻮﺷﻪ‬ ‫ﮔﻴﺮ ﺟﺘﻤﺎﻋﻲ ﻫﺴﺘﻨﺪ‪ ،‬ﻣﻮﺟﻪ ﺑﺎ ﻣﺸﻘﺖﻫﺎ‪ $‬ﻣﺎﻟﻲ ﻳﺎ ﺟﻤﻊ ﻛﺮ‪ ,‬ﺑﺎ<‬ ‫‪J‬ﻧﻬﺎ  ﻳﻚ ﺷﻐﻞ ﺟﺪﻳﺪ ﺑﻴﺸﺘﺮ  ﻳﻚ ﻛﺸﻮ ﺗﺎ ﻳﮕﺮ ﻛﺸﻮ ﭼﮕﻮﻧﻪ‬ ‫ﺻﻮ ﻣﻲﮔﻴﺮ‪.‬‬ ‫ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ‬

‫ﻳﻚ ﻫﻴﺎﻓﺖ ﺳﻨﺘﻲ ﺑﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ  ﻧﮕﻠﺴﺘﺎ‪ ,‬ﺟﻮ ﺷﺖ‬ ‫– ﻛﻪ ﺗﻤﺮﻛﺰ‪ I‬ﺑﻪ »‪J 5‬ﺳﻴﺐ«  ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﺑﻮ‪J .‬ﻣﻮ‪،I‬‬ ‫ﻣﺮﻗﺒﺖ ﺑﻬﺪﺷﺘﻲ‪ ،‬ﻣﺴﻜﻦ‪ ،‬ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﻓﺮ‪  $‬ﻣﻨﻴﺖ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻧﻘﻄﻪ ‪J‬ﻏﺎﻳﻦ ﻫﻴﺎﻓﺖ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻮ<  ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‬ ‫ﺑﺎ ﭼﮕﻮﻧﮕﻲ ﺳﺎﻣﺎ‪  , ,‬ﻣﺪﻳﺮﻳﺖ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﻣﺮﺗﺒﻂ ﺷﺪ<‬ ‫ﺑﻮ‪ ،‬ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﭼﮕﻮﻧﻪ ﺟﺮ ﻣﻲﺷﻮ  ﭼﻪ ﻛﺴﺎﻧﻲ  ‪ ,J‬ﺳﻮ‬ ‫ﻣﻲﺑﺮﻧﺪ‪.‬ﻳﻦ ﻫﻴﺎﻓﺖ ‪J‬ﻏﺎﻳﻦ ﺑﻪ ﺳﻴﻠﻪ ﻣﺪﻳﺮﻳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﺎﺗﺎﺑﻲ ‬ ‫ﻣﺆﺳﺴﻪﻫﺎ‪ $‬ﻣﻬﻢ ﻟﺘﻲ  ﮔﺴﺘﺮ‪ I‬ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ  ﻧﮕﻠﺴﺘﺎ‪,‬‬ ‫ ﻃﻮ ﻗﺮ‪ ,‬ﮔﺬﺷﺘﻪ ﺑﻮ‪.‬ﻳﻨﻜﻪ ﭼﻪ ﻟﺘﻬﺎﻳﻲ ﻧﺠﺎ‪ T‬ﻣﻲﻫﻨﺪ  ﭼﮕﻮﻧﻪ‬ ‫ﺳﻴﺎﺳﺖﻫﺎ  ﻣﻴﻨﻪ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﺗﺨﺎ‪ s‬ﻣﻲﺷﻮ  ﺗﺄﺛﻴﺮ ﺗﻘﺴﻴﻢ‬ ‫ﺑﻨﺪ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻃﺒﻘﺎ‪  ،‬ﺧﻴﺮً ﺟﻨﺴﻴﺖ  ﻗﻮﻣﻴﺖ‪  ،‬ﻛﻤﻚﻫﺎﻳﻲ ﻛﻪ‬ ‫ﺑﺮ‪ $‬ﺑﻬﺰﻳﺴﺘﻲ ﮔﺮ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺑﻪ ﻛﺎ ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮ‪  ،‬ﻛﺎﻧﻮ‪,‬‬ ‫ﺗﻮﺟﻪ ﺷﺘﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻮ‪.‬ﻳﻦ ﮔﻮﻧﻪ ﺗﺤﻠﻴﻞ ﻛﺮ‪ ,‬ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ﻧﻴﺎﻣﻨﺪ ﻧﺶ ﻗﺎﻧﻮ‪ ,‬ﮔﺬ‪ ،$‬ﺳﺎﻣﺎ‪ ,‬ﻫﻲ  ﺳﻴﺎﺳﺖ ﮔﺬ‪$‬‬ ‫ﺑﻮ‪.‬ﻳﻦ ﻗﺎﻣﻪ ﻛﺮ‪,‬ﻫﺎ ﺑﻪ ‪ I‬ﺗﺤﻠﻴﻞﻫﺎ  ﻳﻚ ﻣﻨﻪ‪  $‬ﻳﮕﺮ‬ ‫ﺷﺘﻪﻫﺎ ﮔﺴﺘﺮ‪ I‬ﻳﺎﻓﺘﻪ ﺑﻮ‪.‬‬ ‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ‪2 /‬ﻧﺪﮔﻲ ﻣﺮ‪[/‬‬

‫ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻫﻴﺎﻓﺖ ﺳﻨﺘﻲ ﻣﺪﻳﺮﻳﺖ ﺟﺘﻤﺎﻋﻲ  ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻳﻚ ﻫﻴﺎﻓﺖ ﺟﺪﻳﺪ  ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺷﺪ ﻧﻤﻮ< ﻛﻪ‬ ‫ﺗﺄﻛﻴﺪ ﺷﺖ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﺎﻳﺪ ﺑﻪ ﺻﻮ ﻣﺘﻔﺎﺗﻲ ﺳﺘﻔﺎ< ﺷﻮ‪.‬‬ ‫ﺑﺠﺎ‪ $‬ﺗﻮﺟﻪ ﺑﻪ ﻣﻨﻪ‪  $‬ﺷﻴﻮ<ﻫﺎ‪ $‬ﻛﻪ  ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻛﺎ‬ ‫ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮ ) ﺗﻌﺮﻳﻒ ﮔﺴﺘﺮ<ﺷﺎ‪ (,‬ﻣﺎ ﺑﺎﻳﺪ ﺗﻮﺟﻪ ﻛﻨﻴﻢ ﻳﻨﻜﻪ‬ ‫ﻣﺮ‪ T‬ﭼﮕﻮﻧﻪ ﻧﺪﮔﻲ ﻣﻲﻛﻨﻨﺪ ﺗﺠﺮﺑﻪ  ﻣﺼﺮ‪ u‬ﻳﻚ ﮔﺴﺘﺮ<‪ $‬‬ ‫ﻛﺎﻻﻫﺎ  ﺧﺪﻣﺎ ﻛﻪ ﺑﻪ ﻓﺎ< ‪J‬ﻧﻬﺎ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ .‬ﻧﮕﺎ< ﺑﻪ ﻣﻮﺿﻮ‪ l‬‬ ‫ﺻﻄﻼﺣﻲ ﻛﻪ ﭼﮕﻮﻧﻪ ﺑﺎ ﻧﺪﮔﻲ ﻣﺮ‪ T‬ﺗﺒﺎ‪ t‬ﻣﻲﻳﺎﺑﺪ‪ ,J ،‬ﭼﻴﺰ‪ $‬ﺳﺖ‬ ‫ﻛﻪﻳﻦ ﻫﻴﺎﻓﺖ ﺑﻪ ﻣﺒﺎﺣﺚ  ﻣﻮ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺿﺎﻓﻪ ﻣﻲﻛﻨﺪ‪.‬ﻳﻦ‬ ‫ﺿﺎﻓﻪ ﻛﺮ‪ ,‬ﺑﻪ ﻓﻬﻤﻴﺪ‪ ,‬ﻣﺎ  ﻣﻮ ﻣﺎﻫﻴﺖ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪﻳﻦ‬ ‫ﻋﻠﺖ ﺳﺖ ﻛﻪ ﺑﻴﺸﺘﺮ ﻫﻴﺎﻓﺖﻫﺎ‪ $‬ﮔﺬﺷﺘﻪ  ﻳﻚ ﺟﻬﺖ ﺟﺪ  ﻣﺮ‪T‬‬ ‫ ﺗﺠﺎ‪ Z‬ﻧﺪﮔﻲ ‪J‬ﻧﻬﺎ ﺑﻮ< ﻳﻦ ﻫﻴﺎﻓﺖ ‪J‬ﮔﺎﻫﻲ ﻳﻪ ﮔﻮﻧﻪ  ﺗﺠﺮﺑﻪ‬

‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻰ ‪ /‬ﻋﻤﻞ‬

‫ﻧﺪﮔﻲ ﻓﺮ  ﮔﺮ<ﻫﺎ   ﺷﻴﻮ<ﻫﺎ‪ $‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺟﻤﻊ ‪$J‬‬ ‫ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ ﮔﺬﺷﺘﻪ‪ ،‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺳﺮﮔﺮ‪ ,‬ﺗﻤﺎﻳﻞ ﺷﺖ ﺗﻮﺟﻪ ﻛﻨﺪ‬ ‫ﻛﻪ ﭼﻪ ﺗﻔﺎﻗﻲ ﺑﺮ‪J $‬ﻧﻬﺎ »ﻣﺨﺎﻃﺒﺎ‪ «,‬ﻣﻲﻓﺘﺪ‪ ،‬ﺑﺨﺎﻃﺮﻳﻨﻜﻪ ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﺳﻄﻪ ﺿﻌﻴﺖ ﺗﺠﺮﺑﻪ ﻣﺴﺘﻘﻴﻢ ﺷﺮﻳﻄﻲ ﻛﻪ ﻣﺮ‪ T‬ﺑﺎ ‪,J‬‬ ‫ﻣﻮﺟﻪ ﺑﻮﻧﺪ‪ ،‬ﻣﻄﺎﻟﻌﻪ ﻧﻤﻰ ﺷﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﻧﻴﺎﻫﺎ ﺑﻪ ﻃﻮ ﻣﺘﻨﺎﺑﻲ ﻣﻄﺮ}‬ ‫ﻣﻲﺷﺪ<  ﺷﻴﻮ<‪ $‬ﻛﻪ ‪J‬ﻧﻬﺎ ﻣﻲﺧﻮﺳﺘﻨﺪ))ﻣﺨﺎﻃﺒﺎ‪((,‬ﻣﺘﻔﺎ ﺑﻮ ﭼﺮ‬ ‫ﻛﻪ ‪J‬ﻧﻬﺎ ﺑﻪ ﺳﻄﻪ ﺗﺠﺮﺑﻪ ﻣﺴﺘﻘﻴﻢ ﺟﻤﻊ‪ $J‬ﻧﻤﻲﺷﺪ‪.‬‬ ‫ﻳﻚ ﺗﺒﺎ‪ t‬ﺟﺪﻳﺪ ﺑﺎ ﻫﻮﻳﺖ‪ ،‬ﺳﺘﻔﺎ< ﮔﺮ‪  ,‬ﺗﺠﺮﺑﻪ  ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ﮔﺴﺘﺮ‪ I‬ﻣﻲﻳﺎﻓﺖ ﻛﻪ ﻳﺎﻓﺘﻪﻫﺎ‪ $‬ﻛﺴﺎﻧﻲ ﻛﻪ ﺗﺠﺮﺑﻪ ﻣﺴﺘﻘﻴﻢ‬ ‫ﺷﺘﻨﺪ ﻓﻬﻢ ﺑﺴﻴﺎ ﺧﻴﻢﺗﺮ‪J  $‬ﻧﭽﻪ ﻛﻪ ﺗﻔﺎ‪ p‬ﻣﻲﻓﺘﺎ ﺷﺘﻨﺪ‪).‬ﻣﻨﻈﻮ‬ ‫ﻧﻮﻳﺴﻨﺪ< ﻣﺸﺎﻫﺪ< ﻫﻤﺮ< ﺑﺎ ﻣﺸﺎﻛﺖ ﺳﺖ( ﻧﺎ‪  ,‬ﺗﺒﺎ‪ t‬ﺑﺎ ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ ﻳﻚ ﻓﻬﻢ ﺻﻮﻟﻰ  ﺿﻌﻴﺖ ﻧﺎ‪ ,‬ﺗﻬﻴﻪ ﻣﻲﻛﻨﻨﺪ‪ .‬ﻓﺮ ﻣﻌﻠﻮ‬ ‫ﺑﻴﻨﺶ ﺳﺎﺳﻲ  ﺑﺮ‪ $‬ﻣﻄﺎﻟﻌﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ  ﻣﻮ ﻣﻌﻠﻮﻟﻴﻦ ﺗﻬﻴﻪ‬ ‫ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﻴﻜﺎ‪ $‬ﺑﺪ‪ ,‬ﺗﻮﺟﻪ ﺑﻪ ﺻﺪ‪ $‬ﺑﻴﻜﺎ‪ ,‬ﻓﻬﻢ ﻧﻤﻲﮔﺮ‪.‬‬ ‫ﻫﻤﻪ ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ‪ $‬ﺗﺠﺎ‪ Z‬ﻣﻬﻤﻲﻫﺴﺘﻨﺪ‬ ‫ﻛﻪ ﻣﻲﺗﻮﻧﺪ  ﺷﻦ ﻧﻤﻮ‪ ,‬ﺷﺘﻪﺷﺎ‪ ,‬ﻛﻤﻚ ﻛﻨﺪ‪ .‬ﻫﻤﻪ ﻣﺎ  ﺳﺘﻔﺎ<‬ ‫ﻛﻨﻨﺪﮔﺎ‪ ,‬ﺧﺪﻣﺎﺗﻲ ﻫﺴﺘﻴﻢ ﻛﻪ ﺗﻘﺎ ‪ ,‬ﻳﺎ ﻛﺎﺳﺘﻦ  ﻓﺎ< ﺧﻮﻣﺎ‪ ,‬ﻣﻮﺛﺮ‬ ‫ﺳﺖ ﻳﻦ ﺗﺠﺮﺑﻴﺎ ﺑﺎﻳﺪ  ﻳﻚ ﺷﻴﻮ< ﺳﻴﺴﺘﻤﺎﺗﻴﻚ ﺑﺎ ﻳﺎﻓﺘﻪ ﺷﻮ‪.‬‬ ‫ﺑﻲﻧﮓ‪ ،‬ﻫﻤﺪﻟﻲ  ﺗﺠﺮﺑﻪ ﻧﻤﻮ‪ ,‬ﻣﺴﺘﻘﻴﻢ ﻛﻪ ﺑﻪﻳﻦ ﺷﻴﻮ< ﺳﺎﺧﺖ ﻳﺎﻓﺘﻪ‬ ‫ﺑﻮ  ﺗﻬﻴﻪ ﻳﻚ ﻋﺘﺒﺎ‪ $‬ﺳﺖ ﻛﻪ  ﺑﺮﮔﻴﺮﻧﺪ< ﻋﻨﺎﺻﺮ ﻋﻤﻮﻣﻲﺳﺖ ‬ ‫ﻣﻲﺗﻮﻧﺪ ﺑﺮ‪ $‬ﻓﺮ‪ $‬ﻛﻪﻳﻦ ﭼﻨﻴﻦ ﺗﺠﺮﺑﻪ ﻣﺸﺎﺑﻪ ﻧﺪﻧﺪ ﺿﻮ} ﺷﺘﻪ‬ ‫ﺑﺎﺷﺪ‪.‬‬ ‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﭼﻴﺴﺖ؟‬

‫ﺗﻔﺎﺳﻴﺮ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﭼﻴﺴﺘﻲ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻃﻮ ﺑﺴﻴﺎ ﻳﺎ‪$‬‬ ‫ﺑﻪ ﺳﻌﺖ  ﺗﻨﻮ‪  l‬ﺗﺸﺮﻳﺢ ﮔﺴﺘﺮ‪ I‬ﻳﻚ ﺷﺘﻪ  ﻣﻨﻪ‪  $‬ﺷﺘﻪﻫﺎ‬ ‫ﻛﻪ ﺑﺮ ‪ ,J $‬ﻓﺮﺧﻮﻧﺪ< ﻣﻲﺷﻮ‪ ،‬ﻣﺘﻤﺮﻛﺰ ﮔﺮﻳﺪ< ﺳﺖ‪.‬ﻳﻦ ﮔﺴﺘﺮ‪ I‬‬ ‫ﺗﻨﻮ‪ l‬ﻣﻲﺗﻮﻧﺪ ﻧﺸﺠﻮﻳﺎ‪  ,‬ﺑﻪ ﺷﮕﻔﺘﻲ ﺑﻴﺎﻧﺪ ﻛﻪ ﺑﺎﻻﺧﺮ< ‪J‬ﻳﺎ ﺳﻴﺎﺳﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ  ﻣﻮ ﻫﺮ ﭼﻴﺰ‪ $‬ﻧﻴﺴﺖ  ﻳﺎ  ﻣﻮ ﻫﻴﭻ ﭼﻴﺰ ﻧﻴﺴﺖ‪.‬‬ ‫ﻳﻚ ﺳﺮ‪ $‬ﻧﻘﺎ‪J t‬ﻏﺎﻳﻨﻲ ﺑﺮ‪ $‬ﻣﻄﺎﻟﻌﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺟﻮ ‪:‬‬

‫ﭘﻴﺎﻣﺪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻣﺸﻜﻼ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﮔﺮ<ﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺧﺪﻣﺎ‬ ‫ﺟﺘﻤﺎﻋﻲ  ﺗﺠﺮﺑﻪ ﻛﺎﺑﺮ‪ .,‬ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺷﻬﺎﻳﻲ  ﭼﮕﻮﻧﮕﻲ‬ ‫ﭘﮋﻫﺶ  ﺷﺘﻪﻫﺎ‪ $‬ﻳﮕﺮ  ﺑﻌﻼ< ﺧﻼﺻﻪ‪  $‬ﻫﻴﺎﻓﺖﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ‬ ‫  ﻣﺪﻳﺮﻳﺖ  ﺳﻴﺎﺳﺖﻫﺎ ﺑﻪ ﻛﺎ ﻣﻲﮔﻴﺮ‪ .‬ﻣﺎ ﻋﻠﺖ ﻧﺠﺎ‪T‬ﻳﻦ ﺗﻠﻔﻴﻖﻫﺎ‬ ‫ﭼﻴﺴﺖ؟‬ ‫ً‬ ‫• ﻻ‪ ،‬ﻳﻚ ﻏﺒﺖ  ﻣﻴﻞ  ﻓﺎ< ﻓﺮ  ﮔﺮ<ﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺟﻮ‬ ‫‪ .‬ﻣﺎ ﺳﺎﺳ ًﺎ "ﻓﺎ<" ﻣﻔﻬﻮ‪ T‬ﭼﺎﻟﺶ ‪ $‬ﺳﺖ  ﻳﻚ ‪ W‬ﺗﺎﻳﺨﻲ‬ ‫ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻣﻮﺟﻮﺳﺖ ﻛﻪ ﺗﻮﻓﻖ ﺣﺪ‪ $‬ﻳﻦ ﻛﻪ "ﻓﺎ< "‬ ‫ﭼﻪ ﭼﻴﺰ‪ $‬ﺗﺮﻛﻴﺐ ﺷﺪ< ﺳﺖ ﺟﻮ ﻧﺪ‪ .‬ﻫﻴﺎﻓﺖﻫﺎ‪ $‬ﻛﻼﺳﻴﻚ ﻓﺎﺑﻴﻦ‪،‬‬ ‫ﺳﺖ ﺟﺪﻳﺪ‪ ،‬ﻣﺤﻴﻂ ﻳﺴﺖ ﮔﺮﻳﺎ‪  ,‬ﺗﻨﻮ‪ l‬ﻫﻴﺎﻓﺖﻫﺎ‪ $‬ﻓﻤﻴﻨﻴﺴﺖﻫﺎ‬ ‫ﻫﻤﮕﻲ ﺑﻪ ﭘﻴﺎﻣﺪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻣﺸﺎﺑﻬﻲ ﺗﺒﺎ‪ t‬ﺷﺖ‪ .‬ﻣﺎ ﺗﻔﺎ ﺻﻠﻲ‬ ‫ﺑﻴﻦ ‪J‬ﻧﻬﺎ  ﭼﮕﻮﻧﮕﻲ ﺗﻌﺮﻳﻒ‪ ،‬ﺗﺮﻛﻴﺐ "ﻓﺎ<"  ﻣﺴﻴﺮ ﻣﻨﺎﺳﺐ ﺑﺮ‪$‬‬ ‫ﺳﻴﺪ‪ ,‬ﺑﻪ ‪ ,J‬ﺑﻮ‪.‬‬ ‫• ﻣ ًﺎ‪ ،‬ﻳﻚ ﻣﻴﻞ  ﻋﻼﻗﻪ ﻧﻪ ﻓﻘﻂ  ﻓﻠﺴﻔﻪ ﻳﺎ ﺗﺌﻮ‪$‬ﻫﺎ‪$‬‬ ‫"ﻓﺎ<" ﺑﻠﻜﻪ  ﺗﺤﻠﻴﻞ ﺳﻴﺎﺳﺖﻫﺎ  ﺗﺄﺛﻴﺮ ﺳﻴﺎﺳﺖﻫﺎ ﻧﻴﺰ ﺟﻮ ‪.‬‬ ‫ﻳﺎﺑﻲ ﻃﺒﻖ ﻣﻘﺮ  ﻧﻈﻢ ﻣﺨﺼﻮ‪ c‬ﻛﻪ ﻛﺎ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻧﺸﮕﺎﻫﻬﺎﺳﺖ‪ ،‬ﻣﺎ ﻧﮕﺎ<ﻫﺎ‪ $‬ﻣﺘﻔﺎﺗﻲ ﺑﺮ‪ $‬ﻳﺎﺑﻲ  ﺗﺤﻠﻴﻞ ﻓﺎ< ﺑﻪ‬ ‫ﺻﻮ ﺿﻮﺑﻄﻲ ﻣﺘﻔﺎ ﻧﻈﻴﺮ ﺛﺮ ﺑﺨﺸﻲ‪ ،‬ﻛﺎ‪J‬ﻳﻲ‪ ،‬ﻋﺪﻟﺖ‪ ،‬ﻓﺮﺻﺖ‪J ،‬‬ ‫ﺳﺎ‪ ،$‬ﺳﺘﻘﻼ ﻳﺎ ﭘﺎﻳﺪ‪ $‬ﺷﺪ ﻧﻤﻮ< ﺳﺖ‪.‬‬ ‫• ﺳﻮﻣ ًﺎ‪ ،‬ﻳﻚ ﺗﺒﺎ‪ t‬ﺑﺎ ﭼﮕﻮﻧﮕﻲ ﺟﺮ‪ $‬ﺳﻴﺎﺳﺖ ﻫﺎ ﺑﻪ ﻟﺤﺎ‘‬ ‫ﻧﻬﺎ‪  $‬ﺳﺎﻣﺎ‪ ,‬ﻳﺎﻓﺘﮕﻲ ‪ ,J‬ﺟﻮ ‪.‬ﻳﻦ ﺑﺪ‪ ,‬ﻋﻠﺖ ﺳﺖ ﻛﻪ ﻫﺮ‬ ‫ﺗﺤﻠﻴﻞ ﻳﺎﺑﻨﺪ< ‪ a‬ﻧﻴﺎ ﺑﻪ ﺑﺮﺳﻲ ﺳﺎﺧﺘﺎﻫﺎ  ﺳﺎﻣﺎ‪,‬ﻫﺎ  ﺷﻴﻮ< ﻛﻪ ‪,J‬‬ ‫ﺳﺎﺧﺘﺎ   ﻫﻢ ﺷﺎﻣﻞ ﮔﻴﺮ ﺷﺪ‪ ,‬ﺑﺎ ﻛﺴﺎﻧﻲ ﻛﻪ ﻳﻦ ﺳﺎﺧﺘﺎﻫﺎ ﻛﺎ‬ ‫ﻣﻲﻛﻨﻨﺪ  ﻫﻢ ﻛﺎﺑﺮ‪  ,‬ﻣﺼﺮ‪ u‬ﻛﻨﻨﺪﮔﺎ‪ ,‬ﺧﺪﻣﺎ ﺳﺖ‪.‬ﻳﻦ ﮔﻴﺮ‪$‬ﻫﺎ‪،‬‬ ‫ﻓﻘﻂ ﺑﺎ ﺧﺪﻣﺎ ﺑﺨﺶ ﻟﺘﻲ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﺧﺪﻣﺎ ﻓﺎﻫﻲ ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪﮔﺎ‪,‬‬ ‫ﺑﺨﺶ ﺧﺼﻮﺻﻲ  ﻣﺮﻗﺒﺖﻫﺎ‪ $‬ﻏﻴﺮ ﺳﻤﻲ ﻧﻴﺰ  ﺑﺮ ﻣﻲﮔﻴﺮ‪.‬‬ ‫• ﭼﻬﺎﻣ ًﺎ‪ ،‬ﻳﻚ ﺑﺮﺳﻲ  ﺟﺰ‪ $‬ﺳﺎﻧﺪ< "ﻓﺎ<" ﺟﻮ ‪,J .‬‬ ‫ﺑﺮﺳﻲ ﺳﺖ ﻛﻪ ﭼﺮ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﺣﻮ<ﻫﺎ‪ $‬ﺗﺎ< ﺗﺮ‪ $‬ﻗﺖ‬ ‫ﻧﻤﻮ<  ﻣﻨﻪ ﻋﻼﻳﻖ ﺧﻮ  ﮔﺴﺘﺮ‪   < I‬ﻳﻚ ﺗﻤﺮﻛﺰ ﺗﻨﻬﺎ ﺑﺮ‪$‬‬ ‫ﺧﺪﻣﺎ ﻓﺎ< ﻟﺘﻲ ﺑﺪ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺷﺘﻪ ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ‪ ,J‬ﺟﻨﺒﻪﻫﺎﻳﻲ  ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‪،‬‬ ‫ﻋﻤﻠﻜﻤﺮ ﺑﺎﻫﺎ‪ ،‬ﻣﺼﺮ‪ u‬ﺷﺨﺼﻲ  ﺑﻂ ﺑﻴﻦ ﻓﺮ ﻛﻪ  ﻓﺰ‪  ,‬ﻳﺎ‬ ‫ﻛﺎﺳﺘﻦ ﺑﻬﺰﻳﺴﺘﻲ ﻳﺎ ﻓﺎ< ﺷﺨﺎ‪  c‬ﮔﺮ<ﻫﺎ ﻣﺆﺛﺮ ﻫﺴﺘﻨﺪ‪ ،‬ﻋﻼﻗﻤﻨﺪ ﺳﺖ‪.‬‬ ‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ ﻣﻴﻨﻪ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺳﻴﺎﺳﻲ ﻳﺪﺋﻮﻟﻮژﻳﻜﻲ  ﺳﺎﻣﺎﻧﻲ ﻛﻪ‬ ‫ﻓﺎ<  ‪ ,J ,‬ﺗﻮﻟﻴﺪ‪ ،‬ﺗﻮﻳﻊ  ﻣﺼﺮ‪ u‬ﻣﻲﺷﻮ  ﺑﺮﺳﻲ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬ ‫ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ  ﺟﺴﺘﺠﻮ‪ $‬ﺗﻬﻴﻪ ﻛﺮ‪ ,‬ﻳﻚ ﺣﺴﺎ‪ Z‬‬ ‫ﻓﺮﻳﻨﺪﻫﺎﻳﻲ ﺳﺖ ﻛﻪ  ﻓﺰﻳﺶ ﻳﺎ ﻛﺎﻫﺶ ﻓﺎ< ﻣﻮﺛﺮ ﻫﺴﺘﻨﺪ  ‪ ,J‬‬ ‫‪ ,‬ﻳﻚ ﭼﺎﭼﻮ‪ Z‬ﻫﻨﺠﺎ‪ $‬ﻛﻪ ﺷﺎﻣﻞ ﻣﺒﺎﺣﺚ ﺧﻼﻗﻲ  ﭘﻴﺎﻣﺪﻫﺎ‪$‬‬ ‫ﺟﺘﻤﺎﻋﻲ  ﻣﺎﻫﻴﺖ ﻣﻄﻠﻮ‪ Z‬ﻧﺘﺎﻳﺞ ﺳﺖ‪.‬ﻳﻦ ﺗﻌﺮﻳﻒ  ﺳﻴﺎﺳﺖ ﺟﺘﻤﺎﻋﻲ‬ ‫‪  $‬ﺟﺰء ﻣﻬﻢ ﺳﺖ‪ :‬ﻳﻚ ﺗﺒﺎ‪ t‬ﺑﺎ ﻓﺎ<‪  ،‬ﻳﻚ ﺑﺎﺷﻨﺎﺳﻲ  ﻣﺎﻫﻴﺖ‬

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‫ﻣﻘﺎﻻ‬

‫ﺑﺮﺳﻲ ﺗﻄﺒﻴﻘﻲ ﻧﻈﺎﻣﻬﺎ ﺳﻨﺘﻲ  ﻧﻮﻳﻦ ﺗﺒﺎﻃﻲ  ﻧﻘﺶﻳﻦ ﻧﻈﺎ ﻫﺎ  ﺑﻬﺮ‬

‫‪/‬ﻛﺘﺮ ﺳﻴﺪ ﺿﺎ ﻧﻘﻴﺐ ﻟﺴﺎ‪/‬‬

‫ﻣﻘﺪﻣﻪ‪:‬‬

‫ﻳﻦ ﻣﻘﺎﻟﻪ ﻧﮕﺎ< ﻧﻮﻳﺴﻨﺪ< ﺑﻪ ﻧﻘﺶ ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ ﻳﺠﺎ ﻫﻤﻴﺎ‪ ،$‬ﻫﻤﻜﺎ‪  $‬ﺗﻌﺎ‪,‬‬ ‫‪  Cooparation‬ﺑﻪ ﺗﺒﻊﻳﺠﺎ ﺗﻌﺎ‪  ,‬ﺷﺘﻐﺎ ﻣﻄﻠﻮ‪  Z‬ﺳﺘﻔﺎ< ﺑﻬﻴﻨﻪ  ﻣﻜﺎﻧﺎ‪ ،‬ﻛﺴﺐ ﺑﻬﺮ<‪$‬‬ ‫ﺳﺖ‪J .‬ﻧﭽﻪ ﻛﻪ  ﻧﻈﺎﻣﻬﺎ‪ $‬ﻧﻮﻳﻦ ﺗﺒﻠﻴﻎ ﻣﻲﮔﺮ ﻧﻘﺶ ﺗﻜﻨﻮﻟﻮژ‪$‬ﻫﺎ‪ $‬ﻧﻮﻳﻦ ﺗﺒﺎﻃﻲ  ﺟﻮﻣﻊ ﻣﺪ‪ ,‬ﺳﺖ‬ ‫ﻛﻪ ﻛﺴﺐ ﺳﻮ‪ ،‬ﻣﻨﺎﻓﻊ  ‪J‬ﻣﺪ  ﻳﻦ ﺟﻮﻣﻊ ﺗﺴﻬﻴﻞ ﻛﺮ<  ﺳﺮﻣﺎﻳﻪ ﺑﻴﺸﺘﺮ‪  $‬ﺑﺮ‪$‬ﻳﺸﺎ‪ ,‬ﺑﻪ ﻫﻤﺮ<‬ ‫ﻣﻲ‪  ،J‬ﺟﺎﻳﻲ ﻛﻪ ﺑﻪ ﻏﻢﻳﺸﺎ‪  ,‬ﺟﻮﻣﻊ ﺳﻨﺘﻲ ﭼﻮ‪,‬ﻳﻦ ﺗﻜﻨﻮﻟﻮژ‪$‬ﻫﺎ ﺟﻮ ﻧﺪ ﻣﻨﺎﻓﻊ ﻳﺎ ﺣﺎﺻﻞ‬ ‫ﻧﻤﻲﮔﺮ  ﻳﺎ ﻧﺪ‪ n‬ﺳﺖ  ﺑﻬﺮ<‪  $-‬ﻣﻄﻠﻮﺑﻴﺖ ﺟﻮ ﻧﺪ ﻳﺎ ﺑﺴﻴﺎ  ﺳﻄﺢ ﭘﺎﻳﻴﻨﻲ ﺳﺖ‪ .‬ﻟﺬ ﻳﻨﺠﺎ‬ ‫ﺑﻪ ﻧﻘﺶ ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ  ﻛﺴﺐ ﺑﻬﺮ<‪ $‬ﺷﺎ< ﻣﻲﺷﻮ‪ .‬ﻧﮕﺎﻧﺪ< ﻳﻦ ﺧﺼﻮ‪ c‬ﻣﺪﻟﻲ  ﻧﻴﺰ‬ ‫ﺋﻪ ﻣﻲﻫﺪ ﻛﻪ ﻣﺒﻨﺎ‪ $‬ﺗﻔﺎ  ﻗﺎﻟﺐ ‪ 2‬ﻧﻈﺎ‪ T‬ﺟﻮﻣﻊ ﻣﺪ‪  ,‬ﺳﻨﺘﻲ ﺳﺖ ﻫﻤﻴﻦ ﺗﻔﺎ ﺑﻴﻦ ﻧﻈﺎﻣﻬﺎ‪$‬‬ ‫ﺗﺒﺎﻃﻲ  ﻧﻮ‪ l‬ﺑﻬﺮ<‪ $‬ﺟﻮ ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻫﻨﮕﺎﻣﻲﻛﻪ ﺻﺤﺒﺖ  ﺗﻌﺎ‪ ,‬ﻣﻲﺷﻮ‪ ،‬ﻳﺸﻪ ﮔﺮﻓﺘﻪ  »ﻋﻮ‪ «,‬ﺑﻪ‬ ‫ﻣﻌﻨﻲ ﻳﺎ‪ $‬ﻛﺮ‪ ،,‬ﻫﻤﻴﺎ‪  $‬ﻫﻤﻜﺎ‪ $‬ﺳﺖ  ﻫﺪ‪  u‬ﺗﻌﺎ‪ ,‬ﺗﺄﻣﻴﻦ‬ ‫ﺷﺮﻳﻂ  ﻣﻜﺎﻧﺎ ﻛﺎ ﺑﺮ‪ $‬ﻫﻤﻪ ﺑﻪ ﻣﻨﻈﻮ ﺑﻪ ﺷﺘﻐﺎ ﺳﻴﺪ‪ ,‬ﻛﺎﻣﻞ‬ ‫ﻳﺎ ﻗﺮ ‪ ,‬ﺳﺎﻳﻞ ﻛﺎ  ﺧﺘﻴﺎ ﻫﻤﻪ ﻛﺴﺎﻧﻲ ﺳﺖ ﻛﻪ ﺗﻮﻧﺎﻳﻲ ﻛﺎ‬ ‫ﻧﺪ  ﻳﺎ ﻗﺮ ‪ ,‬ﺳﺮﻣﺎﻳﻪ  ﺧﺘﻴﺎ ﻧﻴﺮ‪ $‬ﻛﺎ  ﺑﺮﮔﺮﻧﺪ‪ ,‬ﻣﻨﺎﻓﻊ‬ ‫ﺣﺎﺻﻠﻪ ﺑﻪﻳﺸﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫ﻻ‪ T‬ﺑﻪ ‪s‬ﻛﺮ ﺳﺖ ﻛﻪ ﺟﻠﺐ ﻣﺸﺎﻛﺖ‪ ،‬ﻫﻤﻜﺎ‪  $‬ﻫﻤﻴﺎ‪ $‬ﻧﻴﺎﻣﻨﺪ‬ ‫ﻣﻜﺎﻧﻴﺰﻣﻬﺎﻳﻲ ﺳﺖ ﻛﻪﻳﻦ ﻣﻜﺎﻧﻴﺰﻣﻬﺎ   ‪ 2‬ﻧﻮ‪ l‬ﻧﻈﺎ‪ T‬ﻣﻲﺗﻮ‪ ,‬ﺳﺘﻪ‪-‬‬ ‫ﺑﻨﺪ‪ $‬ﻛﺮ‪ ،‬ﻧﻈﺎﻣﻬﺎ‪ $‬ﻧﻮﻳﻦ ﺗﺒﺎﻃﻲ  ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ‪.‬‬

‫‪J‬ﻧﭽﻪ ﻛﻪ ﻳﻦ ﻧﻈﺎﻣﻬﺎ ﻧﺘﻈﺎ ﻣﻲ‪ ،‬ﻧﻘﺶ ﺑﺴﻴﺞﮔﺮ‪ $‬ﺗﺒﺎﻃﺎ‬ ‫ﺑﺮ‪ $‬ﻓﺮﻫﻢ ‪ ,J‬ﻫﻤﻜﺎ‪ ،$‬ﻫﻤﻴﺎ‪  $‬ﺷﺘﻐﺎﻻ ﺳﺖ‪ ،‬ﺗﺒﺎﻃﺎ‬ ‫ﺗﻌﺎﻣﻞ ﻧﻬﺎﻫﺎ  ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺗﺴﻬﻴﻞ ﻣﻲﻛﻨﺪ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﻧﻬﺎ ﺑﻂ ﻋﻤﻞ‬ ‫ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻟﻒ( ﻧﻘﺶ ﭘﻴﺸﺮﻓﺖﻫﺎ= ﺧﻴﺮ ‪ /‬ﺗﻐﻴﻴﺮ ﺟﺘﻤﺎﻋﻲ‬

‫ﺷﺪ ﺳﺮﻳﻊ  ﺷﺘﺎﺑﺎ‪ ,‬ﺗﻜﻨﻮﻟﻮژ‪  $‬ﭼﻨﺪ ﻫﻪ ﺧﻴﺮ‪ ،‬ﻧﻴﺎﻳﻲ ﻣﺘﻔﺎ‬ ‫ﺑﺮ‪ $‬ﻧﺴﺎ‪,‬ﻫﺎ‪ $‬ﻣﻌﺎﺻﺮ ﺳﺎﺧﺘﻪ ﺳﺖ‪ .‬ﺑﻪ ﻋﺘﻘﺎ ﺑﺴﻴﺎ‪J ،$‬ﻧﭽﻪﻳﻦ ﻧﻴﺎ‬ ‫  ﮔﺬﺷﺘﻪ‪ I‬ﺟﺪ ﻛﺮ<‪ ،‬ﺗﻐﻴﻴﺮ ﺷﻜﻞ ﺑﻂ ﻋﻀﺎ‪ ,J $‬ﺑﺎ ﻳﻜﺪﻳﮕﺮ‬ ‫ﺳﺖ‪ .‬ﺗﻜﻨﻮﻟﻮژ‪ $‬ﻧﻮﻳﻦ‪ ،‬ﺑﻂ  ﻓﺘﺎ‪ $‬ﻧﻮ  ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺟﺎﻣﻌﻪ‪ $‬‬

‫ﻧﻘﺶ ﻧﻈﺎﻣﻬﺎ= ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ ‪ /‬ﺑﻬﺮ=‬

‫ﻣﻲﻃﻠﺒﺪ ﻛﻪﻳﻦ ﺳﺎﻳﻞ ﺟﺪﻳﺪ   ﺧﻮ ﭘﺬﻳﺮ ﺷﺪ< ﺳﺖ‪ ،‬ﻓﺘﺎﻫﺎﻳﻲ‬ ‫ﻛﻪ ﻋﻼ< ﺑﺮ ﻣﺘﺄﺛﺮ ﻛﺮ‪ ,‬ﻓﺮﻫﻨﮓ ﻣﺎ‪ ،$‬ﻧﻬﺎﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻫﻤﭽﻮ‪،,‬‬ ‫ﻗﺘﺼﺎ‪ ،‬ﺳﻴﺎﺳﺖ‪J ،‬ﻣﻮ‪ ،I‬ﺧﺎﻧﻮ<  …  ﻧﻴﺰ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻗﺮ <‬ ‫ﺳﺖ‪.‬‬ ‫( ﮔﺮﻳﺶ ﺑﻪ ﻧﻈﺎﻣﻬﺎ= ﻧﻮﻳﻦ ‪ /‬ﺟﻬﺎ‪H‬‬

‫ﺗﺼﻮ ﻏﺎﻟﺐ  ﻧﻴﺎ‪ $‬ﻣﺮ‪ ،‬ﮔﺮﻳﺶ ﺑﻪ ﻧﻈﺎﻣﻬﺎ‪ $‬ﻧﻮﻳﻦ  ﺑﺮﺗﺮ‪$‬‬ ‫‪J ,‬ﻧﻬﺎ  ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺳﺖ‪J .‬ﻧﭽﻪ ﻳﻦ ﻣﻘﺎﻟﻪ ﺑﻪ ﻧﺒﺎ‬ ‫ﻃﺮﺣﺶ ﻫﺴﺘﻴﻢ‪،‬ﻳﻦ ﺳﺖ ﻛﻪ ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ‪ ،‬ﺣﺘﻲ  ﻧﻴﺎ‪$‬‬ ‫ﻣﺮ ﻛﻪ ﻋﺼﺮ ﺳﺮﻋﺖ  ﺗﻜﻨﻮﻟﻮژ‪$‬ﻫﺎ‪ $‬ﻃﻼﻋﺎﺗﻲ  ﺗﺒﺎﻃﻲ ﺳﺖ‪،‬‬ ‫ﻛﺎﻳﻲ ﻻ‪  T‬ﺑﺮ‪$‬ﻳﺠﺎ ﻣﻨﻔﻌﺖ  ﺗﺎﺑﻊ ﺻﻠﻲ ‪ ،,J‬ﻳﻌﻨﻲ ﺑﻬﺮﻫﻮ‪$‬‬ ‫ﺳﺖ‪ .‬ﻟﺒﺘﻪﻳﻦ ﭘﻴﺶ ﺷﺮ‪  t‬ﺑﺎﻳﺪ  ﻧﻈﺮ ﺷﺖ ﻛﻪ ﻫﻨﺠﺎﻫﺎ‪$‬‬ ‫ﺳﻨﺘﻲ ﺟﺎﻣﻌﻪ‪ ،‬ﺿﺮﺗﺎ ﻧﺎﻣﻄﻠﻮ‪ Z‬ﻧﻴﺴﺘﻨﺪ‪  .‬ﺑﺴﻴﺎ‪  $‬ﻣﻮﻗﻊ‪ ،‬ﺳﻨﺖﻫﺎ‪$‬‬ ‫ﺟﺎﻣﻌﻪ  ﺣﺎ ﺗﻐﻴﻴﺮ‪ ،‬ﺣﺎﻟﺖ ﺗﻌﺎﻟﻲ ﺑﻪ ‪ ,J‬ﺟﺎﻣﻌﻪ ﻣﻲﺑﺨﺸﺪ   ﺑﻪ‬ ‫ﻫﻢ ﭘﺎﺷﻴﺪﮔﻲ ‪ ,J‬ﺟﻠﻮﮔﻴﺮ‪ $‬ﻣﻲﻛﻨﺪ‪.‬ﻳﻦ ﻳﮋﮔﻲ ﻣﻲﺗﻮﻧﺪ ﺑﺮ‪ $‬ﺳﺖ‬ ‫ﻳﺎﻓﺘﻦ ﺑﻪ ﻣﻘﺎﺻﺪ ﻗﺘﺼﺎ‪  $‬ﺳﺮﻣﺎﻳﻪﮔﺬ‪$‬ﻫﺎ‪  ،‬ﻃﺮﻳﻖ ﭘﻴﻮﻧﺪ ‪,‬‬ ‫ﺑﺨﺶﻫﺎ‪ $‬ﻗﺘﺼﺎ‪ $‬ﻧﻈﺎ‪ T‬ﺳﻨﺘﻲ ﻫﮕﺸﺎ ﺑﺎﺷﺪ‪.‬‬ ‫ﻣﻔﻬﻮ[ ﺑﻬﺮ=‪:‬‬

‫ﺑﻬﺮ<‪ (Productivity ) $‬ﺗﺮﻛﻴﺐ ﻗﻴﻖ  ﺳﺘﻔﺎ< ﺑﻬﻴﻨﻪ ‬ ‫ﻧﻴﺮ‪ $‬ﻧﺴﺎﻧﻲ  ﻣﻨﺎﺑﻊ ﻣﺎ‪ $‬ﻣﻮﺟﻮ  ﻳﻚ ﻛﺸﻮ ﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎ‬ ‫ﻳﮕﺮ‪ ،‬ﺑﻬﺮ<‪ ،$‬ﻧﮕﺮ‪  I‬ﻓﺮﻫﻨﮕﻲ ﺳﺖ ﻛﻪ  ‪ ,J‬ﻧﺴﺎ‪ ,‬ﻓﻌﺎﻟﻴﺖﻫﺎ‪$‬‬ ‫ﺧﻮ  ﻫﻮﺷﻤﻨﺪﻧﻪ  ﺧﺮﻣﻨﺪﻧﻪ ﻧﺠﺎ‪ T‬ﻣﻲﻫﺪ ﺗﺎ  ﻣﻜﺎﻧﺎ ﺧﻮ‬ ‫ﺑﻬﺘﺮﻳﻦ ﻧﺘﻴﺠﻪ  ﺑﺎﻻﺗﺮﻳﻦ ﻣﻄﻠﻮﺑﻴﺖ  ﺑﺪﺳﺖ ‪.J‬‬ ‫ﻧﺴﺒﺖ ﻣﻴﺎ‪ ,‬ﺗﻮﻟﻴﺪ  ﻳﻚ ﻳﺎ ﭼﻨﺪ ﻋﺎﻣﻞ ﺗﻮﻟﻴﺪ  ﻣﻴﺰ‪ ,‬ﺑﻬﺮ<‪ $‬ﺑﻪ‬ ‫ﺷﻤﺎ ﻣﻲ‪J‬ﻧﺪ ﻛﻪ ﻋﻤﻮﻣﺎ ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﭼﻨﺪ ﺣﺪ ﺗﻮﻟﻴﺪ ﺑﻪ ‪ $‬ﻳﻚ‬ ‫)‪(1‬‬ ‫ﺣﺪ ﻋﺎﻣﻞ ﺗﻮﻟﻴﺪ ﺑﺪﺳﺖ ﻣﻲ‪J‬ﻳﺪ‪.‬‬ ‫ﺟﺰ= ﺑﻬﺮ=‪:‬‬

‫ﺑﻬﺮ<‪ $‬ﻛﻪ ﺷﺎﻣﻞ  ﺟﺰء ﺑﻬﺮ<‪ $‬ﻛﺎ  ﺳﺮﻣﺎﻳﻪ ﺳﺖ‪ ،‬ﻧﻘﺶ‬ ‫ﻛﻠﻴﺪ‪  $‬ﺗﻌﺎﻣﻞ ﺑﻌﺎ ﺟﺘﻤﺎﻋﻲ– ﻗﺘﺼﺎ‪  $‬ﻓﺮﻫﻨﮕﻲ ﺟﺎﻣﻌﻪ  ‬ ‫ﻣﻴﺰ‪ ,‬ﺑﺎﻻ‪ ،,J $‬ﻧﺸﺎ‪,‬ﻫﻨﺪ… ‪  I‬ﻋﺘﺒﺎ ﻳﻚ ﻣﻠﺖ  ﻗﺎﺑﻠﻴﺖ ﻗﺎﺑﺖ‬ ‫‪  ,J‬ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﺳﺖ‪.‬‬ ‫ﺿﺢ ﺳﺖ ﻛﺸﻮﻫﺎ‪ $‬ﺟﻬﺎ‪ ,‬ﺳﻮ‪ ،T‬ﺑﺎ ﻧﺪﺷﺘﻦ ﺑﻬﺮ<‪ $‬ﺑﺎﻻ‪،‬‬ ‫ﻣﻜﺎ‪ ,‬ﻗﺎﺑﺖ  ﻣﻄﺮ} ﺷﺪ‪ ,‬ﻧﻴﺰ  ﺳﻄﺢ ﻗﺘﺼﺎ ﺑﻴﻦﻟﻤﻠﻠﻲ ﻧﺪﻧﺪ‪ .‬ﺑﻪ‬ ‫ﻋﻘﻴﺪ< ﺑﺮﺧﻲ  ﺻﺎﺣﺒﻨﻈﺮ‪ ،,‬ﻧﺒﻮ ﺗﺠﺎﻧﺲ ﻣﻴﺎ‪ ,‬ﻋﻀﺎ‪ $‬ﺟﻮﻣﻊ ﺟﻬﺎ‪,‬‬ ‫ﺳﻮ‪  T‬ﻫﻤﭽﻨﻴﻦ ﻋﺪ‪ T‬ﭘﻴﻮﺳﺘﮕﻲ ﻣﻴﺎ‪ ,‬ﻛﺎﻛﺮﻫﺎ‪ $‬ﻗﺘﺼﺎ‪ $‬ﻳﻚ ﻧﻈﺎ‪،T‬‬ ‫ﺑﻪ ﻧﺎﻛﺎ‪J‬ﻣﺪ‪ $‬ﺳﻴﺴﺘﻢ ﻗﺘﺼﺎ‪$‬ﻳﻦ ﻛﺸﻮﻫﺎ ﻣﻦ < ﺳﺖ‪.‬‬ ‫ﻋﻮﻣﻞ ﻋﺪ[ ﺗﺠﺎﻧﺲ  ﻳﻜﭙﺎﭼﮕﻲ ‪ /‬ﺟﻬﺎ‪ H‬ﺳﻮ[‪:‬‬

‫ ﻣﻮ ﺟﻮﻣﻊ ﺟﻬﺎ‪ ,‬ﺳﻮ‪  ،T‬ﻣﺴﺌﻠﻪ  ﺑﺎﻳﺪ  ﻧﻈﺮ ﮔﺮﻓﺖ‪،‬‬ ‫ﻧﺨﺴﺖ ‪J‬ﻧﻜﻪ ﻛﺸﻮﻫﺎ‪ $‬ﺗﺎ< ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﺟﻬﺎ‪ ,‬ﺳﻮ‪ T‬ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫ﻣﻮﺟﻮﻳﺖ ﻣﺘﺠﺎﻧﺲ  ﻛﺎﻣﻼ ﻳﻜﭙﺎﭼﻪ‪ $‬ﻧﺪﻧﺪ‪ .‬ﺗﻔﺎﻫﺎ‪ $‬ﻣﻨﻄﻘﻪ‪،$‬‬ ‫ﺷﻜﺎ‪u‬ﻫﺎ‪ $‬ﻗﻮ‪  $‬ﺑﺎﻧﻲ  ﻧﺒﻮ ﺣﺴﺎ‪ W‬ﺗﻌﻠﻖ ﺑﻪ ﻳﻚ ﻣﻠﺖ  ﻣﻴﺎ‪,‬‬ ‫ﺑﺴﻴﺎ‪  $‬ﺳﺎﻛﻨﺎ‪ ,‬ﻣﻨﺎﻃﻖ ﺳﺘﺎﻳﻲ‪ ،‬ﻋﻨﺎﺻﺮ‪ $‬ﻳﻦ ﻓﻘﺪ‪ ,‬ﻳﻜﭙﺎﭼﮕﻲ‬ ‫ﺧﻠﻲ ﺳﺖ‪ .‬ﻣﺴﺌﻠﻪ ‪ ،T‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﻣﺸﻜﻞ ﻟﺖ ﻣﺮﻛﺰ‪  $‬ﺟﺮ‪$‬‬ ‫ﺳﻴﺎﺳﺖﻫﺎ‪  $‬ﺳﻄﺢ ﻛﻞ ﻛﺸﻮ ﺳﺖ‪ .‬ﻣﺴﺌﻠﻪ ‪ ،T‬ﻣﻜﻤﻞ ﻣﺴﺌﻠﻪ‬ ‫ ﺳﺖ‪  .‬ﺷﺮﻳﻄﻲ ﻛﻪﻳﻨﮕﻮﻧﻪ ﺟﻮﻣﻊ  ﻧﻈﺮ ﻳﻜﭙﺎﭼﮕﻲ ﺧﻠﻲ ﺿﻊ‬ ‫ﻧﺎﻣﺴﺎﻋﺪ‪ $‬ﻧﺪ‪ ،‬ﺑﻌﻀﻲ  ﺑﺨﺶﻫﺎ‪$‬ﻳﻦ ﻣﻤﺎﻟﻚ ﺑﻪ ﻃﻮ ﺗﻨﮕﺎﺗﻨﮓ ﺑﺎ‬ ‫ﺷﻬﺮﻫﺎ‪ $‬ﻣﺮﻛﺰ‪ $‬ﭘﻴﺸﺮﻓﺘﻪ ﺳﺮﻣﺎﻳﻪ‪ $‬ﻏﺎ‪ T‬ﺷﺪ<ﻧﺪ‪.‬‬ ‫ﺑﺎﻳﻦ ﺣﺎ‪،‬ﻳﻦ ﺿﻌﻴﺖ ﮔﺎﻧﻪ‪ ،‬ﮔﺴﻴﺨﺘﮕﻲ ﺳﺎﺧﺘﺎ ﺟﺘﻤﺎﻋﻲ–‬ ‫ﻗﺘﺼﺎ‪ $‬ﺧﻠﻲ  ﻏﺎ‪ T‬ﺑﺨﺶﻫﺎ‪ $‬ﺻﺎﺗﻲ ﺟﻮﻣﻊ ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ‬ ‫ﺑﺎ ﺳﺮﻣﺎﻳﻪ ‪ $‬ﺑﻴﻦ ﻟﻤﻠﻠﻲ‪ $ ،‬ﭼﻨﺎ‪ ,‬ﻫﻤﻴﺘﻲ ﺳﺖ ﻛﻪ ﺑﺮﺧﻲ‬ ‫ﺗﺤﻠﻴﻞﮔﺮ‪  ,‬ﺗﻌﺮﻳﻒ ﺧﻮ  ﺑﺴﺘﮕﻲ ﺑﺮ ‪ ,J‬ﺗﺄﻛﻴﺪ ﺑﺴﻴﺎ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﻳﻦ ﻣﻴﻨﻪ »ﺟﻴﺮ‪ «,‬ﺷﺎ< ﻛﺮ< ﺳﺖ ﻛﻪ ﻻﻣﻪ ﭼﻨﺎ‪ ,‬ﺑﺴﺘﮕﻲ‬ ‫ﺧﺎﺟﻲ‪ ،‬ﻓﻘﺪ‪ ,‬ﻳﻜﭙﺎﭼﮕﻲ  ﭘﻴﻮﻧﺪﻫﺎ‪ $‬ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎ‪ ,‬ﺑﺴﻴﺎ‪  $‬ﻋﻨﺎﺻﺮ‬ ‫ﻛﻠﻴﺪ‪  $‬ﻣﻬﻢ ﻧﻈﺎ‪ T‬ﻗﺘﺼﺎ‪  $‬ﺧﻞ ﺳﺖ‪.‬‬ ‫ﻟﻲ  ﻫﻤﻴﻦ ﻧﻮﺷﺘﻪ ﺟﻤﻠﻪ ﻳﺮ   ﺑﺮﺳﺘﺮ ﻧﻘﻞ ﻣﻲﻛﻨﺪ‪ :‬ﺑﺴﺘﮕﻲ‬ ‫ﻗﺘﺼﺎ‪ $‬ﺟﻬﺎ‪ ,‬ﺳﻮ‪ T‬ﺑﻪ ﻟﻴﻞ ﻣﺸﻜﻼ ‪s‬ﻛﺮ ﺷﺪ<‪ .‬ﺑﺴﺘﮕﻲ ﻗﺘﺼﺎ‪$‬‬ ‫ ﺷﺎﻳﺪ ﺑﺘﻮ‪ ,‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻧﺎﺗﻮﻧﻲ  ﺗﻐﻴﻴﺮ ﺷﻜﻞ ‪ ,‬ﻋﻨﺎﺻﺮ ﺑﻨﻴﺎﻳﻦ‬ ‫ﻳﻚ ﻧﻈﺎ‪ T‬ﻗﺘﺼﺎ‪ $‬ﺗﻌﺮﻳﻒ ﻛﺮ‪ .‬ﭼﻨﻴﻦ ﺿﻌﻴﺘﻲ ﺑﻪ ﺳﻴﻠﻪ ﻧﺒﻮ ﭘﻴﻮﻧﺪ‬ ‫ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎ‪ ,‬ﻛﺎﻛﺮﻫﺎ‪ $‬ﻗﺘﺼﺎ‪ $‬ﻳﻚ ﻧﻈﺎ‪ T‬ﻣﺸﺨﺺ ﻣﻲﺷﻮ‪.‬ﻳﻦ‬ ‫ﮔﺴﻴﺨﺘﮕﻲ  ﻓﻘﺪ‪ ,‬ﻫﻤﺒﺴﺘﮕﻲ ﻣﺘﻘﺎﺑﻞ‪ ،‬ﻧﺸﺎﻧﮕﺮ ‪ ,J‬ﺳﺖ ﻛﻪ ﻧﻈﺎ‪،T‬‬ ‫ﻓﺎﻗﺪ ﭘﻮﻳﺎﻳﻲ ﻧﻲ ﺳﺖ ﺗﺎ ﺑﺘﻮﻧﺪ ﺑﻪ ﺻﻮ ﻣﺴﺘﻘﻞ  ﺧﻮﮔﺮ‪ ,‬ﺑﻪ‬ ‫ﻓﻌﺎﻟﻴﺖ ﺑﭙﺮ‪.‬‬ ‫ﺑﺎ ﺷﻨﺎﺧﺖﻳﻦ ﻛﺎﺳﺘﻲﻫﺎ‪ ،‬ﺑﺎﻳﺪ ﺑﺮ‪ $‬ﻓﻊ ‪J‬ﻧﻬﺎ  ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺑﻬﺮ<‪$‬‬

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‫ﻣﻘﺎﻻ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻄﻠﻮ‪  Z‬ﻛﺸﻮﻫﺎ‪ $‬ﺟﻬﺎ‪ ,‬ﺳﻮ‪ T‬ﻗﺪ‪ T‬ﻛﺮ‪ ،‬ﻣﺮ‪  T‬ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﭘﻴﻮﻧﺪ‬ ‫<  ‪J‬ﻧﺎ‪   ,‬ﻣﺴﻴﺮ ﺳﺮﻣﺎﻳﻪ ﮔﺬ‪ $‬ﻗﺘﺼﺎ‪  $‬ﻫﻤﻜﺎ‪  $‬ﺗﻌﺎ‪,‬‬ ‫ﻣﺘﻘﺎﺑﻞ ﻫﺪﻳﺖ ﻛﺮ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪﻳﻨﻜﻪ ﻣﻬﻢﺗﺮﻳﻦ ﻳﮋﮔﻲ ﺳﺎﺧﺖ ﻃﺒﻘﺎﺗﻲ‬ ‫ﻛﺸﻮﻫﺎ‪ $‬ﺟﻬﺎ‪ ,‬ﺳﻮ‪ T‬ﻫﻤﻴﺖ ﺑﺴﻴﺎ ﻳﺎ ﺑﺨﺶ ﺳﺘﺎﻳﻲ ﺳﺖ‪ ،‬ﺑﺮ‪$‬‬ ‫ﺑﻮﺟﻮ ‪ ,J‬ﻫﺮﮔﻮﻧﻪ ﺗﻐﻴﻴﺮ  ﺑﻬﻴﻨﻪ ﺳﺎ‪ ،$‬ﺑﺎﻳﺪ ﺑﻂ  ﻗﺎﺑﻠﻴﺖﻫﺎ‪$‬ﻳﻦ‬ ‫ﮔﺮ< ﺟﺘﻤﺎﻋﻲ   ﻧﻈﺮ ﮔﺮﻓﺖ‪ .‬ﻟﻲ ﻣﺘﺄﺳﻔﺎﻧﻪ ﺑﺎ ﺟﻮ‪ $‬ﻛﻪ ﻣﻲﺗﻮ‪ ,‬ﺑﺎ‬ ‫ﺷﻨﺎﺧﺖ ﺳﺘﺎﻳﻴﺎ‪  ,‬ﻧﻴﺮ‪ $‬ﺑﺎﻟﻘﻮ< ‪J‬ﻧﻬﺎ‪  ،‬ﻧﻴﺮ‪ $‬ﻧﺴﺎﻧﻲ  ﺳﺮﻣﺎﻳﻪ ‪J‬ﻧﻬﺎ‬ ‫ﺑﻬﺮ< ﻓﺮ‪ ,‬ﺑﺮ‪ ،‬ﺗﺌﻮ‪$‬ﻫﺎ‪ $‬ﺟﺪﻳﺪ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺗﻘﺮﻳﺒﺎ ﺗﻤﺎ‪ T‬ﺗﻮﺟﻪ ﺧﻮ ‬ ‫ﺑﻪ ﺳﻮ‪ $‬ﻃﺒﻘﺎ ﺟﺘﻤﺎﻋﻲ ﺷﻬﺮ‪ $‬ﻣﻌﻄﻮ‪ u‬ﻛﺮ<ﻧﺪ‪.‬‬ ‫ ﺑﺮﺳﻲ ﻣﻴﻨﻪﻫﺎ‪ $‬ﺗﻐﻴﻴﺮ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺗﻐﻴﻴﺮ  ﺟﻮﻣﻊ ﻣﺪ‪ ,‬‬ ‫ﺳﺮﻳﻊ  ﺗﻐﻴﻴﺮ  ﺟﻮﻣﻊ ﺳﻨﺘﻲ  ﻛﻨﺪ  ﺑﻄﻨﻲ ‪s‬ﻛﺮ ﻛﺮ<ﻧﺪ  ﻳﻦ‬ ‫ﺳﺘﺎ ﻫﻨﮕﺎﻣﻲﻛﻪ ﺑﻪ ﺗﺌﻮ‪$‬ﻫﺎ‪ $‬ﻧﻮﺳﺎ‪ $‬ﻧﻈﺮ ﻣﻲﺷﻮ‪ ،‬ﻧﮕﺎ<ﻳﺸﺎ‪ ,‬ﺑﻪ‬ ‫ﻧﻈﺎﻣﻬﺎ‪ $‬ﺣﺎﻛﻢ  ﺟﻮﻣﻊ ﺳﻨﺘﻲﻳﻦ ﺳﺖ ﻛﻪ ﭼﻮ‪ ,‬ﺗﻐﻴﻴﺮ ﻳﻦ ﺟﻮﻣﻊ‬ ‫ﺑﻪ ﺳﺨﺘﻲ { ﻣﻲﻫﺪ‪،‬ﻳﺸﺎ‪ ,‬ﺑﺎﻳﺪ  ﻛﺸﻮﻫﺎ‪ $‬ﻏﺮﺑﻲ ﺗﻮﺳﻌﻪ  ﻧﻮﺳﺎ‪$‬‬ ‫ ﺧﺬ ﻛﻨﻨﺪ‪.‬‬ ‫ﻫﻬﺎ ﺳﺎ ﺳﺖ ﻛﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﺳﺘﺎﻳﻲ ﺑﺎ ﻣﺴﺌﻠﻪ ﻣﻘﺎﻣﺖ‬ ‫ﺳﺘﺎﻳﻴﺎ‪  ,‬ﺑﺮﺑﺮ ﻧﻮ‪ $J‬ﺳﺖ ﺑﻪ ﮔﺮﻳﺒﺎ‪ ,‬ﺑﻮ<ﻧﺪ‪ .‬ﺑﻪ ﻃﻮ‪ $‬ﻛﻪ‬ ‫ﭼﻨﻴﻦ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﻴﺪ ﻛﻪ ﻣﻴﺰ‪ ,‬ﺷﺎﻋﻪ ﺑﺪﻋﺖﻫﺎ ﺗﻨﻬﺎ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺟﻬﻞ‬ ‫ﻳﺎ ﻣﺤﺎﻓﻈﻪ ﻛﺎ‪ $‬ﻧﺒﻮ< ﺳﺖ‪ ،‬ﺑﻠﻜﻪ ﺑﻴﺸﺘﺮ ﺑﻪ ﻋﻨﺼﺮ ﺧﻄﺮ‪ $‬ﻛﻪ ﻣﺘﻀﻤﻦ‬ ‫ﭘﺬﻳﺮ‪ I‬ﭼﻨﻴﻦ ﻧﻮ‪ $J‬ﺑﻮ‪ ،‬ﻣﺮﺑﻮ‪ t‬ﻣﻲﺷﻮ‪  .‬ﻛﺮ‪ ,‬ﺑﺪﻋﺖ  ﺟﺮﻳﺎ‪,‬‬ ‫ﺗﻮﻟﻴﺪ‪ $‬ﻛﻪ ﺑﻪ ﻣﺮ ﻣﻌﺎ‪ I‬ﻣﺮﺑﻮ‪ t‬ﺳﺖ‪  ،‬ﺻﻮﺗﻲ ﻛﻪ ﻣﻮﻓﻖ  ‪ZJ‬‬ ‫ﻧﻴﺎﻳﺪ‪ ،‬ﺧﻄﺮ ﻗﻌﻲ ﻗﺤﻄﻲ  ﺑﻪ ﻫﻤﺮ< ‪ .‬ﺑﺪﻳﻦ ﺟﻬﺖ ﺗﻨﻬﺎ ﻫﻘﺎﻧﺎ‪,‬‬ ‫)‪(2‬‬ ‫ﻧﺴﺒﺘﺎ ﺛﺮﺗﻤﻨﺪ  ﻣﻮﻗﻌﻴﺘﻲ ﻗﺮ ﺷﺘﻨﺪ ﻛﻪ ﺳﺖ ﺑﻪ ﻧﻮ‪ $J‬ﺑﺰﻧﻨﺪ‪.‬‬ ‫ﻣﺎ‪ ،,‬ﻋﺎﻣﻞ ﺗﻌﻴﻴﻦﻛﻨﻨﺪ<‪  $‬ﻓﺮ‪J‬ﻳﻨﺪ ﻧﺸﺮ ﺳﺖ‪ .‬ﺑﻌﺪ ﻣﺎ‪ ,‬ﺧﺎﻟﺖ‬ ‫ ‪:‬‬ ‫‪ - 1‬ﻓﺮﻳﻨﺪ ﺗﺼﻤﻴﻢ ﻧﻮ‪ $J‬ﻛﻪ ﻃﻲ ‪ ،,J‬ﻓﺮ  ﻟﻴﻦ ﻧﺶ ﻧﻮ‪$J‬‬ ‫ﺑﻪ ﺳﻮ‪ $‬ﻗﺒﻮﻟﻲ  ﻳﺎ  ‪ ,J‬ﺣﺮﻛﺖ ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ - 2‬ﻧﻮﮔﺮﻳﻲ ﻓﺮ ﻛﻪ ﺑﻪ ﻃﻮ ﻧﺴﺒﻲ ﻋﺒﺎ  ﻳﺮ ﻳﺎ  ﻗﺒﻮ‬ ‫ﻛﺮ‪ ,‬ﻧﻮ‪  $J‬ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﺎﻳﺮ ﻋﻀﺎ‪ $‬ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺳﺖ‪.‬‬ ‫‪J - 3‬ﻫﻨﮓ ﭘﺬﻳﺮ‪ I‬ﻧﻮ‪  $J‬ﻳﻚ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ‪  ،‬ﻃﺮﻳﻖ ﺗﻌﺪ‬ ‫ﻓﺮ‪ $‬ﻛﻪ  ﻳﻚ ﻣﻘﻄﻊ ﻣﺎﻧﻲ ﻧﻮ‪  $J‬ﭘﺬﻳﺮﻓﺘﻪﻧﺪ‪ ،‬ﻧﺪ<ﮔﻴﺮ‪$‬‬ ‫ﻣﻲﺷﻮ‪.‬‬ ‫ﻋﻀﺎ‪ $‬ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﻣﻲﺗﻮ‪ ,‬ﺑﻪ ﭘﻨﺞ ﮔﺮ< ﭘﺬﻳﺮ ﺗﻘﺴﻴﻢ ﻛﺮ‪:‬‬ ‫‪ -1‬ﻧﻮ‪) ,J‬ﻓﺮ ﺟﺴﻮ(‪ -2 .‬ﻧﺨﺴﺘﻴﻦ ﭘﺬﻳﺮﻧﺪﮔﺎ‪) ,‬ﻓﺮ ﻣﻌﺘﺒﺮ ﻛﻪ‬ ‫ﻫﺒﺮ‪ $‬ﻓﻜﺎ  ﺑﺮﻋﻬﺪ< ﻧﺪ(‪ -3 .‬ﻛﺜﺮﻳﺖ ﭘﺬﻳﺮ )ﻓﺮ  ﻧﺪﻳﺶ(‪.‬‬ ‫‪ -4‬ﻛﺜﺮﻳﺖ ﻛﻨﺪﭘﺬﻳﺮ )ﻓﺮ ﺷﻜﺎ‪ -5 .(n‬ﻳﺮﭘﺬﻳﺮ‪) ,‬ﻓﺮ ﺳﻨﺘﻲ( )‪(3‬‬ ‫ﺗﺼﻮ ﻗﺎﻟﺐ  ﻧﻴﺎ‪ $‬ﻣﺮ ﮔﺮﻳﺶ ﺑﻪ ﻧﻈﺎﻣﻬﺎ‪ $‬ﻧﻮﻳﻦ  ﺑﺮﺗﺮ‪$‬‬ ‫‪J ,‬ﻧﻬﺎ  ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺳﺖ‪J .‬ﻧﭽﻪ ﻛﻪ ﻳﻦ ﻣﻘﺎﻟﻪ‬ ‫ﺑﻪ ﻧﺒﺎ ﻃﺮﺣﺶ ﻫﺴﺘﻴﻢﻳﻦ ﺳﺖ ﻛﻪ ﻧﻈﺎﻣﻬﺎ‪ $‬ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ ﺣﺘﻲ‬ ‫ ﻧﻴﺎ‪ $‬ﻣﺮ ﻛﻪ ﻋﺼﺮ ﺳﺮﻋﺖ  ﺗﻜﻨﻮﻟﻮژﻳﻬﺎ‪ $‬ﻃﻼﻋﺎﺗﻲ  ﺗﺒﺎﻃﻲ‬

‫ﺳﺖ ﻛﺎ‪J‬ﻳﻲ ﻻ‪  T‬ﺑﺮ‪$‬ﻳﺠﺎ ﻣﻨﻔﻌﺖ  ﺳﺎﺳﺎ ﺗﺎﺑﻊ ﺑﺤﺚ ﻳﻌﻨﻲ‬ ‫ﺑﻬﺮ<‪  $‬ﺳﺖ‪.‬‬ ‫ ﺑﺮﺳﻲ ﻣﻴﻨﻪﻫﺎ‪ $‬ﺗﻐﻴﻴﺮ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺗﻐﻴﻴﺮ  ﺟﻮﻣﻊ ﻧﻮﻳﻦ ‬ ‫ﺳﺮﻳﻊ  ﺗﻐﻴﻴﺮ  ﺟﻮﻣﻊ ﺳﻨﺘﻲ  ﻛﻨﺪ  ﺑﻄﺌﻲ ‪s‬ﻛﺮ ﻛﺮ<ﻧﺪ  ﻳﻦ‬ ‫ﺳﺘﺎ ﻫﻨﮕﺎﻣﻲﻛﻪ ﺑﻪ ﺗﺌﻮ‪$‬ﻫﺎ‪ $‬ﻧﻮﺳﺎ‪ $‬ﻧﻈﺮ ﻣﻲﺷﻮ‪ ،‬ﻧﮕﺎ<ﻳﺸﺎ‪ ,‬ﺑﻪ‬ ‫ﻧﻈﺎﻣﻬﺎ‪ $‬ﺣﺎﻛﻢ  ﺟﻮﻣﻊ ﺳﻨﺘﻲﻳﻦ ﺳﺖ ﻛﻪ ﭼﻮ‪ ,‬ﺗﻐﻴﻴﺮ ﻳﻦ ﺟﻮﻣﻊ‬ ‫ﺑﻪ ﺳﺨﺘﻲ { ﻣﻲﻫﺪ‪،‬ﻳﺸﺎ‪ ,‬ﺑﺎﻳﺪ  ﻛﺸﻮﻫﺎ‪ $‬ﻏﺮ‪Z‬ﻳﺪ< ﺗﻮﺳﻌﻪ ‬ ‫ﻧﻮﺳﺎ‪ modernity  $‬ﺑﮕﻴﺮﻧﺪ‪.‬‬ ‫ﻗﺘﻲ ﺻﺤﺒﺖ  ﻧﻈﺎ‪ T‬ﺳﺖ  ﻳﻚ ﻧﮕﺎ< ﻛﻠﻲ ﻋﺒﺎ ﺳﺖ ‪:‬‬ ‫ﺗﻌﺎﻣﻞ ﺟﺰ‪ $‬ﻳﻚ ﻣﺠﻤﻮﻋﻪ  ﻳﻚ ﻣﺤﻴﻂ ﻣﻌﻴﻦ ﻛﻪﻳﻦ ﺟﺰ ﻫﺪﻓﺪﻧﺪ‬ ‫  ‪ ,‬ﻳﻚ ﻓﺮﻫﻨﮓ ﺑﺎ ﻳﻜﺪﻳﮕﺮ  ﺗﺒﺎﻃﻨﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ  ﻧﻈﺎ‪T‬‬ ‫ﺗﺒﺎﻃﻲ ﻧﻴﺰﻳﻦ ﺟﺰ  ﻋﻨﺎﺻﺮ  ﻗﺎﻟﺐ ﻓﺮﮔﺮ ﺗﺒﺎ‪  t‬ﻳﻚ ﻓﺮﻫﻨﮓ ‬ ‫ﻳﺎ ﻣﺤﻴﻂ ﺧﺎ‪ c‬ﺷﻜﻞ ﻣﻲﮔﻴﺮ  ‪J‬ﻧﭽﻪ ﻛﻪ ﺷﻜﻞ ﻫﻨﺪ… ﻳﻚ ﻧﻈﺎ‪ T‬ﺳﻨﺘﻲ‬ ‫ﺗﺒﺎﻃﻲ ﺳﺖﻳﻦ ﺳﺖ ﻛﻪ  ﻓﺮﮔﺮ ﺗﺒﺎ‪ t‬ﺑﻪ ﺟﺎ‪ $‬ﺳﺎﻳﻞ ﭘﻴﺸﺮﻓﺘﻪ ‬ ‫ﻧﻮﻳﻦ  ﺟﺎﻳﮕﺎ< ﺳﺎﻧﻪ  ﻛﺎﻧﺎ ﻧﺘﻘﺎ ﻫﻨﺪ… ‪ ,J‬ﻧﻈﻴﺮ ﺗﻠﻮﻳﺰﻳﻮ‪،,‬ﻳﻨﺘﺮﻧﺖ‬ ‫ … ﺳﻴﻠﻪ‪ $‬ﻛﻮﭼﻚ ﻳﺎ ﺗﺒﺎﻃﺎ ﺑﺪ‪ ,‬ﺳﻴﻠﻪ  ﻛﺎﻧﺎ ﻗﺮ ﻣﻲﮔﻴﺮ‪.‬‬ ‫ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ ﺳﻂ ﺳﺎﻧﻪ‪  $‬ﺑﻴﻦ ﻓﺘﻪ  ﺟﺎﻳﮕﺰﻳﻦ ‪ ,J‬ﺗﺒﺎﻃﺎ‬ ‫    ﻳﺎ ﻣﺴﺘﻘﻴﻢ ﻣﺎ ﻧﺴﺎﻧﻲ ﻓﺮ ﺟﺎ‪ $‬ﻣﻲﮔﻴﺮ‪ .‬ﻳﻨﺠﺎ ﺑﻪ ﻟﻴﻞ‬ ‫ﻋﺎﻃﻔﻲ ﺑﻮ‪ ،,‬ﺻﻤﻴﻤﺎﻧﻪ ﺑﻮ‪  ,‬ﻧﺘﻘﺎ ﻋﻼﺋﻢ ﻓﺮﺑﺎﻧﻲ‪ ،‬ﺗﺒﺎ ﭘﻴﺎ‪ T‬‬ ‫…‪J ،‬ﺛﺎ ‪ ,J‬ﻋﻤﻴﻖﺗﺮ ﺳﺖ‪ ،‬ﻟﺬ ﺗﺒﻌﺎ ﻗﻄﻌﻲﺗﺮ  ﮔﺎ< ﺳﺮﻳﻊﺗﺮ‪ $‬ﺗﻔﺎ‪p‬‬ ‫ﻣﻲﻓﺘﺪ‪) .‬ﻟﺒﺘﻪ ﻧﻈﺎ‪ T‬ﺗﺒﺎ‪ t‬ﺷﻔﺎﻫﻲ     ﺿﻌﻒﻫﺎ‪ $‬ﺧﺎ‪ c‬ﺧﻮ‬ ‫ ﻧﻴﺰ ‪  ،‬ﺟﻤﻠﻪﻳﻦ ﻛﻪ ﺑﺎ‪ Z‬ﺷﺎﻳﻌﻪ ﺑﺎ ﻣﻲﮔﺮ  ﻟﺒﺘﻪ ﺳﺮﻋﺖﻳﻦ‬ ‫ﺷﺎﻳﻌﻪ ﻳﺮ‪ 650 ,‬ﻛﻴﻠﻮﻣﺘﺮ  ﺳﺎﻋﺖ ﺳﺖ ﻛﻪﻳﻦ ﺧﻮ ﺑﻪ ﻧﻮﻋﻲ‬ ‫ﻣﺆﻳﺪ ﺳﺮﻋﺖ ﺗﺒﺎﻃﺎ ﻣﻴﺎ‪ ,‬ﻓﺮ‪ $‬ﻧﻴﺰ ﻫﺴﺖ‪(.‬ﻳﻦ ﻣﻮﺿﻮ‪  l‬ﭼﺎﭼﻮ‪Z‬‬ ‫ﺑﺤﺚ ﻳﺠﺎ ﺳﺎﻣﺎﻧﻬﺎ‪ $‬ﻫﻤﻜﺎ‪ $‬ﺑﻪ ﺧﺼﻮ‪  c‬ﻋﺮﺻﻪ ﻗﺘﺼﺎ ﻧﻘﺶ‬ ‫‪J‬ﻓﺮﻳﻨﻲ ﺑﺴﻴﺎ‪ $‬ﻣﻲﻛﻨﺪ‪ ،‬ﺑﻪ ﻋﺒﺎ ﻳﮕﺮﻳﻦ ﻟﮕﻮ  ﻗﺘﺼﺎ ﻣﻲﺗﻮﻧﺪ‬ ‫ﻣﺪ ﺑﻂ ﻧﻬﺎ<  ﺳﺘﺎﻧﺪ<  ﺑﺎ ﻛﺎ‪J‬ﻳﻲ ﺑﻴﺸﺘﺮ  ﻋﺮﺻﻪ ﻗﺘﺼﺎ‪ $‬‬ ‫ﻗﺎﻟﺐ ﻣﺪﻫﺎ‪ $‬ﺳﻨﺘﻲ ﺗﺴﺮﻳﻊ ﻛﻨﺪ  ﻛﺎ‪J‬ﻳﻲ ﻳﺎ ﺑﻬﺮ<‪ $‬ﺑﻴﺸﺘﺮ‪ $‬ﺑﻪ‬ ‫ﻫﻤﺮ< ﺑﻴﺎ‪ .‬ﻟﺒﺘﻪ ﻣﻤﻜﻦ ﺳﺖ ﺣﺠﻢ ﺳﻮ ﺑﺮﺷﺖ ﺷﺪ<  ﻧﻈﺎﻣﻬﺎ‪$‬‬ ‫ﻧﻮﻳﻦ ﺣﺠﻢ ﺑﺰﮔﺘﺮ‪   $‬ﺑﺎﺷﺪ‪ ،‬ﻟﻴﻜﻦ ﺑﻪ ﻟﻴﻞ ﻳﺸﻪ  ﺑﻮ‪ ,‬‬ ‫ﺗﺪ‪  T‬ﻣﺎﻧﺪﮔﺎ‪$‬ﻳﻦ ﻧﻮ‪  l‬ﻛﺴﺐ ﺑﻬﺮ<‪  $‬ﻧﻈﺎ‪ T‬ﺳﻨﺘﻲ ﺑﻴﺸﺘﺮ‬ ‫ﺳﺖ‪).‬ﺟﺪ(‬ ‫ﺑﻪ ﻟﻴﻞ ﺗﻐﻴﻴﺮ ﻣﺪ‪ T‬ﺷﺮﻳﻂ  ﺳﺘﻔﺎ<  ﺳﻂﻫﺎ‪ $‬ﺟﺪﻳﺪﺗﺮ‬ ‫ ﻧﻈﺎ‪ T‬ﺗﺒﺎﻃﻲ ﻧﻮﻳﻦ ﺑﻪ ﻟﻴﻞ ﺗﻐﻴﻴﺮ ﺗﻜﻨﻮﻟﻮژﻳﻚ  ﻧﻮ‪J‬ﻳﻬﺎ‪$‬‬ ‫ﻣﻜﺮ‪ ،‬ﺗﻌﺎﻣﻞ  ﻋﺮﺻﻪ ﻗﺘﺼﺎ‪ $‬ﺑﻮﺳﻄﻪ ﻧﻈﺎ‪ T‬ﺗﺒﺎﻃﻲ ﻧﻮﻳﻦ ‪$‬‬ ‫ﺑﻬﺮ<‪ $‬ﺑﺎﻻ‪ ،‬ﻣﺎ ﻣﻨﻘﻄﻊ ﺑﺪﻟﻴﻞ ﺗﻐﻴﻴﺮ ﺷﺮﻳﻂ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﺗﺒﻊ ﺗﻐﻴﻴﺮ‬ ‫ﺗﻜﻨﻮﻟﻮژﻳﻚ ﺳﺖ‪.‬‬ ‫ﺿﻤﻨﺎ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻛﻪ  ﻣﺒﺎﺣﺚ ﻧﻮﺳﺎ‪J $‬ﻧﭽﻪ ﻛﻪ ﻣﺒﻨﺎ‪$‬‬ ‫ﺑﺤﺚ ﺗﻐﻴﻴﺮ ﺳﺖﻳﻦ ﺳﺖ ﻛﻪ  ﻧﻈﺎﻣﻬﺎ‪ $‬ﻧﻮﻳﻦ ﺗﺒﺎﻃﻲ   ﺟﻮﻣﻊ‬ ‫ﻏﻴﺮ ﺳﻨﺘﻲ ﻧﻮ‪ $J‬ﻋﺎﻣﻞ ﭘﻴﺸﺮﻓﺖ  ﺗﻐﻴﻴﺮ ﺳﺖ  ﺣﺎﻟﻲ ﻛﻪ ﻧﻮ‪$J‬‬

‫ﻧﻘﺶ ﻧﻈﺎﻣﻬﺎ= ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ ‪ /‬ﺑﻬﺮ=‬

‫ ﻧﻮ‪ ,J‬ﻳﺎ ﭘﻴﺸﺮ‪ ,‬ﭘﺬﻳﺮ‪ I‬ﻳﻚ ﭘﺪﻳﺪ< ﻧﻮ‪J‬ﻧﻪ  ﺟﻮﻣﻊ ﺳﻨﺘﻲ ﻧﻴﺰ‬ ‫ﺟﻮ ﻧﺪ ﻳﻦ ﻧﻮ‪  $J‬ﻗﺎﻟﺐ ﻳﻚ ﻧﻈﺎ‪ T‬ﺳﻨﺘﻲ ﺗﺒﺎﻃﻲ ﺑﺎ ﺟﺎﻣﻌﻪ‬ ‫ﺳﻨﺘﻲ ﺋﻪ ﻣﻲﮔﺮ  ﻟﻴﻞ ﺑﺮ ﻧﺒﻮ ﻧﻮ‪  $J‬ﺟﻮﻣﻊ ﺳﻨﺘﻲ ﻧﻴﺴﺖ‪.‬‬ ‫ﺗﺬﻛﺮﻳﻦ ﻧﻜﺘﻪ ﺿﺮ‪ $‬ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻛﻪ ﻣﺎ ﻳﻚ ﺟﺎﻣﻌﻪ ﻣﺪ‪,‬‬ ‫ﻧﻴﺴﺘﻴﻢ  ﻳﻚ ﺟﺎﻣﻌﻪ ﻛﺎﻣﻼ ﺳﻨﺘﻲ ﻧﻴﺰ ﻧﻴﺴﺘﻴﻢ‪J ،‬ﻧﭽﻪ ﻛﻪ ﻣﻄﺮ} ﺳﺖﻳﻦ‬ ‫ﺳﺖ ﺟﺎﻣﻌﻪ‪ $‬ﺑﺎ ﺑﺮﺧﻲ ﻣﻨﺎﺳﺒﺎ ﺳﻨﺘﻲ ﻳﺸﻪ  ﺑﺮﺧﻲ ﻣﻨﺎﺳﺒﺎ‬ ‫ﻧﻮﻳﻦ  ‪ ,‬ﮔﺬ ﻫﺴﺘﻴﻢ‪.‬‬ ‫ﻟﺬ ﺑﻪ ﺑﻬﺘﺮﻳﻦ ﻧﺤﻮ ﺟﻬﺖ ﺣﺼﻮ ﻛﺎ‪J‬ﻳﻲﻫﺎ‪ $‬ﻻ‪  T‬ﺑﻬﺮ<‪$‬‬ ‫ﻳﻦ ﻧﻈﺎ‪ T‬ﺗﺎ ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺗﻮﺳﻌﻪ ﻫﻤﻪ ﺟﺎﻧﺒﻪ ﺑﺎﻳﺪ  ﺷﺮﻳﻂ ﻛﻨﻮﻧﻲ‬ ‫ﺑﻬﺮ<‪ $‬ﻧﻤﻮ‪ .‬ﺑﻬﺮ<‪ $‬ﻧﺪ‪s n‬ﻛﺮ ﺷﺪ<  ﻧﻈﺎ‪ T‬ﻛﻨﻮﻧﻲ ﻣﺎﻧﺪﮔﺎﺗﺮ ‬ ‫ﻧﻈﺎ‪ T‬ﻧﻮﻳﻦ ﺑﺎ ﺣﺠﻢ ﺑﺎﻻ‪ $‬ﺑﻬﺮ<‪ $‬ﺳﺖ‪.‬‬

‫ﻣﻨﺎﺑﻊ  ﻣﺎﺧﺬ‪:‬‬

‫‪ - 1‬ﻛﺘﺮ ﻧﻴﻚ ﮔﻬﺮ‪ ،‬ﻋﺒﺪﻟﺤﺴﻴﻦ‪ ،‬ﻓﺮﻫﻨﮓ ﻋﻠﻮ‪ T‬ﻗﺘﺼﺎ‪،$‬‬ ‫ﺑﺎﮔﺎﻧﻲ  ﻣﺎﻟﻲ‪.‬‬ ‫‪ - 2‬ﻳﺎ‪ ,‬ﻛﺲ ﺑﺮ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺗﻮﺳﻌﻪ‪ ،‬ﺗﺮﺟﻤﺔ ﻛﺘﺮ ﻣﺼﻄﻔﻲ‬ ‫ﻛﻴﺎ‪ ،‬ﻧﺸﺮ ﺗﻮﺳﻌﻪ‪ ،‬ﺗﻬﺮ‪1370 ،,‬‬ ‫‪ .T  - 3‬ﺟﺮ‪ ،‬ﺳﺎﻧﺶ ﻧﻮ‪$J‬ﻫﺎ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪37‬‬

‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ﻧﻮﺷﺘﻪ ‪/‬ﻛﺘﺮ ﺳﻌﻴﺪ ﺻﺎﻟﻲ‬

‫ﺷﺮ‪ o‬ﺣﺎ‪ .‬ﻧﻮﻳﺴﻨﺪ‪:‬‬

‫ﻧﺎﺷﺮ‪ :‬ﻧﺸﻨﺎ‪ .‬ﺑﻮ‪ g‬ﮔﺎﻧﻴﺰﻳﺸﻦ )‪(2001‬‬

‫ﺳﻌﻴﺪ ﺻﺎﻟﻲ ﻓﺎ†ﻟﺘﺤﺼﻴﻞ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ  ﻧﺸﮕﺎ< ﺗﻬﺮ‪$  ,‬‬ ‫ﻣﺪ‪ n‬ﻛﺘﺮ  ﻧﺸﮕﺎ< ﺟﻮﻫﺮ ﻟﻌﻞ ﻧﻬﺮ  ﻧﻴﻮﻫﻠﻲ ﺳﺖ‪ .‬ﺻﺎﻟﻲ ﻛﻪ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ  ﻣﺬﻫﺐ ﻣﻴﻨﻪ ﻣﻮ ﻋﻼﻗﻪ ﻓﻌﺎﻟﻴﺖﻫﺎﻳﺶ  ﺗﺸﻜﻴﻞ‬ ‫ﻣﻲﻫﺪ‪ ،‬ﺗﺎ ﻛﻨﻮ‪ ,‬ﺗﺮﺟﻤﻪ ﻓﺎﺳﻲ ﻛﺘﺎ‪ " Z‬ﺑﺮ  ﺳﻼ‪ "T‬ﻧﻮﺷﺘﻪ ﺑﺮﻳﻦ ﺗﺮﻧﺮ‬ ‫ ﻳﺮ‪ ,‬ﺑﻪ ﭼﺎپ ﺳﺎﻧﺪ<  ﻛﺘﺎ‪ Z‬ﻳﮕﺮ‪   $‬ﻫﻤﻴﻦ ﻧﻮﻳﺴﻨﺪ< ﺑﺎ ﻋﻨﻮ‪,‬‬ ‫"ﺷﺮ‪p‬ﮔﺮﻳﻲ‪ ،‬ﭘﺴﺖ ﻣﺪﻧﻴﺴﻢ  ﺟﻬﺎ‪,‬ﮔﺮﻳﻲ" ﺑﻪ ﻓﺎﺳﻲ ﺑﺮﮔﺮﻧﺪ< ﻛﻪ ‬ ‫ﺳﺖ ﻧﺘﺸﺎ ﺳﺖ‪.‬‬

‫ﺗﻬﻴﻪ  ﺗﻨﻈﻴﻢ‪ :‬ﻣﻬﺮ‪ //‬ﻋﻠﻤﺪ=‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪38‬‬

‫ﻛﺘﺎ‪" Z‬ﻛﺎ  ﻣﺬﻫﺐ ﻳﺮ‪ 327  ",‬ﺻﻔﺤﻪ ﻛﻨﻜﺎﺷﻲ ﺳﺖ‬ ‫ ﻣﻮ ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﻛﺎ  ﻣﺬﻫﺐ ﻳﺮ‪ ,‬ﻛﻪ  ﭘﻲ ﻳﻚ ﺗﺤﻘﻴﻖ‬ ‫ﻣﻴﺪﻧﻲ  ﺷﻬﺮ ﻛﺎﺷﺎ‪  ,‬ﺳﺘﺎﻫﺎ‪ $‬ﻃﺮ‪ ،,J u‬ﺑﻪ ﻧﮕﺎ‪J I‬ﻣﺪ<‬ ‫ﺳﺖ‪ .‬ﻳﻦ ﺗﺤﻘﻴﻖ ﻛﻪ  ﺳﺎ ‪ 1999‬ﻧﺠﺎ‪ T‬ﮔﺮﻓﺘﻪ‪ ،‬ﻧﻮﻳﺴﻨﺪ< ﺑﺎ ﺛﺒﺖ‬ ‫ﻣﺸﺎﻫﺪ ﺧﻮ  ﻣﺪ ﭼﻬﺎ ﻣﺎ< ﺑﻪﻳﻦ ﻧﺘﻴﺠﻪ ﺳﻴﺪ< ﺳﺖ ﻛﻪ ﻣﻴﺎ‪,‬‬ ‫ﺻﻨﻌﺖ ﺳﺘﺎﻳﻲ ﻗﺎﻟﻲﺑﺎﻓﻲ ﻳﻤﺎ‪ ,‬ﻣﺬﻫﺒﻲ ﺑﻄﻪ‪ $‬ﺳﺎﻧﺪ< ﺟﻮ ‪.‬‬ ‫ﺑﻪ ﻋﺒﺎﺗﻲ ﺑﺎﻓﻨﺪﮔﺎﻧﻲ ﻛﻪﻳﻤﺎ‪ ,‬ﻣﺤﻜﻢﺗﺮ‪ $‬ﻧﺪ‪ ،‬ﻗﺎﻟﻲﻫﺎﻳﻲ ﺑﺎ ﻛﻴﻔﻴﺖ‬ ‫ﺑﺎﻻﺗﺮ ﺋﻪ <ﻧﺪ‪ .‬ﻛﺘﺎ‪ Z‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﺟﻮ ‪J‬ﺷﻜﺎ ﭘﻴﺎ‪ T‬ﺟﻬﺎ‪ ,‬ﺳﻼ‪ T‬‬ ‫ﻃﺮﺣﻲﻫﺎ  ﻣﺎﻳﻪﻫﺎ‪ $‬ﻗﺎﻟﻲﻫﺎ‪ $‬ﺑﺎﻓﺘﻪ ﺷﺪ<  ﻛﺎﺷﺎ‪ ,‬ﺷﺎ< ‪ .‬ﺑﻪ ﻃﻮ‬ ‫ﺧﻼﺻﻪ ﺳﻌﻴﺪ ﺻﺎﻟﻲ ﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﺮﺧﻲ ﻇﻬﺎ ﻧﻈﺮﻫﺎ‪" $‬ﺑﺮ‪  "$‬‬ ‫ﻣﻮ ﺑﻄﻪ ﺳﻼ‪  T‬ﻛﺎ ﻳﺮ ﺳﻮ ﻣﻲﺑﺮ  ﺑﺮ ﺑﻄﻪ ﭘﻮﻳﺎ‪ $‬ﻣﻴﺎ‪,‬ﻳﻤﺎ‪,‬‬ ‫ ﻛﺎ ﻳﺮ‪ ,‬ﺗﺎﻛﻴﺪ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ ﻓﺼﻞ ﻧﺨﺴﺖﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﺎ ﻋﻨﻮ‪" ,‬ﻣﻔﺎﻫﻴﻢ  ﺗﺌﻮ‪$‬ﻫﺎ" ﻧﻮﻳﺴﻨﺪ<‬ ‫ﺑﻪ ﻋﺎ‪ $‬ﻣﺎﻛﺲ ﺑﺮ  ﻛﺘﺎ‪" Z‬ﺧﻼ‪J  p‬ﻣﻮ<ﻫﺎ‪ $‬ﭘﺮﺗﺴﺘﺎﻧﻲ  }‬

‫ﺳﺮﻣﺎﻳﻪ‪ "$‬ﻣﺒﻨﻲ ﺑﺮﻳﻦ ﻛﻪ ﻋﻘﺎﻳﺪ ﭘﺮﺗﺴﺘﺎﻧﻲ  ﻗﺮ‪ ,‬ﺷﺎﻧﺰﻫﻢ <‬ ‫ ﺑﺮ‪ $‬ﻇﻬﻮ ﺳﺮﻣﺎﻳﻪ‪ $‬ﻣﺪ‪ ,‬ﻫﻤﻮ ﻛﺮ‪ ،‬ﺷﺎ< ﻣﻲﻛﻨﺪ  ﻣﻌﺘﻘﺪ‬ ‫ﺳﺖ ﻛﻪ ﺑﺮ ﺳﻨﺖﻫﺎ‪ $‬ﻳﺮﭘﺎ‪ $‬ﺗﺠﺎ  ﺑﺎﮔﺎﻧﻲ  ﻛﺸﻮﻫﺎ‪$‬‬ ‫ﺳﻼﻣﻲ ‪ I‬ﻗﺎﻳﻞ ﺷﺪ‪ ,‬ﺑﺮ‪ $‬ﻛﺎ  ﻣﻮ ﺑﻲﺗﻮﺟﻬﻲ ﻗﺮ <‬ ‫ﺳﺖ‪  .‬ﻣﻪﻳﻦ ﻓﺼﻞ ﺑﻪ ﺷﻮﻫﺪ‪ $‬ﻣﺒﻨﻲ ﺑﺮ ﻧﻔﻲ ﻋﺰﻟﺖ  ﻛﻨﺎ<ﺟﻮﻳﻲ‬ ‫ ﻧﻴﺎ  ﻳﻦ ﺳﻼ‪ T‬ﺑﺮﻣﻲﺧﻮﻳﻢ‪ .‬ﺻﺎﻟﻲ ﻫﻤﭽﻨﻴﻦ ﺑﺎ ﺷﺎ< ﺑﻪ ﻧﻈﺮﻳﺎ‬ ‫ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻣﺨﺘﻠﻒ ﻧﻈﻴﺮ ﻛﻬﻴﻢ ﺑﺮ ﺟﻮ ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﻣﺬﻫﺐ ‬ ‫ﻛﺎ  ﺟﻮﻣﻊ ﻣﺨﺘﻠﻒ ﺻﺤﻪ ﻣﻲﮔﺬ  ﻧﻈﺮ ﺑﺮ  ﻣﺒﻨﻲ ﺑﺮﻳﻦ‬ ‫ﻛﻪ ﺧﻼ‪ p‬ﺳﻼﻣﻲﻣﺎﻧﻌﻲ ﺑﺮ ﺳﺮ < ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ ﻣﻠﻲ  ﻛﺸﻮﻫﺎ‪$‬‬ ‫ﺳﻼﻣﻲﺑﻮ< ﺳﺖ‪ ،‬ﻣﻮ ﻧﺘﻘﺎ ﻗﺮ ﻣﻲﻫﺪ‪ $ .‬ﻻﻳﻞ ﺑﺮ ﻣﺒﻨﻲ ﺑﺮﻳﻦ‬ ‫ﻛﻪ ﺳﻼ‪ T‬ﺑﺮ‪ $‬ﻛﺎ  ﻧﻴﺎ ﻫﻤﻴﺖ ﻛﻤﻲﻗﺎﻳﻞ ﺷﺪ< ﺳﺖ  ﻫﻤﻴﻨﻄﻮ ﺷﺪ‬ ‫ﻣﺬﻫﺐ ﺻﻮﻓﻴﮕﺮ‪  $‬ﻗﺮ‪,‬ﻫﺎ‪ $‬ﺑﻌﺪ  ﺟﻮﻣﻊ ﺳﻼﻣﻲ  ﻣﻲﻛﻨﺪ ‬ ‫ﺑﺎ ﺗﻮﺳﻞ ﺑﻪ ‪J‬ﻣﻮ<ﻫﺎﻳﻲ  ﺳﻼ‪  T‬ﺣﺎﻳﺚ  ﻣﻮ ﺟﻨﺒﻪﻫﺎ‪ $‬ﻣﺎ‪$‬‬ ‫ﻧﺪﮔﻲ  ﻟﺰ‪ T‬ﺗﻮﺟﻪ ﺑﻪ ﻣﺴﺎﺋﻞ ﻧﻴﻮ‪ ،$‬ﭼﻨﻴﻦ ﺳﺘﺪﻻ ﻣﻲ‪ J‬ﻛﻪ‬

‫ﻛﺎ  ﻣﺬﻫﺐ ‪/‬ﻳﺮ‪H‬‬

‫ﺗﻨﻬﺎ ﻣﺬﻣﺖ ﺛﺮ ﻧﺪ‪ $‬ﺑﻲ ﺣﺪ ﺣﺴﺎ‪ Z‬ﻛﻪ ﻣﻲﺗﻮﻧﺪ ﺑﻪ ﺑﺤﺮ‪,‬ﻫﺎ‪$‬‬ ‫ﻗﺘﺼﺎ‪  $‬ﺟﺎﻣﻌﻪ ﻣﻨﺠﺮ ﺷﻮ‪  ،‬ﺳﻼ‪ T‬ﻧﻜﻮﻫﺶ ﺷﺪ< ﺳﺖ‪ .‬ﻛﺘﺎ‪Z‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﺷﺎ< ﻣﻲﻛﻨﺪ ﻛﻪ  ﺳﻼ‪ T‬ﺑﻂ ﻗﺘﺼﺎ‪ $‬ﺑﺮ ﺳﺎ‪ W‬ﻛﺎ ﺑﻨﺎ‬ ‫ﻣﻲﺷﻮ  ﺿﻤﻦ ‪ ,J‬ﻣﺜﺎﻫﺎﻳﻲ  ﺟﻮﻣﻊ ﺷﺮﻗﻲ  ﺳﻼﻣﻲﻛﻪ  ‪J‬ﻧﻬﺎ‬ ‫ﺗﻮﻟﻴﺪ  ﻛﺎ ﺳﺎ‪ W‬ﻣﺎﻟﻜﻴﺖ  ﺗﺸﻜﻴﻞ ﻣﻲ< ﺳﺖ‪ ،‬ﻣﻲﻓﺰﻳﺪ ﻛﻪ ‬ ‫ﺟﻮﻣﻊ ﺳﺮﻣﺎﻳﻪ‪ $‬ﻛﺎ ﻏﻠﺐ ﺑﺎ ﺳﺮﻣﺎﻳﻪ  ﻳﺎ ﺑﺰﻫﺎ‪ $‬ﺗﻮﻟﻴﺪ  ﻳﺎ ﺣﺘﻲ‬ ‫ﻣﻮ ﺧﺎ‪ T‬ﺑﺮﺑﺮ ﻧﻴﺴﺖ‪ ،‬ﭼﺮ ﻛﻪ ﻳﻨﺠﺎ ﻣﺤﺼﻮ ﺗﻮﻟﻴﺪ ﺷﺪ< ﺑﺎﻳﺪ ﻣﻴﺎ‪,‬‬ ‫ﺑﺰ ﺗﻮﻟﻴﺪ  ﻛﺎ ﺗﻘﺴﻴﻢ ﺷﻮ‪.‬‬ ‫ ﻣﻪ ﺑﺤﺚ ﺑﻪ ﺷﻴﻮ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺗﻮﻟﻴﺪ  ﺟﻮﻣﻊ ﺑﺎﺳﺘﺎﻧﻲ ‬ ‫ﺳﭙﺲ ﺷﻴﻮ< ﺗﻮﻟﻴﺪ  ﻗﺎﻟﻲﺑﺎﻓﻲ ﻛﻪ  ﺟﻤﻠﻪ ﻫﻨﺮﻫﺎ‪ $‬ﺳﻼﻣﻲﺳﺖ ﺑﺎ‬ ‫ﺗﻜﻴﻪ ﺑﺮ ﺻﻨﺎﻳﻊ ﺳﺘﻲ  ﺑﺎﻓﻨﺪﮔﻲ ﻳﺮ‪  ,‬ﻫﻨﺪ ﭘﺮﺧﺘﻪ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﻛﺘﺎ‪ Z‬ﻫﻤﭽﻨﻴﻦ ﺷﺎ<‪ $‬ﻣﺨﺘﺼﺮ ﺑﻪ ﺗﻔﺎﻫﺎ  ﻳﮋﮔﻲﻫﺎ‪ $‬ﺟﻮﻣﻊ‬ ‫ﺷﻴﻌﻪ  ﺳﻨﻲ  ﺑﺮﺧﻮ ﺑﺎ ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻲ  ﻗﺘﺼﺎ‪. $‬‬ ‫ ﭘﺎﻳﺎ‪,‬ﻳﻦ ﺑﺨﺶ ﺑﺎ ﺷﺎ<‪ $‬ﺑﻪ ﻣﻮﻗﻌﻴﺖ ﺟﻐﺮﻓﻴﺎﻳﻲ ﺷﻬﺮ ﻛﺎﺷﺎ‪,‬‬ ‫ ﺻﻨﺎﻳﻊ  ﻫﻨﺮﻫﺎﻳﻲ ﻛﻪﻳﻦ ﺷﻬﺮ ﺑﻪ ﺳﻄﻪ ‪J‬ﻧﻬﺎ ﺷﻬﺮ ﺷﺘﻪ ﺳﺖ‪،‬‬ ‫ ﻫﻤﻴﺖ ﺗﺎﻳﺨﻲ  ﺑﺎﮔﺎﻧﻲ  ﺗﺠﺎ‪$‬ﻳﻦ ﺷﻬﺮ ﺳﺨﻦ ﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ ﻣﻪ ﺑﺤﺚ ﻧﻮﻳﺴﻨﺪ< ﺑﻪ ﻣﺴﺌﻠﻪ‪ $‬ﺷﺎ< ﻛﺮ< ﻛﻪ  ﻧﻈﺮ  ‬ ‫ﺑﺮﺳﻲﻫﺎ‪$‬ﻳﻦ ﻛﺘﺎ‪ $ Z‬ﻫﻤﻴﺖ ﺳﺖ  ‪,J‬ﻳﻦ ﻛﻪ ﺟﻤﻌﻴﺖ ﻛﺎﺷﺎ‪,‬‬ ‫ﺗﻤﺎﻣﺎ  ﻣﺴﻠﻤﺎﻧﺎ‪ ,‬ﺷﻴﻌﻪ ﺗﺸﻜﻴﻞ ﺷﺪ<  ﺗﺸﺘﻲﻫﺎ‪ ،‬ﻳﻬﻮﻳﺎ‪  ,‬ﻣﺴﻴﺤﻴﺎ‪,‬‬ ‫ ‪ ,J‬ﺳﻜﻮﻧﺖ ﻧﺪﻧﺪ‪ $ .‬ﺑﺎ ﺷﺎ< ﺑﻪ ﻋﺘﻘﺎ ﺳﻼﻣﻲﻣﺮ‪T‬ﻳﻦ ﺷﻬﺮ ‬ ‫ﻗﻮ ﭘﺮﻓﺴﻮ "ﺑﺮﻳﺶ" ﻣﻲ‪ J‬ﻛﻪ ‪ n‬ﻫﻨﺮﻫﺎ‪ $‬ﺳﺘﻲ ﻛﺎﺷﺎ‪ ,‬ﺑﺪ‪,‬‬ ‫‪ n‬ﻳﻦ ﻣﺮﻣﺎ‪J ,‬ﻧﺠﺎ ﻣﻴﺴﺮ ﻧﻴﺴﺖ‪ .‬ﺻﺎﻟﻲ ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﻣﺎﻳﻪﻫﺎ‪$‬‬ ‫ﻣﺬﻫﺒﻲ  ﻫﻨﺮ ﺷﺮﻗﻲ ﺷﺎ< ﻣﻲﻛﻨﺪ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﺎ  ﻣﻮﺗﻴﻒﻫﺎ‪$‬‬ ‫‪J‬ﺑﺴﻚ ﻛﻪ  ﺳﺮﺗﺎﺳﺮ ﻗﺎﻟﻲﻫﺎ ﭘﺮﻛﻨﺪ< ﺳﺖ‪ ،‬ﻧﺎ‪ T‬ﻣﻲﺑﺮ‪ .‬ﺑﻪ ﻋﺘﻘﺎ‬ ‫ﻣﺤﻘﻖﻳﻦ ﻛﺘﺎ‪ ،Z‬ﻣﻄﺎﻟﻌﻪ‪$‬ﻳﻦ ﭼﻨﻴﻦ ﻛﻪ  ‪ ,J‬ﺗﻼ‪ I‬ﺷﺪ< ﺑﺎﺷﺪ ﺗﺎ‬ ‫ﺗﺒﺎ‪ t‬ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎ‪ ,‬ﺳﻼ‪  T‬ﺻﻨﻌﺖ ﻗﺎﻟﻲﺑﺎﻓﻲ ﻣﻮ ﺑﺮﺳﻲ ﻗﺮ ﮔﻴﺮ‪،‬‬ ‫ﻛﻤﺘﺮ ﻧﺠﺎ‪ T‬ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﻓﺼﻞ ‪ T‬ﺑﺎ ﻋﻨﻮ‪" ,‬ﻣﺮ ﺑﻴﺎ  ‪I‬ﺷﻨﺎﺳﻲ" ‪I‬ﻫﺎ‪ $‬ﺑﻪ‬ ‫ﻛﺎ ﮔﺮﻓﺘﻪ ﺷﺪ<  ﻛﺘﺎ‪  Z‬ﺑﺮ‪ $‬ﻣﻄﺎﻟﻌﻪ ﻣﺴﺌﻠﻪ ﺗﻮﺿﻴﺢ ﻣﻲﻫﺪ‪ .‬ﻳﻨﺠﺎ‬ ‫ﺑﺎ ﻳﺎ‪$J‬ﻳﻦ ﻛﻪ ﻣﻄﺎﻟﻌﻪ ﺻﻨﻌﺖ ﻗﺎﻟﻲﺑﺎﻓﻲ ﺗﻼﺷﻲ ﻣﺘﻔﺎ ﺳﺖ‪J ،‬ﻣﺪ<‪:‬‬ ‫ﺑﺴﻴﺎ‪  $‬ﻓﺮ ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻣﺎﻳﻞ ﻧﺒﻮﻧﺪ ﻛﻪ ﺑﺎ ﻣﺤﻘﻖ ﻫﻤﻜﺎ‪ $‬ﺷﺘﻪ‬ ‫ﺑﺎﺷﻨﺪ   ‪J‬ﻧﺠﺎ ﻛﻪﻳﻦ ﻛﺎ ﺗﻮﺳﻂ ﻧﺎ‪  ,‬ﺧﺎﻧﻪ ﻧﺠﺎ‪ T‬ﻣﻲﺷﻮ‪،‬ﻳﻦ‬ ‫ﻣﺴﺌﻠﻪ ﻫﻤﭽﻨﻴﻦ ﻣﺸﻜﻼ ﺟﺘﻤﺎﻋﻲ  ﻣﺮ‪T‬ﺷﻨﺎﺳﻲ )‪J‬ﻧﺘﺮﭘﻮﻟﻮژﻳﻜﺎ( ‬ ‫ﺷﺎﻣﻞ ﻣﻲﺷﺪ‪ .‬ﻳﻦ  ﺑﻪ ﻛﺎﮔﻴﺮ‪I $‬ﻫﺎ‪ $‬ﻣﺮ‪T‬ﺷﻨﺎﺳﻲ ﻛﻪ  ‪J‬ﻧﻬﺎ‬ ‫ﺻﺮﻓﺎ  ﻣﺼﺎﺣﺒﻪﻫﺎ‪ $‬ﺑﺮﻧﺎﻣﻪﻳﺰ‪ $‬ﺷﺪ<  ﻛﻨﺘﺮ ﺷﺪ< ﺳﺘﻔﺎ< ﻧﻤﻲﺷﻮ‪،‬‬ ‫ ﺳﺘﻮ ﻛﺎ ﻗﺮ ﮔﺮﻓﺖ‪ .‬ﺑﻪﻳﻦ ﺗﺮﺗﻴﺐ ﻣﺼﺎﺣﺒﻪﻫﺎ  ﻣﺸﺎﻫﺪ<ﻫﺎ‪$‬‬ ‫ﻏﻴﺮﺳﻤﻲﻧﻴﺰ ﻧﺠﺎ‪ T‬ﺷﺪ‪.‬‬ ‫ ﻓﺼﻞ ﺳﻮ‪" T‬ﺳﻼ‪  T‬ﻗﺘﺼﺎ ﻳﺮ‪ :,‬ﺑﺮﺳﻲ ﺛﺮ ﻣﺘﻘﺎﺑﻞ"‬ ‫ﻧﻮﻳﺴﻨﺪ< ﺑﺎ ﺷﺎ< ﺑﻪ ‪ s‬ﺧﺪﻳﻲ ﻧﺴﺎ‪  ,‬ﻧﻈﺮ ﺳﻼ‪ T‬ﻳﻦ ﻛﻪ ﻫﺮ ‬ ‫ﺑﻌﺪ ﻣﻌﻨﻮ‪  $‬ﻣﺎ‪ $‬ﻧﺴﺎ‪  ,‬ﺳﻼ‪ T‬ﻣﻮ ﺗﻮﺟﻪ ﺑﻮ< ﺳﺖ ﺑﻪ ﺗﺸﺮﻳﺢ‬

‫ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﻗﺘﺼﺎ  ﺳﻼ‪ T‬ﻣﻲﭘﺮ‪ .‬ﻧﻮﻳﺴﻨﺪ< ﻫﻤﭽﻨﻴﻦ ﻳﻦ ﺑﺨﺶ‬ ‫ﺑﻪ ﻣﺬﻫﺐ ﻣﺨﺘﻠﻒ  ﻧﺤﻮ< ﺑﺮﺧﻮ ‪J‬ﻧﻬﺎ ﺑﺎ ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﻃﺒﻴﻌﺖ  ﻧﺴﺎ‪ ,‬‬ ‫ﺷﻴﻮ< ﺑﻬﺮ<ﺑﺮ‪  $‬ﻃﺒﻴﻌﺖ ﺷﺎ< ﻣﻲﻛﻨﺪ  ﻳﻦ <  ﻣﻨﺎﺑﻊ ﻣﺨﺘﻠﻒ‬ ‫ﻏﺮﺑﻲ  ﺷﺮﻗﻲ ﺷﻮﻫﺪ‪ <J  $‬ﺳﺖ‪ .‬ﺑﻪ ﮔﻔﺘﻪ ﻧﻮﻳﺴﻨﺪ<  ﺻﻮ‬ ‫ﺳﺮﻣﺸﻖ ﻗﺮ ‪J ,‬ﻣﻮ<ﻫﺎ‪ $‬ﺳﻼﻣﻲﻣﻲﺗﻮ‪ ,‬ﺑﻪ ﺗﻮﻧﻲ ﻣﻴﺎ‪ ,‬ﻧﻴﺎﻫﺎ‪$‬‬ ‫ﻧﺴﺎ‪  ,‬ﺑﺮﺷﺖ  ﻃﺒﻴﻌﺖ ﺳﺖ ﻳﺎﻓﺖ‪.‬‬ ‫ﻛﺘﺎ‪ Z‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ‪ I‬ﻛﺎ  ﺳﻼ‪ T‬ﺷﺎ< ﻣﻲﻛﻨﺪ‪ .‬ﻣﺜﺎﻫﺎﻳﻲ‬ ‫ﻳﻦ ﻣﻴﻨﻪ ﺑﺎ ﺷﺎ< ﺑﻪ ﺗﺎﻳﺦ ﺻﺪﺳﻼ‪  T‬ﻧﺪﮔﻲ ﺑﺰﮔﺎ‪,‬‬ ‫ﻳﻦ‪ ،‬ﻫﻢ  ﻣﻨﺎﺑﻊ ﺷﺮﻗﻲ  ﻫﻢ ﻣﻐﺮ‪ Z‬ﻣﻴﻦ ﺑﻪ ﻏﻨﺎ‪$‬ﻳﻦ ﺑﺨﺶ‬ ‫ﻓﺰ< ﺳﺖ‪ .‬ﻗﺴﻤﺖﻫﺎﻳﻲ  ﻣﺘﻦﻳﻦ ﺑﺨﺶ ﻧﻴﺰ ﺑﻪ ﺟﺎﻳﮕﺎ< ﺑﺎ ‬ ‫ﺷﻬﺮﻫﺎ‪ $‬ﺳﻼﻣﻲﺷﺎ< ‪ .‬ﺑﺮ‪ $‬ﻣﺜﺎ ﻣﻲﺧﻮﻧﻴﻢ‪  :‬ﺷﻬﺮﻫﺎ‪$‬‬ ‫ﺳﻼﻣﻲﻫﻢﺟﻮ‪ $‬ﺑﺎ  ﺑﺎ ﻣﺴﺠﺪ  ﭘﺎﻳﺒﻨﺪ‪ $‬ﺳﺖﻧﺪﻛﺎ‪ ,‬ﺗﺠﺎ‬ ‫ ﺑﻪ ﻧﺠﺎ‪ T‬ﻓﺮﺋﺾ ﻣﺬﻫﺒﻲ ﺷﺎﻫﺪ ﻫﺴﺘﻴﻢ‪ .‬ﻧﻮﻳﺴﻨﺪ< ﻣﻲﻓﺰﻳﺪ ﻛﻪ ‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

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‫ﺻﺪ ﺳﻼ‪ T‬ﻧﻴﺰ ﻧﺪﮔﻲ ﻣﺬﻫﺒﻲ  ﻗﺘﺼﺎ‪ $‬ﻣﺮ‪  T‬ﺑﻄﻪ ﻧﺰﻳﻜﻲ ﺑﺎ‬ ‫ﻳﻜﺪﻳﮕﺮ ﺑﺮﺧﻮ ﺑﻮ< ﺳﺖ‪ $ .‬ﺑﺎ ﺳﺘﻨﺎ ﺑﻪ ﻫﻤﻴﻦ ﺷﻮﻫﺪﻳﻦ ﮔﻔﺘﻪ‬ ‫ﺑﺮ  ﻛﻪ ﻳﻬﻮﻳﺖ  ﻣﺴﻴﺤﻴﺖ ﻣﺬﻫﺒﻲ ﺷﻬﺮ‪  $‬ﻧﺰﻳﻚ ﺑﻪ ﺗﻤﺪ‪,‬‬ ‫ﺑﻮﻧﺪ ﻣﺎ ﺷﻬﺮﻫﺎ‪ $‬ﺳﻼﻣﻲﺗﻨﻬﺎ ﻫﻤﻴﺖ ﺳﻴﺎﺳﻲ ﺷﺘﻨﺪ‪ ،‬ﻣﻮ ﺗﺮﻳﺪ‬ ‫ﺟﺪ‪ $‬ﻗﺮ ﻣﻲﻫﺪ‪ .‬ﺑﻪ ﻋﺘﻘﺎ ﻧﻮﻳﺴﻨﺪ< ﻣﺸﻜﻼ ﺟﻮﻣﻊ ﺳﻼﻣﻲ‬ ‫ﻗﺮ‪,‬ﻫﺎ‪ $‬ﭘﺲ  ﻇﻬﻮ ﺳﻼ‪  T‬ﻧﺒﺎﻳﺪ  ﻧﻮ‪ l‬ﻣﺬﻫﺐ ‪J‬ﻧﻬﺎ ﺟﺴﺘﺠﻮ ﻛﺮ‪،‬‬ ‫ﭼﻨﺎﻧﭽﻪ ﻣﻨﻴﺖ  ﺛﺒﺎ  ﺟﻮﻣﻪ ﻟﻴﻪ ﺳﻼﻣﻲﺑﻪ ﺳﺘﺎﻫﺎ‪ $‬ﻋﻠﻤﻲ‪،‬‬ ‫ﻓﺮﻫﻨﮕﻲ  ﻗﺘﺼﺎ‪ $‬ﻣﻨﺠﺮ ﺷﺪ‪ $ .‬ﻳﻦ ﻣﻴﻨﻪ ﺑﻪ ﺷﻮﻫﺪ‪ $‬ﺑﻪ ﻧﻘﻞ‬ ‫ ﺑﺮﻳﺎ‪ ,‬ﺗﺮﻧﺮ  ﻣﻮ ﭘﻴﺸﺮﻓﺖﻫﺎ‪ $‬ﺷﮕﺮ‪ u‬ﺗﻤﺪ‪ ,‬ﺳﻼﻣﻲ ﻧﺨﺴﺘﻴﻦ‬ ‫ﻗﺮ‪,‬ﻫﺎ‪ $‬ﻇﻬﻮ ﺳﻼ‪ T‬ﺷﺎ< ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻣﻮ‪  $‬ﺗﻔﺎﻫﺎ‪ $‬ﻣﻴﺎ‪ ,‬ﺟﻮﻣﻊ ﺷﻴﻌﻪ  ﺳﻨﻲ ﺑﺎ ﺷﺎ< ﺑﻪ‬ ‫ﻣﺜﺎﻫﺎﻳﻲ  ﺟﺎﻣﻌﻪﻳﺮﻧﻲ  ﻛﺸﻮﻫﺎ‪ $‬ﻣﺴﻠﻤﺎ‪ ,‬ﺷﻤﺎ ﻓﺮﻳﻘﺎ  ﻫﻤﭽﻨﻴﻦ‬ ‫ﺗﻮﺟﻪ ﺑﻪ ﺗﺒﺎ‪ t‬ﻋﻠﻤﺎ ﺑﺎ ﺑﺎ ﻛﻪ ﭘﺮﺧﺖ ﻣﺎﻟﻴﺎﻫﺎﻳﻲ  ﺑﻪ ﺻﻮ‬ ‫ﺧﻤﺲ ﺑﻪ ﻫﻤﺮ< ﺷﺘﻪ  ﻳﮕﺮ ﻣﻮ‪ $‬ﺳﺖ ﻛﻪ ﻳﻦ ﺑﺨﺶ ﺑﺎ‬ ‫ﺳﺘﻔﺎ<  ﻣﺮﺟﻌﻲ ﭼﻮ‪ ,‬ﻧﺴﺖ ﮔﻠﻨﺮ  ﻛﺘﺎ‪" Z‬ﺟﺎﻣﻌﻪ ﺳﻼﻣﻲ" ‪J‬ﻣﺪ<‬ ‫ﺳﺖ‪.‬‬ ‫ﻓﺼﻞ ﭼﻬﺎ‪ T‬ﺑﺎ ﻋﻨﻮ‪" ,‬ﺑﺎﻓﻨﺪﮔﺎ‪  ,‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪ :$‬ﺑﺮﺳﻲ‬ ‫ﻧﺰﻳﻚ" ﻧﻘﺶ ﺳﻼ‪   T‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪$‬ﻳﺮ‪ ,‬ﻣﻮ ﺑﺮﺳﻲ‬ ‫ﻗﺮ ﻣﻲﻫﺪ  ﺑﺮ‪ $‬ﻧﺠﺎ‪T‬ﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺷﻬﺮ ﻛﺎﺷﺎ‪  ,‬ﭼﻬﺎ ﺳﺘﺎ‪$‬‬ ‫ﻧﺰﻳﻚ ‪  ,J‬ﺑﺮﮔﺰﻳﺪ< ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﺟﻤﻊ‪ $J‬ﻃﻼﻋﺎ‪ ،‬ﻣﺤﻘﻖ ﺑﻪ‬ ‫‪I‬ﻫﺎ‪ $‬ﺗﺤﻘﻴﻖ ﻣﻴﺪﻧﻲ ﻧﻈﻴﺮ ﻣﺼﺎﺣﺒﻪﻫﺎ‪ $‬ﻏﻴﺮﺳﻤﻲ ﻣﺸﺎﻫﺪ< ‪$‬‬ ‫‪ <J‬ﺳﺖ‪ .‬ﺑﺎﻳﻦ ‪ 134 I‬ﺑﺎﻓﻨﺪ< ﻣﻮ ﺑﺮﺳﻲ ﻗﺮ ﮔﺮﻓﺘﻪﻧﺪ ‬ ‫ﻧﺘﺎﻳﺞ ﺟﻤﻊ‪  $J‬ﻃﺒﻘﻪﺑﻨﺪ‪ $‬ﺷﺪ< ﺳﺖ‪  .‬ﺟﺪﻟﻲ ﻛﻪ  ﻣﻪﻳﻦ‬ ‫ﺑﺨﺶ ‪J‬ﻣﺪ< ﻃﻼﻋﺎﺗﻲ  ﻣﻮ ﺳﻦ‪ ،‬ﺟﻨﺲ‪ ،‬ﺗﺤﺼﻴﻼ‪ ،‬ﺳﺎﺑﻘﻪ ﻓﻌﺎﻟﻴﺖ‪،‬‬ ‫ﻛﻴﻔﻴﺖ  ﺗﺒﻪ ﻛﺎ‪J $‬ﻧﺎ‪ ،,‬ﮔﺮﻳﺸﺎ ﻳﻨﻲ‪ ،‬ﻧﺰﻳﻜﻲ ﺑﺎ ﺧﺪ‪ ،‬ﺷﺮﻛﺖ‬ ‫ ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﻣﺬﻫﺒﻲ  ﺳﻴﺎﺳﻲ ‪ ...‬ﺋﻪ  ﻣﻮ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ‬ ‫ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ  ﻣﻮ ﻳﮕﺮ‪ $‬ﻛﻪ ﺑﻪ ﺗﻔﻜﻴﻚ ﻫﺮ ﻣﺤﻞ‬ ‫ﻣﻮ ﺑﺮﺳﻲ ‪J‬ﻣﺎ‪  $‬ﺗﺤﻠﻴﻞ ﻗﺮ ﮔﺮﻓﺘﻪ ﮔﺮﻳﺸﺎ ﻣﺬﻫﺒﻲ  ﻛﻴﻔﻴﺖ‬ ‫ﻣﺤﺼﻮﻻ ﺗﻮﻟﻴﺪ‪$‬ﻳﻦ ﺑﺎﻓﻨﺪﮔﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫ ﻓﺼﻞ ﭘﻨﺠﻢ "ﻋﺎ  ﺳﻮ‪ T‬ﻣﺬﻫﺒﻲ‪ ،‬ﻗﺘﺼﺎ  ﺟﺎﻣﻌﻪ" ﻣﺤﻘﻖ‬ ‫ﻣﻄﺎﻟﻌﻪ ﺧﻮ  ﺑﺮ ﻃﺮﺣﺎ‪  ,‬ﻧﮕﺮﻫﺎ‪ $‬ﻗﺎﻟﻲ ﻣﺘﻤﺮﻛﺰ ﺳﺎﺧﺘﻪ ﺳﺖ‪.‬‬ ‫ﺗﻮﺟﻪ ﺑﻪﻳﻦ ﺑﺨﺶ ﻧﻴﺰ ﭼﻨﺎﻧﭽﻪ ﻧﻮﻳﺴﻨﺪ<  ﻛﺘﺎ‪ <J Z‬ﺳﺖ ﺑﻪ ﺳﺒﺐ‬ ‫ﻧﻘﺶ ﻣﻬﻤﻲﺳﺖ ﻛﻪﻳﻦ ﻗﺸﺮ  ﺑﺎﻳﺎﺑﻲ  ﻗﺘﺼﺎﻳﻦ ﺻﻨﻌﺖ ﺳﺘﻲ‬ ‫ﻧﺪ‪ ،‬ﻫﻤﻴﺖ ‪ .‬ﻳﻦ ﻓﺼﻞ ﻧﻴﺰ ﻣﻮ ﻣﻮ ﻣﻄﺎﻟﻌﻪ  ﻓﺼﻞ ﭼﻬﺎ‪T‬‬ ‫ ﻣﻮ ﻃﺮﺣﺎ‪  ,‬ﻧﮕﺮ‪ ,‬ﺑﻪ ﻛﺎ ﻓﺘﻪ ﺳﺖ ﻋﻼ< ﺑﺮ ‪ ,J‬ﺑﻪ ﺑﺮﺧﻲ‬ ‫ ﻳﮋﮔﻲﻫﺎ‪ $‬ﻃﺮﺣﻲ  ﻧﮕﺮ‪ $‬ﻛﻪ  ﻣﺎﻳﻪﻫﺎ‪ $‬ﻣﺬﻫﺒﻲ ﻧﺸﺎ ﮔﺮﻓﺘﻪ‬ ‫ﺗﻮﺟﻪ ﺷﺪ< ﺳﺖ‪  .‬ﻗﺴﻤﺘﻲ ﻳﻦ ﺑﺨﺶ ﻣﻮﻓﻘﻴﺖ ﻗﺎﻟﻲﻫﺎ‪$‬ﻳﺮﻧﻲ ‬ ‫ﺧﻞ  ﺧﺎ‪  z‬ﻛﺸﻮ ﺑﻪﻳﻦ ﻟﻴﻞ ﻋﻨﻮ‪ ,‬ﺷﺪ< ﻛﻪ ﻫﺮ ﺑﻴﻨﻨﺪ<‪ $‬ﻣﻲﺗﻮﻧﺪ‬ ‫ﺑﺎ ﺗﻤﺎﺷﺎ‪$‬ﻳﻦ ‪J‬ﺛﺎ ﺑﻪ ﺗﺼﻮﻳﺮ‪J ،‬ﻫﺎ  ﻓﻠﺴﻔﻪ ﻣﻮ ﻧﻈﺮ ﻃﺮﺣﺎ‪,J ,‬‬ ‫ﭘﻲ ﺑﺒﺮ‪ .‬ﭼﻨﻴﻦ ﻣﺴﺌﻠﻪ‪  $‬ﻣﻮ ﻧﮓ‪J‬ﻣﻴﺰ‪ $‬ﻗﺎﻟﻲﻫﺎ ﻧﻴﺰ ﺻﺎ‪ p‬ﺳﺖ‪.‬‬

‫ﻳﻨﺠﺎ ﺑﻪ ﻧﻘﻞ  ﺳﻴﺪ ﺣﺴﻴﻦ ﻧﺼﺮ ﭼﻨﻴﻦ ﻣﻲﺧﻮﻧﻴﻢ‪" :‬ﻗﺎﻟﻲﻫﺎ ﭼﻪ ‪$‬‬ ‫ﻧﮓﻫﺎ‪ $‬ﺳﺎ< ﺑﺎﺷﻨﺪ  ﻳﺎ ﺳﺮﺷﺎ  ﻧﮓﻫﺎ  ﻧﻘﻮ‪ I‬ﻣﺨﺘﻠﻔﻲ ﻧﻈﻴﺮ‬ ‫‪J‬ﺑﺴﻚ  ﻏﻴﺮ< ﻫﻤﮕﻲ ﻳﺎ‪ J‬ﺑﻬﺸﺖ  ‪J‬ﺳﻤﺎ‪,‬ﻫﺎ ﺑﻮ<  ﻣﺴﻠﻤﺎﻧﺎ‪,‬‬ ‫ﺳﻨﺘﻲ  ﻛﻪ ﻏﻠﺐ ﻗﺎﺗﺸﺎ‪   ,‬ﺧﺎﻧﻪ ﺻﺮ‪ u‬ﻣﻲﻛﻨﻨﺪ ﻳﺎ ﻧﻤﺎﺷﺎ‪ ,‬‬ ‫‪ $‬ﻓﺮ‪ I‬ﻣﺴﺎﺟﺪ ﻣﻲﺧﻮﻧﻨﺪ؛ ﻗﺎ ﻣﻲﺳﺎﻧﺪ ﺗﺎ ﺣﺎ  ﻫﻮﻳﻲ ﺣﺎﻧﻲ‬ ‫ ﺗﺠﺮﺑﻪ ﻛﻨﺪ‪".‬‬ ‫ﻓﺼﻞ ﺷﺸﻢ ﺑﺎ ﻋﻨﻮ‪" ,‬ﻳﮋﮔﻲﻫﺎ‪ $‬ﻣﺬﻫﺒﻲ ﺟﺘﻤﺎﻋﻲ ﺗﺎﺟﺮ‪,‬‬ ‫ﻗﺎﻟﻲ  ﺷﻬﺮ ﻛﺎﺷﺎ‪ ",‬ﺷﺎ<‪ $‬ﺑﻪ ﺑﺎ ﻛﺎﺷﺎ‪  ,‬ﻛﻪ  ﻣﺮﻛﺰﻳﻦ‬ ‫ﺷﻬﺮ ﻗﻊ ﺷﺪ< ﺳﺖ  ﭘﺲ  ﻧﮕﺎﻫﻲ ﺑﻪ ﺧﺼﻮﺻﻴﺎ ﻇﺎﻫﺮ‪ ،$‬ﻧﺤﻮ<‬ ‫ﻣﻌﻤﺎ‪  $‬ﻳﮋﮔﻲﻫﺎ‪ $‬ﻛﺴﺒﻪﻳﻦ ﺑﺎ‪  ،‬ﻣﻮ ﻧﺤﻮ<   ﺳﺘﺪ ‬ ‫ﺧﺮﻳﺪ  ﻓﺮ‪I‬ﻳﻦ ﻗﺎﻟﻲﻫﺎ‪ ،‬ﻃﻼﻋﺎﺗﻲ ﺑﻪ ﺳﺖ ﻣﻲﻫﺪ‪  .‬ﻣﻪﻳﻦ‬ ‫ﻓﺼﻞ ﻃﻼﻋﺎ ﮔﺮ‪ $J‬ﺷﺪ<  ﻣﻮﻳﻦ ﻓﺮ ﺷﺎﻣﻞ ﻣﻮ‪ $‬ﭼﻮ‪,‬‬ ‫ﺳﻦ ﺗﺎﺟﺮ‪ ,‬ﻗﺎﻟﻲ‪ ،‬ﺗﺠﺮﺑﻪ  ﺗﺤﺼﻴﻼ ‪J‬ﻧﻬﺎ‪ ،‬ﻧﮕﺮ‪ I‬ﺑﻪ ﻛﺎ  ﻣﺬﻫﺐ‪،‬‬ ‫ﻣﺸﺎﻛﺖ  ﻧﺠﺎ‪ T‬ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﻣﺬﻫﺒﻲ‪ ،‬ﺟﺘﻤﺎﻋﻲ  ﺳﻴﺎﺳﻲ ‪ ..‬‬ ‫ﺟﺪﻟﻲ ﻋﺮﺿﻪ ﺷﺪ<  ﻣﻮ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ ﺟﺘﻤﺎﻋﻲ  ‪J‬ﻣﺎ‪ $‬ﻗﺮ‬ ‫ﮔﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ﻓﺼﻞ ﻫﻔﺘﻢ ﺗﺤﺖ ﻋﻨﻮ‪" ,‬ﻣﻘﺎﻳﺴﻪ  ﺗﻀﺎﻫﺎ" ﺑﺘﺪ ‪J‬ﻣﺎ ﺑﻪ ﺳﺖ‬ ‫‪J‬ﻣﺪ<  ﻣﻜﺎ‪,‬ﻫﺎﻳﻲ ﻛﻪ ﻣﻄﺎﻟﻌﺎ  ‪J‬ﻧﻬﺎ ﻧﺠﺎ‪ T‬ﮔﺮﻓﺘﻪ‪ ،‬ﻣﻮ ﺑﺮﺳﻲ ‬ ‫ﻣﻘﺎﻳﺴﻪ ﺟﻤﺎﻟﻲ ﻗﺮ <  ﻣﻮﻟﻒ ﺳﭙﺲ ﺑﺎ  ﻧﻈﺮ ﮔﺮﻓﺘﻦ  ﻧﻘﻄﻪ ﻛﻪ‬ ‫ﺑﻴﺸﺘﺮﻳﻦ  ﻛﻤﺘﺮﻳﻦ ﮔﺮﻳﺸﺎ ﻣﺬﻫﺒﻲ   ‪J‬ﻣﺎﮔﻴﺮ‪$‬ﻫﺎ  ﺧﻮ ﻧﺸﺎ‪,‬‬ ‫<ﻧﺪ ﺑﻄﻪ ﻣﻌﻨﺎ  ﻣﺜﺒﺘﻲ  ﻣﻴﺎ‪ ,‬ﻛﻴﻔﻴﺖ ﺑﺎﻓﺖ ﻗﺎﻟﻲﻫﺎ ﻳﻤﺎ‪,‬‬ ‫ﻣﺬﻫﺒﻲ ﻧﺸﺎ‪ < ,‬ﺳﺖ‪ $ .‬ﻫﻤﭽﻨﻴﻦ ﻧﺘﻴﺠﻪ ﮔﺮﻓﺘﻪ ﺳﺖ ﻛﻪ ‪ $‬‬ ‫ﻣﺮﻛﺰ ﺷﻬﺮ‪  $‬ﻧﺒﻮ ﻣﻜﺎﻧﺎﺗﻲ ﻣﺜﻞ ﻣﺴﺠﺪ  ﺣﺎﻧﻲ ﻣﺤﻞ ﺳﺒﺐ ﻓﺎﺻﻠﻪ‬ ‫ﮔﺮﻓﺘﻦ  ‪J‬ﻣﻮ<ﻫﺎ‪ $‬ﻣﺬﻫﺒﻲ   ﻧﺘﻴﺠﻪ ﺿﻌﻒ ﺗﻮﻟﻴﺪ ﺻﻨﻌﺖ ﻗﺎﻟﻲﺑﺎﻓﻲ‬ ‫ﻳﻦ ﻣﻜﺎ‪,‬ﻫﺎ ﺷﺪ< ﺳﺖ‪.‬ﻳﻦ ﻧﺘﺎﻳﺞ ﻧﻴﺰ  ﺟﺪ ‪J‬ﻣﺎ‪ $‬ﻣﻮ ﺗﺠﺰﻳﻪ‬ ‫ ﺗﺤﻠﻴﻞ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﺎﻧﻲ ﻛﻪ ﺑﻄﻪ‪ $‬ﻧﺰﻳﻚﺗﺮ ‬ ‫ﭘﻮﻳﺎﺗﺮ ﻣﻴﺎ‪ ,‬ﻣﺮﻛﺰ ﺑﺰگ ﺷﻬﺮ‪ $‬ﻣﺜﻞ ﻛﺎﺷﺎ‪ ,‬ﺳﺘﺎﻫﺎ‪ $‬ﻃﺮ‪ u‬ﺟﻮ‬ ‫‪ ،‬ﻳﮋﮔﻲﻫﺎ‪ $‬ﻣﺬﻫﺒﻲ  ﺳﺘﺎ ﺑﻴﺸﺘﺮ ﺳﺖ  ﺑﺮﻋﻜﺲ‪.‬‬ ‫ ﭘﺎﻳﺎ‪ ,‬ﻧﻴﺰ ﻓﺼﻞ ﻫﺸﺘﻢ ﻧﺘﻴﺠﻪﮔﻴﺮ‪  $‬ﺧﻼﺻﻪ ﻛﺘﺎ‪  Z‬ﺷﺎﻣﻞ‬ ‫ﻣﻲﺷﻮ‪ .‬ﻳﻦ ﻓﺼﻞ ﻣﻲﺧﻮﻧﻴﻢ ﻛﻪ ﺑﺮ‪ $‬ﻣﻄﺎﻟﻌﻪ ﻳﺪﮔﺎ<ﻫﺎ‪ $‬ﻣﺴﻠﻤﺎﻧﺎ‪,‬‬ ‫ ﻣﻮ ﻛﺎﻣﻲﺗﻮ‪ ,‬ﭼﻨﺎﻧﭽﻪ ﻳﻦ ﻛﺘﺎ‪J Z‬ﻣﺪ< ﺳﺖ‪،‬ﻳﻦ ﭘﺪﭘﺪ<ﻫﺎ  ‬ ‫ﻣﻴﺎ‪ ,‬ﻣﺴﻠﻤﺎﻧﺎ‪ ,‬ﺷﻴﻌﻪ ﻛﺎﺷﺎ‪  ,‬ﺳﺘﺎﻫﺎ‪ $‬ﻃﺮ‪ ,J u‬ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻗﺮ‬ ‫  ﻣﺸﺎﻫﺪ< ﻛﺮ ﻛﻪ ﻋﺘﻘﺎ ﻳﻤﺎ‪ ,‬ﺷﻴﻌﻴﺎ‪ ,‬ﺗﺎ ﭼﻪ ﻧﺪ<  ﻣﻮﻓﻘﻴﺖ‬ ‫‪J‬ﻧﻬﺎ  ﺻﻨﻌﺖ ﺳﺘﺎﻳﻲ ﻗﺎﻟﻲﺑﺎﻓﻲ ﻧﻘﺶ ﺷﺘﻪ ﺳﺖ‪.‬‬ ‫ﻛﺘﺎ‪"Z‬ﻛﺎ  ﻣﺬﻫﺐ ﻳﺮ‪ ",‬ﻋﻼ< ﺑﺮ  ﺿﻤﻴﻤﻪ ﺷﺎﻣﻞ ﺟﺪﻟﻲ‬ ‫ ﻣﻮ ﻗﻴﻤﺖ ﻗﺎﻟﻲﻫﺎ ﺑﺮ ﺣﺴﺐ ﻣﺘﺮ ﻣﺮﺑﻊ  ﻣﻜﺎ‪,‬ﻫﺎ‪ $‬ﻣﻄﺎﻟﻌﻪ ‬ ‫ﺗﻮﺿﻴﺤﺎﺗﻲ  ﻣﻮ ﺟﺎﻳﮕﺎ< ﻗﺎﻟﻲ ﻛﺎﺷﺎ‪  ,‬ﻧﻮ‪ l‬ﻃﺮﺣﺎﻳﻲ ﻛﻪ  ‪ ,J‬ﺑﻪ‬ ‫ﻛﺎ ﻣﻲ  ﻳﮋﮔﻲﻫﺎ‪$‬ﻳﻦ ﻃﺮ}ﻫﺎ‪ ،‬ﺷﺎﻣﻞ ﻛﺘﺎ‪Z‬ﺷﻨﺎﺳﻲ  ﻟﻐﺘﻨﺎﻣﻪ‪$‬‬ ‫ﺳﺖ ﻛﻪ  ‪ ,J‬ﺻﻄﻼﺣﺎ ﺑﻪ ﻛﺎ ﻓﺘﻪ  ﻛﺘﺎ‪ Z‬ﻛﻪ ﻣﻌﺎﻟﻲ ﺑﺮ‪J $‬ﻧﻬﺎ‬ ‫ﻳﺎﻓﺖ ﻧﺸﺪ< ﻳﺎ ﺳﺎﻣﻲﺧﺎ‪ c‬ﺗﻮﺿﻴﺢ < ﺷﺪ< ﺳﺖ‪.‬‬

‫‪/‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪/ H‬ﻳﺮ‪H‬‬

‫ﻣﻮﻟﻒ‪/ :‬ﻛﺘﺮ ﻋﻠﻲ ﺳﺎﻋﻲ‬ ‫ﻧﺘﺸﺎ‪] :‬ﮔﺎ‬ ‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ‪ :‬ﻋﻠﻲ ﺷﺮﻳﻔﻲ)ﻛﺎﺷﻨﺎﺳﻲ ﺷﺪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ(‬

‫ﻣﻌﺮﻓﻲ‬

‫ﻛﺘﺎ‪» Z‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪ «,‬ﺛﺮ ﻛﺘﺮ ﻋﻠﻲ ﺳﺎﻋﻲ‪ ،‬ﺑﻪ ﻋﻨﻮ‪,‬‬ ‫ﻳﻚ ﻛﺘﺎ‪ Z‬ﺗﺤﻘﻴﻘﻲ  ﻣﻴﻨﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺳﻴﺎﺳﻲﻳﺮ‪ ،,‬ﺗﻮﺳﻂ‬ ‫ﻧﺘﺸﺎ ‪J‬ﮔﺎ<  ﺳﺎ ‪ 1386‬ﻣﻨﺘﺸﺮ ﺷﺪ< ﺳﺖ‪ .‬ﻳﻦ ﻛﺘﺎ‪ Z‬ﻣﺤﻘﻖ‬ ‫ﺗﻼ‪ I‬ﻣﻲﻛﻨﺪ ﺗﺎ ﻓﺮ‪J‬ﻳﻨﺪ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪  ,‬ﺗﺒﻴﻴﻦ ﻛﻨﺪ‪ $ .‬ﺑﺎ‬ ‫ﺳﺘﻨﺎ ﺑﻪ ﺷﻮﻫﺪ ﺗﺠﺮﺑﻲ ﻧﺸﺎ‪ < ,‬ﺳﺖ ﻛﻪ  ﻃﻲ ﻳﻚ ﻗﺮ‪-1385) ,‬‬ ‫‪(1285‬ﻳﺮﻧﻴﺎ‪ ,‬ﻫﻤﻮ< ﻃﺎﻟﺐ ‪I‬ﻫﺎ‪ $‬ﺳﻴﺎﺳﻲ ﻣﺜﻞ ‪ ،$J‬ﻣﺸﺎﻛﺖ‬ ‫ﺳﻴﺎﺳﻲ‪ ،‬ﺑﺮﺑﺮ‪ $‬ﻣﺪﻧﻲ  ﻣﺤﺪ ﺳﺎ‪ $‬ﺧﺘﻴﺎ ﺣﺎﻛﻤﺎ‪ ,‬ﺑﻪ ﻗﻮﻋﺪ‬ ‫ﺳﺎﺳﻲ ﺑﻮ<ﻧﺪ‪ .‬ﻣﺤﻘﻖ ﻳﻦ ﻛﺘﺎ‪ Z‬ﭼﻬﺎ ﻗﻌﻪ ﻣﻮﻛﻮﺗﻴﻚ  ﻋﺮﺻﻪ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺳﻴﺎﺳﻲ  ﻣﻮ ﺗﺒﻴﻴﻦ ﻗﺮ < ﻧﺪ‪ .‬ﻧﻘﻼ‪ Z‬ﻣﺸﺮﻃﻪ‪،‬‬ ‫ﻧﻬﻀﺖ ﻣﻮﻛﺮﺗﻴﻚ ﻣﻠﻲ‪ ،‬ﻧﻘﻼ‪ Z‬ﺟﻤﻬﻮ‪ $‬ﺧﻮﻫﻲ  ﻗﻌﻪ ﻣﻮﻛﺮﺗﻴﻚ‬ ‫‪ T‬ﺧﺮ ‪ $ .1376‬ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪ ﻓﺮﭘﺎﺷﻲ ژﻳﻢ ﻗﺘﺪﮔﺮ ﻳﺮ‪,‬‬ ‫ ﻣﺎ‪ ,‬ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻲﺷﺮ‪ l‬ﺷﺪ< ﺳﺖ‪ .‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﺑﺎ ﺑﺮﻗﺮ‪$‬‬ ‫ﻓﺮﻧﺪ‪ T‬ﺑﺮ‪ $‬ﺗﻌﻴﻴﻦ ﻧﻮ‪ l‬ﻧﻈﺎ‪ T‬ﺳﻴﺎﺳﻲ)ﻧﻈﺎ‪ T‬ﺟﻤﻬﻮ‪ $‬ﺳﻼﻣﻲ(‬ ‫ ‪J 1358/1/12‬ﻏﺎ ﺷﺪ‪  .‬ﻣﻪ‪،‬ﻳﻦ ﻣﺮﺣﻠﻪ ﺑﺎ ﺗﻐﻴﻴﺮ ﺳﺎﺧﺘﺎﻫﺎ‪$‬‬ ‫ﻗﺘﺪﮔﺮﻳﻲ ﺳﻠﻄﻨﺘﻲ ﺑﻪ ﺳﺎﺧﺘﺎﻫﺎ‪ $‬ﺟﺪﻳﺪ  ﻧﻬﺎﻫﺎ‪ $‬ﻣﻮﻛﺮﺗﻴﻚ )‬ ‫ﻗﺒﻴﻞ ﭘﺎﻟﻤﺎ‪  ,‬ﻳﺎﺳﺖ ﺟﻤﻬﻮ‪  ($‬ﻗﺎﻟﺐ ﺗﺪﻳﻦ ﻗﺎﻧﻮ‪ ,‬ﺳﺎﺳﻲ ﺟﺪﻳﺪ‬ ‫ﻫﻤﺮ< ﺷﺪ)‪.(22 ،c‬‬

‫ﻣﺤﻘﻖ  ﻓﺼﻞ  ﻣﺴﺄﻟﻪ ﻣﻮﻛﻮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪  ,‬ﻣﻄﺮ}‬ ‫ﻣﻲﻛﻨﺪ  ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪ ,‬ﻓﺮ‪J‬ﻳﻨﺪ‪ $‬ﺳﺖ ﻛﻪ‬ ‫ﺗﻐﻴﻴﺮ ‪ ,J‬ﻣﻲﺗﻮﻧﺪ ﺑﺎ ﺗﻮﺳﻞ ﺑﻪ ﺑﺮﺧﻲ  ﻋﻮﻣﻞ ﻣﻲﺗﻮﻧﺪ ﺗﺒﻴﻴﻦ ﺷﻮ‪.‬‬ ‫ﻣﺤﻘﻖ  ﻓﺼﻞ ‪ T‬ﺑﻪ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﺷﺎ<  ﻧﻈﺮﻳﻪﻫﺎ‪$‬‬ ‫ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪  ,‬ﺑﻪ  ﺳﺘﻪ ﻋﺎ‪ T‬ﺗﻘﺴﻴﻢ ﻣﻲﻛﻨﺪ‪:‬‬ ‫‪ - 1‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺳﺎﺧﺘﺎ ﮔﺮﻳﺎﻧﻪ‬ ‫‪ - 2‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﮔﺬ)‪(39 c‬‬ ‫‪ $‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻣﺎﻛﺲ‪ ،‬ﻣﻮ‪ ،‬ﻫﺎﻧﺘﻴﻨﮕﺘﻮ‪ ،,‬ﮔﺮ‪ T‬ﮔﻴﻞ‪ ،‬ﻛﺎﺗﻮﻳﺎ‪،,‬‬ ‫ﺑﺸﻴﺮﻳﻪ‪ ،‬ﻟﭙﻴﺴﺖ‪ ،‬ﻳﺎﻣﻮﻧﺪ ﺑﺮ ‪ ،‬ﻧﻈﺮﻳﻪ ﻟﺖ ﻧﺘﻴﺮ  ﻧﻈﺮﻳﻪ‬ ‫ﻧﻬﺎﻧﻦ   ﻗﺴﻤﺖ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺳﺎﺧﺘﺎﮔﺮﻳﺎﻧﻪ ﻗﺮ ﻣﻲﻫﺪ  ‪J‬ﻧﻬﺎ‬ ‫ ﻣﻄﺮ} ﻣﻲﻛﻨﺪ‪ .‬ﻧﻈﺮﻳﻪ ﺳﺘﻮ‪ ،‬ﻫﺎﻧﺘﻴﻨﮕﺘﻮ‪  ,‬ﭘﺮﺳﻜﻲ  ﺑﺨﺶ‬ ‫ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﮔﺬ ﻣﻄﺮ} ﺷﺪ< ﻧﺪ‪.‬‬ ‫ﻓﺼﻞ ﺳﻮ‪ T‬ﻛﺘﺎ‪ Z‬ﺑﻪ ﺗﺤﻘﻴﻘﺎ ﭘﻴﺸﻴﻦ ﺧﺘﺼﺎ‪ c‬ﻳﺎﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ﻛﺘﺎ‪ Z‬ﻣﻮ‪ z‬ﺳﻮ‪T‬ﻫﺎﻧﺘﻴﻨﮕﺘﻮ‪  ,‬ﺗﺤﻘﻴﻘﺎ ﻧﻬﺎﻧﻦ ﻳﻦ ﻓﺼﻞ ﺑﻪ ﺻﻮ‬ ‫ﺧﻼﺻﻪ  ﮔﺬ ﻣﻄﺮ} ﺷﺪ< ﺳﺖ‪ .‬ﻣﺤﻘﻖ ﺳﭙﺲ ﺑﻪ ﻛﺎﻫﺎ‪ $‬ﺗﺠﺮﺑﻲ‬ ‫ﻳﺮ‪ ,‬ﺷﺎ< ﻣﻲﻛﻨﺪ‪ $ .‬ﭼﻬﺎ ﭘﺎﻳﺎ‪ ,‬ﻧﺎﻣﻪ ﻛﺎﺷﻨﺎﺳﻲ ﺷﺪ  ﻳﻦ‬ ‫ﻓﺼﻞ ﺑﻪ ﺻﻮ ﺧﻴﻠﻲ ﺧﻼﺻﻪ ﻣﻄﺮ} ﻛﺮ<  ﺳﭙﺲ ‪J‬ﻧﻬﺎ  ﻣﻮ ﻧﻘﺪ‬ ‫ﻗﺮ ﻣﻲﻫﺪ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ﻓﺼﻞ ﭼﻬﺎ‪ T‬ﺑﻪ ﺗﺒﻴﻴﻦ ﻧﻈﺮ‪ $‬ﻣﺴﺌﻠﻪ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﺧﺘﺼﺎ‪c‬‬ ‫ﻳﺎﻓﺘﻪ ﺳﺖ‪ .‬ﻧﻘﺪ ﻧﻈﺮﻳﻪﻫﺎ ﺳﺎ‪W‬ﻳﻦ ﻓﺼﻞ ﺳﺖ‪ .‬ﻓﺼﻞ ﭘﻨﺠﻢ ﺑﻪ ﻣﺴﺄﻟﻪ‬ ‫‪ I‬ﺷﻨﺎﺧﺘﻲ ﺷﺎ< ‪.‬‬ ‫ﻣﺤﻘﻖ  ﻓﺼﻞ ﺷﺸﻢ ﺑﻪ ﺗﺤﻠﻴﻞ ﺗﺠﺮﺑﻲ   ﻓﺼﻞ ﻫﻔﺘﻢ ﺑﻪ‬ ‫ﻧﺘﻴﺠﻪ ﮔﻴﺮ‪ $‬ﭘﺮﺧﺘﻪ ﺳﺖ   ﭘﺎﻳﺎ‪ ,‬ﻛﺘﺎ‪ Z‬ﺑﻪ ﻣﺤﺪﻳﺖﻫﺎ ﺗﺤﻘﻴﻖ ‬ ‫ﭘﻴﺸﻨﻬﺎﻫﺎ‪ $‬ﺑﺮ‪ $‬ﺗﺤﻘﻴﻘﺎ ‪J‬ﺗﻲ ﺷﺎ< ﻛﺮ< ﺳﺖ‪.‬‬ ‫ﻣﺤﻘﻖ ﻳﻦ ﻛﺘﺎ‪ Z‬ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪,‬‬ ‫ﺗﻮﺳﻂ ﻣﺘﻐﻴﺮ ﻣﺪﻧﻴﺰﺳﻴﻮ‪  ,‬ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﻗﺎﺑﻞ ﺗﺒﻴﻴﻦ ﺳﺖ‪ .‬ﺗﻮﺳﻌﻪ‬ ‫ﻗﺘﺼﺎ‪ $‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﺷﺎﺧﺺ ﻣﺪﻧﻴﺰﺳﻴﻮ‪  ,‬ﻃﺮﻳﻖ ﻫﻤﺒﺴﺘﮕﻲ‬ ‫ﺑﺎ ﻓﺰﻳﺶ ﻗﺸﺮﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺟﺪﻳﺪ  ﺗﻮﺳﻌﻪ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﺑﺮ ‪$‬‬ ‫ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﺛﺮ ﻣﺜﺒﺖ ‪.‬‬ ‫ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻓﺮ‪J‬ﻳﻨﺪ ﺷﺎﻣﻞ ﺳﻪ ﻣﺮﺣﻠﻪ ﻳﺮ ﺳﺖ‪:‬‬ ‫‪(1‬ﻓﺮﭘﺎﺷﻲ ژﻳﻢ ﻗﺘﺪ ﮔﺮ؛ ‪ (2‬ﻓﺮﻳﻨﺪ ﮔﺬ ﻣﻮﻛﺮﺗﻴﻚ  ‪ (3‬ﻓﺮﻳﻨﺪ‬ ‫ﺗﺤﻜﻴﻢ ﻣﻮﻛﺮﺳﻲ‪ .‬ﻣﺤﻘﻖ ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪﻳﺮ‪  ,‬ﻣﺮﺣﻠﻪ  ﻓﺮﭘﺎﺷﻲ‬ ‫ژﻳﻢﻫﺎ‪ $‬ﻗﺘﺪﮔﺮ  ﮔﺬ ﻣﻮﻛﺮﺗﻴﻚ  ﻃﻲ ﻧﻤﻮ< ﺳﺖ   ﻣﺮﺣﻠﻪ‬ ‫ﺳﻮ‪ T‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﻌﻨﻲ ﺗﺤﻜﻴﻢ ﻣﻮﻛﺮﺗﻴﻚ ﻗﺮ ‪ $ .‬ﻣﺪﻋﻲ‬ ‫ﺳﺖ ﻛﻪ ﻣﺮﺣﻠﻪ   ‪ T‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪  ,‬ﻗﺎﻟﺐ ﻗﻌﻪ‬ ‫ﻣﺸﺮﻃﻪ ﺧﻮﻫﻲ  ﺟﻤﻬﻮ‪ $‬ﺧﻮﻫﻲ ﻣﺤﻘﻖ ﺷﺪ< ﺳﺖ‪ .‬ﻣﺎﻳﻦ ﻓﺮﻳﻨﺪ‬ ‫ ﻣﺮﺣﻠﻪ ﺳﻮ‪T‬؛ ﻣﺮﺣﻠﻪ ﺗﺤﻜﻴﻢ ﻣﻮﻛﺮﺗﻴﻚ ﺑﺎ ﻣﺸﻜﻞ ﺑﺮ ﺷﺪ< ‬ ‫ﺷﺎﻫﺪ ﺑﺎﮔﺸﺖ ﻳﺎ ﺑﺎﺗﻮﻟﻴﺪ ﻋﻨﺎﺻﺮ‪  $‬ﻗﺘﺪﮔﺮﻳﻲ ﻫﺴﺘﻴﻢ‪.‬ﻳﻦ ﻋﺎ‬ ‫ ﻗﻌﻪ ﻣﻮﻛﺮﺗﻴﻚ ﻣﻠﻲ  ‪ T‬ﺧﺮ ‪)1376‬ﻛﻪ ﺑﻪ ﻣﻨﻈﻮ ﺗﻘﻮﻳﺖ ‬ ‫ﺣﻴﺎ‪J $‬ﻣﺎ‪,‬ﻫﺎ‪ $‬ﻗﺎﻳﻪ ﻗﺒﻞ  ﺧﻮ { <ﻧﺪ( ﻧﻴﺰ ﺻﺎ‪ p‬ﺳﺖ‪،c).‬‬ ‫‪.(20‬‬ ‫ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻖ = ﺑﻪ ﻗﺮ ‪2‬ﻳﺮ ﺳﺖ‪:‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻳﺮ‪ ,‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪ $‬ﺑﻪ ﺻﻮ ﻣﺴﺘﻘﻴﻢ ﺑﺮ ‪$‬‬ ‫ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﺗﺎﺛﻴﺮ ﻣﻨﻔﻲ )‪ .(-/22‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪  $‬ﻃﺮﻳﻖ‬ ‫ﺗﻮﺳﻌﻪ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﺗﺎﺛﻴﺮ ﻣﻨﻔﻲ ﺑﺮ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪.(-/07) ,‬‬ ‫ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪  $‬ﻃﺮﻳﻖ ﺗﻮﺳﻌﻪ ‪J‬ﻣﻮﺷﻲ ﺑﺮ ﻣﻮﻛﺮﺳﻲ ﺗﺎﺛﻴﺮ ﻣﺜﺒﺖ‬ ‫)‪ .(+/75‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪  $‬ﻃﺮ‪ p‬ﺗﻮﺳﻌﻪ ‪J‬ﻣﻮﺷﻲ  ﺗﻮﺳﻌﻪ ﺟﺎﻣﻌﻪ‬ ‫ﻣﺪﻧﻲ ﺗﺎﺛﻴﺮ ﻣﺜﺒﺘﻲ ﺑﺮ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪(191-190 ،c)(+/18) ,‬‬ ‫‪  $‬ﺗﺤﻠﻴﻠﻲ ﺗﺌﻮﻳﻚ ﭼﻨﻴﻦ ﻧﺘﻴﺠﻬﻤﻲﮔﻴﺮ‪ :‬ﻣﻲﺗﻮ‪ ,‬ﮔﻔﺖ ﮔﺮ‬ ‫ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪ $‬ﺑﺎ ﺻﻨﻌﺘﻲ ﺷﺪ‪),‬ﺧﺎ‪  z‬ﻣﺤﺪ< ﻟﺖ( ﻫﻤﺮ< ﺑﺎﺷﺪ ﺑﻪ‬ ‫ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ .‬ﺛﺮﺗﻲ ﻛﻪ  ﻣﻨﺎﺑﻊ ﻃﺒﻴﻌﻲ ﻣﺜﻞ ﻧﻔﺖ ﻳﺎ‬ ‫ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﻗﺘﺼﺎ‪ $‬ﻟﺖ ﻣﺤﻮ ﺑﺪﺳﺖ ﻣﻲ‪J‬ﻳﺪ ‪ $‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪,‬‬ ‫ﺛﺮ ﻣﻨﻔﻲ ‪J .‬ﻣﺪﻫﺎ‪ $‬ﻧﻔﺘﻲ  ﻃﺮﻳﻖ ﮔﺴﺘﺮ‪ I‬ﺑﻮﻛﺮﺳﻲ ﻟﺘﻲ ‬ ‫ﺑﻲ ﻧﻴﺎﺳﺎ‪ $‬ﻟﺖ  ﺧﺬ ﻣﺎﻟﻴﺎ  ﻣﺮ‪ T‬ﺑﺮ ‪ $‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﺛﺮ‬ ‫ﻣﻨﻔﻲ ‪ .‬ﺑﺮ ﻣﻨﺒﺎ‪$‬ﻳﻦ ﺳﺘﺪﻻ ﻧﻈﺮ‪ $‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪)$‬ﻓﺰﻳﺶ ﺗﻮﻟﻴﺪ‬ ‫ﻧﺎﺧﺎﻟﺺ ﻣﻠﻲ‪ ،‬ﺳﺮﻣﺎﻳﻪ ﮔﺬ‪ $‬ﺻﻨﻌﺘﻴﻒ ﻓﺰﻳﺶ ﻧﻴﺮ‪ $‬ﻛﺎ ﺻﻨﻌﺘﻲ‬ ‫ ﺷﻬﺮ‪ $‬ﺷﺪ‪ (,‬ﺑﻪ ﺧﻮ‪ $‬ﺧﻮ ﻣﻨﺠﺮ ﺑﻪ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻧﻤﻲﺷﻮ‪.‬‬

‫ﺑﻄﻪ ﻣﻨﻔﻲ ﻣﺸﺎﻫﺪ< ﺷﺪ< ﻣﻴﺎ‪ ,‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪  $‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬‬ ‫ﻣﻲﺗﻮ‪ ,‬ﺑﻪ ﻧﻮ‪ l‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪ $‬ﻳﺮ‪ ,‬ﻧﺴﺒﺖ ‪ .‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪$‬‬ ‫ﻳﺮ‪ ,‬ﻗﺘﺪ ﮔﺮﻳﺎﻧﻪ  ﻣﺒﺘﻨﻲ ﺑﺮ ‪J‬ﻣﺪﻫﺎ‪ $‬ﻧﻔﺘﻲ ﺳﺖ‪ .‬ﺑﺎ‪ Z‬ﻣﺸﺎﻫﺪ<‬ ‫ﺑﻄﻪ ﻣﻨﻔﻲ ﻣﻴﺎ‪ ,‬ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪  $‬ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﺷﺎﻳﺪ ﺑﻪ ﺗﻮ‪ ,‬ﮔﻔﺖ‬ ‫ﻫﺮ ﭼﻪ ﻗﺪ ﻳﻮﻧﺴﺎﻻ‪ $‬ﻟﺘﻲ ﺑﻴﺸﺘﺮ ﺑﺎﺷﺪ‪ ،‬ﻗﺪ ﻧﻬﺎﻫﺎ‪ $‬ﻣﺪﻧﻲ‬ ‫ﺿﻌﻴﻒﺗﺮ ﺳﺖ)‪.(193 ،c‬‬ ‫ﻧﻘﺪ  ﺑﺮﺳﻲ‬

‫ﻳﻦ ﻛﺘﺎ‪  Z‬ﭼﻨﺪﻳﻦ ﻧﻈﺮ ﻗﺎﺑﻞ ﻧﻘﺪ ﺳﺖ‪ .‬ﻣﺎ ﻧﻘﺪﻫﺎ‪  < $‬‬ ‫ﭘﻨﺞ ﺷﻜﻞ ﻋﺎ‪ T‬ﻃﺮ} ﻣﻲﻛﻨﻴﻢ‪:‬‬ ‫ﻧﻘﺪ ﻫﻴﺎﻓﺖ‬

‫‪ $ - 1‬ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪﻳﺮ‪  ,‬ﺳﺎ ‪ 1285‬ﺑﺎ ﻓﺮﭘﺎﺷﻲ ژﻳﻢ‬ ‫ﻗﺘﺪﮔﺮ  ﻣﺮﺣﻠﻪ ﮔﺬ ﻣﻮﻛﺮﺗﻴﻚ ﺷﺪ< ﺳﺖ‪.‬ﻳﻦ ﺗﻠﻘﻲ ﻛﻪ ﺗﻮﺳﻂ‬ ‫ﺻﺎﺣﺐ ﻧﻈﺮ‪ ,‬ﻣﺘﻌﺪ‪  $‬ﺳﺎﻫﺎ‪ $‬ﺑﻌﺪ  ﻧﻘﻼ‪ Z‬ﻣﻄﺮ} ﺷﺪ< ﺳﺖ‪،‬‬ ‫ﻳﺸﻪ  ﭼﻬﺎﭼﻮ‪ Z‬ﻧﻈﺮ‪ $‬ﺧﺎﺻﻲ  ﻣﻴﻨﻪ ﺗﻮﺳﻌﻪ  ﻛﻪ ﺑﺎ ﻋﻨﻮ‪,‬‬ ‫ﻣﺪﻧﻴﺰﺳﻴﻮ‪ ,‬ﻣﺸﺨﺺ ﻣﻲﺷﻮ‪ .‬ﻳﻦ ﻳﺪﮔﺎ< ﻓﺮˆ ﺑﺮﻳﻦ ﺳﺖ ﻛﻪ‬ ‫ﻫﻤﻪ ﺟﻮﻣﻊ  ﺟﻬﺖ ﺗﻐﻴﻴﺮ‪ ،‬ﺑﻪ ﺻﻮ ﺟﻮﻣﻌﻲ  ﻧﻮ‪ l‬ﻏﺮﺑﻲ ﮔﺮﮔﻮ‪,‬‬ ‫ﻣﻲﺷﻮﻧﺪ  ﺟﺎﻣﻌﻪﻳﺮ‪  ,‬ﻧﻴﻤﻪ <ﻳﻦ ﺗﻐﻴﻴﺮ‪ ،‬ﻳﻌﻨﻲ  ﻣﺮﺣﻠﻪ ﮔﺬ‬ ‫ﻗﺮ ‪ .‬ﻗﺎﻳﻊ ﻧﻬﻀﺖ ﻣﻠﻲ‪ ،‬ﻧﻘﻼ‪) 57 Z‬ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻲ(  ‪T‬‬ ‫ﺧﺮ ﻧﻘﺎ‪ t‬ﻋﻄﻔﻲ ﻣﺤﺴﻮ‪ Z‬ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ‪ ,‬ﮔﺬ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺟﻤﻬﻮ‪ $‬ﺳﻼﻣﻲ‪ ،‬ﻫﻢ ﺷﻜﻞ ﺑﻴﻨﺎﺑﻴﻨﻲ ﻣﻴﺎ‪ ,‬ﺷﻜﺎ ﮔﺬﺷﺘﻪ  ‪J‬ﻳﻨﺪ<‬ ‫ﺣﻜﻮﻣﺖ ﺳﺖ‪ .‬ﻳﻦ  ﺑﺎﻳﺪ ‪  ,J‬ﻣﺮﺣﻠﻪ‪ $‬ﺑﺮ‪ $‬ﮔﺬ ﺑﻪ ﺷﻜﺎ‬ ‫ﻣﻮﻛﺮﺗﻴﻚ ﺣﻜﻮﻣﺖ‪ ،‬ﺑﻪ ﺳﺒﻚ ﻏﺮﺑﻲ ﺗﻠﻘﻲ ﻛﺮ‪.‬‬ ‫ ﭘﺎﺳﺦ ﺑﻪﻳﻦ ﻳﺪﮔﺎ< ﻧﻘﺪﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮﻧﻲ < ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺗﺼﻮﻳﻨﻜﻪ ﻣﺪﻧﻴﺰﺳﻴﻮ‪ ,‬ﻳﻚ ﻣﺴﻴﺮ ‪ ،‬ﺗﺼﻮ‪ $‬ﺳﺖ ﻛﻪ ﻣﺮ<‬ ‫ﻧﻘﺪﻫﺎ‪ $‬ﺑﺮ ‪ ,J‬ﺷﺪ< ﺳﺖ  ﺗﺠﺮﺑﻪ ﻛﺸﻮﻫﺎ‪ $‬ﭼﻴﻦ‪ ،‬ژﭘﻦ  ﺳﻴﻪ‬ ‫ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﺷﻜﺎ ﻳﮕﺮ‪  $‬ﺣﻜﻮﻣﺖ ﺑﺎ ﺗﻮﺳﻌﻪ  ﻣﺪﻧﻴﺰﺳﻴﻮ‪,‬‬ ‫ﻫﻤﺮ< ﺳﺖ‪  .‬ﻣﻮﻳﻦ ﻣﺮ ﻛﻪ ﺟﺎﻣﻌﻪﻳﺮ‪ ،,‬ﺟﺎﻣﻌﻪ‪  $‬ﺣﺎ ﮔﺬ‬ ‫ﻣﻲﺑﺎﺷﺪ‪ ،‬ﻋﺎﻳﻲ ﺳﺖ ﻛﻪ  ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻳﮕﺮ ﻧﻘﺪ ﺷﺪ< ﺳﺖ‪ .‬ﭘﺎﻳﻪ‬ ‫ﭼﻨﻴﻦ ﻋﺎ‪) $‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻣﺪﻧﻴﺰﺳﻴﻮ‪ (,‬ﻣﺮ< ﺳﺴﺖ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﮔﺬ ﺻﺪ ﺳﺎﻳﺮ‪ 1285 -1385 ,‬ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ < ﺻﺪ ﺳﺎﻟﻪ‬ ‫ﻣﺎ‪ ,‬ﻳﺎ‪ $‬ﺑﺮ‪ $‬ﮔﺬ ﺳﺖ  ﻣﺮﺣﻠﻪ ﮔﺬ ﻳﻚ ﻣﺮ ﺳﺎﺧﺘﺎ‪ $‬ﺳﺖ‬ ‫ﺗﺎ ﻓﺮﻳﻨﺪ‪.$‬‬ ‫ً‬ ‫‪ - 2‬ﺗﻌﺮﻳﻒ ﻣﺤﻘﻖ  ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﻛﺎﻣﻼ ﺗﻘﻠﻴﻞ ﮔﺮﻳﺎﻧﻪ ﺳﺖ‪$ .‬‬ ‫ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ  ﺑﻪ ﺣﺰ‪ Z‬ﺗﻘﻠﻴﻞ < ﺳﺖ‪ .‬ﺑﻨﻴﺎ ﺳﺎﺳﻲ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ‬ ‫ ﻳﺪﮔﺎ< ﻣﺤﻘﻖ  ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻏﺮ‪ Z‬ﻓﺮﮔﺮﻳﻲ ﺳﺖ‪  .‬ﺣﺎﻟﻴﻜﻪ ‬ ‫ﺟﻮﻣﻊ ﺷﺮﻗﻲ  ﺑﻪ ﻳﮋ<ﻳﺮ‪ ،,‬ﻣﺴﺎﺟﺪ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻋﻨﺼﺮ ﺳﺎﺳﻲ‬ ‫ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﻣﺤﺴﻮ‪ Z‬ﻣﻲﺷﻮ‪ .‬ﺑﺮ ﺳﺎ‪ W‬ﺷﻮﻫﺪ ﺗﺎﻳﺨﻲ ﻧﻪ ﻓﺮﮔﺮﻳﻲ‬ ‫ ﻧﻪ ﺳﺎﻣﺎﻧﻬﺎ‪ $‬ﻣﻮﻛﺮﺗﻴﻚ )ﺣﺰ‪ (Z‬ﺑﺮ‪ $‬ﺟﻮ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﺿﺮ‪$‬‬ ‫ﻧﻴﺴﺘﻨﺪ‪ .‬ﮔﺮ ﺳﺎ‪ W‬ﻳﻚ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ  ﺟﻮ ﮔﺮﻫﻬﺎ  ﻧﻬﺎﻫﺎ‪$‬‬

‫‪/‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪/ H‬ﻳﺮ‪H‬‬

‫ﺟﺘﻤﺎﻋﻲ  ﺑﺎ ﻧﻔﻮ‪ s‬ﻏﻴﺮ ﻟﺘﻲ ﺑﺪﻧﻴﻢ ﻛﻪ ﻣﻲﺗﻮﻧﻨﺪ ﺑﺮ ﻗﺪ ﻟﺘﻲ ﺗﺄﺛﻴﺮ‬ ‫ﮔﺬﺷﺘﻪ  ﺑﻪ ﺗﻌﺪﻳﻞ ﻗﺪ ﻣﻲﭘﺮﻧﺪ‪ ،‬ﺑﺎ  ﻣﺴﺎﺟﺪ  ﻋﻨﺎﺻﺮ ﺟﺎﻣﻌﻪ‬ ‫ﻣﺪﻧﻲ ﻣﺤﺴﻮ‪ Z‬ﻣﻲﺷﻮﻧﺪ‪ .‬ﻣﺤﻘﻖ ﺑﺎ ﺗﻘﻠﻴﻞ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﺑﻪ ﺣﺰ‪ ،Z‬ﻧﻘﺶ‬ ‫ﻣﺴﺎﺟﺪ   ﺗﺤﻠﻴﻞ ﺧﻮ ﻧﺎﻳﺪ< ﮔﺮﻓﺘﻪ ﺳﺖ‪  .‬ﻫﺮ ﻣﺎ‪ ,‬ﻣﺴﺠﺪ‬ ‫ﻣﻲﺗﻮﻧﺪ ﻧﻘﺶ ﻣﺘﻔﺎﺗﻲ ﺑﻪ ﺧﻮ ﺑﮕﻴﺮ‪  .‬ﻃﻮ ﺳﺎﻟﻬﺎ‪1285 -1357 $‬‬ ‫ﻣﺴﺠﺪ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﺗﻮﻧﺴﺖ ﻗﺪ ﻟﺘﻲ  ﺗﻌﺪﻳﻞ‬ ‫ﻛﻨﺪ‪.‬‬ ‫‪ - 3‬ﻣﺤﻘﻖ  ‪J‬ﻧﺠﺎﺋﻴﻜﻪ ﺣﺰ‪  Z‬ﺟﺰء ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﻣﺤﺴﻮ‪Z‬‬ ‫ﻣﻲﻛﻨﺪ‪  ،‬ﻗﺴﻤﺖ ﺑﻌﺪ‪ $‬ﭼﺎ ﮔﻤﺮﻫﻲ ﺷﺪ< ﺳﺖ‪ .‬ﻣﺤﻘﻖ ﻣﻲﭘﺬﻳﺮ‬ ‫ﻛﻪ ﺣﺰ‪ Z‬ﺳﺎﺳ ًﺎ  ‪s‬ﺗ ًﺎ ﺟﺰء ﻟﻮ‪  T‬ﺳﺒﺎ‪ Z‬ﻧﻈﺎ‪ T‬ﻣﻮﻛﺮﺗﻴﻚ ﺳﺖ ‬ ‫ﺑﺪ‪ ,‬ﺣﺰ‪ Z‬ﻣﻮﻛﺮﺳﻲ ﺷﻜﻞ ﻧﻤﻲﮔﻴﺮ‪ .‬ﺑﺎ ﭘﺬﻳﺮ‪I‬ﻳﻦ ﻓﺮˆ‪ ،‬ﺣﺰ‪Z‬‬ ‫ﺷﺎﺧﺼﻲ ﺑﺮ‪ $‬ﻣﻮﻛﺮﺳﻲ ﺳﺖ ﻧﻪ ﻳﻚ ﻣﺘﻐﻴﻴﺮ ﻣﺴﺘﻘﻞ ﺗﺒﻴﻴﻦ ﻛﻨﻨﺪ<‪.‬ﻳﻦ‬ ‫ﻣﺮ ﻛﻪ ﺣﺰ‪ Z‬ﺟﺰء ﻻﻳﻨﻔﻚ ﻣﻮﻛﺮﺳﻲ ﺳﺖ‪ ،‬ﻳﻚ ﻋﺒﺎ ﺗﺤﻠﻴﻠﻲ ﺳﺖ‬ ‫ﻧﻪ ﻳﻚ ﻋﺒﺎ ﺗﺎﻟﻴﻔﻲ)ﺑﺮ‪ $‬ﻃﻼ‪ n l‬ﻳﻦ‪ ،‬ﻓﻠﺴﻔﻪ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ‬ ‫ﺗﺮﺟﻤﻪ ﺳﺮ‪ .(34 c I‬ﺑﺮ‪ $‬ﺛﺒﺎ ﺻﺪ‪  p‬ﻛﺬ‪Z‬ﻳﻦ ﺟﻤﻠﻪ ﺑﺎﻳﺪ ﺑﻪ‬ ‫ﺧﻮ ﺟﻤﻠﻪ ﺗﻮﺟﻪ ﻛﺮ ﻧﻪ ﺑﻪ ﻋﺎﻟﻢ ﻗﻊ‪ .‬ﻫﻤﭽﻨﺎ‪ ,‬ﻛﻪ ﺑﺮ‪ $‬ﺛﺒﺎ ﺟﻤﻠﻪ"‬ ‫ﻫﻤﻪ ﻓﺮ ﻋﺰ‪  Z‬ﻣﺠﺮ‪ ،‬ﺑﻲ ﻫﻤﺴﺮﻧﺪ" ﻧﺒﺎﻳﺪ ﺑﻪ ﻗﻌﻴﺖ ﺗﻮﺟﻪ ﻛﺮ‪.‬‬ ‫‪ - 4‬ﭼﻬﺎﭼﻮ‪ Z‬ﻧﻈﺮ‪ $‬ﻛﺘﺎ‪   Z‬ﻗﺴﻤﺖ ﺗﺸﻜﻴﻞ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﻗﺴﻤﺖ  ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﻧﻈﺮﻳﻪ ﻣﺪﻧﻴﺰﺳﻴﻮ‪  ,‬ﻗﺴﻤﺖ ‪ T‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ‬ ‫ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﺳﺖ‪ .‬ﻧﻈﺮﻳﻪ ﻣﺪﻧﻴﺰﺳﻴﻮ‪ ,‬ﻳﻦ ﭼﻬﺎﭼﻮ‪ Z‬ﻣﻮ ﻧﻘﺪ ﻗﺮ‬ ‫ﻧﮕﺮﻓﺘﻪ ﺳﺖ  ﺗﻼﺷﻲ ﺑﺮ‪ $‬ﺑﻄﺎﻳﻦ ﻧﻈﺮﻳﻪ ﻧﺠﺎ‪ T‬ﻧﺸﺪ< ﺳﺖ‪ .‬ﻧﻈﺮﻳﻪ‬ ‫ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ﻧﻴﺰ ﺑﻄﺎ ﻧﺸﺪ< ﺳﺖ‪.‬‬ ‫‪ - 5‬ﺑﺎ ﺗﻤﺎ‪ T‬ﻧﻘﺺ  ﻋﻴﻮ‪  Z‬ﺑﺮ ﻣﻔﻬﻮ‪ T‬ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ ‬ ‫ﺳﻨﺠﺸﻬﺎ‪ $‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﻣﻨﺎﺳﺒﺎ ﺳﻴﺎﺳﻲ ﻛﻨﺸﮕﺮ‪ ) ,‬ﭘﻴﺸﺘﺮ ﺑﺮﺳﻲ‬ ‫ﻣﻲﺷﻮ(‪ ،‬ﻫﺮ ﮔﺎ< ﻣﻨﺎﺳﺒﺎ ﺳﻴﺎﺳﻲ ﻛﻨﺸﮕﺮ‪  ,‬ﻣﻴﺰ‪ ,‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪,‬‬ ‫ﺑﺎ ﻫﻢ ﻧﺎﺳﺎﮔﺎ ﺑﺎﺷﻨﺪ‪ ،‬ﻣﺆﻟﻒﻳﻦ ﻧﺎﺳﺎﮔﺎ‪  $‬ﺑﻪ ﻣﺤﻴﻂ  ﻗﻌﻴﺖ ﺑﺮ‬ ‫ﻣﻲﮔﺮﻧﺪ  ﺳﻢ ‪  ,J‬ﺳﻔﺴﻄﻪﻫﺎ‪ $‬ﻣﺤﻴﻄﻲ ﻣﻲﺧﻮﻧﺪ‪ .‬ﺟﺪ  ﻋﺪ‪T‬‬ ‫ﻓﻬﻢ ﺑﻨﺪ<  ﺳﻔﺴﻪﻫﺎ‪ $‬ﻣﺤﻴﻄﻲ‪ ،‬ﻣﺆﻟﻒ ﻗﻌﻴﺖ ﺟﺘﻤﺎﻋﻲ  ﻧﺎﺳﺎﮔﺎ‬ ‫ﻣﻲﻧﺪ  ﻋﻴﺐ ‪J‬ﻧﺮ ﻧﻪ ﺑﻪ ﻧﻈﺮﻳﻪ ﺑﻠﻜﻪ ﺑﻪ ﻗﻌﻴﺖ ﺑﺮ ﻣﻲﮔﺮﻧﺪ‪ .‬ﺑﺮﻳﻦ‬ ‫ﺳﺎ‪ W‬ﻣﺆﻟﻒ ﺗﻼ‪ I‬ﻣﻲﻛﻨﺪ ﻗﺎﻳﻊ ﻧﺎﺳﺎﮔﺎ ﺑﺎ ﻧﻈﺮﻳﻪ ﺻﻠﻲ )ﺳﺮﻛﻮ‪Z‬‬ ‫ﻳﺎ ﻣﻴﺰ‪ ,‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪  ,‬ﻛﺎﻫﺶ  ﻋﺪ‪ T‬ﺳﺮﻛﻮ‪  ,J Z‬ﻓﺰﻳﺶ‬ ‫ﻣﻲﻫﺪ( ﺑﺎ ﺗﺤﻠﻴﻞ ﻣﻮ‪  $‬ﻳﻲ ﺗﺒﻴﻴﻦ ﻛﻨﺪ‪ .‬ﮔﺮ ﻧﻈﺮﻳﻪ ﺻﻠﻲ ﺑﻪ ﻫﺮ‬ ‫ﻧﺤﻮ‪ $‬ﺑﻄﺎ ﻧﺸﻮ  ﻣﺒﻄﻼ ‪ ,J‬ﻗﺎ ﻧﺒﺎﺷﺪ ‪  ,J‬ﺑﻄﺎ ﻛﻨﻨﺪ  ﻫﻤﻪ‬ ‫ﻧﺎﺳﺎﮔﺎ‪ $‬ﺑﺮ ﻣﺤﻴﻂ  ﻗﻌﻴﺖ ﺑﺮﮔﺮ‪ ،‬ﭼﮕﻮﻧﻪ ﻣﺎ ﻣﻲﺗﻮﻧﻴﻢ ﻧﻈﺮﻳﻪ‬ ‫ﺳﺎ‪  $‬ﻧﻈﺮﻳﻪ ‪J‬ﻣﺎﻳﻲ ﻛﻨﻴﻢ؟ ﺑﺮﺧﻲ  ﻧﺸﻤﻨﺪ‪ ,‬ﺟﺮ}  ﺗﻌﺪﻳﻞ ﻧﻈﺮﻳﻪ‬ ‫ ﺑﺎ ﺿﺎﻓﻪ ﻛﺮ‪ ,‬ﺗﺒﺼﺮﻫﺎﻳﻲ ﺑﺮ ‪  ,J‬ﻣﻲﻛﻨﻨﺪ‪ .‬ﺷﺎﻳﺪ ﺳﻔﺴﻄﻪﻫﺎ‪$‬‬ ‫ﻣﺤﻴﻄﻲ ﺷﺎ< ﺑﻪ ﺻﻼ} ﻣﻮﺿﻌﻲ ﻳﺎ ﺗﺒﺼﺮ<‪ $‬ﻛﻨﺪ )ﭼﺎﻟﻤﺮ‪:1372 ،‬‬ ‫‪ .(68‬ﮔﺮ ﻣﺤﻴﻂ ﺑﺎ ﺗﺌﻮ‪ $‬ﻧﻤﻲﺧﻮﻧﺪ ﻻ‪ T‬ﻧﻴﺴﺖ ﻛﻪ ﺗﺌﻮ‪  $‬ﻧﮕﻪ‬ ‫ﻳﺪ‪  .‬ﺗﺌﻮ‪$‬ﻫﺎ‪ $‬ﻳﮕﺮ ﺳﺘﻔﺎ< ﻧﻤﺎﺋﻴﺪ‪ .‬ﮔﺮ ﻣﺪﻧﻴﺰﺳﻴﻮ‪ ,‬ﻧﺘﻮﻧﺪ <‬ ‫ﻗﻌﻪ ﺷﻤﺎ  ﺗﻮﺿﻴﺢ ﻫﺪ‪ ،‬ﻋﻠﺖ ﭼﻴﺴﺖ؟ ‪J‬ﻧﭽﻪ ﻧﻴﺎ ﺑﻪ ﺗﺒﻴﻴﻦ  ﻫﻤﻴﻦ‬

‫ﻣﻮ ﻧﺎ  ﺷﺎ‪ s‬ﺳﺖ ﻧﻪ ﻣﻮ‪ $‬ﻛﻪ ﺑﺎ ﺗﺌﻮ‪ $‬ﻫﻤﺮ<  ﻫﻤﺎﻫﻨﮓ ﺳﺖ‪.‬‬ ‫ﮔﺮ ﺷﻤﺎ ﺟﺎ‪s‬ﺑﻪ ﻣﻴﻦ   ﻃﺮﻳﻖ ﻓﺘﺎ‪ ,‬ﺧﻮﻛﺎ ﺧﻮ ﺛﺎﺑﺖ ﻛﻨﻴﺪ ﻛﺎ‬ ‫ﻋﻠﻤﻲﻧﺠﺎ‪ T‬ﻧﺪ<ﻳﺪ‪ .‬ﭼﻮ‪ ,‬ﻗﺒﻞ  ﺷﻤﺎﻳﻦ ﻛﺎ  ﻧﺠﺎ‪ < T‬ﻧﺪ‪ .‬ﭼﺮ‬ ‫< ﻗﻌﻪ  ﺷﻤﺎ ﺳﻔﺴﻄﻪﻫﺎ‪ $‬ﻣﺤﻴﻄﻲ ﻣﻲﻧﺎﻣﻴﺪ‪  .‬ﺗﺌﻮ‪ $‬ﺧﻮ ﺳﺖ‬ ‫ﺑﻜﺸﻴﺪ)‪ n‬ﺑﻪ ﭘﻮﭘﺮ(‪.‬‬ ‫ﻧﻘﺪ ﻧﻈﺮﻳﻪﻫﺎ‬

‫ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪﻳﻦ ﻛﺘﺎ‪  Z‬ﻟﺤﺎ‘ ﻧﻈﺮ‪ $‬ﻣﻌﺎﻳﺐ  ﻛﺎﺳﺘﻲﻫﺎ‪$‬‬ ‫ﻳﺮ  ﺷﺘﻪ ﺑﺎﺷﺪ‪:‬‬ ‫‪ - 1‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺳﺘﻔﺎ< ﺷﺪ< ﻳﻦ ﻛﺘﺎ‪ Z‬ﻛﺎﻣﻞ ﻧﻴﺴﺖ‪ .‬ﻣﺤﻘﻖ‬ ‫ﻳﻦ ﻛﺘﺎ‪  Z‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺑﺴﺘﮕﻲ‪ ،‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻧﻈﺮﻳﻪﻫﺎ‪$‬‬ ‫ﻧﻈﺎ‪ T‬ﺟﻬﺎﻧﻲ ﺳﺘﻔﺎ< ﻧﻜﺮ< ﺳﺖ‪ .‬ﺗﻨﻬﺎ ﻧﻈﺮﻳﻪ ﺳﺘﻔﺎ< ﺷﺪ< ﻳﻦ ﻛﺘﺎ‪Z‬‬ ‫ﻧﻈﺮﻳﻪ ﻣﺪﻧﻴﺰﺳﻴﻮ‪ ,‬ﺳﺖ‪.‬‬ ‫‪ - 2‬ﺑﺮﺧﻲ  ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻣﻄﺮ} ﺷﺪ< ﺑﻪ ﺷﻜﻞ ﻏﻴﺮ ﺻﺤﻴﺤﻲ‬ ‫ ﺷﺪ<ﻧﺪ‪ .‬ﻧﻈﺮﻳﻪ ﻣﺎﻛﺲ ﺑﺎﻳﻦ ﮔﺰ< ﺗﺤﻘﻴﻖ ﻧﺸﺪ<  ﻣﻲﺷﻮ‪.‬‬ ‫"ﻳﺮ‪ ,‬ﻣﺒﺎ< ﺗﺤﻘﻴﻘﺎﺗﻲ ﺑﺎ ﺑﺎ ﻣﻌﻨﺎ‪ $‬ﻣﺎﻛﺲ ﺟﻮ ﻧﺪﺷﺘﻪ ﺳﺖ‬ ‫ﭘﺲ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ { ,‬ﻧﺪ< ﺳﺖ"‪ .‬ﻳﺎ "ﻳﺮ‪ ,‬ﻧﻘﻼ‪ Z‬ﻛﻤﻮﻧﻴﺴﺘﻲ‬ ‫{ ﻧﺪ< ﺳﺖ")‪.(40 c‬‬ ‫‪ - 3‬ﻣﺒﻨﺎ‪ $‬ﻧﺘﺨﺎ‪ Z‬ﻧﻈﺮﻳﻪﻫﺎ ﻣﺸﺨﺺ ﻧﻴﺴﺖ‪ .‬ﻧﻈﺮﻳﻪ ﻟﺖ ﻧﻴﺘﺮ‬ ‫ ﻛﻨﺎ ﻧﻈﺮﻳﻪ ﻣﻮ ﻣﻄﺮ} ﮔﺮﻳﺪ< ﺳﺖ ﻟﻲ ﻣﺸﺨﺺ ﻧﻴﺴﺖ ﭼﺮ‬ ‫ﻣﺤﻘﻖ  ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻳﮕﺮ ﺳﺘﻔﺎ< ﻧﻜﺮ< ﺳﺖ‪ .‬ﻧﻈﺮﻳﻪ ﻟﺖ ﻧﻴﺘﺮ‬ ‫ﻋﻠﻴﺮﻏﻢ ﻧﺘﺨﺎ‪ Z‬ﻣﻮ ﻧﻘﺪ  ﺑﺮﺳﻲ ﻗﺮ ﻧﮕﺮﻓﺘﻪ   ﻛﺎ ﺗﺠﺮﺑﻲ ﻣﻮ‬ ‫‪J‬ﻣﻮ‪ ,‬ﻗﺮ ﻧﮕﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻣﻌﻠﻮ‪ T‬ﻧﻴﺴﺖ ﻣﺤﻘﻖ ﭼﺮﻳﻦ ﻧﻈﺮﻳﻪ  ﻣﻄﺮ}‬ ‫ﻣﻲﻛﻨﺪ)‪.(41 c‬‬ ‫‪ - 4‬ﺑﺮﺧﻲ ﻧﻈﺮﻳﻪﻫﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺎﺋﻴﺪ ﺷﺪ‪  ,‬ﭼﺎﭼﻮ‪ Z‬ﻧﻈﺮ‪$‬‬ ‫ ﺑﺨﺶ ﺗﺠﺮﺑﻲ ﻛﺘﺎ‪ Z‬ﺳﺘﻔﺎ< ﻧﺸﺪ< ﺳﺖ  ﻗﺒﻴﻞ‪ :‬ﻧﻈﺮﻳﻪ ﻛﺎﺗﻮﻳﺎ‪،,‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ﺑﺸﻴﺮﻳﻪ‪ ،‬ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻧﺘﻴﺮ‪.‬‬ ‫‪ - 5‬ﺑﺮﺧﻲ ﻧﻈﺮﻳﻪﻫﺎ ﻣﻄﺮ} ﺷﺪ<  ﭼﻬﺎﭼﻮ‪ Z‬ﻧﻈﺮ‪ $‬ﻗﺮﻧﺪﻧﺪ‪,.‬‬ ‫ﻇﺮﻳﻪﻫﺎﻧﺘﻴﻨﮕﺘﻮ‪ ،,‬ﺳﺘﻮ  ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﮔﺬ)‪.(49 c‬‬ ‫‪ - 6‬ﺑﺮﺧﻲ ﻧﻈﺮﻳﻪﻫﺎ ﻗﺎﺑﻞ ﻧﻘﺪ   ﺑﻮ< ﻧﺪ ﻟﻲ ﻣﺤﻘﻖ ﺗﻼﺷﻲ‬ ‫ﺑﺮ‪ $‬ﻧﻘﺪ ‪J‬ﻧﻬﺎ ﻧﺠﺎ‪ T‬ﻧﺪ< ﺳﺖ‪ .‬ﻧﻈﺮﻳﻪ ﻣﺪﻧﻴﺰﺳﻴﻮ‪ ,‬ﻳﻦ ﻧﻮ‪l‬‬ ‫ﻧﻈﺮﻳﻪﻫﺎﺳﺖ‪  .‬ﻧﻈﺮﻳﻪ ﻣﺪﻧﻴﺰﺳﻴﻮ‪ ،,‬ﺟﻮ ﻧﻴﺮﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺟﺪﻳﺪ‬ ‫)ﺑﻮژ‪ $‬ﺻﻨﻌﺘﻲ  ﻃﺒﻘﻪ ﻛﺎﮔﺮ( ﺟﺰ ﺷﺮﻳﻂ ‪s‬ﺗﻲ  ﺿﺮ‪ $‬ﻧﻈﺮﻳﻪ‬ ‫ﺳﺖ‪.‬ﻳﻦ  ﻧﻴﺮ ﻳﺮ‪ ,‬ﺟﻮ ﻧﺪﻧﺪ ﻟﻲ ﻧﻈﺮﻳﻪ  ﻧﺸﺪ< ﺳﺖ)ﻃﺒﻖ‬ ‫ﻧﻈﺮ ﻣﺤﻘﻖ(‪ .‬ﻧﻈﺮﻳﻪ ﻣﻮ  ﺑﺮژﻧﺴﻜﻲ ﺑﻪ ﻋﻠﺖ ﻫﻤﻴﻦ ﻣﺮ)ﻧﺒﻮ ﺑﻮژ‪$‬‬ ‫ﺻﻨﻌﺘﻲ  ﻃﺒﻘﻪ ﻛﺎﮔﺮ(  ﺷﺪ<ﻧﺪ‪.‬‬ ‫‪ - 7‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻘﺪﻫﺎ‪ $‬ﻓﻮ‪ ،p‬ﺑﺨﺶ ﻧﻈﺮ‪ $‬ﻛﺘﺎ‪ Z‬ﺳﻠﻴﻘﻪ‪ $‬ﺳﺖ‬ ‫ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﭼﺎﭼﻮ‪ Z‬ﻧﻈﺮ‪ $‬ﻛﺘﺎ‪ Z‬ﻣﻲﺗﻮﻧﺴﺖ ﻛﻤﺘﺮ  ‪ 4‬ﺻﻔﺤﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﻫﺮ ﭼﻨﺪ ﻛﻪ  ﺿﻌﻴﺖ ﻓﻌﻠﻲ ﺑﻴﺶ  ﻧﺪ< ﻛﻢ ﺳﺖ‪.‬‬ ‫ﻧﻘﺪ ﻣﺤﺘﻮﻳﻲ )ﺗﺤﻘﻴﻘﺎ ﭘﻴﺸﻴﻦ(‬

‫‪1‬ﻣﺤﻘﻖ ﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﻪ ﻫﻤﻪ ﺗﺤﻘﻴﻘﺎ ﭘﻴﺸﻴﻦ ﺷﺎ< ﻧﻤﻲﻛﻨﺪ‪.‬‬‫ﺗﺎ ﻣﺎ‪ ,‬ﻧﺠﺎ‪T‬ﻳﻦ ﺗﺤﻘﻴﻖ)‪  ،(1384‬ﻣﻴﻨﻪ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪ ,‬ﻳﺮ‪،,‬‬ ‫ﻛﺎﻫﺎ‪ $‬ﻳﺎ‪ $‬ﻧﺠﺎ‪ T‬ﺷﺪ< ﻛﻪ ﻣﺤﻘﻖ ﺑﻪ ‪J‬ﻧﻬﺎ ﺷﺎ< ﻧﺪ‪ .‬ﻳﻦ ﻣﻴﻨﻪ‬ ‫ﻣﻲﺗﻮﻧﻴﻢ ﺑﻪ ﻛﺎﻫﺎ‪ $‬ﺑﺸﻴﺮﻳﻪ)ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ  ﺗﻮﺳﻌﻪ ﺳﻴﺎﺳﻲ ﻳﺮ‪،,‬‬ ‫ﻣﻮﻧﻊ ﺗﻮﺳﻌﻪ ﺳﻴﺎﺳﻲ ﻳﺮ‪  ,‬ﻣﻘﺎﻟﻪﻫﺎ‪ $‬ﻳﮕﺮ(‪ ،‬ﺑﺨﺎﻳﻲ)ﻣﻮﻛﺮﺳﻲ‬ ‫ ﺷﻤﻨﺎﻧﺶ ﻳﺮ‪  ,‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻓﺮﻫﻨﮓ ﺳﻴﺎﺳﻲ(‪ ،‬ﻳﺒﺎ‬ ‫ﻛﻼ‪)T‬ﺳﺘﺒﺪ‪ :‬ﻣﺎﻧﻊ ﺗﺎﻳﺨﻲ ﺣﺰ‪ Z‬ﻳﺮ‪ ،(,‬ﺷﻬﺮ‪ T‬ﻧﻴﺎ )ﭘﺎﻟﻤﺎﻧﺘﺎﻳﺴﻢ‬ ‫ﻳﺮ‪ ،(,‬ﻋﻈﻴﻤﻲ)ﺑﺤﺮ‪ ,‬ﻣﻮﻛﺮﺳﻲ(‪ ،‬ﻗﺎ‪) $‬ﻣﻮﻧﻊ ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ‬ ‫ﻳﺮ‪  (,‬ﺷﻬﺒﺎ‪)$‬ﺗﻘﺪﻳﺮ ﻣﺮ‪ T‬ﺳﺎﻻ‪ :$‬ﻧﻘﺶ ﻧﺘﺨﺎﺑﺎ  ﻧﺪ‬ ‫ﻣﻮﻛﺮﺳﻲﻳﺮ‪ (,‬ﺷﺎ< ﻛﺮ‪.‬‬ ‫‪ - 2‬ﻛﺎﻫﺎ‪ $‬ﻣﻮ ﻧﻘﺪ )ﭼﻬﺎ ﭘﺎﻳﺎ‪ ,‬ﻧﺎﻣﻪ( ﻫﻤﮕﻲ  ﺳﻄﺢ‬ ‫ﻛﺎﺷﻨﺎﺳﻲ ﺷﺪ ﺳﺖ  ﺣﺎﻟﻴﻜﻪ ﺑﺮﺧﻲ  ﺗﺤﻘﻴﻘﺎ ﺟﻮ ﻧﺪ‬ ‫ﻛﻪ  ﺳﻄﺢ ﻛﺘﺮ‪ $‬ﻧﺠﺎ‪ T‬ﺷﺪ<  ﻣﺤﻘﻖ ﺑﻪ ‪ ,J‬ﺷﺎ< ﻧﻜﺮ< ﺳﺖ‬ ‫)ﺛﺮﺷﻬﺒﺎ‪.($‬‬ ‫‪- 3‬ﻣﺤﻘﻖ ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪ ﻛﺎﻫﺎ‪ $‬ﻗﺒﻠﻲ ﺗﻄﺒﻴﻘﻲ ﻧﺒﻮ< ﺑﻠﻜﻪ‬ ‫ﻣﻮ‪ $‬ﻫﺴﺘﻨﺪ ﻳﻦ ﻧﻘﺺ ﭼﻨﻴﻦ ﺗﺤﻘﻴﻘﺎﺗﻲ ﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‬ ‫ﻛﻪﻳﻦ ﻧﻘﺪ ﺑﺮ‪J‬ﻧﻬﺎ  ﻧﻴﺴﺖ‪  .‬ﻣﻄﺎﻟﻌﺎ ﻣﻮ‪ $‬ﻣﺤﻘﻖ ﺑﻪ ‪I‬‬ ‫ﻳﻲ ﻋﻠﺖ  ﺑﻪ ﻣﻌﻠﻮ‪ T‬ﭘﻴﻮﻧﺪ ﻣﻲﻧﺪ‪.‬‬ ‫‪- 4‬ﻣﺤﻘﻖ ﻫﺮ ﭼﻨﺪ  ﻓﻬﺮﺳﺖ ﻣﻨﺎﺑﻊ ﺑﺮﺧﻲ  ﺗﺤﻘﻴﻘﺎ  ‪<J‬‬ ‫ﺳﺖ‪ ،‬ﻟﻲ ﺑﻪ ‪J‬ﻧﻬﺎ  ﻓﺼﻞ ﺗﺤﻘﻴﻘﺎ ﭘﻴﺸﻴﻦ ﺷﺎ< ﻧﻜﺮ< ﺳﺖ‪" .‬ﻣﻮﻧﻊ‬ ‫ﺗﻮﺳﻌﻪ ﺳﻴﺎﺳﻲ ﻳﺮ‪ ",‬ﻳﻚ ﻧﻤﻮﻧﻪ ﻳﻦ ﻛﺎ ﺳﺖ‪ .‬ﻧﻜﺘﻪ ﺟﺎﻟﺐ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺗﻮﺟﻪﻳﻦ ﺳﺖ ﻛﻪ ﭼﻬﺎ ﭘﺎﻳﺎ‪ ,‬ﻧﺎﻣﻪ ﻣﻮ ﺷﺎ<  ﻛﺘﺎ‪ Z‬ﺑﺮ ﺳﺎ‪W‬‬ ‫ﭼﻬﺎﭼﻮ‪ Z‬ﻧﻈﺮ‪ $‬ﻛﺘﺎ‪ Z‬ﻓﻮ‪ p‬ﻧﺠﺎ‪ T‬ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻣﻌﻠﻮ‪ T‬ﻧﻴﺴﺖ ﭼﺮ ﻛﺎ‬ ‫‪J‬ﻗﺎ‪ $‬ﺑﺸﻴﺮﻳﻪ)ﻛﺘﺎ‪ Z‬ﻓﻮ‪ (p‬ﻣﻮ ﻧﻘﺪ ﻗﺮ ﻧﮕﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫‪ - 5‬ﻧﻘﺪ ﺗﺤﻘﻴﻘﺎ ﭘﻴﺸﻴﻦ ﺗﻮﺳﻂ ﻣﺤﻘﻖ ﺑﻲ ﻣﻮ ﺳﺖ‪ .‬ﻣﺤﻘﻖ‬ ‫ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪ ‪J‬ﻗﺎ‪ $‬ﻟﻬﻲ ﻣﻨﺶ ﺑﺎ ﻳﻚ ﺣﺪ ﺗﺤﻠﻴﻞ ﻳﻚ ﻧﻈﺮﻳﻪ ‬ ‫‪J‬ﻣﻮ< ﺳﺖ  ﺣﺎﻟﻴﻜﻪ ﺷﺘﺒﺎ< ﺳﺖ)‪ .(64c‬ﺑﻪ ﻧﻈﺮ ﻣﻦ ﺑﻄﺎ ﻳﻚ‬ ‫ﻧﻈﺮﻳﻪ ﺑﺎ ﻳﻚ ﻣﺒﻄﻞ ﻣﻜﺎ‪ ,‬ﭘﺬﻳﺮ ﺳﺖ‪.‬‬ ‫‪  - 6‬ﻓﺼﻞ ﺗﺤﻘﻴﻘﺎ ﭘﻴﺸﻴﻦ ﻟﻴﻞ ﺗﻮﺟﻪ ﺑﻪ ﺛﺮﻫﺎﻧﺘﻴﻨﮕﺘﻮ‪,‬‬ ‫ﻣﺸﺨﺺ ﻧﻴﺴﺖ‪) .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ ﺿﻌﻴﺖ ﻣﻮﻛﺮﺳﻲ ﻳﺮ‪  ,‬ﻛﺘﺎ‪Z‬‬ ‫ﻣﻮ‪ z‬ﺳﻮ‪ T‬ﺑﻪ ﺻﻮ ﮔﺬ ﻣﻄﺮ} ﺷﺪ< ﺳﺖ ﻟﻲ ﻣﺤﻘﻖ ﺑﻪﻳﻦ ﻣﺮ‬ ‫ﺷﺎ< ﻧﻜﺮ< ﺳﺖ(‪.‬‬ ‫‪ - 7‬ﻣﺤﻘﻖ ﺑﻪ ﺗﺤﻘﻴﻖ ﻧﻬﺎﻧﻦ ﺑﻴﺶ  ﺑﻘﻴﻪ ﺗﻮﺟﻪ ﻛﺮ<  ﺟﺪ‬ ‫ ‪J‬ﻣﺎﻫﺎ‪  ,J $‬ﺋﻪ < ﺳﺖ ﻛﻪ ﺻﻮ ًﻻ ﺿﺮ‪ $‬ﻧﺒﻮ< ﺳﺖ )‪5‬‬ ‫ﺻﻔﺤﻪ  ﺑﻪ ﺧﻮ ﺧﺘﺼﺎ‪ < c‬ﺳﺖ  ﺣﺎﻟﻴﻜﻪ ﺑﺮﺳﻲ ﺑﻘﻴﻪ ﺗﺤﻘﻴﻘﺎ‬ ‫ﭘﻴﺸﻴﻦ)ﻫﻤﮕﻲ(  ﺣﺪ ‪ 5‬ﺳﻄﺮ ﻣﻲﺑﺎﺷﻨﺪ(‪.‬‬ ‫‪8‬ﻧﻘﺪ ﺑﺮﺧﻲ  ﺗﺤﻘﻴﻘﺎ ﭘﻴﺸﻴﻦ ﻣﻨﺼﻔﺎﻧﻪ ﻧﻴﺴﺖ‪ .‬ﺗﺤﻘﻴﻖ ﻟﻬﻲ‬‫ﻣﻨﺶ ﺑﻪ  ﻟﻴﻞ ﻣﻮ ﻧﻘﺪ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ I .1 :‬ﻛﺎ ﻋﻴﺐ‬ ‫)ﺳﺎﻋﻲ ‪ I‬ﻟﻬﻲ ﻣﻨﺶ  ﺗﻮﺿﻴﺢ ﻧﺪ< ﻟﻲ ‪  ,J‬ﻧﻘﺪ ﻛﺮ<‬ ‫ﺳﺖ( ‪ .2‬ﺳﺎﻋﻲ ﻣﻌﺘﻘﺪ ﺳﺖ "ﺑﻪ ﺷﺮ‪ t‬ﻻ‪  T‬ﻛﺎﻓﻲ ﭘﺮﺧﺘﻪ ﺳﺖ ‬ ‫ﺗﺤﻘﻴﻖ ﻋﻠﻤﻲﻳﻦ ﻧﻮ‪ l‬ﻛﻞ ﮔﻮﺋﻴﻬﺎ  ﺑﺮ ﻧﻤﻲﺗﺎﺑﺎﻧﺪ")‪ .(64 c‬ﻣﺤﻘﻖ ﺧﻮ‬ ‫ ﺻﻔﺤﻪ ‪ 218‬ﻫﻤﻴﻦ ﻣﺮ  ﻧﺠﺎ‪ < T‬ﺳﺖ‪ .‬ﻧﻜﺘﻪ ﻗﺎﺑﻞ ‪s‬ﻛﺮﻳﻦ ﺳﺖ‬ ‫ﻛﻪ ﻛﺎ ﺳﺎﻋﻲ  ﻟﻬﻲ ﻣﻨﺶ ﻫﺮ   ﻳﻚ ﺟﻬﺖ ﻧﺠﺎ‪ T‬ﮔﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ﻧﻘﺪ ﺷﻲ‬

‫ﻣﺆﻟﻒ ﻳﻦ ﻣﻄﺎﻟﻌﻪ  ‪ I‬ﺗﺤﻠﻴﻞ ﻳﻲ ﺑﻪ ﻋﻨﻮ‪ I ,‬ﻣﻜﻤﻞ‬ ‫ﺳﺘﻔﺎ< ﻛﺮ< ﺳﺖ)‪ .(97 c‬ﺗﺤﻠﻴﻞ ﻳﺘﻲ  ﻧﻈﺮ ﻣﺤﻘﻖ ﺑﻪ ﻗﺮ‬ ‫ﻳﺮ ﺳﺖ‪ :‬ﺗﻮﻟﻲ ﻳﺪﻫﺎ ﺑﻪ ﺻﻮ ﻳﻚ ﺳﺘﺎ‪  ,‬ﻧﻘﻄﻪ ‪J‬ﻏﺎﻳﻦ ﺗﺎ‬ ‫ﻧﻘﻄﻪ ﭘﺎﻳﺎﻧﻲ‪ ،‬ﻳﻌﻨﻲ ﻗﻮ‪J l‬ﺧﺮﻳﻦ ﻣﺮﺣﻠﻪ ﻧﻘﻞ ﻣﻲﺷﻮ )‪ .(98 c‬ﻣﺆﻟﻒ‬ ‫ﻋﻠﻲ ﻗﺎﻳ ِﻊ ﻧﺎﺳﺎﮔﺎ ﻳﻦ ‪ I‬ﺳﺘﻔﺎ< ﻛﺮ< ﺳﺖ‪ $ .‬‬ ‫ِ‬ ‫ﺗﺤﻠﻴﻞ ِ‬ ‫ﺳﺘﻔﺎ< ﻳﻦ ‪ I‬ﭼﺎ ﺷﻜﺎﻻ ﻳﺮ ﮔﺮﻳﺪ< ﺳﺖ‪:‬‬ ‫‪ - 1‬ﻗﺎﻳﻊ ﻳﺎﺣﻮ’ ‪  event‬ﺑﺎ ﭘﺪﻳﺪ< ‪ fact‬ﻳﻜﺴﺎ‪ ,‬ﻓﺮˆ ﻛﺮ<‬ ‫ﺳﺖ‪ .‬ﺣﺎﺛﻪ ‪ $‬ﺗﺎﻳﺦ ﻣﺸﺨﺺ ﺳﺖ ﻟﻲ ﭘﺪﻳﺪ<ﻳﻦ ﮔﻮﻧﻪ ﻧﻴﺴﺖ‪.‬‬ ‫‪  $‬ﺻﻔﺤﻪ ‪ 198 192 ،191 ،189‬ﻗﺎﻳﻊ  ﭘﺪﻳﺪ<ﻫﺎ  ﺑﺎ ﻫﻢ ﻳﻜﻲ‬ ‫ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﻧﻤﻮﻧﻪ  ﺻﻔﺤﻪ ‪) 198‬ﺷﻜﻞ ﻳﺮ(‬ ‫ﻳﻦ ﺷﻜﻞ‪ ،‬ﻣﺎ ﺗﻨﻬﺎ  ﻗﻌﻪ ﻳﻢ‪ :‬ﻗﻌﻪ ‪ T‬ﺧﺮ  ﻧﺘﺨﺎﺑﺎ‬ ‫ﭘﺎﻟﻤﺎ‪ ,‬ﻫﻔﺘﻢ  ﺑﺎ ﺗﺴﺎﻣﺢ ﻣﻲﺗﻮﻧﻴﻢ ﺷﻜﺴﺖ ﻗﺘﺪﮔﺮﻳﺎ‪  ,‬ﺳﺮﻛﻮ‪Z‬‬

‫‪/‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪/ H‬ﻳﺮ‪H‬‬

‫ﺳﺎﺧﺘﺎ‪  $‬ﻧﻴﺰ ﻗﻌﻪ ﺗﻠﻘﻲ ﻛﻨﻴﻢ ﻟﻲ ﺑﺎ ﺗﻮﻟﻴﺪ ﻗﺘﺪﮔﺮﻳﻲ ﻗﻌﻪ ﻧﻴﺴﺖ‬ ‫ﺑﻠﻜﻪ ﭘﺪﻳﺪ< ﺳﺖ‪.‬‬ ‫‪ $ - 2‬ﻫﻴﭻ ﺗﻤﺎﻳﺰ‪ $‬ﺑﻴﻦ ‪ C‬ﺑﺰگ  ‪ c‬ﻛﻮﭼﻚ ﻧﺠﺎ‪ T‬ﻧﺪ< ‬ ‫ﺣﺘﻲﻳﻦ   ﺑﺎ ﻫﻢ ﺑﻪ ﺻﻮ ﺷﺘﺒﺎ< ﻧﻮﺷﺘﻪ ﺳﺖ )‪ C.(198 c‬ﺑﺰگ‬ ‫ﺷﺎ< ﺑﻪ ﭘﺪﻳﺪ<  ‪ c‬ﻛﻮﭼﻚ ﺷﺎ< ﺑﻪ ﻗﺎﻳﻊ ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ - 3‬ﺳﻨﺠﺶ ﺗﺠﺮﺑﻲ ﻣﻨﺎﺳﺒﺎ ﺳﺮﻛﻮ‪ Z‬ﮔﺮﻳﺎﻧﻪ ﻣﺆﻟﻒ  ﺑﻬﺎ‪ T‬ﻗﺮ‬ ‫‪ .‬ﻣﺆﻟﻒ  ﺑﺨﺶ ﺷﻲ ﻫﻴﭻ ﻣﻌﻴﺎ‪  $‬ﺑﺮ‪ $‬ﺳﻨﺠﺶ ﻣﺸﺨﺺ‬ ‫ﻧﻤﻲﻛﻨﺪ‪ .‬ﻋﺘﺒﺎ  ﻳﻲ ﻛﺘﺎ‪ Z‬ﻧﻴﺰ ﻗﺴﻤﺖ ﻣﻨﺎﺳﺒﺎ ﺳﺮﻛﻮ‪ Z‬ﮔﺮﻳﺎﻧﻪ ‬ ‫ ﺑﺮ ﻧﻤﻲﮔﻴﺮ )‪ .(90 c‬ﻫﻤﭽﻨﻴﻦ ﻋﺘﺒﺎ  ﻳﻲ ﻗﺴﻤﺖ ﻣﻨﺎﺳﺒﺎ‬ ‫ﻛﻨﺶ ﮔﺮﻳﺎﻧﻪ ﻣﺒﻬﻢ ﺳﺖ‪ .‬ﻣﺆﻟﻒ  ﻧﻮ‪ l‬ﺳﺮﻛﻮ‪   Z‬ﻫﻢ ﺗﻔﻜﻴﻚ ﻛﺮ<‬ ‫ﺳﺖ‪ :‬ﺳﺮﻛﻮ‪ Z‬ﺳﺎﺧﺘﺎ‪  $‬ﺳﺮﻛﻮ‪ Z‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ‪ .‬ﻣﻨﻈﻮ  ﺳﺮﻛﻮ‪Z‬‬ ‫ﺳﺎﺧﺘﺎ‪ $‬ﻋﻤﺎ ﻣﺤﺪﻳﺖ ﺑﺮ ﻧﻴﺮﻫﺎ‪ $‬ﺳﻴﺎﺳﻲ  ﻃﺮﻳﻖ ﺿﻊ ﻗﻮﻧﻴﻦ‬ ‫ﻣﺤﺪ ﻛﻨﻨﺪ< ﻳﺎ ﺗﻔﺴﻴﺮ ﻣﺤﺪ ﻛﻨﻨﺪ<  ﻗﻮﻧﻴﻦ ﻣﻮﺟﻮ ﺳﺖ  ﻣﻨﻈﻮ‬ ‫ ﺳﺮﻛﻮ‪ Z‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ ﺷﺎﻣﻞ ﻛﺸﺘﻦ‪ ،‬ﻧﺪﻧﻲ ﻛﺮ‪ ,‬ﻧﻴﺮﻫﺎ‪ $‬ﻣﺨﺎﻟﻒ‬ ‫ ﻧﺤﻼ ﺣﺰ‪ Z‬ﻣﺨﺎﻟﻒ ﺳﺖ )‪ $ .(90 c‬ﺑﺮ ﺳﺎ‪W‬ﻳﻦ ﺗﻔﻜﻴﻚ‬ ‫‪ < 39‬ﻧﺘﺨﺎﺑﺎ  ﻃﺒﻘﻪ ﺑﻨﺪ‪ $‬ﻛﺮ< ﺳﺖ‪  .‬ﻳﻚ ﺳﻮ  ﻗﻌﻴﺖ‬ ‫ﻣﺸﺨﺺ ﻧﻴﺴﺖ ﺗﺎ ﭼﻪ ﺣﺪﻳﻦ   ﻫﻢ ﻗﺎﺑﻞ ﺗﻔﻜﻴﻚ ﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ‬ ‫ﻣﻲﺳﺪﻳﻦ  ﺑﺎ ﻫﻢ ﻫﻤﭙﻮﺷﻲ ‪ .‬ﺗﻔﻜﻴﻚ ﺳﺎﺧﺘﺎ‪ $‬ﻋﺎ‪ T‬ﺳﺖ ‬ ‫ﺷﺎﻣﻞ ﺳﺮﻛﻮ‪ Z‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ ﻧﻴﺰ ﻣﻲﺷﻮ‪  .‬ﺳﻮ‪ $‬ﻳﮕﺮ‪ ،‬ﻣﺤﻘﻖ ﻣﺒﻨﺎﻳﻲ‬ ‫ ﺑﺮ‪$‬ﻳﻦ ﺗﻔﻜﻴﻚ ﻳﻪ ﻧﺪ< ﺳﺖ‪ .‬ﺗﻔﻜﻴﻚ <ﻫﺎ‪ $‬ﻧﺘﺨﺎﺑﺎ ﺑﻪ‬

‫ﺳﺮﻛﻮ‪ Z‬ﺳﺎﺧﺘﺎ‪  $‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ ﻣﺒﻬﻢ ﺳﺖ‪) .‬ﻣﻌﻴﺎ ﺟﻮ ﻧﺪ ﻳﻦ‬ ‫ﻣﺮ ﺳﻠﻴﻘﻪ‪ $‬ﺳﺖ(‪.‬‬ ‫ﻣﺆﻟﻒ  ﺑﺨﺶ ﺷﻲ‪ ،‬ﺣﺎﻟﺖﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻣﻨﺎﺳﺒﺎ  ﺑﻪ ‬ ‫ﻧﻮ‪ l‬ﻣﺤﺪ)ﺳﺎﺧﺘﺎ‪  $‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ( ﻧﻤﻮ< ﺳﺖ‪  .‬ﺣﺎﻟﻴﻜﻪ ‬ ‫ﺻﻔﺤﻪ ‪ ،182-183‬ﺟﺪ ﺷﻤﺎ< ‪ ،10‬ﺣﺎﻻ ﻳﺮ  ﺑﺮ‪ $‬ﻣﻨﺎﺳﺒﺎ‬ ‫ﺑﻴﺎ‪ ,‬ﻣﻲﻛﻨﺪ‪:‬‬ ‫ﻋﺪ‪ T‬ﺳﺮﻛﻮ‪ Z‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ‪ ،‬ﻋﺪ‪ T‬ﺳﺮﻛﻮ‪ Z‬ﺳﺎﺧﺘﺎ‪ ،$‬ﺳﺮﻛﻮ‪Z‬‬ ‫ﺳﺎﺧﺘﺎ‪ ،$‬ﺳﺮﻛﻮ‪ Z‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ‪ ،‬ﻋﺪ‪ T‬ﺳﺮﻛﻮ‪ Z‬ﺳﺎﺧﺘﺎ‪  $‬ﺧﺸﻮﻧﺖ‬ ‫‪J‬ﻣﻴﺰ‪ ،‬ﺳﺮﻛﻮ‪ Z‬ﺳﺎﺧﺘﺎ‪ $‬ﺿﻌﻴﻒ‪ ،‬ﺳﺮﻛﻮ‪ Z‬ﺧﺸﻮﻧﺖ ‪J‬ﻣﻴﺰ ﺿﻌﻴﻒ ‪.....‬‬ ‫ﺳﺎ‪ W‬ﻃﺒﻘﻪ ﺑﻨﺪ‪ $‬ﻣﺸﺨﺺ ﻧﻴﺴﺖ‪  .‬ﻣﺠﻤﻮ‪ l‬ﻣﺘﻐﻴﺮﻫﺎ ﺑﺎ ﻳﻚ ﻣﻌﻴﺎ‬ ‫ﻃﺒﻘﻪ ﺑﻨﺪ‪ $‬ﻧﺸﺪ< ﻧﺪ‪ .‬ﻣﺸﺨﺺ ﻧﻴﺴﺖ ‪J‬ﻳﺎ ﺣﻀﻮ  ﻋﺪ‪ T‬ﺣﻀﻮ ﻛﻨﺶ‬ ‫ﮔﺮ‪ ,‬ﻣﻬﻢ ﺳﺖ ﻳﺎ ﻣﻴﺰ‪ ,‬ﻗﺪ ‪J‬ﻧﻬﺎ )ﺿﻌﻴﻒ‪ ،‬ﻗﻮ‪ ،$‬ﺑﺴﻴﺎ ﺿﻌﻴﻒ‪،‬‬ ‫ﺣﻀﻮ  ﻏﺎﻳﺐ(‪.‬‬ ‫‪ - 4‬ﺷﺎﺧﺺﻫﺎ‪ $‬ﺑﻜﺎ ﮔﺮﻓﺘﻪ ﺑﺮ‪ $‬ﺳﻨﺠﺶ ﻣﺘﻐﻴﺮ ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪,‬‬ ‫ﺷﺪﻳﺪً ﻣﺤﻞ ﻣﻨﺎﻗﺸﻪ ﺳﺖ‪ .‬ﮔﺮﻓﺘﻦ ﻣﻴﺎﻧﮕﻴﻦ ﺣﺴﺎﺑﻲ ﺑﺮ‪ $‬ﻣﺸﺎﻛﺖ ‬ ‫ﻗﺎﺑﺖ ﺳﻴﺎﺳﻲ ﻣﻌﻨﺎ ﻧﺪ‪ .‬ﺗﻘﻠﻴﻞ ﻣﺎﻫﻴﺖ ﺟﺎﻣﻌﻪ ﺑﻪ ﻳﻚ ﻋﺪ ﺑﻪ ﻟﺤﺎ‘‬ ‫ﻋﻠﻤﻲﻣﻌﻨﺎ ﻧﺪ)ﺑﺮ‪ $‬ﻃﻼ‪ l‬ﺑﻴﺸﺘﺮ ﻳﻦ ﻣﻴﻨﻪ ﺑﻪ ﻛﺘﺎ‪ Z‬ﻗﻮ‪  $‬ﻛﺎ‪J‬ﻣﺪ‬ ‫ﻳﻤﻮ‪ ,‬ﺑﻮ‪ ،,‬ﻣﻄﺎﻟﻌﺎﺗﻲ  ‪J‬ﺛﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﻛﻼﺳﻴﻚ‪ 1‬ﺗﺮﺟﻤﻪ ﺑﺎﻗﺮ‬ ‫ﭘﺮﻫﺎ‪ T‬ﺑﺨﺶ ﺗﺤﻠﻴﻞ ﺗﺠﺮﺑﻲ ﻛﻨﺶ ﺑﻪ ﺳﺒﻚ ﻻﺳﻔﻠﺪ(‪.‬ﺑﻪ ﻋﻨﻮ‪,‬‬ ‫ﻣﺜﺎ‪:‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ﮔﺮ  ﺟﺎﻣﻌﻪ ‪ A‬ﻣﻴﺰ‪ ,‬ﻣﺸﺎﻛﺖ ﻓﺮ‪ 50‬ﺻﺪ ﺑﺎﺷﺪ  ﻣﻴﺰ‪,‬‬ ‫ﻗﺎﺑﺖ ﺳﻴﺎﺳﻲ ﻧﻴﺰ ‪ 50‬ﺻﺪ ﺑﺎﺷﺪ‪ ،‬ﻣﻴﺰ‪ ,‬ﻣﻮﻛﺮﺳﻲ ‪ 50‬ﺻﺪ ﺳﺖ‪.‬‬ ‫ ﺟﺎﻣﻌﻪ ‪ B‬ﻣﻴﺰ‪ ,‬ﻣﺸﺎﻛﺖ ﻓﺮ‪ 10‬ﺻﺪ ﺑﺎﺷﺪ  ﻣﻴﺰ‪ ,‬ﻗﺎﺑﺖ‬ ‫ﺳﻴﺎﺳﻲ ﻧﻴﺰ ‪ 90‬ﺻﺪ ﺑﺎﺷﺪ‪ ،‬ﻣﻴﺰ‪ ,‬ﻣﻮﻛﺮﺳﻲ ‪ 50‬ﺻﺪ ﺳﺖ‪  .‬‬ ‫ﺟﺎﻣﻌﻪ ‪ C‬ﻣﻴﺰ‪ ,‬ﻣﺸﺎﻛﺖ ﻓﺮ ‪ 90‬ﺻﺪ ﺑﺎﺷﺪ  ﻣﻴﺰ‪ ,‬ﻗﺎﺑﺖ ﺳﻴﺎﺳﻲ‬ ‫ﻧﻴﺰ ‪ 10‬ﺻﺪ ﺑﺎﺷﺪ‪ ،‬ﻣﻴﺰ‪ ,‬ﻣﻮﻛﺮﺳﻲ ‪ 50‬ﺻﺪ ﺳﺖ‪.‬ﻳﺎﻳﻦ ﺳﻪ ﺟﺎﻣﻌﻪ‬ ‫‪ $‬ﻳﻚ ﻣﻴﺰ‪ ,‬ﻣﻮﻛﺮﺳﻲ ﺳﺖ؟ )ﺟﺪ(‬ ‫ﻧﻘﺪ ﺷﻜﻞ  ﺻﻮ ﻛﺘﺎ‬

‫‪ - 1‬ﻃﺮ} ‪ $‬ﺟﻠﺪ‪ :‬ﺟﻠﺪﻳﻦ ﻛﺘﺎ‪ Z‬ﻧﻤﺎﻳﺎﻧﮕﺮ ﻋﺪ‪ n T‬ﻣﺸﺮﻃﻪ‬ ‫ﺧﻮﻫﺎ‪  ,‬ﻣﻮﻛﺮﺳﻲ ﺳﺖ‪ .‬ﻫﺮ ﭼﻨﺪﻳﻦ ﻣﺮ ﺿﺢ ﺳﺖ ﻟﻲ ﺑﺮ ﻛﺎ‬ ‫ﻣﺸﺮﻃﻪ ﻃﻠﺒﺎ‪ ,‬ﻧﺒﺎﻳﺪ ﺧﺮ< ﮔﺮﻓﺖ‪J .‬ﻧﻬﺎ ﺑﺮ‪ $‬ﺣﺬ‪ u‬ﺳﺘﺒﺪ ﻧﻪ ﺻﺮﻓ ًﺎ‬ ‫ﻣﻮﻛﺮﺳﻲ ﻣﺒﺎ< ﻣﻲﻛﺮﻧﺪ‪.‬‬ ‫‪ - 2‬ﻓﺼﻠﻬﺎ‪ $‬ﻛﺘﺎ‪ Z‬ﺑﻪ ﻃﻮ ﻣﺸﻤﺌﺰ ﻛﻨﻨﺪ<‪ $‬ﻧﺎﺑﺮﺑﺮ ﻫﺴﺘﻨﺪ‪ :‬ﻓﺼﻞ‬ ‫ )‪ 27‬ﺻﻔﺤﻪ(‪ 14) T ،‬ﺻﻔﺤﻪ(‪ ،‬ﺳﻮ‪13) T‬ﺻﻔﺤﻪ(‪ ،‬ﭼﻬﺎ‪10)T‬‬ ‫ﺻﻔﺤﻪ(‪ ،‬ﭘﻨﺠﻢ)‪ 20‬ﺻﻔﺤﻪ(‪ ،‬ﺷﺸﻢ )‪ 105‬ﺻﻔﺤﻪ(  ﻫﻔﺘﻢ)‪13‬ﺻﻔﺤﻪ(‪.‬‬ ‫ﻓﺼﻠﻬﺎ‪ ،T $‬ﺳﻮ‪  T‬ﭼﻬﺎ‪ T‬ﺑﻬﺘﺮ ﺑﻮ  ﻳﻚ ﻓﺼﻞ ﺟﻤﻊ ‪ $J‬ﻣﻲﺷﺪ‪.‬‬ ‫ ﺻﻮ ﻋﺪ‪ T‬ﻧﺠﺎ‪T‬ﻳﻦ ﻛﺎ‪ ،‬ﻓﺼﻞ ‪  T‬ﭼﻬﺎ‪ T‬ﺑﺎﻳﺪ ﺑﺎ ﻫﻢ  ﻳﻚ‬ ‫ﻓﺼﻞ ﮔﺮ‪ $J‬ﮔﺮ‪ .‬ﻫﺮ ﻳﻦ ﻓﺼﻞ ﺑﻪ ﺗﺤﻘﻴﻘﺎ ﻗﺒﻠﻲ )ﻓﺼﻞ ‪(T‬‬ ‫ ﻧﻘﺪ ‪J‬ﻧﻬﺎ )ﭼﻬﺎ‪ (T‬ﻣﻲﭘﺮ‪.‬‬ ‫‪ - 3‬ﺳﺘﻔﺎ<  ﻛﻠﻤﺎ ﻣﻐﻠﻖ  ﻏﻴﺮ ﺿﺮ‪ :$‬ﻣﺤﻘﻖ ﻳﻦ ﺛﺮ‬ ‫ ﻛﻠﻤﺎ ﮔﻔﺘﻤﺎ‪ ،,‬ﻣﺘﻦ‪ ،‬ﺑﺎﻣﻌﻨﺎﻳﻲ‪ ،‬ﺑﺎﻓﺖ ﻣﻮﻗﻌﻴﺘﻲ  ﺑﺎﻓﺖ ﺿﻌﻴﺘﻲ‬ ‫ﺳﺘﻔﺎ< ﻧﻤﻮ< ﺳﺖ ﺑﺮﺧﻲﻳﻦ ﻛﻠﻤﺎ ﺑﻪ ﺷﻬﺎ‪ $‬ﺗﻔﺴﻴﺮ‪ $‬ﺷﺎ<‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪46‬‬

‫ﻣﻲﻛﻨﺪ  ﻣﻌﻨﺎ‪ $‬ﻣﺒﻬﻢ  ﭼﺎﻟﺶ ﺑﺮﻧﮕﻴﺰ ﻧﺪ‪  .‬ﻛﺎﻫﺎ‪J $‬ﻣﺎ‪ $‬‬ ‫ﻛﻤﻲﻧﺒﺎﻳﺪ ﻳﻦ ﻛﻠﻤﺎ ﺳﺘﻔﺎ< ﻛﺮ‪.‬‬ ‫‪ - 4‬ﻣﺤﻘﻖ ﻳﻦ ﺛﺮ  ﻛﻠﻤﻪ ﺳﻼﻣﻲ ﻛﻨﺎ ﻧﻘﻼ‪ Z‬ﻃﻔﺮ<‬ ‫ﻣﻲ   ﻋﺒﺎ" ﻧﻘﻼ‪ Z‬ﺟﻤﻬﻮ‪ $‬ﺧﻮﻫﻲ"  ﻧﻘﻼ‪ 57 Z‬ﺳﺘﻔﺎ<‬ ‫ﻣﻲﻛﻨﺪ‪  .‬ﺻﻮ ﺳﻬﻮ‪ $‬ﺑﻮ‪ ,‬ﻣﺮ ﺑﻬﺘﺮ ﺳﺖ ﺻﻼ} ﺷﻮ‪ .‬ﻟﻲ ﺑﻪ‬ ‫ﻧﻈﺮ ﻣﻲﺳﺪﻳﻦ ﻣﺮ ﻋﻤﺪ‪ $‬ﺑﺎﺷﺪ‪ .‬ﺳﻼﻣﻲﺑﻮ‪ ,‬ﻧﻘﻼ‪Z‬ﻳﺮ‪ ,‬ﻣﻮ ﺗﺎﻳﻴﺪ‬ ‫ﻛﺜﺮ ﻣﺤﻘﻘﺎ‪ ,‬ﺧﺎﺟﻲ  ﻣﺨﺎﻟﻔﺎ‪ ,‬ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻲﺳﺖ‪.‬‬ ‫‪ - 5‬ﺳﻢ ﻛﺘﺎ‪ Z‬ﺑﺎ ﻣﺤﺘﻮ‪ $‬ﻛﺘﺎ‪ Z‬ﻫﻤﺨﻮﻧﻲ ﻧﺪ‪ .‬ﻋﻨﻮ‪ ,‬ﻛﺘﺎ‪Z‬‬ ‫ﻣﺪﻋﺎ‪ $‬ﻳﺎ‪  . $‬ﺣﺎﻟﻴﻜﻪ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻣﻄﺮ} ﺷﺪ<  ﻛﺘﺎ‪ Z‬ﻗﺎ‬ ‫ﻧﻴﺴﺖ ﻧﺘﻈﺎ ﺧﻮﻧﻨﺪ<  ﺑﺮ‪ <J‬ﺳﺎﻧﺪ‪.‬‬ ‫‪- 6‬ﻏﻠﻄﻬﺎ‪ $‬ﻣﻼﺋﻲ‪ :‬ﻫﻤﻪ ﺻﻔﺤﺎﻳﻦ ﻛﺘﺎ‪ $ Z‬ﺷﺘﺒﺎﻫﺎ‬ ‫ﻣﻼﺋﻴﺎﺳﺖ ﻛﻪ ﺑﻪ ﺑﺮﺧﻲ  ‪J‬ﻧﻬﺎ ﺷﺎ< ﻣﻲﻛﻨﻴﻢ‪:‬‬ ‫ ﺻﻔﺤﻪ ‪ 37‬ﻋﻼﻣﺖ ؟ ﺑﻲ ﻣﻌﻨﻲ ﺳﺖ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪» 63‬ﻣﻘﺎﻳﺴﻪﻳﺮ‪ ....,‬ﺷﺪ< ﻧﺪ« ﻣﻌﻨﺎ ﻧﺪ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪ «SS» 85‬ﺑﻲ ﻣﻌﻨﺎﺳﺖ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪ «IED» 85‬ﻫﻢ ﺷﺎﺧﺺ ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪  $‬ﻫﻢ‬ ‫ﺷﺎﺧﺺ ﺗﻮﺳﻌﻪ ‪J‬ﻣﻮﺷﻲ ﺳﺖ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪» 98‬ﻣﻜﺎﻧﻴﺰ‪ T‬ﻋﻠﻞ« ﺑﺎﻳﺪ »ﻣﻜﺎﻧﻴﺰ‪ T‬ﻋﻠﻲ« ﺑﺎﺷﺪ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪ 123‬ﺳﻄﺮ ‪ « <» T‬ﺑﺎﻳﺪ  < ‪ T‬ﺷﻮ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪ 189‬ﺳﻄﺮ ‪ 1287 T‬ﺑﻲ ﻣﻌﻨﻲ ﺳﺖ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪ 18‬ﺑﺰگ ﻧﻮﺷﺘﻪ ﺷﺪ< ﺳﺖ  ﺣﺎﻟﻴﻜﻪ »ﻛﻮﭼﻚ«‬ ‫ﺳﺖ‪.‬‬ ‫ﺟﺪ ﺷﻤﺎ< ‪ 10‬ﺻﻔﺤﻪ ‪ 182‬ﺻﻼ} ﺷﻮ‪» .‬ﺳﺮﻛﻮ‪ Z‬ﺧﺸﻮﻧﺖ‬

‫ﻗﺎﺑﻞ ‪s‬ﻛﺮ ﺳﺖ ﻛﻪ ﻣﺤﻘﻖ ﺑﺮ ﺗﺤﻠﻴﻞ ﻧﻬﺎﻧﻦ ﻧﺘﻘﺎ  ﻛﺮ< ﺳﺖ‪ .‬ﻧﻬﺎﻧﻦ ﺑﺮ‪ $‬ﺳﺎﺧﺘﻦ ﺷﺎﺧﺺ ﻣﻮﻛﺮﺳﻲ ‬ ‫ﻓﺮﻣﻮ ﻳﺮ ﺳﺘﻔﺎ< ﻛﺮ< ﺳﺖ‪ /100 :‬ﻣﺸﺎﻛﺖ ﺳﻴﺎﺳﻲ * ﻗﺎﺑﺖ ﺳﻴﺎﺳﻲ‬

‫‪/‬ﻣﻮﻛﺮﺗﻴﺰﺳﻴﻮ‪/ H‬ﻳﺮ‪H‬‬

‫‪J‬ﻣﻴﺰ«  ﻳﻒ  ﺳﺘﻮ‪  ,‬ﺑﺎﻳﺪ »ﺳﺮﻛﻮ‪ Z‬ﻣﺨﺎﻟﻔﺎ‪ «,‬ﺑﺎﺷﺪ‪.‬‬ ‫‪ - 7‬ﻣﻨﺎﺑﻊ ﻳﻦ ﺛﺮ ﺑﻪ ﻃﻮ ‪J‬ﻫﻨﺪ<‪ $ $‬ﻣﻌﺎﻳﺐ ﺳﺖ ﻛﻪ‬ ‫ﺗﻨﻬﺎ ﺑﻪ ﻣﺤﺪ‪ ,J  $‬ﺷﺎ< ﻣﻲﮔﺮ‪:‬‬ ‫‪ - 1‬ﺑﺮﺧﻲ  ﻣﻨﺎﺑﻊ ﻣﺘﻦ  ﻣﻨﺎﺑﻊ ‪J‬ﺧﺮ ﻛﺘﺎ‪ Z‬ﻧﻴﺴﺖ‪:‬‬ ‫ﭘﻮﭘﺮ‪ ،(12c)2004‬ﺿﺎﻳﻲ  ﻋﺒﺪ‪ ،(26c)$‬ﺳﻨﺎ ﻧﻬﻀﺖ‬ ‫‪ ،(32c)$J‬ﮔﻴﻞ‪ ،(40c)2003 ،‬ﭘﺎﺗﺮ‪ ،(50  49c)1997‬ﻟﻬﻲ‬ ‫ﻣﻨﺶ)‪ ،(55c‬ﻛﺮﺳﺘﺎﻧﻲ)‪ ،(56 c‬ﺳﺘﮕﺎ ﺷﺮﻳﻌﺖ ﭘﻨﺎﻫﻲ)‪ ،(56c‬ﻣﻴﺮ‬ ‫‪J‬ﻗﺎﻳﻲ)‪ ،(57c‬ﺑﻼﻻ‪ ،(67c)n‬ﮔﻴﺪﻧﺰ)‪ ،(88c‬ﺑﻬﺎ‪،(94c)1380 ،‬‬ ‫ﺧﻠﻴﻠﻲ ﺧﻮ)‪ ،(137c‬ﺗﺒﺮﻳﺰ‪ $‬ﻧﻴﺎ)‪.(139c‬‬ ‫‪ - 2‬ﺑﺮﺧﻲ  ﻣﻨﺎﺑﻊ  ‪J‬ﺧﺮ ﺑﻪ ﺳﻢ ﻣﻮﻟﻒ ﺷﺎ< ﺷﺪ<  ﺣﺎﻟﻴﻜﻪ ‬ ‫ﻣﺘﻦ ﺑﻪ ﻧﺎ‪ T‬ﻓﺎﻣﻴﻠﻲ ﻣﻮﻟﻒ ﺷﺎ< ﻣﻲﻛﻨﺪ‪:‬ﭘﺎﺗﺮ  ﻫﻤﻜﺎ‪  ,‬ﻣﺘﻦ  ﻳﻮﻳﺪ‬ ‫ﭘﺎﺗﺮ  ‪J‬ﺧﺮ)‪.(12c‬‬ ‫‪ - 3‬ﺑﺮﺧﻲ  ﻣﻨﺎﺑﻊ ﺑﻪ ﺳﻢ ﻣﻮﻟﻒ ﺷﺎ< ‪ :‬ﮔﺮﻳﻢ‪ 2000 ،‬ﻫﻢ ‬ ‫ﻣﺘﻦ  ﻫﻢ  ‪J‬ﺧﺮ)‪ (45 44 ،12c‬ﻧﺎ‪  T‬ﻧﺎ‪ T‬ﺧﺎﻧﻮﮔﻲﻳﻦ ﻣﻮﻟﻒ ‬ ‫ﻣﺘﻦ ﻛﺘﺎ‪ Z‬ﮔﺮ‪ T‬ﮔﻴﻞ ﺳﺖ)‪.(43c‬‬ ‫‪  - 4‬ﺑﺮﺧﻲ ﻣﻨﺎﺑﻊ ﺳﻢ ﺑﻪ ﺷﺘﺒﺎ< ﻧﻮﺷﺘﻪ ﺷﺪ<‪J :‬ﺑﺮﻫﺎﻣﻴﺎ‪،(14c),‬‬ ‫ﺑﺮﻫﺎﻣﻴﺎ‪.(14c),‬‬ ‫‪ - 5‬ﺑﺮﺧﻲ ﻣﻨﺎﺑﻊ  ﻣﺘﻦ ﺳﺎ ﻧﺪﻧﺪ  ﺑﻪ ﺳﻢ ﻣﻮﻟﻒ ﺷﺎ<‬ ‫ﻣﻲﺷﻮ‪ :‬ﻗﻲ‪ ،‬ﺑﺮﻫﻴﻢ)‪ (16c‬ﻛﻪ ﺑﺎﻳﺪ ﻗﻲ‪ 1367 ،‬ﺑﺎﺷﺪ‪ ،‬ﻛﺪﻳﻮ‪،‬‬ ‫ﻣﺤﺴﻦ‪.(25c)1376 ،‬‬ ‫‪ - 6‬ﺳﺎ ﻧﺸﺮ ﺑﺮﺧﻲ ﻣﻨﺎﺑﻊ  ﻣﺘﻦ  ‪J‬ﺧﺮ ﻛﺘﺎ‪ Z‬ﻓﺮ‪ : p‬ﻓﻮ‪،,‬‬ ‫‪ ،(20c ،17c) 1378‬ﭼﻠﺒﻲ‪ ،(89c)1376‬ﻛﺮﻣﺎﻧﻲ‪،(121c)1347 ،‬‬ ‫ﺑﻬﺎ‪ ،(133c)1371 ،‬ﺑﻬﺎ‪ ،(94c)1380 ،‬ﺑﻬﺎ‪،(135c)1357 ،‬‬ ‫ﻧﻮ‪ ،(141c)1381 ،$s‬ﻛﺎﺗﻮﻳﺎ‪.(145c)1382 ،,‬‬

‫‪ - 7‬ﺑﺮﺧﻲ  ﻣﻨﺎﺑﻊ ﺑﻪ ﺻﻮ ﻧﺎﻗﺺ ﺑﻴﺎ‪ ,‬ﺷﺪ< ﺳﺖ‪ :‬ﻳﺎﻣﻮﻧﺪ‬ ‫)‪ (35c‬ﻛﻪ ﻳﻨﺠﺎ  ﻣﺸﺨﺺ ﻧﻴﺴﺖ  ﺳﺎ ﻧﺪ‪ ،‬ﺑﻬﺎ‪ ،‬ﺟﻠﺪ‬ ‫‪ ،(134 c)1‬ﺑﻬﺎ‪ ،‬ﺟﻠﺪ ‪ ،(135 c)2‬ﻣﻘﺼﻮ‪.(140c)380 ،‬‬ ‫‪ - 8‬ﻧﺎ‪ T‬ﺑﺮﺧﻲ  ﻣﻮﻟﻒﻫﺎ  ﺻﻞ ﻣﻨﺎﺑﻊ ﺑﺎ ﻧﺎ‪  $ T‬ﻛﺘﺎ‪Z‬‬ ‫ﻣﺬﻛﻮ ﻫﻤﺎﻫﻨﮓ ﻧﻴﺴﺖ‪ :‬ﻻﺑﻲ ﺻﺎﻳﻜﻲ)‪  (220  46c‬ﺻﻞ ﻣﻨﺒﻊ‬ ‫ﻻﺑﻲ ﺻﺪﻳﻘﻲ ﺳﺖ)ﻳﻦ ﻣﻄﻠﺐ  ﺧﻮﻧﻨﺪ< ﺑﺎ ﺟﻮ‪ l‬ﺑﻪ ﺻﻞ ﻛﺘﺎ‪Z‬‬ ‫ﻣﺘﻮﺟﻪ ﮔﺮﻳﺪ(‪.‬‬ ‫‪ - 9‬ﻃﺮ ﻧﮕﺎ‪ I‬ﻣﻨﺎﺑﻊ  ﻣﺘﻦ ﻣﺘﻔﺎ ﺳﺖ ﻛﻪ  ﻣﺘﻦ ﻳﺪ‬ ‫ﺳﺖ  ﻣﺎ ﺑﻪ ﻳﻚ ﻧﻤﻮﻧﻪ ﺷﺎ< ﻣﻲﻛﻨﻴﻢ‪ :‬ﺗﺤﺎﻳﻪ‪  59:1361 ،‬ﮔﺮﻳﻢ‪،‬‬ ‫‪3 :2000‬‬ ‫‪J  - 10‬ﺧﺮ ﻛﺘﺎ‪ Z‬ﻣﻮﻟﻒ ﺗﻨﻬﺎ ﺑﻪ ﻳﻚ ﺟﻠﺪ ﻛﺘﺎ‪ Z‬ﺷﺎ< ﻛﺮ<‬ ‫ﺳﺖ‪ :‬ﺑﻬﺎ)‪ ،(221c‬ﺷﺠﻴﻌﻲ)‪.(220c‬‬ ‫‪ - 11‬ﺑﺮﺧﻲ  ﻣﻨﺎﺑﻊ  ‪J‬ﺧﺮ ‪J‬ﻣﺪ< ﻟﻲ  ﻣﺘﻦ ﻧﻴﺴﺖ‪ :‬ﭘﻨﺎﻫﻲ‪.‬‬ ‫‪ - 12‬ﻣﻮﻟﻒ  ‪J‬ﺧﺮ ﺳﻢ ﻧﻮﻳﺴﻨﺪ< ﻣﻘﺎﻟﻪ  ﺑﺎ ﻧﺎ‪ T‬ﺗﺪﻳﻨﮕﺮ ﻛﺘﺎ‪Z‬‬ ‫ﻣﺘﻤﺎﻳﺰ ﻧﻨﻤﻮ< ﺳﺖ‪ :‬ﺗﺮﺑﻮ‪ $‬ﻣﻮﻟﻒ ﻛﺘﺎ‪ Z‬ﻣﻮﻛﺮﺳﻲ  ﺟﺎﻣﻌﻪ ﻣﺪﻧﻲ‬ ‫ ﺧﺎﻣﻴﺎﻧﻪ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﻛﺘﺎ‪ Z‬ﺟﻤﻊ ‪ $J‬ﺷﺪ<  ﺗﺪﻳﻨﮕﺮ ﻣﺤﻤﺪﺗﻘﻲ‬ ‫ﻟﻔﺮ ﺳﺖ‪.‬ﻳﻦ ﻣﻄﻠﺐ  ﺑﺎ< ﻻﺑﻲ ﺻﺎﻳﻜﻲ ﻧﻴﺰ ﺻﺎ‪ p‬ﺳﺖ‪..‬‬ ‫‪ - 13‬ﻣﻮﻟﻒ  ‪J‬ﺧﺮ ﻛﺘﺎ‪ Z‬ﻫﻴﭻ ﺗﻤﺎﻳﺰ‪ $‬ﺑﻴﻦ ﻧﺎ‪  T‬ﻧﺎ‪ T‬ﺧﺎﻧﻮﮔﻲ‬ ‫ﻣﻮﻟﻒ ﻗﺎﺋﻞ ﻧﺸﺪ< ﺳﺖ‪ :‬ﻻﺑﻲ ﺻﺎﻳﻜﻲ‪ ،‬ﮔﺮ‪ T‬ﮔﻴﻞ  ‪ TJ‬ﭘﺮﺳﻜﻲ‪.‬‬ ‫‪ - 14‬ﻧﻈﻢ ﻟﻔﺒﺎﻳﻲ ﺑﺮ ﻣﻨﺎﺑﻊ ‪J‬ﺧﺮ ﺣﺎﻛﻢ ﻧﻴﺴﺖ‪.‬‬

‫ﭘﺎﻗﻲ‪:‬‬ ‫‪ - 1‬ﻣﻘﺎﻟﻪ ﻣﺴﺘﺨﺮ‪ z‬ﻳﻦ ﭘﺎﻳﺎ‪ ,‬ﻧﺎﻣﻪ)ﻛﺘﺎ‪ Z‬ﻓﻮ‪  (p‬ﻣﺠﻠﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲﻳﺮ‪ ,‬ﺗﻮﺳﻂ ﻣﺤﻤﺪ ﺿﺎ ﻃﺎﻟﺒﺎ‪ ,‬ﻣﻮ ﻧﻘﺪ  ﺑﺮﺳﻲ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻧﻘﺪ ‪J‬ﻗﺎ‪ $‬ﻃﺎﻟﺒﺎ‪ ,‬ﺗﻨﻬﺎ  ﺟﻨﺒﻪ‬ ‫ﺷﻲ ﺑﻮ< ﺳﺖ‪ .‬ﻧﻘﺪ ‪  $‬ﺳﺘﺤﻜﺎ‪  T‬ﻣﻨﻄﻖ ﻗﻮ‪ $‬ﺑﺮﺧﻮ ﺳﺖ‪ .‬ﻣﺎ ﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬ﻧﻘﺪﻫﺎ‪ $‬ﻳﮕﺮ‪  $‬ﻃﺮ} ﻣﻲﻛﻨﻴﻢ‪.‬‬ ‫‪ - 2‬ﻧﻬﺎﻧﻦ‪ ,‬ﺗﺎﺗﻮ)‪ ,(1376‬ﺳﺎﺧﺖ  ﻛﺎﺑﺮ ﺷﺎﺧﺼﻲ ﺑﺮ‪ $‬ﻣﻮﻛﺮﺳﻲ‪ ,‬ﺗﺮﺟﻤﻪ ﻋﻠﻴﺮﺿﺎ ‪J‬ﻗﺎ ﻋﻠﻲ ﻧﮋ  ﺿﻮ‪ ,$‬ﻃﻼﻋﺎ ﺳﻴﺎﺳﻲ  ﻗﺘﺼﺎ‪ ,$‬ﺷﻤﺎ< ‪.124-123‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪47‬‬

‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ﻋﻨﻮ‪ :H‬ﻣﺆﻟﻔﻪﻫﺎ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ ﺳﻴﺎﺳﻰ ‪ /‬ﺣﻜﻮﻣﺖ ‪/‬ﻳﻨﻰ‬ ‫ﻧﻮﻳﺴﻨﺪ‪ :‬ﻋﻠﻰ ﺧﺘﺮﺷﻬﺮ‬ ‫ﻧﺎﺷﺮ‪ :‬ﺳﺎ‪2‬ﻣﺎ‪ H‬ﻧﺘﺸﺎ ﭘﮋﻫﺸﮕﺎ ﻓﺮﻫﻨﮓ  ﻧﺪﻳﺸﻪ ﺳﻼﻣﻰ‬ ‫‪ 309‬ﺻﻔﺤﻪ‬ ‫‪ 2000‬ﻧﺴﺨﻪ‪ 33000 ،‬ﻳﺎ‪ ،.‬ﺳﺎ‪1386 .‬‬ ‫‪/‬ﺷﻴﺮ ﺑﻬﺮﻣﻲ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪48‬‬

‫ﻛﺘﺎ‪ Z‬ﺣﺎﺿﺮ  ﺳﻪ ﺑﺨﺶ ﺗﺸﻜﻴﻞ ﻳﺎﻓﺘﻪ ﺳﺖ‪ :‬ﺑﺨﺶ ‪،‬‬ ‫ﻣﺒﺎﻧﻰ ﻧﻈﺮ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺳﻴﺎﺳﻰ ﻛﻪ ﺑﻪ ﺑﺤﺚ  ﻳﻜﺮ ﻣﻄﺎﻟﻌﺎﺗﻰ‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﻰﭘﺮ‪ .‬ﺑﺨﺶ ‪ ،T‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﭼﻴﺴﺘﻰ  ﻣﺒﺎﻧﻰ ﻧﻈﺮ‪a‬‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺑﺨﺶ ﺳﻮ‪ T‬ﺑﻪ ﺧﺘﺼﺎﺻﺎ ﺣﻜﻮﻣﺖ ﻳﻨﻰ ‬ ‫ﺗﺒﺎ‪ t‬ﺑﺎ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﭘﺮﺧﺘﻪ ﺳﺖ‪ .‬ﻣﻔﻬﻮ‪ T‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ ﻧﺴﺒﺖ ﺑﻪ ﻣﻔﻬﻮ‪ T‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﮔﺴﺘﺮﮔﻰ ﻛﻢﺗﺮ‪   a‬ﺗﻨﻬﺎ‬ ‫ﺣﻮ< ﻣﺴﺎﺋﻞ ﺳﻴﺎﺳﻰ   ﺑﺮ ﻣﻰﮔﻴﺮ‪ .‬ﻫﺪ‪ u‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ‬ ‫ﺗﺮﺑﻴﺖ ﻳﺎ ﭘﺮ‪ I‬ﻓﺮ ﺑﻪ ﺻﻮﺗﻰ ﺳﺖ ﻛﻪ ﻋﻀﺎ‪ a‬ﻛﺎ‪J‬ﻣﺪ ﺟﺎﻣﻌﻪ‬ ‫ﺳﻴﺎﺳﻰ ﺑﺎﺷﻨﺪ )‪ .(16 c‬ﻧﻮﻳﺴﻨﺪ<  ﻳﻦ ﻛﺘﺎ‪ Z‬ﻫﺪ‪ u‬ﻳﺮ  ﻧﺒﺎ‬ ‫ﻣﻰﻛﻨﺪ‪:‬‬ ‫‪ (1‬ﻣﻄﺎﻟﻌﻪ  ﺗﺒﻴﻴﻦ ﻣﺎﻫﻴﺖ  ﻧﺴﺒﺖ ﻓﺮ‪ ،‬ﺟﺎﻣﻌﻪ  ﺣﻜﻮﻣﺖ ‬ ‫ﻧﻈﺮ ﺳﻼ‪  T‬ﻓﺮﻳﻨﺪ ﺟﺘﻤﺎﻋﻰ ﺷﺪ‪  ,‬ﻛﺴﺐ ‪I‬ﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ؛‬

‫‪ (2‬ﺷﻨﺎﺧﺖ  ﺋﻪ ﺑﺴﺘﺮ ﻣﻨﺎﺳﺐ ﺟﻬﺖ ﺑﻬﻴﻨﻪ ﺷﺪ‪ ,‬ﻣﺮ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ  ﺣﻜﻮﻣﺖ ﻳﻨﻰ؛ ‪ (3‬ﺗﺤﻜﻴﻢ‪ ،‬ﺗﻘﻮﻳﺖ  ﺑﻨﻴﺎ‪ ,‬ﻟﮕﻮ‪ a‬ﻣﺒﺎﻧﻰ‬ ‫ﺷﻰ ﺳﻼ‪  T‬ﻣﻮ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ‪ .‬ﺳﺆ ﺻﻠﻰ ﻣﺤﻘﻖ ﻳﻦ‬ ‫ﺳﺖ ﻛﻪ؛ ﻋﻨﺎﺻﺮ  ﻣﺆﻟﻔﻪﻫﺎ‪ a‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺣﻜﻮﻣﺖ ﻳﻨﻰ‬ ‫ﻛﺪﻣﻨﺪ؟  ﭼﻪ ﻧﻘﺸﻰ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻳﻔﺎ ﻣﻰﻛﻨﻨﺪ  ﺗﺒﺎ‪ t‬ﻳﻦ‬ ‫ﺑﻴﻦ ﻳﻦ ﻋﻨﺎﺻﺮ ﺑﺎ ﻫﻢ ﭼﮕﻮﻧﻪ ﺳﺖ؟ )‪.(16 c‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺳﻴﺎﺳﻰ ﻋﻠﻤﻰ ﺳﺖ ﻛﻪ ﺑﺮ ﺻﻮ ﻣﺸﺘﺮ‪n‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ  ﻣﺒﺎﻧﻰ ﻋﻠﻢ ﺳﻴﺎﺳﺖ ﺗﺄﻛﻴﺪ   ﻣﻮﺿﻮ‪ l‬ﺻﻠﻰ ‪,J‬‬ ‫ﺑﺮﺳﻰ ﺑﻂ ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎ‪ ,‬ﻗﺪ ﻟﺘﻰ  ﻧﻴﺮﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﺳﺖ‪ .‬ﺑﻪ‬ ‫ﻃﻮ ﻛﻠﻰ ﺑﺮﺳﻰ ﺑﻂ ﻟﺖ  ﺟﺎﻣﻌﻪ  ﺑﻪ ﻳﮋ< ﺗﺄﺛﻴﺮ ﺟﺎﻣﻌﻪ  ﺑﺮ‬ ‫ﻟﺖ ﻣﻄﺎﻟﻌﻪ ﻣﻰﻛﻨﺪ‪ .‬ﺗﺎﻟﻜﻮ ﭘﺎﺳﻮﻧﺰ‪  ،‬ﻣﻌﺮﻓﺘﺮﻳﻦ ﻧﻈﺮﻳﻪ ﭘﺮ‪,‬‬ ‫ﻣﻜﺘﺐ »ﻓﻮﻧﻜﺴﻴﻮﻧﺎﻟﻴﺴﻢ« ﻳﺎ ﻛﺎﻛﺮﮔﺮﻳﻰ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﮕﺎ<‬

‫ﻣﺆﻟﻔﻪﻫﺎ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ ﺳﻴﺎﺳﻰ ‪ /‬ﺣﻜﻮﻣﺖ ‪/‬ﻳﻨﻰ‬

‫ﺳﻴﺴﺘﻤﻰ  ﺑﻪ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ‪ ،‬ﻣﻌﺘﻘﺪ ﺳﺖ ﻛﻪ‪ :‬ﺑﻴﻦ ﻟﺖ  ﺟﺎﻣﻌﻪ‬ ‫ﻫﻤﺪﻟﻰ‪ ،‬ﻫﻤﮕﺮﻳﻰ  ﻫﻤﺒﺴﺘﮕﻰ ﺟﻮ  )‪ .(33 c‬ﻣﻜﺘﺐ ﺗﻔﺎﻫﻤﻰ‬ ‫ﻣﺎﻛﺲﺑﺮ  ﺗﺒﻴﻴﻦ ﺟﻬﺎ‪ ,‬ﺟﺘﻤﺎﻋﻰ ﻣﻌﺘﻘﺪ ﺳﺖ؛ ﺑﺪ‪ ,‬ﻣﻼﺣﻈﻪ ﺟﻪ‬ ‫ﻣﻌﻨﺎ‪  I ،‬ﻣﺤﺘﻮ‪s a‬ﻫﻨﻰ ‪ ,J‬ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪ .‬ﺑﺮ ﻣﻌﺘﻘﺪ ﺳﺖ‪:‬‬ ‫ﺳﻴﺎﺳﺖ  ‪ a‬؛ ﻳﻜﻰ ﺣﻜﻢ ﻧﺪ‪  ,‬ﻃﺮ‪ u‬ﺣﺎﻛﻢ  ﻳﮕﺮ‪a‬‬ ‫ﻃﺎﻋﺖ ﻧﻤﻮ‪ ,‬ﻣﺮ‪ T‬ﺳﺖ  ﻗﺪ  ﻗﻊ ﻫﻤﺎ‪ ,‬ﺣﻜﻢ ﺳﺖ  ﻟﺖ‬ ‫ﺑﺰ ﻛﺎﺑﺮ ﺣﻜﻢ  ﺳﻠﻄﻪ   ﺳﺖ   ‪J‬ﻧﭽﻪ ﺑﺎﻋﺚ ﺗﺪ‪ T‬ﺳﻴﺎﺳﻰ‬ ‫ﻣﻰﮔﺮ‪ ،‬ﭘﺬﻳﺮ‪ I‬ﻣﺮ‪ T‬ﻳﺎ ﻃﺎﻋﺖ ﻣﺮ‪ T‬ﺳﺖ‪  .‬ﺣﺎﻟﻴﻜﻪ  ﻣﻜﺘﺐ‬ ‫ﻣﺎﻛﺲ‪ ،‬ﻟﺖ ﺣﺎﺻﻞ ﻣﻨﺎﻋﺎ ﻃﺒﻘﺎﺗﻰ ﺳﺖ‪  ،‬ﻟﺖ ﺑﺮﺧﺎﺳﺘﻪ ‬ ‫ﻗﺪ ﻗﺘﺼﺎ‪ ،a‬ﺟﺘﻤﺎﻋﻰ ﻃﺒﻘﻪ ﻣﺴﻠﻂ ﺳﺖ )‪.(34 c‬‬ ‫‪J‬ﻟﻤﻮﻧﺪ  ﭘﺎ  ﺗﻌﺮﻳﻒ »ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ« ﮔﻔﺘﻪﻧﺪ‪:‬‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻧﺪ ﺣﻔﻆ ﻳﺎ ﮔﺮﮔﻮﻧﻰ ﻓﺮﻫﻨﮓ ﺳﻴﺎﺳﻰ ﺳﺖ‪.‬‬ ‫ﺑﻨﺎﺑﺮﻳﻦ ﻧﺪ ﻓﺮ  ﻓﺮﻫﻨﮓ ﺳﻴﺎﺳﻰ ﻣﻰﺷﻮﻧﺪ  ﺳﻤﺖﮔﻴﺮ‪a‬ﻫﺎﻳﺸﺎ‪,‬‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﻫﺪ‪u‬ﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ ﺷﻜﻞ ﻣﻰﮔﻴﺮ )‪ .(39c‬ﺷﻜﺎ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ‪ :‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺑﻪ ﻃﻮ ﻣﺴﺘﻘﻴﻢ ‬ ‫ ﺷﻜﺎ ﺗﻘﻠﻴﺪ )‪J‬ﮔﺎﻫﺎﻧﻪ  ﻧﺎ‪J‬ﮔﺎﻫﺎﻧﻪ(‪ ،‬ﭘﻴﺶﺑﻴﻨﻰ ﺷﺪ< )ﻓﺮ‪ a‬ﻛﻪ‬ ‫ﺑﻪ ﭘﺴﺖﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ ﻋﻼﻗﻪﻣﻨﺪ   ﺣﺮﻛﺎ  ﻓﺘﺎﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ‬ ‫ﺳﻴﺎﺳﻰ ﺳﻴﺎﺳﺘﻤﺪ‪ ,‬ﺗﻘﻠﻴﺪ ﻣﻰﻛﻨﻨﺪ(‪J ،‬ﻣﻮ‪ I‬ﺳﻴﺎﺳﻰ ) ﺟﺎﻧﺐ ﻟﺖ‬ ‫ ﮔﺮﻫﻬﺎ ﺑﻪ ﻧﺴﻞ ﺟﺪﻳﺪ(  ﺗﺠﺮﺑﻴﺎ ﺳﻴﺎﺳﻰ ﻇﺎﻫﺮ ﻣﻰﺷﻮ‪  .‬ﻳﻦ‬ ‫ﻓﺼﻞ ﻧﻴﺰ ﺑﻪ ﺷﻜﺎ ﻏﻴﺮﻣﺴﺘﻘﻴﻢ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﭘﺮﺧﺘﻪ ﺷﺪ<‬ ‫ﺳﺖ ﻛﻪ ﻋﺒﺎﺗﻨﺪ ‪ :‬ﺷﻴﻮ< ﻧﺘﻘﺎ  ﻃﺮﻳﻖ ﺑﻂ ﻣﺘﻘﺎﺑﻞ‪ ،‬ﺷﻴﻮ< ﺷﺎﮔﺮ‪a‬‬ ‫ ﺷﻴﻮ< ﺗﻌﻤﻴﻢ‪.(43 – 45 c) .‬‬ ‫ﺑﺨﺶ ‪ T‬ﻛﺘﺎ‪ ،Z‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﭼﻴﺴﺘﻰ  ﻣﺒﺎﻧﻰ ﻧﻈﺮ‪ a‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ ﻣﻰﺑﺎﺷﺪ ﻛﻪ  ﺳﻪ ﻓﺼﻞ‪ :‬ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﻣﻮﺟﻮ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ‪ ،‬ﻣﺒﺎﻧﻰ ﻧﻈﺮ‪J  a‬ﺳﻴﺐﺷﻨﺎﺳﻰ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺗﺸﻜﻴﻞ ﻳﺎﻓﺘﻪ‬ ‫ﺳﺖ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ< ﺑﺮ‪ a‬ﺗﺒﻴﻴﻦ ﻣﺴﺄﻟﻪ ﻣﻮ ﻣﻄﺎﻟﻌﻪ  ﻧﻈﺮﻳﻪﻫﺎ  ﻣﻜﺎﺗﺐ‬ ‫ﻣﻮﺟﻮ  ﻏﺮ‪ Z‬ﺑﻬﺮ< ﮔﺮﻓﺘﻪ‪ ،‬ﻛﻪ  ﻳﺮ ﺑﻪ ‪J‬ﻧﻬﺎ ﺷﺎ< ﻣﻰﺷﻮ‪.(1 :‬‬ ‫ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﺳﻨﺖﮔﺮ )ﻓﻼﻃﻮ‪  ,‬ﺳﻄﻮ(؛ ‪ .(2‬ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﻛﺎﻛﺮﮔﺮﻳﻰ‬ ‫ ﺳﺎﺧﺖﮔﺮﻳﻰ )ﻓﺮﻳﺪ‪ ،‬ﭘﺎﺳﻮﻧﺰ‪J ،‬ﻟﻤﻮﻧﺪ‪ ،‬ﭘﺎ‪(... a‬؛ ‪ .(3‬ﻧﻈﺮﻳﻪﻫﺎ‪a‬‬ ‫ﻛﻨﺶ ﻣﺘﻘﺎﺑﻞ ﻧﻤﺎ‪) a‬ﻣﻴﺪ  ﻛﻮﻟﻰ ‪ .(..‬ﻫﻤﭽﻨﻴﻦ  ﻣﻜﺎﺗﺐ ﺛﺒﺎﺗﻰ‬ ‫ﭘﻮﻳﺘﻴﻮﻳﺴﺘﻰ‪ ،‬ﻣﻜﺎﺗﺐ ﺗﻔﺴﻴﺮ‪) a‬ﻣﻴﺪ  ﻛﻮﻟﻰ(  ﻓﻼﻃﻮ‪  ,‬ﺳﻄﻮ‬ ‫ﺳﺘﻔﺎ< ﻧﻤﻮ< ﺳﺖ )‪  .(66 c‬ﻧﻈﺮ ‪J‬ﻟﻤﻮﻧﺪ  ﻧﻜﺘﻪ ﻣﻬﻢ  ﻣﻮ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺟﻮ ‪ :‬ﻳﻜﻰ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻫﺮﮔﺰ ﻗﻌ ًﺎ‬ ‫ﭘﺎﻳﺎ‪ ,‬ﻧﻤﻰﭘﺬﻳﺮ ﻳﮕﺮ ﻳﻨﻜﻪ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺳﺮﺳﺮ ﻧﺪﮔﻰ ﻓﺮ‬ ‫ﻣﻪ ﻣﻰﻳﺎﺑﺪ )‪ .(74 c‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻣﻮﺟﺐ ﻧﺘﻘﺎ  ﮔﺮﮔﻮﻧﻰ‬ ‫ﻓﺮﻫﻨﮓ ﺳﻴﺎﺳﻰ ﻳﻚ ﻣﻠﺖ ﻣﻰﺷﻮ‪ .‬ﻳﻦ ﻫﻰ ﺑﺮ‪ a‬ﻧﺘﻘﺎ ﻧﺪﻳﺸﻪﻫﺎ‬ ‫ ﺑﺎﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ ﻳﻚ ﻧﺴﻞ ﺑﻪ ﻧﺴﻞ ﻳﮕﺮ ﺳﺖ‪ .‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ  ﺻﻮﺗﻰ ﻣﻮﺟﺐ ﮔﺮﮔﻮﻧﻰ ﻓﺮﻫﻨﮓ ﺳﻴﺎﺳﻰ ﻣﻰﺷﻮ ﻛﻪ‬ ‫ﻫﻤﻪ ﺷﻬﺮﻧﺪ‪ ,‬ﻳﺎ ﺑﺮﺧﻰ  ‪J‬ﻧﻬﺎ  ﺑﻪ ﻧﻮ‪ l‬ﻣﺘﻔﺎﺗﻰ  ﺗﻠﻘﻰ ﻳﺎ ﺗﺠﺮﺑﻪ‬

