‫ﭘﻴﺎﻡ‬

‫ﺳﺎﻟﻲ ﭘﺮ ﺑﺮﻛﺖ ﻭ ﺍﻣﻴﺪ ﺑﺮﺍﻱ ﻫﻤﻪ ﺩﺍﺭﺩ‬

‫‌‬ ‫ﺍﻳﺮﺍﻧﻲ ﻭ ﺍﻓﻐﺎﻧﻲ ﺗﺒﺮﻳﻚ ﮔﻔﺘﻪ ﻭ ﺁﺭﺯﻭﻱ‬
‫‌‬ ‫ﻣﺪﻳﺮﻳﺖ ﭘﻴﺎﻡ ﻧﻮﺭﻭﺯ ‪ 1388‬ﺭﺍ ﺑﻪ ﻫﻤﻪ ﻫﻤﻮﻃﻨﺎﻥ‬

‫‪Payam‬‬ ‫‪Issue 07 I March 2009‬‬

‫‪PERSIAN MAGAZINE I MONTHLY I FREE‬‬

‫�‬
‫� �ف �پﯿﺪ ز��ﺘﺎ�ﯽ �ﻦ �ﺪا د ﻢ‬
‫ﺭﻭﺯ ﺟﻬﺎﻧﻲ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬

‫ﺻﻔﻮﻳﺎﻥ ﻭﻫﻮﻳﺖ ﺍﻳﺮﺍﻧﻲ‬

‫�‬‫�ن‬
‫� � �ﻮر�ﯿﺪ �ﻮروز ﺳﻼ�ﯽ دوﺑﺎره ﻢ‬
‫ﺍﻳﺮﺍﻥ ﻣﺪﺭﻥ ﺑﺎ ﺁﺩﻡ‌ﻫﺎﻳﻲ‬

‫ﺳﻨﺘﻲ‬

‫ﺷﻮﺧﻲ ﺩﺭ ﺍﺩﻳﺎﻥ‬

‫ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ‬

‫ﺗــــﺮﺱ ﺩﺭ‬

‫ﻛــــﻮﺩﻛﺎﻥ‬
‫ﭘﻴﺎﻡ‬ 2 Payam March 2009
‫ﭘﻴﺎﻡ‬ 3 Payam March 2009
 ‫ﻭﺍﻟﻨﺘﺎﻳﻦ؛ ﺳﺮ ﭘﻴﺎﺯ ﻳﺎ ﺗﻪ ﭘﻴﺎﺯ؟‬
‫ﺍﻳﻦ ﺭﻭﺯ )‪ 17‬ﻓﻮﺭﻳﻪ( ﺑﻪ ﻣﻦ ﺯﻧﮓ ﺯﺩﻩ ﻭ ﺑﺴﻴﺎﺭ ﺟﺪﻱ‬
‫ﻭﻟﻨﺘﺎﻳﻦ ﺭﻭ ﺗﺒﺮﻳﻚ ﻣﻴﮕﻔﺖ‪ .‬ﺍﻟﺒﺘﻪ ﻣﺎ ﻣﺨﺎﻟﻒ ﻋﺸﻖ ﻭ‬
‫ﻣﺤﺒﺖ ﻭﺭﺯﻳﺪﻥ ﻧﻴﺴﺘﻴﻢ‪ ،‬ﻭﻟﻲ‌ ﭼﻄﻮﺭ ﺷﺪ ﻛﻪ ﺟﺸﻦ‬
‫ﻣﻲﺑﺎﺷﺪ ﺭﺍ ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻳﻢ‬
‫ﻣﻬﺮﮔﺎﻥ ﻛﻪ ﺭﻭﺯ ﻋﺸﻖ ﻭﺭﺯﻱ ‌‬
‫؟‬
‫ﻫﺮ ﭼﻨﺪ ﺑﺮﺧﻲ ﺍﺯ ﻣﺴﺌﻮﻻﻥ ﺍﻣﻮﺭ ﺟﻮﺍﻧﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ‪،‬‬
‫ﻣﻮﺿﻮﻉ ﮔﺮﺍﻳﺶ ﺑﻪ ﺍﻳﻦ ﻣﻨﺎﺳﺒﺖ ﻏﺮﺑﻲ ﺭﺍ ﻛﻢ ﺍﻫﻤﻴﺖ ﻭ‬
‫ﻣﺨﺘﺺ ﻋﺪﻩ ﻛﻤﻲ ﺍﺯ ﺩﺧﺘﺮﺍﻥ ﻭ ﭘﺴﺮﺍﻥ ﺗﻠﻘﻲ ﻣﻲ ﻛﻨﻨﺪ‪،‬‬
‫ﻭﻟﻲ ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﻛﻪ ﺩﺭ ﺳﺎﻝ ﻫﺎﻱ ﮔﺬﺷﺘﻪ ﻫﺪﻳﻪ‬
‫ﭼﻨﺪ ﺳﺎﻟﻲ ﺍﺳﺖ ﻧﺰﺩﻳﻚ ‪ 26‬ﺑﻬﻤﻦ ﻣﺎﻩ )‪ 14‬ﻓﻮﺭﻳﻪ( ﻛﻪ ﻣﻲ‬
‫ﺧﺮﻳﺪﻥ ﺩﺭ ﺭﻭﺯ ﻋﺸﺎﻕ‪ ،‬ﻫﺮ ﺳﺎﻝ ﻣﺤﺒﻮﺑﻴﺖ ﺑﻴﺸﺘﺮﻱ ﺑﻴﻦ‬
‫ﺷﻮﺩ‪ ،‬ﻫﻴﺎﻫﻮ ﻭ ﻫﻴﺠﺎﻥ ﺭﺍ ﺩﺭ ﺧﻴﺎﺑﺎﻥ‌ﻫﺎﻱ ﺍﻳﺮﺍﻥ ﻣﺸﺎﻫﺪﻩ‬
‫ﺟﻮﺍﻧﺎﻥ ﭘﻴﺪﺍ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﻣﻐﺎﺯﻩﻫﺎﻱ ﻛﺎﻻﻫﺎﻱ ﻓﺎﻧﺘﺰﻱ ﺷﻠﻮﻍ ﻣﻴﺸﻮﻧﺪ ‪ .‬ﻫﻤﻪ‬
‫‌‬ ‫ﻣﻴﺸﻮﺩ ‪.‬‬
‫ﺟﺎﻟﺐ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﺭﻭﺯ ﻫﻢ ﻣﺜﻞ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺩﻳﮕﺮ ﻣﺮﺍﺳﻢ‬ ‫ﺟﺎ ﻧﺎﻡ ﻭﻟﻨﺘﺎﻳﻦ ﺑﻪ ﮔﻮﺵ ﻣﻲ ﺧﻮﺭﺩ‪ .‬ﻣﺮﺩﻡ ﺑﻪ ﻫﻢ ﻫﺪﻳﻪ‬
‫ﺍﻳﺮﺍﻧﻲ‌‪ ،‬ﻣﻌﻠﻮﻡ ﻧﻴﺴﺖ ﻛﻪ ﺍﺯ ﻛﺠﺎ ﺑﻪ ﻓﺮﻫﻨﮓ ﻣﺎ ﺭﺧﻨﻪ ﻛﺮﺩﻩ‬ ‫ﻣﻴﺪﻫﻨﺪ ﻭ ﺗﺒﺮﻳﻜﺎﺕ ﻣﺤﺒﺖ ﺁﻣﻴﺰ ﺑﻪ ﻫﻤﺪﻳﮕﺮ ﻣﻴﻔﺮﺳﺘﻨﺪ‪.‬‬
‫ﺍﺳﺖ‪ .‬ﺩﺭ ﺑﺮﺧﻲ‌ ﺍﺯ ﻭﺏ ﺳﺎﻳﺖ ﻫﺎ ﺩﻻﻳﻠﻲ ﻣﺸﺎﺑﻪ ﺍﻳﻦ ﺭﺍ‬
‫ﺭﻭﺯ ﻭﺍﻟﻨﺘﻴﻦ )ﺭﻭﺯ ﻋﺸﺎﻕ ﻭ ﻳﺎ ﺭﻭﺯ ﻋﺸﻖ ﻭﺭﺯﻱ( ﻋﻴﺪﻱ ﺩﺭ‬
‫ﻣﻴﺨﻮﺍﻧﻴﻢ‪ “ :‬ﺍﻳﻦ ﺭﻭﺯ ﺩﺭ ﺳﺎﻟﻨﻤﺎﻱ ﻛﻨﻮﻧﻲ ﺍﻳﺮﺍﻧﻲ ﺑﺮﺍﺑﺮ‬
‫ﺑﻬﻤﻦﻣﺎﻩ( ﻭ ﺩﺭ ﺑﺮﺧﻲ ﻓﺮﻫﻨﮓ‌ﻫﺎ ﺭﻭﺯ‬
‫‌‬ ‫ﺭﻭﺯ ‪ 14‬ﻓﻮﺭﻳﻪ )‪25‬‬
‫ﺍﺳﺖ ﺑﺎ ‪ 29‬ﺑﻬﻤﻦ‪ ،‬ﻳﺎ ﺗﻨﻬﺎ ‪ 3‬ﺭﻭﺯ ﭘﺲ ﺍﺯ ﻭﺍﻟﻨﺘﺎﻳﻦ ﻓﺮﻧﮕﻲ!‬
‫ﺍﺑﺮﺍﺯ ﻋﺸﻖ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﺑﺮﺍﺯ ﻋﺸﻖ ﻣﻌﻤﻮﻻً ﺑﺎ ﻓﺮﺳﺘﺎﺩﻥ‬
‫ﺍﻳﻦ ﺭﻭﺯ "ﺳﭙﻨﺪﺍﺭ ﻣﺬﮔﺎﻥ" ﻳﺎ "ﺍﺳﻔﻨﺪﺍﺭ ﻣﺬﮔﺎﻥ" ﻧﺎﻡ‬
‫ﻛﺎﺭﺕ ﻭﺍﻟﻦﺗﻴﻦ ﻳﺎ ﺧﺮﻳﺪ ﻫﺪﺍﻳﺎﻳﻲ ﻣﺎﻧﻨﺪ ﮔﻞ ﺳﺮﺥ ﺍﻧﺠﺎﻡ‬
‫ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﻓﻠﺴﻔﻪ ﺑﺰﺭﮔﺪﺍﺷﺖ ﺍﻳﻦ ﺭﻭﺯ ﺑﺎ ﻧﺎﻡ "ﺭﻭﺯ‬
‫ﻣﻲﺷﻮﺩ‪ .‬ٴ‬
‫ﺳﺎﺑﻘﻪ ﺗﺎﺭﻳﺨﻲ ﺭﻭﺯ ﻭﺍﻟﻨﺘﻴﻦ ﺑﻪ ﺟﺸﻨﻲ ﻛﻪ ﺑﻪ‬ ‫‌‬
‫ﻋﺸﻖ" ﺑﻪ ﺍﻳﻦ ﮔﻮﻧﻪ ﺑﻮﺩﻩ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺎﺳﺘﺎﻥ ﻫﺮ ﻣﺎﻩ‬
‫ﺍﻓﺘﺨﺎﺭ ﻗﺪﻳﺲ ﻭﺍﻟﻨﺘﻴﻦ ﺩﺭ ﻛﻠﻴﺴﺎﻫﺎﻱ ﻛﺎﺗﻮﻟﻴﻚ ﺑﺮﮔﺰﺍﺭ‬
‫ﺭﺍ ﺳﻲ ﺭﻭﺯ ﻣﻲ ﺷﻤﺮﺩﻧﺪ ﻭ ﺍﻓﺰﻭﻥ ﺑﺮ ﺍﻳﻨﻜﻪ ﻣﺎﻩ ﻫﺎ ﻧﺎﻡ‬
‫ﻛﺸﻮﺭﻫﺎﻱ ﻏﺮﺑﻲ‪ ،‬ﺑﺮﮔﺰﺍﺭﻱ ﺍﻳﻦ‬ ‫‌‬ ‫ﻣﻲﺷﺪ‪ ،‬ﺑﺎﺯ ﻣﻲ‌ﮔﺮﺩﺩ‪ .‬ﺩﺭ‬
‫‌‬
‫ﺩﺍﺷﺘﻨﺪ‪ ،‬ﻫﺮﻳﻚ ﺍﺯ ﺭﻭﺯﻫﺎﻱ ﻣﺎﻩ ﻧﻴﺰ ﻳﻚ ﻧﺎﻡ ﺩﺍﺷﺘﻨﺪ”‪ .‬ﻭ‬
‫ﺭﻭﺯ ﺟﺰﻳﻲ ﺍﺯ ﻓﺮﻫﻨﮓ ﺁﻥ ﻛﺸﻮﺭ ﻣﻲ‌ﺑﺎﺷﺪ‪ .‬ﺷﺎﻳﺪ ﻋﺪﻩ ﻳﻲ‬
‫ﺍﻣﺎ ﭼﻄﻮﺭ ﺷﺪ ﻛﻪ ﺑﻌﺪ ﺍﺯ ﻗﺮﻧﻲ ﺣﺎﻻ ﺍﻳﻦ ﺍﻛﺘﺸﺎﻓﺎﺕ ﺭﺍ‬
‫ﺍﺯ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻭ ﺩﻳﮕﺮ ﻣﻬﺎﺟﺮﺍﻥ ﺍﻳﻦ ﻛﺸﻮﺭﻫﺎ ﻫﻢ ﺑﻌﺪ ﺍﺯ ﺳﺎﻟﻬﺎ‬
‫ﻣﻲﻛﻨﻴﻢ‪.‬‬
‫‌‬
‫ﺯﻧﺪﮔﻲ ﺩﺭ ﺍﻳﻦ ﻓﺮﻫﻨﮕﻬﺎ ﻛﻢ ﻛﻢ ﺍﻳﻦ ﺭﺳﻮﻡ ﺭﺍ ﺍﺟﺮﺍ‬
‫ﺍﮔﺮ ﺍﺯ ﻟﺤﺎﻅ ﺍﻗﺘﺼﺎﺩﻱ ﺑﻪ ﺟﺮﻳﺎﻥ ﻧﮕﺎﻩ ﻛﻨﻴﻢ‪ ،‬ﺑﻨﻈﺮ ﻣﻴﺎﻳﺪ‬ ‫ﻡﻳﻜﻨﻨﺪ‪ ،‬ﭼﺮﺍﻛﻪ ﺍﻧﺴﺎﻥ ﺍﺣﺴﺎﺱ ﺗﻌﻠﻖ ﺭﺍ ﺩﻭﺳﺖ ﺩﺍﺭﺩ ﻭ ﺑﺎ‬
‫ﺷﺮﻛﺖﻫﺎﻱ ﺑﺎﺯﺭﮔﺎﻧﻲ‬
‫‌‬ ‫ﻛﻪ ﺍﻳﻦ ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪﮔﺎﻥ ﻛﺎﻻ ﻭ‬ ‫ﻗﺒﻮﻝ ﺍﻳﻦ ﻣﺮﺍﺳﻢ ﺍﺣﺴﺎﺱ ﻧﺰﺩﻳﻚ ﺗﺮﻱ ﺑﻪ ﻣﺤﻴﻂ ﺯﻧﺪﮔﻲ‌‬
‫ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﺍﺋﻤﺎ ﺑﻪ ﺩﻧﺒﺎﻝ ﺑﺎﺯﺍﺭ‌ﻫﺎﻱ ﺟﺪﻳﺪ ﺑﺮﺍﻱ ﻉﺭﺿﻪ‬ ‫ﺧﻮﺩ ﻣﻲ‌ﻛﻨﺪ‪ .‬ﺣﺎﻝ ﺳﻮﺍﻝ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﭼﻄﻮﺭ ﺍﻳﻦ ﮔﻮﻧﻪ‬
‫ﻛﺎﻻﻫﺎﻱ ﺧﻮﺩ ﻣﻴﺒﺎﺷﻨﺪ ﻭ ﺑﺮﺍﻱ ﺍﻳﻦ ﻣﻨﻈﻮﺭ ﺍﻳﻦ ﻣﺮﺍﺳﻢ‬ ‫ﻣﺮﺍﺳﻢ ﻳﻜﺒﺎﺭﻩ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﻭﻧﻖ ﻣﻲ‌ﮔﻴﺮﺩ‪ .‬ﺁﻳﺎ ﻓﺮﻫﻨﮓ‬
‫ﻏﺮﺑﻲ ﺭﺍ ﺑﻪ ﻫﺮ ﺷﻜﻠﻲ‌ ﺑﻪ ﻓﺮﻫﻨﮓ ﺍﻳﺮﺍﻧﻲ‌ ﺭﺑﻂ ﻣﻴﺪﻫﻨﺪ ﻭ‬ ‫ﺩﻳﺮﻳﻨﻪ ﺍﻳﺮﺍﻧﻲ‌ ﺩﺭ ‪ 20‬ﺳﺎﻝ ﺁﻳﻨﺪﻩ ﻣﺨﻠﻮﻃﻲ ﺍﺯ ﺭﺳﻮﻣﻲ‬
‫ﺍﻧﮕﻴﺰﻩ ﺧﺮﻳﺪ ﺭﺍ ﺩﺭ ﻣﺮﺩﻡ ﺑﻪ ﺍﻳﻦ ﺷﻜﻞ ﺍﻳﺠﺎﺩ‬ ‫ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺩﺭ ﺫﺭﻩ ﺫﺭﻩ ﺩﺭ ﻓﺮﻫﻨﮓ ﻣﺎ ﺭﺳﻮﺥ ﻛﺮﺩﻩ؟‬ ‫‌‬
‫ﻧﮕﺎﻫﻲ ﺑﺎﻳﺪ ﺍﻳﻦ ﺭﺍ ﻳﻚ ﺗﻬﺎﺟﻢ ﻓﺮﻫﻨﮕﻲ‌‬
‫‌‬ ‫ﻣﻴﻜﻨﻨﺪ‪ .‬ﺷﺎﻳﺪ ﺑﻪ‬
‫ﻳﻜﻲ ﺍﺯ ﺩﻭﺳﺘﺎﻧﻢ ﻛﻪ ﺳﺎﻟﻬﺎﺳﺖ ﺩﺭ ﺧﺎﺭﺝ ﺍﺯ ﺍﻳﺮﺍﻥ‬
‫‌‬
‫ﻧﺎﻣﻴﺪ ﻭ ﺑﻪ ﻳﺎﺩ ﺑﻴﻮﺭﻳﻢ ﻛﻪ ﺟﺸﻦ ﺩﻳﺮﻳﻨﻪ ﻣﻬﺮﮔﺎﻥ ﺩﺭ‬
‫ﻣﻲﻛﻨﺪ‪ ،‬ﺗﻌﺮﻳﻒ ﻣﻴﻜﺮﺩ ﻛﻪ ﻣﺎﺩﺭﺵ ﺍﺯ ﺍﻳﺮﺍﻥ ﺑﻪ ﺍﻭ‬
‫ﺯﻧﺪﮔﻲ ‌‬
‫‌‬
‫ﻓﺮﻫﻨﮓ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﻭﺯ ﻣﻬﺮ ﻭﺭﺯﻳﺪﻥ ﻣﻲ‌ﺑﺎﺷﺪ ﻭ ﻣﺮﺩﻡ ﺑﺎﻳﺪ‬
‫ﺗﺒﺮﻳﻚ ﻭﻟﻨﺘﺎﻳﻦ ﻣﻴﻔﺮﺳﺘﺪ‪ .‬ﺧﺎﻧﻢ ﺩﻳﮕﺮﻱ ﺳﻪ ﺭﻭﺯ ﺑﻌﺪ ﺍﺯ‬
‫ﺑﻪ ﺟﺎﻱ ﻭﺍﻟﺘﻨﻴﺎﻥ ﺍﻳﻦ ﺭﻭﺯ ﺭﺍ ﺯﻧﺪﻩ ﻛﻨﻨﺪ‪.‬‬
‫ﺭﻭﺯ ﺟﻬﺎﻧﻲ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ‪6‬‬

‫ﺻﻔﻮﻳﺎﻥ ﻭﻫﻮﻳﺖ ﺍﻳﺮﺍﻧﻲ ‪7‬‬

‫ﺁﺩﻡﻫﺎﻳﯽ ﺳﻨﺘﯽ ‪10‬‬
‫ﺍﻳﺮﺍﻥ ﻣﺪﺭﻥ ﺑﺎ ‌‬
‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﻭ ﺍﻓﻐﺎﻧﯽ‌ﻫﺎی ﺍﺩﻣﻮﻧﺘﻮﻥ ﻭ ﺍﻃﺮﺍﻑ ﺁﺭﺯﻭ ﻣﻴﮑﻨﻨﺪ‪ .‬ﺍﺯ ﻫﻤﮑﺎﺭﺍﻥ ﻣﺎ ﮐﻪ ﺑﺎ ﻣﻘﺎﻻﺗﺸﺎﻥ ﻣﺎ ﺭﺍ‬
‫ﺷﻮﺧﯽ ﺩﺭ ﺍﺩﻳﺎﻥ ‪11‬‬
‫ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ‪17‬‬
‫ﺗــــﺮﺱ ﺩﺭ ﻛــــﻮﺩﻛﺎﻥ ‪19‬‬
‫ﺧﻮﺍﺹ ﮐﺮﻓﺲ ‪21‬‬
‫ﭘﻴﺎﻡ‬
‫ﻣﺪﻳﺮﻳﺖ ﻣﺠﻠﻪ ﭘﻴﺎﻡ ﻭ ﺩﺳﺖ ﺍﻧﺪﺭ ﮐﺎﺭﺍﻥ ﺍﻳﻦ ﻣﺠﻠﻪ‪ ،‬ﺳﺎﻟﯽ‌ ﭘﺮ ﺍﺯ ﺍﻣﻴﺪ ﻭ ﻣﻮﻓﻘﻴﺖ ﺑﺮﺍی ﻫﻤﻪ‬
‫ﻫﻤﺮﺍﻫﯽ ﮐﺮﺩﻩ ﺍﻧﺪ‪ ،‬ﺍﺯ ﺷﺮﻳﮑﺎﻥ ﻣﺎ ﮐﻪ ﺍﺯ ﺍﻭﻟﻴﻦ ﺷﻤﺎﺭﻩ ﺑﺎ ﺁﮔﺎﻫﯽ‌ﻫﺎﻳﺸﺎﻥ ﻣﺠﻠﻪ ﭘﻴﺎﻡ ﺍﺩﻣﻮﻧﺘﻮﻥ ﺭﺍ‬
‫ﻣﯽﮐﻨﻴﺪ‪،‬‬
‫ﺣﻤﺎﻳﺖ ﮐﺮﺩﻩ ﺍﻧﺪ ﻭ ﺍﺯ ﺷﻤﺎ ﺧﻮﺍﻧﻨﺪﻩ ﻋﺰﻳﺰ ﮐﻪ ﺩﻗﺎﻳﻘﯽ ﺭﺍ ﺑﺮﺍی ﻣﺮﻭﺭ ﺍﻳﻦ ﻣﺠﻠﻪ ﺻﺮﻑ ‌‬
‫ﺑﺴﻴﺎﺭ ﺳﭙﺎﺱ ﮔﺬﺍﺭﻳﻢ‪.‬‬
‫ﻣﻮﻓﻘﻴﺖﻫﺎی ﺑﻴﺸﺘﺮ ﺑﺮﺍی ﻫﻤﻪ‪ ،‬ﺳﺎﻝ ‪ ١٣٨٨‬ﻣﺒﺎﺭک ﺑﺎﺩ‬
‫‌‬ ‫ﺑﺎ ﺍﻣﻴﺪ‬
‫‪4‬‬ ‫‪Payam March 2009‬‬
 ‫ﺯﻧﺪﮔﻲ ﺩﺭ ﻃﺒﻴﻌﺖ ﻭ ﭘﺪﭘﺪﻩ ﻫﺎﻱ ﻃﺒﻴﻌﻲ ﻭ ﺯﻧﺪﮔﻲ ﺩﺭ‬
‫ﺷﻜﻞ ﺍﺟﺘﻤﺎﻋﻲ ﺟﻤﺎﻋﺎﺕ ﻣﺮﺩﻡ ﺭﻧﮓ ﻭ ﺟﻼﻳﻲ ﻧﻮ ﻣﻲ‬
‫ﮔﻴﺮﺩ‪.‬‬
‫ﺳﺎﻝ ﺑﺎ ﺯﻣﺴﺘﺎﻥ ﺍﻓﺴﺮﺩﻩ ﺍﺵ ﻣﻲ ﻣﻴﺮﺩ ﻭ ﺩﻭﺑﺎﺭﻩ ﺩﺭ ﺑﻬﺎﺭ‬
‫ﻓﺎﺭﺳﻴﺎﻥ ﺑﺎ ﻫﺮ ﻧﮋﺍﺩ ﻭ ﻣﺬﻫﺐ‪ ،‬ﺑﺎ ﻣﺮﺍﺳﻢ ﻳﮑﺴﺎﻥ‬
‫ﺳﺒﺰﻳﻨﻪ ﺍﺵ ﻣﻲ ﺭﻭﻳﺪ ﻭ ﻣﻲ ﺷﻜﻮﻓﺪ‪ ،‬ﮔﻴﺎﻫﺎﻥ ﺭﻭﻳﺶ‬
‫ﺩﻭﺑﺎﺭﻩ ﺁﻏﺎﺯ ﻣﻲ ﻛﻨﻨﺪ‪ ،‬ﺣﻴﻮﺍﻧﺎﺕ ﺣﻴﺎﺕ ﺟﻨﺴﻲ ﺧﻮﺩ ﺭﺍ‬
‫ﻳﺮﻧﺪ‪ ،‬ﻣﺮﺩﮔﺎﻥ ﺯﻧﺪﻩ ﻣﻲ‬ ‫ﺑﺮﺍﻱ ﺯﺍﻳﺸﻲ ﺩﻳﮕﺮ ﺍﺯ ﺳﺮ ﻣﻲ ﻙ‬
‫ﺷﻮﻧﺪ ﻭ ﺭﻭﺍﻥ ﻫﺎﻳﺸﺎﻥ ﺍﺯ ﺟﻬﺎﻥ ﻣﺮﺩﮔﺎﻥ ﺑﻪ ﺟﻬﺎﻥ ﺯﻧﺪﮔﺎﻥ‬
‫ﺑﺎﺯ ﻣﻲ ﮔﺮﺩﻧﺪ‪ .‬ﺯﻧﺪﮔﺎﻥ ﻧﻴﺰ ﻫﻤﺮﺍﻩ ﺑﺎ ﻧﻮﺷﺪﮔﻲ ﺳﺎﻝ ﺧﺮﻭﺝ‬
‫ﻣﻲ ﻛﻨﻨﺪ ﻭ ﺑﻪ ﺳﺎﺣﺖ ﺩﻳﮕﺮ ﺍﺯ ﺣﻴﺎﺕ ﻃﺒﻴﻌﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ‬
‫ﮔﺎﻡ ﻣﻲ ﻧﻬﻨﺪ‪ .‬ﺁﻣﺪﻥ ﻧﻮﺭﻭﺯ ﻭ ﻧﻮ ﺷﺪﮔﻲ ﺳﺎﻝ ‪ ،‬ﻭ ﺗﺠﺪﻳﺪ‬
‫ﺣﻴﺎﺕ ﺭﺳﺘﻨﻲ ﻫﺎ ﻭ ﺭﻭﻳﺶ ﺩﻭﺑﺎﺭﻩ ﮔﻴﺎﻫﺎﻥ ﻭ ﻧﺒﺎﺗﺎﺕ ﺭﺍ‬
‫ﻣﺮﺩﻡ ﺑﺎ ﺭﺍﻩ ﺍﻧﺪﺍﺧﺘﻦ ﺟﺸﻨﻬﺎﻱ ﻧﻮﺭﻭﺯﻱ ﻭ ﻛﺎﺷﺘﻦ ﻭ‬
‫ﺭﻭﻳﺎﻧﺪﻥ ﺩﺍﻧﻪ ﻫﺎﻱ ﮔﻴﺎﻫﻲ ﺟﺸﻦ ﻣﻴﮕﻴﺮﻧﺪ‪ .‬ﺩﺭ ﺁﻏﺎﺯ ﺳﺎﻝ‬
‫ﻧﻮ ﻣﺮﺩﻡ ﺍﺯ ﺁﻧﭽﻪ ﺭﻧﮓ ﻓﺮﺳﻮﺩﮔﻲ ﻭ ﻛﻬﻨﮕﻲ ﻭ ﺳﻴﺎﻫﻲ‬
‫ﺩﺍﺭﺩ‪ ،‬ﺟﺪﺍ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺩﻭﺭﻱ ﻣﻲ ﮔﺰﻳﻨﻨﺪ ﻭ ﺁﺩﺍﺏ ﭘﻴﺸﻮﺍﺯ‬
‫ﻧﻮﺭﻭﺯ ﺭﻓﺘﻦ ‪ ،‬ﻣﺎﻧﻨﺪ ﻏﺒﺎﺭ ﺭﻭﺑﻲ ﻭ ﭘﺎﻛﺴﺎﺯﻱ ﺧﺎﻧﻪ ﻭ ﻣﺤﻴﻂ‬
‫ﺧﺎﻥ ﺗﻜﺎﻧﻲ ( ﻧﻮﻛﺮﺩﻥ ﺍﺳﺒﺎﺏ ﻭ ﺍﺷﻴﺎﻱ ﻛﻬﻨﻪ ﻭ‬ ‫ﺯﻳﺴﺖ ) ﻩ‬
‫ﻓﺮﺳﻮﺩﻩ ﻭ ﻧﺎﻛﺎﺭ ﺁﻣﺪ‪ ،‬ﺳﻔﻴﺪ ﻛﺮﺩﻥ ﻇﺮﻭﻑ ﻣﺴﻴﻦ‪ ،‬ﺳﻔﻴﺪ ﻭ‬
‫ﻧﻘﺎﺷﻲ ﻛﺮﺩﻥ ﺩﻳﻮﺍﺭﻩ ﻫﺎﻱ ﺧﺎﻧﻪ‪ ،‬ﺗﻄﻬﻴﺮ ﻭ ﭘﺎﻛﻴﺰﻩ ﻛﺮﺩﻥ‬
‫ﺳﺮ ﻭﺗﻦ ﻭ ﺟﺎﻣﻪ ﻭ ﻛﻨﺎﺭ ﮔﺬﺍﺷﺘﻦ ﺟﺎﻣﻪ ﻫﺎﻱ ﻛﻬﻨﻪ ﻭ ژﻧﺪﻩ‬
‫ﻭ ﭘﻮﺷﻴﺪﻥ ﺟﺎﻣﻪ ﻫﺎﻱ ﻧﻮ ﻭ ﭘﺎﻛﻴﺰﻩ ﮔﻨﺪﺯﺩﺍﻳﻲ ﺧﺎﻧﻪ ﺑﺎ‬
‫ﺳﻮﺯﺍﻧﺪﻥ ﻭ ﺩﻭﺩ ﻛﺮﺩﻥ ﺍﺳﻔﻨﺪ ﻭ ﺍﻓﺸﺎﻧﺪﻥ ﺑﻮﻱ ﺧﻮﺵ‪ ،‬ﻭ‬
‫ﺗﻌﻄﻴﻞ ﻛﺮﺩﻥ ﻛﺎﺭ ﻭ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺍﻗﺘﺼﺎﺩﻱ‬
‫ﻣﻌﻤﻮﻝ ﺭﻭﺯﺍﻧﻪ ﺩﺭ ﺁﺧﺮﻳﻦ ﺭﻭﺯﻫﺎﻱ ﻋﻤﺮ ﺳﺎﻝ ﻛﻬﻨﻪ‪ ،‬ﻫﻤﻪ‬
‫ﻧﺸﺎﻧﻪ ﻭ ﻣﻈﻬﺮ ﺧﻴﺰﺵ ﺟﻤﻌﻲ ﻣﺮﺩﻡ ﻭ ﻧﺎﺑﻮﺩﻱ ﺍﺭﻭﺍﺡ‬
‫ﺯﻳﺎﻧﻜﺎﺭﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺳﻴﺎﻫﻲ ﻛﻬﻨﮕﻲ ﻭ ﻣﺮگ ﺁﺷﻴﺎﻧﻪ‬
‫ﮔﺰﻳﺪﻩ ﺍﻧﺪ ‪ ،‬ﺍﻳﻨﻬﺎ ﻫﻤﻪ ﻧﺸﺎﻧﻪ ﺟﺪﺍ ﺷﺪﻥ ﺍﻧﺴﺎﻥ ﺍﺯ ﺗﺒﺎﻫﻲ ﻭ‬
‫ﺳﻴﺎﻫﻜﺎﺭﻱ ﻭ ﺯﻧﺪﮔﻲ ﮔﺬﺷﺘﻪ ﺍﺳﺖ‪ .‬ﻣﺮﺣﻠﻪ ﺩﻳﮕﺮ ﺍﻳﻦ‬
‫ﮔﺬﺭ‪ ،‬ﻣﺮﺣﻠﻪ ﺟﺪﺍﻳﻲ ﮔﺰﻳﻨﻲ ﺍﺯ ﺳﺎﻝ ﻛﻬﻨﻪ ﺑﻪ ﺳﺎﺍﻝ ﻧﻮ ﻭ ﺍﺯ‬
‫ﺯﻧﺪﮔﻲ ﻗﺪﻳﻢ ﺑﻪ ﺯﻧﺪﮔﻲ ﻧﻮ ﺍﺳﺖ‪.‬‬
‫ﻳﺎﺭﺍﻥ ﻫﺴﺘﻨﺪ ﻟﻴﻚ ﺩﻟﺴﻮﺯ ﺗﻮﻳﻲ‬
‫ﻋﻴﺪ ﻣﻦ ﻭ ﻧﻮﺭﻭﺯ ﻣﻦ ﺍﻣﺮﻭﺯ ﺗﻮﻳﻲ‬
‫ﻓﺮﻫﻨﮕﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﺩﻣﻮﻧﺘﻮﻥ ﻓﺮﺍ ﺭﺳﻴﺪﻥ ﺳﺎﻝ ﻧﻮ ‪ 1388‬ﻫﺠﺮﻱ ﺧﻮﺭﺷﻴﺪﻱ ﺭﺍ ﺑﻪ ﻳﻜﺎﻳﻚ ﻋﺰﻳﺰﺍﻥ ﻫﻤﻮﻃﻦ ﺗﺒﺮﻳﻚ ﻭ ﺗﻬﻨﻴﺖ ﻋﺮﺽ ﻣﻴﻨﻤﺎﻳﺪ‪.‬‬
‫ﺩﻭﺳﺘﻲ ﻭ ﺻﻤﻴﻤﻴﺖ ﻭ ﺳﺮ ﺑﻠﻨﺪﻱ ﺑﺮﺍﻱ ﻛﻠﻴﻪ ﻫﻢ ﻭﻃﻨﺎﻥ ﺩﺭ ﺳﺮﺍﺳﺮ ﺩﻧﻴﺎ ﺁﺭﺯﻭﻣﻨﺪﻳﻢ‪.‬‬
‫ﻓﺮﻫﻨﮕﻲ ﮔﺴﺘﺮﺩﻩ ﺗﺮﻱ ﺩﺭ ﺯﻣﻴﻨﻪ ﻋﺮﺿﻪ ﻭ ﺗﺮﻭﻳﺞ ﻓﺮﻫﻨﮓ ﻏﻨﻲ ﻛﺸﻮﺭﻣﺎﻥ ﺩﺭ ﺍﺩﻣﻮﻧﺘﻮﻥ‬
‫ﻓﻌﺎﻟﻴﺖﻫﺎ ﺑﺮ ﮔﺰﺍﺭﻱ ﻣﻮﻓﻘﻴﺖ ﺁﻣﻴﺰ ﻓﺴﺘﻴﻮﺍﻝ ‪ Heritage‬ﺩﺭ ﺗﺎﺑﺴﺘﺎﻥ ﺳﺎﻝ ﺟﺎﺭﻱ ﺑﻮﺩ ﻛﻪ ﺑﺎ ﺍﺳﺘﻘﺒﺎﻝ ﺷﺎﻳﺎﻥ ﺑﺎﺯﺩﻳﺪ ﻛﻨﻨﺪﮔﺎﻥ ﺑﻪ ﻭﻳﮋﻩ ﺍﻳﺮﺍﻧﻴﺎﻥ‬
‫ﻳﮑﯽ ﺩﻳﮕﺮ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﻭﻳﮋﮔﯽ‌ﻫﺎی‬
‫‌‬
‫ﻧﻮﺭﻭﺯ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﻧﺴﺎﻥ ﻭ ﻃﺒﻴﻌﺖ ﻣﯽ‌ﺑﺎﺷﺪ‪.‬‬
‫ﻧﻮﺭﻭﺯ ﺟﺸﻨﯽ ﻣﺨﺼﻮﺹ ﺑﻪ ﻳﮏ ﮔﺮﻭﻩ‬
‫ﺍﺟﺘﻤﺎﻋﯽ ﻳﺎ ﻣﺬﻫﺒﯽ‌ ﺧﺎﺹ ﻧﻤﻴﺒﺎﺷﺪ‪ .‬ﻫﻤﻪ‬
‫ﻭ ﻫﻤﺰﻣﺎﻥ ﺑﻪ ﭘﻴﺸﻮﺍﺯ ﺑﻬﺎﺭ ﻣﻴﺮﻭﻧﺪ‪.‬‬
‫ﺟﺸﻦ ﻭ ﺷﺎﺩﻱ ﻻﺯﻣﻪ ﺯﻧﺪﮔﻲ ﻫﺮ ﺍﻧﺴﺎﻥ ﻃﺒﻴﻌﻲ ﻭ ﺍﻣﻴﺪﻭﺍﺭ‬
‫ﺍﺳﺖ‪ .‬ﮔﺬﺷﺘﻪ ﺍﺯ ﺁﻥ‪ ،‬ﭘﺮﺩﺍﺧﺘﻦ ﺑﻪ ﺁﻏﺎﺯ ﺳﺎﻝ ﺩﺍﺭﺍﻱ ﻣﻌﻨﺎﻳﻲ‬
‫ﺍﺳﺖ‪ ،‬ﻣﻌﻨﺎﻳﺶ ﺁﻧﺴﺖ ﻛﻪ ﻣﺎ ﺑﺪﺍﻧﻴﻢ ﺳﺎﻟﻲ ﺍﺯ ﺯﻧﺪﮔﺎﻧﻴﻤﺎﻥ‬
‫ﭘﺎﻳﺎﻥ ﻳﺎﻓﺘﻪ‪ ،‬ﺳﺎﻟﻲ ﺩﺭ ﺁﻏﺎﺯ ﻳﺎﻓﺘﻦ ﺍﺳﺖ‪ ،‬ﺳﺎﻟﻲ ﮔﺬﺷﺘﻪ ﻭ‬
‫ﺳﺎﻟﻲ ﻣﻲ ﺁﻳﺪ ﺍﺯ ﺁﻥ ﻛﻪ ﮔﺬﺷﺘﻪ ﻳﺎﺩ ﻛﻨﻴﻢ ﻭ ﻧﻴﻜﻲ ﻫﺎ ﻭ‬
‫ﺑﺪﻱ ﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺴﻨﺠﻴﻢ ﻭ ﺑﺮﺍﻱ ﺁﻥ ﻛﻪ ﻣﻲ ﺁﻳﺪ ﺑﺮﻧﺎﻣﻪ‬
‫ﺍﻱ ﮔﺬﺍﺭﻳﻢ ﻭ ﻧﻴﻜﻲ ﻫﺎﻳﻲ ﺭﺍ ﺑﻪ ﺍﻧﺪﻳﺸﻪ ﮔﻴﺮﻳﻢ ﭘﻴﺪﺍﺳﺖ‬
‫ﻛﻪ ﺍﻳﻦ ﻛﺎﺭﻫﺎ ﺑﺎﻳﺪ ﺑﺎ ﺍﺣﺴﺎﺳﺎﺕ ﻧﻴﻚ ﻭ ﭘﺎﻛﺪﻻﻧﻪ ﻭ‬
‫ﻧﻴﻜﺨﻮﺍﻫﺎﻧﻪ ﺗﻮﺍﻡ ﺑﺎﺷﺪ‪ ،‬ﺑﺎ ﺷﺎﺩﻱ ﻭ ﺍﻣﻴﺪﻭﺍﺭﻱ ﻫﻤﺮﺍﻩ ﺑﺎﻳﺪ‬
‫ﺑﺎﺷﺪ‪.‬‬
‫ﺟﺸﻦ ﺳﺎﻝ ﻧﻮ ﺍﺯ ﺍﻳﻦ ﻟﺤﺎﻅ ﻣﻜﺎﻧﻲ ﺑﺮﺟﺴﺘﻪ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ‬
‫ﺟﺸﻦ ﺗﺪﺍﻭﻣﻲ ﭼﻨﺪ ﻫﺰﺍﺭ ﺳﺎﻟﻪ ﺩﺍﺷﺘﻪ ﻭ ﺳﺮ ﺗﺎﺳﺮ ﺣﻴﺎﺕ ﭘﺮ‬
‫ﻣﺨﺎﻃﺮﻩ ﺭﺍ ﻃﻲ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺑﻪ ﺑﺎﻭﺭ ﻣﺎ‪ ،‬ﺩﺭ ﻭﺍﻗﻊ ﺗﺒﻠﻮﺭﻱ‬
‫ﺍﺳﺖ ﺍﺯ ﺍﻳﺪﻩ ﻫﺎﻱ ﻓﺮﻫﻨﮕﻲ ﻭﺑﺎﺳﺘﺎﻧﻲ ﺍﻳﺪﻩ ﺍﻱ ﻛﻪ ﺗﻮﺍﻧﺴﺘﻪ‬
‫ﺍﺳﺖ ﺩﺭ ﻃﻮﻝ ﺳﻪ ﻫﺰﺍﺭﻩ ﺑﺎ ﻗﺪﺭﺗﻲ ﺷﮕﻔﺖ ﺍﻧﮕﻴﺰ ﻳﻚ‬
‫ﭘﻴﻮﺳﺘﮕﻲ ﻓﺮﻫﻨﮕﻲ ﺭﺍ ﺣﻔﻆ ﻛﻨﺪ‪ ،‬ﻫﻤﺎﻥ ﺍﻳﺪﻩ ﺍﻱ ﻛﻪ‬
‫ﻧﻮﺭﻭﺯ ﭘﻴﺮﻭﺯ ﺑﺎﺩ‬
‫ﻓﺮﻫﻨﮓ ﻫﺎﻱ ﺑﻲ ﺷﻤﺎﺭﻱ ﺭﺍ ﺩﺭﻭﻥ ﺧﻮﺩ ﺟﺬﺏ ﻛﺮﺩﻩ ﻭ‬
‫ﺗﺎﻟﻴﻒ ﻫﺎﻳﻲ ﺗﺤﺴﻴﻦ ﺑﺮ ﺍﻧﮕﻴﺰ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﻓﺮﻫﻨﮕﻲ‬ ‫ﻣﯽﺑﺎﺷﺪ ﮐﻪ‬
‫ﺍﻳﺮﺍﻧﯽ ‌‬
‫‌‬ ‫ﻋﻴﺪ ﻧﻮﺭﻭﺯ ﻳﮑﯽ‌ ﺍﺯ ﻣﺮﺍﺳﻢ‬
‫ﺳﻴﺎﺳﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺭﺍﻳﻪ ﺩﺍﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻣﻴﺘﻮﺍﻥ ﺁﻥ ﺭﺍ ﻧﻘﻄﻪ ﺍﺷﺘﺮک ﺑﻴﻦ ﻫﻤﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ‬
‫ﻧﺎﻣﻴﺪ‪ .‬ﺍﺯ ﻓﺎﺭﺱ‪ ،‬ﺗﺮک‪ ،‬ﮐﺮﺩ‪ ،‬ﺑﻠﻮچ ﻭ ﻋﺮﺏ…‬
‫ﻧﻮﺭﻭﺯ ﺯﻣﺎﻥ ﻧﻮ ﮔﺸﺘﻦ ﺳﺎﻝ ﻭ ﺯﻣﺎﻥ ﺑﺎﺯﺯﺍﺋﻲ ﻭ ﺗﺠﺪﻳﺪ‬
‫ﺍﺯ ﺯﺭﺗﺸﺘﯽ‪ ،‬ﻳﻬﻮﺩی‪ ،‬ﺷﻴﻌﻪ‪ ،‬ﺳﻨﯽ‪ ،‬ﺍﺭﻣﻨﯽ‪،‬‬
‫ﺣﻴﺎﺕ ﻃﺒﻴﻌﺖ‪ ،‬ﻭ ﺁﻏﺎﺯ ﺭﺳﺘﺎﺧﻴﺰ ﻣﺮﺩﮔﺎﻥ ﻭ ﺯﻧﺪﮔﺎﻥ ﺩﺭ‬
‫ﺁﺳﻮﺭی ﻭ ﺑﻬﺎﺋﯽ‪ ،‬ﻫﻤﻪ ﺍﻳﺮﺍﻧﯽ‌ﻫﺎ ﻧﻮﺭﻭﺯ ﺭﺍ‬
‫ﺗﻜﺮﺍﺭ ﻧﻮﺑﺘﻲ ﺁﻓﺮﻳﻨﺶ ‪ ،‬ﻭ ﺁﻏﺎﺯ ﻳﻚ ﺯﻧﺪﮔﻲ ﻧﻮﻳﻦ ﺩﻳﮕﺮ‬ ‫ﺟﺸﻦ ﻣﻠﯽ‌ ﺧﻮﺩ ﺩﺍﻧﺴﺘﻪ ﻭ ﺍﻳﻦ ﺭﺍ ﻳﮑﯽ‌ ﺍﺯ‬
‫ﺍﺳﺖ‪ .‬ﺑﺎ ﻧﻮﺭﻭﺯ ﻫﻤﻪ ﭼﻴﺰ ﺗﺠﺪﻳﺪ ﻭ ﻧﻮ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﻭﻳﮋﮔﯽﻫﺎی ﺍﻳﺮﺍﻧﯽ‌ ﺑﻮﺩﻥ ﺧﻮﺩ ﻣﻴﺪﺍﻧﻨﺪ‪.‬‬
‫‌‬
‫ﺍﻧﺪﺭ ﺩﻝ ﻣﻦ ﻣﻬﺎ ﺩﻝ ﺍﻓﺮﻭﺯ ﺗﻮﻳﻲ‬
‫ﺷﺎﺩﻧﺪ ﺟﻬﺎﻧﻴﺎﻥ ﺑﻪ ﻧﻮﺭﻭﺯ ﻭ ﺑﻪ ﻋﻴﺪ‬
‫‌‬ ‫ﺍﻧﺠﻤﻦ‬
‫‌‬ ‫ﺍﺯ ﭘﺮﻭﺭﺩﮔﺎﺭ ﻣﻨﺎﻥ ﺳﺎﻟﻲ‌ ﺳﺮﺷﺎﺭ ﺍﺯ ﻋﺸﻖ ﻭ ﻣﺤﺒﺖ‪،‬‬
‫‌‬ ‫ﻓﺮﻫﻨﮕﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﺩﻣﻮﻧﺘﻮﻥ ﺳﺎﻝ ‪ 1378‬ﺭﺍ ﺑﺎ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ‬
‫‌‬ ‫ﺍﻧﺠﻤﻦ‬
‫ﭘﺸﺖ ﺳﺮ ﮔﺬﺍﺷﺖ‪.‬‬
‫‌‬ ‫ﺍﺯ ﺟﻤﻠﻪ ﺍﻳﻦ‬
‫ﺍﺩﻣﻮﻧﺘﻮﻥ ﮔﺮﺩﻳﺪ‪.‬‬
‫ﮔﻴﺘﻲ‬
‫‌‬ ‫ﺑﻪ ﺍﻣﻴﺪ ﻣﻮﻓﻘﻴﺖ ﻭ ﺳﺮ ﺑﻠﻨﺪﻱ ﻫﺮﭼﻪ ﺑﻴﺸﺘﺮ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭ ﺳﺮﺗﺎﺳﺮ‬
‫ﻓﺮﻫﻨﮕﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﺩﻣﻮﻧﺘﻮﻥ‬
‫‌‬ ‫ﺍﻧﺠﻤﻦ‬
 ‫ﭘﻴﺶﺑﻴﻨﻲ ﻣﻲ‌ﻛﻨﺪ ﻛﻪ ﺑﻴﺶ ﺍﺯ ‪40‬‬
‫‌‬ ‫ﺳﺎﺯﻣﺎﻥ ﻣﻠﻞ ﻣﺘﺤﺪ‬
‫ﺩﺭﺻﺪ ﺍﺯ ﺯﺑﺎﻥ ﻫﺎﻱ ﺩﻧﻴﺎ ﺳﺮﻧﻮﺷﺖ ﻣﺸﺎﺑﻬﻲ ﭼﻮﻥ‬
‫ﺳﺮﻧﻮﺷﺖ ﺯﺑﺎﻥ ﺑﻮﻣﻴﺎﻥ ﺍﻳﺎﻙ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪ .‬ﺑﺮﺍﻱ ﻧﺠﺎﺕ‬ ‫ﺭﻭﺯ ﺟﻬﺎﻧﻲ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬
‫ﻭ ﺣﻔﻆ ﺍﻳﻦ ﺯﺑﺎﻥ ﻫﺎ ﺳﺎﺯﻣﺎﻥ ﻣﻠﻞ ﻭ ﻳﻮﻧﺴﻜﻮ ﻫﺮ ﺳﺎﻟﻪ‬
‫ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﻣﺘﻌﺪﺩﻱ ﺭﺍ ﺗﺪﺍﺭﻙ ﻣﻲ ﺑﻴﻨﻨﺪ ﻭ ﺩﻭﻟﺖ ﻫﺎ ﺭﺍ‬ ‫ﺭﻭﺯ ﺑﻴﺴﺖ ﻭ ﻳﻚ ﻓﻮﺭﻳﻪ ﻣﻄﺎﺑﻖ ﺑﺎ ﺳﻮﻡ ﺍﺳﻔﻨﺪ‪ ،‬ﺩﻫﻤﻴﻦ‬
‫ﺑﺮﺍﻱ ﭘﺎﺳﺪﺍﺭﻱ ﺍﺯ ﺯﺑﺎﻥ ﻫﺎﻱ ﺭﺍﻳﺞ ﺍﻗﻠﻴﺖ ﻫﺎﻱ ﻛﺸﻮﺭ‬ ‫ﺳﺎﻟﮕﺮﺩ ﺭﻭﺯ ﺟﻬﺎﻧﻲ ﺯﻣﺎﻥ ﻣﺎﺩﺭﻱ ﺍﺳﺖ‪ .‬ﺩﻫﺴﺎﻝ ﭘﻴﺶ ﺩﺭ‬
‫ﺧﻮﻳﺶ ﺗﺸﻮﻳﻖ ﻣﻲ ﻛﻨﻨﺪ‪.‬‬ ‫ﭼﻨﻴﻦ ﺭﻭﺯﻱ ﺳﺎﺯﻣﺎﻥ ﻳﻮﻧﺴﻜﻮ ﺑﺎ ﭘﻴﺸﻨﻬﺎﺩ ﻛﺸﻮﺭ ﺑﻨﮕﻼﺩﺵ‬
‫ﺑﻴﺴﺖ ﻭ ﻳﻚ ﻓﻮﺭﻳﻪ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﻧﺎﻡ ﻣﺰﻳﻦ ﻛﺮﺩ‪.‬‬

