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� ‫ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻧﻲ ﻭﺍﳋﻤﺴﻮﻥ‬ "‫ﺗﺼﺪﺭﻫﺎ ﺍﻟﻬﻴﺌﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻟﻺﻋﻼﻡ ﻭﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺍﻟﺸﺒﺎﺏ "ﺑﻴﺎﻻﺭﺍ‬ ‫ ﻣﺘﺨﺼﺼﺔ ﺑﺎﻟﺸﺒﺎﺏ‬،‫ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ‬،‫ﺻﺤﻴﻔﺔ ﻓﻠﺴﻄﻴﻨﻴﺔ ﺷﻬﺮﻳﺔ‬
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١٥ »U³A�« tł«Ë ‫ ﻭﺍﻷﺟﺮﺍﺱ‬،‫ﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺍﻷﺭﺽ ﻳﺘﻄﻠﺐ ﻣﺎ ﻫﻮ ﺃﻓﻀﻞ ﻣﻦ ﺣﺴﻦ ﺍﻟﻨﻮﺍﻳﺎ؛ ﻓﻤﻌﺎ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺃﻥ ﻧﻜﻮﻥ ﺍﻷﻣﻞ ﺍﻟﺬﻱ ﻳﻨﺒﺾ ﺑﺎﳊﺐ‬
‫ ﻭﺍﻟﻔﺮﺡ ﺑﺎﻧﺘﺼﺎﺭ ﺍﻟﺴﻼﻡ ﻋﻠﻰ‬،‫ ﻭﺍﻟﻨﻮﺭ ﺍﻟﺬﻱ ﻳﻬﺰﻡ ﺍﻟﻈﻼﻡ‬،‫ ﻭﺍﻟﻄﺒﻮﻝ ﺍﻟﺘﻲ ﺗﺪﻕ ﻻﻧﺘﺼﺎﺭ ﺍﻟﻌﺪﺍﻟﺔ‬،‫ﺍﻟﺘﻲ ﺗﻘﺮﻉ ﻟﻠﺤﻘﻴﻘﺔ‬
»U³A�« e�«d� œU%« .‫ﺍﻟﺸﺮﻭﺭ ﻓﻲ ﻛﺎﻓﺔ ﻣﻴﺎﺩﻳﻦ ﺍﻟﺼﺮﺍﻉ‬
‫ﻏﺒﻄﺔ ﺍﻟﺒﻄﺮﻳﺮﻙ ﻣﻴﺸﻴﻞ ﺻﺒﺎﺡ‬
Peace on Earth requires the best of good will. Together we can become the
٢٤ »U³A�« Í√— hope that beats with love; the bells that ring for truth; the drums that triumph for
justice; the light that defeats the darkness; and the joy of reconciling peace that
fO�uÐU½√Ë »U³A�« overcomes evils of all battle fields.
“The Latin Patriarch of Jerusalem, Michael Sabah”
This Issue is œb?????F?????�« «c?????????¼

Sponsored By s????� r????????Žb????????Ð
PYALARA wishes to clarify that our sponsors are in no way accountable for this publication ‫ﺗﻮﺩ ﺍﻟﻬﻴﺌﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻟﻺﻋﻼﻡ ﻭﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺍﻟﺸﺒﺎﺏ ”ﺑﻴﺎﻻﺭﺍ“ ﺃﻥ ﺗﺆﻛﺪ ﺃﻥ ﺍﳌﻮﺍﺩ ﺍﳌﻨﺸﻮﺭﺓ ﻻ ﺗﻌﺒﺮ ﻋﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﳉﻬﺎﺕ ﺍﻟﺪﺍﻋﻤﺔ‬
‫≤‬ ‫‪WÝUOÝ W¹uý‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫«‪WOŠU²²�ô‬‬
‫ﻭﺟﻪ ﻣﻌﻬﺪ ﺍﻹﻋﻼﻡ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ ﺩﻋﻮﺓ ﻟﻠﻬﻴﺌﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬

‫ﻓﺼﻞ ﺍﳋﺮﻳﻒ ﻫﻮ ﺍﻷﻗﺮﺏ ﺇﻟﻰ ﻗﻠﺒﻲ‪ ،‬ﻻ ﺃﺩﺭﻱ ﳌﺎﺫﺍ‪ ،‬ﺭﲟﺎ ﻷﻧﻨﻲ‬ ‫ﻟﻺﻋﻼﻡ ﻭﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺍﻟﺸﺒﺎﺏ "ﺑﻴﺎﻻﺭﺍ"‪ ،‬ﻭﻟﻐﻴﺮﻫﺎ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﳊﻀﻮﺭ ﺇﻋﻼﻥ‬
‫ﻣﻦ ﻣﻮﺍﻟﻴﺪ ﺗﺸﺮﻳﻦ ﺃﻭﻝ‪ ،‬ﻭﺭﲟﺎ ﻻﻧﻌﺪﺍﻡ ﻣﻈﺎﻫﺮﻩ ﻓﻲ ﻣﻨﻄﻘﺘﻨﺎ‬ ‫ﺇﻃﻼﻕ ﺧﻄﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﶈﻮ ﺃﻣﻴﺔ ﺍﻟﻄﻔﻞ ﺍﻹﻋﻼﻣﻴﺔ‪.‬‬
‫ﺃﺳﺎﻣﺔ ﺩﺍﻣﻮ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺼﺤﺮﺍﻭﻳﺔ‪ ،‬ﻭﺷﻮﻗﻲ ﳌﻨﻈﺮ ﺍﻟﺸﺠﺮ ﻭﻫﻮ ﻳﻐﻴﺮ ﺟﻠﺪﻩ‬ ‫ﻭﺍﳌﻌﻬﺪ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺮﺍﺋﺪﺓ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻛﺎﺩﳝﻲ ﻓﻲ ﻓﻠﺴﻄﲔ‪،‬‬
‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﻏﺰﺓ‬ ‫ﻭﺃﻭﺭﺍﻗﻪ‪ .‬ﻻ ﺃﺩﺭﻱ ﺣﻘﺎ‪ .‬ﻟﻜﻨﻨﻲ ﻫﺬﻩ ﺍﳌﺮﺓ ﻳﺴﺎﻭﺭﻧﻲ ﺷﻚ ﻛﺒﻴﺮ‬ ‫ﻫﺎﻧﻴﺎ ﺍﻟﺒﻴﻄﺎﺭ‬ ‫ﻭﻳﺠﺐ ﺃﻥ ﻧﻔﺨﺮ ﺑﻪ‪ ،‬ﻭﲟﺎ ﺣﻘﻘﻪ ﻣﻦ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻹﻋﻼﻡ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ؛‬
‫ﻓﻬﻮﺍﳌﻌﻬﺪﺍﻷﻛﺎﺩﳝﻲﺍﻷﻭﻝ‪،‬ﺍﻟﺬﻱﻳﻌﻨﻰﺑﺘﻄﻮﻳﺮﻗﺪﺭﺍﺕﺍﻟﺼﺤﻔﻴﲔﻭﺍﻹﻋﻼﻣﻴﲔ‬
‫ﻓﻲ ﺃﻥ ﻳﻜﻮﻥ ﻓﺼﻠﻲ ﺍﳌﻔﻀﻞ ﺣﲔ ﻳﺄﺗﻲ ﺑﻐﻴﺮ ﻣﺎ ﺍﺳﺘﺸﻬﺪ ﻣﻦ‬ ‫ﺭﺋﻴﺴﺔ ﺍﻟﺘﺤﺮﻳﺮ‬ ‫ﺍﻟﻌﺎﻣﻠﲔ ﻓﻲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﻋﻼﻣﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﻭﻛﺎﻥ ﺗﺄﺳﻴﺴﻪ ﻃﻔﺮﺓ‪،‬‬
‫ﻓﻠﺴﻨﺎ ﻋﻠﻰ ﺍﺳﺘﻌﺪﺍﺩ ﻟﻘﺒﻮﻝ ﻣﺒﺎﺩﺭﺍﺕ ﻓﺮﺩﻳﺔ ﺗﻌﻘﺪ ﻓﻲ‬ ‫ﺃﺟﻠﻪ ﺃﺻﺪﻗﺎﺋﻲ‪ ،‬ﻭﻣﻦ ﺍﻋﺘﻘﻞ ﻓﻲ ﺳﺒﻴﻠﻪ ﺃﺣﺒﺎﺋﻲ‪ ،‬ﻭﻣﻦ ﺿﺤﻴﺖ‬ ‫ﻭﻧﻘﻠﺔ ﻧﻮﻋﻴﺔ‪ ،‬ﺍﻧﺘﻘﻞ ﻓﻴﻪ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻣﻦ ﺣﺎﻟﺔ ﺍﻻﺳﺘﻬﻼﻙ ﺍﻹﻋﻼﻣﻲ‪ ،‬ﺇﻟﻰ‬
‫"ﺍﻷﻟﺐ"‪ ،‬ﺗﻜﻮﻥ ﻣﺨﺮﺟﺎﺗﻬﺎ ﻋﺒﺎﺭﺓ ﻋﻦ "ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﻓﻲ‬ ‫ﲟﺴﺘﻘﺒﻠﻲ ﻭﺃﺣﻼﻣﻲ‪ ،‬ﻭﺑﺎﳊﻴﺎﺓ ﺍﻟﺮﻏﺪﺓ ﺍﻟﺴﻬﻠﺔ ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ‬ ‫ﺃﻱ ﺟﻬﺔ ﺃﺟﻨﺒﻴﺔ ﻣﻦ ﺍﻟﻌﻤﻞ ﻣﺒﺎﺷﺮﺓ ﻣﻊ ﻣﻮﺍﻃﻨﻴﻬﺎ‪ ،‬ﻭﻣﻦ ﺇﻗﺎﻣﺔ ﻣﺸﺮﻭﻋﺎﺕ‬ ‫ﻣﺮﺣﻠﺔ ﺍﻹﻧﺘﺎﺝ ﻭﺍﻟﺘﺄﺛﻴﺮ‪ .‬ﻭﺧ ﹼﺮﺝ‪ ،‬ﻭﻟﻢ ﻳﺰﻝ‪ ،‬ﺟﻴﺸﺎ ﻣﻦ ﺍﻹﻋﻼﻣﻴﲔ ﺍﻟﺬﻳﻦ ﺃﺣﺪﺛﻮﺍ‬
‫ﻣﻠﺤﻖ ‪ ،"X‬ﻭﻛﺄﻧﻨﺎ ﻓﻲ ﻣﺴﻠﺴﻞ "‪."X Files‬‬ ‫ﻫﻤﻮﻡ ﺍﻟﺮﺑﺎﻁ ﻓﻲ ﻫﺬﻩ ﺍﻷﺭﺽ‪ ،‬ﻣﻦ ﺃﺟﻠﻪ‪.‬‬ ‫ﺧﺎﺻﺔ ﺑﻬﺎ؛ ﻓﻬﺬﺍ ﺍﻷﻣﺮ ﻳﻌﺘﺒﺮ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﺴﻴﺎﺩﻳﺔ‪ ،‬ﻭﻗﺪ ﻳﺸﻜﻞ ﺧﻄﻮﺭﺓ‬ ‫ﻧﻘﻠﺔ ﻧﻮﻋﻴﺔ ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻹﻋﻼﻡ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﲤﻜﻨﻪ ﻣﻦ ﺃﻥ ﻳﻨﻘﻞ ﺍﻟﻬﻢ‬
‫ﻭﻟﻔﺨﺎﻣﺔ ﺍﻟﺮﺋﻴﺲ؛‬ ‫ﻛﺒﻴﺮﺓ ﻋﻠﻰ ﺍﻟﻨﺴﻴﺞ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻮﻃﻨﻲ‪.‬‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﺃﻥ ﻳﻜﻮﻥ ﻟﺴﺎﻥ ﺍﳊﺎﻝ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬
‫ﺍﻟﻜﻼﻡ ﺣﻮﻝ ﺍﻟﻌﺎﻟﻢ ﻛﺜﻴﺮ‪ ،‬ﻭﺍﻹﺷﺎﻋﺎﺕ ﺃﻛﺜﺮ‪ ،‬ﻓﻤﺎ ﺑﺎﻟﻜﻢ‬ ‫ﺃﻣﺎ ﺍﻟﺪﻭﻝ ﺍﻷﻗﻞ ﺗﻄﻮﺭﺍ ﻭﺍﺣﺘﺮﺍﻣﺎ ﻟﺴﻴﺎﺩﺗﻬﺎ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﻀﻊ ﻗﻮﺍﻧﲔ ﺻﺎﺭﻣﺔ‪،‬‬ ‫ﻭﻻ ﻧﻨﺴﻰ ﺇﺳﻬﺎﻣﻪ ﻓﻲ ﺗﻄﻮﻳﺮ ﻣﻈﻠﺔ ﺍﻹﻋﻼﻡ ﺍﻟﻮﻃﻨﻲ‪ ،‬ﺍﻟﺬﻱ‪ ،‬ﻭﺑﻜﻞ‬
‫ﺃﻧﺖ ﺭﺋﻴﺲ ﻫﺬﺍ ﺍﻟﺸﻌﺐ‪ ،‬ﻛﻞ ﺍﻟﺸﻌﺐ؛ ﻓﻼ ﺗﻘﺒﻠﻮﺍ ﺃﻥ ﻳﺘﻢ‬ ‫ﺣﲔ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻜﻼﻡ ﻭﺗﻠﻚ ﺍﻹﺷﺎﻋﺎﺕ ﻓﻲ ﻓﻠﺴﻄﲔ‪ ،‬ﻭﺍﻟﺘﻲ‬ ‫ﺗﺄﻛﻴﺪ‪ ،‬ﻫﻮ ﻫﺪﻑ ﺍﳌﺸﺮﻭﻉ ﺍﳌﺬﻛﻮﺭ‪ .‬ﻭﻛﻠﻨﺎ ﺃﻣﻞ ﻓﻲ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ‪،‬‬
‫ﻭﺗﻔﺮﺽ ﺭﻗﺎﺑﺔ ﻋﺎﺭﻣﺔ‪ ،‬ﻋﻠﻰ ﻋﻤﻞ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻓﻲ ﺍﻟﻮﻃﻦ‪.‬‬
‫ﲢﻮﻳﻠﻜﻢ ﻟﺮﺋﻴﺲ ﺭﺍﻡ ﺍﷲ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻥ ﻏﺰﺓ ﺇﻗﻠﻴﻢ ﻣﺘﻤﺮﺩ‬ ‫ﳋﺼﻮﺻﻴﺔ ﺣﺎﻟﺘﻬﺎ ﺗﻌﺘﺒﺮ ﺍﻷﺧﺼﺐ ﻟﻨﻤﻮ ﻭﺗﻜﺎﺛﺮ ﺍﻹﺷﺎﻋﺔ‪ .‬ﺃﻣﺎ‬ ‫ﻭﻋﻨﺪﻣﺎ ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ ﺑﻘﻴﺎﻡ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﻭﺍﻷﺟﻨﺒﻴﺔ ﺑﺎﻻﺗﺼﺎﻝ‬ ‫ﻣﺜﻞ ﻏﻴﺮﻩ ﻣﻦ ﻣﺸﺎﺭﻳﻊ ﺍﳌﻌﻬﺪ ﺍﻟﺮﺍﺋﺪﺓ‪ ،‬ﺑﻮﺻﻠﺔ ﺗﻮﺟﻬﻨﺎ ﻧﺤﻮ ﺗﻄﻮﻳﺮ ﺃﺩﺍﺋﻨﺎ‬
‫ﻭﻣﻌﺎﺩ‪ .‬ﻏﺰﺓ ﻫﻲ ﺟﺰﺀ ﳑﺎ ﺗﺒﻘﻰ ﻣﻦ ﻓﻠﺴﻄﲔ‪ ،‬ﻭﺷﻌﺐ ﻏﺰﺓ‬ ‫ﻣﻮﺿﻮﻉ ﺍﳌﺆﲤﺮ ﻓﻲ ﺃﺣﺎﺩﻳﺚ ﺍﻟﻐﺰﻳﲔ ﻓﻠﻪ ﻃﻌﻢ ﺁﺧﺮ؛ ﺃﺣﺪﻫﻢ‬ ‫ﺍﳌﺒﺎﺷﺮ ﻣﻊ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﺩﻭﻥ ﺭﻗﺎﺑﺔ‪ ،‬ﻭﺩﻭﻥ ﻗﺎﻧﻮﻥ ﻳﻨﻈﻢ ﻫﺬﺍ ﺍﻻﺗﺼﺎﻝ‪،‬‬ ‫ﺍﻹﻋﻼﻣﻲ‪ ،‬ﻭﻗﺪﺭﺍﺗﻨﺎ ﻋﻠﻰ ﺍﻟﻌﻄﺎﺀ‪ ،‬ﻭﺍﻟﺮﻗﻲ ﺑﻜﺎﻓﺔ ﺷﺮﺍﺋﺢ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪،‬‬
‫ﻫﻮ ﻣﻦ ﺷﺎﺭﻙ ﺇﺧﻮﺗﻪ ﻓﻲ ﺃﻗﺎﻟﻴﻢ ﻓﻠﺴﻄﲔ "ﺍﳌﻄﻴﻌﺔ" ﺭﺣﻠﺔ‬ ‫ﻳﺘﻨﺒﺄ ﺑﺄﻥ ﺍﳌﺆﲤﺮ ﺳﻴﻌﻴﺪ ﺍﻟﻮﺣﺪﺓ ﻭﺍﳊﻮﺍﺭ‪ ،‬ﻭﺁﺧﺮ ﻳﻔﺘﻲ ﺑﺄﻥ ﺍﻟﺴﺒﺐ‬ ‫ﻓﺈﻥ ﺍﻷﻣﺮ ﻻ ﻳﻌﻮﺩ ﻗﺎﺑﻼ ﻟﻠﻐﻔﺮﺍﻥ‪.‬‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻹﻋﻼﻡ ﻛﻮﺳﻴﻠﺔ ﻣﻨﺎﺻﺮﺓ ﺭﺍﻗﻴﺔ‪.‬‬
‫ﺍﻟﻨﻀﺎﻝ‪ .‬ﻛﻞ ﻣﻦ ﻓﻲ ﻏﺰﺓ ﻳﻌﺘﺮﻑ ﻭﻳﻘﺮ‪ ،‬ﺑﻞ ﻭﻳﻨﺎﺩﻱ ﺑﺄﻫﻤﻴﺔ‬ ‫ﻭﻟﺬﻟﻚ ﻻ ﺑﺪ ﺃﻥ ﺗﻘﻮﻡ ﺍﻟﺴﻠﻄﺔ ﺍﻟﻮﻃﻨﻴﺔ؛ ﳑﺜﻠﺔ ﺑﻮﺯﺍﺭﺓ ﺍﳋﺎﺭﺟﻴﺔ ﺃﻭﻻ‪ ،‬ﻭﺑﻮﺯﺍﺭﺓ‬ ‫ﻭﻫﺬﺍ ﺍﻟﺘﻮﺟﻪ ﻧﺤﻮ ﺇﻋﻼﻡ ﺍﻟﻄﻔﻞ‪ ،‬ﻳﺜﻴﺮ ﻟﺪﻳﻨﺎ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﺴﺎﺅﻻﺕ؛ ﻓﺎﻷﻣﺮ‬
‫ﺍﻟﺮﺋﻴﺲ ﻟﻠﻤﺆﲤﺮ ﻫﻮ ﺇﺩﺧﺎﻝ ﻗﻮﺍﺕ ﺩﻭﻟﻴﺔ ﺇﻟﻰ ﻗﻄﺎﻉ ﻏﺰﺓ‪ .‬ﺃﻣﺎ‬ ‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﺗﺎﻟﻴﺎ‪ ،‬ﺑﺪﻭﺭﻫﺎ ﺍﻷﺳﺎﺳﻲ ﺍﳌﻄﻠﻮﺏ ﻓﻲ ﺍﳊﺪ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﺠﺎﻭﺯﺍﺕ‬ ‫ﻫﻨﺎ ﻻ ﻳﺘﻌﻠﻖ ﺑﻮﺿﻊ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﻣﺨﻄﻄﺎﺕ ﻟﺘﻌﺰﻳﺰ ﻗﺪﺭﺍﺗﻨﺎ ﻋﻠﻰ ﺇﻧﺘﺎﺝ‬
‫ﺭﺋﺎﺳﺘﻜﻢ ﻟﻠﺴﻠﻄﺔ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻓﻼ ﺗﻘﺒﻠﻮﺍ ﻳﺎ ﻓﺨﺎﻣﺔ ﺍﻟﺮﺋﻴﺲ‬ ‫ﺑﺎﺋﻌﺔ ﺍﻟﺒﻘﺪﻭﻧﺲ ﻓﻲ ﺳﻮﻕ ﺍﳌﻌﺴﻜﺮ ﻓﺘﺠﺰﻡ ﺑﺄﻥ ﺍﳌﺆﲤﺮ ﻣﻌﺪ‬ ‫ﺇﻋﻼﻡ ﻣﺘﻤﻴﺰ ﺧﺎﺹ ﺑﺎﻟﻄﻔﻞ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﻻ ﺑﻌﻘﺪ ﺗﺪﺭﻳﺒﺎﺕ ﻟﻺﻋﻼﻣﻴﲔ ﻣﻦ‬
‫ﺍﳋﻄﻴﺮﺓ‪ ،‬ﻋﻠﻰ ﺃﻣﻮﺭ ﺗﻌﺘﺒﺮ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﺴﻴﺎﺩﻳﺔ ﻟﻠﺪﻭﻟﺔ‪ ،‬ﻭﺃﻥ ﺗﺘﻮﻗﻒ ﻋﻦ‬
‫ﺃﻥ ﹸﲡﻠﺪ ﻏﺰﺓ ﺑﺬﻧﺐ ﻟﻢ ﻳﻘﺘﺮﻓﻪ ﺃﺑﻨﺎﺅﻫﺎ‪.‬‬ ‫ﻟﻀﺮﺏ ﺳﻮﺭﻳﺎ ﻭﺇﻳﺮﺍﻥ! ﺗﺮﻯ ﺃﻱ ﻣﻨﻬﻢ ﻫﻮ ﻣﻦ ﺳﻴﺤﺎﻟﻔﻪ ﺍﳊﻆ‬ ‫ﺍﻟﺘﻐﺎﺿﻲ ﻋﻦ ﻫﺬﻩ ﺍﻟﺘﺠﺎﻭﺯﺍﺕ‪ .‬ﻭﻧﻘﺺ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﺃﺟﻞ ﺑﻨﺎﺀ ﻗﺪﺭﺍﺗﻬﻢ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺇﻋﻼﻡ ﻣﻜﺘﻮﺏ ﺃﻭ ﻣﺮﺋﻲ‪ ،‬ﺃﻭ ﻣﺴﻤﻮﻉ‪ ،‬ﻗﺎﺩﺭ ﻋﻠﻰ‬
‫ﻭﺃﻋﻮﺩ ﳌﻤﺜﻠﻲ ﻓﻠﺴﻄﲔ ﻓﻲ ﺍﳌﺆﲤﺮ "ﺍﻟﻠﻲ ﻣﺎ ﺣﺪﺵ‬ ‫ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﻓﺰﻭﺭﺓ ﺭﻣﻀﺎﻥ‪" :‬ﳌﺎﺫﺍ ﺳﻴﻌﻘﺪ ﻣﺆﲤﺮ ﺍﳋﺮﻳﻒ"؟!‬ ‫ﻋﻠﻰ ﺍﳌﺎﻧﺢ‪ ،‬ﻟﻴﺲ ﺫﺭﻳﻌﺔ ﺗﺒﺮﺭ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﻀﻮﺍﺑﻂ ﻭﺍﳌﻌﺎﻳﻴﺮ ﺍﳋﺎﺻﺔ ﺑﺎﺗﺼﺎﻝ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻟﻄﻔﻞ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻭﺍﺣﺘﻴﺎﺟﺎﺗﻪ‪ .‬ﻭﺇﳕﺎ ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ ﺑﺎﻟﺘﺪﺧﻞ‬
‫ﻓﻴﻬﻢ ﻋﺎﺭﻑ ﻟﻴﺶ ﺟﺎﻱ"! ﺇﻥ ﻛﺎﻥ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ‬ ‫ﺍﻻﻗﺘﺮﺍﺡ ﺍﻷﺧﻴﺮ ﻫﻮ ﺃﻥ ﻳﺘﻢ ﻋﺮﺽ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻋﻠﻰ ﺍﻟﻘﻨﻮﺍﺕ‬ ‫ﺍﻷﺟﻨﺒﻲ ﻣﺒﺎﺷﺮﺓ ﻣﻊ ﺷﺮﺍﺋﺢ ﺍ‪‬ﺘﻤﻊ ﺍ‪‬ﺘﻠﻔﺔ‪.‬‬ ‫ﺍﳌﺒﺎﺷﺮ ﻣﻦ ﻗﺒﻞ ﺍﳌﻌﻬﺪ ﻧﺤﻮ ﺍﻟﻄﻔﻞ؛ ﶈﻮ ﺃﻣﻴﺘﻪ ﺍﻹﻋﻼﻣﻴﺔ‪ ...‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺜﻴﺮ‬
‫ﻣﻜﺎﺳﺐ ﺇﻗﻠﻴﻤﻴﺔ ﻷﻭﻟﺌﻚ ﺍﻟﻼﻋﺒﲔ ﲟﺼﻴﺮ ﺍﻟﺸﻌﻮﺏ ﻓﻲ‬ ‫ﻧﺤﻦ ﻧﻌﺘﻘﺪ ﺑﺄﻥ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﺣﺴﺎﺳﺔ ﺟﺪﺍ‪ ،‬ﻭﻟﻬﺎ ﺃﺑﻌﺎﺩ ﺧﻄﻴﺮﺓ‪،‬‬ ‫ﻛﺜﻴﺮﺍ ﻣﻦ ﻋﻼﻣﺎﺕ ﺍﻻﺳﺘﻔﻬﺎﻡ ﻭﺍﻟﺘﻌﺠﺐ‪.‬‬
‫ﺍﻟﻔﻀﺎﺋﻴﺔ ﻓﻲ ﺇﻃﺎﺭ ﻣﺴﺎﺑﻘﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺗﺼﺎﻝ ﺑﺮﻗﻢ ‪-١٩٤٨‬‬ ‫ﻭﺗﺴﺘﺤﻖ ﺃﻥ ﺗﻔﺘﺢ ﻣﻠﻔﺎﺗﻬﺎ ﻟﻠﺒﺤﺚ ﻭﺍﻟﺘﻤﺤﻴﺺ‪ ،‬ﻭﻋﻠﻰ ﺃﻭﺳﻊ ﺃﺑﻮﺍﺑﻬﺎ‪.‬‬ ‫ﻓﻬﻞ ﺍﻧﺘﻬﻰ ﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺮﻛﺰ‪ ،‬ﲟﺎ ﻧﻜﻨﹼﻪ ﻟﻬﻢ ﻣﻦ ﺍﺣﺘﺮﺍﻡ ﻭﺍﻓﺮ‪،‬‬
‫ﺍﻟﻌﺮﺍﻕ ﻭﻓﻠﺴﻄﲔ ﻭﻟﺒﻨﺎﻥ‪ ،‬ﻓﺎﻻﻧﺴﺤﺎﺏ ﺃﺷﺮﻑ ﺃﻟﻒ ﻣﺮﺓ ﻣﻦ‬ ‫‪ ،١٩٦٧‬ﻣﻦ ﺃﻱ ﻫﺎﺗﻒ ﺃﺭﺿﻲ ﺃﻭ ﺟﻮﺍﻝ‪ ،‬ﻭﺍﻟﻔﺎﺋﺰ ﻳﺤﺼﻞ ﻋﻠﻰ‬ ‫ﻣﻦ ﻭﺿﻊ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻟﺒﻨﺎﺀ ﺇﻋﻼﻡ ﻓﻠﺴﻄﻴﻨﻲ ﻣﺘﻄﻮﺭ ﻭﻣﻨﺎﻓﺲ؟ ﻭﻫﻞ‬
‫ﻭﺑﺘﻮﺯﻳﻊ ﺍﻷﺩﻭﺍﺭ ﺑﺸﻜﻞ ﺗﻜﺎﻣﻠﻲ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻧﻐﻠﻖ ﺍﻟﺒﺎﺏ ﺃﻣﺎﻡ‬
‫ﺃﻥ ﳕﺴﻲ ﺷﻬﻮﺩ ﺯﻭﺭ ﻓﻲ ﻗﻀﻴﺔ ﻟﻴﺴﺖ ﻟﻨﺎ‪.‬‬ ‫ﺟﺎﺋﺰﺓ ﺗﺘﺮﺍﻭﺡ ﺑﲔ ‪ ٢٤٢‬ﻭ‪ ٣٣٨‬ﺩﻭﻻﺭﺍ ﺃﻣﺮﻳﻜﻴﺎ ﻓﻘﻂ ﻻ ﻏﻴﺮ‪ ،‬ﻋﻠﻰ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻛﺜﻴﺮ ﻣﻦ ﺃﺟﻨﺪﺍﺗﻬﺎ ﺍﻟﺘﻲ ﻻ ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﺍﳌﺸﺮﻭﻉ‬ ‫ﺃﺧﺬ ﺩﻭﺭﻩ ﺍﳊﻘﻴﻘﻲ ﻛﻤﺆﺳﺴﺔ ﺃﻛﺎﺩﳝﻴﺔ ﺇﻋﻼﻣﻴﺔ؛ ﻭﻗﺎﻡ ﺑﺄﺑﺤﺎﺙ ﻭﺩﺭﺍﺳﺎﺕ‬
‫ﻭﺃﻛﺮﺭﻫﺎ‪ ،‬ﺳﺌﻤﻨﺎ ﺃﻥ ﻧﻜﻮﻥ ﺍﻟﻜﺮﺓ‪ ،‬ﺍﺟﻌﻠﻮﻧﺎ ﻧﺼﺒﺢ ﺍﻟﻼﻋﺐ‬ ‫ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺍﳌﺆﲤﺮ ﺳﻴﻌﻘﺪ ﻓﻲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻻﻣﺮﻳﻜﻴﺔ!‬ ‫ﺍﻟﻮﻃﻨﻲ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ...‬ﻭﺍﻷﻫﻢ؛ ﻧﻌﺰﺯ ﺍﻟﺜﻘﺔ ﲟﺆﺳﺴﺎﺗﻨﺎ‪ ،‬ﻭﻧﺰﻳﺪ ﺇﻗﺒﺎﻝ‬ ‫ﺫﺍﺕ ﺃﺛﺮ ﻭﺩﻻﻟﺔ ﻋﻠﻰ ﺣﺎﻟﺔ ﺍﻹﻋﻼﻡ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻭﻭﺍﻗﻌﻪ‪ ،‬ﻭﺑﻨﻰ ﻋﻠﻴﻬﺎ ﺧﻄﻄﺎ‬
‫ﳌﺮﺓ ﻭﺍﺣﺪﺓ‪ ...‬ﺃﻭ ﺍﳌﺘﻔﺮﺝ‪ ...‬ﻋﻠﻰ ﺃﻗﻞ ﺗﻘﺪﻳﺮ‪.‬‬ ‫ﺍﻵﻥ ﺃﻭﺩ ﺃﻥ ﺃﻭﺟﻪ ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﺴﻴﺪﺍﺕ ﻭﺍﻟﺴﺎﺩﺓ‪ ،‬ﳑﺜﻠﻲ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻋﻠﻰ ﺃﻧﺸﻄﺘﻬﺎ؛ ﺩﻭﻥ ﺃﻥ ﻧﻌﺮﺿﻪ ﻟﻠﺤﻴﺮﺓ ﺍﻟﻨﺎﺟﻤﺔ ﻋﻦ ﺗﻀﺎﺭﺏ‬ ‫ﺃﻛﺎﺩﳝﻴﺔ‪ ،‬ﻟﻴﺘﻐﻠﺐ ﺇﻋﻼﻣﻨﺎ ﻋﻠﻰ ﻛﺎﻓﺔ ﺍﳌﻨﻐﺼﺎﺕ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻬﻪ؟‬
‫ﻭﺃﺧﻴﺮﺍ؛ ﻣﺎ ﺳﻴﻨﺘﺞ ﻋﻦ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﺍﻟﻌﻈﻴﻢ‪ ،‬ﺩﻋﻮﻧﺎ ﻧﻔﻜﺮ‬ ‫ﺍﳌﺼﺎﻟﺢ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﺪﻓﻊ ﺑﻐﺎﻟﺒﻴﺔ ﺍﻟﺸﻌﺐ ﺇﻟﻰ ﺍﻻﺑﺘﻌﺎﺩ‬ ‫ﻭﺭﲟﺎ ﻳﺤﻖ ﻟﻨﺎ ﺃﻥ ﻧﺘﺴﺎﺀﻝ‪ :‬ﻫﻞ ﺗﻨﻔﻴﺬ ﻣﺜﻞ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﻫﻮ ﻓﻌﻼ ﻣﻦ‬
‫ﻓﻠﺴﻄﲔ ﻓﻲ ﺍﳌﻔﺎﻭﺿﺎﺕ ﺍﻟﺘﻲ ﺃﻃﻠﻘﻬﺎ ﺍﳌﺆﲤﺮ؛‬ ‫ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻻﻗﺘﺮﺍﺏ ﺃﻛﺜﺮ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺍﺧﺘﺼﺎﺹ ﻣﻌﻬﺪ ﺍﻹﻋﻼﻡ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ؟ ﻭﻣﺎ ﺍﻟﺬﻱ ﻳﺤﺪﺩ ﺍﻹﺟﺎﺑﺔ؟‬
‫ﻓﻲ ﺍﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ ﻗﺒﻞ ﺗﺨﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‪:‬‬ ‫ﺃﺗﻮﺳﻞ ﺇﻟﻴﻜﻢ ﺃﻥ ﺗﺘﺬﻛﺮﻭﺍ ﻓﻠﺴﻄﲔ‪ ،‬ﻑ ﻝ ﺱ ﻁ ﻱ ﻥ؛‬ ‫ﻫﻞ ﻫﻨﺎﻟﻚ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﻃﻨﻴﺔ ﺗﻜﺎﻣﻠﻴﺔ ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺑﻜﺎﻓﺔ‬
‫‪-‬ﺍﳊﺰﺏ ﺍﳉﻤﻬﻮﺭﻱ ﺍﻷﻣﺮﻳﻜﻲ ﻓﻲ ﺁﺧﺮ ﺃﻳﺎﻣﻪ ﻗﺒﻞ ﺍﻧﺘﺨﺎﺑﺎﺕ‬ ‫ﻓﻔﻠﺴﻄﲔ ﻟﻴﺴﺖ ﺭﺍﻡ ﺍﷲ ﻳﺎ ﺳﺎﺩﺗﻲ‪ ،‬ﻓﻠﺴﻄﲔ ﻟﻴﺴﺖ ﻏﺰﺓ‬ ‫ﺗﺼﻨﻴﻔﺎﺗﻬﺎ ﻭﻣﺴﻤﻴﺎﺗﻬﺎ؟‬
‫ﺍﻟﺮﺋﺎﺳﺔ ﺍﳌﻘﺒﻠﺔ ﺑﺪﺍﻳﺔ ﺍﻟﻌﺎﻡ ﺍﻟﻘﺎﺩﻡ‪.‬‬ ‫ﻳﺎ ﻗﺎﺩﺓ ﻫﺬﺍ ﺍﻟﺸﻌﺐ ﺍﻟﺒﺮﻱﺀ‪ ،‬ﻓﻠﺴﻄﲔ ﻫﻲ ﺍﻟﻘﺪﺱ‪ ،‬ﻓﻠﺴﻄﲔ‬ ‫√‪q�_« s� WÐu−Ž‬‬ ‫ﻟﻢ ﻧﻜﻦ ﻓﻲ ﺃﻱ ﻳﻮﻡ ﻣﻦ ﺍﻷﻳﺎﻡ ﺿﺪ ﺃﻱ ﻣﺸﺮﻭﻉ ﳝﻜﻦ ﺃﻥ ﻳﻔﻴﺪ ﺃﻱ ﺷﺮﻳﺤﺔ ﻣﻦ‬
‫‪-‬ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﻏﺮﻗﺖ ﻓﻲ ﺍﻟﻌﺮﺍﻕ ﲟﺴﺘﻨﻘﻊ ﺃﺷﺪ ﺇﻳﻼﻣﺎ‬ ‫ﻫﻲ ﺍﻷﻗﺼﻰ ﻭﺍﻟﻘﻴﺎﻣﺔ‪ ،‬ﻓﻠﺴﻄﲔ ﺍﻟﺘﺎﺭﻳﺨﻴﺔ ﻫﻲ ﺣﻴﻔﺎ ﻭﻳﺎﻓﺎ‪،‬‬ ‫ﺷﺮﺍﺋﺢ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻔﺘﻲ‪ .‬ﻭﻟﻜﻦ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺪﺭﺱ ﺗﺨﺼﺺ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻟﺘﺘﻜﺎﻣﻞ‬
‫ﻛﻢ ﳝﺮ ﻓﻲ ﺣﻴﺎﺓ ﺍﳌﺮﺀ ﺃﺷﺨﺎﺹ ﻳﺘﺮﻛﻮﻥ ﻋﻠﻰ ﻧﻔﺴﻪ ﺑﺼﻤﺔ‪ ،‬ﻭﺃﺛﺮﺍ ﻻ‬
‫ﻣﻦ ﻣﺴﺘﻨﻘﻊ ﻓﻴﺘﻨﺎﻡ‪.‬‬ ‫ﺃﺩﻭﺍﺭﻫﺎ؛ ﻓﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ؛ ﺃﻫﻠﻴﺔ‪ ،‬ﻭﺣﻜﻮﻣﻴﺔ‪ ،‬ﻭﻗﻄﺎﻋﺎ‬
‫ﻭﻗﻄﺮﺓ؛ ﻗﺮﻳﺘﻲ ﺍﻟﺼﻐﻴﺮﺓ ﺍﻟﻘﺎﺑﻌﺔ ﺩﺍﺧﻞ ﺍﳋﻂ ﺍﻷﺧﻀﺮ‪.‬‬ ‫ﳝﺤﻰ!‬ ‫ﺧﺎﺻﺎ‪ ،‬ﻣﻄﺎﻟﺒﺔ ﺑﻮﺿﻊ ﺧﻄﺔ ﺷﻤﻮﻟﻴﺔ‪ ،‬ﻳﺘﻢ ﺧﻼﻟﻬﺎ ﺗﻮﺿﻴﺢ ﺗﺨﺼﺼﺎﺕ ﻛﻞ‬
‫ﻋﲔ ﻭﺯﻳﺮﺍ ﺟﺪﻳﺪﺍ "ﻟﻠﻌﺪﻝ ﺍﻷﻣﺮﻳﻜﻲ"‬ ‫‪-‬ﺍﻟﺮﺋﻴﺲ ﺑﻮﺵ ﹼ‬ ‫ﻭﺍﺟﺐ ﻋﻠﻴﻜﻢ ﺃﻥ ﺗﺘﺬﻛﺮﻭﺍ ﻣﺎﺫﺍ ﺣﻞ ﺑﻘﻀﻴﺘﻨﺎ ﻗﺒﻞ ﻫﺬﺍ‬ ‫ﻭﻛﻢ ﻳﻜﻮﻥ ﺗﺄﺛﻴﺮﻩ ﺭﺍﺋﻌﺎ ﻭﻛﺒﻴﺮﺍ ﻭﺩﺍﺋﻤﺎ‪ ،‬ﺣﲔ ﻳﻜﻮﻥ ﻣﻦ ﻳﺆﺛﺮ ﻓﻴﻨﺎ ﻫﻮ‬ ‫ﻣﻨﻬﺎ‪ ،‬ﺑﺤﻴﺚ ﺗﺘﻜﺎﻣﻞ ﺃﻧﺸﻄﺘﻬﺎ ﻭﻻ ﺗﺘﻨﺎﻓﺲ‪.‬‬
‫ﻣﻦ ﺃﺻﻮﻝ ﻳﻬﻮﺩﻳﺔ ﺃﺭﺛﻮﺫﻭﻛﺴﻴﺔ‪ ،‬ﺑﺪﻻ ﻣﻦ ﻭﺯﻳﺮ ﺃﻗﺮ ﺗﻌﺬﻳﺐ‬ ‫ﺍﳌﺆﲤﺮ؛ ﻟﻘﺪ ﻗﺘﻠﻨﺎ ﺃﻧﻔﺴﻨﺎ ﻳﺎ ﺳﺎﺩﺓ ﻳﺎ ﻛﺮﺍﻡ‪ ،‬ﺍﻷﺥ ﺍﻏﺘﺎﻝ ﺷﻘﻴﻘﻪ‬ ‫ﺍﳌﻌﻠﻢ!‬ ‫ﻭﻟﻸﺳﻒ‪ ،‬ﺣﺘﻰ ﺍﻵﻥ ﻻ ﳒﺪ ﺩﺭﺍﺳﺔ ﻭﺍﺣﺪﺓ ﺣﻮﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻛﻤﺎ ﻻ‬
‫ﻣﻌﺘﻘﻠﻲ ﺍﻹﺭﻫﺎﺏ!‬ ‫ﻳﺎ ﺃﺑﻨﺎﺀ ﺍﻟﻌﺮﻭﺑﺔ‪ ،‬ﻭﺍﻷﻡ ﺩﻓﻨﺖ ﻓﻠﺬﺓ ﻛﺒﺪﻫﺎ ﺍﻟﻴﻤﻨﻰ ﺍﳌﻐﺪﻭﺭ ﺑﻔﻠﺬﺓ‬ ‫ﻭﻣﻊ ﻋﻠﻤﻨﺎ ﺑﺄﻥ ﺍﳌﻌﻠﻢ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺷﺪﻳﺪ ﺍﻹﺧﻼﺹ ﻓﻲ ﻋﻤﻠﻪ‪ ،‬ﺭﻏﻢ ﻣﺎ‬ ‫ﻳﻮﺟﺪ ﻓﻬﻢ ﻛﺎﻑ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺄﻧﻮﺍﻋﻬﺎ؛ ﻟﻨﺠﺪ ﺍﳌﺆﺳﺴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫‪-‬ﺍﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ ﻳﺼﺎﺭﻉ ﻣﻦ ﺃﺟﻞ ﺍﻻﺳﺘﻘﺮﺍﺭ‪.‬‬ ‫ﻳﻌﻴﺶ ﻓﻴﻪ ﻣﻦ ﻇﺮﻭﻑ ﻋﺼﻴﺒﺔ‪ ،‬ﺳﻮﺍﺀ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳌﻬﻨﺔ‪ ،‬ﺃﻭ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬ ‫ﺗﻨﺎﻓﺲ ﺍﻟﻘﻄﺎﻋﲔ ﺍﻷﻫﻠﻲ ﻭﺍﳋﺎﺹ ﻓﻲ ﻣﺠﺎﻝ ﺗﺨﺼﺼﺎﺗﻬﻤﺎ‪ ،‬ﻓﻲ ﺣﲔ ﺃﻥ ﺍﻟﺪﻭﺭ‬
‫ﻛﺒﺪﻫﺎ ﺍﻟﻴﺴﺮﻯ‪ ،‬ﻭﺃﻣﺴﻰ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺧﺠﻼ ﻣﻦ ﺟﻮﺍﺯ ﺳﻔﺮﻩ‪.‬‬ ‫ﺍﻟﺮﺍﺗﺐ ﻭﺍﻟﺪﺧﻞ ﺍﳌﺘﺪﻧﻴﲔ‪ ،‬ﺇﻻ ﺃﻥ ﺑﻌﻀﻬﻢ ﺃﻛﺜﺮ ﲤﻴﺰﺍ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻛﺜﻴﺮ‬
‫‪-‬ﺑﺮﻣﻴﻞ ﺍﻟﻨﻔﻂ ﺍﻟﺬﻱ ﻳﺘﺤﻜﻢ ﻓﻲ ﻣﺼﻴﺮﻩ "ﺷﺎﻓﻴﺰ" ﻓﻲ‬ ‫ﺍﳊﻘﻴﻘﻲ ﻟﻬﺎ ﻳﺘﻤﺜﻞ ﻓﻲ ﺩﺭﺍﺳﺔ ﺗﻄﻮﻳﺮ ﺇﻣﻜﺎﻧﻴﺎﺗﻬﺎ ﻭﺭﻓﻊ ﺷﺄﻧﻬﺎ ﻭﺍﻹﺷﺮﺍﻑ‬
‫ﹸﻌﻤﺪ‪،‬‬
‫ﺷﺒﺎﺑﻨﺎ ﹸﻫ ﹼﺠﺮ ﺑﺴﺒﺒﻜﻢ ﻳﺎ ﻗﺎﺩﺓ‪ ،‬ﻭﺃﺣﻼﻣﻨﺎ ﺍﻏﺘﻴﻠﺖ ﻗﺒﻞ ﺃﻥ ﺗ ﹼ‬ ‫ﻣﻨﻬﻢ ﻛﺬﻟﻚ‪ ،‬ﺣﲔ ﻻ ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ ﺑﺄﺩﺍﺀ ﺍﻟﻮﺍﺟﺐ ﺍﳌﻬﻨﻲ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻳﺘﻌﺪﺍﻩ‬ ‫ﻋﻠﻴﻬﺎ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺩﺧﻠﺖ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻣﻦ ﺍﻟﺘﻨﺎﻓﺲ‪.‬‬
‫ﻓﻨﺰﻭﻳﻼ ﺳﻴﻀﺤﻲ ﻣﺴﺘﺤﻴﻼ ﻋﻠﻰ ﺍﻟﻜﺒﺎﺭ‪.‬‬ ‫ﻭﻣﺴﺘﻘﺒﻠﻨﺎ ﺿﺎﺋﻊ ﺑﲔ ﻟﻌﺒﺔ ﺍﻟﻜﺮﺍﺳﻲ ﺍﳌﻤﻠﺔ ﺍﻟﺘﻲ ﺗﻠﻌﺒﻮﻥ‪.‬‬ ‫ﺇﻟﻰ ﺃﻥ ﺗﺼﺒﺢ ﻣﻬﻤﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻲ ﺍﻟﻌﺸﻖ ﺍﻷﺑﺪﻱ ﻟﻬﺬﺍ ﺍﻟﺸﺨﺺ‪.‬‬ ‫ﺇﻥ ﻟﻠﻤﻨﺎﻓﺴﺔ ﻣﻔﻬﻮﻣﺎ ﻣﺨﺘﻠﻔﺎ؛ ﻓﻬﻮ ﻳﻜﻮﻥ ﻓﻲ ﻣﺪﻯ ﳒﺎﺡ ﺍﳌﺸﺎﺭﻳﻊ ﻓﻲ‬
‫‪-‬ﺃﻭﺭﻭﺑﺎ ﺳﺌﻤﺖ ﺩﻓﻊ ﺛﻤﻦ ﻏﺒﺎﺀ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﻫﻲ‬ ‫ﺑﻴﻨﻤﺎ ﻧﺤﻦ ﻓﻲ ﺻﺮﺍﻉ ﺍﻟﺒﻘﺎﺀ‪ ،‬ﻭﺍﻟﺒﻘﺎﺀ ﻫﻨﺎ ﻓﻲ ﻓﻠﺴﻄﲔ ﻻ ﻳﻌﻨﻲ‬ ‫ﺍﳌﻌﻠﻤﺔ ﺍﻟﺘﻲ ﺗﺮﻛﺖ ﺃﺛﺮﺍ ﻛﺒﻴﺮﺍ ﻓﻲ ﻧﻔﺴﻲ ﻫﻲ ﺳﻮﺯﻱ ﻋﻄﺎ ﺍﷲ؛ ﻣﻦ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﻣﻦ ﻧﻔﺲ ﺍﻟﺘﺼﻨﻴﻒ؛ ﻛﺄﻥ ﺗﺘﻨﺎﻓﺲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻓﻴﻤﺎ‬
‫ﻓﻲ ﻃﺮﻳﻘﻬﺎ ﻟﻠﺘﺤﻠﻞ ﻣﻦ ﺍﻟﺘﺒﻌﻴﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻋﺎﺟﻼ ﺃﻡ ﺁﺟﻼ‪،‬‬ ‫ﺻﺮﺍﻉ ﺍﳉﻮﻉ‪ ،‬ﺑﻞ ﻫﻮ ﺻﺮﺍﻉ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻣﻞ ﺍﳊﻴﺎﺓ ﺍﳌﻔﻘﻮﺩ‪.‬‬ ‫ﻣﺪﺭﺳﺔ ﻣﺎﺭ ﻳﻮﺳﻒ ﺑﺒﻴﺖ ﳊﻢ‪.‬‬ ‫ﺑﻴﻨﻬﺎ ﻟﻠﺨﺮﻭﺝ ﺑﺒﺮﺍﻣﺞ‪ ،‬ﻭﺗﺨﺮﻳﺞ ﻛﻮﺍﺩﺭ ﺃﻛﺜﺮ ﻛﻔﺎﺀﺓ‪ ،‬ﻭﺗﻨﺎﻓﺲ ﺍﳌﺆﺳﺴﺎﺕ ﻏﻴﺮ‬
‫ﻭﻟﺪﻳﻬﺎ ﻣﺎ ﻫﻮ ﺃﻫﻢ ﻣﻦ ﺗﺼﺤﻴﺢ ﺃﺧﻄﺎﺀ ﻣﻦ ﻻ ﻳﻌﺮﻑ ﺍﻟﻔﺮﻕ ﻓﻲ‬ ‫ﺃﻳﻬﺎ ﺍﻟﺮﺍﻛﻀﻮﻥ ﻋﻠﻰ ﺑﻮﺍﺑﺎﺕ ﺍﳌﺆﲤﺮ؛‬ ‫ﻓﻬﺬﻩ ﺍﻟﻘﺪﻳﺴﺔ ﻓﻲ ﻣﻬﻨﺘﻬﺎ‪ ،‬ﺗﺘﻔﲍ ﻓﻲ ﺃﺩﺍﺀ ﻋﻤﻠﻬﺎ‪ ،‬ﻟﻴﺲ ﻹﻳﺼﺎﻝ‬ ‫ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻭﺍﳌﺮﺧﺼﺔ ﻟﻠﻌﻤﻞ ﻓﻲ ﻣﺠﺎﻝ ﻣﻌﲔ‪ ،‬ﻋﻠﻰ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﻲ ﺗﻬﺪﻑ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺑﲔ ﺃﺳﺘﺮﺍﻟﻴﺎ ﻭﺍﻟﻨﻤﺴﺎ؛ "‪."Australia – Austria‬‬ ‫ﺍﳌﻌﻠﻮﻣﺔ ﻟﻄﺎﻟﺒﺎﺗﻬﺎ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻟﺮﺳﻢ ﺃﺳﻠﻮﺏ ﺣﻴﺎﺓ ﺭﺍﺋﻊ ﻟﻬﻦ‪ .‬ﻭﻫﻲ‬ ‫ﻟﻠﻨﻬﻮﺽ ﺑﺎﻟﻔﺌﺔ ﺍﳌﺴﺘﻬﺪﻓﺔ؛ ﻛﺘﻨﺎﻓﺲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺸﺒﺎﺑﻴﺔ ﻣﺜﻼ‪.‬‬
‫ﻟﻘﺪ ﺗﺮﻛﺘﻢ ﺧﻠﻔﻜﻢ ﻣﻠﻴﻮﻧﺎ ﻭﻧﺼﻒ ﺍﳌﻠﻴﻮﻥ ﻓﻠﺴﻄﻴﻨﻲ‬ ‫ﻭﻟﻜﻦ ﻣﺎ ﻧﺸﻬﺪﻩ ﺣﺎﻟﻴﺎ ﻣﻦ ﻣﻨﺎﻓﺴﺔ ﺗﺘﺠﺎﻭﺯ ﺍﳌﺄﻟﻮﻑ ﻭﺍﻟﻄﺒﻴﻌﻲ‪ ،‬ﺇﳕﺎ ﻫﻲ‬
‫‪-‬ﻫﻨﺎﻙ ﺗﻌﺎﻇﻢﻟﻠﻬﻼﻝﺍﻟﺸﻴﻌﻲﺣﻮﻝﺍﻟﺴﻨﺔﺍﳌﺴﻠﻤﺔﻓﻲﺷﺒﻪ‬ ‫ﻟﻴﺴﺖ ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻟﻌﻤﻞ؛ ﻓﻘﺪ ﻓﺘﺢ ﻓﻲ ﻭﺟﻬﻬﺎ ﻛﻞ ﺍﻟﻔﺮﺹ ﻣﻦ ﺃﺟﻞ‬
‫ﻓﻲ ﻏﺰﺓ‪ ،‬ﻳﻌﻴﺸﻮﻥ ﺃﺣﻠﻚ ﺃﻳﺎﻡ ﻓﻲ ﺗﺎﺭﻳﺦ ﺍﻟﺜﻮﺭﺓ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪.‬‬ ‫ﺍﺣﺘﻼﻝ ﻣﻨﺎﺻﺐ ﻋﻠﻴﺎ‪ ،‬ﺃﻭ ﻟﻌﻤﻞ ﺃﻛﺜﺮ ﺩﺧﻼ‪ .‬ﻟﻜﻦ ﻫﺬﻩ ﺍﳌﺮﺃﺓ ﺗﻌﺸﻖ ﺍﻟﺘﻌﻠﻴﻢ؛‬ ‫ﻧﺎﺟﻤﺔ ﻋﻦ ﻋﺪﻡ ﻣﻌﺮﻓﺔ ﺣﺪﻭﺩ ﻛﻞ ﻣﺆﺳﺴﺔ‪ ،‬ﺃﻭ ﻣﻨﻈﻮﻣﺔ ﻣﺆﺳﺴﺎﺕ‪ .‬ﻭﻟﺬﺍ‬
‫ﺍﳉﺰﻳﺮﺓ‪ ،‬ﻭﺃﻣﺮﻳﻜﺎ ﻻ ﺗﻌﺮﻑ ﻟﻨﻔﺴﻬﺎ ﻣﺨﺮﺟﺎ ﻣﻦ ﺧﻄﻮﺍﺗﻬﺎ "ﺍﻟﻬﺒﻠﺔ"‬ ‫ﻭﺇﻳﺎﻛﻢ ﺃﻥ ﺗﺴﺄﻟﻮﺍ ﻋﻦ ﺳﺒﺐ ﻣﺎ ﻭﺻﻠﻨﺎ ﺇﻟﻴﻪ ﻓﻲ ﻏﺰﺓ؛ ﻓﻠﺴﺖ‬ ‫ﻓﺈﻧﻨﺎ ﻧﺤﺘﺎﺝ ﺇﻟﻰ "ﺗﺮﺗﻴﺐ ﺑﻴﺘﻨﺎ ﺍﳌﺆﺳﺴﺎﺗﻲ ﺍﻟﺪﺍﺧﻠﻲ"؛ ﻟﺘﻌﺮﻑ ﻛﻞ ﻣﺆﺳﺴﺔ‪،‬‬
‫ﻷﻧﻪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻬﺎ ﺃﺳﻠﻮﺏ ﺣﻴﺎﺓ‪ ،‬ﻭﻧﻈﺎﻡ ﻣﺘﻜﺎﻣﻞ ﻳﺮﺑﻂ ﺍﻹﻧﺴﺎﻧﻲ ﺑﺎﻟﻌﻘﻠﻲ‪،‬‬
‫ﺍﻟﺘﻲ ﺳﻠﻤﺖ ﲟﻮﺟﺒﻬﺎ ﺍﻟﻌﺮﺍﻕ ﺇﻟﻰ ﺍﳊﻀﻦ ﺍﻟﺸﻴﻌﻲ ﺍﻹﻳﺮﺍﻧﻲ‪.‬‬ ‫ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﺍﻹﺟﺎﺑﺔ‪ ،‬ﺑﻞ ﺃﻧﺘﻢ ﻣﻦ ﻳﺠﺐ ﺃﻥ ﻳﺠﻴﺐ‪ :‬ﳌﺎﺫﺍ‬ ‫ﻭﺍﻟﻌﻘﻠﻲ ﺑﺎﻟﻌﺎﻃﻔﻲ؛ ﻟﺘﻜﻮﻥ ﺃ ﹼﻣﺎ ﻣﺮﺑﻴﺔ‪ ،‬ﻻ ﻣﻌﻠﻤﺔ ﻣﻬﻤﺘﻬﺎ ﻛﺘﺎﺑﺔ ﺑﻀﻌﺔ‬ ‫ﺃﻭ ﺷﺮﻳﺤﺔ ﻣﺆﺳﺴﺎﺗﻴﺔ‪ ،‬ﺩﻭﺭﻫﺎ ﺍﳊﻘﻴﻘﻲ‪ ،‬ﻭﻣﺠﺎﻻﺕ ﺍﻟﺘﻘﺎﻃﻊ ﻓﻲ ﻋﻤﻠﻬﺎ ﻣﻊ‬
‫ﻭﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺮ ﳑﺎ ﳝﻜﻦ ﺳﺮﺩﻩ‪ ،‬ﻟﺬﻟﻚ‪ ،‬ﻫﻞ ﳝﻜﻨﻨﺎ ﺍﻵﻥ ﺗﺨﻴﻞ‬ ‫ﺃﻭﺻﻠﺘﻤﻮﻧﺎ ﺇﻟﻰ ﻫﻨﺎ؟‬ ‫ﺃﺣﺮﻑ ﻋﻠﻰ ﺍﻟﻠﻮﺡ‪ ،‬ﺛﻢ ﺗﺮﺗﺪ ﺇﻟﻰ ﻣﻨﺰﻟﻬﺎ ﻟﺘﺮﺗﺎﺡ ﻣﻦ )ﻗﺮﻑ( ﺍﳌﻬﻨﺔ‪ ...‬ﺇﻧﻬﺎ ﺑﺎﻟﻔﻌﻞ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﺳﻴﻘﻮﺩﻧﺎ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﻮﻳﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ‪.‬‬
‫ﻧﺘﺎﺋﺞﻫﺬﺍﺍﳌﺆﲤﺮ؟ ﻭﻫﻞﺍﳌﻄﻠﻮﺏﺃﻥﻳﺤﻘﻖﺑﻮﺵﺍﻧﺘﺼﺎﺭﺍﺳﻴﺎﺳﻴﺎ‬ ‫ﺍﻣﺮﺃﺓ ﺗﻌﺮﻑ ﲤﺎﻣﺎ‪ ،‬ﻛﻴﻒ ﲢﺎﻓﻆ ﻋﻠﻰ "ﻣﻬﻨﺔ ﺍﻷﻧﺒﻴﺎﺀ" ﻛﻤﺎ ﻳﻘﺎﻝ‪.‬‬ ‫ﺇﻥ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻬﺪﻑ ﻳﺘﻌﺪﻯ ﻣﺠﺮﺩ ﺗﻨﻈﻴﻢ ﺍﻟﻌﻤﻞ ﺍﳌﺆﺳﺴﺎﺗﻲ ﻓﻲ‬
‫ﻛﻤﺎﺃﺭﺟﻮﻣﻨﻜﻢ ﺍﻻﺳﺘﻔﺎﺩﺓﻣﻦﻣﺆﲤﺮﺍﺕﺍﻟﺴﻼﻡﺍﻟﺴﺎﺑﻘﺔ‪،‬‬ ‫ﻓﻠﺴﻄﲔ‪ ،‬ﺇﻟﻰ ﲢﺪﻳﺪ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ ﺍﻟﻜﺜﻴﺮﺓ‪ ،‬ﺍﻟﺘﻲ‬
‫ﻓﻲ ﺁﺧﺮ ﺃﻳﺎﻣﻪ ﺑﺎﻟﺒﻴﺖ ﺍﻷﺑﻴﺾ ﻋﻠﻰ ﺣﺴﺎﺏ "ﺍﻟﺴﻠﻢ ﺍﻟﻌﺎﳌﻲ"؟‬ ‫ﻭﺃﺭﺟﻮﻛﻢ ﺣﺎﻭﻟﻮﺍ ﺗﺬﻛﻴﺮﻱ‪ :‬ﺃﻱ ﺗﻠﻚ ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻟﻘﻤﻢ ﺗﺒﻌﻪ ﺧﻴﺮ‬ ‫ﻛﻢ ﻫﻮ ﺭﺍﺋﻊ ﺃﻥ ﻳﺘﻤﺎﻫﻰ ﺍﻹﻧﺴﺎﻥ ﻣﻊ ﻋﻤﻠﻪ ﻓﻲ ﺍﺭﺗﺒﺎﻁ ﻋﻀﻮﻱ‪ ،‬ﻓﻼ ﺗﻨﻔﺼﻞ‬
‫ﻳﻔﺘﺮﺽ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻣﻮﺍﻝ ﺍﻟﺘﻲ ﺗﺨﺼﺼﻬﺎ ﺣﻜﻮﻣﺎﺗﻬﺎ ﻣﻴﺰﺍﻧﻴﺎﺕ ﻣﻦ ﺃﺟﻞ ﺩﻋﻢ‬
‫ﻻﺃﺩﺭﻱ!ﻭﻟﻜﻦ ﻣﺎﺃﻋﺮﻓﻪﺃﻥ ﺃﻱ ﻧﺘﺎﺋﺞﺳﺘﻘﺤﻢ ﻓﻠﺴﻄﲔﻭﺷﻌﺒﻬﺎ‬ ‫ﻟﻠﺸﻌﺐﺍﻟﻔﻠﺴﻄﻴﻨﻲ؟‬ ‫ﺍﻟﺼﻔﺔ ﻋﻦ ﺍﳌﻮﺻﻮﻑ‪ .‬ﻭﻣﺜﺎﻝ ﺳﻮﺯﻱ ﻟﻮ ﻳﺘﻜﺮﺭ ﻓﻲ ﻣﻮﺍﻗﻊ ﺃﺧﺮﻯ ﻣﻦ ﻓﻠﺴﻄﲔ‪،‬‬
‫ﺍﻟﺘﻨﻤﻴﺔ ﻓﻲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﻣﺆﺳﺴﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺪﻧﻲ ﻋﻠﻰ ﺍﻟﻨﻬﻮﺽ‬
‫ﻓﻲ ﻣﻌﺎﺩﻟﺔ ﻧﻜﻮﻥ ﻓﻴﻬﺎ ﻓﻲ ﺻﻒ ﺍﳋﺎﺳﺮﻳﻦ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺮﻓﻮﺿﺔ‬ ‫ﻭﻟﻴﺲ ﻓﻲ ﻣﻬﻨﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻓﺤﺴﺐ‪ ،‬ﻓﻴﻤﻜﻦ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺃﻥ‬ ‫ﲟﺴﺆﻭﻟﻴﺎﺗﻪ‪ .‬ﻭﺇﺫ ﺑﻬﺎ ﻓﺠﺄﺓ ﺗﻘﺘﻄﻊ ﻣﻨﻬﺎ ﻣﻴﺰﺍﻧﻴﺎﺕ ﺧﺎﺻﺔ ﻟﺘﻘﻮﻡ ﺍﳌﺆﺳﺴﺔ‬
‫ﻛﻞ ﺍﳌﺆﲤﺮﺍﺕ ﻛﺎﻧﺖ ﺗﺄﺗﻲ ﲟﻤﺜﻠﲔ ﻋﻦ ﻓﻠﺴﻄﲔ ﻟﺘﺒﺮﻳﺮ‬ ‫ﻳﺮﺗﻘﻲ ﲟﺴﺘﻮﻯ ﺍﻟﻌﻄﺎﺀ ﻭﺍﻹﺑﺪﺍﻉ‪ ...‬ﻭﺍﻟﻘﺪﺭﺓ‪ ،‬ﺑﻞ ﻭﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺍﻻﺳﺘﻤﺮﺍﺭ‪ ،‬ﻣﻬﻤﺎ‬
‫ﻣﻦ ﺳﻴﺎﺳﻴﻲ ﻫﺬﺍ ﺍﻟﻮﻃﻦ‪ ،‬ﻛﻔﺎﻧﺎ ﺩﻓﻌﺎ ﻟﻔﺎﺗﻮﺭﺓ ﺍﳊﺴﺎﺏ!‬ ‫ﺍﻟﺪﻣﺎﺭ ﺍﻟﺬﻱ ﺳﻴﺤﻞ ﺑﺸﻌﺒﻬﺎ ﺑﻌﺪ ﺍﳌﺆﲤﺮ‪.‬‬ ‫ﺫﺍﺗﻬﺎ ﺑﺘﻨﻔﻴﺬ ﻣﺸﺎﺭﻳﻊ ﺧﺎﺻﺔ‪ ،‬ﻓﻜﺄﻧﻬﺎ ﺗﻌﻤﻞ ﻋﻠﻰ ﺧﻠﻖ ﻣﻨﺎﻓﺴﺔ ﻏﻴﺮ ﻋﺎﺩﻟﺔ‪،‬‬
‫ﺑﻠﻐﺖ ﺍﻟﻘﻠﻮﺏ ﺍﳊﻨﺎﺟﺮ!‬ ‫ﻭﻏﻴﺮ ﻣﺘﻜﺎﻓﺌﺔ‪ ،‬ﻣﻊ ﻣﺆﺳﺴﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺪﻧﻲ‪ ،‬ﺍﻟﺘﻲ ﻳﻔﺘﺮﺽ ﺃﻥ ﺗﺘﻠﻘﻰ ﻣﻨﻬﺎ‬
‫ﻟﻜﻨﻨﻲ ﻋﺮﻓﺖ ﺍﻵﻥ ﳌﺎﺫﺍ ﺃﺣﺐ ﻓﺼﻞ ﺍﳋﺮﻳﻒ؛ ﺃﺣﺒﻪ ﻷﻧﻨﻲ‬ ‫ﺣﺘﻰ ﻭﻗﺖ ﻗﺼﻴﺮ ﻗﺒﻞ ﺍﳌﺆﲤﺮ ﻛﺎﻥ ﺍﻟﺮﺋﻴﺲ ﻣﺤﻤﻮﺩ ﻋﺒﺎﺱ‬ ‫ﻳﻔﺘﺮﺽ ﻓﻲ ﻛﻞ ﻣﻨﺎ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺍﳌﺜﺎﻝ‪ .‬ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﺓ ﲟﻜﺎﻥ ﺃﻥ‬ ‫ﻛﻞ ﻋﻮﻥ ﻭﻣﺴﺎﻋﺪﺓ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺍﻟﻨﻬﻮﺽ ﺑﺎ‪‬ﺘﻤﻊ ﻭﺗﻄﻮﺭﻩ‪.‬‬
‫ﻣﻮﺍﻟﻴﺪ "ﺗﺸﺮﻳﻦ ﺃﻭﻝ"‪ ،‬ﺷﻬﺮ ﺍﻻﻧﺘﺼﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﻲ ﺍﺷﺘﻘﻨﺎ‬ ‫ﻳﻘﻮﻝ ﺇﻧﻪ ﻟﻦ ﻳﺸﺎﺭﻙ ﻓﻲ ﺍﳌﺆﲤﺮ ﺩﻭﻥ ﺃﺟﻨﺪﺓ ﻭﺍﺿﺤﺔ‪ .‬ﻛﻢ ﻛﻨﺖ‬ ‫ﻧﺒﺤﺚ ﻋﻦ ﻛﻨﻮﺯﻧﺎ ﻭﺫﺧﺎﺋﺮﻧﺎ‪ ،‬ﻭﺃﻥ ﻧﺘﻜﺊ ﻋﻠﻰ ﻣﺆﺛﺮﻱ ﺍﻟﻌﻄﺎﺀ ﻭﺍﻟﺘﻀﺤﻴﺔ‪ ،‬ﺭﻛﻴﺰﺓ‬ ‫ﻭﺣﺘﻰ ﺍﻵﻥ ﻗﺪ ﻻ ﻳﺒﺪﻭ ﻋﻤﻠﻬﺎ ﻏﺮﻳﺒﺎ ﻭﻻ ﻣﺴﺘﻬﺠﻨﺎ‪ ،‬ﻭﻟﻜﻦ ﺇﺫﺍ ﺩﻗﻘﻨﺎ ﺍﻟﻨﻈﺮ‪،‬‬
‫ﻟﻬﺎ‪ ،‬ﻭﺳﻨﺤﻘﻘﻬﺎ ﺑﻮﺣﺪﺓ ﻫﺬﺍ ﺍﻟﺸﻌﺐ ﻭﺗﻼﺣﻤﻪ‪.‬‬ ‫ﺃﺭﺟﻮ ﻣﻦ ﺃﻭﻟﺌﻚ ﺍﶈﻴﻄﲔ ﺑﻪ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺘﻌﻠﻴﻤﺎﺕ ﺍﻟﺮﺋﻴﺲ؛‬ ‫ﻧﺴﺘﻤﺪ ﻣﻨﻬﺎ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻄﺎﻗﺔ ﻟﻠﻤﻀﻲ ﻗﺪﻣﺎ‪ ،‬ﺑﻜﻞ ﺗﻔﺎﺅﻝ ﻭﺃﻣﻞ‪.‬‬ ‫ﻓﺈﻧﻨﺎ ﺳﻨﺠﺪ ﺑﺄﻥ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﲢﺘﺮﻡ ﺷﻌﻮﺑﻬﺎ ﻭﺧﺼﻮﺻﻴﺎﺗﻬﺎ‪ ،‬ﲤﻨﻊ‬
‫“‪qCMŠ s¹b½ ≠ Ê«bLŠ uÐ« WM¹‬‬ ‫‪ÆÆÆWOÐdG�« WHC�« jÝË‬‬

‫‪”ULý U½U�uOł‬‬
‫≈‪w???ðU???Ðd???ý ÊU????????1‬‬ ‫�×‪W¹eOK$ù«Ë WOÐdF�« 5²GK�UÐ —bBð • W¹dNý WOÐU³ý WOMOD�K� WHO‬‬
‫¼‪ÆÆÆWOÐU³A�« d¹d×²�« W¾O‬‬
‫��‪∫d¹d×²�« d¹b� ËbŽU‬‬
‫—½?????‪ÊU??C??�— u????Ð√ …b‬‬ ‫‪«—ôU???O???Ð ∫dýUM�« • ISSN: 1563-2865‬‬ ‫‪• ±ππ∏ ÂUŽ X�ÝQð‬‬
‫�‪ÍdB*« XLJŠ ≠ Í“dÞ f¹d‬‬ ‫�‪ÆÆÆ…ež ŸUD‬‬
‫‪n¹dA�« n¹dý ≠ r�UÝ d×Ý‬‬ ‫‪5�Š .d??J??�« b??³??Ž‬‬
‫‪Ê«u??D??Ž u???Ð« w??L??K??Š‬‬ ‫‪Palestinian Youth Association for Leadership And Rights Activation‬‬
‫‪W½u³K� bLŠ« ≠ wKŠU��« dLŽ‬‬ ‫‪WHC�« ‰ULý‬‬ ‫«�???‪¢«—ôU?????O?????Ð¢ »U????³????A????�« —Ëœ q???O???F???H???ðË Âö?????Žû?????� W??O??M??O??D??�??K??H??�« W???¾???O???N‬‬
‫�‪ÊU�Š U1— ≠ —bB�« Õd‬‬ ‫«�‪ÆÆÆWOÐdG‬‬ ‫—«½????‪t??K??�« U???D???Ž W????O‬‬ ‫‪dAM�«Ë WŽU³DK� ÂU¹_« W�dý w� l³Dð‬‬
‫‪wðUÐdA�« ÕULÝ ≠ dÐUł ÊU�OÐ‬‬ ‫‪WOÐdG�« WHC�« »uMł‬‬ ‫—‪w???L???O???*« v?????????Ð‬‬ ‫—‪—U??D??O??³??�« U??O??½U??¼ ∫d¹d?×²?�« W??�?O?z‬‬
‫¼‪v�OŽ w� ≠ WKO�—« uÐ« dłU‬‬ ‫‪’u????B????�« «—U??????????9‬‬ ‫�???‪œU???L???Š b???O???H???� ∫d??¹d??×??²??�« d???¹b‬‬
‫½‪V¹Ë– ¡«b‬‬ ‫≈‪Ê«u???D???Ž u??????Ð√ w???L???K???Š ∫œb???F???�« d???¹d???% …—«œ‬‬
‫≥‬ ‫�‪UMFL²−� w‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﺫﻟﻚ ﺳﻴﻜﻮﻥ ﻧﻬﺎﻳﺔ ﺣﻴﺎﺗﻲ ﻓﻲ ﻓﻠﺴﻄﲔ"‪.‬‬

‫ﻋﻘﻮﺑﺎﺕ ﺟﻤﺎﻋﻴﺔ‬
‫ﻗﺼﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﻣﻌﺎﻧﺎﺓ ﻣﺴﺘﻤﺮﺓ‪ ،‬ﻭﺻﻤﻮﺩ ﻳﺴﺠﻞ ﻓﻲ ﺩﻓﺘﺮ ﺍﻟﺼﻤﻮﺩ‪،‬‬
‫ﻭﺍﳌﻮﺍﻃﻨﻮﻥ ﻣﺴﺠﻮﻧﻮﻥ ﻓﻲ ﺑﻴﻮﺗﻬﻢ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﳌﺮﺓ ﺗﻘﻮﻝ ﺳﻨﺎﺀ ﻓﺎﺿﻞ‪ ،‬ﻣﻦ ﻧﺎﺑﻠﺲ‪" :‬ﻧﺤﻦ ﺃﺻﺤﺎﺏ ﺣﻖ‪،‬‬
‫ﻭﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺃﺑﺴﻂ ﺣﻘﻮﻗﻨﺎ؛ ﻓﻨﺤﻦ ﻣﻄﺎﻟﺒﻮﻥ ﺑﺈﺑﺮﺍﺯﻫﺎ‬ ‫‪—bB�« Õd�Ë wKŠU��« dLŽ ∫rKIÐ‬‬
‫ﺩﺍﺋﻤﺎ‪ ،‬ﻭﺑﺤﻤﻠﻬﺎ ﻧﻜﻮﻥ ﻛﺒﻘﻴﺔ ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ؛ ﳕﺎﺭﺱ ﺣﻘﻮﻗﻨﺎ‬ ‫ﻣﺮﺍﺳﻼ ﺍﻟﺼﺤﻔﻴﺔ‪ /‬ﻧﺎﺑﻠﺲ‬
‫ﺍﳌﻌﺘﺎﺩﺓ"!‬
‫ﻭﺗﺘﺎﺑﻊ ﻗﺎﺋﻠﺔ‪" :‬ﻻ ﳝﻜﻨﻨﻲ ﺃﻥ ﺃﺳﺘﻮﻋﺐ ﳌﺎﺫﺍ ﲤﻨﻊ ﺇﺳﺮﺍﺋﻴﻞ‬ ‫ﺍﳊﺰﻥ‪ ،‬ﻭﺍﻟﺒﻌﺪ‪ ،‬ﻭﺍﻟﺸﻮﻕ ﻟﻠﻮﻃﻦ‪ ،‬ﻭﺍﻷﻣﻞ ﻓﻲ ﺍﻟﻌﻮﺩﺓ‪ ،‬ﻛﺎﻧﺖ ﲤﻸ ﻋﻴﻨﻲ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻣﻦ ﺣﻘﻬﻢ ﻓﻲ ﺟﻤﻊ ﺍﻟﺸﻤﻞ؟ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻮﺿﻮﻉ ﻳﺨﺺ‬ ‫ﺁﻣﺎﻝ ﻣﺤﻤﺪ‪ ٣٦ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﻧﺎﺑﻠﺲ‪ ،‬ﺣﲔ ﺗﺬﻛﺮﺕ ﺃﻫﻠﻬﺎ ﻭﻃﻔﻮﻟﺘﻬﺎ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻷﻣﻨﻴﺔ؛ ﻓﻼ ﻳﺠﻮﺯ ﺃﻥ ﻳﺸﻤﻞ ﻗﺮﺍﺭﻫﺎ ﻛﻞ ﺍﻟﻄﻠﺒﺎﺕ‪ ،‬ﻓﻔﻲ ﺫﻟﻚ‬ ‫ﻭﺃﺻﺪﻗﺎﺀﻫﺎ‪ ،‬ﻓﻘﺪ ﺗﺮﻛﺖ ﻛﻞ ﺫﻟﻚ ﻋﻨﺪﻣﺎ ﺭﻓﻀﺖ "ﺇﺳﺮﺍﺋﻴﻞ" ﻃﻠﺐ ﻟﻢ‬
‫ﻋﻘﺎﺏ ﺟﻤﺎﻋﻲ"‪.‬‬ ‫ﺍﻟﺸﻤﻞ ﺍﻟﺬﻱ ﺗﻘﺪﻣﺖ ﺑﻪ ﻗﺒﻴﻞ ﺍﻻﻧﺘﻔﺎﺿﺔ‪.‬‬
‫ﻭﺑﻌﺪ ﺃﻥ ﻓﺮﻍ ﺻﺒﺮ ﻣﺤﻤﺪ ﻧﻌﻴﻢ‪ ،‬ﻣﻦ ﺟﻨﲔ‪ ،‬ﻭﻫﻮ ﻳﻨﺘﻈﺮ ﺍﳌﻘﺎﺑﻠﺔ‪،‬‬ ‫ﺁﻣﺎﻝ ﺍﻟﺘﻲ ﻭﻟﺪﺕ ﻓﻲ ﺇﺣﺪﻯ ﺩﻭﻝ ﺍﳋﻠﻴﺞ‪ ،‬ﻭﺗﺰﻭﺟﺖ ﻣﻦ ﻓﻠﺴﻄﻴﻨﻲ‬
‫ﺃﺧﺬ ﻳﻨﺎﺩﻱ ﻣﻦ ﺑﻌﻴﺪ‪" :‬ﺍﺳﻤﻲ ﻣﺤﻤﺪ ﻧﻌﻴﻢ‪ ،‬ﺧﻄﺒﺖ ﺍﺑﻨﺔ ﻋﻤﻲ‬ ‫ﻣﻮﺍﻃﻦ‪ ،‬ﻟﻢ ﺗﻜﻦ ﺗﻌﻠﻢ ﺑﺄﻥ ﺯﻳﺎﺭﺗﻬﺎ ﺇﻟﻰ ﻓﻠﺴﻄﲔ ﻛﺎﻧﺖ ﺑﺪﺍﻳﺔ ﺇﻗﺎﻣﺔ‬
‫ﺍﳌﻘﻴﻤﺔ ﻓﻲ ﺍﻷﺭﺩﻥ ﻣﻨﺬ ﺳﺒﻊ ﺳﻨﻮﺍﺕ‪ ،‬ﻭﺣﺘﻰ ﺍﻵﻥ ﺃﻧﺎ ﺃﻧﺘﻈﺮ ﺭﺣﻤﺔ‬ ‫ﺟﺒﺮﻳﺔ ﲢﺖ ﻃﺎﺋﻠﺔ ﺍﻟﺘﻬﺠﻴﺮ ﻭﺍﻟﻄﺮﺩ! ﻭﻫﻲ ﻭﺍﺣﺪﺓ ﻣﻦ ﺑﲔ ‪ ١٢٠‬ﺃﻟﻒ‬
‫ﺇﺳﺮﺍﺋﻴﻞ ﻟﻠﺴﻤﺎﺡ ﻟﻬﺎ ﺑﺎﻟﺰﻳﺎﺭﺓ ﺃﻭ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺟﻤﻊ ﺍﻟﺸﻤﻞ‪ ،‬ﻭﻟﻜﻨﻲ‬ ‫ﺷﺨﺺ ﺗﻘﺪﻣﻮﺍ ﺑﻄﻠﺒﺎﺕ ﺟﻤﻊ ﺷﻤﻞ؛ ﻟﺘﺜﺒﻴﺖ ﻣﻮﺍﻃﻨﺘﻬﻢ‪.‬‬
‫ﻟﻢ ﺃﺣﺼﻞ ﻋﻠﻰ ﺃﻱ ﺟﻮﺍﺏ؛ ﻟﺬﻟﻚ ﻗﺮﺭﻧﺎ ﺍﻻﻧﻔﺼﺎﻝ‪ ...‬ﻣﻊ ﺍﻟﺴﻼﻣﺔ"!‬ ‫ﻣﺨﺎﻭﻑ ﻓﻲ ﻛﻼ ﺍﻻﲡﺎﻫﲔ‬
‫ﻋﺎﺋﻼﺕ ﲢﺖ ﺍﻟﺘﺠﻤﻴﺪ‪ ...‬ﻟﺪﻭﺍﻉ ﺃﻣﻨﻴﺔ!‬ ‫ﺗﻘﻮﻝ ﺁﻣﺎﻝ‪" :‬ﺃﻧﺎ ﺍﻵﻥ ﻣﺤﺮﻭﻣﺔ ﻣﻦ ﺍﻟﻬﻮﻳﺔ‪ ،‬ﻭﻣﺤﺮﻭﻣﺔ ﻣﻦ ﺭﺅﻳﺔ‬
‫ﻭﻗﺪ ﺃﺻﺪﺭ ﺍﳌﺮﻛﺰ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﳊﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻓﻲ ﺍﻷﺭﺍﺿﻲ ﺍﶈﺘﻠﺔ‬ ‫ﻭﺍﻟﺪﺗﻲ ﻭﺃﻫﻠﻲ ﻓﻲ ﺍﻷﺭﺩﻥ؛ ﺣﻴﺚ ﻟﻢ ﺃﲤﻜﻦ ﻣﻦ ﻣﻐﺎﺩﺭﺓ ﻓﻠﺴﻄﲔ"‪ .‬ﺃﻣﺎ‬
‫"ﺑﺘﺴﻴﻠﻢ"‪ ،‬ﻭﻣﺮﻛﺰ ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻟﻔﺮﺩ "ﻫﻤﻮﻛﻴﺪ" ﺗﻘﺮﻳﺮﺍ ﺟﺎﺀ ﻓﻴﻪ‪" :‬ﻟﻘﺪ‬ ‫ﻣﺨﺎﻭﻓﻬﺎ ﻓﻼ ﺗﻘﻒ ﻋﻨﺪ ﺣﺪ؛ "ﻓﻲ ﺣﺎﻟﺔ ﺍﻛﺘﺸﻒ ﺑﺄﻧﻨﻲ ﺃﻋﻴﺶ ﺩﻭﻥ‬
‫ﺭﻓﻀﺖ ﺳﻠﻄﺎﺕ ﺍﻻﺣﺘﻼﻝ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ‪ ١٢٠‬ﺃﻟﻒ ﻃﻠﺐ ﺟﻤﻊ ﺷﻤﻞ‪،‬‬ ‫ﻫﻮﻳﺔ ﺳﻴﺘﻢ ﺗﺮﺣﻴﻠﻲ ﺇﻟﻰ ﺍﻷﺭﺩﻥ‪ ،‬ﻭﺳﺄﻣﻨﻊ ﻣﻦ ﺩﺧﻮﻝ ﻓﻠﺴﻄﲔ ﻣﺮﺓ‬
‫ﻟﻜﻦ ﺍﻷﻣﺮ ﻛﺎﻥ ﻣﺨﺘﻠﻔﺎ ﲤﺎﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻘﻄﺎﻉ ﻏﺰﺓ؛ ﻓﻘﺪ ﺭﻓﺾ ﺍﳉﺎﻧﺐ‬ ‫ﺯﻳﺎﺭﺍﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻷﻗﺎﺭﺑﻬﻢ ﻓﻲ ﺍﻟﻮﻃﻦ‪ ،‬ﻭﺭﻓﻀﺖ ﻣﻌﺎﳉﺔ ﻫﺬﻩ‬ ‫ﺗﻘﺪﻣﺖ ﺑﻬﺎ ﺍﻟﻌﺎﺋﻼﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻓﻲ ﺍﻷﺭﺍﺿﻲ ﺍﶈﺘﻠﺔ؛ ﺑﺬﺭﻳﻌﺔ‬ ‫ﺃﺧﺮﻯ‪ ،‬ﻭﺳﺄﻋﻴﺶ ﺑﻌﻴﺪﺓ ﻋﻦ ﺃﺑﻨﺎﺋﻲ ﻭﺯﻭﺟﻲ"‪.‬‬
‫ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﻣﻨﺢ ﺃﻱ ﻣﻮﺍﻃﻦ ﻏﺰﻱ ﺃﻱ ﻣﻮﺍﻓﻘﺔ ﺑﺤﺠﺔ "ﺭﻓﺾ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬ ‫ﺍﻟﻄﻠﺒﺎﺕ‪.‬‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻷﻣﻨﻴﺔ"‪.‬‬ ‫ﺑﻌﺪ ﺍﻧﺪﻻﻉ ﺍﻻﻧﺘﻔﺎﺿﺔ‪ ،‬ﺃﻭﻗﻔﺖ ﺇﺳﺮﺍﺋﻴﻞ ﺟﻤﻴﻊ ﺍﳌﻌﺎﻣﻼﺕ ﺍﳌﺪﻧﻴﺔ‬
‫ﺍﻟﻘﻄﺎﻉ ﺑﻌﺪ ﺍﺳﺘﻴﻼﺀ ﺣﺮﻛﺔ ﺣﻤﺎﺱ ﻋﻠﻰ ﻣﻘﺎﻟﻴﺪ ﺍﳊﻜﻢ ﻓﻴﻪ"‪.‬‬ ‫ﻛﻤﺎ ﺟﺎﺀ ﻓﻲ ﺍﻟﺘﻘﺮﻳﺮ‪" :‬ﻟﻢ ﺗﻔﺴﺮ ﺇﺳﺮﺍﺋﻴﻞ ﻳﻮﻣﺎ ﻛﻴﻒ ﺗﺨﺪﻡ‬ ‫ﻭﻛﺸﻒ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﺬﻱ ﺣﻤﻞ ﻋﻨﻮﺍﻥ "ﻋﺎﺋﻼﺕ ﲢﺖ ﺍﻟﺘﺠﻤﻴﺪ" ﻋﻦ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﲟﺎ ﻓﻴﻬﺎ ﻣﻌﺎﻣﻠﺔ "ﻟﻢ ﺍﻟﺸﻤﻞ"‪ .‬ﻭﻟﻢ ﺗﺼﺪﻕ ﺁﻣﺎﻝ‬
‫ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻷﻣﻦ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻨﻘﻴﺾ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻳﺘﻀﺢ ﺑﺄﻥ ﺳﻴﺎﺳﺔ‬ ‫ﺃﻥ ﺇﺳﺮﺍﺋﻴﻞ ﺷﺮﻋﺖ ﻓﻲ ﺗﻨﻔﻴﺬ ﻗﺮﺍﺭ ﺣﻈﺮ ﺟﻤﻊ ﺍﻟﺸﻤﻞ ﻟﻠﻌﺎﺋﻼﺕ‬ ‫ﺑﺄﻥ ﺫﻟﻚ ﺃﺩﻯ ﺇﻟﻰ ﻣﻨﻌﻬﺎ ﻣﻦ ﻣﻐﺎﺩﺭﺓ ﻧﺎﺑﻠﺲ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺍﻟﻈﺮﻭﻑ‪.‬‬
‫ﻗﺼﺺ ﻟﻢ ﺗﻨﺘﻬﻲ‪ ،‬ﻭﺣﻜﺎﻳﺎﺕ ﻣﺨﻔﻴﺔ ﺗﻌﻜﺲ ﺣﺠﻢ‬
‫ﺍﻟﺘﺠﻤﻴﺪ ﺍﻟﺘﻲ ﺗﺘﻤﻴﺰ ﺑﺎﻟﺘﻌﺴﻒ ﻭﻋﺪﻡ ﺍﻟﺸﻔﺎﻓﻴﺔ ﺗﺨﺪﻡ‪ ،‬ﻣﻦ ﺑﲔ ﻣﺎ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻣﻨﺬ ﺳﺘﺔ ﺃﻋﻮﺍﻡ‪ ،‬ﻛﻤﺎ ﺑﻴﻨﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ‬ ‫ﻭﻻ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﺨﻔﻲ ﺣﺠﻢ ﺍﳌﻌﺎﻧﺎﺓ ﺍﻟﺘﻲ ﺗﺘﻌﺮﺽ‪ ،‬ﻟﻬﺎ ﺣﻴﺚ ﺗﻘﻮﻝ‪:‬‬
‫ﺍﳌﻌﺎﻧﺎﺓ ﺍﻟﻈﺎﻫﺮﺓ‪ ،‬ﻭﻣﻮﺍﻃﻨﻮﻥ ﻣﺎ ﺯﺍﻟﻮﺍ ﻓﻲ ﺑﻴﻮﺗﻬﻢ ﻳﻨﺘﻈﺮﻭﻥ ﺃﻥ‬ ‫ﺗﺨﺪﻣﻪ‪ ،‬ﺃﻫﺪﺍﻓﺎ ﺩﳝﻮﻏﺮﺍﻓﻴﺔ ﻣﺮﻓﻮﺿﺔ"‪.‬‬ ‫ﺑﺎﳌﻮﺿﻮﻉ ﺃﻥ ﻋﺸﺮﺍﺕ ﺁﻻﻑ ﺍﻟﻌﺎﺋﻼﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺗﻌﻴﺶ ﺣﺎﻟﺔ‬ ‫"ﺃﻋﻴﺶ ﻓﻲ ﺻﺮﺍﻉ ﻭﺗﻨﺎﻗﺾ ﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺃﻧﺎ ﺑﲔ ﺧﻴﺎﺭﻳﻦ؛ ﺇﻣﺎ ﺃﻥ‬
‫ﻳﻄﺮﻕ ﺑﺎﺑﻬﻢ ﺃﺣﺪ ﻣﻦ ﺃﺟﻞ ﺍﳌﺴﺎﻋﺪﺓ ﻭﺣﻞ ﻣﺸﻜﻠﺔ ﺍﻟﻬﻮﻳﺔ‪،‬‬ ‫ﻋﻴﺪ ﺍﻟﻔﻄﺮ ﻳﺠﺪﺩ ﺍﻷﻣﻞ‬ ‫ﺗﺸﺘﺖ ﺑﺴﺒﺐ" ﲡﻤﻴﺪ ﺟﻤﻊ ﺍﻟﺸﻤﻞ‪ ،‬ﻭﳑﺎﺭﺳﺎﺕ ﺇﺳﺮﺍﺋﻴﻞ ﺍﻟﺘﻌﺴﻔﻴﺔ‪،‬‬ ‫ﺃﺗﺮﻙ ﺃﺑﻨﺎﺋﻲ ﻭﺯﻭﺟﻲ ﻭﺃﺳﺎﻓﺮ ﺇﻟﻰ ﺍﻷﺭﺩﻥ ﺩﻭﻥ ﻋﻮﺩﻩ‪ ،‬ﺃﻭ ﺃﻥ ﺃﺑﻘﻰ ﻣﻊ ﺯﻭﺟﻲ‬
‫ﻓﻲ ﻫﺬﻩ ﺍﳌﻨﻄﻘﺔ ﺃﻭ ﺗﻠﻚ ﺍﳌﺪﻳﻨﺔ ﻭﺍﻟﻘﺮﻳﺔ‪ ،‬ﺣﻴﺚ ﻳﻌﻴﺶ‬ ‫ﻣﻊ ﺍﻗﺘﺮﺍﺏ ﻋﻴﺪ ﺍﻟﻔﻄﺮ ﺍﻟﻔﺎﺋﺖ‪ ،‬ﻧﺸﺮﺕ ﺩﻭﺍﺋﺮ ﺍﻟﺸﺆﻭﻥ ﺍﳌﺪﻧﻴﺔ‬ ‫ﺍﻟﺘﻲ ﺃﺻﺒﺤﺖ ﺗﺆﺛﺮ ﺑﺸﻜﻞ ﻭﺍﺿﺢ ﻋﻠﻰ ﻛﻞ ﻋﺎﺋﻠﺔ ﻓﻠﺴﻄﻴﻨﻴﺔ ﺗﻄﺎﻟﺐ‬ ‫ﻭﺃﺑﻨﺎﺋﻲ ﺃﺳﻴﺮﺓ ﻓﻲ ﻭﻃﻦ ﲢﺖ ﺍﻻﺣﺘﻼﻝ"‪.‬‬
‫ﺁﻻﻑ ﺍﳌﻮﺍﻃﻨﲔ ﺧﻠﻒ ﻗﻀﺒﺎﻥ ﺑﻴﻮﺗﻬﻢ؛ ﻻ ﳝﻠﻜﻮﻥ ﺑﻄﺎﻗﺎﺕ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺃﺳﻤﺎﺀ ﺣﻮﺍﻟﻲ ﺃﻟﻔﲔ ﳑﻦ ﻭﺍﻓﻖ ﺍﳉﺎﻧﺐ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﻋﻠﻰ‬ ‫ﺑﺠﻤﻊﺷﻤﻠﻬﺎﹰ‪.‬‬ ‫ﻭﺗﺬﻛﺮ ﺁﻣﺎﻝ ﺣﺎﺩﺛﺔ ﻭﻗﻌﺖ ﺧﻼﻝ ﺍﻗﺘﺤﺎﻡ ﻗﻮﺍﺕ ﺍﻻﺣﺘﻼﻝ ﻟﻠﻌﻤﺎﺭﺓ‬
‫ﺷﺨﺼﻴﺔ ﺗﺜﺒﺖ ﻭﺟﻮﺩﻫﻢ ﻛﻜﺎﺋﻨﺎﺕ ﺣﻴﺔ ﻋﻠﻰ ﺃﺭﺽ ﻭﻃﻨﻬﻢ‪،‬‬ ‫ﻃﻠﺒﺎﺕ ﺟﻤﻊ ﺍﻟﺸﻤﻞ ﺍﻟﺘﻲ ﻛﺎﻧﻮﺍ ﺗﻘﺪﻣﻮﺍ ﺑﻬﺎ‪ .‬ﻭﻗﺪ ﻭﺭﺩ ﻓﻲ ﺍﻟﻨﺸﺮﺍﺕ‬ ‫ﻭﻳﺒﲔ ﺍﻟﺘﻘﺮﻳﺮ ﺃﻥ ﻗﻮﺍﺕ ﺍﻻﺣﺘﻼﻝ ﺭﻓﻀﺖ ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺴﺖ‬ ‫ﺍﻟﺘﻲ ﺗﺴﻜﻦ ﻓﻴﻬﺎ‪ ،‬ﻭﺣﺎﻟﺔ ﺍﳋﻮﻑ ﺍﻟﺘﻲ ﺍﻧﺘﺎﺑﺘﻬﺎ ﺣﲔ ﻃﻠﺐ ﺍﳉﻨﻮﺩ‬
‫ﳑﺎ ﻳﺠﻌﻠﻬﻢ ﻳﻌﻴﺸﻮﻥ ﻓﻲ ﺷﺒﻪ ﻣﻌﺘﻘﻞ ﺩﻭﻥ ﺣﺮﺍﺳﺔ‪ ...‬ﻛﻞ‬ ‫ﺑﺄﻥ ﻫﺬﻩ ﺍﻟﺪﻓﻌﺔ ﻫﻲ "ﺍﻟﺪﻓﻌﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺑﲔ ﺳﻠﺴﻠﺔ ﻣﻦ ﺍﻟﺪﻓﻌﺎﺕ‬ ‫ﺍﳌﺎﺿﻴﺔ ﺇﺻﺪﺍﺭ ﺃﻱ ﻣﻮﺍﻓﻘﺔ ﳉﻤﻊ ﺷﻤﻞ ﻋﺎﺋﻼﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻣﻦ‬ ‫ﺑﻄﺎﻗﺎﺕ ﻫﻮﻳﺔ ﺍﻟﺴﻜﺎﻥ‪ ،‬ﻭﺗﻘﻮﻝ‪" :‬ﻟﻢ ﺃﺫﻕ ﻃﻌﻢ ﺍﻟﻨﻮﻡ ﺣﲔ ﺣﻮﻝ ﺍﳉﻨﻮﺩ‬
‫ﺫﻟﻚ ﻷﻥ ﺇﺳﺮﺍﺋﻴﻞ ﺃﻭﻗﻔﺖ ﻣﻌﺎﻣﻼﺕ "ﺟﻤﻊ ﺍﻟﺸﻤﻞ"‪.‬‬ ‫ﻭﻋﺪ ﺍﳉﺎﻧﺐ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﺑﺎﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﻃﻠﺒﺎﺗﻬﺎ"‪.‬‬ ‫ﺳﻜﺎﻥ ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ ﻭﻗﻄﺎﻉ ﻏﺰﺓ‪ ،‬ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺣﻈﺮﺕ ﻓﻴﻪ‬ ‫ﺃﺣﺪ ﺍﳌﻨﺎﺯﻝ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺷﻘﺘﻲ ﺇﻟﻰ ﺛﻜﻨﺔ ﻋﺴﻜﺮﻳﺔ؛ ﻟﻘﺪ ﻇﻨﻨﺖ ﺑﺄﻥ‬
‫ﺣﺮﻣﻬﻢ ِﻣﻦ ﻃﻔﻮﻟﺘﻬﻢ‬

‫ﻏﻴﺮ ﺃﻥ ﺃﺻﺤﺎﺏ ﺍﶈﻼﺕ ﻳﺮﺳﻠﻮﻥ ﺃﺑﻨﺎﺀﻫﻢ ﻟﺒﻴﻊ ﺑﻀﺎﻋﺔ ﺍﶈﻞ‬ ‫ﺑﺄﻥ "ﺑﻌﺾ ﺍﻵﺑﺎﺀ ﺃﻭ ﺃﺭﺑﺎﺏ ﺍﻷﺳﺮ ﻳﺠﺒﺮﻭﻥ ﺍﻟﻄﻔﻞ ﺍﻟﺬﻛﺮ ﻋﻠﻰ‬ ‫¼‪ÂUO� WM¹“Ë ¨◊dIMÝ v*Ë ¨g¹d� ÍbžË 5½—Ë UO‬‬
‫ﻓﻲ ﺍﻟﺸﻮﺍﺭﻉ ﻟﻀﻤﺎﻥ ﻧﻔﺎﺩ ﺍﻟﻜﻤﻴﺔ‪ .‬ﻭﻳﺆﻛﺪ ﺑﺮﻳﻐﻴﺖ ﻋﻠﻰ ﺃﻥ‬ ‫ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺼﻴﻒ ﻓﻲ ﺃﻣﻮﺭ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻛﺒﻴﻊ ﺍﻟﻌﻠﻜﺔ ﻭﻏﻴﺮﻫﺎ‪.‬‬ ‫ﻃﻠﺒﺔ ﺩﻭﺭﺓ ﺍﻟﺼﺤﺎﻓﺔ‪ /‬ﺭﺍﻡ ﺍﷲ ﻭﺍﻟﻘﺪﺱ‬
‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﲡﺎﻭﺯﻭﺍ ﺍﻟﺴﺎﺩﺳﺔ ﻋﺸﺮﺓ‪ ،‬ﳝﻜﻨﻬﻢ ﺍﻟﻌﻤﻞ‪،‬‬ ‫ﻭﻳﺬﻛﺮ ﺣﺎﺩﺛﺔ ﻭﻗﻌﺖ ﻗﺒﻞ ﺳﻨﺘﲔ‪ ،‬ﺷﻬﺪ ﻓﻴﻬﺎ ﻣﺮﻛﺰ ﺍﻟﺸﺮﻃﺔ‬
‫ﻭﻟﻜﻦ ﻟﻴﺲ ﻓﻲ ﺍﻟﺸﺎﺭﻉ؛ "ﻓﺎﻟﻘﺎﻧﻮﻥ ﺳﻴﺤﺎﻛﻤﻬﻢ‪ ،‬ﺃﻭ ﻳﺤﺎﻛﻢ‬ ‫ﺣﻀﻮﺭ ﻃﻔﻞ ﻻ ﻳﺘﺠﺎﻭﺯ ﻋﻤﺮﻩ ‪ ١٢‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﻣﺨﻴﻢ ﻗﺪﻭﺭﺓ‪،‬‬ ‫ﺍﻟﺘﺼﻖ ﺑﻬﺎ‪ ،‬ﻭﺃﺻﺮ ﺃﻥ ﺗﺸﺘﺮﻱ ﻣﻨﻪ‪ ،‬ﻟﻜﻨﻬﺎ ﺭﻓﻀﺖ؛‬
‫ﻣﻦ ﻳﻮﻇﻔﻬﻢ"‪.‬‬ ‫ﻭﺑﺸﻜﻞ ﻳﻮﻣﻲ‪ ،‬ﺇﻟﻰ ﺍﳌﺮﻛﺰ‪ ،‬ﻟﻴﺸﺘﻜﻲ ﺑﺄﻧﻪ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻌﻮﺩ‬ ‫ﻓﻮﺿﻊ ﺳﻠﻌﺘﻪ ﻓﻲ ﺣﻘﻴﺒﺘﻬﺎ‪ .‬ﻏﻴﺮ ﺃﻧﻬﺎ ﺍﺑﺘﻌﺪﺕ ﻣﺮﺓ‬
‫ﻭﻳﺮﻯ ﺍﳌﻮﺍﻃﻦ ﺭﺍﻣﻲ ﺷﻮﻛﺖ؛ ﻣﻦ ﻧﺎﺑﻠﺲ‪ ،‬ﺑﺄﻥ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﺇﻟﻰ ﺍﻟﺒﻴﺖ؛ "ﻷﻥ ﺃﺑﺎﻩ ﻳﻀﺮﺑﻪ ﺇﻥ ﻟﻢ ﻳﺠﻤﻊ ﻣﺒﻠﻐﺎ ﻳﺘﺮﺍﻭﺡ ﻗﺪﺭﻩ‬ ‫ﺃﺧﺮﻯ‪ .‬ﻓﻠﺠﺄ ﻟﻠﺒﻜﺎﺀ ﻭﺍﻟﺘﻮﺳﻞ! ﻭﻟﻢ ﺗﻌﺮﻑ ﻫﻲ ﻛﻴﻒ‬
‫"ﺣﺮﺍﻡ ﻓﻲ ﺣﻖ ﺍﻟﻄﻔﻞ؛ ﻷﻧﻪ ﻳﺠﺐ ﺃﻥ ﻳﻨﺸﺄ ﻓﻲ ﺑﻴﺌﺔ ﺻﺤﻴﺔ‪،‬‬ ‫ﺑﲔ ﺧﻤﺴﲔ ﺷﻴﻜﻼ ﻭﻣﺌﺔ ﺷﻴﻜﻞ ﻳﻮﻣﻴﺎ ﻣﻦ ﻋﻤﻠﻪ"‪.‬‬ ‫ﺗﺘﺼﺮﻑ‪ ،‬ﻓﺬﻫﺒﺖ ﺗﺴﻴﺮ ﻓﻲ ﺍﻻﲡﺎﻩ ﺍﻵﺧﺮ‪.‬‬
‫ﻭﻫﻮ ﻣﺎ ﻻ ﻳﺘﻮﻓﺮ ﻓﻲ ﺍﻟﻄﺮﻕ‪ ،‬ﺣﺘﻰ ﻟﻮ ﻛﺎﻥ ﻋﻤﻠﻪ ﻳﻘﺘﺼﺮ ﻋﻠﻰ‬ ‫ﻭﻳﻮﺿﺢ ﺑﺮﻳﻐﻴﺖ ﺑﺮﺑﻐﻴﺖ؛ ﻣﻦ ﻣﺮﻛﺰ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻔﻮﻟﺔ‪،‬‬ ‫ﻣﺸﻬﺪ ﻻ ﺗﺨﻠﻮ ﻣﻨﻪ ﺷﻮﺍﺭﻋﻨﺎ ﻳﻮﻣﻴﺎ؛ ﻓﺎﻷﻃﻔﺎﻝ‬
‫ﺍﻟﻌﻄﻠﺔ ﺍﻟﺼﻴﻔﻴﺔ"‪ .‬ﻭﻳﻌﺘﺒﺮ ﺑﺄﻥ ﺍﻟﺸﺮﺍﺀ ﻣﻦ ﺍﻟﻄﻔﻞ ﺗﺸﺠﻴﻊ‬ ‫ﻭﺍﳌﺘﺨﺼﺺ ﻓﻲ ﺍﻟﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺑﺄﻥ ﻋﻤﺎﻟﺔ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻓﻲﻏﺎﻟﺐ ﺍﻷﻭﻗﺎﺕﻳﻘﻔﻮﻥﻋﻨﺪﺇﺷﺎﺭﺍﺕﺍﳌﺮﻭﺭ‪،‬ﻭﻣﻔﺘﺮﻗﺎﺕ‬
‫ﻟﻪ ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﺩﺍﻋﻴﺎ ﺇﻟﻰ "ﺃﻻ ﺗﺘﻐﻠﺐ ﻋﻠﻴﻨﺎ ﺍﻟﺸﻔﻘﺔ‬ ‫ﺗﺒﺪﺃ ﻣﻦ ﺍﻟﺒﻴﺖ‪" ،‬ﺣﻴﺚ ﻳﺠﺒﺮ ﺍﻷﻫﺎﻟﻲ ﺃﻃﻔﺎﻟﻬﻢ ﻋﻠﻰ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﻄﺮﻕ ﻟﺒﻴﻊ ﻣﺎ ﺑﺤﻮﺯﺗﻬﻢ ﻣﻦ ﺑﻀﺎﻋﺔ‪ ،‬ﻣﺜﻞ ﺍﻵﻳﺎﺕ‬
‫ﻓﻨﺸﺘﺮﻱ ﻣﻨﻪ"‪.‬‬ ‫ﺑﻬﺪﻑ ﺗﻮﻓﻴﺮ ﻣﺼﺪﺭ ﺩﺧﻞ ﺟﺪﻳﺪ ﻟﻠﻌﺎﺋﻠﺔ"‪ .‬ﻭﻳﻘﻮﻝ‪" :‬ﻳﻌﺘﻘﺪ‬ ‫ﺍﻟﻘﺮﺁﻧﻴﺔ ﻭﺍﻟﻌﻠﻜﺔ‪ ،‬ﻭﺍﶈﺎﺭﻡ ﺍﻟﻨﺎﻋﻤﺔ‪ .‬ﻭﻳﺤﺎﻭﻟﻮﻥ ﺍﳌﺴﺘﺤﻴﻞ‬
‫ﺇﻟﻰ ﺃﻳﻦ ﺃﺗﻮﺟﻪ؟‬ ‫ﺍﻟﻄﻔﻞ ﺑﺄﻥ ﻋﻤﻠﻪ "ﺷﻄﺎﺭﺓ"‪ ،‬ﻓﻲ ﺣﲔ ﻳﺸﺠﻊ ﺍﻷﻫﻞ‬ ‫ﻟﻴﺒﻴﻌﻮﺍ ﺑﻀﺎﺋﻌﻬﻢ‪ ،‬ﻭﻳﺴﺘﺤﻠﻔﻮﻥ ﺑﻜﻞ ﺍﳌﻘﺪﺳﺎﺕ ﻟﺘﺸﺘﺮﻱ‬
‫ﻭﺗﻌﻤﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻫﻠﻴﺔ ﻏﻴﺮ ﺍﻟﺮﺑﺤﻴﺔ‬ ‫ﺃﻃﻔﺎﻟﻬﻢ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻋﺒﺮ ﻣﺎ ﻳﺒﺪﻭﻧﻪ ﻣﻦ ﻣﻌﺎﻟﻢ ﺍﻟﻔﺮﺣﺔ‬ ‫ﻣﻨﻬﻢ!‬
‫ﻋﻠﻰ ﺗﻮﻓﻴﺮ ﺍﳊﻤﺎﻳﺔ ﻟﻠﻄﻔﻞ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ ﺑﺮﻳﻐﻴﺖ‪" :‬ﻳﺴﻌﻰ‬ ‫ﻋﻠﻰ ﻭﺟﻮﻫﻬﻢ"‪.‬‬ ‫ﺃﻃﻔﺎﻝ ﻳﻌﻴﻠﻮﻥ ﺃﺳﺮﻫﻢ‬
‫ﻣﺮﻛﺰ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻔﻮﻟﺔ ﻓﻲ ﺭﺍﻡ ﺍﷲ ﺇﻟﻰ ﺭﻋﺎﻳﺔ ﺍﻷﻃﻔﺎﻝ‬ ‫ﺃﺩﻭﺍﺭ!‬ ‫ﺍﻟﻄﻔﻞ ﻣﺤﻤﺪ ﺣﺴﻦ‪ ١٠ ،‬ﺳﻨﻮﺍﺕ؛ ﻣﻦ ﺳﻌﻴﺮ‪ ،‬ﻳﺒﻴﻊ‬
‫ﻭﺣﻤﺎﻳﺘﻬﻢ‪ ،‬ﻭﺗﺼﺤﻴﺢ ﺗﺮﺑﻴﺘﻬﻢ ﻭﺗﻘﻮﳝﻬﻢ ﺃﻛﺎﺩﳝﻴﺎ‬ ‫ﻭﻟﻜﻦ ﻛﻴﻒ ﺗﺘﻌﺎﻣﻞ ﺍﻟﺸﺮﻃﺔ ﻣﻊ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ؟‬ ‫ﺍﳉﻮﺍﺭﺏ ﻋﻠﻰ ﺣﺎﻓﺔ ﺍﻟﻄﺮﻳﻖ ﻟﻴﻌﻴﻞ ﻋﺎﺋﻠﺘﻪ‪ ،‬ﻳﻘﻮﻝ‪" :‬ﺗﻌﻠﻤﺖ‬
‫ﻭﺍﺟﺘﻤﺎﻋﻴﺎﻭﻧﻔﺴﻴﺎ"‪.‬‬ ‫ﺳﺆﺍﻝ ﻳﺠﻴﺐ ﻋﻨﻪ ﺍﻟﺮﺍﺋﺪ ﺍﻟﻔﺎﻫﻮﻡ ﻗﺎﺋﻼ‪" :‬ﻫﻨﺎﻟﻚ ﻣﻦ ﻳﻬﺘﻢ‬ ‫ﺍﳌﻬﻨﺔ ﻣﻦ ﻭﺍﻟﺪﻱ ﺍﳌﻘﻌﺪ ﺍﻟﺬﻱ ﻻ ﻳﻌﻤﻞ‪ ،‬ﻭﺃﻋﻤﻞ ﺃﻧﺎ ﻭﺃﺧﻲ ﻓﻲ‬
‫ﻭﺗﻮﻓﺮ ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ ﻛﺬﻟﻚ ﺧﺪﻣﺎﺕ ﻗﺎﻧﻮﻧﻴﺔ ﻣﺠﺎﻧﻴﺔ‪ ،‬ﻗﺪ‬ ‫ﺑﺎﻷﺣﺪﺍﺙ ﻓﻲ ﻗﺴﻢ ﺍﻟﺘﺤﻘﻴﻖ‪ ،‬ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺍﺳﺘﺪﻋﺎﺀ ﺃﻫﺎﻟﻲ‬ ‫ﺍﻟﻌﻄﻠﺔﺍﻟﺼﻴﻔﻴﺔ"‪.‬‬
‫ﻳﺤﺘﺎﺟﻬﺎ ﺍﻟﻄﻔﻞ ﺇﺫﺍ ﺗﻌﺮﺽ ﻟﻠﻤﺴﺎﺀﻟﺔ‪ .‬ﻭﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺴﻜﻦ‬ ‫ﺍﻷﻃﻔﺎﻝ ﻟﻠﺘﺤﻘﻴﻖ ﻣﻌﻬﻢ‪ .‬ﻭﻓﻲ ﺃﻏﻠﺐ ﺍﳊﺎﻻﺕ ﲡﺒﺮ ﺍﻟﺸﺮﻃﺔ‬ ‫ﻭﻳﺤﺎﻭﻝ ﻣﺤﻤﺪ ﺟﺬﺏ ﺍﻟﺰﺑﺎﺋﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻨﺪﺍﺀ ﺑﺼﻮﺕ‬
‫ﻭﺍﻷﻣﻦ‪ ،‬ﳝﻜﻦ ﺗﻮﻓﻴﺮ ﺑﻌﺾ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻣﻦ ﻣﺄﻛﻞ‬ ‫ﺍﻷﻫﻞ ﻋﻠﻰ ﺗﻮﻗﻴﻊ ﺗﻌﻬﺪ ﻳﻨﺺ ﻋﻠﻰ ﻋﺪﻡ ﺩﻓﻊ ﺍﻟﻮﻟﺪ ﺇﻟﻰ‬ ‫ﻣﺮﺗﻔﻊ ﻭﺑﺸﻜﻞ ﻣﺘﻮﺍﺻﻞ‪" ،‬ﻟﻌﻠﻬﻢ ﻳﺸﺘﺮﻭﻥ ﻣﻨﻲ"‪.‬‬
‫ﻭﻣﺸﺮﺏ؛ "ﺧﺎﺻﺔ ﻭﺃﻥ ﻣﻌﻈﻢ ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﺮﻓﻀﻮﻥ ﺍﻟﻌﻮﺩﺓ‬ ‫ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺸﺎﺭﻉ‪ ،‬ﻭﺃﻥ ﻳﻘﻮﻡ ﻣﻌﻴﻞ ﺍﻷﺳﺮﺓ ﺑﺎﻹﻧﻔﺎﻕ ﻋﻠﻰ‬ ‫ﺑﻴﻨﻤﺎ ﻳﻌﻤﻞ ﺍﻟﻄﻔﻞ ﻣﺤﻤﻮﺩ‪ ١٥ ،‬ﺳﻨﺔ‪ ،‬ﻟﻴﻮﻓﺮ ﻧﻘﻮﺩﺍ ﹰ‬
‫ﻷﺳﺮﻫﻢ‪ ،‬ﻧﺘﻴﺠﺔ ﺗﻌﺮﺿﻬﻢ ﻟﻠﻌﻨﻒ ﺍﳌﻨﺰﻟﻲ‪ ،‬ﳑﺎ ﻳﺴﺘﻠﺰﻡ‬ ‫ﺍﻟﻄﻔﻞ"‪.‬‬ ‫ﻟﺸﺮﺍﺀ ﻟﻮﺍﺯﻣﻪ ﺍﳌﺪﺭﺳﻴﺔ‪ ،‬ﻭﳌﺴﺎﻋﺪﺓ ﺃﻫﻠﻪ ﻣﺎﺩﻳﺎ‪ .‬ﻭﻟﻜﻦ ﺇﺫﺍ ﻟﻢ‬
‫ﺍﻟﺒﺤﺚ ﻋﻦ "ﺃﺳﺮ ﺑﺪﻳﻠﺔ"‪.‬‬ ‫ﻛﻤﺎ ﺃﻥ ﺍﻟﺸﺮﻃﺔ ﺗﺘﻌﺎﻭﻥ ﻣﻊ ﻣﺆﺳﺴﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻳﺸﺘﺮ ﻣﻨﻪ ﺃﺣﺪ‪" ،‬ﻓﺴﺘﺒﻘﻰ ﺍﻟﺒﻀﺎﻋﺔ ﻟﻠﻴﻮﻡ ﺍﻟﺘﺎﻟﻲ"!‬
‫ﻭﻓﻲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻳﺨﻀﻊ ﺍﻟﻄﻔﻞ ﻟﻔﺤﺺ ﻃﺒﻲ‪ ،‬ﺛﻢ ﻳﻌﺎﺩ‬ ‫ﻣﺘﺨﺼﺼﺔ‪ ،‬ﺗﻌﻤﻞ ﻣﻊ ﺃﺳﺮﺓ ﺍﻟﻄﻔﻞ ﻹﺧﺮﺍﺟﻪ ﻣﻦ ﻫﺬﻩ‬ ‫ﻭﻳﺒﻴﻊ ﻃﻠﻌﺖ ﺣﻤﺎﺩ‪ ١٣ ،‬ﻋﺎﻣﺎ‪ ،‬ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﻟﻠﻤﺎﺭﺓ‪ ،‬ﺗﺮﺍﻩ‬
‫ﺗﺴﺠﻴﻠﻪ ﻓﻲ ﺍﳌﺪﺭﺳﺔ ﻣﻦ ﺟﺪﻳﺪ‪.‬‬ ‫ﺍﳊﺎﻟﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺇﺟﺮﺍﺀ ﺑﺤﺚ ﻣﻴﺪﺍﻧﻲ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺮ‪.‬‬ ‫ﻳﻼﺣﻘﻬﻢ ﻭﻳﻀﻊ ﺍﻵﻳﺎﺕ ﻓﻲ ﺟﻴﻮﺑﻬﻢ‪ ،‬ﻟﻌﻠﻪ ﻳﺠﻤﻊ ﻣﺎﻻ ﻳﻌﻴﻞ‬
‫ﻭﺑﲔ ﺍﻟﺸﻔﻘﺔ ﻭﺍﻟﺮﻓﺾ‪ ،‬ﻭﺑﲔ ﺍﻟﺘﻮﺳﻞ ﻭﺍﻹﳊﺎﺡ ﺍﻟﺬﻱ ﻳﺼﻞ‬ ‫ﻭﻳﺆﻛﺪ ﺍﻟﻔﺎﻫﻮﻡ ﻋﻠﻰ ﺃﻥ ﺍﻟﺸﺮﻃﺔ "ﺗﻘﻮﻡ ﺑﻜﺘﺎﺑﺔ‬ ‫ﺑﻪ ﻋﺎﺋﻠﺘﻪ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﺃﺑﻲ ﻳﻌﺎﻧﻲ ﻣﻦ ﺁﻻﻡ ﺣﺎﺩﺓ ﻓﻲ ﻇﻬﺮﻩ‪ ،‬ﻭﻻ‬
‫ﺣﺪ ﺍﻹﺯﻋﺎﺝ‪ ،‬ﻳﻨﺘﻈﺮ ﻫﺬﺍ ﺍﻟﻄﻔﻞ ﺃﻥ ﻳﺒﻴﻊ ﻛﻞ ﻣﺎ ﻣﻌﻪ ﻟﻴﻨﺠﻮ‬ ‫ﺍﻟﺘﻌﻬﺪﺍﺕ"‪ ،‬ﻭﻟﻜﻦ ﺩﻭﺭ ﺍﳌﺘﺎﺑﻌﺔ ﻳﻌﻮﺩ ﺇﻟﻰ ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﻳﻘﻮﻯ ﻋﻠﻰ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻻ ﻳﻮﺟﺪ ﻏﻴﺮﻱ ﻗﺎﺩﺭ ﻋﻠﻰ ﺇﻋﺎﻟﺔ ﺃﺳﺮﺗﻲ"‪.‬‬
‫ﻣﻦ ﻏﻀﺐ ﻭﺍﻟﺪﻩ‪ .‬ﻭﻷﻥ ﺍﻟﻨﺎﺱ ﻳﻨﻈﺮﻭﻥ ﺇﻟﻴﻬﻢ ﻧﻈﺮﺓ ﺳﻠﺒﻴﺔ‪،‬‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻭﻳﻘﻮﻝ‪" :‬ﻋﻤﻞ ﺍﻷﻃﻔﺎﻝ ﻳﺨﺎﻟﻒ ﺍﻟﻘﺎﻧﻮﻥ ﺍﳋﺎﺹ‬ ‫ﺍﻷﺳﺒﺎﺏ‬
‫ﻭﺟﺮﺍﺀ ﺍﻟﻀﻐﻂ ﺍﻟﻌﺎﺋﻠﻲ‪ ،‬ﻳﺘﻌﻠﻢ ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﺃﻥ ﻳﺘﺨﻠﻮﺍ ﻋﻦ‬ ‫ﺑﺎﻷﺣﺪﺍﺙ‪ ،‬ﻭﻗﺎﻧﻮﻥ ﺍﻟﻌﻤﻞ؛ ﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ ﻋﺪﻡ ﻗﻴﺎﻡ ﺃﻱ ﻃﻔﻞ‬ ‫ﺗﻨﺘﺸﺮ ﻇﺎﻫﺮﺓ ﺍﻷﻃﻔﺎﻝ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻲ ﻣﺪﻳﻨﺔ ﺭﺍﻡ ﺍﷲ ﻓﻲ‬
‫ﻃﻔﻮﻟﺘﻬﻢ‪ ،‬ﻭﳝﺎﺭﺳﻮﺍ ﺍﻟﻌﻨﻒ؛ ﺍﻋﺘﻘﺎﺩﺍ ﻣﻨﻬﻢ ﺃﻥ "ﺍﻷﺯﻋﺮ" ﻫﻮ‬ ‫ﺩﻭﻥ ﺳﻦ ‪ ١٦‬ﻋﺎﻣﺎ ﺑﺎﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺸﻮﺍﺭﻉ ﺃﻭ ﺍﶈﻼﺕ‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻡ‬ ‫ﻓﺘﺮﺓ ﺍﻟﻌﻄﻠﺔ ﺍﻟﺼﻴﻔﻴﺔ‪ ،‬ﻭﻓﻲ ﻣﻮﺍﺳﻢ ﺍﻷﻋﻴﺎﺩ ﺑﺸﻜﻞ ﻻﻓﺖ‬
‫ﺗﺼﻮﻳﺮ‪ :‬ﺑﻬﺎﺀ ﺣﻼﺣﻠﺔ ‪ /‬ﺭﺍﻡ ﺍﷲ‬ ‫ﺍﻟﺬﻱ "ﳝﺸﻲ ﺳﻮﻗﻪ"!‬ ‫ﺍﻟﺪﻭﻟﺔ ﺑﺘﺤﺬﻳﺮ ﺍﶈﻼﺕ ﻣﻦ ﺗﺸﻐﻴﻠﻬﻢ"‪.‬‬ ‫ﻟﻠﻨﻈﺮ‪ .‬ﺣﻴﺚ ﻳﻮﺿﺢ ﺍﻟﺮﺍﺋﺪ ﻓﻲ ﺟﻬﺎﺯ ﺍﻟﺸﺮﻃﺔ ﻳﺎﺳﺮ ﺍﻟﻔﺎﻫﻮﻡ‪،‬‬
‫‪¥‬‬ ‫‪”«d�« l�d²Ð »U³ý‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻴ‬ ‫ﻄ‬ ‫ﺴ‬ ‫ﻠ‬ ‫ﻔ‬ ‫ﻟ‬‫ا‬ ‫ﺔ‬ ‫ﻜ‬ ‫ﺑ‬‫ﺪ‬ ‫ﻟ‬‫ا‬
‫ﻬﺎ‬ ‫ﻋ‬‫ﺎ‬ ‫ﻘ‬ ‫ﻳ‬‫إ‬ ‫ﺔ‬ ‫ﻴ‬ ‫ﻨ‬
‫ﻫﻮﺍﻳﺔ‪ ...‬ﻣﻮﻫﺒﺔ‪ ...‬ﻋﻤﻞ ﻭﻃﻨﻲ‬ ‫‪ÂUO� ¡öŽ‬‬
‫ﻭﻳﺆﻛﺪ ﺷﺮﻑ ﺑﺄﻧﻪ ﻻ ﺗﻨﺎﻗﺾ ﺑﲔ ﺩﺭﺍﺳﺘﻪ ﻓﻲ ﻛﻠﻴﺔ ﺍﻟﺘﺠﺎﺭﺓ ﺑﺠﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ‪ ،‬ﻭﳑﺎﺭﺳﺔ‬ ‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺭﺍﻡ ﺍﷲ‬
‫ﻫﻮﺍﻳﺘﻪ ﻓﻲ ﺍﻟﺪﺑﻜﺔ ﺍﻟﺸﻌﺒﻴﺔ؛ ﻓﻬﻮ ﻗﺎﺩﺭ ﻋﻠﻰ ﺃﻥ ﻳﻮﺍﺯﻥ ﺑﲔ ﺩﺭﺍﺳﺘﻪ ﻭﳑﺎﺭﺳﺔ ﺍﻟﺪﺑﻜﺔ‪ ،‬ﻭﺗﻘﺪﱘ‬ ‫ﺗﺮﺍﻫﻢ ﻳﺘﺮﺍﻗﺼﻮﻥ ﻋﻠﻰ ﺧﺸﺒﺔ ﺍﳌﺴﺮﺡ‪ ،‬ﻳﺘﻘﻨﻮﻥ ﻋﻤﻠﻬﻢ ﻭﻳﺼﻠﻮﻥ ﺑﻪ ﻷﻗﺼﻰ ﺩﺭﺟﺎﺕ‬
‫ﺍﻟﻌﺮﻭﺽ ﺃﻣﺎﻡ ﺍﳉﻤﻬﻮﺭ ﻓﻲ ﻓﻠﺴﻄﲔ ﺃﻭ ﺧﺎﺭﺟﻬﺎ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﺳﺄﺳﺘﻤﺮ ﻓﻲ ﺍﻟﺪﺑﻜﺔ ﺇﻟﻰ ﺟﺎﻧﺐ‬ ‫ﺍﻹﺑﺪﺍﻉ‪ ،‬ﺃﻣﺎ ﻫﻮ ﻓﻮﺟﻬﻪ ﻳﺘﺤﺪﺙ ﺑﻜﻞ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻳﻘﻔﺰ ﺑﻀﺤﻜﺔ‪ ،‬ﻭﻳﺘﻤﺎﻳﻞ ﺑﻠﻐﺔ ﺣﺰﻳﻨﺔ‪ ،‬ﺗﻌﺮﻑ‬
‫ﺩﺭﺍﺳﺘﻲ‪ ،‬ﻭﺳﺄﻋﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺗﻲ"‪.‬‬ ‫ﻟﻠﻮﻫﻠﺔ ﺍﻷﻭﻟﻰ ﺑﺄﻧﻚ ﺗﺸﺎﻫﺪ ﺍﺧﺘﻼﻓﺎ ﻧﺎﻃﻘﺎ ﻓﻲ ﻋﻴﻨﻴﻪ ﻭﻭﺟﻬﻪ؛ ﺷﺮﻑ ﺍﻟﻨﺒﺎﻟﻲ ﺍﻟﺮﺍﻗﺺ ﻓﻲ‬
‫ﻭﺣﺴﺐ ﺷﺮﻑ ﻓﺈﻥ ﺍﻟﺪﺑﻜﺔ ﻫﻲ "ﺃﺣﺪ ﺭﻣﻮﺯﻧﺎ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﻔﻠﻜﻠﻮﺭﻳﺔ ﺍﻟﺘﻲ ﻻ ﺑﺪ ﻣﻦ ﺍﳊﻔﺎﻅ‬ ‫ﻓﺮﻗﺔ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺸﻌﺒﻴﺔ ﻟﻠﺪﺑﻜﺔ‪ ،‬ﻳﺮﻭﻱ ﻟﻨﺎ ﺣﻜﺎﻳﺘﻪ ﻣﻊ ﺍﻟﺮﻗﺺ ﺍﻟﺸﻌﺒﻲ‪.‬‬
‫ﻋﻠﻴﻬﺎ"‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﺃﺩﻋﻮ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﻮﺭﻭﺙ؛ ﻓﻤﻦ ﺧﻼﻟﻪ ﳝﻜﻨﻨﺎ‬ ‫ﻣﺸﻮﺍﺭ‬
‫ﻧﻘﻞ ﺭﺳﺎﻟﺘﻨﺎ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺍﻟﺘﺒﺎﻫﻰ ﺑﺄﻏﺎﻧﻴﻨﺎ ﻭﺗﺮﺍﺛﻨﺎ ﺍﻟﻌﺮﻳﻖ"‪.‬‬ ‫ﺑﺪﺃ ﺷﺮﻑ‪ ٢٠ ،‬ﻋﺎﻣﺎ‪ ،‬ﳝﺎﺭﺱ ﺍﻟﺪﺑﻜﺔ ﺍﻟﺸﻌﺒﻴﺔ ﻣﻨﺬ ﻛﺎﻥ ﻓﻲ ﺍﻟﺜﺎﻟﺜﺔ ﻋﺸﺮﺓ ﻣﻦ ﻋﻤﺮﻩ‪،‬‬
‫ﻭﻟﻜﻨﻪ ﻻ ﻳﻨﻈﺮ ﺇﻟﻰ ﺍﻟﺪﺑﻜﺔ ﻋﻠﻰ ﺃﻧﻬﺎ ﻫﻮﺍﻳﺔ ﻓﺤﺴﺐ؛ ﺑﻞ ﻋﻠﻰ ﺃﻧﻬﺎ "ﻋﻤﻞ ﻭﻃﻨﻲ ﺃﻓﺘﺨﺮ ﺑﻪ"‪،‬‬ ‫ﺣﲔ ﺍﻛﺘﺸﻔﺖ ﻣﻮﻫﺒﺘﻪ ﻣﻨﺬ ﻛﺎﻥ ﻓﻲ ﺍﻟﺼﻒ ﺍﻟﺘﺎﺳﻊ‪ ،‬ﻓﺎﻧﻀﻢ ﺇﻟﻰ ﻓﺮﻗﺔ ﺍﻟﻌﻮﺩﺓ ﺍﻟﺘﺎﺑﻌﺔ‬
‫ﻭﻳﻮﺿﺢ ﻗﺎﺋﻼ‪" :‬ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺣﺪ ﺃﻥ ﻳﺘﺼﻮﺭ ﻏﻴﻆ ﺍﻻﺣﺘﻼﻝ ﻋﻨﺪ ﺭﺅﻳﺔ ﺃﺑﻨﺎﺀ ﻓﻠﺴﻄﲔ ﻳﺘﻤﺴﻜﻮﻥ‬ ‫ﳌﺪﺍﺭﺱ "ﺍﻟﻔﺮﻧﺪﺯ"‪ .‬ﻳﻘﻮﻝ‪" :‬ﺷﺎﺭﻛﺖ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﻹﺭﺿﺎﺀ ﻓﻀﻮﻟﻲ"‪ .‬ﻭﻳﺘﺎﺑﻊ‪" :‬ﻟﻢ ﺃﻛﻦ ﺃﺧﻄﻂ‬
‫ﺑﺘﺮﺍﺙ ﺃﺟﺪﺍﺩﻫﻢ‪ ،‬ﻭﳝﺎﺭﺳﻮﻥ ﻋﺎﺩﺍﺗﻬﻢ ﺃﻣﺎﻡ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﺭﻏﻢ ﻣﺤﺎﻭﻻﺗﻪ ﺍﻟﻔﺎﺷﻠﺔ ﻟﻄﻤﺲ ﺍﻟﻬﻮﻳﺔ‬ ‫ﻷﺻﺒﺢ ﺭﺍﻗﺼﺎ ﻓﻲ ﻳﻮﻡ ﻣﻦ ﺍﻷﻳﺎﻡ‪ ،‬ﻭﺍﻟﻌﺮﻭﺽ ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﺘﻲ ﻛﻨﺖ ﺃﺷﺎﻫﺪﻫﺎ ﻫﻲ ﺗﻠﻚ ﺍﻟﺘﻲ‬
‫ﻭﺍﻟﺘﺮﺍﺙ"‪ .‬ﻭﻫﻜﺬﺍ ﻳﻨﻘﻞ ﺍﻟﻔﻨﺎﻥ ﺭﺳﺎﻟﺔ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻔﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻣﺨﻠﺼﺎ ﺍﻟﻌﺎﻟﻢ ﻣﻦ ﻓﻜﺮﺓ‬ ‫ﻛﺎﻧﺖ ﺗﻘﺎﻡ ﻋﻠﻰ ﻣﺴﺮﺡ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻓﻲ ﺍﻟﻴﻮﻡ ﺍﳌﻔﺘﻮﺡ‪ ،‬ﻭﻓﻲ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻣﺎ ﺇﻥ ﺩﺧﻠﺖ‬
‫ﺃﻥ ﻓﻠﺴﻄﲔ "ﺣﺮﺏ ﻭﻧﻜﺪ"!‬ ‫ﻓﺮﻗﺔ ﺍﳌﺪﺭﺳﺔ ﺣﺘﻰ ﺍﻛﺘﺸﻒ ﺍﳌﺪﺭﺏ ﻗﺪﺭﺍﺗﻲ"‪.‬‬
‫ﻭﻳﺮﻯ ﺷﺮﻑ ﺑﺄﻥ ﺍﻟﺪﺑﻜﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﻮﻫﺒﺔ ﺑﺸﻜﻞ ﺧﺎﺹ‪ ،‬ﺣﲔ ﻳﻘﻮﻝ‪" :‬ﺗﻌﺘﻤﺪ ﺍﳌﻮﻫﺒﺔ ﻋﻠﻰ‬ ‫ﻭﻟﻜﻨﻪ ﻭﺻﻞ ﺇﻟﻰ ﺃﻋﺘﺎﺏ ﺍﻟﺘﺠﺮﺑﺔ ﺍﳊﻘﻴﻘﻴﺔ ﺍﻟﺘﻲ ﻏﻴﺮﺕ ﺣﻴﺎﺗﻪ‪ ،‬ﻭﻣﻜﻨﺘﻪ ﻣﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ‬
‫ﺍﻻﻟﺘﺰﺍﻡ ﻭﺑﺬﻝ ﺍﳉﻬﺪ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ"‪ .‬ﻭﻫﻲ ﻧﻘﻄﺔ ﲢﻮﻝ ﻛﺒﻴﺮﺓ ﻓﻲ ﺣﻴﺎﺗﻪ‪ ،‬ﻓﻘﺪ "ﺳﺎﻫﻤﺖ ﻓﻲ‬ ‫ﺍﻟﺘﺮﺍﺙ ﺍﳊﺒﻴﺐ ﻭﺍﻟﻌﺮﻳﻖ ﺑﺠﺴﺪﻩ ﺍﻟﻨﺤﻴﻞ‪ ،‬ﺣﲔ ﺍﻟﺘﺤﻖ ﺑﻔﺮﻗﺔ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺸﻌﺒﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ؛‬
‫ﺗﻨﻤﻴﺔ ﺷﺨﺼﻴﺘﻲ‪ ،‬ﻭﻋﺮﻓﺘﻨﻲ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺳﺎﻫﻤﺖ ﻓﻲ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻟﻴﻮﻧﺔ ﺟﺴﻤﻲ"‪.‬‬ ‫ﻓﻘ ﹼﺪﻡ ﻋﺪﺩﺍ ﻛﺒﻴﺮﺍ ﻣﻦ ﺍﻟﻌﺮﻭﺽ؛ ‪ ٣٥‬ﻋﺮﺿﺎ ﻓﻲ ﻗﻄﺮ‪ ،‬ﻭﺛﻼﺛﺔ ﻓﻲ ﺳﻮﺭﻳﺎ‪ ،‬ﻭﺍﺛﻨﲔ ﻓﻲ ﻟﺒﻨﺎﻥ‪،‬‬
‫ﻭﻳﺴﺘﻨﺘﺞ ﺑﺨﺒﺮﺗﻪ ﺃﻥ ﺍﻹﻗﺒﺎﻝ ﻋﻠﻰ ﺍﻟﺪﺑﻜﺔ ﻳﻌﺘﻤﺪ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﻟﻰ ﻋﻠﻰ ﺳﻤﻌﺔ ﺍﻟﻔﺮﻗﺔ‬ ‫ﻭﻣﺜﻠﻬﻤﺎ ﻓﻲ ﻓﺮﻧﺴﺎ‪ ،‬ﻭﺗﺴﻌﺔ ﻓﻲ ﺃﻣﺮﻳﻜﺎ‪ ،‬ﻭﻭﺍﺣﺪ ﻓﻲ ﺍﻟﺒﺤﺮﻳﻦ‪.‬‬
‫ﻭﻣﻜﺎﻥ ﺍﻟﻌﺮﺽ‪ .‬ﻭﺭﻏﻢ ﳒﺎﺣﻪ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﻘﺮ ﺑﻮﺟﻮﺩ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻗﺪ ﺗﺒﺮﺯ ﺃﺛﻨﺎﺀ ﺍﻟﻌﺮﻭﺽ‪،‬‬ ‫ﻓﺒﻌﺪ ﺍﻟﻌﺮﺽ ﺍﻷﻭﻝ ﺍﻟﺬﻱ ﻗﺪﻣﻪ ﺷﺮﻑ ﻣﻊ ﻓﺮﻗﺔ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﺟﻪ ﻛﺜﻴﺮ ﻣﻦ ﻣﺪﺭﺑﻲ ﺍﻟﻔﺮﻕ ﺇﻟﻴﻪ‬
‫ﺗﺘﻤﺜﻞ ﻓﻲ "ﺗﺰﻣﺖ ﺑﻌﺾ ﺍﻟﻨﺎﺱ‪ ،‬ﻭﺍﻟﻌﻘﻠﻴﺎﺕ ﺍﻟﻘﺪﳝﺔ"‪ .‬ﺃﻣﺎ ﺇﻳﺠﺎﺑﻴﺎﺗﻬﺎ ﻓﺘﺘﻤﺜﻞ ﻓﻲ "ﻗﺪﺭﺓ‬ ‫ﺍﻟﺪﻋﻮﺓ ﻟﻴﻨﻀﻢ ﺇﻟﻰ ﻓﺮﻗﻬﻢ‪ ،‬ﻳﻘﻮﻝ‪" :‬ﺳـﺄﻟﺖ ﻋﻦ ﺍﻟﻔﺮﻗﺔ ﺍﻷﻓﻀﻞ‪ ،‬ﻓﺄﺷﺎﺭﻭﺍ ﻋﻠﻲ ﺑﺎﻻﻧﻀـﻤﺎﻡ‬
‫ﺍﻟﻔﺮﻗﺔ ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻓﻜﺮﺗﻬﺎ ﻣﻦ ﺧﻼﻝ ﺃﺩﺍﺀ ﺍﻟﺮﻗﺼﺔ ﻭﺣﺮﻛﺎﺕ ﺍﳉﺴﺪ ﻓﻘﻂ‪ ،‬ﺣﺘﻰ ﻟﻮ ﻟﻢ‬ ‫ﺇﻟﻰ ﻓﺮﻗﺔ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺸﻌﺒﻴﺔ"‪ .‬ﻭﻫﻨﺎﻙ ﺑﺪﺃ ﺷﺮﻑ ﻓﻲ ﻗﺴـﻢ ﺍﻟﺒﺮﺍﻋﻢ‪ ،‬ﻭﺑﻌﺪ ﺳﻨﺘﲔ ﻭﻧﺼﻒ‪،‬‬
‫ﻳﻔﻬﻢ ﺍﳉﻤﻬﻮﺭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ"‪.‬‬ ‫ﺍﻧﺘﻘﻞ ﺇﻟﻰ ﻓﺮﻗﺔ ﺍﻟﻔﻨﻮﻥ ﻟﻠﻜﺒﺎﺭ‪ ،‬ﻭﻣﺎ ﺯﺍﻝ ﻳﺘﻌﻠﻢ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ‪" :‬ﺗﻌ ﹼﻠﻢ ﺍﻟﺪﺑﻜﺔ ﻻ ﻧﻬﺎﻳﺔ ﻟﻪ"‪.‬‬
‫ﻭﻓﻲ ﻓﻠﺴﻄﲔ ﻭﺣﺪﻫﺎ‪ ،‬ﻳﺸﺎﺭﻙ ﺷﺮﻑ ﻓﻲ ﺣﻮﺍﻟﻲ ﻋﺸﺮﺓ ﻋﺮﻭﺽ ﻓﻲ ﺍﻟﻌﺎﻡ ﺍﻟﻮﺍﺣﺪ ﻣﻨﺬ ﺳﺒﻊ‬
‫ﺳﻨﻮﺍﺕ‪ ،‬ﻭﳝﺰﺝ ﺑﲔ ﺍﻟﻌﺮﻭﺽ ﺍﻟﻔﻠﻜﻠﻮﺭﻳﺔ ﺍﻟﺸﻌﺒﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺒﻴﺮﻳﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ .‬ﻭﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻌﺮﻭﺽ‬
‫ﻛﺎﻥ ﻓﻲ ﺳﻮﺭﻳﺎ ﺣﲔ ﻋﺮﺽ ﺃﻣﺎﻡ ‪ ١٥,٠٠٠‬ﻣﺸﺎﻫﺪ‪ ،‬ﻋﻠﻰ ﺃﺣﺪ ﺍﳌﺪﺭﺟﺎﺕ ﺍﻟﺮﻭﻣﺎﻧﻴﺔ ﺍﻷﺛﺮﻳﺔ‪.‬‬
‫ﻣﺤﻄﺎﺕ‬
‫ﻳﻘﻮﻝ ﺷﺮﻑ‪" :‬ﺃﺟﻤﻞ ﳊﻈﺎﺕ ﺣﻴﺎﺗﻲ ﻋﻨﺪﻣﺎ ﺃﺅﺩﻱ ﺭﻗﺼﺎﺗﻲ ﺍﻟﻔﺮﺩﻳﺔ‪ ،‬ﺧﺎﺻﺔ ﺣﲔ ﺗﻜﻮﻥ ﺃﻭﻝ‬
‫ﻋﺮﺽ ﺃﻣﺎﻡ ﺍﳉﻤﻬﻮﺭ‪ ،‬ﻭﻋﻨﺪ ﳒﺎﺣﻲ ﻓﻲ ﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﺃﺷﻌﺮ ﺑﺎﻟﻔﺨﺮ‪ ،‬ﻭﺍﻟﺴﻌﺎﺩﺓ ﺍﳌﻄﻠﻘﺔ"‪.‬‬
‫ﻭﻳﺘﺬﻛﺮ‪" :‬ﺧﻼﻝ ﺑﻌﺾ ﺍﻟﻌﺮﻭﺽ ﺍﻟﺘﻲ ﻗﺪﻣﻨﺎﻫﺎ ﺟﻌﻠﺖ ﺍﳉﻤﻬﻮﺭ ﻳﺒﻜﻲ"!‬
‫ﺃﻣﺎ ﺃﻛﺜﺮ ﺍﻟﻠﺤﻈﺎﺕ ﺍﻟﺘﻲ ﻳﺸﻌﺮ ﻓﻴﻬﺎ ﺷﺮﻑ ﺑﺎﻟﻔﺨﺮ‪ ،‬ﻓﻬﻲ ﻋﻨﺪﻣﺎ ﻳﺘﺠﺎﻭﺏ ﺍﳉﻤﻬﻮﺭ ﻣﻊ‬
‫ﺍﻟﻌﺮﺽ؛ "ﻓﻬﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻨﺎ ﲤﻜﻨﺎ ﻣﻦ ﺇﻳﺼﺎﻝ ﺍﻟﺮﺳﺎﻟﺔ ﺇﻟﻰ ﻗﻠﻮﺑﻬﻢ‪ ،‬ﻭﲢﺮﻳﻚ ﻋﻮﺍﻃﻔﻬﻢ"‪.‬‬
‫ﻣﺪﺭﺏ ﻓﻲ ﺍﻟﻌﺸﺮﻳﻦ‬
‫ﻭﻳﻘﻮﻡ ﺷﺮﻑ ﺣﺎﻟﻴﺎ ﺑﺘﺪﺭﻳﺐ ﺍﻟﺪﺑﻜﺔ ﻟﻌﺪﺩ ﻣﻦ ﺍﻟﻔﺮﻕ؛ ﻣﻨﻬﺎ ﺑﻼﻃﺔ‪ ،‬ﻭﺗﻞ‪ ،‬ﻭﻓﺮﻗﺔ ﺍﻟﻔﻦ‬
‫ﺍﻟﺸﻌﺒﻲ‪ ،‬ﻭﺻﻔﺎ‪ .‬ﺇﻻ ﺃﻧﻪ ﻻ ﻳﻨﺘﻤﻲ ﺇﻻ ﻟﻔﺮﻗﺔ ﺍﻟﻔﻨﻮﻥ؛ "ﻧﻈﺮﺍ ﳌﻨﻊ ﺍﺯﺩﻭﺍﺟﻴﺔ ﺍﻟﻌﻀﻮﻳﺔ"‪.‬‬
‫ﺃﺩﻫﺸﻨﻲ ﺻﻮﺗﻪ‪ ،‬ﻭﺃﺩﻫﺸﻨﻲ ﻋﺰﻑ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻫﻢ ﻓﻲ ﻧﻔﺲ ﻋﻤﺮﻱ‪ ،‬ﻭﻛﺄﻧﻬﻢ ﻳﻌﻴﺸﻮﻥ‬ ‫—‪U�UŽ ±¥ ØÍd²� .‬‬
‫ﻓﻴﻪ"!‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺑﻴﺖ ﳊﻢ‬
‫ﻭﺗﻘﺮ ﻧﺪﻳﻦ ﺑﺄﻧﻬﺎ ﻻ ﺗﻨﻈﻢ ﻭﻗﺘﻬﺎ ﺑﺄﻓﻀﻞ ﺍﻟﻄﺮﻕ‪ ،‬ﺇﻻ ﺃﻧﻬﺎ ﻧﺎﺟﺤﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﺰﻑ‪،‬‬ ‫ﻛﻨﺖ ﻓﻲ ﺍﻟﺴﺎﺩﺳﺔ ﻣﻦ ﻋﻤﺮﻱ ﻋﻨﺪﻣﺎ ﺩﺧﻠﺖ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﺗﻌﺮﻓﺖ ﻋﻠﻰ‬
‫ﺗﻘﻮﻝ‪" :‬ﻋﻨﺪﻣﺎ ﻧﻜﻮﻥ ﻋﻠﻰ ﺃﺑﻮﺍﺏ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺃﺣﺎﻭﻝ ﺍﻟﺘﻔﺮﻍ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻟﻜﻦ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ‬ ‫ﺻﺪﻳﻘﺘﻲ ﺍ‪‬ﻠﺼﺔ ﻧﺪﻳﻦ ﺷﺎﻫﲔ؛ ﻓﺘﺎﺓ ﻣﻮﻫﻮﺑﺔ ﻓﻲ ﺍﳌﻮﺳﻴﻘﻰ ﻭﺍﻟﺮﺳﻢ‪ ،‬ﻭﺣﺘﻰ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ ﺃﻥ ﺃﻋﺰﻑ ﻋﻠﻰ ﺃﻱ ﺁﻟﺔ ﻣﻮﺳﻴﻘﻴﺔ ﻗﺒﻞ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻱ ﻋﻤﻞ"‪.‬‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺍﻟﺘﻲ ﺟﻤﻌﺘﻬﺎ ﺑﻬﺎ ﻗﺼﺔ ﻋﺸﻖ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺗﻌﺰﻑ ﻧﺪﻳﻦ ﺗﺸﻌﺮ ﺑﺄﻧﻬﺎ ﺗﺴﺒﺢ ﻓﻲ ﻣﺤﻴﻂ ﻣﻦ ﺍﻷﻧﻐﺎﻡ‪ ،‬ﺃﻭ ﺗﻄﻴﺮ ﻓﻲ ﺳﻤﺎﺀ‬ ‫ﻣﻨﺬ ﻧﻌﻮﻣﺔ ﺃﻇﻔﺎﺭﻫﺎ ﺗﻌﻠﻤﺖ ﻧﺪﻳﻦ ﺍﳌﻮﺳﻴﻘﻰ‪ ،‬ﻭﺃﺣﺒﺖ ﺃﻣﻬﺎ ﺃﻥ ﺗﻌﻠﻤﻬﺎ ﺍﻟﻌﺰﻑ‬
‫ﻭﺍﺳﻌﺔ؛ "ﻗﺪﺭﺗﻲ ﻋﻠﻰ ﻋﺰﻑ ﺃﻱ ﻣﻘﻄﻮﻋﺔ ﻣﻮﺳﻴﻘﻴﺔ‪ ،‬ﻣﻜﻨﺘﻨﻲ ﻣﻦ ﻣﺸﺎﺭﻛﺔ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬ ‫ﻋﻠﻰ ﺍﻟﻌﻮﺩ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻟﻢ ﺗﺘﻤﻜﻦ ﻣﻦ ﺫﻟﻚ ﻟﻘﻠﺔ ﻣﻌﺎﻫﺪ ﺍﳌﻮﺳﻴﻘﻰ ﻓﻲ ﺍﻟﻘﺪﺱ‪،‬‬
‫ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﻬﺮﺟﺎﻥ ﻣﻮﺳﻴﻘﻲ ﻓﻲ ﺇﻳﻄﺎﻟﻴﺎ‪ ،‬ﺃﻗﻴﻢ ﻓﻲ ﺷﻬﺮ ﻧﻴﺴﺎﻥ ‪ ،٢٠٠٧‬ﻭﻫﻨﺎﻙ ﻗﻤﻨﺎ‬ ‫ﻭﻟﻢ ﺗﻴﺄﺱ‪ ،‬ﻓﺤﺎﻭﻟﺖ ﺍﻟﺒﺤﺚ ﻋﻦ ﺁﻟﺔ ﻣﻮﺳﻴﻘﻴﺔ ﺗﺴﺘﻄﻴﻊ ﺩﺭﺍﺳﺘﻬﺎ‪ .‬ﻭﺑﺎﻟﻔﻌﻞ‬
‫ﺑﺘﺴﺠﻴﻞ ﺃﻭﻝ ‪ C.D‬ﻭﻓﻴﻪ ﺃﻏﺎﻧﻴﻨﺎ ﻭﺃﳊﺎﻧﻨﺎ"‪.‬‬ ‫ﻭﺟﺪﺕ ﻧﻔﺴﻬﺎ ﻓﻲ "ﺟﻮﻗﺔ ﺍﻟﻴﺎﺳﻤﲔ"؛ ﺍﻟﺘﺎﺑﻌﺔ ﳌﺪﺭﺳﺔ ﻣﺎﺭ ﻳﻮﺳﻒ ﺑﺎﻟﻘﺪﺱ‪،‬‬
‫ﻭﻋﻦ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺗﻘﻮﻝ ﻧﺪﻳﻦ‪" :‬ﻛﺎﻧﺖ ﻣﺮﻋﺒﺔ‪ ،‬ﺧﺎﺻﺔ ﺍﻟﻮﻗﻮﻑ ﻷﻭﻝ ﻣﺮﺓ ﺃﻣﺎﻡ ﺟﻤﻬﻮﺭ‬ ‫ﻭﺗﻌﺮﻓﺖ ﻋﻠﻰ ﻣﻌﻠﻤﺔ ﺍﻟﻌﺰﻑ ﻓﻲ ﺇﺣﺪﻯ ﻣﺪﺍﺭﺱ ﺍﻟﻘﺪﺱ‪ ،‬ﻭﻓﻴﻬﺎ ﻳﺘﻢ ﺗﻌﻠﻴﻢ‬
‫ﻛﺒﻴﺮ‪ ،‬ﻟﺬﻟﻚ ﻟﻢ ﺃﺗﻮﻗﻒ ﻋﻦ ﺍﻟﺘﺪﺭﺏ ﺣﺘﻰ ﺁﺧﺮ ﳊﻈﺔ ﺳﺒﻘﺖ ﻋﺰﻓﻨﺎ ﺃﻣﺎﻡ ﺍﳉﻤﻬﻮﺭ" ‪.‬‬ ‫ﺍﻟﺒﻴﺎﻧﻮ‪ ،‬ﻭﺍﻟﻜﻤﺎﻥ‪ ،‬ﻭ ﺍﻟـ"ﻓﻠﻮﺕ"‪ ،‬ﻓﺤﺎﻭﻟﺖ ﺍﻟﻌﺰﻑ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﻮ‪ ،‬ﻭﳒﺤﺖ؛ ﻓﺄﻛﻤﻠﺖ‬
‫ﻭﺗﺸﻜﺮ ﻧﺪﻳﻦ ﻭﺍﻟﺪﻳﻬﺎ ﻟﺪﻋﻤﻬﺎ ﻓﻲ ﻛﻞ ﺧﻄﻮﺓ ﺗﺘﻘﺪﻡ ﺑﻬﺎ‪ ،‬ﻭﻓﻲ ﻛﻞ ﻣﻬﺮﺟﺎﻥ‬ ‫ﺍﻟﻄﺮﻳﻖ ﻭﻛﺎﻧﺖ ﺍﻟﺒﺪﺍﻳﺔ‪.‬‬
‫ﺷﺎﺭﻛﺖ ﻓﻴﻪ‪ ،‬ﻭﺳﺘﺸﺎﺭﻙ ﻓﻴﻪ‪ ،‬ﻭﻫﻲ ﺍﻵﻥ ﺗﺄﺧﺬ ﺩﺭﻭﺳﺎ ﻓﻲ ﺍﻟﻌﺰﻑ ﻋﻠﻰ ﺁﻟﺘﻲ ﺍﻟﺒﻴﺎﻧﻮ‪،‬‬ ‫"ﻟﻮﻻ ﺃﻣﻲ ﻭﺃﺑﻲ ﳌﺎ ﺩﺭﺳﺖ ﺍﳌﻮﺳﻴﻘﻰ‪ ،‬ﻭﳒﺤﺖ ﻓﻲ ﺍﳌﺪﺭﺳﺔ" ﻛﻤﺎ ﺗﻘﻮﻝ ﻧﺪﻳﻦ‪،‬‬
‫ﻭﺍﻟﺸﻴﻠﻠﻮ‪ .‬ﻭﲢﻠﻢ ﲟﺘﺎﺑﻌﺔ ﺍﻟﻌﺰﻑ ﻭﺍﻟﻐﻨﺎﺀ‪ ،‬ﺇﻟﻰ ﺟﺎﻧﺐ ﺍﻟﺮﺳﻢ‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻝ‪" :‬ﺇﺫﺍ ﺃﺭﺍﺩ ﺃﺣﺪ‬ ‫ﻭﺗﻀﻴﻒ‪" :‬ﻋﻨﺪﻣﺎ ﺃﺟﺪ ﻭﻗﺘﺎ ﺇﺿﺎﻓﻴﺎ ﺃﺫﻫﺐ ﺇﻟﻰ ﻣﻌﻬﺪ ﻣﺎﻧﻴﺴﻜﺎﺕ ﺍﳌﻮﺳﻴﻘﻲ‬
‫ﻣﻨﺎ ﺷﻴﺌﺎ ﻣﺎ‪ ،‬ﻓﻌﻠﻴﻪ ﺍﳌﺜﺎﺑﺮﺓ ﻭﺍﻟﺴﻌﻲ ﺣﺘﻰ ﻳﺤﻘﻘﻪ‪ ،‬ﻭﻣﺤﺎﻭﻟﺔ ﲢﻘﻴﻖ ﻣﺎ ﻫﻮ ﺃﻛﺒﺮ‬ ‫ﺍﻟﺘﺎﺑﻊ ﳋﻮﺭﺍﻧﻴﺔ ﺩﻳﺮ ﺍﻟﻼﺗﲔ؛ ﻟﻜﻨﻨﻲ ﻟﻢ ﺃﺳﺘﻄﻊ ﺷﺮﺍﺀ ﺍﻟﺒﻴﺎﻧﻮ ﺑﺴﺒﺐ ﺿﻴﻖ ﻣﻨﺰﻟﻨﺎ‬
‫ﻣﻨﻪ ﺣﺘﻰ ﻳﺼﻞ ﺇﻟﻰ ﻣﺎ ﻳﻄﻤﺢ ﺇﻟﻴﻪ"‪ .‬ﻭﺗﺆﻛﺪ ﺃﻧﻬﺎ ﺗﺮﻏﺐ ﺑﺎﻟﻌﺰﻑ ﻛﺎﶈﺘﺮﻓﲔ ﻋﻠﻰ ﺁﻟﺘﻲ‬ ‫ﻓﻲ ﺍﻟﺒﻠﺪﺓ ﺍﻟﻘﺪﳝﺔ" ‪.‬‬
‫ﺍﻟﺒﻴﺎﻧﻮ ﻭﺍﻟﺸﻴﻠﻠﻮ‪ ،‬ﻟﺘﺼﻞ ﺇﻟﻰ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺮﻏﻮﺏ‪ ،‬ﻭﺗﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ ﻋﻠﻰ‬ ‫ﺍﻟﺒﻴﺎﻧﻮ ﺁﻟﺔ ﻣﺸﻬﻮﺭﺓ‪ ،‬ﻭﺻﻮﺗﻪ ﻳﺤﺎﻛﻲ ﺭﻗﺔ ﺍﻟﺴﺤﺎﺏ‪ ،‬ﻭﻫﻮ ﺃﻭﻝ ﻣﺎ ﻳﻘﺪﻡ ﻟﻠﻄﻔﻞ‬
‫ﺻﻌﻴﺪ ﻭﻃﻨﻲ ﻭﺩﻭﻟﻲ‪.‬‬ ‫ﺍﻟﺼﻐﻴﺮ ﻛﻠﻌﺒﺔ ﻳﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻟﻬﺎ ﺍﻷﺻﻮﺍﺕ‪ ،‬ﺃﻣﺎ ﻧﺪﻳﻦ ﻓﺮﺃﺕ ﻓﻴﻪ ﺷﻴﺌﺎ ﺁﺧﺮ‪" :‬ﻟﻘﺪ‬
‫‪µ‬‬ ‫√‪W�UIŁË »œ‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻓﺮﺻﺔ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺬﺍﺕ‬ ‫‪Ê«uDŽuÐ√ wLKŠË ’uB�« «—U9‬‬