‫ﺳﻴﺎﺳﻰ ﻫﻨﻤﻮ‪ ,‬ﺳﺎ )‪  .(74 c‬ﻓﺼﻞ ﻣﺒﺎﻧﻰ ﻧﻈﺮ‪ a‬ﻳﻦ ﻛﺘﺎ‪،Z‬‬ ‫ ﺳﻪ ﻣﺒﺤﺚ ﺳﺨﻦ ﺑﻪ ﻣﻴﺎ‪J ,‬ﻣﺪ< ﺳﺖ‪ :‬ﻣﺒﺎﻧﻰ ﻧﺴﺎ‪,‬ﺷﻨﺎﺧﺘﻰ‪ ،‬ﻣﺒﺎﻧﻰ‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺧﺘﻰ  ﻣﺒﺎﻧﻰ ﻫﺴﺘﻰﺷﻨﺎﺧﺘﻰ‪  .‬ﻣﻨﻈﺮ ﻳﺪﮔﺎ< ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ‪،‬‬ ‫ژ‪,‬ژ‪ n‬ﺳﻮ ﻣﻰﮔﻮﻳﺪ‪ :‬ﻓﺮ ﻧﺴﺎﻧﻰ ﺑﺮ ﺳﺎ‪ W‬ﻳﻚ ﻗﺮ ﺟﺘﻤﺎﻋﻰ‬ ‫ﻫﻤﻪ ﻣﺘﻴﺎ ﺧﻮ  ﺑﻪ ﺟﻤﻊ ﺑﺨﺸﻴﺪﻧﺪ ﺗﺎ ﺑﺘﻮﻧﻨﺪ  ﺳﻮﻣﻨﺪ‪ a‬ﻧﺪﮔﻰ‬ ‫ﺟﺘﻤﺎﻋﻰ ﺑﻬﺮ<ﻣﻨﺪ ﺷﻮﻧﺪ‪  .(90c) .‬ﻳﺪﮔﺎ< ﺳﻼ‪ ،T‬ﻫﻮﻳﺖ  ﻣﺎﻫﻴﺖ‬ ‫ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ ﺑﺮ ﻣﺒﻨﺎ‪  a‬ﻋﻨﺼﺮ »ﻫﺪﻳﺖ  ﻋﺪﻟﺖ« ﺷﻜﻞ ﻣﻰ ﻳﺎﺑﺪ‬ ‫ ﻫﻤﻴﻦ  ﻋﻨﺼﺮ ﺳﺖ ﻛﻪ } ﺻﻠﻰ ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ  ﻣﻰﺳﺎ ‬ ‫ﻓﺘﺎ ﺟﺘﻤﺎﻋﻰ ﻧﺴﺎﻧﻬﺎ  ﺳﺎﻣﺎ‪ ,‬ﻣﻰﻫﺪ )‪.(96 c‬‬ ‫ﺳﺘﺎ ﻣﻄﻬﺮ‪ ،a‬ﻛﻠﻴﻪ ﻋﻀﺎ‪ a‬ﺟﺎﻣﻌﻪ  ﻫﻤﺎﻧﻨﺪ ﻳﻚ ﭘﻴﻜﺮ ﻣﻰﻧﮕﺎ‪،‬‬ ‫ ﻧﻈﺮ  ﭘﻴﻮﺳﺘﮕﻰ  ﻫﻤﺒﺴﺘﮕﻰ ﻧﺴﺎﻧﻬﺎ ﻫﻤﺎﻧﻨﺪ ﭘﻴﻮﻧﺪ ﻧﺪ‪T‬ﻫﺎ‪ a‬ﻳﻚ ﺗﻦ‬ ‫ﺳﺖ )‪ .(78 c‬ﻫﺪﻳﺖ ﺟﺘﻤﺎﻋﻰ ﺣﻮ ﻣﺤﻮ ﻣﺎﻣﺖ  ﻫﺒﺮ‪ a‬ﻋﺎﻻﻧﻪ‬ ‫ ﺑﺎﻫﺎ  ﺑﺎﻫﺎ ﻣﻮ ﺗﺄﻛﻴﺪ ﻗﺮ ﻣﻰﻫﺪ‪» .‬ﺑﻪ ﺗﺤﻘﻴﻖ ﭘﻴﺎﻣﺒﺮﻧﻰ  ﺑﺎ‬ ‫ﻧﺸﺎﻧﻪﻫﺎ  ‪J‬ﻳﺎ ﺷﻦ ﻓﺮﺳﺘﺎﻳﻢ  ﺑﻪ ﻳﺸﺎ‪ ,‬ﻛﺘﺎ‪J Z‬ﺳﻤﺎﻧﻰ  ﻣﻴﺰ‪,‬‬ ‫ﻓﺮ ﻓﺮﺳﺘﺎﻳﻢ ﺗﺎ ﻣﺮ‪ T‬ﻗﻴﺎ‪ T‬ﺑﻪ ﻗﺴﻂ  ﻋﺪ ﻛﻨﻨﺪ« )ﺣﺪﻳﺪ ‪J‬ﻳﻪ ‪c) ،(25‬‬ ‫‪ .(97‬ﺟﺎﻣﻌﻪ  ﺗﻔﺴﻴﺮ ﺳﻼﻣﻰ ‪ a‬ﻳﮋﮔﻰﻫﺎ‪ a‬ﻳﺮ ﺳﺖ‪ .(1 :‬ﺟﺎﻣﻌﻪ‬ ‫ﺳﻼﻣﻰ ‪J‬ﻣﺎﻧﮕﺮ  ﻫﺪﻓﻤﻨﺪ؛ ‪ (2‬ﮔﺬ‪ a‬ﺟﺎﻣﻌﻪ  ﻛﻞﮔﺮﻳﺎﻧﻪ ؛ ‪ (3‬‬ ‫ﺟﺴﺘﺠﻮ‪ a‬ﻣﺸﺨﺼﻪﻫﺎ‪ a‬ﺷﺪ  ﻛﻤﺎ ﺳﺖ  ﻣﺴﻴﺮ ﺣﺮﻛﺖ ﺧﻮ  ﺑﻪ‬ ‫ﺳﻮ‪ a‬ﺗﻜﺎﻣﻞ ﺟﺘﻤﺎﻋﻰ ﻫﺪ‪u‬ﮔﻴﺮ‪ a‬ﻣﻰﻛﻨﺪ؛ ‪ (4‬ﻋﻘﻼﻧﻴﺖ  ﺗﺠﺮﺑﻪ  ‬ ‫ﺧﺪﻣﺖ ‪J‬ﻣﺎﻧﻬﺎ  ‪J‬ﻫﺎ ﻗﺮ ﻣﻰﻫﺪ؛ ‪ (5‬ﻧﻴﺎﻣﻨﺪ ﻫﺒﺮ‪ ,‬ﻫﺪﻳﺘﮕﺮ ﺳﺖ؛‬ ‫‪ (6‬ﻳﻮﻧﺴﺎﻻ‪ a‬ﺟﺘﻤﺎﻋﻰ  ﻧﻬﺎﻫﺎ‪ a‬ﺳﻤﻰ ﺑﺮ‪ a‬ﺧﺪﻣﺖﮔﺬ‪ a‬ﺑﻪ‬ ‫ﻧﺴﺎﻧﻬﺎﺳﺖ ) ‪ (97 -99 c‬ﻣﺒﺎﻧﻰ ﻧﺴﺎ‪,‬ﺷﻨﺎﺧﺘﻰ ﻏﺮﺑﻴﺎ‪ ,‬ﻧﺸﺎ‪ ,‬ﻣﻰﻫﺪ‬ ‫ﻛﻪ‪ ،‬ﺟﻮﻫﺮ<  ﻣﺎﻫﻴﺖ ﻧﺴﺎ‪» ,‬ﺳﺘﻌﺪﻫﺎ  ﻏﺮﻳﺰ ﻧﻴﻮ‪ «a‬ﺳﺖ ﻛﻪ‬ ‫ﻣﺪ ﻛﻨﺶ  ﻛﻨﺶ  ﻧﺘﺨﺎ‪Z‬ﮔﺮ‪ a‬ﻧﺴﺎ‪ ,‬ﻗﺮ ﻣﻰﮔﻴﺮ  ﻣﺴﻴﺮ ﺣﻴﺎ‬ ‫ﻫﺮ ﻓﺮ ﻧﺴﺎﻧﻰ  ﺗﺮﺳﻴﻢ ﻣﻰﻛﻨﺪ )‪  .(100 c‬ﺣﺎﻟﻰ ﻛﻪ  ﻳﺪﮔﺎ<‬ ‫ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﺳﻼﻣﻰ‪ ،‬ﻣﺎﻫﻴﺖ ﻧﺴﺎﻧﻰ ﻫﻤﺎ‪ ,‬ﻫﺴﺘﻪ ﺑﺎﻃﻨﻰ  ﺳﺖ ﻛﻪ‬ ‫ﻓﻄﺮ ﻧﺎﻣﻴﺪ< ﻣﻰ ﺷﻮ  ﻧﻘﺶ ﺻﻠﻰ  ﻣﺤﻮ‪  a‬ﺗﻨﻈﻴﻢ ﺣﻴﺎ ﻧﺴﺎﻧﻰ‬ ‫ﻳﻔﺎ ﻣﻰ ﻛﻨﺪ )‪.(102 c‬‬ ‫ ﻓﺼﻞ ﺳﻮ‪ ،T‬ﻧﻮﻳﺴﻨﺪ< ﺑﻪ ‪J‬ﺳﻴﺐﺷﻨﺎﺧﺘﻰ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺑﻪ‬ ‫ﻧﺒﺎ ﺷﻨﺎﺳﺎﻳﻰ ‪ ,J‬ﺳﺘﻪ  ﻋﻮﻣﻞ ﻣﻬﻢ  ﻣﺆﺛﺮ‪ a‬ﺳﺖ ﻛﻪ ﺷﻜﻞﮔﻴﺮ‪a‬‬ ‫ ﺗﺪ‪J T‬ﻧﻬﺎ ﻣﻰﺗﻮﻧﺪ ﻓﺮﻳﻨﺪ ﺗﺤﻘﻖ ﻫﺪ‪J  u‬ﻣﺎ‪,‬ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ‬ ‫ ﻣﺘﻮﻗﻒ  ﻳﺎ ﺑﻪ ﺻﻮ ﻣﺤﺴﻮ‪ُ W‬ﻛﻨﺪ ﻧﻤﺎﻳﺪ )‪ .(111 c‬ﻣﻘﺎ‪ T‬ﻣﻌﻈﻢ‬ ‫ﻫﺒﺮ‪  a‬ﻣﻮ ﺿﺮ  ﻫﻤﻴﺖ ﺷﻨﺎﺧﺖ ‪J‬ﺳﻴﺐﻫﺎﻳﻰ ﻛﻪ ﻧﻘﻼ‪Z‬‬ ‫ﺳﻼﻣﻰ  ﺗﻬﺪﻳﺪ ﻣﻰﻛﻨﺪ‪ ،‬ﺑﻪ  ﺧﻄﺮ ﻋﻤﺪ< ﺷﺎ< ﻛﺮﻧﺪ‪ (1 :‬ﺧﻄﺮ‬ ‫ﺷﻤﻨﺎ‪ ,‬ﺧﺎﺟﻰ؛ ‪ (2‬ﺧﻄﺮ ﺿﻤﺤﻼ ﺧﻠﻰ‪ .(112c) .‬ﻣﻬﻢﺗﺮﻳﻦ‬ ‫‪J‬ﺳﻴﺐﻫﺎ )ﻣﻮﻧﻊ  ﻗﻔﻪ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ(‪ ،‬ﻋﺒﺎﺗﻨﺪ ‪:‬‬ ‫‪(1‬ﮔﺮﻳﺶﻫﺎﻳﻰ ﻛﻪ ﺷﺨﺺ ﻛﺴﺐ ﻛﺮ<‪ ،‬ﺑﺎ ﻗﻌﻴﺖﻫﺎ‪ a‬ﻧﺪﮔﻰ‬ ‫ﻣﻄﺎﺑﻘﺖ ﻧﺪﺷﺘﻪ ﺑﺎﺷﻨﺪ؛‬ ‫‪ (2‬ﻋﺪ‪ T‬ﻫﻤﺎﻫﻨﮕﻰ  ‪J‬ﻣﻮ‪I‬ﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ ﻛﻪ  ﻃﺮ‪ u‬ﻧﻬﺎﻫﺎ‪a‬‬ ‫ﻣﺨﺘﻠﻒ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﻧﺠﺎ‪ T‬ﻣﻰﺷﻮ‪ ،‬ﺑﻪ ﺟﻮ ﻣﻰ‪J‬ﻳﺪ؛ ‪ (3‬ﻧﻬﺎﻫﺎ‪a‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪  a‬ﺣﺎ ﺣﺎﺿﺮ ﮔﺮﻳﺶﻫﺎﻳﻰ  ﻣﻨﺘﻘﻞ ﻣﻰﺳﺎ ﻛﻪ ﺑﺎ‬ ‫‪J‬ﻧﭽﻪ  ﮔﺬﺷﺘﻪ ﻣﻨﺘﻘﻞ ﻛﺮ<ﻧﺪ‪ ،‬ﺗﻔﺎ ﻛﻠﻰ ؛ ‪ (4‬ﻳﺠﺎ ﻗﻔﻪ ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻫﻢ  ﺳﻄﺢ ﻓﺮ  ﻫﻢ  ﺳﻄﺢ ﻧﻈﺎ‪ T‬ﺳﻴﺎﺳﻰ؛‬ ‫‪ (5‬ﭘﻴﭽﻴﺪﮔﻰ  ﻧﺎ ﻫﻤﺎﻫﻨﮕﻰ ﺟﺘﻤﺎﻋﻰ؛ ‪ (6‬ﺗﻌﺪ  ﻧﻮ‪ l‬ﻧﻬﺎﻫﺎ‪a‬‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪(116 c) .a‬‬ ‫ﺑﺨﺶ ﺳﻮ‪ T‬ﻛﺘﺎ‪ Z‬ﺑﻪ »ﺧﺘﺼﺎﺻﺎ ﺣﻜﻮﻣﺖ ﻳﻨﻰ  ﺗﺒﺎ‪t‬‬ ‫ﺑﺎ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ« ﺗﻌﻠﻖ  ﻛﻪ‪  ،‬ﺳﻪ ﻓﺼﻞ ﺗﺸﻜﻴﻞ ﻳﺎﻓﺘﻪ‬ ‫ﺳﺖ‪ .‬ﻓﺼﻞ  ﺑﻪ »ﻟﺰ‪  T‬ﺗﻮﺟﻪ ﺣﻜﻮﻣﺖ  ﺣﺎﻛﻤﻴﺖ ﺳﻼﻣﻰ ﺑﻪ ﻣﺮ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ« ﻣﻰﭘﺮ‪ .‬ﺑﺮ ﻳﻦ ﺳﺎ‪ W‬ﻧﻮﻳﺴﻨﺪ< ﺑﻪ ﭼﻨﺪ ﻣﺤﻮ‬ ‫ﻣﻬﻢ ﭘﺮﺧﺘﻪ ﺳﺖ‪  ،‬ﺟﻤﻠﻪ‪ :‬ﻟﻒ‪ .‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺳﻼ‪ T‬‬ ‫ﺑﺎﻳﺪ  ﻣﺒﺤﺚ ﺗﻌﻠﻴﻢ  ﺗﺮﺑﻴﺖ ﻧﺒﺎ ﻧﻤﻮ‪» ،‬ﭘﺮﮔﺎ ﻣﺎ ﻛﺴﻰ ﺳﺖ‬ ‫ﻛﻪ ﺑﻪ ﻫﺮ ﻣﻮﺟﻮ‪J a‬ﻧﭽﻪ ﻻﻣﻪ ‪J I‬ﻓﺮﻳﻨﺶ  ﺑﻮ‪ ،‬ﻋﻄﺎ ﻓﺮﻣﻮ ‬ ‫‪J‬ﻧﮕﺎ< ﻫﺪﻳﺘﺶ ﻛﺮ )ﻃﻪ – ‪ ،(50‬ﺳﻼ‪ T‬ﻣﻬﻢﺗﺮﻳﻦ ﻋﻮﻣﻞ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫  ﺧﺎﻧﻮ<‪ ،‬ﻣﺪﺳﻪ )ﻣﻜﺘﺐ ﺧﺎﻧﻪ(  ﻣﺴﺠﺪ ‪s‬ﻛﺮ ﻧﻤﻮ< ﺳﺖ )‪c‬‬ ‫‪ .(121 -123‬ﺑﺮﺧﻰ  ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻣﺴﻠﻤﺎ‪ ,‬ﻫﻤﭽﻮ‪ ,‬ﻓﺎﺑﻰ‪ ،‬ﻫﺪ‪u‬‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺳﺎﻣﺎ‪ , ,‬ﺑﻪ ﻣﺪﻳﻨﻪ ﻓﺎﺿﻠﻪ ﻣﻰﻧﺪ‪ ،‬ﻛﻪ ‬ ‫‪ ,J‬ﺷﻬﺮﻧﺪ‪ ,‬ﺑﺮ‪ a‬ﺳﻴﺪ‪ ,‬ﺑﻪ ﺑﺮﺗﺮﻳﻦ ﻛﻤﺎﻻ ﻧﺴﺎﻧﻰ‪ ،‬ﺑﻪ ﻳﻜﺪﻳﮕﺮ‬ ‫ﻛﻤﻚ ﻣﻰﻛﻨﻨﺪ )‪  .(124 c‬ﻳﻦ ﺳﻼ‪ T‬ﻣﺎﻣﺖ ﻛﺎﻛﺮﻫﺎﻳﻰ  ﻛﻪ‬ ‫ﺑﺮﺧﻰ  ‪J‬ﻧﻬﺎ ﻓﺮﻳﻨﺪ ﺟﺘﻤﺎﻋﻰ ﺷﺪ‪ ,‬ﻓﺮ  ﻓﺮﻫﻢ ﻣﻰﻧﻤﺎﻳﻨﺪ‪ :‬ﻧﺨﺴﺖ‬ ‫ﻳﻨﻜﻪ ﻣﺎﻣﺖ ﻧﺎﻇﺮ ﺑﺮ ﺟﺎﻣﻌﻪ ﺳﺖ‪ ،‬ﻟﺬ  ﺣﻜﻮﻣﺖ ﻳﻨﻰ ﻣﺎ‪ T‬ﻓﺮﻳﻨﺪ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪  a‬ﻫﺪﻳﺖ  ﺗﻘﻮﻳﺖ ﻣﻰﻛﻨﺪ؛ ﻳﮕﺮ ﻳﻨﻜﻪ  ﻓﺮﻫﻨﮓ ﺷﻴﻌﻪ‬ ‫ ﺣﻠﻮ ﺣﻴﺎ ﺳﻮ ﻛﺮ‪ (c) T‬ﻫﺮ  ﻗﺘﺪ ﺳﻴﺎﺳﻰ  ﻳﻨﻰ  ﺟﻮ‬ ‫ﺷﺨﺺ ﭘﻴﺎﻣﺒﺮ )‪ (c‬ﺟﻤﻊ ‪J‬ﻣﺪ< ﺑﻮ )‪(133c‬‬ ‫ﺣﻜﻮﻣﺖ ﻳﻨﻰ ﺑﺮ‪ a‬ﻧﺘﻘﺎ ‪I‬ﻫﺎ  ﻫﻨﺠﺎﻫﺎ  ﺟﺎﻣﻌﻪ ﺑﻪ‬ ‫ﻓﺮ   ﻧﻮ‪ l‬ﻋﻮﻣﻞ ﺑﻬﺮ< ﻣﻰﮔﻴﺮ‪ (1 :‬ﻋﻮﻣﻞ ﻣﺴﺘﻘﻞ ﻛﻪ ﻣﺨﺼﻮ‪c‬‬ ‫ﺣﻜﻮﻣﺖ ﻳﻨﻰ ﺳﺖ؛ ‪I (2‬ﻫﺎ‪ a‬ﻣﻌﻨﻮ‪a‬؛ ﻋﻮﻣﻞ  ﺧﻮ ﺑﻪ ﭼﻨﺪ‬ ‫ﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻣﻰ ﺷﻮﻧﺪ‪ :‬ﻟﻒ‪ :‬ﻣﺒﺎ‪ a‬ﻧﻈﺮ‪ a‬ﺷﻴﻌﻪ ﻳﻌﻨﻰ ﺻﻮ ﻋﺘﻘﺎ‪a‬‬ ‫)ﻣﺎﻣﺖ‪ ،‬ﻋﺪ‪ ،‬ﻋﺘﻘﺎ ﺑﻪ ﻏﻴﺒﺖ ﻣﺎ‪ T‬ﻫﻢ ‪(...‬؛ ‪ :Z‬ﻧﻤﺎﻫﺎ  ﺳﻨﺖﻫﺎ‬ ‫)ﻋﺎﺷﻮ‪ ،‬ﺳﻮﮔﻮ‪ ،a‬ﻧﻤﺎ ﺟﻤﻌﻪ(؛ ‪ :z‬ﻋﻮﻣﻠﻰ ﻛﻪ ﻣﺨﺼﻮ‪ c‬ﺣﻜﻮﻣﺖ‬ ‫ﻳﻨﻰ ﻧﻴﺴﺖ   ﻫﻤﻪ ﺣﻜﻮﻣﺖﻫﺎ ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ< ﺳﺖ )ﺗﻘﺪ‪ W‬ﺧﺎﻧﻮ<(؛‬ ‫)‪.(140 c‬‬ ‫ﻓﺼﻞ ‪ T‬ﺑﻪ ﻳﮋﮔﻰﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ  ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ  ﺗﺄﺛﻴﺮ ‪,J‬‬ ‫ﺑﺮ ﻓﺮﻳﻨﺪ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻣﻰﭘﺮ‪ .‬ﻳﻜﻰ  ﻳﮋﮔﻰﻫﺎ‪ a‬ﻣﻬﻢ‬ ‫ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ ﺑﺤﺚ ﻧﻬﺎﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﺳﺖ ﻛﻪ ﻳﻦ ﻧﻬﺎﻫﺎ  ﺗﺒﺎ‪t‬‬ ‫ﺑﺎ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺳﺖ‪ .‬ﻧﻬﺎ ﻧﻈﺎ‪ T‬ﺳﺎﻣﺎ‪ ,‬ﻳﺎﻓﺘﻪ‪  a‬ﺑﻂ‬ ‫ﺟﺘﻤﺎﻋﻰ ﺳﺖ ﻛﻪ ﺑﺮ ﮔﻴﺮﻧﺪ< ﺑﺮﺧﻰ  ‪I‬ﻫﺎ  ﻓﺮﻳﻨﺪﻫﺎ‪ a‬ﻣﺸﺘﺮ‪n‬‬ ‫ﻣﻰﺑﺎﺷﺪ  ﺑﺮ‪ a‬ﭘﺎﺳﺨﮕﻮﻳﻰ ﺑﻪ ﺑﺮﺧﻰ ﻧﻴﺎﻫﺎ‪ a‬ﺳﺎﺳﻰ ﺑﻪ ﺟﻮ ‪J‬ﻣﺪ<‬ ‫ﺳﺖ )‪ .(146 c‬ﺳﻼ‪ T‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻣﻜﺘﺐ ﻳﻨﻰ  ﺑﻴﻨﺶ ﺟﺘﻤﺎﻋﻰ‬ ‫– ﺳﻴﺎﺳﻰ ﻳﮋ<‪ a‬ﺑﺮﺧﻮ ﺳﺖ‪ ،‬ﺑﻪ ﻃﻮ‪ a‬ﻛﻪ  ﺟﻬﺎ‪ ,‬ﻣﺮ‪a‬‬ ‫ﻳﻦ ﻣﻜﺘﺐ  ﺻﺪ … ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ ﺑﺮ‪J‬ﻣﺪ< ﺳﺖ‪ ،‬ﻟﺬ ﻣﻜﺘﺐ‬

‫ﺳﻼ‪ T‬ﺑﺎ ﭼﻨﻴﻦ ﻧﮕﺮﺷﻰ‪ ،‬ﺑﻪ ﺷﻨﺎﺧﺖ ﻧﺴﺎ‪  ,‬ﺟﺎﻣﻌﻪ ﻧﺴﺎﻧﻰ ﻣﻰﭘﺮ‬ ‫  ﺻﺪ ﺗﺒﻴﻴﻦ  ﺗﺤﻠﻴﻞ ﻧﺴﺎ‪  ,‬ﺟﺎﻣﻌﻪ ﻧﺴﺎﻧﻰ ﺳﺖ )‪ .(151c‬‬ ‫‪J‬ﻳﺎ ﻛﺮﻳﻤﻪ ﻗﺮ‪ ,J‬ﺳﺘﻔﺎ< ﻣﻰﺷﻮ ﻛﻪ ﺟﺘﻤﺎﻋﻰ ﺑﻮ‪ ,‬ﻧﺴﺎ‪  ,‬ﻣﺘﻦ‬ ‫ﺧﻠﻘﺖ  ‪J‬ﻓﺮﻳﻨﺶ  ﭘﻰﻳﺰ‪ a‬ﺷﺪ< ﺳﺖ‪ .‬ﺑﻪ ﻫﺮ ﺣﺎ  ﻳﺪﮔﺎ< ﺳﻼﻣﻰ‬ ‫ﻋﻠﺖ ﻧﺪﮔﻰ ﺟﺘﻤﺎﻋﻰ  ﻋﺎﻣﻞ ﻋﻤﺪ< ﺻﻠﻰ ﺗﺸﻜﻴﻞ ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ ‬ ‫ﻣﻰﺗﻮ‪ ,‬ﻓﻄﺮ ﻧﺴﺖ )‪  .(153 c‬ﻣﻴﻨﻪﻫﺎﻳﻰ ﻛﻪ ﺑﺎﻋﺚ ﺷﺪ ‬ ‫ﻛﻤﺎ  ﺳﻌﺎ ﻧﺴﺎ‪ ,‬ﻣﻰ ﺷﻮ‪ ،‬ﻣﺴﺄﻟﻪ ﻣﺴﺌﻮﻟﻴﺖﭘﺬﻳﺮ‪ a‬ﺳﺖ‪ ،‬‬ ‫ﻣﻬﻢﺗﺮﻳﻦ ﻣﺴﺆﻟﻴﺖﻫﺎ‪ a‬ﻧﺴﺎ‪ ,‬ﻣﻰﺗﻮ‪ ,‬ﺑﻪ‪ ،‬ﻣﺴﺆﻟﻴﺖ ﻧﺴﺎ‪  ,‬ﺑﺮﺑﺮ‬ ‫ﺧﺪ  ﻳﻦ؛ ﺧﻮﻳﺸﺘﻦ؛ ﺧﺎﻧﻮ<؛ ﺟﺎﻣﻌﻪ؛  ﻣﺴﺆﻟﻴﺖ  ﺑﺮﺑﺮ ﻫﺒﺮ ﺟﺎﻣﻌﻪ‬ ‫ﺷﺎ< ﻛﺮ‪.(158 -161c) .‬‬ ‫ ﺟﺮﻳﺎ‪ ,‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ‪ ،‬ﺧﺎﻧﻮ< ﻧﻘﺶ‬ ‫ﻣﻬﻤﻰ  )ﺣﻜﻮﻣﺖ ﻳﻨﻰ(‪ .‬ﺧﺎﻧﻮ<  ﻣﻔﻬﻮ‪ T‬ﻛﻠﻰ ﺧﻮ ﭘﺪﻳﺪ<‪a‬‬ ‫ﺟﻬﺎﻧﻰ ﺳﺖ‪ .‬ﻓﺮ ﺑﺸﺮ ﻧﺪﮔﻰ   ﺧﺎﻧﻮ< ‪J‬ﻏﺎ ﻣﻰﻛﻨﻨﺪ‪ .‬ﺧﺎﻧﻮ< ﺑﻪ‬ ‫ﻋﻨﻮ‪ ,‬ﻳﻚ ﻧﻬﺎ ﻣﻬﻢ ﺟﺘﻤﺎﻋﻰ  ﻣﺮ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻛﻮ‪n‬‬ ‫ﻧﻘﺶ ﻛﻠﻴﺪ‪ a‬ﺑﺮ ﻋﻬﺪ< ‪  .‬ﻗﻊ ﺗﺄﺛﻴﺮ ﺧﺎﻧﻮ< ﻫﻢ ﺑﻪ ﺑﻂ ﺧﺎﻧﻮ<‬ ‫ﺑﺎ ﺳﺎﻳﺮ ﻧﻬﺎﻫﺎ‪ a‬ﻳﺎﮔﻴﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺑﺴﺘﮕﻰ   ﻫﻢ ﺑﻪ ﺳﺎﺧﺖ‬ ‫ﻧﻰ ﺧﻮ ﺧﺎﻧﻮ<  ﻧﻴﺰ ﺑﻪ ﻣﻘﺪ ﻛﻮﺷﺸﻰ ﻛﻪ ﺧﻮ ﺧﺎﻧﻮ<  ﻣﻴﻨﻪ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺑﻪ ﻋﻤﻞ ﻣﻰ‪.(174 c) J‬‬ ‫ﻧﻮﻳﺴﻨﺪ<  ﭘﺎﻳﺎ‪ ,‬ﻳﻦ ﻓﺼﻞ ﻳﻦ ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﻣﻰﮔﻴﺮ ﻛﻪ‪ :‬ﭘﻨﺪﻫﺎ‪،‬‬ ‫ﻫﻨﺠﺎﻫﺎ  ﻗﻮﻧﻴﻨﻰ ﻛﻪ ﺑﺮ ﻓﺘﺎ ﺟﺘﻤﺎﻋﻰ  ﺳﻴﺎﺳﻰ ﺗﺄﺛﻴﺮ ﻣﻰﮔﺬﻧﺪ‪ ،‬‬ ‫ﻣﺮﺣﻞ ﻧﺨﺴﺘﻴﻦ ﻧﺪﮔﻰ  ﻃﺮﻳﻖ ﻓﺮﻳﻨﺪ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪  a‬ﺟﺘﻤﺎﻋﻰﺷﺪ‪,‬‬ ‫ ‪ ,‬ﺧﺎﻧﻮ< ﻧﺠﺎ‪   T‬ﻣﺮﺣﻞ ﺑﻌﺪ‪ <  a‬ﻛﺴﺐ ﺗﺠﺮﺑﻪ ‬ ‫ﻃﻮ ﻧﺪﮔﻰ ﻓﺮ ﺣﺎﺻﻞ ﻣﻰﺷﻮ‪ .‬ﺧﺎﻧﻮ< ﻋﺎﻣﻞ ﺣﻔﻆ ﻗﻮﻧﻴﻦ ﻋﺮﻓﻰ ‬ ‫ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪ… ﻋﺎﺗﻬﺎ  ﻟﮕﻮ‪ a‬ﺣﻜﻮﻣﺖ ﺑﻮ<  ﻣﻰﺑﺎﺷﺪ‪ .‬ﻟﺬ ﺧﺎﻧﻮ< ﺑﺮ‪a‬‬ ‫ﻛﻮ‪ n‬ﻳﻚ ﻗﻠﻤﺮ ﺳﻴﺎﺳﻰ ﻛﻮﭼﻚ ﺑﻪ ﺣﺴﺎ‪ Z‬ﻣﻰ‪J‬ﻳﺪ‪ ،‬ﭼﺮ ﻛﻪ ﺧﺎﻧﻮ<‬ ‫ﻣﺤﻞ ﭘﺮ‪ I‬ﻋﺎﻫﺎ‪ a‬ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺣﻜﻮﻣﺖ ﻣﻰﺑﺎﺷﺪ؛ ﻣﻬﻢﺗﺮ ‪J‬ﻧﻜﻪ‬ ‫ﺧﺎﻧﻮ<  ﻣﻘﻴﺎ‪ W‬ﻛﻮﭼﻚ ﻧﻮﻋﻰ  ﺣﻜﻮﻣﺖ ﺳﺖ   ﻫﻤﻪﺟﺎ ﻣﺤﻞ‬ ‫ﻧﺸﻮ  ﻧﻤﺎ‪ a‬ﺣﻜﻮﻣﺖ ﺳﺖ‪.(179c) .‬‬ ‫ ﮔﻔﺘﺎ ‪» :‬ﻧﻘﺶ ﺧﺎﻧﻮ<  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺣﻜﻮﻣﺖ‬ ‫ﻳﻨﻰ« ‪J‬ﻣﺪ< ﺳﺖ‪ :‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺑﻪ ﻧﺒﺎ ﻳﻦ ﻣﺴﺄﻟﻪ ﺳﺖ ﻛﻪ‬ ‫ﺧﺎﻧﻮ<ﻫﺎ ﭼﮕﻮﻧﻪ ﻛﻮﻛﺎﻧﺸﺎ‪  ,‬ﺗﺮﺑﻴﺖ ﻣﻰﻛﻨﻨﺪ‪ .‬ﻧﺘﻴﺠﻪ ﻳﻦ ﺳﺖ ﻛﻪ‬ ‫ﻛﻮﻛﺎ‪ ,‬ﺑﻪ ﻃﻮ ﻃﺒﻴﻌﻰ ﺑﻪ ﭘﺮﭼﻢ ﺣﺘﺮ‪  T‬ﺑﻪ ﻟﺖ ﻋﺘﻤﺎ ﺳﻴﺎﺳﻰ‬ ‫ﻣﻲﻛﻨﻨﺪ   ﻧﻬﺎﻫﺎ   ﺳﻴﺎﺳﺖ ﻟﺖ ﺑﻪ ﻃﻮ ﻛﻠﻰ ﺣﻤﺎﻳﺖ ﻣﻲﻧﻤﺎﻳﻨﺪ ‬ ‫ ‪J‬ﻧﻬﺎ ﻃﺎﻋﺖ ﻛﻨﻨﺪ  ﻗﻮﻧﻴﻦ ﺣﺎﻛﻢ ﺑﺮ ﻋﻤﻞ ﺳﻴﺎﺳﻰ  ﺗﺄﻳﻴﺪ  ﻫﻮ‪a‬‬ ‫ﻣﻲﻧﻤﺎﻳﻨﺪ )‪ .(180 c‬ﺑﻨﺎﺑﺮﻳﻦ ﺧﺎﻧﻮ< ﺗﺄﺛﻴﺮﻫﺎ‪ a‬ﭘﻨﻬﺎ‪J  ,‬ﺷﻜﺎ‪ a‬ﺑﺮ‬ ‫‪s‬ﻫﻦ ﻛﻮ‪ n‬ﺑﺮ ﺟﺎ‪ a‬ﻣﻰﮔﺬ‪ .‬ﺗﺄﺛﻴﺮﻫﺎ‪ a‬ﭘﻨﻬﺎ‪ ،,‬ﺑﺎﺧﻮﻫﺎ‪  a‬‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﻗﺘﺪ ﻣﺘﺄﺛﺮ ﻣﻰ ﻛﻨﺪ‪ .‬ﺗﺄﺛﻴﺮﻫﺎ‪J a‬ﺷﻜﺎ ﺳﺒﺐ ﺗﺤﻮ ﻓﻜﺎ‬ ‫ﺳﻴﺎﺳﻰ  ﻣﻰﺷﻮ )‪.(186 c‬‬ ‫ﮔﻔﺘﺎ ‪ T‬ﺑﻪ ﺗﺸﺮﻳﺢ »ﺣﻜﻮﻣﺖ ﻳﻨﻰ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ«‬ ‫ﭘﺮﺧﺘﻪ ﺳﺖ‪ .‬ﺑﺘﺪ ﺑﻪ ﺗﻌﺮﻳﻒ ﻳﻦ  ﻳﺪﮔﺎ< ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﻳﻰ ‬

‫ﻣﺆﻟﻔﻪﻫﺎ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ ﺳﻴﺎﺳﻰ ‪ /‬ﺣﻜﻮﻣﺖ ‪/‬ﻳﻨﻰ‬

‫ﺳﭙﺲ ﺑﻪ ﻛﺎﻛﺮﻫﺎ‪ a‬ﻳﻦ ﺷﺎ< ﻧﻤﻮ< ﺳﺖ‪ .‬ﻛﺎﻛﺮﻫﺎ‪ a‬ﻳﻦ ﺑﻪ ‬ ‫ﮔﺮ< ﻓﺮ‪  a‬ﺟﺘﻤﺎﻋﻰ ﺗﻘﺴﻴﻢ ﻣﻰﺷﻮ‪ :‬ﺣﺴﺎ‪ W‬ﻗﻮ ﻗﻠﺐ  ﺗﺴﻠﻰ‬ ‫ﺧﺎﻃﺮ‪ ،‬ﻳﺎﻓﺘﻦ ﻣﻌﻨﺎ  ﻣﻔﻬﻮ‪ T‬ﺑﻪ ﻧﺪﮔﻰ‪ ،‬ﭘﻨﺎ< ﺑﺮ‪ ,‬ﺑﻪ ﺣﺴﺎ‪ W‬ﻣﺘﻌﺎﻟﻰﺗﺮ‬ ‫ ﺑﺎ ﺷﻜﻮ<ﺗﺮ  ﻫﺪ‪ a‬ﻫﻮﻳﺖ ﺑﻪ ﻧﺴﺎ‪  ,‬ﻛﺎﻛﺮﻫﺎ‪ a‬ﻓﺮ‪ a‬ﻳﻦ‬ ‫ﻣﻰﺑﺎﺷﺪ‪ .‬ﻣﺎ ﻛﺎﻛﺮﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﻳﺮ  ﻣﻘﻮﻟﻪﻫﺎ‪ a‬ﻳﺮ ﻧﺸﺎ‪< ,‬‬ ‫ﺷﺪ< ﺳﺖ‪ (1 :‬ﻣﺬﻫﺐ )ﻳﻦ( ﺑﻪ ﻫﻨﺠﺎﻫﺎ  ‪I‬ﻫﺎ‪ a‬ﻟﻴﻪ ﺟﺎﻣﻌﻪ‬ ‫ﻫﻤﻴﺖ ﺧﺎﺻﻰ ﻣﻰﺑﺨﺸﺪ؛‬ ‫‪ (2‬ﻳﻦ ﻓﺮ  ﺗﺸﻮﻳﻖ ﻣﻰﻛﻨﺪ ﻛﻪ ﺳﺨﺘﻰﻫﺎ‪ a‬ﻧﺪﮔﻰ  ﺗﺤﻤﻞ‬ ‫ﻛﻨﻨﺪ؛‬ ‫‪ (3‬ﻧﺎﻇﺮ  ﻣﺮﻗﺐ ﻓﺘﺎ ﻧﺴﺎﻧﻬﺎ  ﻧﻈﺎ ﻛﻨﻨﺪ< ﺟﺘﻤﺎﻋﻰ ﺳﺖ‪.‬‬ ‫)‪(190 -191 c‬‬ ‫ ﻧﺘﻴﺠﻪﮔﻴﺮ‪ a‬ﻳﻦ ﻣﺒﺤﺚ ‪J‬ﻣﺪ< ﺳﺖ‪ :‬ﺣﺎﻧﻴﺖ  ﻧﻬﺎﻫﺎ  ‬ ‫ﻛﺎ‪ ,‬ﻣﻬﻢ ﻧﻬﺎﻫﺎ‪ a‬ﻣﺬﻫﺒﻰ ﻳﺮ‪ ,‬ﺑﻪ ﺷﻤﺎ ﻣﻰ‪J‬ﻳﺪ  ﻣﻬﻢﺗﺮﻳﻦ ﻣﻨﺎﺑﻊ‬ ‫ﻗﺪ ‪J‬ﻧﺎ‪ ,‬ﻣﻰﺗﻮ‪ ,‬ﺑﻪ ﻣﺴﺎﺟﺪ‪ ،‬ﺷﺨﺼﻴﺖ ﺣﺎﻧﻰ‪  ،‬ﺑﻮ‪ ,‬ﻣﻨﺸﺎء‬ ‫ﻣﺮﻣﻰ  ﻣﺎﻛﻴﺖ )ﻗﺎ‪ ،u‬ﻧﺬ‪ ،‬ﺧﻤﺲ  ﻛﺎ( ﺷﺎ< ﻛﺮ‪ .‬ﺣﺎﻧﻴﺖ‬ ‫ ﻳﺮ‪  ,‬ﻓﻌﺎﻟﻴﺖ ﮔﺴﺘﺮ<‪  a‬ﻣﻮ ﺳﻴﺎﺳﻰ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ‬

‫ﺑﺮﺧﻮ ﺑﻮ< ﺳﺖ  ﺑﻪ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺑﻪ ﻧﺤﻮ ﻣﺴﺘﻘﻞ  ﺟﺪ‪a‬‬ ‫ ﻋﻮﻣﻞ ﺳﻤﻰ  ﻟﺘﻰ ﻗﺪ‪ T‬ﻛﺮ< ﺳﺖ‪ ،‬ﻳﻦ ﻋﻮﻣﻞ ﻋﺒﺎﺗﻨﺪ ‪ :‬ﻟﻒ‪:‬‬ ‫ﻋﻴﻪ ﺳﻴﺎﺳﻰ  ﺟﺘﻤﺎﻋﻰ ﺳﻼ‪  T‬ﻣﺬﻫﺐ؛ ‪ :Z‬ﺷﺘﻦ ﻣﻮﻗﻌﻴﺖ؛  ‪:z‬‬ ‫ﻧﻄﺒﺎ‪p‬ﭘﺬﻳﺮ‪  a‬ﻧﺴﺠﺎ‪.(210 c) T‬‬ ‫ﺳﺘﺪﻻ ﻧﻮﻳﺴﻨﺪ< ﻳﻦ ﺳﺖ ﻛﻪ‪ :‬ﻳﻜﻰ  ﻣﻬﻢﺗﺮﻳﻦ ﻛﺎ  ﻳﮋﮔﻰﻫﺎ‪a‬‬ ‫ﺣﺰ‪  Z‬ﺣﻜﻮﻣﺖ ﻳﻨﻰ‪ ،‬ﻣﺴﺄﻟﻪ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺳﺖ‪ ،‬ﻛﻪ ﻳﻦ‬ ‫ﻣﺮ  ﻃﺮﻳﻖ ﺣﻔﻆ ﻟﮕﻮ  ‪J‬ﻣﻮ‪ I‬ﺳﻴﺎﺳﻰ ﻧﺠﺎ‪ T‬ﻣﻰﭘﺬﻳﺮ‪ .‬ﺣﺰ‪ Z‬‬ ‫ﻃﺮﻳﻖ ‪J‬ﻣﻮ‪ I‬ﺳﻴﺎﺳﻰ ﻛﻪ  < ﻣﻄﺒﻮﻋﺎ‪ ،‬ﺟﺘﻤﺎﻋﺎ  ﺗﻤﺎ‪W‬ﻫﺎ‪a‬‬ ‫ﻓﺮ‪ a‬ﺻﻮ ﻣﻰﮔﻴﺮ‪  ،‬ﺻﺪ ‪ ,J‬ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﺮ‪  T‬ﺑﺮ‪ a‬ﺣﻔﻆ‬ ‫ﻟﮕﻮ‪ a‬ﻧﻈﺎ‪ T‬ﺳﻴﺎﺳﻰ ﺗﺸﻮﻳﻖ ﻧﻤﺎﻳﻨﺪ  ﻗﺪﻣﺎ ﺣﻜﻮﻣﺖ  ﺑﺮ‪ a‬ﻓﺮ‬ ‫ﺗﻮﺟﻴﻪ  ﺗﻮﺿﻴﺢ ﻫﻨﺪ‪ ،‬ﮔﺮﭼﻪ  ﻋﻤﻞ ﻧﺘﻮﻧﺴﺘﻪﻧﺪ ﺑﻪ ﻇﻴﻔﻪ ﺧﻮ ﻛﻪ‬ ‫ﻫﻤﺎ‪ ,‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﺖ ﻋﻤﻞ ﻛﻨﻨﺪ )‪.(216 c‬‬ ‫ﮔﻔﺘﺎ ﺳﻮ‪ T‬ﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﻪ »ﺳﺎﻧﻪﻫﺎ‪ a‬ﺗﺒﺎ‪ t‬ﺟﻤﻌﻰ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ« ﻧﻈﺮ ‪ .‬ﺑﻪ ﻋﺘﻘﺎ »ﻟﻮﺳﻴﻦ ﭘﺎ‪ «a‬ﺳﺎﻧﻪﻫﺎ‪ a‬ﺟﻤﻌﻰ‬ ‫ﻣﻨﺎﺳﺐﺗﺮﻳﻦ ‪ I‬ﻣﻮﺟﻮ ﺑﺮ‪ a‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﻫﺴﺘﻨﺪ  ﻋﺎﻣﻞ ﻗﺎﻃﻊ‬ ‫ﻧﻮﺳﺎ‪ a‬ﺑﻪ ﺷﻤﺎ ﻣﻰﻧﺪ  ﻳﺎ ﺑﻪ ﮔﻔﺘﻪ »ﻫﻮﺳﺘﻦ ﻧﻰ« ﺳﺎﻧﻪﻫﺎ‪a‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

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‫ﺟﻤﻌﻰ  ﺷﻜﻞ‪ ,‬ﺑﻪ ﺳﻤﺖﮔﻴﺮ‪a‬ﻫﺎ‪ a‬ﺻﻠﻰ  ﻓﻜﺎ ﺧﺎ‪ c‬ﻣﺮ‪T‬‬ ‫ﻧﻘﺶ ﻣﺴﺘﻘﻴﻤﻰ ﻧﺪ‪  (225 c) .‬ﻇﺎﻳﻒ ﻣﻬﻤﻰ ﻛﻪ ﭘﺲ  ﭘﻴﺮ‪a‬‬ ‫ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ ﺑﺮ ‪ I‬ﺳﺎﻧﻪ ﻣﻠﻰ ﮔﺬﺷﺘﻪ ﺷﺪ ﻋﺒﺎﺗﻨﺪ ‪ :‬ﻧﺸﺮ ﺳﻼ‪،T‬‬ ‫ﺗﺤﻜﻴﻢ ﻧﻘﻼ‪ ،Z‬ﻋﺘﺪ ﻓﺮﻫﻨﮓ ﻋﻤﻮﻣﻰ‪ ،‬ﻣﻴﻨﻪﻫﺎ‪ a‬ﺧﻼ‪  p‬ﻣﻌﻨﻮﻳﺖ‪،‬‬ ‫ﺷﺪ ‪J‬ﮔﺎﻫﻰﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ  ﺻﻼﺣﺎ ﺳﻴﺎﺳﻰ  ﻫﻤﻪ ﻣﺮ‪  T‬ﺑﺎ‪,‬‬ ‫ﮔﻮﻳﺎ‪ a‬ﻣﺪﻳﺮﻳﺖ ﺟﺎﻣﻌﻪ  ﺳﺘﮕﺎ< ﺟﺮ ﻛﻨﻨﺪ<  < ﻛﻨﻨﺪ< ﻛﺸﻮ ‬ ‫ﺑﺎﻻﺧﺮ< ﻳﺠﺎ ﺟﺎ‪s‬ﺑﻪ‪ a‬ﺑﺮ‪ a‬ﻳﻨﻜﻪ ﻫﻤﻪ ﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎ  ‪s‬ﻫﻦ  ‬ ‫ﻣﺮ‪ T‬ﺟﺎﻳﮕﺰﻳﻦ ﺷﻮ  ﻳﻦ ﻳﻌﻨﻰ ﻓﺮﻫﻨﮓ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪.(233 c) a‬‬ ‫ﮔﻔﺘﺎ ﭼﻬﺎ‪ T‬ﺑﻪ »ﻧﻤﺎﺗﻌﻠﻴﻢ  ﺗﺮﺑﻴﺖ  ﻧﻘﺶﻫﺎ‪ ,J a‬‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ« ﺧﺘﺼﺎ‪ c‬ﻳﺎﻓﺘﻪ ﺳﺖ‪ .‬ﻣﺪﺳﻪ  ﻧﻈﺎ‪J T‬ﻣﻮﺷﻰ‬ ‫ﻣﻴﻦ ﻣﺮﺣﻠﻪ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻓﺮ  ﺟﺘﻤﺎ‪ l‬ﺳﺖ‪ .‬ﺑﻪ ﻋﺘﻘﺎ‬ ‫»ﻓﮕﺮﻟﻴﻨﺪ ﺳﺎﻫﺎ« ‪  Fagerlind And Saha -‬ﻋﻮﻣﻞ ﻣﺆﺛﺮ‬ ‫ ﺗﻮﺳﻌﻪ ﺳﻴﺎﺳﻰ ‪ a‬ﺳﻪ ﻛﺎﻛﺮ ﺳﺎﺳﻰ ﻫﺴﺘﻨﺪ؛ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻋﺎﻣﻞ‬ ‫ﺻﻠﻰ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻧﻮﺟﻮﻧﺎ‪  ,‬ﺟﻮﻧﺎ‪  ,‬ﻓﺮﻫﻨﮓ ﺳﻴﺎﺳﻰ‬ ‫ﻣﻠﻰ؛ ﻋﺎﻣﻞ ﺻﻠﻰ  ﻧﺴﺠﺎ‪ T‬ﺳﻴﺎﺳﻰ  ﺳﺎﺧﺖ ‪J‬ﮔﺎﻫﻰ ﺳﻴﺎﺳﻰ ﻣﻠﻰ؛‬ ‫ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻋﺎﻣﻞ ﻣﺆﺛﺮ  ﻧﺘﺨﺎ‪  Z‬ﺗﺮﺑﻴﺖ ﻧﺨﺒﮕﺎ< ﺳﻴﺎﺳﻰ‪ ،‬ﻣﻄﺎﻟﺐ‬ ‫ﻛﺘﺐ ﺳﻰ ﺣﺎ‪ a‬ﺑﺴﻴﺎ‪I a‬ﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ ﺣﺎﻛﻢ ﻣﻰ ﺑﺎﺷﻨﺪ ﺑﻪ ﻳﮋ<‬ ‫ﻫﻤﺮﻧﮕﻰ ﺑﺎ ﺟﻤﺎﻋﺖ‪ ،‬ﻓﺘﺎ ﺟﻤﻌﻰ‪ ،‬ﺣﺘﺮ‪ T‬ﮔﺬ‪ ,‬ﺑﻪ ﻗﺘﺪ ﺳﻴﺎﺳﻰ‪،‬‬ ‫‪J‬ﻣﻮ‪ I‬ﻓﺎ‪ a‬ﺑﻪ ﻧﻈﺎ‪ T‬ﺳﻴﺎﺳﻰ ‪ ..‬ﺑﺮ ﻓﺮﻫﻨﮓ ﺳﻴﺎﺳﻰ ﻧﺶ ‪J‬ﻣﻮ‪,‬‬ ‫ﺗﺄﺛﻴﺮ ﻣﻰﮔﺬﺷﺖ  ‪J‬ﻧﺎ‪   ,‬ﻧﻴﺎ‪ a‬ﺳﻴﺎﺳﺖ ﻗﺘﺪ ‪J‬ﻣﻴﺰ ﻳﺎ ﻣﻮﻛﺮﺗﻴﻚ‬ ‫ﻣﻰﻧﻤﻮ )‪.(247 c‬‬ ‫ﮔﻔﺘﺎ ﭘﻨﺠﻢ »ﻧﻬﺎ ﻣﺴﺠﺪ  ﻧﻘﺶ ‪  ,J‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ«‬ ‫ ﻣﻮ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ ﻗﺮ ﻣﻰﻫﺪ‪  .‬ﻧﻈﺮ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎ‪ ,‬ﻛﺎﻛﺮﮔﺮ‬ ‫ﻣﺎﻧﻨﺪ ﻛﻴﻢ‪ ،‬ﭘﺎﺳﻮﻧﺰ‪ ،‬ﻛﺎﻛﺮ ﻋﻤﺪ< ﻣﺬﻫﺐ‪ ،‬ﺣﻔﻆ ﻟﮕﻮ‪ a‬ﺗﻘﻮﻳﺖ‬ ‫ﻫﻤﺒﺴﺘﮕﻰ ﺟﺘﻤﺎﻋﻰ  ‪ T‬ﺟﺘﻤﺎ‪ l‬ﺳﺖ ﻛﻪ  ﻃﺮﻳﻖ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ ﻧﺠﺎ‪ T‬ﻣﻰﮔﻴﺮ‪  .‬ﺳﻼ‪ T‬ﻣﺴﺠﺪ ﻣﺤﻞ ﻳﻦ ﻣﻜﺎ‪ ,‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﺖ )‪  .(264c‬ﻣﻮ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻛﻪ  ﻣﺴﺠﺪ ﻧﺠﺎ‪T‬‬ ‫ﻣﻰﮔﻴﺮ ﻣﻰﺗﻮ‪ ,‬ﺑﻪ  ﻧﻜﺘﻪ ﻣﻬﻢ ﺷﺎ< ﻛﺮ‪ .(1 :‬ﻛﺎﻛﺮ ﺳﻴﺎﺳﻰ‬ ‫ﻣﺴﺠﺪ )ﻣﺤﻞ ﺗﺠﻤﻊ ﻣﺴﻠﻤﺎﻧﺎ‪  ,‬ﻣﻮ ﺳﻴﺎﺳﻰ(؛ ‪ .(2‬ﻛﺎﻛﺮ ‪J‬ﻣﻮﺷﻰ‬ ‫)ﻣﺴﺠﺪ  ﻣﺎ‪ ,‬ﭘﻴﺎﻣﺒﺮ ﻣﺤﻞ ‪J‬ﻣﻮ‪ I‬ﻗﺮ‪ ،,J‬ﺣﻜﺎ‪  T‬ﺧﻼ‪ p‬ﺑﻮ(‪.‬‬ ‫)‪(265c‬‬ ‫ ﻣﻮ  ﻣﻬﻢﺗﺮﻳﻦ ﻛﺎ  ﻳﮋﮔﻰﻫﺎ‪ a‬ﻧﻤﺎ ﺟﻤﻌﻪ ﺑﻪ ﺷﺮ} ﻳﺮ‬ ‫ﺳﺖ‪J .(1 :‬ﻣﻮ‪ I‬ﺳﻴﺎﺳﻰ‪  ،‬ﻃﺮﻳﻖ ‪J‬ﮔﺎﻫﻰ ﺑﺨﺸﻴﺪ‪ ,‬ﺑﻪ ﻣﺮ‪  T‬ﻣﻴﻨﻪ‬ ‫ﻣﻌﺎ‪ u‬ﺳﻼﻣﻰ  ﻳﺪﻫﺎ‪ a‬ﻣﻬﻢ ﺟﺘﻤﺎﻋﻰ  ﺳﻴﺎﺳﻰ  ﻫﻤﻴﻦ ﻃﻮ‬ ‫ﻫﻤﺒﺴﺘﮕﻰ  ﻧﺴﺠﺎ‪ T‬ﻣﺮ‪ T‬ﺑﺮ‪ a‬ﻫﻤﺎﻫﻨﮕﻰ  ﺣﺪ ﻓﻜﺮ‪  a‬ﺗﻮﻓﻖ‬ ‫ﺧﻼﻗﻰ  ﺟﺎﻣﻌﻪ؛ ‪ .(2‬ﺗﺮﺑﻴﺖ ﺳﻴﺎﺳﻰ ﺑﺮ‪ a‬ﺟﻠﺐ ﻫﻤﻜﺎ‪ a‬ﻣﺮ‪ T‬ﺑﺮ‪a‬‬ ‫ﺣﻞ ﻣﺸﻜﻼ ﺧﻮ ﻫﻤﻴﻦ ﻃﻮ ﺗﺼﻤﻴﻢﮔﻴﺮ‪  a‬ﻣﻮ ﻣﻬﻢ ﺟﺎﻣﻌﻪ ﻣﺜﻞ‬ ‫ﺟﻨﮓ  ﻟﺸﮕﺮﻛﺸﻰ  ﺑﺴﻴﺞ ﻋﻤﻮﻣﻰ‪.(271c) .‬‬ ‫ﻓﺼﻞ ﺳﻮ‪ T‬ﻳﻦ ﺑﺨﺶ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺑﺮﺳﻰ »‪J‬ﺳﻴﺐﺷﻨﺎﺳﻰ ﻓﺮﻳﻨﺪ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺣﻜﻮﻣﺖ ﻳﻨﻰ« ﺳﺖ‪ .‬ﻧﻮﻳﺴﻨﺪ<  ﻳﻦ ﻓﺼﻞ‬

‫ﺑﻪ ‪J‬ﺳﻴﺐﺷﻨﺎﺳﻰ ﻫﺮﻳﻚ  ﻧﻬﺎﻫﺎ‪ a‬ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻳﻦ ﻛﺘﺎ‪  Z‬ﺟﻤﻠﻪ‬ ‫ﺧﺎﻧﻮ<‪ ،‬ﺣﺎﻧﻴﺖ‪ ،‬ﺣﺰ‪ ،Z‬ﺳﺎﻧﻪﻫﺎ‪a‬ﺟﻤﻌﻰ‪ ،‬ﻧﻈﺎ‪J T‬ﻣﻮ‪  I‬ﭘﺮ‪I‬‬ ‫ ﺣﻜﻮﻣﺖ ﻳﻨﻰ‪J ،‬ﺳﻴﺐﺷﻨﺎﺳﻰ ﻣﺴﺠﺪ  ﻧﻤﺎ ﺟﻤﻌﻪ  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ ﻣﻰﭘﺮ‪ .‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﺎ؛  ﻣﻴﻨﻪ ‪J‬ﺳﻴﺐﺷﻨﺎﺳﻰ ﺣﺎﻧﻴﺖ‬ ‫ﻣﻌﺘﻘﺪ ﺳﺖ‪  :‬ﻣﻬﻢﺗﺮﻳﻦ ﭘﻴﺎﻣﺪﻫﺎ‪ a‬ﻛﻨﺎ<ﮔﻴﺮ‪ a‬ﺣﺎﻧﻴﻮ‪  ,‬ﻣﺮ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺑﻪ ﻣﻮ ﻳﺮ ﺷﺎ< ﻣﻰ ﻛﻨﺪ‪ (1 :‬ﺟﺴﺎ ﻣﺨﺎﻟﻔﺎ‪،,‬‬ ‫ﻧﺘﻴﺠﻪ ﻃﺒﻴﻌﻰ ﻋﺪ‪ T‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﺣﺎﻧﻴﺖ ﺳﺖ؛ ‪ .(2‬ﻧﺎﺗﻮﻧﻰ‬ ‫ﺣﻮ<‪  :‬ﻧﺘﻴﺠﻪ ﻏﻴﺮﺳﻴﺎﺳﻰ ﺑﻮ‪  ,‬ﻣﺒﺎ< ﻧﻜﺮ‪ ,‬ﺑﺎ ﻛﺞﻧﺪﻳﺸﻰ  ﭘﺎﺳﺦ‬ ‫ﻧﮕﻔﺘﻦ ﺑﻪ ﺷﺒﻬﺎ ﻣﻌﺮﺿﺎ‪  ,‬ﻣﻌﺎﻧﺪ‪ ,‬ﺳﺖ؛‬ ‫‪ .(3‬ﻋﺪ‪ T‬ﺗﺨﺎ‪ s‬ﺑﻴﻨﺶ  ‪ I‬ﺳﻴﺎﺳﻰ؛ ‪ .(4‬ﻋﺪ‪ T‬ﻧﺪﻳﺸﻪ ﺳﻴﺎﺳﻰ‬ ‫ ﺣﻮ< )ﺗﺄﻣﻼ ﺳﻴﺎﺳﻰ ‪ n‬ﻫﻮﺷﻤﻨﺪﻧﻪ  ﻳﻦ(؛ ‪ .(5‬ﻋﺪ‪ T‬ﺗﻮﻧﺎﻳﻰ‬ ‫ﺗﺤﻠﻴﻞ ﺳﻴﺎﺳﻰ؛ ‪ .(6‬ﻋﺪ‪ T‬ﺣﻔﻆ ﺻﻴﺎﻧﺖ  ﻣﺤﺘﻮ‪ a‬ﻳﻦ؛ ‪ .(7‬ﺣﻔﻆ‬ ‫ﺗﺮﻳﺞ  ﺗﻌﻈﻴﻢ ﺷﻌﺎﻳﺮ ‪(277 – 279 c) ...‬‬ ‫ ﺑﺨﺶ ﺧﻼﺻﻪ  ﻧﺘﻴﺠﻪﮔﻴﺮ‪ a‬ﺳﺘﺪﻻ ﻣﻰﻛﻨﺪ ﻛﻪ؛ ﺷﺎﻳﺎ‪ ,‬ﺗﻮﺟﻪ‬ ‫ﺳﺖ ﻛﻪ ﻫﻤﺎﻫﻨﮕﻰ ﺑﺮ‪ a‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ ﻛﺮ‪ ,‬ﻋﻀﺎء  ﻧﻬﺎﻫﺎ‪ a‬ﺧﺎﻧﻮ<‪،‬‬ ‫ﻣﺪﺳﻪ‪J ،‬ﻣﻮ‪  I‬ﭘﺮ‪ ،I‬ﺣﻜﻮﻣﺖ ‪ ...‬ﺑﻪ ﺗﻘﻮﻳﺖ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻰ ﻳﺎ‪a‬‬ ‫ﺳﺎﻧﻴﺪ<  ﺗﻌﺎˆ ‪ ,J‬ﻧﻬﺎﻫﺎ  ﻓﻘﺪ‪ ,‬ﺣﺎﻛﻤﻴﺖ ﻗﻮﻋﺪ ﻋﺎﻳﺖ ﺣﻘﻮ‪p‬‬ ‫ﻣﺘﻘﺎﺑﻞ  ﻣﻴﺎ‪ ,‬ﺧﻮ ﻓﺮ‪ ،‬ﺑﻪ ﺗﻀﻌﻴﻒ ﻧﻈﺎ‪ T‬ﻣﺬﺑﻮ ﻣﻰﻧﺠﺎﻣﺪ‪ ،‬ﻣﺎ ﺑﻪ‬ ‫ﺧﺎﻃﺮ ﮔﺎﻧﻴﻚ ﺑﻮ‪ ,‬ﺟﺎﻣﻌﻪ  ﺗﺒﺎ‪ t‬ﻳﻦ ﻧﻬﺎﻫﺎ ﺑﺎ ﻫﻢ‪ ،‬ﺑﺎﻋﺚ ﺳﺘﺤﻜﺎ‪T‬‬ ‫ﺳﻴﺴﺘﻢ ﺳﻴﺎﺳﻰ ﺧﻮﻫﺪ ﺷﺪ  ﻳﻦ  ﺣﻜﻮﻣﺖ ﻳﻨﻰ ﺑﻪ ﺿﻮ} ﻗﺎﺑﻞ‬ ‫ﻣﺸﺎﻫﺪ< ﺳﺖ‪ .‬ﺣﻜﻮﻣﺖ ﻧﻴﺰ ﺑﻪ ﻣﻨﺰﻟﻪ ﻳﻜﻰ  ﻛﺎﻛﺰ‪ ,‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ  ﺻﺮ‪ t‬ﺗﻨﻈﻴﻢ ﻛﻨﺶﻫﺎ‪ a‬ﺷﻬﺮﻧﺪ‪ ,‬ﺷﺒﻴﻪ ﺑﻪ ﻛﻨﺶﻫﺎ‪a‬‬ ‫ﻟﺖ ﺳﺖ  ‪J‬ﻣﻮ‪I‬ﻫﺎ‪ a‬ﺧﻮ  ﺑﻪ ﺗﻘﻮﻳﺖ ﻓﺎ‪  a‬ﻓﺮﺧﻮﻧﻰ ‬ ‫ﺣﻤﺎﻳﺖ ﻋﻤﻮﻣﻰ ﻣﻌﻄﻮ‪ u‬ﻣﻰ )‪ .(291 c‬ﺑﻪ ﻫﺮﺣﺎ ﻫﻤﻪ ﻳﻦ‬ ‫ﻋﻨﺎﺻﺮ  ﺣﻜﻮﻣﺖ ﻳﻨﻰ ﻧﻘﺶ ﻧﺪﻣﻮ )ﮔﺎﻧﻴﻚ(  ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪a‬‬ ‫ﺳﻴﺎﺳﻰ ﻳﻦ ﻧﺪ؛ ﻳﻌﻨﻰ ﻧﻬﺎ ﻳﻦ ﺑﺮ ﺳﺎ‪ W‬ﻧﻈﺎ‪J T‬ﻣﻮ‪ I‬ﺳﻼ‪ T‬ﻫﻤﻪ‬ ‫ﺷﺮﻳﻂ ﺗﺪ‪ T‬ﺣﻴﺎ ﺳﻴﺎﺳﻰ ﺣﻜﻮﻣﺖ ﻳﻨﻰ  ﻧﻈﺎ‪ T‬ﺷﻰ ‪  ,J‬ﻓﺮﻫﻢ‬ ‫ﻣﻰﻛﻨﺪ  ﻫﻢ ﺳﺒﺐ ﺛﺒﺎ ﻓﺮﻫﻨﮓﻫﺎ  ‪I‬ﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ  ﺳﻨﺖﻫﺎ‪a‬‬ ‫ﺑﻪ ﺣﻖ ﺳﻼﻣﻰ ﻣﻰﺷﻮ‪ .‬ﻳﻦ ﻣﻴﺎ‪ ,‬ﻧﻬﺎ ﺧﺎﻧﻮ<  ﻧﻬﺎ ﻣﺴﺠﺪ ﺑﻪ‬ ‫ﻋﻨﻮ‪ ,‬ﻋﻨﺼﺮ ﺗﻌﻠﻴﻢ  ﺗﺮﺑﻴﺖ  ﺣﻜﻮﻣﺖ ﻳﻨﻰ ﺑﺮﺗﺮﻳﻦ ﻧﻘﺶﻫﺎ   ﻣﺮ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻳﻔﺎ ﻣﻰﻛﻨﺪ‪ ،‬ﻟﺬ  ﻓﻠﺴﻔﻪ ﺣﻜﻮﻣﺖ ﻳﻨﻰ ﻣﺮ‪T‬‬ ‫ﻧﻘﺶ ﺳﺎﺳﻰ ﻧﺪ )‪(292 c‬‬ ‫ﻛﺘﺎ‪ Z‬ﻓﻮ‪ p‬ﻗﺎﺑﻞ ﺳﺘﻔﺎ< ﺑﺮ‪ a‬ﻧﺸﺠﻮﻳﺎ‪  ,‬ﻣﺤﻘﻘﺎ‪ ,‬ﺷﺘﻪﻫﺎ‪a‬‬ ‫ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺑﻪ ﺧﺼﻮ‪ c‬ﺷﺘﻪ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﻰ ﺑﺎﺷﺪ‪   .‬ﻣﻴﻨﻪ‬ ‫ﻣﺒﺎﺣﺜﻰ ﻫﻤﭽﻮ‪ ,‬ﻓﺮﻳﻨﺪﻫﺎ‪» a‬ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪» ،«a‬ﺟﺘﻤﺎﻋﻰ ﺷﺪ‪ «,‬‬ ‫»ﻓﺮﻫﻨﮓﭘﺬﻳﺮ‪ «a‬ﺑﺴﻴﺎ ﺳﻮﻣﻨﺪ ﻣﻰﺑﺎﺷﺪ‪.‬‬ ‫ﻳﻦ ﻛﺘﺎ‪ Z‬ﻫﻤﭽﻨﻴﻦ ﺑﺮ‪ a‬ﻣﺤﻘﻘﻴﻦ ﺷﺘﻪﻫﺎ‪ a‬ﻋﻠﻮ‪ T‬ﻣﻌﺎ‪  u‬ﻋﻠﻮ‪T‬‬ ‫ﻳﻨﻰ »ﻟﻬﻴﺎ  ﻣﻌﺎ‪ u‬ﺳﻼﻣﻰ«‪» ،‬ﻓﻘﻪ  ﻣﺒﺎﻧﻰ ﺣﻘﻮ‪  «p‬ﻣﻴﻨﻪ‬ ‫ﻧﻘﺶ ﻳﻦ  ﻣﻔﺎﻫﻴﻢ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﻳﻨﻰ ﻣﻰﺗﻮﻧﺪ ﻫﻨﻤﺎ‪a‬‬ ‫ﺑﺴﻴﺎ ﺧﻮﺑﻰ  ﻣﻄﺎﻟﻌﺎ ‪J‬ﻧﺎ‪ ,‬ﺑﺎﺷﺪ  ﻧﺘﻴﺠﻪ ﺑﺨﺶ ﺑﺎﺷﺪ‪.‬‬

‫ﻣﺆﻟﻔﻪﻫﺎ ﺟﺎﻣﻌﻪﭘﺬﻳﺮ ﺳﻴﺎﺳﻰ ‪ /‬ﺣﻜﻮﻣﺖ ‪/‬ﻳﻨﻰ‬

‫ﻧﻘﺪ‪:‬‬

‫ﻟﻴﻦ ﻧﻘﺪ‪ a‬ﻛﻪ ﻛﺘﺎ‪ Z‬ﺣﺎﺿﺮ ﺷﺖ‪ ،‬ﻗﻀﺎ  ﭘﻴﺶ ‪ a‬ﻣﺤﻘﻖ‬ ‫ ﻣﻮ ﻣﻮﺿﻮ‪ l‬ﻣﻮ ﻣﻄﺎﻟﻌﻪ‪ I‬ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻣﺎﻛﺲ ﺑﺮ ﺟﺎﻣﻌﻪﺷﻨﺎ‪W‬‬ ‫‪J‬ﻟﻤﺎﻧﻰ ﻣﻌﺘﻘﺪ ﺳﺖ‪ :‬ﻣﺤﻘﻖ ﻣﻰﺗﻮﻧﺪ  ﻧﺘﺨﺎ‪ Z‬ﻣﻮﺿﻮ‪  l‬ﻣﺴﺄﻟﻪ ﻣﻮ‬ ‫ﻣﻄﺎﻟﻌﻪ‪I I‬ﻫﺎ ﺧﻮ  ﻋﻤﺎ ﻛﻨﺪ‪ .‬ﻣﺎ  ﻫﻨﮕﺎ‪ T‬ﻣﻄﺎﻟﻌﻪ ﻣﻮﺿﻮ‪ l‬‬ ‫ﻣﺴﺄﻟﻪ ﻧﺒﺎﻳﺪ ﭼﺎ ﭘﻴﺶ‪  a‬ﺳﻮﮔﻴﺮ‪  a‬ﻗﻀﺎ ﺷﻮ‪J  .‬ﻧﺠﺎﻳﻰ‬ ‫ﻛﻪ ﻣﺤﻘﻖ ﺧﻮ ﻣﺴﻠﻤﺎ‪  ,‬ﻣﻌﺘﻘﺪ ﺑﻪ ﻳﻦ ﺳﻼ‪ T‬ﻣﻰﺑﺎﺷﺪ  ﺣﻴﻦ‬ ‫ﻧﺠﺎ‪ T‬ﺗﺤﻘﻴﻖ  ﺑﻴﺎﺗﻰ ﻛﻪ ﻧﺸﺎﻧﮕﺮ ﭘﻴﺶ‪ a‬ﻣﻰ ﺑﺎﺷﻨﺪ‪ ،‬ﺳﺘﻔﺎ<‬ ‫ﻧﻤﻮ< ﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﺎ  ﺑﺨﺶ ‪J‬ﺳﻴﺐﺷﻨﺎﺳﻰ ﺣﺎﻧﻴﺖ  ﻣﺮ‬ ‫ﺟﺎﻣﻌﻪﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ ﻣﻌﺘﻘﺪ ﺳﺖ‪ :‬ﺑﺎ ﮔﺴﺘﺮ‪J I‬ﻣﻮ‪I‬ﻫﺎ‪ a‬ﻳﻨﻰ‪،‬‬ ‫ﻧﺘﺨﺎ‪I Z‬ﻫﺎ‪ a‬ﺛﺮ ﺑﺨﺸﻰ‪J ،‬ﺳﻴﺐﺷﻨﺎﺳﻰ ﻓﺮﻫﻨﮕﻰ‪ ،‬ﺟﺘﻤﺎﻋﻰ‬ ‫– ﻳﻨﻰ‪  ،‬ﻗﺪ‪T‬ﻫﺎ‪ a‬ﻓﺮﻫﻨﮕﻰ  ﻫﻤﮕﺎﻧﻰ  ﺑﻪ ﺧﻮﺑﻰﻫﺎ ﺗﺸﻮﻳﻖ ﻛﻨﺪ‬

‫ ﺑﺎ ﺑﺮﻧﺎﻣﻪﻳﺰ‪ a‬ﻗﺪﻣﺎ ﺑﺎﻧﺪ<‪ ،‬ﺑﺎ ﻋﻮﻣﻞ ﻣﺨﺮ‪ Z‬ﻓﺮﻫﻨﮓ ﻣﻘﺎﺑﻠﻪ‬ ‫ﻛﻨﺪ‪ .‬ﺳﺘﻔﺎ< ﺷﻤﻦ  ‪J‬ﺷﻨﺎﻳﻰ ﻧﺪ‪ n‬ﺟﻮﻧﺎ‪ ,‬ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﻳﻨﻰ  ﺿﺮﺑﻪ‬ ‫‪  ,‬ﻳﻦ ﻃﺮﻳﻖ ؛ ﻃﻼ‪  l‬ﮔﺎﻫﻰ ﺷﻤﻦ  ﻏﻔﻠﺖ ﺧﺎﻧﻮ<ﻫﺎ  ﻣﻮ‬ ‫ ﻣﺴﺎﻳﻞ ﻳﻨﻰ  ﺿﺮﺑﻪ ‪  ,‬ﻳﻦ ﻃﺮﻳﻖ‪  (280 c) .‬ﻳﻦ ﻣﻄﻠﺐ‬ ‫ﻧﺸﺎﻧﻪ ﭘﻴﺶ‪ a‬ﺳﺖ‪.‬‬ ‫ﻧﻜﺘﻪ ﻳﮕﺮ ﻳﻦ ﺳﺖ؛ ﻧﻮﻳﺴﻨﺪ< ﺑﺮ‪ a‬ﺗﺤﻠﻴﻞ ﻣﻮﺿﻮ‪ l‬ﻣﻮ ﻣﻄﺎﻟﻌﻪ‬ ‫‪» I‬ﺟﺎﻣﻌﻪ ﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ«  ﺗﺌﻮ‪a‬ﻫﺎ  ﻣﻜﺎﺗﺐ ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻏﺮﺑﻰ‬ ‫)ﻓﺮﻳﺪ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ ‪ (..‬ﺳﺘﻔﺎ< ﻧﻤﻮ< ﺳﺖ‪ .‬ﻧﺪﻳﺸﻤﻨﺪ‪,‬‬ ‫ﺳﻼﻣﻰ ﻣﻌﺘﻘﺪﻧﺪ‪ :‬ﻣﺴﻴﺮ ﺷﺪ ﻫﻮﻳﺖ  ﻣﺎﻫﻴﺖ ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ ﺑﺮ ﻣﺒﻨﺎ‪a‬‬ ‫ ﻋﻨﺼﺮ »ﻫﺪﻳﺖ  ﻋﺪﻟﺖ« ﺷﻜﻞ ﻣﻰ ﻳﺎﺑﺪ  ﻫﻤﻴﻦ  ﻋﻨﺼﺮ ﺳﺖ‬ ‫ﻛﻪ } ﺻﻠﻰ ﺟﺎﻣﻌﻪ ﺳﻼﻣﻰ  ﻣﻰ ﺳﺎ  ﻓﺘﺎ ﺟﺘﻤﺎﻋﻰ ﻧﺴﺎﻧﻬﺎ‬ ‫ ﺳﺎﻣﺎ‪ ,‬ﻣﻰ ﻫﺪ )‪  .(96 c‬ﺣﺎﻟﻰ ﻛﻪ  ﻣﺒﺎﻧﻰ ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺧﺘﻰ‬ ‫ﻏﺮﺑﻴﺎ‪ ,‬ﻧﺸﺎ‪ < ,‬ﺷﺪ ﻛﻪ‪ ،‬ﺟﻮﻫﺮ<  ﻣﺎﻫﻴﺖ ﻧﺴﺎ‪» ,‬ﺳﺘﻌﺪﻫﺎ  ﻏﺮﻳﺰ‬ ‫ﻧﻴﻮ‪ «a‬ﺳﺖ ﻛﻪ ﻣﺪ ﻛﻨﺶ  ﻛﻨﺶ  ﻧﺘﺨﺎ‪ Z‬ﮔﺮ‪ a‬ﻧﺴﺎ‪ ,‬ﻗﺮ‬ ‫ﻣﻰ ﮔﻴﺮ  ﻣﺴﻴﺮ ﺣﻴﺎ ﻫﺮ ﻓﺮ ﻧﺴﺎﻧﻰ  ﺗﺮﺳﻴﻢ ﻣﻰ ﻛﻨﺪ )‪(100 c‬‬ ‫ﺣﺎ ﻧﻮﻳﺴﻨﺪ< ﻛﺘﺎ‪ Z‬ﺑﺎ ﺳﺘﻔﺎ<  ﻳﺪﮔﺎﻫﻬﺎ‪ a‬ﻧﻤﺪﻳﺸﻤﻨﺪ‪ ,‬ﻏﺮﺑﻰ ‪-‬‬ ‫ﻛﻪ ﻧﺴﺎ‪  ,‬ﻣﻮﺟﻮ‪ a‬ﻏﺮﻳﺰ‪ a‬ﻣﻰ ﻧﻨﺪ – ﺳﻌﻰ  ﺗﺒﻴﻴﻦ  ﺗﺤﻠﻴﻞ‬ ‫ﻛﻨﺶﻫﺎ‪ a‬ﻧﺴﺎ‪ ,‬ﻣﺴﻠﻤﺎ‪ ,‬ﻳﺮﻧﻰ‪ ،‬ﻛﻪ ﻣﻮﺟﻮ‪ a‬ﻓﻄﺮ‪ a‬ﺳﺖ  ﻣﺎﻫﻴﺖ‬ ‫ﺟﺎﻣﻌﻪ ‪» I‬ﻫﺪﻳﺖ  ﻋﺪﻟﺖ« ﺳﺖ‪ ،‬ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻳﻦ ﻳﻚ ﭘﺎﻛﺲ‬ ‫ﺳﺖ‪  .‬ﻣﻰ ﺧﻮﻫﺪ ﺑﺎ ﺳﺘﻔﺎ<  ﺗﺌﻮ‪ a‬ﻣﺎﻛﺲ ﻛﻪ »ﻳﻦ  ﺗﺮﻳﺎ‪n‬‬ ‫ﺧﻠﻖ ﻣﻰ ﻧﺪ  ‪  ,J‬ﭘﺪﻳﺪ< ‪ a‬ﻣﻮﻫﻮ‪ T‬ﻣﻰ ﻧﺪ«  < ‪ aJ‬ﻧﺴﺎ‪,‬‬ ‫  ﻫﺎﻳﻰ  ﻳﻦ ﻣﻰ ﻧﺪ‪ ،‬ﺑﻪ ﺗﺒﻴﻴﻦ ﻳﻦ ﺳﻼ‪ T‬ﺑﭙﺮ‪ .‬ﺣﺎ ﭼﮕﻮﻧﻪ‬ ‫ﻣﻰ ﺗﻮ‪ ,‬ﺑﺎ ﻳﻦ ﻗﺒﻴﻞ ﺗﺌﻮ‪a‬ﻫﺎ‪ ،‬ﻳﻦ ﺳﻼ‪  T‬ﻛﻪ ﻣﻌﺘﻘﺪ ﺳﺖ‪< :‬‬ ‫ﺳﻴﺪ‪ ,‬ﺑﻪ ﻛﻤﺎ  ﺳﻌﺎ  ﻳﻦ ﺳﻼ‪ T‬ﻣﻰ ﮔﺬ‪  ،‬ﻓﻄﺮ‪ a‬ﺳﺖ‬ ‫ﺗﺒﻴﻴﻦ ﻧﻤﻮ؟‬ ‫ﺑﺮ‪ a‬ﻣﻄﺎﻟﻪ ﺑﻴﺸﺘﺮ  ﺗﺒﺎ‪ t‬ﺑﺎ ﻣﺒﺎﺣﺚ ﻣﻄﺮ} ﺷﺪ<  ﻛﺘﺎ‪ Z‬ﻓﻮ‪p‬‬ ‫ﺑﻪ ﻣﻨﺎﺑﻊ ﻣﻌﺮﻓﻰ ﺷﺪ< ﻣﺮﺟﻌﻪ ﻛﻨﻴﺪ‪.‬‬ ‫‪ .1‬ﺣﺴﻴﻦ ﺑﺸﻴﺮﻳﻪ‪» ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺳﻴﺎﺳﻰ«‪19  18 c ،‬‬ ‫‪ .2‬ﻫﺮﻣﺰ ﻣﻬﺮ  ﻋﻠﻰ ﻛﺒﺮ ﺣﻤﺎﻧﻰ‪» ،‬ﺑﺮﺳﻰ ﻣﻔﻬﻮ‪ T‬ﺟﺎﻣﻌﻪ‬ ‫ﭘﺬﻳﺮ‪ a‬ﺳﻴﺎﺳﻰ«‬ ‫‪ .3‬ﻋﻠﻴﺮﺿﺎ ﻣﺤﺴﻨﻰ ﺗﺒﺮﻳﺰ‪» a‬ﻣﻘﺪﻣﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪146 .c ،‬‬ ‫‪ .4‬ﻣﺮﺗﻀﻰ ﻣﻄﻬﺮ‪» ،a‬ﺟﺎﻣﻌﻪ  ﺗﺎﻳﺦ« ‪215 c‬‬ ‫‪ .5‬ﻋﺒﺪﻟﺮﺣﻤﻦ ﻋﺎﻟﻢ‪» ،‬ﺑﻨﻴﺎﻫﺎ‪ a‬ﻋﻠﻢ ﺳﻴﺎﺳﺖ« ‪122 c‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ﻋﻨﻮ‪ :H‬ﻣﺒﺎﻧﻲ ]ﻣﻮ‪ b2‬ﺑﺰﮔﺴﺎﻻ‪H‬‬ ‫ﻧﻮﻳﺴﻨﺪ‪ :‬ﻧﺎﻫﻴﺪ ﺷﻔﻴﻌﻲ‬ ‫ﺗﻬﺮ‪ :H‬ﺑﻬﺎ ‪1386‬‬ ‫ﻧﺘﺸﺎ‪/ :‬ﻧﺸﮕﺎ ]‪ /2‬ﺳﻼﻣﻲﺣﺪ ﺳﻼﻣﺸﻬﺮ‪ 260 ،‬ﺻﻔﺤﻪ‬ ‫ﺑﻬﺎء‪ 30000 :‬ﻳﺎ‪.‬‬ ‫ﻣﻴﻨﺎ ﺳﻤﺎﻋﻴﻠﻲ‬

‫ﺟﺎﻣﻌﻪ‪ ،‬ﻣﺠﻤﻮﻋﻪ‪  $‬ﺑﻂ ﭘﻴﭽﻴﺪ<‪ $‬ﺳﺖ ﻛﻪ ﺑﺎ ﻓﺰﻳﺶ ﺳﺮﻋﺖ ﺗﻐﻴﻴﺮ‪ ،‬ﺑﻪﻳﻦ ﭘﻴﭽﻴﺪﮔﻲ  ﺑﻪ  ﻓﺰ<‬ ‫ﻣﻲﺷﻮ‪ .‬ﻳﻦ ﺟﺎﻣﻌﻪ‪ ،‬ﻓﺮ ﻫﻤﻮ< ﺑﺎﻳﺪ ﻳﺎ ﺑﮕﻴﺮﻧﺪ ﺗﺎ ﺑﺘﻮﻧﻨﺪ ﻋﻀﻮ ﺟﺎﻣﻌﻪ ﺑﺎﻗﻲ ﺑﻤﺎﻧﻨﺪ‪J .‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪  ,‬ﺟﺴﺘﺠﻮ‪$‬‬ ‫ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﭼﻨﻴﻦ ﻫﺪﻓﻲ ﺳﺖ ﻛﻪ ﻫﻤﺔ ﻓﺮ ﺟﺎﻣﻌﻪ  ﻫﺮ ﺣﺎ‪  ،‬ﻫﺮ ﺟﺎ‪  ،‬ﺣﺎ ﻳﺎﮔﻴﺮ‪ $‬ﺑﺎﺷﻨﺪ‪ .‬ﺑﻪ ﺑﻴﺎﻧﻲ‪ ،‬ﻳﺎﮔﻴﺮ‪$‬‬ ‫ﻣﺎ‪T‬ﻟﻌﻤﺮ‪  ،‬ﺟﺮﻳﺎ‪ ,‬ﻧﺪﮔﻲ ﻫﺮ ﻓﺮ‪  $‬ﺟﺎﻣﻌﻪ ﺷﻜﻞ ﮔﻴﺮ‪.‬‬ ‫ﻳﻦ ﻛﺘﺎ‪   Z‬ﺑﺨﺶ ﻛﻠﻲ ‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪  ,‬ﻧﻈﺎ‪T‬ﻫﺎ‪J $‬ﻣﻮﺷﻲ ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺗﺸﻜﻴﻞ ﺷﺪ< ﺳﺖ؛ ﻛﻪ ﻣﺠﻤﻮﻋﺎ‬ ‫ﻣﺸﺘﻤﻞ ﺑﺮ < ﻓﺼﻞ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﺨﺶ  ﺑﺮﮔﻴﺮﻧﺪ… ﻓﺼﻞﻫﺎ‪  $‬ﺗﺎ ﭘﻨﺠﻢ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﻓﺼﻞ  ﺑﻪ ﻣﻔﻬﻮ‪J T‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﭘﺮﺧﺘﻪ ﺳﺖ‪ .‬ﻫﺪ‪u‬ﻳﻦ ﻗﺴﻤﺖ ﻣﻌﺮﻓﻲ  ﺗﻮﺻﻴﻒ ﻣﻔﻬﻮ‪J T‬ﻣﻮ‪I‬‬ ‫ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻧﺶ ﻧﻮﻳﻦ  ﺟﺪﻳﺪ‪) ،‬ﺧﺼﻮﺻﺎ  ﻧﻈﺎ‪J T‬ﻣﻮﺷﻲﻳﺮ‪ (,‬ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﻓﺼﻞ ‪ T‬ﺑﻪ ﻣﻌﺮﻓﻲ ﻧﻈﺮﻳﻪﻫﺎ  ﻧﻈﺮﻳﻪﭘﺮ‪J ,‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪  ,‬ﻣﺪﻫﺎ‪ $‬ﺑﺮﻧﺎﻣﻪﻳﺰ‪ ,J  $‬ﭘﺮﺧﺘﻪ ﺳﺖ‪.‬‬ ‫ﻫﺪ‪u‬ﻳﻦ ﺑﺨﺶ ﻣﻌﺮﻓﻲ ﻣﺒﺎﻧﻲ ﻧﻈﺮ‪  $‬ﻋﻤﻠﻲ ‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺳﺖ ﻛﻪ ﻣﺒﺎﺣﺚ ‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﺎﻳﻦ ﻣﺒﺎﻧﻲ‬ ‫ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﺳﺖ؛  ﺣﺎﺻﻞ ﺗﻼ‪ I‬ﻣﺤﻘﻘﺎ‪  ,‬ﻧﻈﺮﻳﻪﭘﺮ‪ ,‬ﻋﻠﻤﻲﻳﻦ ﺣﻮ<  ﻧﺶ ﺑﻮ< ﺳﺖ‪.‬‬ ‫ ﻓﺼﻞ ﺳﻮ‪ T‬ﺧﺼﻮﺻﻴﺎ ﺑﺰﮔﺴﺎﻻ‪  ,‬ﻳﮋﮔﻲﻫﺎ‪J $‬ﻣﻮ‪I‬ﻫﺎﻳﻲ ﻛﻪ ﺑﻪ ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺋﻪ ﻣﻲﺷﻮ‪ ،‬ﺗﻮﺻﻴﻒ‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺒﺎﻧﻲ ]ﻣﻮ‪ b2‬ﺑﺰﮔﺴﺎﻻ‪H‬‬

‫ﺷﺪ< ﺳﺖ‪ .‬ﻫﺪ‪u‬ﻳﻦ ﻗﺴﻤﺖ‪ ،‬ﺷﻨﺎﺧﺖ ﺧﺼﻮﺻﻴﺎ  ﻳﮋﮔﻲﻫﺎ‪ $‬ﺑﺰﮔﺴﺎﻻ‪  ,‬ﺑﻌﺎ ﻣﺨﺘﻠﻒ  ﺷﻨﺎﺧﺖ ﺧﺼﻮﺻﻴﺎ‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎ‪J $‬ﻣﻮﺷﻴﻜﻪ ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺋﻪ ﺷﻮ‪ ،‬ﻣﻲﺑﺎﺷﺪ‪.‬ﻳﻦ ﻗﺴﻤﺖ ﺑﻪ ﺑﺮﻧﺎﻣﻪﻳﺰ‪J ,‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﻛﻤﻚ‬ ‫ﻣﻲﻛﻨﺪ ﺗﺎ ﺑﺎ ﺷﻨﺎﺧﺖ ﺑﻬﺘﺮ  ﻗﻴﻖﺗﺮ ﺑﺰﮔﺴﺎﻻ‪ ،,‬ﺑﺮ‪J $‬ﻧﻬﺎ ﺑﺮﻧﺎﻣﻪﻳﺰ‪ $‬ﻛﻨﻨﺪ‪.‬‬ ‫ ﻓﺼﻞ ﭼﻬﺎ‪ T‬ﺑﺤﺚ ‪ $‬ﻧﺸﻨﺎﺳﻲ ﺑﺰﮔﺴﺎﻻ‪  ,‬ﻳﺎﮔﻴﺮ‪J $‬ﻧﻬﺎ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻳﻦ ﻗﺴﻤﺖ ﺑﻪ ﻣﻌﺮﻓﻲ ﺧﺼﻮﺻﻴﺎ‬ ‫ﺑﺰﮔﺴﺎﻻ‪  ,‬ﺑﻌﺪ ﻧﺸﻨﺎﺧﺘﻲ ﭘﺮﺧﺘﻪ ﺷﺪ< ﺳﺖ‪ ،‬ﻳﻦ ﻛﻪ‪،‬ﻳﻦ ﺧﺼﻮﺻﻴﺎ ﭼﻪ ﺗﺎﺛﻴﺮ‪ $‬ﺑﺮ ﻓﺮ‪J‬ﻳﻨﺪ ‪J‬ﻣﻮ‪ I‬ﺑﻪ ﺑﺰﮔﺴﺎ‬ ‫ﺧﻮﻫﺪ ﺷﺖ؟ ﺑﺰﮔﺴﺎﻻ‪  ,‬ﻳﺎﮔﻴﺮ‪ $‬ﭼﮕﻮﻧﻪ ﻧﺘﺨﺎ‪ Z‬ﻣﻲﻛﻨﻨﺪ؟ ﭼﮕﻮﻧﻪ ﻋﻤﻞ ﻣﻲﻛﻨﻨﺪ؟ ﻣﻮ ﺑﺤﺚ  ﺑﺮﺳﻲ ﻗﺮ‬ ‫ﮔﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ﻓﺼﻞ ﭘﻨﺠﻢ‪ ،‬ﺑﺮﻧﺎﻣﻪﻳﺰ‪  $‬ﺗﺪﻳﺲ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻳﻦ ﻓﺼﻞ ﺑﻪ ﺋﻪ ﻣﺒﺎﺣﺜﻲ  ﺣﻮ… ﺑﺮﻧﺎﻣﺔ ﺳﻲ ﭘﺮﺧﺘﻪ ﺷﺪ<‬ ‫ﺳﺖ‪،‬ﻳﻦ ﻛﻪ  ﻃﺮﺣﻲ ﺑﺮﻧﺎﻣﺔ ﺳﻲ ﺑﺮ‪ $‬ﺑﺰﮔﺴﺎﻻ‪ ،,‬ﺑﻪ ﭼﻪ ﻋﻨﺎﺻﺮ‪ $‬ﺑﺎﻳﺴﺘﻲ ﺗﻮﺟﻪ ﺷﻮ؟ ﻫﻤﭽﻨﻴﻦ ‪I‬ﻫﺎ‪$‬‬ ‫ﻣﺨﺘﻠﻒ ﺗﺪﻳﺲ ﻛﻪ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻧﻈﺎ‪J T‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﻣﻲﺑﺎﺷﺪ‪ ،‬ﻣﻌﺮﻓﻲ ﺷﺪ< ﺳﺖ‪ .‬ﻣﺒﻨﺎ‪ $‬ﻧﺘﺨﺎ‪I Z‬ﻫﺎ‪ $‬ﺗﺪﻳﺲ‪،‬‬ ‫ﺧﺼﻮﺻﻴﺎ  ﺷﺮﻳﻂ ﺑﺰﮔﺴﺎﻻ‪ ,‬ﻣﻲﺑﺎﺷﺪ‪.‬ﻳﻦ ﻓﺼﻞ ﻛﻤﻚ ﻛﻨﻨﺪ< ﺑﻪ ﻣﺮﺑﻲ ﺳﺖ‪ ،‬ﺗﺎ ‪-I‬ﻫﺎ‪ $‬ﻣﻨﺎﺳﺒﻲ   ﺗﺪﻳﺲ‬ ‫ ﺋﻪ ﺑﺮﻧﺎﻣﻪﻫﺎ‪J $‬ﻣﻮﺷﻲ ﺑﻪ ﺑﺰﮔﺴﺎﻻ‪ ,‬ﻧﺘﺨﺎ‪ Z‬ﻧﻤﺎﻳﺪ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻓﺎﺳﻲ(‬

‫ ﺑﺨﺶ ‪ T‬ﺑﻪ ﻣﻌﺮﻓﻲ ﻧﻈﺎ‪T‬ﻫﺎ‪J $‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﭘﺮﺧﺘﻪ ﺷﺪ< ﺳﺖ‪.‬ﻳﻦ ﺑﺨﺶ ﺷﺎﻣﻞ ﻓﺼﻞﻫﺎ‪ $‬ﺷﺸﻢ ﺗﺎ‬ ‫ﻫﻢ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﺳﻮ‪J‬ﻣﻮ‪ $‬ﻳﻜﻲ  ﻋﻨﺎﺻﺮ ﻋﻤﺪ<  ‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺳﺖ   ﻳﻚ ﻧﻈﺎ‪ T‬ﺧﺎ‪  c‬ﻳﮋ<‪ $‬ﺑﺮﺧﻮ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ ﻓﺼﻞ ﺷﺸﻢ ﺑﻪ ﺋﻪ ﻣﺒﺎﺣﺜﻲ ﻳﻦ ﻣﻴﻨﻪ ﭘﺮﺧﺘﻪ ﺷﺪ< ﺳﺖ‪ .‬ﻳﻦ ﻗﺴﻤﺖ ﻣﻔﺎﻫﻴﻢ ﺳﻮ‪J‬ﻣﻮ‪ $‬ﺗﺎﺑﻌﻲ  ﺳﻮ‪J‬ﻣﻮ‪$‬‬ ‫ﺳﻴﺎﺳﻲ ﺗﻮﺻﻴﻒ ﺷﺪ< ﺳﺖ ﻳﻦ ﻛﻪ  ﺋﻪ ﺑﺮﻧﺎﻣﻪﻫﺎ‪ $‬ﺳﻮ‪J‬ﻣﻮ‪  $‬ﭼﻪ ﻫﺒﺮﻫﺎ  ﺻﻮﻟﻲ ﺑﺎﻳﺴﺘﻲ ﭘﻴﺮ‪ $‬ﻛﺮ‪.‬‬ ‫‪J‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺣﺮﻓﻪ‪  $‬ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺑﺮ‪ $‬ﮔﺮ<ﻫﺎ‪ $‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺋﻪ ﻣﻲﺷﻮ‪ .‬ﻓﺼﻞ ﻫﻔﺘﻢ ﺑﻪ ﻣﻌﺮﻓﻲ ‬ ‫ﺗﻮﺻﻴﻒ ‪J‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺣﺮﻓﻪ‪  $‬ﻧﻮ‪ ,J l‬ﭘﺮﺧﺘﻪ ﺳﺖ‪ .‬ﺑﺎﻳﻦ ﻫﺪ‪ u‬ﻛﻪ ﺑﺮﻧﺎﻣﻪﻳﺰ‪J ,‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺑﺰﮔﺴﺎﻻ‪  ,‬ﺣﻮ…‬ ‫‪J‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺣﺮﻓﻪ‪   $‬ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﺑﺮﻧﺎﻣﻪﻳﺰ‪ $‬ﺧﻮ  ‪ ,J‬ﺳﺘﻔﺎ< ﻧﻤﺎﻳﻨﺪ‪.‬‬ ‫ﺑﺰﮔﺴﺎﻻ‪ $ ,‬ﻣﺴﺌﻮﻟﻴﺖﻫﺎ  ﻣﺤﺪﻳﺖﻫﺎ‪ $‬ﻣﺎﻧﻲ  ﻣﻜﺎﻧﻲ ﻫﺴﺘﻨﺪ  ﺣﻀﻮ ‪J‬ﻧﻬﺎ  ﻣﻜﺎ‪,‬ﻫﺎ‪J $‬ﻣﻮﺷﻲ‬ ‫ﻣﺘﻔﺎ  ﻣﺎ‪,‬ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ‪ ،‬ﻣﺸﻜﻼﺗﻲ  ﺑﺮ‪J $‬ﻧﻬﺎ ﺑﻪ ﺟﻮ ﻣﻲ‪ ،J‬ﻳﻦ ‪ ،‬ﻧﻈﺎ‪J T‬ﻣﻮ‪ ، <  I‬ﺳﻴﺴﺘﻢ‬ ‫‪J‬ﻣﻮﺷﻲ ﻣﻨﺎﺳﺐ ﺑﺮ‪ $‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺳﺖ ﻛﻪﻳﻦ ﻣﺤﺪﻳﺖﻫﺎ   ﭘﻴﺶ ﭘﺎ‪J $‬ﻧﻬﺎ ﺑﺮﻣﻲ‪  .‬ﻓﺼﻞ ﻫﺸﺘﻢ‪ ،‬ﺑﻪ ﻣﻌﺮﻓﻲ‬ ‫ ﺗﻮﺻﻴﻒ ﻧﻈﺎ‪J T‬ﻣﻮ‪  <  I‬ﭘﺮﺧﺘﻪ ﺷﺪ< ﺳﺖ‪ ،‬ﺗﺎ ﺑﺮﻧﺎﻣﻪﻳﺰ‪,‬ﻳﻦ ﻧﻈﺎ‪J T‬ﻣﻮﺷﻲ‪ ،‬ﻓﺮﺻﺖ ﻧﺘﺨﺎ‪ Z‬ﺷﻴﻮ<ﻫﺎ‪$‬‬ ‫ﻣﻨﺎﺳﺐ ﺑﺎ ﺷﺮﻳﻂ ﺑﺰﮔﺴﺎﻻ‪  ,‬ﺑﺎ ‪J‬ﮔﺎﻫﻲ ﺑﻴﺸﺘﺮ ﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎ‪J $‬ﻣﻮﺷﻲ‪ ،‬ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﺷﺘﻦ ﻳﻚ ﺷﻬﺮ ﺧﻮ‪ ،Z‬ﻧﻴﺎﻣﻨﺪ ﺷﻬﺮﻧﺪﻧﻲ ﺳﺖ ﻛﻪ ﻗﻮﻧﻴﻦ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺧﻼﻗﻲ  ﻧﺴﺎﻧﻲ ‪ ,J‬ﺷﻬﺮ  ﺑﺪﻧﻨﺪ  ﺑﺮ ‪,J‬‬ ‫ﻣﺒﻨﺎ ﻋﻤﻞ ﻛﻨﻨﺪ‪J .‬ﻣﻮ‪I‬ﻫﺎ ﺷﻬﺮﻧﺪ‪ $‬ﻳﻜﻲ  ﻣﺒﺎﺣﺚ ﻋﻤﺪ< ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﻧﺘﺎﻳﺞ ﻣﺜﺒﺖ  ﺛﺮ ﻣﻄﻠﻮﺑﻲ ﺑﺮ ‪ $‬ﺟﺎﻣﻌﻪ‬ ‫ﺧﻮﻫﺪ ﮔﺬﺷﺖ  ﻓﺮ ﻳﻚ ﺷﻬﺮ )ﺟﺎﻣﻌﻪ(  ‪ ,J‬ﺑﻬﺮ<ﻣﻨﺪ ﺧﻮﻫﻨﺪ ﺷﺪ‪.‬‬ ‫ﻓﺼﻞ ﻧﻬﻢﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﻪ ﻣﻌﺮﻓﻲ  ﺗﻮﺻﻴﻒ ‪J‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺷﻬﺮﻧﺪ‪  $‬ﻫﺒﺮﻫﺎ‪ $‬ﻣﻨﺎﺳﺐ ﺋﻪﻳﻦ ‪J‬ﻣﻮ‪I‬ﻫﺎ ﭘﺮﺧﺘﻪ‬ ‫ﺳﺖ‪.‬‬ ‫‪J‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺑﺰﮔﺴﺎﻻ‪  ,‬ﻗﺎﻟﺐﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ‪J‬ﻣﻮﺷﻲ ﺋﻪ ﻣﻲﺷﻮ‪ .‬ﻧﻈﺎ‪J T‬ﻣﻮﺷﻲ ﻧﻌﻄﺎ‪u‬ﭘﺬﻳﺮ‪ ،‬ﻛﺎﮔﺎﻫﻬﺎ‪$‬‬ ‫ﻳﺎﮔﻴﺮ‪ $‬ﺑﺎ  ﻧﻈﺎ‪J T‬ﻣﻮ‪ I‬ﻣﺎ‪-T‬ﻟﻌﻤﺮ‪  ،‬ﺳﻴﺴﺘﻢﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﻨﺎﺳﺐ ﺑﺮﻧﺎﻣﻪﻫﺎ‪J $‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺑﺰﮔﺴﺎﻻ‪,‬‬ ‫ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﻓﺼﻞ ﻫﻢ ﺑﻪ ﻣﻌﺮﻓﻲ  ﺗﻮﺻﻴﻒﻳﻦ ﻧﻈﺎ‪ T‬ﭘﺮﺧﺘﻪ ﺳﺖ‪.‬‬ ‫ﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﺮ‪J" W $‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ W  ",‬ﻣﺠﻤﻮﻋﻪ ﮔﺮ< ﻋﻠﻮ‪ T‬ﺗﺮﺑﻴﺘﻲ‪ ،‬ﺗﺎﻟﻴﻒ ﺷﺪ< ﺳﺖ؛  ﻣﻄﺎﻟﻌﺔ‬ ‫‪ ,J‬ﺑﺮ‪ $‬ﻛﻠﻴﺔ ﻧﺸﺠﻮﻳﺎ‪ ,‬ﮔﺮﻳﺶ‪-‬ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﻋﻠﻮ‪ T‬ﺗﺮﺑﻴﺘﻲ  ﻃﺮﺣﺎ‪ ,‬ﺑﺮﻧﺎﻣﻪﻫﺎ‪J $‬ﻣﻮﺷﻲ ﻣﺨﺘﻠﻒ ﻛﻪ  ﺣﻮ…‬ ‫ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﻪﻳﻦ ﻓﻌﺎﻟﻴﺖ ﻣﺸﻐﻮ ﻣﻲﺑﺎﺷﻨﺪ‪ ،‬ﺗﻮﺻﻴﻪ ﻣﻲﺷﻮ‪.‬‬ ‫ ﮔﺬﺷﺘﻪ ﭼﻨﻴﻦ ﮔﻤﺎ‪ ,‬ﻣﻲﻓﺖ ﻛﻪ ﻣﺎ‪J ,‬ﻣﻮﺧﺘﻦ ﺑﺎ ﻣﺎ‪ ,‬ﻛﺎ ﻛﺮ‪  ,‬ﻧﺪﮔﻲ ﻛﺮ‪  ,‬ﻫﻢ ﺟﺪ ﻫﺴﺘﻨﺪ‪ ،‬ﺑﻨﺎﺑﺮﻳﻦ‬ ‫ﭘﻴﺶ  ‪J‬ﻏﺎ ﻛﺎ ﺑﻪ ﻓﺮ ‪J‬ﻣﻮ‪ < I‬ﻣﻲﺷﺪ‪.‬ﻳﻦ ﻧﺪﻳﺸﻪ ﻳﮕﺮ ﻋﺘﺒﺎ ﻧﺪ  ﻫﻤﺔ ﻣﺮ‪ T‬ﺑﺮ‪ $‬ﻫﻤﻪ ﻗﺖ ﺑﺎﻳﺪ ﺑﻪ ‪J‬ﻣﻮﺧﺘﻦ‬ ‫ﺑﭙﺮﻧﺪ   ﺗﺎ<ﻫﺎ‪ $‬ﻧﺶ ﺑﺸﺮ‪ ،$‬ﺧﻮ  ﺗﺎ< ﺳﺎﻧﺪ  ﺑﺎ ﻧﻴﺮ  ‪J‬ﮔﺎﻫﻲ ﺑﻴﺸﺘﺮ‪ ،‬ﻧﺪﮔﻲ ﺳﻮﻣﻨﺪ  ﻧﺒﺎ ﻛﻨﻨﺪ‪.‬‬ ‫ﻧﺸﻨﺎﺳﺎ‪ ,‬ﻧﻴﺰ ﺑﺮﻳﻦ ﺑﺎﻧﺪ ﻛﻪ ﺷﺪ‪،‬ﻳﺴﺖ ﻧﺪ  ﺗﺎ ﭘﺎﻳﺎ‪ ,‬ﻧﺪﮔﻲ ﭘﻴﺶ ﻣﻲ‪ … .‬ﺑﺰﮔﺴﺎﻟﻲ ﻧﻪ ﺗﻨﻬﺎ …‬ ‫ﻓﺮ ﺗﻜﺎﻣﻞ ﻳﮋ… ﺧﻮ  ‪ ،‬ﻛﻪ  ‪ < ,J‬ﻧﺴﺎ‪ ,‬ﺑﺎﻻﺗﺮﻳﻦ ﺗﻮ‪ ,‬ﻛﺎ  ﭘﺪﻳﺪ‪ ,J‬ﺳﺮﻣﺎﻳﻪ  ‪J‬ﻣﺪ   ﺧﻮ ﻧﻤﺎﻳﺎ‪,‬‬ ‫ﻣﻲﺳﺎ‪ .‬ﻧﺪﮔﻲ ﺑﺰﮔﺴﺎﻟﻲ‪ ،‬ﻣﺎﻧﻨﺪ ﻧﺪﮔﻲ ﻛﻮﻛﻲ‪ ،‬ﻫﻤﻮ<  ﺗﻜﺎﻣﻞ ﺳﺖ‪ .‬ﺑﺰﮔﺴﺎﻻ‪  ,‬ﻧﺒﺎﻳﺪ ﻣﺮ‪ T‬ﻓﺮﻣﻮ‪ I‬ﺷﺪ< ﺑﻪ‬ ‫ﺷﻤﺎ ‪.J‬‬ ‫ ﺳﻮﻳﻲ ﻳﮕﺮ ﺑﺎ ﭘﺪﻳﺪ‪J‬ﻣﺪ‪ ,‬ﻧﻮ‪$J‬ﻫﺎ‪ $‬ﺷﻨﺎﺧﺘﻲ  ﻓﺮﻫﻢ ‪J‬ﻣﺪ‪ ,‬ﻣﻴﻨﻪﻫﺎ‪ $‬ﺗﺎ< ﺑﺮ‪ $‬ﻛﺎ  ﻛﻮﺷﺶ ﺳﺮﺷﺖ‬ ‫ﺷﺘﻐﺎ  ﺟﺎﻣﻌﻪ ﭼﻬﺮ<‪ $‬ﺗﺎ< ﻣﻲﻳﺎﺑﺪ‪ .‬ﻫﻤﺔ ﻣﺮ‪  ,‬ﻧﺎ‪ ,‬ﺑﺎﻳﺪ  ﺗﻮﻧﺎﻳﻲﻫﺎ‪ $‬ﻳﮋ< ﺑﺮﺧﻮ ﮔﺮﻧﺪ  ﻧﺶ ﻋﻤﻮﻣﻲ‬ ‫ﺗﺨﺼﺼﻲ ﺑﻴﺸﺘﺮ  ﺗﺎ<ﺗﺮ‪  $‬ﺑﻪ ﺳﺖ ‪J‬ﻧﺪ  ﻳﺎ  ﻣﻮ‪ $‬ﺑﻪ ﻃﻮ ﻛﻠﻲ ﻫﻤﺔ ﻧﺶ  ﻣﻬﺎﻫﺎ‪ $‬ﺗﺎ<   ‪J‬ﻏﺎ‬ ‫ﻓﺮﮔﻴﺮﻧﺪ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﺒﺎﻧﻲ ]ﻣﻮ‪ b2‬ﺑﺰﮔﺴﺎﻻ‪H‬‬

‫‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﺎﻳﺪ ﺑﻪ ﻳﮋ< ‪J‬ﻧﻬﺎﻳﻲ  ﻛﻪ ﺑﻪ ﻻﻳﻠﻲ ﭼﻮ‪ ,‬ﻛﻤﺒﻮ ﻣﻜﺎﻧﺎ ‪J‬ﻣﻮﺷﻲ‪ ،‬ﻧﺎ‪ ،$‬ﭘﺮﻛﻨﺪﮔﻲ  ‪$‬‬ ‫ﺟﻐﺮﻓﻴﺎﻳﻲ‪ ،‬ﺷﺘﻐﺎ  ﺿﺮ‪-‬ﻫﺎ‪ $‬ﺧﻠﻲ ﻧﺘﻮﻧﺴﺘﻪﻧﺪ ﺑﻪ ﻫﻨﮕﺎ‪ T‬ﺧﻮ  ﻓﺮﺻﺖﻫﺎ‪ $‬ﺑﺴﻨﺪ< ﺑﻬﺮ< ﮔﻴﺮﻧﺪ‪  ،‬ﻳﺮ ﭼﺘﺮ‬ ‫ﺧﻮ ﮔﺮﻓﺘﻪ  ﻫﻤﺔ ﻛﺎﺳﺘﻲﻫﺎ‪ $‬ﻧﺎﺧﻮﺳﺘﺔ ﻧﺪﮔﻲ  ﻛﺎ ‪J‬ﻧﺎ‪   ,‬ﻣﻴﺎ‪ ,‬ﺑﺮ‪.‬‬ ‫ﺟﻨﺒﻪﻫﺎ‪ $‬ﻋﻤﺪ<  ﺻﻠﻲ ﻛﻪ ‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﺎ… ‪J‬ﻧﻬﺎ ﺻﺤﺒﺖ ﻣﻲﻛﻨﺪ‪  ،‬ﻟﻴﻦ ﮔﺮﻫﻤﺎﻳﻲ ﻣﺸﻮﺗﻲ ‪J‬ﻣﻮ‪I‬‬ ‫ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﻴﺎ‪ ,‬ﺷﺪ< ﺳﺖ؛ ﻛﻪ  ‪s‬ﻳﻞ ﺑﻪ ‪J‬ﻧﻬﺎ ﺷﺎ< ﻣﻲﺷﻮ‪:‬‬ ‫" ‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﻪ ﻣﻨﻈﻮ ﺗﻮﺟﻴﻪ ﺑﺰﮔﺴﺎﻻ‪ ,‬ﻳﺠﺎ ﺗﻐﻴﻴﺮ  ﻓﺘﺎ  ﮔﺮﻳﺶﻫﺎ‪J $‬ﻧﻬﺎ   ﻳﺪﮔﺎ< ﺷﺪ‬ ‫ﻛﺎﻣﻞ ﺷﺨﺼﻲ  ﻣﺸﺎﻛﺖ ‪J‬ﻧﺎ‪  ,‬ﺗﻮﺳﻌﻪ ﻣﺘﻮ‪  ,‬ﻣﺴﺘﻘﻞ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻗﺘﺼﺎ‪  $‬ﻓﺮﻫﻨﮕﻲ ﺻﻮ ﻣﻲﭘﺬﻳﺮ‪.‬‬ ‫‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﺑﺨﺸﻲ  ‪J‬ﻣﻮ‪  I‬ﻳﺎﮔﻴﺮ‪ $‬ﻣﺪ‪ ،T‬ﻛﻠﻴﻪ ﻣﻬﺎﻫﺎ  ﺷﺎﺧﻪﻫﺎ‪ $‬ﻋﻠﻤﻲ ﺑﺎ ﺳﺘﻔﺎ<‬ ‫ ﺗﻤﺎﻣﻲﺑﺰﻫﺎ‪ $‬ﻣﻤﻜﻦ ﻳﺠﺎ ﻓﺮﺻﺖ ﺑﺮ‪ $‬ﺷﺪ ﻛﺎﻣﻞ ﺷﺨﺼﻴﺖ ﻫﻤﺔ ‪J‬ﺣﺎ ﻣﺮ‪  T‬ﺳﺮﺳﺮ ﻋﻤﺮ  ﺑﻪ  ‬ ‫ﻣﺤﺪﻳﺖ ﺣﻀﻮ  ﻛﻼ‪  W‬ﻃﻮ ﻋﻤﺮ‪  ،‬ﺑﺮ ﻣﻲﮔﻴﺮ‪.‬‬ ‫‪J‬ﻣﻮ‪ I‬ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻴﻨﻪ‪ $‬ﺑﺮ‪ $‬ﻧﻴﻞ ﺑﻪ ﺗﻀﻤﻴﻦ ﺧﻮ‪J‬ﮔﺎﻫﻲ ﻓﺮ  ﻣﺸﺎﻛﺖ ﻣﻮﺛﺮ ‪J‬ﻧﻬﺎ  ﻧﺪﮔﻲ ﻛﺎ‪$‬‬ ‫ﺑﻪ ﺷﻤﺎ ﻣﻲ؛ ﻛﻪ ﺑﺎ ﺗﺠﻬﻴﺰ ﺑﺰﮔﺴﺎﻻ‪ ,‬ﺑﻪ ‪J‬ﻣﻮ‪ I‬ﻓﻨﻲ  ﺣﺮﻓﻪ‪ $‬ﭘﻴﺸﺮﻓﺘﻪ‪J ،‬ﻣﻮ‪ I‬ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻗﺘﺼﺎ‪ $‬‬ ‫ﻓﺮﻫﻨﮕﻲ  ﺳﻴﺎﺳﻲ ﺑﺎ ﻳﺮ ﻣﺠﻤﻮﻋﻪ‪ $‬ﺧﺎ‪  ,J c‬ﮔﺴﺘﺮ‪ I‬ﺗﻮﻧﺎﻳﻲ ‪ ,J‬ﺑﺮ‪ $‬ﻧﻮ‪  $J‬ﺧﻼﻗﻴﺖ ﻳﺠﺎ ‪I‬ﻫﺎ‪$‬‬ ‫ﻧﻲ ﺑﻪ ﺻﻮ ﻧﻔﺮ‪  $‬ﮔﺮﻫﻲ ﺗﺤﻘﻖ ﻳﺎﺑﺪ‪.‬‬ ‫ﻳﺠﺎ ﺻﻼﺣﻴﺖ  ﻏﺒﺖ  ﺑﻬﺮ<ﮔﻴﺮ‪ $‬ﺧﻼ‪  p‬ﻗﺎ ﻓﺮﻏﺖ ﻗﺸﺎ ﺟﺎﻣﻌﻪ  ﮔﺮﻫﻬﺎ‪ $‬ﺳﻨﻲ ‪  ,J‬ﻛﺴﺐ ﻫﺮ ﮔﻮﻧﻪ‬ ‫ﻧﺶ ﻻ‪  T‬ﻣﻄﻠﻮ‪ Z‬ﺑﺮ‪ $‬ﺗﻌﺎﻟﻲ ﻓﺮ  ﺟﺎﻣﻌﻪ ﺻﻮ ﮔﻴﺮ‪.‬‬ ‫ﺗﻮﺳﻌﺔ ﺑﺼﻴﺮﻫﺎ‪ $‬ﻻ‪  T‬ﺳﺘﻔﺎ<  ﺳﺎﻧﻪﻫﺎ‪ $‬ﺗﺒﺎﻃﻲ ﺟﻤﻌﻲ  ﺗﻔﺴﻴﺮ ﭘﻴﺎ‪T‬ﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻗﺘﺼﺎ‪$‬‬ ‫ ﻓﺮﻫﻨﮕﻲ ﺑﺎﺷﺪ‪ .‬ﻣﻮ ﻓﻮ‪p‬ﻟﺬﻛﺮ  ﻋﻨﺎﻳﻦ ﻳﺮ ﺧﻼﺻﻪ ﻣﻲﺷﻮﻧﺪ‪J .‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺣﺮﻓﻪ‪J ،$‬ﻣﻮ‪I‬ﻫﺎ‪، <  $‬‬ ‫‪J‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺷﻬﺮﻧﺪ‪J ،$‬ﻣﻮ‪I‬ﻫﺎ‪ $‬ﺳﻮ‪J‬ﻣﻮ‪."$‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫ﻋﻨﻮ‪/ :H‬ﻧﺶ ‪ /‬ﭼﺎﻟﺶ‬ ‫ﻧﻮﻳﺴﻨﺪ‪ :‬ﺟﺮ‪/ /‬ﻻﻧﺘﻰ‬ ‫ﻣﺘﺮﺟﻢ‪ :‬ﻋﻠﻰ ﺑﺨﺘﻴﺎ ‪/2‬‬ ‫ﭘﺎﻳﻴﺰ ‪1386‬‬ ‫ﻧﺎﺷﺮ‪ :‬ﭘﮋﻫﺸﻜﺪ ﻣﻄﺎﻟﻌﺎ ﻓﺮﻫﻨﮕﻲ  ﺟﺘﻤﺎﻋﻲ‪ 292 ،‬ﺻﻔﺤﻪ‬ ‫ﻣﻌﺮﻓﻲ‪ :‬ﻛﺒﺮ ﺿﺎﻳﻰ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻏﺮ‪  Z‬ﺗﺎﻳﺦ ﻧﻈﺎ‪T‬ﻫﺎ‪ a‬ﻓﻜﺮ‪ a‬ﺳﻴﺎﺳﻰ  ﺟﺘﻤﺎﻋﻰ ﺧﻮ ﺷﺎﻫﺪ ﻣﻨﺎﻋﻪ ﻳﺸﻪ ‪ a‬ﻣﻴﺎ‪  ,‬ﻧﻮ‪ l‬ﻣﺨﺘﻠﻒ‬ ‫ﻧﺶ ﺑﻮ< ﺳﺖ‪ :‬ﻧﺶ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻋﻠﻢ  ﻧﺶ ﺑﻪ ﻣﺜﺎﺑﻪ ﻓﺮﻫﻨﮓ‪ .‬ﺧﺎﺳﺘﮕﺎ< ﻳﻦ ﻣﻨﺎﻋﻪ ﺑﻪ ﺗﻘﺎﺑﻞ ﻛﻼﺳﻴﻚ‬ ‫ﻣﻴﺎ‪ ,‬ﻟﻮﮔﻮ‪  W‬ﻛﺴﺎ ﻳﻌﻨﻰ ﻧﺶ  ﺑﺎ  ﻳﻮﻧﺎ‪ ,‬ﺑﺎﺳﺘﺎ‪ ,‬ﺑﺎ ﻣﻰ ﮔﺮ؛ ﺗﻘﺎﺑﻠﻰ ﻛﻪ ﺑﻪ ﺑﺮﺗﺮ‪ a‬ﻧﺶ ﺑﺮ‬ ‫ﻣﻮﻛﺮﺳﻰ ﻣﻨﺠﺮ ﺷﺪ‪.‬‬ ‫ﺷﺮﻳﻄﻰ ﻛﻪ ﻧﺶ ﺑﻪ ﺳﻤﺖ ﻣﻮﻛﺮﺗﻴﺰ< ﺷﺪ‪ ,‬ﭘﻴﺶ ﻣﻴﺮ ﻧﻘﺶ  ﻫﻮﻳﺖ ﺟﺪﻳﺪ‪ a‬ﺑﺮ‪ a‬ﻧﺸﮕﺎ< ﺑﻪ‬ ‫ﻇﻬﻮﮔﺬﺷﺘﻪ ﺳﺖ‪ .‬ﺑﺎﺗﻮﺟﻪ ﺑﻪ ﻳﻨﻜﻪ ﻧﺸﮕﺎ< ﻳﮕﺮ ﻧﻬﺎ ﻣﻬﻤﻰ  ﻧﻈﺮ ﺑﺎﺗﻮﻟﻴﺪ ﻧﺶ ﻧﻴﺴﺖ  ﻫﻤﻴﻦ ﻃﻮ‬ ‫ﻧﻘﺶ ﺗﺪﻳﻦ  ﺗﻌﻴﻴﻦ ﻓﺮﻫﻨﮓ  ﺑﺮ ﻋﻬﺪ< ﻧﺪ‪ ،‬ﺑﻨﺎ ﺑﺮ ﻳﻦ ﻣﻰ ﺗﻮﻧﺪ ﺧﻮ  ﺑﺎ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻰ ﭘﻴﻮﻧﺪ ﻧﺪ‪ .‬ﻧﺸﮕﺎ<‬ ‫ﻛﻪ ﻳﮕﺮ ﻣﻜﺎ‪ ,‬ﻧﺤﺼﺎ‪ a‬ﻧﻮ‪ l‬ﻣﺨﺘﻠﻒ ﻧﺶ ﻧﻴﺴﺖ ﺑﻪ ﻣﻨﺰﻟﻪ ﻧﻬﺎ ﻣﻬﻤﻰ  ﺟﺎﻣﻌﻪ ﻣﻴﺘﻮﻧﺪ ﻋﻤﻞ ﻛﻨﺪ ﻣﺮ<‬ ‫ﻧﺶ ﻫﻤﻴﺖ ﺑﻴﺸﺘﺮ‪ a‬ﻳﺎﻓﺘﻪ ﺳﺖ   ﺿﻤﻦ‪ ،‬ﺑﺮ ﺧﻼ‪ u‬ﮔﺬﺷﺘﻪ ﻧﻪ  ﻳﻚ ﻣﻨﺒﻊ ﺧﺎ‪ ،c‬ﺑﻠﻜﻪ  ﭼﻨﺪﻳﻦ ﻣﻨﺒﻊ‬ ‫ﻣﺨﺘﻠﻒ ﻧﺸﺄ ﻣﻴﮕﻴﺮ‪ .‬ﺑﺮ ﻳﻦ ﺗﺤﻮﻻ ﺳﺎﺧﺘﺎ‪  a‬ﻟﮕﻮ‪ a‬ﻧﺶ ﻧﻪ ﺑﻪ ﻣﻌﻨﻰ ﭘﺎﻳﺎ‪ ,‬ﻳﺎﻓﺘﻦ ﻋﻤﺮ ﻧﺸﮕﺎ<‪،‬‬ ‫ﺑﻠﻜﻪ ﺑﻪ ﻣﻌﻨﺎ‪ a‬ﺗﻐﻴﺮ ﺷﻜﻞ ﺳﺎﺧﺘﺎ ‪ ,J‬ﺳﺖ‪.‬ﻫﻤﻴﺖ ﻧﻬﺎ ﻧﺸﮕﺎ<  ﺷﺮﻳﻂ ﺣﺎﺿﺮ ‪ ,J‬ﺳﺖ ﻛﻪ ﻳﻦ ﻧﻬﺎ ﺑﻪ‬ ‫ﻣﻨﺰﻟﻪ ﻣﻬﻢ ﺗﺮﻳﻦ ﻛﺎﻧﻮ‪ ,‬ﺗﺒﺎ‪  t‬ﭼﻴﺰ‪ a‬ﻣﻰ ﺗﻮﻧﺪ ﻋﻤﻞ ﻛﻨﺪ ﻛﻪ ‪  ,J‬ﺟﺎﻣﻌﻪ ﻧﺶ ﻣﻰ ﻧﺎﻣﻴﻢ‪.‬‬ ‫ﺿﻌﻴﺖ ﻛﻨﻮﻧﻰ ﻧﺸﮕﺎ<ﻫﺎ ﻣﻨﻌﻜﺲ ﻛﻨﻨﺪ< ﺷﺮﻳﻂ ﺣﺎﻛﻢ ﺑﺮ ﻋﺮﺻﻪ ﻧﺶ  ‪ ,‬ﺣﺎﺿﺮ ﺳﺖ‪.‬‬ ‫ﻣﻬﻤﺘﺮﻳﻦ ﺑﻌﺪ ﻳﻦ ﺿﻌﻴﺖ  ﺗﺒﺎﻃﺎ ﺑﻪ ﻗﻠﺐ ﺳﺎﺧﺘﺎ ﻣﻌﺮﻓﺘﻰ  ﺟﺎﻣﻌﻪ ﺳﺖ‪ .‬ﻫﻢ ﻣﺎ‪ ,‬ﻳﻦ ﺗﻔﺎ‪ p‬‬ ‫ﻣﻮ ﻣﻮﻛﺮﺳﻰ ﻧﻴﺰ  ﺣﺎ { ‪ ,‬ﺳﺖ‪ .‬ﻣﺮ< ﺷﺎﻫﺪ ﺗﺤﻮ ﻧﺶ ﻣﻮﻛﺮﺳﻰ  ﺛﺮ  ﺗﺒﺎﻃﺎ‬ ‫ﺑﻪ ﺳﺎﺧﺘﺎ ‪J‬ﻧﻬﺎ ﻫﺴﺘﻴﻢ‪.‬‬

‫‪/‬ﻧﺶ ‪ /‬ﭼﺎﻟﺶ‬

‫ ﺟﺎﻣﻌﻪ ﭘﺴﺎﺻﻨﻌﺘﻰ ﻛﻨﻮﻧﻰ ﻧﻪ ﺗﻨﻬﺎ ﺳﺎﺧﺘﺎ ﻗﺪ  ﺳﺎﺧﺘﺎﻫﺎ‪ a‬ﺷﻨﺎﺧﺘﻰ ﺟﺎﻣﻌﻪ ﭼﺎ ﺑﺤﺮ‪ ,‬ﺷﺪ< ﺳﺖ‪،‬‬ ‫ﺑﻠﻜﻪ  ﻧﺘﻴﺠﻪ  ﻣﻮﻛﺮﺳﻰ ﺑﻪ ﻗﻠﻤﺮ ﻧﺶ‪ ،‬ﺳﺎ‪  W‬ﺑﻨﻴﺎ‪ ,‬ﻳﻦ ﺣﻮ< ﻧﻴﺰ ﭼﺎ ﺑﺤﺮ‪ ,‬ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﻧﺶ  ﭼﺎﻟﺶ ﻋﻨﻮ‪ ,‬ﻛﺘﺎﺑﻰ ﺳﺖ ﻛﻪ ﻣﺒﺎﺣﺚ ﻓﻮ‪   p‬ﻣﻮﺿﻮ‪ l‬ﻧﺶ  ﻋﺼﺮ ﺟﺪﻳﺪ ﻣﻄﺮ} ﺳﺎﺧﺘﻪ‬ ‫ﻛﻪ ﺗﻮﺳﻂ ﺟﺮ ﻻﻧﺘﻰ ﺗﺎﻟﻴﻒ  ﻋﻠﻰ ﺑﺨﺘﻴﺎ‪J < a‬ﻧﺮ ﺑﻪ ﻓﺎﺳﻰ ﺑﺮﮔﺮﻧﺪ< ﺳﺖ‪.‬‬ ‫ﻳﻦ ﻛﺘﺎ‪  Z‬ﻳﺎ< ﻓﺼﻞ  ﻳﻚ ﻣﻘﺪﻣﻪ ﺗﺪﻳﻦ ﺷﺪ< ﺑﺮ‪ a‬ﻣﻄﺎﻟﻌﻪ  ﻣﺮﺟﻌﻪ ﻣﺤﻘﻘﻴﻦ ﻛﺘﺎ‪ Z‬ﻧﺎﻣﻪ ‪ a‬‬ ‫ﻣﻨﺎﺑﻊ  ﻣﺮﺟﻊ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﻣﻮﺿﻮ‪ l‬ﺋﻪ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ ﻣﻘﺪﻣﻪ ﻛﺘﺎ‪ Z‬ﺿﻤﻦ ﻃﺮ} ﻣﻮﺿﻮ‪ ،l‬ﻇﺎﻳﻒ ﻧﺸﮕﺎ<   ﻗﺮ‪s 21 ,‬ﻛﺮ ﻣﻴﻜﻨﺪ‪.‬‬ ‫ ﻓﺼﻞ  ﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﻪ ﭼﺎ ﭼﻮ‪Z‬ﻫﺎ‪ a‬ﻧﻄﺮ‪ a‬ﻣﺒﺎﺣﺜﻰ ﻣﻰ ﭘﺮ ﻛﻪ  ﺟﺮﻳﺎ‪ ,‬ﻳﻦ ﻛﺘﺎ‪ Z‬ﻣﻄﺮ}‬ ‫ﻣﻰ ﺷﻮ‪.‬‬ ‫ﻓﺼﻞ ‪ T‬ﻣﺮ‪ a‬ﺑﺮ ﻧﺸﮕﺎ<  ‪ ,‬ﻇﻬﻮ  ﺗﺤﻮ ﻣﺪﻧﻴﺘﻪ ﻣﻴﻜﻨﺪ‪ .‬ﻣﻴﺮ’ ﻣﻬﻢ ﻳﻦ ‪ ,‬ﺗﻐﻴﻴﺮ‬ ‫ﺗﻌﺮﻳﻒ ﺳﻨﺘﻰ  ﻧﺸﮕﺎ< ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﺷﻨﮕﺮ‪  a‬ﺷﻜﻞ ﮔﻴﺮ‪ a‬ﺗﻌﺎﻳﻒ ﺗﺎ< ‪  a‬ﻧﺸﮕﺎ< ﺑﺮ ﭘﺎﻳﻪ ﺑﺮﺷﺘﻰ‬ ‫ﺟﺪﻳﺪ  ﻧﺶ  ﻧﻘﺶ ‪  ,J‬ﺷﻜﻞ ﻟﺖ ﻣﻠﻰ ﺳﺖ‪.‬‬ ‫ﻓﺼﻞ ﺳﻮ‪ T‬ﺑﻪ ﻇﻬﻮ ﻧﺸﮕﺎ< ﺗﻮ< ‪ ,  a‬ﻣﺪﻧﻴﺘﻪ ﺳﺎﻣﺎ‪ ,‬ﻳﺎﻓﺘﻪ‪ ،‬ﺑﻪ ﻣﻨﺰﻟﻪ ﻟﻜﻮ‪ a‬ﻳﺞ  ﻗﺮ‪,‬‬ ‫ﺑﻴﺴﺘﻢ ﭘﺮﺧﺘﻪ ﺳﺖ‪  .‬ﻳﻦ ﻓﺼﻞ ﺑﻪ ﻧﺸﮕﺎ< ﺑﻪ ﻣﻨﺰﻟﻪ ﻧﻬﺎ‪ a‬ﻧﮕﺮﻳﺴﺘﻪ ﺷﺪ< ﺳﺖ ﻛﻪ ﻣﻴﺎ‪ ,‬ﻟﺖ  ﺳﺮﻣﺎﻳﻪ‬ ‫‪ a‬ﻗﺮ ‪.‬‬ ‫ﻓﺼﻞ ﭼﻬﺎ‪ T‬ﺑﻪ ﻣﻮﺿﻮﻋﻰ ﻣﻰ ﭘﺮ ﻛﻪ ﻃﺮ} ﺗﺤﻮ ﺳﺎ ﻧﺎﻣﮕﺬ‪ a‬ﺷﺪ< ﺳﺖ‪ .‬ﻃﺮ} ﺗﺤﻮ ﺳﺎ‪ ،‬ﺑﻪ‬ ‫ﺗﺤﻮ ﻣﺪﻧﻴﺘﻪ  ﺑﻌﺪ ﻓﺮﻫﻨﮕﻰ ﺷﺎ< ﻣﻴﻜﻨﺪ‪  .‬ﻳﻦ ﻓﺼﻞ  ﺳﻘﻮ‪ t‬ﻟﮕﻮﻫﺎ‪ a‬ﻓﺮﻫﻨﮕﻰ ﻗﺪﻳﻤﻰ  ﻇﻬﻮ‬ ‫ﻟﮕﻮﻫﺎ‪ a‬ﻓﺮﻫﻨﮕﻰ ﺟﺪﻳﺪ  ﻧﺘﻴﺠﻪ ﻓﺮﻳﻨﺪ ﻣﻮﻛﺮﺗﻴﺰ< ﺷﺪ‪ ,‬ﺳﺨﻦ ﺑﻪ ﻣﻴﺎ‪ ,‬ﻣﻰ ‪J‬ﻳﺪ‪.‬‬ ‫ﻓﺼﻞ ﭘﻨﺠﻢ ﺑﻪ ﻧﺸﮕﺎ< ﺑﻪ ﻣﻨﺰﻟﻪ ﻣﺮﻛﺰ ﮔﺴﺘﺮ‪  I‬ﻧﻬﺎﻳﻨﻪ ﺳﺎ‪ a‬ﻧﻘﺪ  ﻧﺘﻘﺎ ﭘﺮﺧﺘﻪ ﺳﺖ؛ ﻧﻘﺶ‬ ‫ﺷﻨﻔﻜﺮ‪   ,‬ﻳﻦ ﻣﻴﻨﻪ ﻣﻮ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ ﻗﺮ ﻣﻰ ﻫﺪ‪.‬‬ ‫ ﻓﺼﻞ ﺷﺸﻢ ﺑﻪ ﻣﺒﺎﺣﺚ ﭘﻴﺮ ﺑﻮﻳﻮ  ﻣﻮ ‪J‬ﻣﻮ‪  I‬ﻧﺸﮕﺎ< ﭘﺮﺧﺘﻪ  ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﻧﻈﺮ ﺑﻮﻳﻮ‬ ‫ﻧﻘﺶ ﻧﺸﮕﺎ<   ﻳﺠﺎ ﺳﺘﻪ ﺑﻨﺪﻳﻬﺎ‪ a‬ﻓﺮﻫﻨﮕﻰ ﺗﻮﺿﻴﺤﺎﺗﻰ ﺋﻪ ﻣﻴﺸﻮ‪.‬‬ ‫ﻓﺼﻞ ﻫﻔﺘﻢ ﺳﻴﺮ ﺣﺮﻛﺖ ﻧﺸﮕﺎ<   ﺿﻌﻴﺖ ﺑﺴﺘﮕﻰ ﺑﻪ ﻟﺖ ﺑﻪ ﺳﻤﺖ ﻧﺰﻳﻜﻰ ﺑﺎ ﺑﺎ ﺑﺮﺳﻰ‬ ‫ﻣﻴﻜﻨﺪ‪ .‬ﻣﻮﺿﻮ‪ l‬ﻣﻬﻢ  ﻳﻨﺠﺎ ﻳﺠﺎ ﻟﮕﻮ‪ a‬ﺟﺪﻳﺪ‪  a‬ﻣﻴﻨﻪ ﺗﻮﻟﻴﺪ ﻧﺶ ﺳﺖ ﻛﻪ  ‪ ,J‬ﺳﺘﻔﺎ<  ﻧﺶ ‬ ‫ﺗﻌﻴﻴﻦ ﻣﺎﻫﻴﺖ ﻧﺶ ﻧﻘﺶ  ﻫﻤﻴﺖ ﺑﻴﺸﺘﺮ‪  a‬ﺗﺎ ﺗﻮﻟﻴﺪﻛﻨﻨﺪ< ﻧﺶ‪.‬‬ ‫ﻓﺼﻞ ﻫﺸﺘﻢ  ﻣﻪ ﻓﺼﻞ ﻗﺒﻞ ﺑﻪ ﺑﺤﺚ  ﻣﻮ ﺟﻬﺎﻧﻰ ﺷﺪ‪  ,‬ﺳﺎﺧﺘﺎﺑﻨﺪ‪ a‬ﺟﺪﻳﺪ ﻧﺸﮕﺎﻫﻬﺎ ﺑﺮ ﭘﺎﻳﻪ‬ ‫ﺳﺮﻣﺎﻳﻪ ‪J a‬ﻛﺎﻣﻴﻚ ﻣﻰ ﭘﺮ‪.‬‬ ‫ ﻓﺼﻞ ﻧﻬﻢ ﺑﻪ ﺑﺮﺳﻰ ﻧﺘﻘﺎ‪ a‬ﻧﻈﺮﻳﺎ ﻣﻬﻢ ﺋﻪ ﺷﺪ<  ﻣﻮ ﻧﺸﮕﺎ< ﭘﺴﺎﻣﺪ‪ ,‬ﻣﻰ ﭘﺮ‪  .‬ﻳﻦ‬ ‫ﻓﺼﻞ  ﻣﻮ ﻧﻈﺮﻳﺎ ﻟﻴﻮﺗﺎ‪ ،‬ﻳﺪ  ﻳﺪﻳﻨﮕﺰ ﺑﺤﺚ ﻣﻰ ﺷﻮ‪.‬‬ ‫ﻓﺼﻞ ﻫﻢ ﺑﺎ ﺟﻤﻊ ﺑﻨﺪ‪ a‬ﻣﺒﺎﺣﺚ ﻓﺼﻞ ﮔﺬﺷﺘﻪ ﺑﻪ ﺑﺤﺚ  ﻣﻮ ﻧﺸﮕﺎ< ﺑﻪ ﻣﻨﺰﻟﻪ ﻳﻚ ﻣﻴﺪ‪ ,‬ﻓﺮﻫﻨﮕﻰ‬ ‫ﺟﺪﻳﺪ ﻣﻰ ﭘﺮ‪  .‬ﻳﻦ ﻓﺼﻞ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮ ﻛﻪ ﻟﮕﻮ‪ a‬ﺟﺪﻳﺪ ﺗﻮﻟﻴﺪ ﻧﺶ ﺗﻨﻬﺎ ﻣﻮﺿﻮﻋﻰ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺷﻬﺎ‪a‬‬ ‫ﺑﺎ  ﻇﻬﻮ ﻓﺮﻫﻨﮓ ﺟﺪﻳﺪ‪ a‬ﺑﺮ ﭘﺎﻳﻪ ﻣﺪﻳﺮﻳﺖ ﻣﺤﻮ‪  a‬ﺳﺮﻣﺎﻳﻪ ‪J a‬ﻛﺎﻣﻴﻚ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﻳﻦ ﻟﮕﻮ ﺑﺎ‬ ‫ﺧﺘﻼ‪ u‬ﻫﻮﻳﺘﻰ ﺗﺒﺎ‪. t‬‬ ‫ﻧﻬﺎﻳﺘﺎ"  ﺑﺨﺶ ﻧﺘﻴﺠﻪ ﮔﻴﺮ‪ a‬ﻳﻦ ﻛﺘﺎ‪ ،Z‬ﺳﺘﺎﻳﻮ ﺟﺎﻳﮕﺰﻳﻨﻰ  ﺑﺮ‪ a‬ﻧﻘﺶ ﻧﺸﮕﺎ< ﺋﻪ ﻣﻴﻜﻨﺪ‪ .‬ﻧﻘﺸﻰ‬ ‫ﻛﻪ ﻣﺆﻟﻒ ﺑﺮ‪ a‬ﻧﺸﮕﺎ< ﭘﻴﺸﻨﻬﺎ ﻣﻴﻜﻨﺪ‪ ،‬ﺑﺮ ﺳﺎ‪ W‬ﻳﻚ ﻧﻘﺶ ﺗﺒﺎﻃﻰ ﺳﺖ ﻛﻪ ﺑﺮ ﭘﺎﻳﻪ ﻫﻤﻴﺖ  ﺑﻪ ﻓﺰﻳﺶ‬ ‫ﺷﻬﺮﻧﺪ‪ a‬ﻓﺮﻫﻨﮕﻰ  ﺗﻜﻨﻮﻟﻮژﻳﻚ ﺗﻌﺮﻳﻒ ﻣﻰ ﺷﻮ‪ .‬ﻧﺸﮕﺎ< ﺑﺮ ﭘﺎﻳﻪ ﺑﻄﻪ ﺑﺎﺗﺎﺑﻰ ﻣﻴﺎ‪ ,‬ﻳﻦ ﺳﺎﺧﺘﺎﻫﺎ‪a‬‬ ‫ﺷﻨﺎﺧﺘﻰ ﮔﺴﺘﺮ<  ﻧﺶ‪ ،‬ﺑﻨﻴﺎ‪ ,‬ﻧﻬﺎ< ﻣﻰ ﺷﻮ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫"]ﻣﺶ" ‪ 2‬ﺗﺮﻛﻢ ﻗﺪﻫﺎ ﺑﻪ ‪/‬ﺳﺖ ﻧﻤﻲ]ﻳﺪ‬

‫ﻋﻨﻮ‪ :H‬ﻧﺴﺎ‪ H‬ﺗﻚﺳﺎﺣﺘﻲ‬ ‫ﻧﻮﻳﺴﻨﺪ‪ :‬ﻫﺮﺑﺮ ﻣﺎﻛﻮ‪2‬‬ ‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ‪ :‬ﻣﻬﺮ‪ //‬ﻋﻠﻤﺪ=‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻫﺮﺑﺮ ﻣﺎﻛﻮ<  ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻣﻜﺘﺐ ﻓﺮﻧﻜﻔﻮ‬ ‫  ﺟﻤﻠﻪ ﻣﻬﻢﺗﺮﻳﻦ ﺻﺎﺣﺐﻧﻈﺮ‪ ,‬ﻣﻜﺘﺐﻫﺎ‪ $‬ﻧﺘﻘﺎ‪$‬‬ ‫ ﻏﺮ‪ Z‬ﻣﺤﺴﻮ‪ Z‬ﻣﻲﺷﻮ‪" .‬ﻧﺴﺎ‪ ,‬ﺗﻚﺳﺎﺣﺘﻲ" ‬ ‫ﺷﺎﺧﺺﺗﺮﻳﻦ ‪J‬ﺛﺎﻳﻦ ﻧﺪﻳﺸﻤﻨﺪ ﺳﺖ ﻛﻪ  ‪ ,J‬ﻧﮕﺮ‪I‬ﻫﺎ‪$‬‬ ‫ﻧﺘﻘﺎ‪ $‬ﻣﺎﻛﻮ< ﺑﻪ ﺳﺎﺧﺘﺎﻫﺎ  ﻣﻨﺎﺳﺒﺎ ﺟﺎﻣﻌﻪ ﺻﻨﻌﺘﻲ‬ ‫ﻏﺮ‪ Z‬ﺑﻪ ﺧﻮﺑﻲ ﺑﻴﺎ‪ ,‬ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺑﺴﻴﺎ‪$‬ﻳﻦ ﻛﺘﺎ‪   Z‬ﺟﻤﻠﻪ ﻣﻨﺎﺑﻊ ﻓﻜﺮ‪ $‬‬ ‫ﻟﻬﺎ‪T‬ﺑﺨﺶ ﻣﺒﺎ  ﺟﻨﺒﺶﻫﺎ‪ $‬ﻧﺸﺠﻮﻳﻲ ﻣﻲﻧﻨﺪ‪.‬‬ ‫ﺗﻔﻜﺮ ﻣﺎﻛﻮ ﺑﻴﺸﺘﺮ ﺑﺮ ﻣﺒﻨﺎ‪ $‬ﻋﻘﺎﻳﺪ ﻣﺎﻛﺴﻴﺴﺘﻲ‬ ‫ﺳﺖ ﻛﻪ ﻟﺒﺘﻪ ﻫﻤﭽﻮ‪ ,‬ﺳﺎﻳﺮ ﻫﻤﻔﻜﺮ‪  $ ,‬ﻣﻜﺘﺐ‬ ‫ﻓﺮﻧﻜﻔﻮ‪ ،‬ﻣﺴﺎﺋﻞ ﻓﺮﻫﻨﮕﻲ  ﺟﺘﻤﺎﻋﻲ  ﻛﻨﺎ ﻣﺴﺎﺋﻞ ‬ ‫ﺑﻨﻴﺎ‪,‬ﻫﺎ‪ $‬ﻗﺘﺼﺎ‪  ,J  $‬ﻫﻤﻴﺖ ﺑﺴﻴﺎ‪ $‬ﺑﺮﺧﻮﻧﺪ‪.‬‬ ‫ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ ﻣﺎﻛﻮ< ﮔﺮ ﭼﻪ ﺑﻨﻴﺎ‪ ,‬ﺗﺤﻴﻞﻫﺎ  ﻧﺘﻘﺎ‬ ‫ﺧﻮ ﺑﺮ ﺟﺎﻣﻌﻪ ﻏﺮ‪  Z‬ﺑﺮ ﻣﻨﺎﺳﺒﺎ ﻗﺘﺼﺎ‪  $‬ﺑﻂ ﺗﻮﻟﻴﺪ‬ ‫ﻣﻲﮔﺬ‪ ،‬ﻣﺎ ﺑﻪ ﻣﺴﺎﺋﻞ ﻓﺮﻫﻨﮕﻲ ﻧﻴﺰ ﺑﻲﺗﻮﺟﻪ ﻧﻴﺴﺖ‪.‬‬ ‫ﻣﺎﻛﻮ<  ﻋﻴﻦ ﺣﺎ ﺟﻮﻣﻌﻲ  ﻛﻪ  ﻗﺮ‪ ,‬ﺑﻴﺴﺘﻢ‬ ‫ﺑﺎ ﺷﻴﻮ< ﻛﻤﻮﻧﻴﺴﺘﻲ  ﻳﺎ ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻲ < ﻣﻲﺷﻮﻧﺪ ﺑﻪ‬ ‫ﺑﺎ ﻧﺘﻘﺎ ﻣﻲﮔﻴﺮ  ﻣﻌﺘﻘﺪ ﺳﺖ ﻳﻦ ﻛﺸﻮﻫﺎ ﺗﺤﻮﻻ‬ ‫ﺑﺎ ﺻﻮ ﺳﻮﺳﻴﺎﻟﻴﺴﻢ ﻫﻤﺎﻫﻨﮕﻲ ﻧﺪ‪.‬‬

‫ﻧﺴﺎ‪ H‬ﺗﻚ ﺳﺎﺣﺘﻲ‬

‫ﻧﺴﺎ‪ ,‬ﺗﻚﺳﺎﺣﺘﻲ ﺟﺎﻣﻌﻪ ﭘﻴﺸﺮﻓﺘﻪ ﺻﻨﻌﺘﻲ ﻏﺮ‪  Z‬ﻣﻮ ﺗﺠﺰﻳﻪ‬ ‫ ﺗﺤﻠﻴﻞ ﻗﺮ ﻣﻲﻫﺪ؛ ﺟﺎﻣﻌﻪ‪ $‬ﻛﻪ ﺳﺎﻳﻞ ﻓﻨﻲ ﺗﻮﻟﻴﺪ  ﺗﻮﻳﻊ ‬ ‫ﻣﺎﺷﻴﻦﻫﺎ‪ $‬ﺧﻮﻛﺎ  ‪ ,J‬ﺻﺮﻓﺎ ﻣﺠﻤﻮﻋﻪﻫﺎﻳﻲ  ﺑﺰﻫﺎ‪ $‬ﺗﻮﻟﻴﺪ‬ ‫ﻧﻴﺴﺘﻨﺪ‪ ،‬ﺑﻠﻜﻪ ﺑﺎ ﺧﺎﻟﺖ  ﻫﻤﮕﻲ ﺷﺌﻮ‪ ,‬ﺳﻴﺎﺳﻲ  ﺟﺘﻤﺎﻋﻲ ﻧﺪﮔﻲ‬ ‫ﻓﺮ‪J ،‬ﻧﻬﺎ  ﺳﻴﺮ  ﺑﺮ< ﺧﻮ ﺳﺎﺧﺘﻪﻧﺪ‪.‬‬ ‫ ﺻﻔﺤﻪ ‪ 26‬ﻛﺘﺎ‪ Z‬ﻣﻲﺧﻮﻧﻴﻢ‪" :‬ﺷﻜﻞ ﺳﺮﻛﻮﺑﻲ ﺑﺎﻧﺪ< ‬ ‫ﺟﺎﻣﻌﻪ ﻣﺎ ﺑﺎ ‪J‬ﻧﭽﻪ  ﻣﺮﺣﻞ ﭘﻴﺶ  ﺗﻮﺳﻌﻪ ﺻﻨﻌﺘﻲ ﺟﻮ ﺷﺖ‪،‬‬ ‫ﻣﺘﻔﺎ ﺳﺖ‪  .‬ﺟﺎﻣﻌﻪﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ ﺑﺎﻧﺪﮔﻲ ﻣﻌﻠﻮ‬ ‫ﻧﺎﺷﺎﻳﺴﺘﮕﻲ ﻃﺒﻴﻌﻲ  ﺿﻌﻒ ﺗﻜﻨﻮﻟﻮژ‪ $‬ﺑﻮ<  ﺣﺎ ‪ ,J‬ﻛﻪ  ﺟﻮﻣﻊ‬ ‫ﭘﻴﺸﺮﻓﺘﻪ ﻣﻌﺎﺻﺮ ﻇﻬﻮﻳﻦ ﺣﺎﻟﺖ ﺑﺎﺗﺎ‪ Z‬ﻗﺪ  ﺗﻜﺎﻣﻞ ﺗﻜﻨﻮﻟﻮژ‪ $‬ﺳﺖ‬ ‫ﻛﻪ ﺗﻮﻧﺴﺘﻪ ﺷﺎﻳﺴﺘﮕﻲ ‪s‬ﻫﻨﻲ  ﻣﺎ‪ $‬ﺟﺎﻣﻌﻪ  ﻓﺰﻳﺶ ﻫﺪ  ﺑﺮ ﺗﺴﻠﻂ‬ ‫‪ ,J‬ﺑﻪ ﻓﺮ ﺑﻴﺎﻓﺰﻳﺪ‪".‬‬ ‫ﻣﺎﻛﻮ< ﺗﻮﻟﻴﺪ ﻏﻴﺮﻣﻨﻄﻘﻲ  ﻣﺼﺮ‪ u‬ﺑﻴﻬﻮ< ﻳﻦ ﺟﻮﻣﻊ  ﺑﻪ ﺑﺎ‬ ‫ﻧﺘﻘﺎ ﻣﻲﮔﻴﺮ  ﻣﻲﮔﻮﻳﺪ‪" :‬ﺗﻮﻟﻴﺪ ﻏﻴﺮﻣﻨﻄﻘﻲ  ﻣﺼﺮ‪ u‬ﺑﻴﻬﻮ< ﻓﺮ ‬ ‫ﻣﻲ ﺑﺮ‪ $‬ﺗﺎﻣﻴﻦ ﻧﻴﺎﻫﺎ‪ $‬ﻣﺮ< ﻛﻪ ﺷﺎﻳﺪ ﻣﻬﻢﺗﺮ  ﻧﺪﻳﺸﻴﺪ‪ ,‬‬ ‫ﺑﺎ< ‪  $J‬ﺑﺮﮔﻲ ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‪ ،‬ﺑﻴﺶ  ﺗﻮﻧﺎﻳﻲ ﺧﻮ ﻛﺎ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﺑﻪﻳﻦ ﺗﺮﺗﻴﺐ ‪J‬ﻧﻬﺎ  ﻗﺎ ﻓﺮﻏﺖ ﺧﻮﻣﻲﻛﺎﻫﻨﺪ  ﺷﺒﺎﻧﻪ ﺑﻪ ﻛﺎ‬ ‫ﻃﺎﻗﺖﻓﺮﺳﺎ ﻣﻪ ﻣﻲﻫﻨﺪ‪(43 c) ".‬‬ ‫ ﻳﺪﮔﺎ< ﻣﺎﻛﻮ< ﺟﻮﻣﻊ ﻛﻤﻮﻧﻴﺴﺘﻲ ﻧﻴﺰ ﻳﻦ ﺷﻴﻮ< ﻳﺮﻧﮕﺮ‬ ‫ﺟﺎﻣﻌﻪ ﺳﺮﻣﺎﻳﻪ‪  $‬ﻣﺎ‪ ,‬ﻧﻴﺴﺘﻨﺪ   ﻫﻤﻴﻦ ﺳﺖ ﻛﻪ  ﻋﺘﺒﺎ‬ ‫‪J‬ﻧﻬﺎ  ﺑﻪ ﻣﺜﺎﺑﻪ ﻣﺨﺎﻟﻔﺎ‪ ,‬ﻗﻌﻲ ﺳﻴﺴﺘﻢ ﺳﺮﻣﺎﻳﻪ‪ $‬ﻣﻮ ﺳﻮ ﻗﺮ‬ ‫ﻣﻲﻫﺪ‪  .‬ﺻﻔﺤﻪ ‪ 22‬ﻛﺘﺎ‪ Z‬ﭼﻨﻴﻦ ﻣﻲﺧﻮﻧﻴﻢ‪" :‬ﻧﻈﺎ‪ T‬ﺳﺮﻣﺎﻳﻪ‪$‬‬ ‫ﻓﻌﻠﻲ ﺷﻤﻦ ﺧﻄﺮﻧﺎﻛﻲ  ﺧﺎ‪  z‬ﻣﺮﻫﺎ‪ $‬ﺧﻮ ﻧﺪ ﻳﺮ ﺟﻬﺎ‪,‬‬ ‫ﻛﻤﻮﻧﻴﺴﻢ‪ ،‬ﻫﻮﺧﻮﻫﺎ‪ ,‬ﭼﻴﻦ ﻳﺎ ﺷﻮ‪  $‬ﻧﻈﺮ ﻗﺘﺼﺎ‪  $‬ﺳﻴﺎﺳﻲ‬ ‫ﻛﻨﻮ‪  ,‬ﻳﻒ ﻧﻈﺎ‪ T‬ﻛﺎﭘﻴﺘﺎﻟﻴﺴﻢ ‪J‬ﻣﺪ<ﻧﺪ‪".‬‬ ‫  ﺗﺸﺮﻳﺢﻳﻦ ﻣﺴﺌﻠﻪ  ﺟﺎ‪ $‬ﻳﮕﺮ‪ $‬ﻣﻲﮔﻮﻳﺪ‪" :‬ﮔﺮﮔﻮﻧﻲ‬ ‫ﺟﻮﻣﻊ ﺳﺮﻣﺎﻳﻪ‪ $‬ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻲ ﭼﻨﺎﻧﭽﻪ  ﺑﺮﺧﻲ ﺟﻮﻣﻊ ﻣﺜﻞ ﺷﻮ‪$‬‬ ‫{ < ﺑﺎ ﺻﻮ ﺳﻮﺳﻴﺎﻟﻴﺴﻢ ﻫﻤﺎﻧﮓ ﻧﻴﺴﺖ‪ ...‬ﻳﻦ ﺟﻮﻣﻊ ﻧﻴﺰ ﻧﺴﺎ‪,‬‬ ‫ﺑﻪ ﺳﻴﻠﻪ ﺑﺰ ﻛﺎ ﺑﻪ ﺑﺮﮔﻲ ﺗﻨﺰ < ﺷﺪ<   ﺗﻨﮕﻨﺎ‪ $‬ﺗﻮﻟﻴﺪ ﻣﻨﻈﻢ‬ ‫  ﺑﻪ ﻓﺰﻳﺸﻲ ﮔﺮﻓﺘﺎ ‪J‬ﻣﺪ< ﺳﺖ‪ .‬ﻟﺖ ﺷﻮ‪ $‬ﻧﻴﺰ ﺗﻮﺳﻌﻪ ﺻﻨﻌﺘﻲ‬ ‫  ﺧﺪﻣﺖ ﺑﻘﺎ‪ $‬ﺣﻜﻮﻣﺖ ﻗﺮ <‪ ،‬ﻧﻪ ﺑﻬﺒﻮ ﻣﺴﺘﻤﺮ ﺷﺮﻳﻂ ﻧﺪﮔﻲ‬ ‫ﻣﺮ‪J ،T‬ﺳﺎﻳﺶ  ﻓﺎ< ﺑﻴﺸﺘﺮ  ﻛﺎﻫﺶ ﺳﺎﻋﺎ ﻛﺎ‪".‬‬

‫ﺑﻪ ﻫﻤﻴﻦ ﺗﺮﺗﻴﺐ ﻣﺎﻛﻮ< ﺳﻘﻮﻃﻲ ﻗﺮﻳﺐﻟﻮﻗﻮ‪  l‬ﺑﺮ‪ $‬ﻧﻈﺎ‪T‬‬ ‫ﺳﺮﻣﺎﻳﻪ‪ $‬ﭘﻴﺶﺑﻴﻨﻲ ﻧﻤﻲﻛﻨﺪ  ﻣﻲﮔﻮﻳﺪ‪" :‬ﺗﺠﺮﺑﻪ  ﺟﻨﮓ ﺟﻬﺎ‪,‬‬ ‫ﮔﺬﺷﺘﻪ ﺛﺎﺑﺖ ﻧﻤﻮ ﻛﻪ ﺑﺎ ﺟﻮ ﭘﺲﻣﺎﻧﺪﮔﻲ ﻋﻘﻼﻧﻲ  ﻣﺎ‪ $‬ژﻳﻢﻫﺎ‪$‬‬ ‫ﻓﺎﺷﻴﺴﺖ ﻣﻜﺎ‪ ,‬ﻣﻪ ﻧﺪﮔﻲ ﺑﺮ‪J $‬ﻧﻬﺎ ﻓﺮﻫﻢ ﺑﻮ< ﺳﺖ  ﻧﻈﺎ‪T‬‬ ‫ﺳﺮﻣﺎﻳﻪ‪  $‬ﻧﻴﺰ ﻫﻤﻴﻦ ﻋﻮﻣﻞ ﻧﮕﻬﺪ‪ $‬ﺧﻮﻫﻨﺪ ﻛﺮ‪.(69c) ".‬‬ ‫ﻟﺒﺘﻪﻳﻦ ﻳﺪﮔﺎ< ﻣﺎﻛﻮ<  ﻧﺒﺎﻳﺪ ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﭘﺎﻳﺪ ﻣﺎﻧﺪ‪ ,‬ﻧﻈﺎ‪T‬‬ ‫ﺳﺮﻣﺎﻳﻪ‪  $‬ﺳﻠﻄﻪ ﻫﻤﻴﺸﮕﻲ ‪  ,J‬ﻧﻈﺮ ‪ $‬ﺗﻠﻘﻲ ﻛﺮ‪  .‬ﺣﻘﻴﻘﺖ‬ ‫ﻣﻮﺗﻮ ﻣﺤﺮﻛﻪ ﺗﻔﻜﺮ ﻣﺎﻛﻮ ﻫﻤﺎ‪ ,‬ﺳﻴﺮ ﺗﻔﻜﺮ ﻣﺎﻛﺴﻴﺴﺘﻲ ﺳﺖ ﻛﻪ‬ ‫ﻣﻌﺘﻘﺪ ﺳﺖ ﺑﺸﺮ  ﺳﺮﺗﺎﺳﺮ ﺗﺎﻳﺦ ﺧﻮ ﺑﻪ ﺳﻮ‪  $J $‬ﺣﺮﻛﺖ ﺑﻮ<‬ ‫ﺳﺖ  ﮔﺮ ﭼﻪ ﻫﻴﭻ ﮔﺎ< ﻋﻤﻼ ﺑﻪ ‪ $J‬ﺳﺖ ﻧﻴﺎﻓﺘﻪ ﻣﺎ ﺳﺮﻧﺠﺎ‪ T‬ﺑﺪ‪,‬‬ ‫ﺧﻮﻫﺪ ﺳﻴﺪ‪  .‬ﺑﻪﻳﻦ ﺗﺮﺗﻴﺐ ﻣﻲﺗﻮ‪ ,‬ﮔﻔﺖﻳﻦ ﻧﺪﻳﺸﻤﻨﺪ ﻧﺴﺒﺖ ﺑﻪ‬ ‫ﺳﺮﻧﺠﺎ‪ T‬ﺟﻮﻣﻊ ﻧﺴﺎﻧﻲ ﻳﺪﮔﺎ< ﻣﺜﺒﺘﻲ ‪.‬‬ ‫ﻣﺎ ﺗﻔﺎﻫﺎﻳﻲ ﻧﻴﺰ ﻣﻴﺎ‪ ,‬ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻣﺎﻛﻮ  ﻳﺪﮔﺎ<ﻫﺎ‪$‬‬ ‫ﻣﺎﻛﺲ ﺑﻪ ﭼﺸﻢ ﻣﻲﺧﻮ‪ .‬ﻣﺜﻼ ﻣﺎﻛﻮ ﺑﻪ ﻧﻘﺸﻲ ﻛﻪ ﻣﺎﻛﺲ ﺑﺮ‪$‬‬ ‫ﻃﺒﻘﻪ ﻛﺎﮔﺮ  ﺟﻨﺒﺶﻫﺎ‪ $‬ﻧﻘﻼﺑﻲ ﭘﻴﺶﺑﻴﻨﻲ ﻛﺮ< ﺑﻮ ﻓﺎ ﻧﻴﺴﺖ‪.‬‬ ‫ ﻛﺘﺎ‪ Z‬ﻧﺴﺎ‪ ,‬ﺗﻚﺳﺎﺣﺘﻲ ﺻﻔﺤﻪ ‪ 20‬ﻣﻲﺧﻮﻧﻴﻢ‪" :‬ﺑﺎﻳﺪ ﻧﺴﺖ ﻗﻴﺎ‪T‬‬ ‫ﻓﻌﻠﻲ ﺟﻮﻧﺎ‪ ,‬ﺗﺒﺎﻃﻲ ﺑﺎ ﺟﻨﺒﺶﻫﺎ‪ $‬ﺻﻨﻔﻲ ﻃﺒﻘﻪ ﻛﺎﮔﺮ ﻧﺪ‪ .‬ﻳﺮ ‬ ‫ﻧﻈﺎ‪ T‬ﺳﺮﻣﺎﻳﻪ‪ $‬ﻣﺮ  ﺟﺎﻣﻌﻪ ﻣﺮﻓﻪ ﻛﻨﻮﻧﻲ ﻛﺎﮔﺮ‪ ,‬ﺑﻪ ﺳﻴﺴﺘﻢ‬ ‫ﻧﻴﺎﻣﻨﺪ‪$‬ﻫﺎ‪ $‬ﺗﺤﻤﻴﻠﻲ ﭘﻴﻮﺳﺘﻪ  ﻫﻤﮕﺎ‪ T‬ﺑﺎ ﺟﻮﻧﺎ‪  ,J ,‬ﻧﻔﻲ  ﻧﻜﺎ‬ ‫ﻧﻜﺮ<ﻧﺪ‪".‬‬ ‫ﺑﺎﻳﻦ ﻫﻤﻪ ﻋﻤﺪ< ﻧﺘﻘﺎ ﻣﺎﻛﻮ< ﺑﻪ ﺟﻮﻣﻊ ﺳﺮﻣﺎﻳﻪ‪ $‬ﺑﺮ‬ ‫ﻧﺎﺗﻮﻧﻲ ‪J‬ﻧﻬﺎ  ﻓﺮﻫﻢ ‪$J ,J‬ﻫﺎ‪ $‬ﺳﻴﺎﺳﻲ  ﺟﺘﻤﺎﻋﻲ ﺗﻜﻴﻪ ‬ ‫ ﻫﻤﭽﻨﻴﻦ ﻃﺮ ﻧﻴﺎﻫﺎ‪ $‬ﺳﺖ  ﻃﺒﻴﻌﻲ  ﻣﻘﺎﺑﻞ ﻧﻴﺎﻫﺎ‪ $‬ﻧﺎﺳﺖ‬ ‫ ﺗﺤﻤﻴﻠﻲ‪ .‬ﻣﺎﻛﻮ< ﻋﻮﻣﻞﻳﻦ ﻧﺎﻛﺎﻣﻲ ﻧﻴﺰ  ﻣﻨﺎﺳﺒﺎ ﻧﺎﺳﺎﻟﻤﻲﻛﻪ ﺑﻪ‬ ‫ﺗﻤﺮﻛﺰ ﻧﻴﺮﻫﺎ‪ $‬ﺗﻮﻟﻴﺪ  ﺗﺼﻤﻴﻢﮔﻴﺮ‪ $‬ﻣﻨﺠﺮ ﺷﺪ<‪ ،‬ﻳﺎﺑﻲ ﻣﻲﻛﻨﺪ ‬ ‫ﻣﻌﺘﻘﺪ ﺳﺖ ﺳﺎﻳﻞ ﺗﺒﺎ‪ t‬ﺟﻤﻌﻲ ﻳﻦ ﺟﻮﻣﻊ ﺑﻪ ﺗﻮﺟﻴﻪ ﺿﻊ ﻣﻮﺟﻮ‬ ‫ﻣﻲﭘﺮﻧﺪ‪.‬‬ ‫ ﺣﻘﻴﻘﺖ ﺳﺎﻧﻪﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺳﺮﻣﺎﻳﻪ‪ $‬ﺑﻪ ﻣﺜﺎﺑﻪ ﻋﻮﻣﻠﻲ ﺧﺎﺟﻲ‬ ‫ ﺑﻲ ‪ ,J‬ﻛﻪ ﻓﺮ ﺑﺘﻮﻧﺪ ﻧﻈﺎﺗﻲ  ﺑﺮ ‪J‬ﻧﻬﺎ ﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻧﻴﺎﻫﺎﻳﻲ ‬ ‫ﺑﺮ ﻧﺪﮔﻲ ﻓﺮ ﺗﺤﻤﻴﻞ ﻣﻲﻛﻨﻨﺪ‪.‬ﻳﻦ ﺳﺘﮕﺎ<ﻫﺎ ﺑﺎ ﺳﺘﻔﺎ<  ﺗﺒﻠﻴﻐﺎ‪،‬‬ ‫‪J‬ﮔﻬﻲﻫﺎ‪ $‬ﺑﺎﮔﺎﻧﻲ‪ ،‬ﻣﻌﺮﻓﻲ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﺎﻳﺪ ﺳﺖﺷﺎ‪ ,‬ﺷﺖ ﻳﺎ ﺑﺎ‬ ‫‪J‬ﻧﻬﺎ ﺷﻤﻦ ﺑﻮ‪ ،‬ﺷﺮﻳﻂ ﻣﻄﻠﻮ‪  Z‬ﺑﺮ‪ $‬ﭘﻴﺸﺒﺮ ﻫﺪ‪ u‬ﺳﻮﺟﻮﻳﺎﻧﻪ‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺮﻫﻢ ﻣﻲ‪J‬ﻧﺪ‪.‬‬ ‫ﻧﻜﺘﻪ‪ $‬ﻛﻪ  ‪ n‬ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻣﺎﻛﻮ< ﺑﺴﻴﺎ ﺣﺎﻳﺰ ﻫﻤﻴﺖ‬ ‫ﺳﺖ‪ ،‬ﺗﻜﻴﻪ  ﺑﺮ ﻓﻠﺴﻔﻪ ﻳﺎﻟﻜﺘﻴﻜﻲ ﺳﺖ‪  .‬ﻗﻊ ﻣﺎﻛﻮ ﻧﺪﻳﺸﻪﻫﺎﻳﺶ‬ ‫ ﺑﺮ ﺗﻔﻜﺮ  ﻓﻠﺴﻔﻪ ﻳﺎﻟﻜﺘﻴﻜﻲ ﺑﻨﻴﺎ‪ ,‬ﻣﻲﮔﺬ  ﻳﻦ ﭼﻬﺎﭼﻮ‪Z‬‬ ‫ﺟﻮ ﺗﻀﺎ  ﺗﻔﺎ   ﺟﺎﻣﻌﻪ ﻋﺎﻣﻞ ﺣﺮﻛﺖ  ﭘﻴﺸﺮﻓﺖ ﻣﻲﻧﺪ‪،‬‬ ‫ﺣﺎ ‪ ,J‬ﻛﻪ ﻧﻈﺎ‪ T‬ﺳﺮﻣﺎﻳﻪ‪  $‬ﻧﻈﺮ   ﺟﻬﺖ ﺳﺮﻛﻮ‪Z‬ﻳﻦ ﺗﻀﺎ‬ ‫ﮔﺎ‪ T‬ﺑﺮﻣﻲ‪.‬‬ ‫ ﻧﻈﺮ ﻣﺎﻛﻮ< ﺟﺎﻣﻌﻪ ﺳﺮﻣﺎﻳﻪ‪ $‬ﺑﺎ ﺗﻤﺎ‪ T‬ﻣﻜﺎﻧﺎ ﺗﺒﻠﻴﻐﻲ ‬ ‫ﺳﺎﻧﻪ‪ I$‬ﺗﻼ‪  I‬ﺗﺎ ﻓﺮﻳﺖ ﻓﺮ  ﻗﺪ ﺑﺘﻜﺎ ‪J‬ﻧﻬﺎ   ﻣﻴﺎ‪,‬‬ ‫ﺑﺒﺮ   ﺣﻘﻴﻘﺖ ﺑﺎ ﻳﻜﺴﺎ‪,‬ﺳﺎ‪  $‬ﻣﻴﻨﻪﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ‪ ،‬ﺟﺎﻣﻌﻪ‪$‬‬ ‫ﺗﻚﺳﺎﺣﺘﻲ  ﺑﺎ ﻧﺴﺎ‪,‬ﻫﺎﻳﻲ ﺗﻚ ﺳﺎﺣﺘﻲ ﺑﻪ ﺟﻮ ‪  .J‬ﺑﺎ ﻧﺘﻘﺎ ‬ ‫ﺗﺴﻠﻂ ﻣﺎﺷﻴﻦ ﺑﺮ ﻧﺪﮔﻲ ﺑﺸﺮ ﻣﺮ‪ ،‬ﻓﺮ ﭼﻨﻴﻦ ﺟﻮﻣﻌﻲ  ﻧﺴﺎ‪,‬ﻫﺎﻳﻲ‬ ‫ﺗﻮﺻﻴﻒ ﻣﻲﻛﻨﺪ ﻛﻪ "ﺑﻪ ﻧﺒﺎ ﺷﻨﻴﺪ‪J ,‬ﻫﻨﮕﻲ ﻣﻨﻈﻢ  ﻳﻜﻨﻮﺧﺖ ﺑﻪ‬ ‫ﺧﻮ‪ Z‬ﻓﺘﻪﻧﺪ" )‪.(62c‬‬ ‫ ﺻﻔﺤﻪ ‪ 51‬ﻣﻲﺧﻮﻧﻴﻢ‪ " :‬ﮔﺬﺷﺘﻪ ﺷﺮﻳﻂ ﺟﺘﻤﺎﻋﻲ ﺑﺪﻧﮕﻮﻧﻪ‬ ‫ﺑﻮ ﻛﻪ ﺑﻪ ﻓﺮ ﺟﺎ< ﻣﻲ ﺗﺎ ﺣﺴﺎ‪ Z‬ﺧﻮ   ﻧﻈﺎ‪ T‬ﻣﺴﺘﻘﺮ  ﺟﺎﻣﻌﻪ‬ ‫ﺟﺪ ﺳﺎﻧﺪ‪ .‬ﻣﺮ< ﺑﻪ ﻫﻤﺎ‪ ,‬ﻧﺴﺒﺖ ﻛﻪ ﺟﺎﻣﻌﻪﻳﻦ ﺳﺎﺣﺖ   ﻓﺮ‬ ‫ﮔﺮﻓﺘﻪ‪ ،‬ﻧﺪﻳﺸﻪ   ﺑﻪ ﺳﻮ‪ $‬ﻣﺤﺪﻳﺖ  ﺑﻲﺗﻔﺎﺗﻲ ﻛﺸﺎﻧﺪ< ﺳﺖ‪".‬‬ ‫ﻟﺒﺘﻪ ﻳﻨﺠﺎ ﻧﻴﺰ ﺳﺎﻧﻪﻫﺎ‪ $‬ﺟﻤﻌﻲ ﺳﻬﻢ ﻣﻬﻤﻲ ﺳﺎﮔﺎ ﺳﺎﺧﺘﻦ‬ ‫ﻓﺮ  ﺗﻮﺟﻴﻪ ﺗﺒﻴﻴﻦ ﮔﺮﻳﺶ ﺗﻚﺳﺎﺣﺘﻲ  ﺟﺎﻣﻌﻪ ﻧﺪ‪" :‬ﺷﻴﻮ<‬ ‫ﺑﻴﺎ‪,‬ﻳﻦ ﺳﺎﻳﻞ ﺗﺒﻠﻴﻐﺎﺗﻲ ﺑﻪ ﻫﻢ ﭘﻴﻮﺳﺘﻦ  ﺗﺤﺎ ﻣﻈﺎﻫﺮ ﮔﻮﻧﺎﮔﻮ‪,‬‬ ‫ﺟﺎﻣﻌﻪ  ﺗﺮﻳﺞ  ﮔﺴﺘﺮ‪ I‬ﺗﻔﻜﺮ ﻋﻠﻤﻲ‪ ،‬ﻗﻊﺑﻴﻨﺎﻧﻪ  ﺳﻮﺟﻮﻳﺎﻧﻪ ﺳﺖ‪.‬‬ ‫ﺟﺎﻣﻌﻪ  < ﺣﺼﻮﻳﻦ ﻣﻘﺼﻮ ﺑﻪ ﺷﻜﻞ ﻣﻨﻈﻤﻲﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻣﺘﻌﺎﻟﻲ ‬ ‫ﻧﺘﻘﺎ‪  $‬ﺳﺮﻛﻮ‪ Z‬ﻣﻲﻛﻨﺪ‪(112 c) ".‬‬ ‫ﻋﺒﺎ "ﺗﻔﻜﺮ ﻋﻠﻤﻲ"  "ﻗﻊﺑﻴﻨﺎﻧﻪ" ﻳﻦ ﺳﻄﻮ ﺑﺎﻳﺪ ﺑﺎ ﺗﻮﺟﻪ‬ ‫ﺑﻪ ﻣﻔﺎﻫﻴﻢ ﻣﺪ ﻧﻈﺮ ﻣﺎﻛﻮ<  ﺗﻜﻴﻪ ﺑﺮ ﻋﻠﻢ ﺗﺠﺮﺑﻲ ﭘﻮﺗﻴﻮﻳﺴﺘﻲ ‬ ‫ﺟﺎﻣﻌﻪ ﺳﺮﻣﺎﻳﻪ‪  $‬ﻫﻤﻴﻦ ﻃﻮ ﻗﻊﺑﻴﻨﻲ  ﺑﺮﺑﺮ "ﺣﻘﻴﻘﺖﺑﻴﻨﻲ"‬ ‫ﺗﻔﺴﻴﺮ ﺷﻮ‪.‬‬ ‫ﻣﺎﻛﻮ< ﺟﻮ ‪  $J‬ﺟﻮﻣﻊ ﺳﺮﻣﺎﻳﻪ‪  $‬ﻳﺮ ﺳﻮ‬ ‫ﻣﻲﺑﺮ  ﺑﺎ ﺷﺎ< ﺑﻪ ‪$J‬ﻫﺎﻳﻲ ﻛﻪ ‪J‬ﻧﻬﺎ  ﮔﻤﺮ< ﻛﻨﻨﺪ< ﻣﻲﺧﻮﻧﺪ‪،‬‬ ‫ﻣﻲﻓﺰﻳﺪ‪ $J" :‬ﻣﻄﺎﻟﺒﻲ ﻛﻪ ﺷﺨﺼﺎ ﻣﻄﺎﻟﺐ ﺧﻮ  ﺑﻪ ﻧﻔﻊ ﻟﺖ‬ ‫ﺳﺎﻧﺴﻮ ﻣﻲﻛﻨﻨﺪ‪ $J ،‬ﻧﺘﺨﺎ‪ Z‬ﺑﻴﻦ ﻋﻼﺋﻢ ﺗﺠﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪  ,‬ﺷﻴﺎء‬

‫ﺳﺮﮔﺮ‪T‬ﻛﻨﻨﺪ< ﺑﻲ‪ ،I‬ﭼﻴﺰ‪ $‬ﺳﺖ ﻛﻪ ﺟﺎﻣﻌﻪ ﺳﺮﻣﺎﻳﻪ‪ $‬ﺑﻪ ﻧﺴﺎ‪,‬ﻫﺎ‬ ‫ﻫﺪﻳﻪ ﻣﻲﻫﺪ‪ .‬ﺑﻪ ﻗﻊ ﺗﻨﻬﺎ  ﺑﻮ‪ ,‬ﺣﻖ ﻧﺘﺨﺎ‪ $J Z‬ﻧﻴﺴﺖ‪ ،‬ﺗﻮﻧﺎﻳﻲ‬ ‫‪ n‬ﭼﮕﻮﻧﮕﻲ ﻧﺘﺨﺎ‪  Z‬ﻳﺎﺑﻲ ﭼﻴﺰﻫﺎﻳﻲ ﻛﻪ ﺑﺎﻳﺪ ﻧﺘﺨﺎ‪ Z‬ﺷﻮﻧﺪ‪ ،‬ﻧﻴﺰ‬ ‫ﻫﻤﻴﺖ ‪".‬‬ ‫ﻫﻤﻴﺘﻲ ﻛﻪ ﻣﺎﻛﻮ< ﺑﺮ‪ $‬ﺟﻮ ﺗﻀﺎ ﻗﺎﻳﻞ ﺳﺖ  ‪  ,J‬ﻻﻣﻪ‬ ‫ﭘﻮﻳﺎﻳﻲ ﻫﺮ ﺟﺎﻣﻌﻪ‪ $‬ﻣﻲﻧﺪ‪ ،‬ﺗﺎ ﺑﻪ ‪ ,J‬ﺣﺪ ﺳﺖ ﻛﻪ ﺳﺘﮕﺎ<ﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ‬ ‫ ﺗﺒﻠﻴﻐﺎﺗﻲ ﺟﺎﻣﻌﻪ ﺳﺮﻣﺎﻳﻪ‪  $‬ﺑﻪ ﺗﻼ‪ I‬ﺑﺮ‪ $‬ﺳﺮﻛﻮ‪Z‬ﻳﻦ ﺗﻀﺎﻫﺎ‬ ‫ﻣﺤﻜﻮ‪ T‬ﻣﻲﻛﻨﺪ  ﻣﻲﮔﻮﻳﺪ‪ " :‬ﻗﻠﻤﺮ ﻓﺮﻫﻨﮓ‪ ،‬ﻧﻈﺎ‪ T‬ﻳﻜﺘﺎﺗﻮ‪$‬‬ ‫ﺗﺎ<‪J $‬ﺷﻜﺎ ﺑﻪ ﺻﻮ ﻫﻤﺒﺴﺘﮕﻲ ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ‬ ‫ﭘﺪﻳﺪ ‪J‬ﻣﺪ<  ‪J‬ﺛﺎ ﺑﻲ  ﻫﻨﺮ‪ $‬ﻫﻢ ﻛﻪ ﭘﻴﺶ ﻳﻦ ﻧﮕﻲ  ﺗﻀﺎ ‬ ‫ﻧﺎﺧﻮﺷﻨﻮ‪ $‬ﺷﺘﻪﻧﺪ‪ ،‬ﺧﻨﻪ ﻛﺮ<  ﻫﻢ ﻳﺴﺘﻲ  ﺑﻲﺗﻔﺎﺗﻲ ﭘﺪﻳﺪ ‪<J‬‬ ‫ﺳﺖ‪(92 c)".‬‬ ‫ﻣﺎﻛﻮ< ﺑﺮﺧﻲ ﺣﺮﻛﺖﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﻧﻈﻴﺮ ﻣﻜﺎﺗﺐ ﺳﻮﺋﺎﻟﻴﺴﻢ ‬ ‫ ﻫﻨﺮ  ﺑﻴﺎ  ﻫﻪﻫﺎ‪ 1930  1920 $‬ﺑﻪ ﺳﺒﺐ ﻣﺒﺎ< ﺑﺎﻳﻦ‬ ‫ﻫﻤﺴﺎ‪,‬ﺳﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﻣﻮ ﺳﺘﺎﻳﺶ ﻗﺮ ﻣﻲﻫﺪ‪ ،‬ﺟﺮﻳﺎ‪,‬ﻫﺎﻳﻲ ﻛﻪ‬ ‫ ﻧﻈﺮ ‪" $‬ﻳﺮﻧﮕﺮ   ﻋﻴﻦ ﺣﺎ ﻫﺎﻳﻲ ﺑﺨﺶ" ﺑﻮﻧﺪ ﻳﺎ ﻗﺪﻣﺎ‬ ‫ﻫﻨﺮﻣﻨﺪﻧﻲ ﭼﻮ‪ ,‬ﺑﺮﺗﻮﻟﺖ ﺑﺮﺷﺖ  ﺑﺪ‪ l‬ﺗﻜﻨﻴﻚ ﻓﺎﺻﻠﻪﮔﺬ‪   $‬ﺗﺌﺎﺗﺮ‬ ‫ﻛﻪ ﺗﻤﺎﺷﺎﮔﺮ  ﺑﻪ ﻧﺪﻳﺸﻴﺪ‪  ,‬ﺟﺪﻳﻲ  ‪ $‬ﺻﺤﻨﻪ ﻋﻮ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻳﻦ  ﺣﺎﻟﻲ ﺳﺖ ﻛﻪ ﺟﺮﻳﺎﻧﺎ ﻏﺎﻟﺐ ﻓﺮﻫﻨﮕﻲ  ﻏﺮ‪ Z‬ﻫﻤﭽﻮ‪,‬‬ ‫ﺳﺎﻧﻪﻫﺎ‪ $‬ﻋﻤﻮﻣﻲ< ﻳﮕﺮ‪  $‬ﭘﻴﺶ ﮔﺮﻓﺘﻪﻧﺪ‪ .‬ﻣﺎﻛﻮ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﺎ‬ ‫ﺑﻪ ‪J‬ﺛﺎ ﻧﻮﻳﺴﻨﺪﮔﺎﻧﻲ ﭼﻮ‪ ,‬ﻳﻮﺟﻴﻦ ﻧﻴﻞ‪ ،‬ﻓﺎﻛﻨﺮ  ﻓﻴﻠﻢﻫﺎﻳﻲ ﻣﺜﻞ "ﺗﻮﺑﻮﺳﻲ‬ ‫ﺑﻪ ﻧﺎ‪ T‬ﻫﻮ‪" ،"W‬ﮔﺮﺑﻪ ‪ $‬ﺷﻴﺮﻧﻲ †"‪" ،‬ﻟﻮﻟﻴﺘﺎ" ‪ ...‬ﻏﻴﺮ< ﺷﺎ<‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﻗﻬﺮﻣﺎﻧﺎ‪,‬ﻳﻦ ﺳﺘﺎ‪,‬ﻫﺎ ﮔﺮ ﭼﻪ ‪TJ‬ﻫﺎ‪ $‬ﺧﺸﻦ  ﺑﻲﺑﻨﺪ ‬ ‫ﺑﺎ  ﺑﻲﭘﺮﻳﻨﺪ ﻣﺎ ﭼﻮ‪  ,‬ﺗﺴﻜﻴﻦ ﺷﻬﻮﻧﻲ ﺧﻮ ﻣﻮﻓﻖ ﻣﻲﺷﻮﻧﺪ‪} ،‬‬ ‫ﭘﺮﺧﺎﺷﮕﺮ‪  $‬ﺟﻮﺷﺎ‪ ,‬ﺧﺖ ﺑﺮﻣﻲﺑﻨﺪ  ﺑﻪ ﻧﺴﺎ‪,‬ﻫﺎﻳﻲ ﺳﺎﮔﺎ ﺑﺎ‬ ‫ﺿﺎ‪  l‬ﺿﻲ  ﺧﻮﺷﻨﻮ ﺗﺒﺪﻳﻞ ﻣﻲﺷﻮﻧﺪ‪.‬‬ ‫ﻣﺎﻛﻮ< ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮ ﻛﻪ ﺑﺎ‪ ,‬ﻗﺎﻟﺐ  ﺟﺎﻣﻌﻪ‬ ‫ﺳﺮﻣﺎﻳﻪ‪ $‬ﻣﺮ ﺑﺎ‪ ,‬ﺳﺎﺷﻜﺎ‪  $‬ﺳﺎﺳﺎ ﻣﺨﺎﻟﻒ ﻫﺮ ﮔﻮﻧﻪ ﻧﺘﻘﺎ‬ ‫ ﺑﺤﺚ  ﻣﻨﺎﻇﺮ< ﺳﺖ  ﻫﻤﻴﻦ  ﺧﻮ ﺑﻴﮕﺎﻧﮕﻲ  ﺟﺎﻣﻌﻪ ﺟﺪﻳﺪ ﻛﻪ‬ ‫ﻧﺴﺎ‪,‬ﻫﺎ ﻣﻮﺟﻮﻳﺖ  ﻫﻮﻳﺖ ﺧﻮ  ﺑﻪ ﻳﻲﻫﺎﻳﺸﺎ‪) ,‬ﺧﺎﻧﻪ‪ ،‬ﻣﺎﺷﻴﻦ‪،‬‬ ‫ﺗﻠﻮﻳﺰﻳﻮ‪ (... ,‬ﭘﻴﻮﻧﺪ <ﻧﺪ‪ ،‬ﺳﺒﺐ ﻣﻲﺷﻮ ﻛﻪ "ﻫﺮ ﮔﻮﻧﻪ ﻣﺮ ﺷﻤﺮ‪,‬‬ ‫ﻋﻘﻠﻲ  ﻋﺎﻃﻔﻲﻳﻦ ﻧﻈﺎ‪  T‬ﺟﺎﻣﻌﻪ ﺣﺖﻃﻠﺐ  ﺛﺮﺗﻤﻨﺪ ﻧﺸﺎﻧﻪ ﻧﺎﺣﺘﻲ‬

‫ﻧﺴﺎ‪ H‬ﺗﻚ ﺳﺎﺣﺘﻲ‬

‫ﻋﺼﺎ‪  Z‬ﺑﻲﻋﺮﺿﮕﻲ ﺗﻠﻘﻲ ﺷﻮ‪(46c)".‬‬ ‫ﻣﺎﻛﻮ< ﺑﺮﮔﻲ ﺟﺪﻳﺪ  ﻧﻪ ﻃﺎﻋﺖ ﻛﻮﻛﻮﻧﻪ‪ ،‬ﻧﻪ ﻛﺎ ﺗﻮ‪,‬ﻓﺮﺳﺎ‪،‬‬ ‫ﻛﻪ ﺗﻨﻬﺎ ﺗﻨﺰ ﻣﻘﺎ‪ T‬ﺑﺸﺮ‪  $‬ﺑﺰ  ﺳﻴﻠﻪ ﺷﺪ‪ ,‬ﻧﺴﺎ‪ ,‬ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ ﻫﻤﭽﻨﻴﻦ ﻓﺎ< ﻇﺎﻫﺮ‪  $‬ﻛﻪ ﺑﻪ ﺑﻬﺎ‪ $‬ﻗﺮﺑﺎﻧﻲ ﺷﺪ‪ $J ,‬‬ ‫ﻓﺮﻏﺖ ﻧﺴﺎ‪  ,‬ﭘﺎ‪ $‬ﺗﻜﻨﻮﻟﻮژ‪$‬ﻳﺠﺎ ﺷﺪ< ﺳﺖ‪ ،‬ﻣﺎﻳﻪ ﺳﻌﺎ ﺟﺎﻣﻌﻪ‬ ‫ﺑﺸﺮ‪ $‬ﻧﻤﻲﺑﻴﻨﺪ  ﻣﻲﮔﻮﻳﺪ‪" :‬ﻣﺮ< ﻛﺎﮔﺮ  ﻛﺎﻓﺮﻣﺎ ﺑﻪ ﻳﻚ ﺑﺮﻧﺎﻣﻪ‬ ‫ﺗﻠﻮﻳﺰﻳﻮﻧﻲ ﻣﻲﻧﮕﺮﻧﺪ‪ ،‬ﺳﻜﺮﺗﺮ ﻫﻤﺎ‪ ,‬ﮔﻮﻧﻪ ﻟﺒﺎ‪ W‬ﻣﻲﭘﻮﺷﺪ ﻛﻪ ﺧﺘﺮ‬ ‫ﻛﺎﻓﺮﻣﺎ‪J ،‬ﻗﺎ‪ $‬ﺳﻴﺎﻫﭙﻮﺳﺖ ﻧﻴﺰ  ﮔﻮﺷﻪ ﻛﺎﻳﻼ‪J n‬ﻣﻴﺪ< ﺳﺖ  ﻫﻤﻪ‬ ‫ﻣﺮ‪ T‬ﻳﻚ ﻧﺎﻣﻪ  ﻣﻄﺎﻟﻌﻪ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺑﻲﺷﻚﻳﻦ ﮔﻮﻧﻪ ﺷﺒﺎﻫﺖﻫﺎ‪$‬‬ ‫ﺻﻮ‪ $‬ﻧﺸﺎﻧﻪ  ﻣﻴﺎ‪ ,‬ﻓﺘﻦ ﺧﺘﻼ‪u‬ﻫﺎ‪ $‬ﻃﺒﻘﺎﺗﻲ ﻳﻦ ﺟﻮﻣﻊ ﻧﻴﺴﺖ‪،‬‬ ‫ﺑﻠﻜﻪ ﺑﺮﻋﻜﺲ ﺷﻨﮕﺮﻳﻦ ﺣﻘﻴﻘﺖ ﺳﺖ ﻛﻪ ﭼﮕﻮﻧﻪ ﮔﺮ<ﻫﺎ‪ $‬ﺳﺮﻛﻮﻓﺘﻪ‬ ‫ﺑﻪ ﺿﺮﻫﺎ‪ $‬ﺿﺎﻣﻦ ﻣﻪ ﻧﻔﻮ‪ s‬ﺣﺎﻛﻤﻴﺖ  ﻫﺒﺮ‪ $‬ﻃﺒﻘﺎ ﺑﺎﻻ‪$‬‬ ‫ﺟﺎﻣﻌﻪ ﺗﻦ <  ﺗﺴﻠﻴﻢ ﺷﺪ<ﻧﺪ‪(46c) ".‬‬ ‫ﻣﺎﻛﻮ< < ﻫﺎﻳﻲ  ﭼﻨﻴﻦ ﺿﻌﻴﺘﻲ  ﻧﻪ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﺗﻜﻨﻮﻟﻮژ‪$‬‬ ‫ ﺗﻮﺳﻌﻪ  ﭘﻴﺸﺮﻓﺖ ﻛﻪ ﺗﻐﻴﻴﺮ ﺷﺮﻳﻂ ﻛﺎ  ﺑﻂ ﺗﻮﻟﻴﺪ  ﻣﺼﺮ‪ u‬‬ ‫ﺟﺎﻣﻌﻪ ﺑﻪ ﺳﻮ ﻧﺴﺎ‪ ,‬ﻳﺎﺑﻲ ﻣﻲﻛﻨﺪ‪" :‬ﻛﻴﻔﻴﺖ ﻧﺪﮔﻲ ﻧﻴﺰ ﺑﺎﻳﺪ ﻣﺎﻧﻨﺪ‬ ‫ﻛﻤﻴﺖ ‪ ,J‬ﻛﻪ  ﻣﻌﺮˆ ﮔﺮﮔﻮﻧﻲﻫﺎ‪ $‬ﻓﻨﻲ  ﺻﻨﻌﺘﻲ ﺳﺖ‪ ،‬ﺗﻐﻴﻴﺮ‬ ‫ﭘﺬﻳﺮ‪ .‬ﺷﺮﻳﻂ ﻛﺎ  ﺟﺎﻣﻌﻪ ﺻﻨﻌﺘﻲ ﺑﺎﻳﺪ ﺑﻪ ﺳﻮ ﻧﺴﺎ‪ ,‬ﺑﻬﺒﻮ ﻳﺎﺑﺪ‬ ‫ ﻃﺮ} ﺻﻨﻌﺘﻲ ﺷﺪ‪ ,‬ﺟﺎﻣﻌﻪ ﺑﺎﻳﺪ ﻣﺒﺘﻨﻲ ﺑﺮ ﻫﺪ‪ u‬ﺑﺸﺮﺳﺘﺎﻧﻪ ﺗﺎﻣﻴﻦ‬ ‫ﺣﻮﻳﺞ ﻗﻌﻲ  ﺣﻴﺎﺗﻲ ﻧﺴﺎ‪ ,‬ﺑﺎﺷﺪ‪(54c) ".‬‬ ‫ ﺣﻘﻴﻘﺖ ﻣﺎﻛﻮ< ﻣﻨﺎ‪ $‬ﻳﻚ ﺟﺎﻣﻌﻪ  ﺳﺎﺣﺘﻲ ﺳﺖ ﻛﻪ  ‪,J‬‬ ‫ﺗﻀﺎﻫﺎ ﻣﻜﺎ‪ ,‬ﺷﺪ ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪  .‬ﺑﻪ ﺧﺮﮔﺮﻳﻲ ﻫﮕﻠﻲ ﻋﺘﻘﺎ  ﻛﻪ‬ ‫ﺑﺮ ﺗﻨﺎﻗﺾ ﺳﺘﻮ ﺳﺖ  ﻧﻪ ﻫﻤﭽﻮ‪ ,‬ﻋﻠﻢ ﻣﺮ ﻛﻪ ﻧﺪ‪ n‬ﻧﺪ‪ n‬ﻣﻔﻬﻮ‪T‬‬ ‫ﺗﻌﺎˆ   ﻣﻌﻨﺎ‪ $‬ﻫﮕﻠﻲ ‪  ,J‬ﻳﺎ ﺑﺮ< ﺳﺖ‪.‬‬ ‫ﺑﻪﻳﻦ ﺗﺮﺗﻴﺐ  ﭼﻨﻴﻦ ﺟﺎﻣﻌﻪ‪ $‬ﻣﺜﻼ  ﻋﺮﺻﻪ ﺳﻴﺎﺳﻲ ﭼﻨﺎﻧﭽﻪ‬ ‫ ﺣﺰ‪ Z‬ﻳﺎ ﭼﻨﺪﻳﻦ ﺣﺰ‪ Z‬ﺟﻮ ﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻣﺴﻠﻤﺎ ﻳﮕﺮ ﺗﻨﻬﺎ ﻣﻨﺎ‪$‬‬ ‫ﻳﻚ ﻃﺮ ﺗﻔﻜﺮ  ﻳﻚ ﻧﺪﻳﺸﻪ ﻧﺨﻮﻫﻨﺪ ﺑﻮ‪ ،‬ﭼﻨﺎﻧﭽﻪ ﺑﻪ ﻋﺘﻘﺎ ‪$‬‬ ‫ﺳﻴﺴﺘﻢﻫﺎ‪  $‬ﺣﺰﺑﻲ  ﻛﺸﻮﻫﺎﻳﻲ ﻣﺜﻞﻳﺎﻻ ﻣﺘﺤﺪ< ‪J‬ﻣﺮﻳﻜﺎ ﺑﺪﻳﻦ‬ ‫ﮔﻮﻧﻪﻧﺪ  ﻣﻌﻤﻮﻻ ﻛﻤﺘﺮ  ﻣﻴﻨﻪ ﻣﺴﺎﺋﻞ ﻣﻬﻢ ﺳﻴﺎﺳﻲ  ﺟﺘﻤﺎﻋﻲ‬ ‫ﺧﺘﻼ‪ u‬ﻧﻈﺮ ﺳﺎﺳﻲ ﻣﻴﺎ‪J ,‬ﻧﻬﺎ ﺑﻪ ﭼﺸﻢ ﻣﻲﺧﻮ؛ ﮔﺮ ﭼﻪ ﻣﺎﻛﻮ< ﺣﺘﻲ‬ ‫ﺣﺰ‪ Z‬ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻲ ﺟﻮﻣﻊ ﻏﺮﺑﻲ  ﻧﻴﺰ ﻣﻨﺎ‪ $‬ﻫﻤﺎ‪I ,‬ﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ‬ ‫ﺳﺮﻣﺎﻳﻪ‪ $‬ﻣﻲﺑﻴﻨﺪ  ﭼﻴﺰ‪ $‬ﻓﺮﺗﺮ  ‪J‬ﻧﻬﺎ ﺑﺮ‪ $‬ﻋﺮﺿﻪ ﻧﺪﻧﺪ‪.‬‬

‫ ﺻﻔﺤﻪ ‪ 122‬ﻛﺘﺎ‪ Z‬ﭼﻨﻴﻦ ﻣﻲﺧﻮﻧﻴﻢ‪" :‬ﺟﻬﺎ‪ ,‬ﻧﺪﻳﺸﻪ ‬ ‫ﺳﺎﺣﺘﻲ ﻳﻌﻨﻲ ﻧﺪﻳﺸﻪ ﻧﺘﻘﺎ‪  $‬ﻣﺠﺮ‪ ،‬ﺷﻚ ﻧﻴﺴﺖ ﻛﻪ  ﺳﺎﺣﺖ‬ ‫ﻣﺰﺑﻮ ﻣﺘﻌﺎˆ ﻳﻜﺪﻳﮕﺮﻧﺪ ﻣﺎ ﻫﺮ  ﻧﺸﺎﻧﻲ  ﻗﻌﻴﺖ ﻧﺪ‪ .‬ﻳﮋﮔﻲ‬ ‫ﻧﺪﻳﺸﻪ ﻳﺎﻟﻜﺘﻴﻜﻲﻳﺠﺎ‪ Z‬ﻣﻲﻛﻨﺪ ﻛﻪ ﺗﻀﺎﻫﺎ‪ $‬ﻣﻮﺟﻮ ﺗﻮﺳﻌﻪ  ﺗﻜﺎﻣﻞ‬ ‫ﻳﺎﺑﻨﺪ‪".‬‬ ‫ﻣﺎﻛﻮ< ﻣﻌﺘﻘﺪ ﺳﺖ‪" :‬ﺑﺮ‪ $‬ﻧﻮﺳﺎ‪ $‬ﺷﺎﻟﻮ< ﻣﺎ‪ $‬ﻳﻚ ﺟﺎﻣﻌﻪ ‪TJ‬‬ ‫ ﺧﻮﺷﺒﺨﺖ‪ ،‬ﻛﺎﻫﺶ "ﺗﻮﻧﺎﻳﻲ"  ﺗﻮﺟﻪ ﺑﻪ ﻫﺪ‪u‬ﻫﺎﻳﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﻛﻴﻔﻴﺖ‬ ‫ﻣﻮ‪ ،‬ﻫﻤﭽﻮ‪ ,‬ﻣﻘﺎﺻﺪ ﻣﺎ‪  $‬ﻛﻤﻲ‪،‬ﻳﺠﺎ  ﺷﺮﻳﻂ ﻣﺎﻧﻲ  ﻣﻜﺎﻧﻲ ﻛﻪ‬ ‫ﺗﻮﻟﻴﺪ  ﺑﺮ ﭘﺎﻳﻪ ﻧﮕﻴﺰ<ﻫﺎ‪ $‬ﺷﻨﻲ ﺑﻪ ﺳﻮ ﻧﺴﺎﻧﻴﺖ ﺗﺤﻘﻖ ﺑﺨﺸﺪ‪ ،‬‬ ‫ﻫﺮ ﺟﻬﺖ ﺿﺮ‪ $‬ﺳﺖ‪(245c) ".‬‬ ‫ ﻧﺴﺎ‪ ,‬ﺳﻴﺮ  ﭼﻨﺒﺮ< ﺑﻂ ﻣﻮﺟﻮ  ﺟﺎﻣﻌﻪ ﺻﻨﻌﺘﻲ ﻳﻦ‬ ‫ﭼﻨﻴﻦ ﺗﺼﻮﻳﺮ ﻣﻲﻛﻨﺪ‪" :‬ﺳﺮﺧﻮﮔﻲ  ﻫﻤﻪ ﭼﻴﺰ ﺧﺎﺻﻴﺖ ﻧﺴﺎ‪ ,‬ﮔﺎ‬ ‫ﻣﺎ ﺳﺖ‪ .‬ﭘﺮ< ﺿﺨﻴﻢ ﮔﺴﺘﺮ‪ I‬ﺗﻜﻨﻴﻚ‪ ،‬ﻧﺎﺑﺮﺑﺮ‪  $‬ﺑﺮﮔﻲ ﻧﺴﺎ‪,‬ﻫﺎ ‬ ‫ ﺧﻮ ﭘﻮﺷﺎﻧﺪ< ﺳﺖ‪ .‬ﻳﻦ ﺷﺮﻳﻂ ﻧﺴﺎ‪ ,‬ﭘﻴﺶ  ‪ ,J‬ﻛﻪ  ﻓﺎ< ‬ ‫‪$J‬ﻫﺎ‪ $‬ﻓﺮ‪ $‬ﺑﻬﺮ< ﺟﻮﻳﺪ‪ ،‬ﺳﻴﺮ ﺑﺰ ﺗﻮﻟﻴﺪ ﺳﺖ ﻛﻪ ﺑﻪ ﻇﺎﻫﺮ ‬ ‫ﺧﺘﻴﺎ ﺳﺖ‪(67c) .‬‬ ‫ ﺳﺮﻧﺠﺎ‪T‬ﻳﻦ ﻛﻪ ﻣﺎﻛﻮ< ﻫﺸﺪ ﻣﻲﻫﺪ ﺟﺎﻣﻌﻪ ﻣﺮﻓﻬﻲ ﻛﻪ‬ ‫ﭘﻴﻮﺳﺘﻪ  ﻛﺎ ﺑﺴﻴﺞ ﻧﻴﺮﻫﺎ‪ $‬ﺳﺮﻛﻮﺑﻨﺪ< ﺑﺮ‪ $‬ﻓﺎ‪  l‬ﻣﻮﺟﻮﻳﺖ‬ ‫ﺧﻮﻳﺶ ﺳﺖ‪ ،‬ﻧﻤﻲﺗﻮﻧﺪ ﺑﺮ‪ $‬ﻧﺴﺎ‪,‬ﻫﺎ ﺧﻮﺷﺒﺨﺘﻲ ﺑﻴﺎ  ﭼﻨﺎﻧﭽﻪ‬ ‫ﻛﺘﺎ‪" Z‬ﻧﺴﺎ‪ ,‬ﺗﻚ ﺳﺎﺣﺘﻲ"  ﺻﻔﺤﺎ ﭘﺎﻳﺎﻧﻲ ﺧﻮ ﺗﺎﻛﻴﺪ  "‪J‬ﻣﺶ‬ ‫ﻧﺪﮔﻲ  ﺗﺮﻛﻢ ﻗﺪﻫﺎ ﺑﻪ ﺳﺖ ﻧﻤﻲ‪J‬ﻳﺪ‪ ،‬ﺑﻠﻜﻪ ﺑﺮﻋﻜﺲ ﺗﻮﺟﻪ ﺑﻪ‬ ‫‪I‬ﻫﺎ‪ $‬ﻣﻌﻨﻮ‪$‬ﻳﻦ ‪J‬ﻣﺶ  ﺗﺤﻘﻖ ﻣﻲﺑﺨﺸﺪ‪".‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫ﻋﻨﻮ‪ :H‬ﺟﻬﺎﻧﻲ ﺳﺎ‪/ =2‬ﻳﮕﺮ‬ ‫ﻧﻮﻳﺴﻨﺪ‪/ :‬ﻣﻴﻨﻚ ﻟﺘﻮ‪Dominique Wolton H‬‬ ‫ﻣﺘﺮﺟﻢ‪ :‬ﻋﺒﺪﻟﺤﺴﻴﻦ ﻧﻴﻚﮔﻬﺮ‬ ‫ﺗﻬﺮ‪1387 :H‬‬ ‫ﻧﺸﺮ‪ :‬ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮ‪ 272 ،‬ﺻﻔﺤﻪ‬ ‫ﻗﻴﻤﺖ‪2900 :‬‬ ‫ﻣﻌﺮﻓﻲ‪ :‬ﻧﻴﺮ ﭘﻴﺮﻫﺮ=‬ ‫ﻋﻀﻮﻫﻴﺌﺖ ﻋﻠﻤﻲ‪/‬ﻧﺸﮕﺎ ]‪ /2‬ﺣﺪ ﮔﺮﻣﺴﺎ‪/ -‬ﻧﺸﺠﻮ= ‪/‬ﻛﺘﺮ= ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻴﻨﻚ ﻟﺘﻮ‪ ,‬ﺑﻴﺶ  ﺳﻲ ﺳﺎ ﺳﺖ ﻛﻪ  ﺣﻮ… ﻣﺴﺎﺋﻞ‬ ‫ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻓﺮﻫﻨﮕﻲ  ﺗﺒﺎﻃﺎ ﺗﺤﻘﻴﻖ ﻣﻲﻛﻨﺪ  ﺗﺎﻛﻨﻮ‪ ,‬ﺑﻴﺶ ‬ ‫ﺑﻴﺴﺖ ﺟﻠﺪ ﻛﺘﺎ‪  Z‬ﺗﻌﺪ ﺑﻲﺷﻤﺎ‪ $‬ﻣﻘﺎﻟﻪ  ﻣﻮﺿﻮ‪ l‬ﺗﺒﺎﻃﺎ‬ ‫ﻓﺮﻫﻨﮕﻲ  ﺟﺎﻣﻌﺔ ﻃﻼﻋﺎﺗﻲ ﻣﻨﺘﺸﺮ ﻛﺮ< ﺳﺖ ﻛﻪ ﺑﻪ ﭼﺎپﻫﺎ‪$‬‬ ‫ﻣﻜﺮ ﺳﻴﺪ<  ﺑﻪ ﭼﻨﺪﻳﻦ ﺑﺎ‪ ,‬ﺗﺮﺟﻤﻪ ﺷﺪ<ﻧﺪ‪.‬‬ ‫"ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻳﮕﺮ" ﻧﺨﺴﺘﻴﻦ ﺛﺮ‪ $‬ﺳﺖ ﻛﻪ ﻳﻦ ﻧﻮﻳﺴﻨﺪ…‬ ‫ﭘﮋﻫﺸﮕﺮ ﺗﻮﺳﻂ ﻣﺘﺮﺟﻢ ﺗﺮ  ﻛﺸﻮﻣﺎ‪ ,‬ﻛﺘﺮ ﻋﺒﺪﻟﺤﺴﻴﻦ‬ ‫ﻧﻴﻚﮔﻬﺮ ﺑﻪ ﻓﺎﺳﻲ ﺗﺮﺟﻤﻪ ﺷﺪ< ﺳﺖ‪ .‬ﻣﺨﺎﻃﺒﺎ‪,‬ﻳﻦ ﻛﺘﺎ‪ Z‬ﻋﻼ<‬ ‫ﺑﺮ ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺷﺘﻪﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ،‬ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻲ‪ ،‬ﺗﺒﺎﻃﺎ‬ ‫ ﻣﻄﺎﻟﻌﺎ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻋﻤﻮ‪ T‬ﻣﺮ‪ T‬ﻓﺮﻫﻴﺨﺘﻪ‪ $‬ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﺎ‬ ‫ﻋﻼﻗﻤﻨﺪ‪ $‬ﻣﺴﺎﺋﻞ ﺳﻴﺎﺳﻲ‪ ،‬ﻗﺘﺼﺎ‪ ،$‬ﺟﺘﻤﺎﻋﻲ  ﻓﺮﻫﻨﮕﻲ  ‬ ‫ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﭘﻴﮕﻴﺮ‪ $‬ﻣﻲﻛﻨﻨﺪ‪.‬‬

‫ﻣﻮﺿﻮ‪ l‬ﻛﺘﺎ‪" Z‬ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻳﮕﺮ" ﭘﺎﺳﺦ ﺑﻪﻳﻦ ﭘﺮﺳﺶ‬ ‫ﺳﺖ‪ :‬ﭼﮕﻮﻧﻪ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﻣﻴﺎ‪ ,‬ﻣﻠﺖﻫﺎ  ﺑﺎ ﺣﺘﺮ‪ T‬ﺑﻪ‬ ‫ﻫﻮﻳﺖ  ﺑﻪ ﻣﻴﺮ’ ﻓﺮﻫﻨﮕﻲﺷﺎ‪  ,‬ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﺳﺎﻣﺎﻧﺪﻫﻲ ﻛﺮ‪،‬‬ ‫ﺗﺎ ﻃﻼﻋﺎ  ﺗﺒﺎﻃﺎ ﺑﻪ ﻋﻮﻣﻞ ﻳﺎﻳﻲ ﻋﺪ‪ T‬ﺗﻔﺎﻫﻢ  ﺟﻨﮓ‬ ‫ﻣﺒﺪ ﻧﺸﻮﻧﺪ؟‬ ‫ﺑﺎﻳﺪ ﺑﺮ‪ $‬ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﻓﻌﺎﻻﻧﻪ ﺳﺖ ﺑﻪ ﻛﺎ ﺷﺪ‪،‬‬ ‫ﺗﻔﺎﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ  ﺑﺎﻳﺪ ﭘﺎ‪ W‬ﺷﺖ‪ .‬ﺟﻬﺎ‪  ,‬ﻛﺜﺮ‬ ‫ﻓﺮﻫﻨﮕﻲ‪ I‬ﻫﻢ ﻳﺒﺎﺗﺮ  ﻫﻢ ﻗﺎﺑﻞ ﻳﺴﺖﺗﺮ ﺳﺖ‪ .‬ﺑﻪﻳﻦ ﺧﺎﻃﺮ‬ ‫ﻣﺘﺮﺟﻢ ژ… ﺟﻬﺎﻧﻲ ﺳﺎ‪  $‬ﺑﻪ ﺟﺎ‪ $‬ﺟﻬﺎﻧﻲ ﺷﺪ‪ ,‬ﻛﻪ  ﻓﺎﺳﻲ‬ ‫ﺑﺮ‪ Mondialisation $‬ﺑﺎ‪ Z‬ﺷﺪ<‪ ،‬ﺑﻪ ﻛﺎ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﭼﻮ‪,‬‬ ‫ﺗﺎ ﻗﺘﻲ ﺻﺤﺒﺖ  ﺳﻴﺎﺳﺖ  ﻗﺘﺼﺎ ﺳﺖ‪ ،‬ﻣﻲﺗﻮ‪ ,‬ﻛﺸﻮﻫﺎ ‬ ‫ﺑﻪ ﭘﻴﺸﺮﻓﺘﻪ  ﻋﻘﺐ ﻧﮕﺎ< ﺷﺘﻪ ﺷﺪ< ﺗﻘﺴﻴﻢ ﻛﺮ‪ .‬ﻣﺎ  ﻣﻮ‬

‫ﺟﻬﺎﻧﻲﺳﺎ‪/ =2‬ﻳﮕﺮ‬

‫ﻓﺮﻫﻨﮓﻳﻦ ﻣﺮ ﺻﺎ‪ p‬ﻧﻴﺴﺖ‪ .‬ﻫﻤﺔ ﻓﺮﻫﻨﮓﻫﺎ  ﭘﺎﻳﻪ ﺷﻲ ﺑﺮﺑﺮ‬ ‫ﺑﺮﺧﻮﻧﺪ  ﻧﻤﻲﺗﻮ‪ ,‬ﻓﺮﻫﻨﮓ ﺟﺎﻣﻌﻪ‪  $‬ﻛﻪ  ﻟﺤﺎ‘ ﻗﺘﺼﺎ‪$‬‬ ‫ ﻓﻨﺎ‪ $‬ﺑﺮﺗﺮ ﺳﺖ‪ ،‬ﺑﺮ‪ $‬ﺳﺎﻳﺮ ﺟﺎﻣﻌﻪﻫﺎ ﻟﮕﻮ ﻗﺮ ‪.‬‬ ‫ ﻣﻘﺪﻣﺔ ﻛﺘﺎ‪ ،Z‬ﻣﻮﻟﻒ ﺟﻬﺎﻧﻲ ﺳﺎ‪  $‬ﺑﻪ ﺳﻪ ﻣﺮﺣﻠﻪ ﺗﻘﺴﻴﻢ‬ ‫ﻛﺮ< ﺳﺖ‪ ،‬ﻧﺨﺴﺘﻴﻦ ﻣﺮﺣﻠﻪ  ﭘﺎﻳﺎ‪ ,‬ﺟﻨﮓ ﺟﻬﺎﻧﻲ ‪ T‬ﺑﺎ ﺗﺎﺳﻴﺲ‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﻠﻞ ﻣﺘﺤﺪ‪ ،‬ﺷﺮﻳﻂ ﻳﻚ ﻧﻈﻢ ﺑﻴﻦﻟﻤﻠﻠﻲ  ﺑﺮ ﭘﺎﻳﺔ ﺣﺘﺮ‪T‬‬ ‫ﻣﻠﺖﻫﺎ‪ ،‬ﻓﺮﻫﻨﮓﻫﺎ  ﻳﺎ‪ ,‬ﺑﻪ ﻣﻨﻈﻮ ﺳﺎﻣﺎﻧﺪﻫﻲ ﺟﺘﻤﺎ‪ l‬ﺑﻴﻦﻟﻤﻠﻠﻲ‬ ‫ﺑﻪ ﺷﻴﻮ<‪ $‬ﻣﻮﻛﺮﺗﻴﻚ  ﺻﻠﺢ‪J‬ﻣﻴﺰ ﺗﻌﻴﻴﻦ ﻛﺮ< ﺳﺖ‪.‬‬ ‫ﻧﻘﻼ‪ T Z‬ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻣﺴﺎﻋﻲ‪  I‬ﻋﻤﺪﺗﺎ ﺣﺮ‪ u‬ﻗﺘﺼﺎ‬ ‫ﻛﺮ< ﺳﺖ  ﺑﺎ ﮔﺸﻮ‪ ,‬ﻣﺮﻫﺎ ﺧﻮﺳﺘﻪ ﺳﺖ ﻗﺘﺼﺎ ﺑﺎ  ﻣﺪ‬ ‫ﻣﺒﺎﻟﺔ ‪  J‬ﺑﻪ ﺳﺮﺗﺎﺳﺮ ﻧﻴﺎ ﮔﺴﺘﺮ‪ I‬ﻫﺪ‪.‬‬ ‫ﺳﻮﻣﻴﻦ ﻧﻘﻼ‪ Z‬ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻓﻘﻂ ﺳﻴﺎﺳﻲ ﻳﺎ ﻗﺘﺼﺎ‪$‬‬ ‫ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﻓﺮﻫﻨﮕﻲ ﺳﺖ‪ .‬ﻏﺪﻏﻪ ‪ ,J‬ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ‬ ‫ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﺳﺖ‪.‬‬ ‫ ﻧﻈﺮ ﻣﻮﻟﻒ ﻳﻜﻲ  ﻣﻬﻤﺘﺮﻳﻦ ﮔﺴﻴﺨﺘﮕﻲ ﻗﺮ‪ ,‬ﺑﻴﺴﺖ ‬ ‫ﻳﻜﻢ ﺟﻬﺎ‪ ,‬ﺳﺎ‪ $‬ﻃﻼﻋﺎ  ‪ 11‬ﺳﭙﺘﺎﻣﺒﺮ ‪ 2001‬ﺳﺮ‪J‬ﻏﺎﻳﻦ‬ ‫ﮔﺴﻴﺨﺘﮕﻲ ﺳﺖ‪ .‬ﻗﻌﻪ ﻣﻬﻢ  ‪J‬ﻏﺎ ﻗﺮ‪ ,‬ﺑﻴﺴﺖ  ﻳﻜﻢ ﻇﻬﻮ‬ ‫ﻧﺎﮔﻬﺎﻧﻲ ﻣﺜﻠﺚ ﻫﺸﺘﻨﺎ‪ n‬ﻫﻮﻳﺖ‪ -‬ﻓﺮﻫﻨﮓ‪ -‬ﺗﺒﺎﻃﺎ ﺳﺖ‪.‬‬ ‫ﮔﻴﺮ‪$‬ﻫﺎ  ﻣﻄﺎﻟﺒﺎ ﺳﻴﺎﺳﻲ ﻧﻈﻴﺮ ﺗﺮﻳﺴﻢ ﺑﻴﻦﻟﻤﻠﻠﻲ ﻧﺸﺎﻧﻪ‪$‬‬ ‫ﻳﻦ ﻇﻬﻮ ﻧﺎﮔﻬﺎﻧﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﺑﻪ ﻧﺎﺑﺮﺑﺮ‪$‬ﻫﺎ‪ $‬ﺳﻨﺘﻲ ﻣﻴﺎ‪,‬‬ ‫ﻛﺸﻮﻫﺎ‪ $‬ﭘﻴﺸﺮﻓﺘﻪ  ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ‪ ،‬ﺧﻄﺮ ﺳﻴﺎﺳﻲ ﻣﺮﺗﺒﻂ ﺑﺎ‬ ‫ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ ﻧﻴﺰ ﻓﺰ< ﻣﻲﺷﻮ‪.‬‬ ‫ﻣﻮﻟﻒ ﻣﻌﺘﻘﺪ ﺳﺖ ﺑﺎﻳﺪ ﭘﺬﻳﺮﻓﺖ ﻛﻪ ﮔﻴﺮﻧﺪﮔﺎ‪ ,‬ﭘﻴﺎ‪– T‬ﻋﻤﻮ‪T‬‬ ‫ﻣﺮ‪ -T‬ﻫﻤﻪﺟﺎ  ﻧﻴﺎ  ﻣﺴﺘﻘﻞ  ﺳﻄﺢ ﺗﻌﻠﻴﻢ  ﺗﺮﺑﻴﺖﺷﺎ‪,‬‬ ‫ﺑﺎ ﻫﻮ‪I‬ﻧﺪ  ﻣﻲﺗﻮﻧﻨﺪ ﭘﻴﺎ‪T‬ﻫﺎﻳﻲ  ﻛﻪ  ﻣﻌﺮˆ ‪J‬ﻧﻬﺎ ﻫﺴﺘﻨﺪ‪،‬‬ ‫ﭘﺎﻻﻳﺶ ﻛﻨﻨﺪ  ﻫﺮ ﭼﻪ ﺑﻴﺸﺘﺮ ﭘﻴﺎ‪ T‬ﻳﺎﻓﺖ ﻛﻨﻨﺪ‪ ،‬ﺑﻴﺸﺘﺮ ﭘﺎﻻﻳﺶ‬ ‫ﺧﻮﻫﻨﺪ ﻛﺮ‪  .‬ﻗﻊ ﻧﺘﻘﺎ ‪ ,‬ﻣﺘﺮ‪ u‬ﺗﺒﺎ‪ t‬ﺑﺮﻗﺮ ﻛﺮ‪,‬‬ ‫ﻧﻴﺴﺖ‪ .‬ﻣﺎﻧﻊ ﻋﻤﺪ< ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻃﻼﻋﺎ  ﮔﻮﻧﺎﮔﻮﻧﻲ ﺑﻲﺷﻤﺎ‬ ‫ﮔﻴﺮﻧﺪﮔﺎ‪ ,‬ﭘﻴﺎ‪ T‬ﻧﺎﺷﻲ ﻣﻲﺷﻮ‪.‬‬ ‫ﻛﺘﺎ‪  Z‬ﭘﻨﺞ ﻓﺼﻞ ﺗﻬﻴﻪ ﺷﺪ< ﺳﺖ‪  .‬ﻓﺼﻞ  ﻧﻮﻳﺴﻨﺪ<‬ ‫ﻣﻄﺮ} ﻣﻲﻛﻨﺪ ﻛﻪ ﻃﻼﻋﺎﻳﺠﺎ ﺗﺒﺎ‪ t‬ﻧﻤﻲﻛﻨﺪ‪ .‬ﻣﺪﻫﺎ‪$‬‬ ‫ﻃﻮﻻﻧﻲ ﻃﻼﻋﺎ ‪J‬ﻧﭽﻨﺎ‪ ,‬ﻛﻤﻴﺎ‪ Z‬ﺑﻮ ﻛﻪ ﻫﺮ ﭘﻴﺸﺮﻓﺘﻲ  ﻣﺮ‬ ‫ﻃﻼ‪l‬ﺳﺎﻧﻲ ﺑﻪ ﻃﻮ ﻣﻨﻄﻘﻲ ﺑﻪ ﻓﻬﻢ ﺑﻬﺘﺮ ﻧﻴﺎ ﻳﺎ ﺑﻪ ﻋﺒﺎﺗﻲ ﺗﺒﺎ‪t‬‬ ‫ﺑﻬﺘﺮ ﻛﻤﻚ ﻣﻲﻛﺮ‪ .‬ﻣﺎ ﺗﺒﺎ‪ t‬ﺟﻬﺎﻧﻲ ﻳﻚ ﻓﺮﻳﺐ ﺳﺖ‪ .‬ﺟﻬﺎﻧﻲ‬ ‫ﺳﺎ‪ $‬ﻃﻼﻋﺎ ﭼﻴﺰ‪ $‬ﺟﺰ ﺑﺎﺗﺎ‪ Z‬ﻏﺮ‪ Z‬ﻣﺮﺗﺒﻂ ﺑﺎ ﻧﻮﻋﻲ ﻣﺪ‬ ‫ﺳﻴﺎﺳﻲ  ﻓﺮﻫﻨﮕﻲ ﻧﻴﺴﺖ‪ ،‬ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮓﻫﺎ ﺷﺮﻳﻂ ﻳﺎﻓﺖ‬ ‫ﭘﻴﺎ‪   T‬ﺑﻦ ﺗﻐﻴﻴﺮ ﻣﻲﻫﺪ‪.‬‬ ‫ﻣﺮﺣﻠﺔ ﺳﻮ‪ T‬ﺟﻬﺎﻧﻲ ﺳﺎ‪) $‬ﻃﻼﻋﺎ  ﻓﺮﻫﻨﮓ( ﻛﻪ ﺗﺼﻮ‬ ‫ﻣﻲﺷﺪ ﻧﻴﺎ  ﺑﺮ‪ $‬ﻣﺎ ‪J‬ﺷﻨﺎﺗﺮ  ﻧﺴﺎ‪,‬ﻫﺎ  ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﻧﺰﻳﻚﺗﺮ‬ ‫ﻛﻨﺪ‪ ،‬ﺑﺮﺧﻼ‪ u‬ﻧﺘﻈﺎ ﻣﺎ  ﺑﻪ ﺗﻔﺎﻫﺎﻳﻤﺎ‪J ,‬ﮔﺎ< ﻣﻲﻛﻨﺪ‪ .‬ﻣﻮﻟﻒ‬

‫ﺧﺎﺳﺘﮕﺎ<ﻳﻦ ﮔﺴﻴﺨﺘﮕﻲ  ﺑﺮﻳﻦ ﻗﻌﻴﺖ ﻣﻲﻧﺪ ﻛﻪ ﮔﻴﺮﻧﺪﮔﺎ‪,‬‬ ‫ﭘﻴﺎ‪  T‬ﻫﻤﺎ‪ ,‬ﻓﻀﺎ‪ -‬ﻣﺎ‪ ,‬ﻓﺮﺳﺘﻨﺪﮔﺎ‪ ,‬ﭘﻴﺎ‪ T‬ﻧﺪﮔﻲ ﻧﻤﻲﻛﻨﻨﺪ‪.‬‬ ‫ﮔﻴﺮﻧﺪﮔﺎ‪ ,‬ﻃﻼﻋﺎﺗﻲ  ﻛﻪ ﺑﺮ ﻣﺒﻨﺎ‪ $‬ﻣﺪ ﻏﺮﺑﻲ ﺳﺎﺧﺘﻪ ﺷﺪ< ‬ ‫ﺣﺴﺎﺳﻲ  ﺳﻠﻄﻪﺟﻮﻳﻲ ﻓﺮﻫﻨﮕﻲ ﻟﻘﺎ ﻣﻲﻛﻨﻨﺪ‪  ،‬ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ<ﻳﻦ ﺳﻮ  ﻣﻄﺮ} ﻣﻲﻛﻨﺪ ﻛﻪ ﭼﺮ ‪ n‬ﺟﻬﺎﻧﻲ‬ ‫ﺳﺎ‪  $‬ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻪ ﻏﻴﺮ  ‪ n‬ﺟﻬﺎﻧﻲ ﺳﺎ‪$‬‬ ‫ ﺳﺎﻳﺮ ﻛﺸﻮﻫﺎﺳﺖ؟ ﻟﻴﻞﻳﻦ ﻣﺮ ‪ ,J‬ﺳﺖ ﻛﻪ  ﻛﺸﻮﻫﺎ‪$‬‬ ‫ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻪ ﻓﺮﻳﻨﺪ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻫﻮﻳﺖﺷﺎ‪  ,‬ﺗﻬﺪﻳﺪ ﻧﻤﻲﻛﻨﺪ‪.‬‬ ‫ﮔﺮ  ﻏﺮ‪ Z‬ﺗﺒﺎﻃﺎ  ﺗﺤﺮ‪ n‬ﻫﻤﻪﺟﺎ ﺣﺎﺿﺮ ﺳﺖ‪ ،‬ﻟﻴﻠﺶ ﺣﻀﻮ‬ ‫ﻳﻜﭙﺎﭼﺔ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﺳﺖ‪  ،‬ﺣﺎﻟﻴﻜﻪ  ﺟﻨﻮ‪Z‬ﻳﻦ ﺿﻌﻴﺖ‬ ‫ﺑﻪ ﻧﺪ ﻣﺸﺎﻫﺪ< ﻣﻲﺷﻮ‪ ،‬ﻟﺬ ﻧﺘﺨﺎﺑﻲ ﻣﻴﺎ‪ ,‬ﺗﺒﺎﻃﺎ  ﻫﻮﻳﺖ‬ ‫ﻓﺮﻫﻨﮕﻲ ﺟﻮ ﻧﺪ‪ .‬ﻫﺮ   ﺑﺎ ﻫﻢ  ﻫﻤﺰﻣﺎ‪ ,‬ﻧﻴﺎ ﻳﻢ‪ .‬ﺑﻪ‬ ‫ﺳﺨﻦ ﻳﮕﺮ ﻣﻤﻜﻦ ﺳﺖ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻓﻨﻮ‪ ،,‬ﺻﻨﺎﻳﻊ ﻃﻼﻋﺎ‬ ‫ ﺗﺒﺎﻃﺎ ﻣﻮﺟﻮ ﺑﺎﺷﺪ‪ ،‬ﻣﺎ ﺗﺒﺎﻃﺎ ﺟﻬﺎﻧﻲ ﺷﺪ< ﺟﻮ ﻧﺪ‪.‬‬ ‫ﻫﻤﻴﻦﻃﻮ‪ ،‬ﺻﻨﺎﻳﻊ ﻓﺮﻫﻨﮕﻲ ﺟﻬﺎﻧﻲ ﺟﻮ ‪ ،‬ﻣﺎ ﻓﺮﻫﻨﮓ ﺟﻬﺎﻧﻲ‬ ‫ﺟﻮ ﻧﺪ‪.‬‬ ‫ﺳﻮ ﺻﻠﻲ ﻛﻪ ﻳﻦ ﻓﺼﻞ ﻣﻄﺮ} ﻣﻲﺷﻮﻳﻦ ﺳﺖ‪ :‬ﺑﻪ‬ ‫ﭼﻪ ﺷﺮﻃﻲ  ﺑﺤﺒﻮﺣﺔ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺻﻨﺎﻳﻊ ﺗﺒﺎﻃﺎ ﻣﻲﺗﻮ‪,‬‬ ‫ﻫﻤﺰﻳﺴﺘﻲ ﺻﻠﺢ‪J‬ﻣﻴﺰ ﻓﺮﻫﻨﮓﻫﺎ  ﺳﺎﻣﺎﻧﺪﻫﻲ ﻛﺮ؟ ﻧﻮﻳﺴﻨﺪ< ﻣﻌﺘﻘﺪ‬ ‫ﺳﺖ ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﻃﺮ‪ $‬ﺿﺎﻳﺖ ﺑﺨﺶ ﺗﺒﺎﻃﺎ‪ ،‬ﺗﺤﺮ‪ ،n‬ﻫﻮﻳﺖ‬ ‫ ﻓﺮﻫﻨﮓ  ﺑﻪ ﻫﻢ ﻣﺘﺼﻞ ﻛﺮ  ﮔﺮﻧﻪ ﺑﺎﻳﺪ ﻣﻨﺘﻈﺮ ﺑﺎﮔﺸﺖ ﭼﻤﺎ‪p‬‬ ‫ﻫﻮﻳﺖ ﺑﺎﺷﻴﻢ‪.‬‬ ‫ ﻧﺘﻬﺎ‪ $‬ﻓﺼﻞ ﺑﻪ ﻣﺴﺌﻮﻟﻴﺖ ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻲ  ﺟﺘﻤﺎﻋﻲ  ﺑﻪ‬ ‫ﻫﻤﻴﺖ ﻇﻴﻔﺔ ﻧﺎﻣﻪﻧﮕﺎ‪ ,‬ﭘﺮﺧﺘﻪ ﺷﺪ< ﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ<‬ ‫ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﻧﺘﻮﻧﺴﺘﻪ ﻣﻌﺎﻳﺐ ﻓﺮﻫﻨﮓ ﺟﻬﺎﻧﻲ  ﻓﺸﺎ ﻛﻨﺪ‪ ،‬‬ ‫ﺣﺎﻟﻲ ﻛﻪ ﻫﻤﻪ <  ﭼﺎﭼﻮ‪ Z‬ﻫﻤﻜﺎ‪ $‬ﺑﻴﻦﻟﻤﻠﻠﻲ ﺑﺎ ﻣﺸﻜﻼ‬ ‫ﺑﺎﻧﻲ‪ ،‬ﻣﻌﺮﻓﺘﻲ‪ ،‬ﺗﺎﻳﺨﻲ  ﺟﺘﻤﺎﻋﻲ ﺑﺮ ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﺑﻪ ﻧﺤﻮ‬ ‫ﻗﺎﺑﻞ ﻣﻼﺣﻈﻪ‪ $‬ﺟﻠﻮ‪ $‬ﻛﺎ ﻣﺸﺘﺮ‪  n‬ﻣﻲﮔﻴﺮ‪.‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﺎﻳﺪ ﻧﺨﺴﺘﻴﻦ ﻋﻠﻮﻣﻲﺑﺎﺷﻨﺪ ﻛﻪ‬ ‫ﻧﺸﺎ‪ ,‬ﻫﻨﺪ ﻣﺴﺌﻠﺔ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﺷﻜﻠﻲ ﻛﻪ  ﺑﻴﺴﺖ ﺳﺎ‬ ‫ﺧﻴﺮ ﻣﻄﺮ} ﺷﺪ< ﺳﺖ ﺑﺎ ‪J‬ﻧﭽﻪ  ﮔﺬﺷﺘﻪ ﺟﻮ ﺷﺘﻪ ﺳﺖ ﺟﻪ‬ ‫ﻣﺸﺘﺮﻛﻲ ﻧﺪ‪ .‬ﺳﺘﻌﻤﺎﻳﻲ‪ ،‬ﻣﺴﺎﻓﺮﻫﺎ‪ ،‬ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻗﺘﺼﺎ‪$‬‬ ‫ ﺗﻘﺎ‪ $‬ﺳﻄﺢ ﻧﺪﮔﻲ  ﺟﻤﻠﻪ ﻋﻮﻣﻠﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺧﺼﻮﺻﻴﺎ‬ ‫ ﻛﺎﻛﺮ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ  ﺗﻐﻴﻴﺮ <ﻧﺪ‪ ،‬ﻛﻪ ﺑﺎ ﻣﻠﻲﮔﺮﻳﻲ ‬ ‫ﮔﺬﺷﺘﻪ ﺗﺒﺎ‪ t‬ﭼﻨﺪﻧﻲ ﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﺎﻳﺴﺘﻲ ‪$‬‬ ‫ﻃﻴﻒ ﮔﺴﺘﺮ<‪  $‬ﻣﻮﺿﻮﻋﺎ ﻣﺎﻧﻨﺪ ﻓﺮﻫﻨﮓ  ﻣﻌﻨﺎ‪ $‬ﺳﻴﻊ ‪،,J‬‬ ‫ﮔﺮﻳﺴﻲ ﺣﺴﺎ‪ W‬ﻣﻠﻲ‪ ،‬ﻣﻨﺎﺳﺒﺎ ﻣﻴﺎ‪ ,‬ﻟﺖ  ﺟﺎﻣﻌﻪ‪ ،‬ﺑﺎﻫﺎ‪$‬‬ ‫ﻗﺎﻟﺒﻲ‪ ،‬ﺑﺤﺮ‪ ,‬ﻣﺪ ﻏﺮﺑﻲ ﻫﻮﻳﺖ ‪ ...‬ﻛﺎ ﻛﻨﻨﺪ‪.‬‬ ‫ﻧﺎﻣﻪﻧﮕﺎ‪ ,‬ﻧﻴﺰ  ﻗﻠﺐ ﻃﻼﻋﺎ ﺟﻬﺎﻧﻲ ﺷﺪ< ﻗﺮ‬ ‫ﻧﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ‪J‬ﻧﺎ‪ ,‬ﺑﺎﻳﺴﺘﻲ ﻧﻴﺎ‪ $‬ﺑﻴﺶ  ﭘﻴﺶ ﭘﻴﭽﻴﺪ<  ﺑﻪ‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻃﺮ ﺳﺎ< ﺗﺒﻴﻴﻦ ﻛﻨﻨﺪ‪ .‬ﺗﻮﻧﺎﻳﻲ ﻃﻴﻒﺑﻨﺪ‪ $‬ﻃﻼﻋﺎ ﺳﺎ‪ W‬ﺣﺮﻓﺔ‬ ‫ﻧﺎﻣﻪﻧﮕﺎ‪ $‬ﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻧﺎﻣﻪﻧﮕﺎ‪ ,‬ﺑﺮ‪ $‬ﻣﺰﮔﺸﺎﻳﻲ ‬ ‫ﻧﺒﺮﻫﺎ‪ $‬ﻗﺘﺼﺎ‪ $‬ﭘﻴﺮﻣﻮ‪ ,‬ﺣﺮﻓﻪﺷﺎ‪ ,‬ﺑﺎﻳﺪ ﺻﻼﺣﻴﺖ ﻗﺘﺼﺎ‪$‬‬ ‫ﻛﺴﺐ ﻛﻨﻨﺪ‪ .‬ﻣﺮ ﻗﺘﺼﺎ ﺑﻴﺸﺘﺮ  ﺳﻴﺎﺳﺖ ‪ $J‬ﻣﻄﺒﻮﻋﺎ ‬ ‫ﺗﻬﺪﻳﺪ ﻣﻲﻛﻨﺪ‪  ،‬ﻫﻤﺔ ﻛﺸﻮﻫﺎ   ﺟﻤﻠﻪﻳﺎﻻ ﻣﺘﺤﺪ< ﻣﺮﻳﻜﺎ‪،‬‬ ‫ﻧﺎﻣﻪﻧﮕﺎ‪ ,‬ﻧﺴﺒﺘﺎ ﺑﻲ ﺳﺎﺑﺮگﻧﺪ‪ ،‬ﻳﺮ ‪J‬ﻧﺎ‪ ,‬ﺑﻴﺸﺘﺮ ﻓﺮﻫﻨﮓ‬ ‫ﺳﻴﺎﺳﻲ ﻧﺪ  ﻛﻤﺘﺮ ﻓﺮﻫﻨﮓ ﻗﺘﺼﺎ‪.$‬‬ ‫ ﻓﺼﻞ ‪  T‬ﻫﻮﻳﺖ‪ ،‬ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﻠﺚ‬ ‫ﻧﻔﺠﺎ‪ $‬ﻗﺮ‪ ,‬ﺑﻴﺴﺖ  ﻳﻜﻢ ﻳﺎ ﻣﻲﺷﻮ‪ .‬ﻧﻮﻳﺴﻨﺪ< ﻣﻌﺘﻘﺪ ﺳﺖ‬ ‫ﻫﻤﺎﻧﻄﻮ ﻛﻪ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻓﻨﻮ‪ ,‬ﺑﺎ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺗﺒﺎﻃﺎ ﻳﻜﻲ‬ ‫ﻧﻴﺴﺖ‪ ،‬ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺻﻨﺎﻳﻊ ﻓﺮﻫﻨﮕﻲ ﺑﺎ ﻓﺮﻫﻨﮓ ﺟﻬﺎﻧﻲ ﻳﻜﻲ‬ ‫ﻧﻴﺴﺖ‪J ،‬ﻧﭽﻪ  ﺣﺎ ﻇﻬﻮ ﺳﺖ ﻳﻚ ﻣﻴﺮ’ ﻓﺮﻫﻨﮕﻲ ﺟﻬﺎﻧﻲ‬ ‫ﺳﺖ  ﻧﻪ ﻳﻚ ﻓﺮﻫﻨﮓ ﺟﻬﺎﻧﻲ‪.‬‬ ‫ ﻣﻮ ﻓﺮﻫﻨﮓ‪ ،‬ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺑﺎ ﺑﻲ ﺛﺒﺎ ﻛﺮ‪ ,‬ﻫﻤﻪ‬ ‫ﻫﻮﻳﺖﻫﺎ‪ ،‬ﻧﺎﺑﺮﺑﺮ‪$‬ﻫﺎﻳﺶ  ‪J‬ﺷﻜﺎﺗﺮ ﻣﻲﻛﻨﺪ  ﺑﺎ ﻓﺰ‪, ,‬‬ ‫ﻣﺪﻧﻴﺘﻪ‪ ،‬ﻋﺪ‪ T‬ﺗﻌﺎﻫﺎﻳﻲ ﻳﺠﺎ ﻣﻲﻛﻨﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﻫﺮﮔﺰ ﻧﺒﺎﻳﺪ‬ ‫ﻣﻄﺎﻟﺒﺎ ﻓﺮﻫﻨﮕﻲ  ﻛﻢ ﻫﻤﻴﺖ ﺷﻤﺮ‪  ،‬ﻏﻴﺮﻳﻦ ﺻﻮ ﻧﺘﻈﺎ‬ ‫ﺷﻮ‪ I‬ﻣﻲ‪ .‬ﭘﺎﺋﻴﺎ‪ …   ,J ,‬ﻛﻮﺗﺎ< ﺳﺘﻌﻤﺎ ﺗﺠﺮﺑﻪ‬ ‫ﻛﺮ<ﻧﺪ‪ ،‬ﻏﺮ‪ Z‬ﺑﺎ ﻳﮕﺮ ‪  ,J‬ﺑﺎ ﻃﻲ ﻓﺮﻳﻨﺪ< ﺑﺨﺸﻲ  ﻫﻮﻳﺖ‬ ‫ﻓﺮﻫﻨﮕﻲ ﻏﺮﺑﻲ  ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﺗﺠﺮﺑﻪ ﻣﻲﻛﻨﺪ‪ .‬ﺣﺘﻲ ﮔﺮ ﻣﺮ‪T‬‬ ‫ﺳﻮ ﻳﻚ ﻧﻮ‪ l‬ﺧﻮ ﻣﻲﺷﻮﻧﺪ‪ ،‬ﺑﻪ ﻳﻚ ﺷﻜﻞ ﻟﺒﺎ‪ W‬ﻣﻲﭘﻮﺷﻨﺪ‪،‬‬ ‫ﻣﻌﻨﺎﻳﺶ ﺑﻪ ﻫﻴﭻ ﺟﻪ ﻫﻤﮕﻨﻲ ﻓﺮﻫﻨﮕﻲ ﻧﻴﺴﺖ‪ .‬ﺑﺮﻋﻜﺲ ﻫﺮ ﭼﻪ‬ ‫ﺷﻴﻮ<ﻫﺎ‪ $‬ﻧﺪﮔﻲ ﺑﻪ ﻫﻢ ﺷﺒﻴﻪﺗﺮ ﺳﺖ‪ ،‬ﺗﻔﺎﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﺑﻪ‬ ‫ﻳﮋ<  ﻧﻤﺎﻫﺎ  ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﻏﻴﺮﻣﻨﺘﻈﺮ< ﻫﻤﻴﺖ ﭘﻴﺪ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ< ﻧﻘﻼ‪Z‬ﻳﺮ‪  ,‬ﻧﺘﻴﺠﻪ ﻇﻬﻮ ﻓﺮﻫﻨﮓ ﺑﻪ ﻋﻨﻮ‪ ,‬ﭼﺎﻟﺶ‬ ‫ﺳﻴﺎﺳﻲ ﺟﻬﺎﻧﻲ ﻧﺴﺘﻪ  ﻣﻌﺘﻘﺪ ﺳﺖﻳﺮ‪ 1979  ,‬ﻣﺪ‪,‬ﺗﺮﻳﻦ‬ ‫ﻛﺸﻮ ﺳﻼﻣﻲﻧﺒﻮ‪ .‬ﻧﻘﻼ‪ Z‬ﺻﻮﮔﺮﻳﺎﻧﻪ ‪ 1979‬ﻳﺪ ﻓﺘﺘﺎ}‬ ‫ﻛﻨﻨﺪ< ﺟﻬﺶ ﻓﺮﻫﻨﮓ ﺑﻪ ﻋﻨﻮ‪  ,‬ﺳﻴﺎﺳﻲ ﺟﻬﺎﻧﻲ ﺳﺖ‪.‬ﻳﺎﻻ‬ ‫ﻣﺘﺤﺪ< ﮔﻤﺎ‪ ,‬ﻣﻲﻛﺮ< ﺳﺖ ﻛﻪ ﻣﺪ‪ ,‬ﺳﺎ‪ $‬ﺑﻪ ﻣﻔﻬﻮ‪ T‬ﻏﺮﺑﻲ‬ ‫ﻛﻠﻤﻪ <ﺣﻠﻲ ﺑﺮ‪$‬ﻳﻦ ﺗﻤﺪ‪ ,‬ﻏﺮﺑﻲ  ﻓﺮﻫﻴﺨﺘﻪ ﺳﺖ‪ .‬ﺧﺸﻮﻧﺖ‬ ‫ﻧﻘﻼﺑﻲﻳﺮﻧﻴﺎ‪ ،,‬ﺳﭙﺲ ﻣﻮﻓﻘﻴﺖ ﺻﻮﮔﺮﻳﺎ‪ ,‬ﻣﺴﻠﻤﺎ‪  ,‬ﻧﻴﺎ‪ ،‬ﺑﻪ‬ ‫ﺧﻮﺑﻲ ﻇﻬﻮ ﻓﺮﻫﻨﮓ ﺑﻪ ﻋﻨﻮ‪ ,‬ﭼﺎﻟﺶ ﺳﻴﺎﺳﻲ ﺟﻬﺎﻧﻲ  ﺿﺮ‬ ‫ﺳﺎﺧﺘﻦ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ  ﺑﻪ ﻧﻤﺎﻳﺶ ﻣﻲﮔﺬ‪.‬‬ ‫ﺣﺘﻲ ﻣﻲﺗﻮ‪ ,‬ﮔﻔﺖ ﻛﻪ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺑﺎ ‪J‬ﻣﻴﺨﺘﻦ ﺑﻴﺸﺘﺮ‬ ‫ﻫﻮﻳﺖﻫﺎ‪ ،‬ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﻋﻄﻒ  ژﮔﺎ‪ ,‬ﻧﻪ ﺗﻨﻬﺎ ﻋﺎﻣﻞ ﺛﺒﺎ ﻧﺨﻮﻫﺪ‬ ‫ﺷﺪ‪ ،‬ﺑﻠﻜﻪ ﺑﻴﺸﺘﺮ ﻋﺎﻣﻞ ﺑﻲﺛﺒﺎﺗﻲ ﺳﺖ‪.‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ< ﮔﺮ ﻏﺮ‪ Z‬ﺑﻪ ﻳﮋ< ﭘﺎ ﻣﻮﻓﻖ ﻧﺸﻮ ﻫﻤﻴﺖ‬ ‫ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﺳﻪ ﻣﻔﻬﻮ‪ T‬ﻫﻮﻳﺖ‪ -‬ﻓﺮﻫﻨﮓ‪ -‬ﺗﺒﺎﻃﺎ  ‪ n‬ﻛﻨﺪ‬ ‫ ﺑﺤﺚﻫﺎ‪ $‬ﻣﺘﻨﺎﻗﺾﺷﺎ‪  ,‬ﺳﺎﻣﺎ‪ ,‬ﻫﺪ‪ ،‬ﺧﻄﺮ ﺑﺮﺧﻮﻫﺎ ﻓﺰﻳﺶ‬ ‫ﺧﻮﻫﺪ ﻳﺎﻓﺖ‪ .‬ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ  ﺑﺮﺑﺮ ﺑﺎﺷﺪ‪ ,‬ﻓﺰﻳﻨﺪ< ﺟﺎﻣﻌﻪﻫﺎ‬

‫ﺑﻪ ‪ $‬ﻳﻜﺪﻳﮕﺮ   ﺑﺮﺑﺮ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ‬ ‫ﺗﺒﺎﻃﺎ‪ ،‬ﺗﻔﻜﺮ ﺑﺎ… ﻧﻘﺸﻲ ﻛﻪﻳﻦ ﻣﺜﻠﺚ ﺟﺪﻳﺪ ﻫﻮﻳﺖ‪ -‬ﻓﺮﻫﻨﮓ‪-‬‬ ‫ﺗﺒﺎﻃﺎ ﻣﻲﺗﻮﻧﺪﻳﻔﺎ ﻛﻨﺪ‪  ،‬ﺷﺮﻳﻂ ﺿﺮ‪ $‬ﻣﻬﺎ ﺟﻬﺎﻧﻲ ﺳﺎ‪$‬‬ ‫ﺳﺖ‪ .‬ﻣﺎ ﻻ‪ T‬ﺳﺖ  ﻗﺎﻟﺐﻫﺎ‪ $‬ﻓﻜﺮ‪ $‬ﻣﺘﻔﺎ ﺑﻪ ﻓﺮﻫﻨﮓ‪،‬‬ ‫ﺗﺒﺎﻃﺎ‪ ،‬ﻫﻮﻳﺖ  ﺑﻂﺷﺎ‪ ,‬ﻧﺪﻳﺸﻴﺪ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ<  ﻣﺔ ﺑﺤﺚ ﺑﻪ ﻧﻘﺪ ﻣﺪﻧﻴﺘﻪ ﻏﺮﺑﻲ ﭘﺮﺧﺘﻪ  ﻣﻌﺘﻘﺪ‬ ‫ﺳﺖ ﻛﻪ ﻣﺪﻧﻴﺘﻪ ﭘﺲ  ﭘﻴﺮ‪ $‬ﺑﺮ ﺳﻨﺖ ﺑﻪﻳﺪﺋﻮﻟﻮژ‪ $‬ﻣﺒﺪ‬ ‫ﺷﺪ< ﺳﺖ‪.‬ﻳﺪﺋﻮﻟﻮژ‪ $‬ﻣﺪ‪ ,‬ﺑﺎ‪ $‬ﻫﺮ ﭘﻴﺸﺘﺎ‪  $‬ﭼﻮﻧﺎ‪ ,‬ﭘﻴﺸﺮﻓﺖ‬ ‫ﻣﺮﻫﺎ‪ ،‬ﻫﻮﻳﺖﻫﺎ  ﭼﻮﻧﺎ‪ ,‬ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﮔﺬﺷﺘﻪ  ﻫﺮ ﻫﻨﺠﺎﺷﻜﻨﻲ ‬ ‫ﭼﻮﻧﺎ‪ ,‬ﻫﺎﺳﺎ‪ $‬ﻣﻌﺮﻓﻲ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻣﺎ ﭼﻮ‪ ,‬ﺑﺎ ﻣﻌﻴﺎﻫﺎ‪ $‬ﻏﻴﺮﻣﻮﻛﺮﺗﻴﻚ  ﻣﺪﻧﻴﺘﻪ ﻧﺘﻘﺎ‬ ‫ﺷﺪ< ﺳﺖ‪ ،‬ﻏﺮ‪ Z‬ﻧﺒﺎﻳﺪ ‪  ,J‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻮﺷﻮ‪ l‬ﺟﺪ‪ $‬ﺗﻔﻜﺮ ﻛﻨﺎ‬ ‫ﺑﮕﺬ‪.‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ< ﺑﺮ‪ $‬ﻧﺠﺎ ﻣﺪﻧﻴﺘﻪ ﺑﺎﻳﺪ  ‪ ,J‬ﻧﺘﻘﺎ ﻛﺮ‪.‬‬ ‫ﺑﺎﻳﺪ ﺑﻪ ﺷﺮﻳﻂ ﻳﻚ ﻧﻮﻳﺶ ﻧﺪﻳﺸﻴﺪ  ﻗﺒﻞ  ﻫﺮ ﭼﻴﺰ ﺑﻪ ﺧﺎﻃﺮ‬ ‫ﺷﺖ ﻛﻪ ﻋﻈﻤﺖ ﻓﺮﻫﻨﮓﻫﺎ  ﺗﻤﺪ‪,‬ﻫﺎ ﺗﻨﻬﺎ ﺑﻪ ﻗﺪ ﻗﺘﺼﺎ‪$‬‬ ‫ﺑﺴﺘﮕﻲ ﻧﺪ‪ .‬ﭼﻪ  ﻏﻴﺮﻳﻦ ﺻﻮ‪ ،‬ﺗﻨﻬﺎ ﺑﺎﻳﻦ ﻣﻌﻴﺎ‪،‬ﻳﺎﻻ‬ ‫ﻣﺘﺤﺪ< ﻓﺮﻫﻨﮓ ﻣﺴﻠﻂ ﻣﻲﺷﺪ‪ .‬ﮔﺮﻳﺎﻻ ﻣﺘﺤﺪ< ﻳﻚ ﺑﺮﻗﺪ‬ ‫ﻗﺘﺼﺎ‪  $‬ﻓﻨﻲ ﺳﺖ‪ ،‬ﻓﺮﻫﻨﮓ‪ I‬ﻫﺮ ﻧﺪ< ﻫﻢ ﻛﻪ ﻧﻔﻮ‪ s‬ﺷﺘﻪ‬ ‫ﺑﺎﺷﺪ‪ ،‬ﻳﻚ ﺑﺮﻗﺪ ﻓﺮﻫﻨﮕﻲ ﻧﻴﺴﺖ‪ ،‬ﺣﺘﻲ ﺑﺮﻋﻜﺲ ﺳﺖ‪ .‬ﻫﺮ ﻗﺪ‬ ‫ﻗﺘﺼﺎ ﻗﺪﺗﻤﻨﺪﺗﺮ ﺑﺎﺷﺪ ﺑﺎﻳﺪ ﺳﺎﻳﺮ ﻣﻌﻴﺎﻫﺎ  ﺣﻔﻆ ﻛﺮ‪ .‬ﺟﻬﺎﻧﻲ‬ ‫ﺳﺎ‪$‬ﻳﺠﺎ‪ Z‬ﻣﻲﻛﻨﺪ ﻛﻪ  ﻗﺘﺼﺎ ﺑﺎ‪  $‬ﺗﻜﻨﻴﻚ ﺑﺎ‪ $‬ﺣﺎﻛﻢ‬ ‫ﺑﺮ ﻓﻀﺎ‪ $‬ﻓﻜﺮ‪ $‬ﺟﺎﻣﻌﻪ ﺑﻪ ﻳﮋ< ﺑﺮ‪ $‬ﻓﺮﻫﻨﮓ ﺟﺘﻨﺎ‪ Z‬ﻛﺮ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺑﺮ‪ n $‬ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﻳﮕﺮ ﺗﻼ‪ I‬ﻛﺮ‪ ،‬ﺑﺎﻳﺪ ‬ ‫ﻏﺮ‪-Z‬ﮔﺮﻳﻲ ﻣﺴﻠﻂ   ﺧﻴﺎ ﻫﻜﺪ< ﺟﻬﺎﻧﻲ ﺧﺎ‪ z‬ﺷﺪ  ﺑﺎﻳﺪ ﺑﻪ‬ ‫ﺗﻮﻫﻤﻲﻛﻪ ﻣﺪﻧﻴﺘﻪ ﻟﻘﺎ ﻣﻲﻛﻨﺪ ﺗﻨﻬﺎ ﻳﻚ ﺷﻴﻮ… ﻫﺴﺘﻲ  ﻧﻴﺎ ﺑﺮﺗﺮ‬ ‫ ﺑﻘﻴﻪ ﺳﺖ‪ ،‬ﭘﺎﻳﺎ‪ . ,‬ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺳﺎﻳﺮ ﺑﻌﺎ ﺻﻠﻲ ﻓﺮﻫﻨﮓ‬ ‫ﻳﻌﻨﻲ ﻓﺮﻫﻨﮓ ﻋﻠﻤﻲ ﻓﻨﻲ   ﻧﻮ ﺑﺮﺳﻲ ﻛﺮ‪ .‬ﺑﺮﺷﺖ ﻏﺮﺑﻲ ‬ ‫‪ ,J‬ﺧﻴﻠﻲ ﺗﻨﮓﻧﻈﺮﻧﻪ ﺳﺖ‪ ،‬ﺣﺘﻲ ﮔﺮﻳﻦ ﺑﺮﺷﺖ‪ ،‬ﺗﻨﻬﺎ ﺑﺮﺷﺖ‬ ‫ﻣﺴﻠﻂ  ﺟﻬﺎ‪ ,‬ﺑﺎﺷﺪ  ﺣﺘﻲ ﮔﺮ ﻫﻤﺔ ﻛﺸﻮﻫﺎ‪ ،‬ﺑﺦ ﺣﻖ ﺑﻪ ‪,J‬‬ ‫ﭘﻴﻮﺳﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﻣﺎﻳﻦ ﺑﺮﺷﺖ ﻣﺴﻠﻂ ﮔﺮﻳﺶ  ﻛﻪ ﺧﻮ‪ I‬‬ ‫ﻣﻌﻴﺎ ﭘﺎﻳﻪ ﺑﺮ‪ $‬ﺗﺒﻪﺑﻨﺪ‪ $‬ﺳﺎﻳﺮ ﻣﺪﻟﻬﺎ‪ $‬ﻣﻮﺟﻮ ﻣﻼﺣﻈﻪ ﻛﻨﺪ‪،‬‬ ‫ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﺎ ﭘﺎ‪ n‬ﻧﻔﻮﻣﺎﺗﻴﻚ ﻳﻚ ﻛﺸﻮ  ﻣﻌﻴﺎ ﺳﻄﺢ‬ ‫ﻓﺮﻫﻨﮕﻲ‪ I‬ﺑﺪﻧﺪ‪.‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ< ﻫﻮﻳﺖ ﻓﺮﻫﻨﮓ  ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﺑﻪ‬ ‫ﻋﻨﻮ‪  ,‬ﺳﻴﺎﺳﻲ ﺑﻪ ﻋﻴﺖ ﺷﻨﺎﺧﺘﻪ ﻧﺨﻮﻫﺪ ﺷﺪ‪ ،‬ﻣﮕﺮﻳﻦ ﻛﻪﻳﻦ‬ ‫ﻣﺴﺎﺋﻞ  ﻓﻀﺎ‪ $‬ﻋﻤﻮﻣﻲﺑﺤﺚ ﺷﺪ< ﺑﺎﺷﻨﺪ‪ .‬ﻣﺎ ﻫﻨﻮ ﻓﻀﺎ‪$‬‬ ‫ﻋﻤﻮﻣﻲﺑﻴﻦﻟﻤﻠﻠﻲ ﺟﻮ ﻧﺪ  ﺗﺎ ﻣﺪﻫﺎ ﻫﻢ ﺟﻮ ﻧﺨﻮﻫﺪ‬ ‫ﺷﺖ‪ ،‬ﺑﻪ ﻧﻈﺮ ﻣﻮﻟﻒ ﺑﻪ ﻟﻴﻞ ﻧﺒﻮ ﭼﻨﻴﻦ ﻓﻀﺎﻳﻲ‪ ،‬ﻻ‪ T‬ﺳﺖ‬ ‫ﻛﻪﻳﻦ ﻣﺴﺎﺋﻞ  ﺑﻄﻦ ﻟﺖ‪ -‬ﻣﻠﺖﻫﺎ ﻣﻮﺿﻮ‪ l‬ﺑﺤﺚ  ﮔﻔﺘﮕﻮ‬

‫ﺟﻬﺎﻧﻲﺳﺎ‪/ =2‬ﻳﮕﺮ‬

‫ﻗﺮ ﮔﻴﺮﻧﺪ  ﺑﻪ ‪ $J‬ﻋﻤﻮﻣﻲﮔﺬﺷﺘﻪ ﺷﻮﻧﺪ ﻛﻪ ﺳﻴﻠﻪ‪ $-‬ﺑﺮ‪$‬‬ ‫ﻋﺘﻤﺎ ﻛﺮ‪ ,‬ﺑﻪ ﻧﺘﺨﺎ‪Z‬ﻫﺎ‪ $‬ﺷﻬﺮﻧﺪ‪J  ,‬ﮔﺎﻫﻲ ﺑﻪ ﻇﺮﻓﻴﺖ‬ ‫ﻓﺮﻫﻨﮕﻲﺷﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ<  ﻧﺘﻬﺎ‪$‬ﻳﻦ ﻓﺼﻞ  ﻳﻮﻧﺴﻜﻮ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻧﻬﺎ‬ ‫ﺳﺎﺳﻲ ﻧﺎ‪ T‬ﻣﻲﺑﺮ‪ ،‬ﻣﺎ ﻣﻌﺘﻘﺪ ﺳﺖ ﺗﻮﻧﻤﻨﺪ‪$‬ﻫﺎ‪$‬ﻳﻦ ﻧﻬﺎ ‬ ‫ﻣﺪﻳﺮﻳﺖ ﭘﺮ ﺗﻨﺎﻗﺾ ﻣﻨﻄﻖﻫﺎﻳﻲ ﻛﻪ ‪  ,J‬ﺗﺸﻜﻴﻞ ﻣﻲﻫﻨﺪ‪ ،‬ﺑﻪ‬ ‫ﺗﺤﻠﻴﻞ ﻓﺘﻪ ﺳﺖ‪ .‬ﻳﻮﻧﺴﻜﻮ ﺑﻪ ﺟﺎ‪J $‬ﻧﻜﻪ ﻧﺨﺴﺘﻴﻦ ﻧﻬﺎ‪ $‬ﺑﺎﺷﺪ ﻛﻪ‬ ‫ﺑﺎ… ﻫﻤﻴﺖ ﺣﻴﺎﺗﻲ ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ  ﺻﻠﺢ  ﺟﻨﮓ ﻓﺮ‬ ‫ﻫﺸﺪ ﻫﺪ‪ ،‬ﺑﺮﻋﻜﺲ ﺑﻪ ﻳﻚ ﻣﺮﺟﻊ ﻋﺎﻟﻲ "ﻓﺮﻫﻨﮓ ﺑﻲ ﺧﺎﺻﻴﺖ"‬ ‫ﺗﺒﺪﻳﻞ ﺷﺪ< ﺳﺖ‪  .‬ﺣﺎﻟﻲ ﻛﻪ ﻣﺴﺎﻳﻞ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮓ ﺧﻴﻢﺗﺮ‬ ‫ﻣﻲﺷﻮ‪ ،‬ﻳﻮﻧﺴﻜﻮ ﺧﻮ  ﻛﻨﺎﻣﻲﻛﺸﺪ‪ ،‬ﺑﻪ ﺟﺎ‪J $‬ﻧﻜﻪ ﻣﺤﻠﻲ ﺑﺎﺷﺪ‬ ‫ﺑﺮ‪ $‬ﮔﻔﺘﮕﻮ ﺑﺎ<ﻳﻦ ﻣﺴﺌﻠﻪ ﺣﻴﺎﺗﻲ ﺑﺮ‪ $‬ﺻﻠﺢ ‪J‬ﻳﻨﺪ<‪ ،‬ﺑﻪ ﺟﺎ‪$‬‬ ‫‪J‬ﻧﻜﻪ ﺗﻨﻬﺎ ﻓﻀﺎ‪ $‬ﺳﻴﺎﺳﻲ ﺟﻬﺎﻧﻲ ﺑﺎﺷﺪ ﻛﻪ ‪J‬ﻧﺠﺎ ﻫﻤﺔ ﻧﻤﺎﻳﻨﺪﮔﺎ‪,‬‬ ‫ﻧﻴﺎ ﺑﺘﻮﻧﻨﺪ ﮔﻔﺘﮕﻮ  ﺗﺒﺎ ﻧﻈﺮ ﻛﻨﻨﺪ‪ ،‬ﻣﺤﻠﻲ ﺳﺖ ﺑﺮ‪ $‬ﺗﻼﻗﻲ‬

‫ﻫﻤﺔ ﻣﺤﺎﻓﻈﻪﻛﺎ‪$‬ﻫﺎ‪ $‬ﻧﻴﺎ‪  .‬ﻧﺸﺴﺖﻫﺎ‪ $‬ﻳﻮﻧﺴﻜﻮ ﻫﻤﻪ ﮔﻔﺘﺎﻫﺎ‬ ‫ﺳﻴﺎﺳﺖ ﻳﻲ ﺷﺪ<  ﭘﻴﺶ ﭘﺎ ﻓﺘﺎ<ﻧﺪ‪ ،‬ﻧﮕﺎ‪  $‬ﻫﻢ ﺟﻤﻊ‬ ‫ﺷﺪ<ﻧﺪ ﻛﻪ ﻓﻘﻂ ﺣﺮ‪u‬ﻫﺎ‪ $‬ﺧﻮﺷﺎﻳﻨﺪ ﺑﺰﻧﻨﺪ‪  ،‬ﺣﺎﻟﻲ ﻛﻪ ﻣﻮﺿﻮ‪l‬‬ ‫ﺻﺤﺒﺖ ﻛﺮﻣﺖ ﻣﻴﻠﻴﺎﻫﺎ ﻧﺴﺎ‪ ,‬ﻣﺤﺮ‪ T‬ﺳﺖ‪.‬‬ ‫ ﻓﺼﻞ ﺳﻮ‪ T‬ﺑﻪ ﺑﺤﺚ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﭘﺮﺧﺘﻪ ﺷﺪ< ‬ ‫ ﺗﻌﺮﻳﻒ ‪ ,J‬ﺷﺎ< ﺷﺪ< ﻛﻪ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﻳﻌﻨﻲ ﺑﻪ ﺳﻤﻴﺖ‬ ‫ﺷﻨﺎﺧﺘﻦﻳﻦ ﺣﻜﻢ ﻛﻪ ﭼﻴﺰ‪ $‬ﺑﻪ ﻧﺎ‪ T‬ﻓﺮﻫﻨﮓ ﺟﻬﺎﻧﻲ ﺟﻮ ﻧﺪ‪.‬‬ ‫ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﻣﺒﺘﻨﻲ ﺑﺮ  ﺻﻞ ﺳﺖ‪:‬ﻳﺪ<‪ $‬ﻛﻪ ﺑﻪ ﻣﻮﺟﺐ‬ ‫‪ ,J‬ﻓﺮﻫﻨﮓﻫﺎ ﺑﺮﺑﺮ ﻫﺴﺘﻨﺪ  ﻣﻴﺎﻧﺸﺎ‪ ,‬ﻧﻤﻲﺗﻮ‪ ,‬ﺳﻠﺴﻠﻪ ﻣﺮﺗﺐ‬ ‫ﺑﺮﻗﺮ ﻛﺮ  ﺑﻪ ﺳﻤﻴﺖ ﺷﻨﺎﺧﺘﻦ ‪ T‬ﮔﺮﻓﺘﻦ ﻣﺘﻘﺎﺑﻞ ﺑﻪ ﻋﻨﻮ‪,‬‬ ‫ﻓﺮﻳﻨﺪ ﭘﺎﻳﺪ ﮔﻔﺘﮕﻮ ﻣﻴﺎ‪ ,‬ﻓﺮﻫﻨﮓﻫﺎ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ<  ﻣﻪ ﺑﻪ ﺟﺎﺑﺠﺎﻳﻲ ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﺳﺘﻘﻼ ﺳﻴﺎﺳﻲ‬ ‫ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﺷﺎ< ﻣﻲﻛﻨﺪ‪ $ .‬ﻣﻌﺘﻘﺪ ﺳﺖ  ﻗﺮ‪ ,‬ﺑﻴﺴﺘﻢ‪،‬‬ ‫ﺳﺘﻌﻤﺎﻳﻲ‪ ،‬ﭘﺮﺳﻤﺎ‪ ,‬ﺳﻴﺎﺳﻲ ﻓﺮﻫﻨﮓ  ﺗﺤﺖﻟﺸﻌﺎ‪ l‬ﻗﺮ <‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺑﻮ‪  .‬ﻗﺮ‪ ,‬ﺑﻴﺴﺖ  ﻳﻜﻢ ﺑﺎ ﺟﻬﺎﻧﻲ ﺳﺎ‪ ،$‬ﺟﺮﻳﺎ‪ ,‬ﻣﻌﻜﻮ‪ W‬ﺳﺖ‪.‬‬ ‫ﺑﺮ‪ $‬ﺑﺴﻴﺎ‪  $‬ﻛﺸﻮﻫﺎ‪ $‬ﻓﻘﻴﺮ ﺳﺘﻘﻼ ﺳﻴﺎﺳﻲ  ﺑﺮﺑﺮ ﺟﻬﺎﻧﻲ‬ ‫ﺳﺎ‪ $‬ﻗﺘﺼﺎ‪ $‬ﻧﺎﺗﻮ‪ ,‬ﺳﺖ‪.‬ﻳﻦ ﺳﺨﻦ ﺑﻪ ﻣﻌﻨﻲ ﺗﻨﺰ ﺳﺘﻘﻼ‬ ‫ﺳﻴﺎﺳﻲ ﺑﻪ ﻣﻘﺎ‪ T T‬ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﺑﻬﺎﻳﻦ ﻣﻌﻨﻲ ﺳﺖ ﻛﻪ ﺑﺪ‪,‬‬ ‫ﺣﺘﺮ‪ T‬ﺑﻪ ﻫﻮﻳﺖﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺳﺘﻘﻼ ﺳﻴﺎﺳﻲ ﺿﻌﻴﻒ ﺳﺖ‪.‬‬ ‫ﻏﻠﺐ ﺣﺘﺮ‪ T‬ﺑﻪ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﻋﺎﻣﻞ ﺻﻠﻲ ﺣﻔﻆ ﺳﺘﻘﻼ ﺳﺖ‪.‬‬ ‫ﮔﺮﮔﻮﻧﻲ ﻫﻤﻴﻦ ﺳﺖ‪ :‬ﺟﺎﺑﺠﺎﻳﻲ ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﺳﺘﻘﻼ ﺳﻴﺎﺳﻲ ‬ ‫ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ‪ ,J‬ﺻﻮﺗﻲ ﻛﻪ ﺗﺎﻛﻨﻮ‪ ,‬ﻣﻄﺮ} ﺑﻮ< ﺳﺖ‪.‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ< ﺳﺎﻣﺎ‪ ,‬ﻣﻠﻞ ﻣﺘﺤﺪ‪ ،‬ﺳﺎﻣﺎ‪ ,‬ﺟﻬﺎﻧﻲ‬ ‫ﺗﺠﺎ‪ ،‬ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﻏﻴﺮﻟﺘﻲ  ﺣﺘﻲ ﻳﻮﻧﺴﻜﻮ ﺑﺮ‪ $‬ﺑﺮﺳﻲ‬ ‫ﻣﺴﺌﻠﻪ ﭼﻨﺪﮔﺎﻧﮕﻲ ﻓﺮﻫﻨﮕﻲ ﻛﺎﻓﻲ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﻣﻴﺎ‪ ,‬ﻣﻨﻄﻖ‬ ‫ﻧﻬﺎﻫﺎ‪ $‬ﺑﻴﻦﻟﻤﻠﻠﻲ ﺑﺎﻳﺪ ﻳﻚ ﺳﻄﺢ ﺣﻴﺎﺗﻲﻳﺠﺎ ﻛﺮ ﻛﻪ  ‪J‬ﻧﺠﺎ‬ ‫ﻫﻤﺒﺴﺘﮕﻲﻫﺎ‪ $‬ﻣﻨﻄﻘﻪ‪ ،$‬ﺑﺎ‪,‬ﻫﺎ‪ ،‬ﺗﺎﻳﺦ‪-‬ﻫﺎ  ﺳﻨﺖﻫﺎ ﻓﺮﺻﺖ‬ ‫ﺑﺮ ﺟﻮ ﭘﻴﺪ ﻛﻨﻨﺪ‪ .‬ﻣﺎ ﺑﺮ‪J $‬ﻧﻜﻪﻳﻦ ﺣﻠﻘﻪ ﻣﻴﺎﻧﻲ ﻣﺤﻠﻲ ﺑﺮ‪$‬‬ ‫ﻃﺮ} ﻋﺎﻫﺎ‪ $‬ﻣﻠﻲﮔﺮﻳﺎﻧﺔ ﻓﺮﻫﻨﮕﻲ ﻳﺎ ﻇﻬﻮ ﻋﻮﻣﻞ ﻗﺪﻳﻤﻲﺧﺸﻮﻧﺖ‬ ‫ﻧﺸﻮ‪ ،‬ﺑﺎﻳﺪ ﻗﺖ ﻛﺮ ﻛﻪﻳﻦ ﻣﻬﻔﻮ‪ T‬ﻫﻨﺠﺎ‪ $‬ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ‬ ‫ﺷﺎﻧﻪ ﺑﻪ ﺷﺎﻧﻪ ﭘﺮژ… ﻣﻜﺮﺗﻴﻚ ﭘﻴﺶ ﺑﺮ‪ .‬ﻫﺮ ﭼﻪ ﺟﻬﺎﻧﻲ ﺳﺎ‪$‬‬ ‫ﮔﺴﺘﺮ‪ I‬ﻣﻲﻳﺎﺑﺪ‪ ،‬ﺑﺎﻳﺪ ﻧﻬﺎﻫﺎ‪ $‬ﻣﻴﺎﻧﻪ  ﻧﻘﺶ ﻟﺖ‪-‬ﻣﻠﺖﻫﺎ ‬ ‫ﺗﻘﻮﻳﺖ ﻛﺮ ﻛﻪﻳﻦﻫﺎ  ﭼﺎﭼﻮ‪ Z‬ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﺷﺮ‪ t‬ﺣﻔﻆ‬ ‫ﻫﻮﻳﺖ‪-‬ﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﮔﺮ ﻫﻮﻳﺖﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﻣﻠﻲ ﻃﻲ  ﻗﺮ‪ ,‬ﺧﻴﺮ ﻋﺎﻣﻞ ﺻﻠﻲ‬ ‫ﺟﻨﮓﻫﺎ ﺑﻮ<ﻧﺪ‪ ،‬ﻣﺴﺌﻠﺔ ﻣﺮ ﻗﻴﻘﺎ ﺑﺮﻋﻜﺲ ﺳﺖ‪ .‬ﺟﻮ ﺳﻄﺢ‬ ‫ﻟﺖﻫﺎ  ﻋﻴﻦ ﺣﺎ ﺑﺮ‪ $‬ﺣﻔﻆ ﻫﻮﻳﺖﻫﺎ‪ ،‬ﺳﺎﻣﺎﻧﺪﻫﻲ ﮔﻔﺘﮕﻮ‪$‬‬ ‫ﻓﺮﻫﻨﮓﻫﺎ  ﻧﻈﺎ ﺑﺮ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺗﺒﺎﻃﺎ ﺟﺘﻨﺎ‪ Z‬ﻧﺎﭘﺬﻳﺮ‬ ‫ﺳﺖ‪ .‬ﺳﻄﺢ ﻣﻴﺎﻧﻲ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﻛﻪ ﺑﺎﻳﺪ ﺳﺎﺧﺘﻪ ﺷﻮﻳﺠﺎ‪Z‬‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﻫﻤﺰﻣﺎ‪ ,‬ﻫﻤﺔ ﻻﻳﻪﻫﺎ‪-$‬ﺗﺎﻳﺨﻲ‪ ،‬ﻓﺮﻫﻨﮕﻲ  ﻧﻬﺎ‪-$‬‬ ‫ﻟﺖ‪ -‬ﻣﻠﺖﻫﺎ ﺗﻘﻮﻳﺖ ﺷﻮﻧﺪ‪  .‬ﺳﻄﺢ ﭼﻨﺪ ﻓﺮﻫﻨﮕﻲ ﺑﺪ‪,‬‬ ‫ﺟﻮ ﭘﻴﺸﻴﻦ ﻳﮕﺎﻧﮕﻲ ]ﻓﺮﻫﻨﮕﻲ[ ﻛﻪ ﻟﺖ ﺗﻀﻤﻴﻦ ﻛﺮ< ﺑﺎﺷﺪ‪،‬‬ ‫ﻫﻤﺒﺴﺘﮕﻲ ﻣﻤﻜﻦ ﺟﻮ ﻧﺪ‪ .‬ﮔﺮ ﻧﻈﺎ ﻟﺖ‪ -‬ﻣﻠﺖﻫﺎ ‪-‬ﻫﺮ‬ ‫ﻗﺪ ﻫﻢ ﻧﺎﻗﺺ  ﺧﻮ ‪ -$‬ﭘﺎﻳﺪ ﻧﺒﻮﻧﺪ‪ ،‬ﺑﻲﺛﺒﺎﺗﻲﻫﺎﻳﻲ ﻛﻪ ﺟﻬﺎﻧﻲ‬ ‫ﺳﺎ‪$‬ﻳﺠﺎ ﻛﺮ< ﺳﺖ ﺑﻪ ﻣﺮﺗﺐ ﺷﺪﻳﺪﺗﺮ ﻳﻦ ﻣﻲﺷﺪﻧﺪ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ<  ﻣﺔ ﺑﺤﺚ ﭘﻴﺸﻨﻬﺎﻫﺎ‪ $‬ﻣﺘﻌﺪ‪ $‬ﺟﻬﺖ‬ ‫ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﺋﻪ < ﺳﺖ‪ .‬ﭘﻴﺸﻨﻬﺎ  ﭼﻨﺪﮔﺎﻧﮕﻲ‬ ‫ﺑﺎ‪,‬ﻫﺎ ﺳﺖ‪ .‬ﻧﻮﻳﺴﻨﺪ< ﻣﻌﺘﻘﺪ ﺳﺖ ﺑﺮ‪$‬ﻳﻦ ﻛﺎ ﺑﺎﻳﺪ ﻫﻤﻪﺟﺎ‬ ‫ﺑﺎ‪,‬ﻫﺎ‪ $‬ﻣﻠﻲ‪ ،‬ﺑﺎ‪,‬ﻫﺎ‪ $‬ﺑﻮﻣﻲ ﻟﻬﺠﻪﻫﺎ  ﺣﻔﻆ ﻛﺮ‪.‬ﻳﻦ ﻇﻴﻔﺔ‬ ‫ﻣﺪ‪  W‬ﺳﺎﻧﻪﻫﺎ ﺳﺖ‪ .‬ﮔﺮ ﻫﻤﻪ ﻣﺮ‪ T‬ﺑﻪ ﻧﮕﻠﻴﺴﻲ ﺣﺮ‪ u‬ﺑﺰﻧﻨﺪ‪،‬‬ ‫ﭼﻴﺰ‪ $‬ﺑﻪ ﻧﺎ‪ T‬ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﺟﻮ ﻧﺨﻮﻫﺪ ﺷﺖ‪ .‬ﺑﺪ‪,‬‬ ‫ﺑﺎ‪ ,‬ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﺟﻮ ﻧﺪ‪ .‬ﺑﺎ‪ ,‬ﻳﻌﻨﻲ ﻫﻮﻳﺖ‪ .‬ﻫﻴﭻ ﻫﻮﻳﺖ‬ ‫ﻓﺮﻫﻨﮕﻲ ﺑﺪ‪ ,‬ﺣﺘﺮ‪ T‬ﺑﻪ ﻫﻮﻳﺖﻫﺎ‪ $‬ﺑﺎﻧﻲ ﺟﻮ ﻧﺪ‪ .‬ﮔﺮ ﻣﺮ‬ ‫ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﮔﺴﺘﺮ<ﺗﺮ  ﻫﻮﻳﺖ ﺑﺎﻧﻲ ﺳﺖ‪ ،‬ﻣﺎ ﺑﺪ‪ ,‬ﻫﻮﻳﺖ‬