‫ﺣﻖ ﺁﻣﻮﺯﺵ ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭی ﺍﺯ ﺍﺑﺘﺪﺍﻳﯽ ﺗﺮﻳﻦ‬
‫ﺣﻘﻮﻕ ﺍﻧﺴﺎﻧﯽ ﺍﺳﺖ‬
‫ﺩﻛﺘﺮ ﺻﺪﻳﻘﻪ ﻋﺪﺍﻟﺘﻲ‪ ،‬ﻣﺤﻘﻖ ﻭ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺱ‪ ،‬ﺩﺭ ﮔﻔﺘﮕﻮ‬
‫ﺑﺎ ﺑﺮﻧﺎﻣﻪ ﻓﺎﺭﺳﻲ ﺻﺪﺍﻱ ﺁﻟﻤﺎﻥ ﺩﺭ ﻣﻮﺭﺩ ﺗﺎﺛﻴﺮﺍﺕ ﻣﻨﻔﻲ‬
‫ﻣﺤﺮﻭﻣﻴﺖ ﺍﺯ ﺁﻣﻮﺯﺵ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺗﻮﺿﻴﺢ ﺩﺍﺩ‪" :‬ﻳﻜﻲ ﺍﺯ‬
‫ﺍﺑﺘﺪﺍﺋﻲ ﺗﺮﻳﻦ ﺣﻘﻮﻕ ﻫﺮ ﺍﻧﺴﺎﻥ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺯﺑﺎﻥ‬
‫ﺧﻮﺩﺵ ﺻﺤﺒﺖ ﺑﻜﻨﺪ‪ ،‬ﺑﻨﻮﻳﺴﺪ ﻭ ﺑﺨﻮﺍﻧﺪ‪ .‬ﺍﻳﻨﻜﻪ ﺍﻭ ﺍﺯ ﺍﻳﻦ‬
‫ﺣﻘﻮﻕ ﺍﻭﻟﻴﻪ ﺍﺵ ﻣﺤﺮﻭﻡ ﺷﻮﺩ‪ ،‬ﺑﺰﺭﮔﺘﺮﻳﻦ ﺿﺮﺑﻪ ﺍﻱ ﺍﺳﺖ‬
‫ﻛﻪ ﺑﻪ ﺍﻳﻦ ﺍﻧﺴﺎﻥ ﻭﺍﺭﺩ ﻣﻲ ﺁﻳﺪ‪ .‬ﭼﻪ ﺍﺯ ﻟﺤﺎﻅ ﺫﻫﻨﻲ‪ ،‬ﭼﻪ ﺍﺯ‬
‫ﻟﺤﺎﻅ ﺭﻭﺍﻧﻲ ﻭ ﺷﺨﺼﻴﺘﻲ ﺍﻳﻦ ﺷﺨﺺ ﻫﻤﻴﺸﻪ ﺩﭼﺎﺭ‬
‫ﻣﺸﻜﻞ ﻣﻲ ﺷﻮﺩ‪ .‬ﺭﺍﺑﻄﻪ ﻓﻜﺮ ﻛﺮﺩﻥ ﻭ ﺻﺤﺒﺖ ﻛﺮﺩﻥ ﻧﻴﺰ ﺍﺯ‬
‫ﺑﻴﻦ ﻣﻲ ﺭﻭﺩ‪ .‬ﻣﺎ ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺧﻮﺩ ﺻﺤﺒﺖ ﻣﻲ ﻛﻨﻴﻢ ﻭ‬
‫ﻓﻜﺮ ﻭ ﺍﻧﺪﻳﺸﻪ ﺍﻧﺴﺎﻥ ﺑﺼﻮﺭﺕ ﻛﻠﻤﻪ ﺍﺯ ﺩﻫﺎﻥ ﺁﺩﻡ ﺑﻴﺮﻭﻥ‬
‫ﻛﺴﻲ ﻛﻪ ﻣﻲ ﺗﻮﺍﻧﺴﺖ ﺑﻪ ﺯﺑﺎﻥ ﺍﻳﻦ ﮔﺮﻭﻩ ﺍﺯ ﺳﺮﺥ ﭘﻮﺳﺘﺎﻥ‬
‫ﻣﻲ ﺁﻳﺪ ﻭ ﻭﻗﺘﻲ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺷﻤﺎ ﺭﺍ ﻣﻤﻨﻮﻉ ﻣﻲ ﻛﻨﻨﺪ‪،‬‬
‫ﺍﻧﺮژﻱ ﻭ ﭘﺘﺎﻧﺴﻴﻞ ﺷﻤﺎ ﺭﺍ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥ ﻣﻲ‬
‫ﮔﻮﻳﻨﺪ ﻛﻪ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﻛﻮﺩﻛﺎﻥ ﺗﺎ ﻛﻼﺱ ﺳﻮﻡ ﻭ‬
‫ﭼﻬﺎﺭﻡ ﺑﺎﻳﺪ ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺑﺎﺷﺪ‪ ".‬ﺻﺪﻳﻘﻪ ﻋﺪﺍﻟﺘﻲ ﺩﺭ‬
‫ﺍﺩﺍﻣﻪ ﺻﺤﺒﺖ ﻫﺎﻳﺶ ﺑﻪ ﺍﻫﻤﻴﺖ ﺁﻣﻮﺯﺵ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺑﺎ‬
‫ﺍﺳﺘﻨﺎﺩ ﺑﻪ ﻧﺘﺎﻳﺞ ﭘﮋﻭﻫﺸﻬﺎﻱ ﻣﺘﺨﺼﺼﺎﻥ ﺍﻣﻮﺭ ﺗﺮﺑﻴﺘﻲ ﻭ‬
‫ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪.‬‬
‫ﻣﻤﻨﻮﻋﻴﺖ ﺯﺑﺎﻥ ﻣﺎﺩﺭی‬
‫ﺑﺎﻳﺪ ﻳﺎﺩﺁﻭﺭﻱ ﻛﺮﺩ ﻛﻪ ﻋﻠﺖ ﺍﻳﻦ ﻧﺎﻣﮕﺬﺍﺭﻱ ﺣﺎﺩﺛﻪ ﺍﻱ‬
‫ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺭﻭﺯ ﺑﻴﺴﺖ ﻭ ﻳﻚ ﻓﻮﺭﻳﻪ ﺳﺎﻝ ‪ 1952‬ﺍﺗﻔﺎﻕ‬
‫ﺍﻓﺘﺎﺩ ﻭ ﺩﺭ ﺁﻥ ﭘﻨﺞ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﻣﺒﺎﺭﺯﻩ ﺑﺮﺍﻱ ﺗﺒﺪﻳﻞ ﻛﺮﺩﻥ‬
‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺧﻮﺩ ﻳﻌﻨﻲ ﺯﺑﺎﻥ ﺑﻨﮕﺎﻟﻲ ﺑﻪ ﺯﺑﺎﻥ ﺭﺳﻤﻲ‪ ،‬ﺩﺭ‬
‫ﻃﺒﻖ ﺗﻌﺎﺭﻳﻒ ﻗﻮﺍﻧﻴﻦ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﺣﻘﻮﻕ ﺑﺸﺮ ﻭ ﺷﺎﺧﻪ‬ ‫ﻛﺸﻮﺭﻱ ﻛﻪ ﺁﻥ ﺯﻣﺎﻥ ﭘﺎﻛﺴﺘﺎﻥ ﺷﺮﻗﻲ ﻧﺎﻡ ﺩﺍﺷﺖ ﻭ ﺑﻌﺪﻫﺎ‬
‫ﻋﻠﻤﻲ ﻓﺮﻫﻨﮕﻲ ﻭﺁﻣﻮﺯﺷﻲ ﺳﺎﺯﻣﺎﻥ ﻣﻠﻞ‪ -‬ﻳﻮﻧﺴﻜﻮ ﻭ‬ ‫ﺑﻪ ﺑﻨﮕﻼﺩﺵ ﺗﺒﺪﻳﻞ ﺷﺪ‪ ،‬ﺟﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﺍﻋﻼﻣﻴﻪ ﺟﻬﺎﻧﻲ ﺣﻘﻮﻕ ﺯﺑﺎﻧﻲ‪ ،‬ﺍﻧﺴﺎﻧﻲ ﺑﺎ ﺳﻮﺍﺩ ﺍﻃﻼﻕ ﻣﻲ‬ ‫"ﻳﻚ ﻓﺮﻫﻨﮓ ﺻﻠﺢ ﺟﻮﻳﺎﻧﻪ‪ ،‬ﺗﻨﻬﺎ ﺩﺭ ﻓﻀﺎﺋﻲ ﻣﻲ ﺗﻮﺍﻧﺪ‬
‫ﮔﺮﺩﺩ ﻛﻪ ﺑﺘﻮﺍﻧﺪ ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ"ﺑﻮﻣﻲ" ﺧﻮﺩ ﺑﺨﻮﺍﻧﺪ ﻭ‬ ‫ﺑﻨﻴﺎﺩ ﮔﻴﺮﺩ ﻛﻪ ﺩﺭ ﺁﻥ ﻫﻤﻪ ﺣﻖ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ ،‬ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬
‫ﺑﻨﻮﻳﺴﺪ‪.«.‬‬ ‫ﺍﺷﺎﻥ ﺭﺍ ﺁﺯﺍﺩﺍﻧﻪ ﻭ ﺑﻄﻮﺭ ﻛﺎﻣﻞ ﺩﺭ ﻫﻤﻪ ﻋﺮﺻﻪ ﻫﺎﻱ‬
‫ﻧﮕﺮﺍﻧﯽ ﺳﺎﺯﻣﺎﻥ ﻣﻠﻞ ﻣﺘﺤﺪ ﺍﺯ ﻧﺎﺑﻮﺩی ﺯﺑﺎﻧﻬﺎ‬ ‫ﺿﺮﻭﺭﻱ ﺯﻧﺪﮔﻲ ﺧﻮﺩ ﺑﻜﺎﺭ ﮔﻴﺮﻧﺪ‪ ".‬ﺍﻳﻦ ﺗﻌﺮﻳﻔﻲ ﺍﺳﺖ‬
‫ﻛﻪ ﻳﻮﻧﺴﻜﻮ ﺑﺮﺍﻱ ﺣﻮﺯﺓ ﻋﻤﻞ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺩﺭ ﻧﻈﺮ ﻣﻲ‬
‫ﺩﺭ ﻳﻜﻲ ﺍﺯ ﺭﻭﺯﻫﺎﻱ ﺳﺮﺩ ﺯﻣﺴﺘﺎﻥ ﺍﻣﺴﺎﻝ "ﻣﺎﺭﻱ ﺍﺳﻤﻴﺖ‬ ‫ﮔﻴﺮﺩ‪.‬‬
‫ﺟﻮﻧﺰ" ﺁﺧﺮﻳﻦ ﺑﺎﺯﻣﺎﻧﺪﻩ ﺑﻮﻣﻴﺎﻥ "ﺍﻳﺎﻙ" ﺁﻻﺳﻜﺎ ﻭ ﺗﻨﻬﺎ‬
‫»ﺭﻭﺯ ﺟﻬﺎﻧﯽ ﺯﺑﺎﻥ ﻣﺎﺩﺭی« ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫ﺟﻤﻊ ﺁﻭﺭﻱ ﺍﻣﻀﺎ ﺑﺮﺍﻱ ﻛﻤﭙﻴﻦ ﺁﻣﻮﺯﺵ ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ‬
‫ﺳﺎﻛﻦ ﺷﻤﺎﻝ ﻏﺮﺏ ﺁﻣﺮﻳﻜﺎ ﺳﺨﻦ ﺑﮕﻮﻳﺪ‪ ،‬ﺩﺭ ﺳﻦ ‪89‬‬ ‫ﺩﺭ ﺷﻬﺮﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﻳﺮﺍﻥ ﺁﻏﺎﺯ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﻣﺘﻨﻲ ﻛﻪ‬
‫ﺳﺎﻟﮕﻲ ﺩﺭﮔﺬﺷﺖ‪ .‬ﺑﺎ ﻣﺮگ ﺍﻭ ﻳﻚ ﺯﺑﺎﻥ ﺩﻳﮕﺮ ﻫﻢ ﺩﺭ‬ ‫ﺗﻮﺳﻂ ﺍﻳﻦ ﻛﻤﭙﻴﻦ ﺟﻬﺖ ﺟﻤﻊ ﺁﻭﺭﻱ ﺍﻣﻀﺎ ﻣﻴﺎﻥ ﻣﺮﺩﻡ‬
‫ﺩﻧﻴﺎ ﺍﺯ ﺑﻴﻦ ﺭﻓﺖ‪ .‬ﺍﺯ ﺧﺎﻧﻢ ﺟﻮﻧﺰ ﻫﻔﺖ ﻓﺮﺯﻧﺪ ﺑﻪ ﺟﺎﻱ‬ ‫ﭘﺨﺶ ﺷﺪﻩ ﺁﻣﺪﻩ »ﺗﻌﻠﻴﻢ ﻭﺗﺮﺑﻴﺖ ﺑﻪ ﻋﻨﻮﺍﻥ ﺳﺎﺧﺘﺎﺭ ﺍﺳﺎﺳﻲ‬
‫ﻣﺎﻧﺪﻩ‪ ،‬ﻭﻟﻲ ﺁﻧﻬﺎ ﻗﺎﺩﺭ ﺑﻪ ﺳﺨﻦ ﮔﻔﺘﻦ ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺧﻮﺩ‬ ‫ﺗﻤﺪﻥ ﺑﺸﺮﻱ ﻭ ﭘﺎﻳﻪ ﻭ ﺍﺳﺎﺱ ﺗﻔﻜﺮﺍﺕ ﺍﻧﺴﺎﻧﻲ ﺩﺭ ﻃﻮﻝ‬
‫ﻧﻴﺴﺘﻨﺪ‪ ،‬ﭼﻮﻥ ﺩﺭ ﺁﻻﺳﻜﺎ ﺯﺑﺎﻥ ﺁﻧﻬﺎ ﻣﻤﻨﻮﻉ ﺑﻮﺩﻩ ﻭ ﻣﺮﺩﻡ‬ ‫ﻣﻲﺷﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﻳﻜﻲ ﺍﺯ ﺑﻨﻴﺎﻧﻲ ﺗﺮﻳﻦ‬
‫ﺗﺎﺭﻳﺦ ﻣﺤﺴﻮﺏ ‌‬
‫ﺑﻮﻣﻲ ﻣﺠﺒﻮﺭ ﺑﻮﺩﻩ‌ﺍﻧﺪ ﻓﻘﻂ ﺑﻪ ﺍﻧﮕﻠﻴﺴﻲ ﺻﺤﺒﺖ ﻛﻨﻨﺪ‪.‬‬ ‫ﺍﺻﻮﻝ ﻛﻪ ﻧﻬﺎﺩ ﻋﻈﻴﻢ "ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ" ﺑﺮ ﺁﻥ ﺗﻜﻴﻪ‬
‫ﻣﻲ ﺩﻫﺪ‪ ،‬ﺗﻌﻠﻴﻢ ﻫﺮ ﻓﺮﺩ ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺧﻮﻳﺶ ﺍﺳﺖ ﻭ‬

‫ﺩﻛﺘﺮ ﺍﺣﻤﺪ ﺍﻣﻴﺪ ﻳﺰﺩﺍﻧﻲ ﻣﻮﻟﻒ ﻓﺮﻫﻨﮓ ﺟﺎﻣﻊ ﺁﻟﻤﺎﻧﻲ‪-‬‬

‫ﺁﺫﺭﺑﺎﻳﺠﺎﻧﻲ ﻭ ﻣﺴﺌﻮﻝ "ﺁﻛﺎﺩﻣﺴﻴﻦ ﻫﺎﻱ ﺁﻟﻤﺎﻥ‪-‬‬
‫ﺁﺫﺭﺑﺎﻳﺠﺎﻥ" ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﻛﻤﭙﻴﻦ ﺟﻤﻊ ﺁﻭﺭﻱ ﺍﻣﻀﺎ ﻣﻲ‬
‫ﮔﻮﻳﺪ‪» ،‬ﺍﻳﻦ ﻳﻚ ﺣﺮﻛﺖ ﻣﺪﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺴﻴﺎﺭ ﺧﻮﺏ‬
‫ﺍﺳﺖ ﻭﻣﺮﺩﻡ ﺧﻮﺍﻫﺎﻥ ﺍﺑﺘﺪﺍﻳﻲ ﺗﺮﻳﻦ ﺣﻘﻮﻕ ﻣﻠﻲ ﻭ ﻓﺮﻫﻨﮕﻲ‬
‫ﺧﻮﺩﺷﺎﻥ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻪ ﻧﻮﻋﻲ ﺩﺭ ﺍﺻﻮﻝ ‪ 15‬ﻭ ‪ 19‬ﻗﺎﻧﻮﻥ‬
‫ﺍﺳﺎﺳﻲ ﻛﺸﻮﺭ ﻧﻴﺰ ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﺍﺻﻮﻝ ﺑﺎ‬
‫ﮔﺬﺷﺖ ‪ 30‬ﺳﺎﻝ ﻫﻨﻮﺯ ﺍﺟﺮﺍ ﻧﮕﺮﺩﻳﺪﻩ«‪.‬‬
‫ﺩﻛﺘﺮ ﺍﺣﻤﺪ ﺍﻣﻴﺪ ﻳﺰﺩﺍﻧﻲ ﺩﺭﺑﺎﺭﻩ ﭘﻴﺎﻣﺪﻫﺎﻱ ﻋﺪﻡ ﺗﺪﺭﻳﺲ‬
‫ﻣﻲﺩﻫﺪ‪" :‬ﺑﻨﻈﺮ ﻣﻦ‬ ‫ﺑﻪ ﺯﺑﺎﻥ ﻣﺎﺩﺭﻱ ﺩﺭ ﻛﺸﻮﺭ ﭼﻨﻴﻦ ﺗﻮﺿﻴﺢ ‌‬
‫ﺍﻳﺮﺍﻥ ﻧﻪ ﺗﻨﻬﺎ ﻳﻚ ﻛﺸﻮﺭ ﭼﻨﺪ ﺯﺑﺎﻧﻲ ﺍﺳﺖ‪ ،‬ﺑﻠﻜﻪ ﻳﻚ‬
‫ﻛﺸﻮﺭ ﻛﺜﺮﺍﻟﻤﻠﻠﻪ ﻧﻴﺰ ﻫﺴﺖ‪ .‬ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﺗﻨﻴﻚ ﻫﺎﻱ ﻣﺨﺘﻠﻔﻲ‬
‫ﺯﻧﺪﮔﻲ ﻣﻲ‌ﻛﻨﻨﺪ ﻛﻪ ﻃﺒﻴﻌﺘﺎ ﺑﺮﺍﻱ ﺧﻮﺩﺷﺎﻥ ﺯﺑﺎﻥ ﻫﺎﻱ‬
‫ﻣﺨﺘﻠﻔﻲ ﻫﻢ ﺩﺍﺭﻧﺪ‪ .‬ﻣﺘﺎﺳﻔﺎﻧﻪ ﺍﺑﺘﺪﺍﻳﻲ ﺗﺮﻳﻦ ﺣﻘﻮﻕ ﻣﻠﻲ ﻭ‬
‫ﺯﺑﺎﻧﻲ ﺍﻳﻦ ﺍﺗﻨﻴﻚ ﻫﺎ ﻏﻴﺮ ﺍﺯ ﺍﺗﻨﻴﻚ ﻓﺎﺭﺱ ﺩﺭ ﺍﻳﺮﺍﻥ ﺯﻳﺮ ﭘﺎ‬
‫ﻣﻲﺷﻮﺩ ﻭ ﺍﻳﻦ ﻣﺴﺌﻠﻪ ﺳﺒﺐ ﺿﺮﺭﻫﺎﻱ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ‪،‬‬ ‫ﮔﺬﺍﺷﺘﻪ ‌‬
‫ﻓﺮﻫﻨﮕﻲ ﻭ ﺯﺑﺎﻧﻲ ﺳﻨﮕﻴﻨﻲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
 ‫ﺻﻔﻮﻳﺎﻥ ﻭ ﺑﻪ ﻭﻳﮋﻩ ﺷﺎﻩ ﻋﺒﺎﺱ ﺍﻭﻝ‪ ،‬ﺑﻪ ﻳﻜﻲ ﺩﻳﮕﺮ ﺍﺯ ﺍﺑﻌﺎﺩ‬
‫ﻫﻮﻳﺖ ﺍﻳﺮﺍﻧﻲ ﻛﻪ ﺧﻴﻠﻲ ﻗﺪﻳﻤﻲ ﺗﺮ ﺑﻮﺩ ﻭ ﺑﻪ ﺩﻭﺭﺍﻥ ﭘﻴﺶ ﺍﺯ‬
‫ﻋﻨﻮﺍﻥ ﺩﻳﻦ ﻣﺘﻘﻦ ﺩﻭﻟﺖ ﻭ ﻣﺬﻫﺐ ﺑﻴﺸﺘﺮ ﻡﺭﺩﻡ ﺍﻳﺮﺍﻥ ﺟﺎ‬
‫ﺍﻓﺘﺎﺩ‪.‬‬ ‫ﺻﻔﻮﻳﺎﻥ ﻭﻫﻮﻳﺖ ﺍﻳﺮﺍﻧﯽ‬
‫ﺍﺳﻼﻡ ﺑﺮﻣﻲ ﮔﺸﺖ ﻧﻴﺰ ﺗﻮﺟﻪ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺷﺎﻩ ﻋﺒﺎﺱ ﺩﺭ ﻛﻨﺎﺭ‬ ‫ﺟﺪﻳﺪ ﺁﻧﻼﻳﻦ‬
‫ﻗﺪﺭﺕ ﺍﺳﻼﻑ ﺻﻔﻮﻱ ﺷﺎﻩ ﻋﺒﺎﺱ ﺑﺮ ﺭﺯﻣﻨﺪﮔﺎﻥ ﻗﺒﻴﻠﻪ‬
‫ﺗﺸﻮﻳﻖ ﻣﺮﺩﻡ ﺑﻪ ﺑﺮﮔﺰﺍﺭﻱ ﻋﺎﺷﻮﺭﺍ ﻭﻣﺮﺍﺳﻢ ﻣﺬﻫﺒﻲ ﺩﻳﮕﺮ‪،‬‬
‫"ﻗﺰﻟﺒﺎﺵ" )ﺳﺮﺥ ﺳﺮ( ﺗﺮﻛﻤﻦ ﻣﺘﻜﻲ ﺑﻮﺩ‪ .‬ﻭﺟﻪ ﺗﺴﻤﻴﻪ‬
‫ﺩﺭ ﺑﺮﭘﺎﻳﻲ ﺟﺸﻦ ﻫﺎﻱ ﺑﺎﺳﺘﺎﻧﻲ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻪ ﻣﺎﻧﻨﺪ ﻣﻬﺮﮔﺎﻥ‪،‬‬
‫ﺁﻧﻬﺎ ﻛﻼﻩ ﺳﺮﺧﻲ ﺑﻮﺩ ﻛﻪ ﺑﺮ ﺳﺮ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺁﻧﻬﺎ ﺍﺯ ﺷﺎﻩ ﺑﻪ‬
‫ﭼﻬﺎﺭﺷﻨﺒﻪ ﺳﻮﺭﻱ‪ ،‬ﺁﺑﭙﺎﺷﺎﻥ ﻭ ﺑﻴﺸﺘﺮ ﺍﺯ ﻫﻤﻪ ﻧﻮﺭﻭﺯ ﻫﻢ ﻣﻲ‬
‫ﻋﻨﻮﺍﻥ ﻭﺍﺭﺙ ﺷﻴﺦ ﺻﻔﻲ ﺍﻟﺪﻳﻦ ﺍﺭﺩﺑﻴﻠﻲ‪ ،‬ﺷﻴﺦ ﻃﺮﻳﻘﺖ‬
‫ﻛﻮﺷﻴﺪ‪.‬‬
‫ﺻﻔﻮﻱ‪ ،‬ﭘﻴﺮﻭﻱ ﻣﻲ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻫﻤﻮ ﺑﻮﺩ ﻛﻪ ﺗﺠﻠﻴﻞ ﺍﺯ ﺟﺸﻦ ﺑﺎﺳﺘﺎﻧﻲ‬
‫ﺷﺎﻩ ﻋﺒﺎﺱ ﺑﺎ ﺳﺎﺯﻣﺎﻥ ﺩﺍﺩﻥ ﺍﺭﺗﺶ ﺩﺍﻳﻤﻲ ﺍﺯ ﺟﻤﻠﻪ ﺑﺮﺩﮔﺎﻥ‬
‫ﺁﺑﭙﺎﺷﺎﻥ ﻳﺎ ﺁﺏ ﺭﻳﺰﺍﻥ ﺭﺍ ﺩﻭﺑﺎﺭﻩ ﺭﺍﻳﺞ ﻛﺮﺩ‪ .‬ﺁﺑﭙﺎﺷﺎﻥ ﻛﻪ‬
‫ﻗﻔﻘﺎﺯﻱ ﺑﻪ ﺳﻴﻄﺮﻩ ﻗﺰﻟﺒﺎﺵ ﻫﺎ ﻭ ﭼﺎﻟﺶ ﻧﺎﺷﻲ ﺍﺯ ﺩﻳﺪﮔﺎﻩ‬
‫ﺩﺭ ﺩﻭﺭﺍﻥ ﺳﺎﺳﺎﻧﻲ ﺭﻳﺸﻪ ﺩﺍﺭﺩ‪ ،‬ﺟﺸﻨﻲ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﭘﻲ‬
‫ﻣﺬﻫﺒﻲ ﻭﻳﮋﻩ ﺁﻧﻬﺎ ﭘﺎﻳﺎﻥ ﻧﻬﺎﺩ‪ .‬ﻣﺬﻫﺐ ﻗﺰﻟﺒﺎﺵ ﻫﺎ ﺁﻣﻴﺰﻩ ﺍﻱ‬
‫ﺑﺎﺭﺵ ﺑﺎﺭﺍﻥ ﭘﺲ ﺍﺯ ﺧﺸﻜﺴﺎﻟﻲ ﺑﺮﭘﺎ ﻣﻲ ﺷﺪ‪.‬‬
‫ﺍﺯﮔﺰﺍﻓﻪ ﻧﮕﺮﻱ ﻫﺎﻱ ﻏﻼﺕ ﺷﻴﻌﻪ ﻭ ﺗﺼﻮﻑ ﺑﻮﺩ‪.‬‬
‫ﺩﺭ ﺩﻭﺭﻩ ﺷﺎﻩ ﻋﺒﺎﺱ ﻭ ﺍﺧﻼﻑ ﺍﻭ ﻧﻮﺭﻭﺯ ﻣﻬﻢ ﺗﺮﻳﻦ ﺟﺸﻦ‬
‫ﻭﻱ ﻫﻤﭽﻨﻴﻦ ﻣﻴﺎﻥ ﻧﻈﺎﻡ ﭘﺎﺩﺷﺎﻫﻲ ﺻﻔﻮﻱ ﻭ ﻋﻠﻤﺎﻱ ﺷﻴﻌﻪ‬
‫ﺭﺳﻤﻲ ﺩﺭ ﺩﺭﺑﺎﺭ ﺳﻠﻂﻧﺘﻲ ﻭ ﺷﻬﺮﻫﺎﻱ ﻋﻤﺪﻩ ﺍﻳﺮﺍﻥ ﺑﻮﺩ ‪ .‬ﺍﺯ‬
‫ﺩﻭﺍﺯﺩﻩ ﺍﻣﺎﻣﻲ ﺍﺗﺤﺎﺩﻱ ﺍﺳﺘﻮﺍﺭ ﺷﻜﻞ ﺩﺍﺩ‪ .‬ﺷﺎﻩ ﺩﺭ ﺍﺯﺍﻱ‬
‫ﺯﻣﺎﻥ ﺷﺎﻩ ﻋﺒﺎﺱ ﺑﻪ ﺑﻌﺪ ﻫﻢ ﺑﺮ ﻫﻮﻳﺖ ﺍﻳﺮﺍﻧﻲ ﻛﺸﻮﺭ ﺗﺎﻛﻴﺪ‬
‫ﻟﻴﻎ ﻭ ﺗﺤﻜﻴﻢ ﺭﻭﺣﺎﻧﻴﻮﻥ ﻣﻮﺭﺩ ﺣﻤﺎﻳﺖ ﻗﺸﺮ ﺭﻭﺣﺎﻧﻲ‬ ‫ﺗﺐ‬
‫ﺑﻴﺸﺘﺮ ﻣﻲ ﺷﺪ‪ .‬ﺩﺭ ﺁﻏﺎﺯ ﺳﻠﻄﻨﺖ ﺻﻔﻮﻳﺎﻥ ﺍﻳﺮﺍﻥ ﺩﺭ‬
‫ﻭﺍﻗﻊ ﺷﺪ‪ .‬ﺍﻳﻦ ﺳﻴﺎﺳﺖ ﺗﺎ ﺯﻣﺎﻥ ﺳﺮﻧﮕﻮﻧﻲ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ‬
‫ﻣﻜﺎﺗﺒﺎﺕ ﻭ ﺻﺤﺒﺖ ﻫﺎﻱ ﺭﺳﻤﻲ "ﻣﻤﻠﻜﺖ ﻣﺤﺮﻭﺳﻪ "‬
‫ﺻﻔﻮﻱ ﺗﻮﺳﻂ ﺍﻓﻐﺎﻥ ﻫﺎ ﺩﺭ ﺳﺎﻝ ‪ 1722‬ﺍﺩﺍﻣﻪ ﺩﺍﺷﺖ‪.‬‬
‫ﺑﻮﺩ‪ .‬ﺍﻣﺎ ﺩﺭ ﺯﻣﺎﻥ ﺷﺎﻩ ﻋﺒﺎﺱ ﺩﺭ ﺑﻴﺸﺘﺮ ﻣﻮﺍﺭﺩ ﻧﺎﻡ ﺍﻳﺮﺍﻥ ﺭﺍ‬
‫ﺭﻣﺎﻧﺮﻭﺍﻱ ﺍﻳﺮﺍﻥ " ﻳﺎ‬
‫ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﺑﻪ ﻛﺎﺭ ﻣﻲ ﺑﺮﺩﻧﺪ ﻭ ﺷﺎﻩ ﺭﺍ "ﻑ‬ ‫ﺍﻣﺎ ﺩﺭ ﻃﻮﻝ ﺳﺎﻝ ﻫﺎﻱ ﺣﻜﻮﻣﺖ ﺻﻔﻮﻳﺎﻥ ﻋﻼﻗﻪ ﺷﺎﻫﺎﻥ ﺑﻪ‬
‫"ﺷﻬﺮﻳﺎﺭ ﺍﻳﺮﺍﻥ" ﻣﻲ ﻧﺎﻣﻴﺪﻧﺪ‪.‬‬ ‫ﻣﻲ ﻭ ﻣﻲ ﮔﺴﺎﺭﻱ ﻭ ﺍﻟﺘﻔﺎﺗﺸﺎﻥ ﺑﻪ ﻣﺴﻴﺤﻲ ﻫﺎ ﮔﺎﻩ ﻧﺎﺁﺭﺍﻣﻲ‬
‫ﻫﺎﻳﻲ ﺭﺍ ﺑﺮﻣﻲ ﺍﻧﮕﻴﺨﺖ‪ .‬ﺑﻪ ﻭﻳﮋﻩ ﺗﺎﺳﻴﺲ ﻣﻨﻄﻘﻪ ﺍﺭﻣﻨﻲ‬
‫ﺑﺎ ﺳﻘﻮﻁ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺻﻔﻮﻱ‪ ،‬ﺍﻳﺮﺍﻥ ﮔﺮﻓﺘﺎﺭ ﮔﺮﺩﺍﺏ ﻫﺮﺝ‬
‫ﻧﺸﻴﻦ ﺟﻠﻔﺎ ﺩﺭ ﺍﺻﻔﻬﺎﻥ‪ ،‬ﭘﺎﻳﺘﺨﺖ ﺻﻔﻮﻳﺎﻥ‪ ،‬ﺗﻮﺳﻂ ﺷﺎﻩ‬
‫ﻭ ﻣﺮﺝ ﻭ ﺧﻮﻧﺮﻳﺰﻱ ﻫﺎﻱ ﻣﺘﻤﺎﺩﻱ ﺷﺪ ﻭ ﺩﺭ ﭘﻲ ﺁﻥ ﺍﻳﺮﺍﻥ‬
‫ﻋﺒﺎﺱ ﺍﻭﻝ ﺑﺎﻋﺚ ﺍﻏﺘﺸﺎﺷﺎﺗﻲ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﺍﺭﻣﻨﻴﺎﻥ ﺩﺭ‬
‫ﺣﻘﺎﺭﺕ ﻭ ﺧﻮﺍﺭﻱ ﺳﻠﻄﻪ ﺍﻧﮕﻠﻴﺲ ﻭ ﺭﻭﺳﻴﻪ ﺑﺮ ﺩﻭﻟﺖ ﻓﺎﺳﺪ‬
‫ﺻﺎﺩﺭﺍﺕ ﺍﺑﺮﻳﺸﻢ ﺍﻳﺮﺍﻧﻲ ﻧﻘﺶ ﺑﺮﺗﺮ ﺭﺍ ﺩﺍﺷﺘﻨﺪ ‪.‬‬
‫ﻗﺎﺟﺎﺭ ﺭﺍ ﺗﺤﻤﻞ ﻛﺮﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺧﺎﻃﺮ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﺯ ﺩﻭﺭﻩ‬
‫ﺻﻔﻮﻱ‪ ،‬ﺑﻪ ﻭﻳﮋﻩ ﺍﺯ ﺳﺪﻩ ﻫﻔﺪﻫﻢ ﻣﻴﻼﺩﻱ ﻛﻪ ﺩﻭﺭﻩ ﺛﺒﺎﺕ ﻭ‬ ‫ﺷﺎﻫﺎﻥ ﺻﻔﻮﻱ ﻣﺸﺮﻭﻋﻴﺖ ﻣﺬﻫﺒﻲ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺍﻳﻦ ﺍﺩﻋﺎ‬
‫ﺷﻜﻮﻓﺎﻳﻲ ﻧﺴﺒﻲ ﺑﻮﺩ‪ ،‬ﺑﻪ ﻋﻨﻮﺍﻥ "ﻋﺼﺮ ﻃﻼﻳﻲ" ﺍﻳﺮﺍﻥ ﻳﺎﺩ‬ ‫ﺗﺤﻜﻴﻢ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ ﻛﻪ ﻧﺴﺐ ﺷﺎﻥ ﺍﺯ ﻃﺮﻳﻖ ﻣﻮﺳﻲ‬
‫ﻣﻲ ﻛﺮﺩﻧﺪ‪ .‬ﻭ ﺷﺎﻩ ﻋﺒﺎﺱ ﺍﻭﻝ‪ ،‬ﺑﺰﺭﮔﺘﺮﻳﻦ ﻓﺮﻣﺎﻧﺮﻭﺍﻱ‬ ‫ﺍﻟﻜﺎﻇﻢ‪ ،‬ﺍﻣﺎﻡ ﻫﻔﺘﻢ‪ ،‬ﺑﻪ ﻋﻠﻲ‪ ،‬ﺍﻣﺎﻡ ﺍﻭﻝ ﺷﻴﻌﻴﺎﻥ ﻣﻲ ﺭﺳﺪ‪.‬‬
‫ﺻﻔﻮﻱ‪ ،‬ﺑﻪ ﺯﻭﺩﻱ ﺩﺭ ﻣﻴﺎﻥ ﭼﻬﺮﻩ ﻫﺎﻱ ﺣﻤﺎﺳﻲ ﺍﻳﺮﺍﻥ ﻗﺮﺍﺭ‬ ‫ﺍﻳﻦ ﺍﺩﻋﺎ ﺑﻌﺪﺍ ﺗﻜﺬﻳﺐ ﺷﺪ‪ ،‬ﺍﻣﺎ ﻋﻠﻤﺎﻱ ﻭﻗﺖ ﺍﺳﻼﻡ ﻭ ﻣﺮﺩﻡ‬ ‫ﻫﻴﭻ ﺣﻜﻮﻣﺘﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﺻﻔﻮﻳﺎﻥ ﺩﺭ ﺗﺸﻜﻞ‬
‫ﮔﺮﻓﺖ‪.‬‬ ‫ﻋﺎﺩﻱ ﺁﻥ ﺭﺍ ﻗﺒﻮﻝ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍﻣﺎ ﻋﻠﻤﺎ ﺍﺩﻋﺎﻱ ﺩﻳﮕﺮ ﺷﺎﻫﺎﻥ‬ ‫ﻫﻮﻳﺖ ﺍﻣﺮﻭﺯﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺳﻬﻢ ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ‬
‫ﺻﻔﻮﻱ ﺭﺍ‪ ،‬ﻛﻪ ﺧﻮﺩ ﺭﺍ ﻧﻤﺎﻳﻨﺪﮔﺎﻥ ﺍﻣﺎﻡ ﺯﻣﺎﻥ ﺑﺮ ﺭﻭﻱ‬ ‫ﺍﻭﻝ‪ ،‬ﻧﺨﺴﺘﻴﻦ ﻓﺮﻣﺎﻧﺮﻭﺍﻱ ﺻﻔﻮﻱ ﻛﻪ ﺍﺯ ﺳﺎﻝ ‪ 1501‬ﺗﺎ‬
‫ﺳﺮ ﺟﺎﻥ ﻣﻠﻜﻢ‪ ،‬ﻓﺮﺳﺘﺎﺩﻩ ﺑﺮﻳﺘﺎﻧﻴﺎ ﺑﻪ ﺩﺭﺑﺎﺭ ﻗﺎﺟﺎﺭ ﺩﺭ ﺁﻏﺎﺯ‬
‫ﺯﻣﻴﻦ ﻣﻰ ﺩﺍﻧﺴﺘﻨﺪ‪ ،‬ﻧﭙﺬﻳﺮﻓﺘﻨﺪ‪.‬‬ ‫‪ 1524‬ﻣﻴﻼﺩﻱ ﺣﻜﻮﻣﺖ ﻛﺮﺩ‪ ،‬ﺑﺮﺍﻱ ﻧﺨﺴﺘﻴﻦ ﺑﺎﺭ ﭘﺲ ﺍﺯ‬
‫ﺳﺪﻩ ﻧﻮﺯﺩﻫﻢ ﻣﻴﻼﺩﻱ‪ ،‬ﻣﻴﺰﺍﻥ ﺍﺭﺝ ﻭ ﺍﺣﺘﺮﺍﻡ ﻣﺮﺩﻡ ﻋﺎﺩﻱ‬
‫ﺑﻪ ﺷﺎﻩ ﻋﺒﺎﺱ ﺭﺍ ﭼﻨﻴﻦ ﺗﻮﺻﻴﻒ ﻛﺮﺩﻩ ﺑﻮﺩ‪" :‬ﻳﻚ ﺳﻴﺎﺡ‬ ‫ﺳﻠﺴﻠﻪ ﻗﺎﺟﺎﺭﻱ ﻫﻢ ﺗﻼﺵ ﻛﺮﺩ ﺑﻪ ﺗﻘﻠﻴﺪ ﺍﺯ ﺻﻔﻮﻱ ﻫﺎ ﺑﺎ‬ ‫ﺍﺷﻐﺎﻝ ﺍﻳﺮﺍﻥ ﺗﻮﺳﻂ ﻣﺴﻠﻤﺎﻧﺎﻥ ﻋﺮﺏ ﺩﺭ ﺍﻭﺍﺳﻂ ﺳﺪﻩ ﻫﻔﺘﻢ‬
‫ﻣﺪﺭﻥ ﺍﮔﺮ ﺟﻮﻳﺎﻱ ﻧﺎﻡ ﺑﻨﻴﺎﺩﮔﺬﺍﺭ ﻫﺮ ﺳﺎﺧﺘﻤﺎﻥ ﻛﻬﻨﻲ‬ ‫ﺭﻭﺣﺎﻧﻴﻮﻥ ﺍﺗﺤﺎﺩﻱ ﺍﻳﺠﺎﺩ ﻛﻨﺪ‪ ،‬ﺍﻣﺎ ﺷﺎﻫﺎﻥ ﻗﺎﺟﺎﺭ ﻫﺮﮔﺰ ﺍﺯ‬ ‫ﻣﻴﻼﺩﻱ‪ ،‬ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﻧﻬﺎﺩ ﺳﻴﺎﺳﻲ ﺩﺭ ﺩﺭﻭﻥ‬
‫ﺷﻮﺩ‪ ،‬ﻳﻚ ﭘﺎﺳﺦ ﻣﻲ ﺷﻨﻮﺩ‪ :‬ﺷﺎﻩ ﻋﺒﺎﺱ ﺑﺰﺭگ‪ .‬ﺍﻳﻦ ﭘﺎﺳﺦ‬ ‫ﺁﻥ ﺣﺪ ﻣﺸﺮﻭﻋﻴﺖ ﻣﺬﻫﺒﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﻧﺒﻮﺩﻧﺪ ﻭ ﺑﻪ ﺗﺪﺭﻳﺞ‬ ‫ﻣﺮﺯﻫﺎﻱ ﺗﺎﺭﻳﺨﻲ ﺍﺵ ﺍﺣﻴﺎ ﻛﺮﺩ‪.‬‬
‫ﻧﺎﺷﻲ ﺍﺯ ﺩﺍﻧﺶ ﺩﻗﻴﻘﻲ ﻧﻴﺴﺖ ﻛﻪ ﻭﺍﻗﻌﺎ ﺷﺎﻩ ﻋﺒﺎﺱ ﭘﺎﻳﻪ‬ ‫ﺣﻤﺎﻳﺖ ﺭﻭﺣﺎﻧﻴﻮﻥ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪ .‬ﻭﻟﻲ ﭘﻬﻠﻮﻱ ﻫﺎ‬ ‫ﭘﻴﺶ ﺍﺯ ﺳﻠﻄﻨﺖ ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﺳﺮﺯﻣﻴﻦ ﺍﻳﺮﺍﻥ ﻣﻴﺎﻥ ﺩﻭ ﻳﺎ‬
‫ﮔﺬﺍﺭ ﺁﻥ ﺳﺎﺧﺘﻤﺎﻥ ﺑﻮﺩﻩ‪ .‬ﺑﻠﻜﻪ ﺣﺎﻛﻲ ﺍﺯ ﻋﺎﺩﺗﻲ ﺭﺍﻳﺞ ﺩﺭ‬ ‫ﻫﺮﮔﺰ ﺳﺮﺍﻍ ﺍﻳﻦ ﻧﻮﻉ ﺣﻤﺎﻳﺖ ﻧﺮﻓﺘﻨﺪ ﻭ ﻣﺘﻌﺎﻗﺒﺎ ﺳﺮﻧﮕﻮﻥ‬ ‫ﭼﻨﺪ ﻗﺪﺭﺕ ﺑﺨﺶ ﺷﺪﻩ ﺑﻮﺩ ﻳﺎ ﭘﺎﺭﻩ ﺍﻱ ﺍﺯ ﻳﻚ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ‬
‫ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﻫﻤﻪ ﻧﺸﺎﻥ ﻫﺎﻱ ﺑﻬﺒﻮﺩ ﻭ ﭘﻴﺸﺮﻓﺖ ﺭﺍ ﺍﺯ‬ ‫ﺷﺪﻧﺪ‪.‬‬ ‫ﺑﺰﺭگ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻲ ﺩﺍﺩ‪ ،‬ﺑﻪ ﻣﺎﻧﻨﺪ ﺩﻭﺭﻩ ﺧﻼﻓﺖ ﻉﺑﺎﺳﻴﺎﻥ‬
‫ﻳﺎﺩﮔﺎﺭﻫﺎﻱ ﺷﺎﻩ ﻋﺒﺎﺱ ﻣﻲ ﺩﺍﻧﻨﺪ‪".‬‬ ‫ﺷﻴﻌﻪ ﻛﺮﺩﻥ ﺍﻳﺮﺍﻥ ﺗﻮﺳﻂ ﺻﻔﻮﻳﺎﻥ ﻣﻨﺠﺮ ﺑﻪ ﺟﻨﮓ ﻫﺎﻱ‬ ‫ﻳﺎ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺗﻴﻤﻮﺭﻟﻨﮓ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺷﻬﺮ ﺍﺻﻔﻬﺎﻥ‪ ،‬ﭘﺎﻳﺘﺨﺖ ﺑﺎﺷﻜﻮﻩ ﺷﺎﻩ ﻋﺒﺎﺱ‪ ،‬ﺑﻪ‬ ‫ﺩﺭﺍﺯ ﻭ ﺧﻮﻧﻴﻨﻲ ﺍﺏﺩﻭ ﻫﻤﺴﺎﻳﻪ ﺳﻨﻲ ﻣﺬﻫﺐ ﺍﻳﺮﺍﻥ ﻫﻢ ﺷﺪ ‪:‬‬ ‫ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﻛﺴﻰ ﺍﺳﺖ ﻛﻪ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﻪ ﻳﻚ ﻛﺸﻮﺭ ﺷﻴﻌﻪ‬
‫ﺍﻧﺪﺍﺯﻩ ﻭﻳﺮﺍﻧﻪ ﻫﺎﻱ ﺗﺨﺖ ﺟﻤﺸﻴﺪ‪ ،‬ﻳﺎﺩﺁﻭﺭ ﺟﻼﻝ ﭘﻴﺸﻴﻦ‬ ‫ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﻋﺜﻤﺎﻧﻲ ﺩﺭ ﻏﺮﺏ ﻭ ﺧﺎﻧﻴﮕﺮﻱ ﺍﺯﺑﻚ ﺩﺭ ﺷﺮﻕ‬ ‫ﺩﻭﺍﺯﺩﻩ ﺍﻣﺎﻣﻲ ﻛﻨﻮﻧﻲ ﺗﺒﺪﻳﻞ ﻛﺮﺩ‪ .‬ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﺟﻤﻌﻴﺖ‬
‫ﺍﻳﺮﺍﻥ ﺍﺳﺖ‪.‬‬ ‫ﻛﻪ ﺩﺭ ﺑﺨﺎﺭﺍ ﻭ ﺳﻤﺮﻗﻨﺪ ﻣﺴﺘﻘﺮ ﺑﻮﺩ‪.‬‬ ‫ﺍﻳﺮﺍﻥ ﻏﺎﻟﺒﺎ ﺳﻨﻲ ﺑﻮﺩﻧﺪ‪ ،‬ﺑﺎ ﺟﻤﺎﻋﺖ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﺷﻴﻌﻪ‬
‫ﺍﻳﻦ ﺟﻨﮓ ﻫﺎ ﺗﻌﻬﺪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭ ﺑﺮﺍﺑﺮ ﻣﺬﻫﺐ ﺗﺸﻴﻊ ﺭﺍ‬ ‫ﻣﺬﻫﺐ ﺩﺭ ﺑﺨﺶ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻛﺸﻮﺭ ﻭ ﺍﻗﻠﻴﺖ ﻫﺎﻱ ﺷﻴﻌﻪ‬
‫ﺟﺪﻳﺪ ﺁﻧﻼﻳﻦ‪ :‬ﻧﻤﺎﻳﺸﮕﺎﻩ 'ﺷﺎﻩ ﻋﺒﺎﺱ‪ :‬ﺑﺎﺯﺳﺎﺧﺖ ﺍﻳﺮﺍﻥ'‬
‫ﺗﻘﻮﻳﺖ ﻛﺮﺩ ﻭ ﺣﻔﺎﻇﺖ ﻭ ﭘﻴﺮﻭﻱ ﺍﺯ ﺁﻥ ﺭﺍ ﺩﺭ ﺟﺎﻳﮕﺎﻩ‬ ‫ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺷﻬﺮﻫﺎ‪.‬‬
‫ﺍﺯ ﺭﻭﺯ ﻧﻮﺯﺩﻫﻢ ﻓﻮﺭﻳﻪ ﺗﺎ ﭼﻬﺎﺭﺩﻫﻢ ﻣﺎﻩ ژﻭﺋﻦ ﺍﻣﺴﺎﻝ ﺩﺭ‬
‫ﻣﻮﺯﻩ ﺑﺮﻳﺘﺎﻧﻴﺎﻱ ﻟﻨﺪﻥ ﺑﺮﭘﺎﺳﺖ‪.‬‬ ‫ﺁﺭﻣﺎﻥ ﻣﻠﻲ ﺁﻧﻬﺎ ﻗﺮﺍﺭ ﺩﺍﺩ‪ .‬ﺍﻳﺮﺍﻥ ﺻﻔﻮﻱ ﺑﺎ ﺳﻮﻣﻴﻦ ﻗﺪﺭﺕ‬ ‫ﺍﻟﺒﺘﻪ‪ ،‬ﺷﻴﻌﻪ ﻛﺮﺩﻥ ﺍﻳﺮﺍﻥ ﺑﺪﻭﻥ ﺧﻮﻧﺮﻳﺰﻱ ﺻﻮﺭﺕ ﻧﮕﺮﻓﺖ‬
‫ﺳﻨﻲ ﻣﺬﻫﺐ ﻫﻢ ﻣﺮﺯﺵ‪ ،‬ﻳﻌﻨﻲ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﮔﻮﺭﻛﺎﻧﻲ ﻫﻨﺪ‪،‬‬ ‫ﻭ ﭼﻨﺪﻳﻦ ﻫﺰﺍﺭ ﺗﻦ ﺍﺯ ﺳﻨﻲ ﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺩﺭ ﺟﺮﻳﺎﻥ ﺁﻥ‬
‫ﻣﻴﺎﻧﻪ ﺑﺪﻱ ﻧﺪﺍﺷﺖ‪ .‬ﺩﻟﻴﻞ ﺍﺻﻠﻲ ﺁﻥ ﻫﻢ ﺭﻭﻳﻜﺮﺩ‬ ‫ﻛﺸﺘﻪ ﺷﺪﻧﺪ ﻳﺎ ﺑﻪ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺳﻨﻲ ﻧﺸﻴﻦ ﭘﻨﺎﻩ ﺑﺮﺩﻧﺪ‪ .‬ﺍﻣﺎ‬
‫ﺷﻴﺮﻳﻨﯽ ﺑﺮﺍی ﻧﻮﺭﻭﺯ‬
‫‌‬ ‫ﻗﺒﻮﻝ ﺳﻔﺎﺭﺵ‬ ‫ﺗﺴﺎﻣﺢ ﺁﻣﻴﺰ ﺷﺎﻫﺎﻥ ﮔﻮﺭﻛﺎﻧﻲ ﺑﻪ ﻣﺬﻫﺐ ﺑﻮﺩ‪.‬‬ ‫ﺗﻨﻬﺎ ﺩﺭ ﺩﻭﺭﻩ ﺷﺎﻩ ﻋﺒﺎﺱ ﺍﻭﻝ )‪ 1587‬ﺗﺎ ‪ 1629‬ﻣﻴﻼﺩﻱ(‬
‫ﭼﯽ‪ ،‬ﮔﺮﺩﻭﻳﯽ‪ ،‬ﻧﺎﺭﮔﻴﻠﯽ‪ ،‬ﻧﺎﻥ ﺑﺮﻧﺠﯽ‪ ،‬ﮐﺸﻤﺸﯽ‬
‫‌ ﻧﺨﻮﺩ ‌‬ ‫ﺑﻮﺩ ﻛﻪ ﺗﺸﻴﻊ ﺩﻭﺍﺯﺩﻩ ﺍﻣﺎﻣﻲِ ﻛﻤﺎﺑﻴﺶ ﺗﺜﺒﻴﺖ ﺷﺪﻩ‪ ،‬ﺑﻪ‬
‫ﺗﻤﺎﺱ‪780-436-0618:‬‬