‫ﻳﺠﺪ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻧﻔﺴﻪ ﺑﻌﺪ ﺇﺭﺙ ﺍﻻﺳﺘﻌﻤﺎﺭ ﻭﺍﻻﺣﺘﻼﻝ ﺍﻟﺬﻱ ﻳﻌﻴﺸﻪ‬ ‫ﻣﺮﺍﺳﻼ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺭﺍﻡ ﺍﷲ‬
‫ﺗﻮﺍﻗﺎ ﺩﺍﺋﻤﺎ ﻹﻋﻼﺀ ﺻﻮﺗﻪ ﻭﺍﳉﻬﺮ ﺑﺂﻻﻡ ﻫﺬﺍ ﺍﻟﺸﻌﺐ‪ ،‬ﺧﺎﺻﺔ ﺃﻧﻪ ﺟﺰﺀ ﻣﻦ‬
‫ﺍﻟﻌﺎﻟﻢ ﺍﻟﻌﺮﺑﻲ ﺍﻟﺬﻱ ﻳﻜﺎﺑﺪ ﻓﻨﻮﻥ ﺍﻟﻘﻤﻊ ﻭﺍﻹﺭﻫﺎﺏ ﺍﻟﻔﻜﺮﻱ ﺍﳌﺘﻨﻮﻋﺔ‬ ‫ﻛﺎﻥ ﻟﺼﺤﻴﻔﺔ ﺍﻟـ" ﺍﻟﻴﻮﺙ ﺗﺎﳝﻴﺰ؛ ﺻﻮﺕ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ"؛ ﺷﺮﻑ ﺍﻟﻠﻘﺎﺀ ﺍﻹﻋﻼﻣﻲ‬
‫ﺍﻟﺘﻲ ﲤﺎﺭﺱ ﺿﺪﻩ ﻭﺗﻔﺮﺽ ﻋﻠﻴﻪ ﺫﻟﻚ ﺍﻟﺼﻤﺖ‪ ،‬ﻳﻘﻮﻝ ﺍﻟﺸﺎﻋﺮ‬ ‫ﺍﻷﻭﻝ ﺑﺎﻟﺸﺎﻋﺮ ﲤﻴﻢ ﺍﻟﺒﺮﻏﻮﺛﻲ ﻓﻲ ﺃﻭﻝ ﺣﺪﻳﺚ ﻟﻪ ﻣﻊ ﺍﻟﺼﺤﺎﻓﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺑﻌﺪ ﻭﺻﻮﻟﻪ‬
‫ﺍﻟﺒﺮﻏﻮﺛﻲ‪" :‬ﺇﻥ ﺍﳉﺰﺋﻴﺔ ﺍﻷﻫﻢ ﻭﺍﻷﺑﺮﺯ ﻓﻲ ﺗﻮﺻﻴﻒ ﺣﺎﻟﺔ ﺍﻻﺣﺘﻼﻝ‬ ‫ﺃﺭﺽ ﺍﻟﻮﻃﻦ‪ .‬ﻣﻄﻼ ﻋﻠﻴﻨﺎ ﻭﻓﻲ ﻋﻴﻮﻧﻪ ﺗﻠﻚ ﺍﻟﺜﻘﺔ ﻭﺍﻟﻄﻤﺄﻧﻴﻨﺔ‪ .‬ﻭﺭﻏﻢ ﺃﻥ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺭﺓ ﻟﻢ ﺗﻜﻦ‬
‫ﻭﺍﻻﺳﺘﻌﻤﺎﺭ‪ ،‬ﻫﻲ ﺣﺎﻟﺔ ﺍﻹﻗﺼﺎﺀ ﻭﺍﻹﻟﻐﺎﺀ ﻟﻶﺧﺮ‪ ،‬ﺇﻟﻐﺎﺀ ﺍﻟﺼﻮﺕ‬ ‫ﺍﻷﻭﻟﻰ‪ ،‬ﺇﻻ ﺃﻧﻬﺎ ﻛﺎﻧﺖ ﻣﻠﻴﺌﺔ ﺑﺬﻟﻚ ﺍﳊﺐ ﻭﺍﻟﺸﻮﻕ ﻭﺍﻻﻧﺘﻈﺎﺭ ﺍﻟﺬﻱ ﻳﺨﺘﻤﺮ ﻓﻲ ﻗﻠﻮﺑﻨﺎ ﺟﻤﻴﻌﺎ‬
‫ﻭﺍﻟﺼﻮﺭﺓ‪ ،‬ﻓﺎﳌﺴﺘﻌﻤﺮ ﻳﺮﻯ ﺍﻷﺭﺽ ﻭﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﻭﻻ ﻳﺮﻯ ﻣﻦ ﻋﻠﻴﻬﺎ‪،‬‬ ‫ﺑﻌﺪ ﻣﺎ ﻗﺪﻣﻪ ﺷﺎﻋﺮﻧﺎ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻓﻲ ﻣﺴﺎﺑﻘﺔ "ﺃﻣﻴﺮ ﺍﻟﺸﻌﺮﺍﺀ"؛ ﺍﻟﺘﻲ ﺑﺜﺘﻬﺎ ﻓﻀﺎﺋﻴﺔ‬
‫ﻳﺮﻳﺪﻫﺎ ﺃﺭﺿﺎ ﺑﻼ ﺷﻌﺐ‪ .‬ﻭﺑﺎﳌﻨﺎﺳﺒﺔ ﻫﺬﺍ ﻟﻴﺲ ﻓﻘﻂ ﻣﺎ ﳝﻴﺰ ﺇﺳﺮﺍﺋﻴﻞ‪ ،‬ﻓﻬﻮ‬ ‫ﺃﺑﻮ ﻇﺒﻲ‪ ،‬ﻭﺃﻣﻴﺮﻧﺎ ﻫﻮ ﺍﺑﻦ ﻗﺮﻳﺔ ﺩﻳﺮ ﻏﺴﺎﻧﺔ ﺍﻟﺘﻲ ﺃﳒﺒﺖ ﻭﺍﻟﺪﻩ ﺍﻟﺸﺎﻋﺮ ﻣﺮﻳﺪ ﺍﻟﺒﺮﻏﻮﺛﻲ‪ ،‬ﻭﻋﺎﺵ‬
‫ﻣﺎ ﻳﺤﺼﻞ ﻓﻲ ﺟﻤﻴﻊ ﺣﺎﻻﺕ ﺍﻻﺳﺘﻌﻤﺎﺭ‪ ،‬ﺗﺮﻯ ﺇﻓﺮﻳﻘﻴﺎ ﻭﻻ ﺗﺮﻯ ﺍﻷﻓﺎﺭﻗﺔ‪ ،‬ﻭﺗﺮﻯ‬ ‫ﻭﺗﺮﻋﺮﻉ ﻓﻲ ﺃﺭﺽ ﻣﺼﺮ؛ ﻭﻃﻦ ﻭﺍﻟﺪﺗﻪ ﺍﻟﻜﺎﺗﺒﺔ ﺭﺿﻮﻯ ﻋﺎﺷﻮﺭ‪ ،‬ﻭﺭﻏﻢ ﺃﻧﻪ ﻟﻢ ﻳﺘﺠﺎﻭﺯ ﺍﻟﺜﻼﺛﲔ‬
‫ﺍﻟﻬﻨﺪ ﻭﻻ ﺗﺮﻯ ﺍﻟﻬﻨﻮﺩ"‪.‬‬ ‫ﻋﺎﻣﺎ ﺑﻌﺪ‪ ،‬ﺇﻻ ﺃﻧﻪ ﺣﺎﺻﻞ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻣﻦ ﺟﺎﻣﻌﺔ ﺑﻮﺳﻄﻦ‬
‫ﻭﻳﻀﻴﻒ ﺍﻟﺒﺮﻏﻮﺛﻲ‪" ،‬ﺇﻥ ﻓﻜﺮﺓ ﺃﻥ ﺗﻜﻮﻥ ﻣﺮﺋﻴﺎ ﺃﻭ ﺃﻥ ﺗﻜﻮﻥ ﻣﺴﻤﻮﻋﺎ ﺷﻲﺀ ﻧﺎﺩﺭ ﻭﻫﺬﺍ‬ ‫ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬
‫ﺑﺤﺪ ﺫﺍﺗﻪ ﻣﻘﺎﻭﻣﺔ ﻭﻓﺮﺻﺔ ﻻ ﺗﻌﻮﺽ ﻓﻲ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺬﺍﺕ ﻭﻋﻦ ﺍﻟﻬﻮﻳﺔ ﺍﻟﻮﻃﻨﻴﺔ‪،‬‬ ‫ﻗﺪ ﺗﻜﻮﻥ ﺍﳌﺴﺎﺑﻘﺔ ﻫﻲ ﺍﻟﻮﺳﻴﻂ ﺑﲔ ﲤﻴﻢ ﺍﻟﺒﺮﻏﻮﺛﻲ ﻭﺟﻤﻬﻮﺭﻩ ﺍﻟﻌﺮﺑﻲ ﻭﺍﻟﻔﻠﺴﻄﻴﻨﻲ‬
‫ﻓﻌﻨﺪﻣﺎ ﺗﺘﺎﺡ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻔﻠﺴﻄﻴﻨﻴﲔ؛ ﲡﺪﻫﻢ ﻭﻓﻲ ﻣﺨﺘﻠﻒ ﺍ‪‬ﺎﻻﺕ ﻭﻟﻴﺲ ﻓﻘﻂ ﻓﻲ‬ ‫ﺧﺎﺻﺔ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻛﺎﻥ ﻗﺪ ﻧﺸﺮ ﺃﺭﺑﻌﺔ ﺩﻭﺍﻭﻳﻦ ﺷﻌﺮﻳﺔ ﺑﺎﻟﻔﺼﺤﻰ‪ ،‬ﻭﺑﺎﻟﻌﺎﻣﻴﺘﲔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬
‫ﺍﻟﺸﻌﺮ‪ ،‬ﻳﻨﻘﻠﻮﻥ ﻣﺒﺎﺷﺮﺓ ﺍﳋﻄﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻟﻠﻌﺎﻟﻢ‪ ،‬ﻳﻘﻮﻟﻮﻥ ﺍﻟﻜﻠﻤﺔ ﺍﳌﻜﺒﻮﺗﺔ‬ ‫ﻭﺍﳌﺼﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺃﻟﻒ ﻛﺘﺎﺑﲔ ﻓﻲ ﺍﻟﺴﻴﺎﺳﺔ‪ .‬ﻭﺗﺘﻤﻴﺰ ﻛﺘﺎﺑﺎﺗﻪ ﺑﺒﺚ ﺭﺳﺎﺋﻞ ﺍﻷﻣﻞ‪ ،‬ﻭﺑﺎﳌﻮﻗﻒ‬
‫ﺑﺴﺒﺐ ﻭﺿﻊ ﺗﺎﺭﻳﺨﻲ ﺍﺳﺘﻌﻤﺎﺭﻱ‪ ،‬ﻣﺜﻼ ﺇﺩﻭﺍﺭﺩ ﺳﻌﻴﺪ‪ ،‬ﺍﺳﺘﺎﺫ ﺍﻷﺩﺏ ﻭﺍﻟﻨﻘﺪ‪ ،‬ﻓﻮﺭﺍ ﻗﺎﻝ‬ ‫ﺍﻟﺜﻮﺭﻱ ﻓﻲ ﻣﻮﺍﺟﻬﺔ ﺍﻵﺧﺮ ﺍﳌﻌﺘﺪﻱ‪ ،‬ﻭﲢﺪﻱ ﺣﺎﻟﺔ ﺍﻟﻘﻤﻊ ﻭﺍﳋﻨﻮﻉ ﺍﻟﺘﻲ ﻳﻌﻴﺸﻬﺎ ﺍﻟﻌﺮﺑﻲ ﻣﻦ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﻳﻮﺩ ﻛﻞ ﻓﻠﺴﻄﻴﻨﻲ ﻗﻮﻟﻬﺎ"‪.‬‬ ‫ﺍﶈﻴﻂ ﺇﻟﻰ ﺍﳋﻠﻴﺞ‪.‬‬
‫ﺍﻟﺒﻴﺖ ﻣﺴﺮﺣﺎ ﻟﻠﺸﻌﺮ‬
‫ﺑﲔ ﺍﻟﺸﻌﺮ ﺍﻟﺸﻌﺒﻲ ﻭﺍﻟﻔﺼﻴﺢ‬ ‫ﻣﻦ ﺍﻟﻄﺒﻴﻌﻲ ﺃﻥ ﻳﺨﺮﺝ ﲤﻴﻢ ﺍﻟﺒﺮﻏﻮﺛﻲ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻢ ﺷﺎﻋﺮﺍ ﻭﻣﺒﺪﻋﺎ؛ ﻓﻘﺪ ﺗﺮﺑﻰ ﻓﻲ ﺑﻴﺖ‬
‫ﻛﺎﻧﺖ ﺑﺪﺍﻳﺎﺕ ﺍﻟﺸﺎﻋﺮ ﻣﻊ ﺩﻳﻮﺍﻥ ﻣﻴﺠﺎﻧﺎ‪ ،‬ﻋﺎﻡ ‪ ،١٩٩٩‬ﺑﺎﻟﻌﺎﻣﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪،‬‬ ‫ﻳﺘﻨﻔﺲ ﻫﻮﺍﺀﻩ ﻣﻦ ﺍﻟﺸﻌﺮ ﻭﺃﻭﺯﺍﻧﻪ‪ ،‬ﻫﻮﺍﺀ ﻣﻀﺎﻑ ﺇﻟﻰ ﺃﻭﻛﺴﺠﻴﻨﻪ ﻋﺮﺑﻴﺔ ﻓﺼﺤﻰ‪ ،‬ﻟﻴﺜﺒﺖ‬
‫ﺭﺍﻡ ﺍﷲ ﳌﺪﺓ ﺷﻬﺮﻳﻦ ﻷﻭﻝ ﻣﺮﺓ ﻓﻲ ﺣﻴﺎﺗﻲ‪ ،‬ﺣﻴﺚ ﻛﺎﻥ ﺫﻟﻚ ﻓﻲ ﻋﺎﻡ ‪ .١٩٩٨‬ﻭﻟﻜﻦ ﺗﻠﺨﻴﺺ ﻋﻼﻗﺔ‬ ‫ﻭﺑﻌﺪﻫﺎ ﻧﺸﺮﺕ ﻟﻪ ﺩﻭﺍﻭﻳﻦ ﺑﺎﻟﻌﺎﻣﻴﺔ ﺍﳌﺼﺮﻳﺔ‪ ،‬ﻣﻨﻬﺎ ﺩﻳﻮﺍﻥ "ﻗﺎﻟﻮﻟﻲ ﺑﺘﺤﺐ ﻣﺼﺮ ‪ ...‬ﻗﻠﺖ‬ ‫ﺑﺄﻥ "ﺍﻟﺸﻌﺮ ﻳﻨﺘﻘﻞ ﺑﺎﳉﻴﻨﺎﺕ ﺍﻟﻮﺭﺍﺛﻴﺔ"! ﻛﻤﺎ ﻗﺎﻝ ﺃﺣﺪ ﺍﻟﻨﻘﺎﺩ ﻓﻲ ﻣﺴﺎﺑﻘﺔ "ﺃﻣﻴﺮ ﺍﻟﺸﻌﺮﺍﺀ"‪.‬‬
‫ﺍﻹﻧﺴﺎﻥ ﺑﺎﳌﻜﺎﻥ ﺻﻌﺐ ﻭﺻﻔﻬﺎ ﺑﻜﻠﻤﺎﺕ ﻗﻠﻴﻠﺔ‪ ،‬ﻓﺬﻟﻚ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﻛﺘﺎﺏ ﺃﻭ ﻋﺪﺓ ﻛﺘﺐ‪ .‬ﻭﻟﻜﻦ‬ ‫ﻣﺶ ﻋﺎﺭﻑ" ﺍﻟﺬﻱ ﺭﻓﺾ ﺍﻟﺸﺎﻋﺮ ﺃﻥ ﻳﻌﻠﻖ ﻋﻠﻰ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺃﺣﺎﻃﺖ ﺑﻨﻈﻤﻪ‪.‬‬ ‫ﻭﻳﻜﺸﻒ ﺍﻟﺒﺮﻏﻮﺛﻲ ﺃﺛﺮ ﻭﺍﻟﺪﻳﻪ ﻋﻠﻰ ﺑﺮﻭﺯ ﻣﻮﺍﻫﺒﻪ ﺍﻟﺸﻌﺮﻳﺔ ﻓﻴﻘﻮﻝ‪" :‬ﺍﻟﻮﺍﻟﺪ ﺣﺒﺒﻨﻲ ﺑﺎﻟﺸﻌﺮ‪،‬‬
‫ﻫﺬﺍ ﺍﳊﺐ ﺍﻟﺬﻱ ﺍﺳﺘﻘﺒﻠﻨﻲ ﻟﺪﻯ ﻭﺻﻮﻟﻲ ﻳﻌﻨﻲ ﻟﻲ ﺍﻟﻜﺜﻴﺮ ﻭﻳﺮﺑﻜﻨﻲ"‪ .‬ﺇﻥ ﻫﺬﺍ ﺍﳊﺐ ﺍﻟﺬﻱ ﻗﻮﺑﻞ‬ ‫ﻭﻳﻘﻮﻝ ﻓﻲ ﺍﻟﺸﻌﺒﻲ ﻭﺍﻟﻔﺼﻴﺢ‪" :‬ﺃﻧﺎ ﻻ ﺃﺟﺪ ﺗﻌﺎﺭﺿﺎ ﺑﲔ ﺍﻟﻨﻮﻋﲔ‪ ،‬ﺃﻧﺎ ﻣﻦ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﺆﻣﻨﻮﻥ‬ ‫ﻓﻘﺪ ﻛﺎﻥ ﻗﺪ ﰎ ﺗﺮﺣﻴﻠﻪ ﻣﻦ ﻣﺼﺮ ﻓﻲ ﺫﺍﺕ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻲ ﻭﻟﺪﺕ ﻓﻴﻬﺎ‪ ،‬ﻭﻛﺎﻥ ﺍﺷﺘﻴﺎﻗﻲ ﻟﻪ ﻭﺗﻌﻠﻘﻲ‬
‫ﺑﻪ ﻓﻲ ﺃﻣﺴﻴﺎﺗﻪ ﺍﻟﺘﻲ ﺃﻗﺎﻣﻬﺎ ﻓﻲ ﺍﻟﻀﻔﺔ ﻣﻨﺬ ﻭﺻﻮﻟﻪ ﺍﻣﺘﻨﺎﻧﺎ ﳉﻤﻬﻮﺭﻩ‪ ،‬ﻳﻨﻢ ﻋﻦ ﺗﻌﻠﻖ ﻭﺛﻘﺔ‬ ‫ﺑﺄﻥ ﺍﻟﺸﻌﺮ ﻛﻼﻡ‪ ،‬ﻛﻼﻡ ﺑﻴﻨﻲ ﻭﺑﲔ ﺃﻱ ﺷﺨﺺ‪ ،‬ﻭﻓﻲ ﻛﻼ ﺍﳊﺎﻟﺘﲔ ﻫﺪﻓﻲ ﺃﻥ ﻳﺼﻞ ﻣﺎ ﺃﺭﺩﺕ ﻗﻮﻟﻪ‬ ‫ﺑﻪ ﻛﺒﻴﺮﻳﻦ ﺟﺪﺍ"‪ ،‬ﻭﻳﺘﺎﺑﻊ‪" :‬ﻛﻨﺖ ﻋﻨﺪﻣﺎ ﺃﺳﻤﻌﻪ ﺃﺩﺭﻙ ﺑﺄﻥ ﺍﻟﺸﻌﺮ ﻛﻼﻡ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺲ ﻛﻜﻞ‬
‫ﺑﺎﳋﻄﺎﺏ ﺍﻟﺬﻱ ﻳﻘﻮﻟﻪ ﲤﻴﻢ‪ ،‬ﻭﺃﻧﻪ ﻻﻣﺲ ﺍﻟﻮﺟﻊ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ..‬ﻭﻗﺎﻝ ﻣﺎ ﻳﻮﺩ ﻛﻞ ﻓﻠﺴﻄﻴﻨﻲ‬ ‫ﺇﻟﻰ ﻣﺴﺘﻤﻌﻲ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﻔﺮﻕ ﺍﻟﻮﺣﻴﺪ ﻫﻮ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺼﺤﻰ ﻳﻔﻬﻤﻬﺎ ﺃﻫﻞ ﻓﻠﺴﻄﲔ ﻭﻛﺎﻓﺔ‬ ‫ﺍﻟﻜﻼﻡ؛ ﻟﻪ ﻣﻮﺳﻴﻘﺎﻩ ﻭﻃﻘﻮﺳﻪ ﺍﳋﺎﺻﺔ»‪.‬‬
‫ﺍﳉﻬﺮ ﺑﻪ ﻭﺇﻳﺼﺎﻟﻪ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻢ ﺃﺟﻤﻊ‪ ،‬ﻣﺘﺮﻓﻌﺎ ﻋﻦ ﺍﳋﻼﻓﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﻟﻔﺌﻮﻳﺔ؛ ﻣﺸﺪﺩﺍ ﻋﻠﻰ ﺃﻥ‬ ‫ﺍﻟﻌﺮﺏ‪ ،‬ﻣﻦ ﻫﺬﺍ ﺍﳌﻨﻄﻠﻖ ﺃﲤﺴﻚ ﺑﺎﻟﻔﺼﺤﻰ ﻛﻮﻧﻬﺎ ﺗﻀﻢ ﺟﻤﻴﻊ ﺟﻤﻬﻮﺭﻱ"‪.‬‬ ‫ﻭﻫﻜﺬﺍ ﺃﺻﺒﺢ ﲤﻴﻢ ﻣﻬﺘﻤﺎ ﺑﺎﻟﺸﻌﺮ‪ ،‬ﻭﺃﺩﺭﻙ ﻣﻴﻮﻟﻪ ﻧﺤﻮﻩ‪ .‬ﻭﻳﻘﺮ‪" :‬ﻭﺍﻟﺪﻱ ﻫﻮ ﺍﻟﺬﻱ ﻋ ﹼﻠﻤﻨﻲ‬
‫"ﻻ ﻋﺪﻭ ﻟﻨﺎ ﻓﻲ ﻓﻠﺴﻄﲔ‪ ،‬ﻭﻻ ﺣﻠﻴﻒ ﻟﻨﺎ ﻓﻲ ﺇﺳﺮﺍﺋﻴﻞ"‪ .‬ﻭﻛﺎﻟﻄﺒﻴﺐ ﺍﻟﺬﻱ ﻳﺪﺭﻙ ﺃﻫﻤﻴﺔ ﺗﻌﺎﻓﻲ‬ ‫ﻭﻳﻨﻮﻩ ﺇﻟﻰ ﺃﻥ ﻓﻠﺴﻄﲔ ﻭﺍﻟﻌﺮﺍﻕ ﻛﺎﻧﺘﺎ ﺩﺍﺋﻤﺎ ﺗﻘﺪﻣﺎﻥ ﺃﻫﻢ ﻭﺃﺑﺮﺯ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺸﻌﺮﻳﺔ؛ ﺑﺴﺒﺐ‬ ‫ﺃﻭﻝ ﺑﺤﺮﻳﻦ ﺃﻭ ﻭﺯﻧﲔ ﻣﻦ ﺍﻟﺸﻌﺮ‪ ،‬ﺣﲔ ﻛﻨﺖ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ ﻋﺸﺮﺓ ﻣﻦ ﻋﻤﺮﻱ؛ ﺣﻴﻨﻬﺎ ﺟﺌﺘﻪ ﻗﺎﺋﻼ‪ :‬ﻫﺎ‬
‫ﺍﻟﺮﻭﺡ ﻗﺒﻞ ﺍﳉﺴﺪ‪ ،‬ﺳﺮﺕ ﻛﻠﻤﺎﺕ ﲤﻴﻢ ﻓﻲ ﺩﻡ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻭﺍﻟﻌﺮﺑﻲ‪ ،‬ﻭﺑﺜﺖ ﻓﻴﻪ ﻣﻦ ﺟﺪﻳﺪ‬ ‫ﺍﻷﺯﻣﺎﺕ ﺍﻟﺘﻲ ﻳﻌﻴﺸﻮﻧﻬﺎ ﻓﻲ ﻛﻼ ﺍﻟﺒﻠﺪﻳﻦ‪ ،‬ﻭﺃﻳﻀﺎ ﻷﻥ ﺍﻟﺸﻌﺮ ﻣﻦ ﺍﻟﻔﻨﻮﻥ ﺍﻟﺘﻲ ﻻ ﲢﺘﺎﺝ ﻟﺒﻨﻴﺔ‬ ‫ﻫﻲ ﺍﻟﻘﺎﻓﻴﺔ ﻭﺍﺿﺤﺔ‪ ،‬ﻭﻟﻜﻦ ﰈ ﻳﺨﺘﻠﻒ ﺍﻟﺸﻌﺮ ﻋﻦ ﺍﻟﻨﺜﺮ ﻓﻲ ﻏﻴﺮﻫﺎ‪ ،‬ﻓﺮﺩ ﻗﺎﺋﻼ‪" :‬ﺻﻔﻖ ﺑﻴﺪﻳﻚ"‪،‬‬
‫ﺭﻭﺣﺎ ﺑﻨﻜﻬﺔ ﻋﺮﺑﻴﺔ ﺧﺎﻟﺼﺔ‪ ،‬ﻻ ﺳﻴﻤﺎ ﻗﺼﻴﺪﺗﻪ ﻓﻲ ﺍﻟﻘﺪﺱ ﺍﻟﺘﻲ ﺫﻛﺮﺗﻨﺎ ﺃﻥ ﺍﻟﻜﻼﻡ ﻣﻦ ﻭﻋﻦ‬ ‫ﲢﺘﻴﺔ‪ ،‬ﻓﻼ ﲢﺘﺎﺝ ﳌﺴﺮﺡ ﻣﺜﻼ ﺃﻭ ﻟﻼﺳﺘﻘﺮﺍﺭ ﺍﻟﺬﻱ ﺗﺘﻄﻠﺒﻪ ﺍﻟﺮﻭﺍﻳﺔ‪ ،‬ﻭﻻ ﻟﻠﻮﻗﺖ ﺍﻟﻄﻮﻳﻞ ﺍﻟﺬﻱ‬ ‫ﺣﻴﻨﺬﺍﻙ ﻛﺎﻥ ﲤﻴﻢ ﻳﻌﺰﻑ ﻋﻠﻰ ﺁﻟﺔ ﺍﻟﻌﻮﺩ‪ ،‬ﻭﺑﺪﺃ ﻳﻌﻠﻢ ﻧﻔﺴﻪ‪" :‬ﺻﺮﺕ ﺃﻋﺪ ﳊﻨﺎ ﻟﻜﻞ ﻭﺯﻥ ﻣﻦ‬
‫ﻭﺇﻟﻰ ﺍﻟﻘﺪﺱ ﻟﻢ ﻳﻨﺘﻪ ﺑﻌﺪ‪ ،‬ﻣﺎﺯﺟﺎ ﺭﺍﺋﺤﺘﻬﺎ ﻭﺻﻮﺗﻬﺎ ﺑﺼﻮﺭﺗﻬﺎ‪ ،‬ﻣﻜﺮﺳﺎ ﺟﻤﻴﻊ ﺣﻮﺍﺳﻨﺎ ﻧﺤﻮﻫﺎ‪،‬‬ ‫ﺗﺄﺧﺬﻩ‪ ،‬ﻭﺑﻬﺬﺍ ﺗﻨﺎﺳﺐ ﺍﻟﻘﺼﻴﺪﺓ ﺍﻷﻭﺿﺎﻉ ﻏﻴﺮ ﺍﳌﺴﺘﻘﺮﺓ ﺍﻟﺘﻲ ﻳﻌﻴﺸﻬﺎ ﺍﻟﺒﻠﺪﺍﻥ‪.‬‬ ‫ﺍﻷﻭﺯﺍﻥ‪ ،‬ﺣﺘﻰ ﺍﺳﺘﻘﺮ ﺇﻳﻘﺎﻋﻬﺎ ﻓﻲ ﺫﻫﻨﻲ"‪.‬‬
‫ﺧﺎﺻﺔ ﻋﻨﺪﻣﺎ "ﻳﺮﺗﺎﺡ ﺍﻟﺘﻨﺎﻗﺾ" ﻭﻳﺘﺼﺎﻟﺢ ﺍﻟﻌﺮﺑﻲ ﻣﻊ ﻧﻔﺴﻪ ﻭﻣﻊ ﺍﳌﺪﻳﻨﺔ ﻓﻲ ﻣﻮﺍﺟﻬﺔ ﺍﻟﺘﺎﺭﻳﺦ‬ ‫ﻟﻘﺎﻝ ﻣﺎ ﺃﻗﻮﻝ‬ ‫ﺃﻣﺎ ﻭﺍﻟﺪﺗﻪ‪ ،‬ﻓﺘﺘﻤﻴﺰ "ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳊﺎﻟﺔ ﺍﻟﻌﺎﻣﺔ ﻛﻬﻢ ﺷﺨﺼﻲ"‪ .‬ﻳﻘﻮﻝ ﲤﻴﻢ‪:‬‬
‫ﻭﻧﻘﺪﻩ‪ ،‬ﻭﺗﺴﺘﻌﻴﺪ ﺍﳌﺪﻳﻨﺔ ﻋﺮﺑﻴﺘﻬﺎ ﻭ"ﻓﻠﺴﻄﻴﻨﻴﺘﻬﺎ" ﻓﻘﻮﻝ ﻛﻞ ﻣﺎ ﻓﻲ ﺍﻟﻘﺪﺱ ﺷﻌﺮﺍ‪ ،‬ﻭﺟﻌﻞ‬ ‫ﺑﻌﺪ ﻛﻞ ﻫﺬﻩ ﺍﻟﺼﻮﺭ ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﻟﻨﻜﻬﺎﺕ ﻭﺍﳉﻤﺎﻟﻴﺎﺕ ﺍﻟﺘﻲ ﺭﺳﻤﻬﺎ ﲤﻴﻢ ﻓﻲ ﺫﺍﻛﺮﺗﻨﺎ ﻋﻦ‬ ‫"ﺗﻌﻠﻤﺖ ﺃﻻ ﺃﻧﻔﺼﻞ ﻓﻲ ﺣﻴﺎﺗﻲ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻤﺎ ﻳﻬﻢ ﺍ‪‬ﻤﻮﻉ ﻛﻠﻪ"‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻹﺣﺴﺎﺱ‬
‫ﻟﺴﺎﻧﻬﺎ ﻳﺒﲔ ﺑﻌﺪ ﺻﻤﺖ ﻃﻮﻳﻞ‪ ..‬ﺻﻤﺖ ﺃﻟﻴﻢ‪.‬‬ ‫ﺍﻟﻘﺪﺱ‪ ،‬ﻭﺑﺬﺍﺕ ﺍﻟﺮﻳﺸﺔ ﻛﺘﺐ ﲤﻴﻢ ﻋﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺎﺕ ﺍﻷﺧﺮﻳﺎﺕ‪ ،‬ﻓﺮﺍﻡ ﺍﷲ ﺣﻈﻴﺖ ﺑﺄﻭﻝ‬ ‫ﺍﻟﺪﺍﺋﻢ ﻭﺍﻟﻀﺮﻭﺭﻱ ﺑﺎﻟﻜﺘﺎﺑﺔ‪" ،‬ﻓﻤﻨﺬ ﻃﻔﻮﻟﺘﻲ ﺃﺩﺭﻛﺖ ﻟﺘﻮﺍﺟﺪﻱ ﻓﻲ ﺟﻮ ﺃﺩﺑﻲ‪ ،‬ﺑﺄﻥ ﺍﻟﻜﺘﺎﺑﺔ ﻫﻲ‬
‫ﺍﻟﻐﻴﺚ‪ ،‬ﻭﺣﻀﺮﺕ ﻓﻲ ﺃﻭﻝ ﺩﻳﻮﺍﻧﻪ "ﻣﻴﺠﺎﻧﺎ"‪ ،‬ﻳﻘﻮﻝ ﲤﻴﻢ‪" :‬ﻛﺘﺒﺖ ﻫﺬﺍ ﺍﻟﺪﻳﻮﺍﻥ ﺧﻼﻝ ﺇﻗﺎﻣﺘﻲ ﻓﻲ‬ ‫ﻓﻌﻞ ﺣﻴﺎﺓ‪ ،‬ﻭﻫﻲ ﺍﻟﻬﺪﻑ ﺍﻷﺳﺎﺳﻲ‪ ،‬ﻭﻭﻇﻴﻔﺔ ﺍﻷﺷﻴﺎﺀ ﺍﻷﺧﺮﻯ ﺃﻥ ﺗﺨﺪﻡ ﻫﺬﺍ ﺍﻟﻬﺪﻑ"‪.‬‬
‫ﺍﻣﺎ ﺇﺫﺍ ﺃﺭﺩﰎ ﺃﻥ ﺗﺴﺘﻤﻌﻮﺍ ‪‬ﻤﻮﻋﺔ ﻣﻦ ﻗﺼﺎﺋﺪ ﺃﻣﻴﺮ ﺍﻟﺸﻌﺮﺍﺀ ﻓﺎﺳﺘﺨﺪﻣﻮﺍ ﺍﻟﺮﺍﺑﻂ ‪www.youtube.com‬‬
‫«*‪d�UF*« ·uB²‬‬
‫ﻭﺍﻟﻘﺪﺳﻴﺔ ﻟﺼﻮﺭﺓ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺮﺟﻞ ﻭﺍﳌﺮﺃﺓ ﻛﻀﺮﻭﺭﺓ ﺇﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﳉﺮﺃﺓ ﻟﻠﻤﻀﻲ ﻓﻲ ﻃﺮﻳﻖ ﺍﻷﺳﻄﻮﺭﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﳝﺎﻥ ﺑﻬﺎ ﺃﻭﻻ‪،‬‬ ‫‪’uB�« «—U9‬‬
‫ﻳﺤﺮﻛﻬﺎ ﺍﳊﺐ‪ ،‬ﻭﻟﻴﺴﺖ ﺳﻠﻌﺔ ﺍﺳﺘﻬﻼﻛﻴﺔ‪.‬‬ ‫ﻳﺮﻯ ﻛﻮﻳﻠﻠﻮ ﺑﺄﻥ ﺍﻹﻧﺴﺎﻥ ﻳﺼﻞ ﺇﻟﻰ ﺃﻗﺮﺏ ﻧﻘﻄﺔ ﻣﻊ ﺍﷲ‪ ،‬ﻭﻫﻲ ﻧﻘﻄﺔ‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‬
‫ﺑﻠﻐﺔ ﻋﺎﳌﻴﺔ ﻭﻣﻦ ﺟﻤﻴﻊ ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﻟﻢ‬ ‫ﺍﻟﻔﺼﻞ ﺑﲔ ﺍﻟﻌﺎﻟﻢ ﺍﳌﺎﺩﻱ ﻭﺍﻟﻌﺎﻟﻢ ﺍﻟﺮﻭﺣﺎﻧﻲ‪ ،‬ﻭﻳﺴﺘﻄﻴﻊ ﺍﻹﻧﺴﺎﻥ‬
‫ﺃﻧﺘﺞ ﻛﻮﻳﻠﻠﻮ ﺣﺘﻰ ﺍﻵﻥ ﺛﻼﺛﺔ ﻋﺸﺮ ﻋﻤﻼ ﻣﻌﻈﻤﻬﺎ ﺭﻭﺍﻳﺎﺕ‪،‬‬ ‫ﺍﻟﺘﻮﺣﺪ ﻣﻊ ﻟﻐﺔ ﺍﻟﻌﺎﻟﻢ ﻭﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﻜﻮﻧﻴﺔ ﺍﻟﺘﻲ ﲢﻴﻂ ﺑﻪ‪ ،‬ﺇﻥ ﺁﻣﻦ ﺑﺄﻥ‬ ‫ﺑﺎﻭﻟﻮ ﻛﻮﻳﻠﻠﻮ‪ ،‬ﻣﺆﻟﻒ ﺍﻟﺮﺍﺋﻌﺔ ﺍﻟﻌﺎﳌﻴﺔ "ﺍﳋﻴﻤﻴﺎﺋﻲ"‪ ،‬ﺍﻟﺘﻲ ﺣﺎﺯﺕ‬
‫ﻭﺍﻟﻘﺴﻢ ﺍﻵﺧﺮ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺎﻟﻴﻢ ﻭﲡﺎﺭﺏ ﻭﺧﺒﺮﺍﺕ ﻳﺘﺒﺎﺩﻟﻬﺎ ﻣﻊ‬ ‫ﻟﻪ ﻋﻼﻗﺔ ﻣﺒﺎﺷﺮﺓ ﻣﻌﻬﺎ‪ ،‬ﻭﺃﻥ ﺑﻴﻨﻬﻤﺎ ﻟﻐﺔ ﻣﺸﺘﺮﻛﺔ‪ ،‬ﻭﺃﻥ ﺭﻭﺣﺎ ﻛﻠﻴﺔ‬ ‫ﻋﻠﻰ ﺇﻋﺠﺎﺏ ﻣﻼﻳﲔ ﺍﻟﻘﺮﺍﺀ‪ ،‬ﻣﻦ ﺃﻛﺜﺮ ﺍﻟﻜﺘﺎﺏ ﻗﺮﺍﺀﺓ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﺣﺘﻰ‬
‫ﺍﻟﻘﺎﺭﺉ‪ ،‬ﻭﻟﻴﺴﺖ ﻧﺼﺎﺋﺢ ﺑﺎﳌﻌﻨﻰ ﺍﻟﻜﻼﺳﻴﻜﻲ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻝ ﻛﻮﻳﻠﻠﻮ‪.‬‬ ‫ﺍﻟﻘﺪﺭﺓ ﲢﺮﻙ ﻫﺬﺍ ﺍﻟﻜﻮﻥ‪ ،‬ﻭﻭﻗﺘﻬﺎ ﺳﻴﺘﺂﻣﺮ ﺍﻟﻌﺎﻟﻢ ﻛﻠﻪ ﻣﻌﻨﺎ ﻟﺘﺤﻘﻴﻖ‬ ‫ﺃﺻﺒﺤﺖ ﻛﺘﺎﺑﺎﺗﻪ ﺗﺆﺛﺮ ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﻜﺜﻴﺮﻳﻦ ﻭﺗﻐﻴﺮ ﻣﺼﺎﺋﺮﻫﻢ‪ ،‬ﻓﻬﻮ‬
‫ﻭﺍﳌﺸﺘﺮﻙ ﻓﻴﻬﺎ ﺟﻤﻴﻌﺎ ﻭﺟﻮﺩ ﺍﳌﻌﻠﻢ‪ ،‬ﻭﺍﳌﻌﻠﻢ ﻫﻮ ﺍﻟﻘﺎﺋﺪ ﺍﻟﺮﻭﺣﻲ‪،‬‬ ‫ﺣﻠﻤﻨﺎ ﻭﺃﺳﻄﻮﺭﺗﻨﺎ‪.‬‬ ‫ﻳﺘﺮﺟﻢ ﺍﻟﻮﺍﻗﻊ ﺍﳌﻌﺎﺵ ﻭﻳﻔﺴﺮﻩ ﺑﻠﻐﺔ ﺳﻬﻠﺔ ﻭﺑﺴﻴﻄﺔ‪ ،‬ﻭﻳﻜﺘﺐ‬
‫ﺍﻟﺬﻱ ﺃﺣﻴﺎﻧﺎ ﻻ ﻧﺘﻌﺮﻑ ﻋﻠﻴﻪ ﺑﺼﻮﺭﺓ ﻣﺒﺎﺷﺮﺓ ﻓﻲ ﺍﻟﻜﺘﺎﺏ ﻛﻤﺎ ﻓﻲ‬ ‫ﻭﲤﺘﺎﺯ ﻛﺘﺎﺑﺎﺕ ﻛﻮﻳﻠﻠﻮ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺪﻳﻨﻲ ﺍﻟﺮﻭﺣﻲ‪ ،‬ﻭﺣﺎﻟﺔ ﺍﻟﺒﺤﺚ ﺍﻟﺪﺍﺋﻢ‬ ‫ﺑﻜﻞ ﻋﻔﻮﻳﺔ ﺭﻭﺍﻳﺎﺕ ﻟﻴﺴﺖ ﺑﺬﻟﻚ ﺍﻟﺪﻫﺎﺀ ﺍﻟﺮﻭﺍﺋﻲ ﻭﺍﳊﺒﻜﺎﺕ ﺍﳌﺬﻫﻠﺔ‪،‬‬
‫"ﺣﺎﺝ ﻛﻮﻣﺒﻮﺳﺘﻴﻼ" ﻭ"ﺍﳋﻴﻤﻴﺎﺋﻲ" ﻭ"ﻛﻨﻬﺮ ﻳﺠﺮﻱ"‪ ،‬ﺑﻞ ﻧﺴﺘﺸﻌﺮ‬ ‫ﻟﻺﻧﺴﺎﻥ ﻋﻦ ﺍﷲ‪ ،‬ﻭﺗﻜﺎﺩ ﺃﻋﻤﺎﻟﻪ ﻻ ﺗﺨﻠﻮ ﻣﻨﻬﺎ‪ ،‬ﻭﺑﻄﺮﻕ ﻋﺪﻳﺪﺓ‪ ،‬ﺃﻭﻟﻬﺎ‬ ‫ﻭﻻ ﻳﺒﺤﺚ ﻋﻦ ﺇﺑﻬﺎﺭ ﺍﻟﻘﺎﺭﺉ ﺑﻘﺪﺭﺍﺗﻪ ﻭﺇﺑﺪﺍﻋﻪ‪ ،‬ﺑﻞ ﻳﺜﻴﺮ ﺍﻟﺪﻫﺸﺔ ﻓﻲ‬
‫ﻭﺟﻮﺩﻩ ﻓﻴﻬﺎ‪ .‬ﻭﺃﺣﻴﺎﻧﺎ ﻳﺘﻮﺍﺟﺪ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻓﺘﺄﺗﻲ ﺍﻟﺘﻌﺎﻟﻴﻢ ﻋﻠﻰ ﻟﺴﺎﻧﻪ‪،‬‬ ‫ﻛﺎﻧﺖ "ﺣﺎﺝ ﻛﻤﺒﻮﺳﺘﻴﻠﻠﻮ"‪ ،‬ﻭﻫﻲ ﲡﺮﺑﺔ ﺭﺣﻠﺔ ﺣﺞ ﻓﻲ ﻃﺮﻳﻖ ﻣﺎﺭ ﻳﻌﻘﻮﺏ‬ ‫ﻧﻔﺴﻪ ﻣﻦ ﺫﻟﻚ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺬﻱ ﻳﻌﺘﻤﻞ ﺩﺍﺧﻠﻪ ﻣﺴﺮﺡ ﻣﻦ ﺍﻟﺼﺮﺍﻋﺎﺕ‬
‫ﻛﻤﺎ ﻓﻲ "ﻣﻜﺘﻮﺏ" ﻭ"ﻣﺤﺎﺭﺏ ﺍﻟﻨﻮﺭ"‪ ،‬ﻭﺗﻘﺮﻳﺒﺎ ﻓﻲ "ﻓﺘﻴﺎﺕ ﻓﺎﻟﻜﻴﺮﻱ"‪.‬‬ ‫ﻓﻲ ﺇﺳﺒﺎﻧﻴﺎ‪ ،‬ﻭﺑﻌﺪﻫﺎ ﻗﺼﺔ ﺍﻟﻨﺒﻲ ﺇﻳﻠﻴﺎ ﻓﻲ ﺭﻭﺍﻳﺘﻪ "ﺍﳉﺒﻞ ﺍﳋﺎﻣﺲ"‪.‬‬ ‫ﺍﻟﺘﻲ ﻭﺟﺪﺕ ﻣﻨﺬ ﺃﻥ ﻭﻃﺊ ﺍﻷﺭﺽ ﻭﻣﻨﺬ ﺍﺗﺼﺎﻟﻪ ﺍﻷﻭﻝ ﺑﺎﻵﺧﺮ؛ ﻛﺎﳋﻴﺮ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻣﻘﺎﻻﺕ ﺃﺳﺒﻮﻋﻴﺔ ﻳﻨﺸﺮﻫﺎ ﻋﻠﻰ ﻣﻮﻗﻌﻪ ﺍﳋﺎﺹ‪ ،‬ﻭﻓﻲ‬ ‫ﻛﻤﺎ ﲢﺪﺙ ﻋﻦ ﺍﳋﻴﺮ ﻭﺍﻟﺸﺮ؛ ﺍﳌﻌﻀﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺗﺎﺭﻳﺦ‬ ‫ﻭﺍﻟﺸﺮ‪ ،‬ﻭﺍﳊﻴﺎﺓ ﻭﺍﳌﻮﺕ‪ ،‬ﻭﺍﻟﺬﻛﻮﺭﺓ ﻭﺍﻷﻧﻮﺛﺔ‪ ،‬ﻭﺍﻷﺳﻄﻮﺭﺓ ﺍﻟﺸﺨﺼﻴﺔ‪،‬‬
‫ﺻﺤﻒ ﻣﺨﺘﻠﻔﺔ ﺗﺘﺼﻒ ﺑﻌﻔﻮﻳﺘﻬﺎ ﻭﻋﻤﻖ ﻣﻀﻤﻮﻧﻬﺎ‪.‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﺟﻤﻌﺎﺀ‪ ،‬ﻓﺎﻷﺩﻳﺎﻥ؛ ﺃﺻﻨﺎﻣﺎ ﹰ ﻭﺃﻭﺛﺎﻧﺎﹰ‪ ،‬ﺁﻟﻬﺔ ﻭﺃﻧﺒﻴﺎﺀ ﻭﺭﺳﻼﹰ؛ ﻣﺬﺍﻫﺐ‬ ‫ﻭﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﻜﻮﻧﻴﺔ‪ .‬ﻭﻻ ﺷﻚ ﺃﻧﻪ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺏ ﺍﻟﻜﺎﺗﺐ ﻣﻦ ﺍﻟﺼﺮﺍﻋﺎﺕ‬
‫ﻻ ﺗﻮﻟﺪ ﺃﻋﻤﺎﻝ ﻛﻮﻳﻠﻠﻮ ﻣﻦ ﻣﻜﺎﻥ ﻭﺍﺣــﺪ‪ ،‬ﻓﻬﻮ ﺭﺟﻞ ﻳﻌﺸﻖ‬ ‫ﻭﻃﻮﺍﺋﻒ‪ ،‬ﻛﻠﻬﺎ ﻛﺎﻧﺖ ﻭﻣﺎ ﺯﺍﻟﺖ ﺗﺒﺤﺚ ﻋﻦ ﺍﻟﻔﺎﺻﻞ ﺍﻷﻗﻮﻯ ﺑﲔ ﺍﻻﺛﻨﲔ‪،‬‬ ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﺍﻗﺘﺮﺏ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬
‫ﺍﻟﺘﺮﺣﺎﻝ‪ ،‬ﺣﻴﺚ ﺩﺃﺏ ﻋﻠﻰ ﺍﻟﺴﻔﺮ ﻭﻟﻘﺎﺀ ﺍﻟﻨﺎﺱ ﻣﻦ ﻣﺨﺘﻠﻒ ﺍﻷﺟﻨﺎﺱ‬ ‫ﻭﻓﻲ ﺭﻭﺍﻳﺘﻪ "ﺍﻟﺸﻴﻄﺎﻥ ﻭﺍﻵﻧﺴﺔ ﺑﺮﱘ"‪ ،‬ﻳﺬﻛﺮ ﺍﻟﻌﺎﻟﻢ ﺑﺄﻧﻪ ﺃﺣﻴﺎﻧﺎ ﻟﻠﺨﻴﺮ‬ ‫ﻻ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻣﺨﻄﺌﲔ!!‬
‫ﻭﺍﳌﻌﺘﻘﺪﺍﺕ‪ ،‬ﻭﺟﻤﻴﻊ ﺃﻋﻤﺎﻟﻪ ﻛﺘﺒﺖ ﻓﻲ ﻣﻨﺎﻃﻖ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﻲ ﺑﻠﺪﺍﻥ‬ ‫ﻭﺍﻟﺸﺮ ﻭﺟﻪ ﻭﺍﺣﺪ‪ ،‬ﺃﻭ ﺃﻧﻬﻤﺎ ﻗﺪ ﻳﻮﺟﺪﺍﻥ ﻣﻌﺎ ﻓﻲ ﺍﻟﺬﺍﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬ ‫ﻭﻟﺪ ﺑﺎﻭﻟﻮ ﻛﺎﺗﺒﺎ‪ ،‬ﻭﻛﺎﻥ ﻳﺤﺼﺪ ﺍﳉﻮﺍﺋﺰ ﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﺸﻌﺮ ﻭﺍﻷﺩﺏ ﻓﻲ‬
‫ﻭﻗﺮﻯ ﻭﻣﺪﻥ‪ ،‬ﻭﺻﺤﺎﺭﻯ ﻭﺟﺒﺎﻝ‪ ،‬ﻭﻭﺩﻳﺎﻥ ﻭﺃﻧﻬﺎﺭ‪ .‬ﻭﻻ ﻳﺨﻔﻰ ﻋﻠﻰ ﻗﺎﺭﺉ‬ ‫ﺃﻣﺎ ﻓﺸﻞ ﺍﻹﻧﺴﺎﻥ ﻓﻲ ﺍﻟﺴﻴﻄﺮﺓ‪ ،‬ﻓﻬﻮ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ ﺍﻟﺘﻲ‬ ‫ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻛﺎﻥ ﻭﺍﻋﻴﺎ ﻷﺳﻄﻮﺭﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻭﺍﻟﺪﻳﻪ ﺍﻟﻠﺬﻳﻦ‬
‫"ﺍﳋﻴﻤﻴﺎﺋﻲ" ﺗﺄﺛﺮ ﻛﻮﻳﻠﻠﻮ ﺑﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﺍﳌﺘﺼﻮﻓﺔ‬ ‫ﺗﻔﺼﻞ ﺍﳊﻴﺎﺓ ﻋﻦ ﺍﳌﻮﺕ‪ ،‬ﻭﻗﺪ ﺟﺎﺀﺕ ﺭﻭﺍﻳﺔ "ﻓﻴﺮﻭﻧﻴﻜﺎ ﺗﻘﺮﺭ ﺃﻥ ﲤﻮﺕ"‬ ‫ﺭﻓﻀﺎ ﻫﺬﺍ ﺍﳌﺼﻴﺮ ﺣﺎﺭﺑﺎ ﺃﺳﻄﻮﺭﺗﻪ‪ ،‬ﻭﺣﺎﺭﺑﺎ ﺫﻟﻚ ﺍﳌﺘﻤﺮﺩ‪ ،‬ﻓﻘﺪ ﻛﺎﻥ‬
‫ﺧﺼﻮﺻﺎ‪ ،‬ﺧﺎﺻﺔ ﻓﻲ ﺍﳌﻘﺪﻣﺔ ﺍﻟﺮﺍﺋﻌﺔ ﺍﻟﺘﻲ ﻛﺘﺒﻬﺎ ﺍﳌﺆﻟﻒ ﻟﻜﺎﻓﺔ‬ ‫ﻣﻨﺒﻬﺎ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺗﻠﻚ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻭﺃﻥ ﺍﻹﻧﺴﺎﻥ ﺇﻥ ﻣﻠﻚ ﻛﻞ ﺷﻲﺀ ﻫﻮ‬ ‫ﻳﺒﺤﺚ ﻋﻦ ﺍﳊﻴﺎﺓ ﻓﻲ ﺍﳊﻴﺎﺓ‪ ،‬ﻓﻨﻌﺘﺎﻩ ﺑﺎ‪‬ﻨﻮﻥ‪ ،‬ﻭﺣﺘﻰ ﺍﻟﺴﺎﺑﻌﺔ ﻋﺸﺮﺓ‬
‫ﺍﻟﻨﺴﺦ ﺍﳌﺘﺮﺟﻤﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻫﻮ ﺩﺍﺋﻤﺎ ﻳﻌﺘﺮﻑ ﺑﺘﺄﺛﺮﻩ ﻭﻋﺸﻘﻪ‬ ‫ﻋﺎﺟﺰ ﻋﻦ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻌﻠﻘﻪ ﺑﺎﳊﻴﺎﺓ ﻳﺰﺩﺍﺩ‬ ‫ﻣﻦ ﻋﻤﺮﻩ ﻛﺎﻥ ﻗﺪ ﺩﺧﻞ ﺍﳌﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻣﺮﺗﲔ‪ ،‬ﻭﺗﻌﺮﺽ ﻟﻠﺼﺪﻣﺎﺕ‬
‫ﻟﻠﺤﻀﺎﺭﺓ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﻷﺩﺏ ﺍﻹﺳﻼﻣﻲ ﺍﻟﺬﻱ ﺷﻜﻞ ﺇﻟﻬﺎﻣﺎ ﻟﻪ ﻓﻲ‬ ‫ﺷﺪﺓ ﻛﻠﻤﺎ ﺍﻗﺘﺮﺏ ﻣﻦ ﺍﳌﻮﺕ‪ ،‬ﻭﺗﺼﺒﺢ ﻛﻞ ﺩﻗﻴﻘﺔ ﻋﻠﻰ ﺍﻷﺭﺽ ﻫﺒﺔ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﺮﺍﺭﺍ‪ ،‬ﻭﻟﻜﻨﻪ ﻟﻢ ﻳﺘﺮﺍﺟﻊ‪ ،‬ﺣﺘﻰ ﺃﺻﺒﺢ ﻣﻦ ﺃﺷﻬﺮ ﺍﻟﺮﻭﺍﺋﻴﲔ‬
‫ﺃﻋﻤﺎﻟﻪ‪ ،‬ﻭﻳﺘﺠﻠﻰ ﺫﻟﻚ ﻓﻲ ﺭﻭﺍﻳﺘﻪ "ﺍﻟﺰﻫﻴﺮ" ﺍﻟﺘﻲ ﺣﻤﻠﺖ ﻋﻨﻮﺍﻧﺎ ﻋﺮﺑﻴﺎ‪.‬‬ ‫ﻣﻦ ﺍﷲ ﺗﺴﺘﺤﻖ ﺍﻟﺴﻌﺎﺩﺓ ﻭﺍﻻﺳﺘﻤﺘﺎﻉ ﺑﻬﺎ‪.‬‬ ‫ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺑﺮﻫﻦ ﻋﻠﻰ ﺃﻥ ﺍﳌﺒﺘﺪﺉ ﺇﻥ ﻋﺮﻑ ﻣﺎ ﻳﺮﻳﺪ ﻓﻬﻮ ﻳﺒﺮﻫﻦ ﻋﻠﻰ‬
‫ﻭﺍﻟﺰﻫﻴﺮ ﺗﻌﻨﻲ ﺍﻟﺸﻲﺀ ﻛﺜﻴﺮ ﺍﻟﺴﻄﻮﻉ ﻭﺍﻟﻠﻤﻌﺎﻥ‪.‬‬ ‫ﻭﻓﻲ ﺭﻭﺍﻳﺎﺗﻪ ﻟﻢ ﻳﻐﻔﻞ ﻛﻮﻳﻠﻠﻮ ﺩﻭﺭ ﺍﳉﻨﺲ ﻭﺍﻟﻐﺮﻳﺰﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻓﻲ‬ ‫ﺣﻜﻤﺔ ﺃﻛﺜﺮ ﻣﻦ ﺣﻜﻴﻢ ﺷﺎﺭﺩ ﺍﻟﺬﻫﻦ ﻭﻻ ﳝﻜﻦ ﻟـ ‪ ٦٥‬ﻣﻠﻴﻮﻥ ﻗﺎﺭﺉ ﺃﻥ‬
‫ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻴﻪ‪ ،‬ﻭﻛﻌﺎﻣﻞ ﺃﺳﺎﺳﻲ ﻓﻲ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﻨﻮﻉ ﺍﻹﻧﺴﺎﻧﻲ ﻓﻲ‬ ‫ﻳﻜﻮﻧﻮﺍ ﻣﺨﻄﺌﲔ‪.‬‬
‫ﺃﻋﻤﺎﻝ ﻛﻮﻳﻠﻠﻮ ﻓﻲ ﺍﳌﻜﺘﺒﺎﺕ ﺍﻟﻜﺒﺮﻯ ﺑﺎﳌﺪﻥ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻭﻳﺘﺮﺍﻭﺡ‬ ‫ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻛﺘﺐ ﺭﻭﺍﻳﺘﻪ "ﺇﺣﺪﻯ ﻋﺸﺮﺓ ﺩﻗﻴﻘﺔ" ﻟﻴﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ‪ :‬ﻟﻢ‬ ‫ﺍﻟﻌﺎﻟﻢ ﻟﻴﺲ ﺳﻮﻯ ﺍﳉﺰﺀ ﺍﳌﺮﺋﻲ ﻣﻦ ﺍﷲ‬
‫ﺍﳌﺼﺪﺭ ‪ :‬ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﺛﻤﻦ ﻛﻞ ﻣﻨﻬﺎ ﺑﲔ ‪ ٣٥-٣٠‬ﺷﻴﻜﻼﹰ‬ ‫ﰎ ﺗﺪﻧﻴﺲ ﺍﳉﻨﺲ ﺇﻟﻰ ﻫﺬﻩ ﺍﻟﺪﺭﺟﺔ؟ ﻭﻓﻴﻬﺎ ﻳﻌﻴﺪ ﻛﻮﻳﻠﻠﻮ ﺫﻟﻚ ﺍﻻﺣﺘﺮﺍﻡ‬ ‫ﻣﻦ ﺧﻼﻝ ﺭﺍﺋﻌﺘﻪ "ﺍﳋﻴﻤﻴﺎﺋﻲ"‪ ،‬ﺗﻠﻚ ﺍﻟﺮﻭﺍﻳﺔ ﺍﻟﺘﻲ ﲢﺚ ﻋﻠﻰ ﺍﻣﺘﻼﻙ‬
‫∂‬ ‫¬¼‪WOÐU³ý U‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫* ﻳﻨﺘﻘﻞ ﻣﻦ ﺍﻷﻡ ﺍﳌﺼﺎﺑﺔ ﺇﻟﻰ ﺟﻨﻴﻨﻬﺎ ﻓﻲ ‪ ٪٢٥‬ﻣﻦ‬ ‫ﺗﻘﺮﻳﺮ‪ :‬ﺣﻠﻤﻲ ﺃﺑﻮ ﻋﻄﻮﺍﻥ‬
‫ﺍﳊﺎﻻﺕ‪ ،‬ﺃﻭ ﻣﻦ ﻟﺒﻨﻬﺎ ﺃﺛﻨﺎﺀ ﺍﻟﺮﺿﺎﻋﺔ‪.‬‬ ‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‬
‫* ﺣﺎﻻﺕ ﺃﺧﺮﻯ؛ ﻛﺎﻟﻮﺷﻢ ﺑﺎﻹﺑﺮ ﺍﳌﻠﻮﺛﺔ‪ ،‬ﻭﻋﺪﻡ ﺗﻌﻘﻴﻢ‬ ‫ﻳﻌﺘﺒﺮ ﺍﻷﻭﻝ ﻣﻦ ﻛﺎﻧﻮﻥ ﺍﻷﻭﻝ ﻣﻦ ﻛﻞ ﻋﺎﻡ ﻳﻮﻣﺎ ﻋﺎﳌﻴﺎ‬
‫ﲡﻬﻴﺰﺍﺕ ﻋﻴﺎﺩﺍﺕ ﺍﻷﺳﻨﺎﻥ‪ ،‬ﻭﺍﳉﺮﺡ ﲟﻮﺱ ﻣﻠﻮﺙ ﻓﻲ‬ ‫ﻟﻺﻳﺪﺯ‪ ،‬ﻭﻳﻜﺮﺱ ﺍ‪‬ﺘﻤﻊ ﺍﻟﺪﻭﻟﻲ ﺟﻬﻮﺩﺍ ﻋﻈﻴﻤﺔ ﻓﻲ ﻫﺬﺍ‬
‫ﺻﺎﻟﻮﻧﺎﺕ ﺍﳊﻼﻗﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﻓﺮﺷﺎﻩ ﺃﺳﻨﺎﻥ ﻟﺸﺨﺺ‬ ‫ﺍﻟﻴﻮﻡ‪ ،‬ﻟﻠﺘﺄﻛﻴﺪ ﻋﻠﻰ ﻣﺎ ﻳﺤﻤﻠﻪ ﻫﺬﺍ ﺍﻟﻮﺑﺎﺀ ﻣﻦ ﻣﺨﺎﻃﺮ‬
‫ﻣﺼﺎﺏ‪ ،‬ﺃﻭ ﺑﺄﻱ ﻃﺮﻳﻘﺔ ﻳﻼﻣﺲ ﻓﻴﻬﺎ ﺩﻡ ﺷﺨﺺ ﻣﺼﺎﺏ‬ ‫ﻗﺪ ﺗﻔﺘﻚ ﺑﺎﻟﺒﺸﺮﻳﺔ ﺟﻤﻌﺎﺀ‪ .‬ﻭﻳﻌﻤﻞ ﺟﺎﻫﺪﺍ ﻋﻠﻰ ﺇﳒﺎﺡ‬
‫ﺩﻡ ﺷﺨﺺ ﺁﺧﺮ‪.‬‬ ‫ﺣﻤﻼﺕ ﺍﻟﺘﻮﻋﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﺑﻬﺎ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟﺪﻭﻟﻴﺔ‬
‫ﻣﺎ ﻫﻲ ﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ؟‬ ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‪ .‬ﻭﺭﻏﻢ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ ﻣﻨﻘﻄﻊ ﺍﻟﻨﻈﻴﺮ‪ ،‬ﺇﻻ ﺍﻥ‬
‫ﻭﻳﺘﻢ ﻋﺎﺩﺓ ﻓﺤﺺ ﺍﺳﺘﻜﺸﺎﻓﻲ ﻟﻠﺪﻡ‪ ،‬ﻳﺴﻤﻲ ﻓﺤﺺ‬ ‫ﻫﺬﺍ ﺍﳌﺮﺽ ﻳﺤﺼﺪ ﺳﻨﻮﻳﺎ ﺃﺭﻭﺍﺡ ﻣﻼﻳﲔ ﺍﻟﺒﺸﺮ‪ ،‬ﻭﻳﺼﺎﺏ‬
‫"ﺍﻟﻴﺰﺍ"؛ ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻳﺠﺎﺑﻴﺔ ﻳﺘﻢ ﺇﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺃﺧﺮﻯ‬ ‫ﺑﻪ ﺃﺿﻌﺎﻑ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﻋﺎﻣﺎ ﺑﻌﺪ ﻋﺎﻡ‪ .‬ﻭﻳﺰﺩﺍﺩ ﻋﺪﺩ ﺍﻟﺪﻭﻝ‬
‫ﺗﺄﻛﻴﺪﻳﺔ‪ ،‬ﺛﻢ ﻳﺘﻢ ﺇﺟﺮﺍﺀ ﻓﺤﻮﺻﺎﺕ ﺃﺧﺮﻯ ﳌﻌﺮﻓﺔ ﻗﺪﺭﺓ ﺍﻟﻔﻴﺮﻭﺱ‬ ‫ﺍﻟﺘﻲ ﺗﻌﺎﻧﻲ ﻣﻦ ﻓﻴﺮﻭﺱ ﻧﻘﺺ ﺍﳌﻨﺎﻋﺔ ﺍﳌﻜﺘﺴﺒﺔ‪ ،‬ﻓﻼ‬
‫ﻋﻠﻰ ﺍﻟﺘﻜﺎﺛﺮ ﻭﺍﻟﻨﺸﺎﻁ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﺴﻤﻰ ﺍﳊﻤﻞ ﺍﻟﻔﻴﺮﻭﺳﻲ‪.‬‬ ‫ﺗﻨﺠﻮ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﻣﻨﻪ‪ ،‬ﻛﺤﺎﻝ ﻛﺜﻴﺮ ﻣﻦ ﺩﻭﻝ ﻗﺎﺭﺓ‬
‫ﺇﻓﺮﻳﻘﻴﺎ‪ ،‬ﻭﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﻋﻤﻮﻣﺎ‪.‬‬
‫ﻣﺎ ﻫﻲ ﺍﻷﻋﺮﺍﺽ؟‬ ‫ﺃﻣﺎ ﻓﻲ ﻓﻠﺴﻄﲔ ﻓﻴﺆﻛﺪ ﺍﻟﺪﻛﺘﻮﺭ ﺃﺳﻌﺪ ﺭﻣﻼﻭﻱ؛‬
‫‪ -١‬ﺍﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻭﺍﻟﺘﻌﺮﻕ ﺍﻟﻠﻴﻠﻲ ﻟﻌﺪﺓ ﺃﺳﺎﺑﻴﻊ‬ ‫ﻣﺪﻳﺮ ﻋﺎﻡ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ‪ ،‬ﻭﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﻭﺩﻭﻥ ﻣﻌﺮﻓﺔ ﺍﻷﺳﺒﺎﺏ‪.‬‬ ‫ﳌﻜﺎﻓﺤﺔ ﺍﻹﻳﺪﺯ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺍﻧﺘﺸﺎﺭ ﺍﳌﺮﺽ ﻓﻲ ﻓﻠﺴﻄﲔ‬
‫‪ -٢‬ﺗﻀﺨﻢ ﺍﻟﻐﺪﺩ ﺍﻟﻠﻤﻔﺎﻭﻳﺔ ﻓﻲ ﺍﻟﺮﻗﺒﺔ ﻭﺍﳌﻨﻄﻘﺔ‬ ‫ﻗﻠﻴﻞ‪ ،‬ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﻣﺠﺘﻤﻌﺎﺕ ﺃﺧﺮﻯ؛ ﻧﻈﺮﺍ ﻟﺘﻤﺴﻚ‬
‫ﺍﳌﻐﺒﻨﻴﺔ ﺩﻭﻥ ﺳﺒﺐ ﻭﺍﺿﺢ‪.‬‬ ‫ﺍ‪‬ﺘﻤﻊ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺑﺎﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﺘﻲ ﺗﻘﻒ‬
‫‪ -٣‬ﺳﻌﺎﻝ ﺟﺎﻑ ﻳﺴﺘﻤﺮ ﻋﺪﺓ ﺃﺳﺎﺑﻴﻊ ﺩﻭﻥ ﺳﺒﺐ‬ ‫ﺣﺎﺟﺰﺍ ﻣﻨﻴﻌﺎ ﺿﺪ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﳉﻨﺴﻴﺔ ﻏﻴﺮ ﺍﳌﺸﺮﻭﻋﺔ‪.‬‬
‫ﻭﺍﺿﺢ‪.‬‬ ‫ﻭﻳﻘﻮﻝ‪" :‬ﺗﺸﻴﺮ ﺍﻹﺣﺼﺎﺋﻴﺎﺕ ﺍﻷﺧﻴﺮﺓ ﺇﻟﻰ ﻭﺟﻮﺩ ‪ ٨٠‬ﺣﺎﻟﺔ‬
‫‪ -٤‬ﺇﺳﻬﺎﻝ ﻳﺴﺘﻤﺮ ﻋﺪﺓ ﺃﺳﺎﺑﻴﻊ‪.‬‬ ‫ﻓﻲ ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ ﻭﻗﻄﺎﻉ ﻏﺰﺓ ﻭﺍﻟﻘﺪﺱ ﺍﻟﺸﺮﻗﻴﺔ‪،‬‬
‫‪ -٥‬ﺍﻟﺘﻬﺎﺑﺎﺕ ﻓﻄﺮﻳﺔ ﻭﺑﻜﺘﻴﺮﻳﺔ ﻭﺟﺮﺛﻮﻣﻴﺔ ﻣﺘﻌﺪﺩﺓ‪.‬‬ ‫ﻭﻣﻌﻈﻢ ﻫﺬﻩ ﺍﻹﺻﺎﺑﺎﺕ ﻣﺴﺘﻮﺭﺩ ﻣﻦ ﺍﳋﺎﺭﺝ"‪.‬‬
‫‪ -٦‬ﻧﻘﺺ ﺳﺮﻳﻊ ﻓﻲ ﺍﻟﻮﺯﻥ‪.‬‬ ‫ﻭﻟﻜﻦ ﻣﺎ ﻫﻮ ﻣﺮﺽ ﺍﻹﻳﺪﺯ؟ ﻭﻣﺎﺫﺍ ﻳﻌﻠﻢ ﺷﺒﺎﺑﻨﺎ ﻋﻨﻪ؟‬
‫‪ -٧‬ﻃﻔﺢ ﺟﻠﺪﻱ‪.‬‬ ‫ﻭﻣﺎ ﺃﺳﺒﺎﺏ ﺍﻹﺻﺎﺑﺔ ﺑﻪ؟ ﻭﻣﺎ ﻫﻲ ﺳﺒﻞ ﺍﻧﺘﻘﺎﻟﻪ؟ ﻭﻣﺎ ﻫﻲ‬
‫‪ -٨‬ﺧــﺪﺭ ﻭﺗﻨﻤﻞ ﻭﺍﻟﺘﻬﺎﺏ ﺃﻋﺼﺎﺏ ﻓﻲ ﺍﻟﻴﺪﻳﻦ‬ ‫ﻃﺮﻕ ﺍﻟﻮﻗﺎﻳﺔ ﻣﻨﻪ؟ ﻭﺇﻟﻰ ﺃﻳﻦ ﻭﺻﻞ ﺍﻟﻄﺐ ﻓﻲ ﺍﻛﺘﺸﺎﻑ‬
‫ﻭﺍﻟﻘﺪﻣﲔ‪.‬‬ ‫ﻋﻘﺎﻗﻴﺮ ﻋﻼﺝ ﻫﺬﺍ ﺍﻟﻮﺑﺎﺀ؟ ﻛﻞ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻭﻏﻴﺮﻫﺎ‬
‫‪ -٩‬ﺗﺪﻫﻮﺭ ﻓﻲ ﺍﳊﺎﻟﺔ ﺍﻟﺬﻫﻨﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫ﻳﺠﻴﺐ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪ -١٠‬ﺳﺮﻃﺎﻧﺎﺕ ﻣﺘﻌﺪﺩﺓ‪ ،‬ﻭﺧﺼﻮﺻﺎ ﺍﻟﺴﺮﻃﺎﻧﺎﺕ‬ ‫ﻣﺎ ﻫﻮ ﻣﺮﺽ ﺍﻹﻳﺪﺯ؟‬
‫ﺍﻟﻠﻤﻔﺎﻭﻳﺔ ﻭﺳﺮﻃﺎﻥ ﻛﺎﺑﻮﺯﻱ‪.‬‬ ‫ﻳﻌﻠﻢ ﺷﺒﺎﺑﻨﺎ ﺍﻟﻘﻠﻴﻞ ﻋﻦ ﻣﺮﺽ ﺍﻹﻳﺪﺯ‪ ،‬ﻭﺗﺒﺪﻭ ﻣﻦ‬
‫‪ -١١‬ﺗﻌﺐ ﻋﺎﻡ ﻭﺇﺭﻫﺎﻕ ﺷﺪﻳﺪ‪.‬‬ ‫ﺇﺟﺎﺑﺎﺗﻬﻢ ﺃﻥ ﺃﺳﺒﺎﺏ ﺍﳌﺮﺽ ﻏﻴﺮ ﻭﺍﺿﺤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻬﻢ‪،‬‬
‫ﺗﻘﻮﻝ ﺿﺤﻰ ﺣﻼﻳﻘﺔ‪ ١٦ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺍﳋﻠﻴﻞ‪" :‬ﻳﻨﺘﻘﻞ‬
‫ﺩﻭﺭ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻌﺎﻣﻠﺔ ﻓﻲ ﻓﻠﺴﻄﲔ‪..‬‬ ‫ﺍﻹﻳﺪﺯ ﻋﻦ ﻃﺮﻳﻖ ﻧﻘﻞ ﺍﻟﺪﻡ‪ ،‬ﻭﺍﻻﺧﺘﻼﻁ ﺍﳉﻨﺴﻲ‪ ،‬ﺣﺴﺐ‬
‫ﻳﺆﻛﺪ ﺍﻟﺪﻛﺘﻮﺭ ﺑﺎﺳﻢ ﺍﻟﺮﳝﺎﻭﻱ؛ ﻣﺪﻳﺮ ﻋﺎﻡ ﻣﺪﻳﺮﻳﺔ‬ ‫ﻋﻠﻤﻲ"‪ .‬ﻭﻣﻊ ﺍﻟﻌﻠﻢ ﺑﺄﻥ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻏﻴﺮ ﻛﺎﻣﻠﺔ‪ ،‬ﺇﻻ ﺃﻥ‬
‫ﻟﻠﻘﻀﺎﺀ ﺍﻟﺸﺮﻋﻲ ﻓﻲ ﻓﻠﺴﻄﲔ ﻟﻠﻤﺨﺎﻃﺮ ﺍﻟﻘﺎﺩﻣﺔ ﻣﻦ‬ ‫ﻭﻻ ﺗﻮﺟﺪ ﻣﻌﻠﻮﻣﺎﺕ ﺩﻗﻴﻘﺔ ﻋﻦ ﻣﺪﻯ ﺗﺄﺛﻴﺮ ﺍﻟﻘﺮﺏ‬ ‫ﺍﻟﺼﺤﺔ ﻓﻲ ﺭﺍﻡ ﻭﺍﻟﺒﻴﺮﺓ‪ ،‬ﺑﺄﻥ ﻫﻨﺎﻙ ﺩﺍﺋﺮﺓ ﺗﺨﺘﺺ ﺑﺎﻷﻣﺮﺍﺽ‬ ‫ﺿﺤﻰ ﺗﺸﻌﺮ ﺑﺄﻧﻬﺎ ﺗﻌﺮﻑ ﻋﻦ ﺍﳌﺮﺽ ﻣﺎ ﻳﻜﻔﻲ‪ ،‬ﻣﻦ ﺧﻼﻝ‬
‫ﺇﺳﺮﺍﺋﻴﻞ؛ ﻛﻮﻧﻬﺎ ﺇﺣﺪﻯ ﺍﻟﺪﻭﻝ ﺍﻟﺘﻲ ﻳﻨﺘﺸﺮ ﻓﻴﻬﺎ ﺍﳌﺮﺽ‬ ‫ﻣﻦ ﺇﺳﺮﺍﺋﻴﻞ ﻋﻠﻰ ﺍﻧﺘﺸﺎﺭ ﻫﺬﺍ ﺍﻟﻮﺑﺎﺀ‪ .‬ﻭﺣﺴﺐ ﺩﺭﺍﺳﺔ‬ ‫ﺍﻟﺴﺎﺭﻳﺔ ﻭﺍﳌﻌﺪﻳﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﻮﺟﻮﺩ ﻗﺴﻢ ﻓﻲ ﻛﻞ‬ ‫ﻣﺎ ﲢﺼﻞ ﻋﻠﻴﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺃﻫﻠﻬﺎ ﻭﻣﺪﺭﺳﺘﻬﺎ‬
‫ﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﳊﻴﺎﺓ ﺍﻹﺑﺎﺣﻴﺔ‪ ،‬ﻭﺭﲟﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﻌﻤﺪ ﻓﻲ‬ ‫ﺃﻋﺪﻫﺎ ﺍﻟﺪﻛﺘﻮﺭ ﺃﺳﻌﺪ ﺭﻣﻼﻭﻱ ﻋﻦ ﺍﻷﻣﺮﺍﺽ ﺍﳌﻨﻘﻮﻟﺔ‬ ‫ﻣﺤﺎﻓﻈﺔ‪ ،‬ﻳﺘﻮﻟﻰ ﻣﺘﺎﺑﻌﺔ ﺃﻱ ﺣﺎﻟﺔ ﻳﺘﻢ ﺍﻹﺑﻼﻍ ﻋﻨﻬﺎ‪.‬‬ ‫ﻭﺍﳌﺴﻠﺴﻼﺕ ﺍﻟﺘﻲ ﺗﺘﻨﺎﻭﻝ ﺍﳌﻮﺿﻮﻉ!‬
‫ﻧﺸﺮﻩ ﻓﻲ ﺃﺭﺍﺿﻴﻨﺎ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﻠﻘﺪ ﺍﺗﺨﺬﻧﺎ ﺇﺟﺮﺍﺀﺍﺕ ﻟﻠﻮﻗﺎﻳﺔ‬ ‫ﺟﻨﺴﻴﺎ ﻭﻃﺮﻕ ﺍﻧﺘﻘﺎﻟﻬﺎ ﺟﻐﺮﺍﻓﻴﺎ‪ ،‬ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﺍﳌﺮﺽ‬ ‫ﻭﻳﺆﻛﺪ ﺍﻟﺪﻛﺘﻮﺭ ﻋﻠﻲ ﺍﻟﺸﻌﺎﺭ؛ ﺍﳌﺴﺆﻭﻝ ﺍﻟﻮﻃﻨﻲ‬ ‫ﺃﻣﺎ ﻣﺤﻤﺪ ﺃﻳﻮﺏ ﺍﳊﻠﻤﺎﻥ‪ ١٥،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺑﻴﺖ ﳊﻢ‪ ،‬ﻓﻴﺮﻯ‬
‫ﲢﺴﺒﺎ ﻣﻦ ﻛﻞ ﺍﻻﺣﺘﻤﺎﻻﺕ"‪.‬‬ ‫ﺍﻟﻮﺍﻓﺪﺓ ﺃﻋﻠﻰ ﻟﺪﻯ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻲ ﺇﺳﺮﺍﺋﻴﻞ‪ ،‬ﻭﺍﻟﺴﺒﺐ ﻫﻨﺎ‬ ‫ﻟﺒﺮﺍﻣﺞ ﺍﻟﺼﺤﺔ ﺍﻹﳒﺎﺑﻴﺔ ﻓﻲ ﺻﻨﺪﻭﻕ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬ ‫ﺑﺄﻥ ﺣﺼﺔ ﺍﻟﺘﻮﻋﻴﺔ ﺍﻟﺘﻲ ﻳﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﳌﺪﺭﺳﺔ‬
‫ﺃﻣﺎ ﺍﳌﻄﺮﺍﻥ ﻋﻄﺎ ﺍﷲ ﺣﻨﺎ‪ ،‬ﻓﻴﺮﻛﺰ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﻌﻨﺎﻳﺔ‬ ‫ﺣﺴﺐ ﺍﻟﺪﺭﺍﺳﺔ ﻫﻮ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺬﻳﻦ ﻻ‬ ‫ﻟﻠﺴﻜﺎﻥ‪ ،‬ﻭﺟﻮﺩ ﺧﻤﺲ ﺣﺎﻻﺕ ﻭﻓﺎﺓ ﺑﺎﳌﺮﺽ ﻓﻲ ﻓﻠﺴﻄﲔ‬ ‫ﺗﺰﻭﺩﻩ ﲟﺎ ﻳﻜﻔﻲ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﺮﺿﻰ ﻭﺍﳌﻌﺬﺑﲔ ﻭﺍﳌﺘﺄﳌﲔ‪ ،‬ﻭﺍﻟﻮﻗﻮﻑ ﻣﻌﻬﻢ‬ ‫ﳝﻠﻜﻮﻥ ﺗﺼﺎﺭﻳﺢ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺠﻌﻠﻬﻢ ﻳﻨﺎﻣﻮﻥ ﻓﻲ ﺃﻣﺎﻛﻦ‬ ‫ﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻌﺸﺮ ﺍﳌﺎﺿﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﺆﻛﺪ ﻭﺟﻮﺩ ﺗﻮﺍﺯﻥ‬ ‫ﻭﺍﶈﺎﺩﺛﺔ ﻣﻊ ﺍﻷﺻﺤﺎﺏ‪.‬‬
‫ﻟﻠﺘﺨﻔﻴﻒ ﻋﻨﻬﻢ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﻣﻦ ﺃﺟﻞ ﻣﻜﺎﻓﺤﺔ ﻫﺬﺍ ﺍﳌﺮﺽ‬ ‫ﻋﻤﻠﻬﻢ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺑﻨﺎﺕ ﺍﻟﻬﻮﻯ ﻟﺴﺪ ﺭﻏﺒﺎﺕ ﺟﻨﺴﻴﺔ‪.‬‬ ‫ﻓﻲ ﻋﺪﺩ ﺍﻹﺻﺎﺑﺎﺕ ﻣﻦ ﺣﻴﺚ ﺍﳌﻨﻄﻘﺔ ﺍﳉﻐﺮﺍﻓﻴﺔ‪.‬‬ ‫ﻭﻣﺮﺽ ﺍﻹﻳﺪﺯ ﻫﻮ ﻣﺮﺽ ﻳﺴﺒﺒﻪ ﻓﻴﺮﻭﺱ ‪ ،HIV‬ﻭﻫﻮ ﺃﺣﺪ‬
‫ﺍﳋﺒﻴﺚ‪" ،‬ﺍﻟﺬﻱ ﻧﺘﻤﻨﻰ ﺃﻥ ﻳﻜﻮﻥ ﺑﻌﻴﺪﺍ ﻋﻦ ﻣﺠﺘﻤﻌﻨﺎ"‪،‬‬ ‫ﻭﻫﻨﺎ ﻻ ﺑﺪ ﻣﻦ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻮﻋﻴﺔ ﺍﳊﻘﻴﻘﻴﺔ ﳋﻄﻮﺭﺓ ﻫﺬﻩ‬ ‫ﺃﻣﺎ ﻋﻦ ﺃﺳﺒﺎﺏ ﺍﻹﺻﺎﺑﺔ ﺑﺎﳌﺮﺽ ﻓﻲ ﻓﻠﺴﻄﲔ‪ ،‬ﻓﺈﻥ‬ ‫ﺍﻷﻣﺮﺍﺽ ﺍﻟﺘﻲ ﺗﻨﺘﻘﻞ ﺟﻨﺴﻴﺎ‪ ،‬ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﻴﺮﻭﺱ‬
‫ﻭﻳﻘﻮﻝ‪" :‬ﻳﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﳌﺴﺆﻭﻟﲔ ﺍﻟﺴﻴﺎﺳﻴﲔ ﺩﻭﺭ ﻛﺒﻴﺮ‬ ‫ﺍﻟﺘﺼﺮﻓﺎﺕ‪ ،‬ﺳﻮﺍﺀ ﻋﻠﻰ ﺍﻟﺸﺨﺺ ﺃﻭ ﺍﻟﻌﺎﺋﻠﺔ ﺃﻭ ﺍ‪‬ﺘﻤﻊ‬ ‫ﺍﻟﺴﺒﺐ ﺍﳌﺒﺎﺷﺮ ﻫﻮ ﺍﻻﺗﺼﺎﻝ ﺍﳉﻨﺴﻲ ﻓﻲ ﻋﻼﻗﺎﺕ ﻏﻴﺮ‬ ‫ﺍﳌﺴﺒﺐ ﻟﻠﻤﺮﺽ ﺗﺪﻣﻴﺮ ﺟﻬﺎﺯ ﺍﳌﻨﺎﻋﺔ ﺗﺪﺭﻳﺠﻴﺎ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ‬
‫ﻟﻠﻘﻴﺎﻡ ﺑﺘﺤﺮﻙ ﻣﻨﻬﺠﻲ ﻭﻣﻨﻈﻢ ﻟﻠﻮﻗﺎﻳﺔ ﻣﻦ ﻫﺬﺍ ﺍﳌﺮﺽ"‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﻳﻌﻮﺩﻭﻥ ﺇﻟﻴﻪ‪.‬‬ ‫ﻣﺸﺮﻭﻋﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻤﻠﻴﺎﺕ ﻧﻘﻞ ﺍﻟﺪﻡ ﺍﳌﻠﻮﺙ‪ ،‬ﻭﺍﻟﺘﺸﺎﺭﻙ‬ ‫ﻹﺻﺎﺑﺔ ﺍﳌﺮﻳﺾ ﺑﺎﻟﺘﻬﺎﺑﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻭﺃﻭﺭﺍﻡ‪.‬‬
‫ﻭﻓﻲ ﺍﻟﻨﻬﺎﻳﺔ ﻻ ﺑﺪ ﳌﻦ ﺗﺜﺒﺖ ﺇﺻﺎﺑﺘﻪ ﺑﻬﺬﺍ ﺍﳌﺮﺽ ﺃﻥ‬ ‫ﺭﺃﻱ ﺍﻟﺪﻳﻦ‬ ‫ﻓﻲ ﺗﻌﺎﻃﻲ ﺍ‪‬ﺪﺭﺍﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﻘﻦ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﻧﻔﺲ‬ ‫ﻣﺎ ﻫﻲ ﻃﺮﻕ ﺍﻟﻌﺪﻭﻯ ﺑﺎﻹﻳﺪﺯ؟‬
‫ﻳﺘﺠﻨﺐ ﻧﻘﻞ ﺍﻟﻔﻴﺮﻭﺱ ﻟﺰﻭﺟﺘﻪ ﻭﻷﻃﻔﺎﻟﻪ ﺍﻟﺬﻳﻦ ﳝﻜﻦ‬ ‫ﻣﻦ ﺟﺎﻧﺒﻪ ﻳﺆﻛﺪ ﺍﻟﺸﻴﺦ ﺗﻴﺴﻴﺮ ﺍﻟﺘﻤﻴﻤﻲ؛ ﻗﺎﺿﻲ‬ ‫ﺍﻷﺩﻭﺍﺕ ﻓﻲ ﺗﻌﺎﻃﻲ ﺍ‪‬ﺪﺭﺍﺕ‪.‬‬ ‫* ﺍﻻﺗﺼﺎﻝ ﺍﳉﻨﺴﻲ؛ ﺍﻟﻄﺒﻴﻌﻲ ﻭﺍﻟﺸﺎﺫ‪ ،‬ﻣﻊ ﻣﺼﺎﺏ‪،‬‬
‫ﺃﻥ ﻳﻮﻟﺪﻭﺍ ﻣﺼﺎﺑﲔ ﺑﻬﺬﺍ ﺍﳌﺮﺽ‪ .‬ﺃﻣﺎ ﻟﻠﺸﺒﺎﺏ؛ ﻓﻼ ﺑﺪ ﺃﻥ‬ ‫ﺍﻟﻘﻀﺎﺓ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺍﻟﺸﺮﻳﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻛﺒﻴﺮﺍ‬ ‫ﻭﻳﺆﻛﺪ ﺍﳌﺴﺆﻭﻟﻮﻥ ﻋﻠﻰ ﺃﻥ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﻗﺪ ﻏﻄﺖ‬ ‫ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﻕ ﺍﻟﻮﻗﺎﻳﺔ‪.‬‬
‫ﻳﺘﺠﻨﺒﻮﺍ ﺍﻟﻮﻗﻮﻉ ﻓﻲ ﺍﳋﻄﺄ‪ ،‬ﻭﺃﻥ ﻳﻀﻌﻮﺍ ﻧﺼﺐ ﺃﻋﻴﻨﻬﻢ‬ ‫ﻓﻲ ﻣﻜﺎﻓﺤﺔ ﻫﺬﺍ ﺍﳌﺮﺽ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﻗﻠﺔ ﺍﻧﺘﺸﺎﺭ ﻫﺬﺍ ﺍﳌﺮﺽ‬ ‫ﻛﻞ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻣﺮﺿﻰ ﺍﻹﻳﺪﺯ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻔﺤﻮﺻﺎﺕ‪،‬‬ ‫* ﻧﻘﻞ ﺍﻟﺪﻡ ﺍﳌﻠﻮﺙ‪.‬‬
‫ﺍﳊﻜﻤﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻝ‪" :‬ﺩﺭﻫﻢ ﻭﻗﺎﻳﺔ ﺧﻴﺮ ﻣﻦ ﻗﻨﻄﺎﺭ ﻋﻼﺝ"؛‬ ‫ﻓﻲ ﻓﻠﺴﻄﲔ ﻳﻌﻮﺩ ﻟﻌﺪﺓ ﺃﺳﺒﺎﺏ؛ ﻣﻦ ﺑﻴﻨﻬﺎ ﺍﻟﺘﻤﺴﻚ‬ ‫ﺃﻭ ﺍﻟﻌﻼﺝ ﺧﺎﺭﺝ ﺍﻟﻮﻃﻦ‪ .‬ﻭﻫﻨﺎ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺇﻥ ﻓﻠﺴﻄﲔ‬ ‫* ﺯﺭﻉ ﺍﻷﻋﻀﺎﺀ ﻣﻦ ﻣﺘﺒﺮﻉ ﻣﺼﺎﺏ‪.‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻌﻼﺝ ﻫﻨﺎ ﻏﻴﺮ ﻣﻮﺟﻮﺩ‪.‬‬ ‫ﺑﺘﻌﺎﻟﻴﻢ ﺍﻟﺪﻳﻦ ﻣﻦ ﻧﺎﺣﻴﺔ‪ ،‬ﻭﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻷﺧﺮﻯ ﺍﺗﺨﺎﺫ‬ ‫ﺳﺒﻘﺖ ﻛﺜﻴﺮﺍ ﻣﻦ ﺍﻟﺪﻭﻝ ﻓﻲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻋﻠﻰ ﻛﺎﻓﺔ‬ ‫* ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻹﺑﺮ ﺍﳌﻠﻮﺛﺔ؛ ﺧﺼﻮﺻﺎ ﻋﻨﺪ ﻣﺪﻣﻨﻲ‬
‫ﺍﳋﻄﻮﺍﺕ ﺍﻟﻨﺎﺟﻌﺔ؛ ﺣﻴﺚ ﺗﻨﺒﻬﻨﺎ ﻓﻲ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ‬ ‫ﺍﻷﺻﻌﺪﺓ‪ ،‬ﺧﺎﺻﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺒﺮﺍﻣﺞ ﻭﺣﻤﻼﺕ ﺍﻟﺘﻮﻋﻴﺔ‪.‬‬ ‫ﺍ‪‬ﺪﺭﺍﺕ‪.‬‬
‫‪W³OB0 sÞu�« v�≈ œUŽË ÆÆÆ÷dF�«Ë ‰uD�UÐ tðUOŠ ‘UŽ‬‬

‫ﻳﺼﺎﺭﻉ ﺍﳌﺮﺽ ﺩﻭﻥ ﺃﻣﻞ‪ ،‬ﻭﻳﻘﻄﻊ ﻋﻠﻰ ﻧﻔﺴﻪ ﻭﻋﺪﺍ ﹰ ﺑﺄﻥ‬ ‫ﻭﺟﺎﺀﺕ ﻧﺘﺎﺋﺞ ﺍﻟﻔﺤﻮﺹ ﻣﻄﻤﺌﻨﺔ‪ ،‬ﻏﻴﺮ ﺃﻥ ﻃﺒﻴﺒﻪ‬ ‫ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﺃﺩﺧﻠﺖ ﺃﺑﻮ ﺍﻷﻣﲔ ﻣﺘﺎﻫﺎﺕ ﻭﺩﻫﺎﻟﻴﺰ ﺍﳋﻮﻑ‬ ‫ﺃﺟﺮﻯ ﺍﻟﻠﻘﺎﺀ‪ :‬ﺭﺍﻧﻴﺎ ﻋﻄﺎ ﺍﷲ‬
‫ﻳﺴﺮﺩ ﻗﺼﺘﻪ ﻟﺘﻮﻋﻴﺔ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺭﺩﻉ ﻣﻦ ﻳﻔﻜﺮ ﺑﺎﺭﺗﻜﺎﺏ‬ ‫ﺃﺷﺎﺭ ﺑﺄﺻﺒﻌﻪ ﻗﺎﺋﻼ‪" :‬ﺇﻥ ﺃﺭﺩﺕ ﺍﺳﺘﻜﻤﺎﻝ ﺍﻟﻔﺤﻮﺹ‬ ‫ﻭﺍﻟﺸﻚ ﺍﻟﺬﻱ ﺣﻤﻠﻪ ﻣﻨﺬ ﻋﺎﻡ ‪ ١٩٩١‬ﻣﻦ ﺟﺪﻳﺪ‪ ،‬ﻭﺧﺼﻮﺻﺎ‬
‫ﺍﻹﺛﻢ‪.‬‬ ‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﻨﻘﺺ ﺍﳌﻨﺎﻋﺔ ﺍﳌﻜﺘﺴﺒﺔ "ﺍﻹﻳﺪﺯ" ﻓﻤﺎ ﻋﻠﻴﻚ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻮﻓﻲ ﻋﻠﻲ؛ ﺃﻋﺰ ﺃﺻﺪﻗﺎﺋﻪ ﺑﺎﳌﺮﺽ‪ .‬ﻳﻘﻮﻝ‪" :‬ﻛﺎﻥ‬ ‫ﻣﺮﺍﺳﻠﺔﺍﻟﺼﺤﻴﻔﺔ‬
‫ﻭﺑﻌﺪ ‪ ١٦‬ﻋﺎﻣﺎ ﻣﻦ ﺍﻟﺼﺮﺍﻉ‪ ،‬ﻳﻘﻮﻝ‪" :‬ﺍﻧﺎ ﺿﻌﻴﻒ‪ ....‬ﻻ‬ ‫ﺇﻻ ﺃﻥ ﺗﻘﺼﺪ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﻓﻲ ﺑﻠﺪﻙ"‪ .‬ﻏﻴﺮ ﺃﻥ ﺃﺑﻮ ﺍﻷﻣﲔ‬ ‫ﻋﻠﻲ ﻳﺒﺤﺚ ﻋﻦ ﺇﻧﺴﺎﻥ ﻳﺒﻮﺡ ﻟﻪ ﺑﺴﺮﻩ‪ ،‬ﺛﻢ ﻛﺸﻒ ﻋﻦ‬ ‫"ﳕﺖ ﻓﻲ ‪ ٢٠٠٣/١٢/٣١‬ﻷﺻﺤﻮ ﻓﻲ ‪ ،٢٠٠٤/١/١‬ﺃﻋﻤﻰ‬
‫ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﺣﻤﻞ ﺃﻱ ﺷﻲﺀ ﺛﻘﻴﻞ‪ ،‬ﺃﻭ ﺃﻥ ﺃﻣﺸﻲ ﻋﻠﻰ‬ ‫ﻟﻢ ﻳﺴﺘﻜﻤﻞ ﺇﺟﺮﺍﺀ ﺍﻟﻔﺤﺺ‪ ،‬ﻭﻋﺎﺩ ﺇﻟﻰ ﻭﻃﻨﻪ؛ ﺣﺎﳌﺎ‬ ‫ﺫﺭﺍﻋﻴﻪ‪ ،‬ﻭﺃﺭﺍﻧﻲ ﻣﻜﺎﻥ ﺍﳊﻘﻦ! ﻓﻘﻠﺖ ﻟﻪ‪ :‬ﻻ ﺗﺨﻒ‪ ،‬ﻓﻤﻦ‬ ‫ﺍﻟﻌﲔ ﺍﻟﻴﻤﻨﻰ! ﺩﻭﻥ ﺳﺎﺑﻖ ﺇﻧﺬﺍﺭ"‪.‬‬
‫ﺧﺸﺒﺔ ﻋﺮﺿﻬﺎ ‪ ٣٠‬ﺳﻢ ﻛﻤﺎ ﻛﻨﺖ ﺃﻓﻌﻞ ﻓﻲ ﺍﻟﺴﺎﺑﻖ"‪.‬‬ ‫ﺑﻌﺮﻭﺱ ﻭﺯﻭﺟﺔ ﺗﻜﻮﻥ ﻋﻨﺪﻩ "ﺃﻏﻠﻰ ﻋﻠﻲ ﻣﻦ ﻧﻔﺴﻲ‪ ،‬ﻭﲤﻸ‬ ‫ﻳﺪﺭﻱ ﻗﺪ ﻳﺠﺪ ﺍﻟﻌﻠﻤﺎﺀ ﻋﻼﺟﺎ ﻭﺗﺸﻔﻰ"‪ .‬ﻓﺼﺎﺡ‪" :‬ﺃﻭﻻﺩﻱ‪...‬‬ ‫ﻫﻜﺬﺍ ﻳﺼﻒ ﺃﺑﻮ ﺍﻷﻣﲔ ﻣﺤﻨﺘﻪ ﻣﻊ ﻣﺮﺽ ﻧﻘﺺ‬
‫ﻭﻟﻜﻦ ﻣﺎﺫﺍ ﻋﻦ ﺍﳌﻮﺕ؟! ﻳﻘﻮﻝ‪" :‬ﺍﳌﻮﺕ ﻫﻮ ﺍﳌﻮﺕ؛ ﻣﻜﺮﻭﻩ‬ ‫ﺣﻴﺎﺗﻲ"‪.‬‬ ‫ﺃﻭﻻﺩﻱ ﻳﺎ ﺃﺑﻮ ﺍﻷﻣﲔ"‪.‬‬ ‫ﺍﳌﻨﺎﻋﺔ ﺍﳌﻜﺘﺴﺒﺔ "ﺍﻹﻳﺪﺯ"‪.‬‬
‫ﻭﻟﻜﻨﻪ ﺣﻖ"‪ .‬ﻭﻳﻀﻴﻒ‪" :‬ﺃﻧﺘﻈﺮ ﺍﳌﻮﺕ ﻣﻨﺬ ﻋﺎﻡ ‪..٩٢‬‬ ‫ﺑﻌﺪ ﺍﻻﺗﺼﺎﻝ ﺃﺟﺮﻯ ﺃﺑﻮ ﺍﻷﻣﲔ ﻓﺤﺺ )‪ ،(HIV‬ﻟﻴﺘﺒﲔ‬ ‫ﻋﺎﺵ ﺃﺑﻮ ﺍﻷﻣﲔ ﺣﻴﺎﺗﻪ ﻃﻮﻻ ﻭﻋﺮﺿﺎ‪ ،‬ﻭﻟﻢ ﻳﻜﻦ ﻳﺤﺴﺐ‬ ‫ﻭﺃﺑﻮ ﺍﻷﻣﲔ ﻭﻟﺪ ﻋﺎﻡ ‪ ،١٩٦٠‬ﻋﻤﻞ ﺧﺎﺭﺝ ﺍﻟﻮﻃﻦ‪ ،‬ﻭﻻﺣﻖ‬
‫ﻟﻜﻨﻨﻲ ﻣﺎ ﺯﻟﺖ ﺃﺗﻨﻔﺲ ﻭﺃﺗﻜﻠﻢ ﻭﺁﻛﻞ ﻭﺃﺷﺮﺏ ﻭﺃﺩﺧﻦ‪...‬‬ ‫ﺑﺄﻧﻪ ﻣﺼﺎﺏ ﺑﺎﳌﺮﺽ‪ ،‬ﻭﳋﺺ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﻄﺒﻲ ﺍﻹﺻﺎﺑﺔ‬ ‫ﺣﺴﺎﺑﺎ ﻟﻠﻤﺎﻝ؛ "ﻓﺎﻟﻴﺪ ﻛﺎﻧﺖ ﻃﺎﻳﻠﺔ"‪ .‬ﻋﺎﺵ ﺩﻭﻥ ﺭﻗﻴﺐ ﺃﻭ‬ ‫ﺭﺯﻗﻪ ﻫﻨﺎ ﻭﻫﻨﺎﻙ‪ ،‬ﻭﻋﺎﺩ ﺇﻟﻰ ﺃﺭﺽ ﺍﻟﻮﻃﻦ ﻓﻲ ﻋﺎﻡ ‪١٩٩٣‬‬
‫ﻭﻟﻜﻨﻲ ﺃﺷﺒﻪ ﺟﺬﻉ ﻧﺨﻠﺔ ﺧﺎﻭﻳﺔ"! ﻭﻳﻨﺼﺢ ﺍﻟﺸﺒﺎﺏ؛‬ ‫ﺑﺎﻟﻜﻠﻤﺎﺕ ﺍﻷﺗﻴﺔ‪" :‬ﺇﻳﺠﺎﺑﻲ ﺍﳌﺼﻞ ﳌﺮﺽ ﻧﻘﺺ ﺍﳌﻨﺎﻋﺔ‬ ‫ﻭﺍﺯﻉ ﺩﺍﺧﻠﻲ‪ ،‬ﻣﻌﺘﻘﺪﺍ ﺑﺄﻧﻪ ﳝﻜﻦ ﺃﻥ ﻳﺸﺘﺮﻱ ﺍﳌﺘﻌﺔ ﻣﻦ ﺑﻨﺎﺕ‬ ‫"ﲟﺼﻴﺒﺔ"! ﻳﻘﻮﻝ‪" :‬ﻛﺎﻥ ﻋﻤﺮﻱ ‪ ٣٨‬ﻋﺎﻣﺎ‪ ،‬ﻋﻨﺪﻣﺎ ﻋﺪﺕ‬
‫"ﺳﻮﺍﺀ ﺃﻛﺎﻧﻮﺍ ﺫﻛﺮﺍ ﺃﻡ ﺃﻧﺜﻰ‪ ،‬ﺑﻴﻀﺎ ﺃﻭ ﺳﻮﺩﺍ‪ ،‬ﻣﺴﻠﻤﲔ ﺃﻭ‬ ‫ﺍﳌﻜﺘﺴﺒﺔ "ﺍﻹﻳﺪﺯ"‪.‬‬ ‫ﺍﻟﻬﻮﻯ‪ .‬ﻭﻳﻘﻮﻝ‪" :‬ﻛﻨﺖ ﻓﻲ ﺩﺍﺧﻠﻲ ﺃﻏﻠﻲ؛ ﻓﺄﺟﺮﻳﺖ ﻓﺤﻮﺻﺎ‬ ‫ﻭﻓﻜﺮﺕ ﺑﺎﻟﺰﻭﺍﺝ‪ ،‬ﻭﻟﻜﻦ ﻓﺠﺄﺓ ﺍﺗﺼﻞ ﺑﻲ ﺻﺪﻳﻖ ﻣﺎ ﻟﻴﻘﻮﻝ‬
‫ﻣﺴﻴﺤﻴﲔ‪ ،‬ﺃﻥ ﻳﺸﺮﻓﻮﺍ ﺃﻧﻔﺴﻬﻢ ﺑﺎﻟﻌﻔﺔ"‪.‬‬ ‫ﻏﻴﺮ ﺃﻥ ﺍﳊﻜﺎﻳﺔ ﻟﻢ ﺗﻨﺘﻪ ﻋﻨﺪ ﻫﺬﺍ ﺍﳊﺪ؛ ﻓﺄﺑﻮ ﺍﻷﻣﲔ‬ ‫ﻃﺒﻴﺔ ﺷﺎﻣﻠﺔ‪ ،‬ﻏﻴﺮ ﺃﻧﻨﻲ ﻟﻢ ﺃﺟﺮ ﻓﺤﺺ ﺍﻹﻳﺪﺯ"!‬ ‫ﻟﻲ"ﻋﻠﻴﻚ ﺃﻥ ﲡﺮﻱ ﻓﺤﺺ ﺍﻹﻳﺪﺯ"‪.‬‬
‫∑‬ ‫‪…dŠ W�dý‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻗﺎرئ اﻟﻔﻨﺠﺎن ‪ ...‬ﺗﺸﺘﺖ!‬