‫ﺑﺎﻧﻲ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ﺟﻮ ﻧﺪ‪.‬‬ ‫ﭘﻴﺸﻨﻬﺎ ‪ T‬ﭼﻨﺪﮔﺎﻧﮕﻲ ﺳﺎﻧﻪ‪ $‬ﺳﺖ‪  .‬ﺟﻨﮓ ﻃﻼﻋﺎ‬ ‫ﺟﻬﺎﻧﻲ  ﺷﺮ‪ t‬ﺑﺮ‪ $‬ﺣﻔﻆ ﭼﻨﺪﮔﺎﻧﮕﻲ ﻓﺮﻫﻨﮕﻲ ﺳﺎﺳﻲ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺟﻮ ﺳﺎﻧﻪﻫﺎ‪ $‬ﻣﻠﻲ ﻧﻴﺮﻣﻨﺪ ﺑﺮ‪ $‬ﻣﻄﺒﻮﻋﺎ ﻧﻮﺷﺘﺎ‪ ،$‬ﻳﻮ‪،‬‬ ‫ﺗﻠﻮﻳﺰﻳﻮ‪  ,‬ﺑﻪ ﻃﻮ ﻛﻠﻲ ﺑﺮ‪ $‬ﺻﻨﺎﻳﻊ ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ ﺑﺎ‬ ‫ﺳﻴﻨﻤﺎ‪ ،‬ﺗﺌﺎﺗﺮ  ﻣﻮﺳﻴﻘﻲ‪ .‬ﺳﭙﺲ ﺑﺎﻳﺴﺘﻲ ﺷﺒﻜﻪﻫﺎ‪ $‬ﻃﻼ‪l‬ﺳﺎﻧﻲ‬ ‫ﺟﻬﺎﻧﻲﻳﺠﺎ ﻛﺮ ﺗﺎ ﻧﺤﺼﺎ ‪ Fax  CNN‬ﻛﻪ ﺷﺒﻜﻪﻫﺎ‪ $‬ﻣﺮﻳﻜﺎﻳﻲ‬ ‫ﻫﺴﺘﻨﺪ‪ ،‬ﺷﻜﺴﺘﻪ ﺷﻮ‪  .‬ﻛﻨﺎﻳﻦ ﺷﺒﻜﻪ‪-‬ﻫﺎ ﺑﺎﻳﺪ ﺷﺒﻜﻪ ﻧﻴﻮ‬ ‫)‪  (Euronews‬ﻛﻪ  ﺳﺎﺧﺖﻫﻲ ﺑﻪ ﻓﻀﺎ‪ $‬ﻋﻤﻮﻣﻲﭘﺎﻳﻲ‬ ‫ﻧﻘﺶ ﺳﺎﺳﻲﻳﻔﺎ ﻣﻲﻛﻨﺪ  ﺗﻘﻮﻳﺖ ﻛﺮ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﺑﺮ‪ $‬ﺻﻴﺎﻧﺖ ‬ ‫ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮕﻲ ﻻ‪ T‬ﺳﺖ ﻛﻪ ﻧﺤﺼﺎ ﻃﻼ‪l‬ﺳﺎﻧﻲ ﺟﻬﺎﻧﻲ ‬ ‫ﺳﺖ ﻏﺮﺑﻲﻫﺎ ﻧﺒﺎﺷﺪ‪ .‬ﺑﺮ‪J $‬ﻧﻜﻪ ﻳﺪﮔﺎﻫﻬﺎ‪ $‬ﭼﻨﺪﮔﺎﻧﻪ ﻫﻤﺰﻳﺴﺘﻲ‬ ‫ﻛﻨﻨﺪ ﺑﻪ ﺣﺪﻗﻠﻲ ﻗﺎﺑﺖ ﻧﻴﺎ ﺳﺖ‪.‬‬

‫ﮔﺮ ﻫﻮﻳﺖﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ‬ ‫ﻣﻠﻲ ﻃﻲ  ﻗﺮ‪ ,‬ﺧﻴﺮ ﻋﺎﻣﻞ‬ ‫ﺻﻠﻲ ﺟﻨﮓﻫﺎ ﺑﻮ<ﻧﺪ‪ ،‬ﻣﺴﺌﻠﺔ‬ ‫ﻣﺮ ﻗﻴﻘﺎ ﺑﺮﻋﻜﺲ ﺳﺖ‪.‬‬ ‫ﺟﻮ ﺳﻄﺢ ﻟﺖﻫﺎ  ﻋﻴﻦ‬ ‫ﺣﺎ ﺑﺮ‪ $‬ﺣﻔﻆ ﻫﻮﻳﺖﻫﺎ‪،‬‬ ‫ﺳﺎﻣﺎﻧﺪﻫﻲ ﮔﻔﺘﮕﻮ‪ $‬ﻓﺮﻫﻨﮓﻫﺎ‬ ‫ ﻧﻈﺎ ﺑﺮ ﺟﻬﺎﻧﻲ ﺳﺎ‪$‬‬ ‫ﺗﺒﺎﻃﺎ ﺟﺘﻨﺎ‪ Z‬ﻧﺎﭘﺬﻳﺮ ﺳﺖ‪.‬‬ ‫ﺳﻄﺢ ﻣﻴﺎﻧﻲ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ‬ ‫ﻛﻪ ﺑﺎﻳﺪ ﺳﺎﺧﺘﻪ ﺷﻮﻳﺠﺎ‪Z‬‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﻫﻤﺰﻣﺎ‪ ,‬ﻫﻤﺔ‬ ‫ﻻﻳﻪﻫﺎ‪-$‬ﺗﺎﻳﺨﻲ‪ ،‬ﻓﺮﻫﻨﮕﻲ‬ ‫ ﻧﻬﺎ‪ -$‬ﻟﺖ‪ -‬ﻣﻠﺖﻫﺎ‬ ‫ﺗﻘﻮﻳﺖ ﺷﻮﻧﺪ‪  .‬ﺳﻄﺢ ﭼﻨﺪ‬ ‫ﻓﺮﻫﻨﮕﻲ ﺑﺪ‪ ,‬ﺟﻮ ﭘﻴﺸﻴﻦ‬ ‫ﻳﮕﺎﻧﮕﻲ ]ﻓﺮﻫﻨﮕﻲ[ ﻛﻪ ﻟﺖ‬ ‫ﺗﻀﻤﻴﻦ ﻛﺮ< ﺑﺎﺷﺪ‪ ،‬ﻫﻤﺒﺴﺘﮕﻲ‬ ‫ﻣﻤﻜﻦ ﺟﻮ ﻧﺪ‪ .‬ﮔﺮ ﻧﻈﺎ‬ ‫ﻟﺖ‪ -‬ﻣﻠﺖﻫﺎ ‪-‬ﻫﺮ ﻗﺪ ﻫﻢ‬ ‫ﻧﺎﻗﺺ  ﺧﻮ ‪ -$‬ﭘﺎﻳﺪ‬ ‫ﻧﺒﻮﻧﺪ‪ ،‬ﺑﻲﺛﺒﺎﺗﻲﻫﺎﻳﻲ ﻛﻪ ﺟﻬﺎﻧﻲ‬ ‫ﺳﺎ‪$‬ﻳﺠﺎ ﻛﺮ< ﺳﺖ ﺑﻪ‬ ‫ﻣﺮﺗﺐ ﺷﺪﻳﺪﺗﺮ ﻳﻦ ﻣﻲﺷﺪﻧﺪ‪.‬‬

‫ﺟﻬﺎﻧﻲﺳﺎ‪/ =2‬ﻳﮕﺮ‬

‫ﭘﻴﺸﻨﻬﺎ ﺳﻮ‪ T‬ﻧﻮﻳﺴﻨﺪ< ﺑﺎﺧﻮﻧﻲ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮕﻲ  ﺣﻘﻮ‪p‬‬ ‫ﺑﺸﺮ ﺳﺖ‪ .‬ﺑﺮ‪J $‬ﻧﻜﻪ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮕﻲ ﺣﺴﺎﺳﺎ ﻣﻠﻲﮔﺮﻳﺎﻧﻪ‬ ‫ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ  ﭘﻴﺪ ﻧﻜﻨﺪ‪ ،‬ﺑﺎﻳﺪ ﺑﺎ ﺗﻔﻜﺮ ﺳﻴﺎﺳﻲ ﻣﻜﺮﺗﻴﻚ‬ ‫ﻣﻬﺎ ﺷﻮ‪.‬ﺑﻨﺎﺑﺮﻳﻦ ﺑﺎﻳﺪ ﻫﻤﻪ ﭼﻴﺰ ﺑﻪ ﻳﮋ< ﺗﺎﻳﺦ ﺑﻂ ﻣﻴﺎ‪ ,‬ﭘﺎ‬ ‫ ﺑﺎﻗﻲ ﻧﻴﺎ ﻣﻮﺿﻮ‪ l‬ﺑﺤﺚ ﻗﺮ ﮔﻴﺮ‪ ،‬ﻣﺎ ﺑﻪ ﺷﺮﻃﻲ ﻛﻪ  ‬ ‫ﺑﺎﻃﻞ ﻣﺤﺎﻛﻤﻪ ﺧﺎ‪ z‬ﺷﻮ‪  .‬ﻗﻊ ﺑﺎﻳﺪ  ﻣﻨﻄﻖ ﻣﺤﻜﻮﻣﻴﺖ ‬ ‫ﺗﻘﺎ‪ c‬ﭘﺲ ‪ ,‬ﺑﻴﺮ‪J ,‬ﻣﺪ ﺗﺎ ﺑﻪ ﮔﻔﺘﮕﻮ  ﺑﻂ ﺳﻴﺪ‪ .‬ﻣﻴﺎ‪,‬‬ ‫ﺳﻄﻠﻪﮔﺮ‪  ,‬ﺳﻠﻄﻪﭘﺬﻳﺮ‪ ,‬ﻳﺮ‪ ،‬ﺗﺎﻳﺦ ﻣﺸﺘﺮﻛﻲ ﺟﻮ  ﻛﻪ‬ ‫ﺑﺴﺘﮕﻲﻫﺎﻳﻲﻳﺠﺎ ﻣﻲﻛﻨﺪ‪ ،‬ﻣﺨﺼﻮﺻﺎ ﻗﺘﻲ ﻛﻪ ﻫﺮ ‪J $‬ﻧﻬﺎ ﻏﻠﺐ‬ ‫ﺑﻪ ‪I‬ﻫﺎ‪ $‬ﻣﻜﺮﺗﻴﻚ ﻳﻜﺴﺎﻧﻲ ﺑﺎ ﻧﺪ‪.‬‬ ‫ﭘﻴﺸﻨﻬﺎ ﭼﻬﺎ‪ T‬ﺑﻬﺎ ‪ ,‬ﺑﻪ ﺳﺘﺎ ﻣﻬﺎﺟﺮ ﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ‬ ‫ﻧﻮﻳﺴﻨﺪ< ﺗﻮﺳﻌﻪ  ﺗﻘﺎ‪ $‬ﺳﻄﺢ ﺷﻨﺎﺧﺖ ﺑﻬﺘﺮﻳﻦ ﺳﻴﻠﺔ ﺣﺴﺎ‪W‬‬ ‫ﻛﺮ‪ ,‬ﻣﺮ‪ T‬ﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﺎ ﺗﺮﻳﺞ ﺗﺎﻳﺦ ﻣﻬﺎﺟﺮ ‬ ‫ﭘﺎ ﺑﻪ ﻳﮋ<  ‪ 1918‬ﺑﺮ‪ $‬ﻗﺒﻮﻻﻧﺪ‪,‬ﻳﻦ ﻗﻌﻴﺖ ﻛﻪ ﻣﻬﺎﺟﺮ‬ ‫ﻧﻘﺶ ﺳﺎﻧﺪ<‪  $‬ﺗﻮﺳﻌﺔ ﻛﺸﻮﻫﺎ‪ $‬ﭘﺎﻳﻲﻳﻔﺎ ﻛﺮ< ﺳﺖ‪،‬‬ ‫ﺑﺴﻴﺎ ﺿﺮ‪ $‬ﺳﺖ‪ .‬ﮔﺮ ﭘﺎ ﺑﺎ ﻓﺮﺗﻨﻲ  ﺳﺮﻓﺮ‪ $‬ﻳﻨﻲ  ﺑﻪ‬ ‫ﺳﻤﻴﺖ ﻣﻲﺷﻨﺎﺧﺖ ﻛﻪ  ﮔﺬﺷﺘﻪﻫﺎ‪   $‬ﺣﻖ ﻣﻬﺎﺟﺮ‪، ,‬‬ ‫ﮔﻔﺘﺎﻫﺎ‪] $‬ﻧﮋﭘﺮﺳﺘﺎﻧﻪ[ ﺳﺖﻫﺎ‪ $‬ﻓﺮﻃﻲ  ﺳﻲ ﺳﺎ ﺧﻴﺮ ژﻓﺎ‬ ‫ ﭘﻬﻨﺎ‪ $‬ﻣﺮ‪  I‬ﻧﻤﻲﺷﺖ‪.‬‬ ‫ﭘﻴﺸﻨﻬﺎ ﻳﮕﺮ ﻧﻮﻳﺴﻨﺪ< ‪ ,‬ﺣﻖ ‪ $‬ﺑﻪ ﻣﻬﺎﺟﺮ‪ ,‬ﺳﺖ‪, .‬‬ ‫ﺣﻖ ‪  $‬ﺳﻄﺢ ﻣﺤﻠﻲ ﺑﻪ ﺟﻤﻌﻴﺖ ﻣﻬﺎﺟﺮ‪ ,‬ﻛﻪ ﻏﻠﺐ ﻃﻲ ﭼﻨﺪ‬ ‫ﻧﺴﻞ ﻣﺴﺘﻘﻴﻤﺎ  ﺗﻮﻟﻴﺪ ﺛﺮ ﻣﻠﻲ ﺳﻬﻴﻢ ﺑﻮ<ﻧﺪ‪ ،‬ﺿﺮﺗﻲ ﺑﻲﻗﻴﺪ‬ ‫ ﺷﺮ‪ t‬ﺳﺖ‪ .‬ﻧﻮﻳﺴﻨﺪ< ﻣﻄﺮ} ﻣﻲﻛﻨﺪ ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮ‪  ,‬ﻓﻀﻴﻠﺖ‬ ‫ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺳﺨﻦ ﮔﻔﺖ‪ ،‬ﻣﺎ ﻛﺴﺎﻧﻲ  ﻃﺮ ﻛﺮ ﻛﻪ ‪J‬ﻧﺎ‪  ,‬ﺑﺮ‪$‬‬ ‫ﺗﺎﻣﻴﻦ ﺗﻮﺳﻌﺔ ﻗﺘﺼﺎ‪$‬ﻣﺎ‪  ,‬ﻛﺮ<ﻳﻢ؟ ﺑﺎﻳﺪ ﻛﻮﻛﺎ‪ ,‬ﻣﻬﺎﺟﺮ  ﺑﺎ‬ ‫ﺟﺎﻣﻌﺔ ﻣﻴﺰﺑﺎ‪ ,‬ﻳﮕﺎﻧﻪ ﻛﺮ‪ ،‬ﺑﻪ ﻟﺪﻳﻦ ﻛﺮﻣﺖ  ﺣﻴﺜﻴﺖ   ﺑﻪ ﻫﻤﻪ‬ ‫ ﻣﻮ ﺷﻬﺮ‪ ،$‬ﻓﺮﻫﻨﮕﻲ  ﺷﻲ ﻣﺴﺌﻮﻟﻴﺖﻫﺎ‪ $‬ﺳﭙﺮ‪.‬‬ ‫ ﻓﺼﻞ ﭼﻬﺎ‪ T‬ﺿﻌﻴﺖ ﻛﺸﻮ ﻓﺮﻧﺴﻪ  ﻟﺤﺎ‘ ﻓﺮﻫﻨﮕﻲ‬ ‫ﻣﻮ ﺑﺤﺚ ﻗﺮ ﮔﺮﻓﺘﻪ  ﻋﻨﻮ‪ ,‬ﺷﺪ< ﻛﻪ ﻓﺮﻧﺴﻪ  ﻟﺤﺎ‘ ﻫﻤﺰﻳﺴﺘﻲ‬ ‫ﻓﺮﻫﻨﮕﻲ  ﻣﻴﺎ‪ ,‬ﻛﺸﻮﻫﺎ ﻣﻮﻗﻌﻴﺘﻲ ﺳﺘﺜﻨﺎﻳﻲ ‪ ،‬ﻳﺮ ﺑﺎ ﮔﻮﻧﺎﮔﻮﻧﻲ‬ ‫ﻓﺮﻫﻨﮕﻲ ﺳﺮﻛﺎ ‪ .‬ﻣﻮﻟﻒ ﭘﻨﺞ ﺷﺮ‪ t‬ﻻ‪ T‬ﺑﺮ‪ $‬ﺳﺘﻘﺮ‬ ‫ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﺑﺎ ﺳﻪ ﺣﻠﻘﺔ ﻣﺎ‪ $‬ﺑﺤﺎ‪ ،‬ﻣﺴﺘﻌﻤﺮ<ﻫﺎ‪ $‬ﺳﺎﺑﻖ‬ ‫ ﻓﺮﻧﻜﻮﻓﻮﻧﻲ )ﻛﺸﻮﻫﺎ‪ $‬ﻓﺮﻧﺴﻮ‪ $‬ﺑﺎ‪  (,‬ﭼﻨﻴﻦ ﺑﺮﻣﻲﺷﻤﺎ‪:‬‬ ‫‪ - 1‬ﺧﺮ‪  z‬ﻳﺮ< ﺟﻬﻨﻤﻲﺗﻘﺼﻴﺮ‪ -‬ﺟﺒﺮ‪ .,‬ﺳﺘﻌﻤﺎﮔﺮ ﺳﺎﺑﻖ‬ ‫ﺗﺎ ﺑﺪ ﻣﻘﺼﺮ ﻧﻴﺴﺖ  ﻣﻠﺖﻫﺎ‪ $‬ﻣﺴﺘﻌﻤﺮ< ﺣﻖ ﻧﺪﻧﺪ ﺗﺎ ﺑﺪ ﻣﻨﻄﻖ‬ ‫ﺟﺒﺮ‪  ,‬ﺑﺎﺗﻮﻟﻴﺪ ﻛﻨﻨﺪ‪.‬‬ ‫‪ - 2‬ﻫﻤﺰﻳﺴﺘﻲ ﺑﺪ‪ ,‬ﭘﺬﻳﺮ‪ I‬ﺣﻘﻮ‪  p‬ﺗﻜﺎﻟﻴﻒ ﻣﺘﻘﺎﺑﻞ  ﺑﺪ‪,‬‬ ‫ﭘﺬﻳﺮ‪ I‬ﭼﺎﭼﻮ‪ Z‬ﺟﻤﻬﻮ‪ $‬ﻣﺸﺘﺮ‪ n‬ﻣﻜﺎ‪,‬ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪ .‬ﭘﺬﻳﺮﻓﺘﻦ‬ ‫ﻳﺎ ﻧﭙﺬﻳﺮﻓﺘﻦ ﺑﺴﺘﮕﻲ ﺑﻪ ﺟﻤﻬﻮ‪ ،$‬ﺑﻪ ﻓﺮﻧﺴﻪ  ﺑﻪ ﭘﺎ ﺷﺮ‪ t‬ﻫﺮ‬ ‫ﮔﻮﻧﻪ ﻣﺒﺎﻟﻪ ﻗﻌﻲ ‪J‬ﻳﻨﺪ< ﺳﺖ‪.‬‬

‫‪ - 3‬ﺧﺮ‪  z‬ﻣﻨﻄﻖ ﺳﺘﻌﻤﺎﻳﻲ ﻧﻴﺴﺖ ﺑﻪ ﻋﻮﻫﺎ‪$‬‬ ‫ﺑﻲﻧﻬﺎﻳﺖ ﺗﻜﺮ‪  $‬ﻧﻴﺰ ﺑﺮ‪ $‬ﺑﺎﺑﻴﻨﻲ ﻣﺠﺪﻳﺪ< ﺳﺘﻘﻼ‪ ،‬ﺗﺠﺮﺑﻪ‬ ‫ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﺑﺮ‪ $‬ﺟﻤﻌﻴﺖﻫﺎ‪ $‬ﻛﻮﭼﻚ ﻳﻚ ﺳﺘﻘﻼ ﺳﻴﺎﺳﻲ‬ ‫ﺑﺪ‪ ,‬ﺳﺘﻘﻼ ﻗﺘﺼﺎ‪ $‬ﺑﻴﺸﺘﺮ  ‪J‬ﻧﻜﻪ ﻣﻔﻴﺪ ﺑﺎﺷﺪ‪ ،‬ﺧﻄﺮﻧﺎ‪ n‬ﺳﺖ‪.‬‬ ‫ ﻋﻮˆ ﺣﻔﻆ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ ‪ $‬ﺑﻪ ﻣﺮﺗﺐ ﻣﻬﻤﺘﺮ ﺳﺖ ﺗﺎ‬ ‫ ﺳﺘﻘﻼ ﺳﻴﺎﺳﻲ‪.‬‬ ‫‪ - 4‬ﺧﻮﮔﺮﻧﻲ‪ .‬ﺑﺪ‪ ,‬ﻇﺮﻓﻴﺖ ﻗﺘﺼﺎ‪ $‬ﺧﻮﮔﺮﻧﻲ ﺟﻮ‬ ‫ﻧﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﻻ‪ T‬ﺳﺖ ﺑﺎ ﻛﺸﻮﻫﺎ‪ $‬ﻫﻢ ﻣﺮ ﺗﺒﺎ‪ t‬ﺑﺮﻗﺮ ﻛﺮ‬ ‫  ﻗﺘﺼﺎﻫﺎ‪ $‬ﻣﺼﺮﻓﻲ ﺑﺎﻗﻲ ﻧﻤﺎﻧﺪ‪.‬‬ ‫‪ - 5‬ﺗﻮﺳﻌﻪ ﻗﻌﻲ ﺑﺪ‪ ,‬ﺑﺎﻧﮕﺮ‪  $‬ﺑﺎﻫﺎ‪ $‬ﻗﺎﻟﺒﻲ ﺟﻮ‬ ‫ﻧﺪ‪ .‬ﺳﻔﻴﺪﭘﻮﺳﺘﺎ‪ ,‬ﻧﻪ ﻋﻘﻼﻳﻲﺗﺮ  ﻳﮕﺮ‪ ,‬ﻫﺴﺘﻨﺪ  ﻧﻪ ﺗﻮﺳﻌﻪ‬ ‫ﻳﺎﻓﺘﻪﺗﺮ‪ .‬ﺑﺮﻋﻜﺲ ﺑﻪ ﻟﻴﻞ ﺳﻴﺎ< ﻳﺎ ﮔﻪ ﺑﻮ‪ ,‬ﻧﻴﺴﺖ ﻛﻪ ﺷﺨﺺ ﺑﻲ‬ ‫ﻗﻴﺪ  ﺷﺮ‪ t‬ﻣﺤﻖ ﻳﺎ ﻣﻘﺼﺮ ﺳﺖ‪ .‬ﻧﺰﻳﻚ ﺷﺪ‪ ,‬ﺑﻪ ﻳﻜﺪﻳﮕﺮﻳﺠﺎ‪Z‬‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﺘﺪ ﻫﻤﺔ ژ<ﻫﺎ  ﻫﻤﺔ ﻧﮕﺎ<ﻫﺎ   ﻧﻮ ﺑﺮﺳﻲ ﻛﺮ‬ ‫ﻛﻪ ﻣﺪﻫﺎ ﺟﺎ< ﻧﺪ<ﻧﺪ ﻣﻴﺎ‪ ,‬ﺟﺘﻤﺎﻋﺎ ﻣﺒﺎﻟﻪ ﺻﻮ ﮔﻴﺮ‪ ،‬‬ ‫‪J‬ﻧﻬﺎ   ﻳﻜﺪﻳﮕﺮ   ﻧﺴﺒﺖ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﺑﻲ ﻋﺘﻤﺎ ﻛﺮ<ﻧﺪ‪.‬‬ ‫ﺑﻲﺗﺮﻳﺪﻳﻦ ﺷﺮ‪ t‬ﻣﻬﻤﺘﺮﻳﻦ ﺷﺮ‪ t‬ﺑﺮ‪ $‬ﻫﻤﺰﻳﺴﺘﻲ ‪J‬ﻳﻨﺪ< ﺳﺖ‪.‬‬ ‫ ﻓﺼﻞ ﭘﻨﺠﻢ ﺑﻪ ﻣﻘﺎﻳﺴﻪ ﺿﻌﻴﺖ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﭘﺎ‬ ‫ ﻣﺮﻳﻜﺎ ﭘﺮﺧﺘﻪ ﺷﺪ< ﺳﺖ‪ .‬ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ< ﭘﺎ  ﻛﺸﻮﻫﺎ‪$‬‬ ‫ﺧﻴﻠﻲ ﻗﺪﻳﻤﻲﺗﺸﻜﻴﻞ ﺷﺪ< ﺳﺖ ﻛﻪ  ﻗﺪﻳﻢ ﻣﻴﺎﻧﺸﺎ‪ ,‬ﺑﺮﺧﻮﻫﺎ‪$‬‬ ‫ﻓﺮﻫﻨﮕﻲ ﺟﻮ   ‪J‬ﻧﺎ‪ ,‬ﭘﺲ  ﭘﻨﺠﺎ< ﺳﺎ  ﭘﺲ   ﺟﻨﮓ‬ ‫ﺟﻬﺎﻧﻲ ﺑﺎﻻﺧﺮ< ﻓﻬﻤﻴﺪ<ﻧﺪ ﻛﻪ ﻣﻴﺎﻧﺸﺎ‪ ,‬ﺑﺮ‪ $‬ﺳﻠﻄﺔ ﻓﺮﻫﻨﮕﻲ ﺟﺎﻳﻲ‬ ‫ﺟﻮ ﻧﺪ‪ .‬ﻛﻨﻮ‪ ,‬ﺑﻪﻳﻦ ﻟﻴﻞ ﻛﻪ ﭘﺎﻳﻴﺎ‪ ,‬ﻣﻲﻧﻨﺪ ﻣﻴﺎﻧﺸﺎ‪,‬‬ ‫ﻣﻜﺎ‪ ,‬ﺳﻠﻄﺔ ﻓﺮﻫﻨﮕﻲ ﺟﻮ ﻧﺪ‪ ،‬ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﻣﻲﺗﻮﻧﺪ‬ ‫ﺑﻪ ﻳﻚ ﻫﺪ‪ u‬ﺳﻴﺎﺳﻲ ﺳﺎﺳﻲ ﻣﺒﺪ ﺷﻮ‪ .‬ﻳﺎﻻ ﻣﺘﺤﺪ< ﻣﺮﻳﻜﺎ‬ ‫ﺿﻌﻴﺖ ﺑﻪ ﻛﻠﻲ ﻣﺘﻔﺎ ﺳﺖ‪ .‬ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮕﻲ ﻣﻬﺎﺟﺮ‪ ,‬ﺧﻴﻠﻲ‬ ‫ﻳﺎ ﺳﺖ‪ ،‬ﻣﺎ ﺑﻬﺎﻳﻲ ﻛﻪ ﻫﺮ ﻓﺮ ﺑﺮ‪ $‬ﺷﻬﺮﻧﺪ ﻣﺮﻳﻜﺎﻳﻲ ﺷﺪ‪,‬‬ ‫ﺑﺎﻳﺪ ﺑﭙﺮ‪ ،‬ﺗﺮ‪ n‬ﻛﺮ‪ ,‬ﻳﺸﻪﻫﺎﻳﺶ  ﭘﻴﻮﺳﺘﻦ ﺑﻪ ‪J‬ﻳﻴﻦ ﻣﺮﻳﻜﺎﻳﻲ‬ ‫ﺳﺖ‪ .‬ﻗﺘﻲ ﭘﺲ   ﻧﺴﻞ ﻫﻮﻳﺖﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ ﺳﺮ ﺑﻠﻨﺪ ﻣﻲﻛﻨﻨﺪ‪،‬‬ ‫ﻳﮕﺮ ﻫﻮﻳﺖ ﺻﻠﻲ ﭘﺎﻳﮕﺎ< ﻗﺒﻠﻲﺷﺎ‪  ,‬ﻧﺪﻧﺪ‪ .‬ﻫﻤﻴﻦ ﺑﻄﻪ ﺑﺎ‬ ‫ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﺻﻠﻲ  ﺗﺸﻜﻴﻞ ﻫﻮﻳﺖﻳﺎﻻ ﻣﺘﺤﺪ< ﻣﺮﻳﻜﺎ ﺳﺖ‬ ‫ﻛﻪ ﺷﻮ‪J $‬ﻧﺎ‪ n   ,‬ﻣﺴﺌﻠﻪ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﺟﺎﻫﺎ‪$‬‬ ‫ﻳﮕﺮ ﺗﺒﻴﻴﻦ ﻣﻲﻛﻨﺪ‪  .‬ﻗﻊ ﻣﺮﻳﻜﺎﻳﻴﺎ‪ ,‬ﺳﻨﺖ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ‬ ‫ﻧﺪﻧﺪ‪ .‬ﻛﺜﺮﻳﺖﺷﺎ‪ n  ,‬ﮔﺮﺑﻮﮔﻲ ﻓﺮﻫﻨﮕﻲ ﻋﺎﺟﺰ ﻫﺴﺘﻨﺪ‪.‬‬ ‫‪J‬ﻧﺎ‪ ,‬ﻓﻜﺮ ﻣﻲﻛﻨﻨﺪ ﻓﺮﻫﻨﮓﺷﺎ‪ ,‬ﺑﻬﺘﺮﻳﻦ ﻓﺮﻫﻨﮓ ﻧﻴﺎ ﺳﺖ‪ .‬ﺑﺎ ﭼﻨﻴﻦ‬ ‫ﺑﺮﺷﺘﻲ ‪J‬ﻧﺎ‪  ,‬ﺑﺮﺑﺮ ﻧﺎﻣﻤﻜﻦ ﺑﻮ‪ ,‬ﺣﻞ ﻣﻨﺼﻔﺎﻧﻪ ﻣﺴﺌﻠﻪ ﻫﻤﺰﻳﺴﺘﻲ‬ ‫ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺧﻄﺮ ﻧﺎﺷﻲ  ﺷﻮ‪ I‬ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﻗﺪﻳﻤﻲ ﺑﺎﮔﺸﺖ‬ ‫"ﺳﺮﺧﻮ<ﻫﺎ"  ﻧﺎﭼﻴﺰ ﻣﻲﺷﻤﺎﻧﺪ‪.‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻮﻟﻒ ﭘﺎ ﺑﺎ ﭼﻬﺎ ﺷﺮ‪ t‬ﻣﻲﺗﻮﻧﺪ ﻧﻘﺶ ﻣﻬﻤﻲ‬ ‫ﺗﺎﻳﺦ ﺑﺎ‪ $‬ﻛﻨﺪ‪:‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬ ‫‪ - 1‬ﺑﻪ ﻋﻬﺪ ﮔﺮﻓﺘﻦ ﮔﺬﺷﺘﻪ‪:‬‬

‫ﺑﺮ‪ $‬ﺑﻪ ﻋﻬﺪ< ﮔﺮﻓﺘﻦ ﮔﺬﺷﺘﻪ ﺑﺎﻳﺪ  ﺣﺴﺎ‪ W‬ﺗﻘﺼﻴﺮ  ‬ ‫ﺟﺪ‪ ,‬ﻣﻌﺬ‪ Z‬ﻧﺴﺒﺖ ﺑﻪ ﻛﺸﻮﻫﺎ‪ $‬ﻣﺴﺘﻌﻤﺮ… ﻳﺮ ﭘﺎ ﺧﺮ‪z‬‬ ‫ﺷﺪ‪ .‬ﭘﺎ ﺑﺎ ﺷﺘﻲﻫﺎ  ﺑﺎ ﻋﻈﻤﺖﻫﺎﻳﺶ  ﻛﺎﻧﻮ‪ ,‬ﺳﺘﻌﻤﺎﮔﺮ‪$‬‬ ‫ﻗﺮ ‪ ،‬ﻣﺎ ﺧﺸﻮﻧﺖ  ﺳﻠﻄﻪﮔﺮ‪ $‬ﻗﺒﻞ  ﻗﺮ‪ ,‬ﭘﺎﻧﺰﻫﻢ ‬ ‫ﺳﺎﻳﺮ ﺗﻤﺪ‪,‬ﻫﺎ ﻧﻴﺰ ﺟﻮ ﺷﺘﻪ ﺳﺖ‪ .‬ﺑﻪ ﻋﺘﻘﺎ ﻧﻮﻳﺴﻨﺪ<  ﺣﺎ‬ ‫ﺣﺎﺿﺮ ﺑﺎ… ﺳﺘﻌﻤﺎﻳﻲ ﺳﻜﻮ ﻋﻤﻴﻘﻲ ﺟﻮ ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ‬ ‫ﻧﺎﺗﻮﻧﻲ ﺑﺎﮔﺸﺎﻳﻲ ﭘﺮﻧﺪ< ﺳﺘﻌﻤﺎﻳﻲ  ‪J‬ﻣﺶ‪ ،‬ﺳﺘﻌﻤﺎﮔﺮ‪,‬‬ ‫ﺳﺎﺑﻖ   ﺑﺨﺶ ﺑﺰﮔﻲ  ﺗﺎﻳﺦﺷﺎ‪ ,‬ﻣﺤﺮ‪ T‬ﻣﻲﻛﻨﺪ‪ .‬ﻟﺒﺘﻪ ‪J‬ﻧﻬﺎ‬ ‫ﻳﻦ ﺣﺴﺎ‪ W‬ﺗﻘﺼﻴﺮ ﺑﺮ‪ $‬ﺳﻮ ﺑﺮ‪ ,‬ﻛﻼ‪  ,‬ﺑﻄﻲ ﻛﻪ ﻏﻠﺐ‬ ‫ﺳﺮﺷﺘﻲ ﻧﻮﺳﺘﻌﻤﺎ‪ $‬ﻧﺪ‪ ،‬ﺳﺘﻔﺎ< ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺑﺪ‪,‬ﻳﻨﻜﻪ ﺗﻮﺟﻪ‬ ‫ﻛﻨﻨﺪﻳﻦ ﺳﻜﻮ  ﻓﻘﺪ‪ ,‬ﮔﻔﺘﮕﻮ ﺑﻪ ﺣﺎ ﻫﻤﺔ ﻣﺴﺘﻌﻤﺮ<ﻫﺎ‪ $‬ﺳﺎﺑﻖ‬ ‫ ﻣﺘﺮﭘﻞ ﻳﺎ‪ J,‬ﺳﺖ‪ ،‬ﻫﺮ ﭼﻨﺪ ﻧﻔﻊ ‪J‬ﻧﻲ  ﭘﻲ ﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﺧﺮ‪  z‬ﺳﺘﻌﻤﺎﻳﻲ ﻳﻌﻨﻲ ﮔﺬ  ﺧﺎﻃﺮ ﺑﻪ ﺗﺎﻳﺦ‪ ،‬ﺧﺮ‪z‬‬ ‫ ﻳﺮ… ﺗﻘﺼﻴﺮ –ﺗﺮﻣﻴﻢ‪ ،‬ﮔﺬ  ﻣﺮﺣﻠﺔ ﺧﺘﻼﻓﺎ ﺑﻪ ﻳﺎﻳﻲ‬ ‫ ﺳﭙﺲ ﺑﻪ ﻫﻤﻜﺎ‪ ،$‬ﻳﻌﻨﻲ  ﺷﺪ‪ ,‬ﺑﻪ ﻣﻨﻄﻖ ﻫﻤﺰﻳﺴﺘﻲ‬ ‫ﻓﺮﻫﻨﮕﻲ‬ ‫‪ - 2‬ﺧﻼ‪ p‬ﺷﺪ‪2 H‬ﻳﺎﻻ ﻣﺘﺤﺪ ﻣﺮﻳﻜﺎ‬

‫ﭘﺎ ﺑﻴﺶ ﻳﻦﻫﺎ ﺑﺎﻳﺪ ﺧﻮ‪   I‬ﻣﺪ ﻓﺮﻫﻨﮕﻲ ﻣﺮﻳﻜﺎﻳﻲ‬ ‫ﻣﺘﻤﺎﻳﺰ ﻛﻨﺪ‪ .‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺜﺎ ﺑﻪ ﺟﺎ‪ $‬ﺗﻜﺮ "ﺟﺎﻣﻌﺔ ﻃﻼﻋﺎ"‬ ‫ﭘﺎﻳﻴﺎ‪ ,‬ﻣﻲﺑﺎﻳﺴﺖﻳﻦ ﺻﻄﻼ}  ﺗﻮﺟﻴﻪ ﻛﺮ<  ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ‬ ‫ﻫﻤﻴﺖ ﺑﻌﺪ ﻓﺮﻫﻨﮓ ﺑﻪ ﺟﺎ‪ $‬ﺑﻌﺪ ﻃﻼﻋﺎ ﺑﻪ ‪ ,J‬ﻋﻤﻖ ﻣﻲﻧﺪ‪.‬‬ ‫ﭘﺎﻳﻴﺎ‪ ,‬ﻳﻦ ﻣﺜﻠﺚ ﻋﻈﻴﻢ ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺗﺒﺎﻃﺎ  ﺳﻴﺎﺳﺖ‪،‬‬ ‫ﻣﻨﻄﻘﻲ ﻏﻴﺮ  ﻣﻨﻄﻖﻳﺎﻻ ﻣﺘﺤﺪ< ﻣﺮﻳﻜﺎ  ﺑﺎﻳﺪ ﻧﺒﺎ ﻛﻨﻨﺪ‪،‬‬ ‫ﻣﻨﻄﻖ ﮔﻔﺘﻤﺎ‪ ,‬ﺑﻪ ﺟﺎ‪ $‬ﻣﻨﻄﻖﻳﻨﺘﺮﻧﺖ‪ .‬ﭘﺎﻳﻴﺎ‪ ,‬ﺑﺎ ﺗﺮﻏﻴﺐﻳﺎﻻ‬ ‫ﻣﺘﺤﺪ< ﻣﺮﻳﻜﺎ ﺑﻪ ﺗﻔﻜﺮ ﺟﺪ‪ $‬ﺑﺎ… ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﺧﺪﻣﺖ‬ ‫ﺑﺰﮔﻲ ﺑﻪ ‪J‬ﻧﻬﺎ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫‪ - 3‬ﻳﺎﻳﻲ ﺑﺎ ﺗﺮﻳﺴﻢ‪ ،‬ﻣﻬﺎﺟﺮ  ﺳﭙﻴﮕﺮ=‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ<ﻳﻦ ﺳﻪ ﻗﻌﻴﺖ ﺑﺎ ﺧﺸﻮﻧﺘﻲ ﻛﻪ ﺣﺎﻣﻞ ‪,J‬‬ ‫ﻫﺴﺘﻨﺪ‪ ،‬ﭘﺎ  ﻣﺠﺒﻮ ﻣﻲﻛﻨﺪ ﻛﻪ ﻗﻌﻴﺖ ﻓﺮﻫﻨﮕﻲ  ﭼﻮﻧﺎ‪,‬‬ ‫ﻗﻌﻴﺖ ﺳﻴﺎﺳﻲ ﻣﻼﺣﻈﻪ ﻛﻨﺪ‪ .‬ﺗﺮﻳﺴﻢ  ﭘﺎ ﻧﻈﻢ ﻣﻜﺮﺗﻴﻚ‬ ‫ ﺗﻬﺪﻳﺪ ﻣﻲﻛﻨﺪ‪ .‬ﺑﻪ ﻋﺘﻘﺎ ﻧﻮﻳﺴﻨﺪ< ﮔﺮ ﻳﻮﻧﺴﻜﻮ  ﻃﺮ} ﻋﺎﻟﻲ‬ ‫ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ‪ I‬ﺷﻜﺴﺖ ﺑﺨﻮ‪ ،‬ﺗﺮﻳﺴﻢ ﻣﻲﺗﻮﻧﺪ ﺑﻪ‬ ‫ﻋﻨﻮ‪< ,‬ﺣﻞ ﻇﺎﻫﺮ ﺷﻮ‪ .‬ﻳﻦ ﺻﻮ ﺗﺮﻳﺴﻢ ﻗﺮﻳﻨﺔ ﻳﻮﻧﺴﻜﻮ‬ ‫ﺧﻮﻫﺪ ﺷﺪ‪.‬‬ ‫ ﻣﻮ ﻣﻬﺎﺟﺮ ﻧﻴﺰ ﻧﻮﻳﺴﻨﺪ< ﻣﻌﺘﻘﺪ ﺳﺖ ﻣﻬﺎﺟﺮ‪ ,‬ﻏﻴﺮ‬ ‫ﻗﺎﻧﻮﻧﻲ ‪J‬ﻧﭽﻪ  ﻛﻪ  ﭘﺎ ﻫﺴﺖ‪ ،‬ﻋﺮﻳﺎ‪ ,‬ﻣﻲﻛﻨﺪ‪ .‬ﻣﻨﻄﻘﻪ‪$‬‬ ‫ﺛﺮﺗﻤﻨﺪ ﻛﻪ ‪J‬ﻧﺠﺎ ﻣﻲﺗﻮ‪ ,‬ﻛﺎ ﭘﻴﺪ ﻛﺮ‪ ،‬ﭘﺎﺳﺨﻲ ﺑﻪ ﻧﺎﺑﺮﺑﺮ‪$‬ﻫﺎ‪$‬‬ ‫ﻗﺘﺼﺎ ﺟﻬﺎﻧﻲ‪.‬‬ ‫ﺑﻪ ﻋﺘﻘﺎ ﻣﻮﻟﻒ ﺳﭙﻴﮕﺮ‪ $‬ﺣﺘﻲ ﺑﻴﺸﺘﺮ  ﺗﺮﻳﺴﻢ ‬ ‫ﻣﻬﺎﺟﺮ ﻏﻴﺮ ﻗﺎﻧﻮﻧﻲ ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﭘﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ  ﭘﺎ‪$‬‬

‫ﺛﺮﺗﻤﻨﺪ‪ ,‬ﺧﻼﺻﻪ ﻣﻲﺷﻮ‪ .‬ﺑﺎ ﺳﭙﻴﮕﺮ‪ $‬ﺑﻨﻴﺎﻫﺎ‪ $‬ﺗﺤﺎﻳﺔ ﭘﺎ‬ ‫ﺑﻪ ﻳﺸﺨﻨﺪ ﮔﺮﻓﺘﻪ ﺷﺪ< ﺳﺖ‪.‬ﻳﻦ ﻣﺮ ‪J‬ﺷﻜﺎﺗﺮﻳﻦ ﺷﻴﻮ<‪ $‬ﺳﺖ ﻛﻪ‬ ‫ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﭘﺎ  ﻫﺪﻓﺶ  ﺳﺖ‪ ،‬ﻳﺮ ﺳﭙﻴﮕﺮ‪ $‬ﻧﺨﺴﺘﻴﻦ‬ ‫ﺷﻜﻞ ﺑﺮ<‪ ،$‬ﻧﻪ ﺗﻨﻬﺎ  ﭘﺎ ﻳﺸﻪﻛﻦ ﻧﺸﺪ<‪ ،‬ﺑﻠﻜﻪ ﺑﺴﻴﺎ‬ ‫ﺷﻜﻮﻓﺎ ﺳﺖ‪ .‬ﺳﭙﻴﮕﺮ‪  $‬ﻣﻜﻤﻞ‪ I‬ﻣﻮ ﻣﺨﺪ ﺑﻴﺎ‪,‬ﻳﻦ ﺣﻜﻢ‬ ‫ﺳﺖ‪ :‬ﺑﺪ‪ ,‬ﺣﺘﺮ‪ T‬ﺑﻪ ﺷﺨﺎ‪ ،c‬ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮕﻲ ﺟﻮ ﻧﺪ‪.‬‬ ‫‪ … - 4‬ﻧﻬﺎ‪ H/‬ﺑﻪ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮕﻲ‬

‫ﻧﻮﻳﺴﻨﺪ< ﺑﺮ‪ $‬ﮔﻮﻧﺎﮔﻮﻧﻲ ﻓﺮﻫﻨﮕﻲ  ﭘﻴﺸﻨﻬﺎ ﻣﻲﻫﺪ‪ .‬ﻟﻴﻦ‬ ‫ﭘﻴﺸﻨﻬﺎ ﻳﺎﮔﻴﺮ‪ $‬ﺣﺪﻗﻞ ﺳﻪ ﺑﺎ‪ ,‬ﺳﺖ‪ .‬ﻣﻴﻦ ﭘﻴﺸﻨﻬﺎ ﺗﻌﻤﻖ‬ ‫ ﺗﺎﻳﺦ ﻛﺸﻮﻫﺎ‪ $‬ﻳﮕﺮ ﺳﺖ‪ .‬ﺑﺪ‪ ,‬ﺷﻨﺎﺧﺖ ﺳﺖ ﻛﻢ ﻧﻘﺸﻪ‬ ‫ﺗﺎﻳﺦ ﻳﮕﺮ‪ $‬ﻧﻤﻲﺗﻮ‪ ,‬ﻣﺘﻘﺎﺑﻼ ﻳﻜﺪﻳﮕﺮ  ﺗﺤﻤﻞ ﻛﺮ‪ .‬ﻳﻦ ﻣﻮ‬ ‫ﻣﻲﺗﻮ‪  ,‬ﺳﺎﻧﻪﻫﺎ‪ $‬ﮔﺮﻫﻲ ﺳﺘﻔﺎ< ﻛﺮ‪.‬‬ ‫ﻣﻮﻟﻒ  ﻧﺘﻴﺠﻪﮔﻴﺮ‪ $‬ﻛﺘﺎ‪ Z‬ﻣﻄﺮ} ﻣﻲﻛﻨﺪ ﮔﺮ ﺟﺎﻣﻌﺔ‬ ‫ﺑﻴﻦﻟﻤﻠﻠﻲ ﻣﻮﻓﻖ ﻧﺸﻮ ﺑﻪ ﻣﺜﻠﺚ ﻫﻮﻳﺖ‪ ،‬ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ‬ ‫ﺑﻴﺎﻧﺪﻳﺸﺪ ﻛﻪ ﺑﻪ ﻧﺪ< ﻗﺘﺼﺎ  ﺳﻴﺎﺳﺖ ﻣﻬﻢ ﺳﺖ‪ ،‬ﻣﻌﻨﺎﻳﺶ‬ ‫ﺷﻜﺴﺖ ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﺳﻮ‪ T‬ﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﺳﺎﻣﺎﻧﺪﻫﻲ ﻫﻤﺰﻳﺴﺘﻲ‬ ‫ﻓﺮﻫﻨﮕﻲ ﺑﺮ‪ $‬ﺻﻠﺢ ﭘﺎﻳﺪ ﻫﻤﺎ‪ ,‬ﻗﺪ ﻣﻬﻢ ﺳﺖ ﻛﻪ ﺑﻄﻪ ﺷﻤﺎ‪-‬‬ ‫ﺟﻨﻮ‪ Z‬ﻳﺎ ﻣﺤﻴﻂ ﻳﺴﺖ‪.‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪ< ﻳﻚ <ﺣﻞ ﺳﻴﺎﺳﻲ  ﺑﺮﺑﺮ ﺳﺮ ﺑﺮ‪z ,J‬‬ ‫ﻓﺮﻫﻨﮓ‪ -‬ﺗﺒﺎﻃﺎ  "ﺟﻨﮓ ﺗﻤﺪ‪,‬ﻫﺎ" ﺟﻠﻮﮔﻴﺮ‪ $‬ﺧﻮﻫﺪ ﻛﺮ ﻛﻪ‬

‫ﻳﺎﻳﻲ ﺑﺎ ﺗﺮﻳﺴﻢ‪،‬‬ ‫ﻣﻬﺎﺟﺮ  ﺳﭙﻴﮕﺮ=‬ ‫ﺑﻪ ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪﻳﻦ ﺳﻪ‬ ‫ﻗﻌﻴﺖ ﺑﺎ ﺧﺸﻮﻧﺘﻲ ﻛﻪ ﺣﺎﻣﻞ‬ ‫]‪ H‬ﻫﺴﺘﻨﺪ‪ ،‬ﭘﺎ  ﻣﺠﺒﻮ‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﻗﻌﻴﺖ ﻓﺮﻫﻨﮕﻲ‬ ‫ ﭼﻮﻧﺎ‪ H‬ﻗﻌﻴﺖ ﺳﻴﺎﺳﻲ‬ ‫ﻣﻼﺣﻈﻪ ﻛﻨﺪ‪ .‬ﺗﺮﻳﺴﻢ ‪/‬‬ ‫ﭘﺎ ﻧﻈﻢ ‪/‬ﻣﻜﺮﺗﻴﻚ ‬ ‫ﺗﻬﺪﻳﺪ ﻣﻲﻛﻨﺪ‪ .‬ﺑﻪ ﻋﺘﻘﺎ‪/‬‬ ‫ﻧﻮﻳﺴﻨﺪ ﮔﺮ ﻳﻮﻧﺴﻜﻮ ‪/‬‬ ‫ﻃﺮ‪ o‬ﻋﺎﻟﻲ ﻫﻤﺰﻳﺴﺘﻲ‬ ‫ﻓﺮﻫﻨﮕﻲ‪ b‬ﺷﻜﺴﺖ ﺑﺨﻮ‪،/‬‬ ‫ﺗﺮﻳﺴﻢ ﻣﻲﺗﻮﻧﺪ ﺑﻪ ﻋﻨﻮ‪H‬‬ ‫ﺣﻞ ﻇﺎﻫﺮ ﺷﻮ‪/ ./‬ﻳﻦ‬ ‫ﺻﻮ ﺗﺮﻳﺴﻢ ﻗﺮﻳﻨﺔ‬ ‫ﻳﻮﻧﺴﻜﻮ ﺧﻮﻫﺪ ﺷﺪ‬

‫ﺟﻬﺎﻧﻲﺳﺎ‪/ =2‬ﻳﮕﺮ‬

‫ﭘﺮﺗﺠﻤﻞﺗﺮﻳﻦ ﻣﺤﺎﻓﻞ ﻧﺸﮕﺎﻫﻲ ﻣﺮﻳﻜﺎ ﺑﺎ ﺑﻲﺣﺘﻴﺎﻃﻲ ﺗﻤﺎ‪,J T‬‬ ‫ ﻣﺤﺘﻮ‪ T‬ﻋﻼ‪ T‬ﻛﺮ<ﻧﺪ‪ ،‬ﻣﺎ ﮔﺮ ﺳﻴﺎﺳﺖ ﺑﺮ‪ $‬ﻣﺴﺎﻳﻞ ﻓﺮﻫﻨﮕﻲ‬ ‫ ﺗﺒﺎﻃﺎ ﻛﻪ  ﻓﻀﺎ‪ $‬ﺳﻴﺎﺳﻲ ﺑﻪ ﺗﺪﻳﺞ ﺟﺎﻳﮕﺎ< ﻣﻬﻤﻲﺣﺮ‬ ‫ﻛﺮ<ﻧﺪ‪ ،‬ﻧﺘﻮﻧﻨﺪ <ﺣﻠﻲ ﭘﻴﺪ ﻛﻨﻨﺪ‪ ،‬ﺟﻨﮓ ﺗﻤﺪ‪,‬ﻫﺎ ﺗﻔﺎ‪ p‬ﺧﻮﻫﺪ‬ ‫ﻓﺘﺎ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪ< ﻣﻌﺘﻘﺪ ﺳﺖ ﻃﺮﻓﺪ‪ ,‬ﺟﻬﺎ‪,‬ﮔﺮﻳﻲ  ﺟﻬﺎﻧﻲ ﺳﺎ‪$‬‬ ‫ ﻟﻬﺎ‪ T‬ﮔﺮﻓﺘﻪﻧﺪ ﻛﻪ ﺳﺎﻣﺎ‪ ,‬ﻣﻠﻞ ﻣﺘﺤﺪ  ﺟﺎﻣﻌﺔ ﺑﻴﻦﻟﻤﻠﻠﻲ ‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﻲﻫﺪ‪J .‬ﻧﺎ‪ ,‬ﺑﺎﻳﺪ   ﺧﻄﺮ ﭘﺮﻫﻴﺰ ﻛﻨﻨﺪ‪ :‬ﺧﻄﺮ ﻏﻔﻠﺖ ‬ ‫ﻫﻤﻴﺖ ﻓﺰﻳﻨﺪ… ﭘﺪﻳﺪ<ﻫﺎ‪ $‬ﻓﺮﻫﻨﮕﻲ  ﺳﻴﺎﺳﺖ ﻳﻦ ﺗﺼﻮ ﻛﻪ‬ ‫ﺳﻴﺎﺳﺖ  ﺳﻄﺢ ﺟﻬﺎﻧﻲ ﻣﻲﺗﻮﻧﺪ ﺑﺪ‪ ,‬ﻟﺘﻔﺎ ﺑﻪ ﻣﺜﻠﺚ ﻫﻮﻳﺖ‪،‬‬ ‫ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ ﻗﻮ‪ T‬ﭘﻴﺪ ﻛﻨﺪ‪ T .‬ﺧﻄﺮ ﻣﻼﺣﻈﻪﻳﻨﻜﻪ ﻫﻤﻴﺖ‬ ‫‪ ,‬ﻳﺎ ﺑﻪ ﻣﺴﺌﻠﻪ ﻓﺮﻫﻨﮓ <  ﺑﺮ‪ $‬ﻓﺮﻗﻪﮔﺮﻳﻲ ﻫﻤﻮ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ ﻗﻊ ﺑﺎﻳﺪ ﺟﻬﺎ‪,‬ﮔﺮﻳﻲ  ﺑﺎ ﻣﻌﻴﺎ ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ ﺳﺎﻣﺎ‪,‬‬ ‫‪.‬‬ ‫ﻧﻘﺪ  ﺑﺮﺳﻲ‬

‫ﻛﺘﺎ‪" Z‬ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻳﮕﺮ" ﺛﺮ ﻧﺪ<‪ $‬ﺳﺖ ﻛﻪ ﺑﺎﻳﺴﺘﻲ‬ ‫ ﻋﺰ‪ T‬ﻣﺘﺮﺟﻢ  ﺗﺮﺟﻤﺔﻳﻦ ﻛﺘﺎ‪  Z‬ﻫﺘﻤﺎ‪ T‬ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮ ‬ ‫ﻧﺘﺸﺎ ‪ ,J‬ﺗﻘﺪﻳﺮ ﻛﺮ‪s  .‬ﻳﻞ ﺑﻪ ﺗﻌﺪ‪  $‬ﻧﻜﺎ ﻣﺜﺒﺖ ﻛﺘﺎ‪Z‬‬ ‫ﺷﺎ< ﻣﻲﺷﻮ‪:‬‬ ‫ ﻫﻤﺎﻧﻄﻮ ﻛﻪ  ﻣﻘﺪﻣﻪ ‪s‬ﻛﺮ ﺷﺪ‪ ،‬ﻧﻮﻳﺴﻨﺪ… ﻛﺘﺎ‪ Z‬ﺑﻴﺶ ‬‫ﺳﻲ ﺳﺎ ﺳﺖ ﻛﻪ  ﺣﻮ… ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻓﺮﻫﻨﮕﻲ  ﺗﺒﺎﻃﺎ‬ ‫ﺗﺤﻘﻴﻖ ﻣﻲﻛﻨﺪ  ﺗﺎﻛﻨﻮ‪ ,‬ﺑﻴﺶ  ﺑﻴﺴﺖ ﺟﻠﺪ ﻛﺘﺎ‪  Z‬ﺗﻌﺪ‬ ‫ﺑﻲﺷﻤﺎ‪ $‬ﻣﻘﺎﻟﻪ  ﻣﻮﺿﻮ‪ l‬ﺗﺒﺎﻃﺎ ﻓﺮﻫﻨﮕﻲ  ﺟﺎﻣﻌﺔ ﻃﻼﻋﺎﺗﻲ‬ ‫ﻣﻨﺘﺸﺮ ﻛﺮ< ﻛﻪ ﺑﻪ ﭼﺎپﻫﺎ‪ $‬ﻣﺘﻌﺪ ﺳﻴﺪ<  ﺑﻪ ﺑﺎ‪,‬ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ‬ ‫ﺗﺮﺟﻤﻪ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ ﺗﺤﻠﻴﻞﻫﺎ‪ $‬ﻧﻮﻳﺴﻨﺪ< ﻣﺴﺘﻨﺪ  ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﺤﻘﻴﻘﺎ ﺳﺖ‬‫ ﺳﺖ‪ .‬ﻧﻮﻳﺴﻨﺪ<  ﻣﻨﺎﺑﻊ ﻳﺎ‪ $‬ﺑﻬﺮ< ﺟﺴﺘﻪ ﻛﻪ  ﭘﺎﻳﺎ‪ ,‬ﻫﺮ‬ ‫ﻓﺼﻞﻳﻦ ﻣﻨﺎﺑﻊ ﻟﻴﺴﺖ ﺷﺪ<ﻧﺪ‪.‬‬ ‫ "ﺟﻬﺎﻧﻲ ﺳﺎ‪ $‬ﻳﮕﺮ" ﻧﺨﺴﺘﻴﻦ ﺛﺮ ﻳﻦ ﻧﻮﻳﺴﻨﺪ< ﺳﺖ ﻛﻪ‬‫ﺑﻪ ﻓﺎﺳﻲ ﺗﺮﺟﻤﻪ ﺷﺪ< ﺳﺖ‪ ،‬ﻟﺬ ﻣﻲﺗﻮﻧﺪ ﺧﻮﻧﻨﺪﮔﺎ‪  ,‬ﺑﺮ‪ $‬ﻟﻴﻦ‬ ‫ﺑﺎ ﺑﺎﻳﺪ<ﻫﺎ  ﻓﻜﺎﻳﻦ ﻧﻮﻳﺴﻨﺪ< ‪J‬ﺷﻨﺎ ﻛﻨﺪ‪.‬‬ ‫ ﻧﻮﻳﺴﻨﺪ<  ﺑﺤﺚ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ  ﺑﺮﺟﺴﺘﻪ ﻛﺮ‪,‬‬‫ﻓﺮﻫﻨﮓ ﻏﺮ‪ Z‬ﺧﻮ‪ $‬ﻛﺮ<  ﻣﻌﺘﻘﺪ ﺳﺖ ﺑﺎﻳﺪ ﺑﻪ ﻫﻤﺔ ﻓﺮﻫﻨﮓﻫﺎ‬ ‫ ﻫﺮ ﮔﻮﺷﺔ ﻧﻴﺎ ﺣﺘﺮ‪ T‬ﮔﺬﺷﺖ ﮔﺮ ﻧﻪ ﺑﺎﻳﺴﺘﻲ ﻣﻨﺘﻈﺮ ﺑﺎﮔﺸﺖ‬ ‫ﭼﻤﺎ‪ p‬ﻫﻮﻳﺖ ﺑﺎﺷﻴﻢ‪.‬‬ ‫ ﻣﻮﻟﻒ ﭘﻴﺸﻨﻬﺎﻫﺎ‪ $‬ﻣﺘﻌﺪ‪ $‬ﺟﻬﺖ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ‬‫ﺋﻪ < ﺳﺖ ﻛﻪ ﻣﻲﺗﻮﻧﺪ ﻣﻮ ﺑﺤﺚ ﻣﺘﺨﺼﺼﺎ‪ ,‬ﺣﻮ<ﻫﺎ‪$‬‬ ‫ﻣﺨﺘﻠﻒ ﻗﺮ ﮔﺮﻓﺘﻪ  ﺗﻮﺳﻂ ‪J‬ﻧﺎ‪ ,‬ﻋﻤﻠﻴﺎﺗﻲ ﺷﻮ‪.‬‬ ‫‪ -‬ﻳﺎﻻ ﻣﺘﺤﺪ< ﻣﺮﻳﻜﺎ ﺑﻪ ﺧﺎﻃﺮﻳﻨﻜﻪ ﺳﻌﻲ ﻣﻲﻛﻨﺪ‬

‫ﻓﺮﻫﻨﮓ ﺧﻮ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﻓﺮﻫﻨﮓ ﺑﺮﺗﺮ ﺑﻪ ﺳﺎﻳﺮ ﻛﺸﻮﻫﺎ ﺻﺎ‬ ‫ﻛﻨﺪ   ﺳﺎﻣﺎ‪,‬ﻫﺎﻳﻲ ﻣﺜﻞ ﻳﻮﻧﺴﻜﻮ ﺑﻪ ﻟﻴﻞ ﻣﺤﺎﻓﻈﻪﻛﺎﻳﺸﺎ‪ ,‬‬ ‫ﻋﺪ‪ T‬ﻫﺸﺪ ﺑﺎ… ﻫﻤﻴﺖ ﺣﻴﺎﺗﻲ ﻓﺮﻫﻨﮓ  ﺗﺒﺎﻃﺎ  ﺻﻠﺢ ‬ ‫ﺟﻨﮓ ﻧﺘﻘﺎ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ ﻧﻮﻳﺴﻨﺪ<  ﭘﻴﺸﻨﻬﺎﻫﺎ‪ $‬ﺧﻮ ﺑﻪ ﻛﺸﻮﻫﺎ‪ $‬ﭘﺎﻳﻲ ﺗﻮﺻﻴﻪ‬‫ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﻪ ﻣﻬﺎﺟﺮ‪ ,‬ﻛﺸﻮﻫﺎ‪ $‬ﭘﺎﻳﻲ ﺣﻘﻮ‪ p‬ﺧﺎﺻﻲ ﻣﺎﻧﻨﺪ‬ ‫ﺣﻖ ‪ $‬ﻋﻄﺎ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺑﻪ ﻟﻴﻞﻳﻦ ﻛﻪﻳﻦ ﻛﺸﻮﻫﺎ ﺑﻪ ﻣﻬﺎﺟﺮ‪ ,‬ﺑﻪ‬ ‫ﻟﻴﻞ ﺳﻬﻴﻢ ﺑﻮﻧﺸﺎ‪  ,‬ﺗﻮﻟﻴﺪ ﺛﺮ ﻣﻠﻲ‪ِ ،‬ﻳﻦ ﺧﺎﺻﻲ ﻧﺪ‪.‬‬ ‫ﻟﺒﺘﻪ  ﻛﻨﺎﻳﻦ ﻣﺒﺎﺣﺚﻳﺮﺗﻲ ﻧﻴﺰ ﺑﻪ ﻧﻮﻳﺴﻨﺪ<  ﺳﺖ‬ ‫ ﺟﻤﻠﻪ‪:‬‬ ‫ ﻧﻮﻳﺴﻨﺪ< ﺑﻪ ﻟﻴﻞ ﻓﺮﻧﺴﻮ‪ $‬ﺑﻮ‪  ,‬ﻣﻘﺎﻳﺴﺔﻳﺎﻻ ﻣﺘﺤﺪ…‬‫ﻣﺮﻳﻜﺎ  ﭘﺎ‪  ،‬ﭘﺎﻳﻴﺎ‪ ,‬ﺣﻤﺎﻳﺖ ﻛﺮ<‪  ،‬ﺻﻮﺗﻲ ﻛﻪ  ﺑﺮﺧﻲ‬ ‫ ﺳﻴﺎﺳﺖﻫﺎ‪ $‬ﺟﻬﺎﻧﻲ ﺑﻪ ﻳﮋ<  ﻣﻮ ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ‪،‬‬ ‫ﺑﻴﻦﻳﻦ  ﻗﺪ ﺗﻔﺎ ‪J‬ﻧﭽﻨﺎﻧﻲ ﻳﺪ< ﻧﻤﻲﺷﻮ‪.‬‬ ‫  ﺑﺤﺚ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ ﻧﻮﻳﺴﻨﺪ< ﻛﺸﻮ ﻓﺮﻧﺴﻪ ‬‫ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﺎﻳﺮ ﻛﺸﻮﻫﺎ ‪ $‬ﻣﻮﻗﻌﻴﺘﻲ ﺳﺘﺜﻨﺎﻳﻲ ﻧﺴﺘﻪ ‬ ‫ﺑﻪ ﻣﺴﺘﻌﻤﺮ<‪-‬ﻫﺎ‪ $‬ﺳﺎﺑﻖ ﻳﺎ‪ $J‬ﻣﻲﻛﻨﺪ ﻛﻪ ﺳﺘﻌﻤﺎﮔﺮ ﺳﺎﺑﻖ‬ ‫ﺑﺎ ﺑﺪ ﻣﻘﺼﺮ ﻧﻴﺴﺖ  ﻣﻠﺖﻫﺎ‪ $‬ﻣﺴﺘﻌﻤﺮ< ﺣﻖ ﻧﺪﻧﺪ ﺗﺎ ﺑﺪ ﻣﻨﻄﻖ‬ ‫ﺟﺒﺮ‪  ,‬ﺑﺎﺗﻮﻟﻴﺪ ﻛﻨﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﻪ ﻛﺸﻮﻫﺎ‪ $‬ﭘﺎﻳﻲ ﻧﻴﺰ‬ ‫ﻳﺎ‪ $J‬ﻣﻲﻛﻨﺪ ﻛﻪ ﮔﺬﺷﺘﻪ ﺳﺘﻌﻤﺎﻳﺸﺎ‪  ,‬ﺑﻪ ﻋﻬﺪ< ﺑﮕﻴﺮﻧﺪ‪ .‬ﻣﺎ‬ ‫ﺑﺮ‪ $‬ﺑﻪ ﻋﻬﺪ< ﮔﺮﻓﺘﻦ ﮔﺬﺷﺘﻪ ﺑﺎﻳﺪ  ﺣﺴﺎ‪ W‬ﺗﻘﺼﻴﺮ   ﺟﺪ‪,‬‬ ‫ﻣﻌﺬ‪ Z‬ﻧﺴﺒﺖ ﺑﻪ ﻛﺸﻮﻫﺎ‪ $‬ﻣﺴﺘﻌﻤﺮ… ﻳﺮ ﭘﺎ ﺧﺎ‪ z‬ﺷﺪ‪ ،‬ﺑﻪ ﻧﻈﺮ‬ ‫ﻧﻮﻳﺴﻨﺪ< ﺳﺖ ﺳﺖ ﻛﻪ ﭘﺎ  ﻛﺎﻧﻮ‪ ,‬ﺳﺘﻌﻤﺎﮔﺮ‪ $‬ﻗﺮ ‪ ،‬ﻣﺎ‬ ‫ﺧﺸﻮﻧﺖ  ﺳﻠﻄﻪﮔﺮ‪ $‬ﻗﺒﻞ  ﻗﺮ‪ ,‬ﭘﺎﻧﺰﻫﻢ  ﺳﺎﻳﺮ ﺗﻤﺪ‪,‬ﻫﺎ ﻧﻴﺰ‬ ‫ﺟﻮ ﺷﺘﻪ ﺳﺖ‪ .‬ﻣﻼﺣﻈﻪ ﻣﻲﺷﻮ ﻋﻮ ﻧﻮﻳﺴﻨﺪ<  ﻛﺸﻮﻫﺎ‪$‬‬ ‫ﭘﺎﻳﻲ ﺑﺮ‪ $‬ﻓﺮﻣﻮﺷﻲ ﺗﺎﻳﺦ ﺳﺘﻌﻤﺎﮔﺮﻳﺸﺎ‪  ,‬ﻋﻮ ﻛﺸﻮﻫﺎ‪$‬‬ ‫ﻣﺴﺘﻌﻤﺮ< ﺑﻪ ﺧﺎ‪ z‬ﺷﺪ‪  ,‬ﻳﺮ< ﺗﻘﺼﻴﺮ‪ -‬ﺟﺒﺮ‪ ,‬ﻗﺎﺑﻞ ﺗﺎﻣﻞ ﺳﺖ‪.‬‬ ‫ ﻧﻮﻳﺴﻨﺪ< ﭘﻴﺸﻨﻬﺎﻫﺎ‪ $‬ﻣﺘﻌﺪ‪ $‬ﺟﻬﺖ ﻫﻤﺰﻳﺴﺘﻲ ﻓﺮﻫﻨﮕﻲ‬‫ﺑﻪ ﻛﺸﻮﻫﺎ‪ $‬ﭘﺎﻳﻲ  ﻣﺮﻳﻜﺎ < ﺳﺖ‪ ،‬ﻣﺎ ﺑﻪ ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ‬ ‫ﻧﻴﺎﻓﺘﻪ ﭘﻴﺸﻨﻬﺎ ﺧﺎﺻﻲ ﻳﻦ ﺑﻄﻪ < ﻧﺸﺪ< ﺳﺖ‪.‬‬ ‫ ﻟﺒﺘﻪ ﺑﺮﺧﻲ ﻧﻜﺎ ﻳﺮﻳﺸﻲ  ﺷﺘﺒﺎﻫﺎ ﺗﺎﻳﭙﻲ  ﻣﺘﻦ ﺟﻮ‬‫ ﻛﻪ ﻗﺎﺑﻞ ﭼﺸﻢﭘﻮﺷﻲ ﻫﺴﺘﻨﺪ‪ ،‬ﻣﺎ ﺑﻬﺘﺮ ﺳﺖ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻫﻤﻴﺖ‬ ‫ﻋﻠﻤﻲﻛﺘﺎ‪  Z‬ﭼﺎپﻫﺎ‪ $‬ﺑﻌﺪ‪ $‬ﺻﻼ} ﺷﻮ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫ﻋﻨﻮ‪ / :H‬ﺳﺎﻳﻪ ]ﻳﻨﺪ‪ :‬ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪﻧﻴﺘﻪ‬ ‫ﻧﻮﻳﺴﻨﺪ‪ :‬ﺳﻮ‪ H‬ﻳﻚ ﻟﻴﺪﻣﻦ‬ ‫ﻣﺘﺮﺟﻢ‪ :‬ﺳﻌﻴﺪ ﻣﻘﺪ[‬ ‫ﺳﺎ‪ .‬ﻧﺸﺮ‪1387:‬‬ ‫ﻧﺸﺮ‪ :‬ﺧﺘﺮ‪ 624 ،H‬ﺻﻔﺤﻪ‬ ‫ﻗﻴﻤﺖ‪ :‬ﺷﻮﻣﻴﺰ ‪2 -9500‬ﻛﻮ ‪ 11000‬ﺗﻮﻣﺎ‪H‬‬ ‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ‪ :‬ﻣﺤﻤﺪ ﻟﻌﻞ ﻋﻠﻴﺰ‪/‬‬ ‫‪/‬ﻧﺸﺠﻮ= ‪/‬ﻛﺘﺮ= ﻣﻄﺎﻟﻌﺎﻳﺮ‪/ ،H‬ﻧﺸﮕﺎ ﺗﺮﺑﻴﺖ ﻣﺪ‪Z‬‬ ‫ﻣﻌﺮﻓﻲ ﻛﺘﺎ‬

‫ﻛﺘﺎ‪ »Z‬ﺳﺎﻳﻪ‪J $‬ﻳﻨﺪ< ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪﻧﻴﺘﻪ«‪ ،‬ﻧﻮﺷﺘﻪ ﺳﻮ‪,‬‬ ‫ﻳﻚ ﻟﻴﺪﻣﻦ ﭘﮋﻫﺸﮕﺮ  ﻧﻮﻳﺴﻨﺪ< ﺳﻮﺋﺪ‪  $‬ﺳﺘﺎ ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ‬ ‫ﻧﺸﮕﺎ< ﮔﻮﺗﻨﺒﺮگ ﺳﻮﺋﺪ ﺳﺖ‪.‬ﻳﻦ ﻛﺘﺎ‪  Z‬ﺳﺎ ‪ 1997‬ﻣﻨﺘﺸﺮ ﺷﺪ ‬ ‫ﻫﻤﻴﻦ ﺳﺎ ﺑﺮﻧﺪ< ﺟﺎﻳﺰ< ﻣﻌﺘﺒﺮ ‪J‬ﮔﻮﺳﺖ ﺷﺪ‪ .‬ﻧﺸﺮ ﺧﺘﺮ‪,‬ﻳﻦ ﻛﺘﺎ‪ Z‬‬ ‫ ﺳﺎ ‪ 1387‬ﺑﺎ ﺗﺮﺟﻤﻪ‪J $‬ﻗﺎ‪ $‬ﺳﻌﻴﺪ ﻣﻘﺪ‪  T‬ﺑﺎ ﻛﺘﺎ‪ Z‬ﻛﺮ‪.‬ﻳﻦ‬ ‫ﻛﺘﺎ‪ Z‬ﺷﺸﺼﺪ  ﻧﻮ< ﺻﻔﺤﻪ‪ $‬ﻣﺘﺸﻜﻞ  ﻳﺎ< ﻓﺼﻞ ﺑﻪ ﺗﻐﻴﻴﺮ ‬ ‫ﺗﺤﻮﻻ ﺳﺎﻫﺎ‪ $‬ﭘﺲ  ﻗﺮ‪ ,‬ﺳﻄﻲ ﻣﻲﭘﺮ‪.‬‬ ‫ﺳﺎﺧﺘﺎ  ﺳﺎﻣﺎﻧﻪ ﻛﺘﺎ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻳﻦ ﻛﺘﺎ‪ Z‬ﻋﻼ< ﺑﺮ ﻳﺎﺷﺖ ﻛﻮﺗﺎ< ﻣﺘﺮﺟﻢ ﻳﻚ ﭘﻴﺸﮕﻔﺘﺎ‬ ‫ ﺳﻪ ﭘﺎ< ﺗﺸﻜﻴﻞ ﺷﺪ< ﺳﺖ‪ .‬ﭘﺎ<  ﻛﺘﺎ‪ Z‬ﺑﺎ ﻋﻨﻮ‪»,‬ﺳﺮ ﻫﺮ‬ ‫ﻧﺴﺎ‪  «,‬ﭼﻬﺎ ﻓﺼﻞ ﺑﺎ ﻋﻨﺎﻳﻦ ﺳﺎﻋﺖ‪ ،‬ﻣﻜﺎ‪ ،,‬ﻣﺎ‪  ,‬ﻧﺴﺎ‪ ,‬ﺗﺸﻜﻴﻞ‬ ‫ﺷﺪ< ﺳﺖ‪ .‬ﭘﺎ< ‪T‬ﻳﻦ ﻛﺘﺎ‪ Z‬ﭼﻬﺎ ﻓﺼﻞ ﺑﺎ ﻋﻨﻮ‪»,‬ﻧﻬﺎﻫﺎ«ﻓﺼﻮ‬ ‫ﭘﻨﺠﻢ ﺗﺎ ﻫﺸﺘﻢﻳﻦ ﻛﺘﺎ‪  Z‬ﺑﻪ ﺧﻮ ﺧﺘﺼﺎ‪ < c‬ﻧﺪ‪ .‬ﻋﻨﻮ‪ ,‬ﻓﺼﻞ‬ ‫ﭘﻨﺠﻢ»‪J‬ﻣﻮ‪ I‬ﺑﺮ‪ $‬ﻧﺪﮔﻲ«‪ ،‬ﻓﺼﻞ ﺷﺸﻢ»ﺣﻘﻴﻘﺖ  ﻧﻴﻚ«‪ ،‬ﻓﺼﻞ‬ ‫ﻫﻔﺘﻢ»ﻣﺼﻨﻮﻋﺎ« ﻓﺼﻞ ﻫﺸﺘﻢ»ﺳﻴﺎﺳﺖ ﻗﺪﺳﻲ«ﺳﺖ‪.‬‬ ‫ﭘﺎ< ﺳﻮ‪ T‬ﻛﺘﺎ‪ Z‬ﻟﻴﺪﻣﻦ ﺑﺎ ﻋﻨﻮ‪ ,‬ﻛﺘﺎ‪ Z‬ﻳﻜﻲ ﺳﺖ‪ .‬ﭘﺎ< ﺳﻮ‪ T‬ﺑﺎ»‬ ‫ﺳﺎﻳﻪ‪J $‬ﻳﻨﺪ<« ﺳﻪ ﻓﺼﻞ»ﺳﻮ‪ ,‬ﻣﺪﻧﻴﺘﻪ«‪ ،‬ﭘﺎﻳﻲﻫﺎ  ﻳﮕﺮ‪ «,‬‬ ‫ﻧﺪﻳﺸﻪ ﭘﻴﺸﺮﻓﺖ«  ﺑﺮﺳﻲ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻋﻨﻮ‪ ,‬ﻛﺘﺎ‪»Z‬ﻟﻴﺪﻣﻦ«  ‪J‬ﮔﻮﺳﺘﻴﻨﻮ‪ W‬ﻗﺪﻳﺲ ﮔﺮﻓﺘﻪ ﺷﺪ< ﺳﺖ‪.‬‬ ‫‪J‬ﮔﻮﺳﺘﻴﻨﻮ‪ W‬ﮔﻔﺘﻪ ﺑﻮ‪»:‬ﺗﺎﻳﺦ  ﺳﺎﻳﻪ‪J $‬ﻳﻨﺪ< { ﻣﻲﻫﺪ«‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ‪J‬ﺛﺎ ﻟﻴﺪﻣﻦ ﺑﺮ‪ $‬ﻧﺸﺠﻮﻳﺎ‪ ,‬ﭘﮋﻫﺸﮕﺮ‪),‬ﺑﻪ ﻳﮋ<‬ ‫ ﺳﻮﺋﺪ( ﺑﻪ ﺧﺎﻃﺮ ﻣﻬﺎ ‪  $‬ﺗﻮﺿﻴﺢ ﻣﺴﺎﺋﻞ ﭘﻴﭽﻴﺪ< ﺑﻪ ﺑﺎ‪ ,‬ﺳﺎ<‬ ‫ ﺑﻪ  ﻋﺎﻣﻴﺎﻧﻪ ﮔﻮﻳﻲ ﻣﻘﺒﻮ ﻓﺘﺎ< ﺳﺖ‪.‬‬ ‫ﻳﻦ ﻧﻮﺷﺘﺎ ﺑﺮﺳﻲ ﺧﻮﻫﺪ ﺷﺪ ﻛﻪ ‪J‬ﻳﺎ ﻧﻮﻳﺴﻨﺪ< ﻣﺤﺘﺮ‪ T‬ﻳﻦ‬ ‫ﻛﺘﺎ‪ Z‬ﻧﻴﺰ ﻳﻦ ﻣﺮ)ﺑﻴﺎ‪ ,‬ﺳﺎ< ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪ‪ ,‬ﺑﻪ   ﻋﺎﻣﻴﺎﻧﻪ‬ ‫ﮔﻮﻳﻲ(ﻣﻮﻓﻖ ﺑﻮ< ﺳﺖ؟‬

‫ ﺳﺎﻳﻪ ‪J‬ﻳﻨﺪ<‪ :‬ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪﻧﻴﺘﻪ‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻣﻬﻤﺘﺮﻳﻦ ﻫﺪ‪ u‬ﻟﻴﺪﻣﻦ ﭘﺎﺳﺦ ﺑﻪ  ﭘﺮﺳﺶ ﻳﺮ‬ ‫ﺑﻮ< ﺳﺖ‪:‬‬ ‫‪ .1‬ﺟﻪ ﻣﺸﺨﺼﻪ‪ ،‬ﻳﮋﮔﻲ  ﻣﺨﺘﺼﺎ ﻣﺪﻧﻴﺘﻪ ﭼﻴﺴﺖ؟‬ ‫‪ .2‬ﺟﻪ ﺗﻤﺎﻳﺰ ‪ ,‬ﻣﺪ‪ ,‬ﺑﺎ ‪ ,‬ﻗﺒﻞ  ﺑﻌﺪ ‪ ,J‬ﭼﻴﺴﺖ؟‬ ‫ ﭘﺎﺳﺦ ﺑﻪﻳﻦ ﭘﺮﺳﺶﻫﺎ  ﺑﺮﺳﻲ ﻣﺤﺘﻮ  ﻣﺤﻮﻳﻦ ﻛﺘﺎ‪Z‬‬ ‫ﻣﻲﺷﻮﻳﻢ‪.‬‬ ‫ﺧﻼﺻﻪ= ‪ 2‬ﻣﺤﺘﻮ  ﻣﺤﻮ ﻛﺘﺎ‬

‫ﻟﻴﺪﻣﻦ  ﭘﺎﺳﺦ ﺑﻪ ﭘﺮﺳﺶﻫﺎ‪ $‬ﻳﺎ ﺷﺪ< )ﻣﺨﺘﺼﺎ  ﺟﻪ ﺗﻤﺎﻳﺰ‬ ‫ﻣﺪﻧﻴﺘﻪ  ﻳﮕﺮ <ﻫﺎ( ﺷﻨﮕﺮ‪J $‬ﻏﺎ ﻣﻲﻛﻨﺪ  ﺑﻪ ﺑﺮﺳﻲ ﺗﻐﻴﻴﺮ‬ ‫ ﺗﺤﻮﻻ ﻋﻈﻴﻢ  ﻣﻴﻨﻪ ﻧﺪﻳﺸﻪ  ﻗﺮ‪,‬ﻫﺎ‪ $‬ﺧﻴﺮ ﻣﻲﭘﺮ‪ .‬ﻟﻴﺪﻣﻦ‬ ‫ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﺗﺼﻮﻳﺮ ﻧﺴﺎ‪ ,‬ﻣﺪ‪  ,‬ﻣﻜﺎ‪ ،,‬ﻣﺎ‪ ،,‬ﻧﺴﺎ‪ ،,‬ﻣﺬﻫﺐ‪ ،‬ﻫﻨﺮ‪،‬‬ ‫ﺳﻴﺎﺳﺖ‪ ،‬ﭘﻴﺸﺮﻓﺖ‪ ،‬ﺳﻮ‪ ،$J‬ﺻﻨﻌﺖ  ﺗﻜﻨﻴﻚ ‪...‬ﭼﮕﻮﻧﻪ ﺷﻜﻞ ﮔﺮﻓﺘﻪ‬ ‫ﺳﺖ‪  .‬ﺳﺘﺎ‪ $‬ﺑﺮﺳﻲ ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪ‪ ,‬ﺑﻪ ﺗﺤﻮﻻ‪ ،‬ﺗﻘﺎﺑﻞﻫﺎ‬ ‫ﺗﻀﺎﻫﺎ‪ $‬ﮔﻔﺘﻤﺎﻧﻲ ﻣﻲﭘﺮ‪ .‬ﻳﺸﻪﻫﺎ‪ $‬ﺗﻐﻴﻴﺮ  ﻋﺼﺮ ﺟﺪﻳﺪ  ﺑﻪ‬ ‫ﺻﻮ ﺟﺰﺋﻲ ﺗﺸﺮﻳﺢ ﻣﻲﻛﻨﺪ  ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﭼﻪ ﺗﻤﺎﻳﺰ‪ $‬ﺑﻴﻦ ﻧﮕﺎ<‬ ‫ﻧﺴﺎ‪  ,‬ﮔﺬﺷﺘﻪ  ﻋﺼﺮ ﺟﺪﻳﺪ ﺟﻮ ‪.‬‬ ‫ﻟﻴﺪﻣﻦ  ﺑﺮﺳﻲ ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪ‪ ,‬ﺑﻪ  ﻳﺖ ﻧﺴﺎ‪ ,‬ﻣﺪ‪ ,‬‬ ‫ﺧﻮ  ﻋﻘﻞ ﺧﻮﻳﺶ ﺷﺎ< ﻣﻲﻛﻨﺪ؛‬ ‫‪ .1‬ﭼﮕﻮﻧﻪ ﻧﺴﺎ‪ ,‬ﺑﺎ ﻋﻘﻞ ﺧﻮ ‪ J‬ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ .2‬ﭼﮕﻮﻧﻪ ﻣﺤﻴﻂ  ﺗﻮ’  ﺑﺮﺑﺮﻳﻦ ‪ J‬ﺳﺎ‪ $‬ﻣﺎﻧﻊﻳﺠﺎ‬ ‫ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻳﻦ ﮔﺎﻧﮕﻲﻫﺎ ﺧﻮﻧﻨﺪ< ﺑﻪ ﻳﺎ ﭘﻴﺶ ﺑﻴﻨﻲﻫﺎ‪  $‬ﻧﻮﻳﺴﻨﺪ<‬ ‫ﻣﺸﻬﻮ  ﺗﺤﻮﻻ ﺗﻜﻨﻮﻟﻮژﻳﮓ ﻧﻘﻼ‪ Z‬ﺗﺒﺎﻃﺎ ﻣﻲﻧﺪ‪:‬‬ ‫‪.1‬ﻫﺎﻛﺴﻠﻲ ﻛﻪ ‪J‬ﻳﻨﺪ<‪  $‬ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲﻛﺮ ﻛﻪ ﭘﺮ  ﺧﻴﺮ ‬ ‫ﺑﺮﻛﺖ‪ ،‬ﻓﺎ<‪ ،‬ﺟﻬﺎﻧﻲ ﺑﺎ ﺗﺒﺎﻃﺎ ‪J‬ﻧﻲ‪ ،‬ﻧﺶ  ﺧﺮ ﻧﺎﻣﺤﺪ‪ ،‬ﺣﺘﻲ‪،‬‬ ‫‪J‬ﺳﺎﻳﺶ ‪ ...‬ﺳﺖ‪.‬‬ ‫‪  .2‬ﻛﻪ ﭼﺸﻢ ﻧﺪ‪ $‬ﺗﺎﻳﻚ  ‪J‬ﻳﻨﺪ< ﺗﺮﺳﻴﻢ ﻣﻲﻛﺮ‪ .‬‬ ‫ﺳﺘﺎ‪ 1984 ,‬ﺟﻮ‪J ، z‬ﻳﻨﺪ< ﺟﻬﺎﻧﻲ ﻛﺎﺑﻮ‪J W‬ﺳﺎ ﺗﺮﺳﻴﻢ ﺷﺪ< ﺳﺖ‬ ‫ﻛﻪ  ‪ ,J‬ﺣﻜﻮﻣﺖﻫﺎ‪ $‬ﻳﻜﺘﺎﺗﻮ‪ $‬ﻫﻤﻪ ﺟﻨﺒﻪﻫﺎ‪ $‬ﻧﺪﮔﻲ  ﻛﻨﺘﺮ ‬ ‫< ﻣﻲﻧﻤﺎﻳﻨﺪ)ﻛﺎﻛﻮ‪.(184 :1381 ،‬‬ ‫ﻟﻴﺪﻣﻦ ﻧﻴﺰ ﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﻪ ﻧﮕﺎ<  ﻧﻮﻳﺴﻨﺪ<‪ $‬ﻣﺸﻬﻮ ﺑﺎ<‬ ‫ﻛﺎﻣﭙﻴﻮﺗﺮ ﺷﺎ< ﻣﻲﻛﻨﺪ‪:‬‬ ‫‪J‬ﻟﻮ‪ ,‬ﻓﻴﺰﻳﻚ ﻧﻲ ﺳﺖ ﻛﻪ  ﺑﻴﺮ‪ ,‬ﺑﻪ ﻛﺎﻣﭙﻴﻮﺗﺮ ﻧﮕﺎ< ﻣﻲﻛﻨﺪ  ‬ ‫ﺗﻬﺪﻳﺪ ‪ $J‬ﻓﻜﺮ‪ $‬ﺷﻬﺮﻧﺪ‪  ,‬ﺟﺎﻧﺐ ﻟﺖ ﺑﻪ ﻛﻤﻚ ﺗﻜﻨﻴﻚ ﺳﺨﻦ‬ ‫ﻣﻲ‪-‬ﮔﻮﻳﺪ‪ .‬ﻣﺎﻧﻲ ﻛﻪ ‪J‬ﻟﻮ‪  ,‬ﻧﺎﺑﻮ ﻛﺮ‪ ,‬ﺗﻮ‪s ,‬ﺗﻲ ﺷﻬﺮﻧﺪ‪ ,‬ﺑﺮ‪$‬‬ ‫‪ J‬ﻧﺪﻳﺸﻴﺪ‪ ,‬ﻣﻲﮔﻮﻳﺪ ﻫﻤﺎ‪ ,‬ﻫﺮﺳﻲ  ﻛﻪ   ﺳﺘﺎ‪1984 ,‬‬ ‫ﺗﻮﺻﻴﻒ ﻣﻲﻛﻨﺪ ﺑﻪ ‪s‬ﻫﻦ ﻣﺘﺒﺎ ﻣﻲﺳﺎ)‪.(407c‬‬ ‫ ﻣﻘﺎﺑﻞﻳﻦ ﻧﮕﺎ< ﺗﻴﺮ<  ‪J‬ﻳﻨﺪ<‪ ،‬ﻟﻴﺪﻣﻦ ﺑﻪ ﻛﺘﺎ‪ Z‬ﺑﻴﻞ ﮔﻴﺘﺲ )ﺑﻨﻴﺎ‪,‬‬ ‫ﮔﺬ ﻣﻴﻜﺮﺳﺎﻓﺖ(  ﻣﺤﺼﻮ ﺳﺎﺧﺖ ﺧﻮ ‪ $‬ﺷﺎ< ﻣﻲﻛﻨﺪ‪ .‬ﮔﻴﺘﺲ‬

‫»< ﭘﻴﺶ « ﺧﻄﺮ ﺗﺠﺎ ﺑﻪ ﺣﺮﻳﻢ ﺧﺼﻮﺻﻲ   ﻣﻲﻛﻨﺪ  ﻣﻌﺘﻘﺪ‬ ‫ﺳﺖ ﻓﺮ ﻫﻤﭽﻨﺎ‪ ,‬ﺧﻮﻣﺨﺘﺎ ﺑﺎﻗﻲ ﻣﻲﻣﺎﻧﺪ)‪.(408c‬‬ ‫ﻛﺘﺎ‪ »Z‬ﺳﺎﻳﻪ‪J $‬ﻳﻨﺪ< ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪﻧﻴﺘﻪ« ﭘﺲ  ﺷﺎ< ﺑﻪ‬ ‫ﻳﮋﮔﻲﻫﺎ  ﺟﻪ ﺗﻤﺎﻳﺰ ‪ ,‬ﻣﺪ‪ ,‬ﺑﺎ ﻳﮕﺮ <ﻫﺎ ﻣﻲﺧﻮﻫﺪ ﺑﻪﻳﻦ‬ ‫ﭘﺮﺳﺶ ﭘﺎﺳﺦ ﻫﺪ ﻛﻪ»‪J‬ﻳﺎ ﺑﺎ ﻧﺴﺎ‪ ,‬ﻣﺤﻮ‪  $‬ﻋﻘﻞ ﻣﺤﻮ‪, $‬‬ ‫ﻣﺪ‪ ،,‬ﻣﻲﺗﻮ‪ ,‬ﮔﻔﺖ ﻛﻪ ﻗﻌﺎ ﻧﺴﺎ‪ ,‬ﻣﺴﻠﻂ ﺑﺮ ﻃﺒﻴﻌﺖ ﺳﺖ؟ ‪J‬ﻳﺎ‬ ‫ﻣﺪﻧﻴﺘﻪ ﻓﺴﻮ‪ ,‬ﻳﻲ ﻣﻲﻛﻨﺪ ﻳﺎ ﭼﺎ ﻓﺴﻮ‪ ,‬ﮔﻲ ﺟﺪﻳﺪ ﻣﻲﮔﺮ؟‬ ‫‪J‬ﻳﺎ ‪J‬ﻧﭽﻪ ﻛﻪ ﻳﻜﺘﻮ ﻫﮕﻮ ﺑﺎ< ﭼﻴﺮﮔﻲ ﻧﺴﺎ‪ ,‬ﺑﺮ ﻃﺒﻴﻌﺖ ﻣﻲﻧﻮﻳﺴﺪ‪،‬‬ ‫ﻗﻌﻴﺖ ؟‬ ‫ﻫﻮﮔﻮ ﻣﻲﻧﻮﻳﺴﺪ‪ :‬ﻣﺎ ﻫﻴﺪ]ﻣﻮﺟﻮ‪ $‬ﻓﺴﺎﻧﻪ‪ $‬ﺑﺎ ﭼﻨﺪﻳﻦ ﺳﺮ ﻛﻪ‬ ‫ ﻛﻨﺎ ‪ ZJ‬ﺑﻪ ﺳﺮ ﻣﻲﺑﺮ[  ‪ T‬ﻛﺮ<ﻳﻢ  ﻧﺎ‪  ,J T‬ﻛﺸﺘﻲ ﺑﺨﺎ‬ ‫ﮔﺬﺷﺘﻪﻳﻢ؛ ژﻫﺎ  ‪ T‬ﻛﺮ<ﻳﻢ  ﺑﻪ ‪ ,J‬ﻟﻜﻮﻣﻮﺗﻴﻮ ﻣﻲﮔﻮﻳﻴﻢ؛ ﻣﻲﻳﻢ‬ ‫ﻛﻪ ﮔﺮﻳﻔﻮ‪],‬ﻣﻮﺟﻮ‪ $‬ﻓﺴﺎﻧﻪ‪ $‬ﺑﺎ ﺳﺮ  ﺑﺎ ﻋﻘﺎ‪  Z‬ﺑﺪ‪ ,‬ﺷﻴﺮ[  ﻫﻢ‬ ‫‪ T‬ﻛﻨﻴﻢ‪  ...،‬ﻧﺎ‪ T‬ﺑﺎﻟﻮ‪  ,‬ﺑﺮ ‪ ,J‬ﻧﻬﺎ<ﻳﻢ‪.(420c).‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻟﻴﺪﻣﻦ ﺗﺎﺑﻠﻮ‪» $‬ﺣﻘﻴﻘﺖ«)‪(473c‬ﺛﺮ ﻟﻔﻮ ﻧﻘﺎ‪ I‬ﻓﺮﻧﺴﻮ‪،$‬‬ ‫ﻣﺜﺎ ﮔﻮﻳﺎﻳﻲ  ﻓﺴﻮ‪ ,‬ﺗﻜﻨﻮﻟﻮژ‪ $‬ﺳﺖ‪».‬ﻳﻦ ﺗﺎﺑﻠﻮ ‪ ,‬ﻳﺒﺎ  ﺟﻮﻧﻲ ‬ ‫ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ ﻫﻤﭽﻮ‪ ,‬ﺣﻘﻴﻘﺖ ﻋﺮﻳﺎ‪ ,‬ﺳﺖ‪  .‬ﻳﻚ ﺳﺘﺶ  ﻣﺎﻧﻨﺪ‬ ‫ﻛﺴﺎﻧﻲ ﻛﻪ  ‪ ,‬ﺑﺎﺳﺘﺎ‪ ,‬ﻣﺸﻌﻞ ﺣﻤﻞ ﻣﻲﻛﺮﻧﺪ ﺑﺎﻻ ﮔﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ﻣﺎ  ﻧﻪ ﻣﺸﻌﻞ‪-‬ﻧﻤﺎ ﺣﻘﻴﻘﺖ  ﺷﻨﮕﺮ‪  $‬ﻋﻬﺪ ﺑﺎﺳﺘﺎ‪ -,‬ﺑﻠﻜﻪ ﻳﻚ‬ ‫ﻻﻣﭗ ﺷﻦ ﺑﺮ‪  p‬ﺳﺖ «)‪(475c‬ﻻﻣﭗ ﺷﻴﺌﻲ ﭘﻴﺶ ﭘﺎ ﻓﺘﺎ<‬ ‫ﺳﺖ  ﺑﻪ ﻋﻨﻮ‪ ,‬ﻧﻤﺎ ﺣﻘﻴﻘﺖ ﻣﻨﺎﺳﺐ ﻧﻴﺴﺖ‪.‬‬ ‫ﻟﻴﺪﻣﻦ ﻫﻢ  ﻓﺴﻮ‪ ,‬ﻳﻲ ﻣﺪﻧﻴﺘﻪ  ﻫﻢ  ﻓﺴﻮ‪ ,‬ﮔﻲ ﺟﺪﻳﺪ‬ ‫ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ   ﻧﻬﺎﻳﺖ ﺑﺪ‪ ,‬ﺋﻪ ﭘﻴﺸﻨﻬﺎ ﻳﺎ < ﺣﻞ ﻣﻨﺎﺳﺐ‪،‬‬ ‫ﻛﺘﺎ‪  Z‬ﺑﺎ ﺗﻮﺻﻴﻒ ﺻﺮ‪ u‬ﺑﻪ ﭘﺎﻳﺎ‪ ,‬ﻣﻲﺳﺎﻧﺪ‪.‬‬ ‫ ﺗﻜﻤﻴﻞ ﺑﺤﺚ  ﻣﺤﺘﻮ  ﻣﺤﻮ ﻛﺘﺎ‪ Z‬ﻟﻴﺪﻣﻦ‪ ،‬ﺷﺎ< ﺑﻪ ﺟﻤﻼﺗﻲ‬ ‫ ﻛﺘﺎ‪»Z‬ﭼﺸﻢ ﻧﺪﻫﺎ‪:‬ﻧﻘﻼ‪Z‬ﻫﺎ‪ $‬ﻋﻠﻢ  ﻗﺮ‪ ,‬ﺑﻴﺴﺖ  ﻳﻜﻢ«‪ ،‬ﺛﺮ‬ ‫ﻛﺎﻛﻮ ﻣﻲﺗﻮﻧﺪ ﺑﻪ ﻓﻬﻢ  ﻳﺎﻓﺖ ﻣﺴﺎﺋﻠﻲﻳﻦ ﭼﻨﻴﻨﻲ ﻛﻤﻚ ﻛﻨﺪ‪»:‬ﺧﻮ<‬ ‫ﻳﺎﻧﻪﻫﺎ‪ ،‬ﻳﺎ‪ ,‬ﺑﺪ‪ $‬ﻣﺎ ﺑﺎﺷﻨﺪ ﻳﺎ ﺑﺎﺑﺎ‪ ,‬ﻣﺎ‪ ،‬ﻳﻚ ﭼﻴﺰ ﻣﺮ ﻗﻄﻌﻲ ﺳﺖ‪:‬‬ ‫‪,J‬ﻫﺎ ﺑﻪ  ﻓﻜﻨﺪ< ﻧﻤﻲﺷﻮﻧﺪ‪ ...‬ﻣﻜﺎ‪  ,‬ﻣﺎ ﻋﺰﻳﺰ‪ ,‬ﻟﺒﻨﺪ ﻳﺎﻧﻪﻫﺎ‬ ‫ﺷﻮﻳﻢ‪ ،‬ﻣﻮﺟﻮ ﻧﺎﭘﺮ<‪ $‬ﮔﺮﻳﻢ ﻛﻪ ﻫﻤﺎﻧﻨﺪ ﺳﮕﺎ‪ ,‬ﺳﺖ ‪J‬ﻣﻮ‬ ‫ﻫﺒﺮ‪ $‬ﺷﻮﻳﻢ‪ ،‬ﻣﺎ ﻣﻦ ﻣﻴﺪ‪ T‬ﮔﺮ ﺣﺴﺎﺳﻲ ﭼﻨﻴﻦ ﺷﺘﻪ ﺑﺎﺷﻴﻢ‬ ‫ﻫﻤﻴﺸﻪ ﺗﻮ‪  ,‬ﺳﺘﻌﺪ ﺑﻴﺮ‪ ,‬ﻛﺸﻴﺪ‪ ,‬ﻛﻠﻴﺪ   ﭘﺮﻳﺰ ﺑﺮ‪ $‬ﺧﻮ‬ ‫ﻣﺤﻔﻮ‘ ﺑﺪﻳﻢ«)ﻛﺎﻛﻮ‪ ،‬ﭘﻴﺸﻴﻦ‪.(207 :‬‬ ‫ﺑﺮ‪  $‬ﺑﻪ ﻧﻘﺪ ﻛﺘﺎ‪ Z‬ﻳﺎ< ﻓﺼﻞ ﻛﺘﺎ‪  Z‬ﺑﻪ ﺻﻮ ﻣﺨﺘﺼﺮ‬ ‫ﻣﺮ ﻣﻲﻛﻨﻴﻢ‪:‬‬ ‫ﻓﺼﻞ  ﺳﺎﻋﺖ ﻣﻜﺎﻧﻴﻜﻲ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻧﻤﺎ ﻋﺼﺮ ﻣﺪ‪ ,‬ﻣﻮ‬ ‫ﺑﺮﺳﻲ ﻗﺮ ﻣﻲﮔﻴﺮ  ﺗﻐﻴﻴﺮﺗﻲ  ﻛﻪ  ﺳﺎﺧﺖ ﺟﺎﻣﻌﻪ ﻣﻮﺟﺐ‬ ‫ﻣﻲﮔﺮ‪ ،‬ﺗﺸﺮﻳﺢ ﻣﻲﺷﻮ‪ .‬ﺗﻐﻴﻴﺮ  ﺟﻬﺎ‪ ,‬ﺑﻴﻨﻲ ﺑﻄﻠﻤﻴﻮﺳﻲ ﺑﻪ ﻛﭙﺮﻧﻴﻜﻲ‬ ‫ ﺑﻪ ﺗﺒﻊ ‪ ,J‬ﺗﻐﻴﻴﺮ  ﻧﺴﺎ‪ ,‬ﻣﻮﺿﻮ‪ l‬ﻓﺼﻞ ‪ T‬ﺑﺎ ﻋﻨﻮ‪ ,‬ﻣﻜﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫ ﺗﻔﺴﻴﺮ ﻧﻘﻼ‪ Z‬ﻛﭙﺮﻧﻴﻜﻲ  ﻧﮕﺎ< ﺑﻪ ﻧﺴﺎ‪ ,‬ﺑﺮﺳﻲ ﻣﻲﮔﺮ‪:‬ﺑﺮ‬

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‫ﻣﻌﺮﻓﻲ  ﻧﻘﺪ ﻛﺘﺎ )ﻻﺗﻴﻦ(‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺳﺎ‪ W‬ﺗﻔﺴﻴﺮ ﻓﺮﻳﺪ‪ ،‬ﻧﺴﺎ‪ ,‬ﺟﺎﻳﮕﺎ< ﻣﺮﻛﺰ‪ $‬ﺧﻮ   ﻫﺴﺘﻲ  ﺳﺖ‬ ‫ﻣﻲﻫﺪ  ﻧﻘﻼ‪ Z‬ﻛﭙﺮﻧﻴﻜﻲ ﻟﻴﻦ ﮔﺎ‪  T‬ﺗﻨﺰ ﺟﺎﻳﮕﺎ< ﻧﺴﺎ‪  ,‬ﻧﻈﺮ‬ ‫ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮ‪.‬‬ ‫ﺑﺮﺳﺎ‪ W‬ﺗﻔﺴﻴﺮ ﻛﻨﺪﺳﻪ‪ ،‬ﺗﻐﻴﻴﺮﺗﻲ ﻛﻪ ﺑﺎ ﻧﻘﻼ‪ Z‬ﻛﭙﺮﻧﻴﻜﻲ {‬ ‫ﻣﻲﻫﺪ‪ ،‬ﻧﺸﺎﻧﻲ  ﭘﻴﺮ‪ $‬ﻧﺴﺎ‪ ,‬ﺳﺖ‪.‬‬ ‫ﻓﺼﻞ ﺳﻮ‪ T‬ﺑﻪ ﻳﺮ ﺳﻮ ﻓﺘﻦ ﺗﺼﻮ ﺗﺎﻳﺦ ﻛﻮﺗﺎ<  ﻣﺤﺪ ‬ ‫ﻗﺪﻳﻢ ﺑﺎ ﻛﺎﻧﺖ ﺧﺘﺼﺎ‪ c‬ﻳﺎﻓﺘﻪ ﺳﺖ‪ .‬ﻓﻀﺎ‪ $‬ﺑﺎ ﻧﺎﻣﺤﺪ ﺟﺎﻳﮕﺰﻳﻦ ﻋﺎﻟﻢ‬ ‫ﺑﺴﺘﻪ  ﻣﺤﺪ ﻣﻲﺷﻮ  ﺗﻐﻴﻴﺮﺗﻲ   ﻋﺮﺻﻪﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺑﻪ ﻧﺒﺎ‬ ‫‪ .‬ﻳﻦ ﻓﺼﻞ ﻧﻈﺮﻳﻪ ﻧﺴﺒﻴﺖﻳﻨﺸﺘﻴﻦ ﻛﻪ ﻣﺎ‪  ,‬ﺑﻌﺪ ﻳﮕﺮ‪ $‬‬ ‫ﻣﻜﺎ‪ ,‬ﺗﻠﻘﻲ ﻣﻲﻛﺮ‪ ،‬ﺳﺨﻦ ﺑﻪ ﻣﻴﺎ‪ ,‬ﻣﻲ‪J‬ﻳﺪ‪.‬‬ ‫ﻓﺼﻞ ﭼﻬﺎ‪ T‬ﺑﻪ ﺑﺮﺷﺖﻫﺎ  ﺗﺼﺎﻳﺮ ‪s‬ﻫﻨﻲ ﻗﺪﻳﻢ  ﺟﺪﻳﺪ ‬ ‫ﻧﺴﺎ‪ ,‬ﺧﺘﺼﺎ‪ . c‬ﻧﮕﺎ< ﻋﺎ‪ T‬ﻧﮕﺮ‪  $‬ﻣﻘﺎﺑﻞ ﺧﺎ‪ c‬ﻧﮕﺮ‪ ،$‬ﺑﺤﺚ‬ ‫ﭘﺎﻳﻢﻫﺎ‪ $‬ﻛﻮﻫﻦ  ﻣﺒﺎﺣﺚ ﭼﻨﺪ ﻓﺮﻫﻨﮕﻲ  ﻫﺰ< ﺳﻮ‪ T‬ﻣﻬﻤﺘﺮﻳﻦ‬ ‫ﻣﻮﺿﻮﻋﺎﻳﻦ ﻓﺼﻞ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﻓﺼﻞ ﭘﻨﺠﻢ ﺑﻪ ﻧﻬﺎﻫﺎ)ﻣﺪﺳﻪ‪ ،‬ﻧﺸﮕﺎ<‪J ،‬ﻣﻮ‪ ،(... I‬ﺧﺘﺼﺎ‪c‬‬ ‫‪ .‬ﻣﺤﺪﻳﺖﻫﺎ‪ $‬ﺳﺎﺧﺘﺎ‪ $‬ﻧﻈﺎ‪J T‬ﻣﻮﺷﻲ  ﭼﮕﻮﻧﮕﻲ ﻓﻊﻳﻦ‬ ‫ﻣﺤﺪﻳﺖﻫﺎ ﺑﺎ ﻃﺮ}ﻫﺎ‪ $‬ﻫﻮﻣﺒﻮﻟﺖ  ﻳﻮﺋﻲ)‪(266c‬ﻣﻮﺿﻮ‪l‬ﻳﻦ‬ ‫ﻓﺼﻞ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﻓﺼﻞ ﺷﺸﻢ ﺑﺎ ﻋﻨﻮ‪»,‬ﺣﻘﻴﻘﺖ«  ﻗﺮ‪ ,‬ﺳﻄﻲ  ﻣﺒﺎﺣﺚ ﻣﺮﺗﺒﻂ‬ ‫ﺑﺎ ﺗﻠﻔﻴﻖ ﻳﻦ ﺳﻴﺎﺳﺖ ﺗﺎ ﻳﺸﻪﻫﺎ‪ $‬ﺷﻜﻞ ﮔﻴﺮ‪ $‬ﺳﻜﻮﻻﻳﺴﻢ‪،‬‬ ‫ﭘﻮﻳﺘﻮﻳﺴﻢ‪ ،‬ﺣﺎﻗﻪ ﻳﻦ ﻧﻈﺮﻳﻪ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﭘﺴﺎﺳﺎﺧﺘﺎﮔﺮﻳﺎﻧﻲ ﭼﻮ‪,‬‬ ‫ﻳﺪ   ﺑﺮ ﻣﻲﮔﻴﺮ‪.‬‬ ‫ﻧﻘﺪ ﺳﺮﻣﺎﻳﻪ ‪  $‬ﭘﻮﻳﺘﻮﻳﺴﻬﺎ ﺑﺎ ﻛﺎﻫﺎ‪ $‬ﺑﻨﻴﺎﻣﻴﻦ  ‪J‬ﻧﻮ ‬ ‫ﺋﻪ  ﻧﮕﺎ<  ﻣﻮ ‪J‬ﻳﻨﺪ< ﻋﻠﻢ)‪J‬ﻟﻮ‪  ,‬ﮔﻴﺘﺲ(ﻣﻮﺿﻮ‪ l‬ﻓﺼﻞ ﻫﻔﺘﻢ‬ ‫ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫»ﺳﻴﺎﺳﺖ ﻗﺪﺳﻲ« ﻋﻨﻮ‪ ,‬ﻓﺼﻞ ﻫﺸﺘﻢ ﺳﺖ ﻛﻪ ﺑﻪ ﭼﮕﻮﻧﮕﻲ‬ ‫ﭘﻴﺮ‪ $‬ﻧﺴﺎ‪ ,‬ﺑﺮ ﻃﺒﻴﻌﺖ ﺷﺎ< ﻣﻲﻛﻨﺪ ﭘﺲ  ﺷﺎ< ﺑﻪ ﻧﻘﻼ‪ Z‬ﻓﺮﻧﺴﻪ‬ ‫ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺳﻦ ﺳﻴﻤﻮ‪ ،,‬ﻛﻨﺖ‪ ،‬ﻫﮕﻞ‪ ،‬ﻓﻮﺋﺮﺑﺎ{‪ ،‬ﻣﺎﻛﺲ ﻟﻨﻴﻦ ﺑﺎ<‬ ‫ﻣﺬﻫﺐ‪ ،‬ﺑﻪ ﻳﺪﮔﺎ<ﻫﺎ‪ $‬ﭘﺴﺖ ﻣﺪ‪,‬ﻫﺎ  ﺑﺎ< ﻣﺬﻫﺐ ﺷﺎ< ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻟﻴﺪﻣﻦ ﻳﻦ ﻓﺼﻞ ﺑﻪ ﺑﻨﻴﺎﮔﺮﻳﻲ‪ ،‬ﻧﺌﻮ ﻛﻨﺴﺮﺗﻴﺴﻢ  ﻟﻬﻴﺎ ﻫﺎﻳﻲ‬ ‫ﺑﺨﺶ ﻧﻴﺰ ﺑﻪ ﺻﻮ ﮔﺬ ﺷﺎ< ‪.‬‬ ‫ﻓﺴﻮ‪ ,‬ﻳﻲ ﻳﺎ ﻓﺴﻮ‪ ,‬ﮔﻲ ﺟﺪﻳﺪ ﻣﻮﺿﻮ‪ l‬ﻓﺼﻞ ﻧﻬﻢ ﺳﺖ ﻛﻪ ﺑﻪ‬ ‫ﻧﻮﻋﻲ ﻧﻘﺪ ﻣﺪﻧﻴﺘﻪ ﺑﺎ ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻣﻜﺘﺐ ﻓﺮﻧﻜﻔﻮ ﻫﺎﻳﺪﮔﺮ ﺳﺖ‪.‬‬ ‫ﻓﺼﻞ ﻫﻢ ﺑﻪ ﻣﺴﻴﺮﻫﺎ‪ $‬ﻣﺘﻔﺎ  ﻣﺨﺘﻠﻒ ﻣﺪﻧﻴﺘﻪ ﺷﺎ<  ‬ ‫ﺑﻪ ﻧﻘﺪ ﻫﻮﻣﻲﺑﺎﺑﺎ‪ ،‬ﺳﻌﻴﺪ ‪  ...‬ﻣﺪﻧﻴﺘﻪ ﭘﺎﻳﻲ ﻧﻴﺰ ﺷﺎ< ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻓﺼﻞ ‪J‬ﺧﺮ ﻛﺘﺎ‪ ،Z‬ﺟﻤﻊ ﺑﻨﺪ‪ $‬ﻛﻞ ﻣﺒﺤﺚ ﻛﺘﺎ‪ Z‬ﺳﺖ‪ .‬ﻟﻴﺪﻣﻦ ﻳﻦ‬ ‫ﻓﺼﻞ ﺑﻪ ﻣﺨﺎﻟﻔﺎ‪  ,‬ﻣﻨﺘﻘﺪ‪ ,‬ﻣﺪﻧﻴﺘﻪ ﺷﺎ< ﻣﻲﻛﻨﺪ‪ .‬ﻧﺘﻘﺎﻫﺎ‪ $‬ﻛﻤﻮﻧﻲ‬ ‫ﺗﺎﻳﺎﻧﻴﺴﺖﻫﺎ)ﻣﻚﻳﻨﺘﺎﻳﺮ‪ ،‬ﻟﺰ‪ (...‬ﻫﺎﺑﺮﻣﺎ‪  W‬ﻛﻨﺎ ﺗﺎﻛﻴﺪ ﻟﻴﺪﻣﻦ ﺑﺮ‬ ‫ﺧﻼ‪ ،p‬ﭘﺎﻳﺎ‪ ,‬ﺑﺨﺶﻳﻦ ﻛﺘﺎ‪ Z‬ﺳﺖ‪»:‬ﺧﻼ‪ ،p‬ﺑﺎﺗﺮﻳﻦ ﺟﺰء ﺷﻨﮕﺮ‪$‬‬ ‫ﻧﺮ‪  ،T‬ﻛﺎﻧﻮ‪ ,‬ﺗﻮﺟﻪ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪ ...‬ﻣﻮﻛﺮﺳﻲ ﺗﻨﻬﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ‬

‫ﻣﺴﺌﻠﻪ ﻧﻬﺎ‪ $‬ﺷﺪ< ﻣﻄﺮ} ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﺑﻪ ﻣﻨﺰﻟﻪ‪ $‬ﻣﺴﺌﻠﻪ‪ $‬ﺧﻼﻗﻲ ‬ ‫ﻓﺮﻫﻨﮕﻲ ‪ $‬ﻫﻤﻴﺖ ﺳﺖ«)‪.(554c‬‬ ‫ﺑﺮﺧﻲ ﻧﻘﺎˆ ﻗﻮ ﻛﺘﺎ‬

‫‪ .1‬ﺗﻮﺻﻴﻒ ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪﻧﻴﺘﻪ  ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻋﻤﺪ< ﻣﺪﻧﻴﺘﻪ‬ ‫ﺑﻪ ﺑﺎ‪ ,‬ﺳﺎ<‬ ‫‪ .2‬ﺗﺮﻛﻴﺐ ﻣﺒﺎﺣﺚ ﻧﺪﻳﺸﻪ‪ $‬ﺑﺎ ﻣﻔﺎﻫﻴﻢ  ﭘﺪﻳﺪ<ﻫﺎ‪ $‬ﻣﻠﻤﻮ‪ W‬ﻧﻈﻴﺮ‬ ‫ﺳﺎﻋﺖ‪ ،‬ﺟﺪ ﺿﺮ‪Z‬‬ ‫‪ .3‬ﺋﻪ ﺗﺼﻮﻳﺮ ﺑﻪ ﻫﻤﺮ< ﺷﺮ} ﻛﻮﺗﺎ<  ﻣﻮ ﻫﺮ ﻓﺼﻞ  ‪J‬ﻏﺎ ‪,J‬‬ ‫‪ .4‬ﺷﺮ‪ u‬ﻧﻮﻳﺴﻨﺪ< ﺑﻪ ﺗﺎﻳﺦ  ﺟﺰﺋﻴﺎ ﺗﺎﻳﺦ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﺪﻧﻴﺘﻪ‬ ‫‪ .5‬ﺋﻪ ﺟﻤﻊ ﺑﻨﺪ‪ $‬ﻣﻨﺎﺳﺐ ﺟﺎﻣﻊ  ﻓﺼﻞ ‪J‬ﺧﺮ‬ ‫‪ .6‬ﺗﺼﻮﻳﺮ  ﺗﺮﺳﻴﻢ ﻳﺒﺎ  ﮔﺎﻧﮕﻲﻫﺎ‪ ،‬ﻧﮕﺎ<ﻫﺎ‪ $‬ﻣﺘﻔﺎ ‬ ‫ﻫﺮ ﻓﺼﻞ‪ ،‬ﻳﺎ‪ J‬ﺗﺮﻛﻴﺐ ﮔﺎﻧﮕﻲﻫﺎ‪ $‬ﺑﺮﻳﺎ‪ ,‬ﻓﻲ  ﻛﺘﺎ‪»Z‬ﻓﻠﺴﻔﻪ‬ ‫ﻣﺮﻳﻦ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ« ﺳﺖ‪.‬‬ ‫‪ .7‬ﺳﺘﻔﺎ<  ﺳﺘﺎ‪),‬ﺳﺘﺎ‪ ,‬ژ ‪(... ,‬ﻳﺎ ﻧﻘﺎﺷﻲ)ﺗﺎﺑﻠﻮ‪ $‬ﻟﻔﻮ‬ ‫‪ ...(...‬ﺗﻔﻬﻴﻢ ﻣﻄﺎﻟﺐ‬ ‫‪ .8‬ﺑﻴﺎ‪  ,‬ﻗﺒﻮ ﻗﻌﻴﺖﻫﺎ‪ $‬ﺗﻤﺪ‪,‬ﻫﺎ‪ $‬ﻳﮕﺮ ﻧﻈﻴﺮ ﭼﻴﻦ‪ ،‬ﻫﻨﺪ‪،‬‬ ‫ﺑﻮﻣﻴﺎ‪J ,‬ﻣﺮﻳﻜﺎ ‪...‬‬ ‫ﻟﻴﺪﻣﻦ ﻳﻦ ﺑﺎ< ﻣﻲﻧﻮﻳﺴﺪ‪ :‬ﭘﺎﻳﻴﺎ‪ ,‬ﺑﺎ ﭼﻴﻦ  ﻫﻨﺪ ﭘﻴﺶ ‬ ‫‪ ,J‬ﻛﻪ ﺧﻮ  < ﭘﻴﺸﺮﻓﺖ ﻣﺪ‪ ,‬ﻗﺪ‪ T‬ﺑﮕﺬﻧﺪ ‪J‬ﺷﻨﺎ ﺷﺪﻧﺪ‪  ...‬ﻗﺮ‪,‬‬ ‫ﻫﺠﺪﻫﻢ ﭼﻴﻦ ﺷﻴﻔﺘﮕﻲ  ﭘﺎ ‪ z‬ﺷﺖ   ﻳﻞ ﻗﺮ‪ 19 ,‬ﺑﺎ‬ ‫ﻛﺸﻒ ﺳﺎﻧﺴﻜﺮﻳﺖ  ﺑﻴﺎ ﻛﻼﺳﻴﻚ ﻫﻨﺪ‪ $‬ﺷﻴﻔﺘﮕﻲ ﻧﺴﺒﺖ ﺑﻪ ﻫﻨﺪ‬ ‫ﻧﻴﺰ ﻓﺰﻳﺶ ﻳﺎﻓﺖ)‪.(536c‬‬ ‫‪ .9‬ﺋﻪ ﺗﺼﻮﻳﺮ ﺷﻦ  ﻧﻘﺪ ﻣﺪﻧﻴﺘﻪ‬ ‫‪ .10‬ﻧﻘﺪ ﻳﻜﺮ ﺗﻚ ﺧﻄﻲ ﺑﻪ ﺗﻮﺳﻌﻪ ﺑﻪ ﭼﺎﻟﺶ ﻛﺸﻴﺪ‪ ,‬ﻣﺪﻧﻴﺘﻪ‬ ‫ﭘﺎﻳﻲ  ﺋﻪ ﻳﺖﻫﺎ‪  $‬ﻣﺴﻴﺮﻫﺎ‪ $‬ﻣﺘﻔﺎ  ﻣﺪﻧﻴﺘﻪ‬ ‫‪ .11‬ﺗﺮﺟﻤﻪ ‪ ،,‬ﻳﺒﺎ  ﮔﻮﻳﺎ‪ $‬ﻣﺘﺮﺟﻢ‬ ‫ﻧﻘﺪ ﻛﺘﺎ‬

‫ﺗﺮﺟﻤﻪ‪ » $‬ﺳﺎﻳﻪ‪J $‬ﻳﻨﺪ<‪ :‬ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪﻧﻴﺘﻪ«‪ ،‬ﺑﻪ ﻟﺤﺎ‘‬ ‫ﺷﻜﻠﻲ ‪ $‬ﺷﻜﺎﻻ  ﻛﺎﺳﺘﻲﻫﺎ‪ $‬ﻳﺮ ﻣﻲﺑﺎﺷﺪ‪:‬‬ ‫‪ .1‬ﺑﺨﺶ ﻋﻨﻮ‪ ,‬ﻛﺘﺐ ﺑﺎ ﻋﻼﻣﺖ  ﻧﻘﻄﻪ  ﻫﻢ ﺟﺪ ﮔﺮ‪ .‬‬ ‫ﻣﺘﻦ ﺻﻠﻲ ﺑﺎ  ﻧﻘﻄﻪ‪  ،‬ﻗﺴﻤﺖ  ﻫﻢ ﺟﺪ ﺷﺪ< ﻧﺪ‪.‬‬ ‫‪J .2‬ﻣﺪ‪  ,‬ﻓﻌﻞ ﭘﺸﺖ ﺳﺮﻫﻢ ﺑﺪ‪ ,‬ﻋﻼﻣﺖ ﻳﺮﮔﻮ)ﺻﺺ‪،14‬‬ ‫‪(... 210 ،... 25 ،24 ،22 ،21 ،19 ،16‬‬ ‫‪ .3‬ﭘﺮﻧﺘﺰ ﺑﺴﺘﻪ ﻧﺸﺪ< ﺳﺖ)ﺻﺺ‪.(137 ،119 ،22‬‬ ‫‪ .4‬ﺣﺬ‪ u‬ﻓﺎﺻﻠﻪ‪ $‬ﺑﻴﻦ  ﺣﺮ‪ u‬ﻳﻚ ﻛﻠﻤﻪ‪ :‬ﺣﺘﻤﺎﻻ)‪،(80c‬‬ ‫ﻣﻌﻤﻮﻻ)‪.(514c‬‬ ‫‪ .5‬ﺑﻬﺎ‪  T‬ﺟﻤﻠﻪ‪» :‬ﻣﻮﺟﺐ ﻧﻤﻲﻧﻢ ﭼﻪ   ﻫﺮ‪ W‬ﻣﺮﻣﻮ‪$‬‬ ‫ﻣﻲﺷﻮ ﻛﻪ‪83c)...‬ﺳﻄﺮ‪.(25‬‬

‫ ﺳﺎﻳﻪ ‪J‬ﻳﻨﺪ<‪ :‬ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ ﻣﺪﻧﻴﺘﻪ‬ ‫‪ .6‬ﺗﺼﺤﻴﺢ ﻛﻠﻤﺎﺗﻲ ﻧﻈﻴﺮ ﻫﻤﻮ)‪ ،(188c‬ﻧﻈﺒﺎ‪.(287c)t‬‬ ‫ﻋﻼ< ﺑﺮ ﻛﺎﺳﺘﻲﻫﺎ‪ $‬ﺷﻜﻠﻲ ﻳﺎﺷﺪ<‪ ،‬ﺛﺮ ﻟﻴﺪﻣﻦ ﺑﻪ ﻟﺤﺎ‘ ﻣﺤﺘﻮ‬ ‫ﻧﻴﺰ ‪ $‬ﻛﺎﺳﺘﻲﻫﺎ‪ $‬ﻳﺮ ﻣﻲﺑﺎﺷﺪ‪:‬‬ ‫‪ .1‬ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ ﻛﻪ ﺑﻬﺘﺮ ﺑﻮ ﻣﺘﺮﺟﻢ ﺑﺮﻳﻦ ﻛﺘﺎ‪ Z‬ﺣﺠﻴﻢ ﻣﻘﺪﻣﻪ‬ ‫ﻳﺎ ﻳﺎﺷﺘﻲ ﺑﻴﺸﺘﺮ ﻣﻲﻧﻮﺷﺖ‪ .‬ﻳﺎﺷﺖ ﺑﺴﻴﺎ ﻣﺨﺘﺼﺮ ﻣﺘﺮﺟﻢ  ﻛﻨﺎ‬ ‫ﭘﻴﺸﮕﻔﺘﺎ ﺛﻘﻴﻞ‪  ،‬ﺑﻪ ﻓﺼﻮ ﻛﺘﺎ‪  Z‬ﻣﺸﻜﻞ ﺳﺎﺧﺘﻪ ﺳﺖ‪.‬‬ ‫‪ .2‬ﻣﺘﺮﺟﻢ ﻣﻲﻧﻮﻳﺴﺪ‪ :‬ﺟﻌﺖ ﺑﻪ ﺗﺎﻳﺦ ﻏﻠﺐ ﺳﻄﺤﻲ  ﻧﺎﺳﺖ‬ ‫ﻧﺠﺎ‪ T‬ﻣﻲﺷﻮ‪ ،‬ﻣﺎ ﻧﻮﻳﺴﻨﺪ< ﻳﻦ ﻛﺘﺎ‪ Z‬ﺗﻜﺎﻣﻞ ﻧﺪﻳﺸﻪ ﻣﺪ‪  ,‬ﺑﺮ‬ ‫ﺑﻨﻴﺎ‪ $‬ﺳﺘﻮ…)‪.(5c‬‬ ‫ﻣﺘﺮﺟﻢ  ﺗﺎﻳﻴﺪ ﮔﻔﺘﻪ‪ $‬ﺧﻮﻳﺶ ﻧﻪ ﺑﻪ ﻧﻘﺪ ‪J‬ﺛﺎ ﻣﻲﭘﺮ  ﻧﻪ‬ ‫ﺟﻨﺒﻪ ﻣﺜﺒﺖﻳﻦ ﻛﺘﺎ‪  Z‬ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ‪.‬ﺑﻴﺸﺘﺮ ﺑﺮ ﻣﻄﺎﻟﺒﻲ ﺗﺎﻛﻴﺪ ﻣﻲﻛﻨﺪ‬ ‫ﻛﻪ ﻛﺘﺎ‪Z‬ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺑﻪ ‪ ,J‬ﭘﺮﺧﺘﻪﻧﺪ‪ :‬ﺗﻤﺎﻳﺰ ﻧﺴﺎ‪ ,‬ﻣﺪ‪ ,‬ﺑﺎ ﻧﺴﺎ‪,‬‬ ‫ﭘﻴﺶ ﻣﺪ‪… ,‬‬ ‫‪ .3‬ﭘﻴﺸﮕﻔﺘﺎ ﻛﺘﺎ‪ Z‬ﺑﺴﻴﺎ ﺛﻘﻴﻞ ﺳﺖ‪ .‬ﭘﻴﺸﮕﻔﺘﺎ ﺑﺎﻳﺪ ﺳﺎ<  ﺑﻪ‬ ‫ﻧﻮﻋﻲ ﺳﺎﻣﺎﻧﺪﻫﻲ  ﺑﻴﺎﻧﮕﺮ ﺳﺎﺧﺘﺎ ﻓﺼﻮ ﻛﺘﺎ‪ Z‬ﺑﺎﺷﺪ‪ .‬ﻣﺎ ﻧﻮﻳﺴﻨﺪ<‬ ‫ﭘﻴﺸﮕﻔﺘﺎ  ﺑﺎ ﻛﻨﺪﺳﻪ ‪J‬ﻏﺎﺑﺎ ‪s‬ﻛﺮ ﺗﻤﺎﻳﺰ ﻳﺪﮔﺎ<ﻫﺎﺑﺮﻣﺎ‪  W‬ﻟﻴﻮﺗﺎ ‬ ‫ﻣﺒﺎﺣﺚ ﻓﻠﺴﻔﻲ ﺻﺮ‪ u‬ﻣﻲﮔﺮ‪.‬‬ ‫‪ .4‬ﻧﮕﺎ< ﺗﻌﺼﺒﻲ ﺑﻪ ﻣﺴﺤﻴﺖ  ﻛﻨﺎ ﻋﺪ‪ T‬ﻧﮕﺎ< ﻋﻤﻘﻲ  ﻗﻴﻖ ﺑﻪ‬ ‫ﺳﻼ‪T‬‬ ‫ﻟﻴﺪﻣﻦ ﻣﻲﻧﻮﻳﺴﺪ‪ :‬ﻣﺴﺤﻴﺖ ﻳﻨﻲ ﻗﺖ ﺷﻨﺎ‪ W‬ﺳﺖ‪ … .‬ﻧﻪ‬ ‫ﺳﻼ‪  T‬ﻧﻪ ﻳﻬﻮﻳﺖ ﺳﺘﻮ‪  $‬ﻣﻮ ﺑﻪ ﺟﺎ‪ ,J‬ﻋﺎ ﻧﻤﺎ ‬ ‫ﻗﺖ ﻗﻴﻖ ﻧﺪﺷﺘﻨﺪ‪  ،‬ﺣﺎﻟﻲ ﻛﻪ ﻣﺴﺤﻴﺖ  ﻗﺮ‪ ,‬ﭼﻬﺎ‪ T‬ﻣﻴﻼ‪$‬‬ ‫ﺑﻪ ﺑﻌﺪ ﻣﺮﺳﻢ ﻋﺸﺎ‪ $‬ﺑﺎﻧﻲ  ﻳﮕﺮ ﻧﻴﺎﻳﺶﻫﺎ   ﻗﺖ ﻣﻌﻴﻨﻲ ﺑﺮﮔﺰ‬ ‫ﻣﻲﻛﺮ)‪.(62c‬‬ ‫‪ .5‬ﻧﮕﺎ<  ﻳﻜﺮ ﺗﺎﻳﺨﻲ  ﺗﻮﺻﻴﻔﻲ‪ .‬ﻟﻴﺪﻣﻦ ﺳﺘﺎﺗﺎﻳﺦ ﺳﺖ ﻣﺎ‬ ‫ﺗﺎﻳﺦ ﺻﺮﻓﺎ ﺗﻮﺻﻴﻒ ﻧﻴﺴﺖ  ﺑﻮﻳﮋ< ﻣﻮﺿﻮ‪ l‬ﻛﺘﺎ‪  $ Z‬ﻣﺒﺎﺣﺚ ‪,J‬‬ ‫ﻧﻴﺎ ﺗﺤﻠﻴﻞ ‪ .‬ﺷﺎ< ﺑﻪ ﻳﺪﮔﺎ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺑﺎ< ‪J‬ﻳﻨﺪ< ﻧﺴﺎ‪… ,‬‬ ‫ﺻﺮﻓﺎ ﺑﺎ ﻳﺪ‪ $‬ﺗﻮﺻﻴﻔﻲ ﻗﺎﺑﻞ ﺑﺮﺳﻲ ﻧﻤﻲﺑﺎﺷﻨﺪ‪.‬‬ ‫‪ .6‬ﻟﻴﺪﻣﻦ ﻣﻲﻧﻮﻳﺴﺪ‪ :‬ﭘﺎﻳﻢ ﻣﻔﻬﻮ‪ T‬ﻛﻠﻴﺪ‪ $‬ﻛﻮﻫﻦ ﻛﻪ ﻛﻨﻮ‪,‬‬ ‫ﺑﺴﻴﺎ ﻋﻮﻣﺎﻧﻪ  ‪J‬ﺑﻜﻲ  ﺑﺤﺚﻫﺎ ﺑﻪ ﻛﺎ ﺑﺮ< ﻣﻲﺷﻮ)‪ .(209c‬ﺑﻪ ﻧﻈﺮ‬ ‫ﻣﻲﺳﺪ ﻛﻪ ﺳﺎﺗﻴﺪ‪ ،‬ﻧﺸﺠﻮﻳﺎ‪  ,‬ﭘﮋﻫﺸﮕﺮ‪,‬ﻳﺮ‪ ,‬ﭘﺎﻳﻢ  ﺑﻪ ﻫﻤﺎ‪,‬‬ ‫ﻣﻌﻨﺎ‪ $‬ﻟﻴﺪﻣﻦ ﻣﺪﻧﻈﺮ ﻧﺪ  ﻣﻌﻠﻮ‪ T‬ﻧﻴﺴﺖ ﻛﻪ ﻣﻨﻈﻮ ﻟﻴﺪﻣﻦ  ﺳﺘﻔﺎ<‬ ‫ﭘﺎﻳﻢ ﻣﻔﻬﻮ‪ T‬ﻋﻮﻣﺎﻧﻪ  ‪J‬ﺑﻜﻲ ‪ ,J‬ﻛﺪ‪ T‬ﺧﻮﻧﻨﺪﮔﺎ‪ ,‬ﻳﺎ ﭘﮋﻫﺸﮕﺮ‪,‬‬ ‫… ﺳﺖ؟!‬ ‫‪ .7‬ﻣﺒﺎﺣﺚ ﭼﻨﺪ ﻓﺮﻫﻨﮕﻲ ﻛﻪ  ﻓﺼﻞ ﭼﻬﺎ‪ T‬ﺑﻪ ‪J‬ﻧﻬﺎ ﻣﻲﭘﺮ‪،‬‬ ‫ﺑﺴﻴﺎ ﭘﺮﻛﻨﺪ<  ﻣﺒﻬﻢ ﺳﺖ‪.‬‬ ‫‪ .8‬ﻓﺼﻞ ﺷﺸﻢ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ  ﻛﻨﺎ ﻫﻢ ﻗﺮ ﻣﻲﮔﻴﺮﻧﺪ‪.‬‬ ‫ﻣﺮﻫﺎ‪ $‬ﻧﻈﺮﻳﻪ ﭘﺮ‪  ,‬ﻣﻜﺎﺗﺐ ﻛﺎﻣﻼ ﻣﺸﺨﺺ ﻧﻤﻲﮔﺮ‪ .‬ﺑﻪ ﻧﻈﺮ‬ ‫ﻣﻲﺳﺪ ﺑﻬﺘﺮ ﺑﻮ ﺗﻴﺘﺮﻫﺎ  ﻋﻨﺎﻳﻦﻳﻦ ﻓﺼﻞ ﺑﻴﺸﺘﺮ ﻣﻲﺷﺪ‪ .‬ﺗﻴﺘﺮﻫﺎﻳﻲ‬

‫ﺑﺎ ﻋﻨﻮ‪ ,‬ﭘﻮﻳﺘﻮﻳﺴﻢ‪ ،‬ﻧﻘﺪ ﭘﻮﻳﺘﻮﻳﺴﻢ‪ ،‬ﺣﻠﻘﻪ ﻳﻦ‪ ،‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ‪،‬‬ ‫ﭘﺴﺎﺳﺎﺧﺘﺎﮔﺮﻳﻲ … ﺿﺮ‪ $‬ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‪.‬‬ ‫ﻳﻦ ﭘﺮﻛﻨﺪﮔﻲ  ﻋﺪ‪ T‬ﻧﺴﺠﺎ‪ T‬ﻣﻄﺎﻟﺐ  ﻣﻜﺎﺗﺐ  ﻓﺼﻞ ﻫﺸﺘﻢ‬ ‫ﻧﻴﺰ ﻳﺪ< ﻣﻲﺷﻮ‪ .‬ﺑﻪ ﺳﻦ ﺳﻴﻤﻮ‪ ،,‬ﻛﻨﺖ‪ ،‬ﻫﮕﻞ‪ ،‬ﻣﺎﻛﺲ  …‪ ،‬ﭘﺴﺖ‬ ‫ﻣﺪ‪,‬ﻫﺎ‪ ،‬ﺑﻨﻴﺎﮔﺮﻫﺎ‪ ،‬ﻧﺌﻮﻛﻨﺴﺮﺗﻴﺴﻢ  ﻟﻬﻴﺎ ﻫﺎﻳﻲ ﺑﺨﺶ ﺑﻪ ﺻﻮ‬ ‫ﭘﺮﻛﻨﺪ<  ﺑﺪ‪ ,‬ﻧﺴﺠﺎ‪ T‬ﺷﺎ< ﻣﻲﺷﻮ‪.‬‬ ‫‪ .9‬ﺑﻪ ﻧﻈﺮ ﻟﻴﺪﻣﻦ ﻓﺴﻮ‪ ,‬ﮔﻲ ﺟﺪﻳﺪ ﻛﻪ  ﻋﺼﺮ ﻣﺪ‪ ,‬ﭘﺪﻳﺪ‬ ‫ﺷﺪ< ﺳﺖ‪ .‬ﻣﺎ ﺑﻬﺘﺮ ﺳﺖ ﺑﻪ ﺟﺎ‪»$‬ﻓﺴﻮ‪ ,‬ﮔﻲ ﺟﺪﻳﺪ« ﻛﻠﻤﺎﺗﻲ ﻧﻈﻴﺮ‬ ‫ﺑﻬﺎ‪ ،T‬ﮔﻴﺠﻲ‪ ،‬ﺑﻲ ﻫﻮﻳﺘﻲ … ﺳﺘﻔﺎ< ﺷﻮ‪.‬‬ ‫ﻓﺴﻮ‪ ,‬ﮔﻲ ﻗﺪﻳﻢ  ﺟﻬﻞ ﺧﺎﺻﻲ ﻧﺸﺎ ﻣﻲﮔﺮﻓﺖ  ﺣﺎﻟﻲ ﻛﻪ‬ ‫ﺣﻴﺮ‪ ،‬ﺑﻬﺎ‪ … T‬ﻣﺮ ﺑﺎ ‪ ,J‬ﻓﺴﻮ‪ ,‬ﮔﻲ ﻗﺪﻳﻢ ﻣﺘﻔﺎ ﺳﺖ‪.‬‬ ‫‪  .10‬ﺷﺎ< ﺑﻪ ﺗﻤﺪ‪,‬ﻫﺎ‪ $‬ﻗﺪﻳﻢ)ﭼﻴﻦ  ﻫﻨﺪ…(ﻛﻤﺘﺮ ﺑﻪ ﺗﻤﺪ‪,‬‬ ‫ﺑﺰگﻳﺮ‪ ,‬ﺷﺎ< ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪.11‬ﺑﻪ ﻳﺖﻫﺎ‪ $‬ﻣﺘﻔﺎ ﻣﺪﻧﻴﺘﻪ ﺷﺎ< ﻣﻲﻛﻨﺪ ﻟﻲ ﺑﺎﻳﺪ ﮔﻔﺖ‬ ‫ﻛﻪ ﻣﺪﻧﻴﺘﻪ ﭼﺎﭼﻮ‪ Z‬ﻛﻠﻲ ﻳﻜﺴﺎﻧﻲ ‪ .‬ﻣﺪﻧﻴﺘﻪﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻓﺎﺻﻠﻪ‪$‬‬ ‫ﻳﺎ‪  $‬ﻫﻢ ﻧﺪﻧﺪ‪ .‬ﻳﻚ ﻣﺪﻧﻴﺘﻪ ﻳﻢ ﻓﻘﻂ ﻣﺴﻴﺮﻫﺎ ﻣﺘﻔﺎ ﺳﺖ‪.‬‬ ‫ﻣﻨﺎﺑﻊ‬

‫‪.1‬ﻛﺎﻛﻮ‪ ،‬ﻣﻴﭽﻴﻮ)‪ ،(1381‬ﭼﺸﻢ ﻧﺪﻫﺎ‪ :‬ﻧﻘﻼ‪Z‬ﻫﺎ‪ $‬ﻋﻠﻢ  ﻗﺮ‪,‬‬ ‫ﺑﻴﺴﺖ  ﻳﻜﻢ‪ ،‬ﺗﺮﺟﻤﻪ ﻳﻮﺳﻒ ﺑﻴﻠﻲ‪ ،‬ﺗﻬﺮ‪ :,‬ﻗﻘﻨﻮ‪.W‬‬ ‫‪ .2‬ﻟﻴﺪﻣﻦ‪ ،‬ﺳﻮ‪-,‬ﻳﻚ)‪ ،(1387‬ﺳﺎﻳﻪ‪J $‬ﻳﻨﺪ<‪ :‬ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ‬ ‫ﻣﺪﻧﻴﺘﻪ‪ ،‬ﺗﺮﺟﻤﻪ ﺳﻌﻴﺪ ﻣﻘﺪ‪ ،T‬ﺗﻬﺮ‪:,‬ﺧﺘﺮ‪.,‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻘﺎﻻ‬

‫ﺑﻬﺎ ﻣﺸﻔﻘﻰ‬ ‫ﭼﻜﻴﺪ‬

‫ ﺑﻴﻦ ﻣﺒﺎﺣﺚ ﻣﻌﺪ‪ $‬ﻛﻪ ‪J‬ﻧﻬﺎ   ﻣﺮ< ﻣﻔﺎﻫﻴﻢ ﻛﻠﻴﺪ‪  $‬ﺣﻮ< ﻓﻠﺴﻔﻪ ﺳﻴﺎﺳﻲ ﺑﺮ ﺷﻤﺮ<ﻧﺪ‪ ،‬ﺣﻖ‪،‬‬ ‫ﻋﺪﻟﺖ  ﺑﺮﺑﺮ‪  $‬ﺟﻤﻠﻪ ﻋﻨﺎﺻﺮ‪ $‬ﻫﺴﺘﻨﺪ ﻛﻪ ‪ $‬ﺑﺎ ﺷﻲ  ﻇﺮﻓﺖ  ﺣﺴﺎﺳﻴﺖ ﺑﻴﺸﺘﺮ‪ $‬ﻫﺴﺘﻨﺪ‬ ‫ ﻧﻈﺮﺗﻲ ﻛﻪ ﺑﺎ< ﺣﻜﻮﻣﺖ  ﻳﻚ ﺟﺎﻣﻌﻪ  ﻳﺎ ﻗﺎﻧﻮﻧﻤﻨﺪ‪ ,J $‬ﻣﻄﺮ} ﻣﻲﺷﻮ‪ ،‬ﻣﺒﺘﻨﻲ ﺑﺮ ﺟﻬﺖ ﮔﻴﺮ‪$‬‬ ‫ﻧﺪﻳﺸﻤﻨﺪ‪  ,‬ﺑﺮﻧﺎﻣﻪ ﻳﺰ‪ ,J ,‬ﺟﺎﻣﻌﻪ ﻧﺴﺒﺖ ﺑﻪﻳﻦ ﻣﻔﺎﻫﻴﻢ ﺳﺎﺳﻲ )ﺣﻖ‪ ،‬ﻋﺪﻟﺖ  ﺑﺮﺑﺮ‪ ($‬ﺳﺖ؛ ﺳﻼ‪ – T‬ﺑﻪ‬ ‫ﻳﮋ<  ﻧﮕﺮ‪ I‬ﺷﻴﻌﻲ‪ -‬ﻋﺪﻟﺖ  ﺷﻴﻮ< ﻣﺪﻳﺮﻳﺖ  ﺑﻮﺑﻴﺖ ‪J‬ﻓﺮﻳﻨﺶ  ﻣﻼ‪  n‬ﻣﻌﻴﺎ ﺣﻜﻤﺖ ﻋﻠﻤﻲ ﻗﻮ‪T‬‬ ‫ﻓﻀﺎﻳﻞ ﺧﻼﻗﻲ  ﻣﻼ‪ n‬ﻣﺸﺮﻋﻴﺖ ﻧﻈﺎ‪ T‬ﺳﻴﺎﺳﻲ  ﻧﻴﺰ ﺣﺮ ﭘﺴﺖﻫﺎ‪ $‬ﺳﻴﺎﺳﻲ  ﺟﺘﻤﺎﻋﻲ  ﻳﻨﻲ ﻣﻲﻧﺪ‪.‬‬ ‫ ﻃﺮﻓﻲ ﻳﻜﻲ  ﻧﻜﺎ ﻣﻬﻢ  ﺻﻞ ﻋﺪﻟﺖ‪ ،‬ﭘﻴﮕﻴﺮ‪ $‬ﺟﺮ‪  ,J $‬ﺟﺎﻣﻌﻪ   ﺑﻴﻦ ﻣﺮ‪ - T‬ﻳﻌﻨﻲ ﻫﻤﺎ‪,‬‬ ‫ﺗﺤﻘﻖ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ‪ -‬ﺳﺖ؛ ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﺮﻳﻦ ﻧﻜﺎ ﺿﺮ‪ $‬ﺳﺖ ﻛﻪ ﻣﺒﺎﻧﻲﻳﻦ ﺻﻮ ﺑﻪ ﺻﻮ ﻋﻤﻴﻖ‬ ‫ﻣﻮ ﻛﺎ‪ I‬ﻗﺮ ﮔﻴﺮ ﺗﺎ ﺗﺄﺛﻴﺮ ﻣﻠﻤﻮ‪  W‬ﻋﻴﻨﻲ ﻧﺎﺷﻲ  ﺟﺮ‪  ,J $‬ﺟﺎﻣﻌﻪ ﻗﺎﺑﻞ ﺑﺮﺳﻲ ﮔﺮ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪76‬‬

‫ﺷﻌﺎﻫﺎ‪ $‬ﻋﺪﻟﺖ ﻣﺤﻮ ﻟﺖ ﻧﻬﻢ‪ ،‬ﻣﺠﺎ ﺷﺪﻳﻦ ﻧﺪﻳﺸﻪ   ﻣﺎﻳﺠﺎ ﻛﺮ ﻛﻪ ‪J‬ﻳﺎ ﮔﺮ ﻗﺪ  ﻋﺪﻟﺖ  ﻫﻢ ﭘﻴﻮﻧﺪ ﺑﺨﻮ‬ ‫ﻳﻦ   ﺧﺪﻣﺖ ﺳﻌﺎ ﻛﻪ ‪J‬ﻣﺎ‪ ,‬ﻧﻬﺎﻳﻲ ﺑﺸﺮ ﺳﺖ ﻗﺮ ﺑﮕﻴﺮ‪ ،‬ﻫﺮﮔﺰ ﺑﻄﻲ ﻏﻴﺮ ﻋﺎﻻﻧﻪ  ﺟﺎﻣﻌﻪ ﻳﺪ< ﻣﻲﺷﻮ؟ ﭼﮕﻮﻧﻪ‬ ‫ﺳﺖ ﻛﻪ ﺑﺎ ﺟﻮ ﻫﻤﻴﺖ ﺻﻞ ﻋﺪﻟﺖ  ﺗﺄﺛﻴﺮ ‪  ,J‬ﻧﺪﮔﻲ ﺟﺘﻤﺎﻋﻲ ﺷﺎﻫﺪ ﺑﺮﻗﺮ‪ $‬ﻧﻈﺎ‪T‬ﻫﺎ‪ $‬ﻋﺎﻻﻧﻪ ﻧﺒﻮ<ﻳﻢ؟ ﭼﻪ ﻓﺎﺻﻠﻪ‪$‬‬ ‫ﺑﻴﻦ ﻋﺪﻟﺖ ﺗﻌﺮﻳﻒ ﺷﺪ<  ‪J‬ﻣﺎﻧﻲ  ﻋﺪﻟﺖ ﻣﺤﻘﻖ ﺷﺪ<  ﻗﻌﻲ  ﺟﺎﻣﻌﻪ ﺟﻮ ؟  … ﺑﺎ ﺳﺘﻔﺎ< ﻳﻦ ﭘﺮﺳﺶﻫﺎ ﻓﺮﺿﻴﻪ‬ ‫ﺻﻠﻲ ﭘﮋﻫﺶ ﺣﺎﺿﺮﻳﻦ ﮔﻮﻧﻪ ﺳﺖ ﻛﻪ‪» :‬ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪ  ﻃﺮ‪ u‬ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ ﻳﺠﺎ ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ‬ ‫ﻣﺮ‪ T‬ﺑﺎ ‪ ,J‬ﻧﻈﺎ‪ T‬ﺑﻄﻪ ﻣﻌﻨﻲ  ﺟﻮ «‪ .‬ﺟﺎﻣﻌﻪ ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻳﻦ ﺗﺤﻘﻴﻖ ﻛﺎﻣﻨﺪ‪ ,‬ﺷﺎﻏﻞ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺟﻬﺎ ﻛﺸﺎ‪،$‬‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﺴﻜﻦ  ﺷﻬﺮﺳﺎ‪  $‬ﺳﺮ‪ $‬ﺷﻬﺮ ﻗﺰﻳﻦ ﺑﻮ< ﻛﻪ ﺑﻪ ﺻﻮ ﺗﺼﺎﻓﻲ ﺳﺎ<   ﻃﺮﻳﻖ ﻗﺮﻋﻪ ﻛﺸﻲ ﻧﺘﺨﺎ‪ Z‬ﮔﺮﻳﺪ<ﻧﺪ‪.‬‬ ‫ﻳﻦ ﭘﮋﻫﺶ ﺣﺪ ﻧﻤﻮﻧﻪ ﻓﺮ ﺳﺖ ﻛﻪ ﺑﺮ‪ $‬ﺑﺮ‪ J‬ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﻣﻮ ﻣﻄﺎﻟﻌﻪ  ﻓﺮﻣﻮ ﺗﻌﻴﻴﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ )ﺟﺪ ﻣﻮﮔﺎ‪(,‬‬ ‫‪ 751‬ﻧﻔﺮ ﺗﻌﻴﻴﻦ ﮔﺮﻳﺪ؛ ﺑﺰ ﻧﺪ< ﮔﻴﺮ‪ $‬ﻳﻦ ﭘﮋﻫﺶ ﻳﻚ ﭘﺮﺳﺸﻨﺎﻣﻪ  ﻧﻮ‪ l‬ﺑﺴﺘﻪ ﭘﺎﺳﺦ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ )ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺪ‪(u‬‬ ‫ﺳﺖ ﻛﻪ ﺷﺎﻣﻞ ‪ 20‬ﺳﺌﻮ ﺑﺎ ﻣﻘﻴﺎ‪) Likert W‬ﺑﻪ ﻫﻴﭻ ﺟﻪ‪ ،‬ﻛﻢ‪ ،‬ﻣﺘﻮﺳﻂ‪ ،‬ﻳﺎ( ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﺎ ﻧﻤﺮ< ‪ 4 ،3 ،2 ،1‬ﻣﺘﻴﺎ‬ ‫< ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺑﺮ‪ $‬ﻳﻲ ﻣﺤﺘﻮ‪ $‬ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺘﺪ‪ ،‬ﻫﺪ‪  u‬ﻓﺮﺿﻴﻪ ﭘﮋﻫﺶ ﻫﻤﺮ< ﺑﺎ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﻪ ﺳﺎﺗﻴﺪ ﻣﺘﺨﺼﺺ ﺷﺘﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‬

‫ﺑﻄﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻰ ﺑﺎ ﻫﻤﺪﻟﻰ ﻫﻤﺒﺴﺘﮕﻰ ﻣﺮ‪ / [/‬ﺟﺎﻣﻌﻪ‬

‫< ﺷﺪ ﺗﺎ ﻧﻈﺮ ﺧﻮ  ﺑﺎ< ﻣﺤﺘﻮ‪ $‬ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻄﺮ} ﻛﻨﻨﺪ‪ ،‬ﺳﭙﺲ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ‪ ,J‬ﻧﻈﺮ‪ ،‬ﭘﺮﺳﺸﻨﺎﻣﻪ ﻧﻬﺎﻳﻲ ﺻﻼ} ﮔﺮﻳﺪ‪،‬‬ ‫ﭘﺮﺳﺸﻨﺎﻣﻪ  ‪ sJ‬ﻣﺎ< ‪ 1384‬ﺑﻴﻦ ﻧﻤﻮﻧﻪ ﭘﮋﻫﺸﻲ ﺗﻮﻳﻊ ﺷﺪ‪ ،‬ﭘﺲ  ﺟﻤﻊ ‪  $J‬ﺳﺘﺨﺮ‪< z‬ﻫﺎ ﺑﺎ ﺳﺘﻔﺎ<  ﻧﺮ‪ T‬ﻓﺰ ‪SPSS‬‬ ‫<ﻫﺎ ﻣﻮ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ ﻗﺮ ﮔﺮﻓﺖ‪.‬‬ ‫ﻧﺘﺎﻳﺞ ﺣﺎﻛﻲ  ‪ ,J‬ﺳﺖ ﻛﻪ‪:‬‬ ‫ﺑﻮ<  ﺳﻄﺢ ﻣﻌﻨﻲ‬ ‫·  ‪ ,J‬ﺟﺎﻳﻲ ﻛﻪ ﻳﻦ ‪J‬ﻣﻮ‪ ,‬ﻣﻘﺪ ﭘﻴﺮﺳﻦ ﺑﺮﺑﺮ ﺑﺎ ‪  23/4‬ﺳﻄﺢ ﻣﻌﻨﻲ ‪ $‬ﺑﺮﺑﺮ‬ ‫‪ $‬ﻣﺤﺎﺳﺒﻪ ﺷﺪ<  ‪J‬ﻟﻔﺎ‪ 05/0 $‬ﻛﻮﭼﻜﺘﺮ ﺳﺖ‪  ،‬ﻧﺘﻴﺠﻪ ﺑﻴﻦ  ﻣﺘﻐﻴﺮ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ‬ ‫ﺑﻄﻪ ﻣﻌﻨﻲ ‪ $‬ﺑﺮﻗﺮ ﺳﺖ‪ ،‬ﺑﺪﻳﻦ ﻣﻌﻨﻲ ﻛﻪ  ﺳﻄﺢ ﻃﻤﻴﻨﺎ‪99 ,‬ﺻﺪ‪» :‬ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪ  ﻃﺮ‪u‬‬ ‫ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ ﻳﺠﺎ ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ‪ ,J‬ﻧﻈﺎ‪ T‬ﺑﻄﻪ ﻣﻌﻨﻲ  ﺟﻮ «‪.‬‬ ‫· ‪ 61/71‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺣﺎ ﺣﺎﺿﺮ  ﺟﺎﻣﻌﻪ ﺑﻪ ﻃﻮ ﻛﺎﻣﻞ ﺑﺮﻗﺮ ﻧﻤﻲﺑﺎﺷﺪ‪.‬‬ ‫· ‪ 67/71‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﻋﺘﻘﺎ ﻧﺪ ﻛﻪ ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ‪J‬ﻧﺎ‪ ,‬ﺑﺎ ﻧﻈﺎ‪ T‬ﺗﺒﺎ‪ t‬ﺑﺮﻗﺮ‬ ‫ﺳﺖ‪.‬‬ ‫· ‪ 18/5‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﺎ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ – ﺣﺘﻲ ﮔﺮ ﺑﻪ ﺿﺮ ‪J‬ﻧﻬﺎ ﺑﺎﺷﺪ‪ -‬ﻣﻮﻓﻘﻨﺪ‪.‬‬ ‫· ‪ 1/82‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﺮ ﺳﺎ‪ W‬ﺧﻮ ﻇﻬﺎ‪ $‬ﻛﺎﻫﺎ‪ $ $‬ﺧﻮ   ﺣﻴﻄﻪ ﺿﻮﺑﻂ ﻧﺠﺎ‪<   < T‬ﻫﺎ‪ $‬ﻏﻴﺮﻋﺎﻻﻧﻪ‬ ‫ﺳﺘﻔﺎ< ﻧﻜﺮ<  ﺑﺎ ‪ ,J‬ﻣﻮﻓﻖ ﻧﻴﺴﺘﻨﺪ‪.‬‬ ‫· ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﻴﻦ ﭼﻬﺎ ﻣﻮﺿﻮ‪) l‬ﻓﻊ ﺗﺒﻌﻴﺾ‪ ،‬ﺗﻐﻴﻴﺮ ﻣﺪﻳﺮﻳﺖﻫﺎ‪ ،‬ﻓﺰﻳﺶ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ  ﺗﺨﺼﻴﺺ ﻋﺎﻻﻧﻪ ﺑﻴﺖ ﻟﻤﺎ(‬ ‫ﺑﻪ ﺗﺮﺗﻴﺐ‪:‬‬ ‫‪ .1‬ﻓﻊ ﺗﺒﻌﻴﺾ‬ ‫‪ .2‬ﻓﺰﻳﺶ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ‬ ‫‪ .3‬ﺗﺨﺼﻴﺺ ﻋﺎﻻﻧﻪ ﺑﻴﺖ ﻟﻤﺎ‬ ‫‪ .4‬ﺗﻐﻴﻴﺮ ﻣﺪﻳﺮﻳﺖﻫﺎ‬ ‫  ﻟﻮﻳﺖﻫﺎ‪ $‬ﻧﺘﺨﺎﺑﻲ ﺧﻮ ﻧﺴﺒﺖ ﺑﻪﻳﺠﺎ ﺻﻼﺣﺎ  ﺟﺎﻣﻌﻪ  ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﻣﻲﻧﻨﺪ‪.‬‬ ‫ﻣﻘﺪﻣﻪ‬

‫»ﻧﺪﮔﻲ ﺳﻴﺎﺳﻲ ‪  $‬ﺳﺘﻪ ﭘﺮﺳﺶ ﺳﺖ‪» :‬ﭘﺮﺳﺶﻫﺎ‪ $‬ﻧﻮﭘﻴﺪ  ﭘﺮﺳﺶﻫﺎ‪ $‬ﻫﻤﻴﺸﮕﻲ  ﻓﺮ ﻣﺎﻧﻲ؛ ﭘﺮﺳﺶ  ﭼﻴﺴﺘﻲ‬ ‫ ﻫﺴﺘﻲ ﻧﺴﺎ‪ ،,‬ﺟﺎﻣﻌﻪ‪ ،‬ﺣﻖ‪ ،‬ﻋﺪﻟﺖ‪ ،‬ﺑﺮﺑﺮ‪ ،$J ،$‬ﺣﻜﻮﻣﺖ ﻣﻄﻠﻮ‪ ،Z‬ﻧﻘﻼ‪  Z‬ﺗﺤﻮﻻ ﺟﺘﻤﺎﻋﻲ  ﻣﺮ< ﭘﺮﺳﺶﻫﺎ‪ $‬ﺟﺎﻧﻪ‬ ‫ﻧﺪﻳﺸﻪ ﺳﻴﺎﺳﻲ ﺳﺖ ‪«١‬‬ ‫ﻋﺪﻟﺖ  ﻣﻌﺪ ژﮔﺎﻧﻲ ﺳﺖ ﻛﻪ  ‪s‬ﻫﺎ‪ ,‬ﻫﻤﻪ ﻧﺴﻞﻫﺎ  ﻫﻤﻪ ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻋﺎﻟﻢ  ‪ TJ‬ﺗﺎﻛﻨﻮ‪  ,‬ﻫﻤﻪ ﻋﺼﺮﻫﺎ  ﻣﺎ‪,‬ﻫﺎ‬ ‫ﻣﻌﺮﻓﺖ ﺑﺨﺶ ﺧﻴﻞ ﻋﻈﻴﻤﻲ ‪J‬ﻣﺎ‪,‬ﻫﺎ‪J ،‬ﻫﺎ‪ ،‬ﻫﺪ‪  u‬ﺧﻮﺳﺖﻫﺎ‪J $‬ﻣﻲﺳﺖ‪ .‬ﺑﻪ ﺗﺼﺮﻳﺢ ﻗﺮ‪ ,J‬ﻛﺮﻳﻢ »ﻋﺪﻟﺖ ﺧﻮﻫﻲ«‬ ‫ﺳﺎﺳﻲ ﺗﺮﻳﻦ ‪J‬ﻣﻮ< ﭘﻴﺎﻣﺒﺮ‪ ,‬ﻟﻬﻲ ﺳﺖ ‪٢‬؛ ﻣﺎ ﺳﺨﻦ ﻳﻦ ﺳﺖ ﻛﻪ < ﺳﺘﻴﺎﺑﻲ ﺑﻪ ‪  ,J‬ﺟﻮﻣﻊ ﺑﺸﺮ‪ $‬ﭼﻴﺴﺖ  ﭼﮕﻮﻧﻪ ﻗﺎﺑﻞ‬ ‫ﺗﺤﻘﻖ ﺳﺖ؟‬ ‫ﺑﺪ‪ ,‬ﺷﻚ ﺣﺬ‪ u‬ﻋﺪﻟﺖ  ﻋﺮﺻﻪ ﺑﺸﺮ‪ $‬ﻧﻘﺼﺎﻧﻲ ﺟﺒﺮ‪ ,‬ﻧﺎﭘﺬﻳﺮ  ﻓﻠﺴﻔﻪ ﺧﻠﻘﺖﻳﺠﺎ ﺧﻮﻫﺪ ﻧﻤﻮ؛ ﮔﺮ ﻧﻈﺎ‪ T‬ﻃﺒﻴﻌﺖ ‬ ‫ﻣﺪﻟﻲ ﺑﻲ ﻟﻴﻞ ﺑﺮ‪ $‬ﻓﺘﺎﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ  ﻧﻈﺎ‪T‬ﻫﺎ‪ $‬ﻧﺴﺎﻧﻲ ﺑﺪﻧﻴﻢ‪ ،‬ﺑﺪ‪ ,‬ﻋﺪﻟﺖ ﻧﺴﺎ‪,‬ﻫﺎ  ﺟﻮﻣﻊ ﻧﺴﺎﻧﻲ ﻧﺨﻮﻫﺪ ﻣﺎﻧﺪ؛ ﭼﺮ ﻛﻪ‬ ‫ﻋﺪﻟﺖ ﺑﺮﺟﺴﺘﻪ ﺗﺮﻳﻦ ﺷﺎﺧﺼﻪ ﺑﺮ‪ $‬ﻫﺪﻳﺖ ﻧﺴﺎ‪ ,‬ﺳﺖ  ﺗﺎﻳﺦ ﺑﺮ‪ $‬ﺛﺒﺎﻳﻦ ﺣﻘﻴﻘﺖ ﻛﺎﻓﻲ ﺳﺖ‪.‬‬ ‫ﻳﻜﻲ  ﻧﻜﺎ ﻣﻬﻢ  ﺻﻞ ﻋﺪﻟﺖ‪ ،‬ﭘﻴﮕﻴﺮ‪ $‬ﺟﺮ‪  ,J $‬ﺟﺎﻣﻌﻪ   ﺑﻴﻦ ﻣﺮ‪ -T‬ﻳﻌﻨﻲ ﻫﻤﺎ‪ ,‬ﺗﺤﻘﻖ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ‪-‬‬ ‫ﺳﺖ‪ .‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﻣﻬﻢ ﺗﺮﻳﻦ‪ ،‬ﺣﺴﺎ‪ W‬ﺗﺮﻳﻦ  ﻓﺮﮔﻴﺮﺗﺮﻳﻦ ﻣﺼﺎﻳﻖ  ﺟﻠﻮ<ﻫﺎ‪ $‬ﻗﺎﻧﻮ‪ ,‬ﻋﺎ‪ T‬ﻋﺪ ﺳﻼﻣﻲﺳﺖ؛ ﻫﻤﻴﺖ‬ ‫ﻋﺪﻟﺖ  ﺳﻼ‪ T‬ﺗﺎ ﺣﺪ‪ $‬ﺳﺖ ﻛﻪ ﻫﻴﭻ ﻣﻮﺿﻮ‪ l‬ﻳﮕﺮ‪ $‬ﺑﻪ ﭘﺎ‪ ,J $‬ﻧﻤﻲﺳﺪ‪ ،‬ﺑﺮ ﺳﺎ‪ W‬ﺗﻌﺎﻟﻴﻢ ﺳﻼ‪ T‬ﮔﺮ ﻧﺴﺎﻧﻲ ﺑﻪ ﻧﻔﺲ ﺧﻮﻳﺶ‬ ‫ﺳﺘﻢ ﻛﻨﺪ ﻳﺎ  ‪ $‬ﺑﺮﺧﻲ  ﺗﻜﺎﻟﻴﻒ  ﺣﻘﻮ‪ p‬ﻟﻬﻲ ﺳﺴﺘﻲ ‪،‬ﻳﻦ ﺷﺘﺒﺎ<  ﺗﻨﻬﺎ ﺑﺎ ﺳﺘﻐﻔﺎ ﺑﺨﺸﻮ< ﺧﻮﻫﺪ ﺷﺪ‪  ،‬ﺣﺎﻟﻲ ﻛﻪ‬ ‫ﮔﺮ ﻓﺮ‪ $‬ﺑﺎ ﺗﺠﺎ ﺑﻪ ﺣﻘﻮ‪ p‬ﻧﺴﺎ‪,‬ﻫﺎ‪ ،‬ﻗﻮﻧﻴﻦ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﻧﻘﺾ ﻛﻨﺪ‪  ،‬ﺣﻘﻴﻘﺖ ﻣﻌﺼﻴﺘﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺑﺨﺸﺶ ﻧﺠﺎ‪< T‬‬ ‫ ﺑﻨﺎ ﺑﻪ ﺗﻌﺒﻴﺮ ﻣﻴﺮﻟﻤﺆﻣﻨﻴﻦ ﺣﻀﺮ ﻋﻠﻲ )‪ (l‬ﺑﻪ ﻃﻪ ﮔﻨﺎ< ﻏﻴﺮ ﻗﺎﺑﻞ ﺑﺨﺸﺶ ﺳﻘﻮ‪ t‬ﻛﺮ< ﺳﺖ‪.‬‬ ‫ﻳﻜﻲ  ﺑﻨﻴﺎ‪ $‬ﺗﺮﻳﻦ ﻣﻔﺎﻫﻴﻢ ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻲ‪ ،‬ﻣﻔﻬﻮ‪ T‬ﻋﺪﻟﺖ ﺳﺖ   ﺑﺘﺪ‪ $‬ﺗﺎﻳﺦ ﻓﺮ  ﻣﻜﺎﺗﺐ ﻓﺮﻧﻲ ﻛﻮﺷﻴﺪ<ﻧﺪ ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻘﺎﻻ‬

‫ﺳﺘﺎ‪ $‬ﺗﺤﻘﻖﻳﻦ ﻣﻔﻬﻮ‪ T‬ﮔﺎ‪ T‬ﺑﺮﻧﺪ  ﻫﺪ‪ u‬ﻫﻤﻪ ﻳﺎ‪ ,‬ﻟﻬﻲ ﻫﻢ ﺗﺤﻘﻖ ﻫﻤﻴﻦ ﺻﻞ ﺑﻮ< ﺳﺖ؛ ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﺮﻳﻦ ﻧﻜﺘﻪ ﻛﻪ ‬ ‫ﺗﻤﺎﻣﻲﻳﻦ ﻣﻜﺎﺗﺐ  ﻓﺮﻫﻨﮓﻫﺎ ﻣﺴﺌﻮﻟﻴﺖ ﺧﻄﻴﺮ‪ $‬ﺑﺮ ﻋﻬﺪ< ﻣﺠﺮﻳﺎ‪ ,‬ﻋﺪﻟﺖ ﺳﺖ‪ -‬ﻳﺮ ﺳﺮﻧﻮﺷﺖ ﻣﺮ‪  T‬ﺟﺎﻣﻌﻪ  ﺳﺖ ‪J‬ﻧﺎ‪,‬‬ ‫ﺳﺖ‪ -‬ﻣﺎ  ﺑﺮﺧﻲ ﻣﻘﺎﻃﻊ  ﻣﺎ‪,‬ﻫﺎ ﻳﻦ ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﺳﻴﺎﺳﻲ ﺗﻐﻴﻴﺮﺗﻲﻳﺠﺎ ﺷﺪ<  ﮔﺎﻫﻲ ﺧﻮﻛﺎﻣﮕﻲ  ﺳﺘﺒﺪ ﺣﻜﻮﻣﺖﻫﺎ‪$‬‬ ‫ﺣﺎﻛﻢ ﺑﺎﻋﺚ ﻛﻮ ‪ ,J‬ﻣﺎﻧﻊ ﺗﻮﺳﻌﻪ ﻋﺪﻟﺖ  ﺟﺎﻣﻌﻪ ﺷﺪ< ﺳﺖ؛  ﻃﺮﻓﻲ ﻧﻈﺮﻳﺎ ﻳﺎ ﺑﺮﻧﺎﻣﻪﻫﺎ‪ $‬ﺻﻼﺣﻲ ﻛﻪ  ﻣﻮ ﻧﻬﺎﻫﺎ ‬ ‫ﻗﺘﺪ ﺳﻴﺎﺳﻲ ﻣﺎﻧﻨﺪ ﺣﻜﻮﻣﺖ  ﻗﺎﻧﻮ‪ ,‬ﻣﻄﺮ} ﻣﻲﺷﻮ‪ ،‬ﻗﺒﻞ  ﻫﺮ ﭼﻴﺰ ﻣﺒﺘﻨﻲ ﺑﺮ ﭘﺎﺳﺦ ﺧﺎﺻﻲ ﺳﺖ ﻛﻪ ﺑﻪ ﺳﺌﻮ  ﺣﻖ‪ ،‬ﺑﺮﺑﺮ‪،$‬‬ ‫ﻋﺪﻟﺖ  ﻣﺎﻧﻨﺪ ‪ < ,J‬ﺷﺪ< ﺳﺖ؛ ﻫﻤﭽﻨﻴﻦ ﺿﺮ‪ $‬ﺳﺖ ﻛﻪ ﻣﺒﺎﻧﻲ ﺑﻨﻴﺎﻳﻦﻳﻦ ﺻﻮ ﺑﻪ ﺻﻮ ﻋﻤﻴﻖﺗﺮ ﻣﻮ ﻛﺎ‪ I‬ﻗﺮ ﮔﻴﺮ‬ ‫ﺗﺎ ﺗﺄﺛﻴﺮ ﻣﻠﻤﻮ‪  W‬ﻋﻴﻨﻲ ﻧﺎﺷﻲ  ﺟﺮ‪  ,J $‬ﺟﺎﻣﻌﻪ ﻗﺎﺑﻞ ﺑﺮﺳﻲ ﮔﺮ‪.‬‬ ‫ﺿﺮ ﺗﺤﻘﻴﻖ‬

‫ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻲ ‪J‬ﺳﺘﺎﻧﻪ ﻫﺰ< ﺳﻮ‪ T‬ﻣﻴﻼ‪ $‬ﻛﻪ ﻋﺼﺮ ﻧﺎﻳﻲ  ﻃﻼﻋﺎ ﻟﻘﺐ ﮔﺮﻓﺘﻪ ﺑﺎ ﭼﺎﻟﺸﻲ ﺑﺴﻴﺎ ﺑﺰگ  ﻋﺮﺻﻪ‬ ‫ﻧﺪﻳﺸﻪ‪ ،‬ﻧﻈﺮﻳﻪ ﭘﺮ‪  $‬ﻋﻤﻞ ﻣﻮﺟﻪ ﺳﺖ‪.‬‬ ‫ ﻧﻴﺎﻳﻲ ﻛﻪ ﺳﺮﻣﺪ‪ ,J ,‬ﺑﺎ ﻋﺎ‪ $‬ﻣﻮﻛﺮﺳﻲ  ‪  $J‬ﻫﺮ ﮔﻮﺷﻪ‪ I‬ﺟﻨﺎﻳﺘﻲ  ﻧﻘﺶ ﻣﻲﻧﻨﺪ  ﺑﺎ ﺟﻮ ﻣﻔﺎﻫﻴﻢ ‬ ‫ﻧﻈﺮﻳﺎ ﻓﺮ‪ ,‬ﻧﻈﺮﻳﻪ ﭘﺮ‪ ,‬ﺷﺮﻗﻲ  ﻏﺮﺑﻲ  ﺑﺎ‪ Z‬ﻣﻔﻬﻮ‪ T‬ﻋﺪﻟﺖ ﺑﺎ ﻫﻢ ﺑﻲ ﻋﺪﻟﺘﻲ  ﻫﻤﻪ ﺟﺎ ﺑﺎ ﺳﻢﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ )ﻣﺒﺎ< ﺑﺎ‬ ‫ﺗﺮﻳﺴﺖ‪ ،‬ﺑﺮﻗﺮ‪  $J $‬ﻣﻮﻛﺮﺳﻲ‪ $J ،‬ﺑﻴﺎ‪ (…  ,‬ﺑﻪ ﺣﺘﻲ ﻳﺪ< ﻣﻲﺷﻮ؛ [ ﭼﻨﻴﻦ ﺷﺮﻳﻄﻲ] ﺑﺮﺳﻲ ﻣﻔﻬﻮ‪ T‬ﻋﺪﻟﺖ‬ ‫ﻛﻪ ﻳﻜﻲ  ﺳﺎﺳﻲ ﺗﺮﻳﻦ ﻣﻔﺎﻫﻴﻢ ﺳﻴﺎﺳﻲ ﺳﻼ‪ T‬ﺑﻮ<  ﻫﺴﺖ  ﻓﺮﻫﻢ ﻛﺮ‪ ,‬ﺗﻤﻬﻴﺪﺗﻲ ﺑﺮ‪ $‬ﺳﺘﻔﺎ< ﺑﻴﺸﺘﺮ  ﻛﺎﻣﻞ ﺗﺮ ﻳﻦ ﺻﻞ‬ ‫ﻣﻬﻢ ﺑﺮ‪ $‬ﺳﺖ ﻳﺎﺑﻲ ﺑﻪ ﻧﻈﺎ‪ T‬ﺳﻴﺎﺳﻲ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺷﺮﻳﻂ ﺣﺎﻛﻢ ﺑﺮ ﺟﺎﻣﻌﻪ  ﻧﻴﺎ‪ $‬ﻃﺮ‪  u‬ﺗﻄﺒﻴﻖ ‪ ,J‬ﺑﺎ ﻋﺪﻟﺖ ﺳﻼﻣﻲﺿﺮ‪$‬‬ ‫ﺑﻪ ﻧﻈﺮ ﻣﻲﺳﺪ‪.‬‬ ‫ﻫﺪ} ﺗﺤﻘﻴﻖ‬

‫ﺷﻌﺎﻫﺎ‪ $‬ﻋﺪﻟﺖ ﻣﺤﻮ ﻟﺖ ﻧﻬﻢ‪ ،‬ﻣﺠﺎ ﺷﺪﻳﻦ ﻧﺪﻳﺸﻪ   ﻣﺎﻳﺠﺎ ﻛﺮ ﻛﻪ ‪J‬ﻳﺎ ﮔﺮ ﻗﺪ  ﻋﺪﻟﺖ  ﻫﻢ ﭘﻴﻮﻧﺪ ﺑﺨﻮ‬ ‫ﻳﻦ   ﺧﺪﻣﺖ ﺳﻌﺎ ﻛﻪ ‪J‬ﻣﺎ‪ ,‬ﻧﻬﺎﻳﻲ ﺑﺸﺮ ﺳﺖ ﻗﺮ ﺑﮕﻴﺮ‪ ،‬ﻫﺮﮔﺰ ﺑﻄﻲ ﻏﻴﺮﻋﺎﻻﻧﻪ  ﺟﺎﻣﻌﻪ ﻳﺪ< ﻣﻲﺷﻮ؟ ﭼﮕﻮﻧﻪ ﺳﺖ‬ ‫ﻛﻪ ﺑﺎ ﺟﻮ ﻫﻤﻴﺖ ﺻﻞ ﻋﺪﻟﺖ  ﺗﺄﺛﻴﺮ ‪  ,J‬ﻧﺪﮔﻲ ﺟﺘﻤﺎﻋﻲ ﻣﺮ‪  T‬ﺗﺄﺛﻴﺮ ﻣﺮ‪ T‬ﺑﺮ ﺷﺪ  ﺑﺴﻂ ‪ ,J‬ﺷﺎﻫﺪ ﺑﺮﻗﺮ‪ $‬ﻧﻈﺎ‪T‬ﻫﺎ‪$‬‬ ‫ﻋﺎﻻﻧﻪ ﻧﺒﻮ<ﻳﻢ؟ ﭼﻪ ﻓﺎﺻﻠﻪ‪ $‬ﺑﻴﻦ ﻋﺪﻟﺖ ﺗﻌﺮﻳﻒ ﺷﺪ<  ‪J‬ﻣﺎﻧﻲ  ﻋﺪﻟﺖ ﻣﺤﻘﻖ ﺷﺪ<  ﻗﻌﻲ  ﺟﺎﻣﻌﻪ ﺟﻮ ؟ ﮔﺮ ﻣﺮ‪T‬‬ ‫ﺣﺴﺎ‪ W‬ﻣﻨﻴﺖ ﻧﺎﺷﻲ  ﺟﺮ‪ $‬ﻋﺪﻟﺖ  ‪ n‬ﻛﻨﻨﺪ ﭼﻪ ﺑﻄﻪ‪ $‬ﺑﺎ ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ ﺑﺮﻗﺮ ﺧﻮﻫﻨﺪ ﻛﺮ؟‬ ‫ﺑﺎ ﺳﺘﻔﺎ< ﻳﻦ ﭘﺮﺳﺶﻫﺎ ﻓﺮﺿﻴﻪ ﺻﻠﻲ ﭘﮋﻫﺶ ﺣﺎﺿﺮﻳﻦ ﮔﻮﻧﻪ ﺳﺖ ﻛﻪ‪:‬‬ ‫ﻓﺮﺿﻴﻪ ﭘﮋﻫﺶ‬

‫»ﻫﻤﻮ< ﺑﻴﻦ ﺻﻞ ﻋﺎﻳﺖ ﻋﺪﻟﺖ  ﻫﻤﻪ ﻣﻴﻨﻪﻫﺎ  ﻃﺮ‪ u‬ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ  ﺑﺮﻗﺮ‪ $‬ﺗﺒﺎ‪ t‬ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ‪ ,J‬ﻧﻈﺎ‪ T‬ﺗﺒﺎ‪t‬‬ ‫ﻣﻌﻨﻲ  ﺟﻮ «‪.‬ﻳﻦ ﺑﻄﻪ ﺑﻪ ﺻﻮﺗﻲ ﺳﺖ ﻛﻪ ﻋﻤﺎ ﻓﺸﺎ    ﺟﺎﻧﺐ ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ  ﻳﺎ ﻋﺪ‪ T‬ﺑﺮﻗﺮ‪ $‬ﻋﺪ  ﺗﺴﺎ‪ $‬‬ ‫ﺑﻴﻦ ﻃﺒﻘﺎ  ﮔﺮ<ﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺟﺎﻣﻌﻪ‪ ،‬ﺑﺎﻋﺚ ﻓﻮ ﻧﻈﺮﻳﺎ ﻋﻤﻠﻲ ﺑﺎ< ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﻋﺪ‪ T‬ﺗﺤﻘﻖ ‪  ,J‬ﺑﻪ ﻫﻤﺎ‪ ,‬ﻧﺴﺒﺖ‬ ‫ ﺷﺪ‪ ,‬ﻣﺮ‪  T‬ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ   ﺣﻘﻴﻘﺖ ﺗﻜﺮﻳﻦ ﭼﺮﺧﻪ ﻳﻌﻨﻲ ﻓﺰﻳﺶ ﻗﺪ    ﻛﻨﺎ< ﮔﻴﺮ‪ $‬ﻋﺪﻟﺖ ﺑﻪ ﻧﻔﻊ ﻗﺪ ‬ ‫ﻧﻈﺎ‪ T‬ﻣﻲﺷﻮ ﻛﻪ ﺧﻮ ﺑﺎﻋﺚ ﺗﺸﺪﻳﺪ ﺑﻲ ﻋﺪﻟﺘﻲ  ﺑﻄﻦ ﺟﺎﻣﻌﻪ ﻣﻲﮔﺮ‪.‬‬ ‫ﺗﻌﺮﻳﻒ ﻋﻤﻠﻴﺎﺗﻲ ﻣﺘﻐﻴﺮﻫﺎ‬

‫ﻟﻒ( ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ‬

‫ﺻﻄﻼﺣﻲ ﺳﺖ ﻛﻪ  ﺗﺤﻘﻖ ﻋﺪﻟﺖ  ﺳﻄﺢ ﺟﺘﻤﺎ‪  l‬ﻋﺎﻳﺖ ﺣﻘﻮ‪ p‬ﻋﻤﻮ‪ T‬ﻣﺮ‪ T‬ﺣﻜﺎﻳﺖ ﻣﻲﻛﻨﺪ‪ .‬ﻫﺮ ﮔﺎ<  ﺟﺘﻤﺎ‪ ،l‬ﻫﺮ‬ ‫ﭼﻴﺰ  ﺟﺎ‪ $‬ﺧﻮ ﻗﺮ ﺑﮕﻴﺮ  ﻣﻘﺎ‪  T‬ﻣﻮﻗﻌﻴﺖﻫﺎ  ﻣﻜﺎﻧﺎ  ﺗﻮﻧﻤﻨﺪ‪$‬ﻫﺎ ﺑﻪ ﮔﻮﻧﻪ‪ $‬ﺻﺤﻴﺢ  ﻣﻨﻄﻘﻲ ﺗﻮﻳﻊ ﺷﻮ‪» ،‬ﻋﺪﻟﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ« ﺗﺤﻘﻖ ﻳﺎﻓﺘﻪ  »ﻗﺴﻂ« ﺑﺮ ﭘﺎ ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫( ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ‬

‫ﺑﻪ ﻣﻔﻬﻮ‪ T‬ﺑﺮﻗﺮ‪ $‬ﻳﻚ ﺑﻄﻪ ﺣﺴﺎﺳﻲ  ﻋﺎﻃﻔﻲ ﻋﻤﻴﻖ ﺑﻴﻦ ﻣﺮ‪  T‬ﻣﺴﺌﻮﻻ‪ ,‬ﺟﺎﻣﻌﻪ ﺳﺖ ﺑﻪ ﻧﺤﻮ‪ $‬ﻛﻪ ﻣﺮ‪ T‬ﺧﻮ ﺑﻪ‬

‫ﺑﻄﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻰ ﺑﺎ ﻫﻤﺪﻟﻰ ﻫﻤﺒﺴﺘﮕﻰ ﻣﺮ‪ / [/‬ﺟﺎﻣﻌﻪ‬

‫ﺻﻮ ﻓﻌﺎ  ﻋﻼﻗﻤﻨﺪ‪ ،‬ﺑﻪ ﺑﺮﻃﺮ‪ u‬ﻛﺮ‪ ,‬ﻣﺸﻜﻼ ﻣﻮﺟﻮ  ﺳﻄﺢ ﺟﺎﻣﻌﻪ ) ﺣﺪ ﺗﻮ‪ (,‬ﭘﺮﺧﺘﻪ   ﺷﺮﻳﻂﻳﺠﺎ ﻣﺸﻜﻞ ‬ ‫ﺑﺤﺮ‪  ,‬ﺟﺎﻣﻌﻪ ﺑﺎ ﺗﺤﺎ  ﻳﻜﺪﻟﻲ  ﺗﺸﺪﻳﺪ ﻣﺸﻜﻞ ﺟﻠﻮﮔﻴﺮ‪  $‬ﻣﻴﻨﻪﻫﺎ‪ $‬ﺑﺮﻃﺮ‪ u‬ﺷﺪ‪  ,J ,‬ﭘﻴﺸﻨﻬﺎ <  ﻋﻤﻠﻲ ﻛﻨﻨﺪ‪.‬‬ ‫‪ b‬ﺗﺤﻘﻴﻖ‬

‫ﻳﻦ ﭘﮋﻫﺶ ﻋﻼ< ﺑﺮ ﺳﺘﻔﺎ<  ‪ I‬ﺗﺤﻘﻴﻖ ﻛﺘﺎﺑﺨﺎﻧﻪ‪ ) $‬ﻗﺴﻤﺖ ﺑﻴﺎ ﺗﺤﻘﻴﻖ(  ﭘﮋﻫﺶ ﺳﻨﺎ‪  $‬ﺑﺮﺳﻲ‬ ‫ﭘﻴﻤﺎﻳﺸﻲ ﺳﻮ ﺟﺴﺘﻪﻳﻢ‪s  .‬ﻛﺮ ﻣﻨﺎﺑﻊ ﺑﻪ ﻟﺤﺎ‘ ﻫﻤﻴﺖ ﻣﺨﺘﺼﺮ ﻧﻮﻳﺴﻲ‪s  ،‬ﻛﺮ ﭘﺎ<‪  $‬ﻣﻮ ﻣﺎﻧﻨﺪ ﻛﻠﻤﻪ »ﺗﺮﺟﻤﻪ« ﺻﺮ‪ u‬ﻧﻈﺮ‬ ‫ﺷﺪ<  ﺑﻘﻴﻪ ﻧﻴﺰ ﺗﺎ ﺟﺎ‪ $‬ﻣﻤﻜﻦ ﺑﻪ ﺟﻤﺎ ‪ <J‬ﺷﺪ< ﺳﺖ‪ .‬ﻧﺤﻮ< ﻧﮕﺎ‪ I‬ﻗﺎ‪ ،T‬ﺳﺎﻫﺎ‪ ،‬ﺻﻔﺤﻪﻫﺎ  … ﻣﻨﻄﺒﻖ ﺑﺮ  ﻋﺪ‬ ‫ﻧﻮﻳﺴﻲ ﻓﺎﺳﻲ  ﭼﭗ ﺑﻪ ﺳﺖ ﺳﺖ‪ .‬ﺗﻘﺴﻴﻢ ﺑﻨﺪ‪ $‬ﻣﻄﺎﻟﺐ ﻧﻮﺷﺘﺎ ﺑﻪ ﺗﺮﺗﻴﺐ ﻫﻤﻴﺖ ﻣﺒﺎﺣﺚ ﺑﻪ ﺻﻮ ﺑﺨﺶ‪ ،‬ﻓﺼﻞ‪ ،‬ﺣﺮ‪u‬‬ ‫ﺑﺠﺪ‪ ،‬ﻗﺎ‪ T‬ﻳﺎﺿﻲ  ﻗﺎ‪ T‬ﺣﺮﻓﻲ )ﻳﻜﻢ‪ (…  ،T ،‬ﺳﺖ‪.‬‬ ‫ ﻧﮕﺎ‪I‬ﻳﻦ ﭘﮋﻫﺶ ﻋﻼ< ﺑﺮ ﺳﺘﻔﺎ<  ﻣﻨﺎﺑﻊ ﻣﻮﺟﻮ  ﻛﺘﺎ‪ Z‬ﺧﺎﻧﻪﻫﺎ‪ $‬ﻋﺎ‪ ،u‬ﻋﻼﻣﻪ ﻓﻴﻌﻲ‪ ،‬ﻣﺎ‪ T‬ﺧﻤﻴﻨﻲ  ﻛﺘﺎﺑﺨﺎﻧﻪ‬ ‫ﻣﺎ‪ T‬ﺻﺎ‪  (l) p‬ﻛﺘﺐ ﻣﻮﺟﻮ  ﻛﺘﺎﺑﺨﺎﻧﻪ ﻧﺸﮕﺎ< ﺗﺮﺑﻴﺖ ﻣﻌﻠﻢ ﺗﻬﺮ‪  ,‬ﻛﺘﺎﺑﺨﺎﻧﻪ ﻧﺸﻜﺪ< ﻋﻠﻮ‪ T‬ﻗﻀﺎﻳﻲ ﺗﻬﺮ‪ ،,‬ﻧﻤﺎﻳﻪ )ﻣﺠﻤﻮﻋﻪ‬ ‫ﻣﻘﺎﻻ(  ﺳﺎﻳﺖﻫﺎ‪ $‬ﻣﺮﺗﺒﻂﻳﻨﺘﺮﻧﺘﻲ ﻧﻴﺰ ﺳﺘﻔﺎ< ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺟﺎﻣﻌﻪ ﻣﻮ‪ /‬ﻣﻄﺎﻟﻌﻪ‬

‫ﺟﺎﻣﻌﻪ ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻳﻦ ﺗﺤﻘﻴﻖ ﻛﺎﻣﻨﺪ‪ ,‬ﺷﺎﻏﻞ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺟﻬﺎ ﻛﺸﺎ‪ ،$‬ﺳﺎﻣﺎ‪ ,‬ﻣﺴﻜﻦ  ﺷﻬﺮﺳﺎ‪  $‬ﺳﺮ‪$‬‬ ‫ﺷﻬﺮ ﻗﺰﻳﻦ ﺑﻮ< ﻛﻪ ﺑﻪ ﺻﻮ ﺗﺼﺎﻓﻲ  ﻃﺮﻳﻖ ﻗﺮﻋﻪ ﻛﺸﻲ ﻧﺘﺨﺎ‪ Z‬ﮔﺮﻳﺪ<ﻧﺪ‪.‬‬ ‫ﺣﺠﻢ ﻧﻤﻮﻧﻪ  ‪ I‬ﻧﻤﻮﻧﻪ ﮔﻴﺮ‪$‬‬ ‫ﻳﻦ ﭘﮋﻫﺶ ﺣﺪ ﻧﻤﻮﻧﻪ ﻓﺮ ﺳﺖ ﻛﻪ ﺑﺮ‪ $‬ﺑﺮ‪ J‬ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﻣﻮ ﻣﻄﺎﻟﻌﻪ  ﺟﺪ ﻣﻮﮔﺎ‪ ,‬ﺳﺘﻔﺎ< ﺷﺪ< ﻛﻪ ﺑﻪ ء‬ ‫‪ 338‬ﻧﻔﺮ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﻛﻞ ﺑﺮﺑﺮ ﺑﺎ ‪ 157‬ﻧﻔﺮ ﺧﻮﻫﺪ ﺑﻮ‪.‬‬ ‫ﻧﺘﺨﺎ‪ Z‬ﺣﺠﻢ ﻧﻤﻮﻧﻪ  ﻛﻞ ﺟﺎﻣﻌﻪ ‪J‬ﻣﺎ‪ $‬ﻧﻴﺰ ﺑﻪ ﺻﻮ ﺗﺼﺎﻓﻲ ﺳﺎ<  ﻃﺮﻳﻖ ﻗﺮﻋﻪ ﻛﺸﻲ  ﻣﻄﺎﺑﻖ ﺑﺎ ﻓﺮﻣﻮ ﻧﻤﻮﻧﻪ ﮔﻴﺮ‪$‬‬ ‫ﻃﺒﻘﻪ‪ $‬ﺑﻪ ﺷﺮ} ﻳﺮ ﺑﻪ ﺳﺖ ‪J‬ﻣﺪ< ﺳﺖ‪:‬‬ ‫ﺣﺠﻢ ﻧﻤﻮﻧﻪ‬

‫ﻓﺮﻣﻮ ﻧﻤﻮﻧﻪ ﮔﻴﺮ‪ $‬ﻃﺒﻘﻪ‪$‬‬

‫‪ = n‬ﺗﻌﺪ ﻧﻔﺮ ﺟﺎﻣﻌﻪ ﻣﻮ ﻧﻈﺮ‬ ‫‪ = N‬ﺗﻌﺪ ﻧﻔﺮ ﻛﻞ ﺟﺎﻣﻌﻪ ‪J‬ﻣﺎ‪$‬‬ ‫ﺳﺎ‪2‬ﻣﺎ‪ H‬ﻣﺴﻜﻦ ‬

‫‪//‬ﺳﺮ= ﺷﻬﺮ ﻗﺰﻳﻦ‬

‫ﺳﺎ‪2‬ﻣﺎ‪ H‬ﺟﻬﺎ‪ /‬ﻛﺸﺎ‪=2‬‬

‫ﺟﺎﻣﻌﻪ ]ﻣﺎ=‬

‫‪ 338‬ﻧﻔﺮ‬

‫‪ 84‬ﻧﻔﺮ‬

‫‪ 104‬ﻧﻔﺮ‬

‫‪ 150‬ﻧﻔﺮ‬

‫ﺗﻌﺪ ﻓﺮ‬

‫‪ 157‬ﻧﻔﺮ‬

‫‪ 48‬ﻧﻔﺮ‬

‫‪ 48‬ﻧﻔﺮ‬

‫‪ 70‬ﻧﻔﺮ‬

‫ﻧﻤﻮﻧﻪ ﻣﻮ ﻧﻈﺮ‬ ‫)ﺣﺠﻢ ﻧﻤﻮﻧﻪ(‬

‫ﺟﻤﻊ ﻛﻞ‬

‫ﺷﻬﺮﺳﺎ‪=2‬‬

‫ﺟﺪ‪ .‬ﺷﻤﺎ )‪(2 - 3‬‬ ‫ﺗﻌﺪ‪ /‬ﺣﺠﻢ ﻧﻤﻮﻧﻪ‬

‫ﺣﺠﻢ ﻛﻞ ﻧﻤﻮﻧﻪ ﺑﺮ‪ $‬ﺗﻌﻤﻴﻢ ﺟﺎﻣﻌﻪ ﺑﺎ ﺣﺘﻤﺎ ‪ 99‬ﺻﺪ ﻃﻤﻴﻨﺎ‪ 157 ,‬ﻧﻔﺮ ﺳﺖ  ﻧﻤﻮﻧﻪ ﮔﻴﺮ‪ $‬ﻧﻴﺰ ﺑﻪ ﺻﻮ ﺗﺼﺎﻓﻲ‬ ‫ﺳﺎ< ﻧﺠﺎ‪ T‬ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺑﺰ ﻧﺪ< ﮔﻴﺮ‪< $‬ﻫﺎ‬ ‫ﻳﻦ ﭘﮋﻫﺶ ﺑﺰ ﻧﺪ< ﮔﻴﺮ‪ $‬ﻳﻚ ﭘﺮﺳﺸﻨﺎﻣﻪ  ﻧﻮ‪ l‬ﺑﺴﺘﻪ ﭘﺎﺳﺦ‪ ،‬ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ )ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺪ‪ (u‬ﺳﺖ ﻛﻪ ﺷﺎﻣﻞ ‪20‬‬ ‫ﺳﺌﻮ ﺑﺎ ﻣﻘﻴﺎ‪) W‬ﺑﻪ ﻫﻴﭻ ﺟﻪ‪ ،‬ﻛﻢ‪ ،‬ﻣﺘﻮﺳﻂ‪ ،‬ﻳﺎ( ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﺎ ﻧﻤﺮ< ‪ 1  2 ،3 ،4‬ﻣﺘﻴﺎ < ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺑﺘﺪ ﭘﮋﻫﺸﮕﺮ ﺑﺮ‪ $‬ﺗﻤﺎ‪J T‬ﻣﻮﻧﻲﻫﺎ ﺑﻪ ﻣﺪ ‪ 2‬ﻗﻴﻘﻪ ﺗﻮﺿﻴﺤﺎ ﺷﻔﺎﻫﻲ  ﻣﻮ ﻫﻤﻴﺖ  ﺿﺮ ﻣﺴﺄﻟﻪ  ﻣﻬﻢ ﻣﺤﺮﻣﺎﻧﻪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪79‬‬

‫ﻣﻘﺎﻻ‬

‫ﺑﻮ‪ ,‬ﻧﻈﺮﻳﺎ ‪J‬ﻧﺎ‪ ,‬ﺑﻴﺎ‪ ,‬ﻧﻤﻮﻧﻪ  ﺟﺮء ﭘﺮﺳﺸﻨﺎﻣﻪ  ﺷﺮﻳﻂ ﺗﻘﺮﻳﺒ ًﺎ ﻳﻜﺴﺎ‪ ,‬ﺑﺎ ﻣﻴﺎﻧﮕﻴﻦ ﻣﺎ‪ ,‬ﭘﺎﺳﺨﮕﻮﻳﻲ ‪ 15‬ﻗﻴﻘﻪ ﻧﺠﺎ‪ T‬ﺷﺪ؛‬ ‫ﺑﺮ‪ $‬ﻳﻲ ﻣﺤﺘﻮ‪ $‬ﭘﺮﺳﺸﻨﺎﻣﻪ‪ ،‬ﺑﺘﺪ ﻫﺪ‪  u‬ﻓﺮﺿﻴﻪﻫﺎ‪ $‬ﭘﮋﻫﺶ ﻫﻤﺮ< ﺑﺎ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﻪ ﺳﺎﺗﻴﺪ ﻣﺘﺨﺼﺺ  ﻫﻞ ﻓﻦ  ﺷﺘﻪ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ < ﺷﺪ ﺗﺎ ﻧﻈﺮ ﺧﻮ  ﺑﺎ< ﻣﺤﺘﻮ‪ $‬ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻄﺮ} ﻛﻨﻨﺪ‪ .‬ﺳﭙﺲ ﻧﻈﺮ ‪J‬ﻧﻬﺎ ﺟﻤﻊ ‪ $J‬ﺷﺪ<  ﭘﺮﺳﺸﻨﺎﻣﻪ‬ ‫ﻧﻬﺎﻳﻲ ﺻﻼ} ﮔﺮﻳﺪ‪.‬‬ ‫ﺷﻴﻮ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ ‪//‬ﻫﺎ‬

‫ﺟﻬﺖ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ <ﻫﺎ  ‪J‬ﻣﺎ ﺗﻮﺻﻴﻔﻲ )ﻓﺮﻧﻲ‪ ،‬ﺻﺪ‪ ،‬ﻣﻴﺎﻧﮕﻴﻦ  …(  ﺟﻬﺖ ‪J‬ﻣﻮ‪ ,‬ﻓﺮﺿﻴﻪ ﭘﮋﻫﺶ  ‪J‬ﻣﻮ‪,‬‬ ‫ﺿﺮﻳﺐ ﻫﻤﺒﺴﺘﮕﻲ ﭘﻴﺮﺳﻮ‪ ,‬ﺳﺘﻔﺎ< ﺷﺪ< ﺳﺖ‪.‬‬ ‫ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ ﺗﻮﺻﻴﻔﻲ ‪//‬ﻫﺎ‬

‫ﻳﻦ ﺗﺤﻘﻴﻖ ﺳﺌﻮﻫﺎ‪ (1 2 4 9 10 11 12 13 16) $‬ﺑﺮ‪ $‬ﺑﺮﺳﻲ ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ﻓﺮﺿﻴﻪ )ﻣﻴﺰ‪ ,‬ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ‬ ‫ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪ(  ﺳﺌﻮﻫﺎ‪ (5 8 14 15) $‬ﺑﺮ‪ $‬ﺑﺮﺳﻲ ﻣﺘﻐﻴﺮ ﺑﺴﺘﻪ ﻓﺮﺿﻴﻪ )ﺑﺮﻗﺮ‪ $‬ﺗﺒﺎ‪ t‬ﻫﻤﺪﻻﻧﻪ  ﻃﺮ‪ u‬ﻣﺮ‪(T‬‬ ‫ﺳﺘﻔﺎ< ﺷﺪ< ﺳﺖ‪ .‬ﺟﺪ )‪ (2 - 4)  (1 - 4‬ﺗﻮﻳﻊ ﻓﺮﻧﻲ  ﺻﺪ ﭘﺎﺳﺦ ‪J‬ﻣﻮﻧﻲﻫﺎ  ﺑﻄﻪ ﺑﺎ ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ  ﺑﺴﺘﻪ ‬ ‫ﻣﻲﺳﻨﺠﺪ‪.‬‬

‫ﺟﺪ‪ .‬ﺷﻤﺎ )‪ (1 – 4‬ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ  ‪/‬ﺻﺪ ﭘﺎﺳﺦ ]‪2‬ﻣﻮ‪/‬ﻧﻲﻫﺎ ﻧﺴﺒﺖ ﺑﻪ ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ﻓﺮﺿﻴﻪ‬

‫‪80‬‬

‫ﮔﺰﻳﻨﻪ‬ ‫ﻓﺮﻧﻲ‬ ‫ﺳﺌﻮ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﻓﺮﻧﻲ‬

‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫ﻣﺘﻮﺳﻂ‬

‫ﺻﺪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫ﻛﻢ‬

‫ﻳﺎ‬

‫‪ - 1‬ﺗﺎ ﭼﻪ ﺣﺪ‪ $‬ﻗﻮﻧﻴﻦ ﺟﺘﻤﺎﻋﻲ ﻋﺎﻻﻧﻪ ﺿﻊ ﺷﺪ<ﻧﺪ؟‬

‫‪21‬‬

‫‪4/13‬‬

‫‪62‬‬

‫‪5/39‬‬

‫‪69‬‬

‫‪9/43‬‬

‫‪5‬‬

‫‪2/3‬‬

‫‪  - 2‬ﺟﺮ‪ $‬ﻗﻮﻧﻴﻦ ﺟﺘﻤﺎﻋﻲ ﺗﺎ ﭼﻪ ﺣﺪ‪ $‬ﻋﺪﻟﺖ ﻋﺎﻳﺖ‬ ‫ﻣﻲﺷﻮ؟‬

‫‪53‬‬

‫‪8/33‬‬

‫‪89‬‬

‫‪7/56‬‬

‫‪13‬‬

‫‪3/8‬‬

‫‪2‬‬

‫‪3/1‬‬

‫‪J - 4‬ﻳﺎ  ﻣﺤﻞ ﻛﺎ ﺷﻤﺎ ﻣﺴﺌﻮﻟﻴﻦ ﺑﻴﻦ ﻫﻤﻜﺎ‪ ,‬ﻋﺪﻟﺖ‬ ‫ ﻋﺎﻳﺖ ﻣﻲﻛﻨﻨﺪ؟‬

‫‪59‬‬

‫‪6/37‬‬

‫‪72‬‬

‫‪9/45‬‬

‫‪22‬‬

‫‪0/14‬‬

‫‪4‬‬

‫‪5/2‬‬

‫‪ - 9‬ﺗﺎ ﭼﻪ ﺣﺪ‪ $‬ﻓﻜﺮ ﻣﻲﻛﻨﻴﺪ ﺳﻬﻢ ﻓﺮ‪ I‬ﻧﻔﺖ )ﺑﻪ ﻋﻨﻮ‪,‬‬ ‫ﻳﻚ ﺳﺮﻣﺎﻳﻪ ﻣﻠﻲ(  ﺑﺨﺶﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ ﺟﺎﻣﻌﻪ ﻋﺎﻻﻧﻪ‬ ‫ﺗﻘﺴﻴﻢ ﻣﻲﺷﻮ؟‬

‫‪103‬‬

‫‪6/65‬‬

‫‪39‬‬

‫‪8/24‬‬

‫‪10‬‬

‫‪4/6‬‬

‫‪5‬‬

‫‪2/3‬‬

‫‪ - 10‬ﺑﻪ ﻋﻘﻴﺪ< ﺷﻤﺎ ‪J‬ﻳﺎ ﻫﻤﻪ ﻣﺮ‪  T‬ﻣﻜﺎﻧﺎ ﻟﺘﻲ ﺑﻪ‬ ‫ﺻﻮ ﻋﺎﻻﻧﻪ ﺑﻬﺮ< ﻣﻨﺪ ﻣﻲﺷﻮﻧﺪ؟‬

‫‪33‬‬

‫‪0/21‬‬

‫‪90‬‬

‫‪3/57‬‬

‫‪24‬‬

‫‪3/15‬‬

‫‪10‬‬

‫‪4/6‬‬

‫‪ - 11‬ﻧﻈﺮ ﺷﻤﺎ ﺗﺎ ﭼﻪ ﺣﺪ‪ $‬ﻣﺴﺌﻮﻟﻴﻦ ﺑﺮ‪ $‬ﺑﺮﻗﺮ‪$‬‬ ‫ﺑﻂ ﻋﺎﻻﻧﻪ )‪ ،$‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻗﺘﺼﺎ‪  ($‬ﺟﺎﻣﻌﻪ‬ ‫ﺗﻼ‪ I‬ﻣﻲﻛﻨﻨﺪ؟‬

‫‪44‬‬

‫‪0/28‬‬

‫‪84‬‬

‫‪5/53‬‬

‫‪25‬‬

‫‪9/15‬‬

‫‪4‬‬

‫‪5/2‬‬

‫‪ - 12‬ﭼﻪ ﻗﺪ ﺣﻖ ﺧﻮ ﻣﻲﻧﻴﺪ ﻛﻪ ﻣﻌﺎ‪ ،,‬ﺟﻨﮕﻞﻫﺎ‪،‬‬ ‫ﻳﺎ  …  ﺑﺮ‪ $‬ﻓﻊ ﻧﻴﺎﻫﺎ‪ $‬ﻋﻤﻮﻣﻲﻫﻤﻪ ﻣﺮ‪ T‬ﻫﺰﻳﻨﻪ‬ ‫ﻛﻨﻨﺪ؟‬

‫‪12‬‬

‫‪6/7‬‬

‫‪25‬‬

‫‪9/15‬‬

‫‪73‬‬

‫‪5/46‬‬

‫‪47‬‬

‫‪9/29‬‬

‫‪ - 13‬ﺗﺎ ﭼﻪ ﻧﺪ< ﺣﺴﺎ‪ W‬ﻣﻲﻛﻨﻴﺪ ﻣﺎﻛﻦ ﻓﺎﻫﻲ‪،‬‬ ‫ﺑﻬﺪﺷﺘﻲ‪J ،‬ﻣﻮﺷﻲ  … ﺑﻪ ﺻﻮ ﻋﺎﻻﻧﻪ  ﺧﺘﻴﺎ‬ ‫ﻫﻤﻪ ﻣﺮ‪ T‬ﺷﻬﺮ ﻗﺮ ؟‬

‫‪34‬‬

‫‪7/21‬‬

‫‪83‬‬

‫‪9/52‬‬

‫‪36‬‬

‫‪9/22‬‬

‫‪4‬‬

‫‪5/2‬‬

‫‪ - 16‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﻣﺴﺌﻮﻻ‪ ,‬ﺟﺮﻳﻲ )ﺗﺎ ﺳﻄﻮ} ﺗﺨﺎﻧﻪ(‬ ‫ﺗﺎ ﭼﻪ ﺣﺪ‪  $‬ﻓﻜﺮ ﺧﺪﻣﺖ ﺳﺎﻧﻲ ﺑﻪ ﻣﺮ‪ T‬ﻫﺴﺘﻨﺪ؟‬

‫‪41‬‬

‫‪1/26‬‬

‫‪68‬‬

‫‪3/43‬‬

‫‪39‬‬

‫‪8/24‬‬

‫‪9‬‬

‫‪7/5‬‬

‫ﺟﻤﻊ ﻓﺮﻧﻲ  ﺻﺪﻫﺎ‬

‫‪42‬‬

‫‪3/28‬‬

‫‪68‬‬

‫‪31/43‬‬

‫‪35‬‬

‫‪0/22‬‬

‫‪10‬‬

‫‪3/6‬‬

‫ﺑﻄﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻰ ﺑﺎ ﻫﻤﺪﻟﻰ ﻫﻤﺒﺴﺘﮕﻰ ﻣﺮ‪ / [/‬ﺟﺎﻣﻌﻪ‬

‫ﺟﺪ‪ .‬ﺷﻤﺎ )‪ (2 – 4‬ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ  ‪/‬ﺻﺪ ﭘﺎﺳﺦ ]‪2‬ﻣﻮ‪/‬ﻧﻲﻫﺎ ﻧﺴﺒﺖ ﺑﻪ ﻣﺘﻐﻴﺮ ﺑﺴﺘﻪ ﻓﺮﺿﻴﻪ‬ ‫ﻛﻢ‬

‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫ﻳﺎ‬

‫ﻣﺘﻮﺳﻂ‬

‫ﻓﺮﻧﻲ‬

‫ﺣﺰ‪  Z‬ﻗﻠﻴﺖﻫﺎ  ﺑﺮﻗﺮ‪ $‬ﺣﺪ ﻣﻠﻲ ﺗﺄﺛﻴﺮ ﮔﺬ ﺳﺖ؟‬

‫ﺻﺪ‬

‫‪ - 14‬ﺗﺎ ﭼﻪ ﺣﺪ‪ $‬ﺟﺮ‪ $‬ﻋﺎﻻﻧﻪ ﻗﻮﻧﻴﻦ ﺑﺮ‪ $‬ﻫﻤﻪ ﮔﺮ<ﻫﺎ ‬

‫ﻓﺮﻧﻲ‬

‫ﻧﻬﺎ ﺗﺎ ﭼﻪ ﺣﺪ‪  $‬ﻋﻼﻗﻤﻨﺪ‪J $‬ﻧﻬﺎ  ﻣﺤﻴﻂ ﻛﺎ ﺗﺄﺛﻴﺮ ؟‬

‫ﺻﺪ‬

‫‪ - 8‬ﻓﻜﺮ ﻣﻲﻛﻨﻴﺪ ﺣﺘﺮ‪  T‬ﺗﻮﺟﻪ ﺑﻪ ﻓﺮ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﺎﻳﺴﺘﮕﻲ‬

‫ﻓﺮﻧﻲ‬

‫ﻧﺸﺎ‪  t‬ﺑﻴﻦ ﻋﻀﺎء ﺑﻄﻪ ﻣﻲﺑﻴﻨﻴﺪ؟‬

‫ﺻﺪ‬

‫‪ - 5‬ﺗﺎ ﭼﻪ ﺣﺪ‪ $‬ﺑﻴﻦ ﺷﺎﻳﺴﺘﻪ ﺳﺎﻻ‪  $‬ﮔﺮ< ﻛﺎ‪ $‬ﻳﺠﺎ ﺟﻮ‬

‫ﻓﺮﻧﻲ‬

‫ﺳﺌﻮ‬

‫ﺻﺪ‬

‫ﮔﺰﻳﻨﻪ‬ ‫ﻓﺮﻧﻲ‬

‫‪33‬‬

‫‪0/21‬‬

‫‪69‬‬

‫‪9/43‬‬

‫‪42‬‬

‫‪8/26‬‬

‫‪13‬‬

‫‪3/8‬‬

‫‪10‬‬

‫‪4/6‬‬

‫‪10‬‬

‫‪4/6‬‬

‫‪43‬‬

‫‪4/27‬‬

‫‪94‬‬

‫‪9/59‬‬

‫‪7‬‬

‫‪5/4‬‬

‫‪22‬‬

‫‪0/14‬‬

‫‪43‬‬

‫‪4/27‬‬

‫‪85‬‬

‫‪1/54‬‬

‫‪ - 15‬ﺗﺎ ﭼﻪ ﺣﺪ‪ $‬ﭘﺨﺶ ﺧﺒﺮ ﻧﺖ ﺧﻮ‪  $‬ﺧﺘﻼ‪  W‬ﻳﻚ‬ ‫ﺗﺨﺎﻧﻪ  ﺑﺨﺶ ﻟﺘﻲ  ﻧﻮ‪ l‬ﻧﮕﺮ‪ I‬ﺷﻤﺎ ﺑﺮ ‪ ,J‬ﻗﺴﻤﺖ ﺛﺮ‬

‫‪7‬‬

‫‪5/4‬‬

‫‪20‬‬

‫‪7/12‬‬

‫‪63‬‬

‫‪1/40‬‬

‫‪67‬‬

‫‪7/42‬‬

‫ﮔﺬ ﺳﺖ؟‬ ‫ﺟﻤﻊ ﻓﺮﻧﻲ  ﺻﺪﻫﺎ‬

‫‪14‬‬

‫‪1/9‬‬

‫‪30‬‬

‫‪25/19‬‬

‫‪48‬‬

‫‪42/30‬‬

‫‪65‬‬

‫‪25/41‬‬

‫ﻧﺘﺎﻳﺞ‬

‫ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﻪ ﻗﺎ‪ T‬ﻣﻨﺪ‪  z‬ﺗﺮﻫﺎ‪ $‬ﺟﺪ  ﺳﻴﻤﺎ‪ $‬ﻧﻤﻮ ﺗﺮﺳﻴﻤﻲ ‪ 157‬ﻧﻔﺮ ‪J‬ﻣﻮﻧﻲ  ﻣﻮ ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ﻓﺮﺿﻴﻪ‬ ‫‪ 61/71‬ﺻﺪ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 3/28‬ﺻﺪ ﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ <ﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ  ﻣﻮ ﻣﺘﻐﻴﺮ ﺑﺴﺘﻪ ﻓﺮﺿﻴﻪ ‪35/28‬‬ ‫ﺻﺪ ﭘﺎﻳﻴﻦ  ﻣﺘﻮﺳﻂ ‪ 67/71‬ﺻﺪ ﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ <ﻧﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﻪ ﻓﺮﺿﻴﻪ ﺣﺎﺿﺮ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ‪61/71‬‬ ‫ﺻﺪ  ‪J‬ﻣﻮﻧﻲﻫﺎ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺣﺎ ﺣﺎﺿﺮ  ﺟﺎﻣﻌﻪ ﺑﻪ ﻃﻮ ﻛﺎﻣﻞ ﺑﺮﻗﺮ ﻧﻴﺴﺖ   ﻃﺮﻓﻲ ‪ 67/71‬ﺻﺪ‬ ‫‪J‬ﻧﻬﺎ ﻋﺘﻘﺎ ﻧﺪ ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ  ﺟﺎﻣﻌﻪ  ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ‪J‬ﻧﺎ‪ ,‬ﺗﺒﺎ‪ t‬ﺑﺮﻗﺮ ﺳﺖ ﺑﻪ ﻃﻮ‪ $‬ﻛﻪ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ  ﺟﺎﻣﻌﻪ‬ ‫ﺳﺒﺐﻳﺠﺎ ﺑﻂ ﻫﻤﺪﻻﻧﻪ ‪J‬ﻧﺎ‪ ,‬ﺑﺎ ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ ﻣﻲﮔﺮ‪.‬‬ ‫ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ ﺳﺘﻨﺒﺎﻃﻲ <ﻫﺎ‬ ‫ﻳﻦ ﻓﺮﺿﻴﻪ ﺑﺎ ﺳﺘﻔﺎ<  ‪J‬ﻣﻮ‪ ,‬ﺿﺮﻳﺐ ﻫﻤﺒﺴﺘﮕﻲ ﭘﻴﺮﺳﻦ ﺑﻄﻪ ﻳﺎﺑﻲ ﺷﺪ  ﻣﻘﺪ ﭘﻴﺮﺳﻦ ﺑﺮﺑﺮ ﺑﺎ ‪4/32‬ﺻﺪ  ﺳﻄﺢ ﻣﻌﻨﻲ‬ ‫ﻣﻲﺑﺎﺷﺪ‪ ،‬ﭼﻮ‪ ,‬ﺳﻄﺢ ﻣﻌﻨﻲ ‪ $‬ﻣﺤﺎﺳﺒﻪ ﺷﺪ<  ‪J‬ﻟﻔﺎ‪ 05/0 $‬ﻛﻮﭼﻜﺘﺮ ﺳﺖ  ﻧﺘﻴﺠﻪ ﺑﻴﻦﻳﻦ ‬ ‫‪ $‬ﺑﺮﺑﺮ ﺑﺎ‬ ‫ﻣﺘﻐﻴﺮ ﺑﻄﻪ ﻣﻌﻨﻲ ‪ $‬ﺟﻮ ‪.‬‬ ‫ﻃﻼﻋﺎ ﺟﻨﺒﻲ ﭘﺮﺳﺸﻨﺎﻣﻪ‬

‫ﻳﻦ ﺗﺤﻘﻴﻖ )ﺳﺌﻮﻫﺎ‪ (6 7 17 18 19 20 $‬ﺑﻪ ﺑﺮﺳﻲ ﺧﻮ ﻇﻬﺎ‪J $‬ﻣﻮﻧﻲﻫﺎ  ﺑﻄﻪ ﺑﺎ ﻋﺪﻟﺖ ‪  $‬ﻋﺪﻟﺖ‬ ‫ﺧﻮﻫﻲ ‪J‬ﻧﻬﺎ  ﻧﻴﺰ ﻋﺘﻘﺎﺷﺎ‪ ,‬ﻧﺴﺒﺖ ﺑﻪ ﺿﺮﻳﺠﺎ ﺑﺮﺧﻲ ﺗﻐﻴﻴﺮ ﺑﺮ‪ $‬ﺗﺤﻘﻖ ﻋﺪﻟﺖ  ﺻﻼﺣﺎ  ﺟﺎﻣﻌﻪ ﭘﺮﺧﺘﻪ ﺳﺖ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪81‬‬

‫ﻣﻘﺎﻻ‬ ‫ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ ﭘﺎﺳﺨﮕﻮﻳﺎ‪ H‬ﺑﺮ ﺣﺴﺐ ﺑﺮﻗﺮ= ﻋﺪﻟﺖ  ﺗﺼﻤﻴﻢﮔﻴﺮ=ﻫﺎ= ﻣﻨﺼﻔﺎﻧﻪ‪ ،‬ﺣﺘﻲ ﮔﺮ ﺑﻪ ﺿﺮ ﻓﺮ‪ /‬ﺑﺎﺷﺪ‬

‫ﮔﺰﻳﻨﻪﻫﺎ‬ ‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬ ‫ﻛﻢ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﻳﺎ‬

‫ﻓﺮﻧﻲ‬ ‫‪7‬‬ ‫‪22‬‬ ‫‪73‬‬ ‫‪55‬‬

‫ﺻﺪ‬ ‫‪5/4‬‬ ‫‪0/14‬‬ ‫‪5/46‬‬ ‫‪0/35‬‬

‫ﻧﻤﻮ‪ /‬ﺷﻤﺎ )‪(3 - 4‬‬

‫ﺗﻮﺿﻴﺢ‪ :‬ﻳﻦ ﺳﺌﻮ ‪ 5/18‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 5/81‬ﺻﺪ ﻧﻬﺎ ﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ <ﻧﺪ ﭘﺲ‬ ‫ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ‪ 5/81‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﺑﺎ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ  ﺗﺼﻤﻴﻢﮔﻴﺮ‪$‬ﻫﺎ‪ $‬ﻣﻨﺼﻔﺎﻧﻪ ﺣﺘﻲ ﮔﺮ ﺑﻪ ﺿﺮ ‪J‬ﻧﻬﺎ‬ ‫ﺑﺎﺷﻨﺪ‪ ،‬ﻣﻮﻓﻖ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ ﭘﺎﺳﺨﮕﻮﻳﺎ‪ H‬ﺑﺮ ﺣﺴﺐ ﻧﺠﺎ[ ﻓﻌﺎﻟﻴﺖﻫﺎ= ‪ / =/‬ﺣﻴﻄﻪ ﺿﻮﺑﻂ‬

‫ﮔﺰﻳﻨﻪﻫﺎ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫‪93‬‬

‫‪2/59‬‬

‫ﻛﻢ‬

‫‪36‬‬

‫‪9/22‬‬

‫ﻣﺘﻮﺳﻂ‬

‫‪16‬‬

‫‪2/10‬‬

‫ﻳﺎ‬

‫‪12‬‬

‫‪6/7‬‬

‫ﻧﻤﻮ‪ /‬ﺷﻤﺎ )‪(4 - 4‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪82‬‬

‫ﺗﻮﺿﻴﺢ‪ :‬ﻳﻦ ﺳﺌﻮ ‪ 1/82‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 8/17‬ﺻﺪ ﻧﻬﺎ ﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ <ﻧﺪ‬ ‫ﺑﻨﺎﺑﺮﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ﻛﻪ ‪ 1/82‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﻛﺎﻫﺎ‪ $ $‬ﺧﻮ   ﺣﻴﻄﻪ ﺿﻮﺑﻂ ﻧﺠﺎ‪  < T‬ﺑﺮ ﺳﺎ‪ W‬ﺧﻮ ﻇﻬﺎ‪،$‬‬ ‫ <ﻫﺎ‪ $‬ﻏﻴﺮ ﻋﺎﻻﻧﻪ ﺳﺘﻔﺎ< ﻧﻜﺮ<  ﺑﺎ ‪ ,J‬ﻣﻮﻓﻖ ﻧﻴﺴﺘﻨﺪ‪.‬‬

‫ﺑﻄﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻰ ﺑﺎ ﻫﻤﺪﻟﻰ ﻫﻤﺒﺴﺘﮕﻰ ﻣﺮ‪ / [/‬ﺟﺎﻣﻌﻪ‬ ‫ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ ﭘﺎﺳﺨﮕﻮﻳﺎ‪ H‬ﺑﺮ ﺣﺴﺐ ﻓﻊ ﺗﺒﻌﻴﺾ ﺣﺎﻛﻢ ‪ /‬ﺟﺎﻣﻌﻪ  ﺑﺮﻃﺮ} ﻛﺮ‪H] H/‬‬

‫ﮔﺰﻳﻨﻪﻫﺎ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫‪6‬‬

‫‪8/3‬‬

‫ﻛﻢ‬

‫‪5‬‬

‫‪2/3‬‬

‫ﻣﺘﻮﺳﻂ‬

‫‪35‬‬

‫‪3/22‬‬

‫ﻳﺎ‬

‫‪111‬‬

‫‪7/70‬‬

‫ﻧﻤﻮ‪ /‬ﺷﻤﺎ )‪(5 - 4‬‬

‫ﺗﻮﺿﻴﺢ‪ :‬ﻳﻦ ﺳﺌﻮ ‪ 7‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 93‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ <ﻧﺪ‬ ‫ﺑﻨﺎﺑﺮﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ﻛﻪ ‪ 93‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﺎ ﻓﻊ ﺗﺒﻌﻴﺾ ﺣﺎﻛﻢ  ﺟﺎﻣﻌﻪ  ﺑﺮﻃﺮ‪ u‬ﻛﺮ‪ ,J ,‬ﻣﻮﻓﻘﻨﺪ  ﻧﺴﺒﺖ ﺑﻪ ‪,J‬‬ ‫ﻧﻈﺮ ﻣﺴﺎﻋﺪ ﻧﺪ‪.‬‬ ‫ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ ﭘﺎﺳﺨﮕﻮﻳﺎ‪ H‬ﺑﺮ ﺣﺴﺐﻳﺠﺎ‪ /‬ﺻﻼﺣﺎ ‪ /‬ﺟﺎﻣﻌﻪ  ﺑﺮﻗﺮ= ﻋﺪﻟﺖ‬

‫ﮔﺰﻳﻨﻪﻫﺎ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫‪7‬‬

‫‪5/4‬‬

‫ﻛﻢ‬

‫‪39‬‬

‫‪8/24‬‬

‫ﻣﺘﻮﺳﻂ‬

‫‪51‬‬

‫‪5/32‬‬

‫ﻳﺎ‬

‫‪60‬‬

‫‪2/38‬‬

‫ﻧﻤﻮ‪ /‬ﺷﻤﺎ )‪(6 - 4‬‬

‫ﺗﻮﺿﻴﺢ‪ :‬ﻳﻦ ﺳﺌﻮ ‪ 3/29‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 7/70‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ‬ ‫<ﻧﺪ‪ ،‬ﺑﻨﺎﺑﺮﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ﻛﻪ ‪ 7/70‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﻋﺘﻘﺎ ﻧﺪ ﺑﺮ‪$‬ﻳﺠﺎ ﺻﻼﺣﺎ  ﺟﺎﻣﻌﻪ  ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺗﻐﻴﻴﺮ‬ ‫ﻣﺪﻳﺮﻳﺖﻫﺎ ﺿﺮ‪ $‬ﻫﺴﺘﻨﺪ‪.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪83‬‬

‫ﻣﻘﺎﻻ‬ ‫ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ ﭘﺎﺳﺨﮕﻮﻳﺎ‪ H‬ﺑﺮ ﺣﺴﺐ ﻓﺰﻳﺶ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﺑﺮ=ﻳﺠﺎ‪ /‬ﺻﻼﺣﺎ  ﺑﺮﻗﺮ= ﻋﺪﻟﺖ‬

‫ﮔﺰﻳﻨﻪﻫﺎ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫‪7‬‬

‫‪5/4‬‬

‫ﻛﻢ‬

‫‪5‬‬

‫‪2/3‬‬

‫ﻣﺘﻮﺳﻂ‬

‫‪56‬‬

‫‪7/35‬‬

‫ﻳﺎ‬

‫‪89‬‬

‫‪7/56‬‬

‫ﻧﻤﻮ‪ /‬ﺷﻤﺎ )‪(7 - 4‬‬

‫ﺗﻮﺿﻴﺢ‪ :‬ﻳﻦ ﺳﺌﻮ ‪ 7/9‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 4/92‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﺎﻻﺗﺮ  ﺣﺪ ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ‬ ‫<ﻧﺪ‪ ،‬ﺑﻨﺎﺑﺮﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ‪ 4/92‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﺎ ﻓﺰﻳﺶ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ﺑﺮ‪$‬ﻳﺠﺎ ﺻﻼﺣﺎ  ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ‬ ‫ﻣﻮﻓﻖ ﻫﺴﺘﻨﺪ  ﺑﻪ ‪ ,J‬ﻋﺘﻘﺎ ﻧﺪ‪.‬‬ ‫ﺗﻮ‪2‬ﻳﻊ ﻓﺮﻧﻲ ﭘﺎﺳﺨﮕﻮﻳﺎ‪ H‬ﺑﺮ ﺣﺴﺐ ﺗﻘﺴﻴﻢ ﻋﺎ‪/‬ﻻﻧﻪ ﺑﻴﺖﻟﻤﺎ‪  .‬ﺗﺨﺼﻴﺺ ﺻﺤﻴﺢ ]‪H‬‬

‫ﮔﺰﻳﻨﻪﻫﺎ‬

‫ﻓﺮﻧﻲ‬

‫ﺻﺪ‬

‫ﺑﻪ ﻫﻴﭻ ﺟﻪ‬

‫‪7‬‬

‫‪5/4‬‬

‫ﻛﻢ‬

‫‪6‬‬

‫‪8/3‬‬

‫ﻣﺘﻮﺳﻂ‬

‫‪36‬‬

‫‪9/22‬‬

‫ﻳﺎ‬

‫‪108‬‬

‫‪8/68‬‬

‫ﻧﻤﻮ‪ /‬ﺷﻤﺎ )‪(8 - 4‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪84‬‬

‫ﺗﻮﺿﻴﺢ‪ :‬ﻳﻦ ﺳﺌﻮ ‪ 8/3‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 7/91‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﺑﺎﻻﺗﺮ  ﺣﺪ ﻣﺘﻮﺳﻂ ﭘﺎﺳﺦ <ﻧﺪ‪،‬‬ ‫ﺑﻨﺎﺑﺮﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ ﻛﻪ ‪ 7/91‬ﺻﺪ ‪J‬ﻣﻮﻧﻲﻫﺎ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﺗﻘﺴﻴﻢ ﻋﺎﻻﻧﻪ ﺑﻴﺖ ﻟﻤﺎ  ﺗﺨﺼﻴﺺ ﺻﺤﻴﺢ ‪  ,J‬ﺟﺎﻣﻌﻪ‬ ‫ﺑﺮ‪$‬ﻳﺠﺎ ﺻﻼﺣﺎ  ﺟﺎﻣﻌﻪ ﺿﺮ‪ $‬ﺳﺖ‪.‬‬

‫ﺑﻄﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻰ ﺑﺎ ﻫﻤﺪﻟﻰ ﻫﻤﺒﺴﺘﮕﻰ ﻣﺮ‪ / [/‬ﺟﺎﻣﻌﻪ‬ ‫ﻧﻜﺘﻪ‪2] :‬ﻣﻮ‪/‬ﻧﻲﻫﺎ ﺑﻴﻦ ﭼﻬﺎ ﻣﻮﺿﻮ" )ﻓﻊ ﺗﺒﻌﻴﺾ‪ ،‬ﺗﻐﻴﻴﺮ ﻣﺪﻳﺮﻳﺖﻫﺎ‪ ،‬ﻓﺰﻳﺶ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ  ﺗﺨﺼﻴﺺ ﻋﺎ‪/‬ﻻﻧﻪ ﺑﻴﺖ ﻟﻤﺎ‪ (.‬ﺑﻪ‬ ‫ﺗﺮﺗﻴﺐ‪ -1 :‬ﻓﻊ ﺗﺒﻌﻴﺾ ‪ -2‬ﻓﺰﻳﺶ ﺧﺪﻣﺎ ﺟﺘﻤﺎﻋﻲ ‪ -3‬ﺗﺨﺼﻴﺺ ﻋﺎ‪/‬ﻻﻧﻪ ﺑﻴﺖ ﻟﻤﺎ‪ -4 .‬ﺗﻐﻴﻴﺮ ﻣﺪﻳﺮﻳﺖﻫﺎ  ‪ /‬ﻟﻮﻳﺖﻫﺎ=‬ ‫ﻧﺘﺨﺎﺑﻲ ﺧﻮ‪ /‬ﻧﺴﺒﺖ ﺑﻪﻳﺠﺎ‪ /‬ﺻﻼﺣﺎ ‪ /‬ﺟﺎﻣﻌﻪ  ﺑﺮﻗﺮ= ﻋﺪﻟﺖ ﻣﻲ‪/‬ﻧﻨﺪ‪.‬‬ ‫ﺑﺮﺳﻲ ﻓﺮﺿﻴﻪ ﭘﮋﻫﺶ‬

‫»ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﻃﺮ‪ u‬ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ ﻳﺠﺎ ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ‪ ,J‬ﻧﻈﺎ‪ T‬ﺗﺒﺎ‪ t‬ﻣﻌﻨﻲ ‪ $‬ﺟﻮ‬ ‫«‬ ‫ﮔﺮ‪ b/‬ﻛﺎ‪:‬‬

‫ﻫﺪ‪ u‬ﻳﻦ ﭘﮋﻫﺶ ﺑﺮﺳﻲ ﺑﻄﻪ ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﻃﺮ‪ u‬ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ ﻳﺠﺎ ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ‪,J‬‬ ‫ﻧﻈﺎ‪ T‬ﻣﻲﺑﺎﺷﺪ؛ ﺟﺎﻣﻌﻪ ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻛﺎﻣﻨﺪ‪ ,‬ﻟﺘﻲ ﺷﺎﻏﻞ  ﺳﺎﻣﺎ‪,‬ﻫﺎ‪ $‬ﺟﻬﺎ ﻛﺸﺎ‪ ،$‬ﻣﺴﻜﻦ  ﺷﻬﺮﺳﺎ‪  $‬ﺳﺮ‪$‬‬ ‫ﺷﻬﺮ ﻗﺰﻳﻦ ﺑﻮ< ﻛﻪ ﺑﻪ ﺻﻮ ﺗﺼﺎﻓﻲ ﻧﺘﺨﺎ‪ Z‬ﮔﺮﻳﺪ<ﻧﺪ؛ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﻃﺒﻖ ﺻﻮ ﻋﻠﻤﻲ‪ 157‬ﻧﻔﺮ ﺑﺎ ﺳﺘﻔﺎ<  ‪ I‬ﻧﻤﻮﻧﻪ‬ ‫ﮔﻴﺮ‪ $‬ﻃﺒﻘﻪ‪) $‬ﺟﺪ ﻣﻮﮔﺎ‪ (,‬ﻧﺘﺨﺎ‪ Z‬ﮔﺮﻳﺪ< ﺳﺖ‪.‬‬ ‫ﺟﻬﺖ ﺟﻤﻊ ‪< $J‬ﻫﺎ  ﭘﺮﺳﺸﻨﺎﻣﻪ ‪ 20‬ﺳﺌﻮﻟﻲ ﺳﺘﻔﺎ< ﺷﺪ‪ .‬ﺟﻬﺖ ﺗﺠﺰﻳﻪ  ﺗﺤﻠﻴﻞ <ﻫﺎ  ‪J‬ﻣﺎ ﺗﻮﺻﻴﻔﻲ ﻳﻌﻨﻲ )ﻓﺮﻧﻲ‪،‬‬ ‫ﺻﺪ‪ ،‬ﻣﻴﺎﻧﮕﻴﻦ( ﺳﺘﻔﺎ< ﮔﺮﻳﺪ‪ ،‬ﺑﻪ ﻣﻨﻈﻮ ‪J‬ﻣﻮ‪ ,‬ﻓﺮﺿﻴﻪ ﭘﮋﻫﺶ  ‪J‬ﻣﻮ‪ ,‬ﺿﺮﻳﺐ ﻫﻤﺒﺴﺘﮕﻲ ﭘﻴﺮﺳﻮ‪  ,‬ﻃﺮﻳﻖ ﭘﺮ‪< I‬ﻫﺎ‬ ‫ﺑﺎ ﻳﺎﻧﻪ ﻧﺘﺎﻳﺞ ﭘﮋﻫﺶ ﺑﻪ ﺷﺮ} ﻳﺮ ﺣﺎﺻﻞ ﺷﺪ‪:‬‬ ‫ﻟﻒ( ‪2 2‬ﻳﻪ ﺗﺤﻠﻴﻠﻲ‬

‫ ‪ 157‬ﻧﻔﺮ ‪J‬ﻣﻮﻧﻲ  ﻣﻮ ﻣﺘﻐﻴﺮ ﻣﺴﺘﻘﻞ ‪ 61/71‬ﺻﺪ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 3/28‬ﺻﺪ ﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ   ﻣﻮ‬ ‫ﻣﺘﻐﻴﺮ ﺑﺴﺘﻪ ‪ 35/28‬ﺻﺪ ﭘﺎﻳﻴﻦ ﺗﺮ  ﻣﺘﻮﺳﻂ  ‪ 67/71‬ﺻﺪ ﺑﺎﻻﺗﺮ  ﻣﺘﻮﺳﻂ ﻗﺮ ﻧﺪ‪ ،‬ﺳﭙﺲ ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﻧﺘﻴﺠﻪ ﻣﻲﮔﻴﺮﻳﻢ‬ ‫‪ 61/71‬ﺻﺪ  ‪J‬ﻣﻮﻧﻲﻫﺎ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺣﺎ ﺣﺎﺿﺮ  ﺟﺎﻣﻌﻪ ﺑﻪ ﻃﻮ ﻛﺎﻣﻞ ﺑﺮﻗﺮ ﻧﻴﺴﺖ   ﻃﺮﻓﻲ ‪67/71‬‬ ‫ﺻﺪ ‪J‬ﻧﻬﺎ ﻋﺘﻘﺎ ﻧﺪ ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪ  ﻃﺮ‪ u‬ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ ﻳﺠﺎ ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ‪ ,J‬ﻧﻈﺎ‪T‬‬ ‫ﺗﺒﺎ‪ t‬ﻣﻌﻨﻲ  ﺟﻮ ‪.‬‬ ‫( ‪2 2‬ﻳﻪ ﺳﺘﻨﺒﺎﻃﻲ‬

‫ﻳﻦ ﻓﺮﺿﻴﻪ ﺑﺎ ﺳﺘﻔﺎ<   ‪J‬ﻣﻮ‪ ,‬ﺿﺮﻳﺐ ﻫﻤﺒﺴﺘﮕﻲ ﭘﻴﺮﺳﻦ ﺑﻄﻪ ﻳﺎﺑﻲ ﺷﺪ  ﻣﻘﺪ ﭘﻴﺮﺳﻦ ﺑﺮﺑﺮ ﺑﺎ ‪4/32‬ﺻﺪ  ﺳﻄﺢ ﻣﻌﻨﻲ ‪ $‬ﺑﺮﺑﺮ‬ ‫ﻣﻲﺑﺎﺷﺪ ﭼﻮ‪ ,‬ﺳﻄﺢ ﻣﻌﻨﻲ ‪ $‬ﻣﺤﺎﺳﺒﻪ ﺷﺪ<  ‪J‬ﻟﻔﺎ‪ 05/0 $‬ﻛﻮﭼﻜﺘﺮ ﺳﺖ‪  ،‬ﻧﺘﻴﺠﻪ ﺑﻴﻦ  ﻣﺘﻐﻴﺮ ﻣﻮﺟﻮ ‬ ‫ﺑﺎ‬ ‫ﻓﺮﺿﻴﻪ )ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪ  ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ﻧﻈﺎ‪ T‬ﺣﺎﻛﻢ  ﺟﺎﻣﻌﻪ( ﺑﻄﻪ ﻣﻌﻨﻲ ‪ $‬ﺟﻮ ‬ ‫ﻧﺘﺎﻳﺞ ﭘﮋﻫﺶ‬ ‫ﻧﺘﺎﻳﺞﻳﻦ ﭘﮋﻫﺶ ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ ﻛﻪ  ﺳﻄﺢ ﻃﻤﻴﻨﺎ‪99 ,‬ﺻﺪ »ﺑﻴﻦ ﺑﺮﻗﺮ‪ $‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺟﺎﻣﻌﻪ  ﻃﺮ‪ u‬ﻧﻈﺎ‪T‬‬ ‫ﺣﺎﻛﻢ ﻳﺠﺎ ﺑﻄﻪ ﻫﻤﺪﻻﻧﻪ ﻣﺮ‪ T‬ﺑﺎ ‪ ,J‬ﻧﻈﺎ‪ T‬ﺗﺒﺎ‪ t‬ﻣﻌﻨﻲ ‪ $‬ﺟﻮ «‬ ‫ﺣﺎ  ﻳﻚ ﺟﻤﻊ ﺑﻨﺪ‪ $‬ﻛﻠﻲ  ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺿﻌﻴﺖ ﻛﻨﻮﻧﻲ ﻛﺸﻮ ﻣﻲﺗﻮ‪ ,‬ﻧﻜﺎ ﻳﺮ   ﺑﻄﻪ ﺑﺎﻳﻦ ﺗﺤﻘﻴﻖ ﺳﺘﻨﺒﺎ‪ t‬‬ ‫ﻧﺘﻴﺠﻪ ﮔﻴﺮ‪ $‬ﻛﺮ‪:‬‬ ‫‪ .5‬ﺑﻪ ﻋﺘﻘﺎ ﺑﺮﺧﻲ  ﻧﺪﻳﺸﻤﻨﺪ‪ ,‬ﻣﻌﺎﺻﺮ‪» :‬ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ  ﺑﺮﻧﺪ< ﻣﻔﺎﻫﻴﻢ ﻇﺎﻫﺮً ﻣﺘﻌﺎˆ ﺳﺖ‪ .‬ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻛﻪ  ًﻻ‬ ‫ﻣﺴﺘﻠﺰ‪ T‬ﭘﺬﻳﺮ‪ I‬ﺣﻘﻮ‪$J  p‬ﻫﺎ‪ $‬ﻓﺮ‪  $‬ﺟﺘﻤﺎﻋﻲ ﺷﻬﺮﻧﺪ‪  ,‬ﭘﺬﻳﺮ‪ I‬ﺷﺄ‪  ,‬ﻣﻨﺰﻟﺖ ﻣﺴﺎ‪ $‬ﻓﺮ  ﻧﻈﺮ ﻗﺎﻧﻮﻧﻲ  ﺳﭙﺎﺳﻲ‬ ‫ﺳﺖ‪ ،‬ﺛﺎﻧﻴ ًﺎ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﺗﺴﺎ‪ $‬ﻛﺎﻣﻞ ﻓﺮ  ﻧﻈﺮ ﺷﺎﻳﺴﺘﮕﻲﻫﺎ  ﺳﺘﻌﺪﻫﺎ ﻧﻴﺴﺖ؛ ﺑﻨﺎﺑﺮﻳﻦ ﺑﺎﻳﺪ ﻧﺎﺑﺮﺑﺮ‪  $‬ﺗﻮﻳﻊ‬ ‫‪J‬ﻣﺪ ﺑﺮ ﺛﺮ ﺗﻔﺎ  ﺳﺘﻌﺪﻫﺎ‪ ،‬ﺳﻄﺢ ﺳﻮ  ‪J‬ﻣﻮ‪  I‬ﺗﺠﺮﺑﻪ  ﭘﺬﻳﺮﻓﺖ‪،‬ﻳﻦ ﻧﺎﺑﺮﺑﺮ‪$‬ﻫﺎ‪ ،‬ﻋﺎﻻﻧﻪ ﺳﺖ‪ ،‬ﺛﺎﻟﺜ ًﺎ ﺑﺎﻳﺪ ﺑﻪﻳﻦ ﻧﻜﺘﻪ‬ ‫ﻣﻬﻢ ﺗﻮﺟﻪ ﺷﺖ ﻛﻪ ﻧﺘﺎﻳﺞ ﺗﻮﻳﻊ ‪J‬ﻣﺪ‪ ،‬ﺑﺮﺣﺴﺐ ﺗﻮﻳﻊ ﺳﺘﻌﺪﻫﺎ  ﻣﻮﻓﻘﻴﺖ ﻃﺒﻘﺎﺗﻲ ﻓﺮ  ﻧﻈﺎ‪ T‬ﻗﺘﺼﺎ‪ $‬ﺑﺎ ﻣﻌﻤﻮ ًﻻ ﻗﺎﺑﻞ‬ ‫ﭘﺬﻳﺮ‪ I‬ﻧﻴﺴﺖ‪ ،‬ﻳﻦ ﺻﻮ ﺳﺎﻟﺨﻮﮔﺎ‪ ،,‬ﻓﺮ‪ $‬ﻛﻪ ‪ $‬ﻣﻌﻠﻮﻟﻴﺖ ‪s‬ﻫﻨﻲ ﻳﺎ ﺟﺴﻤﻲﻫﺴﺘﻨﺪ‪ ،‬ﺑﭽﻪﻫﺎﻳﻲ ﻛﻪ ﺳﺮﭘﺮﺳﺖ ﺧﺎﻧﻮ ‬ ‫ ﺳﺖ ﻣﻲﻫﻨﺪ  ﺑﻴﻜﺎ‪ ,‬ﺿﻌﻴﺖ ﺧﻴﻤﻲﺧﻮﻫﻨﺪ ﺷﺖ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻲ ﻣﺴﺘﻠﺰ‪ T‬ﺧﺎﻟﺖ  ﺣﻮ< ﺗﻮﻳﻊ ‪J‬ﻣﺪ‬ ‫ ﻓﻊ ﻧﺎﺑﺮﺑﺮ‪$‬ﻫﺎ‪ $‬ﻧﺎﻋﺎﻻﻧﻪ ﺳﺖ ﻛﻪ ﺑﺎ ﺻﻮ ﻟﻴﺒﺮﻟﻴﺴﻢ  ﺳﻮﺳﻴﺎ ﻣﻮﻛﺮﺳﻲ ﺳﺎﮔﺎ ﺳﺖ ‪«٣‬‬ ‫‪  .6‬ﻃﺮﻓﻲ ﺷﺎﻳﺪ ﮔﺰ‪ u‬ﻧﺒﺎﺷﺪ ﮔﺮ ﺑﮕﻮﻳﻴﻢ ﻳﻜﻲ  ﻻﻳﻞ ﻋﻤﺪ<  ﺗﺒﻴﻴﻦ ﻋﻠﻞ  ﺳﺒﺎ‪ Z‬ﭘﺪﻳﺪ ‪J‬ﻣﺪ‪ ,‬ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻲﻳﺮ‪,‬‬

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‫ﻣﻘﺎﻻ‬

‫ﺟﻮ ﺑﻲ ﻋﺪﻟﺘﻲ  ﺟﺎﻣﻌﻪ ﭘﻴﺶ  ﻧﻘﻼ‪ Z‬ﺑﻮ< ﺳﺖ‪ ،‬ﻣﺮ‪T‬ﻳﺮ‪ ,‬ﻛﻪ  ﭘﻲﻳﺠﺎ ﻓﻀﺎﻳﻲ ‪ J‬ﺑﺮ‪ $‬ﻫﺎ ﺷﺪ‪  ,‬ﻗﻴﺪ  ﺑﻨﺪﻳﻦ‬ ‫ﺑﻲ ﻋﺪﻟﺘﻲﻫﺎ ﺑﻮﻧﺪ  ﺗﺒﻠﻮ ‪J‬ﻣﺎ‪,‬ﻫﺎ‪ $‬ﺧﻮ   ﭘﻴﺎ‪T‬ﻫﺎ  ﻣﺤﺒﺖﻫﺎ  ﺣﺮﻛﺖﻫﺎ‪ $‬ﺳﻴﺎﺳﻲ ﺣﻀﺮ ﻣﺎ‪  (<) T‬ﺷﻨﻔﻜﺮ‪ ,‬ﻳﻨﻲ‬ ‫ﻳﺪﻧﺪ‪ ،‬ﻣﻜﺘﺐ ﺳﻼ‪  T‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻫﻲ ﺑﺮ‪ $‬ﺳﻴﺪ‪ ,‬ﺑﻪ ﺟﺎﻣﻌﻪ ﻋﺎ ﺑﺮﮔﺰﻳﺪﻧﺪ‪.‬‬ ‫‪ .7‬ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﺮ ﻫﻤﻪﻳﻦ ﻧﻜﺎ »ﻣﺮ‪ T‬ﺣﻖ ﻧﺪ  ﻣﺴﺌﻮﻻ‪ ,‬ﻧﻈﺎ‪  T‬ﻟﺖ ﺑﭙﺮﺳﻨﺪ  ﻣﻘﺎﻳﺴﻪ ﺑﻴﻦ ﻳﮋﮔﻲﻫﺎ‪ $‬ﺣﻜﻮﻣﺖ ﻋﺪ‬ ‫ﺳﻼﻣﻲ‪ -‬ﺣﻜﻮﻣﺖ ﻣﺤﻤﺪ‪  $‬ﻋﻠﻮ‪ -$‬ﺑﺎ ﻳﮋﮔﻲﻫﺎ‪ $‬ﻓﺘﺎ ﻓﺮ‪  $‬ﮔﺮﻫﻲ ﺧﻮ ﭼﻪ ﺟﻪ ﺷﺘﺮ‪  n‬ﻓﺘﺮﻗﻲ ﻣﻲﺑﻴﻨﻨﺪ  ﻳﻦ‬ ‫ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺷﺎﺧﺺﻫﺎ‪ $‬ﻣﻌﺘﺒﺮ  ﻣﻮ ﺧﻮﺳﺖ ﻣﻠﺖ ﭼﻪ ﻧﻤﺮ<‪ $‬ﺑﻪ ﺧﻮ ﻣﻲﻫﻨﺪ؟‬ ‫ ﻗﺎﺑﺖﻫﺎ‪ $‬ﺳﻴﺎﺳﻲ‪ ،‬ﻟﺘﻤﺮ‪ ,‬ﺟﻨﺎﺣﻲ ﻣﺎ‪ ،‬ﻫﻴﭻ ﺑﻪ ﻓﺘﺎ ﻋﻠﻲ )‪ (l‬ﻧﮕﺮﻳﺴﺘﻪﻧﺪ؟  ﻛﻪ ﺗﻮﻧﻤﻨﺪ‪$‬ﻫﺎ‪ ،‬ﺷﺎﻳﺴﺘﮕﻲﻫﺎ‪ ،‬ﻟﻴﺎﻗﺖﻫﺎ‬ ‫ ﺣﺘﻲ ﻣﺸﺮﻋﻴﺖ ﺧﻮ  ﺑﺮ‪ $‬ﻧﺸﺴﺘﻦ ﺑﺮ ﻳﻜﻪ ﺧﻼﻓﺖ  ﺣﻜﻮﻣﺖ ﺑﺎﻻﺗﺮ  ﻳﮕﺮ‪ ,‬ﻣﻲﻳﺪ‪ ،‬ﺑﺮ‪ $‬ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻛﺮﺳﻲ ﻣﺎ ‬ ‫  ﻛﺎﻟﺖ  ﺧﻼﻓﺖ‪J ،‬ﻳﺎﻳﻦ ﮔﻮﻧﻪ ﻓﺘﺎ ﻧﻤﻮﻧﺪ ﻛﻪ ﻟﺘﻤﺮ‪ ,‬ﻣﺪﻋﻲ ﭘﻴﺮ‪  $‬ﻋﻠﻲ )‪ (l‬ﻋﺮﺿﻪ ﻣﻲﻧﺪ؟ ﻛﺠﺎﻳﻨﺪ ﻣﺒﻠﻐﺎ‪,‬‬ ‫ﺷﻴﻮ<  ﻓﺘﺎ ﻋﻠﻲ )‪ (l‬ﻛﻪ ﭘﺎﺳﺦ   ﺑﻪ ﺑﻮﺳﻔﻴﺎ‪  ,‬ﺑﺰﮔﺎ‪ ,‬ﺑﻨﻲ ﻋﺒﺎ‪ W‬گ ﺑﺎ ﺑﺮ‪ $‬ﻣﺮ‪  T‬ﻣﺴﺌﻮﻻ‪  ,‬ﻣﺎ ﺑﺎﮔﻮ ﮔﻮﻳﻨﺪ؟‬ ‫‪J‬ﻳﺎ ﻧﺰ‪ l‬ﮔﺮ‪ ,‬ﺟﻨﺎ}ﻫﺎ ﺣﺎﻛﻢ ﻛﻪ ﺧﻮ  ’ ﻧﻘﻼ‪ Z‬ﻣﻲﻧﻨﺪ‪ ،‬ﺷﻨﻴﺪ<ﻧﺪ ﻛﻪ ﻋﻠﻲ)‪ (l‬ﺑﻪ ﻳﺎ‪ ,‬ﺧﻮ ﮔﻔﺖ‪» :‬ﺑﻪ ﺟﺎ‪ $‬ﺷﻨﺎ‪ T‬ﺑﻪ‬ ‫ﺷﻤﻨﺎ‪ ,‬ﺑﮕﻮﻳﻴﺪ‪ ،‬ﺧﺪﻳﺎ ﻣﺎ  ‪J‬ﻧﺎ‪   ,‬ﻛﺸﺘﻪ ﺷﺪ‪ ,‬ﺑﺮﻫﺎ‪  ,‬ﻣﻴﺎ‪ ,‬ﻣﺎ ﻳﺸﺎ‪ ,‬ﺳﺎ‪ I‬ﻗﺮ ﮔﺮ‪   ,‬ﮔﻤﺮﻫﻲ ﺷﺎ‪ ,‬ﺑﻪ < ﺳﺖ‬ ‫ﺑﺮﻫﺎ‪«٤ ,‬‬ ‫ﻛﺸﻮ ﻣﺎ ﺑﺮ‪ $‬ﻃﻲ ﻣﺴﻴﺮ ﺗﻮﺳﻌﻪ ﺑﺎﻳﺪ ﻋﺪﻟﺖ ﺧﻮ< ﺑﺎﺷﺪ‪ ،‬ﻣﺴﺌﻮﻻ‪ ,‬ﻣﺎ ﮔﺮ ﻧﮕﺮ‪ ,‬ﻛﺸﻮ ﻫﺴﺘﻨﺪ ﺑﺎﻳﺪ ﻋﺎﻣﻞ    ﺑﻲ‬ ‫ﺗﻮﺟﻬﻲ ﺑﻪ ﻋﺪﻟﺖ ﺑﺒﻴﻨﻨﺪ‪ ،‬ﺣﺪ ﻣﻠﻲ‪ ،‬ﻓﺎ‪ p‬ﻣﻠﻲ‪ ،‬ﺣﺪ  ﻫﻤﺒﺴﺘﮕﻲ ﻣﻠﻲ ﺗﻨﻬﺎ ﻣﺎﻧﻲ ﺗﺤﻘﻖ ﺧﻮﻫﺪ ﻳﺎﻓﺖ ﻛﻪ ﻫﻴﭻ ﻗﻮ‪  T‬ﻗﺒﻴﻠﻪ ‬ ‫ﻣﺬﻫﺐ  ﮔﺮ<  ﺣﺰ‪  Z‬ﺳﺘﻪ‪ $‬ﺣﺴﺎ‪ W‬ﺗﺒﻌﻴﺾ  ﻧﺎﻳﻲ ﻧﻜﻨﺪ‪ ،‬ﻧﺎﻳﻲ  ﻇﻠﻢ ﺳﺮ‪J‬ﻏﺎ ﻫﺮ ﺑﺤﺮ‪  ,‬ﺗﻨﺶ  ﻧﻘﻼﺑﻲ ﺳﺖ‪،‬ﻳﻦ‬ ‫‪ W‬ﺗﺎﻳﺦ ﺳﺖ؛ ﮔﺮ ﻣﺴﺌﻮﻻ‪ ,‬ﻫﺮ ﻛﺸﻮ‪ $‬ﻧﻤﻲﺧﻮﻫﻨﺪ  ﺗﺨﺖ ﺣﻜﻤﺮﻧﻲ ﭘﺎﻳﻴﻦ ﻛﺸﻴﺪ< ﺷﻮﻧﺪ ﺑﺎﻳﺪ ﻋﺎ ﺑﺎﺷﻨﺪ‪ ،‬ﺑﺎﻳﺪ ﮔﺮ‬ ‫ﺑﺎﺷﻨﺪ‪ ،‬ﺟﻤﻠﻪ ﺑﺴﻴﺎ ﻣﻬﻤﻲﻛﻪ ﻣﻨﺴﻮ‪ Z‬ﺑﻪ ﭘﻴﺎﻣﺒﺮ ﻛﺮ‪ (c) T‬ﺳﺖ ﻧﻴﺰ ﺑﻴﺎﻧﮕﺮ ﻫﻤﻴﻦ ﻧﺴﺒﺖ ﭘﺎﻳﺪ ﺗﺤﻮﻻ ﺟﻮﻣﻊ ﺑﺸﺮ‪ $‬ﺳﺖ ﻛﻪ‬ ‫ﻣﻲﻓﺮﻣﺎﻳﺪ‪» :‬ﻟﻤﻠﻚ ﻳﺒﻘﻲ ﻣﻊ ﻟﻜﻔﺮ ﻻﻳﺒﻘﻲ ﻣﻊ ﻟﻈﻠﻢ ‪«٥‬‬ ‫‪ .8‬ﻣﺮ ﻧﻈﺎ‪ T‬ﺟﻤﻬﻮ‪ $‬ﺳﻼﻣﻲﻛﻪ ﻋﺎ‪ $‬ﻣﻌﺮﻓﻲ ﻟﮕﻮ‪ $‬ﺟﺪﻳﺪ ﺣﻜﻮﻣﺘﻲ ﺑﺮ‪ $‬ﺟﻬﺎ‪ ,‬ﺳﻼ‪ ،  T‬ﻟﮕﻮﻳﻲ ﻛﻪ ﻣﺪﻋﻲ‬ ‫ﺳﺖ ﺗﻮ‪ ,‬ﻗﺎﺑﺖ  ﺑﺮﺑﺮ ﻧﻈﺎ‪T‬ﻫﺎ‪ $‬ﻣﻮﻓﻖ  ﻣﺘﺮﻗﻲ ﻣﻮﺟﻮ   ﺑﺎﻳﺪ ﺑﺘﻮﻧﺪ ﺿﻤﻦ ﺗﺪ‪  T‬ﺣﻔﻆ ﻣﺸﺮﻋﻴﺖ ﻳﻨﻲ  ﻣﺮﻣﻲﺧﻮ‬ ‫ﺗﻮﻧﻤﻨﺪ‪  $‬ﻛﺎ‪J‬ﻣﺪ‪ $‬ﻧﻈﺎ‪   T‬ﻧﻴﻞ ﺑﻪ ﻫﺪ‪  u‬ﺗﺤﻘﻖ ﻋﺪﻟﺖ ﺑﻪ ﺛﺒﺎ ﺑﺮﺳﺎﻧﺪ‪ ،‬ﺑﺪﻳﻬﻲ ﺳﺖ ﭘﺬﻳﺮ‪  I‬ﺗﻨﻮ‪ l‬ﻳﺪﮔﺎ<‪ ،‬ﺣﺘﺮ‪ T‬ﺑﻪ‬ ‫ﻳﻜﺪﻳﮕﺮ‪ ،‬ﻋﺎﻳﺖ ﺣﻘﻮ‪ p‬ﻳﻜﺪﻳﮕﺮ‪ ،‬ﻧﻘﺪﭘﺬﻳﺮ‪ ،$‬ﺷﺎﻳﺴﺘﻪ ﺳﺎﻻ‪ ،$‬ﺣﻔﻆ  ﺗﺮﺟﻴﺢ ﻣﻨﺎﻓﻊ ﻋﻤﻮﻣﻲﺑﺮ ﻓﺮ‪ $‬ﺳﻮء ﺳﺘﻔﺎ< ﻧﻜﺮ‪  ,‬ﻣﻘﺎ‪T‬‬ ‫ ﻣﻮﻗﻌﻴﺖ‪ ،‬ﭘﺬﻳﺮ‪ I‬ﺣﻖ ﻧﺪﻳﺸﻪ  ﺳﺨﻦ ‪ ،$J‬ﺑﻴﺎ‪ ,‬ﻋﺎﻳﺖ ﺣﻘﻮ‪ p‬ﺑﺸﺮ‪ ،‬ﭘﺬﻳﺮ‪  $¡ I‬ﺧﻮﺳﺖ ﻣﺮ‪  T‬ﮔﺮ‪ ,‬ﻧﻬﺎ‪ ,‬ﺑﻪ ﻧﺘﺨﺎ‪Z‬‬ ‫‪J‬ﻧﻬﺎ  ﻣﺼﺎﻳﻖ ﻋﺘﻨﺎ‪ $‬ﺑﻪ ﻋﺪﻟﺖ ﺳﺖ ﻳﻨﻬﺎ ﻫﻢ  ﺗﻌﻬﺪ  ﺷﻌﺎﻫﺎ‪ $‬ﻟﻴﻪ ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻲﺑﻮ< ﺳﺖ؛‬ ‫ﺑﻲ ﮔﻤﺎ‪ ,‬ﻫﻴﭻ ﻇﻠﻢ  ﺑﻲ ﻋﺪﻟﺘﻲ ﺑﺎﻻﺗﺮ  ﻋﺪ  ﻧﺎﻳﺪ< ﮔﺮﻓﺘﻦ ‪J‬ﻣﺎ‪,‬ﻫﺎ‪ $‬ﻧﻘﻼ‪ Z‬ﻧﻴﺴﺖ‪ ،‬ﭼﺮ ﻛﻪ ﺻﺪﻫﺎ ﻫﺰ ﺟﻮﻧﻤﺮﻳﺮﻧﻲ‬ ‫ﺑﺮ‪ $‬ﺗﺤﻘﻖﻳﻦ ‪J‬ﻣﺎ‪,‬ﻫﺎ ﺟﺎ‪ ,‬ﺑﺎﺧﺘﻪﻧﺪ  ﻓﺎ‪J  l‬ﻣﺎ‪,‬ﻫﺎ‪$‬ﻳﻦ ﺷﻬﻴﺪ‪ ,‬ﺳﺮﻓﺮ ﺧﻮ ﺑﺨﺸﻲ  ﺗﺤﻘﻖ ﻋﺪﻟﺖ ﺳﺖ ‪.٦‬‬ ‫ﭘﻴﺸﻨﻬﺎ‪/‬‬ ‫ﺑﺮ= ﻣﺤﻘﻖ ﺷﺪ‪ H‬ﻋﺪﻟﺖ ﺷﺮﻳﻂ ‪2‬ﻳﺎ‪ =/‬ﻣﺘﺼﻮ ﺳﺖ؛‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪86‬‬

‫‪ - 1‬ﺑﺘﺪ ‪ ,J‬ﻛﻪ ﻋﺪﻟﺖ ﺑﺎﻳﺪ  ﺻﺪ ﺟﺪ ﺷﻲ ﻣﺴﺌﻮﻻ‪ ,‬ﻗﺮ ﮔﺮﻓﺘﻪ  ﻣﺤﺪ ﺑﻪ ﻫﻴﭻ ﺣﺪ‪ $‬ﻧﺒﺎﺷﺪ‪ ،‬ﻣﺠﺮﻳﺎ‪ ,‬ﺑﺮﻗﺮ‪$‬‬ ‫ﻋﺪﻟﺖ ﺑﺎﻳﺪ ﻛﺴﺎﻧﻲ ﺑﺎﺷﻨﺪ ﻛﻪ ﻋﻤﻴﻘ ًﺎ ﺑﻪﻳﻦ ﺑﺎ ﺳﻴﺪ< ﺑﺎﺷﻨﺪ ﻛﻪ ﺑﺮ‪ $‬ﺟﺮ‪ $‬ﻋﺪﻟﺖ ﺳﻼﻣﻲﺗﻨﻬﺎ ﺣﻜﺎ‪  T‬ﻗﻮﻧﻴﻦ ﺳﻼﻣﻲﻛﺎ ﺳﺎ‬ ‫ﺳﺖ ﻧﻪﻳﻦ ﻛﻪ ﺑﺮﻳﻦ ﺑﺎ ﺑﺎﺷﻨﺪ ﻛﻪ‪» :‬ﭼﻨﺎﻧﭽﻪ ﺑﺘﻮ‪ ,‬ﺑﺎ ﻋﻤﻞ ﺑﻪ ﻗﻮﻧﻴﻦ ﻳﻜﻲ  ﻣﻜﺎﺗﺐ ﺣﻘﻮﻗﻲ ﻣﺮ ﻧﻴﺎ‪ ،‬ﻋﺪﻟﺖ  ﺑﺮﻗﺮ ﻛﺮ‪.‬‬ ‫ﻧﺒﺎﻳﺪ ﺑﺮ ﺟﺮ‪ $‬ﻗﻮﻧﻴﻦ ﺳﻼﻣﻲﺻﺮ ﻳﺪ«‬ ‫‪  - 2‬ﻃﺮ‪ u‬ﻳﮕﺮ ﺑﺮ‪ $‬ﺟﺮ‪ $‬ﻋﺪﻟﺖ  ﺟﺎﻣﻌﻪ  ﻣﺤﻘﻖ ﺷﺪ‪ ,J ,‬ﻧﻴﺎ ﺑﻪ ﻫﻤﻜﺎ‪ $‬ﻫﻤﮕﺎﻧﻲ ‪J‬ﺣﺎ ﻣﺮ‪ T‬ﺳﺖ‪ ،‬ﻣﺮ ﺑﻪ ﻣﻌﺮ‪u‬‬ ‫ ﻧﻬﻲ  ﻣﻨﻜﺮ ﺿﺎﻣﻦ ﺟﺮ‪ $‬ﻋﺪﻟﺖ ﺳﺖ ﻛﻪ ﺑﺮﺧﻲ  ﻣﺮﺗﺐ ‪ ,J‬ﺑﺮ ﻋﻬﺪ< ﻣﺮ‪  T‬ﺑﺮﺧﻲ ﺑﺮ ﻋﻬﺪ< ﻟﺖ ﺳﺖ؛‬ ‫‪ - 3‬ﻟﺖ  ﺣﻜﻮﻣﺖ ﻇﻴﻔﻪ ﺣﻔﻆ  ﺣﺮﺳﺖ  ﺣﻘﻮ‪ p‬ﻋﻤﻮﻣﻲﻣﺮ‪  T‬ﺟﻠﻮﮔﻴﺮ‪  $‬ﺗﺠﺎ ﺑﻪ ‪J‬ﻧﻬﺎ  ‪ ،‬ﺑﻨﺎﺑﺮﻳﻦ  ﻳﻚ‬ ‫ﺟﺎﻣﻌﻪ ﺑﺎﻳﺪ ﻫﻤﮕﺎ‪  ,‬ﻓﺮﺻﺖﻫﺎ  ﻣﻜﺎﻧﺎ  ﻣﻨﺎﺑﻊ ﻋﻤﻮﻣﻲﺑﻪ ﻃﻮ ﻳﻜﺴﺎ‪ ,‬ﺑﻬﺮ< ﻣﻨﺪ ﺷﻮﻧﺪ  ﻧﺒﺎﻳﺪ ﻛﺴﺎﻧﻲ ﺑﻪ ﻟﻴﻞ ﻗﺮ ﮔﺮﻓﺘﻦ ‬ ‫ﻣﻮﻗﻌﻴﺖﻫﺎ‪ $‬ﺧﺎ‪  c‬ﻧﺖﻫﺎ‪ $‬ﻣﺨﺘﻠﻔﻲ ﺳﺘﻔﺎ< ﻛﻨﻨﺪ؛‬ ‫‪  - 4‬ﻛﻨﺎﻳﻦ ﻧﻈﺎ ﻟﺖ‪ ،‬ﻋﺪﻟﺖ ﺧﻮﻫﻲ ﻣﺴﺘﻤﺮ ﻣﺮ‪ ،T‬ﺣﺰ‪  Z‬ﻣﻄﺒﻮﻋﺎ ﻧﻴﺰ  ﺷﺮﻳﻂ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪ<  ﺛﺮ ﮔﺬ ‬

‫ﺑﻄﻪ ﻋﺪﻟﺖ ﺟﺘﻤﺎﻋﻰ ﺑﺎ ﻫﻤﺪﻟﻰ ﻫﻤﺒﺴﺘﮕﻰ ﻣﺮ‪ / [/‬ﺟﺎﻣﻌﻪ‬

‫ﺗﺤﻘﻖ ﻋﺪﻟﺖ ﺳﺖ‪ .‬ﻣﻄﺎﻟﺒﻪ ﻋﺪﻟﺖ  ﻣﺴﺌﻮﻻ‪  ,‬ﻟﺘﻤﺮ‪ ,‬ﻧﻘﺶ ﻣﻬﻤﻲ ﺗﺤﻘﻖ ‪، ,J‬‬ ‫‪ - 5‬ﺑﺎﻳﺪ ﺣﻘﺎ‪ p‬ﺣﻖ  ﺟﺎ‪ $‬ﻛﺮ‪ ,‬ﻛﺮ‪ ,‬ﻋﺪﻟﺖ  ﺑﺮ ﻋﻬﺪ< ﻛﺴﺎﻧﻲ ﮔﺬﺷﺖ ﻛﻪ ﺑﺎ ﺗﻘﻮ  ﻋﺎ  ﻧﻔﻮ‪ s‬ﻧﺎﭘﺬﻳﺮ ﺑﺎﺷﻨﺪ  ﺑﻪ‬ ‫ﻣﻌﻨﺎ‪ $‬ﻛﻠﻤﻪ ﺳﺘﻪ ﺑﺎﺷﻨﺪ ﺗﺎ ‪ ,J‬ﮔﺎ< ﻛﻪ ﺟﺮ‪ $‬ﻋﺪﻟﺖ ﺑﻪ ﺿﺮ ﺧﻮ ‪J‬ﻧﻬﺎ ﻳﺎ ﺑﺴﺘﮕﺎ‪  ,‬ﺳﺘﺎ‪J ,‬ﻧﻬﺎﺳﺖ‪ ،‬ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻧﻔﺲ ﻳﺎ ﻓﺸﺎ‬ ‫ﻃﺮﻓﻴﺎ‪ ,‬ﻗﺮ ﻧﻴﮕﺮﻧﺪ‪ ،‬ﻋﻼ< ﺑﺮﻳﻦ ﺳﺘﮕﻲ ‪J‬ﻧﺎ‪ ،,‬ﻣﺎﻧﻊ  ﺗﻌﻠﻖ ﺧﺎﻃﺮﺷﺎ‪ ,‬ﺑﻪ ﻳﻚ ﮔﺮ< ﻳﺎ ﻣﻨﻄﻘﻪ  ﺷﻬﺮ  ﻳﺎ ﺗﺨﺼﻴﺺ ﻋﺘﺒﺎ‬ ‫ﺧﺎ‪ c‬ﺑﻪ ‪ ,J‬ﺷﺨﺎ‪ c‬ﻳﺎ ﻧﻮﺣﻲ ﮔﺮ‪.‬‬ ‫ً‬ ‫ ﭘﺎﻳﺎ‪ ,‬ﺗﻜﺮ ﻣﻲﻛﻨﻴﻢ‪ ،‬ﻋﺪﻟﺖ ﻣﻔﻬﻮﻣﻲﺑﺴﻴﺎ ﻋﻤﻴﻖ‪ ،‬ﻇﺮﻳﻒ  ﮔﺎﻫﻲ ﺑﺎ ﻣﻌﺎﻧﻲ ﻇﺎﻫﺮ ﻣﺘﻨﺎﻗﺾ ﺳﺖ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﻟﻴﻞ ﻓﻬﻢ‬ ‫ﺳﺖ  ﻋﺪﻟﺖ  ﻋﺪﻟﺖ ﺧﻮﻫﻲ‪  -‬ﺟﻪ ‪ -‬ﻟﻴﻦ  ﻣﻬﻢ ﺗﺮﻳﻦ ﮔﺎ‪  T‬ﺳﺘﺎ‪ $‬ﺗﺤﻘﻖ ﻫﻤﻪ ﺟﺎﻧﺒﻪ ‪  ,J‬ﺟﺎﻣﻌﻪ ﺧﻮﻫﺪ‬ ‫ﺑﻮ‪.‬‬ ‫ﻣﺤﺪ‪/‬ﻳﺖﻫﺎ= ﭘﮋﻫﺸﻲ‬