‫ﻭﺭﻭﺩﻳﻪ ﻫﺮ ﺧﺎﻧﻪ ﺑﺮﺍﻱ ﺑﺎﺯﺩﻳﺪ ﻧﻔﺮﻱ ‪ 200‬ﺗﻮﻣﺎﻥ ﺍﺳﺖ!‬
‫ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﺻﺎﺣﺐ ﺧﺎﻧﻪ ﺑﺎ ﺧﻮﺵ ﺭﻭﻳﻲ ﺷﻤﺎ ﺭﺍ ﻭﺍﺭﺩ‬
‫ﻛﻪ ﺩﺭ ﺣﺎﻝ ﻣﺮﻣﺖ ﻭ ﺑﺎﺯﺳﺎﺯﻱ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﻫﻨﻮﺯ ﻛﺎﺭ ﺗﻌﻤﻴﺮ‬
‫ﺣﺮﻳﻢ ﺧﺼﻮﺻﻴﺶ ﻛﺮﺩﻩ ﻭ ﺗﻮﺿﻴﺤﺎﺕ ﻭ ﺍﻃﻼﻋﺎﺕ ﻻﺯﻡ‬
‫ﺁﻥ ﺑﻪ ﭘﺎﻳﺎﻥ ﻧﺮﺳﻴﺪﻩ ﻭ ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﻓﻘﻂ ﻣﺮﺩﺍﻥ ﺍﺯ ﺁﻥ‬
‫ﺭﺍ ﺍﺩﺍ ﻣﻴﻜﻨﺪ‪.‬ﻭﻳﮋﮔﻲ ﺳﻜﻮﻧﺖ ﺩﺭ ﺩﻝ ﺳﻨﮕﻬﺎ ﺍﻳﻦ ﺍﺳﺖ‬
‫ﻛﻪ ﺩﺭ ﺗﺎﺑﺴﺘﺎﻥ ﺧﻨﻚ ﻭ ﺩﺭ ﺯﻣﺴﺘﺎﻥ ﺗﺎ ﺣﺪﻭﺩﻱ ﮔﺮﻡ‬
‫ﻣﻴﻤﺎﻧﺪ‪.‬ﺍﻟﺒﺘﻪ ﻛﻨﺪﻭﺍﻥ ﺯﻣﺴﺘﺎﻥ ﺳﺮﺩ ﻭ ﻃﻮﻻﻧﻲ ﺩﺍﺭﺩ ﺑﻪ‬
‫ﻃﻮﺭﻳﻜﻪ ﻓﺼﻞ ﺗﻮﺭﻳﺴﺘﻲ ﺁﻥ ﺗﻨﻬﺎ ﺍﺯ ﺑﻬﺎﺭ ﺷﺮﻭﻉ ﺷﺪﻩ ﻭ ﺗﺎ‬
‫ﺍﻭﺍﻳﻞ ﭘﺎﻳﻴﺰ ﺍﺩﺍﻣﻪ ﻣﻴﺎﺑﺪ‪.‬‬
‫ﺍﺯ ﺧﺎﻧﻮﺍﺭﻫﺎ ﺧﺎﻧﻪ ﻫﺎﻱ ﺧﻮﺩ ﺩﺭ ﺩﻝ ﻛﻮﻩ ﺭﺍ ﺭﻫﺎ ﻛﺮﺩﻩ ﻭ‬
‫ﻳﻜﻲ ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺟﺎﺫﺑﻪ ﻫﺎﻱ ﺗﻮﺭﻳﺴﺘﻲ ﺍﻳﻦ ﺩﻫﻜﺪﻩ‬
‫ﺑﻪ ﭘﺎﻳﻴﻦ ﻛﻮﻩ ﺁﻣﺪﻩ ﻭ ﺧﺎﻧﻪ ﻫﺎﻱ ﺁﺟﺮﻱ ﺳﺎﺧﺘﻪ ﺍﻧﺪ ﻛﻪ ﺍﻳﻦ‬
‫ﺯﻳﺒﺎ‪،‬ﻫﺘﻞ ﻻﻟﻪ ﻛﻨﺪﻭﺍﻥ ﺍﺳﺖ‪.‬ﺍﻳﻦ ﻫﺘﻞ ﺳﻮﻣﻴﻦ ﻫﺘﻞ ﺻﺨﺮﻩ‬
‫ﺍﻱ ﺟﻬﺎﻥ ﺍﺳﺖ ﻭ ﺑﺎﻋﺚ ﺷﺪﻩ ﺗﺎ ﺗﻮﺭﻳﺴﺘﻪﺍﻱ ﺯﻳﺎﺩ ﺧﺎﺭﺟﻲ‬
‫ﺑﺮﺍﻱ ﺳﻜﻮﻧﺖ ﺩﺭ ﺍﻳﻦ ﺭﻭﺳﺘﺎﻱ ﺁﺭﺍﻡ ﻭ ﺩﺭ ﺩﻝ ﺳﺨﺮﻩ ﻫﺎﻱ‬
‫ﭘﺮ ﺍﺯ ﺍﻧﺮژﻱ ﺑﻪ ﺍﻳﻦ ﻫﺘﻞ ﺑﻴﺎﻳﻨﺪ ﺗﺎ ﺟﺎﻳﻴﻜﻪ ﻣﻌﻤﻮﻻ ﺍﺯ ﻣﺎﻩ‬
‫ﻫﺎ ﻗﺒﻞ ﺍﻃﺎﻗﻬﺎﻱ ﺁﻥ ﺭﺯﺭﻭ ﻣﺒﻴﺎﺷﺪ ‪.‬‬
‫ﺻﺨﺮﻩﺍﻱ‬
‫‌‬ ‫ﺳﺎﻝﻫﺎ ﭘﻴﺶ ﻓﻘﻂ ﺷﺎﻣﻞ ﭼﻨﺪ ﺧﺎﻧﻪ‬ ‫‌‬ ‫ﺍﻳﻦ ﻫﺘﻞ‬
‫ﺑﻮﺩ ﻛﻪ ﻫﻤﮕﻲ ﺑﻪ ﻳﻚ ﻫﺘﻞ ﺗﺒﺪﻳﻞ ﺷﺪﻧﺪ‪ .‬ﻫﺘﻞ ﺳﻨﮕﻲ‬
‫ﺗﻌﺒﻴﻪ ﺷﺪﻩ ﻭ ﻃﺒﻘﻪ ﺑﻌﺪﻱ ﺑﺮﺍﻱ ﺳﻜﻮﻧﺖ ﺁﻣﺎﺩﻩ ﻣﻴﺸﻮﺩ‪.‬ﺧﺎﻧﻪ‬
‫<ﻻﻟﻪ ﻛﻨﺪﻭﺍﻥ >ﻛﻪ ﻛﺎﺭﮔﺮﺍﻥ ﺑﻮﻣﻲ ﻭ ﻏﻴﺮﺑﻮﻣﻲ ﺑﻴﺶ ﺍﺯ‬
‫‪ 8‬ﺳﺎﻝ ﺑﻪ ﺧﺎﻃﺮ ﺗﺮﺍﺷﻴﺪﻥ ﻭ ﺷﻜﻞ ﺩﺍﺩﻥ ﺁﻥ ﻋﺮﻕ ﺭﻳﺨﺘﻨﺪ‬
‫ﻭ ﺯﺣﻤﺖ ﻛﺸﻴﺪﻧﺪ ﺗﺎ ﺑﻪ ﺍﻳﻦ ﺯﻳﺒﺎﻳﻲ ﺩﺭﺁﻣﺪﻩ ﺍﺳﺖ ‪.‬‬
‫ﺭﻭﺳﺘﺎﻱ ﻛﻨﺪﻭﺍﻥ‬
‫ﺩﺭ ﻓﺎﺻﻠﻪ ‪ 22‬ﻛﻴﻠﻮﻣﺘﺮﻱ ﺟﻨﻮﺏ ﺷﺮﻗﻲ ﺍﺳﻜﻮ ﻭ ‪62‬‬
‫ﻛﻴﻠﻮﻣﺘﺮﻱ ﺷﻬﺮ ﺗﺒﺮﻳﺰ ﺩﺭ ﻣﻴﺎﻥ ﺩﺭﻩ ﺍﻱ ﺳﺮﺳﺒﺰ ﻭ ﺑﺎﺻﻔﺎ ‪،‬ﺍﺯ‬
‫ﭘﻴﭻ ﺟﺎﺩﻩ ﻛﻪ ﻣﻴﮕﺬﺭﻱ ﻧﺎﮔﻬﺎﻥ ﺑﺎ ﻳﻜﻲ ﺍﺯ ﺷﮕﻔﺖ ﺍﻧﮕﻴﺰ‬
‫ﺗﺮﻳﻦ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺍﻳﺮﺍﻥ ﺭﻭﺑﺮﻭ ﻣﻴﺸﻮﻱ‪.‬ﺭﻭﺳﺘﺎﻱ ﻛﻨﺪﻭﺍﻥ ﺑﺎ‬
‫ﺧﺎﻧﻪ ﻫﺎﻱ ﻫﺮﻣﻴﺶ ﺩﺭ ﺩﻝ ﺻﺨﺮﻩ ﻫﺎﻱ ﺳﻨﮕﻲ ﻭ ﺳﺨﺖ‬
‫ﻛﻮﻩ ﺳﻬﻨﺪ ﻭ ﺑﺎ ﭘﻨﺠﺮﻩ ﻫﺎﻱ ﻛﺞ ﻭ ﻛﻮﻟﻪ ﻭ ﺭﻧﮕﻴﺶ ﭘﻴﺸﻴﻨﻪ‬
‫ﺍﻱ ‪ 800‬ﺳﺎﻟﻪ ﺩﺍﺭﺩ ‪.‬‬
‫ﺭﻭﺳﺘﺎﻳﻲ ﻛﻪ ﺩﺭ ﻃﻲ ﻗﺮﻧﻬﺎ ﻣﺎﻣﻦ ﻓﺮﻫﺎﺩﺍﻥ ﮔﻤﻨﺎﻡ ﻛﻮﻩ‬
‫ﻛﻨﻲ ﺑﻮﺩﻩ ﻛﻪ ﺑﻲ ﻧﺎﻡ ﻭ ﻧﺸﺎﻥ ﺍﻳﻦ ﻛﻮﻩ ﻫﺎﻱ ﺳﺮﺑﻪ ﻓﻠﻚ‬
‫ﻛﺸﻴﺪﻩ ﺳﻬﻨﺪ ﺭﺍ ﺑﺎ ﺩﺳﺘﺎﻧﻲ ﺧﺎﻟﻲ ﺗﺮﺍﺷﻴﺪﻩ ﺍﻧﺪ ﺗﺎ ﺍﻣﺮﻭﺯ‬
‫ﺑﺮﺍﻱ ﻣﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻈﻬﺮ ﺍﻓﺘﺨﺎﺭﻱ ﺑﻪ ﺣﺴﺎﺏ ﺁﻳﺪ ﻛﻪ‬
‫ﺻﺎﺣﺐ ﻳﻜﻲ ﺍﺯ ﺷﮕﻔﺘﻴﻬﺎﻱ ﺩﻧﻴﺎ ﻫﺴﺘﻴﻢ‪.‬‬
‫ﻭﺍژﻩ ﻛﻨﺪﻭﺍﻥ ﺍﺯ ﻟﻔﻆ ؛ﻛﻨﺪﻭ؛ ﻣﻴﺎﻳﺪ ﻛﻪ ﺑﻪ ﻧﻮﻉ ﻣﻌﻤﺎﺭﻱ‬
‫ﺧﺎﻧﻪ ﻫﺎﻱ ﺭﻭﺳﺘﺎ ﺑﺮﻣﻴﮕﺮﺩﺩ‪.‬ﺍﻳﻦ ﺧﺎﻧﻪ ﻫﺎﻱ ﻛﻠﻪ ﻗﻨﺪﻱ‬
‫ﻫﻤﭽﻮﻥ ﺳﻠﻮﻟﻬﺎﻱ ﻛﻨﺪﻭ ﺯﻧﺒﻮﺭ ﻋﺴﻞ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪.‬ﺍﻟﺒﺘﻪ‬
‫ﻓﺮﻡ ﺍﻭﻟﻴﻪ ﺁﻧﻬﺎ ﺑﻪ ﺻﻮﺭﺕ ﻃﺒﻴﻌﻲ ﻭ ﺑﺮ ﺍﺛﺮ ﻓﻮﺭﺍﻥ‬
‫ﺁﺗﺸﻔﺸﺎﻧﻬﺎﻱ ﻛﻮﻩ ﺳﻬﻨﺪ ﺍﻳﺠﺎﺩ ﺷﺪﻩ ﻛﻪ ﺍﻳﻦ ﮔﺪﺍﺯﻩ ﻫﺎ ﺑﺮ‬
‫ﺍﺛﺮ ﻗﺮﻧﻬﺎ ﺑﺮﺭﻭﻱ ﻫﻢ ﺳﺮﺩ ﻭ ﺳﺨﺖ ﻭ ﻛﻠﻪ ﻗﻨﺪﻱ ﺷﺪﻩ‬
‫ﺍﻧﺪ ‪.‬‬
‫ﻭﺟﻮﺩ ﭼﺸﻤﻪ ﻫﺎﻱ ﺯﻳﺒﺎﻱ ﺁﺏ ﻣﻌﺪﻧﻲ ﺑﺮﺍﻱ ﺑﻴﻤﺎﺭﺍﻥ‬
‫ﻛﻠﻴﻮﻱ ﻭ ﺁﺭﺍﻣﺶ ﻭ ﺳﻜﻮﺕ ﻛﻮﻫﺴﺘﺎﻥ ﺑﻪ ﺍﺿﺎﻓﻪ ﻫﻮﺍﻱ‬
‫ﺑﺴﻴﺎﺭ ﭘﺎﻙ ‪،‬ﮔﺮﺩﺷﮕﺮﺍﻥ ﺑﺴﻴﺎﺭﻱ ﺭﺍ ﺳﺎﻻﻧﻪ ﺑﻪ ﺳﻮﻱ ﺍﻳﻦ‬
‫ﻣﺤﻞ ﻣﻴﻜﺸﺎﻧﺪ‪.‬ﻣﺮﺍﺗﻊ ﺳﺮﺳﺒﺰ ﻋﺸﺎﻳﺮﻱ ﻓﻀﺎﻱ ﻣﻨﺎﺳﺒﻲ ﺭﺍ‬
‫ﻃﺒﻘﻪﻫﺎ ﺑﺮﺍﻱ ﺍﻣﻮﺭ ﺩﻳﮕﺮ‪ .‬ﻣﺴﺠﺪ ﺗﻘﺮﻳﺒﺎً ‪ 10‬ﺳﺎﻝ ﺍﺳﺖ‬
‫‌‬ ‫ﺑﺮﺍﻱ ﭘﺮﻭﺭﺵ ﺯﻧﺒﻮﺭ ﻋﺴﻞ ﻭ ﻛﺸﺖ ﮔﻴﺎﻫﺎﻥ ﺩﺍﺭﻭﻳﻲ‬
‫ﻓﺮﺍﻫﻢ ﻛﺮﺩﻩ ﻛﻪ ﻫﻤﻴﻦ ﻳﻚ ﻧﻮﻉ ﻣﺤﻞ ﺩﺭﺍﻣﺪﻱ ﺑﺮﺍﻱ‬
‫ﺭﻭﺳﺘﺎﻳﻴﺎﻥ ﻣﺤﺴﻮﺏ ﻣﻴﺸﻮﺩ ‪.‬‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ‌ﻛﻨﻨﺪ‪ .‬ﻛﺮﺍﻥ ﻣﺴﺠﺪ ﻳﻜﻲ ﺍﺯ ﺑﺰﺭگ‌ﺗﺮﻳﻦ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺻﻨﺎﻳﻊ ﺩﺳﺘﻲ ﻣﺎﻧﻨﺪ ﺑﺎﻓﺖ ﮔﻠﻴﻢ ﻭ ﺟﺎﺟﻴﻢ ﻭ‬
‫ﻛﺮﺍﻥﻫﺎﻱ ﺭﻭﺳﺘﺎ ﺍﺳﺖ‪.‬‬
‫‌‬ ‫ﺷﺎﻟﻬﺎﻱ ﺭﻧﮕﻴﻦ ﻭ ﺯﻳﺒﺎ ﻧﻴﺰ ﻳﻜﻲ ﺩﻳﮕﺮ ﺍﺯ ﺍﺷﺘﻐﺎﻻﺕ ﺯﻧﺎﻥ‬
‫ﺍﻣﺮﻭﺯ ﺳﺎﻛﻨﺎﻥ ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺑﻴﺶ ﺍﺯ ‪ 100‬ﺧﺎﻧﻮﺍﺭ ﺍﺳﺖ ﻛﻪ‬ ‫ﻛﻨﺪﻭﺍﻥ ﻣﺤﺴﻮﺏ ﻣﻴﺸﻮﺩ‪.‬‬
‫ﺟﻤﻌﻴﺘﻲ ﺣﺪﻭﺩ ‪ 700‬ﻧﻔﺮ ﺭﺍ ﺷﺎﻣﻞ ﻣﻴﺸﻮﺩ‪.‬ﻣﺘﺎﺳﻔﺎﻧﻪ ﺑﻌﻀﻲ‬ ‫ﻣﻌﻤﺎﺭﻱ ﺍﻳﻦ ﺳﺎﺧﺘﻤﺎﻧﻬﺎ ﺑﻪ ﻗﺮﻥ ‪ 7‬ﻭ ‪ 8‬ﻣﻴﻼﺩﻱ ﻣﻴﺰﺳﺪ ﺍﻣﺎ‬
‫ﭘﺮﻭﻓﺴﻮﺭ ﺩﻳﻮﻳﺪ ﺭﻭﻝ ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺱ ﻣﺸﻬﻮﺭ ﺍﻧﮕﻠﻴﺴﻲ‬
‫ﻗﺪﻣﺖ ﻛﻨﺪﻭﺍﻥ ﺭﺍ ﺑﻪ ﺩﻭﺭﻩ ﻏﺎﺭﻧﺸﻴﻨﻲ ﻧﺴﺒﺖ ﻣﻴﺪﻫﺪ‪.‬ﺍﻣﺎ‬
‫ﺑﺎﻋﺚ ﻧﻮﻋﻲ ﺗﻀﺎﺩ ﻣﻌﻤﺎﺭﻱ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺑﻪ ﺷﺪﺕ ﺑﺮ‬ ‫ﻧﺨﺴﺘﻴﻦ ﺟﺎﻣﻌﻪ ﺍﻧﺴﺎﻧﻲ ﭘﺲ ﺍﺯ ﺣﻤﻠﻪ ﻣﻐﻮﻟﻬﺎ ﻭ ﺩﺭ ﻗﺮﻥ ‪7‬‬
‫ﭼﻬﺮﻩ ﺯﻳﺒﺎﻱ ﺭﻭﺳﺘﺎ ﺗﺎﺛﻴﺮ ﻣﻨﻔﻲ ﻣﻴﮕﺬﺍﺭﺩ ‪.‬‬ ‫ﺑﻮﺩ ﻛﻪ ﺍﺯ ﺳﻤﺖ ﺭﻭﺳﺘﺎﻱ ﺣﻴﻠﻪ ﻭﺭ ﺑﻪ ﺍﻳﻨﺠﺎ ﻛﻮچ‬
‫ﺩﺍﻡ‬
‫ﺩﺍﺧﻞ ﺧﺎﻧﻪ ﻫﺎ ﻛﻮﭼﻚ ﻭ ﺳﺎﺩﻩ ﺍﻣﺎ ﺗﻤﻴﺰ ﺍﺳﺖ‪.‬ﻫﺮ ﻙ‬ ‫ﻛﺮﺩﻧﺪ ‪.‬‬
‫ﺑﻪ ﻓﺮﺍﺧﻮﺭ ﺻﺎﺣﺒﺶ ﭼﻨﺪ ﺍﻃﺎﻕ ﻛﻮﭼﻚ ﺩﺍﺭﺩ‪.‬ﻛﻪ ﺑﺎ‬ ‫ﻛﻨﺪﻭﺍﻥ ﺳﻮﻣﻴﻦ ﺭﻭﺳﺘﺎﻱ ﺻﺨﺮﻩ ﺍﻱ ﺟﻬﺎﻥ ﺍﺳﺖ ﻛﻪ‬
‫ﻃﺎﻗﭽﻪ ﻭ ﭘﺮﺩﻩ ﻭ ﭼﻨﺪ ﭘﺸﺘﻲ ﺗﺰﻳﻴﻦ ﮔﺸﺘﻪ ﺍﺳﺖ‪.‬ﺧﺎﻧﻪ ﻫﺎ‬ ‫ﺩﻭﺗﺎﻱ ﺩﻳﮕﺮ ﻳﻜﺎﭘﺎﺩﻭﻛﻴﺎﻱ ﺗﺮﻛﻴﻪ ﻭ ﺩﻳﮕﻴﺮﻱ ﺩﺍﻛﻮﺗﺎﻱ‬
‫ﻋﻤﻮﻣﺎ ﭼﻨﺪ ﻃﺒﻘﻪ ﻫﺴﺘﻨﺪ‪.‬ﻃﺒﻘﻪ ﺍﻭﻝ ﺑﺮﺍﻱ ﺁﻏﻞ ﺣﻴﻮﺍﻧﺎﻥ‬ ‫ﺁﻣﺮﻳﻜﺎﺳﺖ ﺍﻣﺎ ﺍﻳﻦ ﺭﻭﺳﺘﺎ ﺗﻨﻬﺎ ﺭﻭﺳﺘﺎﻱ ﺻﺨﺮﻩ ﺍﻱ ﺟﻬﺎﻥ‬
‫ﺍﺳﺖ ﻛﻪ ﻫﻨﻮﺭ ﻣﺮﺩﻡ ﺩﺭ ﺁﻥ ﺳﺎﻛﻨﻨﺪ ﻭ ﺯﻧﺪﮔﻲ ﺩﺭﺁﻥ‬
‫ﻫﺎ ﻣﺎﻧﻨﺪ ﺭﻭﺳﺘﺎﻫﺎﻱ ﺩﻳﮕﺮ ﺗﭙﻪ ﺍﻱ‪ ،‬ﺑﻪ ﺻﻮﺭﺕ ﭘﻠﻪ ﻛﺎﻧﻲ‬ ‫ﺟﺮﻳﺎﻥ ﺩﺍﺭﺩ ‪.‬‬
‫ﻫﺴﺘﻨﺪ ﻭ ﻛﻮﭼﻪ ﻫﺎﻱ ﺑﺎﺭﻳﻚ ﺑﺎ ﺷﻴﺐ ﺗﻨﺪ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻫﻢ‬
‫ﻣﺴﺠﺪ ﺭﻭﺳﺘﺎ ﺑﺎ ﺳﺘﻮﻥ‌ﻫﺎﻱ ﺳﻨﮕﻲ ﺩﺍﺭﺍﻱ ‪ 5‬ﻃﺒﻘﻪ ﺍﺳﺖ‬
‫ﻣﺘﺼﻞ ﻣﻴﻜﻨﺪ ‪.‬‬
‫ﻛﻪ ﺍﺯ ﻳﻚ ﻃﺒﻘﻪ ﺁﻥ ﺑﺮﺍﻱ ﻧﻤﺎﺯ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ‌ﺷﺪﻩ ﻭ ﺑﺎﻗﻲ‬

‫ﭘﺰﻱ ﻭ ﺭﺳﺘﻮﺭﺍﻥ ﻫﺎﻳﻲ ﻛﻪ ﺍﻧﻮﺍﻉ ﻏﺬﺍﻫﺎﻱ ﻣﺤﻠﻲ ﻋﺮﺿﻪ ﻣﻲ‬
‫ﻛﻨﻨﺪ‪ ،‬ﻫﺮ ﺑﻴﻨﻨﺪﻩ ﺗﺎﺯﻩ ﻭﺍﺭﺩﻱ ﺭﺍ ﺑﻪ ﻳﺎﺩ ﻛﺎﺑﻞ ﻣﻲ ﺍﻧﺪﺍﺯﺩ‪ ،‬ﺍﻣﺎ‬
‫ﻛﺎﺑﻠﻲ ﻛﻪ ﻣﺮﺩﻣﺶ ﺩﺭ ﺁﺭﺍﻣﺶ ﻭ ﺭﻓﺎﻩ ﺑﻴﺸﺘﺮ ﺑﻪ ﺳﺮ ﻣﻲ‬
‫ﺑﺮﻧﺪ‪.‬‬
‫ﺑﺎ ﻭﺟﻮﺩ ﺁﻥ ﻛﻪ ﻣﺪﺗﻲ ﺍﺳﺖ ﺑﺤﺚ ﺑﺎﺯﮔﺸﺖ ﻣﻬﺎﺟﺮﺍﻥ ﺑﻪ‬
‫ﻣﺮﺩﻡ ﮔﻠﺸﻬﺮ ﺍﺣﺴﺎﺱ ﻧﺰﺩﻳﻜﻲ ﺧﺎﺻﻲ ﺑﺎ ﻫﻢ ﺩﺍﺭﻧﺪ‪ ،‬ﺑﻪ‬
‫ﮔﻮﻧﻪ ﺍﻱ ﻛﻪ ﺍﻛﺜﺮ ﺁﻧﻬﺎ ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﻣﻲ ﺷﻨﺎﺳﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻛﻪ‬
‫ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻙ‪ ،‬ﻋﺪﻩ ﺍﻱ ﺍﺯ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﻧﻴﺰ ﺩﺭ‬
‫ﻛﻨﺎﺭ ﻣﻬﺎﺟﺮﺍﻥ ﺯﻧﺪﮔﻲ ﻣﻲ ﻛﻨﻨﺪ‪ ،‬ﭼﻬﺮﻩ ﺁﻥ ﻛﻤﺘﺮ ﺩﭼﺎﺭ‬
‫ﺩﺍﺭﻡ ﺍﻣﺎ ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﻢ ﺩﺭ ﺍﻳﺮﺍﻥ ﺯﻧﺪﮔﻲ ﻛﻨﻢ‪ .‬ﭼﻮﻥ ﺩﺭ‬
‫ﺗﻐﻴﻴﺮ ﻭ ﺩﮔﺮﮔﻮﻧﻲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﻳﻨﺠﺎ ﺍﻣﻜﺎﻧﺎﺕ ﺯﻧﺪﮔﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﻓﺮﺯﻧﺪﺍﻧﻢ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﻪ‬
‫ﺑﻴﺸﺘﺮ ﺩﻓﺘﺮﻫﺎﻱ ﻧﻤﺎﻳﻨﺪﮔﻲ ﻣﻮﺳﺴﺎﺕ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ‪ ،‬ﻣﺜﻞ‬
‫ﻳﻮﻧﻴﺴﻒ‪ ،‬ﭘﺰﺷﻜﺎﻥ ﺑﺪﻭﻥ ﻣﺮﺯ ﻭ ﻣﻮﺳﺴﻪ ژﺍﭘﻨﻲ ﻧﻴﻜﻮ ﺩﺭ‬
‫ﮔﻠﺸﻬﺮ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩﻱ ﺍﺯ ﻣﻮﺳﺴﺎﺕ‬
‫ﻓﺮﻫﻨﮕﻲ ﻭ ﻫﻨﺮﻱ ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻙ ﻓﻌﺎﻝ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺍﺵ ﺑﻪ ﺍﻳﺮﺍﻥ ﺁﻣﺪﻩ‪ ،‬ﻣﻲ ﮔﻮﻳﺪ‪ 4" :‬ﻓﺮﺯﻧﺪ ﺩﺍﺭﻡ ﻛﻪ‬
‫ﻫﺮﭼﻨﺪ ﺍﻣﻜﺎﻧﺎﺕ ﺯﻧﺪﮔﻲ ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻙ ﻣﺤﺪﻭﺩ ﺍﺳﺖ‪،‬‬
‫ﺍﻣﺎ ﻣﻬﺎﺟﺮﺍﻥ ﻣﺎﻧﺪﻥ ﺩﺭ ﮔﻠﺸﻬﺮ ﺭﺍ ﺑﺮ ﺑﺎﺯﮔﺸﺖ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﻨﺪ ﻭ ﺑﺎﺯ ﻫﻢ ﺩﺭ ﺁﺭﺯﻭﻱ ﺍﺳﺘﻘﺮﺍﺭ ﺛﺒﺎﺕ ﻭ‬
‫ﺁﺭﺍﻣﺶ ﺩﺭ ﺯﺍﺩﺑﻮﻣﺸﺎﻥ ﻫﺴﺘﻨﺪ‪ .‬ﺁﺭﺍﻣﺸﻲ ﻛﻪ ﮔﻠﺸﻬﺮ ﺭﺍ ﺑﺎ‬
‫ﻫﻤﻪ ﻧﻮﺍﻗﺼﺶ ﺑﺮﺍﻳﺸﺎﻥ ﻣﺤﺒﻮﺏ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﮐﺎﺑﻠﯽ ﮐﻮﭼﮏ ﺩﺭ‬
‫ﺍﺭﺍﺋﻪ ﺧﺪﻣﺎﺕ ﺭﻓﺎﻫﻲ ﻫﻴﭻ ﺗﺒﻌﻴﻀﻲ ﻣﻴﺎﻥ ﺷﻬﺮﻭﻧﺪ ﺍﻳﺮﺍﻧﻲ ﻭ‬
‫ﺍﻓﻐﺎﻥ ﻗﺎﺋﻞ ﻧﺸﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﻛﺸﻮﺭﺷﺎﻥ ﻣﻄﺮﺡ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺍﻣﺎ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻳﻦ ﻣﻬﺎﺟﺮﺍﻥ‬ ‫ﺍﻳﺮﺍﻥ‬
‫ﺗﻤﺎﻳﻞ ﭼﻨﺪﺍﻧﻲ ﺑﺮﺍﻱ ﺑﺎﺯﮔﺸﺖ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻧﺪﺍﺭﻧﺪ‪.‬‬
‫ﺣﺴﻦ ﻓﻜﺮﺕ‬
‫ﻙ ‪ 20‬ﺳﺎﻝ ﭘﻴﺶ ﻣﻬﺎﺟﺮ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﻲ ﮔﻮﻳﺪ‪:‬‬ ‫ﻣﺤﻤﺪ ﻩ‬
‫"ﻣﻦ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﺩﻭﺳﺖ ﺩﺍﺭﻡ‪ .‬ﻫﻤﻮﻃﻨﺎﻧﻢ ﺭﺍ ﻫﻢ ﺩﻭﺳﺖ‬
‫ﺩﻧﻴﺎ ﺁﻣﺪﻩ ﺍﻧﺪ ﻭ ﻧﻤﻲ ﺧﻮﺍﻫﻨﺪ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﺮﮔﺮﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ‬
‫ﺷﻨﺎﺧﺖ ﺯﻳﺎﺩﻱ ﺍﺯ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻧﺪﺍﺭﻧﺪ‪".‬‬
‫ﺍﻣﺎ ﺳﻜﻴﻨﻪ‪ ،‬ﻳﻚ ﺯﻥ ﻣﻬﺎﺟﺮ ﻛﻪ ﺩﻩ ﺳﺎﻝ ﺍﺳﺖ ﻫﻤﺮﺍﻩ‬
‫ﮔﻠﺸﻬﺮ ﻛﻪ ﺑﺎ ﻧﺎﻡ ﻫﺎﻱ "ﻛﺎﺑﻞ ﻛﻮﭼﻚ" ﻭ "ﻛﺎﺑﻞ ﺷﻬﺮ"‬
‫ﺩﻭ ﺗﺎﻱ ﺁﻧﻬﺎ ﭼﻮﻥ ﻛﺎﺭﺕ ﺍﻗﺎﻣﺖ ﻧﺪﺍﺭﻧﺪ‪ ،‬ﻣﺪﺭﺳﻪ ﻗﺒﻮﻟﺸﺎﻥ‬
‫ﻫﻢ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻣﺤﻠﻲ ﻭ ﻣﻬﺎﺟﺮﺍﻥ ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪،‬‬
‫ﻧﻜﺮﺩ‪ .‬ﺷﻮﻫﺮﻡ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻛﺎﺭﮔﺮ ﺳﺎﺩﻩ ﺑﻮﺩ ﻭ ﺍﻵﻥ ﻫﻢ‬
‫ﺷﻬﺮﻛﻲ ﺍﺳﺖ ﺩﺭ ﺷﻤﺎﻝ ﺷﺮﻕ ﻣﺸﻬﺪ ﻭ ﺍﺯ ﻣﻴﺰﺑﺎﻧﺎﻥ ﺍﺻﻠﻲ‬
‫ﻛﺎﺭﮔﺮ ﺭﻭﺯﻣﺰﺩ ﺍﺳﺖ‪ .‬ﺍﮔﺮ ﻣﺎ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻳﻚ ﺧﺎﻧﻪ‬
‫ﭘﻨﺎﻫﻨﺪﮔﺎﻥ ﺍﻓﻐﺎﻥ‪.‬‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ‪ ،‬ﺣﺘﻤﺎً ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﺮ ﻣﻲ ﮔﺮﺩﻳﻢ‪".‬‬
‫ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻣﻲ ﺗﻮﺍﻥ ﺍﺩﻋﺎ ﻛﺮﺩ ﻛﻪ ﺑﺨﺶ ﺍﻋﻈﻢ ﺍﻳﻦ ﺷﻬﺮﻙ‬
‫ﻣﻬﺎﺟﺮﺍﻥ ﺩﺭ ﺍﻳﻦ ﻣﻨﻄﻘﻪ ﺑﻪ ﺩﻭﺭ ﺍﺯ‬
‫ﺭﺍ ﻣﻬﺎﺟﺮﺍﻥ ﺍﻓﻐﺎﻥ ﺳﺎﺧﺘﻪ ﺍﻧﺪ‪ ،‬ﭼﻮﻥ ﺑﻨﺎ ﺑﻪ ﺩﺍﺩﻩ ﻫﺎﻱ‬
‫ﮔﺰﻧﺪ ﺯﻧﺪﮔﻲ ﺷﻬﺮ ﻧﺸﻴﻨﻲ‪ ،‬ﻓﻀﺎﻱ‬
‫ﻏﻴﺮﺭﺳﻤﻲ‪ 50 ،‬ﺗﺎ ‪ 65‬ﺩﺭﺻﺪ ﺟﻤﻌﻴﺖ ﺍﻳﻦ ﺷﻬﺮﻙ ﺭﺍ‬
‫ﺻﻤﻴﻤﻲ ﻭ ﺁﺭﺍﻣﻲ ﺭﺍ ﺩﺭ ﻛﻨﺎﺭ‬
‫ﻫﻤﻴﻦ ﻣﻬﺎﺟﺮﺍﻥ ﺗﺸﻜﻲﻝ ﻣﻲ ﺩﻫﻨﺪ ﻛﻪ ﻏﺎﻟﺒﺎ ﺍﺯ ﺟﻤﻠﻪ ﻫﺰﺍﺭﻩ‬
‫ﻳﻜﺪﻳﮕﺮ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩﻩ ﺍﻧﺪ‪ .‬ﻣﺮﺩﻡ‬
‫ﻫﺎﻱ ﺷﻴﻌﻪ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺑﻪ ﻫﻤﺎﻥ ﺳﺒﻚ ﻭ ﺷﻴﻮﻩ ﺯﻧﺪﮔﻲ ﺩﺭ‬
‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺯﻧﺪﮔﻴﺸﺎﻥ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺷﻬﺮ‬ ‫ﮔﻠﺸﻬﺮ ﺩﺭ ﭘﻲ ﺳﻪ ﻣﻮﺝ ﻣﻬﺎﺟﺮﺕ ﻧﺎﺷﻲ ﺍﺯ ﺍﺷﻐﺎﻝ‬
‫ﺁﻏﺎﺯ ﻛﺮﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﻧﻤﻲ ﺧﻮﺍﺳﺘﻨﺪ‬ ‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺗﻮﺳﻂ ﺷﻮﺭﻭﻱ‪ ،‬ﺟﻨﮓ ﺩﺍﺧﻠﻲ ﻭ ﺳﻠﻄﻪ ﻃﺎﻟﺒﺎﻥ‪،‬‬
‫ﺍﺣﺲﺍﺱ ﻏﺮﺑﺖ ﻭ ﺩﻭﺭﻱ ﺍﺯ ﻭﻃﻦ‪،‬‬ ‫ﺑﻪ "ﻛﺎﺑﻞ ﺷﻬﺮ" ﺗﺒﺪﻳﻞ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺯﻧﺪﮔﻴﺸﺎﻥ ﺭﺍ ﺳﺨﺖ ﺗﺮ ﻭ ﺩﺷﻮﺍﺭﺗﺮ‬ ‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﭘﻨﺎﻫﻨﺪﮔﺎﻥ ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻙ ﺑﺮﺍﻱ ﺧﻮﺩ ﺧﺎﻧﻪ‬
‫ﻛﻨﺪ‪.‬‬ ‫ﺳﺎﺧﺘﻪ ﺍﻧﺪ ﻳﺎ ﺧﺎﻧﻪ ﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺭﺍ ﺧﺮﻳﺪﻩ ﺍﻧﺪ‪ .‬ﺷﻐﻞ ﺑﻴﺸﺘﺮ‬
‫ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻙ ﺑﺮ ﺧﻼﻑ ﺩﻳﮕﺮ‬ ‫ﻣﺮﺩﺍﻥ ﻣﻬﺎﺟﺮ ﮔﻠﺸﻬﺮ ﺳﺎﺧﺘﻤﺎﻥ ﺳﺎﺯﻱ ﺍﺳﺖ‪ .‬ﺩﺭ ﻛﻨﺎﺭ ﺁﻥ‬
‫ﻣﻨﺎﻃﻖ ﻣﻬﺎﺟﺮﻧﺸﻴﻦ‪ ،‬ﻣﺮﺩﻡ ﺷﻐﻞ ﻫﺎﻱ‬ ‫ﺍﻓﻐﺎﻥ ﻫﺎﻱ ﮔﻠﺸﻬﺮ ﻓﺮﻭﺷﻨﺪﮔﻲ‪ ،‬ﺟﻮﺷﻜﺎﺭﻱ ﻭ ﻛﺸﺎﻭﺭﺯﻱ‬
‫ﻣﺘﻔﺎﻭﺗﻲ ﺩﺍﺭﻧﺪ ﻛﻪ ﻛﻤﺘﺮ ﺗﺤﺖ ﺗﺎﺛﻴﺮ‬ ‫ﻫﻢ ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
‫ﻓﺮﻫﻨﮓ ﺷﻬﺮﻧﺸﻴﻨﻲ ﻣﺤﻴﻂ ﺍﻃﺮﺍﻑ‬ ‫ﺩﺭ ﻛﺎﺭﮔﺎﻩ ﻫﺎﻱ ﻛﻮﭼﻚ ﮔﻠﺸﻬﺮ ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﻣﻬﺎﺟﺮ‬
‫ﻛﺸﻮﺭ ﻣﻴﺰﺑﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺩﺭ‬ ‫ﺗﺴﺒﻴﺢ ﻭ ﻣﻬﺮ ﻣﻲ ﺳﺎﺯﻧﺪ ﻭ ﺟﺎﻧﻤﺎﺯ ﻣﻲ ﺑﺎﻓﻨﺪ‪ .‬ﻗﺎﻟﻲ ﺑﺎﻓﻲ ﻫﻢ‬
‫ﻣﻴﺎﻧﻪ ﺷﻬﺮ ﺧﻴﺎﺑﺎﻥ ﺍﺻﻠﻲ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻛﻪ‬ ‫ﺩﺭ ﮔﻠﺸﻬﺮ ﺭﻭﻧﻖ ﺩﺍﺭﺩ ﻭ ﺩﺳﺖ ﺍﻧﺪﺭﻛﺎﺭﺍﻥ ﺁﻥ ﺑﻴﺸﺘﺮ‬
‫ﺧﻴﺎﺑﺎﻥ ﻫﺎﻱ ﻓﺮﻋﻲ ﺷﻬﺮ ﺍﺯ ﺁﻥ‬ ‫ﻛﻮﺩﻛﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎﻱ ﻣﻬﺎﺟﺮ ﺍﻧﺪ‪.‬‬
‫ﻣﻨﺸﻌﺐ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﺍﻣﻜﺎﻧﺎﺕ ﺷﻬﺮﻱ ﮔﻠﺸﻬﺮ ﻧﺴﺒﺖ ﺑﻪ ﺩﻳﮕﺮ ﻣﻨﺎﻃﻖ ﻣﺸﻬﺪ‬
‫ﺩﺭ ﺍﻧﺘﻬﺎﻱ ﺧﻴﺎﺑﺎﻥ ﺍﺻﻠﻲ ﮔﻠﺸﻬﺮ ﻫﻢ‬ ‫ﻣﺤﺪﻭﺩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻙ ﻳﻚ ﺑﻴﻤﺎﺭﺳﺘﺎﻥ ﺑﺎ ‪200‬‬
‫ﻣﻨﻄﻘﻪ ﺍﻱ ﺑﻨﺎﻡ ﻛﺎﻝ ﻭﺍﻗﻊ ﺍﺳﺖ ﻛﻪ ﺩﺭ‬ ‫ﺗﺨﺖ ﺧﻮﺍﺏ‪ ،‬ﭼﻨﺪ ﻣﺪﺭﺳﻪ ﺩﻭﻟﺘﻲ ﻭ ﺧﻮﺩﮔﺮﺩﺍﻥ ﻭﺟﻮﺩ‬
‫ﺁﻥ ﺍﻣﻜﺎﻧﺎﺕ ﺑﺴﻴﺎﺭ ﻣﺤﺪﻭﺩﻱ ﺑﺮﺍﻱ‬ ‫ﺩﺍﺭﺩ‪ ،‬ﺍﻣﺎ ﻣﺮﺩﻡ ﻣﺤﻠﻲ ﺗﻌﺪﺍﺩ ﻣﺪﺍﺭﺱ ﺭﺍ ﺑﺴﻨﺪﻩ ﻧﻤﻲ ﺩﺍﻧﻨﺪ‪.‬‬
‫ﺯﻧﺪﮔﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﻣﺎ ﺷﻠﻮﻍ ﺑﺎﺯﺍﺭ‬
‫ﮔﻠﺸﻬﺮ ﺟﺎﺋﻲ ﻛﻪ ﺗﺮﻛﻴﺐ ﺳﻨﺖ ﻫﺎﻱ‬ ‫ﺟﻤﻞ ﺩﻳﮕﺮ‬
‫ﺩﻭﺍﺯﺩﻩ ﻛﺘﺎﺑﺨﺎﻧﻪ ﻭ ﻫﺸﺖ ﻣﺴﺠﺪ ﻭ ﺣﺴﻴﻨﻴﻪ ﺍﺯ ﻩ‬
‫ﺍﻗﻮﺍﻡ ﻣﺨﺘﻠﻒ ﺭﺍ ﺑﻪ ﺗﺼﻮﻳﺮ ﻣﻲ ﻛﺸﺪ‪،‬‬ ‫ﺍﻣﺎﻛﻦ ﻫﻤﮕﺎﻧﻲ ﮔﻠﺸﻬﺮ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻙ ﻳﻚ ﺯﻣﻴﻦ‬
‫ﺩﺭ ﻗﻠﺐ ﺍﻳﻦ ﺷﻬﺮ ﻭ ﻗﻠﺐ ﻣﺮﺩﻡ ﺁﻥ‬ ‫ﻭﺭﺯﺷﻲ ﺧﺎﻛﻲ ﻫﻢ ﺑﺮﺍﻱ ﺟﻮﺍﻧﺎﻥ ﻣﻬﺎﺟﺮ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﻛﻪ‬
‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬ ‫ﺭﻭﺯﻫﺎﻯ ﺟﻤﻌﻪ ﺩﺭ ﺁﻥ ﻓﻮﺗﺒﺎﻝ ﻭ ﺩﺭ ﺑﺨﺶ ﺩﻳﮕﺮﻱ ﺍﺯ ﺁﻥ‬
‫ﻭﺍﻟﻴﺒﺎﻝ ﺑﺎﺯﻱ ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
‫ﭼﻬﺎﺭﭼﺮﺥ ﻫﺎﻳﻲ ﻛﻪ ﺑﺮ ﺭﻭﻱ ﺁﻥ‬
‫ﺳﻴﺐ ﺯﻣﻴﻨﻲ ﻭ ﭘﻴﺎﺯ ﻭ ﺩﻳﮕﺮ ﻣﺎﻳﺤﺘﺎﺝ‬ ‫ﺷﻬﺮﻭﻧﺪﺍﻥ ﻣﺸﻬﺪﻱ ﺳﺎﻛﻦ ﮔﻠﺸﻬﺮ ﺳﺎﻝ ﻫﺎﺳﺖ ﺻﺒﻮﺭﺍﻧﻪ‬
‫ﺯﻧﺪﮔﻲ ﻣﻬﺎﺟﺮﺍﻥ ﻋﺮﺿﻪ ﻣﻲ ﺷﻮﺩ ﻭ‬ ‫ﺩﺭ ﻛﻨﺎﺭ ﻣﻬﺎﺟﺮﻳﻦ ﺍﻓﻐﺎﻥ ﺯﻧﺪﮔﻲ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺳﺎﻛﻨﺎﻥ‬
‫ﺩﻛﺎﻥ ﻫﺎﻱ ﺷﻮﺭﻧﺨﻮﺩ ﭘﺰﻱ ﻭ ﺑﻼﻧﻲ‬ ‫ﮔﻠﺸﻬﺮ ﻣﻲ ﮔﻮﻳﻨﺪ‪ ،‬ﻧﻬﺎﺩﻫﺎﻱ ﺩﻭﻟﺘﻲ ﻧﻈﻴﺮ ﺷﻬﺮﺩﺍﺭﻱ ﺩﺭ‬