‫ﺃﻛﺎﺩ ﺃﻛﻮﻥ ﻭﺍﺛﻘﺔ ﻣﻦ ﺃﻥ ﻗﺎﺭﺉ ﺍﻟﻔﻨﺠﺎﻥ ﺃﺻﺒﺢ ﻳﺘﻘﺎﺿﻰ‬ ‫ﻳﺤﺘﻤﻞ ﺃﻥ ﻧﻜﻮﻥ‪ ،‬ﻧﺤﻦ ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻣﻦ ﺃﻛﺜﺮ‬
‫ﺿﻌﻒ ﻣﺎ ﻛﺎﻥ ﻳﺘﻘﺎﺿﺎﻩ ﻣﻘﺎﺑﻞ ﺭﺅﻳﺔ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﺭﻏﻢ‬ ‫ﺍﻟﺸﻌﻮﺏ ﺍﻟﺘﻲ ﻋﻘﺪ ﻷﺟﻠﻬﺎ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺣﺴﺐ‬
‫ﺃﻥ ﺳﻌﺮ ﺍﻟﱭ ﻟﻢ ﻳﺘﻐﻴﺮ ﻣﺜﻞ ﻣﺎ ﺣﺼﻞ ﻷﺳﻌﺎﺭ ﺍﻟﻨﻔﻂ‪،‬‬ ‫ﺫﺍﻛﺮﺗﻲ ﻭﻗﺮﺍﺀﺍﺗﻲ ﻓﻲ ﺗﺎﺭﻳﺦ ﺍﻟﻘﻀﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﻓﻤﻨﺬ‬
‫ﻭﻗﻬﻮﺗﻚ ﻣﺎ ﺯﺍﻟﺖ ﻛﻤﺎ ﻫﻲ؛ ﻗﻬﻮﺓ ﺳﺎﺩﺓ! ﺭﲟﺎ ﺇﺫﻥ "ﺿﺒﺎﻳﺔ"‬ ‫ﺑﺪﺍﻳﺔ ﻋﺎﻡ ‪ ،١٩٠٢‬ﻭﻧﺤﻦ ﻓﻲ ﺍﺟﺘﻤﺎﻋﺎﺕ‪ ،‬ﻭﻣﻦ ﻧﺘﺎﺋﺞ ﻫﺬﻩ‬
‫ﺳﻮﺍﺩ ﺍﻟﻔﻨﺠﺎﻥ ﻫﻲ ﺍﻟﺴﺒﺐ! ﺃﻭ ﺍﻟﻌﻴﺐ ﻓﻲ ﺍﳌﺴﺘﻘﺒﻞ‬ ‫ﺍﻟﻠﻘﺎﺀﺍﺕ‪ ،‬ﺃﺻﺒﺤﺖ ﺃﺷﻌﺮ ﺑﺄﻥ ﺟﻤﻴﻊ ﺍﳌﺸﺎﺭﻛﲔ ﻭﺍﳌﻔﺎﻭﺿﲔ‬
‫ﻭﻗﺮﺍﺀﺗﻪ‪ .‬ﻭﺍﳊﺎﻝ ﻫﺬﺍ ﻻ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﻗﺎﺭﺉ ﺍﻟﻔﻨﺠﺎﻥ ﻓﻘﻂ‪،‬‬ ‫ﻳﺘﻮﺍﺭﺛﻮﻥ ﺁﻟﻴﺎﺕ ﺍﳊﻮﺍﺭ ﻭﺃﺳﺎﻟﻴﺐ ﺍﳉﺪﻝ ﺍﻟﺒﻴﺰﻧﻄﻲ ﺍﻟﺬﻱ ﻻ‬
‫ﺑﻞ ﻋﻠﻰ ﻗﺎﺭﺉ ﺍﻟﻜﻒ‪ ،‬ﻭﻗﺎﺭﺉ ﺍﻟﻨﺠﻮﻡ‪ ،‬ﻭﺣﺘﻰ ﻋﻠﻰ ﻗﺎﺭﺋﺔ‬ ‫ﺛﻤﺮﺓ ﻓﻴﻪ‪.‬‬
‫ﺍﳌﻬﻢ ﺑﺄﻧﻮ ﻣﺆﲤﺮ ﺍﺳﻤﻪ "ﺍﳋﺮﻳﻒ" ‪ -‬ﺑﺲ ﺭﺍﺡ ﻳﻜﻮﻥ ﻧﺎﺭ‪ -‬ﻓﻲ‬
‫ﺍﻟﺼﺤﻒ!‬
‫ﻧﺘﺎﺋﺠﻪ ﻭﺟﺪﻭﻝ ﻣﻨﺎﻗﺸﺎﺗﻪ؛ ﺳﻴﻨﺎﻗﺶ ﻛﻞ ﺻﻐﻴﺮﺓ ﻭﻛﺒﻴﺮﺓ‪،‬‬
‫ﺗﺘﺮﺍﻛﻢ ﺍﻷﺣﺪﺍﺙ ﳊﻈﺔ ﺗﻠﻮ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﺻﻌﻮﺑﺔ‬ ‫ﻭﻣﻦ ﺍﳌﺆﻛﺪ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻫﺬﻩ ﺍﳌﻮﺍﺿﻴﻊ ﻋﻠﻰ ﺟﺪﻭﻝ ﺃﻋﻤﺎﻟﻪ‪:‬‬
‫ﺭﺑﻂ ﺍﳌﺎﺿﻲ ﺑﺎﳊﺎﺿﺮ ﻳﻮﻣﺎ ﺑﻌﺪ ﻳﻮﻡ‪ ،‬ﳑﺎ ﻳﺠﻌﻞ ﺗﻮﻗﻊ ﻣﺎ‬ ‫* ﻗﻀﻴﺔ ﺩﻭﻟﺘﻨﺎ ﺃﻭ "ﺍﻟﻜﻢ ﻣﺘﺮ ﺍﻟﻠﻲ ﺿﻠﻮﺍ ﻣﻨﻬﺎ"‪.‬‬
‫ﺳﻴﺄﺗﻲ ﻣﻦ ﺃﺣﺪﺍﺙ ﺷﺎﺋﻜﺎ ﻣﻌﻘﺪﺍ‪ .‬ﺧﺼﻮﺻﺎ ﺇﺫﺍ ﻓﺎﺗﻚ‬ ‫* ﻗﻀﻴﺔ ﺍﳌﻌﺘﻘﻠﲔ ﻭﻟﻴﺲ ﺍﻷﺳــﺮﻯ‪ ،‬ﺃﻭ ﺍﻷﺳــﺮﻯ ﻭﻟﻴﺲ‬
‫ﺷﺮﺍﺀ ﺍﻟﺼﺤﻴﻔﺔ ﺧﻼﻝ ﻳﻮﻣﲔ ﻣﺘﺘﺎﻟﻴﲔ‪ ،‬ﻟﺘﻜﻮﻥ ﻭﻗﺘﻬﺎ‬ ‫ﺍﳌﻌﺘﻘﻠﲔ‪ ،‬ﺃﻭ ﺩﻭﻥ ﺃﻱ ﻣﻦ ﺍﻻﺛﻨﺘﲔ‪.‬‬
‫ﻗﺪ ﺃﺿﻌﺖ ﺣﻠﻘﺘﲔ ﻣﺘﺘﺎﻟﻴﺘﲔ ﻣﻦ ﻣﺴﻠﺴﻞ ﺗﺎﺭﻳﺨﻲ‪،‬‬ ‫* ﻗﻀﻴﺔ ﺍﳊﻮﺍﺟﺰ ﻭﻟﻴﺲ ﺍﳌﻌﺎﺑﺮ؛ ﻳﻌﻨﻲ ﺭﺍﺡ ﻳﻀﻠﻮﺍ ﻓﻲ‬
‫ﻳﺘﺸﺘﺖ ﻋﻘﻠﻚ؛ ﻟﺘﺒﻘﻰ ﻋﻼﻣﺎﺕ ﺍﻻﺳﺘﻔﻬﺎﻡ ﻋﻠﻰ ﻣﺎ‬ ‫ﻋﻼﺀ ﺍﻟﺪﻳﻦ ﺍﳊﻼﻳﻘﺔ‬ ‫ﻭﺟﻮﻫﻨﺎ!‬
‫ﺭﺑﺎ ﺍﳌﻴﻤﻲ‬ ‫ﻓﺎﺗﻚ!‬ ‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‪/‬ﺍﳋﻠﻴﻞ‬
‫* ﻗﻀﻴﺔ ﺣﻤﺎﺱ ﻭﻏﺰﺓ‪ ،‬ﺃﻭ ﻏﺰﺓ ﻭﺣﻤﺎﺱ‪ .‬ﺍﳌﻬﻢ ﺍﳉﻬﺘﲔ ﻣﺶ‬
‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪/‬ﺭﺍﻡ ﺍﷲ‬ ‫ﻗﺪ ﻳﻜﻮﻥ ﺍﳋﻠﻞ ﻓﻲ ﺗﻮﻗﻌﺎﺗﻨﺎ ﻻ ﻓﻲ ﺍﳌﺴﺘﻘﺒﻞ! ﻓﻌﻠﻰ‬ ‫ﻣﻬﻤﲔ ﻓﻲ ﺍﳌﺆﲤﺮ‪.‬‬
‫ﺻﻌﻴﺪﻱ ﺍﻟﺸﺨﺼﻲ ﺧﺎﺑﺖ ﺗﻮﻗﻌﺎﺗﻲ ﻣﺮﺍﺕ ﻋﺪﻳﺪﺓ ﺣﺘﻰ‬ ‫ﻛﻞ ﺃﺣﻼﻣﻨﺎ ﺭﺍﺡ ﺗﺘﺤﻘﻖ‪ ،‬ﻭﻛﻞ ﺃﻣﻨﻴﺎﺗﻨﺎ‪ ،‬ﻭﺃﻫﺪﺍﻓﻨﺎ ﻧﻨﺠﺰﻫﺎ‪.‬‬ ‫* ﻗﻀﻴﺔ ﺍﻟﺸﻲﺀ ﺍﳌﺴﻤﻰ ﺍﻟﻼﺟﺌﲔ‪ ،‬ﻭﻫﺆﻻﺀ ﻟﻴﺶ‪ ،‬ﻭﺃﻳﻦ‪،‬‬
‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﻟﺘﻲ ﻟﻢ ﻳﻨﺠﺢ ﺍﻻﺣﺘﻼﻝ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﻓﻲ‬ ‫ﻛﻞ ﺷﻲﺀ ﻳﺘﻐﻴﺮ؛ ﺭﺍﺡ ﺗﻜﺜﺮ ﺍﻟﺸﻠﻴﻬﺎﺕ ﻭﺍﻟﻮﻇﺎﺋﻒ ﻭﺍﻟﺴﻴﺎﺭﺍﺕ‬ ‫ﻭﻛﻴﻒ‪ ،‬ﻭﻟﻴﺶ ‪ -‬ﻛﻤﺎﻥ ﻣﺮﺓ ﺯﻳﺎﺩﺓ ﺍﻟﺒﻴﺎﻉ – ﻳﺮﺟﻌﻮﺍ؟؟؟‬
‫ﺳﺌﻤﺖ ﺍﻟﺘﻮﻗﻊ!‬
‫"ﺍﻟﻘﺎﻧﻮﻧﻴﺔ"‪ ،‬ﻭﺍﷲ ﺃﻋﻠﻢ ﺭﺍﺡ ﺗﻜﺜﺮ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ‪.‬‬ ‫ﺑﻌﺪﻳﻦ ﻓﻲ ﻗﻀﺎﻳﺎ ﺛﺎﻧﻮﻳﺔ ﻣﺘﻌﻠﻘﺔ ﻓﻲ‪:‬‬
‫ﺗﻌﻄﻴﻠﻬﺎ‪ ،‬ﳒﺢ ﻋﺪﺩ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﺑﺘﻌﻄﻴﻠﻬﺎ؛ ﳋﻼﻑ ﺣﻮﻝ‬ ‫ﻣﺜﻼ ﺗﻮﻗﻌﺖ ﺃﻥ ﻳﺜﻮﺭ ﺍﻟﺸﻌﺐ ﺍﺣﺘﺠﺎﺟﺎ ﻋﻠﻰ ﺍﳊﺼﺎﺭ‬ ‫ﻳﺎ ﺟﻤﺎﻋﺔ ﺃﺻﺒﺤﺖ ﻗﻀﻴﺘﻨﺎ ﺷﻐﻞ ﺍﻟﻠﻲ ﻣﺶ ﻻﻗﻲ ﺷﻐﻞ؛‬ ‫‪ -‬ﺍﻟﺴﻴﺎﺭﺍﺕ ﺍﳌﺴﺮﻭﻗﺔ – ﻣﺶ ﺭﺍﺡ ﻳﻀﻞ ﻭﻻ ﺳﻴﺎﺭﺓ ﻓﻲ‬
‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ! ﺃﻭ ﻟﺮﻏﺒﺔ ﻓﻲ ﺗﻐﻴﻴﺮ ﻧﻈﺎﻡ ﺍﳉﺎﻣﻌﺔ!‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ؛ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻗﺎﻋﺪﺓ ﺃﻥ "ﺍﳉﻮﻉ ﻛﺎﻓﺮ"! ﻓﻠﻢ‬ ‫ﺑﻮﺵ ﺍﻧﺘﻬﺖ ﻓﺘﺮﺓ ﺣﻜﻤﻪ‪ ،‬ﻭﺑﻴﻌﻤﻞ ﳋﺘﻢ ﻗﻀﻴﺘﻨﺎ ﺑﺎﻷﺳﻮﺩ‪...‬‬ ‫ﺍﻟﺒﻠﺪ!‬
‫ﻭﻛﻄﻼﺏ؛ ﻓﺈﻧﻨﺎ‪ ،‬ﺣﻘﺎ‪ ،‬ﳒﻬﻞ ﻣﺎ ﺗﺨﺒﺌﻪ ﻟﻨﺎ ﺧﻄﻮﺍﺕ‬ ‫ﻳﺨﺮﺝ ﺳﻮﻯ ﺑﻌﺾ ﺍﳌﻌﻠﻤﲔ‪!..‬‬ ‫ﺑﻠﻴﺮ ﺍﺳﺘﻘﺎﻝ‪ ،‬ﻭﺻﺎﺭ ﻣﺒﻌﻮﺙ ﻋﻠﻴﻨﺎ‪ .‬ﻭﻣﺎ ﻇﻞ ﻋﻠﻴﻨﺎ ﻓﻲ ﻫﺬﺍ‬ ‫‪ -‬ﺍﻟﺘﺼﺎﺭﻳﺢ – ﻛﻞ ﻋﻤﺎﻝ ﺍﻟﻀﻔﺔ ﻓﻲ ﺇﺳﺮﺍﺋﻴﻞ!‬
‫ﺍﳊﺎﺿﺮ‪ ،‬ﻭﻣﺎ ﲢﻤﻠﻪ ﻟﻨﺎ ﺷﺘﻮﻳﺔ ﻫﺬﺍ ﺍﻟﻌﺎﻡ!‬ ‫ﻭﺗﻮﻗﻌﺖ ﺃﻥ ﲢﲔ ﺍﻟﻠﺤﻈﺔ ﺍﻟﺘﻲ ﻳﻘﻒ ﻓﻴﻬﺎ ﻛﻞ ﻣﻦ‬ ‫ﺍﳌﺆﲤﺮ ﺇﻻ ﺇﻧﻮ ﺑﺬﻭﺏ ﺍﻟﺜﻠﺞ ﻓﻲ ﺍﳋﺮﻳﻒ‪ ،‬ﻭﺑﺒﲔ ﺍﻟﻠﻲ ﲢﺘﻪ‪" ...‬ﺃﻧﺖ‬ ‫‪ -‬ﻣﺸﻜﻠﺔ ﺍﻟﺒﻄﺎﻟﺔ ﻋﻨﺪﻧﺎ – ﺃﺻﻼ ﻣﺶ ﺭﺍﺡ ﻳﻜﻮﻥ ﻓﻲ‬
‫ﻭﺍﻗﻊ ﻳﻜﺎﺩ ﻳﻘﺘﻞ ﻣﺎ ﺍﺳﺘﺸﻬﺪ ﻣﻦ ﺃﺟﻠﻪ ﺣﻨﻈﻠﺔ‪،‬‬ ‫ﻓﺘﺢ ﻭﺣﻤﺎﺱ ﻭﻗﻔﺔ ﺻﺎﺩﻗﺔ ﻣﻊ ﺍﻟﻨﻔﺲ ﻟﺮﻓﺾ ﺍﻻﻗﺘﺘﺎﻝ‬ ‫ﻣﻌﺎﻫﻢ ﻭﻻ ﻋﻠﻴﻬﻢ"؟؟!‬ ‫ﻋﻤﺎﻝ ﻟﻴﻜﻮﻥ ﺑﻄﺎﻟﺔ ﺍﻟﻜﻞ ﻓﻲ ﺇﺳﺮﺍﺋﻴﻞ!‬
‫ﻭﻣﺎ ﺃﺳﺮ ﻣﻦ ﺃﺟﻠﻪ ﺁﺧﺮ! ﻭﺍﻟﻌﻴﺐ ﻫﻨﺎ ﻓﻲ ﻧﻘﻞ ﺭﺳﺎﻟﺘﻨﺎ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ؛ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃﻧﻨﺎ ﺷﻌﺐ "ﲢﺖ ﺍﻻﺣﺘﻼﻝ ﻭﻋﺪﻭﻧﺎ‬ ‫ﻭﺍﳌﺸﻜﻠﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻣﺶ ﻋﺎﺭﻑ ﻣﻊ ﻣﲔ!‬ ‫‪ -‬ﻣﺸﻜﻠﺔ "ﺟﻮﺍﻝ" ﻳﻠﻘﻂ ﻓﻲ ﺍﻟﻘﺪﺱ – ﻣﺤﻠﻮﻟﺔ ﻷﻧﻬﻢ‬
‫ﺍﻟﻮﻃﻨﻴﺔ ﻣﻦ ﺍﻵﺑﺎﺀ ﺇﻟﻰ ﺍﻷﺑﻨﺎﺀ‪ ...‬ﻓﻜﻠﻨﺎ ﻓﻲ ﺗﺸﺘﺖ!‬ ‫ﻭﺍﺣﺪ"‪ .‬ﻭﺇﻥ ﻟﻢ ﻳﻊ ﻛﻞ ﻣﻨﻬﻤﺎ ﺧﻄﻮﺭﺓ ﻣﺎ ﻳﺤﺪﺙ‪ ،‬ﻧﻜﻦ‬ ‫ﺑﺬﻛﺮ‪ :‬ﻭﻗﻔﻨﺎ ﻣﻊ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﺘﻲ‪ ...‬ﺍﻧﻜﺴﺮ!‬ ‫ﹼ‬ ‫ﺭﺍﺡ ﻳﺮﺟﻌﻮﺍ ﻧﺺ ﺍﻟﺒﻠﺪ!‬
‫ﺍﻟﻐﺮﻳﺐ ﺃﻥ ﺃﺭﻯ ﺍﻷﻃﻔﺎﻝ ﺍﻟﻴﻮﻡ ﻳﻠﻌﺒﻮﻥ "ﺣﺮﺏ ﻓﺘﺢ‬ ‫ﻧﺤﻦ ﺍ‪‬ﺮﻣﲔ ﻟﺴﻜﻮﺗﻨﺎ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻘﺒﺢ!‬ ‫ﻭﻗﻔﻨﺎ ﻭﻏﻨﻴﻨﺎ ﻟﺼﺪﺍﻡ ﺣﺴﲔ‪ ...‬ﺍﳌﺴﻜﲔ ﺷﻨﻘﻮﻩ ﻭﺩﻣﺮﻭﺍ‬ ‫‪ -‬ﻣﺸﻜﻠﺔ ﺍﻟﻬﻮﻳﺎﺕ ﻭﻟﻢ ﺍﻟﺸﻤﻞ – ﺭﺍﺡ ﻳﺪﻋﻮﻟﻨﺎ ﻓﻲ ﺍﳌﺆﲤﺮ‪:‬‬
‫– ﺣﻤﺎﺱ‪ ،‬ﻓﻲ ﺣﲔ ﻛﻨﺎ‪ ،‬ﻧﺤﻦ‪ ،‬ﻧﻠﻌﺐ‪ ،‬ﻓﻲ ﺻﻐﺮﻧﺎ‪ ،‬ﻟﻌﺒﺔ‬ ‫ﺗﻮﻗﻌﺖ ﺃﻥ ﻳﻀﺮﺏ ﺍﳌﻮﻇﻔﻮﻥ‪ ،‬ﻭﻳﺤﺘﺞ ﺍﳌﻮﺍﻃﻨﻮﻥ‪ ،‬ﻋﻠﻰ‬ ‫ﺑﻼﺩﻩ!‬ ‫ﺍﷲ ﻳﻠﻢ ﺷﻤﻞ ﺍﳉﻤﻴﻊ‪ ،‬ﻭﺍﻟﺒﺎﻗﻲ ﻋﻠﻰ ﺭﺑﻨﺎ!‬
‫"ﻋﺮﺏ – ﻳﻬﻮﺩ" ‪.‬‬ ‫ﺍﺭﺗﻔﺎﻉ ﺍﻷﺳﻌﺎﺭ‪ ،‬ﻭﻏﻼﺀ ﺍﳌﻮﺍﺻﻼﺕ‪ ...‬ﻭﻛﺜﺮﺓ ﺍﻟﻌﻤﻼﺀ‪ ،‬ﻭﺷﺪﺓ‬ ‫ﻭﻭﻗﻔﻨﺎ ﻭﺣﺒﻴﻨﺎ ﺍﳌﻠﻚ ﺣﺴﲔ‪ ...‬ﻣﺎﺕ!‬ ‫‪ -‬ﺑﻌﺪﻳﻦ ﻫﻨﺎﻟﻚ ﻣﺸﻜﻠﺔ ﺭﺍﺡ ﺗﻄﻠﻊ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ‪ ،‬ﻫﻲ ﻟﻮﻥ‬
‫ﻭﺍﻗﻊ ﻏﺮﻳﺐ ﻳﺸﺘﺖ ﻗﻠﻤﻲ ﻛﻠﻤﺎ ﺗﺨﺼﺼﺖ ﺑﻪ‪ ،‬ﻭﻛﻠﻤﺎ‬ ‫ﺣﺒﻴﻨﺎ ﺍﳋﻠﻴﺞ ﻭﺷﻔﻖ ﻋﻠﻴﻨﺎ‪ ...‬ﺷﻔﻄﻮﻩ!‬ ‫ﺍﻟﻬﻮﻳﺔ – ﺭﺍﺡ ﺗﺒﻘﻰ ﺧﻀﺮﺍ‪ ،‬ﺃﻭ ﺗﺘﻐﻴﺮ ﻟﻠﻮﻥ ﺍﻷﺻﻔﺮ‪ .‬ﻣﺎ ﺗﻔﻬﻤﻮﻧﺎ‬
‫ﺍﻟﻔﻘﺮ‪ .‬ﻭﻟﻜﻦ ﻳﺒﺪﻭ ﺃﻥ ﺗﻮﻗﻌﺎﺗﻲ ﲤﺸﻲ ﻋﻜﺲ ﺍﻟﺘﻴﺎﺭ!‬
‫ﺍﻻﲢﺎﺩ ﺍﻷﻭﺭﻭﺑﻲ ﺑﻨﻘﹼ ﻂ ﻋﻠﻴﻨﺎ‪ ...‬ﻧﺸﻔﻮﻩ!‬ ‫ﻏﻠﻂ؛ ﻷﻧﻪ "ﻣﺆﲤﺮ ﺧﺮﻳﻒ"‪.‬‬
‫ﲢﺪﺛﺖ ﻋﻦ ﻻﺣﻘﻪ‪..‬‬ ‫ﺇﻥ ﻟﻢ ﻳﻐﻀﺐ ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻣﻦ ﻛﻞ ﻫﺬﺍ‪،‬‬ ‫ﻟﺬﺍ ﻳﺎ ﺇﺧﻮﺍﻥ ﻭﺟﻬﻜﻢ ﻣﺎ ﺷﺎﺀ ﺍﷲ! ﻓﺎﻟﻪ ﻃﻴﺐ ﻋﻠﻰ ﻛﻞ ﺑﻠﺪ‬ ‫‪ -‬ﺭﺍﺡ ﻳﻨﺎﻗﺸﻮﺍ ﺃﻟﻮﺍﻥ ﺍﻟﻌﻠﻢ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬
‫ﻭﻫﺬﺍ ﺑﺎﻟﻀﺒﻂ ﻣﺎ ﻳﺤﺪﺙ ﻣﻊ ﻗﺎﺭﺉ ﺍﻟﻔﻨﺠﺎﻥ؛ ﻓﻜﺜﺮﺓ‬ ‫ﻓﻤﺘﻰ ﺳﻴﻨﻬﺾ!‬ ‫ﺑﻨﺴﺎﻧﺪﻫﺎ‪ .‬ﻭﺑﻨﻘﻒ ﻣﻌﻬﺎ‪ .‬ﺷﻮ ﺭﺃﻳﻜﻢ ﻧﻮﻗﻒ ﻣﻊ ﺃﻣﺮﻳﻜﺎ ﻫﺎﳌﺮﺓ‪،‬‬ ‫ﺗﻮﺻﻞ ﻧﻘﺎﺷﺎﺗﻬﻢ ﻓﻲ ﻣﺆﲤﺮ ﺍﳋﺮﻳﻒ ﳌﻮﺿﻮﻉ‪ :‬ﻧﻌ ﹼﻴﺪ‬ ‫‪ -‬ﻭﺭﺍﺡ ﹼ‬
‫ﺍﻷﺷﻜﺎﻝ ﺍﳌﺮﺳﻮﻣﺔ ﻓﻲ ﻓﻨﺠﺎﻧﻪ ﺗﺰﻳﺪ ﻣﻦ ﻋﺘﻤﺘﻪ ﺃﻛﺜﺮ‬ ‫ﻛﻘﺎﺭﺉ ﺷﺎﺏ‪ ،‬ﺃﻇﻨﻚ ﺳﻤﻌﺖ ﻋﻤﺎ ﻋﺎﻧﺘﻪ ﺍﳉﺎﻣﻌﺎﺕ‬ ‫ﻭﻧﺪﻋﻴﻠﻬﺎ‪ ...‬ﺑﺠﻮﺯ ﺍﷲ ﻳﻜﺴﺮﻫﺎ؟!‬ ‫ﻳﻮﻡ ﺍﳉﻤﻌﺔ ﻣﻊ ﺍﳌﺴﻠﻤﲔ‪ ،‬ﻭﻻ ﺍﻟﺴﺒﺖ ﻣﻌﻬﻢ‪ ....‬ﻟﻴﺶ ﻫﻤﺎ ﻓﻲ‬
‫ﻓﺄﻛﺜﺮ‪!...‬‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻣﻦ ﺗﻮﺗﺮ ﺑﲔ ﺍﻟﻜﺘﻞ ﺍﻟﻄﻼﺑﻴﺔ! ﻭﺃﻇﻨﻚ‬ ‫ﻭﺑﺠﻮﺯ ﺍﻟﺴﻨﺔ ﺍﳉﺎﻳﺔ ﺑﺼﻴﺮ ﻣﺆﲤﺮ ﺍﺳﻤﻪ ﻣﺆﲤﺮ ﺍﻟﺮﺑﻴﻊ ﺃﻭ‬ ‫ﻣﺪﺭﻳﺪ ﻣﺎ ﺍﺧﺘﻠﻔﻮﺍ ﻋﻠﻰ ﺷﺮﺏ ﺍﻟﻜﻮﻛﺎﻛﻮﻻ ﻭﻻ ﺍﻟﺒﺒﺴﻲ؟!!‬
‫ﻫﻞ ﺳﺘﺤﺰﺭ‪ ،‬ﻳﺎ ﻗﺎﺭﺉ ﺍﻟﻔﻨﺠﺎﻥ‪ ،‬ﻣﺎﺫﺍ ﺳﻴﺤﻀﺮ ﻟﻨﺎ‬ ‫ﺳﻤﻌﺖ ﻋﻤﺎ ﻣﺮﺕ ﺑﻪ ﻣﻦ ﺧﻼﻑ‪ ،‬ﺃﺩﻯ ﺇﻟﻰ ﺗﻌﻄﻴﻞ ﺍﳌﺴﻴﺮﺓ‬ ‫ﺍﻟﺼﻴﻒ ﺃﻭ ﺍﻟﺸﺘﺎﺀ‪ ،‬ﺑﺲ ﺍﳋﺮﻳﻒ ﻻ؛ ﻷﻧﻪ ﺇﻟﻬﻢ!‬ ‫‪ -‬ﺭﺍﺡ ﻳﺤﺪﺩﻭﺍ ﺳﺎﻋﺎﺕ ﺍﻟﻨﻮﻡ ﻭﺍﻻﺳﺘﻴﻘﺎﻅ ﻓﻲ ﺍﻟﺒﻠﺪ‪.‬‬
‫ﺧﺮﻳﻔﻬﻢ ﻭﺷﺘﺎﺅﻧﺎ؟‬ ‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﺑﻀﻌﺔ ﺃﻳﺎﻡ! ﻭﺍﻟﺴﺨﺮﻳﺔ ﺗﻜﻤﻦ ﺑﺄﻥ ﺍﳌﺴﻴﺮﺓ‬ ‫ﺍﳌﻬﻢ ﻳﺎ ﺷﺒﺎﺏ‪ ،‬ﺍﳌﺆﲤﺮ ﻃﻌﻤﻪ ﻏﻴﺮ ﻃﻌﻢ ﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻭﻛﻞ ﻣﺆﲤﺮ ﺧﺮﻳﻒ ﻭﺃﻧﺘﻢ ﺑﺨﻴﺮ!‬ ‫ﻭﺭﺍﺡ ﻧﺸﻌﺮ ﺑﻨﺘﺎﺋﺠﻪ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ!‬
‫ﺣﺴﲔ ﻻ ﻳﻌﺮﻑ ﻛﻴﻒ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﺎﺱ ﺿﻤﻦ ﻣﺎ ﻳﻌﺮﻑ‬ ‫ﻋﻠﺒﺔ ﺍﻟﺸﺎﻱ‪ ،‬ﺍﻟﺴﻜﺮ‪ ،‬ﺍﻷﺭﺯ‪ ،‬ﺍﳌﻼﺑﺲ‪ ،‬ﺍﳋﺒﺰ‪ ،‬ﺃﺟﺮﺓ ﺍﳌﻮﺍﺻﻼﺕ‪،‬‬
‫ﺑـ"ﺍﻹﺗﻴﻜﻴﺖ"‪.‬‬ ‫ﻛﻠﻬﺎ ﺩﺍﺋﻤﺎ ﻓﻲ ﺍﺭﺗﻔﺎﻉ ﻣﺴﺘﻤﺮ‪ ،‬ﻭﻛﺄﻧﻬﺎ ﲢﺎﻭﻝ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‬ ‫ﺷﺎﻃﺮ‪ ...‬ﺷﺎﻃﺮ‬
‫ﺟﺎﺀ ﻓﻲ ﺗﻠﻚ ﺍﻟﺮﺳﺎﻟﺔ ﻣﺎ ﺃﻓﻘﺪﻩ ﺃﻋﺼﺎﺑﻪ‪،‬‬ ‫ﺍﻟﺴﻤﺎﺀ‪ ،‬ﻣﻊ ﺗﺰﺍﻣﻦ ﻫﺒﻮﻁ ﺍﻟﺮﻗﺎﺑﺔ ﻣﻦ ﺍﻷﺳﻔﻞ ﺇﻟﻰ ﻣﺎ ﲢﺖ‬
‫ﺍﺳﺘﻔﺴﺎﺭ ﻣﻦ ﺃﺣﺪ ﺍﻷﺻﺪﻗﺎﺀ ﻓﻲ ﺍﳋﺎﺭﺝ ﺣﻮﻝ ﺃﻟﻌﺎﺏ‬ ‫ﺍﻷﺭﺽ‪.‬‬ ‫ﺃﺧﻴﺮﺍ ﺃﻗﺘﻨﻊ ﺃﺑﻮ ﺣﺴﲔ ﺑﺄﻥ ﺃﻏﻨﻴﺔ ﻣﺼﻄﻔﻰ ﻛﺎﻣﻞ "ﺻﻌﺐ‬
‫ﺃﻃﻔﺎﻝ ﻓﻠﺴﻄﻴﻨﻴﲔ ﺑﺎﳌﺴﺪﺱ ﻭﺍﻟﺒﻨﺪﻗﻴﺔ؛ ﺳﻼﺡ‬ ‫"ﻋﻴﺐ ﺍﳊﺪﻳﺚ‪ ،‬ﻭﻋﻴﺐ ﺍﻟﺼﻤﺖ ﺃﻳﻀﺎ"‪ ،‬ﻫﻜﺬﺍ ﻳﻘﻮﻝ ﺃﺑﻮ‬ ‫ﺍﳊﻴﺎﺓ ﻗﻮﻱ" ﺣﻘﻴﻘﺔ ﻳﻌﻴﺸﻬﺎ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻛﻞ‬
‫ﺍﳋﺮﺯ‪ ،‬ﺧﻼﻝ ﺍﻟﻌﻴﺪ‪ .‬ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﺮﺩ ﺃﺻﺒﺢ ﻣﺤﺎﻻ‪،‬‬ ‫ﺣﺴﲔ‪ ،‬ﺛﻢ ﺍﻛﺘﻔﻰ ﺑﻄﺮﺡ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺘﺎﻟﻲ ﻋﻠﻰ ﺯﻭﺟﺘﻪ ﺍﻟﺘﻲ‬ ‫ﻳﻮﻡ‪ ،‬ﻟﻴﺲ ‪‬ﺮﺩ ﻭﻗﻮﻋﻪ ﲢﺖ ﺍﻻﺣﺘﻼﻝ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﻭﺇﺟﺮﺍﺀﺍﺗﻪ‬
‫ﺑﻌﺪﻣﺎ ﻧﺸﺮﺕ ﺻﻮﺭﺓ ﻓﻮﺗﻮﻏﺮﺍﻓﻴﺔ ﺇﻟﻰ ﺟﺎﻧﺐ ﺍﻟﺘﻘﺮﻳﺮ‪،‬‬ ‫ﺗﺸﺎﺭﻛﻪ ﺍﻟﺘﻔﻜﻴﺮ‪ :‬ﻣﺎﺫﺍ ﻳﻔﻌﻞ ﺃﺑﻮ ﺣﺴﲔ ﺣﲔ ﻳﻌﻠﻮ ﺻﻮﺗﻪ‬ ‫ﺍﻟﺘﻌﺴﻔﻴﺔ‪ ،‬ﻭﺇﳕﺎ ﻟﻜﺎﺭﺛﺔ ﺍﺭﺗﻔﺎﻉ ﺍﻷﺳﻌﺎﺭ ﻓﻲ ﻓﻠﺴﻄﲔ‪.‬‬
‫ﺗﻌﻜﺲ ﺻﻮﺭﺓ ﻟﻬﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻭﻛﻤﺎ ﻳﻘﺎﻝ ﻓﻲ ﻟﻐﺔ‬ ‫ﺃﻣﺎﻡ ﻣﺴﺆﻭﻟﻲ ﺍﻟﺴﻠﻄﺔ ﻭﻫﻮ ﻳﻨﺎﻗﺸﻬﻢ ﻓﻲ ﺍﺭﺗﻔﺎﻉ ﺍﻷﺳﻌﺎﺭ؟‬ ‫ﻭﺭﻏﻢ ﻣﺤﺎﻭﻻﺕ ﺯﻭﺟﺘﻪ ﺍﳌﺘﻜﺮﺭﺓ ﻟﺸﺮﺍﺀ ﻛﻴﻠﻮ ﺧﺒﺰ ﻣﻦ ﺍﻟﻔﺮﻥ‪،‬‬
‫ﺍﻟﺼﺤﺎﻓﺔ‪ :‬ﺍﻟﺼﻮﺭﺓ ﺗﻌﺎﺩﻝ ﺃﻟﻒ ﻛﻠﻤﺔ!‬ ‫ﺣﲔ ﺗﻔﻘﺪ ﻟﻘﻤﺔ ﺍﻟﻌﻴﺶ ﻭﻻ ﺗﺘﻤﻜﻦ ﻣﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‪،‬‬ ‫ﺭﻓﺾ ﺃﺑﻮ ﺣﺴﲔ ﺍﻟﻄﻠﺐ‪ ،‬ﺑﺪﺍﻋﻲ ﺃﻥ ﻛﻴﻠﻮ ﺍﳋﺒﺮ ﻓﻲ ﻧﺎﺑﻠﺲ‬
‫ﻟﻨﺎ ﺍﳊﻖ ﻓﻲ ﺃﻥ ﻧﻠﻌﺐ ﺩﻭﻥ ﺗﺪﺧﻞ ﺍﻷﻃﺮﺍﻑ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﺳﺘﻔﻘﺪ ﺣﻴﺎﺗﻚ ﻛﻠﻬﺎ‪ .‬ﻭﺗﺼﺒﺢ ﻣﺠﺮﺩ ﺩﻣﻴﺔ ﺻﻐﻴﺮﺓ ﻳﻠﻌﺐ‬ ‫ﺃﺻﺒﺢ ﺃﺭﺑﻌﺔ ﺷﻮﺍﻗﻞ‪ ،‬ﻭﻳﻔﻀﻞ ﺃﻥ ﳝﻮﺕ ﻣﻦ ﺍﳉﻮﻉ ﻗﺒﻞ ﺃﻥ ﻳﺪﻓﻊ‬
‫ﻭﺍﳋﺎﺭﺟﻴﺔ ﺑﺄﻃﻔﺎﻟﻨﺎ‪ ،‬ﻭﻟﻨﺎ ﺍﳊﻖ ﺑﺄﻥ ﻧﺨﺘﺎﺭ ﺍﻟﻮﺳﻴﻠﺔ‬ ‫ﺑﻬﺎ ﺃﻃﻔﺎﻝ ﺍﻟﻜﺒﺎﺭ‪ ،‬ﻭﺃﻧﺖ ﺗﻐﻨﻲ ﺃﻏﻨﻴﺔ ﻧﺎﻧﺴﻲ ﻋﺠﺮﻡ ﺍﳌﺸﻬﻮﺭﺓ‬ ‫ﺍﳌﺒﻠﻎ ﻣﻦ ﺃﺟﻞ ﻟﻘﻤﺔ ﺍﳋﺒﺰ‪ .‬ﻋﻠﻤﺎ ﺑﺄﻥ ﻛﻴﻠﻮ ﺍﳋﺒﺰ ﻓﻲ ﺍﻟﺴﺎﺑﻖ‬
‫ﺍﳌﺮﻳﺤﺔ ﻟﻜﻲ ﻧﻌﺒﺮ ﺑﻬﺎ ﻋﻦ ﻓﺮﺣﺘﻨﺎ ﺑﺎﻟﻌﻴﺪ‪ ،‬ﻭﻟﻴﺲ‬ ‫"ﺍﻟﻠﻲ ﺑﻴﺴﻤﻊ ﻛﻠﻤﺔ ﺍﻟﻜﺒﻴﺮ ﺷﻮ ﺑﻨﻘﻮﻟﻪ‪ ...‬ﺷﺎﻃﺮ ﺷﺎﻃﺮ‪،‬‬ ‫ﻛﺎﻥ ﺛﻼﺛﺔ ﺷﻮﺍﻗﻞ ﻭﻧﺼﻒ‪.‬‬
‫ﻋﻴﺒﺎ ﺃﻥ ﻧﻘﻮﻝ‪ :‬ﻧﺤﻦ ﻟﻨﺎ ﺍﳊﻖ ﺑﺎﳌﻘﺎﻭﻣﺔ‪ ،‬ﻭﺃﻃﻔﺎﻟﻨﺎ‬ ‫ﻭﺍﻟﻠﻲ ﺑﻴﺮﻓﻊ ﺍﻷﺳﻌﺎﺭ ﻋﻠﻰ ﺧﺎﻃﺮﺓ ﺷﻮ ﺑﻨﻘﻮﻟﻪ‪ ...‬ﺷﺎﻃﺮ ﺷﺎﻃﺮ‪،‬‬ ‫ﻣﺸﻰ ﺃﺑﻮ ﺣﺴﲔ ﺑﺨﻄﻮﺍﺗﻪ ﺍﻟﺒﻄﻴﺌﺔ ﻭﻳﺪﺍﻩ ﻟﻠﺨﻠﻒ‪ ،‬ﻭﺃﺧﺬ‬
‫ﻟﻬﻢ ﺍﳊﻖ ﺑﺎﻟﻠﻌﺐ‪ .‬ﻟﻜﻦ ﻣﺎﺫﺍ ﺳﺘﻜﻮﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺣﲔ‬ ‫ﻭﺍﻟﻠﻲ ﺑﻴﻈﻠﻮﺍ ﺳﺎﻛﺖ ﻓﻲ ﻓﻠﺴﻄﲔ ﺷﻮ ﺑﻨﻘﻮﻟﻪ‪ ...‬ﺷﺎﻃﺮ‬ ‫ﻳﺘﻤﺘﻢ‪" :‬ﻳﺎ ﺟﻤﺎﻋﺔ؛ ﺍﳊﻴﺎﺓ ﺻﻌﺒﺔ ﻋﻨﺪﻧﺎ‪ ،‬ﺣﺘﻰ ﻟﻘﻤﺔ ﺍﻟﻌﻴﺶ‬
‫ﻧﻘﻮﻝ ﻟﻠﻌﺎﻟﻢ‪ :‬ﺍﻧﻈﺮﻭﺍ ﺃﻃﻔﺎﻝ ﻓﻠﺴﻄﲔ ﲟﺎﺫﺍ ﻳﻠﻌﺒﻮﻥ‬ ‫ﺷﺎﻃﺮ‪ ،‬ﻭﺍﻟﻠﻲ ﻣﺎ ﺑﺘﺤﺮﻙ ﻣﻦ ﺍﻟﺴﻠﻄﺔ ﺷﻮ ﺑﻨﻘﻮﻟﻪ‪ ...‬ﺷﺎﻃﺮ‬ ‫ﻏﺎﻟﻴﺔ ﺟﺪﺍ ﺟﺪﺍ‪ ،‬ﻭﻋﺪﻡ ﺍﻧﺘﻈﺎﻡ ﺭﻭﺍﺗﺐ ﺍﳌﻮﻇﻔﲔ‪ ،‬ﻭﻏﻴﺮ ﺫﻟﻚ ﻣﻦ‬
‫ﻛﺘﺐ‪ :‬ﻋﺒﺪ ﺍﻟﻜﺮﱘ ﺣﺴﲔ‬ ‫ﻓﻲ ﺍﻟﻌﻴﺪ؟ ﺳﻴﻘﻮﻟﻮﻥ ﺇﻧﻬﻢ ﻳﻌﺸﻘﻮﻥ ﺍﻟﻘﺘﻞ ﻭﺍﻟﺪﻡ‬ ‫ﺷﺎﻃﺮ"‪.‬‬ ‫ﻣﺼﺎﺋﺐ ﺟﺪﻳﺪﺓ ﻧﺘﻴﺠﺔ ﺍﺭﺗﻔﺎﻉ ﺍﻷﺳﻌﺎﺭ‪ ،‬ﻭﺍﳌﻮﺍﻃﻦ ﻳﻬﺰ ﺭﺃﺳﻪ‬
‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‪/‬ﻧﺎﺑﻠﺲ‬ ‫ﻭﺍﻟﺴﻼﺡ ﺣﺘﻰ ﻓﻲ ﻃﺮﻳﻘﺔ ﻟﻌﺒﻬﻢ‪.‬‬ ‫ﻣﺸﻰ ﺃﺑﻮ ﺣﺴﲔ ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﳌﻨﺰﻝ ﻭﺍﳊﺎﺭﺓ!‬ ‫ﻣﻌﻠﻨﺎ ﺭﻓﻀﻪ‪ .‬ﺑﻴﻨﻤﺎ ﻳﻔﺘﺮﺽ ﺍﳌﺴﺆﻭﻟﻮﻥ ﻣﻦ ﻫﺰﺓ ﺭﺃﺳﻪ ﺃﻧﻪ‬
‫ﻓﺘﺤﺖ ﺑﺪﻭﺭﻱ ﺍﻟﺘﻠﻔﺎﺯ‪ ،‬ﻭﺃﺧﺬﺕ ﺃﺗﻨﻘﻞ ﺑﲔ ﺍﶈﻄﺎﺕ‬ ‫"ﻣﺒﺴﻮﻁ" ﻭﺭﺍﺽ ﻣﻦ ﺍﻷﺳﻌﺎﺭ؛ ﻓﺎﻟﺴﻜﻮﺕ ﻋﻼﻣﺔ ﺍﻟﺮﺿﻰ ﻓﻲ‬
‫ﺍﻟﻔﻀﺎﺋﻴﺔ؛ ﻷﺟﺪ ﺑﺄﻥ ﺍﻟﻘﻨﺎﺓ ﺍﻷﻭﻟﻰ ﺗﺒﺚ ﺻﻮﺭﺓ‬ ‫ﻫﻜﺬﺍ ﻳﻠﻌﺐ ﺃﻃﻔﺎﻝ ﻓﻠﺴﻄﲔ ﻓﻲ ﺍﻟﻌﻴﺪ!‬ ‫ﺗﻠﻚ ﺍﳊﺎﻟﺔ"‪.‬‬
‫ﺇﺳﺮﺍﺋﻴﻠﻴﺎ؟! ﻣﻦ ﺍﳌﺆﻛﺪ ﺃﻧﻪ ﺳﻴﻨﻘﻞ ﺍﳊﺪﺙ ﻣﻊ‬ ‫ﻷﻃﻔﺎﻝ ﻓﻠﺴﻄﲔ ﻳﻠﻌﺒﻮﻥ ﺑﺴﻼﺡ ﺍﳋﺮﺯ‪ ،‬ﻭﺍﻟﻘﻨﺎﺓ‬ ‫ﻟﻢ ﻳﻘﻒ ﺍﳌﻮﺿﻮﻉ ﻋﻨﺪ ﻫﺬﺍ ﺍﳊﺪ‪ ،‬ﺑﻞ ﺍﻧﺘﺸﺮ ﻋﻠﻰ ﺟﻤﻴﻊ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺗﻌﺪﻳﻞ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺍﳋﺎﺻﺔ‪.‬‬ ‫ﺍﻟﺜﺎﻧﻴﺔ ﻣﻬﻤﺎ ﻛﺎﻥ ﻣﺼﺪﺭ ﺑﺜﻬﺎ ﺗﺒﺚ ﺗﻘﺮﻳﺮﺍ ﺣﻮﻝ‬ ‫ﻓﻮﺟﺊ ﺃﺑﻮ ﺣﺴﲔ ﺣﲔ ﻓﺘﺢ ﺑﺮﻳﺪﻩ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪ ،‬ﻭﺑﺪﺃ "ﻳﺴﺐ"‬ ‫ﺍﻷﺻﻌﺪﺓ ﻓﻲ ﺍﳌﺪﻥ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﻟﻴﺄﺧﺬ ﺳﺎﺋﻘﻮ ﺍﻟﺘﻜﺴﻴﺎﺕ‬
‫ﻭﻧﺤﻦ ﻓﻲ ﺍﻟﻨﻬﺎﻳﺔ ﻧﻘﻮﻝ‪ :‬ﳌﺎﺫﺍ ﻟﻢ ﻳﻔﻬﻢ ﺍﻟﺸﻌﺐ‬ ‫ﻧﻔﺲ ﺍﳌﻮﺿﻮﻉ‪.‬‬ ‫ﻋﻠﻰ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﺑﺎﻟﺘﺤﺪﻳﺪ ﻋﻠﻰ ﺍﻟﺼﺤﻔﻴﲔ‬ ‫ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻋﻠﻰ ﺣﺎﺟﺰ ﺣﻮﺍﺭﺓ‪ ،‬ﺣﺼﺔ ﺍﻷﺳﺪ ﻣﻦ ﺍﺭﺗﻔﺎﻉ‬
‫ﺍﻷﻭﺭﻭﺑﻲ ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻭﻃﺮﻳﻘﺔ ﺗﻔﻜﻴﺮﻩ!‬ ‫ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﺇﺫﺍ ﻛﺎﻥ ﻣﺎﻟﻚ ﺍﻟﻘﻨﻮﺍﺕ ﺍﻹﺧﺒﺎﺭﻳﺔ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ‪ ،‬ﻭﻧﻌﺘﺬﺭ ﻟﻠﻜﺎﻣﻴﺮﺍ ﻗﺒﻞ ﺍﳌﺼﻮﺭ؛ ﻷﻥ ﺃﺑﻮ‬ ‫ﺍﻷﺳﻌﺎﺭ؛ ﻟﺘﺼﺒﺢ ﺍﻷﺟﺮﺓ ﺛﻼﺛﺔ ﺷﻮﺍﻗﻞ‪.‬‬
‫∏‬ ‫‪5�ËR�*« W�ËUÞ vKŽ‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻣﺠﻤﻊ ﺳﻴﺎرات ﺑﻠﺪﻳﺔ اﻟﺒﻴﺮة‬

‫� ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ??‪øø‰ËR?? ? ? ? ? ? ? ? ? ? ? ? ? �? ? ? ? ? ? ? ? ? ? ? ? ? ?*« s?? ? ? ? ? ? ? ? ? ? ? � °ÆÆÆn‬‬
‫ﻋﺪﻡ ﻧﻈﺎﻓﺔ ﺍ‪‬ﻤﻊ‪ ،‬ﺃﻭ ﺗﻘﺼﻴﺮ ﻋﻤﺎﻝ ﺍﻟﻨﻈﺎﻓﺔ‪ .‬ﻭﻳﺆﻛﺪ ﻋﻠﻰ ﺃﻥ "ﺇﺩﺍﺭﺓ‬ ‫ﲢﻘﻴﻖ‪ :‬ﺭﺍﻣﻲ ﺧﻮﺍﻟﺪﺓ‬
‫ﺍ‪‬ﻤﻊ ﻏﻴﺮ ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﻋﺪﻡ ﻧﻈﺎﻓﺘﻪ"‪ ،‬ﻭﻳﺮﺩ ﺍﻷﻣﺮ ﺇﻟﻰ "ﺍﻟﺴﻠﻮﻙ‬ ‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‬
‫ﺍﻟﺸﺨﺼﻲ ﻟﺒﻌﺾ ﺍﻟﺴﺎﺋﻘﲔ ﻭﺍﳌﺴﺎﻓﺮﻳﻦ"‪ ،‬ﻭﻳﻮﺿﺢ ﺫﻟﻚ ﻗﺎﺋﻼ‪" :‬ﺑﻌﺾ‬
‫ﺍﻟﺴﺎﺋﻘﲔ ﻳﺤﻤﻠﻮﻥ ﺍﻟﻨﻔﺎﻳﺎﺕ ﻣﻦ ﺳﺠﺎﺋﺮ ﻭﺃﻭﺭﺍﻕ ﻃﻮﺍﻝ ﺍﻟﻴﻮﻡ‪ ،‬ﻭﻳﻔﺮﻏﻮﻧﻬﺎ‬ ‫ﻟﻌﻞ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻳﺠﻮﻝ ﻓﻲ ﺧﺎﻃﺮ ﻋﺸﺮﺍﺕ ﺁﻻﻑ ﺍﳌﺴﺎﻓﺮﻳﻦ‬
‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻊ"‪ .‬ﺃﻣﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺄﻭﺿﺎﻉ ﺍﳊﻤﺎﻣﺎﺕ‪ ،‬ﻓﻴﺸﻴﺮ ﺃﺑﻮ ﻣﺤﻤﺪ‬ ‫ﻳﻮﻣﻴﺎ ﻋﺒﺮ ﻣﺠﻤﻊ ﺳﻴﺎﺭﺍﺕ ﺍﻟﺒﻴﺮﺓ ﺍﻟﻘﺮﻳﺐ ﻣﻦ ﺩﻭﺍﺭ ﺍﳌﻨﺎﺭﺓ ﻓﻲ ﺭﺍﻡ ﺍﷲ‪.‬‬
‫ﺇﻟﻰ ﺃﻥ ﺇﺩﺍﺭﺓ ﺍ‪‬ﻤﻊ ﺗﻘﻮﻡ "ﻛﻞ ﻳﻮﻡ ﺑﺠﻮﻟﺔ ﺗﻔﻘﺪﻳﺔ ﻋﻠﻰ ﺟﻤﻴﻊ ﺣﻤﺎﻣﺎﺕ‬ ‫ﻭﺍﻟﺴﺎﺋﻘﻮﻥ ﻛﺬﻟﻚ ﻻ ﻳﻌﺮﻓﻮﻥ ﻋﻠﻰ ﻋﺎﺗﻖ ﻣﻦ ﺗﻘﻊ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﺃﻣﺎ‬
‫ﺍ‪‬ﻤﻊ؛ ﻣﻦ ﺍﻟﻄﺎﺑﻖ ﺍﻷﻭﻝ ﻭﺣﺘﻰ ﺍﳋﺎﻣﺲ‪ ،‬ﻛﻤﺎ ﺗﻘﻮﻡ ﺑﲔ ﻓﺘﺮﺓ ﻭﺃﺧﺮﻯ‬ ‫ﺍﳌﺴﺆﻭﻟﻮﻥ ﻓﻴﺘﺨﻠﻮﻥ ﻋﻦ ﻣﺴﺆﻭﻟﻴﺎﺗﻬﻢ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﻄﺎﺑﻖ ﺍﻷﺭﺿﻲ‬
‫ﺑﺪﻫﺎﻥ ﺍ‪‬ﻤﻊ ﻭﻃﺮﺍﺷﺘﻪ"!‬ ‫ﻓﻲ ﺍ‪‬ﻤﻊ ﺍﻟﺬﻱ ﺗﺘﺠﻤﻊ ﻓﻴﻪ ﺍﳊﻤﺎﻣﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﺃﺻﻮﺍﺕ ﺍﻟﺴﻤﺎﺳﺮﺓ‬
‫ﻭﻳﺆﻛﺪ ﻣﺘﻮﻛﻞ ﻣﻮﺳﻰ؛ ﺳﻤﺴﺎﺭ ﻋﻠﻰ ﺧﻂ ﺑﻴﺖ ﻟﻘﻴﺎ‪ ،‬ﻋﻠﻰ ﺃﻥ‬ ‫ﺍﳌﺘﻌﺎﻟﻴﺔ‪ ،‬ﻭﺧﻄﻮﺍﺕ ﺍﳌﺴﺎﻓﺮﻳﻦ ﻧﺤﻮ ﻣﺪﻥ ﻭﻗﺮﻯ ﻓﻲ ﺍﻟﻮﺳﻂ ﻭﺍﳉﻨﻮﺏ‬
‫ﺍﳌﺸﻜﻠﺔ ﻻ ﺗﺘﻌﻠﻖ ﺑﻌﻤﺎﻝ ﺍﻟﻨﻈﺎﻓﺔ‪ ،‬ﻭﻻ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﺇﳕﺎ "ﺑﺒﻌﺾ‬ ‫ﻭﺍﻟﺸﻤﺎﻝ‪.‬‬
‫ﺍﻟﺴﺎﺋﻘﲔ ﺍﻟﺬﻳﻦ ﻳﺘﺼﺮﻓﻮﻥ ﺑﻄﺮﻳﻘﺔ ﻏﻴﺮ ﻻﺋﻘﺔ‪ ،‬ﻻ ﺳﻴﻤﺎ ﻓﻲ ﺳﺎﻋﺎﺕ‬ ‫ﻓﻲ ﺍﻟﺼﺒﺎﺡ ﻻ ﻳﻜﻔﻲ ﺃﻥ ﻧﺸﺮﺏ ﺍﻟﻮﻗﺖ ﻓﻲ ﻇﻞ ﺍﻧﺘﻈﺎﺭ ﺳﻴﺎﺭﺍﺕ‬
‫ﺍﻟﻠﻴﻞ"‪.‬‬ ‫ﺍﻷﺟﺮﺓ ﻭﺍﳊﺎﻓﻼﺕ ﻟﺘﻤﺘﻠﺊ ﺑﺎﻟﺮﻛﺎﺏ‪ ،‬ﺑﻞ ﻧﺸﺮﺏ ﺍﻟﻮﻗﺖ ﻋﻠﻰ ﺭﺍﺋﺤﺔ‬
‫ﻭﻳﻘﻮﻝ ﺧﺎﻟﺪ ﺷﺒﻠﻲ؛ ﻣﺪﻳﺮ ﺷﺮﻛﺔ ﺑﺎﺻﺎﺕ ﺑﻴﺖ ﻟﻘﻴﺎ‪" :‬ﺃﻫﻢ ﺍﻷﺳﺒﺎﺏ‬ ‫ﺍﻟﺒﻮﻝ ﺍﳌﻌﺘﻖ ﻓﻲ ﺍﻟﻠﻴﻞ‪ ،‬ﻭﻣﺘﺠﺪﺩ ﺍﻟﺮﺍﺋﺤﺔ ﻓﻲ ﺍﻟﻨﻬﺎﺭ‪ ،‬ﻧﺸﺮﺑﻪ ﻋﻠﻰ‬
‫ﻓﻲ ﻧﻈﺮﻱ ﻫﻮ ﻋﺪﻡ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﻜﺎﻓﻴﺔ ﺑﺎﳌﺮﺍﺣﻴﺾ‪ ،‬ﻭﺩﺧﺎﻥ ﻋﻮﺍﺩﻡ‬ ‫ﻣﻨﺎﻇﺮ ﺣﻔﺮ ﻓﻲ ﺃﺭﺿﻴﺔ ﺍ‪‬ﻤﻊ‪ ،‬ﻛﺎﻧﺖ ﺍﻣﺘﻸﺕ ﻓﻲ ﺍﻟﻠﻴﻠﺔ ﺍﳌﺎﺿﻴﺔ ‪...‬‬
‫ﺍﻟﺴﻴﺎﺭﺍﺕ‪ ،‬ﻭﺍﻟﺰﻳﻮﺕ‪ ،‬ﻭﺍﻟﻔﺮﺍﻣﻞ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﺒﻮﻝ ﺧﺎﺭﺝ ﺍﳊﻤﺎﻣﺎﺕ‬ ‫ﺑﺎﻟﺒﻮﻝ‪.‬‬
‫ﻣﻦ ﻗﺒﻞ ﺍﳌﺴﺎﻓﺮﻳﻦ"!‬ ‫ﺍﻟﺒﺪﺍﻳﺔ‪ ...‬ﻭﺍﻟﻬﺪﻑ‬
‫ﻭﻳﻀﻴﻒ ﻗﻄﺎﻣﺶ‪" :‬ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻳﺘﻢ ﺍﺳﺘﻬﻼﻙ ﻣﺎ ﻳﻌﺎﺩﻝ‬ ‫ﻳﻜﻤﻦ ﺍﻟﻬﺪﻑ ﻣﻦ ﻭﺭﺍﺀ ﺇﻧﺸﺎﺀ ﻣﺠﻤﻊ ﺳﻴﺎﺭﺍﺕ ﺑﻠﺪﻳﺔ ﺍﻟﺒﻴﺮﺓ‪ ،‬ﻓﻲ‬
‫‪ ١٠٠٠‬ﺩﻳﻨﺎﺭ ﻟﺸﺮﺍﺀ ﻣﻮﺍﺩ ﺗﻨﻈﻴﻒ ﻓﻲ ﺳﺒﻴﻞ ﻧﻈﺎﻓﺔ ﺍﳊﻤﺎﻣﺎﺕ ﻭﺍ‪‬ﻤﻊ‬ ‫ﺍﺣﺘﻮﺍﺀ ﺃﺯﻣﺔ ﺍﻟﺴﻴﺮ ﻭﺍﻟﺘﺨﻔﻴﻒ ﻣﻨﻬﺎ ﺩﺍﺧﻞ ﺍﳌﺪﻳﻨﺔ‪ ،‬ﺣﻴﺚ ﺗﺘﺠﻤﻊ‬
‫ﺧﻼﻝ ﻳﻮﻡ ﺃﻭ ﻳﻮﻣﲔ‪ ،‬ﻭﻣﺎ ﺗﺮﺍﻩ ﻓﻲ ﺍ‪‬ﻤﻊ ﳝﻜﻦ ﺗﺴﻤﻴﺘﻪ ﻭﺑﺎﺀ ﺳﻠﻮﻛﻴﺎ‪،‬‬ ‫ﺍﻟﺴﻴﺎﺭﺍﺕ ﺍﻟﻘﺎﺩﻣﺔ ﻣﻦ ﺑﺎﻗﻲ ﻣﺪﻥ ﺍﻟﻀﻔﺔ ﻭﺍﻟﻘﺮﻯ ﺍ‪‬ﺎﻭﺭﺓ‪ .‬ﻭﻳﺘﻮﺳﻂ‬
‫ﻟﻴﺲ ﺃﻛﺜﺮ"! ﻣﺸﻴﺮﺍ ﺇﻟﻰ ﺃﻥ ﺍﳊﻤﺎﻣﺎﺕ ﻻ ﺗﺨﺺ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﺇﳕﺎ ﻫﻲ ﺣﻤﺎﻣﺎﺕ‬ ‫ﺍ‪‬ﻤﻊ ﻣﺪﻳﻨﺘﻲ ﺍﻟﺒﻴﺮﺓ ﻭﺭﺍﻡ ﺍﷲ‪ ،‬ﻭﻳﺘﻜﻮﻥ ﻣﻦ ﺧﻤﺴﺔ ﻃﻮﺍﺑﻖ‪ ،‬ﺗﺘﻮﺯﻉ‬
‫ﻋﺎﻣﺔ‪ .‬ﻭﻳﻘﻮﻝ‪" :‬ﻳﻜﻔﻲ ﺃﻥ ﻧﻘﻮﻝ ﺇﻥ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ‪ ٥٠٠‬ﺳﺎﺋﻖ ﻳﺪﺧﻠﻮﻥ‬ ‫ﺑﲔ ﻣﺠﻤﻌﺎﺕ ﲡﺎﺭﻳﺔ‪ ،‬ﻭﻣﻮﻗﻒ ﻟﻠﺴﻴﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺳﻴﺎﺭﺍﺕ ﺍﻟﻘﺮﻯ‪،‬‬
‫ﺍ‪‬ﻤﻊ‪ ،‬ﻭﺁﻻﻑ ﻭﺍﳌﺴﺎﻓﺮﻳﻦ‪ ،‬ﻭﻋﻤﺎﻝ ﺍﳊﺴﺒﺔ‪ ،‬ﻭﺍﳌﺘﺴﻮﻗﲔ‪ ،‬ﻭﻏﻴﺮﻫﻢ ﻳﺮﺗﺎﺩﻭﻥ‬ ‫ﻭﻣﺤﻄﺔ ﻟﻠﺤﺎﻓﻼﺕ‪.‬‬
‫ﻫﺬﻩ ﺍﳊﻤﺎﻣﺎﺕ"‪ .‬ﻭﻳﺘﺎﺑﻊ‪" :‬ﻧﺤﻦ ﻻ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻘﻒ ﻣﺮﺍﻗﺒﲔ ﻋﻠﻰ‬ ‫ﻭﻳﻌﺘﺒﺮ ﻫﺬﺍ ﺍ‪‬ﻤﻊ ﻧﻘﻄﺔ ﺍﻧﻄﻼﻕ ﻭﻣﻠﺘﻘﻰ ﻟﻠﻤﺴﺎﻓﺮﻳﻦ ﻣﻦ‬
‫ﻛﻞ ﺳﺎﺋﻖ ﻭﻣﺴﺎﻓﺮ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺮ ﻳﺘﻌﻠﻖ ﺑﺘﻘﺼﻴﺮ ﻣﻦ ﺟﺎﻧﺒﻨﺎ؛ ﻓﺈﻥ‬ ‫ﺃﻗﺼﻰ ﺷﻤﺎﻝ ﺍﻟﻀﻔﺔ ﺇﻟﻰ ﺃﻗﺼﻰ ﺟﻨﻮﺑﻬﺎ‪ ،‬ﻳﺘﺤﺮﻛﻮﻥ ﻓﻲ ﺃﺭﺟﺎﺋﻪ‬
‫ﺍﻟﻌﻤﻴﺪ ﺻﺎﺋﺐ ﻧﺼﺎﺭ ﻗﺎﻡ ﺑﻌﺪﺩ ﻣﻦ ﺍﻟﺰﻳﺎﺭﺍﺕ ﺍﻟﺘﻔﻘﺪﻳﺔ ﺑﺸﻜﻞ ﻣﻔﺎﺟﺊ‬ ‫ﻛﺨﻠﻴﺔ ﻧﺤﻞ ﺩﻭﻥ ﻋﺴﻞ‪ ،‬ﻭﻳﺬﻫﺐ ﺍﻟﻌﺴﻞ ﻣﻊ ﺍﻟﺮﺍﺋﺤﺔ ﺍﻟﺘﻲ ﺗﻘﺘﻞ‬
‫ﻟﻠﻤﺠﻤﻊ‪ ،‬ﻭﻓﻲ ﻛﻞ ﻣﺮﺓ ﻳﻜﺘﺸﻒ ﺃﻥ ﻻ ﺻﺤﺔ ﻟﻼﺩﻋﺎﺀﺍﺕ ﺍﻟﺒﺎﻃﻠﺔ ﺑﺤﻖ‬ ‫ﺍﳌﺴﺎﻓﺮﻳﻦ ﻭﺍﻟﻨﺤﻞ ﻣﻌﺎ‪.‬‬
‫ﻧﻈﺎﻓﺔ ﺍ‪‬ﻤﻊ"!‬ ‫ﻭﺗﻀﻴﻊ ﺍﳌﺴﺆﻭﻟﻴﺎﺕ‬
‫ﻣﻦ ﺍﻟﺪﺍﺧﻞ‬ ‫ﻭﻓﻲ ﺭﺣﻠﺔ ﺍﻟﺒﺤﺚ ﺣﻮﻝ ﻣﺴﺆﻭﻟﻴﺔ ﺍﳊﻔﺎﻅ ﻋﻠﻰ ﻧﻈﺎﻓﺔ ﺍ‪‬ﻤﻊ‪،‬‬
‫ﻭﻳﺼﻒ ﺣﺴﻦ ﻣﺤﻤﺪ‪ ٢٤ ،‬ﻋﺎﻣﺎ؛ ﺳﺎﺋﻖ ﻋﻠﻰ ﺧﻂ ﺻﻔﺎ‪ ،‬ﺍﳉﻮ ﻓﻲ‬ ‫ﻳﺸﻴﺮ ﻣﻮﺳﻰ ﺟﻮﻳﺪ؛ ﻣﻬﻨﺪﺱ ﺑﻠﺪﻳﺔ ﺍﻟﺒﻴﺮﺓ‪ ،‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻐﺮﺽ ﻣﻦ ﺇﻧﺸﺎﺀ‬
‫ﺍﳉﻤﻊ ﺑﺄﻧﻪ ﺳﻴﺊ ﺟﺪﺍ‪ ،‬ﻭﻻ ﺗﻮﺟﺪ ﺭﺍﺣﺔ ﻧﻔﺴﻴﺔ ﻓﻴﻪ ﺑﺴﺒﺐ ﺍﻟﺮﺍﺋﺤﺔ‬ ‫ﺍ‪‬ﻤﻊ ﻫﻮ ﺗﻨﻈﻴﻢ ﺣﺮﻛﺔ ﺍﻟﺴﻴﺮ ﻣﻦ ﻭﺇﻟﻰ ﺍﳌﺪﻥ ﻭﺍﻟﻘﺮﻯ‪ ،‬ﻭﺗﺴﻬﻴﻞ‬
‫ﻭﺍﻟﻌﺘﻤﺔ‪ .‬ﺃﻣﺎ ﺃﺳﻌﺪ ﺍﻟﺒﻴﺘﻮﻧﻲ‪ ٤٠ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺭﺍﻡ ﺍﷲ ﻓﻴﻘﻮﻝ‪" :‬ﺍﻟﺴﺒﺐ‬ ‫ﺣﺮﻛﺔ ﺗﻨﻘﻞ ﺍﳌﺴﺎﻓﺮﻳﻦ‪ ،‬ﺧﺼﻮﺻﺎ ﻭﺃﻥ ﺁﻻﻑ ﺍﳌﺴﺎﻓﺮﻳﻦ ﻳﺘﻮﺍﻓﺪﻭﻥ‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻟﻌﺪﻡ ﻧﻈﺎﻓﺔ ﺍ‪‬ﻤﻊ ﺃﻧﻪ ﻟﻠﺤﺎﻓﻼﺕ ﻭﻟﻴﺲ ﻟﻠﺴﻴﺎﺭﺍﺕ‪ ،‬ﻭﻻ‬ ‫ﻳﻮﻣﻴﺎ ﻋﻠﻰ ﺭﺍﻡ ﺍﷲ ﺃﻛﺜﺮ ﻣﻦ ﺳﻮﺍﻫﺎ ﻣﻦ ﺍﳌﺪﻥ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪.‬‬
‫ﳝﻜﻦ ﺍﺣﺘﻮﺍﺀ ﺍﻟﻌﺪﺩ ﺍﻟﻜﺒﻴﺮ ﻣﻦ "ﺍﻟﻔﻮﺭﺩﺍﺕ"‪ .‬ﻭﺑﺨﺼﻮﺹ ﻋﻤﺎﻝ ﺍﻟﻨﻈﺎﻓﺔ‬ ‫ﺃﻣﺎ ﺑﺨﺼﻮﺹ ﺣﺠﻢ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﻟﺒﻠﺪﻳﺔ‬
‫"ﻓﻠﻬﻢ ﻛﻞ ﺍﻟﺸﻜﺮ؛ ﺭﻏﻢ ﺃﻥ ﺣﻤﺎﻣﺎﺕ ﺍ‪‬ﻤﻊ ﻏﻴﺮ ﻧﻈﻴﻔﺔ"‪ .‬ﻭﻳﻨﺼﺢ‬ ‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻨﻈﺎﻓﺔ ﻭﺗﻨﻈﻴﻢ ﺍﻟﺴﻴﺮ ﻓﻲ ﺍ‪‬ﻤﻊ‪ ،‬ﻓﻴﻘﻮﻝ ﺟﻮﻳﺪ‪:‬‬
‫ﺇﺩﺍﺭﺓ ﺍ‪‬ﻤﻊ "ﺑﻮﺿﻊ ﺍﳊﺮﺍﺳﺔ ﻭﺍﻹﻧﺎﺭﺓ ﻓﻲ ﺍﻟﻠﻴﻞ ﺩﺍﺧﻞ ﺍ‪‬ﻤﻊ"‪.‬‬ ‫"ﻫﺬﺍﻥ ﺍﻷﻣﺮﺍﻥ ﻟﻴﺴﺎ ﻣﻦ ﺷﺄﻥ ﺑﻠﺪﻳﺔ ﺍﻟﺒﻴﺮﺓ‪ ،‬ﺑﻞ ﻣﻦ ﺷﺄﻥ ﺿﺎﻣﻦ‬
‫ﻭﻳﻘﻮﻝ ﻣﺤﻤﺪ ﺳﻤﺎﺭﻩ‪ ٢٣ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺑﻴﺖ ﻋﻮﺭ‪ ،‬ﺇﻥ ﺍﻟﺴﺒﺐ ﻫﻮ ﺳﻠﻮﻙ‬ ‫ﺍ‪‬ﻤﻊ‪ ،‬ﻭﻫﻮ ﻣﻨﻔﺼﻞ ﻋﻦ ﺍﻟﺒﻠﺪﻳﺔ"‪ ،‬ﻭﻳﻮﺿﺢ ﺑﺄﻥ ﺩﻭﺭ ﺍﻟﺒﻠﺪﻳﺔ "ﻳﻘﺘﺼﺮ‬
‫ﺍﳌﻮﺍﻃﻨﲔ‪ ،‬ﻭﻛﺬﻟﻚ ﺣﻤﺎﻣﺎﺕ ﺍ‪‬ﻤﻊ ﻏﻴﺮ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻭﻳﺮﻯ ﺇﻳﺎﺩ ﺳﺎﻣﺮ؛ ﻃﺎﻟﺐ‬ ‫ﻋﻠﻰ ﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺮﻗﺎﺑﺔ ﻓﻲ ﺣﺎﻝ ﺗﻘﺪﱘ ﺃﻱ ﺷﻜﻮﻯ"‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﻧﻘﻮﻡ‬
‫ﺟﺎﻣﻌﻲ ﻣﻦ ﺑﻴﺖ ﻋﻮﺭ‪ ،‬ﺑﺄﻥ ﺍﻟﺴﺒﺐ ﺍﻟﺮﺋﻴﺴﻲ ﻫﻮ ﻗﻠﺔ ﺍﻟﻮﻋﻲ ﺑﺄﺧﻄﺎﺭ ﻫﺬﻩ‬ ‫ﺑﺘﺤﺮﻳﺮ ﻣﺨﺎﻟﻔﺔ ﻹﺩﺍﺭﺓ ﺍ‪‬ﻤﻊ؛ ﻛﺄﻱ ﻣﻨﺸﺄﺓ ﺗﻘﻊ ﻓﻲ ﺣﺪﻭﺩ ﺍﻟﺒﻠﺪﻳﺔ‪،‬‬
‫ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﻋﺪﻡ ﺍﻟﺘﻘﻴﺪ ﺑﻘﻮﺍﻧﲔ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺴﻼﻣﺔ ﺍﻟﻌﺎﻣﺔ‪.‬‬ ‫ﻭﻧﻔﺮﺽ ﻋﻠﻴﻬﺎ ﺷﺮﻭﻁ ﺍﻟﺴﻼﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺒﻴﺌﺔ"‪.‬‬
‫ﺃﻣﺎ ﺩﺍﻭﺩ ﺍﻟﻮﺍﻭﻱ؛ ﺳﺎﺋﻖ ﻋﻠﻰ ﺧﻂ ﺑﻴﺖ ﳊﻢ‪ ،‬ﻓﻴﻌﻠﻞ ﺍﻟﺴﺒﺐ ﺑﻌﺪﻡ‬ ‫ﻭﻳﻀﻴﻒ‪" :‬ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﳋﻼﻓﺎﺕ ﺑﲔ ﺇﺩﺍﺭﺓ ﺍ‪‬ﻤﻊ ﻭﺑﻠﺪﻳﺔ ﺍﻟﺒﻴﺮﺓ‪،‬‬
‫ﻭﺟﻮﺩ ﺷﺒﺎﺑﻴﻚ ﻟﺘﻬﻮﻳﺔ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﻋﺪﻡ ﻏﺴﻞ ﺍ‪‬ﻤﻊ ﺑﺸﻜﻞ ﺃﺳﺒﻮﻋﻲ‪،‬‬ ‫ﻓﻘﺪ ﻗﻤﻨﺎ ﺑﺈﻧﺸﺎﺀ ﺍ‪‬ﻤﻊ ﺑﻨﺎﺀ ﻋﻠﻰ ﻋﺮﺽ ﺃﺣﺪ ﺍﳌﺴﺘﺜﻤﺮﻳﻦ ﻣﻘﺎﺑﻞ‬
‫ﻭﻳﻘﻮﻝ‪" :‬ﻻ ﻳﻜﻔﻲ ﻛﻨﺲ ﺍ‪‬ﻤﻊ‪ ،‬ﺑﻞ ﻳﺠﺐ ﺇﺣﻀﺎﺭ ﺳﻴﺎﺭﺓ ﺍﻹﻃﻔﺎﺋﻴﺔ‪،‬‬ ‫ﻣﺒﻠﻎ ﻣﻘﻄﻮﻉ‪ ،‬ﻭﺑﺎﻟﺮﺟﻮﻉ ﻟﻠﻌﻘﺪ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﻠﺪﻳﺔ ﺳﺘﺘﺴﻠﻢ ﺍ‪‬ﻤﻊ ﺑﻌﺪ‬
‫ﻭﺗﻨﻈﻴﻒ ﺍ‪‬ﻤﻊ ﺑﺎﳌﺎﺀ"‪.‬‬ ‫‪ ٢٢‬ﺳﻨﺔ"!‬
‫ﺗﺼﻮﻳﺮ‪:‬‬ ‫ﺑﻴﻨﻤﺎ ﻳﻘﻮﻝ ﺟﻼﻝ ﺍﻟﻄﻴﺐ‪ ،‬ﺃﺑﻮ ﺭﻣﺰﻱ‪ ،‬ﺳﺎﺋﻖ ﻋﻠﻰ ﺧﻂ ﺃﺑﻮﺩﻳﺲ‬ ‫ﻭﻋﻦ ﺷﻜﺎﻭﻯ ﺍﳌﺴﺎﻓﺮﻳﻦ ﻣﻦ ﺍﻟﺮﺍﺋﺤﺔ ﺍﻟﻜﺮﻳﻬﺔ ﺩﺍﺧﻞ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﻋﺪﻡ‬
‫ﺣﻠﻤﻲ ﺃﺑﻮ ﻋﻄﻮﺍﻥ‬ ‫ﺍﻟﻌﻴﺰﺭﻳﺔ‪" :‬ﻳﻜﻤﻦ ﺍﻟﺴﺒﺐ ﻓﻲ ﺇﻫﻤﺎﻝ ﺇﺩﺍﺭﺓ ﺍ‪‬ﻤﻊ؛ ﻓﻨﺤﻦ ﻧﺪﻓﻊ ﻃﻮﺍﺑﻊ‬ ‫ﻧﻈﺎﻓﺘﻪ‪ ،‬ﻳﺆﻛﺪ ﺟﻮﻳﺪ ﺑﺄﻥ ﺍﻟﺒﻠﺪﻳﺔ ﺗﺮﺍﻗﺐ ﺷﺮﻭﻁ ﺍﻟﺴﻼﻣﺔ ﺍﻟﻌﺎﻣﺔ‪،‬‬
‫ﻭﻋﻤﻮﻟﺔ ﻗﺪﺭﻫﺎ ‪ ١٢٠‬ﺷﻴﻜﻼ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﻨﻈﻴﻒ‪ ،‬ﻓﻲ ﺣﲔ ﻻ ﻳﺨﻀﻊ‬ ‫"ﻭﺇﺫﺍ ﻟﻢ ﻳﻠﺘﺰﻡ ﺿﺎﻣﻦ ﺍ‪‬ﻤﻊ ﺑﻬﺎ ﻓﺴﻨﺤﺮﺭ ﻟﻪ ﻣﺨﺎﻟﻔﺔ‪ ،‬ﻭﻧﺮﻓﻊ ﻋﻠﻴﻪ‬
‫ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﺃﻛﺜﺮ ﻣﻦ ﻃﺮﻳﻘﺔ ﻣﻦ ﺑﻴﻨﻬﺎ‪:‬‬ ‫ﻋﻨﺪ ﺍﳌﺴﺎﻓﺮﻳﻦ ﺃﻭ ﺍﻟﺴﺎﺋﻘﲔ‪ ،‬ﺑﻞ ﻋﻨﺪ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺍ‪‬ﻤﻊ‬ ‫ﺍ‪‬ﻤﻊ ﻟﻠﺼﻴﺎﻧﺔ ﺍﻟﻼﺯﻣﺔ‪ ،‬ﻭﻳﻔﺘﻘﺮ ﻟﺴﻼﻝ ﺍﻟﻘﻤﺎﻣﺔ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﺗﺘﻮﻓﺮ‬ ‫ﺩﻋﻮﻯ ﻓﻲ ﺍﶈﻜﻤﺔ"‪.‬‬
‫ﻓﻲ ﺍﻟﻠﻴﻞ؛ ﻓﻔﻲ ﺍﻟﻨﻬﺎﺭ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﺣﺪ ﺍﻟﺘﺼﺮﻑ ﺑﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ"‪.‬‬ ‫ﻋﻠﻰ ﻛﻞ ﺷﻤﻌﺔ ﻭﺯﺍﻭﻳﺔ ﻓﻲ ﺍ‪‬ﻤﻊ"‪.‬‬ ‫ﻭﻳﺸﻴﺮ ﺇﻟﻰ ﺗﻮﺍﺻﻞ ﺍﳉﻬﻮﺩ ﻟﺘﻮﻓﻴﺮ ﺳﺒﻞ ﺍﻟﺮﺍﺣﺔ ﻟﻠﻤﺴﺎﻓﺮﻳﻦ‪ ،‬ﻭﻣﻦ‬
‫‪ -‬ﻭﺿﻊ ﻛﺎﻣﻴﺮﺍﺕ ﻟﻠﻤﺮﺍﻗﺒﺔ‪ ،‬ﻭﻓﺮﺽ ﻏﺮﺍﻣﺎﺕ ﻭﻣﺨﺎﻟﻔﺎﺕ ﺭﺍﺩﻋﺔ ﳌﻦ‬ ‫ﻭﻳﺮﻯ ﻋﺪﻱ ﻣﺤﻤﺪ‪ ١٢،‬ﻋﺎﻣﺎ‪ ،‬ﻭﻳﺪﺭﺱ ﻓﻲ ﺭﺍﻡ ﺍﷲ ﺑﺄﻥ "ﺍ‪‬ﻤﻊ ﻣﻠﺘﻘﻰ‬ ‫ﻟﻨﻌﻤﻞ ﻣﻌﺎ‬ ‫ﺫﻟﻚ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﺬﻱ ﻋﻘﺪ ﻣﺆﺧﺮﺍ‪ ،‬ﻭﺿﻢ ﺳﻌﻴﺪ ﺃﺑﻮ ﻋﻠﻲ؛ ﻣﺤﺎﻓﻆ ﺭﺍﻡ‬
‫ﻳﺴﻲﺀ ﺍﺳﺘﺨﺪﺍﻡ ﺍ‪‬ﻤﻊ ﻭﻣﺮﺍﻓﻘﻪ؛ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻗﻀﻴﺔ ﺗﻌﺪ ﻋﻠﻰ ﺍﳌﺮﺍﻓﻖ‬ ‫ﻟﻠﺴﺎﺋﻘﲔ ﻭﺍﳌﺴﺎﻓﺮﻳﻦ‪ ،‬ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺮﻭﺍﺋﺢ ﺍﻟﻜﺮﻳﻬﺔ ﺍﻟﻨﺎﺟﻤﺔ ﻋﻦ ﻗﻀﺎﺀ‬ ‫ﻭﺣﻮﻝ ﺣﺠﻢ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﳌﺴﺎﻓﺮﻳﻦ ﻭﺍﻟﺴﺎﺋﻘﲔ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﻫﺬﻩ‬ ‫ﺍﷲ ﻭﺍﻟﺒﻴﺮﺓ‪ ،‬ﻭﺍﻟﺸﻴﺦ ﺣﺴﻦ ﻗﺎﺳﻢ؛ ﺍﻟﻘﺎﺋﻢ ﺑﺄﻋﻤﺎﻝ ﺭﺋﻴﺲ ﺑﻠﺪﻳﺔ‬
‫ﺍﻟﻌﺎﻣﺔ‪.‬‬ ‫ﺍﻟﺒﻌﺾ ﺣﺎﺟﺘﻬﻢ ﺧﻠﻒ ﺍﻟﺒﺎﺻﺎﺕ"‪.‬‬ ‫ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻳﻘﻮﻝ ﻳﺎﺳﺮ ﺍﻟﺪﺟﻨﺔ؛ ﺳﺎﺋﻖ ﺑﺎﺹ ﻣﻦ ﺑﻴﺖ ﻟﻘﻴﺎ ﺿﺎﺣﻜﺎ‪" :‬ﻣﻦ‬ ‫ﺍﻟﺒﻴﺮﺓ‪ ،‬ﺑﺨﺼﻮﺹ ﺇﻋﺎﺩﺓ ﺗﺸﻐﻴﻞ ﺍﳌﺼﻌﺪ ﺩﺍﺧﻞ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﻫﺬﺍ ﺍﻷﻣﺮ‬
‫‪ -‬ﻭﺿﻊ ﺍﻟﻠﻮﺣﺎﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ‪ ،‬ﻭﻭﺿﻊ ﳉﻨﺔ ﺗﻨﻈﻴﻢ ﻣﻦ ﻗﺒﻞ ﺇﺩﺍﺭﺓ‬ ‫ﻭﺗﻌﺘﺒﺮ ﺍﻟﺴﻴﺪﺓ ﺳﻬﺎﻡ ﺃﺣﻤﺪ‪ ،‬ﻣﻦ ﺭﺍﻡ ﺍﷲ‪ ،‬ﺃﻥ ﺍﻟﻨﻈﺎﻓﺔ ﻓﻲ ﺍ‪‬ﻤﻊ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺃﻱ ﺷﺨﺺ ﺣﻤﺎﻣﺎﺕ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﻟﻜﻦ ﻳﺠﺐ ﻋﻠﻴﻪ‬ ‫ﻣﺘﻔﻖ ﻋﻠﻴﻪ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍ‪‬ﻤﻊ‪" ،‬ﻭﻟﻜﻦ ﺑﺤﻜﻢ ﺍﻟﻮﺿﻊ ﺍﻟﺴﺎﺋﺪ‪ ،‬ﻭﻋﺪﻡ‬
‫ﺍ‪‬ﻤﻊ‪ ،‬ﺗﺸﺮﻑ ﻋﻠﻴﻪ ﺑﺪﻻ ﻣﻦ ﺍﻟﺴﻤﺎﺳﺮﺓ‪.‬‬ ‫ﺳﻴﺌﺔ ﺟﺪﺍ‪ ،‬ﻭﲡﻌﻞ ﺍ‪‬ﻤﻊ ﻏﻴﺮ ﻻﺋﻖ‪ ،‬ﻭﺗﻘﻮﻝ‪" :‬ﻻ ﺃﺳﺘﻄﻴﻊ ﺍﻟﺪﺧﻮﻝ ﺇﻟﻰ‬ ‫ﻭﺿﻊ ﺍﻟﻜﻤﺎﻣﺔ ﻋﻠﻰ ﺃﻧﻔﺔ"‪ ،‬ﻭﻳﻀﻴﻒ‪" :‬ﻟﻬﺬﺍ ﺍﻟﺴﺒﺐ ﻳﻘﻀﻲ ﻛﺜﻴﺮ ﻣﻦ‬ ‫ﻭﺟﻮﺩ ﺟﻬﺔ ﺗﻨﻔﻴﺬﻳﺔ‪ ،‬ﻓﺈﻥ ﺍﻷﻣﺮ ﺻﻌﺐ ﻧﻮﻋﺎ ﻣﺎ"! ﻭﻳﺘﺎﺑﻊ‪" :‬ﻧﺤﻦ‬
‫‪ -‬ﺇﺫﺍ ﻟﻢ ﻳﻜﻦ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍ‪‬ﻤﻊ ﻋﻠﻰ ﻣﺪﺍﺭ ﺃﺭﺑﻊ ﻭﻋﺸﺮﻳﻦ ﺳﺎﻋﺔ‪،‬‬ ‫ﺍﳊﻤﺎﻣﺎﺕ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﻻ ﺑﺪ ﻓﺈﻧﻨﻲ ﺃﺫﻫﺐ ﺍﻟﻰ ﺣﻤﺎﻣﺎﺕ ﺟﺎﻣﻊ ﻋﺒﺪ ﺍﻟﻨﺎﺻﺮ"‪.‬‬ ‫ﺍﻟﻨﺎﺱ ﺣﺎﺟﺘﻪ ﺧﺎﺭﺝ ﺍﳊﻤﺎﻣﺎﺕ‪.‬‬ ‫ﻛﺒﻠﺪﻳﺔ ﻧﻌﺮﻑ ﻣﺴﺆﻭﻟﻴﺎﺗﻨﺎ‪ ،‬ﻭﻧﻘﻒ ﻋﻨﺪ ﺣﺪﻭﺩﻫﺎ"!‬
‫ﻓﺎﳌﻄﻠﻮﺏ ﻋﺪﻡ ﺍﻟﺴﻤﺎﺡ ﺑﺎﺳﺘﺨﺪﺍﻣﻪ ﺑﻌﺪ ﺳﺎﻋﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﻣﻨﻊ‬ ‫ﻭﺗﺼﻒ ﻣﺮﱘ ﺟﻤﻬﻮﺭ؛ ﻣﻦ ﻗﺮﻯ ﺷﻤﺎﻝ ﻏﺮﺏ ﺍﻟﻘﺪﺱ‪ ،‬ﻧﻈﺎﻓﺔ ﺍ‪‬ﻤﻊ‬ ‫ﻭﻳﻘﻮﻝ ﻋﺎﺩﻝ ﻣﺤﻤﺪ؛ ﻭﻫﻮ ﺳﺎﺋﻖ ﻋﻠﻰ ﺫﺍﺕ ﺍﳋﻂ‪" :‬ﺇﺫﺍ ﺭﺃﻳﺖ ﺃﺣﺪ‬ ‫ﻭﻳﺆﻛﺪ ﻛﺬﻟﻚ ﻋﻠﻰ ﺣﻀﻮﺭ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﻣﻊ ﳉﻨﺔ‬
‫ﺍﻟﺴﺎﺋﻘﲔ ﺃﻭ ﻏﻴﺮﻫﻢ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺮﺍﻓﻘﻪ ﻟﻴﻼ‪.‬‬ ‫ﺑﺎﳌﺘﻮﺳﻄﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺗﻘﻮﻝ‪" :‬ﺃﺣﻴﺎﻧﺎ ﻳﺒﺪﻭ ﻏﻴﺮ ﻧﻈﻴﻒ"‪ ،‬ﻭﺗﻌﻠﻞ ﺫﻟﻚ‬ ‫ﺍﻟﺴﺎﺋﻘﲔ ﻳﻘﻀﻲ ﺣﺎﺟﺘﻪ ﺧﺎﺭﺝ ﺍﳊﻤﺎﻣﺎﺕ ﺃﻣﻨﻌﺔ ﻣﻦ ﻋﻤﻞ ﺫﻟﻚ"‪.‬‬ ‫ﺍﻟﺴﻴﺮ ﺣﻮﻝ ﺃﺯﻣﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ‪ ،‬ﻣﻨﻮﻫﺎ ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﻤﻴﺪ ﺻﺎﺋﺐ ﻧﺼﺎﺭ؛‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺃﻃﻘﻢ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﺧﺎﺻﺔ ﺗﻮﻇﻴﻒ ﻋﻤﺎﻝ ﻧﻈﺎﻓﺔ‬ ‫"ﺑﺎﻟﻌﺪﺩ ﺍﻟﻜﺒﻴﺮ ﻣﻦ ﺍﳌﺴﺎﻓﺮﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ ﺇﻟﻰ ﺍ‪‬ﻤﻊ ﻣﻦ ﻛﻞ ﺃﻧﺤﺎﺀ‬ ‫ﻭﻟﻜﻦ ﻓﻲ ﺭﺃﻳﻪ ﺍﳌﺸﻜﻠﺔ ﺍﳊﻘﻴﻘﻴﺔ ﻻ ﺗﻜﻤﻦ ﻫﻨﺎ‪ ،‬ﻭﺇﳕﺎ "ﻓﻲ ﻣﻦ ﻳﺴﺘﻔﻴﺪ‬ ‫ﻧﺎﺋﺐ ﻣﺤﺎﻓﻆ ﺭﺍﻡ ﺍﷲ ﻭﺍﻟﺒﻴﺮﺓ‪ ،‬ﻳﺘﺎﺑﻊ ﺟﻤﻴﻊ ﻣﺸﺎﻛﻞ ﺍ‪‬ﻤﻊ‪ ،‬ﻭﻳﺸﺮﻑ‬
‫ﻋﻠﻰ ﻣﺪﺍﺭ ﺍﻟﺴﺎﻋﺔ ﺧﻼﻝ ﺍﻟﻨﻬﺎﺭ‪.‬‬ ‫ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ"‪.‬‬ ‫ﻣﻦ ﺧﺪﻣﺎﺕ ﺍ‪‬ﻤﻊ ﻓﻲ ﺍﻟﻠﻴﻞ"‪.‬‬ ‫ﻋﻠﻴﻪ ﺑﺸﻜﻞ ﺷﺨﺼﻲ‪.‬‬
‫‪ -‬ﺯﻳﺎﺩﺓ ﺍﻹﺿﺎﺀﺓ ﻓﻲ ﻣﺮﺍﻓﻖ ﺍ‪‬ﻤﻊ‪.‬‬ ‫ﻭﻟﻜﻦ ﻳﺒﺪﻭ ﺑﺄﻥ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺗﻘﻊ ﻋﻠﻰ ﻛﺎﻫﻞ ﺍﻟﻜﻞ‪ ،‬ﻭﺇﻥ ﺗﻔﺎﻭﺗﺖ‬ ‫ﻧﺴﺎﺀ ﻭﺃﻃﻔﺎﻝ‬ ‫ﺍ‪‬ﻤﻊ ﻏﻴﺮ ﻧﻈﻴﻒ‪ ...‬ﻭﺑﺎﺀ ﺳﻠﻮﻛﻲ!‬
‫‪ -‬ﻓﺘﺢ ﻃﺎﻗﺎﺕ ﻟﻠﺘﻬﻮﻳﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﻓﻲ ﺍﻟﻄﺎﺑﻖ ﺍﻷﺩﻧﻰ؛ ﺣﻴﺚ ﻣﻮﻗﻌﻪ‬ ‫ﺍﻟﺪﺭﺟﺎﺕ؛ ﻓﻠﻴﺲ ﻣﺒﺮﺭﺍ ﻷﺣﺪ ﺃﻥ ﻳﻘﻮﻝ ﻻ ﻋﻼﻗﺔ ﻟﻲ‪ .‬ﺃﻭ ﺃﻧﺎ ﺃﻗﻮﻡ ﺑﻮﺍﺟﺒﻲ‬ ‫ﻭﻟﻌﻞ ﺃﻛﺜﺮ ﻣﻦ ﻳﻌﺎﻧﻲ ﻣﻦ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﻫﻢ ﺍﻟﻨﺴﺎﺀ ﻭﺍﻷﻃﻔﺎﻝ ﻭﻃﻠﺒﺔ‬ ‫ﻭﻳﻨﻔﻲ ﺍﻟﺴﻴﺪ ﺃﺑﻮ ﻣﺤﻤﺪ ﻗﻄﺎﻣﺶ؛ ﻣﺴﺆﻭﻝ ﻗﺴﻢ ﺍﻟﺼﺤﺔ‬
‫ﲢﺖ ﺍﻷﺭﺽ‪ ،‬ﻭﻳﺘﻤﻴﺰ ﺑﻜﺜﺎﻓﺔ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻭﺍﳊﺎﻓﻼﺕ ﻭﻛﺜﺮﺓ ﺍﳌﺴﺎﻓﺮﻳﻦ‪.‬‬ ‫ﻋﻠﻰ ﺃﺣﺴﻦ ﺣﺎﻝ‪ .‬ﻭﺍﳌﻄﻠﻮﺏ ﻫﻮ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﻌﻤﻞ ﻭﺍﳉﻬﺪ ﺍﳉﻤﺎﻋﻲ‬ ‫ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻭﺑﻬﺬﺍ ﺍﳋﺼﻮﺹ ﺗﻘﻮﻝ ﺃﻡ ﻣﺤﻤﺪ ﺍﻟﻌﻮﺭﻱ‪" :‬ﺍﳌﺸﻜﻠﺔ ﻟﻴﺴﺖ‬ ‫ﻭﺍﻟﻨﻈﺎﻓﺔ ﻓﻲ ﺍ‪‬ﻤﻊ‪ ،‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺴﺒﺐ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻬﺬﻩ ﺍﻟﺮﺍﺋﺤﺔ ﻫﻮ‬
‫‪π‬‬ ‫¬‪b?????KÐ U¹ ÆÆ Á¬ ÆÆ Á‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻛﻲ ﻻ ﻳﺴﻘﻂ ﻣﻦ ﻋﺪﺳﺘﻴﻬﻤﺎ ﻣﺨﻠﻮﻕ ﳝﺮ ﺩﻭﻥ ﺃﻥ ﻳﺮﺍﻩ‪.‬‬ ‫ﻛﺘﺐ‪ :‬ﻣﻔﻴﺪ ﺣﻤﺎﺩ‬