‫ﻣﺤﺪﻳﺖﻫﺎﻳﻲ ﻛﻪ  ﺧﺘﻴﺎ ﭘﮋﻫﺸﮕﺮ ﺳﺖ‪:‬‬ ‫‪ .9‬ﻣﺤﻞ ﺧﺪﻣﺖ ﻛﺎﻣﻨﺪ‪ ) ,‬ﻟﺘﻲ(‬ ‫‪ .10‬ﻧﻮ‪ l‬ﺳﺎﻣﺎ‪) ,‬ﭼﻨﺪ ﺳﺎﻣﺎ‪ ,‬ﺧﺎ‪ c‬ﻟﺘﻲ ﻛﻪ ﺑﻪ ﺻﻮ ﺗﺼﺎﻓﻲ ﻧﺘﺨﺎ‪ Z‬ﺷﺪ< ﺑﻮ(‬ ‫‪ .11‬ﺳﺘﻔﺎ<  ﭘﺮﺳﺸﻨﺎﻣﻪ ) ﻣﺼﺎﺣﺒﻪ  ﻣﺸﺎﻫﺪ< ﺳﺘﻔﺎ< ﻧﺸﺪ< ﺳﺖ(‬ ‫ﮔﺮ ﭼﻪ ﻗﻄﻌ ًﺎﻳﻦ ﭘﮋﻫﺶ‪ ،‬ﻣﻲﺗﻮﻧﺪ ﺳﺮ‪J‬ﻏﺎ ﭘﮋﻫﺶﻫﺎ‪ $‬ژ‪ u‬ﮔﺴﺘﺮ<  ﻫﻤﺮ< ﺑﺎ ﺗﺄﻧﻲ  ﺻﺒﺮ ﺑﻴﺸﺘﺮ ﺑﺎﺷﺪ )ﺑﺎﻳﻦ ﻫﺪ‪ u‬ﻛﻪ‬ ‫<ﻫﺎ‪ $‬ﺗﺤﻘﻖ ﻋﺪﻟﺖ‪ -‬ﻳﻜﻲ  ﺑﺰﮔﺘﺮﻳﻦ ‪J‬ﻣﺎ‪,‬ﻫﺎ‪ $‬ﺑﺸﺮ‪  -$‬ﻫﻤﻮ  ﻫﻤﻮﺗﺮ ﺳﺎ( ‪ $‬ﻣﻘﺼﺪ ﻣﺎ‪ ،‬ﻧﺒﺎﻳﺪ ﻣﺎ   ﻃﻲ ﻃﺮﻳﻖ‬ ‫ﻣﺄﻳﻮ‪  W‬ﻧﺎﻣﻴﺪ ﮔﺮﻧﺪ‪ ،‬ﻣﻀﺎ‪ u‬ﺑﺮﻳﻦ ﻛﻪ ﻣﻲﺗﻮﻧﻴﻢ ﻣﻴﺪ ﺑﺎﺷﻴﻢ ﻛﻪ  ﻧﻮ ﻫﺪﻳﺖ ﺧﺪﻧﺪ‪ $‬ﺑﻬﺮ< ﻣﻨﺪ ﮔﺮﻳﻢ ﻛﻪﻳﻦ ﻋﺪ< ﻧﻘﺺ‬ ‫ﻧﺎﭘﺬﻳﺮ ﺳﺖ‪» :‬ﻟﺬﻳﻦ ﺟﺎﻫﺪ ﻓﻴﻨﺎ ﻟﻨﻬﺪﻳﻨﻬﻢ ﺳﺒﻠﻨﺎ  ‪ ,‬ﷲ ﻣﻊ ﻟﻤﺤﺴﻨﻴﻦ ‪«٧‬‬

‫ﭘﻲ ﻧﻮﺷﺖ‪:‬‬

‫‪ - 1‬ﻟﻚ ﻳﻲ‪ ،‬ﻧﺠﻒ‪ ،‬ﻧﺪﻳﺸﻪ ﺳﻴﺎﺳﻲ ‪J‬ﻳﺖ ﷲ ﻣﻄﻬﺮ‪14 c ،$‬‬ ‫‪ - 2‬ﺣﺪﻳﺪ )‪J ،(75‬ﻳﻪ ‪25‬‬ ‫‪3 - Hp: //www. nashrieh- nameh.com‬‬

‫‪ -4‬ﻧﻬﺞ ﻟﺒﻼﻏﻪ‪ ،‬ﺗﺮﺟﻤﻪ ﺷﻬﻴﺪ‪24 c ،$‬‬ ‫‪- 5‬ﻫﺎﺷﻢ ﻫﺪﻳﺘﻲ‪ ،‬ﻋﺪﻟﺖ ﺷﺎ< ﺑﻴﺖ ﻓﺎ‪ p‬ﻣﻠﻲ‪ ،‬ﻧﺸﺮﻳﻪ ﺑﻴﻨﺶ ﺳﺒﺰ‪ ،‬ﺳﺎ ‪ ،‬ﺷﻤﺎ< ‪13c ،11‬‬ ‫‪ - 6‬ﻫﻤﺎ‪64 c ،,‬‬ ‫‪ - 7‬ﻋﻨﻜﺒﻮ )‪J ،(92‬ﻳﻪ ‪69‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪87‬‬

‫ﻣﻘﺎﻻ‬

‫‪/‬ﻛﺘﺮﻋﻠﻲ ﺗﺴﻠﻴﻤﻲ‪ :‬ﺳﺘﺎ‪/‬ﻳﺎ ‪2‬ﺑﺎ‪/  H‬ﺑﻴﺎ ﻓﺎﺳﻲ ‪/‬ﻧﺸﮕﺎ ﮔﻴﻼ‪H‬‬ ‫ﭼﻜﻴﺪ‪:‬‬

‫ﻳﻦ ﻣﻘﺎﻟﻪ ﺑﻪ ﺑﺮﺳﻲ  ﺳﺒﻚ ﺷﻌﺮ ﻓﺎﺳﻲ‪ ،‬ﺧﺮﺳﺎﻧﻲ  ﻋﺮﻗﻲ‪ ،‬ﺑﺮﺳﺎ‪" W‬ﺑﺎ‪$‬ﻫﺎ‪$‬‬ ‫ﺑﺎﻧﻲ"  ﭼﻨﺪ ﮔﺰ< ﺑﻨﻴﺎ‪ $‬ﻳﮕﺮ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻣﻲﭘﺮ‪ .‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﺿﺢ ﺑﻮ‪,‬‬ ‫ﮔﺰ<ﻫﺎ‪ $‬ﻓﻠﺴﻔﻲ  ﻣﻌﺮﻓﺘﻲ ﺻﺮ ﻣﻲﻛﻨﺪ‪ .‬ﺷﻌﺮ ﺳﺎﺳ ًﺎ ﻣﻮ ﻧﺘﻘﺎ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻧﻴﺴﺖ‪ ،‬ﻣﺎ‬ ‫ﻗﺘﻲ ﻛﻪ ﺷﻌﺮ ﻣﻲﺧﻮﻫﺪ ﺟﻬﺎ‪  ,‬ﻫﺴﺘﻲ  ﮔﺰ‪  I‬ﺗﻔﺴﻴﺮ ﻛﻨﺪ‪ ،‬ﻳﻪ ﻳﺪ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ‬ ‫ﻣﻌﻴﺎ‪ $‬ﺑﺮ‪ $‬ﻗﻀﺎ ﺧﻮﻫﺪ ﺑﻮ‪ .‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﮔﺰ<ﻫﺎ‪ $‬ﻧﺘﺰﻋﻲ‪ ،‬ﻛﻠﻲ‪ ،‬ﻣﺒﻬﻢ ‬ ‫ﺳﺘﻌﺎ‪ $‬ﻧﺘﻘﺎ ﻣﻲﻛﻨﺪ‪ .‬ﺷﻌﺮ ﻋﺮﻗﻲ  ﺳﺒﻚﻫﺎ‪ $‬ﻳﮕﺮ ﺷﻌﺮ ﻓﺎﺳﻲ ﻣﺒﻬﻢﺗﺮ ﺳﺖ‪.‬‬ ‫ﻛﻠﻴﺪ ژ‪ :‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ‪ ،‬ﮔﺰ‪ ،‬ﻗﺮﺋﺖ‪ ،‬ﺷﻌﺮ ﻓﺎﺳﻲ‪ ،‬ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ  ﻋﺮﻗﻲ‪.‬‬

‫ﻣﻘﺪﻣﻪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪88‬‬

‫ﻛﺎﺑﺴﺖ ﮔﺰ<ﻫﺎ‪ $‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﺷﻌﺮ‪ ،‬ﺣﺘﻤﺎ ًﻻ ﺑﻪ ﻗﺮﺋﺘﻲ ‪J‬‬ ‫ﻧﻴﺎﻣﻨﺪ ﺳﺖ‪ .‬ﻳﺮ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺗﻼ‪  I‬ﻛﻪ ﻗﻀﺎﻳﺎ‪ $‬ﻣﻬﻤﻞ  ‬ ‫ﻧﺎﻣﻬﻤﻞ ﺗﻔﻜﻴﻚ ﻧﻤﺎﻳﺪ‪ ،‬ﻣﺎ ﺷﻌﺮ ﻏﺎﻟﺒ ًﺎ ﻳﻚ ﻣﻬﻤﻞ ﺑﺎﻓﻲ ﻋﻤﺪ‪ $‬ﺳﺖ‬ ‫ ﺑﻨﺎﺑﺮ ﺑﺎ ﺑﺮﺧﻲ  ﺷﺎﻋﺮ‪ ،,‬ﺷﻌﺮ ﺑﺎﻳﺪ ﻫﺮ ﭼﻪ ﻣﻬﻤﻞﺗﺮ ﺑﺎﺷﺪ‪ ،‬ﻟﻲ‬ ‫ ﺳﻮﻳﻲ ﺑﺴﻴﺎ‪  $‬ﺷﺎﻋﺮ‪ ,‬ﻫﻞ ﻋﺮﻓﺎ‪  ,‬ﺣﻜﻤﺖ ﺷﻌﺮﺷﺎ‪  ,‬ﺣﺎ‪$‬‬ ‫ﻗﻌﻴﺎ  ﺣﻘﺎﻳﻖ ﺻﻴﻞ ﻣﻲﻧﻨﺪ‪  .‬ﻫﻤﻴﻦ  ﻣﻲﺗﻮﻧﻴﻢ ﮔﺰ<ﻫﺎ‪$‬‬ ‫ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﺑﻪ ﭘﻴﺶ  ﮔﺬﻳﻢ  ﻋﺎﻫﺎ‪J $‬ﻧﺎ‪  ,‬ﺑﺎﻳﻦ ﻣﻴﺰ‪,‬‬ ‫ﺑﺴﻨﺠﻴﻢ‪  .‬ﺑﺮﺳﻲ ﺣﺎﺿﺮ‪ ،‬ﺑﻪ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﻮﻳﮋ<  ﺳﺒﻚ ﻣﻌﺮ‪,J u‬‬

‫)ﺧﺮﺳﺎﻧﻲ  ﻋﺮﻗﻲ( ﺗﻮﺟﻪ ﺷﺪ< ﺳﺖ‪ .‬ﺷﺎﻋﺮ‪ ,‬ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ  ‪J‬ﻏﺎ‬ ‫ﺷﻌﺮ ﻓﺎﺳﻲ ﺗﺎ ﻗﺮ‪ ,‬ﺷﺸﻢ ﻫﺠﺮ‪ $‬ﻗﻤﺮ‪ $‬ﻧﺪﮔﻲ ﻣﻲﻛﺮ<ﻧﺪ  ﺷﺎﻋﺮ‪,‬‬ ‫ﺳﺒﻚ ﻋﺮﻗﻲ  ﻗﺮ‪ ,‬ﺷﺸﻢ ﺗﺎ ﻗﺮ‪ ,‬ﻧﻬﻢ ﻫﺠﺮ‪ $‬ﻗﻤﺮ‪ .$‬ﺷﻌﺮﻳﺮ‪ ,‬‬ ‫ﺑﺘﺪ ﺑﺎ ﻧﮕﺮ‪ I‬ﺑﻪ ﻃﺒﻴﻌﺖ ﻃﺮ‪ ،u‬ﺣﺴﻲﺗﺮ ﺑﻮ‪ ،‬ﻣﺎ  ﻗﺮ‪ ,‬ﺷﺸﻢ ﺑﻪ‬ ‫ﺗﺪﻳﺞ  ﻣﻮ ﺣﺴﻲ ﻓﺎﺻﻠﻪ ﮔﺮﻓﺖ  ﺑﻨﺎ ﺑﻪ ﻻﻳﻠﻲ ﭼﻮ‪ ,‬ﻻﻳﻞ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻳﺠﺎ ﺗﻨﻮ‪ l‬ﺑﻪ ﻋﺮﻓﺎ‪ J  ,‬ﻳﻦ ﻳﻜﺮ‪ ،‬ﺑﺎ‪  ,‬ﺗﻔﻜﺮ ﺷﺮﻗﻲ ‬ ‫ﻳﺮ‪ ,‬ﭘﺎﻳﻪ ﻧﻬﺎ ) ﺑﺎ ‪J‬ﻧﻜﻪ ﺷﺎﻋﺮﻧﻲ ﭼﻮ‪ ,‬ﻛﺴﺎﻳﻲ  ﻧﺎﺻﺮ ﺧﺴﺮ ‬ ‫…  ﻣﻲﻳﺴﺘﻪﻧﺪ‪ ،‬ﺑﻨﺎﺑﺮ ﺷﻲ ﻛﻪ ﻳﻦ ﻣﻘﺎﻟﻪ  ﭘﻴﺶ ﻳﻢ‬ ‫ ﻣﺮ< ﺷﺎﻋﺮ‪ ,‬ﺳﺘﻪ ‪ T‬ﻗﻠﻤﺪ ﻣﻲﺷﻮﻧﺪ(‪ .‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻧﺴﺒﺖ ﺑﻪ‬

‫ﻗﺮﺋﺘﻲ  ﺷﻌﺮ ﻛﻬﻦ ﻓﺎﺳﻲ ﺑﺮ ﺳﺎ‪ W‬ﭼﻨﺪ ﮔﺰ< ﺑﻨﻴﺎ‪ $‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ‬ ‫ﻗﻀﺎﻳﺎ‪ $‬ﺷﺮﻗﻲ  ﺣﻜﻤﺖ ‪J‬ﻣﻴﺰ ﺑﻲ ﺗﻔﺎ ﺳﺖ  ﻧﺪﻳﺸﻴﺪ‪  ,‬ﻣﻮ‬ ‫ﺣﺴﻲ  ﺗﺸﻮﻳﻖ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺑﺎ‪2 =2‬ﺑﺎﻧﻲ‪  1‬ﮔﺰﻫﺎ‬

‫" ﺑﻪ ﺿﻮ} ﻣﻔﻬﻮ‪ T‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﺑﺎ‪ $‬ﺑﺎﻧﻲ  ﻓﺮﺳﻮ‪  $‬ﺑﺮ‬ ‫ﺿﺪ ﺗﺼﻮ ﺑﺎ‪  ,‬ﻣﻘﺎ‪ T‬ﻧﻈﺎﻣﻲ ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﺑﺎﻣﻌﻨﻲ ﻗﺮ  ﻛﻪ ﻗﺎﺑﻞ‬ ‫ﻋﻮˆ ﻳﻜﺮ‬ ‫‪ ,J‬ﺳﺖ ﻛﻪ ﻣﺠﺮ  ﻛﺎﺑﺮ ﻗﻌﻲ‪ I‬ﻟﺤﺎ‘ ﺷﻮ‪ .‬ﺑﻪ‬ ‫ِ‬ ‫ﺑﻪ ﺑﺎ‪ ,‬ﺑﻪ ﻣﻨﺰﻟﺔ ﻧﻈﺎﻣﻲ ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﺑﺎﻣﻌﻨﻲ‪  ،‬ﻣﻲﺷﻮﻳﻢ ﺗﺎ ﺑﻪ ‪,J‬‬ ‫ ﺟﺎ‪ $‬ﻃﺒﻴﻌﻲ‪ 2I‬ﺑﻴﻨﺪﻳﺸﻴﻢ‪ ،‬ﻳﻌﻨﻲ ‪J‬ﻧﺠﺎ ﻛﻪ  ﻧﺪﮔﻲﻫﺎ‪ $‬ﻛﺴﺎﻧﻲ‬ ‫ﺳﺘﻘﺮ ﻳﺎﻓﺘﻪ ﺳﺖ ﻛﻪ ﺑﻪ ‪ ,J‬ﺗﻜﻠﻢ ﻣﻲﻛﻨﻨﺪ" ) ﻣﻚ ﻛﻴﻦ‪:1382 ،‬‬ ‫‪.(71‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻣﻲﮔﻮﻳﺪﻳﻦ ﻋﻤﻞ ﻧﺘﺰ‪ l‬ﻳﻌﻨﻲ ﺗﺼﻮ ﺑﺎ‪ ،,‬ﻣﺠﺮ ‬ ‫ﻛﺎﺑﺮ ﻗﻌﻲ‪ ،I‬ﺳﺒﺐ ﻣﻲﺷﻮ ﻛﻪ ﻣﺎ  ﻋﻤﻠﻜﺮ ﻗﻌﻲ ﺑﺎ‪ ,‬ﺻﺮ‪u‬‬ ‫ﻧﻈﺮ ﻣﻲﻛﻨﻴﻢ‪  .‬ﻗﻊ ﻛﺎﺑﺮ ژ< ﺳﺖ ﻛﻪ ﻣﻌﻨﺎ  ﺗﺒﻴﻴﻦ ﻣﻲﻛﻨﺪ‪.‬ﻳﺪ…‬ ‫"ﺻﻮ ﺻﻴﻞ ﭘﻮچ" ﺳﺖ؛ ﺑﻪ ﻋﺒﺎ ﻳﮕﺮ‪ ،‬ﻧﻤﻲﺗﻮ‪ ,‬ﮔﻔﺖ ﻛﻪﻳﻦ ژ<‬ ‫ﻫﻤﻴﺸﻪ ‪$‬ﻳﻦ ﻣﻌﻨﻲ ﺳﺖ‪ .‬ﺗﻨﻬﺎ ﻣﻲﺗﻮ‪ ,‬ﮔﻔﺖ ﻛﻪﻳﻦ ژ< ﻳﻨﺠﺎ‬ ‫ ﺑﺮﻳﻦ ﻣﻌﻨﻲ ﺳﺖ‪ .‬ﺟﺎﻳﮕﺎ< ﻃﺒﻴﻌﻲ  ﻣﻘﺒﻮ ﺑﺎ‪  ,‬ﻧﺸﺎﻧﻪﻫﺎ‪$‬‬ ‫ﺻﺮ‪  u‬ﻧﺘﺰﻋﻲ ﻧﻴﺴﺖ‪ ،‬ﺑﺎﻳﺪ ﺑﻪ ﻛﺎﺑﺮ ‪ ,J‬ﺗﻮﺟﻪ ﻛﺮ  ﻳﺪ ﻛﻪ ﻳﻚ ﺷﻲ‬ ‫ء  ﭼﻪ ﻣﻴﻨﻪ‪ $‬ﻗﺮ ‪ ،‬ﮔﺮﻧﻪ ﺑﺎ‪ ,‬ﻣﻲﺧﻮﻫﺪ ﺑﻮ ﺑﺮ ﺳﺮ < ﻓﻬﻢ‬ ‫‪J‬ﻣﻬﺎ‪ .‬ﺑﺮ‪ a‬ﻧﻤﻮﻧﻪ ژ< " ﭘﻨﺞ ﺗﺎ ‪J‬ﺟﺮ "  ﻛﺎﺑﺮﻫﺎ‪ a‬ﻣﺘﻔﺎ ﻣﻌﺎﻧﻰ‬ ‫ﻣﺘﻔﺎ ‪ .‬ﻣﺎﻧﻰ ﻛﻪ ﺑﻨﺎ ﺑﻪ ‪J‬ﺟﺮ ﺷﺎ< ﻣﻰ ﻛﻨﺪ  ﭼﻴﺰ‪ a‬ﻣﻰﭘﺮﺳﺪ‪،‬‬ ‫ﻣﺜﻼ ﻣﻲﮔﻮﻳﺪ "ﭘﻨﭻ ﺗﺎ ‪J‬ﺟﺮ؟" ﺷﺎﮔﺮ ﺑﻨﺎ  ﻣﻰﻳﺎﺑﺪ    ﺗﻌﺪ‬ ‫‪J‬ﺟﺮﻫﺎ‪ a‬ﺑﺎﻗﻴﻤﺎﻧﺪ< ﺳﺌﻮ ﻣﻰ ﻛﻨﺪ  ﺟﻮ‪ Z‬ﻣﻰﻫﺪ‪":‬ﺑﻠﻪ‪ ،‬ﭘﻨﺞ ‪J‬ﺟﺮ"‪.‬‬ ‫ﺳﭙﺲ ﺑﻨﺎ ﻟﺤﻦ  ﻧﺤﻮ< ‪ a‬ﻛﻠﻤﺎ  ﺗﻐﻴﻴﺮ ﻣﻰﻫﺪ  ﺑﻪ ﺷﺎﮔﺮ ﺳﺘﻮ‬ ‫ﻣﻰﻫﺪ‪ ":‬ﭘﻨﺞ ﺗﺎ ‪J‬ﺟﺮ!" ﻳﻌﻨﻰ ‪J‬ﻧﻬﺎ  ﺑﺪ< ﺑﺎﻻ‪ .‬ﻳﻚ ژ<  ﻳﻚ ﺟﻤﻠﻪ‬ ‫  ﺟﺎﻳﮕﺎ< ﻣﺨﺘﻠﻒ  ﻣﻌﻨﺎ  ﻓﺎ< ﻣﻰﻛﻨﺪ ) ﻧﻚ‪ .‬ﻟﻴﻮﺗﺎ‪:1380 ،‬‬ ‫‪ .(242-241‬ﻳﻨﮕﻨﺸﺘﺎﻳﻦ ﻣﻰﮔﻮﻳﺪ‪J ":‬ﻣﻮ‪ I‬ﺑﺎ‪ ,‬ﻓﺮ‪J‬ﻳﻨﺪ ﻳﺮ ﺗﻔﺎ‪p‬‬ ‫ﺧﻮﻫﺪ ﻓﺘﺎ‪ :‬ﺷﺎﮔﺮ ﻧﺎ‪ T‬ﺷﻴﺎء  ﺑﺮﻣﻰﺷﻤﺎ )ﻧﺎ‪ T‬ﮔﺬ‪ ،(a‬ﻳﻌﻨﻰ ﻣﺎﻧﻰ‬ ‫ﻛﻪ ﻣﻌﻠﻢ ﺑﻪ ﺳﻨﮓ ﺷﺎ< ﻣﻰﻛﻨﺪ ‪ a‬ژ< ﺳﻨﮓ   ﻣﻰﻛﻨﺪ‪ .‬ﻳﻦ‬ ‫ﺗﻤﺮﻳﻦ ﺣﺘﻰ ﻣﻰﺗﻮﻧﺪ ﺑﻪ ﺷﻜﻠﻰ ﺳﺎ< ﺗﺮ ﺻﻮ ﺑﮕﻴﺮ‪ :‬ﻳﻌﻨﻰ ﺷﺎﮔﺮ ﺑﻌﺪ‬ ‫ ﻣﻌﻠﻢ ﻛﻠﻤﺎ  ﺗﻜﺮ ﻛﻨﺪ‪ .‬ﻳﻦ ﻫﺮ  ﻓﺮ‪J‬ﻳﻨﺪﻫﺎﻳﻰ ﻣﺸﺎﺑﻪ  ﻫﻤﺎﻧﻨﺪ ﺑﺎ‬ ‫ﺑﺎ‪ ,‬ﻫﺴﺘﻨﺪ‪.‬ﻋﻼ< ﺑﺮ ﻳﻦ ﻣﺎ ﻫﻤﭽﻨﻴﻦ ﻣﻰ ﺗﻮﻧﻴﻢ ﻛﻞ ﻓﺮ‪J‬ﻳﻨﺪ ﺳﺘﻔﺎ< ‬ ‫ﻛﻠﻤﺎ  ژ<ﻫﺎ  ﻣﺎﻧﻨﺪ ﻳﻜﻰ  ﺑﻴﺸﻤﺎ ﺑﺎ‪a‬ﻫﺎ‪ a‬ﺑﺎﻧﻰ ﺗﻠﻘﻰ ﻛﻨﻴﻢ ﻛﻪ‬ ‫ﻛﻮﻛﺎ‪ ,‬ﺑﻪ ﻛﻤﻚ ‪J‬ﻧﻬﺎ ﺑﺎ‪ ,‬ﻣﺎ‪ a‬ﺧﻮ  ﻓﺮ ﻣﻰﮔﻴﺮﻧﺪ" )ﻫﻤﺎ‪(240:,‬‬ ‫ﻳﻨﮕﻨﺸﺘﺎﻳﻦ ﻳﻦ ﻓﺮ‪J‬ﻳﻨﺪ  ﺑﺎ‪ a‬ﺑﺎﻧﻰ ﻧﺎ‪ T‬ﻣﻰ ﮔﺬ ﻛﻪ ﺷﺒﻴﻪ ﻳﺎﮔﻴﺮ‪a‬‬ ‫ﻧﺎ‪ T‬ﻣﻬﺮ<ﻫﺎ‪ a‬ﺷﻄﺮﻧﺞ  ﻛﺎﺑﺮ ﻳﻦ ﻣﻬﺮ<ﻫﺎ  ﺑﺎ‪ a‬ﺳﺖ‪  .‬ﺑﻪ ﻧﻮﻋﻰ ﺑﺎ‬ ‫ﻗﺮ‪ a‬ﺑﻮ‪ ,‬ﻧﺸﺎﻧﻪﻫﺎ  ﺑﺎ‪ ,‬ﺷﻨﺎﺳﻰ ﺳﻮﺳﻮ‪ a‬ﺷﺒﺎﻫﺖ ﻣﻰﻳﺎﺑﺪ‪.‬‬ ‫ ﺳﺘﻮ ﺑﺎ‪ ,‬ﺳﻨﺘﻲ ﻳﻚ ژ< ﺗ ًﺎ "ﺻﻔﺖ" ﺗﻠﻘﻲ ﺷﺪ< ﺳﺖ‪ ،‬ﻣﺎ‬ ‫ژ< ﺧﻮ‪ Z‬ﻳﻦ ﺟﻤﻠﻪ‪":‬ﻛﺘﺎ‪ Z‬ﺧﻮ‪ Z‬ﺳﺖ"‪ ،‬ﻣﺴﻨﺪ  ﺳﻢ ﺳﺖ‪J .‬ﻧﺎﻧﻜﻪ‬ ‫ﺑﻪ ﺳﺎﺧﺘﺎ  ﻛﺎﺑﺮ ژ<  ﺟﻤﻠﻪ ﻣﻲﻧﮕﺮﻧﺪ ﻣﻲﮔﻮﻳﻨﺪ ژ… "ﺧﻮ‪"Z‬‬ ‫ﻳﻦ ﺟﺎ  ﻳﻦ ﻣﻴﻨﺔ ﺧﺎ‪ ،c‬ﺳﻢ ﺳﺖ  ﻫﻴﭻ ﻣﻌﻨﺎ‪ $‬ﺻﻴﻞ ‬

‫ﻧﺘﺰﻋﻲ ﻳﮕﺮ ﻧﺪ‪ .‬ﻣﺎ ﺧﻮ‪ Z‬ﻳﻦ ﺟﻤﻠﻪ " ﻣﻦ ﻛﺘﺎ‪ Z‬ﺧﻮﺑﻲ ‪" T‬‬ ‫ﺻﻔﺖ ﺳﺖ‪ .‬ﻫﻴﭽﮕﺎ< ژ… ﺧﻮ‪  Z‬ﺑﻪ ﻛﻠﻲ ﻧﺒﺎﻳﺪ " ﺻﻔﺖ " ﺗﻠﻘﻲ ﻛﺮ‪.‬‬ ‫ﻳﺮ ﻳﻦ ﺻﻮ ‪s‬ﻫﻦ ﺗﻨﺒﻞ ﮔﺮﻳﺪ<  ﻣﻤﻜﻦ ﺳﺖ  ﻛﺎﻛﺮﻫﺎ‪$‬‬ ‫ﻣﺨﺘﻠﻒ ژ… " ﺧﻮ‪ " Z‬ﭼﺎ ﺷﺘﺒﺎ<  ﺑﺎ‪ $‬ﺷﻮ‪ .‬ﺗﻮﺟﻪ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺑﻪ‬ ‫ﻛﺎﺑﺮﻫﺎ‪ $‬ﻣﺘﻔﺎ ﺑﺎ‪ ,‬ﻣﻮﺟﺒﺎ ﻃﺮ} ﮔﻔﺘﻤﺎﻧﻬﺎ  ﻓﺮﻫﻢ ﻛﺮ‪ .‬ﺑﺎ‪,‬‬ ‫ﻋﻠﻢ‪ ،‬ﺑﺎ‪ ,‬ﻳﻦ‪ ،‬ﺑﺎ‪ ,‬ﻓﻠﺴﻔﻪ‪ ،‬ﺑﺎ‪ ,‬ﺑﻴﺎ  ﺷﻌﺮ  ﻏﻴﺮ< ﻫﺮ ﻛﺪ‪T‬‬ ‫ﮔﻔﺘﻤﺎ‪ ,‬ﺟﺪﮔﺎﻧﻪ ﻧﺪ  ﻣﺎ ﻣﻲﺗﻮﻧﻴﻢ  ژﮔﺎ‪ ,‬ﻣﺸﺘﺮ‪ ،n‬ﺑﻨﺎﺑﺮﻛﺎﺑﺮ‬ ‫ﺧﺼﻮﺻﻲﺷﺎ‪  ,‬ﻫﺮ ﺑﺎ‪ ,‬ﻣﻌﺎﻧﻲ ﻣﺘﻔﺎﺗﻲ ﺳﺘﻨﺒﺎ‪ t‬ﻛﻨﻴﻢ‪ .‬ژ… " ﻗﻴﺎ‪"W‬‬ ‫ ﻣﻨﻄﻖ ﺻﻮ‪ $‬ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﺳﺘﻨﺒﺎ‪  t‬ﻛﻞ ﺑﻪ ﺟﺰء ﺳﺖ‪ ،‬ﻟﻲﻳﻦ‬ ‫ژ<  ﻓﻘﻪ ﺳﻼﻣﻲﺑﻪ ﻣﻌﻨﻲ ﺳﺘﻨﺒﺎ‪  t‬ﺟﺰء ﺑﻪ ﺟﺰء ﺳﺖ ﻛﻪ ﻣﻌﺎ‬ ‫»ﺗﻤﺜﻴﻞ«  ﻣﻨﻄﻖ ﺻﻮ‪ $‬ﺳﺖ ﻧﻪ " ﻗﻴﺎ‪."W‬ﻳﻦ ژﮔﺎ‪ ,‬ﺑﺎﻳﺪ ‬ ‫ﺣﻴﻦ ﺳﺨﻦ ﮔﻔﺘﻦ ﺗﻔﻜﻴﻚ  ﺗﺬﻛﺮ < ﺷﻮﻧﺪ‪ ،‬ﺗﺎ ﻛﻤﺘﺮ ﺻﺎﺣﺒﺎ‪ ,‬ﺑﺎ‪,‬‬ ‫ ﮔﻔﺘﻤﺎ‪  ,‬ﺳﺘﺨﻮ‪ I‬ﺑﺎ‪ $‬ﻛﻨﻨﺪ‪ .‬ﺷﺎﻫﺪﻫﺎ‪ $‬ﻣﺜﺎ ﺻﻔﺖ  ﺳﻢ ‬ ‫ﺳﺘﻮ ﺑﺎ‪ ,‬ﻛﺎﻣ ً‬ ‫ﻼ ﺑﺮ ﻋﻜﺲ ‪ ,J‬ﺳﺖ ﻛﻪ  ﻋﻠﻢ ﻛﻼ‪ T‬ﺳﻼﻣﻲ ‪,J‬‬ ‫ﻳﺎ ﻣﻲﻛﻨﻨﺪ‪ " :‬ﻋﺎ "  ﺳﺘﻮ ﺑﺎ‪ ,‬ﺳﻨﺘﻲ‪ ،‬ﺻﻔﺖ ﺳﺖ‪ ،‬ﻣﺎ  ﻋﻠﻢ‬ ‫ﻛﻼ‪ T‬ﺳﻼﻣﻲﺳﻢ‪ ،‬ﻫﻤﻴﻨﻄﻮ ﺑﺮ ﻋﻜﺲ‪ ،‬ﻋﺪ  ﺳﺘﻮ ﺑﺎ‪ ,‬ﺳﻨﺘﻲ ﺳﻢ‬ ‫ﺳﺖ ﻣﺎ  ﻋﻠﻢ ﻛﻼ‪ ،T‬ﺻﻔﺖ‪.‬‬ ‫ﺗﻔﺎ ﺳﺎﺳﻲ ﺑﻴﻦ ﮔﻔﺘﻤﺎ‪ ,‬ﻏﻴﺮ ﺑﻲ ﺑﺎ ﮔﻔﺘﻤﺎ‪ ,‬ﺑﻲ  ﺗﻔﺎﺗﻬﺎ‪$‬‬ ‫ﻣﻌﻨﻲ ﺷﻨﺎﺧﺘﻲ ) ﺳﺘﻌﺎ‪ $‬ﺑﻮ‪  ,‬ﻏﻴﺮ ﺳﺘﻌﺎ‪ $‬ﺑﻮ‪ (,‬ژﮔﺎ‪  ,‬ﺑﺎ‪,‬‬ ‫ﺑﻲ " ﻧﻮﺷﻴﺪ‪ ,‬ﺷﺮ‪ Z‬ﺣﺮ‪ T‬ﺳﺖ"‬ ‫ﺳﺖ‪" .‬ﺷﺮ‪ " Z‬ﻳﻦ ﺟﻤﻠﺔ ﻏﻴﺮ ِ‬ ‫ﻏﻴﺮﺳﺘﻌﺎ‪ $‬ﺳﺖ‪ .‬ﻣﺎ ﻳﻦ ﺟﻤﻠﺔ ﺷﻌﺮ‪" $‬ﺑﺮﺧﺎ‪ T‬ﺣﺮ‪ T‬ﺳﺖ  ﺑﺮ‬ ‫ﭘﺨﺘﻪ ﺣﻼ "‪ ،‬ﺣﺘﻤﺎ ًﻻ ﺟﻨﺒﺔ ﻃﻨﺰ ‪J‬ﻣﻴﺰ  ﺳﺘﻌﺎ‪ . $‬ﺳﺖ ﻛﻢ‬ ‫ﮔﺮﻫﻲ  ﻳﻜﺴﺎ‪ ,‬ﺑﻮ‪ ,‬ﻣﻌﻨﺎ‪ $‬ﺷﺮ‪ Z‬ﻳﻦ  ﺟﻤﻠﻪ ﺗﻔﺎ ﻧﻈﺮ‬ ‫ﻧﺪ‪ .‬ﺧﺎﻃﺮﻧﺸﺎ‪ ,‬ﺳﺎ‪ T‬ﻛﻪ ﺑﺎﻳﺪ ﺳﺘﻌﺎ<   ﻏﻴﺮ ﺳﺘﻌﺎ< ﺟﺪ ﻛﺮ‪،‬‬ ‫‪J‬ﻧﮕﺎ< ﺗﺎ ‪J‬ﻧﺠﺎ ﻛﻪ ﺳﺘﻌﺎ< ﺑﻪ ﻃﻮ ﺧﻮ ‪J‬ﮔﺎ< ﺑﻪ ﻛﺎ ﻣﻲ‪ ،‬ﻣﻮﺟﺐ ﺧﻠﻂ‬ ‫ﻣﻔﺎﻫﻴﻢ ﻧﺨﻮﻫﺪ ﺷﺪ‪ .‬ﻣﺎﻳﻦ ﻛﺎ ﮔﺮ ﻧﺎ‪J‬ﮔﺎﻫﺎﻧﻪ ﺑﺎﺷﺪ‪ ،‬ﻣﺸﻜﻼﺗﻲ  ﻓﺮﻫﻢ‬ ‫ﺧﻮﻫﺪ ﺳﺎﺧﺖ‪ ،‬ﺣﺘﻲ ﮔﺮ  ﮔﺰ<ﻫﺎ‪ $‬ﺑﻲ  ﺷﻌﺮ‪ $‬ﺑﻪ ﻛﺎ ‪.‬‬ ‫ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺑﺪﻳﻦ ﺑﺎ ﺳﺖ ﻛﻪ »ﺑﺴﻴﺎ‪  $‬ﺗﺼﻮﺗﻲ ﻛﻪ ﺳﺎ‪W‬‬ ‫ﺗﻮﺟﻴﻬﺎ ﻓﻠﺴﻔﻲ ﻣﺎﺳﺖ‪ ،‬ﻫﻤﺎ‪ ,‬ﺳﺘﻌﺎ<ﻫﺎ  ﺗﺼﻮﻳﺮﻫﺎ‪ $‬ﻫﻤﻴﺸﮕﻲ‬ ‫ﻣﺎ  ﮔﻔﺘﺎ ﻣﺮ< ﺳﺖ« ) ﻫﻤﺎ‪ .(48 :,‬ﺑﻨﺎﺑﺮﻳﻦ ﺑﺎ‪ ,‬ﻧﺘﺰﻋﻲ ‬ ‫ﻏﻴﺮﻛﺎﺑﺮ‪ ،$‬ﺳﻄﻮ<ﻫﺎ‪ ،‬ﺗﻮﻫﻤﺎ‪ ،‬ﺧﺮﻓﺎ‪  ،‬ﺑﻪ ﺗﻌﺒﻴﺮ ﻟﻴﻮﺗﺎ ﻓﺴﺎﻧﻪﻫﺎ‬ ‫ ﻳﺎ ) ﺑﻮﻳﮋ< ﺑﺎ ﺑﻴﺎ‪ ,‬ﺳﺤﺮ‪J‬ﻣﻴﺰ ﻳﺎ‪ (,J ,‬ﺑﺎ‪  ,‬ﭼﺎ ﺑﺎ‪ $‬ﺑﺎﻧﻲ‬ ‫ﻣﻲﻛﻨﺪ‪.‬ﻳﻦ ﻛﮋ ﻓﻬﻤﻲﻫﺎ‪ $‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺑﺎ‪ ,‬ﻣﺸﻜﻼ ﻳﺎ‪   $‬ﻓﻠﺴﻔﻪ‬ ‫ ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﺑﺸﺮ‪ $‬ﻣﻮﺟﺐ ﻣﻲﮔﺮ‪ .‬ﻣﺴﺎﺋﻞ  ﻣﺸﻜﻼ ﺣﺎﺿﺮ ﭼﻨﺎ‪,‬‬ ‫ ﻣﺎ  ﺑﺎ‪ ,‬ﻣﺎ ﻳﺸﻪ ﻧﺪ< ﺳﺖ ﻛﻪ ﻫﻤﻴﺖ ‪J‬ﻧﻬﺎ ﺑﻪ ﻧﺪ< ﺧﻮ ﺑﺎ‪,‬‬ ‫ﻣﺎﺳﺖ )ﻧﻚ ‪.(:wittgenstein, 1963: 111‬‬ ‫ﺑﺎ< ﺑﺮﺧﻲ  ﮔﺰ<ﻫﺎ‪ $‬ﻳﮕﺮ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻛﻪ ﺗﺒﺎﻃﻲ ﺗﻨﮕﺎﺗﻨﮓ‬ ‫ﺑﺎ ﺑﺎﻳﻬﺎ‪ $‬ﺑﺎﻧﻲ  ﻧﺪ‪ ،‬ﻳﺎ ‪ J‬ﻣﻲﺷﻮ‪ T‬ﻛﻪ ﻫﻴﻮ‪ T‬ﺗﻨﻬﺎ ﻛﻠﻤﺎﺗﻲ ‬ ‫ﻣﻌﻨﻲ  ﻣﻲﻧﺪ ﻛﻪ ﻣﺎ ﺑﺎء ﺣﺴﻲ ﻧﺪ‪ " .‬ﻫﻴﻮ‪ T‬ﻣﻲﮔﻔﺖ ﻟﻔﺎﻇﻲ‬ ‫ﻣﺎﻧﻨﺪ »ﻧﻔﺲ«‪» ،‬ﺧﻮ«  »ﻧﻴﺮ« ﻳﺎ »ﻗﻮ<« ﻫﻤﮕﻲ ﺑﻲ ﻣﻌﻨﻲ ﺳﺖ‪" .‬‬

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‫)ﻫﺎ ﻧﺎ‪ .(41 :1356 ،n‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﻣﻘﺪﻣﻪ ﻛﺘﺎ‪ Z‬ﺳﺎﻟﻪ ﻣﻨﻄﻘﻲ‬ ‫– ﻓﻠﺴﻔﻲ ) ﻧﻚ‪ (Wittgenstein: 1922 :‬ﻣﻲﮔﻮﻳﺪ‪» :‬ﺑﺎ< ﭼﻴﺰ‪$‬‬ ‫ﻛﻪ ﻧﻤﻲﺗﻮ‪ ,‬ﺳﺨﻦ ﮔﻔﺖ‪ ،‬ﺑﺎﻳﺪ ﺳﺎﻛﺖ ﺑﻮ‪  .«3‬ﻳﻦ ﻛﺘﺎ‪ Z‬ﺑﺮﻳﻦ ﺑﺎ‬ ‫ﺑﻮ ﻛﻪ ﺑﻴﺎ‪ ,‬ﺟﻤﻼ ﺑﺎ ﻣﻌﻨﻲ‪ ،‬ﻣﺎﻧﻲ ﻣﻴﺴﺮ ﺳﺖ ﻛﻪ ﺻﻮ ﻛﻼ‪ T‬ﺑﺎ‬ ‫ﺗﺮﻛﻴﺐ ﻗﻌﻴﺖ ﻣﻄﺎﺑﻘﺖ ﻧﻤﺎﻳﺪ‪  .‬ﺑﺎ‪  ,‬ﺗﺼﻮﻳﺮ ﻣﺠﻤﻮﻋﻪ ﻣﻮ ﻗﻊ‬ ‫ ﺗﺮﻛﻴﺐ ﻗﻌﻴﺎ ﻣﻲﻧﺴﺖ‪ ،‬ﻳﺮ »ﺟﻬﺎ‪ ,‬ﻣﺘﺸﻜﻞ  ﺗﺮﻛﻴﺐ ﻗﻌﻴﺎ‬ ‫ﺳﺖ ﻧﻪ ﺷﻴﺎء‪(Wittgenstein, 1922: 31 ) «4‬؛ ﻳﻌﻨﻲ ﺳﺎﻋﺖ‬ ‫ﻫﻤﻴﺸﻪ ‪ $‬ﻣﻴﺰ ﻳﺎ ﻳﻚ ﻣﻴﻨﻪ ﺟﻮ   ﺑﺎ‪ ,‬ﻛﻪ ﺗﺼﻮﻳﺮ ‪ ,J‬ﺳﺖ‪،‬‬ ‫ﻫﻴﭻ ﮔﺎ< ﻳﻚ ﺷﻲء ) ﺳﺎﻋﺖ ﻳﺎ ﻣﻴﻨﻪ(  ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﺗﺼﻮﻳﺮ ﻧﻤﻲﻛﻨﺪ‪.‬‬ ‫ﺑﻨﺎﺑﺮﻳﻦ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺗﻨﻬﺎ‪ ،‬ﺑﻴﺎ‪ ,‬ﺗﺮﻛﻴﺒﻲ ﻗﻌﻴﺎ ﺣﺴﻲ  ﻣﻤﻜﻦ‬ ‫ﻧﺴﺘﻪ  ﻣﻮ ﻏﻴﺮ ﺣﺴﻲ  ﺣﺴﺎﺳﺎﺗﻲ  ﻣﻬﻤﻞ ﻗﻠﻤﺪ ﻛﺮ< ﺳﺖ ‬ ‫ﺣﺘﻲ ﻗﻀﺎﻳﺎ‪ $‬ﻣﻨﻄﻘﻲ  ﻳﺎﺿﻲ‪ ،‬ﺑﺪﻳﻦ ﺧﺎﻃﺮ ﻛﻪ ﭼﻴﺰ‪  $‬ﺑﺎ< ﺟﻬﺎ‪,‬‬ ‫‪J‬ﺷﻜﺎ ﻧﻤﻲﺳﺎﻧﺪ‪ ،‬ﻗﻀﺎﻳﺎ‪ّ $‬‬ ‫ﻣﺘﻜﺮ  ﺑﻲ ﻓﺎﻳﺪ< ﻣﺤﺴﻮ‪ Z‬ﻣﻲﮔﺮﻧﺪ‪.‬‬ ‫ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﻛﺘﺎ‪ Z‬ﭘﮋﻫﺸﻬﺎ‪ $‬ﻓﻠﺴﻔﻲ‪ ،‬ﭘﺎ  ﻳﻦ ﻓﺮﺗﺮ ﻣﻲﻧﻬﺪ‬ ‫ ﻳﮕﺮ ﺑﺎ‪  ,‬ﺗﺼﻮﻳﺮﮔﺮ ﻗﻌﻴﺎ ﻗﻠﻤﺪ ﻧﻤﻲﻛﻨﺪ ) ﻧﻚ‪:‬ﻫﺎ ﻧﺎ‪،n‬‬ ‫‪ 81 :1356‬ﺑﻪ ﺑﻌﺪ( ؛ ﺑﻪ ﺑﻴﺎ‪ ,‬ﻳﮕﺮ‪ ،‬ﺑﺎ‪  ,‬ﻣﻨﻔﻌﻞ ﻧﻤﻲﻧﺪ‪ ،‬ﺑﻠﻜﻪ ﺑﺎ‪,‬‬ ‫ﺑﺎ ﭘﺲ ﻣﻴﻨﻪﻫﺎﻳﻲ ﻛﻪ ‪TJ‬ﻫﺎ ﻧﺪ‪ ،‬ﺧﻮ  ﺑﺮ ﻗﻌﻴﺎ ﺗﺤﻤﻴﻞ ﻣﻲﻛﻨﺪ‬ ‫ﺣﺴﻴﺎ‬ ‫ ﺑﻪ ﺑﺎ‪$‬ﻫﺎ‪ ،‬ﻫﺮ ﭼﻪ ﺑﻴﺸﺘﺮ ﻣﻦ ﻣﻲﻧﻨﺪ‪ .‬ﻓﻬﻢ ‪TJ‬ﻫﺎ ﺑﺎ< ّ‬ ‫ﻗﻌﻴﺎ ﻳﻜﺴﺎ‪ ,‬ﻧﻴﺴﺖ‪ ،‬ﭼﻪ ﺳﺪ ﺑﻪ ﻣﻮ‪ $‬ﻛﻪ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ‪,J‬ﻫﺎ ‬ ‫ ّ‬ ‫ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺑﺎ‪ ,‬ﺧﺼﻮﺻﻲ ﻣﻲﻧﺪ‪ .‬ﺑﺎ‪ ,‬ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ ﭼﻮ‪، ,‬‬ ‫ﻋﺸﻖ  ﻟﺬ ﺟﻮ ﻧﺪ‪ " .‬ﻋﻘﻞ ﻧﻤﻲﺗﻮﻧﺪ ﻫﻲ ﺑﻴﺎﺑﺪ ﻛﻪ ﺑﻮﺳﻴﻠﻪ ‪,J‬‬ ‫ﺗﺤﻘﻴﻖ ﻛﻨﺪ ﻛﻪ ﺣﺴﺎ‪ W‬ﻣﻌﻴﻨﻲ ﻫﻤﺎ‪ ,‬ﺳﺖ ﻛﻪ  ﻣﺎ‪ ,‬ﺳﺎﺑﻖ ﻫﻢ‬ ‫ﺣﺎﺻﻞ ﺷﺪ< ﺳﺖ‪ ،‬ﻳﺮ ﻫﻴﭻ ﻣﻼﻛﻲ ﺟﺰﻳﻨﻜﻪ ﺣﺴﺎ‪ W‬ﻣﺰﺑﻮ ﺑﻪ ﻧﻈﺮ ﻣﻦ‬ ‫ﻫﻤﺎ‪ ,‬ﻣﻲ‪J‬ﻳﺪ‪  ،‬ﺳﺖ ﻧﺪ‪ ) " T‬ﻫﻤﺎ‪  .(114 :,‬ﺗﺠﺮﺑﻪﻫﺎ‪ $‬ﻣﻌﻨﻮ‪$‬‬ ‫ ﺷﺨﺼﻲ  ﻧﻴﺰ  ﻫﻤﻴﻦ ﺳﺖ ﻣﻲﻧﺪ‪،‬ﻳﻦ ﺗﺠﺮﺑﻪﻫﺎ ﻗﺎﺑﻞ ﻧﺘﻘﺎ‬ ‫ﻧﻴﺴﺘﻨﺪ  ﺻﺪ‪  p‬ﻛﺬﺑﺸﺎ‪  ,‬ﻧﻤﻲﺗﻮ‪ ,‬ﺛﺒﺎ ﻛﺮ‪.‬‬ ‫ﻗﺮﺋﺖ ﺗﺎ‪ 2 2‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ) ﻟﻴﻮﺗﺎ  ﺑﻮ‪/‬ﻳﺎ(‬

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‫ﻟﻴﻮﺗﺎ ﻧﻈﺮﻳﻪ ﭘﺴﺎﻣﺪﻧﻴﺴﺘﻲ »ﭘﺎﻳﺎ‪ ,‬ﻳﺖﻫﺎ‪ $‬ﻛﻼ‪  «,‬ﺑﺮ ﭘﺎﻳﻪ‬ ‫ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺳﺘﻮ ﺳﺎﺧﺖ‪  .‬ﻧﻈﺮ ﮔﺎ< ﻟﻴﻮﺗﺎ‪ ،‬ﺳﺘﺪﻻﻫﺎ‬ ‫ﭼﻪ ﺑﺴﺎ ‪ $‬ﻣﺸﺮﻋﻴﺖ ﻛﺎﻓﻲ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻟﻴﻮﺗﺎ  ﻳﻚ ﻧﮓ‪ " ،‬ﻳﺖ"‬ ‫ﻳﺎ " ﮔﻔﺘﻤﺎ‪ ,‬ﻳﻲ"   " ﮔﻔﺘﻤﺎ‪ ,‬ﻋﻠﻤﻲ" ﺟﺪ ﻣﻲﻛﻨﺪ‪ :‬ﻳﺎ‬ ‫ﻓﺴﺎﻧﻪ‪  $‬ﺳﺎﻃﻴﺮ‪ $‬ﻣﻠﻞ ﻣﺨﺘﻠﻒ ﺑﺎ< ﭘﻴﺪﻳﺶ ﻫﺴﺘﻲ  ﻛﺎﺋﻨﺎ‬ ‫ﺑﺮ‪ $‬ﻣﺜﺎ ‪J‬ﻧﭽﻪ ﻛﻪ  ‪J‬ﻏﺎ ﺷﺎﻫﻨﺎﻣﻪ ﻓﺮﺳﻲ ‪J‬ﻣﺪ<  ﺣﻴﻄﻪ ﮔﻔﺘﻤﺎ‪,‬‬ ‫ﻳﻲ ﺳﺖ‪ .‬ﺷﻴﻮ< ﺳﺤﺮ‪J‬ﻣﻴﺰ ﺑﻴﺎ‪  ,‬ﻳﺎ ﻧﻘﺎﻻ‪ ,‬ﻛﻬﻦ‪ ،‬ﺟﺎﮔﺮ‪ ,‬‬ ‫ﺷﺎﻋﺮ‪ ,‬ﺳﺒﺐ ﻣﻲﺷﻮ ﻛﻪ ﺳﺘﺎ‪,‬ﻫﺎ  ﻳﺎ ﺑﺮ‪ $‬ﻣﺨﺎﻃﺒﺎ‪ ,‬ﭘﺬﻳﺮﻓﺘﻪ‬ ‫ﺷﻮﻧﺪ  ‪J‬ﻧﻬﺎ  ﺷﻮ  ﺟﺪ ﺧﺎﺻﻲﻳﻦ ﻳﺎ  ﻛﻪ ﺑﻪ ﻧﻮﻋﻲ ﺑﺎ ﺑﻴﺎ‪,‬‬ ‫ﺟﺎﻳﻲ ﻳﺖ ﮔﺮ‪  ,‬ﺳﺤﺮ ﻛﻼ‪J T‬ﻧﺎ‪ $ ,‬ﻫﻤﺎﻫﻨﮕﻲ ﻧﻲ ﮔﺮﻧﺪ‪،‬‬ ‫ﺑﭙﺬﻳﺮﻧﺪ‪  .‬ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ‪J‬ﻓﺮﻳﻨﺶ ﺑﻪ ﺳﻴﻠﻪ ﺗﺨﻢ ﻛﻴﻬﺎﻧﻲ‪ ،‬ﺑﺮﻛﻪ ﻛﻬﻦ‪،‬‬ ‫ﻏﻮ‪ ،n‬ﻣﺎ  ﻏﻴﺮ< ‪ $‬ﻣﺸﺮﻋﻴﺖ ﻣﻲﺷﻮ‪  .‬ﮔﻔﺘﻤﺎ‪ ,‬ﻳﻲ‪ ،‬ﺳﻪ‬

‫ﻋﻨﺼﺮ ﺳﻄﻮ<‪ ،‬ﺳﺮﻳﻨﺪ< ‪  ,J‬ﻣﺨﺎﻃﺐ ﺳﺖ ﺑﻪ ﺳﺖ ﻫﻢ <  ﻧﻮﻋﻲ‬ ‫ﭘﻴﻮﻧﺪ ﻳﺎ ﻫﻤﺒﺴﺘﮕﻲ ﺟﺘﻤﺎﻋﻲ  ﺑﻪ ﺟﻮ ﻣﻲ‪J‬ﻧﺪ‪ ،‬ﮔﺮﻫﻲ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻛﻪ  < ﺳﺮ‪  ,‬ﺑﺎﺧﻮﻧﻲ ﻓﺴﺎﻧﻪ ﻳﺎ ﺳﻄﻮ< ﻣﻮﺟﺐ ﻣﺸﺮﻋﻴﺖ ﻳﺎ ﺑﻰ‬ ‫ﺧﻮ ﻣﻲﮔﺮﻧﺪ‪ .‬ﻟﺬ ﺳﻄﻮ< ﻳﺎ ﻓﺴﺎﻧﻪ ﺑﻪ ﻋﺎﻣﻞ ﻣﺸﺮﻋﻴﺖ ﺑﺨﺶ ﺑﻴﺮ‪,‬‬ ‫ ﺧﻮ ﻧﻴﺎ‪ $‬ﻧﺪ‪ ،‬ﺑﻠﻜﻪ ﻣﺸﺮﻋﻴﺖ‪ ،‬ﻗﺘﺪ  ﻋﺘﺒﺎ ﺳﻄﻮ<  ‪,‬‬ ‫‪ ,J‬ﻧﻬﻔﺘﻪ ﺳﺖ ) ﻧﻮ‪ .(1379:16 ،$s‬ﮔﻔﺘﻤﺎ‪ ,‬ﻋﻠﻤﻲﻣﺎ ﺑﺎ‪ $‬ﺑﺎﻧﻲ‬ ‫ﻣﺘﻔﺎﺗﻲ ‪ .‬ﮔﻔﺘﻤﺎ‪ ,‬ﻋﻠﻤﻰ ﻳﺞ ﻧﻤﻰ ﺗﻮﻧﺪ ﻫﻤﭽﻮ‪ ,‬ﮔﻔﺘﻤﺎ‪ ,‬ﻳﻲ‬ ‫ﺧﻮ ﺑﻪ ﺧﻮ ﻣﺸﺮﻋﻴﺖ ﻳﺎﺑﺪ ﺑﻠﻜﻪ ﺑﺎﻳﺪ ﻣﺸﺮﻋﻴﺖ ﺧﻮ   ﺑﻴﺮ‪ ,‬ﺧﻮ‬ ‫ﻳﻌﻨﻰ ﻳﺖ ﺟﺴﺘﺠﻮ ﻛﻨﺪ‪ .‬ﺑﺮ‪ a‬ﻧﻤﻮﻧﻪ ﭘﻴﺸﮕﻮﻳﻰ ﻋﻠﻤﻰ ‪J‬ﻳﻨﺪ< ﺟﻬﺎ‪,‬‬ ‫ﻛﻪ ﺟﻬﺎ‪ ,‬ﺑﻪ ﻧﺎﺑﻮ‪J  a‬ﻧﺘﺮﭘﻰ )ﭘﻴﺮ‪ (a‬ﭼﺎ ﻣﻰ ﺷﻮ  ﻧﻈﺮ ﺑﺮﺧﻰ‬ ‫ ﻧﺸﻤﻨﺪ‪ ,‬ﺳﻄﻮ< ﻋﻠﻤﻰ ﺳﺖ ﭼﺮ ﻛﻪ ﭘﻴﺶ ﺑﻴﻨﻰ ﭼﻪ  ﺳﻤﺖ ‬ ‫ﺳﻮ‪ a‬ﻧﺎﺑﻮ‪  a‬ﭼﻪ  ﺟﻬﺖ ﭘﻴﺸﺮﻓﺖ ﻋﻠﻢ   ﺣﻴﻄﻪ ﻓﺴﺎﻧﻪ ﻳﻌﻨﻰ‬ ‫ﮔﻔﺘﻤﺎ‪ ,‬ﻳﻰ  ﺳﻄﻮ< ‪ a‬ﻣﻰ ﻛﻨﺪ‪  .‬ﻳﺪﮔﺎ< ﻟﻴﻮﺗﺎ ﻋﻠﻢ ﺑﺮ ﭘﺎﻳﻪ ‬ ‫ﻳﺖ ﺳﺘﻮ ﺳﺖ‪ :‬ﻳﺖ ﺳﻴﺎﺳﻰ  ﻳﺖ ﻓﻠﺴﻔﻰ‪ .‬ﻳﺖ ﺳﻴﺎﺳﻰ ﻛﻪ‬ ‫ ﻧﻘﻼ‪ Z‬ﻓﺮﻧﺴﻪ ﺑﻪ ﻧﺤﻮ ﺷﻨﻰ ﻣﻼﺣﻈﻪ ﻣﻰ ﺷﻮ ﺷﺎﻣﻞ ﺷﻌﺎﻫﺎ‪a‬‬ ‫‪ ،aJ‬ﺑﺮﺑﺮ‪  a‬ﻋﺪﻟﺖ ﺳﺖ  ﻳﺖ ﻓﻠﺴﻔﻰ ﻛﻪ ﻳﺘﻰ ‪J‬ﻟﻤﺎﻧﻰ ﺳﺖ‬ ‫ﺑﺮ ﭘﺎﻳﻪ ﻓﻠﺴﻔﻪ ﻫﮕﻞ‪ ،‬ﺑﻪ ﻳﮕﺎﻧﮕﻰ ﺗﻤﺎﻣﻰ ﻧﺶ ﺑﺎ ‪  .‬ﻳﺪﮔﺎ<‬ ‫ﻫﮕﻞ ﻧﺶ ﻧﻘﺸﻰ ﺑﻨﻴﺎ‪  a‬ﻧﺪ ﮔﺬ ﻧﺪﻳﺸﻪ ﺑﺸﺮ  ﻣﺮﺣﻠﻪ ﺟﻬﻞ‬ ‫ﺗﺎ ﻣﺮﺣﻠﻪ ﻫﺴﺘﻰ ﻛﻠﻰ ﻳﻔﺎ ﻧﻤﻮ< ﺳﺖ‪ .‬ﻟﻴﻮﺗﺎ ﻫﺮ ‪ a‬ﻳﻦ ﻳﺖﻫﺎ ‬ ‫ﻓﺮﻳﺖ ﻳﺎ ﻳﺖﻫﺎ‪ a‬ﻛﻼ‪ ,‬ﻣﻰ ﻧﺎﻣﺪ‪  .‬ﺑﺮ ﭘﺎﻳﻪ ‪ ,J‬ﺑﺎ ﻫﺮﮔﻮﻧﻪ ﺑﻴﻨﺶ‬ ‫ﻳﻰ  ﻧﻴﺰ ﻛﻠﻴﺖ ﻧﮕﺮ‪ a‬ﺑﻪ ﻣﻨﺰﻟﻪ ﻓﺴﺎﻧﻪ  ﺳﻄﻮ< ﻣﺨﺎﻟﻔﺖ ﻣﻰ ‪.‬‬ ‫ ﻣﻰﮔﻮﻳﺪ‪:‬‬ ‫ﺑﻴﺎﻳﻴﺪ ﺟﻨﮕﻰ ﻋﻠﻴﻪ ﻛﻠﻴﺖ ﺑﻪ < ﻧﺪﻳﻢ‪ ،‬ﺑﻴﺎﻳﻴﺪ ﺷﺎﻫﺪ‪ a‬ﺑﺮﻣﺮ ﻏﻴﺮ‬ ‫ﻗﺎﺑﻞ ﻋﺮﺿﻪ ﺑﺎﺷﻴﻢ‪ ،‬ﺑﻴﺎﻳﻴﺪ ﺗﻔﺎﻫﺎ  ﻓﻌﺎ ﺳﺎﺧﺘﻪ  ﺷﺮ‪ u‬ﻧﺎ‪  T‬ﻧﺠﺎ‬ ‫ﺑﺨﺸﻴﻢ )ﻟﻴﻮﺗﺎ‪.(199 :1380 ،‬‬ ‫ﻟﻴﻮﺗﺎ ﺑﻪ ﮔﻮﻧﻪ ‪ a‬ﻧﻮﻣﻴﺪ ﻛﻨﻨﺪ< ﻏﺎﻟﺐ ﺳﺖ ‪J‬ﻫﺎ‪ a‬ﻧﺶ ﺑﺸﺮ‪a‬‬ ‫ ﺑﻪ ﻟﻴﻞ ﺗﻜﻴﻪ ﺑﺮ ﻓﺴﺎﻧﻪﻫﺎ‪ ،‬ﺳﻄﻮ<ﻫﺎ  ﺳﺘﻌﺎ<ﻫﺎ ﻣﻮ ﻧﺘﻘﺎ ﻗﺮ ﻣﻰ‬ ‫ﻫﺪ‪  .‬ﻫﻤﭽﻮ‪ ,‬ﺑﻮﻳﺎ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎ‪  W‬ﻓﻴﻠﺴﻮ‪ u‬ﭘﺴﺎﻣﺪ‪ ,‬ﺑﺪﻳﻦ ﺑﺎ‬ ‫ﺳﺖ ﻛﻪ ﻣﺮﻫﺎ‪ a‬ﻣﻴﺎ‪ ,‬ﻗﻌﻴﺖ  ﺧﻴﺎ ﮔﻢ ﺷﺪ< ﺳﺖ‪ ،‬ﺑﻪ ﺑﻴﺎ‪ ,‬ﻳﮕﺮ‪،‬‬ ‫ﻳﺎﻓﺖ ﺣﻘﻴﻘﺖ ﻧﻮﻋﻰ  ﺑﺎ‪  a‬ﺗﻮﻫﻢ ﺳﺖ‪ .‬ﻳﻦ ﻣﺮ ﺑﻪ ﻳﺠﺎ ‪J‬ﻧﭽﻪ‬ ‫ﺑﻮﻳﺎ »ﺻﻮﻫﺎ‪ a‬ﺧﻴﺎ« ﻣﻰ ﻧﺎﻣﺪ ﻣﻨﺠﺮ ﻣﻰ ﺷﻮ – ﻳﻌﻨﻰ ﺑﺎ ﺗﻮﻟﻴﺪ‬ ‫ﻳﺎ ﺷﺒﻴﻪ ﺳﺎ‪a‬ﻫﺎ‪ a‬ﻗﻌﻴﺖ ﻛﻪ ﺗﺸﺨﻴﺺ ‪J‬ﻧﻬﺎ  ﻗﻌﻴﺖ ﺷﻮ ﻳﺎ ﻏﻴﺮ‬ ‫ﻣﻤﻜﻦ ﺳﺖ‪) «.‬ﻛﻴﻮﻳﺴﺘﻮ‪  .(194 :1380 ،‬ﻧﻈﺮ ﺑﻮﻳﺎ ﮔﺎ< ﻣﺮ ﺧﻴﺎﻟﻰ‬ ‫ﻧﻤﻮ<  ﻣﺮ ﻗﻌﻰ ﻓﺮﺗﺮ ﻣﻰ   ﻧﺴﺎ‪ ,‬ﻧﻴﺎ‪ a‬ﺧﻴﺎﻟﻰ ‪  I‬ﻗﻌﻰ‬ ‫ﺗﺮ  ﻧﻴﺎ‪ a‬ﻗﻌﻰ ﻣﻰ ﭘﻨﺪ‪ .‬ﮔﺮ ﺑﺨﻮﻫﻴﻢ ﻧﻈﺮﻳﺎ ﻟﻴﻮﺗﺎ  ﺑﻮﻳﺎ ‬ ‫ﺑﻪ ﻛﻠﻰ ﺑﻪ ﻛﺎ ﺑﻨﺪﻳﻢ‪ ،‬ﻧﻪ ﺗﻨﻬﺎ  ﺷﻌﺮ ﺑﻠﻜﻪ  ﻫﻤﻪ ﻧﺶﻫﺎ‪ a‬ﺑﺸﺮ‪a‬‬ ‫ﺗﺮﻳﺪ ﺧﻮﻫﻴﻢ ﻧﻤﻮ‪ .‬ﻣﺎ  ﻳﻨﺠﺎ ﺗﻼ‪ I‬ﻣﻰ ﻛﻨﻴﻢ ﻛﻪ ﻧﻈﺮﻳﺎ ‪J‬ﻧﺎ‪ ,‬‬ ‫ ﻣﻮ‪ a‬ﺑﺪﻳﻬﻰ ﺗﺮ ﻳﻌﻨﻰ ‪J‬ﻣﻴﺰ‪ I‬ﻣﻮ ﺣﺴﻰ  ﻏﻴﺮﺣﺴﻰ  ﺧﺎﻟﺖ‬ ‫ﻣﻮ ﻋﺎﻃﻔﻰ  ﻏﻴﺮﻋﺎﻃﻔﻰ  ﻣﺮ ﻣﻴﺎ‪J ,‬ﻧﻬﺎ ﻛﻪ  ﺳﻤﺖ  ﺳﻮ  ﻣﻪ‬ ‫ﮔﺰ<ﻫﺎ‪ a‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺳﺖ‪ ،‬ﻣﻮ ﺑﺮﺳﻰ ﻗﺮ ﻫﻴﻢ ﺗﺎ ﻫﻤﺪﻟﻰ ﻃﻴﻒ‬

‫ﻗﺮﺋﺘﻲ  ﺷﻌﺮ ﻛﻬﻦ ﻓﺎﺳﻲ ﺑﺮ ﺳﺎ‪ W‬ﭼﻨﺪ ﮔﺰ< ﺑﻨﻴﺎ‪ $‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ‬ ‫ﮔﺴﺘﺮ< ﺗﺮ‪  a‬ﻣﺨﺎﻃﺒﺎ‪  ,‬ﺑﺎ ﻧﻮﺷﺘﻪ ﺑﺮ ﻧﮕﻴﺰﻳﻢ‪.‬‬ ‫ﺣﺴﻴﺖ  ﺣﺴﺎ‪ Z‬ﺷﺨﺼﻲ ‪ /‬ﺷﻌﺮ ﻛﻬﻦ ﻓﺎﺳﻲ‬ ‫ّ‬

‫ﺣﺴﻴﺎ ﺧﻮ ﻛﻤﺘﺮ‬ ‫ﺣﺴﻴﺖ ‪ $‬ﺟﻨﺒﻪ ﻋﻤﻮﻣﻲﺗﺮ‪ $‬ﺳﺖ‪J .‬ﻣﻬﺎ  ّ‬ ‫ّ‬ ‫ﺗﺮﻳﺪ ﻣﻲﻛﻨﻨﺪ  ﺑﻪ ‪J‬ﺳﺎﻧﻰ ‪J‬ﻧﻬﺎ  ﺑﻪ ﻳﮕﺮ‪ ,‬ﻧﺘﻘﺎ ﻣﻲﻫﻨﺪ  ﻋﻤﻮﻣﻴﺖ‬ ‫ﻣﻲﺑﺨﺸﻨﺪ‪ .‬ﺑﺎﻳﻨﻜﻪ ﻳﺪ ﺑﺎ ﻃﺮ} ﻣﺴﺄﻟﻪ »ﻣﺘﺎﻓﻴﺰﻳﻚ ﺣﻀﻮ« ﺑﻪﻳﻨﮕﻮﻧﻪ‬ ‫ﺣﺴﻴﺎ‬ ‫ﺣﺴﻴﺎ ﭼﻨﺪ‪ $ ,‬ﺧﻮ‪ I‬ﻧﺸﺎ‪ ,‬ﻧﻤﻲﻫﺪ‪ ،‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ّ‬ ‫ﺗﻌﻤﻴﻢ ّ‬ ‫ ﻋﻤﻮﻣﻲﺗﺮ  ﻣﻘﺒﻮ ﺗﺮ ﻣﻲﻧﺪ  ﺣﺴﺎ‪ W‬ﺷﺨﺼﻲ )ﺗﺠﺮﺑﻪ ﺷﺨﺼﻲ‬ ‫ ﻣﻌﻨﻮ‪  ($‬ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ )ﻣﺜﻞ ﻟﺬ‪   ،‬ﻋﺸﻖ(  ﻣﻬﻤﻞ‬ ‫ ‪,J‬ﻫﺎ  ﻣﻮ ﺑﺮﺳﻲ ﻗﺮ ﻧﻤﻲﻫﺪ  ﺑﺎ< ‪J‬ﻧﻬﺎ ﺳﻜﻮ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺣﻜﺎﻳﺘﻲ ﭼﻴﻨﻲ ﻣﻲﮔﻮﻳﺪ ﻛﻪ‪ :‬ﻧﻘﺎﺷﻲ ﻛﺮ‪ ,‬ﭘﺮﻳﺎ‪ ,‬ﺳﻬﻞﺗﺮ  ﻧﻘﺎﺷﻲ‬ ‫ﻛﺮ‪ ,‬ﺳﺐﻫﺎﺳﺖ‪ .‬ﻳﺮ ﻗﻮ  ﺿﻌﻒ ﮔﻮﺷﻪﻫﺎﻳﻲ  ﺗﺼﻮﻳﺮ ﺳﺐﻫﺎ‬ ‫ﺑﺮ‪ $‬ﻫﻤﮕﺎ‪ ,‬ﻣﺸﻬﻮ ﺳﺖ‪ ،‬ﻣﺎ ﺑﺎ< ﭘﺮﻳﺎ‪ ,‬ﻣﻌﻴﺎ‪ $‬ﺣﺴﻲ ﺑﺮ‪ $‬ﺻﺪ‪p‬‬ ‫ ﻛﺬ‪ Z‬ﺟﻮ ﻧﺪ‪ ،‬ﺑﻨﺎﺑﺮﻳﻦ ﻫﺮ ﺗﺼﻮﻳﺮ‪ $‬ﺑﺎ< ﭘﺮﻳﺎ‪ ,‬ﺳﺖ ﺳﺖ‬ ‫ ﻳﺎ ﻫﻴﭻ ﺗﺼﻮﻳﺮ‪ ,J  $‬ﺳﺖ ﻧﻴﺴﺖ‪.‬ﻳﻦ ﮔﻮﻧﻪ ﺗﺼﻮﻳﺮ ﻳﺎ ﺗﺠﺮﺑﻪ‬ ‫ﻣﻌﻨﻮ‪  $‬ﻧﻴﺰ ﻣﻲﺗﻮ‪  ,‬ﻣﺮ< ﺣﺴﺎﺳﺎ ﻳﺎ ﻗ ً‬ ‫ﻼ ﺣﺴﺎ‪ W‬ﺷﺨﺼﻲ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﭼﻴﺰ‪ $‬ﻧﺴﺖ‪ .‬ﺗﻼ‪ I‬ﻣﺎ ﺣﺘﻲ ﻟﻤﻘﺪ ﻧﮕﺎ< ﺷﻲ  ﺗﻌﻴﻴﻦ‬ ‫ﺳﺘﻲ ﻳﺎ ﻧﺎﺳﺘﻲ ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻧﻴﺴﺖ‪ ،‬ﺗﻨﻬﺎ ﻣﻲﺧﻮﻫﻴﻢ‬ ‫ﺑﺎ ﻳﻜﺮ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﻧﺪﻳﺸﻪ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺷﻌﺮ ﺧﺮﺳﺎﻧﻲ  ﻋﺮﻗﻲ ‬ ‫ﮔﺰ‪ I‬ﻛﻨﻴﻢ‪.‬‬ ‫ﺳﺒﻚ ﻣﻮﺳﻮ‪ T‬ﺑﻪ ﺧﺮﺳﺎﻧﻲ ﺟﻬﺎ‪ ,‬ﻛﻮﭼﻚ‪ ،‬ﻛﻮﭼﻚ ﺳﺖ  ﺟﻬﺎ‪,‬‬ ‫ﺑﺰگ‪ ،‬ﺑﺰگ ﺳﺖ  ﻳﻚ ﻗﻄﻌﻪ  ﻃﺒﻴﻌﺖ ﻳﺒﺎ‪ ،‬ﻏﻠﺐ ﻳﺒﺎﺳﺖ‪ .‬ﭼﺮ ﻛﻪ‬ ‫ﻣﻼ‪ n‬ﻳﻚ ﺣﺴﺎ‪ W‬ﻋﻤﻮﻣﻲﺳﺖ ﻳﻦ ﻗﺒﻴﻞ ﺣﺴﺎ‪ W‬ﻛﻤﺘﺮ ﻣﻲﺗﻮﻧﺪ‬ ‫ﺗﻔﺴﻴﺮ ﭘﺬﻳﺮ  ﺳﺘﻌﺎ< ﻧﮕﺮ ﺑﺎﺷﺪ‪ ،‬ﻣﺎ  ﺷﻌﺮ ﻋﺮﻗﻲ ﻛﻪ‪ $‬ﺑﺴﺎ ﻋﺮﻓﺎﻧﻲ‬ ‫ﺳﺖ‪ ،‬ﺑﺎ ﺳﺎ  ﻛﺎﻫﺎ‪ $‬ﺗﻤﺜﻴﻞ  ﻣﻌﺎ ﺳﺎ‪  $‬ﻧﻴﺰ ﺗﺠﺮﺑﻪ ﻣﻌﻨﻮ‪ $‬‬ ‫ﺷﺨﺼﻲ ﺣﺪ ﺟﻮ  ﻣﺜﺎ ‪ – ,J‬ﻛﻪ ﺑﻌﺪﻫﺎ ﻧﺰ ﺷﺎﻋﺮ‪ ,‬ﻳﮕﺮ ﺗﻌﻤﻴﻢ‬ ‫ﻣﻲﻳﺎﺑﺪ  ﻳﺎ ﮔﺎ< ﺑﻪ ﺗﻮ ﺷﺒﺎﻫﺖﻫﺎﻳﻲ ﺑﺎ ﻫﻢ ﭘﻴﺪ ﻣﻲﻛﻨﻨﺪ – ﻳﻚ ‪،<s‬‬ ‫ﺧﻮﺷﻴﺪ ﺳﺖ  ﻳﻚ ﻗﻄﺮ<‪ ،‬ﺻﺪ ﻳﺎﺳﺖ  ﻳﻚ ﺧﺎ‪ ،n‬ﻫﺰ ‪.TJ‬‬ ‫ﺷﺒﺴﺘﺮ‪ $‬ﺑﺎ ﺳﺤﺮ ﻛﻼ‪ T‬ﺧﻮ ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫ﺟﻬﺎ‪  ,‬ﺳﺮ ﺑﻪ ﺳﺮ ‪J‬ﻳﻴﻨــﻪ‪, $‬‬ ‫ﺑﻪ ﻫﺮﻳﻚ ‪ ، <s‬ﺻﺪ ﻣﻬﺮ ﺗﺎﺑﺎ‪,‬‬ ‫ﮔﺮ ﻳﻚ ﻗﻄــﺮ<   ﺑﺮﺷﻜــﺎﻓﻲ‬ ‫ﺑﺮ‪J ,‬ﻳﺪ   ﺻﺪ ﺑﺤـــﺮ ﺻﺎﻓﻲ‬ ‫ﺑﻪ ﻫﺮ ﺟﺰ‪ $‬ﺧﺎ‪ n‬ﺑﻨﮕﺮ‪ $‬ﺳﺖ‬ ‫ﻫﺰ‪ TJ ,‬ﻧﺪ ‪ $‬ﻫﻮﻳــﺪﺳﺖ‬ ‫) ﻻﻫﻴﺠﻲ‪(101 – 100 :1371 ،‬‬ ‫ﺑﻨﺎﺑﺮ ﻓﺮﺿﻴﺎﻳﻦ ﮔﺰ< ﺟﺪً ﺣﺴﺎ‪ W‬ﺑﺴﻴﺎ ﻳﮋ<  ﺣﺲ ﻏﺮﻳﺒﻰ‬ ‫ ﻛﻪ ﻳﻜﻲ ﺑﺴﻴﺎ‪ ،‬ﺑﺴﻴﺎ ﻧﺪ‪ ،n‬ﻧﺴﺎ‪ ,‬ﻋﺎﻟﻢ ﻛﺒﻴﺮ‪ ،‬ﻋﺎﻟﻢ ﻧﺴﺎ‪ ,‬ﺻﻐﻴﺮ‬ ‫ﺑﺎﺷﺪ‪:‬‬ ‫ﺟﻬﺎ‪ ,‬ﺧﻠﻖ  ﻣﺮﻳﻨﺠﺎ ﻳﻜﻲ ﺷﺪ‬

‫ﻛﻲ ﺑﺴﻴﺎ  ﺑﺴﻴﺎ ﻧﺪﻛﻲ ﺷﺪ‬ ‫)ﻫﻤﺎ‪(16:,‬‬ ‫ﮔﻔﺘﻪﻧﺪ ﻛﻪ ﺗﻌﻤﻴﻢ ‪J‬ﮔﺎﻫﻲ ﺷﺨﺼﻲ‪ ،‬ﻫﻤﺎ‪,‬ﻳﺠﺎﻳﺪﺋﻮﻟﻮژ‪ $‬‬ ‫‪J‬ﮔﺎﻫﻲ ﻛﺎ‪ Zs‬ﺳﺖ  ﺑﺎ ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﺟﺪﻳﺪ  ﺳﺘﻴﺰ ﻣﻲﺷﻮ‪ ،‬ﭼﺮ ﻛﻪ‬ ‫ﺗﺠﺮﺑﻪ ﻣﻌﻨﻮ‪  $‬ﺣﺴﺎ‪ W‬ﺷﺨﺼﻲ‪ ،‬ﻗﺎﺑﻞ ﻧﺘﻘﺎ  ﺗﻌﻤﻴﻢ ﭘﺬﻳﺮ ﻧﻴﺴﺖ‪،‬‬ ‫ﻣﺘﻜﺜﺮ ﺳﺖ‪ :‬ﺗﺠﺮﺑﻪ ﻣﻌﻨﻮ‪  $‬ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﻫﻨﺪ ﻳﺮﻧﻲ‪ ،‬ﻣﻴﺘﺮﻳﻲ ‬ ‫ﻣﺴﻴﺢ  ﺳﺖ‪ ،‬ﻣﺎ ﻫﻤﻴﻦ ﺗﺠﺮﺑﻪ  ﻧﺰ ﻳﻬﻮﻳﺎ‪ ,‬ﺑﺎﺗﺎ‪ Z‬ﻣﻌﻜﻮ‪W‬‬ ‫‪ .‬ﺗﺼﻮ‪u‬ﻳﺮﻧﻲ ﻣﺎ‪ ،‬ﺧﻮ ﺑﻪ ﺗﻨﻬﺎﻳﻲ  ﺳﻮﻳﻪ ﺳﺖ‪ .‬ﺣﺘﻲ ﻳﻚ ﺻﻮﻓﻲ‬ ‫ﭼﻮ‪ ,‬ﻣﻮﻟﻮ‪ $‬ﮔﺎﻫﻲ ﻳﻬﻮ< ﮔﻮﻧﻪ ﺑﻪ ﻫﺴﺘﻲ ﻣﻲﻧﮕﺮ  ﮔﺎ< ﻣﺴﻴﺤﺎﻳﻲ‪.‬‬ ‫ ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﻳﻬﻮ<  ﻛﻪ  ﺷﻌﺮ ﻣﻮﻟﻮ‪ $‬ﺑﺴﻴﺎ ﭼﺸﻤﮕﻴﺮﺗﺮ ﺳﺖ‪،‬‬ ‫ﺗﻤﺜﻴﻞﻫﺎ‪" $‬ﺟﻮ‪  I‬ﺧﺮ‪ I‬ﻳﺎ"  "ﺷﻴﺮ"  ﻣﺤﻮ ﺟﺎﻧﺸﻴﻨﻲ‪ 5‬ﺑﺎ‬ ‫ﺧﺪﺳﺖ‪   ،‬ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﻣﺴﻴﺢ  ‪ ,J‬ﺣﻤﺖ ﺧﺪﻧﺪ  ﻧﻴﺰ "ﻣﻬﺮ" ‬ ‫"ﺧﻮﺷﻴﺪ"  "ﺷﻤﺲ" ﺳﺖ ﻛﻪ ﺟﺎﻧﺸﻴﻦ ﺧﺪﻧﺪ ﻣﻲﮔﺮﻧﺪ‪ ) .6‬ﻫﻤﭽﻨﻴﻦ‬ ‫ﻧﻚ‪ :‬ﺑﻪ ﺧﻮ ژﮔﺎ‪ ,‬ﻣﻮﺳﻲ  ﻋﻴﺴﻲ  ﻫﻤﺎ‪ ,‬ﻣﺂﺧﺬ ؛ ﺻﺺ ‪ 608‬‬ ‫‪ 617‬ﻛﻪ ﺧﻮ ﻧﺸﺎﻧﻪ ﻧﺪ  ﺟﺎﻳﮕﺎ< ‪  ,J‬ﭘﻴﺎﻣﺒﺮ  ﺧﺮ‪ I‬ﻳﺎ  ﻣﻬﺮ‬ ‫ﻳﻌﻨﻲ ‪J‬ﺳﻤﺎ‪ ,‬ﭼﻬﺎ‪ T‬ﺳﺖ(‪ .‬ﺑﻪ ﻫﺮ ‪  ،$‬ﻧﮕﺎ< ﭘﻮﭘﺮ‪ $‬ﻫﺮﻳﻚ ﻳﻦ‬ ‫ ﺑﻄﺎ ﻧﺎﭘﺬﻳﺮﻧﺪ‪.‬‬ ‫ "ﻣﻨﻄﻖ ﻟﻄﻴﺮ" ﻋﻄﺎ‪" ،‬ﻫﺪﻫﺪ" ‪ $‬ﺑﺎ‪ ,‬ﺳﺘﻌﺎ‪  $‬ﻳﻘﻴﻦ ‬ ‫ﺗﺠﺮﺑﻪ‪ $‬ﺳﺖ ﻛﻪ ‪   ,J‬ﻣﺮﻏﺎ‪ ,‬ﻳﮕﺮ ﺗﻌﻤﻴﻢ ﻣﻲﻫﺪ  ‪,J‬ﻫﺎ  ‬ ‫ﺟﺴﺘﺠﻮ  ﺳﻔﺮ ﺑﻪ ﺳﻮ‪ $‬ﺳﻴﻤﺮ†  ﻣﻲ‪ .‬ﻣﺎ ﻋﺬ ﻣﺮﻏﺎ‪  ,‬ﺑﺮﺑﺮ‬ ‫ﻋﺎﺷﻖ ﻫﻤﻴﻦ ﮔﻞ ﺳﺖ‪ ،7‬ﻃﺎ‪  W‬ﺣﻔﻆ‬ ‫ﺣﺴﻲ ﺳﺖ‪ :‬ﺑﻠﺒﻞ‬ ‫ِ‬ ‫ ﮔﺎ< ّ‬ ‫ﺑﻬﺸﺖ ﺻﻮ‪ $‬ﺧﻮ ﻣﻲﻛﻮﺷﺪ‪ ،8‬ﻣﺮﻏﺎﺑﻲ ﻧﻤﻲﺗﻮﻧﺪ  ‪ $ ZJ‬ﻛﻨﺪ‪ 9‬‬ ‫ﺣﺴﻲ ﺳﺖ ﻧﻪ ﻣﻌﻨﻮ‪$‬‬ ‫ﺑﺎ  ﺳﺎﻋﺪ ﺷﺎ<  ﻧﻤﻲﺷﻮ‪ .10‬ﻫﻤﻪﻳﻦ ﻣﻮ ّ‬ ‫ ﺳﺘﻌﺎ‪ .$‬ﻋﻄﺎ  ﺑﺎ‪ ,‬ﺟﻐﺪ ﺳﺨﻨﻲ ﻋﺠﻴﺐ  ﻏﻴﺮ ﺣﺴﻲ ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫»ﻋﺸﻖ ﺑﺮ ﺳﻴﻤﺮ† ﺟﺰ ﻓﺴﺎﻧﻪ ﻧﻴﺴﺖ« ) ﻋﻄﺎ‪.(278 :1383 ،‬‬ ‫ﻋﻄﺎ ﺑﺎ ﻳﺖ ﺳﺤﺮ‪J‬ﻣﻴﺰﻳﻦ ﺳﺘﻪ  ﭘﺮﻧﺪﮔﺎ‪  ,‬ﺗﺨﻄﺌﻪ  ﺧﻮﻧﻨﺪ<‬ ‫ ﺟﺎ ﻣﻰ ﻛﻨﺪ ‪ a‬ﺧﻴﺎ  ﺑﺮ ﻣﻮ‪ a‬ﻛﻪ ﺣﺲ ﻣﻰ ﺷﻮﻧﺪ ﺑﺮﺗﺮ‪ a‬ﻣﻰ‬ ‫ﻫﺪ  ﻣﺮ ﻳﻦ   ﮔﺎ< ﺑﺮ ﻣﻰ ‪ .‬ﺷﺎﻋﺮ‪ ,‬ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ ﻣﺎ ﺑﻴﺸﺘﺮ‬ ‫ﺑﻪ ﺻﻒ ﻃﺒﻴﻌﺖ ﻣﻲﭘﺮﻧﺪ‪ .‬ﻟﺒﺘﻪ ﺧﻮ ﺷﻌﺮﻳﺖ ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ ﻗﺘﻀﺎ‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﮔﺎ< ﺣﺴﺎ‪  W‬ﻳﺎ ﺣﺴﺎﺳﺎ ﺷﺨﺺ ﻧﻴﺰ  ﺷﻌﺮﺷﺎ‪ ,‬ﺣﻀﻮ‬ ‫ﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻣﺎ ﺳﺖ ﻛﻢ‪ ،‬ﺑﻪ ﻃﻮ ﻣﺴﻠﻂ ﻳﻚ ﺳﻮ‪$‬ﻳﻦ ﺷﻌﺮ ﺣﺴﻲ‬ ‫ﺳﺖ‪ :‬ﺑﻴﺎ‪ ,‬ﺣﺴﺎ‪ W‬ﻳﺎ ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ ﺷﺎﻋﺮ ﻧﺴﺒﺖ ﺑﻪ ﻃﺒﻴﻌﺖ‬ ‫ﻃﺮ‪ .u‬ﻣﺎ ﻫﺮ ﺳﻮ‪ $‬ﺷﻌﺮ ﻋﺮﻗﻲ ﻧﺴﺒﺖ ﺑﻪ ﺷﻌﺮ ﺧﺮﺳﺎﻧﻲ ﻏﻴﺮ ﺣﺴﻲ‬ ‫ﺳﺖ‪ :‬ﺑﻴﺎ‪ ,‬ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ ﺷﺎﻋﺮ ﻧﺴﺒﺖ ﺑﻪ ﻣﺎء ﻟﻄﺒﻴﻌﻪ  ﻳﺎ‬ ‫ﻃﺒﻴﻌﺘﻲ ﻛﻪ ﻣﻌﻨﺎﻳﻲ ﻣﺎﺋﻲ ‪ .‬ﻣﺜﻞ ﻟﺬ ﺑﺮ‪  ,‬ﺑﻬﺎ  ﺷﺮ‪ ،Z‬ﻛﻪ‬ ‫ﻟﺬ ﺑﺮ‪ ,‬ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ ﻫﺮ  ﮔﺮ< ﺳﺖ‪ ،‬ﻣﺎ ﺑﻬﺎ‬ ‫ﺷﺮ‪ Z‬ﺷﺎﻋﺮ‪ ,‬ﺧﺮﺳﺎﻧﻲ ﻗﻌﻲ  ﺣﺴﻲ ﺳﺖ  ﺑﻬﺎ  ﺷﺮ‪ Z‬ﺷﺎﻋﺮ‪,‬‬ ‫ﻋﺮﻗﻲ‪ ،‬ﻣﺠﺎ‪  $‬ﻣﻌﻨﻮ‪).$‬ﺟﺪ(‬ ‫ﺑﺎ†‪ ،‬ﺑﻬﺎ‪ ،‬ﻧﻮ‪ ،‬ﺻﺒﺢ‪ ،‬ﮔﻞ‪ ،‬ﭼﺸﻢ‪ ،‬ﺷﺮ‪  Z‬ﻣﺜﺎ ‪ ,J‬ﻏﺎﻟﺒ ًﺎ ‬ ‫ﻧﺸﺎﻧﻪﻫﺎ‪ $‬ﻳﺒﺎﻳﻲﻫﺎ‪ $‬ﻇﺎﻫﺮ‪  $‬ﺷﻌﺎ ﺷﺎﻋﺮ‪ ,‬ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ ﭼﻮ‪,‬‬

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‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺮﺧﻲ‪ ،‬ﻣﻨﻮﭼﻬﺮ‪ ،$‬ﻋﻨﺼﺮ‪  $‬ﻳﮕﺮ‪ ,‬ﺳﺖ‪ ،‬ﻣﺎ ﻫﻤﻴﻦ ﻋﻨﺎﺻﺮ  ﺷﻌﺮ‬ ‫ﻧﺎﺻﺮ ﺧﺴﺮ ﺗﺎ ﻣﻮﻟﻮ‪  $‬ﺑﻌﺪ  ‪ ،‬ﺑﻴﺸﺘﺮ‪ $ ،‬ﺟﻨﺒﻪﻫﺎ‪ $‬ﺳﺘﻌﺎ‪،$‬‬ ‫ﻧﺘﺰﻋﻲ  ﻣﻌﻨﻮ‪ $‬ﻣﻲﺷﻮﻧﺪ‪ :‬ﺑﺎ† ﺟﺎ‪ ،,‬ﺑﻬﺎ ‪ ،‬ﻧﻮﺟﺎ‪ ،,‬ﺻﺒﺢ ‪ ،‬ﮔﻞ‬ ‫ﻣﻌﻨﻲ‪ ،‬ﭼﺸﻢ ‪ ،‬ﺷﺮ‪ Z‬ﻋﺸﻖ ؛ ﺣﺎﻓﻆ ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫ﻣﺴﺘﻲ ﻋﺸﻖ ﻧﻴﺴﺖ  ﺳﺮ ﺗﻮ‬ ‫ ﻛﻪ ﺗﻮ ﻣﺴﺖ ‪ ZJ‬ﻧﮕﻮ‪$‬‬ ‫) ﺣﺎﻓﻆ‪ ،‬ﺑﻲ ﺗﺎ‪(256 :‬‬ ‫ﻣﺨﺎﻃﺐﻳﻦ ﺷﻌﺮ ﻣﻲﺗﻮﻧﺪ ﻳﻚ ﺷﺎﻋﺮ ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ ﻧﻴﺰ ﺑﺎﺷﺪ ﻛﻪ‬ ‫ﻧﻘﺪﻳﻨﺠﺎﻳﻲ  ﺑﺠﺎ‪ $‬ﻧﺴﻴﺔ  ﺳﺖ ﻧﺘﺨﺎ‪ Z‬ﻣﻲﻛﻨﺪ‪:‬‬ ‫ﮔﻮﻳﻨﺪ ﻛﺴﺎ‪ ,‬ﺑﻬﺸﺖ ﺑﺎ ﺣﻮ ﺧﻮ‪ I‬ﺳﺖ‬ ‫ﻣﻦ ﻣﻲﮔﻮﻳﻢ ﻛﻪ ‪ ZJ‬ﻧﮕﻮ ﺧﻮ‪ I‬ﺳﺖ‬ ‫ﻳﻦ ﻧﻘــﺪ ﺑﮕﻴﺮ  ﺳﺖ  ‪ ,J‬ﻧﺴﻴﻪ ﺑﺪ‬ ‫ﻛﺂ ﻫـﻞ ﺷﻨﻴﺪ‪   ,‬ﺧﻮ‪ I‬ﺳﺖ‬ ‫) ﺧﻴﺎ‪(41 :1381 ،T‬‬ ‫ﺧﻴﺎ‪ T‬ﻳﻦ ﺷﻌﺮ ﺣﺴﺎ‪ W‬ﻟﺬ ﺧﻮ  ﻧﺴﺒﺖ ﺑﻪ ‪ ZJ‬ﻧﮕﻮ ﻛﻪ‬ ‫ﻣﻠﻤﻮ‪ W‬ﺳﺖ ﺑﻴﺎ‪ ,‬ﻣﻲﻛﻨﺪ ) = ‪ ZJ‬ﻧﮕﻮ ﺧﻮ‪ I‬ﺳﺖ(  ﺷﺮ‪ Z‬‬ ‫ﺳﺖ  ﻣﻬﻤﻞ ﻓﺮˆ ﻣﻲﻛﻨﺪ ) = ‪ J‬ﻫﻞ‪  .(....‬ﻣﻬﻤﺘﺮﻳﻦ ﻋﻨﺎﺻﺮ‬ ‫ﺣﺴﻲ  ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ ﻣﻴﻦ ﺳﺖ ﻛﻪ  ﺳﺒﻚ ﻋﺮﻗﻲ ﺟﺎ‪ $‬ﺧﻮ ‬ ‫ﺑﻪ ‪J‬ﺳﻤﺎ‪ ,‬ﻣﻲﻫﺪ‪  .‬ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ ﺑﻪ ﻟﻴﻞ ﮔﺮﻳﺶﻫﺎ‪ $‬ﻧﻀﻤﺎﻣﻲﺗﺮ‬ ‫ﻧﺪﮔﻲ  ﺑﺎﺗﺎ‪  ,J Z‬ﺷﻌﺮ‪ ،‬ﻋﻨﺼﺮ ﻣﻴﻦ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻋﻨﺼﺮ‪ T $‬ﺳﺘﻲ‬ ‫ﻣﻄﺮ} ﻣﻲﺷﻮ‪ .‬ﻛﺜﺮ ﻗﺼﺎﻳﺪﻳﻦ ‪  ,‬ﻣﻴﻦ  ﻳﺒﺎﻳﻲﻫﺎ  ﻟﺬﻫﺎ‪$‬‬ ‫ﻣﻮﺟﻮ  ‪ ,J‬ﻳﺎ ﻣﻲﻛﻨﺪ‪ .‬ﻓﺮﺧﻲ  ﻣﻘﺪﻣﺔ ﻗﺼﻴﺪ<‪  ،$‬ﺑﺎ†  ﻓﺼﻞ‬ ‫ﺑﻬﺎ ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫ﺑﺎ† ﻳﺒــﺎ { ﭘﺮﻧــﺪ ﺳﻠـﺐ‬ ‫ﻟﻌﺒﮕﺮ ﮔﺸﺖ  ﻟﻌﺒﻬﺎ‪ I‬ﻋﺠﺐ‬ ‫ﺣﺴﺪ ‪J‬ﻳﺪ ﻫﻤﻲﺑﺲ ﮔﻞﻫﺎ‬ ‫‪J‬ﺳﻤﺎ‪  ,‬ﺑــﻮﺳﺘﺎ‪ ,‬ﻫﺮﺷﺐ‬ ‫) ﻓﺮﺧﻲ‪(13 :1371 ،‬‬ ‫ﺷﺎﻋﺮ‪ ,‬ﻳﮕﺮ ﻣﻌﺎﺻﺮ ﻓﺮﺧﻲ ﻧﻴﺰ‪  ،‬ﻳﺒﺎﻳﻲﻫﺎ‪ $‬ﻣﻴﻦ  ﻣﻘﺪﻣﻪ‬ ‫ﻗﺼﺎﻳﺪ ﺧﻮ ) ﺗﺸﺒﻴﺐ  ﺗﻐﺰ( ﻳﺎ ﻣﻲﻛﺮﻧﺪ‪ ،‬ﻣﺎ ﻧﺎﺻﺮ ﺧﺴﺮ ﺑﻪ ﺟﺎ‪$‬‬ ‫ﺗﺸﺒﻴﺐ  ﺗﻐﺰ ﻣﻌﻬﻮ ﻣﻴﻨﻲ  ‪J‬ﺳﻤﺎ‪J ,‬ﻏﺎ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﺎ ‪ ,J‬ﻫﻤﻪ ﻣﻌﺎﻧﻲ‬ ‫ﭘﺮﻛﻨﺪ<‪ ،‬ﮔﺴﺘﺮ<  ﺳﺘﻌﺎ‪ $‬ﻛﻪ  ‪J‬ﺳﻤﺎ‪   ,‬ﻋﺎﻓﺎ‪ ,‬ﺗﺠﻠﻲ ﻣﻲﻛﻨﺪ‪،‬‬ ‫ ‪J‬ﺳﻤﺎ‪J  ,‬ﻧﭽﻪ  ‪ ,J‬ﺳﺖ   ﻓﻼ‪ ،n‬ﻋﻘﻮ‪ ،‬ﻧﻔﻮ‪ ،W‬ﻓﺮﺷﺘﮕﺎ‪،,‬‬ ‫ﺑﻬﺸﺖ  ﻧﻈﺎﻳﺮ ‪.,J‬‬ ‫ﺑﻮﻳﮋ< ﻛﻪ ﮔﺎ< ﻣﺮ ﻣﺸﺨﺼﻰ  ‪J‬ﻧﻬﺎ ﻳﺪ< ﻧﻤﻲﺷﻮ  ﺷﻦ ﻧﻴﺴﺖ‬ ‫ﻛﻪ ﭼﻪ ﻣﺎﻧﻲ ﻣﺮ‪J ،‬ﺳﻤﺎ‪ ,‬ﻣﺎ‪ $‬ﺳﺖ‪ ،‬ﭼﻪ ﻣﺎ‪J ,‬ﺳﻤﺎ‪ ,‬ﻣﻌﻨﻮ‪.$‬‬ ‫ﺧﻮﺟﻮ‪ $‬ﻛﺮﻣﺎﻧﻲ  ‪J‬ﻏﺎ ﻣﻨﻈﻮﻣﺔ " ﮔﻞ  ﻧﻮ "  ﺧﺎ‪  n‬ﻓﻼ‪ n‬ﻳﺎ‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﺧﻮ ﺗﻤﻬﻴﺪ‪ $‬ﺳﺖ ﺑﺮ‪ $‬ﺟﺎﻧﺸﻴﻨﻲ ﻓﻼ‪ n‬ﺑﻪ ﺟﺎ‪ $‬ﺧﺎ‪.n‬‬ ‫ﻳﻦ ﺷﻌﺮ ﻓﻼ‪  n‬ﻫﻤﻨﺸﻴﻨﻲ ﺑﺎ ﻣﻪ ﻳﺎ‪  ,‬ﻋﺬﻓﺮ ﻗﺮ  ‬ ‫ﺧﺎ‪ n‬ﻫﻤﻨﺸﻴﻦ ژ… ﺻﻔﺤﻪ  ﻧﻘﺶ ﺑﻨﺪ ﺳﺖ ﻛﻪ ﻳﻦ ﺷﻌﺮ ﻳﺒﺎﺗﺮ‬

‫ﺑﻮ‪ ,‬ﻓﻼ‪  n‬ﻳﻚ ﻧﻈﺮ ﻟﻘﺎ ﻣﻲﺷﻮ‪:‬‬ ‫ﺑﻪ ﻧﺎ‪ T‬ﻧﻘﺶ ﺑﻨﺪ ﺻﻔﺤﻪ ﺧﺎ‪ n‬ﻋﺬ ﻓﺮ ﻣﻪ ﻳﺎ‪ ,‬ﻓﻼ‪n‬‬ ‫‪J‬ﻳﺎﻳﻦ ﻳﺒﺎﻳﻲ  ﺟﺤﻴﺖ ‪J‬ﺳﻤﺎ‪ ,‬ﺑﺮ ﻣﻴﻦ ﻧﺎﺷﻲ  ﻳﺒﺎﻳﻲ ﺳﺘﺎﮔﺎ‪,‬‬ ‫ ﺷﺐ ﺳﺖ؟ ﻳﻦ ﺻﻮ ﭼﺮ  ﺷﻌﺮ ﻓﺮﺧﻲ ﮔﻠﻬﺎ  ﻧﮕﻬﺎ‪ $‬ﻣﻴﻦ‬ ‫ﻣﺘﻨﻮ‪ l‬ﺗﺮ  ﻳﺒﺎﺗﺮﻧﺪ؟ ﺟﺰﻳﻦ ﺳﺖ ﻛﻪ ﻳﻨﺠﺎ ﻓﻼ‪ n‬ﺑﺎ ﻧﺸﺎﻧﻪ ﻣﻪ‬ ‫ﻳﻲﻳﺠﺎ ﺑﻬﺎ‪ T‬ﻛﺮ<  ﺿﻮ} ﺳﺘﺎﮔﺎ‪ ,‬ﺑﺎ ﭘﺲ ﻣﻴﻨﻪﻫﺎ‪ $‬ﺧﺸﺶ‬ ‫ﻣﻌﻨﻮ‪J  $‬ﺳﻤﺎﻧﻲ ﻛﻢ ﻧﮓ ﮔﺮﻳﺪ<   ﻓﺮﺟﺎ‪ T‬ﺷﻦ ﻧﻴﺴﺖ ﻛﻪ ‪J‬ﺳﻤﺎ‪,‬‬ ‫ﺑﺎ ﻛﺪ‪ T‬ﻣﻌﻨﺎﻳﺶ ﺑﺮ ﻣﻴﻦ ﺑﺮﺗﺮ‪ $‬ﻣﻲﻳﺎﺑﺪ‪ .‬ﺑﺎ ﺳﺘﺎﮔﺎ‪ ,‬ﻇﺎﻫﺮ‪ a‬ﻳﺎ ﻧﻮﻫﺎ‪a‬‬ ‫ﻣﻌﻨﻮ‪a‬؟ ﻣﻮﻟﻮ‪ $‬ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫ﻣﻨﺰﻟﮕﻪ ﻣﺎ ﺧﺎ‪ n‬ﻧﻲ‪ ،‬ﮔﺮ ﺗﻦ ﺑﺮﻳﺰ ﺑﺎ‪ n‬ﻧﻲ‬ ‫ﻧﺪﻳﺸﻪ ‪ T‬ﻓﻼ‪ n‬ﻧﻲ‪ $،‬ﺻﻞ ﺗﻮ ﻛﻴﻮ‪ ,‬ﻣﻦ‬ ‫) ﻣﻮﻟﻮ‪(347 :1363 ،$‬‬ ‫ﻳﻦ ﺑﻴﺖ ﺟﺰﻳﻨﻜﻪ ﺑﻪ ﻧﻮﻋﻲ ‪J‬ﺳﻤﺎ‪  ,‬ﺑﺮ ﻣﻴﻦ ﺗﺮﺟﻴﺢ ﻣﻲﻫﺪ‪،‬‬ ‫ ﻫﻠﻪ ﻧﺨﺴﺖ ﻣﺎ  ﺑﺪﻳﻦ ﮔﻤﺎ‪ ,‬ﻣﻲ ﻛﻪﻳﻦ ﻓﻼ‪ ،n‬ﻓﻼ‪n‬‬ ‫ﻣﻌﻨﻮ‪ $‬ﺳﺖ‪ ،‬ﻳﺮ ﺧﻮ ﻓﻼ‪  n‬ﺣﺘﻲ ﻋﻘﻮ  ﻧﻔﻮ‪ ,J W‬ﻣﺪ ﻧﻈﺮ‬ ‫ﮔﻮﻳﻨﺪ< ﻧﻴﺴﺖ‪ .‬ﺻﻞ ﻛﺴﻲ  ‪J‬ﻧﺠﺎ ﻣﻮ ﻧﻈﺮ ﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ‪J‬ﺳﻤﺎ‪,‬‬ ‫ﺟﺎﻳﮕﺎ< ﻣﻌﻨﺎ  ﺻﺎ ﺳﺖ‪ .‬ﻣﺎ ﺑﺎ ﻧﮓ ﺑﻴﺸﺘﺮ ﺑﻪﻳﻦ ﺗﺮﻳﺪ ﻣﻲﺳﻴﻢ‬ ‫ﻛﻪ ﺣﺘﻤﺎ ًﻻﻳﻦ ‪J‬ﺳﻤﺎ‪ ,‬ﻻﻣﻜﺎ‪ ،,‬ﺟﺎﻳﻲ ﺑﺮ ﻓﺮ ﺳ ِﺮ ﻣﺎ ﻧﻴﺴﺖ‪ .‬ﭼﻮ‪ ,‬ﻣﻤﻜﻦ‬ ‫ﺳﺖ ﻣﺨﺎﻃﺐ ‪ ,J‬ﺑﻴﺖ ﺧﺪ ﻳﺎ ﻣﻮﺟﻮ‪J $‬ﺳﻤﺎﻧﻲ ﺑﺎﺷﺪ‪ .‬ﭼﺮ ﻛﻪ  ﭼﻨﺪ‬ ‫ﺑﻴﺖ ﺑﻌﺪ  ‪ ,J‬ﮔﻔﺘﻪ ﺷﺪ< ﺳﺖ ﻛﻪ‪:‬‬ ‫‪ $‬ﺷﻪ ﺻﻼ} ﻟﺪﻳﻦ ﻣﻦ‪ , < ،‬ﻣﻦ‪ < ،‬ﺑﻴﻦ ﻣﻦ‬ ‫‪ $‬ﻓﺎ†  ﺗﻤﻜﻴﻦ ﻣﻦ‪ $،‬ﺑﺮﺗﺮ  ﻣﻜﺎ‪ ,‬ﻣﻦ‬ ‫ﮔﺮ ﻣﻌﻨﺎ  ﻻﻣﻜﺎ‪ ,‬ﺳﺖ‪  ،‬ﻛﺮ‪ ,‬ﺳﺖ ﺑﻪ ﺳﻮ‪J $‬ﺳﻤﺎ‪  ,‬ﻳﺎ‬ ‫ﻧﻈﺮ ﻛﺮ‪ ,‬ﻋﺎ‪ u‬ﺑﻪ ‪J‬ﺳﻤﺎ‪ ,‬ﺻﺮﻓ ًﺎ ﻣﺮ‪ $‬ﺳﺖ " ﻓﺮﺿﻲ" ؛ ‪ ,J‬ﺗﻌﻤﻴﻢ‬ ‫ﻓﺮˆ ﮔﺮﻫﻲ  ﻓﻼﺳﻔﻪ ﻓﻼﻃﻮﻧﻲ  ﻧﻮ ﻓﻼﻃﻮﻧﻲ ﻛﻪ ﻣﺠﺮ ‬ ‫ﻋﻘﻮ  ﻧﻔﻮ‪  W‬ﻣﺴﺘﺘﺮ  ﺗﻦ  ﻫﻴﺄ ﻓﻼ‪ n‬ﻣﻲﺑﻴﻨﻨﺪ‪ .‬ﻧﺎﺻﺮ ﺧﺴﺮ‬ ‫ﺑﺎ< ﻓﻼ‪ n‬ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫ﮔﺮﻓﺘﻪ ﻫﺮ ﻳﻜﻲ ﻋﻘﻠﻲ  ﺟﺎﻧﻲ‬ ‫ﺑﻪ ﻛﺎ ﺧﻮﻳﺸﺘﻦ ﻫﺮ ﻳﻚ ﺟﻬﺎﻧﻲ‬ ‫) ﻧﺎﺻﺮ ﺧﺴﺮ‪(520 :1355 ،‬‬ ‫) ﺑﻲ ﺳﺒﺐ ﻧﻴﺴﺖ ﻛﻪ ﺷﺮ‪  p‬ﻋﻠﻲ ﻏﻢﻳﻦ ﻋﺎﻓﺎ‪  ,‬ﻣﻮﻗﻌﻴﺖ‬ ‫"‪ ",ِs‬ﺑﻪ ﻫﺮ ﻧﻘﻄﻪ ﺣﺘﻲ ﻣﻴﻦ ﺧﻴﺮ< ﻣﻲﺷﻮﻧﺪ ﭼﻮﻧﻜﻪ ‪J‬ﻧﺎ‪ ,‬ﻧﻈﺎﻣﻬﺎ‪$‬‬ ‫ﻃﺒﻴﻌﻲ ﺑﻮﻳﮋ< ﻣﻴﻦ  ﺟﺎﻧﺸﻴﻦ ‪J‬ﺳﻤﺎ‪ ,‬ﻣﻲﻛﻨﻨﺪ  ﻓﻠﺴﻔﻪ ‪J‬ﻧﺎ‪ ,‬ﺑﻴﺸﺘﺮ ﺑﻪ‬ ‫ﻃﺒﻴﻌﺖ ﺑﺴﺘﻪ ﺳﺖ(‪.‬‬ ‫ﻋﻨﺎﺻﺮ ﻳﺎ ﺷﺪ< ﺑﻮﻳﮋ< ﻋﻨﺎﺻﺮ ﻣﺘﻘﺎﺑﻞ ﻣﻴﻦ  ‪J‬ﺳﻤﺎ‪ ,‬ﻧﺘﻴﺠﻪ ﻳﮕﺮ‪$‬‬ ‫ﻧﻴﺰ ‪ .‬ﻋﻨﺼﺮ ﻋﺸﻖ  ﻫﻤﻨﺸﻴﻨﻲ ﺑﺎ ﺑﻬﺎ‪ ZJ ،‬ﻧﮕﻮ‪ ،‬ﺑﺎ†‪ ،‬ﺻﺒﺢ‪ ،‬ﮔﻞ‬ ‫ﮔﺰ<‬

‫ﻟﺬ ﺑﺮ‪ ,‬‬

‫ﺑﻬﺎ  ﺷﺮ‪Z‬‬

‫ﺳﺒﻚ‬ ‫ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ‬

‫ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ‬

‫ﺣﺴﻲ ) ﻇﺎﻫﺮ‪($‬‬

‫ﺳﺒﻚ ﻋﺮﻗﻲ‬

‫ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ‬

‫ﺣﺴﺎ‪ W‬ﺷﺨﺼﻲ ) ﻣﻌﻨﻮ‪($‬‬

‫ﻗﺮﺋﺘﻲ  ﺷﻌﺮ ﻛﻬﻦ ﻓﺎﺳﻲ ﺑﺮ ﺳﺎ‪ W‬ﭼﻨﺪ ﮔﺰ< ﺑﻨﻴﺎ‪ $‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ‬ ‫ ﻣﻴﻦ ﻣﻔﻬﻮﻣﻲﻣﺤﺴﻮ‪  W‬ﻏﻴﺮ ﻣﻬﻤﻞ    ﻫﻤﻨﺸﻴﻨﻲ ﺑﺎ ‪J‬ﺳﻤﺎ‪,‬‬ ‫ ﻣﺰ  ﻫﺎ‪ $‬ﺳﺮﺷﺎ ﻳﻬﺎ‪  T‬ﺑﻬﺎ ِ‪ – T‬ﻧﻪ ﺑﻲ– ﻋﺎﻓﺎ‪ ,‬ﻫﺮ ﭼﻪ‬ ‫ﺑﻴﺸﺘﺮ  ﺑﺮﻧﺪ< ﺑﺎ‪ $‬ﺑﺎﻧﻲ ﻣﻲﮔﺮ‪ .‬ﻋﺸﻖ ﺧﻴﺮ ﮔﺮ ﭼﻪ ﮔﺎ< ﭘﺎﻳﺪﺗﺮ‬ ‫ ‪ TJ‬ﺑﺨﺶ ﺗﺮ ﺳﺖ   ﻳﻪ ﻳﺪ ﺑﺴﻴﺎ‪  $‬ﻣﺘﻔﻜﺮ‪ ،,‬ﻋﻤﻴﻖ  ﭘﺮ‬ ‫ﺟﺎ‪s‬ﺑﻪ ﺳﺖ‪ ،‬ﻣﺎ ﺑﻪ ﮔﻤﺎ‪ ,‬ﺑﺮﺧﻲ  ﻓﻴﻠﺴﻮﻓﺎ‪ ,‬ﭘﻴﺮ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ‪$‬‬ ‫ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ  ﻓﺎﻗﺪ ﻣﺸﺮﻋﻴﺖ ﺳﺖ  ﺗﻨﻬﺎ ﻓﺎﻳﺪ< ﻛﺎﺑﺮ‪ $‬‬ ‫ﻋﻤﻠﻲ ‪ .‬ﻟﻴﻮﺗﺎ ﺑﺮ ﻣﺒﻨﺎ‪ $‬ﺑﺎ‪$‬ﻫﺎ‪ $‬ﺑﺎﻧﻲ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻓﺮ ﻳﺖ‬ ‫) ﻳﺖ ﻛﻼ‪  (,‬ﻋﻨﻮ‪ ,‬ﻛﺮ< ﺳﺖ ﻳﻦ ﮔﻮﻧﻪ ﻣﻮ   ﻧﺎﻣﺸﺮ‪l‬‬ ‫ﺗﺮﻳﻦ ﻓﺮ ﻳﺖﻫﺎ ﺑﻪ ﺷﻤﺎ ﻣﻲ‪ ) J‬ﻧﻚ‪ :‬ﻟﻴﻮﺗﺎ‪ .(355 :1380 ،‬ﺑﻴﺎ‬ ‫ﺑﻪ ﺑﺎ‪ $‬ﺑﺎﻧﻲ ﻗﺮ ﻣﻲﻛﻨﺪ  ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﻣﻲﮔﻮﻳﺪ ﺗﺎ ﻣﺎﻧﻲ ﻛﻪ ﭼﻴﺰ‪$‬‬ ‫ﻓﻲ ﻧﻔﺴﻪ ﺑﺎ‪ $‬ﺳﺖ‪ ،‬ﺗﻨﻬﺎ ‪ I‬ﺑﺎ‪ $‬ﻛﺮ‪    ,‬ﻓﺎﻗﺪ ‪I‬‬ ‫ﻳﮕﺮ ﺳﺖ‪ .‬ﻧﻴﭽﻪ ﻣﻲﮔﻮﻳﺪ‪ ,  " :‬ﻓﻼﻃﻮ‪ ,‬ﺑﻪ ﺑﻌﺪ‪ ،‬ﻓﻼﺳﻔﻪ ﻫﻤﻮ<‬ ‫ﻛﻮﺷﻴﺪ< ﻧﺪ ﺗﺎ ﻣﺎﻫﻴﺖ ﺳﺘﻌﺎ‪ $‬ﺑﺎ‪  ,‬ﻛﺘﻤﺎ‪  ,‬ﺣﺘﻲ ﺳﺮﻛﻮ‪ Z‬ﻧﻤﺎﻳﻨﺪ‪.‬‬ ‫ﻫﺮ ﭼﻨﺪ ﻓﻠﺴﻔﻪ ﭘﻴﻮﺳﺘﻪ  ﺳﺘﻌﺎ  ﻣﺠﺎﻫﺎ ﺳﻮ ﺑﺮ<‪ ،‬ﻣﺎ ﺣﺎﺿﺮ ﺑﻪ‬ ‫‪s‬ﻋﺎ‪,‬ﻳﻦ ﺣﻘﻴﻘﺖ ﻧﮕﺮﻳﺪ< ﺳﺖ‪ .‬ﺑﻴﺎ ﻳﻦ ﻧﻈﺮ ﺑﺎ ﺧﻮﻳﺸﺘﻦ ﺻﺎ‪p‬‬ ‫ﺗﺮ ﺳﺖ ﻛﻪ ﻣﻨﺶ  ﻣﺎﻫﻴﺖ ﺳﺘﻌﺎ‪ $‬ﺧﻮ  ﭘﻨﻬﺎ‪ ,‬ﻧﻤﻲﻛﻨﺪ‪ ،‬ﺑﻠﻜﻪ‬ ‫ﺻﺮﻳﺤ ًﺎ ﺑﻪ ﺣﻀﻮ ‪  ,J‬ﺣﻴﻄﻪ ﺧﻮ ﻋﺘﺮ‪ u‬ﻣﻲﻛﻨﺪ‪ ) " .‬ﺿﻴﻤﺮ‪،,‬‬ ‫‪ .(27 :1379‬ﻳﻜﻲ  ﺳﺎ  ﻛﺎﻫﺎ‪ $‬ﺑﺎ‪$‬ﻫﺎ‪ $‬ﺑﺎﻧﻲ ﺳﺘﻌﺎ< ﺳﺖ‪ .‬ﺷﻌﺮ‬ ‫ﻓﻠﺴﻔﻲ  ﻋﺮﻓﺎﻧﻲ ﺑﺎﻧﻲ ﺑﺮ‪ $‬ﻫﺴﺘﻲ ﺷﻨﺎﺳﻲ  ﺳﺘﻮ ﺧﻼﻗﻲ ﺳﺖ‪،‬‬ ‫‪ ,J‬ﻫﻢ ﺑﺎ ﺳﺘﻌﺎ<ﻫﺎ‪ $‬ﻓﺮ‪ ،,‬ﻣﺎ ﻛﻤﺘﺮ ﺑﺪﻳﻦ ﻣﺮ ﻗﺮ ﻣﻲﻛﻨﺪ‪ .‬ﺑﻪ ﻫﺮ‬ ‫‪ ،$‬ﮔﺮ ﺷﻌﺮ  ﺑﻴﺎ ﺑﻪ ﺗﻌﺒﻴﺮ ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺑﺎ‪ $‬ﺑﺎﻧﻲ ‪ ،‬ﺷﻌﺮ ﺑﻪ‬ ‫ﺻﻄﻼ} ﺣﻜﻤﻲ ﻋﺮﻓﺎﻧﻰ ﺑﻪ ﺗﻌﺒﻴﺮ ﻟﻴﻮﺗﺎ ﺷﻌﺒﺪ< ﺑﺎ‪ $‬ﺑﺎﻧﻲ ‪.‬‬ ‫ ﭘﺎﻳﺎ‪ ,‬ﮔﻔﺘﻪ ﺑﺎﺷﻴﻢ ﻛﻪ ﺷﻌﺮ ﻓﺎﺳﻲ  ‪J‬ﺧﺮﻫﺎ‪ $‬ﻗﺮ‪ ,‬ﻧﻬﻢ‪،‬‬ ‫ﺑﺎ< ﮔﺮﻳﺶ ﺧﻮ  ﺑﻪ ﺣﺴﻴﺖ ﻧﺸﺎ‪ ,‬ﻣﻲﻫﺪ‪ :‬ﻣﻜﺘﺐ ﻗﻮ‪ l‬ﻛﻪ ‬ ‫ﻫﻤﻴﻦﻳﺎ‪T‬ﻳﺠﺎ ﮔﺮﻳﺪ‪ ،‬ﺑﻪ ﻣﻌﻨﻲ ﮔﺮﻳﺶ ﺑﻪ ﻗﻌﻴﺎ ﻣﻠﻤﻮ‪ W‬ﺳﺖ‪.‬‬ ‫ﭘﺲ  ‪ ,J‬ﺳﺒﻚ ﻫﻨﺪ‪ $‬ﺣﺎﻟﺘﻲ ﻣﻴﺎﻧﻪ ﺑﻪ ﺧﻮ ﮔﺮﻓﺖ؛ ﻳﻌﻨﻲ ﻣﺎ ﺑﻴﻦ‬ ‫ﺟﻨﺒﻪﻫﺎ‪ $‬ﻗﻮﻋﻲ ﺟﺰء ﻧﮕﺮ  ﻋﺮﻓﺎﻧﻲ ﻛﻞ ﻧﮕﺮ )ﺑﺠﺰ ﺑﻴﺪ(‪ .‬ﻣﺎ ﺷﻌﺮ‬ ‫ﻣﻌﺎﺻﺮ  ﺟﻬﺖ ﻧﮕﺎ< ﺑﻴﺮﻧﻲ ﺑﺴﻴﺎ ﺣﺴﻲ‪   ،‬ﺟﻬﺖ ﺑﺎﻧﻲ‪ ،‬ﺳﺘﻌﺎ‪$‬‬ ‫ﺗﺮ  ﺗﻤﺎﻣﻲ<ﻫﺎ‪ $‬ﺷﻌﺮ ﻓﺎﺳﻲ ﺳﺖ‪ .‬ﻟﻲ ﻫﻴﭽﮕﺎ< ﺑﺎﻳﻦ ﺳﺘﻌﺎ<ﻫﺎ‬ ‫ﻫﻤﭽﻮ‪ ,‬ﺑﻴﺎ ﻋﺮﻓﺎﻧﻲ  ﺣﻜﻤﻲ‪ ،‬ﻋﺎ‪ $‬ﺑﻴﺎ‪ ,‬ﺣﻘﺎﻳﻖ ﻓﻠﺴﻔﻲ ‬ ‫ﺧﻼﻗﻲ ﻧﻤﻲﻛﻨﺪ   ﺳﺘﻌﺎ<ﻫﺎ‪ $‬ﻣﺒﻬﻢ ﻧﺘﺎﻳﺞ ﻣﻨﻄﻘﻲ ﻧﻤﻲﮔﻴﺮ‪ .‬ﺗﻨﻬﺎ‬ ‫ﺑﻪ ﺻﻨﺎﻋﺎ ﭘﻴﺸﺮ ﺑﻲ  ﻧﻴﺰ ﺗﺼﺎﻳﺮ ﺑﻲ ﻣﻲﻧﺪﻳﺸﺪ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﺷﻌﺮ‬ ‫ﻣﺮ  ﺟﻬﺘﻲ ﺑﻪ ﺷﻌﺮ ﺧﺮﺳﺎﻧﻲ ﻧﺰﻳﻜﺘﺮ ﺳﺖ  ﺑﻴﺸﺘﺮ ﻣﻲﺗﻮﻧﺪ ﺣﺎﺻﻞ‬ ‫ ﻓﺮﻧﺪ ﻃﺒﻴﻌﻲﻳﻦ ﺳﺒﻚ ﺑﺎﺷﺪ‪ .‬ﻣﻌﻤﻮﻻ ﺷﺎﻋﺮ‪ ,‬ﻣﻌﺎﺻﺮ ﻋﻼ< ﺑﺮ ﻳﻦ‬ ‫ﻛﻪ ﻧﮕﺎ< ﻣﺎ‪ a‬ﺑﻪ ﺷﻴﺎ‪ a‬ﭘﻴﺮﻣﻮ‪ ,‬ﻧﺪ‪ ،‬ﺑﺎ ﺷﻴﺎ‪ a‬ﻣﻌﻨﻮ‪ a‬ﻧﻴﺰ ﺑﺮﺧﻮ‬ ‫ﻣﺎ‪ a‬ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﻓﺮ† ﻓﺮﺧﺰ  ﺑﺴﻴﺎ‪  a‬ﺷﻌﺮﻫﺎ‪ a‬ﺧﻮ  ﺟﻤﻠﻪ‬ ‫"‪J‬ﻳﻪﻫﺎ‪ a‬ﻣﻴﻨﻰ ")‪  (252-246 :1383‬ﺷﺎﻣﻠﻮ  ﺷﻌﺎ‪ I‬ﭼﻮ‪" ,‬ﭘﺲ‬ ‫‪J‬ﻧﮕﺎ< ﻣﻴﻦ ﺑﻪ ﺳﺨﻦ ‪J‬ﻣﺪ " )‪ (74-69 :1379‬ﺑﻴﺸﺘﺮﻳﻦ ﺗﻮﺟﻬﺎﺗﺸﺎ‪,‬‬ ‫ﺑﻪ ﻋﻼﻳﻖ‪ ،‬ﺑﺮﻛﺎ  ﻣﺎﺋﺪ<ﻫﺎ‪ a‬ﻣﻴﻨﻰ ﺳﺖ ﺣﺘﻰ ﻛﺘﺮ ﺷﻔﻴﻌﻰ ﻛﺪﻛﻨﻰ‬ ‫ﻛﻪ ‪ a‬ﮔﺮﻳﺶﻫﺎ‪ a‬ﻋﺮﻓﺎﻧﻰ ﻋﻤﻴﻖ ﺳﺖ‪  ،‬ﺷﻌﺮ ﺧﻮ  ﺳﺘﻮ‬

‫ﻋﺮﻓﺎﻧﻰ  ﻓﻜﺎ ﻧﺘﺰﻋﻰ ﺳﺘﻔﺎ< ﻧﻤﻰ ﻛﻨﺪ ﺑﻮﻳﮋ< ﻳﻨﻜﻪ ﺷﻌﺮ ﺟﺎﻟﺐ ﺗﻮﺟﻪ‬ ‫‪ a‬ﺗﺤﺖ ﻋﻨﻮ‪ ,‬ﺳﺮ ﺳﺘﺎ<  )ﻧﻚ‪ ،‬ﺣﻘﻮﻗﻰ‪(735-734 :1377 ،‬‬ ‫ﺳﺘﺎ< ﻣﻰﮔﻮﻳﺪ‪:‬‬ ‫ﻟﻢ  ﻳﻦ ﺑﺎﻻ‪ ،‬ﮔﺮﻓﺘﻪ‪ ،‬ﻣﻰﺧﻮﻫﻢ ﺑﻴﺎﻳﻢ ‪ ,J‬ﭘﺎﺋﻴﻦ‬ ‫ﻛﺰﻳﻦ ﻛﺒﻮﻳﻨﻪ‪ ،‬ﻣﻠﻮ  ﻟﮕﻴﺮ‪ ،T‬ﺧﻮﺷﺎ ﺳﺮ‪,‬ﻫﺎ‬ ‫ ‪J‬ﻓﺘﺎﺑﻰﻫﺎ‬ ‫ﻣﻬﻤﺘﺮ ﻳﻨﻜﻪ ﺳﻬﺮ‪ Z‬ﺳﭙﻬﺮ‪ a‬ﺑﺎ ‪J‬ﻧﻜﻪ ﺑﻪ ﻟﺤﺎ‘ ﮔﺮﻳﺶ ﺑﻪ ﻧﻮﻋﻰ ‬ ‫ﻋﺮﻓﺎ‪  ,‬ﺷﻌﺮ ﻓﺎﺳﻰ ﺗﻘﺮﻳﺒﺎ ﻳﻚ ﺳﺘﺜﻨﺎﺳﺖ ﻣﻮ ﻣﻌﻨﻮ‪ a‬ﺣﺘﻰ ﺧﺪﻧﺪ‬ ‫  ﻫﻤﻴﻦ ﻧﺰﻳﻜﻰﻫﺎ‪ a‬ﻣﻴﻦ ﻣﻰﺑﻴﻨﺪ‪.‬‬ ‫ ﺧﺪﻳﻰ ﻛﻪ  ﻳﻦ ﻧﺰﻳﻜﻰ ﺳﺖ‪:‬‬ ‫ﻻ‪$‬ﻳﻦ ﺷﺐ ﺑﻮﻫﺎ‪ ،‬ﭘﺎ‪ ,J $‬ﻛﺎ‪ z‬ﺑﻠﻨﺪ‬ ‫‪J $‬ﮔﺎﻫﻲ ‪ $ ،ZJ‬ﻗﺎﻧﻮ‪ ,‬ﮔﻴﺎ<‬ ‫)ﺳﭙﻬﺮ‪(272 :1370 ،$‬‬ ‫ﺑﻨﺎﺑﺮﻳﻦ ﺗﻨﻬﺎ  ﺳﺒﻚ ﻋﺮﻗﻲ ﺳﺖ ﻛﻪ ﻋﺮﻓﺎ‪  ,‬ﺣﻜﻤﺖ ﺟﻪ‬ ‫ﻏﺎﻟﺐ ﮔﺮﻳﺪ<  ﺣﻔﺮ< ﻏﺮﻳﺒﻲ  ﺗﺎﻳﺦ ﺑﻴﺎﻳﺮ‪,‬ﻳﺠﺎ ﻛﺮ<  ﺗﺎﺛﻴﺮ‬ ‫ﻓﺮﻧﻲ  ﺷﺮ‪  p‬ﻣﻌﻨﻮﻳﺖ ﺑﺎ‪ ,‬ﻓﺎﺳﻲ ﺷﺘﻪ ﺳﺖ‪.‬‬ ‫ﻧﺘﻴﺠﻪ‬

‫ﺣﺴﻴﺖ ﺳﺖ‪ ،‬ﮔﺮ ﭼﻪ ﻧﺸﺎﻧﻪﻫﺎ‪$‬‬ ‫ﻋﻨﺼﺮ ﻏﺎﻟﺐ‪ 11‬ﺳﺒﻚ ﺧﺮﺳﺎﻧﻲ ّ‬ ‫ﻧﺘﺰﻋﻲ ﻧﻴﺰ  ‪ ,J‬ﻳﺎﻓﺖ ﻣﻲﺷﻮ‪ .‬ﺑﻠﻌﻜﺲ ﻋﻨﺼﺮ ﻣﺴﻠﻂ  ﺳﺒﻚ ﻋﺮﻗﻲ‬ ‫ﺗﺠﺮﺑﻪﻫﺎ‪ $‬ﻣﻌﻨﻮ‪  $‬ﺣﺴﺎﺳﺎ ﺷﺨﺼﻲ ﺳﺖ‪ .‬ﺷﻌﺮ ﻋﺮﻗﻲ  ﺷﻌﺮ‬ ‫ﺧﺮﺳﺎﻧﻲ ﺑﻲ ﺗﺮ ﺳﺖ‪ ،‬ﻣﺎ ﺷﻌﺮ ﻋﺮﻗﻲ ﺑﻪ ﺑﻲ ﺑﻮ‪ ,‬ﺧﻮ ﺑﺴﻨﺪ<‬ ‫ﻧﻤﻲﻛﻨﺪ‪ ،‬ﺑﻠﻜﻪ ﺑﺎ ﺳﺎ  ﻛﺎﻫﺎ‪ $‬ﺑﻲ ﺧﻮ‪ ،‬ﻋﺎ‪ $‬ﺗﻔﺴﻴﺮ ﻫﺴﺘﻲ ﻧﻴﺰ‬ ‫ﻣﻲﻛﻨﺪ‪ .‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺑﻪ ﻧﺘﻘﺎ  ﺟﻨﺒﻪﻫﺎ‪ $‬ﺑﻲ‪ ،‬ﺳﺘﻌﺎ‪  $‬ﻏﻴﺮ ﺣﺴﻲ‬ ‫ﻧﻤﻲﭘﺮ‪ ،‬ﻣﺎ ﻫﻨﮕﺎﻣﻲﻛﻪ  ﺳﺘﻌﺎ<‪ ،‬ﺑﻬﺎ‪  T‬ﻋﺪ‪ T‬ﺻﺮﺣﺖ‪ ،‬ﻧﺘﺎﻳﺞ‬ ‫ﻣﻨﻄﻘﻲ  ﻋﺎ‪ $‬ﺑﻴﺎ‪ ,‬ﺣﻘﻴﻘﺖ ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮ‪ ،‬ﺑﺎ‪ $‬ﺑﺎﻧﻲ  ﻃﺮ}‬ ‫ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮﺳﺎ‪ I W‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ ﺑﺎﻳﺪ ﺟﺰﺋﻲ ﻧﮕﺮ ﺑﻮ ﺗﺎ ﺑﺘﻮ‪ ,‬ﺷﻴﺎء‬ ‫ ﻳﻚ ﺑﻪ ﻳﻚ ﻣﻮ ﺑﺮﺳﻲ ﻗﺮ ‪ .‬ﻛﻠﻲ ﻧﮕﺮ‪ $‬ﺗﻨﻬﺎ ﻳﻚ ﺣﺴﺎ‪W‬‬ ‫ﺷﺨﺼﻲ  ﺧﻠﻂ  ﻏﺎ‪ T‬ﻣﻌﺎﻧﻲ  ﻳﻜﺪﻳﮕﺮ ﺳﺖ‪ .‬ﻧﮕﺎ< ﻛﻨﻴﺪ ﺑﻪﻳﻦ ﺑﻴﺖ‬ ‫ﻛﻪ ﺑﺎ ﻫﻤﻪ ﻳﺒﺎﻳﻲ  ﺟﺬﺑﻴﺘﻲ ﻛﻪ ﻧﺰ ﮔﺮﻫﻲ ‪  ،‬ﻧﺰ ﻟﻴﻮﺗﺎ ﺑﺎ‬ ‫ﺷﻌﺒﺪ< ﺑﺎ‪ $‬ﺑﺎﻧﻲ‪ I‬ﻋﺎ‪ $‬ﺣﻘﻴﻘﺖ ﺑﺰﮔﻲ ﻣﻲﻛﻨﺪ‪:‬‬ ‫ﮔﺮ ﻣﻄﻠﻖ ﺷﻮ‪ $‬ﻣﻄﻠﻖ ﺑﻴﻨﻲ‬ ‫ﻣﻘﻴﺪ ﺟﺰ ﻣﻘﻴﺪ ﺑﻴﻦ ﻧﺒﺎﺷﺪ‪.‬‬ ‫) ﻻﻫﻴﺠﻲ‪(79 :1371 ،‬‬ ‫ﻣﻨﺎﺑﻊ‬

‫ ﺣﺎﻓﻆ‪ ،‬ﻳﻮ‪ ] :,‬ﺑﻲ ﺗﺎ[‪ ،‬ﮔﺮ‪ $J‬ﺧﻠﺨﺎﻟﻲ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺣﺎﻓﻆ‪.‬‬‫ ﺣﻘﻮﻗﻰ‪ ،‬ﻣﺤﻤﺪ‪ ،1377 :‬ﺷﻌﺮ ﻧﻮ  ‪J‬ﻏﺎ ﺗﺎ ﻣﺮ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻧﺸﺮ‬‫ﻳﺖ‪.‬‬ ‫‪ -‬ﺧﻮﺟﻮ‪ $‬ﻛﺮﻣﺎﻧﻲ‪ ،1370 :‬ﮔﻞ  ﻧﻮ‪ ،‬ﺑﻪ ﻛﻮﺷﺶ ﻛﻤﺎ ﻋﻴﻨﻲ‪،‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪93‬‬

‫ﻣﻘﺎﻻ‬

‫ﺗﻬﺮ‪ ،,‬ﻣﻮﺳﺴﻪ ﻣﻄﺎﻟﻌﺎ  ﺗﺤﻘﻴﻘﺎ ﻓﺮﻫﻨﮕﻲ‪.‬‬ ‫ ﺧﻴﺎ‪ ،1381 :T‬ﺑﺎﻋﻴﺎ‪ ،‬ﻧﺴﺨﻪ ﺳﺎ‪ W‬ﻓﺮﻏﻲ – ﻏﻨﻲ‪ ،‬ﺗﻬﺮ‪،,‬‬‫ﻧﺪﻳﺸﻪ ﻋﺎﻟﻢ‪.‬‬ ‫ ﺳﭙﻬﺮ‪ ،a‬ﺳﻬﺮ‪ ،1370 :Z‬ﻫﺸﺖ ﻛﺘﺎ‪ ،Z‬ﺗﻬﺮ‪ ،,‬ﻛﺘﺎﺑﺨﺎﻧﻪ‬‫ﻃﻬﻮ‪.a‬‬ ‫ ﺿﻴﻤﺮ‪ ،,‬ﻣﺤﻤﺪ‪ ،1379 :‬ژ‪ n‬ﻳﺪ  ﻣﺘﺎﻓﻴﺰﻳﻚ ﺣﻀﻮ‪ ،‬ﺗﻬﺮ‪،,‬‬‫ﻫﺮﻣﺲ‪.‬‬ ‫ ﻋﻄﺎ ﻧﻴﺸﺎﺑﻮ‪ ،1383 :$‬ﻣﻨﻄﻖ ﻟﻄﻴﺮ‪ ،‬ﺗﺼﺤﻴﺢ ﻣﺤﻤﺪﺿﺎ‬‫ﺷﻔﻴﻌﻲ ﻛﺪﻛﻨﻲ‪ ،‬ﺗﻬﺮ‪ ،T‬ﺳﺨﻦ‪.‬‬ ‫ ﻓﺮﺧﺰ‪ ،‬ﻓﺮ†‪ ،1383 :‬ﻳﻮ‪ ،,‬ﺗﻬﺮ‪ ،,‬ﻧﻴﻚ ﻓﺮﺟﺎ‪.T‬‬‫ ﻓﺮﺧﻲ ﺳﻴﺴﺘﺎﻧﻲ‪ ،1371 :‬ﻳﻮ‪ ،,‬ﺑﻪ ﻛﻮﺷﺶ ﻣﺤﻤﺪ ﺑﻴﺮ ﺳﻴﺎﻗﻲ‪،‬‬‫ﺗﻬﺮ‪. ،,‬‬ ‫ ﻛﻴﻮﻳﺴﺘﻮ‪ ،‬ﭘﻴﺘﺮ‪ ،1380 :‬ﻧﺪﻳﺸﻪﻫﺎ‪ $‬ﺑﻨﻴﺎ‪  $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪،‬‬‫ﺗﺮﺟﻤﻪ ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮ‪ ،$‬ﺗﻬﺮ‪ ،,‬ﻧﺸﺮ ﻧﻲ‪.‬‬ ‫ ﻻﻫﻴﺠﻲ‪ ،‬ﺷﻤﺲ ﻟﺪﻳﻦ ﻣﺤﻤﺪ‪ ،1371 :‬ﺷﺮ} ﮔﻠﺸﻦ ‪ ،‬ﺗﺼﺤﻴﺢ‬‫ﻣﺤﻤﺪﺿﺎ ﺑﺰﮔﺮﺧﺎﻟﻘﻲ  ﻋﻔﺖ ﻛﺮﺑﺎﺳﻲ‪ ،‬ﺗﻬﺮ‪. ،,‬‬ ‫‪ -‬ﻟﻴﻮﺗﺎ‪ ،‬ژ‪ ,‬ﻓﺮﻧﺴﻮ‪ ،1380 :‬ﺿﻌﻴﺖ ﭘﺴﺖ ﻣﺪ‪ ،,‬ﺗﺮﺟﻤﻪ‬

‫ﺣﺴﻴﻨﻌﻠﻲ ﻧﻮ‪ ،$s‬ﺗﻬﺮ‪ ،,‬ﮔﺎ‪ T‬ﻧﻮ‪.‬‬ ‫ ﻣﻚ ﻛﻴﻦ‪ ،‬ﻣﺎ‪ ،1382 :$‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ  ﭘﮋﻫﺶﻫﺎ‪ $‬ﻓﻠﺴﻔﻲ‪،‬‬‫ﺗﺮﺟﻤﻪﻳﺮ‪ z‬ﻗﺎﻧﻮﻧﻲ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻧﺸﺮ ﻧﻲ‪.‬‬ ‫ ﻣﻮﻟﻮ‪ ،1363 :$‬ﮔﺰﻳﺪ< ﻏﺰﻟﻴﺎ ﺷﻤﺲ‪ ،‬ﺑﻪ ﻛﻮﺷﺶ ﻣﺤﻤﺪ ﺿﺎ‬‫ﺷﻔﻴﻌﻲ ﻛﺪﻛﻨﻲ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺷﺮﻛﺖ ﺳﻬﺎﻣﻲﻛﺘﺎﺑﻬﺎ‪ $‬ﺟﻴﺒﻲ‪.‬‬ ‫ ﻧﺎﺻﺮ ﺧﺴﺮ‪ ،1355 :‬ﻳﻮ‪ ،,‬ﺗﺼﺤﻴﺢ ﺳﻴﺪ ﻧﺼﺮﷲ ﺗﻘﻮ‪،$‬‬‫ﺻﻔﻬﺎ‪ ،,‬ﻧﺸﺮ ﺗﺄﻳﻴﺪ‪.‬‬ ‫ ﻧﻮ‪ ،$s‬ﺣﺴﻴﻨﻌﻠﻲ‪ ،1379 :‬ﻣﻘﺪﻣﻪ ﺿﻌﻴﺖ ﭘﺴﺖ ﻣﺪ‪  ,‬ژ‪,‬‬‫ﻓﺮﻧﺴﻮ ﻟﻴﻮﺗﺎ‪ ،‬ﺿﻌﻴﺖ ﭘﺴﺖ ﻣﺪ‪ ،,‬ﺗﻬﺮ‪ ،,‬ﮔﺎ‪ T‬ﻧﻮ )‪،(1380‬‬ ‫ﻫﺎ ﻧﺎ‪ ،n‬ﻳﻮﺳﺘﻮ‪ ،1356 :W‬ﻳﺘﮕﻨﺸﺘﺎﻳﻦ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﻨﻮﭼﻬﺮ‬‫ﺑﺰﮔﻤﻬﺮ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺧﻮﻣﻲ‪ ،‬ﭼﺎپ ‪.T‬‬ ‫‪- Wittgenstein, Ludwig:1963 , Philosophical In‬‬‫‪vestigations , trans. G.E.M., Anscombe, Oxford,‬‬ ‫‪Blackwell.‬‬ ‫‪- Wittgenstein, Ludwig:1922, Tractatus Logico‬‬ ‫‪Philosophicus , trans. C.K. Ogden, London.‬‬

‫ﭘﻲ ﻧﻮﺷﺖ‪:‬‬

‫‪1-language game.‬‬ ‫‪2 - in situ‬‬ ‫‪3-'' Whereof one cannot speak , thereof one must‬‬ ‫''‪be silent.‬‬ ‫'' ‪4-The world is the totality of facts , not of thing‬‬ ‫‪5-Paradigmatic.‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪94‬‬

‫‪ - 6‬ﺷﻌﺮﻫﺎﻳﻲ ﻳﻦ ﺳﺖ ﻓﺮ‪ ,‬ﺳﺖ‪ .‬ﺑﺮ‪ $‬ﻧﻤﻮﻧﻪ ‪s‬ﻛﺮ ﻣﻲﮔﺮﻧﺪ‬ ‫)ﻣﺮﺟﻊ ﻣﻌﻨﻮ‪ $‬ﺿﻤﻴﺮ " ﻣﻦ "  ﺑﻴﺖ ﻧﺨﺴﺖ ﺧﺪﻧﺪ ﺳﺖ(‪:‬‬ ‫ﺷﻴﺮ ﺑﮕﻔﺖ ﻣﺮ ﻣﺮ‪ :‬ﻧﺎ< ‪J‬ﻫﻮﻳﻲ ﺑﺮ‬ ‫ ﭘﻲ ﻣﻦ ﭼﻪ ﻣﻲ‪ $‬ﺗﻴﺰ ﻛﻪ ﺑﺮﻧﻤﺖ‬ ‫) ﻣﻮﻟﻮ‪(65 :1363 ،$‬‬ ‫ﺟﻮﺷﺶ ﻳﺎ‪ $‬ﻣﻌﻠﻖ ﻧﮕﺮ‬ ‫ ﻟُ َﻤﻊ ﮔﻮﻫﺮ ﮔﻮﻳﺎ‪ $‬ﻣﻦ‬ ‫) ﻫﻤﺎ‪(417 :,‬‬ ‫ﻫﻲ ﺧﻮﺷﻴﺪ ﺑﻲ ﭘﺎﻳﺎ‪ ,‬ﻛﻪ ‪s‬ﺗﺖ ﺳﺨﻦ ﮔﻮﻳﺎ‪,‬‬ ‫ﺗﻮ ﻧﻮ ‪ s‬ﻟﻠﻬﻲ ﺗﻮ ﻟﻠﻬﻲ ﻧﻤﻲﻧﻢ‬ ‫) ﻫﻤﺎ‪(264 :,‬‬

‫‪-7‬‬

‫‪-8‬‬

‫‪-9‬‬ ‫) ﻫﻤﺎ‪(270 :,‬‬

‫ ﺳﺮ‪  T‬ﻋﺸﻖ ﮔﻞ ﺳﻮ ﺑﺲ ﺳﺖ‬ ‫‪ ,‬ﻛﻪ ﻣﻄﻠﻮﺑﻢ ﮔﻞ ﻋﻨﺎ ﺑﺲ ﺳﺖ‬ ‫ﻃﺎﻗـــﺖ ﺳﻴﻤــﺮ† ﻧﺎ ﺑﻠﺒــــﻠﻲ‬ ‫ﺑﻠﺒـــﻠﻲ  ﺑﺲ ﺑﻮ ﻋﺸـــﻖ ﮔﻠﻲ‬ ‫) ﻋﻄﺎ‪(266 :1383 ،‬‬ ‫ﻛﻲ ﺑﻮ ﺳﻴﻤﺮ†  ﭘﺮ‪ $‬ﻣﻦ‬ ‫ﺑﺲ ﺑﻮ ﻓﺮ‪ W‬ﻋﺎﻟﻲ ﺟﺎ‪ $‬ﻣﻦ‬

‫) ﻫﻤﺎ‪(269 :,‬‬

‫ﭼﻮ‪ ,‬ﻣﺮ ﺑﺎ ‪ ZJ‬ﻓﺘﺎ< ﺳﺖ ﻛﺎ‬ ‫ ﻣﻴﺎ‪ ZJ ,‬ﭼﻮ‪ ,‬ﮔﻴﺮ‪ T‬ﻛﻨﺎ؟‬ ‫‪ - 10‬ﭼﻮ‪ ,‬ﻧﺪ‪ T‬ﻫﺮ‪  $‬ﭘﺎﻳﮕﺎ<‬ ‫ﺳﺮﻓﺮ‪ $‬ﻣﻲﻛﻨﻢ ﺑﺮ ﺳﺖ ﺷﺎ<‬

‫) ﻫﻤﺎ‪(270 :,‬‬

‫‪11- dominant.‬‬

‫ﻧﻘﺪِ ﻧﻘﺪِ ﻛﺘﺎﻫﺎ ﻋﻠﻮ[ ﺟﺘﻤﺎﻋﻰ‬

‫ﻣﻴﺮﻫﺎﺷﻤﻰ ﻣﻘﺪ[‬

‫ﮔﺮ ﻧﻮﺷﺘﻦ ﻛﺘﺎ‪   Z‬ﺣﻜﻢ ﻣﻘﺪﻣﻪ ﺑﺪﻧﻴﻢ‪ ،‬ﺧﻮﻧﺪ‪ ،,J ,‬ﺣﻜﻢ‬ ‫ﺑﺨﺶ ﺻﻠﻰ  ‪   .‬ﻫﻤﻴﻦ ﻣﺮﺣﻠﻪ ﺧﻮﻧﺪ‪ ,‬ﺳﺖ ﻛﻪ ﻣﻰﺗﻮ‪ ,‬ﺑﺎ‬ ‫ﺑﺮﺳﻰ ﻣﺤﺘﻮ‪ a‬ﻛﺘﺎ‪ ،Z‬ﺑﻪ ﺷﻤﻨﺪ‪ a‬ﻳﺎ ﺑﻰﺷﻰ ‪ ,J‬ﭘﻰ ﺑﺮ‪ .‬ﮔﺎ‪a‬‬ ‫ﺑﻮ ﻛﻪ ﻫﺮ ﻛﺴﻰ  ﻋﻬﺪ< ﻛﺎ ﺷﻮ  ﻣﻬﻤﻰ ﭼﻮ‪ ,‬ﻧﻘﺪ ﻛﺮ‪ ,‬ﻛﺘﺎ‪Z‬‬ ‫ﺑﺮﻧﻤﻰ‪J‬ﻣﺪ‪ .‬ﻣﺎ ﻣﺮ< ﺧﻮﺷﺒﺨﺘﺎﻧﻪ  ﺑﻪ ﻋﺒﺎﺗﻰ‪ ،‬ﻣﺘﺄﺳﻔﺎﻧﻪ‪ ،‬ﺗﻌﺪ ‪J‬ﻧﻬﺎﻳﻰ‬ ‫ﻛﻪ  ﻳﻦ < ﻗﻠﻢ ﻣﻰﻧﻨﺪ ﺑﺴﻴﺎ ﺑﻴﺸﺘﺮ ﺷﺪ< ﺳﺖ‪ .‬ﺷﺎﻳﺪ ﺑﺘﻮ‪ ,‬ﺳﻪ ﻋﻠﺖ‬ ‫ﺑﺮ‪ a‬ﻳﻦ ﮔﺴﺘﺮ‪ I‬ﻧﻘﺪ ﻛﺘﺎ‪Z‬ﻧﻮﻳﺴﻰ ﺑﻴﺎ‪ ,‬ﻛﺮ‪ -1 :‬ﺑﺴﻴﺎ‪  a‬ﻛﺘﺎ‪Z‬ﻫﺎﻳﻰ‬ ‫ﻛﻪ  ‪ ,‬ﻣﻌﺎﺻﺮ ﻧﻮﺷﺘﻪ ﻣﻰﺷﻮ‪J ،‬ﻧﭽﻨﺎ‪  ,‬ﺳﺎﺧﺘﺎ  ﻣﺤﺘﻮ‪a‬‬ ‫ﺿﻌﻴﻔﻰ ﺑﺮﺧﻮﻧﺪ ﻛﻪ ﻫﺮ ﺧﻮﻧﻨﺪ<‪ a‬ﺑﺎ ﻧﺪﻛﻰ ﻗﺖ  ﺗﻌﻤﻖ‪ ،‬ﺑﻪ ﺣﺘﻰ‬ ‫ﺑﻪ ﻳﺮ ﺳﺎﺳﻰ ‪ ,J‬ﭘﻰ ﻣﻰﺑﺮ  ﻧﻴﺎ‪ a‬ﺑﻪ ﺑﺮﺳﻰ ‪ ,J‬ﺗﻮﺳﻂ ﻳﻚ ﻧﻘﺎ‬ ‫ﻛﺎ‪J‬ﻣﻮ< ﻧﻴﺴﺖ‪  -2 .‬ﺳﺘﺮ‪ W‬ﺑﻮ‪ ,‬ﻛﺘﺎ‪Z‬ﻫﺎ  ﻣﻘﺎﻻ ﺑﺴﻴﺎ ﺑﺎ<‬ ‫ﭼﮕﻮﻧﮕﻰ ﻧﻘﺪ ﻛﺘﺎ‪ ،Z‬ﺑﺎﻋﺚ ‪J‬ﺷﻨﺎﻳﻰ ﻃﻴﻒ ﮔﺴﺘﺮ<‪  a‬ﺧﻮﻧﻨﺪﮔﺎ‪ ,‬ﺷﺪ<‬ ‫ﺳﺖ ﻛﻪ ﺗﺎ ﭘﻴﺶ  ﻳﻦ‪ ،‬ﺗﻨﻬﺎ ﺧﻮﻧﻨﺪ< ﺻﺮ‪ u‬ﺑﻮ<  ﻣﻄﺎﻟﺐ ﻫﺮ ﻛﺘﺎ‪ Z‬‬ ‫ﺑﺪ‪ ,‬ﭼﻮ‪  ,‬ﭼﺮ ﻣﻰﭘﺬﻳﺮﻓﺘﻨﺪ‪ -3 .‬ﻫﻤﺎﻧﮕﻮﻧﻪ ﻛﻪ ﻋﺪ<‪ a‬ﮔﻤﺎ‪ ,‬ﻣﻰﻛﻨﻨﺪ‬ ‫ﻧﻮﺷﺘﻦ ﻛﺘﺎ‪ Z‬ﻛﺎ ﺳﺎ<‪ a‬ﺳﺖ‪ ،‬ﻋﺪ<‪ a‬ﻫﻢ ﮔﻤﺎ‪ ,‬ﻣﻰﻛﻨﻨﺪ ﻧﻘﺪ ﻛﺘﺎ‪Z‬‬ ‫ﻫﻢ ﻧﺒﺎﻳﺪ ﻛﺎ ﺷﻮ‪ a‬ﺑﺎﺷﺪ‪ .‬ﻣﺎ ﻟﻴﻞ ﺧﻴﺮ‪ ،‬ﺑﺎ ﺷﻮﻫﺪ ﭼﻨﺪ‪ ,‬ﺟﻮ ‬ ‫ﻧﻤﻰ‪J‬ﻳﺪ؛ ﭼﺮ ﻛﻪ ﻛﻤﺘﺮ ﭘﻴﺶ ﻣﻰ‪J‬ﻳﺪ ﺧﻮﻧﻨﺪﮔﺎ‪ ،,‬ﺑﻪ ﻣﻄﺎﻟﺐ ﻳﻚ ﻛﺘﺎ‪Z‬‬ ‫ﻧﮕﺎﻫﻰ ﻧﺘﻘﺎ‪ a‬ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪J .‬ﻧﭽﻪ ﻛﻪ ﻣﺮ< ﺑﻪ ﻋﻨﻮ‪ ,‬ﻧﻘﺪ ﻛﺘﺎ‪ Z‬‬ ‫ﻧﺸﺮﻳﺎ  ﻣﺠﻼ ﻣﻰﺧﻮﻧﻴﻢ‪ ،‬ﻣﺘﺄﺳﻔﺎﻧﻪ  ﻣﻌﺮﻓﻰ ﺻﺮ‪ – u‬ﮔﺎﻫﻰ‬ ‫ﺗﻌﺮﻳﻒﻫﺎ‪ a‬ﺑﻰﻣﻮ‪ -‬ﺗﺠﺎ ﻧﻤﻰﻛﻨﺪ‪  .‬ﺣﺎﻟﻴﻜﻪ  ﺑﺮﺳﻰ ﻳﻚ ﺛﺮ‪،‬‬ ‫ﺿﻤﻦ ﻧﮕﻬﺪﺷﺘﻦ ﺣﺮﻣﺖ ﻧﻮﻳﺴﻨﺪ< ‪ ،,J‬ﺑﺎﻳﺪ ﺳﻰ  ﻛﻨﺎ ﮔﺬﺷﺘﻪ ‬ ‫ﭼﻨﺎ‪ ,‬ﻣﻮﺷﻜﺎﻓﺎﻧﻪ ﺑﻪ ﻧﻘﺪ  ﺑﺮﺳﻰ ﺛﺮ ﭘﺮﺧﺖ ﻛﻪ ﻧﻪ ﺗﻨﻬﺎ ﻧﻮﻳﺴﻨﺪ< ‪,J‬‬ ‫ﺛﺮ‪ ،‬ﺑﻠﻜﻪ ﻳﮕﺮ ﻧﻮﻳﺴﻨﺪﮔﺎ‪ ,‬ﻧﻴﺰ ﺑﺎ ﻳﻦ ﻓﺮˆ ﻛﻪ ﻫﻤﻴﺸﻪ ﺧﻮﻧﻨﺪﮔﺎ‪,‬‬ ‫ﻧﻜﺘﻪﺳﻨﺠﻰ ﺟﻮ ﻧﺪ‪ ،‬ﻳﮕﺮ ﺑﻪ ﺧﻮ ﺟﺎ< ﭼﺎپ ﻫﺮﮔﻮﻧﻪ ﻣﻄﻠﺒﻰ ‬ ‫ﻧﺪﻫﻨﺪ‪) .‬ﻟﺒﺘﻪ ﺑﺴﻴﺎ‪ a‬ﻗﺎ‪ ،‬ﺳﺘﺎ‪ ,‬ﻳﻚ ﺷﺘﻪ ﻧﺸﮕﺎﻫﻰ‪ ،‬ﺑﻪ ﻧﻘﺎ‪t‬‬ ‫ﺿﻌﻒ ﻳﻚ ﺛﺮ ﺟﺪﻳﺪ  ‪ ,J‬ﺣﻮ< ‪J‬ﮔﺎﻫﻰ ﻧﺪ‪ .‬ﻣﺎ ﻣﻌﻠﻮ‪ T‬ﻧﻴﺴﺖ ﺑﻪ ﭼﻪ‬ ‫ﻟﻴﻞ ﻳﺎ ﻻﻳﻠﻰ ﺑﺮ ﻳﻦ ﻧﻘﺎ‪ t‬ﺿﻌﻒ‪ ،‬ﭼﺸﻢﭘﻮﺷﻰ ﻣﻰﻛﻨﻨﺪ‪ .‬ﺑﻪ ﺗﺼﻮ‬ ‫ﺑﺮﺧﻰ –ﻛﻪ ﻟﺒﺘﻪ ﻣﻴﺪﻳﻢ ﭼﻨﻴﻦ ﺗﺼﻮ‪ a‬ﺳﺖ ﻧﺒﺎﺷﺪ‪ -‬ﻳﻦ ﻣﺴﺌﻠﻪ ‬ ‫ﻣﻰﺗﻮ‪ ,‬ﻧﻮﻋﻰ ﺑﺪ<‪-‬ﺑﺴﺘﺎ‪ ,‬ﻧﺴﺖ‪ .‬ﻳﻌﻨﻰ ﺳﺘﺎ‪ a‬ﻛﻪ ﺑﻪ ﻧﻘﺎ‪ t‬ﺿﻌﻒ‬

‫ﻳﻚ ﺛﺮ ‪J‬ﮔﺎ< ﺳﺖ‪ ،‬ﺑﺮ ‪ ,J‬ﻧﻘﺎ‪ t‬ﻗﻠﻢ ﻋﻔﻮ ﻛﺸﻴﺪ<   ﻧﻮﻳﺴﻨﺪ< ‪ ,J‬ﺛﺮ‬ ‫ﻧﺘﻈﺎ  ﻛﻪ  ﻫﻢ ﺑﺎ ‪J‬ﺛﺎ ‪ ،a‬ﻫﻤﻴﻦ ﺑﺮﺧﻮ  ﺷﺘﻪ ﺑﺎﺷﺪ(‪ .‬ﺑﻬﺮﺣﺎ‬ ‫ﻓﻀﺎ‪ a‬ﻋﻤﻮﻣﻰ ﻧﻘﺪ ﻛﺘﺎ‪  Z‬ﻳﺮ‪  ,‬ﺑﻪ ﺳﺎﮔﻰ ﻣﻰﺗﻮ‪ ,‬‬ ‫ﭘﺎﻳﺎ‪,‬ﻧﺎﻣﻪﻫﺎ‪ a‬ﻧﺸﮕﺎﻫﻰ –ﻛﻪ ﻋﻠﻰﻟﻘﺎﻋﺪ< ﺑﺎﻳﺪ ﻋﻠﻤﻰﺗﺮ  ﺳﺎﻳﺮ‬ ‫ﻧﻮﺷﺘﻪﻫﺎ ﺑﺎﺷﺪ‪ -‬ﻳﺎﻓﺖ‪ .‬ﻧﻮﺷﺘﻪﻫﺎﻳﻰ ﻛﻪ  ﻋﻴﻮ‪ Z‬ﻋﻤﺪ< ‪J‬ﻧﻬﺎ‪ ،‬ﻧﺒﻮ ﻧﻘﺪ‬ ‫ﻛﺘﺎ‪Z‬ﻫﺎ  ﻣﻨﺎﺑﻊ ﻣﻮ ﺳﺘﻔﺎ< ﺳﺖ‪ .‬ﺗﻨﻬﺎ ﻧﻜﺘﻪ‪ a‬ﻛﻪ ﻧﻮﻳﺴﻨﺪ< ﺑﺴﻴﺎ‪a‬‬ ‫ ﻛﺘﺎ‪Z‬ﻫﺎ  ﭘﺎﻳﺎ‪,‬ﻧﺎﻣﻪﻫﺎ‪ a‬ﻧﺸﮕﺎﻫﻰ‪  ,J ،‬ﻧﻘﺪ ﻛﺘﺎ‪Z‬ﻫﺎ ‬ ‫ﭘﺎﻳﺎ‪,‬ﻧﺎﻣﻪﻫﺎ‪ a‬ﭘﻴﺸﻴﻦ  ﻣﻴﻨﻪ‪ a‬ﻣﻰﻧﻨﺪ ﻛﻪ ﺧﻮﺷﺎ‪ ,‬ﺳﺖ ﺑﻪ ﻗﻠﻢ‬ ‫ﺷﺪ<ﻧﺪ‪» ،‬ﻧﺒﻮ ﻳﻚ ﻣﻨﺒﻊ ﻛﺎﻣﻞ«  ‪ ,J‬ﻣﻴﻨﻪ ﺳﺖ‪ .‬ﻳﻦﭼﻨﻴﻦ ﻋﺒﺎﺗﻰ‬ ‫  ﻣﻘﺪﻣﻪ  ﭘﻴﺸﮕﻔﺘﺎ ﺑﺴﻴﺎ‪  a‬ﻛﺘﺎ‪Z‬ﻫﺎﻳﻰ ﻛﻪ ﻧﻪ ﺑﺎ ﻛﺘﺎ‪Z‬‬ ‫ﻣﻰﺷﻮﻧﺪ‪ ،‬ﻣﻰﺗﻮ‪ ,‬ﻳﺪ‪ .‬ﻫﻤﻪ ﻧﻮﻳﺴﻨﺪ<ﻫﺎ‪ a‬ﻳﻦ ﺳﺘﻪ ﻛﺘﺎ‪Z‬ﻫﺎ ﻣﺪﻋﻰﻧﺪ‬ ‫ﻛﻪ ﭼﻮ‪ ,‬ﺗﺎﻛﻨﻮ‪  ,‬ﻣﻴﻨﻪ ﻣﻮ ﻧﻈﺮ‪ ،‬ﻛﺘﺎﺑﻰ ﻧﻮﺷﺘﻪ ﻧﺸﺪ<  ﻛﺘﺎ‪Z‬ﻫﺎﻳﻰ‬ ‫ﻫﻢ ﻛﻪ ﺣﺘﻤﺎﻻ ﻧﻮﺷﺘﻪ ﺷﺪ<‪ a ،‬ﻧﻮﻗﺼﻰ ﺳﺖ‪ ،‬ﺑﻨﺎﺑﺮﻳﻦ ﺿﺮ‬ ‫ﻧﮕﺎ‪ I‬ﭼﻨﻴﻦ ﻛﺘﺎﺑﻰ ﺣﺴﺎ‪ W‬ﻣﻰﺷﺪ‪  .‬ﻳﻘﻴﻨﺎ ﻫﻢ ﺳﺎﻟﺖ ﻧﺠﺎ‪ T‬ﭼﻨﻴﻦ‬ ‫ﻛﺎ‪ a‬ﺑﺮ ﻋﻬﺪ< ﻳﺸﺎ‪ ,‬ﻧﻬﺎ< ﺷﺪ< ﺳﺖ‪ .‬ﺑﻴﺸﺘﺮﻳﻦ ﺣﺠﻢ ﺳﺘﻔﺎ<  ﭼﻨﻴﻦ‬ ‫ﺗﻮﺟﻴﻬﺎﺗﻰ  ﻣﻰﺗﻮ‪  ,‬ﻣﻘﺪﻣﻪ ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﺳﻰ  ﻧﺸﮕﺎﻫﻰ ﻳﺎﻓﺖ‪.‬‬ ‫ﻫﺮ ﺳﺘﺎ‪ ،‬ﺑﺎ ﻧﮕﺎ‪ I‬ﻛﺘﺎ‪  Z‬ﻣﻴﻨﻪ‪ a‬ﻛﻪ ﺗﺪﻳﺲ ﻣﻰﻛﻨﺪ‪  ،‬‬ ‫ﻛﺮ‪ ,‬ﻧﺸﺠﻮﻳﺎﻧﺶ ﺑﻪ ﺧﺮﻳﺪ ‪ ,J‬ﻛﺘﺎ‪ Z‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻨﺒﻊ ﻣﺘﺤﺎﻧﻰ‪ ،‬ﺑﻪ‬ ‫‪ aJ‬ﻧﻮﻳﺴﻨﺪ<ﺷﺪ‪ ,‬ﻣﻰﺳﺪ )ﺷﺎﻳﺎ‪ ,‬ﮔﻔﺘﻦ ﺳﺖ ﻛﻪ ‪ aJ‬ﻧﻮﻳﺴﻨﺪ<‬ ‫ﺷﺪ‪ ,‬ﺑﺪ‪ ,‬ﺷﺘﻦ ﺗﺨﺼﺺ ﻛﺎﻓﻰ‪ ،‬ﺑﻴﻤﺎ‪ aa‬ﺳﺖ ﻛﻪ ﮔﺮﻳﺒﺎ‪,‬‬ ‫ﻧﺸﮕﺎﻫﻰ  ﻏﻴﺮ ﻧﺸﮕﺎﻫﻰ  ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﻣﺪﺗﻰ ﭘﻴﺶ  ﺟﻤﻌﻪﺑﺎ‬ ‫ﻛﺘﺎ‪ Z‬ﺻﻔﻬﺎ‪ ،,‬ﺗﺎﺑﻠﻮ‪ a‬ﺑﺎﻻ‪ a‬ﻏﺮﻓﻪ‪ a‬ﻛﻪ ‪ ,J a‬ﻧﻮﺷﺘﻪ ﺷﺪ< ﺑﻮ‪:‬‬ ‫»ﻛﺘﺎ‪Z‬ﻫﺎ  ﻣﺴﺘﻘﻴﻤﺎ  ﻧﻮﻳﺴﻨﺪ< ‪ ,J‬ﺑﺨﺮﻳﺪ!« ﺗﻮﺟﻪ‪  T‬ﺑﻪ ﺧﻮ ﺟﻠﺐ‬ ‫ﻛﺮ‪ .‬ﻓﺮﺷﻨﺪ< ﻛﻪ ﻫﻤﺎ‪ ,‬ﻧﻮﻳﺴﻨﺪ< ﻛﺘﺎ‪Z‬ﻫﺎ‪ ,J a‬ﻏﺮﻓﻪ ﺑﻮ‪ ،‬ﻣﺮ‪a‬‬ ‫ﻣﻴﺎﻧﺴﺎ ﻣﻰﻧﻤﻮ‪ .‬ﻣﺎ ﺗﻨﻮ‪ l‬ﻧﻮﺷﺘﻪﻫﺎ  ﻫﻤﻪ ﭼﻴﺰ ﺟﺎﻟﺐﺗﺮ ﺑﻮ‪ .‬ﻛﺘﺎ‪Z‬ﻫﺎ‬ ‫ ﻣﻴﻨﻪﻫﺎﻳﻰ ﻫﻤﭽﻮ‪J :,‬ﻣﮕﺎ<ﻫﺎ‪ a‬ﺧﺎﺟﻴﺎ‪  ,‬ﺻﻔﻬﺎ‪ ،,‬ﭘﻴﻮﻧﺪ‬ ‫ﻧﺎﺷﻮﻳﻰ‪  ،‬ﺑﺮﺧﻰ ﻣﻮﺿﻮﻋﺎ ﻣﺘﻔﺎ ﻳﮕﺮ ﺑﻮ ﻛﻪ ﻛﻨﻮ‪ ,‬ﺳﺖ ‬ ‫ﺧﺎﻃﺮ‪ T‬ﻧﻤﺎﻧﺪ< ﺳﺖ‪ .‬ﺣﺎ ﭼﻪ ﺗﺒﺎﻃﻰ ﺑﻴﻦ ‪J‬ﻣﮕﺎ<ﻫﺎ‪ a‬ﺧﺎﺟﻴﺎ‪ ,‬‬ ‫ﭘﻴﻮﻧﺪ ﻧﺎﺷﻮﻳﻰ  ﻳﮕﺮ ﻣﻮﺿﻮﻋﺎ ﺳﺖ‪ ،‬ﷲ ﻋﻠﻢ!(‪ .‬ﺧﺐ‪ ،‬ﺑﺤﺚﻣﺎ‪,‬‬

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‫ﺑﺎ< ﻧﮕﺎ‪ I‬ﻛﺘﺎ‪ Z‬ﺗﻮﺳﻂ ﺳﺘﺎ‪  ,‬ﺑﺮ‪ a‬ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺑﻮ‪  .‬ﻟﺒﺘﻪ‬ ‫‪J‬ﻧﭽﻨﺎ‪ ,‬ﻛﻪ  ﺟﺎﻳﻰ ﻳﮕﺮ ﻧﻴﺰ ﻧﻮﺷﺘﻪ‪ ،T‬ﺑﺮﺧﻼ‪J u‬ﻧﭽﻪ ﺑﻴﺸﺘﺮ ﻳﻦ‬ ‫ﻧﻮﻳﺴﻨﺪﮔﺎ‪ ,‬ﻋﻴﻪ ‪  ,J‬ﻧﺪ ﻛﻪ »ﺿﺮ ﻧﮕﺎ‪ I‬ﭼﻨﻴﻦ ﻛﺘﺎﺑﻰ ﺑﺮ‪a‬‬ ‫ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺣﺴﺎ‪ W‬ﻣﻰﺷﺪ«‪ ،‬ﺑﻪ ﻧﻈﺮ ﻣﻰ‪J‬ﻳﺪ ﻳﻦ ﺿﺮ‪ ،‬ﺑﻴﺸﺘﺮ ﺑﺮ‪a‬‬ ‫ﺳﺘﺎ‪ ,‬ﺣﺴﺎ‪ W‬ﻣﻰﺷﻮ ﺗﺎ ﻧﺸﺠﻮﻳﺎ‪  .,‬ﻟﺒﺘﻪ ﺑﺨﺶ ﻋﻤﺪ<‪  a‬ﻳﻦ‬ ‫ﻣﺸﻜﻞ‪ ،‬ﺑﻪ ﺷﻴﻮ< ﻣﺘﻴﺎﻫﻰ  ﻋﻠﻮ‪ T‬ﺑﻪ ﺳﺘﺎ‪ ,‬ﻧﺸﮕﺎ<ﻫﺎ‬ ‫ﺑﺎﻣﻰﮔﺮ‪ .‬ﻣﺘﺮﺟﻢﻫﺎ ﻫﺮ ﭼﻘﺪ ﻫﻢ ﻛﻪ ﺑﻪ ﺗﺮﺟﻤﻪ ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﭘﺎﻳﻪ‪ a‬‬ ‫ﻣﻬﻢ ﻳﻚ ﺷﺘﻪ ﺑﭙﺮﻧﺪ‪ ،‬ﻣﺘﻴﺎ‪ a‬ﻳﺎﻓﺖ ﻧﻤﻰﻛﻨﻨﺪ )ﺑﻪ ﻋﻨﻮ‪ ,‬ﺑﻬﺘﺮﻳﻦ‬ ‫ﻧﻤﻮﻧﻪ  ﭼﻨﻴﻦ ﻓﺮ‪ a‬ﻣﻰﺗﻮ‪ ,‬ﺑﻪ ﺳﺘﺎ ﻣﺤﺴﻦ ﺛﻼﺛﻰ ﺷﺎ< ﻛﺮ ﻛﻪ‬ ‫ﺑﺪ‪ ,‬ﻏﺮ‪ ،p‬ﺑﻴﺸﺘﺮﻳﻦ ﺣﻖ   ﻣﻴﻨﻪ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ –ﺑﻪﻳﮋ<‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ  ﻣﺮ‪T‬ﺷﻨﺎﺳﻰ‪ -‬ﺑﺮ ﮔﺮ‪ ,‬ﻧﺸﺠﻮﻳﺎ‪ ,‬ﻳﻦ ﺷﺘﻪ (‪.‬‬ ‫ﻧﺘﻴﺠﻪ ﭼﻨﻴﻦ ﺳﻴﺎﺳﺖ ﻧﻪ ﭼﻨﺪ‪ ,‬ﺳﺘﻰ ﻳﻦ ﻣﻰﺷﻮ ﻛﻪ ﻳﺎ  ﻧﮕﺎ‪I‬‬ ‫ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﻧﺸﮕﺎﻫﻰ‪ ،‬ﺑﻪ ﻛﻤﻴﺖ ﺑﻴﺶ  ﻛﻴﻔﺖ ﺑﻬﺎ < ﺷﻮ  ﻣﻨﺎﺑﻌﻰ‬ ‫ﺑﺴﻴﺎ ﺑﻰ‪  ،I‬ﺑﻪ ﻓﺮﻧﻰ ﻳﮓ ﺑﻴﺎﺑﺎ‪  ,‬ﺧﺘﻴﺎ ﻧﺸﺠﻮﻳﺎ‪ ,‬ﻗﺮ‬ ‫ﮔﻴﺮ؛ ﻳﺎ ‪J‬ﻧﻜﻪ ﺑﺮﺧﻰ ﺳﺘﺎ‪ ،,‬ﺳﺖ ﺑﻪ ﺗﺮﺟﻤﻪ ‪J‬ﺛﺎ ﻧﻮﻳﺴﻨﺪﮔﺎ‪ ,‬ﺧﺎﺟﻰ‬ ‫<  ﻟﺒﺘﻪ ‪J‬ﻧﻬﺎ  ﺑﺎ ﻧﺎ‪» T‬ﺗﺄﻟﻴﻒ« ﻧﻪ ﺑﺎ ﻛﺘﺎ‪ Z‬ﻣﻰﻛﻨﻨﺪ ) ﺑﻪ ﻋﻨﻮ‪,‬‬ ‫ﺑﻬﺘﺮﻳﻦ ﻧﻤﻮﻧﻪ  ﭼﻨﻴﻦ ‪J‬ﺛﺎ‪ a‬ﻣﻰﺗﻮ‪ ,‬ﺑﻪ ﻛﺘﺎﺑﻰ ﺷﺎ< ﻛﺮ ﻛﻪ  ﺣﻮ<‬ ‫ﻧﺴﺎ‪,‬ﺷﻨﺎﺳﻰ ﺗﺮﺟﻤﻪ ﺷﺪ<  ﻟﺒﺘﻪ ﺑﺎ ﺳﺘﻔﺎ<  ﻧﺎ‪J‬ﮔﺎﻫﻰ ﺧﻮﻧﻨﺪﮔﺎ‪ ،,‬ﺑﻪ‬ ‫ﻧﺎ‪ T‬ﺗﺄﻟﻴﻒ!  ﺗﻮﺳﻂ ﻳﻜﻰ  ﻣﻬﻤﺘﺮﻳﻦ ﻧﺎﺷﺮ‪ ,‬ﻓﻌﺎ  ﻣﻴﻨﻪ ﻛﺘﺐ ﻋﻠﻮ‪T‬‬ ‫ﻧﺴﺎﻧﻰ ﻧﺸﮕﺎ<ﻫﺎ‪ ،‬ﺑﻪ ﺑﺎ ﻧﻪ ﺷﺪ<  ﻣﺘﺄﺳﻔﺎﻧﻪ ﺧﻴﺮ ﻫﻢ ﺑﻪ ﭼﺎپ‬ ‫ﭼﻬﺎ‪ T‬ﻧﻴﺰ ﺳﻴﺪ< ﺳﺖ(‪ .‬ﺑﻬﺮﺣﺎ ﻧﺘﺸﺎ ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﻧﺸﮕﺎﻫﻰ‪ a‬ﻛﻪ‬ ‫ﻫﻴﭻ ﺗﻮﺟﻴﻬﻰ ﺑﺮ‪ a‬ﻧﮕﺎ‪J I‬ﻧﻬﺎ ﺟﻮ ﻧﺪ‪ ،‬ﺑﻴﺸﺘﺮ  ﺣﻮ< ‪W‬‬ ‫ﻋﻤﻮﻣﻰ ﻳﺪ< ﻣﻰﺷﻮ‪ .‬ﺳﻰ ﻣﺎﻧﻨﺪ‪ :‬ﺑﺎ‪  ,‬ﺑﻴﺎ ﻓﺎﺳﻰ‪ ،‬ﻣﻌﺎ‪u‬‬ ‫ﺳﻼﻣﻰ‪ ،‬ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ  ﻳﺸﻪﻫﺎ‪ ،,J a‬ﺟﻤﻌﻴﺖ  ﺗﻨﻈﻴﻢ ﺧﺎﻧﻮ<‪،‬‬ ‫‪ ....‬ﻳﻦ ﻣﺜﺎ ﺧﻴﺮ‪ ،‬ﻳﻌﻨﻰ ‪ W‬ﺟﻤﻌﻴﺖ  ﺗﻨﻈﻴﻢ ﺧﺎﻧﻮ<‪ ,J  ،‬ﺳﺘﻪ‬ ‫‪W‬ﻫﺎﻳﻰ ﺳﺖ ﻛﻪ ﺑﺴﻴﺎ‪  a‬ﻣﺪﺳﺎ‪ ،,J ,‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻌﺪ‬ ‫ﻧﺸﺠﻮﻳﺎ‪,‬ﺷﺎ‪– ,‬ﻛﻪ ﭼﻮ‪ ,‬ﻣﻌﻤﻮﻻ  ﻫﺮ ﻧﺸﮕﺎ<‪ ،‬ﻳﻚ ﻳﺎ  ﻣﺪ‪W‬‬ ‫ﺑﺮ‪ a‬ﻳﻦ ‪ W‬ﺟﻮ ‪ ،‬ﺑﻨﺎﺑﺮﻳﻦ ﻫﺮ ﻣﺪ‪ W‬ﻣﻌﻤﻮﻻ  ﻃﻮ ﻳﻚ‬ ‫ﻧﻴﻤﺴﺎ‪ ،‬ﻳﻦ ‪  W‬ﺑﻪ ﭼﻨﺪﺻﺪ ﻧﺸﺠﻮ ﺋﻪ ﻣﻰﻛﻨﺪ‪ -‬ﺗﺮﺟﻴﺢ ﻣﻰﻫﻨﺪ‬ ‫ﺧﻮﺷﺎ‪  ,‬ﻳﻦ ﻣﻴﻨﻪ ﻛﺘﺎﺑﻰ   ‪ a‬ﻣﻨﺎﺑﻊ  ﭘﻴﺶ ﻣﻮﺟﻮ‪  ،‬ﺑﺪ‪,‬‬ ‫ﻓﺰ‪ ,‬ﻧﻜﺘﻪ‪ a‬ﺧﺎ‪ ،c‬ﮔﺮ‪ aJ‬ﻛﺮ<  ﻧﺸﺠﻮﻳﺎ‪   ,‬ﺑﻪ ﺳﺘﻔﺎ<‬ ‫ ‪ ,J‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻨﺒﻊ ﻛﻼﺳﻰ  ‪J‬ﻣﻮ‪ ,‬ﭘﺎﻳﺎ‪ ,‬ﻧﻴﻤﺴﺎ ﻛﻨﻨﺪ‪   .‬ﻳﻦ‬ ‫<‪  ،‬ﻣﺰﻳﺎ‪ a‬ﻣﺎ‪) a‬ﻣﺎﻧﻨﺪ ﻓﺰﻳﺶ ﺗﺒﻪ ﻧﺸﮕﺎﻫﻰ   ﻧﺘﻴﺠﻪ‪ ،‬ﻓﺰﻳﺶ‬ ‫ﺣﻘﻮ‪  p‬ﻣﺰﻳﺎ(  ﻣﻌﻨﻮ‪) a‬ﻣﺎﻧﻨﺪ ﺷﻬﺮ ‪ (...‬ﻛﺘﺎ‪ Z‬ﮔﺮ‪aJ‬ﺷﺪ<ﺷﺎ‪,‬‬ ‫ﺑﻬﺮ<ﻣﻨﺪ ﺷﻮﻧﺪ‪ .‬ﺗﺎ ﻳﻜﻰ  ﺳﺎ ﭘﻴﺶ‪ ،‬ﻳﻦ  –ﻛﻪ ﺑﻬﺘﺮ ﺳﺖ ﻧﺎ‪T‬‬ ‫ﺑﻴﻤﺎ‪  a‬ﺑﺮ ‪ ,J‬ﺑﻨﻬﻴﻢ‪  -‬ﺣﻮ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ‪ z‬ﭼﻨﺪﻧﻰ ﻧﺪﺷﺖ‬ ‫ ﺗﻨﻬﺎ ﻣﺤﺪ ﺑﻪ ﻫﻤﺎ‪ W ,‬ﺟﻤﻌﻴﺖ  ﺗﻨﻈﻴﻢ ﺧﺎﻧﻮ< ﻣﻰﺷﺪ‪ .‬ﻣﺎ ‬ ‫ﺳﺎﻫﺎ‪ a‬ﺧﻴﺮ‪ ،‬ﻣﺪﺳﺎ‪ ,‬ﻳﮕﺮ ﺷﺘﻪﻫﺎ  ﮔﺮﻳﺶﻫﺎ‪ a‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‬ ‫ﻧﻴﺰ‪ ،‬ﺑﺮ‪ a‬ﻋﻘﺐ ﻧﻤﺎﻧﺪ‪  ,‬ﻗﺎﻓﻠﻪ –ﻏﺎﻓﻠﻪ؟‪ -‬ﻧﻮﻳﺴﻨﺪﮔﻰ‪ ،‬ﺑﻪ ﮔﻮﻧﻪ‪a‬‬ ‫ﻓﻌﺎﻻﻧﻪ  ﭘﺮﻛﺎ‪ ،‬ﺑﻪ ﻧﮕﺎ‪ I‬ﻛﺘﺎ‪Z‬ﻫﺎﻳﻰ ﻛﻪ ﮔﻤﺎ‪ ,‬ﻣﻰﻛﻨﻨﺪ »ﺗﺎﻛﻨﻮ‪ ,‬ﻫﻴﭻ‬

‫ﻛﺘﺎ‪ Z‬ﺟﺎﻣﻌﻰ  ﻳﻦ ﻣﻴﻨﻪ ﻧﻮﺷﺘﻪ ﻧﺸﺪ<«‪ ،‬ﺳﺮﮔﺮ‪ T‬ﺷﺪ<ﻧﺪ )ﺳﺮﮔﺮﻣﻰ‪،‬‬ ‫ﺑﻬﺘﺮﻳﻦ ژ<‪ a‬ﺳﺖ ﻛﻪ ﺑﺮ‪ a‬ﺗﻮﺻﻴﻒ ﻳﻦ ﻋﻤﻞ ﻳﺎﻓﺘﻢ(‪ .‬ﺑﺎ ﻧﮕﺎﻫﻰ ﺑﻪ‬ ‫ﻛﺘﺎ‪Z‬ﻫﺎ‪» a‬ﻣﺒﺎﻧﻰ« ﻧﻮﺷﺘﻪ ﺷﺪ<  ﮔﺮﻳﺶﻫﺎ‪ a‬ﻣﺨﺘﻠﻒ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‪،‬‬ ‫ﻣﻰﺗﻮ‪ ,‬ﺑﻪ ﺳﺎﮔﻰ ﺑﻪ ﻳﻦ ﻧﻜﺘﻪ ﭘﻰ ﺑﺮ‪ .‬ﭘﻴﺶ  ﻳﻦ‪ ،‬ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﻣﺒﺎﻧﻰ‬ ‫ﺑﻪ ﺗﻌﺪ ﻧﮕﺸﺖﺷﻤﺎ‪  a‬ﻳﻦ ﮔﺮﻳﺶﻫﺎ ﺟﻮ ﺷﺖ‪ .‬ﺷﺎﻳﺪ ﺑﺮﺧﻰ ‬ ‫‪J‬ﻧﻬﺎ ﻧﻮﻗﺼﻰ ﻫﻢ ﺷﺘﻨﺪ‪ ،‬ﻣﺎ ﺑﻪ ﺧﻮﺑﻰ  ﻋﻬﺪ< ﺑﺮﻃﺮ‪ u‬ﻛﺮ‪ ,‬ﻧﻴﺎﻫﺎ‪a‬‬ ‫ﻧﺸﺠﻮﻳﺎ‪ ,‬ﺑﺮﻣﻰ‪J‬ﻣﺪﻧﺪ‪ .‬ﻣﺎ ﻛﺘﺎ‪Z‬ﻫﺎﻳﻰ ﻛﻪ ﺑﺎ ﻋﻴﻪ »ﻧﺎﻗﺺ ﺑﻮ‪,‬‬ ‫ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﭘﻴﺸﻴﻦ  ﻳﻦ ﺣﻮ<«ﻫﺎ ﻧﻮﺷﺘﻪ ﻣﻰﺷﻮﻧﺪ‪ ،‬ﻋﻤﺪﺗﺎ ﻫﻴﭻ ﻧﻜﺘﻪ‪a‬‬ ‫ ﺑﺮ <ﻫﺎ‪ a‬ﻗﺒﻠﻰ ﻳﻦ ﺣﻮ<ﻫﺎ ﻧﻤﻰﻓﺰﻳﻨﺪ‪ .‬ﮔﺮ ﻏﺮ‪  p‬ﮔﺰﻓﻪﮔﻮﻳﻰ‬ ‫ﻧﺒﺎﺷﺪ‪ ،‬ﺑﻴﺸﺘﺮﻳﻦ ﺗﻔﺎﻫﺎ  ﻣﻰﺗﻮ‪  ,‬ﻃﺮ}  ﻧﮓ ﺟﻠﺪ ﻳﻦ ﻛﺘﺎ‪Z‬ﻫﺎ‬ ‫ﻳﺪ  ﻧﻪ  ﻣﺤﺘﻮ  ﻣﻀﻤﻮ‪J ,‬ﻧﻬﺎ‪  .‬ﻟﺒﺘﻪ ﺑﺎ ﭘﻴﺸﺮﻓﺖﻫﺎ‪ a‬ﺣﺎﺻﻠﻪ ‬ ‫ﻧﺶ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﻳﺮ‪ ،,‬ﻳﻦ ﺗﻨﻮ‪ l‬ﻧﮓ  ﻃﺮ}‪  ،‬ﺣﻮ< »ﻣﺒﺎﻧﻰ«‬ ‫ﻓﺮﺗﺮ ﻓﺘﻪ  ﺑﻪ ﺣﻮ<ﻫﺎ‪ a‬ﺗﺨﺼﺼﻰﺗﺮ ﻫﻢ ﻛﺸﻴﺪ< ﺷﺪ< ﺳﺖ‪.‬‬ ‫»‪I‬ﻫﺎ‪ a‬ﭘﮋﻫﺶ  ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ«‪» ،‬ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ‬ ‫ﻧﺴﺎ‪,‬ﺷﻨﺎﺳﻰ«‪» ،‬ﺗﻌﺎﻳﻒ  ﻣﻔﺎﻫﻴﻢ ﻓﺮﻫﻨﮓ«‪» ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ‬ ‫ﻣﺮ‪T‬ﺷﻨﺎﺳﻰ ﻳﻼ  ﻋﺸﺎﻳﺮ«‪» ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ  ﻣﺮ‪T‬ﺷﻨﺎﺳﻰ ﻳﻦ«‪ ،‬‬ ‫ﺑﺴﻴﺎ‪ a‬ﺣﻮ<ﻫﺎ‪ a‬ﻳﮕﺮ‪ ،‬ﭼﺎ ﻳﻦ ﻧﺒﻮ<ﮔﻰ ﻧﻮﺷﺘﻪﻫﺎ ﺷﺪ< ﺳﺖ‪ .‬‬ ‫ﮔﺮ  ﻣﻌﺪ ﻣﻮ ﺳﺘﺜﻨﺎﺋﻰ ﭼﺸﻢﭘﻮﺷﻰ ﻛﻨﻴﻢ‪ ،‬ﺑﻴﺸﺘﺮ ﻳﻦ ﻛﺘﺎ‪Z‬ﻫﺎ ﻫﻴﭻ‬ ‫ﻣﻄﻠﺐ ﺗﺎ<‪ a‬ﺑﺮ ﻧﻮﺷﺘﻪﻫﺎ‪ a‬ﭘﻴﺸﻴﻦ ﻧﻴﻔﺰ<ﻧﺪ‪ .‬ﺑﺴﻴﺎ‪  a‬ﻳﻦ ﻧﻮﺷﺘﻪﻫﺎ‬ ‫‪J‬ﻧﭽﻨﺎ‪  ,‬ﻧﻈﺮ ﻋﻠﻤﻰ  ﺳﺎﺧﺘﺎ‪  a‬ﺣﺘﻰ ﻧﮕﺎﺷﻰ  ﺑﻰ ﺿﻌﻴﻒﻧﺪ ﻛﻪ‬ ‫ﻧﺸﺠﻮﻳﺎ‪ ,‬ﻧﻴﻤﺴﺎ   ‪ T‬ﻧﻴﺰ ﺑﻪ ﺣﺘﻰ ﻳﺮﻫﺎ‪J a‬ﻧﻬﺎ  ﺗﺸﺨﻴﺺ‬ ‫ﻣﻰﻫﻨﺪ‪ .‬ﻣﺎ ﺗﺸﺨﻴﺺ ﻳﻦ ﻳﺮﻫﺎ ﺑﻪ ﻫﻴﭻ ‪ a‬ﻧﻤﻰﺧﻮ؛ ﻣﮕﺮ ﻳﻨﻜﻪ‬ ‫ﺑﺘﻮ‪J ,‬ﻧﻬﺎ  ﻣﻨﻌﻜﺲ ﻧﻤﻮ‪ .‬ﻫﻤﻪ ‪J‬ﻧﭽﻪ  ‪J‬ﻏﺎ ﺗﺎ ﻳﻨﺠﺎ ﻧﻮﺷﺘﻴﻢ‪ ،‬ﺣﻜﻢ‬ ‫ﻣﻘﺪﻣﻪ  ﺷﺖ؛  ‪J‬ﻧﭽﻪ  ﻳﻦ ﭼﻨﺪ ﺧﻂ ﭘﺎﻳﺎﻧﻰ ﻣﻰﻧﻮﻳﺴﻴﻢ‪ ،‬ﺣﻜﻢ‬ ‫ﺳﺨﻦ ﺻﻠﻰ  ‪ .‬ﻣﺘﺄﺳﻔﺎﻧﻪ ﺗﻨﻬﺎ ﻧﺸﺮﻳﻪ ﺗﺨﺼﺼﻰ‪ a‬ﻛﻪ  ﻣﻴﻨﻪ ﻧﻘﺪ‬ ‫ﻛﺘﺐ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﻓﻌﺎﻟﻴﺖ ﻣﻰﻛﻨﺪ‪» ،‬ﻛﺘﺎ‪ Z‬ﻣﺎ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ« ﺳﺖ‬ ‫ﻛﻪ ﻓﺴﻮ‪ ،W‬ﺗﻌﻄﻴﻠﻰﻫﺎﻳﺶ ﺑﻴﺶ  ﺳﺎﻳﺮ ﻧﺸﺮﻳﺎ ﻓﻌﺎ  ﻳﻦ ﻣﻴﻨﻪ‬ ‫ﺳﺖ‪  .‬ﺑﺨﺸﻰ  ‪ ,‬ﺗﻌﻄﻴﻠﻰ ﻳﻦ ﻧﺸﺮﻳﻪ‪ ،‬ﻣﻰﺷﺪ ﻧﻘﺪ ﻛﺘﺎ‪Z‬ﻫﺎ‪a‬‬ ‫ﺣﻮ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ   ﻧﺎﻣﻪ ﺷﺮ‪ p‬ﻧﻮﺷﺖ؛ ﻛﻪ ﻳﮕﺮ ﺟﻮ ﺧﺎﺟﻰ‬ ‫ﻧﺪ‪ .‬ﮔﺎﻫﻰ  ﻧﺎﻣﻪ ﺳﺮﻣﺎﻳﻪ ﻫﻢ ﻣﻰﺷﺪ ﻧﻘﺪ ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﻳﻦ ﺣﻮ< ‬ ‫ﻳﺪ‪ ،‬ﻛﻪ ‪ ,J‬ﻫﻢ ﻣﺪﺗﻰ ﺳﺖ ﺑﺨﺶ ﻣﺮﺑﻮﻃﻪ  ﺣﺬ‪ u‬ﻛﺮ< ﺳﺖ‪.‬‬ ‫ﺻﻔﺤﺎ ﻧﻘﺪ ﻳﮕﺮ ﻧﺎﻣﻪﻫﺎ‪ ،‬ﻋﻤﺪﺗﺎ ﺑﻪ ﻣﻌﺮﻓﻰ ﻛﺘﺎ‪Z‬ﻫﺎ‪ a‬ﺑﻰ  ﻣﺎ‪,‬‬ ‫ﻣﻰﭘﺮﻧﺪ ﻛﻪ ﻣﺨﺎﻃﺐ ﺑﻴﺸﺘﺮ‪ . a‬ﻧﺎﻣﻪ ﻳﺮ‪ ,‬ﻫﻢ ﮔﺎﻫﻰ  ﻣﻴﻨﻪ‬ ‫ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‪ ،‬ﭘﺬﻳﺮ‪ a‬ﻣﻌﺮﻓﻰ ﻛﺘﺎ‪ ) Z‬ﻧﻪ ﻧﻘﺪ( ﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﻳﻦ ﻧﮕﺎﻧﺪ<‬ ‫ﻳﻦ ﺳﻄﻮ‪ ،‬ﺑﺎ ﺑﺎﮔﺸﺎﻳﻰ ﺑﺎ< ﻛﺘﺎ‪ Z‬ﻣﺎ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‪ ،‬ﻓﺮﺻﺖ ‬ ‫ﻏﻨﻴﻤﺖ ﺷﻤﺮ<  ﺗﻼ‪ I‬ﻧﻤﻮ ﺗﺎ ﭘﻴﺶ  –ﺧﺪ‪ a‬ﻧﺎﻛﺮ
‫ﺑﺮﺳﻰ  ﺗﺤﻠﻴﻞ ﻧﻘﺶ ﺑﺤﺮﻧﻬﺎ ﺟﺘﻤﺎﻋﻰ ‪ /‬ﻣﻮﻓﻘﻴﺖ ]ﺛﺎ ﺷﻌﺮ ﻓﺎﺳﻰ ‪] 2‬ﻏﺎ‪ 2‬ﺗﺎ ﻗﺮ‪ H‬ﻫﺸﺘﻢ‬

‫ﻧﻮﻳﺴﻨﺪ‪ :‬ﻟﻴﻼ ﺧﻴﺎﻃﺎ‪ :H‬ﻛﺎﺷﻨﺎ‪ Z‬ﺷﺪ ‪2‬ﺑﺎ‪/  H‬ﺑﻴﺎ ﻓﺎﺳﻰ‪ /‬ﻋﻀﻮ ﻫﺌﻴﺖ ﻋﻠﻤﻰ ‪/‬ﻧﺸﮕﺎ ]‪ /2‬ﺳﻼﻣﻰ ﺣﺪ ﺳﻮﺳﻨﮕﺮ‪/‬‬

‫ﭼﻜﻴﺪ‪:‬‬

‫ﻣﻄﺎﻟﻌﻪ ﻗﻴﻖ ﺗﺎﻳﺦ ﺑﻪ ﻣﻨﻈﻮ ‪  n‬ﺷﻨﺎﺧﺖ ﻳﺸﻪﻫﺎ‪ a‬ﭘﻴﻮﻧﺪ ‪ ,J‬ﺑﺎ ﺷﻌﺮ  ‪  ،Z‬ﻳﺪﮔﺎ< ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ‬ ‫ﺑﻴﺎ ﻳﻚ ﺿﺮ ﺳﺖ‪ .‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺑﻴﺎ ﺑﺎ  ﻛﻪ ﺷﺪ ﺷﺨﺼﻴﺖ ﺟﺘﻤﺎﻋﻰ ﺷﻌﺮ ﻓﺎﺳﻰ  ﻣﻘﻴﺪ‬ ‫ﺑﻮﻧﺶ ﺑﻪ ﻧﻌﻜﺎ‪ W‬ﻗﻌﻴﺖﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﺳﺖ  ﻗﻌﻴﺖﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﻣﺤﺼﻮ ﮔﺮﮔﻮﻧﻰﻫﺎ‪ a‬ﺗﺎﻳﺨﻰ‬ ‫ﺳﺖ‪  .‬ﻫﻤﻴﻦ ﻳﺪﮔﺎ< ﺳﺖ ﻛﻪ ﺗﺎﻳﺦ  ﻣﺎﺟﺮﻫﺎ‪ a‬ﺳﺮﺳﺮ ﻧﺞ  ﻫﺮ‪ ،,J W‬ﻋﻠﺖ ﺑﺴﻴﺎ‪  a‬ﺟﺮﻳﺎﻧﻬﺎ‪a‬‬ ‫ﻓﻜﺮ‪-a‬ﺑﻰ ﻣﻰﺷﻮ‪.‬‬ ‫ﺑﻪ ﻫﺮ ﺣﺎ ﻛﻮﺷﺶ ﺑﺮ‪ a‬ﺳﺖﻳﺎﻓﺘﻦ ﺑﻪ ﻧﻘﺶ ﺑﺤﺮﻧﻬﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ  ﻣﻮﻓﻘﻴﺖ ‪J‬ﺛﺎ ﺷﻌﺮ ﻓﺎﺳﻰ‪،‬‬ ‫ﻣﺎ  ﺑﺎ ﺟﺮﻳﺎﻧﻬﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﺳﻴﺎﺳﻰ ﺑﺤﺮ‪ a,‬ﺑﺴﻴﺎ‪ a‬ﺑﻪ ﻣﻰﺳﺎ‪ ،‬ﻛﻪ  ﭘﺎ<‪ a‬ﻣﻮﻗﻊ ﺑﻪ ﺗﻨﻬﺎﺋﻰ‬ ‫ﻣﻰﺗﻮﻧﻨﺪ ﻣﺴﺌﻮﻟﻴﺖ ﻧﺴﺠﺎ‪ ،T‬ﻳﻜﺪﺳﺘﻰ  ﻧﻈﺎ‪T‬ﻳﺎﻓﺘﮕﻰ ﺑﺴﻴﺎ‪J  a‬ﺛﺎ ﺷﻌﺮ ﻓﺎﺳﻰ  ﺑﻪﻋﻬﺪ< ﺑﮕﻴﺮﻧﺪ‪ .‬ﻟﺒﺘﻪ ﻳﻦ‬ ‫ﺑﺪ‪ ,‬ﻣﻌﻨﺎ ﻧﻴﺴﺖ ﻛﻪ ﻧﻘﺶ ﺟﺮﻳﺎﻧﺎ ﺟﺘﻤﺎﻋﻰ‪-‬ﺳﻴﺎﺳﻰ ﺑﺤﺮ‪   ,‬ﻣﺤﺪ ﺳﺎ‪ a‬ﻣﻜﺎﻧﺎ ﺷﻌﺮ ﻓﺎﺳﻰ‬ ‫ ﻳﺎ ﻣﺎﻧﻊﺗﺮﺷﻰ  ﻣﺴﻴﺮ ﺣﺮﻛﺖ ‪ ,J‬ﺑﻪ ﺳﻮ‪ a‬ﻛﻤﺎ ﻗﻌﻰ‪ I‬ﻧﻜﺎ ﻛﻨﻴﻢ  ﻳﺎ ﺗﻮﺟﻴﻬﺎ ﻳﮕﺮ‪ a‬ﺑﺮ‪a‬‬ ‫ﺑﻦﺑﺴﺖﻫﺎ‪ a‬ﻓﻜﺮ‪s-a‬ﻗﻰ ﻧﺎﺷﻰ  ‪J‬ﻧﻬﺎ ﺑﻴﺎﻳﻢ‪.‬‬ ‫ ﻳﻦ ﻣﻘﺎﻟﻪ ﻣﻰﻛﻮﺷﻴﻢ ﺗﺎ  ﻳﻪ‪ a‬ﻳﺪ ﺑﻬﺘﺮ‪ a‬ﺑﻪ ﻫﻨﺠﺎ ﮔﺴﻴﺨﺘﮕﻰﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﺗﺎﺛﻴﺮﮔﺬ ﺑﺮ ﺷﻌﺮ‬ ‫ﻓﺎﺳﻰ ﻧﮕﺮﻳﺴﺘﻪ  ﻣﻴﺰ‪ ,‬ﺧﻞ  ﺗﺼﺮ‪ u‬ﺑﺤﺮﻧﻬﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ   ﻣﻮﻓﻘﻴﺖ ‪J‬ﺛﺎ ﺷﻌﺮ ﻓﺎﺳﻰ ‪ ,J‬ﻫﻢ  ﻳﻚ‬ ‫ﻣﺤﺪ<‪ a‬ﺗﺎﻳﺨﻰ ﻣﻌﻴﻦ ‪J -‬ﻏﺎ ﺗﺎ ﻗﺮ‪ ,‬ﻫﺸﺘﻢ‪ -‬ﻧﺪ< ﺑﮕﻴﺮﻳﻢ‪.‬‬

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‫ﻣﻘﺎﻻ‬

‫ﻣﺘﻦ ﻣﻘﺎﻟﻪ‪:‬‬

‫ﻛﺲ ﻧﻴﺴﺖ ﻛﻪ ﺗﺎ ﺑﺮ ﻃﻦ ﺧﻮ ﮔﺮﻳﺪ‬ ‫ﺑﺮ ﺣﺎ ﺗﺒﺎ< ﻣﺪ‪ T‬ﺑﺮ ﮔﺮﻳﺪ‬ ‫‪ a‬ﺑﺮ ﺳﺮ ﻣﺮ<ﻳﻰ  ﺻﺪ ﺷﻴﻮ‪ ,‬ﺑﻮ‬ ‫ﻣﺮ ﻳﻜﻰ ﻧﻴﺴﺖ ﻛﻪ ﺑﺮ ﺻﺪ ﮔﺮﻳﺪ‬ ‫»ﻛﻤﺎﻟﺪﻳﻦ ﺳﻤﺎﻋﻴﻠﻰ«‬ ‫ﺧﻼ‪p‬ﻟﻤﻌﺎﻧﻰ‪ ،‬ﻛﻤﺎﻟﺪﻳﻦ ﺳﻤﺎﻋﻴﻞ ﺑﻰ ﺟﻤﺎﻟﺪﻳﻦ ﻋﺒﺪﻟﺮ‪p‬‬ ‫ﺻﻔﻬﺎﻧﻰ ﻳﻜﻰ  ﺷﺎﻋﺮ‪ ,‬ﺑﺰﮔﻰ ﺳﺖ ﻛﻪ ﻗﺮﺑﺎﻧﻰ ﻳﻠﻐﺎ ﻣﻐﻮ ﺷﺪ‪.‬‬ ‫ﺑﺎﻋﻰ ﻓﻮ‪ p‬ﺗﻮﺻﻴﻒ ﻧﻰ  ﺗﺎﻳﺦ ﺳﺖ ﻛﻪ ﻳﺪﻫﺎ‪ a‬ﺗﻠﺦ ‬ ‫ﻧﺎﮔﻮ‪ ،I‬ﻫﻴﭻﮔﻮﻧﻪ ﺿﻤﺎﻧﺘﻰ ﺑﺮ‪ a‬ﻧﺴﺎ‪ ,‬ﺑﻮ‪  ,‬ﻧﺴﺎ‪ ,‬ﻳﺴﺘﻰ ﺑﻮﺟﻮ‬ ‫ﻧﻤﻰ‪J‬؛  ﻧﺎ‪J‬ﻣﻰﻫﺎﻳﻰ ﻛﻪ ﺣﺎﺻﻞ ﭼﻜﺎﭼﺎ‪ n‬ﺷﻤﺸﻴﺮﻫﺎ‪ a‬ﺗﻨﮓ‬ ‫ﭼﺸﻤﺎ‪ ,‬ﺷﺮ‪J p‬ﺳﻴﺎ ﻋﺮﺻﻪ‪ a‬ﻣﭙﺮﻃﻮ‪ a‬ﺧﻮﻣﺸﺎﻫﺎ‪ ,‬ﺑﻮ‪ ،‬ﻣﺠﺎﻟﻰ‬ ‫ﺑﺮ‪ a‬ﺷﺪ  ﺑﻘﺎ‪ a‬ﺷﻬﺎ‪ a‬ﺧﻼﻗﻰ  ﻧﺴﺎﻧﻰ ﺑﺎﻗﻰ ﻧﻤﻰﮔﺬ‪ .‬ﺑﺴﻴﺎﻧﺪ‬ ‫ﺳﺮ<ﻫﺎﻳﻰ  ﻳﻦ ﺳﺖ ﻛﻪ ﺗﻮﻧﺴﺘﻪﻧﺪ ﺑﺎ ﺗﻌﻬﺪ  ﻣﺴﺌﻮﻟﻴﺖ ﺟﺘﻤﺎﻋﻰ‬ ‫ ﺑﻪ ‪ I‬ﺷﻌﺮ ﻓﺎﺳﻰ ﻧﻬﺎ<  ﺗﻮﻓﻴﻘﺎ ﻗﺎﺑﻞ ﻣﻼﺣﻈﻪ‪   a‬ﺧﻠﻖ‬ ‫ﭼﻨﻴﻦ ﺗﺼﺎﻳﺮ ﻫﻮﻟﻨﺎﻛﻰ ﻧﺼﻴﺐ ﺷﻌﺮ ﻓﺎﺳﻰ ﻛﻨﻨﺪ‪.‬‬ ‫ﻣﺮ< ﺑﻪ ﻣﺪ ﺗﺤﻮﻻ ﭼﺸﻤﮕﻴﺮ  ﻓﻮ‪p‬ﻟﻌﺎ<ﻳﻰ ﻛﻪ  ﻣﻴﻨﻪ‪a‬‬ ‫ﻧﻘﺪ ﺑﻰ ﺑﻮﺟﻮ ‪J‬ﻣﺪ<‪ ،‬ﺑﻪ ﺣﺘﻰ ﻣﻰﺗﻮ‪ ,‬ﺑﺎ<‪ a‬ﺳﺮ<ﻫﺎ‪a‬‬

‫‪/‬ﺳﺖ ﻳﺎﻓﺘﻦ ﺑﻪ ‪b2‬‬ ‫ﺟﺘﻤﺎﻋﻰ ﺳﺮ‪/‬ﻫﺎ ‪2‬ﺑﺎ‪H‬‬ ‫ﻓﺎﺳﻰ ﻧﺸﺎ‪ H‬ﻣﻴﺪﻫﺪ ﻛﻪ‬ ‫ﻛﺜﺮ ﺷﺎﻋﺮ‪ H‬ﻓﺎﺳﻰ ‪2‬ﺑﺎ‪H‬‬ ‫ﺗﺼﻮﻳﺮ ‪/‬ﺳﺖ  ‪2‬ﻧﺪ‬ ‫‪/ 2‬ﻧﻴﺎ ﭘﻴﺮﻣﻮ‪ H‬ﺧﻮ‪ /‬ﺑﻪ‬ ‫‪/‬ﺳﺖ ‪//‬ﻧﺪ‪/ .‬ﻧﻴﺎﻳﻰ ﻛﻪ ﮔﺎ‬ ‫ﻳﻜﺪﺳﺖ  ‪2‬ﻳﺒﺎﺳﺖ  ﮔﺎﻫﻰ‬ ‫ﺳﺮﺷﺎ ‪ 2‬ﺗﻨﺎﻗﺾ  ﺗﻀﺎ‪/‬‬ ‫ﺳﺖ‪ .‬ﻛﻴﻔﻴﺖ ﻳﻦ ﺗﻨﺎﻗﻀﺎ‬ ‫ﻛﻪ ﺗﻔﺎﻗﺄ ‪ 2‬ﻻﺑﻪﻻ ﻓﺮ‪ 2‬‬ ‫ﻧﺸﻴﺐ‪-‬ﻫﺎ ﺳﺮﻧﻮﺷﺖ ﺷﻌﺮ‬ ‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻓﺎﺳﻰ ﭘﻴﺪﺳﺖ‪/ ،‬ﻧﻴﺎ‬ ‫ﻗﻌﻰ ]‪  H‬ﻣﻰﺳﺎ‪./2‬‬

‫ﺑﺎ‪,‬ﻓﺎﺳﻰ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺳﻨﺎ ﻓﺮﻫﻨﮕﻰ‪-‬ﺗﺎﻳﺨﻰ ﺟﺎﻣﻌﻪ ﻗﻀﺎ ﻛﺮ‪ .‬ﺑﻪ‬ ‫ﻋﺒﺎ ﻳﮕﺮ‪ ،‬ﺳﻨﺪﻳﺖ  ﻋﺘﺒﺎ ﺟﺘﻤﺎﻋﻰ ﺑﺮﺧﻰ ﺳﺮ<ﻫﺎ‪ a‬ﺑﺎ‪ ,‬ﻓﺎﺳﻰ‬ ‫ﺑﻪ ﻧﺪ<ﻳﺴﺖ ﻛﻪ ﻣﻰﺗﻮ‪ ,‬ﭘﻴﻮﻧﺪ ﻣﻴﺎ‪ ,‬ﺑﻴﺎ  ﺟﺎﻣﻌﻪ  ﺑﻪ ﻃﻮ ﺟﺪ‪a‬‬ ‫ﻣﻮ ﺗﺤﻠﻴﻞ  ﺑﺮﺳﻰ ﻗﺮ <  ﺑﺎ<‪ a‬ﺑﻌﺎ  ﺟﻮﻧﺐ ﺟﺘﻤﺎﻋﻰ ﺷﻌﺮ‬ ‫ﻓﺎﺳﻰ ﺑﻪ ﻧﺘﺎﻳﺠﻰ ﻣﻄﻠﻮﺑﻰ ﺳﺖ ﻳﺎﻓﺖ‪.‬‬ ‫ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ ﻛﻪ ﺑﺮﺳﻰ  ﺗﺤﻠﻴﻞ ﻧﻘﺶ ﺑﺤﺮﻧﻬﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ‬ ‫ ﻣﻮﻓﻘﻴﺖ ‪J‬ﺛﺎ ﺑﻰ  ‪J‬ﻏﺎ ﺗﺎ ﻗﺮ‪ ,‬ﻫﺸﺘﻢ ﺑﺮ ﻋﻬﺪ< ‪ ،‬ﻣﻰﻛﻮﺷﺪ‬ ‫ﺗﺎ ﺿﻤﻦ ﺷﺎ< ﺑﻪ ﺷﺮﻳﻂ ﺗﺎﻳﺨﻰ‪ -‬ﺳﻴﺎﺳﻰ ﺗﺎﺛﻴﺮﮔﺬ ﺑﺮ ﻓﻜﺮ  ‪s‬ﻫﻦ‬ ‫ﺷﺎﻋﺮ‪ ،,‬ﻣﺴﺌﻮﻟﻴﺖ ﺑﺨﺸﻰ  ﺳﺘﻌﺪ‪ ،‬ﻗﺎﺑﻠﻴﺖ  ﻛﻔﺎﻳﺖ ﻋﻘﻠﻰ ﺑﺰﮔﺎ‪,‬‬ ‫ﺷﻌﺮ  ‪  Z‬ﺑﺮ ‪ I‬ﭼﻨﻴﻦ ﺷﺮﻳﻄﻰ ﻧﻬﺎ<  ﺑﺮ ﻫﻤﻴﻦ ﻣﺒﻨﺎ ﺗﻮ‪,‬‬ ‫ﺧﻼﻗﻴﺖ  ﻗﺪ ﻧﻮ‪ aJ‬ﻳﺸﺎ‪  ,‬ﺑﺴﻨﺠﺪ‪.‬‬ ‫ﺳﺖ ﻳﺎﻓﺘﻦ ﺑﻪ ‪ I‬ﺟﺘﻤﺎﻋﻰ ﺳﺮ<ﻫﺎ‪ a‬ﺑﺎ‪ ,‬ﻓﺎﺳﻰ ﻧﺸﺎ‪,‬‬ ‫ﻣﻴﺪﻫﺪ ﻛﻪ ﻛﺜﺮ ﺷﺎﻋﺮ‪ ,‬ﻓﺎﺳﻰ ﺑﺎ‪ ,‬ﺗﺼﻮﻳﺮ ﺳﺖ  ﻧﺪ<‪  a‬ﻧﻴﺎ‪a‬‬ ‫ﭘﻴﺮﻣﻮ‪ ,‬ﺧﻮ ﺑﻪ ﺳﺖ <ﻧﺪ‪ .‬ﻧﻴﺎﻳﻰ ﻛﻪ ﮔﺎ< ﻳﻜﺪﺳﺖ  ﻳﺒﺎﺳﺖ‬ ‫ ﮔﺎﻫﻰ ﺳﺮﺷﺎ  ﺗﻨﺎﻗﺾ  ﺗﻀﺎ ﺳﺖ‪ .‬ﻛﻴﻔﻴﺖ ﻳﻦ ﺗﻨﺎﻗﻀﺎ ﻛﻪ‬ ‫ﺗﻔﺎﻗﺄ  ﻻﺑﻪﻻ‪ a‬ﻓﺮ  ﻧﺸﻴﺐ‪-‬ﻫﺎ‪ a‬ﺳﺮﻧﻮﺷﺖ ﺷﻌﺮ ﻓﺎﺳﻰ ﭘﻴﺪﺳﺖ‪،‬‬ ‫ﻧﻴﺎ‪ a‬ﻗﻌﻰ ‪  ,J‬ﻣﻰﺳﺎ‪ .‬ﻇﺮﻓﺖ  ﻗﺖ ﺷﻌﺮ ﻓﺎﺳﻰ  ﻧﺸﺎ‪,,‬‬ ‫ﺷﻮﻳﻬﺎ  ﻧﺎﻫﻤﻮ‪a‬ﻫﺎ‪ a‬ﻳﻦ ﻧﻴﺎ‪ a‬ﻗﻌﻰ‪ ،‬ﺗﻮﺻﻴﻒ  ﺗﺼﻮﻳﺮ ﻟﺮ‪,‬‬ ‫ ﻧﺎﻣﻮ‪ ,‬ﺗﻴﺮﮔﻰﻫﺎ  ﺑﻪ ﻫﻤﺮ< ﺷﺘﻪﺳﺖ‪ ،‬ﻟﻰ ‪J‬ﻧﭽﻪ ﻫﻤﻴﺖ ‪،‬‬ ‫ﺷﻨﺎﺧﺖ ﺷﺮﻳﻂ  ﻣﻌﻴﺎﻫﺎ‪ a‬ﺷﻌﺮ ﻓﺎﺳﻰ  ﺷﺮﻳﻂ ﺑﺤﺮﻧﻰ ﺗﺎﻳﺦ‬ ‫ﺳﺖ‪.‬‬ ‫ﺑﺎﻳﺪ ﭘﺬﻳﺮﻓﺖ ﻛﻪ ﺣﻀﻮ  ﻇﻬﻮ ﻳﻦ ﺷﺮﻳﻂ  ﻗﺪ ﺗﺎﺛﻴﺮﮔﺬ‪a‬‬ ‫‪ ,J‬ﺑﺮ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﻪ ﻧﺪ<ﻳﺴﺖ ﻛﻪ ﻣﻰﺗﻮ‪ ,‬ﺑﺎ ﻣﺴﺌﻮﻟﻴﺘﺒﺨﺸﻰ ‬ ‫ﻧﮕﺮﺷﻬﺎ‪ a‬ﻧﻮ  ﻧﺪﻳﺸﻪﻫﺎ‪ a‬ﺗﺎ<  ﺑﻪ ﻋﻬﺪ<‪J a‬ﻧﻬﺎ ﮔﺬﺷﺖ‪ .‬ﺣﻀﻮ‬ ‫ﺷﺮﻳﻄﻰ  ﻳﻦ ﺳﺖ‪ ،‬ﺑﺎ ﺧﻠﻖ ﭼﺸﻢ ﻧﺪﻫﺎ‪ a‬ﺗﺎ< ﺗﻮﻧﺴﺘﻪ ﺳﺖ ﺑﺎﻓﺖ‬ ‫ﺟﺘﻤﺎﻋﻰ ﺷﻌﺮ ﻓﺎﺳﻰ  ﻣﺤﻜﻢ ﺳﺎﺧﺘﻪ  ﭘﺎ‪ a‬ﻣﺠﻤﻮﻋﻪ‪ a‬ﭘﻴﭽﻴﺪ<‪a‬‬ ‫ ﻋﻨﺎﺻﺮ  ‪I‬ﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ  ﺑﻪ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﺎ ﻛﻨﺪ‪ .‬ﻟﺒﺘﻪ‬ ‫ﺣﻀﻮ ﺷﺮﻳﻂ ﺑﺤﺮﻧﻰ ﺗﺎﻳﺦ‪ ،‬ﺑﺤﺮ‪ ,‬ﺷﻬﺎ‪ a‬ﺷﺮﻗﻰ  ﻧﻴﺰ ﺑﻪ ﻫﻤﺮ<‬ ‫ﺷﺘﻪﺳﺖ‪ .‬ﻟﻰ ﻧﻜﺘﻪ ﻳﻨﺠﺎﺳﺖ ﻛﻪ ﻫﻮ‪ I‬ﺟﺘﻤﺎﻋﻰ ﺑﺎﻻ‪ a‬ﺳﺮﻳﻨﺪﮔﺎ‪,‬‬ ‫ﻓﺎﺳﻰ ﺑﺎ‪ n  ,‬ﺳﺖ ﻳﺸﺎ‪  ,‬ﻗﻌﻴﺘﻬﺎ‪ a‬ﺗﻠﺦ ﺟﺎﻣﻌﻪ ﻣﺤﺘﻮ‪a‬‬ ‫ﺑﺨﺸﺶ ﻋﻈﻴﻤﻰ  ﺟﺘﻤﺎﻋﻴﺎ ﺷﻌﺮ ﻓﺎﺳﻰ  ﺗﺸﻜﻴﻞ ﻣﻰﻫﺪ‪.‬‬ ‫ﺑﻪ ﻫﺮ ﺣﺎ ﻗﻌﻴﺖ ﻳﻦ ﺳﺖ ﻛﻪ ﺑﺮ ﺛﺮ ﭘﻴﭻ  ﺧﻢﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ‬ ‫ﻧﺎﺷﻰ  ﺣﺮﻛﺖ ﺳﻨﮕﻴﻦ ﺗﺎﻳﺦ‪ ،‬ﺑﺤﺮﻧﻬﺎ‪ a‬ﺑﻰ ﺑﺴﻴﺎ‪  a‬ﺳﺮﻧﻮﺷﺖ‬ ‫ﺷﻌﺮ ﻓﺎﺳﻰ ﻗﻢ ﺧﻮ<ﺳﺖ‪  .‬ﺟﺮﻳﺎ‪ ,‬ﻳﻦ ﺣﺮﻛﺖ ﻛﺎﻧﻮﻧﻬﺎ‪ a‬ﺷﻌﺮ ‬ ‫ﺷﺎﻋﺮ‪ a‬ﺑﺴﻴﺎ‪  a‬ﻫﻢ ﭘﺎﺷﻴﺪ< ﺷﺪ<  ﻛﻤﺘﺮﻳﻦ ﻧﺘﻴﺠﻪ‪ a‬ﻳﻦ ﻓﺮﭘﺎﺷﻰ‪،‬‬ ‫ﺗﻨﺰ ﺑﺎ ﺷﻌﺮ  ﺷﺎﻋﺮ‪ a‬ﺑﻮ<ﺳﺖ   ﻫﺮ ﺻﻮ ﺗﺼﻮ ﻳﻨﻜﻪ ﻫﺮ‬ ‫ﺟﺎ ﻣﻨﻴﺖ ﻋﻤﻮﻣﻰ ﺑﺎ ﺣﻤﻼ ﻣﺪ‪ T‬ﺗﻬﺪﻳﺪ ﺷﻮ‪ ،‬ﻗﻄﻌﺎ ﻓﻌﺎﻟﻴﺘﻬﺎ‪ a‬ﺑﻰ‬ ‫ﺳﺘﺨﻮ‪ I‬ﻧﻮﺳﺎ‪ ,‬ﺧﻮﻫﺪﮔﺸﺖ‪ ،‬ﭼﻨﺪ‪ ,‬ﺷﻮ ﻧﻴﺴﺖ‪.‬‬ ‫ ﺣﺴﺎﺳﻴﺖ  ﻗﺖ  ﺳﻴﺮ ﺗﻜﺎﻣﻠﻰ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﻪ ﺧﻮﺑﻰ ﻣﻰﺗﻮ‪,‬‬ ‫ﻳﺎﻓﺖ ﻛﻪ ﺧﻴﻠﻰ ﻗﻌﻰﺗﺮ  ﻣﻄﻤﺌﻦﺗﺮ  ﺗﺎﻳﺦ  ﺗﺤﻮﻻ ﺟﺘﻤﺎﻋﻰ‪-‬‬

‫ﺑﺮﺳﻰ  ﺗﺤﻠﻴﻞ ﻧﻘﺶ ﺑﺤﺮﻧﻬﺎ ﺟﺘﻤﺎﻋﻰ ‪ /‬ﻣﻮﻓﻘﻴﺖ ]ﺛﺎ ﺷﻌﺮ ﻓﺎﺳﻰ ‪] 2‬ﻏﺎ‪ 2‬ﺗﺎ ﻗﺮ‪ H‬ﻫﺸﺘﻢ‬

‫ﺳﻴﺎﺳﻰ ﻧﺎﺷﻰ  ﭘﺴﺘﻰ  ﺑﻠﻨﺪﻳﻬﺎ‪  ,J a‬ﺳﺎﺧﺘﻦ  ﭘﺮﺧﺘﻦ  ﻋﺘﻼء‬ ‫ﺷﻌﺮ ﻓﺎﺳﻰ ﺟﻮ ﻧﺪ‪ .‬ﺑﺴﺘﮕﻰ ﺳﭙﺲ ﺗﻜﺎﻣﻞ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﻪ ﻃﺮ‬ ‫ﻣﻌﻨﻰ‪ a‬ﺗﻀﻤﻴﻦ ﻛﺮ<ﺳﺖ‪ .‬ﺑﻪ ﻋﺒﺎ ﺑﻬﺘﺮ‪ ،‬ﺷﻜﺎﻓﺘﻦ ﻻﻳﻪﻫﺎ‪a‬‬ ‫ﻳﺮ‪  I‬ﺗﻮﺗﻮ‪ a‬ﺗﺎﻳﺦ ﺳﻴﺎﺳﻰ‪-‬ﺟﺘﻤﺎﻋﻰ ﻳﺮ‪ ,‬ﺑﻪ ﺟﻬﺖ ﺷﻨﺎﺧﺖ ‬ ‫‪ n‬ﺟﺮﻳﺎﻧﻬﺎ‪ a‬ﺑﻰ ﻧﺎﺷﻰ  ‪ ,J‬ﻧﺸﺎ‪ ,‬ﻣﻰﻫﺪ ﻛﻪ ﺳﺮﺻﺪ  ﺣﺎ‪T‬‬ ‫ﺗﺎﻳﺦ ﺑﻪ ﻧﻔﻊ ﺷﻌﺮ ﻓﺎﺳﻰ ﺗﻤﺎ‪ T‬ﺷﺪ< ﺳﺖ‪.‬‬ ‫  ﻣﻮ ﻣﻄﺎﻟﻌﻪ ﻣﺎ ﻳﻌﻨﻰ  ‪J‬ﻏﺎ ﺷﻌﺮ ﻓﺎﺳﻰ ﺗﺎ ﻗﺮ‪ ,‬ﻫﺸﺘﻢ‬ ‫ﺳﻪ ﻣﺮﺣﻠﻪ‪ a‬ﺑﺤﺮﻧﻰ ﺗﺎﺛﻴﺮﮔﺬ ﺑﺮ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﻪ ﭼﺸﻢ ﻣﻰﺧﻮ ﻛﻪ‬ ‫ﺗﻔﺎﻗﺎ ﺑﺎ ﻇﻬﻮ ﺳﺮﻳﻨﺪﮔﺎ‪ ,‬ﺑﺰﮔﻰ ﻣﺎﻧﻨﺪ ﻓﺮﺳﻰ‪ ،‬ﻧﺎﺻﺮﺧﺴﺮ‪ ،‬ﻣﻮﻟﻮ‪ a‬‬ ‫ﺳﻌﺪ‪ a‬ﻣﺘﻘﺎ‪ ,‬ﻓﺘﺎ<ﺳﺖ‪.‬‬ ‫ﻇﻬﻮ  ﺣﻀﻮﻣﺪ‪  T‬ﭘﺎﻳﺪ ﻳﻦ ﺳﺮﻳﻨﺪﮔﺎ‪  ,‬ﻋﺮﺻﻪ‪ a‬ﺷﻌﺮ ‬ ‫‪ Z‬ﺑﻪ ﺳﻄﻪ‪J a‬ﻓﺮﻳﻨﺶﻫﺎ‪ a‬ﺑﻰ  ﺟﻤﻨﺪﺷﺎ‪ ,‬ﻟﻴﻞ ﻗﺎﻃﻌﻰ ﺳﺖ ﺑﺮ‬ ‫ﻳﻨﻜﻪ ﻣﺪﻋﻰ ﺷﻮﻳﻢ‪ ،‬ﮔﺮ ﻫﻴﺠﺎﻧﺎ  ﺟﺮﻳﺎﻧﻬﺎ‪s a‬ﻫﻨﻰ ﺷﺎﻋﺮ‪ ,‬ﺑﻪ ﺳﺎﻟﺢ‬ ‫ﻣﺴﺌﻮﻟﻴﺖ ﺟﺘﻤﺎﻋﻰ‪-‬ﻧﺴﺎﻧﻰ ﻣﺠﻬﺰ ﺷﻮ‪ ،‬ﻣﻰﺗﻮﻧﺪ ﻓﺮﺻﺖ ﺗﺪ‪ n‬ﺳﺒﺎ‪Z‬‬ ‫ﺟﺪﻳﺪ  ﺑﻪ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﺒﺨﺸﺪ‪.‬‬ ‫  ﺗﺎﻳﺨﻰ ﻣﻮ ﻣﻄﺎﻟﻌﻪ‪ a‬ﻣﺎ‪ ،‬ﻟﻴﻦ ﻣﺮﺣﻠﻪ‪ a‬ﺑﺤﺮﻧﻰ ﺗﺎﻳﺦ‪،‬‬ ‫ﺣﻤﻠﻪ‪ a‬ﻋﺮ‪ Z‬ﺑﻪ ﻳﺮ‪ ,‬ﺑﻮ<ﺳﺖ‪  .‬ﻧﺘﻴﺠﻪ ﻳﻦ ﺣﻤﻠﻪ ﻛﻪ ﺑﻪ ﻳﺖ‬ ‫ﺗﺎﻳﺦ‪ ،‬ﺗﻮﻧﺴﺘﻪﺑﻮ ﺑﺴﺎ‪ t‬ﻣﭙﺮﻃﻮ‪J a‬ﺳﺎﺳﺎ‪  ,‬ﺑﺮﭼﻴﻨﺪ  ﻣﺪﺗﻬﺎ ﻣﺎﻳﻪ‪a‬‬ ‫ﺗﻨﺰ  ﺗﺰﻟﺰ ﻫﻤﻪ ﺟﺎﻧﺒﻪ‪ a‬ﺷﺌﻮﻧﺎ ﺟﺎﻣﻌﻪ ﮔﺮ‪ ،‬ﻧﻬﻀﺖ ﺷﻌﻮﺑﻴﻪ ﺷﻜﻞ‬ ‫ﮔﺮﻓﺖ‪  .‬ﺟﺮﻳﺎ‪ ,‬ﺷﻜﻞﮔﻴﺮ‪ a‬ﻳﻦ ﻧﻬﻀﺖ ﺑﺴﺘﺮ ﻣﻄﻠﻮﺑﻰ ﺑﺮ‪ a‬ﺷﺪ‬ ‫ﻧﻮ‪ l‬ﻋﻠﻮ‪  T‬ﺗﺮﺟﻤﻊ‪ a‬ﻧﻮ‪ l‬ﻣﺘﻮ‪ ,‬ﺑﻪ ﺑﺎ‪ ,‬ﻋﺮﺑﻰ ﻓﺮﻫﻢ ﺷﺪ‪ .‬ﺣﺘﻰ ﺑﺎ‬ ‫ﺗﻮﺟﻪ ﺑﻪ ﻣﻜﺎﻧﺎ ﺑﻰ ﺑﺎ‪ ,‬ﻋﺮﺑﻰ ﺷﺎﻫﺪ ﻧﻤﻮﻧﻪﻫﺎ‪ a‬ﻣﻮﻓﻘﻰ  ﺷﻌﺮ ‬

‫‪ Z‬ﻫﺴﺘﻴﻢ‪.‬‬ ‫ﻋﺮ‪ Z‬ﻛﻪ ﺑﻪ ﺟﻬﺖ ﺗﺒﻌﻴﺾ ﻧﮋ‪  a‬ﻋﻤﻞ ﻧﻜﺮ‪ ,‬ﺑﻪ ﻋﺪ<ﻫﺎ‪a‬‬ ‫ﻳﻨﻰ ﺧﻮﻳﺶ‪ ،‬ﺳﺒﺎ‪ Z‬ﻣﺰﺣﻤﺖ  ﻣﻌﺎﺿﺖ ﺑﺎ‪ ,‬ﻓﺎﺳﻰ  ﻓﺮﻫﻢ‬ ‫ﺳﺎﺧﺘﻨﺪ‪ ،‬ﻫﺮﮔﺰ ﻣﺎﻧﻊ ﻇﻬﻮ  ﺣﻀﻮ ﺷﻌﺮ ﺑﻪ ﺑﺎ‪ ,‬ﻓﺎﺳﻰ ﻧﺸﺪﻧﺪ‪ .‬ﮔﺰﻓﻪ‬ ‫ﻧﻴﺴﺖ ﮔﺮ ﻋﺎ ﻛﻨﻴﻢ ﻛﻪ ﻣﺤﻴﻂ ﺟﺘﻤﺎﻋﻰ‪-‬ﺳﻴﺎﺳﻰ ﻧﺎﻣﻄﻠﻮ‪ Z‬ﻳﺮ‪ ,‬‬ ‫‪ ,J‬ﻳﺎ‪ ،T‬ﻳﻜﻰ  ﻣﻨﺎﺑﻊ ﻟﻬﺎ‪ T‬ﺷﺎﻋﺮﻧﻪ ﺑﻮ<ﺳﺖ‪ .‬ﻳﺮ ﻛﻪ ﺷﺎﻋﺮ ﻣﺼﺎﻟﺢ‬ ‫ﻓﻜﺮ‪ a‬ﺧﻮ   ﻣﺴﺎﺋﻞ ﺟﺘﻤﺎﻋﻰ ﭘﻴﺮﻣﻮ‪ ,‬ﺧﻮ ﻣﻰﮔﺮﻓﺖ  ﻗﺼﺪ‬ ‫ﺷﺖ ﺑﺎ ﺧﻠﻖ ﻣﺤﺼﻮﻟﻰ ﻋﺎﻟﻰ  ‪ ps‬ﻧﺪﻳﺸﻪ‪ ،‬ﮔﺎ‪ T‬ﺑﻠﻨﺪ‪  a‬ﺟﻬﺖ‬ ‫ﻧﻔﻊ ﺟﺘﻤﺎﻋﻰ ﺑﺮ‪ .‬ﺑﻬﺘﺮﻳﻦ ﻣﺼﺪ‪ p‬ﻳﻦ ﻋﺎ‪ ،‬ﺷﺎﻫﻨﺎﻣﻪ‪ a‬ﻓﺮﺳﻰ‬ ‫ﺳﺖ‪ .‬ﺳﺮ< ﺷﺪ‪ ,‬ﺷﺎﻫﻨﺎﻣﻪ ﻛﻪ  ﺣﺮﻛﺖﻫﺎ‪ a‬ﺑﻰ ﺳﺪ<ﻫﺎ‪ a‬ﻧﺨﺴﺘﻴﻦ‬ ‫ﺟﺎﻣﻌﻪ‪ a‬ﺳﻼﻣﻰ ﻳﺮ‪ ,‬ﻣﺤﺴﻮ‪ Z‬ﻣﻰﺷﻮ‪ ،‬ﺗﻼ‪ I‬ﺷﻌﺮ ﻓﺎﺳﻰ  ‬ ‫ﻳﻦ ﻳﻌﻨﻰ ﺣﺮﻛﺖ  ﺟﻬﺖ ﻧﻔﻊ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺑﻪ ﺧﻮﺑﻰ ﻧﺸﺎ‪ ,‬ﻣﻰﻫﺪ‪.‬‬ ‫ﻟﻰ ﻫﻤﻴﺖ  ‪ I‬ﺷﺎﻫﻨﺎﻣﻪ‪ a‬ﻓﺮﺳﻰ  ﻛﻪ ﺑﺎ  ﻧﻈﺮﮔﺮﻓﺘﻪﺷﺪ‪,‬‬ ‫ﭘﺸﺘﻮﻧﻪ‪ a‬ﻓﺮﻫﻨﮕﻰ‪-‬ﺗﺎﻳﺨﻰ ﻳﺮ‪ ,‬ﺳﺮ< ﺷﺪ<ﺳﺖ‪ ،‬ﻧﻴﺎ ﻓﺮﻫﻨﮕﻰ‪-‬‬ ‫ﺟﺘﻤﺎﻋﻰ ﻣﺎ‪ ,‬ﺷﺎﻋﺮ ﺗﻌﻴﻴﻦ ﻣﻰﻛﻨﺪ  ﺳﺖ  ﻳﻪ‪ n a‬ﻳﻦ‬ ‫ﻣﻄﻠﺐ ﺳﺖ ﻛﻪ ﻧﻘﺶ ﺑﺤﺮﻧﻬﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ  ﻏﺎﻟﺒﻴﺖ  ﻣﻮﻓﻘﻴﺖ ﻳﻚ‬ ‫ﺛﺮ ﺑﻰ ﻣﻌﻠﻮ‪ T‬ﻣﻰﺷﻮ‪.‬‬ ‫ ﺣﻤﻠﻪ‪ a‬ﻋﺮ‪ Z‬ﺑﻪ ﻳﺮ‪ ,‬ﺗﺎ ﺣﻤﻠﻪ ﻣﻐﻮ ﻛﻪ ﺗﺎﻳﺦ ﻓﺮﺻﺖ‬ ‫ﻳﺎﻓﺘﻪﺑﻮ ﻳﻜﻰ ﻳﮕﺮ  ﺣﻮﺑﺚ ﺗﻠﺦ ﺧﻮﻳﺶ  ﺗﺠﺮﺑﻪ ﻛﻨﺪ‪ .‬ﺳﺎ‪ W‬ﺷﻌﺮ‬ ‫ﻓﺎﺳﻰ ﺑﺎ ﺳﺘﻮ‪  a‬ﻗﺖ ﺗﻤﺎ‪ T‬ﻧﻬﺎ< ﺷﺪ‪ .‬ﭘﺮ<ﺷﺪ‪ ,‬ﺷﻌﺮ ﻓﺎﺳﻰ ‬ ‫ﻣﺎ‪ ,‬ﻓﺎ<  ﺗﺠﻤﻞ ﺑﺎﻫﺎ‪ a‬ﺳﻼﻃﻴﻦ ﺳﺎﻣﺎﻧﻰ  ﻏﺰﻧﻮ‪ ،a‬ﻓﺎ<ﮔﻰ ‬ ‫ﺗﺠﻤﻞﮔﺮﻳﻰ ﺷﻌﺮ ﻓﺎﺳﻰ  ﺑﺎﻋﺚ ﺷﺪ‪ .‬ﭘﻨﺎ<ﺑﺮ‪ ,‬ﺷﻌﺮ ﺑﻪ ﻣﺎ‪ ,‬ﺣﻤﺎﻳﺖ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻣﻘﺎﻻ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪100‬‬

‫ﺑﺎﻫﺎ‪ a‬ﺷﺎﻋﺮﻧﻮ‪ ،‬ﻋﻤﻼ ﻧﺸﺎﻧﻪ‪ a‬ﮔﺮﻳﺶ ﺳﺮﻳﻨﺪﮔﺎ‪ ,‬ﻓﺎﺳﻰ ﺑﺎ‪ ,‬ﺑﻪ‬ ‫ﺣﻔﻆ ﻧﺨﺴﺘﻴﻦ ﭘﺎﻳﮕﺎ< ﺣﻤﺎﻳﺘﻰ ﺧﻮﻳﺶ ﺳﺖ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ ﺑﺮ ﺛﺮ ﭼﻨﻴﻦ‬ ‫ﺷﺮﻳﻄﻰ ﺷﻌﺮ ﻓﺎﺳﻰ ﺟﺰ ﺑﻪ ﻧﺪ< ﻧﮕﻪﺷﺘﻦ ﺧﺎﻃﺮ<‪ a‬ﺷﺎﻋﺮ ﻧﻮ‪a‬ﻫﺎ‪a‬‬ ‫ﻳﺸﺎ‪  ,‬ﺧﺎﻃﺮ ﺗﺎﻳﺦ ﺑﻴﺎ ﻓﻜﺮ ﻧﻤﻰﻛﺮ  ﻳﮕﺮ ﻓﺮﺻﺘﻰ ﺑﺮ‪ a‬‬ ‫ﺷﺪ‪ ,‬ﺑﻪ ﻻﻳﻪﻫﺎ‪ a‬ﻳﺮﻳﻦ ﺟﺎﻣﻌﻪ ﻧﻤﻰﻳﺎﻓﺖ‪.‬‬ ‫ﺑﺎ ﻳﻦ ﺣﺎ‪ ،‬ﺣﻤﻠﻪ ﻏﺰ‪ ,‬ﺑﻪ ﺧﺮﺳﺎ‪ ,‬ﻳﻜﻰ  ﺗﻨﺶﻫﺎ‪ a‬ﺗﺎﻳﺨﻰ‬ ‫ ‪ ,J‬ﻳﺎ‪ T‬ﺳﺖ ﻛﻪ ﺗﻮﻧﺴﺖ ﺷﻌﺮ ﻓﺎﺳﻰ   <ﻫﺎ‪ a‬ﻃﻼﻳﻰ‬ ‫ﺑﺎ ﺧﺎ‪ z‬ﺳﺎ  ﺳﺎﻳﻞ ﺷﺮﻓﻴﺖ   ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﮕﻴﺮ  ‪  ,J‬‬ ‫ﺷﺮ} ﻛﺎﻣﺮﻧﻰﻫﺎ  ﻛﺎ‪aT‬ﻫﺎ ﺑﺎ ‪  ،‬ﺑﻪ ﺗﻼﻓﻰ ‪J‬ﻧﭽﻪ ﮔﺮﻓﺘﻪﺳﺖ‪،‬‬ ‫ﻓﺮﺻﺖﻫﺎ‪ a‬ﺑﻴﺸﺘﺮ‪ a‬ﺑﺮ‪ a‬ﮔﺴﺘﺮ‪ I‬ﺣﻮ<‪ a‬ﻣﻀﻤﻮ‪,‬ﺳﺎ‪  a‬ﺧﺘﻴﺎ‬ ‫ﺷﻌﺮ ﻓﺎﺳﻰ ﻗﺮﻫﺪ‪ .‬ﻧﺎﺳﺎﻳﻰﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ‪-‬ﺳﻴﺎﺳﻰ ﻧﺎﺷﻰ  ﻳﻦ‬ ‫ﻳﺪ ﺗﺎﻳﺨﻰ ﻧﻴﺰ  ﺳﻴﺪ‪ ,J ,‬ﺑﻪ ﻳﻦ ﻣﻘﺼﻮ ﻛﻤﻚ ﻣﻮﺛﺮ ﺑﻪ ﺷﻤﺎ<‬ ‫ﻣﻰﻓﺖ ﻣﺒﻨﺎ ﺑﻪ ﻣﻨﻄﻖ ﺗﻐﻴﻴﺮ  ﺗﺤﻮﻻ ﻧﺎﺷﻰ  ﻳﻦ ﺑﺤﺮ‪ ,‬ﺗﺎﻳﺨﻰ‬ ‫ﻧﻘﺶ ﻣﺜﺒﺖ  ﻣﻨﻔﻰ ﺟﺮﻳﺎﻧﻬﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ  ‪J‬ﻣﺎ‪,‬ﻫﺎ  ﺳﺘﻌﺪﻫﻰ ﺑﻪ‬ ‫‪ a‬ﮔﺮﻓﺘﻪﺷﺪ‪ .‬ﺑﺎ ﺟﺘﻤﺎﻋﻰﮔﺮﻓﺘﻦ ﺑﻴﺸﺘﺮ‪ a‬ﺳﺮ<ﻫﺎ‪ a‬ﻳﻦ ﮔﺎ‬ ‫ﻧﺘﻴﺠﻪ‪ a‬ﻓﻜﺮ‪  a‬ﻣﻨﻄﻘﻰ ﻳﻦ ‪a‬ﻫﺎ ﺑﻮ‪ .‬ﺳﺮﻳﻨﺪﮔﺎ‪ ,‬ﻓﺎﺳﻰﺑﺎ‪,‬‬ ‫ﺑﺮ‪ a‬ﺑﻪ ﺗﺼﻮﻳﺮ ﻛﺸﻴﺪ‪ ,‬ﺿﻄﺮ‪  Z‬ﻫﻴﺠﺎ‪,‬ﻫﺎ‪ a‬ﻧﺎﺷﻰ  ﻳﻦ ﺣﺮﻳﺎ‪,‬‬ ‫ﺗﺎﻳﺨﻰ ﺻﺮ ﺷﺘﻨﺪ‪ .‬ﺻﺮ ﻳﺸﺎ‪ ,‬ﺑﻪ ﻳﻨﻜﻪ ﻗﻌﻴﺖ‪-‬ﻫﺎ‪ a‬ﺣﺘﻤﺎﻋﻰ‬ ‫ﻣﻰﺗﻮﻧﻨﺪ ﻣﺼﺎﻟﺢ ﻳﻚ ﺳﺎﺧﺘﻤﺎ‪ ,‬ﺑﻰ  ﻓﺮﻫﻢ ﺳﺎﺧﺘﻪ  ﻛﻴﻔﻴﺖ ﺧﺎﺻﻰ‬ ‫ﺟﻬﺖ ﺋﻪ ﻣﺴﺎﻳﻞ ﺟﺘﻤﺎﻋﻰ ﺑﻪ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﺒﺨﺸﻨﺪ‪ ،‬ﺳﺒﺐ ﺷﺪ ﺗﺎ‬ ‫ﺑﺎ<‪ a‬ﺷﺮﻳﻂ ﻧﺪﮔﻰ ﺟﺘﻤﺎﻋﻰ ﻣﺮ‪ T‬ﻣﺎ‪ ,‬ﺧﻮﻳﺶ ﺑﺮ ﻣﺒﻨﺎ‪ a‬ﺟﺪ‪,‬‬ ‫ﺣﻜﻢ ﻛﻨﻨﺪ‪.‬‬ ‫ﺟﺪ‪,‬ﮔﺮﻳﻰ ﺷﺎﻋﺮ‪ ,‬ﻓﺎﺳﻰﺑﺎ‪  ,‬ﺑﺴﻴﺎ‪I  a‬ﻫﺎ‪a‬‬ ‫ﺟﺘﻤﺎﻋﻰ ﻧﻬﻔﺘﻪ  ‪J‬ﺛﺎ ﺷﻌﺮ‪  a‬ﺑﺮ ﺧﻮﻧﻨﺪ< ﻣﻰﮔﺸﺎﻳﺪ    ﺑﻪ ﻋﻤﻖ‬ ‫ﺟﻨﺒﻪﻫﺎﻳﻰ  ﺷﻌﺮ ﻓﺎﺳﻰ < ﻣﻰﺑﺮ ﻛﻪ  ﮔﺮ ‪ n‬ﻋﻤﻴﻖ ﻗﻌﻴﺖﻫﺎ‪a‬‬ ‫ﺟﺘﻤﺎﻋﻰ ﺳﺖ‪ .‬ﻋﺘﻼء  ﺑﺮﺟﺴﺘﮕﻰ ﻛﺜﺮ ﻗﻄﻌﺎ  ﻗﺼﺎﻳﺪ‪ a‬ﻛﻪ ‬ ‫ﻓﺎﺗﺮ ﺷﻌﺮ‪ ,J a‬ﻳﺎ‪ T‬ﺑﻪ ﭼﺸﻢ ﻣﻰﺧﻮ ﻣﺤﺼﻮ ﺑﻄﻪ‪ a‬ﻣﺴﺘﻘﻴﻢ‬ ‫ﺷﺮﻳﻂ ﺗﺎﻳﺨﻰ‪-‬ﺟﺘﻤﺎﻋﻰ ﺑﺎ ﻣﻜﺎﻧﺎ‪s Z‬ﻫﻨﻰ‪s-‬ﻗﻰ ﻣﺎ‪ ,‬ﺳﺖ‪ .‬ﺑﺪﻳﻦ‬ ‫ﻣﻌﻨﺎ ﻛﻪ ﻣﺎ‪  ,‬ﻳﺪﻫﺎﻳﺶ ﺑﺎ ﺷﻴﻮ<‪ a‬ﺧﺎﺻﻰ ﻛﻪ  ﭘﺮﺧﺖ ﻣﻄﺎﻟﺐ‬ ‫ﺑﻰ ﻳﺠﺎ‪ Z‬ﻣﻰﻛﻨﺪ‪  ،‬ﻓﻌﻠﻴﺖ ﺑﺨﺸﻴﺪ‪ ,‬ﺑﻪ ﺑﺮﺧﻰ ﺳﺘﻌﺪﻫﺎ‪ a‬ﺷﻌﺮ‪a‬‬ ‫ﺳﺨﺖ ﻣﻮﺛﺮ ﺳﺖ‪.‬‬ ‫ ﻣﺎ ﺳﻮﻣﻴﻦ <‪ a‬ﺑﺤﺮﻧﻰ ﺗﺎﻳﺦ ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﺎ ﻫﺠﻮ‪ T‬ﻳﺮﻧﮕﺮ‬ ‫ﻣﻐﻮﻻ‪ ,‬ﻣﺼﺎ‪ u‬ﺷﺪ‪ .‬ﺑﺪ‪ ,‬ﺷﻚ ﺗﻮﻗﻊ ﺗﺎﻳﺦ  ﺣﻤﻠﻪ‪ a‬ﻣﻐﻮ ﻛﻪ ﺗﻔﺎﻗﺎ‬ ‫ﻳﻜﻰ  ﺑﺤﺮﻧﻰﺗﺮﻳﻦ ﻣﻮﻗﻊ ﺣﻴﺎﺗﺶ ﺑﻮ<ﺳﺖ‪ ،‬ﭼﻴﺰ‪ a‬ﺟﺰ ﺋﻪ‪,‬‬ ‫ ﺑﻪ ﺗﺼﻮﻳﺮﻛﺸﻴﺪ‪ ,‬ﻣﺼﻴﺒﺖﻫﺎ  ﻣﺤﻨﺖﻫﺎ ﻣﺮﻣﻰ ﻛﻪ ﻧﺎﻣﺮﻣﻰﻫﺎ‬ ‫ﻳﺪ<  ﻧﺞ ﺑﺴﻴﺎ‪ a‬ﻣﺘﺤﻤﻞ ﺷﺪ<ﻧﺪ‪ ،‬ﻧﻴﺴﺖ  ﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺑﺎ ﻫﻢ‬ ‫ﺗﺎﻳﺦ ﺑﺎ ﻛﻤﻚﮔﺮﻓﺘﻦ  ﺗﺠﺮﺑﻴﺎ ﺧﻮ ﻣﻲﻛﻮﺷﺪ ﺗﺎ ‪J‬ﺛﺎ ﺷﻌﺮ‪  a‬ﺑﺎ‬ ‫‪ ,‬ﺑﺎ ﺟﺘﻤﺎﻋﻰ ﺑﻪ ‪J‬ﻧﻬﺎ ﺷﻤﻨﺪ ﺳﺎ  ﺑﺮ‪ a‬ﺣﻔﻆ ﭘﻴﻮﻧﺪ ﺧﻮﻳﺶ ﺑﺎ‬ ‫‪I‬ﻫﺎ‪ a‬ﺑﻰ ﻧﻴﺰ‪  ،‬ﻧﺘﺎﻳﺞ ﻣﻨﻔﻰ ﻳﺪﻫﺎﻳﺶ ﻣﺎﻳﻪ ﺑﮕﺬ‪ .‬ﺳﺎﻟﺖ‬ ‫ﺗﺎﻳﺦ  ﺳﺎﺧﺖ  ﺳﺎ ﻗﻌﻴﺖﻫﺎ‪ a‬ﺗﻠﺦ‪ ،‬ﺑﻪ ﺷﻜﻮﻫﻤﻨﺪ‪J a‬ﺛﺎ ﺷﻌﺮ‬

‫ﻓﺎﺳﻰ ﻧﺠﺎﻣﻴﺪ‪  ،‬ﺑﺎ ﻣﻮﻓﻘﻴﺖ ﻧﺎ‪ n‬ﺳﺮ<ﻫﺎ‪ a‬ﻳﻦ ﮔﺎ  ﺑﺮ ‪I‬‬ ‫ﺷﺮﻳﻂ ﻧﺎﻣﺴﺎﻋﺪ ‪ ,J‬ﻧﻬﺎ‪.‬‬ ‫ﻓﺮﻳﺤﻪ‪ a‬ﺳﺘﺜﻨﺎﻳﻰ  ﺳﺘﻌﺪ ﻛﻢﻧﻈﻴﺮ ﺳﺮﻳﻨﺪﮔﺎ‪ ,‬ﻓﺎﺳﻰ ﺑﺎ‪,‬‬ ‫ ﻳﻦ ﻣﻮﻗﻊ ﺗﺎﻳﺦ‪ ،‬ﺑﺎ ﻛﻤﻚﮔﺮﻓﺘﻦ  ﻣﻜﺎﻧﺎ ﻧﻬﻔﺘﻪ  ‪J‬ﺷﻜﺎ ﺷﻌﺮ‬ ‫ ﺑﺎ‪ ,‬ﻓﺎﺳﻰ ﻣﻰ‪-‬ﺗﻮﻧﺪ ﺑﺮﺟﺴﺘﮕﻰ  ﭘﺮﻣﺎﻳﮕﻰ ﺷﻌﺮ ﻓﺎﺳﻰ  ﻳﻦ‬ ‫ﻳﺎ‪ T‬ﺗﻮﺟﻴﻪ ﻛﻨﺪ‪ .‬ﻟﺒﺘﻪ ﺗﻮﺟﻴﻬﺎ  ﺗﻔﺴﻴﺮﺗﻰ ﻛﻪ ﺑﺎ<‪ a‬ﺷﻜﻞﮔﻴﺮ‪a‬‬ ‫ﺷﻴﻮ<ﻫﺎ‪ a‬ﺷﺎﻋﺮ‪ a‬ﻳﻦ ﺳﺮﻳﻨﺪﮔﺎ‪ ,‬ﺑﻪ ﺷﺮﻳﻂ ﻣﺤﻴﻄﻰ ﺳﺨﺖ ﭘﺎﻳﺒﻨﺪ‪a‬‬ ‫ﻧﺸﺎ‪,‬ﺑﺪﻫﺪ‪ ،‬ﻧﮕﺮ‪ I‬ﻳﻜﺴﻮﻳﻪ ﻣﺤﺼﻮ ﻣﻰﺷﻮ  ﻣﻨﻄﻘﻰ ﻧﻴﺴﺖ؛ ﻳﺮ ‬ ‫ﻗﻮﻧﻴﻦ‪I ،‬ﻫﺎ  ﺻﻮﻟﻰ ﻛﻪ ﺷﺮﻳﻂ ﺗﺎﻳﺨﻰ ﭘﻴﺶﭘﺎ‪ a‬ﺷﻌﺮ ﻓﺎﺳﻰ‬ ‫ﮔﺬﺷﺘﻪ‪ ،‬ﺑﺪ‪  ,‬ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻣﻴﻨﻪﻫﺎ‪s a‬ﺗﻰ  ﺷﻌﺮ ﻓﺎﺳﻰ ﺑﺮ‪a‬‬ ‫ﺷﺪ  ﭘﻴﺸﺮﻓﺖ‪ ،‬ﺑﻪ ﻗﻀﺎ ﻧﺎﻋﺎﻻﻧﻪ  ﻳﻦ ﺑﺎ< ﻣﻨﺘﻬﻰ ﻣﻰﺷﻮ‪.‬‬ ‫ ﻳﻦ  ﻳﺪﮔﺎ< ﺻﻮ ﻧﻘﺪ ﺑﻰ ﭘﺬﻳﺮﻓﺘﻨﻰ ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻫﺮ ﺣﺎ ﺟﺪﻳﺖ‬ ‫ﺷﻌﺮ ﻓﺎﺳﻰ  ﺑﻪ ﺗﺼﻮﻳﺮﻛﺸﻴﺪ‪ ,‬ﻧﺎﻫﻨﺠﺎ‪a‬ﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ‪ -‬ﺧﻼﻗﻰ ﺑﺎ‬ ‫ﻧﻴﺮ‪ a‬ﺧﻼﻗﻴﺖ  ﺷﻬﺎﻣﺖ ﺷﺎﻋﺮ‪ ,‬ﻓﺎﺳﻰ ﺑﺎ‪J ,‬ﻣﻴﺨﺖ  ﺑﺎ ﺷﺮﻳﻂ‬ ‫ﻧﺎﻣﻄﻠﻮ‪ Z‬ﮔﺎ ﻫﻤﺮ<ﺷﺪ  ﺗﻮﻧﺴﺖ ﺿﺎﻣﻦ ﻣﺎﻧﺪﮔﺎ‪  a‬ﻣﻮﻓﻘﻴﺖ ‪J‬ﺛﺎ‬ ‫ﺧﻮ ﺷﻮ‪.‬‬ ‫ﻓﻬﺮﺳﺖ ﻣﻨﺎﺑﻊ‪:‬‬

‫‪ - 1‬ﺑﻬﺎ‪ ،‬ﻣﺤﻤﺪﺗﻘﻰ‪ :‬ﺑﻬﺎ  ‪ Z‬ﻓﺎﺳﻰ‪ ،‬ﺑﻪ ﻛﻮﺷﺶ ﻣﺤﻤﺪ ﮔﻠﺒﻨﻰ‪،‬‬ ‫ﻧﺘﺸﺎ ﺷﺮﻛﺖ ﻋﻠﻤﻰ  ﻓﺮﻫﻨﮕﻰ‪ ،‬ﺗﻬﺮ‪.1382,‬‬ ‫‪ - 2‬ﺗﺮﺑﻰ‪ ،‬ﻋﻠﻰﻛﺒﺮ‪ :‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺑﻴﺎ ﻓﺎﺳﻰ‪ ،‬ﻧﺘﺸﺎ‬ ‫ﻓﺮ†‪ ،aJ‬ﺗﺒﺮﻳﺰ ‪.1380‬‬ ‫‪ - 3‬ﻳﻦﻛﻮ‪ ،Z‬ﻋﺒﺪﻟﺤﺴﻴﻦ‪ :‬ﻗﺮ‪,‬ﺳﻜﻮ‪ ،‬ﻧﺘﺸﺎ ﺳﺨﻦ‪،‬‬ ‫ﺗﻬﺮ‪.1378 ,‬‬ ‫‪ - 4‬ﻳﻦﻛﻮ‪ ،Z‬ﻋﺒﺪﻟﺤﺴﻴﻦ‪ :‬ﮔﺎ‪ ،,‬ﻧﺘﺸﺎ ﺳﺨﻦ‪ ،‬ﺗﻬﺮ‪,‬‬ ‫‪.1381‬‬ ‫‪ - 5‬ﺷﻌﺒﻨﻰ‪ ،‬ﺿﺎ‪ :‬ﻣﺒﺎﻧﻰ ﺗﺎﻳﺦ ﺟﺘﻤﺎﻋﻰ ﻳﺮ‪ ،,‬ﻧﺘﺸﺎ ﻗﻮﻣﺲ‪،‬‬ ‫ﺗﻬﺮ‪.1379 ,‬‬ ‫‪ - 6‬ﺻﻔﺎ‪s ،‬ﺑﻴﺢﷲ‪ :‬ﺗﺎﻳﺦ ﺑﻴﺎ  ﻳﺮ‪ ،,‬ﻧﺘﺸﺎ ﺑﻦﺳﻴﻨﺎ‪،‬‬ ‫ﺗﻬﺮ‪.1347 ,‬‬ ‫‪ - 7‬ﻣﻮﺗﻤﻦ‪ ،‬ﻳﻦﻟﻌﺎﺑﺪﻳﻦ‪ :‬ﺗﺤﻮ ﺷﻌﺮ ﻓﺎﺳﻰ‪ ،‬ﻧﺘﺸﺎ ﺑﺎ‪ ,‬‬ ‫ﻓﺮﻫﻨﮓ‪ ،‬ﺗﻬﺮ‪.1354 ,‬‬ ‫‪ - 8‬ﻛﺮﻣﺎﻧﻰ‪ ،‬ﺣﺪﻟﺪﻳﻦ‪ :‬ﻳﻮ‪ ,‬ﺑﺎﻋﻴﺎ‪ ،‬ﺑﻪ ﻛﻮﺷﺶ ﺣﻤﺪ‬ ‫ﺑﻮﻣﺤﺒﻮ‪ ،Z‬ﻧﺘﺸﺎ ﺳﺮ‪ ،I‬ﺗﻬﺮ‪.1380 ,‬‬

‫]ﺳﻴﺐ ﺷﻨﺎﺳﻰ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻰ ‪ 2‬ﻣﻨﻈﺮ ﺳﻼ[‬

‫ﻣﺤﻤﺪ ﺿﺎ ﺑﺰﮔﻰ‬

‫ﭼﻜﻴﺪ‬

‫‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺟﺘﻤﺎﻋﻲ  ﻣﻨﻈﺮ ﻳﻨﻲ ﻫﺪ‪ u‬ﻏﺎﻳﻲﻳﻦ ﻣﻘﺎﻟﻪ ﺳﺖ ‪ ,‬ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﻛﻪ  ﻣﻌﻨﺎﻳﻲ ﺳﻴﻊ ﺗﺮ‬ ‫ ‪ ,J‬ﺑﻪ ‪J‬ﺳﻴﺐﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺗﻌﺒﻴﺮ ﻣﻲ ﺷﻮ  ﺑﻴﺎ ﻳﻨﻲ ﻫﻤﺮ< ﺑﺎ ﻣﺮ  ﻧﻮﻫﻲ ﻟﻬﻲ ﺳﺖ‪ ,‬ﻳﻦ ﺳﻼ‪ T‬ﺑﺎ ﻋﻴﻪ‬ ‫ﺟﺘﻤﺎﻋﻴﺎ ﮔﺴﺘﺮ< ﺷﻨﺎﺧﺘﻪ ﻣﻲ ﺷﻮ ﻫﻢ ﻳﻦ  ﺑﺎﺧﻮﻧﻲ ﻧﺤﺮﻓﺎ ﻣﻮ ﺷﺎ< ﻳﻦ ﻣﻜﺘﺐ ﻟﻬﻲ ﺑﺮ‪ $‬ﺑﺮﺳﻲ‬ ‫ﺗﻄﺒﻴﻘﻲ ﻣﻴﺎ‪J ,‬ﻧﭽﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﻣﺮ‪ ,J  $‬ﺑﻪ ﻧﺎ‪ T‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﻧﺎ‪ T‬ﻣﻲ ﺑﺮﻧﺪ ﺳﻮﻣﻨﺪ‬ ‫ﺑﻠﻜﻪ ﺿﺮ‪ $‬ﺳﺖ ﻳﻦ ﻣﻴﺎ‪ ,‬ﻗﺮ‪ ,‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻮﺛﻖ ﺗﺮﻳﻦ ﺳﻨﺪ ﻗﺎﺑﻞ ﺟﺎ‪ , l‬ﺑﻪ ﻧﻤﺎﻳﻨﺪﮔﻲ  ﻛﻠﻴﻪ ‪J‬ﻣﻮ<ﻫﺎ‪$‬ﻳﻦ‬ ‫ﻳﻦ ﺑﺮﮔﺰﻳﺪ<  ﭼﺎﭼﻮ‪ Z‬ﻧﻈﺮ‪ $‬ﭘﺎﺳﻨﺰ  ﺧﺼﻮ‪ c‬ﺧﺮ< ﻧﻈﺎ‪T‬ﻫﺎ‪ $‬ﭼﻬﺎﮔﺎﻧﻪ‪ :‬ﺷﺨﺼﻴﺖ ) ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻫﺪ‪u‬‬ ‫‪ , (Goal-Attainment‬ﻗﺘﺼﺎ )ﺳﺎﮔﺎ‪ (Aduptation $‬ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ) ﻳﮕﺎﻧﮕﻲ ‪, (Integration‬‬ ‫ﻧﻈﺎ‪ T‬ﻓﺮﻫﻨﮕﻲ ﻳﺎ ﻧﻈﺎ‪ T‬ﻋﺘﻘﺎ‪) $‬ﺣﻔﻆ ﻟﮕﻮ ‪ (latancy‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﺮﺟﻌﻲ ﺑﺮ‪ $‬ﺗﻘﺴﻴﻢ ﺑﻨﺪ‪J $‬ﺳﻴﺐﻫﺎ ﻣﻮ ﺗﻮﺟﻪ‬ ‫ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ژﮔﺎ‪ H‬ﻛﻠﻴﺪ=‪:‬‬

‫‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺟﺘﻤﺎﻋﻲ ‪ ,‬ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ‪ ,‬ﻗﺮ‪ ,J‬ﻛﺮﻳﻢ‪ ,‬ﺧﺮ< ﻧﻈﺎ‪ T‬ﺷﺨﺼﻴﺖ‪ ,‬ﻳﺴﺘﻲ ‪ ,‬ﺟﺘﻤﺎﻋﻲ ‪ ,‬ﻓﺮﻫﻨﮓ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪101‬‬

‫ﻣﻘﺎﻻ‬ ‫ﻣﻘﺪﻣﻪ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪102‬‬

‫ﻳﻦ ﺳﻼ‪ T‬ﺑﻪ ﻟﻴﻞ ﻣﺎﻫﻴﺖ ﺟﺘﻤﺎﻋﻲ ‪  I‬ﻳﺪﮔﺎﻫﻲ ﻛﻪ ﻧﺴﺒﺖ ﺑﻪ ﻧﺴﺎ‪  ,‬ﺷﺪ  ﻛﻤﺎ    ﺑﺮ ﻧﺪ<‬ ‫ﺑﺴﻴﺎ‪  $‬ﻣﻮﻟﻔﻪﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻲ ﺳﺖ ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻛﻪ ﭼﻮ‪ ,‬ﺳﺎﺳ ًﺎ ﺑﺮ ﻃﺒﻖ ‪J‬ﻣﻮ<ﻫﺎ‪$‬ﻳﻦ ﻳﻦ ﻟﺰﻣ ًﺎ < ﻛﻤﺎ ‪J‬ﻣﻲ‬ ‫ ﻣﻴﺎ‪ ,‬ﺑﺴﺘﺮﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻣﻲ ﮔﺬ  ﺑﺴﻴﺎ‪  $‬ﺟﻨﺒﻪﻫﺎ‪ $‬ﻧﺴﺎﻧﻲ < ﺑﺮ  ﻇﻬﻮ‪ $‬ﺟﺰ ﻋﺮﺻﻪﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﺣﻴﺎ‬ ‫ﮔﺮﻫﻲ ﻧﺪ ﻟﺬ ﻃﻴﻒ ﺳﻴﻌﻲ  ﺳﺘﻮ  ﺟﻬﺖ ﻧﺪﮔﻲ ﺟﺘﻤﺎﻋﻲ ﺳﻤﺖ  ﺳﻮ ﻳﺎﻓﺘﻪ ﺳﺖ ﻳﻦ ﺻﻮ ﺑﺠﺎﺳﺖ‬ ‫ﮔﺮ ﻣﺘﻮﻗﻊ ﺑﺎﺷﻴﻢ ﻛﻪ ﻗﺮ‪ ,‬ﻛﺮﻳﻢ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺳﺮﭼﺸﻤﻪ ﻣﻌﺎ‪ u‬ﺳﻼﻣﻲ  ﻣﺴﺘﻨﺪﺗﺮﻳﻦ ﻣﻨﺒﻊ ﻳﺎﻓﺖ ﺣﻘﺎﻳﻖ ﻳﻨﻲ ﻧﺴﺒﺖ‬ ‫ﺑﻪ ‪J‬ﻧﭽﻪ ﻣﺮ< ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﻧﺎﻣﻴﺪ< ﻣﻲ ﺷﻮ ﻓﺎﻗﺪ ﻳﺪﮔﺎ< ﻧﺒﺎﺷﺪ ﺑﻪ ﻋﻜﺲ ﺧﻄﻮ‪ t‬ﻛﻠﻲ  ﻛﻼ‪,‬ﻳﻦ ﻣﻮﺿﻮ‪ l‬‬ ‫ﺑﻪ ﺗﺼﻮﻳﺮ ﻛﺸﻴﺪ< ﺑﺎﺷﺪ‪.‬‬ ‫‪J‬ﺳﻴﺐﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺻﻄﻼﺣﻲ ﺳﺖ ﻛﻪ  ﻗﺮ‪ ,‬ﻧﻮﻫﻢ ﻣﻴﻼ‪   $‬ﭘﻲ ﺷﺪ  ﺗﻜﻮﻳﻦ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﻋﻠﻮ‪T‬‬ ‫ﻳﺴﺘﻲ ‪ T‬ﮔﺮﻓﺘﻪ ﺷﺪ< ﺳﺖ  ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﺸﺎﺑﻬﻲ ﺳﺖ ﻛﻪ ﻧﺸﻤﻨﺪ‪ ,‬ﺑﻴﻦ ﺑﻴﻤﺎ‪$‬ﻫﺎ‪ $‬ﻋﻀﻮ‪  $‬ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ‬ ‫ﻗﺎﻳﻞ ﻣﻲ ﺷﻮﻧﺪ؛ ‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﻋﺒﺎ  ﻣﻄﺎﻟﻌﻪ  ﺷﻨﺎﺧﺖ ﻳﺸﻪ ﺑﻲ ﻧﻈﻤﻲﻫﺎ  ﮔﺎﻧﻴﺴﻢ ﻧﺴﺎﻧﻲ ﺳﺖ ﺑﻨﺎﺑﺮﻳﻦ ‬ ‫ﻣﺸﺎﻫﺒﺖ ﻛﺎﻟﺒﺪ ﻧﺴﺎﻧﻲ ﺑﺎ ﻛﺎﻟﺒﺪ ﺟﺎﻣﻌﻪ ﺻﻄﻼ} ‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺑﺮ‪ $‬ﻣﻄﺎﻟﻌﻪ  ﻳﺸﻪ ﻳﺎﺑﻲ ﺑﻲ ﻧﻈﻤﻲﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺑﻪ‬ ‫ﻛﺎ ﻣﻲ ‪.‬‬ ‫ﺑﻲ ﺷﻚ ﻣﺮ< ‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺟﺘﻤﺎﻋﻲ ﺟﺎ‪ $‬ﻳﮋ<‪  $‬ﺑﺤﺚﻫﺎ‪ $‬ﻛﻼ‪ ,‬ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﺧﻮ ﺧﺘﺼﺎ‪ < c‬ﺳﺖ‬ ‫ﻫﻢ ﻳﻦ  ﻛﻪ ﺷﻴﻮ‪ l‬ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ  ﺟﻮﻣﻊ ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻟﺖﻫﺎ  ﺑﻪ ﻓﻜﺮ ﭼﺎ< ﺟﻮﻳﻲ  ﭘﻴﺸﮕﻴﺮ‪  $‬ﻳﺎ ﺣﺪﻗﻞ‬ ‫ﻣﺤﺪ ﺳﺎﺧﺘﻦ ‪ ,J‬ﻧﻤﻮ<  ﻫﻢ ﻳﻦ ﺣﻴﺚ ﻛﻪ ﭘﻴﭽﻴﺪﮔﻲ  ﻛﺎﻧﺎﻟﻴﺰ<   ﻣﻮ‪ $‬ﺷﺒﻜﻪ‪ $‬ﺷﺪ‪,‬ﻳﻦ ﻧﺤﺮﻓﺎ ﺧﻄﺮ‬ ‫ﺑﻴﺶ  ﭘﻴﺶ ﺳﺖ ﺑﺮ‪ $‬ﻧﺪﮔﻲ ﺟﻤﻌﻲ ﻣﺮ ﺑﺸﺮ ؛ ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻣﺮ< ﻣﻲ ﺗﻮ‪ ,‬ﻓﻬﺮﺳﺖ ﺑﻠﻨﺪ‪J  $‬ﺳﻴﺐﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ‬ ‫ ﺗﻬﻴﻪ ﻛﺮ ﻟﻲ ﺑﺎ ﻛﻤﻲ ﻣﻮﺷﻜﺎﻓﻲ ﺑﻪ ﺣﺘﻲ ﻣﻲ ﺗﻮ‪ ,‬ﺧﻄﻮ‪ t‬ﻛﻠﻲ ﻧﺤﺮﻓﺎ ﻣﺮﻳﻦ   ﻫﻤﺎ‪ ,‬ﻣﻮ ﺳﻨﺘﻲ ﻛﻪ‬ ‫ﺣﺎﻻ ﺷﻜﻠﻲ ﻧﻮﻳﻦ ﻳﺎﻓﺘﻪ ﻧﺪ ﻳﺪ ﻛﻪ  ﻛﺜﺮ ﻛﺘﺐ  ﻣﺮﺟﻊ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻧﺤﺮﻓﺎ‪ ،‬ﺑﺪ‪ ,‬ﺷﺎ< ﺷﺪ< ﺳﺖ  ﻗﺒﻴﻞ ﻓﻘﺮ‪،‬‬ ‫ﻋﺘﻴﺎ‪ ،‬ﺳﭙﻴﮕﺮ‪ ،$‬ﺧﻮﻛﺸﻲ ‪...‬‬ ‫ﻣﺎ ﺣﻮ< ﺑﺤﺚ ﻣﺎ ﺑﻪ ﻟﻴﻞ ﺗﻠﻔﻴﻘﻲ ﺑﻮ‪ ،,‬ﻣﺤﺪ ﺑﻪﻳﻦ ﻣﻮ ﻧﺨﻮﻫﺪ ﺷﺪ ﭼﺮ ﻛﻪ  ﺑﻴﺎ ﻳﻨﻲ‪ ،‬ﻫﺮ ﻧﻮ‪ l‬ﺑﻲ‬ ‫ﻳﻨﻲ ﻟﺒﺘﻪ ﻧﻪ  ﻓﺮ‪ l‬ﺑﻠﻜﻪ  ﺻﻮ ﺧﻮ ﻧﺤﺮﻓﻲ ﺑﺰگ  ‪J‬ﺳﻴﺐ ﺳﺎﻧﻲ ﺟﺪ‪ $‬ﺑﻪ ﺑﻨﻴﺎ‪,‬ﻫﺎ‪ $‬ﻛﻼ‪ ,‬ﺟﺘﻤﺎﻋﻲ ﺗﻠﻘﻲ‬ ‫ﻣﻲ ﺷﻮ ﻛﻪ ﻣﻲ ﺗﻮﻧﺪ ﺳﺎﺧﺘﺎﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ  ﻣﻮ ﺗﻬﺪﻳﺪ ﺟﺪ‪ $‬ﻗﺮ ﻫﺪ  ﻳﺎ ﺣﺘﻲ ﻧﺴﺠﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﭼﺎ ﺷﻜﺎ‬ ‫ﺳﺎﺳﻲ ﻧﻤﺎﻳﺪ‪.‬‬ ‫ﻟﺬ ﺣﻮ< ﻓﺮﻫﻨﮓ ﻟﺒﺘﻪ ﺑﺎ ﻗﻴﺪ »ﻳﻨﻲ« ﻫﺮ ﺟﺎ ﻛﻪ  ﺑﻪ ﺿﻌﻒ  ﺳﺴﺘﻲ ﻧﻬﺪ ﺟﺎﻣﻌﻪ ‪J‬ﺑﺴﺘﻦ ‪J‬ﺳﻴﺐﻫﺎ‪ $‬ﺑﺰگ ‬ ‫ﭼﺎﻟﺸﻬﺎ‪ $‬ﺟﺪ‪ $‬ﺧﻮﻫﺪ ﺑﻮ ﻗﺮ‪ ,‬ﻛﺮﻳﻢ ﺳﺮﻗﺖ‪ ،‬ﺳﺖ ‪ $‬ﺑﻪ ﻣﺎ ﻏﻴﺮ‪ ،‬ﺧﺸﻮﻧﺖ‪ ،‬ﻧﺴﺠﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺑﻲ ﻫﻮﻳﺘﻲ ‬ ‫ﺑﺴﻴﺎ‪ $‬ﻳﮕﺮ  ﺧﺮ< ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ  ﻣﻮ ﺗﻮﺟﻪ ﺟﺪ‪ $‬ﻗﺮ <  ﺣﻜﺎ‪  T‬ﺧﻮ‪  $‬ﻧﻴﺰ ﺻﺎ ﻛﺮ< ﺳﺖ ﻟﻲ‬ ‫‪J‬ﻧﭽﻪ  ﺻﺪﻳﻦ ﻣﺴﺎﻳﻞ ﻣﻮ ﻧﻈﺮ ﻗﺮ‪ ,‬ﻛﺮﻳﻢ ﺳﺖ ﻛﻔﺮ‪ ،‬ﺷﺮ‪   n‬ﻳﻚ ﺟﻤﻠﻪ ﺑﻲ ﺧﺪﻳﻲ ﺳﺖ‪.‬‬ ‫ﭼﺎﭼﻮ‪ Z‬ﻛﻠﻲ ﺑﺮ‪ $‬ﺗﻔﻜﻴﻚ  ﺳﺘﻪ ﺑﻨﺪ‪ $‬ﻧﺤﺮﻓﺎ  ﺟﺎﻣﻌﻪ ﺷﻨﺎ‪ W‬ﻣﻌﺎﺻﺮ ﭘﺎﺳﻨﺰ ﺧﺬ ﺷﺪ< ﺳﺖ ﻫﻢ ﺑﺎﻳﻦ ﻟﻴﻞ‬ ‫ﻛﻪ ﺑﺎ ﺧﺮﺗﺮ ﺷﺪ‪ ,‬ﺣﻮ<ﻫﺎ‪ $‬ﻧﺤﺮﻓﺎ ﻣﻮﺿﻊ ﻗﺮ‪ ,‬ﻳﻦ ﺧﺼﻮ‪ c‬ﺑﻬﺘﺮ ‪ n‬ﺧﻮﻫﺪ ﺷﺪ  ﻫﻢﻳﻨﻜﻪ  ﻣﺪ ﻧﻈﺮ‪$‬‬ ‫ﭘﺎﺳﻨﺰ ﻧﻘﺶ ﻓﺮﻫﻨﮓ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻧﻈﺎ‪ T‬ﻓﺮﻫﻨﮕﻲ ﺑﺎ ﻛﺎﻛﺮ ﺣﻔﻆ ﻟﮕﻮ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻳﺮ ﺧﺮ< ﻧﻈﺎ‪T‬ﻫﺎ)‪(Sub system‬‬ ‫ﺑﺮﺟﺴﺘﻪ ﺗﺮ ﺑﻮ<   ﻳﮋﮔﻲﻫﺎ‪ $‬ﺧﺎﺻﻲ ﺑﺮﺧﻮ ﺳﺖ ﻳﻦ ﺑﺎ ﻣﻮﺿﻮ‪ l‬ﮔﻴﺮ‪ $‬ﻗﺮ‪ ,J‬ﻗﺮﺑﺖ  ﭼﺮ ﻛﻪ ﻗﺮ‪ ,‬ﻧﻴﺰ ﻧﻘﺶ‬ ‫ﻋﻮﻣﻞ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﺑﻴﺎ‪ ,‬ﺑﻬﺘﺮ ﻧﺤﺮﻓﺎ ﻓﺮﻫﻨﮕﻲ  ﺑﺮ‪J $‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺟﺘﻤﺎﻋﻲ ﭘﺮ ﻧﮓ ﺗﺮ  ﺳﺎﻳﺮ ﻧﺤﺮﻓﺎ ﻧﺴﺘﻪ‬ ‫ ﻧﺴﺒﺖ ﺑﻪ ‪ ,J‬ﻫﺸﺪ ﻣﻲ ﻫﺪ‪.‬‬ ‫ﻳﻨﺠﺎ ﺷﺎﻳﺴﺘﻪ ﺳﺖ  ﺣﻤﺎ  ﺷﺎ ﺟﻨﺎ‪J Z‬ﻗﺎ‪ $‬ﻛﺘﺮ ﻓﺮﻫﺎ ﻣﺎ‪ T‬ﺟﻤﻌﻪ ﻛﻪ ﺑﺮ‪ $‬ﺗﻬﻴﻪ  ﺑﻪ ﺛﻤﺮ ﺳﻴﺪ‪,‬‬ ‫ﻣﻘﺎﻟﻪ ﻣﺘﻘﺒﻞ ﺷﺪ< ﻧﺪ ﺗﺸﻜﺮ  ﻗﺪﻧﻲ ﺑﻨﻤﺎﻳﻢ‪.‬‬ ‫ﺧﺮ< ﻧﻈﺎ‪ T‬ﺷﺨﺼﻴﺖ ) ﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻫﺪ‪(u‬‬ ‫ﭘﺎﺳﻨﺰ ﺷﺨﺼﻴﺖ  ﻧﻈﺎ‪ T‬ﺳﺎﻣﺎ‪ ,‬ﻧﻴﺎﻓﺘﻪ‪  $‬ﺟﻬﺘﮕﻴﺮ‪  $‬ﻧﮕﻴﺰ‪ I‬ﻛﻨﺶ ﻛﻨﺸﮕﺮ ﻓﺮ‪ $‬ﻣﻲ ﻧﮕﺎ‪.‬‬ ‫ﺷﺎﺧﺺ ﺗﺮﻳﻦ ‪J‬ﺳﻴﺐ ﺟﺘﻤﺎﻋﻲﻳﻦ ﺧﺮ< ﻧﻈﺎ‪ T‬ﺑﻪ ﺗﻌﺒﻴﺮ‪ $‬ﺑﻲ ﻫﻮﻳﺘﻲ ﺳﺖ‪ ،‬ﻫﻮﻳﺖ ﺟﺘﻤﺎﻋﻲ ﻋﺒﺎ  ‪ n‬ﺗﺼﻮ‬ ‫ ﻳﺎﺑﻲ ﻓﺮ ﻧﺴﺒﺖ ﺑﻪ ﺧﻮ  ﻣﻨﻈﺮ ﻳﮕﺮ‪ ,‬ﻳﺎ ﺟﺎﻣﻌﻪ ﺳﺖ ﻛﻪ  ﻧﺘﻴﺠﻪ ‪ ,J‬ﺣﺴﺎ‪ W‬ﻛﻨﺪ  ﻣﻨﻈﺮ ﻳﮕﺮ‪ ,‬ﻳﺎ ﺟﺎﻣﻌﻪ‬ ‫‪ $‬ﺟﺎﻳﮕﺎ<  ‪  I‬ﺣﺘﺮ‪ T‬ﺳﺖ ﺻﻄﻼ} ﻫﻮﻳﺖ ﻛﻪ  ﻫﻪ ‪ 1950‬ﻳﺞ ﺷﺪ   ﺣﻮ< ﻧﺸﻨﺎﺳﻲ  ﺟﺎﻣﻌﻪ‬