‫ﺑﻪ ﻛﻨﺘﺮﻝ ﭘﺎﺳﭙﻮﺭﺕ ﻭ ﺳﻮﺍﻝﻫﺎ ﺩﺭ ﻣﻮﺭﺩ ﭼﮕﻮﻧﮕﻲ ﺧﺮﻭﺝ‬
‫ﺍﺯ ﺍﻳﺮﺍﻥ ﺑﺮﺳﻢ(‪ .‬ﺩﺭ ﻳﻚ ﻟﺤﻈﻪ ﻓﻮﺭﻱ ﻓﻬﻤﻴﺪﻡ ﺑﻪ ﻛﺸﻮﺭﻱ‬
‫ﻣﻲﺗﺮﺳﻨﺪ‪.‬‬
‫ﺭﺳﻴﺪﻡ ﻛﻪ ﻛﺸﻮﺭﻫﺎﻱ ﺩﻳﮕﺮ ﺍﺯ ﺁﻥ ‌‬
‫ﺩﻳﺮﺗﺮ ﭼﻄﻮﺭ؟ ﻓﻀﺎﻱ ﺷﻬﺮ ﻭ ﺟﺎﻣﻌﻪ ﺑﺮﺍﻳﺖ‬
‫ﭼﮕﻮﻧﻪ ﺑﻮﺩ؟‬
‫ﻗﺒﻞ ﺍﺯ ﺁﻥ ﺑﻪ ﺷﻬﺮﻫﺎﻱ ﺑﺰﺭگ ﺍﺭﻭﭘﺎ ﺳﻔﺮ ﻛﺮﺩﻩ ﺑﻮﺩﻡ‪ .‬ﻣﺼﺮ‬
‫ﺭﺍ ﻫﻢ ﺩﻳﺪﻩ ﺑﻮﺩﻡ‪ .‬ﺍﻣﺎ ﺍﻳﺮﺍﻥ ﻭ ﺗﻬﺮﺍﻥ )ﺑﻪ ﺧﺼﻮﺹ( ﺗﺎ ﺑﻪ‬
‫ﺣﺎﻝ ﺩﺭ ﻋﻤﺮﻡ ﻧﺪﻳﺪﻩ ﻭ ﻧﺸﻨﻴﺪﻩ ﺑﻮﺩﻡ ﻛﻪ ﺍﻳﻦ ﺷﻜﻞ ﻭ ﻗﻴﺎﻓﻪ‬
‫ﺍﺯ ﺩﺳﺖ ﺍﻭ ﺧﻴﻠﻲ ﻋﺼﺒﺎﻧﻲ ﺑﻮﺩﻧﺪ‪ .‬ﺗﺎ ﺁﻥﺟﺎﻳﻲ ﻛﻪ ﻣﻲﺩﺍﻧﻢ‪،‬‬
‫‌)ﺍﺯ ﻧﻈﺮﺷﻠﻮﻏﻲ ﻭ ﺑﻲﻧﻈﻤﻲ ﺷﻬﺮ( ﺭﺍ ﻣﻲﺗﻮﺍﻧﺪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﻫﻤﻴﺸﻪ ﺩﺭ ﻣﻮﺭﺩ ﺑﻲﻧﻈﻤﻲ ﺷﻬﺮﻫﺎ‌ﻱ ﻛﺸﻮﺭﻫﺎﻱ ﺁﻣﺮﻳﻜﺎﻱ‬
‫ﻻﺗﻴﻦ ﺷﻨﻴﺪﻩ ﺑﻮﺩﻡ‪.‬‬
‫ﮔﺮﻓﺘﻪﺍﻳﺪ‪،‬‬
‫‌‬ ‫ﺟﺎﻟﺐﺗﺮﻳﻦ ﻭ ﻣﺜﺒﺖﺗﺮﻳﻦ ﺗﺄﺛﻴﺮﻱ ﻛﻪ‬
‫ﭼﻪ ﺑﻮﺩﻩ ﺍﺳﺖ؟‬
‫ﺳﺎﺭﺍ ﻣﻲﮔﻮﻳﺪ‪:‬‬
‫ﻫﻤﺒﺴﺘﮕﻲ ﻣﺮﺩﻡ‪ .‬ﻣﺮﺩﻡ ﺧﻴﻠﻲ ﻣﻬﺮﺑﺎﻥ ﻭ ﺩﺳﺖ ﻭ ﺩﻝ ﺑﺎﺯ‬
‫ﻫﺴﺘﻨﺪ‪ .‬ﺍﺯ ﻟﺤﺎﻅ ﻋﺎﻃﻔﻲ ﺧﻮﺷﻢ ﺁﻣﺪ ‪.‬ﺧﺎﻧﻮﺍﺩﻩ )ﻓﺎﻣﻴﻞ(‬
‫ﺁﻥﺟﺎ ﺑﻮﺩﻧﺪ‪ .‬ﻣﺎ ﭼﻮﻥ ﺧﺎﺭﺝ ﺍﺯ ﺍﻳﺮﺍﻥ ﺑﺰﺭگ ﺷﺪﻳﻢ‪،‬‬
‫ﻧﻤﻲﺗﻮﺍﻧﺴﺘﻴﻢ ﺯﻳﺎﺩ ﺑﺎ ﺁﻥ‌ﻫﺎ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ‪.‬‬
‫ﺁﺩﻡﻫﺎ ﺧﻴﻠﻲ ﺳﻨﺘﻲ‬
‫ﺭﻗﺮﺍﺭ ﻛﺮﺩ‪ .‬ﺍﻣﺎ ﺩﺭ‬
‫ﺍﺯ ﻃﺮﻳﻖ ﺗﻠﻔﻦ ﻫﻢ ﻧﻤﻲ‌ﺷﻮﺩ ﺯﻳﺎﺩ ﺭﺍﺑﻄﻪ ﺏ‬
‫ﺍﻳﺮﺍﻥ ﻛﻪ ﺁﻥ‌ﻫﺎ ﺭﺍ ﺩﻳﺪﻡ ﺧﻴﻠﻲ ﻫﻤﺒﺴﺘﮕﻲ ﺍﻳﺠﺎﺩ ﺷﺪ‪ .‬ﺍﻻﻥ‬
‫ﺩﺭ ﺍﻳﺮﺍﻥ ﺧﻴﻠﻲ ﺩﻭﺳﺖ ﺩﺍﺭﻡ‪ .‬ﺁﺧﺮﻳﻦ ﺑﺎﺭ ﻛﻪ ﺭﻓﺘﻢ‪،‬‬
‫ﺁﻥﺟﺎ ﻣﺎﻧﺪﻡ ﻭ ﺩﻭﺳﺖ ﻭ ﺁﺷﻨﺎ ﺯﻳﺎﺩ ﺩﺍﺭﻡ‬
‫ﻧﺰﺩﻳﻚ ﺳﻪ ﻣﺎﻩ ‌‬
‫ﻣﻲﮔﻴﺮﻧﺪ‪.‬‬
‫ﻛﻪ ﻫﻤﻴﺸﻪ ﺳﺮﺍﻏﻢ ﺭﺍ ‌‬
‫ﺑﺎﺑﻚ ﺑﻪ ﺍﻳﻦ ﺳﻮﺍﻝ ﺟﻮﺍﺏ ﻣﻲﺩﻫﺪ‪:‬‬
‫ﻗﻂ ﻓﺎﻣﻴﻞ‪ ،‬ﺩﻭﺭ ﻭ ﺑﺮ‪،‬‬
‫ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ﺑﺮﺍﻳﻢ ﺟﺎﻟﺐ ﺑﻮﺩﻧﺪ‪ .‬ﻧﻪ ﻑ‬
‫ﻣﻲﺭﻓﺘﻢ‪ ،‬ﺩﺍﺭﻭﺧﺎﻧﻪ ﻣﻲ‌ﺭﻓﺘﻢ‪ ،‬ﺧﺮﻳﺪ ﻛﻪ‬
‫ﻫﺮﺟﺎ ﻛﻪ ‌‬
‫ﻣﻲﺩﺍﻧﺴﺘﻢ ﺟﺎﻱ ﺩﺭﺳﺘﻲ‬‫ﻣﻲﻛﺮﺩﻡ‪ ،‬ﮔﺮﻣﺎﻳﻲ ﺩﺍﺷﺖ ﻛﻪ ‌‬ ‫‌‬
‫ﺭﺳﻴﺪﻩﺍﻡ‪ .‬ﻣﻲﺩﺍﻧﺴﺘﻢ ﺍﻳﻦﺟﺎ ﻭﻃﻦ ﻣﻦ ﺍﺳﺖ‪.‬‬
‫‌‬
‫ﺍﻣﺎ ﻭﻗﺘﻲ ﺑﻪ ﻓﻀﺎﻱ ﺑﻴﺮﻭﻥ ﺍﺯ ﺧﺎﻧﻪ‌ﻫﺎ ﻣﻲﺭﻓﺘﻢ‪ ،‬ﻣﻲ‌ﺩﺍﻧﺴﺘﻢ‬
‫ﻣﻲﺧﻮﺍﻫﺪ‪ ،‬ﺍﻧﺠﺎﻡ‬
‫ﺍﻳﻦﺟﺎ ﺁﺩﻡ ﻧﻤﻲ‌ﺗﻮﺍﻧﺪ ﻫﺮﻛﺎﺭﻱ ﺩﻟﺶ ‌‬ ‫‌‬
‫ﺩﻫﺪ‪ .‬ﺍﻣﺎ ﺍﺯ ﺑﺮﺧﻮﺭﺩ ﻣﺮﺩﻡ ﻣﻌﻤﻮﻟﻲ ﺧﻴﻠﻲ ﻟﺬﺕ ﺑﺮﺩﻡ‪.‬‬
‫ﺁﺩﻡﻫﺎ ﺧﻴﻠﻲ ﺳﺎﺩﻩ ﻭ ﺭﺍﺣﺖ ﺑﻮﺩﻧﺪ‪.‬‬
‫ﺍﻳﻦﻛﻪ ‌‬ ‫‌‬
‫ﭼﻪ ﭼﻴﺰﻱ ﺑﺮﺍﻳﺖ ﻗﺎﺑﻞ ﺗﺤﻤﻞ ﻧﺒﻮﺩ؟ ﺧﻴﻠﻲ‬
‫ﺳﺨﺖ ﺑﻮﺩ؟‬
‫ﺩﺭﻧﻤﻲﺁﻣﺪﻧﺪ‪.‬‬
‫ﺗﻌﺮﻳﻔﺎﺗﻲ ﻛﻪ ﻣﻲ‌ﻛﺮﺩﻧﺪ‪ ،‬ﺍﺯ ﺍﻻﻥ ﺷﺮﻭﻉ ﺷﺪ )ﻗﺒﻞ ﺍﺯ ﺍﻳﻦ‌ﻛﻪ‬
‫ﺍﻳﺮﺍﻥ ﻣﺪﺭﻥ ﺑﺎ‬
‫ﺑﺎﺑﻚ ﻫﻢ ﻭﻗﺘﻲ ﺍﻳﺮﺍﻥ ﺭﺍ ﺗﺮﻙ ﻛﺮﺩﻩ‪ ،‬ﺧﻴﻠﻲ ﻛﻮﭼﻚ‬
‫ﺑﻮﺩﻩ ﻭ ﺧﺎﻃﺮﻩ‌ﺍﻱ ﺍﺯ ﺍﻳﺮﺍﻥ ﻗﺒﻞ ﺍﺯ ﺗﺮﻙ ﺁﻥ ﻧﺪﺍﺭﺩ‪:‬‬
‫ﺭﺍﺑﻄﻪﻱ ﺧﻮﺑﻲ ﺑﺎ‬
‫‌‬ ‫ﺍﻳﺮﺍﻥ ﭘﺎﺩﺷﺎﻫﻲ ﺑﻪ ﻧﺎﻡ ﭘﻬﻠﻮﻱ ﺩﺍﺷﺖ ﻛﻪ‬
‫ﺁﻣﺮﻳﻜﺎ ﻭ ﺍﻧﮕﻠﻴﺲ ﻭ… ﺩﺍﺷﺖ ‪.‬ﺍﻣﺎ ﺍﻳﻦ ﻛﺸﻮﺭﻫﺎ ﻓﻘﻂ‬ ‫ﺁﺩﻡ‌ﻫﺎﻳﯽ ﺳﻨﺘﯽ‬
‫ﻧﻔﺖ ﺍﻳﺮﺍﻥ ﺭﺍ ﻣﻲ‌ﺧﻮﺍﺳﺘﻨﺪ ﻭ ﻛﻤﻚ ﺑﺰﺭﮔﻲ ﺑﻪ ﻣﻤﻠﻜﺖ‬
‫ﻣﻲﺧﻮﺍﺳﺘﻨﺪ ﻧﻔﺖ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﺪﺯﺩﻧﺪ‪.‬‬
‫ﻧﻤﻲﻛﺮﺩﻧﺪ‪ .‬ﻓﻘﻂ ‌‬ ‫ﻣﺮﻳﻢ ﻣﺤﻤﺪﻱ‪ ,‬ﺭﺍﺩﻳﻮ ﺯﻣﺎﻧﻪ‬
‫ﺁﻥﻫﺎ ﺭﺍ ﺑﮕﻴﺮﺩ‪،‬‬
‫ﺍﻳﻦﻛﻪ ﺟﻠﻮﻱ ‌‬
‫ﺁﻗﺎﻱ ﭘﻬﻠﻮﻱ ﻫﻢ ﺑﻪ ﺟﺎﻱ ‌‬ ‫ﺍﻳﻦ ﺑﺮﻧﺎﻣﻪ ﺑﻪ ﺣﺎﻝ ﻭ ﻫﻮﺍﻱ ﺍﻳﻦ ﺭﻭﺯﻫﺎ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺭﺩ ﻛﻪ‬
‫ﻣﻲﻛﺮﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﻣﺮﺩﻡ‬
‫ﺧﻴﻠﻲ ﺧﻮﺏ ﺑﺎ ﺁﻥ‌ﻫﺎ ﺭﻓﺘﺎﺭ ‌‬ ‫ﺩﺭ ﺍﻳﺮﺍﻥ« ‌‬
‫ﺩﻫﻪﻱ ﻓﺠﺮ« ﻧﺎﻡ ﺩﺍﺭﺩ ﻭ ﺳﻲ‌ﺍﻣﻴﻦ ﺳﺎﻟﮕﺮﺩ‬
‫ﺍﻧﻘﻼﺏ ‪ 1357‬ﺍﻳﺮﺍﻥ ﺍﺳﺖ‪.‬‬
‫ﺑﻪ ﺟﺰ ﺍﻳﻦ‪ ،‬ﻣﺸﻜﻼﺕ ﺯﻳﺎﺩ ﺩﻳﮕﺮﻱ ﻫﻢ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻮﺩ‪.‬‬
‫ﮔﻔﺖ ﻭ ﮔﻮﻫﺎ ﻣﻌﻤﻮﻻً ﺍﺯ ﺧﺎﻃﺮﺍﺕ ﻛﺴﺎﻧﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ‬
‫ﻣﻲﻛﺸﻴﺪﻧﺪ‪.‬‬‫ﻣﺮﺩﻡ ﺑﺪﺑﺨﺖ ﺑﻮﺩﻧﺪ ﻭ ﮔﺮﺳﻨﮕﻲ ‌‬
‫ﺟﺮﻳﺎﻥ ﺍﻧﻘﻼﺏ ﺣﻀﻮﺭ ﺩﺍﺷﺘﻪ‌ﺍﻧﺪ ﻭ ﻧﺎﻇﺮ ﻳﺎ ﺑﻪ ﻧﻮﻋﻲ‬
‫ﺩﺳﺖﺍﻧﺪﺭﻛﺎﺭ ﺍﻧﻘﻼﺏ ﺑﻮﺩﻩ‌ﺍﻧﺪ‪.‬‬
‫‌‬
‫ﺳﺎﺭﺍ ﻭ ﺑﺎﺑﻚ ﺑﻪ ﺍﻳﺮﺍﻥ ﺳﻔﺮ ﻛﺮﺩﻩ‌ﺍﻧﺪ‪ .‬ﺍﺯ ﺳﺎﺭﺍ ﻣﻲﭘﺮﺳﻢ ﺩﺭ‬
‫ﻭﻫﻠﻪﻱ ﺍﻭﻝ‪ ،‬ﭼﻪ ﭼﻴﺰﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﺗﻮﺟﻪ ﺍﻭ ﺭﺍ ﺟﻠﺐ ﻛﺮﺩ؟‬‫‌‬ ‫ﺍﻣﺎ ﮔﻔﺖ ﻭ ﮔﻮﻫﺎﻱ ﺍﻳﻦ ﺑﺮﻧﺎﻣﻪ ﺑﺎ ﺩﻭ ﺟﻮﺍﻥ ﺍﻳﺮﺍﻧﻲ ﺍﺳﺖ‬
‫ﺷﺪﻩﺍﻧﺪ‪ .‬ﺍﻳﺮﺍﻥ ﺭﺍ ﻧﺨﺴﺖ‬
‫ﻛﻪ ﺩﺭ ﺧﺎﺭﺝ ﺍﺯ ﻛﺸﻮﺭ ﺑﺰﺭگ ‌‬
‫ﺗﻮﺟﻪﺍﻡ ﺭﺍ ﺟﻠﺐ ﻛﺮﺩ‪ ،‬ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺍﺯ ﺁﻥ‬
‫‌‬ ‫ﺍﻭﻟﻴﻦ ﭼﻴﺰﻱ ﻛﻪ‬ ‫ﺭﺳﺎﻧﻪﻫﺎﻱ‬
‫‌‬ ‫ﺭﻭﺯﻧﺎﻣﻪﻫﺎ ﻭ‬
‫‌‬ ‫ﺑﺰﺭگﺗﺮﻫﺎ ﻭ‬
‫‌‬ ‫ﺍﺯ ﺗﻌﺎﺭﻳﻒ ﺩﻳﮕﺮﺍﻥ‪،‬‬
‫ﻣﻲﻛﺮﺩﻡ‪ ،‬ﺧﻴﻠﻲ ﻣﺪﺭﻥ‌ﺗﺮ ﺑﻮﺩ‪ .‬ﻭﻟﻲ ﭼﻴﺰ‬ ‫ﭼﻴﺰﻱ ﻛﻪ ﻓﻜﺮ ‌‬ ‫ﻏﺮﺑﻲ ﺷﻨﺎﺧﺘﻪ‌ﺍﻧﺪ‪ ،‬ﺳﭙﺲ ﺳﻔﺮﻱ ﻧﻴﺰ ﺑﻪ ﺍﻳﺮﺍﻥ ﺩﺍﺷﺘﻪ‌ﺍﻧﺪ ﻭ‬
‫ﺑﺪﻱ ﻛﻪ ﺩﻳﺪﻡ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺭﻓﺘﺎﺭ ﻭ ﺍﻓﻜﺎﺭ ﻣﺮﺩﻡ ﺑﺎ ﺁﻥ‬ ‫ﺍﻳﻨﻚ ﺩﺭﻳﺎﻓﺖ ﻣﺴﺘﻘﻞ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺍﻳﺮﺍﻥ ﺩﺍﺭﻧﺪ‪.‬‬
‫‌‬ ‫ﭼﻴﺰﻱ ﻛﻪ ﻣﺎﻣﺎﻥ ﻭ ﺑﺎﺑﺎ ﻣﻲ‌ﮔﻔﺘﻨﺪ‪ ،‬ﻓﺮﻕ ﻣﻲ‌ﻛﺮﺩ‪.‬‬
‫ﺑﺎ ﺑﺎﺑﻚ ﻭ ﺳﺎﺭﺍ ﮔﻔﺖ ﻭ ﮔﻮ ﻛﺮﺩﻩ‌ﺍﻡ‪.‬‬
‫ﺁﻥﺟﺎ ﺍﺯ ﻟﺤﺎﻅ‬
‫ﺍﺣﺴﺎﺱ ﻣﻲ‌ﻛﺮﺩﻡ ﻣﻦ ﻭ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭﻡ ‌‬
‫ﻓﻜﺮﻱ‪ ،‬ﻏﺮﻳﺒﻪ ﻭ ﺑﺎ ﻣﺮﺩﻡ ﺑﻴﮕﺎﻧﻪ ﻫﺴﺘﻴﻢ‪‌ .‬‬ ‫ﺍﻳﻦ ﭘﺮﺳﺶ ﻛﻪ ﻭﻗﺘﻲ ﺍﻧﻘﻼﺏ ﺷﺪ‪ ،‬ﭼﻨﺪ ﺳﺎﻟﻪ ﺑﻮﺩﻳﺪ‪،‬‬
‫ﻣﺤﺎﻓﻈﻪﻛﺎﺭ( ﺑﻮﺩﻧﺪ ﻭ ﻣﺜﻞ ﻣﺎ ﺑﺎﺯ ﻧﺒﻮﺩﻧﺪ‪.‬‬
‫‌‬ ‫)‬ ‫ﻣﻮﺭﺩﻱ ﻧﺪﺍﺷﺖ‪.‬‬
‫ﻣﻨﻈﻮﺭﺕ ﺍﻳﻦ ﻧﻴﺴﺖ ﻛﻪ ﻣﺮﺩﻡ ﺧﻴﻠﻲ ﻣﺬﻫﺒﻲ ﺑﻮﺩﻧﺪ؟‬ ‫ﺗﺎﺯﻩ ﺩﻭ ﻣﺎﻩ ﺑﻮﺩ ﻛﻪ ﺑﻪ ﺩﻧﻴﺎ ﺁﻣﺪﻩ ﺑﻮﺩﻡ‪.‬‬
‫ﻧﻪ‪ ،‬ﻣﺴﺄﻟﻪ ﻣﺬﻫﺐ ﻧﺒﻮﺩ‪.‬‬ ‫ﺳﺎﺭﺍ ﺳﻪ ﺳﺎﻟﻪ ﺑﻮﺩﻩ ﻛﻪ ﺍﻳﺮﺍﻥ ﺭﺍ ﺗﺮﻙ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻭ‬
‫ﻣﻲﭘﺮﺳﻢ ﻛﻪ ﺍﺯ ﺍﻧﻘﻼﺏ ﺍﻳﺮﺍﻥ ﭼﻪ ﻣﻲ‌ﺩﺍﻧﺪ؟‬
‫ﻣﻨﻈﻮﺭ ﺳﺎﺭﺍ ﺗﻔﺎﻭﺕ ﺑﻴﻦ ﻇﺎﻫﺮ ﻭ ﺑﺎﻃﻦ ﺁﺩﻡ‌ﻫﺎ ﺍﺳﺖ‪.‬‬
‫ﭼﻮﻥ ﺑﺎﺑﺎ ﻭ ﻣﺎﻣﺎﻥ ﻓﻌﺎﻟﻴﺖ ﺳﻴﺎﺳﻲ ﻣﻲ‌ﻛﺮﺩﻧﺪ‪ ،‬ﻫﻤﻴﺸﻪ‬
‫ﻋﺠﻴﺐ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺍﺗﻔﺎﻗﺎ ﺁﺩﻡﻫﺎﻳﻲ ﻛﻪ ﺧﻴﻠﻲ ﻣﺬﻫﺒﻲ‬ ‫ﺧﺎﻧﻪﻱ ﻣﺎ ﺑﻮﺩ‪ .‬ﻣﺎ ﻫﻢ ﻫﻤﻴﺸﻪ‬
‫ﻣﻮﺿﻮﻉ ﮔﻔﺖ ﻭ ﮔﻮﻱ ‌‬
‫ﺑﻮﺩﻧﺪ‪ ،‬ﺩﻳﺪ ﻭ ﻧﻈﺮ ﺭﻭﺷﻨﻲ ﺩﺍﺷﺘﻨﺪ ‪.‬ﻛﺴﺎﻧﻲ ﻫﻢ ﺑﻮﺩﻧﺪ ﻛﻪ‬ ‫ﻣﻲﺧﻮﺍﺳﺘﻴﻢ ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﺑﺪﺍﻧﻴﻢ ﻭ ﺍﻃﻼﻋﺎﺕ ﺩﻗﻴﻖ ﺩﺍﺷﺘﻪ‬
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‫ﻇﺎﻫﺮ ﺧﻴﻠﻲ ﻣﺪﺭﻥ ﻭ ﺑﺎﺯﻱ ﺩﺍﺷﺘﻨﺪ‪ ،‬ﺍﻣﺎ ﻛﻤﻲ ﻛﻪ ﺑﻪ ﭘﺸﺖ‬ ‫ﺑﺎﺷﻴﻢ‪.‬‬
‫ﻣﻲﺩﻳﺪﻱ ﺳﻨﺘﻲ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻣﻲﻛﺮﺩﻱ‪‌ ،‬‬ ‫ﺫﻫﻨﺸﺎﻥ ﻧﮕﺎﻩ ‌‬
‫ﻣﻲﺩﺍﻧﻲ‪،‬‬
‫ﻣﻬﻢﺗﺮﻳﻦ ﭼﻴﺰﻱ ﻛﻪ ﺩﺭ ﻣﻮﺭﺩ ﺍﻧﻘﻼﺏ ﺍﻳﺮﺍﻥ ‌‬
‫‌‬
‫ﺁﻥﻫﺎ‬
‫ﺩﺭ ﺍﻳﺮﺍﻥ ﻳﺎﺩ ﮔﺮﻓﺘﻢ ﻛﻪ ﻇﺎﻫﺮ ﺁﺩﻡ‌ﻫﺎ‪ ،‬ﺗﻔﻜﺮ ﺩﺭﻭﻧﻲ ‌‬ ‫ﻣﻲﻛﻨﻲ ﭼﺮﺍ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﻧﻘﻼﺏ ﺷﺪ؟‬
‫ﭼﻴﺴﺖ؟ ﻓﻜﺮ ‌‬
‫ﻓﻮﻕﺍﻟﻌﺎﺩﻩ ﻣﺪﺭﻧﻲ ﺩﻳﺪﻡ ﻛﻪ‬ ‫ﺭﺍ ﻧﺸﺎﻥ ﻧﻤﻲ‌ﺩﻫﺪ ‪‌ .‬‬
‫ﺁﺩﻡﻫﺎﻱ ‌‬
‫ﺍﻓﻜﺎﺭﺷﺎﻥ ﺧﻴﻠﻲ ﻋﻘﺐ‌ﻣﺎﻧﺪﻩ ﺑﻮﺩ ﻭ ﺑﺮﻋﻜﺲ‪.‬‬ ‫ﺧﻴﻠﻲ ﭘﻴﭽﻴﺪﻩ ﺍﺳﺖ‪ .‬ﻳﻜﻲ ﺩﻭ ﻋﺎﻣﻞ ﻧﺒﻮﺩﻧﺪ‪ .‬ﺧﻴﻠﻲ ﭼﻴﺰﻫﺎ‬
‫ﺩﺳﺖ ﺑﻪ ﺩﺳﺖ ﻫﻢ ﺩﺍﺩ‪.‬‬
‫ﺍﻳﻦ ﺑﺪﺗﺮﻳﻦ ﭼﻴﺰﻱ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺩﻳﺪﻱ؟ ﻳﻌﻨﻲ ﺍﺯ ﺭﻭﻱ‬
‫ﻣﻲﻛﻨﻨﺪ؟‬
‫ﻧﻤﻲﺷﺪ ﻓﻬﻤﻴﺪ ﭼﮕﻮﻧﻪ ﻓﻜﺮ ‌‬ ‫ﻇﺎﻫﺮ ﻣﺮﺩﻡ‪ ،‬ﺍﺻﻼً ‌‬
‫ﻣﻬﻢﺗﺮﻳﻦ ﺩﻻﻳﻞ ﺍﻧﻘﻼﺏ ﺑﻪ ﻧﻈﺮﺕ ﭼﻪ ﭼﻴﺰﻫﺎﻳﻲ ﺑﻮﺩﻧﺪ؟‬
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‫ﺁﻥﭼﻪ ﻓﻜﺮ ﻣﻲ‌ﻛﺮﺩﻡ‪،‬‬
‫ﻧﻪ‪ ،‬ﺑﺪ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﻣﺮﺩﻡ ﺑﻴﺸﺘﺮ ﺍﺯ ‌‬
‫ﺁﺩﻡﻫﺎ ﺭﺍ ﺩﻳﺪﻡ ﻛﻪ ﻫﻨﻮﺯ ﺑﻪ ﻣﺬﻫﺐ ﻭ‬
‫ﺳﻨﺘﻲ ﺑﻮﺩﻧﺪ‪ .‬ﺧﻴﻠﻲ ‌‬ ‫ﺍﺯ ﺩﻳﺪ ﻣﻦ‪ ،‬ﺍﻳﺮﺍﻥ ﻛﺸﻮﺭﻱ ﺑﻮﺩ ﻛﻪ ﺧﻮﺏ ﻧﻤﺎﻳﻨﺪﮔﻲ‬
‫ﺳﻨﻦ ﺧﻮﺩ ﺧﻴﻠﻲ ﻭﺍﺑﺴﺘﻪ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺧﺎﻧﻮﺍﺩﻩﻱ ﺷﺎﻩ ﻛﻪ ﺍﻳﺮﺍﻥ‬
‫‌‬ ‫ﻓﺎﺻﻠﻪﻱ )ﺗﻔﺎﻭﺕ( ﺑﻴﻦ‬
‫‌‬ ‫ﻧﻤﻲﺷﺪ‪.‬‬
‫ﺭﺍ ﻧﻤﺎﻳﻨﺪﮔﻲ ﻣﻲ‌ﻛﺮﺩﻧﺪ ﻭ ﺍﻓﻜﺎﺭ ﻋﻤﻮﻣﻲ ﺟﺎﻣﻌﻪ ﺧﻴﻠﻲ‬
‫ﻓﻜﺮ ﻣﻲﻛﻨﻢ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﻣﻦ‪ ،‬ﺁﻥ ﺯﻣﺎﻧﻲ ﻫﻢ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫ﺯﻳﺎﺩ ﺑﻮﺩ‪.‬‬
‫‌‬ ‫ﺁﺩﻡﻫﺎ ﺟﻮﺭ‬
‫ﺯﻧﺪﮔﻲ ﻣﻲ‌ﻛﺮﺩﻧﺪ‪ ،‬ﺑﺎ ﺍﻳﻦ‌ﻃﻮﺭ ‌‬
‫ﺁﻥﻫﺎ ﺁﻥ ﻣﻮﻗﻊ ﻫﻢ ﺟﺰﻭ ﻧُﺮﻡ ﺟﺎﻣﻌﻪ ﻧﺒﻮﺩﻧﺪ‪.‬‬
‫‌‬ ‫ﻣﻨﻈﻮﺭﺕ ﺍﺯ ﺍﻳﻦ ﻓﺎﺻﻠﻪ )ﺗﻔﺎﻭﺕ(‪ ،‬ﻓﺎﺻﻠﻪ‌ﻱ ﻓﻜﺮﻱ ﺍﺳﺖ‪،‬‬
‫ﻓﺎﺻﻠﻪﻱ ﻃﺒﻘﺎﺗﻲ؟‬
‫‌‬ ‫ﻧﻪ‬
‫ﺍﻭﻟﻴﻦ ﭼﻴﺰﻱ ﻛﻪ ﺗﻮﺟﻪ ﺑﺎﺑﻚ ﺭﺍ ﺩﺭ ﺑﺪﻭِ ﻭﺭﻭﺩ ﺑﻪ ﺍﻳﺮﺍﻥ‬
‫ﺟﻠﺐ ﻛﺮﺩﻩ‪ ،‬ﭼﻪ ﺑﻮﺩﻩ ﺍﺳﺖ؟‬ ‫ﻣﻲﻛﺮﺩﻧﺪ ﺍﺯ ﻟﺤﺎﻅ ﻓﻜﺮﻱ‬
‫ﻓﺎﺻﻠﻪﻱ ﻃﺒﻘﺎﺗﻲ ﻧﻪ‪ ،‬ﻣﺮﺩﻡ ﻓﻜﺮ ‌‬
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‫ﺧﻮﺏ ﻧﻤﺎﻳﻨﺪﮔﻲ ﻧﻤﻲ‌ﺷﻮﻧﺪ ‪.‬ﺷﺎﻩ ﻧﻤﺎﻳﻨﺪﻩ‌ﻱ ﺧﻮﺑﻲ ﺑﺮﺍﻱ‬
‫ﻟﺤﻈﻪﻱ ﺍﻭﻝ ﻛﻪ ﺑﻪ ﺍﻳﺮﺍﻥ ﺭﺳﻴﺪﻡ‪ ،‬ﺍﻭﻟﻴﻦ ﻧﻔﺮﻱ ﻛﻪ ﺑﺎ ﺭﻳﺶ‬
‫‌‬
‫ﺁﻥﻫﺎ ﻧﻴﺴﺖ‪.‬‬
‫‌‬
‫ﻭ ﻗﻴﺎﻓﻪ‌ﻱ ﺧﻴﻠﻲ ﺟﺪﻱ ﺩﻳﺪﻡ‪ ،‬ﻓﻮﺭﻱ ﻓﻬﻤﻴﺪﻡ ﻫﻤﺎﻥ‬
 ‫ﺍﺯ ﺳﺎﺭﺍ ﻫﻤﻴﻦ ﺳﻮﺍﻝ ﺭﺍ ﻣﻲﭘﺮﺳﻢ‪.‬‬
‫ﺁﻥﺟﺎ ﻧﻤﻲ‌ﺗﻮﺍﻥ‬
‫ﺍﻳﻦﻛﻪ ﻣﺮﺩﻡ ﻣﻲﮔﻮﻳﻨﺪ‪‌ ،‬‬ ‫ﺑﺮﺍﻱ ﻫﻤﻴﺸﻪ؟ ‌‬
‫ﻣﻲﺷﻮﺩ ﺯﻧﺪﮔﻲ ﻛﺮﺩ‪.‬‬ ‫ﻧﻤﻲﻛﻨﻢ‪‌ .‬‬ ‫ﺯﻧﺪﮔﻲ ﻛﺮﺩ ﺭﺍ ﺗﺎﺋﻴﺪ ‌‬
‫ﺧُﺐ ﺍﮔﺮ ﺁﺩﻡ ﭼﻴﺰﻫﺎﻱ ﻟﻮﻛﺲ ﻳﺎ ﺁﺯﺍﺩﻱ ﺯﻳﺎﺩ ﺑﺨﻮﺍﻫﺪ‪،‬‬
‫ﻧﻤﻲﺷﻮﺩ‪ .‬ﺍﻣﺎ ﻛﺴﻲ ﻛﻪ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﺎ ﺍﻳﻦ‌ﺟﺎ ﻣﻘﺎﻳﺴﻪ ﻧﻜﻨﺪ‪،‬‬
‫ﻣﻲﺗﻮﺍﻧﺪ ﺁﻥ‌ﺟﺎ ﺯﻧﺪﮔﻲ ﻛﻨﺪ‪.‬‬
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‫ﺗﻮ ﭼﻲ؟ ﺣﺎﺿﺮﻱ ﺑﺮﺍﻱ ﻫﻤﻴﺸﻪ ﺁﻥﺟﺎ ﺯﻧﺪﮔﻲ‬
‫ﻛﻨﻲ؟‬
‫ﺁﺭﻩ‪ ،‬ﺑﺮﺍﻱ ﻛﺎﺭ‪ ،‬ﺩﻭﺳﺖ ﺩﺍﺭﻡ ﺑﺮﻭﻡ ﺁﻥﺟﺎ ﻛﺎﺭ ﻛﻨﻢ‪.‬‬
‫ﻳﻚ ﺩﻓﻌﻪ ﻛﺴﻲ )ﻛﻪ ﻣﺄﻣﻮﺭ ﻭ ﻣﺴﺌﻮﻝ ﻫﻢ ﻧﺒﻮﺩ( ﺁﻣﺪ ﺑﻪ ﻣﻦ‬
‫ﮔﻔﺖ‪»‌ :‬ﺁﻗﺎ‪ ،‬ﺑﻪ ﺧﺎﻧﻢ ﺑﮕﻮﻳﻴﺪ ﺣﺠﺎﺑﺶ ﺭﺍ ﺭﻋﺎﻳﺖ ﻛﻨﺪ‪«.‬‬
‫ﺧﻴﻠﻲ ﺑﻪ ﻣﻦ ﺑﺮ ﺧﻮﺭﺩ‪ ،‬ﺩﻟﻢ ﻣﻲﺧﻮﺍﺳﺖ ﺑﮕﻮﻳﻢ‪ ،‬ﺑﻪ ﺗﻮ ﭼﻪ‬
‫ﺭﺑﻄﻲ ﺩﺍﺭﺩ؟ ﺍﻳﻦ ﻣﺸﻜﻞ ﺑﺰﺭگ ﻣﻦ ﺑﻮﺩ‪.‬‬
‫ﺑﺎﺑﻚ ﺣﺎﺿﺮﻱ ﺑﺎ ﺍﻳﻦ ﺍﻭﺻﺎﻑ‪ ،‬ﺑﻪ ﺍﻳﺮﺍﻥ ﺑﺮﮔﺮﺩﻱ‬
‫ﺭﺍﻱ ﻫﻤﻴﺸﻪ ﺁﻥﺟﺎ ﺯﻧﺪﮔﻲ ﻛﻨﻲ؟‬ ‫ﻭﺏ‬
‫ﻧﻪ‪ ،‬ﻓﻜﺮ ﻧﻤﻲ‌ﻛﻨﻢ‪.‬‬
‫ﭼﺮﺍ؟‬
‫ﺯﻳﺎﺩﻱ ﺳﺨﺖ ﺍﺳﺖ‪.‬‬ ‫ﻧﺪﺍﺷﺘﻴﻢ‪ ،‬ﺩﻭﺳﺖ ﺩﺧﺘﺮﺵ ﻛﻤﻲ ﺭﻭﺳﺮﻱﺍﺵ ﺍﻓﺘﺎﺩ ﻋﻘﺐ‪،‬‬
‫ﻭﻗﺘﻲ ﻛﺴﻲ ﺍﺯ ﺧﺎﺭﺝ ﺑﻪ ﺍﻳﺮﺍﻥ ﻣﻲ‌ﻭﺩ‪ ،‬ﺑﺪﺗﺮﻳﻦ ﻣﺴﺄﻟﻪ‬
‫ﺑﺮﺍﻳﺶ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﻧﻤﻲ‌ﺗﻮﺍﻧﺪ ﺣﺮﻓﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﺫﻫﻨﺶ‬
‫ﺍﺳﺖ‪ ،‬ﻫﻤﺎﻥ ﻟﺤﻈﻪ ﺑﻪ ﺯﺑﺎﻥ ﺑﻴﺎﻭﺭﺩ‪ .‬ﺍﻳﻦﺟﺎ ﺩﺭ ﺁﻟﻤﺎﻥ‪ ،‬ﻣﻦ‬
‫ﻣﻲﺗﻮﺍﻧﻢ ﺣﺮﻓﻢ ﺭﺍ ﺑﺰﻧﻢ‪.‬‬
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‫ﻣﺜﻼ‪ ،‬ﺑﺎ ﭘﺴﺮ ﺩﺍﻳﻲﺍﻡ ﻭ ﺩﻭﺳﺖ ﺩﺧﺘﺮﺵ ﺑﻪ ﭘﺎﺭﻙ‬
‫ﺟﻤﺸﻴﺪﻳﻪ ﺭﻓﺘﻪ ﺑﻮﺩﻳﻢ‪ .‬ﺍﻭﻝ ﺍﻳﻦ‌ﻛﻪ‪ ،‬ﺍﺻﻼً ﺍﺟﺎﺯﻩ ﻧﻴﺴﺖ‬
‫ﻧﻤﻲﺗﻮﺍﻧﻨﺪ ﺩﺳﺖ ﺑﻪ‬
‫ﺩﻭﺳﺖ ﺩﺧﺘﺮ ﻫﻤﺮﺍﻫﺖ ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﻫﻢ ‌‬
‫ﺩﺳﺖ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺑﺎ ﺍﻳﻦ‌ﻛﻪ ﻣﺎ ﺩﺭ ﭘﺎﺭﻙ ﻧﺸﺴﺘﻪ ﺑﻮﺩﻳﻢ ﻭ ﺑﺎ ﻛﺴﻲ ﻫﻢ ﻛﺎﺭﻱ‬

‫ﭘﻴﻮﻧﺪ ﺑﺎ ﺧﺪﺍ ﺭﺍ ﻗﻄﻊ ﻧﻜﺮﺩﻩ‌ﺍﻡ‪ .‬ﻣﻦ ﻫﻴﭻ ﻟﻄﻴﻔﻪ‌ﺍﻱ‬ ‫"ﻭﺗﺴﻞ"‬

‫ﻧﻤﻲﺷﻨﺎﺳﻢ ﻛﻪ ﺍﻳﻤﺎﻥ ﺭﺍ ﺑﻪ ﻃﻨﺰ ﻳﺎ ﺷﻮﺧﻲ ﻛﻨﺎﻳﻪ‌ﺁﻣﻴﺰ ﺑﮕﻴﺮﺩ‬
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‫ﻭ ﻃﻨﺰﻱ ﺩﺭﺑﺎﺭﻩ‌ﻱ ﺧﻮﺩ ﻣﻨﺎﺳﺒﺎﺕ ﺍﻧﺴﺎﻧﻲ ﺑﺎ ﺧﺪﺍ ﻧﺒﺎﺷﺪ«‪.‬‬
‫ﻣﻲﺍﻓﺰﺍﻳﺪ‪:‬‬
‫»ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﻮﺿﻮﻉ‬
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‫ﺷﻮﺧﻲ ﺩﺭ ﺍﺩﻳﺎﻥ‬
‫ﺑﺮ ﺳﺮ ﺧﻨﺪﻳﺪﻥ‬
‫ﺑﺮ ﺍﻳﻦ ﭘﺎﻳﻪ ﻣﻲ‌ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﺷﻮﺧﻲ‪ ،‬ﻟﻴﺒﺮﺍﻝ‌ﻫﺎﻱ ﺩﻳﻨﻲ ﺭﺍ‬ ‫‪Deutsche Welle‬‬
‫ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﺑﺮ‬
‫ﺍﺯ ﺑﻨﻴﺎﺩﮔﺮﺍﻳﺎﻥ ﺩﻳﻨﻲ ﺟﺪﺍ ﻣﻲ‌ﻛﻨﺪ‪ .‬ﺯﻳﺮﺍ ﺷﻮﺧﻲ ﺑﻪ ﺍﻣﻮﺭ‬ ‫ﺭﺍﺑﻄﻪﻱ ﺩﻳﻦ‌ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺑﺎ ﺷﻮﺧﻲ ﭼﮕﻮﻧﻪ ﺍﺳﺖ؟ ﺁﻳﺎ‬
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‫ﺳﺮ ﺭﻫﺎﻳﻲ‌ﺍﻱ‬
‫ﻧﺎﻣﻌﻴﻦ ﻭ ﻓﻀﺎﻫﺎﻱ ﻣﻴﺎﻧﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺍﺳﺖ ﻛﻪ ﻫﻤﻪ ﭼﻴﺰ ﺁﻥ‬ ‫ﺩﻳﻦﻫﺎﻱ ﺷﺮﻗﻲ‪ ،‬ﺩﺭ ﺍﻳﻦ‬
‫ﻳﻬﻮﺩﻳﺖ‪ ،‬ﻣﺴﻴﺤﻴﺖ‪ ،‬ﺍﺳﻼﻡ ﻭ ‌‬
‫ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺧﻨﺪﻩ‬
‫ﺑﺮﺍﻱ ﮔﻔﺘﻦ ﻭ ﺍﻧﺪﻳﺸﻴﺪﻥ ﺍﺯ ﭘﻴﺶ ﺗﻌﻴﻴﻦ ﻧﺸﺪﻩ ﺍﺳﺖ‪ .‬ﻭﻟﻲ‬ ‫ﺯﻣﻴﻨﻪ ﻭﺟﻮﻩ ﻣﺸﺘﺮﻛﻲ ﺩﺍﺭﻧﺪ‪ ،‬ﻳﺎ ﻣﻌﺘﻘﺪﺍﻥ ﺁﻥ‌ﻫﺎ ﻫﺮ ﻳﻚ‬
‫ﺑﻴﺎﻥ ﻣﻲ‌ﺷﻮﺩ‪ .‬ﺑﻪ‬
‫ﺷﻮﺧﻲ‪ ،‬ﺍﻓﺮﺍﺩ ﺟﺪﻱ ﺭﺍ ﺍﺯ ﻛﺴﺎﻧﻲ ﺟﺪﺍ ﻧﻤﻲ‌ﻛﻨﺪ ﻛﻪ ﻫﻴﭻ‬ ‫ﺷﻮﺧﻲﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺩﺍﺭﻧﺪ؟ ﺁﻳﺎ ﺍﺻﻮﻻ ﻭﻗﺘﻲ ﺳﺨﻦ ﺍﻳﻤﺎﻥ‬
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‫ﺍﻳﻦ ﻣﻌﻨﺎ‪،‬‬
‫ﭼﻴﺰ ﻣﻘﺪﺳﻲ ﺑﺮﺍﻱ ﺁﻧﺎﻥ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ .‬ﺣﺘﺎ ﻛﺴﻲ ﻛﻪ‬ ‫ﺩﺭ ﻣﻴﺎﻥ ﺍﺳﺖ ﻣﻲ‌ﺗﻮﺍﻥ ﺧﻨﺪﻳﺪ؟‬
‫ﻣﻮﺿﻮﻉ ﺑﻪ‬
‫ﺷﻮﺧﻲ ﻣﻲ‌ﻛﻨﺪ‪ ،‬ﻣﻲ‌ﺗﻮﺍﻧﺪ ﺍﻳﻤﺎﻧﻲ ﺻﺎﺩﻗﺎﻧﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﻣﻲﺷﻮﺩ‪ .‬ﺍﺳﺘﺎﺩﺍﻥ ﺑﻮﺩﺍﻳﻲ ﻣﻲ‌ﺩﺍﻧﺴﺘﻨﺪ‬
‫ﺧﻨﺪﻳﺪﻥ ﻫﻢ ﻣﺮﺑﻮﻁ ‌‬ ‫ﺑﻪ ﺳﺨﺘﻲ ﻣﻲ‌ﺗﻮﺍﻥ ﻧﻮﻉ ﻭﻳﮋﻩ‌ﺍﻱ ﺍﺯ ﺷﻮﺧﻲ‌ﻫﺎﻱ ﻣﺨﺘﺺ‬
‫ﺍﮔﺮ ﺁﺩﻡ ﺑﺨﻨﺪﺩ ـ ﺑﻪ ﺷﺮﻃﻲ ﻛﻪ ﺑﻪ ﺁﺳﻴﺐ ﺩﻳﮕﺮﺍﻥ ﻧﺨﻨﺪﺩ ـ‬ ‫ﺩﻳﻦ ﻳﺎﻓﺖ‪ .‬ﺣﺪﺍﻛﺜﺮ ﺷﺎﻳﺪ ﺑﺘﻮﺍﻥ ﺟﻠﻮﻩ‌ﻫﺎﻳﻲ ﺭﺍ ﺩﺭ ﺍﻳﻦ‬
‫ﻣﯽﺧﻮﺍﻫﺪ؟‬
‫ﺧﺪﺍ ﭼﮕﻮﻧﻪ ﺍﻧﺴﺎﻧﯽ ‌‬ ‫ﻣﻲﺗﻮﺍﻧﺪ‬
‫ﻓﺎﺻﻠﻪﻱ ﺑﻴﺸﺘﺮﻱ ﭘﻴﺪﺍ ﻣﻲ‌ﻛﻨﺪ ﻭ ‌‬
‫‌‬ ‫ﺑﺎ ﻣﻮﺿﻮﻉ‬ ‫ﺩﻳﻦﻫﺎﻱ‬
‫ﺯﻣﻴﻨﻪ ﺗﺸﺨﻴﺺ ﺩﺍﺩ‪ .‬ﻳﻬﻮﺩﻳﺖ ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ‌‬
‫ﺍﺣﻤﺪ ﺗﺎﻧﺎ ﻛﻪ ﻣﺴﻠﻤﺎﻥ ﻋﻠﻮﻱ ﺍﺳﺖ‪ ،‬ﺷﻮﺧﻲ ﺭﺍ ﺩﺭ ﺧﺪﻣﺖ‬ ‫ﻣﻲﻛﻨﺪ«‪.‬‬
‫ﺩﻗﻴﻖﺗﺮ ﺑﺒﻴﻨﺪ ﻛﻪ ﭼﻜﺎﺭ ‌‬
‫‌‬ ‫ﺩﻳﮕﺮ‪ ،‬ﺍﺯ ﺷﻮﺥ‌ﻃﺒﻌﻲ ﺑﻴﺸﺘﺮﻱ ﺩﺭ ﻃﻨﺰ ﻧﺴﺒﺖ ﺑﻪ ﺧﻮﺩ‬
‫ﺁﺩﻡﻫﺎﻳﻲ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﻛﻪ‬‫ﺧﺪﺍ ﻣﻲ‌ﺩﺍﻧﺪ‪ .‬ﻭﻱ ﻣﻲ‌ﮔﻮﻳﺪ‪‌ » :‬‬ ‫ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪ .‬ﺩﺭ ﺫﻥ‌ﺑﻮﺩﻳﺴﻢ‪ ،‬ﺟﻨﺒﻪ‌ﻱ ﭘﻮﭼﮕﺮﺍﻳﻲ‬
‫ﻣﻼﻝﺁﻭﺭ ﻫﺴﺘﻨﺪ‪.‬‬
‫‌‬ ‫ﺑﺴﻴﺎﺭ ﺑﺎ ﻫﻮﺵ ﻭ ﻛﻮﺷﺎ‪ ،‬ﻭﻟﻲ ﺑﻪ ﻏﺎﻳﺖ‬ ‫ﻧﻴﺮﻭﻣﻨﺪﺗﺮ ﺍﺳﺖ‪ .‬ﺍﺳﻼﻡ ﺧﻮﺍﻫﺎﻥ ﺁﻥ ﺍﺳﺖ ﻛﻪ ﺷﻮﺧﻲ ﺩﺭ‬
‫ﺩﺳﺘﺎﻭﺭﺩ ﺷﻮﺧﯽ ﺑﺮﺍی ﺍﺩﻳﺎﻥ‬
‫ﻛﺎﻣﻞﺍﻧﺪ‪ .‬ﻭﻟﻲ ﺗﻮﺩﻩ‌ﻱ ﻣﺮﺩﻡ ﭼﻨﻴﻦ ﺍﻓﺮﺍﺩﻱ ﺭﺍ‬
‫‌‬ ‫ﺁﻧﺎﻥ‬ ‫ﻣﺴﻴﺮ ﺩﺭﺳﺖ ﻫﺪﺍﻳﺖ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺩﻳﻦ ﻣﻲ‌ﺧﻮﺍﻫﺪ ﻛﻪ‬
‫ﺑﺎ ﺍﻳﻦ ﻫﻢﻩ‪ ،‬ﺍﻳﻦ ﭘﺮﺳﺶ ﻫﻴﺠﺎﻥ ‌ﺍﻧﮕﻴﺰ ﺑﺎﻗﻲ ﻣﻲ‌ﻣﺎﻧﺪ ﻛﻪ ﺁﻳﺎ‬ ‫ﺷﻮﺧﻲ ﺑﺮﺧﺎﺳﺘﻪ ﺍﺯ ﺧﻮﺩ ﺷﻮﺧﻲ ﺑﺎﺷﺪ ﻭ ﻧﻪ ﻣﻌﻄﻮﻑ ﺑﻪ‬
‫ﻣﻌﺎﺷﺮﺗﻲ ﻭ ﺧﻮﺷﺎﻳﻨﺪ ﻧﻤﻲ‌ﺩﺍﻧﻨﺪ‪ .‬ﻫﻤﻴﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﻣﻲ‌ﺗﻮﺍﻥ‬
‫ﺍﺩﻳﺎﻥ ﺑﺪﻭﻥ ﺷﻮﺧﻲ‪ ،‬ﭼﻴﺰﻱ ﻛﻢ ﺩﺍﺭﻧﺪ؟ ﺁﻳﺎ ﺷﻮﺥ‌ﻃﺒﻌﻲ ﻭ‬ ‫ﺍﻳﻦ ﻳﺎ ﺁﻥ ﺩﻳﻦ‪.‬‬
‫ﺑﻪ ﺧﺪﺍ ﺍﻧﺘﻘﺎﻝ ﺩﺍﺩ‪ .‬ﺧﺪﺍ ﭼﮕﻮﻧﻪ ﺍﻧﺴﺎﻧﻲ ﻣﻲ‌ﺧﻮﺍﻫﺪ؟‬
‫ﺍﻳﺠﺎﺩ ﻓﻀﺎﻳﻲ ﺑﺮﺍﻱ ﺧﻨﺪﻩ‪ ،‬ﺑﺎ ﺧﻮﺩ ﻋﻨﺎﺻﺮ ﺗﺎﺯﻩ‌ﺍﻱ ﻭﺍﺭﺩ‬
‫ﻋﺒﺎﺩﺕﺍﻧﺪ ﻭ ﻫﻤﻪ ﻛﺎﺭ ﺭﺍ‬
‫‌‬ ‫ﺍﻧﺴﺎﻥﻫﺎﻳﻲ ﻛﻪ ﺗﻤﺎﻡ ﻭﻗﺖ ﻣﺸﻐﻮﻝ‬
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‫ﭘﺮﺍﺗﻴﻚ ﺩﻳﻨﻲ ﻧﻤﻲ‌ﻛﻨﻨﺪ ﻛﻪ ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺁﻥ‌ﻫﺎ ﺗﻨﻬﺎ ﺍﺯ ﺭﺍﻩ‬
‫ﺑﻪ ﺩﺭﺳﺘﻲ ﻭ ﻧﻈﻢ ﺍﻧﺠﺎﻡ ﻣﻲ‌ﺩﻫﻨﺪ؟ ﻳﺎ ﺍﻧﺴﺎﻥ‌ﻫﺎﻳﻲ ﻛﻪ‬
‫ﻋﺒﺎﺩﺕ ﻣﻤﻜﻦ ﻧﻴﺴﺖ؟‬ ‫ﺷﻮﺥ ‌ﻃﺒﻌﯽ‪ ،‬ﭘﺎﺩﺯﻫﺮ ﺑﻨﻴﺎﺩﮔﺮﺍﻳﯽ‬
‫ﺧﻄﺎﭘﺬﻳﺮﻧﺪ ﻭ ﻛﻤﺒﻮﺩﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺩﺍﺭﻧﺪ‪ ،‬ﻭﻟﻲ ﺧﻮﺷﺎﻳﻨﺪ‬
‫"ﻭﺍﻟﺘﺮ ﺭﻭﺕ‌ﺷﻴﻠﺪ" ﺧﺎﺧﺎﻡ ﺍﻳﺎﻟﺖ ﺷﻠﺰﻭﻳﮓ ﻫﻮﻟﺸﺘﺎﻳﻦ‬
‫ﻫﺴﺘﻨﺪ ﻭ ﺩﻭﺳﺘﻲ ﺑﺎ ﺁﻧﺎﻥ ﻡﻃﺒﻮﻉ ﺍﺳﺖ؟ ﺍﻳﻦ ﺷﻴﻮﻩ‌ﻱ‬ ‫"ﺍﻭﻭﻩ ﺳﻮﺍﺭﺍﺕ" ﭘﺮﻭﻓﺴﻮﺭ ﻣﺪﺭﺳﻪ‌ﻱ ‌ﻋﺎﻟﻲ ﻳﺰﺩﺍﻧﺸﻨﺎﺳﻲ‬
‫ﺁﻟﻤﺎﻥ‪ ،‬ﺩﺭ ﺑﺮﺍﺑﺮ ﺍﻳﻦ ﭘﺮﺳﺶ ﻛﻪ ﺷﻮﺧﻲ ﭼﻪ ﻓﺎﻳﺪﻩ‌ﺍﻱ ﺑﺮﺍﻱ‬
‫ﺍﻧﺴﺎﻥﻫﺎﻱ ﺑﺎ ﺧﺼﻮﺻﻴﺎﺕ ﻣﺨﺘﻠﻒ ﺩﺍﺭﻧﺪ‬ ‫‌‬ ‫ﺗﻔﻜﺮﻱ ﺍﺳﺖ ﻛﻪ‬ ‫ﺑﺎﭘﺘﻴﺴﺘﻲ ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﻣﺤﺘﺎﻁ ﺍﺳﺖ‪ .‬ﻭﻱ ﻣﻲ‌ﮔﻮﻳﺪ‪:‬‬
‫ﺍﺩﻳﺎﻥ ﺩﺍﺭﺩ ﻣﻲ‌ﮔﻮﻳﺪ‪» :‬ﺑﺮﺍﻱ ﺑﻲ‌ﺧﺪﺍﻳﺎﻥ‪ ،‬ﻛﻞ ﺩﻳﻦ ﻳﻚ‬
‫ﻭ ﺑﻪ ﺁﻥ ﻣﻌﺘﻘﺪﻧﺪ«‪.‬‬ ‫»ﺷﻮﺧﻲ ﭼﻴﺰﻱ ﻧﺪﺍﺭﺩ ﺑﻪ ﺍﻳﻤﺎﻥ ﺑﻴﻔﺰﺍﻳﺪ‪ ،‬ﺑﻠﻜﻪ ﺗﻨﻬﺎ ﺑﻌﺪ‬
‫ﺷﻮﺧﻲ ﺍﺳﺖ‪ .‬ﺑﺮﺍﻱ ﻛﺴﺎﻧﻲ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺩﻳﻦ ﻣﺸﻐﻮﻝ‬
‫ﻣﻲﺗﻮﺍﻧﺪ‬
‫ﻭﻳﮋﻩﺍﻱ ﺍﺯ ﺍﻳﻤﺎﻥ ﺭﺍ ﺑﺮﺟﺴﺘﻪ ﻣﻲ‌ﻛﻨﺪ ﻛﻪ ﺁﺩﻣﻲ ‌‬ ‫‌‬
‫ﺑﺎ ﺍﺳﺘﻨﺘﺎﺟﻲ ﻋﻜﺲ ﻣﻲ‌ﺗﻮﺍﻥ ﮔﻔﺖ‪ :‬ﻛﺴﻲ ﻛﻪ ﺁﻧﭽﻨﺎﻥ‬ ‫ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺑﺨﺶ‌ﻫﺎﻳﻲ ﺍﺯ ﺍﻣﻮﺭ ﺩﻳﻨﻲ ﺑﻪ ﮔﻮﻧﻪ‌ﺍﻱ ﻣﺴﺨﺮﻩ‬
‫‌‬
‫ﺿﻌﻒﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺒﻴﻨﺪ ﻭ ﺁﻣﺎﺩﻩ ﺑﺎﺷﺪ ﻛﻪ‬ ‫‌‬ ‫ﺑﻪ ﻛﻤﻚ ﺁﻥ‬
‫ﻧﻤﻲﺗﻮﺍﻧﺪ ﺑﺨﻨﺪﺩ‪ ،‬ﺩﺭ‬
‫ﭘﺮﺷﻮﺭ ﻭ ﺩﻭﺁﺗﺸﻪ ﺍﺳﺖ ﻛﻪ ﺩﻳﮕﺮ ‌‬ ‫ﺷﻮﺥﻃﺒﻌﻲ ﺭﺍ‬
‫‌‬ ‫ﻫﺴﺘﻨﺪ‪ .‬ﻣﻦ ﻓﻜﺮ ﻣﻲ‌ﻛﻨﻢ ﺍﮔﺮ ﺁﺩﻡ ﺍﻳﻦ‬
‫ﻧﺎﺭﺳﺎﻳﻲ ﻭﺿﻌﻴﺖ‌ﻫﺎ ﺭﺍ ﺑﭙﺬﻳﺮﺩ«‪.‬‬
‫ﺍﻋﺘﻘﺎﺩ ﺩﻳﻨﻲ ﺧﻮﺩ ﻧﺎﻣﻄﻤﺌﻦ ﺍﺳﺖ‪ .‬ﺣﺎﻝ ﻫﺮ ﻗﺪﺭ ﻫﻢ ﻛﻪ‬ ‫ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺍﺯ ﺑﻨﻴﺎﺩﮔﺮﺍﻳﻲ ﺳﺨﺖ ﻭ ﺗﻌﺼﺐ ﺑﺮﺧﻮﺭﺩﺍﺭ‬
‫ﻣﻲﺧﻮﺍﻫﺪ ﺑﻪ ﺍﻋﺘﻘﺎﺩ ﺗﻈﺎﻫﺮ ﻛﻨﺪ‪ .‬ﺷﻮﺧﻲ ﻳﻌﻨﻲ ﺍﺯ ﺩﺳﺖ‬ ‫‌‬ ‫ﮔﻪ " ﺧﻄﻴﺐ ﺁﻛﺎﺩﻣﻲ‬‫ﺑﺮ ﺧﻼﻑ ﻭﻱ‪" ،‬ﻣﺎﺭﺗﻴﻦ ﻛﻨﺸﺖ‬ ‫ﺍﺳﺖ ﻭ ﺍﻳﻦ ﭼﻴﺰ ﺧﻄﺮﻧﺎﻛﻲ ﺍﺳﺖ«‪.‬‬
‫ﺩﺳﺖﻛﻢ ﺑﺮﺍﻱ ﻟﺤﻈﻪ‌ﺍﻱ‬
‫‌‬ ‫ﻣﻲﺧﻨﺪﺩ‪،‬‬
‫ﺩﺍﺩﻥ ﻛﻨﺘﺮﻝ‪ .‬ﻛﺴﻲ ﻛﻪ ‌‬ ‫ﻛﺎﺗﻮﻟﻴﻜﻲ ﺑﺮﻟﻴﻦ‪ ،‬ﺍﺯ ﺷﻮﺧﻲ ﻭ ﺧﻨﺪﻩ ﻃﺮﻓﺪﺍﺭﻱ ﻣﻲ‌ﻛﻨﺪ‪.‬‬
‫"ﺳﻴﻠﻮﻳﺎ ﻭﺗﺴﻞ" ﻧﻴﺰ ﻛﻪ ﺑﻮﺩﺍﻳﻲ ﺍﺳﺖ‪ ،‬ﺷﻮﺧﻲ ﺭﺍ ﭘﺎﺩﺯﻫﺮ‬
‫ﺧﻮﺩ ﻭ ﺟﺴﻢ ﺧﻮﺩ ﺭﺍ ﺯﻳﺮ ﻛﻨﺘﺮﻝ ﻧﺪﺍﺭﺩ‪ .‬ﮔﺮﭼﻪ ﺍﻳﻦ ﻛﺎﺭ‬ ‫ﻭﻱ ﻣﻲ‌ﮔﻮﻳﺪ‪» :‬ﻣﻦ ﺑﻪ ﺍﻳﻦ ﺟﻤﻠﻪ ﺩﻟﺒﺴﺘﮕﻲ ﺩﺍﺭﻡ ﻛﻪ‪ :‬ﻓﻘﻂ‬
‫ﺑﻨﻴﺎﺩﮔﺮﺍﻳﻲ ﻣﻲ‌ﺩﺍﻧﺪ‪ .‬ﺑﻪ ﺑﺎﻭﺭ ﺍﻭ‪ ،‬ﺷﻮﺥ‌ﻃﺒﻌﻲ‪ ،‬ﻣﺤﻮﺷﺪﻥ‬
‫ﻣﻲﺗﻮﺍﻧﺪ ﺗﺮﺱ‌ﺁﻭﺭ ﺑﺎﺷﺪ‪ ،‬ﻭﻟﻲ ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﺍﻋﺘﻤﺎﺩ ﺑﻪ‌ﻧﻔﺲ‬‫‌‬ ‫ﺍﻧﺴﺎﻥﻫﺎﻱ ﺷﻮﺥ‌ﻃﺒﻊ ﻭﺍﻗﻌﺎ ﺍﻧﺴﺎﻥ‌ﻫﺎﻱ ﺩﻳﻨﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ‬
‫‌‬
‫ﺑﻴﺶ ﺍﺯ ﺍﻧﺪﺍﺯﻩ ﺭﺍ ﺍﺯ ﻣﻴﺎﻥ ﻣﻲ‌ﺑﺮﺩ‪ .‬ﺍﮔﺮ ﺁﺩﻡ ﺩﺭﺑﺎﺭﻩ‌ﻱ ﭼﻴﺰﻱ‬
‫ﺍﻧﺠﺎﻡ ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﻳﺎﻓﺖ‪ ،‬ﺑﻮﻳﮋﻩ ﻭﻗﺘﻲ ﺳﺨﻦ ﺍﺯ ﺍﻳﻤﺎﻥ ﺩﺭ‬ ‫ﺩﻟﻴﻞ ﻛﻪ ﺍﮔﺮ ﻣﻦ ﻣﻮﻓﻖ ﺷﻮﻡ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﻣﻮﻣﻦ‪ ،‬ﺍﺯ‬
‫ﻧﻤﻲﺗﻮﺍﻧﺪ‬
‫ﺗﺎﻣﻞ ﻧﻜﻨﺪ ﻭ ﺍﺟﺎﺯﻩ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺗﺎﻣﻞ ﻛﻨﺪ‪‌ ،‬‬
‫ﻣﻴﺎﻥ ﺍﺳﺖ‪.‬‬ ‫ﺑﺨﺸﻲﻫﺎﻱ ﺍﻧﺴﺎﻧﻲ ﺍﻳﻤﺎﻥ ﻣﺎﻧﻨﺪ ﻣﻨﺎﺳﻚ ﻭ ﺟﺰﻡ‌ﻩ ﺍ‪،‬‬
‫‌‬ ‫ﺻﻮﺭﺕ‬
‫‌‬
‫ﺩﺭﺑﺎﺭﻩﻱ ﺁﻥ ﺑﺨﻨﺪﺩ‪.‬‬
‫‌‬
‫ﻧﻴﻢﮔﺎﻣﻲ ﻋﻘﺐ ﺑﻨﺸﻴﻨﻢ ﻭ ﺩﺭﺑﺎﺭﻩ‌ﻱ ﺁﻥ‌ﻫﺎ ﺷﻮﺧﻲ ﻛﻨﻢ‪،‬‬
‫‌‬

‫ﭘﻴﺎﻡ‬ ‫‪11‬‬ ‫‪Payam March 2009‬‬

We are proud of having more than 10,000 Iranian, Afghan and
Tajik in Edmonton. Payam is a supporter of the community.

Payam is a growing Magazine based in Edmonton. For this Iranian

New Year (1388) we will offer more service to promote your
business in Ethnic Groups in Edmonton to Niche your products.