‫ﻭﺃﻃﻠﻠﻨﺎ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ‪ ...‬ﺃﻭﻝ ﻛﻠﻤﺔ ﻻﻣﺴﺖ ﺳﻤﻌﻨﺎ ﻛﺎﻥ ﺻﻮﺗﺎ ﻧﺴﺎﺋﻴﺎ‪:‬‬ ‫ﻣﺪﻳﺮ ﺍﻟﺘﺤﺮﻳﺮ‬
‫"ﻣﻲ ﺑﻮ"! ﻭﻫﻲ ﺍﻟﺘﺮﺟﻤﺔ ﺍﻟﻌﺒﺮﻳﺔ ﻟﻌﺒﺎﺭﺓ "ﻣﻦ ﻫﻨﺎ" ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻟﻜﻨﻨﺎ ﲡﺎﻫﻠﻨﺎ‬ ‫ﻋﻴﻨﺎﻱ ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﻻ ﳝﻜﻦ ﻟﺬﺍﻙ ﺍﳌﺘﻤﺮﻛﺰ ﻓﻲ ﺑﺮﺝ ﻓﻮﻕ ﺑﻴﺖ ﺁﻳﻞ ﻟﻠﺴﻘﻮﻁ‬
‫ﺻﻮﺕ ﺍﻟﻔﺘﺎﺓ ﺍﻟﺘﻲ ﺗﺮﺗﺪﻱ ﺯﻱ ﺍﻟﺸﺮﻃﺔ‪ ،‬ﺣﲔ ﺭﺃﻳﻨﺎ ﺣﺎﺭﺳﲔ ﻣﻦ ﺣﺮﺍﺱ ﺍﳊﺮﻡ‬ ‫ﺑﺎﻟﺒﻠﺪﺓ ﺍﻟﻘﺪﳝﺔ ﻣﻦ ﺍﳋﻠﻴﻞ ﺃﻥ ﻳﺼﺎﺩﺭﻫﺎ‪ ...‬ﻫﻨﺎﻙ ﻛﻨﺖ ﺛﺎﻧﻴﺔ ﺑﻌﺪ ﻭﺍﺣﺪ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻳﺘﺠﻬﺎﻥ ﻧﺤﻮﻧﺎ‪ ،‬ﺩﺭﺩﺷﺔ ﻗﺼﻴﺮﺓ ﻣﻌﻬﻤﺎ‪ ،‬ﻭﺍﻟﺸﺮﻃﻴﺔ ﺑﺮﻓﻘﺔ‬ ‫ﻭﻋﺸﺮﻳﻦ ﻋﺎﻣﺎ ﻣﺮﺕ ﻣﻨﺬ ﺯﺭﺕ ﺣﺮﻣﻬﺎ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ ﻋﺎﻡ ‪ .١٩٨٦‬ﺗﻠﻚ ﻟﻢ ﺗﻜﻦ‬
‫ﺟﻨﺪﻱ ﺁﺧﺮ ﻳﻨﺘﻈﺮﺍﻧﻨﺎ‪ ،‬ﺛﻢ ﺃﻗﻨﻌﻨﺎ ﺍﳊﺎﺭﺳﲔ ﺑﺎﻟﺴﻤﺎﺡ ﻟﻨﺎ ﺑﺎﻟﺪﺧﻮﻝ ﺇﻟﻰ ﺍﳊﺮﻡ‬ ‫ﺯﻳﺎﺭﺗﻲ ﺍﻷﺧﻴﺮﺓ‪ ،‬ﻭﻟﻜﻨﻨﻲ ﺍﻛﺘﻔﻴﺖ ﻣﻦ ﺍﳋﻠﻴﻞ ﻋﺎﻡ ‪ ١٩٨٩‬ﺑﺰﻳﺎﺭﺓ ﺯﻣﻴﻞ ﻟﻲ ﻓﻲ‬
‫ﺍﻹﺑﺮﺍﻫﻴﻤﻲ ﻭﻣﻌﻨﺎ ﺍﻟﻔﺘﻴﺎﺕ‪ ،‬ﺣﻴﺚ ﻛﺎﻧﺖ ﻗﺪ ﺍﻗﺘﺮﺑﺖ ﺻﻼﺓ ﺍﳌﻐﺮﺏ‪.‬‬ ‫ﻣﺨﻴﻢ ﺍﻟﻌﺮﻭﺏ‪ ،‬ﻭﻓﻲ ﺃﻭﺍﺧﺮ ﺍﻟﻌﺎﻡ ‪ ،١٩٩٣‬ﺗﻮﻗﻔﺖ ﺯﻳﺎﺭﺗﻲ ﻣﻊ ﻭﻓﺪ ﺃﺟﻨﺒﻲ ﻋﻠﻰ‬
‫ﻭﻛﺄﳕﺎ ﻛﺎﻧﺎ ﻳﺘﻮﻗﻌﺎﻥ ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﻭﻗﻒ ﺍﳉﻨﺪﻱ ﻭﺍﻟﺸﺮﻃﻴﺔ ﲢﺖ ﻋﺮﻳﺶ‬ ‫ﺃﺑﻮﺍﺏ ﻣﺼﻨﻊ ﻟﻠﺰﺟﺎﺝ‪.‬‬
‫ﻣﺪﺧﻠﻬﺎ ﺃﺭﺑﻊ ﺑﻮﺍﺑﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﺇﻟﻰ ﺟﻮﺍﺭ ﻛﻞ ﻣﻨﻬﺎ ﻃﺎﻗﺔ ﻟﻮﺿﻊ ﺍﻷﻏﺮﺍﺽ‬ ‫ﻋﻴﻨﺎﻱ ﺁﻟﺘﺎ ﺗﺼﻮﻳﺮ ﻻ ﳝﻜﻦ ﻟﻼﺣﺘﻼﻝ ﺃﻥ ﻳﺼﺎﺩﺭﻫﻤﺎ؛ ﺯﻳﺎﺭﺓ ﻋﺎﺩﻳﺔ‪ ،‬ﻟﻘﺎﺀ‬
‫ﺍﻟﺘﻲ ﻧﺤﻤﻠﻬﺎ‪ .‬ﻭﺣﺘﻰ ﻧﺼﻞ ﺇﻟﻴﻬﺎ ﺗﺮﻛﻨﺎ ﺍﻟﺒﻮﺍﺑﺔ ﺍﻟﻮﺍﺳﻌﺔ ﺍﻟﺘﻲ ﺧﺮﺝ ﺇﻟﻴﻨﺎ‬ ‫ﻣﻊ ﻣﺘﻄﻮﻋﲔ‪ ،‬ﺛﻢ ﻛﺎﻥ ﻳﻔﺘﺮﺽ ﺃﻥ ﺗﻜﻮﻥ ﻋﻮﺩﺓ ﻋﺎﺩﻳﺔ‪ ،‬ﻭﻟﻜﻨﻲ ﻟﻦ ﺃﺳﻤﺢ‬
‫ﺃﺭﺑﻊ ﺑﻮﺍﺑﺎﺕ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ‪ ..‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻟﺪﺧﻮﻝ ﺍﳊﺮﻡ‬
‫ﻣﻨﻬﺎ ﺍﳊﺎﺭﺳﺎﻥ‪ ،‬ﻭﻋﺪﻧﺎ ﺇﻟﻰ ﺍﻟﻮﺭﺍﺀ ﻋﺪﺓ ﺃﻣﺘﺎﺭ‪ ...‬ﺧﻠﻌﻨﺎ ﻛﻞ ﻣﻌﺪﻥ ﻧﺤﻤﻠﻪ‬ ‫ﻟﻨﻔﺴﻲ ﺑﺄﻥ ﺃﺿﻴﻊ ﻓﺮﺻﺔ ﺫﻫﺒﻴﺔ ﻟﺰﻳﺎﺭﺓ ﻣﺪﻳﻨﺔ ﻃﺎﳌﺎ ﺳﻤﻌﺖ ﺃﺣﺪﺍﺛﻬﺎ ﻓﻲ‬
‫ﺃﻭ ﻧﻀﻌﻪ ﻓﻲ ﺟﻴﻮﺑﻨﺎ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻛﺎﻧﺖ ﺍﻟﺒﻮﺍﺑﺔ ﺗﺰﻋﻖ ﺯﻋﻘﺘﻬﺎ ﺍ‪‬ﻴﻔﺔ‪ ،‬ﻭﻓﻲ‬ ‫ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ ﻛﻘﺼﺺ ﻣﻦ ﺍﳋﻴﺎﻝ‪.‬‬
‫ﺍﻟﻨﻬﺎﻳﺔ ﺍﻛﺘﻔﻰ ﺍﳉﻨﺪﻱ ﻭﺍﻟﺸﺮﻃﻴﺔ ﻣﻦ ﺗﻜﺮﺍﺭ ﺍﻟﺰﻋﻴﻖ‪ ،‬ﻭﺃﻣﺮﻧﺎ ﺑﺄﻥ ﻧﻜﺸﻒ‬ ‫ﻭﻛﻨﺎ ﺧﻤﺴﺔ؛ ﺑﻴﺴﺎﻥ ﺟﺎﺑﺮ‪ ،‬ﻭﻋﺪﻟﺔ ﺍﻟﻨﺎﻇﺮ‪ ،‬ﻭﺭﺍﻧﻴﺎ ﻋﻄﺎ ﺍﷲ‪ ،‬ﻭﺣﻠﻤﻲ‬
‫ﻋﻦ ﺃﺣﺬﻳﺘﻨﺎ‪ ،‬ﻭﺍﺣﺘﻔﻆ ﺑﻬﻮﻳﺔ ﺣﻠﻤﻲ‪ ...‬ﻭﺳﻤﺢ ﻟﻨﺎ ﺑﺎﻟﺪﺧﻮﻝ!‬ ‫ﺃﺑﻮ ﻋﻄﻮﺍﻥ‪ ،‬ﻭﺃﻧﺎ‪ .‬ﻗﺒﻴﻞ ﻏﺮﻭﺏ ﻳﻮﻡ ﺍﻟﺴﺒﺖ ‪ ،١١/١٠‬ﻗﺎﺩﻧﺎ ﺍﻟﺸﺎﺭﻉ ﺑﺎﻧﺤﻨﺎﺀﺗﻪ‬
‫ﺇﻟﻰ ﺍﻟﻴﻤﲔ‪ ،‬ﺩﺭﺝ ﻃﻮﻳﻞ ﻳﻠﺘﺼﻖ ﺑﺎﳉﺪﺍﺭ ﺍﻟﻐﺮﺑﻲ ﻟﻠﺤﺮﻡ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ‪ ،‬ﻭﻓﻲ‬ ‫ﺍﻟﻠﻄﻴﻔﺔ ﻧﺤﻮ "ﺑﺎﺏ ﺍﻟﺰﺍﻭﻳﺔ"؛ ﻣﺪﺧﻞ ﺍﻟﺒﻠﺪﺓ ﺍﻟﻘﺪﳝﺔ ﺳﻮﻕ ﻟﻜﻞ ﻣﺎ ﳝﻜﻦ ﺃﻥ‬
‫ﺁﺧﺮﻩ ﻣﺪﺧﻠﻨﺎ ﺇﻟﻰ ﺍﳊﺮﻡ؛ "ﺃﺥ! ﺑﻮﺍﺑﺎﺕ ﺃﺧﺮﻯ ﻫﻨﺎﻙ‪ ،‬ﻭﺗﻔﺘﻴﺶ ﺁﺧﺮ"؟! ﻟﻜﻦ‬ ‫ﻳﺒﺎﻉ؛ ﻫﻨﺎ ﺑﺴﻄﺔ ﻟﻸﺣﺬﻳﺔ ﻗﺮﺏ ﻋﺮﺑﺔ ﺗﺒﻴﻊ ﺍﳌﻮﺯ‪ ،‬ﲡﺎﻭﺭﻫﺎ ﻋﺮﺑﺔ ﻳﺒﻴﻊ ﺻﺎﺣﺒﻬﺎ‬
‫ﺍﳉﻨﻮﺩ ﻫﻨﺎﻙ ﻣﻦ ﺣﺮﺱ ﺍﳊﺪﻭﺩ‪ ،‬ﻟﻢ ﻳﺮﻛﺰﻭﺍ ﻛﺜﻴﺮﺍ ﻓﻲ ﺃﻣﺮﻧﺎ‪ ،‬ﻭﺩﺧﻠﻨﺎ‪ .‬ﺍﳊﺎﺭﺳﺎﻥ‬ ‫ﺍﳊﻤﻀﻴﺎﺕ‪ ،‬ﻭﻓﻲ ﺍﳌﻘﺎﺑﻞ ﻣﻠﺤﻤﺔ‪ ،‬ﻳﺠﺎﻭﺭﻫﺎ ﻣﺤﻞ ﻋﻄﺎﺭﺓ‪ ،‬ﻭﺃﺻﻮﺍﺕ ﺍﻟﺒﺎﻋﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺎﻥ ﻫﻨﺎﻙ ﺍﻟﺘﻬﻴﺎ ﺑﺈﻋﻄﺎﺀ ﺯﻣﻴﻼﺗﻨﺎ ﻗﻄﻊ ﻣﻼﺑﺲ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻋﺒﺎﺀﺓ‬ ‫ﺗﺨﺘﻠﻒ ﲤﺎﻣﺎ ﻛﻤﺎ ﺗﺨﺘﻠﻂ ﺍﻟﺮﻭﺍﺋﺢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﻮﻕ ﺍﻟﻌﺎﻣﺮ‪.‬‬
‫ﻣﻐﺮﺑﻴﺔ ﻟﻬﺎ "ﺑﺮﻧﺲ" ﻟﻴﻐﻄﲔ ﺭﺅﻭﺳﻬﻦ‪ .‬ﺍﳉﻨﺪﻱ ﺍﻟﺬﻱ ﳊﻖ ﺑﻨﺎ ﻣﻦ ﺍﳋﻠﻒ‬ ‫ﺍﳊﺠﺎﺏ ﺍﳊﺎﺟﺰ‬
‫ﺳﺄﻟﻨﺎ ﺑﻠﻬﺠﺘﻪ ﺍﻟﺸﻤﺎﻟﻴﺔ‪" :‬ﻣﻦ ﻭﻳﻦ ﺇﻧﺘﻮ"؟ ﻗﺎﻟﺖ ﺑﻴﺴﺎﻥ‪" :‬ﻣﻦ ﻭﻳﻦ ﺑﺪﻙ‬ ‫"ﻫﺬﺍ ﻣﻄﻌﻢ ﺍﻟﻔﺎﺧﻮﺭﻱ"‪ ،‬ﺃﺷﺎﺭ ﺣﻠﻤﻲ ﺇﻟﻰ ﳝﻴﻨﻲ ﻭﻫﻮ ﻳﺪﻝ ﻋﻠﻰ ﻣﻄﻌﻢ‬
‫ﺍﻳﺎﻧﺎ"؟! ﻗﺎﻝ‪" :‬ﻻ؛ ﺃﻧﺎ ﺑﺲ ﺑﺴﺄﻝ"‪ .‬ﺃﺟﺒﻨﺎﻩ‪" :‬ﻣﺨﻠﻄﲔ؛ ﻣﻦ ﺍﻟﻘﺪﺱ ﻭﺭﺍﻡ ﺍﷲ‬ ‫ﺻﻐﻴﺮ ﺗﻨﺰﻝ ﺇﻟﻴﻪ ﺑﻌﺪﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ﺟﻌﻠﺘﻪ ﻳﺒﺪﻭ ﻛﺎﳌﻐﺎﺭﺓ‪" .‬ﻫﺬﺍ ﺃﻓﻀﻞ‬
‫ﻭﺍﳋﻠﻴﻞ"‪ ،‬ﻭﺩﺧﻠﻨﺎ‪.‬‬ ‫ﻭﺃﺷﻬﺮ ﻣﻄﻌﻢ ﻳﻘﺪﻡ ﺍﳊﻤﺺ ﻭﺍﻟﻔﻮﻝ ﻓﻲ ﺍﳋﻠﻴﻞ؛ ﺷﻬﺮﺗﻪ ﺟﻌﻠﺖ ﺍﻟﻜﺜﻴﺮﻳﻦ‬
‫ﺣﺪﻭﺩ ﺩﺍﺧﻞ ﺍﳊﺮﻡ‬ ‫ﻳﺄﺗﻮﻥ ﻟﻠﺨﻠﻴﻞ ﻟﺸﺮﺍﺀ ﺍﳊﻤﺺ ﻭﺍﻟﻔﻮﻝ ﻣﻨﻪ"‪ .‬ﻟﻮﻳﺖ ﻓﻤﻲ؛ ﻓﻔﻲ ﻛﻞ ﻣﺪﻳﻨﺔ‬
‫ﺑﻴﻨﻤﺎ ﺳﺮﻧﺎ ﺑﺎﲡﺎﻩ ﺍﻟﻴﻤﲔ‪ ،‬ﺳﻤﻌﺖ ﻛﻠﻤﺔ ﻧﺎﺑﻴﺔ ﺧﺮﺟﺖ ﻣﻦ ﻟﺴﺎﻧﻪ‪،‬‬ ‫ﻓﻠﺴﻄﻴﻨﻴﺔ ﺃﺷﻬﺮ ﻣﻄﻌﻢ ﻟﻬﺬﻳﻦ ﺍﻟﺼﻨﻔﲔ‪.‬‬
‫ﻭﻟﻜﻨﻲ ﻟﻢ ﺃﺟﺮﺅ ﻋﻠﻰ ﺍﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﻠﻮﺍﺗﻲ ﻳﺮﺍﻓﻘﻨﻨﻲ؛ ﻷﻧﻨﻲ ﻛﻨﺖ‬ ‫ﺛﻼﺛﺔ ﻣﻜﻌﺒﺎﺕ‪ ...‬ﻫﻨﺎ ﻧﻬﺎﻳﺔ ﻣﺮﺣﻠﺔ‪ ،‬ﺗﺴﻴﺮ ﺑﻀﻌﺔ ﺃﻣﺘﺎﺭ ﻓﺘﻠﺘﻘﻂ ﻋﺪﺳﺘﺎ‬
‫ﻣﺘﺄﻛﺪﺍ ﻣﻦ ﺃﻧﻬﻦ ﺳﻤﻌﻨﻬﺎ‪ ،‬ﻭﻟﻢ ﺃﺭﺩ ﺇﺣﺮﺍﺟﻬﻦ‪.‬‬ ‫ﻋﻴﻨﻴﻚ ﺃﻣﺮﺍ ﻏﺮﻳﺒﺎ؛ ﺳﻴﺎﺝ ﺣﺪﻳﺪﻱ ﻳﻌﻠﻮ ﺑﻮﺍﺑﺎﺕ ﻣﺤﻼﺕ ﻣﻐﻠﻘﺔ ﻭﻣﻌﻈﻤﻬﺎ‬
‫ﺍﳌﻤﺮ؛ ﺇﻟﻰ ﺍﻟﻴﻤﲔ ﺣﺎﺋﻂ ﺧﺸﺒﻲ ﻓﺎﺻﻞ‪ ،‬ﻭﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻗﺎﻋﺔ ﻟﻠﺼﻼﺓ‪،‬‬ ‫ﺑﻠﺤﺎﻡ ﺍﻷﻭﻛﺴﺠﲔ‪ ،‬ﻳﺼﻞ ﺑﲔ ﺍﻟﻄﺮﻓﲔ ﺍﻟﻌﻠﻮﻳﲔ ﻟﻠﺰﻗﺎﻕ‪.‬‬
‫ﻓﻲ ﻣﻮﺍﺟﻬﺘﻨﺎ ﻣﺪﺧﻞ ﺻﻐﻴﺮ‪ ،‬ﻋﻠﻰ ﻳﺴﺎﺭﻩ ﻣﻜﺘﺐ ﺻﻐﻴﺮ‪ ،‬ﺟﻠﺲ ﺇﻟﻴﻪ ﺭﺟﻞ‬ ‫"ﺍﳌﺴﺘﻮﻃﻨﻮﻥ ﺍﻟﺬﻳﻦ ﻳﺴﻜﻨﻮﻥ ﻓﻲ ﺍﻟﻄﻮﺍﺑﻖ ﺍﻟﻌﻠﻮﻳﺔ ﻣﻦ ﺍﻟﺒﻨﺎﻳﺎﺕ ﻋﻠﻰ‬
‫ﺃﺷﻴﺐ ﻓﻲ ﺃﻭﺍﺧﺮ ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ ﺃﻭ ﺃﻭﺍﺋﻞ ﺍﳋﻤﺴﻴﻨﻴﺎﺕ‪ ،‬ﺇﻟﻰ ﺟﻮﺍﺭﻩ ﻳﻘﻒ ﺭﺟﻞ‬ ‫ﺍﻟﻴﻤﲔ ﻭﺍﻟﻴﺴﺎﺭ ﺍﻋﺘﺎﺩﻭﺍ ﺃﻥ ﻳﻠﻘﻮﺍ ﺍﳊﺠﺎﺭﺓ ﻭﺍﻟﻘﻤﺎﻣﺔ ﻋﻠﻰ ﺍﳌﻮﺍﻃﻨﲔ ﺍﳌﺎﺭﻳﻦ‬
‫ﺃﺻﻐﺮ ﻣﻨﻪ ﺳﻨﺎ‪ .‬ﻭﻟﻜﻦ ﻣﺪﺧﻠﻨﺎ ﺇﻟﻰ ﺍﻟﻘﺎﻋﺔ ﺍﻟﺮﺋﻴﺴﺔ ﻟﻠﺤﺮﻡ ﻟﻢ ﺗﻜﻦ ﲤﺮ‬ ‫ﻭﺍﻟﺘﺠﺎﺭ ﻭﺍﳌﺸﺘﺮﻳﻦ‪ ،‬ﻓﻮﺿﻊ ﺍﻟﺴﻴﺎﺝ ﳊﻤﺎﻳﺘﻬﻢ"‪ ،‬ﻗﺎﻟﺖ ﺑﻴﺴﺎﻥ‪.‬‬
‫ﻋﺒﺮ ﻫﺬﺍ ﺍﳌﺪﺧﻞ‪ ،‬ﻭﺇﳕﺎ ﺇﻟﻰ ﺍﻟﻴﻤﲔ‪ ،‬ﻭﻫﻨﺎﻙ ﻳﻮﺍﺟﻬﻨﺎ ﺷﺒﺎﻙ ﻳﻄﻞ ﻋﻠﻰ ﻗﺎﻋﺔ‬ ‫ﻗﻠﺖ‪" :‬ﻓﻲ ﺍﻟﻌﺎﺩﺓ ﺗﻀﻊ ﻗﻮﺍﺕ ﺍﻻﺣﺘﻼﻝ ﺍﻟﺴﻴﺎﺝ ﳊﻤﺎﻳﺔ ﺍﳌﺴﺘﻮﻃﻨﲔ‪،‬‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻷﺧﻴﺮﺓ ﻟﺪﺧﻮﻝ ﺍﳊﺮﻡ‪ ..‬ﺑﻮﺍﺑﺘﺎﻥ ﺇﻟﻜﺘﺮﻭﻧﻴﺘﺎﻥ‪.‬‬ ‫ﻓﻴﻬﺎ ﻣﻘﺎﻡ ﺍﻟﺴﻴﺪﺓ ﺳﺎﺭﺓ؛ ﺯﻭﺟﺔ ﺇﺑﺮﺍﻫﻴﻢ ﺍﳋﻠﻴﻞ‪ .‬ﺇﻃﻼﻟﺔ ﺻﻐﻴﺮﺓ ﻟﺘﺮﻯ ﻋﻠﻰ‬ ‫ﻭﻟﻜﻨﻬﺎ ﻫﻨﺎ ﺗﻀﻊ ﺍﻟﺴﻴﺎﺝ ﳊﻤﺎﻳﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ"‪ .‬ﻛﺎﻧﺖ ﺑﻴﺴﺎﻥ ﺍﻟﺘﻲ‬
‫ﺍﻷﺭﺽ ﺷﻤﻌﺪﺍﻧﺎﺕ ﻗﺪﳝﺔ‪ ،‬ﻭﺑﻌﺾ ﺍﻟﺸﻤﻮﻉ ﺍﳌﻠﻘﺎﺓ ﻋﻠﻰ ﺍﻷﺭﺽ ﻛﻴﻔﻤﺎ ﺍﺗﻔﻖ‪،‬‬ ‫ﻋﻴﻨﻲ ﻧﻈﺮﺓ ﺧﺒﺚ‪ ،‬ﻭﺗﺮﻛﺘﻨﻲ ﺃﰎ ﻋﺒﺎﺭﺗﻲ‪ ،‬ﺛﻢ‬ ‫ﹼ‬ ‫ﺗﺴﻴﺮ ﲟﺤﺎﺫﺍﺗﻲ ﺗﻨﻈﺮ ﺇﻟﻰ‬
‫ﻭ‪ ...‬ﻧﻘﻮﺩ‪.‬‬ ‫ﻓﺎﺟﺄﺗﻨﻲ‪" :‬ﻟﻴﺴﺖ ﻗﻮﺍﺕ ﺍﻻﺣﺘﻼﻝ ﻫﻲ ﺍﻟﺘﻲ ﻭﺿﻌﺘﻬﺎ‪ ،‬ﻭﺇﳕﺎ ﺍﻟﺒﻠﺪﻳﺔ"‪ .‬ﻛﻢ‬
‫ﺛﻢ ﺗﺪﺧﻞ ﺍﳊﺮﻡ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ ﻳﺴﺎﺭﺍ‪ ،‬ﻣﻘﺎﻣﺎﻥ؛ ﺃﻭﻟﻬﻤﺎ ﻭﺍﻟﺬﻱ ﻳﻘﺎﺑﻠﻚ ﻟﻠﻨﺒﻲ‬ ‫ﺍﺳﺘﻐﺮﺑﺖ ﻣﻨﻬﺎ ﺣﲔ ﺗﺮﻛﺘﻨﻲ ﺃﺗﺎﺑﻊ ﻛﻼﻣﻲ ﻭﻟﻢ ﺗﺼﺤﺤﻨﻲ ﻣﻦ ﻗﺒﻞ‪ ،‬ﻋﻠﻤﺎ‬
‫ﺇﺳﺤﻖ‪ ،‬ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ‪ ،‬ﻭﺍﻵﺧﺮ ﺇﻟﻰ ﳝﻴﻨﻪ‪ ،‬ﻣﻘﺎﺑﻞ ﺍﳌﻨﺒﺮ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻟﺰﻭﺟﺘﻪ‬ ‫ﺑﺄﻥ ﺑﻌﺾ ﺍﻷﺩﻭﺍﺕ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻲ ﺍﻟﺘﻘﻄﻬﺎ "ﺍﳊﺠﺎﺏ ﺍﳊﺎﺟﺰ" ﻫﻨﺎ‪ ،‬ﻟﻮ ﻛﺎﻧﺖ‬
‫ﺭﻓﻘﺔ‪ ،‬ﻳﻔﺼﻞ ﺑﻴﻨﻬﻤﺎ ﻓﺴﺤﺔ ﺑﻌﺮﺽ ﺍﶈﺮﺍﺏ‪.‬‬ ‫ﺃﻟﻘﻴﺖ ﻋﻠﻰ ﻣﺴﺘﻮﻃﻦ ﻓﻲ ﻣﻜﺎﻥ ﻣﺎ‪ ،‬ﻷﻗﺎﻡ ﺟﻨﻮﺩ ﺍﻻﺣﺘﻼﻝ ﺍﻟﺪﻧﻴﺎ ﻭﻣﺎ‬
‫ﺣﻠﻤﻲ ﻳﺸﻴﺮ ﺇﻟﻰ ﻣﻮﺍﻗﻊ ﺭﺻﺎﺹ ﺑﺎﺭﻭﺥ ﻏﻮﻟﺪﺷﺘﺎﻳﻦ؛ ﺍﻟﺬﻱ ﺍﺭﺗﻜﺐ ﻣﺠﺰﺭﺓ‬ ‫ﺃﻗﻌﺪﻭﻫﺎ‪ ،‬ﻭﳊﺎﻛﻤﻮﺍ ﺍﳌﺸﺘﺒﻪ ﺑﻬﻢ ﻓﻲ ﺇﻟﻘﺎﺋﻬﺎ ﺑﺘﻬﻤﺘﻲ ﺍﻹﺭﻫﺎﺏ ﻭﻣﺤﺎﻭﻟﺔ‬
‫ﺍﳊﺮﻡ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ‪ ،‬ﻓﻲ ﺍﻟﺴﺎﺑﻊ ﻋﺸﺮ ﻣﻦ ﺭﻣﻀﺎﻥ ﻋﺎﻡ ‪ ،١٩٩٤‬ﻓﻲ ﺍﶈﺮﺍﺏ‪ ،‬ﺃﻧﺎ‬ ‫ﺍﻟﻘﺘﻞ ﺍﻟﻌﻤﺪ‪.‬‬
‫ﻻﺣﻈﺖ ﻭﺟﻮﺩ ﻣﺎ ﺳﻤﻲ ﺃﻣﺎﻣﻲ ﻗﺒﻞ ‪ ٢١‬ﻋﺎﻣﺎ "ﺑﺌﺮ ﺍﻷﺭﻭﺍﺡ"؛ ﻭﺍﻟﻴﻮﻡ ﻋﺮﻓﺘﻪ‬ ‫ﺧﺰﻕ ﺍﻟﻔﺎﺭ‬
‫ﻋﻠﻰ ﺃﻧﻪ ﺍﻟﻐﺎﺭ ﺍﻟﺸﺮﻳﻒ‪ .‬ﺗﺬﻛﺮﺗﻪ ﻣﻦ ﻧﻈﺮﺓ ﻣﻦ ﺑﲔ ﺛﻘﻮﺏ ﺩﺍﺋﺮﻳﺔ ﺻﻐﻴﺮﺓ‬ ‫ﻋﻠﻰ ﺍﻟﻴﻤﲔ ﺑﺮﺟﺎﻥ ﺇﺳﻤﻨﺘﻴﺎﻥ‪ ،‬ﺑﻴﻨﻬﻤﺎ ﺑﻮﺍﺑﺔ ﻣﻐﻠﻘﺔ؛ "ﻫﺬﺍ ﺍﳌﻜﺎﻥ‬
‫ﻋﻠﻰ ﻓﻮﻫﺘﻪ‪ ،‬ﺗﻄﻞ ﻋﻠﻰ ﺷﻤﻮﻉ ﺗﻀﻲﺀ ﻋﻠﻰ ﺑﻌﺪ ﺣﻮﺍﻟﻲ ﻋﺸﺮﻳﻦ ﻣﺘﺮﺍ‪ .‬ﻫﺬﺍ‬ ‫ﻟﻴﺲ ﻣﻌﻨﺎ‪ ،‬ﺇﻧﻪ ﻣﻌﻬﻢ‪ ،‬ﻻ ﻳﺴﻤﺢ ﻟﻨﺎ ﺑﺎﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻣﺎ ﻭﺭﺍﺀ ﺍﻟﺒﻮﺍﺑﺔ"‪ ،‬ﻗﺎﻟﺖ‬
‫ﺍﻟﺒﺌﺮ ﻳﻘﻊ ﻓﻲ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻨﺒﺮ ﻣﻦ ﺍﳊﺎﺋﻂ ﺍﳋﻠﻔﻲ‪ ،‬ﲢﺖ ﻗﺒﺔ‪ ،‬ﺃﺳﻔﻞ ﺍﳌﻨﺼﺔ‬ ‫ﻋﺪﻟﻪ‪.‬‬
‫ﺍﻟﺘﻲ ﻳﻌﺘﻠﻴﻬﺎ ﺍﳌﻘﺮﺋﻮﻥ ﻭﺍﳌﺆﺫﻧﻮﻥ ﻳﻮﻡ ﺍﳉﻤﻌﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻘﻊ ﺑﺪﻭﺭﻫﺎ ﻗﺒﺎﻟﺔ "ﻣﻨﺒﺮ‬ ‫ﺭﻭﺍﻕ ﻻ ﻳﺮﺗﻔﻊ ﻣﺪﺧﻠﻪ ﻛﺜﻴﺮﺍ‪ ،‬ﻭﻗﺒﻞ ﺃﻥ ﻧﺪﺧﻠﻪ ﻗﺎﻝ ﺣﻠﻤﻲ‪" :‬ﺧﺰﻕ ﺍﻟﻔﺎﺭ"!‬
‫ﺻﻼﺡ ﺍﻟﺪﻳﻦ"‪ ،‬ﻭﻫﻮ ﻓﻲ ﺍﳋﻠﻴﻞ ﺃﺣﺪ ﺛﻼﺛﺔ ﻣﻨﺎﺑﺮ ﲢﻤﻞ ﺫﺍﺕ ﺍﻻﺳﻢ؛ ﺍﻷﻭﻝ ﻓﻲ‬ ‫ﻭﻋﻨﺪﻣﺎ ﺩﺧﻠﻨﺎ ﺃﻃﻠﻠﻨﺎ ﻋﻠﻰ ﺳﺎﺣﺔ‪ ،‬ﻓﻲ ﻣﻮﺍﺟﻬﺘﻨﺎ ﺑﻴﺖ ﻗﺪﱘ ﺁﻳﻞ ﻟﻠﺴﻘﻮﻁ‪،‬‬
‫ﺍﳌﺴﺠﺪ ﺍﻷﻗﺼﻰ‪ ،‬ﻭﺍﻟﺜﺎﻧﻲ ﻓﻲ ﺍﳊﺮﻡ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ‪ ،‬ﻭﺍﻟﺜﺎﻟﺚ ﻓﻲ ﺍﳌﺴﺠﺪ‬ ‫ﺍﻋﺘﻼﻩ ﺟﻨﺪﻱ ﻓﻲ ﺑﺮﺝ‪ ،‬ﻳﺮﺍﻗﺐ "ﺍﻟﻔﺌﺮﺍﻥ" ﺍﻟﺪﺍﺧﻠﲔ ﺇﻟﻰ "ﺍﳋﺰﻕ"‪ ،‬ﻋﻠﻰ ﺍﻟﻴﻤﲔ‬
‫ﺍﻷﻣﻮﻱ ﺑﺪﻣﺸﻖ‪ ،‬ﻛﺎﻥ ﺻﻼﺡ ﺍﻟﺪﻳﻦ ﺍﻷﻳﻮﺑﻲ ﻗﺪ ﺣﻤﻠﻬﺎ ﺇﻟﻴﻬﺎ ﻋﻨﺪﻣﺎ ﻓﺘﺢ‬ ‫ﺍﺭﺗﻔﻌﺖ ﺑﻨﺎﻳﺔ ﺣﺪﻳﺜﺔ ﳌﺮﻛﺰ ﺛﻘﺎﻓﻲ ﺧﺎﺹ ﺑﺎﳌﺴﺘﻮﻃﻨﲔ‪ ،‬ﺍﻋﺘﻠﺘﻬﺎ ﻛﻠﻤﺎﺕ‬
‫ﺑﻴﺖ ﺍﳌﻘﺪﺱ ﻭﻓﻠﺴﻄﲔ ﻣﻦ ﺍﻟﺼﻠﻴﺒﻴﲔ‪.‬‬ ‫ﺑﺎﻟﻌﺒﺮﻳﺔ‪ .‬ﺣﻠﻤﻲ ﺍﻟﺘﻘﻂ ﻋﺒﺎﺭﺓ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺒﺮﻳﺔ ﻣﻌﻠﻘﺔ ﻋﻠﻰ ﺳﻠﻚ ﺷﺎﺋﻚ‬
‫‪ ١٨‬ﻣﺘﺮﺍﹰ ﻷﺳﻔﻞ‬ ‫ﻓﻮﻕ ﺟﺪﺍﺭ ﻗﺪﱘ ﻋﻠﻰ ﳝﻴﻨﻨﺎ‪" :‬ﻛﺮﻳﺎﺕ ﺃﺭﺑﻊ ﻟﻴﺴﺖ ﺧﺎﺭﺝ ﺍﻟﺪﻭﻟﺔ"!‬
‫ﻓﻲ ﺍﳊﺎﺋﻂ ﺍﳋﻠﻔﻲ‪ ،‬ﻗﺮﺏ "ﺑﺌﺮ ﺍﻷﺭﻭﺍﺡ"‪ ،‬ﻣﺪﺧﻞ ﺇﻟﻰ ﻣﻘﺎﻡ ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﻗﺎﻝ ﺍﻟﺮﺟﻞ‬ ‫ﻭﺃﻓﺎﺟﺄ ﺑﺼﻒ ﻃﻮﻳﻞ ﻣﻦ ﺍﶈﻼﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍﳌﻐﻠﻘﺔ ﻭﺍﳌﻠﻮﻧﺔ ﺑﺎﻟﻠﻮﻥ‬
‫ﺍﻷﺷﻴﺐ‪":‬ﻫﺬﻩﻓﻘﻂﻣﻘﺎﻣﺎﺕﺗﺸﻴﺮ ﺇﻟﻰﺃﻣﺎﻛﻦ ﺩﻓﻦﺍﻷﻧﺒﻴﺎﺀ ﻭﺯﻭﺟﺎﺗﻬﻢ ﻣﺒﺎﺷﺮﺓ‬ ‫ﺍﻷﺧﻀﺮ‪" .‬ﻭﺍﺳﻢ ﻫﺬﺍ ﺍﻟﺸﺎﺭﻉ"؟ ﺳﺄﻟﺖ‪" .‬ﺷﺎﺭﻉ ﺍﻟﺸﻼﻟﺔ" ﺟﺎﺀﺕ ﺑﺜﻼﺛﺔ‬
‫ﺃﺳﻔﻞ ﻣﻨﻬﺎ ﺑﺜﻤﺎﻧﻴﺔ ﻋﺸﺮ ﻣﺘﺮﺍ"! ﻷﻋﻠﻢ ﻣﻨﺬ ﺍﻵﻥ ﺑﺄﻥ "ﺍﻟﻐﺎﺭ ﺍﻟﺸﺮﻳﻒ"‪ ،‬ﻫﻮ‬ ‫ﺃﺻﻮﺍﺕ ﻣﺨﺘﻠﻔﺔ ﻭﻣﺘﻨﺎﻏﻤﺔ‪.‬‬
‫ﻣﺼﺪﺭ ﺍﻟﺼﻮﺭ‪ :‬ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﺍﶈﻼﺕ ﻣﻐﻠﻘﺔ‪ ...‬ﻭﺍﻟﺸﺒﻚ ﺍﻟﻮﺍﻗﻲ ﻳﻨﻮﺀ ﲟﻘﺬﻭﻓﺎﺕ ﺍﳌﺴﺘﻮﻃﻨﲔ ﻋﻠﻰ ﺍﳌﺎﺭﺓ‪.‬‬
‫ﺍﳌﺪﺧﻞ ﺇﻟﻰ ﺍﳌﻐﺎﺭﺓ ﺍﻟﺘﻲ ﺩﻓﻦ ﻓﻴﻬﺎ ﺇﺑﺮﺍﻫﻴﻢ ﺍﳋﻠﻴﻞ ﻭﻋﺪﺩ ﻣﻦ ﺁﻟﻪ‪.‬‬ ‫ﻣﻔﺘﺮﻕ ﻣﻦ ﺍﶈﻼﺕ ﺍﳌﻐﻠﻘﺔ‪ ،‬ﻟﻮ ﺍﲡﻬﻨﺎ ﺇﻟﻰ ﺍﻟﻴﻤﲔ ﻟﺪﺧﻠﻨﺎ "ﺷﺎﺭﻉ‬
‫ﺑﺎﺭﻭﺥ ﺟﺎﺀ ﻣﻦ ﻫﻨﺎ؟‬ ‫ﺛﻢ ﻳﻌﻮﺩ ﺍﳉﺪﺍﺭ ﺍﳊﺪﻳﺪﻱ ﻟﻴﻔﺼﻞ ﻗﺴﻤﺎ ﻣﻦ ﺍﳊﺮﻡ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ‪" .‬ﻫﻨﺎﻙ‬ ‫ﺍﻟﺸﻬﺪﺍﺀ"‪ ،‬ﻭﻟﻜﻨﻨﺎ ﻣﻠﻨﺎ ﻗﻠﻴﻼ ﻧﺤﻮ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﺛﻢ ﻋﺪﻧﺎ ﻟﻨﺴﻠﻚ ﺍﻟﺪﺭﺏ ﳝﻴﻨﺎ‬
‫ﻭﻋﻨﺪﻣﺎ ﺃﻋﻠﻦ ﺍﻷﺫﺍﻥ ﻭﻗﺖ ﺍﻟﻐﺮﻭﺏ‪ ،‬ﺍﻧﺴﺤﺒﻨﺎ‪ ...‬ﻭﻗﺒﻞ ﺃﻥ ﻧﺨﺮﺝ ﻣﻦ ﺍﳌﻤﺮ‪ ،‬ﺳﺄﻝ ﺣﻠﻤﻲ ﺍﻟﺮﺟﻞ‪" :‬ﻣﻦ ﺃﻳﻦ‬ ‫ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺍﺳﺘﻮﻟﻰ ﻋﻠﻴﻬﺎ ﺍﻟﻴﻬﻮﺩ‪ ،‬ﻻ ﻳﺴﻤﺢ ﻟﻨﺎ ﺑﻮﺻﻮﻟﻬﺎ‪ ،‬ﻭﺗﻀﻢ ﻣﻘﺎﻣﺎﺕ‬ ‫ﻧﺤﻮ ﺍﻟﺸﺮﻕ‪ .‬ﻋﻠﻰ ﻳﺴﺎﺭﻧﺎ ﻓﻲ ﺍﻟﺰﻗﺎﻕ ﺍﳉﺪﻳﺪ ﺟﻠﺲ ﺷﻴﺦ ﺧﻠﻴﻠﻲ ﺑﻘﻤﺒﺎﺯﻩ‬
‫ﻫﺠﻢ ﺑﺎﺭﻭﺥ"؟ ﻭﻳﺒﺪﻭ ﺃﻧﻪ ﻛﺎﻥ ﻳﺘﻮﻗﻊ ﺃﻥ ﻳﺸﻴﺮ ﺍﻟﺮﺟﻞ ﺇﻟﻰ ﻣﻨﻄﻘﺔ ﻣﺎ ﻓﻲ ﺍﳉﺪﺍﺭ ﺍﻟﻔﺎﺻﻞ‪ ،‬ﻭﻟﻜﻨﻪ ﻗﺎﻝ‪" :‬ﻣﻦ‬ ‫ﺍﻷﻧﺒﻴﺎﺀ ﻳﻮﺳﻒ ﻭﻳﻌﻘﻮﺏ ﻭﺯﻭﺟﺘﻪ ﻟﻴﻘﺎ‪ ،‬ﺃﻭ ﻻﺋﻘﺔ ﻭﺍﻟﺴﻴﺪﺓ ﺇﻳﻠﻴﺎﺀ‪ .‬ﻭﻟﻜﻦ ﻓﻲ‬ ‫ﺍﻟﺘﺮﺍﺛﻲ ﺃﻣﺎﻡ ﻣﺤﻠﻪ ﻳﺪﺧﻦ "ﺍﻟﻬﻴﺸﺔ"‪ ،‬ﻭﻳﺘﺴﺎﻣﺮ ﻣﻊ ﺭﺟﻞ ﺁﺧﺮ ﻳﺒﺪﻭ ﺷﺎﺑﺎ‪.‬‬
‫ﺣﻴﺚ ﺃﺗﻴﺘﻢ"‪" .‬ﺃﻟﻢ ﻳﻜﻦ ﻫﻨﺎﻙ ﺟﻨﻮﺩ ﻳﺤﺮﺳﻮﻥ ﺍﳊﺮﻡ ﺣﻴﻨﻬﺎ"‪ ،‬ﺳﺄﻝ ﺣﻠﻤﻲ‪ .‬ﻓﺄﺟﺎﺏ ﺍﻟﺮﺟﻞ‪" :‬ﺑﻠﻰ؛ ﻭﻟﻜﻨﻬﻢ‬ ‫ﺃﻋﻴﺎﺩﻫﻢ ﻳﻔﺘﺤﻮﻥ ﻫﺬﺍ ﺍﳉﺪﺍﺭ ﻓﻴﺘﻤﻜﻨﻮﻥ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺴﺠﺪ‪ ،‬ﻭﺣﻴﻨﻬﺎ ﻧﻜﻮﻥ‬ ‫ﻣﺎ ﻋﺪﺍ ﻫﺬﺍ ﺍﶈﻞ‪ ،‬ﻛﺎﻧﺖ ﻣﺤﻼﺕ ﺍﻟﺰﻗﺎﻕ ﺍﻟﻄﻮﻳﻞ ﻣﻐﻠﻘﺔ‪ ،‬ﺣﺘﻰ ﻭﺻﻠﺖ ﺁﺫﺍﻧﻨﺎ‬
‫ﺣﻴﻨﻬﺎ ﻟﻢ ﻳﻜﻮﻧﻮﺍ ﳝﻨﻌﻮﻥ ﺍﳌﺴﺘﻮﻃﻨﲔ ﻣﻦ ﺣﻤﻞ ﺍﻟﺴﻼﺡ ﻓﻲ ﺍﳊﺮﻡ"!‬ ‫ﻗﺪ ﺃﺯﻟﻨﺎ ﺍﻟﺴﺠﺎﺩ ﻋﻦ ﺍﻷﺭﺽ‪ ،‬ﻭﻓﻲ ﻣﻨﺎﺳﺒﺎﺕ ﺇﺳﻼﻣﻴﺔ ﻣﺤﺪﺩﺓ ﻳﻔﺘﺤﻮﻥ ﺍﳉﺪﺍﺭ‬ ‫ﺃﺻﻮﺍﺕ ﺃﻏﺎﻥ ﻋﺒﺮﻳﺔ‪ ،‬ﺧﺮﺟﺖ ﻣﻦ ﻣﺤﻠﲔ ﻣﺘﻘﺎﺑﻠﲔ ﻋﻨﺪ ﺁﺧﺮ ﻧﻘﻄﺔ ﻗﺒﻞ‬
‫ﻋﻨﺪﻣﺎ ﻫﺒﻄﻨﺎ ﺍﻟﺪﺭﺟﺎﺕ‪ ،‬ﺳﺄﻝ ﺣﻠﻤﻲ ﻣﺸﻴﺮﺍ ﺇﻟﻰ ﺑﺮﺝ ﳝﺘﺪ ﻋﻠﻢ ﺇﺳﺮﺍﺋﻴﻞ ﻣﻦ ﺃﻋﻼﻩ ﺇﻟﻰ ﺃﺳﻔﻠﻪ‪" :‬ﻫﻞ‬ ‫ﻟﻨﺘﻤﻜﻦ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳉﺰﺀ ﺍﻵﺧﺮ‪ .‬ﺃﻣﺎ ﻓﻲ ﺑﻘﻴﺔ ﺍﻷﻳﺎﻡ ﻓﻼ ﻳﺴﻤﺢ ﻟﻬﻢ ﺑﺎﺟﺘﻴﺎﺯ‬ ‫ﺍﻟﺘﻔﺘﻴﺶ ﺍﻷﻭﻟﻲ ﻋﻠﻰ ﻣﺪﺧﻞ ﺍﳊﺮﻡ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ‪.‬‬
‫ﻫﺬﻩ ﻣﻨﻄﻘﺔ ﻳﺴﻜﻨﻬﺎ ﻣﺴﺘﻮﻃﻨﻮﻥ"؟ ﻓﺄﺟﺎﺑﻪ ﺃﺣﺪ ﺍﳊﺎﺭﺳﲔ ﺍﻟﻠﺬﻳﻦ ﺍﺳﺘﻘﺒﻼﻧﺎ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ‪" :‬ﺍﳊﺮﻡ ﻛﻠﻪ‬ ‫ﺍﳉﺪﺍﺭ‪ ،‬ﻭﻛﺬﻟﻚ ﻻ ﻳﺴﻤﺢ ﻟﻨﺎ ﺑﺎﺟﺘﻴﺎﺯﻩ"‪ .‬ﺛﻢ ﺃﺷﺎﺭ ﺇﻟﻰ ﺑﺴﻂ ﺗﺸﻜﻞ ﳑﺮﺍ ﻣﻦ‬ ‫ﺯﻳﺎﺭﺓ ﻋﻠﻰ ﻣﺮﺍﺣﻞ‬
‫ﻳﻘﻊ ﻓﻲ ﻭﺳﻂ ﻣﻌﺴﻜﺮ‪ ،‬ﻭﺍﻟﻜﺎﻣﻴﺮﺍﺕ ﺗﺮﺍﻗﺐ ﻛﻞ ﺷﻲﺀ ﻓﻲ ﺍﳊﺮﻡ؛ ﺩﺍﺧﻠﻪ ﻭﺧﺎﺭﺟﻪ"‪.‬‬ ‫ﻣﺪﺧﻞ ﺍﳊﺮﻡ ﺇﻟﻰ ﻣﻘﺎﻡ ﺇﺑﺮﺍﻫﻴﻢ ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ‪ ،‬ﻭﻗﺎﻝ‪" :‬ﺍﳉﻨﻮﺩ ﻓﻘﻂ ﳝﻜﻨﻬﻢ‬ ‫ﺟﻨﺪﻱ ﻳﻘﻒ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﺰﻗﺎﻕ ﻭﺑﺪﺍﻳﺔ ﺳﺎﺣﺔ ﺍﳊﺮﻡ‪ ،‬ﺃﻣﺎﻣﻨﺎ ﻣﺴﺮﺑﺎﻥ؛ ﺇﻟﻰ‬
‫ﻭﺑﻴﻨﻤﺎ ﻧﺤﻦ ﻓﻲ ﺍﻟﺴﺎﺣﺔ ﻗﺎﻟﺖ ﺯﻣﻴﻠﺘﻨﺎ ﺭﺍﻧﻴﺎ ﻋﻄﺎ ﺍﷲ‪" :‬ﺃﻫﺬﻩ ﻣﺴﻴﺮﺓ ﺇﺑﺮﺍﻫﻴﻢ ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ"؟‬ ‫ﺍﻟﺪﺧﻮﻝ ﺇﻟﻰ ﻫﻨﺎ‪ ،‬ﻭﻫﺬﻩ ﻭﺿﻌﻨﺎﻫﺎ ﻛﻲ ﻻ ﻳﺪﻭﺳﻮﺍ ﻋﻠﻰ ﺍﻟﺴﺠﺎﺩ ﺑﺒﺴﺎﻃﻴﺮﻫﻢ"‪.‬‬ ‫"ﻣﻌﺎﻃﺔ ﺍﻟﺪﺟﺎﺝ" ﻛﻢ ﺧﺒﺮﻧﺎﻫﺎ ﻋﻠﻰ ﺍﳊﻮﺍﺟﺰ‬ ‫ﺍﻟﻴﻤﲔ ﺑﻮﺍﺑﺔ ﺩﻭﺍﺭﺓ؛ ﻧﺴﻤﻴﻬﺎ ﹼ‬
‫ﻗﺎﻟﺖ ﻋﺪﻟﺔ‪" :‬ﻭﺍﻟﺪﻱ ﺃﺭﺍﻧﻲ ﻗﺒﻮﺭ ﺟﺪﻱ ﻭﺟﺪﺗﻲ ﻭﺃﻗﺎﺭﺑﻲ ﻣﻦ ﻓﻮﻕ ﻣﺒﻨﻰ ﻓﻲ ﺍﻟﺒﻠﺪﺓ ﺍﻟﻘﺪﳝﺔ؛ ﻷﻥ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‬ ‫ﻋﻠﻰ ﺍﳉﺪﺍﺭ ﺍﳋﻠﻔﻲ ﻳﺸﻴﺮ ﺣﻠﻤﻲ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ﳑﺎ ﻗﺪ ﻳﺒﺪﻭ ﻟﻠﻮﻫﻠﺔ‬ ‫ﺍﻹﺳﺮﺍﺋﻴﻠﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻊ ﺃﻭﺻﺎﻝ ﺍﻟﻮﻃﻦ‪ .‬ﺗﻠﻴﻬﺎ ﺑﻮﺍﺑﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﺗﺰﻋﻖ ﻛﻠﻤﺎ‬
‫ﻣﺪﻓﻦ ﺍﻟﻌﺎﺋﻠﺔ ﻳﺘﻄﻠﺐ )ﺗﺼﺮﻳﺢ ﻣﺮﻭﺭ("!‬ ‫"ﻻﻣﺒﺎﺕ" ﺇﺿﺎﺀﺓ ﺳﻮﺩﺍﺀ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﻫﺬﻩ ﺍﻟﻜﺎﻣﻴﺮﺍﺕ ﺍﻟﺘﻲ ﺗﺮﺍﻗﺐ ﺍﳌﻜﺎﻥ"‪،‬‬ ‫ﺃﺣﺴﺖ ﺑﺠﺴﻢ ﻣﻌﺪﻧﻲ‪ ،‬ﻳﺠﺎﻭﺭﻫﺎ ﻛﺮﺳﻲ ﺧﺸﺒﻲ ﻟﻮﺿﻊ ﺍﻷﻏﺮﺍﺽ ﺍﳌﻌﺪﻧﻴﺔ‬
‫ﺧﺮﺟﻨﺎ ﻣﻦ ﺍﳌﺴﺮﺏ ﺍﻟﺜﺎﻧﻲ ﺇﻟﻰ ﺍﻟﺰﻗﺎﻕ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻷﻏﺎﻧﻲ ﺍﻟﻌﺒﺮﻳﺔ ﻗﺪ ﺗﻮﻗﻔﺖ!‬ ‫ﻭﻳﻘﻮﻝ ﺍﻟﺮﺟﻞ ﺍﻷﺷﻴﺐ‪" :‬ﻫﺬﻩ ﺍﻟﻜﺎﻣﻴﺮﺍﺕ ﺗﻜﺸﻒ ﻛﻞ ﺷﻲﺀ"!‬ ‫"ﻣﻌﺎﻃﺔ ﺩﺟﺎﺝ" ﺃﺧﺮﻯ‪ ،‬ﻭﺍﳉﻨﺪﻱ ﻳﻔﺘﺢ ﻋﻴﻨﻴﻪ ﻋﻠﻰ ﻭﺍﺳﻊ ﻭﻋﻴﻬﻤﺎ‬ ‫ﻋﻠﻴﻪ‪ ،‬ﺛﻢ ﹼ‬
‫∞‪±‬‬ ‫—‪W{U¹‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫‪WŠU³�K� …dýUF�« 5D�K� W�uDÐ‬‬

‫‪“U$ù«Ë W³O)« 5Ð‬‬
‫ﻣﻌﻨﻴﲔ ﺑﺴﺒﺎﺣﻴﻬﻤﺎ ﻟﻌﻤﻼ ﺍﳌﺴﺘﺤﻴﻞ ﻟﺘﺤﻘﻴﻖ‬ ‫ﻟﻌﻴﻮﻥ ﺍﳌﺸﺎﻫﺪﻳﻦ ﺃﻥ ﺗﺒﺘﻌﺪ ﻋﻨﻬﻢ‪ .‬ﻟﻜﻦ ﻻﻋﺒﻴﻪ ﻛﺎﻧﻮﺍ‬ ‫�‪UÎ �UŽ ±∂ Øv�OŽ w‬‬
‫ﺁﻣﺎﻟﻬﻢ"!‬ ‫ﺧﺎﺭﺝ ﺍﻟﺒﻄﻮﻟﺔ ﻣﻨﺬ ﺍﻟﻴﻮﻡ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﻭﺗﻼﺷﺖ ﺃﺟﻮﺍﺀ ﺍﻟﻔﺮﺡ‪،‬‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺑﻴﺖ ﳊﻢ‬
‫ﻓﻠﻬﺬﺍ ﺍﻟﻔﺮﻳﻖ ﺗﺎﺭﻳﺦ ﻋﺮﻳﻖ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺮﻳﺎﺿﺔ‪ ،‬ﻭﻫﻮ‬
‫«�‪°ÊËƒU²�� ÆÆÆ—uNL'«Ë Êu³Žö‬‬ ‫ﻳﺤﻮﻱ ﻧﺨﺒﺔ ﺭﺍﺋﻌﺔ ﻣﻦ ﺍﻟﺴﺒﺎﺣﲔ ﺍﳌﻌﺮﻭﻓﲔ‪ ،‬ﻣﻨﻬﻢ‬ ‫"ﺍﻟﻴﻮﻡ ﻫﻮ ﻳﻮﻣﻨﺎ‪ ،‬ﻭﻳﻮﻣﻜﻢ ﻳﺎ ﺃﺑﻄﺎﻝ؛ ﻓﺮﻏﻢ‬
‫ﻳﻘﻮﻝ ﻣﺠﺪ ﻋﺒﺪﻭ ‪ ١٧‬ﻋﺎﻣﺎ؛ ﺳﺒﺎﺡ ﻣﻦ ﺟﺒﻞ ﺍﳌﻜﺒﺮ‪:‬‬ ‫ﺭﻋﺪ ﻋﻮﻳﺴﺎﺕ ﺍﻟﺬﻱ ﺣﺎﺯ ﻋﻠﻰ ﻟﻘﺐ ﺑﻄﻞ ﻓﻠﺴﻄﲔ‬ ‫ﺍﳊﻮﺍﺟﺰ‪ ،‬ﻭﺭﻏﻢ ﺍﻟﻘﻴﻮﺩ‪ ،‬ﻫﺎ ﻧﺤﻦ ﳒﺘﻤﻊ ﻋﻠﻰ ﺃﺭﺽ‬
‫"ﻛﻨﺖ ﺃﲤﻨﻰ ﻟﻮ ﻓﻜﺮﻭﺍ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ ﺑﺠﻬﻮﺩ ﺍﻟﺘﺪﺭﻳﺐ‬ ‫ﻟﺜﻼﺙ ﺳﻨﻮﺍﺕ ﻣﺘﺘﺎﻟﻴﺔ‪ ،‬ﻭﺷﻘﻴﻘﻪ ﻓﺎﺩﻱ ﻋﻮﻳﺴﺎﺕ ﺍﻟﺬﻱ‬ ‫ﻣﺪﻳﻨﺔ ﺍﻟﺴﻼﻡ‪ ،‬ﻗﺎﺩﻣﲔ ﻣﻦ ﻗﻠﻘﻴﻠﻴﺔ‪ ،‬ﻭﺍﳋﻠﻴﻞ‪،‬‬
‫ﺍﻟﺘﻲ ﺑﺬﻟﻨﺎﻫﺎ ﻃﻴﻠﺔ ﺍﻟﻌﺎﻡ؛ ﻟﻘﺪ ﻛﻨﺎ ﻧﺒﺪﺃ ﺗﺪﺭﻳﺒﻨﺎ ﻳﻮﻣﻴﺎ‬ ‫ﻧﺎﻝ ﺍﻟﻠﻘﺐ ﺫﺍﺗﻪ ﻟﻠﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ‪ ،‬ﻭﻛﺬﻟﻚ‬ ‫ﻭﺑﻴﺖ ﳊﻢ‪ ،‬ﻭﺭﺍﻡ ﺍﷲ‪ ،‬ﻭﺍﻟﻘﺪﺱ ﺍﶈﺘﻠﺔ‪ ،‬ﻟﻨﻘﻴﻢ‬
‫ﻣﻨﺬ ﺍﻟﺴﺎﻋﺔ ﺍﳋﺎﻣﺴﺔ ﺻﺒﺎﺣﺎ ﻗﺒﻞ ﺍﻟﺬﻫﺎﺏ ﺇﻟﻰ‬ ‫ﺣﻤﺰﺓ ﻋﺒﺪﻭ ﺍﻟﺬﻱ ﺃﺭﻫﻖ ﺍﻟﻌﻴﻮﻥ ﺍﻷﺳﺘﺮﺍﻟﻴﺔ ﻭﻫﻲ‬ ‫ﺍﻟﻌﺮﺱ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﻟﻨﺘﺤﺪﻯ ﺍﻻﺣﺘﻼﻝ‪ .‬ﻫﻨﺎﻙ‬
‫ﺍﳌﺪﺭﺳﺔ ﺍﺳﺘﻌﺪﺍﺩﺍ ﻟﻠﺒﻄﻮﻟﺔ"‪.‬‬ ‫ﺗﺮﺍﻗﺒﻪ ﺃﺛﻨﺎﺀ ﻣﺸﺎﺭﻛﺘﻪ ﺑﺒﻄﻮﻟﺔ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺘﻲ ﻋﻘﺪﺕ‬ ‫ﻣﻦ ﻳﻘﺎﻭﻡ ﺑﺎﻟﺒﻨﺪﻗﻴﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﻣﻦ ﻳﻘﺎﻭﻡ ﺑﺎﻟﻘﻠﻢ‪،‬‬
‫ﻭﺑﺬﺍﺕ ﺍﳊﺰﻥ ﲢﺪﺙ ﻓﺎﺩﻱ ﻋﻮﻳﺴﺎﺕ؛ ﺑﻄﻞ ﻓﻠﺴﻄﲔ‬ ‫ﻓﻲ ﺃﺳﺘﺮﺍﻟﻴﺎ ﺍﻟﻌﺎﻡ ﺍﳌﺎﺿﻲ ﺭﻏﻢ ﺻﻐﺮ ﺳﻨﻪ‪ .‬ﻋﻮﻳﺴﺎﺕ‬ ‫ﻭﻧﺤﻦ ﺍﻟﻴﻮﻡ ﻧﻘﺎﻭﻡ ﺑﺘﺤﺴﲔ ﻣﺴﺘﻮﺍﻧﺎ ﺍﻟﺮﻳﺎﺿﻲ‬
‫ﻓﻲ ﺍﻟﺴﺒﺎﺣﺔ‪ ،‬ﻭﻗــﺎﻝ‪" :‬ﻟﻢ ﺃﻣﺘﻨﻊ ﻋﻦ ﺍﻟﺘﻀﺤﻴﺔ‬ ‫ﻭﻋﺒﺪﻭ ﺍﻟﻠﺬﺍﻥ ﺣﻤﻼ ﻋﻠﻢ ﻓﻠﺴﻄﲔ ﻓﻲ ﺃﺳﺘﺮﺍﻟﻴﺎ ﻭﻣﺜﻼ‬ ‫ﺑﺈﻗﺎﻣﺔ ﺍﻟﺒﻄﻮﻟﺔ ﺍﻟﻌﺎﺷﺮﺓ ﻟﻔﻠﺴﻄﲔ ﻟﻠﺴﺒﺎﺣﺔ‬
‫ﺑﺪﺭﺍﺳﺘﻲ ﻣﻘﺎﺑﻞ ﺍﻟﺘﺪﺭﺏ ﻟﺴﺎﻋﺎﺕ ﻃﻮﻳﻠﺔ ﻃﻴﻠﺔ‬ ‫ﻓﻠﺴﻄﲔ ﺃﺣﺴﻦ ﲤﺜﻴﻞ ﻓﻲ ﺍﻟﺒﻄﻮﻻﺕ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺣﺎﻝ‬ ‫ﻭﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳌﺎﺋﻴﺔ"‪.‬‬
‫ﺍﻟﻨﻬﺎﺭ؛ ﺃﻣﻼ ﺑﺄﻥ ﺃﺣﻘﻖ ﺃﺭﻗﺎﻣﺎ ﻓﻠﺴﻄﻴﻨﻴﺔ ﳑﻴﺰﺓ ﻓﻲ‬ ‫ﺍﳌﺎﻝ ﺩﻭﻥ ﻣﺸﺎﺭﻛﺘﻬﻢ ﺑﺎﻟﺒﻄﻮﻟﺔ‪.‬‬ ‫ﺑﻬﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻮﺍﻋﺪﺓ ﺍﻟﺘﻲ ﺗﺜﻴﺮ ﺭﻭﺡ‬
‫ﻫﺬﻩ ﺍﻟﺒﻄﻮﻟﺔ‪ ،‬ﻟﻜﻨﻲ ﺍﻵﻥ ﻻ ﺃﺭﻯ ﺳﻮﻯ ﺍﻟﻌﺎﻡ ﺍﻟﺬﻱ ﺫﻫﺐ‬ ‫ﺍﻟﺘﺤﺪﻱ ﻓﻲ ﻧﻔﺲ ﺳﺎﻣﻌﻴﻬﺎ‪ ،‬ﺃﻋﻠﻦ ﺭﺋﻴﺲ ﺍﻻﲢﺎﺩ‬
‫ﻫﺪﺭﺍ ﺑﻌﺪ ﻣﻨﻌﻲ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ"‪.‬‬ ‫«½�×‪øœdÞ Â√ V‬‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻟﻠﺴﺒﺎﺣﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﳌﺎﺋﻴﺔ‪ ،‬ﻋﻦ‬
‫ﻭﻳﻘﻮﻝ ﻣﺠﺪ‪" :‬ﻛﻨﺖ ﺃﺣﻠﻢ ﺑﺘﺴﺠﻴﻞ ﺭﻗﻢ ﳑﻴﺰ ﻓﻲ‬ ‫ﻳﻘﻮﻝ ﺣﺴﲔ ﻋﻮﻳﺴﺎﺕ؛ ﻣﺪﺭﺏ ﻓﺮﻳﻖ ﺟﺒﻞ ﺍﳌﻜﺒﺮ‪:‬‬ ‫ﺇﻗﺎﻣﺔ ﺍﻟﻌﺮﺱ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺍﻟﺬﻱ ﻃﺎﳌﺎ ﺍﻧﺘﻈﺮﻩ‬
‫ﻫﺬﻩ ﺍﻟﺒﻄﻮﻟﺔ ﻷﲤﻜﻦ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫"ﻧﺤﻦ ﻟﻢ ﻧﻨﺴﺤﺐ ﻣﻦ ﺍﻟﺒﻄﻮﻟﺔ‪ ،‬ﺑﻞ ﻃﺮﺩﻧﺎ ﻣﻨﻬﺎ‬ ‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺳﺒﺎﺣﻲ ﺍﻟﻮﻃﻦ؛ ﻓﻬﺬﻩ ﺍﻟﺒﻄﻮﻟﺔ ﺣﻠﻢ‬
‫ﻟﻠﺴﺒﺎﺣﺔ‪ ،‬ﻟﻜﻦ ﻗﺮﺍﺭ ﻃﺮﺩﻧﺎ ﺣﺎﻝ ﺩﻭﻥ ﺫﻟﻚ"‪.‬‬ ‫ﻭﻣﻨﻌﻨﺎ ﻣﻦ ﺍﻟﺪﺧﻮﻝ ﺑﻌﺪ ﻳﻮﻣﻬﺎ ﺍﻟﺜﺎﻧﻲ ﻷﻧﻨﺎ ﻟﻢ ﻧﺘﻤﻜﻦ‬ ‫ﻛﻞ ﺳﺒﺎﺡ ﻓﻠﺴﻄﻴﻨﻲ‪ ،‬ﺍﻧﺘﻈﺮﻫﺎ ﻋﻠﻰ ﺃﺣﺮ ﻣﻦ‬
‫ﻣﻦ ﺩﻓﻊ ﺍﻟﺮﺳﻮﻡ ﺍﳌﻘﺪﺭﺓ ﺑـ‪ ١٥٠٠‬ﺩﻭﻻﺭ‪ ،‬ﺃﻱ ﲟﻌﺪﻝ ‪١٥٠‬‬ ‫ﺍﳉﻤﺮ‪ ،‬ﳊﻈﺔ ﺗﺘﻜﻠﻞ ﻓﻴﻬﺎ ﺟﻬﻮﺩ ﻋﺎﻡ ﻛﺎﻣﻞ ﻣﻦ‬
‫‪‰U*«Ë Êu½UI�« 5Ð‬‬ ‫ﺍﻟــﺬﻱ ﻳﻌﺘﺒﺮ ﻣﻦ ﺃﳒﺢ ﺍﻻﲢــﺎﺩﺍﺕ ﻭﺃﻗــﻮﺍﻫــﺎ‪ ،‬ﻳﻘﻮﻝ‬ ‫ﺃﻣﺎ ﻣﺎﺯﻥ ﺍﳋﻄﻴﺐ؛ ﻣﻦ ﺟﻤﻬﻮﺭ ﺍﻟﺒﻄﻮﻟﺔ‪ ،‬ﻓﻴﻘﻮﻝ‪:‬‬ ‫ﺩﻭﻻﺭﺍ ﻋﻦ ﻛﻞ ﻻﻋﺐ"‪.‬‬ ‫ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻹﺻﺮﺍﺭ ﻋﻠﻰ ﺍﻟﺘﺤﺪﻱ‪.‬‬
‫ﻭﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺍﻻﻋﺘﺮﺍﺿﺎﺕ ﻭﺍﻻﻣﺘﻌﺎﺿﺎﺕ‪،‬‬ ‫ﺗﻮﺗﻨﺠﻲ‪" :‬ﺍﻟﺒﻄﻮﻟﺔ ﺇﳒﺎﺯ ﻳﻔﺘﺨﺮ ﺑﻪ ﻛﻞ ﻓﻠﺴﻄﻴﻨﻲ‪،‬‬ ‫"ﺑﺼﺮﺍﺣﺔ ﺃﺻﺒﺤﺖ ﺍﻟﺒﻄﻮﻟﺔ ﺩﻭﻥ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ‬ ‫ﻟﻜﻦ ﻧﺎﺻﺮ ﺍﻟﺘﻮﺗﻨﺠﻲ؛ ﺃﻣﲔ ﺳﺮ ﺍﻻﲢﺎﺩ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‬ ‫ﻟﻜﻦ ﻳﺒﺪﻭ ﺃﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻻﺳﺘﻬﻼﻟﻴﺔ ﻓﻲ‬
‫ﻓﻘﺪ ﳒﺤﺖ ﺍﻟﺒﻄﻮﻟﺔ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭﻧﺄﻣﻞ ﺃﻥ‬ ‫ﻓﻘﺪ ﺃﻧﺼﻔﻬﺎ ﺍﻹﻋــﻼﻡ‪ ،‬ﻭﻗﺎﻝ ﺍﻟﻜﺜﻴﺮﻭﻥ ﺇﻥ ﺍﻻﲢﺎﺩ‬ ‫ﳋﺮﻭﺝ ﺧﻴﺮﺓ ﺍﻟﺴﺒﺎﺣﲔ ﺍﻟﺬﻳﻦ ﻳﺤﻖ ﻟﻠﻤﺸﺎﻫﺪﻳﻦ ﺃﻥ‬ ‫ﻟﻠﺴﺒﺎﺣﺔ ﻭﺍﻟﺮﻳﺎﺿﺎﺕ ﺍﳌﺎﺋﻴﺔ‪ ،‬ﻳﺆﻛﺪ ﻋﻠﻰ ﺃﻥ "ﻓﺮﻳﻘﻲ‬ ‫ﺑﺪﺍﻳﺔ ﺍﳌﺴﺎﺑﻘﺔ‪ ،‬ﻗﺪ ﺿﺎﻋﺖ ﺑﻬﺠﺘﻬﺎ؛ ﻓﺎﻟﺘﺤﺪﻱ‬
‫ﺗﻜﻮﻥ ﻗﻮﺍﻧﲔ ﺍﳌﺸﺎﺭﻛﺔ ﺃﻛﺜﺮ ﻭﺿﻮﺣﺎ ﻓﻲ ﺍﳌﺮﺍﺕ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺃﻋﺎﺩ ﻟﻨﺎ ﺍﻟﺒﺴﻤﺔ‪ ،‬ﻭﺷﻌﺮﻧﺎ ﺑﺎﳉﻬﺪ ﺍﻟﺬﻱ‬ ‫ﻳﻔﺨﺮﻭﺍ ﺑﻬﻢ‪ ،‬ﻭﻳﺒﻨﻮﺍ ﻋﻠﻴﻬﻢ ﺃﻣﻼ ﲟﻨﺘﺨﺐ ﺳﺒﺎﺣﺔ‬ ‫ﺟﺒﻞ ﺍﳌﻜﺒﺮ ﻭﺩﺍﺭ ﺍﻟﻜﻠﻤﺔ ﻗﺪ ﺍﻧﺴﺤﺒﺎ ﺑﺈﺭﺍﺩﺗﻬﻤﺎ‪ ،‬ﻭﻟﻢ‬ ‫ﻭﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺘﻀﺎﻣﻦ ﺍﻟﺬﻱ ﺑﻨﻴﺖ ﺍﳌﺴﺎﺑﻘﺔ ﻋﻠﻰ‬
‫ﺍﻟﻘﺎﺩﻣﺔ؛ ﻓﻘﺪ ﺁﻥ ﺍﻷﻭﺍﻥ ﻷﻥ ﻧﺘﻌﺎﻣﻞ ﺑﺠﺪﻳﺔ ﺃﻛﺜﺮ‬ ‫ﲢﺘﺎﺟﻪ ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‬ ‫ﻓﻠﺴﻄﻴﻨﻲ ﻗﻮﻱ ﻭﻗﺎﺩﺭ ﻋﻠﻰ ﺍﳌﻨﺎﻓﺴﺔ"‪.‬‬ ‫ﻳﺘﻢ ﻃﺮﺩﻫﻤﺎ"‪ ،‬ﻭﻳﻘﻮﻝ ﺇﻥ ﺳﺒﺐ ﺍﻻﻧﺴﺤﺎﺏ ﻫﻮ ﺃﻧﻬﻢ‬ ‫ﺃﺳﺎﺳﻬﺎ ﺃﺧﺬﺕ ﺗﺘﻼﺷﻰ ﺗﺪﺭﻳﺠﻴﺎ‪ ،‬ﺣﲔ ﺗﻌﻠﻖ‬
‫ﻣﻊ ﺗﻠﻚ ﺍﳌﺴﺎﺑﻘﺎﺕ؛ ﻷﻧﻬﺎ ﻃﺮﻳﻘﻨﺎ ﻧﺤﻮ ﺍﳌﺸﺎﺭﻛﺔ‬ ‫ﻣﺮﺍﻛﺰ ﺇﻗﻠﻴﻤﻴﺔ ﻭﻋﺎﳌﻴﺔ ﻣﺮﻣﻮﻗﺔ"‪.‬‬ ‫ﻭﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺒﻄﻮﻟﺔ‪ ،‬ﺗﺼﺪﺭ ﻓﺮﻳﻖ "ﺩﻱ ﻻﺳﺎﻝ"‪،‬‬ ‫"ﺭﻓﻀﻮﺍ ﺩﻓﻊ ﺭﺳﻮﻡ ﺍﻻﺷﺘﺮﺍﻙ ﺍﻟﺒﺎﻟﻐﺔ ‪ ٢٠‬ﺷﻴﻜﻼ ﻋﻦ‬ ‫ﺍﻷﻣﺮ ﺑﺎﳌﺎﻝ‪.‬‬
‫ﻓﻲ ﺑﻄﻮﻻﺕ ﻋﺮﺑﻴﺔ ﻭﻋﺎﳌﻴﺔ‪ ،‬ﺗﺴﺎﻫﻢ ﻓﻲ ﺭﻓﻊ‬ ‫ﻭﺗﺆﻛﺪ ﺍﻟﺴﺒﺎﺣﺔ ﺯﻛﻴﺔ ﻧﺼﺎﺭ؛ ﻣﻦ ﻓﺮﻳﻖ ﺩﻱ‬ ‫ﻭﺗﻼﻩ ﻫﻼﻝ ﺍﻟﻘﺪﺱ‪ ،‬ﻓﺎﻟﻌﻤﻞ ﺍﻟﻜﺎﺛﻮﻟﻴﻜﻲ ﻓﻲ ﺍﳌﺮﺗﺒﺔ‬ ‫ﻛﻞ ﻗﻔﺰﺓ ﻓﻲ ﺍﳌﺎﺀ ﻟﻼﻋﺐ ﺍﻟﻮﺍﺣﺪ"‪ ،‬ﻭﻳﺆﻛﺪ‪" :‬ﻟﻢ ﻳﻜﻦ‬
‫ﺍﺳﻢ ﻓﻠﺴﻄﲔ‪ ،‬ﻭﺗﺬﻛﻴﺮ ﺍﻟﻌﺎﻟﻢ ﺑﺄﻧﻨﺎ ﻣﻮﺟﻮﺩﻭﻥ‪،‬‬ ‫ﻻﺳﺎﻝ ﺫﻟﻚ‪ ،‬ﻭﺗﻘﻮﻝ‪" :‬ﺍﻻﲢﺎﺩ ﻗﻮﻱ ﺟﺪﺍ‪ ،‬ﻭﻳﺒﺬﻝ ﺃﻗﺼﻰ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‪ .‬ﻭﻣﻊ ﺃﻥ ﺟﺒﻞ ﺍﳌﻜﺒﺮ ﻗﺪ ﺍﻗﺘﺼﺮﺕ ﻣﺸﺎﺭﻛﺘﻪ‬ ‫ﺍﳌﻮﺿﻮﻉ ﺃﺑﺪﺍ ﻣﺎﺩﻳﺎ‪ ،‬ﻭﻟﻜﻨﻪ ﻣﻮﺿﻮﻉ ﺍﺣﺘﺮﺍﻡ ﺍﻟﻘﺎﻧﻮﻥ؛‬ ‫‪°W�uD³�« Ã—Uš d³J*« q³ł‬‬
‫ﻭﻧﺴﺘﻄﻴﻊ ﺍﻟﺘﺤﺪﻱ‪.‬‬ ‫ﻣﺎ ﺑﻮﺳﻌﻪ ﻟﻨﺼﻞ ﺇﻟﻰ ﺍﻟﺒﻄﻮﻻﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ‪،‬‬ ‫ﻋﻠﻰ ﺍﻟﻴﻮﻣﲔ ﺍﻷﻭﻟﻴﲔ ﻣﻦ ﺃﺻﻞ ﺧﻤﺴﺔ ﺃﻳﺎﻡ‪ ،‬ﺇﻻ ﺃﻥ‬ ‫ﻓﺎﻟﻘﺎﻧﻮﻥ ﻳﺴﺮﻱ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻔﺮﻕ ﻭﺍﻷﻧﺪﻳﺔ‪ ،‬ﻓﻠﻤﺎﺫﺍ ﻻ‬ ‫ﻓﺮﻳﻖ ﺟﺒﻞ ﺍﳌﻜﺒﺮ ﻟﻠﺴﺒﺎﺣﺔ‪ ،‬ﻫﻮ ﻣﻦ ﺍﻟﻔﺮﻕ‬
‫ﻭﻛﻠﻨﺎ ﺃﻣﻞ ﺃﻥ ﲢﻈﻰ ﻓﻠﺴﻄﲔ ﲟﺮﺗﺒﺔ ﺭﻳﺎﺿﻴﺔ‬ ‫ﻭﺩﻟﻴﻞ ﻗﻮﺗﻪ ﻫﻮ ﺗﻮﺍﺟﺪ ﺍﻟﺴﺒﺎﺣﲔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻓﻲ‬ ‫ﻧﺘﺎﺋﺠﻪ ﺃﻫﻠﺘﻪ ﻟﻠﻔﻮﺯ ﺑﺎﳌﺮﺗﺒﺔ ﺍﻟﺮﺍﺑﻌﺔ‪.‬‬ ‫ﻳﻜﻮﻥ ﺍﻟﻔﺮﻳﻘﺎﻥ ﺑﻨﻔﺲ ﺍﻻﻟﺘﺰﺍﻡ؟ ﻭﳌﺎﺫﺍ ﻟﻢ ﺗﻌﺘﺮﺽ ﻓﺮﻕ‬ ‫ﺍﻟﻌﺮﻳﻘﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻮﻃﻦ‪ ،‬ﻭﻃﺎﳌﺎ ﺍﺣﺘﻞ‬
‫ﻋﺎﳌﻴﺔ ﻣﺘﻘﺪﻣﺔ‪.‬‬ ‫ﺃﻫﻢ ﺍﻟﺴﺒﺎﻗﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﻭﺇﺣﺮﺍﺯ ﻣﺮﺍﺗﺐ ﻻ ﺑﺄﺱ ﺑﻬﺎ"‪.‬‬ ‫ﻭﻟﻜﻦ ﻻ ﳝﻜﻦ ﺃﻥ ﻧﻐﻔﻞ ﺍﳉﻬﺪ ﺍﻟﺬﻱ ﺑﺬﻟﻪ ﺍﻻﲢﺎﺩ‪،‬‬ ‫ﺃﺧﺮﻯ ﺃﻭ ﺗﻨﺴﺤﺐ"؟ ﻭﻳﻘﻮﻝ‪" :‬ﻟﻮ ﻛﺎﻥ ﻣﺪﺭﺑﺎ ﺍﻟﻔﺮﻳﻘﲔ‬ ‫ﺳﺒﺎﺣﻮﻩ ﺍﻟﺼﺪﺍﺭﺓ ﺑﻜﻞ ﺟﺪﺍﺭﺓ‪ ،‬ﻭﻟﻢ ﻳﺴﻤﺤﻮﺍ‬
‫ﻭﺍﻟﺪﻫﺎ ﺣﺴﻦ ﺩﻭﺍﻧﻲ؛ ﻣﺪﺭﺏ ﺍﻟﺴﺒﺎﺣﺔ ﻓﻲ "ﺳﺮﻳﺔ ﺭﺍﻡ ﺍﷲ ﺍﻷﻭﻟﻰ"‪ ،‬ﻭﻓﻲ ﺟﻤﻌﻴﺔ ﺍﻟﺸﺒﺎﻥ‬ ‫√‪◊dIMÝ W¹«—Ë œdJ�« UO¼ ∫¡UIK�« dł‬‬
‫ﺍﳌﺴﻴﺤﻴﺔ‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻝ‪" :‬ﻭﺍﻟﺪﻱ ﻫﻮ ﻣﺜﻠﻲ ﺍﻷﻋﻠﻰ ﻓﻲ ﺣﻴﺎﺗﻲ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﺗﻠﻘﻴﺖ‬ ‫�‪”bI�« ØWOH×B�« U²KÝ«d‬‬
‫ﻣﻨﻪ ﺍﻟﺘﺸﺠﻴﻊ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻤﺎﺭﻳﻦ‪ ،‬ﻭﺗﻌﻠﻤﺖ ﻣﻨﻪ ﺍﳌﺜﺎﺑﺮﺓ ﺣﺘﻰ ﻭﺻﻠﺖ ﺇﻟﻰ ﻣﺎ ﺃﻧﺎ ﻋﻠﻴﻪ‪ ،‬ﻭﻟﻢ‬
‫ﺗﻌﺪ ﺍﻟﺴﺒﺎﺣﺔ ﻣﺠﺮﺩ ﻫﻮﺍﻳﺔ‪ ،‬ﺑﻞ ﻃﻤﻮﺡ ﻓﻲ ﺍﳊﻴﺎﺓ"‪.‬‬ ‫ﺗﻔﺘﺨﺮ ﺍﻟﺴﺒﺎﺣﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻳﺎﺭﺍ ﺩﻭﺍﻧﻲ؛ ﻣﻦ ﺍﻟﻘﺪﺱ‪ ،‬ﺑﺄﻧﻬﺎ ﲢﻤﻞ ﻟﻘﺐ ﺃﻓﻀﻞ‬
‫ﻭﺗﻀﻴﻒ‪" :‬ﺑﻌﺪ ﺗﺪﺭﻳﺐ ﻭﺍﻟﺪﻱ‪ ،‬ﻭﲟﺴﺎﻧﺪﺗﻪ ﺑﺎﳌﻌﺎﻫﺪ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺴﺒﺎﺣﺔ ﻓﻲ ﺍﻟﻘﺪﺱ‪ ،‬ﻭﻋﻠﻰ‬ ‫ﺳﺒﺎﺣﺔ ﻓﻲ ﻓﻠﺴﻄﲔ‪ ،‬ﺣﻴﺚ ﺷﺎﺭﻛﺖ ﻓﻲ ﺑﻄﻮﻟﺔ ﻓﻠﺴﻄﲔ ﺍﻟﻌﺎﺷﺮﺓ ﻟﻠﺴﺒﺎﺣﺔ‬
‫ﺇﺛﺮﻫﺎ ﺷﺎﺭﻛﺖ ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺴﺎﺑﻘﺎﺕ ﺍﶈﻠﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ ﺑﺎﺳﻢ ﻓﻠﺴﻄﲔ"‪.‬‬ ‫ﻭﻫﻲ ﻓﻲ ﺍﻟﺼﻒ ﺍﻟﻌﺎﺷﺮ‪ ،‬ﻭﺍﻋﺘﺒﺮﺕ ﻫﺬﻩ ﺍﳌﺸﺎﺭﻛﺔ ﲟﺜﺎﺑﺔ ﻣﻴﺪﺍﻟﻴﺔ ﺫﻫﺒﻴﺔ ﻣﻦ ﺇﺣﺪﻯ‬
‫ﻭﺗﺸﻌﺮ ﻳﺎﺭﺍ ﻗﺒﻞ ﺑﺪﺍﻳﺔ ﻛﻞ ﻣﺴﺎﺑﻘﺔ ﺑﺎﻟﺜﻘﺔ‪ ،‬ﻭﻳﻐﻤﺮﻫﺎ ﺍﻹﺣﺴﺎﺱ ﺑﺎﻟﻔﻮﺯ‪ .‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﺨﻔﻲ‬ ‫ﺍﻟﺒﻄﻮﻻﺕ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﺑﻌﺪ ﻃﻮﻝ ﻣﻌﺎﻧﺎﺓ ﻭﺗﻌﺐ‪.‬‬
‫ﻭﺟﻮﺩ ﺍﳋﻮﻑ ﻭﺍﻟﺘﻮﺗﺮ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﺍﻟﺬﻱ ﺳﺮﻋﺎﻥ ﻣﺎ ﻳﺘﺒﺨﺮ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻄﻠﻖ ﺍﳊﻜﻢ ﺻﺎﻓﺮﺓ‬ ‫ﺑﺪﺃﺕ ﻳﺎﺭﺍ ﺍﻟﺴﺒﺎﺣﺔ ﻭﻫﻲ ﻟﻢ ﺗﺘﺠﺎﻭﺯ ﻣﻦ ﺍﻟﻌﻤﺮ ﺧﻤﺲ ﺳﻨﻮﺍﺕ‪ ،‬ﻭﺗﺪﺭﺑﺖ ﻋﻠﻰ ﻳﺪ‬
‫ﺍﻟﺒﺪﺍﻳﺔ‪.‬‬
‫ﻣﻊ ﻣﺪﺭﺏ ﺍﻟﺴﺒﺎﺣﺔ ﺍﻟﺬﻱ ﻳﺘﺤﺪﺙ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺒﺮﻳﺔ‪ ،‬ﻭﺍﻟﻌﻨﺼﺮﻳﺔ ﺿﺪ‬ ‫ﻭﺑﻌﺪ ﺃﻥ ﺗﺪﺭﺑﺖ ﻋﻠﻰ ﺟﻤﻴﻊ ﺃﻧﻮﺍﻉ ﺍﻟﺴﺒﺎﺣﺔ‪ ،‬ﺗﻔﻀﻞ ﻳﺎﺭﺍ ﺍﻟﺴﺒﺎﺣﺔ ﺍﳊﺮﺓ‪ ،‬ﻭﺣﺮﻛﺔ ﺍﻟﻔﺮﺍﺷﺔ‪،‬‬
‫ﺍﻟﻔﺘﻴﺎﺕ ﺍﻟﻌﺮﺑﻴﺎﺕ ﻣﻦ ﻗﺒﻞ ﺍﳌﺪﺭﺏ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﻋﻠﻠﺖ ﺳﺒﺐ ﺗﺪﺭﺑﻬﺎ ﻓﻲ ﻫﺬﺍ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﻏﻴﺮﻫﻤﺎ‪ ،‬ﻭﺗﻘﻮﻝ‪" :‬ﺃﻣﺎﺭﺱ ﺍﻟﺴﺒﺎﺣﺔ ﻳﻮﻣﻴﺎ ﲟﻌﺪﻝ ﺳﺎﻋﺔ ﻭﻧﺼﻒ ﺗﻘﺮﻳﺒﺎ"‪.‬‬
‫ﺍﳌﻌﻬﺪ ﻷﻧﻪ ﻣﻦ ﺃﻛﺜﺮ ﺍﳌﻌﺎﻫﺪ ﺗﻄﻮﺭﺍ‪.‬‬ ‫ﻭﺍﻟﺴﺒﺎﺣﺔ ﻟﻴﺴﺖ ﻫﻲ ﺍﻟﺮﻳﺎﺿﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﺘﻲ ﲤﺎﺭﺳﻬﺎ ﻳﺎﺭﺍ‪ ،‬ﺍﻟﺘﻲ ﲢﻤﻞ ﺍﳊﺰﺍﻡ ﺍﻷﺳﻮﺩ‪ ،‬ﺍﻟﺪﺍﻥ‬
‫ﺃﻣﺎ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻓﺘﺘﻤﺜﻞ ﻓﻲ ﺿﻌﻒ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ‪ ،‬ﻭﻋﺪﻡ‬ ‫ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻋﻠﻰ ﻳﺪ ﺍﳌﺪﺭﺏ ﺍﳌﻌﺮﻭﻑ ﺃﺳﺎﻣﺔ ﺍﻟﺸﺮﻳﻒ‪.‬‬
‫ﺗﻮﻓﺮ ﺍﻟﺪﻋﻢ ﺍﳌﺎﺩﻱ ﻣﻦ ﻗﺒﻞ ﺍﻻﲢﺎﺩ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬ ‫ﺍﻟﺮﻳﺎﺿﺔ‪ :‬ﻓﻦ ﻭﺫﻭﻕ ﻭﺃﺧﻼﻕ‬
‫ﻭﻟﻜﻦ ﻳﺎﺭﺍ ﺗﺆﻛﺪ ﻋﻠﻰ ﺃﻧﻬﺎ ﻋﺎﺯﻣﺔ ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺒﻄﻮﻟﺔ ﺍﻟﺘﻲ ﺳﺘﻘﺎﻡ ﻓﻲ‬ ‫ﺗﻘﻮﻝ ﻳﺎﺭﺍ‪" :‬ﻋﻠﻤﺘﻨﻲ ﳑﺎﺭﺳﺔ ﺍﻟﺴﺒﺎﺣﺔ ﻭﺍﻟﻜﺮﺍﺗﻴﻪ‪ ،‬ﺍﻻﻟﺘﺰﺍﻡ ﺑﺎﳌﻮﺍﻋﻴﺪ ﺃﻛﺜﺮ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﺍﻟﻮﻗﺖ‬
‫ﻫﻮﻧﻎ ﻛﻮﻧﻎ ﺑﺎﻟﺼﲔ ﺧﻼﻝ ﺷﻬﺮ ﺗﺸﺮﻳﻦ ﺛﺎﻧﻲ ﺍﳌﻘﺒﻞ‪.‬‬ ‫ﺑﲔ ﺍﻟﺴﺒﺎﺣﺔ ﻭﺍﳌﺪﺭﺳﺔ ﻭﺍﻟﻜﺮﺍﺗﻴﻪ‪ ،‬ﻭﺃﺻﺒﺤﺖ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺃﻛﺜﺮ ﺑﲔ ﺍﻟﻄﺎﻟﺒﺎﺕ ﻓﻲ ﺍﳌﺪﺭﺳﺔ؛‬
‫ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﻲ ﳝﻜﻦ ﻟﻼﻋﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺃﻥ ﻳﺒﺮﺯ ﻣﻦ ﺧﻼﻟﻬﺎ‪،‬‬ ‫ﻓﺎﻟﺮﻳﺎﺿﺔ ﻓﻦ ﻭﺫﻭﻕ ﻭﺃﺧﻼﻕ"‪.‬‬
‫ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺷﺎﺑﺎ ﺃﻡ ﻓﺘﺎﺓ‪ .‬ﻭﻟﻌﻞ ﺃﻫﻢ ﻣﺎ ﻳﺤﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ ﻫﻮ ﺍﻟﺪﻋﻢ ﻭﺍﳌﺴﺎﻧﺪﺓ؛ ﻣﺎﺩﻳﺎ‬ ‫ﻭﺗﻀﻴﻒ‪" :‬ﺃﺻﺒﺢ ﻃﻤﻮﺣﻲ ﺍﻵﻥ ﺃﻛﺒﺮ ﻣﻦ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻭﺃﺣﻠﻢ ﺑﺎﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻷﻭﳌﺒﻴﺎﺕ؛‬
‫ﻭﻣﻌﻨﻮﻳﺎ‪.‬‬ ‫ﻟﺘﺤﻘﻴﻖ ﺣﻠﻤﻲ ﻓﻲ ﻧﻴﻞ ﺍﳌﻴﺪﺍﻟﻴﺔ"‪ .‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻜﺮﺍﺗﻴﻪ ﻓﺈﻥ ﻳﺎﺭﺍ ﺗﺴﺘﻌﺪ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻲ‬
‫ﺃﻣﺎ ﺍﳌﻄﻠﻮﺏ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺎﻟﻴﺎﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﺘﻲ ﺗﻘﺎﻡ ﻓﻴﻬﺎ‬ ‫ﺑﻄﻮﻟﺔ ﺁﺳﻴﺎ ﻟﻠﻜﺮﺍﺗﻴﻪ ﻓﻲ ﻫﻮﻧﻎ ﻛﻮﻧﻎ‪.‬‬
‫ﺍﻟﺒﻄﻮﻻﺕ‪ ،‬ﻓﻴﻔﻀﻞ ﻣﺮﺍﻓﻘﺔ ﻻﻋﺒﻴﻨﺎ ﻭﺗﺸﺠﻴﻌﻬﻢ ﺑﺸﻜﻞ ﺩﺍﺋﻢ؛ ﻧﻈﺮﺍ ﻟﺼﻌﻮﺑﺔ‬ ‫ﻭﻗﺪ ﻭﺍﺟﻬﺖ ﻳﺎﺭﺍ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻮﺍﺋﻖ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺧﻼﻝ ﻣﺴﻴﺮﺗﻬﺎ ﺍﻟﺮﻳﺎﺿﻴﺔ‪،‬‬
‫ﻣﺮﺍﻓﻘﺔ ﺍﳉﻤﻬﻮﺭ ﺍﶈﻠﻲ ﻟﻠﺮﻳﺎﺿﻴﲔ ﻓﻲ ﺍﻟﺒﻄﻮﻻﺕ ﺍﻟﻌﺎﳌﻴﺔ‪.‬‬ ‫ﺧﺎﺻﺔ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺪﺭﻳﺐ ﻓﻲ ﻣﻌﻬﺪ ‪ YMCA‬ﺑﺎﻟﻘﺪﺱ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻣﻨﻬﺎ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻮﺍﺻﻞ‬
‫‪±±‬‬ ‫‪vKŽ 5Ž‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻣﻊ ﻣﺪﻳﻨﺔ ﻧﺎﺑﻠﺲ‪ ،‬ﻣﺮﻭﺭﺍ ﺑﺒﻠﺪﺓ ﺑﻴﺮﺯﻳﺖ‪ ،‬ﻓﻘﺮﻳﺔ ﺟﻔﻨﺎ‪ ،‬ﻭﺻﻮﻻ ﺇﻟﻰ ﺍﻟﻘﺪﺱ ﻭﺑﻴﺖ ﳊﻢ‪،‬‬ ‫ﻭﻳﺆﻛﺪ ﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺭﺓ ﻋﺰﻣﻬﻢ ﻋﻠﻰ ﺃﻥ ﻳﺸﻤﻞ ﺍﳌﺴﺎﺭ ﺟﻤﻴﻊ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﻲ‬
‫ﻭﻟﻴﻌﺮﺝ ﻋﻠﻰ ﺑﺮﻙ ﺳﻠﻴﻤﺎﻥ‪ ،‬ﻭﺍﺭﻃﺎﺱ‪ ،‬ﻭﺣﻠﺤﻮﻝ‪ ،‬ﻭﻳﻨﺘﻬﻲ ﲟﺪﻧﻴﺔ ﺍﳋﻠﻴﻞ؛ ﺣﻴﺚ ﺩﻓﻦ‬ ‫ﺷﻤﻠﺘﻬﺎ ﺭﺣﻠﺔ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﻌﺮﺍﻕ ﻭﻣﺼﺮ ﻭﺍﳊﺠﺎﺯ ﻭﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ .‬ﺣﻴﺚ‬ ‫ﺭﺍﻧﻴﺎ ﻋﻄﺎ ﺍﷲ‬
‫ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ‪.‬‬ ‫ﻳﻘﻮﻝ ﺭﺍﺋﺪ ﺳﻌﺎﺩﺓ؛ ﺭﺋﻴﺲ ﺟﻤﻌﻴﺔ ﺍﻟﻔﻨﺎﺩﻕ‪ ،‬ﻭﺻﺎﺣﺐ ﻓﻨﺪﻕ ﺍﳉﺮﻭﺳﻠﻢ ﻓﻲ ﺍﻟﻘﺪﺱ‪ ،‬ﻭﳑﺜﻞ‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺍﻟﻘﺪﺱ‬
‫ﻭﺣﻮﻝ ﺇﺫﺍ ﻣﺎ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﺳﺘﻐﻴﺮ ﻣﻦ ﳕﻂ ﺣﻴﺎﺓ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺍﻟﺬﻱ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺴﻴﺎﺣﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪" :‬ﻟﻘﺪ ﺃﻃﻠﻘﻨﺎ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺭﺓ ﺍﺳﻢ ﺍﻟﻨﺒﻲ‬
‫ﻳﻘﻄﻦ ﻗﺮﺏ ﺍﳌﺴﺎﺭ‪ ،‬ﻓﺈﻥ ﻓﺮﻳﺪﺭﻳﻚ ﻳﻄﻤﺌﻦ ﺍﻟﺴﻜﺎﻥ ﺍﶈﻠﻴﲔ ﻗﺎﺋﻼ‪" :‬ﻧﺤﻦ ﻻ ﻧﺴﻌﻰ‬ ‫ﺇﺑﺮﺍﻫﻴﻢ ﻟﻌﺪﺓ ﺃﺳﺒﺎﺏ؛ ﺃﻫﻤﻬﺎ ﺃﻥ ﻣﻨﻄﻘﺔ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺗﺘﻤﻴﺰ ﺑﺎﺭﺗﺒﺎﻃﻬﺎ ﺩﻳﻨﻴﺎ؛ ﻓﻘﺪ‬
‫ﻟﺘﻐﻴﻴﺮ ﳕﻂ ﺣﻴﺎﺓ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﺑﻞ ﺇﻟﻰ ﲢﺴﲔ ﻭﺗﻄﻮﻳﺮ ﺍﻟﻮﺿﻊ ﺍﻻﻗﺘﺼﺎﺩﻱ؛ ﻣﻦ‬ ‫ﺗﻮﺍﺟﺪ ﺟﻤﻴﻊ ﺍﻷﻧﺒﻴﺎﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﻷﺭﺽ"‪.‬‬ ‫ﻣﻦ ﻣﻘﺎﻃﻌﺔ "ﺷﺎﻥ ﻟﻴﻮﺭﻓﺎ" ﻓﻲ ﺗﺮﻛﻴﺎ‪:‬‬
‫ﺧﻼﻝ ﻣﺴﺎﻋﺪﺓ ﺍﳌﻮﺍﻃﻨﲔ ﻋﻠﻰ ﺍﻻﺳﺘﺜﻤﺎﺭ ﻓﻴﻤﺎ ﳝﻠﻜﻮﻥ ﻣﻦ ﳑﺘﻠﻜﺎﺕ ﻭﻣﻨﺘﺠﺎﺕ ﻭﺣﺮﻑ‬ ‫ﻭﻗﺪ ﺭﺃﻯ ﺍﳌﻨﻈﻤﻮﻥ ﺃﻥ ﺍﻟﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺴﻴﺎﺣﺔ ﺍﻟﺪﻳﻨﻴﺔ ﺳﻴﺆﺳﺲ ﺑﻨﻴﺔ ﲢﺘﻴﺔ ﺻﻠﺒﺔ‬ ‫ﺍﻧﻄﻠﻘﺖ ﻣﺒﺎﺩﺭﺓ ﻣﺴﺎﺭ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ‪ .‬ﻭﻧﻈﻢ ﺍﻟﻘﺎﺋﻤﻮﻥ‬
‫ﻳﺪﻭﻳﺔ ﻗﺪﳝﺔ‪ ...‬ﺍﻟﺦ"‪ ،‬ﺣﻴﺚ ﳝﻜﻦ ﻟﻠﻤﻮﺍﻃﻦ ﺍﻟﻌﺎﺩﻱ ﺃﻥ ﻳﺤﻮﻝ ﺑﻴﺘﺎ ﻗﺪﳝﺎ ﳝﻠﻜﻪ ﺇﻟﻰ ﻓﻨﺪﻕ‬ ‫ﻟﻬﺬﺍ ﺍﳌﺴﺎﺭ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ ﻫﻮ ﺍﻷﺏ ﺍﻷﻛﺒﺮ ﻟﻠﺪﻳﺎﻧﺎﺕ ﺍﻟﺴﻤﺎﻭﻳﺔ ﺍﻟﺜﻼﺙ؛‬ ‫ﻋﻠﻴﻬﺎ ﻣﺆﲤﺮﺍ ﺻﺤﻔﻴﺎ ﻓﻲ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺗﺸﺮﻳﻦ ﺍﻟﺜﺎﻧﻲ ‪ ،٢٠٠٧‬ﻟﻺﻋﻼﻥ ﻋﻦ ﺍﻧﻄﻼﻕ‬
‫ﺻﻐﻴﺮ‪ ،‬ﻳﺠﺬﺏ ﺍﻟﺴﺎﺋﺢ‪ ،‬ﺃﻭ ﻣﻄﻌﻢ ﺷﻌﺒﻲ ﲟﺬﺍﻕ ﻓﻠﺴﻄﻴﻨﻲ‪ .‬ﻭﻳﺘﺎﺑﻊ‪" :‬ﻧﺤﻦ ﻻ ﻧﺴﻌﻰ‬ ‫ﺍﳌﺴﺎﺭ‪ ،‬ﻭﻳﻨﺎﻗﺶ ﻓﻜﺮﺗﻪ‪ ،‬ﻭﺇﻟﻰ ﺃﻳﻦ ﻭﺻﻞ ﻓﻲ ﺩﻭﻝ ﻣﻨﻄﻘﺔ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺣﺘﻰ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﳌﺴﻴﺤﻴﺔ‪ ،‬ﻭﺍﻟﻴﻬﻮﺩﻳﺔ‪ ،‬ﻓﻜﺄﻥ ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ ﻳﺤﺎﻭﻟﻮﻥ ﺃﻥ ﻳﻮﺻﻠﻮﺍ‬ ‫ﺍﻵﻥ‪.‬‬
‫ﺇﻟﻰ ﺟﻠﺐ ﺍﺳﺘﺜﻤﺎﺭﺍﺕ ﻣﻦ ﺍﳋﺎﺭﺝ ﻟﺘﻮﻓﻴﺮ ﺇﻗﺎﻣﺔ ﻓﻲ ﻓﻨﺎﺩﻕ ﺿﺨﻤﺔ ﻭﻣﻄﺎﻋﻢ ﻓﺨﻤﺔ"‪.‬‬ ‫ﻟﻠﻨﺎﺱ ﺭﺳﺎﻟﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻫﻲ "ﺃﻧﻬﻢ ﻣﻦ ﺃﺻﻞ ﻭﺍﺣﺪ؛ ﻓﻌﻼﻡ ﺗﺘﻨﺎﺯﻋﻮﻥ"؟!‬ ‫ﻭﺍﻓﺘﺘﺢ ﺍﳌﺆﲤﺮ ﺷﺨﺼﻴﺎﺕ ﺍﻋﺘﺒﺎﺭﻳﺔ؛ ﻛﻮﻟﻴﺎﻡ ﻭﺭﻱ؛ ﺭﺋﻴﺲ ﺍﳌﺒﺎﺩﺭﺓ‪ ،‬ﻭﺇﺳﻤﺎﻋﻴﻞ‬
‫ﻭﻳﻌﺘﻘﺪ ﺍﳌﻨﻈﻤﻮﻥ ﺑﺄﻥ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺇﺷﺮﺍﻙ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻓﻲ ﻣﺴﻴﺮﺓ‬ ‫ﻭﻳﺆﻛﺪ ﺳﻌﺎﺩﺓ ﻋﻠﻰ ﺃﻥ ﺍﻟﻬﺪﻑ ﺍﻟﺮﺋﻴﺲ ﻣﻦ ﺍﳌﺒﺎﺩﺭﺓ ﺳﻴﺎﺣﻲ ﺑﺤﺖ‪ ،‬ﻭﻟﻴﺲ ﺩﻳﻨﻴﺎ‪،‬‬ ‫ﺩﺍﻣﻴﺮﻛﻮﻝ؛ ﺭﺋﻴﺲ ﺍﻟﻐﺮﻓﺔ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻓﻲ ﻣﺪﻳﻨﺔ ﺷﺎﻥ ﻟﻴﻮﻓﺮ‪ ،‬ﻭﻳﻮﺳﻒ ﻳﻮﻓﺎﺳﲔ؛‬
‫ﺇﺣﻴﺎﺀ ﻣﺴﺎﺭ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ؛ ﻛﻔﺮﺻﺔ ﺣﻘﻴﻘﻴﺔ ﻟﻴﺘﻌﺮﻓﻮﺍ ﻋﻠﻰ ﻭﻃﻨﻬﻢ ﻓﻠﺴﻄﲔ‪.‬‬ ‫ﻓﻴﻘﻮﻝ‪" :‬ﺍﻟﻨﻘﺎﺵ ﺍﻟﺪﻳﻨﻲ ﻓﻲ ﻣﺒﺎﺩﺭﺓ ﻣﺴﺎﺭ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ ﻏﻴﺮ ﻣﻄﺮﻭﺡ ﺑﺘﺎﺗﺎ‪ ،‬ﻏﻴﺮ ﺃﻥ‬ ‫ﺣﺎﻛﻢ ﻣﻘﺎﻃﻌﺔ ﺷﺎﻥ ﻟﻴﻮﻓﺎ‪ ،‬ﻭﺍﺯﺭﻑ ﻓﺎﻛﻴﺒﺎﺑﺎ؛ ﺭﺋﻴﺲ ﺍﻟﺒﻠﺪﻳﺔ‪ ،‬ﻭﻣﺎﻫﻤﺖ‬
‫ﻳﻘﻮﻝ ﻓﺮﻳﺪﺭﻳﻚ‪" :‬ﻳﻌﻴﺶ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻇﺮﻭﻓﺎ ﺳﻴﺎﺳﻴﺔ ﺻﻌﺒﺔ ﻟﻠﻐﺎﻳﺔ‪ ،‬ﲢﻮﻝ‬ ‫ﺍﻟﺘﺄﻣﻞ ﻭﺍﻟﺮﻭﺣﺎﻧﻴﺎﺕ ﺳﺘﻜﻮﻥ ﺣﺎﺿﺮﺓ ﺑﻘﻮﺓ"‪.‬‬ ‫ﻛﺎﻟﺒﺎﻛﺎﻟﻲ؛ ﳑﺜﻞ ﺍﻟﻴﻮﻧﺴﻜﻮ‪.‬‬
‫ﺩﻭﻥ ﻗﺪﺭﺗﻬﻢ ﻋﻠﻰ ﺍﳊﺮﻛﺔ ﻭﺍﻟﺘﻨﻘﻞ ﺑﺴﻬﻮﻟﺔ ﻣﻦ ﻗﺮﻳﺔ ﺇﻟﻰ ﺃﺧﺮﻯ‪ ،‬ﻭﻣﻦ ﻣﺪﻳﻨﺔ ﺇﻟﻰ‬ ‫ﻭﺳﺘﺤﺎﻭﻝ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﲡﻨﺐ ﺍﻟﻨﻘﺎﺵ ﺍﻟﺪﻳﻨﻲ ﻭﺍﻟﺴﻴﺎﺳﻲ‪" ،‬ﻟﻌﻠﻤﻨﺎ ﺑﺘﺎﺭﻳﺦ ﻣﻨﻄﻘﺔ‬ ‫ﻭﺍﺳﺘﻬﻞ ﳑﺜﻠﻮ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺴﻴﺎﺣﻲ؛ ﳑﺜﻠﲔ ﺑﻮﺯﻳﺮ ﺍﻟﺴﻴﺎﺣﺔ ﺍﻟﺘﺮﻛﻲ‪،‬‬
‫ﺃﺧﺮﻯ‪ .‬ﻭﻫﺬﺍ ﺍﻟﻄﺮﻳﻖ ﻣﻨﺤﻬﻢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺭﻓﻀﻬﻢ ﻟﻬﺬﻩ ﺍﻟﻘﻴﻮﺩ‪ ،‬ﻭﺍﻟﺘﺤﺮﺭ‬ ‫ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺍﳌﻠﻲﺀ ﺑﺎﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ"‪.‬‬ ‫ﻭﺷﺨﺼﻴﺎﺕ ﺃﻛﺎﺩﳝﻴﺔ ﻭﺃﻫﻠﻴﺔ‪ ،‬ﺣﺪﻳﺜﻬﻢ ﻋﻦ ﺃﻫﻤﻴﺔ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﻓﻲ ﻣﺪﻳﻨﺔ‬
‫ﻣﻦ ﻧﻴﺮﻫﺎ"‪.‬‬ ‫ﺷﺎﻥ ﻟﻴﻮﺭﻓﺎ‪ ،‬ﺣﻴﺚ ﺳﻴﻮﻓﺮ ﻓﺮﺻﺎ ﻋﺪﻳﺪﺓ ﻟﺘﺤﺴﲔ ﺍﻻﻗﺘﺼﺎﺩ ﺍﶈﻠﻲ ﻭﺗﻄﻮﻳﺮ ﺍﻟﺒﻨﻴﺔ‬
‫ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪﻩ ﻭﺭﻱ ﺣﻴﺚ ﻳﻘﻮﻝ‪" :‬ﺭﻏﻢ ﺃﻧﻨﺎ ﺃﻃﻠﻘﻨﺎ ﻋﻠﻰ ﻣﺒﺎﺩﺭﺗﻨﺎ ﺍﺳﻢ ﺳﻴﺪﻧﺎ‬
‫ﻛﻤﺎ ﺳﻴﻤﻨﺢ ﺍﳌﺴﺎﺭ ﻓﺮﺻﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻟﻠﺘﻌﺮﻑ‬ ‫ﺍﻟﺘﺤﺘﻴﺔ ﶈﺎﻓﻈﺎﺕ ﺟﻨﻮﺏ ﺗﺮﻛﻴﺎ‪ ،‬ﻭﺻﻮﻻ ﺇﻟﻰ ﺑﺎﻗﻲ ﺩﻭﻝ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪ ،‬ﻛﺎﻷﺭﺩﻥ‪،‬‬
‫ﺇﺑﺮﺍﻫﻴﻢ ﺗﻴﻤﻨﺎ ﺑﻪ‪ ،‬ﺇﻻ ﺃﻧﻬﺎ ﻣﺸﺮﻭﻉ ﻏﻴﺮ ﺩﻳﻨﻲ‪ ،‬ﻭﺇﳕﺎ ﻳﻬﺪﻑ ﺇﻟﻰ ﺧﻠﻖ ﻗﻄﺎﻉ ﺳﻴﺎﺣﻲ‬ ‫ﺍﻟﺬﻱ ﻣﺜﻠﻬﺎ ﻓﻲ ﺍﳌﺆﲤﺮ‪ ،‬ﻣﺤﻤﻮﺩ ﺍﻟﻄﻮﻳﺴﻲ‪ .‬ﻭﻣﺜﻞ ﺭﺍﺋﺪ ﺳﻌﺎﺩﺓ ﻓﻠﺴﻄﲔ‪ .‬ﻭﲢﺪﺙ‬
‫ﻋﻠﻰ ﺳﻴﺮﺓ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﻭﺃﺳﻠﻮﺏ ﺣﻴﺎﺓ ﺍﻟﺴﻜﺎﻥ ﺍﻷﺻﻠﻴﲔ ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﺍ‪‬ﺘﻠﻔﺔ‪،‬‬ ‫ﻣﺴﺘﻘﺮ ﻓﻲ ﻣﻨﻄﻘﺔ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪ ،‬ﻟﺘﻄﻮﻳﺮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﶈﻠﻲ ﺃﻭﻻ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺧﻠﻖ ﻣﻨﺒﺮ‬ ‫ﻛﻼﻫﻤﺎ ﻋﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻲ ﻭﺻﻞ ﺇﻟﻴﻬﺎ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻭﻛﻴﻒ ﺳﻴﺘﻢ ﺗﻄﺒﻴﻘﻪ ﻭﺗﻔﻌﻴﻠﻪ‬
‫ﻭﻃﺒﺎﺋﻌﻬﻢ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻻﺳﺘﻤﺘﺎﻉ ﺑﺎﻟﺘﻨﻮﻉ ﺍﻟﺒﻴﺌﻲ ﻭﺍﳉﻐﺮﺍﻓﻲ‪ ،‬ﻭﺩﺍﺭﺳﺘﻪ ﻋﻦ ﻛﺜﺐ‪.‬‬ ‫ﺇﻧﺴﺎﻧﻲ ﻭﺛﻘﺎﻓﻲ ﻳﺴﺎﻫﻢ ﻓﻲ ﺗﺒﺎﺩﻝ ﺍﻟﺜﻘﺎﻓﺎﺕ ﻭﺍﺳﺘﻴﻌﺎﺑﻬﺎ"‪.‬‬ ‫ﻓﻲ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﻘﺮﻳﺐ‪.‬‬
‫ﺣﻴﺚ ﻳﻘﻮﻝ ﺭﺍﺋﺪ ﺳﻌﺎﺩﺓ‪" :‬ﻫﺬﻩ ﺍﳌﺒﺎﺩﺭﺓ ﺳﺘﻤﻨﺢ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻓﺮﺻﺔ ﺟﺪﻳﺪﺓ‪.‬‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻋﻠﻰ ﺍﶈﻚ‬ ‫ﻭﺍﺧﺘﺘﻢ ﺍﳌﺆﲤﺮ ﺑﺎﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻓﻲ ﺗﻌﺮﻳﻒ ﺍﻟﺴﻴﺎﺡ‬
‫ﻭﻗﺪ ﻻ ﺗﻜﻮﻥ ﺧﻄﻮﺓ ﻛﺒﻴﺮﺓ‪ ،‬ﺇﻻ ﺃﻧﻬﺎ ﺳﺘﻌﻄﻲ ﺻﻮﺭﺓ ﻣﺨﺘﻠﻔﺔ ﲤﺎﻣﺎ ﻋﻦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ؛‬ ‫ﻓﻠﺴﻄﲔ ﺟﺰﺀ ﻃﺒﻴﻌﻲ ﻣﻦ ﺑﻼﺩ ﺍﻟﺸﺎﻡ‪ ،‬ﻭﻣﻨﻄﻘﺔ ﺗﺎﺭﻳﺨﻴﺔ‪ ،‬ﺗﻘﻊ ﺷﺮﻕ ﺍﻟﺒﺤﺮ ﺍﻷﺑﻴﺾ‬ ‫ﲟﺴﺎﺭ ﺇﺑﺮﺍﻫﻴﻢ ﺍﳋﻠﻴﻞ‪ ،‬ﻭﻋﺼﺮﻧﺔ ﻣﻔﻬﻮﻡ ﺍﻟﺴﻴﺎﺣﺔ‪.‬‬
‫ﻷﻥ ﺍﻟﺴﺎﺋﺢ ﺳﻴﻠﺘﻘﻲ ﻣﻊ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺍﻟﺒﺴﻴﻂ ﻓﻲ ﺍﻟﻘﺮﻯ ﻭﺍﻟﺒﻠﺪﺍﺕ ﺍﻟﺘﻲ‬ ‫ﺍﳌﺘﻮﺳﻂ‪ ،‬ﻭﺗﺼﻞ ﺑﲔ ﻏﺮﺑﻲ ﺁﺳﻴﺎ ﻭﺷﻤﺎﻟﻲ ﺇﻓﺮﻳﻘﻴﺎ‪ ،‬ﻋﺒﺮ ﺷﺒﻪ ﺟﺰﻳﺮﺓ ﺳﻴﻨﺎﺀ؛ ﻧﻘﻄﺔ‬
‫ﺳﻴﻤﺮ ﻣﻨﻬﺎ ﺍﳌﺴﺎﺭ‪ ،‬ﻭﻟﻴﺲ ﻣﻊ ﻣﻦ ﻳﺪﻳﺮ ﺍﻟﺴﻴﺎﺳﺔ‪ .‬ﻭﻋﻠﻴﻪ؛ ﻓﺈﻥ ﺻﻮﺭﺓ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‬ ‫ﺍﻟﺘﻘﺎﺀ ﺍﻟﻘﺎﺭﺗﲔ‪.‬‬
‫ﻋﻠﻰ ﺍﶈﻚ"‪.‬‬ ‫ﻭﻗﺪ ﺃﳒﺒﺖ ﺃﺭﺿﻬﺎ ﺍﻷﻧﺒﻴﺎﺀ ﻋﻠﻰ ﻣﺮ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻹﻧﺴﺎﻧﻲ؛ ﻓﻬﻲ ﺍﻟﺘﻲ ﺍﺳﺘﻘﺒﻠﺖ ﳒﻤﺔ‬ ‫"ﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﻗﻮﻝ ﺇﻧﻬﺎ ﻓﻜﺮﺗﻲ؛ ﻓﺤﻠﻢ ﺍﳉﻤﻴﻊ ﺃﻥ ﳝﺸﻲ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻄﺮﻳﻖ‪.‬‬
‫ﻭﲟﺎ ﺃﻥ ﺻﻮﺭﺓ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻋﻠﻰ ﺍﶈﻚ‪ ،‬ﻓﻬﻞ ﻫﻨﺎﻙ ﻣﻦ ﳝﻜﻨﻪ ﺃﻥ ﻳﺰﻳﻞ ﺍﻟﻐﺒﺎﺭ‬ ‫ﺍﻟﺒﺸﺎﺭﺓ ﻳﻮﻡ ﻭﻟﺪ ﺍﻟﺴﻴﺪ ﺍﳌﺴﻴﺢ ﻓﻲ ﺑﻴﺖ ﳊﻢ‪ .‬ﺣﻜﻤﻬﺎ ﺍﻟﻴﻮﻧﺎﻥ ﻭﺍﻟﺮﻭﻣﺎﻥ ﻭﺍﻟﻔﺮﺱ‬ ‫ﻭﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﻣﻠﻚ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﶈﻠﻴﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﻣﺴﺎﺭ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ‬
‫ﻋﻨﻬﺎ؟ ﻭﻣﺎﺫﺍ ﺳﻴﻜﻮﻥ ﻣﻮﻗﻒ ﺍﳌﻮﺍﻃﻦ ﺍﻟﻌﺎﺩﻱ‪ ،‬ﺍﻟﺬﻱ ﻳﻘﻄﻦ ﻋﻠﻰ ﺟﺎﻧﺒﻲ ﺍﳌﺴﺎﺭ؟ ﻭﻫﻞ‬ ‫ﻭﺍﳌﺴﻠﻤﻮﻥ‪ ،‬ﻭﻭﻗﻌﺖ ﲢﺖ ﻧﻴﺮ ﺍﻻﻧﺘﺪﺍﺏ ﺍﻟﺒﺮﻳﻄﺎﻧﻲ‪ ،‬ﺍﻟﺬﻱ ﻣﻬﺪ ﺍﻟﻄﺮﻳﻖ ﻟﻼﺣﺘﻼﻝ‬ ‫ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ"‪.‬‬
‫ﺳﻴﻤﻜﻦ ﺍﻻﺣﺘﻼﻝ ﺍﳌﺸﺎﺭﻛﲔ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻧﺒﻴﻨﺎ ﺍﳋﻠﻴﻞ ﺇﺑﺮﺍﻫﻴﻢ؟ ﺃﻡ ﺳﺘﻮﻗﻒ‬ ‫ﺍﻟﺼﻬﻴﻮﻧﻲ‪.‬‬ ‫ﻫﻜﺬﺍ ﺑﺪﺃ ﻭﻟﻴﺎﻡ ﻭﺭﻱ‪ ،‬ﻋﺎﻟﻢ ﺍﻵﺛﺎﺭ ﻭﺍﳉﻐﺮﺍﻓﻴﺎ‪ ،‬ﻭﺍﳌﺪﻳﺮ ﺍﻟﻌﺎﻡ ﳌﺒﺎﺩﺭﺓ ﻣﺴﺎﺭ ﺳﻴﺪﻧﺎ‬
‫ﺣﻮﺍﺟﺰﻩ ﻭﺟﻨﻮﺩﻩ ﻭﺇﺟﺮﺍﺀﺍﺗﻪ ﺍﳌﺸﺎﺭﻛﲔ ﻋﻠﻰ ﻣﺪﺍﺧﻞ ﺍﻟﻘﺮﻯ ﻭﺍﻟﺒﻠﺪﺍﺕ‪ ،‬ﻭﺑﻮﺍﺑﺎﺕ ﺍﳊﺮﻡ‬ ‫ﻭﺭﻏﻢ ﺫﻟﻚ ﻟﻢ ﲤﺢ ﺁﺛﺎﺭ ﺍﻟﻌﻤﺎﻟﻘﺔ‪ ،‬ﻭﺣﺎﻓﻆ ﻋﻠﻴﻬﺎ ﺟﻴﻞ ﻭﺭﺍﺀ ﺁﺧﺮ‪ ،‬ﻭﺭﻭﻳﺖ ﻗﺼﺺ ﺭﺣﻠﺔ‬ ‫ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﻭﻳﺘﺎﺑﻊ ﺣﺪﻳﺜﻪ ﻋﻦ ﺃﺻﻞ ﺍﻟﻔﻜﺮﺓ ﻗﺎﺋﻼ‪" :‬ﺃﺭﺩﺕ ﺃﻥ ﺃﺟﻤﻊ ﺑﲔ ﺍﳊﻀﺎﺭﺓ ﻭﺍﻟﺘﺎﺭﻳﺦ‬
‫ﺍﻹﺑﺮﺍﻫﻴﻤﻲ؟!‬ ‫ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ ﻭﺯﻭﺟﺘﻪ ﺳﺎﺭﺓ ﻭﻋﺎﺋﻠﺘﻬﻤﺎ‪ ،‬ﻣﻦ ﻣﺪﻳﻨﺔ ﻧﺎﺑﻠﺲ ﺇﻟﻰ ﺑﻴﺖ ﺇﻳﻞ "ﺑﻴﺘﲔ"؛ ﻗﺮﺏ‬ ‫ﻭﺍﻟﻌﺮﺍﻗﺔ‪ ،‬ﻭﺣﺒﻲ ﳌﻤﺎﺭﺳﺔ ﺭﻳﺎﺿﺔ ﺍﳌﺸﻲ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻃﺮﻳﻖ ﻭﺍﺣﺪ ﻳﺠﻤﻊ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﺭﺍﻡ ﺍﷲ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺇﻟﻰ ﻣﺜﻮﺍﻩ ﺍﻷﺧﻴﺮ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﳋﻠﻴﻞ‪.‬‬ ‫ﻭﻳﻮﺣﺪﻫﺎ"‪.‬‬
‫ﻳﻘﻮﻝ ﻓﺮﺩﺭﻳﻚ ﻣﺎﻳﺴﻮﻥ؛ ﻣﻨﺴﻖ ﻣﺒﺎﺩﺭﺓ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ ﻓﻲ ﻓﻠﺴﻄﲔ‪" :‬ﻧﺤﻦ ﺍﻟﻴﻮﻡ‬ ‫ﻭﺗﻌﺘﺒﺮ ﻣﺒﺎﺩﺭﺓ "ﻣﺴﺎﺭ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ" ﺍﻷﻭﻟﻰ ﻣﻦ ﻧﻮﻋﻬﺎ ﻓﻲ ﻣﻨﻄﻘﺔ ﺍﻟﺸﺮﻕ‬
‫ﻧﺤﺎﻭﻝ ﺩﺭﺍﺳﺔ ﺍﻷﻣﺎﻛﻦ ﺍﻟﺘﻲ ﻋﺎﺵ ﻓﻴﻬﺎ‪ ،‬ﻭﺗﻨﻘﻞ ﻓﻴﻬﺎ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ؛ ﻣﻦ ﺃﺟﻞ ﺇﻋﺎﺩﺓ‬ ‫ﺍﻷﻭﺳﻂ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻌﺮﺑﻲ ﻭﺍﻹﻗﻠﻴﻤﻲ‪ ،‬ﻭﺗﺴﻌﻰ ﺇﻟﻰ ﺗﻌﻤﻴﻖ ﺍﻟﺘﺒﺎﺩﻝ ﺍﻟﺜﻘﺎﻓﻲ ﺑﲔ‬
‫ﺭﺳﻢ ﺍﻟﻄﺮﻳﻖ ﺍﻟﺬﻱ ﺳﺎﺭ ﻋﻠﻴﻪ ﺍﻟﻨﺒﻲ ﺇﺑﺮﺍﻫﻴﻢ ﻭﺯﻭﺟﺘﻪ ﻭﻋﺎﺋﻠﺘﻪ"‪.‬‬ ‫ﺍﻷﱈ‪ ،‬ﻭﺑﺚ ﺭﻭﺡ ﺍﻟﺘﻔﺎﻫﻢ ﺍﳊﻀﺎﺭﻱ؛ "ﻣﻦ ﺧﻼﻝ ﲢﻔﻴﺰ ﺍﻟﺴﻴﺎﺣﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ‬
‫ﻏﻴﺮ ﺃﻥ ﺫﻟﻚ ﻻ ﳝﻨﻊ ﻣﻦ ﺇﺩﺧﺎﻝ ﺗﻐﻴﻴﺮ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺴﺎﺭ ﻟﻴﻀﻢ ﻣﻮﺍﻗﻊ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺫﻟﻚ‬ ‫ﻓﻲ ﺍﳌﻨﺎﻃﻖ ﻭﺍﻟﺪﻭﻝ ﺍﻟﺘﻲ ﳝﺮ ﻓﻴﻬﺎ ﻫﺬﺍ ﺍﳌﺴﺎﺭ"‪ ،‬ﻭﺳﻴﺸﻖ ﻫﺬﺍ ﺍﳌﺴﺎﺭ ﻃﺮﻳﻘﻪ ﻣﻦ ﻣﺪﻳﻨﺔ‬
‫"ﻷﻧﻨﺎ ﻻ ﻧﻌﻠﻢ ﺑﺎﻟﻀﺒﻂ ﺃﻱ ﻃﺮﻳﻖ ﺳﻠﻚ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ ﻓﻲ ﺭﺣﻠﺘﻪ"‪ ،‬ﻭﻳﻮﺿﺢ ﻗﺎﺋﻼ‪:‬‬ ‫ﺣﻮﺭﺍﻥ ﻋﻠﻰ ﺍﳊﺪﻭﺩ ﺍﻟﺘﺮﻛﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‪ ،‬ﻟﻴﻤﺮ ﻓﻲ ﻣﺪﻳﻨﺔ ﺣﻠﺐ ﺍﻟﺴﻮﺭﻳﺔ‪ ،‬ﺑﺎﲡﺎﻩ ﺍﻟﻌﺎﺻﻤﺔ‬
‫"ﻧﺤﻦ ﻧﻌﻠﻢ ﺑﺄﻧﻪ ﻋﺎﺵ ﻓﻲ ﻣﺪﻳﻨﺔ ﻧﺎﺑﻠﺲ‪ ،‬ﻭﺑﻴﺖ ﺇﻳﻞ‪ ،‬ﻭﺍﳋﻠﻴﻞ‪ ،‬ﻭﻫﻨﺎ ﻭﻫﻨﺎﻙ‪ ،‬ﻭﻓﻲ ﻛﻞ ﺯﺍﻭﻳﺔ‬ ‫ﺩﻣﺸﻖ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺇﻟﻰ ﻋﻤﺎﻥ؛ ﺛﻢ ﻟﻴﺨﺘﺮﻕ ﻇﻼﻡ ﻟﻴﻞ ﺍﻟﻘﺪﺱ ﻓﻲ ﻭﺿﺢ ﺍﻟﻨﻬﺎﺭ‪ ،‬ﻟﻴﻨﺘﻬﻲ‬
‫ﻭﻣﻜﺎﻥ ﻓﻲ ﻓﻠﺴﻄﲔ؛ ﻟﺬﻟﻚ ﺳﻴﻀﻢ ﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ ﻗﺮﻯ ﻭﺑﻠﺪﺍﺕ ﻓﻠﺴﻄﻴﻨﻴﺔ‬ ‫ﻓﻲ ﻣﺪﻳﻨﺔ ﺧﻠﻴﻞ ﺍﻟﺮﺣﻤﻦ؛ ﺑﲔ ﺃﺣﻀﺎﻥ ﺍﳊﺮﻡ ﺍﻹﺑﺮﺍﻫﻴﻤﻲ ﺍﻟﺸﺮﻳﻒ‪.‬‬
‫ﺩﺍﺧﻞ ﺍﳌﺴﺎﺭ؛ ﻛﺴﺒﺴﻄﻴﺔ ﻓﻲ ﺷﻤﺎﻝ ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻭﺑﻠﺪﺓ ﺑﻴﺮﺯﻳﺖ‪ ،‬ﻭﻗﺮﻳﺔ ﺟﻔﻨﺎ‪...‬‬
‫ﺍﻟﺦ"‪.‬‬
‫ﺣﺘﻰ ﻳﻮﻣﻨﺎ ﻫﺬﺍ ﻟﻢ ﻳﺘﻢ ﲡﻬﻴﺰ ﺃﻱ ﺧﺮﺍﺋﻂ‪ ،‬ﺃﻭ ﻣﺨﻄﻂ ﻟﺴﻴﺮ ﺍﳌﺴﺎﺭ ﻓﻲ ﻓﻠﺴﻄﲔ‪.‬‬
‫ﻏﻴﺮ ﺃﻥ ﺍﳌﻨﺨﺮﻃﲔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺴﻴﺎﺣﺔ ﺑﻔﻠﺴﻄﲔ ﻳﺪﻓﻌﻮﻥ ﺑﺎﲡﺎﻩ ﺃﻥ ﺗﺸﻤﻞ ﺍﳋﺮﻳﻄﺔ‬
‫ﻗﺮﻯ ﻭﻣﺪﻧﺎ ﻣﺠﺎﻭﺭﺓ ﳌﺴﺎﺭ ﺇﺑﺮﺍﻫﻴﻢ ﺍﳋﻠﻴﻞ‪.‬‬
‫ﻭﻳﺸﻴﺮ ﺳﻌﺎﺩﺓ ﺇﻟﻰ ﺃﻧﻪ ﻳﺪﻓﻊ ﺑﺎﲡﺎﻩ ﺿﻢ ﻋﺪﺩ ﻣﻦ ﺍﻟﻘﺮﻯ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍ‪‬ﺎﻭﺭﺓ‬
‫ﻟﻠﻤﺴﺎﺭ‪ ،‬ﻭﺗﻌﺮﻳﻒ ﺍﳌﺸﺎﺭﻛﲔ ﻋﻠﻰ ﺍﳌﺴﺎﺭﺍﺕ ﺍﶈﻠﻴﺔ ﺍﻟﺘﻲ ﺑﺪﺃ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﻮﻥ ﺑﺎﻟﻌﻤﻞ‬
‫ﻋﻠﻴﻬﺎ؛ "ﺑﻬﺪﻑ ﺇﻳﺠﺎﺩ ﻧﻮﻉ ﻣﻦ ﺍﻟﺘﻘﺎﻃﻊ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﻣﺴﺎﺭ ﺳﻴﺪﻧﺎ ﺇﺑﺮﺍﻫﻴﻢ"‪.‬‬
‫ﺃﻡ ﻋﻠﻰ ﺟﺎﻧﺐ ﻣﺴﺎﺭ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺬﻱ ﳝﺘﺪ ‪ ١٢‬ﻛﻴﻠﻮﻣﺘﺮﺍ ﻓﻲ ﺣﻮﺭﺍﻥ‬
‫ﻭﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺃﻥ ﻳﺒﺪﺃ ﺍﳌﺴﺎﺭ ﻣﻦ ﺑﻠﺪﺓ ﺳﺒﺴﻄﻴﺔ؛ ﺷﻤﺎﻝ ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻟﺘﺘﻘﺎﻃﻊ‬
‫ﺗﺼﻮﻳﺮ‪ :‬ﺭﺍﻧﻴﺎ ﻋﻄﺎ ﺍﷲ‬
‫ﺣﻮﺭﺍﻥ‪ :‬ﻓﻲ ﻃﺮﻳﻘﻬﻦ ﺇﻟﻰ ﺍﳊﻘﻞ ﻋﻠﻰ ﻣﺴﺎﺭ ﺇﺑﺮﺍﻫﻴﻢ‬ ‫ﻭﺍﻟﺪ ﻭﻃﻔﻠﻪ ﻓﻲ ﺣﻘﻞ ﻗﻄﻦ ﻣﺠﺎﻭﺭ‪.‬‬ ‫ﺣﻮﺭﺍﻥ ‪:‬ﺑﻘﺎﻳﺎ ﺃﻭﻝ ﺟﺎﻣﻌﺔ ﺍﺳﻼﻣﻴﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‬
‫√‪ÝdÐ ÂöŠ‬‬
‫≤‪±‬‬ ‫«½‪ UÐU�²‬‬
‫≤‪±‬‬ ‫ﺃﻭﻝ ‪٢٠٠٧‬‬
‫‪٢٠٠٧‬‬ ‫ﻛﺎﻧﻮﻥﺃﻭﻝ‬
‫ﻛﺎﻧﻮﻥ‬
‫ﻫﻮ ﺷﻐﻒ ﻓﻲ ﻗﻠﺒﻪ ﻭﻗﻠﺒﻬﺎ‪ ،‬ﻳﺄﺱ ﻣﻦ ﻳﺄﺱ ﺍﳉﻤﻴﻊ‪ ،‬ﻭﺧﺮﻭﺝ ﻣﻦ ﺷﺮﻧﻘﺔ ﻃﻔﻮﻟﺔ ﺍﻹﳒﺎﺯ‪ ،‬ﺣﻴﺚ ﺗﻔﺘﺢ ﺍﳌﺒﺎﺩﺭﺓ ﺃﺑﻮﺍﺏ ﻗﻠﻮﺑﻨﺎ ﺑﻌﺪ ﻃﺮﻕ ﺷﺪﻳﺪ ﻋﻠﻰ ﻭﺗﺮ ﺭﻏﺒﺘﻨﺎ ﺍﳌﻠﺤﺔ ﻓﻲ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺃﻓﻀﻞ ﳑﺎ ﻧﺤﻦ ﻋﻠﻴﻪ‪.‬‬
‫ﻧﺤﻦ؛ ﺍﻟﺸﺒﺎﺏ ﺍﳋﺮﻳﺠﲔ ﻓﻲ ﺟﺎﻣﻌﺎﺕ ﺍﻟﻮﻃﻦ‪ ،‬ﻭﺑﻌﺪ ﺳﻨﻮﺍﺕ ﻣﻦ ﺍﻟﻄﺮﻳﻖ ﺍﻟﺮﺗﻴﺐ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻣﺎ ﻫﻮ ﺃﻛﺜﺮ ﺗﺄﺛﻴﺮﺍ ﻓﻲ ﻣﺠﺘﻤﻌﻨﺎ ﻭﺣﻴﺎﺗﻨﺎ‪ ،‬ﻗﺮﺭﻧﺎ ﺃﻥ ﻧﻜﺘﺐ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ﺇﻟﻰ ﻛﻞ ﺷﺎﺏ ﻻ ﻳﺰﺍﻝ ﻳﺒﺤﺚ ﻋﻦ ﺳﺒﺐ ﻟﻠﻤﺤﺎﻭﻟﺔ‪ ،‬ﻭﻛﻞ ﺷﺎﺏ ﻳﺮﻯ‬
‫ﻓﻲ ﺍﶈﺎﻭﻟﺔ ﺗﻀﻴﻴﻌﺎ ﻟﻠﻮﻗﺖ‪ .‬ﻭﺭﺳﺎﻟﺘﻨﺎ ﻫﻲ‪ :‬ﻗﺒﻞ ﺃﻥ ﺗﻨﻈﺮ ﺇﻟﻰ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺬﻱ ﻭﺻﻠﻨﺎ ﺇﻟﻴﻪ ﺍﻟﻴﻮﻡ‪ ،‬ﺍﻧﻈﺮ ﺇﻟﻰ ﻗﺼﺘﻲ ﻭﻗﺼﺘﻬﺎ‪ ،‬ﻭﺍﻧﻈﺮ ﺇﻟﻰ ﻓﻘﺮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﺘﻲ ﺍﻧﻄﻠﻘﻨﺎ ﻣﻨﻬﺎ‪ ...‬ﺗﺄﻣﻞ ﻗﻠﻴﻼ ﻫﺬﻩ ﺍﻟﻘﺼﺺ‪ ،‬ﻭﺗﻌﻠﻢ ﺩﺭﺳﻚ ﻣﻨﻬﺎ؛ ﻓﻬﻲ ﲢﻤﻞ‬
‫ﻋﻨﻮﺍﻥ "ﺍﻟﻨﺠﺎﺡ ﻣﻦ ﻏﻴﺮ ﻣﻌﻠﻢ"!‬
‫درس‬ ‫‪ «e−F*« ÊuŠd²−¹Ë WOFLł ÊuKJA¹‬‬

‫—‪wLO*« UÐ‬‬
‫�‪tK�« Â«— ØWHO×B�« WKÝ«d‬‬
‫ﻣﺤﻤﻮﺩ ﻋﻮﺽ ﺷﺎﺏ ﺍﺳﺘﻄﺎﻉ ﺑﺈﺑﺪﺍﻉ ﺣﻮﺍﺳﻪ ﺃﻥ ﻳﻨﺴﺞ‬