‫]ﺳﻴﺐ ﺷﻨﺎﺳﻰ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻰ ‪ 2‬ﻣﻨﻈﺮ ﺳﻼ[‬

‫ﺷﻨﺎﺳﻲ ﻣﻮ ﺗﻮﺟﻪ  ﻣﺒﺎﺣﺜﻪ ﻗﺮ ﮔﺮﻓﺘﻪ ﺳﺖ‪.‬‬ ‫ ﺣﻮ< ‪ ,‬ﺷﻨﺎﺳﻲ ﻛﺎﻫﺎ‪ $‬ﻓﺮﻳﺪ ‪ ,J‬ﺟﺎ ﻛﻪ ﺑﺮ ﻫﺴﺘﻪ ﻧﻲ  ‪s‬ﻫﻨﻲ ﻛﻪ ﺳﺎﺧﺘﺎ ﻧﻲ  ﻓﻴﺰﻳﻜﻲ ﺗﺎﻛﻴﺪ ‬ ‫ﻣﻮﻳﺪﻳﻦ ﻣﻄﻠﺐ ﺳﺖ   ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﻫﻮﻳﺖ ﺑﺎ ﻣﻔﻬﻮ‪ T‬ﺧﻮ  ﻣﻜﺘﺐ ﻛﻨﺶ ﻣﺘﻘﺎﺑﻞ ﻧﻤﺎﻳﻦ ﭘﻴﻮﻧﺪ ﺧﻮ<‬ ‫ﺳﺖ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻳﻦ ﺧﺼﻮ‪  c‬ﺑﺘﺪ ﺑﺎ ﻛﺎﻫﺎ‪ $‬ﻳﻠﻴﺎ‪ T‬ﺟﻴﻤﺰ  ﺟﻮ‪ z‬ﻫﺒﺮ ﻣﻴﺪ ﺷﺮ‪ l‬ﺷﺪ  ﺑﻌﺪﻫﺎ‬ ‫ ﻃﺮﻳﻖ ﮔﺎﻓﻤﻦ‪ ،‬ﭘﻴﺘﺮ ﺑﺮﮔﺮ  ﻳﮕﺮ‪ ,‬ﻣﻔﻬﻮ‪ T‬ﻫﻮﻳﺖ ﭘﻴﮕﻴﺮ‪ $‬ﺷﺪ  ﺑﻪ ﺻﻮ ﺟﺪ‪  $‬ﺗﺤﻠﻴﻞﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪,‬‬ ‫ﮔﺮﻳﺪ‪.‬‬ ‫ ﺣﻮ< ‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺟﺘﻤﺎﻋﻲ ﺑﺤﺚ ﻫﻮﻳﺖ  ‪ ,J‬ﺟﻬﺖ ﺣﺎﺋﺰ ﻫﻤﻴﺖ ﺳﺖ ﻛﻪ ﺻﻮ ًﻻ ﺣﺴﺎ‪ W‬ﻫﻮﻳﺖ ﻧﺴﺎ‪ ,‬‬ ‫ﻣﻮ ﺟﺎﻣﻌﻪ ﻳﺎ ﻫﺮ ﭘﺪﻳﺪ< ﻳﮕﺮ ﺣﺘﻲ ﺣﺴﺎ‪ W‬ﻫﻮﻳﺖ  ﺧﺼﻮ‪ c‬ﺧﺪﻧﺪ‪  $ ،‬ﺑﻪ ﻋﺎﻳﺖ ﻫﻨﺠﺎﻫﺎ‪ $‬ﻣﻮ ﻧﻈﺮ ﻣﻠﺰ‪T‬‬ ‫ﻣﻲ ﻛﻨﺪ  ﻫﻤﭽﻮ‪ ,‬ﻋﺎﻣﻞ ﺑﺎﻧﺪ<  ﻧﺤﺮﻓﺎ  ﻋﻤﻞ ﻣﻲ ﻧﻤﺎﻳﺪ‪ .‬ﻣﺎﺟﺮ‪ $‬ﺣﻀﺮ ﻳﻮﺳﻒ )‪ (l‬ﻛﻪ  ﻗﺮ‪ ,J‬ﻛﺮﻳﻢ ﺑﺪ‪,‬‬ ‫ﺷﺎ< ﺷﺪ< ﺳﺖ ﺑﻪ ﺷﻲ ﻣﻮﻳﺪﻳﻦ ﻣﻄﻠﺐ ﺳﺖ‪:‬‬ ‫ ‪J‬ﻳﻪ ‪ 21‬ﺳﻮ< ﻳﻮﺳﻒ ﻗﺘﻲ ﻋﺰﻳﺰ ﻣﺼﺮ ﻳﻮﺳﻒ )‪  (l‬ﻫﻤﭽﻮ‪ ,‬ﺑﺮ< ﺧﺮﻳﺪ‪ $‬ﻛﺮ ﺑﻪ ﻫﻤﺴﺮ‪ I‬ﻟﻴﺨﺎ ﮔﻔﺖ‪»:‬ﻛﺮﻣﻲ‬ ‫ﻣﺜﻮ<«ﻛﻠﻤﻪ ﻣﺜﻮ‪  $‬ﻓﺮﻫﻨﮓ ﻟﻐﺎ ﻗﺮ‪J‬ﻧﻲ ﺑﻪ ﻣﻌﻨﺎ‪ $‬ﺟﺎﻳﮕﺎ<  ‪  I‬ﺑﻴﺎ‪ ,‬ﻛﻨﻨﺪ< ﻣﻔﻬﻮ‪ T‬ﺣﺴﺎ‪ W‬ﻫﻮﻳﺖ ﺳﺖ ]‪ [2‬‬ ‫ﻳﻦ ﺟﺎ ﺷﺎ< ﺑﻪ ﺟﺎﻳﮕﺎ<  ‪ I‬ﻳﻮﺳﻒ )‪  (l‬ﻣﻘﺎ‪ T‬ﺑﺮ< ‪ ،‬ﻳﻌﻨﻲ  ﺑﻪ ﻋﺘﺒﺎﻳﻨﻜﻪ ﺑﺮ< ﺳﺖ  ﺟﺎﻳﮕﺎ< ﭘﺴﺖ ‬ ‫ﺣﻘﻴﺮ‪ $‬ﺑﺮﺧﻮ ﺳﺖ‪ ،‬ﻣﺎ ﺗﻮ   ﮔﺮﻣﻲ ﺑﺪ  ﺑﺮ‪  $‬ﺟﺎﻳﮕﺎ<  ‪ I‬ﺑﺎﻻﻳﻲ ﻗﺎﺑﻞ ﺑﺎ‪ I‬ﻫﻤﭽﻨﻴﻦ  ‪J‬ﻳﻪ ‪ 23‬ﻫﻤﺎ‪,‬‬ ‫ﺳﻮ< ﻣﻲ ﻓﺮﻣﺎﻳﺪ ﻛﻪ ﻗﺘﻲ ﻟﻴﺨﺎ ﻳﻮﺳﻒ )‪  (l‬ﺑﻪ ﻗﺼﺪ ﻣﺮ< ﺑﻪ ﺧﻮ ﻋﻮ ﻛﺮ ﻳﻮﺳﻒ )‪ (l‬ﻓﺮﻣﻮ‪» :‬ﻣﻌﺎ‪ s‬ﷲ‪ ،‬ﻧﻪ‬ ‫ﺑﻲ ﺣﺴﻦ ﻣﺜﻮ‪ «$‬ﭘﻨﺎ< ﺑﺮ ﺧﺪ ﺑﻪ ﺳﺘﻲ ﻛﻪ ﺧﺪﻳﻢ ﻣﺮ ﮔﺮﻣﻲ ﺷﺘﻪ  ﺑﺮ‪ $‬ﻣﻦ ‪  I‬ﺟﺎﻳﮕﺎ< ﺑﺎﻻﻳﻲ ﻗﺎﻳﻞ ﺑﻮ<‬ ‫ﺳﺖ‪ ...‬ﭘﺲ ﻣﻦ ﻫﺮﮔﺰ ﻧﺎﻓﺮﻣﺎﻧﻲ   ﻧﺨﻮﻫﻢ ﻛﺮ‪.‬‬ ‫ ﻫﺮ ﺣﺎ ﺑﻪ ﺑﻴﺎ‪ ,‬ﻗﺮ‪ ,‬ﻛﺮﻳﻢ‪ ،‬ﻋﺎﻣﻞ ﺑﺎﻧﺪ< ﻳﻮﺳﻒ )‪  (l‬ﻧﺤﺮ‪  u‬ﻓﺎﻳﺶ ﺑﻪ ﺧﺪﻧﺪ ﺣﺴﺎ‪ W‬ﻫﻮﻳﺖ ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺧﺪ ﺳﺖ‪.‬‬ ‫ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﮔﺮ ﺣﺴﺎ‪ W‬ﻫﻮﻳﺖ ﺟﺘﻤﺎﻋﻲ ﻓﺮ ﺟﺎﻣﻌﻪ  ﺧﺼﻮ‪ c‬ﻟﮕﻮﻫﺎ  ﺷﻬﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ – ﻓﺮﻫﻨﮕﻲ‬ ‫ﺧﻮﺷﺎ‪ ,‬ﻃﻲ ﻓﺮﻳﻨﺪ ﺟﺎﻣﻌﻪ ﭘﺬﻳﺮ‪ $‬ﺳﺎﻟﻤﻲ ﺷﻜﻞ ﺑﮕﻴﺮ‪ ،‬ﻫﻤﭽﻮ‪ ,‬ﻋﺎﻣﻞ ﺑﺎﻧﺪ<  ﻧﺤﺮﻓﺎ ﺟﻠﻮﮔﻴﺮ‪ $‬ﺧﻮﻫﺪ ﻛﺮ‬ ‫ﺑﺮﻋﻜﺲ ﺣﺴﺎ‪ W‬ﺑﻲ ﻫﻮﻳﺘﻲ ﭘﺘﺎﻧﺴﻴﻞ ﻣﻨﺎﺳﺒﻲ ﺑﺮ‪ $‬ﺷﻜﻞ ﮔﻴﺮ‪ $‬ﻧﻮ‪J l‬ﺳﻴﺐﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺧﻮﻫﺪ ﺑﻮ‪.‬‬ ‫ﺧﺮ< ﻧﻈﺎ‪ T‬ﻗﺘﺼﺎ ) ﺳﺎﮔﺎ‪($‬‬ ‫ ﺗﺌﻮ‪ $‬ﭘﺎﺳﻨﺰ ﻗﺘﺼﺎ‪ ،‬ﺧﺮ< ﻧﻈﺎﻣﻲ ﺳﺖ ﻛﻪ ﻛﺎﻛﺮ ﺗﻄﺒﻴﻖ ﺑﺎ ﻣﺤﻴﻂ   ﻃﺮﻳﻖ ﻛﺎ‪ ،‬ﺗﻮﻟﻴﺪ  ﺗﺨﺼﻴﺺ ﺑﺮ‪$‬‬ ‫ﺟﺎﻣﻌﻪ ﻧﺠﺎ‪ T‬ﻣﻲ ﻫﺪ ﻗﺘﺼﺎ ﻳﻦ ﻃﺮﻳﻖ ﻣﺤﻴﻂ  ﺑﺎ ﻧﻴﺎﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺗﻄﺒﻴﻖ ﻣﻲ ﻫﺪ   ﺿﻤﻦ ﺑﻪ ﺟﺎﻣﻌﻪ ﻛﻤﻚ ﻣﻲ‬ ‫ﻛﻨﺪ ﺗﺎ ﺧﻮ  ﺑﺎﻳﻦ ﻗﻌﻴﺘﻬﺎ‪ $‬ﺑﻴﺮﻧﻲ ﺗﻄﺒﻴﻖ ﻫﺪ‪[3] .‬‬ ‫ ﻗﺎﻣﻮ‪ W‬ﭘﺎﺳﻨﺰ ﻗﺘﺼﺎ ﻧﻪ ﻳﻚ ﺳﺎﺧﺘﺎ ﻋﻴﻨﻲ ﺳﺖ  ﻧﻪ ﻳﻚ ﻧﻤﺎ‪ .‬ﻗﺘﺼﺎ ﺟﻬﻲ  ﻓﺘﺎ ﻛﻨﺸﮕﺮ‪ ,‬ﺟﺘﻤﺎﻋﻲ‬ ‫ﺳﺖ ﻛﻪ  ﻛﺎ ﺗﻮﻟﻴﺪ  ﺗﻮﻳﻊ ﻛﺎﻻﻫﺎ  ﺧﺪﻣﺎ ﻻ‪ T‬ﺑﺮ‪ $‬ﺑﻘﺎ‪ $‬ﻣﺎ‪  $‬ﻓﺎ< ﻓﺮ ﺟﺎﻣﻌﻪ ﻓﻌﺎﻟﻴﺖ ﻣﻲ ﻛﻨﻨﺪ‪[4].‬‬ ‫ ﻣﻨﻈﺮ ﻗﺮ‪ ,J‬ﻧﻴﺰ ﻗﺘﺼﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺗﺎﻣﻴﻦ ﻛﻨﻨﺪ< ﻧﻴﺎﻫﺎ‪ $‬ﻟﻴﻪ  ﺟﺴﻤﺎﻧﻲ ‪J‬ﻣﻴﺎ‪ ,‬ﺣﺎﺋﺰ ﻫﻤﻴﺖ ﺳﺖ ﻋﻤﺪ< ﺟﺮﺋﻢ‬ ‫ﻗﺘﺼﺎ‪ $‬ﻛﻪ  ﻗﺮ‪ ,J‬ﺑﻪ ‪J‬ﻧﻬﺎ ﺷﺎ< ﺷﺪ< ﺳﺖ ﻣﺒﺘﻨﻲ ﺳﺖ ﺑﺮ ﺗﻌﺪ‪  $‬ﺳﺖ ﻧﺪ‪ $‬ﺑﻪ ﻣﺎ ﻏﻴﺮ ﺑﻬﺮ ﺷﻜﻞ  ﺑﺎ  ﺷﻮ<‬ ‫ﻛﻪ ‪s‬ﻳ ً‬ ‫ﻼ ﺑﻪ ﺻﻮ ﻣﺨﺘﺼﺮ ﺑﻪ ‪J‬ﻧﻬﺎ ﺧﻮﻫﻴﻢ ﭘﺮﺧﺖ‪.‬‬ ‫ﻛﺮﻫﺖ ﺳﺮﻗﺖ ﺿﺢ ﺗﺮ  ﺑﺪﻳﻬﻲ ﺗﺮ  ‪ ,J‬ﺳﺖ ﻛﻪ ﻟﺰﻣﻲ ﺑﺮ‪ $‬ﻃﺮ} ‪ ,J‬ﺑﺎﺷﺪ ﻳﻦ  ﻗﺮ‪ ,‬ﺗﻨﻬﺎ ﺑﻪ ﺑﻴﺎ‪ ,‬ﺣﻜﻢ‬ ‫ﺳﺎ‪ p‬ﻛﺘﻔﺎ ﻛﺮ< ﺳﺖ]‪ [5‬ﻣﻴﻦ ﺟﺮ‪ T‬ﺑﺰگ ﻗﺘﺼﺎ‪ $‬ﻛﻪ ﻗﺮ‪ ,J‬ﺑﺪ‪ ,‬ﭘﺮﺧﺘﻪ ﺳﺖ ﺗﺼﺮ‪  u‬ﻣﺎ ﻳﺘﻴﻢ ﭼﻪ  ﻃﺮ‪u‬‬ ‫ﺳﺮﭘﺮﺳﺖﻳﺸﺎ‪  ,‬ﻳﺎ ﻓﺮ ﻳﮕﺮ ﺳﺖ   ﻣﻌﻨﺎ‪ $‬ﺳﻴﻊ ﺗﺮ ﺳﺖ ﻧﺪ‪ $‬ﺑﻪ ﻣﺎ ﺑﻲ ﺳﺮﭘﺮﺳﺖ  ﻧﻴﺰ ﺷﺎﻣﻞ ﻣﻲ ﺷﻮ‬ ‫ﻛﻪ ﺣﺴﺎﺳﻴﺖ ﻗﺮ‪ ,‬ﻳﻦ ﺧﺼﻮ‪ c‬ﺟﺎﻟﺐ ﺗﻮﺟﻪ ﺳﺖ   ‪J‬ﻳﺎ ﮔﻮﻧﺎﮔﻮ‪ ,‬ﺑﺎ ﺑﻴﺎ‪,‬ﻫﺎ‪ $‬ﻣﺘﻔﺎ ﻗﺮ‪,J‬ﻳﻦ ﻣﺴﺌﻠﻪ  ﻣﻮ‬ ‫ﺗﺼﺮﻳﺢ ﻗﺮ < ﺳﺖ‪  [6] .‬ﻣﺠﻤﻮ‪ l‬ﻣﻮ ﻓﻮ‪ p‬ﻋﺎﻳﺖ ﻋﺪ  ﻧﺰﻳﻚ ﻧﺸﺪ‪ ,‬ﺑﻪ ﻣﺎ ﻳﺘﻴﻢ ﺟﺰ ﺑﻪ ﻧﻴﺖ ﺣﻔﻆ  ﺻﻼ}‬ ‫ ﭘﺮﻫﻴﺰ  ﻣﺨﻠﻮ‪ t‬ﺷﺪ‪ ,‬ﻣﺎ ﻳﺘﻴﻢ ﺑﻪ ﻣﺎ ﺷﺨﺺ ﺗﺎﻛﻴﺪ ﺷﺪ< ﺳﺖ ﺿﻤﻦﻳﻨﻜﻪ ﻗﺮ‪ ,J‬ﺻﺮ  ﻛﻪ ﻣﺎ ﻳﺘﻴﻢ ﮔﺮ ‬ ‫ﺧﺘﻴﺎ  ﻗﻴﻮﻣﻴﺖ ﻏﻴﺮ ﻗﺮ ﮔﺮﻓﺖ‪ ،‬ﺳﺮﭘﺮﺳﺖ ﻣﻮﻇﻒ ﺳﺖ ﭘﺲ  ﺑﻠﻮ† ﻓﻜﺮ‪  $‬ﺟﺘﻤﺎﻋﻲ ﻳﺘﻴﻢ‪ ،‬ﻣﺎ  ﺑﻪ  ﺑﺎﮔﺮﻧﺪ‪.‬‬ ‫ ﻟﺴﺎ‪ ,‬ﻗﺮ‪ ,J‬ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻪ ﺧﻮ‪ ,‬ﻣﺎ ﻳﺘﻴﻢ ﻣﺒﺎ ﻣﻲ ﻧﺪ ﮔﻨﺎﻫﻲ ﺑﺰگ ﻣﺮﺗﻜﺐ ﻣﻲ ﺷﻮﻧﺪ ﻛﻪ ﻋﺎﻗﺒﺘﻲ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ‬ ‫ ﺑﺮ‪$‬ﻳﺸﺎ‪ ,‬ﻗﻢ ﺧﻮﻫﺪ  »ﻛﺴﺎﻧﻲ ﻛﻪ ﻣﻮ ﻳﺘﻴﻤﺎ‪  ,‬ﺑﻪ ﺳﺘﻢ ﻣﻲ ﺧﻮﻧﺪ‪  ،‬ﺷﻜﻢ ﺧﻮ ‪J‬ﺗﺶ ﺟﻬﻨﻢ ﻓﺮ ﻣﻲ ﺑﻠﻌﻨﺪ‬

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‫ﻣﻘﺎﻻ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ ﺑﻪ ‪J  $‬ﺗﺶ ﺑﺮ ﻓﺮﺧﺘﻪ‪ $‬ﻣﻲ ﻓﺘﻨﺪ‪[7] «.‬‬ ‫ﺑﻲ ﺗﺮﻳﺪ ﻳﻜﻲ  ﻧﻜﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻲ ﺑﺤﺚ ﻓﻮ‪p‬ﻳﻦ ﺳﺖ ﻛﻪ  ﺻﻮﺗﻲ ﻛﻪ ﻣﺎ ﻳﺘﻴﻢ ﺑﻪ ﺧﻮ  ﺑﺎﮔﺮﻧﺪ< ﻧﺸﻮ‬ ‫ ﺷﺮﻳﻂ ﻣﺤﻴﻄﻲ  ﻣﺎﻟﻲ ﻣﻨﺎﺳﺒﻲ ﺑﺮ‪ $‬ﭘﺸﺘﻴﺒﺎﻧﻲ  ﺗﺮﺑﻴﺖ  ﺷﺪ ﻛﻮ‪ n‬ﻳﺘﻴﻢ  ﺟﺎﻣﻌﻪ ﻣﻬﻴﺎ ﻧﮕﺮ ﭘﺘﺎﻧﺴﻴﻞ ﺑﺴﻴﺎ‬ ‫ﻣﻨﺎﺳﺒﻲ ﺑﺮ‪ ,J $‬ﻛﻮ‪ n‬ﺟﻮ ﺧﻮﻫﺪ ﺷﺖ ﺗﺎ ﺑﻪ ﺑﺰﻫﻜﺎ‪ J $ $‬ﻳﺎ ﺟﺬ‪ Z‬ﺳﺎﻣﺎﻧﻬﺎ‪ $‬ﺑﺰگ  ﻛﻮﭼﻚ ﻧﺤﺮﻓﻲ‬ ‫ﺷﻮ ﻛﻪ ﻣﺮ<  ﺑﺴﻴﺎ‪  $‬ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻪ  ﻧﻴﺎﻓﺘﻪ ﺑﺎ ‪ ,J‬ﻣﻮﺟﻬﻴﻢ ؛ ﻛﺸﻮﻫﺎ‪ $‬ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ ﻳﺎ ﺑﻪ ﺻﻮ‬ ‫ﺧﻠﻲ ﺑﺎﻳﻦ ﻣﺸﻜﻞ ﻣﻮﺟﻬﻨﺪ  ﻳﺎ ﺑﻪ ﺻﻮ ﺻﺎﻳﻦ ﻛﻮﻛﺎ‪  ,‬ﻳﺎ ﺑﻬﺮ< ﺑﺮ‪ $‬ﺗﻮﺳﻂ ﻋﻨﺎﺻﺮ ﻛﺸﻮﻫﺎ‪ $‬ﭘﻴﺸﺮﻓﺘﻪ‬ ‫ﻛﻢ ﻓﺮﺷﻲ ﺳﻮﻣﻴﻦ ﻧﺤﺮ‪  u‬ﺣﻮ< ﻗﺘﺼﺎ‪ $‬ﺳﺖ ﻛﻪ ﻗﺮ‪ ,J‬ﻛﺮﻳﻢ ﺑﺪ‪ ,‬ﭘﺮﺧﺘﻪ ﺳﺖ  ﻣﻲ ﺗﻮﻧﺪ ﻫﻤﻪ ﮔﻴﺮ ﺷﻮ‬ ‫ﭼﻨﺎ‪ ,‬ﻛﻪ  ﻣﻴﺎ‪ ,‬ﻗﻮ‪ T‬ﺷﻌﻴﺐ ‪ z‬ﻛﺎﻣﻞ ﺷﺘﻪ ﺳﺖ ﻗﺮ‪ ,‬ﻛﺮﻳﻢ ﺿﻤﻦ ﻧﻜﻮﻫﺶﻳﻦ ﻣﻮﺿﻮ‪  l‬ﺷﻴﻮ‪l‬ﻳﻦ ﻧﺎﻫﻨﺠﺎ‪$‬‬ ‫ﻗﺘﺼﺎ‪ $‬ﺑﻪ ﻧﺎ‪ T‬ﻓﺴﺎ ﻳﺎ ﻣﻲ ﻛﻨﺪ‪[8] .‬‬ ‫ﺳﻴﻊ ﺗﺮ ﻳﺪ‪ ,‬ﻣﻌﻨﺎ‪ $‬ﻛﻢ ﻓﺮﺷﻲ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻔﻬﻮ‪ T‬ﻛﻴﻔﻴﺘﻲ  ﻣﺮﻳﻦ‪ ،‬ﻧﻮ‪ l‬ﻛﻼﻫﺒﺮ‪  $‬ﻏﺶ  ﻣﻌﺎﻣﻠﻪ  ﻧﻴﺰ‬ ‫ ﺑﺮ ﻣﻲ ﮔﻴﺮ  ﺗﻤﺎﻣﻲ ﺣﻜﺎﻣﻲ ﻛﻪ ﺑﺮ‪ $‬ﻛﻢ ﻓﺮﺷﻲ ‪s‬ﻛﺮ ﺷﺪ< ﺳﺖ ﺑﺮ‪$‬ﻳﻦ ﻣﻌﻨﺎ ﻧﻴﺰ ﻛﺎﺑﺮ ﺧﻮﻫﺪ ﺷﺖ‪ ،‬ﻣﻮﻳﺪﻳﻦ‬ ‫ﻣﻄﻠﺐ ﺷﺎ<‪ $‬ﺳﺖ ﻛﻪ ﻗﺮ‪  ,J‬ﺧﺼﻮ‪ c‬ﻗﻤﺎ    ‪ ,J‬ﺑﻪ ﻋﻨﻮ‪» ,‬ﺛﻢ ﻛﺒﻴﺮ« ]‪ [9‬ﻧﺎ‪ T‬ﻣﻲ ﺑﺮ ﭼﺮ ﻛﻪ ﻣﻌﺎﻣﻠﻪ‪$‬‬ ‫ﺳﺖ ﻧﺎﻋﺎﻻﻧﻪ ﻛﻪ ﺗﻮ‪  ,‬ﻧﺼﺎ‪  u‬ﺑﻴﻦ ﻃﺮﻓﻴﻦ ﻣﻌﺎﻣﻠﻪ ﻋﺎﻳﺖ ﻧﺸﺪ< ﺳﺖ‪.‬‬ ‫ﺷﻮ< ﭼﻬﺎﻣﻴﻦ ﺧﺮ< ﻧﺤﺮﻓﻲ ﺳﺖ ﻛﻪ ﺑﻪ ﺻﻮ ﺧﺎ‪  ,J c‬ﻗﺮ‪ ,J‬ﻣﻄﺮ} ﮔﺮﻳﺪ< ﺳﺖ ﺷﻮ<‪ $‬ﻛﻪ ﻗﺮ‪ ,‬ﻣﻄﺮ}‬ ‫ﻣﻲ ﻛﻨﺪ ﭘﻮﻟﻲ ﺳﺖ ﻛﻪ ﺑﻪ ﻗﺎﺿﻲ ﭘﺮﺧﺖ ﻣﻲ ﺷﻮ ﺗﺎ ﺑﻪ ﻧﻔﻊ ﻳﻜﻲ  ﻃﺮﻓﻴﻦ ﻗﻀﺎ ﺣﻜﻢ ﻛﻨﺪ ﻳﻦ ﺻﻮ ﻇﻠﻤﻲ‬ ‫ﺑﻪ ﻃﺮ‪ u‬ﻣﻘﺎﺑﻞ  ﻣﻲ ﺷﻮ  ﻃﺮ‪ u‬ﭘﻴﺮ ﻣﻲ ﺗﻮﻧﺪ ﻣﻮ ﻣﺮ‪  T‬ﺑﻪ ﻇﻠﻢ  ﺳﺘﻢ ﺗﺼﺮ‪ u‬ﻧﻤﺎﻳﺪ‪» :‬ﻣﻮ ﻳﻜﺪﻳﮕﺮ  ﺑﻪ‬ ‫ﻧﺎﺣﻖ ﻧﺨﻮﻳﺪ  ﺑﻪ ‪ ,‬ﺑﺎ ] ﺷﻮ [ ‪ ,J‬ﻧﺰﻳﻜﻲ ﻧﺠﻮﻳﻴﺪ ﺗﺎ ﭘﺎ<‪  $‬ﻣﻮ ﻣﺮ‪J  T‬ﮔﺎﻫﺎﻧﻪ ﺑﻪ ﻧﺎﺣﻖ ﺑﺨﻮﻳﺪ« ]‪[10‬‬ ‫ﻟﺒﺘﻪ ﻣﺮ< ﺷﻮ< ﺻﺮﻓ ًﺎ ﺑﻪ ﻳﻚ ﭼﻨﻴﻦ ﻣﻮ‪ $‬ﻣﺤﺪ ﻧﻤﻲ ﺷﻮ ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻣﺎﻫﻴﺖ ‪ ,J‬ﺳﺖ ﻧﺨﻮ< ﺑﺎﻗﻲ ﻣﺎﻧﺪ< ﻟﻲ‬ ‫ﺷﻴﻮ<ﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮﻧﻲ ﻳﺎﻓﺘﻪ   ﻧﻈﺎ‪T‬ﻫﺎﻳﻲ ﻛﻪ  ﺳﻴﺴﺘﻢ ﺑﻮﻛﺮﺳﻲ ﺑﺰگ  ﻧﺎﺳﺎﻟﻢ ﻧﺞ ﻣﻲ ﺑﺮﻧﺪ ﺑﻪ ﺷﺪ ‪. z‬‬ ‫  ﻧﻬﺎﻳﺖ ﺑﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﭘﺮﺧﻄﺮﺗﺮﻳﻦ  ﻣﻨﻔﻮﺗﺮﻳﻦ   ﻃﺮﻓﻲ ﭘﺮ ﻃﺮﻓﺪﺗﺮﻳﻦ  ﺑﺎﺳﺎﺑﻘﻪ ﺗﺮﻳﻦ ﺟﺮ‪ T‬ﻳﺎ ﻧﺤﺮ‪u‬‬ ‫ﻗﺘﺼﺎ‪J $‬ﻳﺎ ﭼﻨﺪ‪   $‬ﻗﺮ‪ ,J‬ﺑﻪ ﺧﻮ ﺧﺘﺼﺎ‪ < c‬ﺳﺖ ﺷﺪ ﺑﺮﺧﻮ ﻗﺮ‪ ,J‬ﺑﺎ ﺑﺎ  ﺗﻨﺪ‪J $‬ﻳﺎ ﻳﻦ ﺧﺼﻮ‪c‬‬ ‫ﺑﻪ ﺣﺪ‪ $‬ﺳﺖ ﻛﻪ ﻗﺮ‪ ,‬ﺻﺮﺣﺘ ًﺎ ﺑﺎ ﺧﻮ‪  $‬ﺑﻪ ﻣﻨﺰﻟﻪ ﺟﻨﮕﻴﺪ‪ ,‬ﺑﺎ ﺧﺪ  ﺳﻮﻟﺶ ﻋﻼ‪ T‬ﻛﺮ<   ﻣﻮ‪ $‬ﺣﺘﻲ ‪ ,J‬‬ ‫ﻣﻌﺎ ﻛﻔﺮ ﺗﻠﻘﻲ ﻧﻤﻮ< ﺳﺖ‪ $».‬ﻣﻮﻣﻨﺎ‪ ,‬ﺑﺎ  ﭼﻨﺪﻳﻦ  ﭼﻨﺪ ﺑﺮﺑﺮ ﻣﺨﻮﻳﺪ   ﺧﺪﻧﺪ ﭘﺮ ﻛﻨﻴﺪ ﺗﺎ ﺳﺘﮕﺎ ﺷﻮﻳﺪ ‬ ‫ ‪J‬ﺗﺸﻲ ﺑﺘﺮﺳﻴﺪ ﻛﻪ ﺑﺮ‪ $‬ﻛﺎﻓﺮ‪J ,‬ﻣﺎ< ﺷﺪ< ﺳﺖ‪[12] «.‬ﺧﺮ< ﻧﻈﺎ‪ T‬ﻓﺮﻫﻨﮕﻲ  ﻧﻈﺎ‪ T‬ﻋﺘﻘﺎ‪$‬‬ ‫ﭘﺎﺳﻨﺰ ﻓﺮﻫﻨﮓ  ﻧﻴﺮ‪ $‬ﻋﻤﺪ<‪ $‬ﻣﻲ ﻧﮕﺎﺷﺖ ﻛﻪ ﻋﻨﺎﺻﺮ ﮔﻮﻧﺎﮔﻮ‪ ,‬ﺟﻬﺎ‪ ,‬ﺟﺘﻤﺎﻋﻲ  ﻳﺎ ﺑﻪ ﺗﻌﺒﻴﺮ ﺧﻮ‪ ،I‬ﻧﻈﺎ‪T‬‬ ‫ﺟﺘﻤﺎﻋﻲ  ﺑﻪ ﻫﻢ ﭘﻴﻮﻧﺪ ﻣﻲ ﻫﺪ‪ .‬ﻓﺮﻫﻨﮓ ﻣﻴﺎﻧﺠﻲ ﻛﻨﺶ ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎ‪ ,‬ﻛﻨﺸﮕﺮ‪ ,‬ﺳﺖ  ﺷﺨﺼﻴﺖ  ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ‬ ‫ ﺑﺎ ﻫﻢ ﺗﺮﻛﻴﺐ ﻣﻲ ﻛﻨﺪ ﻓﺮﻫﻨﮓﻳﻦ ﺧﺎﺻﻴﺖ ﻳﮋ<   ﻛﻪ ﻛﻢ  ﺑﻴﺶ ﻣﻲ ﺗﻮﻧﺪ ﺑﺨﺸﻲ  ﻧﻈﺎ‪T‬ﻫﺎ‪ $‬ﻳﮕﺮ ﮔﺮ‬ ‫ﺑﺪﻳﻦ ﺳﺎ‪ ,‬ﻛﻪ ﻓﺮﻫﻨﮓ  ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﺻﻮ ﻫﻨﺠﺎﻫﺎ  ﺷﻬﺎ ﺗﺠﺴﻢ ﻣﻲ ﻳﺎﺑﺪ   ﻧﻈﺎ‪ T‬ﺷﺨﺼﻴﺘﻲ ﻣﻠﻜﻪ‬ ‫‪s‬ﻫﻦ ﻛﻨﺸﮕﺮ‪ ,‬ﻣﻲ ﺷﻮ ﻣﺎ ﻧﻈﺎ‪ T‬ﻓﺮﻫﻨﮕﻲ ﺗﻨﻬﺎ ﺑﺨﺸﻲ  ﻧﻈﺎﻣﻬﺎ‪ $‬ﻳﮕﺮ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﺑﻪ ﺻﻮ ‪s‬ﺧﻴﺮ< ‪s‬ﺗﻲ  ﻧﻤﺎﻫﺎ‬ ‫ ﻓﻜﺎ‪ ،‬ﺟﻮ ﺟﺪﮔﺎﻧﻪ‪ $‬ﻧﻴﺰ ﺑﺮ‪ $‬ﺧﻮ ‪ .‬ﭘﺎﺳﻨﺰ ﻓﺮﻫﻨﮓ  ﻧﻈﺎ‪ T‬ﻟﮕﻮ   ﺳﺎﻣﺎﻧﻤﻨﺪ‪  $‬ﻧﻤﺎﻫﺎ ﻣﻲ ﻧﺪ ﻛﻪ‬ ‫ﻫﺪﻓﻬﺎ‪ $‬ﺟﻬﺖ ﮔﻴﺮ‪ $‬ﻛﻨﺸﮕﺮ‪ ،,‬ﺟﻨﺒﻪﻫﺎ‪ $‬ﻣﻠﻜﻪ ‪s‬ﻫﻦ ﺷﺪ< ﻧﻈﺎ‪ T‬ﺷﺨﺼﻴﺘﻲ  ﻟﮕﻮﻫﺎ‪ $‬ﻧﻤﺎﻣﻨﺪ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ  ‬ ‫ﺑﺮ ﻣﻲ ﮔﻴﺮ  ﻣﺠﻤﻮ‪ l‬ﭘﺎﺳﻨﺰ ﺑﻪﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲ ﺳﺪ ﻛﻪ ﻣﻌﻴﺎﻫﺎ‪ $‬ﺧﻼﻗﻲ‪ ،‬ﻫﻤﺎ‪ ,‬ﺷﮕﺮﻫﺎ‪ $‬ﻳﻜﭙﺎﭼﻪ ﻛﻨﻨﺪ<  ﺣﺎﻛﻢ‬ ‫ﺑﺮ ﻧﻈﺎ‪ T‬ﻛﻨﺶ ﻣﻲ ﺑﺎﺷﻨﺪﻳﻦ ﻧﺘﻴﺠﻪ ﮔﻴﺮ‪،$‬ﻳﻦ ﻓﻜﺮ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪ<   ﻧﻈﺮﻳﻪ ﭘﺎﺳﻨﺰ ﺑﺎﺗﺎ‪ Z‬ﻣﻲ ﻛﻨﺪ ﻛﻪ ﻧﻈﺎ‪ T‬ﻓﺮﻫﻨﮕﻲ‬ ‫ﻳﻚ ﻧﻈﺎ‪ T‬ﻣﺴﻠﻂ ﺳﺖ‪[13].‬‬ ‫ ﺑﻴﺎ ﻳﻨﻲ ﻧﻴﺰ ﻓﺮﻫﻨﮓ  ﻳﺎ ﻧﻈﺎ‪ T‬ﻋﺘﻘﺎ‪  $‬ﻫﻤﻴﺖ ﻳﮋ<‪ $‬ﺑﺮﺧﻮ ﺳﺖﻳﻦ ﻳﮋﮔﻲ ﺗﺎ ﺣﺪ‪ $‬ﺳﺖ ﻛﻪ ﺳﺎﻳﺮ‬ ‫ﺷﺌﻮﻧﺎ ﺟﺘﻤﺎﻋﻲ  ﺗﺤﺖ ﻟﺸﻌﺎ‪ l‬ﺧﻮ ﻗﺮ ﻣﻲ ﻫﺪ ﺑﻪ ﺑﻴﺎ‪ ,‬ﻗﻊ ﺗﺮ  ﻧﻈﺎ‪ T‬ﺗﻮﺣﻴﺪ‪ $‬ﺟﺎﻳﮕﺎ< ﻧﻈﺎ‪ T‬ﻋﺘﻘﺎ‪ $‬ﭼﻨﺎ‪ ,‬ﺳﺖ‬ ‫ﻛﻪ ﻳﮕﺮ ﻣﺴﺎﺋﻞ ﻧﺴﺎﻧﻲ ﻳﺎ ﺟﺘﻤﺎﻋﻲ ﻫﻢ ﺳﻮ ﺑﺎ ‪  ,J‬ﻃﻔﻴﻠﻲ ‪ ,J‬ﺗﻌﺮﻳﻒ ﻣﻲ ﺷﻮ ﻧﻈﺎ‪ T‬ﻓﺮﻫﻨﮕﻲ  ﻳﺎ ﻋﺘﻘﺎ‪ $‬ﺑﻪ ﻋﻨﻮ‪,‬‬ ‫ﻗﻮ‪ T  T‬ﺟﺎﻣﻌﻪ ‪ $‬ﻛﺎﻛﺮﻫﺎ‪ $‬ﭘﻴﭽﻴﺪ<  ﺳﺎﺳﻲ ﺳﺖ ﻟﻲ ﻫﻤﻴﺖ ‪  ,J‬ﻧﻈﺎ‪ T‬ﻣﻜﺘﺒﻲ ﻓﺮﺗﺮ ﻳﻦ ﺳﺖ ﺑﻪ ﺗﻌﺒﻴﺮ‬ ‫ﻳﮕﺮ ﻋﻘﺎﻳﺪ   ‪ ,J W‬ﺗﻮﺣﻴﺪ ﻣﺪ‪ $‬ﭼﻪ ﺑﺎ ﺟﺎﻣﻌﻪ  ﭼﻪ ﺑﻲ ﺟﺎﻣﻌﻪ ﻳﻚ ﺻﻞ ﺧﺪﺷﻪ ﻧﺎﭘﺬﻳﺮ ﺳﺖ‪.‬‬ ‫ﺳﻪ ﻣﻔﻬﻮ‪ T‬ﻛﻔﺮ‪ ،‬ﺷﺮ‪  n‬ﺗﺪ ﺑﺰﮔﺘﺮﻳﻦ ‪J‬ﺳﻴﺐﻫﺎ‪ $‬ﺣﻮ< ﻓﺮﻫﻨﮓ ﻳﺎ ﻧﻈﺎ‪ T‬ﻋﺘﻘﺎ‪ $‬ﺗﻠﻘﻲ ﻣﻲ ﺷﻮﻧﺪ ﻛﻪ ﺑﺎﻃﻨﻲ‬

‫]ﺳﻴﺐ ﺷﻨﺎﺳﻰ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻰ ‪ 2‬ﻣﻨﻈﺮ ﺳﻼ[‬

‫ﻣﺸﺘﺮ‪ n‬ﻧﺪ ﻛﻪ ﻫﻤﺎ‪ ,‬ﻋﺪ‪T‬ﻳﻤﺎ‪ ,‬ﺑﻪ ﺧﺎﻟﻖ ﺣﺪ ﺑﺮ‪ $‬ﺟﻬﺎ‪ ,‬ﻫﺴﺘﻲ ﺳﺖ   ﻳﺪﮔﺎ< ﻗﺮ‪,J‬ﻳﻦ ﺟﺪ‪ $‬ﺗﺮﻳﻦ ﺧﻄﺮ‪$‬‬ ‫ﺳﺖ ﻛﻪ ﻣﻲ ﺗﻮﻧﺪ ﻳﻚ ﺟﺎﻣﻌﻪ  ﻣﻮ ﺗﻬﺪﻳﺪ ﻗﺮ ﻫﺪ ﺟﺎﻣﻌﻪ‪ $‬ﻛﻪ ﺧﺪ ﻣﺤﻮ ﻧﻴﺴﺖ ﺑﺴﺎ‪ ,‬ﻣﻴﻦ ‪J‬ﻣﺎ<‪ $‬ﺳﺖ ﻛﻪ ﻫﺮ‬ ‫ﺗﺨﻢ ﻧﺤﺮﻓﻲ  ‪ ,J‬ﺑﻪ ﺳﺎﮔﻲ ﺑﺪ ﺑﻪ ﺧﺘﻲ ﺗﻨﻮﻣﻨﺪ  ﻳﺸﻪ  ﻣﻲ ﺷﻮ  ﻣﺮﻛﺰ ﺛﻘﻠﻲ ﺑﺮ‪$‬ﻳﻦ ﭼﻨﻴﻦ ﺟﻮﻣﻊ ﻧﻤﻲ‬ ‫ﺗﻮ‪  ,‬ﻧﻈﺮ ﮔﺮﻓﺖ ﻗﺮ‪ ,J‬ﻛﺮﻳﻢ ﺿﻼ  ﻇﻠﻤﺖ  ﺑﺮ‪$‬ﻳﻦ ﺟﻮﻣﻊ ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲ ﻛﻨﺪ‪[14].‬‬ ‫ﺿﺮ ﺧﺪ ﻣﺤﻮ‪J  $‬ﺋﻴﻦ ﺳﻼ‪ T‬ﺗﺎ ﺣﺪ‪ $‬ﺳﺖ ﻛﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺎﻛﻴﺪ ﻓﺮ‪ ,‬ﺑﺮ ﻧﺪﮔﻲ ﺟﺘﻤﺎﻋﻲ  ﺳﺘﻮ‬ ‫ﺟﺘﻤﺎﻋﻲ ﻳﺎ‪ $‬ﻛﻪ  ﺣﻜﺎ‪ T‬ﺳﻼﻣﻲ ﺑﺎ ‪ ,J‬ﺑﺮ ﻫﺴﺘﻴﻢ ﻛﻪ ﻫﻤﮕﻲ ﻣﻮﻳﺪ ﭘﺬﻳﺮ‪ I‬ﻛﻤﺎ ‪J‬ﻣﻲ  ﺧﻼ ﺟﺘﻤﺎ‪ l‬ﺳﺖ‬ ‫ﻣﻲ ﺑﻴﻨﻴﻢ ﺟﺎﻳﻲ ﻛﻪ ﺟﺘﻤﺎ‪  l‬ﭘﺬﻳﺮ‪ I‬ﺗﻮﺣﻴﺪ ﺳﺮﺑﺎ ﻣﻲ ﻧﺪ ﺳﻼ‪ T‬ﺑﺎ ﺗﻤﺎ‪ T‬ﺷﻲ ﻛﻪ ﺑﺮ‪ $‬ﻧﺪﮔﻲ ﺟﺘﻤﺎﻋﻲ ﻗﺎﻳﻞ ﻣﻲﺷﻮ‬ ‫ﺑﻪ ﻣﻮﻣﻨﻴﻦ ﺧﻮ  ﻓﺮ‪ $‬ﻛﻪ ﺟﺪ  ﻣﻨﺶ ﻛﻠﻲ ﺟﺘﻤﺎ‪ < l‬ﺗﻮﺣﻴﺪ‪  $‬ﺑﺮﮔﺰﻳﺪ< ﻧﺪ ﺗﻮﺻﻴﻪ ﺑﺮ ﺗﺮ‪ n‬ﺻﺤﻨﻪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ‬ ‫ﻣﻲ ﻧﻤﺎﻳﺪ‪  .‬ﺳﺘﺎ‪ ,‬ﺻﺤﺎ‪ Z‬ﻛﻬﻒ‪ ,J ،‬ﮔﺮ< ﺧﺪﺟﻮ‪  $‬ﺟﺘﻤﺎ‪ l‬ﻣﺎ‪ ,‬ﺧﻮ ﻛﻨﺎ ﮔﺮﻓﺘﻨﺪ  ﺑﻪ ﻏﺎ‪ $‬ﭘﻨﺎ< ﺑﺮﻧﺪ ]‪[15‬‬ ‫ﺧﺪﻧﺪ ﻧﻴﺰﻳﻦ ﻛﻨﺎ< ﮔﻴﺮ‪  $‬ﻣﻲ ﺳﺘﺎﻳﺪ ﻳﺮ ‪J‬ﻧﺎ‪ ,‬ﺑﺮ‪ $‬ﺣﻔﻆ ﻳﻦ ﺧﻮ  ‪ ,J‬ﺟﺎﻣﻌﻪ ﻛﻨﺎ< ﮔﻴﺮ‪ $‬ﻧﻤﻮﻧﺪ‪.‬‬ ‫ ﻛﻼ‪ T‬ﻗﺮ‪,J‬ﻳﻨﻄﻮ ﺳﺘﻨﺒﺎ‪ t‬ﻣﻲ ﺷﻮ ﻛﻪ ﺗﻮﺣﻴﺪ ﻫﻤﭽﻮ‪ ,‬ﭼﺘﺮ‪ $‬ﺟﺎﻣﻌﻪ ﺳﻼﻣﻲ   ﮔﺰﻧﺪ ‪J‬ﻓﺎ ﺑﺴﻴﺎ  ﻣﺎ‪ ,‬ﻣﻲ‬ ‫ ﺑﺮ ﻋﻜﺲ ﺟﺎﻣﻌﻪ‪ $‬ﻛﻪ  ﺷﺘﻦﻳﻤﺎ‪ ,‬ﺑﻪ ﺧﺪ ﻣﺤﺮ‪ T‬ﺳﺖ ﻫﻤﭽﻮ‪ ,‬ﻛﺸﺘﻲ ﺑﻲ ﺳﻜﺎﻧﻲ ﺳﺖ ﻛﻪ  ﻣﻴﺎ‪J ,‬ﺑﻬﺎ‪$‬‬ ‫ﺧﺮﺷﺎ‪ ,‬ﺳﺮﮔﺮ‪ ,‬ﺳﺖ  ﻫﺮ ﻟﺤﻈﻪ ﻣﻤﻜﻦ ﺳﺖ ﺑﺎ ﺗﺨﺘﻪ ﺳﻨﮓ ‪J‬ﻓﺖ ﻳﻲ ﺑﺮﺧﻮ ﻛﻨﺪ‪  .‬ﻫﻢ ﺑﺸﻜﻨﺪ  ﺑﺮ‪ $‬ﻫﻤﻴﺸﻪ‬ ‫ ﺻﺤﻨﻪ ﮔﺎ ﻣﺤﻮ ﺷﻮ‪.‬‬ ‫‪J‬ﺳﻴﺐ ﺑﺰگ ﻳﮕﺮ‪ $‬ﻛﻪ  ﺣﻮ< ﻓﺮﻫﻨﮓ  ﻳﺎ ﻧﻈﺎ‪ T‬ﻋﺘﻘﺎ‪ $‬ﻣﻨﮕﻴﺮ ﺟﻮﻣﻊ ﻣﻲ ﺷﻮ ﻧﻔﺎ‪ p‬ﺳﺖ ‪J‬ﻳﺎ ﻣﺘﻌﺪ‪$‬‬ ‫ ﻗﺮ‪ ,J‬ﺑﻪﻳﻦ ﻣﻮﺿﻮ‪ l‬ﺷﺎ< ﻧﺪ  ﺟﻤﻠﻪ ﻳﮋﮔﻲﻫﺎ‪ $‬ﻣﻨﺎﻓﻘﻴﻦ ﭼﻨﻴﻦ ﺳﺖ ﻛﻪ ﻇﺎﻫﺮ‪ $‬ﻳﺒﺎ  ﺟﻤﻴﻞ ﻣﺎ ﺑﺎﻃﻨﻲ ﺧﺸﻚ‬ ‫ ﭼﻮﺑﻴﻦ ﻧﺪ‬ ‫]‪ ,  [16‬ﺧﻮ ﻋﺘﻘﺎ‪ $‬ﺑﻪ ‪I‬ﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﻧﺪﻧﺪ ﻟﻲ ﻧﺎﭼﺎﻧﺪ ﺑﺮ‪ $‬ﺣﻔﻆ ﻣﻨﺎﻓﻊ ﺧﻮ ﻇﺎﻫﺮ‪ $‬ﻫﻢ ﻧﮓ‬ ‫ﻳﮕﺮ ﻋﻀﺎ‪ $‬ﻧﻈﺎ‪ T‬ﺟﺎﻣﻌﻪ ﺷﺘﻪ ﺑﺎﺷﻨﺪ‪  .‬ﻳﮋﮔﻲﻫﺎ‪ $‬ﻳﮕﺮﻳﺸﺎ‪,‬ﻳﻦ ﺳﺖ ﻛﻪ ﻓﺮﺻﺖ ﻃﻠﺐ ﺑﻮ<  ﺑﻪ ﺗﻨﺎﺳﺐ  ﻋﻤﻞ‬ ‫ﻣﻲ ﻛﻨﻨﺪ ﻗﺮ‪ ,‬ﻣﻲ ﻓﺮﻣﺎﻳﺪ ﻣﻨﺎﻓﻘﻴﻦ ﻛﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ ﻛﻪ  ﻣﻘﺎﺑﻞ ﺷﻤﺎ ﻣﻨﺘﻈﺮ ﻓﺮﺻﺖ ﻧﺪ ﮔﺮ ﺧﺪﻧﺪ ﻓﺘﺤﻲ  ﻧﺼﻴﺐ ﺷﻤﺎ‬ ‫ﻛﻨﺪ ﮔﻮﻳﻨﺪ ‪J‬ﻳﺎ ﻣﺎ ﺑﺎ ﺷﻤﺎ ﻧﺒﻮﻳﻢ؛ﮔﺮ ﻛﺎﻓﺮ‪  ,‬ﺑﻬﺮ<‪ $‬ﺳﺪ ﺧﻮ  ﺑﻪﻳﺸﺎ‪ ,‬ﻧﺰﻳﻚ ﻣﻲ ﺳﺎﻧﺪ]‪  [17‬ﻣﻨﺎﻓﻘﻴﻦ ﻛﺴﺎﻧﻲ‬ ‫ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻴﻦﻳﻤﺎ‪  ,‬ﻛﻔﺮ ﺗﺮﻳﺪ ﻧﺪ ﻧﻪ ﺑﻪ ﺳﻮ‪ $‬ﻣﻮﻣﻨﻴﻦ ﻣﻲ ﻧﺪ ﻧﻪ ﺑﺴﻮ‪ $‬ﻛﺎﻓﺮﻳﻦ‪ [18].‬ﺷﻴﻮ< ﻣﻨﺎﻓﻘﻴﻦ ﭼﻨﻴﻦ ﺳﺖ‬ ‫ﻛﻪ ﺗﺤﺖ ﻟﻮ‪ $‬ﺷﻲﻫﺎ‪ $‬ﺣﺎﻛﻢ ﺑﺮ ﺟﺎﻣﻌﻪ ﭘﻨﻬﺎ‪ ,‬ﻣﻲ ﺷﻮﻧﺪ   ﻋﻨﺎﺻﺮ ﻓﺮﻫﻨﮕﻲ ﺑﻴﮕﺎﻧﻪ ﺳﺘﻔﺎ< ﻧﻤﻲ ﻛﻨﻨﺪ  ﺣﺘﻲ‬ ‫ ﻣﻬﻤﺘﺮﻳﻦ  ﻣﻘﺪ‪ W‬ﺗﺮﻳﻦ ﻋﻨﺎﺻﺮ ﻓﺮﻫﻨﮕﻲ ﺧﻮ‪ $‬ﺑﻬﺮ< ﻣﻲ ﺑﺮﻧﺪ ﻣﺜﻞ ﺳﺘﺎ‪ ,‬ﻣﺴﺠﺪ ﺿﺮ  ﺻﺪ ﺳﻼ‪ [19] T‬‬ ‫ﻣﺠﻤﻮ‪l‬ﻳﻦ ﻳﮋﮔﻲﻫﺎ ‪J‬ﺳﻴﺐ ﺟﻮ ﻣﻨﺎﻓﻘﻴﻦ  ﺑﺮ‪ $‬ﺟﺎﻣﻌﻪ ﺑﺴﻴﺎ ﺟﺪ‪  $‬ﭘﺮ ﻧﮓ ﻣﻲ ﺳﺎ‪.‬‬ ‫ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ )ﻳﮕﺎﻧﮕﻲ(‬ ‫ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﺎ ﻛﺎﻛﺮ ﻳﮕﺎﻧﮕﻲ ﻣﺘﻨﺎﻇﺮ ﺳﺖﻳﻦ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺳﺖ ﻛﻪ ﻫﻤﺒﺴﺘﮕﻲﻳﺠﺎ ﻣﻲ ﻛﻨﺪ  ﻓﺎ‪ $‬ﺑﻪ‬ ‫ﺻﻮ  ﺑﻪ ﭘﻴﻤﺎﻧﻬﺎ  ﺑﻪ ﺟﻮ ﻣﻲ ‪ ،J‬ﺣﺪ  ﻓﺮﺟﻪ ‪ $J‬ﻋﻤﻞ  ﺗﻌﻴﻴﻦ ﻣﻲ ﻛﻨﺪ‪[20].‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻔﻬﻮﻣﻲ ﻛﻪ ﭘﺎﺳﻨﺰ  ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﺑﻪﻳﻦ ﻧﻈﺎ‪  T‬ﺳﻄﺢ ﺧﺮ  ﻛﻨﺶ ﻣﺘﻘﺎﺑﻞ ﻣﻴﺎ‪ ,‬ﺧﻮﻳﺸﺘﻦ ‬ ‫ﻳﮕﺮ ﺧﻮﻳﺸﺘﻦ ﺑﻪ ﻋﻨﻮ‪ ,‬ﺑﺘﺪﻳﻲ ﺗﺮﻳﻦ ﺻﻮ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻛﺎ‪  I‬ﻏﺎ ﻣﻲ ﻛﻨﺪ‪  .‬ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﭼﻨﻴﻦ ﺗﻌﺮﻳﻒ‬ ‫ﻣﻲ ﻛﻨﺪ ﻳﻚ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﻣﺠﻤﻮﻋﻪ‪ $‬ﻛﻨﺸﮕﺮ‪ ,‬ﻓﺮ‪ $‬ﺳﺎﺧﺘﻪ ﻣﻲ ﺷﻮ ﻛﻪ  ﻣﻮﻗﻌﻴﺘﻲ ﻛﻪ ﺳﺖ ﻛﻢ ﺟﻨﺒﻪﻫﺎ‪$‬‬ ‫ﻓﻴﺰﻳﻜﻲ ﻳﺎ ﻣﺤﻴﻄﻲ ‪ ،‬ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻛﻨﺶ ﻣﺘﻘﺎﺑﻞ ﻧﺪﻳﻦ ﻛﻨﺸﮕﺮ‪ ,‬ﺑﺮﺣﺴﺐ ﮔﺮﻳﺶ ﺑﻪ ﺿﺎ‪ $‬ﺣﺪ ﻣﻄﻠﻮ‪ Z‬ﺑﺮﻧﮕﻴﺨﺘﻪ‬ ‫ﻣﻲ ﺷﻮﻧﺪ  ﺑﻄﻪ ﺷﺎ‪ ,‬ﺑﺎ ﻣﻮﻗﻌﻴﺘﻬﺎﻳﺸﺎ‪  ,‬ﻫﻤﭽﻨﻴﻦ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﺑﺮ ﺣﺴﺐ  ﺑﻪ ﺳﻄﻪ ﻳﻚ ﻧﻈﺎ‪ T‬ﺳﺎﺧﺘﺎ ﺑﻨﺪ‪ $‬ﺷﺪ<‬ ‫ﻓﺮﻫﻨﮕﻲ  ﻧﻤﺎﻫﺎ‪ $‬ﻣﺸﺘﺮ‪ ،n‬ﻣﺸﺨﺺ ﻣﻲ ﺷﻮ‪[21].‬‬ ‫ ﺟﺎ‪ $‬ﻳﮕﺮ ﭘﺎﺳﻨﺰ ﺷﺮ‪ t‬ﺷﺶ ﮔﺎﻧﻪ‪  $‬ﺑﺮ‪ $‬ﺑﻘﺎ  ﺳﻼﻣﺘﻲ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﺮ ﻣﻲ ﺷﻤﺎ  ﺟﻤﻠﻪﻳﻦ ﺷﺮ‪t‬‬ ‫ﻧﻈﺎ ﺣﺪﻗﻞ ﻳﻚ ﻧﻈﺎ‪ T‬ﺑﺮ ﻓﺘﺎ ﺑﺎﻟﻘﻮ< ﻣﺨﺮ‪ Z‬ﻋﻀﺎﻳﺶ ﻣﻲ ﺑﺎﺷﺪ]‪ [22‬ﻛﻪ ﻫﻤﺎ‪ ,‬ﻛﻨﺘﺮ ﺟﺘﻤﺎﻋﻲ ﻣﺘﺪ ﺳﺖ ‬ ‫ ﻧﻬﺎﻳﺖ ﺷﺎﻳﺪ ﻓﻜﺮ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﻫﻤﻪ ﮔﻮﻧﻪ ﭘﺪﻳﺪ<ﻫﺎ‪ $‬ﺟﻤﻌﻲ   ﺑﺮﮔﻴﺮ‪ ،‬ﻣﺎ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺧﺎ‪  c‬ﺑﺴﻴﺎ ﻣﻬﻢ‪،‬‬ ‫ﻫﻤﺎ‪ ,‬ﺟﺎﻣﻌﻪ ﺳﺖ ﻛﻪ ﻋﺒﺎ ﺳﺖ  ﻳﻚ ﭘﺪﻳﺪ< ﺟﻤﻌﻲ ﺑﻪ ﻧﺴﺒﺖ ﺧﻮ ﺑﺴﻨﺪ< ﻛﻪ ﻋﻀﺎﻳﺶ ﻣﻲ ﺗﻮﻧﻨﺪ ﻫﻤﻪ ﻧﻴﺎﻫﺎ‪$‬‬ ‫ﻓﺮ‪  $‬ﺟﻤﻌﻲ ﺷﺎ‪  ,‬ﺑﺮ‪ <J‬ﺳﺎﻧﺪ  ﻳﻜﺴﺮ<  ﭼﻬﺎﭼﻮ‪ ,J Z‬ﻧﺪﮔﻲ ﻛﻨﻨﺪ‪[23].‬‬ ‫ﺑﻪ ﻟﻴﻞ ﻣﺎﻫﻴﺖ ﺟﺘﻤﺎﻋﻲﻳﻦ ﺧﺮ< ﻧﻈﺎ‪ T‬ﻋﻤﺪ< ﺟﺮﻳﻢ  ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﻛﻪ  ﻛﺘﺐ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻲ ﻧﻴﺮ ﺑﺪ‪,‬‬

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‫ﻣﻘﺎﻻ‬

‫ﭘﺮﺧﺘﻪ ﺷﺪ< ﻳﻦ ﺧﺮ< ﻧﻈﺎ‪ T‬ﺗﻔﺎ‪ p‬ﻣﻲ ﻓﺘﺪ ﻟﺬ ﻧﺤﺮﻓﺎﻳﻦ ﺧﺮ< ﻧﻈﺎ‪  T‬ﺗﻔﺼﻴﻞ ﺑﻴﺸﺘﺮ‪ $‬ﺑﺮﺧﻮﻧﺪ‪.‬‬ ‫ﻋﻤﺪ< ﺟﺮﻳﻤﻲ ﻛﻪ ﻳﻦ ﻗﺎﻟﺐ ﻣﻲ ﮔﻨﺠﻨﺪ  ﻣﻨﻈﺮ ﻗﺮ‪ ,J‬ﻋﺒﺎﺗﻨﺪ ‪:‬‬ ‫‪ 1‬ﻧﺤﺮﻓﺎ ﺟﻨﺴﻲ ‪ -2‬ﻣﺸﺮﺑﺎ ﻟﻜﻠﻲ  ﻋﺘﻴﺎ ‪ -3‬ﺧﻮﻛﺸﻲ  ﺟﻨﺎﻳﺖ ﺑﺮ ﻋﻠﻴﻪ ﻳﮕﺮ‪ -4 ,‬ﻏﻨﺎ‪ ،‬ﻟﻬﻮ  ﻟﻌﺐ‬‫‪ 5‬ﺑﺤﺮ‪ ,‬ﺑﻂ ﻋﺎﻃﻔﻲ ﺑﻴﻦ ﻫﻤﺴﺮ‪ ،,‬ﻓﺮﻧﺪ‪  ,‬ﻟﻴﺎ ‪ -6‬ﮔﺴﺴﺘﮕﻲ ﺟﺘﻤﺎﻋﻲ‬‫ﻧﺤﺮﻓﺎ ﺟﻨﺴﻲ‪ :‬ﺑﺰﮔﺘﺮﻳﻦ ﺟﺮﻳﻤﻲ ﺳﺖ ﻛﻪ ﻗﺮ‪ ,‬ﻛﺮﻳﻢ ﺑﺮ ﺗﺮ‪ ,J n‬ﺗﺎﻛﻴﺪ ﻣﻜﺮ‪   $‬ﺳﻼ‪ T‬ﺑﻄﻪ‬ ‫ﺟﻨﺴﻲ ﻣﺸﺮ‪ l‬ﻓﻘﻂ  ﻃﺮﻳﻖ ﺗﺒﺎ‪ t‬ﻣﻴﺎ‪ ,‬ﻫﻤﺴﺮ‪ ,‬ﻣﻜﺎ‪ ,‬ﭘﺬﻳﺮ ﺳﺖ  ﺑﻪ ﺗﻌﺒﻴﺮ ﻗﺮ‪ ,J‬ﻫﺮﮔﻮﻧﻪ ﺑﻄﻪ‪ $‬ﺧﺎ‪ z‬ﻳﻦ‬ ‫ﭼﻬﺎﭼﻮ‪ Z‬ﺗﺠﺎ  ﺗﻌﺪ‪ $‬ﺑﻪ ﺣﺪ ﻟﻬﻲ ﺗﻠﻘﻲ ﻣﻲ ﺷﻮ]‪ [24‬ﻓﺘﺎ ﺟﻨﺴﻲ ﻧﺎﻣﺸﺮ‪  l‬ﻣﻨﻈﺮ ﻗﺮ‪ ,J‬ﺑﻪ  ﺷﻴﻮ< ﻣﻜﺎ‪,‬‬ ‫ﻗﻮ‪ l‬ﻣﻲ ﻳﺎﺑﺪ  ﻃﺮﻳﻖ ﺗﺒﺎ‪ t‬ﺟﻨﺴﻲ ﻫﻢ ﻧﺎ‪ T‬ﻛﻪ ﻗﺮ‪ ,J‬ﺗﻌﺎﺑﻴﺮ »ﺧﺒﺎﺋﺚ« »ﻟﻔﺎﺣﺸﻪ«  »ﻟﻤﻨﻜﺮ«   ﻣﻮ ‪ ,J‬ﺑﻜﺎ‬ ‫ﺑﺮ< ﺳﺖ ﻛﻪ ﻏﻴﺮ  ‪J‬ﺳﻴﺐﻫﺎ‪ $‬ﺧﻼﻗﻲ ﺟﺪ‪ $‬ﻛﻪ ﺑﻪ ﭘﻴﻜﺮ< ﺟﺘﻤﺎ‪  l‬ﻣﻲ ﺳﺎ ﻣﻪ ﺑﻘﺎء    ﻟﺪ ﻧﺴﺎﻧﻲ  ﻧﻴﺰ ‬ ‫ﺧﻄﺮ ﻗﺮ ﻣﻲ ﻫﺪ ﻛﻪ ﻗﺮ‪ ,J  ,J‬ﺑﺎ ﻋﻨﻮ‪» ,‬ﺗﻘﻄﻌﻮ‪ ,‬ﻟﺴﺒﻴﻞ« ﻳﺎ ﻣﻲ ﻛﻨﺪ  ‪ T‬ﺗﺒﺎ‪  t‬ﺟﻨﺲ ﻏﻴﺮ ﻫﻢ ﻧﺎ‪ T‬ﺧﺎ‪ z‬‬ ‫ﭼﺎﭼﻮﺑﻬﺎ‪ $‬ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪ<  ﺣﻜﺎ‪ T‬ﺳﻼﻣﻲ ﻛﻪ  ‪ ,J‬ﺑﻪ ﻧﺎ ﻳﺎ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺳﻼ‪ T‬ﺑﺎ ﺗﺤﺮﻳﻢ ﻧﺎ‪ ،‬ﺣﺮﻣﺖ  ﻛﺮﻣﺖ ‪ ,‬‬ ‫ﺣﻔﻆ ﻛﺮ<  ﺑﻪ  ‪  I‬ﻣﻨﺰﻟﺖ ﺑﺨﺸﻴﺪ  ﻣﻌﺎﺷﺮ ﺟﻨﺴﻲ ﺑﺎ ‪  ,‬ﺟﺰ  ﻫﻨﺠﺎﻫﺎ‪ $‬ﺳﻼﻣﻲ ﻣﻤﻨﻮ‪ l‬ﻛﺮ  ﭼﻨﻴﻦ‬ ‫ﺷﺮﻳﻂ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻋﻼﻗﻪ  ﻣﻴﻞ ﺑﻪ ‪ z‬ﺗﺸﺪﻳﺪ ﻣﻲ ﻳﺎﺑﺪ ﺷﻴﻮ‪ l‬ﺑﻲ ﺑﻨﺪ  ﺑﺎ‪ $‬ﺟﻨﺴﻲ  ‪$J‬ﻫﺎ‪ $‬ﺑﻲ ﺣﺪ  ﺣﺼﺮ‬ ‫ﻳﻦ ﺧﺼﻮ‪ c‬ﺿﻤﻦ ﺑﻪ ﺧﻄﺮ ﻧﺪﺧﺘﻦ ﻛﺎﻧﻮ‪ ,‬ﺧﺎﻧﻮ< ﺑﺴﺘﺮ ﺳﺎ ‪J‬ﻓﺖﻫﺎ‪ $‬ﺑﺰﮔﺘﺮ‪ $‬ﺑﺮ‪ $‬ﺟﺘﻤﺎ‪ l‬ﺗﻠﻘﻲ ﻣﻲ ﺷﻮ ﻗﺮ‪,‬‬ ‫ﻧﺎ  ﺑﺴﻴﺎ ﺷﺖ  ﻫﻲ ﺑﺪ ]‪ [26‬ﺗﻌﺮﻳﻒ ﻣﻲ ﻛﻨﺪ ﻛﻪ ﻧﺎ‪  ,‬ﻣﺮ‪  ,‬ﺑﻪ ﺧﻮ‪  ,J  $‬ﻣﻲ ‪.‬‬ ‫ﻣﺸﺮﺑﺎ ﻟﻜﻠﻲ  ﻋﺘﻴﺎ‪  :‬ﺷﺮ‪  Z‬ﻗﺮ‪ ,J‬ﺑﻪ ﺟﺲ  ﻋﻤﻞ ﺷﻴﻄﺎﻧﻲ ﺗﻌﺒﻴﺮ ﺷﺪ< ﺳﺖ ]‪ [27‬ﻛﻪ ﺑﺎﻋﺚ ﺧﺘﻼ‪u‬‬ ‫ ﻛﻴﻨﻪ  ﺑﻴﻦ ﻋﻀﺎ‪ $‬ﺟﺎﻣﻌﻪ ﻣﻲ ﺷﻮ‪ .‬ﺷﺮ‪  Z‬ﻳﺎ ﻋﺘﻴﺎ ﺑﺎﻋﺚ ﻳﻞ ﺷﺪ‪ ,‬ﻋﻘﻞ  ﺗﻮﻧﺎﻳﻲ ﻧﺴﺎ‪  ,‬ﺗﻔﻜﺮ ﺳﺖ ‬ ‫‪ n‬ﺻﺤﻴﺢ ﻣﻲ ﺷﻮﻧﺪ  ﺧﻮﻳﻦ ﻣﺮ ﭼﺮ† ﺳﺒﺰ‪ $‬ﺳﺖ ﺑﺮ‪ $‬ﺳﺎﻳﺮ ﻧﺤﺮﻓﺎ ؛ ﻛﺴﻲ ﻛﻪ ﺗﻮﻧﺎﻳﻲ ﻓﻜﺮ ﻛﺮ‪  ,‬‬ ‫ﺧﻮ ﺳﻠﺐ ﻧﻤﻮ<‪ ،‬ﻧﺎﺧﻮﺳﺘﻪ ﺧﻮ  ﺑﺮ‪ $‬ﺗﻦ ‪ ,‬ﺑﻪ ﺳﺎﻳﺮ ﺧﻮﺳﺖﻫﺎ‪ $‬ﻧﻔﺴﺎﻧﻲ ‪J‬ﻣﺎ< ﺳﺎﺧﺘﻪ ﺳﺖ ﻋﻘﻞ  ﺟﺪ‪,‬‬ ‫ﺑﻪ ﻋﻨﻮ‪ ,‬ﺣﺎﻓﻈﺎ‪ ,‬ﻧﺴﺎ‪ ,‬ﺟﻬﺖ ﺟﻠﻮﮔﻴﺮ‪  $‬ﺧﺮ‪  z‬ﺣﺪ ﻧﺴﺎﻧﻲ  ﺟﺘﻤﺎﻋﻲ ﭘﻴﻮﺳﺘﻪ  ﮔﻔﺘﮕﻮ  ﻳﺎﻟﻜﺘﻴﻚ ﺑﺎ ﻧﻔﺲ‬ ‫ﻣﻲ ﺑﺎﺷﻨﺪ ﺣﺎ ﺑﺎ ﺗﻌﻄﻴﻞ ﺷﺪ‪,‬ﻳﻦ  ﻣﺤﺎﻓﻆ‪J ،‬ﻣﻲ ﭼﻮ‪ ,‬ﺗﻮﻣﺒﻴﻠﻲ ﺑﻲ ﺗﺮﻣﺰ  ﺑﻪ ﺳﺮﺷﻴﺒﻲ ﺳﻘﻮ‪ t‬ﻣﻲ ﻣﺎﻧﺪ ﻛﻪ ﻣﻜﺎ‪,‬‬ ‫ﻧﺠﺎﺗﻲ ﺑﺮ‪  $‬ﻣﺘﺼﻮ ﻧﻴﺴﺖ  ﻣﺮﺣﻠﻪ‪ $‬ﻓﺮﺗﺮ ﺑﺴﺘﮕﻲ ﻃﺒﻴﻌﻲ ﺑﺪ‪ ,‬ﻧﺴﺎ‪  ,‬ﺣﺴﺎ‪ W‬ﻧﻴﺎ ﺑﻪ ﻣﺼﺮ‪ u‬ﻣﺪ‪T‬ﻳﻦ ﻣﻮ‪،‬‬ ‫ﺳﺮﭼﺸﻤﻪ ﺑﺴﻴﺎ‪  $‬ﻛﺞ ﻳﻲﻫﺎ ﺧﻮﻫﺪ ﺷﺪ ؛ ‪J‬ﻣﻲ ﻛﻪ ﮔﺮﻓﺘﺎ ﻣﺼﺮ‪ u‬ﻣﺪ‪ T‬ﻣﻲ ﺷﻮ‪ .‬ﺿﻤﻦﻳﻨﻜﻪ ﻫﻮ‪ I‬ﺟﺘﻤﺎﻋﻲ‬ ‫ﺧﻮ  ﺗﺎ ﺣﺪ ﻳﺎ‪  $‬ﺳﺖ ﻣﻲ ﻫﺪ ﺑﻪ ﻟﻴﻞ ﺑﺴﺘﮕﻲ ﺑﻪﻳﻦ ﻣﻮ ﻗﺪ ﻛﺎ‪ $‬ﻳﻔﺎ‪ $‬ﻧﻘﺶ ﺟﺘﻤﺎﻋﻲ ﺧﻮ  ﻧﻴﺰ ‬ ‫ﺳﺖ ﺧﻮﻫﺪ ‪ .‬ﻳﻦ  ﺿﻤﻦ ﻧﮕﻞ ﺷﺪ‪  ,‬ﺟﺘﻤﺎ‪ l‬ﺑﻪ ﻟﻴﻞ ﻋﺪ‪ T‬ﺗﻮﻧﻤﻨﺪ‪  $‬ﻓﻊ ﺣﻮﺋﺢ ﻗﺘﺼﺎ‪ $‬ﺧﻮ  ﺟﻤﻠﻪ‬ ‫ﺗﻬﻴﻪ ﻣﻮ‪ ،‬ﻧﺎﺧﻮﺳﺘﻪ ﺑﻪ ﺳﺎﻳﺮ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﻣﺜﻞ ﺳﺮﻗﺖ‪ ،‬ﻋﻀﻮﻳﺖ  ﮔﺮﻫﻬﺎ‪ $‬ﺑﺰﻫﻜﺎ‪ $ ... $‬ﺧﻮﻫﺪ ‪.J‬‬ ‫ﺧﻮ‪/‬ﻛﺸﻲ  ﺟﻨﺎﻳﺖ ﺑﺮﻋﻠﻴﻪ ‪/‬ﻳﮕﺮ‪H‬‬

‫ﻗﺮ‪ ,‬ﻛﺮﻳﻢ ﻛﺸﺘﻪ ﺷﺪ‪ ,‬ﻳﻚ ﻧﻔﺮ  ﻛﻪ  ‪ ,J‬ﺑﻪ ﻗﺘﻞ ﻳﺎ ﻣﻲ ﻛﻨﺪ ﻣﻌﺎ ﻗﺘﻞ ﻛﻞ ﻧﺴﺎﻧﻬﺎ ﻧﺴﺘﻪﻳﻦ ﺗﻌﺒﻴﺮ ﺑﺴﻴﺎ ﺑﻪ‬ ‫ﺟﺎ ﺳﺖ ﮔﻮﻳﻲ ﻗﺮ‪ ,‬ﺻﺪ ﻓﻬﻢﻳﻦ ﻣﻌﻨﺎ ﺑﻪ ‪J‬ﻣﻴﺎ‪ ,‬ﺳﺖ ﻛﻪ ﺟﺎ‪ ,‬ﻧﺴﺎﻧﻬﺎ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻤﻠﻮ‪ n‬ﺧﺪﻧﺪ  ﺧﻠﻴﻔﻪ ﷲ  ﺑﺮ‬ ‫‪ $‬ﻛﺮ< ﺧﺎﻛﻲ ﺑﺴﻴﺎ ﺑﺎ ‪  I‬ﺑﺎ ﻫﻤﻴﺖ ﺳﺖ   ﺑﻴﻦ ﻓﺘﻦ ﻳﻜﻲ ﻳﺸﺎ‪ ,‬ﺑﻪ ﺳﺎ‪  ,‬ﺑﻴﻦ ﻓﺘﻦ ﻛﻞ ‪J‬ﻣﻴﺎ‪ ,‬ﺗﻠﻘﻲ ﻣﻲ‬ ‫ﺷﻮﻳﻨﺠﺎ ﻳﮕﺮ ﺑﺤﺚ ﻛﻤﻴﺘﻲ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﻛﺎﻣ ً‬ ‫ﻼ ﻛﻴﻔﻲ ﺳﺖ ﻧﮕﺎ ‪J‬ﻣﻴﺎ‪ ,‬ﺑﻪ ﻧﻮﻋﻲ ﻧﺎﻣﻮ‪ W‬ﺧﺪﻧﺪﻧﺪ ﺧﺪﺷﻪ  ﺷﺪ‪,‬ﻳﻦ‬ ‫ﺣﻮ< ﻣﻌﺎ ﺳﺖ ﺑﺎ ﺳﺎﺣﺖ ﻛﻞ ﻧﺴﺎﻧﻴﺖ ﻳﻦ  ﺑﺎ ﭼﻨﻴﻦ ﺣﺴﺎﺳﻴﺘﻲ ﻗﻀﻴﻪ ﻋﻨﻮ‪ ,‬ﻣﻲ ﮔﺮ‪.‬‬

‫ﻏﻨﺎ‪ ،‬ﻟﻬﻮ  ﻟﻌﺐ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪106‬‬

‫ﺧﺪﻧﺪ  ﻗﺮ‪J ,J‬ﻣﻴﺎ‪   ,‬ﮔﻔﺘﻦ ﻳﺎ ﺷﻨﻴﺪ‪ ,‬ﺳﺨﻦ ﺑﺎﻃﻞ ﻣﻨﻊ ﻣﻲ ﻛﻨﺪ ]‪  [28‬ﺟﺘﻨﺎ‪ Z‬ﻳﻦ ﻣﺴﺌﻠﻪ  ﺑﻪﻳﺸﺎ‪,‬‬ ‫ﻳﺎ‪ $J‬ﻣﻲ ﺷﻮ ﻫﻤﭽﻨﻴﻦ  ‪J‬ﻳﺎ ﻣﺘﻌﺪ‪ $‬ﭘﺮﻫﻴﺰ  ﻟﻬﻮ  ﻟﻌﺐ  ﻳﺎ‪ J‬ﻣﻲ ﺷﻮ ﻣﻌﺎﻧﻲ ﮔﺴﺘﺮ<‪ $‬ﻣﻲ ﺗﻮ‪ ,‬ﺑﺮ‪$‬‬ ‫ﻟﻬﻮ  ﻟﻌﺐ ﺟﺴﺘﺠﻮ ﻛﺮ ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻛﻞ ﻧﺪﮔﻲﻳﻦ ﻧﻴﺎ  ﻣﻌﻨﺎ‪ $‬ﻟﻬﻮ  ﻟﻌﺐ ﺟﺎ‪ $‬ﻣﻲ ﮔﻴﺮ ﻣﺎ ‪J‬ﻧﭽﻪ  ﺣﻮ< ﻧﺤﺮﻓﺎ‬ ‫ﺟﺘﻤﺎﻋﻲ ﻣﻲ ﺗﻮﻧﺪ ﻣﻮ ﺗﻮﺟﻪ ﺑﺎﺷﺪ ‪ ,J‬ﺑﺨﺸﻲ  ﻏﻨﺎ  ﻟﻬﻮ  ﻟﻌﺒﻲ ﺳﺖ ﻛﻪ ﻓﺮﺗﺮ  ﻫﻨﺠﺎﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺣﺎﺻﻞ ﻣﻲ‬

‫]ﺳﻴﺐ ﺷﻨﺎﺳﻰ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻰ ‪ 2‬ﻣﻨﻈﺮ ﺳﻼ[‬

‫ﺷﻮ  ﻓﺮ ﺟﺎﻣﻌﻪ  ﺑﻪ ﺟﺎ‪ $‬ﭘﺮﺧﺘﻦ ﺑﻪ ﻣﻮ ﺟﺎ‪  $‬ﺣﻮ< ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻳﺎ ﺷﻐﻠﻲ ﺑﻪ ﺧﻮ ﻣﺸﻐﻮ ﻣﻲ‬ ‫ ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻇﺎﻳﻒ ﺻﻠﻲ ﺧﻮ   ﺻﺤﻨﻪﻫﺎ‪ $‬ﻧﺪﮔﻲ ﻋﻢ  ﺧﺎﻧﻮﮔﻲ ﻳﺎ ﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻓﺮﻣﻮﺷﻲ ﻣﻲ ﺳﭙﺎﻧﺪ‬ ‫ﻳﻦ ﻫﻤﺎ‪ ,‬ﭼﻴﺰ‪ $‬ﺳﺖ ﻛﻪ ﻣﺮ< ﺑﻪ ﺷﻜﻞ ﺳﺎﻣﺎ‪ ,‬ﻫﻲ ﺷﺪ<  ﺑﻌﻀﻲ ﺟﻮﻣﻊ ﺑﺎ ‪ ,J‬ﻣﻮﺟﻬﻴﻢ ﻣﺮﻛﺰ ﺑﺰگ ﻗﻤﺎ ‬ ‫ﻳﺎ ﻣﺮﻛﺰ‪ $‬ﻳﻦ ﺳﺖ‪.‬‬ ‫ﺑﺤﺮ‪ ,‬ﻋﺎﻃﻔﻲ‪:‬ﺧﺎﻧﻮ< ﺑﻪ ﻋﻨﻮ‪ ,‬ﺻﻠﻲ ﺗﺮﻳﻦ ﻛﺎﻧﻮ‪ ,‬ﺟﺘﻤﺎﻋﻲ ﻣﻲ ﺗﻮﻧﺪ ﻣﻨﺸﺎء  ﻋﺎﻣﻞ ﺑﺴﻴﺎ‪  $‬ﭘﺪﻳﺪ<ﻫﺎ ‬ ‫ﻋﺮﺻﻪﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﺑﺎﺷﺪ ﺑﻪ ﺑﻴﺎ‪ ,‬ﻳﮕﺮ ‪J‬ﻏﺎ ﻛﺜﺮ ﻧﺎﻫﻨﺠﺎ‪$‬ﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ  ﺧﺎﻧﻮ< ﺳﺖ ﺑﻴﺎﻧﺎ ﻗﺮ‪ ,‬ﻳﻦ ﻣﻮ‬ ‫ﺑﺴﻴﺎ ﺗﺎﻣﻞ ﺑﺮﻧﮕﻴﺰ ﺳﺖ ﺑﻄﻪ ﺑﻴﻦ ﻫﻤﺴﺮ‪  ,‬ﻳﻚ ﺳﻮ   ﺳﻮ‪ $‬ﻳﮕﺮ ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﻫﻤﺴﺮ‪  ,‬ﻓﺮﻧﺪ‪  ,‬ﺳﻮ‪ $‬ﻳﮕﺮ‬ ‫ ﺳﺖ ‪J‬ﺧﺮ ﺑﻂ ﻣﻴﺎ‪ ,‬ﺑﺰﮔﺎ‪  ,‬ﺳﺎﻟﺨﻮﮔﺎ‪  ,‬ﺧﺎﻧﻮ< ﺑﺎ ﺳﺎﻳﺮ ﻋﻀﺎ ﺧﺎﻧﻮ< ﻫﻤﻪ ﻛﺎﻧﻮ‪ ,‬ﺗﻮﺟﻬﺎ ﻗﺮ‪J‬ﻧﻲ ﺳﺖ‬ ‫ﻗﺮ‪ ,‬ﺻﺮﺣﺘ ًﺎ ﺑﻪ ﻧﺴﺎ‪ ,‬ﺗﻮﺻﻴﻪ ﻣﻲ ﻛﻨﺪ ﺣﺴﺎ‪  ,‬ﺣﻖ ﻟﺪﻳﻦ ]‪  [29‬ﻛﻪ ﻟﺒﺘﻪﻳﻦ ﺣﺴﺎ‪  ,‬ﻣﻌﻨﺎ‪ $‬ﺳﻴﻌﻲ ﺑﺮﺧﻮ‬ ‫ﺳﺖ ﻛﻪ ﻣﺠﺎﻟﻲ ﺑﺮ‪ $‬ﺷﻜﺎﻓﺘﻦ ‪ ,J‬ﻧﻴﺴﺖ ﻟﻲ ‪s‬ﻛﺮﻳﻦ ﻧﻜﺘﻪ ﺣﺎﺋﺰ ﻫﻤﻴﺖ ﺳﺖ ﻛﻪ ﺳﻔﺎ‪ I‬ﺣﺴﺎ‪ ,‬ﻧﺴﺒﺖ ﺑﻪ ﭘﺪ ‬ ‫ﻣﺎ ﺑﻼﻓﺎﺻﻠﻪ ﭘﺲ  ﺑﻄﻪ ﻣﻴﺎ‪ ,‬ﻋﺒﺪ  ﻣﻌﺒﻮ  ﺑﻪ ﻧﻮﻋﻲ ﻫﻤﺴﻨﮓ ‪ <J ,J‬ﺷﺪ< ﺳﺖ  ﺟﺎﻟﺐﻳﻦ ﻛﻪﻳﻦ ﺗﻮﺻﻴﻪ‬ ‫ﺑﻪ ﻣﻮﻣﻨﻴﻦ ﺑﻠﻜﻪ ﻣﻄﻠﻖ ﻧﺴﺎﻧﻬﺎ ﺳﺖ ﻛﻪ ﻧﺸﺎﻧﮕﺮﻳﻦ ﺳﺖ ﮔﺮﻣﻲ ﺷﺘﻦ  ﺣﺴﺎ‪ ,‬ﺑﻪ ﻟﺪﻳﻦ ﻣﺮ‪ , $‬ﻳﻨﻲ ﻧﻴﺴﺖ‬ ‫ﺑﻠﻜﻪ ﻣﻮﺿﻮﻋﻲ ﻛﺎﻣ ً‬ ‫ﻼ ﻧﺴﺎﻧﻲ ﺳﺖ ﺟﺪ‪  $‬ﻓﺮﻗﻪ  ﻳﻦ  ﻣﺴﻠﻚ‪ ،‬ﻣﺮ ﻳﮕﺮ‪ $‬ﻛﻪ  ﺗﺤﻜﻴﻢ ﭘﺎﻳﻪﻫﺎ‪ $‬ﺟﺘﻤﺎ‪ l‬ﻛﻮﭼﻚ‬ ‫ﺧﺎﻧﻮﮔﻲ ﻣﻮﻛﺪً ﻣﻮ ﺷﺎ ﻗﺮ‪ ,J‬ﺳﺖ ﺻﻠﻪ ﺣﻢ  ﭘﺮﻫﻴﺰ  ﻗﻄﻊ ﺣﻢ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻗﺮ‪ ,J‬ﻗﻄﻊ ﻛﻨﻨﺪﮔﺎ‪,‬‬ ‫ﺣﻢ  ﻣﻮ ﻟﻌﻦ ﻗﺮ ﻣﻲ ﻫﺪ‪[30] .‬‬ ‫ﻧﺴﺠﺎ[ ﺟﺘﻤﺎﻋﻲ‬

‫ﻫﻤﮕﻲ ﺑﻪ ﻳﺴﻤﺎ‪ ,‬ﻟﻬﻲ ﭼﻨﮓ ﻧﻴﺪ  ﭘﺮﻛﻨﺪ< ﻧﺸﻮﻳﺪ ]‪[31‬ﻳﻦ ‪J‬ﻳﻪ ﺑﺮ ﺗﺎ‪J n‬ﻳﺎﺗﻲ ﻛﻪ  ﺧﺼﻮ‪ c‬ﺣﺪ ‬ ‫ﻧﺴﺠﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ  ﻗﺮ‪J ,J‬ﻣﺪ< ﺳﺖ ﻣﻲ ﺧﺸﺪ ﺧﺪﻧﺪ ﻫﻤﻪ ﻓﺮ ﺟﺘﻤﺎ‪  l‬ﺑﻪ ﺣﺪ  ﭘﺮﻫﻴﺰ  ﺗﻔﺮﻗﻪ ﻓﺮ ﻣﻲ ﺧﻮﻧﺪ‬ ‫ﭘﻴﻮﺳﺘﮕﻲ ﺟﺘﻤﺎﻋﻲ  ﺑﻴﺎ ﻗﺮ‪J‬ﻧﻲ  ﺟﺎﻳﮕﺎ< ﻳﮋ<‪ $‬ﺑﺮﺧﻮ ﺳﺖ  ﻓﺮﻫﺎ‪ $‬ﻣﺨﺘﻠﻔﻲ ﺧﺪﻧﺪ ﻋﻮﻣﻞ ﺣﺪ  ﺑﺮ‬ ‫ﻣﻲ ﺷﻤﺎ ﻣﻦ ﺟﻤﻠﻪ »ﻳﻦ ﻣﺖ‪ ،‬ﻣﺘﻲ ﺣﺪ ﺳﺖ  ﻣﻦ ﭘﺮﮔﺎ ﺷﻤﺎﻳﻢ ﭘﺲ ﺗﻘﻮ‪ $‬ﺑﻮﻳﺪ ) ﻣﺎ ﺳﺮﻧﻮﺷﺖ ﺑﺸﺮﻳﻦ ﺷﺪ‬ ‫ﻛﻪ( ﻣﺮﺷﺎ‪  ,‬ﺑﻴﻦ ﺧﻮ ﻗﻄﻌﻪ ﻗﻄﻌﻪ ﻛﺮﻧﺪ‪ ،‬ﻫﺮ ﮔﺮﻫﻲ ﺷﺎﻣﺎ‪ ,‬ﺑﻪ ﻣﺘﺎ‪ l‬ﺧﻮ ﺷﺪﻧﺪ‪[32] «.‬‬ ‫ﻋﺪ‪ T‬ﺟﻮ ﭘﻴﻮﻧﺪﻫﺎ‪ $‬ﻋﺎﻃﻔﻲ  ﺟﺘﻤﺎﻋﻲ ﻣﺴﺘﺤﻜﻢ  ﺟﺎﻣﻌﻪ ﺳﺎﺳ ًﺎ ﺟﺎﻣﻌﻪ   ﺟﺎﻣﻌﻪ ﺑﻮ‪ ,‬ﺧﺎ‪ z‬ﺳﺎﺧﺘﻪ  ﺑﻴﺸﺘﺮ‬ ‫ﺣﺎﻟﺖ ﻳﻚ ﮔﺮ< ﻛﻪ  ﻳﻚ ﻣﺤﺪ< ﺟﻐﺮﻓﻴﺎﻳﻲ ﻧﺪﮔﻲ ﻣﻲ ﻛﻨﻨﺪ  ﺑﻪ ‪s‬ﻫﻦ ﺗﺪﻋﻲ ﻣﻲ ﻛﻨﺪ ﺳﺴﺖ ﺷﺪ‪,‬ﻳﻦ ﭘﻴﻮﻧﺪﻫﺎ‬ ‫ﺧﻄﺮ ﺑﺰﮔﻲ ﺑﺮ‪ $‬ﺟﺎﻣﻌﻪ ﻣﺤﺴﻮ‪ Z‬ﻣﻲ ﺷﻮ ﻛﻪ ﺗﻔﺼﻴﻞ ‪ ,J‬ﺧﺎ‪  z‬ﺣﻮﺻﻠﻪﻳﻦ ﺑﺤﺚ ﺳﺖ ﻣﺎ ﺗﻨﻬﺎ ﺑﻪﻳﻦ ﻧﻜﺘﻪ ﻛﻪ‬ ‫ ﺣﻮ< ‪J‬ﺳﻴﺐ ﺷﻨﺎﺳﻲ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﻣﻲ ﮔﻨﺠﺪ ﺑﺴﻨﺪ< ﻣﻲ ﻛﻨﻴﻢ ﻛﻪ ﻋﺪ‪ T‬ﭘﻴﻮﺳﺘﮕﻲ ﺟﺘﻤﺎﻋﻲ ﻛﻨﺘﺮ  ﻧﻈﺎ‬ ‫ﺟﺘﻤﺎﻋﻲ  ﺑﻪ ﺷﺪ ﻛﺎﻫﺶ ﻣﻲ ﻫﺪ ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﺗﻨﻬﺎ ﻧﻈﺎ ﺣﻜﻮﻣﺘﻲ ﻳﺎ ﺣﻘﻮﻗﻲ  ﺳﻮ‪ $‬ﺳﺘﮕﺎ< ﺣﻜﻮﻣﺘﻲ ﺑﺎﻗﻲ‬ ‫ﻣﻲ ﻣﺎﻧﺪ ﻛﻪﻳﻦ ﻧﻈﺎ ﺑﺮ‪ $‬ﭘﻴﺸﮕﻴﺮ‪  $‬ﺟﺮﻳﻢ  ﻧﻮ‪ l‬ﻧﺤﺮﻓﺎ ﺻ ً‬ ‫ﻼ ﻛﺎﻓﻲ ﻧﻴﺴﺖ ﻫﺮ ﺟﺎﻣﻌﻪ‪ $‬ﺑﺮ‪ $‬ﺑﻘﺎ  ﻧﺘﻘﺎ‬ ‫ﻓﺮﻫﻨﮓﻫﺎ‪ $‬ﺧﻮ ﻧﻴﺎﻣﻨﺪ ﻧﻈﺎ  ﻛﻨﺘﺮ ﺟﺘﻤﺎﻋﻲ ﻣﻨﺎﺳﺐ  ﻛﺎﻓﻲ ﺳﺖ  ﺣﺎﻟﻲ ﻛﻪ  ﻳﻚ ﺟﻤﻊ ﭘﺮﻛﻨﺪ< ﻧﺘﻘﺎ ‬ ‫ﺗﻮﻟﻲ ﻓﺮﻫﻨﮕﻲ  ﻧﻈﺎ ﺟﺘﻤﺎﻋﻲ ﻳﺎ ﻧﺠﺎ‪ T‬ﻧﻤﻲ ﺷﻮ  ﻳﺎ ﺳﻄﺢ ‪ ,J‬ﺑﻪ ﺷﺪ ﻛﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ ﻧﻤﻮﻧﻪﻳﻦ ﻣﻮ  ﻣﻲ‬ ‫ﺗﻮ‪  ,‬ﺷﻬﺮﻫﺎ‪ $‬ﺟﺪﻳﺪﻻﺣﺪ’  ﻳﺎ ﺣﺎﺷﻴﻪ ﻧﺸﻴﻦ ﺷﻬﺮﺗﺎ‪ ,‬ﺑﺰگ ﺑﻪ ﺧﻮﺑﻲ ﻣﺸﺎﻫﺪ< ﻛﺮ ﭼﻨﺪ ﭘﺎﮔﻲ ﻓﺮﻫﻨﮕﻲ  ﻋﺪ‪T‬‬ ‫ﭘﻴﻮﻧﺪﻫﺎ‪ $‬ﻻ‪ T‬ﻋﺎﻃﻔﻲ  ﺟﺘﻤﺎﻋﻲ ﻣﻴﺎ‪ ,‬ﺟﻤﻊ ﺳﺎﻛﻦ ﻳﻦ ﻣﻨﺎﻃﻖ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮ ﻧﻮﻋﻲ ﺑﻲ ﺗﻔﺎﺗﻲ ﻓﺮﻫﻨﮕﻲ  ﻣﻮﺟﻬﻪ‬ ‫ﺑﺎ ﻧﺤﺮﻓﺎ ﻳﺎ ﺟﺮﻳﻢ ﺑﻪ ﺟﻮ ‪J‬ﻳﺪ ﻛﻪ ﺑﺮ‪ $‬ﺑﻘﺎء  ﺣﻔﻆ ﻧﻈﺎ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺑﺴﻴﺎ ﺧﻄﺮﻧﺎ‪ n‬ﺳﺖ  ﻣﺠﻤﻮ‪  l‬ﺳﺎﻳﻪ ﻧﺴﺠﺎ‪T‬‬ ‫ﺟﺘﻤﺎﻋﻲ ﺳﺖ ﻛﻪ ﺟﺎﻣﻌﻪ ﻗﻮ‪ T‬ﻻ‪  T‬ﻣﻲ ﻳﺎﺑﺪ  ﻓﺮ ﺑﺪ‪ ,‬ﻏﺪﻏﻪ ﻣﻲ ﺗﻮﻧﻨﺪ ﺑﻪﻳﻔﺎ‪ $‬ﻧﻘﺶﻫﺎ‪ $‬ﺧﻮ ﺑﭙﺮﻧﺪ ﺑﻪ ﺗﻌﺒﻴﺮ‬ ‫ﻳﮕﺮ ﺷﺮ‪ t‬ﻻ‪ T‬ﺑﺮ‪ $‬ﺳﺎﻳﺮ ﻇﺎﻳﻒ  ﻛﺎﻛﺮﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻧﺴﺠﺎ‪  T‬ﭘﻴﻮﺳﺘﮕﻲ ﻣﻄﻠﻮ‪  Z‬ﺳﻄﺢ ﺟﺘﻤﺎ‪ l‬ﺳﺖ‪.‬‬

‫ﺟﻤﻊ ﺑﻨﺪ=‬

‫ﺑﺤﺚ  ﺑﺎﻳﻦ ﻣﻘﺪﻣﻪ  ﻓﺮˆ ‪J‬ﻏﺎ ﻛﺮﻳﻢ ﻛﻪ ﻣﻜﺘﺐ ﺳﻼ‪ T‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻳﻜﺮ ﺟﺘﻤﺎﻋﻲ ‪ I‬ﺑﺪﻳﻬﻲ ﺳﺖ ﻛﻪ ﻧﺴﺒﺖ‬ ‫ﺑﻪ ﺣﻮ< ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﺑﻲ ﻣﻮﺿﻊ ﻧﺒﻮ<  ﻋﻼ‪ T‬ﻧﻈﺮ ﻛﺮ< ﺑﺎﺷﺪ  ﺧﻼ ﺑﺤﺚ ﺷﻮﻫﺪ‪  $‬ﻗﺮ‪ ,J‬ﺑﺮ‪ $‬ﭘﺮﺧﺘﻦ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪107‬‬

‫ﻣﻘﺎﻻ‬

‫ﺑﻪﻳﻦ ﻣﻮﺿﻮ‪ l‬ﻧﺸﺎ‪ ,‬ﻳﻢ  ﻣﺠﻤﻮ‪ l‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺳﺪ ﻛﻪ ﺿﻤﻦ ﺗﺎﺋﻴﺪ ﻓﺮﺿﻴﻪ ﻧﺨﺴﺘﻴﻦ ﻗﺮ‪ ,J‬ﺑﻪ ﻋﻨﻮ‪ ,‬ﻣﻨﺸﻮ ﺟﺎﻣﻌﻲ‬ ‫ ﻗﻮﻧﻴﻦ ﻟﻬﻲ ﻧﻪ ﺗﻨﻬﺎ ﺑﻪ ﺑﺤﺚ  ﺧﺼﻮ‪J c‬ﺳﻴﺐﻫﺎ  ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﭘﺮﺧﺘﻪ ﺑﻠﻜﻪ ﺑﻪ ﺟﺰﺋﻲ ﺗﺮﻳﻦ  ﻧﻜﺘﻪ ﺳﻨﺞ‬ ‫ﺗﺮﻳﻦ ﻣﻮ ﻣﻤﻜﻦ ﻧﻴﺰ ﺷﺎ< ﺷﺘﻪ ﺳﺖ  ﺣﺘﻲ ﻓﺮﺗﺮ  ﻓﻬﺮﺳﺖﻫﺎ  ﻟﻴﺴﺖﻫﺎﻳﻲ ﻛﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪J  ,‬ﺳﻴﺐ ﺷﻨﺎﺳﺎ‪,‬‬ ‫ﺟﺘﻤﺎﻋﻲ  ﺧﺼﻮ‪ c‬ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﺋﻪ ﻣﻲ ﻛﻨﻨﺪ ﻣﻮ‪s  $‬ﻛﺮ  ﺑﺮ ﻫﻤﻴﺖ ‪ ,J‬ﭘﺎ ﻣﻲ ﻓﺸﺎ  ﺟﺎﻟﺐﻳﻨﻜﻪ‬ ‫ﻣﻮ  ﺷﻮﻫﺪ‪ $‬ﻛﻪ  ﻗﺮ‪ ,J‬ﻣﻄﺮ} ﻧﻤﻮﻳﻢ ﻫﻤﮕﻲ ﺑﻪ ﺻﺮﺣﺖ ﺑﻪ ﻣﻮﺿﻮ‪ l‬ﺷﺎ< ﺷﺘﻨﺪ  ﮔﺮ ﻣﺤﻘﻘﻲ ﺑﺨﻮﻫﺪ ﺑﺎ ﺷﻴﻮ<‬ ‫‪ ,‬ﻓﻬﻤﻲ ) ﻫﺮﻣﻮﻧﺘﻴﻚ( ‪J‬ﻳﺎ ﻗﺮ‪  ,J‬ﻣﻮ ﺑﺎﺧﻮﻧﻲ ﻗﺮ ﻫﺪ  ﻣﺠﺪً ﻓﻬﺮﺳﺘﻲ  ‪J‬ﺳﻴﺐﻫﺎ‪ $‬ﻣﻮ ﻧﻘﺪ ﻗﺮ‪ ,‬ﺗﻬﻴﻪ‬ ‫ﻛﻨﺪ ﺑﻪ ﻣﺮﺗﺐ ﺟﺎﻣﻊ ﺗﺮ  ﻣﻔﺼﻞ ﺗﺮ ﺧﻮﻫﺪ ﺷﺪ‪.‬‬ ‫ﻣﻴﺪ ﻛﻪﻳﻦ ﻣﺨﺘﺼﺮ ﻫﮕﺸﺎ‪ $‬ﺳﺎﻳﺮ ﭘﮋﻫﺸﮕﺮ‪,‬ﻳﻦ ﺣﻮ< ﻗﺮ ﮔﻴﺮ‪.‬‬ ‫ﻓﻬﺮﺳﺖ ﻣﻨﺎﺑﻊ‬ ‫ ﻗﺮ‪ ,J‬ﻛﺮﻳﻢ‬‫ ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،‬ﺳﻴﺪ ﻣﺤﻤﺪ ﺣﺴﻴﻦ‪ ،‬ﻟﻤﻴﺰ‪ ,‬ﻓﻲ ﺗﻔﺴﻴﺮ ﻟﻘﺮ‪,J‬‬‫ ﻳﺘﺰ‪ ،‬ﺟﻮ‪ ،z‬ﻧﻈﺮﻳﻪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ  ‪ ,‬ﻣﻌﺎﺻﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺤﺴﻦ ﺛﻼﺛﻲ‪ ،‬ﻧﺘﺸﺎ ﻋﻠﻤﻲ‪ ،‬ﭼﺎپ ﭼﻬﺎ‪1379 T‬‬‫ ﮔﻲ ﺷﻪ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺗﺎﻟﻜﻮ ﭘﺎﺳﻨﺰ ﺗﺮﺟﻤﻪ ﻛﺘﺮ ﻋﺒﺪﻟﺤﺴﻴﻦ ﻧﻴﻚ ﮔﻬﺮ‪ ،‬ﻧﺘﺸﺎ ﺗﺒﻴﺎ‪ ،,‬ﭼﺎپ  ‪1376‬‬‫ ‪J‬ﻗﺎﺟﺎﻧﻲ ﻧﺼﺮﻟﻪ‪ ،‬ﺳﺘﺮﺗﮋ‪ $‬ﻗﺮ‪  ,J‬ﻣﻮﺟﻪ ﺑﺎ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ ﻧﺸﺮﻳﻪ ﻛﺘﺎ‪ Z‬ﻧﺎ‪ ،,‬ﺷﻤﺎ< ‪18‬‬‫ ﺷﺮﻓﻲ ﺑﻮﻟﻔﻀﻞ‪ ،‬ﻫﻮﻳﺖ ﺟﺘﻤﺎﻋﻲ  ﭘﻴﺸﮕﻴﺮ‪  $‬ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻲ ﺷﻤﺎ< ‪12  11‬‬‫ ﻳﺰ‪ $‬ﻣﺼﺒﺎ}‪ ،‬ﺧﻼ‪  p‬ﻗﺮ‪ ,J‬ﺟﻠﺪ ﺳﻮ‪ ،T‬ﻧﺘﺸﺎ ﻣﻮﺳﺴﻪ ﻣﺎ‪ T‬ﺧﻤﻴﻨﻲ‪ ،‬ﭼﺎپ  ‪1384‬‬‫ ﻣﺤﺴﻨﻲ ﻣﻨﻮﭼﻬﺮ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻲ‪ ،‬ﻧﺘﺸﺎ ﻃﻬﻮ‪ $‬ﭼﺎپ  ‪1386‬‬‫‪ -‬ﻟﻤﺼﻄﻔﻮ‪ ،$‬ﺣﺴﻦ‪ ،‬ﻟﺘﺤﻘﻴﻖ ﻓﻲ ﻛﻠﻤﺎ ﻟﻘﺮ‪ ,J‬ﻛﺮﻳﻢ‪ ،‬ﺟﻠﺪ ‪ 2‬ﺗﻬﺮ‪ ,‬ﺑﻨﮕﺎ< ﺗﺮﺟﻤﻪ  ﻧﺸﺮ ﻛﺘﺎ‪1360 Z‬‬

‫ﭘﺎﻧﻮﺷﺖ‪:‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪108‬‬

‫‪- 1‬ﻳﺘﺰ‪139/‬‬ ‫‪ - 2‬ﻟﻤﺼﻄﻔﻮ‪39-1360:40 , $‬‬ ‫‪ - 3‬ﻳﺘﺰ‪137-138/‬‬ ‫‪ - 4‬ﮔﻲ ﺷﻪ ‪130/‬‬ ‫‪ - 5‬ﻣﺎﺋﺪ<‪33/‬‬ ‫‪ - 6‬ﻧﺴﺎء‪ -12762 /‬ﻧﻌﺎ‪152/T‬‬ ‫‪- 7‬ﻧﺴﺎء‪7 /‬‬ ‫‪ - 8‬ﻫﻮ‪8485 /‬‬ ‫‪ - 9‬ﺑﻘﺮ< ‪219/‬‬ ‫‪ - 10‬ﺑﻘﺮ< ‪188/‬‬ ‫‪ - 11‬ﺑﻘﺮ<‪279/‬‬ ‫‪ J - 12‬ﻋﻤﺮ‪130131/,‬‬

‫‪ - 13‬ﻳﺘﺰ‪138-139/‬‬ ‫‪ - 14‬ﻳﻮﻧﺲ ‪32/‬‬ ‫‪ - 15‬ﻛﻬﻒ ‪16/‬‬ ‫‪ - 16‬ﻣﻨﺎﻓﻘﻮ‪4/,‬‬ ‫‪ - 17‬ﻧﺴﺎء‪141/‬‬ ‫‪ - 18‬ﻧﺴﺎء‪133/‬‬ ‫‪ - 19‬ﺗﻮﺑﻪ‪107/‬‬ ‫‪ - 20‬ﮔﻲ ﺷﻪ‪82/‬‬ ‫‪ - 21‬ﻳﺘﺰ‪134135/‬‬ ‫‪ - 22‬ﻳﺘﺰ‪135/‬‬ ‫‪ - 23‬ﻳﺘﺰ ‪137/‬‬ ‫‪ - 24‬ﻣﻮﻣﻨﻮ‪5-7/ ,‬‬

‫‪ - 25‬ﻋﻨﻜﺒﻮ‪29/‬‬ ‫‪ - 26‬ﺳﺮء‪32/‬‬ ‫‪ - 27‬ﻣﺎﺋﺪ< ‪90/‬‬ ‫‪ - 28‬ﺣﺞ ‪30/‬‬ ‫‪ - 29‬ﻧﺴﺎء ‪4/‬‬ ‫‪ - 30‬ﺑﻘﺮ<‪15/‬‬ ‫‪ J - 31‬ﻋﻤﺮ‪3/,‬‬ ‫‪ - 32‬ﻣﻮﻣﻨﻮ‪5352/,‬‬

‫]ﺳﻴﺐ ﺷﻨﺎﺳﻰ ﻧﺤﺮﻓﺎ ﺟﺘﻤﺎﻋﻰ ‪ 2‬ﻣﻨﻈﺮ ﺳﻼ[‬

‫ﻋﻠﻲ ﻧﺪﻳﺸﻪ‪ :‬ﻋﻀﻮ ﻫﻴﺌﺖ ﻋﻠﻤﻲ ‪/‬ﻧﺸﮕﺎ ]‪ /2‬ﺳﻼﻣﻲ ﺣﺪ ‪/‬ﻫﻦ‬

‫ﺧﻼﺻﻪ ﻣﺘﻦ‬

‫ﭘﻮﻳﺘﻴﻮﻳﺴﻢ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﻓﻠﺴﻔﻪ ﺿﺪ ﻓﻠﺴﻔﻪ‪  ،‬ﻗﺮ‪ 19 ,‬ﻣﻴﻼ‪J  $‬ﺛﺎ ﮔﻮﺳﺖ ﻛﻨﺖ ﻧﺸﻤﻨﺪ ﻓﺮﻧﺴﻮ‪ $‬ﻣﻄﺮ}‬ ‫ﺷﺪ  ﺷﻌﺎ »ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ«  ﺗﺮﻳﺞ ﻛﺮ‪ .‬ﻗﺮ‪ 19 ,‬ﻗﺮ‪ ,‬ﻧﻘﻼ‪ Z‬ﺻﻨﻌﺘﻲ  ﭘﻴﺸﺮﻓﺖ ﻋﻠﻢ  ﭘﻴﺪ ﺷﺪ‪ ,‬ﺧﺘﺮﻋﺎ ‬ ‫ﻛﺘﺸﺎﻓﺎ ﭼﺸﻤﮕﻴﺮ ﺑﻮ  ﭼﻮ‪ ,‬ﺻﻨﺎﻳﻊ ﺗﺎ< ﺗﺄﺳﻴﺲ ﺷﺪ< ﺑﻪ ﻣﻮ ﻟﻴﻪ ﻧﻴﺎ ﺷﺘﻨﺪ‪ ،‬ﺣﺮ‪  c‬ﻟﻊ ﭘﺎﻳﻴﺎ‪  ,‬ﺑﺮ‪ $‬ﻏﺎ‬ ‫ﻣﻨﺎﺑﻊ ﺳﺮﻣﻴﻦﻫﺎ‪ $‬ﻳﮕﺮ ﺑﻴﺸﺘﺮ ﻛﺮ‪.‬‬ ‫ ﻗﺮ‪ 20 ,‬ﺷﻌﺎﻫﺎ‪» $‬ﻫﻨﺮ ﺑﺮ‪ $‬ﻫﻨﺮ«  »ﺑﻴﺎ ﺑﺮ‪ $‬ﺑﻴﺎ« ﭘﻴﺪ ﺷﺪ ﺗﺎ ﻣﻼﺣﻈﺎ ﺧﻼﻗﻲ  ﻳﻦ ﻣﻴﻨﻪﻫﺎ‬ ‫ﻫﻢ ﻛﻤﺘﺮ ﻛﻨﺪ  ﻧﺪﮔﻲ ﺟﻮﻣﻊ ﺑﻪ ﻓﺎ< ﺳﻴﺪ<  ﻫﺮﭼﻪ ﺑﻴﺸﺘﺮ ﻟﺬ ﺑﺨﺶ ﺗﺮ ﺳﺎ‪.‬‬ ‫ ﺷﺮ‪ ،p‬ﺷﻌﺎ »ﻳﻦ ﺑﺮ‪ $‬ﻳﻦ« ﻫﻢ ﻗﺮ‪,‬ﻫﺎ ﻗﺒﻞ  ﭘﺎﻳﻴﺎ‪ ,‬ﭘﻴﺪ ﺷﺪ<  ﻳﺎ‪,‬ﻫﺎ‪ $‬ﺧﻮ  ﻧﺸﺎ‪ < ,‬ﺑﻮ‪ ،‬ﺣﺘﻲ‬ ‫ﺑﺎ ‪ 180‬ﺟﻪ ﮔﺮ‪ ،I‬ﺑﻪ »ﻳﻦ ﺑﺮ‪ $‬ﺧﻮ« ﻫﻢ ﺳﻴﺪ< ﺑﻮ ﻛﻪ ﺧﻄﺮﻧﺎ‪ n‬ﺗﺮ  ﻟﻲ ﺑﻮ  ﭘﻴﺪﻳﺶ ﺗﺼﻮ‪  u‬ﻋﺮﻓﺎ‪,‬‬ ‫ ﺧﺎﻧﻘﺎ<  ﺑﻴﺎ ﻋﺎﻓﺎﻧﻪ  ﺳﻤﺒﻮﻟﻴﻚ ﺑﺮ‪ $‬ﻣﺒﺎ< ﺑﺎ ﻫﻤﻴﻦ ﭘﺪﻳﺪ< ﺧﻄﺮﻧﺎ‪ n‬ﺑﻮﺟﻮ ‪J‬ﻣﺪ  ﺗﺎ ﻣﺎ‪ ,‬ﺳﺎﺳﺎﻧﻴﺎ‪ ,‬ﻫﻢ ﻣﻲ‬ ‫ﺗﻮ‪  ,J ,‬ﺳﺮ† ﻛﺮ‪.‬‬ ‫ﻣﻔﺎﻫﻴﻢ ﻛﻠﻴﺪ‪$‬‬ ‫ﺻﺎﻟﺖ ﻋﻠﻢ‪ ،‬ﺻﺎﻟﺖ ﺳﻮ‬ ‫ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ‪ ،‬ﻫﻨﺮ ﺑﺮ‪ $‬ﻫﻨﺮ‬ ‫ﭘﻮﻳﺘﻴﻮﻳﺴﻢ  ﺳﻮﺳﻴﺎﻟﻴﺰ‪T‬‬ ‫ﺗﻌﻬﺪ  ﻋﺪ‪ T‬ﺗﻌﻬﺪ‬ ‫ﻋﻠﻢ – ﻓﻠﺴﻔﻪ – ﺧﻼ‪p‬‬ ‫ﺟﺎﻣﻌﻪ  ﺷﻨﻔﻜﺮ‬ ‫ »ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ« ﺗﺎ »ﻳﻦ ﺑﺮ‪ $‬ﻳﻦ«‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪109‬‬

‫ﻣﻘﺎﻻ‬

‫ﻧﮕﺎﻫﻲ ﺑﻪ ﻓﻠﺴﻔﻪ ﭘﻮ‪2‬ﻳﺘﻴﻮﻳﺴﻢ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪110‬‬

‫ ‪ ,J‬ﺟﺎ ﻛﻪ ﻳﻦ ﻳﻜﻲ  ﻗﺮ‪ ،,‬ﺟﻬﺎ‪  ,‬ﻧﻈﺮ ﺳﺮﻋﺖ ﺗﺒﺎﻃﺎ  ﻧﺘﻘﺎﻻ ﺑﻪ ﻫﻜﺪ< ﻛﻮﭼﻜﻲ ) ﻫﻜﺪ< ﺟﻬﺎﻧﻲ(‬ ‫ﺗﺒﺪﻳﻞ ﺷﺪ<‪ ،‬ﻓﻜﺎ ﻣﻄﺮ} ﺷﺪ<  ﺟﺎﻳﻲ‪ ,J  ،‬ﺟﺎ ﻣﺘﻮﻗﻒ ﻧﺸﺪ< ﺑﻪ ﻓﺎﺻﻠﻪ ﻛﻤﻲ ﺑﻪ ﮔﻮ‪ I‬ﺗﻤﺎ‪ T‬ﻣﺮ‪ T‬ﺳﻴﺪ< ﺳﺖ‪.‬‬ ‫ﻳﻜﻲ ﻳﻦ ﻓﻜﺎ ﻛﻪ  ﻗﺮ‪ 19 ,‬ﻣﻴﻼ‪  $‬ﭘﺎ ﺷﺮ‪ l‬ﺷﺪ  ﺑﻪ ﺟﺎﻫﺎ‪ $‬ﻳﮕﺮ ﺳﺮﻳﺖ ﻛﺮ ﻧﻈﺮﻳﻪ " ﭘﻮﻳﺘﻴﻮﻳﺴﻢ" ﺑﻮ‬ ‫ﻛﻪ ﺑﻮﺳﻴﻠﻪ ﮔﻮﺳﺖ ﻛﻨﺖ ﻧﺸﻤﻨﺪ ﻓﺮﻧﺴﻮ‪ $‬ﻣﻄﺮ} ﺷﺪ  ﻳﺮ‪ ,‬ﻓﻠﺴﻔﻪ ﺛﺒﺎﺗﻲ‪ ،‬ﻓﻠﺴﻔﻪ ﺗﺤﻘﻘﻲ  ﻧﻈﺮﻳﻪ ﺛﺒﺎ ﮔﺮﻳﻲ‪،‬‬ ‫ﻧﺎ‪ T‬ﮔﺮﻓﺖ‪.‬‬ ‫ﻗﺮ‪ 19 ,‬ﭘﺎ ﻗﺮ‪ ,‬ﺧﺎﺻﻲ ﺑﺮ‪ $‬ﭘﺎ  ﺑﺮ‪ $‬ﺟﻬﺎ‪ ,‬ﺑﻮ   ﭼﻨﺪ ﺟﻬﺖ ﻣﻌﺮ‪ u‬ﺳﺖ ‪ :‬ﻧﻘﻼ‪ Z‬ﺻﻨﻌﺘﻲ ﻳﻦ‬ ‫ﻗﺮ‪ ,‬ﭘﺎ ﮔﺮﻓﺖ   ﻣﺎﺷﻴﻦ ﺑﻪ ﺻﺤﻨﻪ ﺗﻮﻟﻴﺪ‪ ،‬ﻫﻤﻪ ﭼﻴﺰ  ﺗﻐﻴﻴﺮ ‪ :T .‬ﻋﻮﻣﻞ ﺗﻮﻟﻴﺪ‪ ،‬ﺑﻂ ﺗﻮﻟﻴﺪ  ﺣﺘﻲ ﺧﻮ ﺗﻮﻟﻴﺪ‪،‬‬ ‫ﻣﻮ ﺑﺤﺚ  ﻧﺘﻘﺎ ﻗﺮ ﮔﺮﻓﺖ‪ .‬ﻣﻔﺎﻫﻴﻢ ﺟﺪﻳﺪ ﺑﻮﺟﻮ ‪J‬ﻣﺪ  ﻣﻮﻓﻖ  ﻣﺨﺎﻟﻒ ﭘﻴﺪ ﺷﺪ  ﺟﻨﮓ »ﻳﺪﺋﻮﻟﻮژ‪«$‬ﻫﺎ‪ $‬ﻗﺪﻳﻢ‬ ‫ ﺟﺪﻳﺪ ﺳﺮﺳﺮ ﺟﻬﺎ‪  ,‬ﻓﺮﮔﺮﻓﺖ )ﻣﺜﻞ ﻫﻮﻣﺎﻧﻴﺴﻢ‪ ،‬ﻟﻴﺒﺮﻟﻴﺴﻢ‪ ،‬ﺳﻮﺳﻴﺎﻟﻴﺰ‪ ،T‬ﺳﺎﻳﻨﺘﻴﺴﻢ‪ ،‬ﭘﺮﮔﻤﺎﺗﻴﺴﻢ  ﺧﻮ ﭘﻮﻳﺘﻴﻮﻳﺴﻢ(‪.‬‬ ‫ﺳﻮ‪ :T‬ﻧﻴﺎ ﻛﺎﺧﺎﻧﻪﻫﺎ ﺑﻪ ﻣﻮ ﻟﻴﻪ ﻣﻨﺎﺑﻊ ﻗﺎ<ﻫﺎ‪ $‬ﻳﮕﺮ‪ ،‬ﻧﮕﺎ<ﻫﺎ‪ $‬ﺣﺮ‪J c‬ﻟﻮ ﺻﺎﺣﺒﺎ‪ ,‬ﺻﻨﺎﻳﻊ  ﺑﻪ ‪ ,J‬ﻗﺎ<ﻫﺎ ﻣﺘﻮﺟﻪ‬ ‫ﻛﺮ  ﺳﺘﻌﻤﺎ  ﺳﺘﺜﻤﺎ ‪,J‬ﻫﺎ  ﻛﻪ  ﻗﺮ‪,‬ﻫﺎ‪ $‬ﻗﺒﻞ ﻫﻢ ﺟﻮ ﺷﺖ‪ ،‬ﺗﺸﺪﻳﺪ ﻧﻤﻮ  ﺑﺮ‪ ,J‬ﻓﺰ‪ .‬ﭼﻬﺎ‪ :T‬ﻗﺮ‪19 ,‬‬ ‫ﻗﺮ‪ ,‬ﭘﻴﺸﺮﻓﺖ ﻧﺎﮔﻬﺎﻧﻲ ﻋﻠﻮ‪ T‬ﺑﺨﺼﻮ‪ c‬ﻋﻠﻮ‪ T‬ﻃﺒﻴﻌﻲ  ﻓﻨﻲ ﺑﻮ‪ .‬ﻋﻠﻢ  ﺗﻤﺎ‪ T‬ﻣﻮ ﻧﺪﮔﻲ ﺳﻮ{ ﻳﺎﻓﺖ  ﻋﺘﺒﺎ ﺟﻬﺎﻧﻲ‬ ‫ﭘﻴﺪﻛﺮ‪  .‬ﻧﺘﻴﺠﻪ‪ ،‬ﻣﺮ‪ T‬ﻫﺮ ﭼﻴﺰ‪  $‬ﺑﻪ ﻧﺎ‪ T‬ﻋﻠﻢ  ﺑﺎ ‪ I‬ﻋﻠﻢ ﻣﻲ ﭘﺬﻳﺮﻓﺘﻨﺪ  ﻏﻴﺮ ﻋﻠﻢ  ﺑﻪ ﺷﺪ ﻃﺮ ﻣﻲ ﻛﺮﻧﺪ‪.‬‬ ‫ﻋﻠﻢ ﺧﺪ‪ $‬ﺟﺎﻣﻌﻪ ﺷﺪ< ﺑﻮ‪ .‬ﭘﻨﺠﻢ‪ :‬ﺷﺪ ﻃﺒﻘﺎ ﻗﺘﺼﺎ‪  $‬ﺟﺘﻤﺎﻋﻲ ﺟﺪﻳﺪ  ﺗﻀﺎ ﻣﻨﺎﻓﻊ ‪,J‬ﻫﺎ‪ ،‬ﻧﻈﻢ  ﻧﻈﺎ‪J  T‬ﻣﺶ‬ ‫ﭼﻨﺪ ﻗﺮﻧﻲ   ‪ ,J‬ﺟﻮﻣﻊ ﺑﻬﻢ   ﮔﺮ<ﻫﺎ‪ $‬ﻗﻴﺐ ﻣﺜﻞ ﻃﺮﻓﺪ‪» ,‬ﺻﻼﺣﺎ‪ ،‬ﺑﺎ ﺣﻔﻆ ﺿﻊ ﻣﻮﺟﻮ«  ﻃﺮﻓﺪ‪,‬‬ ‫»ﻧﻘﻼ‪ Z‬ﺑﺎ ﻳﺮ   ﻛﺮ‪ ,‬ﻧﻬﺎﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ« ﺑﻪ ﺟﺎ‪ ,‬ﻫﻢ ﻓﺘﺎﻧﺪ  ﻣﻨﻪ ‪J‬ﺗﺶ ‪,J‬ﻫﺎ ﺑﻪ ﺟﺎﻫﺎ‪ $‬ﻳﮕﺮ ﻫﻢ ﺳﻴﺪ ﻛﻪ‬ ‫ﺑﺰگ ﺗﺮﻳﻦ ‪,J‬ﻫﺎ ﺟﻨﮓﻫﺎ‪ Tّ   ّ  $‬ﺟﻬﺎﻧﻲ ﺑﻮ‪ .‬ﺷﺨﺼﻴﺖ ﻣﻌﺮ‪ u‬ﮔﺮ< ‪ ،‬ﻫﻤﺎ‪ ,‬ﮔﻮﺳﺖ ﻛﻨﺖ ﻓﺮﻧﺴﻮ‪ $‬ﺳﺖ‬ ‫ﻛﻪ ﻳﻦ ﻣﻘﺎﻟﻪ ﺑﻴﺸﺘﺮ ﺑﺎ  ‪J‬ﺷﻨﺎ ﺧﻮﻫﻴﻢ ﺷﺪ  ﺷﺨﺼﻴﺖ ﻣﻌﺮ‪ u‬ﮔﺮ<  ّ‪ T‬ﻫﻢ‪ ،‬ﻛﺎ ﻣﺎﻛﺲ ﻧﺸﻤﻨﺪ ‪J‬ﻟﻤﺎﻧﻲ ﺳﺖ ﻛﻪ‬ ‫ﻣﺎﻛﺴﻴﺴﻢ‪ ،‬ﺳﻮﺳﻴﺎﻟﻴﺰ‪  T‬ﻛﻤﻮﻧﻴﺴﻢ‪  ،‬ﻓﻜﺎ ﺳﺖ‪.‬ﻫﺮ  ﻧﺸﻤﻨﺪ ﻣﺰﺑﻮ  ﺑﻨﻴﺎ‪ ,‬ﮔﺬ‪ ,‬ﻣﺒﺎﺣﺚ ﺟﺘﻤﺎﻋﻲ ﺑﺎ ‪I‬ﻫﺎ‪$‬‬ ‫ﺟﺪﻳﺪ )ﻟﻲ  ﺟﻬﺖ ﺧﻼ‪ u‬ﻳﻜﺪﻳﮕﺮ( ﻣﺤﺴﻮ‪ Z‬ﻣﻲ ﺷﻮﻧﺪ  ﮔﻮﺳﺖ ﻛﻨﺖ  ﻏﺮ‪ ،Z‬ﭘﺪ ﻋﻠﻢ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﻟﻘﺐ ﮔﺮﻓﺘﻪ‬ ‫ﺳﺖ‪ .‬ﻳﺮ ﺻﻮ  ﻣﺒﺎﻧﻲ ‪  ,J‬ﺑﻮﺟﻮ ‪ J‬ﻣﻄﺮ} ﻛﺮ  ﻣﺎﻛﺲ ﻫﻢ ﺑﻪ ﻃﺮﻓﺪ‪  $‬ﻃﺒﻘﺎ ﻛﺎﮔﺮ  ﺣﻤﺘﻜﺶ  ﺑﻪ‬ ‫ﻣﺨﺎﻟﻔﺖ ﺑﺎ ﺳﺮﻣﺎﻳﻪ ‪  $‬ﻧﻈﺎ‪T‬ﻫﺎ‪ $‬ﻣﺘﻜﻲ ﺑﺮ‪ ,J‬ﻣﻌﺮ‪ u‬ﺳﺖ‪.‬‬ ‫ﺑﺮﮔﺮﻳﻢ ﺑﻪ ﻣﻮﺿﻮ‪ l‬ﺻﻠﻲ ﻣﻘﺎﻟﻪ‪ ،‬ﻳﻌﻨﻲ ﺷﻨﺎﺧﺖ ﭘﻮﻳﺘﻴﻮﻳﺴﻢ‪ .‬ﻟﻴﻦ ﺧﺼﻠﺖ ﭘﻮﻳﺘﻴﻮﻳﺴﻢ‪ ،‬ﻋﺘﺮˆ ﺑﻪ ﻓﻠﺴﻔﻪ ﻳﺞ‬ ‫ ‪ ,J‬ﻗﺮ‪,‬ﻫﺎ ﺑﻮ‪ .‬ﭼﺮ ﻛﻪ ﺑﻪ ﻋﻘﻴﺪ< ﻛﻨﺖ‪J ،‬ﻟﻮ< ﺑﻪ ﺧﻴﺎﻟﺒﺎﻓﻲ  ﺗﺼﻮ   ﻗﻌﻴﺖ ﺷﺪ< ﺑﻮ  ﻗﻌﻴﺖ ﮔﺮﻳﺰ ﺑﻮ‪.‬‬ ‫ﻗﻌﻴﺖ ﮔﺮﻳﺰ‪ ,J $‬ﻫﻢ ﻳﻦ ﺟﻬﺖ ﺑﻮ ﻛﻪ  ﺗﻔﻜﺮ  ﺗﺼﻮ ﺧﻮ ﻧﺘﻴﺠﻪ ﺧﻼﻗﻲ ﻣﻲ ﮔﺮﻓﺖ  ﺑﺎ ﺧﻼ‪ ،p‬ﻛﻪ ﻛﻨﺖ‬ ‫‪  ,J‬ﻫﻢ ﭘﺪﻳﺪ<‪ $‬ﺑﻲ ﻋﺘﺒﺎ  ﻣﺘﻜﻲ ﺑﺮ ﺧﻴﺎ ﻣﻲ ﻧﺴﺖ‪ ،‬ﭘﻴﻮﻧﺪ ﺧﻮ< ﺑﻮ‪ .‬ﭘﺲ  ﻧﻈﺮ ﻛﻨﺖ‪ ،‬ﻫﺮ  ﭘﺪﻳﺪ< ﻓﻠﺴﻔﻪ‬ ‫ ﺧﻼ‪  – p‬ﻳﻦ ﺟﺎ‪ ،‬ﭘﺪﻳﺪ< ﻳﻦ ﻫﻢ – ﮔﻤﺮ< ﻛﻨﻨﺪ<  ﻏﻴﺮ ﻗﺎﺑﻞ ﻋﺘﻤﺎ ﺑﻮ  ﭘﻮﻳﺘﻴﻮﻳﺴﻢ  ﺑﻪ ﻗﺼﺪ ﻛﻨﺎ ‪,‬ﻳﻦ‬ ‫ﻣﻘﻮﻟﻪﻫﺎ  ﺟﺎﻣﻌﻪ‪ ،‬ﻳﺠﺎ ﻓﻠﺴﻔﻪ‪ $‬ﺑﻪ   ﺧﻴﺎﻟﺒﺎﻓﻲ  ﻣﺘﻜﻲ ﺑﺮ ﻗﻌﻴﺎ ﺑﻮﺟﻮ ‪J‬ﻣﺪ  ﻣﻄﺮ} ﺷﺪ‪.‬ﻳﻦ ﻓﻠﺴﻔﻪ‪ ،‬ﺻﺪ ‬ ‫ﺻﺪ ﻣﻮﻓﻖ ﻋﻠﻢ  ﺗﺮﻳﺞ  ﺗﻮﺳﻌﻪ ﺗﻔﻜﺮ  ‪ I‬ﻋﻠﻤﻲ ﺑﻮ  ﺑﺎ ﻫﺪ‪ u‬ﻛﻨﺎ ‪ ,‬ﻣﻮﻧﻊ ﻓﻜﺮ‪  $‬ﻓﺮﻫﻨﮕﻲ ﺑﺮ ﺳﺮ < ﻋﻠﻢ‬ ‫ ﺗﻔﻜﺮ ﻋﻠﻤﻲ  ﺟﺪ ﻣﺎﻧﺪ‪ ,‬ﻋﻠﻢ  ﻏﻴﺮ ﻋﻠﻢ ﺑﻮﺟﻮ ‪J‬ﻣﺪ ) ﺗﻨﻬﺎﻳﻲ ‪ .(1372‬ﻳﻦ ﺟﺎ ﺑﻮ ﻛﻪ ﺷﻌﺎ »ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ« <‬ ‫ﺷﺪ  ﻓﻜﺎ  ‪s‬ﻫﺎ‪ ,‬ﻳﺎ‪  $‬ﻋﻠﻴﻪ ﺧﻼ‪  p‬ﻳﻦ ﺗﺤﺮﻳﻚ  ﺗﺴﺨﻴﺮ ﻛﺮ  ‪ ,J‬ﭼﻪ ﻛﻪ ﻣﺮ< ﺑﺮ ﻏﺮ‪ Z‬ﺣﺎﻛﻢ ﺳﺖ‪،‬‬ ‫ﻧﺘﻴﺠﻪﻳﻦ ﺗﻔﻜﺮ ﻳﻦ ﺷﻌﺎ ‪ < ,J‬ﺳﺖ‪.‬‬ ‫ﭘﺲ »ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ« ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻮﻗﻌﻴﺖ  ﺿﻌﻴﺖ ﺣﺎﻛﻢ ﺑﺮ ﭘﺎ‪ $‬ﻗﺮ‪ 19 ,‬ﺑﻮﺟﻮ ‪J‬ﻣﺪ  ﻋﺘﺮﺿﻲ ﺑﻮ ﻋﻠﻴﻪ‬ ‫‪ ,J‬ﭼﻪ ﻛﻪ ﺑﻪ ﻧﺎ‪ T‬ﻓﻠﺴﻔﻪ‪ ،‬ﺧﻼ‪  p‬ﻳﻦ‪  ،‬ﻗﺮ‪ ,‬ﺳﻄﻲ ﺑﺎﻗﻲ ﻣﺎﻧﺪ<  ﻓﻜﺎ ﻣﺮ‪  T‬ﺑﻪ ﺧﻮ ﻣﺸﻐﻮ ﻧﮕﻪ ﺷﺘﻪ ﺑﻮ‪.‬‬ ‫ﻛﻨﺖ ﻳﺎﻓﺖ ﻛﻪ ﺑﺎﻫﺎ‪ $‬ﻓﻠﺴﻔﻲ ﻣﺘﻜﻲ ﺑﺮ ﻳﻦ  ﺧﻼ‪ p‬ﻳﻨﻲ  ﺑﻴﻦ ﻣﺮ‪ ،T‬ﺗﺎ ‪J‬ﻟﻮ< ﺑﻪ ﺧﺮﻓﺎ ﺗﺼﻮ ﻏﻴﺮ ﻋﻘﻠﻲ‬ ‫ ﻏﻴﺮ ﻋﻠﻤﻲ ﺳﺖ‪ ،‬ﺟﺎﻣﻌﻪ ﻋﻠﻢ ﭘﻴﺸﺮﻓﺖ ﻧﻤﻲ ﻛﻨﺪ‪ .‬ﭘﺲ‪ ،‬ﻳﺎ ﺑﺎﻳﺪ ﺻﻼ} ﺷﻮ  ﻳﺎ ﻛﻨﺎ ﺑﺮ‪ .‬ﺑﺮ ﻫﻤﻴﻦ ﺳﺎ‪ W‬ﻓﻜﺮ‪،$‬‬ ‫ ﺗﺎ ﺧﺮ ﻋﻤﺮ ﺑﻪ ﻛﻨﺎ ﮔﺬﺷﺘﻦﻳﻦ ﺳﻪ ﻣﻘﻮﻟﻪ  ﻧﺪﮔﻲ ﻣﻌﺘﻘﺪ ﺑﻮ  ‪  ,J‬ﺗﺒﻠﻴﻎ  ﺗﺪﻳﺲ ﻣﻲ ﻛﺮ‪ .‬ﻟﻲ  ﺧﺮ ﻋﻤﺮ‪،‬‬ ‫ ¡‪ $‬ﺧﻮ ﺑﺮﮔﺸﺖ  ﺟﻮ ﻳﻦ ﺧﻼ‪  p‬ﺑﺮ‪ $‬ﺟﺎﻣﻌﻪ ﺿﺮ‪ $‬ﻧﺴﺖ‪ .‬ﻣﻨﺘﻬﺎ‪ ،‬ﺧﻮ  ﻛﻨﺎ ﻓﻠﺴﻔﻪ ﭘﻮﻳﺘﻴﻮﻳﺴﺘﻲ‬ ‫ﺳﺎﺧﺘﻪ ﺧﻮ‪ ،I‬ﻳﻚ ﻳﻦ ﺑﻪ ﻗﻮ ﺧﻮ‪» I‬ﺟﺘﻤﺎﻋﻲ« ﺑﻪ ﻧﺎ‪» T‬ﻳﻦ ﻧﺴﺎﻧﻴﺖ« ﻫﻢ ﻃﺮ} ﻋﻼ‪ T‬ﻛﺮ  ﺗﺎ ‪J‬ﺧﺮ ﻋﻤﺮ ﺑﻪ‬

‫‪»2‬ﻋﻠﻢ ﺑﺮ= ﻋﻠﻢ« ﺗﺎ »‪/‬ﻳﻦ ﺑﺮ= ‪/‬ﻳﻦ« ﭘﻮ‪2‬ﻳﺘﻴﻮﻳﺴﻢ ﭼﻪ ﻣﻲ ﮔﻮﻳﺪ؟‬

‫‪ ,J‬ﻓﺎ ﻣﺎﻧﺪ‪J .‬ﻣﻮ<ﻫﺎ‪ $‬ﻛﻨﺖ ﺑﺮ ﺳﺎ‪ W‬ﺑﺎ‪ I‬ﺑﻪ ﺗﺎﻳﺦ ﺳﻪ ﻣﺮﺣﻠﻪ‪ $‬ﺷﺪ ﻓﻜﺮ‪ $‬ﺑﺸﺮ ﺑﻮ ﻛﻪ ﺧﻮ ﻳﺎﻓﺘﻪ ﺑﻮ‪ .‬ﻳﻦ‬ ‫ﺗﺨﻴﻞ( ﻣﺮﺣﻠﻪ‬ ‫ﻣﺮﺣﻞ  ﻣﺮﺣﻠﻪ ﺑﺎﻧﻲ‪ ،‬ﻣﺮﺣﻠﻪ ﻓﻠﺴﻔﻲ ﻣﺮﺣﻠﻪ ﻋﻠﻤﻲ ﻧﺎ‪ T‬ﻧﻬﺎ ﻣﻌﺘﻘﺪ ﺑﻮ ﻛﻪ ﻣﺎ‪ ,‬ﻣﺮﺣﻠﻪ ﺑﺎﻧﻲ ) ﻣﺮﺣﻠﻪ ّ‬ ‫ﻓﻠﺴﻔﻲ ) ﻣﺮﺣﻠﻪ ﺗﻌﻘﻞ( ﮔﺬﺷﺘﻪ  ﻛﻨﻮ‪ ,‬ﻣﺎ‪ ,‬ﻣﺮﺣﻠﻪ ﻋﻠﻤﻲ ) ﻛﺸﻒ ﺑﻂ ﻋﻠّﺖ ﻣﻌﻠﻮ( ﻓﺮ ﺳﻴﺪ< ﺳﺖ‪ ) .‬ﻗﻨﺎ‪ ,‬‬ ‫ﻫﻤﻜﺎ‪(1375 ،,‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪﻳﻦ ﻣﻘﺪﻣﺎ‪ ،‬ﻣﻌﻨﻲ ﺷﻌﺎ »ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ« ﻛﻪ < ‪ < ,J‬ﺳﺖ‪ ،‬ﺑﻬﺘﺮ ﻣﻌﻠﻮ‪ T‬ﻣﻲ ﺷﻮ‪ :‬ﻋﻠﻢ ﺑﺮ‪$‬‬ ‫ﻋﻠﻢ ﻳﻌﻨﻲ‪ ،‬ﻋﻠﻢ  ﻣﺠﺒﻮ ﻧﻜﻨﻴﻢ ﺑﻪ ﺣﻮ<ﻫﺎ‪ $‬ﻳﮕﺮ‪ $‬ﻣﺎﻧﻨﺪ ﻓﻠﺴﻔﻪ  ﺧﻼ‪  p‬ﻳﻦ ﻛﺸﻴﺪ< ﺷﻮ   ﻋﺘﺒﺎ‪ I‬ﻛﺎﺳﺘﻪ‬ ‫ﮔﺮ‪ .‬ﻫﺪ‪  u‬ﻋﻠﻢ  ﺗﺤﻘﻴﻘﺎ ﻋﻠﻤﻲ –  ﺑﺘﺪ ﺗﺎ ﻧﺘﻬﺎ – ﺑﺎﻳﺪ ﻓﻘﻂ ﺧﻮ ﻋﻠﻢ ﺑﺎﺷﺪ‪ ،‬ﻧﻪ ﭼﻴﺰ ﻳﮕﺮ‪.‬ﻳﻦ ﺳﺨﻨﺎ‪$J ,‬‬ ‫ﻋﻤﻞ ﺑﻴﺸﺘﺮ‪ $‬ﺑﺮ‪ $‬ﻧﺸﻤﻨﺪ‪  ,‬ﺳﺖ ﻧﺪﻛﺎ‪ ,‬ﻓﻌﺎﻟﻴﺖﻫﺎ‪ $‬ﻋﻠﻤﻲ ‪ -‬ﺑﺨﺼﻮ‪  c‬ﻋﻠﻮ‪ T‬ﻃﺒﻴﻌﻲ  ﺗﺴﻠﻴﺤﺎﺗﻲ‪ ،‬ﺑﻪ‬ ‫ﻣﻐﺎ‪  J ,‬ﺑﺎﻋﺚ ﭘﻴﺸﺮﻓﺖ ﺳﺮﻳﻊ ﺗﺮ ‪ ,J‬ﺷﺪ‪.‬ﻋﻠﻢ ﻓﻠﺴﻔﻪ  ﺧﻼ‪ p‬ﻫﻢﻳﻦ ﮔﻮﻧﻪ  ﻫﻢ  ﺷﺪﻧﺪ  ﺣﺘﻲ ﮔﺎﻫﻲ ‬ ‫ﻧﻘﻄﻪ ﻣﻘﺎﺑﻞ ﻫﻢﻳﺴﺘﺎﻧﺪ ﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﻣﻨﺠﺮ ﺑﻪ ﻧﻮﻋﻲ ﺑﺪﺑﻴﻨﻲ ﺑﻴﻦ ﻫﻞ ﻓﻜﺮ  ﻫﻞ ﻋﻤﻞ ﺷﺪ   ﻧﺘﻴﺠﻪ‪ ،‬ﻧﻮﻋﻲ ﺑﻲ ﻳﻨﻲ‬ ‫ ﺧﻼ‪ p‬ﮔﺮﻳﺰ‪ ،$‬ﺟﻮﻣﻊ ﭘﺎﻳﻲ  ﻓﺮﮔﺮﻓﺖ ﻛﻪ ﻫﻨﻮ ﻫﻢ ﻣﻪ ‪ .‬ﻛﻠﻴﺴﺎ  ﻣﺠﺎﻣﻊ ﻳﻨﻲ ﺧﻠﻮ ﺷﺪ  ﺳﺘﻌﺪﻫﺎ ﺑﻪ‬ ‫ﺳﻮ‪» $‬ﺑﺖ ﻋﻠﻢ« ﻣﺘﻮﺟﻪ ﮔﺮﻳﺪ  ﻟﺒﺘﻪ  ﻣﻘﺎﻃﻌﻲ ﻫﻢ ﻧﺘﺎﻳﺞ ﻣﻔﻴﺪ‪ $‬ﺑﺒﺎ ‪ .J‬ﺣﺎ ﭼﻮ‪ ,‬ﻣﺤﻮ ﺻﻠﻲﻳﻦ ﻣﻘﺎﻟﻪ ﭼﻴﺰ‬ ‫ﻳﮕﺮ‪ $‬ﺳﺖ‪ ،‬ﺑﺤﺚ ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ  ﻫﻤﻴﻦ ﺟﺎ ﭘﺎﻳﺎ‪ ,‬ﻣﻲ ﻫﻢ  ﻓﻘﻂ ﺑﻪ  ﻧﻜﺘﻪ ﺷﺎ< ﻣﻲ ﻛﻨﻢ ﺗﺎ  ﺋﻪﻳﻦ ﻣﻘﺪﻣﻪ‪،‬‬ ‫ﻳﻚ ﻧﺘﻴﺠﻪ ﻫﻢ ﺑﺪﺳﺖ ‪J‬ﻳﺪ  ﺑﺎ ﺑﻬﺮ< ﻣﻨﺪ‪ ,J  $‬ﺑﮕﺬﻳﻢ‪ .‬ﻳﻚ ﻧﻜﺘﻪﻳﻦ ﺳﺖ ﻛﻪﻳﻦ ﻧﺸﻤﻨﺪ ﮔﻮﻳﺎ ﻓﺮﻣﻮ‪ I‬ﻛﺮ< ﺳﺖ‬ ‫ﻛﻪ ﻫﺮ ﻋﻠﻤﻲ  ﻫﺮ ﻧﺴﺘﻨﻲ  ﻫﺮ ﺗﺤﻘﻴﻘﻲ ﻃﺒﻴﻌﺘ ًﺎ  ﭘﺎﻳﺎ‪ ،,‬ﻧﺴﺎ‪  ,‬ﺑﻪ ﻳﻚ ﻛﺎﻛﺮ  ﻓﺘﺎ  ﻛﺮ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ‪,J‬‬ ‫ﻋﻠﻢ  ﻧﺎﻳﻲ  ﻧﺘﺎﻳﺞ ﺑﺪﺳﺖ ‪J‬ﻣﺪ<‪   ،‬ﻫﻨﻤﺎﻳﻲ ﻣﻲ ﻛﻨﺪ  ﺻ ً‬ ‫ﻼ ﻫﺪ‪ u‬ﻫﺮ ﻧﺴﺎ‪ ,‬ﻋﺎﻗﻠﻲ  ﻓﺘﻦ ﺑﻪ ﺳﻮ‪J $‬ﮔﺎﻫﻲ‬ ‫ ﻧﺴﺘﻦ  ﻧﺎﻳﻲ‪ ،‬ﻳﺎﻓﺘﻦ < ﺳﺖ  ﻓﺘﺎ ﺧﻮ‪  Z‬ﻧﺴﺎﻧﻲ  ﻣﻨﻄﻘﻲ  ﻧﺪﮔﻲ ﺳﺖ‪ ،‬ﺳﺖ ﻣﺜﻞﻳﻦ ﻛﻪ ﻓﺘﻦ ﺑﻪ‬ ‫ﺳﻮ‪ ZJ $‬ﺑﺮ‪ $‬ﻳﻚ ﺳﺘﻔﺎ< – ﻣﺜ ً‬ ‫ﻼ ﻓﻊ ﺗﺸﻨﮕﻲ –ﺳﺖ  ﻓﺘﻦ ﺑﻪ ﺑﺎﻻ‪ $‬ﺧﺖ ﻣﻴﻮ< ﻫﻢ ﺑﺮ‪ $‬ﺑﺪﺳﺖ ‪ ,J‬ﻣﻴﻮ< ‬ ‫ﺧﻮ‪ ,J ,‬ﺳﺖ‪  .‬ﮔﺮﻧﻪ ﭼﻪ ﻟﻴﻠﻲ  ﻛﻪ ﻧﺴﺎ‪ ,‬ﺧﻄﺮﻳﻦ ﮔﻮﻧﻪ ﺟﺴﺘﺠﻮﻫﺎ  ﺗﺤﻤﻞ ﻛﻨﺪ‪  ،‬ﻫﺪﻓﻲ ﻫﻢ  ﺑﻴﻦ ﻧﺒﺎﺷﺪ‬ ‫؟ ﻓﻠﺴﻔﻪ‪ ،‬ﻧﻮﻋﻲ ﻳﺎﻓﺘﻦ ﻫﺪ‪ u‬ﻧﺪﮔﻲ  ﻳﻦ ﻫﻢ ﻧﻮﻋﻲ ﻳﮕﺮ  ‪ ,J‬ﺳﺖ  ﻗﺘﻲ ﻫﺪ‪ u‬ﻧﺪﮔﻲ – ﺑﻪ ﻫﺮ ﻧﻮ‪ – l‬ﺑﺪﺳﺖ‬ ‫‪J‬ﻣﺪ‪ ،‬ﻧﺴﺎ‪ ,‬ﻃﺒﻴﻌﺘ ًﺎ ﺧﻼ‪  p‬ﻓﺘﺎ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ‪ ,J‬ﻫﺪ‪  u‬ﻫﻢ ﻧﺘﺨﺎ‪ Z‬ﻣﻲ ﻛﻨﺪ‪ ،‬ﻛﻪ ﮔﺮ ﻧﻜﻨﺪ  ‪ ,J‬ﻳﺎﻓﺘﻪﻫﺎ  ﺑﻲ ﻧﺘﻴﺠﻪ‬ ‫ﻫﺎ ﺳﺎ‪ ،‬ﻣﻲ ﮔﻮﻳﻴﻢ ﻛﺎ‪ $‬ﺧﻼ‪ u‬ﻋﻘﻞ ﻧﺠﺎ‪ < T‬ﺳﺖ‪ .‬ﻟﻲ ﻫﻤﺎ‪ ,‬ﻃﻮ ﻛﻪ ﻣﻌﻠﻮ‪ T‬ﺳﺖ‪ ،‬ﭘﻴﺸﻨﻬﺎ ‪J‬ﻗﺎ‪ $‬ﻛﻨﺖ ﺑﺮ‪$‬‬ ‫ﭼﺴﺒﻴﺪ‪ ,‬ﺑﻲ ﭼﻮ‪  ,‬ﭼﺮ ﺑﻪ ﻋﻠﻢ  ﻛﻨﺎ ﮔﺬﺷﺘﻦ ﻫﺮ ﭼﻪ ﻏﻴﺮ ﻋﻠﻢ – ﻓﻠﺴﻔﻪ‪ ،‬ﻳﻦ‪ ،‬ﺧﻼ‪ – p‬ﺳﺖ‪ ،‬ﺳﺖ ﻫﻤﺎ‪ ,‬ﻛﺎ ﺑﻲ‬ ‫ﻧﺘﻴﺠﻪ ﻛﺮ‪   ,‬ﻧﺘﻴﺠﻪ ‪ ,J‬ﺳﺘﻔﺎ< ﻧﻜﺮ‪ ,‬ﺳﺖ‪ .‬ﭘﻮﻳﺘﻴﻮﻳﺴﻢ ﻣﻲ ﮔﻮﻳﺪ ﭼﻴﺰ‪ $‬ﻛﻪ ﺑﻪ ﺗﺠﺮﺑﻪ  ﻧﻤﻲ ‪J‬ﻳﺪ‪ ،‬ﻧﺒﺎﻳﺪ ﻣﻮ‬ ‫ﻗﺒﻮ ﺑﺎﺷﺪ‪  ،‬ﭼﻴﺰ‪ $‬ﻛﻪ ﺧﻼ‪ u‬ﻣﺸﺎﻫﺪ<  ﺣﺲ ﺳﺖ‪ ،‬ﻣﺮ ﺳﺖ ) ﺻﺎﻟﺖ ﺗﺠﺮﺑﻪ – ﺻﺎﻟﺖ ﺣﺲ(‪ .‬ﻟﻲ ﻣﻲ ﻧﻴﻢ ﻛﻪ‬ ‫ﺗﺠﺮﺑﻪ  ﺣﺲ ﺗﻤﺎ‪ T‬ﻗﻌﻴﺖ  ﺑﻪ ﻣﺎ ﻧﻤﻲﮔﻮﻳﺪ  ﻛﻤﺒﻮﻫﺎ  ﺷﺘﺒﺎﻫﺎ ‪»  ,J‬ﻋﻘﻞ« ﺳﺘﻨﺘﺎ‪  z‬ﻋﻼ‪ T‬ﻣﻲ ﻛﻨﺪ  ﻣﺜ ً‬ ‫ﻼ‬ ‫ﺧﻄﺎ‪ $‬ﭼﺸﻢ  ﺧﻄﺎ‪ $‬ﺳﺎﻳﺮ ﺣﻮ‪ W‬ﻛﻪ ﺗﺠﺮﺑﻪ ﺑﺮ ‪,J‬ﻫﺎ ﻣﺘﻜﻲ ﺳﺖ‪ ،‬ﭼﻴﺰ‪ $‬ﺳﺖ ﻛﻪ ﻫﻤﻪ ‪  ,J‬ﻗﺒﻮ ﻧﺪ  ﺗﺠﺮﺑﻪ‬ ‫ﻛﺮ< ﻧﺪ‪ ) .‬ﺷﻜﺴﺖ ﭼﻮ‪ ،ZJ  Z‬ﺳﺘﺎ‪ ,‬ﻓﻴﻞ  ﺗﺎﻳﻜﻲ  ﻣﻮﻟﻮ‪ .($‬ﺑﺎﻳﻦ ﺣﺴﺎ‪ ،Z‬ﭘﻮﻳﺘﻴﻮﻳﺴﻢ  »ﺳﺘﻨﺘﺎ‪ «z‬ﻛﻪ ﻣﺘﻜﻲ‬ ‫ﺑﺮ ﻓﻜﺮ  ﻋﻘﻞ ﺳﺖ ﻣﻲ ﮔﺮﻳﺰ  ﻗﺘﻲ ﺳﺘﻨﺘﺎ‪ z‬ﻧﺒﺎﺷﺪ‪ ،‬ﻫﺮ ﻋﻠﻤﻲ  ﺣﺘﻲ ﻫﺮ ﻋﻤﻠﻲ ﺑﻲ ﻧﺘﻴﺠﻪ  ﻋﻘﻴﻢ ﻣﻲ ﻣﺎﻧﺪ‪.‬ﺑﻪ ﻗﻮ‬ ‫ﻣﺎﻛﺲ ﭘﻼﻧﻚ‪ ،‬ﻧﺸﻤﻨﺪ ﻣﻌﺮ‪J u‬ﻟﻤﺎﻧﻲ  ﺷﺘﻪ ﻓﻴﺰﻳﻚ – ﻛﻪ  ﻧﻴﻤﻪ ‪ T‬ﻗﺮ‪  19 ,‬ﻧﻴﻤﻪ  ﻗﺮ‪ 20 ,‬ﻣﻲ ﻳﺴﺘﻪ‬ ‫ ﻣﺆﺳﺴﻪ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻣﻌﺮ‪ u‬ﻣﺎﻛﺲ ﭘﻼﻧﻚ  ‪J‬ﻟﻤﺎ‪ ,‬ﺑﻪ ﻧﺎ‪ T‬ﺳﺖ ‪ ،-‬ﺑﺎ ﻧﺘﻘﺎ  ﭘﻮﻳﺘﻴﻮﻳﺴﻢ‪ ،‬ﻣﻲ ﮔﻮﻳﺪ‪ :‬ﭘﻮﻳﺘﻴﻮﻳﺴﻢ ‬ ‫ﻓﻠﺴﻔﻪ ﺗﺤﻘﻘﻲ  ﺳﺘﻨﺘﺎ‪ z‬ﻣﻲ ﮔﺮﻳﺰ  » ﻓﺮ ﺗﺤﻘﻘﻲ ﺑﻪ ﻣﺎ ﺟﺎ< ﻫﻴﭻ ﻧﻮ‪ l‬ﺳﺘﻨﺘﺎ‪  z‬ﻧﻤﻲ ﻫﺪ«‪» ...‬ﭘﻮﻳﺘﻴﻮﻳﺴﻢ ﻓﺎﻗﺪ‬ ‫ﻧﻴﺮ‪ $‬ﻣﺤﺮﻛﻪ ﻻ‪ T‬ﺑﺮ‪ $‬ﻫﺒﺮ‪  $‬ﺗﺤﻘﻴﻖ ﺳﺖ« ) ﺧﺮﻣﺸﺎﻫﻲ‪ ،‬ﺑﻬﺎء ﻟﺪﻳﻦ ‪.(1361‬‬ ‫ﻧﻜﺘﻪ ‪ T‬ﻫﻢ ﻳﻦ ﺟﺎ ﺑﻪ ﺳﺖ ﻣﻲ ‪J‬ﻳﺪ ﻛﻪ ‪J‬ﻗﺎ‪ $‬ﻛﻨﺖ ﻓﻠﺴﻔﻪ ﻣﺘﻜﻲ ﺑﺮ ﻳﻦ  ﺧﻼ‪  p‬ﻧﺘﻴﺠﻪ ﮔﻴﺮ‪ $‬ﺧﻼﻗﻲ ‬ ‫ﻋﻠﻢ  ﺗﺤﻘﻴﻘﺎ ﻋﻠﻤﻲ  ﻣﺮ ﻣﻲﻧﺪ  ﺗﻮﺻﻴﻪ ﻣﻲ ﻛﻨﺪ ﻛﻪ ﻗﻀﺎ ﺧﻼﻗﻲ ﻧﻜﻨﻴﻢ  ﺳﺨﻦ ﺧﻼﻗﻴﻮ‪  ,‬ﻧﺸﻨﻮﻳﻢ‪.‬ﻟﻲ‬ ‫‪J‬ﻳﺎ ﺧﻮﻳﻦ ﺳﺨﻦ ﻳﻦ ﺗﻮﺻﻴﻪ‪ ،‬ﺳﺨﻦ  ﺗﻮﺻﻴﻪ ﺧﻼﻗﻲ ﻧﻴﺴﺖ ؟  ‪J‬ﻳﺎ ﺣﺎﻟﺖ " ﺧﻮ‪  Z‬ﺑﺪ "  " ﺳﺖ  ﻧﺎﺳﺖ "‬ ‫ﻧﺪ ؟  ‪J‬ﻳﺎ ﻣﺜﻞ ﺧﻼ‪ ،p‬ﻣﺮ ﺑﻪ ﺑﻜﻦ  ﻧﻜﻦ ﻧﻤﻲ ﻛﻨﺪ؟ ﭼﺮ‪ .‬ﻫﺮ ﺳﺨﻨﻲ ﻛﻪ  ‪ ,J‬ﺑﻮ‪ $‬ﺧﻮ‪  Z‬ﺑﺪ  ﺑﻜﻦ  ﻧﻜﻦ ﺑﻴﺎﻳﺪ‬ ‫ﺳﺨﻦ ﺧﻼﻗﻲ ﺳﺖ  ﮔﻮﻳﻨﺪ< ‪ W  I‬ﺧﻼ‪ p‬ﻣﻲ ﻫﺪ‪.‬ﭘﺲ ‪J‬ﻗﺎ‪ $‬ﻛﻨﺖ‪  ،‬ﻋﻴﻦﻳﻦ ﻛﻪ ﺧﻮ‪  I‬ﺳﺨﻨﺶ ﻏﺮ‪p‬‬ ‫ ﺧﻼ‪ p‬ﺳﺖ  ﻳﺸﻪ  ﺧﻼ‪ ، p‬ﺧﻼ‪  p‬ﻃﺮ ﻣﻲ ﻛﻨﺪ  ﺑﻪ ﻳﮕﺮ‪ ,‬ﻫﻢ ﺗﻮﺻﻴﻪ ﻣﻲﻛﻨﺪ ﻛﻪ ﭼﻨﻴﻦ ﻛﻨﻨﺪ ! ﻳﻦ‬ ‫ ﻋﺠﺎﻳﺐ ﺳﺖ ﻛﻪ ﻧﺸﻤﻨﺪ‪ ,‬ﺑﺰگ ﭼﻪ ﺷﺘﺒﺎﻫﺎ ﺑﺰﮔﻲ ﻣﺮﺗﻜﺐ ﻣﻲ ﺷﻮﻧﺪ  ﺧﻮ ﻫﻢ ﻣﺘﻮﺟﻪ ﻧﻴﺴﺘﻨﺪ‪.‬‬

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‫ﻣﻘﺎﻻ‬

‫ﻫﻨﺮ ﺑﺮ= ﻫﻨﺮ‪/ ،‬ﺑﻴﺎ ﺑﺮ= ‪/‬ﺑﻴﺎ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺳﺮﻧﻮﺷﺖ ﺷﻌﺎ ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ  ﻗﺮ‪ 20 ,‬ﺑﻪﻳﻦ ﺟﺎ ﻛﺸﻴﺪ ﻛﻪ ﺑﺎﻋﺚ ﭘﻴﺸﺮﻓﺖ ﻋﻠﻢ ﺷﺪ  ﻋﺘﺒﺎ ﺑﻴﺸﺘﺮ‪ $‬ﻳﺎﻓﺖ‬ ‫ ﻣﺮ ﻣﺎ ﺷﺎﻫﺪﻳﻦ ﭘﻴﺸﺮﻓﺖﻫﺎ ﻫﺴﺘﻴﻢ  ﻫﺮ  ﻫﻢ ﭘﻴﺸﺮﻓﺖ ﺑﻴﺸﺘﺮ‪ $‬ﺑﺪﺳﺖ ﻣﻲ ‪J‬ﻳﺪ‪ .‬ﻫﻤﻴﻦ ﻣﻄﻠﺐ ﺑﺎﻋﺚ ﺷﺪ ﻛﻪ‬ ‫ﻏﻴﺮ  ﻫﻞ ﻋﻠﻢ‪ ،‬ﻫﻞ ﻫﻨﺮ  ﻫﻞ ﺑﻴﺎ ﻫﻢ ﺑﻪ ﺗﻜﺎﭘﻮ ﺑﻴﻔﺘﻨﺪ  ﺑﺮ‪ $‬ﺟﻠﻮﮔﻴﺮ‪  $‬ﺧﺎﻟﺖ ﺣﺎﻧﻴﺖ  ﺧﻼ‪ p‬ﻳﻦ‬ ‫ﻣﻴﻨﻪﻫﺎ‪ ،‬ﺷﻌﺎ »ﻫﻨﺮ ﺑﺮ‪ $‬ﻫﻨﺮ«  »ﺑﻴﺎ ﺑﺮ‪ $‬ﺑﻴﺎ« ﺳﺮ ﻫﻨﺪ  ﺑﻪ ﻗﻮ ﺧﻮ ‪ $J‬ﺑﻴﺸﺘﺮ‪  $‬ﺧﻠﻖ ‪J‬ﺛﺎ ﻫﻨﺮ‪$‬‬ ‫ﺑﻪ ﻣﻴﻞ  ﺳﺒﻚ ﺧﻮﺷﺎ‪ ,‬ﺑﺪﺳﺖ ‪J‬ﻧﺪ ﺗﺎ ﻣﺸﺘﺮﻫﺎ‪ $‬ﺑﻴﺸﺘﺮ‪  $‬ﺟﺬ‪ Z‬ﻛﻨﻨﺪ‪ .‬ﻳﻦ ﺟﺎﺳﺖ ﻛﻪ ﻣﻲ ﺑﻴﻨﻴﻢ  ﻳﻚ ﻗﺮ‪,‬‬ ‫ﺧﻴﺮ  ﭘﺎ  ﻛﺸﻮﻫﺎ‪ $‬ﻣﻬﻢ ﻋﻠﻢ ﺻﻨﻌﺖ‪ ،‬ﭼﻪ ﺑﻲ ﺑﻨﺪ ﺑﺎ‪$‬ﻫﺎﻳﻲ ﺑﺨﺼﻮ‪  c‬ﻣﻴﻨﻪﻫﺎ‪ $‬ﻣﺨﺘﻠﻒ  ﺳﻴﻊ ﻫﻨﺮ‪$‬‬ ‫ﺑﻪ ﻧﺎ‪T‬ﻫﺎ‪ $‬ﮔﻮﻧﺎﮔﻮ‪ ,‬ﻛﺸﻒ ﻳﺒﺎﻳﻲﻫﺎ  ﺳﺘﻌﺪﻫﺎ  ﺟﺎ‪s‬ﺑﻪﻫﺎ  ﺗﻜﻨﻴﻚﻫﺎ  ﻟﺒﺘﻪ ﺑﻪ ﻛﻤﻚ ﺳﺮﻣﺎﻳﻪﻫﺎ‪ $‬ﻫﻨﮕﻔﺖ ﺗﺒﻠﻴﻐﺎﺗﻲ‬ ‫ﺗﻔﺎ‪ p‬ﻓﺘﺎ  ﻣﺆﺳﺴﺎ ﻣﺮﺑﻮ‪ t‬ﭼﻪ ﺳﻮﻫﺎ‪ $‬ﻛﻼﻧﻲ ﻳﻦ <ﻫﺎ ﺑﺪﺳﺖ ‪J‬ﻧﺪ ﻛﻪ  < ﺗﺠﺎ‪  Z‬ﺻﻨﻌﺖ  ﺣﺘﻲ ﺧﻮ‬ ‫ﻋﻠﻢ‪ ،‬ﻣﻜﺎ‪ ,‬ﻧﺪﺷﺖ   ﻫﺮ ﺳﻪﻳﻦ ﺑﺰﻫﺎ‪ $‬ﺟﺎﻳﻲ ﻫﻢ ﺑﺮ‪ $‬ﺳﻮ ‪J‬ﺗﺮ ﻛﺮ‪ ,‬ﻫﻨﺮ  ﺑﻴﺎ ﺳﺘﻔﺎ< ﺷﺪ‪ .‬ﻛﻨﻮ‪ ,‬ﺑﺎﻳﺪ‬ ‫ﮔﻔﺖ ﻛﻪ ﮔﺮ ﭼﻪ ﺷﻌﺎﻫﺎ‪ $‬ﺧﻮﺷﺂﻳﻨﺪ  ﺧﻮ‪J I‬ﻫﻨﮓ ﻓﻮ‪ p‬ﺑﻪ ﻧﺎ‪ J T‬ﻛﺮ‪ ,‬ﻋﻠﻢ  ﻫﻨﺮ  ﺑﻴﺎ  ﻏﻴﺮ< ﺑﻮﺟﻮ ‪J‬ﻣﺪ<‬ ‫ﺑﻮ‪ ،‬ﻟﻲ ﻣﻲ ﺑﻴﻨﻴﻢ ﻛﻪ ‪,J‬ﻫﺎ  ﺑﻪ »ﻫﺮﮔﻲ« ﻛﺸﺎﻧﺪ  ﺑﻲ ﻣﻌﻨﺎ  ﺑﻲ ﻣﺤﺘﻮ ﻛﺮ‪ .‬ﻳﺮ »ﺗﻌﻬﺪ ﺟﺘﻤﺎﻋﻲ«   ‪,J‬ﻫﺎ‬ ‫ﮔﺮﻓﺖ  ﺟﺎﻣﻌﻪ   ﻣﻬﻢ ﺗﺮﻳﻦ ﺑﺰﻫﺎ‪ $‬ﺗﻜﺎﻣﻞ ﺧﻮ ﻣﺤﺮ‪ T‬ﺳﺎﺧﺖ  ﺣﺘﻲ ‪ ,J‬ﺑﺰﻫﺎ   ﺟﻬﺖ ﻋﻜﺲ ﺗﻜﺎﻣﻞ‬ ‫ﺟﺎﻣﻌﻪ ﺑﻜﺎ ﮔﺮﻓﺖ‪ .‬ﻳﻌﻨﻲ ﺑﻪ ﻧﺸﻤﻨﺪ ﺟﺎ<  ﻛﻪ   ﻧﺶ ﺧﻮ ﺑﻪ ﻋﻨﻮ‪ ,‬ﻳﻚ ﺑﺰ ﻗﺪ ﺑﺮ‪ $‬ﺗﺴﻠﻂ ﺑﺮ ﺟﻮﻣﻊ ﻳﮕﺮ‬ ‫ﺳﺘﻔﺎ< ﻛﻨﺪ  ﻧﮕﺮ‪ ,‬ﺟﻨﺒﻪﻫﺎ‪ $‬ﺧﻼﻗﻲ ﻗﻀﻴﻪ ﻧﺒﺎﺷﺪ  ﻧﻮﻳﺴﻨﺪ<  ﻫﻨﺮﻣﻨﺪ  ﻫﻢ ﻣﺠﺎ ﻧﺴﺖ ﺗﺎ ‪J‬ﺛﺎ‪  $‬ﻛﻪ ﻫﺮ ﭼﻪ‬ ‫ﺑﻴﺸﺘﺮ ﺑﺘﻮﻧﺪ ﻫﻮ‪W‬ﻫﺎ‪ $‬ﻟﺬ ﺧﻮ<  ﻋﺸﺮ ﻃﻠﺐ ﻗﺸﺎ ﻣﺮﻓﻪ  ﺑﻲ  ﺟﺎﻣﻌﻪ  ﺑﺮ ‪ <J‬ﻛﻨﺪ ﺑﻮﺟﻮ ‪J‬ﻧﺪ  ﻣﺠﺎﻟﺲ‬ ‫ﺷﺮﻓﻲ ﺷﺎ‪  ,‬ﻧﻖ ﺑﻴﺸﺘﺮ‪ $‬ﺑﺒﺨﺸﻨﺪ ﻳﻦ ﮔﻮﻧﻪ‪ ،‬ﺳﺘﻌﺪﻫﺎ  ﺑﻪ ﻧﺤﺮ‪ u‬ﺑﻜﺸﺎﻧﻨﺪ‪ .‬ﺣﻮ’  ﻗﺮ‪ ,‬ﺧﻴﺮ ﻫﻢ ﻧﺸﺎ‪ ,‬‬ ‫ﻛﻪﻳﻦ ﻧﺤﺮﻓﺎ ﻗﻌﻴﺖ ﻳﺎﻓﺘﻪ  ﺑﻪ ﻗﻮ‪ l‬ﭘﻴﻮﺳﺘﻪ ﺳﺖ  ﺿﻊ ﻣﺮ ﺷﺎﻫﺪ ‪ ,J‬ﺳﺖ‪ .‬ﺧﺎﻧﻢ ﺗﻪ ﻟﻪ ﻣﺘﻔﻜﺮ ﻳﻨﻲ‬ ‫ﻣﻌﺎﺻﺮ ‪J‬ﻟﻤﺎ‪  ,‬ﻛﺴﺎﻧﻲ ﺳﺖ ﻛﻪ  ﻳﻚ ﻃﺮ‪ u‬ﺟﻨﮓ ﺟﻬﺎﻧﻲ ‪  T‬ﺟﻨﺎﻳﺎ ﻏﺮﺑﻲﻫﺎ ﺑﻌﺪ  ‪  ,J‬ﺷﺎﻫﺪ ﺑﻮ<   ﻃﺮ‪u‬‬ ‫ﻳﮕﺮ ﺳﻜﻮ ﻛﻠﻴﺴﺎ  ﻣﺠﺎﻣﻊ ﻳﻨﻲ  ﻣﻲ ﻳﺪ< ﻛﻪ ﻧﮕﺎ ﺗﻔﺎﻗﻲ ﻧﻴﻔﺘﺎ<‪  ،‬ﺑﺎﻵﺧﺮ< ﺑﻪﻳﻦ ﺳﺆ ﺳﻴﺪ< ﺳﺖ ﻛﻪ‪» :‬ﻳﻦ‬ ‫ﭼﻪ ﻛﺎ‪ $‬ﺳﺖ ﻛﻪ ﺑﻤﺐ ﻣﻲ ﺳﺎﻳﻢ  ﺑﺮ ﺳﺮ ﻣﺮ‪ T‬ﻣﻲ ﻳﺰﻳﻢ  ﻳﺎ ﮔﺮﺳﻨﮕﺎ‪ ,‬ﺟﻬﺎ‪ ,‬ﺳﻮ‪  T‬ﻣﻲ ﮔﺬﻳﻢ  ﭘﺎ‪ $‬ﻳﻮ‬ ‫ﻗﺼﺮﻫﺎﻳﻤﺎ‪ ,‬ﺑﻤﻴﺮﻧﺪ  ﺑﻌﺪ ﺑﻪ ﻛﻠﻴﺴﺎ ﻣﻲﻳﻢ  ﻋﺎ ﻣﻲﺧﻮﻧﻴﻢ   ﺧﺪ ﺗﺸﻜﺮ ﻣﻲﻛﻨﻴﻢ  ﻳﻨﻤﺎ‪  ,‬ﻫﻢ ﻳﻦ »ﺣﻤﺖ ‬ ‫ﻣﺤﺒﺖ« ﻣﻲ ﻧﺎﻣﻴﻢ‪.‬ﻳﻦ ﭼﻪ ﻳﻨﻲ  ﭼﻪ ﺧﺪﻳﻲ  ﭼﻪ ﻋﺒﺎﺗﻲ ﺳﺖ ؟ ) ﺗﻪ ﻟﻪ ‪ (1990‬ﻧﺪ< ﻳﺎ ﻛﺘﺮ ﻋﻠﻲ ﺷﺮﻳﻌﺘﻲ‬ ‫ﻫﻢ ﭘﻴﺪ ﺷﺪ‪,‬ﻳﻦ ﮔﻮﻧﻪ ﺷﻌﺎﻫﺎ  ﺑﻪ ﻗﺼﺪ ﻓﺮ ﻋﺎﻟﻢ  ﻫﻨﺮﻣﻨﺪ  ﻳﺐ  ﻣﺴﺌﻮﻟﻴﺖﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ  » ﺳﺮ  ﻻ‪ n‬ﺧﻮ‬ ‫ﻓﺮ ﺑﺮ‪J «,‬ﻧﺎ‪ ,‬ﻣﻲ ﻧﺴﺖ‪ ،‬ﺗﺎ ﺧﺎ‪ ،,J  z‬ﭼﻴﺰ‪  $‬ﻧﺒﻴﻨﻨﺪ  ﻧﺸﻨﻮﻧﺪ  ﻧﻔﻬﻤﻨﺪ‪ .‬ﻗﻮ ﻫﻤﻴﻦ ﺷﺨﺼﻴﺖ‪ ،‬ﺟﻤﻠﻪ‪$‬‬ ‫ﻫﻢ  ﻧﻴﭽﻪ ﻧﻘﻞ ﺷﺪ< ﺳﺖ ﻛﻪ ﻣﻲ ﮔﻔﺖ‪ » :‬ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ  ﺷﻌﺮ ﺑﺮ‪ $‬ﺷﻌﺮ‪ ،‬ﻓﺮﻳﺒﻲ ﺳﺖ ﺑﺮ‪ $‬ﭘﻮﺷﺎﻧﺪ‪ » ,‬ﻧﻌﺶ«‬ ‫ﺑﻮ‪ ,‬ﻫﻨﺮﻣﻨﺪ  ﻧﺸﻤﻨﺪ‪J  ،‬ﺑﺮﻣﻨﺪﻧﻪ ﺟﻠﻮ< ‪ ,‬ﮔﺮﻳﺰ‪  I‬ﺗﻌﻬﺪ  ﻣﺴﺌﻮﻟﻴﺖ ﺟﺘﻤﺎﻋﻲ« ) ﺷﺮﻳﻌﺘﻲ‪ ،‬ﻣﺠﻤﻮﻋﻪ ‪J‬ﺛﺎ(‪ .‬ﻣﺎ‬ ‫ﻋﺠﻴﺐ ﺗﺮ  ﺗﺎﺳﻒ ﺑﺮ ﻧﮕﻴﺰﺗﺮ  ﺿﻌﻴﺖ ﻓﻮ‪  p‬ﺑﻴﻦ ﭘﺎﻳﻴﺎ‪,‬ﻳﻦ ﺳﺖ ﻛﻪ ﻣﺜﻞﻳﻦ ﻛﻪ ﻣﺎ ﺧﻮﻣﺎ‪ ,‬ﻧﺴﺘﻪ ﻳﺎ ﻧﺪﻧﺴﺘﻪ‬ ‫ ﻗﺮ‪,‬ﻫﺎ ﻗﺒﻞ  ﭘﺎﻳﻴﺎ‪  ,‬ﻣﺮ ﻫﻢ ﺑﻪ ﺻﻮﺗﻲ ﻳﮕﺮ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ ﺳﺘﻮ ﻛﻨﺖ ﻛﻪ ﻣﻮ ﻋﺘﺮˆ  ﻧﺘﻘﺎ ﻣﺎﺳﺖ‪ ،‬ﻋﻤﻞ‬ ‫ﻛﺮ<ﻳﻢ  ﻣﻲ ﻛﻨﻴﻢ   ‪ ,J‬ﺑﻪ ﻓﺮ‪ t‬ﻫﻢ ﭼﺎ ﮔﺸﺘﻪﻳﻢ‪ .‬ﻳﻌﻨﻲ ﺑﻪ ﭘﻴﺮ‪  $‬ﻃﺮ} ‪ – $‬ﻋﻠﻢ ﺑﺮ‪ $‬ﻋﻠﻢ‪ ،‬ﺟﺪﺳﺎ‪ $‬ﻋﻠﻢ‬ ‫ ﺧﻼ‪  p‬ﻧﺴﺎ‪ – ,‬ﻣﺎ ﻫﻢ ﻃﺮ} »ﻳﻦ ﺑﺮ‪ $‬ﻳﻦ«  »ﺧﻼ‪ p‬ﺑﺮ‪ $‬ﺧﻼ‪  «p‬ﺳﺎﺧﺘﻪ  ﭘﺮﺧﺘﻪﻳﻢ ﻳﻦ ﮔﻮﻧﻪ ﺑﺎﻋﺚ‬ ‫ﺟﺪﻳﻲ ﺑﻴﻦ ﻳﻦ  ﺧﻼ‪ p‬ﺑﺎ ﻧﺪﮔﻲ  ﺑﻪ ﻋﺒﺎ ﻗﻴﻖ ﺗﺮ‪ ،‬ﺑﺎﻋﺚ ﺟﺪﻳﻲ ﺑﻴﻦ ﺧﻮ ﻳﻦ ﺑﺎ ﺧﻼ‪ p‬ﺷﺪ<ﻳﻢ‪ .‬ﻳﻌﻨﻲ ﻳﻦ ‬ ‫ﻣﺴﺌﻠﻪ‪s $‬ﻫﻨﻲ – ﻧﻲ ﭘﻨﺪﺷﺘﻪ   ﺣﺎﻟﺖ ‪s‬ﻫﻨﻴﺖ ﻣﺤﺒﻮﺳﺶ ﻧﮕﺎ< ﺷﺘﻪﻳﻢ  ‪   ,J‬ﻧﺪﮔﻲ  ﺟﺎﻣﻌﻪ ﻧﻜﺮ<ﻳﻢ‬ ‫) ﻳﻦ ﻓﺎﻗﺪ ﺧﻼ‪ (! p‬ﻳﻦ ﻫﻤﺎ‪ ,‬ﭼﻴﺰ‪ $‬ﺳﺖ ﻛﻪ ﻛﻨﺖ ﻣﻲ ﺧﻮﺳﺖ‪ ) :‬ﻳﻦ ﺑﺮ‪ $‬ﻳﻦ(‪  .‬ﻧﺘﻴﺠﻪ‪  ،‬ﺣﺎﻟﺖ ﭘﻴﺶ ‪J‬ﻣﺪ‬ ‫ﻛﻪ ﻫﺮ   ﻧﺤﺮ‪ u‬ﻗﻠﺐ ﻳﻦ ﺧﺒﺮ ﻣﻲ ﻫﻨﺪ‪ -1 .‬ﻳﺎ ﻳﻦ  ﻳﺮﻫﺎ  ﺻﻮﻣﻌﻪﻫﺎ  ﻛﻴﻨﻪﻫﺎ  ﻣﻌﺎﺑﺪ  ﻣﻘﺎﺑﺮ  ﻣﺴﺎﺟﺪ‬ ‫ﻧﺪﻧﻲ ﺷﺪ  ﺑﻪ   ﻳﻮ  ﺷﻴﺸﻪ  ﭘﺎﭼﻪ  ﮔﻨﺒﺪ  ﮔﻠﺪﺳﺘﻪ ﻧﻘﺶ ﺑﺴﺖ  ﺑﺰ ﺗﺰﻳﻴﻦ  ﺗﻔﺮﻳﺢ ﮔﺮﻳﺪ  ﺷﺎﻫﺪ‪I‬ﻳﻦ‬ ‫ﻧﮓﻫﺎ ﻧﻘﺶﻫﺎ  ﭼﻬﺮ<ﻫﺎ ﻛﺘﻴﺒﻪﻫﺎ  ﻣﺠﺴﻤﻪ  ﻛﻮﻫﺎ ﺳﺖ ﻛﻪ ﻣﺎﻛﻦ ﻣﺬﻫﺒﻲ ﺷﺮ‪  p‬ﻏﺮ‪  Z‬ﭘﺮﻛﺮ< ﺳﺖ‪ ،‬ﻟﻲ‬ ‫ﻣﺮ< ﺑﻲ }  ﺑﻲ ﺛﺮ‪  .‬ﻳﻨﺪ ﻫﻢ ﺑﻪ ﮔﻮﺷﻪ‪ $‬ﺧﺰﻳﺪ  ﻣﺜﻞ ﻫﻤﺎ‪ ,‬ﻧﺸﻤﻨﺪ ﻫﻨﺮﻣﻨﺪ‪ ،‬ﺳﺮ ﻻ‪ n‬ﺧﻮ ﻓﺮ ﺑﺮ ﺗﺎ‬ ‫ ﻧﻬﺎﻳﺖ ﺑﻪ ﺗﺼﻮﻳﺮ‪  $‬ﻣﺠﺴﻤﻪ‪ $‬ﺗﺒﺪﻳﻞ ﺷﻮ – ﻳﻌﻨﻲ ﻫﻤﺎ‪ ,‬ﺷﻮ ﻛﻪ ﺑﻮ ! ﻳﻦ ﻫﻤﺎ‪ ,‬ﻳﻦ ﺑﻲ ﺧﺎﺻﻴﺖ ﺳﺖ ﻛﻪ‬ ‫ﻏﺮﺑﻲﻫﺎ ﻣﻲﺧﻮﺳﺘﻨﺪ  ﻣﻲﺧﻮﻫﻨﺪ‪ :‬ﻳﻦ ﺑﺮ‪ $‬ﻫﻴﭻ ! ﺑﺎﺑﺎﻛﻮﻫﻲ ﺷﻴﺮ  ﻣﺮﺗﺎˆ ﻫﻨﺪ‪  $‬ﻳﺶ ﺧﺎﻧﻘﺎﻫﻲ  ﺻﻮﻣﻌﻪ‬

‫‪»2‬ﻋﻠﻢ ﺑﺮ= ﻋﻠﻢ« ﺗﺎ »‪/‬ﻳﻦ ﺑﺮ= ‪/‬ﻳﻦ« ﭘﻮ‪2‬ﻳﺘﻴﻮﻳﺴﻢ ﭼﻪ ﻣﻲ ﮔﻮﻳﺪ؟‬

‫ﻧﺸﻴﻦ ﻣﺴﻴﺤﻲ  ﻏﺎﻧﺸﻴﻦ ﺑﻮﻳﻲ ﻳﻦ ﮔﺮ< ﻧﺪ )‪.(1‬‬ ‫‪ 2‬ﻳﺎ ﻳﻦ ‪J‬ﻟﺖ ﺗﻈﺎﻫﺮ ﺗﻔﺎﺧﺮ ﺗﻜﺒﺮ ﺷﺪ  ﻳﻨﺪ‪ ،‬ﻳﺎﻛﺎﻧﻪ ﺑﻪ ﻣﻴﺎ‪ ,‬ﻣﺮ‪J T‬ﻣﺪ ﺗﺎ ﺧﻮ  ﺗﺎﻓﺘﻪ ﺟﺪ ﺑﺎﻓﺘﻪ ﻧﺸﺎ‪ ,‬ﻫﺪ‬‫ ﻃﻠﺒﻜﺎﻧﻪ‪ ،‬ﻣﺘﻴﺎﺗﻲ ﺑﺮ‪ $‬ﺧﻮ ﺑﺘﺮﺷﺪ  ﺑﻪﻳﻦ ﺑﻬﺎﻧﻪ‪  ،‬ﻣﺮ‪ T‬ﻃﺎﻋﺖ  ﺗﺴﻠﻴﻢ ﺑﺨﻮﻫﺪ  ﻣﺼﺪ‪ p‬ﺑﻴﻤﺎ‪ $‬ﺧﻮﺧﻮﻫﻲ‬ ‫ ﺧﻮﭘﺮﺳﺘﻲ  ﺧﻮﺑﺰگ ﺑﻴﻨﻲ ﺷﻮ‪.‬ﻳﻦ ﺟﺎ ﻳﮕﺮ ﭘﻴﺪﺳﺖ ﻛﻪ  ﻫﻤﺎ‪ ,‬ﺷﻌﺎ ﻳﻦ ﺑﺮ‪ $‬ﻳﻦ ﻫﻢ – ﻛﻪ ﺑﺎﻻﺧﺮ< ﺑﺎ‪$‬‬ ‫ﺑﻮ – ﭼﻴﺰ‪ $‬ﺑﺎﻗﻲ ﻧﻤﺎﻧﺪ<  ﺗﺒﺪﻳﻞ ﺑﻪ ﻳﻨﻲ ﺷﺪ< ﺳﺖ ﻛﻪ ﻣﻦ ‪»  ,J‬ﻳﻦ ﺑﺮ‪ $‬ﺧﻮ« ﻧﺎﻣﻴﺪ< ‪ .(2) T‬ﻳﻨﻲ ﻛﻪ ﺑﺲ‬ ‫ﺧﻄﺮﻧﺎ‪ n‬ﺗﺮ  ﺣﺎﻟﺖ ﻗﺒﻞ ﺳﺖ  ﻣﺎ ﻃﻮ ﻳﻨﺪ‪ $‬ﺧﻮﻣﺎ‪ ,J ،,‬ﭼﻪ ﻛﻪ  ‪ ,J‬ﺣﺎﻟﺖ ﺿﺮﺑﻪ ﺧﻮ<ﻳﻢ‪ ،‬ﺻﺪ ﺑﺮﺑﺮ ‪,J‬‬ ‫ ﻳﻦ ﺣﺎﻟﺖ ﻳﺪ<ﻳﻢ‪ .‬ﻳﺮﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﻫﻤﺎ‪ ,‬ﺳﺖ ﻛﻪ ﻣﺪﻋﻲ ‪ I‬ﺑﻪ ﺑﺎ ﭘﻴﻮﺳﺘﻪ‪ ،‬ﺧﻮ  ﻳﻦ   ﺧﺘﻴﺎ ﺻﺎﺣﺒﺎ‪,‬‬ ‫   ﻗﺮ <  ﺑﺎﺗﻠﻔﻴﻖ ﻗﺪ ‪J‬ﺳﻤﺎﻧﻲ  ﻣﻴﻨﻲ‪ ،‬ﺑﺪﺗﺮﻳﻦ ﺳﻮء ﺳﺘﻔﺎ<  ﻫﺮ  ﻗﺪ  ﺑﺎﻋﺚ ﺷﺪ< ﺳﺖ‪ :‬ﺗﻐﻴﻴﺮ‬ ‫ ﺗﺤﺮﻳﻔﺎ   ﻣﺘﻮ‪ ,‬ﻳﻨﻲ ﺑﻮﺟﻮ ‪  <J‬ﺑﺎ ﻣﻦ ‪ ,‬ﺑﻪ ﺧﺘﻼﻓﺎ ﻛﻮﭼﻚ‪ ،‬ﭼﻬﺮ< ﻳﻦ  ﺗﺎﻳﻚ ﭼﻬﺮ< ﺗﺎﻳﺦ ‬ ‫ﺧﻮﻧﻴﻦ ﻛﺮ< ﺳﺖ‪ .‬ﺗﻨﺴﺮ ﺳﺎﺳﺎﻧﻲ‪ ،‬ﺷﺮﻳﺢ ﻗﺎﺿﻲ  ﭘﺎپ ﻣﺎ‪ ,‬ﻛﺮﻳﺴﺘﻒ ﻛﻠﻤﺐ ﻳﻦ ﮔﺮ< ﻧﺪ‪(3) .‬‬ ‫ﻣﻲ ﻧﻴﻢ ﻛﻪ ﺗﺼﻮ‪ u‬ﺧﺎﻧﻘﺎ< ﻳﺸﻪ ‪ I‬ﺑﻪ ﺧﺘﻼ‪ u‬ﺧﻠﻲ ﻫﻤﻴﻦ ﮔﺮ< ﺑﺎﻣﻲ ﮔﺮ‪ .‬ﺧﺎﻧﻘﺎﻫﻴﺎ‪  ,‬ﻋﺰﻟﺖ ﻧﺸﻴﻨﺎ‪,‬‬ ‫‪,J‬ﻫﺎﻳﻲ ﻧﺪ ﻛﻪ ﺑﻪ ﻗﺼﺪ ﺣﻔﻆ ﻳﻦ  ﻧﺤﺮﻓﺎ ﻧﻴﺎﻳﻲ ﮔﺮ< ﺑﺮ ﺳﺮﻗﺪ‪,J  ،‬ﻫﺎ ﺟﺪ ﺷﺪ<  ﺑﻪ ﻣﻴﺎ‪ ,‬ﻣﺮ‪J T‬ﻣﺪﻧﺪ ‬ ‫ ﻣﻘﺎﺑﻞ ﺟﺒﻬﻪ »ﻟﺘﻲ«‪ ،‬ﺟﺒﻬﻪ »ﻣﺮﻣﻲ«  ﺗﻘﻮﻳﺖ ﻛﺮﻧﺪ  ‪J‬ﻣﻮ<ﻫﺎﻳﺸﺎ‪ ,‬ﻛ ً‬ ‫ﻼ ﺿﺪ ﺧﻮﺧﻮﻫﻲﻫﺎ ﺧﻮﭘﺮﺳﺘﻲﻫﺎ ‬ ‫ﺧﻮﺑﺰگ ﺑﻴﻨﻲﻫﺎ  ﻣﺮ‪ T‬ﻓﺮﻳﺒﻲﻫﺎ‪ $‬ﻳﺞ ﺑﻴﻦ ﮔﺮ< ﻣﻘﺎﺑﻞ ﺑﻮ< ﺳﺖ  ﻣﻲ ﺑﻴﻨﻴﻢ ﻛﻪ ‪J‬ﺛﺎ ﺷﻌﺮ‪ $‬ﺑﺰگ ﻋﺎ‪ u‬ﻣﺴﻠﻚ‬ ‫ﻣﺎ  <ﻫﺎ‪ z $‬ﻓﺴﺎ ﻫﻤﺎ‪ ,‬ﮔﺮ< ﺑﺴﺘﮕﺎ‪ ,‬ﺑﻪ ﻗﺪ‪ ،‬ﭘﺮ  ﺑﻴﺎ‪ ,‬ﻛﻮﺑﻴﺪ‪  ,‬ﺳﻮ ﻛﺮ‪,J ,‬ﻫﺎﺳﺖ‪ ,J ،‬ﻫﻢ ﺑﺎ‬

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‫ﻣﻘﺎﻻ‬

‫ﺳﺘﻔﺎ<  ﻋﻨﺎﻳﻨﻲ  ﺻﻄﻼﺣﺎﺗﻲ  ﺑﺰﻫﺎﻳﻲ ﺳﻤﺒﻠﻴﻚ ﻣﺜﻞ ﻋﺸﻖ  ﻣﻲ  ﻣﺴﺘﻲ  ﺧﻮﻓﺮﻣﻮﺷﻲ ﺑﺮ‪ $‬ﻧﺸﺎ‪, ,‬‬ ‫ﻧﻴﺎﮔﺮﻳﺰ‪  $‬ﻗﺪ ﺳﺘﻴﺰ‪ $‬ﻛﻪ ﺳﺖ ﻧﻘﻄﻪ ﻣﻘﺎﺑﻞ ﺣﺎﻟﺖﻫﺎ‪ $‬ﮔﺮ< ﻣﻘﺎﺑﻞ ﺑﻮ< ﺳﺖ ﻳﻦ ﻧﺸﺎ‪ ,‬ﻣﻲ ﻫﺪ ﻛﻪ ﭘﺪﻳﺪ<‬ ‫ﺗﺼﻮ‪  u‬ﺧﺎﻧﻘﺎ<  ﻧﻈﺮ ﺟﺘﻤﺎﻋﻲ ﺑﻲ ﻟﻴﻞ ﺑﻮﺟﻮ ﻧﻴﺎﻣﺪ<  ﻳﺸﺔ ﻣﺮﻣﻲ ﺷﺘﻪ ﺳﺖ‪.‬ﻳﻦ ﺑﺰﮔﺎ‪ ,‬ﺑﺎﺑﻜﺎﮔﻴﺮ‪$‬ﻳﻦ ﺑﺰﻫﺎ‬ ‫ﻧﻤﻲ ﺧﻮﺳﺘﻪ ﻧﺪ ‪,J‬ﻫﺎ  ﺗﺄﺋﻴﺪ ﻛﻨﻨﺪ‪ ،‬ﺑﻠﻜﻪ ﻣﻲ ﺧﻮﺳﺘﻪ ﻧﺪ ﺑﮕﻮﻳﻨﺪ ﮔﻨﺎ< ﺑﺎ< ﭘﺮﺳﺘﻲ  ﻣﻲ ﺧﻮﮔﻲ ﺑﺴﻴﺎ ﻛﻮﭼﻚ ﺗﺮ ‬ ‫ﮔﻨﺎ< ‪  p‬ﻳﺎ  ﻓﺮﻳﺐ ﺗﻈﺎﻫﺮ ﺳﺖ‪ ،‬ﻧﻪﻳﻦ ﻛﻪ ﺧﻮ‪ ،‬ﻗﻌ ًﺎ ﺑﺎ< ﭘﺮﺳﺖ  ﻣﻴﺨﻮ< ﺑﺎﺷﻨﺪ‪ .‬ﺳﻤﺒﻠﻴﻚ ﮔﻔﺘﻦ  ﻧﻮﺷﺘﻦ ﺑﻪ‬ ‫ﻃﻮ‪ $‬ﻛﻪ ﻟﻐﺎ  ﺟﻤﻼ‪ ،‬ﻣﻌﺎﻧﻲ ﭘﻨﻬﺎ‪ ,‬ﻳﮕﺮ‪ $‬ﻫﻢ ﺷﺘﻪ ﺑﺎﺷﻨﺪ  ﻫﻞ ﻓﻦ ‪,J‬ﻫﺎ  ﻳﺎﺑﻨﺪ‪ ،‬ﺧﻮ ﻳﻚ ﻣﻜﺘﺐ ﺑﻲ‬ ‫– ﺟﺘﻤﺎﻋﻲ ﺳﺖ ﻛﻪ  <ﻫﺎ‪ $‬ﺧﺎﺻﻲ ﭘﻴﺪ ﻣﻲ ﺷﻮ ﻧﻮﻋﻲ ﻣﺒﺎ< ﻋﻠﻴﻪ ﻣﺴﺎﺋﻞ ﭘﻴﭽﻴﺪ< ﻧﺤﺮﻓﻲ ﺟﺘﻤﺎﻋﻲ ﻳﺎ‬ ‫ﻧﺤﺮﻓﺎ ﺻﺎﺣﺒﺎ‪ ,‬ﻗﺪ ﺳﺖ ﻛﻪ ﻣﺴﺘﻘﻴﻤ ًﺎ ﻧﻤﻲ ﺷﺪ ‪,J‬ﻫﺎ  ﻣﻄﺮ} ﻛﺮ )‪.(4‬‬ ‫ﻛﻨﻮ‪ ,‬ﺑﺠﺎﺳﺖ ﻛﻪ ﺑﻪ ﭼﻨﺪ ﻧﻤﻮﻧﻪ  ﺑﻴﺎ‪ ,‬ﺳﻤﺒﻠﻴﻚ  ﺷﻌﺎ ﻋﺮﻓﺎﻧﻲ ﺧﻮﻣﺎ‪  ,‬ﻳﻮ‪ ,‬ﻟﺴﺎ‪ ,‬ﻟﻐﻴﺐ ﺣﺎﻓﻆ ﺗﻮﺟﻪ‬ ‫ﻛﻨﻴﻢ‪:‬‬ ‫ﺧﻮ  »ﺑﺰگ ﻳﺪ‪ «,‬ﺷﺮ‪ Z t‬ﻧﺒﺎﺷــﺪ‬ ‫ ﻣﺤﻔﻠﻲ ﻛﻪ ﺧﻮﺷﻴﺪ ﻧﺪ ﺷــﻤﺎ ‪ <s‬ﺳــﺖ‬ ‫ﻛﻪ ﺗﺎ ﺧﺮ‪ Z‬ﻛﻨﻢ ﻧﻘﺶ »ﺧﻮ ﭘﺮﺳﺘﻴــﺪ‪«,‬‬ ‫ﺑﻪ »ﻣﻲ ﭘﺮﺳﺘﻲ«  ‪ ,J‬ﻧﻘﺶ ﺧـﻮ ‪ T‬ﺑﺮ ‪ZJ‬‬ ‫ﻛﻪ  ﺧﺎﻧﻪ »ﺗﺰﻳـﺮ  ﻳــﺎ« ﺑﮕﺸــﺎﻳﻨﺪ‬ ‫ ﻣﻴﺨـﺎﻧﻪ ﺑﺒﺴـــﺘﻨﺪ ﺧﺪﻳــــــﺎ ﻣﭙﺴـــــﻨﺪ‬ ‫ ﻗــﻮ‪  $‬ﻛﻪ  ﺑﻬﺮ ﺧﺪ ﺑﮕﺸـــــﺎﻳﻨﺪ‬ ‫ﮔﺮ  ﺑﻬـﺮ  ﻫـﺪ »ﺧﻮﺑﻴﻦ« ﺑﺴـﺘﻨـــﺪ‬ ‫»ﻧﺎ‪ ,‬ﺣﻼ« ﺷﻴــﺦ  »‪ ZJ‬ﺣﺮ‪ «T‬ﻣﺎ‬ ‫ﺗﺮﺳﻢ ﻛﻪ ﺻﺮﻓﻪ‪ $‬ﻧﺒـــﺮ  ﺑﺎﺧﻮﺳـﺖ‬ ‫ﻣﻨﺎﺑﻊ‪:‬‬

‫‪ - 1‬ﺗﻨﻬﺎﻳﻲ –ﻛﺘﺮ ﺣﺴﻴﻦ ﺑﻮﻟﺤﺴﻦ‪J :‬ﻣﺪ‪ $‬ﺑﺮ ﻧﻈﺮﻳﻪﻫﺎ‪ $‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪ ،‬ﻧﺸﺮ ﺧﺮﻣﻨﺪ ‪92 c 1372‬‬ ‫‪ - 2‬ﺧﺮﻣﺸﺎﻫﻲ‪ ،‬ﺑﻬﺎءﻟﺪﻳﻦ‪ :‬ﭘﻮﻳﺘﻴﻮﻳﺴﻢ ﻣﻨﻄﻘﻲ‪ ،‬ﻣﺮﻛﺰ ﻧﺘﺸﺎ ﻋﻠﻤﻲ  ﻓﺮﻫﻨﮕﻲ ‪ ،1361‬ﺻﺺ ‪120  107‬‬ ‫‪ - 3‬ﻟّﻪ‪ ،‬ﺗﻪ‪ :‬ﺑﻴﻮﮔﺮﻓﻲ‪ .‬ﻣﺠﻠﻪ ‪J‬ﻟﻤﺎﻧﻲ ﻛﻮﻟﺘﻮﻛﺮﻧﻴﻚ ‪ .1990‬ﺗﺮﺟﻤﻪ  ﻋﻠﻲ ﻧﺪﻳﺸﻪ‪ :‬ﻳﻦ‪ ،‬ﺳﻴﺎﺳﺖ  ﻟﻬﻴﺎ‬ ‫ﻫﺎﻳﻲ ﺑﺨﺶ‪ ،‬ﻣﺠﻠﻪ ﺣﻘﻮ‪ p‬ﻧﺎ‪ ,‬ﺷﻤﺎ< ‪ 25‬ﺳﺎ ‪1384‬‬ ‫‪ - 4‬ﺷﺮﻳﻌﺘﻲ‪ ،‬ﻛﺘﺮ ﻋﻠﻲ‪ :‬ﺷﻴﻌﻪ ) ﻣﺠﻤﻮﻋﻪ ‪J‬ﺛﺎ ﺷﻤﺎ< ‪231 c (7‬‬ ‫‪ - 5‬ﻗﻨﺎ‪ ,‬ﻫﻤﻜﺎ‪ :,‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ) ﻣﻔﺎﻫﻴﻢ ﻛﻠﻴﺪ‪ ،($‬ﻧﺘﺸﺎ ‪ $J‬ﻧﻮ ‪36c 1375‬‬

‫ﭘﻲ ﻧﻮﺷﺖﻫﺎ‪:‬‬

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‫‪ - 1‬ﻋﻼﻣﺖ ﻳﮕﺮ ﻳﻦ ﺑﺮ‪ $‬ﻳﻦﻳﻦ ﺳﺖ ﻛﻪ ﻣﺜ ً‬ ‫ﻼ ﻓﺮ ﻣﺬﻫﺒﻲ‬ ‫ﻣﻘﺪ‪ W‬ﻣﺂ‪  Z‬ﺣ ّﻤﺎ‪T‬ﻫﺎ‪ $‬ﻋﻤﻮﻣﻲ ﻛﻪ ﺧﺰﻳﻨﻪ ﺷﺖ  ‪< $‬ﻫﺎ ﻧﻔﺮ‬ ‫ﺧﻮﺷﺎ‪ ,J   ,‬ﻣﻲ ﺷﺴﺘﻨﺪ‪ ،‬ﻫﻨﮕﺎ‪  T‬ﺑﻪ ﺧﺰﻳﻨﻪ ﺑﺎ ﻋﺎ  ﺻﻠﻮ‪،‬‬ ‫ﺑﺘﺪ  ‪ ZJ‬ﻛﺜﻴﻒ ﻣﺸﺘﻲ ﻣﻲ ﺧﻮ  ﻗﺘﻲ ﺑﻪ ﮔﻔﺘﻪ ﻣﻲ ﺷﺪ ﻛﻪ ‪ZJ‬‬ ‫ﺑﺮ‪ $‬ﺧﻮ‪ ,‬ﻧﻴﺴﺖ ﺿﺮ ‪ ،‬ﻣﻲ ﮔﻔﺖ ﺳﺘﻮ ﻳﻦ ﺳﺖ ﻣﻦ ﺑﻪ‬ ‫ﺳﺘﻮ ﻳﻦ ﻋﻤﻞ ﻣﻲﻛﻨﻢ‪ ،‬ﻏﺎﻓﻞ ﻳﻦ ﻛﻪ ﻳﻦ ﮔﻔﺘﻪ ﺳﺖ  ‪J‬ﺑﻲ‬ ‫ﺧﻮﺗﺎ‪  ,‬ﺑﺸﻮﻳﻴﺪ ﻛﻪ ﺑﻪ ﻧﺪ< ‪ ZJ‬ﺧﻮ‪ ,‬ﺗﻤﻴﺰ ﺑﺎﺷﺪ !‬ ‫‪ - 2‬ﻏﻴﺮ ﻳﻦ ﺣﺎﻟﺖ ﺑﺮ‪ $‬ﻳﻦ‪ ،‬ﻣﻦ ﺣﺎﻟﺖ ﻳﮕﺮ ﻫﻢ ﺗﺸﺨﻴﺺ‬ ‫< ‪ T‬ﻛﻪ ﺑﺎﻳﺪ ‪,J $‬ﻫﺎ ﻛﺎ ﺷﻮ‪ :‬ﻳﻦ ﺑﺮ‪ $‬ﺧﺪ  ﻳﻦ ﺑﺮ‪ $‬ﻣﺮ‪T‬‬ ‫ﻛﻪ ﻣﺴﻠﻤ ًﺎ ﺑﺎﻫﻢ ﻓﺮ‪ p‬ﺧﻮﻫﻨﺪ ﺷﺖ‪.‬‬ ‫‪ - 3‬ﺗﻨﺴﺮ ﺳﺎﺳﺎﻧﻲ‪ ،‬ﻧﻮﻳﺴﻨﺪ< ﻗﺎﻧﻮ‪ ,‬ﺳﺎﺳﻲ ﺣﻜﻮﻣﺖ ﺳﺎﺳﺎﻧﻴﺎ‪،,‬‬ ‫ﻋﺎﻣﻞ ﻃﺒﻘﺎﺗﻲ ﻛﺮ‪ ,‬ﺟﺎﻣﻌﻪ ﺣﻜﻮﻣﺖ ﺣﺎﻧﻴﻮ‪ ,‬ﻳﻦ ﺗﺸﺖ ﺑﺮ‬

‫ﻧﻬﺎﻫﺎ‪ $‬ﺟﺘﻤﺎﻋﻲ ﻛﻪ ﻗﻴﺎ‪ T‬ﻣﺎﻧﻲ  ﻣﻲ ﺗﻮ‪ ,‬ﻋﻠﻴﻪ ‪ ,J‬ﺿﻌﻴﺖ ﻧﺴﺖ‪.‬‬ ‫ﺷﺮﻳﺢ ﻗﺎﺿﻲ ﻫﻤﺎ‪ ,‬ﺳﺖ ﻛﻪ  ﻣﺎ‪ ,‬ﻳﺰﻳﺪ‪ ،‬ﻓﺘﻮ‪ $‬ﺟﻮ‪ Z‬ﻗﺘﻞ ﻣﺎ‪T‬‬ ‫ﺣﺴﻴﻦ )‪  (l‬ﺻﺎ ﻛﺮ‪ .‬ﭘﺎپ ﻣﺎ‪ ,‬ﻛﺮﻳﺴﺘﻒ ﻛﻠﻤﺐ ﺑﻪ  ﻧﻮﺷﺖ ﻛﻪ‬ ‫ﺑﻮﻣﻲﻫﺎ‪J $‬ﻣﺮﻳﻜﺎ ﻣﻮﺟﻮﺗﻲ ﺑﻴﻦ ﻧﺴﺎ‪  ,‬ﺣﻴﻮ‪ ,‬ﻧﺪ ﻛﺸﺘﻦ ‪,J‬ﻫﺎ‬ ‫ﺷﻜﺎﻟﻲ ﻧﺪ‪.‬‬ ‫‪ - 4‬ﻣﻜﺘﺐ ﺳﻤﺒﻮﻟﻴﺴﻢ ﻃﺒﻖ ﻣﻨﺪﺟﺎ ﻳﺮ< ﻟﻤﻌﺎ‪u‬ﻫﺎ ﺣﺪ‬ ‫‪ 100‬ﺳﺎ ﭘﻴﺶ  ﺑﻴﺎ ﻏﺮ‪ Z‬ﭘﻴﺪ ﺷﺪ ﻟﻲ ﻣﻲ ﺑﻴﻨﻴﻢ ﻛﻪ ﺗﺎﻳﺦ‬ ‫ﺑﻴﺎ‪,‬ﻫﺎ‪ $‬ﻣﺰ‪  $‬ﻛﻨﺎﻳﻪ   ﺷﺮ‪  p‬ﻳﺮ‪ ,‬ﺑﻪ ﻫﺰ ﺳﺎ ﭘﻴﺶ ‬ ‫ﺑﻴﺸﺘﺮ ﻣﻲ ﺳﺪ ﺗﺼﻮ‪ u‬ﺧﺎﻧﻘﺎ< ﻛﻪ ﺑﻴﺎ‪ ,‬ﻣﻨﺪ  ﻣﺰ ﻏﺎﻟﺒ ًﺎ  ‪J‬ﻧﺠﺎ‬ ‫ﺑﺮﺧﺎﺳﺘﻪ ﺳﺖ‪ ،‬ﺳﺎﺑﻘﻪ  ﻫﺰ ﺳﺎﻟﻪ ‪.‬‬

‫ﻣﻌﺮﻓﻲ ﮔﺰﻳﺪ= ‪ 2‬ﻣﻨﺎﺑﻊ ﺣﻮ‪2‬ﻫﺎ= ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‬

‫ﻧﻮﺑﺮ ﻓﻮﮔﻦ‪ ،‬ﻫﺎﻧﺲ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺤﻤﻮ ﻣﺒﺪ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫ﺷﻬﺮ ﻛﺘﺎ‪ ،Z‬ﻫﺮﻣﺲ‪1385 ،‬‬ ‫ﺷﺠﺎﻋﻴﺎ‪ ،,‬ﺿﺎ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ ﻣﺘﻔﻜﺮ‪ a‬ﺧﺠﺎﻟﺘﻰ  ﺳﺮﺳﺨﺖ‪ ،‬ﻋﺘﻤﺎ‪،‬‬ ‫‪ 10‬ﻳﺒﻬﺸﺖ ‪.1385‬‬ ‫ﻓﻮﮔﻦ‪،‬ﻫﺎﻧﺲﻧﻮﺑﺮ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺤﻤﻮ ﻣﺒﺪ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫ﻫﺮﻣﺲ‬ ‫ﭘﺎﻛﻴﻦ‪ ،‬ﻓﺮﻧﻚ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﺷﻬﻨﺎ ﻣﺴﻤﻰﭘﺮﺳﺖ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫ﻗﻘﻨﻮ‪ ،W‬ﺑﻰ ﺗﺎ‬ ‫ﺑﻨﺪﻳﻜﺲ‪ ،‬ﻳﻨﻬﺎ‪ ،‬ﺳﻴﻤﺎ‪ a‬ﻓﻜﺮ‪ a‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺤﻤﻮ‬ ‫ﻣﺒﺪ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻫﺮﻣﺲ‪1382,‬‬ ‫ﺷﻴﺨﺎﻧﺪ‪ ، ،a‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺗﺠﺪ ﻣﺎﻛﺲ ﺑﺮ )ﺟﺎﻳﻰ ‬ ‫ﺟﻬﺎ‪ ،(,‬ﺗﻬﺮ‪ ،,‬ﻗﻄﺮ<‪ ،‬ﺑﻰ ﺗﺎ‬ ‫ﻛﻮ‪ ،‬ﻟﻴﻮﺋﻴﺲ‪ ،‬ﻧﺪﮔﻰ  ﻧﺪﻳﺸﻪ ﺑﺰﮔﺎ‪ ,‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﻣﺤﺴﻦ ﺛﻼﺛﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻧﺘﺸﺎ ﻋﻠﻤﻰ‪1373 ،‬‬ ‫‪ ،,J‬ﻳﻤﻮ‪ ،,‬ﻣﺮﺣﻞ ﺳﺎﺳﻰ ﺳﻴﺮ ﻧﺪﻳﺸﻪ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪،‬‬ ‫ﺗﺮﺟﻤﻪ ﺑﺎﻗﺮ ﭘﺮﻫﺎ‪ ،T‬ﺗﻬﺮ‪ ،,‬ﺷﺮﻛﺖ ﻧﺘﺸﺎ ﻋﻠﻤﻰ  ﻓﺮﻫﻨﮕﻰ‪1377 ،‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﻳﻦ‪ ،‬ﻗﺪ‪ ،‬ﺟﺎﻣﻌﻪ‪ ،‬ﺗﺮﺟﻤﻪ ﺣﻤﺪ ﺗﺪﻳﻦ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺷﻬﺮ‬ ‫ﻛﺘﺎ‪ ،Z‬ﻫﺮﻣﺲ ‪1382 ،‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﻧﺸﻤﻨﺪ  ﺳﻴﺎﺳﺘﻤﺪ‪ ،‬ﺑﺎ ﻣﻘﺪﻣﻪ‪  a‬ﻳﻤﻮ‪،,J ,‬‬ ‫ﺗﺮﺟﻤﻪ ﺣﻤﺪ ﻧﻘﻴﺐ<‪] ،‬ﺗﻬﺮ‪ ،[,‬ﻧﺸﮕﺎ< ﺗﻬﺮ‪ ،,‬ﻣﻮﺳﺴﻪ ﻧﺘﺸﺎ‬ ‫ ﭼﺎپ ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﻗﺘﺼﺎ  ﺟﺎﻣﻌﻪ‪ :‬ﻣﻔﺎﻫﻴﻢ ﺳﺎﺳﻰ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ‪،‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻗﺘﺼﺎ‪ ،a‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺳﻴﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ ﻋﺒﺎ‪W‬‬ ‫ﻣﻨﻮﭼﻬﺮ‪ ،a‬ﻣﻬﺮ ﺗﺮﺑﻰﻧﮋ  ﻣﺼﻄﻔﻰ ﻋﻤﺎ<‪ ،‬ﺗﻬﺮ‪ ،,‬ﻣﻮﻟﻰ‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﺧﻼ‪ p‬ﭘﺮﺗﺴﺘﺎ‪ }  ,‬ﺳﺮﻣﺎﻳﻪ‪ ،a‬ﻣﺘﺮﺟﻢ‬ ‫ﻧﮕﻠﻴﺴﻰ ﺗﺎﻟﻜﻮ ﭘﺎﺳﺘﺮ‪ ،‬ﺑﺎ ﭘﻴﺸﮕﻔﺘﺎ‪ .J  a‬چ‪ .‬ﺗﺎﻧﻰ‪ ،‬ﻣﺘﺮﺟﻢ ﻓﺎﺳﻰ‬ ‫ﻋﺒﺪﻟﻤﻌﺒﻮ ﻧﺼﺎ‪ ،a‬ﺗﻬﺮ‪ ،,‬ﺳﺎﻣﺎ‪ ,‬ﻣﻄﺎﻟﻌﻪ  ﺗﺪﻳﻦ ﻛﺘﺐ ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻰ‬ ‫ﻧﺸﮕﺎﻫﻬﺎ‪1371 ،‬‬ ‫ﺑﺨﺘﻴﺎ‪ ،a‬ﻣﺤﻤﺪﻋﺰﻳﺰ‪ ،‬ﻓﺮﺿﻴﻪ ﺟﺎﻣﻌﻪﺷﻨﺎﺧﺘﻰ ﻣﺎﻛﺲ ﺑﺮ ﺑﺎ<‬ ‫ﭘﻴﺪﻳﺶ  ﺗﻜﺎﻣﻞ ﻳﻦ‪ ،‬ﻣﻌﺮﻓﺖ‪ ،30 I ،‬ﭘﺎﻳﻴﺰ ‪1378‬‬ ‫ﺑﻨﺎﻳﻰ‪ ،‬ﺧﺴﺮ‪ ،‬ﻧﺨﺴﺖ ﻧﺪﮔﻰ ﻛﺮ‪ ,‬ﺳﭙﺲ ﻓﻠﺴﻔﻪ ﺑﺎﻓﺘﻦ‪ ،‬ﻳﺮﻧﻴﺎ‪،,‬‬ ‫‪ 15‬ﺷﻬﺮﻳﻮ ‪.13 77‬‬ ‫ﺷﻴﺮﻣﺤﻤﺪ‪ ،a‬ﻣﺤﻤﺪﻣﻬﺪ‪ ،a‬ﺳﺎﺧﺖ ﺗﻤﺪ‪ ,‬ﻏﺮ‪  Z‬ﺑﺴﺘﺮ‬ ‫‪J‬ﻣﻮ<ﻫﺎ‪ a‬ﻣﺬﻫﺒﻰ ﺑﺎﺧﻮﻧﻰ  ﻧﻘﺪ‪ a‬ﺑﺮ ﺧﻼ‪ p‬ﭘﺮﺗﺴﺘﺎ‪}  ,‬‬ ‫ﺳﺮﻣﺎﻳﻪ‪ ،a‬ﺳﻮ<‪ ،10 I ،‬ﻣﺮ  ﺷﻬﺮﻳﻮ ‪1383‬‬

‫ﻋﻠﻰ<‪ ،‬ﻋﺒﺪﻟﺮﺿﺎ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻦ‪ ،‬ﺣﻮ<  ﻧﺸﮕﺎ<‪ ،‬ﺳﺎ ‪،2‬‬ ‫‪ ،8 I‬ﭘﺎﻳﻴﺰ ‪1375‬‬ ‫ﻓﻮﻛﻮﻳﺎﻣﺎ‪ ،‬ﻓﺮﻧﺴﻴﺲ‪ ،‬ﻣﺎﻧﻴﻔﺴﺖ ﻛﺎﻟﻮﻧﻴﺴﺘﻰ  ﻧﻴﺎ‪ a‬ﺟﻬﺎﻧﻰ‬ ‫ﺷﺪ< ﻣﺮ ﺑﻪ ﻣﻨﺎﺳﺒﺖ ﺻﺪﻣﻴﻦ ﺳﺎ ﻧﺘﺸﺎ ﺧﻼ‪ p‬ﭘﺮﺗﺴﺘﺎﻧﻰ  }‬ ‫ﺳﺮﻣﺎﻳﻪ‪ ،a‬ﺷﺮ‪ 31 ،p‬ﻓﺮﻳﻦ ‪1384‬‬ ‫ﻣﺤﻤﺪ‪ ،a‬ﻣﺠﻴﺪ‪ ،‬ﺗﺮﺟﻤﻪ‪ a‬ﺳﺮﺳﺘﻰ  ﻳﻚ ﺛﺮ ﻛﻼﺳﻴﻚ‪ ،‬ﺟﻬﺎ‪,‬‬ ‫ﻛﺘﺎ‪1376 sJ ،24 ،23 I ،Z‬‬ ‫ﻣﻨﻮﭼﻬﺮ‪a‬ﻛﺎﺷﺎﻧﻰ‪ ،‬ﭘﺮﻳﺴﺎ‪ ،‬ﺗﺮﺟﻤﻪ ﺗﺎﺳﻒ ﺑﺎ ﻳﻚ ﺛﺮ ﻛﻼﺳﻴﻚ‪،‬‬ ‫ﻛﻴﺎ‪ ،,‬ﺳﺎ ‪ ،13 I ،3‬ﺗﻴﺮ‪ ،‬ﻣﺮ ‪1372‬‬ ‫ﻳﻮﺳﻔﻰ‪ ،‬ﺣﺎﻣﺪ‪ ،‬ﭘﺮﺗﺮ< ﺳﺎﻋﺖ ﺷﻤﺎﻃﻪ‪ ،a‬ﺷﺮ‪ 9 ،p‬ﺷﻬﺮﻳﻮ ‪1382‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪" ،‬ﺷﻬﺮ"  ﮔﺬ ﻣﺎ‪ ،,‬ﺑﺎ ﭘﻴﺸﮕﻔﺘﺎ ﺗﺤﻠﻴﻠﻰ ﻣﺎﺗﻴﻨﺪ‪،‬‬ ‫ﺗﺮﺟﻤﻪ  ﻣﻘﺪﻣﻪ ﺷﻴﻮﻣﻨﺼﻮ< ﻛﺎﻳﺎﻧﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻧﺘﺸﺎ‪1373 ،‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﻣﻔﺎﻫﻴﻢ ﺳﺎﺳﻰ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ ﺣﻤﺪ ﺻﺪﺗﻰ‪،‬‬ ‫]ﺗﻬﺮ‪ ،[,‬ﻣﺮﻛﺰ‪1367 ،‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪I ،‬ﺷﻨﺎﺳﻰ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺗﺮﺟﻤﻪ‪ a‬ﺣﺴﻦ‬ ‫ﭼﺎﺷﻴﺎ‪ ،,‬ﺗﻬﺮ‪ ،,‬ﻣﺮﻛﺰ‪1382 ،‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﻄﺒﻮﻋﺎ‪ ،‬ﺗﺮﺟﻤﻪ ﻳﻮﻧﺲ ﺷﻜﺮﺧﻮ<‪،‬‬ ‫ﺳﺎﻧﻪ‪ ،‬ﺳﺎ ‪ ،3 I ،5‬ﭘﺎﻳﻴﺰ ‪1373‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻗﺎﻧﻮ‪ ,‬ﺣﻘﻮ‪  p‬ﺳﻼ‪ ،T‬ﺗﺮﺟﻤﻪ ﻳﺪﻟﻠﻪ‬ ‫ﻣﻮﻗﻦ‪ ،‬ﻓﺮﻫﻨﮓ ﺗﻮﺳﻌﻪ‪ ،43  42 I ،‬ﺳﻔﻨﺪ ‪1378‬‬ ‫ﺑﺮ‪ ،‬ﻣﺎﻛﺲ‪ ،‬ﻋﻘﻼﻧﻴﺖ  ‪ :aJ‬ﻣﻘﺎﻻﺗﻰ  ﻣﺎﻛﺲ ﺑﺮ  ﺑﺎ<‬ ‫ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻳﺪﷲ ﻣﻮﻗﻦ‪ ،‬ﺣﻤﺪ ﺗﺪﻳﻦ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻫﺮﻣﺲ‬ ‫ﻛﻴﻮﻳﺴﺘﻮ‪ ،‬ﭘﻴﺘﺮ‪ ،‬ﻧﺪﻳﺸﻪﻫﺎ‪ a‬ﺑﻨﻴﺎ‪  a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﻣﻨﻮﭼﻬﺮ ﺻﺒﻮ‪ ،a‬ﺗﻬﺮ‪ ،,‬ﻧﺸﺮ ﻧﻰ‪1378 ،‬‬ ‫ﻧﺮﻗﻰ‪ ،‬ﺣﺴﺎ‪ ،,‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ  ﺳﻴﺮ ﺗﻜﻮﻳﻨﻰ ‪ ،,J‬ﺗﻬﺮ‪ ،,‬ﻧﺸﺮ ‬ ‫ﭘﮋﻫﺶ ﻓﺮ‪1379 ، ,‬‬ ‫‪J‬ﺑﺮﻫﺎ‪ ،T‬ﺟﻰ چ‪ ،‬ﻣﺒﺎﻧﻰ  ﺷﺪ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺟﻠﺪ ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﺣﺴﻦ ﭘﻮﻳﺎ‪ ،,‬ﺗﻬﺮ‪ ،,‬ﭼﺎﭘﺨﺶ‪1363 ،‬‬ ‫ﻧﮓ‪ ،‬ﻧﻴﺲ‪J ،‬ﻳﻨﺪ< ﺑﻨﻴﺎ‪ ,‬ﮔﺬ‪ ,‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﻏﻼﻣﻌﺒﺎ‪ W‬ﺗﻮﺳﻠﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻗﻮﻣﺲ‪1373 ،‬‬ ‫ﻛﺎﻟﻴﻨﻴﻜﻮ‪ ،W‬ﻟﻜﺲ‪J  ،‬ﻣﺪ‪ a‬ﺗﺎﻳﺨﻰ ﺑﺮ ﻧﻈﺮﻳﻪ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﻛﺒﺮ ﻣﻌﺼﻮ‪ T‬ﺑﻴﮕﻰ‪ ،‬ﺗﻬﺮ‪J ،,‬ﮔﻪ‪1383 ،‬‬ ‫ﺳﺘﻮﻧﺰ‪ ،Z ،‬ﻣﺘﻔﻜﺮ‪ ,‬ﺑﺰگ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﻬﺮ‬ ‫ﻣﻴﺮﻣﺎ‪ ،a‬ﺗﻬﺮ‪ ،,‬ﻣﺮﻛﺰ‪1379 ،‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

‫‪115‬‬

‫ﻃﻼ" ﺳﺎﻧﻲ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻳﺘﺰ‪ ،‬ﺟﺮ‪ ،z‬ﺑﻨﻴﺎ‪,‬ﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻰ‪:‬ﺧﺎﺳﺘﮕﺎ<ﻫﺎ‪ a‬ﻳﺪ<ﻫﺎ‪a‬‬ ‫ﺳﺎﺳﻰ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ ﺗﻘﻰ ‪ J‬ﻣﻜﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺳﻴﻤﺮ†‪،‬‬ ‫‪1374‬‬ ‫ﻳﺘﺰ‪ ،‬ﺟﺮ‪ ،z‬ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ ﺣﻤﺪ ﺿﺎ ﻏﺮ‪a‬‬ ‫‪ ،‬ﺗﻬﺮ‪ ،,‬ﺟﻬﺎ ﻧﺸﮕﺎﻫﻰ‪ ،‬ﺑﻰ ﺗﺎ‬ ‫ﺳﻴﺪ‪ ،W‬ﻧﻴﻞ ﺑﻠﻴﻮ‪ ،‬ﺳﻴﺎﺳﺖ ﻧﺎﺳﻮﺗﻰ  ﻣﻴﺮ’ ﻣﺎﻛﺲ ﺑﺮ‪،‬‬ ‫ﺗﺮﺟﻤﻪ ﻣﻬﺮ ﺣﺪﺗﻰ  ﺣﻴﻢ ﺑﻮﻟﺤﺴﻨﻰ‪ ،‬ﻧﺎﻣﻪ ﻣﻔﻴﺪ‪ ،21 I ،‬ﺑﻬﺎ‬ ‫‪1379‬‬ ‫ﻟﻮﻳﺖ‪ ،‬ﻛﺎ‪ ،‬ﻣﺎﻛﺲ  ﺑﺮ ﻛﺎ ﻣﺎﻛﺲ‪ ،‬ﺗﺮﺟﻤﻪ ﺷﻬﻨﺎ ﻣﺴﻤﻰ‬ ‫ﭘﺮﺳﺖ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻗﻘﻨﻮ‪1385 ،W‬‬ ‫ﺳﻠﻰ‪ ،‬ﭘﺘﺮ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻣﺪ‪ ،,‬ﺟﻠﺪ ‪ ،T‬ﺗﺮﺟﻤﻪ ﺣﺴﻦ ﭘﻮﻳﺎ‪،,‬‬ ‫‪1373‬‬ ‫ﻣﻨﻮﭼﻬﺮ‪ ،a‬ﻋﺒﺎ‪  ،W‬ﻣﺎﻛﺲ ﺑﺮ ﺗﺎ ﺗﺼﻮﻳﺮ‪ a‬ﻛﻪ   ﻳﻢ‪ ،‬ﻳﺮ‪،,‬‬ ‫‪ 25‬ﻣﻬﺮ ‪ 266 c ،1380‬ﻣﻬﺮ ‪1380‬‬ ‫ﻛﺮﺑﺎ‪W‬ﻓﺮﺷﺎ‪ ،,‬ﻣﺤﻤﺪﻋﻠﻰ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﻧﺘﺨﺎ‪ 21 ،Z‬ﺷﻬﺮﻳﻮ‬ ‫‪ 24 ،6 c ،1380‬ﺷﻬﺮﻳﻮ ‪1380‬‬ ‫ﻓﺘﺎﺣﻰ‪ ،‬ﺣﺴﻴﻦ‪ ،‬ﺳﻴﺮ‪  a‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﻃﻼﻋﺎ‪17 ،‬‬ ‫ﺑﻬﻤﻦ ‪ 18 ،6 c ،1378‬ﺑﻬﻤﻦ ‪ 19 ،6 c ،1378‬ﺑﻬﻤﻦ ‪1378‬‬ ‫ﺻﺪ‪ ،a‬ﺣﻤﺪ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺷﻨﻔﻜﺮ‪ ,‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﺣﺴﻦ ‪J‬ﺑﻴﻨﻜﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻛﻮﻳﺮ‪1385 ،‬‬ ‫ﺻﺪ‪ ،a‬ﺣﻤﺪ‪ ،‬ﻣﺬﻫﺐ ﺷﻨﻔﻜﺮ‪ :,‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺷﻨﻔﻜﺮ‪,‬‬ ‫ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﺣﺴﻦ ‪J‬ﺑﻨﻴﻜﻰ‪ ،‬ﻋﺘﻤﺎ ﻣﻠﻰ‪ 26 ،‬ﺧﺮ ‪1386‬‬ ‫ﻓﺮﻧﺪ‪ ،‬ژﻟﻴﻦ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺗﻮﺗﻴﺎ ‪1383,‬‬ ‫ﺗﺮﻧﺮ‪ ،‬ﺑﺮﻳﺎ‪ ،,‬ﻟﻮﻳﺖ‪ ،‬ﻛﺎ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ  ﻛﺎ ﻣﺎﻛﺲ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﺷﻬﻨﺎ ﻣﺴﻤﻰﭘﺮﺳﺖ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻗﻘﻨﻮ‪1385,W‬‬ ‫ﻓﺮﻧﺪ‪ ،‬ژﻟﻴﻦ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻋﺒﺪﻟﺤﺴﻴﻦ ﻧﻴﻚ‬ ‫ﮔﻬﺮ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻳﺰ‪1362 ،,‬‬ ‫ﺷﻴﺨﺎﻧﺪ‪ ، ،a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻣﺎﻛﺲ ﺑﺮ ﺟﺎﻳﻰ  ﺟﻬﺎ‪،,‬‬ ‫ﮔﻨﺎﺑﺎ‪ ،‬ﻣﺮﻧﺪﻳﺰ‪1374 ،‬‬ ‫ﭘﺎﻛﻴﻦ‪ ،‬ﻓﺮﻧﻚ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﺷﻬﻨﺎ ﻣﺴﻤﻰﭘﺮﺳﺖ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫ﻗﻘﻨﻮ‪ ،W‬ﺑﻰ ﺗﺎ‬ ‫‪ ،,J‬ﻳﻤﻮ‪ ،,‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﻌﺎﺻﺮ ‪J‬ﻟﻤﺎ‪ ،,‬ﺗﺮﺟﻤﻪ ﻣﺮﺗﻀﻰ‬ ‫ﺛﺎﻗﺐﻓﺮ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻣﻮﺳﺴﻪ ﻓﺮﻫﻨﮕﻰ ﻧﺘﺸﺎﺗﻰ ﺗﺒﻴﺎ‪1376 ،,‬‬ ‫ﺻﻮﻓﻰ‪ ، ،‬ﻣﺤﻤﻮﻋﻠﻰ‪ ،‬ﺗﺎﻣﻠﻰ ﺑﺮ ﻧﻈﺮﮔﺎ< ﻣﺎﻛﺲ ﺑﺮ  ﺑﺎ‪ Z‬ﺳﺎﺧﺘﺎ‬ ‫ﺷﻬﺮ‪ ،a‬ﻫﻤﺒﺴﺘﮕﻰ‪ 2 ،‬ﻳﺒﻬﺸﺖ ‪1382‬‬ ‫ﻋﻠﻰﺧﻮ<‪ ،‬ﻓﺮﻳﻦ‪ ،‬ﻧﻤﻮﻧﻪ ‪J‬ﻣﺎﻧﻰ  ﻧﺪﻳﺸﻪ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﻃﻼﻋﺎ‪،‬‬ ‫‪ 23‬ﺧﺮ ‪1375‬‬ ‫ﺷﺠﺎﻋﻰ‪ ،‬ﻣﻨﻮﭼﻬﺮ‪ ،‬ﺑﺮﺳﻰ ﺗﻄﺒﻴﻘﻰ ﻧﺪﻳﺸﻪﻫﺎ‪  a a‬ﺳﻴﺎﺳﻰ‬ ‫ ﻳﻠﺴﻮ‪  ,‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﻃﻼﻋﺎ ﺳﻴﺎﺳﻰ ﻗﺘﺼﺎ‪،201 I ،a‬‬ ‫‪ ،202‬ﺧﺮ  ﺗﻴﺮ ‪1383‬‬ ‫ﺷﻌﺒﺎ‪,‬ﭘﻮﭘﻴﭽﺎ‪ ،‬ﻣﻮﺳﻰ‪ ،‬ﻣﺎﻛﺲ  ﺑﺮ ﻳﻚ ﺑﺮﺳﻰ ﻣﻘﺎﻳﺴﻪ‪،a‬‬ ‫ﻫﻤﺸﻬﺮ‪ 7 ،a‬ﺳﻔﻨﺪ ‪1379‬‬ ‫‪ ،T ،‬ﺑﺮﺳﻰ ﻳﺪﮔﺎﻫﻬﺎ‪ a‬ﻛﻴﻢ‪ ،‬ﻫﺎﻟﺒﻮﻛﺲ‪ ،‬ﻣﺎﻛﺲﺑﺮ‪J ،‬ﻟﻔﺮ‬

‫ﺷﻮﺗﺰ  ژژ ﮔﻮﻳﭻ‪ ،‬ﺟﻬﺎ‪ ,‬ﺳﻼ‪ T‬ﺑﻬﻤﻦ ‪1373‬‬ ‫ﺣﺎﺟﻰﺣﻴﺪ‪ ،a‬ﺣﺎﻣﺪ‪ ،‬ﺗﻠﻘﻰ ﻣﺎﻛﺲ ﺑﺮ  ﻣﺪﻧﻴﺖ‪ ،‬ﺳﺎﻟﺖ‪17 ،‬‬ ‫ﻓﺮﻳﻦ ‪1382‬‬ ‫ﺟﻤﺎﻟﻰ‪ ،‬ﺑﺮﻫﻴﻢ‪ ،‬ﻧﮕﺎﻫﻰ ﺑﻪ ﺳﻨﺖ ﻓﻜﺮ‪ a‬ﻣﺎﻛﺲ  ﺑﺮ‪ ،‬ﺗﻮﺳﻌﻪ‪16 ،‬‬ ‫ﻓﺮﻳﻦ ‪1384‬‬ ‫ﺳﻠﻰ‪ ،‬ﭘﺘﺮ‪ ،‬ﻧﻈﻢ ﺟﺘﻤﺎﻋﻰ  ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﺳﻌﻴﺪ ﻣﻌﻴﺪ ﻓﺮ‪ ،‬ﻣﻮﺳﺴﻪ ﻓﺮﻫﻨﮕﻰ ﻧﺘﺸﺎﺗﻰ ﺗﺒﻴﺎ‪1378 ،,‬‬ ‫ﻳﻨﭻ‪ ،‬ﭘﻴﺘﺮ‪ ،‬ﻳﺪ< ﻋﻠﻢ ﺟﺘﻤﺎﻋﻰ  ﭘﻴﻮﻧﺪ ‪ ,J‬ﺑﺎ ﻓﻠﺴﻔﻪ‪ ،‬ﺗﺮﺟﻤﻪ ﻳﺮ ﻧﻈﺮ‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﻄﺎﻟﻌﻪ  ﺗﺪﻳﻦ ﻛﺘﺐ ﺳﻰ)ﺳﻤﺖ(‪ ،‬ﺗﻬﺮ‪ ،,‬ﺳﻤﺖ‪1372 ،‬‬ ‫ﺟﺎﻛﻮﺑﺰ‪ ،‬ﺳﺘﺮ‪ ،,‬ﭘﻮﭘﺮ‪ ،‬ﺑﺮ  ﻳﻜﺮ ﻋﻘﻞﮔﺮﻳﻰ  ﺗﺒﻴﻴﻦ‬ ‫ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺗﺮﺟﻤﻪ ﻋﻠﻰ ﻃﺎﻳﻔﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪ 24 ،a‬ﺳﻔﻨﺪ ‪،6 c ،1381‬‬ ‫‪ 25‬ﺳﻔﻨﺪ ‪1381‬‬ ‫ﺗﻔﻀﻠﻰ‪ ،‬ﻓﺮﻳﺪ‪ ،,‬ﻧﻈﺎ‪ T‬ﺳﺮﻣﺎﻳﻪ‪  a‬ﻳﺪﮔﺎ< ﻛﺎ ﻣﺎﻛﺲ ‬ ‫ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﭘﻴﻚ ﻧﻮ‪ ،2 I ،‬ﺗﺎﺑﺴﺘﺎ‪1385 ,‬‬ ‫ﺑﻮ‪ ،,‬ﻳﻤﻮ‪ ،,‬ﻣﻄﺎﻟﻌﺎﺗﻰ  ‪J‬ﺛﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﻛﻼﺳﻴﻚ‪ ،‬ﺟﻠﺪ‬ ‫‪ ،‬ﺗﺮﺟﻤﻪ ﺑﺎﻗﺮ ﭘﺮﻫﺎ‪ ،T‬ﺗﻬﺮ‪ ،,‬ﻣﺮﻛﺰ‪1383 ،‬‬ ‫ﺑﻮ‪ ،,‬ﻳﻤﻮ‪ ،,‬ﻣﻄﺎﻟﻌﺎﺗﻰ  ‪J‬ﺛﺎ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﺎ‪ ,‬ﻛﻼﺳﻴﻚ‪ ،‬ﺟﻠﺪ‬ ‫‪ ،T‬ﺗﺮﺟﻤﻪ ﺑﺎﻗﺮ ﭘﺮﻫﺎ‪ ،T‬ﺗﻬﺮ‪ ،,‬ﻣﺮﻛﺰ‪1384 ،‬‬ ‫ﺑﻬﻴﺎ‪ ،,‬ﺷﺎﭘﻮ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻫﻨﺮ‪ ،‬ﺷﺮ‪11 ،p‬‬ ‫ﺗﻴﺮ‪1385‬‬ ‫ﺷﻬﺒﺎ‪ ،a‬ﻋﺒﺪﷲ‪ ،‬ﺳﻄﺎﻧﻴﺴﻢ ﻣﺎﻛﺲ ﺑﺮ  ﻧﻄﺒﺎ‪ ,J p‬ﺑﺮ ﻋﺜﻤﺎﻧﻰ ‬ ‫ﻳﺮ‪ ،,‬ﺗﺎﻳﺦ ﻣﻌﺎﺻﺮ ﻳﺮ‪,‬‬ ‫‪.z‬ﮔﺮ‪ ، ،Z‬ﻧﺎﺑﺮﺑﺮ‪ a‬ﺟﺘﻤﺎﻋﻰ‪ :‬ﻳﺪﮔﺎ<ﻫﺎ‪ a‬ﻧﻈﺮﻳﻪ ﭘﺮ‪,‬‬ ‫ﻛﻼﺳﻴﻚ  ﻣﻌﺎﺻﺮ‪ ،‬ﻣﺘﺮﺟﻤﺎ‪ ,‬ﻣﺤﻤﺪ ﺳﻴﺎﻫﭙﻮ‪  I‬ﺣﻤﺪ ﺿﺎ ﻏﺮ‪a‬‬ ‫‪ ،‬ﺗﻬﺮ‪ ،,‬ﻣﻌﺎﺻﺮ‪1373 ،‬‬ ‫ﺑﺮﺋﺮ‪ ،‬ﺷﺘﻔﺎ‪ ،,‬ﻣﻔﻬﻮ‪ T‬ﻣﺮ‪T‬ﺳﺎﻻ‪  a‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺳﻠﻄﻪ‬ ‫ﺳﻴﺎﺳﻰ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻫﺎ‪ a‬ﻧﻮ‪J ،a‬ﻓﺘﺎ‪J ،20 I ،Z‬ﺑﺎ‪1381 ,‬‬ ‫ﮔﻴﺪﻧﺰ‪J ،‬ﻧﺘﻮﻧﻰ‪ ،‬ﺳﻴﺎﺳﺖ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ  ﻧﺪﻳﺸﻪ ﻣﺎﻛﺲ ﺑﺮ‪،‬‬ ‫ﺗﺮﺟﻤﻪ ﻣﺠﻴﺪ ﻣﺤﻤﺪ‪ ،a‬ﺗﻬﺮ‪ ،,‬ﻗﻄﺮ<‪1375 ،‬‬ ‫ﺑﻨﺪﻳﻜﺲ‪ ،‬ﻳﻨﻬﺎ‪ ،‬ﺳﻴﻤﺎ‪ a‬ﻓﻜﺮ‪ a‬ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺤﻤﻮ‬ ‫ﻣﺒﺪ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻫﺮﻣﺲ‪1382,‬‬ ‫ﻣﻮﻗﻦ‪ ،‬ﻳﺪﷲ‪ ،‬ﺗﺪﻳﻦ‪ ،‬ﺣﻤﺪ‪ ،‬ﻋﻘﻼﻧﻴﺖ  ‪ :aJ‬ﻣﻘﺎﻻﺗﻰ  ﻣﺎﻛﺲ‬ ‫ﺑﺮ  ﺑﺎ< ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻫﺮﻣﺲ‪1379,‬‬ ‫ﻣﻨﻮﭼﻬﺮ‪ ،a‬ﻋﺒﺎ‪ ،W‬ﻣﺎﻛﺲ ﺑﺮ  ﭘﺮﺳﺶ ﻣﺪﻧﻴﺘﻪ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻓﺘﺮ ﻧﺸﺮ‬ ‫ﻓﺮﻫﻨﮓ ﺳﻼﻣﻰ‪1 378 ،‬‬ ‫ﺷﻴﺨﺎﻧﺪ‪ ، ،a‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺗﺠﺪ ﻣﺎﻛﺲ ﺑﺮ )ﺟﺎﻳﻰ ‬ ‫ﺟﻬﺎ‪ ،(,‬ﺗﻬﺮ‪ ،,‬ﻗﻄﺮ<‪ ،‬ﺑﻰ ﺗﺎ‬ ‫‪J‬ﺷﺘﻴﺎﻧﻰ‪ ،‬ﻣﻨﻮﭼﻬﺮ‪ ،‬ﻣﺎﻛﺲ ﺑﺮ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺷﻨﺎﺧﺖ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫ﻗﻄﺮ<‪1383 ،‬‬ ‫ﮔﺪﮔﺮ‪ ،‬ﺣﺴﻴﻦ‪ ،‬ﻧﻮ‪ l‬ﺑﻮﻛﺮﺳﻰ  ﺗﻮﺳﻌﻪ ﻓﺮﻫﻨﮕﻰ‪ :‬ﻳﻜﺮ‪a‬‬ ‫ﺑﺮ‪ ،a‬ﻧﺸﺮﻳﻪ ﻧﺸﻜﺪ< ﺑﻴﺎ  ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻰ)ﺗﺒﺮﻳﺰ(‪ ،‬ﮔﺮ< ﻋﻠﻮ‪T‬‬ ‫ﺟﺘﻤﺎﻋﻰ ﻧﺸﮕﺎ< ﺗﺒﺮﻳﺰ‪ ،‬ﺗﺎﺑﺴﺘﺎ‪  ,‬ﭘﺎﻳﻴﺰ ‪43I ،1379‬‬ ‫ﻋﻠﻮ‪a‬ﻧﺎﻳﻴﻨﻰ‪ ،‬ﺳﻌﻴﺪ‪ ،‬ﻧﻘﻼ‪ Z‬ﺻﻨﻌﺘﻰ ﺑﺎﻧﺪﻳﺸﻰ  ﻧﻈﺮﻳﻪﻫﺎ‪،‬‬

‫ﻣﻌﺮﻓﻲ ﮔﺰﻳﺪ= ‪ 2‬ﻣﻨﺎﺑﻊ ﺣﻮ‪2‬ﻫﺎ= ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‬

‫ﻫﻤﺸﻬﺮ‪ 27 ،a‬ﺗﻴﺮ ‪1380‬‬ ‫ﺑﺎ< ﻣﺪﻧﻴﺘﻪ  ﻧﺪﻳﺸﻪ ﭘﺴﺖ ﻣﺪ‪ ،,‬ﻧﺎﻣﻪ ﻓﺮﻫﻨﮓ‪،36 I ،‬‬ ‫ﺗﺎﺑﺴﺘﺎ‪1379 ,‬‬ ‫ﻳﺪ‪ ،W‬ﻧﻴﻞ‪ ،‬ﻳﮕﺮ‪ ،,‬ﺷﺮﻳﻂ ﺧﻼﻗﻰ ﺷﺪ ﻗﺘﺼﺎ‪ ،a‬ﺗﺮﺟﻤﻪ‬ ‫ﺣﻤﺪ ﻗﺪﻳﻦ  ﺷﻬﻴﻦ ﺣﻤﺪ‪ ،a‬ﺗﻬﺮ‪ ،,‬ﺷﻬﺮ ﻛﺘﺎ‪ ،Z‬ﻫﺮﻣﺲ‪1381 ،‬‬ ‫ﻗﺮﻃﺎ‪ W‬ﺑﺎ‪ ،a‬ﻋﺘﻤﺎ‪ 29 ،‬ﻣﺮ ‪1384‬‬ ‫‪J‬ﻣﻜﻰ‪ ،‬ﺗﻘﻰ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻋﻘﻼﻧﻴﺖ‪ ،‬ﻗﺒﺴﺎ‪ ،‬ﺳﺎ ‪I ،1‬‬ ‫‪ ،1‬ﭘﺎﻳﻴﺰ ‪1375‬‬ ‫ﻏﻨﺪ‪ ،a‬ﻋﻠﻰﺿﺎ‪ J ،‬ﻋﻤﺪ<  ﻣﻮ ﻃﺒﻘﺎ  ﻗﺸﺮﺑﻨﺪ‪ a‬ﺟﺘﻤﺎﻋﻰ‪،‬‬ ‫ﻫﻴﺎﻓﺖﻫﺎ‪ a‬ﺳﻴﺎﺳﻰ  ﺑﻴﻦﻟﻤﻠﻠﻰ‪ ،4 I ،‬ﺑﻬﺎ  ﺗﺎﺑﺴﺘﺎ‪1382 ,‬‬ ‫ﺳﻼ‪ ،<T‬ﺣﻴﺪ‪ ،‬ﺣﺰ‪ Z‬ﻟﺖ  ﻣﺸﺮﻋﻴﺖ‪ ،‬ﻫﻤﺸﻬﺮ‪31 ،a‬‬ ‫ﻓﺮﻳﻦ ‪1379‬‬ ‫ﺳﻼ‪ ،<T‬ﺣﻴﺪ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﺗﻔﻬﻤﻰ  ﻛﻨﺶ ﺟﺘﻤﺎﻋﻰ‪،‬‬ ‫ﻫﻤﺸﻬﺮ‪ 25 ،a‬ﺧﺮ ‪ 26  6 c ،1376‬ﺧﺮ ‪1376‬‬ ‫ﺳﻼ‪ ،<T‬ﺣﻴﺪ‪ I ،‬ﺗﻔﻬﻤﻰ ﺑﺮ‪ ،‬ﻳﺮ‪1385 a 6 ،,‬‬ ‫ﺳﻼ‪ ،<T‬ﺣﻴﺪ‪ ،‬ﻣﺎﻫﻴﺖ ﻛﻨﺶ  ﺑﻂ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪1 ،a‬‬ ‫ﺑﻬﻤﻦ ‪ 2 6c ،1380‬ﺑﻬﻤﻦ ‪1380‬‬ ‫ﺟﻬﺎﻧﺪﻫﻰ‪ ،‬ﻋﻠﻰﺿﺎ‪ ،‬ﺳﺎﺧﺖ ﭘﺪ ﺷﺎﻫﻰ )ﭘﺎﺗﺮﻳﻤﻮﻳﻨﺎ( ﻗﺪ‪،‬‬ ‫ﻳﮋ<ﻧﺎﻣﻪﻣﺮ‪T‬ﺳﺎﻻ‪J 14 ،a‬ﺑﺎ‪1381 ,‬‬ ‫ﻫﺎ‪ ،u‬ﺗﻮﺑﻰ ‪ ،a‬ﻣﺎﻛﺲ ﺑﺮ  ﭘﻮﻳﺘﻴﻮﻳﺴﻢ‪ ،‬ﺗﺮﺟﻤﻪ ﺑﻮﻟﻔﻀﻞ‬ ‫ﻓﻴﻀﻰﺧﻮ<‪ ،‬ﻫﻤﺸﻬﺮ‪J 30 ،a‬ﺑﺎ‪1381 ,‬‬ ‫ﻫﺎﺷﻤﻰ‪ ،‬ﺣﻤﺪ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﻌﺮﻓﺖ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﻣﻌﺮﻓﺖ‪I ،‬‬ ‫‪ ،45‬ﺷﻬﺮﻳﻮ ‪1380‬‬ ‫ﻣﺤﻤﺪ‪ ،a‬ﺣﻴﻢ‪J  ،‬ﻣﺪ‪ a‬ﺑﺮﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻋﻘﻼﻧﻴﺖ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺑﺎ‪،‬‬ ‫‪1382‬‬ ‫ﻣﻴﺮﻳﻰ‪ ،‬ﺣﺴﻴﻦ‪ ،‬ﺣﺰ‪ ،Z‬ﺑﻪ ﻣﺜﺎﺑﻪ ﺳﺎﻣﺎ‪ ,‬ﺣﺮﻓﻪ‪ a‬ﺳﻴﺎﺳﺖ‪:‬‬ ‫ ﺑﺎﺧﻮﻧﻰ ‪ aJ‬ﻣﺎﻛﺲ ﺑﺮ  ﺧﺼﻮ‪ c‬ﺣﺰ‪ ،Z‬ﻋﺘﻤﺎ ﻣﻠﻰ‪30 ،‬‬‫ﻳﺒﻬﺸﺖ ‪1385‬‬ ‫ﻛﺮﻳﺐ‪ ،‬ﻳﺎ‪ ،,‬ﻧﻈﺮﻳﻪ ﺟﺘﻤﺎﻋﻰ ﻛﻼﺳﻴﻚ‪ :‬ﻣﻘﺪﻣﻪ ‪ a‬ﺑﺮ ﻧﺪﻳﺸﻪ‬ ‫ﻣﺎﻛﺲ‪ ،‬ﺑﺮ‪ ،‬ﻛﻴﻢ‪ ،‬ﻳﻤﻞ‪ ،‬ﺗﺮﺟﻤﻪ ﺷﻬﻨﺎ ﻣﺴﻤﻰ ﭘﺮﺳﺖ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫‪J‬ﮔﻪ‪1382 ،‬‬ ‫ﻣﻮﺳﻮ‪ ،a‬ﺿﺎ‪ ،‬ﻋﻘﻞ  ﻣﺸﺮﻋﻴﺖ ﺳﻴﺎﺳﻰ  ﻧﻈﺮ ﻣﺎﻛﺲ ﺑﺮ ‬ ‫ﻫﺎﺑﺮﻣﺎ‪ ،W‬ﻛﻴﻬﺎ‪ ,‬ﻓﺮﻫﻨﮕﻰ‪1376 a ،138 I ،‬‬ ‫ﻣﺼﻄﻔﺎﻳﻰ‪ ،‬ﻣﻬﺮ‪ ،,‬ﻋﻘﻼﻧﻴﺖ  ﺳﻴﺎﺳﺖ  ﻧﺪﻳﺸﻪ ﻣﺎﻛﺲ ﺑﺮ‪،‬‬ ‫ﻳﺮ‪ 3 ،,‬ﺑﻬﻤﻦ ‪ 5 ،8 c ،1381‬ﺑﻬﻤﻦ ‪1381‬‬ ‫ﻛﺎﻟﺒﺮگ‪ ،‬ﺷﺘﻔﺎ‪ ،,‬ﻧﻮ‪ l‬ﻋﻘﻼﻧﻴﺖ  ﻳﺪﮔﺎ< ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﻣﻬﺪ‪ a‬ﺳﺘﮕﺮ‪ ،a‬ﻣﻌﺮﻓﺖ‪ ،80 I ،‬ﻣﺮ ‪1383‬‬ ‫ﻗﺎﺋﺪﻣﺤﻤﺪ‪ ،a‬ﺟﻮ‪  ،‬ﻳﻜﺮ ﺑﻪ  ﺧﻮﺑﻴﮕﺎﻧﮕﻰ‪ ،‬ﺑﺮ  ﻣﺎﻛﺲ‪،‬‬ ‫ﻫﻤﺸﻬﺮ‪ 24 ،a‬ﺑﻬﻤﻦ ‪1378‬‬ ‫ﺻﺪﻗﺘﻰﻓﺮ‪ ،‬ﻣﺠﺘﺒﻰ‪ ،‬ﻗﺪ  ﻧﺪﻳﺸﻪ ﺑﺮ  ﻣﺎﻛﺲ‪ ،‬ﻫﻤﺸﻬﺮ‪،a‬‬ ‫‪J 6‬ﺑﺎ‪1381 ,‬‬ ‫ﻣﻨﺼﻮﻧﮋ‪ ،‬ﻣﺤﻤﺪ‪ ،‬ﻧﻘﺶ ﻣﺒﺎﻧﻰ ﻋﺘﻘﺎ‪  a‬ﺗﻮﺳﻌﻪ‪ a‬ﻧﺶ‬ ‫)ﺑﺎﺧﻮﻧﻰ ﻧﻈﺮﻳﻪ‪ a‬ﻣﺎﻛﺲ ﺑﺮ  ﺧﻼ‪ p‬ﭘﺮﺗﺴﺘﺎ‪ ،(,‬ﺗﻬﺮ‪ ،,‬ﺟﻮ‪,‬‬

‫ﭘﻮﻳﺎ‪ 1386 ،‬ﻫﻤﻴﻠﺘﻮ‪ ،,‬ﻣﺎﻟﻜﻮ‪ ،T‬ﺟﻬﺎ‪,‬ﻧﮕﺮ‪ a‬ﻳﻨﻰ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﺣﺴﻦ ﺟﻌﻔﺮ‪ ،a‬ﺧﺮ‪1377 a 3 ،‬‬ ‫ﻫﻤﻴﻠﺘﻮ‪ ،,‬ﻣﺎﻟﻜﻮ‪ ،T‬ﻳﻦ  ﻋﻘﻼﻧﻴﺖ  ﻧﺪﻳﺸﻪ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺣﺴﻦ‬ ‫ﺟﻌﻔﺮ‪ ،a‬ﺧﺮ‪1377 a 2 ،‬‬ ‫ﺷﺠﺎﻋﻰ ﻧﺪ‪ ،‬ﻋﻠﻴﺮﺿﺎ‪ ،‬ﻳﻦ‪ ،‬ﺟﺎﻣﻌﻪ  ﻋﺮﻓﻰ ﺷﺪ‪:,‬ﺟﺴﺘﺎﻫﺎﻳﻰ ‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻳﻦ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻣﺮﻛﺰ‪1380 ،‬‬ ‫ﭘﻞ ﻳﻠﻢ‪ ،‬ژ‪ ،,‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻳﺎ‪ ،,‬ﺗﺮﺟﻤﻪ ﻋﺒﺪﻟﺮﺣﻴﻢ ﮔﻮﻫﻰ‪،‬‬ ‫ﻧﻘﺪ ﺑﺮﺳﻰ ﻣﺤﻤﺪ ﺗﻘﻰ ﺟﻌﻔﺮ‪ ،a‬ﺗﻬﺮ‪ ،,‬ﻣﻮﺳﺴﻪ ﻓﺮﻫﻨﮕﻰ ﻧﺘﺸﺎﺗﻰ‬ ‫ﺗﺒﻴﺎ‪1377 ،,‬‬ ‫ﻣﻮﻳﺲ‪ ،‬ﺑﺮﻳﺎ‪ ،,‬ﺟﺎﻣﻊﺷﻨﺎﺳﻰ ﻳﻦ  ﻳﺪﮔﺎ< ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ‬ ‫ﻣﺤﻤﺪ ﻓﻮﻻ‪  a‬ﺣﺴﻴﻦ ﺷﺮ‪u‬ﻟﺪﻳﻦ‪ ،‬ﻣﻌﺮﻓﺖ‪ ،‬ﺳﺎ ‪ ،2 I ،9‬ﺧﺮ‪،‬‬ ‫ﺗﻴﺮ ‪1379‬‬ ‫ﻏﻔﺎ‪ ،<a‬ﻣﺤﻤﺪ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻦ  ﺗﻮﺳﻌﻪ ﻗﺘﺼﺎ‪ a‬‬ ‫ﻳﺪﮔﺎ< ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﻬﺮ‪ ،,‬ﭘﺎﺗﺮﻳﺲ‪1384 ،‬‬ ‫ﺻﺪ‪ ،a‬ﺣﻤﺪ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻳﻦ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﻛﻴﺎ‪ ،,‬ﺳﺎ ‪I ،3‬‬ ‫‪ ،13‬ﺗﻴﺮ‪ ،‬ﻣﺮ ‪1372‬‬ ‫ﺣﻤﺘﻜﺶ‪ ،‬ﺣﺴﻴﻦ‪ ،‬ﺳﻬﻢ ﻳﻦ  ﻋﻘﻼﻧﻴﺖ ﺟﺘﻤﺎﻋﻰ ﺗﺎﻣﻠﻰ‬ ‫ﭘﻴﺮﻣﻮ‪ ,‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻦ ﻣﺎﻛﺲ ﺑﺮ  ﻣﻴﻞ ﻛﻬﻴﻢ‪ ،‬ﻳﺮ‪14 ،,‬‬ ‫ﺷﻬﺮﻳﻮ ‪1384‬‬ ‫ﺣﻤﺘﻜﺶ‪ ،‬ﺣﺴﻴﻦ‪ ،‬ﻋﻘﻼﻧﻴﺖ ﺟﺘﻤﺎﻋﻰ  ﻳﻦ ﺳﺨﻨﻰ ﭘﻴﺮﻣﻮ‪,‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻨﻰ ﻣﺎﻛﺲ ﺑﺮ  ﻣﻴﻞ ﻛﻴﻢ‪ ،‬ﺑﺮ‪ 3 ،‬ﻳﺒﻬﺸﺖ‬ ‫‪1384‬‬ ‫ﺣﻤﺖﻟﻬﻰ‪ ،‬ﺣﺴﻴﻦ‪ ،‬ﻣﺸﺮﻋﻴﺖ ﺣﻜﻮﻣﺖ  ﻳﺪﮔﺎ< ﺳﻼ‪  T‬ﻣﺎﻛﺲ‬ ‫ﺑﺮ‪ ،‬ﻧﺪﻳﺸﻪﻫﺎ‪ a‬ﺣﻘﻮﻗﻰ‪ I ،‬ﭘﻨﺠﻢ‪ ،‬ﻣﺴﺘﺎ‪1382 ,‬‬ ‫ﺑﺎﻗﺮﻳﺎ‪ ، ،,‬ﻣﻬﺪ‪ ،a‬ﻧﻤﻮﻧﻪﻫﺎ‪ a‬ﻓﺘﺎ ﻳﻨﻰ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﺎﻛﺲ‬ ‫ﺑﺮ‪ ،‬ﺳﻼ‪ 18 ،T‬ﻣﻬﺮ ‪1377‬‬ ‫ﻧﺼﺎ‪ ،a‬ﺑﺮﻫﻴﻢ‪ ،‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﺬﻫﺒﻰ ﺑﺮ‪ ،‬ﺣﻴﺎ ﻧﻮ‪ 26 ،‬ﺗﻴﺮ‬ ‫‪1379‬‬ ‫ﺗﺮﻧﺮ‪ ،‬ﺑﺮﻳﺎ‪ ،,‬ﺑﺮ  ﺳﻼ‪ T‬ﺑﺎ ﭘﺎﻧﻮﺷﺖﻫﺎ‪ a‬ﻧﺘﻘﺎ‪  a‬ﻣﻘﺪﻣﻪ‪ a‬ﺑﺮ‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻣﺎﻛﺲ ﺑﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﺣﺴﻴﻦ ﺑﺴﺘﺎ‪,‬ﻧﺠﻔﻰ  ﻳﮕﺮ‪ ،,‬ﻗﻢ‪،‬‬ ‫ﭘﮋﻫﺸﻜﺪ< ﺣﻮ<  ﻧﺸﮕﺎ<‪1381 ،‬‬ ‫ﺗﺮﻧﺮ‪ ،‬ﺑﺮﻳﺎ‪ ،,‬ﻣﺎﻛﺲ ﺑﺮ  ﺳﻼ‪ ،T‬ﺗﺮﺟﻤﻪ‪ :a‬ﺳﻌﻴﺪ ﺻﺎﻟﻰ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫ﻣﺮﻛﺰ‪1379 ،‬‬ ‫ﻣﻬﺪﻳﺰﮔﺎ‪ ، ،,‬ﺳﻼ‪  T‬ﺳﻨﺖ ﺑﺮ‪ ،a‬ﻛﺘﺎ‪ Z‬ﻣﺎ< ﻳﻦ‪،19 I ،‬‬ ‫‪ 30‬ﻳﺒﻬﺸﺖ ‪1378‬‬ ‫ﻧﻮ‪ ،a‬ﻫﺎ‪ ،a‬ﺑﺮﺳﻰ ﻳﺪﮔﺎﻫﻬﺎ‪ a‬ﻣﺎﻛﺲ ﺑﺮ ﺑﺎ< ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ‬ ‫ﻳﻦ‪ ،‬ﻫﻤﺸﻬﺮ‪ 16 ،a‬ﻣﻬﺮ ‪ 17  6c ،1380‬ﻣﻬﺮ ‪1380‬‬ ‫ﻓﺸﺎﻛﻰ‪ ،‬ﺣﺴﻦ‪ ،‬ﻧﺪ ﻧﻴﻮ‪a‬ﺷﺪ‪ ,‬ﻳﻦ  ﻏﺮ‪  Z‬ﻳﺪﮔﺎ< ﻣﺎﻛﺲ‬ ‫ﺑﺮ‪ ،‬ﻫﻤﺸﻬﺮ‪ 16 ،a‬ﻣﺮ ‪ 18 16 c ،1376‬ﻣﺮ ‪1376‬‬ ‫‪J‬ﻗﺎﻳﻰ‪ ،‬ﻣﺤﻤﺪﺿﺎ‪ ،‬ﺟﺴﺘﺎ‪  a‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻦ‪ ،‬ﻣﻌﺮﻓﺖ‪I ،‬‬ ‫‪ ،20‬ﺑﻬﺎ ‪1376‬‬ ‫ﺻﺪ‪ ،‬ﻣﺤﺴﻦ‪ ،‬ﻧﻘﺪ  ﻳﺎﺑﻰ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻦ ﻣﺎﻛﺲ ﺑﺮ‪،‬‬ ‫ﺳﺎﻟﺖ‪ 24 ،‬ﻣﺮ ‪1385‬‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﻃﻼ" ﺳﺎﻧﻲ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺻﺪ‪ ،a‬ﺣﻤﺪ‪ I ،‬ﺗﺤﻘﻴﻖ  ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻰ  ﻳﺪﮔﺎ< ﻣﺎﻛﺲﺑﺮ‪،‬‬ ‫ﺣﻮ<  ﻧﺸﮕﺎ<‪ ،‬ﺳﺎ ‪ ،5 I ،2‬ﻣﺴﺘﺎ‪1374 ,‬‬ ‫ﺻﺪ‪ ،a‬ﺣﻤﺪ‪ I ،‬ﺗﺤﻘﻴﻖ  ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻰ  ﻳﺪﮔﺎ< ﻣﺎﻛﺲﺑﺮ‪،‬‬ ‫ﺣﻮ<  ﻧﺸﮕﺎ<‪ ،‬ﺳﺎ ‪ ،4 I ،1‬ﭘﺎﻳﻴﺰ ‪1374‬‬ ‫ﺻﺎﻗﻰ‪ ،‬ﺷﻬﺮ‪ ،‬ﮔﺬ‪ a‬ﺑﺮ ﻧﺪﻳﺸﻪﻫﺎ‪ a‬ﻣﺎﻛﺲ ﺑﺮﻣﻴﻞ ﻛﻴﻢ‬ ‫"‪I‬ﺷﻨﺎﺳﻰ  ﺗﺌﻮ‪ a‬ﺗﻐﻴﻴﺮ ﺟﺘﻤﺎﻋﻰ"‪ ،‬ﺗﻬﺮ‪ :,‬ﺷﻬﺮ ﺻﺎﻗﻰ‪،‬‬ ‫‪1379‬‬ ‫ﻣﺎﻣﻰ‪ ،‬ﺳﻴﺪ ﺣﺴﻴﻦ‪ ،‬ﻳﻦ ﭼﻪ ﻇﻴﻔﻪ‪ a‬؟‪ :‬ﻳﻦ  ﻳﺪﮔﺎ<‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪ 25 ،a‬ﺑﻬﻤﻦ ‪1385‬‬ ‫ﺑﻠﻘﻴﺴﻰ‪ ،‬ﭘﺮﻳﺰ‪ ،‬ﺗﺤﻠﻴﻞ ﺑﻮﻛﺮﺳﻰ  ﻳﺪﮔﺎ< ﻣﺨﺘﻠﻒ‪ ،‬ﺗﻌﺎ‪I ،,‬‬ ‫‪ ،59‬ﻣﺮ ‪1375‬‬ ‫ﭘﺎﺳﺎﻧﻴﺎ‪ ،‬ﺣﻤﻴﺪ‪ ،‬ﻫﺒﺮ‪ a‬ﻛﺎﻳﺰﻣﺎﺗﻴﻚ ﺗﺤﻠﻴﻞ ﻧﻘﻼ‪ Z‬ﻳﺮ‪ ,‬ﺑﺎ ﻟﮕﻮ‪a‬‬ ‫ﻧﻈﺮ‪ a‬ﺑﺮ‪ ،‬ﻣﻌﺎ‪ ،19 I ،u‬ﻣﻬﺮ ‪1383‬‬ ‫ﭘﻮﺣﺴﻦ‪ ،, ،‬ﺟﺎﻳﮕﺎ< ﺑﻮﻛﺮﺳﻰ  ﺗﻮﺳﻌﻪ ﺳﻴﺎﺳﻰ‪ ،‬ﺳﻼ‪23 ،T‬‬ ‫ﺧﺮ ‪ 27 ،6 c ،1375‬ﺧﺮ ‪ 30 ،6 c ،1375‬ﺧﺮ ‪1375‬‬ ‫ﭘﻴﺎ‪ ،T‬ﻣﺴﻌﻮ‪ ،‬ﺗﺎﻣﻠﻰ  ﺑﻮﻛﺮﺳﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪،1327 a 14 ،a‬‬ ‫‪1372 a 15 ،6 c‬‬ ‫ﺣﻤﻴﺪﻳﻪ‪ ،‬ﺑﻬﺰ‪ ،‬ﺗﺤﻮﻻ ﻓﺮﻫﻨﮕﻰ  ﻋﺮﺻﻪ ﻳﻦ‪ ،‬ﺳﺎﻟﺖ ‪13‬‬ ‫‪1384 sJ‬‬ ‫ﻳﻮﻳﺲ‪ ،‬ﻳﻨﺴﺘﻮ‪ ،,‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻦ‪ ،‬ﺗﺮﺟﻤﻪ ﻫﻤﺎﻳﻮ‪ ,‬ﻫﻤﺘﻰ‪،‬‬ ‫ﻛﻴﻬﺎ‪ ,‬ﻓﺮﻫﻨﮕﻰ‪ ،39 I ،‬ﺑﻬﻤﻦ ‪1376‬‬ ‫ﻓﺎﺋﻞ‪ ،a.a ،‬ﺣﺎﻛﻤﻴﺖ‪ ،‬ﻗﺪ  ﻗﺘﺪ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺎﻟﻚ ﺣﺴﻴﻨﻰ‪،‬‬ ‫ﻧﺎﻣﻪ ﻓﺮﻫﻨﮓ‪1378 ،33 ،32 I ،‬‬ ‫ﻓﻴﻘﻰ‪ ،‬ﻧﺎ‪ ،‬ﻳﻚ ﭼﻬﺮ< ﺑﻮﻛﺮﺳﻰ‪ ،‬ﻧﺘﺨﺎ‪ 10 ،Z‬ﺷﻬﺮﻳﻮ ‪1380‬‬ ‫ﻓﻴﻘﻰ‪ ،‬ﻧﺎ‪ ،‬ﺑﻮﻛﺮﺳﻰ  ﺑﻂ ﻧﺴﺎﻧﻰ‪ ،‬ﻧﺘﺨﺎ‪ 11 ،Z‬ﺷﻬﺮﻳﻮ‬ ‫ﻟﻰ‪ ،‬ﻣﺤﻤﺪﺿﺎ‪ ،‬ﻧﻘﺪ‪ a‬ﺑﺮ ﻧﺪﻳﺸﻪ ﻣﺮگ ﺑﻮﻛﺮﺳﻰ‪ ،‬ﺗﺤﻮ ‪،a‬‬ ‫‪ ،11 ،10 I‬ﺑﻬﺎ‪ ،‬ﺗﺎﺑﺴﺘﺎ‪1374 ,‬‬ ‫ﺳﺘﻮ<ﭼﻮﺑﺮ‪ ،a‬ﻋﻠﻰ‪ ،‬ﻓﺮﺗﺮ  ﻋﻘﻼﻧﻴﺖ ﻣﺪ‪ - ,‬ﻋﻘﻼﻧﻴﺖ ﻓﺘﺎ‪a‬‬ ‫ ﺷﻴﻮ<ﻫﺎ‪ a‬ﻧﺪﮔﻰ ﻳﺮﻧﻴﺎ‪ ,‬ﺑﻪ ﺳﺘﻨﺎ ﺑﻪ ‪J‬ﻣﻮ<ﻫﺎ‪ a‬ﻣﺎﻛﺲ ﺑﺮ‪،‬‬ ‫ﻫﻤﺸﻬﺮ‪ 10 ،a‬ﻳﺒﻬﺸﺖ ‪1385‬‬ ‫ﺳﺎﺣﻠﻰ‪ ،‬ﻣﻬﺮ‪ ،a‬ﺑﻮﻛﺮﺳﻰ  ﻧﻈﺎ‪ T‬ﻗﺎﻧﻮﻧﻤﻨﺪ ﺟﺎﻣﻌﻪ ﻣﺪﻧﻰ‪ ،‬ﺧﺒﺎ‬ ‫ﻗﺘﺼﺎ‪1378 sJ 11 ،‬‬ ‫ﺷﺠﺎﻋﻰﻧﺪ‪ ،‬ﻋﻠﻰﺿﺎ‪ ،‬ﺗﻌﺮﻳﻒ ﻳﻦ  ﻣﻌﻀﻞ ﺗﻌﺪ‪ ،‬ﻧﻘﺪ  ﻧﻈﺮ‪I ،‬‬ ‫‪ ،20 ،19‬ﺗﺎﺑﺴﺘﺎ‪ ،,‬ﭘﺎﻳﻴﺰ ‪1378‬‬ ‫ﺷﺠﺎﻋﻴﺎ‪ ،,‬ﻋﻠﻰﺿﺎ‪  ،‬ﻣﺮﮔﻰ ‪J‬ﻓﺖ ﺑﻮﻛﺮﺳﻰ‪ ،‬ﻋﺘﻤﺎ‪ 24 ،‬ﺗﻴﺮ‬ ‫‪1385‬‬ ‫ﻋﻠﻰ‪ ،‬ﺑﺨﺘﻴﺎ‪ ،‬ﺷﻴﺨﻰ‪ ،‬ﻳﺲ‪ ،‬ﺳﻪ ﻳﻜﺮ ﺑﻪ ﻣﺪﻧﻴﺘﻪ‪ ،‬ﺣﻴﺎ ﻧﻮ‪،‬‬ ‫‪J 5‬ﺑﺎ‪1379 ,‬‬ ‫ﻋﺒﺎﺳﻰ‪ ،‬ﻟﻰﻟﻠﻪ‪ ،‬ﺑﺮﺳﻰ ﻧﺪﻳﺸﻪﻫﺎ‪ a‬ﺑﺰﮔﺎ‪ ,‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻳﻦ‪،‬‬ ‫ﻣﻌﺮﻓﺖ‪1382 sJ ،72 I ،‬‬ ‫ﻋﺒﺎﺳﻰ‪ ،‬ﺑﺮﻫﻴﻢ‪ ،‬ﻗﺪ  ﺟﻮﻣﻊ ﺳﻨﺘﻰ‪ ،‬ﺑﺮ‪J 19 ،‬ﺑﺎ‪1381 ,‬‬ ‫ﺻﺎ‪p‬ﻟﻮﻋﺪ‪ ،‬ﺳﻮ‪ ،‬ﻳﻜﺮ ﺑﺮ‪ a‬ﺑﻪ ﺣﻀﻮ ﻧﻈﺎﻣﻴﺎ‪  ,‬ﺳﻴﺎﺳﺖ‪،‬‬ ‫ﺷﺮ‪ 9 ،p‬ﺧﺮ ‪1384‬‬