Seasonal Special Rates: AlbertaPayam@gmail.com

‫ﭘﻴﺎﻡ‬ 13 Payam March 2009
 ‫ﺍﻳﻤﺎﻥ ﻣﻠﻜﻲ‬
‫ﺍﻳﻤﺎﻥ ﻣﻠﻜﻲ ﺩﺭ ﺑﻴﺴﺘﻢ ﺍﺳﻔﻨﺪﻣﺎﻩ ‪ 1354‬ﺩﺭ‬
‫ﺗﻬﺮﺍﻥ ﻣﺘﻮﻟﺪ ﺷﺪ ﻭ ﺍﺯ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻲ ﻋﻼﻗﻪ‬
‫ﺯﻳﺎﺩﻱ ﺑﻪ ﻧﻘﺎﺷﻲ ﺩﺍﺷﺖ‪ .‬ﺍﺯ ‪ 15‬ﺳﺎﻟﮕﻲ‬
‫ﻓﺮﺍﮔﻴﺮﻱ ﻧﻘﺎﺷﻲ ﺭﺍ ﺗﺤﺖ ﻧﻈﺮ ﺍﻭﻟﻴﻦ ﻭ ﺗﻨﻬﺎ ﻣﻌﻠﻢ‬
‫ﺧﻮﺩ ﺍﺳﺘﺎﺩ ﻣﺰﺗﻀﻲ ﻛﺎﺗﻮﺯﻳﺎﻥ ‪ -‬ﻛﻪ ﺑﺰﺭﮔﺘﺮﻳﻦ‬
‫ﻧﻘﺎﺵ ﻭﺍﻗﻌﮕﺮﺍﻱ ﺍﻳﺮﺍﻥ ﺍﺳﺖ ‪ -‬ﺁﻏﺎﺯ ﻧﻤﻮﺩ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ 1374‬ﻭﺍﺭﺩ ﺩﺍﻧﺸﮕﺎﻩ ﻫﻨﺮ ﺷﺪ‬
‫ﻭ چﻫﺎﺭ ﺳﺎﻝ ﺑﻌﺪ ﺩﺭ ﺭﺷﺘﻪ ﮔﺮﺍﻓﻴﻚ ﺍﺯ ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ ﻓﺎﺭﻍ ﺍﺯ ﺗﺤﺼﻴﻞ ﺷﺪ‪ .‬ﺍﻭ ﺩﺭ‬
‫ﺳﺎﻝ ‪ 1379‬ﺍﺯﺩﻭﺍﺝ ﻛﺮﺩ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ 1380‬ﺍﻗﺪﺍﻡ ﺑﻪ ﺗﺎﺳﻴﺲ >> ﺁﺗﻠﻴﻪ ﻧﻘﺎﺷﻲ‬
‫ﺁﺭﺍ<< ﻭ ﺁﻣﻮﺯﺵ ﻧﻘﺎﺷﻲ ﺑﺎ ﺭﻋﺎﻳﺖ ﺍﺭﺯﺷﻬﺎﻱ ﺳﻨﺘﻲ ﻭ ﻛﻼﺳﻴﻚ ﺍﻳﻦ ﻫﻨﺮ ﻧﻤﻮﺩ‪.‬‬
‫ﻣﻬﻤﺘﺮﻳﻦ ﻧﻤﺎﻳﺸﮕﺎﻩ ﻫﺎﻳﻲ ﻛﻪ ﺍﻭ ﺩﺭ ﺁﻧﻬﺎ ﺷﺮﻛﺖ ﺩﺍﺷﺘﻪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪:‬ﻧﻤﺎﻱﺷﮕﺎﻩ‬
‫ﻧﻘﺎﺷﺎﻥ ﻭﺍﻗﻌﮕﺮﺍﻱ ﺍﻳﺮﺍﻥ ﺩﺭ ﻣﻮﺯﻩ ﻫﻨﺮﻫﺎﻱ ﻣﻌﺎﺻﺮ ﺗﻬﺮﺍﻥ )‪ (1378‬ﻭ ﻧﻤﺎﻳﺸﮕﺎﻩ‬
‫ﻫﺎﻱ ﮔﺮﻭﻫﻲ ﺁﺗﻠﻴﻪ ﻛﺎﺭﺍ‪ :‬ﺳﺎﻝ ‪ 1377‬ﺩﺭ ﻧﮕﺎﺭﺧﺎﻧﻪ ﺳﺒﺰ ﻭ ‪ 1382‬ﺩﺭ ﻣﻮﺯﻩ‬
‫ﻫﻨﺮﻫﺎﻱ ﺯﻳﺒﺎﻱ ﻛﺎﺥ ﺳﻌﺪ ﺁﺑﺎﺩ‪.‬‬
‫ﺍﻭ ﺩﺭ ﺳﺎﻝ ‪ 1384‬ﻣﻮﻓﻖ ﺑﻪ ﺩﺭﻳﺎﻓﺖ ﺟﺎﻳﺰﻩ >> ﻭﻳﻠﻴﺎﻡ ﺑﻮﮔﺮﻭ<< ﺑﺮﺍﻱ ﺗﺎﺑﻠﻮﻱ‬
‫>>ﻓﺎﻝ ﺣﺎﻓﻆ<< ﻭ ﺟﺎﻳﺰﻩ ﻣﻨﺘﺨﺐ ﺭﺋﻴﺲ ﻣﺮﻛﺰ ﻧﻮﺳﺎﺯﻱ ﻫﻨﺮ ﺑﺮﺍﻱ ﺗﺎﺑﻠﻮﻱ >>‬
‫ﺩﺧﺘﺮﻱ ﻛﻨﺎﺭ ﭘﻨﺠﺮﻩ<< ﺩﺭ ﺩﻭﻣﻴﻦ ﺩﻭﺭﻩ ﻣﺴﺎﺑﻘﻪ )ﺳﺎﻟﻦ( ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﻣﺮﻛﺰ ﻫﻨﺮ‬
‫)‪ (ARC‬ﺁﻣﺮﻳﻜﺎ ﺷﺪ‪.‬‬

‫ﻣﺠﻴﺪ ﺍﺭﻭﺭﻱ‬
‫ﻣﺠﻴﺪ ﺍﺭﻭﺭﻱ ﺩﺭ ﺳﺎﻝ ‪ 1348‬ﺩﺭ ﺗﻬﺮﺍﻥ ﻣﺘﻮﻟﺪ‬
‫ﺷﺪ‪ .‬ﺍﻭ ﺍﺯ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻲ ﺑﻪ ﻧﻘﺎﺷﻲ ﻋﻼﻗﻪ‬
‫ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ 1368‬ﺑﺎ ﺩﻳﺪﻥ ﺁﺛﺎﺭ ﻧﻘﺎﺷﻲ‬
‫ﺍﺳﺘﺎﺩ ﻣﺮﺗﻀﻲ ﻛﺎﺗﻮﺯﻳﺎﻥ )ﺑﺰﺭﮔﺘﺮﻳﻦ ﻧﻘﺎﺵ‬
‫ﻭﺍﻗﻌﮕﺮﺍﻱ ﺍﻳﺮﺍﻥ( ﺩﺭ ﻣﻮﺯﻩ ﻫﻨﺮﻫﺎﻱ ﻣﻌﺎﺻﺮ‬
‫ﺗﻬﺮﺍﻥ ﺩﻳﺪﮔﺎﻩ ﺟﺪﻳﺪﻱ ﻧﺴﺒﺖ ﺑﻪ ﺍﻳﻦ ﻫﻨﺮ ﭘﻴﺪﺍ‬
‫ﻛﺮﺩ ﻭ ﺍﺯ ﺳﺎﻝ ‪ 1369‬ﺗﺤﺖ ﺗﻌﻠﻴﻢ ﺍﻳﻦ ﺍﺳﺘﺎﺩ ﺑﺰﺭگ ﻗﺮﺍﺭ ﮔﺮﻓﺖ ‪.‬ﺩﺭ ﺳﺎﻝ‬
‫‪ 1380‬ﺑﻪ ﻫﻤﺮﺍﻩ ﺍﻳﻤﺎﻥ ﻣﻠﻜﻲ )ﻧﻘﺎﺵ ﻭﺍﻗﻌﮕﺮﺍ( ﺍﻗﺪﺍﻡ ﺑﻪ ﺗﺎﺳﻴﺲ )ﺁﺗﻠﻴﻪ ﺁﺭﺍ( ﻭ‬
‫ﺁﻣﻮﺯﺵ ﻧﻘﺎﺷﻲ ﺑﺎ ﺭﻋﺎﻳﺖ ﺍﺭﺯﺷﻬﺎﻱ ﺳﻨﺘﻲ ﻭ ﻛﻼﺳﻴﻚ ﺍﻳﻦ ﻫﻨﺮ ﻧﻤﻮﺩ‪ .‬ﺍﻭ ﺩﺭ ﺳﺎﻝ‬
‫‪ 1383‬ﺍﺯﺩﻭﺍﺝ ﻛﺮﺩ‪ .‬ﻧﻤﺎﻳﺸﮕﺎﻫﻬﺎﻳﻲ ﻛﻪ ﺍﻭ ﺩﺭ ﺁﻧﻬﺎ ﺷﺮﻛﺖ ﺩﺍﺷﺘﻪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪:‬‬
‫ﺳﻮﻣﻴﻦ ﻧﻤﺎﻳﺸﮕﺎﻩ ﺩﻭﺳﺎﻻﻧﻪ ﻧﻘﺎﺷﺎﻥ ﺍﻳﺮﺍﻥ ﺩﺭ ﺳﺎﻝ ‪ ،1374‬ﻧﻤﺎﻳﺸﮕﺎﻩ ﻧﻘﺎﺷﺎﻥ‬
‫ﻭﺍﻗﻌﮕﺮﺍﻱ ﺍﻳﺮﺍﻥ ﺩﺭ ﻣﻮﺯﻩ ﻫﻨﺮﻫﺎﻱ ﻣﻌﺎﺻﺮ ﺗﻬﺮﺍﻥ ‪ 1378‬ﻭ ﻧﻤﺎﻳﺸﮕﺎﻫﻬﺎﻱ‬
‫ﮔﺮﻭﻫﻲ ﺁﺗﻠﻴﻪ ﻛﺎﺭﺍ‪ :‬ﺳﺎﻝ ‪ 1371‬ﻭ ‪ 1377‬ﺩﺭ ﻧﮕﺎﺭﺧﺎﻧﻪ ﺳﺒﺰ ﻭ ‪ 1382‬ﺩﺭ‬
‫ﻣﻮﺯﻩ ﻫﻨﺮﻫﺎﻱ ﺯﻳﺒﺎﻱ ﻛﺎﺥ ﺳﻌﺪﺁﺑﺎﺩ ﻭ ﺩﺭ ﺳﺎﻝ ‪ 1384‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻜﻲ ﺍﺯ ﺻﺪ‬
‫ﻧﻘﺎﺵ ﺑﺮﮔﺰﻳﺪﻩ ﺩﺭ ﺩﻭﻣﻴﻦ ﻣﺴﺎﺑﻘﻪ ﺳﺎﻟﻦ ﻣﺮﻛﺰ ﺍﺣﻴﺎﻱ ﻫﻨﺮ ﺩﺭ ﺁﻣﺮﻳﻜﺎ ﺷﻨﺎﺧﺘﻪ ﺷﺪ‪.‬‬
 ‫ﺗﺮﻭﺭﻳﺴﺘﻲ ﻡﺩﺗﻲ ﺩﺭ ﺑﺎﺯﺩﺍﺷﺖ ﺑﻪ ﺳﺮ ﺑﺮﺩ ﻛﻪ ﭘﺲ ﺍﺯ‬ ‫ﺑﺎ ﺁﺷﻨﺎﺋﻲ ﺍﻭ ﺑﺎ ﺭﺿﺎ ﺑﺎﻧﻜﻲ ﺩﺭ ﺳﺮ ﺻﺤﻨﻪ ﻓﻴﻠﻢ ﺩﻝ ﻧﻤﻚ‬
‫ﺗﻬﻢ ﻳﻨﻪ ﻣﻴﻼﻧﯽ‬
‫ﺍﻋﺘﺮﺍﺽ ﺳﻴﻨﻤﺎﮔﺮﺍﻥ ﺩﻳﮕﺮ‪ ،‬ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﺑﺪﻭﻥ‬ ‫ﺣﻞ ﮔﺮﺩﻳﺪ‪ .‬ﺍﻭﻟﻴﻦ ﻓﻴﻠﻢ ﺍﻭ ﺑﭽﻪ ﻫﺎﻱ ﻁﻻﻕ ﺟﺎﻳﺰﻩ ﺑﻬﺘﺮﻳﻦ‬
‫ﻣﺤﻜﻮﻣﻴﺖ ﺁﺯﺍﺩ ﺷﺪ‪.‬‬ ‫ﺗﻬﻤﻴﻨﻪ ﻣﻴﻼﻧﻲ ﺩﺭ ﺳﺎﻝ ‪ 1339‬ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ﺍﻱ ﺍﻫﻞ‬
‫ﻓﻴﻠﻢ ﺍﻭﻝ ﺭﺍ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﻓﺠﺮ ﺑﺮﺩ ﻭ ﺟﺎﻳﺰﻩ ﻧﻘﺪﻱ ﺁﻥ ﺑﻪ ﺍﻭ‬ ‫ﻓﺮﻫﻨﮓ ﺩﺭ ﺷﻬﺮ ﺗﺒﺮﻳﺰ ﺑﻪ ﺩﻧﻴﺎ ﺁﻣﺪ‪ .‬ﻣﺤﻴﻂ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻪ‬
‫ﻣﻴﻼﻧﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﺳﺖ ﻛﻪ ﺳﻴﻨﻤﺎ ﺭﺍ ﺑﻪ ﺧﻮﺑﻲ ﻣﻲ ﺷﻨﺎﺳﺪ‬ ‫ﻛﻤﻚ ﻛﺮﺩ ﻛﻪ ﻣﺠﺪﺩﺍ ﺑﻪ ﻫﻤﺮﺍﻩ ﺭﺿﺎ ﺑﺎﻧﻜﻲ ﻭ ﻣﺮﺣﻮﻡ‬ ‫ﮔﻮﻧﻪ ﺍﻱ ﺑﻮﺩ ﻛﻪ ﺑﭽﻪ ﻫﺎ ﻣﻲ ﺗﻮﺍﻧﺴﺘﻨﺪ ﺿﻤﻦ ﺍﺣﺘﺮﺍﻡ‬
‫ﻭ ﺑﻠﺪ ﺍﺳﺖ ﻛﻪ ﭼﮕﻮﻧﻪ ﺍﺯ ﺁﻥ ﺑﺮﺍﻱ ﺑﻴﺎﻥ ﻋﻘﺎﻳﺪﺵ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﻣﻬﺪﻱ ﺍﺣﻤﺪﻱ ﻓﻴﻠﻢ ﺍﻓﺴﺎﻧﻪ ﺁﻩ ﺭﺍ ﺑﺴﺎﺯﺩ‪ .‬ﺑﺎ ﺷﻜﺴﺖ‬ ‫ﮔﺬﺍﺭﺩﻥ ﺑﻪ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﺩﺭﺑﺎﺭﻩ ﻣﺴﺎﺋﻞ ﻣﺮﺑﻮﻁ ﺑﻪ ﺧﻮﺩﺷﺎﻥ‬
‫ﻛﻨﺪ‪ .‬ﺑﺎ ﺍﺷﺘﻴﺎﻕ ﺗﻤﺎﻡ ﭼﺸﻢ ﺑﻪ ﺭﺍﻩ ﺩﻳﺪﻥ ﻓﻴﻠﻢ ﺟﺪﻳﺪ ﺍﻭ‪ ،‬ﺯﻥ‬ ‫ﺗﺠﺎﺭﻱ ﺍﻳﻦ ﻓﻴﻠﻢ ﻛﻤﺮ ﻫﻤﺖ ﺑﻪ ﺳﺎﺧﺖ ﺍﻭﻟﻴﻦ ﻓﻴﻠﻢ ﻛﻤﺪﻱ‬ ‫ﺍﻇﻬﺎﺭ ﻧﻈﺮ ﻛﺮﺩﻩ ﻭ ﺧﻮﺩ ﺗﺼﻤﻴﻢ ﺑﮕﻴﺮﻧﺪ‪ .‬ﺍﻳﻦ ﻣﺤﻴﻂ‬
‫ﺯﻳﺎﺩﻱ‪ ،‬ﻫﺴﺘﻴﻢ‪.‬‬ ‫ﺑﺎ ﺷﺨﺼﻴﺖ ﺍﻭﻝ ﺯﻥ‪ ،‬ﺩﻳﮕﻪ ﭼﻪ ﺧﺒﺮ‪ ،‬ﺑﺴﺖ ﻭ ﺑﺎ ﺑﺎﺯﻱ‬ ‫ﺁﻧﭽﻨﺎﻥ ﺗﺎﺛﻴﺮﻱ ﺑﺮ ﺭﻭﻱ ﺍﻭ ﮔﺬﺍﺷﺖ ﻛﻪ ﺑﻌﺪﻫﺎ ﺍﻭ ﺭﺍ ﺑﻪ‬
‫ﺯﻳﺒﺎﻱ ﻣﺎﻫﺎﻳﺎ ﭘﻄﺮﻭﺳﻴﺎﻥ ﺩﺳﺘﻤﺰﺩ ﺍﻳﻦ ﺗﻼﺵ ﺧﻮﺩﺵ ﺭﺍ ﻧﻴﺰ‬ ‫ﺷﺨﺼﻴﺘﻲ ﺗﺒﺪﻳﻞ ﻛﺮﺩ ﻛﻪ ﺻﺮﺍﺣﺖ ﻛﻼﻡ ﺍﺯ ﻭﻳﮋﮔﻴﻬﺎﻱ‬
‫ﻣﻲﻛﻨﺪ ﻛﻪ ﺭﺍﻱ ﻭ ﻧﻈﺮ ﻣﻨﺘﻘﺪﺍﻥ‬ ‫ﻣﻴﻼﻧﻲ ﺑﻪ ﺻﺮﺍﺣﺖ ﺍﻋﻼﻡ ‌‬
‫ﮔﺮﻓﺖ‪ .‬ﺑﺎ ﺍﻧﺘﺨﺎﺏ ﻣﺤﻤﺪ ﺧﺎﺗﻤﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﺭﺋﻴﺲ ﺟﻤﻬﻮﺭ‬ ‫ﺷﺎﺧﺼﺶ ﺑﻮﺩ‪ .‬ﻭﻳﮋﮔﻲ ﺍﻱ ﻛﻪ ﺩﺭ ﻣﻘﺎﻃﻌﻲ ﻣﺎﻳﻪ ﺩﺭﺩﺳﺮﺵ‬
‫ﺑﺮﺍﻳﺶ ﺍﻫﻤﻴﺘﻲ ﻧﺪﺍﺭﺩ ﭼﺮﺍ ﻛﻪ ﺟﺎﻣﻌﻪ ﻋﻤﺪﺗﺎً ﻣﺮﺩﺍﻧﻪ‬
‫ﺍﻭ ﺑﺎ ﻓﻴﻠﻢ ﺩﻭ ﺯﻥ ﺑﺎﺯﮔﺸﺖ ﻣﻮﻓﻘﻴﺖ ﺁﻣﻴﺰﻱ ﺩﺍﺷﺖ‪ .‬ﺑﻪ‬ ‫ﻧﻴﺰ ﺷﺪ‪ .‬ﺩﺭ ﺩﻭﺭﺍﻥ ﺩﺑﻴﺮﺳﺘﺎﻥ ﺑﻪ ﺗﻬﺮﺍﻥ ﻧﻘﻞ ﻣﻜﺎﻥ ﻛﺮﺩ ﻭ ﺩﺭ‬
‫ﻣﻨﺘﻘﺪﺍﻥ ﺍﻳﺮﺍﻧﻲ ﺑﻴﺸﺘﺮ ﺍﻧﺪﻳﺸﻪ ﺍﻭ ﺭﺍﻧﻘﺪ ﻣﻲ‌ﻛﻨﻨﺪ ﺗﺎ ﻫﻨﺮﺵ ﺭﺍ‬
‫ﺧﺎﻃﺮ ﺳﺎﺧﺖ ﺍﻳﻦ ﻓﻴﻠﻢ‪ ،‬ﻣﻴﻼﻧﻲ ﺟﺎﻳﺰﻩ ﺑﻬﺘﺮﻳﻦ ﻓﻴﻠﻢ ﻧﺎﻣﻪ‬ ‫ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎﻱ ﺷﺮﻑ ﻭ ﻣﺮﺟﺎﻥ ﺑﻪ ﺍﺩﺍﻣﻪ ﺗﺤﺼﻴﻞ ﭘﺮﺩﺍﺧﺖ‪.‬‬
‫ﻭ ﺍﻭ ﺑﻪ ﻛﺴﻲ ﺍﺟﺎﺯﻩ ﻧﻤﻲ‌ﺩﻫﺪ ﻛﻪ ﺑﻪ ﺟﺎﻱ ﺍﻭ ﻓﻜﺮ ﻛﻨﺪ ﻳﺎ‬
‫ﺟﺸﻨﻮﺍﺭﻩ ﻓﻴﻠﻢ ﻓﺠﺮ ﺭﺍ ﺑﺮﺩ ﻭ ﻧﺎﻣﺰﺩ ﺟﺎﻳﺰﻩ ﺑﻬﺘﺮﻳﻦ‬ ‫ﺳﺎﻝ ‪ 1357‬ﺩﺭ ﺭﺷﺘﻪ ﺑﺮﻕ ﺩﺍﻧﺸﮕﺎﻩ ﺗﺒﺮﻳﺰ ﻗﺒﻮﻝ ﺷﺪ‪.‬‬
‫ﻣﻲﺩﻫﺪ‬ ‫ﺑﺨﻮﺍﻫﺪ ﻓﻜﺮﺵ ﺭﺍ ﺑﻪ ﺍﻭ ﺗﺤﻤﻴﻞ ﻛﻨﺪ‪ .‬ﻭﻱ ﺗﻮﺿﻴﺢ ‌‬
‫ﻛﺎﺭﮔﺮﺩﺍﻧﻲ ﺍﺯ ﻫﻤﻴﻦ ﺟﺸﻨﻮﺍﺭﻩ ﺷﺪ‪ .‬ﻣﻴﻼﻧﻲ ﻛﻪ ﺑﺎﺭﻫﺎ ﺩﺭ‬ ‫ﻫﻤﺰﻣﺎﻥ ﺑﺎ ﭘﻴﺮﻭﺯﻱ ﺍﻧﻘﻼﺏ ﻭ ﺑﺴﺘﻪ ﺷﺪﻥ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺑﻪ‬
‫ﻛﻪ ﻣﻨﺘﻘﺪﻳﻦ ﻫﻤﻮﺍﺭﻩ ﺍﺯ ﺯﻣﺎﻥ ﺩﺍﺭ ﺑﻮﺩﻥ ﻛﺎﺭﻫﺎﻳﺶ ﻭ ﻓﻘﺪﺍﻥ‬
‫ﻣﺼﺎﺣﺒﻪﻫﺎﻳﺶ ﺗﺎﻛﻴﺪ ﻛﺮﺩﻩ ﻛﻪ ﻳﻚ ﻓﻤﻴﻨﻴﺴﺖ ﺍﻳﺮﺍﻧﻲ‬ ‫‌‬ ‫ﺗﻬﺮﺍﻥ ﺑﺎﺯﮔﺸﺖ ﻭ ﺩﺭ ﺭﺷﺘﻪ ﻣﻌﻤﺎﺭﻱ ﺩﺍﻧﺸﮕﺎﻩ ﻋﻠﻢ ﻭ‬
‫ﺩﺍﺩﻩﺍﻧﺪ ﺩﺭ ﺣﺎﻟﻴﻜﻪ ﺍﻭﻻً ﺍﻭ‬
‫ﻋﻨﺼﺮﻣﺎﻧﺪﮔﺎﺭﻱ ﺩﺍﺩ ﺳﺨﻦ ‌‬
‫ﺍﺳﺖ‪ ،‬ﭘﺲ ﺍﺯ ﻣﻮﻓﻘﻴﺖ ﻓﻴﻠﻢ »ﺩﻭ ﺯﻥ« ﻓﻴﻠﻢ‌ﻫﺎﻱ ﻧﻴﻤﻪ ﭘﻨﻬﺎﻥ‬ ‫ﺻﻨﻌﺖ ﻣﺸﻐﻮﻝ ﺑﻪ ﺗﺤﺼﻴﻞ ﮔﺮﺩﻳﺪ‪ .‬ﺑﺎ ﺑﺴﺘﻪ ﺷﺪﻥ‬
‫ﺍﺻﺮﺍﺭﻱ ﻧﺪﺍﺭﺩ ﻛﻪ ﻛﺎﺭﺟﺎﻭﺩﺍﻧﻪ ﻭ ﻣﺎﻧﺪﮔﺎﺭﺑﺴﺎﺯﺩ ﻭ ﺛﺎﻧﻴ ًﺎ‬
‫ﻭ ﻭﺍﻛﻨﺶ ﭘﻨﺠﻢ ﺭﺍ ﻫﻢ ﺩﺭ ﻫﻤﺎﻥ ﺣﺎﻝ ﻭ ﻫﻮﺍ‪ ،‬ﻫﺮ ﺳﻪ ﺑﺎ‬ ‫ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺑﻴﺘﺎ ﻛﻪ ﺁﺭﺍﻡ ﻭ ﻗﺮﺍﺭ ﻧﺪﺍﺷﺖ ﻭ ﺍﻫﻞ ﺧﺎﻧﻪ ﻧﺸﺴﺘﻦ‬
‫ﺗﻤﺎﻣﻲ ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ ﭘﻴﺸﺘﺮ ﺑﻪ ﻏﻴﺮﻣﺎﻧﺪﮔﺎﺭ ﺑﻮﺩﻥ ﻣﺘﻬﻢ‬
‫ﺑﺎﺯﻱ ﻧﻴﻜﻲ ﻛﺮﻳﻤﻲ‪ ،‬ﺳﺎﺧﺖ‪.‬‬ ‫ﻧﺒﻮﺩ ﺣﻀﻮﺭ ﺩﺭ ﺟﻠﺴﺎﺕ ﺷﻌﺮﺧﻮﺍﻧﻲ‪ ،‬ﻧﻤﺎﻳﺶ ﻓﻴﻠﻢ ﻭ ﺍﺯ‬
‫ﺍﻧﺪ‪،‬ﻫﻤﭽﻨﺎﻥ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺷﺪﻩ ‌‬
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‫ﭘﺲ ﺍﺯ ﻓﻴﻠﻢ‌ﻫﺎﻱ ﺳﻪ ﮔﺎﻧﻪ ﻣﻴﻼﻧﻲ ﺑﺎ ﺑﺎﺯﻱ ﻧﻴﻜﻲ ﻛﺮﻳﻤﻲ‪،‬‬ ‫ﺍﻳﻦ ﻗﺒﻴﻞ ﺭﺍ ﺑﺮﮔﺰﻳﺪ‪ .‬ﺩﺭ ﻳﻜﻲ ﺍﺯ ﺍﻳﻦ ﺟﻠﺴﺎﺕ ﺑﻮﺩ ﻛﻪ ﺑﺎ‬
‫ﻓﻴﻠﻢ ﺯﻥ ﺯﻳﺎﺩﻱ ﺑﺎ ﺑﺎﺯﻱ ﻣﺮﻳﻼ ﺯﺍﺭﻋﻲ ﺩﺭ ﺳﺎﻝ ‪ 1383‬ﺑﻪ‬ ‫ﻣﺴﻌﻮﺩ ﻛﻴﻤﻴﺎﻳﻲ ﺁﺷﻨﺎ ﮔﺮﺩﻳﺪ ﻭ ﺑﺎ ﺳﻤﺎﺟﺖ ﺗﻮﺍﻧﺴﺖ ﻧﻈﺮ‬
‫ﻧﻤﺎﻳﺶ ﺩﺭﺁﻣﺪ‪ .‬ﺍﻳﻦ ﻓﻴﻠﻢ ﻫﻢ ﺩﺭ ﺍﺩﺍﻣﻪ ﺣﺎﻝ ﻭ ﻫﻮﺍﻱ‬ ‫ﻣﻮﺍﻓﻖ ﺍﻭ ﺭﺍ ﺩﺭ ﺩﺳﺘﻴﺎﺭﻱ ﻭﻱ ﺩﺭ ﻛﺎﺭﮔﺎﻩ ﺁﺯﺍﺩ ﻓﻴﻠﻢ ﺟﻠﺐ‬
‫ﻓﻴﻠﻢﻫﺎﻱ ﺍﺧﻴﺮ ﻣﻴﻼﻧﻲ ﺑﻮﺩ ﺑﺎ ﻭﺍﻛﻨﺶ ﺳﺮﺩ ﻣﻨﺘﻘﺪﺍﻥ ﻣﻮﺍﺟﻪ‬
‫‌‬ ‫ﻧﻤﺎﻳﺪ‪ .‬ﺑﺴﻴﺎﺭ ﺟﻮﺍﻥ ﺑﻮﺩ ﻛﻪ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﻭﻟﻴﻦ ﺗﺠﺮﺑﻪ ﺳﻴﻨﻤﺎﺋﻲ‬
‫ﺷﺪ ﺍﻣﺎ ﺑﻪ ﻓﺮﻭﺵ ﺧﻮﺑﻲ ﺩﺳﺖ ﭘﻴﺪﺍ ﻛﺮﺩ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ 1384‬ﺑﺮ‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻨﺸﻲ ﺻﺤﻨﻪ ﻓﻴﻠﻢ ﺧﻂ ﻗﺮﻣﺰ ﺑﺮﮔﺰﻳﺪﻩ ﺷﺪ‪ .‬ﺑﺎ ﺑﺎﺯ‬
‫ﺍﺳﺎﺱ ﻛﺘﺎﺏ »ﺷﻔﺎﻱ ﻛﻮﺩﻙ ﺩﺭﻭﻥ« ﺍﺛﺮ ﻟﻮﭼﻴﺎ ﻛﺎﭘﺎﻛﻴﻮﻧﻪ‬ ‫ﺷﺪﻥ ﺩﺍﻧﺸﮕﺎﻫﻬﺎ ﺩﺭ ﻛﻨﺎﺭ ﻛﺎﺭ ﺩﺭ ﻛﺎﺭﮔﺎﻩ ﺁﺯﺍﺩ ﻓﻴﻠﻢ ﺑﻪ‬
‫ﻓﻴﻠﻢ ﺁﺗﺶ ﺑﺲ ﺑﺎ ﺑﺎﺯﻱ ﻣﻬﻨﺎﺯ ﺍﻓﺸﺎﺭ ﻭ ﻣﺤﻤﺪﺭﺿﺎ ﮔﻠﺰﺍﺭ ﺭﺍ‬ ‫ﺍﺩﺍﻣﻪ ﺗﺤﺼﻴﻞ ﭘﺮﺩﺍﺧﺖ‪ .‬ﺍﻭ ﻛﻪ ﺑﻪ ﺁﺭﺍﻣﻲ ﺑﻪ ﻛﺎﺭ ﺩﺭ ﺳﻴﻨﻤﺎ‬
‫ﺳﺎﺧﺖ‪ .‬ﺍﻳﻦ ﻓﻴﻠﻢ ﻛﻪ ﺑﻪ ﺑﺨﺶ ﻣﺴﺎﺑﻘﻪ ﺳﻴﻨﻤﺎﻱ ﺍﻳﺮﺍﻥ ﺩﺭ‬ ‫ﺁﺷﻨﺎ ﻣﻲ ﮔﺮﺩﻳﺪ ﺷﺮﻭﻉ ﺑﻪ ﻧﻮﺷﺘﻦ ﻓﻴﻠﻤﻨﺎﻣﻪ )ﺍﮔﺮ ﻓﺮﺩﺍ ﺑﻴﺎﻳﺪ‪،‬‬
‫ﺟﺸﻨﻮﺍﺭﻩ ﻓﻴﻠﻢ ﻓﺠﺮ ﺭﺍﻩ ﻧﻴﺎﻓﺖ‪ ،‬ﺩﺭ ﺳﺎﻝ ‪ 1385‬ﺍﻛﺮﺍﻥ ﺷﺪ ﻭ‬ ‫ﺩﻭﺳﺘﺖ ﺩﺍﺭﻡ ﻣﺎﺩﺭ‪ ،‬ﻋﺸﻖ ﻭ ﻣﺮگ ﻭ …( ﻭ ﻛﺎﺭ ﺩﺭ ﺩﻳﮕﺮ‬
‫ﺭﻛﻮﺭﺩ ﻓﺮﻭﺵ ﺻﺪ ﻣﻴﻠﻴﻮﺕ ﺗﻮﻣﺎﻥ ﺩﺭ ﻫﻔﺘﻪ ﺍﻭﻝ ﺭﺍ ﺑﻪ‬ ‫ﻓﻴﻠﻤﻬﺎ )ﺍﻱ ﺍﻳﺮﺍﻥ‪ ،‬ﺟﻬﻴﺰﻳﻪ ﺍﻱ ﺑﺮﺍﻱ ﺭﺑﺎﺏ‪ ،‬ﺩﻝ ﻧﻤﻚ ﻭ‬
‫ﺟﺎﻱ ﮔﺬﺍﺷﺖ‪.‬‬ ‫ﻭﺭﺍﻥ ﺩﺭﺧﺸﻨﺪﻩ ﺩﺭ ﺳﻴﻨﻤﺎ ﺭﺍﻩ‬ ‫…( ﻛﺮﺩ‪ .‬ﻫﺮ ﭼﻨﺪ ﻣﻮﻓﻘﻴﺖ پ‬
‫ﺭﺍ ﺑﺮﺍﻱ ﻭﺭﻭﺩ ﺩﻭ ﻛﺎﺭﮔﺮﺩﺍﻥ ﺑﺎﻟﻘﻮﻩ ﺯﻥ ﺩﻳﮕﺮ ‪ ،‬ﺭﺧﺸﺎﻥ‬
‫ﻣﻴﻼﻧﻲ ﺑﻪ ﺧﺎﻃﺮ ﺳﺎﺧﺖ ﺍﻳﻦ ﺳﻪ ﻓﻴﻠﻢ ﺑﺎ ﻭﺍﻛﻨﺶ‌ﻫﺎﻱ ﺷﺪﻳﺪ‬
‫ﺑﻨﻲ ﺍﻋﺘﻤﺎﺩ ﻭ ﺗﻬﻤﻴﻨﻪ ﻣﻴﻼﻧﻲ‪ ،‬ﺁﻣﺎﺩﻩ ﻛﺮﺩﻩ ﺑﻮﺩ ﺍﻣﺎ ﺑﺪﻧﻪ‬
‫ﺍﻟﻠﺤﻨﻲ ﺭﻭﺑﺮﻭ ﺷﺪ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ 1379‬ﭘﺲ ﺍﺯ ﺑﻪ ﻧﻤﺎﻳﺶ‬
‫ﺣﺮﻓﻪ ﺍﻱ ﺳﻴﻨﻤﺎ ﺣﺎﺿﺮ ﺑﻪ ﭼﻨﻴﻦ ﺭﻳﺴﻜﻲ ﻧﺒﻮﺩ‪ .‬ﻣﺸﻜﻠﻲ ﻛﻪ‬
‫ﮔﺮﻭﻩﻫﺎﻱ‬
‫‌‬ ‫ﺩﺭﺁﻣﺪﻥ ﻓﻴﻠﻢ ﻧﻴﻤﻪ ﭘﻨﻬﺎﻥ ﺍﻭ ﺑﻪ ﺟﺮﻡ ﺣﻤﺎﻳﺖ ﺍﺯ‬