‫ﻟﻨﻔﺴﻪ ﻣﺴﺘﻘﺒﻼ ﺃﻓﻀﻞ‪ ،‬ﻟﻴﺠﻌﻞ ﻣﻦ ﺍﻟﺮﻳﺸﺔ ﻗﻠﻤﺎ‪ ،‬ﻭﻣﻦ‬
‫ﺍﻟﻔﻦ ﺑﻴﺘﺎ‪.‬‬ ‫‪5�Š .dJ�« b³Ž ∫rKIÐ‬‬
‫ﻭﺭﻏــﻢ ﺍﻟﺘﺤﺎﻗﻪ ﺑﺠﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ ﻟﻴﺘﺨﺼﺺ ﻓﻲ‬ ‫�‪fKÐU½ ØWHO×B�« qÝ«d‬‬
‫ﺍﻟﺼﺤﺎﻓﺔ ﻭﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻟﻢ ﻳﺪﺧﻞ ﺍﳉﺎﻣﻌﺔ‬
‫ﻛﻄﺎﻟﺐ ﻋﺎﺩﻱ‪ .‬ﻭﺇﳕﺎ ﻛﺸﺎﺏ ﻃﻤﻮﺡ ﻣﺤﺐ ﻟﻠﻔﻦ‪ ،‬ﻟﻴﻨﻀﻢ‬ ‫"ﺷﻌﺎﺭ ﺣﻤﻠﻨﺎﻩ‪ ،‬ﻭﻧﺤﻦ ﻓﻲ ﺍﻟﺴﺎﺩﺳﺔ ﻋﺸﺮﺓ ﻣﻦ ﻋﻤﺮﻧﺎ؛ ﻟﻨﺜﺒﺖ‬
‫ﺧﻼﻝ ﻓﺘﺮﺓ ﺩﺭﺍﺳﺘﻪ ﻓﻲ ﺍﳉﺎﻣﻌﺔ ﺇﻟﻰ ﻓﺮﻗﺔ ﺳﻨﺎﺑﻞ ﻛﻤﻐﻦ‪،‬‬ ‫ﻭﺟﻮﺩﻧﺎ ﻓﻲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻧﻘﻮﻝ ﻟﻠﻌﺎﻟﻢ ﺇﻧﻨﺎ ﻣﻮﺟﻮﺩﻭﻥ‪ ،‬ﻭﻟﺪﻳﻨﺎ ﺃﻫﺪﺍﻑ ﻧﺮﻳﺪ‬
‫ﲢﻘﻴﻘﻬﺎ‪ .‬ﻻ ﻧﺮﻳﺪ ﺃﻥ ﻳﺸﺘﻌﻞ ﺍﻟﺸﻴﺐ ﻓﻲ ﺭﺅﻭﺳﻨﺎ ﺩﻭﻥ ﺃﻥ ﻧﻔﻌﻞ ﺷﻴﺌﺎ‬
‫ﻭﻛﻌﺎﺯﻑ ﻋﻮﺩ ﻻﺣﻘﺎ‪.‬‬
‫ﻟﻠﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ"‪.‬‬
‫ﻳﻘﻮﻝ‪" :‬ﻋﻠﻤﺘﻨﻲ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ ﻛﻴﻒ ﺃﻏﻨﻲ‪ ،‬ﻭﻛﻴﻒ‬ ‫ﺑﺘﻠﻚ ﺍﻟﻜﻠﻤﺎﺕ ﺑﺪﺃ ﻳﻮﺳﻒ ﺍﳊﺎﺝ ﻗﺎﺳﻢ‪ ٢٢ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﻃﻮﻟﻜﺮﻡ‪،‬‬
‫ﺃﻣﺴﻚ ﺑﺮﻳﺸﺔ ﺍﻟﺮﺳﻢ‪ ،‬ﻭﻛﻴﻒ ﺃﻛﺘﺐ ﺍﻟﻘﺼﻴﺪﺓ ﻭﺍﻟﻨﺜﺮ‪،‬‬ ‫ﺣﺪﻳﺜﻪ ﻋﻦ ﺟﻤﻌﻴﺔ "ﺳﺎﺭﺓ ﻟﻠﺘﻨﻤﻴﺔ ﺍ‪‬ﺘﻤﻌﻴﺔ"‪.‬‬
‫ﻭﻓﻲ ﺑﺪﺍﻳﺔ ﻋﺎﻡ ‪ ،٢٠٠٦‬ﻟﻢ ﺗﺘﻤﻜﻦ ﺍ‪‬ﻤﻮﻋﺔ ﻣﻦ ﻣﺘﺎﺑﻌﺔ ﺃﻧﺸﻄﺘﻬﺎ؛‬ ‫ﻳﻘﻮﻝ ﻳﻮﺳﻒ‪" :‬ﺭﻏﻢ ﺃﻥ ﺍﻷﻫﺪﺍﻑ ﻛﺎﻧﺖ ﻛﺒﻴﺮﺓ‪ ،‬ﻭﺗﺘﺨﻄﻰ ﻃﻤﻮﺣﺎﺕ‬
‫ﻭﻋﻠﻤﺘﻨﻲ ﺃﻥ ﻫﻨﺎﻙ ﺩﻭﻣﺎ ﻭﺟﻬﺎ ﺁﺧﺮ ﻟﻠﺤﻘﻴﻘﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺼﻮﺍﺏ‬ ‫"ﺑﺤﺠﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻏﻄﺎﺀ ﻗﺎﻧﻮﻧﻲ‪ ،‬ﻭﻣﺆﺳﺴﺔ ﺗﺘﺒﻨﻰ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ"‪،‬‬ ‫ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﺻﻤﻤﻨﺎ ﻋﻠﻰ ﺃﻥ ﻧﻌﻤﻞ ﻋﻠﻰ ﲢﻘﻴﻘﻬﺎ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ‬ ‫"ﻣﺠﻤﻮﻋﺔ ﺷﺒﺎﺏ ﻭﻃﻦ"؛ ﻣﺠﻤﻮﻋﺔ ﺷﺒﺎﺑﻴﺔ ﻣﻦ ﻃﻮﻟﻜﺮﻡ‪ ،‬ﺗﺘﻜﻮﻥ‬
‫ﻧﺴﺒﻲ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﻫﻮ ﺃﺳﺎﺱ ﺍﻟﻨﺠﺎﺡ"‪.‬‬ ‫ﻳﻘﻮﻝ ﻳﻮﺳﻒ‪" :‬ﻭﻗﻒ ﻣﺴﺆﻭﻟﻮ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﻫﻠﻴﺔ ﻭﺭﺍﺀ ﻗﺮﺍﺭ ﻣﻨﻌﻨﺎ ﻣﻦ‬ ‫ﺑﻌﻀﻨﺎ"‪.‬‬ ‫ﻣﻦ ﺃﺭﺑﻌﺔ ﺷﺒﺎﻥ ﻭﺧﻤﺲ ﻓﺘﻴﺎﺕ‪ ،‬ﺟﻤﻌﺖ ﺑﻴﻨﻬﻢ ﺍﻟﺼﺪﻓﺔ ﺧﻼﻝ ﺩﻭﺭﺓ‬
‫ﻛﺎﻧﺖ ﺑﺪﺍﻳﺎﺕ ﻣﺤﻤﻮﺩ ﻣﻊ ﺍﳌﻮﺳﻴﻘﻰ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ‪،‬‬ ‫ﺍﻟﻌﻤﻞ؛ ﻷﻧﻨﺎ ﻟﻢ ﻧﺮﺿﺦ ﻷﻭﺍﻣﺮﻫﻢ ﻭﻃﻠﺒﺎﺗﻬﻢ"‪ .‬ﻓﻘﺮﺭﺕ ﺍ‪‬ﻤﻮﻋﺔ ﻭﺿﻊ‬ ‫ﻭﺑﻌﺪ ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﺑﺪﺃ ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺔ ﻳﺘﻄﻮﻋﻮﻥ ﻓﻲ ﺍﻟﻌﺪﻳﺪ‬ ‫ﻣﺤﺎﺩﺛﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺗﻜﻮﻧﺖ ﳌﺴﺎﻋﺪﺓ ﺃﺣﺪ ﺃﻓﺮﺍﺩ ﺍ‪‬ﻤﻮﻋﺔ‪ ،‬ﺍﻟﺬﻱ‬
‫ﺍﻟﺘﻲ ﻟﻌﺒﺖ ﺩﻭﺭﺍ ﻛﺒﻴﺮﺍ ﻓﻲ ﺻﻘﻞ ﺷﺨﺼﻴﺘﻪ‪ .‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ‬ ‫ﺍﻟﻠﺒﻨﺔ ﺍﻷﺳﺎﺳﻴﺔ ﳉﻤﻌﻴﺔ ﺧﻴﺮﻳﺔ ﺧﺎﺻﺔ ﺑـ"ﺷﺒﺎﺏ ﻭﻃﻦ" ﻟﻠﺨﺮﻭﺝ ﻣﻦ‬ ‫ﻣﻦ ﻣﺆﺳﺴﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ‪ ،‬ﻭﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳋﻄﻮﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻭﻟﻜﻦ‬ ‫ﺍﻧﻀﻢ ﺇﻟﻰ ﺟﻤﺎﻋﺔ ﺳﻴﺌﺔ‪ ،‬ﲤﺎﺭﺱ ﺍﻟﺴﺮﻗﺔ‪ ،‬ﻭﺗﻔﺘﻌﻞ ﺍﳌﺸﺎﻛﻞ؛ ﻳﻘﻮﻝ‬
‫ﻭﺍﻟﺪﺗﻪ ﺍﻟﺘﻲ ﺗﻌﻠﻤﺖ ﺍﻟﺮﺳﻢ ﻭﺍﻟﺘﺼﻤﻴﻢ ﻭﻧﻘﻠﺘﻬﻤﺎ ﶈﻤﻮﺩ؛‬ ‫ﺍﳌﺄﺯﻕ‪.‬‬ ‫ﻋﻨﺪ ﻛﻞ ﻣﺤﺎﻭﻟﺔ ﻟﺘﺤﻘﻴﻖ ﺃﺩﻧﻰ ﺃﻫﺪﺍﻑ ﺍ‪‬ﻤﻮﻋﺔ‪ ،‬ﻭﺍﺟﻬﺘﻬﻢ ﺃﻋﲔ‬ ‫ﻳﻮﺳﻒ‪" :‬ﻛﺎﻥ ﺻﺪﻳﻘﻨﺎ ﺷﺪﻳﺪ ﺍﻻﻟﺘﺤﺎﻡ ﻓﻲ ﺍ‪‬ﻤﻮﻋﺔ‪ ،‬ﻭﺯﺍﺩ ﺍﻧﺤﺮﺍﻓﻪ ﻣﻊ‬
‫ﻟﺘﺠﻌﻞ ﻟﻠﺮﺳﻢ ﻭﺍﻹﺑﺪﺍﻉ ﺣﻴﺰﺍ ﺃﺳﺎﺳﻴﺎ ﻣﻦ ﺣﻴﺎﺗﻪ‪.‬‬ ‫ﻭﺭﻏﻢ ﻓﺸﻞ ﻛﺜﻴﺮ ﻣﻦ ﺍﶈﺎﻭﻻﺕ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺗﺮﺧﻴﺺ ﻟﻠﺠﻤﻌﻴﺔ‪،‬‬ ‫ﺍﳌﺴﺆﻭﻟﲔ ﺍﳋﺎﺋﻔﲔ ﻋﻠﻰ ﻣﻨﺎﺻﺒﻬﻢ‪" :‬ﺍﻋﺘﻘﺪ ﻣﺪﻳﺮﻭ ﺍﳌﺆﺳﺴﺎﺕ ﺑﺄﻧﻨﺎ‬ ‫ﺍﻷﻳﺎﻡ‪ ،‬ﻭﻟﻢ ﺗﺴﺘﻄﻊ ﺃﺳﺮﺗﻪ‪ ،‬ﺃﻭ ﺇﺩﺍﺭﺓ ﻣﺪﺭﺳﺘﻪ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻰ ﻧﺘﻴﺠﺔ ﻣﻌﻪ؛‬
‫ﺇﻻ ﺍﻥ ﺍﻹﺻــﺮﺍﺭ ﺃﺛﻤﺮ ﻋﻦ ﺍﺳﺘﺼﺪﺍﺭ ﺍﻟﺘﺮﺧﻴﺺ‪ ،‬ﻓﺄﺻﺒﺢ ﺍﻟﺸﺒﺎﺏ‬ ‫ﻧﻬﺪﺩ ﻣﻨﺎﺻﺒﻬﻢ‪ ،‬ﺃﻭ ﻧﻘﻮﻡ ﺑﻨﺸﺎﻃﺎﺕ ﺩﻭﻥ ﺇﺷﺮﺍﻓﻬﻢ‪ ،‬ﻭﻛﺎﻧﻮﺍ ﻓﻲ ﻛﺜﻴﺮ‬ ‫ﻷﻧﻪ ﻛﺎﻥ ﺷﺪﻳﺪ ﺍﻟﻌﻨﺎﺩ‪ ،‬ﻓﺠﻠﺴﻨﺎ ﻣﻌﻪ ﻛﻤﺠﻤﻮﻋﺔ ﻋﺪﺓ ﻣﺮﺍﺕ‪ ،‬ﻭﻗﺮﺑﻨﺎﻩ‬
‫ﻭﳌﹼﺎ ﻟﻢ ﻳﻜﻦ ﻣﻜﺘﺐ ﺍﻟﻨﺸﺎﻃﺎﺕ ﻓﻲ ﺍﳉﺎﻣﻌﺔ ﻓﺎﻋﻼ ﺧﻼﻝ ﻓﺘﺮﺓ‬
‫ﻣﺴﺆﻭﻟﻮﻥ ﻋﻦ ﻫﺬﻩ ﺍﳉﻤﻌﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﲢﻤﻞ ﺍﺳﻢ "ﺟﻤﻌﻴﺔ ﺳﺎﺭﺓ ﻟﻠﺘﻨﻤﻴﺔ‬ ‫ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻏﻴﺮ ﺭﺍﻏﺒﲔ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﳌﺘﻄﻮﻋﲔ ﻭﻓﺌﺔ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻓﻜﻨﺎ‬ ‫ﺇﻟﻴﻨﺎ‪ ،‬ﻭﺍﺳﺘﻄﻌﻨﺎ ﺇﺑﻌﺎﺩﻩ ﻋﻦ ﺟﻤﺎﻋﺔ ﺍﻟﺴﻮﺀ"‪.‬‬
‫ﺩﺭﺍﺳﺘﻪ‪ ،‬ﻗﺎﻡ ﻣﻊ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻓﻲ ﻣﺠﺎﻝ‬ ‫ﻭﻋﻨﺪﻣﺎ ﺃﺣﺴﺖ ﺍ‪‬ﻤﻮﻋﺔ ﺑﺄﻧﻬﺎ ﺣﻘﻘﺖ ﻣﺎ ﻟﻢ ﺗﺴﺘﻄﻊ ﺃﻱ‬
‫ﺍ‪‬ﺘﻤﻌﻴﺔ"‪ ،‬ﻭﻫﻮ "ﺍﺳﻢ ﻃﻔﻠﺔ ﻣﻦ ﺫﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ"‪ .‬ﻭﺗﻌﻤﻞ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻬﻢ ﺃﺩﺍﺓ ﻟﺘﻨﻔﻴﺬ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻭﺟﻠﺐ ﺍﻟﺪﻋﻢ‪ ،‬ﻭﻻ ﻳﺤﻖ ﻟﻨﺎ‬
‫ﺍﻟﺮﺳﻢ ﺑﺘﺸﻜﻴﻞ ﻣﺠﻤﻮﻋﺔ ﻓﻨﻴﺔ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﺗﻌﺸﻖ ﺍﻟﺮﺳﻢ‬ ‫ﻣﺆﺳﺴﺔ ﺧﻴﺮﻳﺔ ﻋﻤﻠﻪ‪ ،‬ﺑﺪﺃﻭﺍ ﺍﻟﻌﻤﻞ‪ ،‬ﻳﻘﻮﻝ ﻳﻮﺳﻒ‪" :‬ﻣﻨﺬ ﺫﻟﻚ‬
‫ﺍﳉﻤﻌﻴﺔ ﺑﺘﻤﻮﻳﻞ ﺫﺍﺗﻲ ﻣﻦ ﺃﻭﻝ ﻧﺸﺎﻁ‪ ،‬ﻭﻫﻮ ﻧﺎﺩ ﺻﻴﻔﻲ ﻟﻔﺌﺔ ﺍﻷﻃﻔﺎﻝ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ"‪.‬‬
‫ﻟﻘﻴﻤﺘﻪ ﺍﳉﻤﺎﻟﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﺃﻃﻠﻘﻮﺍ ﻋﻠﻴﻬﺎ ﺍﺳﻢ "ﺻﻮﺕ ﺍﻟﻔﻦ"‪.‬‬ ‫ﻣﻦ ﻋﻤﺮ ‪ ١٤-٩‬ﻋﺎﻣﺎ‪ ،‬ﺃﻗﻴﻢ ﻓﻲ ﻣﺘﻨﺰﻩ ﺑﻠﺪﻳﺔ ﻃﻮﻟﻜﺮﻡ‪.‬‬ ‫‪ÆÆÆÕU−M�« √bÐË‬‬ ‫ﺍﳌﻮﻗﻒ ﺍﻛﺘﺸﻔﻨﺎ ﻗﺪﺭﺗﻨﺎ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺑﺮﻭﺡ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﻗﻮﺓ ﺇﺭﺍﺩﺗﻨﺎ‬
‫ﻭﺍﻣﺘﺪ ﻧﺸﺎﻁ ﻣﺤﻤﻮﺩ ﻻﺣﻘﺎ‪ ،‬ﻟﻴﻠﺘﺤﻖ ﺑﺎﳌﻌﻬﺪ ﺍﻟﻮﻃﻨﻲ‬ ‫‪ÆÆÂuO�«Ë‬‬ ‫ﻭﻛﺎﻥ ﺍﻻﺟﺘﻤﺎﻉ ﺍﻟﺸﺒﺎﺑﻲ ﺍﻟﺘﻌﺮﻳﻔﻲ ﺍﻷﻭﻝ ﻓﻲ ﻋﺎﻡ ‪ ،٢٠٠٣‬ﻗﺪ ﺣﻈﻲ‬ ‫ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺸﺘﺮﻛﺔ"؛ ﻓﻌﻘﺪﺕ ﺍ‪‬ﻤﻮﻋﺔ ﻋﺪﺓ ﻧﺪﻭﺍﺕ ﺷﺒﺎﺑﻴﺔ‪،‬‬
‫ﻟﻠﻤﻮﺳﻴﻘﻰ ﻓﻲ ﺭﺍﻡ ﺍﷲ‪ ،‬ﻭﻟﻴﺪﺧﻞ ﻓﺮﻗﺔ "ﺃﻭﺝ" ﻛﻤﻐﻦ‪.‬‬ ‫ﻳﻘﻮﻝ ﻳﻮﺳﻒ‪" :‬ﺑﻌﺪ ﺗﺸﻜﻴﻞ ﺍﳉﻤﻌﻴﺔ‪ ،‬ﻛﺎﻥ ﺃﻏﻠﺐ ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺑﺈﻗﺒﺎﻝ ﻛﺒﻴﺮ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﻓﻲ ﻃﻮﻟﻜﺮﻡ‪ ،‬ﺣﻴﺚ ﺣﻀﺮﻩ ‪ ١٥٠‬ﺷﺎﺑﺎ ﻭﺷﺎﺑﺔ‪،‬‬ ‫"ﻛﻨﺎ ﺧﻼﻟﻬﺎ ﻧﻨﺎﻗﺶ ﻭﻧﺼﻮﺕ ﻋﻠﻰ ﺃﻣﻮﺭ ﻧﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ؛ ﻣﺜﻞ ﺃﻣﺎﻛﻦ‬
‫ﻭﻟﻜﻨﻪ ﻻﺣﻘﺎ ﺍﻟﺘﺤﻖ ﺑﺎﻟﻘﺴﻢ ﺍﻟﺸﺮﻗﻲ‪ ،‬ﻓﺘﻌﻠﻢ ﺍﻟﻌﺰﻑ‬ ‫ﻳﺮﻓﺾ ﻣﻨﺤﻨﺎ ﻣﻜﺎﻧﺎ ﻟﻨﻌﻘﺪ ﺍﺟﺘﻤﺎﻋﺎﺗﻨﺎ‪ ،‬ﺃﻣﺎ ﺍﻵﻥ ﻓﻠﺪﻳﻨﺎ ﻣﻘﺮ‪ ،‬ﻭﺻﺎﺭﺕ‬ ‫ﺗﻌﺮﻓﻮﺍ ﻋﻠﻰ ﺍﻟﻔﻜﺮﺓ‪ ،‬ﻭﺍﻧﻀﻢ ﻋﺪﺩ ﻛﺒﻴﺮ ﻣﻨﻬﻢ ﺇﻟﻰ ﺍ‪‬ﻤﻮﻋﺔ‪.‬‬ ‫ﻗﻀﺎﺀ ﻭﻗﺖ ﺍﻟﻔﺮﺍﻍ"‪ ،‬ﻭﻛﺎﻧﻮﺍ ﻓﻲ ﻛﻞ ﻧﺪﻭﺓ ﻳﺤﺪﺩﻭﻥ ﻣﻮﺿﻮﻋﺎ ﻟﻠﻨﻘﺎﺵ‪،‬‬
‫ﻋﻠﻰ ﺍﻟﻌﻮﺩ‪ ،‬ﻭﺷــﺎﺭﻙ ﻓﻲ ﺣﻴﻨﻬﺎ ﻣﻊ ﻓﺮﻗﺔ "ﺳﻨﺎﺑﻞ"‬ ‫ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻄﺎﻟﺒﻨﺎ ﺑﺘﻨﺴﻴﻖ ﺃﻧﺸﻄﺘﻨﺎ‪ ،‬ﻭﺍﻟﺘﺤﺎﻟﻒ ﻣﻌﻬﺎ"‪.‬‬ ‫ﻳﻘﻮﻝ ﻳﻮﺳﻒ‪" :‬ﺑﻌﺪ ﳒﺎﺡ ﺍﻻﺟﺘﻤﺎﻉ‪ ،‬ﻗﺮﺭﻧﺎ ﺗﺸﻜﻴﻞ ﻓﺮﻗﺔ ﻣﺴﺮﺡ‬ ‫ﻭﻳﺤﻀﺮﻭﻥ ﻋﻨﻪ ﺗﻘﺮﻳﺮﺍ ﻛﺎﻣﻼ‪ ،‬ﻭﻳﺪﺭﺳﻮﻧﻪ ﺑﺸﻤﻮﻟﻴﺔ ﻗﺒﻞ ﻣﻨﺎﻗﺸﺘﻪ‪.‬‬
‫ﻭﺗﻌﻮﺩ ﺍﻟﺬﻛﺮﻳﺎﺕ ﺑﻴﻮﺳﻒ ﺇﻟﻰ ﺃﻳﺎﻡ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻓﻴﻘﻮﻝ‪" :‬ﻣﻦ ﺃﺟﻤﻞ‬ ‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺪﻳﻨﺔ ﻃﻮﻟﻜﺮﻡ‪ ،‬ﻭﻛﺎﻧﺖ ﺃﻭﻝ ﻓﺮﻗﺔ ﻣﺴﺘﻘﻠﺔ ﻟﻠﺸﺒﺎﺏ‬ ‫ﻭﻛﺎﻧﺖ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺗﻌﻘﺪ ﻓﻲ ﻗﺎﻋﺎﺕ ﻣﺆﺳﺴﺎﺕ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ‪.‬‬
‫ﺍﻟﻐﻨﺎﺋﻴﺔ‪ ،‬ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ‪ ..‬ﻛﻤﻐﻦ ﺃﻳﻀﺎ‪.‬‬
‫ﺍﳉﻬﻮﺩ ﻭﺍﻟﺘﻌﺐ ﺍﻟﺬﻱ ﻋﺸﻨﺎﻩ ﻣﻦ ﺃﺟﻞ ﺗﻜﻮﻳﻦ ﺍﳉﻤﻌﻴﺔ"!‬ ‫ﻓﻲ ﺍﶈﺎﻓﻈﺔ‪ ،‬ﻛﻤﺎ ﰎ ﺗﻜﻮﻳﻦ ﻣﺠﻤﻮﻋﺎﺕ ﻭﳉﺎﻥ ﻋﻤﻞ ﺷﺒﺎﺑﻴﺔ ﻟﺘﻨﻔﻴﺬ‬ ‫ﻳﻘﻮﻝ ﻳﻮﺳﻒ‪" :‬ﻣﻦ ﺃﻇﺮﻑ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻣﻌﻨﺎ‪ ،‬ﻋﻨﺪﻣﺎ ﺳﺄﻟﻨﺎ‬
‫"ﻛﺎﻧﺖ ﻟﻨﺎ ﻣﻦ ﺯﻣﺎﻥ‬
‫�‪U¼«b�Ë WLK‬‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺘﺮﻓﻴﻬﻴﺔ؛ ﻣﺜﻞ‬ ‫ﺃﺣﺪ ﺍﳌﻌﻠﻤﲔ ﺃﻳﻦ ﻧﻘﻀﻲ ﻭﻗﺖ ﻓﺮﺍﻏﻨﺎ‪ ،‬ﻓﺄﺧﺒﺮﻧﺎﻩ ﻋﻦ ﻣﺠﻤﻮﻋﺘﻨﺎ‪ ،‬ﻓﺄﺻﺮ‬
‫ﺑﻴﺎﺭﺓ ﺟﻤﻴﻠﺔ‬ ‫ﻋﻠﻰ ﺣﻀﻮﺭ ﺃﺣﺪ ﺃﻧﺸﻄﺘﻨﺎ‪ ،‬ﻭﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻃﻠﺐ ﺃﻥ ﻧﺮﺷﺤﻪ‬
‫ﻳﺨﺘﻢ ﻳﻮﺳﻒ ﺣﺪﻳﺜﻪ ﺑﺮﺳﺎﻟﺔ ﺇﻟﻰ ﺃﻗﺮﺍﻧﻪ ﳑﻦ ﻳﺴﻌﻮﻥ ﺇﻟﻰ ﲢﻘﻴﻖ‬ ‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻷﻃﻔﺎﻝ ﺍﻷﻳﺘﺎﻡ‪ ،‬ﻭﺫﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ‪،‬‬
‫ﻭﺿﻴﻌﺔ ﻇﻠﻴﻠﺔ‪،‬‬ ‫ﺍﻹﳒﺎﺯ‪ ،‬ﻓﻴﻘﻮﻝ‪" :‬ﻟﻘﺪ ﺍﺗﺒﻌﻨﺎ ﻭﺳﺎﺋﻞ ﻛﺜﻴﺮﺓ ﺧﻼﻝ ﻣﺴﻴﺮﺗﻨﺎ ﻧﺤﻮ‬ ‫ﻭﻣﺴﺎﻋﺪﺓ ﺍﻷﺳــﺮ ﺍﶈﺘﺎﺟﺔ‪ ،‬ﻭﳒﺤﺖ ﺍ‪‬ﻤﻮﻋﺔ ﻓﻲ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫ﻟﻴﻜﻮﻥ ﻣﺴﺆﻭﻻ ﻋﻦ ﲡﻤﻌﻨﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻗﻠﻨﺎ ﻟﻪ‪" :‬ﻧﻘﺒﻞ ﺃﻥ ﺗﻜﻮﻥ ﻣﻌﻨﺎ‪،‬‬
‫ﻳﻨﺎﻡ ﻓﻲ ﺃﻓﻴﺎﺋﻬﺎ ﻧﻴﺴﺎﻥ‪،‬‬ ‫ﻫﺪﻓﻨﺎ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﺃﺧﻴﺮﺍ ﳒﺤﻨﺎ؛ ﻷﻧﻨﺎ ﻛﻨﺎ ﻧﺘﻤﻴﺰ ﺑﺎﻟﻨﻴﺔ ﺍﻟﺼﺎﺩﻗﺔ ﳌﺴﺎﻋﺪﺓ‬ ‫ﺍﻷﻧﺸﻄﺔ"‪.‬‬ ‫ﻻ ﻣﺴﺆﻭﻻ ﻋﻨﺎ"‪ .‬ﺳﺮﻋﺎﻥ ﻣﺎ ﺗﺮﻙ ﺍ‪‬ﻤﻮﻋﺔ‪ ،‬ﻭﺧﻔﹼ ﺾ ﻋﻼﻣﺎﺗﻨﺎ ﻓﻲ‬
‫ﺿﻴﻌﺘﻨﺎ ﻛﺎﻥ ﺍﺳﻤﻬﺎ ﺑﻴﺴﺎﻥ"‪.‬‬ ‫ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺍﻟﺼﺒﺮ ﻭﲢﻤﻞ ﺿﻐﻮﻁ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻹﺭﺍﺩﺓ ﺍﳊﻘﻴﻘﻴﺔ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ‬ ‫ﻛﻤﺎ ﳒﺤﺖ ﺍ‪‬ﻤﻮﻋﺔ ﻓﻲ ﺇﻳﺼﺎﻝ ﻗﻀﺎﻳﺎ ﺍﻟﺸﺒﺎﺏ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﺮﻭﺽ‬ ‫ﻣﺎﺩﺗﻪ"!‬
‫ﻭﻣﻦ ﻫﺬﺍ ﺍﳌﻘﻄﻊ ﺃﻏﻨﻴﻴﺔ ﺑﻴﺴﺎﻥ ﻟﻔﻴﺮﻭﺯ ﺍﻧﻄﻠﻖ ﻣﺤﻤﻮﺩ‬ ‫ﺍﻟﻬﺪﻑ"‪.‬‬ ‫ﺍﳌﺴﺮﺣﻴﺔ ﻟﺼﻨﺎﻉ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺗﻨﻔﻴﺬ ﺃﻧﺸﻄﺔ ﻭﺑﺮﺍﻣﺞ ﺗﺮﻓﻴﻬﻴﺔ ﳉﻤﻴﻊ‬ ‫«*‪WO½U¦�« WKŠd‬‬
‫ﻟﻴﻌﺰﻑ ﺍﻟﻌﻮﺩ ﻷﻭﻝ ﻣﺮﺓ ﺃﻣﺎﻡ ﺍﳉﻤﺎﻫﻴﺮ‪ ،‬ﺧﻼﻝ ﺣﻔﻞ ﺷﺎﺭﻙ‬ ‫ﺛﻼﺙ ﻣﻴﺰﺍﺕ ﺷﻜﻠﺖ ﺟﻮﺍﻣﻊ ﺍﻟﻜﻠﻢ‪ ،‬ﻭﻋﻨﺎﺻﺮ ﺍﻟﻨﺠﺎﺡ ﻷﻱ ﺟﻬﺪ‬ ‫ﻓﺌﺎﺕ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﺇﻗﺎﻣﺔ ﺩﻭﺭﺍﺕ ﻭﻭﺭﺷﺎﺕ ﻋﻤﻞ ﲢﺖ ﺇﺷﺮﺍﻑ ﺍ‪‬ﻤﻮﻋﺔ‪،‬‬ ‫ﻛﺎﻧﺖ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻟـ"ﻣﺠﻤﻮﻋﺔ ﺷﺒﺎﺏ ﺍﻟﻮﻃﻦ"‪ ،‬ﺗﺘﻤﺜﻞ ﻓﻲ‬
‫ﺟﻤﺎﻋﻲ ﻣﺜﻤﺮ‪.‬‬ ‫ﻭﺟﻤﻊ ﺍﻟﺘﺒﺮﻋﺎﺕ ﻭﺗﻘﺪﳝﻬﺎ ﻟﻸﻃﻔﺎﻝ ﺫﻭﻱ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﳋﺎﺻﺔ‪.‬‬ ‫ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ؛ ﻟﺘﻜﻮﻥ ﺩﺳﺘﻮﺭﺍ ﻳﻬﺪﻓﻮﻥ ﺇﻟﻰ‬
‫ﲢﻘﻴﻘﻪ‪ ،‬ﻭﲤﺜﻠﺖ ﻓﻲ ﻣﺤﺎﺭﺑﺔ ﻣﺴﺘﻐﻠﻲ ﺍﻟﺸﺒﺎﺏ ﺍﳌﺘﻄﻮﻋﲔ ﻓﻲ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﺍﻟﺸﺒﺎﺏ ﻋﻠﻰ ﺇﺛﺒﺎﺕ ﻭﺟﻮﺩﻫﻢ ﻓﻲ ﺍ‪‬ﺘﻤﻊ‪،‬‬
‫ﻭﺩﻣﺠﻬﻢ ﻓﻲ ﺍﳊﻴﺎﺓ ﺍ‪‬ﺘﻤﻌﻴﺔ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ‬
‫«(‪åÊUŽbłò v�≈ WłU×Ð …UO‬‬ ‫ﺍﶈﺘﺎﺟﲔ ﻭﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﳌﻈﻠﻮﻣﲔ‪.‬‬
‫ﺍﳌﺴﺆﻭﻟﻴﺔ ﺑﺎﻟﻔﻌﻞ‪ ،‬ﻭﲢﻤﻞ ﻧﺘﺎﺋﺠﻬﺎ‪ ،‬ﻭﲤﻨﺢ ﺍﳌﻮﻇﻒ ﺍﳌﺴﺎﺣﺔ ﺍﻟﻜﺎﻓﻴﺔ‬ ‫ﺧﻼﻓﺎﺕ ﻣﻊ ﺃﺭﺑﺎﺏ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻣﻦ ﻫﻨﺎ ﺑﺪﺃ ﺍﳌﺸﻮﺍﺭ‪.‬‬ ‫"ﺃﺫﻛﺮ ﺍﻟﺴﺮﻋﺔ ﺍﻟﺘﻲ ﰎ ﻓﻴﻬﺎ ﺇﳒﺎﺯ ﺍﳌﻜﺘﺐ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﺪﻳﻜﻮﺭ ﻭﺍﻷﻟﻮﺍﻥ‬
‫ﻟﻠﺘﻮﺳﻊ ﻭﺍﻹﺑﺪﺍﻉ ‪ .‬ﺗﻘﻮﻝ ﻧﻴﻔﲔ ﺑﺜﻘﺔ‪" :‬ﻃﻤﻮﺣﻲ ﻻ ﺣﺪﻭﺩ ﻟﻪ‪ ،‬ﻭﻟﻜﻦ ﻳﺠﺐ‬ ‫ﺷﺮﻛﺔ ﺃﻭﺷﻦ ﻟﻮﺟﻴﺴﺘﻜﺲ‬ ‫ﻭﺟﻤﻴﻊ ﺍﻟﺘﻔﺎﺻﻴﻞ‪ ،‬ﻭﺃﺫﻛﺮ ﺗﺴﺠﻴﻞ ﺍﻟﺸﺮﻛﺔ ﻓﻲ ﻧﻔﺲ ﺗﺎﺭﻳﺦ ﻣﻴﻼﺩﻱ"‪،‬‬
‫ﺃﻥ ﻳﻜﻮﻥ ﻣﺪﺭﻭﺳﺎ ﺑﺤﺬﺭ ﺷﺪﻳﺪ"‪.‬‬ ‫ﺗﻘﻮﻝ ﻧﻴﻔﲔ‪" :‬ﻛﻨﺖ ﺃﺗﻮﻗﻊ ﺃﻧﻨﻲ ﺳﺄﺣﻘﻖ ﺷﻴﺌﺎ ﻣﺎ‪ ،‬ﻟﻜﻦ ﻟﻢ ﺃﻛﻦ‬ ‫ﺗﻘﻮﻝ ﻧﻴﻔﲔ‪" :‬ﻟﻘﺪ ﺫﻫﺒﺖ ﺑﻨﻔﺴﻲ ﺇﻟﻰ ﺭﺍﻡ ﺍﷲ ﻹﺣﻀﺎﺭ ﺷﻬﺎﺩﺓ‬
‫ﺍﻟﺘﺴﺠﻴﻞ ﻣﻦ ﻭﺯﺍﺭﺓ ﺍﻻﻗﺘﺼﺎﺩ ﺍﻟﻮﻃﻨﻲ‪ ،‬ﻭﻛﺎﻥ ﻫﺬﺍ ﺷﻬﺮﺍ ﻣﺜﻴﺮﺍ"‪.‬‬ ‫ﺍﻟﺮﻳﺎﺩﻱ ﻫﻮ ﺻﺎﺣﺐ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣﻦ ﻳﻌﻤﻞ ﳊﺴﺎﺑﻪ ﻣﻦ ﺭﻳﺎﺩﻳﲔ‬
‫ﺁﺛﺎﺭ ﺟﺎﻧﺒﻴﺔ‬ ‫ﺃﺧﻄﻂ ﻟﻪ‪ ،‬ﺃﻭ ﺃﻋﺮﻑ ﺍﲡﺎﻫﻪ"‪.‬‬
‫ﺑﺪﺃﺕ ﻗﺼﺔ ﻧﻴﻔﲔ ﻓﻲ ﺳﻨﺔ ‪ ،٢٠٠١‬ﻋﻨﺪﻣﺎ ﺗﺨﺮﺟﺖ ﻓﻲ ﻛﻠﻴﺔ ﺇﺩﺍﺭﺓ‬ ‫ﻓﻲ ﺑﻴﺌﺔ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﳑﻦ ﻗﺎﻣﻮﺍ ﺑﺈﻧﺸﺎﺀ ﻣﺸﺮﻭﻋﻬﻢ ﺍﳋﺎﺹ ﺑﻬﻢ‪.‬‬
‫ﻭﻟﻜﻦ ﺍﻟﻨﺠﺎﺡ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﺠﺎﻧﻴﺎ‪ ،‬ﻭﻣﻦ ﺁﺛﺎﺭ ﺍﻟﻨﺠﺎﺡ ﻋﻠﻰ‬ ‫ﺑﻌﺪ ﺃﻥ ﺗﺮﻛﺖ ﺍﻟﻌﻤﻞ ﻫﻨﺎﻙ‪ ،‬ﻗﺮﺭﺕ ﻧﻴﻔﲔ ﺃﻥ ﺗﺒﺪﺃ ﻣﺸﺮﻭﻋﻬﺎ ﺍﳋﺎﺹ‪،‬‬
‫ﺍﻟﻔﻨﺎﺩﻕ‪ ،‬ﺑﺠﺎﻣﻌﺔ ﺑﻴﺖ ﳊﻢ‪ .‬ﻭﻟﻜﻦ ﺷﻴﺌﺎ ﻣﺎ ﻟﻢ ﻳﺠﺮ ﻛﻤﺎ ﻳﺮﺍﻡ؛ ﺗﻘﻮﻝ‬ ‫• ﻳﺸﻜﻞ ﺍﻟﺮﻳﺎﺩﻳﻮﻥ ﻭﺃﺻﺤﺎﺏ ﺍﻷﻋﻤﺎﻝ ﻓﻲ ﻓﻠﺴﻄﲔ‬
‫ﺣﻴﺎﺓ ﻧﻴﻔﲔ‪ ،‬ﻛﻤﺎ ﺗﻘﻮﻝ‪" :‬ﻟﻢ ﺃﺗﺨﻞ ﻋﻦ ﺷﻲﺀ‪ ،‬ﻭﺃﺭﺟﻮ ﺃﻻ ﺃﻓﻌﻞ ﺫﻟﻚ‬ ‫ﻣﺴﺘﻌﻴﻨﺔ ﲟﺎ ﺗﻌﻠﻤﺘﻪ ﻣﻦ ﻗﻮﺍﻋﺪ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﺠﺎﺭﺓ‪ ...‬ﻓﻜﺎﻧﺖ ﺃﻭﺷﻦ‬
‫ﻧﻴﻔﲔ‪" :‬ﺣﺘﻰ ﻓﻲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﻟﻢ ﺃﺳﺘﻄﻊ ﲢﺪﻳﺪ ﻣﻴﻮﻟﻲ‪ .‬ﻭﻟﻜﻨﻨﻲ ﺍﻵﻥ‬ ‫ﻣﺎ ﻧﺴﺒﺘﻪ ‪ ٪٢٨٫٤‬ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻌﺎﻣﻠﲔ ﻓﻲ ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﻓﻲ ﺍﳌﺴﺘﻘﺒﻞ‪ .‬ﻭﻟﻜﻨﻨﻲ ﻗﻠﻠﺖ ﻣﻦ ﺑﻌﺾ ﺍﻷﻣﻮﺭ ﺑﺴﺒﺐ ﺿﻴﻖ ﺍﻟﻮﻗﺖ؛‬ ‫ﻟﻮﺟﻴﺴﺘﻜﺲ‪.‬‬ ‫ﺃﲤﻨﻰ ﻟﻮ ﺍﻟﺘﺤﻘﺖ ﺑﻜﻠﻴﺔ ﺇﺩﺍﺭﺓ ﺍﻷﻋﻤﺎﻝ؛ ﻟﻜﻨﺖ ﺍﺳﺘﻔﺪﺕ ﺃﻛﺜﺮ"‪.‬‬
‫ﻛﺎﻷﺻﺪﻗﺎﺀ‪ ،‬ﻭﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﻨﻔﺴﻲ"‪.‬‬ ‫ﺗﻘﻮﻝ ﻧﻴﻔﲔ‪" :‬ﺣﺼﻠﺖ ﻋﻠﻰ ﻗﺮﺽ ﻣﻦ ﺇﺣﺪﻯ ﺍﳌﺆﺳﺴﺎﺕ‪ ،‬ﻛﻤﺎ ﻗﺪﻡ‬ ‫ﻭﻗﺪ ﺃﻧﻬﺖ ﺗﻌﻠﻴﻤﻬﺎ ﻭﻫﻲ ﺗﻈﻦ ﺑﺄﻥ ﺍﻟﺸﻬﺎﺩﺓ ﺳﺘﺠﻌﻠﻬﺎ "ﺍﻟﺮﺣﺎﻟﺔ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬
‫ﻭﺗﺴﺘﻤﺪ ﻧﻴﻔﲔ ﺍﻟﺜﻘﺔ ﻓﻲ ﻋﻤﻠﻬﺎ ﻣﻦ ﺇﳌﺎﻣﻬﺎ ﲟﺎ ﺗﻘﻮﻡ ﺑﻪ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ‬ ‫ﺍﻷﻫﻞ ﻟﻲ ﺑﻌﺾ ﺍﳌﺴﺎﻋﺪﺓ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻣﺪﺧﺮﺍﺗﻲ‪ .‬ﻭﻣﻊ ﺃﻥ ﺍﳌﺒﻠﻎ ﻟﻢ‬ ‫ﺍﻟﺼﻐﻴﺮ‪ ،‬ﺍﻟﺬﻱ ﻳﻄﻴﺮ ﻓﻲ ﺍﻟﺒﻼﺩ‪ ،‬ﻭﻳﻜﺘﺸﻒ ﺍﳊﻴﺎﺓ‪ .‬ﻭﻳﺠﻮﺏ ﺟﻤﻴﻊ‬ ‫• ﺗﺸﻜﻞ ﻧﺴﺒﺔ ﺍﻟﺮﻳﺎﺩﻳﲔ ﺍﻟﺸﺒﺎﺏ ‪ ٪١٤٫٢‬ﻣﻦ ﺍﻟﺸﺒﺎﺏ‬
‫ﺍﻷﺻﺪﻗﺎﺀ ﻭﺍﻷﻫﻞ‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻝ‪" :‬ﺛﻘﺔ ﺯﺑﺎﺋﻨﻨﺎ‪ ،‬ﻭﺍﻟﻨﺠﺎﺡ‪ ،‬ﻫﻤﺎ ﺃﻛﺒﺮ ﻣﺸﺠﻊ‬ ‫ﻳﺴﺎﻋﺪﻧﻲ ﻛﺜﻴﺮﺍ‪ ،‬ﺇﻻ ﺃﻧﻨﻲ ﺑﺪﺃﺕ ﺍﻟﺸﺮﻛﺔ ﺑﺸﺨﺺ ﻭﺍﺣﺪ؛ ﻫﻮ ﺃﻧﺎ"‪.‬‬ ‫ﺍﻟﺒﻠﺪﺍﻥ‪ ،‬ﻟﻴﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺜﻘﺎﻓﺎﺕ"‪ .‬ﻭﻟﻜﻦ ﺫﻟﻚ ﺍﳊﻠﻢ ﺧ ﹼﻴﺒﻪ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻓﻠﻢ‬ ‫ﺍﻟﻌﺎﻣﻠﲔ‪.‬‬
‫ﻟﻼﺳﺘﻤﺮﺍﺭ‪ ،‬ﻭﻻ ﺃﻧﺴﻰ ﺍﻹﳝﺎﻥ ﺑﺄﻥ ﺍﻟﻨﺠﺎﺡ ﻫﺒﺔ ﺍﷲ"‪.‬‬ ‫ﻭﺃﻭﺷﻦ ﻟﻮﺟﻴﺴﺘﻜﺲ ﻫﻲ ﺷﺮﻛﺔ ﺗﺨﻠﻴﺺ ﺟﻤﺮﻛﻲ ﻣﻦ ﺍﳌﻮﺍﻧﺊ ﺩﺍﺧﻞ‬ ‫ﲡﺪ ﻧﻴﻔﲔ ﻋﻤﻼ ﻷﻛﺜﺮ ﻣﻦ ﻋﺎﻡ‪ .‬ﺗﻘﻮﻝ‪ " :‬ﺃﻛﺜﺮ ﻣﺎ ﻋﺎﻧﻴﺘﻪ ﺑﻌﺪ ﺍﻟﺘﺨﺮﺝ‬
‫ﻭﺗﺴﺘﻤﺪ ﺍﳌﺘﻌﺔ ﻣﻦ ﺧﻼﻝ ﺍﻹﳒﺎﺯ‪ ،‬ﻭﺧﺎﺻﺔ ﺇﳒﺎﺯ ﻣﺎ ﻫﻮ ﺻﻌﺐ‪.‬‬ ‫ﺍﻟﺒﻼﺩ ﻭﺧﺎﺭﺟﻬﺎ‪ ،‬ﻭﺍﻟﺸﺤﻦ ﺍﻟﺘﺠﺎﺭﻱ؛ ﺍﻟﺒﺤﺮﻱ‪ ،‬ﻭﺍﳉﻮﻱ‪ ،‬ﻭﺍﻟﺒﺮﻱ‪ ،‬ﻣﻦ ﻭﺇﻟﻰ‬ ‫• ‪ ٪٨١٫٦‬ﻣﻦ ﺍﻟﺮﻳﺎﺩﻳﲔ ﺍﻟﺸﺒﺎﺏ ﻓﻲ ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ‪٪١٩٫٤ ،‬‬
‫ﻋﺪﻡ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ‪ ،‬ﻭﺍﻟﻮﺿﻊ ﺍﻷﻣﻨﻲ ﻭﺍﻟﺴﻴﺎﺳﻲ ﺍﻟﺴﻴﺊ ﺟﺪﺍ"‪.‬‬
‫ﺟﻤﻴﻊ ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﻟﻢ‪ .‬ﻭﺍﻟﻨﻘﻞ ﻣﻦ ﺇﺳﺮﺍﺋﻴﻞ ﺇﻟﻰ ﻣﻨﺎﻃﻖ ﺍﻟﺴﻠﻄﺔ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﻣﻨﻬﻢ ﻓﻲ ﻗﻄﺎﻉ ﻏﺰﺓ‪.‬‬
‫ﻧﺼﻴﺤﺔ ﻧﻔﲔ‬ ‫ﻭﺑﻌﺪﻫﺎ ﺭﺿﻴﺖ ﺑﺎﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺒﺘﻌﺪ ﻛﻠﻴﺎ ﻋﻦ ﻣﺠﺎﻝ ﺗﺨﺼﺼﻬﺎ‪ ،‬ﻓﻌﻤﻠﺖ‬
‫ﺃﻫﻢ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﻗﺪ ﺗﺆﺩﻱ ﺇﻟﻰ ﺍﻟﻔﺸﻞ‪ ،‬ﻫﻲ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﻭﺑﺎﻟﻌﻜﺲ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺧﺪﻣﺔ ﺍﻟﺒﺮﻳﺪ؛ ﺍﻟﻌﺎﺩﻱ ﻭﺍﻟﺴﺮﻳﻊ‪،‬‬ ‫ﺳﻜﺮﺗﻴﺮﺓ ﻓﻲ ﻭﻛﺎﻟﺔ ﻟﻠﺸﺤﻦ ﻭﺍﻟﺘﺨﻠﻴﺺ ﺑﺒﻴﺖ ﳊﻢ‪ ...‬ﺗﻘﻮﻝ‪" :‬ﻭﻟﻜﻦ ﺍﳊﻠﻢ ﺑﺪﺃ‬ ‫• ﻣﻌﻈﻢ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺮﻳﺎﺩﻳﲔ ﻣﻦ ﻓﺌﺔ ﺍﻟﺸﺒﺎﺏ ‪ ،٪٩٤٫١‬ﺑﻴﻨﻤﺎ‬
‫ﻓﻲ ﺑﻌﺾ ﺍﳉﺎﻣﻌﺎﺕ؛ ﻓﻮﺍﻗﻊ ﺍﻟﻜﺘﺎﺏ ﻣﺨﺘﻠﻒ ﻋﻦ ﺍﳊﻴﺎﺓ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﻣﺎ‬ ‫ﻭﺍﻟﺘﻐﻠﻴﻒ‪ ،‬ﻭﺇﺻﺪﺍﺭ ﺍﻟﺮﺧﺺ ﻣﻦ ﺍﳉﻬﺎﺕ ﺍﻟﺮﺳﻤﻴﺔ‪.‬‬ ‫ﻋﻨﺪ ﻧﻬﺎﻳﺔ ﺍﻟﻜﺎﺑﻮﺱ"! ﻓﻘﺪ ﺃﺗﻘﻨﺖ ﻧﻴﻔﲔ ﺍﻟﻌﻤﻞ ﻓﻲ ﻛﺎﻓﺔ ﺍﻷﻗﺴﺎﻡ‪ ،‬ﺑﺪﺀﺍ ﻣﻦ‬ ‫ﺗﺸﻜﻞ ﻓﺌﺔ ﺍﻟﺸﺎﺑﺎﺕ ﻣﺎ ﻧﺴﺒﺘﻪ ‪ ٪٥٫٩‬ﻣﻨﻬﻢ ﻓﻘﻂ‪.‬‬
‫ﻳﻬﻴﺄ ﻟﻪ ﺍﻟﻄﺎﻟﺐ ﺑﲔ ﺟﺪﺭﺍﻥ ﺍﻟﺼﻒ‪ ،‬ﻣﺨﺘﻠﻒ ﻋﻦ ﺍﳊﻴﺎﺓ ﺧﺎﺭﺟﻬﺎ‪ ،‬ﻭﺍﳊﻴﺎﺓ‬ ‫ﻭﻗﺪ ﺑﺪﺃﺕ ﻧﻴﻔﲔ ﻋﻤﻠﻬﺎ ﺑﻔﻜﺮﺓ‪ ،‬ﺛﻢ ﺳﺎﻋﺪﺗﻬﺎ ﺍﳊﻤﺎﺳﺔ؛ ﺗﻘﻮﻝ‪:‬‬ ‫ﺍﻟﺴﻜﺮﺗﺎﺭﻳﺎ‪ ،‬ﻓﻘﺴﻢ ﺍﻟﺒﺮﻳﺪ ﺍﻟﺴﺮﻳﻊ‪ ،‬ﺛﻢ ﻗﺴﻢ ﺍﻟﺸﺤﻦ‪ .‬ﻭﺃﺧﻴﺮﺍ ﻗﺴﻢ ﺍﻟﺘﺨﻠﻴﺺ‬ ‫ﺍﳌﺼﺪﺭ‪ :‬ﺍﻟﺸﺒﺎﺏ ﻓﻲ ﻓﻠﺴﻄﲔ ﺻﻮﺭﺓ ﺇﺣﺼﺎﺋﻴﺔ‪ ،‬ﺍﳉﻬﺎﺯ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﻟﻴﺴﺖ ﺳﻬﻠﺔ‪ ،‬ﻭﲢﺘﺎﺝ ﺇﻟﻰ ﺍﻟـ)ﺟﺪﻋﺎﻥ(‪ ،‬ﻭﻣﻦ ﻫﻮ ﻗﺎﺩﺭ ﻋﻠﻰ‬ ‫"ﻭﺟﺪﺕ ﺍﻟﺪﻋﻢ ﻣﻦ ﺃﻫﻞ ﺑﻴﺘﻲ؛ ﻓﺨﻄﻄﺖ‪ ،‬ﻭﺻﻤﻤﺖ‪ ،‬ﻭﺑﺎﳉﺪ ﻭﺍﻟﻌﻤﻞ‬ ‫ﺍﳉﻤﺮﻛﻲ‪ .‬ﻭﺃﺛﺒﺘﺖ ﺑﺮﺍﻋﺘﻬﺎ ﻓﻲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺳﺮﻋﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻣﻜﻨﺘﻬﺎ ﻣﻦ ﺇﺗﻘﺎﻥ‬ ‫ﺍﳌﺮﻛﺰﻱ ﻟﻺﺣﺼﺎﺀ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.٢٠٠٦ ،‬‬
‫ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻭﳝﺘﻠﻚ ﺍﻹﺭﺍﺩﺓ ﺍﻟﻘﻮﻳﺔ‪" .‬ﻭﻧﺤﻦ ﻻ ﻧﺮﺑﻲ ﺃﺑﻨﺎﺀﻧﺎ ﺃﺑﺪﺍ ﻋﻠﻰ‬ ‫ﳒﺤﺖ‪ ...‬ﻧﺸﻜﺮ ﺍﷲ"!‬ ‫ﺍﻟﻌﻤﻞ ﻓﻲ ﻛﺎﻓﺔ ﺍﻷﻗﺴﺎﻡ‪.‬‬
‫ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻭﻻ ﻧﺘﻘﺪﻡ ﺑﻬﻢ ﻧﺤﻮ ﲢﻘﻴﻖ ﺍﻟﻬﺪﻑ"‪.‬‬ ‫ﻭﺗﺮﻯ ﺑﺄﻥ ﺍﻟﻮﻇﻴﻔﺔ ﺍﳌﺜﺎﻟﻴﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﺘﻲ ﲤﻜﻦ ﺍﳌﻮﻇﻒ ﻣﻦ ﲢﻤﻞ‬ ‫ﻭﺍﺳﺘﻤﺮﺕ ﻓﻲ ﻋﻤﻠﻬﺎ ﳌﺪﺓ ﺛﻼﺙ ﺳﻨﻮﺍﺕ‪ ،‬ﺛﻢ ﺍﺳﺘﻘﺎﻟﺖ ﺑﺴﺒﺐ‬
‫≥‪±‬‬
‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬ ‫«½‪ UÐU�²‬‬ ‫≥‪±‬‬ ‫«�‪oI×²‬‬
‫‪rÝ‬ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻓﻲ ﺟﺎﻣﻌﺘﻨﺎ ﻓﻨﺎن ‪. . .‬‬
‫اﻟﺼـﺤﺎﻓﺔ ﻟﻴﻌﺰف !‬
‫ﻣﻮﺍﻫﺒﻪ‪ .‬ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﳌﺮﺓ‬ ‫ﻭﺣﺒﻪ ﺍﳌﺘﻮﺍﺻﻞ ﻟﻠﺘﻘﺪﻡ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﻣﻮﺍﻫﺒﻪ‪ ،‬ﺟﻌﻠﺘﻪ ﻳﻠﺘﺤﻖ‬ ‫ﻓﻴﻪ ﻣﻊ ﻓﺮﻗﺔ ﺳﻨﺎﺑﻞ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ‪.‬‬
‫ﻟﻴﺲ ﻛﻄﺎﻟﺐ ﻣﻮﻫﻮﺏ‪،‬‬ ‫ﺑﺪﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﻣﺨﺘﻠﻔﺔ؛ ﻓﺘﻌﻠﻢ ﺃﻛﺜﺮ ﻋﻠﻰ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺍﻟﻠﻐﺔ‬ ‫ﻣﻦ ﻫﻨﺎ ﻛﺎﻧﺖ ﺍﻟﺒﺪﺍﻳﺔ ﻟﻴﺸﻌﺮ ﻣﺤﻤﻮﺩ ﺑﺄﻥ ﻣﻴﻮﻟﻪ ﺍﻟﻔﻨﻴﺔ‬
‫ﺑﻞ ﻛﺸﺎﻫﺪ ﻋﻠﻰ ﻣﻮﺍﻫﺐ‬ ‫ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻧﻀﻤﺎﻣﻪ ﳌﺴﺮﺡ "ﺍﻟﺮﺣﺎﻟﺔ"‪.‬‬ ‫ﺗﻔﻮﻕ ﻣﻴﻮﻟﻪ ﻟﻠﺼﺤﺎﻓﺔ‪ ،‬ﻓﺄﺻﺒﺢ ﻳﺤﻀﺮ ﻣﺤﺎﺿﺮﺍﺗﻪ ﺻﺒﺎﺣﺎ‪،‬‬
‫ﻃﻼﺏ ﺍﳉﺎﻣﻌﺔ‪.‬‬ ‫ﺧﻼﻝ ﺗﻠﻚ ﺍﻟﻔﺘﺮﺓ ﲤﻌﻦ ﻣﺤﻤﻮﺩ ﻓﻲ ﺍﻷﻋﻤﺎﻝ ﺍﻟﻴﺪﻭﻳﺔ ﺍﻟﺘﻲ‬ ‫ﻭﻳﻜﻤﻞ ﻧﺸﺎﻃﺎﺗﻪ ﺍﻟﻔﻨﻴﺔ ﻣﻦ ﺭﺳﻢ ﻭﻋﺰﻑ ﻣﺴﺎﺀ‪ ،‬ﻣﺘﺨﺬﺍ ﺍﻟﻔﻦ‬
‫ﻭﺻـــﺎﺩﻑ ﺣﻴﻨﻬﺎ ﺃﻥ‬ ‫ﺗﺼﻨﻌﻬﺎ ﺃﻣﻪ ﻣﻦ ﺍﻟﻮﺭﺩ‪ ،‬ﻭﺣﺎﻭﻝ ﺗﻘﻠﻴﺪﻫﺎ‪ ،‬ﻓﺄﺑﺪﻉ‪ ،‬ﻟﻴﻨﺘﺞ ﻟﻮﺣﺔ‬ ‫ﻣﺪﺭﺳﺔ ﻳﺮﺗﺎﺩﻫﺎ ﻳﻮﻣﻴﺎ ﺑﻌﺰﻡ ﻭﺭﻏﺒﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﺃﻋﻀﺎﺀ ﻓﺮﻗﺘﻪ ﺍﻟﻔﻨﻴﺔ‬ ‫ﲢﻤﻞ ﺻﻮﺭﺓ ﻋﺼﻔﻮﺭ ﻣﺼﻨﻮﻋﺔ ﻣﻦ ﻭﺭﻕ ﺍﻟﻮﺭﺩ ﺍ‪‬ﻔﻒ‪ ،‬ﻭﻭﺟﺪﺕ‬ ‫ﻭﻣﻦ ﻣﻜﺘﺐ ﺍﻟﻨﺸﺎﻃﺎﺕ ﻓﻲ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﺳﻜﻦ ﺑﻴﺘﺎ ﻳﻌﺒﺮ‬
‫ﻭﻓﻲ ﻋﺎﻡ ‪ ،٢٠٠٤‬ﺍﺳﺘﻄﺎﻉ ﻣﺤﻤﻮﺩ ﻣﻊ ﺑﻌﺾ ﺃﺻﺪﻗﺎﺋﻪ‬ ‫ﺍﻟﻘﺪﺍﻣﻰ ﻛﺎﻧﻮﺍ ﻗﺪ ﺗﺨﺮﺟﻮﺍ ﻭﺗﺮﻛﻮﺍ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻓﺒﺪﺃ ﻣﺤﻤﻮﺩ‬ ‫ﺃﺻﺎﺑﻌﻪ ﻫﻮﺍﻳﺔ ﺟﺪﻳﺪﺓ ﳝﺎﺭﺳﻬﺎ‪.‬‬ ‫ﻓﻴﻪ ﻋﻦ ﻧﻔﺴﻪ ﺑﺮﻳﺸﺘﻪ ﻭﺃﻧﻐﺎﻡ ﻋﻮﺩﻩ؛ ﻓﺄﻣﻀﻰ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ‬
‫ﺍﳌﻮﻫﻮﺑﲔ ﻣﻮﺳﻴﻘﻴﺎ‪ ،‬ﺃﻥ ﻳﺆﺳﺴﻮﺍ ﻓﺮﻗﺔ "ﻳــﻼﻻﻥ"‪ ،‬ﺍﻟﺘﻲ‬ ‫ﺑﺘﺄﺳﻴﺲ ﻓﺮﻕ ﲢﻴﻲ ﻣﺎ ﺑﺪﺃﻩ ﻭﺯﻣﻼﺀﻩ ﺑﺨﺒﺮﺗﻪ ﻭﻣﻮﺍﻫﺐ‬ ‫ﻭﻗﺪ ﺷﺎﺭﻙ ﻣﺤﻤﻮﺩ ﻓﻲ ﻣﻌﺮﺽ ﺃﻗﻴﻢ ﻟﻠﻔﻨﺎﻧﲔ ﻓﻲ ﺷﺎﺭﻉ‬ ‫ﺃﻛﺎﺩﳝﻴﺔ ﻭﻓﻨﻴﺔ ﻓﻲ ﺁﻥ ﻭﺍﺣﺪ‪.‬‬
‫ﺃﺻﺒﺤﺖ ﻣﺸﻬﻮﺭﺓ ﲟﺎ ﻗﺪﻣﺘﻪ ﻣﻦ ﻋﺮﻭﺽ ﻣﺤﻠﻴﺔ‪ .‬ﻭﺗﻌﻨﻰ‬ ‫ﺍﻟﻄﻼﺏ‪ ،‬ﻭﻫﻲ ﻓﺮﻗﺔ "ﻣﻮﺍﺳﻢ" ﺍﳌﺴﺮﺣﻴﺔ‪ ،‬ﻭﺟﻮﻗﺔ ﻭﻓﺮﻗﺔ‬ ‫ﺭﻛﺐ ﺑﺮﺍﻡ ﺍﷲ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﻋﺮﺽ ﻣﺎ ﺻﻨﻌﺖ ﻳﺪﺍﻩ ﻣﻦ ﻟﻮﺣﺎﺕ‬ ‫ﺑﻌﺪ ﺇﻧﻬﺎﺋﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻓﻮﺟﺊ ﻣﺤﻤﻮﺩ ﺑﻌﺪﻡ‬
‫ﻫﺬﻩ ﺍﻟﻔﺮﻗﺔ ﺑﺈﺣﻴﺎﺀ ﺃﻏﺎﻧﻲ ﻛﺒﺎﺭ ﺍﻟﻔﻨﺎﻧﲔ‪ ،‬ﺃﻣﺜﺎﻝ ﺳﻴﺪ ﺩﺭﻭﻳﺶ‪،‬‬ ‫"ﺳﻨﺎﺑﻞ"‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻓﺮﻗﺔ ﻟﻠﺪﺑﻜﺔ ﺍﻟﺸﻌﺒﻴﺔ‪ .‬ﻭﻗﺪ ﺃﻗﺎﻣﺖ‬ ‫ﺧﻼﻝ ﻓﺘﺮﺓ ﺍﳊﺼﺎﺭ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﻋﻠﻰ ﺍﻟﻀﻔﺔ‪.‬‬ ‫ﻭﺟﻮﺩ ﺷﺎﻏﺮ ﻋﻤﻞ‪ ،‬ﻭﻛﺎﻧﺖ ﺗﻌﺘﺮﻳﻪ ﺭﻏﺒﺔ ﻛﺒﻴﺮﺓ ﻓﻲ ﺍﻟﻌﻤﻞ‬
‫ﻭﺍﻟﺸﻴﺦ ﺇﻣﺎﻡ‪ ،‬ﻭﺃﺩﺍﺋﻬﺎ ﺑﻄﺎﺑﻊ ﺷﺒﺎﺑﻲ ﻣﺘﻘﻦ‪.‬‬ ‫ﺍﻟﻔﺮﻕ ﺍﻟﺜﻼﺛﺔ ﻋﺮﻭﺿﺎ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﺷﺘﻰ ﺃﻧﺤﺎﺀ ﺍﻟﻮﻃﻦ‪ ،‬ﻭﻓﻲ‬ ‫ﻭﻟﻜﻨﻪ ﺍﺿﻄﺮ ﻟﻠﺴﻔﺮ ﺇﻟﻰ ﺍﻷﺭﺩﻥ؛ ﺑﺤﺜﺎ ﻋﻦ ﻓﺮﺹ ﻋﻤﻞ‬ ‫ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻔﻦ‪ ،‬ﺑﻌﻴﺪﺍ ﻋﻦ ﺗﺨﺼﺼﻪ ﻓﻲ ﺍﻟﺼﺤﺎﻓﺔ‪ .‬ﺇﻻ ﺃﻥ‬
‫ﻭﺑﻌﺪ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﻣﻦ ﺍﻟﻌﻄﺎﺀ ﻓﻲ ﻫﺬﺍ ﺍﳌﻜﺘﺐ ﻛﻄﺎﻟﺐ‪،‬‬ ‫ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺑﺸﻜﻞ ﺧﺎﺹ‪.‬‬ ‫ﻟﻢ ﺗﺘﻮﻓﺮ ﻟﻪ ﻓﻲ ﻭﻃﻨﻪ‪ .‬ﻭﻫﻨﺎﻙ ﺷﺎﺭﻙ ﻓﻲ ﺇﻧﺘﺎﺝ ﻓﻴﻠﻢ ﻗﺼﻴﺮ‬ ‫ﻣﺠﺎﻻﺕ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﻔﻦ ﻓﻲ ﻣﺠﺘﻤﻌﻨﺎ ﻣﺤﺪﻭﺩﺓ ﻣﻘﺎﺭﻧﺔ‬
‫ﻭﺃﺭﺑﻊ ﺃﺧﺮﻯ ﻛﻤﻨﺴﻖ‪ ،‬ﻳﻜﻮﻥ ﻣﺤﻤﻮﺩ ﻗﺪ ﺃﻧﻬﻰ ﺛﻤﺎﻧﻲ ﺳﻨﻮﺍﺕ‬ ‫ﻭﺟﻌﻞ ﻣﺤﻤﻮﺩ ﻣﻦ ﻣﻜﺘﺐ ﺍﻟﻨﺸﺎﻃﺎﺕ ﻣﻌﺮﺿﺎ ﻓﻨﻴﺎ ﲤﻸ‬ ‫ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﻃﺎﻟﺐ ﺟﺎﻣﻌﻲ ﺃﺭﺩﻧﻲ‪ .‬ﻭﻓﻮﺟﺊ ﺑﻌﺪ ﺭﺣﻴﻠﻪ ﺑﺎﺗﺼﺎﻝ‬ ‫ﺑﺎﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﺄﻣﻀﻰ ﺳﻨﺔ ﻛﺎﻣﻠﺔ ﻋﺎﻃﻼ ﻋﻦ‬
‫ﳑﻴﺰﺓ ﻓﻲ ﻣﻜﺘﺐ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺑﺠﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ‪ ،‬ﻟﻴﻨﻄﻠﻖ‬ ‫ﺟﺪﺭﺍﻧﻪ ﺍﻟﺼﻮﺭ ﻭﺍﻟﻠﻮﺣﺎﺕ ﻭﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﳌﻌﺒﺮﺓ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ‬ ‫ﻫﺎﺗﻔﻲ ﻣﻦ ﺳﺎﻣﺮ ﺍﻟﺼﺎﳊﻲ؛ ﻣﻨﺴﻖ ﺍﻟﻨﺸﺎﻃﺎﺕ ﻓﻲ ﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺻﺎﺩﻑ ﺣﻴﻨﻬﺎ ﺣﻤﻠﺔ ﺍﻻﺟﺘﻴﺎﺣﺎﺕ ﺍﻟﻜﺒﺮﻯ ﺍﻟﺘﻲ ﻗﺎﻣﺖ‬
‫ﻣﺆﺧﺮﺍ ﺇﻟﻰ ﺟﺎﻣﻌﺔ ﺍﻟﻘﺪﺱ ﻓﻲ ﺃﺑﻮ ﺩﻳﺲ ﻟﺘﻔﻌﻴﻞ ﺍﻟﻨﺸﺎﻃﺎﺕ‬ ‫ﻣﻦ ﺇﺑﺪﺍﻋﻪ ﺃﻡ ﻣﻦ ﺇﺑﺪﺍﻋﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬ ‫ﺑﻴﺮﺯﻳﺖ ﺣﻴﻨﻬﺎ‪ ،‬ﺍﻟﺬﻱ ﺃﺧﺒﺮﻩ ﺑﺄﻧﻪ ﺳﻴﺘﺮﻙ ﻭﻇﻴﻔﺘﻪ ﻛﻤﻨﺴﻖ‬ ‫ﺑﻬﺎ ﻗﻮﺍﺕ ﺍﻻﺣﺘﻼﻝ ﻟﻠﻤﺪﻥ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺧﻼﻝ ﺍﻧﺘﻔﺎﺿﺔ‬
‫ﺍﻟﻔﻨﻴﺔ‪ ،‬ﻭﺗﺄﺳﻴﺲ ﻣﻨﺎﺑﺮ ﻟﻬﺎ ﺑﲔ ﺍﻟﻄﻼﺏ ﻫﻨﺎﻙ‪ .‬ﻭﻟﻴﺘﺮﻙ‬ ‫ﻭﲢﻘﻖ ﶈﻤﻮﺩ ﺣﻠﻢ ﺁﺧﺮ؛ ﺣﲔ ﺟﻌﻞ ﺍﻟﻄﻼﺏ ﻳﺘﺬﻭﻗﻮﻥ ﺍﻟﻔﻦ‬ ‫ﻟﻠﻨﺸﺎﻃﺎﺕ ﻓﻲ ﺍﳉﺎﻣﻌﺔ‪.‬‬ ‫ﺍﻷﻗﺼﻰ ﻋﺎﻡ ‪ ،٢٠٠٢‬ﳑﺎ ﺃﻃﺎﻝ ﺟﻠﻮﺳﻪ ﻓﻲ ﺍﻟﺒﻴﺖ‪ .‬ﺇﻻ ﺃﻥ ﺇﺭﺍﺩﺗﻪ‬
‫ﻟﻄﻼﺏ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ ﺃﻣﺎﻧﺔ ﻧﻘﻞ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻭﻣﺎ ﻭﺟﺪﻭﻩ ﻓﻲ‬ ‫ﲟﺠﺮﺩ ﺩﺧﻮﻟﻬﻢ ﻏﺮﻓﺘﻪ ﺍﳌﻔﺘﻮﺣﺔ ﳌﻮﺍﻫﺒﻬﻢ‪ ،‬ﻓﺘﺎﺭﺓ ﺗﺰﻭﺭ ﺍﳌﻜﺘﺐ‬ ‫ﻗﺪﻡ ﻣﺤﻤﻮﺩ ﺳﻴﺮﺗﻪ ﺍﻟﺬﺍﺗﻴﺔ‪ ،‬ﻭﻋﺎﺩ ﻣﺘﺤﻤﺴﺎ‬ ‫ﻋﻨﺪﻫﺎ ﹼ‬
‫ﻣﻜﺘﺒﻪ ﺇﻟﻰ ﺑﻘﻴﺔ ﺯﻣﻼﺋﻬﻢ‪ ،‬ﻭﻟﻴﻨﺘﻘﻞ ﲟﻮﺍﻫﺒﻪ ﺇﻟﻰ ﺟﺎﻣﻌﺔ‬ ‫ﻟﺘﺮﺍﻩ ﻳﻌﺰﻑ ﻣﻊ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﺗﻠﺘﻘﻂ ﺃﺫﻧﻚ ﺃﺟﻤﻞ ﺍﻷﳊﺎﻥ‪ ،‬ﻭﺗﺎﺭﺓ ﲡﺪﻩ‬ ‫ﻟﻴﺘﺴﻠﻢ ﻭﻇﻴﻔﺔ ﻣﻨﺴﻖ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﻔﻨﻴﺔ ﻓﻲ ﻋﻤﺎﺩﺓ ﺷﺆﻭﻥ‬
‫ﺃﺧﺮﻯ‪ ،‬ﻭﻃﻼﺏ ﺁﺧﺮﻳﻦ‪.‬‬ ‫ﺟﺎﻟﺴﺎ ﻳﺘﺤﺪﺙ ﻣﻌﻬﻢ ﻋﻦ ﲡﺎﺭﺑﻪ‪ ،‬ﻭﻳﺴﺘﻤﻊ ﻷﺣﺎﺩﻳﺜﻬﻢ‪.‬‬ ‫ﺍﻟﻄﻠﺒﺔ ﺑﺠﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ‪ ،‬ﻭﻟﻴﻌﻮﺩ ﻟﻠﺒﻴﺖ ﺍﻟﺬﻱ ﺍﺣﺘﻀﻨﻪ ﻭﳕﹼﻰ‬
‫ﻛﻴﻒ ﺃﺑﺪﺃ ﻣﺸﺮﻭﻋﻲ؟‬
‫ﺩﻓﺸﺔ ﻟﻘﺪﺍﻡ‪.....‬‬
‫‪ .١‬ﻓﻜﺮ ﺑﺬﻛﺎﺀ ﻭﺗﺼﺮﻑ ﺑﺬﻛﺎﺀ‪.‬‬
‫‪ .٢‬ﺣﺎﻭﻝ ﺩﺭﺍﺳﺔ ﺳﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﺎ‬
‫ﻳﺤﺘﺎﺝ ﺇﻟﻴﻪ ﻣﻦ ﻣﺸﺎﺭﻳﻊ‪.‬‬
‫‪ .٣‬ﺍﻣﺶ ﻭﺭﺍﺀ ﺣﻠﻤﻚ ﺑﻬﺪﻭﺀ‪ ،‬ﻭﺍﺩﺭﺱ ﻛﻞ‬
‫ﻣﺴﺒﺒﺎﺕ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸﻞ‪.‬‬
‫‪ .٤‬ﺗﻌﻠﻢ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺎﺑﻘﺔ ﻓﻲ ﻣﺠﺎﻝ‬
‫ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺗﺮﻳﺪ ﺩﺧﻮﻟﻪ‪ ،‬ﻭﻛﺮﺭ ﺍﻷﻓﻜﺎﺭ‬
‫ﺗﺤﺮك اﻟﺮﺻﺎﺻﺔ ﺣﻠﻤﺎ!‬

‫ﺍﻟﻨﺎﺟﺤﺔ‪ ،‬ﻭﲢــﺎﺵ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﺩﻳﺔ‬
‫ﻭﺍﻟﻔﺎﺷﻠﺔ‪.‬‬
‫‪ .٥‬ﺣﺎﻭﻝ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺃﻛﺒﺮ ﺩﻋﻢ ﳑﻜﻦ ﻣﻦ‬
‫ﺍﻟﻌﺎﺋﻠﺔ ﻭﺍ‪‬ﺘﻤﻊ ﻭﺍﻷﺻﺪﻗﺎﺀ‪.‬‬
‫ﺍﻟﺼﺤﺎﻓﺔ ﻭﺍﻹﻋﻼﻡ ﺑﺠﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ‪.‬‬ ‫ﻃﻴﺒﺔ ﻣﻊ ﻛﺎﻓﺔ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺍﻟﺰﻣﻼﺀ"‪.‬‬ ‫ﻣﻴﺴﺎﺀ ﻋﺰﻳﺰﺓ‬ ‫‪ .٦‬ﺗﻮﺍﺻﻞ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺪﺍﻋﻤﺔ ﻟﻠﻤﺸﺎﺭﻳﻊ‬
‫ﻭﺭﻏﻢ ﻋﻤﻠﻪ ﻛﻤﺴﺆﻭﻝ ﻓﻲ ﻗﺴﻢ ﺍﻟﺘﺼﻮﻳﺮ ﻹﺣﺪﻯ‬ ‫ﻃﻤﻮﺣﺎﺕ ﻣﺤﻤﺪ ﻛﺎﻧﺖ ﺃﻛﺒﺮ ﻣﻦ ﺷﻬﺎﺩﺓ ﺍﻟﺪﺑﻠﻮﻡ‪،‬‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﻏﺰﺓ‬ ‫ﺍﻟﺼﻐﻴﺮﺓ‪ ،‬ﻭﺃﻗﻨﻌﻬﻢ ﺑﺬﻛﺎﺀ ﲟﺸﺮﻭﻋﻚ‪.‬‬
‫ﺍﻟﻮﻛﺎﻻﺕ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻃﻤﻮﺡ ﻣﺤﻤﺪ ﻻ ﻳﺘﻮﻗﻒ ﻋﻨﺪ‬ ‫ﻓﺸﻬﺎﺩﺓ ﺍﻟﺼﺤﺎﻓﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻣﻦ ﺍﳉﺎﻣﻌﺔ ﺍﻟﻜﺒﻴﺮﺓ‪ ،‬ﻛﺎﻧﺖ‬ ‫"ﻛﻨﺖ ﺃﻋﻤﻞ ﻣﺼﻮﺭﺍ ﻟﻮﻛﺎﻟﺔ "ﻣﻌﺎ ﺍﻹﺧﺒﺎﺭﻳﺔ"‪ ،‬ﻭﻓﻲ ﻳﻮﻡ‬
‫ﻫﺬﺍ ﺍﳊﺪ؛ ﻳﻘﻮﻝ‪" :‬ﺍﻟﻌﻤﻞ ﺍﳌﺜﺎﻟﻲ ﺍﻟﺬﻱ ﺃﺑﺤﺚ ﻋﻨﻪ‪ ،‬ﻫﻮ ﺫﻟﻚ‬ ‫ﺍﻟﻬﺪﻑ‪ ،‬ﻳﻘﻮﻝ‪" :‬ﺗﻠﻚ ﺍﻷﻣﻨﻴﺔ ﻟﻢ ﺗﺼﺎﺣﺒﻨﻲ ﻓﻲ ﺣﻴﺎﺗﻲ‬ ‫‪ ،٢٠٠٦/٧/٩‬ﺧﺮﺟﺖ ﻟﺘﻐﻄﻴﺔ ﺍﺟﺘﻴﺎﺡ ﺗﻌﺮﺿﺖ ﻟﻪ ﻣﻨﻄﻘﺔ‬
‫ﺍﻟﺬﻱ ﻳﺴﺘﺤﻖ ﺟﻬﻮﺩﻱ ﻭﺇﺧﻼﺻﻲ‪ ،‬ﻭﺃﺳﺘﻄﻴﻊ ﻣﻦ ﺧﻼﻟﻪ‬ ‫ﺍﳉﺎﻣﻌﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻓﻲ ﻛﺎﻓﺔ ﻣﺮﺍﺣﻞ ﺣﻴﺎﺗﻲ ﺍﻟﺘﻲ‬ ‫ﺍﻟﺸﺠﺎﻋﻴﺔ ﺷﺮﻕ ﻏﺰﺓ‪ ،‬ﻭﺧﻼﻝ ﻋﻤﻠﻲ ﺃﺻﺎﺑﺘﻨﻲ ﺭﺻﺎﺻﺔ‬
‫ﻣﻮﺍﺻﻠﺔ ﻋﻤﻠﻲ ﻋﻠﻰ ﻧﻔﺲ ﺍﻟﺪﺭﺏ ﺍﻟﺬﻱ ﺑﺪﺃﺗﻪ‪ ،‬ﺩﻭﻥ ﺗﺮﺍﺟﻊ‪،‬‬ ‫ﺳﺒﻘﺘﻬﺎ"‪.‬‬ ‫ﺍﻻﺣﺘﻼﻝ"‪.‬‬
‫ﻭﺑﻨﻔﺲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﺍﻋﺘﺎﺩ ﺍﳉﻤﻴﻊ ﺃﻥ ﻳﺮﺍﻧﻲ ﻋﻠﻴﻪ"‪.‬‬ ‫ﻟﻜﻦ ﻃﺮﻳﻘﻪ ﻟﻢ ﻳﻜﻦ ﻣﻜﻠﻼ ﺑﺎﻟﻮﺭﻭﺩ؛ "ﻋﻨﺪﻣﺎ ﺗﺨﺮﺟﺖ‬ ‫ﺭﻏﻢ ﺫﻟﻚ ﻟﻢ ﺗﻘﻌﺪ ﺍﻹﺻﺎﺑﺔ‪ ،‬ﻣﺤﻤﺪ ﺍﻟﺰﻋﻨﻮﻥ‪ ،‬ﺍﻟﺬﻱ ﻟﻢ‬
‫ﻭﺣﺴﺐ ﻣﺤﻤﺪ ﻓﺈﻥ ﳒﺎﺡ ﺃﻱ ﻣﺆﺳﺴﺔ ﺇﻋﻼﻣﻴﺔ ﻳﺘﻮﻗﻒ‬ ‫ﻭﺍﺟﻬﺖ ﺍﻟﻮﺍﻗﻊ ﺍﳌﺮﻳﺮ‪ ،‬ﻭﺷﻌﺮﺕ ﺑﺨﻴﺒﺔ ﺃﻣﻞ ﻛﺒﻴﺮﺓ ﻟﻢ ﺃﺷﻌﺮ‬ ‫ﻳﺘﺠﺎﻭﺯ ﺍﳊﺎﺩﻳﺔ ﻭﺍﻟﻌﺸﺮﻳﻦ ﻣﻦ ﻋﻤﺮﻩ‪ ،‬ﻭﻟﻢ ﺗﻔﻘﺪﻩ ﺍﻷﻣﻞ‪ ،‬ﻓﻬﻮ‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻟﻌﺎﻣﻠﲔ‪ ،‬ﻭﺿﺮﻭﺭﺓ ﲢﻘﻴﻖ ﺍﻻﻧﺘﻤﺎﺀ ﺍﻟﻮﻇﻴﻔﻲ‪،‬‬ ‫ﲟﺜﻠﻬﺎ ﻓﻲ ﺣﻴﺎﺗﻲ"‪ .‬ﻭﻳﻘﻮﻝ‪" :‬ﻟﻜﻦ ﻋﻤﻠﻲ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺼﺤﺎﻓﺔ‬ ‫ﻟﻴﺲ ﻃﺎﻟﺒﺎ ﺟﺎﻣﻌﻴﺎ ﻓﺤﺴﺐ‪ ،‬ﻭﻟﻴﺲ ﻣﺼﻮﺭﺍ ﻋﺎﺩﻳﺎ‪ ،‬ﻭﻟﻜﻨﻪ‬
‫ﺍﻟﺬﻱ ﻣﻦ ﺩﻭﻧﻪ ﺳﺘﻔﺸﻞ ﺃﻱ ﻣﺆﺳﺴﺔ ﺇﻋﻼﻣﻴﺔ‪.‬‬ ‫ﺃﻋﺎﺩ ﻟﻲ ﻛﻞ ﻣﺎ ﻓﻘﺪﺗﻪ‪ ،‬ﻭﺃﻋﺎﺩ ﻟﻲ ﺍﳊﻴﺎﺓ ﻣﻦ ﺟﺪﻳﺪ"‪.‬‬ ‫ﻣﺴﺆﻭﻝ ﻓﻲ ﻗﺴﻢ ﺍﻟﺘﺼﻮﻳﺮ ﺑﻮﻛﺎﻟﺔ ﺃﻧﺒﺎﺀ ﺃﻣﺮﻳﻜﻴﺔ!‬
‫ﻭﻛﺎﻧﺖ ﺑﺪﺍﻳﺎﺗﻪ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻟﺼﺤﻔﻲ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﺼﻮﻳﺮ‪،‬‬ ‫ﻛﻴﻒ ﻭﺻﻞ ﺇﻟﻰ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ؟ ﻭﻛﻴﻒ ﺣﻤﻠﺘﻪ ﺍﻹﺻﺎﺑﺔ‬
‫ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﺸﺒﺎﺏ‬ ‫ﻭﻫﻲ ﺍﳌﻮﻫﺒﺔ ﺍﻟﺘﻲ ﺯﺭﻋﺖ ﻓﻲ ﻗﻠﺒﻪ ﻣﻨﺬ ﻃﻔﻮﻟﺘﻪ‪ .‬ﻭﻛﺎﻧﺖ‬ ‫ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﺣﻠﻤﻪ؟!‬
‫ﺍﻟﻌﺰﻡ‪ ،‬ﻭﺍﻹﺭﺍﺩﺓ‪ ،‬ﻭﺍﻟﺘﺤﺪﻱ‪ ،‬ﻭﻋﺪﻡ ﺍﻟﻴﺄﺱ‪ ،‬ﻫﻲ ﻣﻔﺎﺗﻴﺢ‬ ‫ﻫﺬﻩ ﺍﻟﺒﺪﺍﻳﺔ ﻣﻦ ﻭﻛﺎﻟﺔ "ﻣﻌﺎ ﺍﻹﺧﺒﺎﺭﻳﺔ"‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ‬ ‫ﻣﺤﻤﺪ ﻧﻔﺴﻪ ﻟﺪﻳﻪ ﺭﺅﻳﺘﻪ ﺍﳋﺎﺻﺔ ﺣﻮﻝ ﺍﻹﺟﺎﺑﺔ؛ ﻓﻬﻮ‬
‫ﺍﻟﻨﺠﺎﺡ ﻷﻱ ﺷﺎﺏ ﻋﻨﺪﻩ ﻃﻤﻮﺡ‪ ،‬ﻭﺣﻠﻢ‪ ،‬ﻳﻘﻮﻝ ﻣﺤﻤﺪ‪:‬‬ ‫ﺍﻟﺘﺠﺮﺑﺔ ﺷﻌﺮ ﺑﺄﻫﻤﻴﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺼﺤﻔﻲ‪ ،‬ﻭﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﺘﻲ‬ ‫ﻳﺮﻯ ﺑﺄﻥ ﻛﻞ ﻣﺎ ﻭﺍﺟﻬﻪ ﻭﻣﺮ ﺑﻪ‪ ،‬ﺃﺻﻌﺐ ﳑﺎ ﻗﺪ ﻳﺘﺨﻴﻠﻪ ﺃﻱ‬
‫"ﺍﻟﻬﺪﻑ ﺍﶈﺪﺩ‪ ،‬ﻭﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺴﻠﻴﻢ‪ ،‬ﻳﻠﻌﺒﺎﻥ ﺩﻭﺭﺍ ﻣﻬﻤﺎ‬ ‫ﻳﺆﺩﻳﻬﺎ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﺍﻟﻔﻀﻞ ﻳﻌﻮﺩ ﻟـ"ﻣﻌﺎ" ﻓﻲ ﺗﻬﻴﺌﺘﻲ ﻭﻋﻤﻠﻲ‬ ‫ﺷﺨﺺ ﻋﺎﺩﻱ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ‪" :‬ﲡﺮﺑﺔ ﺍﻹﺻﺎﺑﺔ ﺃﺷﻌﺮﺗﻨﻲ ﲟﺪﻯ‬
‫ﻓﻲ ﳒﺎﺡ ﺃﻱ ﺷﺨﺺ‪ ،‬ﻟﻜﻦ ﻛﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺎﺕ ﻟﻸﺳﻒ ﻗﻠﻴﻼ‬ ‫ﻛﺼﺤﻔﻲ ﻣﺤﺘﺮﻑ"‪.‬‬ ‫ﻗﻮﺗﻲ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻟﻢ ﺃﻛﻦ ﻗﺪ ﺍﻛﺘﺸﻔﺘﻬﺎ ﻗﺒﻞ ﺫﻟﻚ؛ ﻟﻘﺪ‬
‫ﻣﺎ ﺗﺘﻮﺍﺟﺪ ﻟﺪﻯ ﺍﻟﺸﺒﺎﺏ؛ ﺑﺴﺒﺐ ﺍﻟﺘﺴﺮﻉ‪ ،‬ﻭﺍﻟﺘﻬﻮﺭ‪ ،‬ﻭﻋﺪﻡ‬ ‫ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﻛﺬﻟﻚ‪ ،‬ﻛﺎﻥ ﻣﺤﻤﺪ ﻳﺸﻌﺮ ﺑﻘﻠﻖ ﺃﻫﻠﻪ‬ ‫ﻭﺍﺟﻬﺖ ﺍﳌﻮﺕ ﻭﻟﻢ ﺃﺿﻌﻒ ﻟﻠﺤﻈﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻛﻲ ﺃﺅﺩﻱ ﻭﺍﺟﺒﻲ‬
‫ﺍﻟﺘﻔﻜﻴﺮ‪ ،‬ﺍﻟﺬﻱ ﻳﻐﻠﺐ ﻋﻠﻰ ﺳﻠﻮﻛﻬﻢ"‪.‬‬ ‫ﻭﺧﻮﻓﻬﻢ ﻋﻠﻴﻪ؛ ﻧﻈﺮﺍ ﳋﻄﻮﺭﺓ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻪ‪ ،‬ﻭﻟﻜﻨﻪ‬ ‫ﺍﻟﻮﻃﻨﻲ‪ ،‬ﻭﺍﳌﻬﻨﻲ"‪.‬‬
‫ﻭﻳﺪﻋﻮ ﺇﻟﻰ ﺗﺮﻙ ﺍ‪‬ﺎﻝ ﻟﻠﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻟﻴﺨﺘﺎﺭ‬ ‫ﻳﻘﻮﻝ‪" :‬ﻣﻊ ﺍﻟﻮﻗﺖ ﺻﺎﺭﻭﺍ ﻳﺸﺠﻌﻮﻧﻨﻲ ﻋﻠﻰ ﻣﻮﺍﺻﻠﺔ ﺍﻟﻌﻤﻞ؛‬ ‫ﻭﻳﻌﺘﺒﺮ ﺑﺄﻥ ﺍﻟﻘﺴﻢ ﺍﻟﺬﻱ ﺃﺩﺍﻩ ﻓﻲ ﺑﺪﺍﻳﺔ ﻋﻤﻠﻪ ﺍﻟﺼﺤﻔﻲ‪،‬‬ ‫‪n¹dFð W�UDÐ‬‬
‫ﻣﺴﺘﻘﺒﻠﻪ ﺩﻭﻥ ﻣﻌﻴﻘﺎﺕ ﺃﻭ ﺗﺪﺧﻼﺕ؛ ﻷﻧﻬﻢ ﻣﻊ ﻣﺎ ﻳﺘﺼﻔﻮﻥ‬ ‫ﻷﻧﻬﻢ ﺃﻳﻘﻨﻮﺍ ﺃﻥ ﺣﻴﺎﺗﻲ ﻭﻣﺴﺘﻘﺒﻠﻲ ﻳﺘﻌﻠﻘﺎﻥ ﺑﻬﺬﻩ ﺍﳌﻬﻨﺔ‬ ‫ﻫﺪﻑ ﻣﻘﺪﺱ ﻻ ﳝﻜﻦ ﻟﺸﻲﺀ ﺃﻭ ﻷﺣﺪ ﺃﻥ ﻳﺤﻴﺪ ﺑﻪ ﻋﻨﻪ‪.‬‬
‫ﺑﻪ‪ ،‬ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺍﻟﻨﺠﺎﺡ ﻭﲢﻘﻴﻖ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻹﳒﺎﺯﺍﺕ‪.‬‬ ‫ﺍﻟﺘﻲ ﻻ ﺃﺳﺘﻄﻴﻊ ﺍﻟﺘﺨﻠﻲ ﻋﻨﻬﺎ ﲢﺖ ﺃﻱ ﻇﺮﻑ"‪.‬‬ ‫«‪’uB�« 5HO½ ∫rÝô‬‬
‫ﻛﺎﻧﺖ ﺗﻠﻚ ﻗﺼﺔ ﻣﺤﻤﺪ ﺍﻟﺰﻋﻨﻮﻥ؛ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﺍﻟﺼﺤﻔﻲ‪،‬‬ ‫ﺍﳊﺎﺩﺙ‪ ...‬ﺳﺮ ﺍﻟﻨﺠﺎﺡ‬ ‫ﺑﺪﺍﻳﺎﺕ‬ ‫«�‪WMÝ ≤∑ ∫dLF‬‬
‫ﻭﺍﳌﺼﻮﺭ‪ .‬ﻭﺭﻏﻢ ﻛﻞ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻭﺍﻟﻌﻘﺒﺎﺕ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﺼﺮ ﻋﻠﻰ‬ ‫ﻭﻳﺘﺬﻛﺮ ﺗﻔﺎﺻﻴﻞ ﺍﳊﺎﺩﺙ ﺍﻟﺬﻱ ﺗﻌﺮﺽ ﻟﻪ ﺧﻼﻝ ﻋﻤﻠﻪ ﻓﻲ‬ ‫ﻳﺬﻫﺐ ﻣﺤﻤﺪ ﺑﻌﻴﺪﺍ ﻭﻫﻮ ﻳﺘﺤﺪﺙ ﻋﻦ ﻋﻼﻗﺘﻪ ﺑﺎﻟﺼﺤﺎﻓﺔ‬
‫«*‪W�dý W�ÝR�Ë …d¹b� ∫WMN‬‬
‫ﻣﻮﺍﺻﻠﺔ ﻋﻤﻠﻪ‪ ،‬ﻣﺴﺘﻔﻴﺪﺍ ﻣﻦ ﺧﺒﺮﺗﻪ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻲ ﺍﻟﺘﻘﺎﻁ‬ ‫ﻭﻛﺎﻟﺔ ﻣﻌﺎ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﺃﻛﺴﺒﻨﻲ ﻫﺬﺍ ﺍﳊﺎﺩﺙ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻘﻮﺓ‪،‬‬ ‫ﺍﻟﺘﻲ ﻳﻌﺘﺒﺮﻫﺎ ﺳﺮ ﻭﺟﻮﺩﻩ ﻭﻭﻻﺩﺗﻪ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﻟﻄﺎﳌﺎ ﺷﻌﺮﺕ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﺼﺤﻔﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻳﻌﺘﺒﺮﻫﺎ ﺧﺒﺮﺍﺀ ﺍﻹﻋﻼﻡ ﺑﺄﻟﻒ ﻛﻠﻤﺔ؛‬ ‫ﻭﺍﻹﺭﺍﺩﺓ‪ ،‬ﻭﺍﻟﻌﺰﳝﺔ ﻋﻠﻰ ﻣﻮﺍﺻﻠﺔ ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻭﻋﺪﻡ ﺍﻟﺘﻮﻗﻒ ﻋﻨﺪ‬ ‫ﺑﺄﻧﻨﻲ ﻭﻟﺪﺕ ﻷﺟﻠﻬﺎ‪ ،‬ﻭﺳﺄﻣﻮﺕ ﻷﺟﻠﻬﺎ"‪ .‬ﻭﻗﺪ ﺑﺪﺃ ﺣﻴﺎﺗﻪ‬ ‫‪ «uMÝ µ ∫ W�ËU;« dLŽ‬‬
‫ﺍﻟﻜﻠﻤﺔ ﺍﻟﺘﻲ ﻣﻦ ﺃﺟﻠﻬﺎ ﺍﻟﺘﺤﻖ ﻣﺤﻤﺪ ﺑﻜﻠﻴﺔ ﺍﻟﺼﺤﺎﻓﺔ‪،‬‬ ‫ﺣﺪ ﻣﻌﲔ"‪.‬‬ ‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﺑﺪﺭﺍﺳﺔ ﺗﺼﻤﻴﻢ ﻣﻮﺍﻗﻊ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﻭﺣﺼﻞ ﻋﻠﻰ‬ ‫‪≤∞∞∂Ø∂Ø± ∫rK(« oOI% a¹—Uð‬‬
‫ﻭﻣﻦ ﺧﻼﻟﻬﺎ ﺍﻣﺘﻄﻰ ﻣﻬﻨﺔ ﺍﳌﺘﺎﻋﺐ‪ ،‬ﻭﻓﻴﻬﺎ ﻳﻈﻬﺮ ﻣﺤﻘﻘﺎ‬ ‫ﺑﻌﺪ ﺇﺻﺎﺑﺔ ﻣﺤﻤﺪ ﺃﺛﻨﺎﺀ ﺗﻐﻄﻴﺔ ﺣﺼﺎﺭ ﺍﻟﺸﺠﺎﻋﻴﺔ‪،‬‬ ‫ﺷﻬﺎﺩﺓ ﺍﻟﺪﺑﻠﻮﻡ ﻣﻦ ﺟﺎﻣﻌﺔ ﺍﻷﺯﻫﺮ ﺑﻐﺰﺓ‪ ،‬ﻳﻘﻮﻝ‪" :‬ﻛﺎﻧﺖ ﺃﻳﺎﻣﻲ‬ ‫«*‪r( XOÐ ∫WIDM‬‬
‫ﺗﺎﺭﺓ‪ ،‬ﻭﻗﺎﺻﺎ ﻟﻸﺛﺮ ﺗﺎﺭﺓ ﺃﺧﺮﻯ‪.‬‬ ‫ﺗﻄﻮﺭﺕ ﻣﻬﺎﺭﺍﺗﻪ ﺍﻹﻋﻼﻣﻴﺔ‪ .‬ﻭﻫﻮ ﺍﻟﻴﻮﻡ ﻃﺎﻟﺐ ﻓﻲ ﻗﺴﻢ‬ ‫ﻓﻲ ﺍﳉﺎﻣﻌﺔ ﻣﻦ ﺃﺟﻤﻞ ﻓﺘﺮﺍﺕ ﺣﻴﺎﺗﻲ‪ ،‬ﻭﻛﺎﻧﺖ ﺗﺮﺑﻄﻨﻲ ﻋﻼﻗﺔ‬
‫‪±¥‬‬ ‫�×‪‰ULłË W‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﺗﺆﺛﺮ اﻟﻤﻮﺿﺔ ﻋﻠﻰ ﺻﺤﺘﻨﺎ؟؟!‬

‫‪ -‬ﺍﻟﻨﻮﻉ ﺍﳋﻄﻴﺮ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﻜﺘﺐ ﻋﻠﻰ ﺍﻟﻌﻠﺒﺔ ﻣﻨﻪ‪Anti-) :‬‬ ‫ﺍﻟﺒﺼﺮﻳﺎﺕ ﺍﻟﻌﺮﻳﻘﺔ ﻭﺍ‪‬ﺘﺼﲔ ﻓﻲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪.‬‬ ‫ﻧﺪﻳﻦ ﺣﻨﻈﻞ ﻭﺟﻮﻓﺎﻧﺎ ﺷﻤﺎﺱ‬
‫‪(perspiration‬ﺃﻱ ﻣﻀﺎﺩ ﻟﻠﺘﻌﺮﻕ‪ ،‬ﻭﻫﻮ ﻣﺎ ﳝﻨﻊ ﺍﻟﺘﻌﺮﻕ‪ ،‬ﻭﻳﺤﺠﺰ‬ ‫√‪∫ÁUHA�« dLŠ‬‬ ‫ﻣﺮﺍﺳﻠﺘﺎ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺍﻟﻘﺪﺱ‬
‫ﺍﻟﺴﻤﻮﻡ ﺍﻟﺘﻲ ﺗﺨﺮﺝ ﻣﻊ ﺍﻟﻌﺮﻕ ﺩﺍﺧﻞ ﺍﳉﺴﻢ‪ .‬ﻭﺣﺠﺰ ﻫﺬﻩ ﺍﻟﺴﻤﻮﻡ‬ ‫ﻳﺸﻴﺮ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺰﻳﺰ ﺇﻟﻰ ﺃﻥ ﻣﻨﻄﻘﺔ ﺍﻟﻔﻢ ﻣﻦ ﺃﻛﺜﺮ ﻣﻨﺎﻃﻖ ﺍﳉﺴﻢ‬
‫ﻓﻲ ﺍﳉﺴﻢ ﻳــﺆﺩﻱ ﻓﻲ ﺍﳌﺴﺘﻘﺒﻞ ﺇﻟﻰ ﺍﻹﺻﺎﺑﺔ ﺑﺒﻌﺾ ﺃﻧﻮﺍﻉ‬ ‫ﻗﺎﺑﻠﻴﺔ ﻻﻣﺘﺼﺎﺹ ﺍﻷﺷﻴﺎﺀ‪ ،‬ﻭﻋﻨﺪ ﻭﺿﻊ ﺃﺣﻤﺮ ﺍﻟﺸﻔﺎﻩ‪ ،‬ﻓﻤﻦ ﺍﻟﻄﺒﻴﻌﻲ‬ ‫ﲢﺘﻞ ﺍﳌﻮﺿﺔ ﺣﻴﺰﺍ ﻛﺒﻴﺮﺍ ﻣﻦ ﺣﻴﺎﺗﻨﺎ‪ ،‬ﻭﻗﺪ ﳒﻌﻠﻬﺎ ﻓﻲ ﺑﻌﺾ‬
‫ﺍﻟﺴﺮﻃﺎﻥ‪.‬‬ ‫ﺃﻥ ﳝﺘﺺ ﺍﻟﻔﻢ ﺟﺰﺀﺍ ﻣﻦ ﻣﻜﻮﻧﺎﺗﻬﺎ‪ ،‬ﻭﻳﺘﻢ ﺍﺑﺘﻼﻋﻪ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﻟﻰ ﲢﻠﻞ‬ ‫ﺍﻷﺣﻴﺎﻥ ﺇﺣﺪﻯ ﺃﻭﻟﻮﻳﺎﺗﻨﺎ‪ .‬ﻏﻴﺮ ﺃﻥ ﻟﻠﻤﻮﺿﺔ‪ ،‬ﻭﻟﻜﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻬﺎ ﻣﻦ‬
‫‪ -‬ﺃﻣﺎ ﺍﻟﻨﻮﻉ ﺍﻵﺧﺮ ﺍﻟﺬﻱ ﻻ ﺿﺮﺭ ﻓﻴﻪ‪ ،‬ﻓﻴﻜﺘﺐ ﻋﻠﻰ ﻋﻠﺒﺘﻪ‪:‬‬ ‫ﻫﺬﻩ ﺍﳌﻮﺍﺩ ﺩﺍﺧﻞ ﺍﳉﺴﻢ‪ .‬ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﺘﺄﺛﻴﺮ ﺍﻟﻨﺎﺟﻢ ﻋﻦ ﲢﻠﻠﻬﺎ‪ ،‬ﻳﻌﺘﻤﺪ‬ ‫ﺻﺮﻋﺎﺕ ﺍﻷﺯﻳﺎﺀ‪ ،‬ﻭﻣﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺘﺠﻤﻴﻞ‪ ،‬ﺗﺄﺛﻴﺮﺍﺕ ﺟﺎﻧﺒﻴﺔ‪ ،‬ﺭﲟﺎ ﻻ‬
‫‪ ،Deodorant‬ﺃﻱ ﻣﺰﻳﻞ ﻟﻠﺮﺍﺋﺤﺔ‪ ،‬ﺃﻭ ﻣﻀﺎﺩ ﻟﻠﺮﺍﺋﺤﺔ‪ .‬ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ‬ ‫ﺑﺎﻟﺪﺭﺟﺔ ﺍﻷﻭﻟﻰ ﻋﻠﻰ ﻧﻮﻉ ﺍﳌﻮﺍﺩ ﻭﺍﻷﺻﺒﺎﻍ ﺍﻟﺘﻲ ﺗﺪﺧﻞ ﻓﻲ ﺻﻨﺎﻋﺘﻬﺎ‪.‬‬ ‫ﻳﺪﺭﻛﻬﺎ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﺘﺒﻌﻮﻥ ﺍﳌﻮﺿﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﻈﻬﻮﺭ ﺑﺄﺟﻤﻞ‬
‫ﻳﺴﻤﺢ ﺑﺎﻟﺘﻌﺮﻕ ﺑﺸﻜﻞ ﻃﺒﻴﻌﻲ‪ ،‬ﻟﻜﻨﻪ ﳝﻨﻊ ﺍﻟﺮﻭﺍﺋﺢ ﻏﻴﺮ ﺍﳌﺴﺘﺤﺒﺔ‬ ‫��‪∫åsA¹b½ËU�òË å»√ pO�ò s� …dA³�« «dC×²‬‬ ‫ﻣﻈﻬﺮ‪.‬‬
‫ﻣﻦ ﺍﻟﺘﻜﻮﻥ‪.‬‬ ‫ﻳﻘﻮﻝ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺰﻳﺰ‪" :‬ﻣﻦ ﻭﻇﺎﺋﻒ ﺍﻟﻄﺒﻘﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻟﻠﺒﺸﺮﺓ ﻣﻨﻊ‬ ‫ﻭﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺗﺄﺛﻴﺮ ﺍﳌﻮﺿﺔ ﻭﺗﺒﻌﺎﺗﻬﺎ ﻋﻠﻰ ﺻﺤﺔ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻧﻮﺭﺩ‬
‫«�‪∫w�UF�« VFJ‬‬ ‫ﺩﺧﻮﻝ ﺃﻱ ﺟﺴﻢ ﻏﺮﻳﺐ ﺇﻟﻰ ﺍﳉﺴﻢ‪ ،‬ﻭﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﻭﻣﻮﺍﺩ ﺍﻟﺘﺠﻤﻴﻞ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺣﺴﺐ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺰﻳﺰ‪ ،‬ﻓﺈﻥ ﺍﻟﻜﻌﺐ ﺍﻟﻌﺎﻟﻲ‪ ،‬ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻏﻴﺮ‬ ‫ﻛﺎﻟﺒﻮﺩﺭﺓ‪ ،‬ﻻ ﺗﺪﺧﻞ ﺇﻟﻰ ﺍﳉﺴﻢ‪ ،‬ﻷﻧﻬﺎ ﻣﺼﻨﻮﻋﺔ ﻣﻦ ﻣﻮﺍﺩ ﻻ ﳝﺘﺼﻬﺎ‬ ‫«�‪∫q×J‬‬
‫ﺻﺤﻲ؛ ﻷﻧﻪ ﻟﻴﺲ ﺍﻟﻮﺿﻌﻴﺔ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻜﻒ ﺍﻟﺮﺟﻞ‪ ،‬ﻭﻻ ﻳﺘﻨﺎﺳﻖ ﻣﻊ‬ ‫ﺍﳉﺴﻢ‪ ،‬ﺇﻻ ﺇﺫﺍ ﻭﺿﻌﺖ ﻋﻠﻰ ﺟﺮﺡ‪ ،‬ﺃﻭ ﻓﻲ ﻣﻨﻄﻘﺔ ﻣﻔﺘﻮﺣﺔ ﻣﻦ ﺍﳉﻠﺪ‪.‬‬ ‫ﺗﻘﻮﻝ ﺑﺎﺩﺭﺓ ﺻﺒﺎﺡ؛ ﺧﺒﻴﺮﺓ ﺍﻟﺘﺠﻤﻴﻞ‪ ،‬ﻣﻦ ﺭﺍﻡ ﺍﷲ‪" :‬ﻳﺨﺘﻠﻒ‬
‫ﺍﻟﻌﻤﻮﺩ ﺍﻟﻔﻘﺮﻱ‪ .‬ﻭﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻻ ﻳﺴﺘﻄﻴﻊ ﲢﻤﻞ‬ ‫ﻭﻓﻲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﺆﺩﻱ ﺇﻟﻰ ﺗﻠﻮﺙ ﺍﳌﻨﻄﻘﺔ ﻭﺍﻟﺘﻬﺎﺑﻬﺎ ﻧﻈﺮﺍ ﻟﺘﺠﻤﻊ‬ ‫ﺗﺄﺛﻴﺮ ﺍﻟﻜﺤﻞ ﻋﻠﻰ ﺍﻟﻔﺘﻴﺎﺕ ﺣﺴﺐ ﺍﻟﻔﺮﻭﻗﺎﺕ ﺑﲔ ﺍﻟﺒﺸﺮ‪ .‬ﻓﻤﺜﻼ‬
‫ﺍﻟﻜﻌﺐ ﺍﻟﻌﺎﻟﻲ ﺳﻮﻯ ﺑﻀﻊ ﺳﺎﻋﺎﺕ‪.‬‬ ‫ﺍﻷﻭﺳﺎﺥ ﺣﻮﻟﻬﺎ"‪.‬‬ ‫ﻫﻨﺎﻟﻚ ﻣﻦ ﺗﻌﺎﻧﻲ ﻣﻦ ﺣﺴﺎﺳﻴﺔ ﻓﻲ ﺍﻟﻌﲔ ﻧﺘﻴﺠﺔ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻛﻤﺎ ﺃﻧﻪ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺠﺴﻢ؛ ﻓﻤﻦ ﺍﶈﺘﻤﻞ ﺃﻥ‬ ‫‪∫Ê–_« VIŁ‬‬ ‫ﻧﻮﻉ ﻣﻌﲔ ﻣﻦ ﺍﻟﻜﺤﻞ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﻟﻰ ﺣﺪﻭﺙ ﺍﻟﺘﻬﺎﺑﺎﺕ ﻓﻲ‬
‫ﺗﻜﺴﺮ ﻗﺪﻣﻚ ﺑﺴﻬﻮﻟﺔ ﺑﺴﺒﺒﻪ‪.‬‬ ‫ﻳﺆﻛﺪ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺰﻳﺰ ﺑﺄﻧﻪ ﻻ ﻳﻮﺟﺪ ﺧﻄﺮ ﻣﻦ ﺛﻘﺐ ﺍﻵﺫﺍﻥ ﻷﻛﺜﺮ ﻣﻦ‬ ‫ﺍﻟﻌﻴﻨﲔ‪ .‬ﻟﺬﻟﻚ ﻳﺠﺐ ﺍﻟﺘﻮﻗﻒ ﻣﺒﺎﺷﺮﺓ ﻋﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ‬
‫‪∫»U³A�« VŠ‬‬ ‫ﻣﺮﺓ ﺃﻭ ﻓﻲ ﺃﻣﺎﻛﻦ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻷﺫﻥ‪ ،‬ﻟﻜﻦ ﺫﻟﻚ ﳝﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺇﻟﻰ‬ ‫ﺍﻷﻧﻮﺍﻉ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻷﻧﻮﺍﻉ ﺍﻟﺘﻲ ﺗﺘﻤﻴﺰ ﺑﺎﳉﻮﺩﺓ ﺍﻟﻌﺎﻟﻴﺔ‪،‬‬
‫ﺇﺫﺍ ﻛﻨﺖ ﻋﺰﻳﺰﻱ ﺍﻟﺸﺎﺏ ﺗﻌﺎﻧﻲ ﻣﻦ ﺣﺐ ﺍﻟﺸﺒﺎﺏ ﻭﻻ ﺗﺪﺭﻱ ﻣﺎﺫﺍ‬ ‫ﺣﺪﻭﺙ ﻧﺪﺏ )‪ (scars‬ﺩﺍﺋﻤﺔ ﻭﻭﺍﺿﺤﺔ‪.‬‬ ‫ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻷﻧــﻮﺍﻉ ﺍﳌــﺰﻭﺭﺓ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ ﺻﺤﺔ‬
‫ﺗﻔﻌﻞ ﺑﻬﺬﺍ ﺍﳋﺼﻮﺹ؟ ﺇﻟﻴﻚ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﺗﺴﺎﻋﺪﻙ ﻋﻠﻰ‬ ‫ﻛﻤﺎ ﺃﻥ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺍﳌﺼﻨﻮﻉ ﻣﻨﻬﺎ ﺍﳊﻠﻖ ﳝﻜﻦ ﺃﻥ ﻳﺘﺤﻠﻞ ﻧﺘﻴﺠﺔ‬ ‫ﺍﻟﻌﻴﻮﻥ"‪.‬‬
‫ﺍﻟﺘﺨﻠﺺ ﻣﻨﻪ‪:‬‬ ‫ﻋﻮﺍﻣﻞ ﻣﺨﺘﻠﻔﺔ؛ ﻛﺎﻟﻄﻘﺲ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﳑﺎ ﻳﻀﺮ ﺑﺎﳉﺴﻢ‪.‬‬ ‫ﻛﻤﺎ ﺃﻥ ﻋﺪﻡ ﺗﻨﻈﻴﻒ ﺍﻟﻌﻴﻨﲔ ﻣﻦ ﺍﻟﻜﺤﻞ ﺟﻴﺪﺍ‪ ،‬ﻳﺆﺩﻱ ﺇﻟﻰ‬
‫ﻳﻈﻬﺮ ﺣﺐ ﺍﻟﺸﺒﺎﺏ ﻧﺘﻴﺠﺔ ﻟﻠﺘﻐﻴﺮﺍﺕ ﺍﻟﻬﺮﻣﻮﻧﻴﺔ ﻓﻲ ﻓﺘﺮﺓ ﺍﻟﺒﻠﻮﻍ‪.‬‬ ‫ﻋﻠﻤﺎ ﺑﺄﻥ ﻫﺬﻩ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺗﺘﺤﻠﻞ ﺑﺒﻂﺀ ﺷﺪﻳﺪ‪ ،‬ﻓﻼ ﺗﺆﺛﺮ ﺑﺸﻜﻞ‬ ‫ﺍﺻﻔﺮﺍﺭ ﺍﻟﻌﲔ ﻭﺗﺴﺎﻗﻂ ﺍﻟﺮﻣﻮﺵ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻟﺘﻐﻴﺮﺍﺕ ﲢﺪﺙ ﻋﻨﺪ ﻛﻞ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﻮﺍ ﺫﻛﻮﺭﺍ ﺃﻡ ﺇﻧﺎﺛﺎ‪.‬‬ ‫ﺑﺎﺭﺯ ﻭﻣﺒﺎﺷﺮ‪.‬‬ ‫«�‪∫WI�ö�« UÝbF‬‬
‫ﻟﻜﻦ ﺗﺄﺛﻴﺮﻫﺎ ﻋﻠﻰ ﺍﻟﺒﺸﺮﺓ ﻳﺨﺘﻠﻒ ﻣﻦ ﺟﺴﻢ ﻵﺧﺮ‪ .‬ﻭﻳﻌﻮﺩ ﺫﻟﻚ ﺇﻟﻰ‬ ‫�‪∫‚dF�« q¹e‬‬ ‫ﻳﻘﻮﻝ ﻋﺰﻳﺰ ﺷﻮﻓﺎﻧﻲ؛ ﻃﺒﻴﺐ ﻭﺟــﺮﺍﺡ ﺍﻟﺘﺠﻤﻴﻞ ﻓﻲ‬
‫ﻧﻮﻉ ﺍﻟﺒﺸﺮﺓ‪ ،‬ﻭﻟﻮﻧﻬﺎ‪ ،‬ﻭﺳﻤﻜﻬﺎ‪ ،‬ﻭﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﺭﺍﺛﻴﺔ‪.‬‬ ‫ﺍﳉﺴﻢ ﺍﻟﺒﺸﺮﻱ ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﻄﻬﻴﺮ ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﺴﻤﻮﻡ ﻓﻲ ﺑﻌﺾ‬ ‫ﻣﺴﺘﺸﻔﻰ ﻣﺎﺭ ﻳﻮﺳﻒ "ﺍﻟﻔﺮﻧﺴﺎﻭﻱ"‪ ،‬ﺑﺎﻟﻘﺪﺱ‪" :‬ﺍﻟﻌﺪﺳﺎﺕ‬
‫ﻭﻳﻨﺼﺢ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺰﻳﺰ ﺍﻟﺸﺒﺎﺏ "ﺑﻌﺪﻡ ﺗﻐﻄﻴﺔ ﺣﺐ ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﳌﻨﺎﻃﻖ‪ ،‬ﻳﺨﺮﺟﻬﺎ ﻋﻠﻰ ﺷﻜﻞ ﻋﺮﻕ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﳌﻨﺎﻃﻖ ﻭﺭﺍﺀ ﺍﻟﺮﻛﺒﺔ‪،‬‬ ‫ﺍﻟﻼﺻﻘﺔ ﻟﻼﺳﺘﻌﻤﺎﻝ ﺍﳋﺎﺭﺟﻲ ﻓﻘﻂ‪ ،‬ﻭﻳﺠﺐ ﺃﻻ ﺗﺆﺛﺮ ﻋﻠﻰ‬
‫ﲟﺴﺘﺤﻀﺮﺍﺕ ﺍﻟﺘﺠﻤﻴﻞ‪ ،‬ﺧﺼﻮﺻﺎ ﻓﻲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺟﺮﻭﺡ ﺃﻭ ﺍﻟﺘﻬﺎﺑﺎﺕ‪،‬‬ ‫ﻭﺧﻠﻒ ﺍﻷﺫﻥ‪ ،‬ﻭﲢﺖ ﺍﻹﺑﻂ‪.‬‬ ‫ﺻﺤﺔ ﺍﻹﻧﺴﺎﻥ ﺳﻠﺒﺎ‪ .‬ﻏﻴﺮ ﺃﻧﻬﺎ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﻗﺮﻧﻴﺔ ﺍﻟﻌﲔ‪،‬‬
‫ﻷﻥ ﻭﺿﻌﻬﺎ ﻳﺆﺩﻱ ﺇﻟﻰ ﻣﻀﺎﻋﻔﺎﺕ ﻭﺍﻟﺘﻬﺎﺑﺎﺕ ﺃﺷﺪ"‪.‬‬ ‫ﻭﺗﻌﻤﻞ ﻣﻀﺎﺩﺍﺕ ﺍﻟﺘﻌﺮﻕ ﻋﻠﻰ ﻣﻨﻊ ﺧﺮﻭﺝ ﻫﺬﻩ ﺍﻟﺴﻤﻮﻡ‪ ،‬ﻓﻴﻀﻄﺮ‬ ‫ﻧﺘﻴﺠﺔ ﺍﳌﻼﻣﺴﺔ ﻭﺍﻻﺣﺘﻜﺎﻙ‪ ،‬ﻭﻭﺿﻌﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺧﺎﻃﺌﺔ؛‬
‫ﻭﺃﺧﻴﺮﺍ ﻳﻮﺟﻪ ﻋﺰﻳﺰ ﻛﻠﻤﺔ ﺇﻟﻰ ﺍﻟﺸﺒﺎﺏ ﻗﺎﺋﻼ‪" :‬ﺍﳌﻮﺿﺔ ﻻ ﺗﺸﻜﻞ‬ ‫ﺍﳉﺴﻢ ﻟﻼﺣﺘﻔﺎﻅ ﺑﻬﺎ ﻓﻲ ﺍﻟﻌﻘﺪ ﺍﻟﻠﻴﻤﻔﺎﻭﻳﺔ ﲢﺖ ﺍﻹﺑﻂ‪.‬‬ ‫ﻓﺎﻟﻘﺮﻧﻴﺔ ﺣﺴﺎﺳﺔ ﺟﺪﺍ‪ ،‬ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻏﻴﺮ‬
‫ﺧﻄﺮﺍ ﻛﺒﻴﺮﺍ ﻋﻠﻰ ﺻﺤﺘﻨﺎ ﻭﺣﻴﺎﺗﻨﺎ‪ ،‬ﻭﻟﻜﻦ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﺃﻻ ﻳﻮﺍﻛﺐ‬ ‫ﻭﻣﻌﻈﻢ ﺍﳌﺴﺘﺤﻀﺮﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺘﻌﺮﻕ ﻋﺒﺎﺭﺓ‬ ‫ﺳﻠﻴﻤﺔ ﺑﻮﺿﻊ ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﻼﺻﻘﺔ ﳝﻜﻦ ﺃﻥ ﻳﺴﺒﺐ ﻣﺸﺎﻛﻞ‬
‫ﺍﻟﺘﻄﻮﺭ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻠﺰﻭﻡ"‪.‬‬ ‫ﻋﻦ ﻣﻮﺍﺩ ﲤﻨﻊ ﺍﻟﺘﻌﺮﻕ ﻣﻊ ﻣﻌﻄﺮ ﻟﻠﺮﺍﺋﺤﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﻫﺬﻩ‬ ‫ﻭﺍﻟﺘﻬﺎﺑﺎﺕ ﺧﻄﻴﺮﺓ ﻓﻲ ﺍﻟﻌﲔ‪ .‬ﻭﻋﻠﻴﻪ ﺃﻧﺼﺢ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﺴﺘﺤﻀﺮﺍﺕ‪:‬‬ ‫ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﻼﺻﻘﺔ ﻣﻦ ﺍﻟﻨﻮﻋﻴﺎﺕ ﺍﳉﻴﺪﺓ‪ ،‬ﻭﻣﺮﺍﺟﻌﺔ ﻣﺮﺍﻛﺰ‬
‫ﺇﻋﺪﺍﺩ‪ :‬ﻋﺒﻴﺮ ﺩﺣﺒﻮﺭ‬

‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺍﻟﻘﺪﺱ‬
‫ﺻﺤﻴﺢ ﺃﻥ ﺍﳉﻤﺎﻝ ﻻ ﻳﻜﺘﻤﻞ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻟﻮﻥ؛ ﻓﻬﻮ ﻧﺴﺒﻲ؛ ﻳﺨﺘﻠﻒ ﻣﻦ ﺷﺨﺺ ﻵﺧﺮ‪ .‬ﻭﻛﺬﻟﻚ‬
‫ﻓﺈﻥ ﻭﺟﻬﺎ ﺟﻤﻴﻼ ﻻ ﻳﻌﻨﻲ ﺷﻴﺌﺎ‪ ،‬ﻭﻻ ﻳﻈﻬﺮ ﺟﻤﺎﻟﻪ ﻣﻊ ﻋﻨﻖ ﻣﺘﺮﻫﻞ‪ ،‬ﻭﻟﺬﻟﻚ ﲢﺮﺹ ﺍﻟﺴﻴﺪﺓ ﻋﻠﻰ‬
‫ﺃﻥ ﺗﻈﻬﺮ ﺑﺄﺟﻤﻞ ﺻﻮﺭﺓ‪ ،‬ﻓﻬﻲ ﻣﺨﻠﻮﻕ ﻧﺎﻋﻢ ‪ .‬ﻭﻫﺬﻩ ﺑﻌﺾ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﻲ ﻣﻦ ﺷﺄﻧﻬﺎ ﺍﳊﻔﺎﻅ ﻋﻠﻰ‬
‫ﻋﻨﻖ ﺟﻤﻴﻞ‪.‬‬
‫* ﺍﻻﻫﺘﻤﺎﻡ ﺑﻪ ﻭﺗﺪﻟﻴﻜﻪ ﻭﺗﺮﻃﻴﺒﻪ ﺑﺎﻟﻜﺮﳝﺎﺕ ﺍﳌﺮﻃﺒﺔ ﺑﺸﻜﻞ ﻳﻮﻣﻲ‪.‬‬
‫* ﺍﳉﻠﺴﺔ ﺍﻟﺼﺤﻴﺤﺔ؛ ﻓﺎﳉﻠﺴﺔ ﻏﻴﺮ ﺍﻟﺼﺤﻴﺤﺔ ﺗﺘﺮﻙ ﺗﺄﺛﻴﺮﺍ ﺑﺎﻟﻎ ﺍﻟﺴﻮﺀ ﻋﻠﻰ ﺟﻤﺎﻝ ﺍﻟﻌﻨﻖ‪،‬‬
‫ﻛﺄﻥ ﲡﻠﺲ ﺍﳌﺮﺃﺓ ﻣﻨﻜ ﹼﺒﺔ ﻋﻠﻰ ﻭﺟﻬﻬﺎ‪ ،‬ﻭﺗﻐﺮﺱ ﻋﻨﻘﻬﺎ ﺑﲔ ﻛﺘﻔﻴﻬﺎ؛ ﳑﺎ ﻳﺘﺴﺒﺐ ﻓﻲ ﺗﺮﻫﻞ ﺟﻠﺪ‬
‫ﺍﻟﻌﻨﻖ‪ ،‬ﻭﺑﺮﻭﺯ ﺍﻟﺬﻗﻦ ﺍﳌﺰﺩﻭﺟﺔ‪ ،‬ﻛﻤﺎ ﻳﺴﺒﺐ ﲡﻌﺪ ﺟﻠﺪ ﺍﻟﻌﻨﻖ‪ ،‬ﻭﻇﻬﻮﺭ ﺍﻟﻜﺘﻞ ﺍﻟﺸﺤﻤﻴﺔ‪.‬‬
‫* ﺍﳌﺸﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ ﲡﻌﻞ ﺍﻟﻘﻮﺍﻡ ﻣﺸﺪﻭﺩﺍ‪ ،‬ﻭﺣﲔ ﻳﻜﻮﻥ ﺍﻟﻌﻨﻖ ﻣﺮﺗﻔﻌﺎ‪ ،‬ﳝﻜﻦ ﺍﻟﺘﻤﺘﻊ ﺑﻌﻨﻖ‬
‫ﻃﻮﻳﻞ ﺷﺎﺏ‪ ،‬ﻛﻤﺎ ﻳﺆﺩﻱ ﺃﻳﻀﺎ ﺇﻟﻰ ﺳﻼﻣﺔ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻔﻘﺮﻱ‪.‬‬
‫* ﺧﻴﺮ ﻋﻼﺝ ﻟﻠﻌﻨﻖ ﻭﺍﻟﻈﻬﺮ ﺍﳌﺘﻌﺒﲔ ﻫﻮ ﺍﻟﻨﻮﻡ ﻣﺴﺘﻠﻘﻴﺔ ﺩﻭﻥ ﻭﺳﺎﺩﺓ ﻋﻠﻰ ﻇﻬﺮﻙ‪ ،‬ﻓﻮﻕ ﺳﺮﻳﺮ‬
‫ﻣﺴﻄﺢ ﺍﻟﻔﺮﺍﺵ‪.‬‬
‫* ﻻ ﺗﺮﻫﻘﻲ ﻋﻨﻘﻚ ﺑﻠﺒﺲ ﺍﻟﺴﻼﺳﻞ ﺍﻟﺬﻫﺒﻴﺔ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ؛ ﻷﻥ ﺍﻟﺬﻫﺐ ﻣﻊ ﺍﻟﻌﺮﻕ ﻭﺍﻟﻐﺒﺎﺭ‪ ،‬ﻳﺴﺒﺐ‬
‫ﺍﺳﻮﺩﺍﺩ ﺍﳉﻠﺪ ﺑﻔﻌﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺄﻛﺴﺪ‪.‬‬
‫* ﻻ ﺑﺪ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻨﻈﺎﻓﺔ ﺍﻟﻌﻨﻖ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻳﻮﻣﻴﺎ ﺑﺎﳌﺎﺀ ﻭﺍﻟﺼﺎﺑﻮﻥ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ "ﻟﻴﻔﺔ"‬
‫ﺧﺸﻨﺔ‪ ،‬ﻭﻟﻴﺴﺖ ﺇﺳﻔﻨﺠﻴﺔ‪.‬‬
‫* ﺑﻌﺪ ﺩﻋﻚ ﺍﻟﻌﻨﻖ ﻋﻠﻴﻚ ﲡﻔﻴﻔﻪ ﲟﻨﺸﻔﺔ‪ ،‬ﻭﺗﺪﻟﻴﻜﻪ ﺑﻬﺎ؛ ﻟﺘﺤﺮﻳﻚ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺪﻣﻮﻳﺔ‪.‬‬
‫* ﻻ ﺑﺪ ﻣﻦ ﺗﻌﻮﻳﺾ ﺍﻟﻌﻨﻖ ﻋﻦ ﺍﳌﺎﺩﺓ ﺍﻟﺪﻫﻨﻴﺔ ﺍﳌﻔﻘﻮﺩﺓ؛ ﺑﺪﻫﻨﻪ ﺑﺎﻟﻜﺮﳝﺎﺕ ﺍﳌﺮﻃﺒﺔ ﻗﺒﻞ ﺍﻟﻨﻮﻡ‪،‬‬
‫ﻭﻓﻲ ﺍﻟﺼﺒﺎﺡ‪.‬‬
‫‪±µ‬‬ ‫‪»U³A�« tł«Ë‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫�‪WO�UC½Ë WOŽUL²ł«Ë WO{U¹— …—UM� 5¾łö�« ULO�� w� »U³A�« e�«d‬‬