‫ﻋﻠﻴﻨﻰ‪ ،‬ﻣﺤﺴﻦ‪ ،‬ﺑﺮﺳﻰ ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ ﺑﺎ< ﻧﻘﻼ‪ ،Z‬ﻓﺘﺢ‪،‬‬ ‫‪ 20‬ﻓﺮﻳﻦ ‪1379‬‬ ‫ﻓﺮﻫﺎﻧﻰ‪ ،‬ﺣﺴﻦ‪ ،‬ﻧﺎﺑﺮﺑﺮ‪ a‬ﺟﺘﻤﺎﻋﻰ‪ ،‬ﻣﻌﺮﻓﺖ‪ ،45 I ،‬ﺷﻬﺮﻳﻮ‬ ‫‪1380‬‬ ‫ﻗﻠﻰﭘﻮ‪ ،‬ﻋﻠﻰ‪ ،‬ﻋﺎﻣﻞ ﻓﺮ‪  a‬ﻛﻨﺶ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺷﺮ‪a 2 ،p‬‬ ‫‪1384‬‬ ‫ﻗﺎﺋﺪﻣﺤﻤﺪ‪ ،a‬ﺟﻮ‪ ،‬ﻛﻨﺶ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪J 22 ،a‬ﺑﺎ‪1380 ,‬‬ ‫ﮔﻴﺪﻧﺰ‪J ،‬ﻧﺘﻮﻧﻰ‪ ،‬ﻟﺖ ﻣﺪ‪ ،,‬ﻫﻮﺷﻨﮓ ﺟﻴﺮﻧﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪5 ،a‬‬ ‫ﺳﻔﻨﺪ ‪ 6 ،6 c ،1375‬ﺳﻔﻨﺪ ‪1375‬‬ ‫ﻣﺼﺒﺎ}ﻳﺰ‪ ،a‬ﻋﻠﻰ‪ ،‬ﻳﻦ‪ ،‬ﻋﻘﻼﻧﻴﺖ  ﺗﺤﻮ ﻣﻌﺮﻓﺖ‪ ،‬ﻛﻴﻬﺎ‪6 ،,‬‬ ‫ﻣﺮ ‪ 13 ،1383‬ﻣﺮ ‪1383‬‬ ‫ﻧﺠﻒﺑﻴﮕﻰ‪ ،‬ﺿﺎ‪ ،‬ﺑﻮﻛﺮﺳﻰ ﻣﺎﺷﻴﻨﻰ  ﺣﺮﻓﻪﻳﻰ‪ ،‬ﻋﺘﻤﺎ‪ 14 ،‬ﻣﻬﺮ‬ ‫‪1382‬‬ ‫ﻧﺠﻒﺑﻴﮕﻰ‪ ،‬ﺿﺎ‪ ،‬ﺑﻮﻛﺮﺳﻰ‪ ،‬ﻋﺘﻤﺎ‪ 31 ،‬ﺷﻬﺮﻳﻮ ‪1382‬‬ ‫ﻧﻮﻏﺎﻧﻰ‪ ،‬ﻣﺤﺴﻦ‪J ،‬ﻣﻮ‪  I‬ﭘﺮ‪  I‬ﺑﺎﺗﻮﻟﻴﺪ ﻓﺮﻫﻨﮕﻰ‪ ،‬ﺷﺪ‬ ‫‪J‬ﻣﻮ‪ I‬ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‪1382 ،‬‬ ‫ﻧﻮﺑﺨﺶ‪ ،‬ﻣﺴﻌﻮ‪ ،‬ﺳﻴﺮ‪  a‬ﻋﻤﺪ<ﺗﺮﻳﻦ ﺗﺌﻮ‪a‬ﻫﺎ‪ a‬ﻧﻘﻼ‪،Z‬‬ ‫ﺳﺎﻟﺖ‪ 20 ،‬ﺑﻬﻤﻦ ‪1382‬‬ ‫ﻣﺤﻤﺪﺧﺎﺿﺮ‪ ،a‬ﻋﻠﻰ‪ ،‬ﻳﺎﺑﻰ ﻧﻈﺮﻳﻪ ﻛﺎﻳﺰﻣﺎ  ﺗﻄﺒﻴﻖ ﺑﺎ ﻗﻌﻴﺖ‬ ‫ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ ﻳﺮ‪ ،,‬ﺑﺮﻧﺎﻣﻪ  ﺧﻼﺻﻪ ﻣﻘﺎﻻ ﻣﻴﻦ ﻛﻨﮕﺮ<‬ ‫ﺑﻴﻦﻟﻤﻠﻠﻰ ﻣﺎ‪ T‬ﺧﻤﻴﻨﻰ  ﺣﻴﺎء ﺗﻔﻜﺮ ﻳﻨﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻣﻮﺳﺴﻪ ﺗﻨﻈﻴﻢ ‬ ‫ﻧﺸﺮ ‪J‬ﺛﺎ ﻣﺎ‪ T‬ﺧﻤﻴﻨﻰ‪ 11-13 ،‬ﺧﺮ ‪ 110 ،1377‬ﺻﻔﺤﻪ‬ ‫ﮔﺪﮔﺮ‪ ،‬ﺣﺴﻴﻦ‪ ،‬ﺗﺤﻠﻴﻠﻰ ﺑﺮ‪ :a‬ﭘﺎﺗﺮﻳﻤﻮﻧﻴﺎﻟﻴﺴﻢ‪ ،‬ﻳﻮﻧﺴﺎﻻ‪a‬‬ ‫ﻋﻘﻼﻧﻰ ﻧﻮﻳﻦ  ﻧﻘﺶ ‪J‬ﻧﻬﺎ  ﺟﻬﺖﮔﻴﺮ‪ a‬ﻓﺮﻫﻨﮕﻰ ﻧﻬﺎﻫﺎ‪ a‬ﻋﻤﻮﻣﻰ‬ ‫ﻛﺸﻮ‪ ،‬ﻫﻤﺎﻳﺶ ﻧﻘﺶ  ﺟﺎﻳﮕﺎ< ﻟﺖ  ﺗﻮﺳﻌﻪ ﻓﺮﻫﻨﮕﻰ‪28-29‬‬ ‫ﻳﺒﻬﺸﺖ ‪ ،1378‬ﺗﻬﺮ‪ ،,‬ﺟﻬﺎﻧﺸﮕﺎﻫﻰ‪ 112 ،‬ﺻﻔﺤﻪ‬ ‫ﻧﻴﻤﺮ‪ ،a‬ﺳﻮ‪ ،‬ﺑﺮﺳﻰ ﻧﻘﺶ ﺳﺎﺳﻰ ﺗﺤﺰ‪  Z‬ﺗﻮﺳﻌﻪ ﻓﺮﮔﻴﺮ ‬ ‫ﭘﺎﻳﺪ‪ ،‬ﻧﺨﺴﺘﻴﻦ ﮔﺮﻫﻤﺎﻳﻰ ﻳﻦ‪ ،‬ﻓﺮﻫﻨﮓ  ﺗﻮﺳﻌﻪ‪ ،‬ﺳﻔﻨﺪ ‪ ،1377‬ﻳﺰ‪،‬‬ ‫< ﻛﻞ ﻓﺮﻫﻨﮓ  ﺷﺎ ﺳﻼﻣﻰ ﺳﺘﺎ‪ ,‬ﻳﺰ‪ 88 ،‬ﺻﻔﺤﻪ‬ ‫ﻛﻮﻛﺒﻴﺎ‪ ،,‬ﻣﺼﻄﻔﻰ‪ ،‬ﺟﻤﻬﻮﻳﺖ ‪ -‬ﻣﺸﺮﻋﻴﺖ ‪ -‬ﻣﻘﺒﻮﻟﻴﺖ‪ ،‬ﻫﻤﺎﻳﺶ‬ ‫ﺟﻤﻬﻮﻳﺖ  ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺳﺎﻣﺎ‪ ,‬ﻓﺮﻫﻨﮓ  ﺷﺎ‬ ‫ﺳﻼﻣﻰ‪ ،‬ﺳﺎﻣﺎ‪ ,‬ﻣﺪ‪ n‬ﻓﺮﻫﻨﮕﻰ ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ‪ 2- ،‬ﺧﺮ ‪،1377‬‬ ‫‪ 131‬ﺻﻔﺤﻪ‬ ‫ﻛﺎﻇﻤﻰ‪ ،‬ﻋﻠﻰﺻﻐﺮ‪ ،‬ﻣﺒﺎﻧﻰ ﻧﻈﺮ‪  a‬ﺧﻼﻗﻰ ﺟﻤﻬﻮﻳﺖ‪ ،‬ﻫﻤﺎﻳﺶ‬ ‫ﺟﻤﻬﻮﻳﺖ  ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺳﺎﻣﺎ‪ ,‬ﻓﺮﻫﻨﮓ  ﺷﺎ ﺳﻼﻣﻰ‪،‬‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﺪ‪ n‬ﻓﺮﻫﻨﮕﻰ ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ‪ 2-3 ،‬ﺧﺮ ‪131 ،1377‬‬ ‫ﺻﻔﺤﻪ‬ ‫ﻋﺒﺎﻳﺎ‪ ،,‬ﻣﺤﻤﻮ‪ ،‬ﺳﻴﺮ ﺗﻜﻮﻳﻦ ﻣﻔﻬﻮ‪ T‬ﺟﻤﻬﻮ‪  a‬ﻧﺪﻳﺸﻪﻫﺎ‪a‬‬ ‫ﭘﺎﻳﻰ‪ ،‬ﻫﻤﺎﻳﺶ ﺟﻤﻬﻮﻳﺖ  ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﺳﺎﻣﺎ‪,‬‬ ‫ﻓﺮﻫﻨﮓ  ﺷﺎ ﺳﻼﻣﻰ‪ ،‬ﺳﺎﻣﺎ‪ ,‬ﻣﺪ‪ n‬ﻓﺮﻫﻨﮕﻰ ﻧﻘﻼ‪ Z‬ﺳﻼﻣﻰ‪،‬‬ ‫‪ 2-3‬ﺧﺮ ‪ 131 ،1377‬ﺻﻔﺤﻪ‬ ‫‪ ،l‬ﺑﻴﮋ‪ ،,‬ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﻧﻮﺳﺎ‪ ،a‬ﻣﺠﻤﻮﻋﻪ ﻣﻘﺎﻟﻪﻫﺎ‪ a‬ﺳﻤﻴﻨﺎ‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ  ﺗﻮﺳﻌﻪ‪ ،‬ﺟﻠﺪ ‪ .،‬ﺗﻬﺮ‪ ،,‬ﺳﺎﻣﺎ‪ ,‬ﻣﻄﺎﻟﻌﻪ  ﺗﺪﻳﻦ ﻛﺘﺐ‬

‫ﻣﻌﺮﻓﻲ ﮔﺰﻳﺪ= ‪ 2‬ﻣﻨﺎﺑﻊ ﺣﻮ‪2‬ﻫﺎ= ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‬

‫ﻋﻠﻮ‪T‬ﻧﺴﺎﻧﻰ ﻧﺸﮕﺎﻫﻬﺎ )ﺳﻤﺖ(‪ 461 ،1370 sJ 19-21 ،‬ﺻﻔﺤﻪ‬ ‫ﻣﺤﺒﻌﻠﻰ‪ ، ،‬ﺑﻮﻛﺮﺳﻰ ﻛﺎ‪ ،Zs‬ﺑﻮﻛﺮﺳﻰ ﺗﻨﺒﻴﻬﻰ  ﻧﻈﺎ‪T‬‬ ‫‪ a‬ﻳﺮ‪ ،,‬ﻣﺠﻤﻮﻋﻪ ﻣﻘﺎﻻ ﻫﻤﺎﻳﺶ ﻧﻈﺎ‪  a T‬ﺗﻮﺳﻌﻪ‪ ، ،‬ﺗﻬﺮ‪،,‬‬ ‫ﺳﺎﻣﺎ‪ ,‬ﻣﻮ ‪  a‬ﺳﺘﺨﺪﻣﻰ ﻛﺸﻮ‪ ،‬ﻣﺮﻛﺰ ‪J‬ﻣﻮ‪ I‬ﻣﺪﻳﺮﻳﺖ ﻟﺘﻰ‪،‬‬ ‫‪ 17-18‬ﻣﺮ ‪1378‬‬ ‫ﮔﻴﻮﻳﺎ‪ ،,‬ﺣﺴﻦ‪ ،‬ﺑﻮﻛﺮﺳﻰ  ‪J‬ﻳﻨﻪ ﻣﺎ‪ ،,‬ﺗﺤﻮ ‪،33 I ،a‬‬ ‫‪1380 sJ‬‬ ‫ﭘﻰ ﻳﺮ ﺑﻮﻳﻮ‬ ‫ﻧﻮﺷﺘﻪ ﻳﭽﺎ ﺟﻨﻜﻴﻨﺰ ) ‪ ،(Richard Jenkins‬ﺗﺮﺟﻤﻪ ﺣﺴﻦ‬ ‫ﭼﺎﺷﻴﺎ‪ ،,‬ﻟﻴﻼ ﺟﻮﻓﺸﺎﻧﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻧﻰ‪1385 ،‬‬ ‫ﻣﺘﻔﻜﺮ‪ ,‬ﺑﺰگ ﺟﺘﻤﺎﻋﻰ‪،‬‬ ‫ﺳﺘﻮﻧﺰ‪ ،Z ،‬ﺗﺮﺟﻤﺔ ﻣﻬﺮ ﻣﻴﺮﻣﺎ‪ ،a‬ﺗﻬﺮ‪ ،,‬ﻣﺮﻛﺰ‪1381 ،‬‬ ‫ﺗﺎﻳﺦ ﻧﺪﻳﺸﻪ  ﻧﻈﺮﻳﻪﻫﺎ‪ a‬ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻰ‬ ‫ﻧﺎﺻﺮ ﻓﻜﻮﻫﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻧﻰ‪ ،1381 ،‬ﺻﺎﻳﻦ ﺑﺨﺶ ﺗﻮﺻﻴﻔﻰ ﻗﻴﻖ ‬ ‫ﻋﻠﻤﻰ  ﻧﺪﻳﺸﻪ ﺑﻮﻳﻮ  ﺋﻪ ﻣﻰ ﻫﺪ‪.‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ُﭘﺴﺖ ﻣﺪﻧﻴﺴﻢ‪،‬‬ ‫ﻧﻮﺷﺘﻪ ﺳﻜﺎ ﻟﺶ‪ ،‬ﺗﺮﺟﻤﻪ ﺣﺴﻦ ﭼﺎﺷﻴﺎ‪ ،,‬ﺗﻬﺮ‪ ،,‬ﻧﺸﺮ ﻣﺮﻛﺰ‬ ‫‪.1383‬‬ ‫ﺷﻨﻔﻜﺮ‪  a‬ﻧﺒﺮ ﻧﮕﺎﻫﻰ ﺑﻪ ‪ aJ‬ﭘﻰﻳﺮ ﺑﻮﻳﻮ ﺑﻪ ﻣﻨﺎﺳﺒﺖ‬ ‫ﭼﻬﺎﻣﻴﻦ ﺳﺎ ﮔﺬﺷﺘﺶ‬ ‫ﻧﺎﻣﻪ ﻋﺘﻤﺎ ﻣﻠﻰ‪ 3 ،‬ﺑﻬﻤﻦ ‪1384‬‬ ‫ﺳﺎﻧﻪﻫﺎ‪ a‬ﮔﺮﻫﻰ‪ ،‬ﺷﻨﻔﻜﺮ‪  ,‬ﭘﻴﺮﺑﻮﻳﻮ‬ ‫ﺟﺎﻛﻮ ﺑﻮ‪ W‬؛ ﺗﺮﺟﻤﻪ ‪J‬ﻳﺘﺎ ﻧﻴﻜﻨﺎ‪ ،T‬ﻫﻤﺒﺴﺘﮕﻰ‪ 26) ،‬ﻳﺒﻬﺸﺖ‬ ‫‪(1383‬‬ ‫ﺳﺮﻣﺎﻳﻪﻫﺎ‪ a‬ﺑﻮﻳﻮ‬ ‫ﻳﮋ< ﻧﺎﻣﻪ ﺑﻮﻳﻮ‪ ،‬ﻧﺎﻣﻪ ﺷﺮ‪ ،p‬ﺷﻤﺎ< ‪ ،867‬ﻳﻜﺸﻨﺒﻪ ‪ 6‬ﺧﺮ‬ ‫‪1386‬‬ ‫ﭘﻴﺮ ﺑﻮﻳﻮ  ﻛﻮﺷﺶ ﻧﺎﻓﺮﺟﺎ‪  T‬ﺗﻠﻔﻴﻖ ﺳﻄﻮ} ﺧﺮ ‪ /‬ﻛﻼ‪,‬‬ ‫ﺣﺎﻣﺪ ﻫﺨﺪ‪ ،‬ﺳﺎﻟﺖ‪ 26) ،‬ﺗﻴﺮ ‪(1382‬‬ ‫ﺑﻮﻳﻮ  ﻧﻈﺮﻳﻪ ﻋﻤﻞ‬ ‫ﻳﮋ< ﻧﺎﻣﻪ ﺑﻮﻳﻮ‪ ،‬ﻧﺎﻣﻪ ﺷﺮ‪ ،p‬ﺷﻤﺎ< ‪ ،867‬ﻳﻜﺸﻨﺒﻪ ‪ 6‬ﺧﺮ‬ ‫‪1386‬‬ ‫ﺣﻮ< ﺗﻮﻟﻴﺪ ﻓﺮﻫﻨﮕﻰ ﭘﻴﺮ ﺑﻮﻳﻮ‬ ‫ﻣﺤﻤﺪ ﺿﺎﻳﻰ‪ ،‬ﻛﺘﺎ‪ Z‬ﻣﺎ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‪) ،78 I ،‬ﻓﺮﻳﻦ‬ ‫‪(1383‬‬ ‫ﻧﻈﺮﻳﺔ ﺳﺮﻣﺎﻳﺔ ﻓﺮﻫﻨﮕﻰ ﺑﻮﻳﻮ‬ ‫ﻣﺤﺴﻦ ﻧﻮﻏﺎﻧﻰ‪  ،‬ﻣﺠﻠﺔ ﻧﺠﻤﻦ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ‪J‬ﻣﻮ‪  I‬ﭘﺮ‪،I‬‬ ‫‪ ،1381 ،‬ﭘﻴﺶ ﺷﻤﺎ… ‪ ،1‬ﺗﺎﺑﺴﺘﺎ‪.,‬‬ ‫ ﺗﻠﻘﻰ  ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻰ ﺗﻤﺎﻳﺰ  ﺷﺘﺮﻛﺎ ﺑﻮﻳﻮ  ﭘﻮﺗﻨﺎ‪T‬‬ ‫ﻣﺎﺗﻰ ﺳﻴﺴﻴﺎﻧﻴﻦ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﺤﻤﺪﺿﺎ ﻏﻼﻣﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪ 8) ،a‬ﺧﺮ‬ ‫‪(1384‬‬ ‫ﺑﻮﻳﻮ‪ ،‬ﻋﻠﻴﻪ ﺗﻔﻜﺮ ﻳﮕﺎﻧﻪ‬ ‫ﺳﺎ ﺷﺮﻳﻌﺘﻰ‪ ،‬ﻫﻤﺒﺴﺘﮕﻰ‪ 23 ،‬ﺧﺮ ‪1383‬‬

‫ﺑﻮﻳﻮ ﻋﻠﻴﻪ ﺛﺎ‪,‬‬ ‫ﺳﺎ ﺷﺮﻳﻌﺘﻰ‪ ،‬ﻣﺘﻦ ﺳﺨﻨﺮﻧﻰ ﺧﺎﻧﻢ ﺷﺮﻳﻌﺘﻰ  ﻫﻤﺎﻳﺶ ﻳﻜﺮ<‬ ‫»ﺑﻮﻳﻮ‪  :‬ﻟﺖ ﻓﺎ< ﺗﺎ ﺷﺮﻓﻴﺖ ﻟﺘﻰ« ﺳﺖ ﻛﻪ  ‪J 21‬ﺑﺎ‪1385 ,‬‬ ‫ ﺗﺎﻻ ﺑﻦ ﺧﻠﺪ‪ ,‬ﻧﺸﻜﺪ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﻧﺸﮕﺎ< ﺗﻬﺮ‪ ,‬ﺋﻪ ﺷﺪ‪.‬‬ ‫ﻣﺘﻦ ﻳﻦ ﺳﺨﻨﺮﻧﻰ  ‪ /http://fakouhi.com/node/354‬ﻗﺎﺑﻞ‬ ‫ﻣﺸﺎﻫﺪ< ﺳﺖ‪.‬‬ ‫ﺑﻮﻳﻮ‪ :‬ﻓﺴﻮ‪,‬ﻳﻰ  ﻟﻴﺒﺮﻟﻴﺴﻢ‬ ‫ﺳﺎ ﺷﺮﻳﻌﺘﻰ‪ ،‬ﻳﺮ‪ 24) ،,‬ﺗﻴﺮ ‪(1382‬‬ ‫ﺑﻮﻳﻮ  ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻫﻨﺮ‬ ‫ﺳﺎ ﺷﺮﻳﻌﺘﻰ‪ ،‬ﺷﺮ‪J 22) ،p‬ﺑﺎ‪(1384 ,‬‬ ‫ﺗﺎﻣﻠﻰ ﺑﺮ ﻳﺪﮔﺎﻫﻬﺎ‪ a‬ﭘﻰﻳﺮ ﺑﻮﻳﻮ  ﺑﺎ‪ Z‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ ﻫﻨﺮ‬ ‫ﺳﺎ ﺷﺮﻳﻌﺘﻰ‪ ،‬ﻳﺮ‪J 14) ،,‬ﺑﺎ‪.10 c :(1384 ,‬ﻳﻦ ﻣﻄﻠﺐ ‬ ‫ﻫﻤﭽﻨﻴﻦ ﻣﻰ ﺗﻮ‪http://www.isa.org.ir/NewsDes.  ,‬‬ ‫‪ jsp?NewsID=fhcg-ulyq-gddo‬ﻣﺸﺎﻫﺪ< ﻛﺮ‪.‬‬ ‫ﻓﻴﻠﺴﻮﻓﻰ ﻋﻠﻴﻪ ﺳﺎﻧﻪﻫﺎ  ﺑﺎ‬ ‫ﻳﭽﺎ ﺷﻮﺳﺘﺮﻣﻦ‪J ،‬ﻳﻨﻪ‪) ،139 I ،‬ﻣﺮ ‪(1378‬‬ ‫ﻧﮕﺎﻫﻰ ﺑﺮ ﻧﺪﻳﺸﻪ ﭘﻴﺮ ﺑﻮﻳﻮ‬ ‫ﺗﺮﺟﻤﻪ ﻳﺤﻴﻰ ﻣﺎﻣﻰ‪ ،‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ< ‪http://fakouhi. 358‬‬ ‫‪/com/node‬‬ ‫ﻫﻤﻪ ﭼﻴﺰ ﺟﺘﻤﺎﻋﻰ ﺳﺖ ﺑﻪ ﻳﺎ ﭘﻴﺮ ﺑﻮﻳﻮ‬ ‫ﻟﻮﺋﻴﻚ ﻛﺎ‪ ،,‬ﺗﺮﺟﻤﻪ ﺷﻴﺮﻳﻦ ﺟﻼﻟﻰ‪ ،‬ﻛﺘﺎ‪ Z‬ﻣﺎ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‪،‬‬ ‫‪) ،81 I‬ﺗﻴﺮ ‪(1383‬‬ ‫ﺧﺮ‪  z‬ﺑﺮ‪ z‬ﻋﺎ‪ :z‬ﺳﺎﺧﺘﻤﺎ‪s ,‬ﻫﻨﻰ  ﻣﻴﻨﻪ‪  ،‬ﻧﮕﺎ< ﺑﻮﻳﻮ‬ ‫ﻣﻬﺮ ﻋﻠﻰ ﻧﺎﻳﻴﺠﻰ‪ ،‬ﻫﻤﺸﻬﺮ‪ 2 ،a‬ﺷﻬﺮﻳﻮ ‪1385‬‬ ‫ﭘﺮﺳﺶ ﺑﻮﻳﻮ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻳﻦ‬ ‫ﺳﺎ ﺷﺮﻳﻌﺘﻰ‪ ،‬ﻳﻦ ﻣﻄﻠﺐ ﻧﺨﺴﺘﻴﻦ ﺑﺎ  ﻧﺎﻣﻪ ﺷﺮ‪ ) p‬ﻳﮋ< ﻧﺎﻣﻪ‬ ‫ﺑﻮﻳﻮ‪ 6 ،‬ﺧﺮ ﺑﻪ ﭼﺎپ ﺳﻴﺪ<  ﺳﭙﺲ  ﭘﺎﻳﮕﺎ< ﻃﻼ‪ l‬ﺳﺎﻧﻰ ﻛﺘﺮ‬ ‫ﻓﻜﻮﻫﻰ )‪ (http://fakouhi.com/node/954‬ﻣﻨﺘﺸﺮ ﺷﺪ‪.‬‬ ‫ﺑﻮﻳﻮ  ﺳﻘﻮ‪ t‬ﺳﻴﺎﺳﺖ‬ ‫ﻳﻦ ﻣﻄﻠﺐ ﺑﺘﺪ  ﻳﮋ< ﻧﺎﻣﻪ ﺑﻮﻳﻮ ﻧﺎﻣﻪ ﺷﺮ‪  p‬ﻳﻜﺸﻨﺒﻪ‬ ‫‪ 6‬ﺧﺮ ‪ 1386‬ﺑﻪ ﻧﺘﺸﺎ ﺳﻴﺪ  ﺳﭙﺲ  )‪http://fakouhi.‬‬ ‫‪ (com/node/913‬ﻣﻨﺘﺸﺮ ﺷﺪ‪.‬‬ ‫ﻧﮕﺎﻫﻰ ﺑﺮ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﭘﻴﺮ ﺑﻮﻳﻮ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺣﻮ< ﺳﻴﺎﺳﻰ ‬ ‫ﺟﻬﺎﻧﻰ ﺷﺪ‪,‬‬ ‫ﻧﺎﺻﺮ ﻓﻜﻮﻫﻰ‪ ،‬ﻣﺘﻦ ﺳﺨﻨﺮﻧﻰ  < ‪J‬ﻣﻮﺷﻰ ﻳﻜﺴﺎﻟﻪ ﺣﺰ‪Z‬‬ ‫ﻣﺸﺎﻛﺖ‪  ،‬ﺑﺨﺶ ﻣﺒﺎﺣﺚ ﻣﺮﺑﻮ‪ t‬ﺑﻪ ﺟﺎﻣﻌﻪ  ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ  ﻧﺸﺴﺖ‬ ‫ﺷﺸﻢ‪ :‬ﻧﻈﺮﻳﻪ ﭘﺮ‪ ,‬ﻣﺘﺎﺧﺮ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﺑﻪ ﺗﺎﻳﺦ  ﭘﻨﺠﺸﻨﺒﻪ ‪9‬‬ ‫‪  1385 sJ‬ﺗﻬﺮ‪ .,‬ﻣﺘﻦ ﻳﻦ ﺳﺨﻨﺮﻧﻰ  )‪http://fakouhi.‬‬ ‫‪ (com/node/357‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ< ﺳﺖ‪.‬‬ ‫ﭘﻴﺮ ﺑﻮﻳﻮ‪  I :‬ﻗﺪ‬ ‫ﻧﺎﺻﺮ ﻓﻜﻮﻫﻰ‪ ،‬ﻧﺎﻣﻪ ﺷﺮ‪ 17 ،145I ،p‬ﺳﻔﻨﺪ ‪ .1382‬ﻳﻦ ﻣﻘﺎﻟﻪ‬ ‫ﺑﻌﺪ  ﻓﻜﻮﻫﻰ‪ ،‬ﻧﺎﺻﺮ‪ ،1386 ،‬ﭘﺎ<ﻫﺎ‪ a‬ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻰ‪ ،‬ﺗﻬﺮ‪ ،,‬ﻧﻰ ﺑﻪ‬ ‫ﭼﺎپ ﺳﻴﺪ‪.‬‬

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‫ﻃﻼ" ﺳﺎﻧﻲ‬

‫ﺷﻤﺎ ‪7‬‬ ‫ﻣﻬﺮ‪1387‬‬

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‫ﺑﻮﻳﻮ‪ :‬ﭘﺮﺳﻤﺎ‪ ,‬ﻧﺶ  ﺷﻨﻔﻜﺮ‪a‬‬ ‫ﻧﺎﺻﺮ ﻓﻜﻮﻫﻰ‪ ،‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ< )‪http://fakouhi.com/‬‬ ‫‪(http://fakouhi.com/node/365 )  (node/366‬‬ ‫ﻳﻦ ﻣﻘﺎﻟﻪ ﻧﺨﺴﺘﻴﻦ ﺑﺎ  ‪J‬ﺧﺮﻳﻦ ﺷﻤﺎ< ﻣﺠﻠﻪ ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ‬ ‫ﻧﺸﮕﺎ< ﻓﺮﺳﻰ ﻣﺸﻬﺪ‪ ،‬ﻧﺸﻜﺪ< ﺑﻴﺎ  ﻋﻠﻮ‪ T‬ﻧﺴﺎﻧﻰ‪T < ،‬‬ ‫ﺷﻤﺎ< ‪ ،1‬ﺑﻬﺎ ‪ 1384‬ﺑﻪ ﭼﺎپ ﺳﻴﺪ< ﺳﺖ‪.‬‬ ‫ﺑﺎﺗﻮﻟﻴﺪ ﺷﺮﻓﻴﺖ ﻟﺘﻰ  ﻟﺖ ﻣﻠﻰ‬ ‫ﻧﺎﺻﺮ ﻓﻜﻮﻫﻰ‪ ،‬ﻣﺘﻦ ﺑﺨﺸﻰ  ﺳﺨﻨﺮﻧﻰ ‪ a‬ﺳﺖ ﻛﻪ  ﭼﺎﭼﻮ‪Z‬‬ ‫ﻣﻴﺰ ﮔﺮ‪ a‬ﺑﺎ< ﻧﻈﺮﻳﻪ ﻟﺖ ﻓﺎ<  ﻧﺰ ﺑﻮﻳﻮ   ﻳﻜﺸﻨﺒﻪ ‪21‬‬ ‫‪J‬ﺑﺎ‪  1385 ,‬ﻧﺸﻜﺪ< ﻋﻠﻮ‪ T‬ﺟﺘﻤﺎﻋﻰ ﺗﺎﻻ ﺑﻦ ﺧﻠﺪ‪ ,‬ﺑﺮﮔﺰ ﮔﺮﻳﺪ‪.‬‬ ‫ﻳﻦ ﻣﺘﻦ  )‪ (http://fakouhi.com/node/356‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ<‬ ‫ﺳﺖ‪.‬‬ ‫ﻧﺪﻳﺸﺔ ﺟﺘﻤﺎﻋﻰ ﭘﻴﺮ ﺑﻮﻳﻮ‬ ‫ﻧﺎﺻﺮ ﻓﻜﻮﻫﻰ‪ ،‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ<  )‪http://fakouhi.com/‬‬ ‫‪(node/336‬‬ ‫ﻧﻈﺮﻳﻪ ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻰ ﺑﻰ ﺑﻮﻳﻮ‬ ‫ﺷﻬﺮ‪ T‬ﭘﺮﺳﺘﺶ‪ ،‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ<  )‪http://fakouhi.com/‬‬ ‫‪(http://fakouhi.com/node/361)  (node/360‬‬ ‫ﻣﺘﻦ ﺣﺎﺿﺮ ﮔﺰ‪ I‬ﺳﺨﻨﺮﻧﻰ ﺷﻬﺮ‪ T‬ﭘﺮﺳﺘﺶ‪ ،‬ﻋﻀﻮ ﻫﻴﺌﺖ ﻋﻠﻤﻰ‬ ‫ﻧﺸﮕﺎ< ﻣﺎﻧﺪ‪  ،,‬ﺟﻠﺴﻪ ﮔﺮ< ﻋﻠﻤﻰ – ﺗﺨﺼﺼﻰ ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻰ‬ ‫ﻓﺮﻫﻨﮕﻰ ﻧﺠﻤﻦ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻳﺮ‪ ,‬ﺳﺖ‪.‬‬ ‫ﺳﺎﻧﻪﻫﺎ‪ a‬ﮔﺮﻫﻰ‪ ،‬ﺷﻨﻔﻜﺮ‪  ,‬ﭘﻴﺮ ﺑﻮﻳﻮ‬ ‫ﻟﻮﻣﻮﻧﺪ ﻳﭙﻠﻤﺎﺗﻴﻚ‪J ،‬ﻳﻞ ‪.2004‬‬ ‫‪ I‬ﺷﻨﺎﺳﻰ ﻧﺘﻘﺎ‪ :a‬ﻧﮕﺎ< ﺑﻮﻳﻮ ﺑﻪ ﺟﻬﺎﻧﻰ ﺷﺪ‪,‬‬ ‫ﻟﻰ ﷲ ﻣﻀﺎﻧﻰ‪ ،‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ<  ) ‪http://fakouhi.com/‬‬ ‫‪(node/1009‬‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻰ ﻳﻚ ‪ I‬ﻣﻰ ﺳﺖ‬ ‫ﮔﻔﺘﮕﻮ ﺑﺎ ﭘﻴﺮ ﻛﺎ ﺑﺎ< ﻓﻴﻠﻢ   ﻧﺪﮔﻰ ﭘﻴﺮ ﺑﻮﻳﻮ‪ .‬ﻗﺎﺑﻞ‬ ‫ﻣﺸﺎﻫﺪ<  )‪http://)  (http://fakouhi.com/node/1074‬‬ ‫‪(fakouhi.com/node/1080‬‬ ‫ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻰ‪ ،‬ﺑﻴﻨﺶ ﺳﺒﺰ‪ ،‬ﺳﺎ ‪ ،T‬ﺷﻤﺎ< ‪ ،15‬ﺑﻬﻤﻦ‬ ‫‪.1381‬‬ ‫ﻣﺤﺴﻦ ﺿﺎﻳﻰ‬ ‫ﻣﻨﻔﻌﺖ ﺟﺎﻣﻌﻪﺷﻨﺎ‪ W‬ﻣﻘﺎﻟﻪ‪  a‬ﭘﻴﺮ ﺑﻮﻳﻮ ﺑﻪ ﻣﻨﺎﺳﺒﺖ ﺳﺎﻟﮕﺮ‬ ‫ﮔﺬﺷﺖ ‬ ‫ﺑﺎﺑﻚ ﺣﻘﻴﻘﻰ‪ ،‬ﻧﺎﻣﻪ ﺷﺮ‪ 3) ،p‬ﺑﻬﻤﻦ ‪(1384‬‬ ‫ﻳﺎ‪ a‬ﭘﮋﻫﺸﮕﺮ‪ ,‬ﺑﻪ ﺟﻨﺒﺶ ﺟﺘﻤﺎﻋﻰ‬ ‫ﻧﺎﻣﻪ ﻳﺮ‪ 5) ،,‬ﺷﻬﺮﻳﻮ ‪(1383‬‬ ‫ﺳﺮﻣﺎﻳﻪ ﺟﺪﻳﺪ‬ ‫ﺗﺮﺟﻤﻪ ﻣﺮﺗﻀﻰ ﻣﺮﻳﻬﺎ‪ ،‬ﻃﻼﻋﺎ ﺳﻴﺎﺳﻰ‪ -‬ﻗﺘﺼﺎ‪191 I ،a‬‬ ‫ ‪) ،192‬ﻣﺮ  ﺷﻬﺮﻳﻮ ‪(1382‬‬‫‪ ps‬ﻫﻨﺮ‪  a‬ﺳﺮﻣﺎﻳﻪ ﻓﺮﻫﻨﮕﻰ‬ ‫ﺗﺮﺟﻤﻪ ﻟﻴﻠﻰ ﻣﺼﻄﻔﻮ‪ ،a‬ﻧﺎﻣﻪ ﻓﺮﻫﻨﮓ‪) ،30 I ،‬ﺗﺎﺑﺴﺘﺎ‪(1377 ,‬‬

‫ﺗﻜﻮﻳﻦ ﺗﺎﻳﺨﻰ ﻳﺒﺎﺷﻨﺎﺳﻰ ﻧﺎ‪Z‬‬ ‫ﺗﺮﺟﻤﻪ ﻣﺮ ﻓﺮﻫﺎﭘﻮ‪ ،‬ﻏﻨﻮ‪) ،17 I ،,‬ﻣﺴﺘﺎ‪(1379 ,‬‬ ‫ﻳﺎﺷﻬﺮ‪ ،‬ﺑﻬﺮ<ﻛﺸﻰ ﺑﻰﭘﺎﻳﺎ‪,‬‬ ‫ﻧﺎﻣﻪ ﻧﺸﺎ‪ 2) ،t‬ﻣﺮ ‪(1378‬‬ ‫ﺳﺮﻣﺎﻳﻪ ﻓﺮﻫﻨﮕﻰ‬ ‫ﻧﺎﻣﻪ ﺗﻮﺳﻌﻪ‪ 6) ،‬ﺑﻬﻤﻦ ‪(1380‬‬ ‫ﻛﻨﺸﻬﺎ‪ a‬ﺷﻰ  ﻛﻨﺸﻬﺎ‪ a‬ﺟﺘﻤﺎﻋﻰ‬ ‫ﺗﺮﺣﻤﻪ ﻣﺤﻤﺪﺿﺎ ﻓﺮ‪ ،‬ﻏﻨﻮ‪) ،20 I ،,‬ﺗﺎﺑﺴﺘﺎ‪(1381 ,‬‬ ‫ﺗﺌﻮﻳﻬﺎ‪ a‬ﺑﺎ ﺗﻮﻟﻴﺪ ﺟﺘﻤﺎﻋﻰ  ‪J‬ﻣﻮ‪  I‬ﭘﺮ‪I‬‬ ‫ »ﻓﺮﻫﻨﮓ ﻋﻤﻮﻣﻰ« ‪ ،17  16 I‬ﻣﺴﺘﺎ‪.1378 ,‬‬ ‫ﻟﻴﺒﺮﻟﻴﺴﻢ ﻧﻮﻳﻦ ﻳﺎ ﺳﺘﺜﻤﺎ ﺑﻰﭘﺎﻳﺎ‪,‬‬ ‫ﺗﺮﺟﻤﻪ ﻣﻬﺮ‪ ,‬ﻗﺎﺳﻤﻰ‪ ،‬ﻳﺎ‪ W‬ﻧﻮ‪ 2) ،‬ﺷﻬﺮﻳﻮ ‪(1382‬‬ ‫ﺳﻴﺎﺳﺖ ﺟﻬﺎﻧﻰ‬ ‫ﺗﺮﺟﻤﻪ ﭘﺮﻳﺰ ﺻﺪﻗﺖ‪ ،‬ﻣﻨﺘﺸﺮ< ‪http://fakouhi.com/ :‬‬ ‫‪ ،node/927‬ﺻﻞ ﻳﻦ ﻣﻘﺎﻟﻪ  ﺳﺎ ‪ 2002‬ﻣﻨﺘﺸﺮ ﺷﺪ‪.‬‬ ‫ ﺷﻨﻔﻜﺮ ﺧﺒﺮ‪  a‬ﻣﺘﻔﻜﺮ  ﺳﺎﻳﻪ‬‫ﻧﻮﺷﺘﻪ ژ‪ ,‬ﺑﻮ‪ ،W‬ﻧﺮﺟﻤﻪ ‪J‬ﻳﺘﺎ ﻧﻴﻜﻨﺎ‪ ،T‬ﻧﻮﻳﺴﻨﺪ< ﻳﻦ ﻣﻘﺎﻟﻪ‬ ‫‪Jacques BOUVERESSE‬ﺻﺎﺣﺐ ﻛﺮﺳﻰ ﻓﻠﺴﻔﻪ  ﻛﻠﮋ‬ ‫ ﻓﺮﻧﺲ  ﻧﻮﻳﺴﻨﺪ< ﻛﺘﺎ‪" Z‬ﺑﻮﻳﻮ‪ ،‬ﻓﺎﺿﻞ  ﺳﻴﺎﺳﻰ" ﻛﻪ  ‪17‬‬ ‫ﻓﻮﻳﻪ  ﻃﺮ‪ u‬ﻧﺘﺸﺎ ‪J‬ﮔﻮ‪  ,‬ﭘﺎﻳﺲ ﻣﻨﺘﺸﺮ ﻣﻰ ﺷﻮ‪ ،‬ﺳﺖ‪ .‬ﻳﻦ‬ ‫ﻣﻘﺎﻟﻪ ﺑﺮﮔﺮﻓﺘﻪ ﻳﻦ ﻛﺘﺎ‪ Z‬ﺳﺖ   )‪http://fakouhi.com/‬‬ ‫‪ (node/340‬ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪ< ﺳﺖ‪.‬‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻰ  ﺑﻴﺎ‪J :‬ﻣﻮ‪ I‬ﻋﺎﻃﻔﻰ ﻓﻠﻮﺑﺮ‬ ‫ ﻧﺸﺮﻳﺔ ﻏﻨﻮ‪ ،,‬ﺷﻤﺎ… ‪.10-9‬‬ ‫ﺳﺮﻣﺎﻳﻪ ﺟﺘﻤﺎﻋﻰ‪ :‬ﻋﺘﻤﺎ‪ ،‬ﻣﻮﻛﺮﺳﻰ  ﺗﻮﺳﻌﻪ‬ ‫ﺑﻪ ﻛﻮﺷﺶ ﻛﻴﺎ‪ ,‬ﺗﺎﺟﺒﺨﺶ؛ﺗﺮﺟﻤﻪ ﻓﺸﻴﻦ ﺧﺎﻛﺒﺎ‪ ،‬ﺣﺴﻦ ﭘﻮﻳﺎ‪،,‬‬ ‫ﺗﻬﺮ‪ :,‬ﻧﺸﺮ ﭘﮋﻫﺶ ﺷﻴﺮ<‪1384 ،‬‬ ‫ ﻳﻦ ﻛﺘﺎ‪ Z‬ﻋﻼ< ﺑﺮ ﺑﻮﻳﻮ  ﺑﺮ ﭘﺎﺗﻨﺎ‪ ،T‬ﺟﻴﻤﺰ ﻛﻠﻤﻦ‪،‬‬ ‫ﻛﻼ‪ W‬ﻓﻪ‪ ،‬ﻓﺮﻧﺴﻴﺴﻔﻮﻛﻮﻳﺎﻣﺎ‪J ،‬ﻟﻬﺎﻧﺪ ﭘﻮﺗﺲ‪ ،‬ﻣﺎﻳﻜﻞ ﻟﻜﺎ‪ ،n‬ﻛﻴﺎ‪,‬‬ ‫ﺗﺎﺟﺒﺨﺶ ‪ ...‬ﻧﻴﺰ ﻣﻘﺎﻻﺗﻰ ‪J‬ﻣﺪ< ﺳﺖ‪.‬‬ ‫ﭘﻴﺮ ﺑﻮﻳﻮ‪  I :‬ﻗﺪ‬ ‫ﻧﺎﺻﺮ ﻓﻜﻮﻫﻰ‪ ،‬ﻧﺎﻣﻪ ﺷﺮ‪ 17 ،145I ،p‬ﺳﻔﻨﺪ ‪1382‬‬ ‫ﻳﻦ ﻧﻮﺷﺘﺎ ‪ a‬ﺗﺮﺟﻤﻪ ‪  a‬ﻳﻜﻰ  ‪J‬ﺛﺎ ﺑﻮﻳﻮ ﺳﺖ ) ﻳﻦ‬ ‫ﻣﻘﺎﻟﻪ ﺑﻌﺪ  ﻓﻜﻮﻫﻰ‪ ،‬ﻧﺎﺻﺮ‪ ،1386 ،‬ﭘﺎ<ﻫﺎ‪ a‬ﻧﺴﺎ‪ ,‬ﺷﻨﺎﺳﻰ‪ ،‬ﺗﻬﺮ‪،,‬‬ ‫ﻧﻰ ﺑﻪ ﭼﺎپ ﺳﻴﺪ‬ ‫ﺟﻮﻫﺮ ﻧﺌﻮﻟﻴﺒﺮﻟﻴﺴﻢ‬ ‫ﻟﻮﻣﻮﻧﺪ ‪ a‬ﭘﻠﻤﺎﺗﻴﻚ‬

‫●‬ ‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻮﺿﻮﻉ‬

‫ﻣﺪﻳﺮ ﻛﺘﺎﺑﺪﺍﺭﻱ ﻭ ﺍﻃﻼﻉﺭﺳﺎﻧﻲ ‪:‬‬

‫ﺩﺍﺭﻳﻮﺵ ﻣﻄﻠﺒﻲ‬

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‫ﻧﺮﻡﺍﻓﺰﺍﺭ‪:‬‬

‫ﻋﺎﻃﻔﻪ ﻋﻠﻲﺁﻗﺎﻳﻲ‪ ،‬ﺍﺻﻐﺮ ﺍﺣﻤﺪﻱﻃﺎﻣﻪ‬

‫ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫●‬

‫ﮔﺮﻭﻩ ﻓﻬﺮﺳﺘﻨﻮﻳﺴﻲ ‪:‬‬

‫ﻭﻧﻮﺱ ﺭﺿﺎﻳﻲ ﺧﺠﺴﺘﻪ‪ ,‬ﻣﺮﻳﻢ ﺻﺒﻮﺣﻲ‪,‬‬ ‫ﭘﺮﻭﻳﻦ ﮔﻠﻲ‪ ،‬ﻣﺮﻳﻢ ﭘﻮﺭﻋﻠﻲ ﻣﺤﻤﺪﻱ‪,‬‬

‫ﺷﻬﺮﻳﻮﺭ ‪١٣٨٧‬‬

‫ﻧﺴﺘﺮﻥ ﺗﺠﺪﺩ‪ ،‬ﻓﺎﻃﻤﻪ ﻓﺮﺯﺍﻥﻧﺴﺐ‬

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‫ﺻﻔﺤﻪ ﺁﺭﺍﻳﻲ ‪:‬‬

‫ﺣﻤﻴﺮﺍ ﻛﻴﺎﺳﻲ‬

‫●‬ ‫ﺩﺭ ﺑﺨﺶ "ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ"‪ ,‬ﻛﺘﺎﺑﻬﺎﻱ ﻫـﺮ ﻣـﺎﻩ ﻛـﻪ ﺑـﺎ‬

‫ﭘﺮﻭﻳﺰ ﻗﺮﺍﮔﺰﻟﻮ‬

‫ﻋﻨﺎﻭﻳﻦ ﺑﻌﻀﻲ ﺩﻳﮕﺮ‪ ،‬ﻛﺘﺎﺑﻬﺎﻱ ﭼﺎﭖ ﻣﺠﺪﺩ ﻭ ﺑﺮﺧﻲ ﻛﺘﺎﺑﻬﺎﻱ ﭼﺎﭖ‬

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‫ﻣﺠﻮﺯ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻭ ﺍﺭﺷﺎﺩ ﺍﺳﻼﻣﻲ ﺍﻧﺘﺸﺎﺭ ﻳﺎﻓﺘﻪ ﻭ ﻳـﻚ ﻧـﺴﺨﻪ ﺍﺯ‬ ‫ﺍﻭﻝ )ﻣﺎﻧﻨﺪ‪ :‬ﻗﻮﺍﻧﻴﻦ ﻭ ﻣﻘﺮﺭﺍﺕ‪ ،‬ﺗﺴﺖ ﻭ ﻛﻤﻚ ﺩﺭﺳﻲ( ﻓﺎﻗـﺪ ﻣﻌﺮﻓـﻲ‬ ‫ﺍﻳﻦ ﻛﺘﺎﺏﻫﺎ ﺑﻪ ﺧﺎﻧﻪ ﻛﺘﺎﺏ ﺭﺳﻴﺪﻩ ﺍﺳـﺖ‪ ،‬ﺑﺮﺍﺳـﺎﺱ ﻧﻈـﺎﻡ ﺭﺩﻩﺑﻨـﺪﻱ‬ ‫ﺩﻫﺪﻫﻲ ﺩﻳﻮﻳﻲ‪ ,‬ﻣﻌﺮﻓﻲ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺑﺨـﺶ‪ ,‬ﻣﺸﺨـﺼﺎﺕ ﺍﻛﺜـﺮ‬

‫ﻛﻮﺗﺎﻩ ﻭ ﺗﺼﻮﻳﺮ ﺭﻭﻱ ﺟﻠﺪ ﻫﺴﺘﻨﺪ‪ .‬ﻻﺯﻡ ﺑﻪ ﺫﻛـﺮ ﺍﺳـﺖ ﻛـﻪ ﺑﺮﺧـﻲ‬

‫ﻣﻌﺮﻓﻲ ﻛﺘﺎﺑﻬﺎ‪:‬‬

‫ﮔﺮﻭﻩ ﻫﻤﻜﺎﺭﺍﻥ‪:‬‬

‫ﻣﻤﻤﻢ‬

‫ﻣﺠﺘﺒﻲ ﺗﺒﺮﻳﺰﻧﻴﺎ‪ ،‬ﻋﻴﺴﻲ ﻋﺒﺎﺳﻲ‪،‬‬

‫ﭘﺮﻭﻳﺰ‬

‫ﺯﻫﺮﺍ ﺑﺎﺳﺮﻩ‪ ،‬ﻣﻨﻴﺮﻩ ﻋﻼﻳ ﻲ ﻣﻬﺎﺑﺎﺩﻱ‪،‬‬ ‫ﻓﺮﻳﺒﺎ ﺁﻫﻲ ‪ ،‬ﻣﻬﺪﻱ ﺭﻣﻀﺎﻧﻲ ‪،‬‬

‫ﻛﺘﺎﺑﻬﺎﻱ ﭼﺎﭖ ﺍﻭﻝ ﺑﺎ ﻣﻌﺮﻓﻲ ﻛﻮﺗﺎﻫﻲ ﺍﺯ ﻣﺒﺎﺣـﺚ ﻛﺘـﺎﺏ ﻭ ﺗـﺼﻮﻳﺮ‬

‫ﻛﺘﺎﺑﻬﺎ ﺑﻪ ﺩﻟﻴﻞ ﺑﻴﻦ ﺭﺷﺘﻪﺍﻱ ﺑـﻮﺩﻥ‪ ،‬ﺍﺯ ﻧﻈـﺮ ﻣﻮﺿـﻮﻋﻲ ﺩﺭ ﺩﻭ ﺭﺩﻩ‬

‫ﺭﻭﻱ ﺟﻠﺪ ﺁﻧﻬﺎ ﻫﻤﺮﺍﻩ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺑﻪ ﻋﻠﺖ ﻣﺤﺪﻭﺩﻳﺖ ﺻـﻔﺤﺎﺕ ﻣﺠﻠـﻪ‪,‬‬

‫ﺩﻳﻮﻳﻲ ﻣﺘﻔﺎﻭﺕ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﺍﻳﻨﮕﻮﻧﻪ ﻛﺘﺎﺑﻬﺎ ﺩﺭ ﻛﺘﺎﺏ ﻣـﺎﻫﻲ ﻛـﻪ‬

‫ﻧﻴﺰ ﺑﻪ ﺩﻟﻴﻞ ﺗﻜﺮﺍﺭﻱ ﺑﻮﺩﻥ ﻭ ﻣﺸﻬﻮﺭ ﺑﻮﺩﻥ ﺑﺮﺧﻲ ﺍﺯ ﻛﺘﺎﺑﻬﺎ ﻭ ﮔﻮﻳﺎﻳﻲ‬

‫ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋ ﻲ‬ ‫‪٣٠٠‬‬

‫ﻟﻴﻼ ﻧﻴﻚﺗﺒﺎﺭ‬

‫ﻣﻮﺿﻮﻉ ﺁﻥ ﺭﺩﻩ ﺍﺻﻠﻲﺗﺮ ﻛﺘﺎﺏ ﺍﺳﺖ ﺁﻭﺭﺩﻩ ﺷﺪﻩﺍﻧﺪ‪.‬‬

‫ﻓﺮﺍﻫﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺩﺍﻧﺸﮕﺎﻩ ﭘﻴﺎﻡ ﻧـﻮﺭ‪ ١٦٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ـﻲ‬ ‫ـﻮﺭﺍ‪ ٩٦ - .‬ﺹ‪ - .‬ﺭﻗﻌــ‬ ‫ـﺸﺮ ﺷــ‬ ‫ـﺮﺍﻥ‪ :‬ﻧــ‬ ‫ـﻮﺍﻧﻔﺮ ‪ - .‬ﺗﻬــ‬ ‫ﺭﺿــ‬

‫‪ ٤٩٤‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﮔـﺎﻟﻴﻨﮕﻮﺭ(‪ ٨٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٠٢٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ١٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺩﻭﻡ ‪ ١٦٥٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٣٨٧- ٠٩٣- ٥‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٨٩٠- ٤٢-٧‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٤٤٣- ٤٢- ٥‬‬

‫ـﺎ ﺩﺭ ﺗﺤﻘﻴﻘــﺎﺕ‬ ‫‪ - ١‬ﭘــﺮﺩﺍﺯﺵ ﻭ ﺗﺤﻠﻴــﻞ ﺩﺍﺩﻩﻫـ‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﻭ ﻣﺮﺩﻡ ﺷﻨﺎﺳﻲ‬

‫ﺍﺟﺘﻤﺎﻋﻲ ‪ -‬ﺍﻗﺘﺼﺎﺩﻱ‪.‬‬ ‫ـﺒﺎ‪ ٣٨٨ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﻓﺮﻫﻨـﮓ ﺻـ‬ ‫ﺧﻠﻴـﻞ ﻛﻼﻧﺘـﺮﻱ ‪ - .‬ﺗﻬـ‬

‫‪٣٠١‬‬

‫‪ - ١٣‬ﻣﺒﺎﻧﻲ ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ‪.‬‬ ‫ﺑﺮﻭﺱ ﻛﻮﻫﻦ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻏﻼﻣﻌﺒﺎﺱ ﺗﻮﺳـﻠﻲ‪ ،‬ﺭﺿـﺎ ﻓﺎﺿـﻞ ‪- .‬‬

‫ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺳـﻮﻡ ‪٣٠٠٠ /‬‬ ‫‪ - ٧‬ﺁﻧﺎﺗﻮﻣﻲ ﺟﺎﻣﻌﻪ‪ :‬ﻣﻘﺪﻣﻪﺍﻱ ﺑﺮ ﺟﺎﻣﻌـﻪﺷﻨﺎﺳـﻲ‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫ـﺪﻭﻳﻦ ﻛﺘــﺐ ﻋﻠــﻮﻡ ﺍﻧــﺴﺎﻧﻲ‬ ‫ـﺮﺍﻥ‪ :‬ﺳــﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌــﻪ ﻭ ﺗـ‬ ‫ﺗﻬـ‬ ‫ﺩﺍﻧــﺸﮕﺎﻫﻬﺎ )ﺳــﻤﺖ(‪ ٥٠٢ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﻛﺎﺭﺑﺮﺩﻱ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٩٣٥- ٣٨- ٣‬‬

‫‪ ٤٧٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻧﻮﺯﺩﻫﻢ ‪ ٢٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﻓﺮﺍﻣﺮﺯ ﺭﻓﻴﻊ ﭘﻮﺭ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺳـﻬﺎﻣﻲ ﺍﻧﺘـﺸﺎﺭ‪٥٨٢ - .‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢‬ﺧﻮﺩﺁﻣﻮﺯ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ )ﭘﻴﺶ ﺩﺍﻧـﺸﮕﺎﻫﻲ(‪:‬‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٨٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﭘـﻨﺠﻢ ‪/‬‬

‫ﻛﺘﺎﺏ ﻛﺎﺭ ﺑـﺮﺍﻱ ﺩﺑﻴـﺮﺍﻥ‪ ،‬ﺩﺍﻧـﺶﺁﻣـﻮﺯﺍﻥ ﻣﺮﺍﻛـﺰ‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٥٧٣٥- ٩٧- ٣‬‬

‫ﻣــﺎﻫﺮﺥ ﺣــﺴﻦﺯﺍﺩﮔــﺎﻥ‪ ،‬ﺧﺪﻳﺠــﻪ ﺭﺿــﺎﻳﻲ‪ ،‬ﻣﺤﻤــﺪﻋﻠﻲ‬ ‫ﺟﻬــﺎﻧﺒﺨﺶ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻫﻤــﺎﻳﺶ ﺩﺍﻧــﺶ‪ ١١٢ - .‬ﺹ‪- .‬‬

‫ﺁﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻣﻨﻮﭼﻬﺮ ﺻـﺒﻮﺭﻱ ﻛﺎﺷـﺎﻧﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٢١٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﻧﺸﺮ ﻧﻲ‪ ٨٨٦ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٨٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫‪ - ١٤‬ﺍﺯ ﺧﻮﺩﺑﻴﮕﺎﻧﮕﻲ ﺍﻧﺴﺎﻥ ﻣﺪﺭﻥ‪.‬‬ ‫ﻓﺮﻳﺘﺲ ﭘﺎﭘﻨﻬﺎﻳﻢ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻣﺠﻴـﺪ ﻣـﺪﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺁﮔـﻪ‪- .‬‬ ‫‪ ٢١٦‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ ٢٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺗﻮﺻﻴﻔﻲ ﻭ ﺁﻣﺎﺭ ﺍﺳﺘﻨﺒﺎﻃﻲ(‪.‬‬

‫ﻧﺸﺮ ﻭﻳـﺮﺍﻳﺶ‪ ٤٠٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪٥٠٠٠٠ - .‬‬

‫ﺭﺿــﻮﺍﻧﻔﺮ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺷــﻮﺭﺍ‪ ٩٦ - .‬ﺹ‪ - .‬ﺭﺣﻠــﻲ ﻛﻮﭼــﻚ‬

‫‪" - ٤‬ﻓﺮﻫﻨﮓ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ"‪.‬‬ ‫ﮔــﺮﻱ ﭘﺎﺭﻛﻴﻨــﺴﻮﻥ‪ ،‬ﺭﺍﺑــﺮﺕ ﺩﻳﺮﻳــﺴﻠﻴﻦ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﺍﻳــﺮﺝ‬ ‫ﺳﺎﻋﻲﺍﺭﺳﻲ‪ ،‬ﻣﻬﻨﺎﺯ ﻭﻃﻦ ﺧﻮﺍﻩ؛ ﻭﻳﺮﺍﺳﺘﺎﺭ‪ :‬ﺯﻫـﺮﺍ ﻧﻴـﻚﻧـﮋﺍﺩ ‪- .‬‬

‫ﭘﻮﺭﺍﻥ ﺷﺮﻛﺎﺀ‪ ،‬ﻓﺮﻳﺪﻩ ﻟﻤﺴﻪ ﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﺷـﻮﺭﺍ‪٨٨ - .‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﺩﺍﻧﺸﮕﺎﻩ ﺁﺯﺍﺩ ﺍﺳﻼﻣﻲ‪ ،‬ﻭﺍﺣﺪ ﺧﻠﺨﺎﻝ‪ ،‬ﺣـﺎﻓﻆ ﺍﻧﺪﻳـﺸﻪ‪.‬‬

‫ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٢٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺩﻭﻡ ‪/‬‬

‫‪ ٣٥٦ -‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫‪ ٣٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﻱ‬ ‫ـﺪ ﺍﻭﻝ‪ - .‬ﻭﺯﻳــ‬ ‫ـﺪ ( ﺟﻠــ‬ ‫ـﮋﻩ‪ ٩٤٦ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠــ‬ ‫ﺩﺍﻧــ‬

‫ﻫﻤﺴﺮﺍﻥ ﻭ ﻣﺪﻳﺮﺍﻥ( ﺗﻮﺍﻧﺎﻳﻲ ﺑﺮﻗﺮﺍﺭﻱ ﺍﺭﺗﺒـﺎﻁ ﺍﻧـﺴﺎﻧﻲ ﺍﺳـﺖ‪.‬‬

‫)ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ ١٥٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻮﻧﻲ‪،‬‬ ‫ـﺎﻱ ﺍﻧﺠـﺎﻡ ﺷـﺪﻩ ﺩﺭ ﻋـﺼﺮ ﻛﻨـ‬ ‫ﺑـﺎ ﺗﻮﺟـﻪ ﺑـﻪ ﺑﺮﺭﺳـﻲﻫـ‬

‫‪٩٧٨- ٩٦٤- ٧٩٣٢- ٩٢-٩‬‬

‫ﻣﺪﻳﺮﺍﻥ ﻣﻮﻓـﻖ ﺩﺍﺭﺍﻱ ‪ EQ‬ﺑـﺎﻻﻳﻲ ﻫـﺴﺘﻨﺪ ﻛـﻪ ﻻﺯﻣـﻪ ﺁﻥ‬ ‫ﺗﻮﺍﻧﺎﻳﻲ ﺑﺮﻗﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺍﻧﺴﺎﻧﻲ ﻣﻮﺛﺮ ﺑـﺎ ﺩﻧﻴـﺎﻳﻲ ﭘﻴﺮﺍﻣـﻮﻥ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻛﺘﺎﺏ ﺭﺍﻩﻛﺎﺭﻫﺎﻱ ﻋﻤﻠﻲ ﺑـﻪ ﻣﻨﻈـﻮﺭ ﺑﺮﻗـﺮﺍﺭﻱ‬

‫ﺷﺮﺡ ﺣﺎﻝ ﻧﮕﺎﺭﺍﻧﻪ(‪.‬‬ ‫ﺍﺭﺗﺒﺎﻁ ﺍﻧﺴﺎﻧﻲ ﻣﻮﺛﺮ ﺑﺎﺯﮔﻮ ﺷﺪﻩ ﺍﺳـﺖ‪ ،‬ﺍﺯ ﺟﻤﻠـﻪ‪ :‬ﻣﻬـﺎﺭﺕ ﺩﺭ‬ ‫ﺍﻭﺭﺕﻣﻴﭽــﻞ ﺭﺍﺟــﺮﺯ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻏﻼﻣﺮﺿــﺎ ﺁﺫﺭﻱ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬ ‫ﮔﻮﺵ ﻛﺮﺩﻥ؛ ﺷﻔﺎﻑ ﺳـﺨﻦ ﮔﻔـﺘﻦ؛ ﻋﺮﺿـﻪﻱ ﻣﻄﺎﻟـﺐ ﺑـﻪ‬ ‫ـﺮﻱ‬ ‫ـﺪ ﺩﻭﻡ‪ - .‬ﻭﺯﻳــ‬ ‫ـﺪ ( ﺟﻠــ‬ ‫ـﮋﻩ‪ ٩٤٤ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠــ‬ ‫ﺩﺍﻧــ‬ ‫ﻫﻤــﺮﺍﻩ ﻧﻤــﺎﻳﺶ؛ ﻣﻄــﺎﺑﻖ ﺩﺭﻙ ﺷــﻨﻮﻧﺪﻩ ﺳــﺨﻦ ﮔﻔــﺘﻦ؛‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٧٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﺑﻬﺮﻩ ﮔﻴﺮﻱ ﺍﺯ ﺩﺍﺳﺘﺎﻥ ﻭ ﺣﻜﺎﻳﺖ ﺩﺭ ﺍﻧﺘﻘـﺎﻝ ﻣﻔـﺎﻫﻴﻢ؛ ﻭ ﻧﻔـﻮﺫ‬

‫‪٩٧٨- ٩٦٤- ٧٨٩٠- ٤١- ٠‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩١٢٧٨- ٧- ٣‬‬

‫‪٩٧٨- ٩٦٤- ٧٩٣٢- ٩٣-٦‬‬ ‫ﻛﻼﻡ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ‪.NLP‬‬

‫‪ - ١١‬ﺷﺒﻴﻪ ﺳـﺎﺯﻱ ﭼـﺸﻢﺍﻧـﺪﺍﺯﻫﺎﻱ ﺷـﻬﺮﻱ ﺩﺭ‬

‫‪ -٥‬ﻛﺎﺭﺑﺮﺩ ﺁﻣـﺎﺭ ﻭ ﻧـﺮﻡﺍﻓـﺰﺍﺭ ‪SPSS‬‬ ‫ﺩﺍﺩﻩﻫﺎ )ﺁﻣﻮﺯﺵ ﺟﺎﻣﻊ ﻧﺮﻡﺍﻓﺰﺍﺭ ‪SPSS‬‬

‫ﺩﺭ ﺗﺤﻠﻴـﻞ‬ ‫(‪.‬‬

‫ـﺮﺍﻥ‪ ٣١٦ - .‬ﺹ‪- .‬‬ ‫ـﻪ‪ ،‬ﻣﺘﻔﻜـ‬ ‫ـﺪ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻟﻮﻳـ‬ ‫ـﺪ ﻏﻴﺎﺛﻮﻧـ‬ ‫ﺍﺣﻤـ‬ ‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١١٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﻣﺤﻴﻂ ‪GIS‬‬

‫ـﺮﺩ‬ ‫ـﺎﺯﻣﺎﻧﻬﺎ‪ :‬ﺭﻭﻳﻜــ‬ ‫ـﻲ ﺳــ‬ ‫ـﻪﺷﻨﺎﺳــ‬ ‫‪ - ١٧‬ﺟﺎﻣﻌــ‬

‫‪ - ٢٠‬ﻣﺸﺎﺭﻛﺖ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‪.‬‬

‫ـﻬﺮﺩﺍﺭﻱ ﺗﻬــﺮﺍﻥ‪ ،‬ﺷــﺮﻛﺖ‬ ‫ﻋﻠــﻲ ﺷــﺠﺎﻋﻴﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺷـ‬

‫ﺟﺎﻣﻌﻪﺷﻨﺎﺧﺘﻲ ﺑﻪ ﺳﺎﺯﻣﺎﻥ ﻭ ﻣﺪﻳﺮﻳﺖ‪.‬‬

‫ﻣﻨﻮﭼﻬﺮ ﻣﺤﺴﻨﻲ‪ ،‬ﻋـﺬﺭﺍ ﺟـﺎﺭﺍﻟﻠﻬﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺁﺭﻭﻥ‪١٦٨ - .‬‬

‫ـﺮﻱ‬ ‫ـﻬﺮﻱ‪ ١٩٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﺰﻱ ﺷـ‬ ‫ـﻪﺭﻳـ‬ ‫ـﺮﺩﺍﺯﺵ ﻭ ﺑﺮﻧﺎﻣـ‬ ‫ﭘـ‬

‫ﺁﺭﻳﻦ ﻗﻠﻲﭘـﻮﺭ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ـﺎﭖ ﺩﻭﻡ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳـ‬ ‫ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٣٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻋﻠﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٣١٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫‪ ١٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٣٠٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻫﺸﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺪﺭﻫﺎ‪ ،‬ﻣﺎﺩﺭﻫــﺎ‪،‬‬ ‫ـﺎ )ﭘـ‬ ‫ـﺴﺎﻥﻫـ‬ ‫ـﺖ ﺍﻧـ‬ ‫ـﻞ ﻣﻮﻗﻔﻴـ‬ ‫ـﺮﻳﻦ ﻋﺎﻣـ‬ ‫ـﻢﺗـ‬ ‫ﻣﻬـ‬

‫‪ - ١٦‬ﺗﺎﺭﻳﺦ ﺗﺤﻠﻴﻠﻲ ﻋﻠﻢ ﺍﺭﺗﺒﺎﻃـﺎﺕ‪) :‬ﺭﻭﻳﻜـﺮﺩﻱ‬

‫ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﺳﺖ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻦ ﻧﻴﺎﺯ ﺍﺳﺎﺳﻲ ﺩﺭ ﺍﻧـﺴﺎﻥ‪ ،‬ﻟـﺰﻭﻡ ﺍﻫﻤﻴـﺖ‬

‫ﺷﺮﺡ ﺣﺎﻝ ﻧﮕﺎﺭﺍﻧﻪ(‪.‬‬

‫‪٩٧٨- ٩٦٤- ٧٨٩٠- ٤٠- ٣‬‬

‫ﺳﺎﻝ ﺩﻭﻡ ﺭﺍﻫﻨﻤﺎﻳﻲ‪.‬‬

‫ﻣﺤﻜﻮﻣﻴﺖ ﺍﻧﺴﺎﻥ ﻫﺎﻱ ﺧﻄﺎﻛﺎﺭ ﺑـﻪ ﺯﻧـﺪﺍﻥ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻳـﻚ‬

‫ﺍﻭﺭﺕﻣﻴﭽــﻞ ﺭﺍﺟــﺮﺯ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻏﻼﻣﺮﺿــﺎ ﺁﺫﺭﻱ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬ ‫ـﺎﻋﻲ‪:‬‬ ‫ـﺎﺕ ﺍﺟﺘﻤـ‬ ‫ـﺪﺍﺭ ﺗﻌﻠﻴﻤـ‬ ‫ـﻮﻥ ﻫﺪﻓـ‬ ‫‪ - ١٠‬ﺧﻮﺩﺁﺯﻣـ‬

‫ﺗﻨﺒﻴـﻪ ﺷـﻮﺩ‪ ،‬ﻣﻬـﻢﺗـﺮﻳﻦ ﻧـﻮﻉ‬

‫ﺑﻪ ﺍﻳـﻦ ﻣﻮﺿـﻮﻉ ﻣـﺸﺨﺺ ﻣـﻲ ﺷـﻮﺩ ﻭ ﺩﺭ ﺩﻧﻴـﺎﻱ ﺣﺎﺿـﺮ‪،‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﻗﺮﺍﺭ ﺑﺮ ﺍﻳـﻦ ﺑـﻮﺩ ﻛـﻪ ﺍﻧـﺴﺎﻧﻲ‬

‫ﺗﻨﺒﻴﻪ ﺑـﺮﺍﻱ ﻣﺤـﺮﻭﻡ ﺳـﺎﺧﺘﻦ ﺍﻭ ﺍﺯ ﺍﺭﺗﺒـﺎﻁ ﺩﻧﻴـﺎﻱ ﭘﻴﺮﺍﻣـﻮﻥ‬

‫‪ - ٩‬ﺧﻮﺩﺁﺯﻣﻮﻥ ﻫﺪﻓﺪﺍﺭ ﺗﻌﻠﻴﻤﺎﺕ ﺍﺟﺘﻤـﺎﻋﻲ‪ :‬ﺳـﺎﻝ‬

‫ﺭﻣﻀﺎﻥ ﺣـﺴﻦﺯﺍﺩﻩ‪ ،‬ﻣﺤﻤـﺪﺗﻘـﻲ ﻣـﺪﺍﺡ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻮﺳـﺴﻪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٩- ١٧٨- ٢‬‬

‫‪ - ١٥‬ﺗﺎﺭﻳﺦ ﺗﺤﻠﻴﻠﻲ ﻋﻠﻢ ﺍﺭﺗﺒﺎﻃـﺎﺕ‪) :‬ﺭﻭﻳﻜـﺮﺩﻱ‬

‫ﭘــﻮﺭﺍﻥ ﺷــﺮﻛﺎﺀ‪ ،‬ﻓﺮﻳــﺪﻩ ﻟﻤــﺴﻪﭼــﻲ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﻣﻌــﺼﻮﻣﻪ‬

‫ﺑﺮﻗﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻁ ﺍﺳﺖ‪ .‬ﻫﺮﮔـﺎﻩ‬

‫ﺗﻨﺒﻴــﻪ‪ ،‬ﻋــﺪﻡ ﺑﺮﻗــﺮﺍﺭﻱ ﺍﺭﺗﺒــﺎﻁ ﺑــﺎ ﺍﻭ ﺑــﻮﺩﻩ ﻭ ﻣــﺼﺪﺍﻕ ﺁﻥ‬

‫‪٩٦٤- ٣١٢- ١٦٨- ٢‬‬

‫ﺍﻭﻝ ﺭﺍﻫﻨﻤﺎﻳﻲ‪.‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٣٣٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻲ‬ ‫ﻳﻜــﻲ ﺍﺯ ﻧﻴﺎﺯﻫــﺎﻱ ﺍﺳﺎﺳــ‬

‫‪٣٠٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٦١٨٤- ٤١- ٣‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٢١٤- ٦٠- ٥‬‬

‫ـﻮﺩﻩ‪،‬‬ ‫ـﻪ ﺑـــ‬ ‫ﺍﻫﻤﻴـــﺖ ﻭ ﺗﻮﺟـــ‬

‫‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺎﺭ‬ ‫ـﻮﻡ ﺭﻓﺘـﺎﺭﻱ )ﺁﻣـ‬ ‫‪ - ٣‬ﺭﻭﺵﻫـﺎﻱ ﺁﻣـﺎﺭﻱ ﺩﺭ ﻋﻠـ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺼﺎﺭ‪،‬‬ ‫ـﺎﻡ ﺍﻋـ‬ ‫ـﻪ ﺩﺭ ﺗﻤـ‬ ‫ـﺴﺎﻥ ﻛـ‬ ‫ﺍﻧـ‬

‫‪ -‬ﭼﺎﭖ ﺑﻴﺴﺖ ﻭ ﺳﻮﻡ ‪ ٣٣٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺭﺿﺎﺯﺍﺩﻩ ﮔﻠـﻲ ﺣﻤﻴـﺪ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﻴﻮﻩ‪ ٨٨ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬

‫ﺗﻤـــﺪﻥﻫـــﺎ ﻭ ﺍﺩﻳـــﺎﻥ ﺩﺍﺭﺍﻱ‬

‫‪ - ٨‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٥٤- ٣٠- ٣‬‬

‫ﺯﻧﺪﮔﻲ ﻣﻮﻓﻖ‪.‬‬

‫ﺭﻭﺍﺑﻂ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﭘﻴﺶﺩﺍﻧﺸﮕﺎﻫﻲ ﻭ ﺩﺍﻭﻃﻠﺒﺎﻥ ﻛﻨﻜﻮﺭ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٥٣٠- ٢٠٧-٦‬‬

‫‪ - ١٩‬ﻣﺒﺎﻧﻲ ﺍﺭﺗﺒﺎﻃـﺎﺕ ﺍﻧـﺴﺎﻧﻲ ﻭ ﻛـﺎﺭﺑﺮﺩ ﺁﻥ ﺩﺭ‬

‫‪٩٧٨- ٩٦٤- ٩٣٩٣٩- ٧- ١‬‬

‫‪٩٧٨- ٩٦٤- ٧٩٤٣- ٦٥- ٩‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٧٢١٧- ٥٤-٤‬‬

‫‪٩٦٤- ٤٥٩- ٥٧٥- ٠‬‬ ‫ـﻚ‬ ‫ـﺎﻱ ﻛﻮﭼـ‬ ‫ـﻪ ﭼﻴﺰﻫـ‬ ‫ـﺮﻭﻉ‪ :‬ﭼﮕﻮﻧـ‬ ‫ـﻪ ﺷـ‬ ‫‪ - ٢١‬ﻧﻘﻄـ‬

‫‪ - ١٢‬ﻛﺘﺎﺏ ﻛﺎﺭ ﻭ ﺧﻮﺩﺁﺯﻣﻮﻥ ﺗﻌﻠﻴﻤـﺎﺕ ﺍﺟﺘﻤـﺎﻋﻲ‬

‫‪ - ٦‬ﻛﺎﺭﺑﺮﺩ ﻛﺎﻣﭙﻴﻮﺗﺮ )ﺭﺷﺘﻪﻫﺎﻱ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ(‪.‬‬

‫ﺳﺎﻝ ﺳﻮﻡ ﺭﺍﻫﻨﻤﺎﻳﻲ‪.‬‬

‫‪ - ١٨‬ﻓﺮﻫﻨﮓ ﻣﺼﻮﺭ ﻧﻤﺎﺩﻫﺎﻱ ﺳﻨﺘﻲ‪.‬‬

‫ﺗﻔﺎﻭﺕﻫﺎﻱ ﺑﺰﺭﮒ ﺍﻳﺠﺎﺩ ﻣﻲﻛﻨﻨﺪ؟‪.‬‬

‫ـﺪ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺣﻤـ‬ ‫ـﺪﺍﻳﺘﻲﺁﺫﺭﻱ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﻀﻞ ﻫـ‬ ‫ـﻴﺮﻛﻮﻧﺪ‪ ،‬ﺍﺑﻮﺍﻟﻔـ‬ ‫ﺍﻛﺒـﺮ ﺷـ‬

‫ﭘــﻮﺭﺍﻥ ﺷــﺮﻛﺎﺀ‪ ،‬ﻓﺮﻳــﺪﻩ ﻟﻤــﺴﻪﭼــﻲ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﻣﻌــﺼﻮﻣﻪ‬

‫ﺟﻴﻦ ﻛﻮﭘﺮ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻣﻠﻴﺤﻪ ﻛﺮﺑﺎﺳـﻴﺎﻥ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻓﺮﺷـﺎﺩ‪- .‬‬

‫ﻣﻠﻜﻮﻟﻢ ﮔﻼﺩﻭﻝ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻣﻬـﺪﻱ ﻗﺮﺍﭼـﻪﺩﺍﻏـﻲ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪:‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۲‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺯﻫــﺮﺍ ﻣﺮﺩﺍﻧــﻲ ‪ - .‬ﻛــﺮﺝ‪ :‬ﺩﺭ ﺩﺍﻧــﺶ ﺑﻬﻤــﻦ‪ ٢٥٠ - .‬ﺹ‪- .‬‬

‫ﻓﺮﻫﻨﮓ ﻫﺎ ﺭﻓﺘـﺎﺭ ﺩﺭﺳـﺘﻲ ﺩﺭ ﭘـﻴﺶ ﮔﻴﺮﻧـﺪ‪ .‬ﻣـﺪﻳﺮﻱ ﻛـﻪ ﺍﺯ‬

‫‪ - ٢٨‬ﺩﺭ ﻳﻚ ﻛﻤﭙﻴﻦ ﺗﺒﻠﻴﻐﺎﺗﻲ ﭼـﻪ ﻣـﻲﮔـﺬﺭﺩ؟ ﻭ‬

‫ـﺮﺍﻥ‪ :‬ﮔﻮﺍﻫــﺎﻥ‪ ٩٤ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ‬ ‫ـﻮﺩ ﻛﻤــﺎﻟﻲ ‪ - .‬ﺗﻬـ‬ ‫ﻣﺤﻤـ‬

‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٥٠٠ /‬‬

‫ﻫــﻮﺵ ﻓﺮﻫﻨﮕــﻲ ﺑــﺎﻻﻳﻲ ﺑﺮﺧــﻮﺭﺩﺍﺭ ﺍﺳــﺖ ﺑــﺎ ﻛﻤــﻚ‬

‫ﻣﺴﺌﻮﻟﻴﺖﻫـﺎﻱ ﻳـﻚ ﺁﮊﺍﻧـﺲ ﻣـﺸﺎﻭﺭ ﺗﺒﻠﻴﻐـﺎﺗﻲ‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺗﺠﺮﺑﻪﻫﺎﻱ ﺧـﻮﻳﺶ‪ ،‬ﺭﻓﺘـﺎﺭﻱ ﺭﺍ ﺑـﺮﻭﺯ ﻣـﻲﺩﻫـﺪ ﻛـﻪ ﺩﻗﻴﻘـﺎ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﭼﻴﺴﺖ!‪.‬‬

‫‪٩٧٨- ٩٦٤- ١٧٤- ٠٥٩- ٩‬‬

‫ﻣﻨﺎﺳﺐ ﺑﺎ ﺷﺮﺍﻳﻂ ﻣﻮﺟﻮﺩ ﺑﺎﺷﺪ‪ .‬ﻳﻜﻲ ﺍﺯ ﺻـﺎﺣﺐﻧﻈـﺮﺍﻥ ﺍﻳـﻦ‬

‫ﺑﻬﺘﺮﻳﻦ ﺭﺍﻩ ﺩﺭﻙ ﺷﻜﻞﮔﻴـﺮﻱ ﻣـﺪ‪ ،‬ﺟﺰﺭﻭﻣـﺪ ﻣـﻮﺝ ﺟﻨﺎﻳـﺖ‪،‬‬

‫ﺣﻮﺯﻩ ﺍﻳﻦ ﺗﻮﺍﻧﺎﻳﻲ ﺭﺍ "ﻣﺎﺗﺮﻳﺲ ﺫﻫﻨﻲ ﻣﺪﻳﺮﺍﻥ" ﻧﺎﻣﻴـﺪﻩ ﺍﺳـﺖ‪.‬‬

‫ـﺮﻭﺵ‪،‬‬ ‫ـﺎﻱ ﭘﺮﻓـ‬ ‫ـﺎﺏﻫـ‬ ‫ـﻪ ﻛﺘـ‬ ‫ـﻨﺎﺧﺘﻪ ﺑـ‬ ‫ـﺎﻱ ﻧﺎﺷـ‬ ‫ـﺎﺏﻫـ‬ ‫ﺗﺒـﺪﻳﻞ ﻛﺘـ‬

‫ﺑﻪ ﻋﺒﺎﺭﺗﻲ ﻫﻮﺵ ﻓﺮﻫﻨﮕﻲ ﺑﻪ ﺍﻓـﺮﺍﺩ ﻛﻤـﻚ ﻣـﻲﻛﻨـﺪ ﺗـﺎ ﺩﺭ‬

‫ﺍﻓﺰﺍﻳﺶ ﻣﻴﺰﺍﻥ ﺳﻴﮕﺎﺭ ﻛﺸﻴﺪﻥ ﻧﻮﺟﻮﺍﻥ ﻫـﺎ ﻭ ﺳـﺎﻳﺮ ﺗﻐﻴﻴﺮﺍﺗـﻲ‬

‫ﺯﻣﻴﻨﻪﻫـﺎﻳﻲ ﭼـﻮﻥ‪ :‬ﺑﺮﻗـﺮﺍﺭﻱ ﺍﺭﺗﺒﺎﻃـﺎﺕ‪ ،‬ﺍﺟـﺮﺍﻱ ﻣـﺬﺍﻛﺮﺍﺕ‪،‬‬

‫ﻛﻪ ﻫﺮ ﺭﻭﺯ ﺩﺭ ﺯﻧﺪﮔﻲ ﻣﺎ ﺍﺗﻔـﺎﻕ ﻣـﻲﺍﻓﺘـﺪ ﻳـﻚ ﻫﻤـﻪﮔﻴـﺮﻱ‬

‫ﻣﺪﻳﺮﻳﺖ ﻣـﺴﻴﺮ ﻣـﺸﺎﻏﻞ ﺑـﻴﻦﺍﻟﻤﻠﻠـﻲ ﻭ ﻧﺤـﻮﻩﻱ ﺭﻫﺒـﺮﻱ ﻭ‬

‫ﺍﺳﺖ‪ .‬ﺑﺪﻳﻦﺗﺮﺗﻴﺐ ﻛﻪ ﻧﻘﻄﻪ ﻧﻈﺮ ﻣﺎ‪ ،‬ﻣﺤـﺼﻮﻻﺕ‪ ،‬ﭘﻴـﺎﻡﻫـﺎ ﻭ‬

‫ﺍﻧﮕﻴﺰﺵ ﺍﻫﺎﻟﻲ ﺩﻳﮕﺮ ﻓﺮﻫﻨﮓﻫﺎ ﺍﺛﺮﺑﺨﺶﺗﺮ ﻋﻤـﻞ ﻛﻨﻨـﺪ‪ .‬ﺗـﺎ‬

‫ـﺪﺩ‬ ‫ـﻖ ﻣﺠـ‬ ‫ـﻮﻧﺪ‪ .‬ﺭﻭﻧـ‬ ‫ـﻲﺷـ‬ ‫ـﺸﺮ ﻣـ‬ ‫ـﺮﻭﺱ ﻣﻨﺘـ‬ ‫ـﺪ ﻭﻳـ‬ ‫ـﺎ ﻣﺎﻧﻨـ‬ ‫ﺭﻓﺘﺎﺭﻫـ‬

‫ﺑﻪ ﺍﻣﺮﻭﺯ ﻧﻴﺎﺯ ﭼﻨﺪﺍﻧﻲ ﺑﻪ ﻣﻬﺎﺭﺕ ﻫـﺎﻱ ﻣﻴـﺎﻥ ﻓﺮﻫﻨﮕـﻲ ﻭ ﻳـﺎ‬

‫ﻓﻦﺁﻭﺭﻳﻬﺎﻱ ﺍﺭﺗﺒﺎﻃﻲ ﺟﺪﻳﺪ "ﺗﻠﻔﻦ ﻫﻤﺮﺍﻩ"‪.‬‬

‫ـﺮﻡ ﻭ‬ ‫ـﺰﺍﻥ ﺟـ‬ ‫ـﺪﻥ ﻣﻴـ‬ ‫ـﻢ ﺷـ‬ ‫ـﺎﭘﻲ ﻭ ﻛـ‬ ‫ـﺎﺵﭘـ‬ ‫ـﺎﻱ ﺟﻴﺮﻫـ‬ ‫ـﺶﻫـ‬ ‫ﻛﻔـ‬

‫ﻫﻮﺵ ﻓﺮﻫﻨﮕﻲ ﺍﺣﺴﺎﺱ ﻧﻤﻲﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻣـﺎ ﺍﻛﻨـﻮﻥ ﻫـﻮﺵ‬

‫ـﺮﻱ‬ ‫ـﺮﺍﻥ‪ :‬ﻋﺎﺑـﺪ‪ ٢٤٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ﻣﺮﺗـﻀﻲ ﻣﻨﻄﻘـﻲ ‪ - .‬ﺗﻬـ‬

‫ﺟﻨﺎﻳﺖ ﺩﺭ ﻧﻴﻮﻳﻮﺭﻙ‪ ،‬ﻧﻤﻮﻧﻪﻫﺎﻱ ﺑـﺎﺭﺯ ﻫﻤـﻪﮔﻴـﺮﻱ ﺩﺭ ﻋﻤـﻞ‬

‫ﻓﺮﻫﻨﮕﻲ ﻧﻪ ﺗﻨﻬﺎ‬

‫ﻣﺪﻳﺮﺍﻥ ﺩﺭ ﺩﺭﻙ ﺑﻬﺘﺮ ﻣﺮﺩﻡ ﺟﻬـﺎﻥ‪ ،‬ﺑﻠﻜـﻪ‬

‫ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﻭ ﻣﺜﺎﻝ ﻧـﺸﺎﻧﻪﻱ ﺑـﺎﺭﺯ ﺭﻓﺘـﺎﺭ ﻭﺍﮔﻴـﺮﺩﺍﺭ ﻫـﺴﺘﻨﺪ‪.‬‬

‫ﻣﺮﺑﻲ ﻫﻤـﻪ ﻱ ﺍﻓـﺮﺍﺩ ﺩﺭ ﺯﻧـﺪﮔﻲ ﻭ ﻛـﺴﺐ ﻭ ﻛـﺎﺭ ﺩﺭ ﺩﻧﻴـﺎﻳﻲ‬

‫ﺑــﺮﺍﻱ ﻧﻤﻮﻧــﻪ ﻛــﺴﻲ ﺑــﺮﺍﻱ‬

‫ﺍﺳﺖ ﻛﻪ ﺩﻳﮕﺮ ﻣﺮﺯﻫﺎﻱ ﻣﺸﺨﺺ ﻭ ﺗﻌﻴﻴﻦﺷﺪﻩﺍﻱ ﻧﺪﺍﺭﺩ‪.‬‬

‫ﭘﻮﺷـﻴﺪﻥ ﻛﻔـﺶ ﻫـﺎﺵﭘـﺎﭘﻲ‬ ‫ـﺮﺩ‪،‬‬ ‫ـﻲ ﻧﻜـ‬ ‫ـﻪ ﺩﺭﺝ ﺁﮔﻬـ‬ ‫ـﺪﺍﻡ ﺑـ‬ ‫ﺍﻗـ‬

‫ﺭﻭﻧﺪﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ـﻔﺮﺟﺎﻧﻲ‪ ،‬ﺍﻓــﺸﻴﻦ ﺁﺷــﺘﻲ‪ ،‬ﻋﻠﻴﺮﺿــﺎ‬ ‫ـﺎﻡ‪ :‬ﺷــﻬﺮﺯﺍﺩ ﺍﺳـ‬ ‫ـﻪﺍﻫﺘﻤـ‬ ‫ﺑـ‬ ‫ﻣـــﺴﻌﻮﺩﻓﺮ ‪ - .‬ﺗﻬـــﺮﺍﻥ‪ :‬ﺩﺍﺭﻭﮒ ﻧـــﻮ‪ ٤٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـــﻲ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ١٣٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٩٣٤٧٨- ٤- ٤‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٩‬ﺭﺍﻫﻨﻤﺎﻱ ﻭﺍﻟـﺪﻳﻦ ﺩﺭ ﺍﺳـﺘﻔﺎﺩﻩ ﻓﺮﺯﻧـﺪﺍﻥ ﺍﺯ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٣٦٤- ٨٠٧-٧‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻋﻮﺍﻣﻞ ﻣﻮﺛﺮ ﺑﺮ ﺭﻓﺘﺎﺭ ﺍﺟﺘﻤﺎﻋﻲ‬ ‫‪٣٠٤‬‬

‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٢٨٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺩﻭﻡ ‪٢٠٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫‪ - ٣٨‬ﺩﺭ ﺧﺪﻣﺖ ﻭ ﺧﻴﺎﻧﺖ ﺭﻭﺷﻨﻔﻜﺮﺍﻥ‪.‬‬ ‫ـﺮﺍﻥ‪ :‬ﻣﺠﻴــﺪ‪ ٤٢٤ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ‬ ‫ﺟــﻼﻝ ﺁﻝﺍﺣﻤــﺪ ‪ - .‬ﺗﻬـ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٥٧٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٥٣ -٠٨٦- ٩‬‬

‫ﺭﻭﺷــﻨﻔﻜﺮ ﻛــﺴﻲ ﺍﺳــﺖ ﻛــﻪ‬ ‫ﻓﺎﺭﻍ ﺍﺯ ﺗﻌﺒـﺪ ﻭ ﺗﻌـﺼﺐ ﻭ ﺩﻭﺭ‬

‫ﻓﻜﺮﻱ ﻣﻲﻛﻨﺪ ﻭ ﻧﻪ ﻛﺎﺭ ﺑـﺪﻧﻲ‬ ‫‪ - ٣٠‬ﺍﻃﻠﺲ ﮔﺰﻳﺪﻩ ﻧﺘـﺎﻳﺞ ﺳﺮﺷـﻤﺎﺭﻱ ﻋﻤـﻮﻣﻲ‬

‫ﺑﻠﻜــﻪ ﺍﺷــﺨﺎﺹ ﻭﻗﺘــﻲ ﺑــﻪ‬ ‫ﺑﺎﺷــﮕﺎﻩ ﻣــﻲﺭﻓﺘﻨــﺪ ﻳــﺎ ﺩﺭ‬

‫‪ - ٢٤‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﺟﻨﮓ ﻭ ﻧﻴﺮﻭﻫﺎﻱ ﻧﻈﺎﻣﻲ‪.‬‬

‫ﻧﻔﻮﺱ ﻭ ﻣﺴﻜﻦ ﺳﺎﻝ ‪.١٣٨٥‬‬

‫ﺧﻴﺎﺑﺎﻥ ﻫﺎﻱ ﻣﺮﻛﺰ ﺷـﻬﺮ ﺍﻳـﻦ‬

‫ﻣﻬﺪﻱ ﺍﺩﻳﺒـﻲ ﺳـﺪﻩ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ‬

‫ـﻪ ﻭ ﺗﻨﻈــﻴﻢ‪ :‬ﻣﺮﻛــﺰ ﺁﻣــﺎﺭ ﺍﻳــﺮﺍﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺳــﺎﺯﻣﺎﻥ‬ ‫ﺗﻬﻴـ‬

‫ﻛﻔﺶ ﻫـﺎ ﺭﺍ ﻣـﻲ ﭘﻮﺷـﻴﺪﻧﺪ ﺑـﺎ‬

‫ـﻤﺖ(‪ ٣١٦ - .‬ﺹ‪- .‬‬ ‫ـﺸﮕﺎﻫﻬﺎ )ﺳـ‬ ‫ـﺴﺎﻧﻲ ﺩﺍﻧـ‬ ‫ـﻮﻡ ﺍﻧـ‬ ‫ـﺐ ﻋﻠـ‬ ‫ﻛﺘـ‬

‫ﻧﻘــﺸﻪﺑــﺮﺩﺍﺭﻱ ﻛــﺸﻮﺭ‪ ٣٨ - .‬ﺹ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﺍﻳﻦ ﻛﺎﺭ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺩﺭ ﻣﻌﺮﺽ ﺭﻓﺘﺎﺭ ﺧـﻮﺩ ﻗـﺮﺍﺭ ﻣـﻲﺩﺍﺩﻧـﺪ ﻭ‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٣١٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﻫـﺸﺘﻢ ‪٦٠٠٠ /‬‬

‫‪ ١٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺩﺭ ﻭﺍﻗــﻊ ﺩﻳﮕــﺮﺍﻥ ﺭﺍ ﺑــﻪ ﻭﻳــﺮﻭﺱ ﻫــﺎﺵﭘــﺎﭘﻲ ﻣﺒــﺘﻼ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﻣﻲﺳﺎﺧﺘﻨﺪ‪ .‬ﺩﺭﺑﺎﺭﻩﻱ ﻛـﺎﻫﺶ ﺟـﺮﻡ ﻭ ﺟﻨﺎﻳـﺖ ﺩﺭ ﻧﻴﻮﻳـﻮﺭﻙ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪ - ٣١‬ﺟﻤﻌﻴﺖ ﺷﻨﺎﺳﻲ ﻋﻤﻮﻣﻲ ﺍﺳـﺘﺎﻥ ﺍﺻـﻔﻬﺎﻥ‬ ‫‪٩٧٨- ٩٦٤- ٥٣٠- ٠٥٧- ٧‬‬ ‫ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﻋﻮﺍﻣﻞ ﺟﻤﻌﻴﺘﻲ ﻣﻮﺛﺮ ﺑﺮ ﺳﻼﻣﺖ‪.‬‬

‫ﻧﻴﺰ‪ ،‬ﺩﺭﺻﺪﻱ ﺍﺯ ﻣﺮﺩﻡ ﺗﺼﻤﻴﻢ ﮔﺮﻓﺘﻨﺪ ﻛـﻪ ﺭﻓﺘـﺎﺭ ﻣﺘﻔـﺎﻭﺗﻲ ﺭﺍ‬

‫ﭘﮋﻣﺎﻥ ﻋﻘﺪﻙ‪ ،‬ﻣﻬﻨﺎﺯ ﻣﺴﺘﺎﺟﺮﺍﻥ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﺸﮕﺎﻩ ﻋﻠـﻮﻡ‬

‫ﺩﺭ ﭘﻴﺶ ﺑﮕﻴﺮﻧﺪ ﻭ ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﺟﺪﻳﺪ ﮔﺴﺘﺮﺵ ﭘﻴـﺪﺍ ﻛـﺮﺩ ﻭ ﺑـﻪ‬

‫‪ - ٢٥‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ ﺟﻬﺎﻧﻲ ﺷﺪﻥ‪.‬‬

‫ﺷﻜﻠﻲ ﻭﺳﻴﻊ ﻣﺮﺩﻡ ﺑﻪ ﻭﻳﺮﻭﺱ ﺿـﺪ ﺟﻨﺎﻳـﺖ ﻣﺠﻬـﺰ ﺷـﺪﻧﺪ‪.‬‬

‫ﺍﻣﻴﺮ ﺁﺷﻔﺘﻪﺗﻬﺮﺍﻧﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﮋﻩ‪ ٤٤٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﺩﻭﻣﻴﻦ ﻭﻳﮋﮔﻲ ﺑـﺎﺭﺯ ﺍﻳـﻦ ﺩﻭ ﻣﺜـﺎﻝ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ ﻫـﺮ ﺩﻭ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٦٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﭘﺰﺷــﻜﻲ ﺍﺻــﻔﻬﺎﻥ‪ ١٨٠ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪- .‬‬ ‫‪ ٢٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻣﻮﺭﺩ‪ ،‬ﺗﻐﻴﻴﺮﺍﺕ ﻛﻮﭼـﻚ‪ ،‬ﺗـﺎﺛﻴﺮﺍﺕ ﺑـﺰﺭﮒ ﺑﺮﺟـﺎﻱ ﮔﺬﺍﺷـﺖ‪،‬‬

‫‪ - ٣٧‬ﺩﺧﺘﺮﺍﻥ ﺭﻳﺤﺎﻧﻪﺍﻧﺪ‪.‬‬ ‫ﺯﻳﻨــﺐ ﻣﻨﻔﺮﺩﺷــﻔﺘﻲ ‪ - .‬ﻗــﻢ‪ :‬ﻧــﺴﻴﻢ ﻛــﻮﺛﺮ‪ ٢٣٢ - .‬ﺹ‪- .‬‬

‫ﺍﺯ ﻓﺮﻣﺎﻧﺒﺮﻱ‪ ،‬ﺍﻏﻠﺐ ﻧﻮﻋﻲ ﻛـﺎﺭ‬

‫‪٣٠٣‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٦٤- ٩١٢٢١- ٣-٣‬‬

‫‪٩٧٨- ٩٦٤- ٥٢٤- ١٧٣-٣‬‬

‫‪٩٧٨- ٩٦٤- ٧٩٣٢- ٧٤- ٥‬‬

‫ﻭ ﺣﺎﺻــﻞ ﻛــﺎﺭﺵ ﺭﺍ‪ ،‬ﻛــﻪ ﺩﺭ‬ ‫ﺍﺧﺘﻴــﺎﺭ ﺩﻳﮕــﺮﺍﻥ ﻣــﻲﮔــﺬﺍﺭﺩ‪،‬‬ ‫ـﻊ‬ ‫ـﺐ ﻧﻔـ‬ ‫ـﻪ ﻗـﺼﺪ ﺟﻠـ‬ ‫ـﺮ ﺑـ‬ ‫ﻛـﻢﺗـ‬ ‫ﻣﺎﺩﻱ‪ ،‬ﺑﻠﻜﻪ ﺑﻴﺶﺗﺮ ﺑﺮﺍﯼ ﺣﻞ ﻣـﺸﻜﻞ ﺍﺟﺘﻤـﺎﻋﻲ ﺍﺳـﺖ‪ .‬ﺑـﻪ‬ ‫ﺍﻳﻦ ﺗﺮﺗﻴـﺐ ﺩﺭ ﻣﻴـﺎﻥ ﺻـﻨﻒ ﻛـﺎﺭﮔﺮ ﻳـﺎ ﺩﻫﻘـﺎﻥ ﻭ ﭘﻴـﺸﻪﻭﺭ‬ ‫ﻛﻢﺗﺮ ﻣﻲ ﺗﻮﺍﻥ ﺳﺮﺍﻍ ﺭﻭﺷﻨﻔﻜﺮﻱ ﺭﺍ ﮔﺮﻓﺖ‪ ،‬ﺍﻣـﺎ ﺩﺭ ﻣﻴـﺎﻥ ﺁﻥ‬ ‫ﺩﺳﺘﻪ ﺍﺯ ﻣﺮﺩﻡ ﻛﻪ ﺑﻪ ﻛﺎﺭ ﻓﻜﺮﻱ ﻣﺸﻐﻮﻝﺍﻧـﺪ‪ ،‬ﻣﺜـﻞ ﻧﻮﻳـﺴﻨﺪﻩ‬ ‫ﻳﺎ ﻣﻌﻠﻢ ﻳﺎ ﻣﻨﺸﻲ ﻳﺎ ﻋﺎﻟﻢ ﻭ ﻭﺍﻋﻆ ﻣﻲﺗﻮﺍﻥ ﺳـﺮﺍﻍ ﺭﻭﺷـﻨﻔﻜﺮ‬ ‫ﻭ ﺭﻭﺷﻨﻔﻜﺮﻱ ﺭﻓﺖ‪ .‬ﺍﻭﻟﻴﻦ ﻣﺸﻜﻞ ﺭﻭﺷـﻨﻔﻜﺮﺍﻥ ﺍﻳﺮﺍﻧـﻲ ﺍﻳـﻦ‬ ‫ﺍﺳﺖ ﻛﻪ ﺑﺎ ﻣﻼﻙﻫﺎﻱ ﺩﻳﮕـﺮ ﻭ ﺑـﺮﺍﻱ ﻣﺤـﻴﻂﻫـﺎﻱ ﺩﻳﮕـﺮ‬ ‫ﺗﺮﺑﻴﺖ ﺷﺪﻩﺍﻧﺪ‪ ،‬ﺍﻣﺎ ﻧﺎﭼﺎﺭﻧـﺪ ﺩﺭ ﺍﻳـﻦ ﻣﺤـﻴﻂ ﺑـﻪ ﺳـﺮ ﺑﺒﺮﻧـﺪ‪.‬‬ ‫ﺣﺎﺻﻞ ﺍﻳﻦ ﻣﺸﻜﻞ‪ ،‬ﻓﺮﺍﺭ ﻣﻐﺰﻫﺎﺳﺖ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺭﻫـﺎ ﺷـﺪﻥ‬

‫ـﺖ‪.‬‬ ‫ـﻮﺭﺕ ﮔﺮﻓـ‬ ‫ـﺮﻋﺖ ﺻـ‬ ‫ـﺎ ﺳـ‬ ‫ـﺮ ﺑـ‬ ‫ـﺮ ﺩﻭ‪ ،‬ﺗﻐﻴﻴـ‬ ‫ـﻴﻦ ﺩﺭ ﻫـ‬ ‫ـﻢﭼﻨـ‬ ‫ﻫـ‬

‫ﻧﻈــــﺎﻡﻫــــﺎﻱ ﺍﺭﺗﺒــــﺎﻃﻲ‬

‫‪ - ٣٢‬ﺩﺍﻧﺶ ﺧﺎﻧﻮﺍﺩﻩ‪.‬‬

‫ﻣﺮﺩﻡ ﺑـﻪ ﺣـﺎﻝ ﺧـﻮﻳﺶ ﻭ ﺍﮔـﺮ ﺭﻭﺷـﻨﻔﻜﺮﻱ ﻫـﻢ ﺩﺭ ﭼﻨـﻴﻦ‬

‫ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭ ﻛﺘﺎﺏ ﺣﺎﺿﺮ ﺍﺯ ﻧﻘﻄﻪﻱ ﺷﺮﻭﻉ ﺳـﺨﻦ ﻣـﻲﮔﻮﻳـﺪ‪.‬‬

‫ـﻮﻳﻨﻲ‬ ‫ﻣـﺎﻫﻮﺍﺭﻩﺍﻱ‪ ،‬ﺑﺎﻭﺭﻫـﺎﻱ ﻧـ‬

‫ﺣﺴﻴﻦ ﻣﺤﻤﻮﺩﻳﺎﻥ‪ ،‬ﻣﺤﻤﺪﺭﺿﺎ ﺷﺮﻓﻲ‪ ،‬ﺳـﻬﻴﻼ ﺧـﻮﺵﺑـﻴﻦ‪،‬‬

‫ﻣﺤﻴﻂﻫـﺎﻱ ﺳـﻨﺘﻲ ﺩﻭﺍﻡ ﺑﻴـﺎﻭﺭﺩ‪ ،‬ﺑـﻴﺶﺗـﺮ ﻧـﻮﻋﻲ ﺟﺎﻧـﺸﻴﻦ‬

‫ﺑﻪ ﺯﻋﻢ ﻭﻱ ﻧﻘﻄﻪﻱ ﺷﺮﻭﻉ‪ ،‬ﺁﻥ ﻟﺤﻈﻪﻱ ﺟﺎﺩﻭﻳﻲ ﺍﺳـﺖ ﻛـﻪ‬

‫ﺍﺯ ﺟﻤﻠـﻪ ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ ﺭﺍ ﺑـﻪ‬

‫ﺍﺣﻤﺪ ﺍﺣﻤﺪﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ﻋﻮﺍﻣﻞ ﺍﺳﺘﻌﻤﺎﺭﻱ ﺍﺳﺖ ﻭ ﻧﻪ ﻋﻀﻮﻱ ﺟﺎﺍﻓﺘـﺎﺩﻩ ﺩﺭ ﺟﺎﻣﻌـﻪﻱ‬

‫ـﺘﺎﻧﻪﺍﻱ‬ ‫ﺍﻳـﺪﻩﻫـﺎ‪ ،‬ﻧﻘﻄـﻪﻧﻈﺮﻫـﺎ ﻭ ﺭﻓﺘﺎﺭﻫـﺎﻱ ﺍﺟﺘﻤـﺎﻋﻲ ﺍﺯ ﺁﺳـ‬

‫ﻣـــﺮﺯ ﻛـــﺸﻮﺭﻫﺎﻱ ﺟﻬـــﺎﻥ‬

‫ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٢١٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﺳـﻨﺘﻲ‪ .‬ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ ﺍﺯ ﺁﺛـﺎﺭ ﺯﻧـﺪﻩﻳـﺎﺩ ﺟـﻼﻝ ﺁﻝ ﺍﺣﻤـﺪ ـ‬

‫ﻋﺒــﻮﺭ ﻣــﻲﻛﻨﻨــﺪ ﻭ ﭼــﻮﻥ ﺁﺗــﺸﻲ ﺳــﺮﻛﺶ ﻫﻤــﻪﺟــﺎ ﺭﺍ‬

‫ـﺎﻱ‬ ‫ـﺴﺘﻢﻫــ‬ ‫ﻭﺍﺭﺩﻛــﺮﺩﻩ ﻭ ﺳﻴــ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻧﻬﻢ ‪ ٥٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﻮﻳـﺴﻨﺪﻩﻱ ﻣﻌﺎﺻـﺮ ـ ﺑـﻪ ﺗﻌﺮﻳـﻒ ﺭﻭﺷـﻨﻔﻜﺮ‪ ،‬ﺯﺍﺩﮔـﺎﻩﻫـﺎﻱ‬

‫ﺩﺭﺑﺮﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺍﻳﻦ ﭘﺪﻳـﺪﻩ ﻫـﻢﭼـﻮﻥ ﺩﻳﻨﺎﻣﻴـﺴﻤﻲ ﺍﺟﺘﻤـﺎﻋﻲ‬

‫ـﺎﺛﻴﺮ ﺧــﻮﺩ‬ ‫ـﺮﻱ ﺭﺍ ﺗﺤــﺖ ﺗـ‬ ‫ﺧﺒـ‬

‫ﺍﺳﺖ ﻛﻪ ﺗﻐﻴﻴﺮ ﻭ ﺗﺤﻮﻻﺕ ﻓﺮﺍﻭﺍﻥ ﺭﺍ ﺑﻪ ﺩﻧﺒﺎﻝ ﻣﻲﺁﻭﺭﺩ‪.‬‬

‫ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺟﻬﺎﻧﻲ ﺷـﺪﻥ‬ ‫ﺑﺰﺭﮒ ﺗـﺮﻳﻦ ﭘﺪﻳـﺪﻩﺍﻱ ﺍﺳـﺖ ﻛـﻪ ﺯﻧـﺪﮔﻲ ﺍﻧـﺴﺎﻥ ﺍﻣـﺮﻭﺯ ﺭﺍ‬

‫ـﺮﺍﻱ‬ ‫ـﺎﻋﻲ‪ :‬ﺩﻩ ﺭﺍﻩﺣـﻞ ﺑـ‬ ‫‪ - ٢٢‬ﻧﻴـﺮﻭﻱ ﻧﺒـﻮﻍ ﺍﺟﺘﻤـ‬ ‫ﺭﺳﻴﺪﻥ ﺑﻪ ﻧﺒﻮﻍ ﺍﺟﺘﻤﺎﻋﻲ‪.‬‬ ‫ـﻤﻨﺎﻥ‪ :‬ﭘــﻞ‪،‬‬ ‫ـﺎﻟﺤﻲ ‪ - .‬ﺳـ‬ ‫ـﺮﺟﻢ‪ :‬ﺣــﻮﺭﺯﺍﺩ ﺻـ‬ ‫ـﺎﺯﺍﻥ؛ ﻣﺘـ‬ ‫ـﻮﻧﻲ ﺑـ‬ ‫ﺗـ‬ ‫ﺧﻼﻕ‪ ١٩٦ - .‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷـﻮﻣﻴﺰ(‪ ٢٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪- .‬‬ ‫ﭼﺎﭖ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٩٣٥- ٥٩- ٤‬‬

‫‪ - ٢٣‬ﻫﻮﺵ ﻓﺮﻫﻨﮕﻲ‪ :‬ﻣﻬﺎﺭﺗﻬﺎﻱ ﺍﻧـﺴﺎﻧﻲ ﺑـﺮﺍﻱ‬

‫ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣـﻲﺩﻫـﺪ‪ .‬ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ ﺑـﻪ ﻣﻌﻨـﻲ ﻳﮕﺎﻧـﻪ‬ ‫ﺷﺪﻥ ﻭ ﻧﺰﺩﻳﻚ ﺷﺪﻥ ﺟﻬﺎﻥ ﺑﻪ ﻣﻜـﺎﻥ ﻭ ﻣﻮﻗﻌﻴـﺖ ﻭﺍﺣـﺪﻱ‬ ‫ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻓﺮﺍﻳﻨﺪ ﺁﻏﺎﺯ ﻭ ﭘﺎﻳﺎﻧﻲ ﻧﺪﺍﺭﺩ ﻭ ﻓﺮﺍﻳﻨـﺪﻱ ﺍﺳـﺖ ﻛـﻪ‬ ‫ﺑﺎ ﭘﻴﺸﺮﻓﺖ ﺩﺍﻧﺶ ﻭ ﺗﻜﻨﻮﻟﻮﮊﻱ ﭘﺪﻳـﺪ ﺁﻣـﺪﻩ ﻭ ﻫـﻢﭼﻨـﺎﻥ ﺑـﻪ‬ ‫ﭘﻴﺶ ﻣﻲﺭﻭﺩ ﻭ ﺑﺨـﺶﻫـﺎﻱ ﻣﺨﺘﻠـﻒ ﺁﻥ ﺩﺭ ﺳـﻄﺢ ﻓـﺮﺩﻱ‪،‬‬ ‫ﮔﺮﻭﻫﻲ ﻭ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ ﺑﻪ ﻳـﻚﺩﻳﮕـﺮ ﻧﺰﺩﻳـﻚﺍﻧـﺪ‪ .‬ﻧﮕﺎﺭﻧـﺪﻩ ﺩﺭ‬ ‫ﻛﺘﺎﺏ ﺣﺎﺿﺮ ﭘـﺲ ﺍﺯ ﻋﺮﺿـﻪ ﻱ ﺗﻌـﺎﺭﻳﻔﻲ ﺍﺯ ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ‪،‬‬ ‫ﺟﻬﺎﻧﻲﺳﺎﺯﻱ ﻭ ﺟﻬﺎﻧﻲﮔﺮﺍﻳـﻲ‪ ،‬ﺭﺍﺑﻄـﻪﻱ ﺍﻳـﻦ ﻣﻮﺿـﻮﻉ ﺭﺍ ﺑـﺎ‬

‫ﻛﺴﺐ ﻭ ﻛﺎﺭﻫﺎﻱ ﺟﻬﺎﻧﻲ‪.‬‬ ‫ﻣﻮﺿــﻮﻋﺎﺗﻲ ﭼــﻮﻥ ﺍﻗﺘــﺼﺎﺩ‪ ،‬ﺳﻴﺎﺳــﺖ‪ ،‬ﻓﺮﻫﻨــﮓ‪ ،‬ﺩﻳــﻦ‪،‬‬ ‫ﺩﻳﻮﻳﺪﻛﻠﻴﻨﺘـﻮﻥ ﺗﻮﻣـﺎﺱ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻧﺎﺻـﺮ ﻣﻴﺮﺳﭙﺎﺳـﻲ‪ ،‬ﺍﺣﻤـﺪ‬ ‫ﺟﻬﺎﻧﮕﺮﺩﻱ‪ ،‬ﻭ ﻣﺤﻴﻂ ﺯﻳﺴﺖ ﺑﺮﺭﺳﻲ ﻣﻲﻛﻨﺪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٤٥٩ - ٨٠٤- ٠‬‬

‫ﺭﻭﺷﻨﻔﻜﺮ‪ ،‬ﺷﺠﺮﻩ ﻧﺎﻣﻪﻱ ﺳـﻪ ﺧـﺎﻧﻮﺍﺩﻩﻱ ﺭﻭﺷـﻨﻔﻜﺮ‪ ،‬ﻭﻇـﺎﻳﻒ‬ ‫‪ - ٣٣‬ﺩﻳﺪﮔﺎﻫﻬﺎﻱ ﻧﻮ ﺩﺭ ﺟﻐﺮﺍﻓﻴﺎﻱ ﺷﻬﺮﻱ‪.‬‬ ‫ﺣﺴﻴﻦ ﺷﻜﻮﻳﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺳﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ـﺎﺯﺩﻫﻢ ‪/‬‬ ‫ـﺎﭖ ﻳـ‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٥٦٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ ﻭﺯﻳـ‬‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٥٩- ١١٧-٤‬‬

‫‪ - ٣٤‬ﻣﺒﺎﻧﻲ ﺟﻤﻌﻴﺖ ﺷﻨﺎﺳﻲ‪.‬‬ ‫ﻣﻬﺪﻱ ﺍﻣﺎﻧﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ﻧﺸﺮ ﺛﺎﻟﺚ‪ ٢٨٨ - .‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ﻋﻠﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ١١٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫‪ -‬ﭼﺎﭖ ﻫﺸﺘﻢ ‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ١١٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻫﺸﺘﻢ ‪ ٣٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٨٠- ١٢٠-٩‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٥٩- ٣٢٢-٢‬‬

‫ﮔﺮﻭﻫﻬﺎ ﻱ ﺍﺟﺘﻤﺎﻋﻲ‬ ‫‪ - ٢٦‬ﺩﺭ ﺳﺘﺎﻳﺶ ﺷـﺮﻡ‪ :‬ﺟﺎﻣﻌـﻪﺷﻨﺎﺳـﻲ ﺣـﺲ‬

‫ﺭﺿﺎ ﺻﺪﺭ؛ ﺑﻪ ﺍﻫﺘﻤﺎﻡ‪ :‬ﺳﻴﺪﺑﺎﻗﺮ ﺧﺴﺮﻭﺷﺎﻫﻲ ‪ - .‬ﻗـﻢ‪ :‬ﺑﻮﺳـﺘﺎﻥ‬ ‫‪٣٠٥‬‬

‫ﻛﺘــﺎﺏ ﻗــﻢ‪ ١٨٤ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪٢١٠٠٠ - .‬‬

‫"ﻫــﻮﺵ ﻓﺮﻫﻨﮕــﻲ" ﺗﻮﺍﻧــﺎﻳﻲ‬ ‫ـﻮﺛﺮ ﺩﺭ‬ ‫ـﻞ ﻣـ‬ ‫ـﺲﺍﻟﻌﻤـ‬ ‫ـﺮﻭﺯ ﻋﻜـ‬ ‫ﺑـ‬ ‫ ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ ١٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘـﻨﺠﻢ ‪٣٠٠٠ /‬‬‫ﺑﺮﺍﺑــﺮ ﺍﻫــﺎﻟﻲ ﻓﺮﻫﻨــﮓﻫــﺎﻱ‬ ‫ﺑﻴﮕﺎﻧﻪ ﺍﺳﺖ ﻛﻪ ﻣﺎﻧﻨـﺪ ﻫـﻮﺵ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٣٥‬ﺑﻪ ﺳﻮﻱ ﻗﻠﻪﻫﺎ ﺑﺎ ﻧﻮﺁﻭﺭﻱ ﻭ ﺷﻜﻮﻓﺎﻳﻲ‪.‬‬ ‫ﺭﺿﺎ ﺿـﻴﺎﺀﻧﮋﺍﺩ ‪ - .‬ﻗـﻢ‪ :‬ﻣﻌـﺼﻮﻣﻴﻦ)ﻉ(‪ ٨٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـﯽ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٤٨ -٦٢٩- ٥‬‬

‫‪٩٧٨- ٩٦٤- ٧٥١٤- ٥١- ٤‬‬

‫ﺍﺟﺘﻤــــﺎﻋﻲ ﻭ ﻫﻴﺠــــﺎﻧﻲ ﺍﺯ‬

‫‪ - ٤١‬ﮔﻔﺘﻤــﺎﻥ ﻣﺪﺭﻧﻴﺘــﻪ‪ :‬ﻧﮕــﺎﻫﻲ ﺑــﻪ ﺑﺮﺧــﻲ‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦١٨٥- ٣٩-٥‬‬

‫‪ - ٢٧‬ﺩﺭ ﻣﻴﺎﻧﻪ ﺩﻭ ﺍﻧﻘﻼﺏ‪.‬‬ ‫ﻋﻠﻴﺮﺿﺎ ﺩﺍﻭﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﭘﻠﻴﻜـﺎﻥ‪ ٢٧٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٣٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﭘﺎﻟﺘﻮیﯽ )ﺷـﻮﻣﻴﺰ(‪ ١٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ـﺮ‬ ‫ـﺎ ﺩﻳﮕـ‬ ‫ـﻮﺭﺩ ﺑـ‬ ‫ـﺪ ﻭ ﺩﺭ ﺑﺮﺧـ‬ ‫ـﻲ ﺭﺍ ﺩﺭﻳﺎﺑﻨـ‬ ‫ـﺎﻱ ﻓﺮﻫﻨﮕـ‬ ‫ـﺎﻭﺕﻫـ‬ ‫ﺗﻔـ‬

‫ﺑﺰﺭﮔﺘﺮﻳﻦ ﻭ ﻗﺪﺭﺗﻤﻨﺪﺗﺮﻳﻦ ﺧﺎﻧﻮﺍﺩﻩ ﺳﻌﻮﺩﻱ‪.‬‬

‫‪ - ٤٠‬ﺯﻥ ﻭ ﺁﺯﺍﺩﻱ‪.‬‬

‫ﺣﺴﻦ ﻗﺎﺿﻲ ﻣﺮﺍﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﺍﺧﺘـﺮﺍﻥ‪ ١٤٤ - .‬ﺹ‪.‬‬

‫ﺍﺳـﺖ‪ .‬ﻫـﻮﺵ ﻓﺮﻫﻨﮕـﻲ ﺍﻳـﻦ‬

‫‪ - ٣٩‬ﺩﺭ ﻗﻠﻤــﺮﻭ ﭘﺎﺩﺷــﺎﻫﺎﻥ )ﺯﻧــﺪﮔﻲ ﻣــﻦ ﺩﺭ‬

‫ـﺮﺍﻥ‪:‬‬ ‫ـﺪﺍﷲ ‪ - .‬ﺗﻬـ‬ ‫ـﺎ ﻣﻴﺮﺍﺳـ‬ ‫ـﺮﺟﻢ‪ :‬ﻋﻠﻴﺮﺿـ‬ ‫ـﻦﻻﺩﻥ؛ ﻣﺘـ‬ ‫ﻛـﺎﺭﻣﻦ ﺑـ‬

‫‪ ٤٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﻣﻜﺎﻥ ﺭﺍ ﺑﻪ ﺍﻓﺮﺍﺩ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﺍﺯ ﻃﺮﻳﻖ ﺩﺍﻧﺶ ﻭ ﺩﻗـﺖ ﻋﻤـﻞ‪،‬‬

‫ﺍﺳﺖ‪.‬‬

‫ـﺮﺍﺭ‬ ‫ـﺮﺩﺍﺭﻱ ﺍﺯ ﺍﺳـ‬ ‫ـﺮﺩﻩﺑـ‬ ‫ـﻌﻮﺩﻱ(‪ :‬ﭘـ‬ ‫ـﺴﺘﺎﻥ ﺳـ‬ ‫ﻋﺮﺑـ‬

‫ﺷﺮﻡ ﺩﺭ ﺍﻳﺮﺍﻥ‪.‬‬

‫ﺳــﻄﻮﺡ ﻣﺨﺘﻠــﻒ ﺑﺮﺧــﻮﺭﺩﺍﺭ‬

‫ﺭﻭﺷﻨﻔﻜﺮ‪ ،‬ﻭ ﻧﻤﻮﻧﻪﻫﺎﻱ ﺍﺧﻴـﺮ ﺭﻭﺷـﻨﻔﻜﺮﻱ ﺍﺧﺘـﺼﺎﺹ ﻳﺎﻓﺘـﻪ‬

‫ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٥٧٠ - .‬ﺹ‪ - .‬ﺟﻠـﺪ ﺍﻭﻝ‪.‬‬

‫ـﺪﺍﺭﻱ ‪- .‬‬ ‫ـﺪ ﭘﺎﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﻋﺒﺪﺍﻟﻤﺠﻴـ‬ ‫ـﺘﻲ؛ ﻭﻳﺮﺍﺳـ‬ ‫ﻭﺩﺍﺩﻱ‪ ،‬ﺍﻋﻈـﻢ ﺩﺷـ‬ ‫ﺗﻬﺮﺍﻥ‪ :‬ﻣﻴﺜﺎﻕ ﻫﻤﻜـﺎﺭﺍﻥ‪ ٣٠٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫ﺭﻭﺷﻨﻔﻜﺮﻱ‪ ،‬ﻭﻳﮋﮔﻲ ﺭﻭﺷﻨﻔﻜﺮ ﺳـﻨﺘﻲ‪ ،‬ﺗﻠﻘـﻲ ﻋـﻮﺍﻡ ﺍﺯ ﻭﺍﮊﻩﻱ‬

‫‪٩٦٤- ٨٦٩٠- ٣٨- ٣‬‬

‫ﺟﺮﻳﺎﻧﻬﺎﻱ ﻓﻜﺮﻱ ﻣﻌﺎﺻﺮ ﺍﻳﺮﺍﻥ‪.‬‬ ‫ـﺮﺍﻥ‪:‬‬ ‫ـﺎ ‪ - .‬ﺗﻬـ‬ ‫ـﺪﻛﺎﻇﻢ ﺑﻬﻨﻴـ‬ ‫ـﺘﺎﺭ‪ :‬ﻣﺤﻤـ‬ ‫ـﺼﺮﻱ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺪﺍﷲ ﻧـ‬ ‫ﻋﺒـ‬

‫ـﺸﺮﺩﻭﺳﺘﺎﻧﻪ‬ ‫ـﻮﻕ ﺑـ‬ ‫ـﺎﻥ ﺩﺭ ﺣﻘـ‬ ‫ـﺖ ﺍﺯ ﺯﻧـ‬ ‫‪ - ٣٦‬ﺣﻤﺎﻳـ‬ ‫ﺑﻴﻦﺍﻟﻤﻠﻠﻲ‪.‬‬ ‫ـﺘﺎﺭ‪:‬‬ ‫ﻓﺮﺍﻧـﺴﻴﺲ ﻛﺮﻳـﻞ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻣﺤﻤﺪﺣـﺴﻴﻦ ﺑـﺎﻗﻲ؛ ﻭﻳﺮﺍﺳـ‬

‫ـﻲ‬ ‫ـﻼﻣﻲ‪ ٤٩٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــ‬ ‫ـﮓ ﺍﺳــ‬ ‫ـﺸﺮ ﻓﺮﻫﻨــ‬ ‫ـﺮ ﻧــ‬ ‫ﺩﻓﺘــ‬ ‫)ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ ٥٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٧٦ -٠٩٩- ٠‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۳‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﻓﺮﻫﻨﮓ ﻭ ﻧﻬﺎﺩﻫﺎ‬ ‫‪٣٠٦‬‬

‫ﺑﻪ ﻣﺎ ﭘﺎﺳﺦ ﻣـﻲ ﺩﻫﻨـﺪ‪ .‬ﺩﺳـﺖﺁﺧـﺮ ﺑـﻪ ﺷـﺪﺕ ﺍﺯ ﻣـﺎ ﻣﻨﺘﻔـﺮ‬

‫ـﺘﺖ‬ ‫ـﻮﻳﻢ "ﺩﻭﺳـ‬ ‫ـﻪ ﺯﻥ ﺯﻧـﺪﮔﻴﻢ ﺑﮕـ‬ ‫‪ - ٥١‬ﭼﮕﻮﻧـﻪ ﺑـ‬

‫ﺯﻧﺎﺷــﻮﻳﻲ‪ ،‬ﺗﻔــﺮﻳﺢ ﻭ ﺳــﺮﮔﺮﻣﻲ‪ ،‬ﻛﻤــﻚ ﻛــﺮﺩﻥ ﺑــﻪ ﺭﺷــﺪ‬

‫ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﻫـﻢ ﺑـﺮ ﺿـﺪ ﻣـﺎ ﺷـﻮﺭﺵ ﻣـﻲﻛﻨﻨـﺪ؛‬

‫ﺩﺍﺭﻡ"‪ ٢٢٠ :‬ﺭﺍﻩ ﻛﻪ ﻋـﺸﻖ ﺧـﻮﺩ ﺭﺍ ﺩﺭ ﻋﻤـﻞ ﺑـﻪ‬

‫ﺷﺨﺼﻴﺖ ﻳﻚﺩﻳﮕﺮ‪ ،‬ﺣﻤﺎﻳـﺖ ﺍﺯ ﻳـﻚﺩﻳﮕـﺮ ﺩﺭ ﻧﺎﻛـﺎﻣﻲﻫـﺎ‪،‬‬

‫ﻫﻤﺎﻥ ﻃﻮﺭ ﻛﻪ ﺩﺭ ﻣﻘﻄﻌﻲ ﺍﺯ ﺯﻧـﺪﮔﻲﺷـﺎﻥ ﻣـﻲﺧﻮﺍﺳـﺘﻨﺪ ﺩﺭ‬ ‫‪ - ٤٢‬ﺁﺳﻴﺐ ﺷﻨﺎﺳﻲ ﺗﺮﺑﻴﺖ ﺍﺟﺘﻤﺎﻋﻲ‪.‬‬

‫ﻣﻘﺎﺑﻞ ﻣﺎﺩﺭﺷﺎﻥ ﺷـﻮﺭﺵ ﻛﻨﻨـﺪ‪ .‬ﺑـﺪﺗﺮ ﺍﺯ ﻫﻤـﻪ‪ ،‬ﺳـﺮﻳﻊﺗـﺮ ﻭ‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﻋﺒﺪﺍﻟﻌﻈﻴﻢ ﻛﺮﻳﻤﻲ؛ ﻭﻳﺮﺍﺳﺘﺎﺭ‪ :‬ﻣﺤﻤـﺪ ﭘﻮﺭﻳـﺎﻥ ‪- .‬‬

‫ﻛـﺸﻨﺪﻩﺗـﺮﻳﻦ ﺭﺍﻩ ﺍﺯ ﺑـﻴﻦ ﺑـﺮﺩﻥ ﺷـﻮﺭ ﻭ ﺣـﺮﺍﺭﺕ ﺩﺭ ﺯﻧـﺪﮔﻲ‬

‫ـﻲ‬ ‫ـﺮ‪ ١٤٤ - .‬ﺹ‪ - .‬ﺭﻗﻌــ‬ ‫ـﺪ‪ ،‬ﺍﻧﺪﻳــﺸﻪ ﻣﻌﺎﺻــ‬ ‫ﺗﻬــﺮﺍﻥ‪ :‬ﻋﺎﺑــ‬

‫ﺯﻧﺎﺷﻮﻳﻲ ﻫﻤﻴﻦ ﻣﺎﺩﺭﻱ ﻛﺮﺩﻥ ﺩﺭ ﺣﻖ ﻫﻤﺴﺮ ﺍﺳـﺖ‪ .‬ﻛﺘـﺎﺏ‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٢١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺣﺎﺿــﺮ ﺣــﺎﻭﻱ ﭘﺎﺳــﺦﻫــﺎﻱ ﺑﺎﺭﺑــﺎﺭﺍ ﺩﻱ ﺁﻧﺠﻠــﻴﺲ ﺑــﻪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٦٤- ٧٦٢- ٥‬‬

‫ﭘﺮﺳﺶ ﻫﺎﻱ ﻣﺘﻨﻮﻋﻲ ﺩﺭ ﺧﺼﻮﺹ ﺯﻧـﺪﮔﻲ ﺯﻧﺎﺷـﻮﻳﻲ ﺗﺤـﺖ‬ ‫ﺍﻳﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺍﺳﺖ‪ :‬ﻋﺸﻖ ﻭ ﺻـﻤﻴﻤﻴﺖ؛ ﺗﻌﻬـﺪ؛ ﺑﺮﻗـﺮﺍﺭﻱ‬

‫‪ - ٤٣‬ﺁﻧﭽﻪ ﺯﻧﺎﻥ ﻣﻲﺧﻮﺍﻫﻨﺪ ﻣﺮﺩﺍﻥ ﺑﺪﺍﻧﻨﺪ‪.‬‬ ‫ـﺮﺍﻥ‪:‬‬ ‫ـﺪﻧﻴﺎ ‪ - .‬ﺗﻬـ‬ ‫ـﻪ ﻣﺤﻤـ‬ ‫ـﺮﺟﻢ‪ :‬ﻓﺎﻃﻤـ‬ ‫ـﻴﺲ؛ ﻣﺘـ‬ ‫ﺑﺎﺭﺑـﺎﺭﺍ ﺩﻱﺍﻧﺠﻠـ‬ ‫ﻣﻌﻴــﺎﺭ ﻋﻠــﻢ‪ ٣٨٤ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪٥٠٠٠٠ - .‬‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺴﺎﺋﻞ؛ ﺭﻭﺍﺑــﻂ‬ ‫ـﺸﻜﻼﺕ ﻭ ﻣـ‬ ‫ـﺎ ﻣـ‬ ‫ـﺪﻥ ﺑـ‬ ‫ـﻪﺭﻭ ﺷـ‬ ‫ـﺎﻁ ﻭ ﺭﻭﺑـ‬ ‫ﺍﺭﺗﺒـ‬ ‫ـﺪﻡ ﭘــﺎﻱﺑﻨــﺪﻱ‬ ‫ـﺴﻤﺎﻧﻲ؛ ﺧﻴﺎﻧــﺖ ﻭ ﻋـ‬ ‫ـﺖ ﺟـ‬ ‫ـﺴﻲ ﻭ ﻣﺤﺒـ‬ ‫ﺟﻨـ‬ ‫ﺟﻨﺴﻲ؛ ﺑﻪ ﻫـﻢ ﺯﺩﻥ‪ ،‬ﺟـﺪﺍﻳﻲ ﻭ ﺷـﺮﻭﻉ ﺩﻭﺑـﺎﺭﻩ؛ ﻭ ﺯﻧـﺪﮔﻲ ﻭ‬ ‫ﻋﺸﻖ‪.‬‬

‫ﺧﺎﻧﻢﻫﺎ ﺍﻳﻦ ﺍﺳـﺖ ﻛـﻪ ﺁﻥﻫـﺎ‬

‫ـﺮﺍﻥ‪ :‬ﺁﺭﻭﻥ‪- .‬‬ ‫ﻣﻨـﻮﭼﻬﺮ ﻣﺤـﺴﻨﻲ‪ ،‬ﺍﺑﻮﺍﻟﻘﺎﺳـﻢ ﭘﻮﺭﺭﺿـﺎ ‪ - .‬ﺗﻬـ‬

‫ﻋـــﺸﻖ ﺭﺍ ﺩﺭ ﺩﺭﺟـــﻪﻱ ﺍﻭﻝ‬

‫ـﺎﭖ‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫‪ ٣٦٨‬ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﺍﻫﻤیــﺖ ﻗــﺮﺍﺭ ﻣــﻲﺩﻫﻨــﺪ؛‬

‫ﺩﻭﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﺍﻱ‬ ‫ـﺴﺘﻨﺪ؛ ﺯﻣـﺎﻥ ﺑـ‬ ‫ﺧـﻼﻕ ﻫـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻣﺜﻼ ﻳﻚ ﻗﺮﺍﺭ ﻣﻼﻗﺎﺕ ﻛﺎﺭﻱ ﻛﻪ ﺁﻥﻫﺎ ﺑـﺎ ﺑﺨـﺸﻲ ﺍﺯ ﻭﺟـﻮﺩ‬ ‫ﺧﻮﺩ ﻣﻲﮔﺬﺍﺭﻧﺪ‪ .‬ﻫﻢﭼﻨـﻴﻦ ﺧـﺎﻧﻢ ﻫـﺎ ﺧـﻼﻕ ﻫـﺴﺘﻨﺪ‪ .‬ﺁﻥﻫـﺎ‬ ‫ﺩﻭﺳﺖ ﺩﺍﺭﻧﺪ ﺯﻳﺒﺎﻳﻲ‪ ،‬ﺍﺣﺘﺮﺍﻡ‪ ،‬ﺍﺭﺗﺒـﺎﻁ ﻭ ﻋـﺸﻘﻲ ﺭﺍ ﻛـﻪ ﻗـﺒﻼ‬ ‫ﻭﺟﻮﺩ ﻧﺪﺍﺷﺘﻪ ﺧﻠﻖ ﻛﻨﻨـﺪ ﻭ ﺁﻥ ﺭﺍ ﺑـﻪ ﺩﺭﺳـﺘﻲ ﺍﻧﺠـﺎﻡ ﺩﻫﻨـﺪ‪.‬‬ ‫ﻧﻴﺰ ﺁﻥ ﭼﻪ ﺯﻧﺎﻥ ﻣﻲﺧﻮﺍﻫﻨﺪ ﻛﻪ ﻣﺮﺩﺍﻥ ﺑﺪﺍﻧﻨﺪ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ‬ ‫ﺯﻧﺎﻥ ﺍﺭﺗﺒﺎﻃﻲ ﻋﻤﻴﻖ ﻭ ﺟﺪﻱ ﺑﺎ ﺯﻣـﺎﻥ ﺩﺍﺭﻧـﺪ‪ .‬ﻭﻗﺘـﻲ ﺁﻗﺎﻳـﺎﻥ‬ ‫ـﺪﮔﻲ ﺭﺍ‬ ‫ﻣﺘﻮﺟـﻪ ﮔـﺬﺭ ﺯﻣـﺎﻥ ﻧﻤـﻲﺷـﻮﻧﺪ ﻳـﺎ ﻭﻗـﺎﻳﻊ ﻣﻬـﻢ ﺯﻧـ‬ ‫ﻓﺮﺍﻣﻮﺵ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺧﺎﻧﻢﻫـﺎ ﺗـﺼﻮﺭ ﻣـﻲﻛﻨﻨـﺪ ﻛـﻪ ﺑـﻪ ﺁﻥﻫـﺎ‬ ‫ﺗﻮﺟﻪ ﻧﻤﻲ ﺷﻮﺩ‪ .‬ﻛﺘﺎﺏ ﺣﺎﺿﺮ ﺑـﻪ ﻣﻨﻈـﻮﺭ ﻛﻤـﻚ ﺑـﻪ ﻣـﺮﺩﺍﻥ‬ ‫ﺑﺮﺍﻱ ﺩﺭﻙ ﺑﻬﺘﺮ ﺯﻧﺎﻥ ﻧﮕﺎﺷـﺘﻪ ﺷـﺪﻩ ﺍﺳـﺖ ﻭ ﺩﺭ ﺩﻭ ﺑﺨـﺶ‬ ‫ﺍﻳﻦ ﻋﻨﺎﻭﻳﻦ ﺭﺍ ﺷﺎﻣﻞ ﻣﻲ ﺷﻮﺩ‪ :‬ﺁﻥ ﭼﻪ ﺯﻧﺎﻥ ﻣـﻲﺧﻮﺍﻫﻨـﺪ ﻛـﻪ‬ ‫ﻣﺮﺩﺍﻥ ﺩﺭﺑﺎﺭﻩﻱ ﺁﻥ ﻫﺎ ﺑﺪﺍﻧﻨﺪ؛ ﻭ ﺁﻥﭼﻪ ﺯﻧﺎﻥ ﻣﻲﺧﻮﺍﻫﻨـﺪ ﻛـﻪ‬ ‫ﻣﺮﺩﺍﻥ ﺩﺭﺑﺎﺭﻩﻱ ﻋﺸﻖ‪ ،‬ﺻﻤﻴﻤﻴﺖ ﻭ ﺭﻭﺍﺑﻂ ﻓﻴﻤﺎﺑﻴﻦ ﺑﺪﺍﻧﻨﺪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٤١٢- ٦٤٠-٦‬‬

‫ـﻢ‬ ‫ـﻮﻳﻲﺍﺕ‪ ،‬ﻫـ‬ ‫ﺩﺭ ﺯﻧـﺪﮔﻲ ﺯﻧﺎﺷـ‬ ‫ﻧﻘﺶ ﻣﻌﻠﻢ ﺭﺍ ﺑﺮﻋﻬﺪﻩ ﺑﮕﻴـﺮ ﻭ‬

‫‪ - ٥٦‬ﻧﻴﺎﺯﻫﺎﻱ ﻣـﺮﺩﺍﻥ‪ ،‬ﻧﻴﺎﺯﻫـﺎﻱ ﺯﻧـﺎﻥ‪ :‬ﭼﮕﻮﻧـﻪ‬

‫ﻫــﻢ ﻧﻘــﺶ ﺩﺍﻧــﺶﺁﻣــﻮﺯ ﺭﺍ‪.‬‬ ‫ـﺶ‪،‬‬ ‫ـﺎﻳﺖﺑﺨــــ‬ ‫ﺍﺯﺩﻭﺍﺝ ﺭﺿــــ‬

‫ﻭ ﺷﻮﻫﺮ ﺑﻪ ﻳﻚﺩﻳﮕﺮ ﺁﻣـﻮﺯﺵ‬ ‫ـﺪﻳﺶ‪- .‬‬ ‫ـﺴﻞ ﻧﻮﺍﻧـ‬ ‫ـﺮﺍﻥ‪ :‬ﻧـ‬ ‫ـﺘﻤﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﺪﻩ ﺭﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﺣﻤﻴـ‬ ‫ﻭﻳﺮﺍﺳـ‬ ‫ـﺎ‬ ‫ـﺪ؛ ﺑـ‬ ‫ـﻢ ﺑﻴﺎﻣﻮﺯﻧـ‬ ‫ـﺪ ﻭ ﺍﺯ ﻫـ‬ ‫ﺩﻫﻨـ‬ ‫‪ ٢٩٦‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٤٤٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫ﻫﻤﺴﺮﺕ ﺭﻗﺎﺑﺖ ﻧﻜﻦ‪ .‬ﺩﻭﺳﺖ ﺍﻭ ﺑﺎﺵ ﺑﻬﺘﺮﻳﻦ ﻫـﺎ ﺭﺍ ﺑـﺮﺍﻳﺶ‬ ‫ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ـﺎﺵ؛ ﺍﺯ ﻫﻤــﺴﺮﺕ‬ ‫ـﺎﻳﺶ ﺑـ‬ ‫ـﺸﺮﻓﺖﻫـ‬ ‫ـﺸﺘﺎﻕ ﭘﻴـ‬ ‫ـﻦ ﻭ ﻣـ‬ ‫ﺁﺭﺯﻭ ﻛـ‬

‫‪٩٦٤- ٧٢١٧- ٥٢- ٨‬‬

‫‪٩٧٨- ٩٦٤- ٤١٢ -٣٥٩- ٧‬‬

‫ﺑﭙــﺮﺱ ﺳــﻪ ﻛﻠﻤــﻪﺍﻱ ﺭﺍ ﻛــﻪ ﺩﻭﺳــﺖ ﺩﺍﺭﺩ ﺁﻥﻫــﺎ ﺭﺍ ﺍﺯ‬ ‫ﺟﻮﺍﻣﻊ‬

‫ﻟﻐﺖﻧﺎﻣﻪﺍﺕ ﺣﺬﻑ ﻛﻨﻲ ﻛﺪﺍﻡ ﺍﺳﺖ ﻭ ﺳﭙﺲ ﺁﻥﻫـﺎ ﺭﺍ ﺣـﺬﻑ‬ ‫‪ - ٤٧‬ﺍﻗﺘﺼﺎﺩ ﺧﺎﻧﻮﺍﺩﻩ "ﺍﺧﻼﻕ ﻣﻌﻴـﺸﺘﻲ ﺩﺭ ﻗـﺮﺁﻥ‬

‫ﻛﻦ‪ .‬ﻧﻮﺷﺘﺎﺭ ﺣﺎﺿﺮ ﺣﺎﻭﻱ ‪ ٢٣٠‬ﺟﻤﻠـﻪﻱ ﻛﻮﺗـﺎﻩ ﺩﺭﺧـﺼﻮﺹ‬

‫ﻭ ﺳﻨﺖ"‪.‬‬

‫ﺑﻬﺒﻮﺩ ﺯﻧﺪﮔﻲ ﺯﻧﺎﺷﻮﻳﻲ ﺍﺳﺖ‪.‬‬

‫‪٣٠٧‬‬

‫‪ - ٥٧‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ ﺗﻮﺳـﻌﻪ ﻭ ﺗﻮﺳـﻌﻪ ﻧﻴـﺎﻓﺘﮕﻲ‬ ‫ﺳــﻴﺪﻣﺤﻤﺪ ﺷــﻔﻴﻌﻲﻣﺎﺯﻧــﺪﺭﺍﻧﻲ ‪ - .‬ﻗــﻢ‪ :‬ﻣــﺴﺠﺪ ﻣﻘــﺪﺱ‬ ‫‪ - ٥٢‬ﭼﮕﻮﻧﻪ ﻓﺮﺯﻧﺪﺍﻥ ﺧﻮﺩ ﺭﺍ ﺩﻭﺳﺖ ﺑﺪﺍﺭﻳﻢ‪.‬‬

‫ﺭﻭﺳﺘﺎﻳﻲ ﺍﻳﺮﺍﻥ‪.‬‬

‫ﺟﻤﻜﺮﺍﻥ‪ ١٥٢ - .‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷـﻮﻣﻴﺰ(‪ ١٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬ ‫ﺟﻮﺩﻱ ﻓﻮﺭﺩ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻣﻬـﻴﻦ ﺷـﻬﺒﺎﺯﻱﻧﻴـﺎ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﺟﻌﻔـﺮ‬

‫ـﺼﻄﻔﻲ ﺍﺯﻛﻴـــﺎ ‪ - .‬ﺗﻬـــﺮﺍﻥ‪ :‬ﺍﻃﻼﻋـــﺎﺕ‪ ٣٢٤ - .‬ﺹ‪- .‬‬ ‫ﻣــ‬

‫ـﺎﻥ‪١٢٠ - .‬‬ ‫ﺟﻮﺍﻧﺒﺨـﺖﺍﻭﻝ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺍﻧﺠﻤـﻦ ﺍﻭﻟﻴـﺎﺀ ﻭ ﻣﺮﺑﻴـ‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﻫـﺸﺘﻢ ‪٢١٠٠ /‬‬

‫ ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٧٣- ١٣٢- ٢‬‬ ‫ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷـﻮﻣﻴﺰ(‪ ١٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺳـﻮﻡ ‪/‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺁﻣــﻮﺯﻩﻫــﺎ ﻭ ﺗﻌــﺎﻟﻴﻢ ﻗــﺮﺁﻥ ﻭ‬ ‫‪٩٧٨- ٩٦٤- ٤٢٣ -٠٤٥- ٥‬‬

‫ـﺪﻳﺚ ﺩﺭﺑــﺎﺭﻩ ﻧﻈــﺎﻡ ﺳــﺎﻟﻢ‬ ‫ﺣـ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٤٥١ - ١٦٨- ٩‬‬

‫ﻣﻌﻴﺸﺘﻲ ﻭ ﻣﻌـﺎﻣﻼﺕ ﺳـﺎﻟﻢ ﻭ‬ ‫ﻧﺎﺳﺎﻟﻢ ﺑﺮﺭﺳﻲ ﺷـﺪﻩ ﻭ ﺁﺩﺍﺏ ﻭ‬ ‫ﺁﻳﻴﻦ ﺭﻓﺘـﺎﺭ ﺍﻗﺘـﺼﺎﺩﻱ ﺗﺤـﺖ‬ ‫ﻋﻨﻮﺍﻥ ﺍﺧـﻼﻕ ﻣﻌﻴـﺸﺘﻲ ﺩﺭ ‪٤‬‬ ‫ـﺖ‬ ‫ﻓـﺼﻞ ﺗﻨﻈـﻴﻢ ﮔﺮﺩﻳـﺪﻩ ﺍﺳـ‬ ‫ﻛﻪ ﺷﺎﻣﻞ ﺍﻳﻦ ﻣﺒﺎﺣﺚ ﻣﻲﺑﺎﺷﺪ‪ :‬ﺭﺍﻫﻬـﺎﻱ ﭘﻴـﺸﮕﻴﺮﻱ ﺗﻜـﺎﺛﺮ‪،‬‬ ‫ﻛﻨﺰ ﻭ ﺍﺣﺘﻜﺎﺭ‪ ،‬ﺍﻧﮕﻴﺰﻩﻫﺎﻱ ﺛﺮﻭﺕﺍﻧﺪﻭﺯﻱ‪ ،‬ﺭﺍﻫﻬﺎﻱ ﻣﺒـﺎﺭﺯﻩ ﺑـﺎ‬ ‫ﺛﺮﻭﺕﺍﻧﺪﻭﺯﻱ ﻭ ﻓﻠـﺴﻔﻪ ﺗﺤـﺮﻳﻢ ﺛـﺮﻭﺕﺍﻧـﺪﻭﺯﻱ‪ .‬ﺩﺭ ﻣﺒﺎﺣـﺚ‬

‫‪ - ٥٨‬ﺯﻳﺴﺖ ﺑﻮﻡ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﺍﺳﻨﺎﺩ ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻞ‬ ‫ﻣﺘﺤﺪ‪.‬‬

‫ـﺬﺍﺭ ﺑــﺮ ﻭﺭﺯﺵ‪:‬‬ ‫ـﻞ ﻓﺮﻫﻨﮕــﻲ ﺗﺎﺛﻴﺮﮔـ‬ ‫‪ - ٥٣‬ﻋﻮﺍﻣـ‬ ‫ﺣﻤﻴﺪﺭﺿﺎ ﻋـﺎﻣﺮﻱﺳـﻴﺎﻫﻮﻳﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﺠـﺪ‪ ٢٠٠ - .‬ﺹ‪.‬‬ ‫ـﻚ ﺑــﺎ‬ ‫ـﻲ ‪ -‬ﺗﺎﺭﻳﺨﭽــﻪ ﺍﻟﻤﭙﻴـ‬ ‫ـﻴﻦﺍﻟﻤﻠﻠـ‬ ‫ﻭﺭﺯﺵ ﺑـ‬ ‫ ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬‫ﺭﻭﻳﻜﺮﺩ ﺩﺍﻧﺶﺁﻣﻮﺯﻱ‪.‬‬ ‫ﭘﻞ ﺑﻴﺸﻞ‪ ،‬ﺍﻧﺪﻱ ﺳﻴﺒـﺴﻮﻥ‪ ،‬ﺟـﺎﻥ ﺗـﺎﻳﻠﺮ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻧـﻮﺭﻋﻠﻲ‬ ‫ﺧﻮﺍﺟﻮﻧــﺪ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺑﺎﻣــﺪﺍﺩ ﻛﺘــﺎﺏ‪ ٧٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ١٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٠٦- ٠٠٥-٤‬‬

‫ـﻪ ﺛــﺮﻭﺕ ﻣــﺸﺮﻭﻉ ﻭ‬ ‫ـﺪﮔﺎﻩ ﺍﺳــﻼﻡ ﺭﺍﺟــﻊ ﺑـ‬ ‫ـﻦ ﻛﺘــﺎﺏ ﺩﻳـ‬ ‫ﺍﻳـ‬ ‫ﻧﺎﻣـــﺸﺮﻭﻉ ﻭ ﺭﺍﻫﻬـــﺎﻱ ﻧﺎﺳـــﺎﻟﻢ ﻓﻌﺎﻟﻴـــﺖ ﺍﻗﺘـــﺼﺎﺩﻱ ﻭ‬

‫‪ - ٥٤‬ﻣﺴﻠﻤﺎﻧﺎﻥ ﻭ ﻣﺴﺌﻠﻪ ﺟﻬﺎﻧﻲﺷﺪﻥ‪.‬‬

‫‪ - ٤٤‬ﺁﻳﻴﻦ ﻫﻤﺴﺮﺩﺍﺭﻱ‪.‬‬

‫ﺳـﺮﻣﺎﻳﻪﺩﺍﺭﻱ ﺑـﻪ ﻃـﻮﺭ ﻣـﺴﺘﻨﺪ ﻭ ﺑـﺎ ﺫﻛـﺮ ﺁﻳـﺎﺕ ﻭ ﺭﻭﺍﻳـﺎﺕ‬

‫ﻣﺤﻤﺪ ﻗﻄﺐ؛ ﻣﺘﺮﺟﻢ‪ :‬ﺯﺍﻫﺪ ﻭﻳﺴﻲ ‪ -.‬ﺗﻬﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﭼـﺎﭖ‬

‫ﺩﻭﺭﻭﺗﻲ ﻛﺎﺭﻧﮕﻲ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻫﺎﻧﻴﻪ ﺣـﻖ ﻧﺒـﻲ ﻣﻄﻠـﻖ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪:‬‬

‫ﻣﺘﻌﺪﺩ ﺗﺼﺮﻳﺢ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺳﻼﻡ ﺭﺍﻫﻬﺎﻱ ﺗـﻮﺭﻡ ﺛـﺮﻭﺕ ﻭ‬

‫ﺷﻴﺮﻳﻦ ﻭﺣـﺪﺍﻧﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳﻠـﺴﻠﻪ ﻣﻬـﺮ‪ ،‬ﺗﻤﻴـﺸﻪ‪٢٤٨ - .‬‬

‫ﺍﻧﺤﺼﺎﺭ ﺭﺍ ﺩﺭ ﺗﻜﺎﺛﺮ‪ ،‬ﻛﻨﺰ ﻭ ﺍﺣﺘﻜـﺎﺭ ﺩﺍﻧـﺴﺘﻪ ﻭ ﺑـﺎ ﺁﻥ ﻣﺒـﺎﺭﺯﻩ‬

‫‪ ١٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٣٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪/‬‬

‫ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧١٢٦- ٦٦-٣‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٩٥٥- ١٠- ٧‬‬

‫ﺑﺮﺭﺳﻲ ﺗﺎﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﺷـﻬﺮ ﺑـﺮ‬ ‫ﺍﻓﺮﺍﺩ ﻭ ﺍﻓﺮﺍﺩ ﺑﺮ ﺷﻬﺮ ﺑـﻪ ﻃـﻮﺭ‬ ‫ﺍﺧﺺ ﻧـﺸﺎﻥ ﺩﺍﺩﻩ ﺍﺳـﺖ ﻛـﻪ‬ ‫ﺭﻓﺘﺎﺭ ﺍﻧﺴﺎﻥ ﻫـﺎﻱ ﺷﻬﺮﻧـﺸﻴﻦ‪،‬‬ ‫ﻛﻴﻔﻴﺖ ﻓﻌﺎﻟﻴﺖﻫـﺎﻱ ﺷـﻐﻠﻲ ﻭ‬ ‫ﺯﻧﺪﮔﻲ ﺁﻥﻫﺎ ﻭ ﻧﻴـﺰ ﭼﮕـﻮﻧﮕﻲ‬ ‫ﺭﻭﺍﺑﻂ ﺑـﻴﻦ ﺁﻥﻫـﺎ ﺑـﺎ ﺷـﺮﺍﻳﻂ‬ ‫ﺯﻳــﺴﺘﮕﺎﻩ ﺁﻧــﺎﻥ‪ ،‬ﻫــﻢﺑــﺴﺘﮕﻲ ﻣــﺴﺘﻘﻴﻢ ﺩﺍﺭﺩ‪ .‬ﭘﺪﻳــﺪﻩﻱ‬ ‫ﺷﻬﺮﻧﺸﻴﻨﻲ‪ ،‬ﺷﻬﺮﺳـﺎﺯﻱ ﻭ ﮔـﺴﺘﺮﺵ ﺷـﻬﺮﻫﺎ ﺍﺯ ﻣﻬـﻢﺗـﺮﻳﻦ‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫‪ - ٥٥‬ﻣﻌﺠﺰﻩ ﮔﻔﺖ ﻭﮔﻮ‪ :‬ﺭﺍﺯ ﺩﺳﺘﻴﺎﺑﻲ ﺑـﻪ ﺯﻧـﺪﮔﻲ‬ ‫‪٩٧٨- ٦٠٠- ٥٢٦٠- ١٢- ٠‬‬

‫‪ - ٤٥‬ﺍﺯ ﺑﺎﺭﺑﺎﺭﺍ ﺑﭙﺮﺳﻴﺪ!‪ :‬ﻳﻚ ﺻـﺪ ﺩﺭﺱ ﺁﻣﻮﺯﻧـﺪﻩ‬ ‫ﺩﺭﺑﺎﺭﻩﻱ ﺯﻧﺪﮔﻲ‪ ،‬ﻋﺸﻖ ﻭ ﺍﺯﺩﻭﺍﺝ‪.‬‬ ‫ﺑﺎﺭﺑــﺎﺭﺍ ﺩﻱﺍﻧﺠﻠــﻴﺲ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻫــﺎﺩﻱ ﺍﺑﺮﺍﻫﻴﻤــﻲ‪ ،‬ﻣﻴﻨــﺎ‬ ‫ﺍﺳــﻤﺎﻋﻴﻠﻲ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﻋﻠــﻲ ﺍﺑﻮﻃــﺎﻟﺒﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺴﻞ‬ ‫ﻧﻮﺍﻧﺪﻳﺶ‪ ٤٦٤ - .‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷـﻮﻣﻴﺰ(‪ ٦٩٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬ ‫ ﭼﺎﭖ ﺍﻭﻝ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻭ ﺷﺎﺩﻱﺁﻓﺮﻳﻨﻲ ﺭﺍ ﺗﻀﻤﻴﻦ ﻛﻨﻴﻢ‪.‬‬

‫ﻣﻬﻢﺗﺮﻳﻦ ﻧﻴﺎﺯﻫﺎﻱ ﻳﻜﺪﻳﮕﺮ ﺭﺍ ﺑﺸﻨﺎﺳﻴﺪ ﻭ ﺁﻥﻫـﺎ‬

‫ﻭ ﻧــﺸﺮ ﺑــﻴﻦﺍﻟﻤﻠــﻞ‪ ١٠٦ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺭﺿﺎﻳﺖﺑﺨﺶ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ ﻭ ﺍﺯ ﺍﻳﻦ ﺭﻫﮕـﺬﺭ ﺯﻧـﺪﮔﻲ ﭘﺎﻳـﺪﺍﺭ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺖ‪ .‬ﺑــﺮﺍﻱ‬ ‫ـﺪﺱ ﺍﺳـ‬ ‫ـﺎ ﻣﻘـ‬ ‫ﺁﻥﻫـ‬

‫ﺗﺠﺮﺑﻪ ﻱ ﻋﺸﻖ ﺑﺮﺍﻱ ﺁﻗﺎﻳﺎﻥ ﺑﻴﺶﺗﺮ ﺳﻬﻢﺑﻨﺪﻱ ﺷـﺪﻩ ﺍﺳـﺖ‪:‬‬

‫ﻛﻨــﻴﻢ‪ ،‬ﺍﺧﺘﻼﻓــﺎﺕ ﺭﺍ ﺍﺯ ﺳــﺮ ﺭﺍﻩ ﺑــﺮﺩﺍﺭﻳﻢ‪ ،‬ﮔﻔــﺖﻭﮔــﻮﻳﻲ‬

‫‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻣﺜﺎﻝﻫﺎﻳﻲ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﺻـﻤﻴﻤﻴﺖ ﺭﺍ ﻋﻤﻴـﻖﺗـﺮ‬

‫ﺍﺯﺩﻭﺍﺟﻲ ﺍﺳـﺖ ﻛـﻪ ﺩﺭ ﺁﻥ ﺯﻥ‬

‫ﺳﻪ ﻧﻜﺘﻪﻱ ﺍﺳﺎﺳـﻲ ﺩﺭﺑـﺎﺭﻩﻱ‬

‫ـﺎ‬ ‫ـﻮﺵ ﻧﻤـﻲﺷـﻮﺩ‪ .‬ﺍﻣـ‬ ‫ـﻴﭻﮔـﺎﻩ ﻛـﺎﻣﻼ ﻓﺮﺍﻣـ‬ ‫ﻫﻤﻴـﺸﮕﻲ ﻛـﻪ ﻫـ‬

‫‪ ١١٦‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ ١٩٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ‬

‫ﺑﻪ ﺳﻮﻱ ﻣﻮﻓﻘﻴﺖ ﺳﻮﻕ ﻣﻲﺩﻫﺪ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭ ﻛﺘـﺎﺏ ﺑـﺎ ﺫﻛـﺮ‬

‫ﻭﻳﻼﺭﺩ ﻫﺎﺭﻟﻲ؛ ﻣﺘﺮﺟﻢ‪ :‬ﺷﻤﺲ ﺍﻟﺪﻳﻦ ﺣﺴﻴﻨﻲ‪ ،‬ﺍﻟﻬـﺎﻡ ﺁﺭﺍﻡﻧﻴـﺎ؛‬ ‫‪ - ٤٦‬ﺍﺯﺩﻭﺍﺝ ﻭ ﺧﺎﻧﻮﺍﺩﻩ ﺩﺭ ﺍﻳﺮﺍﻥ‪.‬‬

‫ـﺎ ﻋــﺸﻖ ﻳــﻚ‬ ‫ـﺮ ﺧــﺎﻧﻢﻫـ‬ ‫ﺍﻛﺜـ‬

‫ﻧﻮﺭﻣﻦ ﺭﺍﻳﺖ؛ ﻣﺘﺮﺟﻢ‪ :‬ﺍﻟﻬﺎﻡ ﺁﺭﺍﻡﻧﻴـﺎ‪ ،‬ﺷـﻤﺲﺍﻟـﺪﻳﻦ ﺣـﺴﻴﻨﻲ؛‬ ‫ـﺪﻳﺶ‪- .‬‬ ‫ـﺴﻞ ﻧﻮﺍﻧـ‬ ‫ـﺮﺍﻥ‪ :‬ﻧـ‬ ‫ـﺘﻤﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﺪﻩ ﺭﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﺣﻤﻴـ‬ ‫ﻭﻳﺮﺍﺳـ‬

‫ﺣﺎﺿﺮ ﺣﺎﻭﻱ ﺁﻣﻮﺯﺵ ﻣﻬﺎﺭﺕ ﻫـﺎﻳﻲ ﺍﺳـﺖ ﻛـﻪ ﺍﺯﺩﻭﺍﺝﻫـﺎ ﺭﺍ‬

‫ﺭﺍ ﺑﺮﻃﺮﻑ ﻛﻨﻴﺪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٦٦٥١- ٩٢- ٠‬‬

‫ﻭﺍﻗﻌﻴﺖ ﺩﺍﻳﻤﻲ ﻭ ﺑﺪﻭﻥ ﺗﻮﻗﻒ ﺍﺳﺖ‪ ،‬ﻧﻮﻋﻲ ﺁﮔـﺎﻫﻲ ﻣـﺪﺍﻭﻡ ﻭ‬

‫ﻫﻤﺴﺮﺗﺎﻥ ﻧﺸﺎﻥ ﺩﻫﻴﺪ‪.‬‬

‫ـﺎﺏ‬ ‫ـﻢ ﺑﮕﺬﺍﺭﻳـﺪ‪ .‬ﻛﺘـ‬ ‫ـﺮﻭﺯﻱﻫـﺎ ﻭ‪ ...‬ﺭﻭﻱ ﻫـ‬ ‫ﺟـﺸﻦ ﮔـﺮﻓﺘﻦ ﭘﻴـ‬

‫‪٩٦٤- ٤١٢- ١٦٤- ٣‬‬

‫ﻣﺎﺩﺭﻱ ﻛﺮﺩﻥ ﺩﺭ ﺣﻖ ﻣـﺮﺩﺍﻥ‬

‫ﻣﺴﺎﺋﻞ ﺑﺸﺮ ﺩﺭ ﻗﺮﻥ ﺣﺎﺿﺮ ﺍﺳﺖ ﻛﻪ ﺑـﺎ ﻣـﺸﻜﻼﺕ ﻓﺮﺍﻭﺍﻧـﻲ‬ ‫‪ - ٤٨‬ﺍﻗﺘﺼﺎﺩ ﻓﺮﻫﻨﮓ ﻭ ﻫﻨﺮ‪.‬‬

‫ﻣﺸﺘﺮﻙ ﻋﺎﺷﻘﺎﻧﻪ ﻭ ﻣﺴﺘﺤﻜﻢ‪.‬‬

‫ﻋﻠﻲ ﺭﺷﻴﺪﭘﻮﺭ‪ ،‬ﻓﺮﺯﺍﻧﻪ ﭼﺎﻭﺵﺑﺎﺷﻲ ‪ - .‬ﺑﻴﺮﺟﻨـﺪ‪ :‬ﻓﻜـﺮ ﺑﻜـﺮ‪- .‬‬

‫ﺳﻮﺯﺍﻥ ﻣﻜﺮﻧﺴﻜﻲ ﻫﻴﺖﻟﺮ؛ ﻣﺘﺮﺟﻢ‪ :‬ﺍﻛـﺮﻡ ﻛﺮﻣـﻲ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪:‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٢٢٠٠٠ - .‬ﺭﻳـ‬ ‫‪ ١٨٨‬ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﻋﻠﻲ ﺧﺎﻛﺒـﺎﺯﺍﻥ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺻـﺎﺑﺮﻳﻦ‪ ٣٧٢ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬

‫ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٨٦٠- ٠٥- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٨٥- ٠٧-٠‬‬

‫ﺍﺯﺩﻭﺍﺝ ﺍﺯ ﻟﺤـﺎﻅ ﻗـﺎﻧﻮﻧﻲ ﻳـﻚ‬ ‫‪ - ٤٩‬ﺗﺎﺭﻳﺦ ﺍﻧﺴﺎﻥﺷﻨﺎﺳﻲ )ﺍﺯ ﺁﻏﺎﺯ ﺗﺎ ﺍﻣﺮﻭﺯ(‪.‬‬ ‫ـﻪ ﺑــــﺮﺍﻱ‬ ‫ـﺎﻥ ﺩﻭﺟﺎﻧﺒـــ‬ ‫ﭘﻴﻤـــ‬ ‫ﺗﺎﻣﺲﻫﻴﻼﻧﺪ ﺍﺭﻳﻜﺴﻦ‪ ،‬ﻓﻴﻦﺳﻴﻮﺭﺕ ﻧﻴﻠـﺴﻦ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻋﻠـﻲ‬ ‫ﻣﺸﺎﺭﻛﺖ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ ﻭ‬ ‫ـﺮﻱ‬ ‫ـﻦ‪ ٤٥٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﻞ ﺁﺫﻳـ‬ ‫ـﺮﺍﻥ‪ :‬ﮔـ‬ ‫ـﻲ ‪ - .‬ﺗﻬـ‬ ‫ﺑﻠﻮﻛﺒﺎﺷـ‬ ‫ﺍﺯ ﻟﺤﺎﻅ ﻋﺎﻃﻔﻲ ﺷﻤﺎ ﺭﺍ ﻣﻘﻴـﺪ‬ ‫)ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﻣﻲﻛﻨﺪ ﺗﺎ ﺯﻧـﺪﮔﻲ ﺧـﻮﺩ ﺭﺍ ﺑـﺎ‬

‫ﻳﻜــــﻲ ﺍﺯ ﺑــــﺰﺭﮒﺗــــﺮﻳﻦ‬

‫ـﻞ ﺩﺭ ﺯﻣﻴﻨــﻪﻱ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ـﺮﺍﻧﺲ ﺩﻭﻡ ﺳـ‬ ‫ـ ﺖ‪ .‬ﻛﻨﻔـ‬ ‫ـﻪﺭﻭ ﺍﺳـ‬ ‫ﺭﻭﺑـ‬ ‫ﺳﻜﻮﻧﺖ ﺍﻧﺴﺎﻥ‪ ،‬ﺗﺤﺖ ﻋﻨﻮﺍﻥ "ﺯﻳﺴﺖ ﺑـﻮﻡ ﺩﻭﻡ" ﺍﺯ ﺭﻭﺯ ‪ ٣‬ﺗـﺎ‬ ‫‪ ١٤‬ﮊﻭﺋﻦ ‪ ١٩٩٦‬ﺩﺭ ﺷﻬﺮ ﺍﺳﺘﺎﻧﺒﻮﻝ ﺗﺮﻛﻴﻪ ﺑﺮﮔﺰﺍﺭ ﺷـﺪ‪ .‬ﻳﻜـﻲ‬ ‫ﺍﺯ ﻣﻬﻢ ﺗﺮﻳﻦ ﺍﻫﺪﺍﻑ ﺍﻳـﻦ ﻛﻨﻔـﺮﺍﻧﺲ‪ ،‬ﻓـﺮﺍﻫﻢ ﻛـﺮﺩﻥ ﻧﻴـﺮﻭﻱ‬ ‫ﻣﺤﺮﻛﻲ ﺑﺮﺍﻱ ﺍﻭﻟﻮﻳﺖ ﻫﺎﻱ ﻣﺤﻴﻂ ﺯﻳـﺴﺖ ﻭ ﺍﺛﺮﮔـﺬﺍﺭﻱ ﺑـﺮ‬ ‫ﺳﻜﻮﻧﺖ ﺍﻧﺴﺎﻥ ﻫﺎ ﺑﻮﺩ؛ ﺩﻭ ﻣﺸﻜﻞ ﺍﺳﺎﺳﻲ ﺍﻧﺴﺎﻥ ﻫـﺎ‪ ،‬ﻓﻘـﺮ ﻭ‬ ‫ﺁﻟﻮﺩﮔﻲ‪ ،‬ﻧﻴﺰ ﺩﺭ ﺍﻳﻦ ﻛﻨﻔﺮﺍﻧﺲ ﺑﺮﺭﺳﻲ ﺷـﺪﻧﺪ‪ .‬ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ‬ ‫ﺷﺎﻣﻞ ﺑﻴﺎﻧﻴﻪﻱ ﺍﺳـﺘﺎﻧﺒﻮﻝ ﺩﺭ ﺧـﺼﻮﺹ ﺳـﻜﻮﻧﺖﮔـﺎﻩﻫـﺎﻱ‬ ‫ﺍﻧــﺴﺎﻧﻲ‪ ،‬ﺩﺳﺘﻮﺭﺟﻠــﺴﻪ ﺩﺭﺑــﺎﺭﻩﻱ ﺯﻳــﺴﺖ ﺑــﻮﻡ‪ ،‬ﺗﻌﻬــﺪﺍﺕ‪،‬‬ ‫ﻫﻤﺎﻫﻨﮕﻲﻫﺎ ﻭ ﻧﺤﻮﻩﻱ ﺍﺟﺮﺍﻱ ﺑﺮﻧﺎﻣﻪﻫﺎ ﺍﺳﺖ‪.‬‬

‫ـﺎﻥ‬ ‫ﺍﺷــﺘﺒﺎﻫﺎﺗﻲ ﺍﺳــﺖ ﻛــﻪ ﺯﻧـ‬

‫‪ - ٥٠‬ﺗﺎﺭﻳﺦ ﺑﺮﺩﻩﺩﺍﺭﻱ‪.‬‬

‫ﺩﻳﮕــﺮﻱ ﻗــﺴﻤﺖ ﻛﻨﻴــﺪ؛ ﺩﺭ‬

‫ﻣﺮﺗﻜﺐ ﻣﻲ ﺷـﻮﻧﺪ‪ .‬ﺍﻏﻠـﺐ ﻣـﺎ‬

‫ﻧﻮﺭﻣﻦ ﻟﻲ ﻣﺎﺧـﺖ‪ ،‬ﻣـﺮﻱ ﻫـﺎﻝ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﺳـﻬﻴﻞ ﺳـﻤﻲ ‪- .‬‬

‫ﻛﻨﺎﺭ ﻳﻚ ﺩﻳﮕﺮ ﺑﺎﺷﻴﺪ ﻭ ﺩﺳـﺖ‬

‫ـﺎ ﻭ‬ ‫ـﺎﻟﺶﻫـ‬ ‫ـﺎﻳﺶ ﭼـ‬ ‫ـﺎﻻﺕ ﻫﻤـ‬ ‫‪ - ٥٩‬ﻣﺠﻤﻮﻋـﻪ ﻣﻘـ‬

‫ﺯﻧﺎﻥ ﻃﻮﺭﻱ ﺑـﺎ ﻣـﺮﺩﺍﻥ ﺭﻓﺘـﺎﺭ‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﻗﻘﻨــﻮﺱ‪ ١٣٨ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪- .‬‬

‫ﺑﻪ ﺩﺳﺖ ﻫﻢ ﺩﻫﻴـﺪ ﻭ ﺑـﻪ ﻳـﻚﺩﻳﮕـﺮ ﺩﻝ ﺑﺒﻨﺪﻳـﺪ‪ .‬ﺑـﺎ ﺍﺯﺩﻭﺍﺝ‬

‫ﺭﺍﻫﺒﺮﺩﻫﺎﻱ ﺯﻳﺴﺖﻣﺤﻴﻄﻲ ﻛﻼﻥ ﺷﻬﺮ ﺗﻬﺮﺍﻥ‪.‬‬

‫ﻣﻲ ﻛﻨﻴﻢ ﻛﻪ ﺍﻧﮕﺎﺭ ﭘﺴﺮﺑﭽﻪﺍﻧـﺪ‬

‫‪ ٣٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻣﺘﻌﻬـﺪ ﻣـﻲﺷـﻮﻳﺪ ﻛـﻪ ﻧﻴﺮﻭﻫـﺎﻱ ﺧـﻮﺩ ﺭﺍ ﺩﺭ ﺍﻣـﻮﺭﻱ ﭼـﻮﻥ‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﻣﺮﻛــﺰ ﻣﻄﺎﻟﻌــﺎﺕ ﻭ ﺑﺮﻧﺎﻣــﻪﺭﻳــﺰﻱ ﺷــﻬﺮ ﺗﻬــﺮﺍﻥ‬

‫ﻭ ﺁﻧﺎﻥ ﻫﻢ ﻣﺜـﻞ ﭘـﺴﺮﺑﭽﻪﻫـﺎ‬

‫‪٩٧٨- ٩٦٤- ٣١١ - ٦١٥- ٦‬‬

‫ﻣﺴﺎﺋﻞ ﻣﺮﺑﻮﻁ ﺑﻪ ﺧﺎﻧﻪ ﻭ ﻣﺴﻜﻦ‪ ،‬ﺍﻣﻮﺭ ﻣﺎﻟﻲ‪ ،‬ﻓﺮﺯﻧـﺪﺍﻥ‪ ،‬ﺍﻣـﻮﺭ‬

‫)ﺷــﻬﺮﺩﺍﺭﻱ ﺗﻬــﺮﺍﻥ(‪ ١٩٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪٤‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫‪ ٢٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣١٢- ٤٥٣- ٣‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٦٠٠- ٩٠٦١٨- ٠- ٨‬‬

‫ﺷﻬﺮ ﺗﻬﺮﺍﻥ ﺑﺎ ﻣﺴﺎﺣﺘﻲ ﺣـﺪﻭﺩ‬ ‫‪ ٨٠٠‬ﻛﻴﻠﻮﻣﺘﺮ ﻣﺮﺑـﻊ ﺩﺭ ﺩﺍﻣﻨـﻪ‬ ‫ﺟﻨﻮﺑﻲ ﺍﻟﺒﺮﺯ ﻗـﺮﺍﺭ ﮔﺮﻓﺘـﻪ ﻭ ﺍﺯ‬ ‫ـﻲ‬ ‫ـﻮﮔﺮﺍﻓﻲ ﺩﺭ ﻣﺤﻴﻄـ‬ ‫ـﺮ ﺗﻮﭘـ‬ ‫ﻧﻈـ‬ ‫ﺑﺴﺘﻪ ﻭﺍﻗـﻊ ﺷـﺪﻩ ﺍﺳـﺖ‪ .‬ﺍﻳـﻦ‬ ‫ﺷــﻬﺮ ﺑــﻪ ﺩﻟﻴــﻞ ﻣﻮﻗﻌﻴــﺖ‬ ‫ﺟﻐﺮﺍﻓﻴــﺎﻳﻲ ﻭ ﺗــﺮﺍﻛﻢ ﺑــﺴﻴﺎﺭ‬ ‫ـﻲ ﺍﺯ‬ ‫ـﺘﻲ‪ ،‬ﻳﻜـ‬ ‫ـﻮﻝ ﺑﻬﺪﺍﺷـ‬ ‫ـﺖ ﺍﺻـ‬ ‫ـﺪﻡ ﺭﻋﺎﻳـ‬ ‫ـﺖ ﻭ ﻋـ‬ ‫ـﺎﺩ ﺟﻤﻌﻴـ‬ ‫ﺯﻳـ‬ ‫ـﺮ‬ ‫ـﻪﻱ ﺣﺎﺿـ‬ ‫ـﺖ‪ .‬ﻣﺠﻤﻮﻋـ‬ ‫ـﺎﻥ ﺍﺳـ‬ ‫ـﻬﺮﻫﺎﻱ ﺟﻬـ‬ ‫ـﺮﻳﻦ ﺷـ‬ ‫ـﻮﺩﻩﺗـ‬ ‫ﺁﻟـ‬ ‫ـﺎﻱ‬ ‫ـﺎ ﻭ ﺭﺍﻫﺒﺮﺩﻫـ‬ ‫ـﺎﻟﺶﻫـ‬ ‫ـﺎﻳﺶ "ﭼـ‬ ‫ـﺎﻻﺕ ﻫﻤـ‬ ‫ـﺮ ﻣﻘـ‬ ‫ـﺸﺘﻤﻞ ﺑـ‬ ‫ﻣـ‬ ‫ﺯﻳﺴﺖ ﻣﺤﻴﻄـﻲ ﻛـﻼﻥ ﺷـﻬﺮ ﺗﻬـﺮﺍﻥ" ﺍﺳـﺖ ﻛـﻪ ﺩﺭ ﺗـﺎﺭﻳﺦ‬

‫‪ - ٦٥‬ﻓﺮﺍﺳﻮﻱ ﭼﭗ ﻭ ﺭﺍﺳﺖ‪.‬‬ ‫ﺍﻧﺘﻮﻧﻲ ﮔﻴﺪﻧﺰ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻣﺤﺴﻦ ﺛﻼﺛـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻋﻠﻤـﻲ‪- .‬‬ ‫ـﺎﭖ‬ ‫ـﺎﻟﻴﻨﮕﻮﺭ(‪ ٦٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـ‬ ‫‪ ٤٠٢‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﮔـ‬ ‫ﺩﻭﻡ ‪ ١٦٥٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٤٠٤- ٠٧٤- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٦٦‬ﻟﻮﻳﺎﺗﺎﻥ‪.‬‬ ‫ﺗﻮﻣﺎﺱ ﻫﺎﺑﺰ؛ ﻣﺘﺮﺟﻢ‪ :‬ﺣﺴﻴﻦ ﺑـﺸﻴﺮﻳﻪ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻛﺮﺍﺩﺑـﺮﺍﻕ‬ ‫ﻣﻜﻔﺮﺳــﻮﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﻧــﻲ‪ ٥٧٨ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬ ‫ـﻨﺠﻢ ‪١٦٥٠ /‬‬ ‫ـﺎﭖ ﭘــ‬ ‫ـﺎﻝ‪ - .‬ﭼــ‬ ‫ـﺎﻟﻴﻨﮕﻮﺭ(‪ ٩٨٠٠٠ - .‬ﺭﻳــ‬ ‫)ﮔــ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٣١٢- ٥٥٧- ٢‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ـﻂ ﻛﻤﻴﺘــﻪﻱ‬ ‫ـﺮﺍﻱ ﻧﻴــﺎﻭﺭﺍﻥ‪ ،‬ﺗﻮﺳـ‬ ‫ـﮓﺳـ‬ ‫‪ ٢/٥/١٣٨٧‬ﺩﺭ ﻓﺮﻫﻨـ‬ ‫ﻣﻄﺎﻟﻌﺎﺕ ﺭﺍﻫﺒـﺮﺩﻱ ﻣﺤـﻴﻂ ﺯﻳـﺴﺖ ﺷـﻬﺮﻱ ﺑﺮﮔـﺰﺍﺭ ﺷـﺪﻩ‬ ‫ﺍﺳﺖ‪ .‬ﻋﻨﺎﻭﻳﻦ ﻣﻘﺎﻻﺕ ﻋﺒﺎﺭﺕﺍﻧﺪ ﺍﺯ‪ :‬ﺍﻗﻠﻴﻢ ﺗﻬـﺮﺍﻥ؛ ﺿـﺮﻭﺭﺕ‬ ‫ﻛﺎﺭﺑﺮﺩ ﺍﺭﺯﻳﺎﺑﻲﻫـﺎﻱ ﺯﻳـﺴﺖ ﻣﺤﻴﻄـﻲ ﺩﺭ ﻣـﺪﻳﺮﻳﺖ ﺷـﻬﺮﻱ‬ ‫ﺗﻬﺮﺍﻥ؛ ﺭﺍﻫﺒﺮﺩﻫﺎﻱ ﭘﺎﻳـﺪﺍﺭﻱ ﻛﻴﻔﻴـﺖ ﻫـﻮﺍ ﺩﺭ ﺷـﻬﺮ ﺗﻬـﺮﺍﻥ؛‬ ‫ﺭﺍﻫﺒﺮﺩﻫﺎﻱ ﺩﺍﻧﺶﺍﻓﺰﺍﻳﻲ ﺯﻳﺴﺖﻣﺤﻴﻄـﻲ ﻭ ﻣـﺸﺎﺭﻛﺖﺟـﻮﻳﻲ‬ ‫ﺷﻬﺮﻭﻧﺪﺍﻥ ﺗﻬﺮﺍﻥ؛ ﺧﻂ ﻣﺸﻲ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﺁﻟـﻮﺩﮔﻲﻫـﺎﻱ ﺧـﺎﻙ‬ ‫ـﺸﻲ ﺍﺳــﺘﻔﺎﺩﻩ ﺍﺯ ﻓﺎﺿــﻼﺏ ﺩﺭ‬ ‫ـﻴﻂ ﺷــﻬﺮﻱ؛ ﺧــﻂ ﻣـ‬ ‫ﺩﺭ ﻣﺤـ‬ ‫ﻣﺤـﻴﻂ ﺯﻳـﺴﺖ ﺷـﻬﺮﻱ؛ ﻣـﺪﻳﺮﻳﺖ ﭘﺎﻳـﺪﺍﺭ ﻓـﻀﺎﻱ ﺳـﺒﺰ ﺩﺭ‬ ‫ـﺎﻱ‬ ‫ـﻲﻫـ‬ ‫ـﺰﺍﺀ ﻭ ﻭﻳﮋﮔـ‬ ‫ـﺎﻫﻴﻢ‪ ،‬ﺍﺟـ‬ ‫ـﻬﺮﻱ؛ ﻣﻔـ‬ ‫ـﺸﻚ ﺷـ‬ ‫ـﺎﻃﻖ ﺧـ‬ ‫ﻣﻨـ‬ ‫ﻃﺮﺍﺣﻲ ﺑـﺎﻍﻫـﺎﻱ ﺳـﻨﺘﻲ ﺍﻳـﺮﺍﻥ؛ ﻭ ﻣﻘﺪﻣـﻪﺍﻱ ﺑـﺮ ﻣـﺪﻳﺮﻳﺖ‬

‫‪ - ٦٧‬ﻣﻔﺎﻫﻴﻢ ﻛﻠﻴﺪﻱ ﺩﺭ ﻋﻠﻢ ﺳﻴﺎﺳﺖ‪.‬‬ ‫ﺍﻧـــﺪﺭﻭ ﻫﻴـــﻮﻭﺩ؛ ﻣﺘـــﺮﺟﻢ‪ :‬ﻋﺒـــﺎﺱ ﻛـــﺎﺭﺩﺍﻥ‪ ،‬ﺣـــﺴﻦ‬ ‫ﺳﻌﻴﺪﻛﻼﻫﻲ ﺧﻴﺎﺑﺎﻥ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺍﻧﺘـﺸﺎﺭﺍﺕ ﻋﻠﻤـﻲ ﻭ‬ ‫ﻓﺮﻫﻨﮕـــﻲ‪ ٣٣٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـــﺮﻱ )ﺷـــﻮﻣﻴﺰ(‪٥٥٠٠٠ - .‬‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٤٥- ٨٩١- ٠‬‬

‫ـﺮﻳﻦ‬ ‫ـﻲﺗـ‬ ‫ـﺎﺯﻱ ﺍﺳﺎﺳـ‬ ‫ـﻮﻡﺳـ‬ ‫ﻣﻔﻬـ‬ ‫ﮔﺎﻡ ﺩﺭ ﻓﺮﺍﻳﻨـﺪﺗﻌﻘﻞ ﻭ ﺍﻧﺪﻳـﺸﻪ‬ ‫ـﺎﻳﻲ‬ ‫ـﺎﻫﻴﻢ ﺍﺑﺰﺍﺭﻫــ‬ ‫ﺍﺳــﺖ‪ .‬ﻣﻔــ‬ ‫ﻫــﺴﺘﻨﺪ ﮐــﻪ ﺗﻮﺳــﻂ ﺁﻥﻫــﺎ‬

‫ﻋﻠﻴﺮﺿﺎ ﻗﺮﺑﺎﻧﭙﻮﺭ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻴـﺰﺍﻥ‪ ٣٣٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﻣﺨﺘﻠﻔﻲ ﭼـﻮﻥ‪ :‬ﻓﺮﻫﻨـﮓ‪ ،‬ﺳﻴﺎﺳـﺖ‪ ،‬ﺷـﻬﺮ‪ ،‬ﺍﻗﺘـﺼﺎﺩ‪ ،‬ﻭ ﻫﻨـﺮ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺪﻥ ﻭﺍﮊﻩﻱ‬ ‫ـﻪ ﺍﺯ ﭘﺪﻳــﺪﺍﺭ ﺷــ‬ ‫ـﺖ‪ .‬ﺍﻳﻨــﻚ ﻛــ‬ ‫ﺗﺎﺛﻴﺮﮔــﺬﺍﺭ ﺍﺳــ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥١١- ٠٨٦-٢‬‬

‫ﻭﺟــﻮﺩ ﻧﻈــﺎﻡﻫــﺎﻱ ﺳﻴﺎﺳــﻲ‬

‫ﻣﺨﺎﻟﻔﺎﻥ ﺟﻬﺎﻧﻲ ﺷﺪﻥ ﺩﻳﺪﮔﺎﻩﻫﺎﻱ ﮔﻮﻧـﺎﮔﻮﻧﻲ ﺩﺭ ﺍﻳـﻦ ﺑـﺎﺭﻩ‬

‫ﻣﺘﻔـــﺎﻭﺕ ﺑـــﺎ ﺳـــﺎﺧﺘﺎﺭﻫﺎﻱ‬

‫ﺩﺍﺭﻧﺪ‪ .‬ﺣﺎﻣﻴﺎﻥ ﺟﻬﺎﻧﻲ ﺷﺪﻥ ﻣﻌﺘﻘﺪﻧﺪ ﻛـﻪ ﺭﻭﻧـﺪ ﺭﻭ ﺑـﻪ ﺭﺷـﺪ‬

‫ﺳﻴﺎﺳــﺖﮔــﺬﺍﺭﻱ ﻣﺘﻔــﺎﻭﺕ ﻭ‬

‫ﻫﻤﺒﺴﺘﮕﻲ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺭﺷﺪ ﭘﻴﭽﻴﺪﻩ ﻭ ﺭﻭﺯ ﺑـﻪ ﺭﻭﺯ ﺍﻃﻼﻋـﺎﺕ‬

‫ﻣﺴﺎﺋﻠﻲ ﺍﺯ ﺍﻳﻦ ﺩﺳﺖ‪ ،‬ﺣﺼﻮﻝ‬

‫ﻭ‪ ...‬ﻣﻨﺠﺮ ﺑﻪ ﻧﻮﻋﻲ ﺧﻮﺩﺁﮔـﺎﻫﻲ ﺟﻬـﺎﻧﻲ ﻭ ﺩﺭ ﻧﺘﻴﺠـﻪ ﻧـﻮﻋﻲ‬

‫ﺑﻪ ﻫـﺪﻓﻲ ﺑـﻪ ﻧـﺎﻡ ﻓﺪﺭﺍﻟﻴـﺴﻢ‬

‫ﻫﻤﺒﺴﺘﮕﻲ ﺟﻬﺎﻧﻲ ﻣﻲﺷﻮﺩ‪ ،‬ﺍﻣﺎ ﻣﺨﺎﻟﻔﺎﻥ ﺑﺮ ﺍﻳـﻦ ﻋﻘﻴـﺪﻩﺍﻧـﺪ‬

‫ﺍﺭﻭﭘﺎﻳﻲ ﺭﺍ ﺩﺭ ﻫﺎﻟﻪ ﺍﻱ ﺍﺯ ﺍﺑﻬـﺎﻡ‬

‫ﻛﻪ ﺗﺴﻠﻂ ﻫﻤﻪﺟﺎﻧﺒﻪﻱ ﻗﺪﺭﺕ ﻭ ﺛﺮﻭﺕ ﻣﻮﺟﺐ ﻣﻲﺷـﻮﺩ ﻛـﻪ‬

‫ﻓـــﺮﻭ ﺑـــﺮﺩﻩ ﺍﺳـــﺖ‪ .‬ﺍﻣـــﺎ‬

‫ﻗﺪﺭﺕ ﻫﺎﻱ ﺳﺮﻣﺎﻳﻪ ﺩﺍﺭ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﻐﻴﻴﺮﺍﺕ ﺟﺪﻳـﺪ ﺟﻬـﺎﻧﻲ‪،‬‬

‫ﻣﻮﻓﻘﻴﺖﻫﺎﻳﻲ ﺩﺭ ﺗﺮﻭﻳﺞ ﭘﻮﻝ ﻭﺍﺣـﺪ ﺍﺭﻭﭘـﺎﻳﻲ ﻭ ﻧﻴـﺰ ﺗـﺸﻜﻴﻞ‬

‫ﺗﺴﻠﻂ ﺧﻮﺩ ﺭﺍ ﺑﺮ ﻛـﺸﻮﺭﻫﺎﻱ ﺩﻳﮕـﺮ ﺑـﻪ ﻣﻨﻈـﻮﺭ ﺑﻬـﺮﻩﻛـﺸﻲ‬

‫ﻧﻬﺎﺩﻫﺎﻳﻲ ﻣﺸﺘﺮﻙ ﻣﺎﻧﻨﺪ ﺩﻳﻮﺍﻥ ﻋـﺪﺍﻟﺖ ﺍﺭﻭﭘـﺎﻳﻲ ﺣﻜﺎﻳـﺖ ﺍﺯ‬

‫ﺑﻴﺶ ﺗﺮ ﺍﺯ ﺁﻥﻫﺎ ﺍﻓﺰﺍﻳﺶ ﺩﻫﻨﺪ‪ .‬ﺩﺭ ﻫـﺮ ﺣـﺎﻝ‪ ،‬ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ‬

‫ﻧﻮﻋﻲ ﺩﻣﻮﻛﺮﺍﺳﻲ ﭘـﺴﺎﻣﻠﻲ ﺩﺭ ﺣـﺎﻝ ﻇﻬـﻮﺭ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻳـﻦﺟـﺎ‬

‫ﺑﺨﺸﻲ ﺍﺯ ﻓﺮﺁﻳﻨـﺪ ﺑﺎﺯﺳـﺎﺯﻱ ﻭ ﺑﺎﺯﺍﻧﺪﻳـﺸﻲ ﻣﺠـﺪﺩ ﻭ ﺑﻨﻴـﺎﺩﻳﻦ‬

‫ـﺎﻳﻲ‬ ‫ﺍﻳـﻦ ﺳـﻮﺍﻝ ﻣﻄـﺮﺡ ﻣـﻲﺷـﻮﺩ ﻛـﻪ ﺁﻳـﺎ ﺍﺗﺤﺎﺩﻳـﻪﻱ ﺍﺭﻭﭘـ‬

‫ـﺎﻧﻲ‬ ‫ـﺖ؛ ﺟﻬـ‬ ‫ـﺮ ﺍﺳـ‬ ‫ـﺎﻋﻲ ﻣﻌﺎﺻـ‬ ‫ـﻪﻱ ﺍﺟﺘﻤـ‬ ‫ـﺖ ﻭ ﻧﻈﺮﻳـ‬ ‫ﺩﺭ ﺳﻴﺎﺳـ‬

‫ـﺎ‬ ‫ـﺎﻻﺕ ﻣﺘﺤـﺪﻩﻱ ﺁﻣﺮﻳﻜـ‬ ‫ـﺰﻱ ﺷـﺒﻴﻪ ﺑـﻪ ﺍﻳـ‬ ‫ﺳـﺮﺍﻧﺠﺎﻡ ﺑـﻪ ﭼﻴـ‬

‫ﺷﺪﻥ ﻛﻪ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﺑﺎ ﺷـﻴﻮﻩ ﻭ ﺍﻟﮕـﻮﻱ ﺁﻣﺮﻳﻜـﺎﻳﻲ‪ ،‬ﻛـﻪ‬

‫ﺗﺒﺪﻳﻞ ﺧﻮﺍﻫﺪ ﺷـﺪ ﻳـﺎ ﺧﻴـﺮ؟ ﺩﺭ ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ ﻓﺪﺭﺍﻟﻴـﺴﻢ ﻭ‬

‫ـﻪ‬ ‫ـﻢﺧـﻮﺍﻧﻲ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﻫﻤـﻴﻦ ﻧﻜﺘـ‬ ‫ﺍﻟﮕـﻮﻳﻲ ﻣـﺴﻠﻂ ﺍﺳـﺖ‪ ،‬ﻫـ‬

‫ﺩﻣﻮﻛﺮﺍﺳﻲ ﺩﺭ ﺍﺗﺤﺎﺩﻳﻪ ﻱ ﺍﺭﻭﭘﺎ ﻭ ﺍﻳـﺎﻻﺕ ﻣﺘﺤـﺪﻩﻱ ﺁﻣﺮﻳﻜـﺎ‬

‫ﺍﺳﺖ ﻛﻪ ﻧﮕﺮﺍﻧـﻲ ﻭ ﺗـﺮﺱ ﺑﺮﺧـﻲ ﺍﺯ ﻛـﺸﻮﺭﻫﺎﻱ ﺍﺭﻭﭘـﺎﻳﻲ ﺍﺯ‬

‫ﺩﺭ ﻗﺎﻟﺐ ﻣﻘﺎﻻﺗﻲ ﺑﺎ ﻳﻚ ﺩﻳﮕـﺮ ﻣﻘﺎﻳـﺴﻪ ﻣـﻲﺷـﻮﺩ‪ .‬ﺑـﺮ ﺍﻳـﻦ‬

‫ﺟﻤﻠﻪ ﻓﺮﺍﻧﺴﻪ ﻭ ﻧﻴﺰ ﻛـﺸﻮﺭﻫﺎﻱ ﺁﺳـﻴﺎﻳﻲ ﺭﺍ ﺍﺯ ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ‬

‫ﺍﺳﺎﺱ ﻧﺨﺴﺖ ﭼﮕﻮﻧﮕﻲ ﭘﻴﺪﺍﻳﺶ ﻭ ﺭﺷﺪ ﺍﺗﺤﺎﺩﻳـﻪﻱ ﺍﺭﻭﭘـﺎ ﻭ‬

‫ﺑﻪ ﻣﻌﻨﺎﻱ ﻛﻨﻮﻧﻲ ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺩﻳﺪﮔﺎﻩ ﺁﻣﺮﻳﻜـﺎ‪ ،‬ﺑـﺎ‬

‫ﺗﺒﻌﺎﺕ ﻭ ﺗﺎﺛﻴﺮﺍﺕ ﻓـﺪﺭﺍﺗﻴﻮ ﺷـﺪﻥ ﺍﺭﻭﭘـﺎ ﻭ ﻧﻴـﺰ ﻭﻳﮋﮔـﻲﻫـﺎﻱ‬

‫ﺩﺍﺭﺍ ﺑﻮﺩﻥ ﻗﺪﺭﺕ ﻧﻈﺎﻣﻲ ﻭ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﻧﻴﺰ ﻗـﺪﺭﺕ ﺍﺭﺗﺒﺎﻃـﺎﺕ‬

‫ـﺴﻢ ﺁﻣﺮﻳﻜــﺎﻳﻲ ﻭ ﺗــﺼﻮﻳﺐ ﻗــﺎﻧﻮﻥ ﺍﺳﺎﺳــﻲ ﻓــﺪﺭﺍﻝ‬ ‫ﻓﺪﺭﺍﻟﻴـ‬

‫ﻭ ﺗﻜﻨﻮﻟﻮﮊﻱ ﭘﻴﺸﺮﻓﺘﻪ‪ ،‬ﻛﺸﻮﺭﻱ ﺍﺳـﺖ ﻛـﻪ ﺗـﻮﺍﻥ ﺗـﺴﻠﻂ ﺑـﺮ‬

‫ﺁﻣﺮﻳﻜﺎ ﻣﻄﺮﺡ ﻭ ﺳﭙﺲ ﺍﺭﺗﺒﺎﻁ ﻣﻴﺎﻥ ﺩﻭﻟـﺖ‪ ،‬ﺑـﺎﺯﺍﺭ ﻭ ﺣﻘـﻮﻕ‬

‫ﺟﻬﺎﻥ ﻭ ﺗﺤﻤﻴﻞ ﺍﻟﮕﻮﻱ ﺧﻮﺩ ﺑﺮ ﺳـﺎﻳﺮ ﻛـﺸﻮﺭﻫﺎﻱ ﺟﻬـﺎﻥ ﺭﺍ‬

‫ـﺪﻩ ﺗﺤﻠﻴــﻞ‬ ‫ـﺎﻻﺕ ﻣﺘﺤـ‬ ‫ـﺎ ﻭ ﺍﻳـ‬ ‫ـﻪﻱ ﺍﺭﻭﭘـ‬ ‫ـﺎﻋﻲ ﺩﺭ ﺍﺗﺤﺎﺩﻳـ‬ ‫ﺍﺟﺘﻤـ‬

‫ﺩﺍﺭﺩ ﻭ ﺑﻪ ﺁﻥ ﺩﻟﻴﻞ ﻛﻪ ﺍﻳﻦ ﻛﺸﻮﺭ ﭘﺎﻳﮕﺎﻩ ﻧﻈـﺎﻡ ﺳـﺮﻣﺎﻳﻪﺩﺍﺭﻱ‬

‫ﻣﻲﮔﺮﺩﺩ‪.‬‬

‫ﺟﻬﺎﻧﻲ ﺍﺳـﺖ‪ ،‬ﺑﻨـﺎﺑﺮﺍﻳﻦ ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ ﺩﺭ ﻣﻔﻬـﻮﻡ ﻋـﺎﻡ ﺁﻥ‬

‫ـﺚ‪ ،‬ﺍﺳــﺘﺪﻻﻝ ﻭ‬ ‫ﺗﻔﮑــﺮ‪ ،‬ﺑﺤــ‬

‫ﺯﺍﻳﺪﺍﺕ ﺧﻄﺮﻧﺎﻙ‪.‬‬

‫ﺣﻘﻮﻕ ﻣﺪﻧﻲ ﻭ ﺳﻴﺎﺳﻲ‬ ‫ﺗﺠﺰﻳﻪ ﻭ ﺗﺤﻠﻴﻞ ﻣﻲﮐﻨـﻴﻢ‪ .‬ﺑـﻪ‬

‫‪ - ٦٠‬ﻧﻈﺮﻳﻪﻫﺎﻱ ﺗﻮﺳﻌﻪ ﺭﻭﺳﺘﺎﻳﻲ‪.‬‬ ‫ﻣﺤﻤﺪﺣﺴﻴﻦ ﭘﺎﭘﻠﻲﻳـﺰﺩﻱ‪ ،‬ﻣﺤﻤـﺪﺍﻣﻴﺮ ﺍﺑﺮﺍﻫﻴﻤـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬ ‫ﺳﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ ﻋﻠـﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ‬ ‫)ﺳﻤﺖ(‪ ٣٠٦ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬ ‫ ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٥٩- ٦٨٠- ٣‬‬

‫ﺁﻣﺎﺭ ﻋﻤﻮﻣﻲ‬

‫‪٣٢٣‬‬

‫ﻋﺒــﺎﺭﺗﻲ ﺑــﺮﺍﻱ ﺩﺭﮎ ﺟﻬــﺎﻥ‬ ‫ـﺎﺩ‬ ‫ـﻮﻡ ﺳـﺎﺯﻱ ﺑـﺮﺍﻱ ﺁﻥ ﺍﻳﺠـ‬ ‫ﺑﺎﻳـﺪ ﻣﻌﻨـﺎﻳﻲ ﺭﺍ ﺍﺯ ﻃﺮﻳـﻖ ﻣﻔﻬـ‬ ‫ﮐﻨﻴﻢ‪ .‬ﺍﻳﻦ ﺍﻣﺮ ﺩﺭ ﻓﺮﺁﻳﻨﺪ ﻋﻠﻮﻡ ﺳﻴﺎﺳـﻲ ﻧﻴـﺰ ﮐـﺎﺭﺑﺮﺩ ﺩﺍﺭﺩ‪ .‬ﻣـﺎ‬ ‫ﺩﺍﻧﺶ ﺧﻮﺩ ﺍﺯ ﺟﻬﺎﻥ ﺳﻴﺎﺳـﺖ ﺭﺍ ﻧـﻪ ﺻـﺮﻓﺎﹰ ﺑـﺎ ﻧﮕـﺎﻩ ﺑـﻪ ﺁﻥ‬ ‫ـﺎﻻﻳﺶ ﻣﻔــﺎﻫﻴﻤﻲ ﺑــﻪ ﺩﺳــﺖ‬ ‫ـﻪ ﺍﺯ ﻃﺮﻳــﻖ ﺗــﺪﻭﻳﻦ ﻭ ﭘـ‬ ‫ﺑﻠﮑـ‬ ‫ﻣﻲﺁﻭﺭﻳﻢ ﮐﻪ ﺩﺭ ﻓﻬﻢ ﺁﻥ ﺑﻪ ﻣﺎ ﮐﻤﮏ ﺧﻮﺍﻫﻨﺪ ﮐـﺮﺩ‪ .‬ﻣﺒﺎﺣـﺚ‬

‫‪ - ٧١‬ﺗﺒﻌﻴﺾ ﻧﮋﺍﺩﻱ ﺩﺭ ﺁﻓﺮﻳﻘﺎﻱ ﺟﻨﻮﺑﻲ‪.‬‬ ‫ﻣﺎﻳﻜﻞ ﻣﺎﺭﺗﻴﻦ ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻣﻬـﺪﻱ ﺣﻘﻴﻘـﺖﺧـﻮﺍﻩ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬ ‫ـﺎﻟﻴﻨﮕﻮﺭ(‪٣٥٠٠٠ - .‬‬ ‫ـﺮﻱ )ﮔــ‬ ‫ﻗﻘﻨــﻮﺱ‪ ١١٤ - .‬ﺹ‪ - .‬ﻭﺯﻳــ‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣١١- ٧٢٩-٠‬‬

‫ﺳﻴﺎﺳﻲ ﻏﺎﻟﺒﺎ ﺑﺤﺜﻲ ﺩﺭﺑﺎﺭﻩﻱ ﺍﺳـﺘﻔﺎﺩﻩﻱ ﺻـﺤﻴﺢ ﺍﺯ ﻣﻔـﺎﻫﻴﻢ‬ ‫ﺭﻭﺍﺑﻂ ﺑﻴﻦﺍﻟﻤﻠ ﻞ‬

‫‪ - ٦١‬ﺭﺿﺎﻳﺖ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‪.‬‬

‫ـﺎﭖ ﺩﻭﻡ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳـ‬ ‫ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـ‬ ‫‪ ١٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻠﻲ ﺟﺎﻣﻊ ﺍﺯ ﻣﻔﺎﻫﻴﻢ ﻋﻤـﺪﻩﻱ ﺳﻴﺎﺳـﻲ ﺩﺭ ﻣﺒﺎﺣـﺚ‬ ‫ﻋﻠﻢ ﺳﻴﺎﺳﺖ ﺍﺳـﺖ‪ .‬ﺑـﺮ ﺍﻳـﻦ ﺍﺳـﺎﺱ ﻧﺨـﺴﺖ ﻫـﺮ ﻣﻔﻬـﻮﻡ‬ ‫ـﭙﺲ‬ ‫ـﻲﺷـﻮﺩ ﻭ ﺳـ‬ ‫ـﺎﺭﺑﺮﺩ ﺁﻥ ﺗﺒﻴـﻴﻦ ﻣـ‬ ‫ﺗـﺸﺮﻳﺢ ﻭ ﭼﮕـﻮﻧﮕﻲ ﮐـ‬

‫‪٩٦٤- ٧٢١٧- ٥٥- ٢‬‬

‫‪ - ٦٨‬ﻣﻮﺍﻧﻊ ﺗﻮﺳﻌﻪ ﺳﻴﺎﺳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‪.‬‬ ‫‪٣٢٠‬‬

‫ﺣـﺴﻴﻦ ﺑـﺸﻴﺮﻳﻪ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﮔـﺎﻡ ﻧـﻮ‪ ١٧٦ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬ ‫‪ - ٦٢‬ﺁﺯﺍﺩﺍﻧﺪﻳﺸﻲ ﻭ ﻣﺮﺩﻡﮔﺮﺍﻳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‪.‬‬ ‫ﻋﺒــﺪﺍﻟﺮﻓﻴﻊ ﺣﻘﻴﻘــﺖ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻛــﻮﻣﺶ‪ ٥٧٦ - .‬ﺹ‪- .‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺷﺸﻢ ‪ ١٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٧٣٨٧- ٠٣- ٢‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻭﺯﻳﺮﻱ )ﮔـﺎﻟﻴﻨﮕﻮﺭ(‪ ٧٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪١٥٠٠ /‬‬ ‫‪ - ٦٩‬ﻣﻴﺮﺍﺙ ﺍﺳﻄﻮﺭﻩﻫﺎ )ﺍﺻﻮﻟﮕﺮﺍﻳﻲ ﻣـﺴﻴﺤﻲ ﺩﺭ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﻧﻴﻤﻜﺮﻩ ﻱ ﻏﺮﺑﻲ(‪.‬‬ ‫‪ - ٦٣‬ﺑﻨﻴﺎﺩﻫﺎﻱ ﻋﻠﻢ ﺳﻴﺎﺳﺖ‪.‬‬

‫ﺟﻮﺭﺟﻲ ﻛﻨﻌﺎﻥ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻭﺍﺣﺪ ﺗﺮﺟﻤـﻪ ﻣﻮﺳـﺴﻪﻱ ﻓﺮﻫﻨﮕـﻲ‬

‫ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﻋﺎﻟﻢ ‪ -.‬ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﻧـﻲ‪ ٣٩٢ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬

‫ﻣﻮﻋﻮﺩ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻫﻼﻝ‪ ٣٧٦ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫)ﺷــﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﻫﺠــﺪﻫﻢ ‪٥٥٠٠ /‬‬

‫‪ ٣٣٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪٩٦٤- ٦٩٣٨- ٤٩- ٣‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣١٢- ١٧٥- ٥‬‬ ‫‪٣٢١‬‬

‫ـﺮﻥ‬ ‫ـﻲ ﺩﺭ ﻗـ‬ ‫ـﺎﻱ ﺳﻴﺎﺳـ‬ ‫ـﺸﻪﻫـ‬ ‫ـﺎﺭﻳﺦ ﺍﻧﺪﻳـ‬ ‫‪ - ٦٤‬ﺗـ‬ ‫ﺑﻴﺴﺘﻢ‪ :‬ﻟﻴﺒﺮﺍﻟﻴﺴﻢ ﻭ ﻣﺤﺎﻓﻈﻪﻛﺎﺭﻱ‪.‬‬ ‫ـﻲ‪ ٣٢٦ - .‬ﺹ‪- .‬‬ ‫ـﺸﺮ ﻧــ‬ ‫ـﺮﺍﻥ‪ :‬ﻧــ‬ ‫ـﺸﻴﺮﻳﻪ ‪ - .‬ﺗﻬــ‬ ‫ـﺴﻴﻦ ﺑــ‬ ‫ﺣــ‬ ‫)ﺩﺭ‪٢‬ﺟﻠﺪ ( ﺟﻠﺪ ﺩﻭﻡ‪ - .‬ﺭﻗﻌﻲ )ﺷـﻮﻣﻴﺰ(‪ ٣٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪- .‬‬ ‫ﭼﺎﭖ ﻫﺸﺘﻢ ‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٦٠٠- ٩٠٠٦٩- ٤- ٦‬‬

‫ﺳﻴﺎﺳﻲ ﺍﻧﮕﻠﻴﺲ ﺩﺭ ﺁﺳﻴﺎ ﺍﺑﺘـﺪﺍ‬

‫‪ - ٧٢‬ﺍﺳﻼﻡ ﻭ ﺟﻬﺎﻧﻲﺷﺪﻥ‪.‬‬ ‫ـﺎﺯ‬ ‫ـﺎﺭﺱ ﺁﻏـ‬ ‫ـﻴﺞ ﻓـ‬ ‫ـﻮﻥ ﺧﻠـ‬ ‫ﭘﻴﺮﺍﻣـ‬ ‫ﻋﻤﺎﺩ ﺍﻓﺮﻭﻍ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﺍﻧﺪﻳـﺸﻪ ﺟـﻮﺍﻥ‪ ٦٠ - .‬ﺹ‪- .‬‬ ‫ﮔﺮﺩﻳــﺪ ﻭ ﺩﺭ ﺍﻳــﺮﺍﻥ ﻃــﻲ ﺩﻭ‬ ‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٩٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺩﻭﻡ ‪٢٥٠٠ /‬‬ ‫ﻣﺮﺣﻠﻪ ﻱ ﻃﻮﻻﻧﻲ ﻭ ﻧﺎﻣﻮﻓﻖ ﻭ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﻳﻚ ﻣﺮﺣﻠﻪ ﻱ ﻛﻮﺗﺎﻩ ﻣـﺪﺕ ﻭﻟـﻲ ﻣﻮﻓﻘﻴـﺖﺁﻣﻴـﺰ ﺍﻧﺠـﺎﻡ ﺷـﺪ‪.‬‬ ‫‪ - ٧٣‬ﺟﻬﺎﻧﻲ ﺷﺪﻥ‪.‬‬

‫ﻣﺮﺣﻠﻪﻱ ﻧﺨﺴﺖ ﺑﺎ ﺷﺮﻭﻉ ﺳـﻠﻄﻨﺖ ﻓﺘﺤﻌﻠـﻲﺷـﺎﻩ ﻗﺎﺟـﺎﺭ ﺍﺯ‬

‫ﻣﻬﺪﻱ ﺍﺧﺘﺮﻣﺤﻘﻘﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻬـﺪﻱ ﺍﺧﺘﺮﻣﺤﻘﻘـﻲ‪٩٠ - .‬‬

‫ﺳﺎﻝ ‪ ١٢١٢‬ﻕ ﺁﻏﺎﺯ ﺷـﺪ ﻭ ﺗـﺎ ﭘﺎﻳـﺎﻥ ﺳـﺎﻝ ‪ ١٣٣٧‬ﻫــ ‪ .‬ﻕ‪،‬‬

‫ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪/‬‬ ‫‪ ١٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻮﺫ‬ ‫ـﻜﻞ ﻧﻔـ‬ ‫ـﻪ ﺷـ‬ ‫ـﺎﺭ‪ ،‬ﺑـ‬ ‫ـﺎﻩ ﻗﺎﺟـ‬ ‫ـﻠﻄﻨﺖ ﺍﺣﻤﺪﺷـ‬ ‫ـﺎ ﺳـ‬ ‫ـﺎﻥ ﺑـ‬ ‫ـﻢﺯﻣـ‬ ‫ﻫـ‬ ‫ﻣﺴﺎﻟﻤﺖ ﺁﻣﻴﺰ ﺳﻴﺎﺳـﻲ ﻭ ﺍﻗﺘـﺼﺎﺩﻱ ﺍﺩﺍﻣـﻪ ﺩﺍﺷـﺖ‪ ،‬ﻭﻟـﻲ ﺩﺭ‬

‫‪٩٧٨- ٩٦٤- ٠٤- ١٢٥٥-٨‬‬

‫ﻃﻮﻝ ﺍﻳﻦ ﻣـﺪﺕ ﺩﻭﺑـﺎﺭ ﻫﺠـﻮﻡ ﺍﺳﺎﺳـﻲ ﺍﻗﺘـﺼﺎﺩﻱ ﺭﻭﻳﺘـﺮ ﻭ‬

‫ﺳــﺎﺑﻘﻪﻱ ﺟﻬــﺎﻧﻲ ﺷــﺪﻥ ﺑــﻪ‬

‫ﺭﮊﻱ‪ ،‬ﻛﻪ ﺩﺭ ﺭﺍﺳﺘﺎﻱ ﺗﺤﺖ ﺍﻟﺤﻤﺎﻳـﻪ ﻛـﺮﺩﻥ ﺍﻳـﺮﺍﻥ ﺻـﻮﺭﺕ‬

‫ﺯﻣﺎﻧﻲ ﺑﺎﺯ ﻣﻲ ﮔﺮﺩﺩ ﻛـﻪ ﺍﻭﻟـﻴﻦ‬

‫ﮔﺮﻓﺖ‪ ،‬ﺑﺎ ﺷﻜﺴﺖ ﺭﻭﺑﻪ ﺭﻭ ﺷﺪ‪ .‬ﺩﺭ ﺍﺳـﻔﻨﺪ ﺳـﺎﻝ ‪ ١٢٩٩‬ﺵ‪،‬‬

‫ﺟـــﺎﺩﻩﻱ ﺑـــﺰﺭﮒ ﺍﺭﺗﺒـــﺎﻃﻲ‬

‫ﺍﺳﺘﻌﻤﺎﺭ ﺑﺮﻳﺘﺎﻧﻴﺎ ﺩﺭ ﻳﻚ ﺩﻭﺭﻩﻱ ﻛﻮﺗﺎﻩﻣﺪﺕ ﺑﻪ ﺗﻤـﺎﻡ ﺍﻫـﺪﺍﻑ‬

‫ـﺎﺩﻩﻱ ﺍﺑﺮﻳــﺸﻢ(‬ ‫ـﺎﺩﻻﺗﻲ )ﺟـ‬ ‫ﻣﺒـ‬

‫ـﻴﺪ ﻭ ﺩﺭ‬ ‫ـﺮﺍﻥ ﺭﺳـ‬ ‫ـﻮﺩ ﺩﺭ ﺍﻳـ‬ ‫ـﺼﺎﺩﻱ ﺧـ‬ ‫ـﺎﻣﻲ ﻭ ﺍﻗﺘـ‬ ‫ـﻲ‪ ،‬ﻧﻈـ‬ ‫ﺳﻴﺎﺳـ‬

‫ﻣﻴﺎﻥ ﺷـﺮﻕ ﻭ ﻏـﺮﺏ ﻛـﺸﻴﺪﻩ‬

‫ﺩﻭﺭﺍﻥ ﺑﻴﺴﺖﺳﺎﻝ ﺣﻜﻮﻣﺖ ﺭﺿﺎﺧﺎﻥ ﻣﻮﻓﻖ ﺑﻪ ﺟﺒﺮﺍﻥ ﺗﻤـﺎﻡ‬

‫ـﻪ‬ ‫ـﺪ ﮐـ‬ ‫ـﻲﺭﺳـ‬ ‫ـﺮ ﻣـ‬ ‫ـﻪ ﻧﻈـ‬ ‫ـﺪ‪ .‬ﺑـ‬ ‫ﺷـ‬

‫ﻧﺎﻛﺎﻣﻲ ﻫﺎﻱ ﮔﺬﺷﺘﻪ ﻱ ﺧﻮﺩ ﺷﺪ‪ .‬ﻧﮕﺎﺭﻧـﺪﻩ ﺩﺭ ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ‬

‫ﻣﻔﻬـــﻮﻡ ﺟﻬـــﺎﻧﻲ ﺷـــﺪﻥ ﺩﺭ‬ ‫ﻧﻈﺎﻣﻬﺎﻱ ﺣﻜﻮﻣﺘﻬ ﺎ ﻭ ﺩﻭﻟﺘﻬﺎ‬

‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٢٢٠٠ /‬‬

‫ﺳـــﺮﺯﻣﻴﻦﻫـــﺎﻱ ﺍﺳـــﻼﻣﻲ‬

‫ﺍﻫﻤﻴﺖ ﺁﻥ ﺩﺭ ﻋﻠﻤﮑﺮﺩ ﺳﻴﺎﺳﻲ ﻣﺸﺨﺺ ﻣﻲﮔﺮﺩﺩ‪.‬‬

‫ﻋﻠﻮﻡ ﺳﻴﺎﺳﻲ‬

‫ﺍﻳﺮﺝ ﺭﻭﺩﮔﺮﻛﻴﺎﺩﺍﺭﺍ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺳـﻔﻴﺮ ﺍﺭﺩﻫـﺎﻝ‪ ٢٤٨ - .‬ﺹ‪- .‬‬

‫ﺑﺎ ﻭﺭﻭﺩ ﺍﺳﺘﻌﻤﺎﺭ ﺑﻪ ﻛـﺸﻮﺭﻫﺎ ﻭ‬

‫ﺗﻌﺮﻳﻒ ﻣﻔـﺎﻫﻴﻢ‪ ،‬ﺑـﺴﻴﺎﺭ ﺩﺷـﻮﺍﺭ‪ ،‬ﺣـﺴﺎﺱ ﻭ ﺑﺤـﺚ ﺑﺮﺍﻧﮕﻴـﺮ‬ ‫ﺍﺳــﺖ‪ .‬ﻧﮕﺎﺭﻧــﺪﻩ ﺩﺭ ﮐﺘــﺎﺏ ﺣﺎﺿــﺮ ﺑــﻪ ﺩﻧﺒــﺎﻝ ﺗــﺪﺍﺭﮎ‬

‫‪ - ٧٤‬ﺳﻴﺮ ﺍﺳﺘﻌﻤﺎﺭ ﺍﻧﮕﻠﻴﺲ ﺩﺭ ﺍﻳﺮﺍﻥ‪.‬‬

‫ﺳـــﺎﺑﻘﻪﻱ ﺗـــﺎﺭﻳﺨﻲ ﻧﻔـــﻮﺫ‬

‫‪٣٢٧‬‬

‫ﻣﻨﻮﭼﻬﺮ ﻣﺤﺴﻨﻲ‪ ،‬ﭘﺮﻭﻳـﺰ ﺻـﺎﻟﺤﻲ ‪ -.‬ﺗﻬـﺮﺍﻥ‪ :‬ﺁﺭﻭﻥ‪٢٢٢ - .‬‬

‫ـﺎﻳﻲ‬ ‫ـﺎﺹ ﺁﻥ "ﺁﻣﺮﻳﻜـ‬ ‫ـﻮﻡ ﺧـ‬ ‫ـﺮﻣﺎﻳﻪﺩﺍﺭﻱ" ﻭ ﺩﺭ ﻣﻔﻬـ‬ ‫ـﺎﻥ "ﺳـ‬ ‫ﻫﻤـ‬ ‫ﺷﺪﻥ" ﺟﻬﺎﻥ ﺍﺳﺖ‪.‬‬

‫ﻭ ﺍﺻﻄﻼﺣﺎﺕ ﺳﻴﺎﺳﻲ ﺍﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺎﻳـﺪ ﺗﻮﺟـﻪ ﮐـﺮﺩ ﮐـﻪ‬

‫‪٣١٠‬‬

‫ﺟﻬــﺎﻧﻲﺳــﺎﺯﻱ ﺑﻴــﺸﺘﺮ ﺍﺯ ﺩﻭ ﺩﻫــﻪ ﻣــﻲﮔــﺬﺭﺩ‪ ،‬ﻣﻮﺍﻓﻘــﺎﻥ ﻭ‬

‫ﻧﺨﺴﺖ ﺑـﻪ ﺍﺟﻤـﺎﻝ ﺗﺎﺭﻳﺨﭽـﻪﻱ ﭘﻴـﺪﺍﻳﺶ ﻧﻔـﻮﺫ ﺳﻴﺎﺳـﻲ ﻭ‬

‫ﺩﻫﻪﻱ ‪ ١٩٨٠‬ﺩﺭ ﺟﻬﺎﻥ ﻏﺮﺏ ﻣﻄﺮﺡ ﮔﺮﺩﻳﺪ ﻭ ﺑـﺪﻳﻦ ﻃﺮﻳـﻖ‬

‫ﺍﻗﺘــﺼﺎﺩﻱ ﺩﻭﻟــﺖ ﺑﺮﻳﺘﺎﻧﻴــﺎ ﺭﺍ ﺩﺭ ﺟﻬــﺎﻥ ﺑﻴــﺎﻥ ﻭ ﺳــﭙﺲ‬

‫ﺩﺭ ﺳﻄﺢ ﺟﻬـﺎﻥ ﮔـﺴﺘﺮﺵ ﻳﺎﻓـﺖ‪ .‬ﻭﺍﮊﻩﻱ ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ ﺍﺯ‬

‫ـﻲ‬ ‫ـﺮﺍﻥ ﺭﺍ ﺑﺮﺭﺳـ‬ ‫ـﻴﺲ ﺩﺭ ﺍﻳـ‬ ‫ـﺘﻌﻤﺎﺭ ﺍﻧﮕﻠـ‬ ‫ـﻮﺫ ﺍﺳـ‬ ‫ـﻴﺮﺗﺪﺭﻳﺠﻲ ﻧﻔـ‬ ‫ﺳـ‬

‫‪ - ٧٠‬ﺩﻣﻮﻛﺮﺍﺳﻲ ﻭ ﻓﺪﺭﺍﻟﻴﺴﻢ ﺩﺭ ﺍﺗﺤﺎﺩﻳﻪ ﺍﺭﻭﭘـﺎ ﻭ‬

‫ﺟﻤﻠﻪ ﻣﻔﺎﻫﻴﻤﻲ ﺍﺳﺖ ﻛـﻪ ﺍﺗﻔـﺎﻕ ﻧﻈـﺮ ﺩﺭ ﻣـﻮﺭﺩ ﺗﻌﺮﻳـﻒ ﺁﻥ‬

‫ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬

‫ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺁﻣﺮﻳﻜـﺎ ﺩﺭ ﺟـﺴﺘﺠﻮﻱ ﺣﻜﻤﺮﺍﻧـﻲ‬

‫ﻛﻤﺘﺮ ﻭﺟـﻮﺩ ﺩﺍﺷـﺘﻪ ﺍﺳـﺖ؛ ﺍﻣـﺎ ﻣﺨﺘـﺼﺮﺗﺮﻳﻦ ﺗﻌﺮﻳﻔـﻲ ﻛـﻪ‬

‫‪ - ٧٥‬ﻣﺎﻫﻴﺖ ﻣﺘﺤﻮﻝ ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ‪.‬‬

‫ﭘﺴﺎﻣﻠﻲ‪.‬‬

‫ﻣﻲ ﺗﻮﺍﻥ ﺑﺮﺍﻱ ﺁﻥ ﺫﻛﺮ ﻛـﺮﺩ ﺍﻳـﻦ ﺍﺳـﺖ‪" :‬ﺭﻗﺎﺑـﺖ ﺑـﻲﻗﻴـﺪ ﻭ‬

‫ﻛﺮﻳﺴﺘﻮﻓﺮ ﻫﻴﻞ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻋﻠﻴﺮﺿـﺎ ﻃﻴـﺐ‪ ،‬ﻭﺣﻴـﺪ ﺑﺰﺭﮔـﻲ ‪- .‬‬

‫ـﺘﺎﺭ‪ :‬ﺳــﺮﮔﻴﻮ ﻓــﺎﺑﺮﻳﻨﻲ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻣــﺼﻄﻔﻲ ﺯﻫﺮﺍﻧــﻲ‪،‬‬ ‫ﻭﻳﺮﺍﺳـ‬

‫ﺷﺮﻁ ﺩﺭ ﺳﻄﺢ ﺟﻬﺎﻥ" ﺑﻨﺎﺑﺮﺍﻳﻦ ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ ﺑـﺮ ﺣﻮﺯﻫـﺎﻱ‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﭘﮋﻭﻫــﺸﻜﺪﻩ ﻣﻄﺎﻟﻌــﺎﺕ ﺭﺍﻫﺒــﺮﺩﻱ‪ ٤٠٨ - .‬ﺹ‪- .‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪٥‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٥٢٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٩٤٦- ٩٥- ٨‬‬

‫ﺗﻬﺮﺍﻥ‪ ،‬ﻣﻮﺳـﺴﻪ ﺗﺤﻘﻴﻘـﺎﺕ ﺗﻌـﺎﻭﻥ‪ ١٥٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ـﺎﻟﻲ‪:‬‬ ‫ـﺮﺭﺍﺕ ﻣـ‬ ‫ـﻮﺍﻧﻴﻦ ﻭ ﻣﻘـ‬ ‫ـﻪﺍﻱ ﺍﺯ ﻗـ‬ ‫‪ - ٨٢‬ﻣﺠﻤﻮﻋـ‬

‫ـﺎﭖ ﺩﻭﻡ ‪٢٢٠٠ /‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٩٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٣٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻋـﺎﻣﻠﻴﻦ ﺫﻳﺤـﺴﺎﺏ ﻭ ﻛـﺎﺭﭘﺮﺩﺍﺯﺍﻥ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٢٨- ٣٠- ٥‬‬

‫ﺑﺮﺭﺳﻲ ﻭ ﺷﻨﺎﺧﺖ ﺗﻌﺎﻣﻞ ﻭ ﺩﺭ‬ ‫‪ - ٧٨‬ﺑﺮﺭﺳﻲ ﻳﺎﺭﺍﻧﻪﻫـﺎﻱ ﭘﺮﺩﺍﺧﺘـﻲ ﻭ ﺍﻋﺘﺒـﺎﺭﺍﺕ‬

‫ﻭﺍﻗــﻊ ﺗــﺪﺍﺧﻞ ﻭ ﻫــﻢﭘﻮﺷــﻲ‬

‫ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺍﺟﺮﺍﻳﻲ‪.‬‬ ‫ﺍﺑﻮﺣﻤﺰﻩ ﺷـﻴﺦ ﻭﺩﻭﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﻴﺦﻭﺩﻭﺩ‪ ٢٠٦ - .‬ﺹ‪- .‬‬ ‫ﺭﻗﻌــﻲ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪ ٣٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٥٠٠ /‬‬

‫ﺩﻭﻟﺖ ﺑﻪ ﺑﺨﺶ ﻛﺸﺎﻭﺭﺯﻱ ﺩﺭ ﺍﻳـﺮﺍﻥ ﻭ ﺗﺠـﺎﺭﺏ‬

‫ﻋﻮﺍﻣﻞ ﺩﺍﺧﻠﻲ ﻭ ﺧﺎﺭﺟﻲ ﺭﻓﺘـﺎﺭ‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٦٣٦٨- ٦-٣‬‬

‫ﺍﻗﺘﺼﺎﺩ ﻣﺎﻟﻲ‬

‫ﻭﺯﺍﺭﺕ ﺟﻬﺎﺩ ﻛﺸﺎﻭﺭﺯﻱ‪ ،‬ﻣﻮﺳﺴﻪ ﭘﮋﻭﻫﺸﻬﺎﻱ ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱ‬

‫ﻋﻤﻠﻜــﺮﺩ ﺳﻴﺎﺳــﺖ ﺧــﺎﺭﺟﻲ‬

‫ﻭ ﺍﻗﺘــﺼﺎﺩ ﻛــﺸﺎﻭﺭﺯﻱ‪ ٣٦ - .‬ﺹ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﺑﺮﺧــﻮﺭﺩﺍﺭ ﺍﺳــﺖ‪ .‬ﺁﻥﭼــﻪ ﺩﺭ‬

‫ـﻲ ﺯﻣــﺎﻧﻲﻓﺮﺍﻫــﺎﻧﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺗﺮﻣــﻪ‪ ٤٠٠ - .‬ﺹ‪- .‬‬ ‫ﻣﺠﺘﺒـ‬

‫‪ ٢٢٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﺍﻥ‪:‬‬ ‫ـﻮﺫﻧﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﻥ‪ ،‬ﺳـﻌﻴﺪﻩ ﻣـ‬ ‫ـﺪﻩ‪ :‬ﺍﻟﻬـﻪ ﻣﻬﺮﺑﺎﻧﻴـ‬ ‫ﺗﻬﻴـﻪ ﻛﻨﻨـ‬

‫ﻫﺮﮔﻮﻧــﻪ ﺷــﻨﺎﺧﺖ ﻧــﻮﻳﻦ ﺍﺯ‬

‫‪ - ٨٨‬ﭘﻮﻝ‪ ،‬ﺍﺭﺯ ﻭ ﺑﺎﻧﻜﺪﺍﺭﻱ‪.‬‬

‫ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺳــﻴﺰﺩﻫﻢ ‪/‬‬

‫ﺳﺎﻳﺮ ﻛﺸﻮﺭﻫﺎ‪.‬‬

‫ـﻲ ﺑـــﺮﺍﻱ‬ ‫ـﻲ ﺍﺳﺎﺳــ‬ ‫ﺍﺯ ﺍﻫﻤﻴﺘــ‬

‫‪٩٦٤- ٦٣٢٧- ٣٢-X‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٣٣٢‬‬

‫‪ - ٨٩‬ﺗﺤﻠﻴﻞ ﺗﻜﻨﻴﻜﻲ )ﺍﺯ ﺍﻟﻒ ﺗﺎ ﻱ(‪.‬‬

‫ﻋﺎﻟﻢ ﺳﻴﺎﺳﺖ ﺧـﺎﺭﺟﻲ ﻣﻄـﺮﺡ ﺍﺳـﺖ‪ ،‬ﺭﻭﺍﺑـﻂ ﺩﻭﻟـﺖﻫـﺎ ﺑـﺎ‬ ‫ﻳﻚﺩﻳﮕـﺮ ﻭ ﻫـﻢﭼﻨـﻴﻦ ﺭﻭﺍﺑـﻂ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٦٥٢- ٤٥- ٢‬‬

‫ﺁﻥﻫـﺎ ﺑـﺎ ﺍﻧـﻮﺍﻉ ﺑـﺎﺯﻳﮕﺮﺍﻥ‬

‫ـﺎﻡ‬ ‫ـﻒ ﺩﺭ ﻳـﻚ ﻧﻈـ‬ ‫ـﺎﻱ ﻣﻮﺿـﻮﻋﻲ ﻣﺨﺘﻠـ‬ ‫ﻓﺮﺍﻣﻠـﻲ ﺩﺭ ﺣـﻮﺯﻩﻫـ‬ ‫ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﭼﻨـﺪ ﺳـﻄﺤﻲ ﻭ ﻣﺘﻨـﻮﻉ ﺍﺳـﺖ‪ .‬ﺩﺭﻙ ﻭ ﺷـﻨﺎﺧﺖ‬ ‫ﺷﻴﻮﻩ ﻱ ﺗﺼﻤﻴﻢﮔﻴﺮﻱ‪ ،‬ﺍﺟﺮﺍ ﻳﺎ ﺗﻐﻴﻴـﺮ ﺗـﺼﻤﻴﻤﺎﺕ ﻣﺮﺑـﻮﻁ ﺑـﻪ‬ ‫ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ ﭼﻴﺰﻱ ﻧﻴﺴﺖ ﻛﻪ ﺑﻪ ﻛﻤﻚ ﻳـﻚ ﻧﻈﺮﻳـﻪﻱ‬ ‫ﻭﺍﺣﺪ ﻣﻘﺪﻭﺭ ﺑﺎﺷﺪ‪ .‬ﺑﺮﺍﻱ ﺍﻳـﻦ ﻛـﺎﺭ ﺑﺎﻳـﺪ ﭘﻴﭽﻴـﺪﮔﻲ ﻭ ﻏﻨـﺎﻱ‬ ‫ﺣﻮﺯﻩ ﻱ ﺳﻴﺎﺳـﺖ ﺧـﺎﺭﺟﻲ ﺭﺍ ﺩﺭﻙ ﻛﻨـﻴﻢ‪ .‬ﭘﻮﻳـﺎﻳﻲ ﺳﻴﺎﺳـﻲ‬ ‫ﺳﻴﺎﺳﺖ ﺧـﺎﺭﺟﻲ ﺍﺯ ﺩﻭ ﻭﺟـﻪ ﺑﺮﺧـﻮﺭﺩﺍﺭ ﺍﺳـﺖ‪ :‬ﻳﻜـﻲ ﻧﻈـﺎﻡ‬ ‫ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﻛﻪ ﺑـﻪ ﺁﺭﺍﻣـﻲ ﺭﻩ ﻣـﻲﭘﻮﻳـﺪ ﻭ ﺩﻳﮕـﺮﻱ ﺑـﺎﺯﻳﮕﺮﺍﻥ‬ ‫ﺩﺭﻭﻥ ﺍﻳﻦ ﻧﻈﺎﻡ ﻛﻪ ﺣﺮﻛﺎﺗﻲ ﺳﺮﻳﻊ ﻭ ﮔﺎﻩ ﭘـﻴﺶﺑﻴﻨـﻲ ﻧﺎﭘـﺬﻳﺮ‬ ‫ﺩﺍﺭﻧﺪ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭ ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ ﺑـﻪ ﺗﻌﺎﻣـﻞ ﺍﻳـﻦ ﺩﻭ ﻭﺟـﻪ ﻭ‬ ‫ﻣﺎﻫﻴﺖ ﺍﺻﻠﻲ ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ ﻣﻲﭘﺮﺩﺍﺯﺩ‪.‬‬

‫ﭼﺎﭖ ﺍﻭﻝ‪.‬‬ ‫‪ - ٨٣‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﺑﻮﺭﺱ ﺍﻭﺭﺍﻕ ﺑﻬﺎﺩﺍﺭ‪.‬‬

‫ـﺮﻱ‬ ‫ـﺎﻟﺶ‪ ٢٨٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﺮﺍﻥ‪ :‬ﭼـ‬ ‫ـﺴﺎﺡ ‪ - .‬ﺗﻬـ‬ ‫ـﺪ ﻣـ‬ ‫ﻣﺤﻤـ‬

‫ـﺎﻟﺶ‪ ١٤٤ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﭼـ‬ ‫ـﺮ ‪ - .‬ﺗﻬـ‬ ‫ـﺮﺍﻥﻓـ‬ ‫ـﺎ ﻣﻬـ‬ ‫ﻣﺤﻤﺪﺭﺿـ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٥٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻢ‬ ‫ـﺖﻫـﺎﻱ ﻣﻬـ‬ ‫ﻳﻜـﻲ ﺍﺯ ﺳﻴﺎﺳـ‬ ‫ﺍﻗﺘـــــﺼﺎﺩﻱ ﺩﺭ ﻫﻤـــــﻪﻱ‬ ‫ـﺎﭖ ﺍﻭﻝ ‪١١٠٠ /‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳـ‬ ‫ﻭﺯﻳـﺮﻱ )ﺷـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺖ ﺍﺯ ﻃﺮﻳــﻖ‬ ‫ـﺸﻮﺭﻫﺎ‪ ،‬ﺣﻤﺎﻳـ‬ ‫ﻛـ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﭘﺮﺩﺍﺧﺖ ﻳﺎﺭﺍﻧﻪ ﺑـﻪ ﺗﻮﻟﻴﺪﻛﻨﻨـﺪﻩ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٩٠‬ﺩﺭﺱﻧﺎﻣــﻪ ﻋﻠــﻮﻡ ﺑــﺎﻧﻜﻲ )ﺭﺷــﺘﻪﻫــﺎﻱ‬

‫‪٩٧٨- ٩٦٤- ٢٥٢٢- ٠٦- ٤‬‬

‫ﻳــﺎ ﻣــﺼﺮﻑﻛﻨﻨــﺪﻩ ﺍﺳــﺖ‪.‬‬

‫ـﺼﺎﺩ ﻭ‬ ‫ـﺎﻧﻜﻲ‪ ،‬ﺣـﺴﺎﺑﺪﺍﺭﻱ‪ ،‬ﺍﻗﺘـ‬ ‫ﻣـﺪﻳﺮﻳﺖ ﺍﻣـﻮﺭ ﺑـ‬

‫ﺑﻮﺭﺱ ﺍﻭﺭﺍﻕ ﺑﻬـﺎﺩﺍﺭ ﺩﺭ ﺍﻛﺜـﺮ‬ ‫ﭘﺮﺩﺍﺧــﺖ ﻳﺎﺭﺍﻧــﻪ ﻋــﻼﻭﻩ ﺑــﺮ‬

‫ﭘﻮﻝ( ﻭﻳـﮋﻩ ﻣﻮﺳـﺴﻪ ﻋـﺎﻟﻲ ﺑﺎﻧﻜـﺪﺍﺭﻱ ﺍﻳـﺮﺍﻥ‪،‬‬

‫ﻛﺸﻮﺭﻫﺎ‪ ،‬ﻛﺎﻧﻮﻥ ﺍﺻـﻠﻲ ﺑـﺎﺯﺍﺭ‬ ‫ﺟﻨﺒـــﻪﻱ ﺍﻗﺘـــﺼﺎﺩﻱ‪ ،‬ﺩﺍﺭﺍﻱ‬

‫ـﺎ‪ ،‬ﻣﻘــﺎﻃﻊ‪:‬‬ ‫ـﺘﺨﺪﺍﻣﻲ ﺑﺎﻧﻜﻬـ‬ ‫ـﺎ ﻭ ﺍﺳـ‬ ‫ـﺸﮕﺎﻩﻫـ‬ ‫ﺩﺍﻧـ‬

‫ﺳﺮﻣﺎﻳﻪ ﺍﺳﺖ‪ .‬ﺳﺎﺯ ﻭ ﻛﺎﺭ ﺍﻳﻦ‬ ‫ﺍﺑﻌـﺎﺩ ﮔﻮﻧـﺎﮔﻮﻥ ﺳﻴﺎﺳـﻲ ﻭ ﺍﺟﺘﻤـﺎﻋﻲ ﺍﺳـﺖ ﻛـﻪ ﺩﺭ ﻧﺘﻴﺠـﻪ‪،‬‬ ‫ـﻪ‬ ‫ـﺖ ﻛـ‬ ‫ـﻪ ﮔﻮﻧـﻪﺍﻱ ﺍﺳـ‬ ‫ﺑـﺎﺯﺍﺭ ﺑـ‬

‫ﻛﺎﺭﺩﺍﻧﻲ‪.،‬‬

‫ـﻮﻡ‬ ‫ـﺮﺩﻥ ﻋﻤـ‬ ‫ـﻬﻴﻢ ﻛـ‬ ‫ـﻤﻦ ﺳـ‬ ‫ﺿـ‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﺑﻴﺖ ﺍﷲ ﺍﻛﺒـﺮﻱﻣﻘـﺪﻡ‪ ،‬ﺍﻣﻴـﺮ ﻣﺤﻤـﺪﺯﺍﺩﻩ‪ ،‬ﻣـﺮﻳﻢ‬

‫ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﺩﺭﺧـﺼﻮﺹ ﻛـﺎﻫﺶ‪ ،‬ﺣـﺬﻑ ﻳـﺎ ﺗﻐﻴﻴـﺮ ﺭﻭﻧـﺪ‬ ‫ﭘﺮﺩﺍﺧﺖ ﻳﺎﺭﺍﻧﻪ ﻫﺎ ﺭﺍ ﺩﺷﻮﺍﺭ ﻣﻲﺳﺎﺯﺩ‪ .‬ﺗﻘﺮﻳﺒﺎ ﺗﻤـﺎﻡ ﻛـﺸﻮﺭﻫﺎﻱ‬ ‫ﻣﺮﺩﻡ ﺩﺭ ﻣﺎﻟﻜﻴﺖ ﺷـﺮﻛﺖﻫـﺎ‪،‬‬

‫ـﺪ‪،‬‬ ‫ـﺎﻥﻣﺤﻤـ‬ ‫ـﺎﺱ ﺧـ‬ ‫ـﻲ‪ ،‬ﻋﺒـ‬ ‫ـﺎﺱ ﻛﺮﻣـ‬ ‫ـﻲ‪ ،‬ﺍﻣﻴﺮﻋﺒـ‬ ‫ـﻲﻋﺮﺍﻗـ‬ ‫ﺧﻠﻴﻠـ‬

‫ﺑﺎﻋــﺚ ﻛﻨﺘــﺮﻝ ﻧﻘــﺪﻳﻨﮕﻲ ﻭ‬

‫ﻓﺮﺍﻧﻚ ﺧﻠﻘـﺖﺩﻭﺳـﺖ‪ ،‬ﻣﻬـﺪﻱ ﺭﺷـﻴﺪﻱ‪ ،‬ﺣﺒﻴـﺐ ﺯﻧـﺪﻩﺩﻝ‪،‬‬

‫ﻛﺎﻫﺶ ﺗﻮﺭﻡ ﻣﻲﺷﻮﺩ‪ .‬ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ‪ ،‬ﺑﺎ ﺗﺨـﺼﻴﺺ ﺑﻬﻴﻨـﻪﻱ‬

‫ﻣﻴﻨﺎ ﺯﺭﻱﺩﻭﺳـﺖ؛ ﻋﻠـﻲ ﺍﺻـﻐﺮ ﻋﻠﻴـﺰﺍﺩﻩ ‪ - .‬ﺭﺷـﺖ‪ :‬ﮔـﭗ‪- .‬‬

‫ﺟﻬــﺎﻥ ﺑــﻪ ﺷــﻴﻮﻩﻫــﺎﻱ ﻣﺨﺘﻠــﻒ ﺍﺯ ﺗﻮﻟﻴــﺪﺍﺕ ﺻــﻨﻌﺘﻲ ﻭ‬ ‫ﻛﺸﺎﻭﺭﺯﻱ ﺣﻤﺎﻳﺖ ﺑﻪ ﻋﻤـﻞ ﻣـﻲﺁﻭﺭﻧـﺪ‪ .‬ﺑﺨـﺶ ﻛـﺸﺎﻭﺭﺯﻱ‬ ‫ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﻧﻈﻴﺮ ﺍﻳﺮﺍﻥ ﺑﻪ ﻋﻠـﺖ ﺑﺮﺧـﻮﺭﺩﺍﺭﻱ‬

‫‪ - ٧٦‬ﻣﻨﻄﻖ ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ ﺁﻣﺮﻳﻜﺎ‪ :‬ﻧﻈﺮﻳﻪﻫـﺎﻱ‬

‫‪٩٦٤- ٩٥٥٤٣- ٤-٣‬‬

‫ﻣﻨﺎﺑﻊ ﺑﻪ ﻭﺍﺣﺪﻫﺎﻱ ﺗﻮﻟﻴـﺪﻱ‪ ،‬ﺍﺷـﺘﻐﺎﻝ ﻭ ﺭﻭﻧـﻖ ﺍﻗﺘـﺼﺎﺩﻱ ﺭﺍ‬

‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٦٩٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫‪ ٢٦٨‬ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﻓﺮﺍﻫﻢ ﻣﻲ ﺁﻭﺭﺩ‪ .‬ﺑﻮﺭﺱ ﺍﻭﺭﺍﻕ ﺑﻬـﺎﺩﺍﺭ ﻣـﻲﺗﻮﺍﻧـﺪ ﭘﺎﺳـﺦﮔـﻮﻱ‬

‫ﺩﻫﻢ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﺯ ﻗﺪﺭﺕ ﺭﻗﺎﺑﺖ ﻧﺴﺒﺘﺎ ﻛﻤﺘﺮ ﺩﺭ ﻋﺮﺻﻪﻱ ﺗﺠﺎﺭﺕ ﺑـﻴﻦﺍﻟﻤﻠـﻞ‪،‬‬

‫ﻧﻘﺶ ﺟﻬﺎﻧﻲ ﺁﻣﺮﻳﻜﺎ‪.‬‬

‫ﻧﻴﺎﺯ ﺑﻪ ﺣﻤﺎﻳـﺖ ﺑـﻴﺶ ﺗـﺮﻱ ﺩﺍﺭﺩ‪ .‬ﺍﺑﺰﺍﺭﻫـﺎﻱ ﺣﻤـﺎﻳﺘﻲ ﻣـﻮﺭﺩ‬

‫ـﻮﺩ‬ ‫ـﺪﻱ‪ ،‬ﻣﺤﻤـ‬ ‫ـﺎﻕﺯﻧـ‬ ‫ـﺮﺟﻢ‪ :‬ﺩﺍﻭﺩ ﻏﺮﺍﻳـ‬ ‫ـﺎﻥ؛ ﻣﺘـ‬ ‫ـﻚ ﻛﺎﻻﻫـ‬ ‫ﭘﺎﺗﺮﻳـ‬

‫ﺍﺳﺘﻔﺎﺩﻩ ﺩﺭ ﺑﺨﺶ ﻛﺸﺎﻭﺭﺯﻱ ﺩﺭ ﻛـﺸﻮﺭﻫﺎﻳﻲ ﺍﺯ ﺟﻤﻠـﻪ ﺍﻳـﺮﺍﻥ‬

‫ـﻄﻮﺡ‬ ‫ـﺎ ﻭ ﺳــ‬ ‫ـﺰﻩﻫــ‬ ‫ـﺎ ﺍﻧﮕﻴــ‬ ‫ـﻒ‪ ،‬ﺑــ‬ ‫ـﺬﺍﺭﺍﻥ ﻣﺨﺘﻠــ‬ ‫ـﺮﻣﺎﻳﻪﮔــ‬ ‫ﺳــ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٩٧٦- ٣٩- ٨‬‬

‫ﺭﻳﺴﻚ ﭘﺬﻳﺮﻱ ﻣﺘﻔﺎﻭﺕ ﺑﺎﺷﺪ‪ .‬ﺣﺎﻝ ﺍﮔﺮ ﺍﻳﻦ ﺑﺎﺯﺍﺭ ﺑﻪ ﺷـﻴﻮﻩﺍﻱ‬ ‫ﻳﺰﺩﺍﻥ ﻓﺎﻡ‪ ،‬ﻧﺎﺩﺭ ﭘﻮﺭﺁﺧﻮﻧﺪﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﭘﮋﻭﻫـﺸﻜﺪﻩ ﻣﻄﺎﻟﻌـﺎﺕ‬

‫ﺍﻏﻠﺐ ﺷﺎﻣﻞ ﭘﺮﺩﺍﺧﺖ ﻳﺎﺭﺍﻧﻪﻱ ﻏﻴﺮﻣـﺴﺘﻘﻴﻢ ﺑـﻪ ﻧﻬـﺎﺩﻩﻫـﺎﻱ‬

‫ﺭﺍﻫﺒﺮﺩﻱ ﻏﻴﺮ ﺍﻧﺘﻔﺎﻋﻲ‪ ٣١٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻈﻴﺮ ﻛﻮﺩ‪ ،‬ﺳﻢ‪ ،‬ﺑـﺬﺭ ﻭ ﻣﺎﺷـﻴﻦﺁﻻﺕ‪ ،‬ﭘﺮﺩﺍﺧـﺖ‬

‫‪ - ٩١‬ﺭﺍﻫﻨﻤﺎ ﻭ ﺑﺎﻧﻚ ﺳﻮﺍﻻﺕ ﺍﻣﺘﺤﺎﻧﻲ ﭘـﻮﻝ ﻭ ﺍﺭﺯ‬ ‫ـﻖ‬ ‫ـﺒﻲ ﻃﺒـ‬ ‫ـﺎﺯﺩﻫﻲ ﻣﻨﺎﺳـ‬ ‫ـﺬﺍﺭﺍﻥ ﺑـ‬ ‫ـﺮﻣﺎﻳﻪﮔـ‬ ‫ـﺎ ﺳـ‬ ‫ـﺪ ﺗـ‬ ‫ـﻞ ﻧﻤﺎﻳـ‬ ‫ﻋﻤـ‬ ‫ﺭﻳﺴﻚ ﭘـﺬﻳﺮﻱ ﺧـﻮﺩ ﺑـﻪ ﺩﺳـﺖ ﺁﻭﺭﻧـﺪ‪ ،‬ﻣـﻲﺗﻮﺍﻧـﺪ ﻣﻮﺟـﺐ‬

‫‪ ٤٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺧﺴﺎﺭﺕ ﺑﻪ ﺗﻮﻟﻴﺪﻛﻨﻨﺪﮔﺎﻥ ﻣﺤﺼﻮﻻﺕ ﻛـﺸﺎﻭﺭﺯﻱ‪ ،‬ﭘﺮﺩﺍﺧـﺖ‬

‫‪٩٧٨- ٩٦٤- ٦٩٤٦- ٩٣- ٤‬‬

‫ﺑﺨﺸﻲ ﺍﺯ ﺣﻖ ﺑﻴﻤﻪﻱ ﻛـﺸﺎﻭﺭﺯﺍﻥ ﻭ ﺧﺮﻳـﺪ ﺗـﻀﻤﻴﻨﻲ ﺑﺮﺧـﻲ‬

‫ﻣﺸﺎﺭﻛﺖ ﺑﻴﺶﺗﺮ ﻣﺮﺩﻡ ﺩﺭ ﺗﺎﻣﻴﻦ ﻣﺎﻟﻲ ﻭﺍﺣـﺪﻫﺎﻱ ﺻـﻨﻌﺘﻲ ﻭ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺳﻬﻴﻢ ﺷﺪﻥ ﺁﻥ ﻫﺎ ﺩﺭ ﻣﺎﻟﻜﻴﺖ ﺷﺮﻛﺖ ﻫﺎ‪ ،‬ﺑﺎﻻ ﺭﻓـﺘﻦ ﻣﻴـﺰﺍﻥ‬ ‫ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﻱ ﺁﻣﺮﻳﻜﺎ ﭘـﺲ‬

‫ـﻲ‬ ‫ـﺮ ﺑﺮﺭﺳـ‬ ‫ـﺰﺍﺭﺵ ﺣﺎﺿـ‬ ‫ـﺪ‪ .‬ﮔـ‬ ‫ـﻲﺑﺎﺷـ‬ ‫ـﻲ ﻣـ‬ ‫ـﺼﻮﻻﺕ ﺍﺳﺎﺳـ‬ ‫ﻣﺤـ‬

‫ـﻪ‬ ‫ـﻮﺭﻭﻱ‪ ،‬ﺑــ‬ ‫ـﻲ ﺷــ‬ ‫ﺍﺯ ﻓﺮﻭﭘﺎﺷــ‬

‫ﺣﻤﺎﻳﺖ ﻫﺎ ﻭ ﻣﻴﺰﺍﻥ ﻳﺎﺭﺍﻧﻪ ﺩﺭ ﺑﺨﺶ ﻛـﺸﺎﻭﺭﺯﻱ ﻭ ﺳـﻬﻢ ﺁﻥ‬

‫ـﺬﺍﺭﺗﺮﻳﻦ ﻭ‬ ‫ـﻮﺭﺕ ﺗﺎﺛﻴﺮﮔـــ‬ ‫ﺻـــ‬

‫ﺍﺯ ﺗﻮﻟﻴﺪ ﻧﺎﺧﺎﻟﺺ ﻣﻠﻲ ﻭ ﺍﺭﺯﺵ ﺍﻓﺰﻭﺩﻩﻱ ﺑﺨـﺶ ﻛـﺸﺎﻭﺭﺯﻱ‬

‫ﻗﺪﺭﺕ ﻣﻨﺪﺗﺮﻳﻦ ﺑﺎﺯﻳﮕﺮ ﺩﻭﻟﺘـﻲ‬

‫ﻃﻲ ﺳﺎﻝ ‪ ١٣٨١‬ﺗﺎ ‪ ١٣٨٥‬ﺍﺳﺖ‪.‬‬

‫ﺗﻌﻬﺪ ﻭ ﻛﺎﺭﺁﻳﻲ ﻣﺪﻳﺮﺍﻥ ﻭ ﻧﻴﺰ ﺍﻓﺰﺍﻳﺶ ﺭﺷﺪ ﻧﺎﺧـﺎﻟﺺ ﺩﺍﺧﻠـﻲ‬ ‫ﺷﻮﺩ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭﻛﺘﺎﺏ ﺣﺎﺿﺮ ﺍﻃﻼﻋﺎﺗﻲ ﺭﺍ ﺩﺭﺑـﺎﺭﻩ ﻱ ﺑـﻮﺭﺱ‬ ‫ﺍﻭﺭﺍﻕ ﺑﻬــــﺎﺩﺍﺭ‪ ،‬ﻧﻬﺎﺩﻫــــﺎ ﻭ ﺑﺎﺯﺍﺭﻫــــﺎﻱ ﻣــــﺎﻟﻲ‪ ،‬ﻧــــﻮﻉ‬ ‫ﺳﺮﻣﺎﻳﻪ ﮔﺬﺍﺭﻱ ﻫﺎ ﻭ ﺭﻳﺴﻚ ﻫـﺎ ﻭ ﭼﺮﺧـﻪﻱ ﺧﺮﻳـﺪ ﻭ ﻓـﺮﻭﺵ‬ ‫ﻧﻈﺎﻡ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ ﺟﻠﻮﻩ ﮔـﺮ ﺷـﺪ‪.‬‬ ‫ﻗــــــﺪﺭﺕ ﺁﻥ ﻓﺮﺍﮔﻴــــــﺮ ﻭ‬ ‫ﻫﻤــﻪﺟﺎﻧﺒــﻪ ﺍﺳــﺖ؛ ﺩﺭ ﺗﻤــﺎﻡ‬ ‫ﻣﻨﺎﻃﻖ ﺟﻬﺎﻥ ﺣﻀﻮﺭ ﺩﺍﺭﺩ ﻭ ﺑﻪ ﺍﻳﻔـﺎﻱ ﻧﻘـﺶ ﻣـﻲﭘـﺮﺩﺍﺯﺩ‪ .‬ﺍﺯ‬ ‫ﺍﻳﻦ ﺭﻭ‪ ،‬ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ ﺍﻳﻦ ﻛﺸﻮﺭ ﺣـﻮﺯﻩﻱ ﺑـﺴﻴﺎﺭ ﻭﺳـﻴﻌﻲ‬ ‫ـﺖ‪.‬‬ ‫ـﻪﺭﻭ ﺍﺳـ‬ ‫ـﻲ ﺭﻭﺑـ‬ ‫ـﺪﮔﻲ ﺧﺎﺻـ‬ ‫ـﺎ ﭘﻴﭽﻴـ‬ ‫ـﺮﺩ ﻭ ﺑـ‬ ‫ـﻲﮔﻴـ‬ ‫ـﺮ ﻣـ‬ ‫ﺭﺍ ﺩﺭﺑـ‬ ‫ﺩﺧﺎﻟﺖ ﻫﺎ ﻳﺎ ﻋﺪﻡ ﻣﺪﺍﺧﻠﻪﻱ ﺍﻳﻦ ﻛﺸﻮﺭ‪ ،‬ﺗﺎﺛﻴﺮﺍﺕ ﻓﺮﺍﻭﺍﻧـﻲ ﺑـﺮ‬ ‫ﻧﻈﻢ ﻳﺎ ﺑﻲ ﺛﺒﺎﺗﻲ ﻣﻨﺎﻃﻖ ﻣﺨﺘﻠـﻒ ﺟﻬـﺎﻥ ﺩﺍﺭﺩ‪ .‬ﺳﻴﺎﺳـﺖﻫـﺎ‪،‬‬ ‫ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺭﻓﺘـﺎﺭ ﺍﻳـﻦ ﻛـﺸﻮﺭ ﻣـﻮﺭﺩ ﺗﻮﺟـﻪ ﺳﻴﺎﺳـﺘﻤﺪﺍﺭﺍﻥ ﻭ‬ ‫ﺗﺤﻠﻴﻞ ﮔﺮﺍﻥ ﻋﺮﺻﻪ ﻫﺎﻱ ﺗﺨﺼﺼﻲ ﺳﻴﺎﺳـﺖ ﺍﺳـﺖ‪ .‬ﺍﻣـﺎ ﺁﻳـﺎ‬ ‫ﺳﻴﺎﺳــﺖ ﺧــﺎﺭﺟﻲ ﺁﻣﺮﻳﻜــﺎ ﺍﺯ ﺍﻟﮕــﻮﻳﻲ ﻣــﺸﺨﺺ ﭘﻴــﺮﻭﻱ‬ ‫ﻣﻲﻛﻨﺪ؟ ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ ﺁﻥ ﺩﺭ ﻃـﻮﻝ ﺗـﺎﺭﻳﺦ ﭼﻘـﺪﺭ ﺗـﺪﺍﻭﻡ‬ ‫ﺩﺍﺷــﺘﻪ ﻭ ﭼﮕﻮﻧــﻪ ﻣﺘﺤــﻮﻝ ﺷــﺪﻩ ﺍﺳــﺖ؟ ﺗﻌــﺎﺭﺽﻫــﺎ ﻭ‬

‫‪ - ٧٩‬ﻛﻠﻴﺎﺕ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ )ﺭﺷﺘﻪ ﺍﻗﺘﺼﺎﺩ(‪.‬‬ ‫ـﻲ‪ ،‬ﻳﮕﺎﻧــــﻪ‬ ‫ـﺎﻥ‪ ،‬ﻓﺮﻫــــﺎﺩ ﺧﺪﺍﺩﺍﺩﻛﺎﺷـــ‬ ‫ـﺸﻴﺪ ﭘﮋﻭﻳـــ‬ ‫ﺟﻤـــ‬

‫ﺳﻬﺎﻡ ﻋﺮﺿﻪ ﻣﻲﻛﻨﺪ‪.‬‬

‫‪ -٨٤‬ﺍﺭﺯﺵﮔﺬﺍﺭﻱ ﺳﻬﺎﻡ ﺑﺮ ﻣﺒﻨﺎﻱ ‪P/E‬‬

‫ﻣﻮﺳﻮﻱ ﺟﻬﺮﻣﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺩﺍﻧﺸﮕﺎﻩ ﭘﻴـﺎﻡ ﻧـﻮﺭ‪ ٢٦٤ - .‬ﺹ‪.‬‬ ‫ﺳﻴﺪﻣﺤﻤﺪﻋﻠﻲ ﺷـﻬﺪﺍﻳﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﭼـﺎﻟﺶ‪ ٣٤٠ - .‬ﺹ‪- .‬‬ ‫ـﺎﺯﺩﻫﻢ ‪/‬‬ ‫ـﺎﭖ ﻳـ‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٢٧١٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ ﻭﺯﻳـ‬‫ـﺎﭖ ﺩﻭﻡ ‪١١٠٠ /‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫‪ ٥٠٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٣٨٧- ٠٦٥- ٢‬‬ ‫‪٩٦٤- ٩٠٨٧٠- ٩- ٥‬‬

‫‪ - ٨٥‬ﺍﺳﺮﺍﺭ ﺫﻫﻦ ﺛﺮﻭﺗﻤﻨﺪ‪ :‬ﺩﺭ ﺑﺎﺯﻱ ﺛـﺮﻭﺕ ﺩﺭﻭﻥ‬ ‫ﻛﺸﻮﺭﻱ ﻫﻤﺮﺍﻩ ﺑﺎ ﻗﺎﻧﻮﻥ ﺑﻮﺩﺟﻪ ﺳـﺎﻝ ‪ ١٣٨٧‬ﻛـﻞ‬

‫ﭘﺎﺳﺦ ﻣﻲﺩﻫﺪ‪.‬‬

‫ﺍﻗﺘﺼﺎﺩ‬ ‫‪٣٣٠‬‬

‫ﺳﺎﺯﻣﺎﻧﻬﺎ )ﻣﺪﻳﺮﻳﺖ ﺑﻬﺮﻩﻭﺭﻱ ﻓﺮﺍﮔﻴﺮ(‪.‬‬

‫‪ - ٧٧‬ﺍﻗﺘﺼﺎﺩﺳﻨﺠﻲ ﭘﺎﻧﻞ ﺩﻳﺘﺎ‪.‬‬

‫‪ ٣٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺳﻴﺪﺣﻤﻴﺪﺭﺿﺎ ﺍﺷﺮﻑ ﺯﺍﺩﻩ‪ ،‬ﻧﺎﺩﺭ ﻣﻬﺮﮔﺎﻥ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﺸﮕﺎﻩ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺧــﻮﻳﺶﻓﺮﻣــﺎ؛ ﻛــﺎﺭﺁﻓﺮﻳﻦ؛ ﻭ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٤٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٤١٢- ١٢٥- ٢‬‬

‫‪ - ٨٦‬ﺍﻟﮕﻮﻫﺎﻱ ﺷﻤﻌﻲ ﮊﺍﭘﻨﻲ‪.‬‬

‫ـﺎﭖ ﺩﻭﻡ ‪١٥٠٠ /‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٦٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻣﺤﻞ ﺩﺭﺁﻣﺪﻣﺎﻥ ﺗﻌﻴﻴﻦ ﻣﻲﺷﻮﺩ‪ .‬ﺑـﺴﻴﺎﺭﻱ ﺍﺯ ﻣـﺎ ﺭﻭﻱ ﭼـﻚ‬ ‫ﺣﻘﻮﻗﻲ ﻣـﺎﻥ ﺣـﺴﺎﺏ ﻣـﻲﻛﻨـﻴﻢ ﻭ ﺑﻨـﺎﺑﺮﺍﻳﻦ ﻛﺎﺭﻣﻨـﺪ ﻧﺎﻣﻴـﺪﻩ‬ ‫ﻣﻲ ﺷﻮﻳﻢ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺑﺮﺧـﻲ ﺩﻳﮕـﺮ ﺧـﻮﻳﺶﻓﺮﻣـﺎ ﻫـﺴﺘﻨﺪ‪.‬‬ ‫ـﺎﺭﻭﺟﻬﻲ‬ ‫ـﭗ ﭼﻬـ‬ ‫ـﺶ ﭼـ‬ ‫ـﺎ ﺩﺭ ﺑﺨـ‬ ‫ـﻮﻳﺶﻓﺮﻣﺎﻫـ‬ ‫ـﺪﺍﻥ ﻭ ﺧـ‬ ‫ﻛﺎﺭﻣﻨـ‬ ‫ﮔﺮﺩﺵ ﭘﻮﻝ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺨﺶ ﺭﺍﺳـﺖ ﺍﻳـﻦ ﭼﺮﺧـﻪﻱ ﭘـﻮﻟﻲ‬ ‫ﻣﺘﻌﻠﻖ ﺑﻪ ﺍﻓﺮﺍﺩﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭﺁﻣﺪﺷﺎﻥ ﻳﺎ ﺍﺯ ﺭﺍﻩ ﺷـﺮﻛﺖﻫـﺎﻱ‬

‫‪٩٦٤- ٢٥٢٢- ٠٥- ٥‬‬

‫ﺧﺼﻮﺻﻲ ﺧﻮﺩﺷﺎﻥ ﻳﺎ ﺍﺯ ﺭﺍﻩ ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭﻱﻫـﺎﻱ ﺁﻥﻫﺎﺳـﺖ‪.‬‬ ‫ﻛﺘﺎﺏ ﺣﺎﺿﺮ ﺩﺭﺑﺎﺭﻩﻱ ﭼﻬﺎﺭﮔﺮﻭﻩ ﻣﺘﻔﺎﻭﺕ ﻣﺮﺩﻣﻲ ﺍﺳـﺖ ﻛـﻪ‬

‫ـﺎﭖ ﭼﻬــﺎﺭﺩﻫﻢ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٩٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫‪٩٦٤- ٦٩٦٥- ١٩- ٩‬‬

‫ﻃﺒﻘﺎﺕ ﺟﺎﻣﻌﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛـﻪ‬

‫ـﺎﻩ ﺍﺯ ﺭﻭﻱ‬ ‫ـﻦ ﺟﺎﻳﮕـ‬ ‫ـﻢ‪ .‬ﺍﻳـ‬ ‫ـﺮﺍﺭ ﺩﺍﺭﻳـ‬ ‫ـﻮﻟﻲ ﻗـ‬ ‫ـﺎﺭﻭﺟﻬﻲ ﭘـ‬ ‫ـﻦ ﭼﻬـ‬ ‫ﺍﻳـ‬

‫ـﺎﻟﺶ‪ ٣٥٢ - .‬ﺹ‪- .‬‬ ‫ـﺮﻭﺩﻱ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﭼــ‬ ‫ﻗﺎﺳــﻤﻴﺎﻥﻟﻨﮕــ‬

‫ﺷــﻬﻨﺎﻡ ﻃــﺎﻫﺮﻱ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧﺸﺮﻫــﺴﺘﺎﻥ‪ ٣٩٠ - .‬ﺹ‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨١٤٨- ٣٢- ٩‬‬

‫ﻃﺎﻫﺮﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻧـﺴﻞ ﻧﻮﺍﻧـﺪﻳﺶ‪ ٢٨٠ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬

‫ﺍﺳــﺘﻴﻮ ﻧﻴــﺴﻮﻥ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻛﺎﻣﻴــﺎﺭ ﻓﺮﺍﻫــﺎﻧﻲﻓــﺮﺩ‪ ،‬ﺭﺿــﺎ‬

‫‪ - ٨١‬ﺑﻬـــﺮﻩﻭﺭﻱ ﻭ ﺗﺠﺰﻳـــﻪ ﻭ ﺗﺤﻠﻴـــﻞ ﺁﻥ ﺩﺭ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺣﺪﺍﻗﻞ ﺩﺭ ﻳﻜـﻲ ﺍﺯ ﺭﺑـﻊﻫـﺎﻱ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻣﻮﺛﺮ ﺩﺭ ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ ﺁﻣﺮﻳﻜـﺎ ﺑـﻪ ﭘﺮﺳـﺶﻫـﺎﻱ ﻣـﺬﻛﻮﺭ‬

‫ـﺮﻱ‬ ‫ـﻦ‪ ٣٢٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﺮﺍﻥ‪ :‬ﺁﻭﻳـ‬ ‫ـﭙﻬﺮﭘﻮﺭ ‪ - .‬ﺗﻬـ‬ ‫ـﺪ ﺳـ‬ ‫ﻧﺎﻫﻴـ‬

‫ﻫــﺎﺭﻭ ﺍﻛــﺮ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻣﺮﺗــﻀﻲ ﺫﻭﺍﻻﻧــﻮﺍﺭ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﺍﻣﻴــﺮ‬

‫ﺹ‪ - .‬ﺭﻗﻌﻲ )ﮔﺎﻟﻴﻨﮕﻮﺭ(‪. .‬‬

‫‪٣٣١‬‬

‫‪ - ٩٢‬ﻛﺴﺐ ﺛﺮﻭﺕ ﺑﻪ ﺭﻭﺵ ﭘﺪﺭ ﭘﻮﻟﺪﺍﺭ‪.‬‬

‫ﻣــﻲﺩﻫﻨــﺪ‪ .‬ﻫﺮﻳــﻚ ﺍﺯ ﻣــﺎ‬

‫‪٩٧٨- ٩٦٤- ٩٦٣٦٨- ٥- ٦‬‬

‫ﺩﺭ ﻛﺘﺎﺏ ﺣﺎﺿﺮ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺍﻧﺪﻳﺸﻪﻫﺎ ﻭ ﻧﻈﺮﻳـﻪﻫـﺎﻱ ﻣﻬـﻢ ﻭ‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺧﻮﺩ ﺍﺳﺘﺎﺩ ﺷﻮﻳﺪ‪.‬‬

‫ﺗﺪﻭﻳﻦ‪ :‬ﺍﺑﻮﺣﻤﺰﻩ ﺷـﻴﺦ ﻭﺩﻭﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﻴﺦﻭﺩﻭﺩ‪٢٣٤ - .‬‬

‫ﺍﻗﺘﺼﺎﺩ ﻛﺎﺭ‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٣٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﺷـﺸﻢ ‪/‬‬

‫ـﺮﻣﺎﻳﻪﮔــــﺬﺍﺭ ﺗــــﺸﻜﻴﻞ‬ ‫ﺳـــ‬

‫ﻛﺸﻮﺭ‪.‬‬

‫ﺍﻧﺴﺠﺎﻡ ﻫﺎﻱ ﺳﻴﺎﺳﺖ ﺧﺎﺭﺟﻲ ﺁﻥ ﭼﮕﻮﻧـﻪ ﺍﺳـﺖ؟‪ ...‬ﻧﮕﺎﺭﻧـﺪﻩ‬

‫ـﺘﺎﺩﻱ‪٢٤٨ - .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺍﺳـ‬ ‫ـﻔﺘﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﺪ ﺻـ‬ ‫ـﺮﺍﺩﻱ‪ ،‬ﻓﺮﻳـ‬ ‫ـﺎﻡ ﻣـ‬ ‫ﺑﻬﻨـ‬

‫ﭼﻬــﺎﺭ ﻭﺟــﻪ ﺁﻥ ﺭﺍ ﻛﺎﺭﻣﻨــﺪ؛‬

‫ـﺪﻣﺎﺕ‬ ‫ـﺪﻳﺮﻳﺖ ﺧـ‬ ‫ـﺎﻧﻮﻥ ﻣـ‬ ‫ـﻪﺍﻱ ﺍﺯ ﻗـ‬ ‫‪ - ٨٠‬ﻣﺠﻤﻮﻋـ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻛﺎﻣﻞ ﻣﻄﺎﻟﺐ ﻛﺘﺎﺏ ﺩﺭﺳﻲ‪ ،‬ﺑﺎﻧﻚ ﺳﻮﺍﻻﺕ ‪....‬‬

‫ـﻮﻝ ﺩﺭ‬ ‫ـﺮﺩﺵ ﭘـ‬ ‫ـﻮﻉ ﮔـ‬ ‫ـﺎﺭ ﻧـ‬ ‫ﭼﻬـ‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺣﺴﺎﺑﺪﺍﺭﻱ( ﺷـﺎﻣﻞ‪ :‬ﻳـﻚ ﺩﻭﺭﻩ ﺗـﺪﺭﻳﺲ ﺭﻭﺍﻥ ﻭ‬

‫ﺭﺍﺑﺮﺕ ﻛﻴﻮﺳﺎﻛﻲ‪ ،‬ﺷﺎﺭﻭﻥ ﻟﭽـﺮ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻣﺎﻣـﻚ ﺑﻬـﺎﺩﺭﺯﺍﺩﻩ‪،‬‬ ‫‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻭ ﺑﺎﻧﻜــﺪﺍﺭﻱ ﺩﺍﻧــﺸﮕﺎﻩ ﭘﻴــﺎﻡ ﻧــﻮﺭ )ﺭﺷــﺘﻪﻱ‬

‫‪ - ٨٧‬ﺑﺎﺯﺍﺭﻳﺎﺑﻲ ﺧﺪﻣﺎﺕ ﺑﺎﻧﻜﻲ‪.‬‬

‫ﺩﻧﻴﺎﻱ ﻛـﺴﺐ ﻭ ﻛـﺎﺭ ﺭﺍ ﻣـﻲﺳـﺎﺯﺩ‪ .‬ﺩﺭﺑـﺎﺭﻩﻱ ﺍﻳـﻦ ﻛـﻪ ﭼـﻪ‬

‫ﺩﺍﺭﻳــﻮﺵ ﺭﺷــﻴﺪﻱ ‪ -.‬ﺗﻬــﺮﺍﻥ‪ :‬ﻛﻮﻫــﺴﺎﺭ‪ ٣٢٠ - .‬ﺹ‪- .‬‬

‫ﻛﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ ﻭ ﭼﻪ ﻭﻳﮋﮔﻲﻫـﺎﻳﻲ ﺩﺍﺭﻧـﺪ‪ ،‬ﺍﻓـﺮﺍﺩ ﺍﻳـﻦ ﭼﻬـﺎﺭ‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪٦‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺑﺨﺶ ﺭﺍ ﺍﺯ ﻳﻚ ﺩﻳﮕﺮ ﻣﺘﻤﺎﻳﺰ ﻣﻲﻛﻨـﺪ‪ .‬ﺍﻳـﻦ ﻛﺘـﺎﺏ ﺑـﻪ ﺷـﻤﺎ‬

‫‪ - ٩٧‬ﻣﻦ ﻣﻲﺗﻮﺍﻧﻢ ﺑـﻪ ﺻـﺮﻓﻪﺟـﻮﻳﻲ ﺩﺭ ﻣـﺼﺮﻑ‬

‫ﻛﻤﻚ ﻣﻲﻛﻨﺪ ﺗﺎ ﺑﺪﺍﻧﻴﺪ ﺍﻣـﺮﻭﺯ ﺩﺭ ﻛﺠـﺎﻱ ﺍﻳـﻦ ﭼﺮﺧـﻪ ﻗـﺮﺍﺭ‬

‫ﺍﻧﺮﮊﻱ ﻛﻤﻚ ﻛﻨﻢ‪.‬‬

‫ﻓﺮﻫﻨﮓ ﺍﺻﻴﻞ ﺍﺳﻼﻣﻲ ﺑﺎ ﺩﻭ ﻣﺴﺎﻟﻪ ﺭﻭﺑﻪﺭﻭ ﺑﻮﺩﻧﺪ؛ ﺍﺯ ﻳﻚ‬ ‫ﺳﻮ ﺭﺧﺖ ﺑﺮ ﺑـﺴﺘﻦ ﻓﺮﻫﻨـﮓ‬

‫ﺑﻴﺪﺍﺭﻱ ﺑﺮ ﻭﺟﻮﺩﺷﺎﻥ ﻧﻮﺍﺧﺘـﻪ ﺷـﺪ‪ .‬ﺁﻥ ﻫـﺎ‪ ،‬ﺁﻥ ﺯﻣـﺎﻥ ﻳـﺎ ﺑـﻪ‬ ‫ﻭﺍﺳﻄﻪ ﻱ ﺗـﺪﺑﻴﺮ ﺩﺷـﻤﻦ ﺧـﺎﺭﺟﻲ ﻳـﺎ ﺑـﻪ ﻭﺍﺳـﻄﻪ ﻱ ﺟﻬـﻞ‬

‫ﺩﺍﺭﻳﺪ ﻭ ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻧﻴﺪ ﻣﺴﻴﺮ ﺷﺨﺼﻲ ﺁﻳﻨـﺪﻩﺗـﺎﻥ ﺭﺍ ﺑـﺮﺍﻱ‬

‫ـﺒﺰ‬ ‫ـﺮﺍﻫﻴﻢ ﺍﺑﺮﺍﻫﻴﻤـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـ‬ ‫ﻭﻳـﻮ ﺍﺳـﻤﻴﺖ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﺍﺑـ‬

‫ﺩﻳﻨــﻲ ﺍﺯ ﭼﻬــﺮﻩﻱ ﺟﺎﻣﻌــﻪ ﻭ‬

‫ﺧـﻮﻳﺶ ﺑـﻪ ﺟـﺎﻱ ﺗﺎﻛﻴـﺪ ﺑـﺮ‬

‫ﺭﺳﻴﺪﻥ ﺑﻪ ﺍﺳـﺘﻘﻼﻝ ﻣـﺎﻟﻲ ﻃﺮﺍﺣـﻲ ﻛﻨﻴـﺪ‪ .‬ﻋﻨـﺎﻭﻳﻦ ﺍﺻـﻠﻲ‬

‫ﺍﻧﺪﻳــﺸﺎﻥ‪ ٢٤ - .‬ﺹ‪ - .‬ﺧــﺸﺘﻲ )ﺷــﻮﻣﻴﺰ(‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪/‬‬

‫ـﻨﺖ‪ ،‬ﺁﺩﺍﺏ ﻭ‬ ‫ﻓﺮﺍﻣﻮﺷـــﻲ ﺳـــ‬

‫ﺍﺷﺘﺮﺍﻛﺎﺕ ﺩﻳﻨـﻲ ﻭ ﺍﻋﺘﻘـﺎﺩﻱ‪،‬‬

‫ﻛﺘﺎﺏ ﻋﺒﺎﺭﺕ ﺍﺳـﺖ ﺍﺯ‪ :‬ﭼﻬـﺎﺭﻭﺟﻬﻲ ﮔـﺮﺩﺵ ﭘـﻮﻝ؛ ﻛـﺸﻒ‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﺧﻼﻕ ﺍﺳﻼﻣﻲ ﺑـﺎ ﻛـﻢﺭﻧـﮓ‬

‫ﺑﺮ ﻣﻮﻟﻔﻪﻫـﺎﻱ ﺗﻔﺮﻗـﻪ ﺁﻓـﺮﻳﻦ‬

‫ـﺎﺭﺁﻓﺮﻳﻦ ﻭ‬ ‫ﺑﻬﺘـﺮﻳﻦ ﮔـﻮﻫﺮ ﻭﺟﻮﺩﺗـﺎﻥ؛ ﻭ ﭼﮕﻮﻧـﻪ ﺑـﻪ ﻳـﻚ ﻛـ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺷــﺪﻥ ﻭ ﺗﺤﺮﻳــﻒ ﺁﻥﻫــﺎ ﻭ ﺍﺯ‬

‫ـﺰ‬ ‫ـﻪﺍﻱ ﻣﺘﻤﺮﻛـ‬ ‫ـﺬﻫﺒﻲ ﻭ ﻓﺮﻗـ‬ ‫ﻣـ‬

‫ﺳـــﻮﻱ ﺩﻳﮕـــﺮ‪ ،‬ﻫﺠـــﻮﻡ ﻭ‬

‫ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﺍﻳﻨﻚ ﺑـﻪ ﺗﺒﻌﻴـﺖ‬

‫ﺣﻤﻠــﻪﻱ ﻓﺮﻫﻨــﮓ ﺑﻴﮕﺎﻧــﻪ ﻭ‬

‫ﺍﺯ ﺍﻣــﺎﻡ ﺧﻤﻴﻨــﻲ )ﺭﻩ( ﺩﺭ ﭘــﻲ‬

‫‪٩٧٨- ٩٦٤- ٩٥٩٨٧- ٣- ٤‬‬

‫ﺳﺮﻣﺎﻳﻪﮔﺬﺍﺭ ﻣﻮﻓﻖ ﺗﺒﺪﻳﻞ ﺷﻮﻳﻢ‪.‬‬ ‫ﺗﻌﺎﻭﻧﻴﻬﺎ‬ ‫ـﺎﻧﻲ ﺳــﺎﺯﻱ‬ ‫ـﻪﻫــﺎﻱ ﻧــﺮﺥ ﺍﺭﺯ ﻭ ﺟﻬـ‬ ‫‪ - ٩٣‬ﻧﻈﺮﻳـ‬

‫‪٣٣٤‬‬

‫ﺑﺎﺯﺍﺭﻫﺎﻱ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ ﺳﺮﻣﺎﻳﻪ‪.‬‬ ‫‪ - ٩٨‬ﺁﻧﭽﻪ ﻫﻴﺎﺕ ﻣﻮﺳﺲ ﺑﺎﻳﺪ ﺑﺪﺍﻧﺪ‪.‬‬ ‫ـﺠﺮﻱ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﻋﻠــﻲ‬ ‫ﺧﺪﻳﺠــﻪ ﻧــﺼﺮﺍﻟﻠﻬﻲ‪ ،‬ﻫﻮﺷــﻨﮓ ﺷـ‬ ‫ﻭﺯﺍﺭﺕﺗﻌﺎﻭﻥ‪،‬ﻣﻌﺎﻭﻧﺖ ﺗﺤﻘﻴﻘﺎﺕ‪،‬ﺁﻣﻮﺯﺵ ﻭﺗﺮﻭﻳﺞ‪ ،‬ﺩﻓﺘﺮﺁﻣـﻮﺯﺵ‬

‫ﻧﻘﺶ ﺭﻭﺷﻨﮕﺮﻱ ﻭ ﺑﺎﺯﺩﺍﺭﻧﺪﮔﻲ ﻭ ﺩﻳﮕﺮﻱ ﻧﻘـﺶ ﺍﺣﻴـﺎﮔﺮﻱ ﻭ‬

‫‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﭘﺎﻳﮕــﺎﻥ‪ ١٤٨ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ـﺎ ﺗﺒــﻴﻦ‬ ‫ـﺸﺎﻥ ﺑـ‬ ‫ـﺘﺎ ﺍﻳـ‬ ‫ـﻦ ﺭﺍﺳـ‬ ‫ـﺖ‪ .‬ﺩﺭ ﺍﻳـ‬ ‫ـﺸﻲ ﺍﺳـ‬ ‫ـﺘﺤﻜﺎﻡﺑﺨـ‬ ‫ﺍﺳـ‬

‫ﻣﺮﺯ ﻣﻴﺎﻥ ﻣﺎ ﻭ ﺩﻳﮕﺮﻱ‪ ،‬ﺍﺳﺘـﻀﻌﺎﻑ ﻭ ﻇﻠـﻢ ﺑـﻪ ﺍﻧـﺴﺎﻥ ﺑـﻮﺩ‬

‫‪ ٣٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻓﺮﻫﻨﮓ ﻣﻨﺤﻂ ﺑﻴﮕﺎﻧـﻪ ﻭ ﺑـﺎﺯﮔﻮﻳﻲ ﺗﻤـﺎﻣﻲ ﺍﺑﻌـﺎﺩ ﻭ ﻇـﻮﺍﻫﺮ‬

‫ﻋﻤﻼ ﺩﺍﻣﻨﻪﻱ ﭘﻴﺮﻭﺍﻥ ﺧـﻮﻳﺶ ﺭﺍ ﮔـﺴﺘﺮﺵ ﺩﺍﺩ ﻭ ﺑـﺎ ﺗﺮﺳـﻴﻢ‬

‫‪٩٦٤- ٧٥٣٩- ٥٧- ٦‬‬

‫ﻣﺨﺮﺏ ﺁﻥ ﺳﻌﻲ ﻛﺮﺩﻧـﺪ ﺗـﺎ ﻋـﻼﻭﻩ ﺑـﺮ ﻣﻘﺎﺑﻠـﻪﻱ ﺻـﺮﻳﺢ ﻭ‬

‫ﺩﻧﻴﺎﻱ ﺳﺘﻢﺯﺩﻩﻱ ﻣﺴﺘﻀﻌﻔﻴﻦ ﺟﻬﺎﻥ‪ ،‬ﻭﺳﻌﺖ ﻇﻠـﻢ ﺻـﺎﺣﺒﺎﻥ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٤٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٣٦٢- ٤٠٤- ٠‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬ ‫ﺍﺩﻏـــﺎﻡ ﺭﻭﺯﺍﻓـــﺰﻭﻥ ﺍﻗﺘـــﺼﺎﺩ‬ ‫ﻛﺸﻮﺭﻫﺎﻱ ﺟﻬـﺎﻥ ﺩﺭ ﭘﺮﺗـﻮﻱ‬

‫‪ - ٩٩‬ﺗﻌﺎﻭﻥ ﻭ ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ‪.‬‬

‫ﺟﻬـﺎﻧﻲ ﺷـﺪﻥ‪ ،‬ﻓﺮﺻـﺖﻫـﺎﻱ‬

‫ﻏﻼﻣﺮﺿــﺎ ﻋﻠﻴــﺰﺍﺩﻩ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺧﻮﺷــﺒﻴﻦ‪ ١١٠ - .‬ﺹ‪- .‬‬

‫ﺑﻲ ﺷﻤﺎﺭﻱ ﺭﺍ ﻓـﺮﺍﺭﻭﻱ ﺭﺷـﺪ ﻭ‬

‫‪ ٢/١‬ﺟﻴﺒﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﺍﺭ ﺩﺍﺩﻩ‬ ‫ﺗﻮﺳـﻌﻪﻱ ﻛـﺸﻮﺭﻫﺎ ﻗـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﺳﺖ‪ .‬ﭘﺪﻳﺪﻩﻱ ﻣﺬﻛﻮﺭ‪ ،‬ﻓﺮﺁﻳﻨـﺪ‬

‫‪٩٧٨- ٩٦٤- ٧١٩٤- ٢٤- ٢‬‬

‫ﺳﻮﺳﻴﺎﻟﻴﺴﻢ ﻭ ﻧﻈﺎﻣﻬﺎﻱ ﻭﺍﺑﺴﺘﻪ‬

‫ـﮋﻩ‬ ‫ـﻪ ﻭﻳـ‬ ‫ـﺎﻟﻲ ﻭ ﺑـ‬ ‫ـﺎﺯﻱ ﻣـ‬ ‫ﺁﺯﺍﺩﺳـ‬

‫‪٣٣٥‬‬

‫ﺁﺯﺍﺩﺳﺎﺯﻱ ﺣﺴﺎﺏ ﺳـﺮﻣﺎﻳﻪﻱ ﺑﺤـﺮﺍﻥﻫـﺎﻱ ﻭﻳـﺮﺍﻥﻛﻨﻨـﺪﻩﻱ‬ ‫ﺍﺭﺯﻱ ﺭﺍ ﺩﺭﭘﻲ ﺩﺍﺷﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ‪ ،‬ﺑﺤﺮﺍﻥﻫﺎﻱ ﭘـﻮﻟﻲ ﮔـﺴﺘﺮﺩﻩ‬

‫‪ - ١٠٠‬ﻣﺎﺭﻛﺴﻴﺴﻢ ﻭ ﻓﻠﺴﻔﻪ‪.‬‬

‫ﻳﻜــﻲ ﺍﺯ ﻣﺸﺨــﺼﻪﻫــﺎﻱ ﺍﺻــﻠﻲ ﺗــﺎﺭﻳﺦ ﺍﺧﻴــﺮ ﺑﺎﺯﺍﺭﻫــﺎﻱ‬ ‫ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﺳـﺮﻣﺎﻳﻪ ﺍﺳـﺖ‪ .‬ﻛـﺸﻮﺭﻫﺎﻱ ﻣﺨﺘﻠـﻒ ﺩﺭ ﺳﺮﺍﺳـﺮ‬

‫ﻧــﺸﺮ ﺩﻳﮕــﺮ‪ ٢٠٠ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪٢٢٠٠٠ - .‬‬

‫ﺟﻬﺎﻥ ﺑﺎ ﻓﺸﺎﺭﻫﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ ﺑﺤﺮﺍﻥﻫﺎ ﻳـﺎ ﺑـﺎ ﺧـﻮﺩ‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٤٧٧١- ٢- ١‬‬

‫ـﻞ‪ ،‬ﭘــﺮﻭ ﻭ‬ ‫ﺑﺤــﺮﺍﻥ ﻣــﺎﻟﻲ ‪ ١٩٧٦‬ﻣﻜﺰﻳــﻚ‪ ،‬ﺁﺭﮊﺍﻧﺘــﻴﻦ‪ ،‬ﺑﺮﺯﻳـ‬ ‫ﺑﺤﺮﺍﻥ ﻫﺎﻱ ﺷﻴﻠﻲ‪ ،‬ﺁﺭﮊﺍﻧﺘﻴﻦ ﻭ ﻣﻜﺰﻳـﻚ ﺩﺭ ﺩﻫـﻪﻱ ‪ ١٩٨٠‬ﻭ‬

‫ﺗﻮﻟﻴﺪ‬ ‫‪٣٣٨‬‬

‫ـﺖ‪.‬‬ ‫ﺑﺨـﺶ ﮔـﺴﺘﺮﺩﻩﺍﻱ ﺍﺯ ﺁﺳـﻴﺎ ﺩﺭ ﺳـﺎﻝ ‪١٩٩٧‬ﻭ ‪ ١٩٩٨‬ﺍﺳـ‬ ‫ﺍﻳﻦ ﭘﺪﻳﺪﻩ ﻫﺎ‪ ،‬ﻧﺮﺥ ﺍﺭﺯ ﺭﺍ ﺑﻪ ﻳـﻚ ﻣﺘﻐﻴـﺮ ﻛﻠﻴـﺪﻱ ﺩﺭ ﺍﻗﺘـﺼﺎﺩ‬ ‫ﻛﺸﻮﺭﻫﺎ ﺗﺒﺪﻳﻞ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﻧﮕﺎﺭﻧﺪﮔﺎﻥ ﺩﺭ ﻛﺘﺎﺏ ﺣﺎﺿـﺮ ﺑـﻪ‬

‫ﺗﺸﺮﻳﺢ ﻣﻔﺎﻫﻴﻢ ﺍﺳﺎﺳﻲ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻓﺮﺁﻳﻨـﺪ ﺟﻬـﺎﻧﻲﺳـﺎﺯﻱ‬ ‫ﺑﺎﺯﺍﺭﻫﺎﻱ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ ﺳﺮﻣﺎﻳﻪ ﺭﺍ ﻣﻌﺮﻓـﻲ ﻭ ﺑﺤـﺮﺍﻥ ﺩﺭ ﺑﺎﺯﺍﺭﻫـﺎ‬ ‫ﺭﺍ ﺑﺮﺭﺳﻲ ﻣﻲﻛﻨﻨﺪ‪.‬‬

‫ﺗــﺸﺮﻳﺢ ﻧﻤﺎﻳﻨــﺪ‪ .‬ﻳﻜــﻲ ﺍﺯ ﻣﻬــﻢﺗــﺮﻳﻦ ﻧﻜــﺎﺕ ﺑﺮﺟــﺴﺘﻪﻱ‬

‫ﺍﺳﺖ‪ .‬ﺩﺭ ﺳﻄﺢ ﻛﻼﻥ‪ ،‬ﺍﻣﺎﻡ‪ ،‬ﺭﻫﺒـﺮﻱ ﻣﺴﺘـﻀﻌﻔﻴﻦ ﺟﻬـﺎﻥ ﺭﺍ‬

‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺍﺣﻴﺎﮔﺮﻱ ﺍﻣﺎﻡ ﺧﻤﻴﻨﻲ ) ﺱ( ﻃـﺮﺡ ﺍﺳـﻼﻡ ﻧـﺎﺏ‬ ‫ﻣﺤﻤﺪﻱ ﻭ ﺯﺩﻭﺩﻥ ﺍﻓﻜﺎﺭ ﻭ ﻋﻘﺎﻳـﺪ ﺍﻧﺤﺮﺍﻓـﻲ ﻭ ﺧﺮﺍﻓـﺎﺕ ﻭﺍﺭﺩ‬ ‫ﺩﺭ ﺩﻳﻦ ﻳﺎ ﺑﻪ ﻋﺒﺎﺭﺕ ﺭﻭﺷﻦﺗﺮ‪ ،‬ﺗﻤﻴﺰ ﻭ ﺗﻔﻜﻴـﻚ ﺍﺳـﻼﻡ ﻧـﺎﺏ‬

‫ﺍﻳﺮﺍﻥ ﺗﺎ ﺣﻮﻝ ﻣﺤﻮﺭ ﮔﻔﺘﻤﺎﻥ ﺍﺳﻼﻣﻲ ـ ﺍﻳﺮﺍﻧﻲ ﺍﻣـﺎﻡ ﺑـﻪ ﻫـﻢ‬

‫ﻣﺤﻤﺪﻱ ﺍﺯ ﺍﺳﻼﻡ ﺍﻟﺘﻘـﺎﻃﻲ ﻳـﺎ ﺁﻣﺮﻳﻜـﺎﻳﻲ ﺍﺳـﺖ‪ .‬ﺑـﻪ ﻳﻘـﻴﻦ‬

‫ﭘﻴﻮﺳﺘﻨﺪ ﻭ ﻣﺠﺎﻝ ﺑﻬـﺮﻩﺑـﺮﺩﺍﺭﻱ ﺍﺯ ﺗـﺸﺘﺖ ﻭ ﺗﻔﺮﻗـﻪﻱ ﻣﻴـﺎﻥ‬

‫ﻣﻮﺳﺴﻪ ﻱ ﺁﻣﻮﺯﺷﻲ ﻣﺎﻛـﺎﺋﻮ )‪(MORS‬؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻣﻬـﺪﺧﺖ‬ ‫ـﻴﻤﻴﻦ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺳـ‬ ‫ـﺪ ﺳـﺎﻋﻴﺎﻥ ‪ - .‬ﺗﻬـ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺣﻤـ‬ ‫ﺗﺮﻛﻤـﺎﻥ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣٤٠٠٠ - .‬ﺭﻳـ‬ ‫‪ ١٨٤‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٧٧٩- ٥٨- ٧‬‬

‫ﺑﻪ ﺑﻴﺪﺍﺭﻱ ﺍﺳـﻼﻣﻲ ﺍﻣـﺮﻱ ﺍﺳـﺖ ﻛـﻪ ﺍﻧـﺴﺎﻥ ﺭﺍ ﺑـﻪ ﺳـﻮﻱ‬ ‫ﺗﺤﻘﻖ ﺁﻥ ﺳـﻮﻕ ﻣـﻲ ﺩﻫـﺪ ﻭ ﻋـﺰﻡ ﺍﻭ ﺭﺍ ﺟـﺰﻡﺗـﺮ ﻣـﻲﻛﻨـﺪ‪.‬‬ ‫ﺣﻘﻴﻘﺘﻲ ﻛﻪ ﻧﺒﺎﻳﺪ ﺍﺯ ﻳـﺎﺩ ﺑـﺮﻭﺩ ﺁﻥ ﺍﺳـﺖ ﻛـﻪ ﻣﻤﻜـﻦ ﺍﺳـﺖ‬ ‫ﺑﻴﺪﺍﺭﻱ ﺍﺳﻼﻣﻲ ﺩﺭ ﻳﻚ ﻟﺤﻈﻪ ﺑﻪ ﺁﺳـﺎﻧﻲ ﺣﺎﺻـﻞ ﺷـﻮﺩ ﺍﻣـﺎ‬ ‫ـﻆ ﺁﻥ ﺩﺭ‬ ‫ـﻌﻪ ﻭ ﺣﻔـ‬ ‫ـﺮﺍﻱ ﺗﻮﺳـ‬ ‫ـﻪ ﻭ ﺗـﻼﺵ ﺑـ‬ ‫ـﻮﺍﺭ‪ ،‬ﺍﺩﺍﻣـ‬ ‫ﺍﻣـﺮ ﺩﺷـ‬

‫‪ - ١٠٤‬ﺍﺻﻮﻝ ﻭ ﻣﺒﺎﻧﻲ ﻛﺎﺭﺁﻓﺮﻳﻨﻲ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٣٩٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻧﻬﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٨٢٥٦- ١٧- ٩‬‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﺑﻨﻴــﺎﺩ ﻓﺮﻫﻨﮕــﻲ ﺍﻟﺒــﺮﺯ‪ ١١٢ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١٠٩‬ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﺑﺮﻧﺎﻣـﻪﺭﻳـﺰﻱ )ﺭﺷـﺘﻪ‬ ‫ﻣﺪﻳﺮﻳﺖ ﻭ ﺣﺴﺎﺑﺪﺍﺭﻱ(‪.‬‬ ‫ﻳﮕﺎﻧﻪ ﻣﻮﺳﻮﻱﺟﻬﺮﻣﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺩﺍﻧﺸﮕﺎﻩ ﭘﻴـﺎﻡ ﻧـﻮﺭ‪٣١٦ - .‬‬ ‫ﺹ‪ - .‬ﻭﺯﻳـــﺮﻱ )ﺷـــﻮﻣﻴﺰ(‪ ١٧٩٠٠ - .‬ﺭﻳـــﺎﻝ‪ - .‬ﭼـــﺎﭖ‬ ‫ﺷﺎﻧﺰﺩﻫﻢ ‪ ١٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٥٥ -٠٦٤- ٥‬‬

‫‪ - ١١٠‬ﺗﻮﺳﻌﻪ ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﻋﺪﺍﻟﺖ ﺍﺟﺘﻤﺎﻋﻲ‪.‬‬

‫‪ - ١٠٥‬ﺍﻗﺘﺼﺎﺩ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪.‬‬ ‫ﻣﻮﺳﺴﻪ ﻓﺮﻫﻨﮕﻲ ﻭ ﺍﻧﺘـﺸﺎﺭﺍﺗﻲ ﻣﺤـﺮﺍﺏ ﻗﻠـﻢ‪ ٤٨ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻭﺕ‪ ٣٢٠ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﻃـ‬ ‫ـﺎﻻﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬ ‫ـﺴﻴﻦ ﺑـ‬ ‫ﻣﺤﻤﺪﺣـ‬ ‫ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ـﺎﭖ ﺩﻭﻡ ‪٥٠٠٠ /‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫‪٩٧٨- ٩٦٤- ٣٢٣ -٨٠٣- ٢‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫‪ - ١٠٢‬ﺁﻣــﻮﺯﺵ ﻣﻬﺎﺭﺗﻬــﺎﻱ ﺷــﻐﻠﻲ ﺻــﻨﻌﺖ‬

‫‪٣٣٣‬‬

‫ﺁﻥ ﭼﻪ ﺑﻪ ﻃﻮﺭ ﺁﺷﻜﺎﺭ ﺍﺯ ﮔﻔﺘـﺎﺭ‬ ‫‪٩٦٤- ٩٦٨٣٠- ٠- ٣‬‬ ‫ﻭ ﻧﻮﺷﺘﺎﺭ ﺍﻣﺎﻡ ﺧﻤﻴﻨـﻲ )ﺭﻩ( ﺩﺭ‬

‫ﺗﻮﺭﻳــﺴﻢ )‪ :(٤‬ﺗﺮﺑﻴــﺖ ﺭﺍﻫﻨﻤــﺎﻱ ﻣﻴﻬﻤــﺎﻥ ﻭ‬

‫‪ - ٩٤‬ﺁﺏ ﻭ ﺍﻗﺘﺼﺎﺩ‪.‬‬ ‫ﻋـﺴﻜﺮﻱﺗـﺸﻜﺮﻱ‬

‫ﭼﻤﺪﺍﻥﺑﺮ‪.‬‬

‫‪ - ١٠٦‬ﺍﻗﺘﺼﺎﺩ ﺳﻼﻣﺖ‪.‬‬

‫ﻃﻮﻝ ﻋﻤﺮ ﺑﺎ ﺑﺮﻛـﺖ ﺍﻳـﺸﺎﻥ ﻭ‬

‫ﻣﻮﺳﺴﻪ ﻱ ﺁﻣﻮﺯﺷﻲ ﻣﺎﻛـﺎﺋﻮ )‪(MORS‬؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻣﻬـﺪﺧﺖ‬

‫ـﻪﻧﮕــﺮ‪ ١٦٠ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺟﺎﻣﻌـ‬ ‫ـﺎﺟﻲﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬ ‫ـﺪ ﺣـ‬ ‫ﻣﺤﻤـ‬

‫ﺑﻪ ﺧﺼﻮﺹ ﺩﺭ ﺩﻫـﻪﻱ ﺍﺧﻴـﺮ‬

‫ـﻴﻤﻴﻦ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺳـ‬ ‫ـﺪ ﺳـﺎﻋﻴﺎﻥ ‪ - .‬ﺗﻬـ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺣﻤـ‬ ‫ﺗﺮﻛﻤـﺎﻥ؛ ﻭﻳﺮﺍﺳـ‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٥٩٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﺍﺳــﺘﻔﺎﺩﻩ ﻣــﻲﺷــﻮﺩ‪ ،‬ﺗﺎﻛﻴــﺪ‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣٩٠٠٠ - .‬ﺭﻳـ‬ ‫‪ ١٣٦‬ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺍﻳــﺸﺎﻥ ﺑــﺮ ﺗــﺎﻣﻴﻦ ﻭ ﺣﻔــﻆ‬

‫ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - .‬ﻗﺎﺋﻢ ﺷﻬﺮ‪ :‬ﻣﻬﺮﺍﻟﻨﺒﻲ‪ ٢٠٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬ ‫‪ ٣٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٢٩٠٧- ١٤- ٤‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٥٢٤- ٥٦-٣‬‬

‫‪٩٧٨- ٩٦٤- ٦٧٧٩- ٥٩- ٤‬‬ ‫‪ - ١٠٧‬ﺍﻣــﺎﻡ ﺧﻤﻴﻨــﻲ )ﺱ(‪ ،‬ﻣﻌﻤــﺎﺭ ﻭﺣــﺪﺕ‪:‬‬

‫ﺍﻗﺘﺼﺎﺩﻱ ﻳﻚ ﺟﺎﻣﻌﻪ ﺑﺮ ﺧﻼﻑ ﻭﺍﺑﺴﺘﮕﻲ ﺩﺭ ﻧﻈـﺎﻡ ﺳﻴﺎﺳـﻲ‪،‬‬

‫‪ - ١٠٣‬ﺍﺣﻴﺎﮔﺮ ﻓﺮﻫﻨﮓ ﻭ ﺑﻴﺪﺍﺭﮔﺮﻱ ﺍﺳﻼﻣﻲ‪.‬‬

‫ـﺎﻥ‬ ‫ـﺪﺕ ﻣﻴـ‬ ‫ـﺎﺩ ﻭﺣـ‬ ‫ـﺎﻡ ﺩﺭ ﺍﻳﺠـ‬ ‫ـﺶ ﺍﻣـ‬ ‫ـﻲ ﻧﻘـ‬ ‫ﺑﺮﺭﺳـ‬

‫ﻣﺴﺌﻠﻪﺍﻱ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺩﻳـﺪ ﺳـﻄﺤﻲ ﻧﻤـﻲﺗـﻮﺍﻥ ﺑـﻪ ﺁﻥ ﭘـﻲ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻣﻮﺳﺴﻪ ﻓﺮﻫﻨﮕـﻲ ﻭ ﺍﻧﺘـﺸﺎﺭﺍﺗﻲ ﻣﺤـﺮﺍﺏ ﻗﻠـﻢ‪٨٤ - .‬‬

‫ﻣﺴﺘﻀﻌﻔﻴﻦ ﺟﻬﺎﻥ‪ ،‬ﺍﻣﺖ ﺍﺳﻼﻣﻲ ﻭ ﻭﺣﺪﺕ ﻣﻠﻲ‪.‬‬

‫ـﺸﺮﻓﺘﻪ ﻭ ﺩﺭ ﻗﺎﻟــﺐ‬ ‫ـﻮﻉ ﭘﻴـ‬ ‫ـﻲ ﺍﺯ ﻧـ‬ ‫ـﻪ ﺍﻳــﻦ ﺑﺮﺩﮔـ‬ ‫ـﺮﺍ ﻛـ‬ ‫ـﺮﺩ؛ ﭼـ‬ ‫ﺑـ‬

‫ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺳﺎﺭﺍ ﻓﻼﺣﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﺤـﺮﺍﺏ ﻗﻠـﻢ‪ ٩٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬

‫ـﺪ ﻭ‬ ‫ـﻮﺍﻥ‪ ،‬ﺭﺷـ‬ ‫ـﺖ ﻋﻨـ‬ ‫ـﺼﺎﺩﻱ ﺗﺤـ‬ ‫ـﺎﻱ ﺍﻗﺘـ‬ ‫ـﺎ ﻭ ﺍﻟﮕﻮﻫـ‬ ‫ـﻮﺭﻱﻫـ‬ ‫ﺗﺌـ‬

‫)ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻮﺳﻌﻪ ﻭ ﺭﻭﻧﻖ ﺍﻗﺘﺼﺎﺩﻱ ﺍﺟﺮﺍ ﻭ ﺑـﺮ ﻣـﺮﺩﻡ ﻣﺤـﺮﻭﻡ ﺗﺤﻤﻴـﻞ‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﮔــﺴﺘﺮﺵ ﻋﻠــﻮﻡ ﭘﺎﻳــﻪ‪ ٢٢٤ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٤٩٠- ١٩٤- ٢‬‬

‫ﺍﺳــﺘﻘﻼﻝ ﻭ ﻋــﺪﻡ ﻭﺍﺑــﺴﺘﮕﻲ‬ ‫ﻛــﺸﻮﺭ ﻭ ﺗــﺎﻣﻴﻦ ﻣﺤــﺮﻭﻣﻴﻦ ﺍﺳــﺖ‪ .‬ﻭﺍﺑــﺴﺘﮕﻲ ﺩﺭ ﻧﻈــﺎﻡ‬

‫‪ - ٩٥‬ﺍﻗﺘﺼﺎﺩ ﻣﻨﺎﺑﻊ ﻃﺒﻴﻌﻲ‪.‬‬ ‫ﻣﺤﻤﺪﺣـﺴﻴﻦ ﻛـﺮﻳﻢ‪ ،‬ﺍﺣﻤـﺪ ﺍﻛﺒـﺮﻱ ‪ ،‬ﻣﺠﺘﺒـﻲ ﻋﺒﺎﺳـﻴﺎﻥ ‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺭﺍﻫﻨﻤﺎﻱ ﻓﺮﻭﺷﮕﺎﻩﻫﺎﻱ ﺑﺮﻕ ﻭ ﺍﻟﻜﺘﺮﻳﻚ ﺗﻬﺮﺍﻥ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﻗﺘﺼﺎﺩ ﺯﻣﻴﻦ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ١٠٨‬ﺍﻳــﺮﺍﻥ ﻻﻟــﻪﺯﺍﺭ‪ :‬ﺍﻭﻟــﻴﻦ ﻛﺘــﺎﺏ ﺟــﺎﻣﻊ‬

‫ﺍﺳــﻤﺎﻋﻴﻞ ﻟﻮﻟﻴــﺎﺋﻲ‪ ،‬ﺍﺣﻤــﺪ ﺻــﺎﺩﻗﻲﺍﺭﺩﺳــﺘﺎﻧﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻣﺠﺘﺒﻲ ﻣﺠﺎﻭﺭﻳﺎﻥ‪ ،‬ﻏﻼﻣﺮﺿﺎ ﻣﻴﺮﺯﺍﻳـﻲ‪،‬‬

‫ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺷﻤﻦ ﺧﺎﺭﺟﻲ ﮔﺮﻓﺘﻨﺪ‪.‬‬

‫ﺩﺭ ﻣﻴﺎﻥ ﺍﻣﺖ ﺍﺳﻼﻡ ﺍﺳﺖ ﻭ ﻃﺒﻴﻌﻲ ﺍﺳﺖ ﻛـﻪ ﺍﻣﻴـﺪ ﺩﺍﺷـﺘﻦ‬

‫ﻣﻬﺪﻱ ﺳﻌﻴﺪﻱﻛﻴـﺎ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻛﻴـﺎ‪ ٣٠٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﻋﻤﻮﻣﻲ‪.‬‬

‫ﺑﺮﻋﻬﺪﻩ ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﺳﻄﺢ ﻣﻴـﺎﻧﻲ ﺍﻣـﺖ ﺍﺳـﻼﻡ ﺣـﻮﻝ ﻣﺤـﻮﺭ‬ ‫ﮔﻔﺘﻤﺎﻥ ﺩﻳﻨـﻲ ﺍﻣـﺎﻡ ﺟﻤـﻊ ﺷـﺪﻧﺪ ﻭ ﺩﺭ ﺳـﻄﺢ ﺧـﺮﺩ‪ ،‬ﻣـﺮﺩﻡ‬

‫ﻣﻮﺍﻧﻊ ﺩﺍﺧﻠﻲ ﻭ ﺧﺎﺭﺟﻲ ﺍﺳﺖ‪.‬‬

‫ـﻂ‬ ‫ـﺪﻳﺮ ﺭﻭﺍﺑـ‬ ‫ـﺖ ﻣـ‬ ‫ـﺎﻱ ﺗﺮﺑﻴـ‬ ‫ـﺴﻢ )‪ :(٣‬ﺭﺍﻫﻨﻤـ‬ ‫ﺗﻮﺭﻳـ‬

‫ﺩﺭ ﺷﺶ ﻓﺼﻞ‪ ،‬ﭘﺲ ﺍﺯ ﻃﺮﺡ ﻧﻈﺮﻳﻪﻫﺎﻱ ﻣﺨﺘﻠـﻒ ﻧـﺮﺥ ﺍﺭﺯ ﻭ‬

‫ﻫﺠﻮﻡ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺟﻨﺒﻪﻫﺎ ﻭ ﺍﺑﻌﺎﺩ ﻣﺨﺘﻠـﻒ ﺁﻥ ﺭﺍ ﺑـﺮﺍﻱ ﻣـﺮﺩﻡ‬

‫ﺍﻣﺎﻡ ﺩﺭ ﺳﻪ ﺳﻄﺢ ﻛﻼﻥ ﻭ ﻣﻴـﺎﻧﻲ ﻭ ﺧـﺮﺩ ﺍﺧﺘـﺼﺎﺹ ﻳﺎﻓﺘـﻪ‬

‫ﻣﻘﺎﺑﻞ ﺷﺮﺍﻳﻂ ﺯﻣﺎﻥ ﻭ ﺛﺒﺎﺕ ﻭ ﻣﻘﺎﻭﻣﺖ ﺩﺭ ﻗﺒﺎﻝ ﺿـﺮﺑﻪﻫـﺎ ﻭ‬

‫‪ - ١٠١‬ﺁﻣــﻮﺯﺵ ﻣﻬﺎﺭﺗﻬــﺎﻱ ﺷــﻐﻠﻲ ﺻــﻨﻌﺖ‬

‫ﺷﻨﺎﺧﺖ ﻓﺮﺁﻳﻨﺪﻫﺎﻱ ﺟﺎﺭﻱ ﺍﻗﺘﺼﺎﺩ ﺟﻬﺎﻧﻲ ﻣﻲﭘﺮﺩﺍﺯﻧـﺪ‪ .‬ﺁﻧـﺎﻥ‬

‫ﮔﺴﺘﺮﺩﻩ ﺑﺎ ﻓﺮﻫﻨـﮓ ﺑﻴﮕﺎﻧـﻪ‪ ،‬ﺭﺍﻩﻫـﺎﻱ ﻣﻌﺎﺭﺿـﻪ ﻭ ﻣﻘﺎﺑﻠـﻪ ﺑـﺎ‬

‫ﻗﺪﺭﺕ ﺭﺍ ﻧﺸﺎﻥ ﺩﺍﺩ‪ .‬ﻧﻮﺷﺘﺎﺭ ﺣﺎﺿﺮ ﺑـﻪ ﻧﻘـﺶ ﻭﺣـﺪﺕﺁﻓﺮﻳﻨـﻲ‬

‫ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﺑﻴﺪﺍﺭﻱ ﺍﺳﻼﻣﻲ ﻣﻬـﻢﺗـﺮﻳﻦ ﻣـﺴﺎﻟﻪ ﻭ ﭘﺪﻳـﺪﻩ‬

‫ﺁﻟﻜﺲ ﻛﺎﻟﻴﻨﻴﻜﻮﺱ؛ ﻣﺘﺮﺟﻢ‪ :‬ﺍﻛﺒـﺮ ﻣﻌـﺼﻮﻡﺑﻴﮕـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ﺑﺤﺮﺍﻥ ﻫﺎ ﻣﻮﺍﺟﻪ ﺷﺪﻩﺍﻧﺪ‪ .‬ﺗـﺎﺯﻩ ﺗـﺮﻳﻦ ﻧﻤﻮﻧـﻪﻫـﺎﻱ ﺁﻥ ﺷـﺎﻣﻞ‬

‫ﺑﺮﺍﻱ ﻧﻴﻞ ﺑﻪ ﺍﻫﺪﺍﻑ ﺧﻮﺩ ﺩﻭ ﻧﻘﺶ ﺭﺍ ﺍﻳﻔﺎ ﻛﺮﺩﻧـﺪ ﻛـﻪ ﻳﻜـﻲ‪،‬‬

‫ﺧﺎﻧﻤﺎﻥ ﺳﻮﺯ‪ ،‬ﻫﻮﻝ ﻣﺤﻮﺭ ﻣﻮﻟﻔﻪﻫـﺎﻱ ﻭﺣـﺪﺕﺑﺨـﺶ ﺍﺳـﻼﻡ‬ ‫ﺩﺭﺁﻣﺪﻧﺪ‪ .‬ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ‪ ،‬ﺍﻣﺎﻡ ﺑـﺎ ﺧﻠـﻖ ﮔﻔﺘﻤـﺎﻧﻲ ﻛـﻪ ﺩﺭ ﺁﻥ‬

‫ﻗﺎﺳــﻢﻧــﮋﺍﺩ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﭼــﺸﻤﻪ‪ ٢٥٦ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻏﻠﺒﻪﻱ ﺁﻥ ﺑﺮ ﻓﺮﻫﻨﮓ ﺧﻮﺩﻱ‪ .‬ﺑﺎ ﻭﺟﻮﺩ ﺍﻳـﻦ ﻣـﺴﺎﻟﻪ‪ ،‬ﺍﻳـﺸﺎﻥ‬

‫ﺭﻓــﻊ ﺍﻳــﻦ ﺣﺮﻣــﺎﻥ ﻭ ﺩﻭﺭﻱ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٣- ٨٠٢- ٥‬‬

‫ﺑﺪﻭﻥ ﺗﺮﺩﻳﺪ ﺣـﻀﺮﺕ ﺍﻣـﺎﻡ ﺧﻤﻴﻨـﻲ )ﺭﻩ( ﻳﻜـﻲ ﺍﺯ ﺳـﺮﺁﻣﺪﺍﻥ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٣- ٨٠٥-٦‬‬

‫ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺑﻪ ﺧـﺎﻃﺮ ﻫﻤـﻴﻦ ﭘﻴﭽﻴـﺪﮔﻲ ﺑـﺴﻴﺎﺭﻱ ﺍﺯ ﻣـﺮﺩﻡ‬

‫‪ - ٩٦‬ﺗﺎﺭﻳﺦ ﺗﺤﻮﻝ ﻣﻨﺎﺑﻊ ﻃﺒﻴﻌﻲ ﺍﻳﺮﺍﻥ‪.‬‬

‫ﻋﺮﺻﻪﻱ ﺍﺣﻴﺎﺀ ﻭ ﺍﺻﻼﺡ ﺩﻳﻦ ﻭ ﻓﺮﻫﻨـﮓ ﺧـﻮﺩﻱ ﺩﺭ ﺩﻧﻴـﺎﻱ‬

‫ـﺮﺍﻳﻄﻲ‬ ‫ـﻼﻡ ﺭﺍ ﺩﺭ ﺷـ‬ ‫ـﺎﻥ ﺍﺳـ‬ ‫ـﻼﻣﻲ‪ ،‬ﺟﻬـ‬ ‫ـﻼﺏ ﺍﺳـ‬ ‫ـﺮﻭﺯﻱ ﺍﻧﻘـ‬ ‫ﭘﻴـ‬

‫ﺳﺎﻝ ﻫـﺎ ﺩﺭﺑﻨـﺪ ﺑﺮﺩﮔـﻲ ﺑـﻪ ﺳـﺮ ﻣـﻲﺑﺮﻧـﺪ ﻭ ﻫﻨـﻮﺯ ﺧـﻮﺩ ﺭﺍ‬

‫ﮔﺮﺩﺁﻭﺭﻧــﺪﻩ‪ :‬ﻧﻮﺭﺍﻟــﻪ ﻛــﻮﭺﭘﻴــﺪﻩ‪ ،‬ﺩﺍﺭﻳــﻮﺵ ﻛﻴﺨــﺴﺮﻭﻱ ‪- .‬‬

‫ﻣﻌﺎﺻﺮ ﺍﺳﺖ ﻛﻪ ﻛﻮﺷﻴﺪﻧﺪ ﺑﻪ ﺍﺳﻼﻡ ﺣﻘﻴﻘـﻲ‪ ،‬ﺣﻴـﺎﺗﻲ ﻣﺠـﺪﺩ‬

‫ﻣﺘﻔﺎﻭﺕ ﺑﺎ ﮔﺬﺷـﺘﻪ ﻗـﺮﺍﺭ ﺩﺍﺩ‪ .‬ﻣـﺴﻠﻤﻴﻦ ﻛـﻪ ﺍﺯ ﻳـﻚ ﺳـﻮ ﺩﺭ‬

‫ﻣﺮﻫــﻮﻥ ﺍﺭﻣﻐــﺎﻥﺁﻭﺭﺍﻥ ﭘﻴــﺸﺮﻓﺖ ﻭ ﺗﻤــﺪﻥ ﻭ ﺭﻓــﺎﻩ‪ ،‬ﻳﻌﻨــﻲ‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﭘﻮﻧــﻪ‪ ٩٦ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪٢٠٠٠٠ - .‬‬

‫ﺑﺒﺨــﺸﻨﺪ ﻭ ﻓﺮﻫﻨــﮓ ﻏﻨــﻲ ﻭ ﻣﺘﻌــﺎﻟﻲ ﺁﻥ ﺭﺍ ﺣﻴــﺎ ﻛﻨﻨــﺪ‪،‬‬

‫ـﺪ ﻭ ﺍﺯ‬ ‫ـﺎﻱ ﺍﻗﺘـﺪﺍﺭﮔﺮﺍ ﻭ ﻏﻴﺮﻣﺮﺩﻣـﻲ ﺑﻮﺩﻧـ‬ ‫ﭼﻨﮕـﺎﻝ ﺣﻜﻮﻣـﺖﻫـ‬

‫ﺍﺳﺘﻌﻤﺎﺭﮔﺮﺍﻥ ﻣﻲﺩﺍﻧﻨﺪ‪ .‬ﺍﻣـﺎﻡ ﺧﻤﻴﻨـﻲ )ﺭﻩ( ﻣـﻲﻓﺮﻣﺎﻳـﺪ‪" :‬ﺍﻳـﻦ‬

‫ـﻨﺎﺱ ﻭ‬ ‫ـﺎﻥﺷـ‬ ‫ـﺸﻤﻨﺪﻱ ﺯﻣـ‬ ‫ـﻮﻥ ﺍﻧﺪﻳـ‬ ‫ـﻪ ﻋﻨـ‬ ‫ـﺸﺎﻥ ﺑـ‬ ‫ـﺎﺑﺮﺍﻳﻦ‪ ،‬ﺍﻳـ‬ ‫ﺑﻨـ‬

‫ﺳﻮﻱ ﺩﻳﮕﺮ ﺩﺭ ﻣﺴﻴﺮ ﺳﻴﻼﺏ ﺳـﻬﻤﮕﻴﻦ ﺗﻬـﺎﺟﻢ ﻓﺮﻫﻨﮕـﻲ‪،‬‬

‫ﺣﻜﻮﻣﺖ‪ ،‬ﺣﻴﺎﺕ ﻣﻠﻲ ﺭﺍ ﺑﺎﻳﺪ ﻧﺠﺎﺕ ﺩﻫـﺪ‪ .‬ﺑـﻪ ﻣـﺮﺩﻡ ﻛـﺸﻮﺭ‬

‫ـﺪ ﺣﻴــﺎﺕ‬ ‫ـﻞ‪ ،‬ﺩﺭ ﺭﻭﻧــﺪ ﺗﺠﺪﻳـ‬ ‫ـﻴﻦ ﺩﺭ ﺍﻧﺪﻳــﺸﻪ ﻭ ﻋﻤـ‬ ‫ـﻦﺑـ‬ ‫ﺭﻭﺷـ‬

‫ـﺮ‬ ‫ـﺘﻨﺪ‪ ،‬ﺗﻠﻨﮕـ‬ ‫ـﺮﺍﺭ ﺩﺍﺷـ‬ ‫ـﺮﺏ ﻗـ‬ ‫ـﺎﻣﻲ ﻏـ‬ ‫ـﺼﺎﺩﻱ ﻭ ﻧﻈـ‬ ‫ﺳﻴﺎﺳـﻲ‪ ،‬ﺍﻗﺘـ‬

‫ﺁﺯﺍﺩﻱ ﻭ ﺑﻪ ﻛﺸﻮﺭ ﺍﺳـﺘﻘﻼﻝ ﺭﺍ ﺑﺎﺯﮔﺮﺩﺍﻧـﺪ ﻭ ﺑـﻪ ﺟـﺎﻱ ﻧﻈـﺎﻡ‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤ - ٦٩٣١- ٨٨- X‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۷‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺍﺳﺘﺜﻤﺎﺭﻱ‪ ،‬ﻋﺪﺍﻟﺖ ﺍﻗﺘﺼﺎﺩﻱ ﺭﺍ ﺑﺮﻗـﺮﺍﺭ ﺳـﺎﺯﺩ"‪ .‬ﺑﻨـﺎﺑﺮﺍﻳﻦ‪ ،‬ﺑـﻪ‬

‫ﺣﺎﺻﻞ ﺁﻥ ﻧﺠﺎﺕ ﺍﻧﺴﺎﻥﻫﺎ ﻭ ﺑـﻪ ﻛﺮﺍﻣـﺖ ﻭ ﻛﻤـﺎﻝ ﺭﺳـﺎﻧﺪﻥ‬

‫ـﻮﺩ‬ ‫ﻣـﺮﺩﻡ ﺩﺭ ﭼـﺎﺭﭼﻮﺏ ﺿـﻮﺍﺑﻂ ﺷـﺮﻋﻲ ﻭ ﻗـﺎﻧﻮﻧﻲ ﺑـﺮﺍﻱ ﺧـ‬

‫ﭘﺎﺳﺦﻫﺎﻳﻲ ﭘﻴـﺸﻨﻬﺎﺩ ﻣـﻲﻛﻨـﺪ‪ .‬ﺍﻳـﻦ ﻧﻴﺎﺯﻫـﺎ ﺑـﺮ ﺍﺛـﺮ ﺍﺭﺗﺒـﺎﻁ‬

‫ﻗﻮﻝ ﺍﺑﻮﻧﺼﺮ ﻓﺎﺭﺍﺑﻲ‪ ،‬ﺍﮔﺮ ﺩﺭ ﻛﺸﻮﺭﻱ‪ ،‬ﺳـﺘﻤﻲ ﺑـﺮ ﻛـﺴﻲ ﻭﺍﺭﺩ‬

‫ﺁﻧﺎﻥ ﺑﻮﺩ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺍﻗﺪﺍﻣﺎﺗﻲ ﻧﻈﻴـﺮ ﻇﻠـﻢﺳـﺘﻴﺰﻱ ﻭ ﻣﺒـﺎﺭﺯﻩ ﺑـﺎ‬

‫ـﻪ‬ ‫ـﺎ ﺑـ‬ ‫ـﻪ ﻣـﺸﺮﻭﻋﻴﺖ ﺁﻥﻫـ‬ ‫ـﺮﺍ ﻛـ‬ ‫ـﻲﻛﻨﻨـﺪ؛ ﭼـ‬ ‫ـﺎﺏ ﻣـ‬ ‫ﺭﻫﺒـﺮ ﺍﻧﺘﺨـ‬

‫ﻣﺘﻘﺎﺑﻞ ﺍﻧﺴﺎﻥ ﺑﺎ ﻃﺒﻴﻌﺖ‪ ،‬ﺍﻧﺴﺎﻥﻫﺎﻱ ﺩﻳﮕﺮ ﻭ ﺧﻮﺩﺵ ﺷـﻜﻞ‬

‫ﺷﻮﺩ‪ ،‬ﺍﻳﻦ ﺳـﺘﻢ ﺩﺭ ﻭﺍﻗـﻊ ﺑـﺮ ﻫﻤـﻪﻱ ﻣـﺮﺩﻡ ﺁﻥ ﻛـﺸﻮﺭ ﻭﺍﺭﺩ‬

‫ﻧﻔﻮﺫ ﺍﺟﺎﻧﺐ‪ ،‬ﭼﻪ ﺩﺭ ﺳﻄﺢ ﻣﻠﻲ ﻭ ﭼـﻪ ﺑـﻴﻦﺍﻟﻤﻠﻠـﻲ ﻭ ﻓﺮﺍﺗـﺮ ﺍﺯ‬

‫ﺍﻧﺘﺨﺎﺏ ﺭﻫﺒﺮ ﺑﺴﺘﮕﻲ ﺩﺍﺭﺩ‪" .‬ﻗﻴﺪ ﻣﺸﺮﻭﻋﻴﺖ" ﺩﺭ ﺍﻳﻦﺟـﺎ "ﻗﻴـﺪ‬

‫ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺑﺮ ﺍﺛﺮ ﺍﺭﺗﺒﺎﻁ ﺍﻧـﺴﺎﻥ‬

‫ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺑﺮﺍﻱ ﭘﻴﺶ ﮔﻴـﺮﻱ ﺍﺯ ﺳـﺘﻢ‪ ،‬ﺑﺎﻳـﺪ ﻋـﺪﺍﻟﺖ ﺭﺍ ﺩﺭ‬

‫ﺁﻥ‪ ،‬ﻭ ﺩﻓﺎﻉ ﺍﺯ ﻣﻠﺖ ﻣﻈﻠﻮﻡ ﻓﻠﺴﻄﻴﻦ ﻭ‪ ...‬ﺩﺭ ﺍﻳﻦ ﺭﺍﺳـﺘﺎ ﻗﺎﺑـﻞ‬

‫ﻫﻮﻳﺖ" ﺍﺳﺖ ﻭ ﻧﻘﺶ ﻭﻟﻲ ﺍﻣﺮ ﺁﻥ ﺍﺳﺖ ﻛﻪ ﺑـﺸﺮ ﺭﺍ ﺍﺯ ﻗﻴـﺪ ﻭ‬

‫ﺑﺎ ﻃﺒﻴﻌﺖ ﻧﻴﺎﺯﻫـﺎﻱ ﺟـﺴﻤﺎﻧﻲ‬

‫ﻫﻤﻪﻱ ﺍﺑﻌﺎﺩ ﻭ ﺩﺭ ﻫﻤـﻪﻱ ﺯﻭﺍﻳـﺎﻱ ﺟﺎﻣﻌـﻪ ﮔـﺴﺘﺮﺵ ﺩﺍﺩ ﺗـﺎ‬

‫ﺑﺎﻭﺭ ﻭ ﭘﺬﻳﺮﻓﺘﻨﻲ ﺍﺳﺖ ﻭ ﭘﺮﻭﺍﺿﺢ ﺍﺳﺖ ﻛﻪ ﺍﻳـﻦ ﺍﻧـﺴﺎﻥ ﺧـﻮﺩ‬

‫ﺑﻨﺪ ﺩﺷﻤﻨﺎﻥ ﻭ ﮔﺮﻭﻩ ﻫﺎﻱ ﺳﻴﺎﺳـﻲ ﻭ ﺍﺟﺘﻤـﺎﻋﻲ ﺁﺯﺍﺩ ﻛﻨـﺪ‪ .‬ﺩﺭ‬

‫ﻭ ﻃﺒﻴﻌﻲ ﺷﻜﻞ ﻣـﻲ ﮔﻴـﺮﺩ‪ .‬ﺩﺭ‬

‫ﻫﻤﻪﻱ ﺍﻧﺴﺎﻥ ﻫﺎ ﺩﺭ ﭘﺮﺗﻮﻱ ﺍﻳﻦ ﻋﻄﻴﻪ ﻱ ﺁﺳـﻤﺎﻧﻲ‪ ،‬ﺯﻧـﺪﮔﺎﻧﻲ‬

‫ﺳﺎﺧﺘﻪ ﺑﺎ ﭘﻴﺮﻭﻱ ﺍﺯ ﺗﻌﺎﻟﻴﻢ ﺍﺳﻼﻡ ﺩﺭ ﺍﺑﻌﺎﺩ ﻣﺨﺘﻠـﻒ ﻭﺟـﻮﺩﻱ‪،‬‬

‫ـﺮﺍﻥ‬ ‫ـﺮﻳﻦ ﺭﻫﺒـ‬ ‫ـﻲ ﺍﺯ ﻭﺍﻻﺗـ‬ ‫ـﻲ )ﺭﻩ( ﻳﻜـ‬ ‫ـﺎﻡ ﺧﻤﻴﻨـ‬ ‫ـﺎﻥ‪ ،‬ﺍﻣـ‬ ‫ـﻦ ﻣﻴـ‬ ‫ﺍﻳـ‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻧﺴﺎﻥ ﺑـﺎ ﺍﻧـﺴﺎﻥﻫـﺎﻱ‬

‫ﺍﻧــﺴﺎﻧﻲ ﻣﺘﻌــﺎﻟﻲ ﺩﺍﺷــﺘﻪ ﺑﺎﺷــﻨﺪ‪ .‬ﺩﺭ ﺟﻬــﺎﻥﺑﻴﻨــﻲ ﺍﺳــ ﻼﻡ‪،‬‬

‫ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻛﻤﺎﻝ ﺭﺳﺎﻧﻴﺪﻩ ﻭ ﺩﺭ ﺩﻝﺑﺴﺘﮕﻲ ﺑـﻪ ﺣـﻖ ﺁﻥﭼﻨـﺎﻥ‬

‫ﺟﺎﻣﻌﻪ ﻱ ﺟﻬﺎﻧﻲ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺍﻳﻤﺎﻥ ﺭﺍﺳـﺦ ﺑـﻪ ﺧـﺪﺍ ﻭ ﺑﻴـﻨﺶ‬

‫ـﺮ‪ ،‬ﻧﻴﺎﺯﻫــﺎﻱ ﺍﺟﺘﻤــﺎﻋﻲ ﻭ‬ ‫ﺩﻳﮕـ‬

‫ـﺪﻝ‬ ‫ـﺎﺱ ﻧﻈـﻢ ﻭ ﻋـ‬ ‫ـﺖ ﺟﻬـﺎﻥ‪ ،‬ﺑـﺮ ﺍﺳـ‬ ‫ﺳـﺎﺧﺘﻤﺎﻥ ﻧﻈـﺎﻡ ﺧﻠﻘـ‬

‫ﺟﺎﻳﮕﺎﻩ ﺭﻓﻴﻌﻲ ﻳﺎﻓﺘﻪ ﺑﻮﺩ ﺗﺎ ﺑﺘﻮﺍﻧﺪ ﺩﺭ ﺍﺑﻌـﺎﺩ ﻣﺨﺘﻠـﻒ ﻓـﺮﺩﻱ ﻭ‬

‫ﺭﻭﺷﻦ ﻧﺴﺒﺖ ﺑﻪ ﻫﺴﺘﻲ ﻭ ﺍﻧﺴﺎﻥ ﻭ ﭘﻴﻮﻧﺪ ﻋﻤﻴـﻖ ﺑـﺎ ﻗـﺮﺁﻥ ﻭ‬

‫ﺑــﺮ ﺍﺛــﺮ ﺍﺭﺗﺒــﺎﻁ ﺍﻧــﺴﺎﻥ ﺑــﺎ‬

‫ﺍﺳــﺘﻮﺍﺭ ﺍﺳــﺖ‪ .‬ﻫﺮﭼﻴــﺰ ﺩﺭ ﺟــﺎﻱ ﺧــﻮﺩ ﻗــﺮﺍﺭ ﺩﺍﺭﺩ‪ ،‬ﻭ ﻫــﺮ‬

‫ـﻦ‬ ‫ﺍﺟﺘﻤـﺎﻋﻲ ﺟﻠـﻮﻩﮔـﺮ ﺟﻤـﺎﻝ ﺩﻭﺳـﺖ ﺑﺎﺷـﻨﺪ‪ .‬ﺁﻥﭼـﻪ ﺩﺭ ﺍﻳـ‬

‫ﻋﺘﺮﺕ ﻭ ﻋﻤﻞ ﺑﻪ ﺍﻭﺍﻣﺮ ﻭ ﻧﻮﺍﻫﻲ ﺍﻟﻬـﻲ ﺑـﻪ ﻣﺮﺗﺒـﻪﻱ ﻭﺍﻻﻳـﻲ‬

‫ﺧـــﻮﺩﺵ‪ ،‬ﻧﻴﺎﺯﻫـــﺎﻱ ﻣـــﺎﻟﻲ‬

‫ﻋﻨﺼﺮﻱ ﺩﺭﻣﺪﺍﺭ ﻭ ﻣﻴﺰﺍﻧﻲ ﻛﻪ ﺗﻌﻴﻴﻦ ﮔﺮﺩﻳـﺪﻩ‪ ،‬ﺍﻧﺠـﺎﻡ ﻭﻇﻴﻔـﻪ‬

‫ﻧﻮﺷﺘﺎﺭ ﻣﻲﺧﻮﺍﻧﻴﺪ ﺷﻤﻪﺍﻱ ﺍﺯ ﻭﻳﮋﮔﻲ ﻫﺎﻱ ﻣﻤﺘﺎﺯ ﺁﻥ ﺣـﻀﺮﺕ‬

‫ﺍﺯ ﻋﺒﻮﺩﻳﺖ ﺣﻖ ﺩﺳﺖ ﻳﺎﻓﺖ‪ ،‬ﺑـﻪ ﮔﻮﻧـﻪﺍﻱ ﻛـﻪ ﺗﻮﺍﻧـﺴﺖ ﺑـﺎ‬

‫ﺍﻧﺴﺎﻧﻲ ﺗﺒﻠﻮﺭ ﻣﻲﻳﺎﺑﺪ‪ .‬ﺑﺮﺍﻱ ﺍﺭﺿﺎﻱ ﺍﻳﻦ ﻧﻴﺎﺯﻫـﺎ‪ ،‬ﺍﻧـﺴﺎﻥﻫـﺎﻱ‬

‫ﻣﻲ ﻧﻤﺎﻳﺪ‪ .‬ﺑﻪ ﺍﻋﺘﺮﺍﻑ ﺻﺮﻳﺢ ﻗـﺮﺁﻥ ﻛـﺮﻳﻢ‪ ،‬ﻫﻤـﻪﻱ ﭘﻴـﺎﻣﺒﺮﺍﻥ‬

‫ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺩﻭ ﺑﺨﺶ "ﺭﻭﺡ ﻟﻄﻴـﻒ" ﻭ "ﺍﺳـﻮﻩﻱ ﻧـﺴﺘﻮﻫﻲ ﻭ‬

‫ﺗﻮﺟﻪ ﺑـﻪ ﻫﻤـﻪﻱ ﺗـﻀﺎﺩﻫﺎ‪ ،‬ﻛـﮋﻱﻫـﺎ‪ ،‬ﺗﻮﻃﺌـﻪﻫـﺎ ﻭ ﻓـﺮﺍﺯ ﻭ‬

‫ﻫﺮ ﺟﺎﻣﻌـﻪ ﺍﻱ‪ ،‬ﺑـﺴﺘﮕﻲ ﺑـﻪ ﺷـﺮﺍﻳﻂ‪ ،‬ﭘﺎﺳـﺦ ﻫـﺎﻳﻲ ﺭﺍ ﻭﺿـﻊ‬

‫ﺍﻟﻬﻲ ﺍﺯ ﺟﺎﻧﺐ ﺧﺪﺍﻭﻧﺪ ﺑﺮﺍﻱ ﺑﺮﻗﺮﺍﺭﻱ ﻭ ﮔـﺴﺘﺮﺵ ﻋـﺪﺍﻟﺖ ﺩﺭ‬

‫ﺻﻼﺑﺖ" ﺑﻪ ﭼﺎﭖ ﺭﺳﻴﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻧﺸﻴﺐ ﻫﺎ ﻧﻘﺶ ﻋﻈﻴﻤﻲ ﺩﺭ ﺍﺣﻴﺎﻱ ﺍﺳﻼﻡ ﻭ ﺗﻔﻜﺮ ﺩﻳﻨـﻲ ﺍﻳﻔـﺎ‬

‫ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺯﻳﺮﺍ ﻛﻪ ﻧﻴﺎﺯﻫـﺎ ﻣﺘﻐﻴﺮﻧـﺪ ﻭ ﻋﻠـﺖ ﻣﺘﻐﻴـﺮ ﺑـﻮﺩﻥ ﺁﻥ‬

‫ﻣﻲﻛﻨﺪ‪.‬‬

‫ﻧﻴﺰ ﺑﺴﺘﮕﻲ ﺑﻪ ﭘﻴـﺸﺮﻓﺖ ﺟﻮﺍﻣـﻊ‪ ،‬ﺭﺷـﺪ ﻓﻨـﺎﻭﺭﻱ ﻭ ﺍﻓـﺰﺍﻳﺶ‬

‫ﮔﺴﺘﺮﻩﻱ ﺟﺎﻣﻌﻪﻱ ﺑﺸﺮﻱ‪ ،‬ﻣﺎﻣﻮﺭﻳﺖ ﻣﺴﺘﻘﻴﻢ ﺩﺍﺷﺘﻪﺍﻧﺪ‪.‬‬ ‫‪ - ١١٤‬ﺭﺍﻫﻨﻤﺎ ﻭ ﺑﺎﻧﻚ ﺳﻮﺍﻻﺕ ﺍﻣﺘﺤـﺎﻧﻲ ﺗﻮﺳـﻌﻪ‬ ‫ـﺰﺍﻳﺶ‬ ‫ـﺖ ﺍﻓــ‬ ‫ـﺎﻱ ﻻﺯﻡ ﺟﻬــ‬ ‫ـﻴﻪﻫــ‬ ‫‪ - ١١١‬ﺗﻮﺻــ‬

‫ـﻞ ﺭﺍ "ﻓﺮﺁﻳﻨــﺪ‬ ‫ﺟﻤﻌﻴــﺖ ﺍﻧــﺴﺎﻧﯽ ﺩﺍﺭﺩ‪ .‬ﺍﻳــﻦ ﻓﺮﺁﻳﻨــﺪ ﻭ ﻣﺮﺍﺣـ‬

‫ـﻮﺭ‬ ‫ـﺎﻡ ﻧـ‬ ‫ـﺸﮕﺎﻩ ﭘﻴـ‬ ‫ـﺰﻱ ﺩﺍﻧـ‬ ‫ـﻪﺭﻳـ‬ ‫ﺍﻗﺘـﺼﺎﺩﻱ ﻭ ﺑﺮﻧﺎﻣـ‬

‫‪ - ١١٧‬ﺳﻨﺠﺶ ﻋﻤﻠﻜﺮﺩ ﺳﺎﺯﻣﺎﻥ ﻫﺎﻱ ﺗﻮﻟﻴﺪﻱ ﺑـﺎ‬

‫ﻣﺎﻧﺪﮔﺎﺭﻱ ﻣﻴﻮﻩﻫﺎﻱ ﻣﺮﻛﺒﺎﺕ ﭘﺲ ﺍﺯ ﺑﺮﺩﺍﺷﺖ‪.‬‬

‫)ﺭﺷﺘﻪ ﻱ ﻣـﺪﻳﺮﻳﺖ ﻭ ﺣـﺴﺎﺑﺪﺍﺭﻱ( ﺷـﺎﻣﻞ‪ :‬ﻳـﻚ‬

‫ﺭﻭﻳﻜﺮﺩ ﻛﺎﺭﺕ ﺍﻣﺘﻴﺎﺯﻱ ﻣﺘﻮﺍﺯﻥ‪.‬‬

‫ـﺪ‬ ‫ـﺪﻩ‪ :‬ﺍﺣﻤـ‬ ‫ـﻪ ﻛﻨﻨـ‬ ‫ـﺪﻱ؛ ﺗﻬﻴـ‬ ‫ـﻞﻣﺤﻤـ‬ ‫ـﺎﺭﻑ ﮔـ‬ ‫ـﻔﺎﻳﻲ‪ ،‬ﻋـ‬ ‫ـﻲ ﺻـ‬ ‫ﻋﻠـ‬

‫ﺩﻭﺭﻩ ﺗﺪﺭﻳﺲ ﺭﻭﺍﻥ ﻭ ﻛﺎﻣﻞ ﻛﺘﺎﺏ ﺩﺭﺳﻲ‪.... ،‬‬

‫ﺳﻌﻴﺪ ﻗﺎﻧﻊ‪ ،‬ﻣﺤـﺴﻦ ﺷـﻜﻮﻩﻓـﺮ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﺎﻧـﺪﮔﺎﺭ‪١٦٤ - .‬‬

‫ـﺮ‪:‬‬ ‫ـﻲ؛ ﺯﻳﺮﻧﻈـ‬ ‫ـﻪ ﺩﺍﺭﺍﺑـ‬ ‫ـﻲ‪ ،‬ﻓﺎﻃﻤـ‬ ‫ـﺤﺎﻕ ﺍﺑﺮﺍﻫﻴﻤـ‬ ‫ـﻔﺮﻱ‪ ،‬ﺳﻴﺪﺍﺳـ‬ ‫ﺻـ‬

‫ﻋﻠﻴﺮﺿﺎ ﻛﻼﻧﺘﺮﻣﻬﺮﺟﺮﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺍﺳـﺘﺎﺩﻱ‪ ٢٢٤ - .‬ﺹ‪.‬‬

‫ﺹ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺩﻭﻡ ‪/‬‬

‫ﻣﻮﺳﻲ ﺍﻣﻴﻨﻲ‪ ،‬ﻗﺎﺳـﻤﻌﻠﻲ ﺭﺋﻴـﺴﻴﺎﻥ ‪ -.‬ﺳـﺎﺭﻱ‪ :‬ﺁﻭﺍﻱ ﻣـﺴﻴﺢ‪.‬‬

‫‪ -‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣٢٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺷــﺸﻢ ‪/‬‬

‫‪ ١٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٣٢ -‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ١١٥‬ﺭﺍﻫﻨﻤﺎﻱ ﻋﻤﻠﻴﺎﺗﻲ ﭘﻴﺎﺩﻩ ﺳـﺎﺯﻱ ﻭ ﺍﺟـﺮﺍﻱ‬

‫‪ - ١١٨‬ﺳﻴﻤﺎﻱ ﺳﺎﺯﻩﮔﺴﺘﺮ ﺳﺎﻳﭙﺎ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺎﻃﺮﺍﺗﻲ ﺍﺯ‬ ‫‪ - ١١٢‬ﺟﻠـﻮﻩ ﺩﻭﺳـﺖ )‪) :(١‬ﮔﺰﻳـﺪﻩ ﺧـ‬ ‫ﺟﻠﻮﻩﻫﺎﻱ ﻣﻤﺘﺎﺯ ﺷﺨﺼﻴﺖ ﺍﻣﺎﻡ ﺧﻤﻴﻨﻲ )ﺱ((‪.‬‬ ‫ﺍﺻﻐﺮ ﻣﻴﺮﺷﻜﺎﺭﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻣﻮﺳـﺴﻪ ﻓﺮﻫﻨﮕـﻲ ﻭ ﺍﻧﺘـﺸﺎﺭﺍﺗﻲ‬ ‫ﻣﺤﺮﺍﺏ ﻗﻠﻢ‪ ١٢٠ - .‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷـﻮﻣﻴﺰ(‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪/‬‬ ‫‪ ٢٠٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫)ﻫﻤﺮﺍﻩ ﻓﺮﻡﻫﺎ‪ ،‬ﭼﻚﻟﻴﺴﺖﻫﺎ ﻭ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎ(‪.‬‬

‫‪٩٧٨- ٩٦٤- ٥٧٧٨- ٢٧-٧‬‬

‫ﺷﻬﻨﺎﻡ ﻃﺎﻫﺮﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻫـﺴﺘﺎﻥ‪ ١٢٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٩٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٣- ٧٩٦- ٧‬‬

‫ﺍﺯ ﺟﻤﻠـﻪ ﺭﻭﺵﻫـﺎﻱ ﻣﻄﻠـﻮﺏ‬ ‫ﺩﺭ ﻫــﺮ ﻧﻈــﺎﻡ ﺗﺮﺑﻴﺘــﻲ ﺑــﺮﺍﻱ‬ ‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﻬﺘﺮ ﺍﻓـﺮﺍﺩ‪،‬‬ ‫ﻣﻌﺮﻓﻲ ﺍﻟﮕﻮﻳﻲ ﺍﺳـﺖ ﻛـﻪ ﺑـﻪ‬ ‫ﺩﻟﻴﻞ ﻋﻴﻨﻲ ﻭ ﻣﻠﻤـﻮﺱ ﺑـﻮﺩﻥ‬ ‫ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻴﺶ ﺗﺮﻳﻦ ﻛـﺎﺭﺁﻳﻲ ﺭﺍ‬ ‫ﺩﺭ ﻧﻈـــﺎﻡ ﺩﺍﺷـــﺘﻪ ﺑﺎﺷـــﺪ‪ .‬ﺍﺯ‬ ‫ﺩﻳﺪﮔﺎﻩ ﺍﺳﻼﻡ ﻧﻴﺰ ﺑﻪ ﻛﺮﺍﻣﺖ ﺍﻧـﺴﺎﻧﻲ ﺗﻮﺟـﻪ ﺷـﺪﻩ ﻭ ﺩﺍﺷـﺘﻦ‬ ‫ﺍﻟﮕﻮ ﺑﺎ ﺷﺮﺍﻳﻄﻲ ﺧﺎﺹ ﺑـﺮﺍﻱ ﻣـﺮﺩﻡ ﺍﻣـﺮﻱ ﻻﺯﻡ ﺑـﻪ ﺷـﻤﺎﺭ‬ ‫ﻣﻲ ﺁﻳﺪ‪ .‬ﻳﻜﻲ ﺍﺯ ﺷﺨﺼﻴﺖﻫـﺎﻱ ﻣﻬـﻢ ﺗـﺎﺭﻳﺦ ﻣﻌﺎﺻـﺮ ﺍﻳـﺮﺍﻥ‬ ‫ﻛﻪ ﻣﻲﺗﻮﺍﻧﺪ ﺍﺯ ﺍﺑﻌﺎﺩ ﺑـﺴﻴﺎﺭﻱ ﺍﻟﮕـﻮﻱ ﻣﻨﺎﺳـﺒﻲ ﺑـﺮﺍﻱ ﻣـﺮﺩﻡ‬ ‫ﺑﺎﺷﺪ ﺍﻣﺎﻡ ﺧﻤﻴﻨﻲ )ﺭﻩ( ﺍﺳﺖ‪ .‬ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭ ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ ﻃـﻲ‬ ‫ﺩﻭ ﺑﺨﺶ ﺧﺎﻃﺮﺍﺗﻲ ﺭﺍ ﺍﺯ ﺍﻳﺸﺎﻥ ﺑﻴـﺎﻥ ﻣـﻲﻛﻨـﺪ‪ .‬ﺑﺨـﺶ ﺍﻭﻝ‬ ‫ﺑﻴﺎﻧﮕﺮ ﺟﺎﻳﮕﺎﻩ ﻭ ﺷﺎﻥ ﻣﺮﺩﻡ ﺩﺭ ﺩﻳـﺪﮔﺎﻩ ﺍﻣـﺎﻡ ﺧﻤﻴﻨـﻲ )ﺭﻩ( ﻭ‬ ‫ﺑﺨـﺶ ﺩﻭﻡ ﺑﻴـﺎﻧﮕﺮ ﺭﻭﺵﻫـﺎﻱ ﺭﻓﺘـﺎﺭﻱ ﺍﻳـﺸﺎﻥ ﺩﺭ ﺯﻧـﺪﮔﻲ‬ ‫ﺍﺳﺖ‪.‬‬

‫‪٩٦٤- ٦٩٦٥- ٨٣- ٠‬‬

‫‪ - ١١٦‬ﺭﻫﺒﺮﻱ ﺍﻟﻬﻲ ﻭ ﺣﻖ ﺗﻌﻴﻴﻦ ﺳﺮﻧﻮﺷﺖ‪.‬‬ ‫ـﺎﻥ ‪- .‬‬ ‫ـﺼﻮﺭﻱﻻﻫﻴﺠـ‬ ‫ـﻤﺎﻋﻴﻞ ﻣﻨـ‬ ‫ـﺎﻥ‪ ،‬ﺍﺳـ‬ ‫ﻣﺤﻤﺪﺣـﺴﻦ ﺭﺣﻴﻤﻴـ‬ ‫ﺗﻬــﺮﺍﻥ‪ :‬ﻣﺤــﺮﺍﺏ ﻗﻠــﻢ‪ ٥٦ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪- .‬‬ ‫ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٣ - ٧٩٩- ٨‬‬

‫ﻧﻴﺎﺯﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺍﻧـﺴﺎﻥ ﺑـﻪ‬ ‫ﺩﻟﻴـــﻞ ﭘﻴﭽﻴـــﺪﮔﻲ ﻓﺮﺍﻳﻨـــﺪ‬ ‫ـﺖ‬ ‫ﻃﺒﻴﻌـﻲ ﺍﻭ ﻓﺮﺍﺗـﺮ ﺍﺯ ﺁﻥ ﺍﺳـ‬ ‫ﻛــﻪ ﺑﺘــﻮﺍﻥ ﺩﺭ ﻳــﻚ ﻣﻘﻄــﻊ‬ ‫ﺯﻣــﺎﻧﻲ ﺑــﻪ ﺗﻤــﺎﻣﻲ ﺍﺑﻌــﺎﺩ ﺁﻥ‬ ‫ﺍﺣﺎﻃــﻪ ﭘﻴــﺪﺍ ﻛــﺮﺩ‪ .‬ﺑﻨــﺎﺑﺮﺍﻳﻦ‪،‬‬ ‫ﺭﻭﻳﻜﺮﺩ ﺍﻧﺴﺎﻥ ﺑـﻪ ﻗـﺎﻧﻮﻥ ﻛـﻪ‬ ‫ﻣﺘﻀﻤﻦ ﺣﻴﺎﺕ ﺟﻤﻌﻲ ﻭ ﺭﻭﺍﺑﻂ ﺍﺟﺘﻤﺎﻋﻲ ﺍﻭ ﻣـﻲﺑﺎﺷـﺪ ﺍﻣـﺮﻱ‬ ‫ﺿﺮﻭﺭﻱ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ ﻣﻴـﺎﻥ‪ ،‬ﺗﻨﻬـﺎ ﻗـﺎﻧﻮﻥ ﭘﺎﺳـﺦ ﮔـﻮ ﺑـﻪ‬ ‫ﻧﻴﺎﺯﻫﺎﻱ ﻃﺒﻴﻌﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﻗﺎﻧﻮﻥ ﺍﻟﻬﻲ ﺍﺳﺖ ﻛـﻪ ﺩﺭ ﻫـﻴﭻ‬ ‫ﻣﻮﺭﺩﻱ ﺍﻧﺴﺎﻥ ﺭﺍ ﺑﻼﺗﻜﻠﻴﻒ ﺭﻫﺎ ﻧﻜﺮﺩﻩ ﺍﺳـﺖ‪ .‬ﺗـﻼﺵ ﺑـﺮﺍﻱ‬ ‫ﻫﺪﺍﻳﺖ ﺍﻧﺴﺎﻥ ﻫﺎ ﺑﻪ ﺳﻮﻱ ﺑﻨﺪﮔﻲ ﺧـﺪﺍ ﻭ ﺍﻃﺎﻋـﺖ ﻣﺤـﺾ ﺍﺯ‬

‫ـﺎﻃﺮﺍﺕ‬ ‫ـﻪ ﺧـ‬ ‫ـﺖ )‪ :(٢‬ﻣﺠﻤﻮﻋـ‬ ‫ـﻮﻩ ﺩﻭﺳـ‬ ‫‪ - ١١٣‬ﺟﻠـ‬

‫ﺍﻭ ﻭ ﺍﻳﺠـﺎﺩ ﺷـﺮﺍﻳﻂ ﻻﺯﻡ ﺑـﺮﺍﻱ ﺯﻧـﺪﮔﻲ ﻓـﺮﺩﻱ ﻭ ﺍﺟﺘﻤـﺎﻋﻲ‬

‫ﺑﺮﮔﺰﻳﺪﻩ ﺍﺯ ﺟﻠـﻮﻩ ﻫـﺎﻱ ﻣﻤﺘـﺎﺯ ﺷﺨـﺼﻴﺖ ﺍﻣـﺎﻡ‬

‫ﺑﺸﺮ ﻣـﺴﺘﻠﺰﻡ ﺗـﺸﻜﻴﻞ ﺣﻜﻮﻣـﺖ ﺍﺳـﻼﻣﻲ ﺍﺳـﺖ‪ .‬ﺭﻫﺒـﺮ ﺩﺭ‬

‫ـﺮﺍﻥ‪:‬‬ ‫ـﺪﻱ ‪ - .‬ﺗﻬـ‬ ‫ـﺪ ﻭﺍﺣـ‬ ‫ـﺘﺎﺭ‪ :‬ﺟﺎﻭﻳـ‬ ‫ـﺎ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﻲ ﻛﻴـ‬ ‫ـﺮ‪ :‬ﻋﻠـ‬ ‫ﺯﻳﺮﻧﻈـ‬ ‫ﻣﻜــﺚ‪ ٣٦٠ - .‬ﺹ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪/‬‬

‫ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺑﺎ ﺗﺠﺰﻳـﻪ ﻭ ﺗﺤﻠﻴـﻞ ﺍﻧﻘـﻼﺏ ﺳـﺎﻝ‬ ‫‪ ١٣٥٧‬ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ ﺳـﻪ ﺭﻭﻳﻜـﺮﺩ ﻭ ﺑـﺎ ﺷﻨﺎﺳـﺎﻳﻲ‬

‫ﻣــﻲﺗــﻮﺍﻥ ﺭﺍﻫﺒــﺮﺩ ﻓــﺮﺩﺍ ﺭﺍ ﻣﻬﻨﺪﺳــﻲ ﻛﺎﺭﺁﻓﺮﻳﻨﺎﻧــﻪ ﻧﺎﻣﻴــﺪ‪.‬‬ ‫ﻣﻬﻨﺪﺳﻲ ﻛﺎﺭﺁﻓﺮﻳﻨﺎﻧﻪ‪ ،‬ﺷﺎﻣﻞ ﻣﻬﻨﺪﺳﻲ ﻓﺮﻫﻨﮕـﻲ‪ ،‬ﺍﻗﺘـﺼﺎﺩﻱ‪،‬‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺳﻴﺎﺳﻲ ﺍﺳﺖ ﻛـﻪ ﺗﻤـﺎﻡ ﺍﺑﻌـﺎﺩ ﺯﻧـﺪﮔﻲ ﺍﻧـﺴﺎﻥ ﺭﺍ‬ ‫ـﻪﻱ‬ ‫ـﺸﺎﺭﻛﺖ ﻫﻤـ‬ ‫ـﺴﺘﻠﺰﻡ ﻣـ‬ ‫ـﺮ ﻣـ‬ ‫ـﻦ ﺍﻣـ‬ ‫ـﺪ‪ .‬ﺍﻳـ‬ ‫ـﻲﺩﻫـ‬ ‫ـﺶ ﻣـ‬ ‫ﭘﻮﺷـ‬ ‫ﺍﻧﺴﺎﻥﻫﺎ ﻭ ﺗﺤﻘـﻖ ﺳـﺮﻣﺎﻳﻪﻱ ﺍﺟﺘﻤـﺎﻋﻲ ﺍﺳـﺖ‪ .‬ﺑـﻪ ﻫﻤـﻴﻦ‬

‫‪ ٣٥٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺭﻭﻳﻜﺮﺩ ﻧﻴﺎﺯﺳﻨﺠﻲ‪ ،‬ﻣﺸﻜﻞﮔﺸﺎﻳﻲ ﻭ ﺯﻧﺪﮔﻲ ﺳﺎﺯﻱ ﻣـﺪ ﻧﻈـﺮ‬

‫ﻧﻘﺎﻁ ﺿﻌﻒ ﻭ ﻗﻮﺕ ﻭ ﺑﺎ ﺗﻮﺟـﻪ ﺑـﻪ ﻓﺮﺻـﺖ ﻫـﺎ ﻭ ﺗﻬﺪﻳـﺪﻫﺎ‪،‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٦٩- ٢٦- ١‬‬

‫ﺳﻴﺴﺘﻢ ﺳـﻨﺠﺶ ﻋﻤﻠﻜـﺮﺩ ﻭ ﺑﻬﺒـﻮﺩ ﺑﻬـﺮﻩﻭﺭﻱ‬

‫ـﻪ‬ ‫ـﺎ ﺳـ‬ ‫ـﺎﺭﺁﻓﺮﻳﻨﻲ ﺭﺍ ﺑـ‬ ‫ـﺎﺭﺗﻲ ﻛـ‬ ‫ـﻪ ﻋﺒـ‬ ‫ـﺪ‪ .‬ﺑـ‬ ‫ـﻲﻧﺎﻣﻨـ‬ ‫ـﺎﺭﺁﻓﺮﻳﻨﻲ" ﻣـ‬ ‫ﻛـ‬

‫‪٩٧٨- ٩٦٤- ٨٣١٤- ١٥-١‬‬

‫ﺷـﺮﮐﺖ ﺳـﺎﺯﻩ ﮔـﺴﺘﺮﺳﺎﻳﭙﺎ ﺩﺭ‬ ‫ﺩﻫــﻢ ﺗﻴﺮﻣــﺎﻩ ‪ ١٣٦٤‬ﺗﺤــﺖ‬ ‫ـﻴﺲ‬ ‫ـﻤﺎﺭﻩﻱ ‪ ٥٦٦٧٣‬ﺗﺄﺳــ‬ ‫ﺷــ‬ ‫ﺷﺪ‪ .‬ﺍﻳـﻦ ﺷـﺮﮐﺖ ﺑـﻪ ﻋﻨـﻮﺍﻥ‬ ‫ﻧﺨــﺴﺘﻴﻦ ﺷــﺮﮐﺖ ﻃﺮﺍﺣــﻲ‪،‬‬ ‫ﻣﻬﻨﺪﺳــﻲ ﻭ ﺗــﺄﻣﻴﻦ ﻗﻄﻌــﺎﺕ‬ ‫ﺧــﻮﺩﺭﻭﻱ ﮐــﺸﻮﺭ ﻭ ﺗــﺄﻣﻴﻦ‬ ‫ﮐﻨﻨﺪﻩ ﻱ ﺩﺍﺧﻠﻲ ﻗﻄﻌﺎﺕ ﮔﺮﻭﻩ ﺧﻮﺩﺭﻭﺳﺎﺯﻱ ﺳـﺎﻳﭙﺎ ﺍﺯ ﺍﺑﺘـﺪﺍﻱ‬ ‫ﺳﺎﻝ ‪ ١٣٦٩‬ﻓﻌﺎﻟﻴـﺖ ﺧـﻮﺩ ﺭﺍ ﺑـﺎ ﺗـﺄﻣﻴﻦ ﻗﻄﻌـﺎﺕ ﺧـﻮﺩﺭﻭﻱ‬

‫ﺩﻟﻴﻞ ﻧﮕﺎﺭﻧﺪﻩ ﺩﺭ ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ ﻛـﺎﺭﺁﻓﺮﻳﻨﻲ ﺭﺍ ﺑﻨﻴـﺎﺩ ﺯﻧـﺪﮔﻲ‬ ‫ﻧﺎﻣﻴﺪﻩ ﻭ ﻣﺒﺎﺣﺜﻲ ﻫﻢﭼﻮﻥ‪ :‬ﻛﺎﺭ ﺩﺭ ﻋﺼﺮ ﻛـﺸﺎﻭﺭﺯﻱ‪ ،‬ﻛـﺎﺭ ﺩﺭ‬ ‫ﻋﺼﺮ ﺻﻨﻌﺘﻲ‪ ،‬ﻛﺎﺭ ﺩﺭ ﻋﺼﺮ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﻧﮕـﺮﺵ ﻛﺎﺭﺁﻓﺮﻳﻨﺎﻧـﻪ‪،‬‬ ‫ﻛﺎﺭﺁﻓﺮﻳﻨﻲ‪ ،‬ﻭ ﻣﻬﻨﺪﺳﻲ ﻛﺎﺭﺁﻓﺮﻳﻨﺎﻧﻪ ﺭﺍ ﻣﻄﺮﺡ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬

‫‪ - ١٢١‬ﻛﺎﺭﺁﻓﺮﻳﻨﻲ ﻓﺮﺩﻱ‪.‬‬ ‫ﺭﺍﺟــﺮ ﻛــﺎﺭﺕﺭﺍﻳــﺖ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﺟﻠﻴــﻞ ﺧﺎﻭﻧــﺪﮔﺎﺭ‪ ،‬ﺍﺣــﺴﺎﻥ‬ ‫ﺧﺎﻭﻧــﺪﻛــﺎﺭ‪ ،‬ﺍﻓــﺸﻴﻦ ﻣﺘﻘــﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻣﺮﻛــﺰ ﺁﻣــﻮﺯﺵ ﻭ‬ ‫ﺗﺤﻘﻴﻘﺎﺕ ﺻﻨﻌﺘﻲ ﺍﻳـﺮﺍﻥ‪ ١٤٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬ ‫ ‪ ٢٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٨٤١- ٤١- ٧‬‬

‫ـﺴﺘﻤﺮ‬ ‫ـﺎ ﺗﻮﺳـﻌﻪﻱ ﻣـ‬ ‫ـﺮﺩ‪ .‬ﺷـﺮﮐﺖ ﻣـﺬﮐﻮﺭ ﺑـ‬ ‫ﻧﻴـﺴﺎﻥ ﺁﻏـﺎﺯ ﮐـ‬ ‫ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺧﻮﺩ‪ ،‬ﻧﻘﺶ ﺗﻌﻴﻴﻦﮐﻨـﺪﻩﺍﻱ ﺩﺭ ﺭﺷـﺪ ﻭ ﺍﻋـﺘﻼﻱ‬

‫‪ - ١٢٢‬ﻣﺠﺘﻤﻊ ﺗﺠﺎﺭﻱ ﺍﻟﺒﺮﺯ‪.‬‬

‫ﺻﻨﻌﺖ ﻗﻄﻌﻪ ﺳﺎﺯﻱ ﮐﺸﻮﺭ ﺩﺍﺷﺘﻪ ﻭ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿـﺮ ﺑـﻴﺶ ﺍﺯ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﺑﻨﻴﺎﺩ ﻓﺮﻫﻨﮕﻲ ﺍﻟﺒﺮﺯ‪ ١٢ - .‬ﺹ‪ - .‬ﺧـﺸﺘﻲ )ﺷـﻮﻣﻴﺰ(‪.‬‬

‫‪ ٥٠٠‬ﺳﺎﺯﻧﺪﻩﻱ ﻗﻄﻌﺎﺕ ﺧﻮﺩﺭﻭ ﺭﺍ ﺩﺭ ﺷﺒﮑﻪ ﺗﺄﻣﻴﻦ ﻣـﻲﮐﻨـﺪ‪.‬‬

‫‪ -‬ﭼﺎﭖ ﺍﻭﻝ‪.‬‬

‫ـﺮﮐﺖ‬ ‫ـﺪﻳﺮ ﺷـ‬ ‫ـﺎ ﻣـ‬ ‫ـﺎﻳﻲ ﺑـ‬ ‫ـﺼﺎﺣﺒﻪﻫـ‬ ‫ـﺎﻭﻱ ﻣـ‬ ‫ـﺮ ﺣـ‬ ‫ـﺎﺏ ﺣﺎﺿـ‬ ‫ﮐﺘـ‬ ‫ﺳﺎﺯﻩ ﮔﺴﺘﺮ ﺳﺎﻳﭙﺎ ﻭ ﻣﺪﻳﺮﺍﻥ ﺷـﺮﮐﺖﻫـﺎﻱ ﺯﻧﺠﻴـﺮﻩﻱ ﺗـﺄﻣﻴﻦ‬ ‫ﺳﺎﺯﻩ ﮔﺴﺘﺮ ﺳﺎﻳﭙﺎ ﺍﺳﺖ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺍﻳﻦ ﺷﺮﮐﺖﻫـﺎ ﻋﺒـﺎﺭﺕﺍﻧـﺪ‬ ‫ﺍﺯ‪ :‬ﻗﻄﻌﺎﺕ ﻓﻠﺰﻱ ﺯﻧﺠﺎﻥ ﺧﻮﺩﺭﻭ؛ ﻓﺮﻣﺎﻥ ﺧـﻮﺩﺭﻭﻱ ﺳـﭙﺎﻫﺎﻥ؛‬ ‫ﺁﺭﺗﺎﻭﻳﻞ ﺗﺎﻳﺮ؛ ﺻﻨﺎﻳﻊ ﺳـﻨﺪﻥ ﺍﻳﺮﺍﻧﻴـﺎﻥ؛ ﻭ ﺗﻮﺳـﻌﻪﻱ ﻓﻨـﺎﻭﺭﻱ‬ ‫ﺗﮑﻼﻥ‪.‬‬

‫‪ - ١٢٣‬ﻣﺮﻭﺭﻱ ﺑﺮ ﺗﺤـﻮﻻﺕ ﺍﻗﺘـﺼﺎﺩ ﻛـﺸﺎﻭﺭﺯﻱ‬ ‫ﺍﻳﺮﺍﻥ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﭼﻨﺪ ﻛﺸﻮﺭ ﺟﻬﺎﻥ‪ :‬ﻣﺠﻤﻮﻋـﻪ‬ ‫ﻣﻘﺎﻻﺕ‪.‬‬ ‫ﻣــﺼﻄﻔﻲ ﻣﻬــﺎﺟﺮﺍﻧﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻫﻴــﻮﺍﻣﻬﺮ‪ ٩٨٨ - .‬ﺹ‪- .‬‬ ‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ـﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٢٠٠٠٠ - .‬ﺭﻳـ‬ ‫ﺭﻗﻌـ‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١١٩‬ﻛﺎﺭﺁﻓﺮﻳﻨﻲ‪.‬‬ ‫ﺧﻤﻴﻨﻲ )ﺱ(‪.‬‬

‫ﺣﻜﻮﻣـﺖ ﺍﺳـﻼﻣﻲ ﻳـﺎ ﺑـﻪ ﻃـﻮﺭ ﻣـﺸﺨﺺ ﻣﺎﻧﻨـﺪ ﭘﻴﻐﻤﺒـﺮ ﻭ‬

‫ﺍﺻﻐﺮ ﻣﻴﺮﺷﻜﺎﺭﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﺤـﺮﺍﺏ ﻗﻠـﻢ‪ ١٣٠ - .‬ﺹ‪- .‬‬

‫ﺍﻣﺎﻣﺎﻥ ﻣﻌﺼﻮﻡ )ﻉ( ﻣﻨﺼﻮﺏ ﻣﻲﺷﻮﺩ ﻳﺎ ﺑـﺮ ﺍﺳـﺎﺱ ﻣﻌﻴﺎﺭﻫـﺎ‬

‫ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻭ ﺿﻮﺍﺑﻄﻲ ﻛﻪ ﺷﺎﺭﻉ ﻣﻘـﺪﺱ ﺗﻌﻴـﻴﻦ ﻓﺮﻣـﻮﺩﻩ ﺑـﺎ ﮔـﺰﻳﻨﺶ ﻭ‬

‫ﺷﺎﺑﮏ ‪:‬‬ ‫ـﺰﻱ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪:‬‬ ‫ـﺪﭘﻮﺭﺩﺍﺭﻳﺎﻧﻲ‪ ،‬ﺳــﻴﺪﻣﺤﻤﺪ ﻋﺰﻳـ‬ ‫ﻣﺤﻤــﻮﺩ ﺍﺣﻤـ‬

‫ﻳﺎﻓﺘﻦ ﻣﻄﻠﻮﺏﺗـﺮﻳﻦ ﺭﺍﻩ ﺑـﺮﺍﻱ‬ ‫ﺷﻬﺮﺍﻡ ﺭﺟـﺐ ﺯﺍﺩﻩ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﺤـﺮﺍﺏ ﻗﻠـﻢ‪ ١٥٦ - .‬ﺹ‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٣- ٧٩٧- ٤‬‬

‫‪٩٧٨- ٦٠٠- ٥١٣٤- ١٩- ٣‬‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻫﻔـﺘﻢ ‪٣٣٠٠ /‬‬ ‫ـﻂ ﻣــﺮﺩﻡ‪ ،‬ﺩﺭ ﺟﺎﻳﮕــﺎﻩ‬ ‫ـﺬﻳﺮﺵ ﺍﺯ ﻣﺠــﺎﺭﻱ ﺷــﺮﻋﻲ ﻭ ﺗﻮﺳـ‬ ‫ﭘـ‬

‫ﺗﺄﻣﻴﻦ ﺣﺪﺍﮐﺜﺮ ﺭﺷﺪ ﮐـﺸﺎﻭﺭﻱ‬ ‫ـﻴﺶﺗــﺮﻳﻦ‬ ‫ـﺎ ﺗــﺄﻣﻴﻦ ﺑـ‬ ‫ـﻮﺃﻡ ﺑـ‬ ‫ﺗـ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﻋﻤﺪﻩ ﺗﺮﻳﻦ ﻫﺪﻑ ﺍﻣﺎﻡ ﺧﻤﻴﻨـﻲ‬

‫ـﻪ‬ ‫ـﺮﻱ ﻭ ﻣـﺮﺩﻡ ﺳـ‬ ‫ـﺪ‪ .‬ﻗـﺎﻧﻮﻥ‪ ،‬ﺭﻫﺒـ‬ ‫ـﺘﻘﺮﺍﺭ ﻣـﻲﻳﺎﺑـ‬ ‫ﺭﻫﺒـﺮﻱ ﺍﺳـ‬

‫ﺩﺭﺁﻣﺪ ﻭ ﺭﻓﺎﻩ ﺑﺮﺍﻱ ﮐـﺸﺎﺭﻭﺯﺍﻥ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٣- ٥٦٠-٤‬‬ ‫ﺍﺯ ﺟﻤﻠﻪ ﻣﺴﺎﺋﻠﻲ ﺍﺳﺖ ﮐـﻪ ﺩﺭ‬

‫ـﻪﻱ‬ ‫ـﺎﻩ ﻃﻠﺒـ‬ ‫)ﺭﻩ(‪ ،‬ﭼـﻪ ﺩﺭ ﺟﺎﻳﮕـ‬

‫ﻣﻮﻟﻔﻪﻱ ﻣﻬﻢ ﺣﺎﻛﻤﻴﺖ ﻣﺤـﺴﻮﺏ ﻣـﻲ ﺷـﻮﻧﺪ ﻛـﻪ ﻧﻘـﺶ ﻭ‬

‫ﻋﻠﻮﻡ ﺩﻳﻨﻲ ﻭ ﭼـﻪ ﺩﺭ ﺟﺎﻳﮕـﺎﻩ‬

‫ﺟﺎﻳﮕﺎﻩ ﻫﺮﻳﻚ ﺍﺯ ﺿﺮﻭﺭﻳﺎﺕ ﺍﻭﻟﻴﻪ ﺍﺳﺖ ﻭ ﻣـﺮﺩﻡ ﻭ ﺭﻫﺒـﺮﻱ‬

‫‪ - ١٢٠‬ﻛﺎﺭﺁﻓﺮﻳﻨﻲ‪ :‬ﺑﻨﻴﺎﺩ ﺯﻧﺪﮔﻲ‪.‬‬

‫ﺩﻫـــﻪﻫـــﺎﻱ ﺍﺧﻴـــﺮ ﺗﻮﺟـــﻪ‬

‫ﻣﺪﺭﺱ ﻭ ﻋﺎﻟﻢ ﺑﻨـﺎﻡ ﺣـﻮﺯﻩ ﻱ‬

‫ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﺗﻘﺎﺑﻞ ﺑﺎ ﻫﻢ ﻧﻴﺴﺘﻨﺪ ﺑﻠﻜـﻪ ﻣـﻼﺯﻡ ﻳـﻚﺩﻳﮕﺮﻧـﺪ؛‬

‫ﻣﻬــﺪﻱ ﺟﻬﺎﻧﻴــﺎﻥ ‪ - .‬ﺑﺎﺑــﻞ‪ :‬ﻋﻠــﻮﻡ ﺭﺍﻳﺎﻧــﻪ‪ ١٢٨ - .‬ﺹ‪- .‬‬

‫ﮐﺎﺭﺷﻨﺎﺳــــﺎﻥ ﺍﻗﺘــــﺼﺎﺩﻱ ﻭ‬

‫ﻋﻠﻤﻴﻪ ﻱ ﻗﻢ ﻭ ﭼﻪ ﺩﺭ ﺟﺎﻳﮕـﺎﻩ‬

‫ـﺎﻝ ﻭ‬ ‫ـﺸﺎﺭﻛﺘﻲ ﻓﻌـ‬ ‫ـﻲ‪ ،‬ﻣـ‬ ‫ـﺎﻡ ﻭﻻﻳـ‬ ‫ـﺸﺎﺭﻛﺖ ﺩﺭ ﻧﻈـ‬ ‫ـﻪ ﻣـ‬ ‫ـﺮﺍ ﻛـ‬ ‫ﭼـ‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﺍﺟﺘﻤﺎﻋﻲ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﺟﻠﺐ ﮐﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺑـﻪ ﻃـﻮﺭ ﻗﻄـﻊ ﺗﻐﻴﻴـﺮ‬

‫ﺭﻫﺒـــﺮﻱ ﺍﻧﻘـــﻼﺏ‪ ،‬ﺍﺛﺒـــﺎﺕ‬

‫ﻛﺎﺭﺁﻣﺪ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺩﺭ ﻧﻔﻲ ﻭ ﺍﺛﺒﺎﺕ ﺍﺻﻞ ﻭﻻﻳـﺖ ﻭ ﺣﺎﻛﻤﻴـﺖ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﻣﺪﺍﻭﻡ ﻧﻈﺎﻡ ﺯﻣﻴﻦ ﺩﺍﺭﻱ ﻭ ﻋﺪﻡ ﺗﺜﺒﻴﺖ ﻭﺿﻊ ﺍﻳﻦ ﻋﺎﻣـﻞ ﻣﻬـﻢ‬

‫ﺯﻧـــﺪﮔﻲ ﺧﺪﺍﻭﻧـــﺪ ﺩﺭ ﺗﻤـــﺎﻡ‬

‫ﻧﻘﺸﻲ ﻧﺪﺍﺭﻧﺪ؛ ﺯﻳﺮﺍ ﺣﺎﻛﻤﻴﺖ ﺿﺮﻭﺭﺕ ﺩﻳﻦ ﺍﺳـﺖ ﻭ ﻫـﺮﻛﺲ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٩٩٦- ٥٨-٦‬‬

‫ﺗﻮﻟﻴﺪ ﺍﺯ ﻳﮏ ﺳﻮ ﻭ ﻧﺎﺑﺴﺎﻣﺎﻧﻲ ﺧﺪﻣﺎﺗﻲ ﮐﻪ ﺩﻭﻟﺖ ﺻـﺮﻑﻧﻈـﺮ‬

‫ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﻭ ﺍﻧﺠﺎﻡ ﺗﻜﻠﻴﻒ ﺑﺮ ﻣﺒﻨﺎﻱ ﺍﻳـﻦ ﺑﻨـﺪﮔﻲ ﺍﺳـﺖ ﻛـﻪ‬

‫ـﺖ‪.‬‬ ‫ـﺮﻭﺭﺕ ﺭﺍ ﻧﻔـﻲ ﻛـﺮﺩﻩ ﺍﺳـ‬ ‫ﺁﻥ ﺭﺍ ﻗﺒـﻮﻝ ﻧﺪﺍﺷـﺘﻪ ﺑﺎﺷـﺪ ﺿـ‬

‫ﻫﺮ ﺳﻴﺴﺘﻢ ﻧﻴﺎﺯﻫﺎﻳﻲ ﺩﺍﺭﺩ ﻛﻪ ﺑـﺮﺍﻱ ﭘﺎﺳـﺦﮔـﻮﻳﻲ ﺑـﻪ ﺁﻥﻫـﺎ‬

‫ﺍﺯ ﺑﺎﺭ ﺳـﻨﮕﻴﻦ ﻣـﺎﻟﻲ ﺁﻥ ﻣﮑﻠـﻒ ﺑـﻪ ﻋﺮﺿـﻪﻱ ﺁﻥ ﺍﺳـﺖ ﺍﺯ‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۸‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺳﻮﻱ ﺩﻳﮕﺮ‪ ،‬ﻣـﺸﮑﻼﺗﻲ ﺭﺍ ﻓـﺮﺍﻫﻢ ﺁﻭﺭﺩﻩ ﺍﺳـﺖ‪ .‬ﻧﮕﺎﺭﻧـﺪﻩ ﺩﺭ‬ ‫ﻣﻘﺎﻟﻪ ﻱ ﺣﺎﺿﺮ ﺑﻪ ﺑﺮﺭﺳﻲ ﺩﻳﺪﮔﺎﻩ ﻫﺎﻱ ﻣﺘﻔـﺎﻭﺕ ﺩﺭ ﺯﻣﻴﻨـﻪﻱ‬

‫ﺣﻘﻮﻕ ﺑﻴﻦﺍﻟﻤﻠﻞ‬

‫ﻛﺪﮔـﺬﺍﺭﻱ ﻛـﺎﻻ )ﻳﺎﺩﺩﺍﺷـﺘﻬﺎﻱ ﺗﻮﺿـﻴﺤﻲ‬

‫‪٣٤١‬‬

‫‪ - ١٣٨‬ﺣﻘﻮﻕ ﺍﺳﺎﺳﻲ‪ :‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ‬

‫ـﻲ ﺍﺯ‬ ‫ﻧﻈــﺎﻡ ﺑﻬــﺮﻩﺑــﺮﺩﺭﺍﻱ ﮐــﺸﺎﻭﺭﺯﻱ ﺩﺭ ﺍﻳــﺮﺍﻥ ﻭ ﺑﺮﺧــ‬ ‫ﮐﺸﻮﺭﻫﺎﻱ ﺁﺳﻴﺎﻳﻲ‪ ،‬ﺍﺭﻭﭘﺎﻳﻲ ﻭ ﺁﻣﺮﻳﮑـﺎﻳﻲ ﻣـﻲﭘـﺮﺩﺍﺯﺩ‪.‬ﮐﺘـﺎﺏ‬ ‫ﺣﺎﺿﺮ ﺣﺎﻭﻱ ﻣﻘﺎﻻﺗﻲ ﺍﺯ ﻧﮕﺎﺭﻧـﺪﻩ ﺩﺭ ﺯﻣﻴﻨـﻪﻱ »ﺭﺧـﺪﺍﺩﻫﺎﻱ‬ ‫ـﺼﺎﺩﻱ‬ ‫ﺍﻗﺘـ‬

‫ـﺖ ﮐــﻪ ﻧﮕﺎﺷــﺘﻪ ﻭ ﺍﺯ ﺳــﺎﻝ‬ ‫ـ ﮐــﺸﺎﻭﺭﺯﻱ« ﺍﺳـ‬

‫‪١٣٤٠‬ـ‪ ١٣٨٠‬ﺩﺭ ﺷﺶ ﻣﻮﺿﻮﻉ ﺑﺎ ﺍﻳﻦ ﻋﻨـﺎﻭﻳﻦ ﻃﺒﻘـﻪﺑﻨـﺪﻱ‬ ‫ﺷﺪﻩ ﺍﺳﺖ‪ :‬ﺍﺻﻼﺣﺎﺕ ﺍﺭﺿـﻲ ﺩﺭ ﺍﻳـﺮﺍﻥ؛ ﺑﺮﺭﺳـﻲ ﻧﻬﺎﺩﻫـﺎﻱ‬ ‫ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﺩﺭ ﺭﻭﺳﺘﺎﻫﺎ ﺑﻌﺪ ﺍﺯ ﺍﺟﺮﺍﻱ ﻗـﺎﻧﻮﻥ ﺗﻘـﺴﻴﻢ ﺍﺭﺍﺿـﻲ‬ ‫ـﺸﻮﺭﻫﺎﻱ ﺷــﺮﻕ ﻭ ﻏــﺮﺏ ﺩﺭ‬ ‫ﺑــﺎﺯﻧﮕﺮﻱ ﺑﺮﺧــﻲ ﺗﺠــﺎﺭﺏ ﮐـ‬

‫‪.(٢٠٠٧‬‬ ‫‪ - ١٣٠‬ﺍﺟﺮﺍﻱ ﺁﺭﺍﻱ ﺩﺍﻭﺭﻱ ﺑﺎﺯﺭﮔﺎﻧﻲ ﺧﺎﺭﺟﻲ‪.‬‬

‫ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻲ ﺍﻳﺮﺍﻥ ﺑﻌﺪ ﺍﺯ ﺍﺻﻼﺣﺎﺕ‪.‬‬

‫ﻟﻌﻴﺎ ﺟﻨﻴـﺪﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻮﺳـﺴﻪ ﻣﻄﺎﻟﻌـﺎﺕ ﻭ ﭘﮋﻭﻫـﺸﻬﺎﻱ‬

‫ـﺘﺎﺩﻱ‪ ١٣٦ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺍﺳــ‬ ‫ـﻔﺎﺭ ‪ - .‬ﺗﻬــ‬ ‫ـﺪﺟﻮﺍﺩ ﺻــ‬ ‫ﻣﺤﻤــ‬

‫ـﻮﻣﻴﺰ(‪- .‬‬ ‫ـﺮﻱ )ﺷـ‬ ‫ـﺶ‪ ٤٢٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﻬﺮ ﺩﺍﻧـ‬ ‫ﺣﻘـﻮﻗﻲ ﺷـ‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﺑﻴـﺴﺖ ﻭ ﻫﻔـﺘﻢ‬

‫ﭼﺎﭖ ﺩﻭﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻓﺮﻫﻨـﮓ ﻣـﺸﺮﻕ ﺯﻣـﻴﻦ‪ ٧٦٤ - .‬ﺹ‪) - .‬ﺩﺭ‪٥‬ﺟﻠـﺪ (‬ ‫ـﺎﻟﻴﻨﮕﻮﺭ(‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ﺟﻠــﺪ ﭼﻬــﺎﺭﻡ‪ - .‬ﺭﺣﻠــﻲ )ﮔـ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٩٢٤٦٣- ٦- ٣‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٣٩٣- ٥٨-٣‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ١٣١‬ﺑﺮﺭﺳــﻲ ﺳــﻴﺮ ﺗﺤــﻮﻝ ﺩﺭ ﺩﻳــﺪﮔﺎﻫﻬﺎ ﻭ‬

‫‪ - ١٣٩‬ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻲ ﺍﻳـﺮﺍﻥ‪:‬‬

‫ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻞ ﻣﺠـﺎﻣﻊ ﺑـﻴﻦ ﺍﻟﻤﻠﻠـﻲ ﺩﺭ ﺧـﺼﻮﺹ‬

‫ـﻼﺣﺎﺕ ﻭ‬ ‫ـﺼﻮﺏ ‪ ،١٣٥٨‬ﺍﺻـ‬ ‫ـﻲ ﻣـ‬ ‫ـﺎﻧﻮﻥ ﺍﺳﺎﺳـ‬ ‫ﻗـ‬

‫ﻛﺪﮔـﺬﺍﺭﻱ ﻛـﺎﻻ )ﻳﺎﺩﺩﺍﺷـﺘﻬﺎﻱ ﺗﻮﺿـﻴﺤﻲ‬

‫‪HS‬‬

‫ﺍﺛﺮﺍﺕ ﺯﻳﺴﺖ ﻣﺤﻴﻄﻲ‪.‬‬

‫ﺗﻐﻴﻴﺮﺍﺕ ﻭ ﺗﺘﻤﻴﻢ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ ﻣﺼﻮﺏ ‪.١٣٦٨‬‬

‫‪.(٢٠٠٧‬‬

‫ﻣﺠﺘﺒﻲ ﻏﺮﻭﻱ‪ ،‬ﺍﻣﻴﺮﺣـﺴﻴﻦ ﺍﻳﺰﺩﺩﻭﺳـﺘﺪﺍﺭ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻭﺯﺍﺭﺕ‬

‫ﺗﺪﻭﻳﻦ‪ :‬ﺟﻬـﺎﻧﮕﻴﺮ ﻣﻨـﺼﻮﺭ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﻭﺭﺍﻥ‪ ١٢٨ - .‬ﺹ‪- .‬‬

‫ـﻄﻲ ‪- .‬‬ ‫ـﺮﺍﻫﻴﻢ ﺍﻭﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺑـ‬ ‫ـﺴﻴﻦ ﺁﺭﺍﻡ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺮﺟﻢ‪ :‬ﻏﻼﻣﺤـ‬ ‫ﻣﺘـ‬

‫ـﺮﺍﻥ‪ ٢٧٦ - .‬ﺹ‪- .‬‬ ‫ـﻲ ﺳـﺪﻫﺎﻱ ﺑـﺰﺭﮒ ﺍﻳـ‬ ‫ﻧﻴـﺮﻭ‪ ،‬ﻛﻤﻴﺘـﻪ ﻣﻠـ‬

‫ﺟﻴﺒﻲ )ﺷﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺷـﺼﺖ ﻭ ﻳﻜـﻢ ‪/‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻓﺮﻫﻨـﮓ ﻣـﺸﺮﻕ ﺯﻣـﻴﻦ‪ ٦٢٦ - .‬ﺹ‪) - .‬ﺩﺭ‪٥‬ﺟﻠـﺪ (‬

‫ﻭﺯﻳﺮﻱ )ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﻣﺴﺎﺋﻞ ﻣﻮﺟﻮﺩ‪.‬‬

‫‪٩٦٤- ٨٤٦٠- ٠٢- ٧‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺟﻠــﺪ ﭘــﻨﺠﻢ‪ - .‬ﺭﺣﻠــﻲ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٨٨٩١- ٠٧-٢‬‬

‫‪٣٣٩‬‬

‫ﺷﺎﺑﮏ ‪:‬‬ ‫‪" - ١٣٢‬ﺣﻘﻮﻕ ﺑﻴﻦ ﺍﻟﻤﻠﻞ ﺍﺳـﻼﻣﻲ ﻭ ﻣﻘﺎﻳـﺴﻪ ﺁﻥ‬

‫‪ - ١٤٠‬ﻗﺎﻧﻮﻥ ﻣﺪﻳﺮﻳﺖ ﺧﺪﻣﺎﺕ ﻛﺸﻮﺭﻱ‪.‬‬

‫‪ - ١٢٤‬ﺍﻗﺘﺼﺎﺩ ﻛﻼﻥ‪.‬‬

‫ﺑﺎ ﻣﻨﺸﻮﺭ ﺳﺎﺯﻣﺎﻥ ﻣﻠﻞ ﻣﺘﺤﺪ"‪.‬‬

‫ﺗﻴﻤﻮﺭ ﺭﺣﻤﺎﻧﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺑـﺮﺍﺩﺭﺍﻥ‪ ٢٤٨ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠـﺪ‬

‫ﻋﺒــﺪﺍﷲ ﻛﺮﻣــﺎﻧﻲﻧــﮋﺍﺩ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺯﻋــﻴﻢ‪ ٢٣٢ - .‬ﺹ‪- .‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﭘــﻨﺠﻢ ‪٣٠٠٠ /‬‬ ‫ـﻲ )ﺷــﻮﻣﻴﺰ(‪ ٧٠٠٠ - .‬ﺭﻳـ‬ ‫ﺭﻗﻌـ‬

‫( ﺟﻠﺪ ﺍﻭﻝ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٣٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻏﻼﻣﺮﺿــﺎ ﺻــﻔﺎﺭﺯﺍﺩﻩ‪ ،‬ﺣــﺴﻴﻦ ﻧﻴﻜﺨــﻮﺍﻩﺑﻬﺮﺍﻣــﻲ‪ ،‬ﭼﻨﮕﻴــﺰ‬ ‫ﺳﻠﻤﺎﻧﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺍﺭﮒ‪ ،‬ﻛﺘـﺎﺏ ﻣﻬﺮﺑـﺎﻥ ﻧـﺸﺮ‪ ١٧٦ - .‬ﺹ‪.‬‬ ‫ ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬‫‪٩٧٨- ٩٦٤- ٩٦٣٦٦- ٧-٢‬‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٨٥٥١- ٦٩- ٣‬‬ ‫ـﺎﺀ‬ ‫ـﺴﻴﺮ ﺍﺭﺗﻘـ‬ ‫ـﺮﺡ ﻣـ‬ ‫ـﻮﺍﺑﻂ ﻃـ‬ ‫ـﻪ ﺿـ‬ ‫‪ - ١٤١‬ﻣﺠﻤﻮﻋـ‬

‫‪ - ١٣٣‬ﺣﻘﻮﻕ ﺑﻴﻦﺍﻟﻤﻠﻞ ﺧﺼﻮﺻﻲ‪.‬‬

‫ﺷﻐﻠﻲ‪ :‬ﺑﺎ ﺍﻧﻀﻤﺎﻡ ﻣﺠﻤﻮﻋﻪ ﺿـﻮﺍﺑﻂ ﻓـﻮﻕﺍﻟﻌـﺎﺩﻩ‬

‫ـﺰﺍﻥ‪ ٣٥٢ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﻣﻴـ‬ ‫ﻧﺠـﺎﺩﻋﻠﻲ ﺍﻟﻤﺎﺳـﻲ ‪ - .‬ﺗﻬـ‬

‫ﻭﻳﮋﻩ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﺩﺭ ﻭﺯﺍﺭﺕ ﻧﻴﺮﻭ‪.‬‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺷـﺸﻢ ‪٥٠٠٠ /‬‬

‫ﮔﺮﺩﺁﻭﺭﻧــﺪﻩ‪ :‬ﺑﻬــﺮﺍﻡ ﺑﺤــﺮﻱ‪ ،‬ﻣﺮﺍﺩﻋﻠــﻲ ﻋﺒﺎﺳــﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬

‫ﺣﻘﻮﻕ‬

‫ﻋﻠﻢ ﺣﻘﻮﻕ ﻭ ﻣﻄﺎﻟﻌﻪ ﺩﺭ ﻧﻈﺎﻡ ﺣﻘﻮﻗﻲ ﺍﻳﺮﺍﻥ‪.‬‬ ‫ﻋﺒﺎﺳﻌﻠﻲ ﺭﺳﻮﻟﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻓﺮﺍﮔﻴـﺮ ﻫﮕﻤﺘﺎﻧـﻪ‪ ١١٢ - .‬ﺹ‪.‬‬ ‫ ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٣٠٠٠ /‬‬‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١٤٨‬ﺣﻘﻮﻕ ﺑﺸﺮﻱ )ﺍﺳﺎﺱ ﺳﻴﺎﺳﺖ ﻣﻤﻠﻜـﺖ(‬

‫ﻣﻴﺮﺯﺍ ﺳﻴﺪﺍﺑﺮﺍﻫﻴﻢ ﺧﺎﻥﺍﻭﻳﺴﻲ‪.‬‬

‫ﺷــﻴﻮﻩ‪ ٤٦ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪- .‬‬ ‫ﻣﻘﺪﻣﻪ‪ :‬ﻋﻠﻲ ﺍﺻﻐﺮ ﺣﻘﺪﺍﺭ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﻬﺎﺏ‪ ١٦٤ - .‬ﺹ‪- .‬‬ ‫‪٩٦٤- ٥٩٩٧- ٨١- X‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٧٢١٤- ٥٥- ٣‬‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١٣٤‬ﺣﻘﻮﻕ ﺟﺰﺍﻱ ﺑﻴﻦﺍﻟﻤﻠﻞ‪.‬‬ ‫ﺣﻘﻮﻕ ﻧﻈﺎﻣﻲ‪ ،‬ﺗﺠﺎﺭﻱ‪ ،‬ﻣﺎﻟﻴﺎﺗﻲ ﻭ ﺻﻨﻌﺘﻲ‬

‫ﺣﺴﻦ ﭘﻮﺭﺑﺎﻓﺮﺍﻧﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺟﻨﮕـﻞ‪ ٢٤٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٣٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٢٨٧٣- ٧١- ٥‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٠٠٨- ٨١- ٥‬‬

‫ﻣﻴﺮﺯﺍ ﺳﻴﺪﺍﺑﺮﺍﻫﻴﻢ ﺧﺎﻥ ﻭ ﺑﻴﺎﻥ ﻧﺎﻣـﻪ ﺣﻘـﻮﻕ ﺑـﺸﺮ‬

‫‪٣٤٠‬‬

‫ـﻪﻱ‬ ‫ـﻪﺍﻱ ﻣﻘﺪﻣـ‬ ‫ـﺴﺖ ﭼﻬﺎﺭﮔﺰﻳﻨـ‬ ‫ـﺼﺪ ﺗـ‬ ‫‪ - ١٢٥‬ﭘﺎﻧـ‬

‫‪٩٧٨- ٩٦٤- ٨٢٤١- ٧٤- ٧‬‬

‫‪ - ١٤٧‬ﺣﺴﺎﺑﺪﺍﺭﻱ ﻣﺎﻟﻴﺎﺗﻲ‪.‬‬ ‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﻳﻮﺳﻒ ﺭﻭﻧﻖ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻓـﺮﻣﻨﺶ‪ ٦٤ - .‬ﺹ‪- .‬‬

‫ﺳﻴﺰﺩﻫﻢ ‪ ٦٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٤١- ٧٤- ٧‬‬

‫‪ - ١٤٦‬ﺗﻔﺴﻴﺮ ﺳﻴﺴﺘﻢ ﻫﻤﺎﻫﻨﮓ ﺷﺪﻩ ﺗﻮﺻـﻴﻒ ﻭ‬

‫ﻧﻈﺎﻡﻫﺎﻱ ﺑﻬﺮﻩﺑﺮﺩﺍﺭﻱ ﺍﺯ ﺳﺮﺯﻣﻴﻦ ﻭ ﺑﺮﺭﺳـﻲ ﺳﻴﺎﺳـﺖ ﻫـﺎ ﻭ‬

‫‪٩٦٤- ٩١٩٦٧- ٤- ٩‬‬

‫‪HS‬‬

‫ـﻄﻲ ‪- .‬‬ ‫ـﺮﺍﻫﻴﻢ ﺍﻭﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺑـ‬ ‫ـﺴﻴﻦ ﺁﺭﺍﻡ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺮﺟﻢ‪ :‬ﻏﻼﻣﺤـ‬ ‫ﻣﺘـ‬

‫ﺯﻣﻴﻨﻪ ﻱ ﮐﺸﺎﻭﺭﺯﻱ ﺑﺎ ﺑﺮﺭﺳـﻲ ﻭﺿـﻊ ﺍﻋﺘﺒـﺎﺭﺍﺕ ﮐـﺸﺎﻭﺭﺯﻱ؛‬

‫ﺍﻗﺘﺼﺎﺩ ﻛﻼﻥ ﻭ ﻣﺒﺎﺣﺚ ﻭﺍﺑﺴﺘﻪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٣٠- ٠٨٤-٣‬‬

‫‪ - ١٤٥‬ﺗﻔﺴﻴﺮ ﺳﻴﺴﺘﻢ ﻫﻤﺎﻫﻨﮓ ﺷﺪﻩ ﺗﻮﺻـﻴﻒ ﻭ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٨١- ٢٤٦- ٥‬‬

‫‪٣٤٣‬‬

‫‪٩٦٤- ٦٩٧- ٦٥٧-٣‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺭ ﺳــﻴﺮ ﺗــﺎﺭﻳﺨﻲ ﺍﻧﺪﻳــﺸﻪﻱ‬ ‫ﻣﺸﺮﻭﻃﻴﺖ ﻭﺍﻳﺪﻩﻫـﺎﻱ ﻗـﺎﻧﻮﻥ‬

‫‪ - ١٤٢‬ﺗﻔﺴﻴﺮ ﺳﻴﺴﺘﻢ ﻫﻤﺎﻫﻨﮓ ﺷﺪﻩ ﺗﻮﺻـﻴﻒ ﻭ‬ ‫ﺧــﻮﺍﻫﻲ ﺍﻳﺮﺍﻧﻴــﺎﻥ‪ ،‬ﺗﻮﺟــﻪ ﺑــﻪ‬

‫ـﺎﻱ ﺣﻘــﻮﻗﻲ‬ ‫ـﻲ ﺩﺭ ﻧﻈﺎﻣﻬـ‬ ‫ـﻮﻕ ﺗﻄﺒﻴﻘـ‬ ‫‪ - ١٢٦‬ﺣﻘـ‬ ‫ﻣﻌﺎﺻﺮ‪.‬‬ ‫ـﻲ‬ ‫ـﻞ‪ ٢٠٨ - .‬ﺹ‪ - .‬ﺭﻗﻌـ‬ ‫ـﺎﻧﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺟﻨﮕـ‬ ‫ﻣﺤﻤـﻮﺩ ﻋﺮﻓـ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٨٩١٧- ٨٧- ٦‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ١٢٧‬ﺩﺭﺁﻣﺪﻱ ﺑـﺮ ﺣﻘـﻮﻕ ﺗﻄﺒﻴﻘـﻲ ﻭ ﺩﻭ ﻧﻈـﺎﻡ‬ ‫ﺑﺰﺭﮒ ﺣﻘﻮﻗﻲ ﻣﻌﺎﺻﺮ‪.‬‬ ‫ـﺴﻴﻦ‬ ‫ـﺮﺟﻢ‪ :‬ﺳﻴﺪﺣـ‬ ‫ـﭙﻴﻨﻮﺯﻱ؛ ﻣﺘـ‬ ‫ـﺮﻩﺍﺳـ‬ ‫ـﺎﻣﻲ ﮊﻭﻓـ‬ ‫ـﺪ‪ ،‬ﻛـ‬ ‫ﺭﻧـﻪ ﺩﺍﻭﻳـ‬ ‫ﺻــﻔﺎﻳﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﻣﻴــﺰﺍﻥ‪ ٣٠٤ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻫﻔﺘﻢ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٧٨٩٦- ٢٦- ٣‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺖ‬ ‫ـﺎﻱ ﻭﻛﺎﻟـ‬ ‫ـﻪ ﺁﺯﻣﻮﻧﻬـ‬ ‫ـﺎﻣﻠﺘﺮﻳﻦ ﻣﺠﻤﻮﻋـ‬ ‫‪ - ١٢٨‬ﻛـ‬

‫‪ - ١٣٥‬ﻣﻨﺸﻮﺭ ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻞ ﻣﺘﺤـﺪ‪ :‬ﻫﻤـﺮﺍﻩ ﺑـﺎ‪:‬‬

‫ﻛﺪﮔـﺬﺍﺭﻱ ﻛـﺎﻻ )ﻳﺎﺩﺩﺍﺷـﺘﻬﺎﻱ ﺗﻮﺿـﻴﺤﻲ‬

‫ﺍﺳﺎﺳــﻨﺎﻣﻪ ﺩﻳــﻮﺍﻥ ﺑــﻴﻦﺍﻟﻤﻠﻠــﻲ ﺩﺍﺩﮔــﺴﺘﺮﻱ‬

‫‪.(٢٠٠٧‬‬

‫ﻋﻬﺪﻧﺎﻣﻪ ‪ ١٩٦٩‬ﻭﻳﻦ ﺩﺭ ﺧﺼﻮﺹ ‪....‬‬ ‫ـﺪ‪ ١٧٦ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﻣﺠـ‬ ‫ـﺸﺎﻩ ‪ - .‬ﺗﻬـ‬ ‫ـﺖ ﺩﻭﻟﺘـ‬ ‫ـﺪﻭﻳﻦ‪ :‬ﺣﺠـ‬ ‫ﺗـ‬ ‫ﺟﻴﺒﻲ )ﺷﻮﻣﻴﺰ(‪ ١٢٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﭼﻬـﺎﺭﻡ ‪٢٠٠٠ /‬‬

‫ﺩﺍﺩﮔﺴﺘﺮﻱ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٧٨٢٠- ١٥- ١‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ـﻄﻲ ‪- .‬‬ ‫ـﺮﺍﻫﻴﻢ ﺍﻭﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺑـ‬ ‫ـﺴﻴﻦ ﺁﺭﺍﻡ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺮﺟﻢ‪ :‬ﻏﻼﻣﺤـ‬ ‫ﻣﺘـ‬ ‫ﺗﻬﺮﺍﻥ‪ :‬ﻓﺮﻫﻨـﮓ ﻣـﺸﺮﻕ ﺯﻣـﻴﻦ‪ ٦٣٦ - .‬ﺹ‪) - .‬ﺩﺭ‪٥‬ﺟﻠـﺪ (‬ ‫ـﺪ ﺍﻭﻝ‪ - .‬ﺭﺣﻠـــﻲ )ﮔـــﺎﻟﻴﻨﮕﻮﺭ(‪ - .‬ﭼـــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ﺟﻠــ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻧﻮﺷـــﺘﻪﻫـــﺎﯼ ﺣﻘـــﻮﻗﻲ ﺩﺭ‬ ‫ـﻲ‬ ‫ﺩﻭﺭﻩﻱ ﻗﺎﺟﺎﺭﻳـﻪ ﻭ ﺩﺭ ﻣﻴـﺎﻥ ﻧﺨﺒﮕـﺎﻥ ﺳﻴﺎﺳـﻲ ـ ﻓﺮﻫﻨﮕـ‬ ‫ﺍﻳﺮﺍﻥ‪ ،‬ﺧﺼﻮﺻ ﹰﺎ ﮐﺎﺭﮔﺰﺍﺭﺍﻥ ﻭ ﻣـﺎﻣﻮﺭﺍﻥ ﻭﺯﺍﺭﺕ ﺍﻣـﻮﺭ ﺧﺎﺭﺟـﻪ‪،‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٤١- ٧٤-٧‬‬

‫ﭘﺪﻳﺪﺍﺭ ﺷﺪ‪ .‬ﮐﺘﺎﺏ ﺣﺎﺿـﺮ ﻣـﺸﺘﻤﻞ ﺑـﺮ ﺩﻭ ﺭﺳـﺎﻟﻪﻱ ﺣﻘـﻮﻗﻲ‬

‫ـﺴﺘﺮﺵ‬ ‫ـﺪﺍﻳﺶ ﻭ ﮔـ‬ ‫ـﺮﺏ ﺩﺭ ﭘﻴـ‬ ‫ـﺶ ﻏـ‬ ‫‪ - ١٣٦‬ﻧﻘـ‬ ‫ﺍﺧﺘﻼﻓﺎﺕ ﻣﺮﺯﻱ‪.‬‬

‫ﻛﺪﮔـﺬﺍﺭﻱ ﻛـﺎﻻ )ﻳﺎﺩﺩﺍﺷـﺘﻬﺎﻱ ﺗﻮﺿـﻴﺤﻲ‬

‫ﻣﺤﻤﺪﺍﻣﻴﺮ ﺷـﻴﺦﻧـﻮﺭﻱ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻣﺤﻤـﺪﺭﺣﻴﻢ ﻋﻴﻮﺿـﻲ ‪- .‬‬ ‫ﺗﻬﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﺍﻧﺘـﺸﺎﺭﺍﺕ ﭘﮋﻭﻫـﺸﮕﺎﻩ ﻓﺮﻫﻨـﮓ ﻭ ﺍﻧﺪﻳـﺸﻪ‬ ‫ﺍﺳﻼﻣﻲ‪ ٤٥٢ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪ ٤٤٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪ - ١٤٣‬ﺗﻔﺴﻴﺮ ﺳﻴﺴﺘﻢ ﻫﻤﺎﻫﻨﮓ ﺷﺪﻩ ﺗﻮﺻـﻴﻒ ﻭ‬

‫‪٩٦٤- ٨٣٥٢- ٦١- ٥‬‬

‫‪HS‬‬

‫‪.(٢٠٠٧‬‬ ‫ـﻄﻲ ‪- .‬‬ ‫ـﺮﺍﻫﻴﻢ ﺍﻭﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺑـ‬ ‫ـﺴﻴﻦ ﺁﺭﺍﻡ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺮﺟﻢ‪ :‬ﻏﻼﻣﺤـ‬ ‫ﻣﺘـ‬ ‫ﺗﻬﺮﺍﻥ‪ :‬ﻓﺮﻫﻨـﮓ ﻣـﺸﺮﻕ ﺯﻣـﻴﻦ‪ ٦٨٢ - .‬ﺹ‪) - .‬ﺩﺭ‪٥‬ﺟﻠـﺪ (‬ ‫ـﺎﻟﻴﻨﮕﻮﺭ(‪ - .‬ﭼـــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ـﺪ ﺩﻭﻡ‪ - .‬ﺭﺣﻠـــﻲ )ﮔــ‬ ‫ﺟﻠــ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫‪٣٤٢‬‬

‫ﺳﻴﺎﺳــﺖ ﻣﻤﻠﮑــﺖ(" ﺍﺛــﺮ ﻣﻴــﺮﺯﺍ ﺳــﻴﺪﺍﺑﺮﺍﻫﻴﻢ ﺧــﺎﻥ؛ ﻭﻱ‬ ‫ـﻮﺩ‪ .‬ﻭﯼ ﭘــﺲ‬ ‫ـﺮﻭﺕ ﺑـ‬ ‫ـﻮﻕ ﺩﺭ ﺑﻴـ‬ ‫ـﻢ ﺣﻘـ‬ ‫ـﻪﻱ ﻋﻠـ‬ ‫ـﺶﺁﻣﻮﺧﺘـ‬ ‫ﺩﺍﻧـ‬ ‫ﺗﺤﺼﻴﻼﺕ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﻓﺮﺍﻧﺴﻪ ﺗﮑﻤﻴـﻞ ﮐـﺮﺩ‪ .‬ﺍﻭ ﺩﺭ ﻣﺮﺍﺟﻌـﺖ‬ ‫ﺑﻪ ﺍﻳﺮﺍﻥ ﺩﺭ ﻭﺯﺍﺭﺕ ﻋﺪﻟﻴﻪ ﺑـﺎ ﺳـﻤﺖ ﺭﻳﺎﺳـﺖ ﺍﺩﺍﺭﻩﻱ ﺗﻨﻘـﻴﺢ‬ ‫ـﻪ ﺍﺩﺍﺭﻩﻱ‬ ‫ـﭙﺲ ﺑـ‬ ‫ـﺪ ﻭ ﺳـ‬ ‫ـﻪ ﮐـﺎﺭ ﺷـ‬ ‫ـﺸﻤﻮﻝ ﺑـ‬ ‫ـﻮﺍﻧﻴﻦ ﻣـ‬ ‫ﻟـﻮﺍﻳﺢ ﻗـ‬ ‫ﻗﻮﺍﻧﻴﻦ ﺭﻓﺖ‪ .‬ﺭﺳﺎﻟﻪﻱ ﺩﻭﻡ "ﺑﻴﺎﻧـﻪ ﻧﺎﻣـﻪﻱ ﺣﻘـﻮﻕ ﺑـﺸﺮ" ﺍﺛـﺮ‬ ‫ـﺎﻏﻞ ﺩﺭ ﻭﺯﺍﺭﺕ‬ ‫ـﺎﻥ ﺷـ‬ ‫ـﺴﻲ ـ ﺍﺯ ﻧﺨﺒﮕـ‬ ‫ـﺪﺧﺎﻥ ﺍﻭﻳـ‬ ‫ـﻲ ﻣﺤﻤـ‬ ‫ﻋﻠـ‬

‫‪٩٧٨- ٩٦٤- ٨٢٤١- ٧٤-٧‬‬

‫ﺍﻣﻮﺭ ﺧﺎﺭﺟﻪ ﺁﻥ ﺩﻭﺭﻩ‬

‫ﺣﻘﻮﻕ ﺍﺳﺎﺳﻲ ﻭ ﺍﺩﺍﺭﻱ‬ ‫‪٩٧٨- ٩٦٤- ٩٨١- ٢٠٢- ١‬‬

‫ﺷــــﻤﺎﺭ ﻣــــﻲﺭﻭﺩ؛ ﺍﻭﻟــــﻴﻦ‬

‫ﻋﺼﺮ ﻣﺸﺮﻭﻃﻴﺖ ﺍﺳﺖ‪ :‬ﺭﺳـﺎﻟﻪ ﻱ "ﺣﻘـﻮﻕ ﺑـﺸﺮﻱ )ﺍﺳـﺎﺱ‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٤٦٥٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻪ‬ ‫ـﻲ ﺑــ‬ ‫ـﺴﺎﺋﻞ ﺍﺳﺎﺳــ‬ ‫ﺁﻥ ﺍﺯ ﻣــ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪ -‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺳﻤﻴﻪ ﺳـﻠﻴﻤﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺟﻨﮕـﻞ‪ ،‬ﺟﺎﻭﺩﺍﻧـﻪ‪ ٣٣٢ - .‬ﺹ‪- .‬‬

‫‪HS‬‬

‫ﺣﻘﻮﻕ ﻭ ﺑﺮﺭﺳﻲ ﺍﺑﻌﺎﺩ ﻣﺨﺘﻠـﻒ‬

‫‪ - ١٤٤‬ﺗﻔﺴﻴﺮ ﺳﻴﺴﺘﻢ ﻫﻤﺎﻫﻨﮓ ﺷﺪﻩ ﺗﻮﺻـﻴﻒ ﻭ‬ ‫ﻛﺪﮔـﺬﺍﺭﻱ ﻛـﺎﻻ )ﻳﺎﺩﺩﺍﺷـﺘﻬﺎﻱ ﺗﻮﺿـﻴﺤﻲ‬

‫‪HS‬‬

‫ـ ﻭ ﺗﻔﺴﻴﺮﻱ ﺑﺮ ﺣﻘﻮﻕ ﺑـﺸﺮ ﻭ ﮔﻮﻳـﺎﻱ‬

‫ﺁﺯﺍﺩﻱﻫﺎﻱ ﻣﺮﺩﻡ ﺩﺭ ﺍﺭﻭﭘﺎ ﻭ ﺭﻭﺳﻴﻪ ﺍﺳﺖ‪.‬‬

‫‪ - ١٤٩‬ﺭﺍﻫﻨﻤﺎ ﻭ ﺷﺮﺡ ﻣﺒﺤﺚ ﺩﻫﻢ ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ‬

‫‪ - ١٣٧‬ﺣﻘﻮﻕ ﺍﺩﺍﺭﻱ ﺗﻄﺒﻴﻘﻲ‪ :‬ﺣﺎﻛﻤﻴـﺖ ﻗـﺎﻧﻮﻥ ﻭ‬

‫‪.(٢٠٠٧‬‬

‫ـﺮﺡ ﻭ ﺍﺟــﺮﺍﻱ ﺳــﺎﺧﺘﻤﺎﻥﻫــﺎﻱ‬ ‫ﺳــﺎﺧﺘﻤﺎﻥ‪ :‬ﻃـ‬

‫ﺣﻘﻮﻗﻲ ﺍﻳﺮﺍﻥ‪.‬‬

‫ﺩﺍﺩﺭﺳﻲ ﺍﺩﺍﺭﻱ ﺗﻄﺒﻴﻘﻲ ﺩﺭ ﭼﻨﺪ ﻛﺸﻮﺭ ﺑﺰﺭﮒ‪.‬‬

‫ـﻄﻲ ‪- .‬‬ ‫ـﺮﺍﻫﻴﻢ ﺍﻭﺳـ‬ ‫ـﺘﺎﺭ‪ :‬ﺍﺑـ‬ ‫ـﺴﻴﻦ ﺁﺭﺍﻡ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺮﺟﻢ‪ :‬ﻏﻼﻣﺤـ‬ ‫ﻣﺘـ‬

‫ﻓﻮﻻﺩﻱ‪.‬‬

‫ﻧﺎﺻﺮ ﻛﺎﺗﻮﺯﻳﺎﻥ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺳـﻬﺎﻣﻲ ﺍﻧﺘـﺸﺎﺭ‪٣٨٦ - .‬‬

‫ﻣﻨـﻮﭼﻬﺮ ﻃﺒﺎﻃﺒـﺎﺋﻲﻣـﻮﺗﻤﻨﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻓﺮﻫﻨـﮓ ﻣـﺸﺮﻕ ﺯﻣـﻴﻦ‪ ٦١٦ - .‬ﺹ‪) - .‬ﺩﺭ‪٥‬ﺟﻠـﺪ (‬

‫ﻣﻬﺪﻱ ﭘﺮﻭﻳﻨﻲ‪ ،‬ﺣﻤﻴﺪﺭﺿـﺎ ﻋﺰﻳـﺰﻱ‪ ،‬ﻋﻠﻴﺮﺿـﺎ ﺷـﻴﺮﺍﺯﻳﺎﻥ ‪- .‬‬

‫ـﺎﭖ‬ ‫ـﺎﻝ‪ - .‬ﭼــ‬ ‫ـﺎﻟﻴﻨﮕﻮﺭ(‪ ٥٨٥٠٠ - .‬ﺭﻳــ‬ ‫ـﺮﻱ )ﮔــ‬ ‫ﺹ‪ - .‬ﻭﺯﻳــ‬

‫ـﻤﺖ(‪١٨٨ - .‬‬ ‫ـﺸﮕﺎﻫﻬﺎ )ﺳـ‬ ‫ـﺴﺎﻧﻲ ﺩﺍﻧـ‬ ‫ـﻮﻡ ﺍﻧـ‬ ‫ـﺐ ﻋﻠـ‬ ‫ﺗـﺪﻭﻳﻦ ﻛﺘـ‬

‫ﺟﻠــﺪ ﺳــﻮﻡ‪ - .‬ﺭﺣﻠــﻲ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﺳﻴﻤﺎﻱ ﺩﺍﻧـﺶ‪ ٢٤٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫ـﺎﭖ ﺩﻭﻡ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ١٨٥٠٠ - .‬ﺭﻳـ‬ ‫ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪ ٥٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ١٥٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺎﻡ‬ ‫ـﻪ ﺩﺭ ﻧﻈـ‬ ‫ـﻢ ﺣﻘـﻮﻕ ﻭ ﻣﻄﺎﻟﻌـ‬ ‫‪ - ١٢٩‬ﻣﻘﺪﻣـﻪ ﻋﻠـ‬

‫ﺷﺼﺖ ﻭ ﭼﻬﺎﺭﻡ ‪ ٥٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٧٣٥- ٠٣- ٤‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٤١- ٧٤-٧‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٩٧٢- ٤٨- ١‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۹‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫‪ - ١٥٠‬ﺭﺍﻫﻨﻤﺎﻱ ﻣﺒﺤﺚ ﻧـﻮﺯﺩﻫﻢ ﻣﻘـﺮﺭﺍﺕ ﻣﻠـﻲ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳﻌﻪ ﺍﻳﺮﺍﻥ‪ ١٦٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﮊﻱ(‪:‬‬ ‫ـﺼﺮﻑ ﺍﻧـ‬ ‫ـﻮﻳﻲ ﺩﺭ ﻣـ‬ ‫ـﺮﻓﻪﺟـ‬ ‫ـﺎﺧﺘﻤﺎﻥ ) ﺻـ‬ ‫ﺳـ‬

‫‪ ٢٠٠٠٠ -‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻋﺎﻳﻖﻛﺎﺭﻱ ﺣﺮﺍﺭﺗﻲ ﭘﻮﺳﺘﻪ ﺧﺎﺭﺟﻲ ﺳﺎﺧﺘﻤﺎﻥﻫﺎ‪.‬‬ ‫ﺗﻬﻴﻪ ﻛﻨﻨﺪﻩ‪ :‬ﺩﻓﺘﺮﺗـﺪﻭﻳﻦ ﻭ ﺗـﺮﻭﻳﺞ ﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬ ‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳـﻌﻪ ﺍﻳـﺮﺍﻥ‪ ١٠٨ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠـﺪ ( ﺟﻠـﺪ‬ ‫ﺍﻭﻝ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﻫﻔـﺘﻢ ‪/‬‬ ‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪ - ١٥١‬ﻗﺮﺍﺭﺩﺍﺩﻫﺎﻱ ﻟﻴﺴﺎﻧﺲ‪.‬‬

‫‪ - ١٥٩‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ ﻣﺒﺤـﺚ‬ ‫ﺷﺎﻧﺰﺩﻫﻢ‪ :‬ﺗﺎﺳﺴﻴﺎﺕ ﺑﻬﺪﺍﺷﺘﻲ‪.‬‬ ‫ﺗﻬﻴﻪ ﻛﻨﻨﺪﻩ‪ :‬ﺩﻓﺘﺮﺗـﺪﻭﻳﻦﻭ ﺗـﺮﻭﻳﺞﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫‪ ٢٣٢‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٠٠- ١٩- ٥‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪ - ١٦٠‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ‪ :‬ﻣﺒﺤـﺚ‬ ‫ﺷﺸﻢ‪ :‬ﺑﺎﺭﻫﺎﻱ ﻭﺍﺭﺩ ﺑﺮ ﺳﺎﺧﺘﻤﺎﻥ‪.‬‬ ‫ﺗﻬﻴﻪ ﻛﻨﻨﺪﻩ‪ :‬ﺩﻓﺘﺮﺗـﺪﻭﻳﻦﻭ ﺗـﺮﻭﻳﺞﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳـﻌﻪ ﺍﻳـﺮﺍﻥ‪ ٤٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬ ‫ ‪ ١٢٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٤٧- ٨‬‬

‫‪ - ١٦٨‬ﺣﻘﻮﻕ ﺟﺰﺍ )‪ :(٤‬ﺁﺭﺍﺀ ﻭ ﺭﻭﻳﻪﻫﺎﻱ ﻗﻀﺎﺋﻲ‪.‬‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ ٥٩٥٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪/‬‬

‫‪ - ١٦١‬ﻣﻘﺮﺭﺍﺕ ﻣﻠﻲ ﺳﺎﺧﺘﻤﺎﻥ‪ :‬ﻣﺒﺤﺚ ﻫﺠـﺪﻫﻢ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٥- ٢٢١-٢‬‬

‫ﺗﻬﻴﻪ ﻛﻨﻨﺪﻩ‪ :‬ﺩﻓﺘﺮﺗـﺪﻭﻳﻦﻭ ﺗـﺮﻭﻳﺞﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٥- ١٤٨-٢‬‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳـﻌﻪ ﺍﻳـﺮﺍﻥ‪ ٤٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬ ‫ ‪ ٨٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٠٩- ٦‬‬

‫‪ - ١٧٠‬ﻗﺎﻧﻮﻥ ﻣﺠﺎﺯﺍﺕ ﺍﺳﻼﻣﻲ‪ :‬ﺣﺪﻭﺩ ‪ -‬ﻗـﺼﺎﺹ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ -‬ﺩﻳﺎﺕ ‪ -‬ﺗﻌﺰﻳﺮﺍﺕ ﻭ ﻣﺠﺎﺯﺍﺕﻫﺎﻱ ﺑﺎﺯﺩﺍﺭﻧـﺪﻩ ﺑـﺎ‬

‫ﺩﺭ ﺣﺎﻝ ﺣﺎﺿـﺮ ﺻـﺪﻫﺎ ﻣﺮﻛـﺰ‬

‫ﺁﺧﺮﻳﻦ ﺍﺻﻼﺣﻴﻪ ﻫﺎ ﻭ ﺍﻟﺤﺎﻗﺎﺕ‪ :‬ﻫﻤـﺮﺍﻩ ﺑـﺎ ﻗـﺎﻧﻮﻥ‬ ‫ﺗﻌﺰﻳﺮﺍﺕ ﺣﻜﻮﻣﺘﻲ‪ ،‬ﻗﺎﻧﻮﻥ ﺗﺸﺪﻳﺪ ‪....‬‬

‫‪٣٤٤‬‬

‫ـﺪﺍﺭ‪٣٢٠ - .‬‬ ‫ـﺸﺮ ﺩﻳـ‬ ‫ـﺮﺍﻥ‪ :‬ﻧـ‬ ‫ـﺼﻮﺭ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﻧﮕﻴﺮ ﻣﻨـ‬ ‫ـﺪﻭﻳﻦ‪ :‬ﺟﻬـ‬ ‫ﺗـ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳـﻌﻪ ﺍﻳـﺮﺍﻥ‪ ٦٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬ ‫‪ ١٢٠٠٠ -‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺩﻭﻡ ‪٢٠٠٠ /‬‬

‫‪ - ١٥٤‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ‪ :‬ﻣﺒﺤـﺚ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﭼﻬﺎﺭﺩﻫﻢ‪ :‬ﺗﺎﺳﺴﻴﺎﺕ ﮔﺮﻣـﺎﻳﻲ‪ ،‬ﺗﻌـﻮﻳﺾ ﻫـﻮﺍ ﻭ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٧٨٦- ٢٦-٢‬‬

‫ﺑﻴﻦﺍﻟﻤﻠﻠﻲ‪.‬‬ ‫ـﺪﺍﻧﻴﺎﻥ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪:‬‬ ‫ـﻮﻕ ﺯﻧـ‬ ‫ـﺎﻉ ﺍﺯ ﺣﻘـ‬ ‫ـﻦ ﺩﻓـ‬ ‫ـﺪﻩ‪ :‬ﺍﻧﺠﻤـ‬ ‫ﮔﺮﺩﺁﻭﺭﻧـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٨١- ١٢٢-٢‬‬

‫ﺍﻃﻼﻉﺭﺳـﺎﻧﻲ ﻋﻠﻤـﻲ‪ ،‬ﻧﺎﺷـﻨﺎﺧﺘﻪ ﻭ ﺩﺭ ﻣـﻮﺍﺭﺩﻱ ﺑـﻲﺍﺳـﺘﻔﺎﺩﻩ‬ ‫ﻣﺎﻧﺪﻩﺍﻧﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﻫﺮ ﻣﺤﺼﻮﻟﻲ ﺑﺮﺍﻱ ﻣـﺼﺮﻑﻛﻨﻨـﺪﻩﺍﻱ‬ ‫ﺗﻮﻟﻴﺪ ﻣﻲﺷـﻮﺩ‪ .‬ﺍﺯ ﻫﻤـﻴﻦ ﺭﻭ ﺩﺭ ﻋﻠـﻢ ﺍﻗﺘـﺼﺎﺩ‪ ،‬ﻣـﺼﺮﻑ ﺑـﻪ‬

‫ﻣﺤﻤـﻮﺩ ﻛﻤـﺎﻟﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﮔﻮﺍﻫـﺎﻥ‪ ١٨٨ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬ ‫ـﻲ ﺩﺭ‬ ‫ـﺎﻱ ﻋﻠﻤـ‬ ‫ـﺎﻥﻧﺎﻣـﻪﻫـ‬ ‫‪ - ١٧٢‬ﮔﺰﻳـﺪﻩﺍﻱ ﺍﺯ ﭘﺎﻳـ‬

‫ﻣﻨﺰﻟﻪﻱ ﻣﻮﺗﻮﺭ ﻣﺤـﺮﻙ ﺗﻮﻟﻴـﺪ ﺷـﻨﺎﺧﺘﻪ ﺷـﺪﻩ ﺍﺳـﺖ‪ .‬ﻣﺠﻠـﺪ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٦٤- ٩١٢٢١- ٢- ٥‬‬

‫ﭼﻬﺎﺭﻡ ﺍﻟﺰﺍﻣﺎﺕ ﻋﻤﻮﻣﻲ ﺳﺎﺧﺘﻤﺎﻥ‪.‬‬ ‫ـﺪ ﺍﻭﻝ‪.‬‬ ‫ـﻪ‪ ٣٤٠ - .‬ﺹ‪ - .‬ﺟﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺟﺎﻭﺩﺍﻧـ‬ ‫ـﺶﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬ ‫ﺩﺭﻭﻳـ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳـﻌﻪ ﺍﻳـﺮﺍﻥ‪ ٧٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬ ‫ﺍﺿﺎﻓﺎﺕ(‪.‬‬

‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬

‫ﺳﻴﺪﻋﺰﺕ ﺍﷲ ﻋﺮﺍﻗﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ـﻤﺖ(‪ ٣٢٠ - .‬ﺹ‪- .‬‬ ‫ـﺸﮕﺎﻫﻬﺎ )ﺳـ‬ ‫ـﺴﺎﻧﻲ ﺩﺍﻧـ‬ ‫ـﻮﻡ ﺍﻧـ‬ ‫ـﺐ ﻋﻠـ‬ ‫ﻛﺘـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٥٧٣- ٨٦-٨‬‬

‫ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣١٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﻫــﺸﺘﻢ ‪/‬‬ ‫‪ ١٠٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺯﻣﻴﻨﻪ ﺣﻘﻮﻕ ﻣﺪﻧﻲ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﺩﻭﻡ ﺍﺯ ﻣﺠﻤﻮﻋﻪﻱ ﺣﺎﺿـﺮ ﺣـﺎﻭﻱ ‪ ٩٧‬ﮔﺰﻳـﺪﻩ ﭘﺎﻳـﺎﻥﻧﺎﻣـﻪﻱ‬ ‫ﺣﻘﻮﻗﻲ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻭﺳـﻴﻠﻪﻱ ﻛﺘﺎﺑﺨﺎﻧـﻪﻱ ﻣﺮﻛـﺰﻱ ﻗـﻮﻩﻱ‬ ‫ـﻮﺭﺩ‬ ‫ـﺪﺍﺩ ‪ ٨٩‬ﻣـ‬ ‫ـﻦ ﺗﻌـ‬ ‫ـﺖ‪ .‬ﺍﺯ ﺍﻳـ‬ ‫ـﻴﺪﻩ ﺍﺳـ‬ ‫ـﺎﭖ ﺭﺳـ‬ ‫ـﻪ ﭼـ‬ ‫ـﻀﺎﺋﻴﻪ ﺑـ‬ ‫ﻗـ‬ ‫ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﻘﻄـﻊ ﻛﺎﺭﺷﻨﺎﺳـﻲ ﺍﺭﺷـﺪ ﻭ ‪ ٨‬ﻣـﻮﺭﺩ ﻣﺮﺑـﻮﻁ ﺑـﻪ‬ ‫ﻣﻘﻄﻊ ﺩﻛﺘﺮﻱ ﻫﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﭘﺎﻳﺎﻥﻧﺎﻣﻪﻫﺎ ﻣﻘﻄـﻊ ﺯﻣـﺎﻧﻲ "‪- ٨١‬‬

‫ـﻲ ﺩﺭ‬ ‫ـﺎﻱ ﻋﻠﻤـ‬ ‫ـﺎﻥﻧﺎﻣـﻪﻫـ‬ ‫‪ - ١٧٣‬ﮔﺰﻳـﺪﻩﺍﻱ ﺍﺯ ﭘﺎﻳـ‬

‫‪٩٧٨- ٩٦٤- ٥٣٠- ٢٠١- ٤‬‬ ‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﻣﻌﺎﻭﻧﺖ ﺁﻣﻮﺯﺵ ﻗﻮﻩ ﻗـﻀﺎﻳﻴﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﻣﺤﻤـﺪ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳﻌﻪ ﺍﻳـﺮﺍﻥ‪ ٥٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫‪ - ١٥٧‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ‪ :‬ﻣﺒﺤـﺚ‬

‫ﻓﻌﺎﻟﻴﺖ ﻭ ﺗﻮﻟﻴﺪ ﻋﻠﻤﻲ ﺩﺍﺭﻧـﺪ ﻭ‬

‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫‪ ٢٠٨‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ﺩﻭﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١٦٤‬ﺣﻘﻮﻕ ﻛﺎﺭ )‪) (١‬ﺑﺎ ﺗﺠﺪﻳـﺪﻧﻈﺮ ﺍﺳﺎﺳـﻲ ﻭ‬

‫‪ ١٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ١٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻪ ﺳــﺎﺑﻘﻪﻱ‬ ‫ـﺰ‪ ،‬ﭼﻨــﺪ ﺩﻫـ‬ ‫ﻣﺮﺍﻛـ‬

‫ﻣﻮﺍﺟــﻪ ﻫــﺴﺘﻴﻢ‪ ،‬ﺍﻣــﺎ ﺍﻳــﻦ ﺗﻮﻟﻴــﺪﺍﺕ ﺑــﻪ ﻟﺤــﺎﻅ ﻋــﺪﻡ‬

‫‪٩٦٤- ٧٨٩٦- ٩١- ٣‬‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﻣﻌﺎﻭﻧـﺖ ﺁﻣـﻮﺯﺵ ﻗـﻮﻩ ﻗـﻀﺎﻳﻴﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﻣﺤﻤـﺪ‬

‫ﺩﻭﺍﺯﺩﻫﻢ‪ :‬ﺍﻳﻤﻨﻲ ﻭ ﺣﻔﺎﻇﺖ ﻛﺎﺭ ﺩﺭ ﺣﻴﻦ ﺍﺟﺮﺍ‪.‬‬

‫ﻣــﻲﻛﻨﻨــﺪ‪ .‬ﺑــﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻳــﻦ‬

‫‪ - ١٧١‬ﻛﻠﻴﺎﺕ ﺁﺋﻴﻦ ﺩﺍﺩﺭﺳﻲ ﻛﻴﻔﺮﻱ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻬﻴﻪ ﻭ ﺗﻨﻈﻴﻢ‪ :‬ﺩﻓﺘﺮﺗﺪﻭﻳﻦﻭﺗﺮﻭﻳﺞﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫ﻣﺒﺎﺣﺚ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ ﺗﺤﻘﻴـﻖ‬

‫ـﻪ‪- .‬‬ ‫ـﻞ‪ ،‬ﺟﺎﻭﺩﺍﻧـ‬ ‫ـﺮﺍﻥ‪ :‬ﺟﻨﮕـ‬ ‫ـﺎﺭﻱ ‪ - .‬ﺗﻬـ‬ ‫ـﺖﺟﻮﻳﺒـ‬ ‫ﺭﺟـﺐ ﮔﻠﺪﻭﺳـ‬

‫ﺯﻣﻴﻨﻪ ﺣﻘﻮﻕ ﺟﺰﺍﻱ ﺍﺧﺘﺼﺎﺻﻲ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻮﻕ ﻭ‬ ‫ـﺎﺭﻩﻱ ﺣﻘـ‬ ‫ﭘﮋﻭﻫـﺸﻲ ﺩﺭﺑـ‬

‫ـﺰ‬ ‫ـﺪﻱ ﺍﻳـﻦ ﻣﺮﺍﻛـ‬ ‫ـﻮﻫﻲ ﺍﺯ ﻣﺤـﺼﻮﻝﻫـﺎﻱ ﺗﻮﻟﻴـ‬ ‫ﺣﺎﺿـﺮ ﺑـﺎ ﺍﻧﺒـ‬

‫ﺗﻬﻮﻳﻪ ﻣﻄﺒﻮﻉ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٦٦- ٩‬‬

‫ـﻮﺯﻭﻱ ﻭ‬ ‫ـﺸﮕﺎﻫﻲ‪ ،‬ﺣــــ‬ ‫ﺩﺍﻧــــ‬

‫ﻗﺎﻟﺐ ﭘﺎﻳﺎﻥﻧﺎﻣـﻪﻫـﺎﻱ ﺣﻘـﻮﻗﻲ ﺗﻬﻴـﻪ ﺷـﺪﻩ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺣـﺎﻝ‬

‫ﺗﻬﻴﻪ ﻭ ﺗﻨﻈﻴﻢ‪ :‬ﺩﻓﺘﺮﺗﺪﻭﻳﻦﻭﺗﺮﻭﻳﺞﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫‪ - ١٥٦‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ‪ :‬ﻣﺒﺤـﺚ‬

‫‪٩٧٨- ٩٦٤- ٢٥٧٣- ٩٢- ٩‬‬

‫ﭘﮋﻭﻫﺶ ﻫﺎﻱ ﺯﻳﺎﺩﻱ ﻃﻲ ﺍﻳﻦ ﻣﺪﺕ ﺍﺯ ﺳﻮﻱ ﺍﻳـﻦ ﻣﺮﺍﻛـﺰ ﺩﺭ‬

‫‪ - ١٦٣‬ﺣﻘﻮﻕ ﺯﻧﺪﺍﻧﻴﺎﻥ ﺩﺭ ﻗﻮﺍﻧﻴﻦ ﺩﺍﺧﻠﻲ ﻭ ﺍﺳـﻨﺎﺩ‬

‫‪ ١٢٠٠٠ -‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺗﺎﺭﻳﺨﻲ‪ ،‬ﻓﻠﺴﻔﻲ ﻭ ﺗﻄﺒﻴﻘﻲ ﺑﻮﺩﻩ ﺣﺬﻑ ﺷﺪﻩﺍﻧﺪ‪.‬‬

‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٨٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬

‫‪ - ١٦٢‬ﺣﻘﻮﻕ ﺗﺎﻣﻴﻦ ﺍﺟﺘﻤﺎﻋﻲ‪.‬‬

‫‪ - ١٥٥‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ ﻣﺒﺤـﺚ‬

‫ﭘﺎﻳﺎﻥﻧﺎﻣﻪﻫﺎ ﻣﺴﺎﺋﻞ ﻋﻤﻠﻲ ﻭ ﻣﺒﺘﻼﺑﻪ ﻗﻀﺎﺕ ﺍﺳـﺖ‪ .‬ﺑـﺮ ﺍﻳـﻦ‬

‫ـﺪ ﺩﻭﻡ‪.‬‬ ‫ـﻪ‪ ٥٨٨ - .‬ﺹ‪ - .‬ﺟﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺟﺎﻭﺩﺍﻧـ‬ ‫ﺩﺭﻭﻳـﺶﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬

‫ﻛﻮﺭﺵ ﺍﺳﺘﻮﺍﺭ ﺳﻨﮕﺮﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﻣﻴـﺰﺍﻥ‪ ١٧٦ - .‬ﺹ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﭼﻜﻴــﺪﻩ ﻭ ﻧﺘﻴﺠــﻪ ﺗﻨﻈــﻴﻢ ﺷــﺪﻩ ﺍﺳــﺖ‪ .‬ﻣﻌﻴــﺎﺭ ﺍﻧﺘﺨــﺎﺏ‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ ٧٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺩﻭﻡ ‪/‬‬

‫ﻧﻬﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٩٣١- ٠٠٢- ٢‬‬

‫‪ ١٣٨٢‬ﺍﺳﺖ‪ .‬ﻫﺮ ﭘﺎﻳﺎﻥﻧﺎﻣﻪ ﺩﺭ ﺳﻪ ﻗﺴﻤﺖ ﻣﺸﺨـﺼﺎﺕ ﻛﻠـﻲ‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﻣﻌﺎﻭﻧﺖ ﺁﻣﻮﺯﺵ ﻗﻮﻩ ﻗـﻀﺎﻳﻴﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﻣﺤﻤـﺪ‬

‫ﺹ‪ - .‬ﺟﻴﺒﻲ )ﺷﻮﻣﻴﺰ(‪ ١٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﭘﻨﺠـﺎﻩ ﻭ‬

‫‪ ٢٦٠٠٠ -‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺷﺸﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﺭﺷﺪ ﻭ ﺑﺎﻻﺗﺮ ﻭ ﺍﺯ ﻧﻈـﺮ ﺯﻣـﺎﻧﻲ ﻣﺮﺑـﻮﻁ ﺑـﻪ ﺳـﺎﻝ ‪ ١٣٦٩‬ﺗـﺎ‬

‫‪ - ١٦٩‬ﺣﻘﻮﻕ ﺟﺰﺍ‪ :‬ﺟﺒﺮﺍﻥ ﺧﺴﺎﺭﺕ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺗﻬﻴﻪ ﻛﻨﻨﺪﻩ‪ :‬ﺩﻓﺘﺮﺗـﺪﻭﻳﻦ ﻭ ﺗـﺮﻭﻳﺞ ﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳﻌﻪ ﺍﻳﺮﺍﻥ‪ ٢٠٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬

‫ﺁﻥ ﻫﺎ ﺩﺭ ﺍﻳﻦ ﻣﺠﻠﺪ ﺁﻣﺪﻩ ﺍﺳﺖ ﻣﺮﺑﻮﻁ ﺑﻪ ﻣﻘﻄـﻊ ﻛﺎﺭﺷﻨﺎﺳـﻲ‬

‫ﺯﻣﻴﻨﻪ ﺣﻘﻮﻕ ﻣﺪﻧﻲ‪.‬‬

‫"ﻋﺎﻳﻖﺑﻨﺪﻱ ﻭ ﺗﻨﻈﻴﻢ ﺻﺪﺍ"‪.‬‬

‫‪ - ١٥٣‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ‪ :‬ﻣﺒﺤـﺚ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﭘﺎﻳﺎﻥﻧﺎﻣﻪﻫﺎﻱ ﺣﻘﻮﻗﻲ ﺍﺳﺖ‪ .‬ﭘﺎﻳﺎﻥ ﻧﺎﻣﻪ ﻫـﺎﻳﻲ ﻛـﻪ ﮔﺰﻳـﺪﻩﻱ‬

‫ـﻲ ﺩﺭ‬ ‫ـﺎﻱ ﻋﻠﻤـ‬ ‫ـﺎﻥﻧﺎﻣـﻪﻫـ‬ ‫‪ - ١٧٤‬ﮔﺰﻳـﺪﻩﺍﻱ ﺍﺯ ﭘﺎﻳـ‬

‫‪ ١٥٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺣﻘﻮﻕ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﻛﺎﺭ‪ ،‬ﺭﻓﺎﻩ ﻭ ﻣﺒﺎﺣﺚ ﻭﺍﺑﺴﺘﻪ‬

‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٣٧- ٩‬‬

‫ﻛــﺮﺩﻩ ﺍﺳــﺖ‪ .‬ﻳﻜــﻲ ﺍﺯ ﺍﻳــﻦ ﺍﻗــﺪﺍﻣﺎﺕ ﺗﻬﻴــﻪﻱ ﮔﺰﻳــﺪﻩﻱ‬

‫ﺍﺳﺎﺱ ﭘﺎﻳﺎﻥ ﻧﺎﻣﻪ ﻫﺎﻳﻲ ﻛﻪ ﺭﻭﻳﻜﺮﺩ ﻋﻤﺪﻩﻱ ﺁﻥﻫـﺎ ﻣﻄﺎﻟﻌـﺎﺕ‬

‫‪ ١٥٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﻗﺪﺍﻣﺎﺕ ﻣﺘﻌﺪﺩﻱ ﺭﺍ ﺑﺮﺍﻱ ﻏﻠﺒﻪ ﺑﺮ ﭼﺎﻟﺶﻫﺎﻱ ﻣﻮﺟـﻮﺩ ﺁﻏـﺎﺯ‬

‫ﺟﻌﻔﺮ ﺑﻮﺷﻬﺮﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺳـﻬﺎﻣﻲ ﺍﻧﺘـﺸﺎﺭ‪٣٧٨ - .‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﭘﻨﺠﻢ‪ :‬ﻣﺼﺎﻟﺢ ﻭ ﻓﺮﺁﻭﺭﺩﻩﻫﺎﻱ ﺳﺎﺧﺘﻤﺎﻧﻲ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٦٦١- ٨٣-١‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳﻌﻪ ﺍﻳﺮﺍﻥ‪ ١٤٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬

‫‪ - ١٥٢‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ‪ :‬ﻣﺒﺤـﺚ‬ ‫ﺑﻴﺴﺘﻢ‪ :‬ﻋﻼﺋﻢ ﻭ ﺗﺎﺑﻠﻮﻫﺎ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٤٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺟﻌﻔﺮ ﺑﻮﺷﻬﺮﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺳـﻬﺎﻣﻲ ﺍﻧﺘـﺸﺎﺭ‪٣٠٠ - .‬‬

‫‪ ٢٢٠٠٠ -‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻬﻴﻪ ﻛﻨﻨﺪﻩ‪ :‬ﺩﻓﺘﺮﺗـﺪﻭﻳﻦ ﻭ ﺗـﺮﻭﻳﺞ ﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫ﻗﻮﺍﻧﻴﻦ ﻭ ﺭﻭﻳﻪ ﻗﻀﺎﺋﻲ‪.‬‬ ‫ﺳﻴﺪﺍﺣﻤﺪ ﺑﺎﺧﺘﺮ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺧﺮﺳـﻨﺪﻱ‪ ٣٠٠ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬

‫ ‪ ٢٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺷﺸﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٤٠- ٩‬‬

‫ﺍﻃﻼﻋﺎ ﺕ ﻭ ﺍﻃﻼﻉﺭﺳﺎﻧﻲ ﺑـﺮﺍﻱ ﻛﺘﺎﺑﺨﺎﻧـﻪﻫـﺎ ﺗﻌﺮﻳـﻒ ﺷـﺪﻩ‬ ‫ﺍﺳﺖ‪ .‬ﺑﺮ ﺍﻳﻦ ﺍﺳـﺎﺱ ﻛﺘﺎﺑﺨﺎﻧـﻪﻱ ﻣﺮﻛـﺰﻱ ﻗـﻮﻩﻱ ﻗـﻀﺎﺋﻴﻪ‬

‫‪ - ١٦٧‬ﺍﺭﺗﺸﺎﺀ‪ ،‬ﺍﺧﺘﻼﺱ ﻭ ﻛﻼﻫﺒﺮﺩﺍﺭﻱ ﺩﺭ ﺁﺋﻴﻨـﻪ‬

‫ﺭﻭﺡﺍﻟــﻪ ﺻــﺎﺑﺮﻱ؛ ﻣﻘﺪﻣــﻪ‪ :‬ﻣﺤﻤــﺪﻋﻠﻲ ﺑﻬﻤﺌــﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬ ‫ﻣﻮﺳﺴﻪ ﻣﻄﺎﻟﻌـﺎﺕ ﻭ ﭘﮋﻭﻫـﺸﻬﺎﻱ ﺣﻘـﻮﻗﻲ ﺷـﻬﺮ ﺩﺍﻧـﺶ‪- .‬‬

‫‪٩٦٤- ٤٥٩- ٩٦٧- ٥‬‬

‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٣٨- ٦‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳﻌﻪ ﺍﻳﺮﺍﻥ‪ ٢١٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٢٤- ٩‬‬

‫ﺍﻃﻼﻋﺎﺗﻲ ﺍﺳﺖ‪ ،‬ﺍﻧﺠﺎﻡ ﺧﺪﻣﺎﺗﻲ ﺟﺪﻳـﺪ ﺑـﺎ ﻋﻨـﻮﺍﻥ ﺍﺷـﺎﻋﻪﻱ‬

‫‪ - ١٦٥‬ﺣﻘﻮﻕ ﻭﺭﺯﺷﻲ "ﺑﺮﺭﺳـﻲ ﻧﻈـﻢ ﺣـﺎﻛﻢ ﺑـﺮ‬

‫ـﺪ ﺍﻭﻝ‪.‬‬ ‫ـﻪ‪ ٤٦٠ - .‬ﺹ‪ - .‬ﺟﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺟﺎﻭﺩﺍﻧـ‬ ‫ـﺶﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬ ‫ﺩﺭﻭﻳـ‬

‫ﺣﻘﻮﻕ ﻭﺭﺯﺷﻲ ﺍﻳﺮﺍﻥ"‪.‬‬

‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٦٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬

‫‪ "١٣٦٧‬ﺭﺍ ﺩﺭﺑﺮﻣﻲ ﮔﻴﺮﻧﺪ ﻭ ﺩﺭ ﺳﻪ ﻗﺴﻤﺖ ﻣﺸﺨـﺼﺎﺕ ﻛﻠـﻲ‪،‬‬ ‫ﭼﻜﻴﺪﻩ ﻭ ﻧﺘﻴﺠﻪ ﺗﺪﻭﻳﻦ ﮔﺮﺩﻳﺪﻩﺍﻧـﺪ‪ .‬ﻣﻮﺿـﻮﻉ ﭘﺎﻳـﺎﻥ ﻧﺎﻣـﻪ ﻫـﺎ‬ ‫ﻣﺴﺎﺋﻞ ﻋﻤﻠﻲ ﻭ ﻣﺒﺘﻼﺑـﻪ ﻗـﻀﺎﺕ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ ﻣﺠﻤﻮﻋـﻪ‬ ‫ﺍﻃﻼﻋﺎﺕ ﭘﺎﻳﺎﻥ ﻧﺎﻣـﻪ ﻫـﺎﻱ ﺍﻳـﻦ ﻣﺮﺍﺟـﻊ ﺁﻭﺭﺩﻩ ﺷـﺪﻩ ﺍﺳـﺖ‪:‬‬ ‫ﺩﺍﻧﺸﮕﺎﻩ ﺍﻣـﺎﻡ ﺻـﺎﺩﻕ‪ ،‬ﺩﺍﻧـﺸﮕﺎﻩ ﺗﺮﺑﻴـﺖ ﻣـﺪﺭﺱ‪ ،‬ﺩﺍﻧـﺸﮕﺎﻩ‬ ‫ﻣﻔﻴﺪ‪ ،‬ﺩﺍﻧﺸﮕﺎﻩ ﺷـﻴﺮﺍﺯ‪ ،‬ﺩﺍﻧـﺸﮕﺎﻩ ﻗـﻢ ﻭ ﻣﺪﺭﺳـﻪﻫـﺎﻱ ﺷـﻬﻴﺪ‬ ‫ﻣﻄﻬﺮﻱ‪.‬‬

‫ﻧﺎﺩﺭ ﺷﻜﺮﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧﻘﺶ ﮔـﺴﺘﺮﺍﻥ ﺑﻬـﺎﺭ‪ ١٧٢ - .‬ﺹ‪- .‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٣٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٥٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﺍﻥ‬ ‫ـﺮﻭﺝ ﺍﺯ ﺑﺤـ‬ ‫ـﻮﺭ ﺧـ‬ ‫ـﻪ ﻣﻨﻈـ‬ ‫ﺑـ‬

‫ﺯﻣﻴﻨﻪ ﺣﻘﻮﻕ ﻣﺪﻧﻲ‪.‬‬

‫ﺍﻧﻔﺠﺎﺭ ﺍﻃﻼﻋـﺎﺕ ﺩﺭ ﺣـﻮﺯﻩ ﻱ‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﻣﻌﺎﻭﻧﺖ ﺁﻣﻮﺯﺵ ﻗﻮﻩ ﻗـﻀﺎﻳﻴﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﻣﺤﻤـﺪ‬

‫ـﺎﺧﻪﻱ‬ ‫ﺣﻘـﻮﻕ ﻣـﻲﺗـﻮﺍﻥ ﺍﺯ ﺷـ‬

‫ﺩﺭﻭﻳﺶ ﺯﺍﺩﻩ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺟﺎﻭﺩﺍﻧﻪ‪ ٤٦٠ - .‬ﺹ‪ - .‬ﺟﻠـﺪ ﺳـﻮﻡ‪.‬‬

‫ﺟﺪﻳﺪﻱ ﺍﺳـﺘﻔﺎﺩﻩ ﻛـﺮﺩ ﻛـﻪ ﺩﺭ‬

‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٦٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬

‫‪٩٧٨- ٩٦٤- ٧٥٨٨- ٥١- ٥‬‬

‫ﻛﺘﺎﺑـــﺪﺍﺭﻱ ﺑـــﻪ ﻧـــﺎﻡ ﻋﻠـــﻢ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١٥٨‬ﻣﻘﺮﺭﺍﺕ ﻣﻠـﻲ ﺳـﺎﺧﺘﻤﺎﻥ ﺍﻳـﺮﺍﻥ‪ :‬ﻣﺒﺤـﺚ‬

‫‪ - ١٦٦‬ﺁﻳﻴﻦ ﺩﺍﺩﺭﺳﻲ ﻛﻴﻔﺮﻱ‪.‬‬

‫ﺍﻃــﻼﻉﺭﺳــﺎﻧﻲ ﺍﻳﺠــﺎﺩ ﺷــﺪﻩ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻲ‬ ‫ـﺴﺎﺕ ﺑﺮﻗـ‬ ‫ـﺮﺍﻱ ﺗﺎﺳﻴـ‬ ‫ـﺮﺡ ﻭ ﺍﺟـ‬ ‫ـﻴﺰﺩﻫﻢ‪ :‬ﻃـ‬ ‫ﺳـ‬

‫ﻣﺤﻤﺪ ﺁﺷﻮﺭﻱ ‪ -.‬ﺗﻬﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ﺍﺳﺖ‪ .‬ﺩﺭﺍﻳﻦ ﺷـﺎﺧﻪ ﻱ ﻋﻠﻤـﻲ‬

‫ﺩﺭ ﺳﺎﻝ ﻫﺎﻱ ﺍﺧﻴﺮ ﻣﻘﻮﻟﻪ ﻫﺎﻱ ﻛﺘﺎﺏ ﺣﻘﻮﻗﻲ ﺑﺎ ﭼﺎﻟﺶﻫـﺎﻳﻲ‬

‫ﺳﺎﺧﺘﻤﺎﻧﻬﺎ‪.‬‬

‫ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٣٠٠ - .‬ﺹ‪ - .‬ﺟﻠـﺪ ﺩﻭﻡ‪.‬‬

‫ﻋﻼﻭﻩ ﺑﺮ ﻭﻇﺎﻳﻒ ﺳﻨﺘﻲ ﻛﺘﺎﺑﺨﺎﻧـﻪﻫـﺎ ﻛـﻪ ﺷـﺎﻣﻞ ﺍﻧﺘﺨـﺎﺏ‪،‬‬

‫ﻧﺎﺷﻲ ﺍﺯ ﺍﻧﻔﺠﺎﺭ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺣـﻮﺯﻩﻱ ﺣﻘـﻮﻕ ﻣﻮﺍﺟـﻪ ﺷـﺪﻩ‬

‫ﺗﻬﻴﻪ ﻭ ﺗﻨﻈﻴﻢ‪ :‬ﺩﻓﺘﺮﺗﺪﻭﻳﻦﻭﺗﺮﻭﻳﺞﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٨٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﻧﻬـﻢ ‪٥٠٠٠ /‬‬

‫ﻓﺮﺍﻫﻢ ﺁﻭﺭﻱ‪ ،‬ﺳﺎﺯﻣﺎﻥﺩﻫﻲ‪ ،‬ﻧﮕﻬﺪﺍﺭﻱ ﻭ ﺍﻣﺎﻧﺖﺩﻫـﻲ ﻣـﺪﺍﺭﻙ‬

‫ـﺪ‬ ‫ـﺖ ﺍﺯ‪ :‬ﺗﻮﻟﻴـ‬ ‫ـﺎﺭﺕ ﺍﺳـ‬ ‫ـﺎ ﻋﺒـ‬ ‫ـﺎﻟﺶﻫـ‬ ‫ـﻦ ﭼـ‬ ‫ـﻲ ﺍﺯ ﺍﻳـ‬ ‫ـﺖ‪ .‬ﺑﺮﺧـ‬ ‫ﺍﺳـ‬

‫ﺩﻭﻡ‪ :‬ﻧﻈﺎﻣـــﺎﺕ ﺍﺩﺍﺭﻱ ﺑﺎﻧـــﻀﻤﺎﻡ‪ :‬ﻣﺠﻤﻮﻋـــﻪ‬ ‫ﺷﻴﻮﻩﻧﺎﻣﻪﻫﺎﻱ ﻣﺼﻮﺏ ﺍﺭﺩﻳﺒﻬﺸﺖ ﻣﺎﻩ ‪.١٣٨٤‬‬ ‫ﺗﻬﻴﻪ ﻛﻨﻨﺪﻩ‪ :‬ﺩﻓﺘﺮﺗـﺪﻭﻳﻦ ﻭ ﺗـﺮﻭﻳﺞﻣﻘـﺮﺭﺍﺕﻣﻠـﻲﺳـﺎﺧﺘﻤﺎﻥ ‪- .‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٦٥٥- ٣٩- ٧‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻧﺸﺮ ﺗﻮﺳﻌﻪ ﺍﻳﺮﺍﻥ‪ ١٦٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪.‬‬ ‫ﺣﻘﻮﻕ ﺟﺰﺍ‬ ‫ ‪ ٢٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫‪٣٤٥‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٥٧٣- ٩١-٢‬‬

‫ـﻲ ﺩﺭ‬ ‫ـﺎﻱ ﻋﻠﻤـ‬ ‫ـﺎﻥﻧﺎﻣـﻪﻫـ‬ ‫‪ - ١٧٥‬ﮔﺰﻳـﺪﻩﺍﻱ ﺍﺯ ﭘﺎﻳـ‬

‫‪٩٧٨- ٩٦٤- ٢٥٧٣- ٩٣- ٦‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱۰‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ـﻪ‪ ،‬ﻗـﺎﻧﻮﻥ‪،‬‬ ‫ـﺎﻥﻧﺎﻣـ‬ ‫ـﺎﺏ‪ ،‬ﻣﻘﺎﻟـﻪ‪ ،‬ﭘﺎﻳـ‬ ‫ـﺎ ﻛﺘـ‬ ‫ـﻮﻥﻫـ‬ ‫ﺳـﺎﻟﻴﺎﻧﻪﻱ ﻣﻴﻠﻴـ‬

‫‪ - ١٨٢‬ﺣﻘﻮﻕ ﺗﺠـﺎﺭﺕ‪ :‬ﺷـﺮﻛﺖ ﺳـﻬﺎﻣﻲ ﻋـﺎﻡ‪،‬‬

‫ﻋﻠﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٤٦٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫)ﺩﺭ‪٢‬ﺟﻠــﺪ ( ﺟﻠــﺪ ﺩﻭﻡ‪ - .‬ﻭﺯﻳــﺮﻱ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪٥٠٠٠٠ - .‬‬

‫ﺁﻳــﻴﻦﻧﺎﻣــﻪ ﻭ ﺻــﻔﺤﺎﺕ ﻛﺎﻏــﺬﻱ ﻭ ﺍﻟﻜﺘﺮﻭﻧﻴﻜــﻲ ﺣــﺎﻭﻱ‬

‫ﺷﺮﻛﺖ ﺳﻬﺎﻣﻲ ﺧـﺎﺹ‪ ،‬ﺷـﺮﻛﺖ ﺑـﺎ ﻣـﺴﺌﻮﻟﻴﺖ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٤٥٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﻃﻼﻋﺎﺕ ﺣﻘﻮﻗﻲ؛ ﻣﺸﻜﻞ ﺷـﺪﻥ ﺑﺎﺯﻳـﺎﺑﻲ ﺍﻃﻼﻋـﺎﺕ ﻣـﻮﺭﺩ‬ ‫ﻧﻴﺎﺯ ﺍﺯ ﻣﻴﺎﻥ ﺍﻳﻦ ﺗـﻮﺩﻩﻱ ﭼﻨـﺪ‬ ‫ﻣﻴﻠﻴــﻮﻧﻲ؛ ﻣﻮﺍﺟــﻪ ﺑــﻮﺩﻥ ﺑــﺎ‬ ‫ﺑﺤﺮﺍﻥ ﻫﺎﻱ ﻣﺎﻟﻲ ﻭ ﭘـﺸﺘﻴﺒﺎﻧﻲ‬ ‫ـﻀﺎ ﻭ ﺍﻋﺘﺒــﺎﺭ‬ ‫ﺑــﺮﺍﻱ ﺗــﺎﻣﻴﻦ ﻓـ‬ ‫ﺑﺮﺍﻱ ﻛﺘﺎﺑﺨﺎﻧﻪ ﻫـﺎﻱ ﺣﻘـﻮﻗﻲ؛‬ ‫ﻏﻠﺒــﻪﻱ ﻓﺮﻫﻨــﮓﺷــﻔﺎﻫﻲ ﺩﺭ‬ ‫ﻣﺠﺎﻣﻊ ﺣﻘﻮﻗﻲ ﻭ ﺑﻲ ﺧﺒـﺮﻱ ﺍﺯ‬

‫ﻣﺤﺪﻭﺩ‪ ،‬ﺷﺮﻛﺖ ﻣﺨـﺘﻠﻂ ﻏﻴﺮﺳـﻬﺎﻣﻲ‪ ،‬ﺷـﺮﻛﺖ‬ ‫ﻣﺨﺘﻠﻂ ﺳﻬﺎﻣﻲ‪ ،‬ﺷﺮﻛﺖ ﺗﻌـﺎﻭﻧﻲ‪ ،‬ﺗـﺼﻔﻴﻪ ﺍﻣـﻮﺭ‬ ‫ﺷﺮﻛﺘﻬﺎ‪ ،‬ﺛﺒﺖ ﺷﺮﻛﺘﻬﺎ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٣٠- ٢٥٥-٧‬‬

‫‪ - ١٩٨‬ﺍﺛﺒﺎﺕ ﻭ ﺩﻟﻴﻞ ﺍﺛﺒﺎﺕ‪ :‬ﻗﻮﺍﻋﺪ ﻋﻤﻮﻣﻲ ﺍﺛﺒـﺎﺕ‬ ‫ﻣﺸﺘﻤﻞ ﺑﺮ‪ :‬ﻗﻮﺍﻧﻴﻦ ﻭ ﻣﻘﺮﺭﺍﺕ ﻣـﺮﺗﺒﻂ ‪ -‬ﻧﻈﺮﻳـﺎﺕ‬ ‫‪ -‬ﺍﻗﺮﺍﺭ ﻭ ﺳﻨﺪ‪.‬‬

‫ـﻴﺪﻋﻠﻲ‬ ‫ـﺼﺤﺢ‪ :‬ﺳــــ‬ ‫ـﺘﻮﺩﻩﺗﻬﺮﺍﻧــــﻲ؛ ﻣــــ‬ ‫ﺣــــﺴﻦ ﺳــــ‬ ‫ﺳــﻴﺪﺍﺣﻤﺪﻱﺳــﺠﺎﺩﻱ ‪ -.‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﺩﺍﺩﮔــﺴﺘﺮ‪٤٥٦ - .‬‬

‫ﻛﺸﻮﺭ ‪ -‬ﺁﺭﺍ‪ ،‬ﺷﻌﺐ ﺩﻳﻮﺍﻧﻌﺎﻟﻲ ﻛﺸﻮﺭ ‪ -‬ﺁﺭﺍﺀ‪.‬‬

‫ﺹ‪) - .‬ﺩﺭ‪٤‬ﺟﻠﺪ ( ﺟﻠـﺪ ﺩﻭﻡ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪٦٥٠٠ - .‬‬

‫ﺳﻴﺪﺍﺣﻤﺪ ﺑﺎﺧﺘﺮ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺟﻨﮕـﻞ‪ ،‬ﺟﺎﻭﺩﺍﻧـﻪ‪ ٤٧٢ - .‬ﺹ‪- .‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻳﺎﺯﺩﻫﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺎﭖ ﺩﻭﻡ ‪٢٠٠٠ /‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٦٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻲ‬ ‫ـﻮﻫﻲ ﻗـﻮﺍﻧﻴﻦ ﻭ ﺗﻐﻴﻴـﺮ ﭘـﻲﺩﺭﭘـ‬ ‫ﺁﺧـﺮﻳﻦ ﻣﻨـﺎﺑﻊ ﻣﻮﺟـﻮﺩ؛ ﺍﻧﺒـ‬

‫ﻧﺎﺻــﺮ ﻛﺎﺗﻮﺯﻳــﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﻣﻴــﺰﺍﻥ‪ ٣٨٦ - .‬ﺹ‪- .‬‬

‫‪٩٧٨- ٩٦٤- ٩٨١- ٠٣٧-٩‬‬

‫ﺁﻥ ﻫﺎ؛ ﻭ ﺗﻜﺮﺍﺭ ﻭ ﺗﻌـﺪﺩ ﺩﺭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺎﺏ ﺣﻘـﻮﻗﻲ‪ .‬ﺑـﺮ ﺍﻳـﻦ‬

‫‪ - ١٨٣‬ﺣﻘــﻮﻕ ﺗﺠــﺎﺭﺕ ﺷــﺮﻛﺘﻬﺎﻱ ﺗﺠــﺎﺭﻱ‪:‬‬

‫ﺍﺳﺎﺱ ﻛﺘﺎﺑﺨﺎﻧﻪﻱ ﻣﺮﻛﺰﻱ ﻗﻮﻩﻱ ﻗـﻀﺎﺋﻴﻪ ﺑـﺮ ﭘﺎﻳـﻪﻱ ﺍﻳـﻦ‬

‫ﻛﻠﻴــﺎﺕ‪ ،‬ﺷــﺮﻛﺘﻬﺎﻱ ﺍﺷــﺨﺎﺹ ﻭ ﺷــﺮﻛﺖ ﺑــﺎ‬

‫‪ - ١٩١‬ﻗﺎﻧﻮﻥ ﺭﻭﺍﺑـﻂ ﻣـﻮﺟﺮ ﻭ ﻣـﺴﺘﺎﺟﺮ ﺩﺭ ﻧﻈـﻢ‬

‫ﺗﺤﻠﻴﻞ ﺍﻗﺪﺍﻣﺎﺗﻲ ﻣﺘﻌﺪﺩ ﺭﺍ ﺑﺮﺍﻱ ﻏﻠﺒﻪ ﺑﺮ ﭼﺎﻟﺶ ﻫـﺎﻱ ﻣﻮﺟـﻮﺩ‬

‫ﻣﺴﺌﻮﻟﻴﺖ ﻣﺤﺪﻭﺩ‪.‬‬

‫ـﻮﺍﻧﻴﻦ ﻭ‬ ‫ـﻀﻤﺎﻡ ﻗــ‬ ‫ـﻪ ﺍﻧــ‬ ‫ـﻮﻧﻲ‪ :‬ﺑــ‬ ‫ـﻮﻗﻲ ﻛﻨــ‬ ‫ﺣﻘــ‬

‫ﺁﻏﺎﺯ ﻛﺮﺩﻩ ﺍﺳـﺖ‪ .‬ﻳﻜـﻲ ﺍﺯ ﺍﻳـﻦ ﺍﻗـﺪﺍﻣﺎﺕ ﺗﻬﻴـﻪﻱ ﮔﺰﻳـﺪﻩﻱ‬

‫ﺭﺑﻴﻌﺎ ﺍﺳﻜﻴﻨﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ﺁﻳﻴﻦ ﻧﺎﻣﻪ ﻫﺎﻱ ﻣﺮﺗﺒﻂ ﻭ ﻧﻤﻮﻧـﻪ ﻫـﺎﻱ ﺍﺟـﺎﺭﻩ ﻧﺎﻣـﻪ‬

‫ﭘﺎﻳﺎﻥ ﻧﺎﻣﻪﻫﺎﻱ ﺣﻘﻮﻗﻲ ﺍﺳﺖ‪ .‬ﻣﺠﻠـﺪ ﺳـﻮﻡ ﺍﺯ ﺍﻳـﻦ ﻣﺠﻤﻮﻋـﻪ‬

‫ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٣٠٤ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠـﺪ‬

‫ﻣﺤﻠﻬﺎﻱ ﻣﺴﻜﻮﻧﻲ ﻭ ﺗﺠﺎﺭﻱ‪.‬‬

‫ﺣﺎﻭﻱ ‪ ٧٨‬ﭘﺎﻳﺎﻥ ﻧﺎﻣﻪﻱ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺍﺭﺷـﺪ ﻣﺮﺑـﻮﻁ ﺑـﻪ ﺳـﺎﻝ‬

‫( ﺟﻠﺪ ﺍﻭﻝ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫ﻣﻨﺼﻮﺭ ﺍﺑـﺎﺫﺭﻱﻓﻮﻣـﺸﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺧﺮﺳـﻨﺪﻱ‪ ٢٥٦ - .‬ﺹ‪.‬‬

‫‪ ١٣٦٩‬ﺗﺎ ‪ ١٣٨٢‬ﺍﺳﺖ‪.‬‬

‫ﺩﻭﺍﺯﺩﻫﻢ ‪ ٩٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ -‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺳـﻮﻡ ‪٢٠٠٠ /‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫)ﺩﺭ‪٢‬ﺟﻠــﺪ ( ﺟﻠــﺪ ﺍﻭﻝ‪ - .‬ﻭﺯﻳــﺮﻱ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪٦٠٠٠٠ - .‬‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٥٩٩٧- ٥٢-٦‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٣٠- ١٣٩- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻀﺎﺋﻲ‬ ‫ـﻪ ﻗـ‬ ‫ـﺴﺒﻲ ﺩﺭ ﺭﻭﻳـ‬ ‫ـﻮﺭ ﺣـ‬ ‫ـﺎﻧﻮﻥ ﺍﻣـ‬ ‫‪ - ١٩٠‬ﻗـ‬

‫ﺷﻮﺭﺍﻱ ﻧﮕﻬﺒﺎﻥ ‪ -‬ﺁﺭﺍ‪ ،‬ﻫﻴﺌﺖ ﻋﻤـﻮﻣﻲ ﺩﻳﻮﺍﻧﻌـﺎﻟﻲ‬

‫‪٩٧٨- ٩٦٤- ٦٣٥٢- ٨٩- ٦‬‬

‫‪٩٦٤- ٧٨٩٦- ٦٤-٦‬‬

‫‪ - ١٩٩‬ﺍﺩﻟﻪ ﺍﺛﺒﺎﺕ ﺩﻋﻮﺍ‪.‬‬ ‫ﻋﺒـﺎﺱ ﻛﺮﻳﻤـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻴـﺰﺍﻥ‪ ١٩٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٠٨٦-٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٠٠‬ﺑﺎﺭ ﺍﺛﺒﺎﺕ ﺩﺭ ﺍﻣﻮﺭ ﻛﻴﻔﺮﻱ‪.‬‬ ‫ﻣﻨﺼﻮﺭ ﺭﺣﻤﺪﻝ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺳﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬ ‫ﻋﻠﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ١٨٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ١٨٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ـﺎ‬ ‫ـﺎﺯﺍﺕ ﺍﺳـﻼﻣﻲ‪ :‬ﺑـ‬ ‫‪ - ١٧٦‬ﻣﺤـﺸﺎﻱ ﻗـﺎﻧﻮﻥ ﻣﺠـ‬ ‫‪٩٦٤- ٢٦٦١- ٠٢- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٣٠ -٢٥٨- ٨‬‬

‫ﺑﺎﺯﻧﮕﺮﻱ ﻭ ﺍﻓﺰﻭﺩﻩﻫﺎ‪.‬‬

‫‪ - ١٨٤‬ﺣﻘﻮﻕ ﺑﺎﺯﺭﮔﺎﻧﻲ "ﺍﺳﻨﺎﺩ" ﮔﺰﻳﺪﻩ ﺁﻣﻮﺯﺷﻲ‪.‬‬

‫ﺍﻳﺮﺝ ﮔﻠﺪﻭﺯﻳﺎﻥ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻣﺠﻤـﻊ ﻋﻠﻤـﻲ ﻭ ﻓﺮﻫﻨﮕـﻲ ﻣﺠـﺪ‪.‬‬

‫ﻣﺤﻤﺪ ﺻﻔﺮﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺳـﻬﺎﻣﻲ ﺍﻧﺘـﺸﺎﺭ‪٣٨٤ - .‬‬

‫‪ - ١٩٢‬ﻗﻮﺍﻧﻴﻦ ﻭ ﻣﻘﺮﺭﺍﺕ ﺑﻮﺭﺱ ﻭ ﺍﻭﺭﺍﻕ ﺑﻬﺎﺩﺍﺭ‪.‬‬

‫ـﺎﻝ‪- .‬‬ ‫ـﺎﻟﻴﻨﮕﻮﺭ(‪ ٧٠٠٠٠ - .‬ﺭﻳــ‬ ‫ـﺮﻱ )ﮔــ‬ ‫‪ ٤٩٨ -‬ﺹ‪ - .‬ﻭﺯﻳــ‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٥٧٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬـﺎﺭﻡ ‪/‬‬

‫ﺗﺪﻭﻳﻦ‪ :‬ﺭﺿﺎ ﭘﺎﻛﺪﺍﻣﻦ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻣﺮﻛﺰ ﺁﻣـﻮﺯﺵ ﻭ ﺗﺤﻘﻴﻘـﺎﺕ‬

‫ﺍﺳﻨﺎﺩ ﺭﺳﻤﻲ ﻭ ﻛـﺎﻧﻮﻥ ﺳـﺮﺩﻓﺘﺮﺍﻥ ﻭ ﺩﻓﺘﺮﻳـﺎﺭﺍﻥ‬

‫‪ ٣٥٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻮﻣﻴﺰ(‪٤٢٠٠٠ - .‬‬ ‫ـﻲ )ﺷـ‬ ‫ـﺮﺍﻥ‪ ٢٤٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـ‬ ‫ـﻨﻌﺘﻲ ﺍﻳـ‬ ‫ﺻـ‬

‫ﻣﺼﻮﺏ ‪.١٣٥٤‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺎﻧﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻣﻴــﺰﺍﻥ‪ ٣٦٨ - .‬ﺹ‪- .‬‬ ‫ـﺴﺮﻭ ﻋﺒﺎﺳــﻲﺩﺍﻛـ‬ ‫ﺧـ‬

‫ﭼﺎﭖ ﻧﻬﻢ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٧٨٢٠- ٠٦- ٢‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٥- ١٠١- ٧‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٨٤١- ٤٤-٨‬‬

‫‪ - ١٧٧‬ﻭﻛﻴﻞ‪ ،‬ﺩﻓﺎﻉ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﻣﻘﺪﻣﺎﺗﻲ‪.‬‬

‫ـﻲ‬ ‫ـﻲ‪ :‬ﺑﺮﺭﺳـ‬ ‫ـﺎﺭﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﻜـ‬ ‫ـﻮﻕ ﺗﺠـ‬ ‫‪ - ١٨٥‬ﺣﻘـ‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﺍﻧﺠﻤﻦ ﺩﻓﺎﻉﺍﺯﺣﻘﻮﻕﺯﻧـﺪﺍﻧﻴﺎﻥ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻣﺤﻤـﻮﺩ‬

‫ـﺎﺭﻩ‬ ‫ـﺪ ﺩﺭﺑـ‬ ‫ـﻞ ﻣﺘﺤـ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ـﻪ ‪ ٢٠٠٥‬ﺳـ‬ ‫ﻋﻬﺪﻧﺎﻣـ‬

‫‪ - ١٩٣‬ﻛﺮﺍﻣﺖ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﺣﻘﻮﻕ ﻛﻴﻔﺮﻱ‪.‬‬

‫ﻛﻤﺎﻟﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﮔﻮﺍﻫـﺎﻥ‪ ٣٢٨ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪.‬‬

‫ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﻗﺮﺍﺭﺩﺍﺩﻫـﺎﻱ‬

‫ـﺰﺍﻥ‪ ٣٠٦ - .‬ﺹ‪- .‬‬ ‫ـﻤﺎﻋﻴﻞ ﺭﺣﻴﻤــﻲﻧــﮋﺍﺩ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻣﻴـ‬ ‫ﺍﺳـ‬

‫ ‪ ٣٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٩١٢٢١- ١- ٧‬‬

‫ﺣﻘﻮﻕ ﺧﺼﻮﺻﻲ‬

‫ـﺎ‬ ‫ـﺮﺍﻩ ﺑـ‬ ‫ـﺎﺭﺕ ﻫﻤـ‬ ‫ـﻮﻕ ﺗﺠـ‬ ‫ـﺴﺖ ﺣﻘـ‬ ‫‪ ٦٠٠ - ١٧٨‬ﺗـ‬ ‫ﭘﺎﺳﺦ ﻫﺎﻱ ﺗﺤﻠﻴﻠﻲ‪ :‬ﺷﺎﻣﻞ ﻣﺒﺎﺣﺚ‪ :‬ﺍﺳﻨﺎﺩ ﺗﺠﺎﺭﻱ‬ ‫)ﺑﺮﺍﺕ‪ ،‬ﺳﻔﺘﻪ‪ ،‬ﭼﻚ( ﻭ ﺍﺳﻨﺎﺩ‪....‬‬ ‫ﻳﻮﺳــﻒ ﭘﺎﺷــﺎﻳﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﻣﻴــﺰﺍﻥ‪ ٢٠٨ - .‬ﺹ‪- .‬‬ ‫)ﺩﺭ‪٢‬ﺟﻠﺪ ( ﺟﻠﺪ ﺩﻭﻡ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٣٣٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬ ‫ ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫‪٩٦٤- ٥٩٩٧- ٣٧- ٢‬‬

‫‪ - ١٧٩‬ﺑﺮﺭﺳﻲ ﻓﻘﻬـﻲ ﻭ ﺣﻘـﻮﻗﻲ ﻭﺻـﻴﺖ‪ :‬ﻣـﻮﺍﺩ‬ ‫‪ ٨٦٠- ٨٢٥‬ﻗﺎﻧﻮﻥ ﻣﺪﻧﻲ‪.‬‬ ‫ﺳﻴﺪﻣﺼﻄﻔﻲ ﻣﺤﻘﻖ ﺩﺍﻣﺎﺩ ‪ - .‬ﺍﺭﺍﻙ‪ :‬ﻧـﺸﺮ ﻋﻠـﻮﻡ ﺍﺳـﻼﻣﻲ‪- .‬‬ ‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٢٨٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫‪ ٢٤٠‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ﭼﻬﺎﺭﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻋﻠــﻲ ﺭﺿــﺎﻳﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻣﻴــﺰﺍﻥ‪ ٣٠٤ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٣٤٦‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺑﻴﻦﺍﻟﻤﻠﻠﻲ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٥١١- ١٢٣- ٤‬‬

‫‪ - ١٨٦‬ﺣﻘﻮﻕ ﺗﺠﺎﺭﺕ ﺑﻴﻦﺍﻟﻤﻠﻞ‪.‬‬ ‫ﭘﺮﻭﻳــﺰ ﺍﻧــﺼﺎﺭﻱﻣﻌــﻴﻦ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻣﻴــﺰﺍﻥ‪ ٣٠٦ - .‬ﺹ‪- .‬‬ ‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥١١- ١٣٧- ١‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺍﻳﻘﺎﻉ ﻣﻌﻴﻦ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥١١- ٠٧٨-٧‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١٩٤‬ﻛﻴﻔﺮﺷﻨﺎﺳﻲ‪ :‬ﺗﺤﻮﻻﺕ‪ ،‬ﻣﺒـﺎﻧﻲ ﻭ ﺍﺟـﺮﺍﻱ‬ ‫ﻛﻴﻔﺮ ﺳﺎﻟﺐ ﺁﺯﺍﺩﻱ‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪ - ١٨٠‬ﺑﺮﺭﺳﻲ ﻣﺴﺎﺋﻞ ﻛﻴﻔﺮﻱ ﻭ ﺣﻘﻮﻗﻲ ﭼﻚ‪.‬‬

‫ـﺎﭖ ﺍﻭﻝ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺗﺪﻭﻳﻦ‪ :‬ﻧﺎﺻﺮ ﻛﺎﺗﻮﺯﻳﺎﻥ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﻣﻴـﺰﺍﻥ‪ ٢٤٢ - .‬ﺹ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٨١- ٠٣٨-٦‬‬

‫ـﺮﻱ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪ ٤٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺳــﻮﻡ ‪/‬‬ ‫ ﻭﺯﻳـ‬‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﺳﻨﺎﺩ ﻭ ﺍﻣﻼﻙ ‪ -‬ﺛﺒﺖ ﺷﺮﻛﺖ ﻫﺎ‪ ،‬ﺛﺒـﺖ ﻋﻼﺋـﻢ ﻭ‬ ‫ﺍﺧﺘﺮﺍﻋﺎﺕ‪ ،‬ﺩﻓﺎﺗﺮ ﺍﺳﻨﺎﺩ ‪....‬‬ ‫ﻣﻨﺼﻮﺭ ﺍﺑـﺎﺫﺭﻱﻓﻮﻣـﺸﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺧﺮﺳـﻨﺪﻱ‪ ٣١٢ - .‬ﺹ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫‪٩٦٤- ٧٨٩٦- ٧٠-٠‬‬

‫‪ - ٢٠٤‬ﻗﺎﻧﻮﻥ ﺁﺋﻴﻦ ﺩﺍﺩﺭﺳﻲ ﺩﺍﺩﮔﺎﻩ ﻫﺎﻱ ﻋﻤـﻮﻣﻲ‬ ‫ﻭ ﺍﻧﻘﻼﺏ ﺩﺭ ﺍﻣـﻮﺭ ﻣـﺪﻧﻲ ﻣـﺼﻮﺏ ‪٢١/١/١٣٧٩‬‬ ‫ﻫﻤﺮﺍﻩ ﺑﺎ ﻗﺎﻧﻮﻥ ﺗـﺸﻜﻴﻞ ﺩﺍﺩﮔﺎﻫﻬـﺎﻱ ﻋﻤـﻮﻣﻲ ﻭ‬ ‫ﺍﻧﻘﻼﺏ ‪....‬‬ ‫ـﺸﺮ ﺩﻭﺭﺍﻥ‪٢٨٦ - .‬‬ ‫ـﺮﺍﻥ‪ :‬ﻧـ‬ ‫ـﺼﻮﺭ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﻧﮕﻴﺮ ﻣﻨـ‬ ‫ـﺪﻭﻳﻦ‪ :‬ﺟﻬـ‬ ‫ﺗـ‬

‫‪٩٦٤- ٢٦٦١- ٢٠- ٩‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺍﺩﺭﺳﻲ ﻭ ﺩﺍﺩﮔﺎﻫﻬﺎﻱ ﻣﺪﻧﻲ‬ ‫‪٣٤٧‬‬

‫ﺹ‪ - .‬ﺟﻴﺒﻲ )ﺷﻮﻣﻴﺰ(‪ ١٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺑﻴـﺴﺖ ﻭ‬ ‫ﻧﻬﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺳﺮﺩﻓﺘﺮﺍﻥ ﺍﺳﻨﺎﺩ ﺭﺳﻤﻲ‪.... ،‬‬

‫ـﻀﺎﻳﻲ ﺟﻤﻬــﻮﺭﻱ‬ ‫ـﺎﻡ ﻗـ‬ ‫ـﺎ ﻧﻈـ‬ ‫ـﻨﺎﻳﻲ ﺑـ‬ ‫‪ - ١٩٦‬ﺁﺷـ‬

‫ـﻮﺱ‪ ٢٠٠ - .‬ﺹ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﻗﻘﻨـ‬ ‫ـﺎﻧﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﺘﻤﻲﺑﻮﻛـ‬ ‫ـﻲ ﺭﺳـ‬ ‫ﻋﻠـ‬

‫ﺍﺳﻼﻣﻲ ﺍﻳﺮﺍﻥ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٨٨٩١- ٥٦- ٠‬‬

‫‪ - ٢٠٥‬ﻗﺎﻧﻮﻥ ﻣﺪﻧﻲ )ﺟﻠﺪ ﺍﻭﻝ ‪ -‬ﺟﻠـﺪ ﺩﻭﻡ ‪ -‬ﺟﻠـﺪ‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٥١١- ١١٨- ٠‬‬

‫‪ - ١٨١‬ﺣﻘﻮﻕ ﺗﺠـﺎﺭﺕ‪ :‬ﻗﺮﺍﺭﺩﺍﺩﻫـﺎﻱ ﺗﺠـﺎﺭﺗﻲ ﻭ‬ ‫ﻭﺭﺷﻜﺴﺘﮕﻲ ﻭ ﺗﺼﻔﻴﻪ‪.‬‬

‫ـﺎﺕ ﻭ‬ ‫ـﺎ ﻭ ﺍﻟﺤﺎﻗـ‬ ‫ـﻼﺣﻴﻪﻫـ‬ ‫ـﺮﻳﻦ ﺍﺻـ‬ ‫ـﺎ ﺁﺧـ‬ ‫ـﻮﻡ( ﺑـ‬ ‫ﺳـ‬ ‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺷـﺸﻢ ‪١١٠٠ /‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٤٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ـﻀﻲ ﻛﺎﻭﻳــﺎﻧﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺑﻬــﻴﻦ‪ ٨٤ - .‬ﺹ‪ - .‬ﺟﻴﺒــﻲ‬ ‫ﻣﺮﺗـ‬

‫‪٩٧٨- ٩٦٤- ٣١١- ٣٧٠- ٤‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٦٠٠- ٩٠٢٤٩- ٦-٤‬‬

‫ )ﺩﺭ‪٤‬ﺟﻠﺪ ( ﺟﻠـﺪ ﭼﻬـﺎﺭﻡ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪٤٠٠٠٠ - .‬‬‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻫﺸﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٦٣٥٢- ٩١- ٩‬‬

‫ﺗﻮﺿﻴﺤﺎﺕ ﻭ ﻣﻌﺎﻧﻲ ﻟﻐﺎﺕ ﻭ ﺍﺻﻄﻼﺣﺎﺕ ﻫﻤﺮﺍﻩ ﺑـﺎ‬ ‫ﻗﺎﻧﻮﻥ ﻣﺴﺌﻮﻟﻴﺖ ﻣﺪﻧﻲ‪.‬‬ ‫ـﺪﺍﺭ‪٣٠٤ - .‬‬ ‫ـﺸﺮ ﺩﻳـ‬ ‫ـﺮﺍﻥ‪ :‬ﻧـ‬ ‫ـﺼﻮﺭ ‪ -.‬ﺗﻬـ‬ ‫ـﺎﻧﮕﻴﺮ ﻣﻨـ‬ ‫ـﺪﻭﻳﻦ‪ :‬ﺟﻬـ‬ ‫ﺗـ‬

‫ﺣﺴﻦ ﺳﺘﻮﺩﻩﺗﻬﺮﺍﻧﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﺩﺍﺩﮔـﺴﺘﺮ‪ ٢٨٨ - .‬ﺹ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺳـﻮﻡ ‪٣٠٠٠ /‬‬

‫ﺑﻨﺪﻫﺎﻳﻲ ﺍﺯ ﻣﺠﻤﻮﻋﻪ ﺑﺨﺸﻨﺎﻣﻪﻫﺎ‪ ،‬ﻗﺎﺑﻞ ﺍﺳـﺘﻔﺎﺩﻩ‪:‬‬ ‫ـﺎﻥ‪،‬‬ ‫ـﻼ‪ ،‬ﻛﺎﺭﺷﻨﺎﺳــ‬ ‫ـﻀﺎﺕ‪ ،‬ﻭﻛــ‬ ‫ـﺪﺍﻧﺎﻥ‪ ،‬ﻗــ‬ ‫ﺣﻘﻮﻗــ‬

‫‪٩٦٤- ٧٨٩٦- ٨٠-٨‬‬

‫‪ - ٢٠٣‬ﺩﻭﺭﻩ ﻣﻘﺪﻣﺎﺗﻲ ﺣﻘﻮﻕ ﻣﺪﻧﻲ‪ :‬ﺍﺭﺙ‪.‬‬

‫‪٩٦٤- ٦٥٦٧- ٠٨- ٨‬‬

‫ﻣﺤﻤﺪﺣﺴﻴﻦ ﻗﺎﺋﻢ ﻣﻘـﺎﻡ ﻓﺮﺍﻫـﺎﻧﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻴـﺰﺍﻥ‪١٧٦ - .‬‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻪ‪ ٢٧٨ - .‬ﺹ‪- .‬‬ ‫ﻋﻠـﻲ ﺻـﻔﺎﺭﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺟﻨﮕـﻞ‪ ،‬ﺟﺎﻭﺩﺍﻧـ‬

‫ـﺎﭖ ﺩﻭﻡ ‪١٥٠٠ /‬‬ ‫ ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـ‬‫‪٩٧٨- ٩٦٤- ٥٣٠- ٠٨٧- ٤‬‬

‫ﻧﺎﺻــﺮ ﻛﺎﺗﻮﺯﻳــﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﻣﻴــﺰﺍﻥ‪ ٤١٨ - .‬ﺹ‪- .‬‬ ‫ﻭﺯﻳــﺮﻱ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪ ٦٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﭼﻬــﺎﺭﻡ ‪/‬‬

‫ﺍﻣﻼﻙ ﺑـﺎ ﺁﺧـﺮﻳﻦ ﺍﺻـﻼﺣﺎﺕ ﻭ ﺍﻟﺤﺎﻗـﺎﺕ ﺛﺒـﺖ‬

‫‪ - ١٨٨‬ﺣﻞ ﻣﺸﻜﻼﺕ ﺛﺒﺘﻲ )ﺍﻣﻼﻙ( ﺑﺎ ﺍﺳﺘﻨﺎﺩ ﺑـﻪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﺍﻣﻮﺭ ﻭﺭﺷﻜﺴﺘﻪ‪.‬‬

‫)ﺷــﻮﻣﻴﺰ(‪ ٢٤٥٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﻳــﺎﺯﺩﻫﻢ ‪١٣٠٠٠ /‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥١١ -١١٧- ٣‬‬

‫‪ - ٢٠٢‬ﺣﻘﻮﻕ ﻣـﺪﻧﻲ‪ :‬ﺍﻳﻘـﺎﻉ‪ :‬ﻧﻈﺮﻳـﻪ ﻋﻤـﻮﻣﻲ ‪-‬‬

‫‪ - ١٩٥‬ﻣﺠﻤﻮﻋﻪ ﻣﺤﺸﻲ ﺍﺯ ﻗﺎﻧﻮﻥ ﺛﺒـﺖ ﺍﺳـﻨﺎﺩ ﻭ‬

‫ﻋﻠﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٢٤٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٥٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫ﻧﺴﺨﻪ‪.‬‬

‫‪ - ١٨٧‬ﺣﻘﻮﻕ ﺗﺠـﺎﺭﺕ‪ :‬ﻭﺭﺷﻜـﺴﺘﮕﻲ ﻭ ﺗـﺼﻔﻴﻪ‬

‫ﺭﺑﻴﻌﺎ ﺍﺳﻜﻴﻨﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫‪ - ٢٠١‬ﺣﻘﻮﻕ ﺛﺒﺖ ﺍﺳـﻨﺎﺩ‪ :‬ﺷـﺮﺡ ﻗـﺎﻧﻮﻥ ﺩﻓـﺎﺗﺮ‬

‫‪ - ١٨٩‬ﺳﺎﺯ ﻭ ﻛﺎﺭﻫﺎﻱ ﺣﻘﻮﻗﻲ ﺣﻤﺎﻳـﺖ ﺍﺯ ﺗﻮﻟﻴـﺪ‬

‫ـﺎﺭﻩ‪،‬‬ ‫ـﺎﺕ‪ :‬ﺷـﻬﺎﺩﺕ‪ ،‬ﺍﻣـ‬ ‫‪ - ١٩٧‬ﺍﺛﺒـﺎﺕ ﻭ ﺩﻟﻴـﻞ ﺍﺛﺒـ‬

‫ﺹ‪ - .‬ﺟﻴﺒﻲ )ﺷـﻮﻣﻴﺰ(‪ ١٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﭼﻬـﻞ ﻭ‬

‫ﻋﻠﻢ )ﺣﻘﻮﻕ ﭘﮋﻭﻫﺶ(‪.‬‬

‫ﺳﻮﮔﻨﺪ ﻭ ﺍﺻﻮﻝ ﻋﻠﻤﻲ‪.‬‬

‫ﺷﺸﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺑﺎﻗﺮ ﺍﻧـﺼﺎﺭﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ﻧﺎﺻــﺮ ﻛﺎﺗﻮﺯﻳــﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﻣﻴــﺰﺍﻥ‪ ٢٩٨ - .‬ﺹ‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٧٨٦- ١٩- ٤‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱۱‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫‪ - ٢٠٦‬ﻧﺤﻮﻩ ﻋﻤﻠﻲ ﺭﺳﻴﺪﮔﻲ ﺑﻪ ﺩﻋـﺎﻭﻱ ﺣﻘـﻮﻗﻲ‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻣﺮﻛﺰ ﺁﻣـﻮﺯﺵ ﻭ ﺗﺤﻘﻴﻘـﺎﺕ ﺻـﻨﻌﺘﻲ ﺍﻳـﺮﺍﻥ‪٣٨٤ - .‬‬

‫ﻭ ﻣﺸﻮﺭﺕ ﻣﻮﺭﺩﻱ ﺳﺮﭘﺮﺳـﺖ؛ ﻭ ﻛـﺎﺭ ﺑـﺎ ﮔـﺮﻭﻩ ﻛﺎﺭﻛﻨـﺎﻥ ﻭ‬

‫‪ - ٢٢٢‬ﻣﻬﺎﺭ ﺍﻋﺘﻴﺎﺩ ﻧﻴﺎﺯﻣﻨﺪ ﻋﺰﻡ ﻣﻠﻲ ﺍﺳﺖ‪.‬‬

‫ﺩﺭ ﺩﺍﺩﮔــﺎﻩﻫــﺎﻱ ﺑــﺪﻭﻱ‪ :‬ﺑــﻪ ﺍﻧــﻀﻤﺎﻡ ﺍﻧــﻮﺍﻉ‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٦٣٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺳـﻮﻡ ‪/‬‬

‫ﻧﻘﺶ ﻧﻴﺮﻭﻱ ﺳﻮﻡ ﺳﺮﭘﺮﺳﺖ ﺑﻪ ﻋﻨﻮﺍﻥ ﺭﺍﺑـﻂ ﺑـﻴﻦ ﻛﺎﺭﻛﻨـﺎﻥ‬

‫ﺭﺍﻣﻴﻦ ﻧﺎﺻﺢ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺍﻟﺒـﺮﺯ ﻓـﺮﺩﺍﻧﺶ‪ ٥٤ - .‬ﺹ‪ - .‬ﺟﻴﺒـﻲ‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﻭ ﻣﺪﻳﺮﻳﺖ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺩﺍﺩﺧﻮﺍﺳﺖ ﻭ ﻗﺮﺍﺭﻫﺎﻱ ﺻﺎﺩﺭﻩ ﺍﺯ ﺩﺍﺩﮔـﺎﻩ ﻭ ﺩﻓﺘـﺮ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺁﻥ‪ ،‬ﺩﺍﺩﺧﻮﺍﺳﺖ ﻭ ﻣﻮﺍﺭﺩ ﺗﻮﻗﻴﻒ ﺁﻥ‪.... ،‬‬

‫‪٩٧٨- ٩٦٤- ٧٣٠٠- ٩٦- ٤‬‬

‫ﻣﻨﺼﻮﺭ ﺍﺑـﺎﺫﺭﻱﻓﻮﻣـﺸﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺧﺮﺳـﻨﺪﻱ‪ ٤٥٦ - .‬ﺹ‪.‬‬ ‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٦٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺩﻭﻡ ‪١٥٠٠ /‬‬

‫ﺷﺎﺑﮏ ‪:‬‬ ‫ﻣﺴﺎﻳﻞ ﻭ ﺧﺪﻣﺎ ﺕ ﺭﻓﺎﻫﻲ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺩﻭﻟﺖ ﻣﺮﻛﺰﻱ ﺍﻳﺮﺍﻥ‬

‫ﻳﺎ ﺗﻤﺎﻳﻞ ﻏﻴﺮﻃﺒﻴﻌـﻲ ﻭ ﻣـﺪﺍﻭﻡ‬

‫‪٣٥٤‬‬

‫‪٣٦٢‬‬

‫‪ - ٢١٤‬ﺑﺮﺭﺳﻲ ﺗﻄﺒﻴﻘـﻲ ﻣـﺪﻳﺮﻳﺖ ﻣﻨـﺎﺑﻊ ﺁﺏ ﺩﺭ‬

‫‪ - ٢١٨‬ﺁﺭﺍﻣﺶ ﺩﺭ ﮊﺭﻓﺎ ‪ :٤‬ﺭﺍﻫﻨﻤﺎﻱ ﭘﻴـﺸﮕﻴﺮﻱ ﺍﺯ‬

‫ﻛﺸﻮﺭﻫﺎﻱ ﺳﺎﺣﻠﻲ ﻭ ﺍﺭﺍﺋـﻪ ﺭﺍﻫﻜﺎﺭﻫـﺎﻱ ﺗﻮﺳـﻌﻪ‬

‫ﺑﺎﺯﮔﺸﺖ ﺍﻋﺘﻴﺎﺩ ﻫﻤﺮﺍﻩ ﺑﺎ ﻟﻮﺡ ﻓﺸﺮﺩﻩ‪.‬‬

‫ﭘﺪﻳـــﺪﻩﺍﻱ ﺍﺳـــﺖ ﻛـــﻪ ﺩﺭ‬

‫ـﺰ‬ ‫ـﺎﻱ ﺁﺑﺮﻳـ‬ ‫ـﻮﺯﻩﻫـ‬ ‫ـﺪﺍﺭ ﺩﺭ ﺣـ‬ ‫ـﺪﻳﺮﻳﺖ ﭘﺎﻳـ‬ ‫ـﺖ ﻣـ‬ ‫ﺟﻬـ‬

‫ﻛﺎﻭﻩ ﺑﻬﺎﺩﺭﺍﻥ‪ ،‬ﻣﻬﺮﺍﻧﮕﻴﺰ ﭘﻮﺭﻧﺎﺻـﺢ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻬـﺮ ﻛﺎﻭﻳـﺎﻥ‪.‬‬

‫ﭼﺎﺭﭼﻮﺏ ﺟﺴﺖ ﻭﺟﻮﻱ ﺍﻧﺴﺎﻥ‬

‫ﻣﺸﺘﺮﻙ‪.‬‬

‫‪ ٨٨ -‬ﺹ‪ - .‬ﺟﻴﺒــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬

‫ﺑﺮﺍﻱ ﻛـﺴﺐ ﻟـﺬﺕ ﻭ ﻓـﺮﺍﺭ ﺍﺯ‬

‫ﻣﺠﻴــﺪ ﺟﺎﻭﻳــﺪﺗﺎﺵ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻭﺯﺍﺭﺕ ﻧﻴــﺮﻭ‪ ،‬ﻛﻤﻴﺘــﻪ ﻣﻠــﻲ‬

‫ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺩﺭﺩﻫﺎ ﻭ ﺁﻻﻡ ﺗﻮﺟﻴﻪ ﻣﻲﺷـﻮﺩ‪ .‬ﺭﻭﺍﻥﺷﻨﺎﺳـﺎﻥ ﺟﻬـﺎﻥ ﻋﻮﺍﻣـﻞ‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٢٦٦١- ٠٥- ٥‬‬

‫‪ - ٢٠٧‬ﻧﻈﺎﻡ ﺣﻘﻮﻗﻲ ﺍﻧﮕﻠﺴﺘﺎﻥ‪.‬‬ ‫ﻫﻴـﺎﺕ ﭘﮋﻭﻫـﺸﮕﺮﺍﻥ ﻛﺎﻭﻧـﺪﻳﺶ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻧـﺴﺮﻳﻦ ﻣﻬـﺮﺍ ‪- .‬‬ ‫ﺗﻬﺮﺍﻥ‪ :‬ﻣﻴﺰﺍﻥ‪ ٢٤٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪٣٥٠٠٠ - .‬‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻮﻣﻴﺰ(‪- .‬‬ ‫ـﺮﺍﻥ‪ ١٢٦ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﺷـ‬ ‫ﺳـﺪﻫﺎﻱ ﺑـﺰﺭﮒ ﺍﻳـ‬

‫‪٩٧٨- ٩٦٤- ٥١١- ١١٦- ٦‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٦٥- ٠١-٠‬‬

‫ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺣﻘﻮﻕ ﻛﺸﻮﺭﻫﺎﻱ ﺧﺎﺹ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٦٤- ٨٤٦٠- ١٢- ٤‬‬ ‫ﻋﻠﻲ ﻏﻨﺠﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻣﻌﺎﻭﻧﺖ ﺁﻣﻮﺯﺷـﻲ ﻧﺎﺟـﺎ‪ ٢٩٢ - .‬ﺹ‪.‬‬

‫‪٣٤٩‬‬

‫ﻋﻠﻮﻡ ﻧﻈﺎﻣ ﻲ‬ ‫‪٣٥٥‬‬

‫‪ - ٢٠٨‬ﻛﺎﻣﻠﺘﺮﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺁﺯﻣﻮﻧﻬـﺎﻱ ﻣـﺸﺎﻭﺭﺍﻥ‬ ‫ﺣﻘﻮﻗﻲ‪.‬‬ ‫ـﺮﻱ‬ ‫ـﻞ‪ ٢٥٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﺮﺍﻥ‪ :‬ﺟﻨﮕـ‬ ‫ـﻠﻴﻤﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﻤﻴﻪ ﺳـ‬ ‫ﺳـ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٣٦٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٩٨١- ٢٠٣- ٨‬‬

‫‪ - ٢٢٠‬ﻛﻠﻴﺪﻫﺎﻱ ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﺍﻋﺘﻴـﺎﺩ ﺩﺭ‬

‫ﺧﺎﺹ ﺩﺭ ﺍﻳـﺮﺍﻥ ﻋﻤـﻞ ﻭ ﻋـﻮﺍﻣﻠﻲ ﭼـﻮﻥ‪ :‬ﻓﻘـﺮ‪ ،‬ﺑـﻲﻫﻨـﺮﻱ‪،‬‬ ‫ﺑﻴﻜﺎﺭﻱ ﻭ‪ ...‬ﺭﺍ ﻣﻲ ﺗـﻮﺍﻥ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻋﻠـﻞ ﺍﺻـﻠﻲ ﮔـﺴﺘﺮﺵ‬ ‫ﺍﻋﺘﻴﺎﺩ ﺫﻛـﺮ ﻛـﺮﺩ‪ ،‬ﺑـﻪ ﮔﻮﻧـﻪﺍﻱ ﻛـﻪ ﺩﺭ ﺳـﺎﻝ ‪ ١٣٨٠‬ﺭﺋـﻴﺲ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺑﻬﺰﻳـﺴﺘﻲ ﻛـﺸﻮﺭ ﺗﻌـﺪﺍﺩ ﻣﻌﺘـﺎﺩﺍﻥ ﺭﺍ ‪ ٦‬ﻣﻴﻠﻴـﻮﻥﻧﻔـﺮ‬ ‫ﺍﻋﻼﻡ ﻧﻤﻮﺩ ﻳﻌﻨﻲ ﺑـﻪ ﻃـﻮﺭ ﺗﻘﺮﻳﺒـﻲ ﺍﺯ ﻫـﺮ ﺩﻩ ﻧﻔـﺮ ﺷـﻬﺮﻭﻧﺪ‬

‫ﻋﺰﺕ ﺍﷲ ﻋﺰﺗﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺳﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ﻧﻮﺟﻮﺍﻥ ﻭ ﺟﻮﺍﻥ‪.‬‬

‫ﻋﻠﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٢٦٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﻛﺎﺭﻝ ﭘﻴﻚﻫﺎﺭﺕ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻣﺴﻌﻮﺩ ﻫﻮﻣـﺎﻥ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﺍﺣﻤـﺪ‬

‫ﻛﺸﻔﻴﺎﺕ ﻣﻮﺍﺩ ﻣﺨﺪﺭ ﺩﺭ ﻛﺸﻮﺭ ﺍﺳﺘﻨﺒﺎﻁ ﻣﻲﺷـﻮﺩ ﺍﻳـﻦ ﺍﺳـﺖ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٩٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺑﺮﻭﺟﺮﺩﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻣﻮﺳﺴﻪ ﺍﻧﺘـﺸﺎﺭﺍﺕ ﺻـﺎﺑﺮﻳﻦ‪ ،‬ﻛﺘﺎﺑﻬـﺎﻱ‬

‫ﻛﻪ ﻋﻤﺪﻩﻱ ﻣﻮﺍﺩ ﻣﺨـﺪﺭ ﺍﺯ ﻣﺮﺯﻫـﺎﻱ ﺩﻭ ﺍﺳـﺘﺎﻥ ﺧﺮﺍﺳـﺎﻥ ﻭ‬

‫ـﻮﻣﻴﺰ(‪ ٢٨٠٠٠ - .‬ﺭﻳــﺎﻝ‪- .‬‬ ‫ـﻪ‪ ٢٠٨ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷـ‬ ‫ﺩﺍﻧـ‬

‫ﺳﻴﺴﺘﺎﻥ ﻭ ﺑﻠﻮﭼـﺴﺘﺎﻥ ﻭﺍﺭﺩ ﻛـﺸﻮﺭ ﻣـﻲﺷـﻮﺩ ﻭ ﺍﻳـﻦ ﻣـﺴﺎﻟﻪ‬

‫‪٩٧٨- ٩٦٤- ٥٣٠- ٢٦٢- ٥‬‬

‫‪٣٥١‬‬

‫‪ - ٢١٦‬ﻓﺮﻣﺎﻧﺪﻫﻲ ﺩﺭ ﭘﺎﺳﮕﺎﻩ ﻣﺮﺯﻱ ﺩﺭﻳﺎﻳﻲ‪.‬‬ ‫‪ - ٢٠٩‬ﺁﺯﻣﻮﻥﻫﺎﻱ ﺟﺎﻣﻊ ﺍﺳﺘﺨﺪﺍﻣﻲ ﺑﺎﻧﻜﻬﺎ‪.‬‬

‫ﻋﻠﻴﺮﺿﺎ ﺷـﻮﻟﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻌﺎﻭﻧـﺖ ﺁﻣﻮﺯﺷـﻲ ﻧﺎﺟـﺎ‪١١٦ - .‬‬

‫ﻫﻮﺷﻴﺎﺭ ﺧﺰﺍﻳﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻋﺎﺑﺪ‪ ،‬ﻣﻬﺮﮔـﺎﻥ ﻗﻠـﻢ‪ ،‬ﻣﻬﺮﺟـﺮﺩ‪- .‬‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٦٠٠- ٥٠٨٩- ٠٣- ٥‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦١٨١- ٣٧-٣‬‬

‫‪ - ٢٢١‬ﻣــﺪﺩﻛﺎﺭﻱ ﻛﻮﺩﻛــﺎﻥ ﺧﻴﺎﺑــﺎﻧﻲ‪ :‬ﻭﻳــﮋﻩﻱ‬ ‫ﻣـﺪﺩﻛﺎﺭﺍﻥ ﻭ ﭘﺮﺳـﻨﻞ ﻣﺮﺍﻛـﺰ ﻛﻮﺩﻛـﺎﻥ ﺧﻴﺎﺑـﺎﻧﻲ‪:‬‬

‫ﻣﺒــﻴﻦ ﺁﻥ ﺍﺳــﺖ ﻛــﻪ ﻣــﻮﺍﺩ ﻣﺨــﺪﺭ ﺍﺯ ﻃﺮﻳــﻖ ﻣﺮﺯﻫــﺎﻱ‬ ‫ـﻲ"‬ ‫ـﻼﻝ ﻃﻼﻳــ‬ ‫ـﻪ ﺩﻭ ﺭﺍﺱ "ﻫــ‬ ‫ـﺴﺘﺎﻥ‪ ،‬ﻛــ‬ ‫ـﺴﺘﺎﻥ‪ ،‬ﭘﺎﻛــ‬ ‫ﺍﻓﻐﺎﻧــ‬ ‫ـﺴﻴﻞ‬ ‫ـﺎ ﮔـ‬ ‫ـﻪ ﺍﺭﻭﭘـ‬ ‫ـﭙﺲ ﺑـ‬ ‫ـﺸﺘﻪ ﻭ ﺳـ‬ ‫ـﺮﺍﻥ ﮔـ‬ ‫ـﻨﺪ‪ ،‬ﻭﺍﺭﺩ ﺍﻳـ‬ ‫ـﻲﺑﺎﺷـ‬ ‫ﻣـ‬ ‫ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻪ ﺭﻏﻢ ﺗﻼﺵﻫﺎﻱ ﻓﺮﺍﻭﺍﻥ ﺑﺮﺍﻱ ﻛﻨﺘـﺮﻝ ﻣﺮﺯﻫـﺎ ﺩﺭ‬ ‫ﻋﺪﻡ ﻭﺭﻭﺩ ﻣﻮﺍﺩ ﺑﻪ ﻛﺸﻮﺭ ﻫـﻢﭼﻨـﺎﻥ ﺣﺠـﻢ ﺑـﻴﺶﺗـﺮ ﻧﻘـﻞ ﻭ‬

‫ـﻮﺍﺩ‪،‬‬ ‫ـﺼﺮﻑ ﻣـ‬ ‫ـﻮﺭﺩ ﻣـ‬ ‫ـﻲ ﺩﺭ ﻣـ‬ ‫ـﻪﻱ ﺁﻣﻮﺯﺷـ‬ ‫ﻣﺠﻤﻮﻋـ‬

‫ﭼﻬﺎﺭﻡ ‪ ٢١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٦٠٠- ٩٠١٥٠- ١-٦‬‬

‫ﭼﺎﭖ ﻫﺸﺘﻢ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٦٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫‪ ٤٣٦‬ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﻣﺨﺎﻃﺮﻩ ﺁﻣﻴﺰ ﻣـﺼﺮﻑ ﻣـﻮﺍﺩ ﺭﺍ ﺷـﺎﻣﻞ ﻋﻮﺍﻣـﻞ ﻓـﺮﺩﻱ‪ ،‬ﺑـﻴﻦ‬

‫ﺍﻳﺮﺍﻧﻲ‪ ،‬ﻳﻚ ﻧﻔﺮ ﺩﺭ ﺩﺍﻡ ﺍﻋﺘﻴﺎﺩ ﮔﺮﻓﺘـﺎﺭ ﺍﺳـﺖ؛ ﺁﻥﭼـﻪ ﺍﺯ ﺁﻣـﺎﺭ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺍﺩﺍﺭﻩ ﺣﻜﻮﻣﺘﻬﺎﻱ ﻣﺮﻛﺰﻱ‬

‫ ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢١٥‬ﮊﺋﻮﭘﻠﻴﺘﻴﻚ ﺩﺭ ﻗﺮﻥ ﺑﻴﺴﺖ ﻭ ﻳﻜﻢ‪.‬‬

‫ـﻮﺍﺩ ﻣﺨـــﺪﺭ‪ ،‬ﻭ‬ ‫ﺑﻌـــﻀﻲ ﺍﺯ ﻣــ‬

‫ﻓﺮﺩﻱ‪ ،‬ﻣﺤﻴﻄﻲ ﻭ ﻋﻮﺍﻣﻞ ﺍﺟﺘﻤﺎﻋﻲ ﻣﻲﺩﺍﻧﻨـﺪ؛ ﻭﻟـﻲ ﺑـﻪ ﻃـﻮﺭ‬ ‫‪ - ٢١٩‬ﻛﻠﻴﺎﺕ ﻣﻮﺍﺩ ﻣﺨﺪﺭ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫"ﺍﻋﺘﻴﺎﺩ" ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﺗﻌﻠـﻖ‬

‫ﻋــﺪﻩﺍﻱ ﺍﺯ ﺍﻓــﺮﺍﺩ ﻧــﺴﺒﺖ ﺑــﻪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٠ -٨٠٨- ٥‬‬

‫ـﻮﺍﺩ‬ ‫ـﺎ ﭘﺎﺑﺮﺟﺎﺳـﺖ‪ ،‬ﭼـﺮﺍ ﻛـﻪ ﻣـ‬ ‫ﺍﻧﺘﻘـﺎﻝ ﻣـﻮﺍﺩ ﻣﺨـﺪﺭ ﺩﺭ ﻣﺮﺯﻫـ‬

‫ﻣﺸﻜﻼﺕ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺭﻓﺎﻩ ﺍﺟﺘﻤﺎﻋﻲ‬ ‫ﺑﻬﺪﺍﺷﺖ ﺟﻨﺴﻲ ‪....‬‬

‫‪٩٧٨- ٩٦٤- ٣٦٤- ٨١٨- ٣‬‬

‫ﻛﺸﻒ ﺷـﺪﻩ‪ ،‬ﺗﻨﻬـﺎ ﺩﺭﺻـﺪﻱ ﺍﺯ ﻣـﻮﺍﺩ ﻣﺨـﺪﺭ ﻧﻘـﻞ ﻭ ﺍﻧﺘﻘـﺎﻝ‬

‫‪٣٦١‬‬

‫ﻣﺘﺮﺟﻢ‪ :‬ﻋﺒـﺪﺍﻟﺒﺎﻗﻲ ﺭﻭﺷـﻨﻲ ‪ - .‬ﺳـﻨﻨﺪﺝ‪ :‬ﭘﺮﺗـﻮ ﺑﻴـﺎﻥ‪٣٦٤ - .‬‬ ‫ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺑﻪ ﻫﺮ ﺣﺎﻝ ﺑﺎﻳـﺪ ﺑـﻪ ﺩﻧﺒـﺎﻝ ﺭﺍﻩﻛﺎﺭﻫـﺎﻳﻲ ﺑـﺮﺍﻱ‬ ‫‪ - ٢١٠‬ﺭﺍﻫﻨﻤﺎﻱ ﺍﻃﻼﻋﺎﺕ ﺑـﺎﻧﻜﻲ ﻭ ﺁﺯﻣـﻮﻥﻫـﺎﻱ‬

‫‪ - ٢١٧‬ﺭﻭﻳﻜــﺮﺩ ﺗﻌــﺎﻣﻠﻲ ﺑــﻪ ﺳﺮﭘﺮﺳــﺘﻲ ﺩﺭ‬

‫ـﺎﭖ ﺍﻭﻝ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﺍﺳﺘﺨﺪﺍﻣﻲ ﺑﺎﻧﻚ ﻫﺎ ﻭﻳـﮋﻩ ﺑﺎﻧـﻚ ﻫـﺎﻱ ﺩﻭﻟﺘـﻲ ﻭ‬

‫ﻣﺪﺩﻛﺎﺭﻱ ﺍﺟﺘﻤﺎﻋﻲ‪.‬‬

‫‪ ١٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺧــﺼﻮﺻﻲ ﺷــﺎﻣﻞ‪ ٢٨٠٠ :‬ﺗــﺴﺖ ﺑــﺎ ﭘﺎﺳــﺦ‬

‫ﻻﺭﻧـــﺲ ﺷـــﻮﻟﻤﻦ؛ ﻣﺘـــﺮﺟﻢ‪ :‬ﻣﻨﻴﺮﺍﻟـــﺴﺎﺩﺍﺕ ﻣﻴﺮﺑﻬـــﺎﺀ‪،‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺗﺸﺮﻳﺤﻲ‪.‬‬

‫ﺷﻤﺲﺍﻋﻈـﻢ ﺍﻧـﺼﺎﺭﻱ‪ ،‬ﻓﺮﻳـﺪﻩ ﻫﻤﺘـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ‬

‫ﻛﻮﺩﻛــﺎﻥ ﺧﻴﺎﺑــﺎﻧﻲ ﻗﺮﺑﺎﻧﻴــﺎﻥ‬

‫ﻋﻠﻲ ﺍﺻﻐﺮ ﻋﻠﻴـﺰﺍﺩﻩ ‪ - .‬ﺭﺷـﺖ‪ :‬ﮔـﭗ‪ ٣٩٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﻣﻄﺎﻟﻌﻪ ﻭ ﺗﺪﻭﻳﻦ ﻛﺘﺐ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪- .‬‬

‫ﺭﺷﺪ ﺍﻗﺘـﺼﺎﺩﻱ‪ ،‬ﺟﻨـﮓ‪ ،‬ﻓﻘـﺮ‪،‬‬

‫)ﺷــﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﭼﻬــﺎﺭﺩﻫﻢ ‪٤٠٠٠ /‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٥٣٠٠٠ - .‬ﺭﻳـ‬ ‫‪ ٥٥٢‬ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ﻓﻘــﺪﺍﻥ ﺍﺭﺯﺵﻫــﺎﻱ ﺳــﻨﺘﻲ‪،‬‬

‫ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺧــﺸﻮﻧﺖﻫــﺎﻱ ﺧــﺎﻧﻮﺍﺩﮔﻲ‪ ،‬ﻭ‬

‫ﻛﺎﻫﺶ ﺍﻋﺘﻴﺎﺩ ﺑﻮﺩ ﻛﻪ ﺍﺯ ﺁﻥ ﺟﻤﻠـﻪ ﻣـﻲﺗـﻮﺍﻥ ﺑـﻪ ﺗﺤـﻮﻝ ﺩﺭ‬ ‫ﺳﺎﺧﺘﺎﺭ ﺍﻗﺘـﺼﺎﺩﻱ ﻭ ﺣﺮﻛـﺖ ﺑـﻪ ﺳـﻮﻱ ﻋـﺪﺍﻟﺖ ﺍﺟﺘﻤـﺎﻋﻲ‪،‬‬

‫ﺗﺎﺳﻴﺲ ﺻﻨﺪﻭﻕ ﺧﺮﻳﺪ ﻣﻮﺍﺩ ﻣﺨـﺪﺭ ﺍﺯ ﻛـﺸﺖﻛـﺎﺭﺍﻥ ﺍﻓﻐـﺎﻧﻲ‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٨٣٢٧- ٩٧- ١‬‬

‫ﺗﻮﺳﻌﻪ ﻱ ﺳﺎﺯﻣﺎﻥﻫـﺎﻱ ﻏﻴﺮﺩﻭﻟﺘـﻲ‪ ،‬ﺩﺭﻣـﺎﻥ ﺑـﺎ ﻣﻌﻨﻮﻳـﺖ‪ ،‬ﻭ‬

‫ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪ .‬ﻣﻌﻀﻞ ﺍﻋﺘﻴـﺎﺩ ﺩﺭ ﺍﻳـﺮﺍﻥ‪ ،‬ﺟـﺪﻱﺗـﺮ ﺍﺯ ﺁﻥ ﺍﺳـﺖ‬ ‫ﻛﻪ ﺑﺨـﻮﺍﻫﻴﻢ ﺑـﻪ ﺳـﺎﺩﮔﻲ ﺍﺯ ﻛﻨـﺎﺭ ﺁﻥ ﺑﮕـﺬﺭﻳﻢ‪ .‬ﺭﻳـﺸﻪﻛـﻦ‬ ‫ﻛﺮﺩﻥ ﺍﻳﻦ ﺑﻼﻱ ﺧﺎﻧﻤﺎﻧﺴﻮﺯ‪ ،‬ﻋﺰﻡ ﻣﻠـﻲ ﻭ ﻣـﺸﺎﺭﻛﺖ ﺟـﺪﻱ‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٩٧٦- ٣١- ٢‬‬

‫‪٩٧٨- ٩٦٤- ٥٣٠- ٢٥٦- ٤‬‬

‫ﺳﻮﺀ ﺍﺳـﺘﻔﺎﺩﻩ ﻫـﺎﻱ ﺟﻨـﺴﻲ ﻭ‬ ‫ﻫﻤﻪﻱ ﺍﻗﺸﺎﺭ ﻣﺮﺩﻡ ﺭﺍ ﻣﻲﻃﻠﺒﺪ؛ ﭼـﺮﺍ ﻛـﻪ ﺍﮔـﺮ ﻧـﺴﻞ ﺟـﻮﺍﻥ‬

‫ﺳﺮﭘﺮﺳــــﺘﻲ ﺩﺭ ﻣــــﺪﺩﻛﺎﺭﻱ‬

‫ـﻮﺩﻙ‬ ‫ﺭﻭﺣـﻲ ﻫـﺴﺘﻨﺪ‪ .‬ﻫـﺮ ﻛـ‬

‫ﺍﺟﺘﻤﺎﻋﻲ ﻓﺮﺍﻳﻨﺪ ﻣﻬﻤﻲ ﺍﺳـﺖ‪.‬‬

‫ﺧﻴﺎﺑــﺎﻧﻲ ﺑــﺮﺍﻱ ﺑــﻮﺩﻧﺶ ﺩﺭ‬

‫ﺳﺮﭘﺮﺳــﺘﺎﻥ ﻣــﺎﻫﺮ ﺩﺭ ﻗﺒــﺎﻝ‬

‫ﺧﻴﺎﺑﺎﻥ ﺩﻟﻴـﻞ ﺧـﺎﺹ ﻭ ﻗـﺎﻧﻊﻛﻨﻨـﺪﻩﺍﻱ ﺩﺍﺭﺩ؛ ﺩﺭ ﺣـﺎﻟﻲ ﻛـﻪ‬

‫ـﺪﺩﺟﻮﻳﺎﻥ‪،‬‬ ‫ـﺖ ﺍﺯ ﻣـــ‬ ‫ﻣﺤﺎﻓﻈـــ‬

‫ﺑﺮﺧﻲ ﻛﻮﺩﻛﺎﻥ ﺑﻪ ﺧﺎﻃﺮ ﻫﻴﺠﺎﻥ‪ ،‬ﻟﺬﺕ ﻭ ﺁﺯﺍﺩﻱ ﺑـﻪ ﺧﻴﺎﺑـﺎﻥ‬

‫ﭼﺸﻢﺍﻧﺪﺍﺯ ‪ ٢٠‬ﺳﺎﻟﻪ‪ ،‬ﻗﺎﻧﻮﻥ ﺑﺮﻧﺎﻣﻪ ‪....‬‬

‫ﭘﻴــﺸﺒﺮﺩ ﻭ ﺍﺭﺗﻘــﺎﻱ ﻓﻌﺎﻟﻴــﺖ‬

‫ﻛﺸﺎﻧﺪﻩ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺍﻣﺎ ﺍﻛﺜﺮﻳﺖ ﻛﻮﺩﻛـﺎﻥ ﺧﻴﺎﺑـﺎﻧﻲ ﺻـﺮﻓﺎ ﺑـﻪ‬

‫ـﺎﻥ‬ ‫ـﺶﭘﮋﻭﻫـ‬ ‫ـﺸﺎﺭﺍﺗﻲ ﺩﺍﻧـ‬ ‫ـﺴﻪ ﺍﻧﺘـ‬ ‫ـﺮﺍﻥ‪ :‬ﻣﻮﺳـ‬ ‫ـﺪﻧﻲ ‪ - .‬ﺗﻬـ‬ ‫ﺩﺍﻭﺩ ﻣـ‬

‫ـﺪﺩﻛﺎﺭﻱ ﺍﺟﺘﻤــﺎﻋﻲ ﻭ ﺭﺷــﺪ‬ ‫ﻣـ‬

‫ﺍﻳﻦ ﺩﻟﻴﻞ ﻛﻪ ﻫﻴﭻ ﻣﻜﺎﻥ ﺩﻳﮕﺮﻱ ﺑﺮﺍﻱ ﭘﻨـﺎﻩ ﮔـﺮﻓﺘﻦ ﻧﺪﺍﺭﻧـﺪ‬

‫ﻓﺮﺩﺍ‪ ١٩٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٣٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪- .‬‬

‫ﺣﺮﻓــﻪﺍﻱ ﺷــﺨﺺ ﻣــﺪﺩﻛﺎﺭ‪،‬‬

‫ـﻲ‬ ‫ـﺰﻱ ﺩﻭﻟﺘـ‬ ‫ـﻪﺭﻳـ‬ ‫ـﺮﺩ ﺑﻮﺩﺟـ‬ ‫ـﺎﻧﻲ ﻭ ﻓﺮﺍﮔـ‬ ‫‪ - ٢١١‬ﻣﺒـ‬ ‫)ﺧﻮﺩﺁﻣﻮﺯ( ﺑﻪ ﺍﺳﺘﻨﺎﺩ ﺁﺧـﺮﻳﻦ ﺗﺤـﻮﻻﺕ ﺩﺭ ﻧﻈـﺎﻡ‬

‫ﺑﻮﺩﺟــﻪﺭﻳــﺰﻱ ﺍﻳــﺮﺍﻥ‪ :‬ﻧﻈــﺎﻡ ‪GFS‬‬

‫‪ ،‬ﺳــﻨﺪ‬

‫ﻛﺸﻮﺭﻱ ﺑﻴﻤﺎﺭ ﻳﺎ ﻓﻠﺞ ﺑﺎﺷـﺪ ﺩﺭ ﺁﻳﻨـﺪﻩ ﺟـﺰ ﻭﻳـﺮﺍﻥﺳـﺮﺍﻳﻲ ﺍﺯ‬ ‫ﺁﻥ ﻛﺸﻮﺭ ﺑﺎﻗﻲ ﻧﺨﻮﺍﻫﺪ ﻣﺎﻧﺪ‪.‬‬

‫ﺳﺎﻳﺮ ﻣﺸﻜﻼﺕ ﻭ ﺧﺪﻣﺎﺕ ﺍﺟﺘﻤﺎﻋﻲ‬ ‫‪٣٦٣‬‬

‫ـﺰ‬ ‫ـﺸﻮﺭﻫﺎ ﻧﻴـ‬ ‫ـﺴﻴﺎﺭﻱ ﺍﺯ ﻛـ‬ ‫ـﺪ‪ .‬ﺩﺭ ﺑـ‬ ‫ـﻲﺁﻭﺭﻧـ‬ ‫ـﺎﻥ ﺭﻭﻱ ﻣـ‬ ‫ـﻪ ﺧﻴﺎﺑـ‬ ‫ﺑـ‬ ‫ـﺘﺎﻧﺪﺍﺭﺩ‬ ‫‪ - ٢٢٣‬ﺍﺳـ‬

‫ﭼﺎﭖ ﺩﻭﻡ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻣﺴﺌﻮﻝ ﺍﻧﺪ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺣﻴﻄﻪﻫﺎﻱ ﭘﻴﭽﻴـﺪﻩﺍﻱ ﻛـﻪ ﻣـﺪﺩﻛﺎﺭﺍﻥ‬

‫ﻛﻮﺩﻛﺎﻥ ﺧﻴﺎﺑﺎﻧﻲ‪ ،‬ﺍﻓﺮﺍﺩﻱ ﻫﺴﺘﻨﺪ ﻛﻪ ﻓﻘﻂ ﺑـﻪ ﺧـﺎﻃﺮ ﺑﻘـﺎ ﺑـﻪ‬

‫ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺁﻥﺟﺎ ﻣﺸﻐﻮﻝﺍﻧﺪ‪ ،‬ﺳﺮﭘﺮﺳﺖ ﺑﺎﻳـﺪ ﺑﺘﻮﺍﻧـﺪ ﺍﻏﻠـﺐ‪،‬‬

‫ﻓﻌﺎﻟﻴﺖ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ‪ .‬ﺳﻦ ﻣﻌﻤﻮﻝ ﻛﻮﺩﻛـﺎﻥ ﺧﻴﺎﺑـﺎﻧﻲ ﺍﺯ ﺟـﺎﻳﻲ‬

‫ﻫﻢ ﺯﻣﺎﻥ ﺩﺭ ﺳﻄﻮﺣﻲ ﺑﺴﻴﺎﺭ ﻣﺘﻔﺎﻭﺕ‪ ،‬ﺑـﻪ ﮔﻮﻧـﻪﺍﻱ ﻛﺎﺭﺁﻣـﺪ ﻭ‬

‫ـﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣــﺎﻝ‬ ‫ـﺖ‪ .‬ﺩﺭ ﻛـ‬ ‫ـﺎﻭﺕ ﺍﺳـ‬ ‫ـﺮ ﻣﺘﻔـ‬ ‫ـﺎﻱ ﺩﻳﮕـ‬ ‫ـﻪ ﺟـ‬ ‫ﺑـ‬

‫ﻣﻮﺛﺮ ﻋﻤﻞ ﻛﻨﺪ‪ .‬ﺑﺨﺸﻲ ﺍﺯ ﺍﻗﺪﺍﻣﺎﺕ ﺳﺮﭘﺮﺳﺖ ﻃـﻲ ﻳـﻚ ﺭﻭﺯ‬

‫ﺗﻮﺳﻌﻪ‪ ،‬ﻛﻮﺩﻛﺎﻥ ﺑﻪ ﻣﺤﺾ ﺭﺳﻴﺪﻥ ﺑﻪ ﻫﺸﺖ ﺳﺎﻟﮕﻲ‪ ،‬ﻛـﺎﻣﻼ‬

‫ـﺎﺭﻱ ﻋﺒــﺎﺭﺕ ﺍﺳــﺖ ﺍﺯ‪ :‬ﻣﺤــﻮﻝ ﻛــﺮﺩﻥ ﻭﻇــﺎﻳﻒ؛ ﺣــﻞ‬ ‫ﻛـ‬

‫ـﻪ‪،‬‬ ‫ﻣـﺴﺘﻘﻞ ﺯﻧـﺪﮔﻲ ﻣـﻲﻛﻨﻨـﺪ‪ .‬ﻭ ﺩﺭ ﻛـﺸﻮﺭﻫﺎﻱ ﺗﻮﺳـﻌﻪﻳﺎﻓﺘـ‬

‫‪ISO‬‬

‫ـﺮﺍﻩ‬ ‫‪ ٢٢٠٠٠:٢٠٠٥‬ﻫﻤـ‬

‫ﺑﺎ ﻣﺘﻦ ﺍﻧﮕﻠﻴﺴﻲ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٧٤٤- ٠٨- ٨‬‬

‫ﻣﺘﺮﺟﻢ‪ :‬ﻋﻠﻲ ﺟﻼﻟﻲ‪ ،‬ﻣﺤﻤﻮﺩ ﺟﻼﻟﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬ ‫‪ - ٢١٢‬ﻣﺠﻤﻮﻋﻪ ﺳﻮﺍﻻﺕ ﻃﺒﻘﻪ ﺑﻨﺪﻱ ﺷـﺪﻩ ﻭﻳـﮋﻩ‬ ‫ﺁﺯﻣﻮﻥﻫﺎﻱ ﺍﺳﺘﺨﺪﺍﻣﻲ‪.‬‬ ‫ﻣﺤﻤﺪﺗﻘﻲ ﻓﺮﺍﻣﺮﺯﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧﻮﻳﺴﻪ‪ ،‬ﻋﻠـﻮﻡ ﺍﻳـﺮﺍﻥ‪٤٥٢ - .‬‬

‫‪D.A.S -‬‬

‫ ‪ ٧٨IRAN.‬ﺹ‪ - .‬ﭘﺎﻟﺘﻮﻳﻲ )ﺷـﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬‫ ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٠٤- ٠١١٥- ٦‬‬

‫ﺍﺧﺘﻼﻑ ﻫﺎ؛ ﺍﺟﺮﺍﻱ ﺧﻂ ﻣﺸﻲ ﻣﺪﻳﺮﻳﺘﻲ ﺧـﺎﺹ؛ ﺍﻳﺠـﺎﺩ ﻧﻈـﻢ‬

‫ﻣﻌﻤﻮﻻ ﻛﻮﺩﻛﺎﻥ ﺧﻴﺎﺑﺎﻧﻲ ﺩﺭ ﺳﻨﻴﻦ ﺑـﻴﺶ ﺍﺯ ﺩﻭﺍﺯﺩﻩ ﺳـﺎﻝ ﺑـﻪ‬

‫ﻭ ﻫﻤﺎﻫﻨﮕﻲ؛ ﻳﺎﻓﺘﻦ ﻣﻨﺎﺑﻊ ﻣﺎﻟﻲ ﺑﺮﺍﻱ ﺁﻣـﻮﺯﺵﻫـﺎﻱ ﻣـﺴﺘﻤﺮ‬

‫ﭼﺸﻢ ﻣﻲﺧﻮﺭﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻛﻪ ﺍیـﻦ ﻛﻮﺩﻛـﺎﻥ ﺗﻬﺪﻳـﺪﻱ ﺑـﺮﺍﻱ‬

‫‪ - ٢٢٤‬ﺍﻳﻤﻨﻲ ﻭ ﺑﻬﺪﺍﺷﺖ ﻛﺎﺭ‪ :‬ﺣﻔﺎﻇـﺖ ﺻـﻨﻌﺘﻲ‬

‫ﻭ ﻣﻬــﻢ ﻭ ﺗﻌﻴــﻴﻦ ﺍﻭﻟﻮﻳــﺖﻫــﺎ‪ .‬ﺗﻤــﺎﻡ ﺍﻳــﻦ ﺍﻗــﺪﺍﻣﺎﺕ ﺑــﻪ‬

‫ﺳﻼﻣﺖ ﺟﻮﺍﻣﻊ ﻣﺤﺴﻮﺏ ﻣﻲﺷﻮﻧﺪ ﻭﻟﻲ ﺩﺭ ﺷﺮﺍﻳﻂ ﺍﺳـﻒﺑـﺎﺭ‬

‫ﺑﻪ ﺍﻧﻀﻤﺎﻡ ﻣﻮﺍﺩ ‪ ٥١‬ﺗﺎ ‪ ١١٩‬ﻗﺎﻧﻮﻥ ﻛﺎﺭ ﺟﻤﻬـﻮﺭﻱ‬

‫ﻣﻬﺎﺭﺕ ﻫﺎﻱ ﺧﺎﺹ ﻧﻴﺎﺯ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺑﺨﺶﻫﺎﻱ ﻣﺨﺘﻠـﻒ ﻛﺘـﺎﺏ‬

‫ـﻪ‬ ‫ـﺖ ﻛـ‬ ‫ـﻦ ﺭﻭ ﺍﺳـ‬ ‫ـﺪ‪ .‬ﺍﺯ ﺍﻳـ‬ ‫ـﺎﻟﺘﻲ ﻧﺪﺍﺭﻧـ‬ ‫ـﻪ ﺩﺧـ‬ ‫ـﻴﭻﮔﻮﻧـ‬ ‫ـﻮﻳﺶ ﻫـ‬ ‫ﺧـ‬

‫ﺍﺳﻼﻣﻲ‪.‬‬

‫ﺣﺎﺿﺮ‪ ،‬ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺑﺮﺭﺳـﻲ ﻣـﻲ ﺷـﻮﺩ‪ :‬ﻣﺒـﺎﻧﻲ ﻧﻈـﺮﻱ؛ ﭼﻬـﺎﺭ‬

‫ﺟﻮﺍﻣﻊ ﺑﺎﻳﺪ ﺑﻪ ﻓﺮﺍﺧﻮﺭ ﺗﻮﺍﻧﺎﻳﻲ ﻭ ﻣﻴـﺰﺍﻥ ﺍﺣـﺴﺎﺱ ﻣـﺴﺌﻮﻟﻴﺖ‬

‫ﺑﺎﺑﻚ ﻛﺎﻇﻤﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﭘﻴـﺎﻡ ﭘﻮﻳـﺎ‪ ٣٩٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫"ﻣﺪﻝ ﺍﻟﻤﺎﺱ"‪.‬‬

‫ﻣﺮﺣﻠــﻪﻱ ﻛــﺎﺭ ﺳﺮﭘﺮﺳــﺘﻲ )ﻣﺮﺣﻠــﻪﻱ ﻣﻘــﺪﻣﺎﺗﻲ‪ ،‬ﺷــﺮﻭﻉ‪،‬‬

‫ـﺮﺍﺩ‬ ‫ـﻦ ﺍﻓـ‬ ‫ـﺎﻱ ﺍﻳـ‬ ‫ـﺎ ﻭ ﻧﻴﺎﺯﻫـ‬ ‫ـﻲﻫـ‬ ‫ـﺎﻳﻲ ﻭﻳﮋﮔـ‬ ‫ـﻪ ﺷﻨﺎﺳـ‬ ‫ـﻮﻳﺶ ﺑـ‬ ‫ﺧـ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺮﺍﻑ ‪- .‬‬ ‫ـﺎ ﻧﺠﺎﺭﺻـ‬ ‫ـﺎﺩﻱ‪ ،‬ﻋﻠﻴﺮﺿـ‬ ‫ـﺴﻦﺁﺑـ‬ ‫ـﺪ ﺣـ‬ ‫ـﺪﻩ‪ :‬ﻣﺤﻤـ‬ ‫ﮔﺮﺩﺁﻭﺭﻧـ‬

‫ﻣﻴﺎﻧﻲ‪ ،‬ﭘﺎﻳﺎﻧﻲ ﻭ ﺍﻧﺘﻘﺎﻻﺕ(؛ ﺍﺭﺯﻳـﺎﺑﻲ؛ ﻛﺎﺭﻛﺮﺩﻫـﺎﻱ ﺁﻣﻮﺯﺷـﻲ‬

‫ﺑﭙﺮﺩﺍﺯﻧﺪ ﻭ ﺑﺮﺍﻱ ﺭﻓﻊ ﺁﻥﻫﺎ ﺍﻗﺪﺍﻡ ﻛﻨﻨﺪ‪.‬‬

‫ـﺎﭖ ﺩﻭﻡ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٤٩٠٠٠ - .‬ﺭﻳـ‬ ‫ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـ‬ ‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٥١٠٣- ٧- ٨‬‬

‫‪ - ٢١٣‬ﻣﺪﻝ ﺟﺎﻣﻊ ﻧﻈﺎﻡ ﺑﻮﺩﺟـﻪﺭﻳـﺰﻱ ﻋﻤﻠﻴـﺎﺗﻲ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٧٩٣٣- ١٠-X‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱۲‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫‪ - ٢٢٥‬ﺟﻤﻌﻴﺖ ﻭ ﺗﻨﻈﻴﻢ ﺧﺎﻧﻮﺍﺩﻩ‪.‬‬

‫‪ - ٢٣٠‬ﻓﺮﻣﺎﻧﺪﻫﻲ ﭘﺎﺳﮕﺎﻩ ﻫﻮﺍﭘﻴﻤﺎﻳﻲ ﻛﺸﻮﺭﻱ‪.‬‬

‫ﭘﻮﺭﺭﺳــﺘﻤﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺑــﺮﮒ ﺳــﺒﺰﺩﺍﻧﺶ‪ ٤٨٤ - .‬ﺹ‪- .‬‬

‫ﺳﻴﺪﻣﺠﺘﺒﻲ ﺣﺴﻴﻨﻲ؛ ﻣﻘﺪﻣـﻪ‪ :‬ﻋﻠـﻲﺍﻛﺒـﺮ ﻭﻻﻳﺘـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ﻋﺒﺪﺍﻟﺮﺣﻴﻢ ﺷـﺎﻫﻤﺮﺍﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺑـﻪ ﺁﻣـﻮﺯ‪ ١٦٨ - .‬ﺹ‪- .‬‬

‫ـﺎﭖ ﺩﻭﻡ ‪٥٠٠٠ /‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٥٨٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫ﻛــﺴﺎﻛﺎﻭﺵ‪ ١٩٦ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪٣١٠٠٠ - .‬‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﺎﻧﺰﺩﻫﻢ ‪ ٢٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٩٦٤- ٠٢- ٤‬‬

‫‪٩٦٤- ٨١١١- ٥٥- ٣‬‬

‫‪ - ٢٣١‬ﻣﺒﺎﺣــــﺚ ﺍﺧﻼﻗــــﻲ ﺩﺭ ﻣــــﺸﺎﻭﺭﻩ ﻭ‬

‫ـﺴﺖ‪ :‬ﺍﻧﮕﻠﻴــﺴﻲ ‪/‬‬ ‫ـﻪ ﻣﺤــﻴﻂ ﺯﻳـ‬ ‫‪ - ٢٣٥‬ﻭﺍﮊﻩﻧﺎﻣـ‬

‫ﺭﻭﺍﻥﺩﺭﻣﺎﻧﻲ‪.‬‬

‫ﻓﺎﺭﺳﻲ‪.‬‬

‫ﻣﻠﻲ ﺍﺭﺯﻳﺎﺑﻲ ﺍﺛﺮﺍﺕ ﻣﺤﻴﻂ ﺯﻳﺴﺘﻲ‪.‬‬

‫ﺧﺪﺍﺑﺨﺶ ﺍﺣﻤـﺪﻱ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻓﺮﻳﺒـﺎ ﺁﻗﺎﺟـﺎﻥﭘـﻮﺭﭼﻤﻨـﻲ ‪- .‬‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﺳﺎﺣﻞ ﺭﺷﻴﺪ ﻧﺪﻳﻤﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺁﻓﺘـﺎﺏ ﮔﺮﺍﻓﻴـﻚ‪.‬‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﺩﺍﻧــﮋﻩ‪ ٢٣٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪٣٤٠٠٠ - .‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٣٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬

‫‪ ٤٠ -‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٤٢‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺗﻄﺒﻴﻘﻲ )ﺭﺷـﺘﻪ ﻋﻠـﻮﻡ‬

‫ﺍﺣﻤﺪ ﺁﻗﺎﺯﺍﺩﻩ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﺸﮕﺎﻩ ﭘﻴـﺎﻡ ﻧـﻮﺭ‪ ٣٠٤ - .‬ﺹ‪- .‬‬

‫ﻓﺮﻳﺪ ﻣﺮ‪ ،‬ﺳﺮﻭﺵ ﻣـﺪﺑﺮﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﻤﺮ‪ ٣٨٢ - .‬ﺹ‪- .‬‬

‫‪٩٧٨- ٩٦٤- ٨٩٨٣- ١٧- ٣‬‬

‫‪٣٧٠‬‬

‫ﺗﺮﺑﻴﺘﻲ(‪.‬‬

‫‪٩٦٤- ٩٦٨٠٣- ٢- ٢‬‬

‫‪ - ٢٢٦‬ﺧﻼﺻﻪ ﺳﺨﻨﺮﺍﻧﻲ ﻫﺎﻱ ﭘﻨﺠﻤﻴﻦ ﻫﻤـﺎﻳﺶ‬

‫ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٨٥٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪١٠٠٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٨٧ -٤٤١- ٤‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٦٠٠- ٥٠٧٠- ٠٣- ٣‬‬

‫‪٩٧٨- ٩٦٤- ٦٥٠٨- ٦٨-٢‬‬

‫‪ - ٢٤٣‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺭﺍﺳـﺘﻴﻦ )ﻣﺠﻤﻮﻋـﻪ ﻱ‬

‫ـﺎﻥ‬ ‫ـﺴﺘﻲ ﺟﻬـ‬ ‫ـﻮﻉ ﺯﻳـ‬ ‫ﺗﺒـﺎﻫﻲ ﺗﻨـ‬

‫ﻣــﺸﺎﻭﺭﺍﻥ ﻣﻮﻓــﻖ ﺑــﻪ ﻃــﻮﺭ‬

‫ﻳﻜﻲ ﺍﺯ ﺳﻪ ﻣـﺴﺎﻟﻪ ﻱ ﻣﻬﻤـﻲ‬

‫ـﺪﺍﻭﻡ ﺑﺎﻳــﺪ ﺑــﺮﺍﻱ ﺑﻬﺒــﻮﺩ ﻭ‬ ‫ﻣـ‬

‫ﺍﺳــﺖ ﻛــﻪ ﺍﻣــﺮﻭﺯﻩ ﺟﻬــﺎﻥ ﺭﺍ‬

‫ﺍﺭﺗﻘﺎﻱ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺣﺮﻓـﻪﺍﻱ‬

‫ﺗﻬﺪﻳــﺪ ﻣــﻲﻛﻨــﺪ‪ .‬ﺑــﻪ ﺭﻏــﻢ‬

‫ـﺪ‪ ،‬ﺍﺯ‬ ‫ـﻼﺵ ﻛﻨﻨـــ‬ ‫ـﻮﺩ ﺗـــ‬ ‫ﺧـــ‬

‫‪ - ٢٣٦‬ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺟﻨﺎﻳﻲ‪.‬‬

‫ﺍﻓﺰﺍﻳﺶ ﺩﺭﻙ ﺟﻮﺍﻣـﻊ ﺍﻧـﺴﺎﻧﻲ‬

‫ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺟﺪﻳﺪ ﻣﻄﻠﻊ ﺷـﻮﻧﺪ‬

‫ﭘﺮﻳﺮﺥ ﺩﺍﺩﺳﺘﺎﻥ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺳﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﺯ ﺍﻫﻤﻴـــﺖ ﺗﺒـــﺎﻫﻲ ﺗﻨـــﻮﻉ‬