‫ﭘﻴﺎﻡ‬ ‫‪15‬‬ ‫‪Payam March 2009‬‬


‫ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﺑﺮﻟﻴﻦ ﻫﻢ ﺑﺮﮔﺰﺍﺭ ﺷﺪ‪ .‬ﻭ ﺍﺻﻐﺮ ﻓﺮﻫﺎﺩﻱ ﺩﺭ‬
‫ﻣﻲﺩﺍﻧﺪ ﻓﻴﻠﻢ‌ﺍﺵ ﻣﺸﻜﻠﻲ‬ ‫ﺍﻳﻦ ﻧﺸﺴﺖ ﺗﺎﻛﻴﺪ ﻛﺮﺩ ﻛﻪ ﺑﻌﻴﺪ ‌‬
‫ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﺩﺭ ﺍﻳﺮﺍﻥ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻧﻜﺘﻪ ﺍﺳﺎﺳﻲ ﺍﻳﻦ‬
‫ﻧﺸﺴﺖ ﻩ ﻡ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﮔﻞ ‌ﺷﻴﻔﺘﻪ ﻓﺮﺍﻫﺎﻧﻲ ﻛﻪ ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ‬
‫ﻭ ﺑﻪ ﻫﻨﮕﺎﻡ ﺣﻀﻮﺭ ﺭﻭﻱ ﻓﺮﺵ ﻗﺮﻣﺰ ﺍﻓﺘﺘﺎﺣﻴﻪ ﻓﻴﻠﻢ‬
‫»ﻣﺠﻤﻮﻋﻪ ﺩﺭﻭﻍ‌ﻫﺎ«‪ ،‬ﺑﺪﻭﻥ ﺣﺠﺎﺏ ﺩﺭ ﺍﻳﻦ ﻣﺮﺍﺳﻢ ﺷﺮﻛﺖ‬
‫ﻛﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﺑﺎﺭ ﺩﻳﮕﺮ ﺑﺎ ﺳﺮﻱ ﭘﻮﺷﻴﺪﻩ ﻭ ﺑﺎ ﺣﺠﺎﺏ ﺩﺭ ﺍﻳﻦ‬
‫ﺟﻠﺴﻪ ﻣﻄﺒﻮﻋﺎﺗﻲ ﺣﺎﺿﺮ ﺷﺪ‪ .‬ﺣﺎﻝ ﺑﺎﻳﺪ ﻣﻨﺘﻈﺮ ﻣﺎﻧﺪ ﻭ ﺩﻳﺪ‬
‫ﻛﻪ ﻭﺍﻛﻨﺶ‌ﻫﺎﻱ ﺗﻤﺎﺷﺎﮔﺮﺍﻥ ﺟﺸﻨﻮﺍﺭﻩ ﺩﺭﺑﺎﺭﻩ ﺍﻳﻦ ﻓﻴﻠﻢ‪ ،‬ﺩﺭ‬
‫ﻧﻤﺎﻳﺶﻫﺎﻱ ﻣﻌﺪﻭﺩﻱ ﻛﻪ ﺩﺭ ﺭﻭﺯﻫﺎﻱ ﺍﻧﺘﻬﺎﻳﻲ ﺟﺸﻨﻮﺍﺭﻩ‬ ‫‌‬
‫ﻓﺠﺮ ﺩﺍﺷﺖ‪ ،‬ﭼﻪ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫ﺑﻪ ﺟﺰ »ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ« ﺍﻣﺎ ﺩﻳﺮﻭﺯ ﺭﻭﺯ ﺧﻮﺑﻲ ﺑﺮﺍﻱ ﻓﻴﻠﻢ‌ﻫﺎﻱ‬
‫ﺍﻳﺮﺍﻧﻲ ﺣﺎﺿﺮ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﻓﻴﻠﻢ ﻓﺠﺮ ﺑﻮﺩ ‪ .‬ﻧﻤﺎﻳﺶ ﺩﻭ ﻓﻴﻠﻢ‬
‫»ﭘﺴﺘﭽﻲ ﺳﻪ ﺑﺎﺭ ﺩﺭ ﻧﻤﻲ‌ﺯﻧﺪ«‪ ،‬ﺳﺎﺧﺘﻪ ﺣﺴﻦ ﻓﺘﺤﻲ‪ ،‬ﻭ‬
‫ﻫﻤﭽﻨﻴﻦ »ﺍﺷﻜﺎﻥ‪ ،‬ﺍﻧﮕﺸﺘﺮ ﻣﺘﺒﺮﻙ ﻭ ﭼﻨﺪ ﺩﺍﺳﺘﺎﻥ ﺩﻳﮕﺮ«‪،‬‬
‫ﺳﺎﺧﺘﻪ ﺷﻬﺮﺍﻡ ﻣﻜﺮﻱ ﺑﺎ ﺍﺳﺘﻘﺒﺎﻝ ﻣﻨﺘﻘﺪﺍﻥ ﻣﻮﺍﺟﻪ ﺷﺪ‪.‬‬
‫ﺩﻭ ﻓﻴﻠﻢ ﺣﺎﺻﻞ ﻛﺎﺭ ﺩﻭ ﻓﻴﻠﻤﺴﺎﺯ ﺗﺎﺯﻩ‌ﻭﺍﺭﺩ ﺑﻪ ﺳﻴﻨﻤﺎ‪ .‬ﻓﺘﺤﻲ‬
‫ﺍﻟﺒﺘﻪ ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ ﻣﺤﺼﻮﻝ ﭘﺮﻓﺮﻭﺵ ﺍﺯﺩﻭﺍﺝ ﺑﻪ ﺳﺒﻚ‬
‫ﺍﻳﺮﺍﻧﻲ ﺭﺍ ﻛﺎﺭﮔﺮﺩﺍﻧﻲ ﻛﺮﺩﻩ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﺑﻪ‬
‫ﻧﻤﺎﻳﺶ ﺩﺭﻧﻴﺎﻣﺪﻩ ﺑﻮﺩ‪ ،‬ﺍﻣﺎ ﺑﻴﺶ ﺍﺯ ﺍﻳﻦ ﺑﻪ ﺧﺎﻃﺮ‬
‫ﻣﺠﻤﻮﻋﻪﻫﺎﻱ ﺗﻠﻮﻳﺰﻳﻮﻧﻲ‌ﺍﺵ ﻫﻤﭽﻮﻥ »ﻣﺪﺍﺭ ﺻﻔﺮ ﺩﺭﺟﻪ«‪،‬‬ ‫‌‬
‫ﻭ »ﻣﻴﻮﻩ ﻣﻤﻨﻮﻋﻪ«‪ ،،‬ﻛﺎﺭﺵ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺑﻴﻨﻨﺪﮔﺎﻥ ﺗﻠﻮﻳﺰﻳﻮﻥ‬
‫ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺑﻮﺩ ﻭ »ﭘﺴﺘﭽﻲ ﺳﻪ ﺑﺎﺭ ﺩﺭ ﻧﻤﻲ‌ﺯﻧﺪ«‪ ،‬ﻧﺨﺴﺘﻴﻦ‬
‫ﺣﻀﻮﺭ ﺟﺪﻱ ﺍﻭ ﺑﺮ ﭘﺮﺩﻩ ﺳﻴﻨﻤﺎ ﺑﻮﺩ‪ .‬ﻓﻴﻠﻤﻲ ﻛﻪ ﺑﺎﺭﻫﺎ ﺗﺎ ﻣﺮﺯ‬
‫ﺍﺯ ﺩﺳﺖ ﺭﻓﺘﻦ ﭘﻴﺶ ﻣﻲ‌ﺭﻭﺩ‪ ،‬ﺍﻣﺎ ﻧﻤﻲ‌ﻟﻐﺰﺩ ﻭ ﺑﻪ ﻣﺴﻴﺮ ﺍﺻﻠﻲ‬
‫ﺑﺎﺯﻣﻲﮔﺮﺩﺩ‪.‬‬
‫‌‬
‫ﺍﻣﺎ ﺩﺭ ﻣﻮﺭﺩ »ﺷﻬﺮﺍﻡ ﻣﻜﺮﻱ« ﻣﺎﺟﺮﺍ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪ .‬ﺍﻭ‬
‫ﻣﺸﻬﻮﺭﺗﺮﻳﻦ ﻓﻴﻠﻢ ﻛﻮﺗﺎﻩ‌ﺳﺎﺯ ﺍﻳﺮﺍﻧﻲ ﺍﺳﺖ ﻭ ﺁﺛﺎﺭ ﻛﻮﺗﺎﻩ‬
‫ﺗﺠﺮﺑﻲﺍﺵ ﺍﺯ ﻗﺒﻴﻞ »ﻃﻮﻓﺎﻥ ﺳﻨﺠﺎﻗﻚ« ﻭ »ﻣﺤﺪﻭﺩﻩ ﺩﺍﻳﺮﻩ«‪،‬‬ ‫‌‬
‫ﺑﺎ ﺍﺳﺘﻘﺒﺎﻝ ﻓﺮﺍﻭﺍﻧﻲ ﻣﻮﺍﺟﻪ ﺷﺪﻩ‌ﺍﻧﺪ‪ .‬ﻣﻜﺮﻱ ﺩﺭ ﻧﺨﺴﺘﻴﻦ ﻓﻴﻠﻢ‬
‫ﺑﻠﻨﺪﺵ ﻫﻤﺎﻥ ﻣﺴﻴﺮ ﺭﺍ ﻛﻢ ﻭ ﺑﻴﺶ ﺍﺩﺍﻣﻪ ﺩﺍﺩﻩ ﻭ ﺣﺎﻻ‬
‫ﺍﺳﺘﻘﺒﺎﻝ ﻣﻨﺘﻘﺪﺍﻥ ﻭ ﺗﻤﺎﺷﺎﮔﺮﺍﻥ‪ ،‬ﺑﻪ ﺍﻭ ﺩﺭ ﺍﺩﺍﻣﻪ ﻣﺴﻴﺮ‬
‫ﻛﻤﻚ ﺧﻮﺍﻫﺪ ﻛﺮﺩ‪.‬‬
‫ﺟﺸﻨﻮﺍﺭﻩ ﻓﺠﺮ ﺍﻧﮕﺎﺭ ﺗﺎﺯﻩ ﺷﺮﻭﻉ ﺷﺪﻩ ﻭ ﺩﺭ ﺍﻳﻦ ﺭﻭﺯﻫﺎﻱ‬
‫ﺧﺎﺹ ﺁﻥ ﺍﻓﺰﻭﺩﻩ‬
‫‌‬ ‫ﺁﺧﺮ‪ ،‬ﺩﻡ ﺑﻪ ﺩﻡ ﺑﺮ ﺷﻮﺭ ﻭ ﺣﺎﻝ ﻭ ﻫﻮﺍﻱ‬
‫ﻣﻲﺷﻮﺩ‪ .‬ﺷﻮﺭ ﻭ ﺣﺎﻝ‌ﺍﻱ ﻛﻪ ﺩﺭ ﻣﺮﺍﺳﻢ ﺍﺧﺘﺘﺎﻣﻴﻪ ﺟﺸﻨﻮﺍﺭﻩ‬
‫ﺑﺎ ﺩﺍﻭﺭﺍﻥ ﻣﻄﺮﺡ ﺁﻥ‪ ،‬ﺑﻪ ﺍﻭﺝ ﺧﻮﺩ ﺧﻮﺍﻫﺪ ﺭﺳﻴﺪ‪.‬‬
‫ﺩﻋﻮﺕ ﺑﻪ ﻫﻤﻜﺎﺭﻱ!‬
‫ﺍﺯ ﺍﻓﺮﺍﺩ ﻋﻼﻗﻤﻨﺪ ﺑﻪ ﺍﻣﻮﺭ ﻣﺎﻟﯽ‌ ﺩﻋﻮﺕ‬
‫ﺑﻪ ﻫﻤﮑﺎﺭی ﻣﻴﻨﻤﺎﻳﻴﻢ‪ .‬ﺁﻣﻮﺯﺷﺎﺕ ﻻﺯﻡ‬
‫ﺑﻄﻮﺭ ﮐﺎﻣﻞ ﺩﺍﺩﻩ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬
‫ﺑﺎ ﺧﺎﻧﻢ ﺍﻣﻴﺪﻭﺍﺭ ﺗﻤﺎﺱ ﺣﺎﺻﻞ ﮐﻨﻴﺪ‪:‬‬
‫)‪Cell: (780‬‬
‫ﭘﻴﺎﻡ‬ ‫‪695-2003‬‬
‫ﺩﺭﺑﺎﺭﻩ ﺍﻟﯽ‬
‫ﭘﺲ ﻧﻤﺎﻳﺶ »ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ« ﺑﻪ ﻫﻤﻴﻦ ﺧﺎﻃﺮ ﺑﺎ ﻣﺸﻜﻼﺕ‬
‫ﻓﺮﺍﻭﺍﻧﻲ ﺭﻭ ﺑﻪ ﺭﻭ ﺷﺪﻩ ﺑﻮﺩ ﺗﺎ ﺁﻥ ﺟﺎ ﻛﻪ ﺍﻣﻴﺪﻱ ﺑﻪ ﻧﻤﺎﻳﺶ‬
‫ﺁﻥ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ‪ 27‬ﻓﻴﻠﻢ ﻓﺠﺮ ﻧﻤﻲ‌ﺭﻓﺖ‪ .‬ﺍﻣﺎ ﺍﻗﺪﺍﻡ ﻣﺸﺎﻭﺭ‬
‫ﻫﻨﺮﻱ ﺭﺋﻴﺲ ﺟﻤﻬﻮﺭ‪ ،‬ﺟﻮﺍﺩ ﺷﻤﻘﺪﺭﻱ ﻭ ﺩﺳﺘﻮﺭ‬
‫ﺍﺣﻤﺪﻱﻧﮋﺍﺩ ﺑﺮﺍﻱ ﺭﻓﻊ ﻣﺸﻜﻼﺕ ﻓﻴﻠﻢ‪ ،‬ﻗﺼﻪ ﻧﻤﺎﻳﺶ‬ ‫‌‬
‫»ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ« ﺭﺍ ﻭﺍﺭﺩ ﺷﺮﺍﻳﻂ ﺗﺎﺯﻩ‌ﺍﻱ ﻛﺮﺩ‪.‬‬
‫‌‬ ‫ﺍﺯ ﺍﻳﻦ ﺑﻪ ﺑﻌﺪ ﺑﻮﺩ ﻛﻪ ﻣﻌﺎﻭﻧﺖ ﺳﻴﻨﻤﺎﻳﻲ ﻫﻢ ﺍﻋﻼﻡ ﻛﺮﺩ‬
‫ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﻓﻴﻠﻢ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﻫﻴﭻ ﻣﺸﻜﻠﻲ ﻧﺪﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ‬
‫ﻭﺟﻮﺩ ﻫﺮ ﺭﻭﺯ ﺍﺧﺒﺎﺭ ﺿﺪ ﻭ ﻧﻘﻴﻀﻲ ﺑﺮﺍﻱ ﻧﻤﺎﻳﺶ ﺍﻳﻦ ﻓﻴﻠﻢ‬
‫ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﻓﺠﺮ ﺑﻪ ﮔﻮﺵ ﻣﻲ‌ﺭﺳﻴﺪ‪ .‬ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﺑﺴﻴﺎﺭﻱ‬
‫ﺍﺯ ﻋﻼﻗﻪ‌ﻣﻨﺪﺍﻥ ﻓﻴﻠﻢ ﺍﺯ ﻧﻤﺎﻳﺶ ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ ﻧﺎﺍﻣﻴﺪ ﺷﺪﻧﺪ‪.‬‬
‫ﻛﺎﺭ ﺑﻪ ﺟﺎﻳﻲ ﺭﺳﻴﺪ ﻛﻪ ﺣﺘﻲ ﻛﺎﺭﮔﺮﺩﺍﻥ ﻓﻴﻠﻢ ﺩﺭ ﺗﻤﺎﺳﻲ ﺑﺎ‬
‫ﻓﻴﻠﻢﺍﺵ‬
‫ﺁﻥﻫﺎ ﺧﺒﺮ ﺩﺍﺩ ﻛﻪ ‌‬ ‫ﭼﻨﺪ ﻣﻨﺘﻘﺪ ﻣﻄﺮﺡ ﺳﻴﻨﻤﺎ‪ ،‬ﺑﻪ ‌‬
‫ﻗﺮﺍﺭ ﺍﺳﺖ ﺍﻣﺸﺐ ﺩﺭ ﺳﺎﻟﻦ ﺳﻴﻨﻤﺎﻱ ﻣﻄﺒﻮﻋﺎﺕ ﺑﻪ ﻧﻤﺎﻳﺶ‬
‫ﺩﺭﺁﻳﺪ‪ .‬ﺍﻣﺎ ﺭﻭﺍﺑﻂ ﻋﻤﻮﻣﻲ ﺟﺸﻨﻮﺍﺭﻩ ﺧﻴﻠﻲ ﺯﻭﺩ ﺍﻳﻦ ﺧﺒﺮ ﺭﺍ‬
‫ﻳﻠﻢ ﺑﺮﺍﻱ‬‫ﺗﻜﺬﻳﺐ ﻛﺮﺩ ﻭ ﻓﺮﻫﺎﺩﻱ ﻭ ﮔﺮﻭﻩ ﺳﺎﺯﻧﺪﻩ ﻑ‬
‫ﺷﺮﻛﺖ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﺑﺮﻟﻴﻦ ﻛﻪ ﻓﻴﻠﻢ‌ﺷﺎﻥ ﺭﺍ ﺩﺭ ﻣﻬﻢ‌ﺗﺮﻳﻦ‬
‫ﺑﺨﺶﺍﺵ‪ ،‬ﻳﻌﻨﻲ ﺑﺨﺶ ﻣﺴﺎﺑﻘﻪ ﭘﺬﻳﺮﻓﺘﻪ ﺑﻮﺩ‪ ،‬ﺍﻳﺮﺍﻥ ﺭﺍ ﺗﺮﻙ‬ ‫‌‬
‫ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺣﺮﻑ‌ﻫﺎﻱ ﻣﺪﻳﺮ ﺟﺸﻨﻮﺍﺭﻩ ﺑﺮﻟﻴﻦ ﺩﺭﺑﺎﺭﻩ‬
‫ﺍﻳﻦ ﻓﻴﻠﻢ‪ ،‬ﺍﻧﺘﻈﺎﺭﻫﺎ ﺑﺮﺍﻱ ﺗﻤﺎﺷﺎﻱ ﺍﻳﻦ ﻓﻴﻠﻢ ﺭﺍ ﺩﻭ ﭼﻨﺪﺍﻥ‬
‫ﺳﺎﺧﺘﻪ ﺑﻮﺩ‪» .‬ﺩﻳﺘﺮ ﻛﺎﺳﻠﻴﻚ« ﮔﻔﺖ ﻛﻪ ﺍﻳﻦ ﻓﻴﻠﻢ ﺭﺍ‬
‫ﻧﺸﺎﻧﻪﺍﻱ ﺍﺯ ﺁﻏﺎﺯ ﻣﻮﺟﻲ ﻧﻮ ﺩﺭ ﺳﻴﻨﻤﺎﻱ ﺍﻳﺮﺍﻥ ﻣﻲ‌ﺩﺍﻧﺪ ﻭ ﺑﻪ‬ ‫‌‬
‫ﺍﻳﻦ ﻧﻜﺘﻪ ﺍﺷﺎﺭﻩ ﻛﺮﺩ ﻛﻪ‪» :‬ﻣﻌﺘﻘﺪﻡ ﻛﻪ ﺩﺭ ﺳﺎﻟﻬﺎﻱ ﺍﺧﻴﺮ‬
‫ﺣﺮﻛﺘﻲ ﺩﺭ ﺳﻴﻨﻤﺎﻱ ﺍﻳﺮﺍﻥ ﻭ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﺗﻔﺎﻕ ﺍﻓﺘﺎﺩﻩ ﻛﻪ ﺍﻳﻦ‬
‫ﻓﻴﻠﻢ ﻣﺤﺼﻮﻝ ﺁﻥ ﺍﺳﺖ‪«.‬‬
‫ﺩﺭ ﭼﻨﻴﻦ ﺷﺮﺍﻳﻄﻲ ﻭ ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻋﻼﻗﻪ‌ﻣﻨﺪﺍﻥ‬
‫ﺍﻳﺮﺍﻧﻲ ﺍﻧﺘﻈﺎﺭ ﺗﻤﺎﺷﺎﻱ ﺍﻳﻦ ﻓﻲﻟﻢ ﺭﺍ ﻣﻲ ‌ﻛﺸﻴﺪﻧﺪ‪) ،‬ﺩﺭ‬
‫ﻧﻈﺮﺳﻨﺠﻲ ﺳﺎﻳﺖ ﺳﻴﻨﻤﺎﻱ ﻣﺎ ﺩﺭ ﻣﻴﺎﻥ ‪ 8000‬ﺭﺍﻱ‬
‫ﺭﺳﻴﺪﻩ‪ ،‬ﻓﻴﻠﻢ ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ ﺩﺭ ﻛﻨﺎﺭ ﺑﻲ‌ﭘﻮﻟﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻜﻲ‬
‫ﺍﺯ ﺩﻭ ﻓﻴﻠﻤﻲ ﻛﻪ ﺳﻴﻨﻤﺎﺩﻭﺳﺘﺎﻥ ﺍﻳﺮﺍﻧﻲ ﺑﻴﺶ ﺍﺯ ﺑﻘﻴﻪ ﺁﺛﺎﺭ‬
‫ﺍﻧﺘﻈﺎﺭ ﻧﻤﺎﻳﺶ ﺁﻥ ﺭﺍ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﻣﻲ‌ﻛﺸﻨﺪ‪ ،‬ﻣﻌﺮﻓﻲ ﺷﺪ(‬
‫ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ ﺑﺮ ﺧﻼﻑ ﺩﺳﺘﻮﺭ ﺭﺋﻴﺲ ﺟﻤﻬﻮﺭﻱ ﻫﻨﻮﺯ ﻩ ﻳﭻ‬ ‫ﻓﻴﻠﻢ ﺍﻳﺮﺍﻧﻲ »ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ« ﺳﺎﺧﺘﻪ ﺍﺻﻐﺮ ﻓﺮﻫﺎﺩﻱ ﺩﺭ ﻗﺴﻤﺖ‬
‫ﻧﻤﺎﻳﺸﻲ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﻓﺠﺮ ﻧﺪﺍﺷﺖ ﻭ ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ‪،‬‬ ‫ﻣﺴﺎﺑﻘﻪ ﺟﺸﻨﻮﺍﺭﻩ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﻓﻴﻠﻢ ﺑﺮﻟﻴﻦ ﺑﻪ ﻧﻤﺎﻳﺶ ﺩﺭ ﺁﻣﺪ‪.‬‬
‫ﺍﺣﺘﻤﺎﻝ ﻧﻤﺎﻳﺶ ﻫﺮ ﺭﻭﺯﻩ ﺁﻥ ﺩﺭ ﺳﺎﻟﻦ ﺭﺳﺎﻧﻪ‌ﻫﺎﻱ ﮔﺮﻭﻫﻲ‬ ‫ﻫﻢ ﺩﺭ ﺟﻠﺴﻪ ﻧﻤﺎﻳﺶ ﻓﻴﻠﻢ ﻭ ﻫﻢ ﺩﺭ ﻧﺸﺴﺖ ﻣﻄﺒﻮﻋﺎﺗﻲ ﺑﺎ‬
‫‌‬ ‫ﺟﺸﻨﻮﺍﺭﻩ ﻣﻲ‌ﺭﻓﺖ‪.‬‬ ‫ﺩﺳﺖ ﺍﻧﺪﺭﻛﺎﺭﺍﻥ‪ ،‬ﻓﻴﻠﻢ ﺑﺎ ﺍﺳﺘﻘﺒﺎﻝ ﺧﻮﺑﻲ ﺭﻭﺑﺮﻭ ﺷﺪ‪.‬‬
‫ﺍﻳﻞﺑﻴﮕﻲ«‪ ،‬ﻣﺪﻳﺮ‬ ‫ﺗﺎ ﺍﻳﻦ ﻛﻪ ﺑﺎﻻﺧﺮﻩ ﺭﻭﺯ ﮔﺬﺷﺘﻪ‪» ،‬ﺣﺒﻴﺐ ‌‬
‫ﺁﻓﺘﺎﺏ‪ -‬ﮔﺮﻭﻩ ﻫﻨﺮ‪ :‬ﺩﻳﺮﻭﺯ ﺭﻭﺯ »ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ« ﺍﺻﻐﺮ‬
‫ﺭﻭﺍﺑﻂ ﻋﻤﻮﻣﻲ ﺟﺸﻨﻮﺍﺭﻩ‪ ،‬ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﻧﻤﺎﻳﺶ ﻋﻤﻮﻣﻲ‬
‫ﻓﺮﻫﺎﺩﻱ ﺑﻮﺩ‪ .‬ﭼﻪ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ ﻓﺠﺮ ﻭ ﭼﻪ ﺩﺭ ﺟﺸﻨﻮﺍﺭﻩ‬
‫ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ ﺩﺭ ﺳﺎﻋﺖ ‪ 23‬ﻭ ‪ 45‬ﺩﻗﻴﻘﻪ ﺷﺐ ﺧﺒﺮ ﺩﺍﺩ‪.‬‬
‫ﻣﻲﺷﺪ ﻛﻪ ﺧﺒﺮ ﺣﻀﻮﺭ »ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ« ﺩﺭ‬ ‫ﻣﺪﺕﻫﺎ ‌‬
‫‌‬ ‫ﺑﺮﻟﻴﻦ‪.‬‬
‫ﻋﻼﻗﻪﻣﻨﺪﺍﻥ ﺭﻭ ﺑﻪ ﺭﻭ ﺷﺪ ﻛﻪ‬ ‫‌‬ ‫ﻧﻤﺎﻳﺸﻲ ﻛﻪ ﭼﻨﺎﻥ ﺑﺎ ﺍﺳﺘﻘﺒﺎﻝ‬
‫ﺟﺸﻨﻮﺍﺭﻩ ﻓﺠﺮ ﻛﻪ ﺑﺲﻳﺎﺭﻱ ﺍﺯ ﺁﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﻣﻴﺪ ﺍﻭﻝ‬
‫ﺑﺮﺍﻱ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺍﺯﺩﺣﺎﻡ ﺑﻴﺶ‌ﺗﺮ‪ ،‬ﻧﻤﺎﻳﺶ ﻓﻴﻠﻢ ﺭﺍ ﺍﺯ ﻧﻴﻢ‬
‫ﺳﻴﻨﻤﺎﻱ ﺍﻳﺮﺍﻥ ﻳﺎﺩ ﻣﻲ‌ﻛﺮﺩﻧﺪ‪ ،‬ﺑﺮ ﺳﺮ ﺯﺑﺎﻥ‌ﻫﺎ ﺑﻮﺩ‪ .‬ﻓﻴﻠﻢ ﺍﻟﺒﺘﻪ‬
‫ﺳﺎﻋﺖ ﻗﺒﻞ ﺍﺯ ﺯﻣﺎﻥ ﺍﻋﻼﻡ ﺷﺪﻩ‪ ،‬ﺁﻏﺎﺯ ﻛﺮﺩﻧﺪ‪ .‬ﺍﻳﻦ‬
‫ﻫﻴﭻ ﮔﻮﻧﻪ ﻣﺸﻜﻞ ﻣﻤﻴﺰﻱ ﻧﺪﺍﺷﺖ‪ ،‬ﻛﻪ ﺑﻪ ﺧﺎﻃﺮ ﺁﻥ‬
‫ﺷﻠﻮﻍﺗﺮﻳﻦ ﻧﻤﺎﻳﺶ ﺳﺎﻟﻦ ﺭﺳﺎﻧﻪ‌ﻫﺎﻱ ﮔﺮﻭﻫﻲ ﺑﻮﺩ ﻭ ﺍﻏﻠﺐ‬ ‫‌‬
‫ﻣﺸﻜﻠﻲ ﺑﺮﺍﻱ ﻋﺪﻡ ﻧﻤﺎﻳﺶ ﺁﻥ ﺑﻪ ﻭﺟﻮﺩ ﺁﻳﺪ‪ .‬ﻣﺸﻜﻞ‬
‫ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﻭ ﻣﻨﺘﻘﺪﺍﻥ ﺳﺮﺷﻨﺎﺱ ﻭ ﺣﺘﻲ ﺗﻨﻲ ﭼﻨﺪ ﺍﺯ‬
‫ﻓﻴﻠﻤﺴﺎﺯﺍﻥ ﻣﻄﺮﺡ ﻛﺸﻮﺭ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﺭﺿﺎ ﻣﻴﺮﻛﺮﻳﻤﻲ ﻭ‬
‫ﮔﻞﺷﻴﻔﺘﻪ ﻓﺮﺍﻫﺎﻧﻲ ﺩﺭ ﺍﻳﻦ ﻓﻴﻠﻢ ﺑﻮﺩ ﻛﻪ ﭘﻴﺶ‬ ‫ﺍﺻﻠﻲ ﺑﺎﺯﻱ ‌‬
‫ﺟﻌﻔﺮ ﭘﻨﺎﻫﻲ ﺩﺭ ﺁﻥ ﺷﺮﻛﺖ ﺩﺍﺷﺘﻨﺪ‪.‬‬
‫ﺍﺯ ﺍﻳﻦ‌ﻫﺎ ﺑﻪ ﺧﺎﻃﺮ ﺑﺎﺯﻱ ﺩﺭ ﻓﻴﻠﻤﻲ ﻫﺎﻟﻴﻮﻭﺩﻱ ﻭ ﻫﻤﭽﻨﻴﻦ‬
‫ﺣﻀﻮﺭ ﺩﺭ ﻣﺮﺍﺳﻢ ﻓﺮﺵ ﻗﺮﻣﺰ ﺑﺎ ﻫﻴﺒﺘﻲ ﺧﺎﺭﺝ ﺍﺯ ﻋﺮﻑ ﻭ‬
‫ﻭ ﺗﻤﺎﻡ ﺍﻳﻦ‌ﻫﺎ ﺩﺭ ﺷﺮﺍﻳﻄﻲ ﺑﻮﺩ ﻛﻪ ﺟﻠﺴﻪ ﻧﻘﺪ ﺩﺭﺑﺎﺭﻩ ﺍﻟﻲ‬
‫ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺑﻮﺩ‪.‬‬
‫‌‬ ‫ﻗﺎﻧﻮﻥ ﻛﺸﻮﺭﺵ‪ ،‬ﺩﺭ ﻛﺎﻧﻮﻥ‬
‫‪16‬‬ ‫‪Payam March 2009‬‬
 ‫ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ‬
‫ﺩﺭ ﺯﻧﺪﮔﻲ ﺧﻮﺩ ﭘﺬﻳﺮﻓﺘﻪ ﺍﻧﺪ‪ .‬ﺑﺮﺍﻱ ﻧﻤﻮﻧﻪ‪ ،‬ﺑﻪ ﻛﺎﺭ ﺑﺮﺩﻥ‬ ‫ﺧﻮﺩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ ﻛﻪ ﺁﻣﺎﺭ ﺁﺯﺍﺭ ﺟﺴﻤﻲ ﺩﺭ ﺯﻧﺎﻥ ﺑﻴﺸﺘﺮ‬
‫ﺟﻤﻼﺗﻲ ﻣﺎﻧﻨﺪ ﻣﺮﺩ ﺍﮔﺮ ﺯﻧﺶ ﺭﺍ ﻛﺘﻚ ﻧﺰﺩ ﻣﺮﺩ ﻧﻴﺴﺖ ﻳﺎ‬ ‫ﺍﺳﺖ‪ .‬ﺑﺮﺍﻱ ﺭﻳﺸﻪ ﻳﺎﺑﻲ ﭼﺮﺍﻳﻲ ﻭ ﻋﻮﺍﻣﻞ ﻣﺆﺛﺮ ﺩﺭ ﺍﻳﺠﺎﺩ ﻭ‬
‫ﻏﻴﺮﺕ ﻧﺪﺍﺭﺩ ﻭ ‪ ...‬ﺧﻮﺩ ﺳﺒﺐ ﺍﻳﺠﺎﺩ ﻓﺮﻫﻨﮓ ﻫﻤﺴﺮ‬ ‫ﺷﻜﻞ ﮔﻴﺮﻱ ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ‪ ،‬ﺍﺑﺘﺪﺍ ﺑﺎﻳﺪ ﺗﻌﺮﻳﻒ ﺟﺎﻣﻊ ﻭ‬
‫ﺁﺯﺍﺭﻱ ﺩﺭ ﺍﻳﻦ ﺟﻮﺍﻣﻊ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﻋﺮﺑﺴﺘﺎﻥ ﺯﻥ ﺍﺯ ﺣﻖ ﻭ‬ ‫ﻣﺎﻧﻌﻲ ﺑﺮﺍﻱ ﺁﻥ ﺍﺭﺍﺋﻪ ﺩﺍﺩ‪ .‬ﺑﺮﺍﻱ ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﻣﺼﺎﺩﻳﻖ‬
‫ﺣﻘﻮﻕ ﭘﺎﻳﻴﻨﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ؛ ﺗﺎ ﺁﻧﺠﺎ ﻛﻪ ﺣﻖ ﺭﺃﻱ‪،‬‬ ‫ﺑﺴﻴﺎﺭﻱ ﻣﻲ ﺗﻮﺍﻥ ﻳﺎﻓﺖ ﻛﻪ ﻧﻤﻮﻧﻪ ﺑﺎﺭﺯ ﺁﻥ ﻋﻼﻭﻩ ﺑﺮ ﺁﻥ‬
‫ﺭﺍﻧﻨﺪﮔﻲ‪ ،‬ﻭﻛﺎﻟﺖ ﻭ‪ ...‬ﺭﺍ ﻧﺪﺍﺭﺩ ﻭ ﺍﻟﺒﺘﻪ ﺑﻪ ﺁﻥ ﻣﻌﺘﺮﺽ‬ ‫ﭼﻪ ﭘﻴﺶ ﺍﺯ ﺍﻳﻦ ﻧﻴﺰ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﺿﺮﺏ ﻭ ﺷﺘﻢ ﻫﻤﺴﺮ ﺍﺳﺖ‪.‬‬
‫ﻧﻴﺴﺖ! ﮔﺎﻩ ﻫﻤﺴﺮﺍﻥ‪ ،‬ﺑﻪ ﻭﻳﮋﻩ ﻣﺮﺩﺍﻥ ﭼﻨﻴﻦ ﻣﻲ ﺍﻧﺪﻳﺸﻨﺪ‬ ‫ﻋﻮﺍﻣﻞ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻣﺎﻧﻨﺪ ﻧﻮﻉ ﺟﺎﻣﻌﻪ ﭘﺬﻳﺮﻱ ﻓﺮﺩ‪ ،‬ﻧﺤﻮﻩ‬
‫ﻛﻪ ﺑﺎ ﺁﺯﺭﺩﻥ ﻫﻤﺴﺮ ﺧﻮﺩ ﻭ ﺍﺧﺘﻴﺎﺭ ﻛﺮﺩﻥ ﻫﻤﺴﺮ ﺩﻳﮕﺮﻱ‪،‬‬ ‫ﭘﺮﻭﺭﺵ ﻭﻱ‪ ،‬ﻓﻘﺮ ﻓﺮﻫﻨﮕﻲ ﻭ ﻣﺴﺎﺋﻞ ﺍﻗﺘﺼﺎﺩﻱ ﺩﺭ‬
‫ﺯﻧﺪﮔﻲ ﺷﺎﻥ ﺑﻬﺘﺮ ﺧﻮﺍﻫﺪ ﺷﺪ ﻭ ﺍﺯ ﺍﻳﻦ ﻭﺍﻗﻌﻴﺖ ﻏﺎﻓﻠﻨﺪ ﻛﻪ‬ ‫ﻫﻤﺴﺮﺁﺯﺍﺭﻱ ﻧﻘﺶ ﺯﻳﺎﺩﻱ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺍﻣﻜﺎﻥ ﺩﺍﺭﺩ ﻛﻪ ﺍﻳﻦ ﺯﻧﺪﮔﻲ ﺗﺎﺯﻩ ﺍﺯ ﻗﺒﻞ ﻫﻢ ﺑﺪﺗﺮ ﺷﻮﺩ‪.‬‬
‫" ﺩﻛﺘﺮ ﻣﺤﻤﺪﺭﺿﺎ ﺷﻤﺲ ﺍﻧﺼﺎﺭﻱ " ﺭﻭﺍﻥ ﭘﺰﺷﻚ‬
‫ﺍﻳﻦ ﺣﻘﻮﻗﺪﺍﻥ ﺑﺮ ﺍﻳﻦ ﺑﺎﻭﺭ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺣﻘﻴﻘﺖ ﺑﺮﺧﻲ‬ ‫ﭘﺰﺷﻜﻲ ﻗﺎﻧﻮﻧﻲ ‪ ،‬ﺭﻳﺸﻪ ﻫﺎﻱ ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﺭﺍ ﻋﻼﻭﻩ ﺑﺮ‬
‫ﺧﺸﻮﻧﺖ ﻫﺎ ﻋﻠﻴﻪ ﻫﻤﺴﺮ ﻧﺴﺒﻲ ﺑﻮﺩﻩ ﻛﻪ ﺑﻪ ﻓﺮﻫﻨﮓ ﻳﻚ‬ ‫ﺍﺧﺘﻼﻻﺕ ﺭﻭﺣﻲ ﻭ ﺭﻭﺍﻧﻲ ﺯﻭﺟﻴﻦ‪ ،‬ﻓﺸﺎﺭﻫﺎﻱ ﻣﺤﻴﻄﻲ ﻧﻴﺰ‬
‫ﺟﺎﻣﻌﻪ ﺑﺴﺘﮕﻲ ﺩﺍﺭﺩ ﻭ ﻧﻤﻲ ﺗﻮﺍﻥ ﺁﻥ ﺭﺍ ﺑﻪ ﺗﻤﺎﻡ ﺟﻮﺍﻣﻊ‬ ‫ﻣﻲ ﺩﺍﻧﺪ ﻭ ﻣﻲ ﮔﻮﻳﺪ‪» :‬ﻓﺸﺎﺭﻫﺎﻱ ﻣﺎﻟﻲ‪ ،‬ﺍﻗﺘﺼﺎﺩﻱ ﻭ‬ ‫ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﺍﺯ ﺁﺳﻴﺐ ﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﭘﻨﻬﺎﻥ ﺍﺳﺖ ﻛﻪ‬
‫ﺗﻌﻤﻴﻢ ﺩﺍﺩ‪ .‬ﻭﻱ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻣﻲ ﺍﻓﺰﺍﻳﺪ‪» :‬ﻧﻈﺮ ﺑﻪ ﺍﻳﻦ ﻛﻪ‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻧﻴﺰ ﺑﻪ ﺩﻟﻴﻞ ﺍﻳﻦ ﻛﻪ ﻓﺮﺩ ﻗﺎﺩﺭ ﻧﻴﺴﺖ ﺑﻪ ﺧﻮﺑﻲ‬ ‫ﻣﻌﻤﻮﻻً ﺩﺭ ﻣﺤﻴﻂ ﺑﺴﺘﻪ ﺧﺎﻧﻪ ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﻭ ﺳﺒﺐ ﻋﺪﻡ‬
‫ﺑﻴﺸﺘﺮ ﺧﺸﻮﻧﺖ ﻫﺎ ﻋﻠﻴﻪ ﺯﻧﺎﻥ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ ،‬ﻫﺮ ﻗﺪﺭ‬ ‫ﺍﺯ ﭘﺲ ﺍﺩﺍﺭﻩ ﺯﻧﺪﮔﻲ ﺧﻮﺩ ﺑﺮﺁﻳﺪ‪ ،‬ﺳﺒﺐ ﺍﻳﺠﺎﺩ ﺍﻧﮕﻴﺰﻩ‬ ‫ﺍﻃﻤﻴﻨﺎﻥ ﻭ ﺍﺯ ﻫﻢ ﮔﺴﻴﺨﺘﮕﻲ ﻛﺎﻧﻮﻥ ﺧﺎﻧﻮﺍﺩﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﺯﻧﺎﻥ ﺍﺯ ﺣﻘﻮﻕ ﺧﻮﺩ ﺁﮔﺎﻩ ﺗﺮ ﺑﺎﺷﻨﺪ‪ ،‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻧﻴﺰ‬ ‫ﺑﺮﺍﻱ ﺁﺯﺍﺭ ﻫﻤﺴﺮ ﺑﻪ ﺻﻮﺭﺕ ﺧﻮﺩﺁﮔﺎﻩ ﻳﺎ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻣﻲ‬ ‫ﻗﺮﺑﺎﻧﻴﺎﻥ ﺍﺻﻠﻲ ﺧﺸﻮﻧﺖ ﺩﺭ ﻣﺤﻴﻂ ﺧﺎﻧﻮﺍﺩﻩ‪ ،‬ﺩﺭ ﻣﺮﺣﻠﻪ‬
‫ﻛﻤﺮﻧﮓ ﺗﺮ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﺑﺎ‬ ‫ﺷﻮﺩ‪ .‬ﺍﺧﺘﻼﻻﺕ ﺷﺨﺼﻴﺘﻲ ﻭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ژﻧﺘﻴﻜﻲ ﻫﻢ ﺍﺯ‬ ‫ﻧﺨﺴﺖ‪ ،‬ﺯﻧﺎﻥ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﻛﻮﺩﻛﺎﻥ ﻭ ﺳﺎﻟﻤﻨﺪﺍﻥ ﻭ‬
‫ﺍﺻﻼﺡ ﻗﻮﺍﻧﻴﻨﻲ ﻛﻪ ﺑﻪ ﺿﺮﺭ ﻭ ﺯﻳﺎﻥ ﺯﻧﺎﻥ ﺍﺳﺖ‪ ،‬ﺍﻳﻦ ﻣﺴﺌﻠﻪ‬ ‫ﺩﻳﮕﺮ ﻋﻮﺍﻣﻞ ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﺍﺳﺖ‪«.‬‬ ‫ﺳﺮﺍﻧﺠﺎﻡ ﻣﺮﺩﺍﻥ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻛﻤﺘﺮ ﻣﻲ ﺷﻮﺩ‪«.‬‬
‫ﻭﻱ ﻣﻲ ﺍﻓﺰﺍﻳﺪ‪» :‬ﮔﺎﻫﻲ ﺯﻥ ﻭ ﺷﻮﻫﺮ ﭘﻴﺶ ﺯﻣﻴﻨﻪ ﺫﻫﻨﻲ‬ ‫ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﻣﻌﻀﻠﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﻗﺮﻭﻥ ﺍﺧﻴﺮ ﺑﻴﺶ ﺍﺯ ﻫﺮ‬
‫ﺍﺻﻮﻻً ﻫﺮﭼﻪ ﻓﺮﻫﻨﮓ ﺿﻌﻴﻒ ﺗﺮ ﻭ ﺳﻮﺍﺩ ﻛﻤﺘﺮ ﺑﺎﺷﺪ‪،‬‬ ‫ﺩﺍﺷﺘﻪ ﻭ ﺗﺤﺮﻳﻚ ﭘﺬﻳﺮ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺍﺯ ﻧﻈﺮ ﻓﻜﺮﻱ ﻣﻨﺘﻈﺮ‬ ‫ﺯﻣﺎﻥ ﺩﻳﮕﺮﻱ ﺩﺭ ﺟﻮﺍﻣﻊ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻭ ﺑﺮﺭﺳﻲ‬
‫ﺁﺯﺍﺭ ﻫﻤﺴﺮﺍﻥ ﻧﺴﺒﺖ ﺑﻪ ﻫﻢ ﺑﻴﺸﺘﺮ ﻭ ﺑﻪ ﺻﻮﺭﺕ ﺁﺯﺍﺭ‬ ‫ﺟﺮﻗﻪ ﺍﻱ ﺑﺮﺍﻱ ﺁﺯﺍﺭ ﻳﻜﺪﻳﮕﺮﻧﺪ‪ .‬ﻋﻼﻭﻩ ﺑﺮ ﺍﻳﻨﻬﺎ‪ ،‬ﻣﻬﺮﻳﻪ‬ ‫ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﻭ ﺷﺎﻳﺪ ﺑﻬﺘﺮﻳﻦ ﺩﻟﻴﻞ ﺑﺮﺍﻱ ﺗﻮﺟﻪ ﺑﻪ‬
‫ﺟﺴﻤﻲ ﺷﺎﻳﻊ ﺍﺳﺖ‪ .‬ﺩﺭ ﻃﺒﻘﺎﺕ ﻣﺮﻓﻪ ﻭ ﺗﺤﺺﻳﻞ ﻛﺮﺩﻩ ﺍﻳﻦ‬ ‫ﻫﺎﻱ ﺳﻨﮕﻴﻦ ﻭ ﺑﻌﻀﺎً ﻏﻴﺮﻗﺎﺑﻞ ﭘﺮﺩﺍﺧﺖ ﻭ ﺩﺧﺎﻟﺖ ﺍﻃﺮﺍﻓﻴﺎﻥ‬ ‫ﺍﻳﻦ ﺍﻣﺮ‪ ،‬ﻣﻄﺮﺡ ﺷﺪﻥ ﻣﺴﺌﻠﻪ ﺣﻘﻮﻕ ﺯﻧﺎﻥ ﻭ ﺁﮔﺎﻫﻲ ﺍﻳﻦ‬
‫ﻣﻌﻀﻞ ﺑﻴﺸﺘﺮ ﺑﻪ ﺻﻮﺭﺕ ﺁﺯﺍﺭ ﺭﻭﺍﻧﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ‬ ‫ﻧﻴﺰ ﺑﻪ ﺍﻳﻦ ﺍﻣﺮ ﺩﺍﻣﻦ ﻣﻲ ﺯﻧﺪ‪«.‬‬ ‫ﻗﺸﺮ ﺍﺯ ﺣﻘﻮﻕ ﻭ ﻣﺰﺍﻳﺎﻱ ﺧﻮﺩ ﺩﺭ ﺑﺮﺍﺑﺮ ﻫﻤﺴﺮﺍﻧﺸﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﻋﻮﺍﺭﺽ ﺁﻥ‪ ،‬ﮔﺎﻩ ﺍﺯ ﺁﺯﺍﺭ ﺟﻨﺴﻲ ﺑﺪﺗﺮ ﺍﺳﺖ‪ .‬ﻫﻤﺴﺮ‬
‫ﺩﻛﺘﺮ ﺷﻤﺲ ﺍﻧﺼﺎﺭﻱ ﻋﺪﻡ ﻋﻼﻗﻪ ﻭ ﻭﺍﺑﺴﺘﮕﻲ ﺯﻭﺟﻴﻦ ﺑﻪ‬ ‫ﻣﻘﻮﻟﻪ ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﺍﺯ ﺟﻤﻠﻪ ﺍﺧﺒﺎﺭ ﺩﺍﻏﻲ ﺍﺳﺖ ﻛﻪ ﺍﮔﺮ‬
‫ﺁﺯﺍﺭﻱ ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﺑﻴﺸﺘﺮ ﻣﺘﻮﺟﻪ ﺯﻧﺎﻥ ﺍﺳﺖ؛ ﺍﻣﺎ ﮔﺎﻩ‬
‫ﻫﻢ ﺭﺍ ﻧﻴﺰ ﻳﻜﻲ ﺩﻳﮕﺮ ﺍﺯ ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﻣﻲ ﺩﺍﻧﺪ‪ .‬ﻭﻱ ﺑﺮ ﺍﻳﻦ‬ ‫ﻫﺮ ﺭﻭﺯ ﺩﺭ ﺻﻔﺤﺎﺕ ﺣﻮﺍﺩﺙ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﺩﻳﺪﻩ ﻧﺸﻮﺩ‪،‬‬
‫ﻣﺮﺩﺍﻧﻲ ﻛﻪ ﺳﻦ ﺑﺎﻻ ﻭ ﻗﺪﺭﺕ ﺑﺪﻧﻲ ﻛﻤﺘﺮﻱ ﺩﺍﺭﻧﺪ ﻳﺎ‬
‫ﺑﺎﻭﺭ ﺍﺳﺖ ﻛﻪ ﺁﺯﺍﺭ ﻫﻤﺴﺮ ﻟﺰﻭﻣﺎً ﺁﮔﺎﻫﺎﻧﻪ ﺻﻮﺭﺕ ﻧﻤﻲ‬ ‫ﺩﺳﺖ ﻛﻢ ﻫﺮ ﭼﻨﺪ ﺭﻭﺯ ﻳﻚ ﺑﺎﺭ ﺑﺎ ﻣﻄﺎﻟﺒﻲ ﺑﻪ ﺻﻮﺭﺕ‬
‫ﺩﺍﺭﺍﻱ ﻧﻘﺺ ﻭ ﺍﻳﺮﺍﺩ ﺟﺴﻤﻲ ﻫﺴﺘﻨﺪ ﻧﻴﺰ ﻣﻤﻜﻦ ﺍﺳﺖ‬
‫ﮔﻴﺮﺩ ﻭ ﺍﺩﺍﻣﻪ ﻣﻲ ﺩﻫﺪ‪» :‬ﺩﺭ ﺑﻴﺸﺘﺮ ﻣﻮﺍﻗﻊ ﻓﺮﺩ ﻧﻤﻲ ﺩﺍﻧﺪ ﻛﻪ‬ ‫ﮔﺰﺍﺭﺵ ﻳﺎ ﻣﻘﺎﻟﻪ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺑﻪ ﺁﻥ ﭘﺮﺩﺍﺧﺘﻪ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﺗﻮﺳﻂ ﻫﻤﺴﺮ ﺧﻮﺩ ﻛﻪ ﺍﺯ ﺁﻧﺎﻥ ﺟﻮﺍﻥ ﺗﺮ ﺍﺳﺖ‪ ،‬ﻣﻮﺭﺩ ﺁﺯﺍﺭ‬
‫ﺣﺮﻛﺎﺕ ﻭ ﺭﻓﺘﺎﺭﺵ ﺑﺮﺍﻱ ﻃﺮﻑ ﻣﻘﺎﺑﻞ ﺁﺯﺍﺭ ﺩﻫﻨﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺍﻳﻨﺠﺎ ﻛﻮﺷﻴﺪﻩ ﺍﻳﻢ ﺗﺎ ﺑﺎ ﻧﮕﺎﻫﻲ ﮔﺰﺍﺭﺵ ﮔﻮﻧﻪ ﻭ ﺗﺤﻠﻴﻠﻲ‬
‫ﻗﺮﺍﺭ ﮔﻴﺮﻧﺪ‪ .‬ﺑﻪ ﮔﻔﺘﻪ ﺩﻛﺘﺮ ﺧﺮﻣﺸﺎﻫﻲ‪ ،‬ﺑﺮﺍﺳﺎﺱ ﭘﮋﻭﻫﺶ‬
‫ﺍﺯ ﺳﻮﻳﻲ ﻫﻢ ﻣﺸﺎﻫﺪﻩ ﻛﺘﻚ ﻫﺎ‪ ،‬ﻧﺎﺳﺰﺍﻫﺎ ﻭ ﺭﻓﺘﺎﺭﻫﺎﻱ‬ ‫‪ ،‬ﺍﻳﻦ ﻣﺴﺌﻠﻪ ﺭﺍ ﻣﻮﺭﺩ ﺑﺮﺭﺳﻲ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻭ ﺑﻪ ﻧﻜﺎﺕ ﻭ ﺭﺍﻩ‬
‫ﻫﺎﻱ ﺍﻧﺠﺎﻡ ﺷﺪﻩ‪ ،‬ﺯﻧﺎﻧﻲ ﻛﻪ ﻣﻮﺭﺩ ﺁﺯﺍﺭ ﻭ ﺍﺫﻳﺖ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ‬
‫ﻧﺎﺷﺎﻳﺴﺖ ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﻧﻴﺰ ﺩﺍﺷﺘﻦ ﺍﻓﻜﺎﺭ ﺧﺮﺍﻓﻲ ﻭ‬ ‫ﻛﺎﺭﻫﺎﻱ ﺗﺎﺯﻩ ﺍﻱ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺍﺷﺎﺭﻩ ﻛﻨﻴﻢ‪.‬‬
‫ﺍﻧﺪ ﺑﻪ ﻃﻮﺭ ﺗﻘﺮﻳﺒﻲ ?? ﺩﺭﺻﺪ ﺑﻲ ﺳﻮﺍﺩ‪ 48 ،‬ﺩﺭﺻﺪ‬
‫ﻧﺎﺩﺭﺳﺖ ﺍﺯ ﺟﻤﻠﻪ ﺷﻚ ﺑﻪ ﻫﻤﺴﺮ ﻭ ﺗﺮﺱ ﺍﺯ ﺧﻴﺎﻧﺖ ﻭﻱ‬
‫ﺩﺍﺭﺍﻱ ﺳﻮﺍﺩ ﺍﺑﺘﺪﺍﻳﻲ‪ 38 ،‬ﺩﺭﺻﺪ ﺩﻳﭙﻠﻢ ﻭ ﺳﻪ ﺩﺭﺻﺪ‬ ‫ﭘﺪﻳﺪﻩ ﺍﻱ ﺑﺎ ﻋﻨﻮﺍﻥ ﺁﺯﺍﺭ ﻫﻤﺴﺮ ﻭ ﻓﺮﺯﻧﺪﺍﻥ ‪ ،‬ﻣﻘﻮﻟﻪ ﺍﻱ‬
‫ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ‪ ،‬ﺳﺒﺐ ﻧﻘﺶ ﺑﺴﺘﻦ ﺍﻳﻦ ﻋﻮﺍﻣﻞ ﺩﺭ ﺿﻤﻴﺮ‬
‫ﺑﺎﻻﺗﺮ ﺍﺯ ﺩﻳﭙﻠﻢ ﺑﻮﺩﻩ ﺍﻧﺪ‪.‬‬ ‫ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻃﻮﺭ ﻃﺒﻴﻌﻲ ﺩﺭ ﻫﺮ ﺟﺎﻣﻌﻪ ﺍﻱ ﺑﻪ ﺻﻮﺭﺕ ﻫﺎﻱ‬
‫ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻓﺮﺩ ﻭ ﺗﺄﺛﻴﺮ ﺩﺭ ﺯﻧﺪﮔﻲ ﻭﻱ ﻣﻲ ﺷﻮﺩ‪«.‬‬
‫ﮔﻮﻧﺎﮔﻮﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﺁﺳﻴﺒﻲ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺁﺳﺎﻧﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻘﺪﻣﻪ‬ ‫ﭘﮋﻭﻫﺸﮕﺮﺍﻥ ﻧﻴﺰ ﺑﺮ ﺍﻳﻦ ﺑﺎﻭﺭﻧﺪ ﻛﻪ ﺩﺭ ﺣﻘﻴﻘﺖ‪ ،‬ﺭﻳﺸﻪ‬
‫ﺧﺸﻮﻧﺖ ﻓﻴﺰﻳﻜﻲ ﻭ ﺑﺪﻧﻲ ‪ ،‬ﻣﺎﻧﻨﺪ ﺻﺪﻣﻪ ﺯﺩﻥ ﺑﻪ ﺍﺷﻴﺎﻱ‬
‫ﺍﻱ ﺑﺎﺷﺪ ﺑﺮﺍﻱ ﺍﺑﺘﻼ ﺑﻪ ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﺻﻌﺐ ﺍﻟﻌﻼﺝ ﺭﻭﺣﻲ‬ ‫ﻫﻤﺴﺮﺁﺯﺍﺭﻱ ﺗﻚ ﻋﻠﺘﻲ ﻧﺒﻮﺩﻩ ﻭ ﻋﻮﺍﻣﻞ ﺑﺴﻲﺍﺭﻱ ﺑﻪ ﻭﻳﮋﻩ‬
‫ﻣﻨﺰﻝ ﻭ ﺿﺮﺏ ﻭ ﺷﺘﻢ ﻫﻤﺴﺮ‪ ،‬ﻳﺎ ﺧﺸﻮﻧﺖ ﺭﻭﺍﻧﻲ ﻭ ﻛﻼﻣﻲ‬
‫ﻭ ﺭﻭﺍﻧﻲ‪ .‬ﺍﻳﺠﺎﺩ ﺍﻧﻮﺍﻉ ﺩﺭﺩﻫﺎﻱ ﻣﻌﺪﻩ‪ ،‬ﭘﺎﺩﺭﺩ‪ ،‬ﺳﺮﺩﺭﺩ‪،‬‬ ‫ﺍﻋﺘﻴﺎﺩ ﻭ ﺍﻟﻜﻠﻴﺴﻢ ﺑﺎ ﺁﻥ ﺭﺍﺑﻄﻪ ﺍﻱ ﻧﺰﺩﻳﻚ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﻣﺎﻧﻨﺪ ﺗﺤﻘﻴﺮ‪ ،‬ﺑﻬﺎﻧﻪ ﺟﻮﻳﻲ ﻧﺴﺒﺖ ﺑﻪ ﭼﻬﺮﻩ ﻭ ﺷﺮﺍﻳﻂ‬
‫ﺭﻳﺰﺵ ﻣﻮ‪ ،‬ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﻗﻠﺒﻲ ﻭ ﻫﻤﭽﻨﻴﻦ ﺍﻓﺴﺮﺩﮔﻲ ‪،‬‬
‫ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﻫﻤﺎﻥ ﻛﻪ ﭘﻴﺸﺘﺮ ﻫﻢ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﺧﺎﺹ ﻳﻚ‬ ‫ﺟﺴﻤﺎﻧﻲ ﺯﻥ ﻭ ﺍﺑﺮﺍﺯ ﺗﻨﻔﺮ ﻧﺴﺒﺖ ﺑﻪ ﺑﺴﺘﮕﺎﻥ ﻭﻱ ‪،‬‬
‫ﺑﻴﻤﺎﺭﻱ ﻫﺎﻱ ﺭﻭﺍﻧﻲ ﻭ‪ ...‬ﭘﻴﺎﻣﺪ ﺁﺯﺍﺭ ﻭ ﺍﺫﻳﺘﻲ ﺍﺳﺖ ﻛﻪ‬
‫ﺟﺎﻣﻌﻪ ﻧﺒﻮﺩﻩ ﻭ ﻣﻌﻤﻮﻻً ﻫﻢ ﺯﻧﺎﻥ ﺑﻴﺶ ﺍﺯ ﻣﺮﺩﺍﻥ ﻗﺮﺑﺎﻧﻲ‬ ‫ﻭﻫﻤﭽﻨﻴﻦ ﺧﺸﻮﻧﺖ ﺍﺟﺘﻤﺎﻋﻲ ﺷﺎﻣﻞ ﻣﻨﻊ ﺍﺷﺘﻐﺎﻝ ﻭ‬
‫ﻫﻤﺴﺮﺍﻥ ﺑﻪ ﺻﻮﺭﺕ ﻧﺎﺧﻮﺍﺳﺘﻪ ﻳﺎ ﺧﻮﺩﺧﻮﺍﺳﺘﻪ ﺑﻪ ﻳﻜﺪﻳﮕﺮ‬
‫ﭼﻨﻴﻦ ﺁﺯﺍﺭﻫﺎﻳﻲ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻃﻮﺭﻱ ﻛﻪ ﺩﺭ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺍﺯ‬ ‫ﺗﺤﺼﻴﻞ‪ ،‬ﻣﻤﻨﻮﻋﻴﺖ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺑﺴﺘﮕﺎﻥ ﺣﺘﻲ ﺑﻪ ﺻﻮﺭﺕ‬
‫ﺭﻭﺍ ﻣﻲ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﻫﺮ ‪ 10‬ﺯﻥ ﻳﻚ ﺯﻥ ﺑﻪ ﺣﺪ ﻣﺮگ ﺍﺯ ﺷﻮﻫﺮ ﺧﻮﺩ ﻛﺘﻚ‬ ‫ﺗﻠﻔﻨﻲ ﻛﻪ ﺑﻴﺸﺘﺮ ﺩﺭ ﺍﺳﺘﺎﻥ ﻫﺎﻱ ﻏﺮﺑﻲ ﻛﺸﻮﺭ ﺷﺎﻳﻊ ﺍﺳﺖ‪.‬‬
‫ﺍﻓﺮﺍﺩ‪ -‬ﺑﻪ ﻭﻳﮋﻩ ﺯﻧﺎﻥ‪ -‬ﺑﺮﺍﻱ ﻣﺒﺎﺭﺯﻩ ﺑﺎ ﺁﺯﺍﺭ ﻫﻤﺴﺮ ﻭ ﺣﻔﻆ‬ ‫ﻣﻲ ﺧﻮﺭﺩ‪ .‬ﺩﺭ ﺍﻳﺎﻟﺖ ﻣﺘﺤﺪﻩ ﻧﻴﺰ ﺩﺭ ﻫﺮ ‪ 15‬ﺛﺎﻧﻴﻪ ﺯﻧﻲ‬ ‫ﺧﺸﻮﻧﺖ ﺍﻗﺘﺼﺎﺩﻱ ﻣﺎﻧﻨﺪ ﻧﭙﺮﺩﺍﺧﺘﻦ ﺧﺮﺟﻲ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ‬
‫ﺑﻨﻴﺎﻥ ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﻳﺎ ﺑﻪ ﺧﺎﻃﺮ ﻓﺮﺯﻧﺪﺍﻥ ﺍﺑﺘﺪﺍ ﺭﺍﻩ ﺣﻞ ﺻﺒﺮ ﻭ‬ ‫ﻣﻮﺭﺩ ﺗﻬﺎﺟﻢ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ ﻭ ﺍﻳﻦ ﺑﻪ ﺭﻭﺷﻨﻲ ﻧﺸﺎﻥ ﻣﻲ‬ ‫ﺣﻤﻴﻞ ﻧﺴﺒﺖ ﺑﻪ‬ ‫ﺻﺪﻣﺎﺕ ﻭ ﺁﺯﺍﺭﻫﺎﻱ ﺟﻨﺴﻲ ﺍﺯ ﻃﺮﻳﻖ ﺕ‬
‫ﺑﺮﺩﺑﺎﺭﻱ ﭘﻴﺶ ﮔﺮﻓﺘﻪ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺑﺮﺍﻱ ﺭﻫﺎﻳﻲ ‪ ،‬ﺑﻪ ﺩﺍﺩﮔﺎﻩ‬ ‫ﺩﻫﺪ ﻛﻪ ﺧﺸﻮﻧﺖ ﻋﻠﻴﻪ ﺯﻧﺎﻥ‪ ،‬ﺣﺘﻲ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﺑﻪ‬ ‫ﻫﻤﺴﺮ ﻭ ﺩﺭ ﻣﻌﺮﺽ ﻓﺤﺸﺎ ﻭ ﻓﺴﺎﺩ ﻗﺮﺍﺭ ﺩﺍﺩﻥ ﻭﻱ ﺑﻪ ﺧﺎﻃﺮ‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﻣﻲ ﺭﻭﻧﺪ؛ ﺍﻣﺎ ﻫﻤﻴﺸﻪ ﺍﻧﮕﻴﺰﻩ ﻱ ﻣﺮﺍﺟﻌﻪ ﺑﻪ ﺩﺍﺩﮔﺎﻩ‬ ‫ﺍﺻﻄﻼﺡ ﭘﻴﺸﺮﻓﺘﻪ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫ﺍﻋﺘﻴﺎﺩ ﻭ ﻏﻴﺮﻩ‪ ،‬ﻣﻬﻤﺘﺮﻳﻦ ﻭ ﺷﺎﻳﻊ ﺗﺮﻳﻦ ﺍﻧﻮﺍﻉ ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ‬
‫‪ ،‬ﺟﺪﺍﻳﻲ ﺍﺯ ﻫﻤﺴﺮ ﻧﻴﺴﺖ ﻭ ﻫﻤﻴﺸﻪ ﻫﻢ ﻣﺎﺟﺮﺍ ﺑﻪ ﻧﻔﻊ ﻓﺮﺩ‬ ‫ﻣﺮﺩﺍﻥ ﻧﺴﺒﺖ ﺑﻪ ﺯﻧﺎﻥ ﺍﺳﺖ‬
‫ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻛﺸﻮﺭﻫﺎﻱ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ‪ ،‬ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﻭ‬
‫ﺷﺎﻛﻲ ﺗﻤﺎﻡ ﻧﻤﻲ ﺷﻮﺩ ﺩﺭ ﭘﮋﻭﻫﺸﻲ ﻛﻪ ﺑﺮ ﺭﻭﻱ ﻣﺮﺍﺟﻌﺎﻥ‬ ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﺍﺯ ﻫﺮ ‪ 10‬ﺯﻥ‪ ،‬ﭘﻨﺞ ﻧﻔﺮ ﻭ ﺍﺯ ‪ 10‬ﻣﺮﺩ‪ ،‬ﺳﻪ‬
‫ﺑﻪ ﻭﻳﮋﻩ ﺯﻥ ﺁﺯﺍﺭﻱ‪ ،‬ﺑﺨﺸﻲ ﺍﺯ ﻓﺮﻫﻨﮓ ﻭ ﺭﻭﺍﻝ ﻃﺒﻴﻌﻲ‬
‫ﺑﻪ ﺩﺍﺩﮔﺎﻩ ﺧﺎﻧﻮﺍﺩﻩ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ 60 ،‬ﻧﻔﺮ ﺍﺯ ﺻﺪ‬ ‫ﻧﻔﺮ ﻳﺎ ﺑﻴﺸﺘﺮ ﻣﻮﺭﺩ ﺁﺯﺍﺭ ﺭﻭﺣﻲ ﻭ ﺟﺴﻤﻲ ﺗﻮﺳﻂ ﻫﻤﺴﺮ‬
‫ﺯﻧﺪﮔﻲ ﺑﻮﺩﻩ ﻭ ﺯﻧﺎﻥ ﻧﻴﺰ ﺁﻥ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﻣﺴﺌﻠﻪ ﻋﺎﺩﻱ‬
‫ﭘﻴﺎﻡ‬ ‫‪17‬‬ ‫‪Payam March 2009‬‬
‫ﺷﺎﺩﻱ ﻭ ﻏﻢ ﻣﺮﻫﻤﻲ ﺑﺎﺷﻨﺪ ﺑﺮ ﺭﻭﻱ ﺯﺧﻢ ﻫﺎﻱ ﻳﻜﺪﻳﮕﺮ ﻭ‬ ‫ﻋﻮﺍﻣﻞ ﻣﻲ ﮔﻮﻳﺪ‪» :‬ﻣﻬﺮﻳﻪ ﻫﺎﻱ ﺳﻨﮕﻴﻦ ﻛﻪ ﺍﻳﻦ ﺭﻭﺯﻫﺎ‬
‫ﺑﻪ ﻫﻢ ﺗﻜﻴﻪ ﻛﻨﻨﺪ‪:‬‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﮔﺎﻩ ﺳﺒﺐ ﺍﺧﺘﻼﻑ ﻭ ﺩﺭﮔﻴﺮﻱ ﺯﻭﺟﻴﻦ ﺑﺎ‬
‫ﻫﻤﺪﻳﮕﺮ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ ﺁﻥ‪ ،‬ﻣﺮﺩ ﺑﺮﺍﻱ ﺧﻼﺹ ﺷﺪﻥ‬
‫ﻣﺎ ﺯﻣﺎﻧﻲ ﺑﻬﺘﺮﻳﻦ ﻳﺎﺭﺍﻥ ﻋﺎﻟﻢ ﺑﻮﺩﻩ ﺍﻳﻢ‬
‫ﺍﺯ ﭘﺮﺩﺍﺧﺖ ﻣﻬﺮﻳﻪ‪ ،‬ﺑﻪ ﻗﺪﺭﻱ ﺯﻥ ﺭﺍ ﻣﻮﺭﺩ ﺁﺯﺍﺭ ﻗﺮﺍﺭ ﻣﻲ‬
‫ﺷﺖ ﺳﺮ ﻫﻢ ﺑﻮﺩﻩ ﺍﻳﻢ‬ ‫ﺩﺭ ﺻﻒ ﺷﺎﺩﻱ ﻭ ﻏﻢ پ‬
‫ﺩﻫﺪ ﺗﺎ ﻣﻬﺮﺵ ﺭﺍ ﺑﺒﺨﺸﺪ ﻭ ﺟﺎﻧﺶ ﺭﺍ ﺭﻫﺎ ﺳﺎﺯﺩ!«‬
‫ﺑﻲ ﺗﻌﺎﺭﻑ ﻣﺎ ﺯﻣﺎﻧﻲ ﻋﺎﺷﻖ ﻫﻢ ﺑﻮﺩﻩ ﺍﻳﻢ‬
‫ﺑﺮﺍﻱ ﺍﻧﺴﺎﻥ ﺍﻋﻢ ﺍﺯ ﺯﻥ ﻭ ﻣﺮﺩ‪ ،‬ﻗﺎﻧﻮﻥ ‪ ،‬ﺿﻮﺍﺑﻂ ﻭ ﻣﻘﺮﺭﺍﺕ‬
‫ﻭﻳﮋﻩ ﺍﻱ ﻣﺸﺨﺺ ﻛﺮﺩﻩ ﻭﻟﻲ ﺑﺎﻻﺗﺮ ﺍﺯ ﻗﻮﺍﻧﻴﻦ ﺟﺎﺭﻱ ﻫﺮ‬
‫ﻛﺸﻮﺭ‪ ،‬ﺑﺤﺚ ﻣﺴﺎﺋﻞ ﺍﺧﻼﻗﻲ ﻭ ﭘﺎﻱ ﺑﻨﺪﻱ ﺑﻪ ﻣﺴﺎﺋﻞ ﺩﻳﻨﻲ‬
‫ﻭ ﺍﻋﺘﻘﺎﺩﻱ ﻣﻄﺮﺡ ﺍﺳﺖ ‪.‬‬
‫ﻗﺎﺿﻲ ﺣﺴﻴﻨﻲ ﺑﺮ ﺍﻳﻦ ﺑﺎﻭﺭ ﺍﺳﺖ ﻛﻪ ﺑﺮﺧﻲ ﻋﻠﻞ‬
‫ﻫﻤﺴﺮﺁﺯﺍﺭﻱ ‪ ،‬ﺍﺯﺩﻭﺍﺝ ﻫﺎﻱ ﻫﻮﺳﻲ ﻭ ﺯﻭﺩﮔﺬﺭ ﺍﺳﺖ ﻛﻪ‬
‫ﺩﻭ ﻃﺮﻑ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﻛﺎﻓﻲ ﺍﺯ ﻳﻜﺪﻳﮕﺮ ﺷﻨﺎﺧﺖ ﻧﺪﺍﺭﻧﺪ ﻭ‬
‫ﭘﺲ ﺍﺯ ﻣﺪﺗﻲ ﺑﻪ ﺁﺯﺍﺭ ﻫﻢ ﺭﻭﻱ ﻣﻲ ﺁﻭﺭﻧﺪ‪.‬‬
‫ﺍﺯ ﻟﺤﺎﻅ ﺁﻣﺎﺭﻱ ﻣﻌﻤﻮﻻً ﺑﺮﺍﻱ ﻫﻤﺴﺮ ﺁﺯﺍﺭﻱ ﺍﻃﻼﻋﺎﺕ‬
‫ﺩﺭﺳﺘﻲ ﺩﺭ ﺩﺳﺖ ﻧﻴﺴﺖ‪،‬ﭼﺮﺍﻛﻪ ﺩﺳﺖ ﻛﻢ ﺩﺭ ﻛﺸﻮﺭ‬
‫ﺧﻮﺩﻣﺎﻥ‪ ،‬ﺯﻧﺎﻧﻲ ﻛﻪ ﻣﻮﺭﺩ ﺁﺯﺍﺭ ﻭ ﺗﻬﺎﺟﻢ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ؛‬
‫ﺍﻏﻠﺐ ﺑﻪ ﺧﺎﻃﺮ ﺣﻔﻆ ﺁﺑﺮﻭ ﻭ ﺑﻨﻴﺎﻥ ﺧﺎﻧﻮﺍﺩﻩ ﻳﺎ ﻭﺳﺎﻃﺖ‬
‫ﺭﻭﻱ ﺯﺧﻢ ﻳﻜﺪﮔﺮ ﻫﻤﻮﺍﺭﻩ ﻣﺮﻫﻢ ﺑﻮﺩﻩ ﺍﻳﻢ‪...‬‬
‫ﻓﺎﻣﻴﻞ ﺍﻳﻦ ﻣﺴﺌﻠﻪ ﺭﺍ ﻛﺘﻤﺎﻥ ﻛﺮﺩﻩ ﻭ ﺣﺘﻲ ﺑﻪ ﺩﺍﺩﮔﺎﻩ‬
‫ﺁﻧﻬﺎ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﺩﺭ ﺩﻧﻴﺎﻱ ﻣﺎﺷﻴﻨﻲ ﺍﻣﺮﻭﺯ‪ ،‬ﺑﺴﺘﮕﺎﻥ ﻭ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﻧﻴﺰ ﻣﺮﺍﺟﻌﻪ ﻧﻤﻲ ﻛﻨﻨﺪ‪ .‬ﻉﺩﻩ ﺍﻱ ﻫﻢ ﺍﺯ ﺗﺮﺱ ﺑﻴﺸﺘﺮ‬
‫ﻓﺮﺯﻧﺪﺍﻥ ﻫﺮ ﻗﺪﺭ ﻫﻢ ﻛﻪ ﺑﻪ ﺁﻧﻬﺎ ﻋﻼﻗﻤﻨﺪ ﺑﺎﺷﻨﺪ ﻭ ﺧﻮﺩ ﺭﺍ‬ ‫ﺷﺪﻥ ﺁﺯﺍﺭﻫﺎ‪ ،‬ﺳﻜﻮﺕ ﺭﺍ ﺑﻪ ﺍﻋﺘﺮﺍﺽ ﺗﺮﺟﻴﺢ ﻣﻲ ﺩﻫﻨﺪ‪.‬‬
‫ﻣﻮﻇﻒ ﺑﻪ ﺭﺳﻴﺪﮔﻲ ﺑﻪ ﻭﺍﻟﺪﻳﻦ ﺩﺭ ﺯﻣﺎﻥ ﭘﻴﺮﻱ ﺑﺪﺍﻧﻨﺪ‪ ،‬ﺑﺎﺯ‬
‫ﻫﺮﭼﻨﺪ ﺑﺮﺍﻱ ﺭﻫﺎﻳﻲ ﺍﺯ ﺁﺯﺍﺭ ﻫﻤﺴﺮ ﺭﺍﻩ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺍﺯ‬
‫ﻫﻢ ﻧﻤﻲ ﺗﻮﺍﻧﻨﺪ ﺟﺎﻱ ﺧﺎﻟﻲ ﻳﻚ ﻫﻤﺴﺮ ﺧﻮﺏ ﺭﺍ ﺑﺮﺍﻱ‬
‫ﺟﻤﻠﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻗﺎﻧﻮﻥ ﺍﺯ ﻃﺮﻳﻖ ﻣﺮﺍﺟﻌﻪ ﺑﻪ ﺩﺍﺩﮔﺎﻩ ﻫﺎﻱ‬
‫ﻭﺍﻟﺪﻳﻦ ﺧﻮﺩ ﭘﺮ ﻛﻨﻨﺪ‪.‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﻭﺟﻮﺩ ﺩﺍﺭﺩ؛ ﺍﻣﺎ ﺍﻳﻦ ﺭﻭﺵ ﻫﻤﻴﺸﻪ ﻫﻢ ﻛﺎﺭﺳﺎﺯ‬
‫ﻧﺒﻮﺩﻩ ﻭ ﺗﻨﻬﺎ ﺑﻪ ﺻﻮﺭﺕ ﻣﻘﻄﻌﻲ ﺑﺮ ﺍﻳﻦ ﻣﻌﻀﻞ ﺱﺭﭘﻮﺵ ﻣﻲ‬
‫ﺍﮔﺮ ﺣﺴﻦ ﻧﻴﺖ‪ ،‬ﻋﺪﻡ ﺣﺴﺎﺳﻴﺖ ﻫﺎﻱ ﺑﻴﺠﺎ‪ ،‬ﻫﻤﺪﺭﺩﻱ ﻭ‬
‫ﺻﺪﺍﻗﺖ ﺩﺭ ﺑﻴﻦ ﺯﻭﺟﻴﻦ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﻭ ﻃﺮﻓﻴﻦ‬ ‫ﮔﺬﺍﺭﺩ‪.‬‬
‫ﺿﻤﻦ ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮﻱ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻫﻤﺎﻫﻨﮓ ﺷﻮﻧﺪ‪ ،‬ﻛﻤﺘﺮ‬
‫ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﺑﺮ ﺍﻳﻦ ﺑﺎﻭﺭﻧﺪ ﻛﻪ ﻓﺮﺩ ﻫﻤﺴﺮﺁﺯﺍﺭ‪ ،‬ﺑﻪ ﻭﻳﮋﻩ‬
‫ﺷﺎﻫﺪ ﺧﺸﻮﻧﺖ ﻭ ﺩﻋﻮﺍ ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎ ﺧﻮﺍﻫﻴﻢ ﺑﻮﺩ‪ .‬ﺩﺭ‬
‫ﻓﺮﺩﻱ ﻛﻪ ﺑﻪ ﻃﻮﺭ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻫﻤﺴﺮﺵ ﺭﺍ ﺁﺯﺍﺭ ﻣﻲ ﺩﻫﺪ؛‬
‫ﻋﻴﻦ ﺣﺎﻝ ﺍﺏﭼﻨﻴﻦ ﺭﻭﻳﻪ ﺍﻱ ﺩﺭ ﻣﺤﻴﻂ ﺧﺎﻧﻮﺍﺩﻩ‪ ،‬ﺁﻣﻮﺯﺵ‬
‫ﺍﮔﺮ ﺑﻪ ﺧﻮﺩ ﻧﻴﺎﻳﺪ‪ ،‬ﻫﻤﻮﺍﺭﻩ ﺍﻳﻦ ﺭﻭﻳﻪ ﺭﺍ ﺍﺩﺍﻣﻪ ﺧﻮﺍﻫﺪ ﺩﺍﺩ‪.‬‬
‫ﻫﺎﻱ ﻏﻴﺮﻣﺴﺘﻘﻴﻤﻲ ﻧﻴﺰ ﺩﺭﺑﺎﺭﻩ ﻧﺤﻮﻩ ﺑﺮﺧﻮﺭﺩ ﻭ ﺭﻓﺘﺎﺭ ﺑﺎ‬
‫ﺗﺠﺮﺑﻪ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻛﻪ ﺑﻬﺘﺮﻳﻦ ﺭﺍﻫﻜﺎﺭ ﺑﺮﺍﻱ ﻫﺮ ﻣﻌﻀﻞ ﻭ‬
‫ﻫﻤﺴﺮ ﺑﻪ ﻓﺮﺯﻧﺪﺍﻥ ﺩﺍﺩﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﺁﻧﻬﺎ ﺑﻪ ﻃﻮﺭ‬
‫ﻣﺴﺌﻠﻪ ﺍﻱ‪ ،‬ﺩﺭ ﻭﻫﻠﻪ ﻧﺨﺴﺖ ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﺁﻥ ﻭ ﻋﻮﺍﻣﻞ‬
‫ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻣﻲ ﺁﻣﻮﺯﻧﺪ ﺗﺎ ﺩﺭ ﺁﻳﻨﺪﻩ ﺩﺭ ﺯﻧﺪﮔﻲ ﻣﺸﺘﺮﻙ‬
‫ﺍﻳﺠﺎﺩ ﻛﻨﻨﺪﻩ ﺁﻥ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﻻﺯﻡ ﺍﺳﺖ ﻛﻪ ﻫﻢ‬
‫ﺧﻮﺩ ﭼﮕﻮﻧﻪ ﺑﺎ ﻫﻤﺴﺮﺍﻥ ﺷﺎﻥ ﺑﻪ ﺩﺭﻙ ﻣﺘﻘﺎﺑﻞ ﺑﺮﺳﻨﺪ‪.‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎ ﻭ ﻫﻢ ﺟﺎﻣﻌﻪ ﺑﺮﺍﻱ ﺍﻳﺠﺎﺩ ﻭ ﺷﻜﻞ ﮔﻴﺮﻱ ﻳﻚ‬
‫ﻓﺮﻫﻨﮓ ﺩﺭﺳﺖ ﻭ ﺭﻳﺸﻪ ﻳﺎﺑﻲ ﭼﻨﻴﻦ ﻣﻌﻀﻼﺗﻲ ﺑﻜﻮﺷﻨﺪ‪.‬‬
‫ﺑﺎﻻ ﺑﺮﺩﻥ ﺳﻄﺢ ﺁﮔﺎﻫﻲ ﺍﻓﻜﺎﺭ ﻋﻤﻮﻣﻲ ﺍﺯ ﻃﺮﻳﻖ ﺭﺳﺎﻧﻪ‪،‬‬
‫ﺑﻬﺒﻮﺩ ﻭ ﺛﺒﺎﺕ ﺍﻗﺘﺼﺎﺩﻱ‪ ،‬ﺗﺮﺑﻴﺖ ﺍﻓﺮﺍﺩ ﻭ ﺁﻣﻮﺯﺵ ﺍﺯ‬
‫ﻛﻮﺩﻛﻲ ﻭ ﺍﻧﺠﺎﻡ ﻣﺸﺎﻭﺭﻩ ﺑﺎ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺍﺯ‬
‫ﺑﺮﺧﻲ ﻣﺸﻜﻼﺕ ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻜﺎﻫﻨﺪ‪ ،‬ﺑﺎﻳﺪ ﺑﻪ ﺟﻮﺍﻧﺎﻥ‬
‫ﺁﻣﻮﺧﺖ ﻛﻪ ﻧﺨﺴﺖ ﭼﺮﺍ ﻭ ﺑﺎ ﭼﻪ ﻫﺪﻑ ﻭ ﻣﻨﻈﻮﺭﻱ‬
‫ﺗﺼﻤﻴﻢ ﺑﻪ ﺍﺯﺩﻭﺍﺝ ﮔﺮﻓﺘﻪ ﻭ ﺍﺯﺩﻭﺍﺝ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺩﺭ ﺛﺎﻧﻲ‬
‫ﺻﺮﻑ ﺍﺯﺩﻭﺍﺝ ﻛﺮﺩﻥ ﻭ ﺷﺮﻭﻉ ﺯﻧﺪﮔﻲ ﻣﺸﺘﺮﻙ ﺁﻥ‬
‫ﻗﺪﺭﻫﺎ ﻣﻄﺮﺡ ﻧﻴﺴﺖ ﻛﻪ ﺣﻔﻆ ﻭ ﺍﺩﺍﻣﻪ ﻣﻨﻄﻘﻲ ﺁﻥ‪.‬‬
‫ﻫﻤﺴﺮﺍﻥ ﺑﺎﻳﺪ ﺑﻪ ﺍﻳﻦ ﺑﺎﻭﺭ ﺑﺮﺳﻨﺪ ﻛﻪ ﺷﺮﻳﻚ ﺯﻧﺪﮔﻲ ﺁﻧﻬﺎ‬
‫ﻧﻪ ﺗﻨﻬﺎ ﺩﺷﻤﻨﺸﺎﻥ ﻧﻴﺴﺖ؛ ﺑﻠﻜﻪ ﻳﮕﺎﻧﻪ ﻛﺴﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ‬
‫ﻧﻬﺎﻳﺖ ﺁﻧﻬﺎ ﺭﺍ ﺣﻤﺎﻳﺖ ﺧﻮﺍﻫﺪ ﻛﺮﺩ ﻭ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺩﺭ‬
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‫ﻧﻔﺮ ﺯﻧﻲ ﻛﻪ ﻣﻮﺭﺩ ﺁﺯﺍﺭ ﺷﻮﻫﺮﺍﻧﺸﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺑﻮﺩﻧﺪ‪ ،‬ﺑﻪ‬
‫ﺩﺍﺩﮔﺎﻩ ﻣﺮﺍﺟﻌﻪ ﻛﺮﺩﻩ ﻭ ‪ 31‬ﺩﺭﺻﺪ ﺁﻧﻬﺎ ﺻﺮﻓﺎً ﺑﺮﺍﻱ‬
‫ﻃﻼﻕ‪ 60 ،‬ﺩﺭﺻﺪ ﺗﻨﻬﺎ ﺑﺮﺍﻱ ﺯﻫﺮﭼﺸﻢ ﮔﺮﻓﺘﻦ ﻭ ﺗﻨﺒﻴﻪ‬
‫ﺷﻮﻫﺮ ﻭ ﺍﻟﺒﺎﻗﻲ ﺑﻪ ﺧﺎﻃﺮ ﺗﺸﻜﻴﻞ ﭘﺮﻭﻧﺪﻩ ﻭ ﺍﻳﺠﺎﺩ ﺳﺎﺑﻘﻪ‬
‫ﺑﺮﺍﻱ ﺍﺗﻔﺎﻗﺎﺕ ﺍﺣﺘﻤﺎﻟﻲ ﺩﺭ ﺁﻳﻨﺪﻩ ﺑﻪ ﺁﻧﺠﺎ ﺁﻣﺪﻩ ﺑﻮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﺭﺍﻫﺮﻭﻫﺎﻱ ﺩﺍﺩﮔﺎﻩ ﺧﺎﻧﻮﺍﺩﻩ ﺯﻧﺎﻧﻲ ﺑﻪ ﭼﺸﻢ ﻣﻲ ﺧﻮﺭﻧﺪ‬
‫ﻛﻪ ﻫﺮ ﻳﻚ ﺑﺎ ﭼﻬﺮﻩ ﻫﺎﻱ ﻧﮕﺮﺍﻥ ﻭ ﺗﻮﺃﻡ ﺑﺎ ﺗﺸﻮﻳﺶ ﻭ‬
‫ﺍﺿﻄﺮﺍﺏ ﺩﺭ ﭘﻲ ﺍﺣﻘﺎﻕ ﺣﻘﻮﻕ ﺧﻮﺩ ﺁﻣﺪﻩ ﺍﻧﺪ‪.‬ﺍﻳﻦ ﺭﻭﺯﻫﺎ‬
‫ﺩﺍﺩﮔﺎﻩ ﻫﺎﻱ ﺧﺎﻧﻮﺍﺩﻩ ﭼﻨﺎﻥ ﻣﻤﻠﻮ ﺍﺯ ﺍﻳﻦ ﺯﻧﺎﻥ ﺍﺳﺖ ﻛﻪ‬
‫ﺟﺎﻳﻲ ﺑﺮﺍﻱ ﺭﺍﻩ ﺭﻓﺘﻦ ﻧﻴﺴﺖ ‪ .‬ﺩﺭ ﭘﺰﺷﻜﻲ ﻗﺎﻧﻮﻧﻲ ﻧﻴﺰ ﭼﻪ‬
‫ﺑﺴﻴﺎﺭ ﺯﻧﺎﻧﻲ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﻧﺪ ﻛﻪ ﺁﻣﺪﻩ ﺍﻧﺪ ﺗﺎ ﺁﺛﺎﺭ ﺿﺮﺏ ﻭ‬
‫ﺟﺮﺣﻲ ﻛﻪ ﺑﺮ ﺁﻧﺎﻥ ﻭﺍﺭﺩ ﺷﺪﻩ ﺭﺍ ﺩﺭ ﺁﻧﺠﺎ ﺛﺒﺖ ﻭ ﺣﻖ ﺧﻮﺩ‬
‫ﺭﺍ ﻃﻠﺐ ﻛﻨﻨﺪ‪.‬‬
‫ﺯﻧﻲ ‪ 42‬ﺳﺎﻟﻪ ﻛﻪ ﺑﻪ ﺩﺍﺩﮔﺎﻩ ﺧﺎﻧﻮﺍﺩﻩ ﺁﻣﺪﻩ ﺑﻮﺩ‪ ،‬ﻣﻲ ﮔﻔﺖ‪:‬‬
‫»‪ 10‬ﺳﺎﻝ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺷﻮﻫﺮﻡ ﺍﺯﺩﻭﺍﺝ ﻛﺮﺩﻩ ﺍﻡ ﻛﻪ ﻛﺎﺭﮔﺮ‬
‫ﺧﺎﻧﻪ ﻣﺎ ﺑﻮﺩ‪ .‬ﭘﺲ ﺍﺯ ﺍﺯﺩﻭﺍﺝ‪ ،‬ﺩﻭ ﺩﺍﻧﮓ ﺍﺯ ﺧﺎﻧﻪ ﺍﻡ ﺭﺍ ﺑﻪ‬
‫ﻧﺎﻣﺶ ﻛﺮﺩﻡ‪ .‬ﭘﺲ ﺍﺯ ﭼﻨﺪﻱ ﭼﻮﻥ ﺑﭽﻪ ﺩﺍﺭ ﻧﺸﺪﻡ‪ ،‬ﻣﺮﺍ‬
‫ﺗﻬﺪﻳﺪ ﻛﺮﺩ ﻛﻪ ﺍﮔﺮ ﺑﻘﻴﻪ ﺧﺎﻧﻪ ﺭﺍ ﺑﻪ ﻧﺎﻣﺶ ﻧﺰﻧﻢ‪ ،‬ﺩﻭﺑﺎﺭﻩ‬
‫ﺍﺯﺩﻭﺍﺝ ﺧﻮﺍﻫﺪ ﻛﺮﺩ ﺗﺎ ﺑﭽﻪ ﺩﺍﺭ ﺷﻮﺩ‪ .‬ﻣﻦ ﺳﺎﺩﻩ ﻭﻗﺘﻲ ﺍﻳﻦ‬
‫ﻛﺎﺭ ﺭﺍ ﻛﺮﺩﻡ‪ ،‬ﻣﺘﻮﺟﻪ ﺷﺪﻡ ﻭﻱ ﭘﻨﺞ ﺳﺎﻝ ﺍﺳﺖ ﻛﻪ ﺍﺯﺩﻭﺍﺝ‬
‫ﻣﺠﺪﺩ ﻛﺮﺩﻩ ﻭ ﺣﺎﻻ ﺑﻪ ﺩﻧﺒﺎﻝ ﺍﻳﻦ ﻫﺴﺘﻢ ﻛﻪ ﺧﺎﻧﻪ ﺭﺍ ﺍﺯ ﺍﻭ‬
‫ﭘﺲ ﺑﮕﻴﺮﻡ‪ .‬ﺍﻭ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﺍﻱ ﺁﺯﺍﺭﻡ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﻣﻬﺮﻡ ﺭﺍ‬
‫ﺑﺒﺨﺸﻢ ﻭ ﻣﺮﺍ ﻃﻼﻕ ﺩﻫﺪ‪«.‬‬
‫ﺯﻧﻲ ?? ﺳﺎﻟﻪ ﺑﺎ ﮔﺮﻳﻪ ﻣﻲ ﮔﻔﺖ‪» :‬ﭘﺲ ﺍﺯ ﺍﺯﺩﻭﺍﺝ ﻣﺘﻮﺟﻪ‬
‫ﺷﺪﻡ ﻛﻪ ﺷﻮﻫﺮﻡ ﺍﻟﻜﻠﻲ ﻭ ﻣﻌﺘﺎﺩ ﺑﻪ ﻣﻮﺍﺩ ﻣﺨﺪﺭ ﺍﺳﺖ‪.‬‬
‫ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺍﻋﺘﺮﺍﺽ ﻛﺮﺩﻡ‪ ،‬ﻣﺮﺍ ﺧﺎﻡ ﻛﺮﺩ ﻭ ﺷﺒﻲ ﺑﻪ ﻣﻦ‬
‫ﮔﻔﺖ ﻛﻪ ﺗﻮ ﻫﻢ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻦ‪ .‬ﻣﻦ ﻫﻢ ﭼﻨﺪ ﺑﺎﺭ ﭘﺲ ﺍﺯ‬
‫ﺍﺳﺘﻔﺎﺩﻩ‪ ،‬ﺍﺣﺴﺎﺱ ﻛﺮﺩﻡ ﻛﻪ ﺩﺍﺭﻡ ﻋﺎﺩﺕ ﻣﻲ ﻛﻨﻢ‪ .‬ﺭﻭﺯﻱ‬
‫ﻣﺘﻮﺟﻪ ﺷﺪﻡ ﻛﻪ ﺷﻮﻫﺮﻡ ﺑﻪ ﻣﻦ ﺧﻴﺎﻧﺖ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻭﻗﺘﻲ‬
‫ﺕ ﻛﻪ ﺍﮔﺮ ﺍﻋﺘﺮﺍﺽ ﻛﻨﻲ ﺑﻪ‬ ‫ﺍﻋﺘﺮﺍﺽ ﻛﺮﺩﻡ‪ ،‬ﺑﻪ ﻣﻦ ﮔﻒ‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺍﺕ ﻣﻲ ﮔﻮﻳﻢ ﻛﻪ ﺣﺸﻴﺶ ﻣﺼﺮﻑ ﻣﻲ ﻛﻨﻲ‪«...‬‬
‫ﻣﺮﺩﻱ ‪ 39‬ﺳﺎﻟﻪ ﻛﻪ ﺑﺎ ﭼﻬﺮﻩ ﺍﻱ ﺑﺮﺍﻓﺮﻭﺧﺘﻪ ﺩﺭ ﺭﺍﻫﺮﻭﻱ‬
‫ﺩﺍﺩﮔﺎﻩ ﺧﺎﻧﻮﺍﺩﻩ ﺑﺎ ﻛﻼﻓﮕﻲ ﻗﺪﻡ ﻣﻲ ﺯﺩ‪ ،‬ﻣﻲ ﮔﻔﺖ‪» :‬ﺍﺯ‬
‫ﺷﺶ ﻣﺎﻩ ﭘﻴﺶ‪ ،‬ﻫﻤﺴﺮﻡ ﺩﺍﺋﻤﺎً ﺩﺭ ﻓﻜﺮ ﺑﻮﺩ ﻭ ﺑﺎ ﻣﻦ‬
‫ﺑﺪﺭﻓﺘﺎﺭﻱ ﻣﻲ ﻛﺮﺩ ﺗﺎ ﺍﻭ ﺭﺍ ﻃﻼﻕ ﺩﻫﻢ‪ .‬ﻣﻦ ﺑﻪ ﺧﺎﻃﺮ ﭘﺴﺮ‬
‫ﺩﻭﺳﺎﻟﻪ ﺍﻡ ﻛﻪ ﻧﻤﻲ ﺧﻮﺍﺳﺘﻢ ﺑﻲ ﻣﺎﺩﺭ ﺷﻮﺩ‪ ،‬ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ‬
‫ﻧﻜﺮﺩﻡ‪«.‬‬
‫ﻭﻱ ﻧﮕﺎﻫﻲ ﺑﻪ ﺩﻭﺭﻭﺑﺮﺵ ﻣﻲ ﺍﻧﺪﺍﺯﺩ ﻭ ﻣﻲ ﮔﻮﻳﺪ‪» :‬ﻫﻤﺴﺮﻡ‬
‫ﻏﺬﺍ ﻧﻤﻲ ﭘﺨﺖ‪ ،‬ﺑﻪ ﻛﺎﺭﻫﺎﻱ ﺧﺎﻧﻪ ﻧﻤﻲ ﺭﺳﻴﺪ ﻭ ﻫﻤﻪ ﺍﺵ‬
‫ﺩﺍﺩ ﻭ ﻓﺮﻳﺎﺩ ﺑﻪ ﺭﺍﻩ ﻣﻲ ﺍﻧﺪﺍﺧﺖ‪ .‬ﺭﻭﺯﻱ ﺑﻪ ﺧﺎﻧﻪ ﺁﻣﺪﻡ ﻭ‬
‫ﺩﻳﺪﻡ ﻛﻪ ﺑﻪ ﻫﻤﺮﺍﻩ ﺑﭽﻪ ﺍﺯ ﺧﺎﻧﻪ ﺭﻓﺘﻪ ﻭ ﺗﺎ ﺍﻣﺮﻭﺯ ﺩﺭ ﻫﺮ ﺟﺎ‬
‫ﺱﺭﺍﻍ ﺁﻧﻬﺎ ﺭﺍ ﮔﺮﻓﺘﻪ ﺍﻡ‪ ،‬ﻛﺴﻲ ﺍﺯ ﺁﻧﻬﺎ ﺧﺒﺮﻱ ﻧﺪﺍﺭﺩ ﻭ‬
‫ﻧﺘﻮﺍﻧﺴﺘﻪ ﺍﻡ ﭘﻴﺪﺍﻳﺸﺎﻥ ﻛﻨﻢ‪«.‬‬
‫ﻣﺴﺌﻮﻻﻥ ﻣﺮﺍﺟﻊ ﻗﻀﺎﻳﻲ ﻛﺸﻮﺭ‪ ،‬ﻋﻮﺍﻣﻞ ﺑﺴﻴﺎﺭﻱ ﭼﻮﻥ‬
‫ﻣﻬﺮﻳﻪ ﻫﺎﻱ ﺳﻨﮕﻴﻦ ﺭﺍ ﺑﺎﻋﺚ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ ﭼﻨﻴﻦ‬
‫ﻣﻌﻀﻼﺗﻲ ﻣﻲ ﺩﺍﻧﻨﺪ‪ .‬ﻗﺎﺿﻲ ﺣﺴﻴﻨﻲ ﺿﻤﻦ ﺑﺮﺭﺳﻲ ﺍﻳﻦ‬
‫‪Payam March 2009‬‬
 ‫ﺍﺿﻄــــﺮﺍﺏ ﻭ ﻋـــــﻮﺍﻣﻞ ﺍﻳﺠﺎﺩ ﻛﻨﻨﺪﻩ ﺁﻥ‬
‫ﻫﻢﺍﻧﻨﺪ ﺗﺮﺱ ‪ ،‬ﺍﺿﻄﺮﺍﺏ ﻫﻢ ﺳﺒﺐ ﻧﺎﺭﺍﺣﺘﻲ ﻛﻮﺩﻙ ﺷﺪﻩ‬
‫ﭼﮕﻮﻧﮕــــﻲ ﺑﻮﺟﻮﺩ‬
‫ﻭ ﺍﻭ ﺭﺍ ﻣﺠﺒﻮﺭ ﻣﻲ ﻛﻨﺪ‪ ،‬ﺭﻓﺘﺎﺭ ﺧﺎﺻﻲ ﺍﻳﺠﺎﺩ ﻧﻤﺎﻳﺪﻭ ﺩﺭ‬
‫ﺍﺑﺘﺪﺍﻱ ﺑﺤﺚ ﺑﺎﻳﺪ ﻣﺘﺬﻛﺮ ﺷﻮﻳﻢ ﻛﻪ ﺍﺿﻄﺮﺍﺏ ﺑﻪ ﻣﻴﺰﺍﻥ ﻛﻢ‬
‫ﺁﻣﺪﻥ ﺗــــﺮﺱ ﺩﺭ‬
‫ﻏﺎﻟﺒﺎ" ﺍﺛﺮﺍﺕ ﺳﺎﺯﻧﺪﮔﻲ ﺩﺍﺭﺩ ﻭ ﺑﻌﻨﻮﺍﻥ ﻣﺤﺮﻛﻲ ﺑﺮﺍﻱ‬
‫ﺧﻼﻗﻴﺖ ‪ ،‬ﺣﻞ ﻣﺴﺎﺋﻞ ﻭ ﻓﻌﺎﻟﻴﺖ ﻣﺆﺛﺮ ﻣﻲ ﺑﺎﺷﺪ ﻭﻟﻲ ﺍﮔﺮ‬ ‫ﻛــــﻮﺩﻛﺎﻥ‬
‫ﺍﺿﻄﺮﺍﺏ ﺷﺪﺕ ﻳﺎﺑﺪ ﺳﺒﺐ ﺍﺯ ﻛﺎﺭ ﺍﻓﺘﺎﺩﮔﻲ ﻓﺮﺩ ﺷﺪﻩ ‪ ،‬ﺍﻭ‬
‫ﺭﺍ ﺑﻴﻘﺮﺍﺭ ﻭ ﻧﺎﺭﺍﺣﺖ ﻣﻲ ﻛﻨﺪ ‪ .‬ﺩﻭﺭﻩ ﺩﻭﻡ ﻛﻮﺩﻛﻲ ) ‪3 – 6‬‬ ‫)‬ ‫ﻛﻮﺩﻛﺎﻥ ﺗﺮﺱ ﻭ ﺍﺿﻄﺮﺍﺏ ﺭﺍ ﺍﺯ ﻃﺮﻳﻖ ﻳﺎﺩﮔﻴﺮﻱ‬
‫ﺳﺎﻝ( ﻣﺮﺣﻠﻪ ﻣﻬﻤﻲ ﺍﺳﺖ ﻛﻪ ﺿﻤﻦ ﺁﻥ ﺍﺿﻄﺮﺍﺏ ﺑﻮﺟﻮﺩ‬ ‫ﺧﺼﻮﺻﺎ ﺷﺮﻃﻲ ﺷﺪﻥ ( ﻓﺮﺍ ﻣﻲ ﮔﻴﺮﻧﺪ‪ ،‬ﮔﺮﭼﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ‬
‫ﻣﻲ ﺁﻳﺪ ﻭ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻛﻮﺩﻙ ﺑﺎﻳﺪ ﺑﺎ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻋﻮﺍﻣﻞ‬ ‫ﺭﻭﺍﻥ ﺷﻨﺎﺳﺎﻥ ﻣﻌﺘﻘﺪﻧﺪ ﺯﻣﻴﻨﻪ ﺗﺮﺱ ﺍﺯ ﻫﻨﮕﺎﻡ ﺗﻮﻟﺪ ﺩﺭ ﻧﻮﺯﺍﺩ‬
‫ﻭ ﻣﺤﺮﻛﻬﺎﻳﻲ ﻛﻪ ﺍﻳﺠﺎﺩ ﺍﺿﻄﺮﺍﺏ ﻣﻲ ﻛﻨﺪ ﻣﻘﺎﺑﻠﻪ ﻧﻤﺎﻳﺪ‪،‬‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪.‬ﺩﺭ ﻣﻮﺭﺩ ﺗﺮﺱ ﺍﺯ ﻃﺮﻳﻖ ﺷﺮﻃﻲ ﺷﺪﻥ ﻣﺜﺎﻟﻲ‬
‫ﺩﺭ ﻧﺘﻴﺠﻪ ﻓﺮﺻﺘﻬﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺑﺮﺍﻱ ﻛﺴﺐ ﺍﺿﻄﺮﺍﺏ ﺧﻮﺍﻫﺪ‬ ‫‪ .‬ﺩﺭ‬ ‫ﺩﺭ ﺑﺎﺭﻩ ﻃﻔﻠﻲ ﺑﻪ ﻧﺎﻡ ﺁﻟﺒﺮﺕ ﺑﻴﺎﻥ ﻣﻲ ﻧﻤﺎﻳﻴﻢ‬
‫ﺩﺍﺷﺖ‪.‬ﻛﻮﺩﻙ ﺩﺭ ﻣﻮﺭﺩ ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﺁﺯﺍﺩﺍﻧﻪ ﺍﺣﺴﺎﺳﺎﺕ‬ ‫ﺁﺯﻣﺎﻳﺸﮕﺎﻩ ﺑﻪ ﺁﻟﺒﺮﺕ ﺧﺮﮔﻮﺵ ﺳﻔﻴﺪﻱ ﺭﺍ ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ ‪،‬‬
‫ﻭﺣﺸﺖ ﺷﻮﺩ ﺩﺭ ﺣﺎﻟﻴﻜﻪ ﺩﺭ ﻭﺿﻊ ﺩﻳﮕﺮﻱ ﻫﻤﻴﻦ ﻣﺤﺮﻙ‬ ‫ﻛﻮﺩﻙ ﻫﺒﭽﮕﻮﻧﻪ ﺍﺣﺴﺎﺱ ﺗﺮﺳﻲ ﺍﺯ ﺧﻮﺩﻧﺸﺎﻥ ﻧﺪﺍﺩ ﻭﻟﻲ‬
‫ﭘﺮﺧﺎﺷﮕﺮﺍﻧﻪ ‪ ،‬ﺟﻨﺴﻲ ﻭ ﺍﺗﻜﺎﻳﻲ ﺧﻮﺩ ﺩﺳﺘﺨﻮﺵ ﺍﺿﻄﺮﺍﺏ‬
‫ﺑﺮﺍﻳﺶ ﺑﻲ ﺗﺎﺛﻴﺮ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﻪ ﻣﺤﺾ ﺁﻧﻜﻪ ﺩﺳﺖ ﺧﻮﺩ ﺭﺍ ﺑﺮﺍﻱ ﻟﻤﺲ ﻛﺮﺩﻥ ﺣﻴﻮﺍﻥ‪،‬‬
‫ﻣﻲ ﮔﺮﺩﺩ ﻭ ﺍﺿﻄﺮﺍﺏ ﻛﻮﺩﻙ ﺧﺼﻮﺻﺎ " ﻫﻨﮕﺎﻣﻴﻜﻪ‬
‫ﻛﻮﺩﻙ ﺩﻳﮕﺮﻱ ﻣﺘﻮﻟﺪ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺷﺪﺕ ﻣﻲ ﻳﺎﺑﺪ‪ ،‬ﺯﻳﺮﺍ ﺍﻭ‬ ‫ﺩﺭﺍﺯ ﻧﻤﻮﺩ ﺁﺯﻣﺎﻳﺶ ﻛﻨﻨﺪﻩ ﺩﻭ ﻗﻄﻌﻪ ﺁﻫﻦ ﺭﺍ ﻣﺤﻜﻢ ﭘﺸﺖ‬
‫ﺳﺮ ﺍﻭ ﺑﻬﻢ ﻛﻮﺑﻴﺪﻧﺪ‪،‬ﺑﺎ ﺵ ﻧﻴﺪﻥ ﺍﻳﻦ ﺻﺪﺍﻱ ﺑﻠﻨﺪ ﺁﻟﺒﺮﺕ‬
‫ﺍﺣﺴﺎﺱ ﻃﺮﺩ‪ -‬ﺷﺪﮔﻲ ﻧﻤﻮﺩﻩ ﻭ ﺗﺼﻮﺭ ﻣﻲ ﻛﻨﺪ ﻣﺤﻮﺭﻳﺖ‬ ‫ﺭﻭﺷﻬﺎی ﺍﺯﻣﻴﺎﻥ ﺑـــﺮﺩﻥ ﺗـــﺮﺱ‬ ‫ﺗﻜﺎﻧﻲ ﺑﻪ ﺧﻮﺩ ﺩﺍﺩ ﻭ ﺑﻄﺮﻑ ﺟﻠﻮ ﺧﻢ ﺷﺪ ‪ .‬ﺩﺭ ﺩﻓﻌﺎﺕ ﺑﻌﺪ‪،‬‬
‫ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻩ ﺍﺳﺖ ﻭ ﺩﻳﮕﺮ ﺍﻭ ﺭﺍ ﺩﻭﺳﺖ ﻧﺪﺍﺷﺘﻪ‬
‫ﺍﺯ ﺍﻃﻔﺎﻝ ﻧﻤﻲ ﺗﻮﺍﻥ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺷﺖ ﻛﻪ ﺗﺮﺱ ﺁﻧﻬﺎ ﺧﻮﺩ‬ ‫ﭘﺲ ﺍﺯ ﭼﻨﺪ ﺑﺎﺭ ﺗﻜﺮﺍﺭ ﻋﻤﻞ ﻓﻮﻕ‪ ،‬ﻛﻮﺩﻙ ﺣﺎﻟﺖ ﺗﺮﺱ‬
‫ﻳﺎ ﻛﻨﺎﺭ ﮔﺬﺍﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﺩﺭ ﻇﺎﻫﺮ ﻫﻢ ﮔﺎﻫﻲ ﻧﺤﻮﻩ‬
‫ﺑﺨﻮﺩ ﺭﻓﻊ ﺷﻮﺩ ‪ .‬ﺑﺎﻳﺪ ﻣﺤﺮﻛﻬﺎﻱ ﺟﺪﻳﺪﻱ ﺟﺎﻧﺸﻴﻦ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺧﺮﮔﻮﺵ ﺳﻔﻴﺪ ﻧﺸﺎﻥ ﺩﺍﺩ ﻭ ﻋﻼﻭﻩ ﺑﺮ ﺁﻥ ﺑﻪ‬
‫ﺑﺮﺧﻮﺭﺩ ﻭﺍﻟﺪﻳﻦ ﻭ ﻓﺎﻣﻴﻞ ﺍﻳﻦ ﮔﻤﺎﻥ ﺭﺍ ﺗﺸﺪﻳﺪﻣﻲ ﻧﻤﺎﻳﺪ ‪.‬‬
‫ﻣﺤﺮﻛﻬﺎﻱ ﺗﺮﺳﻨﺎﻙ ﺷﻮﻧﺪ ﺗﺎ ﺗﺮﺱ ﻛﻮﺩﻙ ﺍﺯ ﻣﻴﺎﻥ‬ ‫ﺗﺪﺭﻳﺞ ﺍﺯ ﺍﺷﻴﺎء ﻣﺸﺎﺑﻪ ﺳﻔﻴﺪ ﺭﻧﮓ ) ﻣﺎﻧﻨﺪ ﭘﻮﺳﺖ ﺳﻔﻴﺪ ﻭ‬
‫ﻣﻨﺸﺎء ﺍﺿﻄﺮﺍﺏ ﺍﺯ ﺭﻭﺍﺑﻂ ﺍﻭﻟﻴﻪ ﻛﻮﺩﻙ ﻭ ﻭﺍﻟﺪﻳﻦ ﺍﺳﺖ ‪.‬‬
‫ﺑﺮﻭﺩ‪.‬ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺑﺎﺑﻬﺮﻩ ﮔﻴﺮﻱ ﺍﺯ ﺍﺻﻮﻝ ﻳﺎﺩﮔﻴﺮﻱ‬ ‫ﻣﻮﺵ ﻭ ﺳﮓ ﺳﻔﻴﺪ ( ﻧﻴﺰ ﻣﻲ ﺗﺮﺳﻴﺪ‪.‬‬
‫ﺗﻨﺒﻴﻪ ﺷﺪﻳﺪ ﻭ ﻣﺤﺪﻭﻳﺖ‪ ،‬ﻓﺸﺎﺭ ﻭﺍﻟﺪﻳﻦ ﺑﻪ ﻛﻮﺩﻙ ﺑﺮﺍﻱ‬
‫ﻣﺨﺼﻮﺻﺎ" ﺍﺻﻞ ﺧﺎﻣﻮﺷﻲ ﻣﻲ ﺗﻮﺍﻥ ﺩﺭ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺩﻥ‬
‫ﻇﺎﻫﺮ ﺳﺎﺧﺘﻦ ﺭﻓﺘﺎﺭ ﻫﺎﻱ ﺩﺷﻮﺍﺭ‪ ،‬ﺑﺪﮔﻮﻳﻲ ﻭ ﺍﺭﺯﺷﻴﺎﺑﻲ‬
‫ﺗﺮﺱ ﻛﻮﺩﻛﺎﻥ ﺍﻗﺪﺍﻡ ﻧﻤﻮﺩ ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﻣﺜﺎﻟﻲ ﺫﻛﺮ ﻣﻲ‬
‫ﻣﻨﻔﻲ ﺍﺯ ﺭﻓﺘﺎﺭ ﻭ ﻛﻮﺷﺸﻬﺎﻱ ﻛﻮﺩﻙ ‪ ،‬ﺗﻀﺎﺩ ﺩﺭ ﺭﻓﺘﺎﺭ ﺑﺎ ﺍﻭ‬
‫ﮔﺮﺩﺩ‪.‬ﻓﺮﺽ ﻛﻨﻴﻢ ﻛﻮﺩﻛﻲ ﺍﺯ ﮔﺮﺑﻪ ﺑﺘﺮﺳﺪ ‪ .‬ﺍﮔﺮ ﺿﻤﻦ‬ ‫ﺗـــــﺮﺱ ﻫﺎﻱ ﻣﻔﻴﺪ ﻭ ﺗــــﺮﺱ‬
‫ﻭﻛﻴﻔﻴﺎﺗﻲ ﻣﺸﺎﺑﻪ ﺁﻧﭽﻪ ﺫﻛﺮ ﮔﺮﺩﻳﺪ‪،‬ﺍﺯﺟﻤﻠﻪ ﻋﻮﺍﻣﻞ ﺍﻳﺠﺎﺩ‬
‫ﻛﻨﻨﺪﻩ ﺍﺿﻄﺮﺍﺏ ﺩﺭ ﻛﻮﺩﻛﺎﻥ ﻣﺤﺴﻮﺏ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬
‫) ﻣﺤﺮﻙ ﻧﺎﻣﻄﺒﻮﻉ ﻭ‬ ‫ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﮔﺮﺑﻪ ﺍﻱ ﺑﻪ ﻃﻔﻞ‬ ‫ﻫﺎﻱ ﻣﺨــــﺮﺏ‬
‫ﺗﺮﺳﻨﺎﻙ ( ﺑﻪ ﺍﻭ ﻣﻘﺪﺍﺭﻱ ﺷﻴﺮﻳﻨﻲ ) ﻣﺤﺮﻙ ﻣﻄﺒﻮﻉ ( ﻧﻴﺰ‬
‫ﺑﺪﻫﻴﻢ ﻭ ﭼﻨﺪ ﺑﺎﺭ ﺍﻳﻦ ﻛﻴﻔﻴﺖ ﺭﺍﺗﻜﺮﺍﺭ ﻧﻤﺎﺋﻴﻢ ﻛﻮﺩﻙ‬ ‫ﺗﺮﺱ ﺩﺭ ﺑﻌﻀﻲ ﻣﻮﺍﺭﺩ ﺑﺮﺍﻱ ﺣﻔﻆ ﻭ ﺑﻘﺎء ﻛﻮﺩﻙ ﻣﻔﻴﺪ‬
‫ﺍﺛﺮﺍﺕ ﺍﺿﻄﺮﺍﺏ ﺩﺭ ﺭﻓﺘﺎﺭ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﻓﻌﺎﻟﻴﺖ ﺫﻫﻨﻲ‬
‫ﭘﺎﺳﺦ ﻣﺜﺒﺖ ﺗﺮﻱ ﺑﻪ ﺷﻴﺊ ﻛﻪ ﻗﺒﻼ " ﺑﺮﺍﻳﺶ ﺗﺮﺳﻨﺎﻙ ﺑﻮﺩﻩ‬ ‫ﺍﺳﺖ ) ﻓﺮﺿﺎ ﺗﺮﺱ ﺍﺯ ﺳﺮﻋﺖ ﻛﻪ ﺑﺎ ﺳﺮﻋﺖ ﺣﺮﻛﺖ ﻣﻲ‬
‫ﻛﻮﺩﻙ ﻇﺎﻫﺮ ﻣﻲ ﺷﻮﺩ‪ ،‬ﺗﺤﻘﻴﻘﺎﺕ ﺑﻌﻤﻞ ﺁﻣﺪﻩ ﻧﺸﺎﻥ ﻣﻲ‬
‫ﺍﺳﺖ‪ ،‬ﺧﻮﺍﻫﺪ ﺩﺍﺩ ‪ .‬ﺩﺭ ﺍﻳﻨﺼﻮﺭﺕ ﭘﺎﺳﺨﻬﺎﻱ ﺗﺮﺳﻨﺎﻙ ﻧﻴﺰ‬ ‫ﻛﻨﺪ( ﮔﺎﻩ ﺗﺮﺱ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﻛﻮﺩﻙ ﻛﻤﻚ ﻛﻨﺪ‪،‬‬
‫ﺩﻫﺪ‪ ،‬ﭘﺴﺮﺍﻥ ﻣﻀﻄﺮﺏ ﻧﺎ ﻛﻔﺎﻳﺘﻲ ﻭ ﺍﺣﺴﺎﺱ ﺍﻥ ﺍﻳﻤﻨﻲ ﺧﻮﺩ‬
‫ﺑﺘﺪﺭﻳﺞ ﺍﺯ ﻣﻴﺎﻥ ﻣﻲ ﺭﻭﺩ ﻭ ﭘﺎﺳﺦ ﺗﺮﺳﻨﺎﻙ ﻛﻢ ﻛﻢ ﻧﺎﭘﺪﻳﺪ‬ ‫ﭘﺎﺳﺨﻬﺎﻱ ﺟﺪﻳﺪﻱ ﺑﻴﺎﻣﻮﺯﺩ ‪.‬ﺗﺮﺱ ﺍﺯ ﺍﺗﻮﻣﺒﻴﻠﻬﺎﻱ ﺳﺮﻳﻊ‬
‫ﺭﺍ ﺩﺭ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺑﺎﺯﻱ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻭ ﺗﻤﺎﻳﻞ ﺑﻪ‬
‫ﺧﻮﺍﻫﺪ ﺷﺪ‪ .‬ﺯﻳﺮﺍ ﺍﺭﺗﺒﺎﻁ ﻣﺤﺮﻙ ) ﮔﺮﺑﻪ ( ﻭ ﭘﺎﺳﺦ ) ﺗﺮﺱ‬ ‫ﻃﺮﻳﻘﻪ ﻋﺒﻮﺭ ﺍﺯ ﺧﻴﺎﺑﺎﻥ ﺭﺍ ﺑﻪ ﻛﻮﺩﻙ ﻳﺎﺩ ﻣﻲ ﺩﻫﺪ‪ ،‬ﻭﻟﻲ‬
‫ﺑﺎﺯﻳﻬﺎﻱ ﺍﺑﺘﺪﺍﻳﻲ ﻭ ﻛﻮﺩﻛﺎﻧﻪ ﺗﺮ ﺩﺍﺭﻧﺪ ‪ .‬ﺍﺿﻄﺮﺍﺏ ﻫﻨﮕﺎﻣﻲ‬
‫ﺍﺯ ﮔﺮﺑﻪ ( ﺿﻌﻴﻒ ﺷﺪﻩ ﻭ ﺍﺯ ﺑﻴﻦ ﻣﻲ ﺭﻭﺩ ‪ .‬ﺩﺭ ﺑﺮﺭﺳﻲ‬ ‫ﻭﺍﻛﻨﺸﻬﺎﻱ ﺗﺮﺳﻨﺎﻙ ﺷﺪﻳﺪ ﻣﺎﻧﻨﺪ ﮔﺮﻳﺴﺘﻦ ‪ ،‬ﻓﺮﺍﺭ ﻛﺮﺩﻥ ‪،‬‬
‫ﺩﺭ ﻳﺎﺩﮔﻴﺮﻱ ﺗﺴﻬﻴﻞ ﺑﻮﺣﻮﺩ ﻣﻲ ﺁﻭﺭﺩ ﻛﻪ ﻣﻮﺭﺩ ﻳﺎﺩﮔﻴﺮﻱ‬
‫ﺩﻳﮕﺮﻱ ﺗﺮﺱ ﻛﻮﺩﻛﺎﻥ ﺍﺯ ﺗﺎﺭﻳﻜﻲ ﺑﺼﻮﺭﺗﻲ ﻛﻪ ﺷﺮﺡ ﻣﻲ‬ ‫ﻓﺮﺍﺭ ﻛﺮﺩﻥ ‪ ،‬ﻟﺮﺯﻳﺪﻥ‪ ،‬ﺑﻪ ﺑﺰﮔﺴﺎﻝ ﭼﺴﺒﻴﺪﻥ ﻭ ﻧﻈﺎﻳﺮ ﺁﻧﻬﺎ ﺑﺎ‬
‫ﺳﺎﺩﻩ ﺑﻮﺩﻩ ﻭ ﭘﺎﺳﺦ ﺩﻗﻴﻘﻲ ﻣﺪ ﻧﻈﺮ ﺑﺎﺷﺪ ‪ .‬ﻭﻟﻲ ﺍﮔﺮ ﻣﻮﺿﻮﻉ‬
‫ﺩﻫﻴﻢ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺖ ‪ .‬ﺑﻪ ﭼﻨﺪ ﻛﻮﺩﻙ ﻛﻪ ﺍﺯ ﺗﺎﺭﻳﻜﻲ ﻣﻲ‬ ‫ﺭﻓﺘﺎﺭ ﺳﺎﺯﻧﺪﻩ ﻣﻐﺎﻳﺮﺕ ﺩﺍﺭﻧﺪ ‪.‬ﺑﺮﺍﻱ ﺛﺒﺎﺕ ﻫﻴﺠﺎﻧﻲ ﺑﺎﻳﺪ‬
‫ﭘﻴﺠﻴﺪﻩ ﻭ ﻣﺸﻜﻞ ﺑﺎﺷﺪ ﺍﺿﻄﺮﺍﺏ ﺩﺭ ﻳﺎﺩﮔﻴﺮﻱ ﻣﻄﺎﻟﺐ‬
‫ﺗﺮﺳﻴﺪﻧﺪ ﮔﻔﺘﻪ ﺷﺪ ﭼﻨﺎﻧﭽﻪ ﺩﺭ ﺍﻃﺎﻕ ﺗﺎﺭﻳﻜﻲ ﺟﺴﺘﺠﻮ‬ ‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻳﻦ ﭘﺎﺳﺦ ﻫﺎ ﺭﺍ ﺑﺎ ﻭﺍﻛﻨﺸﻬﺎﻱ ﺳﺎﺯﻧﺪﻩ ﺩﻳﮕﺮ‬
‫ﺍﺥﻻﻝ ﺧﻮﺍﻫﺪ ﻧﻤﻮﺩ‪ ،‬ﻛﻮﺩﻛﺎﻥ ﺑﺴﻴﺎﺭ ﻣﻀﻄﺮﺏ ﺩﺭ‬
‫) ﺍﺳﺒﺎﺏ ﺑﺎﺯﻱ‪ ،‬ﻋﺮﻭﺳﻚ‬ ‫ﻛﻨﻨﺪ ﻭﺳﻴﻠﻪ ﺟﺎﻟﺒﻲ‬ ‫ﺟﺎﻳﮕﺰﻳﻦ ﻧﻤﻮﺩ ‪.‬ﻧﺘﺎﻳﺞ ﻳﻜﻲ ﺍﺯ ﺗﺤﻘﻴﻘﺎﺕ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ‪،‬‬
‫ﻳﺎﺩﮔﻴﺮﻱ ‪ -‬ﻫﺎﻱ ﻛﻼﻣﻲ ‪ ،‬ﭘﺎﺳﺨﻬﺎﻱ ﻧﺎﻣﺮﺑﻮﻁ ﻭ ﻧﺎ ﻣﻔﻬﻮﻡ‬
‫ﻭ…(ﺧﻮﺍﻫﻨﺪ ﻳﺎﻓﺖ ‪ .‬ﺑﺎ ﺍﻳﻦ ﺭﻭﺵ ﺍﺭﺗﺒﺎﻁ ﻣﻴﺎﻥ ﻣﺤﺮﻙ‬ ‫ﺗﺮﺱ ﺍﺯ ﺍﺷﻴﺎء ﻭﺍﻗﻌﻲ ﻳﺎ ﻣﺤﺮﻛﻬﺎﻱ ﻏﻴﺮ ﻋﺎﺩﻱ ) ﻣﺎﻧﻨﺪ‬
‫ﻣﻲ ﺩﻫﻨﺪ ﻭﻫﺮ ﻗﺪﺭ ﻣﻄﻠﺐ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺷﻮﺍﺭﺗﺮ ﺑﺎﺷﺪ ﺍﻳﻦ‬
‫ﺗﺮﺱ ﺁﻭﺭ ) ﺗﺎﺭﻳﻜﻲ ( ﻭ ﭘﺎﺱﺧﻬﺎﻱ ﺍﺿﻄﺮﺍﺏ ﺁﻭﺭ ﻭ‬ ‫(‬ ‫ﺣﺮﻛﺘﻬﺎﻱ ﻧﺎﮔﻬﺎﻧﻲ‪،‬ﺍﺷﻴﺎء ﻏﻴﺮ ﻋﺎﺩﻱ‪ ،‬ﺍﻓﺮﺍﺩ ﺑﻴﮕﺎﻧﻪ‬
‫ﻧﻮﻉ ﭘﺎﺳﺨﻬﺎ ﻧﻴﺰ ﺷﺪﺕ ﺯﻳﺎﺩﺗﺮﻱ ﺧﻮﺍﻫﺪ ﻳﺎﻓﺖ ﻭ ﺩﺭ ﻫﺮ‬
‫ﺗﺮﺳﻨﺎﻙ ﺿﻌﻴﻒ ﺷﺪﻩ ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﭘﺎﺳﺨﻬﺎﻱ ﺩﻭﺭﻱ ﻛﻨﻨﺪﻩ‬ ‫ﺑﺘﺪﺭﻳﺞ ﺑﺎﺍﺯﺩﻳﺎﺩ ﺳﻦ ﻛﻮﺩﻙ ﻛﺎﻫﺶ ﻳﺎﻓﺖ ﺩﺭ ﻣﻘﺎﺑﻞ‬
‫ﺣﺎﻝ ﺍﺿﻄﺮﺍﺏ ﺩﺭ ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﻓﻌﺎﻟﻴﺖ ﻛﻮﺩﻛﺎﻥ ﺍﺧﺘﻼﻝ‬
‫ﻧﻴﺰ ﺑﺘﺪﺭﻳﺞ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘﻨﺪ ‪ .‬ﺑﺎﻳﺪ ﺗﻮﺟﻪ ﺩﺍﺷﺖ ﻛﻪ ﻫﺮ ﻗﺪﺭ‬ ‫ﺗﺮﺱ ﺍﺯ ﻣﺤﺮﻛﻬﺎﻱ ﺗﺨﻴﻠﻲ ) ﺗﺮﺱ ﺗﺎﺭﻳﻜﻲ ‪ ،‬ﻛﺎﺑﻮﺱ‬
‫ﺍﻳﺤﺎﺩ ﻣﻲ ﻛﻨﺪ ‪ .‬ﮔﺎﻩ ﺻﺪﺍﻱ ﻛﻮﺩﻙ ﻭ ﺗﻚ ﻟﻢ ﺍﻭ ﺭﺍ ﻧﻴﺰ‬
‫ﻛﻮﺩﻙ ﺑﺰﺭﮔﺘﺮ ﺷﺪﻩ ﻭ ﻛﺎﺭﺑﺮﺩ ﻟﻐﺎﺗﺶ ﺑﻴﺸﺘﺮ ﺷﻮﺩ ﻣﻲ‬ ‫ﻭ…( ﺑﻴﺸﺘﺮ ﺷﺪﻭ ﻇﺎﻫﺮﺍ " ﺭﺷﺪ ﻣﻔﺎﻫﻴﻢ ﺫﻫﻨﻲ ﻛﻮﺩﻙ ﻭ‬
‫ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ ‪ .‬ﺑﺪﻳﻬﻲ ﺍﺳﺖ ﺍﺿﻄﺮﺍﺏ ﺩﺭ‬
‫ﺗﻮﺍﻥ ﺍﺯ ﺗﻮﺿﻴﺤﺎﺕ ﻛﻼﻣﻲ ﻧﻴﺰ ﺑﺮﺍﻱ ﺗﻘﻮﻳﺖ ﺭﻭﺵ ﺭﻓﻊ‬ ‫ﺩﺭﻙ ﺑﻴﺸﺘﺮ ﺍﻭ ﺍﺯﺟﻬﺎﻥ ﻫﻤﺮﺍﻩ ﺑﺎ ﻛﺎﺭﺑﺮﺩ ﺯﻳﺎﺩﺗﺮ ﻋﻼﺋﻢ‪،‬‬
‫ﻛﻼﺳﻬﺎﻱ ﺑﺎﻻﺗﺮ ﺑﺮﺍﻱ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻣﺰﺍﺣﻤﺖ ﺑﻴﺸﺘﺮﻱ‬
‫ﺗﺮﺱ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﻮﺩ ‪ .‬ﻣﺎﺩﺭﺍﻥ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺵ‬ ‫ﻭﺍﻛﻨﺸﻬﺎﻱ ﻫﻴﺠﺎﻧﻲ ﺍﻭ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ ‪ .‬ﺗﺮﺱ‬
‫ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ ‪.‬ﻫﻤﭽﻨﻴﻦ ﺍﺯ ﺗﺤﻘﻴﻘﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﻣﻲ ﺗﻮﺍﻥ‬
‫ﺗﻮﺿﻴﺤﺎﺕ ﻛﻼﻣﻲ ‪ ،‬ﺑﻌﻼﻭﻩ ﺗﺸﻮﻳﻖ ﻓﺮﺯﻧﺪ ﺑﺮﺍﻱ ﻣﻘﺎﺑﻠﻪ ﺑﺎ‬ ‫ﺍﻃﻔﺎﻝ ﻗﺎﺑﻞ ﭘﻴﺶ ﺑﻴﻨﻲ ﻧﻤﻲ ﺑﺎﺷﺪ ﻭ ﺩﺭ ﺗﻤﺎﻡ ﺳﻨﻴﻦ ﻛﻮﺩﻛﻲ‬
‫ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﻛﻪ ﺍﺿﻄﺮﺍﺏ ﺑﺎ ﺍﺯﺩﻳﺎﺩ ﺳﻦ ﻛﻮﺩﻙ ﺑﺎﻋﺚ‬
‫ﻣﺤﺮﻛﻬﺎﻱ ﺗﺮﺱ ﺁﻭﺭ‪ ،‬ﻭﺣﺸﺖ ﺍﻭ ﺭﺍ ﺍﺯ ﻣﻴﺎﻥ ﺑﺒﺮﻧﺪ ‪ .‬ﺩﺭ‬ ‫ﺗﻔﺎﻭﺕ ﻫﺎﻱ ﻓﺮﺩﻱ ﭼﺸﻤﮕﻴﺮﻱ ﺩﺭ ﻣﻮﺭﺩ ﺗﺮﺱ ﻭﺟﻮﺩ‬
‫ﻣﻲ ﺷﻮﺩ ﺩﺭ ﻓﻌﺎﻟﻴﺘﻬﺎﻱ ﺫﻫﻨﻲ ﻭ ﺗﺤﺼﻴﻠﻲ ﻧﺎ ﻣﻼﻳﻤﺎﺗﻲ ﺭﺍ‬
‫ﻣﻮﺭﺩ ﻛﻮﺩﻛﺎﻥ ﺗﻮﺿﻴﺢ ﻛﻼﻣﻲ ﺗﺎﺛﻴﺮ ﭼﻨﺪﺍﻧﻲ ﻧﺪﺍﺭﺩ‪ ،‬ﺯﻳﺮﺍ‬ ‫ﺩﺍﺭﺩ‪ .‬ﻳﻚ ﻣﺤﺮﻙ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺮ ﻃﻔﻠﻲ ﺑﺴﻴﺎﺭ ﺗﺮﺱ ﺁﻭﺭ‬
‫ﺗﺠﺮﺑﻪ ﻛﻨﺪ ﺑﻌﺒﺎﺭﺗﻲ ﺑﺎ ﺍﻓﺰﺍﻳﺶ ﺳﻦ ﺑﻴﻦ ﺍﺿﻄﺮﺍﺏ ﻭ ﻓﻌﺎﻟﻴﺖ‬
‫ﻛﻮﺩﻙ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﻛﻠﻤﺎﺕ ﻭ ﻟﻐﺎﺕ ﺭﺍ ﺑﺎ ﻣﺤﺮﻛﻬﺎﻱ ﺍﻳﺠﺎﺩ‬ ‫ﺑﻮﺩﻩ ﻭﻟﻲ ﺑﺮﺍﻱ ﺩﻳﮕﺮﻱ ﺑﻲ ﺗﻔﺎﻭﺗﻲ ﺑﺎﺷﺪ ‪.‬ﺟﺎﻟﺐ ﺍﻳﻨﻜﻪ‬
‫ﻫﺎﻱ ﻛﻮﺩﻙ ﻫﻤﺒﺴﺘﮕﻲ ﻣﻨﻔﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﻛﻨﻨﺪﻩ ﺗﺮﺱ ﺍﺭﺗﺒﺎﻁ ﺩﻫﺪ‪.‬‬ ‫ﻛﻮﺩﻛﻲ ﻣﻤﻜﻦ ﺍﺳﺖ ﺩﺭ ﻳﻚ ﻣﻮﻗﻌﻲ ﺕ ﺧﺎﺹ ﺩﭼﺎﺭ‬
 ‫ﺑﻴﺶ ﺍﺯ ﺣﺪ ﻣﺸﻐﻮﻝ ﺷﻮﺩ ﻭ ﺑﻪ ﻣﻄﻠﺐ ﻭ ﻣﻮﺿﻮﻉ ﺩﺭﺳﻲ ﺑﻲ‬
‫ﺗﻮﺟﻪ ﺷﻮﻧﺪ‪.‬‬
‫‪ -5‬ﻛﻮﺩﻙ ﺭﺍ ﺑﺪﺑﻴﻦ ﻣﻲ ﻛﻨﺪ ﻭ ﻫﻤﻮﺍﺭﻩ ﻓﺮﺁﻳﻨﺪ ﻭ‬
‫ﺭﻭﻳﺪﺍﺩﻫﺎﻱ ﻧﺎﮔﻮﺍﺭ ﺭﺍ ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫‪ -6‬ﻓﻜﺮ ﻛﻮﺩﻙ ﺭﺍ ﻣﺘﻤﺮﻛﺰ ﺑﺮ ﻣﺸﻜﻼﺕ ﻣﻴﻜﻨﺪ ﺑﻪ‬
‫ﻃﻮﺭﻳﻜﻪ ﻫﺮ ﺳﺎﻋﺖ ﺑﻪ ﻳﻚ ﻣﺴﺎﻟﻪ ﺧﻄﺮﻥﺍﻙ ﻣﻲ ﺍﻧﺪﻳﺸﺪ ‪.‬‬
‫‪ -7‬ﺍﺿﻄﺮﺍﺏ ﻭ ﻋﺪﻡ ﺍﻋﺘﻤﺎﺩ ﺑﻨﻔﺲ ﺑﺎﻋﺚ ﻭﺍﺑﺴﺘﮕﻲ ﺍﻭ ﺑﻪ‬
‫ﺩﻳﮕﺮﺍﻥ ﻣﻴﺸﻮﺩ ﻭ ﺍﻭ ﺧﻮﺩ ﺭﺍ ﻧﺎﺗﻮﺍﻥ ﺍﺣﺴﺎﺱ ﻣﻴﻜﻨﺪﻭ ﻧﻤﻲ‬
‫ﺗﻮﺍﻧﺪ ﺑﺎ ﺍﻃﻤﻴﻨﺎﻥ ﻭ ﻗﺎﻃﻌﻴﺖ ﻋﻤﻞ ﻛﻨﺪ‪ .‬ﺍﺣﺴﺎﺱ ﮔﻴﺠﻲ ﻭ‬
‫ﺳﺮ ﺩﺭﮔﻤﻲ ﻣﻲ ﻛﻨﺪﻭ ﻗﺪﺭﺕ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﻣﺸﻜﻼﺕ ﺭﺍ ﺍﺯ‬
‫ﺩﺳﺖ ﻣﻴﺪﻫﺪ‪ .‬ﺗﻮﺍﻥ ﻛﻨﺘﺮﻝ ﺥﻭﻳﺶ ﺭﺍ ﻧﺪﺍﺭﺩ ‪ .‬ﺍﻳﻨﮕﻮﻧﻪ‬
‫‪ -3‬ﻧﮕﺮﺍﻧﻲ ﻭ ﺍﺿﻄﺮﺍﺏ ﻗﺪﺭﺕ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ﻭ ﺍﺭﺍﺩﻩ ﺭﺍ‬
‫ﻛﻮﺩﻛﺎﻥ ﻗﺎﺩﺭ ﺑﻪ ﺁﺭﺍﻣﺶ ﻭ ﺧﻮﺍﺏ ﺭﺍﺣﺖ ﻧﻴﺴﺘﻨﺪ‪.‬ﺍﺣﺴﺎﺱ‬
‫ﺧﺴﺘﮕﻲ ﻭ ﻛﻮﻓﺘﮕﻲ ﻭ ﺿﻌﻒ ﺟﺴﻤﺎﻧﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺳﺮ ﺩﺭﺩ‬
‫‪،‬ﺩﺭﺩ ﻗﻔﺴﻪ ﺳﻴﻨﻪ ‪،‬ﺩﺭﺩﭘﺎ ﻳﺎ ﺩﺳﺖ‪،‬ﺩﺭﺩ ﺷﻜﻢ ﻭ ﺳﻮ‬
‫ﻫﺎﺿﻤﻪ ﻭ ﻛﻢ ﺍﺷﺘﻬﺎﻳﻲ ﺑﻪ ﺳﺮﺍﻏﺸﺎﻥ ﻣﻲ ﺁﻳﺪ‪.‬‬
‫ﻋـــﻮﺍﻣﻞ ﺧﺎﻧﻮﺍﺩﮔـــﻲ ﻭ ﺍﺭﺛـــﻲ ) ﮔﺎﻫـــﻲ ﻧﮕﺮﺍﻧـــﻲ‬ ‫ﻭﺳﺎﺋﻞ ﺩﻓﺎﻋــــﻲ ﻣﻘﺎﺑﻠﻪ ﺑﺎ‬
‫ﻫﺎﻱ ﻭﺍﻟﺪﻳﻦ ﻭ ﺍﺿﻄﺮﺍﺏ ﺁﻧﻬﺎ ﺑﻪ ﻓـــﺮﺯﻧﺪﺍﻥ ﻧﻴﺰ ﻣﻨﺘﻘﻞ ﻣﻲ‬
‫ﺍﺿﻄـــــﺮﺍﺏ‬
‫ﺷﻮﺩ (‪.‬‬
‫ﺍﺯ ﺁﻧﺠﺎﺋﻴﻜﻪ ﺍﺿﻄﺮﺍﺏ ﻛﻴﻔﻴﺘﻲ ﻧﺎ ﻣﻄﻠﻮﺏ ﻭ ﻧﺎﻣﻄﺒﻮﻉ ﺍﺳﺖ‬
‫ﺍﺛﺮﺍﺕ ﻧﮕﺮﺍﻧــــﻲ ﺑﺮ ﻛـــــﻮﺩﻛﺎﻥ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻋـــﻮﺍﻣﻞ‬
‫‪ ،‬ﻫﺮ ﻛﺲ ﻣﻲ ﻛﻮﺷﺪ ﺭﻭﺷﻬﺎﻳﻲ ﺑﺮﺍﻱ ﻣﻘﺎﺑﻠﻪ ﻳﺎ ﻣﺒﺎﺭﺯﻩ ﺑﺎ‬
‫ﺯﻳـــﺮ ﻧﺴﺒﺖ ﺩﺍﺩ‪:‬‬
‫ﺁﻥ ﺍﻧﺘﺨﺎﺏ ﻛﻨﺪ ‪ .‬ﻭﺳﺎﺋﻞ ﺩﻓﺎﻋﻲ ﻛﻪ ﺍﺯ ﺳﻮﻱ ﺑﺨﺶ ﻫﺎﻱ‬
‫‪ -1‬ﻧﮕــــﺮﺍﻥﻱ ﻣﻮﺟﺐ ﺗﻮﻗﻒ ﻓﻜــــﺮ ﻛــــﻮﺩﻙ‬ ‫ﺷﺨﺼﻴﺖ ﻓﺮﺩ ﺑﺴﻴﺞ ﻣﻲ ﺷﻮﻧﺪ‪ ،‬ﭘﺎﺳﺦ ﻫﺎﻳﻲ ﺑﻤﻨﻈﻮﺭ‬
‫ﺑﺮﻣﺸﻜﻼﺕ ﻭ ﻧﺎﺭﺍﺣﺘﻲ ﻫﺎ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺍﺟﺘﻨﺎﺏ ﻳﺎ ﺗﺨﻔﻴﻒ ﺍﺿﻄﺮﺍﺏ ﻣﻲ ﺑﺎﺷﻨﺪ ﻭ ﺑﻪ ﻓﺮﺩ ﻓﺮﺻﺖ‬
‫‪ -2‬ﻧﮕﺮﺍﻧﻲ ﻣﻮﺟﺐ ﺍﺧﺘﻼﻝ ﺩﺭ ﺗﻤﺮﻛﺰ ﺣﻮﺍﺱ ﻣﻲ ﺷﻮﺩ‬ ‫ﻣﻲ ﺩﻫﻨﺪ ﺁﺭﺍﻣﺘﺮ ﺯﻧﺪﮔﻲ ﻛﻨﺪ‪.‬‬
‫ﻭﻛﻮﺩﻙ‪ ‬ﻣﻀﻄﺮﺏ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺑﻪ ﺧﻮﺑﻲ ﺣﻮﺍﺱ ﺧﻮﺩ ﺭﺍ‬ ‫ﻋـــﻮﺍﻣﻠـــﻲ ﻛﻪ ﺑﺎﻋﺚ ﺍﺿﻄــــﺮﺍﺏ ﺩﺭ ﺩﺍﻧﺶ‬
‫ﺩﺭ ﻛﺎﺭﻫﺎ ﺟﻤﻊ ﻛﻨﺪ‪.‬‬ ‫ﺁﻣــــﻮﺯﺍﻥ ﻣﻲ ﺷﻮﺩ ‪:‬‬
‫ﻓﺸــــﺎﺭ ﻭ ﺳﺨﺖ ﮔﻴــــــﺮﻱ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﻭﺍﻟﺪﻳﻦ ﺑﺮ‬
‫ﻓــــــــﺮﺯﻧﺪﺍﻥ‬
‫ﺍﺯ ﺁﻧﻬﺎ ﺳﻠﺐ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﻛﺎﻫـــﺶ ﺍﻋﺘﻤــــﺎﺩ ﺑﻨﻔﺲ‬
‫‪ -4‬ﻣﻮﺟﺐ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﻓﻜﺮ ﺁﻧﻬﺎ ﺩﺭ ﻣﻮﺭﺩ ﺑﺮﺧﻲ ﭼﻴﺰﻫﺎ‬ ‫ﻣﺤﻴﻂ ﻓﻴﺰﻳﻜـــــﻲ ﻧﺎﻣﻨــــﺎﺳﺐ‬
‫ﺗﻨﺎﻗﺾ ﺩﺭ ﺭﻓﺘـــﺎﺭ ﻭﺍﻟﺪﻳﻦ‬