‫‪5¾łö�« œuLB� Ê«uMŽ e�«d*« œU%«Ë‬‬
‫ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ‪ ،‬ﻟﻴﻌﻮﺩ ﺑﻌﻀﻬﺎ ﻓﻲ ﺳﻨﻮﺍﺕ ﺍﻷﻟﻔﲔ ﺇﻟﻰ‬ ‫ﺳﻘﻔﻬﺎ‪ ،‬ﻭﺑﺒﻨﺎﺋﻬﺎ ﻣﻦ ﺍﳊﺠﺮ‬
‫ﺍﻟﺼﺤﻮﺓ‪ .‬ﻣﺎ ﻫﻲ ﺃﺳﺒﺎﺏ ﻫﺬﻩ ﺍﻟﺘﻔﺎﻭﺕ ﻓﻲ ﺍﳌﺴﺘﻮﻯ؟‬ ‫ﻏﻴﺮ ﺍﳌﺼﻘﻮﻝ ﻭ"ﺍﳌﻜﺤﻞ"‪.‬‬
‫ﻓﻲ ﻇﻞ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‪،‬‬ ‫‪ -‬ﻛﻴﻒ ﻛﺎﻧﺖ ﺗﺘﻢ ﺇﺩﺍﺭﺓ‬
‫ﺃﺻﺒﺢ ﺍﻟﻬﻢ ﺍﻷﻭﻝ ﻟﻼﺟﺊ ﻫﻮ ﺍﻟﺒﺤﺚ ﻋﻦ ﻟﻘﻤﺔ ﺍﻟﻌﻴﺶ‪،‬‬ ‫ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ؟‬
‫ﻭﺇﻳﺠﺎﺩ ﺍﻟﻌﻤﻞ‪...‬‬ ‫ﻟﻘﺪ ﻣــﺎﺭﺱ ﺍﻟﻼﺟﺌﻮﻥ‬
‫ﻛﻤﺎ ﺃﻥ ﺳﻨﻮﺍﺕ ﻃﻮﻳﻠﺔ ﻣﻦ ﺇﻏﻼﻕ ﺍﳌﺮﺍﻛﺰ ﺧﻼﻝ ﺍﻻﻧﺘﻔﺎﺿﺔ‬ ‫ﺍﻟــﻔــﻠــﺴــﻄــﻴــﻨــﻴــﻮﻥ‬
‫ﺍﻷﻭﻟﻰ‪ ،‬ﺃﺩﺕ ﺇﻟﻰ ﻇﻬﻮﺭ ﺟﻴﻞ ﻻ ﻳﻌﺮﻑ ﻣﺎ ﻣﻌﻨﻰ ﻣﺮﻛﺰ ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﳊﻘﻴﻘﻴﺔ‬ ‫ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﻻ ﺃﻫﺪﺍﻓﻪ‪ ،‬ﻭﻟﻢ ﻳﺘﻠﻖ ﺃﻱ ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ ﺃﻭ‬ ‫ﻗﺒﻞ ﻛﻞ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ؛‬
‫ﺇﺩﺍﺭﺓ ﺍﳌﺆﺳﺴﺔ‪ .‬ﻭﺑﻌﺪ ﻗﻴﺎﻡ ﺍﻟﺴﻠﻄﺔ‪ ،‬ﻭﺍﻟﻌﻮﺩﺓ ﺇﻟﻰ ﺗﻔﻌﻴﻞ‬ ‫ﻭﻛﺎﻧﺖ ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ ﻛﻠﻔﺖ‬
‫ﺍﳌﺮﺍﻛﺰ ﺑﻌﺪ ﺇﻋﺎﺩﺓ ﻓﺘﺤﻬﺎ‪ ،‬ﺍﻛﺘﺸﻔﻨﺎ ﺑﺄﻥ ﺍﻻﻧﻘﻄﺎﻉ ﻋﻦ‬ ‫ﺍﻟﺸﺒﺎﺏ ﺍﻟﻼﺟﺊ ﺑﻮﺿﻊ‬
‫ﺍﳌﺘﻄﻮﻋﲔ‪ ،‬ﻟﻢ ﻳﺘﺮﻙ ﻣﺠﺎﻻ ﻟﻨﻘﻞ ﺧﺒﺮﺓ ﺍﻟﻘﺪﻣﺎﺀ ﺇﻟﻰ ﺍﳉﺪﺩ‪.‬‬ ‫ﻧﻈﺎﻡ ﺩﺍﺧﻠﻲ ﳌﺮﺍﻛﺰﻫﻢ‪ ،‬ﻭﻗﺪ‬
‫ﻭﻗﺪ ﺍﺳﺘﻬﺪﻑ ﺍﻻﺣﺘﻼﻝ ﺍﳌﺮﺍﻛﺰ ﺑﺎﻹﻏﻼﻕ ﻭﺍﻟﺘﺪﻣﻴﺮ‪،‬‬ ‫ﺃﻗﺮﺕ ﺍﻧﺘﺨﺎﺑﺎﺕ ﺍﻟﻬﻴﺌﺎﺕ‬
‫ﻭﺍﻋﺘﻘﻞ ﻧﺸﻄﺎﺀﻫﺎ‪ ،‬ﻭﺃﻋﻀﺎﺀ ﺍﻟﻬﻴﺌﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺃﻭ ﺍﺳﺘﺸﻬﺪ‬ ‫ﺍﻹﺩﺍﺭﻳﺔ ﺳﻨﻮﻳﺎ‪.‬‬
‫ﻭﺍﻟﺘﻨﺴﻴﻖ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺍﻟﺘﺼﺪﻱ ﻷﻱ ﻣﺆﺍﻣﺮﺓ ﻋﻠﻰ ﺍﻟﻼﺟﺌﲔ‬ ‫ﻛﺜﻴﺮ ﻣﻨﻬﻢ‪.‬‬ ‫ﻛــﻤــﺎ ﻧــﺺ ﺍﻟﻨﻈﺎﻡ‬ ‫√‪œULŠ bOH�Ë ≠ s¹b�« d�U½ – p¹Ëœ WOM� ∫¡UIK�« Èdł‬‬
‫ﻭﻗﻀﻴﺘﻬﻢ‪.‬‬ ‫‪ -‬ﻛﻴﻒ ﺗﻘﻴﹼﻢ ﺇﻗﺒﺎﻝ ﺍﻟﺸﺒﺎﺏ ﻋﻠﻰ ﺍﳌﺮﺍﻛﺰ؟‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻋﻠﻰ ﺃﻥ ﺗﺨﺘﺎﺭ ﻛﻞ ﻫﻴﺌﺔ ﺇﺩﺍﺭﻳﺔ ﻣﻨﺘﺨﺒﺔ "ﻣﺮﺍﻗﺐ‬ ‫ﻣﺮﺍﺳﻼ ﺍﻟﺼﺤﻴﻔﺔ‬
‫‪ -‬ﻛﻴﻒ ﻳﺘﺠﺎﻭﺏ ﺍﻟﺸﺒﺎﺏ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻷﻧﺸﻄﺔ ﺍﻟﺘﻲ‬ ‫ﺗﺸﻴﺮ ﺩﺭﺍﺳﺎﺗﻨﺎ ﺇﻟﻰ ﺃﻥ ﻋﺪﺩ ﺍﻟﺸﺒﺎﺏ ﺍﳌﻔﺘﺮﺽ ﻟﻌﻀﻮﻳﺔ‬ ‫ﺍﳌﺮﻛﺰ"‪ ،‬ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺍﻟﻮﻛﺎﻟﺔ ﺑﺘﻮﻇﻴﻔﻪ‪ ،‬ﺑﻌﺪ ﺃﻥ ﺗﺘﻢ ﺗﺰﻛﻴﺘﻪ‬
‫ﺗﺘﻌﻠﻖ ﺑﺤﻖ ﺍﻟﻌﻮﺩﺓ؟‬ ‫ﺍﳌﺮﺍﻛﺰ ﻫﻮ ‪ ٨٥‬ﺃﻟﻒ ﻋﻀﻮ‪ ،‬ﻭﻟﻜﻦ ﺳﺠﻼﺕ ﺍﻻﲢﺎﺩ ﲢﺘﻮﻱ‬ ‫ﺃﻣﺎﻡ ﺍﳉﻬﺎﺕ ﺍ‪‬ﺘﺼﺔ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻌﺒﺖ ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻣﺎ ﺯﺍﻟﺖ ﺗﻠﻌﺐ‪ ،‬ﻣﻨﺬ‬
‫ﺍﺳﺘﻨﻜﺎﻑ ﺍﻟﺸﺒﺎﺏ ﻋﻦ ﻫﺬﻩ ﺍﻟﻨﺸﺎﻃﺎﺕ ﻣﺒﺮﺭ؛ ﻷﻥ‬ ‫ﻋﻠﻰ ‪ ٤٥‬ﺃﻟﻒ ﻋﻀﻮ‪ ،‬ﻧﺴﺒﺔ ﺍﻟﻨﺸﻄﺎﺀ ﻣﻨﻬﻢ ﻭﺍﺣﺪ ﺇﻟﻰ‬ ‫ﺍﻷﺭﺩﻧﻴﺔ‪.‬‬ ‫ﺑﺪﺍﻳﺎﺕ ﺍﳋﻤﺴﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ ،‬ﺃﺩﻭﺍﺭﺍ ﻋﺪﺓ ﻓﻲ ﺗﻨﻤﻴﺔ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺎﺑﻘﺔ ﺃﺩﺕ ﺇﻟﻰ ﺍﻻﻋﺘﻘﺎﺩ ﺑﺄﻥ ﻛﻞ ﻣﺎ ﺳﻨﻘﻮﻡ‬ ‫ﺳﺒﻌﺔ )‪ ،(٧:١‬ﻣﻌﻈﻤﻬﻢ ﻓﻲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍ‪‬ﻤﻮﻋﺎﺕ‬ ‫ﻭﻓﻲ ﻋﺎﻡ ‪ ،١٩٦٢‬ﺍﺳﺘﺤﺪﺛﺖ ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ ﻣﻨﺼﺐ‬ ‫ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺍﻟﺬﻱ ﻭﺭﺙ ﻣﺮ ﻃﻌﻢ ﺍﻟﻠﺠﻮﺀ‪ ،‬ﻭﻣﺎﺭﺱ‬
‫ﺑﻪ ﻟﻦ ﻳﻜﻮﻥ ﻟﻪ ﺃﻱ ﻣﺮﺩﻭﺩ ﺇﻳﺠﺎﺑﻲ‪ ،‬ﻓﻘﺪ ﻓﻘﺪ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺜﻘﺔ‬ ‫ﺍﻟﻜﺸﻔﻴﺔ‪.‬‬ ‫"ﻣﻮﻇﻒ ﺑﻐﻴﺮ ﺭﺍﺗﺐ" ﻓﻲ ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ‪ ،‬ﻓﺄﺻﺒﺢ ﻣﺮﺍﻗﺒﻮ‬ ‫ﻓﻴﻬﺎ ﺃﻧﺸﻄﺘﻪ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻛﻤﺎ ﻭ ﹼﺛﻖ ﻋﻼﻗﺘﻪ‬
‫ﺑﺎﻟﺸﺨﻮﺹ ﺍﻟﺘﻲ ﺗﻄﺎﻟﺒﻬﻢ ﺑﻔﻌﺎﻟﻴﺎﺕ ﻟﻠﺘﻤﺴﻚ ﲟﻮﺍﻗﻒ‬ ‫ﺃﻣﺎ ﺃﻫﻢ ﺍﻷﺳﺒﺎﺏ ﻓﻬﻮ ﺍﳋﻼﻓﺎﺕ ﺑﲔ ﺍﻟﻔﺼﺎﺋﻞ ﺍﻟﺴﻴﺎﺳﻴﺔ‪،‬‬ ‫ﺍﳌﺮﺍﻛﺰ ﻣﻮﻇﻔﲔ ﺑﻐﻴﺮ ﺭﻭﺍﺗﺐ‪.‬‬ ‫ﺑﺎﻷﺭﺽ ﺍﻟﺘﻲ ﺍﻗﺘﻠﻊ ﻣﻨﻬﺎ ﺁﺑﺎﺅﻩ ﻭﺃﺟﺪﺍﺩﻩ ﻋﻨﻮﺓ‪ ،‬ﻭﻟﻴﻮﻃﺪ‬
‫ﺳﺮﻋﺎﻥ ﻣﺎ ﻳﺘﺨﻠﻮﻥ ﻋﻨﻬﺎ‪ ،‬ﻭﺑﺎﺗﺖ ﺇﻋﺎﺩﺓ ﺍﻟﺜﻘﺔ ﺇﻟﻴﻬﻢ ﺃﻣﺮﺍ‬ ‫ﺍﻟﺘﻲ ﺍﻧﺘﻘﻠﺖ – ﺑﻜﻞ ﺃﺳﻒ – ﺇﻟﻰ ﺍﳌﺮﺍﻛﺰ‪.‬‬ ‫‪ -‬ﺍﳌﻌﺮﻭﻑ ﺑﺄﻥ ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻣﺨﻴﻤﺎﺕ‬ ‫ﻋﻼﻗﺘﻪ ﺑﻘﻀﻴﺔ ﺍﻟﻠﺠﻮﺀ‪ ،‬ﻓﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻷﺧﺮﻯ ﻣﻦ ﺯﻣﻦ ﺍﳊﺮﺍﻙ‬
‫ﺑﺎﻟﻎ ﺍﻟﺼﻌﻮﺑﺔ‪.‬‬ ‫ﺍﻟﻼﺟﺌﲔ ﻟﻴﺴﺖ ﻧﻮﺍﺩﻱ‪ ،‬ﻓﻤﺎ ﻫﻲ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻤﻮﻳﻞ؟‬ ‫ﺍﻟﺴﻴﺎﺳﻲ ﺍﳉﺪﻳﺪ‪ ،‬ﻛﻲ ﻻ ﺗﺒﻘﻰ ﺍﻟﻘﻀﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬
‫«‪»U³A�« e�«d� œU%‬‬ ‫ﺃﺯﻟﻴﺔ ﺍﳊﻀﻮﺭ ﻏﺎﺋﺒﺔ ﺃﻭ ﻣﻐﻴﺒﺔ ﺃﻭ ﻫﺎﻣﺸﻴﺔ ﺃﻭ ﻣﻬﻤﺸﺔ‪،‬‬
‫‪ -‬ﻧﺤﻦ ﻣﻘﺒﻠﻮﻥ ﻋﻠﻰ ﺍﻟﺬﻛﺮﻯ ﺍﻟﺴﺘﲔ ﻟﻠﻨﻜﺒﺔ‪،‬‬ ‫ﺟﺎﺀ ﺗﺄﺳﻴﺲ ﺍﲢﺎﺩ ﺍﳌﺮﺍﻛﺰ ﻣﺘﺄﺧﺮﺍ ﻗﻠﻴﻼ‪ ،‬ﻭﻟﻜﻦ "ﺃﻥ ﺗﺒﺪﺃ‬ ‫ﺗﺎﺭﻳﺨﻴﺎ؛ ﻛﺎﻧﺖ ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ ﻫﻲ ﺍﻟﺘﻲ ﲤﻮﻝ ﻣﺮﺍﻛﺰ‬
‫ﻭﻗﺪ ﻋﻠﻤﻨﺎ ﺑﺄﻥ ﺍﻟﻠﺠﻨﺔ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﳌﻨﻈﻤﺔ ﺍﻟﺘﺤﺮﻳﺮ‬ ‫ﺍﻟﺸﺒﺎﺏ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ .‬ﻛﻤﺎ ﻛﺎﻧﺖ ﻫﻲ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻦ ﺍﻟﺒﻨﺎﺀ‬ ‫ﻭﻳﻈﻞ ﺍﻟﻼﺟﺊ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻳﻌﺾ ﻋﻠﻰ ﻧﻮﺍﺟﺬ ﺍﻟﺼﺒﺮ‬
‫ﻣﺘﺄﺧﺮﺍ ﺧﻴﺮ ﻣﻦ ﺃﻻ ﺗﺒﺪﺃ ﺃﺑﺪﺍ"‪ .‬ﻓﻘﺪ ﰎ ﺗﺄﺳﻴﺴﻪ ﺑﺈﺟﻤﺎﻉ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﻗﺪ ﺍﺧﺘﺎﺭﺕ ﺷﺨﺼﻴﺔ ﻋﺮﻓﺖ ﲟﻮﺍﻗﻔﻬﺎ‬ ‫ﻭﲡﻬﻴﺰ ﺍﳌﺮﺍﻛﺰ ﺑﺎﻟﻠﻮﺍﺯﻡ ﻭﺍﳌﺘﻄﻠﺒﺎﺕ‪ .‬ﻭﻗﺪ ﻭﺻﻠﺖ ﺍﳌﻴﺰﺍﻧﻴﺔ‬ ‫ﻟﻴﻌﺮﻑ ﻧﻬﺎﻳﺔ ﺍﳌﻄﺎﻑ‪.‬‬
‫ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻋﺎﻡ ‪ ،١٩٩٢‬ﻋﻠﻰ ﻳﺪ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺸﺒﺎﺏ‬
‫"ﺍﻟﻠﻴﻨﺔ" ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺤﻖ ﺍﻟﻌﻮﺩﺓ ﻟﺘﺮﺃﺱ ﺍﻟﻠﺠﻨﺔ‬ ‫ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺗﺨﺼﺼﻬﺎ ﻟﻜﻞ ﻣﺮﻛﺰ ﺇﻟﻰ ‪ ٥٠٠٠‬ﺩﻭﻻﺭ ﺳﻨﻮﻳﺎ‪،‬‬ ‫ﻫﺬﺍ ﺍﻟﺪﻭﺭ ﺍﳋﻔﻲ ﺍﳌﻌﻠﻦ‪ ،‬ﻭﺍﻟﺘﺎﺭﻳﺦ ﺍﳊﺎﻓﻞ ﺑﺎﻟﻨﺠﺎﺣﺎﺕ‪،‬‬
‫ﺍﻟﺘﻲ ﺗﺘﺤﻠﻰ ﺑﺎﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻭﺻﺎﺣﺒﺔ ﺧﺒﺮﺓ ﻃﻮﻳﻠﺔ ﻓﻲ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺘﺤﻀﻴﺮﻳﺔ ﻟﻠﻔﻌﺎﻟﻴﺎﺕ ﺑﻬﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ‪ .‬ﻓﻤﺎ ﻣﻮﻗﻔﻜﻢ‬ ‫ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﳌﺒﻠﻎ ﻛﺎﻓﻴﺎ ﺣﺘﻰ ﻋﺎﻡ ‪.١٩٨٠‬‬ ‫ﻭﺍﻹﺧﻔﺎﻗﺎﺕ ﺭﲟﺎ‪ ،‬ﳌﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﻭﺍﲢﺎﺩﻫﺎ‪ ،‬ﻳﻄﻠﻌﻨﺎ ﻋﻠﻴﻪ ﻭﺟﻴﻪ‬
‫ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ‪.‬‬
‫ﻓﻲ ﺍﻻﲢﺎﺩ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻌﻴﲔ؟ ﻭﻛﻴﻒ ﺳﻴﻜﻮﻥ ﺗﺄﺛﻴﺮﻩ ﻋﻠﻰ‬ ‫ﻭﺧﻼﻝ ﺍﻟﻌﺪﻭﺍﻥ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﻟﻠﺒﻨﺎﻥ ﻋﺎﻡ ‪ ،١٩٨٢‬ﺣﻠﺖ ﻛﺎﺭﺛﺔ‬ ‫ﻋﻄﺎ ﺍﷲ؛ ﺃﻣﲔ ﺳﺮ ﺍﲢﺎﺩ ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬
‫‪ -‬ﻣﺎ ﻣﺒﺮﺭﺍﺕ ﺇﻧﺸﺎﺋﻪ؟‬
‫ﺯﺧﻢ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﻌﺎﻟﻴﺎﺕ؟‬ ‫ﺃﺧﺮﻯ ﺑﺎﻟﻼﺟﺌﲔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ ﻓﻲ ﻟﺒﻨﺎﻥ‪ .‬ﻭﲢﺖ ﺷﻌﺎﺭ‬ ‫‪ -‬ﺣﺪﺛﻨﺎ ﻋﻦ ﲡﺮﺑﺘﻚ‪.‬‬
‫ﻫﻨﺎﻟﻚ ﻣﺠﻤﻮﻋﺔ ﻛﺒﻴﺮﺓ ﻣﻦ ﺍﳌﺒﺮﺭﺍﺕ‪ ،‬ﺃﻫﻤﻬﺎ ﺍﻟﺪﻓﺎﻉ ﻋﻦ‬
‫ﻗﺪ ﻳﺴﻤﻲ ﺍﻟﺴﻴﺪ ﻳﺎﺳﺮ ﻋﺒﺪ ﺭﺑﻪ ﻧﻔﺴﻪ "ﺍﻟﻼﺟﺊ ﺍﻷﻭﻝ"‪،‬‬ ‫ﺍﻟﻌﺠﺰ‪ ،‬ﻭﺿﺮﻭﺭﺓ ﲢﻮﻳﻞ ﺍﳌﺴﺎﻋﺪﺍﺕ ﺇﻟﻰ "ﺑﺆﺭﺓ ﺳﺎﺧﻨﺔ"‪،‬‬ ‫ﺑﺪﺃ ﻧﺸﺎﻃﻲ ﺍﻟﺘﻄﻮﻋﻲ ﻣﻊ ﻣﺮﻛﺰ ﺷﺒﺎﺏ ﻣﺨﻴﻢ ﻗﻠﻨﺪﻳﺎ‪.‬‬
‫ﺣﻘﻮﻕ ﻭﻣﺼﺎﻟﺢ ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ؛ ﻛﻌﻨﻮﺍﻥ ﺭﺋﻴﺲ ﻟﻬﺎ‪ ،‬ﳝﻜﻨﻪ‬
‫ﻟﻜﻦ ﻣﻨﺬ ﻋﺮﻓﺖ ﻣﻮﺍﻗﻔﻪ ﻛﻘﻄﺐ ﻓﻲ "ﲢﺎﻟﻒ ﺟﻨﻴﻒ" ﻣﻊ‬ ‫ﺃﻭﻗﻔﺖ ﺍﻟﻮﻛﺎﻟﺔ ﺍﳌﻮﺍﺯﻧﺎﺕ ﺍﻟﺴﻨﻮﻳﺔ‪ ،‬ﻭﺃﺑﻘﺖ ﻋﻠﻰ ﻳﺴﻤﻰ‬ ‫ﻭﲤﻴﺰﺕ ﻓﻲ ﺃﻭﺍﺧﺮ ﻋﺎﻡ ‪١٩٧٥‬ﺑﺄﻧﺸﻄﺘﻲ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻠﺠﻨﺔ‬
‫ﻭﻳﺼﺪﺭﻫﺎ‬
‫ﹼ‬ ‫ﺃﻥ ﻳﻠﺨﺺ ﻣﺸﺎﻛﻠﻬﺎ ﻭﻫﻤﻮﻣﻬﺎ ﻭﺍﺣﺘﻴﺎﺟﺎﺗﻬﺎ‪،‬‬
‫ﻳﻮﺳﻲ ﺑﻴﻠﲔ‪ ،‬ﻟﻢ ﻳﺸﺮ ﺇﻟﻰ ﺃﻱ ﺗﻌﺪﻳﻞ ﻓﻲ ﻣﻮﺍﻗﻔﻪ ﻣﻦ ﺣﻖ‬ ‫"ﺍﳌﻨﺢ"‪ ،‬ﻭﻫﻲ ﻣﺒﺎﻟﻎ ﻣﻘﻄﻮﻋﺔ‪ ،‬ﰎ ﺗﺨﻮﻳﻞ ﻣﺪﻳﺮ ﺩﺍﺋﺮﺓ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ‪ .‬ﻭﻓﻲ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﲡﺮﻯ ﺳﻨﻮﻳﺎ‪،‬‬
‫ﺇﻟﻰ ﺍﳉﻬﺎﺕ ﺍﳌﻌﻨﻴﺔ ﻭﺍ‪‬ﺘﺼﺔ‪ ،‬ﺧﺎﺻﺔ ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ؛ ﻟﺪﻓﻌﻬﺎ‬
‫ﺍﻟﻌﻮﺩﺓ‪.‬‬ ‫ﺍﻟﺸﺆﻭﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻮﻛﺎﻟﺔ ﺑﺼﺮﻓﻬﺎ ﳌﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﻧﺘﺨﺒﺖ ﺭﺋﻴﺴﺎ ﻟﻠﻬﻴﺌﺔ ﺍﻹﺩﺍﺭﻳﺔ ﳌﺮﻛﺰ ﺍﻟﺸﺒﺎﺏ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﺇﻟﻰ ﺍﻟﻮﻗﻮﻑ ﺃﻣﺎﻡ ﻣﺴﺆﻭﻟﻴﺎﺗﻬﺎ ﲡﺎﻩ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻼﺟﺊ‪ ،‬ﻭﻗﺪﺭﺓ‬
‫ﻟﻘﺪ ﺗﺪﺍﺭﺳﻨﺎ ﺍﳌﻮﻗﻒ ﺧﻼﻝ ﺍﺟﺘﻤﺎﻋﺎﺗﻨﺎ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺣﺴﺐ ﺃﻧﺸﻄﺔ ﻛﻞ ﻣﺮﻛﺰ‪ ،‬ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺸﻬﺮﻳﺔ ﺍﳌﻘﺪﻣﺔ‬ ‫ﻋﺎﻡ ‪ .١٩٧٦‬ﻭﺍﻧﺘﻘﻠﺖ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻨﺸﺎﻃﺎﺕ ﺇﻟﻰ ﺍﳌﻘﺮ ﺍﻟﺮﺋﻴﺲ‪،‬‬
‫ﺍﻻﲢﺎﺩ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻛﺎﻓﺔ ﺍﳌﺮﺍﻛﺰ‪ ،‬ﻭﺗﻌﻤﻴﻢ ﺍﻷﻧﺸﻄﺔ‬
‫ﺍﳌﻌﻨﻴﺔ ﺑﺤﻘﻮﻕ ﺍﻟﻼﺟﺌﲔ‪ ،‬ﻭﻋﺒﺮﻧﺎ ﻋﻦ ﺍﳌﻔﺎﺟﺄﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺮﺍﺭ؛‬ ‫ﻣﻨﻬﺎ‪ .‬ﻭﻫﻲ ﺭﻣﺰﻳﺔ‪ ،‬ﻭﺻﻠﺖ ﻓﻲ ﺃﻗﺼﻰ ﺣﺪﻭﺩﻫﺎ ﺇﻟﻰ ‪ ٢٥‬ﺃﻟﻒ‬ ‫ﺍﻟﺬﻱ ﺃﻧﺸﺊ ﻋﺎﻡ ‪ ١٩٥٣‬ﻋﻠﻰ ﻣﺪﺧﻞ ﺍ‪‬ﻴﻢ‪ ،‬ﺑﻌﺪ ﺃﻥ ﰎ‬
‫ﺑﺴﻬﻮﻟﺔ‪.‬‬
‫ﻓﺼﺎﺣﺐ ﻫﺬﺍ ﺍﳌﻨﺼﺐ‪ ،‬ﻟﻪ ﻣﻮﺍﻗﻒ ﻭﺗﺼﺮﻳﺤﺎﺕ ﺗﺪﻝ ﻋﻠﻰ‬ ‫ﺩﻭﻻﺭ ﻓﻲ ﺍﻟﺴﻨﺔ‪.‬‬ ‫ﺍﺳﺘﺮﺩﺍﺩﻩ ﻣﻦ ﺟﻤﻌﻴﺔ ﺍﻟﺸﺎﺑﺎﺕ ﺍﳌﺴﻴﺤﻴﺎﺕ ﺍﻟﺘﻲ ﺷﻐﻠﺘﻪ‬
‫ﻛﻤﺎ ﺟﺎﺀ ﺗﺸﻜﻴﻞ ﺍﻻﲢﺎﺩ ﻓﻲ ﻣﻨﺎﺥ ﺳﺎﺩﺕ ﻓﻴﻪ ﺯﻳﺎﺭﺍﺕ‬
‫ﺗﻔﺮﻳﻂ ﻭﺍﺿﺢ ﻓﻲ ﺣﻖ ﺍﻟﻌﻮﺩﺓ‪ ،‬ﻭﻳﺮﻯ ﺑﺄﻥ "ﲢﻘﻴﻖ ﺍﻟﻌﻮﺩﺓ ﺑﺎﺕ‬ ‫‪ -‬ﻣﺎ ﻫﻲ ﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﺮﺍﻛﺰ ﻭﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ؟‬ ‫ﺑﻌﺪ ﺣﺮﺏ ﺣﺰﻳﺮﺍﻥ ‪.١٩٦٧‬‬
‫ﻣﺒﻌﻮﺛﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﺍﳊﺪﻳﺚ ﻋﻦ ﻣﺆﲤﺮ ﻣﺪﺭﻳﺪ‪ ،‬ﻣﺎ ﺃﺛﺎﺭ‬
‫ﻣﻌﺠﺰﺓ"‪...‬‬ ‫ﺍﺳﺘﻤﺮ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﺣﺘﻰ ﺗﺎﺭﻳﺦ ‪ ،٢٠٠٢/٧/٣١‬ﺣﻴﺚ ﺗﻮﻗﻔﺖ‬ ‫ﻭﻓﻲ ﻋﺎﻡ ‪ ،١٩٨٠‬ﺗﻮﺟﻬﺖ ﻟﻠﺪﺭﺍﺳﺔ ﻓﻲ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﺎﺗﻲ‬
‫ﻗﻠﻖ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻼﺟﺊ ﺍﳌﺆﻣﻦ ﺑﺤﻖ ﺍﻟﻌﻮﺩﺓ؛ ﻓﺄﺭﻳﺪ ﻟﻼﲢﺎﺩ ﺃﻥ‬
‫ﺳﻨﺘﻮﺟﻪ ﺇﻟــﻰ ﺍﻟﺮﺋﻴﺲ ﻭﺇﻟــﻰ ﻣﻨﻈﻤﺔ ﺍﻟﺘﺤﺮﻳﺮ‬ ‫ﺍﻟﻮﻛﺎﻟﺔ‪ ،‬ﺑﻌﺪ ﺍﺟﺘﻴﺎﺡ ﻗﻮﺍﺕ ﺍﻻﺣﺘﻼﻝ ﺍﳌﺪﻥ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪،‬‬ ‫ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻭﻧﻠﺖ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﻴﺮ ﻓﻲ ﺍﻹﺧﺮﺍﺝ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻲ‬
‫ﻳﻜﻮﻥ ﻋﻨﻮﺍﻧﺎ ﻟﻠﺪﻓﺎﻉ ﻋﻦ ﺣﻘﻮﻕ ﺍﻟﻼﺟﺌﲔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﲔ‪.‬‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﻭﻧﻌﻠﻦ ﺭﻓﻀﻨﺎ ﻟﻴﺎﺳﺮ ﻋﺒﺪ ﺭﺑﻪ‪ .‬ﻭﻧﻌﻠﻦ ﺑﺄﻥ‬ ‫ﻋﻦ ﺗﻘﺪﱘ ﻫﺬﻩ ﺍﳌﻨﺢ‪ ،‬ﺑﻀﻐﻂ ﺃﻣﺮﻳﻜﻲ ﻭﺇﺳﺮﺍﺋﻴﻠﻲ‪ ،‬ﺑﺤﺠﺔ‬ ‫ﻭﺍﻟﺴﻴﻨﻤﺎﺋﻲ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻋﺪﺕ ﺇﻟﻰ ﺍﻟﻮﻃﻦ ﻋﺎﻡ ‪ ،١٩٨٥‬ﻛﺎﻥ‬
‫‪ -‬ﻣﺎ ﻫﻲ ﻃﺒﻴﻌﺔ ﻣﺸﺎﺭﻛﺔ ﺍﻻﲢﺎﺩ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺤﻘﻮﻕ‬
‫ﻫﺬﺍ ﺍﻟﺘﻌﻴﲔ ﻳﺘﻨﺎﻗﺾ ﲤﺎﻣﺎ ﻣﻊ ﻭﺟﻮﺩ ﺩﺍﺋﺮﺓ ﺷﺆﻭﻥ ﺍﻟﻼﺟﺌﲔ‬ ‫ﺃﻥ ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ "ﺑﺆﺭ ﻟﻺﺭﻫﺎﺏ"‪ .‬ﺣﺘﻰ ﺇﻥ ﻫﺬﻩ ﺍﻟﻀﻐﻮﻁ‬ ‫ﻣﺮﻛﺰ ﺍﻟﺸﺒﺎﺏ ﻣﻐﻠﻘﺎ ﺑﺄﻭﺍﻣﺮ ﻋﺴﻜﺮﻳﺔ ﺍﺣﺘﻼﻟﻴﺔ ﻣﻨﺬ ‪،١٩٨١‬‬
‫ﺍﻟﻼﺟﺌﲔ؟‬
‫ﻓﻲ ﻣﻨﻈﻤﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪.‬‬ ‫ﺃﺟﺒﺮﺕ ﺍﻟﻮﻛﺎﻟﺔ ﻋﻠﻰ ﻗﻄﻊ ﺃﻱ ﺍﺗﺼﺎﻝ ﻟﻬﺎ ﻣﻊ ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ‬ ‫ﺑﺤﺠﺔ ﻋﺮﺽ ﻓﻴﻠﻢ "ﻋﻤﺮ ﺍ‪‬ﺘﺎﺭ"‪ .‬ﻭﺍﻣﺘﺪ ﺍﻹﻏﻼﻕ ﺍﻟﺬﻱ ﺣﺘﻰ‬
‫ﺍﻻﲢﺎﺩ ﻟﻢ ﻳﻄﻠﻖ ﺷﻌﺎﺭﺍﺕ‪ ،‬ﺑﻞ ﺑﺎﺩﺭ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ﻓﻌﺎﻟﻴﺎﺕ‬
‫‪ -‬ﻣﺎ ﺍﻟﺬﻱ ﺗﺘﻤﻨﺎﻩ ﻋﻠﻰ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ؟‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻣﺨﻴﻤﺎﺕ ﺍﻟﻼﺟﺌﲔ‪.‬‬ ‫‪ ،١٩٩١‬ﻟﻜﻨﻪ ﻟﻢ ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﳑﻴﺰﺓ ﺧﻼﻝ ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ‪ ،‬ﺣﻴﺚ ﺩﻋﺎ ﺇﻟﻰ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻭﻭﺭﺷﺎﺕ‬
‫ﺭﲟﺎ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺮﺳﺎﻟﺔ ﻣﻮﺟﻬﺔ ﺇﻟﻰ ﺍﳉﻬﺎﺕ ﺍﳌﻌﻨﻴﺔ‬ ‫‪ -‬ﻛﻴﻒ ﺍﺧﺘﻠﻒ ﺍﻟﻮﺿﻊ ﻣﻊ ﻗﻴﺎﻡ ﺍﻟﺴﻠﻄﺔ ﺍﻟﻮﻃﻨﻴﺔ؟‬ ‫ﻟﻠﻤﺮﻛﺰ؛ ﻓﻌﺪﺕ ﳌﻤﺎﺭﺳﺔ ﻧﺸﺎﻃﻲ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺮﻳﺎﺿﻲ‪.‬‬
‫ﻋﻤﻞ ﻣﺘﻮﺍﺻﻠﺔ ﻭﺧﺎﺻﺔ ﺑﻌﺪ ﺃﻭﺳﻠﻮ‪ ،‬ﺣﻮﻝ ﻗﻀﺎﻳﺎ ﺍﻟﻼﺟﺌﲔ‪.‬‬
‫ﻭﺍﳌﺴﺆﻭﻟﺔ‪ ،‬ﺍﻟﺘﻲ ﺣﲔ ﺗﻄﻠﺐ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻘﻴﺎﻡ ﺑﻔﻌﺎﻟﻴﺔ‬ ‫ﺑﻌﺪ ﻗﻴﺎﻡ ﺍﻟﺴﻠﻄﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﺍﺳﺘﻄﺎﻉ‬ ‫‪ -‬ﻛﻴﻒ ﻧﺸﺄﺕ ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﻓﻲ ﻣﺨﻴﻤﺎﺕ ﺍﻟﻀﻔﺔ‬
‫ﻭﳒﺤﻨﺎ ﻓﻲ ﻋﻘﺪ ﺃﻭﻝ ﻣﺆﲤﺮ ﻋﺎﻡ ﻓﻲ ‪ ،١٩٩٥/١٢/٨‬ﻣﺒﺎﺷﺮﺓ ﻓﻲ‬
‫ﻣﺎ‪ ،‬ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﳌﻘﺎﺑﻞ ﺗﻮﻓﻴﺮ ﺍﳌﻨﺎﺥ ﺍﳌﻨﺎﺳﺐ ﻟﻪ ﻟﻠﻘﻴﺎﻡ ﺑﻬﺬﻩ‬ ‫ﺑﻌﺾ ﺍﳌﺮﺍﻛﺰ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺩﺧﻞ ﺭﻣﺰﻱ ﺛﺎﺑﺖ ﻻ ﻳﺘﺠﺎﻭﺯ ﺃﻟﻒ‬ ‫ﺍﻟﻐﺮﺑﻴﺔ ﻭﻗﻄﺎﻉ ﻏﺰﺓ؟‬
‫ﺳﺎﺣﺔ ﺳﺠﻦ ﺍﻟﻔﺎﺭﻋﺔ‪ ،‬ﺑﻌﺪ "ﺇﻋﺎﺩﺓ ﺍﻻﻧﺘﺸﺎﺭ"‪ ،‬ﺛﻢ ﺗﻼﻩ ﻣﺆﲤﺮ‬
‫ﺍﳌﻬﻤﺔ‪ ،‬ﻓﺈﺫﺍ ﺗﻮﻓﺮ ﻫﺬﺍ ﺍﳌﻨﺎﺥ ﻗﺪ ﺗﻜﻮﻥ ﺍﻷﻣﻮﺭ ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺩﻭﻻﺭ ﺷﻬﺮﻳﺎ‪ ،‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻜﺮﻣﺔ ﻣﻦ ﺍﻟﺮﺋﻴﺲ ﺍﻟﺮﺍﺣﻞ‬ ‫‪ ٪٨٠‬ﻣﻦ ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻛﺎﻥ ﻳﻌﻤﻞ ﻓﻲ ﺍﻟﻔﻼﺣﺔ‬
‫ﻓﻲ ﻣﻨﻄﻘﺔ ﺑﻴﺖ ﳊﻢ‪ ،‬ﻭﺁﺧﺮ ﻓﻲ ﻗﻄﺎﻉ ﻏﺰﺓ‪.‬‬
‫ﻫﻨﺎﻙ ﺍﺳﺘﻨﻜﺎﻑ ﻭﻻﻣﺒﺎﻻﺓ ﻭﻋﺪﻡ ﺛﻘﺔ ﺗﺴﻮﺩ ﺃﻭﺳﺎﻁ‬ ‫ﻳﺎﺳﺮ ﻋﺮﻓﺎﺕ‪ .‬ﻭﺍﺳﺘﻄﺎﻉ ﺑﻌﺾ ﺍﻹﺩﺍﺭﺍﺕ ﺇﻗﻨﺎﻉ ﺑﻌﺾ ﺍﳌﺎﻧﺤﲔ‬ ‫ﻗﺒﻞ ﺍﻟﻨﻜﺒﺔ‪ ،‬ﻭﻓﺠﺄﺓ ﻭﺟﺪ ﺍﻟﺸﺒﺎﺏ ﺃﻧﻔﺴﻬﻢ ﻓﻲ ﻣﺨﻴﻤﺎﺕ‪،‬‬
‫ﻭﻓﻲ ﻋﺎﻡ ‪ ١٩٩٨‬ﺃﻃﻠﻘﻨﺎ ﻣﺒﺎﺩﺭﺓ ﺩﻋﻮﻧﺎ ﻓﻴﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍﻟﺸﺒﺎﺏ؛ ﻭﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﺃﻥ ﻧﻘﻒ ﻋﻨﺪﻩ‪ ،‬ﻫﻮ ﻛﻴﻒ‬ ‫ﺍﻟﺪﻭﻟﻴﲔ ﺃﻭ "ﺑﻜﺪﺍﺭ" ﻟﺘﻄﻮﻳﺮ ﻫﺬﻩ ﺍﳌﻨﺸﺂﺕ‪.‬‬ ‫ﻭﺍﻧﻌﺪﻣﺖ ﻓﺮﺹ ﺍﻟﻌﻤﻞ؛ ﻓﻮﺻﻠﺖ ﻧﺴﺒﺔ ﺍﻟﺒﻄﺎﻟﺔ ﺧﻼﻝ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﻓﻲ ﻣﺮﺍﻛﺰ ﲡﻤﻊ ﺍﻟﻼﺟﺌﲔ ﺇﻟﻰ ﺍﳊﺬﻭ ﺣﺬﻭ ﺍﳌﺮﺍﻛﺰ‬
‫ﻧﻌﻴﺪ ﺍﻟﺜﻘﺔ ﺇﻟﻴﻪ؟‬ ‫‪ -‬ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻥ ﺑﻌﺾ ﺍﳌﺮﺍﻛﺰ ﻛﺎﻥ ﺃﻛﺜﺮ ﳒﺎﺣﺎ ﻓﻲ‬ ‫ﺍﻟﺸﺘﺎﺀ ﺇﻟﻰ ‪.٪١٠٠‬‬
‫ﻓﻲ ﺗﺸﻜﻴﻞ ﺍﲢﺎﺩﺍﺕ ﺧﺎﺻﺔ؛ ﻟﻴﺴﻬﻞ ﺍﻟﺘﺠﻤﻴﻊ ﻭﺍﻻﺗﺼﺎﻝ‬
‫ﺍﺳﺘﺠﻼﺏ ﻫﺬﺍ ﺍﻟﺘﻤﻮﻳﻞ؟‬ ‫ﺃﻣﺎﻡ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻃﺎﻟﺐ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻼﺟﺊ ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ‬
‫ﳝﻜﻦ ﺃﻥ ﻧﻌﺰﻭ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﺇﻟﻰ ﻗﺮﺏ ﺃﻭ ﺑﻌﺪ ﺍﳌﺮﻛﺰ ﻋﻦ‬ ‫ﺑﺈﻗﺎﻣﺔ ﻧﻮﺍﺩ‪ ،‬ﻭﻣﻨﺤﻬﻢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻌﺐ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﻭﻛﺮﺓ‬
‫ﺍﳌﺪﻳﻨﺔ‪ ،‬ﻭﻟﻬﺬﺍ ﻓﺈﻥ ﺍﳌﺮﺍﻛﺰ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﻣﺪﻳﻨﺔ ﺭﺍﻡ ﺍﷲ‪،‬‬ ‫ﺍﻟﺴﻠﺔ‪ ،‬ﻭﻏﻴﺮﻫﺎ‪.‬‬
‫ﺟﻌﻠﻬﺎ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﳉﻬﺎﺕ ﺍﻟﺪﺍﻋﻤﺔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﻛﺎﻧﺖ ﺍﻟﻮﻛﺎﻟﺔ ﻣﺘﺨﻮﻓﺔ ﻣﻦ ﺍﻻﺳﺘﺠﺎﺑﺔ‬
‫ﺇﻟﻰ ﺃﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻨﺸﻄﺔ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﻨﺴﺞ ﻋﻼﻗﺎﺕ ﳑﻴﺰﺓ ﻣﻊ‬ ‫ﻟﻬﺬﺍ ﺍﻟﻄﻠﺐ؛ ﻷﻥ ﲡﺮﺑﺘﻬﺎ ﻛﺎﻧﺖ ﺣﺪﻳﺜﺔ‪ ،‬ﻓﻘﺪ ﺻﺪﺭ ﻗﺮﺍﺭ‬
‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻓﻲ ﺍﳌﺪﻳﻨﺔ‪.‬‬ ‫ﺇﻧﺸﺎﺀ ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ ﻓﻲ ‪ ،١٩٤٩/١٢/٨‬ﻭﻟﻜﻨﻬﺎ ﺑﺪﺃﺕ ﲤﺎﺭﺱ‬
‫‪ -‬ﺑﲔ ﺳﻨﻮﺍﺕ ﺍﻟﺜﻤﺎﻧﲔ ﻭﺑﺪﺍﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ‪ ،‬ﻛﺎﻧﺖ‬ ‫ﻣﻬﺎﻣﻬﺎ ﻓﻲ ‪ .١٩٥٠/٥/٩‬ﻭﻓﻲ ﺍﻟﻨﻬﺎﻳﺔ ﺍﺳﺘﺠﺎﺑﺖ ﻟﻠﻄﻠﺐ‪،‬‬
‫ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﺗﺘﻤﻴﺰ ﺑﺎﳌﺴﺘﻮﻯ ﺍﻟﺮﺍﻗﻲ‪ ،‬ﻭﺧﺼﻮﺻﺎ ﻓﻲ‬ ‫ﻓﺒﻨﺖ ﺛﻼﺛﺔ ﻣﺮﺍﻛﺰ "ﲡﺮﻳﺒﻴﺔ"‪ ،‬ﻓﻲ ﻃﻮﻟﻜﺮﻡ‪ ،‬ﻭﺍﳉﻠﺰﻭﻥ‪ ،‬ﻭﻓﻲ‬
‫ﺍ‪‬ﺎﻻﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﺃﺩﺍﺀﻫﺎ ﺿﻌﻒ ﻓﻲ ﻣﻨﺘﺼﻒ‬ ‫ﻣﺨﻴﻢ ﺍﻟﻮﺣﺪﺍﺕ ﺑﺎﻷﺭﺩﻥ‪ ،‬ﻛﺎﻧﺖ ﺗﺘﻤﻴﺰ ﺑﺎﺗﺴﺎﻉ ﻏﺮﻓﻬﺎ‪ ،‬ﻭﻋﻠﻮ‬
‫∂‪±‬‬ ‫‪rN�ö�QÐ‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻫﻮ ﺣﻠﻢ ﻣﺮ ﻋﺒﺮ ﺿﻴﻖ ﻃﺮق اﳌﺨﻴﻤﺎت‪...‬‬ ‫√‪Ê«eŠ_« …dOÝ‬‬

‫ﻋﺒﺮ ﺟﺮاح اﳌﺌﺎت‪....‬‬ ‫ﻫﻨﺎء اﳉﻌﺒﺮي‬
‫ﻣﻦ ﺻﺮﺧﺔ أﻟﻢ اﻟﺸﻬﺪاء‬ ‫ﺟﺎﻣﻌﺔ اﻟﻘﺪس اﳌﻔﺘﻮﺣﺔ‪ /‬اﳋﻠﻴﻞ‬
‫ﻣﻦ ﺣﻨﺎﺟﺮ اﻟﺴﺠﻨﺎء‪..‬‬
‫ﻣﺎﻫﺮ اﳋﻄﻴﺐ‬
‫وأﻟﻢ اﻷﻣﻬﺎت‪...‬‬
‫دﻣﻮع أﻟﻢ ﺗﻌﺘﺼﺮ ذﻟﻚ اﻟﻘﻠﺐ اﻟﺒﺴﻴﻂ‪ ،‬ﺟﺮح وﻧﺪم ﲢﻤﻠﻪ ﻓﻲ ﺛﻨﺎﻳﺎ‬
‫وﻣﻦ دﻣﻮع أﻃﻔﺎل ﺳﻜﻨﻮا ﺿﻴﻖ اﻟﻄﺮﻗﺎت‪...‬‬
‫ﻳﻘﻮﻟﻮن إن ﻓﻲ اﳌﻨﻔﻰ وﻃﻨﺎ‪....‬‬ ‫ﺻﺪرﻫﺎ اﻟﺼﻐﻴﺮ‪ ،‬ﺧﻠﻘﺖ ﻟﺘﺤﻴﺎ وﻟﻜﻨﻬﺎ ﻟﻢ ﺗﻌﺮف أن ﻟﻠﺤﻴﺎة ﺛﻤﻨﺎ‬
‫ﻓﻼ ﺗﻌﺠﺐ "أن اﻟﻨﺎر ﻣﻦ ﻣﺴﺘﺼﻐﺮ اﻟﺸﺮر"‪...‬‬
‫أﻳﺬﻛﺮ ﺑﻌﺪ وﻃﻨﻲ وﻃﻦ؟!‬ ‫ﻻ ﺗﻘﺪر ﻋﻠﻰ دﻓﻌﻪ‪ ..‬ﻟﻢ ﺗﻌﺮف أن اﻟﺜﻤﻦ ﺑﺴﻤﺔ ﻓﻘﺪﺗﻬﺎ‪ ،‬ودﻣﻌﺔ‬
‫ﻣﻦ ﺑﻴﻮﺗﻨﺎ ﺗﻨﻄﻠﻖ ﻣﻮاﻛﺐ اﻟﺜﻮار‪..‬‬
‫ﻣﻦ ﺟﺮاح اﳌﻨﻔﻰ ﻳﺼﺮخ ﻃﻔﻞ‪ :‬ﺳﻨﻌﻮد‪...‬‬ ‫اﻛﺘﺴﺒﺘﻬﺎ‪ ،‬ﻟﻢ ﺗﻌﺮف أن ﺣﻠﻤﻬﺎ ﺳﻮف ﻳﻬﺪم‪ ،‬وﻟﻢ ﺗﻌﺮف أن اﳊﻴﺎة‬
‫ﻳﺪ ﺑﺎﻟﻌﻠﻢ ﺗﻨﻴﺮ‪ ...‬وﻳﺪ إﻟﻰ اﻟﻌﺪو ﺑﺎﻟﺰﻧﺎد ﺗﺸﻴﺮ‪...‬‬
‫ﺳﻨﺤﻘﻖ وﻋﺪا دون ﺷﻬﻮد‪...‬‬ ‫ﻳﻮم ﻟﻬﺎ وأﻳﺎم ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺛﻮار ﺑﺎﻷﻗﻼم‪ ...‬واﻟﺮﺳﻢ ﺑﺎﻷﻟﻮان‪..‬‬
‫ﺣﻠﻢ ﻳﺘﺠﺪد ﻣﻦ ﺻﻤﺖ اﻟﻈﻨﻮن‪...‬‬ ‫ﻓﺘﺤﺖ ﻗﻠﺒﻬﺎ ﻣﻦ ﺟﺪﻳﺪ‪ ،‬وﻧﺴﻴﺖ ﺣﺰﻧﺎ ﻣﻀﻰ‪ ،‬وﺑﺪأت ﻣﻦ ﺟﺪﻳﺪ‪.‬‬
‫ﺑﺎﻟﺸﻌﺮ‪ ...‬وﻣﻦ ﻋﺬاب ﻏﺮﺑﺘﻬﻢ ﻛﻞ اﻷﺣﺰان‪....‬‬
‫ﻳﺮﺣﻞ ﺑﻬﻢ اﻟﻌﻤﺮ زﻣﻨﺎ‪...‬‬ ‫وﻟﻜﻦ ﻟﻢ ﺗﻌﺮف أﻧﻪ ﻛﺘﺐ ﻋﻠﻰ ﻗﻠﺒﻬﺎ اﻟﺼﻐﻴﺮ أﻟﻢ داﺋﻢ وﺣﺰن ﻃﻮﻳﻞ‪،‬‬
‫ﺛﻮار ﺑﺎﻟﺒﻨﺪﻗﻴﺔ‪ ..‬ﺑﺎﳊﺠﺮ واﳌﻘﻼع‪....‬‬
‫واﻷﻣﻞ ﻣﺎ زال ﻓﻲ اﻟﻘﻠﻮب‪....‬‬ ‫ﻓﺒﻘﻴﺖ أﺳﻴﺮة أﺣﺰان ﻣﻀﺖ‪ ،‬وآﻻم وأﺣﺰان آﺗﻴﺔ ﻋﻠﻰ اﳌﺪى اﻟﺒﻌﻴﺪ‪،‬‬
‫ﻓﻲ وﺟﻬﻪ ﺑﻄﻞ ﺑﻘﻮة ﻋﺘﻴﺪة‪....‬‬
‫ﻳﺄﺗﻲ ﺟﻴﻞ وﻳﺮﺣﻞ ﺟﻴﻞ‪...‬‬ ‫ﺣﻮﻟﺘﻬﺎ ﻣﻦ وردة ﻣﺘﻔﺘﺤﺔ إﻟﻰ وردة ذﺑﻠﺖ ﻣﻦ ﺣﺰن وأﻟﻢ‪.‬‬
‫ﻟﻜﻨﻬﻢ ﻳﺰﻟﺰﻟﻮن اﻷرض ﻣﻦ ﺳﻜﻨﺎﺗﻬﻢ ﲢﺖ اﻻﺣﺘﻼل‪...‬‬
‫وﻓﻲ ﻗﻮة ﻳﻘﻮﻟﻮن‪ :‬إن ﻟﻨﺎ أرﺿﺎ‪...‬‬
‫ﺑﻘﻨﺒﻠﺔ ﻣﻦ ﺣﻨﺎﺟﺮﻫﻢ ﺻﻮﺗﻴﺔ‪...‬‬
‫إن ﻟﻨﺎ وﻃﻨﺎ وإﻟﻴﻪ ﻳﻮﻣﺎ ﺳﻨﻌﻮد‪...‬‬
‫��‪ÂuO�« bFÐ ¡U‬‬

‫¼‪WMÝ ±µØœdJ�« UO‬‬
‫ﻣﺮاﺳﻠﺔ اﻟﺼﺤﻴﻔﺔ‪/‬اﻟﻘﺪس‬ ‫اﻟﻨﻬﺎﻳﺔ ﻫﻲ أن ﻧﺒﺤﺮ ﺑﻌﻴﺪا ﺑﲔ اﻷﻣﻮاج اﳌﺴﻤﻮﻣﺔ ﺑﺤﺜﺎ ﻋﻦ ﻛﻮﻛﺐ ﻟﻠﺤﻴﺎة‪ ،‬أﻣﻼ‬
‫ﻏﺎﺑﻮا ﻋﻨﻲ ﻛﺜﻴﺮا‪ ...‬واﻟﻴﻮم أﻛﺘﺐ آﺧﺮ ﻛﻠﻤﺎﺗﻲ ﻟﻬﻢ‬ ‫ﻓﻲ إﻳﺠﺎدﻫﺎ ﺑﲔ ﻗﻨﺎدﻳﻞ اﻟﺴﻤﺎء وﺳﻂ اﳌﺠﻬﻮل‪.‬‬
‫ﺑﻌﺪ ﻃﻮل ﻏﻴﺎب‪.‬‬ ‫اﻟﻨﻬﺎﻳﺔ ﻫﻲ ﺗﻠﻚ اﻟﺴﺤﺎﺑﺔ اﻟﺴﻮداء اﻟﺘﻲ ﺗﺴﺎﻓﺮ ﺑﻨﺎ‪ ،‬وﺗﻠﻘﻲ ﺑﻨﺎ أرﺿﺎ إﻟﻰ وادي‬
‫رﺣﻠﻮا ﺟﻤﻴﻌﺎ‪ ،‬وأﺧﻴﺮا ﺑﻌﺪ ﺗﻠﻚ اﻷﻋﻮام اﺳﺘﻄﻌﺖ‬ ‫اﻵﻻم‪ ،‬ﻟﻨﺠﺮي ﻣﻊ ﻣﻴﺎه اﻟﻮدﻳﺎن ﺑﺤﺜﺎ ﻋﻦ ﻛﺄس اﻵﻣﺎل‪ ،‬ﻟﻨﺴﺘﺮق ﻣﻨﻪ ﺗﺮﻳﺎﻗﺎ‬ ‫‪…d/ wMÐ dO³Ž‬‬
‫اﺳﺘﻴﻌﺎب أﻧﻲ ﻓﻘﺪﺗﻬﻢ إﻟﻰ اﻷﺑﺪ‪ ،‬وﺳﻤﺤﺖ ﻟﻬﻢ‬ ‫ﻟﻠﻮﻓﺎة‪.‬‬ ‫‪ ١٨‬ﻋﺎﻣﺎ‪ /‬ﺳﻠﻔﻴﺖ‬
‫ﺑﺎﻟﺮﺣﻴﻞ دون وداع‪ .‬ﻋﺠﺰت ﻋﻦ ﻗﻮل "ﻻ"‪ :‬ﻻ ﺗﺮﺣﻠﻮا‪ ،‬اﺑﻘﻮا إﻛﺮاﻣﺎ ﻟﺼﺪاﻗﺔ اﻟﺴﻨﲔ‬ ‫اﻟﻨﻬﺎﻳﺔ ﻫﻲ اﻟﺘﻲ ﺗﺒﻌﺜﺮ ﺣﺮوﻓﻲ وﺗﺆﻟﻢ ﺟﻮارﺣﻲ‪ ،‬وﺗﻀﻴﻖ ﺻﺪري وﺗﺜﻘﻞ‬
‫ﻫﻤﻮﻣﻲ‪ ،‬ﻫﻲ ﺗﻠﻚ اﻟﺘﻲ ﺗﻘﺘﻞ ﻓﺆادي وﺗﻌﻤﻲ ﺻﻮاﺑﻲ‪ ،‬ﻫﻲ ﺗﻠﻚ اﻟﻨﻬﺎﻳﺔ اﻟﺴﻮداء‬
‫اﻟﺘﻲ ﺑﻴﻨﻨﺎ‪...‬ﻟﻘﺪ ﺻﺒﺮت‪ ،‬وﲢﻤﻠﺖ‪ ،‬وﺣﺎوﻟﺖ ﺗﻀﻤﻴﺪ ﺟﺮوﺣﻲ‪ ،‬وﻗﻠﺖ‪ :‬ﻟﺮﲟﺎ ﺳﺘﺄﺗﻲ‬
‫اﻟﺘﻲ ﺑﻘﻴﺖ وﺣﻴﺪة ﻓﻴﻬﺎ ﺑﲔ ﺣﻴﻮاﻧﺎت ﻏﺮﻳﺒﺔ‪ ،‬أﺗﺮاﻗﺺ ﺑﲔ أﺷﺠﺎر ﺣﺰﻳﻨﺔ‪.‬‬ ‫ﻛﺎن ذﻟﻚ اﳌﺴﺎء اﻟﻌﻘﻴﻢ اﻟﺬي ﻫﻮت ﻓﻴﻪ ﺗﻠﻚ اﻟﺪﻣﻴﺔ ﻣﻦ ﺑﺎب ﻣﺪﻳﻨﺘﻨﺎ‪ ،‬ﻟﻢ‬
‫ﳊﻈﺔ ﻟﻘﺎء ﻣﺎ‪.‬‬ ‫اﻟﻨﻬﺎﻳﺔ ﻫﻲ ﺗﻠﻚ اﻟﻜﻠﻤﺔ اﻟﺘﻲ ﺗﻮﻟﺪ اﻷﻓﻜﺎر وﺗﻘﺘﻞ اﻟﺸﻌﻮر‪ ،‬ﻫﻲ ﺗﻠﻚ اﻟﺘﻲ ﺗﺒﺚ‬ ‫ﻳﻌﺪ ﻫﻮاء ﺳﻠﻔﻴﺖ ﻳﻜﻔﻴﻨﻲ ﻷﻣﻸ ﺻﺪري ﲟﺎ أرﻳﺪ‪ .‬ﺑﺤﺜﺖ ﻋﻦ وﺟﻮدي أﻣﺎم‬
‫ﻓﻠﺘﺨﺒﺮوﻫﻢ ﻳﺎ أﺻﺪﻗﺎﺋﻲ اﻟﺒﺎﻗﻴﲔ‪ ،‬إذا ﻣﺮوا ﻳﻮﻣﺎ أﻣﺎم أﻋﺘﺎب ﺑﻴﻮﺗﻜﻢ‪ ،‬أو ﺣﺘﻰ‬ ‫اﳋﻠﻔﻴﺔ اﻟﺴﻮداء‪ ،‬وراء اﻟﺰﻫﻮر‪،‬ﻫﻲ ﺗﻠﻚ اﻟﺘﻲ ﲡﻌﻠﻨﻲ أﻗﻒ ﻋﻠﻰ رأس اﻷﻣﻮاج‬ ‫ذﻟﻚ اﻟﺒﺎب؛ أﻛﺎن أﺧﻀﺮ أم أزرق؟!‬
‫ﺻﺎدﻓﺘﻮﻫﻢ‪ ،‬ﻛﻢ ﻧﺰﻓﺖ ﺑﻌﺪﻫﻢ‪ ،‬وﻛﻢ ﻋﺎﻳﺸﺖ اﻟﻮﺣﺪة دوﻧﻬﻢ‪ ..‬أﺧﺒﺮوﻫﻢ ﻛﻢ دﻣﺮﻧﻲ‬ ‫ﻷﻃﻴﺮ‪ ،‬ﻷﻗﺘﺮب ﻋﺒﺎرة ﺗﻨﻘﻠﻨﻲ إﻟﻰ ﺑﺮ اﻷﻣﺎن‪ ،‬ﺗﻠﻚ اﻟﺘﻲ ﻧﺰﻋﺖ اﻷﻣﺎن ﻣﻦ ﻗﻠﺒﻲ‪،‬‬ ‫ﻓﺘﺸﺖ ﻋﻦ ﻃﻔﻮﻟﺘﻲ اﻟﺘﻲ ذﻫﺒﺖ ﺑﲔ ﺗﻠﻚ اﳉﺪران ﺗﺪاﻋﺐ أﺣﺎﺳﻴﺲ اﻟﺘﺮاب‬
‫ذﻟﻚ اﻟﻐﻴﺎب!‪.‬‬ ‫وﻗﺘﻠﺖ اﶈﺒﺔ ﻓﻲ ﻓﺆادي‪ ،‬واﻗﺘﻠﻌﺖ اﻷﻣﻞ ﻣﻦ ﺟﻮﻓﻲ‪ ،‬ﻫﻲ ﺗﻠﻚ اﻟﺘﻲ ﺣﻄﻤﺖ‬ ‫وﺗﺸﺘﺎق إﻟﻰ ﻋﻄﺮ اﻟﺮﻣﺎن‪ .‬ﻛﺎن ذﻟﻚ ﺑﻴﺘﻲ‪ ،‬وﻛﺎﻧﺖ ﻫﻨﺎك دﻣﻴﺘﻲ‪ ،‬ﻛﺎن‬
‫أﺧﺒﺮوﻫﻢ أن روﺣﻲ ﻧﺰﻓﺖ ﻳﻮﻣﺎ ﺑﻌﺪ آﺧﺮ ﻓﻲ ﺳﺒﻴﻞ ﻣﻦ ﻻ ﻳﺴﺘﺤﻖ اﻟﻨﺰﻳﻒ‪ .‬أﻛﺘﺐ ﻟﻬﻢ‬ ‫ﻛﻠﻤﺎﺗﻲ وﻋﺒﺎراﺗﻲ ﻋﻠﻴﻬﺎ‪،‬ﻫﻲ ﺗﻠﻚ اﻟﺘﻲ ﺑﻌﺜﺮت أﻓﻜﺎري وﺣﺮﻗﺖ ﺣﺮوﻓﻲ‪،‬‬ ‫ﻟﻠﺤﻴﺎة ﻣﺬاق آﺧﺮ‪ ،‬وﻛﺎن ﻟﺴﻠﻔﻴﺖ ﺑﲔ ﺗﻠﻚ اﳊﺠﺎرة راﺋﺤﺔ أﺧﺮى‪ ،‬ﻫﻲ‬
‫ﻛﻠﻤﺎﺗﻲ اﻵن وﻗﻠﻤﻲ ﻳﻨﺰف ﺣﺒﺮا‪..‬وروﺣﻲ ﺗﻨﺰف دﻣﺎ‪..‬وﻗﻠﺒﻲ ﻳﺮﻛﺾ ﻣﺴﺮﻋﺎ‪.‬‬ ‫وﻗﺘﻠﺖ ﺷﻌﻮري‪ ،‬ﻧﻌﻢ إﻧﻬﺎ ﺗﻠﻚ اﻟﻨﻬﺎﻳﺔ اﻟﺘﻲ أﻗﻒ ﻋﻠﻰ ﻧﺎﻓﺬﺗﻬﺎ‪ ،‬ﻫﻲ ﺗﻠﻚ‬ ‫اﻟﺘﻲ ﺗﻌﺸﻘﻬﺎ روﺣﻲ‪...‬‬
‫وﻟﻜﻨﻨﻲ ﻻ زﻟﺖ أﺗﻨﻔﺲ اﻟﻬﻮاء وأﺣﻠﻢ ﺑﺎﻟﻐﺪ‪ ،‬وأدﻋﻮا اﷲ أن ﻻ ﺗﻜﻮن ﻟﻬﻢ رﺟﻌﺔ‪،‬‬ ‫اﳋﻴﺎﻧﺔ واﻟﻨﻬﺎﻳﺔ واﻟﺒﺪاﻳﺔ…‬ ‫ﺳﺎﻛﻨﺔ ﻻ زﻟﺖ‪ ،‬أﻫﻮي ﲢﺖ ﻣﻈﻠﺘﻲ ﻓﻲ ذﻟﻚ اﻟﻴﻮم اﻟﻌﺎﺻﻒ ﻛﺤﺒﺎت اﳌﻄﺮ‪،‬‬
‫ﻓﻠﻢ ﻳﻌﺪ ﻗﻠﺒﻲ ذﻟﻚ اﻟﻘﻠﺐ اﻟﻄﻴﺐ ﻛﻤﺎ ﻛﺎن ﻣﻦ ﻗﺒﻞ‪ ،‬ﻟﻴﺲ ﻟﻬﻢ ﻓﻲ ﻗﻠﺒﻲ ﻣﻜﺎن‪ ،‬وﻟﻦ‬ ‫إﻧﻬﺎ ﺑﺪاﻳﺔ ﻟﻄﺮﻳﻖ أﺻﻌﺐ وأﻛﺜﺮ إﻳﻼﻣﺎ‪ ،‬ﻓﻠﻤﺎذا ﻻ أﻧﺴﻰ ﺗﻠﻚ اﻟﻨﻬﺎﻳﺔ وأﻋﻴﺶ‬ ‫اﺷﺘﻘﺖ ﻟﺬﻟﻚ اﳌﻜﺎن اﻟﺬي ﺗﺮﻋﺮع ﻓﻴﻪ ﻗﻠﻤﻲ‪ ،‬ﻫﻞ ﻫﻮ اﳋﺎﺋﻦ أم إﺣﺴﺎﺳﻲ؟‪.‬‬
‫أﺳﻤﺢ ﻟﻬﻢ ﺑﺎﻟﺪﺧﻮل اﻟﻴﻪ‪ ،‬ﻓﻘﺪ أﻗﺴﻤﺖ أن ﻗﻠﺒﻲ اﻟﻴﻮم ﻫﻮ ﻣﻨﻄﻘﺔ ﻣﺤﻈﻮرة‪...‬وﻫﻢ‬ ‫اﻟﺒﺪاﻳﺔ ﻋﻠﻰ أﻣﻞ ﺟﺪﻳﺪ‪ ،‬ﻓﻲ أﻟﻢ ﻋﺘﻴﻖ؟‬ ‫ﻛﻨﺖ أﺣﻴﺎ ﺑﻌﻴﺪا ﻋﻦ ﺗﻠﻚ اﻷﺻﻮات اﻟﺘﻲ ﺗﻘﺾ ﻣﻀﺠﻌﻲ ﻟﻴﻞ ﻧﻬﺎر‪ ،‬أﻣﺎ‬
‫ﻣﺎ ﻋﺎدوا ﻳﻌﻨﻮن ﻟﻲ ﺷﻴﺌﺎ‪.‬‬ ‫ﺑﻘﻠﻢ‪ :‬ﻋﺒﻴﺮ ﻓﺘﺤﻲ ﺑﻨﻲ ﳕﺮة‬ ‫اﻵن ﻓﺄﻧﺘﻈﺮ ﻋﻮدة أﺧﻲ زﻗﻄﺎن‪ ،‬ﻟﻴﺮﻳﺢ ﻗﻠﺒﻲ اﻟﺬي ﻳﺘﻨﻘﻞ ﺑﲔ أﻧﺎﻣﻠﻲ ﻛﻬﻼ‬
‫ﺳﻠﻔﻴﺖ‪١٩/‬ﻋﺎﻣﺎ‬ ‫ﻳﺎﺑﺴﺎ‪.‬‬
‫** أﻫﺪي ﻛﻠﻤﺎﺗﻲ ّ‬
‫ﻟﻜﻞ ﻣﻌﺬب ﺑﺎﺳﻢ "اﻟﺼﺪاﻗﺔ اﻟﻮﻫﻤﻴﺔ" اﻟﺘﻲ اﺧﺘﻔﺖ‬ ‫أﺣﻦ إﻟﻰ ﺑﻴﺘﻲ اﻟﻌﺘﻴﻖ اﻟﺬي ﲡﺜﻢ ﻓﻴﻪ روﺣﻲ‪ ،‬ﻛﻨﺖ أﻋﻴﺶ اﳊﻴﺎة ﻛﻠﻬﺎ‪،‬‬
‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻏﻴﺎب أﺑﻲ اﻟﻄﻮﻳﻞ‪ ،‬ﻛﻨﺖ أﻣﺸﻲ وأﲡﻮل ﺑﲔ أوﻟﺌﻚ اﻷوﻏﺎد‪،‬‬
‫ﲟﺠﺮد اﻟﺮﺣﻴﻞ‪.‬‬
‫واﻵن أﺧﺎف ﻣﻦ ﻧﻔﺴﻲ اﻟﺘﻲ ﻻ ﺗﺴﻮل ﻟﻲ إﻻ اﻟﺬﻫﺎب‪...‬‬
‫ﻫﻞ أرﺣﻞ ﻋﻦ ﻛﻞ اﻟﻮﺟﻮه؟ أﻋﺮف أﻧﻲ ﺻﻐﻴﺮة وأﺻﻐﺮ ﻣﻦ اﻟﻜﺒﺎر‪ ،‬وﻟﻜﻨﻬﺎ‬
‫‪¥QƒdG ≈∏Y ΩÓ‬‬

‫ﻧﻔﺴﻲ اﻟﺘﻲ ﺗﺮﻏﻤﻨﻲ ﻋﻠﻰ اﻟﻨﺰال‪ ،‬ﻫﻞ أﻛﻤﻞ ﻷﺻﺒﺢ ذﻟﻚ اﻟﺮﻗﻢ اﻟﺼﻌﺐ؟‬
‫‪The Crippled World‬‬ ‫ﻓﻜﺎﻫﺔ ﻛﺎﻧﺖ أم ﻛﺬﺑﺔ ﺳﻮداء؟!‬
‫ﻋﺪ أﺧﻲ إﻟﻰ ﻣﻜﺎﻧﻚ‪ ،‬وأرح أﻧﺎﻣﻠﻲ اﻟﺘﻲ ﺗﺨﺸﻰ ﻣﻦ ﺣﻤﻞ روﺣﻲ!‪.‬‬
‫ﻧﺄﺗﻲ إﻟﻰ‬
‫‪MGC‬‬
‫اﳊﻴﺎة ﺑﺪون أن ﻳﻜﻮن ﻟﻨﺎ‬

‫‪Life, the seed of being, embarks with every spirit,‬‬
‫√�‪w‬‬
‫‪It embarks with each new-born to become an adult,‬‬ ‫اﺧﺘﻴﺎر‪ ،‬وﻧﺤﻴﺎﻫﺎ ﻻ ﻷﻧﺎ ﻧﺤﺐ اﳊﻴﺎة‪،‬‬
‫‪A purpose for love, and a duty to the world,‬‬ ‫ﺑﻞ ﻷﻧﻬﺎ ﻛﺘﺒﺖ ﻋﻠﻴﻨﺎ ﺣﻴﺎة‪.‬‬
‫!‪And that was to create the perplexed world‬‬ ‫وأﻧﺎ ﺳﺠﲔ ذﻟﻚ اﻟﻘﻠﺐ اﳊﺰﻳﻦ‪ ،‬أﻋﻴﺶ ﻓﻴﻪ‪،‬‬
‫إﻧﻪ ﻗﻠﺐ ذﻟﻚ اﻟﻄﻔﻞ اﻟﺬي وﻟﺪت ﻣﻌﻪ‪،‬‬
‫…‪But when spirits could in children dwell, hence‬‬ ‫ﻓﻜﺒﺮت وﻟﻢ ﻳﻜﺒﺮ‪.‬‬
‫‪They granted them the essence of innocence,‬‬ ‫ﻓﻲ أﺣﺪ اﻷﻳﺎم دﺧﻠﺖ ﻏﺮﻓﺘﻲ اﻟﺘﻲ ﺗﻌﺞ‬
‫…‪They overlooked the deprived adults‬‬ ‫ﺑﺎﻟﻔﻮﺿﻰ‪ ،‬واﻟﻮرق ﺗﺒﻌﺜﺮ ﻓﻲ ﻛﻞ اﻷﻧﺤﺎء‪،‬‬ ‫أﻣﻲ أﻣﻲ‬
‫‪The deprived mourners of the continents.‬‬ ‫أﻧﺖ ﻧﺒﻊ اﳊﻨﺎن‪..‬‬
‫ورق رﺳﻤﺖ ﻋﻠﻴﻪ أﺣﻼﻣﻲ وآﻻﻣﻲ‪ .‬وإذا‬
‫ﺑﺎﻟﺮﻳﺢ ﺗﻘﺘﺤﻢ ﺷﺒﺎك ﻏﺮﻓﺘﻲ اﻟﺼﻐﻴﺮة‪ ،‬ﻓﺘﻄﻴﺮ‬ ‫أﻧﺖ ﻗﻠﺐ ﻣﻠﻲء ﺑﺎﻟﻌﻄﺮ واﻟﺮﻳﺤﺎن‪..‬‬
‫‪Thus, the world has become crippled to no avail,‬‬
‫;‪And was deaf and mute to the word by the mournersʼ veil‬‬ ‫اﻷوراق‪ ،‬وﻣﻌﻬﺎ ﺗﻄﻴﺮ أﺣﻼﻣﻲ‪.‬‬ ‫أﻧﺖ ﻣﺮﻓﻮﻋﺔ ﺑﺎﳊﺐ واﳊﻨﺎن ‪...‬‬
‫‪Wars forgot neither to reside in our world of love,‬‬ ‫وأﺳﺮع ﻟﻌﻠﻲ أدرك ﻣﻨﻬﺎ ﺷﻴﺌﺎ‪ .‬وﻟﻜﻨﻲ‬ ‫واﻟﻘﻠﺐ اﳌﻠﻲء ﺑﺎﻟﻮﺟﺪان‪..‬‬
‫‪Nor to touch our spirits of dreams, life and love.‬‬ ‫أﺗﺄﺧﺮ‪ ...‬ﺿﺎﻋﺖ أﺣﻼﻣﻲ؛ ﻟﻢ أﺟﺪ ﺳﻮى‬ ‫أﻧﺖ راﺋﺤﺔ اﳌﺴﻚ واﻟﺮﻳﺤﺎن‪...‬‬
‫ورﻗﺔ ﺻﻐﻴﺮة‪ ،‬ﻛﺘﺐ ﻋﻠﻴﻬﺎ "اﻷﺣﻼم ﻓﻘﻂ‬ ‫واﻟﻌﻄﺮ واﻟﻮﺟﺪان واﳋﻴﺮ واﻹﳝﺎن‬
‫‪Forgetting the tactility of peace and serenity,‬‬ ‫ﻟﻠﻨﺎﺋﻤﲔ‪ ،‬وأﻧﺖ اﻵن ﻓﻲ ﻣﻌﺮﻛﺔ اﳊﻴﺎة؛ ﻫﻴﺎ‬ ‫اﳌﺘﺼﻒ ﺑﺎﳉﻤﺎل واﳌﻌﺮوف ﺑﺎﻹﳝﺎن‬
‫‪Peace chased a chastised mirage in the desert of insanity.‬‬ ‫اﺧﻠﻊ ﻗﻠﺒﻚ واﻣﺾ‪ ،‬ﻷﻧﻚ إن اﺣﺘﻔﻈﺖ ﺑﻪ‬ ‫واﻟﺮاﺋﺤﺔ اﳉﻤﻴﻠﺔ اﻟﻄﻴﺒﺔ اﻟﻌﺮﻳﻘﺔ واﻟﺘﻘﺎﻟﻴﺪ‬
‫‪One day, a day will come when man will remember peace,‬‬ ‫اﳉﻤﻴﻠﺔ واﻟﺜﻮب واﻟﻌﻘﺎل واﻟﺰﻫﻮ واﳉﻴﺮان ﺑﺎﳊﺐ ﻣﻸى‬
‫ﺳﺘﺒﻘﻰ ﺣﺰﻳﻨﺎ ﺗﻌﺘﺼﺮ اﻷﻟﻢ‪ ،‬وﻻ ﻣﻜﺎن ﳌﻦ ﻟﻪ‬
‫‪And go in pursuit to nourish the skeleton-slim peace.‬‬ ‫واﻟﻌﻨﺎﻳﺔ واﳉﻤﺎل واﻹﳝﺎن ﺗﻜﻨﲔ‪...‬‬
‫ﻣﺜﻞ ﻗﻠﺒﻚ ﻓﻲ ﻫﺬا اﻟﻌﺎﻟﻢ‪ .‬ﻫﻴﺎ اﺧﻠﻊ ﻗﻠﺒﻚ‬
‫واﻣﺾ‪.‬‬ ‫أﺣﺒﻚ ﻳﺎ أﻣﻲ‬
‫‪3 October 2007‬‬
‫‪Samar Sabat - 19 years‬‬ ‫ﻫﻴﺎ اﻣﺾ"‪.‬‬
‫‪Bethlehem University‬‬ ‫ﳌﻴﺲ ﻳﺎﺳﲔ‪ /‬ﺳﻠﻔﻴﺖ‬
‫�‪ÍËU1d�« qOŽULÝ≈ tFLł b¹R‬‬ ‫ﻣﺪرﺳﺔ ﻳﺴﻮف واﺳﻜﺎﻛﺎ‪ ١٤ /‬ﻋﺎﻣﺎ‬
‫‪ ١٦‬ﻋﺎﻣﺎ‪ /‬ﺑﻴﺖ رﳝﺎ – رام اﷲ‬
‫∑‪±‬‬ ‫‪rN�ö�QÐ‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫‪!!äÉ°ûHôN‬‬
‫أﻛﺘﺐ ﻓﻲ أﺣﻼﻣﻲ ﻋﻦ أﺣﻼﻣﻲ‪ ،‬وأرﺳﻢ ﻓﻲ ﻟﻴﺎﻟﻲ اﻟﻌﻤﺮ أﻳﺎﻣﺎ ﺟﻤﻴﻠﺔ‪ ،‬وﺑﲔ اﻷﺳﻄﺮ أﺿﻴﻊ‪،‬‬
‫وﺑﲔ اﻟﻜﻠﻤﺎت أﺗﻴﻪ‪ ،‬وأﻋﻴﺶ دﻫﺮا وأﻧﺎ ﺟﺎﻟﺲ ﻓﻲ ﻣﻘﻌﺪي اﻟﺒﺤﺮي‪.‬‬
‫اﻛﺘﻤﻠﺖ اﻟﺮواﻳﺔ أﺧﻴﺮا‪ ،‬وﻛﺎﻧﺖ اﻟﻨﻬﺎﻳﺔ ﺳﻌﻴﺪة ﻛﻤﺎ ﻟﻢ ﺗﺘﻮﻗﻌﻬﺎ اﻟﺒﻄﻠﺔ‪ ،‬ﻓﻘﺪ ﻛﺴﺮت‬
‫ﺣﺎﺟﺰ اﳋﻮف ﻣﻦ اﻟﻘﺎدم إﻟﻴﻬﺎ‪ ،‬وﻟﻌﻠﻬﺎ اﻵن ﺗﺴﻬﺮ ﺑﲔ اﻟﻨﺠﻮم‪ ،‬أو ﺗﺴﺎﻣﺮ اﻟﻘﻤﺮ ﻟﺘﻌﻄﻴﻪ‬
‫ﺿﻴﺎء آﺧﺮ‪.‬‬
‫ﻣﻌﺎﻧﺎة ﺟﺴﺪﺗﻬﺎ ﻫﻲ‪ ،‬وﻣﻌﺎﻧﺎة أﺧﺮى أﺑﺤﺚ ﻋﻨﻬﺎ ﻛﻲ أﻛﺘﺐ ﻓﻴﻬﺎ رواﻳﺘﻲ اﳉﺪﻳﺪة‪ ،‬ﻓﻠﺮﲟﺎ‬ ‫≈½‪p�U²ý√ w‬‬
‫أﻛﺘﺐ ﻋﻦ رواﻳﺔ اﻟﺜﻮاﻧﻲ اﳌﻌﺪودات ﻣﻊ ﺗﻠﻚ‪ ،‬أو رواﻳﺔ ﻣﺎ ﻗﺒﻞ اﳊﻨﲔ ﻣﻊ ﺗﻠﻚ‪ ،‬أو رواﻳﺔ‬ ‫أﺣﺒﻚ ‪..‬‬
‫اﻟﻠﻴﻞ اﻟﻄﻮﻳﻞ ﻣﻊ ﺗﻠﻚ‪ ...‬رواﻳﺎﺗﻲ ﺗﻜﺜﺮ وأﻧﺎ ﻟﻢ أﻋﺪ أﺳﺘﻄﻴﻊ اﳌﻀﻲ ﻓﻲ ﻫﺬه اﻟﺪرب‪.‬‬ ‫ﺗﺒﺘﺴﻢ ﻗﻠﻴﻼ ﺑﺨﺠﻞ‬
‫أﺳﺘﻴﻘﻆ ﻛﻞ ﺻﺒﺎح‪ ،‬وأرى ﺷﻤﺲ أﻳﺎر ﻗﺪ أﺿﺤﺖ ﻓﻲ ﻗﻠﺐ اﻟﺴﻤﺎء‪ ،‬أﺗﺴﺎءل ﻛﻢ ﻓﺎﺗﻨﻲ‬ ‫ﻛﻢ أﺷﺘﺎق ﻟﻚ ﺣﺒﻴﺒﺘﻲ‬
‫ﻣﻦ اﻟﻮﻗﺖ؟ وﻛﻢ ﺑﻘﻲ ﻟﻲ؟ أﻏﺴﻞ وﺟﻬﻲ ﻛﻲ أزﻳﻞ ﻏﺒﺎر اﳊﺮب اﻟﺘﻲ ﻛﻨﺖ أﻋﻴﺸﻬﺎ ﻓﻲ‬ ‫ﻛﻢ اﺷﺘﺎق إﻟﻰ اﻣﺘﺸﺎق اﻟﻴﺎﺳﻤﲔ‬
‫أﺣﻼﻣﻲ‪ ،‬أﺗﻔﻘﺪ ﺗﻔﺎﺻﻴﻞ وﺟﻬﻲ‪ ،‬أﺣﻠﻖ ﻣﺎ ﺗﺒﻘﻰ ﻣﻦ ﳊﻴﺘﻲ؛ ﻷﻛﺘﺸﻒ ﺑﺄن ﻏﺮاب ﺷﻌﺮي‬ ‫وﻧﺜﺮ ﻋﺒﻘﻪ ﺑﺎﳌﻜﺎن‬
‫ﻳﺴﺘﻌﺪ ﻟﻠﻬﺠﺮة‪.‬‬
‫ﻟﻴﺼﻞ إﻟﻰ ﻗﻠﺒﻚ وﺷﻔﺘﻴﻚ‬
‫ﻣﺎ زﻟﺖ أﻋﺸﻖ اﻟﻠﻴﻞ‪ ،‬وﻣﺎ زﻟﺖ أﻗﻠﻖ ﻧﻔﺴﻲ اﻟﻄﻮﻳﻞ‪ ،‬ﻟﻴﺼﺎﺣﺐ ذاﺗﺎ ﺗﺴﺎﻗﻂ اﻟﻜﻠﻤﺎت‬
‫ﻋﻠﻰ أﻧﺎﻣﻠﻲ‪ ،‬وﻣﺎ زﻟﺖ أرﺳﻢ ﺷﺠﺮة‪ ،‬أرﺳﻢ ﻃﻔﻼ ﻳﻀﺮب ﺣﺠﺮا‪ ،‬أرﺳﻢ إﻟﻬﺔ ﻟﺘﻤﻸ اﻟﻮادي‬
‫ﻟﻘﺪ ﺻﻨﻌﺖ ﻣﻦ ﻧﻔﺴﻲ إﻧﺴﺎﻧﺎ آﺧﺮ‬
‫‪...¥Gƒ°TC’G øe QÉ¡fCG‬‬ ‫ﻣﻄﺮا‪ ،‬وﻣﺎ زﻟﺖ أﺑﺤﺚ ﻋﻦ ﻓﺘﺎة ﺗﻌﺮف ﻣﺎ ﻟﻮن اﳋﺒﺰ اﻟﻌﻔﻦ‪ ...‬ﻓﻬﻞ ﺗﻮﺟﺪ ﻓﺘﺎة ﺗﻌﺮﻓﻪ ﻏﻴﺮ‬
‫أﻣﻲ؟! ﻓﻴﺎ ﻟﻴﺖ اﳋﺒﺰ وﺣﺪه اﳌﻌﻀﻠﺔ! وﻳﺎ ﻟﻴﺖ ﻟﻴﻠﻲ ﻛﺎن أﺳﻮد!‬
‫ووﺟﻬﺎ آﺧﺮ‬
‫وﺣﻴﺎة أﺧﺮى‬
‫ﻋﻮدوا ﻛﻤﺎ ﻧﺤﻦ وﻋﻮدوا ﻛﻤﺎ أﺻﺒﺤﻨﺎ‪ ......‬ﻟﻴﺘﻨﻲ أﺻﺮخ ﻓﻲ أذﻧﻲ ﻛﻲ اﺳﺘﻔﻴﻖ ﻣﻦ ﺣﺎﻟﺔ‬ ‫ﺣﻴﻨﻤﺎ أﻧﻈﺮ إﻟﻰ ﻧﺴﺎء أﺧﺮﻳﺎت‬
‫ﻓﻲ اﳌﺴﺎء‪ ...‬ﺣﻤﻠﺖ ﺣﻘﺎﺋﺒﻲ‬ ‫اﻟﺜﻤﺎﻟﺔ اﻟﺪاﺋﻤﺔ‪ ،‬وأﺟﺪ ﻓﻲ ﻏﺮﻓﺘﻲ رﻓﻴﻘﺎ واﺣﺪا‪ ...‬ﻫﻮ ﻇﻠﻲ!‬ ‫أﺣﺒﻚ‪..‬‬
‫ﺣﻘﺎﺋﺐ اﻷﺳﻰ‬ ‫ورﻏﻢ ﺣﺒﻲ ﻟﻚ أﺣﺒﻚ‬
‫ورﺣﻠﺖ‪ ...‬رﺣﻠﺖ ﺑﺄﻓﻜﺎري‬ ‫�‪œu³Ž t³O²‬‬ ‫أﻧﺖ ﻋﺸﻘﻲ وأﻧﻈﺎري‬
‫ﺑﺂﻫﺎت اﻟﻨﺪى‬ ‫‪ ١٨‬ﻋﺎﻣﺎ‪ /‬ﻧﺎﺑﻠﺲ‬ ‫أﻧﺖ ﻗﻠﺒﻲ ﻳﺴﺄل ﻋﻦ ﺣﺒﻪ‬
‫أﺑﺤﺚ ﻋﻨﻚ‪ ...‬ﻋﻦ ﺻﻮﺗﻚ‬ ‫ﻇﻼﻟﻚ اﻟﺒﻴﻀﺎء ﲤﻮج ﺑﻌﺒﻖ اﻟﻴﺎﺳﻤﲔ‬
‫ﻋﻦ اﻟﺼﺪى‬ ‫واﺑﺘﺴﺎﻣﺘﻚ اﻟﺮﻗﻴﻘﺔ‪..‬‬
‫ﻋﻦ ﻋﻴﻨﻴﻚ اﻟﺼﺎﻓﻴﺘﲔ ﻛﺎﻟﻨﺪى‬ ‫ﺑﺎﻗﺔ وردك اﻟﺼﻴﻔﻲ‪..‬‬
‫ﻋﻦ ﻗﻠﺒﻚ اﻟﺼﻐﻴﺮ اﳊﺪﻳﺚ اﳌﻮﻟﺪا‬ ‫زﺟﺎﺟﺔ ﻋﻄﺮك‪..‬‬
‫‪áeÉ°ùàH’G‬‬
‫ﻗﺪ ﺟﻤﻌﺖ ﻋﻮاﻃﻔﺎ ﺣﻠﻮة اﻟﺼﺪا‬ ‫وﻣﻌﻄﻔﻲ اﻟﺸﺘﻮي اﻟﺬي ﻛﺎن ﻫﺪﻳﺘﻲ ﻣﻨﻚ‬
‫وﻻ أزال أﺑﺤﺚ ﻋﻨﻚ‬
‫وأﺳﻴﺮ ﻋﻠﻰ ﻏﻴﺮ ﻫﺪى‬
‫ﺑﺼﻴﻔﻲ‬
‫ﺑﺸﺘﺎﺋﻲ‬
‫‪My Dreams‬‬
‫أﺳﻴﺮ وﺗﺴﻴﺮ ﻣﻌﻲ اﻷوراق‬ ‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬ﻻ ﺗﻜﻠﻒ ﺷﻴﺌﺎ‪ ،‬ﻟﻜﻨﻬﺎ ﺗﺨﻠﻖ‬
‫ﺑﺮﺑﻴﻌﻲ‬ ‫‪I dreamt that I am playing in a big‬‬
‫أﻧﻬﺎرا ﻣﻦ اﻷﺷﻮاق‬ ‫اﻟﻜﺜﻴﺮ‪..‬‬
‫وﺧﺮﻳﻔﻲ‪...‬‬ ‫‪garden, laughing at the top of my‬‬
‫وﻓﻲ اﻷﻋﻤﺎق‪ ...‬ﻗﻠﺐ ﻳﺬوب ﻓﻲ اﻷﻋﻤﺎق‬ ‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬ﺗﺨﻠﻖ اﻟﺴﻌﺎدة ﻓﻲ اﻟﺒﻴﺖ‪ ،‬وﺗﻘﻮي‬ ‫‪voice with you....‬‬
‫ﻛﻞ ﻫﺬا ﺳﻴﺒﻘﻰ ﺑﻘﻠﺒﻲ‬
‫ﻛﺸﻤﻌﺔ ﲢﺘﺮق ﻳﺬﻳﺒﻬﺎ اﻻﺣﺘﺮاق‬ ‫اﻟﻠﺒﻨﺔ اﳊﺴﻨﺔ ﻓﻲ اﻷﻋﻤﺎل‪..‬‬ ‫‪I dreamt that I am reading a book in‬‬
‫أﺣﺒﻚ ﻃﻔﻠﺔ ﻣﺪﻟﻠﺔ‬
‫ﻛﻨﺠﻢ ﺗﺸﺘﻌﻞ ﺑﻨﻮره اﻵﻓﺎق‬ ‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬ﺗﺮﻳﺢ اﻟﻘﻠﻘﲔ‪ ،‬وﺗﻄﺮد اﻟﻬﻢ ﻋﻦ‬ ‫‪the shade of a green tree, a tree that‬‬
‫أﺻﻔﻒ ﺷﻌﺮك ﺑﺄﻧﺎﻣﻠﻲ‬
‫وﻓﻲ اﻵﻓﺎق ﻏﻴﻮم ﳝﻠﺆﻫﺎ اﳌﻄﺮ‬ ‫اﻟﻄﺮﻳﻖ‪...‬‬ ‫‪changes its color every season...‬‬
‫أﺧﻄﻂ ﺧﺼﺎل ﺷﻌﺮك ﺑﻴﺪي‬
‫وﻓﻲ اﻷﻋﻤﺎق ﻫﻨﺎك ﻗﻠﺐ ﻳﻌﺘﺼﺮ‬ ‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬ﻻ ﳝﻜﻦ ﺷﺮاؤﻫﺎ‪ ،‬وﻻ اﺳﺘﺤﺪاﺛﻬﺎ وﻻ‬ ‫‪I dreamt that I am a princess living‬‬
‫آه ﻟﻮ ﺗﻌﻠﻤﲔ‬ ‫‪in peace with my prince in a palace...‬‬
‫ﻋﺼﺎرة أﻧﻬﺎر ﻗﻮﻳﺔ اﻟﺘﻴﺎر‬ ‫ﺳﺮﻗﺘﻬﺎ‪....‬‬
‫ﻛﻢ أﺷﺘﺎﻗﻚ ﻓﻲ وﻗﺖ‬ ‫‪I dreamt that I am a super hero‬‬
‫ﻟﻴﺲ ﻟﻬﺎ ﻗﺮار‬ ‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬ﺷﻲء ﻻ ﻳﻜﻮن ﺟﻴﺪا إذا ﰎ ﻣﻨﻌﻪ‪...‬‬
‫ﻓﻼ ﺗﻐﻴﺒﻲ ﻃﻮﻳﻼ‬ ‫‪saving people at war; flying to the‬‬
‫وﺗﻬﺐ اﻟﺮﻳﺢ ﻓﻲ داﺧﻠﻲ وﺗﻌﺼﻒ ﺑﻲ‬ ‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬ﲢﺪث ﻓﻲ ﳌﺢ اﻟﺒﺼﺮ‪ ،‬ﻟﻜﻨﻬﺎ ﻓﻲ‬
‫ﻓﺈﻧﻲ أﺷﺘﺎﻗﻚ‬ ‫‪needyʼs help and fighting on behalf‬‬
‫وﺑﺰورﻗﻲ‪ ،‬ﻳﻬﻄﻞ اﳌﻄﺮ‬ ‫اﻟﺬاﻛﺮة ﺗﺪوم إﻟﻰ اﻷﺑﺪ‪...‬‬ ‫‪of the weak...‬‬
‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬ﻻ ﺗﻔﻘﺪك ﻣﻦ ﲢﺐ‪..‬‬ ‫√‪fKžœ bLŠ‬‬
‫وﻋﻠﻰ ﺷﻄﺂﻧﻲ‪ ...‬زﻧﺎﺑﻖ ﺣﺐ ﺑﻠﻮن اﻟﻘﻤﺮ‬ ‫‪ ٢٤‬ﻋﺎﻣﺎ‪ /‬ﻧﺎﺑﻠﺲ‬ ‫‪I dreamt that there is no war here,‬‬
‫ﺗﻐﺘﺴﻞ ﺑﺪﻣﻊ ﻋﻴﻮﻧﻲ‪ ...‬ﺑﺬاك اﳌﻄﺮ‬ ‫اﻻﺑﺘﺴﺎﻣﺔ‪ :‬أﻓﻀﻞ ﻣﺎ ﺗﻜﻮن ﻓﻲ اﻟﻮﻗﺖ اﳊﺮج‬ ‫‪there, or anywhere and that the‬‬
‫وﺑﻌﺪ اﻟﻐﻴﻮم‪ ...‬وﺑﻌﺪ اﳌﻄﺮ‬ ‫إن أﺷﺪ اﻟﻨﺎس اﺣﺘﻴﺎﺟﺎ إﻟﻰ اﻻﺑﺘﺴﺎﻣﺔ ﻫﻢ أوﻟﺌﻚ‬ ‫‪world is at peace with itself...‬‬
‫ﺗﺒﺪو اﻟﻨﺠﻮم‪ ...‬وﻳﺒﺪو اﻟﻘﻤﺮ‬ ‫اﻟﺬﻳﻦ ﻻ ﻳﺒﺘﺴﻤﻮن‪....‬‬ ‫‪I dreamt that I am standing helpless,‬‬
‫ﻟﻮ ﻛﺎﻧﺖ ﻟﺪﻳﻚ رﻏﺒﺔ ﺑﺄن ﻳﺤﺒﻚ اﻟﻨﺎس اﺑﺘﺴﻢ‪.‬‬ ‫‪watching my death, my friendsʼ and‬‬
‫وﻳﻐﻤﺮ ﻗﻠﺒﻲ ﻧﻮر إﻟﻬﻲ ﻳﺠﻤﻊ اﻟﻔﻜﺮ‬ ‫‪everyone's death too...‬‬
‫وأرﺗﺎح ﻣﻦ اﳌﺴﻴﺮ‬ ‫‪I dreamt ........ and I'm still dreaming‬‬
‫وﻣﻦ ﻋﻨﺎء اﻟﺴﻔﺮ‬ ‫¼‪U�UŽ±µØw�ô Ê«bLŠ W�U‬‬
‫وﻳﻄﻮل اﻟﺴﻬﺮ‬ ‫اﻟﺼﻒ اﻟﺘﺎﺳﻊ‬ ‫‪Reem Mitri -Age :14‬‬
‫وﻳﺴﻬﺮ ﻗﻠﺒﻲ وزﻧﺎﺑﻖ ﺣﺒﻲ‬ ‫ﻣﺪرﺳﺔ ﻳﺎﺳﻮف وﺳﻜﺎﻛﺎ‪ /‬ﺳﻠﻔﻴﺖ‬ ‫‪School : St. Joseph School, Jerusalem‬‬
‫ﻓﻲ اﻧﺘﻈﺎر ﺑﻨﻮد اﻷﻣﻞ دون ﻣﻠﻞ‬
‫ﻓﻲ اﻧﺘﻈﺎر ﻣﻨﻚ اﳋﺒﺮ ‪ ...‬أي ﺧﺒﺮ!‬
‫‪ ١٦ /·dý ‰U�OÐ‬ﻋﺎﻣﺎ‪ /‬ﻏﺰة‬
‫–‪ô£ŸG äÉNR â‬‬

‫ﲢﺖ أﻣﻄﺎري وﺷﻌﺮي‪ ..‬ﻓﻠﻨﻨﻄﻠﻖ ﻧﺤﻮ‬ ‫ﻻ ﺷﻲء ﺳﻮى ﺻﻮت اﳌﻄﺮ‬ ‫ﻓﻲ ﺗﺎه‪ ..‬وﻓﻲ ﻋﻨﺎﻗﻴﺪ اﳊﻴﺎة اﺿﻄﺮب‬
‫ﻛﻞ ﻟﻮن ّ‬
‫اﳉﻨﻮن‬ ‫ﻋﻄﺮ اﻟﺘﺮاب‪ ...‬أرﻳﺠﻪ ﺣﻴﻨﻤﺎ ﻳﺄﺗﻲ اﳌﻄﺮ‬ ‫ﺻﺪى ﻋﻤﻴﻖ اﻻرﲢﺎل‬ ‫ﺣﻴﻨﻤﺎ أﻛﺘﺐ ﳊﻨﺎ‬
‫وﻧﻐﺺ ﻓﻲ أﻋﻤﺎق اﳊﻴﺎة‪..‬‬ ‫روح اﻟﻀﺒﺎب ﻳﻠﻔﻨﺎ ﻓﻲ ﻛﻞ ﺧﻄﻮة ﲢﺖ زﺧﺎت‬ ‫ﻻ ﻳﺪاري ﺻﻮت ﻣﻦ ﻧﺎدى ﺑﻪ‬ ‫أرﻗﺺ ﻣﺜﻞ اﳋﺮﻳﻒ‬
‫ﻻ ﻧﺨﺎف اﻟﺒﻠﻞ‬ ‫اﳌﻄﺮ‬ ‫ﻓﻲ ﻋﻴﻮن اﻟﺒﺪر ﺧﻮف وﺷﺤﻮب زاده ﺻﻮت‬ ‫ﻓﻲ ﻣﻴﺎدﻳﻦ اﻟﺮﺑﻴﻊ‬
‫ﲢﺖ زﺧﺎت اﳌﻄﺮ‬ ‫ﻻ ﺷﻲء ﻳﺤﻤﻴﻨﻲ ﺳﻮى ﺣﺐ اﳌﻄﺮ‬ ‫اﳌﻄﺮ‬ ‫ﺣﺘﻰ ﻳﺄﺗﻴﻨﻲ اﳌﻄﺮ‬
‫أﻃﻮي اﳊﻴﺎة ﻓﻲ ﳊﻈﺔ وأﻏﺮق ﻓﻲ ﺗﻴﻪ اﻟﺰﻣﻦ‬ ‫دفء ﺟﻤﻴﻞ ﻳﻌﺘﺮﻳﻨﻲ ﺣﻴﻨﻤﺎ ﻳﺄﺗﻲ اﳌﻄﺮ‬ ‫ﺣﻴﻨﻤﺎ ﻳﻬﻄﻞ ﺷﻌﺮي ﻻ ُأداري ذﻛﺮﻳﺎﺗﻲ‬
‫—«�‪W¹d�UŽ W‬‬ ‫أﻋﺎﻧﻖ ﻓﻴﻚ ذﻛﺮى ‪..‬ﻋﺎﺷﺖ ودﻓﻨﺖ ‪..‬ﲢﺖ‬ ‫ﺣﻴﻨﻤﺎ اﺣﺘﻀﻨﻪ دﻣﻌﺎ‪ ،‬دﻣﺎء‪ ،‬وﻃﺮب‬ ‫ﻓﺘﻔﻴﺾ ﻓﻲ ﺳﺒﺎق ﻛﺎﺳﺮ ﻣﻊ اﳌﻄﺮ‬
‫‪ ١٨‬ﻋﺎﻣﺎ‪ /‬ﺑﻴﺖ ﳊﻢ‬ ‫زﺧﺎت اﳌﻄﺮ‬ ‫ﻣﻄﺮ‪ ...‬ﻣﻄﺮ‪...‬‬ ‫ﻛﻞ ﺷﻲء ﻗﺪ اﻏﺘﺴﻞ‬
±∏ U?????OÝ—b� ٢٠٠٧ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ‬
Paper Torn from

For some reason the 11th grade is not as much fun used the internet mainly for chatting. This is the
as I thought it would be! Teachers walk in and start •I used to sleep normally and sometimes I had the monologue I
explaining the lessons as if we were geniuses. We chance to have a nap in the afternoon. am holding
rarely do activities or have free open discussions •I used to call friends after school to chat and make with myself
with them as we used to. fun of teachers and classmates. I did not call after 10 all the time.
Teachersʼ Hardest Mission… P.M so as not to disturb the parents.
Teachers keep arguing all the time about setting •My room was usually organized. The
times for their exams; each one wants a day for •Lunch break was the best time for chatting. Solution
an exam, sometimes we have 2 exams and few Now.. The teachers
quizzes, all on the same day. *I watch only TV, and use the computer only if I at school finally would be more stressful than the 11th grade, and
Teachers do not mind! All they care about have a research to do. noticed how stressed we were! They came up with a I canʼt imagine going through this stress all over
is setting a date for their exams, no matter what *I sleep only for a few hours… Around mid- term, new law! A system of alternate weeks will be worked again, one whole year. So I decided to deal with this
pressure we are under. one hour is enough. out whereby one week will be assigned to tests while psychological load my way; simply by switching
It is really too much to have a test on a daily *I call my friends up to 3:00 am to ask about the other will be free of tests. off my brain and letting it snooze for the summer.
basis. We have no time to enjoy ourselves, go out lessons. Now school starts in one week and so far so good;
with family, or enjoy weekends. *My room is filled with papers, books, CDs and, And Now I have not read anything or used a pen the whole
Choices on hand … an endless pile of files, and many notes stuck on the The summer vacation has started! Exactly what is vacation. But still, Iʼm not ready for school and I
It is either you accept the situation, pull yourself wall. needed: hanging out with friends, joining a summer feel that I need another vacation because Iʼm aware
together and take it in your stride, or defy the *Lunch break is the best time for revision. camp, spending more time with family. And above of the stress Iʼm about to go through. And frankly
system and fail a test! Believe me; if you want to Whose Fault is it? all, I decided not to touch a book or a pen during speaking, I cannot handle another period of school
keep up with the class you wonʼt dare fail a test! Teachers say it is our fault that we keep things summer! Every time someone suggested a book I pressure and what goes with it, what with lack of
Old practices aiming at saving and utilizing until the last moment, which is why things pile; we would refuse to read it. food and sleep. Whatʼs making it worse is that Iʼm
time to the maximum possible. should study day by day to avoid such a situation Some weeks ago we went to school to get our wondering all the time, if I will make it or not to the
•As I had no time for meals, I would be sitting at but even if we followed such a routine, weʼd still be books for the next year. I collected the books, and put end of the tawjihi exams at the end of the school
the table solving math or physics problems eating overworked and pressed for time because the load is them under the bed right away and Iʼm not planning year. I realize, however, that itʼs just a phase that I,
without really knowing what I was eating. big anyway. on pulling them from under the bed till school begins. like everybody else, am passing through. It will pass
•Iʼd take a book with me to the toilet so as not to I even stopped reading magazines; I would only and Iʼm sure that when Iʼm through with school Iʼll
waste any time. The Carelessness Phase look at the pictures. It seems I have a thing against laugh a great deal when I remember this year.
•While taking a shower Iʼd cover the books with First semester is over. We are back after the pens and pencils as well; I never hold a pen, even
transparent sheets so that they wonʼt get wet. Christmas break. Itʼs weird; everyone is back, but if my life depended on it; and if I wanted to write
Old Habits…. Rejected; with a totally different mood.We are becoming down a note I would use my mobile, anything but a
Zeina Abu Hamdan
and new habits….. adapted very careless; nothing really matters.“So what pen. I stopped reading the newspaper or any written
In The Past… if we fail a test?” I came veryclose tokilling material. I was quite determined to turn off my brain 16 years old
•I used to have little free time to watch TV, and myself; why carry on the way I used to?” the whole summer because everyone said the tawjihi TYT Reporter/Jerusalem
‫ ﻭﺣﲔ ﺗﺄﻛﺪﻧﺎ‬،‫ ﻭﻃﻠﺒﺖ ﻣﻦ ﺯﻭﺟﻲ ﺃﻥ ﻳﺴﺄﻝ ﻋﻨﻪ‬،‫ﻣﻨﻬﺎ ﺃﻥ ﺗﺘﺄﻧﻰ‬ ‫ ﻭﺗﺘﺤﻤﻞ ﺃﻋﺒﺎﺀ‬،‫ ﻭﺃﺻﺒﺤﺖ ﺃﻣﺎ ﻷﺏ! ﻭﺃﺧﻮﺓ ﺻﻐﺎﺭ‬،‫ﺗﺮﻛﺖ ﺳﻨﺎﺀ ﻃﻔﻮﻟﺘﻬﺎ‬ ÂUŽ ≤± ØVMý uÐ√ ‰U�¬
."‫ﻣﻦ ﺃﻧﻪ ﺷﺎﺏ "ﻣﺤﺘﺮﻡ" ﻗﺮﺭﺕ ﺃﻥ ﺗﻌﺠﻞ ﻓﻲ ﺍﻟﺰﻭﺍﺝ‬ ‫ ﻟﺘﻔﺎﺭﻕ ﺍﳊﻴﺎﺓ‬،‫ ﻋﺎﻡ ﻛﺎﻣﻞ ﻭﺍﻷﻡ ﺗﻌﺎﻧﻲ ﺳﻜﺮﺍﺕ ﺍﳌﻮﺕ‬.‫ﺍﻟﺒﻴﺖ ﻓﻲ ﻫﺬﻩ ﺍﻟﺴﻦ‬ ÂdJ�uÞ ØWOH×B�« WKÝ«d�
‫ ﻭﺍﻟﺘﺤﻘﺖ ﺑﺎﳉﺎﻣﻌﺔ‬،‫ ﻭﺃﻛﻤﻠﺖ ﺳﻨﺎﺀ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ‬،‫ﻭﺑﺎﻟﻔﻌﻞ ﰎ ﺍﻟﺰﻭﺍﺝ‬ ‫ ﻭﻟﻢ ﻳﺘﻮﻗﻒ ﺍﻷﻣﺮ ﻋﻨﺪ ﻫﺬﺍ ﺍﳊﺪ؛ ﻓﻘﺪ ﺗﺰﻭﺝ ﺍﻟﻮﺍﻟﺪ‬.‫ﺑﻌﺪ ﺫﻟﻚ ﺑﻮﻗﺖ ﻗﺼﻴﺮ‬
‫ﻣﺮﺓ ﺃﺧﺮﻯ "ﻣﻦ ﺃﺟﻞ ﺍﻷﻃﻔﺎﻝ"! ﻭﻛﺎﻧﺖ ﺯﻭﺟﺔ ﺍﻷﺏ ﻣﺜﺎﻻ ﳌﺎ ﺗﺮﺳﻤﻪ ﺍﳊﻜﺎﻳﺎﺕ؛‬ °w�√ p¹œU½√ Ê√ wMMJ1 q¼
‫ ﻭﺗﺼﻒ ﺳﻨﺎﺀ ﺍﳊﻴﺎﺓ ﻓﻲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺑﺄﻧﻬﺎ "ﻛﺎﻧﺖ‬،‫ﻭﻫﻲ ﻓﻲ ﺑﻴﺖ ﺯﻭﺟﻬﺎ‬ ،‫ ﻣﻦ ﻃﻮﻟﻜﺮﻡ‬،‫ ﻋﺎﻣﺎ‬١٨ ،‫ ﻭﻫﻲ ﺗﺮﻯ ﺍﻟﻄﺎﻟﺒﺔ ﺳﻨﺎﺀ ﻣﺤﻤﻮﺩ‬،‫ﻓﺎﺟﺄﺗﻬﺎ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ "ﺑﻌﺪ ﻓﻘﺪ‬:‫ ﺗﻘﻮﻝ ﺳﻨﺎﺀ‬.‫ ﻭﻣﺮﻋﺒﺔ ﻷﻭﻻﺩ ﺯﻭﺟﻬﺎ‬،‫ﺷﺮﻳﺮﺓ ﺑﺤﺮﻓﻴﺔ ﺍﻟﻜﻠﻤﺔ‬
‫ "ﺍﻟﺰﻭﺍﺝ ﻭﺍﻟﺪﺭﺍﺳﺔ ﻣﻌﺎ ﻋﻤﻠﻴﺔ‬:‫ ﻭﺗﻘﻮﻝ‬،"‫ﺻﻌﺒﺔ ﻭﺣﻠﻮﺓ ﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ‬ ‫ ﺧﺼﻨﻲ ﻭﺍﻟﺪﻱ ﺑﻌﻨﺎﻳﺔ ﻓﺎﺋﻘﺔ ﺑﻌﺪ ﺃﻥ ﻋﺎﻧﻴﺖ ﻣﺎ ﻋﺎﻧﻴﺖ ﺧﻼﻝ ﻣﺮﺽ‬،‫ﻭﺍﻟﺪﺗﻲ‬ ‫ ﺗﻘﻒ ﺃﻣﺎﻣﻬﺎ ﻭﺗﺴﺄﻟﻬﺎ‬،‫ﺍﻟﺘﻲ ﺍﻋﺘﺎﺩﺕ ﺃﻥ ﺗﺸﺮﺡ ﻟﻬﺎ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ ﺍﻟﺬﻱ‬،‫ﺻﻌﺒﺔ ﺟﺪﺍ؛ ﺇﺫ ﻳﺠﺐ ﺗﻨﻈﻴﻢ ﺍﻟﻮﻗﺖ ﻟﻠﺴﻴﻄﺮﺓ ﻭﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺍﳊﻴﺎﺓ‬ ‫ ﻭﺑﺪﺃﺕ ﺗﺨﺘﻠﻖ ﺍﳌﺸﺎﻛﻞ؛‬،‫ﺃﻣﻲ ﻭﻓﻘﺪﻫﺎ؛ ﻓﺪﺑﺖ ﺍﻟﻐﻴﺮﺓ ﻓﻲ ﻗﻠﺐ ﺯﻭﺟﺔ ﺃﺑﻲ‬ .‫ﺑﺨﺠﻞ‬
."‫ﺍﺳﺘﻄﻌﺖ ﺃﻥ ﺃﺣﻘﻘﻪ ﲟﺴﺎﻋﺪﺓ ﺍﳌﻌﻠﻤﺔ ﻛﻔﺎﻳﺔ‬ ."‫ﻟﺘﻨﺘﻬﻲ ﻟﺼﺎﻟﺢ ﺍﻟﺜﺎﻧﻴﺔ‬ ،"‫ "ﺻﺒﺎﺡ ﺍﳋﻴﺮ ﺁﻧﺴﺔ ﻛﻔﺎﻳﺔ‬:‫ﺍﳌﻤﺮ ﺍﻟﻄﻮﻳﻞ ﺑﲔ ﺍﻟﺼﻔﻮﻑ ﻳﻌﺞ ﺑﺎﻟﻄﺎﻟﺒﺎﺕ‬
.‫ ﻭﺍﻟﻄﺎﻟﺒﺔ ﺳﻨﺎﺀ ﺗﻄﺮﻕ ﺑﻘﺪﻣﻬﺎ ﺍﻷﺭﺽ ﻣﻨﺘﻈﺮﺓ‬،‫ﺗﺒﺘﺴﻢ ﻟﻠﻘﺎﺋﻠﺔ ﺑﻬﺪﻭﺀ‬
Â_« WLKF*« ÃdH�« W¹«bÐ ‫ "ﺻﺒﺎﺡ ﺍﳋﻴﺮ ﻳﺎ ﺃﻣﻲ؛‬:‫ ﻓﺮﺩﺕ ﺍﻟﻄﺎﻟﺒﺔ ﻓﺮﺣﺔ‬،‫"ﳝﻜﻨﻚ ﺫﻟﻚ"؛ ﻗﺎﻟﺖ ﺑﺤﻨﺎﻥ‬
:‫ ﺗﻘﻮﻝ ﺳﻨﺎﺀ‬،‫ﻛﺎﻥ ﺍﻻﺗﻔﺎﻕ ﺑﲔ ﺍﳌﻌﻠﻤﺔ ﻭﺍﻟﻄﺎﻟﺒﺔ ﺃﻥ ﺗﺴﺎﻋﺪ ﺍﻷﻭﻟﻰ ﺍﻟﺜﺎﻧﻴﺔ‬ ."‫ ﻭﺗﺼﺒﺢ ﺃﻛﺜﺮ ﻣﺮﺣﺎ‬،‫"ﺣﲔ ﺗﺼﻞ ﺳﻨﺎﺀ ﺇﻟﻰ ﺍﳌﺪﺭﺳﺔ ﺗﺪﺏ ﺍﳊﻴﺎﺓ ﻓﻴﻬﺎ‬ ‫ ﻭﺭﻛﻀﺖ ﻣﺴﺮﻋﺔ ﺇﻟﻰ ﺍﻟﺼﻒ ﻛﺄﻧﻬﺎ‬،‫ ﻭﻋﺎﻧﻘﺘﻬﺎ ﺑﻘﻮﺓ‬،"‫ﺃﻗﺼﺪ ﺁﻧﺴﺔ ﻛﻔﺎﻳﺔ‬
.‫ﺗﻄﻴﺮ‬
‫ ﻭﺧﺎﺭﺝ ﺍﳌﺪﺭﺳﺔ ﺃﻣﻲ؛ ﻛﺎﻧﺖ ﺗﺄﺗﻲ ﻓﻲ ﺍﻟﺼﺒﺎﺡ‬،‫"ﻓﻲ ﺍﻟﺼﻒ ﻛﺎﻧﺖ ﻣﻌﻠﻤﺘﻲ‬ ‫ "ﺗﻌﺮﻓﺖ ﻋﻠﻴﻬﺎ ﺧﻼﻝ ﺍﻟﻨﺸﺎﻃﺎﺕ‬:‫ ﻭﺗﻀﻴﻒ‬،‫ﻫﺬﺍ ﻣﺎ ﺗﻘﻮﻟﻪ ﺍﳌﻌﻠﻤﺔ ﻛﻔﺎﻳﺔ‬
."‫ﻟﺘﻘﺘﻨﺺ ﺃﻱ ﻓﺮﺻﺔ ﻟﺘﺘﺤﺪﺙ ﻣﻌﻲ‬ ‫ ﻭﺣﺎﻭﻟﺖ ﺃﻥ‬،‫ ﺑﺪﺃﺕ ﲢﺪﺛﻨﻲ ﻋﻦ ﻣﺸﺎﻛﻠﻬﺎ‬،‫ ﻭﻋﻨﺪﻣﺎ ﺗﻮﻃﺪﺕ ﻋﻼﻗﺘﻨﺎ‬،‫ﺘﻠﻔﺔ‬‫ﺍ‬ °W¹UJ(« √bÐ UM¼ s�
‫ ﺃﻭ ﺣﺘﻰ‬،‫ ﺃﻭ ﺃﺧﺖ‬،‫ ﻓﻬﻲ ﻭﺣﻴﺪﺓ ﺑﻼ ﺃﻡ‬،‫ "ﻟﻢ ﻳﻜﻦ ﺑﻴﻨﻨﺎ ﺣﺪﻭﺩ‬:‫ﻭﺗﻘﻮﻝ ﺍﳌﻌﻠﻤﺔ‬ ."‫ﺃﺳﺎﻋﺪﻫﺎ ﻛﻲ ﲢﺘﻤﻞ ﺯﻭﺟﺔ ﻭﺍﻟﺪﻫﺎ‬ ‫ﺃﻳﻦ ﻣﺪﺍﺭﺳﻨﺎ ﻣﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺘﺼﺮﻓﺎﺕ؟ ﻫﻞ ﺣﺮﻣﺖ ﻣﺪﺍﺭﺳﻨﺎ ﻣﻦ ﺍﻟﻌﻼﻗﺔ‬
‫ ﻭﻛﻨﺖ ﺃﺳﺎﻋﺪﻫﺎ‬،‫ ﻭﻛﺎﻧﺖ ﺑﺤﺎﺟﺔ ﻟﺸﺨﺺ ﺗﺸﻌﺮ ﺑﲔ ﻳﺪﻳﻪ ﺑﺎﻷﻣﺎﻥ‬،‫ﺧﺎﻟﺔ‬ ‫ ﻟﻜﻦ‬.‫ ﲤﺖ ﺧﻄﺒﺘﻬﺎ ﻋﻠﻰ ﺷﻘﻴﻖ ﺯﻭﺟﺔ ﺃﺑﻴﻬﺎ‬،‫ﻭﺑﻌﺪ ﻣﺮﻭﺭ ﻋﺪﺓ ﺳﻨﻮﺍﺕ‬ ‫ﺍﻟﻄﻴﺒﺔ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻄﺎﻟﺐ؟ ﳌﺎﺫﺍ ﺃﺻﺒﺢ ﺍﻟﺘﻌﺎﻣﻞ ﺑﻴﻨﻬﻤﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﻠﻘﲔ؟‬
."‫ﻭﺃﺳﺘﻤﻊ ﻟﻬﺎ‬ .‫ ﻓﺎﺯﺩﺍﺩﺕ ﺯﻭﺟﺔ ﺍﻷﺏ ﻗﺴﻮﺓ ﻓﻲ ﻣﻌﺎﻣﻠﺘﻬﺎ‬،‫ﻫﺬﺍ ﺍﻷﻣﺮ ﻟﻢ ﳝﻨﺤﻬﺎ ﺍﻣﺘﻴﺎﺯﺍ‬ ‫ﻭﳌﺎﺫﺍ ﲢﺼﻞ ﺍﳌﺸﺎﻛﻞ؟‬
‫ﻭﺗﺆﻛﺪ ﺍﳌﻌﻠﻤﺔ ﻋﻠﻰ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻄﺒﻴﺔ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻄﺎﻟﺐ ﺍﻟﺘﻲ ﺳﺎﺩﺕ‬ ‫ "ﺳﻨﺎﺀ ﻣﻦ ﺃﺑﺮﺯ ﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﺟﺘﻬﺎﺩﺍ ﻓﻲ‬:‫ﺗﺘﺎﺑﻊ ﻛﻔﺎﻳﺔ ﺣﺪﻳﺜﻬﺎ ﻗﺎﺋﻠﺔ‬ »«cF�« WKŠ—
‫ ﻭﺃﺻﺒﺢ‬،‫ﻓﻲ ﺍﻟﺴﺎﺑﻖ ﻟﻢ ﺗﻌﺪ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﻫﺬﻩ ﺍﻷﻳﺎﻡ؛ ﻷﻥ ﺍﳌﻌﻠﻢ "ﻓﻘﺪ ﻫﻴﺒﺘﻪ‬ ‫ ﻭﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﻭﻗﺎﺕ‬،‫ ﻭﺣﻴﻨﻤﺎ ﺧﻄﺒﺖ ﻛﺎﻧﺖ ﻓﻲ ﺍﻟﺘﻮﺟﻴﻬﻲ‬،‫ﺍﻟﺼﻒ‬ ‫ ﺗﻮﺍﻇﺐ ﻛﻞ ﺻﺒﺎﺡ ﻋﻠﻰ ﺗﻨﻈﻴﻒ ﺍﻟﺒﻴﺖ‬،‫ﺳﻨﺎﺀ ﻣﺤﻤﻮﺩ؛ ﻣﻦ ﻃﻮﻟﻜﺮﻡ‬
‫ ﺗﺮﻗﺪ ﻭﺍﻟﺪﺗﻬﺎ‬،‫ ﻭﻓﻲ ﺯﺍﻭﻳﺔ ﺍﻟﻐﺮﻓﺔ‬،‫ ﻗﺒﻞ ﺃﻥ ﺗﺬﻫﺐ ﺇﻟﻰ ﻣﺪﺭﺳﺘﻬﺎ‬،‫ﺑﺴﺮﻋﺔ‬
‫ ﻭﻟﻴﺲ ﻋﻠﻰ‬،‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻪ ﻳﺘﻢ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃﻧﻪ ﻣﺠﺮﺩ ﻣﻮﻇﻒ ﻓﻲ ﺃﻱ ﻭﻇﻴﻔﺔ‬ ،‫ﻛﺎﻧﺖ ﺗﺒﻜﻲ ﻋﻨﺪﻣﺎ ﳒﻠﺲ ﻣﻌﺎ؛ ﻓﺰﻭﺟﺔ ﺃﺑﻴﻬﺎ ﻻ ﺗﺮﻳﺪﻫﺎ ﺃﻥ ﺗﺘﻢ ﺗﻌﻠﻴﻤﻬﺎ‬
‫ ﻭﺳﺮﻳﺮ ﺍﳌﻮﺕ‬،‫ ﻭﻫﻲ ﺗﺘﻨﻘﻞ ﺑﲔ ﺍﳌﺴﺘﺸﻔﻰ‬،‫ﺍﻟﺘﻲ ﺗﻌﺎﻧﻲ ﻣﻦ ﻣﺮﺽ ﻋﻀﺎﻝ‬
."‫ﺃﻧﻪ ﻣﺮﺏ‬ ‫ "ﻛﻨﺖ ﺃﻣﻨﺤﻬﺎ ﺑﻌﺾ‬:‫ ﺛﻢ ﺗﻀﻴﻒ‬،"‫ﻭﲡﺒﺮﻫﺎ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﳌﻨﺰﻝ‬ .‫ﻓﻲ ﺍﳌﻨﺰﻝ‬
:‫ ﺗﻘﻮﻝ ﻓﻴﻬﺎ‬،‫ﻗﺒﻞ ﻓﺘﺮﺓ ﻗﺼﻴﺮﺓ ﺑﻌﺜﺖ ﺳﻨﺎﺀ ﺑﺮﺳﺎﻟﺔ ﺇﻟﻰ ﺍﳌﻌﻠﻤﺔ ﺍﻟﻮﺍﻟﺪﺓ‬ ."‫ ﻭﺃﻭﺿﺢ ﺁﻟﻴﺔ ﺍﻟﺘﺼﺮﻑ ﻣﻌﻬﺎ ﳌﺴﺎﻋﺪﺗﻬﺎ‬،‫ﺍﻟﻨﺼﺎﺋﺢ‬ ‫ ﻓﻜﺄﻧﻬﺎ ﺗﺴﺎﻧﺪﻧﻲ‬،‫ "ﻛﺎﻧﺖ ﻭﺍﻟﺪﺗﻲ ﺗﺮﺍﻗﺐ ﲢﺮﻛﺎﺗﻲ ﺑﺼﻤﺖ ﺣﺰﻳﻦ‬:‫ﺗﻘﻮﻝ ﺳﻨﺎﺀ‬
...‫ ﻓﻠﻢ ﺗﻜﻮﻧﻲ ﺃﻧﺖ ﺃﻭﻝ ﻣﻦ ﺃﺭﺍﻩ‬،‫ ﻭﻓﺘﺤﺖ ﻋﻴﻨﻲ‬،‫"ﺃﺳﻮﺃ ﺃﻣﺮ ﻭﻗﻊ ﻟﻲ ﺃﻧﻨﻲ ﺃﳒﺒﺖ‬ ‫ﻭﻛﺎﻧﺖ ﺍﳌﻌﻠﻤﺔ ﺗﺨﺸﻰ ﺃﻥ ﻳﻜﻮﻥ ﺧﻄﻴﺒﻬﺎ ﺳﻴﺌﺎ ﺃﻛﺜﺮ ﳑﺎ ﺗﺨﺸﻰ ﺃﻱ‬ ‫ ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺘﻌﺮﺽ ﳌﺸﺎﻛﻞ ﺷﺨﺼﻴﺔ‬،‫ﻷﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﺩﺍﺧﻞ ﺍﻟﺒﻴﺖ ﻭﺧﺎﺭﺟﻪ‬
!"‫ ﺻﺮﺕ ﻣﻨﺬ ﺍﻟﻴﻮﻡ ﺟﺪﺓ‬...‫ﻭﻟﻜﻦ ﻣﺒﺮﻭﻙ‬ ‫ ﻭﻃﻠﺒﺖ‬،‫ ﻓﺮﻓﻀﺖ‬،‫ "ﺳﺄﻟﺘﻨﻲ ﺇﻥ ﻛﻨﺖ ﺃﻧﺼﺤﻬﺎ ﺑﺄﻥ ﺗﺘﺮﻛﻪ‬:‫ﺷﻲﺀ ﺁﺧﺮ؛ ﺗﻘﻮﻝ‬ ."‫ﺃﻭ ﻋﺎﺋﻠﻴﺔ ﻟﻢ ﺗﻜﻦ ﺗﻌﺮﻑ ﺑﻬﺎ؛ ﺧﻮﻓﺎ ﻋﻠﻰ ﺻﺤﺘﻬﺎ‬
‫‪±π‬‬ ‫«�‪dOOG²�«Ë »U³A‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﺷﺒﺎب ﻣﻦ أﺟﻞ اﻟﺘﻐﻴﻴﺮ‬
‫�‪sÞu�« UE�U×� »u?−¹ ŸËd???A‬‬