‫ﻭ ﺩﺭ ﺍﻧﺠــﺎﻡ ﺩﺍﺩﻥ ﺗﺤﻘﻴﻘــﺎﺕ‬

‫ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٤٥٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﺁﻣـــﻮﺯﺵ ﻭ ﭘـــﺮﻭﺭﺵ ﺩﺍﺭﺍﻱ‬

‫ﻣﻮﺭﺩ ﻧﻴـﺎﺯ ﻣـﺸﺎﺭﻛﺖ ﻧﻤﺎﻳﻨـﺪ‪.‬‬

‫ـﺸﻢ ‪١٢٠٠٠ /‬‬ ‫ـﺎﭖ ﺷــ‬ ‫ـﺎﻝ‪ - .‬ﭼــ‬ ‫)ﺷــﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳــ‬

‫ﭘﻴﺸﻴﻨﻪ ﺍﻱ ﺑﺴﻴﺎﺭ ﻛﻬـﻦ ﺍﺳـﺖ‪.‬‬

‫ﺯﻳﺴﺘﻲ‪ ،‬ﻫﻨـﻮﺯ ﭘﻴﺎﻣـﺪﻫﺎﻱ ﺁﻥ‬

‫ﺟﺮﻣﺸﻨﺎﺳﻲ‬

‫ﻣﻘﺎﻻﺕ ﺁﻣﻮﺯﺷﻲ(‪.‬‬ ‫ﺑﻬﻤﻦ ﺁﺯﺍﺩﻱ؛ ﻭﻳﺮﺍﺳﺘﺎﺭ‪ :‬ﻣﺴﻌﻮﺩ ﻳﻮﺳﻔﻲ ‪ - .‬ﺧـﺮﻡ ﺁﺑـﺎﺩ‪ :‬ﺳـﻴﻔﺎ‪.‬‬

‫‪٣٦٤‬‬

‫ـﺎﭖ‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﻲ )ﺷـ‬ ‫‪ ١٠٤ -‬ﺹ‪ - .‬ﺭﻗﻌـ‬

‫ﺑﻪ ﻃـﻮﺭ ﻛﺎﻣـﻞ ﺷـﻨﺎﺧﺘﻪ ﻧـﺸﺪﻩﺍﻧـﺪ‪ .‬ﺩﺭ ﺩﻭ ﺩﻫـﻪﻱ ﮔﺬﺷـﺘﻪ‪،‬‬

‫ﺭﻋﺎﻳﺖ ﻣﻌﻴﺎﺭﻫﺎﻱ ﺍﺧﻼﻗﻲ ﻭ ﺗـﻼﺵ ﺑـﺮﺍﻱ ﺩﺳـﺖﻳـﺎﺑﻲ ﺑـﻪ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻼﺵ ﻫﺎﻱ ﻣﺘﻌـﺪﺩﻱ ﺗﻮﺳـﻂ ﺳـﺎﺯﻣﺎﻥﻫـﺎﻱ ﺑـﻴﻦﺍﻟﻤﻠﻠـﻲ ﻭ‬

‫ﺍﺻﻮﻝ ﺍﺧﻼﻗﻲ ﺩﺭ ﺳﻄﺤﻲ ﺑـﺎﻻﺗﺮ ﺟـﺰﺀ ﻭﻇـﺎﻳﻒ ﻣـﺸﺎﻭﺭ ﻳـﺎ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻮﺭﺕ‬ ‫ـﺴﺘﻲ ﺻـ‬ ‫ـﻆ ﺗﻨـﻮﻉ ﺯﻳـ‬ ‫ـﺖ ﺑـﺮﺍﻱ ﺣﻔـ‬ ‫ﺩﻭﺳـﺖﺩﺍﺭﺍﻥ ﻃﺒﻴﻌـ‬

‫ﺭﻭﺍﻥ ﺩﺭﻣﺎﻥﮔﺮ ﺑﻪ ﺣﺴﺎﺏ ﻣﻲﺁﻳﺪ‪ .‬ﺑﻪ ﺭﻏﻢ ﭘﻴﺸﺮﻓﺖﻫـﺎﻳﻲ ﻛـﻪ‬

‫ﮔﺮﻓﺘﻪ ﻭ ﺑﺎ ﺣﻤﺎﻳﺖ ﻫﺎﻱ ﻣـﺎﻟﻲ‪ ،‬ﺑﺮﺧـﻲ ﺍﺯ ﺍﻛﻮﺳﻴـﺴﺘﻢﻫـﺎ ﻳـﺎ‬

‫ﺩﺭ ﺯﻣﻴﻨﻪ ﻱ ﻣﺸﺎﻭﺭﻩ ﻭ ﺭﻭﺍﻥ ﺩﺭﻣـﺎﻧﻲ ﺩﺭ ﺍﻳـﺮﺍﻥ ﺣﺎﺻـﻞ ﺷـﺪﻩ‬

‫ﮔﻮﻧﻪﻫﺎ ﻧﻈﻴﺮ ﻳﻮﺯﭘﻠﻨﮓ ﺁﺳـﻴﺎﻳﻲ ﺩﺭ ﺍﻳـﺮﺍﻥ ﺍﺯ ﺧﻄـﺮ ﺍﻧﻘـﺮﺍﺽ‬

‫ﺍﺳﺖ‪ ،‬ﻫﻨﻮﺯ ﻣﻮﺿﻮﻉﻫﺎﻱ ﺍﺧﻼﻗﻲ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻳـﻚ ﻣـﺎﺩﻩﻱ‬

‫ﻧﺠﺎﺕ ﻳﺎﻓﺘﻪ ﻳـﺎ ﺗـﺎﻛﻨﻮﻥ ﻣﻨﻘـﺮﺽ ﻧـﺸﺪﻩﺍﻧـﺪ‪ .‬ﺍﻣـﺎ ﺑـﻪ ﺩﻟﻴـﻞ‬

‫ﺩﺭﺳﻲ ﺩﺭ ﺑﺮﻧﺎﻣﻪﻫـﺎﻱ ﺗﺮﺑﻴـﺖ ﻣـﺸﺎﻭﺭ ﻭ ﺭﻭﺍﻥﺩﺭﻣـﺎﻥﮔـﺮ ﺩﺭ‬

‫ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻧﺴﺎﻧﻲ ﺍﺯ ﺟﻤﻠﻪ ﻓﻌﺎﻟﻴﺖﻫـﺎﻱ ﻋﻤﺮﺍﻧـﻲ‪،‬‬

‫ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎ ﻭﺍﺭﺩ ﻧﺸﺪﻩ ﺍﺳﺖ‪ .‬ﺗﺮﺑﻴﺖ ﺩﺭﻣﺎﻥﮔﺮﺍﻥ ﺑـﻪ ﺁﻣـﻮﺯﺵ‬

‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻣﻮﺟﻮﺩﺍﺕ ﺑﺪﻭﻥ ﺟﻠﺐ ﺗﻮﺟـﻪ ﺩﺭ ﺣـﺎﻝ ﻧـﺎﺑﻮﺩﻱ ﻭ‬

‫ـﻮﻋﺎﺕ‬ ‫ـﻮﺯ ﺟـﺎﻱ ﻣﻮﺿـ‬ ‫ـﺪﻭﺩ ﺍﺳـﺖ ﻭ ﻫﻨـ‬ ‫ﻓﻨـﻮﻥ ﺣﺮﻓـﻪﺍﻱ ﻣﺤـ‬

‫ـﺮ‬ ‫ـﺖ ﺑـ‬ ‫ـﺸﺘﻤﻞ ﺍﺳـ‬ ‫ـﺮ ﻣـ‬ ‫ـﻪﻱ ﺣﺎﺿـ‬ ‫ـﺴﺘﻨﺪ‪ .‬ﻣﺠﻤﻮﻋـ‬ ‫ـﺮﺍﺽ ﻫـ‬ ‫ﺍﻧﻘـ‬

‫ﺍﺧﻼﻗﻲ ﺑـﻴﻦ ﻣﺒﺎﺣـﺚ ﺭﺷـﺘﻪ ﻫـﺎﯼ ﻣـﺸﺎﻭﺭﻩ ﻭ ﺭﻭﺍﻥﺩﺭﻣـﺎﻧﻲ‬

‫ـﺮﺍﺕ‬ ‫ـﺎﻳﺶ ﻣﻠـﻲ ﺍﺭﺯﻳـﺎﺑﻲ ﺍﺛـ‬ ‫ﺧﻼﺻـﻪ ﻣﻘـﺎﻻﺕ ﭘﻨﺠﻤـﻴﻦ ﻫﻤـ‬

‫ﺧﺎﻟﻲ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ ﻛﺘـﺎﺏ ﻃـﻲ ﻫـﺸﺖ ﻓـﺼﻞ ﺑﺮﺧـﻲ ﺍﺯ‬

‫ﻣﺤﻴﻂ ﺯﻳﺴﺘﻲ ﺍﻳﺮﺍﻥ" ﻛﻪ ﺩﺭ ﺳـﺎﻝ ‪ ١٣٨٦‬ﺩﺭ ﺗﻬـﺮﺍﻥ ﺑﺮﮔـﺰﺍﺭ‬

‫ﺍﺻﻮﻝ ﺍﺧﻼﻗﻲ ﻭ ﺣﺮﻓﻪﺍﻱ ﻣـﺸﺎﻭﺭ ﻭ ﺭﻭﺍﻥﺩﺭﻣـﺎﻧﻲ ﺑـﻪ ﺑﺤـﺚ‬

‫ﮔﺮﺩﻳﺪ‪ .‬ﻣﻘﺎﻻﺕ ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ‪" :‬ﺗﺠﺰﻳـﻪ ﻭ ﺗﺤﻠﻴـﻞ ﺭﻭﺵﻫـﺎﻱ‬

‫ـﺎﺭﻩﻱ‬ ‫ـﺎﺭﻡ ﺩﺭﺑـ‬ ‫ـﺎ ﭼﻬـ‬ ‫ـﺖ‪ .‬ﺩﺭ ﻓـﺼﻮﻝ ﺍﻭﻝ ﺗـ‬ ‫ـﺪﻩ ﺍﺳـ‬ ‫ﮔﺬﺍﺷـﺘﻪ ﺷـ‬

‫ﺍﺭﺯﻳﺎﺑﻲ ﺩﺭ ﺳﺎﺯﮔﺎﺭ ﻛﺮﺩﻥ ﺻﻨﻌﺖ ﺑﺎ ﻣﺤـﻴﻂ ﺯﻳـﺴﺖ‪ /‬ﻣﺠﻴـﺪ‬

‫ﺟﺎﻳﮕﺎﻩ ﺍﺧﻼﻕ ﻭ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﻭ ﺻـﻼﺣﻴ ﺖ ﻣﺘﺨﺼـﺼﺎﻥ‬

‫ﻣﺨﺪﻭﻡ"‪" ،‬ﺗﻨﻮﻉ ﺯﻳـﺴﺘﻲ ﺟـﺎﻧﻮﺭﺍﻥ ﻣﻮﺟـﻮﺩ ﺩﺭ ﺍﻳـﺮﺍﻥ‪ /‬ﺑﻬـﺮﺍﻡ‬

‫ـﻲ ﺭﺍ ﺩﺭ‬ ‫ـﻮﻋﺎﺕ ﺍﺧﻼﻗـ‬ ‫ـﻨﺠﻢ ﻣﻮﺿـ‬ ‫ـﺼﻞ ﭘـ‬ ‫ـﻮﺩ‪ .‬ﻓـ‬ ‫ـﻲﺷـ‬ ‫ـﺚ ﻣـ‬ ‫ﺑﺤـ‬

‫ﺣﺴﻦ ﺯﺍﺩﻩ ﻛﻴﺎﺑﻲ"‪" ،‬ﺟﺎﻳﮕﺎﻩ ﺍﺭﺯﻳـﺎﺑﻲ ﺍﺛـﺮﺍﺕ ﺯﻳـﺴﺖ ﻣﺤﻴﻄـﻲ‬

‫ﻣﻮﻗﻌﻴﺖ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻣﺸﺎﻭﺭﻩ ﻭ ﺭﻭﺍﻥﺩﺭﻣـﺎﻥ ﮔـﺮﻱ ﺍﺯ ﻗﺒﻴـﻞ‬

‫ﺩﺭ ﺣﻔﺎﻇﺖ ﺍﺯ ﺗﻨﻮﻉ ﺯﻳﺴﺘﻲ‪ /‬ﻣـﺴﻌﻮﺩ ﻣﻨـﻮﺭﻱ‪ ،‬ﺁﺯﺍﺩﻩ ﻧـﻮﺍﺯﻱ"‪،‬‬

‫ﻣﻮﻓﻘﻴــﺖﻫــﺎﻱ ﺍﺟــﺮﺍﻱ ﺁﺯﻣــﻮﻥ‪ ،‬ﺑﺮﻗــﺮﺍﺭﻱ ﺍﺭﺗﺒــﺎﻁ ﻭ ﺑــﻪ‬

‫ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٦٠٠- ٥٠٥٥- ٠٥- ٤‬‬

‫ﻣــﻲﺗــﻮﺍﻥ ﻋﻤــﺮ ﺁﻣــﻮﺯﺵ ﺭﺍ‬ ‫‪٩٧٨- ٩٦٤- ٤٥٩- ٧٠٣-٩‬‬

‫ﻫﻢ ﺯﻣﺎﻥ ﺑـﺎ ﺑـﻪ ﻭﺟـﻮﺩ ﺁﻣـﺪﻥ‬ ‫ـﺎ ﺩﺭ‬ ‫ـﺪﻥﻫــــ‬ ‫ـﻴﻦ ﺗﻤــــ‬ ‫ﺍﻭﻟــــ‬

‫ـﻮﺧﺘﻪ ]ﮔﺰﺍﺭﺷــــﻲ ﺍﺯ‬ ‫ـﺎﻥ ﺧﻮﺩﺳـــ‬ ‫‪ - ٢٣٧‬ﺯﻧـــ‬ ‫ﺑﻴﻦ ﺍﻟﻨﻬﺮﻳﻦ ﺩﺍﻧـﺴﺖ‪ .‬ﺁﻣـﻮﺯﺵ‬ ‫ﺧﻮﺩﺳﻮﺯﻱ ﺯﻧﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ[‪.‬‬ ‫ـﺮﺍﻥ‪:‬‬ ‫ـﺪﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬ ‫ـﺮ ﺍﺣﻤـ‬ ‫ـﺘﺎﺭ‪ :‬ﻧﺎﺻـ‬ ‫ـﺎﺭﻧﮋﺍﺩ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺮﻭﻳﻦ ﺑﺨﺘﻴـ‬ ‫ﭘـ‬ ‫ﻧــﺸﺮ ﺻــﻤﺪﻳﻪ‪ ١٣٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪٢٢٠٠٠ - .‬‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٥٧٩٠- ٠٢- ٦‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٣٨‬ﺳﻮﺀ ﺍﺳﺘﻔﺎﺩﻩ ﺟﻨﺴﻲ ﺍﺯ ﻛﻮﺩﻛﺎﻥ‪.‬‬ ‫ﺟــﻮﺍﺩ ﻣﺤﻤــﻮﺩﻱﻗﺮﺍﺋــﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻗﻄــﺮﻩ‪ ١٠٠ - .‬ﺹ‪- .‬‬ ‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٢٢٠٠ /‬‬

‫ـﺪﺕ ﻣﻠــﻲ‪ ،‬ﺗﻘﻮﻳــﺖ ﻫــﻢﺑــﺴﺘﮕﻲ ﺍﺟﺘﻤــﺎﻋﻲ ﺍﺯ ﻃﺮﻳــﻖ‬ ‫ﻭﺣـ‬ ‫ﺍﺷﺎﻋﻪﻱ ﺳﻨﺖﻫﺎ ﻭ ﺭﺳﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ ﻣﻌﻤـﻮﻝ‪ ،‬ﺍﻳـﺪﺋﻮﻟﻮﮊﻱﻫـﺎ‬ ‫ﻭ ﺯﺑــﺎﻥﻫــﺎ‪ ،‬ﺑﻬﺒــﻮﺩ ﻭﺿــﻌﻴﺖ ﺗﻮﺯﻳــﻊ ﺩﺭﺁﻣــﺪ‪ ،‬ﺍﻓــﺰﺍﻳﺶ‬ ‫ﭘﺲ ﺍﻧﺪﺍﺯﻫﺎ‪ ،‬ﻣﻨﻄﻘﻲ ﻛﺮﺩﻥ ﺍﻟﮕﻮﻱ ﻣﺼﺮﻑ‪ ،‬ﺍﺭﺗﻘﺎﻱ ﻣﻮﻗﻌﻴـﺖ‬ ‫ـﺎﻕ‬ ‫ـﻪﺳـﺎﺯﻱ ﺍﻧﻄﺒـ‬ ‫ـﺮﺍﻧﺠﺎﻡ ﻣﻮﺟـﺐ ﺯﻣﻴﻨـ‬ ‫ﺍﺟﺘﻤـﺎﻋﻲ ﺯﻧـﺎﻥ ﻭ ﺳـ‬ ‫ﺑﻴﺶ ﺗﺮ ﺟﺎﻣﻌـﻪ ﺑـﺎ ﺗﻐﻴﻴـﺮﺍﺕ ﻭ ﻓﻨـﺎﻭﺭﻱ ﺟﺪﻳـﺪ ﺑﺎﺷـﺪ ﻭ ﺍﻳـﻦ‬ ‫ﻣﻴﺴﺮ ﻧﻤﻲﺷﻮﺩ ﺟﺰ ﺑﺎ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﻭ ﺭﻫﺒـﺮﻱ ﻫﻮﺷـﻤﻨﺪﺍﻧﻪ ﻭ‬ ‫ﭘﻴﮕﺮﻱ ﻣﺪﺍﻭﻡ ﻫﺪﻑﻫﺎ‪ .‬ﺍﻳﻦ ﻛﺘـﺎﺏ ﻣﺠﻤﻮﻋـﻪﺍﻱ ﺍﺯ ﻣﻘـﺎﻻﺕ‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻭ ﭘﺮﻭﺭﺵ ﺑﺎﻳﺪ ﺑﺎﻋﺚ ﺗﺤﻜـﻴﻢ‬

‫‪٩٧٨- ٩٦٤- ٣٤١- ٧٨٦-٤‬‬

‫ـﺘﺎﻥ‬ ‫ـﻪ ﺩﺭ ﻧـﺸﺮﻳﺎﺕ ﻣﺨﺘﻠـﻒ ﺍﺳـ‬ ‫ﺁﻣﻮﺯﺷـﻲ ﻧﮕﺎﺭﻧـﺪﻩ ﺍﺳـﺖ ﻛـ‬ ‫ﻟﺮﺳﺘﺎﻥ ﺑﻪ ﭼﺎﭖ ﺭﺳـﻴﺪﻩ ﺍﺳـﺖ‪ .‬ﻋﻨـﺎﻭﻳﻦ ﺑﺮﺧـﻲ ﺍﺯ ﻣﻘـﺎﻻﺕ‬

‫ـﺎﻡﻫــﺎﻱ ﺑــﺰﺭﮒ ﺳﻴﺎﺳــﺖ ﺟﻨــﺎﻳﻲ‪:‬‬ ‫‪ - ٢٣٩‬ﻧﻈـ‬

‫ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‪ :‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻣﻮﻟﺪ ﻳﺎ ﻣﻘﻠﺪ ﻣـﺪﻝﻫـﺎﻱ‬

‫ـﻌﻪ ﻭ‬ ‫ـﻮﻱ ﺗﻮﺳـ‬ ‫ـﺴﻔﻪ‪ ،‬ﺍﻟﮕـ‬ ‫ـﺮ ﻓﻠـ‬ ‫ـﻮﻣﻲ‪ :‬ﺗﻐﻴﻴـ‬ ‫ـﺴﺖﺑـ‬ ‫ـﺪﻳﺮﻳﺖ ﺯﻳـ‬ ‫"ﻣـ‬

‫ﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﻮﻥ ﺩﺭﺑﺮﺩﺍﺭﺩ ﺗﺎ ﺷـﺎﻏﻼﻥ ﺍﻳـﻦ ﺣﺮﻓـﻪ ﺩﺭ ﻓﺮﺍﻳﻨـﺪ‬

‫)ﺟﻨﺒﺶﻫﺎﻱ ﺳﻴﺎﺳﺖ ﺟﻨﺎﻳﻲ(‪.‬‬

‫ﻧﻮﻳﻦ ﺁﻣﻮﺯﺷﻲ؛ ﺍﺯ ﺷﺎﻳﺴﺘﻪﺳﺎﻻﺭﻱ ﺗـﺎ ﻭﺭﻭﺩ ﻧﺨﺒﮕـﺎﻥ؛ ﻧﻘـﺶ‬

‫ﻣﺪﻳﺮﻳﺖ‪ /‬ﺣﻤﻴﺪ ﻓﺮﺍﻫﺎﻧﻲ ﺭﺍﺩ" ﻭ "ﺗﺠﺮﺑـﻪﻱ ﺍﻳـﺮﺍﻥ ﺩﺭ ﺍﻋﻤـﺎﻝ‬

‫ﻛﺎﺭ ﺧﻮﺩ‪ ،‬ﺁﻥ ﻫﺎ ﺭﺍ ﺑﻪ ﻛـﺎﺭ ﮔﻴﺮﻧـﺪ‪ .‬ﺩﺭ ﻓـﺼﻞ ﺷـﺸﻢ ﻣﺒﺎﺣـﺚ‬

‫ﻣﻴـــﺮﻱ ﺩﻟﻤـــﺎﺱ ‪-‬ﻣـــﺎﺭﺗﻲ؛ ﻣﺘـــﺮﺟﻢ‪ :‬ﻋﻠـــﻲﺣـــﺴﻴﻦ‬

‫ﺗﻐﻴﻴــﺮﺍﺕ ﻓﻨــﺎﻭﺭﻱ ﺿــﻤﻦ ﺧــﺪﻣﺖ ﻓﺮﻫﻨﮕﻴــﺎﻥ‪ ،‬ﻧﻘــﺶ‬

‫ﺭﻭﻳﻜﺮﺩ ﻣـﺪﻳﺮﻳﺖ ﺑـﻮﻡ ﺷـﻨﺎﺧﺘﻲ ﺩﺭ ﺑﺮﻧﺎﻣـﻪ ﺭﻳـﺰﻱ ﻣـﺪﻳﺮﻳﺖ‬

‫ﺍﺧﻼﻗﻲ ﺩﺭ ﻣﻮﻗﻌﻴﺖﻫـﺎﻱ ﻣـﺸﺎﻭﺭﻩ ﻭ ﺭﻭﺍﻥ ﺩﺭﻣـﺎﻧﻲ ﮔﺮﻭﻫـﻲ‬

‫ﻧﺠﻔـــﻲﺍﺑﺮﻧـــﺪﺁﺑﺎﺩﻱ ‪ - .‬ﺗﻬـــﺮﺍﻥ‪ :‬ﻣﻴـــﺰﺍﻥ‪ ٢٢٤ - .‬ﺹ‪- .‬‬

‫ﻣﺪﻳﺮﻳﺖ ﻫـﺎ ﺩﺭ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ ﺭﺍﺳـﺘﻴﻦ؛ ﻭ ﺍﻧﺘﺨـﺎﺏ ﻳـﺎ‬

‫ﺗﺎﻻﺏﻫﺎﻱ ﻛﺸﻮﺭ‪ /‬ﻋﻠﻲ ﻧﻈﺮﻱﺩﻭﺳﺖ"‪.‬‬

‫ﻣﻄــﺮﺡ ﻣــﻲﮔــﺮﺩﺩ‪ .‬ﻣﺒﺎﺣــﺚ ﺍﺧﻼﻗــﻲ ﺩﺭ ﻛــﺎﺭ ﻣــﺸﺎﻭﺭﻩ ﻭ‬

‫)ﺩﺭ‪٢‬ﺟﻠﺪ ( ﺟﻠﺪ ﺩﻭﻡ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ﺍﻧﺘﺼﺎﺏ‪.‬‬

‫ﺭﻭﺍﻥ ﺩﺭﻣﺎﻧﮕﺮﻱ ﺑﺎ ﻣﺮﺍﺟﻌﺎﻥ ﺧﺎﺹ ﻭ ﻣﻮﺿﻮﻋﺎﺕ ﺍﺧﻼﻗـﻲ ﺩﺭ‬

‫‪ -‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ - ٢٢٧‬ﺩﺭﺳﻨﺎﻣﻪ ﺟﺎﻣﻊ ﺟﻤﻌﻴﺖ ﻭ ﺗﻨﻈﻴﻢ ﺧﺎﻧﻮﺍﺩﻩ‪.‬‬

‫ﺗﺮﺑﻴﺖ ﻣﺸﺎﻭﺭﻩ ﻭ ﺩﺭﻣﺎﻧﮕﺮ ﺍﺯ ﺩﻳﮕﺮ ﻣﺒﺎﺣﺚ ﻛﺘـﺎﺏ ﺑـﻪ ﺷـﻤﺎﺭ‬

‫ﺧﻠﻴﻞ ﻋﻠﻲ ﻣﺤﻤﺪﺯﺍﺩﻩ‪ ،‬ﺯﻫﺮﺍ ﻓـﺮﺯﺍﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻓـﺮﺩﻭﺱ‪- .‬‬

‫ﻣﻲﺁﻳﺪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥١١- ١٤١-٨‬‬

‫ـﺪ‬ ‫ـﺎﻡ ﺟﺪﻳـ‬ ‫ـﻄﻪ ﻧﻈـ‬ ‫ـﺼﻴﻠﻲ ﻭﻣﺘﻮﺳـ‬ ‫ـﺎﻳﻲ ﺗﺤـ‬ ‫ﺭﺍﻫﻨﻤـ‬ ‫ﻧﻬﺎﺩﻫﺎ ﻱ ﻛﻴﻔﺮﻱ‬ ‫)ﻭﺍﺣﺪﻱ( ﺑﻪ ﺍﻧﻀﻤﺎﻡ ﺍﻫﻢ ﺁﺋﻴﻦﻧﺎﻣﻪﻫﺎ‪..‬‬

‫‪٣٦٥‬‬

‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫‪ ٢٩٦‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫‪ - ٢٣٢‬ﻣﺠﻤﻮﻋــﻪ ﭼﻜﻴــﺪﻩ ﻣﻘــﺎﻻﺕ ﻧﺨــﺴﺘﻴﻦ‬

‫ﻣﺤﻤﺪﺗﻘﻲ ﻧﺪﻳﻤﻲ‪ ،‬ﻣﺤﻤﺪﺣـﺴﻴﻦ ﺑـﺮﻭﺝ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻬـﺮﺩﺍﺩ‪.‬‬

‫ﻫﺠﺪﻫﻢ ‪ ٦٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ـﺪﻳﺮﻳﺖ‬ ‫ـﻪﺭﻳـﺰﻱ ﻭ ﻣـ‬ ‫ﻛﻨﻔـﺮﺍﻧﺲ ﻣﻬﻨﺪﺳـﻲ ﺑﺮﻧﺎﻣـ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٠- ١٦٥- ١‬‬ ‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﻣﺤﻴﻂ ﺯﻳﺴﺖ‪.‬‬

‫ـﺖ )ﺑـــﺮﺍﻱ‬ ‫ـﺎﻱ ﻋﻤﻠـــﻲ ﺑﺎﺯﻳﺎﻓــ‬ ‫‪ - ٢٢٨‬ﺭﺍﻫﻨﻤــ‬ ‫ﻫﻮﻳﺪﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺁﻓﺘﺎﺏ ﮔﺮﺍﻓﻴـﻚ‪ ١٢٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ(‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻧﻬﻀﺖ)ﻓﺮﻧﻮﺩﻱ ﻣﻬـﺮ( ﺻـﺎﻟﺤﻴﺎﻥ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺭﺳـﺎ‪٢٥٦ - .‬‬

‫‪ ٣٣٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺳﻠﻴﺎﻧﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺍﻧﺘـﺸﺎﺭﺍﺕ ﻓﻨـﻲ ﺍﻳـﺮﺍﻥ‪١٣٦ - .‬‬ ‫ـﺎﭖ ﺍﻭﻝ ‪/‬‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ١٨٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﺹ‪ - .‬ﻭﺯﻳـ‬

‫ـﻲ‪،‬‬ ‫ـﻴﻦ ﻣﻴﻼﻧـــ‬ ‫ـﺮﺟﻢ‪ :‬ﻣﻬـــ‬ ‫ـﻞ؛ ﻣﺘـــ‬ ‫ـﻞ ﻓﺮﺍﻧﻜـــ‬ ‫ﻭﻳﻜﺘﻮﺭﺍﻣﻴـــ‬

‫‪ISO/TS‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٨٩- ١٣١- ٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٩٠٤٩٠- ٧-X‬‬

‫‪ - ٢٤٥‬ﺗــﺎﺛﻴﺮ ﺗﻌﻠــﻴﻢ ﻭ ﺗﺮﺑﻴــﺖ ﺩﺭ ﺷﺨــﺼﻴﺖ‬ ‫ﻛﻮﺩﻙ‪.‬‬ ‫ﺍﺳﺘﺮﻭﺳﻜﺎﻳﺎ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻧﺎﺯﻟﻲ ﺍﺻﻐﺮﺯﺍﺩﻩ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﺩﻧﻴـﺎﻱ‬

‫‪٩٦٤- ٦١٠٤- ٢٦- ٦‬‬

‫ﻧــﻮ‪ ٢٧٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٢٩٥٠٠ - .‬ﺭﻳــﺎﻝ‪- .‬‬ ‫ﭼﺎﭖ ﺩﻫﻢ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٢٢٠٠٤:٢٠٠٥‬ﻫﻤﺮﺍﻩ ﺑﺎ ﻣﺘﻦ ﺍﻧﮕﻠﻴﺴﻲ‪.‬‬ ‫ﻣﺘﺮﺟﻢ‪ :‬ﻋﻠﻲ ﺟﻼﻟﻲ‪ ،‬ﻣﺤﻤﻮﺩ ﺟﻼﻟﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ ‪ ٥٠٢‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٦٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬‫ﻫﺸﺘﻢ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٢٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺑﻴـﺴﺘﻢ ‪/‬‬

‫‪٩٧٨- ٩٦٤- ٨٩٨٣- ١٨- ٠‬‬

‫ـﻲ‬ ‫ـﺼﻪ ﻓﻨـــــ‬ ‫‪ - ٢٣٣‬ﻣﺸﺨـــــ‬

‫‪ - ٢٤٠‬ﺍﻧﺴﺎﻥ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﻣﻌﻨﻲ‪ :‬ﭘﮋﻭﻫـﺸﻲ ﺩﺭ‬ ‫ﻣﻌﻨﻲ ﺩﺭﻣﺎﻧﻲ‪.‬‬

‫ـﺴﻦ‬ ‫ـﺎ ﻳـﺎﻭﺭﻱ‪ ،‬ﺣـ‬ ‫ـﺎ ﺟﻌﻔـﺮﻱ‪ ،‬ﺍﺣﻤﺪﺭﺿـ‬ ‫ﮔﺮﺩﺁﻭﺭﻧـﺪﻩ‪ :‬ﺣﻤﻴﺪﺭﺿـ‬

‫ـﺘﺎﺭ‪ :‬ﻋﺎﻃﻔــﻪ‬ ‫ـﻲ؛ ﻭﻳﺮﺍﺳـ‬ ‫ـﺪﻩ ﻛﺮﻭﺑـ‬ ‫ـﺮﺟﻢ‪ :‬ﻫﺎﻳـ‬ ‫ـﻴﻦ؛ ﻣﺘـ‬ ‫ـﺮﻭﻩ ﺯﻣـ‬ ‫ﮔـ‬

‫‪ - ٢٤٤‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ) ﺳﻪ ﻣﻘﻄـﻊ( ﺍﺑﺘـﺪﺍﻳﻲ‪،‬‬

‫ﺍﻧﺠﻤﻨﻬﺎ‬

‫‪D.A.S -‬‬

‫‪ ٣٨IRAN. -‬ﺹ‪ - .‬ﭘﺎﻟﺘﻮﻳﻲ )ﺷـﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٦٣- ٩٢- ٣‬‬

‫‪٣٦٦‬‬

‫ـﺎﻧﻲ‬ ‫ـﻮﺍﻻﺕ ﺍﻣﺘﺤــ‬ ‫ـﻚ ﺳــ‬ ‫ـﺎ ﻭ ﺑﺎﻧــ‬ ‫‪ - ٢٤٦‬ﺭﺍﻫﻨﻤــ‬

‫‪ - ٢٢٩‬ﺳﺪﻫﺎﻱ ﺫﺧﻴﺮﻩ ﺑﺎﻃﻠﻪ ﻭ ﻣﺤﻴﻂ ﺯﻳﺴﺖ‪.‬‬ ‫ ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﻣﺤﻤــﺪ ﻧﺠﻤــﺎﻳﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻭﺯﺍﺭﺕ ﻧﻴــﺮﻭ‪ ،‬ﻛﻤﻴﺘــﻪ ﻣﻠــﻲ‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻫــﺎﺭﻭﻥ ﻳﺤﻴــﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻫــﻼﻝ‪ ١٨٤ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ‬

‫ﺍﺑﺮﺍﻫﻴﻢ ﺯﺍﺩﻩ‪ :‬ﻭﻳﮋﻩ ﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧـﺸﮕﺎﻩ ﭘﻴـﺎﻡ‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٦٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻧﻮﺭ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٠٤- ٠١١٦- ٣‬‬

‫ﺳﺪﻫﺎﻱ ﺑﺰﺭﮒ ﺍﻳـﺮﺍﻥ‪ ٢٥٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫‪٩٦٤- ٦٦٦٨- ٣٤- ٨‬‬

‫‪ - ٢٤١‬ﺷﻮﺍﻟﻴﻪﻫﺎﻱ ﻣﻌﺒﺪ‪.‬‬

‫ﻓﻠﺴﻔﻪ ﻱ ﺗﺮﺑﻴﺖ‪ :‬ﺑﺮﺍﺳﺎﺱ ﻛﺘـﺎﺏ ﺩﻛﺘـﺮ ﻋﻴـﺴﻲ‬

‫‪ - ٢٣٤‬ﻣﺼﺎﺣﺒﻪ ﻭ ﺑﺎﺯﺟﻮﻳﻲ ﻧﻮﻳﻦ‪.‬‬ ‫ﺳﻴﺪﺭﺿــﺎ ﺧــﻮﺵﺯﺍﺩ‪ ،‬ﺣﻴــﺪﺭ ﻫﺎﺷــﻤﻲ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﻓﺮﺍﻣــﺮﺯ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٩٣٨- ٦٥-٦‬‬

‫ﺣﻤﻴﺮﺍ ﺑﺮﺯﻳـﺪﻩ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺍﺳـﺘﺎﺩﻱ‪ ١٣٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱۳‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٥٤٦- ١٤٦- ٩‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٤٧‬ﺭﻭﺍﻧــﺸﻨﺎﺳﻲ ﭘﺮﻭﺭﺷــﻲ‪ :‬ﺭﻭﺍﻧــﺸﻨﺎﺳﻲ‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﺁﻣﻮﺯﺵ‪.‬‬ ‫ﻋﻠــﻲﺍﻛﺒــﺮ ﺳــﻴﻒ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻧــﺸﺮ ﺩﻭﺭﺍﻥ‪ ٧١٠ - .‬ﺹ‪- .‬‬ ‫ـﺎﭖ ﺩﻭﻡ ‪/‬‬ ‫ﻭﺯﻳــﺮﻱ )ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪ ١٢٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــ‬ ‫‪ ٥١٥٠‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٨٨٩١- ٥٨- ٤‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٤٨‬ﺭﻭﺍﻥ ﺷﻨﺎﺳﻲ ﺗﺮﺑﻴﺘﻲ )ﺭﺷﺘﻪ ﻋﻠﻮﻡ ﺗﺮﺑﻴﺘﻲ‬ ‫ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ(‪.‬‬‫ﻋﻠﻲ ﺍﻛﺒﺮ ﺳﻴﻒ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﺸﮕﺎﻩ ﭘﻴـﺎﻡ ﻧـﻮﺭ‪ ٢٥٦ - .‬ﺹ‪.‬‬ ‫ـﺪﻫﻢ ‪/‬‬ ‫ـﺎﭖ ﻫﻔـ‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ١٥٤٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ ﻭﺯﻳـ‬‫‪ ١٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٤٥٥- ٧٠٠- ٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻮﺭ ﻭ‬ ‫ـﺮ ﻧـ‬ ‫ـﻲ ﺍﺯ ﻧﻈـ‬ ‫ـﻪ ﺩﺭﺳـ‬ ‫ـﺮﺩ ﺑﺮﻧﺎﻣـ‬ ‫‪ - ٢٤٩‬ﺭﻭﻳﻜـ‬

‫)ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ ٥٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٨٩٦- ٠١- ١‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٨٠٢- ٠٣-٦‬‬

‫‪ - ٢٦٤‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬

‫ﺍﺧــــﺘﻼﻝ ﻛــــﻢﺗــــﻮﺟﻬﻲ‪/‬‬

‫ﻛﺎﻇﻢ ﻗﻠﻢﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬

‫ــ ‪ .‬ﺵ‬ ‫ـﺎﻝ ‪ ١٢٩٦‬ﻫـــ‬ ‫ﺩﺭ ﺳـــ‬

‫ﺑــﻴﺶﻓﻌــﺎﻟﻲ‪ ،‬ﺷــﺎﻳﻊﺗــﺮﻳﻦ‬

‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬

‫ﭼﻬــﺎﺭﻣﻴﻦ ﻓﺮﺯﻧــﺪ ﺧــﺎﻧﻮﺍﺩﻩﻱ‬

‫ﺍﺧﺘﻼﻝ ﺭﻓﺘﺎﺭﻱ ﻛﻮﺩﻛـﺎﻥ ﺑـﻪ‬

‫ﻫﺸﺘﺎﺩ ﻭ ﻳﻜﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺻﻼﺣﻲ ﺩﺭ ﺷﻬﺮ ﻣﻴﺒـﺪ ﻣﺘﻮﻟـﺪ‬

‫ﻭﻳﮋﻩ ﺩﺍﻧﺶ ﺁﻣـﻮﺯﺍﻥ ﺍﺳـﺖ‪ .‬ﺩﺭ‬

‫ـﺪ"‬ ‫ـﺎﻡ ﺍﻭ ﺭﺍ "ﺍﺣﻤـ‬ ‫ـﻮﺩ ﻭ ﻧـ‬ ‫ـﻲﺷـ‬ ‫ﻣـ‬

‫ﺑﻴﺶ ﺗـﺮ ﻛـﻼﺱﻫـﺎﻱ ﺩﺭﺱ‬

‫ﻣﻲ ﮔﺬﺍﺭﻧـﺪ‪ ،‬ﻭﻱ ﺑـﻪ ﺧﻮﺍﺳـﺖ‬

‫ﻣﻬﺎﺭﺕ ﻣﻌﻤﻮﻟﻲ‪ ،‬ﺑﺎ ﺩﺭﺻـﺪﻱ‬

‫ﭘﺪﺭﺵ ﺑﻪ ﻣﺪﺭﺳﻪ ﻧﻤﻲ ﺭﻭﺩ ﺍﻣـﺎ‬

‫ـﻪ‪،‬‬ ‫ﺍﺯ ﻛﻮﺩﻛـــﺎﻥ ﻛـــﻢﺗﻮﺟـــ‬

‫ﺧﻮﺍﻧﺪﻥ ﻭ ﻧﻮﺷﺘﻦ ﺭﺍ ﺩﺭ ﻧـﺰﺩ ﺍﻭ‬

‫ﺗﻜﺎﻧﺸﻮﺭ ﻳـﺎ ﺑـﻴﺶ ﻓﻌـﺎﻝ ﺭﻭﺑـﻪ ﺭﻭ ﻫـﺴﺘﻴﻢ‪ .‬ﺗﺨﻤـﻴﻦ ﻣﻴـﺰﺍﻥ‬

‫ﻣﻲ ﺁﻣﻮﺯﺩ‪ .‬ﭘﺲ ﺍﺯ ﭼﻨﺪ ﺳﺎﻝ ﺍﺣﻤﺪ ﺩﺭ ﺣﺎﻟﻲ ﻛـﻪ ﺩﺭ ﺩﺍﻣـﺪﺍﺭﻱ‬

‫ﺷﻴﻮﻉ ﺁﻥ ﺩﺭ ﻣﻴـﺎﻥ ﻛﻮﺩﻛـﺎﻥ ﺩﺑـﺴﺘﺎﻧﻲ ﺑـﻴﻦ ‪ ١‬ﺗـﺎ ‪ ٦‬ﺩﺭﺻـﺪ‬

‫ﻭ ﻛﺸﺎﻭﺭﺯﻱ ﻛﻤﻚﺣﺎﻝ ﭘﺪﺭ ﺍﺳـﺖ ﻫـﻢﺯﻣـﺎﻥ ﺑـﻪ ﻳـﺎﺩﮔﻴﺮﻱ‬

‫ﻣﺘﻐﻴﺮ ﺍﺳﺖ ﻛﻪ ﺭﻗﻤﻲ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﺑﻪ ﺷﻤﺎﺭ ﻣﻲﺁﻳـﺪ‪ .‬ﻳﻌﻨـﻲ ﺑـﻪ‬

‫ﻛﺘﺎﺏ "ﻧﺼﺎﺏ ﺍﻟﺼﺒﻴﺎﻥ" ﻧﺰﺩ ﭘﺪﺭ‪ ،‬ﺯﺑﺎﻥ ﻓﺮﺍﻧﺴﻪ ﻧـﺰﺩ ﺳـﺮﻫﻨﮓ‬

‫ﻃﻮﺭ ﻣﺘﻮﺳﻂ ﺩﺭ ﻫﺮ ﻛـﻼﺱ ﺩﺭﺱ‪ ،‬ﻳـﻚ ﻳـﺎ ﺩﻭ ﻛـﻮﺩﻙ ﺑـﺎ‬

‫ﻓﻴﺮﻭﺯﺁﺑـــﺎﺩﻱ‪ ،‬ﻭ ﻋﺮﺑـــﻲ ﻧـــﺰﺩ ﺷـــﻴﺦ ﻓـــﺘﺢﺍﷲ ﺻـــﻔﺎﻳﻲ‬

‫ﺍﻳﻦ ﻣﺸﺨﺼﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴـﺐ‪ ،‬ﺑـﻪ ﺍﺣﺘﻤـﺎﻝ ﺯﻳـﺎﺩ‬

‫ﻣﺤﻤﻮﺩﺁﺑﺎﺩﻱ ﻣـﻲ ﭘـﺮﺩﺍﺯﺩ‪ .‬ﺗـﺎ ﺍﻳـﻦ ﻛـﻪ‪ ،‬ﭘـﺲ ﺍﺯ ﭼﻨـﺪﻱ ﺑـﺎ‬

‫ـﻮﺍﺭﺩ‬ ‫ﺍﻛﺜـﺮ ﻣﻌﻠﻤـﺎﻥ ﺩﺭ ﺩﻭﺭﻩﻱ ﻓﻌﺎﻟﻴـﺖ ﺁﻣﻮﺯﺷـﻲ ﺧـﻮﺩ ﺑـﺎ ﻣـ‬

‫ﺭﺿﺎﻳﺖ ﭘﺪﺭ ﺑﻪ ﻣﺪﺭﺳﻪ ﻣﻲﺭﻭﺩ ﻭ ﺩﺭ ﻛـﻼﺱ ﺳـﻮﻡ ﺛﺒـﺖﻧـﺎﻡ‬

‫ﻣﺘﻌﺪﺩ ﺁﻥ ﺭﻭﺑﻪ ﺭﻭ ﺑﻮﺩﻩﺍﻧـﺪ‪ .‬ﺑﻨـﺎﺑﺮ ﺍﺻـﻄﻼﺣﺎﺕ ﺭﻭﺍﻥﺷﻨﺎﺳـﻲ‪،‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥- ٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٦٥‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬ ‫ﻛﺎﻇﻢ ﻗﻠﻢﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬ ‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬ ‫ﻫﺸﺘﺎﺩ ﻭ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٣٢٦- ٣٤٥-٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٦٦‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬ ‫ﻛﺎﻇﻢ ﻗﻠﻢﭼﻲ ‪ -.‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬ ‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬ ‫ﻫﺸﺘﺎﺩ ﻭ ﺳﻮﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻣﻲﻛﻨﺪ‪ ،‬ﭘﺲ ﺍﺯ ﺁﻥ ﻛـﻼﺱ ﭼﻬـﺎﺭﻡ ﻭ ﭘـﻨﺠﻢ ﺭﺍ ﺑـﻪ ﺻـﻮﺭﺕ‬

‫ﻣﺸﺨﺼﻪ ﻱ ﺍﻓﺮﺍﺩ ﻣﺒﺘﻼ ﺑـﻪ ﻛـﻢ ﺗـﻮﺟﻬﻲ‪ /‬ﺑـﻴﺶﻓﻌـﺎﻟﻲ ﺍﻳـﻦ‬

‫ﻓﻴﺰﻳﻮﻟﻮﮊﻱ‪.‬‬

‫ﺟﻬﺸﻲ ﻣﻲﺧﻮﺍﻧﺪ ﻭ ﺑﺮﺍﻱ ﮔﺬﺭﺍﻧﺪﻥ ﻛﻼﺱ ﺷﺸﻢ ﻣﺠﺒـﻮﺭ ﺑـﻪ‬

‫ـﺎﺧﻴﺮ‬ ‫ـﻪ ﺗـ‬ ‫ـﺎﺭ ﻳـﺎ ﺑـ‬ ‫ـﺮﺍﻥ ﺩﺭ ﻣﻬـ‬ ‫ـﺴﻪ ﺑـﺎ ﺩﻳﮕـ‬ ‫ـﻪ ﺩﺭ ﻣﻘﺎﻳـ‬ ‫ﺍﺳـﺖ ﻛـ‬

‫ﻋــﺰﺕ ﻣﻬــﺎﺟﺮﺍﻧﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻋﺎﺑــﺪ‪ ٧٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ‬

‫ﺗﺮﻙ ﺷﻬﺮ ﺧﻮﺩ ﻭ ﺭﻓﺘﻦ ﺑﻪ ﻳـﺰﺩ ﻣـﻲﺷـﻮﺩ‪ .‬ﺍﻭ ﭘـﺲ ﺍﺯ ﺍﺗﻤـﺎﻡ‬

‫ﺍﻧﺪﺍﺧﺘﻦ ﻭﺍﻛﻨﺶ ﺭﻓﺘﺎﺭﻱ ﺑﻪ ﻃﻮﺭ ﻣﻌﻨـﻲﺩﺍﺭﻱ ﻣـﺸﻜﻞ ﺩﺍﺭﻧـﺪ‪.‬‬

‫‪ - ٢٦٧‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬

‫ﻛﻼﺱ ﺷـﺸﻢ ﺑـﻪ ﻣﻴﺒـﺪ ﺑـﺎﺯﻣﻲﮔـﺮﺩﺩ ﻭ ﺗـﺼﻤﻴﻢ ﻣـﻲﮔﻴـﺮﺩ‬

‫ﺍﻣﺎ ﺩﺭ ﺑﻌﺪ ﻛﻠﻲ ﺍﻳﻦ ﺍﺧﺘﻼﻝ‪ ،‬ﻣـﺸﻜﻞ ﭼﻨـﺪﻭﺟﻬﻲ ﺍﺳـﺖ ﻛـﻪ‬

‫ﻛﺎﻇﻢ ﻗﻠﻢﭼﻲ ‪ -.‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬

‫ﭼﻨﺪﺳﺎﻟﻲ ﺭﺍ ﺑﻪ ﭘـﺪﺭ ﺩﺭ ﻛـﺎﺭ ﻛـﺸﺎﻭﺭﺯﻱ ﻭ ﺩﺍﻣـﺪﺍﺭﻱ ﻛﻤـﻚ‬

‫ﺩﺭ ﺁﻥ ﺭﺷــﺘﻪﻱ ﭘﻴﭽﻴــﺪﻩﺍﻱ ﺍﺯ ﻋﻮﺍﻣــﻞ ﻣﺘﻌﺎﻣــﻞ ﺯﻳــﺴﺘﻲ‪،‬‬

‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬

‫ﻛﻨﺪ‪ .‬ﭘـﺲ ﺍﺯ ﻣـﺪﺗﻲ ﭘـﺪﺭ ﺍﻭ ﺭﺍ ﺑـﺮﺍﻱ ﺍﺩﺍﻣـﻪﻱ ﺗﺤـﺼﻴﻞ ﺑـﻪ‬

‫ﺭﻭﺍﻥﺷــﻨﺎﺧﺘﻲ ﻭ ﺍﺟﺘﻤــﺎﻋﻲ ﺩﺧﺎﻟــﺖ ﺩﺍﺭﻧــﺪ‪ .‬ﻛﺘــﺎﺏ ﺣﺎﺿــﺮ‬

‫ﻫﺸﺘﺎﺩ ﻭ ﭼﻬﺎﺭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺩﺑﻴﺮﺳﺘﺎﻥ ﻣﻲ ﻓﺮﺳﺘﺪ‪ ،‬ﻃـﻲ ﻣﺎﺟﺮﺍﻫـﺎﻳﻲ ﺍﺣﻤـﺪ ﺩﺭ ﺩﺑﻴﺮﺳـﺘﺎﻥ‬

‫ﺭﺍﻫﻨﻤﺎﻱ ﺷـﻨﺎﺧﺖ‪ ،‬ﺍﺭﺯﻳـﺎﺑﻲ‪ ،‬ﺩﺭﻣـﺎﻥ ﻭ ﺁﻣـﻮﺯﺵ ﺍﻳـﻦ ﻗﺒﻴـﻞ‬

‫ﺿﻤﻦ ﺗﺤﺼﻴﻞ ﻣﺸﻐﻮﻝ ﺑﻪ ﺗﺪﺭﻳﺲ ﻣـﻲ ﺷـﻮﺩ‪ .‬ﺗـﺎ ﺍﻳـﻦ ﻛـﻪ‪،‬‬

‫ﻛﻮﺩﻛﺎﻥ ﺍﺳﺖ‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٣٦٤- ٨١٩- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٥٠‬ﺯﺑﺎﻥ ﺯﻧﺪﮔﻲ‪.‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥-٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥-٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﮔﻴﺘﺎ ﺷـﺎﺩﭘﻮﺭ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺭﺟـﺎﺀ ﺗﻬـﺮﺍﻥ‪ ٦٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬ ‫ـﺘﻪ‬ ‫ـﻲ )ﺭﺷـ‬ ‫ـﻴﺎﺑﻲ ﺁﻣﻮﺯﺷـ‬ ‫‪ - ٢٦٨‬ﺭﻭﺵﻫـﺎﻱ ﺍﺭﺯﺷـ‬

‫)ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﭘﺲ ﺍﺯ ﻓـﺎﺭﻍ ﺍﻟﺘﺤـﺼﻴﻞ ﺷـﺪﻥ ﺍﺯ ﺩﺑﻴﺮﺳـﺘﺎﻥ ﺩﺭ ﺩﺍﻧﺸـﺴﺮﺍﻱ‬ ‫‪٩٧٨- ٩٦٤- ٨١٥٩- ٦٨- ٤‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻣﻘﺪﻣﺎﺗﻲ ﺛﺒﺖ ﻧﺎﻡ ﻣـﻲﻛﻨـﺪ‪ .‬ﻭﻱ ﭘـﺲ ﺍﺯ ﮔﺬﺭﺍﻧـﺪﻥ ‪ ٢‬ﺳـﺎﻝ‬ ‫ﺍﺯ ﻣﻬــﻢﺗــﺮﻳﻦ ﺩﻏﺪﻏــﻪﻫــﺎﻱ‬

‫ﺩﻭﺭﻩﻱ ﺁﻥ‪ ،‬ﺑﻪ ﺍﺳﺘﺨﺪﺍﻡ ﺩﻭﻟـﺖ ﺩﺭﻣـﻲﺁﻳـﺪ‪ .‬ﺍﺣﻤـﺪ ﺁﻣﻮﺯﮔـﺎﺭ‬

‫ﻣﺮﺑﻴﺎﻥ ﻭ ﻣﺘﻮﻟﻴﺎﻥ ﺍﻣﺮ ﺗﺮﺑﻴـﺖ‪،‬‬ ‫ﺭﺳﻤﻲ ﻣﺪﺭﺳﻪﻱ "ﺭﻭﺳﺘﺎﻱ ﻣﻨﺸﺎﺩ" ﻣﻲﺷﻮﺩ‪ ،‬ﻭﻱ ﻋـﻼﻭﻩ ﺑـﺮ‬ ‫ـﺤﻴﺢ ﻭ‬ ‫ـﺎﻱ ﺻـ‬ ‫ـﺎﻓﺘﻦ ﺭﺍﻩﻛﺎﺭﻫـ‬ ‫ﻳـ‬ ‫ﺗﺪﺭﻳﺲ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ﺩﻳﮕﺮﻱ ﻧﻴﺰ ﺩﺭ ﺭﻭﺳﺘﺎ ﺍﻧﺠﺎﻡ ﻣـﻲﺩﻫـﺪ‬ ‫ﺭﻭﺵﻫـــــﺎﻱ ﻛﺎﺭﺁﻣـــــﺪ ﺩﺭ‬ ‫ﻭ ﻫﻤﻴﻦ ﺍﻣﺮ ﻣﻮﺟـﺐ ﻣـﻲ ﺷـﻮﺩ ﺑـﺴﻴﺎﺭ ﻣـﻮﺭﺩ ﺗﻮﺟـﻪ ﻣـﺮﺩﻡ‬ ‫ﻣـﺴﺎﻟﻪﻱ ﺗﺮﺑﻴـﺖ ﺍﺳـﺖ‪ .‬ﭼـﺮﺍ‬

‫ﺭﻭﺳﺘﺎ ﻗﺮﺍﺭ ﺑﮕﻴـﺮﺩ‪ .‬ﺗـﺎ ﺍﻳـﻦ ﻛـﻪ ﭘـﺲ ﺍﺯ ﻣـﺪﺗﻲ ﺩﺧﺘـﺮﻱ ﺍﺯ‬

‫ﻛﻪ ﺷﻨﺎﺧﺘﻦ ﺭﻭﺵ ﻫﺎﻱ ﻋﻤﻠﻲ‬ ‫ـﻪ ﺍﻭ‬ ‫ـﺪ ﺑـ‬ ‫ـﻮﺩ‪ ،‬ﺍﻣـﺎ ﺍﺣﻤـ‬ ‫ـﻲﺷـ‬ ‫ـﺘﺎ ﺩﻟﺒﺎﺧﺘـﻪﻱ ﻭﻱ ﻣـ‬ ‫ﺍﻫـﺎﻟﻲ ﺭﻭﺳـ‬ ‫ﻭ ﺭﺍﻩﻛﺎﺭﻫـــﺎﻱ ﺗﺎﺛﻴﺮﮔـــﺬﺍﺭ ﺩﺭ‬ ‫ﺗﻮﺟﻬﻲ ﻧﻤﻲﻛﻨﺪ؛ ﺩﺭ ﺍﻳﻦ ﻣﻴـﺎﻥ ﺍﺗﻔﺎﻗـﺎﺗﻲ ﺭﺥ ﻣـﻲﺩﻫـﺪ ﻛـﻪ‬ ‫ﻓﺮﺯﻧﺪﭘـﺮﻭﺭﻱ ﻧﻘـﺶ ﺣﻴـﺎﺗﻲ ﺩﺍﺭﺩ‪ .‬ﺍﻓـﺮﺍﻁ ﺩﺭ ﺍﻋﻤـﺎﻝ ﺗﺮﺑﻴﺘـﻲ‬ ‫ﻣﺴﻴﺮ ﺯﻧﺪﮔﻲ ﺍﺣﻤﺪ ﺭﺍ ﺗﻐﻴﻴﺮ ﻣﻲﺩﻫﺪ‪.‬‬ ‫ﻣﻮﺟــﺐ ﻟﺠﺎﺟــﺖ ﻣﺘﺮﺑــﻲ ﺍﺳــﺖ‪ .‬ﺑــﺮﺍﻱ ﺩﺳــﺖﻳــﺎﺑﻲ ﺑــﻪ‬

‫‪ - ٢٥٨‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬

‫ﻋﻠﻮﻡ ﺗﺮﺑﻴﺘﻲ(‪.‬‬

‫ﻛﺎﻇﻢ ﻗﻠﻢ ﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬

‫ﻋﻠﻴﺮﺿﺎ ﻛﻴﺎﻣﻨﺶ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺩﺍﻧﺸﮕﺎﻩ ﭘﻴـﺎﻡ ﻧـﻮﺭ‪ ٢٢٦ - .‬ﺹ‪.‬‬

‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬

‫ـﺮﻱ )ﺷـــﻮﻣﻴﺰ(‪ ١٤٢٠٠ - .‬ﺭﻳـــﺎﻝ‪ - .‬ﭼـــﺎﭖ ﺍﻭﻝ ‪/‬‬ ‫‪ -‬ﻭﺯﻳــ‬

‫ﻫﻔﺘﺎﺩ ﻭ ﭘﻨﺠﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ١٠٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥- ٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٥٩‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬

‫ـﻲ‬ ‫ـﻲ‪ :‬ﺑﺮﺭﺳـ‬ ‫ـﺪﻳﺮﻳﺖ ﺁﻣﻮﺯﺷـ‬ ‫ـﺮﻱ ﻭ ﻣـ‬ ‫‪ - ٢٦٩‬ﺭﻫﺒـ‬

‫ﻛﺎﻇﻢ ﻗﻠﻢ ﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬

‫ﻣﻔﺎﻫﻴﻢ ﺍﺳﺎﺳﻲ‪ ،‬ﺳـﻮﺍﻻﺕ ﺗـﺸﺮﻳﺤﻲ‪ ،‬ﺳـﻮﺍﻻﺕ‬

‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬

‫ـﮋﻩ‪:‬‬ ‫ـﻪ‪ ،‬ﻭﻳـ‬ ‫ـﺦﻧﺎﻣـ‬ ‫ـﺎ ﭘﺎﺳـ‬ ‫ـﺮﺍﻩ ﺑـ‬ ‫ـﻪﺍﻱ ﻫﻤـ‬ ‫ﭼﻬﺎﺭﮔﺰﻳﻨـ‬

‫ﻫﻔﺘﺎﺩ ﻭ ﺷﺸﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥- ٢‬‬

‫ﺭﻭﺵ ﻫﺎﻱ ﺗﺮﺑﻴﺘﻲ ﻣﻲﺗﻮﺍﻧیﻢ ﺑﻪ ﻗﺮﺁﻥ ﺗﻤـﺴﻚ ﺟـﻮﻳﻴﻢ ﻛـﻪ‬

‫‪ - ٢٥٤‬ﺁﻣﻮﺯﺵ ﺭﺍﻫﻬﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ‪ :‬ﺍﻟﮕـﻮﻱ ﺗﻔﻜـﺮ‬

‫ﻣﻨﺒﻊ ﻛﺎﻣﻠﻲ ﺍﺳﺖ ﻭ ﺑﻬﺘﺮﻳﻦ ﺭﺍﻩ ﺗﺮﺑﻴﺖ ﺭﺍ ﻣﻌﺮﻓﻲ ﻣـﻲﻛﻨـﺪ ﻭ‬

‫ﺍﺳﺘﻘﺮﺍﻳﻲ‪.‬‬

‫‪ - ٢٦٠‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬

‫ﺁﻥ‪ ،‬ﺭﺍﻩ ﻭﺣﻲ ﺍﺳﺖ ﻛﻪ ﻣﻨﺸﺎ ﺧﺮﺩ ﻭ ﺑـﺼﻴﺮﺕ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ‬

‫ﺳﻬﻴﻼ ﺣﺎﺟﻲﺍﺳﺤﺎﻕ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﻮﺭﺵ ﭼـﺎﭖ‪ ١٦٢ - .‬ﺹ‪.‬‬

‫ﻛﺎﻇﻢ ﻗﻠﻢ ﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬

‫ﻛﺘﺎﺏ ﺳﻌﻲ ﺷﺪﻩ ﺑـﺎ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻨـﺎﺑﻊ ﻗﺮﺁﻧـﻲ‪ ،‬ﺷـﻴﻮﻩﻫـﺎﻱ‬

‫‪ -‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٣٢٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪٢٠٠٠ /‬‬

‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬

‫ﺗﺮﺑﻴﺘﻲ ﺑـﻪ ﻣﺮﺑﻴـﺎﻥ ﻫـﻢﭼﻨـﻴﻦ ﻭﺍﻟـﺪﻳﻦ ﺁﻣـﻮﺯﺵ ﺩﺍﺩﻩ ﺷـﻮﺩ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﻫﻔﺘﺎﺩ ﻭ ﻫﻔﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺑﺮﺧﻲ ﺍﺯ ﻣﺒﺎﺣﺚ ﻛﺘﺎﺏ ﻋﺒـﺎﺭﺕ ﺍﺳـﺖ ﺍﺯ‪ :‬ﺭﺍﻩﻫـﺎﻱ ﻭﺭﻭﺩ ﺑـﻪ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻣﺪﻳﺮﺍﻥ ﺷﺮﻛﺖﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ‪.... ،‬‬ ‫ﺷـــﻬﺮﺍﻡ ﺷـــﻜﻮﻓﻴﺎﻥ‪ ،‬ﺣـــﺴﻦ ﺻـــﻤﺪﻱﺁﺫﺭ‪ ،‬ﺍﻣﻴﺮﺭﺿـــﺎ‬ ‫ﺭﺿــﺎﺋﻴﺎﻥﻗﺮﺍﮔﻮﺯﻟــﻮ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺳــﻬﺎﺩﺍﻧﺶ‪ ٤٥٦ - .‬ﺹ‪- .‬‬ ‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٦٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﭘـﻨﺠﻢ ‪١٥٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٦٠٠- ٥٠٢٢- ٠١- ٨‬‬

‫‪٩٧٨- ٩٦٤- ٣٨٧ -٤٢٣- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥- ٢‬‬

‫‪٩٧٨- ٩٦٤- ٨٧٩٥- ٦٦- ٠‬‬

‫‪ - ٢٧٠‬ﺳـــﺎﺯﻣﺎﻥ ﻭ ﻣـــﺪﻳﺮﻳﺖ ﺩﺭ ﺁﻣـــﻮﺯﺵ ﻭ‬

‫ﺩﻧﻴﺎﻱ ﻣﺮﺑـﻲ؛ ﺑﺎﺯﺩﺍﺭﻧـﺪﻩ ﻫـﺎﻱ ﻳـﺎﺩﮔﻴﺮﻱ؛ ﮔـﺎﻡ ﻫـﺎﻱ ﺭﺷـﺪ؛‬ ‫ﻣﻌﺎﺩﻟـﻪﻱ ﺯﻧـﺪﮔﻲ؛ ﺧﻴـﺮ ﻭ ﺷـﺮ؛ ﺍﻟﮕﻮﻫـﺎ؛ ﺑﻬﺘـﺮﻳﻦ ﻛﺎﺭﻫـﺎ؛ ﻭ‬ ‫ﻧﺘﻴﺠﻪﻱ ﺍﻋﻤﺎﻝ‪.‬‬ ‫‪ - ٢٥١‬ﻣ ﺴﺎﺋﻞ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﻳﺮﺍﻥ‪.‬‬ ‫ﺍﺣﻤﺪ ﺁﻗـﺎﺯﺍﺩﻩ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻄﺎﻟﻌـﻪ ﻭ ﺗـﺪﻭﻳﻦ ﻛﺘـﺐ‬ ‫ﻋﻠﻮﻡ ﺍﻧـﺴﺎﻧﻲ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎ )ﺳـﻤﺖ(‪ ٢٤٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٢٤٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭼﻬﺎﺭﻡ ‪ ٦٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪of ‬‬

‫‪٩٧٨- ٩٦٤- ٤٥٩- ٩١٨- ٧‬‬

‫‪۲٥۲­The ‬‬ ‫‪handbook ‬‬ ‫‪educational linguistics.‬‬

‫ﺑﺮﻧﺎﺭﺩ ﺍﺳﭙﻮﻟﺴﻜﻲ‪ ،‬ﻓﺮﺍﻧﺴﻴﺲ ﺍﻡ ﻫﺎﻟﺖ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺭﻫﻨﻤـﺎ‪- .‬‬

‫‪ - ٢٥٥‬ﺍﺧﺘﻼﻻﺕ ﻳﺎﺩﮔﻴﺮﻱ )ﺭﺷﺘﻪ ﺭﻭﺍﻥ ﺷﻨﺎﺳﻲ(‪.‬‬

‫‪ - ٢٦١‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬

‫ﻏﻼﻣﻌﻠــﻲ ﺍﻓــﺮﻭﺯ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﺍﺣﻤــﺪ ﻋﻠــﻲﭘــﻮﺭ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬

‫ﻛﺎﻇﻢ ﻗﻠﻢ ﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬

‫ﺩﺍﻧــﺸﮕﺎﻩ ﭘﻴــﺎﻡ ﻧــﻮﺭ‪ ٢٠٥ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬

‫‪ ١٢٤٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ١٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻫﻔﺘﺎﺩ ﻭ ﻫﺸﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٨٧- ٢٧٣- ١‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥- ٢‬‬

‫‪ - ٢٥٦‬ﺑﺎﺯﻱﻫﺎﻱ ﻣﺸﺎﺭﻛﺘﻲ‪.‬‬ ‫ﻓﺮﺷﺘﻪ ﺳﺒﺤﺎﻧﻲ؛ ﻧﻘﺎﺵ‪ :‬ﺷﻬﺮﺯﺍﺩ ﺟﻌﻔـﺮﻱ ﺗﻬﺮﺍﻧـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬ ‫ﺷﺮﻛﺖ ﺍﻧﺘـﺸﺎﺭﺍﺕ ﺁﻣـﻮﺯﺵ ‪ -‬ﻧﻮﺁﻣـﻮﺯ‪ ٩٦ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٢٨١- ٧٧- ٦‬‬

‫ﺍﺣﻤﺪ ﺻـﺎﻓﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺍﺭﺳـﺒﺎﺭﺍﻥ‪ ١٨٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷــﻮﻣﻴﺰ(‪ ٢٨٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺳــﻴﺰﺩﻫﻢ ‪٣٣٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٣٨٩- ٤٥- ٨‬‬

‫‪ - ٢٧١‬ﻓﻦ ﻣﻄﺎﻟﻌﻪ‪.‬‬ ‫‪ - ٢٦٢‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬ ‫ﻟﻴﻨﺪﺍﻓﺮﻳﻞ ﺍﻧﻴﺲ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻋﻠـﻲ ﺻـﻠﺢﺟـﻮ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﺍﺣﻤـﺪ‬ ‫ﻛﺎﻇﻢ ﻗﻠﻢ ﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬ ‫ﺳــﻤﻴﻌﻲ ‪ -.‬ﺗﻬــﺮﺍﻥ‪ :‬ﻣﺮﻛﺰﻧﺸﺮﺩﺍﻧــﺸﮕﺎﻫﻲ‪ ١٩٢ - .‬ﺹ‪- .‬‬ ‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬ ‫ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪ ٢٣٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﭘـﻨﺠﻢ ‪٣٠٠٠ /‬‬ ‫ﻫﻔﺘﺎﺩ ﻭ ﻧﻬﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ ٦٨٢‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٥٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫ﭘﺮﻭﺭﺵ‪.‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥- ٢‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٠١- ٠٧٢٣- ٢‬‬

‫‪ - ٢٥٧‬ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﻛﻮﺩﻛﺎﻥ ﻣﺒﺘﻼ ﺑـﻪ ﺍﺧـﺘﻼﻝ‬ ‫ﺍﻭﻝ ‪ ١٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ـﻪ ﻭ‬ ‫ـﺎﻱ ﺧﺎﻧـ‬ ‫ـﺎﻟﻲ‪ :‬ﺭﺍﻫﻨﻤـ‬ ‫ـﻴﺶﻓﻌـ‬ ‫ـﻮﺟﻬﻲ ‪ /‬ﺑـ‬ ‫ـﻢﺗـ‬ ‫ﻛـ‬ ‫ﺳﺎﺯﻣﺎﻥ ﻭ ﻣﺪﻳﺮﻳﺖ ﻣﺪﺍﺭﺱ‪ ،‬ﺁﻣﻮﺯﺷﻬﺎﻱ ﻭﻳﮋﻩ‬

‫‪ - ٢٦٣‬ﺩﻓﺘﺮ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺑﻪ ﺭﻭﺵ ﻗﻠﻢﭼﻲ‪.‬‬

‫‪ - ٢٧٢‬ﻓﻨﻮﻥ ﻭ ﺭﻭﺷﻬﺎﻱ ﻣﺸﺎﻭﺭﻩ‪.‬‬

‫ﻣﺪﺭﺳﻪ‪.‬‬

‫ﻛﺎﻇﻢ ﻗﻠﻢ ﭼﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻛـﺎﻧﻮﻥ ﻓﺮﻫﻨﮕـﻲ ﺁﻣـﻮﺯﺵ‪١٨٤ - .‬‬

‫ﻋﺒﺪﺍﷲ ﺷﻔﻴﻊ ﺁﺑﺎﺩﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻧـﺸﺮﺗﺮﻣﻪ‪ ،‬ﭼﭙـﺮ‪ ١٣٦ - .‬ﺹ‪.‬‬

‫ﭘــﻞ ﻛــﻮﭘﺮ‪ ،‬ﻓﻴﻨﺘــﺎﻥﺟــﻮﺯﻑ ﺍﺭﻳﮕــﺎﻥ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﺍﺑﻮﺍﻟﻔــﻀﻞ‬

‫ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻳﻜـﺼﺪ ﻭ‬

‫ـﺪﻫﻢ ‪/‬‬ ‫ـﺎﭖ ﻫﻔـ‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫‪ -‬ﻭﺯﻳـ‬

‫‪ - ٢٥٣‬ﺁﺧﺮﻳﻦ ﻳﺎﺩﮔﺎﺭ‪.‬‬

‫ـﺪ‪ ١٧٦ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬ ‫ﺷــﺮﻳﻌﺖﭘﻨــﺎﻫﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺭﺷـ‬

‫ﻫﺸﺘﺎﺩﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺟﻤــﺎﻝ ﺻــﺎﺩﻗﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻭﻟــﻲ‪ ٤٨٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪٣٧١‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٦- ٣٤٥- ٢‬‬

‫‪ ٤٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٩٠١٨١- ٠-٧‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱٤‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺩﻻﻳﻞ ﻣﺘﻌﺪﺩ ﺍﺯ ﺟﻤﻠﻪ ﺩﻻﻳﻞ ﻣﺬﻫﺒﻲ‪ ،‬ﻓﺮﺍﻳﻨـﺪ ﺩﺭﻭﻧـﻲ ﺷـﺪﻥ‬

‫‪ - ٢٨٦‬ﺁﺯﻣﻮﻧﻬﺎﻱ ﻭﺭﻭﺩﻱ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎﻱ ﻧﻤﻮﻧﻪ‪.‬‬

‫‪ - ٢٩٣‬ﺩﺭﺱ ﺁﺯﻣﻮﻥ )‪ (١‬ﺳـﺎﻝ ﺳـﻮﻡ ﺩﺑﻴﺮﺳـﺘﺎﻥ‬

‫ﻛﻢﺗﻮﺍﻥ ﺫﻫﻨﻲ‪.‬‬

‫ﺍﺯ ﺟﺎﻳﮕــﺎﻩ ﻭ ﺍﻫﻤﻴــﺖ ﺑــﺎﻻﻳﻲ ﺑﺮﺧــﻮﺭﺩﺍﺭ ﺍﺳــﺖ‪ .‬ﺧــﺎﻧﻮﺍﺩﻩ‬

‫ﺗﻬﻴﻪ ﻭ ﺗﻨﻈﻴﻢ‪ :‬ﻋﻠﻲ ﺍﻛﺒﺮ ﻗﺎﺭﻱﻧﻴﺖ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺁﺑﮕـﻴﻦ ﺭﺍﻳـﺎﻥ‪.‬‬

‫)ﺍﻧﺴﺎﻧﻲ(‪.‬‬

‫ﻣﺎﻳﻜﻞ ﻟﻮﺋﻴﺲ ﮔﻮﺭﺩﻭﻥ‪ ،‬ﺩﻳﻮﻳﺪ ﺭﻳـﺎﻥ‪ ،‬ﺗﺎﻣـﺎﺭ ﺷـﻴﻠﻮ؛ ﻣﺘـﺮﺟﻢ‪:‬‬

‫ﻧﺨﺴﺘﻴﻦ ﻣﺮﺟﻌـﻲ ﺍﺳـﺖ ﻛـﻪ‬

‫ـﺎﭖ‬ ‫‪ ٩٦ -‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـ‬

‫ﻋﻠــﻲ ﺳــﻠﻄﺎﻧﻲﮔﺮﺩﻓﺮﺍﻣــﺮﺯﻱ‪ ،‬ﺣﻤﻴــﺪ ﻃﺎﻟــﺐﺗﺒــﺎﺭ‪ ،‬ﺷــﻬﻨﺎﻡ‬

‫ﺍﺣﻤﺪ ﺑﻪ ﭘﮋﻭﻩ‪ ،‬ﻏﻼﻣﺮﺿـﺎ ﺧﺠـﺴﺘﻪﻣﻬـﺮ‪ ،‬ﺑﻬـﺮﺍﻡ ﺭﻭﺳـﺘﺎﻳﻲ ‪- .‬‬

‫ﺷﺨﺼﻴﺖ ﻓـﺮﺩ ﺩﺭ ﺁﻥ ﺷـﻜﻞ‬

‫ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻲ )ﺷــﻮﻣﻴﺰ(‪٢٣٠٠٠ - .‬‬ ‫ﺗﻬــﺮﺍﻥ‪ :‬ﺩﺍﻧــﮋﻩ‪ ١٦٠ - .‬ﺹ‪ - .‬ﺭﻗﻌـ‬

‫ﻣــﻲﮔﻴــﺮﺩ ﻭ ﺑــﺎ ﻧﻔــﻮﺫﺗﺮﻳﻦ‬

‫‪ - ٢٧٣‬ﻛﻤﻚ ﺑـﻪ ﺭﺷـﺪ ﮔﻔﺘـﺎﺭ ﻭ ﺯﺑـﺎﻥ ﻛﻮﺩﻛـﺎﻥ‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ١١٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٦٠٠- ٥٠٧٠- ٠٤- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺗﺎﻛﻴﺪ ﺑﺮ ﺩﺍﻧﺶ ﻭ ﻣﻬﺎﺭﺗﻬﺎﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﻣﺪﻳﺮﺍﻥ‪.‬‬ ‫ﺭﻣﻀﺎﻥ ﺟﻬﺎﻧﻴﺎﻥ ‪ - .‬ﻛﺮﺝ‪ :‬ﺳـﺮﺍﻓﺮﺍﺯ‪ ٣١٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٤٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٨٧٧٠- ٧٣- ٥‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٧٥‬ﻣﺪﻳﺮﻳﺖ ﻓﺮﺍﻳﻨـﺪ ﺁﻣـﻮﺯﺵ )ﺭﺷـﺘﻪ ﻋﻠـﻮﻡ‬

‫‪٩٧٨- ٦٠٠- ٥١٧٠- ٠٤- ٧‬‬

‫ﻣﺮﺟــﻊ ﺭﺳــﻤﻲ ﻭ ﺍﺟﺘﻤــﺎﻋﻲ‬ ‫ﺑﺮﺍﻱ ﺗﺮﺑﻴﺖ ﺍﺳﺖ‪ .‬ﺧﺎﻧﻮﺍﺩﻩ ﻫـﺎ‬ ‫ﺑﺎ ﺭﺍﻫﺒﺮﺩﻫﺎﻱ ﻣﺘﻌـﺪﺩ ﺗـﻼﺵ‬

‫ـﺎ‬ ‫ـﮕﺎﻫﻲ‪ :‬ﺑـ‬ ‫ـﻲ ﻭ ﺁﻣﻮﺯﺷـ‬ ‫ـﺪﻳﺮﻳﺖ ﺁﻣﻮﺯﺷـ‬ ‫‪ - ٢٧٤‬ﻣـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺍﺩﮔﺴﺘﺮ‪ ،‬ﺳـﻌﻴﺪ ﻫﻤـﺎﻳﻮﻧﻔﺮ‪ ،‬ﻋﻠـﻲ ﺟﻌﻔـﺮﻱﻧﺪﻭﺷـﻦ‪ ،‬ﻧﺠﻤـﻪ‬

‫ﻣﻲﻛﻨﻨﺪ ﻣﻔـﺎﻫﻴﻢ ﺍﺟﺘﻤـﺎﻋﻲ ﻭ‬

‫ﺩﺍﻭﺩ ﺍﻭﺭﻧﮓ‪ ،‬ﺑﻬﺮﻭﺯ ﻳﺤﻴﻲ‪ ،‬ﻟﻴﻠﻲ ﻓﺮﻳـﺪﻭﻧﻲ‪ ،‬ﻣﺤﻤـﺪ ﻛﺮﻳﻤـﻲ‪،‬‬ ‫‪ - ٢٨٧‬ﺁﻣـــﻮﺯﺵ ﺳـــﺮﻳﻊ ﺩﺭﻭﺱ ﺗﺨﺼـــﺼﻲ‬ ‫ـﺮﺍﻥ؛‬ ‫ـﻐﺮ ﺣﺠﺎﺯﻳــﺎﻥ‪ ،‬ﺍﺷــﺮﻑ ﺗــﻚﺭﻭﺳــﺘﺎ‪ ،‬ﻫــﺎﺩﻱ ﺭﻧﺠﺒـ‬ ‫ﺍﺻـ‬

‫ﺭﺷﺘﻪﻱ ﺍﻧﺴﺎﻧﻲ )‪Fast  book‬‬

‫( ﻭﻳﮋﻩ ﻱ ﻛﻨﻜـﻮﺭ ﻭ‬

‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻣﻤﺘﺎﺯ‪ :‬ﺷﺎﻣﻞ ﻣﻔﺎﻫﻴﻢ ﻭ ﻧﻜﺘـﻪﻫـﺎﻱ‬

‫ﺍﺧﻼﻗــــﻲ ﺭﺍ ﺩﺭ ﻛﻮﺩﻛــــﺎﻥ‬

‫ـﻮﻡ‪،‬‬ ‫ـﺎﻝ ﺳـ‬ ‫ـﺴﻔﻪﻱ ﺳـ‬ ‫ـﺸﻨﺎﺳﻲ‪ ،‬ﻓﻠـ‬ ‫ـﺼﺎﺩ‪ ،‬ﺭﻭﺍﻧـ‬ ‫ﺍﻗﺘـ‬

‫ﺩﺭﻭﻧﻲ ﻛﻨﻨﺪ‪ .‬ﺗﺤﻘﻴﻘﺎﺕ ﻧﺸﺎﻥ ﻣﻲﺩﻫﻨـﺪ ﻛـﻪ ﻧـﻮﻉ ﻣﺪﺍﺧﻠـﻪﻱ‬

‫ﻣﻨﻄﻖ ﻭ ﻓﻞ‪.‬‬

‫ﻭﺍﻟﺪﻳﻦ ﻣﻲﺗﻮﺍﻧﺪ ﺑﻪ ﺗﻤﺮﺩ ﻳـﺎ ﺍﻃﺎﻋـﺖ ﻛﻮﺩﻛـﺎﻥ ﻣﻨﺠـﺮ ﺷـﻮﺩ‪.‬‬

‫ﻣﻬﺪﻱ ﺷﻴﺦ ﭘﻮﺭﻗﺎﺳﻤﻲ ﻧﻴﺎ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﮊﺭﻑ ﺍﻧﺪﻳـﺸﺎﻥ‪٢٠٤ - .‬‬

‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺍﻣﻴﺪ ﺍﺻﻠﻲ ﺑﺮﺍﻱ ﺗﻮﻓﻴﻖ ﺩﺭ ﺩﺭﻭﻧـﻲﺳـﺎﺯﻱ ﻭ ﺗﺮﺑﻴـﺖ‬

‫ﺹ‪ - .‬ﺭﺣﻠـﻲ )ﺷـﻮﻣﻴﺰ(‪ ٣٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺳـﻮﻡ ‪/‬‬

‫ﺷﻬﺮﻭﻧﺪﺍﻥ ﻣﻮﻓﻖ‪ ،‬ﺑﻴﺶ ﺍﺯ ﻫﺮ ﻣﺮﺟﻌﻲ ﺑـﻪ ﺧـﺎﻧﻮﺍﺩﻩ ﻣﻌﻄـﻮﻑ‬

‫‪ ٣١٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﺳــﺖ‪ .‬ﻧﮕﺎﺭﻧــﺪﮔﺎﻥ ﺩﺭ ﻛﺘــﺎﺏ ﺣﺎﺿــﺮ ﺗــﻼﺵ ﻣــﻲﻛﻨﻨــﺪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٩٥١- ٤٣-١‬‬

‫ﺗﺮﺑﻴﺘﻲ(‪.‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪٤٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ١٩٨٠٠ - .‬ﺭﻳـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫ـﺎﺭﮔﺮﻱ ﺑــﻪ‬ ‫ـﺪﻟﻲ ﻭ ﺧﻮﺩﻣﻬـ‬ ‫ـﻮﺯﺵ ﻫﻤـ‬ ‫ـﺎﻧﻮﻥ‪ ،‬ﻭ ﺁﻣـ‬ ‫ـﻮﺯﺵ ﻗـ‬ ‫ﺁﻣـ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﻛﻮﺩﻛﺎﻥ ﺭﺍ ﻋﺮﺿﻪ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٣٨٧- ٤٤٦- ٩‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻪ‬ ‫ـﺮﻱ ﺑـ‬ ‫ـﻮﻥ ﺳﺮﺍﺳـ‬ ‫ـﺘﻪ ﺁﺯﻣـ‬ ‫ـﺎﺏ ﺭﺷـ‬ ‫ـﻲ ﺍﻧﺘﺨـ‬ ‫ﻋﻤﻠـ‬

‫ـﺮﺍﻥ؛‬ ‫ـﻐﺮ ﺣﺠﺎﺯﻳــﺎﻥ‪ ،‬ﺍﺷــﺮﻑ ﺗــﻚﺭﻭﺳــﺘﺎ‪ ،‬ﻫــﺎﺩﻱ ﺭﻧﺠﺒـ‬ ‫ﺍﺻـ‬ ‫ﻭﻳﺮﺍﺳﺘﺎﺭ‪ :‬ﻣﺮﻳﻢ ﻓـﺘﺢﺍﻟﻬـﻲ‪ ،‬ﻣﻬـﺮﻱ ﻋـﺴﮕﺮﻱ‪ ،‬ﺭﺍﺣﻴـﻞ ﺍﺩﺏ‪،‬‬

‫‪ - ٢٨١‬ﺑﺎﺯﺁﻣﻮﺯ )‪) (١‬ﺑﺎﺯﻱ ﻭ ﺁﻣـﻮﺯﺵ(‪ :‬ﻓﺎﺭﺳـﻲ ﻭ‬

‫ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺳـﻮﻡ ‪٣٠٠٠ /‬‬

‫ﺁﺯﺍﺩﻩ ﺍﻣﻴﺪﻣﻬﺮ‪ ،‬ﺍﻋﻈـﻢ ﻣﺤﻤـﺪﻱ‪ ،‬ﻣﻌـﺼﻮﻣﻪ ﻣـﻮﻣﻦ ﻋﻄـﺎﺭ ‪- .‬‬

‫ﻋﻠﻮﻡ ﺍﻭﻝ ﺩﺑﺴﺘﺎﻥ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻣﺒﺘﻜﺮﺍﻥ‪ ،‬ﭘﻴﺸﺮﻭﺍﻥ‪ ١٦٠ - .‬ﺹ‪ - .‬ﺭﺣﻠـﻲ )ﺷـﻮﻣﻴﺰ(‪.‬‬

‫ـﻮﺯﺵ ‪-‬‬ ‫ـﺸﺎﺭﺍﺕ ﺁﻣـ‬ ‫ـﺮﻛﺖ ﺍﻧﺘـ‬ ‫ـﺮﺍﻥ‪ :‬ﺷـ‬ ‫ـﺎﺩﻱ ‪ - .‬ﺗﻬـ‬ ‫ـﺰﺍﺭ ﻓﺮﻫـ‬ ‫ﮔﻠـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٦٧٠- ٤٩-٩‬‬

‫ﺩﺑﻴﺮﺳﺘﺎﻥﻫﺎﻱ ﻧﻤﻮﻧﻪ ﺩﻭﻟﺘﻲ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬ ‫ـﺒﺎﻫﻨﮓ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺷـ‬ ‫ـﺪﻱ ‪ - .‬ﺗﻬـ‬ ‫ـﺸﻴﺪ ﻭﺍﺣـ‬ ‫ـﻴﻢ‪ :‬ﺟﻤـ‬ ‫ـﻪ ﻭ ﺗﻨﻈـ‬ ‫ﺗﻬﻴـ‬ ‫‪ - ٢٨٢‬ﻛﺘﺎﺏ ﻛﺎﺭ ﻋﻠﻮﻡ ﺳﻮﻡ ﺩﺑﺴﺘﺎﻥ "ﮔﻨﺠﻴﻨـﻪﻱ‬ ‫ﺳﻮﺍﻝﻫﺎﻱ ﭘﮋﻭﻫﺶ"‪.‬‬ ‫ﻟﻴﻼ ﺳﺒﺤﺎﻧﻲﺍﺻﻞ‪ ،‬ﻋﻴـﺴﻲ ﻭﻃـﻦﺩﻭﺳـﺖ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻓﺮﻳـﺪﻩ‬ ‫ﺯﻧﺪﮔﻲ ﻣﻮﻓﻖ‪.‬‬

‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪ ٣٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬ ‫‪ ٣١٢‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ﺷﺎﻧﺰﺩﻫﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦١٢٧- ١٦-٦‬‬

‫ﺣﻴﺪﺭﻗﺮﻩ ﺷﻴﺮﺍﻥ‪ ،‬ﻣﻬﻨـﺎﺯ ﺭﺿـﺎﻳﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﺶ ﭘـﺮﻭﺭ‪- .‬‬ ‫ﺍﺣﻤﺪ ﻣﻮﻟﻮﻱﺣﺎﺟﻲﺁﻗـﺎ ‪ - .‬ﻗـﻢ‪ :‬ﻧـﺴﻴﻢ ﻛـﻮﺛﺮ‪ ١٦٨ - .‬ﺹ‪- .‬‬ ‫‪ ١٢٤‬ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٢٢٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ‬ ‫‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺪﻩ ﺁﺯﻣﻮﻥﻫﺎﻱ ﻭﺭﻭﺩﻱ ﺩﺑﻴﺮﺳـﺘﺎﻥﻫـﺎﻱ ﻧﻤﻮﻧـﻪ‬

‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺩﻭﻡ ‪٢٠٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﺗﻐﻴﻴﺮﺍﺕ ﻛﺘﺎﺑﻬﺎﻱ ﺩﺭﺳﻲ‪.‬‬ ‫‪ - ٢٨٣‬ﻛﺘﺎﺏ ﻛﺎﺭ ﻋﻠﻮﻡ ﺩﻭﻡ ﺩﺑـﺴﺘﺎﻥ "ﮔﻨﺠﻴﻨـﻪﻱ‬ ‫‪ - ٢٧٨‬ﻣﻬﺎﺭﺗﻬــﺎﻱ ﻣﻄﺎﻟﻌــﻪ ﻛﻠﻴــﺪ ﭘﻴــﺸﺮﻓﺖ‬

‫ـﺒﺎﻫﻨﮓ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺷـ‬ ‫ـﺪﻱ ‪ - .‬ﺗﻬـ‬ ‫ـﺸﻴﺪ ﻭﺍﺣـ‬ ‫ـﻴﻢ‪ :‬ﺟﻤـ‬ ‫ـﻪ ﻭ ﺗﻨﻈـ‬ ‫ﺗﻬﻴـ‬

‫ﺗﺤﺼﻴﻠﻲ‪.‬‬

‫‪ ٢١٦‬ﺹ‪) - .‬ﺩﺭ‪٣‬ﺟﻠــﺪ ( ﺟﻠــﺪ ﺍﻭﻝ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﻟﻴﻼ ﺳﺒﺤﺎﻧﻲﺍﺻﻞ‪ ،‬ﻋﻴـﺴﻲ ﻭﻃـﻦﺩﻭﺳـﺖ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻓﺮﻳـﺪﻩ‬ ‫ﭼﺎﭖ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻲ‬ ‫ـﻮﺛﺮ‪ ١٠٤ - .‬ﺹ‪ - .‬ﺭﻗﻌـ‬ ‫ـﺴﻴﻢ ﻛـ‬ ‫ـﻢ‪ :‬ﻧـ‬ ‫ـﻮﻱ ‪ - .‬ﻗـ‬ ‫ﺍﺣﻤـﺪ ﻣﻮﻟـ‬ ‫ﺣﻴﺪﺭﻗﺮﻩ ﺷﻴﺮﺍﻥ‪ ،‬ﻧﺠﻴﻤﻪ ﺷﺎﻩﻧﻘـﻲ ‪ -.‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﺶ ﭘـﺮﻭﺭ‪- .‬‬ ‫)ﺷﻮﻣﻴﺰ(‪ ١٣٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٣٢- ٣٢-٦‬‬

‫‪ ٩٢‬ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪/‬‬ ‫‪٩٧٨- ٩٦٤- ٢٥٤٨- ٧١- ٢‬‬ ‫‪ ٢٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫‪of ‬‬

‫‪heart ‬‬

‫‪Palmer‬‬

‫‪۲۷۹­Seeking  the ‬‬ ‫‪teaching.‬‬

‫‪ - . Adrian‬ﺗﻬــﺮﺍﻥ‪ :‬ﺭﻫﻨﻤــﺎ‪ ٢١٤ - .‬ﺹ‪- .‬‬

‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٤٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪١٠٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺑﻴﺮﺳﺘﺎﻥ ‪.١٣٨٧ - ٨٨‬‬ ‫ـﺮﺍﻫﻴﻢﺯﺍﺩﻩ‪،‬‬ ‫ـﺎ ﺍﺑـ‬ ‫ـﺰﻩﺍﻱ‪ ،‬ﻣﺤﻤﺪﺭﺿـ‬ ‫ـﺮ ﺣﻤـ‬ ‫ـﺮﻱ‪ ،‬ﻧﺎﺻـ‬ ‫ﻋﺒـﺪﺍﷲ ﻗﻨﺒـ‬ ‫ﺣﺴﻴﻦ ﺟﻤﺸﻴﺪﻱﺷﻔﻖ‪ ،‬ﺍﺣﻤﺪ ﻧﻴﻜﺰﺍﺩ‪ ،‬ﻣﺤﻤـﺪ ﮔﻨﺠـﻲ‪ ،‬ﺑﺎﺑـﻚ‬ ‫ـﻀﻞ ﺟﻮﻛــﺎﺭ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬ ‫ـﺎﻧﻤﻲﻓــﺮﺩ‪ ،‬ﺍﺑﻮﺍﻟﻔـ‬ ‫ـﺎﻟﻲ‪ ،‬ﺳــﺘﺎﺭ ﻏـ‬ ‫ﻛﻤـ‬

‫‪٩٧٨- ٩٦٤- ٢٥٤٣- ٧١- ٧‬‬

‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺑﻴﺴﺘﻢ ‪ ٢٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٦٦٦٦- ٩٤- ٨‬‬

‫‪ - ٢٨٤‬ﻭﺍﻟﺪﻳﻦ ﻭ ﺁﻣﺎﺩﻩﺳﺎﺯﻱ ﻛﻼﺱ ﺍﻭﻟﻲﻫﺎ‪.‬‬ ‫ﺣﺴﻴﻦ ﻓـﺮﺥ ﻣﻬـﺮ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻋﺎﺑـﺪ‪ ١٨٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٦٤- ٨٤٥- ٩‬‬

‫ﺁﻣﻮﺯﺵ ﻣﺘﻮﺳﻄﻪ‬

‫ﺁﻣﻮﺯﺵ ﺍﺑﺘﺪﺍﻳﻲ‬

‫ﺩﻭﻟﺘﻲ ﻫﻤﺮﺍﻩ ﺑـﺎ ﭘﺎﺳـﺨﻨﺎﻣﻪ ﻣﻨﻄﺒـﻖ ﺑـﺎ ﺁﺧـﺮﻳﻦ‬ ‫ـﻮﻡ‬ ‫ـﺎﻝ ﺳـ‬ ‫ـﻲ ﺩﺭﻭﺱ ﺳـ‬ ‫ـﺎﻱ ﺗﻔﻜﻴﻜـ‬ ‫‪ - ٢٩٧‬ﺭﺍﻫﻨﻤـ‬ ‫ﺗﻐﻴﻴﺮﺍﺕ ﻛﺘﺎﺑﻬﺎﻱ ﺩﺭﺳﻲ‪.‬‬ ‫ﺩﺑﻴﺮﺳﺘﺎﻥ ‪.١٣٨٧ - ٨٨‬‬ ‫ﺗﺪﻭﻳﻦ‪ :‬ﺟﻤﺸﻴﺪ ﻭﺍﺣـﺪﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺒﺎﻫﻨﮓ‪ ٢٤٠ - .‬ﺹ‪.‬‬ ‫ﻋﺒﺪﺍﷲ ﻗﻨﺒﺮﻱ‪،‬‬

‫ﺁﺭﻣﻨﺪ‪ ،‬ﻧﻮﺭﻱ‪ ،‬ﻧﻴﻜـﺰﺍﺩ‪ ،‬ﺣـﺴﻦ ﻗﺮﻳـﺸﻲ ‪- .‬‬

‫ )ﺩﺭ‪٣‬ﺟﻠﺪ ( ﺟﻠﺪ ﺩﻭﻡ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ - .‬ﭼـﺎﭖ ﺩﻭﻡ ‪/‬‬‫ـﻮﻣﻴﺰ(‪- .‬‬ ‫ﺗﻬــﺮﺍﻥ‪ :‬ﻣﻨﺘــﺸﺮﺍﻥ‪ ٩١٢ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــ‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٢٧٣٢- ٣٣-٣‬‬

‫‪٣٧٣‬‬

‫‪ - ٢٨٥‬ﺁﺯﻣﻮﻥ ﺭﺷﺪ‪ :‬ﭘﺮﺳﺶ ﻫﺎﻱ ﭼﻬﺎﺭﮔﺰﻳﻨـﻪ ﺍﻱ‬

‫‪ - ٢٩٢‬ﺗﺴﺖ ﻗﺮﻣﺰ‪ :‬ﺩﺭﻭﺱ ﻋﻤﻮﻣﻲ‪.‬‬

‫ﻗﺎﻧﻮﻥﭘﺬﻳﺮﻱ ﺑﻪ ﻛﻮﺩﻛﺎﻥ‪.‬‬

‫ﻃﺒﻘﻪ ﺑﻨﺪﻱ ﺷـﺪﻩ ﺁﺯﻣـﻮﻥ ﻫـﺎﻱ ﻭﺭﻭﺩﻱ ﻣـﺪﺍﺭﺱ‬

‫ـﻮﺵ‬ ‫ﻣﺤﻤﺪﺭﺿـﺎ ﺫﺍﻛﺮﻋﺒﺎﺳـﻲ‪ ،‬ﻋﻠـﻲ ﺟﻌﻔـﺮﻱﻧﺪﻭﺷـﻦ‪ ،‬ﺩﺍﺭﻳـ‬

‫ﻣﺴﻌﻮﺩ ﺟﺎﻥ ﺑﺰﺭﮔﻲ‪ ،‬ﻧﺎﻫﻴﺪ ﻧـﻮﺭﻱ ‪ ،‬ﻣﮋﮔـﺎﻥ ﺁﮔـﺎﻩﻫـﺮﻳﺲ ‪- .‬‬

‫ﺭﺍﻫﻨﻤﺎﻳﻲ ﻧﻤﻮﻧـﻪ ﺩﻭﻟﺘـﻲ‪ :‬ﻫﻤـﺮﺍﻩ ﺑـﺎ ﭘﺎﺳـﺨﻨﺎﻣﻪ‬

‫ـﺮﺩﺍﺩ‬ ‫ـﺎﻧﻲ‪ ،‬ﻣﻬـ‬ ‫ـﺎﻧﻮﺵ ﻓﺮﺍﻫـ‬ ‫ـﺎﺭ‪ ،‬ﻛﻴـ‬ ‫ـﺐﺗﺒـ‬ ‫ـﺪ ﻃﺎﻟـ‬ ‫ـﻠﻄﺎﻧﻲ‪ ،‬ﺣﻤﻴـ‬ ‫ﺳـ‬

‫ﺗﻬـــﺮﺍﻥ‪ :‬ﺍﺭﺟﻤﻨـــﺪ‪ ٢٩٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـــﺮﻱ )ﺷـــﻮﻣﻴﺰ(‪- .‬‬

‫‪ ٤٧٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٢٠٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٢٨٠‬ﺁﻣــﻮﺯﺵ ﺍﺧــﻼﻕ‪ ،‬ﺭﻓﺘــﺎﺭ ﺍﺟﺘﻤــﺎﻋﻲ‪ ،‬ﻭ‬

‫‪٩٧٨- ٩٦٤- ٣٧٨ -١١٤- ٩‬‬

‫ـﺎﻝ ﺍﻭﻝ‬ ‫‪ - ٢٩٦‬ﺭﺍﻫﻨﻤــﺎﻱ ﺗﻔﻜﻴﻜــﻲ ﺩﺭﻭﺱ ﺳــ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٣٧٢‬‬

‫ﺳﺘﺎﺭ ﻏﺎﻧﻤﻲ ﻓﺮﺩ‪ ،‬ﺑﺎﺑـﻚ ﻛﻤـﺎﻟﻲ‪ ،‬ﻣﺤﻤـﺪ ﮔﻨﺠـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ﺷﺪﻩ ﺁﺯﻣﻮﻥﻫﺎﻱ ﻭﺭﻭﺩﻱ ﺩﺑﻴﺮﺳـﺘﺎﻥﻫـﺎﻱ ﻧﻤﻮﻧـﻪ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٧٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪٠- ٤٧٢- ٠٣٢٢٦- ٧‬‬

‫ﺣﺴﻴﻦ ﺟﻤـﺸﻴﺪﻱﺷـﻔﻖ‪ ،‬ﺍﺑﻮﺍﻟﻔـﻀﻞ ﺟﻮﻛـﺎﺭ‪ ،‬ﺍﺣﻤـﺪ ﻧﻴﻜـﺰﺍﺩ‪،‬‬

‫ﻣﻨﺘـــﺸﺮﺍﻥ‪ ٨٠٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـــﺮﻱ )ﺷـــﻮﻣﻴﺰ(‪٤٠٠٠٠ - .‬‬

‫‪ - ٢٩١‬ﭘﺮﺳﺶ ﻫﺎﻱ ﭼﻬﺎﺭﮔﺰﻳﻨـﻪﺍﻱ ﻃﺒﻘـﻪﺑﻨـﺪﻱ‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﭘﻴﺶﺩﺍﻧﺸﮕﺎﻫﻲ ﻭﻳﮋﻩ ﺭﺷﺘﻪ ﻱ ﺍﻧﺴﺎﻧﻲ‪.‬‬ ‫ـﺮﺍﻫﻴﻢﺯﺍﺩﻩ‪،‬‬ ‫ـﺎ ﺍﺑـ‬ ‫ـﺰﻩﺍﻱ‪ ،‬ﻣﺤﻤﺪﺭﺿـ‬ ‫ـﺮ ﺣﻤـ‬ ‫ـﺮﻱ‪ ،‬ﻧﺎﺻـ‬ ‫ﻋﺒـﺪﺍﷲ ﻗﻨﺒـ‬

‫ﺩﻭﻟﺘﻲ ﻫﻤﺮﺍﻩ ﺑـﺎ ﭘﺎﺳـﺨﻨﺎﻣﻪ ﻣﻨﻄﺒـﻖ ﺑـﺎ ﺁﺧـﺮﻳﻦ‬

‫‪٩٧٨- ٩٦٤- ٢٥٤٨- ٧٢- ٩‬‬

‫ﺳﻮﺍﻝﻫﺎﻱ ﭘﮋﻭﻫﺶ"‪.‬‬

‫‪ - ٢٩٥‬ﺭﺍﻫﻨﻤـــــــﺎﻱ ﺗﻔﻜﻴﻜـــــــﻲ ﺩﺭﻭﺱ‬

‫ﻣﻨﺘـــﺸﺮﺍﻥ‪ ٨٣٢ - .‬ﺹ‪ - .‬ﻭﺯﻳـــﺮﻱ )ﺷـــﻮﻣﻴﺰ(‪٤٤٠٠٠ - .‬‬ ‫‪ - ٢٩٠‬ﭘﺮﺳﺶ ﻫﺎﻱ ﭼﻬﺎﺭﮔﺰﻳﻨـﻪﺍﻱ ﻃﺒﻘـﻪﺑﻨـﺪﻱ‬

‫‪٩٧٨- ٩٦٤- ٢٥٤٣- ٧٠- ٠‬‬

‫‪٩٧٨- ٩٦٤- ٠٧- ٠١٦٧- ٦‬‬

‫‪ - ٢٨٩‬ﺑﺎﻧــﻚ ﺳــﻮﺍﻻﺕ ﺁﺯﻣــﻮﻥﻫــﺎﻱ ﻭﺭﻭﺩﻱ‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ١٤٢٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﭼﻬـﺎﺭﻡ ‪٥٠٠٠ /‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٢٨١- ٦٨- ٤‬‬

‫ ‪ ٤٢٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺷﺸﻢ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺁﻗﺎﺟﺎﻥﺑﮕﻠـﻮ ‪ -.‬ﺗﻬـﺮﺍﻥ‪ :‬ﺩﺍﻧـﺸﮕﺎﻩ ﭘﻴـﺎﻡ ﻧـﻮﺭ‪ ٢٤٢ - .‬ﺹ‪- .‬‬ ‫‪ ١٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺟﻌﻔﺮﻱ ﻧﺪﻭﺷﻦ‪ ،‬ﻣﺤﻤـﺪ ﻓﺮﻭﻏـﻲ‪ ،‬ﻳﻮﺳـﻒ ﺑﺎﻭﻧﺪﺳـﻮﺍﺩﻛﻮﻫﻲ‪،‬‬

‫ﻛﻮﺭﺵ ﭘﺮﻧﺪ‪ ،‬ﻏﻼﻣﺮﺿﺎ ﻳﺎﺩﮔﺎﺭﺯﺍﺩﻩ؛ ﺯﻳﺮﻧﻈﺮ‪ :‬ﺍﺑـﺮﺍﻫﻴﻢ ﺧـﺪﺍﻳﻲ‬

‫ﻧﻮﺁﻣــﻮﺯ‪ ٣٦ - .‬ﺹ‪ - .‬ﺟﻠــﺪ ﺩﻭﻡ‪ - .‬ﺑﻴﺎﺿــﻲ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺍﺩﮔﺴﺘﺮ‪ ،‬ﺳـﻌﻴﺪ ﻫﻤـﺎﻳﻮﻧﻔﺮ‪ ،‬ﻋﻠـﻲ ﺟﻌﻔـﺮﻱﻧﺪﻭﺷـﻦ‪ ،‬ﻧﺠﻤـﻪ‬

‫ﺍﻧﻀﻤﺎﻡ ﻧﺮﻡﺍﻓﺰﺍﺭ ﺳﺎﻣﺎﻥ ﺭﺷﺘﻪ‪.‬‬

‫ﻋﻠﻮﻡ ﺗﺮﺑﻴﺘﻲ(‪.‬‬

‫‪ - ٢٧٧‬ﻣﻬﺎﺭﺕ ﻫﺎﻱ ﺯﻧﺪﮔﻲ‪ :‬ﻛﻠﻴﺪ ﻋـﺰ ﺕ ﻧﻔـﺲ ﻭ‬

‫)ﺍﻧﺴﺎﻧﻲ(‪.‬‬

‫ﺩﺍﻭﺩ ﺍﻭﺭﻧﮓ‪ ،‬ﺑﻬﺮﻭﺯ ﻳﺤﻴﻲ‪ ،‬ﻟﻴﻠﻲ ﻓﺮﻳـﺪﻭﻧﻲ‪ ،‬ﻣﺤﻤـﺪ ﻛﺮﻳﻤـﻲ‪،‬‬

‫ﻣﻨــﻮﭼﻬﺮ ﻭﻛﻴﻠﻴــﺎﻥ‪ ،‬ﻣﻨﻴــﮋﻩ ﻛﺮﺑﺎﺳــﻲ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﺳﻮﺳــﻦ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٠٧- ٠١٦٧- ٦‬‬

‫‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺳﺎﺯﻣﺎﻥ ﺳﻨﺠﺶ ﺁﻣـﻮﺯﺵ ﻛـﺸﻮﺭ‪ ١٦٨ - .‬ﺹ‪- .‬‬

‫ـﺘﻪ‬ ‫ـﺸﺎﻭﺭﻩ )ﺭﺷـ‬ ‫ـﺎﻳﻲ ﻭ ﻣـ‬ ‫ـﺪﻣﺎﺕ ﺭﺍﻫﻨﻤـ‬ ‫‪ - ٢٧٦‬ﻣﻘـ‬

‫‪٩٧٨- ٩٦٤- ٣٨٧- ٣٦٥- ٣‬‬

‫ﺗﻬﺮﺍﻥ‪ :‬ﻣﺒﺘﻜﺮﺍﻥ‪ ،‬ﭘﻴﺸﺮﻭﺍﻥ‪ ١٦٠ - .‬ﺹ‪ - .‬ﺭﺣﻠـﻲ )ﺷـﻮﻣﻴﺰ(‪.‬‬

‫ﻋﻠــﻲ ﺳــﻠﻄﺎﻧﻲﮔﺮﺩﻓﺮﺍﻣــﺮﺯﻱ‪ ،‬ﺣﻤﻴــﺪ ﻃﺎﻟــﺐﺗﺒــﺎﺭ‪ ،‬ﺷــﻬﻨﺎﻡ‬

‫ﻛﻨﻨﺪ‪ .‬ﺁﻥ ﻫﺎ ﻧﺨﺴﺖ ﻣﺪﻝ ﺗﺮﺑﻴﺘـﻲ ﺧـﻮﺩ ﺭﺍ ﺗـﺸﺮﻳﺢ ﻭ ﺳـﭙﺲ‬ ‫ـﻮﺭ‪ ٣٢٠ - .‬ﺹ‪- .‬‬ ‫ـﺎﻡ ﻧـ‬ ‫ـﺸﮕﺎﻩ ﭘﻴـ‬ ‫ـﺮﺍﻥ‪ :‬ﺩﺍﻧـ‬ ‫ـﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﺮﺝﺍﻟﻠﻬـ‬ ‫ﻓـ‬

‫ﺁﺯﺍﺩﻩ ﺍﻣﻴﺪﻣﻬﺮ‪ ،‬ﺍﻋﻈـﻢ ﻣﺤﻤـﺪﻱ‪ ،‬ﻣﻌـﺼﻮﻣﻪ ﻣـﻮﻣﻦ ﻋﻄـﺎﺭ ‪- .‬‬

‫‪ - ٢٩٤‬ﺩﺭﺱ ﺁﺯﻣﻮﻥ )‪ (١‬ﺳـﺎﻝ ﺳـﻮﻡ ﺩﺑﻴﺮﺳـﺘﺎﻥ‬

‫‪ - ٢٨٨‬ﺍﻧﺘﺨﺎﺏ ﺭﺷﺘﻪ ﺍﻧﺘﺨـﺎﺏ ﺁﻳﻨـﺪﻩ‪ :‬ﺭﺍﻫﻨﻤـﺎﻱ‬

‫ـﺎﻧﻲ‪،‬‬ ‫ـﺪ ﻣﺠﻤﻮﻋــﻪﻱ ﺁﻣﻮﺯﺷــﻲ ﺷــﺎﻣﻞ ﻣــﺪﻝ ﺑــﺎﺯﻱﺩﺭﻣـ‬ ‫ﭼﻨـ‬

‫ﻭﻳﺮﺍﺳﺘﺎﺭ‪ :‬ﻣﺮﻳﻢ ﻓـﺘﺢﺍﻟﻬـﻲ‪ ،‬ﻣﻬـﺮﻱ ﻋـﺴﮕﺮﻱ‪ ،‬ﺭﺍﺣﻴـﻞ ﺍﺩﺏ‪،‬‬

‫‪ ٤٢٠٠٠ -‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﻴﻮﻩ ﻫﺎﻱ ﻋﻤﻠﻲ ﺩﺳﺖ ﻳﺎﺑﻲ ﺑﻪ ﻣﻮﻓﻘﻴـﺖ ﺩﺭ ﺗﺮﺑﻴـﺖ ﺭﺍ ﺑﻴـﺎﻥ‬ ‫ﻣﺤﻤﺪﺭﺿﺎ ﺳﺮﻣﺪﻱ‪ ،‬ﻣﺤﻤﺪﺣﺴﻦ ﺻـﻴﻒ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻣﻬـﺮﺍﻥ‬

‫ﺟﻌﻔﺮﻱ ﻧﺪﻭﺷﻦ‪ ،‬ﻣﺤﻤـﺪ ﻓﺮﻭﻏـﻲ‪ ،‬ﻳﻮﺳـﻒ ﺑﺎﻭﻧﺪﺳـﻮﺍﺩﻛﻮﻫﻲ‪،‬‬

‫‪٩٧٨- ٩٦٤- ٣٧٨ -٠٢٥- ٨‬‬

‫‪ - ٢٩٨‬ﺭﺍﻫﻨﻤــﺎﻱ ﮔــﺎﻡ ﺑــﻪ ﮔــﺎﻡ ﺩﺭﻭﺱ ﺩﻭﻡ‬ ‫ﺭﺍﻫﻨﻤﺎﻳﻲ ﺷﺎﻣﻞ‪ :‬ﺭﺍﻫﻨﻤﺎﻱ ﺩﺭﻭﺱ ﻋﺮﺑـﻲ‪ ،‬ﻋﻠـﻮﻡ‪،‬‬

‫ﻣﻨﻄﺒﻖ ﺑﺎ ﺁﺧﺮﻳﻦ ﺗﻐﻴﻴﺮﺍﺕ ﻛﺘﺎﺏﻫﺎﻱ ﺩﺭﺳﻲ ‪....‬‬

‫ﺳــﻼﻣﻲﺍﺳــﻜﻮﻳﻲ‪ ،‬ﺑﻴــﮋﻥ ﺩﻳﺒــﺎ‪ ،‬ﻣﻬــﺪﻱ ﻗــﺪﻣﻴﺎﻥ‪ ،‬ﺑﻬــﺮﺍﻡ‬

‫ﺭﻳﺎﺿﻲ‪ ،‬ﺩﻳﻨﻲ‪.... ،‬‬

‫‪ ٤٩٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺒﺎﻫﻨﮓ‪- .‬‬ ‫ـﺮﺍﻥ‪ :‬ﺷـ‬ ‫ـﺪﻱ ‪ - .‬ﺗﻬـ‬ ‫ـﺸﻴﺪ ﻭﺍﺣـ‬ ‫ـﻴﻢ‪ :‬ﺟﻤـ‬ ‫ـﻪ ﻭ ﺗﻨﻈـ‬ ‫ﺗﻬﻴـ‬

‫ـﻤﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬ ‫ـﺴﻴﻦ ﻗﺎﺳـ‬ ‫ـﺎﻥ‪ ،‬ﺣـ‬ ‫ـﺮﻭﺯ ﻏﻔﺎﺭﻳـ‬ ‫ـﺘﮕﻴﺮﻱ‪ ،‬ﺑﻬـ‬ ‫ﺩﺳـ‬

‫ـﺮﻱ‬ ‫ـﺮﺍﻥ‪ :‬ﻣﻨﺘـﺸﺮﺍﻥ‪ ٧٠٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ﻣـﺮﻳﻢ ﻳـﺎﺭﻱ ‪ - .‬ﺗﻬـ‬

‫‪٩٧٨- ٩٦٤- ٤٩٦- ١٩٥- ٣‬‬

‫‪ ٣١٢‬ﺹ‪) - .‬ﺩﺭ‪٣‬ﺟﻠﺪ ( ﺟﻠـﺪ ﺳـﻮﻡ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫ـﺎﻝ‪.‬‬ ‫ـﻮﻣﻴﺰ(‪ ٧٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﻲ )ﺷـ‬ ‫ﭘﻠﻴﻜـﺎﻥ‪ ١٧٨ - .‬ﺹ‪ - .‬ﺭﺣﻠـ‬

‫)ﺷــﻮﻣﻴﺰ(‪ ٣٧٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺑﻴــﺴﺖ ﻭ ﺳــﻮﻡ ‪/‬‬

‫ﭼﺎﭖ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ -‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٢٠٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺭﻭﻧﻲ ﺷﺪﻥ ﻣﻔـﺎﻫﻴﻢ ﺍﺧﻼﻗـﻲ ﻭ ﺍﺟﺘﻤـﺎﻋﻲ ﺍﺯ ﻧﮕﺮﺍﻧـﻲﻫـﺎﻱ‬ ‫ﻣﻬﻢ ﻭﺍﻟﺪﻳﻦ ﻭ ﻣﺮﺍﻗﺒﺎﻥ ﻛﻮﺩﻙ ﺍﺳﺖ‪ .‬ﺩﺭ ﺟﺎﻣﻌﻪﻱ ﺍﻳـﺮﺍﻥ ﺑـﻪ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٣٢- ٣٤- ٠‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٦٩٠- ٦٩-٩‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٦٦٦- ٢٦- ٩‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱٥‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ـﺴﺘﺎﻥ‬ ‫ـﻲ ﺩﻭﻡ ﺩﺑــ‬ ‫ـﺎﺭ ﺭﻳﺎﺿــ‬ ‫ـﺎﺏ ﻛــ‬ ‫‪ - ٢٩٩‬ﻛﺘــ‬ ‫"ﮔﻨﺠﻴﻨﻪﻱ ﺳﻮﺍﻝﻫﺎﻱ ﭘﮋﻭﻫﺶ"‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٧٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺳﻮﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٤٥١- ١١٦- ٦‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻟﻴﻼ ﺳﺒﺤﺎﻧﻲ ﺍﺻـﻞ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻧﺠﻴﻤـﻪ ﺷـﺎﻩﻧﻘـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫‪ - ٣١٤‬ﮔــﺮﺍﻳﺶ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬

‫ﺩﺭﺻــﺪ ﺍﺯ ﭘﺎﺳــﺦﮔﻮﻳــﺎﻥ‪ ،‬ﻣــﺬﻫﺐ ﺗــﺸﻴﻊ ﺭﺍ ﺩﺭ ﺑــﺮﺁﻭﺭﺩﻥ‬

‫ﺍﺻﻔﻬﺎﻥ ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٢‬‬

‫ﻧﻴﺎﺯﻫﺎﻱ ﺍﻣﺮﻭﺯ ﺑﺸﺮﻱ ﭘﺎﺳﺦﮔﻮ ﻣﻲﺩﺍﻧﻨﺪ ﻭﻟﻲ ﺍﺯ ﺳـﻮﻱ ﺩﻳﮕـﺮ‬

‫ـﻲ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺳـ‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ﻣﻌﺎﻭﻧـ‬

‫ـﻼﻡ‬ ‫ـﺎﻥ ﺍﺯ ﺍﺳـ‬ ‫ـﺮﺧﻮﺭﺩﮔﻲ ﺟﻮﺍﻧـ‬ ‫ـﺚ ﺳـ‬ ‫ـﺴﻴﺎﺭﻱ ﺭﺍ ﺑﺎﻋـ‬ ‫ـﻞ ﺑـ‬ ‫ﻋﻮﺍﻣـ‬

‫ﺟﻮﺍﻧﺎﻥ‪ ١٨٢ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٥٥٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ـﺬﺍﻫﺐ‬ ‫ـﻪ ﻣـ‬ ‫ـﻮﺍﺯ ﺑـ‬ ‫ـﺸﺠﻮﻳﺎﻥ ﺍﻫـ‬ ‫ـﺪ‪ %٣٢ .‬ﺩﺍﻧـ‬ ‫ـﻲﭘﻨﺪﺍﺭﻧـ‬ ‫ـﻲ ﻣـ‬ ‫ﻭﺍﻗﻌـ‬

‫‪ -‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺯﺭﺗــﺸﺘﻲ ﻭ ﻣــﺴﻴﺤﻲ ﻋﻼﻗﻤﻨــﺪ ﻫــﺴﺘﻨﺪ ﻭ ﺩﺭ ﻛــﻞ ‪ %٣٨‬ﺍﺯ‬

‫‪ - ٣٠٦‬ﻫﺪﺍﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺗﺤـﺼﻴﻠﻲ‪ :‬ﻭﻳـﮋﻩﻱ‬ ‫ﺩﺍﻧــﺶ ﭘــﺮﻭﺭ‪ ١٠٨ - .‬ﺹ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪٢٠٠٠٠ - .‬‬ ‫ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻭ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‪.‬‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺑﻬﻨﺎﻡ ﻣﺮﺍﺩﻱ‪ ،‬ﻣﺤﻤﺪﻣﻬﺪﻱ ﺯﻣﺎﻥﻭﺯﻳـﺮﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻓﺮﺍﻧﻤـﺎ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٥٤٣- ٧٣- ١‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٦٦-٢‬‬

‫ـﺎﭖ‬ ‫ـﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـ‬ ‫ ‪ ١٠٨‬ﺹ‪ - .‬ﺭﺣﻠـﻲ )ﺷـ‬‫ـﺴﺘﻢ‪،‬‬ ‫ـﺮﻥ ﺑﻴـ‬ ‫ـﻪﻱ ﺩﻭﻡ ﻗـ‬ ‫ﺍﺯ ﻧﻴﻤـ‬ ‫‪ - ٣٠٠‬ﻣﺠﻤﻮﻋﻪ ﺳﻮﺍﻻﺕ ﺍﻣﺘﺤﺎﻧﺎﺕ ﻧﻬﺎﻳﻲ ﺳـﺎﻝ‬

‫ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺳــﻮﻡ ﺁﻣــﻮﺯﺵ ﻣﺘﻮﺳــﻄﻪ ﺭﻳﺎﺿــﻲ‪ ،‬ﺗﺠﺮﺑــﻲ‪،‬‬

‫ـﺮﻭﺯ‪١٢٤ - .‬‬ ‫ـﺎﻩ ﺍﻣـ‬ ‫ـﺮﺍﻥ‪ :‬ﻧﮕـ‬ ‫ـﺎﻧﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﻲ ﻗﺮﺑـ‬ ‫ـﺪﻩ‪ :‬ﻋﻠـ‬ ‫ﮔﺮﺩﺁﻭﺭﻧـ‬

‫‪٣٧٨‬‬

‫‪ - ٣١٦‬ﮔﺮﺍﻳﺶ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻱ ﺗﺒﺮﻳـﺰ‬

‫‪٩٧٨- ٦٠٠- ٩٠١٤١- ٦- ٣‬‬ ‫ـﻪ ﺍﺯ‬ ‫ـﺖ ﻛـ‬ ‫ـﻮﺩﻩ ﺍﺳـ‬ ‫ـﺎ ﺑـ‬ ‫ـﺮﻭﻩﻫـ‬ ‫ﮔـ‬

‫ﺍﻧﺴﺎﻧﻲ‪.‬‬

‫ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ‬

‫ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٤‬‬ ‫ﺁﻥ ﻫﺎ ﺑﻪ ﻋﻨﻮﺍﻥ ﺟﻨـﺒﺶ ﻫـﺎﻱ‬ ‫ـﻲ‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺳـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ﻣﻌﺎﻭﻧـﺖ ﻣﻄﺎﻟﻌـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﻮﺩ؛‬ ‫ﻧﻮﭘﺪﻳـﺪ ﺩﻳﻨـﻲ ﻳـﺎﺩ ﻣـﻲﺷـ‬ ‫ﺟﻮﺍﻧﺎﻥ‪ ١٨٢ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٨٥٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ﺹ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺍﻭﻝ ‪/‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺟﻨﺒﺶ ﻫﺎﻳﻲ ﻛـﻪ ﺍﺯ ﺩﻝ ﺳـﻨﺖ‬ ‫ـﻀﻤﻴﻦ‬ ‫ـﻨﺠﻲ ﻭ ﺗــ‬ ‫ـﻴﺎﺑﻲ‪ ،‬ﺍﻋﺘﺒﺎﺭﺳــ‬ ‫‪ - ٣٠٧‬ﺍﺭﺯﺷــ‬

‫ ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺑﻮﺩﻳﺴﻢ‪ ،‬ﺷیﻨﺘﻮﻳﻴـﺴﻢ‪ ،‬ﺁﻳـﻴﻦ‬

‫‪٩٧٨- ٩٦٤- ٧٤٧٠- ٤٨- ٣‬‬

‫ﻛﻴﻔﻴﺖ ﺩﺭ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ﻛﺸﻮﺭ ﻫﻨﺪ‪.‬‬ ‫ﻓﺮﺍﻧﻚ ﻣﺨﺘﺎﺭﻳﺎﻥ‪ ،‬ﺭﺿﺎ ﻣﺤﻤﺪﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺍﻟﺒـﺮﺯ ﻓـﺮﺩﺍﻧﺶ‪.‬‬

‫‪ - ٣٠١‬ﻣﺠﻤﻮﻋﻪ ﺳﻮﺍﻻﺕ ﭼﻬﺎﺭﮔﺰﻳﻨﻪ ﺍﻱ ﺭﻳﺎﺿـﻲ‬ ‫ﺳﻮﻡ ﺭﺍﻫﻨﻤﺎﻳﻲ‪ :‬ﻧﻜﺎﺕ ﻣﻬﻢ ﻫﺮ ﺑﺨﺶ‪ ،‬ﺳـﻮﺍﻻﺕ‬ ‫ﭼﻬﺎﺭﮔﺰﻳﻨﻪﺍﻱ ﺗـﺎﻟﻴﻔﻲ ﻭ ﻭﺭﻭﺩﻱ ﻣـﺪﺍﺭﺱ ﻧﻤﻮﻧـﻪ‬

‫‪ ١٤٤ -‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ٢٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫ﺯﺭﺗــﺸﺖ‪ ،‬ﺍﺳــﻼﻡ ﻭ ﻧﻴــﺰ ﻣــﺴﻴﺤﻴﺖ ﺑﻴــﺮﻭﻥ ﺁﻣــﺪﻩﺍﻧــﺪ‪.‬‬ ‫ﺩﺭ ﺳــﺎﻝﻫــﺎﻱ ﺍﺧﻴــﺮ‪ ،‬ﻧــﺴﻞ‬ ‫ﺟﻨﺒﺶ ﻫـﺎﻱ ﻛﻨـﻮﻧﻲ ﻋـﻼﻭﻩ ﺑـﺮ ﺍﺑﻌـﺎﺩﻱ ﻛـﻪ ﺍﺯ ﺁﻳـﻴﻦﻫـﺎﻱ‬ ‫ﺟــﻮﺍﻥ ﺟﺎﻣﻌــﻪﻱ ﺍﻳــﺮﺍﻥ ﻧﻴــﺰ‬ ‫ﻣﺬﻛﻮﺭ ﺩﺭﺑﺮﺩﺍﺭﻧﺪ‪ ،‬ﻣﺠﻤﻮﻋﻪﺍﻱ ﻣﺘﻨﻮﻉ ﺍﺯ ﺩﻳﺪﻩﻫـﺎ ﻭ ﺑﺎﻭﺭﻫـﺎﻱ‬ ‫ﻣﺎﻧﻨﺪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺟﻮﺍﻣﻊ ﺩﻳﮕـﺮ‬

‫ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﻟﻬﻴﺎﺗﻲ‪ ،‬ﺭﻭﺍﻥ ﺷﻨﺎﺳﻲ‪ ،‬ﺗﺨﻴﻠـﻲ‪ ،‬ﺷـﻴﻄﺎﻥﭘﺮﺳـﺘﻲ ﻭ‪ ...‬ﻫـﺴﺘﻨﺪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٨٢٠٨- ٥١- ١‬‬

‫ﺗﺤــــﺖ ﺗــــﺎﺛﻴﺮ ﺗﺒﻠﻴﻐــــﺎﺕ‬ ‫ﻧﻜﺘﻪ ﻱ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﺟﻨـﺒﺶﻫـﺎ‬

‫ﻣﺮﺩﻣﻲ‪.‬‬

‫‪ ١٢٠ -‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ١٩٥٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫‪ - ٣٠٨‬ﺍﻟﻤﭙﻴﺎﺩ ﻋﻠﻤﻲ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻋﻠﻮﻡ ﭘﺰﺷـﻜﻲ‬ ‫)ﻣﻔﺎﻫﻴﻢ‪ ،‬ﺣﻴﻄﻪﻫﺎ ﻭ ﺭﻭﺷﻬﺎ(‪.‬‬ ‫ﭘﻴﻤﺎﻥ ﺍﺩﻳﺒـﻲ‪ ،‬ﺁﺭﺵ ﺣـﺪﺍﺩﮔﺮ‪ ،‬ﺷـﻘﺎﻳﻖ ﺣـﻖﺟـﻮﻱﺟـﻮﺍﻧﻤﺮﺩ‪،‬‬

‫ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٨٨٥٤- ٥٢- ١‬‬

‫ﻋﻠﻴﺮﺿﺎ ﻣﻨﺠﻤﻲ‪ ،‬ﻓﺎﻃﻤﻪ ﻫﺎﺩﻳﺰﺍﺩﻩ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﺩﺍﻧـﺸﮕﺎﻩ ﻋﻠـﻮﻡ‬ ‫ﭘﺰﺷـــﻜﻲ ﺍﺻـــﻔﻬﺎﻥ‪ ١١٢ - .‬ﺹ‪ - .‬ﺭﻗﻌـــﻲ )ﺷـــﻮﻣﻴﺰ(‪- .‬‬

‫‪ - ٣٠٢‬ﻣﺠﻤﻮﻋﻪ ﺳﻮﺍﻝﻫـﺎﻱ ﺁﺯﻣـﻮﻥﻫـﺎﻱ ﻧﻤﻮﻧـﻪ‬ ‫ﺩﻭﻟﺘﻲ )ﺳﻮﻡ ﺭﺍﻫﻨﻤﺎﻳﻲ( ﻭﺭﻭﺩﻱ ﺩﺑﻴﺮﺳﺘﺎﻥ‪.‬‬

‫‪ ١٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٢٤- ١٦٩- ٦‬‬

‫ـﺴﺎﻧﻲ‪،‬‬ ‫ـﺪﻋﻠﻲ ﺍﺣـ‬ ‫ـﻬﺮﻳﺎﺭﻱ‪ ،‬ﻣﺤﻤـ‬ ‫ـﻲ ﺷـ‬ ‫ـﺴﻴﻦﻋﻠـ‬ ‫ـﻮﺭ‪ ،‬ﺣـ‬ ‫ـﻲﭘـ‬ ‫ﻋﻠـ‬ ‫ﻏﻼﻡ ﻋﻠﻲ ﺣﺴﻦ ﭘﻮﺭ ﺁﻻﺷﺘﻲ‪ ،‬ﻋﻠـﻲ ﺭﺿـﻮﺍﻧﻲ‪ ،‬ﻭﺣﻴـﺪ ﺿـﻴﺎﻳﻲ‪،‬‬ ‫ﻓﺮﻳﺪﻩ ﺣﻴﺪﺭ ﻗﺮﻩ ﺷـﻴﺮﺍﻥ‪ ،‬ﺣﻤﻴﺪﺭﺿـﺎ ﻓﺘـﺎﺣﻲﺭﻭﺍﻥ؛ ﮔﺮﺩﺁﻭﺭﻧـﺪﻩ‪:‬‬ ‫ـﺪﻙ‪ ،‬ﺯﻳﺒــﺎ‬ ‫ـﺘﺎﺭ‪ :‬ﻏﻼﻣﺤــﺴﻴﻦ ﺑﺮﻧـ‬ ‫ـﻪ ﺷــﺎﻩﻧﻘــﻲ؛ ﻭﻳﺮﺍﺳـ‬ ‫ﻧﺠﻴﻤـ‬ ‫ـﺮﺍﻥ‪:‬‬ ‫ـﺮ ‪ - .‬ﺗﻬـ‬ ‫ـﻴﻪ ﺭﻧﺠﺒـ‬ ‫ـﻴﻢ‪ :‬ﻣﺮﺿـ‬ ‫ـﻪ ﻭ ﺗﻨﻈـ‬ ‫ـﻮ؛ ﺗﻬﻴـ‬ ‫ـﺎﺩﺭﻭﺍﻥﺧـ‬ ‫ﺷـ‬ ‫ـﺮﻱ )ﺷــﻮﻣﻴﺰ(‪٦٠٠٠٠ - .‬‬ ‫ـﺮﻭﺭ‪ ٥٢٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﺶ ﭘـ‬ ‫ﺩﺍﻧـ‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٢٥٤٣- ٦٩- ٤‬‬

‫‪ - ٣٠٣‬ﻧﻜﺎﺕ ﻗﺮﻣﺰ‪ :‬ﺭﺷﺘﻪﻱ ﻋﻤﻮﻣﻲ‪.‬‬ ‫ﻣﺤﻤﺪﺭﺿﺎ ﺫﺍﻛﺮ‪ ،‬ﻋﻠﻲ ﺟﻌﻔﺮﻱ ﻧﺪﻭﺷـﻦ‪ ،‬ﺩﺍﺭﻳـﻮﺵ ﺳـﻠﻄﺎﻧﻲ‪،‬‬

‫ﻛــﺸﻮﺭ ﻧــﺴﺒﺖ ﺑــﻪ ﻣﻜﺎﺗــﺐ ﻋﺮﻓــﺎﻧﻲ ﻭﺍﻗﻌــﻲ ﻭ ﺑﺮﺧــﻲ‬ ‫ﺍﻳﻦ ﺗﻔﻜﺮﺍﺕ ﻛﻪ ﺷﺎﻣﻞ ﺍﺩﻏﺎﻣﻲ ﺍﺯ ﺗﻔﻜﺮﺍﺕ ﻓﺮﻗﻪﻫـﺎﻱ ﺳـﻨﺘﻲ‬ ‫ﺟﺮﻳﺎﻥ ﻫﺎﻱ ﺍﻧﺤﺮﺍﻓـﻲ ﻭ ﻭﺍﺭﺩ ﺷـﺪﻩ ﺑـﻪ ﺟﺮﻳـﺎﻥﻫـﺎﻱ ﺍﺻـﻴﻞ‬ ‫ﻭ ﺟﺪﻳﺪ ﻫﻨﺪﻱ‪ ،‬ﭼﻴﻨﻲ‪ ،‬ﻳﻬـﻮﺩﻱ‪ ،‬ﻋﺮﻓـﺎﻧﻲ‪ ،‬ﺭﻭﺍﻥ ﺷﻨﺎﺳـﻲ ﻭ‪...‬‬ ‫ﺑﺮﺭﺳﻲ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺠﻠـﺪ ﺣﺎﺿـﺮ ﺑـﻪ ﺩﻳـﺪﮔﺎﻩ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ‬ ‫ﻫﺴﺘﻨﺪ‪ ،‬ﺑﻪ ﺭﺍﺣﺘﻲ ﺩﺭ ﻣﻴﺎﻥ ﺟﻮﺍﻧﺎﻥ ﺭﻭﺍﺝ ﻳﺎﻓﺘـﻪ ﻭ ﺁﻧـﺎﻥ ﺭﺍ ﺑـﻪ‬ ‫ﺷﻬﺮ ﺍﺻﻔﻬﺎﻥ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺍﺧﺘـﺼﺎﺹ ﻳﺎﻓﺘـﻪ ﺍﺳـﺖ‪ .‬ﻃﺒـﻖ‬ ‫ـﺮﺍﻥ ﺩﺭ‬ ‫ـﺎﻥ ﺍﻳـ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـ‬ ‫ـﺪ‪ .‬ﺳـ‬ ‫ـﻮﺩ ﻣـﻲﺧﻮﺍﻧﻨـ‬ ‫ﺳـﻮﻱ ﺧـ‬ ‫ـﺮﺍﻳﺶ‬ ‫ـﻨﺎﺧﺖ ﻭ ﮔـ‬ ‫ـﺰﺍﻥ ﺷـ‬ ‫ـﻲ ﻣﻴـ‬ ‫ـﻪ ﺑﺮﺭﺳـ‬ ‫ـﺴﺘﺮﺩﻩ ﺑـ‬ ‫ﺗﺤﻘﻴﻘـﻲ ﮔـ‬

‫‪ - ٣٠٩‬ﺑﻬﺪﺍﺷﺖ ﻭ ﺗﻐﺬﻳﻪ ﻣﺎﺩﺭ ﻭ ﻛـﻮﺩﻙ )ﺭﺷـﺘﻪ‬ ‫ﻋﻠﻮﻡ ﺗﺮﺑﻴﺘﻲ(‪.‬‬ ‫ﭘﺮﻳــﻮﺵ ﺣﻠــﻢﺳﺮﺷــﺖ‪ ،‬ﺍﺳــﻤﺎﻋﻴﻞ ﺩﻝﭘﻴــﺸﻪ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪:‬‬

‫ﭘﺎﺳــﺦﮔــﻮﻱ ﻧﻴﺎﺯﻫــﺎﻱ ﺍﻣــﺮﻭﺯ ﺑــﺸﺮﻱ ﺍﺳــﺖ‪ .‬ﺩﺭ ﻣﻴــﺎﻥ‬

‫ـﺸﮕﺎﻩ‬ ‫ـﺮﺍﻥ‪ :‬ﺩﺍﻧـ‬ ‫ـﻠﺤﺠﻮ ‪ - .‬ﺗﻬـ‬ ‫ـﻲ ﺻـ‬ ‫ـﺪ‪ ،‬ﻋﻠـ‬ ‫ـﺪﻋﻠﻲ ﺍﺣﻤﺪﻭﻧـ‬ ‫ﻣﺤﻤـ‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‪ %٧٠ ،‬ﺑﻪ ﻋﺮﻓﺎﻥ ﻭ ﺍﺩﺏ ﺍﻳﺮﺍﻧﻲ‪ %٦٠ ،‬ﺑـﻪ ﻋﺮﻓـﺎﻥ‬

‫ﭘﻴﺎﻡ ﻧﻮﺭ‪ ١٨٨ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٢٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ﺍﺳﻼﻣﻲ‪ %٢٠ ،‬ﺑﻪ ﻋﺮﻓﺎﻥ ﺷـﺮﻗﻲ ﻭ ‪ %١٨‬ﺑـﻪ ﻋﺮﻓـﺎﻥ ﻏﺮﺑـﻲ‬

‫‪ -‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٦٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻋﻼﻗﻤﻨﺪ ﻫﺴﺘﻨﺪ‪.‬‬

‫ﻭﺍﻗﻌﻲ ﻭ ﻧﻴﺰ ﻣﻜﺎﺗﺐ ﻧﻴﻤﻪﻋﺮﻓـﺎﻧﻲ ﻭ ﮔﺎﻫـﺎ ﺍﻧﺤﺮﺍﻓـﻲ ﺟﺪﻳـﺪ ﻭ‬ ‫ﺭﺍﻳﺞ ﭘﺮﺩﺍﺧﺘﻪ ﻭ ﻋﻠﻞ ﻭ ﺍﻧﮕﻴـﺰﻩ ﻫـﺎﻱ ﺁﻧـﺎﻥ ﺭﺍ ﺗﺤﻠﻴـﻞ ﻧﻤـﻮﺩﻩ‬ ‫ﺍﺳﺖ‪ .‬ﻣﺠﻠﺪ ﺣﺎﺿـﺮ ﺑـﻪ ﺑﺮﺭﺳـﻲ ﺩﻳـﺪﮔﺎﻩﻫـﺎﻱ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ‬ ‫ﺷﻬﺮ ﺗﺒﺮﻳﺰ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺍﺧﺘـﺼﺎﺹ ﺩﺍﺭﺩ‪ .‬ﺑـﺮ ﺍﺳـﺎﺱ ﻧﺘـﺎﻳﺞ‬ ‫ﺑﻪ ﺩﺳـﺖ ﺁﻣـﺪﻩ ﺍﺯ ﺍﻳـﻦ ﺗﺤﻘﻴـﻖ ‪ ٤٩‬ﺩﺭﺻـﺪ ﺍﺯ ﭘﺎﺳـﺨﮕﻮﻳﺎﻥ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٤٥٥- ٨٢٣- ٨‬‬ ‫‪ - ٣١٥‬ﮔﺮﺍﻳﺶ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧﺸﮕﺎﻩﻫـﺎﻱ ﺍﻫـﻮﺍﺯ‬

‫ﺍﺑﺮﺍﺯ ﺗﻤﺎﻳﻞ ﺯﻳﺎﺩﻱ ﺑﻪ ﺍﻣﻮﺭ ﻋﺮﻓﺎﻧﻲ ﻣﻜﺎﺗﺐ ﺍﻟﻬـﻲ ﻧﻤـﻮﺩﻩﺍﻧـﺪ؛‬

‫‪ - ٣١٠‬ﭘﻴﻚ ﺍﻣﺘﺤﺎﻧﻲ ﻛﺎﺭﺁﻓﺮﻳﻨﻲ ﻛﻠﻴﻪ ﺭﺷﺘﻪ ﻫـﺎﻱ‬

‫ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٣‬‬

‫ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ‪ ٢١‬ﺩﺭﺻﺪ ﻧﻴﺰ ﺑﻪ ﺍﻣﻮﺭ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ ﺑـﺸﺮﻱ‬

‫ﺷﺎﺧﻪ ﻱ ﻛـﺎﺭﺩﺍﻧﺶ ﻫﻤـﺮﺍﻩ ﺑـﺎ ﻧﻤﻮﻧـﻪ ﺳـﻮﺍﻻﺕ‬

‫ـﺮﺍﻥ‪:‬‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ـﺪﻩ‪ :‬ﻣﻌﺎﻭﻧـ‬ ‫ـﻪ ﻛﻨﻨـ‬ ‫ﺗﻬﻴـ‬

‫ﺗﺴﺘﻲ‪.‬‬

‫ـﻮﻣﻴﺰ(‪- .‬‬ ‫ـﺶ‪ ٢٥٨ - .‬ﺹ‪ - .‬ﺭﺣﻠـﻲ )ﺷـ‬ ‫ﺗﻬـﺮﺍﻥ‪ :‬ﻓﻴـﺎﺽ ﺑﺨـ‬

‫‪٩٦٤- ٨٧١٧- ٢٣- ٠‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪ ٧٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪ - ٣١١‬ﺧﻮﺩﺁﻣــﻮﺯ ﻭ ﺭﺍﻫﻨﻤــﺎﻱ ﺟــﺎﻣﻊ ﺍﻧﺪﻳــﺸﻪ‬

‫‪ ١٨٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٧٣-٠‬‬

‫‪ - ٣١٧‬ﮔــﺮﺍﻳﺶ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬ ‫ﺗﻬﺮﺍﻥ ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٥‬‬

‫ﺩﺭ ﻣﺴﻴﺮ ﻛﻨﻮﻧﻲ ﺟﺮﻳـﺎﻥ ﻫـﺎﻱ‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﺳــﺎﺯﻣﺎﻥ ﻣﻠــﻲ ﺟﻮﺍﻧــﺎﻥ‪ ١٩٨ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬

‫ﻓﻜــﺮﻱ ﻣﺨﺘﻠﻔــﻲ ﺩﺭ ﻣﻴــﺎﻥ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺟﻮﺍﻧﺎﻥ ﺭﻭﺍﺝ ﭘﻴﺪﺍ ﻛـﺮﺩﻩ ﺍﺳـﺖ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺍﺳﻼﻣ ﻲ )‪.(١‬‬

‫ﻛﻪ ﻣﺨﻠﻮﻃﻲ ﺍﺯ ﻓـﺮﻕ ﻫﻨـﺪﻱ‬

‫ﺟﺎﻣﻌﻪ ﻱ ﺍﻳﺮﺍﻥ ﺩﺭ ﺳﺎﻝﻫـﺎﻱ‬

‫ﻣﺤﻤﺪﺭﺿﺎ ﺯﻣﺎﻧﻲ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﭘﻴـﺎﻡ ﻧـﻮ‪ ١٧٦ - .‬ﺹ‪ - .‬ﺭﺣﻠـﻲ‬

‫ـﺪ‪،‬‬ ‫ـﺪﻱ ﺟﺪﻳـ‬ ‫ـﻪ ﻫﻨـ‬ ‫ـﻨﺘﻲ‪ ،‬ﻓﺮﻗـ‬ ‫ﺳـ‬

‫ﺍﺧﻴــﺮ ﺑــﻪ ﻣﺎﻧﻨــﺪ ﺑــﺴﻴﺎﺭﻱ ﺍﺯ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٤٣٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﻓﺮﻗﻪ ﻫﺎﻱ ﺁﻣﺮﻳﻜـﺎﻳﻲ‪ ،‬ﻋﺮﻓـﺎﻥ‬

‫ﺟﻮﺍﻣــــﻊ ﺩﻳﮕــــﺮ ﺩﭼــــﺎﺭ‬

‫‪٩٧٨- ٩٦٤- ٨٦٩٠- ٧٠- ٥‬‬

‫ﻳﻬﻮﺩﻱ‪ ،‬ﻋﺮﻓﺎﻥ ﭼﻴﻨـﻲ ﻳـﺎ ﺫﻥ‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٧٥- ٤‬‬

‫ـﺮﺍﺕ‬ ‫ـﺎﻳﻲ ﺩﺭ ﺗﻔﻜـ‬ ‫ﺩﮔﺮﮔـﻮﻧﻲﻫـ‬

‫‪ - ٣١٢‬ﺭﺍﻫﺒﺮﺩﻫﺎ ﻭ ﻣﻬﺎﺭﺕﻫﺎﻱ ﻣﻄﺎﻟﻌﻪ‪.‬‬ ‫ﺑﻮﺩﻳﺴﻢ‪ ،‬ﻋﺮﻓﺎﻥ ﻫﺎﻱ ﺭﻭﺍﻥﺷﻨﺎﺳﻲ ﻭ ﻓـﺮﻕ ﻣﺨﺘﻠـﻒ ﺻـﻮﻓﻴﻪ‬

‫ﺁﻣﻮﺯﺷﻲ‪.‬‬

‫ﻳﻮﺍﻻﻳﻦ ﻟﻨﮓﻓﻠﺪ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻏﻼﻣﺤـﺴﻴﻦ ﺧﺎﻧﻘـﺎﻳﻲ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪:‬‬

‫ﺭﺍﻟﻒﻭﻳﻨﻔﺮﺩ ﺗﺎﻳﻠﻮﺭ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻋﻠـﻲ ﺗﻘـﻲﭘـﻮﺭﻇﻬﻴﺮ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪:‬‬

‫ﺑﻬﻨﺎﺯ ﺑﻬﺎﺩﺭﻱ ﻓﺮ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻧـﺴﻞ ﻧﻮﺍﻧـﺪﻳﺶ‪ ١٣٦ - .‬ﺹ‪- .‬‬

‫ﻣﺤﻤﻮﺩ ﻣﺘﺤﺪ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻣﻮﺳﺴﻪ ﻧـﺸﺮ ﺁﮔـﻪ‪ ١٦٠ - .‬ﺹ‪- .‬‬

‫ﺭﻗﻌــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٦٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺩﻭﻡ ‪٣٠٠٠ /‬‬

‫ﻭﺯﻳﺮﻱ )ﺷﻮﻣﻴﺰ(‪ ١٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺷـﺸﻢ ‪١٦٥٠ /‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﺩﺭ ﺷــﻜﻞﻫــﺎ ﻭ ﮔﻮﻧــﻪﻫــﺎﻱ ﺟﺪﻳــﺪ ﺍﺳــﺖ‪ .‬ﺍﻳــﻦ ﻋﻘﺎﻳــﺪ ﻭ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻧــﺴﻞ ﺟــﻮﺍﻥ ﺷــﺪﻩ ﺍﺳــﺖ‪.‬‬ ‫ﺩﮔﺮﮔﻮﻧﻲ ﻫﺎﻳﻲ ﻛـﻪ ﺍﺳـﺎﺱ ﻭ‬

‫ﺟﺮﻳﺎﻥ ﻫﺎﻱ ﻓﻜﺮﻱ ﺑﻪ ﻛﻤﻚ ﻭﺳﺎﻳﻞ ﺍﺭﺗﺒـﺎﻁ ﺟﻤﻌـﻲ ﻭ ﺭﺷـﺪ‬

‫ﺷﺎﻟﻮﺩﻩ ﻱ ﺁﻥ ﺑـﻴﺶ ﺍﺯ ﺁﻥ ﻛـﻪ‬

‫ﻓﻨﺎﻭﺭﻱﻫﺎﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﻪ ﺳـﺮﻋﺖ ﺩﺭ ﺍﺧﺘﻴـﺎﺭ ﻋﻼﻗﻤﻨـﺪﺍﻥ‬

‫ﺩﺭﻭﻧﻲ ﻭ ﺧﻮﺩﺟﻮﺵ ﺑﺎﺷﻨﺪ‪ ،‬ﻭﺍﺭﺩﺍﺗﻲ ﺍﺳﺖ‪ .‬ﺍﻳـﻦ ﺗﻔﻜـﺮﺍﺕ ﺑـﻪ‬

‫ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ ﻭ ﺩﺭ ﻣﻮﺍﺭﺩ ﺑﺴﻴﺎﺭﻱ ﺟـﺎﻳﮕﺰﻳﻦ ﻋﻘﺎﻳـﺪ ﺭﺍﺳـﺘﻴﻦ‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﮔﺮﺍﻳﺶ ﺯﻳﺎﺩﻱ ﺩﺍﺭﻧﺪ‪.‬‬

‫ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‪ ١٧٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫ـﻲ‪،‬‬ ‫ـﺮﻭﺯ ﻳﺤﻴـ‬ ‫ـﻲﻫﺎﺷـﻤﻲ‪ ،‬ﺑﻬـ‬ ‫ـﺎﻧﻲ‪ ،‬ﺳـﻴﺪﻋﻠﻲ ﺑﻨـ‬ ‫ﻛﻴـﺎﻭﺵ ﻓﺮﺍﻫـ‬

‫‪ - ٣٠٤‬ﺍﺻﻮﻝ ﺍﺳﺎﺳـﻲ ﺑﺮﻧﺎﻣـﻪ ﺭﻳـﺰﻱ ﺩﺭﺳـﻲ ﻭ‬

‫ﺩﮔﺮﮔﻮﻧﻲ ﻫﺎﻱ ﺍﺳﺎﺳﻲ ﺩﺭ ﻧﻮﻉ ﺗﻔﻜﺮﺍﺕ ﺧﻮﻳﺶ ﺷـﺪﻩ ﺍﺳـﺖ‪.‬‬

‫ﺍﻋﺘﻘﺎﺩ ‪ %٧٤‬ﺍﺯ ﭘﺎﺳﺦﮔﻮﻳﺎﻥ‪ ،‬ﻣﺬﻫﺐ ﺗﺸﻴﻊ‪ ،‬ﺑﻪ ﻣﻴـﺰﺍﻥ ﺯﻳـﺎﺩﻱ‬

‫ﻓﺮﻳﺪﻭﻥ ﻣﻼﺑﺤﺮﻱ‪ ،‬ﻧﺎﺻـﺮ ﻓﺮﺍﻫـﺎﻧﻲ‪ ،‬ﺍﺷـﺮﻑ ﺗـﻚﺭﻭﺳـﺘﺎ ‪- .‬‬

‫‪٣٧٥‬‬

‫ﺗﺤﻘﻴﻘﻲ‪ ،‬ﻧﮕـﺮ ﺵ ﺟﻮﺍﻧـﺎﻥ ﺍﻳﺮﺍﻧـﻲ ﺭﺍ ﺩﺭ ﺩﻭﺍﺯﺩﻩ ﺷـﻬﺮ ﺑـﺰﺭﮒ‬

‫ﺍﺻﻔﻬﺎﻥ ﺷﻴﻌﻪ ﻭ ﻳﻚ ﺩﺭﺻﺪ ﭘﻴﺮﻭ ﺳﺎﻳﺮ ﻣـﺬﺍﻫﺐ ﻫـﺴﺘﻨﺪ‪ .‬ﺑـﻪ‬

‫‪ ١٥٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﺩﺭﺳﻲ‬

‫ﺟﻬﺎﻥ ﭘﻴﺮﻭﺍﻧﻲ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻩﺍﻧﺪ‪ .‬ﺳـﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ ﺩﺭ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‪ ،‬ﺩﭼـﺎﺭ ﺗﻐﻴﻴـﺮﺍﺕ ﻭ‬

‫ﺟﻮﺍﻧﺎﻥ ‪ ١٢‬ﺷﻬﺮ ﺑﺰﺭﮒ ﺍﻳـﺮﺍﻥ ﻧـﺴﺒﺖ ﺑـﻪ ﻣﻜﺎﺗـﺐ ﻋﺮﻓـﺎﻧﻲ‬

‫ـﻮﻣﻴﺰ(‪- .‬‬ ‫ـﻲ )ﺷـ‬ ‫ـﺤﺮ‪ ١٢٠ - .‬ﺹ‪ - .‬ﺭﻗﻌـ‬ ‫ـﻚ ﺁﺫﺭﺳـ‬ ‫ـﺰ‪ :‬ﭘﻴـ‬ ‫ﺗﺒﺮﻳـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﻒ‬ ‫ـﺎﻁ ﻣﺨﺘﻠـ‬ ‫ـﻮﺩﻩ ﻭ ﺩﺭ ﻧﻘـ‬ ‫ـﺴﺘﺮﺵ ﺑـ‬ ‫ـﺎﻝ ﮔـ‬ ‫ـﺮﻋﺖ ﺩﺭ ﺣـ‬ ‫ـﻪ ﺳـ‬ ‫ﺑـ‬ ‫ـﺸﺮﻓﺘﻪﻱ‬ ‫ـﺎﻱ ﭘﻴــ‬ ‫ـﺎﻭﺭﻱﻫــ‬ ‫ﻓﻨــ‬

‫ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺍﻳﻦ ﻧﻈﺮﺳﻨﺠﻲ ‪ %٩٩‬ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﺩﺍﻧـﺸﮕﺎﻩ ﻫـﺎﻱ‬

‫ﺭﺍﺿﻴﻪ ﺭﻧﺠﺒـﺮ‪ ،‬ﻣﻨـﻮﭼﻬﺮ ﻭﺍﻋﻈـﻲ‪ ،‬ﺍﻟﻬـﺎﻡ ﻣﺤﻤـﺪﻱ‪ ،‬ﺧﺪﻳﺠـﻪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٧٤- ٧‬‬

‫ﺭﺳﺎﻧﻪﻫـﺎﻱ ﺍﺭﺗﺒـﺎﻁ ﺟﻤﻌـﻲ ﻭ‬

‫ﺍﺑﺮﺍﻫﻴﻢ ﻧﻮﺭﺍﻓﻜﻦ‪ ،‬ﻣﻌـﺼﻮﻣﻪ ﻧـﻮﺭﻭﺯﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻬﺮﺭﺍﻳـﺎﻥ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺍﺭﻧﺪ‪.‬‬

‫ﺟﻬـــﺎﻥ ﺷـــﺎﻫﺪ ﮔـــﺴﺘﺮﺵ‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻞ‬ ‫ـﻨﺎﻳﻲ ﻛﺎﻣـ‬ ‫ـﻼﻣﻲ ﻭ ﺍﻳﺮﺍﻧـﻲ ﺁﺷـ‬ ‫ـﺎ ﻋﺮﻓـﺎﻥ ﺍﺳـ‬ ‫ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﺑـ‬

‫ﻋﻠﺖ ﺑﻬﺮﻩﮔﻴﺮﻱ ﺍﺯ ﻭﺳـﺎﻳﻞ ﺍﺭﺗﺒـﺎﻁ ﺟﻤﻌـﻲ ﻭ ﻓﻨـﺎﻭﺭﻱﻫـﺎﻱ‬

‫‪٩٧٨- ٩٦٤- ٤١٢- ٢٧١- ٢‬‬ ‫ﺍﻟﻬﻲ ﻭ ﻋﺮﻓﺎﻥ ﻫﺎﻱ ﻭﺍﻗﻌﻲ ﻣﻲ ﺷﻮﺩ‪ .‬ﺳـﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‬

‫ﭘﻴﺸﺮﻓﺘﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨـﻪ ﺑـﻪ ﺳـﺮﻋﺖ ﺩﺭ ﻣﻴـﺎﻥ ﺟﻮﺍﻧـﺎﻥ ﺭﻭﺍﺝ‬

‫ـﺮﺍﻳﺶ‬ ‫ـﻨﺎﻳﻲ ﻭ ﮔــ‬ ‫ـﺰﺍﻥ ﺁﺷــ‬ ‫ـﺴﺘﻴﻦ ﻣﻴــ‬ ‫ـﻲ ﻧﺨــ‬ ‫ـﺮﺍﻥ ﻃــ‬ ‫ﺩﺭ ﺍﻳــ‬

‫ﻳﺎﻓﺘﻪ ﻭ ﺁﻧﺎﻥ ﺭﺍ ﭘﻴﺮﻭ ﺧﻮﺩ ﻣﻲ ﺳـﺎﺯﻧﺪ‪ .‬ﺳـﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‬

‫‪ - ٣٠٥‬ﻣﻘﺎﻻﺕ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺩﺭ‪ :‬ﻫﻤـﺎﻳﺶ ﺑﺮﻧﺎﻣـﻪﻱ‬

‫ﺑﺮﻕ ) ﺷﻬﻴﺪ ﻋﺒﺎﺳﭙﻮﺭ( ‪ ١٣٨٥‬ﻭ ‪.١٣٨٦‬‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻱ ‪ ١٢‬ﺷـﻬﺮ ﺑـﺰﺭﮒ ﺍﻳـﺮﺍﻥ ﺭﺍ ﻧـﺴﺒﺖ‬

‫ﺍﻳﺮﺍﻥ ﺩﺭ ﻣﻴﺎﻥ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ‪ ١٢‬ﺷﻬﺮ ﺑـﺰﺭﮒ ﺍﻳـﺮﺍﻥ ﺗﺤﻘﻴﻘـﻲ‬

‫ﺩﺭﺳﻲ ﻭ ﭘﺮﻭﺭﺵ ﺗﻔﻜـﺮ )ﺑﺮﮔﺰﺍﺭﻛﻨﻨـﺪﻩ‪ :‬ﺍﻧﺠﻤـﻦ‬

‫ﮔﺮﺩﺁﻭﺭﻧــﺪﻩ‪ :‬ﺳﻴﺪﺭﺿــﺎ ﺷﻤــﺸﻴﺮﮔﺮﺍﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺩﺍﻧــﺸﮕﺎﻩ‬

‫ﺑﻪ ﻋﺮﻓﺎﻥ ﻭ ﻧﻴﺰ ﻣﺒﺎﺣﺚ ﻭ ﺳﻠﻮﻙ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ ﻣﺨﺘﻠـﻒ‬

‫ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﻭ ﻃﻲ ﺁﻥ ﺷـﻨﺎﺧﺖ ﻭ ﮔـﺮﺍﻳﺶ ﺟﻮﺍﻧـﺎﻥ ﺍﻳﺮﺍﻧـﻲ ﺭﺍ‬

‫ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺩﺭﺳﻲ ﺍﻳﺮﺍﻥ(‪.‬‬

‫ﺻﻨﻌﺖ ﺁﺏ ﻭ ﺑﺮﻕ )ﺷـﻬﻴﺪ ﻋﺒﺎﺳـﭙﻮﺭ(‪ ٢٠٤ - .‬ﺹ‪ - .‬ﺭﺣﻠـﻲ‬

‫ـﺪ‬ ‫ـﺎﻧﻲ ﺑﺮﺭﺳـﻲ ﻛـﺮﺩﻩ ﺍﺳـﺖ‪ .‬ﻣﺠﻠـ‬ ‫ﻭ ﻧﺤﻠـﻪﻫـﺎﻱ ﺟﺪﻳـﺪ ﻋﺮﻓـ‬

‫ﻧﺴﺒﺖ ﺑﻪ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ ﻭ ﻧﻴﺰ ﻣﻜﺎﺗﺐ ﺍﻧﺤﺮﺍﻓـﻲ ﻭ ﻭﺍﺭﺩﺍﺗـﻲ‬

‫ﺑﻪ ﺍﻫﺘﻤﺎﻡ‪ :‬ﺣﺴﻦ ﻣﻠﻜـﻲ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﺟﻌﻔـﺮ ﺟﻮﺍﻧﺒﺨـﺖﺍﻭﻝ ‪- .‬‬

‫)ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٥٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺣﺎﺿﺮ ﺑﻪ ﺑﺮﺭﺳﻲ ﺩﻳـﺪﮔﺎﻩﻫـﺎﻱ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﺷـﻬﺮ ﺍﻫـﻮﺍﺯ ﺩﺭ‬

‫ﺑﺮﺭﺳــﻲ ﻧﻤــﻮﺩﻩ ﺍﺳــﺖ‪ .‬ﻣﺠﻠــﺪ ﺣﺎﺿــﺮ ﺑــﻪ ﺩﻳــﺪﮔﺎﻩﻫــﺎﻱ‬

‫ﺍﻳﻦ ﺯﻣﻴﻨـﻪ ﺍﺧﺘـﺼﺎﺹ ﺩﺍﺭﺩ‪ .‬ﻳﺎﻓﺘـﻪﻫـﺎ ﻧـﺸﺎﻥ ﻣـﻲﺩﻫﻨـﺪ ‪٨٦‬‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺷـﻬﺮ ﺗﻬـﺮﺍﻥ ﺩﺭ ﺍﻳـﻦ ﺯﻣﻴﻨـﻪ ﺍﺧﺘـﺼﺎﺹ ﻳﺎﻓﺘـﻪ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٣٢٩- ٠٠١- ٨‬‬ ‫‪ - ٣١٣‬ﻛﺎﺭﻧﺎﻣﻪ ﭘﮋﻭﻫﺸﻲ ﺩﺍﻧﺸﮕﺎﻩ ﺻـﻨﻌﺖ ﺁﺏ ﻭ‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﺍﻧﺠﻤــﻦ ﺍﻭﻟﻴــﺎﺀ ﻭ ﻣﺮﺑﻴــﺎﻥ‪ ٣١٢ - .‬ﺹ‪ - .‬ﺭﻗﻌــﻲ‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٣٤٨- ١٥- ٦‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱٦‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﺍﺳﺖ‪ .‬ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺍﻳﻦ ﺑﺮﺭﺳﻲ ﺣﺎﻛﻲ ﺍﺳﺖ ‪ %٥٩‬ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ‬

‫ﻋﺮﻓﺎﻧﻲ ﻣﻮﺟـﻮﺩ ﻣﻴـﺎﻥ ﺟﻮﺍﻧـﺎﻥ ﻭ ﺑﺮﺧـﻲ ﺟﺮﻳـﺎﻥ ﻫـﺎﻱ ﻭﺍﺭﺩ‬

‫ﺻﻮﻓﻴﻪ‪ ،‬ﻫﻨـﺪﻱ‪ ،‬ﭼﻴﻨـﻲ‪ ،‬ﻭ ﺁﻣﺮﻳﻜـﺎﻳﻲ ﺑﺮﺭﺳـﻲ ﺷـﺪﻩ ﺍﺳـﺖ‪.‬‬

‫ﺩﺭﺻﺪ ﺍﺯ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﻪ ﻋﺮﻓﺎﻥ ﻣﻜﺎﺗـﺐ ﺍﻟﻬـﻲ ﻭ ‪ ١٦‬ﺩﺭﺻـﺪ‬

‫ـﺎﻥ‬ ‫ـﻪ ﻋﺮﻓـ‬ ‫ـﻲ‪ %٤٧ ،‬ﺑـ‬ ‫ـﺎﻥ ﻭ ﺍﺩﺏ ﺍﻳﺮﺍﻧـ‬ ‫ـﻪ ﻋﺮﻓـ‬ ‫ـﺮﺍﻥ ﺑـ‬ ‫ـﻬﺮ ﺗﻬـ‬ ‫ﺷـ‬

‫ﺷﺪﻩ ﺑﻪ ﺁﻥﻫﺎ ﺑﺮﺭﺳـﻲ ﻧﻤـﻮﺩﻩ ﺍﺳـﺖ‪ .‬ﻣﺠﻠـﺪ ﺣﺎﺿـﺮ ﺣـﺎﻭﻱ‬

‫ـﺸﺠﻮﻳﺎﻥ ﺑــﻪ ﻋﺮﻓــﺎﻥ ﻭ ﺍﺩﺏ‬ ‫ﻃﺒــﻖ ﺁﻣﺎﺭﻫــﺎ ‪ ٧٤‬ﺩﺭﺻــﺪ ﺩﺍﻧـ‬

‫ﺑﻪ ﻋﺮﻓﺎﻥ ﻣﻜﺎﺗﺐ ﺑﺸﺮﻱ ﻋﻼﻗﻤﻨﺪ ﻫﺴﺘﻨﺪ‪.‬‬

‫ﺍﺳﻼﻣﻲ‪ %١٩ ،‬ﺑﻪ ﻋﺮﻓﺎﻥ ﺷـﺮﻗﻲ ﻭ ‪ %١٥‬ﺑـﻪ ﻋﺮﻓـﺎﻥ ﻏﺮﺑـﻲ‬

‫ﻧﺘﺎﻳﺞ ﺗﺤﻘﻴﻖ ﺩﺭ ﺷﻬﺮ ﺯﺍﻫﺪﺍﻥ ﺍﺳﺖ‪ .‬ﺩﺭ ﺗﺤﻘﻴـﻖ ﻧـﺸﺎﻥ ﺩﺍﺩﻩ‬

‫ﺍﻳﺮﺍﻧﻲ‪ ٥٥ ،‬ﺩﺭﺻﺪ ﺑﻪ ﻋﺮﻓﺎﻥ ﺍﺳﻼﻣﻲ‪ ٢٤ ،‬ﺩﺭﺻﺪ ﺑـﻪ ﻋﺮﻓـﺎﻥ‬

‫ﺗﻤﺎﻳﻞ ﺩﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺟﻤﻠـﻪ ﺩﻻﻳـﻞ ﺍﻳـﻦ ﺗﻤـﺎﻳﻼﺕ ﻣـﻲﺗـﻮﺍﻥ ﺑـﻪ‬

‫ـﺎ ﻋﺮﻓــﺎﻥ‬ ‫ـﻦ ﺷــﻬﺮ ﺑـ‬ ‫ـﺸﺠﻮﻳﺎﻥ ﺍﻳـ‬ ‫ـﻪ ‪ ٤٠‬ﺩﺭﺻــﺪ ﺩﺍﻧـ‬ ‫ـﺪﻩ ﻛـ‬ ‫ﺷـ‬

‫ـﺴﺘﻨﺪ؛‬ ‫ـﻲ ﻋﻼﻗﻤﻨـﺪ ﻫـ‬ ‫ـﻪ ﻋﺮﻓـﺎﻥ ﻏﺮﺑـ‬ ‫ﺷـﺮﻗﻲ ﻭ ‪ ٢٠‬ﺩﺭﺻـﺪ ﺑـ‬

‫ﻣﻌﺮﻓﺖ ﻧﻔﺲ ﻭ ﺧﻮﺩﺷﻨﺎﺳـﻲ )‪ ،(%٢٧‬ﺗﻘـﺮﺏ ﻭ ﻧﺰﺩﻳﻜـﻲ ﺑـﻪ‬

‫ﺍﺳﻼﻣﻲ‪ ٦ ،‬ﺩﺭﺻﺪ ﺑﺎ ﺗﺼﻮﻑ‪ ٢ ،‬ﺩﺭﺻﺪ ﺑﺎ ﻋﺮﻓـﺎﻥ ﻫﻨـﺪﻱ‪٢ ،‬‬

‫ﻫﻢﭼﻨﻴﻦ ‪ ٤٣‬ﺩﺭﺻﺪ ﺍﺯ ﭘﺎﺳﺦ ﮔﻮﻳﺎﻥ ﺑﻪ ﺍﻣﻮﺭ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ‬

‫ﺧﺪﺍ )‪ ،(%١٦‬ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻋﺮﻓﺎﻥ )‪ ،(%٨‬ﻭ‪ ...‬ﺍﺷﺎﺭﻩ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬

‫ﺩﺭﺻﺪ ﺑﺎ ﺑﻮﺩﻳﺴﻢ‪ ٣ ،‬ﺩﺭﺻﺪ ﺑﺎ ﻋﺮﻓﺎﻥ ﻏﺮﺑـﻲ ﻭ ‪ ١٤‬ﺩﺭﺻـﺪ ﺑـﺎ‬

‫ﺍﻟﻬﻲ ﻭ ‪ ٢٢‬ﺩﺭﺻﺪ ﺑﻪ ﺍﻣﻮﺭ ﻋﺮﻓﺎﻧﻲ ﻣﻜﺎﺗـﺐ ﺑـﺸﺮﻱ ﮔـﺮﺍﻳﺶ‬

‫ﻋﺮﻓﺎﻥﻫﺎﻱ ﺭﻭﺍﻥ ﺷﻨﺎﺳﻲ ﺁﺷﻨﺎ ﻫـﺴﺘﻨﺪ ﻭﻟـﻲ ﺩﺭ ﻣﺠﻤـﻮﻉ ‪٥٢‬‬

‫ﺩﺍﺭﻧﺪ‪.‬‬

‫‪ - ٣١٨‬ﮔﺮﺍﻳﺶ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻱ ﺭﺷـﺖ‬ ‫ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٦‬‬ ‫ـﺮﺍﻥ‪:‬‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ـﺪﻩ‪ :‬ﻣﻌﺎﻭﻧـ‬ ‫ـﻪ ﻛﻨﻨـ‬ ‫ﺗﻬﻴـ‬

‫ﻣﺸﻬﺪ ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(١٢‬‬ ‫ـﺮﺍﻥ‪:‬‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ـﺪﻩ‪ :‬ﻣﻌﺎﻭﻧـ‬ ‫ـﻪ ﻛﻨﻨـ‬ ‫ﺗﻬﻴـ‬ ‫ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‪ ١٧٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬ ‫‪ ١٨٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺩﺭﺻﺪ ﺍﺯ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﻪ ﺍﻣـﻮﺭ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ ﺍﻟﻬـﻲ ﻭ ‪١٩‬‬ ‫ﺩﺭﺻﺪ ﺑﻪ ﺍﻣﻮﺭ ﻋﺮﻓﺎﻧﻲ ﻣﻜﺎﺗﺐ ﺑﺸﺮﻱ ﮔﺮﺍﻳﺶ ﺩﺍﺭﻧﺪ‪.‬‬

‫‪ - ٣٢٤‬ﮔــﺮﺍﻳﺶ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬

‫‪ - ٣٢٢‬ﮔــﺮﺍﻳﺶ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻛﺮﻣﺎﻥ ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(١٠‬‬

‫ﺳـﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ ﺍﻳـﺮﺍﻥ‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٨٢- ٢‬‬

‫‪ - ٣٢٠‬ﮔﺮﺍﻳﺶ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎﻱ ﺳﺎﺭﻱ‬

‫ـﺮﺍﻥ‪:‬‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ـﺪﻩ‪ :‬ﻣﻌﺎﻭﻧـ‬ ‫ـﻪ ﻛﻨﻨـ‬ ‫ﺗﻬﻴـ‬

‫ﻃﻲ ﺗﺤﻘﻴﻘﻲ ﻣﻴـﺰﺍﻥ ﺷـﻨﺎﺧﺖ‬

‫ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٨‬‬

‫ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‪ ١٧٨ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬

‫ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬

‫ـﻲ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺳـ‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ﻣﻌﺎﻭﻧـ‬

‫‪ ١٨٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﺴﺒﺖ‬ ‫ـﺮﺍﻥ ﺭﺍ ﻧـ‬ ‫ـﻬﺮ ﺍﻳـ‬ ‫ﺩﻭﺍﺯﺩﻩ ﺷـ‬

‫ﺩﺭ ﺗﻌﺮﻳﻒ ﻭ ﺗﺸﺨﻴﺺ ﻋﺮﻓﺎﻥ‬

‫ﺟﻮﺍﻧﺎﻥ‪ ١٧٠ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٧٥٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٨٠-٨‬‬

‫ﺑﻪ ﺍﻧﻮﺍﻉ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ ﺭﺍﻳـﺞ‬

‫ﺑﺎﻳﺪ ﺑﻪ ﺩﻭ ﺟﻨﺒﻪ ﺗﻮﺟﻪ ﺩﺍﺷـﺖ‪:‬‬

‫‪ -‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‪ ١٧٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬ ‫‪ ١٨٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٧٦- ١‬‬

‫ﻳﻜﻲ ﻣﺬﻫﺐ ﻭ ﺍﻋﻤﺎﻝ ﻣﺬﻫﺒﻲ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٧٨- ٥‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺩﺭ ﻃﻲ ﻗﺮﻥﻫـﺎ‪ ،‬ﺗﺠﺮﺑـﻪﻫـﺎﻱ‬

‫ﻣﻴــﺎﻥ ﺟﻮﺍﻧــﺎﻥ ﺍﻣــﺮﻭﺯﻱ ﺍﺯ‬

‫ﻣﻌﻨﻮﻱ ﻣﻠﻞ ﻣﺨﺘﻠﻒ ﺍﺯ ﺟﻤﻠـﻪ‬

‫ـﻲ‪،‬‬ ‫ـﺎﻥ ﺍﻳﺮﺍﻧـــ‬ ‫ﺟﻤﻠـــﻪ ﻋﺮﻓـــ‬

‫ﻭ ﺩﻳﮕــﺮ ﻓﻠــﺴﻔﻪ ﻭ ﻣﻜﺎﺗــﺐ‬

‫ـﻦ‬ ‫ـﻲ‪ ،‬ﺩﻳـ‬ ‫ـﺮ ﻏﺮﺑـ‬ ‫ـﻴﺮ ﺗﻔﻜـ‬ ‫ﺩﺭ ﺳـ‬

‫ﺍﻳــﺮﺍﻥ‪ ،‬ﻫﻨــﺪ‪ ،‬ﭼــﻴﻦ ﻭ ﮊﺍﭘــﻦ‬

‫ﺍﺳﻼﻣﻲ‪ ،‬ﻏﺮﺑﻲ ﻭ ﺷﺮﻗﻲ ﻭ ﻣﻴﺰﺍﻥ ﮔﺮﺍﻳﺶ ﺟﻮﺍﻧـﺎﻥ ﺑـﻪ ﺍﻳـﻦ‬

‫ﻓﻜﺮﻱ‪ .‬ﺍﻳﻦ ﺑﺪﻳﻦ ﻣﻌﻨـﺎ ﺍﺳـﺖ‬

‫ﺳـﺮﺍﻧﺠﺎﻡ ﺑـﻪ ﺍﺧـﻼﻕ ﺗﺒـﺪﻳﻞ‬

‫ﺩﺍﺭﺍﻱ ﺟﻮﻫﺮ ﻣﺸﺘﺮﻛﻲ ﺑﻮﺩﻧـﺪ‬

‫ـﺎﻳﺞ‬ ‫ـﺮ ﺑـﻪ ﻧﺘـ‬ ‫ـﺖ‪ .‬ﻣﺠﻠـﺪ ﺣﺎﺿـ‬ ‫ـﻲ ﻛـﺮﺩﻩ ﺍﺳـ‬ ‫ﻣﻜﺎﺗـﺐ ﺭﺍ ﺑﺮﺭﺳـ‬

‫ﻛﻪ ﺑﺎﻳﺪ ﻋﺮﻓـﺎ ﺭﺍ ﺍﺯ ﺯﺍﻫـﺪﺍﻥ ﻭ‬

‫ﺷــﺪ ﻭ ﻫــﺴﺘﻲ ﻣﺤــﺪﻭﺩ ﺑــﻪ‬

‫ﻭ ﺍﻳﻦ ﺟﻮﻫﺮ ﻣﺸﺘﺮﻙ‪ ،‬ﻏﺎﻳـﺖ‬

‫ـﺖ‪.‬‬ ‫ـﺸﻬﺪ ﺍﺧﺘـﺼﺎﺹ ﻳﺎﻓﺘـﻪ ﺍﺳـ‬ ‫ﺗﺤﻘﻴـﻖ ﻣـﺬﻛﻮﺭ ﺩﺭ ﺷـﻬﺮ ﻣـ‬

‫ﻧﻈﺎﻡ ﻣﻨﻄﻘـﻲ ﻋـﺎﻟﻢ ﮔﺮﺩﻳـﺪﻩ‬

‫ـﻪﻱ‬ ‫ـﻪ ﻫﻤـ‬ ‫ـﺖ ﻛـ‬ ‫ـﺎﺯﻱ ﺍﺳـ‬ ‫ﻣﻤﺘـ‬

‫ﻃﺒﻖ ﮔﺰﺍﺭﺵﻫﺎﻱ ﺑﻪ ﺩﺳﺖ ﺁﻣﺪﻩ ‪ ٧٣‬ﺩﺭﺻﺪ ﺍﺯ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ‬

‫ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺁﻧﺎﻥ ﺭﺍ ﺍﺯ ﮔﺮﻭﻩﻫـﺎﻱ ﻓﻜـﺮﻱ ﺩﻳﮕـﺮﻱ ﺟـﺪﺍ‬

‫ﺍﺳــﺖ‪ .‬ﺩﺭ ﺣــﺎﻟﻲ ﻛــﻪ ﺗﻔﻜــﺮ‬

‫ﺍﻳــﻦ ﺗﻤــﺪﻥﻫــﺎ ﺑــﻪ ﻧﺤــﻮﻱ‬

‫ﺑﻪ ﻋﺮﻓﺎﻥ ﻭ ﺍﺩﺏ ﺍﻳﺮﺍﻧـﻲ‪ ٥٧ ،‬ﺩﺭﺻـﺪ ﺑـﻪ ﻋﺮﻓـﺎﻥ ﺍﺳـﻼﻣﻲ‪،‬‬

‫ﺳﺎﺯﻳﻢ‪ .‬ﻣﺘﺎﺳـﻔﺎﻧﻪ ﺍﻣـﺮﻭﺯﻩ ﻣﻜﺎﺗـﺐ ﻓﻜـﺮﻱ ﺩﺭ ﺑـﻴﻦ ﺟﻮﺍﻧـﺎﻥ‬

‫ـﻼﻕ ﺭﺍ ﺟﺰﺋــﻲ ﺍﺯ‬ ‫ـﻴﺎﻳﻲ‪ ،‬ﺍﺧـ‬ ‫ﺁﺳـ‬

‫ﻣﺘﻮﺟﻪ ﺁﻥ ﺑﻮﺩﻩﺍﻧﺪ ﻭ ﺍﻳﻦ ﻏﺎﻳﺖ‪ ،‬ﺭﻫﺎﻳﻲ ﻭ ﺭﺳـﺘﮕﺎﺭﻱ ﺍﺳـﺖ‬

‫‪ ١٨‬ﺩﺭﺻﺪ ﺑﻪ ﻋﺮﻓﺎﻥ ﺷﺮﻗﻲ ﻭ ‪ ١٨‬ﺩﺭﺻـﺪ ﺑـﻪ ﻋﺮﻓـﺎﻥ ﻏﺮﺑـﻲ‬

‫ﺩﭼﺎﺭ ﺩﮔﺮﮔﻮﻧﻲﻫـﺎﻱ ﺑـﺴﻴﺎﺭﻱ ﺷـﺪﻩﺍﻧـﺪ ﻛـﻪ ﻧﺎﺷـﻲ ﺍﺯ ﻋـﺪﻡ‬

‫ﻧﻈــﺎﻡ ﻋــﺎﻟﻢ ﻣــﻲﺩﺍﻧــﺪ ﻧــﻪ‬

‫ـﻮﺩﻩ‬ ‫ـﻮﺍﻡ ﺑـﺎ ﺗﺠﺮﺑـﻪﻱ ﻋﺮﻓـﺎﻧﻲ ﺑـ‬ ‫ﻛـﻪ ﻧﺤـﻮﻩﻱ ﺗﺤﻘـﻖ ﺁﻥ ﺗـ‬

‫ﮔﺮﺍﻳﺶ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﺑﺨﺶ ﺩﻳﮕـﺮﻱ ﺍﺯ ﺁﻣﺎﺭﻫـﺎ ﻧﻴـﺰ ﻧـﺸﺎﻥ ﺩﺍﺩﻩ‬

‫ﺷﻨﺎﺧﺖ ﺻﺤﻴﺢ ﺍﺩﻳﺎﻥ ﻭ ﺁﻣﻮﺯﻩﻫﺎﻱ ﺩﻳﻨﻲ ﻫـﺴﺘﻨﺪ‪ .‬ﺩﺭ ﺑﺮﺧـﻲ‬

‫ﺧﻼﺻﻪ ﻱ ﺩﻳﺎﻧـﺖ ﻭ ﻣﻌﻨﻮﻳـﺖ‪ ،‬ﺟﻬـﺎﻥ ﺍﺯ ﻧﻴﻤـﻪﻱ ﺩﻭﻡ ﻗـﺮﻥ‬

‫ﺍﺳﺖ؛ ﺍﻣﺎ ﺗﻔﻜﺮ ﻏﺮﺑﻲ ﺑﻪ ﺗﺪﺭﻳﺞ ﺭﺍﺑﻄﻪﻱ ﻣﻴـﺎﻥ ﻣﺒـﺪﺍ‪ ،‬ﺍﻧـﺴﺎﻥ‬

‫ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ‪ ٤٥‬ﺩﺭﺻﺪ ﺍﺯ ﭘﺎﺳـﺦﮔﻮﻳـﺎﻥ ﺑـﻪ ﺍﻣـﻮﺭ ﻋﺮﻓـﺎﻧﻲ‬

‫ـﺎﺭﻱ ﭼـــﻮﻥ‬ ‫ـﻒ ﻭ ﺍﻓﻜــ‬ ‫ـﺎﻥ ﻣﺨﺘﻠــ‬ ‫ـﺎﻣﻲ ﺍﺯ ﺍﺩﻳــ‬ ‫ـﻮﺍﺭﺩ ﺍﺩﻏــ‬ ‫ﻣــ‬

‫ـﺎﻫﺪ ﺟﻨــﺒﺶﻫــﺎﻱ ﻧﻮﭘﺪﻳــﺪﻱ ﺑــﻮﺩﻩ ﺍﺳــﺖ ﻛــﻪ‬ ‫ـﺴﺘﻢ ﺷـ‬ ‫ﺑﻴـ‬

‫ﻭ ﻃﺒﻴﻌﺖ ﺭﺍ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺩﻩ ﻭ ﻣﺒﺪﺍ ﺭﺍ ﺑﻪ ﻗﺎﻧﻮﻥ ﺻـﺮﻓﺎ ﺍﺧﻼﻗـﻲ‬

‫ﻣﻜﺎﺗﺐ ﺍﻟﻬﻲ ﻭ ‪ ١٨‬ﺩﺭﺻﺪ ﺑﻪ ﺍﻣـﻮﺭ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ ﺑـﺸﺮﻱ‬

‫ﺭﻭﺍﻥﺷﻨﺎﺳﻲ‪ ،‬ﺷـﻴﻄﺎﻥﭘﺮﺳـﺘﻲ‪ ،‬ﺯﻥ‪ ،‬ﺑﻮﺩﻳـﺴﻢ ﻭ‪ ...‬ﻣﻨﺠـﺮ ﺑـﻪ‬

‫ﻣﺨﻠﻮﻃﻲ ﺍﺯ ﺍﺩﻳﺎﻥ ﺍﻟﻬﻲ ﻭ ﺑﺮﺧﻲ ﻋﻘﺎﻳﺪ ﻭ ﺑﺎﻭﺭﻫـﺎﻱ ﻣﺨﺘﻠـﻒ‬

‫ﺗﻨﺰﻝ ﺩﺍﺩ‪ .‬ﺍﻣﺮﻭﺯﻩ ﺍﻧﻮﺍﻉ ﻋﺮﻓﺎﻥ ﻫﺎﻱ ﻏﺮﺑﻲ ﻭ ﺷـﺮﻗﻲ ﺩﺭ ﻣﻴـﺎﻥ‬

‫ﮔﺮﺍﻳﺶ ﺩﺍﺭﻧﺪ‪.‬‬

‫ﺷﻜﻞ ﮔﻴﺮﻱ ﺗﻔﻜﺮﺍﺕ ﺟﺪﻳﺪﻱ ﺷﺪﻩﺍﻧﺪ ﻛـﻪ ﺩﺭ ﻣﻴـﺎﻥ ﺟﻮﺍﻧـﺎﻥ‬

‫ـﺖ‪ .‬ﺍﻳــﻦ‬ ‫ـﻴﻄﺎﻥﭘﺮﺳــﺘﻲ ﻭ‪ ...‬ﺍﺳـ‬ ‫ـﻪ ﺧﺮﺍﻓــﻪﭘﺮﺳــﺘﻲ‪ ،‬ﺷـ‬ ‫ﺍﺯ ﺟﻤﻠـ‬

‫ﺟﻮﺍﻧﺎﻥ ﺳﺮﺍﺳﺮ ﺩﻧﻴﺎ ﮔﺴﺘﺮﺵ ﻳﺎﻓﺘﻪﺍﻧﺪ‪ .‬ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‬

‫ﺑﻪ ﺳﺮﻋﺖ ﮔﺴﺘﺮﺵ ﻣﻲﻳﺎﺑﻨﺪ‪ .‬ﺳـﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ ﺍﻳـﺮﺍﻥ‬

‫ﺟﻨﺒﺶﻫـﺎﻱ ﻧﻮﻇﻬـﻮﺭ ﺩﺭ ﻣﻴـﺎﻥ ﺟﻮﺍﻧـﺎﻥ ﺩﺭ ﺳﺮﺍﺳـﺮ ﺟﻬـﺎﻥ‬

‫ﺍﻳﺮﺍﻥ ﺩﺭ ﺗﺤﻘﻴﻘﻲ‪ ،‬ﻣﻴﺰﺍﻥ ﺷـﻨﺎﺧﺖ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﺩﻭﺍﺯﺩﻩ ﺷـﻬﺮ‬

‫ﺑﺮﺍﻱ ﺑﺮﺭﺳﻲ ﺍﻳﻦ ﻣﻮﺿـﻮﻉ ﻭ ﺩﺭﻙ ﻣﻴـﺰﺍﻥ ﺷـﻨﺎﺧﺖ ﺟﻮﺍﻧـﺎﻥ‬

‫ﮔﺴﺘﺮﺵ ﺑﺴﻴﺎﺭ ﻭ ﺩﺭ ﻣﻴـﺎﻥ ﺁﻧـﺎﻥ ﺟﺎﻳﮕـﺎﻩ ﺧـﺎﺹ ﻳﺎﻓﺘـﻪﺍﻧـﺪ‪.‬‬

‫ﺍﻳﺮﺍﻥ ﺭﺍ ﻧﺴﺒﺖ ﺑـﻪ ﺟﺮﻳـﺎﻥﻫـﺎﻱ ﻣﺨﺘﻠـﻒ ﻋﺮﻓـﺎﻧﻲ ﺑﺮﺭﺳـﻲ‬

‫ﺍﻳﺮﺍﻧﻲ ﻧﺴﺒﺖ ﺑﻪ ﻧﮕﺮﺵﻫﺎﻱ ﻋﺮﻓﺎﻧﻲ ﻭ ﺑﺮﺧـﻲ ﺟﺮﻳـﺎﻥﻫـﺎﻱ‬

‫ـﻲ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ـﻪ ﺳـ‬ ‫ـﺖ ﻛـ‬ ‫ـﻲ ﺍﺳـ‬ ‫ـﻞ ﺗﺤﻘﻴﻘـ‬ ‫ـﺮ ﺣﺎﺻـ‬ ‫ﻛﺘـﺎ ﺏ ﺣﺎﺿـ‬

‫ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺠﻠﺪ ﺣﺎﺿﺮ ﺑﻪ ﻧﺘﺎﻳﺞ ﺑـﻪ ﺩﺳـﺖ ﺁﻣـﺪﻩ ﺩﺭ ﻣﻴـﺎﻥ‬

‫ﺍﻧﺤﺮﺍﻓﻲ ﻭﺍﺭﺩ ﺷﺪﻩ ﺑـﻪ ﺁﻥ ﺗﺤﻘﻴﻘـﻲ ﺭﺍ ﺩﺭ ﻣﻴـﺎﻥ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ‬

‫ـﻬﺮ‬ ‫ـﺰﺍﻥ ﺷـﻨﺎﺧﺖ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﺷـ‬ ‫ﺟﻮﺍﻧـﺎﻥ ﺑـﺮﺍﻱ ﺑﺮﺭﺳـﻲ ﻣﻴـ‬

‫ـﺎﻳﺞ‬ ‫ـﺖ‪ .‬ﻧﺘـ‬ ‫ـﺼﺎﺹ ﻳﺎﻓﺘـﻪ ﺍﺳـ‬ ‫ـﻬﺮ ﻛﺮﻣـﺎﻥ ﺍﺧﺘـ‬ ‫ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﺷـ‬

‫‪ ١٢‬ﺷﻬﺮ ﺑﺰﺭﮒ ﺍﻧﺠـﺎﻡ ﺩﺍﺩﻩ ﺍﺳـﺖ‪ .‬ﻣﺠﻠـﺪ ﺣﺎﺿـﺮ ﺑـﻪ ﻧﺘـﺎﻳﺞ‬

‫ـﻒ ﺁﻥ ﻭ ﻧﻴــﺰ‬ ‫ـﺎﻥ ﻭ ﻣﻜﺎﺗــﺐ ﻣﺨﺘﻠـ‬ ‫ـﺎﺭﻱ ﻧــﺴﺒﺖ ﺑــﻪ ﻋﺮﻓـ‬ ‫ﺳـ‬

‫ﻧﺸﺎﻥ ﻣـﻲ ﺩﻫﻨـﺪ ﻛـﻪ ‪ ٣٩‬ﺩﺭﺻـﺪ ﺍﺯ ﭘﺎﺳـﺦﮔﻮﻳـﺎﻥ ﺑـﻪ ﺍﻣـﻮﺭ‬

‫ـﺖ‪.‬‬ ‫ـﻪ ﺍﺳـ‬ ‫ـﺼﺎﺹ ﻳﺎﻓﺘـ‬ ‫ـﺖ ﺍﺧﺘـ‬ ‫ـﻬﺮ ﺭﺷـ‬ ‫ـﺬﻛﻮﺭ ﺩﺭ ﺷـ‬ ‫ـﻖ ﻣـ‬ ‫ﺗﺤﻘﻴـ‬

‫ﺟﺮﻳﺎﻥﻫـﺎﻱ ﺍﻧﺤﺮﺍﻓـﻲ ﻭﺍﺭﺩ ﺷـﺪﻩ ﺑـﻪ ﺁﻥ ﺍﻧﺠـﺎﻡ ﺩﺍﺩﻩ ﺍﺳـﺖ‪.‬‬

‫ﻋﺮﻓﺎﻧﻲ ﻣﻜﺎﺗﺐ ﺍﻟﻬﻲ ﻭ ‪ ١٩‬ﺩﺭﺻﺪ ﺑﻪ ﺍﻣـﻮﺭ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ‬

‫ﺗﺤﻘﻴﻘــﺎﺕ ﻧــﺸﺎﻥ ﻣــﻲﺩﻫﻨــﺪ ﻛــﻪ ﺣــﺪﻭﺩ ‪ ٦/٦٦‬ﺩﺭﺻــﺪ‬

‫ﺁﻣﺎﺭﻫــﺎ ﻧــﺸﺎﻥ ﻣــﻲﺩﻫﻨــﺪ ﻛــﻪ ﺣــﺪﻭﺩ ‪ ٧٤‬ﺩﺭﺻــﺪ ﺍﺯ ﺁﻥ‬

‫ﺑﺸﺮﻱ ﮔﺮﺍﻳﺶ ﺑیﺸﺘﺮﯼ ﺩﺍﺭﻧﺪ‪.‬‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺷﻬﺮ ﺭﺷﺖ ﺑﻪ ﻋﺮﻓـﺎﻥ ﺍﻳﺮﺍﻧـﻲ ﻋﻼﻗـﻪ ﺩﺍﺷـﺘﻪ‪ ،‬ﻭ‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﻪ ﻋﺮﻓﺎﻥ ﻭ ﺍﺩﺏ ﺍﻳﺮﺍﻧﻲ‪ ٥٨ ،‬ﺩﺭﺻـﺪ ﺑـﻪ ﻋﺮﻓـﺎﻥ‬

‫ﻫﺮﭼﻪ ﺍﻋﺘﻘﺎﺩ ﺁﻧﺎﻥ ﺑﻪ ﭘﺎﺳﺦﮔﻮﻳﻲ ﺩﻳـﻦ ﻣـﺴﻴﺢ ﻭ ﺍﺳـﻼﻡ ﺑـﻪ‬

‫ﺍﺳﻼﻣﻲ‪ ٥/١٧ ،‬ﺩﺭﺻﺪ ﺑﻪ ﻋﺮﻓﺎﻥ ﺷـﺮﻗﻲ ﻭ ‪ ٥/١٨‬ﺩﺭﺻـﺪ ﺑـﻪ‬

‫ﻧﻴﺎﺯﻫﺎﻱ ﺑﺸﺮ ﺍﻣﺮﻭﺯﻱ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘـﻪ‪ ،‬ﺗﻤﺎﻳـﻞ ﺑـﻪ ﻋﺮﻓـﺎﻥ ﻭ‬

‫ﻋﺮﻓﺎﻥ ﻏﺮﺑﻲ ﻋﻼﻗﻤﻨﺪ ﻫﺴﺘﻨﺪ ﻭﻟﻲ ﺑﻪ ﻃﻮﺭ ﻛﻠـﻲ ‪ ٤٤‬ﺩﺭﺻـﺪ‬

‫ﺍﺩﺏ ﺍﻳﺮﺍﻧﻲ ﺩﺭ ﺁﻧﺎﻥ ﻧﻴﺰ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪.‬‬

‫ﺑﻪ ﺍﻣﻮﺭ ﻋﺮﻓﺎﻧﻲ ﺍﻟﻬﻲ ﻭ ‪ ١٥‬ﺩﺭﺻﺪ ﺑﻪ ﺍﻣـﻮﺭ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ‬

‫ﻋﺎﺑﺪﺍﻥ ﺩﻳﻨﻲ ﺗﺸﺨﻴﺺ ﺩﻫـﻴﻢ‬

‫ﺑﺸﺮﻱ ﮔﺮﺍﻳﺶ ﺩﺍﺭﻧﺪ‪.‬‬ ‫‪ - ٣١٩‬ﮔــﺮﺍﻳﺶ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬

‫‪ - ٣٢٣‬ﮔــﺮﺍﻳﺶ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬ ‫ﻛﺮﻣﺎﻧﺸﺎﻩ ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(١١‬‬ ‫ﺗﻬــﺮﺍﻥ‪ :‬ﺳــﺎﺯﻣﺎﻥ ﻣﻠــﻲ ﺟﻮﺍﻧــﺎﻥ‪ ١٧٠ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ١٧٥٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٨١-٥‬‬

‫ﺯﺍﻫﺪﺍﻥ ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٧‬‬

‫‪ - ٣٢١‬ﮔﺮﺍﻳﺶ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧﺸﮕﺎﻩﻫﺎﻱ ﺷـﻴﺮﺍﺯ‬

‫ﺩﺭ ﺩﻧﻴﺎﻱ ﺍﻣﺮﻭﺯ ﺟﺮﻳـﺎﻥ ﻫـﺎﻱ‬

‫ـﻲ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺳـ‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ﻣﻌﺎﻭﻧـ‬

‫ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(٩‬‬

‫ﻓﻜـــﺮﻱ ﺧﺎﺻـــﻲ ﺩﺭﻣﻴـــﺎﻥ‬

‫ﺟﻮﺍﻧﺎﻥ‪ ١٧٠ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٧٥٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ـﻲ‬ ‫ـﺎﺯﻣﺎﻥ ﻣﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺳـ‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ﻣﻌﺎﻭﻧـ‬

‫ﺟﻮﺍﻧــﺎﻥ ﺷــﻜﻞ ﮔﺮﻓﺘــﻪ ﻭ ﺑــﻪ‬

‫ﺟﻮﺍﻧﺎﻥ‪ ١٧٤ - .‬ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ١٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬

‫ﺳـﺮﻋﺖ ﮔـﺴﺘﺮﺵ ﻣـﻲﻳﺎﺑﻨـﺪ‪.‬‬

‫‪ -‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﻳﻦ ﺟﺮﻳـﺎﻥﻫـﺎ ﺑـﻪ ﻧـﻮﻋﻲ ﺩﺭ‬

‫ ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٧٧- ٨‬‬

‫ﻋﺮﻓﺎﻥ ﺍﺯ ﺟﻤﻠﻪ ﻣﺴﺎﺋﻠﻲ ﺍﺳـﺖ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٧٩- ٢‬‬

‫ـﻮﻱ ﻋﺮﺿــﻪ‬ ‫ﻳــﻚ ﺑــﺴﺘﺮ ﻣﻌﻨـ‬

‫ـﻲ ﻭ‬ ‫ـﺶ ﻋﻤﻠـ‬ ‫ـﻢ ﺩﺭ ﺑﺨـ‬ ‫ـﻪ ﻫـ‬ ‫ﻛـ‬

‫ـﻮﺫ ﺑﺮﺧـــﻲ‬ ‫ـﺮﻭﺯﻩ ﺑـــﺎ ﻧﻔــ‬ ‫ﺍﻣــ‬

‫ﺷﺪﻩ ﻭ ﺩﺭ ﭘﺎﺳـﺦ ﺑـﻪ ﺩﻭ ﻧﻴـﺎﺯ‬

‫ـﻼﻡ‬ ‫ـﻦ ﺍﺳـ‬ ‫ـﺎ ﺩﻳـ‬ ‫ـﺮﻱ ﺑـ‬ ‫ـﻢ ﻧﻈـ‬ ‫ﻫـ‬

‫ﺟﺮﻳﺎﻥ ﻫﺎﻱ ﻓﻜـﺮﻱ ﺩﺭ ﻣﻴـﺎﻥ‬

‫ـﺴﺎﻥ ﺍﺯ‬ ‫ـﺎﻳﻲ ﺍﻧـ‬ ‫ـﺮﺍﻱ ﺭﻫـ‬ ‫ـﻲ ﺑـ‬ ‫ـﺪ‪ :‬ﺑﺮﺧـ‬ ‫ـﻪﺍﻧـ‬ ‫ـﻜﻞ ﮔﺮﻓﺘـ‬ ‫ـﺪﻩ ﺷـ‬ ‫ﻋﻤـ‬

‫ـﺪﺍ‬ ‫ـﻄﻜﺎﻙ ﭘﻴــ‬ ‫ـﺎﺱ ﻭ ﺍﺻــ‬ ‫ﺗﻤــ‬

‫ـﻮﻱ ﭼــﻮﻥ‬ ‫ـﺎﻱ ﻣﻌﻨـ‬ ‫ـﻪﻫـ‬ ‫ﺗﺠﺮﺑـ‬

‫ﺳﺮﺧﻮﺭﺩﮔﻲﻫﺎﻳﻲ ﻛﻪ ﺯﺍﻳﻴﺪﻩ ﻱ ﺷﺮﺍﻳﻂ ﺯﻧـﺪﮔﻲ ﺩﺭ ﺟﺎﻣﻌـﻪﻱ‬

‫ﻣﻲﻛﻨﺪ‪ ،‬ﺯﻳﺮﺍ ﺍﺳـﻼﻡ ﺑـﻴﺶﺗـﺮ‬

‫ﺻــﻮﻓﻴﻪ‪ ،‬ﺑﻮﺩﻳــﺴﻢ‪ ،‬ﻋﺮﻓــﺎﻥ‬

‫ـﻪ ﻧﻴﺎﺯﻫــﺎﻱ‬ ‫ـﻮﻳﻲ ﺑـ‬ ‫ـﺦﮔـ‬ ‫ـﻲ ﺑــﺮﺍﻱ ﭘﺎﺳـ‬ ‫ـﺖ ﻭ ﺑﺮﺧـ‬ ‫ـﺪﺭﻥ ﺍﺳـ‬ ‫ﻣـ‬

‫ـﺮ‬ ‫ـﺬﻫﺐ ﺩﻳﮕـ‬ ‫ـﻦ ﻭ ﻣـ‬ ‫ﺍﺯ ﻫـﺮ ﺩﻳـ‬

‫ﺍﺳﻼﻣﻲ ﻭ‪ ،...‬ﻣﻜﺎﺗﺐ ﻋﺮﻓـﺎﻧﻲ‬

‫ﻣﺘﺎﻓﻴﺰﻳﻜﻲ ﻭ ﻣﺎﺑﻌﺪﺍﻟﻄﺒﻴﻌﻲ ﺍﻧـﺴﺎﻥ‪ .‬ﺳـﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‬

‫ـﺴﻴﺎﺭﻱ‬ ‫ﻏﺮﺑــﻲ ﻭ ﺷــﺮﻗﻲ ﺑــ‬

‫ﺍﻳﺮﺍﻥ ﻃﻲ ﺗﺤﻘﻴﻘﻲ‪ ،‬ﻣﻴﺰﺍﻥ ﺷﻨﺎﺧﺖ ﻭ ﮔـﺮﺍﻳﺶ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ‬

‫ﺟﻬﺎﻥ ﻭ ﺧـﻮﺩﺵ ﺑﻴـﺎﻥ ﻛـﺮﺩﻩ ﻭ ﻫـﻢ ﺑـﻪ ﺗﻔـﺴﻴﺮ ﻭ ﺗﻮﺿـﻴﺢ‬

‫ﺷﻜﻞ ﮔﺮﻓﺘﻪﺍﻧـﺪ ﻭ ﺑـﺎ ﺍﺳـﺘﻔﺎﺩﻩ‬

‫ﺩﻭﺍﺯﺩﻩ ﺷﻬﺮ ﺍﻳﺮﺍﻥ ﺭﺍ ﻧـﺴﺒﺖ ﺑـﻪ ﻣﻜﺎﺗـﺐ ﻋﺮﻓـﺎﻧﻲ ﻣﺨﺘﻠـﻒ‬

‫ﻫﻢ ﺭﻭﺍﺑﻂ ﺍﻧﺴﺎﻥ ﺭﺍ ﺑـﺎ ﺧـﺪﺍ ﻭ‬

‫‪ - ٣٢٥‬ﮔــﺮﺍﻳﺶ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺩﺍﻧــﺸﮕﺎﻩﻫــﺎﻱ‬ ‫ﻫﻤﺪﺍﻥ ﺑﻪ ﮔﺮﻭﻩﻫﺎ ﻭ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ )‪.(١٣‬‬ ‫ـﺮﺍﻥ‪:‬‬ ‫ـﺎﺕ ‪ - .‬ﺗﻬـ‬ ‫ـﺎﺕ ﻭ ﺗﺤﻘﻴﻘـ‬ ‫ـﺖ ﻣﻄﺎﻟﻌـ‬ ‫ـﺪﻩ‪ :‬ﻣﻌﺎﻭﻧـ‬ ‫ـﻪ ﻛﻨﻨـ‬ ‫ﺗﻬﻴـ‬ ‫ﺳﺎﺯﻣﺎﻥ ﻣﻠـﻲ ﺟﻮﺍﻧـﺎﻥ‪ ١٦٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪- .‬‬ ‫‪ ١٧٥٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٨٣- ٩‬‬

‫ﺍﺻﻄﻼﺡ ﻋﺮﻓﺎﻥ ﺑـﻪ ﻧـﻮﻋﻲ ﺍﺯ‬ ‫ﻣﻌﺮﻓﺖ ﻭ ﺷﻨﺎﺧﺖ ﺍﺷـﺎﺭﻩ ﺩﺍﺭﺩ‬ ‫ﻛﻪ ﺩﺭ ﺟﺮﻳﺎﻥ ﺗﺎﺭﻳﺦ ﻭ ﺗﺤـﻮﻝ‬ ‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺑﺸﺮ‪ ،‬ﻧﻘﺶ ﻋﻤـﺪﻩ‬ ‫ﻭ ﺍﺳﺎﺳﻲ ﺩﺍﺷـﺘﻪ ﺍﺳـﺖ‪ .‬ﻫـﻴﭻ‬ ‫ـﻮﺩ‬ ‫ﺍﻧـﺴﺎﻥ ﺁﮔـﺎﻩ ﻭ ﺁﺯﺍﺩﻩﺍﻱ ﻭﺟـ‬ ‫ﻧﺪﺍﺭﺩ ﻛﻪ ﺍﻫﻤﻴﺖ ﺍﻧﺪﻳﺸﻪﻫـﺎﻱ‬ ‫ﻭﺍﻻ ﻭ ﻣﺸﺎﻫﺪﺍﺕ ﺩﺭﻭﻧﻲ ﻭ ﻣﻌﻨـﻮﻱ ﺑـﺸﺮ ﺭﺍ ﻧـﺎﭼﻴﺰ ﻭ ﻧﺎﺩﻳـﺪﻩ‬ ‫ﺍﻧﮕﺎﺭﺩ‪ .‬ﺍﻧﺴﺎﻥ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﺟـﺴﺖﻭﺟـﻮﻱ ﻣﻌﻨـﺎ ﺑـﻮﺩﻩ ﻭ ﺍﻳـﻦ‬ ‫ـﻖ ﺗﻔﻜــﺮ ﻭ ﻣــﺸﺎﻫﺪﻩﻱ ﺩﺭﻭﻧــﻲ‬ ‫ـﺴﺖﻭﺟــﻮ‪ ،‬ﺟــﺰ ﺍﺯ ﻃﺮﻳـ‬ ‫ﺟـ‬ ‫ﺍﻣﻜﺎﻥ ﭘﺬﻳﺮ ﻧﻤﻲ ﺑﺎﺷـﺪ‪ .‬ﺩﺭ ﺳـﺎﻝﻫـﺎﻱ ﺍﺧﻴـﺮ ﺍﻧـﻮﺍﻉ ﻣﻜﺎﺗـﺐ‬ ‫ﻋﺮﻓﺎﻧﻲ ﺍﺯ ﺟﻤﻠﻪ ﻋﺮﻓﺎﻥ ﺍﻳﺮﺍﻧﻲ‪ ،‬ﻋﺮﻓـﺎﻥ ﺍﺳـﻼﻣﻲ‪ ،‬ﺷـﺮﻗﻲ ﻭ‬ ‫ﻏﺮﺑﻲ ﺩﺭ ﻣﻴﺎﻥ ﺟﻮﺍﻧﺎﻥ ﺳﺮﺍﺳﺮ ﺩﻧﻴـﺎ ﮔـﺴﺘﺮﺵ ﺑـﺴﻴﺎﺭ ﻳﺎﻓﺘـﻪ‬ ‫ﺍﺳﺖ‪ .‬ﺳﺎﺯﻣﺎﻥ ﻣﻠﻲ ﺟﻮﺍﻧﺎﻥ ﺩﺭﺑـﺎﺭﻩﻱ ﻧﮕـﺮﺵ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ‬ ‫‪ ١٢‬ﺷﻬﺮ ﺍﻳﺮﺍﻥ ﺑﻪ ﻣﻜﺎﺗﺐ ﻋﺮﻓﺎﻧﻲ ﻭ ﺟﺮﻳـﺎﻥﻫـﺎﻱ ﺍﻧﺤﺮﺍﻓـﻲ‬ ‫ﻭﺍﺭﺩ ﺷﺪﻩ ﺑﻪ ﺁﻥ ﻫﺎ ﺗﺤﻘﻴﻘﻲ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺍﺳـﺖ‪ .‬ﻣﺠﻠـﺪ ﺣﺎﺿـﺮ‬ ‫ـﺎﻥ‬ ‫ـﺖ‪ .‬ﺩﺭ ﻣﻴـ‬ ‫ـﺪﺍﻥ ﺍﺳـ‬ ‫ـﻬﺮ ﻫﻤـ‬ ‫ـﻪ ﺷـ‬ ‫ـﻮﻁ ﺑـ‬ ‫ـﺎﻳﺞ ﻣﺮﺑـ‬ ‫ـﺎﻭﻱ ﻧﺘـ‬ ‫ﺣـ‬ ‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺍﻳﻦ ﺷﻬﺮ ‪ ٤٨‬ﺩﺭﺻﺪ ﺑـﻪ ﺍﻣـﻮﺭ ﻋﺮﻓـﺎﻧﻲ ﻣﻜﺎﺗـﺐ‬ ‫ﺍﻟﻬــﻲ ﻭ ‪ ١٩‬ﺩﺭﺻــﺪ ﺑــﻪ ﺍﻣــﻮﺭ ﻋﺮﻓــﺎﻧﻲ ﻭ ﻣﻜﺎﺗــﺐ ﺑــﺸﺮﻱ‬ ‫ﮔﺮﺍﻳﺶ ﺑیﺸﺘﺮﯼ ﻧﺸﺎﻥ ﺩﺍﺩﻩﺍﻧﺪ‪.‬‬ ‫‪ - ٣٢٦‬ﻣﺘﻦ ﻛﺎﻣﻞ ﺧﺎﻃﺮﺍﺕ ﻣﺤﻤﺪﻋﻠﻲ ﻣﺠﺘﻬـﺪﻱ‬

‫ﻫﺴﺘﻲ ﭘﺮﺩﺍﺧﺘﻪ ﺍﺳـﺖ‪ .‬ﺍﻣـﺮﻭﺯﻩ ﻋـﻼﻭﻩ ﺑـﺮ ﻣﻜﺎﺗـﺐ ﻋﺮﻓـﺎﻧﻲ‬

‫ﺍﺯ ﺭﺳﺎﻧﻪ ﻫﺎﻱ ﺟﻤﻌﻲ ﺑﻪ ﺳﺮﻋﺖ ﺩﺭ ﻣﻴـﺎﻥ ﺟﻮﺍﻧـﺎﻥ ﮔـﺴﺘﺮﺵ‬

‫ﺑﺮﺭﺳﻲ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺠﻠﺪ ﺣﺎﺿﺮ ﺑﻪ ﻧﺘـﺎﻳﺞ ﺗﺤﻘﻴـﻖ ﺩﺭ ﺷـﻬﺮ‬

‫ﺍﻟﻬﻲ‪ ،‬ﺑﺮﺧﻲ ﻣﻜﺎﺗـﺐ ﻋﺮﻓـﺎﻧﻲ ﺩﺭ ﺷـﺮﻕ ﻭ ﻏـﺮﺏ ﺑـﻪ ﻭﺟـﻮﺩ‬

‫ﻣﻲ ﻳﺎﺑﻨﺪ‪ .‬ﻛﺘـﺎﺏ ﺣﺎﺿـﺮ ﺣﺎﺻـﻞ ﺗﺤﻘﻴﻘـﻲ ﺍﺳـﺖ ﻛـﻪ ﺩﺭ ﺁﻥ‬

‫ﻛﺮﻣﺎﻧﺸﺎﻩ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺭﺩ‪ .‬ﻃﺒـﻖ ﺁﻣﺎﺭﻫـﺎﻱ ﺑـﻪ ﺩﺳـﺖ ﺁﻣـﺪﻩ‬

‫ﺭﺋــﻴﺲ ﺩﺑﻴﺮﺳــﺘﺎﻥ ﺍﻟﺒــﺮﺯ )‪ (١٣٥٧ - ١٣٢٣‬ﻭ‬

‫ﺁﻣﺪﻩﺍﻧﺪ ﻛﻪ ﻣﺨﻠﻮﻃﻲ ﺍﺯ ﺍﻓﻜﺎﺭ ﻭ ﺍﻳﺪﻩﻫـﺎﻱ ﻣﺘﻔـﺎﻭﺕ ﻫـﺴﺘﻨﺪ‪.‬‬

‫ﻣﻴﺰﺍﻥ ﺁﺷﻨﺎﻳﻲ ﻭ ﮔـﺮﺍﻳﺶ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﺩﺍﻧـﺸﮕﺎﻩﻫـﺎﻱ ﺷـﻬﺮ‬

‫‪ ٦٦‬ﺩﺭﺻــﺪ ﺍﺯ ﺩﺍﻧــﺸﺠﻮﻳﺎﻥ ﺑــﻪ ﺍﺩﺏ ﻭﻋﺮﻓــﺎﻥ ﺍﻳﺮﺍﻧــﻲ‪٦٥ ،‬‬

‫ـﺮﻳﻒ(‬ ‫ـﺎﻣﻬﺮ )ﺷـ‬ ‫ـﺸﮕﺎﻩ ﺻـﻨﻌﺘﻲ ﺁﺭﻳـ‬ ‫ﻣﻮﺳـﺲ ﺩﺍﻧـ‬

‫ﺳﺎﺯﻣﺎﻥ ﻣﻠﻲ ﺟﻮﺍﻧﺎﻥ ﺍﻳـﺮﺍﻥ ﻃـﻲ ﺗﺤﻘﻴﻘـﻲ ﻣﻴـﺰﺍﻥ ﺷـﻨﺎﺧﺖ‬

‫ـﻠﻮﻙ‬ ‫ـﺚ ﻭ ﺳـ‬ ‫ـﻴﻦ ﻣﺒﺎﺣـ‬ ‫ـﻢﭼﻨـ‬ ‫ـﺎﻥ‪ ،‬ﻫـ‬ ‫ـﻪ ﻋﺮﻓـ‬ ‫ـﺴﺒﺖ ﺑـ‬ ‫ـﻴﺮﺍﺯ ﻧـ‬ ‫ﺷـ‬

‫ﺩﺭﺻﺪ ﺑﻪ ﻋﺮﻓﺎﻥ ﺍﺳﻼﻣﻲ‪ ٧ ،‬ﺩﺭﺻﺪ ﺑﻪ ﻋﺮﻓـﺎﻥ ﺷـﺮﻗﻲ ﻭ ‪١٣‬‬

‫)‪.(١٣٤٤‬‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﻭﺍﺯﺩﻩ ﺷﻬﺮ ﺍﻳـﺮﺍﻥ ﺭﺍ ﻧـﺴﺒﺖ ﺑـﻪ ﺍﻧـﻮﺍﻉ ﻣﻜﺎﺗـﺐ‬

‫ـﺎﻣﻞ‬ ‫ـﺎﮔﻮﻥ ﺷـ‬ ‫ـﺎﻧﻲ ﮔﻮﻧـ‬ ‫ـﺎﻱ ﻋﺮﻓـ‬ ‫ـﻪﻫـ‬ ‫ـﺐ ﻭ ﻧﺤﻠـ‬ ‫ـﺎﻧﻲ ﻣﻜﺎﺗـ‬ ‫ﻋﺮﻓـ‬

‫ﺩﺭﺻﺪ ﺑﻪ ﻋﺮﻓﺎﻥ ﻏﺮﺑﻲ ﺗﻤﺎﻳﻞ ﺯﻳﺎﺩ ﺩﺍﺭﻧﺪ‪ ،‬ﺩﺭ ﻋـﻴﻦ ﺣـﺎﻝ ‪٣٦‬‬

‫ﻣﺤﻤــﺪﻋﻠﻲ ﻣﺠﺘﻬــﺪﻱ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﺣﺒﻴــﺐ ﻻﺟــﻮﺭﺩﻱ ‪- .‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱۷‬‬ ‫ﻣﻮﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ـﻮﻣﻴﺰ(‪- .‬‬ ‫ـﻲ )ﺷـ‬ ‫ـﻔﻴﺪ‪ ٢٢٨ - .‬ﺹ‪ - .‬ﺭﻗﻌـ‬ ‫ـﻔﺤﻪ ﺳـ‬ ‫ـﺮﺍﻥ‪ :‬ﺻـ‬ ‫ﺗﻬـ‬ ‫‪ ٣٢٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻓﺮﻫﻨﮓ ﻋﺎﻣﻪ‬

‫ﺹ‪ - .‬ﻭﺯﻳﺮﻱ )ﮔﺎﻟﻴﻨﮕﻮﺭ(‪ ٥٠٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺍﻭﻝ ‪/‬‬

‫‪٣٩٨‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٢٥١- ٥٠-١‬‬

‫‪ - ٣٣١‬ﺍﻓﺴﺎﻧﻪﻫﺎﻱ ﺗﻨﺒﻞﻫﺎ‪.‬‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧـﺸﮕﺎﻩﻫـﺎ ﻭ ﻣﻮﺳـﺴﺎﺕ ﺁﻣـﻮﺯﺵ‬ ‫ـﻲ‬ ‫ﻋـﺎﻟﻲ ﻛـﺸﻮﺭ ﺩﺍﻧـﺸﺠﻮﻳﺎﻥ ﻣﻘﻄـﻊ ﻛﺎﺭﺷﻨﺎﺳـ‬ ‫ﺍﺭﺷﺪ ‪....‬‬

‫ـﻮﻣﻴﺰ(‪٢٩٠٠٠ - .‬‬ ‫ـﻲ )ﺷـ‬ ‫ـﺶ‪ ١٨٦ - .‬ﺹ‪ - .‬ﺭﻗﻌـ‬ ‫ﺍﻟﻤـﺎﺱ ﺩﺍﻧـ‬ ‫ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٦٠٠- ٥٠٤٤- ٢١- ٨‬‬

‫ـﻲ‬ ‫ـﻴﻦﺍﻟﻤﻠﻠـ‬ ‫ـﺎﻩ ﺑـ‬ ‫ـﺎﻻﺕ ﻛﺎﺭﮔـ‬ ‫ـﻪ ﻣﻘـ‬ ‫‪ - ٣٢٨‬ﻣﺠﻤﻮﻋـ‬ ‫ﺗﻌﺎﻭﻧﻲﻫﺎﻱ ﺩﺍﻧﺸﮕﺎﻫﻲ‪.‬‬ ‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﺩﺍﻭﺩ ﺛﻤﺮﻱ‪ ،‬ﻣﻬﺪﻱ ﺻﻮﻓﻴﺎﻥ‪ ،‬ﻓﻴـﺮﻭﺯﻩ ﻗـﻮﻱ ﺑـﺎﺯﻭ‬ ‫‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﺧﻮﺷــﺒﻴﻦ‪ ١٨٤ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪- .‬‬ ‫‪ ٣٠٠٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ ١٢٨‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ٢٢٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٣٢٣- ٦٧٩- ٣‬‬

‫‪ - ٣٣٢‬ﺍﻓﺴﺎﻧﻪ ﻱ ﺧﺮﺩﻣﻨﺪ ﻣﻜـﺎﺭ ﻭ ‪ ١٤‬ﺍﻓـﺴﺎﻧﻪ ﻱ‬

‫ـﺮﺍﻥ‪:‬‬ ‫ـﺎﻧﻲ ‪ - .‬ﺗﻬـ‬ ‫ـﺪ ﻃﺎﻟﻘـ‬ ‫ـﻪ‪ :‬ﻣﺤﻤـ‬ ‫ـﺮﻳﻔﻲ؛ ﻣﻘﺪﻣـ‬ ‫ـﺮﺝﺷـ‬ ‫ـﺎ ﺷـ‬ ‫ﺁﺯﻳﺘـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﻣﺤﻤﺪﺭﺿـﺎ ﺷـﻤﺲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﺤـﺮﺍﺏ ﻗﻠـﻢ‪- .‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧١٩٤- ٢٣- ٥‬‬

‫ﻗﻠﻢ‪ ١٣٢ - .‬ﺹ‪ - .‬ﺭﻗﻌـﻲ )ﺷـﻮﻣﻴﺰ(‪ - .‬ﭼـﺎﭖ ﺩﻭﻡ ‪٢٢٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٢٣- ٦٧٨- ٦‬‬

‫‪ - ٣٣٣‬ﺑﺎ ﻃﻼ ﺑﺎﻳﺪ ﻧﻮﺷﺖ‪.‬‬ ‫ﺣﺴﻴﻦ ﺧﺮﻣﻲ ‪ - .‬ﻗﻢ‪ :‬ﻗﻠﻢ ﻧـﻮ‪ ١٤٤ - .‬ﺹ‪ - .‬ﺟﻠـﺪ ﺳـﻮﻡ‪- .‬‬ ‫ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ ١٧٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٦٢- ١٢- ٥‬‬

‫ﺷــﺎﻣﻞ ﻣﺠﻤﻮﻋــﻪ ﻣــﻮﺍﻋﻆ ﻭ‬

‫ـﺴﻨﺪﮔﺎﻥ‪،‬‬ ‫ﺩﺍﻧـــﺸﻤﻨﺪﺍﻥ‪ ،‬ﻧﻮﻳـــ‬

‫ـﻪ ﺩﻭﺭﻩﻱ‬ ‫ـﻮﻡ ﺑـ‬ ‫ـﺎﺧﺮﻱ ﻣﻮﺳـ‬ ‫ﻣﺘـ‬

‫ﻣﺨﺘﺮﻋﺎﻥ ﻭ ﺷﺎﻋﺮﺍﻥ ﺟﻬﺎﻥ ﮔﺮﺩﺁﻭﺭﻱ ﻭ ﺑـﻪ ﺗﺮﺗﻴـﺐ ﺍﻟﻔﺒـﺎﻱ‬

‫ـﺮﺍﺕ ﺭﻭ‬ ‫ـﺎﻥ ﺗﻐﻴﻴـ‬ ‫ـﻮﺍﻧﻲ ﺁﻥﭼﻨـ‬ ‫ﺟـ‬

‫ﺍﻭﻟﻴﻦ ﺣـﺮﻑ ﻫـﺮ ﺟﻤﻠـﻪ ﺩﺭ ‪ ١٢٤٠‬ﻛﻠﻤـﻪ ﻭ ﻋﺒـﺎﺭﺕ ﻛﻮﺗـﺎﻩ‬

‫ﺑﻪ ﮔﺴﺘﺮﺵ‪ ،‬ﻋﻤﻴﻖ ﻭ ﻣـﻮﺛﺮﻱ‬

‫ﺗــﺪﻭﻳﻦ ﻳﺎﻓﺘــﻪ ﺍﺳــﺖ‪ .‬ﺍﻳــﻦ ﺟﻤﻠــﻪﻫــﺎﻱ ﺣﻜﻤــﺖﺁﻣــﻮﺯ ﻭ‬

‫ﺭﺍ ﺩﺭ ﺟﻮﺍﻣــﻊ ﻣﺨﺘﻠــﻒ ﭘﺪﻳــﺪ‬

‫ﺁﻣﻮﺯﻩﻫﺎﻱ ﻣﺴﺘﺤﻜﻢ ﺍﺧﻼﻗﻲ ﺣﺎﺻﻞ ﺩﻗﺖﻧﻈﺮ‪ ،‬ﺗﺠﺮﺑﻪﻫـﺎ ﻭ‬

‫ﺁﻭﺭﺩﻩ ﺍﺳـــﺖ ﻛـــﻪ ﺟﻮﺍﻧـــﺎﻥ‪،‬‬

‫ﺗﺄﻣــﻞ ﺩﺭ ﺭﻭﺍﺑــﻂ ﺍﻧــﺴﺎﻥ ﻭ ﻃﺒﻴﻌــﺖ ﻭ ﻓﻠــﺴﻔﻪ ﺁﻓــﺮﻳﻨﺶ‪،‬‬ ‫ﺭﺍﻫﻬﺎﻱ ﻣﻮﻓﻘﻴﺖ ﻭ ﺳﻌﺎﺩﺕ ﻭ ﺩﻋﻮﺕ ﺑﻪ ﻛﺴﺐ ﻓـﻀﻴﻠﺖﻫـﺎ‬

‫ﺯﻣﺎﻥ ﺭﻭﻳﺎﺭﻭﻱ ﺷﺮﺍﻳﻄﻲ ﻛﺎﻣﻼ ﺟﺪﻳـﺪ‪ ،‬ﻣﺘﻔـﺎﻭﺕ ﻭ ﻣﺘﻌـﺎﺭﺽ‬

‫ﻭ ﭘﺮﻫﻴــﺰ ﺍﺯ ﺭﺫﻳﻠــﺖﻫــﺎﻱ ﺍﺧﻼﻗــﻲ ﺍﺳــﺖ ﻛــﻪ ﺩﺭ ﺑﻴــﺎﻥ‬

‫ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﻧﺪ‪ ،‬ﻳﻜﻲ ﺍﺯ ﻣﺴﺎﺋﻠﻲ ﻛـﻪ ﺩﺭ ﺳـﺎﻝﻫـﺎﻱ ﺍﺧﻴـﺮ ﺩﺭ‬

‫ﻫﻨﺮﻣﻨﺪﺍﻧﻪ ﻣﺘﻔﻜﺮﺍﻥ ﺑﺮﺟﺴﺘﻪ ﺟﻬﺎﻥ ﻧﻘﺶ ﺑﺴﺘﻪ ﺍﺳﺖ‪.‬‬

‫ـﺸﺠﻮﻳﺎﻥ ‪ ١٢‬ﺷــﻬﺮ ﺍﺳــﺖ‪ .‬ﺁﻣﺎﺭﻫــﺎﻱ ﻛــﺸﻮﺭﻱ ﻧــﺸﺎﻥ‬ ‫ﺩﺍﻧـ‬ ‫ﻣﻲ ﺩﻫﻨﺪ ﻛﻪ ﺑﻴﺶﺗﺮﻳﻦ ﻣﻴﺰﺍﻥ ﮔﺮﺍﻳﺶ ﺑـﻪ ﻋﺮﻓـﺎﻥ ﺍﺳـﻼﻣﻲ‬ ‫ﺩﺭ ﺷﻬﺮ ﺯﺍﻫﺪﺍﻥ ﻭ ﻛـﻢ ﺗـﺮﻳﻦ ﺁﻥ ﺩﺭ ﺷـﻬﺮ ﺗﻬـﺮﺍﻥ ﺍﺳـﺖ‪ .‬ﺩﺭ‬ ‫ﺣﻮﺯﻩ ﻱ ﻋﺮﻓﺎﻥ ﺷﺮﻗﻲ ﺑﻴﺶﺗﺮﻳﻦ ﺗﻤﺎﻳـﻞ ﺩﺭ ﺷـﻴﺮﺍﺯ ﻭ ﺭﺷـﺖ‬ ‫ﻭ ﻛﻢ ﺗﺮﻳﻦ ﺗﻤﺎﻳﻞ ﺩﺭ ﻛﺮﻣﺎﻧﺸﺎﻩ ﺑـﻮﺩﻩ ﻭ ﺩﺭ ﺧـﺼﻮﺹ ﻋﺮﻓـﺎﻥ‬ ‫ﻏﺮﺑﻲ ﻧﻴﺰ ﺑﻴﺶﺗـﺮﻳﻦ ﮔـﺮﺍﻳﺶ ﺩﺭ ﺭﺷـﺖ ﻭ ﻛـﻢﺗـﺮﻳﻦ ﺁﻥ ﺩﺭ‬ ‫ﻛﺮﻣﺎﻧﺸﺎﻩ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬

‫ﻭ ﺳﺒﺰﺩﺷﺖ‪.‬‬

‫ﻧﺴﺨﻪ‪.‬‬

‫ﻋﻠﻲﺍﻛﺒﺮ ﻋﺮﺑﻲ ﻗﺮﻳﻪ ﻋﻠﻲ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻋﻠـﻲ ﺍﻛﺒـﺮ ﻋﺮﺑـﻲ‪ ،‬ﺗﻘـﻲ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٥٩٤٣- ٢٠-٥‬‬

‫ـﺮﻱ‬ ‫ـﺮ‪ ٢٩٦ - .‬ﺹ‪ - .‬ﻭﺯﻳـ‬ ‫ـﻪ ﻫﻨـ‬ ‫ـﺮﺍﻥ‪ :‬ﮔﻨﺠﻴﻨـ‬ ‫ـﻠﻤﺎﻧﻲ ‪ - .‬ﺗﻬـ‬ ‫ﺳـ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٢٥٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺭﻭﺵ ﺁﻣﻮﺯﺵ ﻣﺪﺍﺧﻠﻪﺍﻱ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٨٧٥٦- ٠٦-٧‬‬ ‫ﻭﺣﻴﺪﻩ ﻧﻮﺭﻭﺯﻗﻠﻌﻪ؛ ﺯﻳﺮﻧﻈﺮ‪ :‬ﺣـﺴﻴﻦ ﻟﻄـﻒﺁﺑـﺎﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ﺁﺩﺍﺏ ﻭ ﺭﺳــﻮﻡ ﺍﺯ ﺳــﻪ ﻣﻨﺒــﻊ‬ ‫ﻧﺸﺮ ﻣﻬﺎﺟﺮ‪ ٦٠ - .‬ﺹ‪) - .‬ﺩﺭ‪١٥‬ﺟﻠـﺪ ( ﺟﻠـﺪ ﺍﻭﻝ‪ - .‬ﺭﻗﻌـﻲ‬ ‫ﺷــﻜﻞ ﻣــﻲﭘــﺬﻳﺮﺩ‪ :‬ﻧﺨــﺴﺖ‬ ‫)ﺷﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻧﻬﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺍﻣــﻮﺭﻱ ﻛــﻪ ﺍﺯ ﺍﻋﺘﻘــﺎﺩﺍﺕ ﻭ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٥٩٤٣- ٠٩- ٤‬‬

‫ﺑﺎﻭﺭﻫــﺎﻱ ﻣــﺬﻫﺒﻲ ﻧــﺸﺎﺕ‬ ‫ﮔﺮﻓﺘــﻪ‪ ،‬ﺩﻭﻡ ﺍﻣــﻮﺭ ﺧﺮﺍﻓــﻲ ﻭ‬ ‫ﺑﺎﻭﺭﻫﺎﻱ ﻏﻠﻂ ﻛﻪ ﮔـﺎﻩ ﺭﻧـﮓ‬ ‫ﻭ ﺑــﻮﻱ ﻣــﺬﻫﺒﻲ ﺑــﻪ ﺧــﻮﺩ‬ ‫ـﺎ‬ ‫ـﻪ ﺑـ‬ ‫ـﺮﺍﺩ ﺩﺭ ﻣﻘﺎﺑﻠـ‬ ‫ـﻪ ﺍﻓـ‬ ‫ـﺎﺗﻲ ﻛـ‬ ‫ـﻮﻡ‪ ،‬ﺗﺠﺮﺑﻴـ‬ ‫ـﺖ ﻭ ﺳـ‬ ‫ﮔﺮﻓﺘـﻪ ﺍﺳـ‬ ‫ﺣﻮﺍﺩﺙ ﻭ ﻣﺸﻜﻼﺕ ﻛﺴﺐ ﻛﺮﺩﻩﺍﻧـﺪ‪ .‬ﺩﻭ ﻣـﻮﺭﺩ ﺍﺧﻴـﺮ ﻳﻌﻨـﻲ‬ ‫ﺧﺮﺍﻓـﺎﺕ ﻭ ﺗﺠﺮﺑﻴـﺎﺕ‪ ،‬ﻛـﻪ ﺍﺯ ﮔﺬﺷـﺘﻪ ﺳـﻴﻨﻪ ﺑـﻪ ﺳـﻴﻨﻪ ﻭ ﺍﺯ‬ ‫ﻧﺴﻠﻲ ﺑﻪ ﻧﺴﻠﻲ ﺩﻳﮕﺮ ﻣﻨﺘﻘـﻞ ﺷـﺪﻩ ﻭ ﺍﻣـﺮﻭﺯﻩ ﺑـﻪ ﺩﺳـﺖ ﻣـﺎ‬

‫‪ ١٥ - ٣٤٧‬ﻛﺘﺎﺏ ﻛﻮﺩﻙ‪ :‬ﺷـﻜﻞﻫـﺎ‪ :‬ﺑـﺮ ﺍﺳـﺎﺱ‬ ‫ﺭﻭﺵ ﺁﻣﻮﺯﺵ ﻣﺪﺍﺧﻠﻪﺍﻱ‪.‬‬ ‫ﻭﺣﻴﺪﻩ ﻧﻮﺭﻭﺯﻗﻠﻌﻪ؛ ﺯﻳﺮﻧﻈﺮ‪ :‬ﺣـﺴﻴﻦ ﻟﻄـﻒﺁﺑـﺎﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬ ‫ﻧــﺸﺮ ﻣﻬــﺎﺟﺮ‪ ٦٠ - .‬ﺹ‪) - .‬ﺩﺭ‪١٥‬ﺟﻠــﺪ ( ﺟﻠــﺪ ﭼﻬــﺎﺭﻡ‪- .‬‬ ‫ـﺎﭖ ﻧﻬــﻢ ‪٥٠٠٠ /‬‬ ‫ـﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼـ‬ ‫ـﺮﻱ )ﺷـ‬ ‫ﻭﺯﻳـ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٦٤- ٥٩٤٣- ١٢-٤‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺭﺳﻴﺪﻩ ﺍﺳـﺖ ﺑـﻪ ﻓﺮﻫﻨـﮓ ﻋﺎﻣـﻪ ﻣﻌـﺮﻭﻑ ﺍﺳـﺖ ﻭ ﺑﺎﻳـﺪ ﺩﺭ‬ ‫ـﮓ ﻋﺎﻣــﻪ‬ ‫ـﻲ ﺩﺭ ﻓﺮﻫﻨـ‬ ‫ـﻴﺪ‪ .‬ﺑﺮﺭﺳـ‬ ‫ـﺖ ﺁﻥ ﻛﻮﺷـ‬ ‫ـﻆ ﻭ ﺣﺮﺍﺳـ‬ ‫ﺣﻔـ‬ ‫ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺑﺎ ﺧﻠـﻖ ﻭ ﺧـﻮﻱ‪ ،‬ﺁﺩﺍﺏ ﻭ ﺭﺳـﻮﻡ‪ ،‬ﺗﻌﻠـﻴﻢ ﻭ‬ ‫ـﻨﺎ ﺷــﻮﻳﻢ‪.‬‬ ‫ـﺘﮕﺎﻥ ﺁﺷـ‬ ‫ـﺮ ﻭ ﺭﻭﺣﻴــﺎﺕ ﮔﺬﺷـ‬ ‫ـﺖ‪ ،‬ﺫﻭﻕ ﻭ ﻫﻨـ‬ ‫ﺗﺮﺑﻴـ‬ ‫ﻛﺘــﺎﺏ ﺣﺎﺿــﺮ ﺷــﺎﻣﻞ ﻓﺮﻫﻨــﮓ ﻋﺎﻣﻴﺎﻧــﻪﻱ ﺩﻭ ﺩﻫــﺴﺘﺎﻥ‬ ‫ﺧﺮﻣﺪﺷﺖ ﻭ ﺳﺒﺰﺩﺷﺖ ـ ﺍﺯ ﻓﻼﺕ ﻣﺮﻛﺰﻱ ﺍﻳـﺮﺍﻥ ﺩﺭ ﺷـﻤﺎﻝ‬ ‫ـﻴﻮﻩﻱ‬ ‫ـﻪ ﺷـ‬ ‫ـﻪ ﺑـ‬ ‫ـﺖ ﻛـ‬ ‫ـﺎﻥ‪ ...‬ﺍﺳـ‬ ‫ـﺎﻥ ﻛﺮﻣـ‬ ‫ـﻬﺮ ﻛﻮﻫﻨﺒـ‬ ‫ـﻲ ﺷـ‬ ‫ﻏﺮﺑـ‬

‫ﺑﻴﻦ ﺟﻮﺍﻧﺎﻥ ﺑﻪ ﺷﺪﺕ ﮔﺴﺘﺮﺵ ﻳﺎﻓﺘـﻪ‪ ،‬ﻇﻬـﻮﺭ ﺟﻨـﺒﺶﻫـﺎﻱ‬

‫ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺠﻠﺪ ﺣﺎﺿﺮ ﺣﺎﻭﻱ ﻧﺘـﺎﻳﺞ ﺑﺮﺭﺳـﻲﻫـﺎﻱ ﺗﻤـﺎﻡ‬

‫‪ - ٣٤٠‬ﮔﺬﺭﻱ ﺑﺮ ﻓﺮﻫﻨﮓ ﻋﺎﻣﻪ ﻣـﺮﺩﻡ ﺧﺮﻣﺪﺷـﺖ‬

‫‪ ١٥ - ٣٤٦‬ﻛﺘﺎﺏ ﻛـﻮﺩﻙ‪ :‬ﺭﻧـﮓ ﻫـﺎ‪ :‬ﺑـﺮ ﺍ ﺳـﺎﺱ‬

‫ـﺪﻩﻱ‬ ‫ـﺮ‪ ،‬ﭘﺪﻳــ‬ ‫ﺩﺭ ﺩﻭﺭﺍﻥ ﻣﻌﺎﺻــ‬

‫ـﻲ‬ ‫ـﺎﮔﻮﻥ ﺑﺮﺭﺳـ‬ ‫ـﺎﻱ ﻋﺮﻓـﺎﻧﻲ ﮔﻮﻧـ‬ ‫ـﺎﻧﻲ ﻭ ﻧﺤﻠـﻪﻫـ‬ ‫ﺳـﻠﻮﻙ ﻋﺮﻓـ‬

‫‪٩٦٤- ٧٨٥٨- ٥٧- ٤‬‬

‫ﻭﺯﻳـﺮﻱ )ﺷـﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﻫﻔـﺘﻢ ‪٥٠٠٠ /‬‬

‫ﭘﻴـــــﺎﻣﺒﺮﺍﻥ ﻭ ﺍﻣﺎﻣـــــﺎﻥ ﻭ‬

‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ‪ ١٢‬ﺷﻬﺮ ﺍﻳﺮﺍﻥ ﺭﺍ ﻧﺴﺒﺖ ﺑـﻪ ﻋﺮﻓـﺎﻥ‪ ،‬ﻣﺒﺎﺣـﺚ ﻭ‬

‫‪ ١٥ - ٣٤٥‬ﻛﺘﺎﺏ ﻛﻮﺩﻙ‪ :‬ﺑﺎﺯﻳﻬﺎ ﻭ ﻣﻌﻤﺎﻱ ﺍﻋﺪﺍﺩ‪.‬‬

‫ﻳﺎﻗﻮﺗﻲﭘـﻮﺭ؛ ﻭﻳﺮﺍﺳـﺘﺎﺭ‪ :‬ﻟـﻴﻼ ﺳﻴﺪﻗﺎﺳـﻢ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﺤـﺮﺍﺏ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٢٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺍﺳﺎﺱ ﺳﺎﺯﻣﺎﻥ ﻣﻠﻲ ﺟﻮﺍﻧﺎﻥ ﺍﻳﺮﺍﻥ ﻣﻴﺰﺍﻥ ﺁﺷـﻨﺎﻳﻲ ﻭ ﮔـﺮﺍﻳﺶ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ ٥٦٨‬ﺹ‪ - .‬ﺭﻗﻌﻲ )ﮔـﺎﻟﻴﻨﮕﻮﺭ(‪ ١٠٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ‬

‫ﺩﻳﮕﺮ‪.‬‬

‫ﺍﺳﺖ ﻛﻪ ﺍﺯ ﻛﻠﻤﺎﺕ ﻭ ﺳـﺨﻨﺎﻥ‬

‫ـﻦ‬ ‫ـﺮ ﺍﻳـ‬ ‫ـﺖ‪ .‬ﺑـ‬ ‫ـﺎﻧﻲ ﻭ‪ ...‬ﺍﺳـ‬ ‫ـﺘﻲ‪ ،‬ﻋﺮﻓـ‬ ‫ـﻪﭘﺮﺳـ‬ ‫ـﻲ‪ ،‬ﺧﺮﺍﻓـ‬ ‫ﺭﻭﺍﻥﺷﻨﺎﺳـ‬

‫ﺑﺮﻭﻧﻮ ﺑﺘﻠﻬﺎﻳﻢ؛ ﻣﺘﺮﺟﻢ‪ :‬ﻛﻤﺎﻝ ﺑﻬﺮﻭﺯﻛﻴـﺎ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺍﻓﻜـﺎﺭ‪- .‬‬

‫‪٩٦٤- ٥٩٤٣- ١٩-١‬‬

‫ﻭﻻﺩﻳﻤــﺮ ﻣﻴﻠﺘﻨــﺮ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻓﺮﻫــﺎﺩ ﻓﺮﺍﻫــﺎﻧﻲ‪ ،‬ﻧﻌﻤــﺖﺍﷲ‬

‫ﺟﺮﻳﺎﻥﻫﺎﻱ ﺍﻧﺤﺮﺍﻓﻲ )‪.(١‬‬

‫ﺟﺪﻳــﺪ ﻓﻜــﺮﻱ ﺍﺳــﺖ ﻛــﻪ ﺗﺮﻛﻴﺒــﻲ ﺍﺯ ﻋﻘﺎﻳــﺪ ﺍﻟﻬﻴــﺎﺗﻲ‪،‬‬

‫ﺍﻓﺴﻮﻥ(‪.‬‬

‫ﺭﻗﻌﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﻫﻔﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﺳــﺎﺯﻣﺎﻥ ﻣﻠــﻲ ﺟﻮﺍﻧــﺎﻥ‪ ٢٠٦ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ‬

‫ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎ ﻭ ﺩﻭﻟـﺖﻫـﺎ ﺩﺭ ﻫـﺮ‬

‫‪ - ٣٣٩‬ﻛﻮﺩﻛﺎﻥ ﺑﻪ ﻗﺼﻪ ﻧﻴﺎﺯ ﺩﺍﺭﻧـﺪ )ﻛﺎﺭﺑﺮﺩﻫـﺎﻱ‬

‫ـﺎﺯﺩﻫﻢ‪- .‬‬ ‫ـﺪ ﻳـ‬ ‫ـﺪ ( ﺟﻠـ‬ ‫ـﺸﺮ ﻣﻬــﺎﺟﺮ‪ ٦٠ - .‬ﺹ‪) - .‬ﺩﺭ‪١٥‬ﺟﻠـ‬ ‫ﻧـ‬

‫ﻭﺣﻴﺪﻩ ﻧﻮﺭﻭﺯﻗﻠﻌﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﺣـﺴﻴﻦ ﻟﻄـﻒﺁﺑـﺎﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ﺗﺠــﺎﺭﺏ ﺍﺧﻼﻗــﻲ ﻭ ﺗﺮﺑﻴﺘــﻲ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﻭﺣﻴﺪﻩ ﻧﻮﺭﻭﺯﻗﻠﻌﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﺣـﺴﻴﻦ ﻟﻄـﻒﺁﺑـﺎﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ـﻢ‪- .‬‬ ‫ـﺪ ﺩﻭﺍﺯﺩﻫـ‬ ‫ـﺎﺟﺮ‪ ٦٠ - .‬ﺹ‪) - .‬ﺩﺭ‪١٥‬ﺟﻠـﺪ ( ﺟﻠـ‬ ‫ﻧـﺸﺮ ﻣﻬـ‬

‫ﻛﻠﻤﺎﺕ ﻗـﺼﺎﺭ ﻭ ﺭﻫﻨﻤﻮﺩﻫـﺎ ﻭ‬

‫‪٩٧٨- ٩٦٤- ٥٨٥٩- ٦٨- ٦‬‬

‫‪ ١٥ - ٣٤٤‬ﻛﺘﺎﺏ ﻛﻮﺩﻙ‪ :‬ﺍﻟﻔﺒﺎ‪ :‬ﻧﻘﻄﻪ ﺑﻪ ﻧﻘﻄﻪ‪.‬‬

‫ﺩﻭﻡ ‪ ٦٥٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺩﻓﺘﺮ ﺳﻮﻡ ﺍﺯ ﻣﺠﻤﻮﻋﻪ ﺣﺎﺿـﺮ‬ ‫‪ - ٣٢٩‬ﻧﮕﺮﺵ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﻪ ﻣﻜﺎﺗﺐ ﻋﺮﻓـﺎﻧﻲ ﻭ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ ١٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫‪٩٦٤- ٩٠٥٨٢- ٧- ٣‬‬

‫‪ - ٣٢٧‬ﻣﺠﻤﻮﻋﻪ ﺁﺯﻣﻮﻥ ﻫﺎﻱ ﺭﻭﺵ ﺗﺤﻘﻴﻖ ﻭﻳـﮋﻩ‪:‬‬

‫‪٩٦٤- ٥٩٤٣- ١٧-٥‬‬

‫‪ - ٣٣٤‬ﺑﻬﺘﺮﻳﻦ ﺿﺮﺏﺍﻟﻤﺜﻠﻬﺎﻱ ﺍﻳﺮﺍﻧﻲ‪.‬‬

‫ﻣﻮﺿـﻮﻋﻲ ﺗـﺪﻭﻳﻦ ﺷـﺪﻩ ﻭ ﺑـﻪ ﻫﻤـﺮﺍﻩ ﺗﺮﺟﻤـﻪﻱ ﻣﻔـﺎﻫﻴﻢ ﻭ‬

‫ـﻲ‬ ‫ـﺪ‪ ٢٠٤ - .‬ﺹ‪ - .‬ﺟﻴﺒـ‬ ‫ـﺮﺍﻥ‪ :‬ﺍﺭﻭﻧـ‬ ‫ـﺸﻮﺭ ‪ - .‬ﺗﻬـ‬ ‫ـﻬﻴﻼ ﺳﻠﺤـ‬ ‫ﺳـ‬

‫ﻭﺍﮊﻩﻫﺎ ﺩﺭ ﭘﺎﻳﺎﻥ ﻛﺘﺎﺏ ﺑﻪ ﭼﺎﭖ ﺭﺳﻴﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪ - ٣٤٨‬ﺁﻣﻮﺯﺵ ﻗﺒـﻞ ﺍﺯ ﻧﻮﺷـﺘﻦ‪ :‬ﺑـﺮﺍﻱ ﻛﻮﺩﻛـﺎﻥ‬ ‫ﭘﻴﺶﺩﺑﺴﺘﺎﻥ‪.‬‬ ‫ﻣﻨﻮﭼﻬﺮ ﺗﺮﻛﻤﺎﻥ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺮﻛﺖ ﺍﻧﺘـﺸﺎﺭﺍﺗﻲ ﻭ ﺁﻣﻮﺯﺷـﻲ‬ ‫ﻛﻮﺩﻙ ﺁﻣﻮﺯ‪ ٢٤ - .‬ﺹ‪ - .‬ﺭﺣﻠـﻲ )ﺷـﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬ ‫ ﭼﺎﭖ ﺷﺎﻧﺰﺩﻫﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٣٠٤- ٠٧- ٩‬‬

‫‪ - ٣٤٩‬ﺁﻣﻮﺯﺵ ﻣﻔﺎﻫﻴﻢ‪ :‬ﺑﺪﻥ ﺍﻧﺴﺎﻥ‪.‬‬ ‫ﺍﻋﻈﻢ ﻓﻌﺎﻝ؛ ﻧﻘﺎﺵ‪ :‬ﺍﻣﻴﺮ ﺧـﺎﻟﻘﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﻣﻬـﺎﺟﺮ‪- .‬‬ ‫)ﺷﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘﻨﺠﻢ ‪ ٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٧٦٢٢- ٠١- ١‬‬

‫ﺁﻣﻮﺯﺵ ﺍﺑﺘﺪﺍﻳﻲ‬ ‫‪٣٧٢‬‬

‫‪ ٣٢‬ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﭘـﻨﺠﻢ ‪/‬‬ ‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫‪ - ٣٣٥‬ﭼﻴﺴﺘﺎﻥﻫﺎﻱ ﻫﺮﻣﺰﮔﺎﻥ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٥٩٤٣- ٩٨-١‬‬

‫ﺳﻬﺮﺍﺏ ﺳﻌﻴﺪﻱ ‪ - .‬ﻗﻢ‪ :‬ﺩﺍﺭﺍﻟﺘﻔـﺴﻴﺮ‪ ١٢٤ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫‪ ١٥ - ٣٤١‬ﻛﺘﺎﺏ ﻛﻮﺩﻙ‪ :‬ﺣﻴﻮﺍﻧـﺎﺕ‪ :‬ﺭﻧـﮓ ﺑـﺰﻥ‪،‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٢٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ١٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﭘﺮ ﺭﻧﮓ ﻛﻦ‪ ،‬ﻭ ﻳﺎﺩ ﺑﮕﻴﺮ‪.‬‬

‫‪ - ٣٥٠‬ﺁﻣﻮﺯﺵ ﻣﻔﺎﻫﻴﻢ‪ :‬ﺣﻴﻮﺍﻧﺎﺕ‪.‬‬

‫ﻭﺣﻴﺪﻩ ﻧﻮﺭﻭﺯﻗﻠﻌﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﺣـﺴﻴﻦ ﻟﻄـﻒﺁﺑـﺎﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ﺍﻋﻈﻢ ﻓﻌﺎﻝ؛ ﻧﻘﺎﺵ‪ :‬ﺍﻣﻴـﺮ ﺧـﺎﻟﻘﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻬـﺎﺟﺮ‪٣٢ - .‬‬

‫ﻧﺸﺮ ﻣﻬﺎﺟﺮ‪ ٦٠ - .‬ﺹ‪) - .‬ﺩﺭ‪١٥‬ﺟﻠـﺪ ( ﺟﻠـﺪ ﺩﻭﻡ‪ - .‬ﺭﻗﻌـﻲ‬

‫ـﻨﺠﻢ ‪/‬‬ ‫ـﺎﭖ ﭘـ‬ ‫ـﺎﻝ‪ - .‬ﭼـ‬ ‫ـﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳـ‬ ‫ـﻲ )ﺷـ‬ ‫ﺹ‪ - .‬ﺭﺣﻠـ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻧﻬﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٥٣٥- ١٢٠- ٣‬‬

‫‪ - ٣٣٦‬ﺩﺍﺳﺘﺎﻥﻫﺎﻱ ﺍﻣﺜﺎﻝ‪.‬‬ ‫ﺣﺴﻦ ﺫﻭﺍﻟﻔﻘﺎﺭﻱ ‪ - .‬ﺗﻬﺮﺍﻥ‪ :‬ﻣﺎﺯﻳـﺎﺭ‪ ٩٧٠ - .‬ﺹ‪ - .‬ﻭﺯﻳـﺮﻱ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٥٩٤٣- ١٠- ٨‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٥٩٤٣- ٩٧-٣‬‬

‫ـﻮﻡ ‪١٢٠٠ /‬‬ ‫)ﮔــﺎﻟﻴﻨﮕﻮﺭ(‪ ١٣٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺳــ‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪ ١٥ - ٣٤٢‬ﻛﺘﺎﺏ ﻛﻮﺩﻙ‪ :‬ﻣﺨﺎﻟﻒ ﻫﺎ‪ :‬ﺭﻧـﮓ ﺑـﺰﻥ‪،‬‬ ‫‪٩٦٤- ٥٦٧٦- ٤٩- ٥‬‬

‫‪ - ٣٥١‬ﺁﻣﻮﺯﺵ ﻣﻔﺎﻫﻴﻢ‪ :‬ﻣﺎﻫﻲﻫﺎ‪.‬‬ ‫ﭘـﺮ ﺭﻧـﮓ ﻛـﻦ‪ ،‬ﻭ ﻳـﺎﺩ ﺑﮕﻴـﺮ‪ :‬ﺑـﺮ ﺍﺳـﺎﺱ ﺭﻭﺵ‬ ‫ﺍﻋﻈﻢ ﻓﻌﺎﻝ؛ ﻧﻘﺎﺵ‪ :‬ﺍﻣﻴﺮ ﺧـﺎﻟﻘﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﻣﻬـﺎﺟﺮ‪- .‬‬

‫ﺣﻤﻞ ﻭ ﻧﻘﻞ ﺁﺑﻲ‪ ،‬ﻫﻮﺍﻳﻲ ﻭ ﻓﻀﺎﻳﻲ‬

‫‪ - ٣٣٧‬ﺯﻧﺪﮔﻲ ﺳﺨﺖ ﺁﺳﺎﻥ ﺍﺳﺖ‪.‬‬

‫ﺁﻣﻮﺯﺵ ﻣﺪﺍﺧﻠﻪﺍﻱ‪.‬‬

‫ﺍﻣﻴﻦ ﺁﺻـﻔﻲ؛ ﻣﺘـﺮﺟﻢ‪ :‬ﻣـﺴﻌﻮﺩ ﺣـﺴﻴﻦ‪ ،‬ﻣﺤﻤﺪﺭﺿـﺎ ﻣﻠـﻚ‪،‬‬

‫ﻭﺣﻴﺪﻩ ﻧﻮﺭﻭﺯﻗﻠﻌﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﺣـﺴﻴﻦ ﻟﻄـﻒﺁﺑـﺎﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ـﺮﺍ‬ ‫ـﺪ‪ ،‬ﺯﻫـ‬ ‫ـﺎ ﺧﺮﺩﻣﻨـ‬ ‫ـﺘﻜﻲ‪ ،‬ﻧﻠﻴـ‬ ‫ـﻲ ﺍﺳـ‬ ‫ـﺴﻴﺎﻥ‪ ،‬ﻋﻠـ‬ ‫ـﺮﺍﻫﻴﻢ ﺭﺋﻴـ‬ ‫ﺍﻣﻴﺮﺍﺑـ‬

‫ﻧﺸﺮ ﻣﻬﺎﺟﺮ‪ ٦٠ - .‬ﺹ‪) - .‬ﺩﺭ‪١٥‬ﺟﻠﺪ ( ﺟﻠـﺪ ﺳـﻮﻡ‪ - .‬ﺭﻗﻌـﻲ‬

‫ـﻲ‬ ‫ـﻢ‪ ٩٨ - .‬ﺹ‪ - .‬ﺑﻴﺎﺿــ‬ ‫ـﻢ ﻋﻠــ‬ ‫ـﺮﺍﻥ‪ :‬ﻗﻠــ‬ ‫ﻋﺎﺻــﻤﻲ ‪ - .‬ﺗﻬــ‬

‫)ﺷﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻧﻬﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪ ٣٢‬ﺹ‪ - .‬ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼـﺎﭖ ﭼﻬـﺎﺭﻡ‬ ‫‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫‪٣٨٧‬‬

‫ﺷﺎﺑﮏ ‪:‬‬ ‫‪ - ٣٣٠‬ﺭﻧﮕﺮﺯﻱ ﻃﺒﻴﻌﻲ ﺑـﺎ ﺭﻧﮕﻴﻨـﻪﻫـﺎﻱ ﻃﺒﻴﻌـﻲ‬ ‫)ﺭﺷﺘﻪ ﻫﻨﺮ(‪.‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٣٠٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪ ١٥٦٠٠‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﺍﻭﻝ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٣٨٧- ٢٩٢- ٢‬‬

‫‪٩٦٤- ٥٩٤٣- ١١- ٦‬‬ ‫‪ - ٣٥٢‬ﺁﻣﻮﺯﺵ ﻣﻔﺎﻫﻴﻢ‪ :‬ﻭﺳﺎﻳﻞ ﻧﻘﻠﻴﻪ‪.‬‬

‫‪٩٧٨- ٩٦٤- ٨٨٠٤- ٣٨- ٦‬‬ ‫‪ ١٥ - ٣٤٣‬ﻛﺘﺎﺏ ﻛﻮﺩﻙ‪ :‬ﺍﻋﺪﺍﺩ‪ :‬ﻧﻘﻄﻪ ﺑﻪ ﻧﻘﻄﻪ‪.‬‬

‫ﺍﻋﻈﻢ ﻓﻌﺎﻝ؛ ﻧﻘﺎﺵ‪ :‬ﺍﻣﻴـﺮ ﺧـﺎﻟﻘﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻣﻬـﺎﺟﺮ‪٣٢ - .‬‬

‫‪ - ٣٣٨‬ﺷـﺎﻫﺪ ﻣﺜـﺎﻝ )ﺍﻣﺜﻠـﻪ ﺳـﺎﺭﻱ(‪ :‬ﻫﻤـﺮﺍﻩ ﺑـﺎ‬

‫ﻭﺣﻴﺪﻩ ﻧﻮﺭﻭﺯﻗﻠﻌﻪ؛ ﺯﻳﺮﻧﻈـﺮ‪ :‬ﺣـﺴﻴﻦ ﻟﻄـﻒﺁﺑـﺎﺩﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪:‬‬

‫ـﺎﻝ‪ - .‬ﭼــﺎﭖ ﺳــﻮﻡ ‪/‬‬ ‫ـﻲ )ﺷــﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳـ‬ ‫ﺹ‪ - .‬ﺭﺣﻠـ‬

‫ﻣﺼﺮﻉﻫﺎﻱ ﻣﺘﺮﻭﻙ‪.‬‬

‫ﻧﺸﺮ ﻣﻬﺎﺟﺮ‪ ٦٠ - .‬ﺹ‪) - .‬ﺩﺭ‪١٥‬ﺟﻠﺪ ( ﺟﻠـﺪ ﻧﻬـﻢ‪ - .‬ﺭﻗﻌـﻲ‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﮔﺮﺩﺁﻭﺭﻧﺪﻩ‪ :‬ﺍﺣﻤـﺪ ﺭﻳﺎﺿـﻲ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺗـﺎﻻﺭ ﻛﺘـﺎﺏ‪٣٤٠ - .‬‬

‫)ﺷﻮﻣﻴﺰ(‪ ٨٠٠٠ - .‬ﺭﻳﺎﻝ‪ - .‬ﭼﺎﭖ ﻫﻔﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺳــﻴﻤﻴﻦ ﺍﻓــﺸﺎﺭﻧﻴﺎ؛ ﻭﻳﺮﺍﺳــﺘﺎﺭ‪ :‬ﺣﻤﻴــﺪ ﺁﻗﺎﺧــﺎﻧﻲ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬ ‫ﺩﺍﻧــﺸﮕﺎﻩ ﭘﻴــﺎﻡ ﻧــﻮﺭ‪ ٢٤٤ - .‬ﺹ‪ - .‬ﻭﺯﻳــﺮﻱ )ﺷــﻮﻣﻴﺰ(‪- .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٥٩٤٣- ٩٥-٧‬‬

‫‪٩٦٤- ٨٨٦١- ١٨-٨‬‬

‫ﻓﻬﺮﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺩﺭ ﺷﻬﺮﻳﻮﺭ ﻣﺎﻩ ‪١٣٨٧‬‬

‫‪۱۸‬‬

‫ﻣﻮ ﺿﻮﻉ ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‬

‫‪ - ٣٥٣‬ﺭﻳﺎﺿﻴﺎﺕ ﺩﻭﺭﻩ ﺁﻣﺎﺩﮔﻲ‪ :‬ﺑﺮﺍﻱ ﻛﻮﺩﻛـﺎﻥ ‪٥‬‬

‫‪ ٧٢‬ﺹ‪ - .‬ﺟﻠﺪ ﭼﻬـﺎﺭﻡ‪ - .‬ﺭﺣﻠـﻲ )ﺷـﻮﻣﻴﺰ(‪ - .‬ﭼـﺎﭖ ﺩﻭﻡ ‪/‬‬

‫ﺗﺎ ‪ ٨‬ﺳﺎﻟﻪ‪.‬‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ﺗﻬــﺮﺍﻥ‪ :‬ﺁﻣــﻮﺯﺵ ‪ ٤٠ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠــﺪ ( ﺟﻠــﺪ ﺍﻭﻝ‪- .‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٢٧٣٢- ٢٩- ٦‬‬

‫ﺭﺣﻠﻲ )ﺷـﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎﭖ ﺷـﺸﻢ ‪٢٥٠٠ /‬‬ ‫‪ - ٣٦٢‬ﻋﻠﻮﻡ ﺑﺮﺍﻱ ﺩﻭﺭﻩ ﺁﻣﺎﺩﮔﻲ‪.‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺑﺘــﻮﻝ ﻓــﺘﺢﺍﷲ؛ ﻧﻘــﺎﺵ‪ :‬ﺷــﺒﻨﻢ ﺭﺍﺟــﻲﻛﺮﻣــﺎﻧﻲ‪ ،‬ﻣﻨــﻮﭼﻬﺮ‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٦٢٨١- ١٣- ٣‬‬ ‫ـﺪ (‬ ‫ـﻮﺯﺵ ‪ ٣٦ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺁﻣـ‬ ‫ـﺪﺍﷲﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬ ‫ﻋﺒـ‬

‫‪ - ٣٥٤‬ﺭﻳﺎﺿﻴﺎﺕ ﺩﻭﺭﻩ ﺁﻣﺎﺩﮔﻲ‪ :‬ﺑﺮﺍﻱ ﻛﻮﺩﻛـﺎﻥ ‪٥‬‬

‫ﻫﻔﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ﺗﺎ ‪ ٨‬ﺳﺎﻟﻪ‪.‬‬ ‫ﺗﻬــﺮﺍﻥ‪ :‬ﺁﻣــﻮﺯﺵ ‪ ٣٦ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠــﺪ ( ﺟﻠــﺪ ﺩﻭﻡ‪- .‬‬ ‫ﺭﺣﻠﻲ )ﺷـﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪ - .‬ﭼـﺎ ﭖ ﺷـﺸﻢ ‪٢٥٠٠ /‬‬ ‫ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٦٢٨١- ١٧- ٦‬‬

‫ﺩﺑﺴﺘﺎﻥ‪.‬‬

‫)ﺩﺭ‪٣‬ﺟﻠﺪ ( ﺟﻠﺪ ﺳﻮﻡ‪ - .‬ﺧﺸﺘﻲ )ﺷـﻮﻣﻴﺰ(‪ ٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪- .‬‬ ‫ﭼﺎﭖ ﻧﻮﺯﺩﻫﻢ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٦٣٠٤- ١٤- ٧‬‬

‫‪ - ٣٥٦‬ﺭﻳﺎﺿﻴﺎﺕ ﻭ ﻛﻮﺩﻙ‪ :‬ﻭﻳﮋﻩ ﻛﻮﺩﻛـﺎﻥ ﻗﺒـﻞ ﺍﺯ‬ ‫ﺩﺑﺴﺘﺎﻥ‪.‬‬

‫)ﺩﺭ‪٣‬ﺟﻠﺪ ( ﺟﻠﺪ ﺍﻭﻝ‪ - .‬ﺧـﺸﺘﻲ )ﺷـﻮﻣﻴﺰ(‪ ٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪- .‬‬ ‫ﭼﺎﭖ ﺑﻴﺴﺖ ﻭ ﻳﻜﻢ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٦٣٠٤- ١٥- ٤‬‬

‫‪ - ٣٥٧‬ﺯﻳﺮﻧﻮﻳﺲ ﻟﻮﺣﻪ ﻫـﺎ‪ :‬ﺗﻤﺮﻳﻨﻬـﺎﻱ ﭘـﻴﺶ ﺍﺯ‬ ‫ﻧﻮﺷﺘﻦ‪.‬‬

‫ﺹ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ ٨٥٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﻧﻬــﻢ ‪/‬‬ ‫‪ ٢٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٥٩٩٤- ٨٥- ١‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٦٤- ٦٢٨١- ٦٢- ١‬‬

‫ـﻞ ﺍﺯ‬ ‫ـﺎﻥ ﻗﺒـ‬ ‫ـﮋﻩ ﻛﻮﺩﻛـ‬ ‫ـﻲ‪ :‬ﻭﻳـ‬ ‫ـﺎﺭ ﻭ ﺭﻳﺎﺿـ‬ ‫‪ - ٣٦٤‬ﻛـ‬ ‫ﺩﺑﺴﺘﺎﻥ‪.‬‬ ‫ـﻮﺩﻙ ﺁﻣــﻮﺯ‪ ٦٤ - .‬ﺹ‪- .‬‬ ‫ـﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻛـ‬ ‫ـﻮﭼﻬﺮ ﺗﺮﻛﻤـ‬ ‫ﻣﻨـ‬ ‫ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٩٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ ﺩﻭﺍﺯﺩﻫــﻢ ‪/‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٩٠١١١- ٦- ٥‬‬

‫‪ - ٣٦٥‬ﻛﺘﺎﺏ ﻛـﺎﺭ ﻛـﻮﺩﻙ‪ :‬ﭘـﺮﻭﺭﺵ ﺍﺳـﺘﻌﺪﺍﺩ ﻭ‬ ‫ﺧﻼﻗﻴﺖ‪ :‬ﻭﻳﮋﻩ ﻛﻮﺩﻛﺎﻥ ﺳﻨﻴﻦ ‪ ٦- ٤‬ﺳﺎﻟﻪ‪.‬‬ ‫ﻛــﻮﻛﻲ ﺍﺳﭙﻨــﺴﺮ؛ ﻣﺘــﺮﺟﻢ‪ :‬ﻣﻨــﻮﭼﻬﺮ ﺗﺮﻛﻤــﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪:‬‬ ‫ـﻮﺯ‪ ٢٤ - .‬ﺹ‪- .‬‬ ‫ـﻮﺩﻙﺁﻣـ‬ ‫ـﻲ ﻛـ‬ ‫ـﺸﺎﺭﺍﺗﻲ ﻭ ﺁﻣﻮﺯﺷـ‬ ‫ـﺮﻛﺖ ﺍﻧﺘـ‬ ‫ﺷـ‬

‫ﭼﺎﭖ ﻫﻔﺘﻢ ‪ ٣٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑﮏ‪:‬‬

‫‪٩٧٨- ٩٦٤- ٦٣٠٤- ٣٤- ٥‬‬

‫ﻋﻠﻲ ﺍﻛﺒﺮ ﺻﻔﺎﻳﻲ ﺩﻳﺒـﺎ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻫﻤﻜﻼﺳـﻲ‪ ٣٢ - .‬ﺹ‪- .‬‬ ‫ﺭﺣﻠﻲ )ﺷﻮﻣﻴﺰ(‪ - .‬ﭼﺎﭖ ﺩﻭﻡ ‪ ١٢٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫ﺷﺎﺑ ﮏ‪:‬‬

‫ﻋﻠﻮﻡ‪.‬‬ ‫ﻧﺠﻒ ﻋﻠﻴﺰﺍﺩﻩ‪ ،‬ﻣﺤﻤﺪﻋﻠﻲ ﻏﻔـﺎﺭﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺒﺎﻫﻨﮓ‪- .‬‬ ‫‪ ٧٢‬ﺹ‪ - .‬ﺟﻠﺪ ﺳﻮﻡ‪ - .‬ﺭﺣﻠـﻲ )ﺷـﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳـﺎﻝ‪.‬‬ ‫ ﭼﺎﭖ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫‪٩٧٨- ٩٦٤- ٢٧٣٢- ٢٨- ٩‬‬

‫ـﺪﻥ‪ ،‬ﻧﻮﺷــﺘﻦ‪ ،‬ﺭﻳﺎﺿــﻲ‪،‬‬ ‫‪ - ٣٥٩‬ﺷــﺎﭘﺮﻙ‪ :‬ﺧﻮﺍﻧـ‬ ‫ﻋﻠﻮﻡ‪.‬‬ ‫ﻓــﺮﺩﻭﺱ ﺣﺎﺟﻴــﺎﻥ‪ ،‬ﻧﺠــﻒ ﻋﻠﻴــﺰﺍﺩﻩ‪ ،‬ﻣﺤﻤــﺪﻋﻠﻲ ﻏﻔــﺎﺭﻱ؛‬ ‫ـﺒﺎﻫﻨﮓ‪٧٢ - .‬‬ ‫ـﺴﺘﺎﻧﻲﺭﺍﺩ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـ‬ ‫ﺗـﺼﻮﻳﺮﮔﺮ‪ :‬ﺳـﺎﺭﺍ ﺑﺎﻏـ‬ ‫ﺹ‪ - .‬ﺟﻠــﺪ ﺍﻭﻝ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪- .‬‬ ‫ﭼﺎﭖ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬ ‫‪٩٧٨- ٩٦٤- ٢٧٣٢- ٢٦- ٥‬‬

‫ـﺪﻥ‪ ،‬ﻧﻮﺷــﺘﻦ‪ ،‬ﺭﻳﺎﺿــﻲ‪،‬‬ ‫‪ - ٣٦٠‬ﺷــﺎﭘﺮﻙ‪ :‬ﺧﻮﺍﻧـ‬ ‫ﻋﻠﻮﻡ‪.‬‬ ‫ﻧﺠﻒ ﻋﻠﻴﺰﺍﺩﻩ‪ ،‬ﻣﺤﻤﺪﻋﻠﻲ ﻏﻔـﺎﺭﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺒﺎﻫﻨﮓ‪- .‬‬ ‫ـﺎﻝ‪.‬‬ ‫ـﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳـ‬ ‫ـﻲ )ﺷـ‬ ‫‪ ٧٢‬ﺹ‪ - .‬ﺟﻠـﺪ ﺩﻭﻡ‪ - .‬ﺭﺣﻠـ‬ ‫ ﭼﺎﭖ ﺩﻭﻡ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺟﻠــﺪ ﺩﻭﻡ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬

‫‪ - ٣٦٦‬ﻫﻮﺵ ﺑﺮﺗﺮ‪.‬‬

‫ـﺪﻥ‪ ،‬ﻧﻮﺷــﺘﻦ‪ ،‬ﺭﻳﺎﺿــﻲ‪،‬‬ ‫‪ - ٣٥٨‬ﺷــﺎﭘﺮﻙ‪ :‬ﺧﻮﺍﻧـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ـﺪ (‬ ‫ـﻮﺯﺵ ‪ ٣٦ - .‬ﺹ‪) - .‬ﺩﺭ‪٢‬ﺟﻠـ‬ ‫ـﺮﺍﻥ‪ :‬ﺁﻣـ‬ ‫ـﺪﺍﷲﺯﺍﺩﻩ ‪ - .‬ﺗﻬـ‬ ‫ﻋﺒـ‬

‫)ﺩﺭ‪٢‬ﺟﻠﺪ ( ﺟﻠـﺪ ﺍﻭﻝ‪ - .‬ﺭﺣﻠـﻲ )ﺷـﻮﻣﻴﺰ(‪ ٦٠٠٠ - .‬ﺭﻳـﺎﻝ‪- .‬‬

‫ﻋﻠﻲ ﺍﻛﺒـﺮ ﺻـﻔﺎﻳﻲ ﺩﻳﺒـﺎ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﻧـﺸﺮ ﻫﻤﻜﻼﺳـﻲ‪٢٤ - .‬‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪ - ٣٦٣‬ﻋﻠﻮﻡ ﺑﺮﺍﻱ ﺩﻭﺭﻩ ﺁﻣﺎﺩﮔﻲ‪.‬‬

‫‪ ٥٠٠٠‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻮﺩﻙ ﺁﻣــﻮﺯ‪ ٢٠ - .‬ﺹ‪- .‬‬ ‫ـﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻛـ‬ ‫ـﻮﭼﻬﺮ ﺗﺮﻛﻤـ‬ ‫ﻣﻨـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺷﺎﺑﮏ‪:‬‬

‫ﻫﻔﺘﻢ ‪ ٥٠٠٠ /‬ﻧﺴﺨﻪ‪.‬‬

‫ـﻮﺩﻙ ﺁﻣــﻮﺯ‪ ٢٠ - .‬ﺹ‪- .‬‬ ‫ـﺎﻥ ‪ - .‬ﺗﻬــﺮﺍﻥ‪ :‬ﻛـ‬ ‫ـﻮﭼﻬﺮ ﺗﺮﻛﻤـ‬ ‫ﻣﻨـ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫‪٩٦٤- ٦٢٨١- ٦٢- ١‬‬

‫ﺑﺘــﻮﻝ ﻓــﺘﺢﺍﷲ؛ ﻧﻘــﺎﺵ‪ :‬ﺷــﺒﻨﻢ ﺭﺍﺟــﻲﻛﺮﻣــﺎﻧﻲ‪ ،‬ﻣﻨــﻮﭼﻬﺮ‬

‫‪ - ٣٥٥‬ﺭﻳﺎﺿﻴﺎﺕ ﻭ ﻛﻮﺩﻙ‪ :‬ﻭﻳﮋﻩ ﻛﻮﺩﻛـﺎﻥ ﻗﺒـﻞ ﺍﺯ‬

‫ﺷﺎﺑﮏ ‪:‬‬

‫ﺟﻠــﺪ ﺍﻭﻝ‪ - .‬ﺭﺣﻠــﻲ )ﺷــﻮﻣﻴﺰ(‪ ١٥٠٠٠ - .‬ﺭﻳــﺎﻝ‪ - .‬ﭼــﺎﭖ‬

‫‪٩٧٨- ٩٦٤- ٢٧٣٢- ٢٧- ٢‬‬

‫ـﺪﻥ‪ ،‬ﻧﻮﺷــﺘﻦ‪ ،‬ﺭﻳﺎﺿــﻲ‪،‬‬ ‫‪ - ٣٦١‬ﺷــﺎﭘﺮﻙ‪ :‬ﺧﻮﺍﻧـ‬ ‫ﻋﻠﻮﻡ‪.‬‬ ‫ﻧﺠﻒ ﻋﻠﻴﺰﺍﺩﻩ‪ ،‬ﻣﺤﻤﺪﻋﻠﻲ ﻏﻔـﺎﺭﻱ ‪ - .‬ﺗﻬـﺮﺍﻥ‪ :‬ﺷـﺒﺎﻫﻨﮓ‪- .‬‬

‫‪٩٧٨- ٩٦٤- ٥٩٩٤- ٣٤- ٩‬‬