‫ﺍﻳﺴﺘﺎﺩﻩ ﺑﻮﺩ‪ ،‬ﻧﺰﺩﻳﻚ ﺷﺪ‪ ،‬ﺩﺧﺘﺮﻙ ﻗﺪﻣﻲ ﺑﻪ ﺟﻠﻮ ﮔﺬﺍﺷﺖ‬ ‫ﺍﺯ ﺷﻤﺎ ﺑﮕﻴﺮﻡ ﻭ ﺑﺮﺍﻳﺶ ﺑﺒﺮﻡ‪.‬‬ ‫ﺩﺍﺳﺘﺎﻥ ﻗﺪﺭﺕ ﻋﺠﻴﺐ ﻳﮏ ﮐﻮﺩک‬
‫ﻭ ﺩﺭ ﭼﺸﻤﺎﻥ ﺍﻭ ﻧﮕﺎﻩ ﻛﺮﺩ ﻭ ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺻﺪﺍﻳﺶ ﻣﻲ‬
‫"ﻋﻤﻮ ﺟﻮﺍﺏ ﺩﺍﺩ‪ " :‬ﻧﺪﺍﺭﻡ‪ ،‬ﺯﻭﺩ ﺑﺮﮔﺮﺩ ﺑﻪ ﺧﺎﻧﻪ ﺍﺕ"‬
‫ﻟﺮﺯﻳﺪ ﺑﺎ ﻓﺮﻳﺎﺩﻱ ﺑﻠﻨﺪ ﮔﻔﺖ‪" :‬ﻣﺎﺩﺭﻡ ‪ 50‬ﺳﻨﺖ ﺭﺍ ﻣﻲ‬ ‫ﻛﻤﻲ ﭘﺲ ﺍﺯ ﺁﻥ ﻛﻪ ﺁﻗﺎﻱ ﺩﺍﺭﺑﻲ ﺍﺯ "ﺩﺍﻧﺸﮕﺎﻩ ﻣﺮﺩﺍﻥ ﺳﺨﺖ‬
‫ﻛﻮﺩﻙ ﺟﻮﺍﺏ ﺩﺍﺩ‪" :‬ﭼﺸﻢ ﻗﺮﺑﺎﻥ" ﺍﻣﺎ ﺍﺯ ﺟﺎﻱ ﺧﻮﺩ ﺗﻜﺎﻥ‬
‫ﺧﻮﺍﻫﺪ‪ ".‬ﻋﻤﻮ ﺍﻳﺴﺘﺎﺩ‪ .‬ﺩﻗﻴﻘﻪ ﺍﻱ ﺑﻪ ﺩﺧﺘﺮ ﻧﮕﺎﻩ ﻛﺮﺩ‪ ،‬ﺑﻌﺪ‬ ‫ﻛﻮﺵ" ﻣﺪﺭﻛﺶ ﺭﺍ ﮔﺮﻓﺖ ﻭ ﺗﺼﻤﻴﻢ ﺩﺍﺷﺖ ﺍﺯ ﺗﺠﺮﺑﻪ ﺧﻮﺩ‬
‫ﻧﺨﻮﺭﺩ‪ .‬ﻋﻤﻮ ﺑﻪ ﻛﺎﺭ ﺧﻮﺩ ﺍﺩﺍﻣﻪ ﺩﺍﺩ‪ .‬ﺁﻥ ﻗﺪﺭ ﺳﺮﮔﺮﻡ ﺑﻮﺩ ﻛﻪ‬
‫ﺗﺮﻛﻪ ﺭﺍ ﺭﻭﻱ ﺯﻣﻴﻦ ﮔﺬﺍﺷﺖ‪ ،‬ﺩﺳﺖ ﺩﺭ ﺟﻴﺐ ﻛﺮﺩ ﻭ ﻳﻚ‬ ‫ﺩﺭ ﻛﺎﺭ ﻣﻌﺪﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﺪ‪ ،‬ﺩﺭﻳﺎﻓﺖ ﻛﻪ "ﻧﻪ" ﮔﻔﺘﻦ ﻟﺰﻭﻣﺎً ﺑﻪ‬
‫ﻣﺘﻮﺟﻪ ﻧﺸﺪ ﻛﻮﺩﻙ ﺳﺮ ﺟﺎﻱ ﺧﻮﺩ ﺍﻳﺴﺘﺎﺩﻩ‪ .‬ﻭﻗﺘﻲ ﺳﺮﺵ ﺭﺍ‬
‫ﺳﻜﻪ ‪ 50‬ﺳﻨﺘﻲ ﺑﻪ ﺩﺧﺘﺮﻙ ﺩﺍﺩ‪ .‬ﻛﻮﺩﻙ ﭘﻮﻝ ﺭﺍ ﮔﺮﻓﺖ ﻭ‬ ‫ﻣﻌﻨﺎﻱ "ﻧﻪ" ﻧﻴﺴﺖ‪ .‬ﺍﻭ ﺩﺭ ﺑﻌﺪ ﺍﺯ ﻇﻬﺮ ﻳﻜﻲ ﺍﺯ ﺭﻭﺯﻫﺎ ﺑﻪ‬
‫ﺑﻠﻨﺪ ﻛﺮﺩ‪ ،‬ﻛﻮﺩﻙ ﺭﺍ ﺩﻳﺪ ﺑﺮ ﺳﺮﺵ ﻓﺮﻳﺎﺩ ﻛﺸﻴﺪ ﻛﻪ‪" :‬ﻣﮕﺮ‬
‫ﻋﻘﺐ ﻋﻘﺐ ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﻫﻤﭽﻨﺎﻥ ﺩﺭ ﭼﺸﻤـﺎﻥ ﻣﺮﺩﻱ ﻛﻪ ﺍﻭ‬ ‫ﻋﻤﻮﻳﺶ ﻛﻤﻚ ﻣﻲ ﻛﺮﺩ ﺗﺎ ﺩﺭ ﻳﻚ ﺁﺳﻴﺎﺏ ﻗﺪﻳﻤﻲ ﮔﻨﺪﻡ‬
‫ﻧﮕﻔﺘﻢ ﺑﺮﻭ ﺧﺎﻧﻪ‪ .‬ﺯﻭﺩ ﺑﺎﺵ‪".‬‬
‫ﺭﺍ ﺷﻜﺴـﺖ ﺩﺍﺩﻩ ﺑﻮﺩ ﻣﻲ ﻧﮕﺮﻳﺴﺖ ﺑﻪ ﺳﻤﺖ ﺩﺭ ﺭﻓﺖ‪ .‬ﻭﻗﺘﻲ‬ ‫ﺁﺭﺩ ﻛﻨﺪ‪.‬‬
‫ﺩﺧﺘﺮﻙ ﮔﻔﺖ‪ ":‬ﭼﺸﻢ ﻗﺮﺑﺎﻥ" ﺍﻣﺎ ﺍﺯ ﺟﺎﻱ ﺧﻮﺩ ﺗﻜﺎﻥ‬
‫ﺩﺧﺘﺮﻙ ﺁﺳﻴﺎﺏ ﺭﺍ ﺗﺮﻙ ﻛﺮﺩ‪ ،‬ﻋﻤﻮ ﺭﻭﻱ ﺟﻌﺒﻪ ﺍﻱ ﻧﺸﺴﺖ‬ ‫ﻋﻤﻮﻳﺶ ﻣﺰﺭﻋﻪ ﺑﺰﺭﮔﻲ ﺩﺍﺷﺖ ﻛﻪ ﺩﺭ ﺁﻥ ﺗﻌﺪﺍﺩﻱ ﺯﺍﺭﻉ‬
‫ﻧﺨﻮﺭﺩ‪ .‬ﻋﻤﻮ ﻛﻴﺴﻪ ﮔﻨﺪﻡ ﺭﺍ ﺭﻭﻱ ﺯﻣﻴﻦ ﮔﺬﺍﺷﺖ ﺗﺮﻛﻪ ﺍﻱ‬
‫ﻭ ﺍﺯ ﭘﻨﺠﺮﻩ ﻣﺪﺗﻲ ﺑﻪ ﻓﻀﺎﻱ ﺑﻴﺮﻭﻥ ﺧﻴﺮﻩ ﺷﺪ‪ .‬ﺍﻳﻦ ﻧﺨﺴﺘﻴﻦ ﺑﺎﺭ‬ ‫ﺑﻮﻣﻲ ﺯﻧﺪﮔﻲ ﻣﻲ ﻛﺮﺩﻧﺪ‪ .‬ﺑﻲ ﺳﺮﻭ ﺻﺪﺍ ﺩﺭ ﺑﺎﺯ ﺷﺪ ﻭ ﺩﺧﺘﺮ‬
‫ﺑﺮﺩﺍﺷﺖ ﻭ ﺁﻥ ﺭﺍ ﺗﻬﺪﻳﺪ ﻛﻨﺎﻥ ﺑﻪ ﺩﺧﺘﺮﻙ ﻧﺸﺎﻥ ﺩﺍﺩ‪ .‬ﻣﻨﻈﻮﺭ‬
‫ﺑﻮﺩ ﻛﻪ ﻛﻮﺩﻛﻲ ﺑﻮﻣﻲ ﺑﻪ ﻟﻄﻒ ﺍﺭﺍﺩﻩ ﺧﻮﺩ ﺗﻮﺍﻧﺴﺘﻪ ﺑﻮﺩ ﺳﻔﻴﺪ‬ ‫ﺑﭽﻪ ﻛﻢ ﺳﻦ ﻭ ﺳﺎﻟﻲ ﺑﻪ ﺩﺭﻭﻥ ﺁﻣﺪ‪ ،‬ﺩﺧﺘﺮ ﻳﻜﻲ ﺍﺯ ﻣﺴﺘﺎﺟﺮﻫﺎ‬
‫ﺍﻭ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺍﮔﺮ ﻧﺮﻭﺩ ﺑﻪ ﺩﺭﺩﺳﺮ ﺧﻮﺍﻫﺪ ﺍﻓﺘﺎﺩ‪ .‬ﺩﺍﺭﺑﻲ‬
‫ﭘﻮﺳﺖ ﺑﺎﻟﻐﻲ ﺭﺍ ﺷﻜﺴﺖ ﺩﻫﺪ‪.‬‬ ‫ﺑﻮﺩ؛ ﺩﺧﺘﺮﻙ ﻧﺰﺩﻳﻚ ﺩﺭ ﻧﺸﺴﺖ‪ .‬ﻋﻤﻮ ﺳﺮﺵ ﺭﺍ ﺑﻠﻨﺪ ﻛﺮﺩ‪،‬‬
‫ﻧﻔﺴﺶ ﺭﺍ ﺣﺒﺲ ﻛﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﻣﻄﻤﺌﻦ ﺑﻮﺩ ﺷﺎﻫﺪ ﺻﺤﻨﻪ‬
‫ﻧﻮﻳﺴﻨﺪﻩ‪ :‬ﻧﺎﭘﻠﺌﻮﻥ ﻫﻴﻞ‬ ‫ﺩﺧﺘﺮﻙ ﺭﺍ ﺩﻳﺪ‪ ،‬ﺑﺎ ﺻﺪﺍﻳﻲ ﺧﺸﻦ ﺍﺯ ﺍﻭ ﭘﺮﺳﻴﺪ‪" :‬ﭼﻪ ﻣﻲ‬
‫ﻧﺎﺧﻮﺷﺎﻳﻨﺪﻱ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺯﻳﺮﺍ ﻣﻲ ﺩﺍﻧﺴﺖ ﻛﻪ ﻋﻤﻮﻳﺶ‬
‫ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺗﻮﺳﻂ ﻣﺤﺴﻦ ﺳﭙﻬﺮﻥﻳﺎ‬ ‫ﺧﻮﺍﻫﻲ؟ " ﻛﻮﺩﻙ ﺟﻮﺍﺏ ﺩﺍﺩ ‪" :‬ﻣﺎﺩﺭﻡ ﮔﻔﺖ ‪ 50‬ﺳﻨﺖ‬
‫ﻉﺻﺒﺎﻧﻲ ﺍﺳﺖ ‪ .‬ﻭﻗﺘﻲ ﻋﻤﻮ ﺑﻪ ﺟﺎﻳﻲ ﻛﻪ ﻛﻮﺩﻙ‬