‫‪wÐU??−¹ù« dO?OG²�« À«b???Šù‬‬
‫ﻛﺄﺳﻠﻮﺑﲔ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﳌﻨﺎﺻﺮﺓ‪ .‬ﺣﻴﺚ ﺧﺎﺿﻮﺍ ﺗﺪﺭﻳﺒﺎ ﻣﻜﺜﻔﺎ‪ ،‬ﲟﻌﺪﻝ ﺃﺭﺑﻊ‬ ‫ﲤﺎﺭﺍ ﺍﻟﺼﻮﺹ‬
‫ﺳﺎﻋﺎﺕ ﺇﻟﻰ ﺳﺖ ﻳﻮﻣﻴﺎ‪ ،‬ﻭﳌﺪﺓ ﺃﺳﺒﻮﻉ‪.‬‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺑﻴﺖ ﳊﻢ‬
‫ﻳﻘﻮﻝ ﻣﺤﻤﺪ ﺗﻮﺍﻡ؛ ﻣﻨﺴﻖ ﺍﳌﺸﺮﻭﻉ‪" :‬ﻋﻨﺪﻣﺎ ﺍﻧﺘﻬﺖ ﻣﺮﺣﻠﺔ ﺗﺪﺭﻳﺐ‬
‫ﺍﳌﻴﺴﺮﻳﻦ‪ ،‬ﺍﻧﺘﻘﻠﻨﺎ ﻟﻠﻌﻤﻞ ﻓﻲ ﺍﳌﻴﺪﺍﻥ‪ ،‬ﺣﻴﺚ ﻗﺎﻡ ﺍﳌﻴﺴﺮﻭﻥ ﺑﺘﻄﺒﻴﻖ ﻣﺎ‬ ‫ﻓﻲ ﻓﻠﺴﻄﲔ ﻳﻌﺎﻧﻲ ﺍﻟﺸﺒﺎﺏ ﻣﻦ ﺿﻐﻮﻃﺎﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﻧﻔﺴﻴﺔ‪،‬‬
‫ﺗﻌﻠﻤﻮﻩ ﻋﻤﻠﻴﺎ ﻣﻦ ﺧﻼﻝ ﻭﺭﺷﺎﺕ ﺍﻟﻌﻤﻞ؛ ﺑﻬﺪﻑ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻗﺪﺭﺗﻬﻢ‪،‬‬ ‫ﻭﻫﻢ ﺭﻫﻴﻨﺔ ﺍﻷﻭﺿﺎﻉ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺼﻌﺒﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﻌﻤﻞ‬
‫ﺍﻷﻭﺿﺎﻉ ﺍﻟﺼﻌﺒﺔ ﺍﻟﺘﻲ ﳝﺮ ﺑﻬﺎ ﺍﳉﻤﻴﻊ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﻟﻘﺪ ﻛﺎﻥ ﺗﺄﺛﻴﺮﻩ ﻭﺍﺿﺤﺎ‬ ‫ﻋﻠﻰ ﺗﺪﺭﻳﺐ ﺍﻟﻄﻼﺋﻊ"‪ .‬ﺛﻢ "ﻗﻤﻨﺎ ﺑﺎﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﺃﺩﺍﺋﻬﻢ‪ ،‬ﻭﺭﻛﺰﻧﺎ ﻋﻠﻰ‬ ‫ﻋﻠﻰ ﲤﺰﻳﻖ ﺍﻟﻨﺴﻴﺞ ﺍﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫ﻓﻔﻲ ﻣﻨﺎﻃﻖ ﻋﺪﺓ‪ ،‬ﺿﻤﺖ ﺍﻟﻮﺭﺷﺎﺕ ‪ ٦٠‬ﻃﻠﻴﻌﻴﺎ‪ ،‬ﻓﻲ ﺍﻟﻮﻗﺖ‬ ‫ﺍﻟﻌﻤﻞ ﻣﻊ ﺍﳉﻤﺎﻋﺔ‪ ،‬ﻭﺍﻟﺘﻨﺴﻴﻖ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ"‪ .‬ﻭﻛﺎﻧﺖ ﺟﻤﻴﻊ ﺍﻟﻮﺭﺷﺎﺕ‬
‫ﺟﺪﺍ‪ ،‬ﻭﺇﻳﺠﺎﺑﻴﺎ ﻋﻠﻰ ﺍﻟﻄﻼﺋﻊ ﺧﺎﺻﺔ‪ ،‬ﻓﻘﺪ ﻣﻨﺤﻬﻢ ﺍﻟﻮﻋﻲ ﺑﺤﻘﻮﻗﻬﻢ‪،‬‬ ‫ﻭﲢﺘﺎﺝ ﺇﻋﺎﺩﺓ ﺗﺮﻣﻴﻢ ﺍﻷﺿﺮﺍﺭ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻨﺎﺟﻤﺔ ﻋﻦ‬
‫ﺍﻟﺬﻱ ﻛﺎﻧﺖ ﻓﻴﻪ ﺑﻌﺾ ﺍﻟﻘﺎﻋﺎﺕ ﺻﻐﻴﺮﺓ‪ ،‬ﻭﻻ ﺗﺘﺴﻊ ﻟﻬﺬﺍ‬ ‫ﺗﻌﻘﺪ ﲢﺖ ﺇﺷﺮﺍﻑ ﻃﺎﻗﻢ "ﺑﻴﺎﻻﺭﺍ"‪ ،‬ﻭﻟﻜﻦ ﻻ ﻳﺘﻢ ﺍﻟﺘﺪﺧﻞ ﺇﻻ ﻋﻨﺪ ﺍﳊﺎﺟﺔ‪.‬‬
‫ﻭﺑﺨﻄﻮﺭﺓ ﺍﻟﺘﻌﺎﻣﻞ ﺍﻟﻌﻨﻴﻒ ﻓﻲ ﺍ‪‬ﺘﻤﻊ"‪.‬‬ ‫ﳑﺎﺭﺳﺎﺕ ﺍﻻﺣﺘﻼﻝ‪ ،‬ﺇﻟﻰ ﺟﻬﻮﺩ ﺍﻟﺸﺒﺎﺏ ﻭﻃﺎﻗﺎﺗﻬﻢ‪ ،‬ﺧﺎﺻﺔ ﻓﻲ ﺍﳌﻨﺎﻃﻖ‬
‫ﺍﻟﻌﺪﺩ‪.‬‬ ‫«�‪‰uK(«œU−¹≈ËWOŽu²‬‬
‫ﻭﺗﺮﻯ ﺍﳌﻴﺴﺮﺓ ﺃﺳﻤﺎﺀ ﻣﻨﻰ ﺑﺄﻥ ﺃﺑﺮﺯ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﺘﻲ ﰎ ﺍﻛﺘﺸﺎﻓﻬﺎ ﻋﻨﺪ‬ ‫ﺍﻟﻨﺎﺋﻴﺔ‪ ،‬ﻭﺍﻟﻘﺮﻯ ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ ﺍﳌﺪﻥ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻔﺘﻘﺮ ﻟﻼﻣﺘﻴﺎﺯﺍﺕ‪ .‬ﻓﻜﺎﻥ‬
‫ﻳﻘﻮﻝ ﺗﻮﺍﻡ‪" :‬ﻓﻲ ﺑﻌﺾ ﺍﳌﻨﺎﻃﻖ ﻭﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻔﺘﻴﺎﺕ‬ ‫ﻳﺸﻴﺮﺗﻮﺍﻡﺇﻟﻰﺃﻥ ﺍﳌﺸﺮﻭﻉﻳﻬﺪﻑﺑﺸﻜﻞﺃﺳﺎﺳﻲﺇﻟﻰ ﺗﻮﻋﻴﺔﺍﻷﻃﻔﺎﻝ‬
‫ﺍﻷﻃﻔﺎﻝ ﻫﻮ ﺍﻟﻌﻨﻒ ﺑﺸﻘﻴﻪ؛ ﺍﻟﻠﻔﻈﻲ ﻭﺍﳉﺴﺪﻱ‪ ،‬ﺍﻟﺬﻱ ﻳﻌﺘﻘﺪ ﻛﺜﻴﺮ ﻣﻦ‬ ‫ﻣﺸﺮﻭﻉ "ﺷﺒﺎﺏ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻐﻴﻴﺮ"‪ ،‬ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺍﻟﻬﻴﺌﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬
‫ﺻﻌﻮﺑﺔ ﻓﻲ ﺍﳌﺸﺎﺭﻛﺔ ﺑﺴﺒﺐ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﺘﻲ ﲢﺪ ﻣﻦ‬ ‫ﲟﻴﺜﺎﻕ ﺣﻘﻮﻕ ﺍﻟﻄﻔﻞ‪ ،‬ﻭﻣﺴﺎﻋﺪﺗﻬﻢ ﻋﻠﻰ ﺇﻳﺼﺎﻝ ﺻﻮﺗﻬﻢ ﻟﻠﻤﺴﺆﻭﻟﲔ‬
‫ﺍﻟﻨﺎﺱ ﺑﺄﻧﻪ ﻟﻴﺲ ﻣﺘﻔﺸﻴﺎ ﺑﲔ ﺍﻟﻔﺘﻴﺎﺕ‪ .‬ﻭﺗﻮﺍﻓﻘﻬﺎ ﻓﻲ ﺍﻟﺮﺃﻱ ﺍﳌﺸﺮﻓﺔ ﻣﻨﻰ‬ ‫ﻟﻺﻋﻼﻡ ﻭﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺍﻟﺸﺒﺎﺏ "ﺑﻴﺎﻻﺭﺍ" ﺑﺘﻄﺒﻴﻘﻪ ﻫﻮ ﺍﳌﺘﻨﻔﺲ ﺍﻟﻮﺣﻴﺪ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻔﺘﻴﺎﺕ ﻓﻲ ﺍﻷﻧﺸﻄﺔ"‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻌﺪﻳﺪ‬ ‫ﻣﻦ ﺧﻼﻝ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ ،‬ﻭﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻗﻀﺎﻳﺎﻫﻢ ﻭﻣﺸﺎﻛﻠﻬﻢ‪ ،‬ﻳﻘﻮﻝ‬
‫ﺍﻟﺰﻫﻴﺮﻱ؛ ﻣﻦ "ﺑﻴﺎﻻﺭﺍ"‪ ،‬ﺣﻴﺚ ﺗﻘﻮﻝ‪" :‬ﺍﻟﻌﻨﻒ ﻛﺎﻥ ﻻﻓﺘﺎ‪ ،‬ﻭﳒﺤﻨﺎ ﻓﻲ ﻧﻬﺎﻳﺔ‬ ‫ﻟﺸﺒﺎﺏ ﻛﺜﺮ ﻣﻦ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﻲ ﺗﻔﺘﻘﺮ ﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﻤﻜﲔ‪ ،‬ﻭﺍ‪‬ﻴﻤﺎﺕ‬
‫ﻣﻦ ﺍﳌﻌﻴﻘﺎﺕ ﺍﻟﺘﻲ ﻛﺎﻥ ﺳﺒﺒﻬﺎ ﺍﻻﺣﺘﻼﻝ؛ ﻓﻘﺪ ﻛﺎﻧﺖ ﺣﻮﺍﺟﺰﻩ‬ ‫ﺗﻮﺍﻡ‪" :‬ﺧﺮﺟﻨﺎ ﻣﻦ ﻛﻞ ﻣﻮﻗﻊ ﺑﺄﻫﻢ ﺧﻤﺲ ﻣﺸﺎﻛﻞ ﺗﺆﺭﻕ ﺍﻷﻃﻔﺎﻝ‬
‫ﺍﻟﻮﺭﺷﺎﺕ ﻓﻲ ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺣﺪﺗﻪ‪ ،‬ﻭﺗﻮﻋﻴﺔ ﺍﳉﻨﺴﲔ ﺣﻮﻝ ﻧﺒﺬﻩ‪ ،‬ﻭﺑﻴﻨﺎ‬ ‫ﺍﻟﺼﻴﻔﻴﺔ‪.‬‬
‫ﺍﳌﻌﻴﻖ ﺍﻷﺳﺎﺳﻲ‪ ،‬ﻭﻗﺪ ﰎ ﺗﺄﺟﻴﻞ ﺑﻌﺾ ﺍﻻﺟﺘﻤﺎﻋﺎﺕ ﺑﺴﺒﺐ‬ ‫ﻭﺍﻟﺸﺒﺎﺏ ﻓﻲ ﻛﻞ ﻣﻨﻄﻘﺔ‪ ،‬ﻭﻗﻤﻨﺎ ﲟﻨﺎﻗﺸﺘﻬﺎ ﻣﻊ ﺍﻟﻄﻼﺋﻊ ﳌﺴﺎﻋﺪﺗﻬﻢ‬
‫ﺃﺿﺮﺍﺭﻩ ﺍﻟﻨﻔﺴﻴﺔ"‪.‬‬ ‫ﻭﻗﺪ ﻭﺻﻞ ﺍﳌﺸﺮﻭﻉ ﺇﻟﻰ ﺳﺘﺔ ﻋﺸﺮ ﻣﻮﻗﻌﺎ ﻧﺎﺋﻴﺎ ﻓﻲ ﺍﻟﻀﻔﺔ ﺍﻟﻐﺮﺑﻴﺔ‬
‫ﺍﻻﺟﺘﻴﺎﺣﺎﺕ ﺍﳌﺘﻜﺮﺭﺓ‪ ،‬ﺧﺼﻮﺻﺎ ﻓﻲ ﻏﺰﺓ ﻭﺷﻤﺎﻝ ﺍﻟﻀﻔﺔ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪ ،‬ﻭﺗﻜﻮﻳﻦ ﺭﺅﻳﺘﻬﻢ ﺍﳋﺎﺻﺔ ﳊﻠﻬﺎ‪ ،‬ﺃﻭ ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ‬
‫ﻭﻳﺸﻜﻞ ﺍﳌﺸﺮﻭﻉ ﺿﺮﻭﺭﺓ ﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﻃﻔﺎﻝ؛ ﻓﺎﳌﻨﺎﻃﻖ ﺍﻟﺘﻲ ﰎ‬ ‫ﻭﻗﻄﺎﻉ ﻏﺰﺓ‪ ،‬ﻟﻴﺴﺎﻋﺪ ‪ ١٦٠٠‬ﺷﺎﺏ ﻭﺷﺎﺑﺔ‪ ،‬ﺑﻌﺪ ﺗﺪﺭﻳﺒﻬﻢ ﻋﻠﻰ ﺇﺣﺪﺍﺙ‬
‫ﺍﻟﻐﺮﺑﻴﺔ‪.‬‬ ‫ﺣﺪﺓ ﺍﻵﺛﺎﺭ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻳﻌﺎﻧﻮﻥ ﻣﻨﻬﺎ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﻧﺘﻤﺎﺋﻬﻢ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﺗﻔﺘﻘﺪ ﻟﻠﻨﺸﺎﻃﺎﺕ ﺍﳋﺎﺻﺔ ﺑﻬﻢ ﻭﺑﺤﻘﻮﻗﻬﻢ‪ ،‬ﻭﺧﺎﺻﺔ ﻓﻲ‬ ‫ﺍﻟﺘﻐﻴﻴﺮ ﺍﻹﻳﺠﺎﺑﻲ ﻓﻲ ﻣﺠﺘﻤﻌﺎﺗﻬﻢ‪.‬‬
‫‪ «“U$ù« sŽË‬‬ ‫‪‬ﺘﻤﻌﻬﻢ ﻭﻣﺤﻴﻄﻬﻢ‪ ،‬ﻭﻣﻨﺤﻬﻢ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ‪ ،‬ﻭﺍﻷﻣﻞ ﺑﺎﳌﺴﺘﻘﺒﻞ"‪.‬‬
‫ﺍﻟﻌﻄﻠﺔ ﺍﻟﺼﻴﻔﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ ﺳﻠﻴﻤﺎﻥ ﺍﻟﺪﺑﺎﺭﻱ؛ ﻣﻦ ﻣﻨﻄﻘﺔ ﺍﻟﺸﻮﻛﺔ‬ ‫‪n¹dFð W�UDÐ‬‬
‫ﺃﻣﺎ ﻋﻦ ﺍﻻﳒﺎﺯﺍﺕ ﺍﻟﺘﻲ ﺣﻘﻘﻬﺎ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻳﻮﺿﺢ ﺗﻮﺍﻡ ﺑﺄﻧﻬﺎ‬ ‫ﺛﻢ ﰎ ﺍﻻﻧﺘﻘﺎﻝ ﺇﻟﻰ ﻭﺭﺷﺎﺕ ﺍﻹﻋﻼﻡ ﺑﺸﻘﻴﻪ؛ ﺍﳌﺮﺋﻲ ﻭﺍﳌﻜﺘﻮﺏ‪ ،‬ﺑﺘﺪﺭﻳﺐ‬
‫ﺑﻐﺰﺓ‪" :‬ﻫﺬﻩ ﺍﻟﻮﺭﺷﺎﺕ ﺿﺮﻭﺭﻳﺔ ﺟﺪﺍ‪ ،‬ﻭﻗﺪ ﺳﺎﻋﺪﺗﻨﺎ ﻋﻠﻰ ﻗﻀﺎﺀ ﺃﻭﻗﺎﺕ‬ ‫"ﺷﺒﺎﺏ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻐﻴﻴﺮ"؛ ﻣﺸﺮﻭﻉ ﲤﻮﻟﻪ ﻣﻨﻈﻤﺔ ﺍﻷﱈ ﺍﳌﺘﺤﺪﺓ‬
‫ﻛﺜﻴﺮﺓ‪ ،‬ﺃﻫﻤﻬﺎ ﺗﻔﻌﻴﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ‬ ‫ﻛﺎﺩﺭﻳﻦ ﻣﻦ ﺍﻟﻄﻼﺋﻊ‪ ،‬ﺃﺣﺪﻫﻤﺎ ﻓﻲ ﻣﺠﺎﻝ ﺍﻹﻋﻼﻡ ﺍﳌﺮﺋﻲ‪ ،‬ﻭﺍﻵﺧﺮ ﻓﻲ ﻣﺠﺎﻝ‬
‫ﺍﻟﻔﺮﺍﻍ‪ ،‬ﻭﻋﻠﻤﺘﻨﺎ ﺃﺷﻴﺎﺀ ﺟﺪﻳﺪﺓ‪ ،‬ﺧﺎﺻﺔ ﻓﻲ ﺣﻘﻮﻕ ﺍﻟﻄﻔﻞ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬ ‫ﻟﻠﻄﻔﻮﻟﺔ ﺍﻟـ"ﻳﻮﻧﻴﺴﻴﻒ"‪ ،‬ﻭﺍﻧﻄﻠﻖ ﻓﻲ ﲤﻮﺯ‪ ،‬ﻭﻳﺴﺘﻤﺮ ﺣﺘﻰ ﻧﻬﺎﻳﺔ‬
‫ﻳﺘﺼﻔﻮﻥ ﺑﺎﻟﻌﻨﻒ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻛﺘﺸﺎﻑ ﻣﻮﺍﻫﺐ ﺍﻟﻄﻼﺋﻊ؛ ﻣﺜﻞ‬ ‫ﺍﻟﺼﺤﺎﻓﺔﺍﳌﻜﺘﻮﺑﺔ‪.‬‬
‫ﺑﻌﻀﻨﺎ ﺩﻭﻥ ﻋﻨﻒ‪ .‬ﻭﻗﺪ ﻣﺎﺭﺳﻨﺎ ﻫﻮﺍﻳﺎﺗﻨﺎ؛ ﻛﺎﻟﺮﺳﻢ ﻭﺍﻟﻠﻌﺐ‪ .‬ﻭﻣﻦ ﺧﻼﻝ‬ ‫ﻛﺎﻧﻮﻥ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﳊﺎﻟﻲ‪ .‬ﻭﻳﺘﻢ ﻓﻲ ﻛﻞ ﻣﻨﻄﻘﺔ ﻭﺻﻠﺖ ﺇﻟﻴﻬﺎ‬
‫ﺍﻟﻐﻨﺎﺀ ﻭﺍﻟﺪﺑﻜﺔ ﻭﺍﻟﺮﺳﻢ ﻭﻛﺘﺎﺑﺔ ﺍﻟﺸﻌﺮ‪ ،‬ﳑﺎ ﻣﻨﺤﻬﻢ ﺍﻟﻔﺮﺻﺔ‬ ‫‪·«b¼_« ŸuM²ðË‬‬
‫ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﺃﺣﺴﺴﻨﺎ ﺑﻄﻔﻮﻟﺘﻨﺎ"‪ .‬ﻭﻳﻀﻴﻒ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺪﺑﺎﺭﻱ‪ ١٣ ،‬ﻋﺎﻣﺎ‪:‬‬ ‫ﻓﻌﺎﻟﻴﺎﺕ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﺗﺸﻜﻴﻞ ﻣﺠﻤﻮﻋﺘﲔ‪ ،‬ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﺬﻛﻮﺭ‪ ،‬ﻭﺍﻷﺧﺮﻯ‬
‫ﻹﺑﺮﺍﺯ ﻣﻮﺍﻫﺒﻬﻢ ﻭﻗﺪﺭﺍﺗﻬﻢ‪ .‬ﻛﻤﺎ ﰎ ﺍﻛﺘﺸﺎﻑ ﻣﺠﻤﻮﻋﺎﺕ‬ ‫ﺃﻣﺎ ﺍﻷﻫﺪﺍﻑ ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﻳﺴﻌﻰ ﺍﳌﺸﺮﻭﻉ ﻟﺘﺤﻘﻴﻘﻬﺎ‪ ،‬ﻓﻜﺎﻥ ﺃﻫﻤﻬﺎ‬
‫"ﺃﺻﺒﺤﺖ ﺃﻋﻲ ﻣﺸﺎﻛﻠﻲ ﺟﻴﺪﺍ‪ ،‬ﻭﺗﻌﻠﻤﺖ ﺃﻻ ﺃﺳﺘﺨﺪﻡ ﺍﻟﻌﻨﻒ ﻓﻲ ﺣﻴﺎﺗﻲ‪،‬‬ ‫ﻣﻦ ﺍﻟﻔﺘﻴﺎﺕ‪ ،‬ﻭﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ‪ ٥٠‬ﻃﻠﻴﻌﻴﺎ ﺃﻭ ﻃﻠﻴﻌﻴﺔ‪ ،‬ﺗﺘﺮﺍﻭﺡ‬
‫ﻣﺘﻤﻴﺰﺓ‪ ،‬ﻭﻣﻦ ﻛﻼ ﺍﳉﻨﺴﲔ‪ ،‬ﺧﻼﻝ ﺗﺪﺭﻳﺐ ﺍﻟﻄﻼﺋﻊ ﻋﻠﻰ‬ ‫ﺍﳉﺎﻧﺐ ﺍﻟﺘﺮﻓﻴﻬﻲ‪ ،‬ﺣﻴﺚ ﻳﻀﻴﻒ ﺗﻮﺍﻡ ﻗﺎﺋﻼ‪" :‬ﰎ ﺗﻄﺒﻴﻖ ﺍﳌﺸﺮﻭﻉ ﻓﻲ‬
‫ﻭﻣﻊ ﺯﻣﻼﺋﻲ‪ ،‬ﺧﺎﺻﺔ ﺑﻌﺪ ﺃﻥ ﻋﺮﻓﺖ ﺃﻥ ﻟﻲ ﺣﻘﻮﻗﺎ ﻳﻜﻔﻠﻬﺎ ﺍﻟﻘﺎﻧﻮﻥ"‪.‬‬ ‫ﺃﻋﻤﺎﺭﻫﻢ ﺑﲔ ‪ ١٣‬ﻭ‪ ١٧‬ﻋﺎﻣﺎ‪.‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻋﻼﻡ ﻛﻮﺳﻴﻠﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﳌﻨﺎﺻﺮﺓ‪.‬‬ ‫ﺍﻟﻌﻄﻠﺔ ﺍﻟﺼﻴﻔﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻳﺤﺘﺎﺝ ﺍﻷﻃﻔﺎﻝ ﻓﻴﻬﺎ ﺇﻟﻰ ﺍﻻﻟﺘﻘﺎﺀ‪ ،‬ﻭﻗﺪ ﻓﻜﺮﻧﺎ‬
‫�‪ UIOF�Ë UÐuF‬‬ ‫ﻭﻳﻄﺒﻖ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﻭﻓﻖ ﻧﻬﺞ "ﻣﻦ ﺷﺎﺏ ﺇﻟﻰ ﺷﺎﺏ" ﺍﻟﺬﻱ ﺗﺘﺒﻨﺎﻩ‬
‫ﻭﻟﻜﻦ ﺍﻷﻫﻢ ﻣﻦ ﻛﻞ ﺫﻟﻚ ﺣﺴﺐ ﺗﻮﺍﻡ ﻫﻮ "ﺧﻠﻖ ﺣﺎﻟﺔ ﻭﻋﻲ‪،‬‬ ‫ﲟﻞﺀ ﺃﻭﻗﺎﺕ ﻓﺮﺍﻏﻬﻢ ﲟﺎ ﻳﻔﻴﺪ‪ ،‬ﻭﻓﻲ ﻧﻔﺲ ﺍﻟﻮﻗﺖ ﺃﻋﺪﺩﻧﺎ ﺑﺮﺍﻣﺞ ﺗﺮﻓﻴﻬﻴﺔ‬
‫ﻭﻋﻦ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﺘﻲ ﻭﺍﺟﻬﺖ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﻳﻘﻮﻝ ﺗﻮﺍﻡ‪" :‬ﻛﺎﻧﺖ‬ ‫"ﺑﻴﺎﻻﺭﺍ"‪ ،‬ﺣﻴﺚ ﰎ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﺗﺪﺭﻳﺐ ‪ ٨٠‬ﺷﺎﺑﺎ ﻭﺷﺎﺑﺔ ﻣﻦ ﺍﳉﺎﻣﻌﺎﺕ‬
‫ﻭﺭﺅﻳﺔ ﻭﺍﺿﺤﺔ‪ ،‬ﻳﻨﻈﺮ ﻣﻦ ﺧﻼﻟﻬﺎ ﺍﻟﻄﻼﺋﻊ ﳌﺸﺎﻛﻠﻬﻢ‪ ،‬ﻭﻛﻴﻔﻴﺔ‬ ‫ﻣﺴﻠﻴﺔ؛ ﻟﺘﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺗﻔﺮﻳﻎ ﺍﻟﻀﻐﻂ‪ ،‬ﺑﻌﺪ ﻋﺎﻡ ﺩﺭﺍﺳﻲ ﺷﺎﻕ"‪.‬‬
‫ﺍﳌﻮﺍﺻﻼﺕ ﻣﻦ ﺃﺑﺮﺯ ﺍﳌﻌﻴﻘﺎﺕ ﺍﻟﺘﻲ ﻭﺍﺟﻬﺘﻨﺎ‪ ،‬ﻓﻘﺪ ﻛﺎﻥ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍ‪‬ﺘﻠﻔﺔ‪ ،‬ﻭﻣﻦ ﻣﺘﻄﻮﻋﻲ"ﺑﻴﺎﻻﺭﺍ"‪ ،‬ﺍﻟﺬﻳﻦ ﻋﻤﻠﻮﺍ ﻓﻲ ﻋﺪﺩ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﺍﻹﻳﺠﺎﺑﻲ ﻣﻌﻬﺎ ﳊﻠﻬﺎ"‪.‬‬ ‫ﻭﻓﻲﻏﺰﺓ‪ ،‬ﺗﻘﻮﻝﺍﳌﻴﺴﺮﺓﻫﺪﻯﺍﻟﺪﺑﺎﺭﻱ‪":‬ﻛﺎﻥﺍﳌﺸﺮﻭﻉﻫﻮﺍﳌﺘﻨﻔﺲ‬
‫ﻣﻨﺎﻃﻖ ﺍﻟﺘﻄﺒﻴﻖ ﺻﻌﺒﺔ"‪.‬‬ ‫ﻣﻦ ﺍﳌﺸﺎﺭﻳﻊ ﺍ‪‬ﺘﻠﻔﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻛﻤﻴﺴﺮﻳﻦ‪ ،‬ﻟﻴﻘﻮﺩﻭﺍ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬
‫«*‪WK³I*«WKŠd‬‬ ‫ﺍﻟﻮﺣﻴﺪ ﻟﻸﻃﻔﺎﻝ‪ ،‬ﻭﺧﺎﺻﺔ ﻓﻲ ﻣﻨﻄﻘﺔ ﺍﻟﺸﻮﻛﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﻔﺘﻘﺮ‬
‫ﻛﻤﺎ ﻭﺍﺟﻪ ﺍﳌﺸﺮﻭﻉ ﺻﻌﻮﺑﺎﺕ ﺃﺣﻴﺎﻧﺎ ﻣﻦ ﺣﻴﺚ‬ ‫ﻭﺍﻟﻠﻘﺎﺀﺍﺕ‪.‬‬
‫ﻭﻳﻜﺸﻒ ﺗﻮﺍﻡ ﻋﻦ ﺃﻥ ﺍﳌﺮﺣﻠﺔ ﺍﳌﻘﺒﻠﺔ ﻫﻲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﺪﺧﻞ‬ ‫ﻷﻱ ﻣﺘﻨﺰﻫﺎﺕ ﺃﻭ ﻣﻼﻋﺐ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻟﻼﺟﺘﻴﺎﺣﺎﺕ ﺍﳌﺴﺘﻤﺮﺓ‪،‬‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻭﺍﻟﺘﻨﺴﻴﻖ ﻣﻊ ﺭﺅﺳﺎﺀ ﺍﳌﺮﺍﻛﺰ ﻭﺍﻷﻧﺪﻳﺔ‬ ‫ﻭﻗﺪ ﺣﺮﺻﺖ "ﺑﻴﺎﻻﺭﺍ" ﻋﻠﻰ ﺍﻧﺘﻘﺎﺋﻬﻢ ﻣﻦ ﻧﻔﺲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﻲ ﻳﺘﻢ‬
‫ﺍﻹﻋﻼﻣﻲ‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﺳﻨﻘﻮﻡ ﺑﻌﻘﺪ ﻟﻘﺎﺀﺍﺕ ﻣﻊ ﺃﻫﺎﻟﻲ ﺍﻟﻄﻠﺒﺔ؛‬ ‫ﻭﺍﻟﻘﺼﻒ ﺍﳌﺘﻮﺍﺻﻞ ﻟﻠﻤﻨﻄﻘﺔ‪ ،‬ﳑﺎ ﻭﻟﺪ ﻛﺒﺘﺎ ﻭﺿﻐﻄﺎ ﻧﻔﺴﻴﺎ‬
‫ﻓﻲ ﻣﻨﺎﻃﻖ ﺍﻟﻮﺭﺷﺎﺕ‪ ،‬ﻭﻳﺮﺟﻊ ﺗﻮﺍﻡ ﺍﻟﺴﺒﺐ‬ ‫ﺗﻄﺒﻴﻖ ﺍﳌﺸﺮﻭﻉ ﻓﻴﻬﺎ؛ ﻓﻬﺬﺍ ﻳﺆﺩﻱ ﺇﻟﻰ ﺳﻬﻮﻟﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻌﺪﺩ‬
‫ﻷﻥ ﻫﺪﻑ ﺍﻟﻮﺭﺷﺎﺕ ﻟﻴﺲ ﻓﻘﻂ ﺍﻟﺘﻮﻋﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﺇﻳﺠﺎﺩ‬ ‫ﻋﻨﺪ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺗﻔﺮﻳﻎ ﻣﺘﻮﺍﺻﻞ"‪.‬‬
‫ﻓﻲ ﲢﻔﻆ ﺑﻌﺾ ﺍﳌﺴﺆﻭﻟﲔ ﻓﻲ ﺍﳌﻨﺎﻃﻖ‪،‬‬ ‫ﺍﻟﻜﺒﻴﺮ ﻣﻦ ﺍﻟﻄﻼﺋﻊ ﺍﳌﺴﺘﻬﺪﻓﲔ‪ ،‬ﻛﻤﺎ ﺃﻧﻬﻢ ﺃﻛﺜﺮ ﻣﻌﺮﻓﺔ ﺑﺎﳊﺎﺟﺎﺕ‬
‫ﺍﳊﻠﻮﻝ ﻭﺍﻟﺒﺪﺍﺋﻞ ﻟﻠﻘﻀﺎﻳﺎ ﻭﺍﳌﺸﺎﻛﻞ"‪.‬‬ ‫«�‪W�bN²�*«W¾H�« bFðbz«uH‬‬
‫ﺇﻟﻰ "ﲡﺎﺭﺏ ﺳﺎﺑﻘﺔ ﻣﻊ ﻣﺆﺳﺴﺎﺕ ﺃﺧﺮﻯ ﻟﻢ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﻣﻨﺎﻃﻘﻬﻢ‪.‬‬
‫ﻭﻳﺘﻢ ﺍﻟﻌﻤﻞ ﺣﺎﻟﻴﺎ ﻋﻠﻰ ﺗﻮﺟﻴﻪ ﺍﻟﺪﻋﻮﺍﺕ ﻟﻸﻫﺎﻟﻲ‪ ،‬ﻭﻟﺼﻨﺎﻉ‬ ‫ﻳﺮﻯ ﺇﺑﺮﺍﻫﻴﻢﺍﳌﺰﺭﻋﺎﻭﻱ؛ﺃﺣﺪﺍﳌﻴﺴﺮﻳﻦ‪،‬ﺑﺄﻥﺍﳌﺸﺮﻭﻉﻛﺎﻥﻣﻔﻴﺪﺍ‬
‫ﺗﻠﺘﺰﻡ ﺑﺒﺮﺍﻣﺠﻬﺎ"‪ .‬ﻭﻟﻜﻦ ﻣﻊ ﺍﻟﻮﻗﺖ ﻭﺑﻜﺜﻴﺮ ﻣﻦ‬ ‫�‪ U³¹—b²�«WKŠd‬‬
‫ﺍﻟﻘﺮﺍﺭ ﻭﻗﺎﺩﺓ ﺍﻟﺮﺃﻱ ﻓﻲ ﺗﻠﻚ ﺍﳌﻨﺎﻃﻖ ﻭﺍﻟﻘﺮﻯ؛ "ﳌﺎ ﻟﻬﻢ ﻣﻦ‬ ‫ﻟﻠﻤﻴﺴﺮﻳﻦ‪ ،‬ﲤﺎﻣﺎ ﻛﻤﺎ ﻛﺎﻥ ﻣﻬﻤﺎ ﻟﻸﻃﻔﺎﻝ‪ ،‬ﻭﺧﺼﻮﺻﺎ ﻓﻲ ﻇﻞ‬
‫ﺍﻟﺘﻌﺎﻭﻥ‪" ،‬ﺍﺳﺘﻄﻌﻨﺎ ﺃﻥ ﻧﺒﻨﻲ ﺟﺴﻮﺭﺍ ﻣﻦ ﺍﻟﺜﻘﺔ‬ ‫ﻭﻗﺪ ﺗﺮﻛﺰ ﺗﺪﺭﻳﺐ ﺍﻟﻄﻠﺒﺔ ﺍﳉﺎﻣﻌﻴﲔ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﻛﺴﺮ ﺍﳊﻮﺍﺟﺰ‬
‫ﻗﺪﺭﺓ‪ ،‬ﻋﻠﻰ ﺍﻟﺘﺄﺛﻴﺮ"‪ ،‬ﳊﻀﻮﺭ ﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﻟﺘﻲ ﺳﻴﺘﻢ‬
‫ﺑﲔ ﺗﻠﻚ ﺍﳌﺮﺍﻛﺰ ﻭﺍﻷﻧﺪﻳﺔ ﻭﺑﻴﻨﻨﺎ ﻛﻤﺆﺳﺴﺔ؛ ﻣﻦ‬ ‫ﻭﺑﻨﺎﺀ ﺍ‪‬ﻤﻮﻋﺎﺕ‪ ،‬ﻭﺇﺗﻘﺎﻥ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﻭﻋﻘﺪ ﻭﺭﺷﺎﺕ‬
‫ﺧﻼﻟﻬﺎ ﻧﻘﺎﺵ ﺍﳌﺸﺎﻛﻞ ﺍﻟﺘﻲ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺍﻟﻄﻼﺋﻊ‪،‬‬
‫ﺧﻼﻝ ﺍﻟﺘﺰﺍﻣﻨﺎ ﺑﺘﻄﺒﻴﻖ ﻭﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ ﻭﻓﻖ‬ ‫ﺗﺪﺭﻳﺒﻴﺔ ﻓﻲ ﻣﺠﺎﻝ ﺣﻘﻮﻕ ﺍﻟﻄﻔﻞ‪ ،‬ﻭﻓﻲ ﺍﻹﻋﻼﻡ‬
‫ﻭ"ﺳﻨﺒﺤﺚ ﻣﻊ ﺍﻷﻫﻞ ﻛﻴﻔﻴﺔ ﺣﻠﻬﺎ"‪،‬‬
‫ﺍﳋﻄﺔ"‪ ،‬ﻣﻮﺿﺤﺎ ﺑﺄﻥ "ﺍﻟﺘﻮﺍﺻﻞ ﻣﺴﺘﻤﺮ‬ ‫ﺍﳌﻜﺘﻮﺏ ﻭﺇﻋــﺪﺍﺩ ﻣﺠﻠﺔ ﺍﳊﺎﺋﻂ؛‬
‫ﻛﻤﺎ ﻳﻨﻬﻲ ﺗﻮﺍﻡ‪.‬‬
‫ﻣﻊ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ"‪.‬‬
‫ﻭﻳﺘﻔﻖ ﺗﻮﺍﻡ ﻭﺍﳌﻴﺴﺮﻭﻥ ﻋﻠﻰ ﺃﻥ‬
‫ﺣﺠﻢ ﺍﻹﻗﺒﺎﻝ ﻣﻦ ﻗﺒﻞ ﺍﻷﻃﻔﺎﻝ‬
‫ﻋﻠﻰ ﺍﻟﻮﺭﺷﺎﺕ ﻛﺎﻥ ﻋﺎﻟﻴﺎ ﺟﺪﺍ؛‬
‫∞≤‬ ‫‪X½d²½≈Ë UOłu�uMJð‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻳﺨﺘﺮﻗﻮن اﻟﻤﻠﻔﺎت واﻹﻳﻤﻴﻼت واﻟﺼﻮر‬

‫ﺇﻳﺠﺎﺑﻲ ﻣﻦ ﺃﺟﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻠﻔﺎﺕ ﻣﻌﻴﻨﺔ‪،‬‬ ‫ﺑﻮﺳﺎﻃﺔ ﺑﺮﺍﻣﺞ ﺍﺧﺘﺮﺍﻕ‪ ،‬ﻭﺧﻄﻮﺍﺕ ﲤﻜﻨﻬﻢ ﻣﻦ‬
‫ﻭﺳﺮﻗﺔ ﺑﻌﺾ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻛﻤﺎ ﺣﺪﺙ ﻓﻲ ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﲢﻘﻴﻖ ﻫﺪﻓﻬﻢ‪.‬‬ ‫ﺃﺣﻤﺪ ﻛﻠﺒﻮﻧﺔ ﻭﻋﻼﺀ ﺍﻟﺴﻠﻌﻮﺱ ﻭﺳﻌﺪ ﺃﺑﻮ ﻋﻴﺴﻰ‬
‫ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻗﺒﻞ ﻓﺘﺮﺓ ﻣﻦ ﺍﻟﺰﻣﻦ"‪.‬‬ ‫ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﺗﺒﺪﺃ ﺍﻟﻌﻤﻠﻴﺔ ﻣﻦ ﺭﺳﺎﻟﺔ ﺗﺮﺩ ﺇﻟﻰ‬ ‫ﻣﺮﺍﺳﻠﻮ ﺍﻟﺼﺤﻔﻴﺔ‪ /‬ﻧﺎﺑﻠﺲ‬
‫ﻭﻳﻔﻀﻞ ﺍﻟﻄﺎﻟﺐ ﺣﺴﺎﻡ ﻭﻟﻴﺪ‪١٦ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ‬ ‫ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪ ،‬ﻓﺈﺫﺍ ﰎ ﺍﺳﺘﻘﺒﺎﻟﻬﺎ‪ ،‬ﳒﺤﺖ‬
‫ﻧﺎﺑﻠﺲ‪ ،‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺧﺼﻮﺻﻴﺎﺕ ﺍﻵﺧﺮﻳﻦ ﻣﻦ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻻﺧﺘﺮﺍﻕ ﻭﺗﺪﻣﻴﺮ ﺍﻟﺒﺮﺍﻣﺞ‪ ،‬ﻭﻣﺸﺎﻫﺪﺓ ﺟﻤﻴﻊ‬ ‫ﺃﺭﺑﻊ‪ ،‬ﺛﻼﺙ‪ ،‬ﺍﺛﻨﺘﺎﻥ‪ ،‬ﻭﺍﺣﺪﺓ‪ ،‬ﻭﺟﻬﺎﺯ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‬
‫ﺃﺟﻞ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﻢ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺟﻤﻴﻊ ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﺍﳌﻠﻔﺎﺕ ﺍﳋﺎﺻﺔ‪.‬‬ ‫ﻣﻦ ﺍﻷﻣﻮﺍﺕ‪ ،‬ﻛﻞ ﻣﻠﻔﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺗﺘﺤﻮﻝ‬
‫ﺍﳋﺎﺻﺔ‪ ،‬ﺧﺎﺻﺔ ﺣﲔ ﻳﺘﻌﻠﻖ ﺍﻷﻣﺮ ﺑﺎﻟﻔﺘﻴﺎﺕ‪ .‬ﻭﻳﻘﻮﻝ‪:‬‬ ‫ﻳﺮﻯ ﻭﻟﻴﺪ ﺍﻟﺘﻜﺮﻭﺭﻱ‪ ٢٠ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﻧﺎﺑﻠﺲ‪ ،‬ﻭﻫﻮ‬ ‫ﺇﻟﻰ ﺳﻠﺔ ﺍﶈﺬﻭﻓﺎﺕ‪ ،‬ﻭﻳﺘﻮﻗﻒ ﺍﳉﻬﺎﺯ ﻋﻦ‬
‫"ﺳﺮﻗﺔ ﺍﻹﳝﻴﻞ ﺗﺴﻠﻴﺔ‪ ،‬ﲡﻌﻠﻚ ﺗﺸﻌﺮ ﺑﺸﻌﻮﺭ‬ ‫ﻳﻌﻤﻞ ﻓﻲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪ ،‬ﺑﺄﻥ ﺍﻟﻬﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﻣﻦ ﻭﺭﺍﺀ‬ ‫ﺍﻟﺘﺸﻐﻴﻞ‪ ،‬ﻭﺍﳊﻞ ﺍﻟﻮﺣﻴﺪ ﻳﻜﻤﻦ ﻓﻲ ﺍﻟﺘﻮﺟﻪ‬
‫ﻳﻔﻮﻕ ﺍﻟﻮﺻﻒ‪ ،‬ﺣﲔ ﻳﻌﺮﻑ ﺍﻟﺸﺨﺺ ﺑﺄﻥ ﺟﻬﺎﺯﻩ‬ ‫ﺍﻟﻘﺮﺻﻨﺔﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻫﻮ ﺍﻟﺘﺴﻠﻴﺔ ﻭﺭﺅﻳﺔ ﺑﻌﺾ‬ ‫ﺇﻟﻰ ﻣﺴﺘﺸﻔﻰ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻟﻠﺼﻴﺎﻧﺔ‪.‬‬
‫ﻣﺮﺍﻗﺐ‪ ،‬ﻭﺳﻴﺘﻢ ﺗﺪﻣﻴﺮ ﺑﻌﺾ ﺍﳌﻠﻔﺎﺕ‪ ،‬ﻭﺳﺮﻗﺔ‬ ‫ﺍﻟﺼﻮﺭ ﻋﻠﻰ ﺟﻬﺎﺯ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ‬ ‫ﻛﻞ ﺫﻟﻚ ﺑﺴﺒﺐ ﺍﺧﺘﺮﺍﻕ ﻭﺗﺪﻣﻴﺮ ﺟﻤﻴﻊ‬
‫ﺑﻌﺾ ﺍﻟﺼﻮﺭ"‪.‬‬ ‫ﺃﻫﺪﺍﻑ ﺧﺎﺻﺔ‪ .‬ﻭﻳﻘﻮﻝ‪" :‬ﻛﺎﻧﺖ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺮﺻﻨﺔ‬ ‫ﻣﻠﻔﺎﺕ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﺑﺴﺒﺐ "ﺍﻟﻬﺎﻛﺮﺯ"؛ ﺃﻭ‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﺒﺮﻣﺞ ﻋﺒﺎﺩﺓ ﺣﺪﺍﺩ‪ ،‬ﻣﻦ ﻧﺎﺑﻠﺲ‪،‬‬ ‫ﻓﻲ ﺍﻟﺴﺎﺑﻖ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺳﺮﻗﺔ ﻣﻌﻠﻮﻣﺎﺕ ﺧﻄﻴﺮﺓ‬ ‫"ﻗﺮﺍﺻﻨﺔ ﺍﻟﺸﺒﻜﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ"‪ ...‬ﻭﻫﺬﺍ ﻛﻠﻪ‬
‫ﺃﺳﻠﻮﺏ ﺍﻟﻘﺮﺻﻨﺔ ﻟﺘﺪﻣﻴﺮ ﺍﳌﻮﺍﻗﻊ ﺍﻹﺑﺎﺣﻴﺔ ﻭﻏﻴﺮ‬ ‫ﻣﻦ ﺍﻟﺸﺮﻛﺎﺕ ﻭﺍﻟــﻮﺯﺍﺭﺍﺕ ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﺍﻵﻥ‬ ‫ﻳﺤﺪﺙ ﻓﻲ ﺛﻮﺍﻥ‪.‬‬
‫ﺍﻷﺧﻼﻗﻴﺔ؛ ﺧﻮﻓﺎ ﻣﻦ ﺍﻧﺘﺸﺎﺭﻫﺎ ﺑﲔ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﺣﻴﺚ‬ ‫ﺗﻄﺎﻝ ﺍﻷﻓﺮﺍﺩ"‪.‬‬ ‫ﺗﺮﺟﻊ ﻇﺎﻫﺮﺓ ﺍﻟﻘﺮﺻﻨﺔ ﺇﻟﻰ ﺍﻟﺴﺘﻴﻨﻴﺎﺕ‬
‫ﻳﻘﻮﻝ‪" :‬ﻳﺄﺗﻲ ﺍﻟﻘﺮﺍﺻﻨﺔ ﻏﺎﻟﺒﺎ ﻣﻦ ﺗﻠﻚ ﺍﳌﻮﺍﻗﻊ؛ ﻟﺬﻟﻚ‬ ‫ﻭﻳﻀﻴﻒ‪" :‬ﻣﻌﻈﻢ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺮﺻﻨﺔ ﻳﻘﻮﻡ ﺑﻬﺎ‬ ‫ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ .‬ﻟﻜﻨﻬﺎ ﺍﻧﺘﺸﺮﺕ ﻓﻲ ﺍﻵﻭﻧﺔ‬
‫ﺃﻣﻨﻊ ﺍﻟﺪﺧﻮﻝ ﻋﻠﻴﻬﺎ ﻣﻦ ﺃﺟﻞ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳉﻬﺎﺯ‬ ‫ﺍﻟﺸﺒﺎﺏ ﺿﺪ ﺇﳝﻴﻼﺕ ﺍﻟﻔﺘﻴﺎﺕ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺮﻑ‬ ‫ﺍﻷﺧﻴﺮﺓ ﻓﻲ ﻓﻠﺴﻄﲔ ﻋﻨﺪ ﻣﺪﻣﻨﻲ ﺍﻹﻧﺘﺮﻧﺖ‬
‫ﻣﻦ ﺍﻟﺴﺮﻗﺔ ﻭﺗﺪﻣﻴﺮ ﺍﳌﻠﻔﺎﺕ"‪.‬‬ ‫ﺇﻟﻴﻬﻦ‪ ،‬ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﺼﻮﺭ ﻣﻦ ﺃﺟﻬﺰﺗﻬﻦ‪.‬‬ ‫ﻭﺍﻟﺸﺒﺎﺏ ﺧﺎﺻﺔ‪ .‬ﻭﻫﻲ ﺗﺘﻤﺜﻞ ﻓﻲ ﺳﺮﻗﺔ ﺍﻟﺒﺮﻳﺪ‬
‫ﻭﻗﺪ ﲢﻮﻟﺖ ﺳﺮﻗﺔ ﺍﻵﺧﺮﻳﻦ ﺇﻟﻰ ﺗﺴﻠﻴﺔ‪ ،‬ﻓﻜﻴﻒ‬ ‫ﺃﻭ ﻻﻗﺘﺤﺎﻡ ﺃﺟﻬﺰﺓ ﺍﻷﺻﺪﻗﺎﺀ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺴﻠﻴﺔ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‪ ،‬ﻭﺍﻗﺘﺤﺎﻡ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ؛‬
‫‪ exe‬ﻣﺜﻞ )‪ (love.exe‬ﺃﻭ ﺃﻥ ﺗﻜﻮﻥ ﻣﻠﻔﺎﺕ‬ ‫ﻣــﺜــﻞ ﻣـــﻮﺍﻗـــﻊ ﺍﻟــﺘــﺠــﺴــﺲ ﻭﺍﻹﺑــﺎﺣــﻴــﺔ‪.‬‬ ‫ﻧﻌﻴﺶ ﻓﻲ ﺯﻣﻦ ﺗﺴﻮﺩﻩ ﺍﻟﺘﺴﻠﻴﺔ؟ ﺍﻟﺘﻲ ﳝﻜﻦ ﺃﻥ‬ ‫ﻓﺤﺴﺐ‪ ،‬ﻭﺗﺪﻣﻴﺮ ﻣﻠﻔﺎﺕ ﺯﻣﻴﻠﻪ ﻓﻲ ﺍﳌﺪﺭﺳﺔ‬ ‫ﺑﻬﺪﻑ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﻠﻔﺎﺕ‬
‫ﻣﻦ ﺫﻭﺍﺕ ﺍﻻﻣﺘﺪﺍﺩﻳﻦ ﻣﺜﻞ‪(ahmed.pif.jpg).‬‬ ‫* ﻋﺪﻡ ﻓﺘﺢ ﺃﻱ ﺭﺳﺎﻟﺔ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﻣﺠﻬﻮﻟﺔ ﺍﳌﺼﺪﺭ؛‬ ‫ﺗﻮﺻﻠﻨﺎ ﺇﻟﻰ ﺍﻟﺪﻣﺎﺭ‪ ،‬ﺑﻬﺪﻑ ﺍﻟﺘﺴﻠﻴﺔ ﻭﺍﻟﻔﻀﻮﻝ؟‬ ‫ﻣﺜﻼ"‪.‬‬ ‫ﺟﻬﺎﺯ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﻣﻦ ﺻﺎﺣﺐ ﺍﳉﻬﺎﺯ‪.‬‬
‫* ﺿــــﻊ ﺃﺭﻗــــﺎﻣــــﺎ ﺳـــﺮﻳـــﺔ ﻋــﻠــﻰ‬ ‫ﻷﻥ ﺍﻟﻘﺮﺍﺻﻨﺔ ﻳﺴﺘﺨﺪﻣﻮﻥ ﺭﺳﺎﺋﻞ ﺍﻟﺒﺮﻳﺪ ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬ ‫ﻟﻠﺤﻤﺎﻳﺔ ﻣﻦ ﺍﻟﻘﺮﺻﻨﺔ‬ ‫ﻭﻳﻘﻮﻝ ﻣﺎﻫﺮ ﺃﺣﻤﺪ‪ ٢٩ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺭﺍﻡ ﺍﷲ‪،‬‬ ‫ﻭﺍﻟﻘﺮﺍﺻﻨﺔ؛ ﻫﻢ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﺨﺘﺮﻗﻮﻥ‬
‫ﺍﳌــﻠــﻔــﺎﺕ ﺍﳌــﻬــﻤــﺔ ﻓـــﻲ ﺍﳉـــﻬـــﺎﺯ‪.‬‬ ‫ﻹﺭﺳﺎﻝ ﻣﻠﻔﺎﺕ ﺍﻟﺘﺠﺴﺲ ﺇﻟﻰ ﺍﻟﻀﺤﺎﻳﺎ‪.‬‬ ‫* ﺍﺳﺘﺨﺪﻡ ﺃﺣﺪﺙ ﺑﺮﺍﻣﺞ ﺍﳊﻤﺎﻳﺔ ﻣﻦ ﺍﻟﻘﺮﺍﺻﻨﺔ‬ ‫ﻣﺎﺟﺴﺘﻴﺮ ﺷﺒﻜﺎﺕ‪" :‬ﺍﻟﻘﺮﺍﺻﻨﺔ ﻣﻮﺟﻮﺩﻭﻥ ﻣﻨﺬ‬ ‫ﺟﻬﺎﺯﻙ‪ ،‬ﻟﻴﺘﻤﻜﻨﻮﺍ ﻣﻦ ﻣﺸﺎﻫﺪﺓ ﻣﻠﻔﺎﺗﻪ‬
‫* ﺣﺎﻭﻝ ﺗﻐﻴﻴﺮ ﻛﻠﻤﺔ ﺍﻟﺴﺮ ﺑﺸﻜﻞ ﺩﻭﺭﻱ؛ ﻓﻬﻲ‬ ‫* ﻋﺪﻡ ﺍﺳﺘﻘﺒﺎﻝ ﺃﻱ ﻣﻠﻒ ﺃﺛﻨﺎﺀ "ﺍﻟﺸﺎﺕ" ﻣﻦ‬ ‫ﻭﺍﻟﻔﻴﺮﻭﺳﺎﺕ‪ ،‬ﻭﺍﻋﻤﻞ ﻣﺴﺤﺎ ﺩﻭﺭﻳﺎ ﻭﺷﺎﻣﻼ ﻟﻠﺠﻬﺎﺯ‪.‬‬ ‫ﺯﻣﻦ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﻋﻦ ﻃﺮﻳﻖ ﻣﺒﺪﻋﻲ‬ ‫ﺃﻭ ﺳﺮﻗﺘﻬﺎ‪ ،‬ﺃﻭ ﺗﺪﻣﻴﺮ ﺍﳉﻬﺎﺯ‪ ،‬ﺃﻭ ﺍﻟﺘﻠﺼﺺ‬
‫ﻗﺎﺑﻠﺔ ﻟﻼﺧﺘﺮﺍﻕ‪.‬‬ ‫ﺃﺷﺨﺎﺹ ﻏﻴﺮ ﻣﻮﺛﻮﻕ ﺑﻬﻢ‪ ،‬ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻣﺘﺪﺍﺩ‬ ‫* ﻻ ﺗــﺪﺧــﻞ ﺇﻟـــﻰ ﺍﳌـــﻮﺍﻗـــﻊ ﺍﳌﺸﺒﻮﻫﺔ‬ ‫ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﺑﺸﻜﻞ‬ ‫ﻭﻣﺸﺎﻫﺪﺓ ﻣﺎ ﺗﻔﻌﻠﻪ ﻋﻠﻰ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪،‬‬
‫ﺍﻟﻬﻮﺱ ﻗﺪ ﻳﺘﺤﻮﻝ ﺇﻟﻰ ﺇﺩﻣﺎﻥ‬ ‫ﺍﳉﻮﺍﻻﺕ ﺃﻭ ﺍﻟﻬﻮﺍﺗﻒ ﺍﳌﺘﻨﻘﻠﺔ ﺗﺆﺩﻱ ﻟﻔﻘﺪﺍﻥ ﺍﻟﺬﺍﻛﺮﺓ‪،‬‬ ‫ﻣﺮﻳﺎﻥ ﺳﺮﻳﺎﻧﻲ‪ /‬ﻣﺪﺭﺳﺔ ﻣﺎﺭ ﻳﻮﺳﻒ‬
‫ﺃﻣﺎ ﺍﻷﺧﺼﺎﺋﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺭﱘ ﺃﺑﻮ ﻋﻴﺎﺵ‪ ،‬ﻓﺘﻘﻮﻝ ﺇﻥ‬ ‫ﻭﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻮﻡ‪ ،‬ﻭﻧﻮﺑﺎﺕ ﺍﻟﺼﺪﺍﻉ‪ ،‬ﺧﺎﺻﺔ ﻋﻨﺪ‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ ‪ /‬ﺑﻴﺖ ﳊﻢ‬
‫ﺣﺎﻟﺔ ﺍﻟﻬﻮﺱ ﺑﺎﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ ﺗﻜﻮﻥ ﻓﻲ ﺍﻟﻐﺎﻟﺐ ﻧﺎﺟﻤﺔ‬ ‫ﺍﻻﺗﺼﺎﻝ ﻷﻛﺜﺮ ﻣﻦ ‪ ٢٠‬ﺩﻗﻴﻘﺔ ﻳﻮﻣﻴﺎ‪.‬‬
‫ﻋﻦ ﻧﻘﺺ ﻓﻲ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ‪ ،‬ﺃﻭ ﺣﺎﺟﺔ ﳌﻞﺀ ﺍﻟﻔﺮﺍﻍ‪ ،‬ﻓﻌﻠﻰ‬ ‫ﺿﺮﻭﺭﻳﺔ‪ ..‬ﻟﻜﻦ ﺑﺎﳌﻌﻘﻮﻝ‬ ‫ﺑﲔ ﺍﻟﻜﻤﺎﻟﻴﺎﺕ ﻭﺍﳌﺴﺘﻠﺰﻣﺎﺕ ﺃﺻﺒﺢ ﺍﻟﻬﺎﺗﻒ ﺍﻟﻨﻘﺎﻝ‬
‫ﺍﻟﺸﺒﺎﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻛﺜﻴﺮﺍ ﻟﻬﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ‪ ،‬ﺣﺘﻰ ﻻ ﺗﺘﺤﻮﻝ ﺍﻟﺮﻏﺒﺔ‬ ‫ﺗﻘﻮﻝ ﺳﻬﻰ ﺣﻨﻀﻞ‪١٦ ،‬ﻋﺎﻣﺎ‪ ،‬ﺇﻥ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ‬ ‫ﺿﺮﻭﺭﺓ ﻻ ﺑﺪ ﻣﻦ ﻭﺟﻮﺩﻫﺎ ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻳﻔﺮﺽ‬
‫ﺑﺘﺠﺪﻳﺪ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ‪ ،‬ﺑﺼﻮﺭﺓ ﺷﻬﺮﻳﺔ‪ ،‬ﺇﻟﻰ ﺇﺩﻣﺎﻥ‪.‬‬ ‫ﺿﺮﻭﺭﻳﺔ ﺷﺮﻁ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﺸﻜﻞ ﻣﻌﻘﻮﻝ‪ ،‬ﻓﻲ ﺣﲔ‬ ‫ﻧﻔﺴﻪ ﻋﻠﻰ ﺍﻷﺳﺮﺓ ﺑﺸﻜﻞ ﻗﻮﻱ‪ ،‬ﻭﺃﺻﺒﺢ ﻣﻌﻈﻢ‬
‫ﻭﻳﺮﻯ ﺍﻷﺳﺘﺎﺫ ﺟﻮﺭﺝ ﺳﺮﻳﺎﻧﻲ ﺑﺄﻧﻪ ﻣﻦ ﺍﻟﺮﺍﺋﻊ "ﺃﻥ ﻳﻜﻮﻥ‬ ‫ﺭﻓﻀﺖ ﺑﻮﻟﲔ ﺟﻘﻤﺎﻥ‪١٥ ،‬ﻋﺎﻣﺎ‪ ،‬ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ‪ ،‬ﻭﺭﺃﺕ ﺑﺄﻥ‬ ‫ﺃﻓﺮﺍﺩﻫﺎ ﻳﺴﺘﻌﻤﻠﻮﻧﻪ‪ ،‬ﻣﻦ ﺃﺻﻐﺮﻫﻢ ﺍﻟﺬﻱ ﻟﻢ ﻳﺘﺠﺎﻭﺯ‬
‫ﻟﻠﺸﺒﺎﺏ ﻃﻤﻮﺡ ﻓﻲ ﺍﺧﺘﻴﺎﺭ ﺍﻷﻓﻀﻞ"‪ ،‬ﺇﻻ ﺃﻧﻪ "ﻻ ﻳﺠﺐ‬ ‫ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ ﺗﻀﺮ ﺑﺎﻟﻌﻼﻗﺎﺕ ﺍﻷﺳﺮﻳﺔ ﺑﺴﺒﺐ‬ ‫ﺍﻟﻌﺎﺷﺮﺓ‪ ،‬ﺇﻟﻰ ﺍﳌﺴﻦ ﺍﻟﺬﻱ ﲡﺎﻭﺯ ﺍﻟﺴﺘﲔ ﻣﻦ ﺍﻟﻌﻤﺮ‪.‬‬
‫ﺃﻥ ﻳﻜﻮﻥ ﺷﻐﻠﻬﻢ ﺍﻟﺸﺎﻏﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻧﻮﻉ ﺟﺪﻳﺪ‬ ‫ﺍﺳﺘﻐﻼﻝ ﺗﻘﻨﻴﺔ "ﺍﻟﻜﺎﻣﻴﺮﺍ" ﺑﺸﻜﻞ ﺳﻴﺊ ﻭﺧﺎﻃﺊ‪.‬‬ ‫ﻭﺗﻌﺪﺩ "ﻣﻮﺩﻳﻼﺕ" ﺍﻟﻨﻘﺎﻝ ﻫﺎﺟﺲ ﻳﺆﺭﻕ ﺍﻟﺸﺒﺎﺏ‬
‫ﻣﻦ ﺍﻟﻬﺎﺗﻒ ﺍﻟﻨﻘﺎﻝ"‪ ،‬ﻭﻳﻘﻮﻝ‪" :‬ﻫﺬﺍ ﻣﺎ ﺃﺭﺍﻩ ﻓﻲ ﺍﻟﻮﺍﻗﻊ؛‬ ‫ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﻣﻦ ﻳﺮﻯ ﻏﻴﺮ ﺫﻟﻚ‪ ،‬ﻓﺎﻟﻄﺎﻟﺐ‬ ‫ﺍﻟﺬﻳﻦ ﺃﺻﺒﺤﻮﺍ ﻣﻬﻮﻭﺳﲔ ﺑﻪ‪ ،‬ﺣﺘﻰ ﻏﺪﺕ ﺍﻟﻬﻮﺍﺗﻒ‬
‫ﻓﺎﻟﺸﺒﺎﺏ ﻻ ﻳﻔﻜﺮﻭﻥ ﺑﺄﻱ ﺷﻲﺀ ﺳﻮﻯ ﺍﳊﺼﻮﻝ ﻋﻠﻰ‬ ‫ﺍﳉﺎﻣﻌﻲ ﺇﻳﻬﺎﺏ ﻋﺒﺪ ﺭﺑﻪ ﻳﻘﻮﻝ‪" :‬ﺃﻧﺎ ﺃﺭﻯ ﺑﺄﻧﻬﺎ‬ ‫ﲢﻤﻞ ﺃﺳﻤﺎﺀﻫﺎ ﺍﳋﺎﺻﺔ‪ ،‬ﻣﻨﻬﺎ "ﺍﻟﺸﺒﺢ" ﻭ"ﺍﻟﺸﺤﺎﻃﺔ"‬
‫ﺍﳌﺎﻝ ﻣﻦ ﺫﻭﻳﻬﻢ ﳌﻮﺍﻛﺒﺔ ﺃﺣﺪﺙ ﺃﻧﻮﺍﻉ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ‪،‬‬ ‫ﻇﺎﻫﺮﺓ ﺇﻳﺠﺎﺑﻴﺔ ﻛﻮﻧﻬﺎ ﺗﺴﻬﻢ ﻓﻲ ﲢﺮﻳﻚ ﺍﻟﺪﻭﺭﺓ‬ ‫ﻭ"ﺍﻟﺪﺑﺪﻭﺏ"‪ ،‬ﻭﻏﻴﺮﻫﺎ ﻣﻦ ﺍﻷﺳﻤﺎﺀ ﺍﻟﺘﻲ ﻟﻴﺲ ﻟﻬﺎ ﻋﻼﻗﺔ‬
‫ﻟﺪﺭﺟﺔ ﺃﻧﻪ ﺃﺻﺒﺢ ﻣﻦ ﺍﻟﻌﻴﺐ ﺍﻗﺘﻨﺎﺀ ﺟﻬﺎﺯ ﻗﺪﱘ"‪ ،‬ﻭﻳﺮﻯ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻣﻦ ﺟﺎﻧﺐ‪ ،‬ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻐﻴﻴﺮ‬ ‫ﺑﺎﳉﻬﺎﺯ‪ .‬ﻭﻟﻢ ﻳﻌﺪ ﻣﻦ ﺍﳌﻀﺤﻚ ﺃﻥ ﻳﺴﺄﻝ ﺍﻟﺸﺎﺏ ﺑﺎﺋﻊ‬
‫ﻓﻲ ﺫﻟﻚ ﻇﺎﻫﺮﺓ ﺧﻄﻴﺮﺓ‪ ،‬ﲡﻌﻞ ﺍﻟﺸﺎﺏ ﻳﻔﻜﺮ ﺑﺴﻠﻮﻙ‬ ‫ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻟﻠﺸﺒﺎﺏ ﺍﻟﺬﻱ ﺃﻣﺴﻰ ﺩﻭﻥ‬ ‫ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ‪" :‬ﻫﻞ ﻋﻨﺪﻙ ﺷﺒﺢ" ﺃﻭ "ﺷﻴﻄﺎﻥ" ﺃﻭ‬
‫ﻃﺮﻳﻖ ﺧﺎﻃﺊ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺎﻝ ﻟﻴﺒﺪﻝ ﺟﻬﺎﺯﻩ‪.‬‬ ‫ﻃﻤﻮﺡ‪ ،‬ﻭﻫﺬﺍ ﻗﺪ ﻳﺠﺮ ﺍﻟﺸﺒﺎﺏ ﺇﻟﻰ ﺍﻟﺒﺤﺚ ﻋﻦ‬ ‫ﺣﺘﻰ "ﺷﺤﺎﻃﺔ"؟‬
‫ﻭﻫﻨﺎﻙ ﺃﺳــﺮ ﻻ ﺗﺴﻤﺢ ﻷﻃﻔﺎﻟﻬﺎ ﺑﺎﻗﺘﻨﺎﺀ‬ ‫ﺍﳉﺪﻳﺪ ﻓﻲ ﺟﻤﻴﻊ ﺍ‪‬ﺎﻻﺕ‪ ،‬ﻛﺎﳌﻠﺒﺲ ﻭﺍﻟﻌﻤﻞ ﻭﺣﺘﻰ‬ ‫ﺍﻟﻬﺎﺗﻒ ﺍﻟﻨﻘﺎﻝ ﻭﺳﻴﻠﺔ ﺍﺗﺼﺎﻝ‪ ،‬ﻭﻫﻮ ﺩﺍﺋﺮﺓ ﺍﺳﺘﻘﺒﺎﻝ‬
‫ﻫﺎﺗﻒ ﻧﻘﺎﻝ ﺧﺎﺹ ﺑﺄﻱ ﻣﻨﻬﻢ‪ ،‬ﻓﻘﺪ ﲤﺴﻜﺖ ﺍﻷﻡ‬ ‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﻔﻜﻴﺮ‪ ،‬ﻟﺬﺍ ﺃﻧﺎ ﺷﺨﺼﻴﺎ ﻻ ﺃﻋﺎﺭﺽ ﻓﻜﺮﺓ‬ ‫ﻭﺇﺭﺳﺎﻝ ﻋﻦ ﻃﺮﻳﻖ ﺫﺑﺬﺑﺎﺕ ﻋﺒﺮ ﻣﺤﻄﺎﺕ ﺇﺭﺳﺎﻝ ﺃﺭﺿﻴﺔ‬
‫ﻭﺍﳌﻌﻠﻤﺔ ﻟﻴﻨﺎ ﻓﻀﻮﻝ ﺑﻬﺬﻩ ﺍﻟﻔﻜﺮﺓ‪ ،‬ﻭﻗﺎﻟﺖ‪" :‬ﺇﺫﺍ ﺃﺭﺍﺩ‬ ‫ﺍﻟﺘﺠﺪﻳﺪ ﺑﻞ ﺃﺅﻳﺪﻫﺎ ﺑﻘﻮﺓ"‪.‬‬ ‫ﻭﻓﻀﺎﺋﻴﺔ‪ ,‬ﻭﻻ ﻧﻨﺴﻰ ﻓﻀﻠﻪ ﻓﻲ ﺗﺴﻬﻴﻞ ﺣﻴﺎﺗﻨﺎ‬
‫ﺃﺣﺪ ﺃﺑﻨﺎﺋﻲ ﺃﻥ ﻳﺘﻜﻠﻢ ﻣﻊ ﺃﺻﺪﻗﺎﺋﻪ‪ ،‬ﻓﻬﻨﺎﻙ ﻫﺎﺗﻔﻲ‪،‬‬ ‫ﻭﻳﻮﺍﻓﻘﻪ ﺍﻟﺮﺃﻱ ﺍﻷﺳﺘﺎﺫ ﻣﻴﺸﻴﻞ ﺭﻭﻙ ﻗﺎﺋﻼ‪" :‬ﺃﻧﺎ‬ ‫ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﲤﻜﻴﻨﻨﺎ ﻣﻦ ﻗﻬﺮ ﺍﳌﺴﺎﻓﺎﺕ ﻭﺍﺟﺘﻴﺎﺯ ﺍﳊﻮﺍﺟﺰ‪.‬‬
‫ﻭﻻ ﺩﺍﻋﻲ ﻷﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻫﺎﺗﻒ ﺧﺎﺹ ﺑﻜﻞ ﻣﻨﻬﻢ"‪.‬‬ ‫ﺃﺣﺮﺹ ﻋﻠﻰ ﺗﻐﻴﻴﺮ ﺍﳉﻬﺎﺯ ﺍﶈﻤﻮﻝ ﺑﻬﺪﻑ ﺍﳊﺼﻮﻝ‬ ‫ﻭﻟﻜﻦ ﻓﻲ ﺍﳌﻘﺎﺑﻞ ﺻﺎﺭ ﺗﻐﻴﻴﺮ ﻣﻮﺩﻳﻞ ﺍﳉﻮﺍﻝ ﻓﻲ ﻓﺘﺮﺓ‬
‫ﻭﺗﺘﻌﺪﺩ ﺍﻵﺭﺍﺀ ﺑﲔ ﻣﻌﺎﺭﺽ ﻭﻣﺆﻳﺪ‪ ،‬ﻣﻦ ﻳﺸﺠﻊ ﻓﻜﺮﺓ‬ ‫ﻋﻠﻰ ﻣﻴﺰﺍﺕ ﻭﺧﻴﺎﺭﺍﺕ ﲤﻜﻨﻨﻲ ﻣﻦ ﻋﻤﻞ ﻣﺎ ﺃﺷﺎﺀ‬ ‫ﻻ ﺗﺰﻳﺪ ﻋﻦ ﺷﻬﺮ ﺃﻭ ﺷﻬﺮﻳﻦ ﺍﻟﺸﻐﻞ ﺍﻟﺸﺎﻏﻞ ﻟﻠﻜﺜﻴﺮ‬
‫ﺍﻗﺘﻨﺎﺀ ﺍﻟﻬﺎﺗﻒ ﺍﻟﻨﻘﺎﻝ ﳌﺎ ﻟﻪ ﻣﻦ ﺿﺮﻭﺭﺓ‪ ،‬ﻭﺁﺧﺮ ﻳﺮﻓﺾ‬ ‫ﻭﺑﺄﺳﻬﻞ ﺍﻟﻄﺮﻕ‪ ،‬ﻭﺃﻧﺎ ﻻ ﺃﺭﻯ ﻫﺬﺍ ﺳﻠﺒﻴﺎ"!‬ ‫ﻣﻦ ﺍﻟﺸﺒﺎﺏ‪.‬‬
‫ﻫﺬﻩ ﺍﻟﻔﻜﺮﺓ ﻣﻦ ﺃﺳﺎﺳﻬﺎ‪ ،‬ﻭﻟﻜﻦ ﻣﻦ ﺍﳌﺆﻛﺪ ﺃﻥ ﺗﻠﻚ‬ ‫ﻭﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺸﺒﺎﺏ ﳑﻦ ﻳﺤﺮﺻﻮﻥ ﻋﻠﻰ‬ ‫ﻭﻓﻲ ﺯﻳﺎﺭﺍﺕ ﻣﺘﻌﺪﺩﺓ ﶈﺎﻝ ﺑﻴﻊ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ ﻭﺟﺪﻧﺎ ﺃﻥ‬
‫ﺍﻹﺷﻌﺎﻋﺎﺕ ﺍﻟﺘﻲ ﺗﺼﺪﺭ ﻋﻨﻪ ﺗﻀﺮ ﺻﻐﺎﺭ ﺍﻟﺴﻦ ﻭﻛﺒﺎﺭ‬ ‫ﻣﻮﺍﻛﺒﺔ ﺇﻗﺘﻨﺎﺀ ﺃﺣﺪﺙ ﺃﻧﻮﺍﻉ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ‬ ‫ﺍﻟﻔﺌﺎﺕ ﻛﺜﻴﺮﺓ ﺍﻟﺘﺮﺩﺩ ﻋﻠﻰ ﺷﺮﺍﺋﻪ ﻫﻲ ﻓﺌﺔ ﺍﳌﺮﺍﻫﻘﲔ ﻭﺍﻟﺸﺒﺎﺏ‬
‫ﺍﻟﺴﻦ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺀ‪ .‬ﻭﺍﳌﺸﻜﻠﺔ ﻻ ﺗﻜﻤﻦ ﻓﻲ ﺍﻗﺘﻨﺎﺀ‬ ‫ﻭﻳﻨﻔﻘﻮﻥ ﻋﻠﻴﻬﺎ ﻣﺒﺎﻟﻎ ﻃﺎﺋﻠﺔ ﺳﻨﻮﻳﺎ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ‬ ‫ﺍﻟﺬﻳﻦ ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ ﺑﲔ ‪ ١٢‬ﻭ‪ ٢٠‬ﻋﺎﻣﺎ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻫﺘﻤﺎﻣﺎﺗﻬﻢ‬
‫ﺍﳉﻬﺎﺯ‪ ،‬ﻭﺇﳕﺎ ﻓﻲ ﺟﻌﻠﻪ ﺍﻟﻮﺳﻴﻠﺔ ﻭﺍﻟﻬﺪﻑ ﻣﻌﺎ‪ ،‬ﺑﺤﻴﺚ‬ ‫ﺟﻮﺭﺝ ﺻﺎﺑﺎﺕ‪ ٤١ ،‬ﻋﺎﻣﺎ ﹰ ﺇﻧﻪ ﻳﺒﺪﻝ ﺟﻬﺎﺯﻩ ﻛﻞ ﺷﻬﺮﻳﻦ‬ ‫ﻣﺮﺗﻜﺰﺓ ﻋﻠﻰ ﻣﺎ ﻫﻮ ﺟﺪﻳﺪ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ‪ ،‬ﺩﻭﻥ‬
‫ﻳﺸﺘﺮﻱ ﺍﳉﻬﺎﺯ‪ ،‬ﻭﻳﺆﻣﻦ ﻟﻪ ﺑﻴﻌﺎ‪ ،‬ﺑﻌﺪ ﺗﻌﺪﺍﺩ ﻋﻴﻮﺑﻪ‪.‬‬ ‫ﺑﺠﻬﺎﺯ ﺟﺪﻳﺪ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﻣﺒﻠﻐﺎ ﺇﺿﺎﻓﻴﺎ ﻣﻦ ﺍﳌﺎﻝ؛‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﻨﻮﻋﻴﺔ ﺍﻟﻬﺎﺗﻒ ﻭﺻﻔﺎﺗﻪ‪ ،‬ﻓﻴﺸﺘﺮﻭﻥ ﻣﺎ ﻫﻮ ﺟﺪﻳﺪ ﻓﻘﻂ؛‬
‫ﻭﺃﺻﺒﺢ ﺗﻐﻴﻴﺮ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻨﻘﺎﻟﺔ ﺗﻠﻚ ﺍﻵﻓﺔ ﺍﻟﺘﻲ‬ ‫ﻓﻌﻤﻠﻴﺔ ﺍﻟﺘﺒﺪﻳﻞ ﻣﻦ ﻃﺮﺍﺯ ﻵﺧﺮ ﺃﻛﺜﺮ ﺗﻄﻮﺭﺍ ﻳﻜﻠﻔﻪ‬ ‫ﻟﻠﺘﻔﺎﺧﺮ ﲟﻠﻜﻴﺔ ﺍﳉﻬﺎﺯ ﺍﳌﺘﻄﻮﺭ ﺟﺪﺍ‪ ،‬ﻭﺇﺿﺎﻋﺔ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺑﺬﻝ ﺍﳌﺎﻝ‪.‬‬
‫ﺗﺼﻴﺐ ﺷﺒﺎﺑﻨﺎ‪.‬‬ ‫ﺣﻮﺍﻟﻲ ‪ ٣‬ﺁﻻﻑ ﺷﻴﻜﻞ ﺳﻨﻮﻳﺎ ﻋﻠﻰ ﺣﺪ ﺗﻌﺒﻴﺮﻩ‪.‬‬ ‫ﻭﻗﺪ ﺑﻴﻨﺖ ﺍﻷﺑﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺍ‪‬ﺘﻠﻔﺔ ﺑﺄﻥ‬
‫‪≤±‬‬ ‫‪Õd��Ë ULMOÝ‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﺣﻜﻤﺖ ﺍﳌﺼﺮﻱ‬
‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﻏﺰﺓ‬
‫ﻳﺼﻮﺭ"ﺍﻻﺟﺘﻴﺎﺡ"ﻣﺎﻻ ﺗﻠﺘﻘﻄﻪﻛﺎﻣﻴﺮﺍﺕﺍﻟﺼﺤﺎﻓﺔ‪،‬ﻭﻻﺗﻌﺮﺿﻪﺷﺎﺷﺎﺕﺍﻟﻔﻀﺎﺋﻴﺎﺕ‬
‫ﺍﻹﻋﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‪ ،‬ﺣﲔ ﻳﺴﻠﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻹﻧﺴﺎﻧﻲ ﺍﻟﻌﺎﻃﻔﻲ ﻓﻲ ﻋﻤﻠﻴﺔ‬
‫ﺍﺟﺘﻴﺎﺡ ﺍﳌﺪﻥ ﻓﻠﺴﻄﻴﻨﻴﺔ؛ ﻓﻲ ﺇﻃﺎﺭ ﻋﻤﻠﻴﺔ "ﺍﻟﺴﻮﺭ ﺍﻟﻮﺍﻗﻲ"‪ ،‬ﺍﻟﺘﻲ ﺃﺭﺍﺩ ﻣﻦ ﺧﻼﻟﻬﺎ ﺃﺭﻳﺌﻴﻞ‬
‫ﺷﺎﺭﻭﻥ؛ ﺭﺋﻴﺲ ﺍﻟﻮﺯﺭﺍﺀ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﺣﻴﻨﻬﺎ‪ ،‬ﺇﻧﻬﺎﺀ ﺍﻻﻧﺘﻔﺎﺿﺔ ﻋﺎﻡ ‪ ،٢٠٠١‬ﻭﺗﻠﺘﻬﺎ ﻣﺤﺎﻭﻟﺔ‬
‫ﻋﺰﻝ ﺍﻟﺮﺋﻴﺲ ﺍﻟﺮﺍﺣﻞ ﻳﺎﺳﺮ ﻋﺮﻓﺎﺕ؛ ﺍﻟﺬﻱ ﺑﻘﻲ ﺻﺎﻣﺪﺍ ﺣﺘﻰ ﺍﺳﺘﺸﻬﺪ ﻓﻲ ﻇﺮﻭﻑ ﻏﺎﻣﻀﺔ‬
‫ﻋﺎﻡ ‪.٢٠٠٤‬‬
‫ﻭﺧﻼﻝ ﺷﻬﺮ ﺭﻣﻀﺎﻥ ﻋﺮﺿﺖ ﻗﻨﺎﺓ "‪ "LBC‬ﺍﻟﻠﺒﻨﺎﻧﻴﺔ ﺍﳌﺴﻠﺴﻞ‪ ،‬ﺍﻟﺬﻱ ﻳﺘﺤﺪﺙ ﺑﻠﻐﺔ‬
‫ﺻﺎﺩﻗﺔ ﻋﻦ ﻣﺮﺣﻠﺔ ﺷﻬﺪﻫﺎ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﻳﺆﻛﺪ ﻋﻠﻰ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻘﺎﻭﻣﺔ‬
‫ﺍﳌﺸﺮﻭﻋﺔ ﺍﻟﺘﻰ ﺗﻬﺪﻑ ﺇﻟﻰ ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻷﺭﺽ ﻭﺍﻟﻬﻮﻳﺔ ﻭﺍﻟﺪﻳﻦ‪ ،‬ﻭﺍﻹﺭﻫﺎﺏ ﺍﻟﺬﻱ ﲤﺎﺭﺳﻪ ﺩﻭﻟﺔ‬
‫ﺍﺣﺘﻼﻝ ﺑﺪﺍﻓﻊ ﺍﻟﻌﺪﺍﺀ ﻟﻺﻧﺴﺎﻥ‪ ،‬ﻭﺍﳊﻴﺎﺓ‪ ،‬ﻭﻗﻴﻢ ﺍﳉﻤﺎﻝ‪ ،‬ﻭﺍﳌﺪﻧﻴﺔ‪ .‬ﻛﻞ ﺫﻟﻚ ﻓﻲ ﲢﻠﻴﻞ ﻣﺆﺛﺮ‬
‫ﻋﺒﺮ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻰ ﲡﺴﺪ ﺍﻟﻠﺤﻈﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﻭﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﻴﻮﻣﻴﺔ‪ .‬ﻭﻳﻌﺮﺽ ﻟﻠﻤﺸﺎﻫﺪ‬
‫ﻗﺴﻮﺓ ﺍﻟﻌﻨﻒ ﺍﻹﻧﺴﺎﻧﻲ‪.‬‬
‫"ﺍﻻﺟﺘﻴﺎﺡ" ﻣﻦ ﺇﻧﺘﺎﺝ ﺍﳌﺮﻛﺰ ﺍﻟﻌﺮﺑﻲ ﻟﻠﺨﺪﻣﺎﺕ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺒﺼﺮﻳﺔ ﻓﻲ ﺍﻷﺭﺩﻥ‪،‬‬
‫ﻭﻗﺪ ﻛﺘﺐ ﺳﻴﻨﺎﺭﻳﻮ ﺍﳌﺴﻠﺴﻞ‪ ،‬ﺍﻟﻜﺎﺗﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺭﻳﺎﺽ ﺳﻴﻒ‪ ،‬ﻭﺃﺧﺮﺟﻪ ﺍ‪‬ﺮﺝ‬
‫ﻣﺸﻬﺪ ﻣﻦ ﺍﳌﺴﻠﺴﻞ‬ ‫ﺍﻟﺘﻮﻧﺴﻲ ﺷﻮﻗﻰ ﺍﳌﺎﺟﺮﻱ‪ .‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻡ ﻓﻲ ﺍﳌﺴﻠﺴﻞ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﳌﺆﺛﺮﺍﺕ ﺍﳋﺎﺻﺔ‪،‬‬
‫ﻭﺍﳋﺪﻉ ﺍﻟﺴﻴﻨﻤﺎﺋﻴﺔ‪ ،‬ﻭﰎ ﺗﻀﻤﻴﻨﻪ ﺭﺅﻳﺔ ﻣﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺻﻌﻴﺪ ﺗﻮﻇﻴﻒ ﻣﺸﺎﻫﺪ ﺍﳊﺮﻛﺔ‬
‫ﻣﻦ ﻃﺮﻓﻲ ﺍﻟﺼﺮﺍﻉ‪ ،‬ﻭﻧﻠﻤﺢ ﻛﻴﻒ ﺗﻔﻌﻞ ﺍﻟﻠﺤﻈﺔ ﻓﻌﻠﻬﺎ‪ ،‬ﻓﺘﻘﺮﺏ ﺑﻴﻨﻬﻤﺎ ﻣﻦ ﻣﻮﻗﻊ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞﺍﻹﻧﺴﺎﻧﻴﺔﻣﻊ ﺗﻌﻘﻴﺪﺍﺕﻭﻣﺠﺮﻳﺎﺕ ﺍﳊﻴﺎﺓﺍﻟﻴﻮﻣﻴﺔ؛ﻟﻴﻜﻮﻥ"ﺍﻻﺟﺘﻴﺎﺡ"ﻣﻠﺤﻤﺔ‬ ‫ﻭﺍﻟﺘﻔﺠﻴﺮﺍﺕ ﺍﻟﻜﺒﻴﺮﺓ‪ ،‬ﺍﻟﺘﻲ ﺍﻋﺘﻤﺪ ﺗﺼﻮﻳﺮﻫﺎ ﻋﻠﻰ ﺗﻨﻔﻴﺬ ﻭﺍﻗﻌﻲ ﻳﺸﺎﺑﻪ ﺍﳊﺪﺙ‪ ،‬ﻭﻳﺄﺧﺬ‬
‫ﺍﻻﺧﺘﻼﻑ ﺃﻭﻝ ﺍﻷﻣﺮ‪ ،‬ﺛﻢ ﻣﻦ ﻣﻮﻗﻊ ﺍﻟﻌﺎﻃﻔﺔ ﻭﺍﳊﺐ‪ ،‬ﺣﺘﻰ ﻳﺼﻼ ﺇﻟﻰ ﳊﻈﺔ ﺍﻋﺘﺮﺍﻓﻬﻤﺎ‬ ‫ﺣﺮﺏ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪.‬‬ ‫ﺷﻜﻼ ﻓﻨﻴﺎ ﳝﺰﺝ ﺑﲔ ﺻﻮﺭ ﺣﻘﻴﻘﻴﺔ ﻣﻦ ﺃﺭﺷﻴﻒ ﺍﻧﺘﻔﺎﺿﺔ ﺍﻷﻗﺼﻰ‪ ،‬ﻭﺍﳋﻴﺎﻝ ﺍﻟﺪﺭﺍﻣﻲ ﺍﻟﺬﻱ‬
‫ﺍﳌﺘﺒﺎﺩﻝ ﺑﺈﻧﺴﺎﻧﻴﺔ ﻛﻞ ﻣﻨﻬﻤﺎ‪ ،‬ﻓﺘﺆﻣﻦ "ﻳﺎﺋﻴﻞ" ﺑﺤﻘﻪ ﺑﺎﳊﻴﺎﺓ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﺗﺆﻣﻦ ﲟﺸﺮﻭﻋﻴﺔ‬ ‫ﻭﻳﺤﻤﻞ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺃﺳﻤﻰ ﻣﻌﺎﻧﻲ ﺍﻟﺘﺤﺪﻱ‪ ،‬ﻭﺍﻟﺘﻼﺣﻢ ﺍﻟﺸﻌﺒﻲ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺍﳊﻴﺎﺓ ﻓﻰ‬ ‫ﰎ ﺗﻮﻇﻴﻔﻪ ﺑﺸﻜﻞ ﺩﻗﻴﻖ ﻭﻣﺤﺴﻮﺏ‪.‬‬
‫ﻗﻀﻴﺘﻪ ﻭﻧﻀﺎﻟﻪ‪ ،‬ﻓﺘﻘﻮﻡ ﺑﺘﺰﻭﻳﺪﻩ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﲢﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﺃﻭﺭﺍﻕ ﺃﺧﻴﻬﺎ؛‬ ‫ﺃﺻﻌﺐ ﻭﺃﻗﺼﻰ ﺍﻟﻈﺮﻭﻑ‪.‬‬ ‫ﻭﻳﺴﻌﻰ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺇﻟﻰ ﺭﺻﺪ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﻧﻰ ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻟﺴﻴﺎﺳﺔ‪ ،‬ﻭﻳﺒﺮﻫﻦ ﻣﻦ‬
‫ﺍﻟﻀﺎﺑﻂ ﻓﻲ ﺍﳉﻴﺶ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ‪ .‬ﻭﻧﻌﻴﺶ ﻣﻌﻬﻤﺎ ﻣﻮﺍﻗﻒ ﺭﻭﻣﺎﻧﺴﻴﺔ ﻓﻲ ﺍﳉﺒﺎﻝ‪ ،‬ﺛﻢ ﻓﻲ‬ ‫ﻭﺗﻌﺘﻤﺪ ﺍﶈﺎﻭﺭ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﳌﺴﻠﺴﻞ ﻋﻠﻰ ﺷﺨﻮﺹ ﻣﺜﻞ ﺍﳌﺪﺭﺱ ﺧﺎﻟﺪ‪ ،‬ﻭﺯﻣﻴﻠﻪ‬ ‫ﺧﻼﻝ ﻣﻀﻤﻮﻧﻪ ﺍﻟﺒﻌﻴﺪ ﺃﻥ ﺍﻟﻔﻄﺮﺓ ﺍﻟﺒﺸﺮﻳﺔ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺍﶈﺒﺔ ﻭﺍﻟﺴﻼﻡ‪ ،‬ﻭﺃﻥ ﺍﻟﺴﻼﻡ ﻛﻲ‬
‫ﺣﻴﻔﺎ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﺍﻟﻘﺒﺾ ﻋﻠﻰ ﻣﺼﻄﻔﻰ ﺑﻌﺪ ﺇﺻﺎﺑﺘﻪ ﻓﻰ ﻣﻌﺮﻛﺔ ﺍ‪‬ﻴﻢ‪ ،‬ﻟﻴﺘﻢ ﺇﻋﺪﺍﻣﻪ‬ ‫ﺳﻤﻴﺮ‪ ،‬ﻭﺃﺑﻮ ﺳﺎﻟﻢ‪ ،‬ﻭﺳﻌﻴﺪ؛ ﺍﳌﺼﻮﺭ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻲ ﺍﻟﺬﻱ ﻳﺒﺤﺚ ﻋﻦ ﻟﻘﻄﺔ ﺍﻟﻌﻤﺮ ﺍﻟﺘﻲ‬ ‫ﻳﺪﻭﻡ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﺎﺩﻻ‪.‬‬
‫ﻣﻦ ﻗﺒﻞ "ﺷﻠﻮﻣﻮ"؛ ﺷﻘﻴﻖ "ﻳﺎﺋﻴﻞ" ﺍﳊﺎﻗﺪ‪ ،‬ﻭﺃﻣﺎﻡ ﺑﻴﺖ ﻋﺎﺋﻠﺔ ﻣﺼﻄﻔﻰ ﻓﻰ ﺣﻴﻔﺎ‪،‬‬ ‫ﲤﻜﻨﻪ ﻣﻦ ﺍﻟﺘﻘﺪﻡ ﻟﻠﺰﻭﺍﺝ ﺑﺤﺒﻴﺘﻪ "ﻣﻨﻰ" ﺍﳌﺘﻄﻮﻋﺔ ﻓﻲ ﺟﻤﻌﻴﺔ ﺍﻟﻬﻼﻝ ﺍﻷﺣﻤﺮ‪.‬‬ ‫ﻭﻳﺠﺴﺪ ﺍﳌﺴﻠﺴﻞ ﻭﺍﺣﺪﺓ ﻣﻦ ﺃﺭﻭﻉ ﻗﺼﺺ ﺍﻟﺘﺴﺎﻣﺢ ﻭﺍﻟﺘﻼﺣﻢ ﺍﻟﺪﻳﻨﻲ‪ ،‬ﻓﻲ ﺭﻭﺍﻳﺘﻪ‬
‫ﺍﻟﺬﻱ ﺃﺟﺒﺮ ﺃﻫﻠﻪ ﻋﻠﻰ ﻫﺠﺮﺗﻪ ﻋﺎﻡ ‪ ،١٩٤٨‬ﻭﻳﻠﻘﻰ ﺍﻟﻘﺒﺾ ﻋﻠﻰ "ﻳﺎﺋﻴﻞ" ﺑﺘﻬﻤﺔ ﺧﻴﺎﻧﺔ‬ ‫ﻭﻓﻰ ﺍﳊﻜﺎﻳﺔ ﻧﻌﻴﺶ ﺣﺪﺛﺎ ﻣﺆﺛﺮﺍ ﻳﺤﺪﺙ ﻣﻊ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻓﺮﺿﺖ ﻋﻠﻴﻬﻢ ﺍﳊﻴﺎﺓ‬ ‫ﳊﺼﺎﺭ ﻛﻨﻴﺴﺔ ﺍﳌﻬﺪ‪ ،‬ﺣﲔ ﻧﺮﻯ ﺻﻼﺓ ﺍﳌﺴﻠﻤﲔ ﻓﻲ ﺍﻟﻜﻨﻴﺴﺔ‪ ،‬ﻭﺩﻓﻦ ﻣﻮﺗﺎﻫﻢ ﻓﻴﻬﺎ‪ ،‬ﻓﻲ‬
‫ﺩﻭﻟﺔ ﺇﺳﺮﺍﺋﻴﻞ‪.‬‬ ‫ﻣﻮﺍﺟﻬﺔ ﻏﻴﺮ ﻋﺎﺩﻟﺔ‪ ،‬ﳑﺎ ﺟﻌﻠﻬﻢ ﻻﺟﺌﲔ ﻓﻲ ﺍﳉﺒﺎﻝ‪ ،‬ﻓﻲ ﺇﻋﺎﺩﺓ ﲡﺴﻴﺪ ﻟﻘﺼﺔ ﺣﻘﻴﻘﻴﺔ‪،‬‬ ‫ﺃﺭﻭﻉ ﺳﺎﺑﻘﺔ ﻓﻰ ﺗﺎﺭﻳﺦ ﺍﻟﺘﻼﺣﻢ ﺍﳌﺴﻴﺤﻲ ﺍﻹﺳﻼﻣﻲ ﺿﺪ ﺍﻹﺭﻫﺎﺏ ﺍﻟﺬﻱ ﲤﺎﺭﺳﻪ ﺩﻭﻟﺔ‬
‫ﻭﺍﳌﺴﻠﺴﻞ ﻣﻦ ﺃﺿﺨﻢ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺪﺭﺍﻣﻴﺔ ﺍﻟﺘﻰ ﻗﺪﻣﺖ ﻟﻠﺠﻤﻬﻮﺭ ﺧﻼﻝ ﺍﻟﺸﻬﺮ‬ ‫ﺣﻴﺚ ﻳﻨﻘﺬ ﻣﺼﻄﻔﻰ ﻭﺭﻓﺎﻗﻪ ﺍﻟﻔﺎﺭﻭﻥ ﻓﻲ ﺍﳉﺒﺎﻝ‪ ،‬ﻓﺘﺎﺗﲔ ﺃﺻﻴﺒﺘﺎ ﻓﻰ ﺣﺎﺩﺙ ﺳﻴﺮ؛ ﻟﺘﻨﺸﺄ‬ ‫ﺍﻻﺣﺘﻼﻝ‪ ،‬ﻟﻴﺤﻤﻞ ﺭﺳﺎﻟﺔ ﻋﻈﻴﻤﺔ ﻟﻠﻌﺎﻟﻢ‪ ،‬ﻭﻟﻸﺟﻴﺎﻝ ﺍﻟﻘﺎﺩﻣﺔ؛ ﺑﻔﻌﻞ ﺍﺟﺘﻬﺎﺩ ﺍﻟﻜﺎﺗﺐ‬
‫ﺍﻟﻔﻀﻴﻞ‪ ،‬ﻭﻣﻦ ﺃﻛﺜﺮ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﺮﺃﺓ ﻓﻲ ﻣﻌﺎﳉﺔ ﻇﺎﻫﺮﺓ ﺍﻹﺭﻫﺎﺏ‬ ‫ﻗﺼﺔ ﺣﺐ ﺑﲔ ﻣﺼﻄﻔﻰ ﻭﺇﺣﺪﻯ ﺍﻟﻔﺘﺎﺗﲔ‪ .‬ﻭﺗﺘﻘﺎﻃﻊ ﻓﻴﻬﺎ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ‪ ،‬ﻣﻊ‬ ‫ﻭﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻓﻲ ﺇﻳﺼﺎﻝ ﺍﻟﻘﻀﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﺮﻭﻧﻬﺎ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫ﺍﳌﺴﻜﻮﺕ ﻋﻨﻪ؛ ﺇﺭﻫﺎﺏ ﺩﻭﻟﺔ ﺿﺪ ﺷﻌﺐ ﺃﻋﺰﻝ‪ ،‬ﻭﻭﻗﻮﻓﺎ ﻋﻨﺪ ﺗﻀﺤﻴﺎﺕ ﺍﻟﺸﻌﺐ‬ ‫ﺍﳊﺮﺏ ﻭﺍﳊﺐ‪ ،‬ﻓﻲ ﻣﻼﺑﺴﺎﺕ ﻭﻇﺮﻭﻑ ﺇﻧﺴﺎﻧﻴﺔ‪.‬‬ ‫ﻭﻳﻀﻊ ﺍﳌﺴﻠﺴﻞ ﻣﺸﺎﻫﺪﻳﻪ ﻭﺟﻬﺎ ﻟﻮﺟﻪ ﻣﻊ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺑﻜﻞ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬ ‫ﻭﻧﺘﻮﻗﻒ ﻣﻊ ﻣﺼﻄﻔﻰ ﻭ"ﻳﺎﺋﻴﻞ" ﺍﻟﻴﻬﻮﺩﻳﺔ‪ ،‬ﻓﻲ ﺍﳌﻔﺎﺭﻗﺔ ﺍﻟﺘﻲ ﺟﻤﻌﺘﻬﻤﺎ ﻛﺈﻧﺴﺎﻧﲔ‬ ‫ﺗﻘﻠﺒﺎﺗﻬﺎ ﻭﺗﻨﺎﻗﻀﺎﺗﻬﺎ‪ ،‬ﺣﻴﺚ ﺗﺘﻘﺎﻃﻊ ﻗﺼﺺ ﺍﳊﺐ ﺍﳉﺎﺭﻑ‪ ،‬ﻣﻊ ﺣﻜﺎﻳﺎﺕ ﺍﳊﺮﺏ‪ ،‬ﻭﺗﻠﺘﻘﻲ‬
‫ﻭ ﻟﻠﺴﻴﺎﺳﺔ ﺩﻭﺭ‬
‫ﻻ ﺷﻚ ﺃﻥ ﺍﻟﺴﻴﺎﺳﺔ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﻓﻲ ﲢﺮﻳﻚ ﺍﻟﺪﻓﺔ ﺍﻟﻔﻨﻴﺔ ﻓﻲ ﻫﻮﻟﻴﻮﻭﺩ‪ ،‬ﻓﺒﻔﻀﻠﻬﺎ ﻋﺮﻑ ﺍﻟﻨﺎﺱ‬
‫ﺍﻟﻜﺜﻴﺮ ﻋﻦ ﺍﻟﻬﻮﻟﻮﻛﻮﺳﺖ ﻓﻲ ﺃﳌﺎﻧﻴﺎ ﺍﻟﻨﺎﺯﻳﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻗﺎﻣﺖ ﺑﻪ ﺍﻟﺴﻴﻨﻤﺎ ﺍﻟﺘﺮﻓﻴﻬﻴﺔ ﺇﺯﺍﺀ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪،‬‬
‫ﻭﺍﻟﺘﺮﻓﻴﻪ ﺃﻣﺮ ﻧﺎﺟﺢ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺪﻋﺎﻳﺔ ﺃﻭ "ﺍﻟﺒﺮﻭﺑﺎﺟﻨﺪﺍ"‪ ،‬ﻷﻧﻪ ﺑﺒﺴﺎﻃﺔ ﻻ ﻳﻨﻈﺮ ﺇﻟﻴﻪ ﻛﻮﺳﻴﻠﺔ ﺩﻋﺎﺋﻴﺔ‪،‬‬ ‫ﺷﺮﻳﻒ ﺍﻟﺸﺮﻳﻒ‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺑﻄﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ ﻓﻲ ﺍﳊﺮﺏ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﻴﻮﻡ‪ ،‬ﻓﻤﻦ ﺍﳌﻈﺎﻫﺮ ﺍﻟﺘﻲ ﻳﺠﺐ ﺍﻻﻧﺘﺒﺎﻩ ﺇﻟﻴﻬﺎ ﻋﺪﻡ ﻭﺿﻊ‬ ‫ﻣﺮﺍﺳﻞﺍﻟﺼﺤﻴﻔﺔ‪/‬ﻏﺰﺓ‬
‫ﺃﻱ ﻗﻴﻤﺔ ﻟﻺﻧﺴﺎﻥ ﺍﻟﻌﺮﺑﻲ ﻓﻲ ﺍﻟﺴﻴﻨﻤﺎ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻭﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﻓﻼﻡ ﻧﺮﻯ ﺫﻟﻚ ﺍﻟﺴﻴﻨﺎﺭﻳﻮ ﺍﻟﺜﺎﺑﺖ ﻟﻠﻌﺮﺏ‬
‫ﺍﻟﻌﺮﺍﻗﻴﻮﻥﺷﻌﺒﺎﻳﺤﺎﻭﻝﺍﻟﻬﺮﺏﻣﻦﺣﻜﻢﺍﻟﺪﻛﺘﺎﺗﻮﺭ‪،‬ﻓﺈﺫﺍﺑﻪﻳﻘﻊﻓﻲﺣﻜﻢﺍﳌﺼﺎﳊﺎﻟﺴﻴﺎﺳﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪.‬‬
‫ﺍﳌﺴﻠﻤﲔ‪ ،‬ﺍﻟﺬﻳﻦ ﻳﺨﻄﻄﻮﻥ ﺩﺍﺋﻤﺎ ﻟﺘﺪﻣﻴﺮ ﺍﻟﻌﺎﻟﻢ ﺑﻄﺮﻳﻘﺔ ﺃﻭ ﺑﺄﺧﺮﻯ‪ ،‬ﺣﺘﻰ ﻳﺄﺗﻲ ﺫﻟﻚ ﺍﻟﺒﻄﻞ ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﻣﻨﺬﻋﻘﻮﺩ ﻭﺍﻟﻔﻦﺍﻟﺴﺎﺑﻊﻳﺘﻄﻮﺭ ﺑﺨﻄﻮﺍﺕﻣﺬﻫﻠﺔ‪،‬ﻓﻜﻠﻨﺎﻳﻌﺮﻑﺗﻠﻚ ﺍﳌﺮﺍﺣﻞﻣﻦﺍﻟﺴﻴﻨﻤﺎﺍﻟﺼﺎﻣﺘﺔ‪،‬‬
‫ﺃﻣﺎ "ﺳﻴﺮﻳﺎﻧﺎ" ﻓﻴﺘﺤﺪﺙ ﺑﺸﻜﻞ ﻋﺎﻡ ﻋﻦ ﺍﻟﻨﻔﻮﺫ ﺍﻷﻣﺮﻳﻜﻲ ﻓﻲ ﺍﳋﺎﺭﺝ‪ ،‬ﻭﺧﺎﺻﺔ ﻓﻲ ﺩﻭﻝ ﺍﳋﻠﻴﺞ‪ ،‬ﻭﻓﻲ ﺑﺪﺍﻳﺔ‬
‫ﻭﻳﻘﺘﻠﻬﻢ ﺟﻤﻴﻌﺎ ﺑﻜﻞ ﺳﻬﻮﻟﺔ‪ ،‬ﻭﺑﺪﻭﻥ ﺃﺩﻧﻰ ﺟﻬﺪ ﺃﻭ ﻧﺪﻡ‪ ،‬ﻓﺘﻜﻮﻥ ﺍﶈﺼﻠﺔ ﻇﻬﻮﺭ ﺍﻟﻌﺮﺑﻲ ﺑﺼﻮﺭﺓ ﺍﻟﻌﺪﻭ‬ ‫ﻭﺃﻓﻼﻡ ﺷﺎﺭﻟﻲ ﺷﺎﺑﻠﻦ؛ ﺛﻢ ﻋﺼﺮ ﺗﻄﻮﺭ ﺍﻟﺼﻮﺕ ﻭﺍﳌﻮﺳﻴﻘﻰ‪ ،‬ﺇﻟﻰ ﻳﻮﻣﻨﺎ ﻫﺬﺍ ﺍﻟﺬﻱ ﺃﺻﺒﺤﺖ ﺍﻟﺴﻴﻨﻤﺎ ﻓﻴﻪ‬
‫ﺍﻟﻔﻴﻠﻢﻣﺸﻬﺪﻳﻌﻄﻲﺍﳌﺸﺎﻫﺪﻓﻜﺮﺓﻋﻦﺑﻘﻴﺔ ﺍﻟﻔﻴﻠﻢ‪،‬ﺣﻴﺚ ﺍﻟﺒﻄﻞﺑﺮﻓﻘﺔﺗﺎﺟﺮﺳﻼﺡ ﺇﻳﺮﺍﻧﻲﻳﺘﻔﻖﻣﻌﻪ‬
‫ﺍ‪‬ﺎﻧﻲ‪ ،‬ﻭﻟﻬﺬﺍ ﺩﻭﺭ ﻛﺒﻴﺮ ﻓﻲ ﺗﺴﻬﻴﻞ ﺗﺮﻭﻳﺾ ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﺍﻟﻌﺎﳌﻲ؛ ﻓﻌﻨﺪﻣﺎ ﻧﺮﻯ ﻣﻦ ﺧﻼﻝ ﺍﻟﺴﻴﻨﻤﺎ ﺃﻥ ﺣﻴﺎﺓ‬ ‫ﺍﻷﻛﺜﺮ ﺍﻧﺘﺸﺎﺭﺍ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﻔﻨﻮﻥ‪ ،‬ﺧﺎﺻﺔ ﻣﻊ ﺇﺩﺧﺎﻝ ﺍﳌﺆﺛﺮﺍﺕ ﺍﳋﺎﺻﺔ ﻋﻠﻰ ﺍﻷﻓﻼﻡ‪ ،‬ﻭﺍﻋﺘﺒﺎﺭﻫﺎ ﻣﻦ ﺃﳒﺢ ﺃﻧﻮﺍﻉ‬
‫ﻋﻠﻰﺻﻔﻘﺔﺻﻮﺍﺭﻳﺦ‪،‬ﻓﻴﺴﺄﻝﺍﻟﺒﻄﻞ‪:‬ﻣﺘﻰﺳﻨﺒﺪﺃﺍﻟﺼﻔﻘﺔ؟ﻓﻴﺠﻴﺒﻪﺍﻟﺘﺎﺟﺮﺑﻜﻞﺳﺨﺮﻳﺔ‪":‬ﺑﻌﺪﺍﻟﺼﻼﺓ"‪.‬‬
‫ﺍﻟﻌﺮﺑﻲ ﻻ ﺗﺴﺎﻭﻱ ﺷﻴﺌﺎ‪ ،‬ﻳﺘﺄﻛﺪ ﺇﳝﺎﻥ ﺍﻟﺒﻌﺾ ﺑﺄﻥ ﺣﻴﺎﺓ ﺍﻟﻌﺮﺏ ﺍﳊﻘﻴﻘﻴﺔ ﺧﺎﺭﺝ ﺍﻟﺴﻴﻨﻤﺎ ﺗﺎﻓﻬﺔ‪ ،‬ﻓﺘﻜﻮﻥ‬ ‫ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﻌﺎﳌﻴﺔ‪ ...‬ﻭﻟﻜﻦ ﻓﻲ ﺧﻀﻢ ﻫﺬﺍ ﺍﻟﺘﻄﻮﺭ ﺍﳌﺘﻼﺣﻖ ﻭﺍﻟﻜﺒﻴﺮ‪ ،‬ﺗﺒﻘﻰ ﻫﻨﺎﻙ ﺛﻮﺍﺑﺖ ﻟﻢ ﻳﺴﺘﻄﻊ‪ ،‬ﺃﻭ‬
‫ﻭﻓﻲ ﺃﺣﺪﺍﺙ ﺍﻟﻔﻴﻠﻢ ﻳﺘﻢ ﺗﺼﻮﻳﺮ ﺍﻟﻌﺮﺏ ﻓﻲ ﺍﳋﻠﻴﺞ ﻋﻠﻰ ﺃﻧﻬﻢ ﺃﻫﻞ ﺛﺮﺍﺀ ﻓﺎﺣﺶ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﺃﻏﺒﻰ ﻣﻦ‬
‫ﺍﶈﺼﻠﺔ ﺗﻐﺎﺿﻴﺎ ﻭﺍﺿﺤﺎ ﻋﻦ ﻭﺍﻗﻊ ﻣﺎ ﻳﺤﺼﻞ ﻓﻲ ﻓﻠﺴﻄﲔ ﻣﺜﻼ ﻣﻦ ﻗﺘﻞ ﻭﺩﻣﺎﺭ‪.‬‬ ‫ﻟﻢ ﻳﺮﺩ‪ ،‬ﺭﻭﺍﺩ ﺗﻠﻚ ﺍﻟﺼﻨﺎﻋﺔ ﺗﻐﻴﻴﺮﻫﺎ‪ ،‬ﻭﻫﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻤﻄﻴﺔ ﺍﻟﺘﻲ ﺗﺮﺳﻤﻬﺎ ﺍﻟﺴﻴﻨﻤﺎ ﻟﻠﺸﻌﻮﺏ‪ ،‬ﻭﺍﻟﺮﺅﻳﺔ‬
‫ﻣﻌﺮﻓﺔ ﻗﻴﻤﺘﻪ‪ ،‬ﻭﻓﻲ ﺃﺣﺪ ﺍﳌﺸﺎﻫﺪ ﻧﺮﻯ ﺍﳌﺮﺃﺓ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﺗﺮﺗﺪﻱ ﺍﻻ ﻛﻴﺴﺎ ﺃﺳﻮﺩ ﻭﲤﺸﻲ ﻋﻠﻰ ﻣﺴﺎﻓﺔ‬
‫ﺧﻤﺴﺔ ﺃﻗﺪﺍﻡ ﻭﺭﺍﺀ ﺍﻟﺮﺟﺎﻝ ﻭﻛﺄﻥ ﻫﺬﺍ ﻣﺎ ﻳﺤﺼﻞ ﺑﺎﻟﻀﺒﻂ!‬ ‫ﺍﻟﺘﻲ ﺗﻔﺮﺿﻬﺎ ﺑﺼﻮﺭ ﻏﻴﺮ ﻣﺒﺎﺷﺮﺓ ﻋﻦ ﻫﺬﺍ ﺍﻟﺸﻌﺐ ﺃﻭ ﺫﺍﻙ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺴﺘﻬﺪﻑ ﺣﺎﻟﻴﺎ ﺍﻹﺳﻼﻡ ﻭﺍﻟﻌﺮﺏ ﻓﻲ‬
‫ﻣﺤﺎﻭﻟﺔ ﻓﻲ ﺍﻻﲡﺎﻩ ﺍﻵﺧﺮ‬ ‫ﺍﻟﺴﻴﻨﻤﺎ ﺍﻟﻌﺎﳌﻴﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺍﻷﻣﺮﻳﻜﻴﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﳋﺼﻮﺹ‪.‬‬
‫ﻭﻣﻦ ﺃﻫﻢ ﺍﻷﻓﻼﻡ ﺍﻟﻮﺛﺎﺋﻘﻴﺔ ﺍﻟﺘﻲ ﻧﺎﻗﺸﺖ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻓﻴﻠﻢ "ﺍﻟﻌﺮﺏ ﺍﻟﺴﻴﺌﻮﻥ‪ ..‬ﻛﻴﻒ ﺗﺸﻮﻩ ﻫﻮﻟﻴﻮﻭﺩ‬
‫‪٢٠٠٧ Transformers‬‬
‫ﺷﻌﺒﺎ"؟ ‪ ،Reel Bad Arabs: How Hollywood Vilifies a People‬ﺍﻟﺬﻱ ﺃﻧﺘﺞ ﻋﺎﻡ ‪ ،٢٠٠٦‬ﻋﻦ ﻛﺘﺎﺏ‬ ‫ﻣﺎ ﺯﻟﻨﺎ ﻋﺎﻟﻘﲔ ﻓﻲ ﺍﻟﺼﺤﺮﺍﺀ‬
‫ﻫﻮ ﻣﻦ ﺃﳒﺢ ﺃﻓﻼﻡ ﺍﳋﻴﺎﻝ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺘﻲ ﻋﺮﺿﺖ ﺧﻼﻝ ﺍﻟﺼﻴﻒ‪ ،‬ﻳﺘﺤﺪﺙ ﻋﻦ ﺁﻻﺕ ﻋﻤﻼﻗﺔ ﺗﺴﺘﻄﻴﻊ‬
‫ﺍﻟﺘﺤﻮﻝ ﺇﻟﻰ ﻭﺳﺎﺋﻞ ﻣﻮﺍﺻﻼﺕ‪ ،‬ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺇﻧﻘﺎﺫ ﺍﻟﻜﻮﻛﺐ ﻣﻦ ﺧﻄﺮ ﺩﺍﻫﻢ‪ .‬ﻭﻻ ﻳﺮﻛﺰ ﺍﻟﻔﻴﻠﻢ ﻋﻠﻰ ﺍﻟﻌﺮﺏ‬ ‫ﻳﺤﻤﻞ ﻧﻔﺲ ﺍﻻﺳﻢ ﻣﻦ ﺗﺄﻟﻴﻒ ﺟﺎﻙ ﺷﺎﻫﲔ؛ ﺍﻟﺒﺮﻭﻓﻴﺴﻮﺭ ﻓﻲ ﺍﻹﻋﻼﻡ ﺑﺠﺎﻣﻌﺔ ﺟﻨﻮﺏ ﺃﻟﻴﻨﻮﻱ ﺑﺎﻟﻮﻻﻳﺎﺕ‬ ‫ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺎﺕ ﺍﳌﺘﻮﺍﺿﻌﺔ ﻟﻠﺴﻴﻨﻤﺎ ﻟﻢ ﺗﺘﻐﻴﺮ ﺻﻮﺭﺓ ﺍﻟﻌﺮﺑﻲ؛ ﻓﺮﻭﺍﺩ ﺍﻟﺴﻴﻨﻤﺎ ﻳﺼﻮﺭﻭﻧﻪ‬
‫ﺑﻄﺮﻳﻘﺔ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺒﺪﺃ ﲟﺸﻬﺪ ﻓﻲ ﺩﻭﻟﺔ ﻗﻄﺮ‪ ،‬ﺣﻴﺚ ﺃﻛﺒﺮ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺴﻜﺮﻳﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺣﲔ‬ ‫ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻳﺘﺤﺪﺙ ﻋﻦ ﺁﻟﻴﺎﺕ ﺗﺸﻮﻳﻪ ﺻﻮﺭﺓ ﺍﳌﺴﻠﻤﲔ ﻭﺍﻟﻌﺮﺏ ﻓﻲ ﺍﻹﻋﻼﻡ ﺍﻟﻐﺮﺑﻲ‪ ،‬ﻣﻨﻄﻠﻘﺎ ﻣﻦ ﺍﳌﺮﺍﺣﻞ‬ ‫ﺑﻄﺮﻳﻘﺔ ﺧﺮﺍﻓﻴﺔ‪ ،‬ﻭﻏﻴﺮ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﳑﺎ ﻳﺴﺒﺐ ﺇﺩﺭﺍﻛﺎ ﺣﺴﻴﺎ ﺧﺎﻃﺌﺎ ﻳﺆﺛﺮ ﺑﺪﻭﺭﻩ ﻋﻠﻰ ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ؛‬
‫ﻳﺒﺪﺃ ﻫﺠﻮﻡ ﺁﻟﺔ ﻋﻤﻼﻗﺔ‪ ،‬ﻭﻳﺒﺪﺃ ﺍﳉﻴﺶ ﺍﻷﻣﺮﻳﻜﻲ ﺑﺎﺳﺘﻌﺮﺍﺽ ﺃﺳﻠﺤﺘﻪ ﳌﻮﺍﺟﻬﺘﻬﺎ ﻟﻜﻦ ﺩﻭﻥ ﺟﺪﻭﻯ‪،‬‬ ‫ﺍﻟﺰﻣﻨﻴﺔ ﻓﻲ ﺗﻄﻮﺭ ﺍﻟﺴﻴﻨﻤﺎ‪ ،‬ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﻜﺮﻳﺲ ﺗﻠﻚ ﺍﻵﻟﻴﺎﺕ ﺑﻌﺪ ﺃﺣﺪﺍﺙ ﺍﳊﺎﺩﻱ ﻋﺸﺮ ﻣﻦ ﺃﻳﻠﻮﻝ‪ ،‬ﻭﻛﻴﻒ‬ ‫ﻷﻥ ﻫﺬﻩ ﺍﻷﻓﻼﻡ ﲢﻤﻞ ﺃﺑﻌﺎﺩﺍ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﺗﻜﺮﺍﺭ ﺗﻠﻚ ﺍﻟﺼﻮﺭ ﻻ ﻳﻌﻄﻲ ﺍﻟﺸﺨﺺ ﺫﺍ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﻳﻨﺘﻘﻞ ﺍ‪‬ﺮﺝ ﺑﻄﺮﻳﻘﺔ ﻏﺮﻳﺒﺔ ﻣﻦ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﺍﻷﻣﺮﻳﻜﻲ ﺇﻟﻰ ﻣﺪﻳﻨﺔ ﻳﻔﺘﺮﺽ ﺃﻥ ﺗﻜﻮﻥ ﻋﺮﺑﻴﺔ‪،‬‬ ‫ﺍﺗﺨﺬﺕ ﺃﺷﻜﺎﻻ ﺟﺪﻳﺪﺓ‪ ،‬ﻛﻤﺎ ﻳﺘﻌﺮﺽ ﻟﺼﻮﺭﺓ ﺍﻟﺮﺟﻞ ﻭﺍﳌﺮﺃﺓ ﺍﳌﺴﻠﻤﺔ‪ ،‬ﻭﺍﻟﺘﺸﻮﻫﺎﺕ ﺍﻟﺘﻲ ﺗﻠﺤﻖ ﺑﻬﻤﺎ ﺇﺛﺮ‬ ‫ﺍﶈﺪﻭﺩﺓ‪ ،‬ﺳﻮﻯ ﺗﺼﻮﺭ ﻭﺍﺣﺪ ﻋﻦ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻌﺮﺑﻲ‪ ،‬ﺗﺆﺩﻱ ﺇﻟﻰ ﺍﻧﻄﺒﺎﻉ ﺗﻠﻚ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﺫﻫﻨﻪ‪.‬‬
‫ﻓﻨﻼﺣﻆ ﺍﻟﻔﺎﺭﻕ ﺍﻟﺮﻫﻴﺐ ﺑﲔ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻌﺴﻜﺮﻳﺔ ﺍﳌﺘﻄﻮﺭﺓ‪ ،‬ﻭﺍﳌﺪﻳﻨﺔ ﺍﳌﻠﻴﺌﺔ ﺑﺎﳉﻤﺎﻝ ﻭﺍﳋﻴﻮﻝ‪ ،‬ﺣﻴﺚ‬ ‫ﺗﻜﺮﺍﺭ ﺗﻠﻚ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﺍﻟﺴﻴﻨﻤﺎ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻭﻳﺘﻀﻤﻦ ﺍﻟﻜﺘﺎﺏ ﻧﻘﺪﺍ ﻷﻛﺜﺮ ﻣﻦ ﺗﺴﻌﻤﺎﺋﺔ ﻓﻴﻠﻢ ﻣﻦ ﺇﻧﺘﺎﺝ‬ ‫ﻭﻓﻲ ﺃﻏﻠﺐ ﺍﻷﻋﻤﺎﻝ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺖ ﺻــﻮﺭﺓ ﺍﻟﺮﺟﻞ ﺍﻟﻌﺮﺑﻲ‪ ،‬ﻧﻼﺣﻆ ﺗﺼﻮﻳﺮﻩ ﺑﺎﻹﺭﻫﺎﺑﻲ‬
‫ﻫﻢ ﺍﻟﺒﻄﻞ ﺇﻳﺠﺎﺩ ﻫﺎﺗﻒ ﻟﻄﻠﺐ ﺍﻟﺪﻋﻢ!‬ ‫ﻳﺼﺒﺢ ﹼ‬ ‫ﻫﻮﻟﻴﻮﻭﺩ‪ ،‬ﺍﺣﺘﻮﺕ ﻋﻠﻰ ﺻﻮﺭ ﻭﻣﺸﺎﻫﺪ ﺳﻠﺒﻴﺔ ﻋﻦ ﺍﻟﻌﺮﺏ ﻭﺍﳌﺴﻠﻤﲔ‪ ،‬ﻳﻘﻮﻝ ﺷﺎﻫﲔ ﻋﻦ ﺍﻟﻜﺘﺎﺏ‪" :‬ﻣﺎ ﺃﺭﺩﺕ‬ ‫ﺍﳊﺎﻗﺪ؛ ﻓﻬﻮ ﺩﺍﺋﻤﺎ ﺟﺒﺎﻥ‪ ،‬ﺑﺪﺍﺋﻲ‪ ،‬ﺟﺎﻫﻞ‪ ،‬ﻣﻨﻐﻤﺲ ﺑﺎﻟﺸﻬﻮﺍﺕ‪ ،‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﻜﻮﻥ ﻓﺎﺣﺶ‬
‫ﻫﺬﺍﻥ ﺍﻟﻔﻴﻠﻤﺎﻥ ﻟﻴﺴﺎ ﺍﻟﺪﻟﻴﻞ ﺍﻟﻮﺣﻴﺪ ﻋﻠﻰ ﺍﺳﺘﻤﺮﺍﺭ ﺭﺳﻢ ﺍﻟﺼﻮﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻨﻤﻄﻴﺔ ﺣﻮﻝ ﺍﻟﻌﺮﺏ‬ ‫ﺃﻥ ﺃﺛﺒﺘﻪ‪ ،‬ﻫﻮ ﺃﻧﻪ ﻋﻠﻰ ﻣﺪﺍﺭ ﺃﻛﺜﺮ ﻣﻦ ﻗﺮﻥ ﻋﻤﻠﺖ ﻫﻮﻟﻴﻮﻭﺩ ﻋﻠﻰ ﺗﺼﻮﻳﺮ ﺃﻣﺔ ﻛﺎﻣﻠﺔ ﺑﺄﻧﻬﺎ ﺷﺮﻳﺮﺓ"‪ ،‬ﻭﻳﺨﻠﺺ‬ ‫ﺍﻟﺜﺮﺍﺀ‪ ،‬ﺃﻣﺎ ﺍﳌــﺮﺃﺓ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻬﻲ ﺃﻣﺎ ﺭﺍﻗﺼﺔ ﺃﻭ ﺇﺭﻫﺎﺑﻴﺔ‪ ،‬ﻣﻊ ﺗﺼﻮﻳﺮﻫﺎ ﺑﺄﻧﻬﺎ ﻣﺤﺠﺒﺔ‬
‫ﻓﻲ ﺍﻷﻓﻼﻡ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻓﻐﻴﺮﻫﺎ ﺍﻟﻜﺜﻴﺮ ﻣﺜﻞ ﻓﻴﻠﻢ ﺑﺎﺑﻞ ﺍﻟﺬﻱ ﺃﻧﺘﺞ ﻋﺎﻡ ‪ ،٢٠٠٦‬ﻭﺍﻟﺬﻱ ﻳﺼﻮﺭ ﺃﻫﻞ ﺍﳌﻐﺮﺏ ﻋﻠﻰ‬ ‫ﺷﺎﻫﲔ ﻓﻲ ﻧﻬﺎﻳﺔ ﻛﺘﺎﺑﻪ ﺇﻟﻰ ﺃﻥ "ﺍﻟﻌﺮﺏ ﻳﺒﺪﻭﻥ ﻣﺘﺨﻠﻔﲔ ﻭﺧﻄﺮﻳﻦ ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﻢ ﻋﺒﺮ ﻋﺪﺳﺎﺕ‬ ‫ﺑﻄﺮﻳﻘﺔ ﻣﺒﺎﻟﻎ ﻓﻴﻬﺎ‪ ،‬ﻭﺗﺘﺒﻊ ﺯﻭﺟﻬﺎ ﺩﻭﻥ ﺃﻥ ﺗﻜﻮﻥ ﻟﻬﺎ ﺷﺨﺼﻴﺘﻬﺎ ﺍﳌﺴﺘﻘﻠﺔ‪.‬‬
‫ﺃﻧﻬﻢ ﻣﺘﺨﻠﻔﻮﻥ‪ ،‬ﻳﺘﻤﺴﻜﻮﻥ ﺑﺎﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﺒﺎﻟﻴﺔ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻭﻏﻴﺮﻩ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﻓﻼﻡ‪ ،‬ﻭﺍﻷﻫﻢ ﻣﻦ‬ ‫ﻫﻮﻟﻴﻮﻭﺩ ﺍﳌﺸﻮﻫﺔ"‪.‬‬ ‫ﻭﻛﻤﺎ ﻫﻮ ﻭﺍﺿﺢ ﻓﻲ ﺍﻷﻓﻼﻡ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺗﻌﺰﺯ ﻫﻮﻟﻴﻮﻭﺩ ﺻﻮﺭﺓ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﺇﻃﺎﺭ ﺛﺎﺑﺖ ﻻ‬
‫ﻫﺬﺍ ﻣﺎ ﻳﺼﻞ ﻣﻦ ﺭﺳﺎﺋﻞ ﻣﺒﻄﻨﺔ ﻣﻦ ﺧﻼﻝ ﺍﳌﺴﻠﺴﻼﺕ ﺍﻟﻔﻜﺎﻫﻴﺔ‪ ،‬ﻭﺍﻟﺒﻮﻟﻴﺴﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺍﳊﺪﻳﺜﺔ‬ ‫ﻳﺘﻐﻴﺮ؛ ﻓﻬﻲ ﺩﻭﻝ ﺻﺤﺮﺍﻭﻳﺔ ﺟﺮﺩﺍﺀ‪ ،‬ﳝﻠﺆﻫﺎ ﺍﳌﻮﺍﻃﻨﻮﻥ ﺫﻭﻭ ﺍﳌﻼﺑﺲ ﺍﻟﺮﺛﺔ‪ ،‬ﻭﺍﳉﻨﻮﺩ ﺍﳌﺴﻠﺤﻮﻥ‪ ،‬ﻭﺍﳊﻜﺎﻡ‬
‫ﻋﻦ ﺍﻟﻌﺮﺑﻲ ﺍﻹﺭﻫﺎﺑﻲ‪.‬‬ ‫‪)Syriana‬ﺳﻴﺮﻳﺎﻧﺎ(‪٢٠٠٥،‬‬ ‫ﺍﻟﺪﻛﺘﺎﺗﻮﺭﻳﻮﻥ‪ ،‬ﻭﺍﻟﺸﻴﻮﺥ ﻓﻴﻬﺎ ﻳﺮﺗﺪﻭﻥ ﺍﻟﻨﻈﺎﺭﺍﺕ ﺍﻟﺸﻤﺴﻴﺔ‪ ،‬ﻭﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﻻ ﺗﺨﺘﻠﻒ ﻛﺜﻴﺮﺍ‬
‫ﻭﻷﻥ ﻫﺬﺍ ﺍﻟﻬﺠﻮﻡ ﺍﻟﻔﻜﺮﻱ ﺑﺤﺎﺟﺔ ﺍﻟﻰ ﻫﺠﻮﻡ ﻣﻀﺎﺩ‪ ،‬ﻳﺒﻘﻰ ﺍﳊﻞ ﺍﻟﻮﺣﻴﺪ ﺑﻌﺪ ﺇﺩﺭﺍﻙ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‬ ‫ﺃﻗﻞﻣﺎﳝﻜﻦﻗﻮﻟﻪﺇﻥﻫﺬﺍﺍﻟﻔﻴﻠﻢﻣﻠﻲﺀﺑﻨﺠﻮﻡﻫﻮﻟﻴﻮﻭﺩ‪،‬ﻭﻋﻠﻰﺭﺃﺳﻬﻢﺍﳌﻤﺜﻞﺟﻮﺭﺝﻛﻠﻮﻧﻲﺍﻟﺬﻱﺩﻋﻢﳒﺎﺣﺎﺗﻪ‬ ‫ﻋﻦ ﺍﻟﻮﺻﻒ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻓﻼ ﻧﺸﺎﻫﺪ ﻓﻴﻠﻤﺎ ﺩﻭﻥ ﺟﻤﺎﻝ‪ ،‬ﻭﺧﻴﻮﻝ‪ ،‬ﻭﻗﺼﻮﺭ ﻣﻨﺴﻮﺧﺔ ﻣﻦ ﻗﺼﺺ ﺃﻟﻒ‬
‫ﻫﻮ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺒﺎﺩﺭﺍﺕ ﻋﺮﺑﻴﺔ ﺣﻘﻴﻘﻴﺔ ﻓﻲ ﺍﻟﺴﻴﻨﻤﺎ ﺍﻟﻌﺎﳌﻴﺔ ﺗﻮﺍﺯﻱ ﺑﻘﻮﺗﻬﺎ ﻣﺎ ﰎ ﻋﺮﺿﻪ ﺣﺘﻰ ﺍﻟﻴﻮﻡ‪.‬‬ ‫ﺍﻟﺴﻴﻨﻤﺎﺋﻴﺔﻋﺎﻡ‪١٩٩٩‬ﺑﻔﻴﻠﻢﻧﻈﺮﺇﻟﻰﺍﳊﺮﺏ ﺍﻟﻌﺮﺍﻗﻴﺔ)ﺍﻷﻭﻟﻰ(ﻧﻈﺮﺓﺳﺎﺧﺮﺓ‪ ،‬ﻫﻮﻓﻴﻠﻢ)ﺛﻼﺛﺔﻣﻠﻮﻙ(‪،‬ﺑﺪﺍﻓﻴﻪ‬ ‫ﻟﻴﻠﺔ ﻭﻟﻴﻠﺔ!‬
‫≤≤‬ ‫‪¡uC�« X%‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﻭﻳﻀﻴﻒ "ﺷــﺎﺭﻛــﺖ ﻓﻲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺸﺒﺎﺑﻴﺔ‪ ،‬ﻭﺇﺩﺍﺭﺍﺗﻨﺎ ﺗﻔﺘﻘﺪ ﻟﻠﻜﻔﺎﺀﺓ‬ ‫ﻧﺘﺪﺧﻞ ﻓﻲ ﺁﻟﻴﺔ ﺗﻨﻔﻴﺬ ﺍﳌﺸﺮﻭﻉ‪ ،‬ﺧﺎﺻﺔ ﻭﺃﻥ‬ ‫ﺃﻣﺮﻩ ﻣﻦ ﻗﺒﻞ ﺍ‪‬ﻠﺲ ﺍﻟﺘﺸﺮﻳﻌﻲ‪ ،‬ﻭﻟﻢ ﺗﺘﻢ‬ ‫ﺑﻴﺴﺎﻥ ﺟﺎﺑﺮ‬
‫ﺍﳌﺸﺎﺭﻳﻊ‪ ،‬ﻭﻛﺎﻥ ﺑﻮﺩﻱ ﻟﻮ ﺭﺃﻳﺖ ﺍﻟﻌﻠﻢ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ"‪ ،‬ﻭﻳﻌﺘﺒﺮ ﺍﻟﺸﺮﻳﻒ ﺑﺄﻥ "ﻗﻠﺔ ﺍﻟﻮﻋﻲ‬ ‫ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ ﺗﻀﻊ ﺷﺮﻭﻃﺎ ﺗﺘﻨﺎﻓﻰ ﻣﻊ‬ ‫ﺍﳌﺼﺎﺩﻗﺔ ﻋﻠﻴﻪ ﺣﺘﻰ ﺍﻵﻥ"‪ ،‬ﻫﻜﺬﺍ ﻭﺿﻊ‬ ‫ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺍﳋﻠﻴﻞ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻣﺮﻓﻮﻋﺎ ﻛﻤﺎ ﻳﺮﻓﻊ ﻋﻠﻢ ﺍﻷﱈ‬ ‫ﻫﻲ ﺍﻟﺘﻲ ﺗﺴﻴﻄﺮ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ"‪ ،‬ﻣﻀﻴﻔﺎ ﺑﺄﻥ‬ ‫ﻗﻀﻴﺘﻨﺎ‪ ،‬ﻭﺗﻌﺘﺒﺮ ﺃﻥ ﻋﻠﻴﻨﺎ ﺗﻨﻔﻴﺬﻫﺎ ﺩﻭﻥ ﺃﻱ‬ ‫ﻣﺤﻤﺪ ﺍﻟﻬﻴﻤﻮﻧﻲ؛ ﻣﺴﺆﻭﻝ ﺍﻟﺸﺒﺎﺏ ﻓﻲ‬
‫ﺍﳌﺘﺤﺪﺓ"‪.‬‬ ‫"ﺍﻟﺘﻮﺍﻛﻞ ﺍﻟﺬﻱ ﺃﻭﺟﺪﺗﻪ ﺍﳉﻬﺎﺕ ﺍﻟﺪﺍﻋﻤﺔ‪ ،‬ﻋﺒﺮ‬ ‫ﲢﻔﻆ؛ ﺣﻴﻨﻬﺎ ﻧﻜﻮﻥ ﻣﺠﺒﺮﻳﻦ ﻋﻠﻰ ﺭﻓﺾ‬ ‫ﻣﺪﻳﺮﻳﺔ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﺮﻳﺎﺿﺔ ﻳﺪﻩ ﻋﻠﻰ ﺍﻟﻮﺟﻊ‬ ‫ﻏﻴﺎﺏ ﺍﳌﺆﺳﺴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﻋﻦ ﺍﻟﺸﺒﺎﺏ‬
‫ﻭﻟﻢ ﺗﺸﺎﺭﻙ ﺁﻻﺀ ﺃﺑﻮ ﻣﻴﺰﺭ‪ ١٦ ،‬ﻋﺎﻣﺎ‪ ،‬ﻓﻲ‬ ‫ﺍﻟﺪﻋﻢ ﺍﳋﻴﺎﻟﻲ ﺍﻟﺬﻱ ﺗﻠﻘﻴﻨﺎﻩ ﻓﻲ ﺍﻵﻭﻧﺔ ﺍﻷﺧﻴﺮﺓ‪،‬‬ ‫ﺍﳌﺸﺮﻭﻉ ﺑﺮﻣﺘﻪ‪ ،‬ﻛﻤﺎ ﺣﺼﻞ ﻓﻲ ﺃﺣﺪ ﺍ‪‬ﻴﻤﺎﺕ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﺍﺳﺘﺪﺭﻙ‪" :‬ﻻ ﺑﺪ ﻣﻦ ﻭﺿﻊ‬ ‫ﻭﻋﻦ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﻨﻤﻮﻳﺔ ﻭﺍﺿﺢ ﻟﻠﺠﻤﻴﻊ؛‬
‫ﺃﻱ ﻣﺸﺮﻭﻉ ﺷﺒﺎﺑﻲ‪ ،‬ﻭﺗﻘﻮﻝ‪" :‬ﻣﻌﻈﻢ ﺍﻟﻨﺎﺱ‬ ‫ﻗﺘﻞ ﺣﺲ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻭﺭﻓﻊ ﺩﺭﺟﺔ ﺃﻧﺎﻧﻴﺔ‬ ‫ﺍﻟﺼﻴﻔﻴﺔ‪ ،‬ﺍﻟﺬﻱ ﺭﻓﺾ ﺍﳌﻤﻮﻝ ﺃﻥ ﻳﻄﻠﻖ ﻋﻠﻴﻪ‬ ‫ﻗﺎﻧﻮﻥ ﻓﻠﺴﻄﻴﻨﻲ ﻟﺮﻋﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﻫﺬﺍ‬ ‫ﻓﺄﺭﺷﻴﻒ ﻣﺪﻳﺮﻳﺔ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﺮﻳﺎﺿﺔ ﺍﳋﺎﺹ‬
‫ﻳﺘﺤﺪﺙ ﻋﻦ ﻣﺸﺎﺭﻳﻊ ﺩﻭﻥ ﺃﻱ ﺭﻗﻴﺐ‪ ،‬ﻭﻟﻴﺴﺖ‬ ‫ﺍﳌﺸﺮﻓﲔ"؛ ﻓﺎﳌﺸﺮﻭﻉ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻨﻔﺬ ﺑﺄﻟﻒ‬ ‫ﺍﺳﻢ ﺃﺣﺪ ﺷﻬﺪﺍﺀ ﺍﳋﻠﻴﻞ؛ ﻓﺄﻟﻐﻴﻨﺎ ﺍﳌﺸﺮﻭﻉ"‪.‬‬ ‫ﺍﻟﺘﺄﺧﻴﺮ ﻟﻴﺲ ﻓﻲ ﺻﺎﳊﻬﻢ"‪.‬‬ ‫ﺑﺎﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﻨﻤﻮﻳﺔ ﻗﺪﱘ‪ ،‬ﻭﻳﻌﻮﺩ ﳌﺎ ﻗﺒﻞ ﻋﺎﻡ‬
‫ﻣﻮﺛﻮﻗﺔ‪ ،‬ﻭﻫﺬﺍ ﳝﻨﻊ ﺃﻫﻠﻲ ﻣﻦ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ‬ ‫ﺩﻭﻻﺭ ﻣﺜﻼ‪ ،‬ﻛﺎﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻓﻴﻪ ﻋﻠﻰ ﺍﻟﺸﺒﺎﺏ‬ ‫ﺃﻣﺎ ﻓﻲ ﻋﺎﻡ ‪ ،٢٠٠٥‬ﻭﺑﻌﺪ ﺗﻐﻴﺮ ﺍﳊﻜﻮﻣﺔ‪،‬‬ ‫ﻭﻳﻮﺍﻓﻘﻪ ﺩﻳــﺎﺏ ﺍﻟﻬﻴﻤﻮﻧﻲ؛ ﻣﺴﺆﻭﻝ‬ ‫‪ ،٢٠٠٢‬ﻭﻣﻊ ﺑﻌﺾ ﺍﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﻲ ﻳﻨﻔﺬﻫﺎ‬
‫ﻣﺸﺎﺭﻛﺘﻲ ﻓﻲ ﺃﻱ ﻣﻨﻬﺎ"‪.‬‬ ‫ﻭﻋﻠﻰ ﺍﳌﺸﺮﻓﲔ‪ ،‬ﻭﻟﻜﻦ "ﺃﺻﺒﺤﻨﺎ ﻏﻴﺮ ﻗﺎﺩﺭﻳﻦ‬ ‫ﺍﻟﺘﻔﺖ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳌﺴﺆﻭﻟﺔ ﻋﻠﻰ ﺍﻟﺸﺒﺎﺏ ﺩﻭﻥ‬ ‫ﹼ‬ ‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﻓﻲ ﻣﺪﻳﺮﻳﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﳌﺪﻳﺮﻳﺎﺕ ﻓﻲ ﺍﳋﻠﻴﻞ؛ ﻛﻤﺪﻳﺮﻳﺔ ﺍﻟﺸﺒﺎﺏ‬
‫ﻣﺪﻳﺮﻳﺎﺕﻣﻘﻔﺮﺓ‪،‬ﻭﻣﻜﺎﺗﺐﻣﻐﻠﻘﺔ‪ ،‬ﻭﺑﺮﺍﻣﺞ‬ ‫ﻋﻠﻰ ﺗﻨﻔﻴﺬﻩ ﺑﺨﻤﺴﺔ ﺁﻻﻑ ﺩﻭﻻﺭ ﺍﻵﻥ"!‬ ‫ﻋﻠﻢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻭﻗﺎﻣﺖ ﺑﺘﻨﻔﻴﺬ‬ ‫ﻓﻲ ﺍﳋﻠﻴﻞ‪ ،‬ﺣﲔ ﻳﻘﻮﻝ‪" :‬ﺃﻱ ﻗﻮﺍﻧﲔ ﺗﻠﻚ ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺮﻳﺎﺿﺔ‪ ،‬ﻭﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺗﺼﺒﺢ‬
‫ﻏﺎﺋﺒﺔ‪ ،‬ﻭﻗﻮﺍﻧﲔ ﺑﺎﻟﻴﺔ‪ ،‬ﻭﺷﺒﺎﺏ ﺗﺎﺋﻬﻮﻥ ﺑﲔ‬ ‫ﻋﻤﻠﻬﺎ ﺩﻭﻥ ﺃﻱ ﺭﻗﻴﺐ ﺭﺳﻤﻲ‪.‬‬ ‫ﺳﺘﺆﺩﻱ ﺇﻟﻰ ﺗﻘﺪﻡ ﺷﻌﺐ‪ ،‬ﻭﺳﺘﺨﺪﻡ ﺷﺒﺎﺑﺎ‪،‬‬ ‫ﺍﳌﺆﺳﺴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﻣﺠﺮﺩ ﻣﺆﺩ ﻭﻣﻨﻔﺬ ﳌﺎ‬
‫ﺩﻭﺭﻫــﻢ ﺍﻟﺘﻨﻤﻮﻱ ﻭﺑﲔ ﺣﻜﺎﻳﺎﺕ ﺍ‪‬ﺘﻤﻊ‬ ‫‪rNðdE½ »U³AK�Ë‬‬ ‫ﻭﻳــﺮﻯ ﺍﻟﻬﻴﻤﻮﻧﻲ ﺃﻥ ﺍﻟﺪﻭﻟﺔ ﻻ ﺗﻌﻄﻲ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺍﻧﲔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﻧﺴﻴﺮ ﻋﻠﻴﻬﺎ‬ ‫ﻳﻄﺮﺣﻪ ﺍﳌﻤﻮﻝ ﻣﻦ ﺷﺮﻭﻁ ﻭﺁﻟﻴﺎﺕ ﺗﻨﻔﻴﺬ‪ ،‬ﺃﻭ‬
‫ﺣﻮﻝ ﺍﳌﻤﻮﻝ ﺍﻷﺟﻨﺒﻲ‪ ،‬ﻭﺍﻻﺧﺘﻼﻁ‪ ،‬ﻭﺍﻟﺒﺮﺍﻣﺞ‬ ‫ﻭﺗﺘﺒﺎﻳﻦ ﺁﺭﺍﺀ ﺍﻟﺸﺒﺎﺏ ﻓﻲ ﺗﻘﻴﻴﻢ ﺍﳌﺆﺳﺴﺔ‬ ‫ﺍﻟﺸﺒﺎﺏ ﺣﻘﻪ؛ ﻓﻬﻮ ﳝﺜﻞ ‪ ٪٤٠‬ﻣﻦ ﺍﻟﺸﻌﺐ‪،‬‬ ‫ﻟﻢ ﺗﺘﻘﺪﻡ ﻣﻨﺬ ﺃﻛﺜﺮ ﻣﻦ ﺳﺘﲔ ﺳﻨﺔ‪ ،‬ﺃﻱ ﻣﻨﺬ‬ ‫"ﺟﺴﺮ ﻋﺒﻮﺭ" ﺑﲔ ﺍﳌﻤﻮﻝ ﻭﺍﻟﺸﺒﺎﺏ ﻹﺿﻔﺎﺀ‬
‫ﺍﻟﺪﺧﻴﻠﺔ ﺍﻟﺘﻲ ﻻ ﺗﺨﺪﻡ ﻣﺠﺘﻤﻌﻨﺎ‪ ،‬ﻭﻛﻞ ﻣﺎ‬ ‫ﻭﻫﻲ ﺍﻟﺸﺮﻳﺤﺔ ﺍﻷﻛﺒﺮ ﻓﻲ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻳﺠﺐ ﻋﻠﻰ‬ ‫ﻭﺿﻌﻬﺎ ﺯﻣﻦ ﺍﻻﻧﺘﺪﺍﺏ ﺍﻟﺒﺮﻳﻄﺎﻧﻲ"؟‬ ‫ﺭﻭﺡ ﻓﻠﺴﻄﻴﻨﻴﺔ ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ‪.‬‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﻭﺩﻭﺭﻫﺎ‪ ،‬ﺗﻘﻮﻝ ﻧﺴﻴﻢ ﺍﻟﻜﻴﺎﻝ‪١٦ ،‬‬
‫ﺗﻼ ﻏﻴﺎﺏ ﺍﳌﺆﺳﺴﺔ ﺍﳊﻜﻮﻣﻴﺔ‪ ،‬ﻭﺳﻴﻄﺮﺓ‬ ‫ﺍ‪‬ﻠﺲ ﺍﻟﺘﺸﺮﻳﻌﻲ ﺃﻥ ﻳﻀﻐﻂ ﻋﻠﻰ ﺍﳊﻜﻮﻣﺔ‬ ‫ﻭﻳﻌﻠﻖ ﻋﺒﺪ ﺍﻟﻨﺎﺻﺮ ﺍﻟﺸﺮﻳﻒ؛ ﻣﺪﻳﺮ ﻣﻜﺘﺐ‬ ‫ﻭﻟﻬﺬﺍ ﺍﻟﻐﻴﺎﺏ ﻋﺪﺓ ﺃﺳﺒﺎﺏ‪ ،‬ﻳﻮﺿﺤﻬﺎ‬
‫ﻋﺎﻣﺎ‪" :‬ﺃﻧﺎ ﺃﻭﻣﻦ ﺑﺪﻭﺭ ﺍﳌﺆﺳﺴﺔ ﺍﳊﻜﻮﻣﻴﺔ‪،‬‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻣــﻦ ﻣﺸﺎﻛﻞ‬ ‫ﻟﺘﺨﺼﺺ ‪ ٪٤٠‬ﻣﻦ ﻣﻮﺍﺯﻧﺔ ﺍﻟﺪﻭﻟﺔ ﳋﺪﻣﺔ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺸﺒﺎﺏ ﻭﺍﻟﺮﻳﺎﺿﺔ ﻓﻲ ﺍﳋﻠﻴﻞ‪ ،‬ﻗﺎﺋﻼ‪:‬‬ ‫ﺃﺻﺤﺎﺏ ﺍﻟﻘﺮﺍﺭ ﻭﺍﳌﺸﺮﻓﻮﻥ ﻓﻲ ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﻟﻜﻦ ﺇﻥ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺔ ﻻ ﲡﺪ ﺍﻟﺪﻋﻢ‪،‬‬
‫ﺍﺟﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫ﺍﻟﺸﺒﺎﺏ"!‬ ‫"ﺍﻟﻘﺎﻧﻮﻥ ﻳﻠﺰﻡ ﺍﳌﺪﻳﺮﻳﺎﺕ ﺑﺘﻨﻔﻴﺬ ﺧﻄﻂ‬ ‫ﺍﳊﻜﻮﻣﻴﺔ ﺫﺍﺕ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳌﺒﺎﺷﺮ ﻣﻊ‬
‫ﻭﻛﻞ ﻳﻠﻘﻲ ﺍﻟﻬﻢ ﻓﻲ ﺣﺠﺮ ﺃﺧﻴﻪ ﺩﻭﻥ‬ ‫ﻓﻼ ﺑﺪ ﺃﻥ ﺗﺘﻮﻗﻒ ﺍﳌﺸﺎﺭﻳﻊ"‪.‬‬ ‫ﺍﻟﻮﺯﺍﺭﺓ‪ ،‬ﻭﺑﻌﺪ ﺍﳋﻠﻴﻞ ﻋﻦ ﻣﺮﻛﺰ ﺍﻟﻮﺯﺍﺭﺓ‪ ،‬ﻭﻣﺮﻛﺰ‬ ‫ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻣﻮﺿﺤﲔ ﺃﻥ "ﻻ ﺫﻧﺐ ﻟﻬﻢ ﲟﺎ‬
‫ﺍﻛﺘﺮﺍﺙ ﺑﺎﻟﺸﺒﺎﺏ ﻭﻭﺿﻌﻬﻢ‪ ،‬ﻭﺩﻭﻥ ﲢﺪﻳﺪ‬ ‫ﻭﻳﻘﻮﻝ ﻋﺮﻓﺎﺕ ﺟــﺮﺍﺩﺍﺕ‪ ٢٢ ،‬ﻋﺎﻣﺎ‪" :‬ﺃﻱ‬ ‫�‪…¡UHJ�« WK‬‬ ‫ﺍﻷﻧﺸﻄﺔ‪ ،‬ﻏﻴﺒﻬﺎ‪ ،‬ﺑﺤﻴﺚ ﺃﻥ ﻧﺼﻴﺒﻬﺎ ﻣﻦ‬ ‫ﻳﺠﺮﻱ"؛ ﺧﺎﺻﺔ ﻭﺃﻧﻬﻢ ﻣﺠﺮﺩ "ﺃﺩﺍﺓ ﺗﻨﻔﻴﺬ"!‬
‫ﺍﳌﺴﺆﻭﻝ ﻋﻦ ﻫﺬﺍ ﺍﻟﻮﺿﻊ‪.‬‬ ‫ﺣﻜﻮﻣﺔ ﺳﺘﺪﻋﻢ ﺍﻟﺸﺒﺎﺏ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻲ‬ ‫ﻭﺣﺘﻰ ﻋﻨﺪﻣﺎ ﺗﺘﻮﻓﺮ ﺍﻟــﻘــﺪﺭﺓ ﺍﳌﺎﺩﻳﺔ‬ ‫ﺍﳌﺸﺎﺭﻳﻊ ﺑﺴﻴﻂ ﺟﺪﺍ‪ ،‬ﻭﻣﻌﻈﻢ ﻣﺎ ﻧﻘﻮﻡ ﺑﻪ‬
‫ﻭﻧﻨﻬﻲ ﺑﺴﺆﺍﻝ ﻭﺟﻬﺘﻪ ﻧﻴﺰﻙ ﺳﻠﻄﺎﻥ‪١٦ ،‬‬ ‫ﻧﻔﺴﻬﺎ ﺗﺘﻠﻘﻰ ﺭﻭﺍﺗﺒﻬﺎ ﻣﻦ ﺻﻨﺎﺩﻳﻖ ﺍﻟﺪﻋﻢ؟!‬ ‫ﻟﻠﻤﺆﺳﺴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﻣﺸﺎﺭﻳﻊ‬ ‫ﺍﺟﺘﻬﺎﺩﺍﺕ ﺷﺨﺼﻴﺔ"‪.‬‬ ‫«�‪WO�U³�« 5½«uI‬‬
‫ﻋﺎﻣﺎ‪" :‬ﻫﻞ ﻳﻬﻢ ﻭﺿﻊ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‬ ‫ﻭﺇﻥ ﺗﻮﻓﺮﺕ ﺍﳌﺸﺎﺭﻳﻊ ﻓﻠﻦ ﺗﻔﻲ ﺑﺎﻟﻐﺮﺽ"‪.‬‬ ‫ﺗﻨﻤﻮﻳﺔ‪ ،‬ﺗﻈﻬﺮ ﻣﺸﻜﻠﺔ ﺃﺧﺮﻯ‪ ،‬ﻳﻘﻮﻝ ﺩﻳﺎﺏ‬ ‫”ﻗﺎﻧﻮﻥ ﺭﻋﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ ﻟﻴﺲ ﺳﻮﻯ ﻗﺮﺑﺔ‬
‫ﺃﻣﺮﻳﻜﺎ ﻭﺍﻻﲢــﺎﺩ ﺍﻷﻭﺭﻭﺑــﻲ ﺃﻛﺜﺮ ﳑﺎ ﻳﻬﻢ‬ ‫ﺃﻣﺎ ﻣﺮﻭﺍﻥ ﺍﻟﺪﺭﺍﻭﻳﺶ‪ ٢٠ ،‬ﻋﺎﻣﺎ‪ ،‬ﻓﻴﺤﻤﻞ‬ ‫ﺍﻟﻬﻴﻤﻮﻧﻲ‪" :‬ﻟﻨﺘﻄﻮﺭ؛ ﻧﺤﻦ ﺑﺤﺎﺟﺔ ﺇﻟﻰ ﺇﺩﺍﺭﺓ‬ ‫{‪°W�uJ(« dOGð l� rŽb�« nF‬‬ ‫ﻣﻠﻴﺌﺔ ﺑﺎﳌﺎﺀ ﺗﺨﺾ ﻓﻲ ﻣﻜﺎﻧﻬﺎ ﻣﻨﺬ ﻋﺎﻡ‬
‫ﺍﳌﺆﺳﺴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ"؟!!!‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﺸﺒﺎﺏ‪،‬‬ ‫ﺫﺍﺕ ﻛﻔﺎﺀﺓ ﻭﻗــﺪﺭﺓ ﻋﺎﻟﻴﺘﲔ ﻟﻠﻌﻤﻞ ﻋﻠﻰ‬ ‫ﻳﻘﻮﻝ ﻣﺤﻤﺪ ﺍﻟﻬﻴﻤﻮﻧﻲ‪" :‬ﻻ ﳝﻜﻨﻨﺎ ﺃﻥ‬ ‫‪ ٢٠٠٢‬ﻓﻲ ﻣﺤﺎﻭﻟﺔ ﻟﺪﺭﺍﺳﺘﻪ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻓﻲ‬
‫اﻟﻔﺘﺎة ﻟﻠﺨﺎرج‬
‫را‬‫و‬‫ﺮ‬ ‫ﺿ‬‫و‬ ‫ﻞ‬ ‫ﻫ‬‫ﻷ‬ ‫ا‬ ‫ﺾ‬ ‫ﻓ‬‫ر‬ ‫ﻦ‬ ‫ﻴ‬ ‫ﺑ‬
‫ت اﻟﺤﻴﺎة‬
‫ﻭﻳﻘﻮﻝ‪" :‬ﻧﺤﻦ ﻻ ﻧﻘﺒﻞ ﺃﻥ ﺗﺘﺄﺧﺮ ﺍﻟﺒﻨﺎﺕ ﺧﺎﺭﺝ‬ ‫ﺑﻌﺾ ﺍﻟﻘﻴﻮﺩ "ﻧﺘﻴﺠﺔ ﺍﳋﻮﻑ ﻋﻠﻴﻬﻢ"‪.‬‬ ‫ﺗﻘﺮﻳﺮ‪ :‬ﺣﻤﺰﺓ ﻛﻤﺎﻝ ﻭﺃﺣﻤﺪ ﻛﻠﺒﻮﻧﺔ‬
‫ﺍﻟﺒﻴﺖ‪ ،‬ﻓﻜﻴﻒ ﻟﻨﺎ ﺃﻥ ﻧﺴﻤﺢ ﻟﻬﻦ ﺑﺎﻟﺴﻔﺮ ﺇﻟﻰ‬ ‫ﻭﺍﻛﺘﻔﺖ ﺟﺒﺮﻳﻞ ﺑﺎﻟﺴﻜﻮﺕ ﻭﻫﺰﺕ ﺭﺃﺳﻬﺎ‪،‬‬ ‫ﻣﺮﺍﺳﻼ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﻧﺎﺑﻠﺲ‬
‫ﺍﳋﺎﺭﺝ؟ ﻫﺬﺍ ﻏﻴﺮ ﺻﺤﻲ‪ ،‬ﻭﻻ ﺃﻋﺮﻑ ﻛﻴﻒ ﻳﻘﺒﻞ‬ ‫ﻋﻨﺪﻣﺎ ﺳﺄﻟﺖ ﻋﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺳﻤﺎﺣﻬﺎ ﻻﺑﻨﺘﻬﺎ‬
‫ﺍﻷﻫﻞ ﺫﻟﻚ"!‬ ‫ﺑﺎﻟﺴﻔﺮ ﻟﻠﺨﺎﺭﺝ ﻟﻠﺪﺭﺍﺳﺔ ﺃﻭ ﲤﺜﻴﻞ ﻓﻠﺴﻄﲔ ﻓﻲ‬ ‫ﳌــﺎﺫﺍ ﻳﺴﻤﺢ ﻟﻠﺸﺎﺏ ﺑﺎﻟﺴﻔﺮ ﺇﻟﻰ ﺍﳋﺎﺭﺝ‬
‫ﻭﺗﺆﻛﺪ ﻋﻠﻴﺎ ﺍﻟﺸﻌﺎﺭ؛ ﻣﺴﺘﺸﺎﺭﺓ ﻓﻲ ﺑﺮﺍﻣﺞ‬ ‫ﺃﻱ ﺣﻘﻞ ﻣﻦ ﺍﳊﻘﻮﻝ!‬ ‫ﻟﻠﺪﺭﺍﺳﺔ ﺑﻴﻨﻤﺎ ﲤﻨﻊ ﺍﻟﻔﺘﺎﺓ؟ ﻫﻞ ﲢﻮﻝ ﺧﻮﻑ ﺍﻷﻫﻞ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺸﺒﺎﺏ ﺑﻨﺎﺑﻠﺲ‪ ،‬ﻋﻠﻰ ﺃﻥ "ﻗﺒﻮﻝ ﻭﺭﻓﺾ‬ ‫ﻭﻻ ﳝﺎﻧﻊ ﻋﺎﻣﺮ ﺍﻟﻨﺎﺻﺮ‪ ٥٢ ،‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﻧﺎﺑﻠﺲ ﺳﻔﺮ‬ ‫ﻋﻠﻰ ﺍﻟﻔﺘﺎﺓ ﺇﻟﻰ ﺍﳌﻨﻊ؟ ﻭﻫﻞ ﻳﺨﺘﻠﻒ ﺧﻮﻑ ﺍﻷﻫﻞ‬
‫ﺳﻔﺮ ﺍﻷﺑﻨﺎﺀ ﺇﻟﻰ ﺍﳋﺎﺭﺝ ﻳﻌﺘﻤﺪ ﻓﻲ ﺍﻷﺳﺎﺱ ﻋﻠﻰ‬ ‫ﺍﺑﻨﺘﻪ ﺇﻟﻰ ﺍﳋﺎﺭﺝ‪ ،‬ﻟﻜﻨﻪ ﻳﻘﻮﻝ‪" :‬ﺃﺳﻤﺢ ﻻﺑﻨﺘﻲ‬ ‫ﻋﻠﻰ ﺃﺑﻨﺎﺋﻬﻢ ﻣﻊ ﺍﺧﺘﻼﻑ ﺍﳉﻨﺲ؟‬
‫ﻛﻴﻔﻴﺔ ﺗﺮﺑﻴﺔ ﺍﻵﺑﺎﺀ ﻷﺑﻨﺎﺋﻬﻢ‪ ،‬ﻭﻣﺪﻯ ﺍﻟﺜﻘﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ‬ ‫ﺑﺎﻟﺴﻔﺮ ﺇﻟﻰ ﺍﳋﺎﺭﺝ‪ ،‬ﺑﺸﺮﻁ ﺃﻥ ﲤﺜﻞ ﻓﻠﺴﻄﲔ‪ ،‬ﺛﻢ‬ ‫ﺃﺳﺌﻠﺔ ﻋﺪﻳﺪﺓ ﺗﺪﻭﺭ ﻓﻲ ﺗﻔﻜﻴﺮ ﺍﻟﻔﺘﺎﺓ ﺍﶈﺮﻭﻣﺔ‬
‫ﺑﲔ ﺃﻓﺮﺍﺩ ﺍﻟﻌﺎﺋﻠﺔ"‪ .‬ﻋﻠﻤﺎ ﺑﺄﻥ ﺍ‪‬ﺘﻤﻊ ﻳﺴﺎﻣﺢ ﺍﻟﺬﻛﺮ ﺇﻥ‬ ‫ﺗﻌﻮﺩ ﺇﻟﻰ ﺍﻟﻮﻃﻦ‪ ،‬ﻭﺍﻻﻃﻼﻉ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﻭﺍﻟﻄﻤﻮﺣﺔ ﺇﻟﻰ ﺍﻟﺪﺭﺍﺳﺔ ﺧﺎﺭﺝ ﻓﻠﺴﻄﲔ‪ ،‬ﻭﻓﻲ‬
‫ﺃﺧﻄﺄ ﻓﻲ ﺗﺼﺮﻓﺎﺗﻪ‪ ،‬ﻭﻻ ﻳﻐﻔﺮ ﻟﻸﻧﺜﻰ‪ ،‬ﺑﻞ ﻭﻻ ﳝﻨﺤﻬﺎ‬ ‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﺰﻳﺎﺭﺓ"‪.‬‬ ‫ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ ﺑﺴﺒﺐ ﻋﺪﻡ ﺗﻮﻓﺮ ﺍﻟﺘﺨﺼﺺ ﺍﻟﺬﻱ‬
‫ﺍ‪‬ﺎﻝ ﻟﻠﺘﺠﺮﺑﺔ؛ "ﻷﻥ ﻫﺎﺟﺲ ﺍﻟـ"ﻋﻴﺐ"‪ ،‬ﻻ ﻳﻔﺎﺭﻗﻬﺎ"‪.‬‬ ‫ﻭﻳﻌﺘﻘﺪ ﺍﻟﻨﺎﺻﺮ ﺑﺄﻥ ﺍﻟﻔﺘﺎﺓ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺗﺮﻏﺒﻪ ﻓﻲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﶈﻠﻴﺔ‪.‬‬
‫ﻭﺗﺸﻴﺮ ﺍﻟﺸﻌﺎﺭ ﺇﻟﻰ ﺃﻧﻬﺎ ﺳﻤﺤﺖ ﻻﺑﻨﺘﻬﺎ‬ ‫ﲤﺜﻞ ﻓﻠﺴﻄﲔ ﻓﻲ ﺍﳋﺎﺭﺝ ﳝﻜﻨﻬﺎ ﺃﻥ ﺗﺘﺮﻙ ﺗﺄﺛﻴﺮﺍ ﻋﻠﻰ‬ ‫ﻳﺮﻓﺾ ﺍﳌﻮﺍﻃﻦ ﻣﻌﺘﺰ ﺍﻟﺒﻨﺄ؛ ﻣﻦ ﻧﺎﺑﻠﺲ‪ ،‬ﺳﻔﺮ‬
‫ﺑﺎﻟﺴﻔﺮ ﺇﻟﻰ ﺃﻣﺮﻳﻜﺎ ﻣﻦ ﺃﺟﻞ ﺍﺳﺘﻜﻤﺎﻝ ﺗﻌﻠﻴﻤﻬﺎ‬ ‫ﺩﻭﻝ ﺍﻟﻐﺮﺏ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺸﺎﺏ؛ "ﻷﻥ ﻫﺬﻩ ﺍﻟﺪﻭﻝ ﻋﺎﺩﺓ‬ ‫ﺍﺑﻨﺘﻪ ﺇﻟﻰ ﺍﳋﺎﺭﺝ‪ ،‬ﺣﺘﻰ ﻭﺇﻥ ﻛﺎﻥ ﺫﻟﻚ ﲢﺖ ﺇﺷﺮﺍﻑ‬
‫ﳌﺪﺓ ﻋﺎﻡ ﻛﺎﻣﻞ‪ .‬ﻋﻠﻤﺎ ﺑﺄﻧﻬﺎ ﻛﺎﻧﺖ ﻓﻲ ﺍﻟﺼﻒ‬ ‫ﻣﺎ ﺗﻄﺎﻟﺐ ﺑﺘﺤﺴﲔ ﻭﺿﻊ ﺍﳌﺮﺃﺓ ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻣﺆﺳﺴﺔ ﺃﻫﻠﻴﺔ ﺃﻭ ﺗﻌﻠﻴﻤﻴﺔ؛ ﻛﻮﻧﻪ "ﻳﺨﺎﻑ ﻋﻠﻴﻬﺎ‬
‫ﺍﻟﻌﺎﺷﺮ ﺣﻴﻨﻬﺎ‪.‬‬ ‫ﻭﺑﺎﻟﺘﺎﻟﻲ ﺑﺈﻣﻜﺎﻧﻬﺎ ﻧﻘﻞ ﺻﻮﺭﺓ ﺇﻳﺠﺎﺑﻴﺔ ﻋﻦ ﻭﻃﻨﻬﺎ"‪.‬‬ ‫ﻓﻲ ﺑﻼﺩ ﺍﻟﻐﺮﺑﺔ"! ﻭﻳﻌﺘﻘﺪ ﺑﺄﻧﻪ ﻳﻔﻌﻞ ﺫﻟﻚ "ﻣﻦ‬
‫ﻭﺗﻘﻮﻝ‪" :‬ﺑﻌﺪ ﺃﻥ ﺗﺄﻛﺪﺕ ﺃﻥ ﺍﺑﻨﺘﻲ ﻟﺪﻳﻬﺎ ﺍﻟﻘﺪﺭﺓ‬ ‫ﻭﻟﻠﺸﺒﺎﺏ ﺳﻮﺍﺀ ﺃﻛﺎﻧﻮﺍ ﺫﻛﻮﺭﺍ ﺃﻡ ﺇﻧﺎﺛﺎ‪ ،‬ﺣﻘﻮﻕ‬ ‫ﺃﺟﻞ ﺣﻤﺎﻳﺘﻬﺎ ﻣﻦ ﺍﻟﻀﻴﺎﻉ"!‬
‫ﻋﻠﻰ ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻭﻫﻲ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻴﺶ‬ ‫ﻭﻭﺍﺟﺒﺎﺕ ﻳﺠﺐ ﻣﺮﺍﻋﺎﺗﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻷﺳﺮﺓ ﻟﺘﺤﻘﻴﻖ‬ ‫ﻭﻳﻌﻠﻞ ﺍﻟﺒﻨﺄ ﺭﻓﻀﻪ ﺍﻟﺴﻔﺮ ﺇﻟﻰ ﺃﻥ "ﺍ‪‬ﺘﻤﻊ ﻻ‬
‫ﻫﻨﺎﻙ ﻭﺍﻟﻌﻮﺩﺓ ﺑﺴﻼﻡ‪ ،‬ﻗﺮﺭﺕ ﺃﻥ ﺃﺭﺳﻠﻬﺎ"‪ .‬ﻭﻣﺜﻞ‬ ‫ﺣﻴﺎﺓ ﺳﻌﻴﺪﺓ ﻭﻣﻨﺴﺠﻤﺔ‪ .‬ﻏﻴﺮ ﺃﻥ ﺍﻟﺬﻛﻮﺭ ﻋﺎﺩﺓ‬ ‫ﻳﺮﺣﻢ ﺍﻟﻔﺘﺎﺓ ﺍﻟﺘﻲ ﺗﺴﺎﻓﺮ ﺇﻟﻰ ﺍﳋﺎﺭﺝ؛ ﺧﺎﺻﺔ ﺇﺫﺍ‬
‫ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﻣﻔﻴﺪﺓ ﻟﻠﻔﺘﺎﺓ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪﻳﻦ‬ ‫ﻳﻨﺠﺮﻭﻥ ﻭﺭﺍﺀ ﺣﺮﻳﺘﻬﻢ‪ ،‬ﻭﻳﺤﻄﻤﻮﻥ ﺟﻤﻴﻊ ﺍﻟﻘﻴﻮﺩ‬ ‫ﻛﺎﻧﺖ ﺳﺘﺴﺎﻓﺮ ﳌﺪﺓ ﻃﻮﻳﻠﺔ‪ ،‬ﻭﻳﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻧﻈﺮﺓ‬
‫ﺍﻟﺸﺨﺼﻲ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬ ‫ﺍﻟﺘﻲ ﻓﺮﺿﻬﺎ ﺭﺏ ﺍﻷﺳﺮﺓ ﻭﻣﺠﺘﻤﻌﻬﻢ ﻋﻠﻴﻬﻢ‪ .‬ﻭﻓﻲ‬ ‫ﺳﻠﺒﻴﺔ ﺗﺨﺘﻠﻒ ﻋﻦ ﻧﻈﺮﺗﻪ ﻟﻠﺸﺎﺏ‪ ،‬ﺍﻟﺬﻱ ﻳﻨﻈﺮ‬
‫ﺍﻹﺟﺎﺑﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﺧﺘﻼﻑ ﺍﻟﻌﺎﺩﺍﺕ‬ ‫ﺫﺍﺕ ﺍﻟﻮﻗﺖ‪ ،‬ﲢﺎﻭﻝ ﺍﻹﻧﺎﺙ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺣﺮﻳﺘﻬﻦ‬ ‫ﺇﻟﻴﻪ ﻋﻠﻰ ﺃﻧﻪ ﻳﺴﺎﻓﺮ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﻠﻢ ﻭﲢﻘﻴﻖ‬
‫ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﻟﻜﻞ ﻣﻨﻄﻘﺔ‪ ،‬ﻭﻣﺪﻯ ﻗﺒﻮﻟﻬﺎ ﺃﻭ ﺭﻓﻀﻬﺎ‬ ‫ﺿﻤﻦ ﻧﻄﺎﻕ ﺍﻷﺳﺮﺓ‪ ،‬ﻏﻴﺮ ﺃﻧﻬﺎ ﺗﺼﻄﺪﻡ ﺑﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺍﳋﺎﺭﺝ"‪.‬‬
‫ﻟﺴﻔﺮ ﺍﻟﻔﺘﺎﺓ ﻟﻠﺨﺎﺭﺝ‪ .‬ﻭﲟﺎ ﺃﻥ ﺍﳊﺪﻳﺚ ﻫﻨﺎ ﻳﺪﻭﺭ ﻋﻦ‬ ‫"ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ‪ ،‬ﻭﺍ‪‬ﺘﻤﻊ ﻻ ﻳﺮﺣﻢ"!‬ ‫ﻭﻟﻜﻦ ﻛﻮﻛﺐ ﺟﺒﺮﻳﻞ‪٣٢ ،‬ﻋﺎﻣﺎ‪ ،‬ﻻ ﲤﺎﻧﻊ ﻓﻲ ﺳﻔﺮ‬
‫ﺍﻟﺴﻔﺮ ﺑﻘﺼﺪ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﻮﺍﺟﺐ ﻋﻠﻰ‬ ‫ﻭﺗﻮﺣﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﲢﺪﺙ ﺑﻬﺎ ﻋﺰﺍﻡ ﺣﻤﻮﺩﺓ‪،‬‬ ‫ﺃﺑﻨﺎﺋﻬﺎ ﻟﻠﺨﺎﺭﺝ‪ ،‬ﻭﻻ ﲤﻴﺰ ﺑﻴﻨﻬﻢ ﻓﻲ ﺍﻟﺘﻌﺎﻣﻞ‪،‬‬
‫ﺍﳉﻤﻴﻊ ﺃﻥ ﻳﻜﺴﺮ ﻫﺬﺍ ﺍﳊﺎﺟﺰ‪ ،‬ﻭﻳﺘﺠﺎﻭﺯﻩ ﻣﻦ ﺧﻼﻝ‬ ‫‪ ٥٢‬ﻋﺎﻣﺎ‪ ،‬ﺑﺄﻧﻪ ﻣﻦ ﺍﳌﺴﺘﺤﻴﻞ ﺃﻥ ﻳﺘﻘﺒﻞ ﻓﻜﺮﺓ ﺳﻔﺮ‬ ‫ﻣﻬﻤﺎ ﻛﺎﻥ ﻃﺒﻴﻌﺔ ﺍﻟﺴﻔﺮ؛ "ﺳﻮﺍﺀ ﻟﻠﺪﺭﺍﺳﺔ ﺃﻭ‬
‫ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﺟﻤﻠﺔ ﺍﶈﺪﺩﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ‬ ‫ﺍﺑﻨﺘﻪ ﺧﺎﺭﺝ ﻓﻠﺴﻄﲔ ﻣﻬﻤﺎ ﻛﺎﻧﺖ ﺍﻷﺳﺒﺎﺏ‪ ،‬ﻭﻳﻘﻮﻝ‪:‬‬ ‫ﺍﻟﺘﺮﻓﻴﻪ"؛ ﻓﻬﻲ ﺗﺜﻖ ﻓﻲ ﺗﺮﺑﻴﺔ ﺃﺑﻨﺎﺋﻬﺎ‪ ،‬ﻭﻟﺬﻟﻚ‬
‫ﺗﻌﻄﻲ ﺍﻟﻔﺘﺎﺓ ﺣﻘﻬﺎ ﻓﻲ ﺍﻟﺘﻌﻠﻴﻢ؛ ﺃﺳﻮﺓ ﺑﺎﻟﺸﺎﺏ!‬ ‫"ﻟﻢ ﻳﺒﻖ ﻋﻠﻴﻨﺎ ﺇﻻ ﺃﻥ ﻧﺴﻤﺢ ﻟﻠﺒﻨﺖ ﺑﺎﻟﺴﻔﺮ"!‬ ‫ﺗﻌﻄﻴﻬﻢ ﻣﺴﺎﺣﺔ ﻣﻦ ﺍﳊﺮﻳﺔ ﻟﻠﺘﺼﺮﻑ ﻣﻊ ﻭﺟﻮﺩ‬
‫≥≤‬ ‫�‪WA�d‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫≈‪pEŠ ·dŽ‬‬ ‫«�‪… Ÿ ◊ « ‚ Â ‰ « ULKJ‬‬

‫ﺣﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ ﺭﺗﺐ ﺍﻷﺣﺮﻑ ﺣﺴﺐ ﺍﻷﻟﻮﺍﻥ ﻓﻲ ﺃﺳﻔﻞ ﺍﻟﺼﻔﺤﺔ ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺍﺳﻢ ﺻﻨﻢ ﻛﺎﻥ ﻳﻌﺒﺪ ﻓﻲ ﺍﳉﺎﻫﻠﻴﺔ‬
‫«*‪∫Ê«eO‬‬ ‫«(‪∫qL‬‬
‫ﻫﺎ ﺃﻧﺖ ﺃﻣﺎﻡ ﻣﻔﺘﺮﻕ ﻃﺮﻕ‪ ،‬ﻓﺘﻠﻮﺡ ﻓﻲ ﺍﻷﻓﻖ ﺃﻋﻤﺎﻝ ﻛﺜﻴﺮﺓ ﻭﺗﺮﺍﻛﻤﺎﺕ ﻭﺗﻌﺐ‬
‫ﻭﺇﺭﻫﺎﻕ‪ ،‬ﳑﺎ ﻳﺴﺘﺪﻋﻲ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺘﺤﻀﻴﺮ ﻭﺍﻟﺒﺮﻣﺠﺔ ﻭﺍﻟﺘﺮﺗﻴﺐ ﻭﺍﺳﺘﺒﺎﻕ‬ ‫ﻋﻠﻴﻚ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺼﺤﺘﻚ‪ ،‬ﻭﻋﺪﻡ ﺍﳌﺒﺎﻟﻐﺔ ﻓﻲ ﺗﻮﻇﻴﻒ ﻃﺎﻗﺎﺗﻚ‪ ،‬ﻭﻣﻦ‬
‫ﺍﻷﻣﻮﺭ ﻭﻭﺿﻊ ﺍﻟﺒﺪﺍﺋﻞ ﻭﺍﻟﺘﻔﻜﻴﺮ ﺑﺤﻠﻮﻝ‪ ،‬ﻓﻲ ﺣﺎﻝ ﻟﻢ ﺗﺴﺮ ﺍﻷﻣﻮﺭ ﻛﻤﺎ ﻛﻨﺖ‬ ‫ﺍﻷﻓﻀﻞ ﺍﻟﺘﺼﺮﻑ ﺑﻠﻴﻮﻧﺔ ﻭﺣﻜﻤﺔ ﻭﺗﺮﻭ‪ .‬ﻗﺪ ﲢﺘﺎﺝ ﺇﻟﻰ ﻛﺒﺖ ﻣﺸﺎﻋﺮﻙ‬
‫ﺗﺸﺘﻬﻲ‪ .‬ﺗﺴﻴﺮ ﻣﻨﻔﺮﺩﺍ ﻧﺤﻮ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻣﺘﻜﻼﹰ ﻋﻠﻰ ﺫﺍﺗﻚ‪ .‬ﻭﻳﺮﻳﺤﻚ ﺃﻥ‬ ‫ﻭﺇﺧﻔﺎﺀ ﺁﺭﺍﺋﻚ ﺍﳊﻘﻴﻘﻴﺔ ﻭﻣﺴﺎﻳﺮﺓ ﺑﻌﺾ ﺍﳋﺼﻮﻡ؛ ﲡﻨﺒﺎ ﳌﻮﺍﺟﻬﺎﺕ ﻟﻴﺴﺖ‬
‫ﺗﻌﻤﻞ ﻓﻲ ﻣﺠﺎﻝ ﻳﺠﻤﻌﻚ ﺑﺎﻟﻨﺎﺱ ﻭﺍﳊﻀﻮﺭ ﻭﺍﳉﻤﻬﻮﺭ‪ ،‬ﺃﻭ ﻓﻲ ﺑﻌﺾ ﺍﳌﻴﺎﺩﻳﻦ‬ ‫ﻣﻦ ﻣﺼﻠﺤﺘﻚ‪ .‬ﺍﻷﻭﺿﺎﻉ ﺍﳌﺎﻟﻴﺔ ﻣﺴﺘﻘﺮﺓ ﺭﻏﻢ ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ‪ .‬ﻭﺗﺘﻮﻓﺮ‬
‫ﺍﻟﺘﻘﻨﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﺗﻌﻴﺶ ﺍﻧﻔﻌﺎﻻﺕ ﺧﺎﺻﺔ ﻭﻋﻼﻗﺔ ﻏﻴﺮ ﻣﺴﺘﻘﺮﺓ‪ ،‬ﺛﻢ ﺗﻨﺘﻘﻞ‬ ‫ﻇﺮﻭﻑ ﺟﻴﺪﺓ ﻟﻠﻌﺎﺯﻳﲔ ﻭﺗﺘﻮﻓﺮ ﻟﻬﻢ ﺃﻭﻗﺎﺕ ﻣﻦ ﺍﻟﺮﻭﻣﺎﻧﺴﻴﺔ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﻓﺮﺹ‬
‫ﺇﻟﻰ ﻣﻮﻗﻊ ﺁﺧﺮ ﻗﺪ ﻳﺤﻤﻞ ﺍﻟﻌﺘﺐ ﻭﺍﻟﻐﻀﺐ ﻭﺍﳌﻮﺍﺟﻬﺎﺕ ﺃﻭ ﺍﻟﺒﺮﻭﺩﺓ ﻭﺍﳉﻔﺎﺀ‪.‬‬ ‫ﺍﻻﺭﺗﺒﺎﻁ‪ ،‬ﻭﻳﻬﻨﺄﻭﻥ ﻣﻊ ﺍﳊﺒﻴﺐ‪.‬‬
‫«�‪∫»dIF‬‬ ‫«�¦‪∫—u‬‬
‫ﺗﻘﻄﻒ ﺍﻵﻥ ﺛﻤﺎﺭ ﺃﻋﻤﺎﻟﻚ ﻭﲢﺼﻞ ﻋﻠﻰ ﻣﺎ ﺗﺴﺘﺤﻖ‪ ،‬ﻓﻴﺤﺎﻟﻒ ﺍﳊﻆ ﺍﻟﺸﺆﻭﻥ‬
‫ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﺗﻌﻤﻞ ﺟﺎﻫﺪﺍ ﻹﳒﺎﺡ ﺃﻋﻤﺎﻟﻚ ﻭﻣﺨﻄﻄﺎﺗﻚ‪ .‬ﺗﻜﻮﻥ ﺍﻟﻔﺘﺮﺓ ﺟﻴﺪﺓ ﻟﻠﺴﻔﺮ‬
‫ﻭﺍﻟﺒﺪﺀ ﺑﺪﺭﺍﺳﺔ ﺃﻭ ﺑﺪﻭﺭﺓ ﺗﺪﺭﻳﺒﻴﺔ‪ ،‬ﺃﻭ ﻟﻠﻘﻴﺎﻡ ﺑﺄﺑﺤﺎﺙ ﻭﺩﺭﺍﺳﺎﺕ ﻭﲢﻘﻴﻘﺎﺕ‪ .‬ﻭﺗﺪﺭﻙ‬ ‫ﺗﻮﻗﻊ ﺗﺮﻗﻴﺔ ﺃﻭ ﻣﻔﺎﺟﺄﺓ ﺳﺎﺭﺓ‪ ،‬ﻓﺘﺮﺓ ﻣﻨﺎﺳﺒﺔ ﺟﺪﺍ ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﳌﺎﻟﻴﺔ‬
‫ﺃﻥ ﺟﻬﻮﺩﻙ ﻟﻢ ﺗﺬﻫﺐ ﺳﺪﻯ‪ ،‬ﻭﺃﻥ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﻟﻮ ﺗﺄﺧﺮﺕ‪ ،‬ﻻ ﺑﺪ ﺃﻧﻬﺎ ﺁﺗﻴﺔ ﻟﺘﻜﺎﻓﺊ ﻣﻦ‬ ‫ﻭﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﻟﻠﻤﻔﺎﻭﺿﺎﺕ‪ .‬ﺗﺘﻀﺎﻋﻒ ﺍﻟﻨﺸﺎﻃﺎﺕ ﻓﺘﺘﻠﻘﻰ ﻋﺮﻭﺿﺎ ﺟﻴﺪﺓ‬
‫ﻳﺴﺘﺤﻖ ﺍﳌﻜﺎﻓﺄﺓ‪ .‬ﺗﺘﺤﺴﻦ ﺍﻟﺸﺆﻭﻥ ﺍﳌﺎﻟﻴﺔ ﺑﺸﻜﻞ ﻣﻠﻔﺖ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﺬﻩ ﺑﺪﺍﻳﺔ‬ ‫ﻭﻣﺘﻨﻮﻋﺔ‪ .‬ﺗﺸﻌﺮ‪ ،‬ﻋﺰﻳﺰﻱ ﺍﻟﺜﻮﺭ‪ ،‬ﺑﺄﻧﻚ ﺍﻧﻄﻠﻘﺖ ﻣﻦ ﺟﺪﻳﺪ‪ .‬ﻳﺒﺪﻭ ﻫﺬﺍ ﺍﻟﺸﻬﺮ‬
‫ﻷﺷﻬﺮ ﻭﺍﻋﺪﺓ‪ .‬ﺇﺫﺍ ﻛﻨﺖ ﻭﺣﻴﺪﺍ ﻓﻘﺪ ﺗﻌﻘﺪ ﺻﺪﺍﻗﺔ ﳑﻴﺰﺓ ﲡﻌﻠﻚ ﺗﺸﻌﺮ ﺑﺎﻷﻣﺎﻥ‪ ،‬ﺛﻢ‬ ‫ﺍﺳﺘﺜﻨﺎﺋﻴﺎ ﻟﻜﻞ ﻣﻮﺍﻟﻴﺪ ﺍﻟﺜﻮﺭ‪ ،‬ﻭﻗﺪ ﲡﺪ ﺍﻟﻄﺮﻳﻖ ﺃﻣﺎﻣﻚ ﺳﺎﻟﻜﺔ ﻟﻠﻘﻴﺎﻡ‬
‫ﺗﺘﻄﻮﺭ ﺇﻟﻰ ﺍﺭﺗﺒﺎﻁ ﺃﻭ ﺭﲟﺎ ﺯﻭﺍﺝ‪ .‬ﺭﲟﺎ ﻣﻊ ﺷﺨﺺ ﺟﺪﻳﺪ ﻟﻢ ﻳﻜﻦ ﻓﻲ ﺣﻴﺎﺗﻜﻢ ﻓﻲ‬ ‫ﺑﺎﺗﺼﺎﻻﺕ ﻣﻬﻤﺔ ﺗﻌﻠﻖ ﻋﻠﻴﻬﺎ ﺁﻣﺎﻻ‪ .‬ﻭﺗﺒﺪﻭ ﺍﻟﻌﻮﺍﻃﻒ ﺟﻴﺎﺷﺔ ﻭﺍﳊﺐ ﻭﺍﻋﺪﺍ‪،‬‬
‫ﺑﺪﺍﻳﺔ ﺍﻟﺴﻨﺔ‪ ،‬ﻭﻣﻨﻜﻢ ﻣﻦ ﻳﻔﺮﺡ ﺑﻮﻻﺩﺓ ﺃﻭ ﺑﺨﺒﺮ ﺳﻌﻴﺪ ﻳﺘﻌﻠﻖ ﺑﺎﻷﻭﻻﺩ‪.‬‬ ‫ﻓﺘﺒﻨﻲ ﻣﻨﺬ ﺍﻵﻥ ﻋﻼﻗﺎﺗﻚ ﻋﻠﻰ ﺃﺳﺲ ﺛﺎﺑﺘﺔ‪ ،‬ﻭﻳﻐﻤﺮﻙ ﺍﳊﺐ ﺑﺈﺷﻌﺎﻋﺎﺗﻪ‪.‬‬
‫«�‪∫”uI‬‬ ‫«'‪∫¡«“u‬‬ ‫ﺇﻋﺪﺍﺩ‪ :‬ﻋﻼﺀ ﺻﻴﺎﻡ‬

‫ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺭﺍﻡ ﺍﷲ‬
‫ﺗﺘﺴﻠﺢ ﺑﺎﻟﺼﺒﺮ ﻭﺍﻹﳝﺎﻥ ﻭﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﳌﻮﺍﺟﻬﺔ ﺑﻌﺾ ﺍﳌﺴﺘﺠﺪﺍﺕ‬
‫ﻗﺪ ﺗﺸﻜﻮ ﻣﻦ ﺑﻌﺾ ﺍﻟﻨﺎﻓﺬﻳﻦ ﺃﻭ ﺍﳌﺴﺆﻭﻟﲔ‪ ،‬ﺗﺘﺮﺗﺐ ﻋﻠﻴﻚ ﻣﺴﺆﻭﻟﻴﺎﺕ‬ ‫ﻭﺍﻟﺬﺑﺬﺑﺎﺕ ﺍﻟﺼﻐﻴﺮﺓ ﺍﻵﺗﻴﺔ ﻣﻦ ﻫﻨﺎ ﻭﻫﻨﺎﻙ‪ .‬ﻻ ﺷﻚ ﺑﺄﻥ ﻗﺪﺭﺗﻚ ﻋﻠﻰ ﺗﻘﺪﱘ‬ ‫ﺃﻓﻘﻲ‬ ‫ﺭﺃﺳﻲ‬
‫ﻳﺼﻌﺐ ﺇﳒﺎﺯﻫﺎ‪ ،‬ﻓﺘﺠﺪ ﻧﻔﺴﻚ ﻣﺮﺗﺒﻜﺎ ﺃﻣﺎﻡ ﺑﻌﺾ ﺍﻻﺳﺘﺤﻘﺎﻗﺎﺕ ﺃﻭ‬ ‫‪ .١‬ﻋﺎﺻﻤﺔ ﺍﻟﺼﻮﻣﺎﻝ – ﻧﻮﻉ ﻣﻦ ﺍﻟﻔﻮﺍﻛﻪ‪.‬‬ ‫‪ .١‬ﻋﺎﺻﻤﺔ ﺩﻭﻟﺔ ﻣﻮﻧﺎﻛﻮ – ﻣﺎ ﻳﺮﺍﻩ ﺍﻹﻧﺴﺎﻥ ﻓﻲ ﻣﻨﺎﻣﻪ‪.‬‬
‫ﺍﳊﺠﺞ ﺍﳌﻨﻄﻘﻴﺔ ﺗﺒﻘﻰ ﻛﺒﻴﺮﺓ‪ ،‬ﺗﺘﻐﻠﺐ ﻋﻠﻰ ﺍﳌﺼﺎﻋﺐ‪ ،‬ﺷﺮﻁ ﺃﻻ ﺗﻜﻮﻥ‬ ‫‪ .٢‬ﺷﺎﺣﻨﺔ ﻟﻬﺎ ﺭﺍﻓﻌﺔ – ﲟﻌﻨﻰ ﺃﻛﺴﺐ ﻭﻧﻔﻊ – ﺍﳊﺮﻑ ﺍﻟﻌﺎﺷﺮ ﻣﻦ ﺍﻷﺑﺠﺪﻳﺔ‬ ‫‪ .٢‬ﺟﻤﻊ ﻗﻨﻔﺬ – ﺟﻤﻊ ﻧﺴﺮ‪.‬‬
‫ﺍﻟﺘﻘﻠﺒﺎﺕ ﺍﻟﺘﻲ ﺗﻐﻴﺮ ﻣﻨﻬﺎﺟﻚ ﺃﻭ ﻋﺎﺩﺍﺗﻚ‪ .‬ﻟﻜﻦ ﺍﻷﻣﻮﺭ ﻻ ﺗﻠﺒﺚ ﺃﻥ ﺗﺘﻐﻴﺮ‪،‬‬ ‫ﻣﺘﻮﺭﻃﺎ ﲟﺴﺄﻟﺔ ﻗﻀﺎﺋﻴﺔ ﺗﺘﺄﺯﻡ ﺍﻵﻥ‪ .‬ﻻ ﺗﺬﻫﺐ ﻓﻲ ﻣﺠﺎﺯﻓﺎﺕ ﺧﻄﻴﺮﺓ ﻓﻲ‬
‫ﻓﺘﻠﻤﺲ ﺗﺼﺤﻴﺤﺎ ﻟﻮﺿﻊ ﺳﺎﺑﻖ ﺗﺴﺒﺐ ﻟﻚ ﺑﻈﻠﻢ‪ .‬ﺗﺘﺤﺴﻦ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫‪ .٣‬ﺷﻲﺀ ﺗﺴﺘﺨﺪﻣﻪ ﻟﻼﺳﺘﺤﻤﺎﻡ – ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻴﺎﺑﺎﻥ‪.‬‬
‫ﻛﻞ ﻣﺎ ﺗﻘﻮﻝ ﻭﺗﻔﻌﻞ‪ .‬ﻭﺣﺎﻭﻝ ﺃﻥ ﺗﺒﺘﻌﺪ ﻋﻦ ﺍﻟﻌﺎﺻﻔﺔ ﺍﻵﻥ‪ .‬ﻫﻨﺎﻙ ﺧﺴﺎﺭﺓ‬ ‫‪ .٣‬ﺃﻭﻝ ﺣﺮﻓﲔ ﻣﻦ ﻛﻠﻤﺔ ﻧﺎﺋﻞ – ﲟﻌﻨﻰ ﻣﻠﻮﻡ ﻭ ﹸﻣﻨ ﹶﺘﻘﹶﺪ – ﺍﳊﺮﻑ ﺍﻟﺮﺍﺑﻊ‬ ‫‪ .٤‬ﺃﺣﺪ ﺃﺣﺮﻑ ﺍﻟﻌﻠﺔ – ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ ﻣﻦ ﻳﺬﻭﺏ – ﺍﳊﺮﻑ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﻛﻠﻤﺔ‬
‫ﺍﶈﻴﻂ‪ ،‬ﻓﺘﺤﻤﻞ ﺇﻟﻴﻚ ﺍﻟﺮﻗﺔ ﻭﺍﻟﻮﺩ ﻭﺍﳊﺐ‪ .‬ﺇﻻ ﺃﻧﻚ ﺑﻌﺪ ﺫﻟﻚ ﻗﺪ ﺗﺸﻌﺮ ﺑﺎﻟﻮﺣﺪﺓ‪،‬‬ ‫ﻋﺎﻃﻔﻴﺔ‪ ،‬ﺃﻭ ﻓﻘﺪﺍﻥ ﺣﺒﻴﺐ‪ ،‬ﺃﻭ ﻗﻄﻴﻌﺔ ﲡﻌﻠﻚ ﺣﺰﻳﻨﺎ‪ ،‬ﺃﻭ ﺍﻛﺘﺸﺎﻑ ﻣﺎ ﻻ‬ ‫ﻭﺍﻟﻌﺸﺮﻭﻥ ﻣﻦ ﺍﻷﺑﺠﺪﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫ﺗﻌﺐ – ﺍﳊﺮﻑ ﺍﻟﺜﺎﻣﻦ ﻓﻲ ﺍﻷﺑﺠﺪﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺃﻭ ﲡﺪ ﻧﻔﺴﻚ ﻣﻨﻌﺰﻻ‪ ،‬ﺃﻭ ﺑﻌﻴﺪﺍ ﹰ ﻋﻦ ﺍﳊﺒﻴﺐ ﺃﻭ ﻣﻨﻔﺼﻼﹰ ﻋﻨﻪ‪ .‬ﺗﻨﻄﻮﻱ ﻋﻠﻰ‬ ‫ﻳﺮﻭﻕ ﻟﻚ‪.‬‬ ‫‪ .٤‬ﺟﻤﻊ ﻓﻴﻞ – ﲟﻌﻨﻰ ﻳﺮﻳﺪ‪.‬‬ ‫‪ .٥‬ﺍﺳﻢ ﺍﻟﻔﺎﻋﻞ ﻣﻦ ﺍﻟﻔﻌﻞ ﺷﻤﻞ – ﲟﻌﻨﻰ ﻓﺎﻩ – ﺃﺣﺪ ﺃﺣﺮﻑ ﺍﻟﻌﻠﺔ‪.‬‬
‫ﻧﻔﺴﻚ‪ ،‬ﻭﺗﻘﺒﻊ ﻓﻲ ﺯﺍﻭﻳﺘﻚ ﺭﺍﻓﻀﺎ ﺍﳊﻮﺍﺭ‪.‬‬ ‫‪ .٥‬ﻛﺜﻴﺮ ﺍﻟﻜﺬﺏ – ﲟﻌﻨﻰ ﺍﻷﺑﻘﺎﺭ‪.‬‬ ‫‪ .٦‬ﲟﻌﻨﻰ ﻣﺨﻠﺺ – ﺍﺳﻢ ﺑﻨﺖ – ﻣﺼﺪﺭ ﺍﻟﻔﻌﻞ ﻃﻮﻯ‪.‬‬
‫‪ .٦‬ﺣﺮﻑ ﻋﻄﻒ – ﺍﳊﺮﻑ ﺍﻟﺜﺎﻧﻲ ﻓﻲ ﺍﻷﺑﺠﺪﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ – ﺣﻴﻮﺍﻥ ﺿﺨﻢ ﻳﻌﻴﺶ‬ ‫‪ .٧‬ﺟﻤﻊ ﻛﻠﻤﺔ ﻣﻴﻞ – ﺍﳊﺮﻑ ﺍﻷﻭﻝ ﻓﻲ ﺍﻷﺑﺠﺪﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻓﻲ ﺇﻓﺮﻳﻘﻴﺎ ﻭﺁﺳﻴﺎ – ﺃﺣﺪ ﺃﺣﺮﻑ ﺍﻟﻌﻠﺔ‪.‬‬ ‫‪ .٨‬ﲟﻌﻨﻰ ﺑﺴﻂ – ﲟﻌﻨﻰ ﻧﻔﺾ ﺍﳌﺎﺀ – ﺟﻤﻊ ﻛﻠﻤﺔ ﺩﻳﻚ‪.‬‬
‫«'‪∫Íb‬‬ ‫«��‪∫ÊUÞd‬‬ ‫‪ .٧‬ﻋﻜﺲ ﺧﺸﻦ – ﻣﺎ ﺑﲔ ﺍﳊﺮﺍﺭﺓ ﻭﺍﻟﺒﺮﻭﺩﺓ‪.‬‬
‫‪ .٨‬ﲟﻌﻨﻰ ﺟﻤﺎﻝ – ﺃﺣﺪ ﺿﻤﺎﺋﺮ ﺍﻟﻐﺎﺋﺐ )ﻣﻘﻠﻮﺏ(‪.‬‬
‫‪ .٩‬ﺃﺣﺪ ﺃﺣﺮﻑ ﺍﻟﻌﻠﺔ – ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﻣﻦ ﻛﻠﻤﺔ ﻏﻢ )ﻣﻘﻠﻮﺑﺔ( – ﺟﻤﻊ‬
‫ﻛﻠﻤﺔ ﻓﻬﺪ‪.‬‬
‫‪ .٩‬ﲟﻌﻨﻰ ﺛ ﹺﻨ ﹶﻲ –ﻣﻦ ﺍﻟﻄﻴﻮﺭ ﺍﳉﻤﻴﻠﺔ‪.‬‬ ‫‪ .١٠‬ﻓﻌﻞ ﺍﻷﻣﺮ ﻣﻦ ﻛﻠﻤﺔ ﺯﺍﺭ – ﲟﻌﻨﻰ ﺟﻤﺎﻝ – ﲟﻌﻨﻰ ﺧﻔﻲ ﺃﻭ ﺧﺼﻮﺻﻲ‬
‫ﺣﺎﻭﻝ ﺃﻥ ﺗﻜﻮﻥ ﺣﺬﺭﺍ ﻭﺇﻳﺠﺎﺑﻴﺎ‪ ،‬ﻟﺘﺘﺠﻨﺐ ﺍﻻﺣﺘﻜﺎﻛﺎﺕ ﺍﻟﺘﺎﻓﻬﺔ‪ .‬ﳊﺴﻦ ﺍﳊﻆ‬ ‫ﻻ ﺷﻚ ﺃﻧﻚ ﺗﺸﻌﺮ ﺑﺎﳊﻴﻮﻳﺔ ﻭﺍﻟﺪﻳﻨﺎﻣﻴﻜﻴﺔ‪ ،‬ﻭﺗﺒﺪﻭ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ‬ ‫‪ .١٠‬ﲟﻌﻨﻰ ﻣﻀﻰ – ﺻﻮﺕ ﺍﳌﺪﻓﻊ – ﲟﻌﻨﻰ ﺍﺳﺘﺨﺪﻡ ﻛﺎﻣﻞ ﻗﻮﺗﻪ‪.‬‬ ‫ﺷﺨﺼﻲ‪.‬‬
‫ﺃﻥ ﺗﻔﻜﻴﺮﻙ ﻳﺒﺪﻭ ﺳﻠﻴﻤﺎ ﻭﻗﺪﺭﺍﺗﻚ ﺍﳌﻌﻨﻮﻳﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺃﻋﺼﺎﺑﻚ ﻣﺘﻴﻨﺔ ﺟﺪﺍ‪،‬‬ ‫ﺑﺠﻬﻮﺩ ﺟﺴﺪﻳﺔ ﺣﻤﻴﻤﺔ‪ ،‬ﻟﻜﻨﻚ ﲤﻴﻞ ﺇﻟﻰ ﻓﺮﺽ ﺁﺭﺍﺋﻚ ﻭﺳﻠﻄﺘﻚ ﻋﻠﻰ‬
‫ﺭﻏﻢ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ‪ .‬ﺳﻴﺤﺎﻭﻝ ﺍﻟﺒﻌﺾ ﻣﻌﺎﻛﺴﺘﻚ‪ ،‬ﺇﻻ ﺃﻧﻬﻢ ﻳﺼﻄﺪﻣﻮﻥ‬ ‫ﺍﻵﺧﺮﻳﻦ‪ .‬ﻣﺎ ﳝﻴﺰﻙ ﺃﻧﻚ ﺗﻜﺴﺐ ﺍﻟﺜﻘﺔ ﺑﺴﺮﻋﺔ ﻭﺗﻮﺣﻲ ﲟﺼﺪﺍﻗﻴﺔ ﻋﺎﻟﻴﺔ‪،‬‬
‫اﺧﺘﺒﺮ ﻣﻌﻠﻮﻣﺎﺗﻚ‬
‫ﺑﺼﻼﺑﺘﻚ ﺍﳌﻌﻬﻮﺩﺓ‪ .‬ﻭﻗﺪ ﲡﺪ ﻧﻔﺴﻚ ﳑﺰﻗﺎ ﺑﲔ ﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺍﳌﺼﺎﳊﺔ ﻭﺍﻟﺘﺴﻮﻳﺎﺕ‬ ‫ﻣﺎ ﻳﺠﺬﺏ ﺇﻟﻴﻚ ﺍﻟﻌﺮﻭﺽ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻣﻦ ﻛﻞ ﺣﺪﺏ ﻭﺻﻮﺏ‪ .‬ﺇﻻ ﺃﻥ ﺍﻟﻔﻠﻚ‬
‫أﺳﻤﺎء وﻣﻌﺎن‬
‫ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺇﻋﻼﻥ ﺍﳊﺮﺏ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ .‬ﺗﻌﺮﻑ ﻓﺘﺮﺓ ﻣﺰﺩﻫﺮﺓ ﺗﺘﻮﻃﺪ ﻓﻴﻬﺎ ﺍﻟﺼﻼﺕ‬
‫ﻳﺤﺬﺭﻙ ﻣﻦ ﺍﻟﻌﺪﺍﺋﻴﺔ ﻭﺍﻟﻔﻮﻗﻴﺔ‪ .‬ﻗﺪ ﺗﺮﺗﻜﺐ ﺍﻟﻬﻔﻮﺍﺕ‪ ،‬ﳑﺎ ﻳﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ‬
‫ﻭﺗﺘﻌﻤﻖ ﺍﻟﺮﻭﺍﺑﻂ‪ ،‬ﻭﻗﺪ ﺗﺸﻬﺪ ﺑﺪﺍﻳﺔ ﻋﻼﻗﺔ ﻋﺎﻃﻔﻴﺔ ﺛﺎﺑﺘﺔ ﻭﳑﻴﺰﺓ‪.‬‬
‫ﺃﻋﻤﺎﻟﻚ ﻭﺻﺤﺘﻚ‪ .‬ﻻ ﻣﺠﺎﻝ ﻟﺘﺄﺛﻴﺮ ﺍﻟﻌﺎﻃﻔﺔ ﻋﻠﻴﻚ؛ ﺗﺒﺪﻭ ﺻﻠﺒﺎ ﻭﻗﺪ‬
‫ﺗﺴﺘﻘﻄﺐ ﺃﺷﺨﺎﺻﺎ ﻋﻤﻠﻴﲔ ﻭﺑﻌﻴﺪﻳﻦ ﻋﻦ ﺍﻻﻧﻔﻌﺎﻻﺕ ﺍﻟﻌﺎﻃﻔﻴﺔ‪.‬‬ ‫ﺇﻋﺪﺍﺩ‪ :‬ﻧﺒﻴﻞ ﺣﺮﺍﻣﻲ‬
‫اﺧﺘﺎرﻫﺎ‪ :‬راﻣﻲ ﺧﻮاﻟﺪة‬
‫«�‪∫u�b‬‬ ‫ﻣﺮاﺳﻞ اﻟﺼﺤﻴﻔﺔ‪ /‬أرﻳﺤﺎ‬
‫‪ ١٦‬ﻋﺎﻣﺎ‪ /‬ﻣﺪﺭﺳﺔ ﺍﻟﻔﺮﻳﺮ‬
‫ﻏﺴﺎﻥ‪ :‬ﺫﻭ ﺣﺪﺓ ﻭﺟﻤﺎﻝ ﻓﻲ ﺍﻟﺸﺒﺎﺏ‪.‬‬
‫ﲡﺴﺪ ﺣﻠﻤﺎ‪ ،‬ﺃﻭ ﺗﺘﺒﻮﺃ ﻣﺮﻛﺰﺍ‪ ،‬ﺃﻭ ﺗﻨﺠﺰ ﻋﻤﻼ ﺭﺍﺋﻌﺎ‪ ،‬ﺃﻭ ﺗﺘﻔﻮﻕ ﻓﻲ ﻣﺒﺎﺩﺭﺗﻚ‪ ،‬ﺃﻭ‬
‫«_‪∫bÝ‬‬ ‫‪ -‬اﻟﺼﻠﺼﺎل واﻟﻔﺨﺎر ﻣﻦ اﻟﺘﺮاب اﻟﻤﺨﻠﻮط ﺑﺎﻟﻤﺎء‪ ،‬ﻓﻤﺎ‬ ‫ﺇﺑﺮﺍﻫﻴﻢ‪ :‬ﺍﺳﻢ ﺃﻋﺠﻤﻲ ﲟﻌﻨﻰ ﺃﺑﻮ ﺍﻷﻧﺒﻴﺎﺀ‪.‬‬
‫ﲢﻘﻖ ﺛﺮﻭﺓ‪ .‬ﺇﺫﺍ ﻛﻨﺖ ﺑﺎﺣﺜﺎ ﻋﻦ ﻋﻤﻞ ﻓﻘﺪ ﲡﺪﻩ‪ ،‬ﺃﻭ ﺗﺘﺎﺡ ﻟﻚ ﻓﺮﺹ ﻓﻲ ﻫﺬﻩ ﺍﻷﺛﻨﺎﺀ‬ ‫اﻟﻔﺮق ﺑﻴﻨﻬﻤﺎ؟‬ ‫ﺃﺣﻤﺪ‪ :‬ﻓﻌﻞ ﻣﺎ ﻳﺤﻤﺪ ﻋﻠﻴﻪ‪.‬‬
‫ﻗﺪ ﺗﺄﺗﻲ ﻋﻦ ﻃﺮﻳﻖ ﺻﺪﻳﻖ ﺃﻭ ﺃﺻﺪﻗﺎﺀ ﻳﻨﺘﻤﻮﻥ ﺇﻟﻰ ﺑﻌﺾ ﺍﳌﺆﺳﺴﺎﺕ‪ .‬ﻭﻟﻜﻦ ﺍﺣﺬﺭ‬ ‫اﻟﻔﺨﺎرﻃﻴﻦ ﻣﺸﻮي ﺑﺎﻟﻨﺎر‪ ،‬أﻣﺎ اﻟﺼﻠﺼﺎل ﻓﻬﻮ ﻃﻴﻦ ﻳﺎﺑﺲ‬
‫ﻣﻦ ﻭﺿﻊ ﺻﺤﻲ ﻗﺪ ﻳﻜﻮﻥ ﺩﻗﻴﻘﺎ‪ ،‬ﻣﺎ ﻳﺴﺘﺪﻋﻲ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺴﻼﻣﺔ ﻭﺍﻟﺼﺤﺔ‬ ‫ﺗﻔﺘﻘﺮ ﻫﺬﺍ ﺍﻟﺸﻬﺮ ﺇﻟﻰ ﺣﺴﻦ ﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﻭﺗﺸﻌﺮ ﺑﺄﻧﻚ ﺗﻮﺍﺟﻪ ﺃﻭﺿﺎﻋﺎ‬ ‫ﺃﻣﺠﺪ‪ :‬ﺃﻋﻈﻢ ﺃﻭ ﺃﺛﻨﻰ ﻋﻠﻰ‪.‬‬
‫ﻣﻦ ﺣﺮارة اﻟﺸﻤﺲ‪.‬‬
‫ﻭﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺍﻹﺭﻫﺎﻕ‪ ،‬ﺇﺫﺍ ﺷﻌﺮﺕ ﺑﺘﻌﺐ ﺃﻭ ﺃﻟﻢ‪ .‬ﺍﲡﺎﻫﺎﺗﻚ ﲤﻴﻞ ﻧﺤﻮ ﺍﻟﻌﻤﻞ‬ ‫ﻣﺘﺸﺎﺑﻜﺔ‪ ،‬ﻗﺪ ﺗﻘﻀﻲ ﺳﺎﻋﺎﺕ ﻃﻮﻳﻠﺔ ﻓﻲ ﻣﺤﺎﻭﻟﺔ ﺗﻨﻈﻴﻢ ﺍﻷﻣﻮﺭ‪ .‬ﻫﺬﻩ‬ ‫‪ -‬ﻣﺎ اﻟﻔﺮق ﺑﻴﻦ اﻷﻃﻔﺎل اﻟﺮﺑﻴﻌﻴﻴﻦ واﻷﻃﻔﺎل‬ ‫ﺑﺎﺳﻞ‪ :‬ﺷﺠﺎﻉ‪.‬‬
‫ﺩﻭﻥ ﺍﻧﻘﻄﺎﻉ‪ ،‬ﻭﻧﺤﻮ ﻣﺜﺎﺑﺮﺓ ﺃﺳﻄﻮﺭﻳﺔ‪ ،‬ﳑﺎ ﺯﻳﺎﺩﺓ ﻋﻠﻰ ﺍﻟﻌﺎﺋﺪﺍﺕ ﻭﺍﻟﺘﺤﺮﺭ ﻣﻦ ﺑﻌﺾ‬ ‫ﺍﻷﻭﺿﺎﻉ ﲡﻌﻠﻚ ﻣﺸﻮﺵ ﺍﻟﺘﻔﻜﻴﺮ ﻓﻲ ﺑﺤﺮ ﻣﻦ ﺍﳌﺘﺎﻫﺎﺕ؟ ﻳﻔﻠﺖ ﻣﻨﻚ ﺯﻣﺎﻡ‬ ‫اﻟﺼﻴﻔﻴﻴﻦ؟‬ ‫ﺑﺪﺭ‪ :‬ﺍﻟﻘﻤﺮ ﺍﳌﻜﺘﻤﻞ‪.‬‬
‫ﺍﻟﺪﻳﻮﻥ‪ .‬ﺍﻧﺘﻬﻰ ﺯﻣﻦ ﺍﳊﻆ ﺍﻟﺴﻴﺊ! ﺗﺼﺒﺢ ﺃﻛﺜﺮ ﺷﻐﻔﺎ ﺑﺎﳊﺒﻴﺐ ﻭﺗﻌﻴﺶ ﻗﺼﺔ‬ ‫ﺍﻷﻣﻮﺭ ﻭﺗﺨﻀﻊ ﳌﺰﺍﺟﻴﺔ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﺇﺭﺍﺩﺗﻬﻢ‪ ،‬ﻓﺘﻨﻔﺬ ﻗﺮﺍﺭﺍﺗﻬﻢ ﺩﻭﻥ ﺃﻥ ﺗﻜﻮﻥ‬ ‫اﻟﺮﺑﻴﻌﻴﻮن ﻫﻢ أﺑﻨﺎء ﻵﺑﺎء ﺷﺒﺎب‪ ،‬أﻣﺎ اﻟﺼﻴﻔﻴﻮن ﻓﻬﻢ‬ ‫ﺑﺴﺎﻡ‪ :‬ﻛﺜﻴﺮ ﺍﻻﺑﺘﺴﺎﻡ‪.‬‬
‫ﻓﺮﻳﺪﺓ ﻣﻦ ﻧﻮﻋﻬﺎ‪ ،‬ﻓﺘﺼﻐﻲ ﺇﻟﻰ ﻛﻠﻤﺎﺕ ﺍﳊﺐ ﺗﺄﺗﻴﻚ ﻣﻦ ﻛﻞ ﺟﺎﻧﺐ‪ ،‬ﻭﺇﺫﺍ ﻛﻨﺖ‬ ‫ﻟﻚ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳌﻘﺎﻭﻣﺔ ﺃﻭ ﺍﻻﻋﺘﺮﺍﺽ‪ .‬ﺗﻄﻮﺭ ﻗﺼﺔ ﻋﺎﻃﻔﻴﺔ‪ ،‬ﲢﻤﻞ ﺇﻟﻴﻚ‬ ‫أﺑﻨﺎء ﻛﺒﺎر اﻟﺴﻦ‪.‬‬
‫ﻣﺮﺗﺒﻄﺎﹰ ﻓﺘﻘﻊ ﻓﻲ ﻏﺮﺍﻡ ﺍﻟﺸﺮﻳﻚ ﻣﻦ ﺟﺪﻳﺪ‪.‬‬ ‫ﺍﻷﺣﻼﻡ ﺍﻟﺴﻌﻴﺪﺓ‪ ،‬ﻓﺄﻧﺖ ﲢﺘﺎﺝ ﺇﻟﻰ ﻣﻦ ﻳﻄﻤﺌﻦ ﻗﻠﺒﻚ ﻭﺑﺎﻟﻚ‪.‬‬ ‫ﺗﺎﻣﺮ‪ :‬ﻛﺜﻴﺮ ﺍﻟﺘﻤﺮ‪.‬‬
‫‪ -‬ﻋﻠﻰ أي اﻟﻤﺸﺮوﺑﺎت أﻃﻠﻖ اﻟﻌﺮب ﻗﺪﻳﻤﺎ اﺳﻢ اﻟﻘﻬﻮة؟‬
‫ﺗﻐﺮﻳﺪ‪ :‬ﻏﻨﺎﺀ ﺍﻟﻌﺼﺎﻓﻴﺮ‪.‬‬
‫أﻃﻠﻘﻮﻫﺎ ﻋﻠﻰ اﻟﺨﻤﺮ؛ ﻷﻧﻬﺎ "ﺗﻘﻬﻲ" ﻋﻦ اﻟﻄﻌﺎم‪ ،‬أي‬
‫ﺗﺨﻔﻒ اﻟﺸﻬﻴﺔ‪.‬‬ ‫ﺛﺎﺑﺖ‪ :‬ﺩﺍﻡ ﻭﺍﺳﺘﻘﺮ ﻓﻲ ﺍﳌﻜﺎﻥ‪.‬‬
‫ﺛﻨﺎﺀ‪ :‬ﻣﺪﺡ‪.‬‬
‫«(‪∫ u‬‬ ‫«�‪∫¡«—cF‬‬ ‫‪ -‬ﻣﺎ ﻣﻌﻨﻰ ﻛﻠﻤﺔ ﺑﺮﻟﻤﺎن؟‬
‫اﻟﻜﻠﻤﺔ ﻓﺮﻧﺴﻴﺔ وﺗﻌﻨﻲ ﻣﻨﺎﻗﺸﺔ اﻟﻜﻼم‪.‬‬ ‫ﺟﺎﺑﺮ‪ :‬ﺻﻠﺐ ﻭﻗﻮﻱ‪.‬‬
‫‪ -‬أﻳﻬﻤﺎ ﻣﻦ أﺻﻞ ﻋﺮﺑﻲ‪ ،‬ﻛﻠﻤﺔ ﺑﺮﺗﻘﺎل أم ﻛﻠﻤﺔ أورﻧﺞ‬ ‫ﺟﺎﺩ‪ :‬ﻣﺠﺘﻬﺪ‪.‬‬
‫ﺗﻘﺒﻞ ﻋﻠﻰ ﺍﻟﺪﻧﻴﺎ ﻓﺮﺣﺎ‪ ،‬ﻣﺘﺤﻤﺴﺎ ﻭﻧﻬﻤﺎ‪ ،‬ﻭﺗﺮﻳﺪ ﺃﻥ ﺗﻌﻮﺽ ﻋﻤﺎ ﻓﺎﺕ‪ .‬ﺣﺎﻥ‬
‫اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ؟‬ ‫ﺟﺒﺮ‪ :‬ﺧﻼﻑ ﺍﻟﻜﺴﺮ‪.‬‬
‫ﺍﻟﻮﻗﺖ ﻟﺘﺒﺪﺃ ﺣﺮﻛﺔ ﺗﺼﺤﻴﺤﻴﺔ ﻭﻣﻌﺎﳉﺔ ﻣﺎ ﻛﺎﻥ ﻋﺎﻟﻘﺎ‪ .‬ﻗﺪ ﺗﺒﺎﺷﺮ ﻋﻤﻼ‬
‫ﻛﺎن اﻟﻌﺮب ﻳﺴﻤﻮن اﻟﺒﺮﺗﻘﺎل "ﻧﺎرﻧﺞ"‪ ،‬وﺑﺎﻟﺘﺎﻟﻲ ﻓﺈن ﻛﻠﻤﺔ‬
‫ﺟﺪﻳﺪﺍ ﺃﻭ ﲢﺴﻦ ﺷﺮﻭﻃﻚ ﻓﻲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺗﺴﻘﻂ ﻋﻦ ﻛﺎﻫﻠﻚ ﺃﺛﻘﺎﻻ ﻛﺒﻴﺮﺓ‪.‬‬ ‫ﺍﻧﺘﻬﺖ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻘﺎﲤﺔ‪ ،‬ﻭﻫﺎ ﺃﻧﺖ ﺗﺒﺎﺷﺮ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﻭﲢﺴﲔ ﺍﻷﻭﺿﺎﻉ‪.‬‬ ‫ﺟﺒﺮﺍﻥ‪ :‬ﻣﻮﺍﺳﺎﺓ‪.‬‬
‫"أورﻧﺞ" ﻣﺤﺮﻓﺔ ﻋﻦ اﻟﻌﺮﺑﻴﺔ‪ ،‬وﻛﻠﻤﺔ ﺑﺮﺗﻘﺎل ﻟﻴﺴﺖ ﻋﺮﺑﻴﺔ‪.‬‬
‫ﲡﻨﻲ ﺃﺭﺑﺎﺣﺎ ﻭﺗﻌﺰﺯ ﺃﻭﺿﺎﻉ ﺍﳌﺆﺳﺴﺔ ﺃﻭ ﺍﻟﺸﺮﻛﺔ ﺍﻟﺘﻲ ﺗﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪ ،‬ﺃﻭ ﺗﻨﻘﺬﻫﺎ‬ ‫ﺣﻴﺚ ﺗﺒﺪﺃ ﺑﺘﻨﻔﻴﺬ ﻣﺸﺮﻭﻉ ﺧﻄﻄﺖ ﻟﻪ ﻃﻮﻳﻼ ﻭﺗﺒﺪﻭ ﺍﳊﻮﺍﻓﺰ ﻛﺜﻴﺮﺓ‪ ،‬ﻛﺄﻥ‬ ‫ﺣﺎﰎ‪ :‬ﺍﳊﺎﻛﻢ‪ .‬ﻭﻟﻬﺎ ﺃﻳﻀﺎ‪ :‬ﺍﻟﻜﺮﻡ‪.‬‬
‫‪ -‬ﻧﻘﻮل ﻓﻲ ﺣﻴﺎﺗﻨﺎ اﻟﻴﻮﻣﻴﺔ ﻋﻦ اﻟﻘﻄﺔ "ﺑﺴﺔ"‪،‬‬
‫ﻣﻦ ﻭﺭﻃﺔ ﺃﻭ ﻣﺄﺯﻕ ﻣﺎﺩﻱ‪ .‬ﻗﺪ ﻻ ﲢﺪﺙ ﺍﻷﻣﻮﺭ ﺑﺪﻭﻥ ﺍﺷﺘﺒﺎﻛﺎﺕ ﺍﻵﻥ ﻭﺗﻐﻴﻴﺮﺍﺕ‬ ‫ﺗﺘﺒﻮﺃ ﻣﺮﻛﺰﺍ ﻣﻬﻤﺎ‪ .‬ﻗﺪ ﻻ ﺗﺘﻢ ﻛﻞ ﻫﺬﻩ ﺍﻷﻣﻮﺭ ﺩﻭﻥ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﺘﻲ‬
‫وﻳــﻘــﻮل اﻹﻧﺠﻠﻴﺰ "ﺑــﻮﺳــﻲ" ﻓﻤﺎ أﺻــﻞ اﻟﻜﻠﻤﺔ؟‬ ‫ﺣﺎﺯﻡ‪ :‬ﻳﻀﺒﻂ ﺃﻣﺮﻩ ﻭﻳﺤﻜﻤﻪ ﻭﻳﺄﺧﺬ ﻓﻴﻪ ﺑﺎﻟﺜﻘﺔ‪.‬‬
‫ﻣﻔﺎﺟﺌﺔ ﻭﺗﺒﺪﻳﻞ ﺑﻌﺾ ﺍﳌﻮﺍﻗﻊ ﻭﺍﻟﺒﺮﺍﻣﺞ ﻭﺍﻷﺳﺎﻟﻴﺐ‪ .‬ﺗﺨﺎﻑ ﻣﻦ ﺍﺭﺗﻜﺎﺏ‬ ‫ﺗﻄﺮﺃ ﻓﺠﺄﺓ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ .‬ﻗﺪ ﺗﺼﺎﺩﻑ ﺍﳊﺐ ﺃﺛﻨﺎﺀ ﺳﻔﺮ‪ ،‬ﺃﻭ ﺭﲟﺎ ﺗﻘﺮﺭ‬
‫ﺍﻷﺧﻄﺎﺀ‪ ،‬ﻭﻟﻜﻦ ﻗﺪ ﻳﺤﻴﺮﻙ ﺍﳊﺒﻴﺐ‪ ،‬ﺃﻭ ﺗﻮﺍﺟﻪ ﺑﺮﻭﺩﺓ ﻣﻊ ﺍﻟﺸﺮﻳﻚ ﻭﻋﺪﻡ ﺗﻮﺍﺻﻞ‪.‬‬ ‫ﺍﻟﺴﻔﺮ ﻣﻊ ﺍﳊﺒﻴﺐ‪ ،‬ﺃﻭ ﺭﲟﺎ ﺗﺸﻌﺮ ﺑﺎﻷﻣﺎﻥ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺼﻌﻴﺪ‪ ،‬ﻓﺘﻌﻤﻞ ﻋﻠﻰ‬
‫اﻻﺳﻢ ﻓﺮﻋﻮﻧﻲ‪ ،‬وﻳﻌﻨﻲ اﻟﻘﻤﺮ؛ ﻷن اﻟﻘﻄﻂ ﺗﻨﺸﻂ ﻓﻲ اﻟﻠﻴﻞ‬ ‫ﺣﺴﺎﻡ‪ :‬ﺍﻟﺴﻴﻒ ﺍﻟﻘﺎﻃﻊ‪.‬‬
‫ﻣﺜﻞ اﻟﻘﻤﺮ‪.‬‬ ‫ﺣﺴﻦ‪ :‬ﻣﻦ ﻛﺎﻥ ﺟﻤﻴﻼ‪ .‬ﻭﻟﻪ ﺃﻳﻀﺎ‪ :‬ﺍﻟﻌﺎﻟﻲ ﻭﺍﳌﺮﺗﻔﻊ ﻣﻘﺎﻣﺎ‪.‬‬
‫ﻭﻗﺪ ﻳﻨﺸﺄ ﺻﺮﺍﻉ ﺑﲔ ﺍﻫﺘﻤﺎﻣﺎﺗﻚ ﺍﳌﻬﻨﻴﺔ ﻭﻋﻼﻗﺎﺗﻚ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫ﲤﺘﲔ ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫‪ -‬أﻳﻬﻤﺎ أﻃﻮل؛ اﻟﺒﺮﻫﺔ أم اﻟﺴﺎﻋﺔ؟‬
‫ﺧﺪﻳﺠﺔ‪ :‬ﻣﺆﻧﺚ ﺧﺪﻳﺞ؛ ﻭﻫﻮ ‪h‬ﺑﻦ ﺍﻟﻨﺎﻗﺔ ﺍﳌﻮﻟﻮﺩ ﻧﺎﻗﺼﺎ ﺍﳋﻠﻖ‪،‬‬
‫اﻟﺒﺮﻫﺔ أﻃﻮل ﻓﻘﺪ ﺗﺼﻞ إﻟﻰ ﺳﻨﺔ‪.‬‬
‫ﺃﻭ ﻗﺒﻞ ﲤﺎﻡ ﺍﻷﻳﺎﻡ‪.‬‬
‫‪≤¥‬‬ ‫—√‪»U³A�« Í‬‬ ‫ﻛﺎﻧﻮﻥ ﺃﻭﻝ ‪٢٠٠٧‬‬
‫ﺃﺟﺮﻯ ﺍﻟﻠﻘﺎﺀﺍﺕ‪ :‬ﻓﺮﻳﺎﻝ ﻋﺒﺪﻭ‪ /‬ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺃﺭﻳﺤﺎ‬ ‫ﻟﻘﺪ ﺍﺧﺘﺘﻤﺖ ﺍﳉﻮﻟﺔ ﺍﻻﻓﺘﺘﺎﺣﻴﺔ ﻣﻦ ﺍﳌﻔﺎﻭﺿﺎﺕ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ ﻓﻲ ﻣﺆﲤﺮ ﺃﻧﺎﺑﻮﻟﻴﺲ‪ ،‬ﺍﻟﺬﻱ ﰎ ﺍﻟﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ ﻣﺤﻠﻴﺎ‬
‫ﻭﺇﻗﻠﻴﻤﻴﺎ ﺑﺎﺳﻢ ﻣﺆﲤﺮ ﺍﳋﺮﻳﻒ‪ ،‬ﻭﺭﻏﻢ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺸﺪ ﻭﺍﳉﺬﺏ‪ ،‬ﻭﺍﻟﺪﻋﻮﺍﺕ ﳌﻘﺎﻃﻌﺘﻪ‪ ،‬ﺃﻭ ﺍﻟﺪﻋﻮﺍﺕ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻴﻪ؛ ﻣﻬﻤﺎ ﻛﺎﻧﺖ‬
‫ﺳﺎﻣﺮ ﻗﺰﺍﺯ‪ /‬ﻣﺮﺍﺳﻞ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺍﻟﻘﺪﺱ‬ ‫ﺍﻟﻈﺮﻭﻑ‪ ،‬ﻭﺣﺘﻰ ﻻ ﻳﺘﻢ ﲢﻤﻴﻞ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺸﻞ‪.‬‬
‫ﺃﻣﺎ ﻭﻗﺪ ﺣﺼﻠﺖ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﻭﺑﺪﺃﺕ ﺍﳌﻔﺎﻭﺿﺎﺕ ﺍﻟﺘﻲ ﻭﺿﻊ ﻟﻨﻬﺎﻳﺘﻬﺎ ﺍﻟﺮﺋﻴﺲ ﺍﻷﻣﺮﻳﻜﻲ ﺳﻘﻔﺎ ﺯﻣﻨﻴﺎ ﻻ ﻳﺘﺠﺎﻭﺯ ﻋﺎﻡ ‪ ،٢٠٠٨‬ﻓﻘﺪ‬
‫ﻫﺎﺟﺮ ﻋﻤﺎﺭﻧﺔ‪ /‬ﻣﺮﺍﺳﻠﺔ ﺍﻟﺼﺤﻴﻔﺔ‪ /‬ﺑﻴﺮﺯﻳﺖ‬
‫�‪l�“u� e�«d‬‬ ‫ﺍﺭﺗﺄﻳﻨﺎ ﻓﻲ ﺍﻟـ"ﻳﻮﺙ ﺗﺎﳝﺰ؛ ﺻﻮﺕ ﺍﻟﺸﺒﺎﺏ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ" ﺃﻥ ﻧﺘﺠﻮﻝ ﺣﻴﺚ ﻟﻢ ﻳﺘﺒﺎﺩﺭ ﻟﺬﻫﻦ ﺍﳌﺴﺆﻭﻝ‪ ،‬ﻟﻨﻨﻘﻞ ﺇﻟﻴﻪ ﺭﺳﺎﻟﺔ ﺍﻟﺸﺒﺎﺏ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﻃﺮﺣﻨﺎ ﻋﻠﻴﻬﻢ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺁﻣﻠﲔ ﺃﻥ ﻳﺴﺘﻤﻊ ﺍﳌﻔﺎﻭﺽ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻟﻬﺬﻩ ﺍﻷﺻﻮﺍﺕ‪:‬‬
‫«�‪WHO�B‬‬ ‫ﻋﺼﻤﺖ ﺍﳊﺴﻴﻨﻲ‪،‬‬

‫‪ ١٩‬ﻋﺎﻣﺎ‪ ،‬ﺃﺭﻳﺤﺎ‪:‬‬
‫‪ -‬ﻫﻞ ﺃﻧﺖ ﻣﺆﻳﺪ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻲ ﻣﺆﲤﺮ ﺃﻧﺎﺑﻮﻟﻴﺲ؟ ‪ -‬ﻫﻞ ﻧﺤﻦ ﻣﺴﺘﻌﺪﻭﻥ ﻟﻠﻤﺆﲤﺮ؟ ﻭﳌﺎﺫﺍ؟ ‪ -‬ﻣﺎ ﻫﻲ ﺭﺳﺎﻟﺘﻚ ﻟﻠﻤﻔﺎﻭﺽ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ؟‬
‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﻧﻌﺮﺽ ﺁﺭﺍﺀ ﺍﻟﺸﺒﺎﺏ ﺑﻜﻠﻤﺎﺗﻬﻢ‪:‬‬
‫ﻣﺤﻤﺪ ﺯﻏﺎﺭﻱ‪،‬‬
‫ﻣﻴﺲ ﺳﻌﻴﺪ‪،‬‬ ‫ﻣﻬﺎ ﺯﻏﺎﺭﻱ‪،‬‬
‫‪ ١٥‬ﻋﺎﻣﺎ‪ ،‬ﺃﺭﻳﺤﺎ‪:‬‬ ‫‪ ٢٠‬ﻋﺎﻣﺎ‪ ،‬ﺃﺭﻳﺤﺎ‪:‬‬
‫‪WOÐdG�« WHC�« jÝË‬‬ ‫ﻧــﻌــﻢ‪ ،‬ﺃﻧـــﺎ ﻣﻊ‬
‫ﻟﻠﻤﺸﺎﺭﻛﺔ؛‬ ‫ﻻ‬
‫‪ ١٩‬ﻋﺎﻣﺎ‪ ،‬ﺃﺭﻳﺤﺎ‪:‬‬
‫ﻻ ﺃﺟﺪ ﻣﺎﻧﻌﺎ ﻣﻦ‬
‫ﺍﳌـــﺸـــﺎﺭﻛـــﺔ‪.‬‬ ‫ﻓـــﺎﻟـــﺸـــﻌـــﺐ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﻭﻟﻜﻦ ﺑﺸﺮﻁ‬
‫ﻭﻟــﻜــﻦ ﺑﺎﻟﻨﻈﺮ‬ ‫ﻟـــــــــﻮ ﲤـــﺖ‬ ‫ﺃﻻ ﻳﻜﻮﻥ ﻛﺴﺎﺑﻘﻪ ﻣﻦ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻟﻴﺲ‬
‫…«*‪¢«—ôUOÐ¢ ≠ w�Ozd�« dI‬‬ ‫ﺇﻟـــﻰ ﺍﳌــﺆﲤــﺮﺍﺕ‬ ‫ﻛﻠﻪ ﺣﻤﺎﺱ ﻭﻓﺘﺢ‪.‬‬
‫ﺍﺳﺘﺸﺎﺭﺗﻲ ﻓﻲ‬ ‫ﺍﳌﺆﲤﺮﺍﺕ‪ ،‬ﻭﺑﺤﻴﺚ ﻳﻮﻓﺮ‬
‫ﺍﻟﺒﻴﺮﺓ‪ ،‬ﻋﻤﺎﺭﺓ ﻋﺮﺍﺑﻲ ﺍﻟﻄﺎﺑﻖ ﺍﻷﺭﺿﻲ‬ ‫ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﳝﻜﻨﻨﺎ‬ ‫ﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻷﻋﻠﻨﺖ‬ ‫ﻟﻨﺎ ﺍﳊﻴﺎﺓ ﺍﻟﻜﺮﳝﺔ ﺍﻟﺘﻲ‬
‫ﺹ‪.‬ﺏ‪ ،٥٤٠٦٥ .‬ﺍﻟﻘﺪﺱ‬
‫ﺃﻥ ﻧﺮﻯ ﺑﺄﻥ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻻ ﻳﻬﺘﻢ ﲟﺠﺘﻤﻌﻨﺎ‬ ‫ﺍﻷﺣـــﺰﺍﺏ ﺍﻟﺘﻲ ﻟﻢ‬ ‫ﻋــﺪﻡ ﻣﻮﺍﻓﻘﺘﻲ‬ ‫ﻃﺎﳌﺎ ﺣﻠﻤﻨﺎ ﺑﻬﺎ ﻛﺸﻌﺐ‬
‫• ﻫﺎﺗﻒ‪٠٢-٢٤٠٦٢٨١/٠ :‬‬ ‫ﺗﻌﻂ ﺣﻘﻬﺎ ﻓﻲ ﺍﻟﺘﻌﺒﻴﺮ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻮﺿﻊ‬ ‫ﻋﻠﻰ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﻣﺆﲤﺮ ﺃﻧﺎﺑﻮﻟﻴﺲ؛‬ ‫ﻓﻠﺴﻄﻴﻨﻲ‪ .‬ﺭﻏﻢ ﺃﻧﻲ ﻻ ﺃﻋﺘﻘﺪ ﺑﺄﻧﻨﺎ ﻣﺴﺘﻌﺪﻭﻥ‬
‫ﻭﺣﺎﺟﺘﻪ ﺇﻟﻰ ﺗﻮﻓﻴﺮ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺿﺮﻭﺭﺍﺕ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻻ ﻳﺴﻤﺢ ﺑﻌﻘﺪ ﺍﺗﻔﺎﻗﻴﺎﺕ ﻣﻊ‬ ‫ﻟﻠﻤﺸﺎﺭﻛﺔ؛ ﺇﺫ ﻳﺠﺐ ﺃﻥ ﻳﺴﺒﻖ ﻫﺬﺍ ﺍﳌﺆﲤﺮ‪ ،‬ﻣﺆﲤﺮ‬
‫‪youth_times@pyalara.org‬‬ ‫ﻷﻧﻨﺎ ﻏﻴﺮ ﺟﺎﻫﺰﻳﻦ ﺩﺍﺧﻠﻴﺎ ﻟﻬﺬﺍ ﺍﳌﺆﲤﺮ‬
‫ﺍﻟﻌﻴﺶ ﺍﻟﻜﺮﱘ‪ .‬ﻭﳒﺪ ﺃﻥ ﺍﻟﺘﻨﺎﺯﻝ ﻋﻦ ﺣﻘﻮﻕ‬ ‫ﺇﺳﺮﺍﺋﻴﻞ‪.‬‬ ‫ﺳﻼﻡ ﺩﺍﺧﻠﻲ‪ ،‬ﺃﻱ "ﻣﺆﲤﺮ ﺧﺮﻳﻒ" ﻟﻠﻮﺣﺪﺓ ﺑﲔ ﺃﺑﻨﺎﺀ‬
‫‪http://www.pyalara.org‬‬ ‫ﺍﻟﻌﺎﳌﻲ‪ ،‬ﺑﺴﺒﺐ ﻣﺎ ﻧﻌﺎﻧﻴﻪ ﻣﻦ ﺍﻗﺘﺘﺎﻝ‬
‫ﺍﻟﺸﻌﺐ‪ ،‬ﺃﺣﺪ ﺍﻟﻀﺮﻭﺭﺍﺕ ﺍﻟﻮﺍﺟﺐ ﻣﻨﺤﻬﺎ‬ ‫ﻭﻟﻠﻤﻔﺎﻭﺽ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ؛ ﺃﻧﺎ ﺃﻃﺎﻟﺐ ﺑﺤﻘﻲ‬ ‫ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪.‬‬
‫ﻓﻲ ﺳﺒﻴﻞ ﺍﳌﺸﺎﺭﻛﺔ‪ .‬ﻣﻦ ﺍﳉﻤﻴﻞ ﺃﻥ‬ ‫ﻛﻄﻔﻠﺔ ﻓﻠﺴﻄﻴﻨﻴﺔ ﺗﺮﻳﺪ ﺃﻥ ﺗﺸﻌﺮ ﺑﺎﻷﻣﺎﻥ؛‬ ‫ﺩﺍﺧﻠﻲ‪ ،‬ﻭﺍﺿﻄﺮﺍﺑﺎﺕ ﺃﻣﻨﻴﺔ‪.‬‬ ‫ﻭﻟﻜﻦ ﲟﺎ ﺃﻧﻪ ﻗﺪ ﺣﺼﻠﺖ ﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﻓﺈﻧﻨﻲ ﺃﻃﺎﻟﺐ‬
‫�‪…ež ŸUD‬‬ ‫ﻧﻌﻴﺶ ﺑﺴﻼﻡ‪ ،‬ﻭﻟﻜﻦ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﻛﺎﻣﻞ‬ ‫ﻛﺒﺎﻗﻲ ﺃﻃﻔﺎﻝ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺑﺤﻘﻲ ﻓﻲ ﺍﻟﺘﻨﻘﻞ ﺑﺤﺮﻳﺔ‬ ‫ﺃﻋﺘﻘﺪ ﺑﺄﻧﻨﺎ ﻳﺠﺐ ﺃﻥ ﻧﺴﻌﻰ ﺇﻟﻰ‬ ‫ﺍﳌﻔﺎﻭﺽ ﺃﻥ ﻳﺜﺒﺖ ﺑﺄﻧﻪ ﻣﻮﺿﻊ ﺛﻘﺔ ﺃﺑﻨﺎﺀ ﺷﻌﺒﻪ ﻓﻲ‬
‫ﺑﲔ ﺍﳌﺪﻥ‪ ،‬ﻭﲢﺮﻳﺮ ﺍﻷﺳﺮﻯ‪ ،‬ﻭﺣﻖ ﺍﻟﻼﺟﺌﲔ ﺑﺎﻟﻌﻮﺩﺓ‪.‬‬ ‫ﺳﻼﻡ ﻓﻠﺴﻄﻴﻨﻲ – ﻓﻠﺴﻄﻴﻨﻲ‪،‬‬ ‫ﺍﻟﺪﺍﺧﻞ ﻭﺍﳋﺎﺭﺝ‪.‬‬
‫ﺣﻘﻮﻗﻨﺎ‪.‬‬
‫…�‪¢«—ôUOÐ¢ V²J‬‬ ‫ﻏﻴﺮ ﻣﻌﺮﻭﻑ ﻣﺘﻰ ﺳﻨﻜﻮﻥ ﻣﺴﺘﻌﺪﻳﻦ‪،‬‬ ‫ﻗﺒﻞ ﺃﻥ ﻧﺒﺤﺚ ﻋﻦ ﺳﻼﻡ ﻓﻠﺴﻄﻴﻨﻲ‬
‫ﻏﺰﺓ‪ ،‬ﺣﻲ ﺍﻟﺮﻣﺎﻝ‪ ،‬ﻗﺮﺏ ﻣﺮﻛﺰ ﺭﺷﺎﺩ ﺍﻟﺸﻮﺍ‬ ‫ﻭﻣﺘﻰ ﻫﻮ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ .‬ﻳﺠﺐ ﺍﻷﺧﺬ‬ ‫– ﺇﺳﺮﺍﺋﻴﻠﻲ‪ .‬ﺭﺳﺎﻟﺘﻲ ﻟﻠﻤﻔﺎﻭﺽ‪ :‬ﻟﻨﺎ‬
‫ﺍﻟﺜﻘﺎﻓﻲ )ﺃﺳﺎﻣﺔ ﺩﺍﻣﻮ(‬ ‫ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺃﻥ ﻫﺬﺍ ﺍﳌﺆﲤﺮ ﻫﻮ ﻓﻜﺮﺓ‬ ‫ﻛﻞ ﺍﳊﻖ ﻓﻲ ﺍﻣﺘﻼﻙ ﺃﺭﺿﻨﺎ‪ ،‬ﻭﻟﻴﺲ‬
‫ﻋﻬﻮﺩ ﻣﺮﻗﻄﻦ‪،‬‬ ‫ﺍﻟﺘﻔﺎﻭﺽ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻻ ﺗﺘﻨﺎﺯﻝ ﻋﻦ‬ ‫ﺭﻭﺍﻥ ﺣﺠﺎﺯﻱ‪،‬‬
‫• ﺗﻠﻔﺎﻛﺲ‪٠٨-٢٨٤٣٨٨٠:‬‬ ‫ﺃﻣﺮﻳﻜﻴﺔ؛ ﻭﻛﺎﻟﻌﺎﺩﺓ ﺳﺘﻀﺮﺏ ﺃﻣﺮﻳﻜﺎ‬
‫‪ ٢٠‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺍﳋﻠﻴﻞ‪:‬‬ ‫ﺣﻘﻨﺎ ﻓﻲ ﺍﻟﻌﻮﺩﺓ‪ ،‬ﻭﺣﻘﻨﺎ ﻓﻲ ﺍﻟﻘﺪﺱ؛‬ ‫‪ ١٧‬ﻋﺎﻣﺎ‪ ،‬ﺃﺭﻳﺤﺎ‪:‬‬
‫• ﺧﻠﻮﻱ‪٠٥٩٩-٦٧٣٦٥٤ :‬‬ ‫ﲟﺼﺎﻟﺢ ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻋﺮﺽ‬
‫• ﺑﺮﻳﺪ ﺇﻟﻴﻜﺘﺮﻭﻧﻲ‪:‬‬ ‫ﺍﳊﺎﺋﻂ‪ .‬ﻭﻟﺬﻟﻚ ﻓﺈﻧﻲ ﺃﻃﺎﻟﺐ ﺍﳌﻔﺎﻭﺽ‬ ‫ﻻﺭﺗﺒﺎﻃﻨﺎ ﺑﺎﳌﺴﺠﺪ ﺍﻷﻗﺼﻰ ﻭﻛﻨﻴﺴﺔ‬ ‫ﺃﻧﺎ ﻣﻊ ﺍﳌﺸﺎﺭﻛﺔ‬
‫ﺃﻧﺎ ﻣﻊ ﺍﳌﺸﺎﺭﻛﺔ ﻋﻠﻰ ﺃﻣﻞ ﲢﻘﻴﻖ‬ ‫ﺍﻟﻘﻴﺎﻣﺔ‪.‬‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﳌﺆﲤﺮ؛‬
‫‪pyalaragz@p-i-s.com‬‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﺑﺎﻟﻮﻋﻲ ﺍﻟﻜﺎﻣﻞ ﳊﻘﻮﻕ‬
‫ﺍﻟﺴﻼﻡ‪ .‬ﻭﻧﺤﻦ ﻣﺴﺘﻌﺪﻭﻥ ﻟﻠﻤﺆﲤﺮ؛‬ ‫ﻓﻘﺪ ﳒﺪ ﻓﻴﻪ‬
‫…‪w�UF�« rOKF²�«Ë WOÐd²�« …—«“Ë‬‬ ‫ﺷﻌﺒﻨﺎ‪ .‬ﻭﺃﺧﺬ ﺍﻟﺪﺭﻭﺱ ﻣﻦ ﺍﻻﺗﻔﺎﻗﻴﺎﺕ‬
‫½‪n¹dA�« ÊULF‬‬ ‫ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺘﻲ ﻛﻠﻔﺘﻨﺎ ﺍﻟﻜﺜﻴﺮ‪ ،‬ﻭﻟﻢ ﺗﻌﺪ‬ ‫ﻷﻧﻨﺎ ﻓﻲ ﺃﻣﺲ ﺍﳊﺎﺟﺔ ﻟﻠﺴﻼﻡ‪ ،‬ﻭﺧﺎﺻﺔ‬ ‫ﺍﻟﻔﺮﺻﺔ ﻟﺘﻘﺮﻳﺐ‬
‫• ﻫﺎﺗﻒ‪٠٨-٢٨٢٢٥٠٩:‬‬ ‫ﻋﻠﻴﻨﺎ ﺑﺸﻲﺀ ﻣﻠﻤﻮﺱ!‬ ‫ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪ .‬ﺃﻗﻮﻝ ﻟﻠﻤﻔﺎﻭﺽ‪ :‬ﻻ‬ ‫ﻭﺟﻬﺎﺕ ﺍﻟﻨﻈﺮ‪،‬‬
‫ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻨﺎﺯﻻﺕ ﻷﻱ ﻛﺎﻥ!‬ ‫ﻭﺍﳊﻠﻮﻝ ﳌﺸﻜﻠﺘﻨﺎ ﻭﻣﻌﺎﻧﺎﺗﻨﺎ ﻣﻦ‬
‫‪WOÐdG�« WHC�« ‰ULý‬‬ ‫ﻣﻌﺎﺫ ﺍﺣﺸﻴﺶ‪،‬‬ ‫ﺍﳉﺎﻧﺐ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ‪ .‬ﻭﻧﺤﻦ ﻣﺴﺘﻌﺪﻭﻥ‬
‫‪ ١٩‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺍﳋﻠﻴﻞ‪:‬‬ ‫ﻟﻪ؛ ﻷﻧﻪ ﻓﺮﺻﺔ ﻟﻨﺎ ﳊﻞ ﻣﺸﺎﻛﻠﻨﺎ‬
‫…�‪¢«—ôUOÐ¢ V²J‬‬ ‫ﺍﻟﺪﺍﺧﻠﻴﺔ‪ ،‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲢﺴﲔ‬
‫ﺃﻣﲔ ﻋﻼﻭﻳﺔ‪،‬‬ ‫ﻣﺠﺪ ﺍﻟﻬﻮ‪،‬‬ ‫ﺃﻧﺎ ﻣﻊ ﺍﳌﺸﺎﺭﻛﺔ ﺑﺸﺮﻁ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻟﻚ‬
‫ﻧﺎﺑﻠﺲ‪ ،‬ﺟﺎﻟﻴﺮﻱ ﺳﻨﺘﺮ‪ ،‬ﺍﻟﻄﺎﺑﻖ ﺍﻟﺮﺍﺑﻊ‪،‬‬
‫‪ ٢٠‬ﻋﺎﻣﺎ‪،‬‬
‫ﺃﻭﺿﺎﻋﻨﺎ‪.‬‬
‫ﺑﺠﺎﻧﺐ ﺍ‪‬ﻤﻊ ﺍﻟﻐﺮﺑﻲ‪.‬‬ ‫‪ ٣٥‬ﻋﺎﻣﺎ‪ ،‬ﻣﻦ ﺍﻟﻌﻴﺰﺭﻳﺔ ‪ /‬ﺍﻟﻘﺪﺱ‪:‬‬ ‫ﺗﻮﺍﻓﻖ ﻓﻠﺴﻄﻴﻨﻲ ﺩﺍﺧﻠﻲ؛ ﻓﻨﺤﻦ ﻏﻴﺮ‬ ‫ﻭﻟﻠﻤﻔﺎﻭﺽ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ :‬ﺃﻧﺖ ﺗﺘﻜﻠﻢ‬
‫ﺑﻴﺖ ﺳﺎﺣﻮﺭ‪:‬‬
‫• ﺗﻠﻔﺎﻛﺲ‪٠٩-٢٣٩٩٧١١:‬‬ ‫ﻣﺴﺘﻌﺪﻳﻦ ﻟﻪ ﻷﻧﻨﺎ ﻧﺘﻨﺎﺣﺮ ﻓﻴﻤﺎ ﺑﻴﻨﻨﺎ‪.‬‬ ‫ﺑﺎﺳﻤﻨﺎ‪ ،‬ﻭﻫﺬﻩ ﺃﻣﺎﻧﺔ‪ ،‬ﻓﺮﻛﺰ ﻋﻠﻰ ﺣﻞ‬
‫• ﺑﺮﻳﺪ ﺇﻟﻴﻜﺘﺮﻭﻧﻲ‪:‬‬ ‫ﺃﻧﺎ ﺃﻋﺎﺭﺽ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﻫﺬﺍ ﺍﳌﺆﲤﺮ؛‬ ‫ﻭﻣﻊ ﺫﻟﻚ ﺃﻃﺎﻟﺐ ﺍﳌﻔﺎﻭﺽ ﺑﺎﻟﺜﺒﺎﺕ ﻋﻠﻰ‬ ‫ﻣﺸﻜﻠﺔ ﺍﳊﻮﺍﺟﺰ ﺍﻟﺘﻲ ﺗﻔﺼﻞ ﺍﳌﺪﻥ‬
‫ﻛـــﻼ ﺍﳉـــﻮﺍﺑـــﲔ‬
‫‪pyalaranb@yahoo .com‬‬ ‫ﻷﻥ ﻫﺪﻓﻪ ﺗﻠﻤﻴﻊ ﺻﻮﺭﺓ ﺃﻣﺮﻳﻜﺎ ﺃﻣﺎﻡ‬ ‫ﻳﺘﺼﺎﺭﻋﺎﻥ ﻋﻨﺪﻱ؛‬ ‫ﺍﳌﻮﻗﻒ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﻋﺪﻡ ﺍﻟﺘﺨﻠﻲ ﻋﻦ‬ ‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ ،‬ﻭﺍﺳﻊ ﻟﺘﺤﺮﻳﺮ ﺍﳌﺰﻳﺪ‬
‫ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﻟﻦ ﻳﻜﻮﻥ ﻟﺼﺎﻟﺢ ﺍﻟﻘﻀﻴﺔ‬ ‫ﻻ ﻭﻧﻌﻢ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ‬ ‫ﺍﻟﺜﻮﺍﺑﺖ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﺘﻲ ﺣﺎﻓﻆ ﻋﻠﻴﻬﺎ‬ ‫ﻣﻦ ﺍﻷﺳﺮﻯ‪ ،‬ﻭﺣﻞ ﻣﺸﻜﻠﺔ ﺍﻟﻼﺟﺌﲔ‪.‬‬
‫√‪٠٥٩٩-١٥٠٧٠٠ 6� uÐ√ bLŠ‬‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﻟﻮﺿﻊ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫ﺍﳌﺆﲤﺮ ﻓﻲ ﺳﺒﻴﻞ‬ ‫ﺭﺋﻴﺴﻨﺎ ﺍﻟﺮﺍﺣﻞ ﺃﺑﻮ ﻋﻤﺎﺭ‪.‬‬
‫…�‪©f³OŽœ w�«—® 5Mł WIDM‬‬ ‫ﺇﻗﺎﻣﺔ ﺩﻭﻟﺔ ﻓﻠﺴﻄﻴﻨﻴﺔ ﺩﻭﻥ ﺿﻴﺎﻉ‬
‫• ﺧﻠﻮﻱ‪٠٥٩٩-٧٠٨٢٥٥:‬‬ ‫ﻻ ﻳﺴﻤﺢ ﺑﺎﳌﺸﺎﺭﻛﺔ‪ .‬ﺃﻗﻮﻝ ﻟﻠﻤﻔﺎﻭﺽ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ :‬ﻻ ﺗﺬﻫﺐ؛ ﻓﻨﺤﻦ ﻟﺴﻨﺎ‬ ‫ﺍﻟﺜﻮﺍﺑﺖ‪ ،‬ﻓﻠﻴﻜﻦ‪ ،‬ﻭﺃﻧﺎ ﻣﺆﻣﻦ ﺑﺄﻥ ﺍﻟﺮﺋﻴﺲ‬
‫…�‪WOKOIK� WIDM‬‬ ‫ﺃﺑﻮ ﻣﺎﺯﻥ ﻳﺴﻴﺮ ﻋﻠﻰ ﺩﺭﺏ ﺭﺋﻴﺴﻨﺎ ﺍﻟﺮﺍﺣﻞ‬
‫ﻛﻮﻣﺒﺎﺭﺱ ﻓﻲ ﺇﻋﻼﻡ ﺃﻣﺮﻳﻜﺎ!‬ ‫ﺃﺑﻮ ﻋﻤﺎﺭ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻓﻴﻪ ﺿﻴﺎﻉ ﻟﺜﻮﺍﺑﺘﻨﺎ‬ ‫ﻣﻌﺘﺼﻢ ﺍﻟﺸﻌﺒﻲ‪،‬‬
‫®≈‪©œËË«œ rO¼«dÐ‬‬ ‫ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻓﺤﺘﻤﺎ ﻳﺠﺐ ﺃﻻ ﻳﻌﻘﺪ‪.‬‬ ‫‪ ٢١‬ﻋـــﺎﻣـــﺎ‪،‬‬
‫• ﺧﻠﻮﻱ‪٠٥٩٩-٧٠٣٨٤٧:‬‬ ‫ﻭﻻ ﻳﺠﻮﺯ ﺃﻥ ﻳﻨﻌﻜﺲ ﺍﳋﻼﻑ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫ﺳﻠﻔﻴﺖ‪:‬‬
‫ﻋﻠﻰ ﻋﻼﻗﺎﺗﻨﺎ ﺍﳋﺎﺭﺟﻴﺔ‪ .‬ﻭﻷﻧﻨﻲ ﺇﻧﺴﺎﻥ‬ ‫ﺣﺘﻰ ﺍﻵﻥ ﺃﻧﺎ ﻣﻊ‬
‫…�‪ÂdJ�uÞ WIDM‬‬ ‫ﻋﺼﻤﺖ ﻗﺮﻣﺎﺯ‪،‬‬ ‫ﻓﻠﺴﻄﻴﻨﻲ‪ ،‬ﻓﺈﻧﻨﻲ ﺃﺅﻛﺪ ﻟﻠﻤﻔﺎﻭﺽ‬ ‫ﺍﳌــﺸــﺎﺭﻛــﺔ ﻓﻲ‬
‫‪ ٢٢‬ﻋﺎﻣﺎ‪ ،‬ﻃﻮﻟﻜﺮﻡ‪:‬‬ ‫ﻋﻠﻰ ﺍﻟﺘﻤﺴﻚ ﺑﺎﻟﺜﻮﺍﺑﺖ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪،‬‬ ‫ﺍﳌﺆﲤﺮ؛ ﻷﻧﻨﻲ ﺃﻭﺩ ﺃﻥ‬
‫®—«�‪©WFLý uÐ√ w‬‬ ‫ﺳﺎﻣﺢ ﺍﻟﻘﺎﺳﻢ‪،‬‬
‫• ﺧﻠﻮﻱ‪٠٥٩٩-٦٤٣٤٧٢:‬‬ ‫ﻭﻭﺻﺎﻳﺎ ﺍﻟﺮﺍﺣﻞ ﺃﺑﻮ ﻋﻤﺎﺭ‪.‬‬ ‫‪ ٢٢‬ﻋﺎﻣﺎ‪ ،‬ﺟﻨﲔ‪:‬‬ ‫ﺃﻋﺮﻑ ﻣﺪﻯ ﺻﺪﻕ‬
‫ﺃﻧﺎ ﺿﺪ ﺍﳌﺸﺎﺭﻛﺔ‬ ‫ﺍ ﻹ ﺳﺮ ﺍ ﺋﻴﻠﻴﲔ ‪،‬‬
‫…�‪©—uBM� ÊU³Fý® XOHKÝ WIDM‬‬ ‫ﻓﻲ ﺍﳌﺆﲤﺮ؛ ﻓﻬﻮ‬ ‫ﻭﺃﺗﺬﻛﺮ ﺃﻥ ﺃﺑﺎ ﻋﻤﺎﺭ ﻛﺎﻥ ﻳﻬﺪﻑ ﺩﺍﺋﻤﺎ‬
‫ﺃﻧﺎ ﻣﻊ ﺍﳌﺸﺎﺭﻛﺔ‬
‫• ﺧﻠﻮﻱ‪٠٥٩٩-١٣٤٨٥٩:‬‬ ‫ﻳﺨﺘﻠﻒ‬ ‫ﻟﻦ‬ ‫ﺇﻟﻰ ﺍﻟﺴﻼﻡ‪ ،‬ﻓﻠﻴﺲ ﻣﻦ ﺍﳋﻄﺄ ﺃﻥ ﻧﺘﺤﺎﻭﺭ‬
‫ﻓﻲ ﻫﺬﺍ ﺍﳌﺆﲤﺮ؛‬ ‫ﻣﻊ ﺍﻵﺧــﺮ‪ .‬ﺇﺿﺎﻓﺔ ﺇﻟــﻰ ﺃﻥ ﺃﻭﺿﺎﻋﻨﺎ‬
‫‪٠٥٢٢٣٢٦٣١٢‬‬ ‫ﻋﻦ ﺍﳌﺆﲤﺮﺍﺕ‬ ‫ﻓــــﺬﻟــــﻚ ﻫــﻮ‬
‫ﻋﻤﺮﻭ ﺃﺑﻮ ﺣﻨﻮﻥ‪،‬‬ ‫ﺗﺴﻤﺢ ﺑﺬﻟﻚ؛ ﻓﺤﺮﻛﺔ ﺣﻤﺎﺱ ﻟﻦ ﺗﻘﺒﻞ‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﻟﻘﺪ ﺟﺮﺑﻨﺎ ﺍﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫‪ ٢٢‬ﻋﺎﻣﺎ‪ ،‬ﻃﻮﻟﻜﺮﻡ‪:‬‬ ‫ﺍﳋــﻴــﺎﺭ ﺍﻟﻮﺣﻴﺪ‬
‫‪WOÐdG�« WHC�« »uMł‬‬ ‫ﺑﺄﻱ ﺗﻔﺎﻭﺽ ﻟﺮﻓﻀﻬﺎ ﻛﻞ ﺍﻻﺗﻔﺎﻗﻴﺎﺕ‬
‫ﺍﳌﺆﲤﺮﺍﺕ ﻭﺍﻻﺗﻔﺎﻗﻴﺎﺕ‪ ،‬ﻭﻟﻢ ﻳﺘﻐﻴﺮ ﺷﻲﺀ‬ ‫ﺍﳌﺘﺎﺡ ﻟﻨﺎ‪ ،‬ﻭﻣﺎ ﺩﺍﻡ ﻫﻨﺎﻙ ﺃﻣﻞ ﻭﻓﺮﺻﺔ؛‬ ‫ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﻳﺴﺘﺤﻴﻞ ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺣﻮﺍﺭ‬
‫ﻓﻲ ﺍﳌﻌﻄﻴﺎﺕ ﻋﻠﻰ ﺍﻷﺭﺽ‪.‬‬ ‫ﻓﻠﻨﺴﺘﻐﻠﻬﺎ‪ .‬ﺭﻏﻢ ﺃﻥ ﺍﻟﻮﺿﻊ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫ﻓﻠﺴﻄﻴﻨﻲ – ﻓﻠﺴﻄﻴﻨﻲ‪ ،‬ﺇﻻ ﺍﺫﺍ ﺃﻋﺎﺩﺕ‬
‫…�‪©ÂU( nÝu¹® r( XOÐ WIDM‬‬ ‫ﺃﻧﺎ ﻣﻊ ﺍﻟﺬﻫﺎﺏ‬
‫ﻳﺠﺐ ﺃﻥ ﺗﺘﺤﻘﻖ ﺃﻣﻮﺭ ﻛﺜﻴﺮﺓ ﻗﺒﻞ ﺍﳌﺆﲤﺮ‪،‬‬ ‫ﻻ ﻳﺴﻤﺢ‪ ،‬ﻭﺃﻧﺎ ﻋﻠﻰ ﻳﻘﲔ ﺑﺄﻥ ﺍﳌﻔﺎﻭﺽ‬ ‫ﺣﻤﺎﺱ ﻛﻞ ﺷﻲﺀ ﺇﻟﻰ ﻣﻜﺎﻧﻪ‪ .‬ﻭﻣﺸﻜﻠﺘﻨﺎ‬
‫• ﺟﻮﺍﻝ‪-٠٥٩٩٠٤٠٠٤٦ :‬ﺧﻠﻮﻱ‪٠٥٢-٢٦٠٣٢٩٣:‬‬ ‫ﺃﻫﻤﻬﺎ ﻭﺣﺪﺓ ﻛﻴﺎﻥ ﻭﺳﻴﺎﺳﺔ‪ ،‬ﻭﺇﻋﺎﺩﺓ‬ ‫ﻟﻠﻤﺆﲤﺮ؛ ﻓﻨﺤﻦ‬
‫ﺍﻟﻔﻠﺴﻄﻴﻨﻲ ﻗﺎﺩﺭ ﻋﻠﻰ ﺃﻥ ﻳﻘﻮﻝ ﻻ‪ ،‬ﻭﺃﻥ‬ ‫ﻣﻊ ﺣﻤﺎﺱ ﺃﺳﻬﻞ ﻣﻦ ﻣﺸﻜﻠﺘﻨﺎ ﻣﻊ‬
‫…�‪©Ê«uDŽ uÐ√ wLKŠ® qOK)« WIDM‬‬ ‫ﺍﻟﻬﻴﺒﺔ ﳌﻨﻈﻤﺔ ﺍﻟﺘﺤﺮﻳﺮ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‪.‬‬ ‫ﻧــﺮﻳــﺪ ﺍﻟــﺴــﻼﻡ‪.‬‬ ‫ﺇﺳﺮﺍﺋﻴﻞ‪.‬‬
‫ﻳﺘﺨﺬ ﻣﻮﻗﻔﺎ‪.‬‬
‫• ﺧﻠﻮﻱ‪٠٥٩٩-٣٢٨٣٧٣:‬‬ ‫ﻭﻟﻜﻦ ﲟﺎ ﺃﻥ ﺍﳌﺸﺎﺭﻛﺔ ﻗﺪ ﺣﺼﻠﺖ‪،‬‬ ‫ﻭﻟــﻜــﻦ ﺍﻟﻮﺿﻊ‬ ‫ﻭﻟﻠﻤﻔﺎﻭﺽ‪ :‬ﻻ ﺗﺘﻨﺎﺯﻝ ﻋﻠﻰ ﺃﻱ ﺣﻖ ﻣﻦ‬
‫ﻓﺈﻧﻲ ﺃﻃﺎﻟﺐ ﺍﳌﻔﺎﻭﺽ ﺑﺴﻘﻒ ﻣﻄﺎﻟﺐ‬ ‫ﻻ ﻳﺴﻤﺢ ﺑﺴﺒﺐ ﺍﳋــﻼﻑ ﺑﲔ ﻓﺘﺢ‬ ‫ﺣﻘﻮﻕ ﺍﻟﺸﻌﺐ ﺍﻟﻔﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﻻ ﻋﻦ‬
‫�‪U×¹—¬ WIDM‬‬ ‫ﻋﺎﻝ‪ ،‬ﻭﺃﻻ ﻳﻘﺪﻡ ﺗﻨﺎﺯﻻﺕ ﻣﺠﺎﻧﻴﺔ‪ ،‬ﻭﺃﻥ‬ ‫ﻭﺣــﻤــﺎﺱ‪ .‬ﺃﻣــﺎ ﻟﻠﻤﻔﺎﻭﺽ ﻓﺄﻗﻮﻝ‪:‬‬ ‫ﺍﻟﻘﺪﺱ ﻋﺎﺻﻤﺔ ﻓﻠﺴﻄﲔ‪ ،‬ﻭﻻ ﻋﻦ ﻋﻮﺩﺓ‬
‫ﻳﺼﺮ ﻋﻠﻰ ﺍﻟﺜﻮﺍﺑﺖ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻭﺃﻥ ﻳﻀﻊ‬ ‫ﺍﻟﻼﺟﺌﲔ‪.‬‬
‫ﺗﺬﻛﺮ ﺣﺪﻭﺩ ‪ ،١٩٦٧‬ﻭ‪ ١٠٫٠٠٠‬ﺃﺳﻴﺮ‬
‫‪…b�«uš w�«— ÆÆÆ‬‬ ‫ﺷﺮﻭﻃﺎ ﻣﺴﺒﻘﺔ؛ ﻷﻥ ﺍﳉﺎﻧﺐ ﺍﻹﺳﺮﺍﺋﻴﻠﻲ‬
‫• ﺧﻠﻮﻱ‪٠٥٩٨-١٦٧٧٣٥:‬‬ ‫ﻭﺿﻊ ﺷﺮﻭﻃﻪ‪.‬‬ ‫ﻓﻠﺴﻄﻴﻨﻲ‪ ،‬ﻭﺍﻟﻘﺪﺱ‪.‬‬

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Tyt 52

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≤∞∞∑ ‰Ë√ Êu????½U????� ≠ 5??D??�??K??

This Issue is œb?????F?????�« «c?????????¼

‫ﻭﺟﻪ ﻣﻌﻬﺪ ﺍﻹﻋﻼﻡ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻴﺮﺯﻳﺖ ﺩﻋﻮﺓ ﻟﻠﻬﻴﺌﺔ ﺍﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬

‫“‪qCMŠ s¹b½ ≠ Ê«bLŠ uÐ« WM¹‬‬ ‫‪ÆÆÆWOÐdG�« WHC�« jÝË‬‬

‫��‪∫d¹d×²�« d¹b� ËbŽU‬‬

‫ﺫﻟﻚ ﺳﻴﻜﻮﻥ ﻧﻬﺎﻳﺔ ﺣﻴﺎﺗﻲ ﻓﻲ ﻓﻠﺴﻄﲔ"‪.‬‬

‫ﺣﺮﻣﻬﻢ ِﻣﻦ ﻃﻔﻮﻟﺘﻬﻢ‬

‫ﻓﺮﺻﺔ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺬﺍﺕ‬ ‫‪Ê«uDŽuÐ√ wLKŠË ’uB�« «—U9‬‬

‫‪W³OB0 sÞu�« v�≈ œUŽË ÆÆÆ÷dF�«Ë ‰uD�UÐ tðUOŠ ‘UŽ‬‬

‫ﻗﺎرئ اﻟﻔﻨﺠﺎن ‪ ...‬ﺗﺸﺘﺖ!‬

‫ﻣﺠﻤﻊ ﺳﻴﺎرات ﺑﻠﺪﻳﺔ اﻟﺒﻴﺮة‬

‫ﻛﻲ ﻻ ﻳﺴﻘﻂ ﻣﻦ ﻋﺪﺳﺘﻴﻬﻤﺎ ﻣﺨﻠﻮﻕ ﳝﺮ ﺩﻭﻥ ﺃﻥ ﻳﺮﺍﻩ‪.‬‬ ‫ﻛﺘﺐ‪ :‬ﻣﻔﻴﺪ ﺣﻤﺎﺩ‬

‫‪WŠU³�K� …dýUF�« 5D�K� W�uDÐ‬‬

‫درس‬ ‫‪ «e−F*« ÊuŠd²−¹Ë WOFLł ÊuKJA¹‬‬

‫ﻣﺤﻤﻮﺩ ﻋﻮﺽ ﺷﺎﺏ ﺍﺳﺘﻄﺎﻉ ﺑﺈﺑﺪﺍﻉ ﺣﻮﺍﺳﻪ ﺃﻥ ﻳﻨﺴﺞ‬

‫«(‪åÊUŽbłò v�≈ WłU×Ð …UO‬‬ ‫ﺍﶈﺘﺎﺟﲔ ﻭﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﳌﻈﻠﻮﻣﲔ‪.‬‬

‫ﻓﻲ ﺟﺎﻣﻌﺘﻨﺎ ﻓﻨﺎن ‪. . .‬‬

‫ﺗﺤﺮك اﻟﺮﺻﺎﺻﺔ ﺣﻠﻤﺎ!‬

‫ﺗﺆﺛﺮ اﻟﻤﻮﺿﺔ ﻋﻠﻰ ﺻﺤﺘﻨﺎ؟؟!‬

‫ﺇﻋﺪﺍﺩ‪ :‬ﻋﺒﻴﺮ ﺩﺣﺒﻮﺭ‬

‫�‪WO�UC½Ë WOŽUL²ł«Ë WO{U¹— …—UM� 5¾łö�« ULO�� w� »U³A�« e�«d‬‬

‫ﻫﻮ ﺣﻠﻢ ﻣﺮ ﻋﺒﺮ ﺿﻴﻖ ﻃﺮق اﳌﺨﻴﻤﺎت‪...‬‬ ‫√‪Ê«eŠ_« …dOÝ‬‬

‫��‪ÂuO�« bFÐ ¡U‬‬

‫‪¥QƒdG ≈∏Y ΩÓ‬‬

‫اﳊﻴﺎة ﺑﺪون أن ﻳﻜﻮن ﻟﻨﺎ‬

‫‪ ١٦ /·dý ‰U�OÐ‬ﻋﺎﻣﺎ‪ /‬ﻏﺰة‬

‫–‪ô£ŸG äÉNR â‬‬

Paper Torn from

‫ﺷﺒﺎب ﻣﻦ أﺟﻞ اﻟﺘﻐﻴﻴﺮ‬

‫�‪sÞu�« UE�U×� »u?−¹ ŸËd???A‬‬

‫ﻳﺨﺘﺮﻗﻮن اﻟﻤﻠﻔﺎت واﻹﻳﻤﻴﻼت واﻟﺼﻮر‬

‫≈‪pEŠ ·dŽ‬‬ ‫«�‪… Ÿ ◊ « ‚ Â ‰ « ULKJ‬‬

‫«�‪∫”uI‬‬ ‫«'‪∫¡«“u‬‬ ‫ﺇﻋﺪﺍﺩ‪ :‬ﻋﻼﺀ ﺻﻴﺎﻡ‬

‫«�‪WHO�B‬‬ ‫ﻋﺼﻤﺖ ﺍﳊﺴﻴﻨﻲ‪،‬‬

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