‫ﭘﻴﺎﻡ‬ ‫‪20‬‬ ‫‪Payam March 2009‬‬

 ‫ﺩﺭ ﻳﻚ ﺑﺮﺭﺳﻲ ﺟﺎﻟﺒﻲ ﺑﺮ ﺭﻭﻱ ﺁﺏ ﻛﺮﻓﺲ ﻣﻌﻠﻮﻡ ﺷﺪﻩ ﻛﻪ‬
‫ﻣﺎﺩﻩ ﺷﻴﻤﻴﺎﻳﻲ ‪ Luteolin‬ﻣﻲ ﺗﻮﺍﻧﺪ ﺷﺮﻭﻉ ﻭ ﻋﻤﻠﻜﺮﺩ‬
‫ﻋﻮﺍﺭﺽ ﺍﻟﺘﻬﺎﺏ ﺭﺍ ﻛﻪ ﺩﺭ ﻣﻐﺰ ﺳﺮﺍﻧﺠﺎﻡ ﻣﻲ ﮔﻴﺮﺩ ﻛﻨﺘﺮﻝ ﻭ‬
‫ﺧﻨﺜﻲ ﻛﻨﺪ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺑﺪﻥ ﺭﺍ ﺩﺭ ﺑﺮﺍﺑﺮ ﺑﺮﻭﺯ ﺍﻟﺘﻬﺎﺏ‬
‫ﻣﺤﺎﻓﻈﺖ ﻛﻨﺪ ‪.‬‬
‫ﻛﺮﻓﺲ ﻭ ﺁﺏ ﻛﺮﻓﺲ ﻓﺸﺎﺭ ﺧﻮﻥ ﺑﺎﻻ ﺭﺍ ﻛﺎﻫﺶ ﻣﻲ ﺩﻫﺪ‪.‬‬
‫ﺍﻳﻦ ﺧﺎﺻﻴﺖ ﻛﺮﻓﺲ ﺭﺍ ﭼﻴﻨﻲ ﻫﺎ ﺍﺯ ﺻﺪﻫﺎ ﺳﺎﻝ ﻗﺒﻞ ﻣﻲ‬
‫ﺩﺍﻧﺴﺘﻨﺪ ﻭ ﺩﺭ ﺩﺭﻣﺎﻥ ﻓﺸﺎﺭ ﺧﻮﻥ ﺍﺯ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩﻩ ﻭ ﻣﻲ‬
‫ﻛﻨﻨﺪ‪ .‬ﻧﻮﺷﻴﺪﻥ ﺭﻭﺯﻱ ﻳﻚ ﻟﻴﻮﺍﻥ ﺁﺏ ﻛﺮﻓﺲ‪ ،‬ﭘﺲ ﺍﺯ‬
‫ﺣﺪﻭﺩ ﻳﻚ ﻫﻔﺘﻪ ﻓﺸﺎﺭ ﺧﻮﻥ ﺑﺎﻻ ﺭﺍ ﻛﺎﻫﺶ ﺩﺍﺩﻩ‪ ،‬ﺑﻪ ﺻﻮﺭﺗﻲ‬
‫ﻛﻪ ﻫﻴﭻ ﺩﺍﺭﻭﻱ ﺷﻴﻤﻴﺎﻳﻲ ﭼﻨﻴﻦ ﻗﺪﺭﺗﻲ ﺭﺍ ﻧﺸﺎﻥ ﻧﺪﺍﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﺎﺩﻩ ﺷﻴﻤﻴﺎﻳﻲ ‪ Phtalides‬ﻣﻮﺟﻮﺩ ﺩﺭ ﻛﺮﻓﺲ ﺳﺒﺐ‬
‫ﺁﺭﺍﻣﺶ ﺑﺎﻓﺖ ﻫﺎ ﻭ ﻣﺎﻫﻴﭽﻪ ﻫﺎﻱ ﺑﺪﻥ ﻭ ﻋﺮﻭﻕ ﻣﻲ ﮔﺮﺩﺩ ﻭ‬
‫ﻧﺮﻣﻲ ﻭ ﺍﻧﻌﻄﺎﻑ ﻣﺨﺼﻮﺹ ﺑﻪ ﺁﻧﻬﺎ ﻣﻲ ﺩﻫﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ‬
‫ﻛﺮﻓﺲ ﻭ ﻣﺤﺘﻮﻳﺎﺕ ﺁﻥ ﺑﻪ ﻫﻀﻢ ﻭ ﺟﺬﺏ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﺩﺭ‬
‫ﺧﻮﻥ ﺑﻪ ﺁﺳﺎﻧﻲ ﺩﺭ ﻋﺮﻭﻕ ﮔﺮﺩﺵ ﻛﺮﺩﻩ ﻭ ﺑﻪ ﺗﻤﺎﻡ ﺑﺎﻓﺖ ﻫﺎ‬
‫ﺑﺪﻥ ﻛﻤﻚ ﻣﻲ ﻛﻨﺪ‪ .‬ﺁﺏ ﻛﺮﻓﺲ ﺑﻪ ﻋﻠﺖ ﺩﺍﺷﺘﻦ ﺍﻣﻼﺡ ﻭ‬
‫ﻣﻲ ﺭﺳﺪ‪ .‬ﺩﺭ ﺿﻤﻦ ﺍﻳﻦ ﻣﺎﺩﻩ ﺷﻴﻤﻴﺎﻳﻲ ﺳﺒﺐ ﻛﺎﻫﺶ ﺗﺮﺷﺢ‬
‫ﻫﻮﺭﻣﻮﻥ ﺍﺳﺘﺮﺱ ﺩﺭ ﺑﺪﻥ ﻣﻲ ﺷﻮﺩ‪ .‬ﺟﺎﻟﺐ ﺍﻳﻨﻜﻪ ﺩﺭ ﻣﻮﻗﻊ‬
‫ﻣﺼﺮﻑ ﻣﺪﺍﻡ ﺁﺏ ﻛﺮﻓﺲ ﻓﺸﺎﺭ ﺧﻮﻥ ﺩﺭ ﺣﺪ ﻃﺒﻴﻌﻲ ﺑﺎﻗﻲ‬
‫ﻣﻴﻤﺎﻧﺪ ﻭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺁﻥ ﻛﺎﻫﺶ ﻧﻤﻲ ﻳﺎﺑﺪ ﻛﻪ ﺧﻮﺩ ﻳﻜﻲ ﺍﺯ‬
‫ﺷﮕﻔﺘﻲ ﻫﺎﻱ ﻃﺒﻴﻌﺖ ﺍﻳﻦ ﺳﺒﺰﻱ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﻛﻨﺎﺭ ﻋﻮﺍﻣﻞ‬
‫ﺟﺬﺏ ﻏﺬﺍ ﺷﺪﻩ ﻭ ﻣﻘﺪﺍﺭ ﺯﻳﺎﺩﺗﺮﻱ ﺍﺯ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﻣﻮﺟﻮﺩ‬
‫ﺷﻨﺎﺧﺘﻪ ﻭ ﻧﺎﺷﻨﺎﺧﺘﻪ ﻣﻮﺟﻮﺩ ﺩﺭ ﺁﻥ ﺍﻋﻤﺎﻝ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻋﻀﺎ‬
‫ﺩﺭ ﺭژﻳﻢ ﻏﺬﺍﻳﻲ ﺭﺍ ﺍﺯ ﻃﺮﻳﻖ ﺟﺪﺍﺭ ﺭﻭﺩﻩ ﻭﺍﺭﺩ ﺳﻴﺴﺘﻢ ﺧﻮﻥ‬
‫ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﺭﺍ ﺗﻨﻈﻴﻢ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﻛﺮﻓﺲ ﻭ ﺁﺏ ﻛﺮﻓﺲ ﺍﺯ ﺑﻲ ﺧﻮﺍﺑﻲ ﻭ ﺑﺪﺧﻮﺍﺑﻲ ﺟﻠﻮﮔﻴﺮﻱ‬
‫ﻣﻲ ﻛﻨﺪ‪ .‬ﺍﻳﻦ ﺳﺒﺰﻱ ﺑﻪ ﺧﺎﻃﺮ ﺩﺍﺷﺘﻦ ﺭﻭﻏﻦ ﻫﺎﻱ ﻃﺒﻴﻌﻲ ﻭ‬
‫ﺿﺮﻭﺭﻱ ﻭ ﺍﻣﻼﺡ ﻭ ﻭﻳﺘﺎﻣﻴﻦ ﻫﺎ ﻭ ﻫﻮﺭﻣﻮﻧﻬﺎﻱ ﮔﻴﺎﻫﻲ ﺳﺒﺐ‬
‫ﻧﻮﻋﻲ ﺁﺭﺍﻣﺶ ﺩﺭ ﺑﺪﻥ ﻣﻲ ﺷﻮﺩ ﻭ ﺳﻴﺴﺘﻢ ﻣﻐﺰ ﻭ ﺍﻋﺼﺎﺏ ﺭﺍ‬
‫ﺗﺴﻜﻴﻦ ﻣﻲ ﺩﻫﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ ﺧﻮﺭﺩﻥ ﻛﺮﻓﺲ ﺑﻪ ﺍﻓﺮﺍﺩﻱ‬
‫ﻛﻪ ﺩﭼﺎﺭ ﻋﻮﺍﺭﺽ ﻛﻢ ﺧﻮﺍﺑﻲ ﻭ ﺑﻲ ﺧﻮﺍﺑﻲ ﻫﺴﺘﻨﺪ ﺗﻮﺻﻴﻪ‬
‫ﻣﻲ ﺷﻮﺩ ‪.‬‬
‫ﭘﺮ ﻗﺪﺭﺕ ﺗﺮﻳﻦ ﻣﺎﺩﻩ ﺷﻴﻤﻴﺎﻳﻲ ﺿﺪ ﺍﻟﺘﻬﺎﺏ ﺑﺪﻥ ﺍﺳﺖ ﻭ ﻣﻲ‬
‫ﺍﺷﺨﺎﺻﻲ ﻛﻪ ﻛﺮﻓﺲ ﻣﻲ ﺧﻮﺭﻧﺪ ﻛﻤﺘﺮ ﺑﻪ ﺧﻮﺭﺩﻥ ﻣﻮﺍﺩ‬
‫ﻗﻨﺪﻱ ﻭ ﺷﻴﺮﻳﻦ ﮔﺮﺍﻳﺶ ﭘﻴﺪﺍ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ‬
‫ﻃﺒﻴﻌﺖ ﺍﻳﻦ ﺳﺒﺰﻱ ﺑﻪ ﻋﻠﺖ ﺗﻤﺎﻡ ﻧﻌﻤﺖ ﻫﺎﻱ‬
‫ﻣﻮﺟﻮﺩ ﺩﺭ ﺁﻥ ﺑﺮ ﺭﻭﻱ ﻫﻮﺭﻣﻮﻥ ﺍﺷﺘﻬﺎ ﻭ ﮔﺮﺍﻳﺶ‬
‫ﺑﻪ ﻣﻮﺍﺩ ﻗﻨﺪﻱ ﺍﺛﺮ ﮔﺬﺍﺷﺘﻪ ﻭ ﺩﺭ ﻧﻬﺎﻳﺖ ﺍﺯ ﺯﻳﺎﺩ ﺷﺪﻥ‬
‫ﻭﺯﻥ ﺑﺪﻥ ﺟﻠﻮﮔﻴﺮﻱ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﺁﻧﻬﺎﻳﻲ ﻛﻪ ﺑﺎ ﺧﻮﺭﺩﻥ ﻣﻮﺍﺩ ﺷﻴﻤﻴﺎﻳﻲ ﺩﺳﺖ ﺑﻪ ﺗﻤﻴﺰ‬
‫ﻛﺮﺩﻥ ﺍﻋﻀﺎ ﺑﺪﻥ ﻣﻲ ﺯﻧﻨﺪ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﻛﺮﻓﺲ‬
‫ﺩﺭ ﺗﻤﻴﺰ ﻛﺮﺩﻥ ﻛﺒﺪ ﻭ ﻛﻠﻴﻪ ﻭ ﻛﻴﺴﻪ ﺻﻔﺮﺍ ﺑﻲ ﻧﻈﻴﺮ‬
‫ﺍﺳﺖ ﻭ ﺍﺯ ﺑﺮﻭﺯ ﺳﻨﮓ ﻛﻠﻴﻪ ﻭ ﻛﻴﺴﻪ ﺻﻔﺮﺍ ﻧﻴﺰ‬
‫ﺟﻠﻮﮔﻴﺮﻱ ﻣﻲ ﻛﻨﺪ‪ .‬ﺑﻪ ﻋﻘﻴﺪﻩ ﻣﻦ ﻫﺮ ﺍﺯ ﮔﺎﻫﻲ‬
‫ﺭﻭﺯﻩ ﭘﺰﺷﻜﻲ ﻭ ﻧﻮﺷﻴﺪﻥ ﺁﺏ ﻛﺮﻓﺲ ﻣﻲ ﺗﻮﺍﻧﺪ‬
‫ﻳﻚ ﻧﻮﻉ ﺧﺎﻧﻪ ﺗﻜﺎﻧﻲ ﭼﺸﻤﮕﻴﺮ ﺩﺭ ﺑﺪﻥ ﺍﻧﺠﺎﻡ ﺩﻫﺪ‬
‫ﻭ ﺩﺭﻭﻥ ﺍﻧﺴﺎﻥ ﺭﺍ ﺗﻤﻴﺰ ﻛﻨﺪ ‪.‬‬
‫ﻛﺮﻓﺲ ﻳﻜﻲ ﺍﺯ ﭘﺮ ﻗﺪﺭﺕ ﺗﺮﻳﻦ ﺩﺍﺭﻭﻳﻲ ﺍﺳﺖ ﻛﻪ‬
‫ﻧﺎﻫﻨﺠﺎﺭﻳﻬﺎﻱ ﺟﻨﺴﻲ ﺭﺍ ﺩﺭﻣﺎﻥ ﻣﻲ ﻛﻨﺪ ‪.‬ﺁﺏ‬
‫ﻛﺮﻓﺲ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻫﻤﺮﺍﻩ ﺁﺏ ﻣﻴﻮﻩ ﻫﺎ ﻭ‬
‫ﺳﺒﺰﻳﺠﺎﺕ ﺩﻳﮕﺮ ﻭ ﺑﻪ ﺻﻮﺭﺕ ﺧﺎﻡ ﻣﺼﺮﻑ ﻛﺮﺩ‪.‬‬
‫ﺭﺍﺩﻳﻜﺎﻟﻬﺎﻱ ﺁﺯﺍﺩ ﻣﻮﺟﻮﺩ ﺩﺭ ﺑﺪﻥ ﺍﺟﺎﺯﻩ ﻧﻤﻲ ﺩﻫﻨﺪ ﺑﻪ‬ ‫ﺧﻮﺍﺹ ﻛﺮﻓﺲ‬
‫ﺳﻠﻮﻟﻬﺎ ﺻﺪﻣﻪ ﺯﺩﻩ ﻭ ﺩﺭ ﺣﻘﻴﻘﺖ ﺳﻠﻮﻟﻬﺎﻱ ﺳﺮﻃﺎﻧﻲ ﺑﺮﻭﺯ‬
‫ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﻛﺮﻓﺲ ﺳﺒﺰﻱ ﭘﺮ ﺧﺎﺻﻴﺘﻲ ﺍﺳﺖ ﻛﻪ ﻧﻈﻴﺮ ﺁﻥ ﮔﺰﺍﺭﺵ ﻧﺸﺪﻩ ﻛﺮﻓﺲ ﻭ ﺁﺏ ﻛﺮﻓﺲ ﻣﻴﺰﺍﻥ ﻛﻠﺴﺘﺮﻭﻝ ﺧﻮﻥ ﺭﺍ ﻛﺎﻫﺶ‬
‫ﺍﺳﺖ‪ .‬ﺩﺳﺖ ﺍﻧﺪﺭﻛﺎﺭﺍﻥ ﻃﺐ ﺳﻨﺘﻲ ﻭ ﺁﻧﻬﺎﻳﻲ ﻛﻪ ﺑﻪ ﻗﻠﻴﺎﻳﻲ ﻣﻴﺪﻫﻨﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺳﺒﺐ ﺳﻼﻣﺘﻲ ﻭ ﺑﻬﺰﻳﺴﺘﻲ ﻗﻠﺐ ﻭ‬
‫ﻭ ﺍﺳﻴﺪﻱ ﺑﻮﺩﻥ ﺑﺪﻥ ﺑﺎﻭﺭ ﺩﺍﺭﻧﺪ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﺍﻳﻦ ﺳﺒﺰﻱ ﻣﻲ ﻋﺮﻭﻕ ﻣﻲ ﺷﻮﻧﺪ‪ Butyl Phthalide .‬ﻣﻮﺟﻮﺩ ﺩﺭ‬
‫ﺗﻮﺍﻧﺪ ﻗﻠﻴﺎﻳﻲ ﻳﺎ ﺍﺳﻴﺪﻱ ﺑﻮﺩﻥ ﻣﺤﻴﻂ ﺩﺍﺧﻠﻲ ﺑﺪﻥ ﺟﻠﻮﮔﻴﺮﻱ ﻛﺮﻓﺲ ﻣﺎﺩﻩ ﺷﻴﻤﻴﺎﻳﻲ ﻣﺨﺼﻮﺹ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﻛﺎﻫﺶ‬
‫ﻧﻤﺎﻳﺪ‪ .‬ﺩﺭ ﻃﺐ ﺳﻨﺘﻲ‪ ،‬ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻣﻤﺎﻟﻚ ﺩﻧﻴﺎ ﺍﺯ ﻛﺮﻓﺲ ﻭ ﻛﻠﺴﺘﺮﻭﻝ ﺑﺪ ﺧﻮﻥ)‪ (LDL‬ﻧﻘﺶ ﺩﺍﺭﺩ‪ .‬ﭘﮋﻭﻫﺸﮕﺮﺍﻥ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺷﻴﻜﺎﮔﻮ ﺛﺎﺑﺖ ﻛﺮﺩﻩ ﺍﻧﺪ ﻛﻪ ﺑﺎ ﺧﻮﺭﺩﻥ ﻓﻘﻂ ﺩﻭ‬ ‫ﺁﺏ ﻭ ﺗﺨﻢ ﺁﻥ ﺑﺮﺍﻱ ﭘﻴﺸﮕﻴﺮﻱ ﻭ ﺩﺭﻣﺎﻥ ﺑﺴﻴﺎﺭﻱ ﺍﺯ‬
‫ﺷﺎﺧﻪ ﺍﺯ ﻛﺮﻓﺲ ﺗﺎﺯﻩ ﺩﺭ ﺭﻭﺯ ﻣﻴﺘﻮﺍﻥ ﻣﻴﺰﺍﻥ ﻛﻠﺴﺘﺮﻭﻝ ﺑﺪ‬ ‫ﺑﻴﻤﺎﺭﻳﻬﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﻛﺮﺩﻧﺪ‪ ،‬ﺯﻳﺮﺍ ﺍﻣﻼﺡ ﻭ ﻭﻳﺘﺎﻣﻴﻦ ﻫﺎ ﻭ‬
‫ﺧﻮﻥ ﺭﺍ ﺗﺎ ﻫﻔﺖ ﻭﺍﺣﺪ ﭘﺎﻳﻴﻦ ﺁﻭﺭﺩ‪.‬‬ ‫ﻓﻴﺘﻮﻛﻤﻴﻜﺎﻝ ﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺁﻥ ﺍﺯ ﻧﻈﺮ ﻛﻤﻴﺖ ﻭ ﻛﻴﻔﻴﺖ‬
‫ﺑﻪ ﺻﻮﺭﺗﻲ ﺗﻨﻈﻴﻢ ﮔﺮﺩﻳﺪﻩ ﻛﻪ ﻧﻈﻴﺮ ﺁﻥ ﺭﺍ ﻧﻤﻲ ﺗﻮﺍﻥ ﺩﺭ‬
‫ﻛﺮﻓﺲ ﺩﺭ ﺍﺯﺩﻳﺎﺩ ﺗﺮﺷﺢ ﺻﻔﺮﺍ ﻣﻮﺛﺮ ﺑﻮﺩﻩ ﻭ ﺍﻳﻦ ﺧﻮﺩ ﺩﺭ‬
‫ﻏﺬﺍﻱ ﺩﻳﮕﺮ ﻣﺸﺎﻫﺪﻩ ﻧﻤﻮﺩ‪.‬‬
‫ﺳﻮﺧﺖ ﻭ ﺳﺎﺯ ﻛﻠﺴﺘﺮﻭﻝ ﺧﻮﻥ ﻋﻤﻠﻜﺮﺩﻱ ﭼﺸﻤﮕﻴﺮ ﺩﺍﺭﺩ ‪.‬‬
‫ﺑﺮگ ﻛﺮﻓﺲ ﺣﺎﻭﻱ ﻣﻘﺪﺍﺭ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﻭﻳﺘﺎﻣﻴﻦ ‪A‬‬
‫)ﺑﺘﺎﻛﺎﺭﻭﺗﻦ( ﺍﺳﺖ ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺳﺎﻗﻪ ﻛﺮﻓﺲ ﻣﻨﺒﻊ ﻭﻳﺘﺎﻣﻴﻦ‬
‫ﻫﺎﻱ ‪ B6,B2, B1‬ﻭﻳﺘﺎﻣﻴﻦ ‪ C‬ﻭ ﻫﻤﭽﻨﻴﻦ ﭘﺘﺎﺳﻴﻢ‪ ،‬ﺍﺳﻴﺪ‬
‫ﻭﻳﺘﺎﻣﻴﻦ ﻫﺎ ﻭ ﻫﻤﭽﻨﻴﻦ ﻓﻴﺒﺮ ﺑﺎ ﻛﻴﻔﻴﺖ ﺑﺎﻻ ﺍﺯ ﺑﺮﻭﺯ ﻳﺒﻮﺳﺖ‬
‫ﻓﻮﻟﻴﻚ‪ ،‬ﻛﻠﺴﻴﻢ‪ ،‬ﻣﻨﻴﺰﻳﻮﻡ‪ ،‬ﺁﻫﻦ‪ ،‬ﻓﺴﻔﺮ‪ ،‬ﺳﺪﻳﻢ ﻭ ﭼﻨﺪ ﻧﻮﻉ‬
‫ﺟﻠﻮﮔﻴﺮﻱ ﻣﻴﻜﻨﺪ ﻭ ﺣﺮﻛﺖ ﺭﻭﺩﻩ ﻫﺎ ﺭﺍ ﺗﻨﻈﻴﻢ ﻣﻲ ﻛﻨﺪ‪،‬‬
‫ﺍﺯ ﺍﺳﻴﺪﻫﺎﻱ ﺍﻣﻴﻨﻪ ﺿﺮﻭﺭﻳﺴﺖ‪ .‬ﻫﻮﺭﻣﻮﻧﻬﺎﻱ ﮔﻴﺎﻫﻲ ﻣﻮﺟﻮﺩ‬
‫ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻣﺼﺮﻑ ﻣﻘﺪﺍﺭﻱ ﻛﺮﻓﺲ ﺑﻪ ﻫﻤﺮﺍﻩ ﻭﻋﺪﻩ‬
‫ﺩﺭ ﻛﺮﻓﺲ ﺑﻪ ﻫﻤﺮﺍﻩ ﺭﻭﻏﻦ ﻫﺎﻱ ﺿﺮﻭﺭﻱ ﺁﻥ ﻧﻪ ﺗﻨﻬﺎ ﻃﻌﻢ‬
‫ﻫﺎﻱ ﻏﺬﺍﻳﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻮﺟﺐ ﺑﺎﻻ ﺭﻓﺘﻦ ﻗﺪﺭﺕ ﻫﻀﻢ ﻭ‬
‫ﻣﻌﻄﺮﻱ ﺑﻪ ﻛﺮﻓﺲ ﻣﻲ ﺩﻫﻨﺪ‪ ،‬ﺑﻠﻜﻪ ﺩﺭ ﻛﻨﺎﺭ ﺑﻘﻴﻪ ﺍﻣﻼﺡ ﻭ‬
‫ﻭﻳﺘﺎﻣﻴﻦ ﻫﺎ ﻛﺮﻓﺲ ﺭﺍ ﺑﻪ ﻣﻌﺠﻮﻧﻲ ﺗﺒﺪﻳﻞ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ﻛﻪ ﺩﺭ‬
‫ﺣﻘﻴﻘﺖ ﻣﻲ ﺗﻮﺍﻧﺪ ﺩﺍﺭﻭﻱ ﻫﺮﺩﺭﺩﻱ ﺑﺎﺷﺪ‪.‬‬
‫ﻭ ﻟﻨﻒ ﻛﺮﺩﻩ ﺗﺎ ﺩﺭ ﺳﻮﺧﺖ ﻭ ﺳﺎﺯ ﭘﻴﭽﻴﺪﻩ ﺁﻧﻬﺎ ﺩﺭ ﺳﻠﻮﻟﻬﺎ‬
‫ﺁﺏ ﻛﺮﻓﺲ ﺍﺯ ﺑﺮﻭﺯ ﻭ ﭘﻴﺸﺮﻓﺖ ﺳﺮﻃﺎﻥ ﭘﻴﺸﮕﻴﺮﻱ ﻣﻲ ﻛﻨﺪ‪ ،‬ﻣﻮﺛﺮ ﺑﺎﺷﺪ ‪.‬‬
‫ﺯﻳﺮﺍ ﺍﻳﻦ ﺳﺒﺰﻱ ﺣﺎﻭﻱ ﻫﺸﺖ ﮔﺮﻭﻩ ﺍﺯ ﻣﻮﺍﺩ ﺿﺪ ﺳﺮﻃﺎﻥ‬
‫ﻛﺮﻓﺲ ﺑﻪ ﻋﻠﺖ ﺩﺍﺷﺘﻦ ﭘﺘﺎﺳﻴﻢ ﻭ ﺳﺪﻳﻢ ﺧﺎﺻﻴﺖ ﺍﺯﺩﻳﺎﺩ‬
‫ﺍﺳﺖ ﻭ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺳﻠﻮﻟﻬﺎﻱ ﺳﺮﻃﺎﻧﻲ ﺩﺭ ﺑﺪﻥ ﻭ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺍﺩﺭﺍﺭ ﻭ ﺩﻓﻊ ﻣﻮﺍﺩ ﺯﺍﺋﺪ ﺍﺯ ﺳﻮﺧﺖ ﻭ ﺳﺎﺯ ﻏﺬﺍ ﺩﺭ ﺑﺪﻥ ﺭﺍ‬
‫ﺁﻣﺪﻥ ﻏﺪﻩ ﻫﺎﻱ ﺩﻳﮕﺮ ﺟﻠﻮﮔﻴﺮﻱ ﻣﻲ ﻛﻨﺪ‪ .‬ﻳﻜﻲ ﺍﺯ‬
‫ﺩﺍﺭﺩ ﻭ ﺑﺪﻳﻨﻮﺳﻴﻠﻪ ﺍﺯ ﻃﺮﻳﻖ ﻛﻠﻴﻪ ﻫﺎ ﻣﻴﺰﺍﻥ ﻣﺎﻳﻌﺎﺕ ﻣﻮﺟﻮﺩ‬
‫ﺗﺮﻛﻴﺒﺎﺗﻲ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻧﻘﺸﻲ ﻣﻬﻢ ﺩﺍﺭﺩ‬
‫ﺩﺭ ﺑﺪﻥ ﺭﺍ ﺗﻨﻈﻴﻢ ﻣﻲ ﻛﻨﺪ‬
‫‪ Acetylenics‬ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺳﺮﻃﺎﻥ ﺷﻨﺎﺳﻲ ﺑﻪ ﻭﺿﻮﺡ‬
‫ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺳﻴﺪ ‪ Phonolic‬ﻣﻮﺟﻮﺩ ﺩﺭ ﻛﺮﻓﺲ ﻭ ـ ‪ Polyacetylene‬ﻣﻮﺟﻮﺩ ﺩﺭ ﻛﺮﻓﺲ ﻭ ﺁﺏ ﻛﺮﻓﺲ‬
‫ﺁﺏ ﻛﺮﻓﺲ ﻋﻤﻞ ﻧﻮﻋﻲ ﻫﻮﺭﻣﻮﻥ ﺭﺍ ﻛﻪ ﺩﺭ ﺭﺷﺪ ﻭ ﻧﻤﻮ‬
‫ﺗﻮﺍﻧﺪ ﻋﻮﺍﺭﺽ ﻭ ﺩﺭﺩﻫﺎﻱ ﻣﻔﺎﺻﻞ ﺑﻪ ﺧﺎﻃﺮ ﺭﻭﻣﺎﺗﻴﺴﻢ ﻳﺎ‬ ‫ﺗﻮﻣﻮﺭﻫﺎﻱ ﺳﺮﻃﺎﻧﻲ ﻧﻘﺶ ﺩﺍﺭﺩ‪ ،‬ﺧﻨﺜﻲ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﺁﺭﺗﺮﻭﺯ‪ ،‬ﺁﺳﻢ‪ ،‬ﻧﻘﺮﺱ ﻭ ﻧﺎﻫﻨﺠﺎﺭﻳﻬﺎﻱ ﺭﻳﻮﻱ ﺭﺍ ﻛﺎﻫﺶ‬
‫ﺩﺭ ﺿﻤﻦ ﺁﻧﺘﻲ ﺍﻛﺴﻴﺪﺍﻧﻬﺎﻱ ﻗﻮﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﻛﺮﻓﺲ ﺑﻪ‬
‫ﺩﻫﺪ‪.‬‬
‫ﭘﻴﺎﻡ‬ 22 Payam March 2009
‫ﭘﻴﺎﻡ‬ 24 Payam March 2009