‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫ﺑﺨﺶ ﻳﻜﻢ‬

‫‪۱۳۱۹‬‬ ‫ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﺷﺸﻢ‬ ‫ﭼﺎﭖ ﻧﺨﺴﺖ‬

‫‪۱۳۳۹‬‬ ‫ﺗﻬﺮﺍﻥ‬ ‫ﭼﺎﭖ ﺩﻭﻡ‬
‫‪۱۳۵۷‬‬ ‫ﺗﻬﺮﺍﻥ‬ ‫ﭼﺎﭖ ﺳﻮﻡ‬
‫‪۱۳۸۷‬‬ ‫ﺍﻳﻨﺘﺮﻧﺖ‬ ‫ﭼﺎﭖ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‬
 ‫ﻙ ﺁﻓﺮﻳﺪﮔﺎﺭ‬
‫ﺑﻨﺎﻡ ﭘﺎ ‪‬‬

‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻧﻮﻳﺴﻨﺪﺓ ﺍﻳﻦ ﻛﺘﺎﺏ ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ ﻓﺮﺯﻧﺪ ﺩﻟﺴﻮﺯ ﻭ ﻓﺪﺍﻛﺎﺭ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﻭ ﺍﻧﺪﻳﺸﻤﻨﺪ ﻧﺎﻣﻮﺭ ﺍﻳﺮﺍﻧﻴﺴﺖ‪.‬‬
‫ﺦ‬
‫ﻛﻮﺷﺸﻬﺎﻱ ﻛﺴﺮﻭﻱ ﺑﺎ ﺗﺎﺭﻳﺦ ﻣﻌﺎﺻﺮ ﺍﻳﺮﺍﻥ ﺑﻬﻢ ﺗﻨﻴﺪﻩ ﺍﺳﺖ‪ .‬ﻧﻪ ﺗﻨﻬﺎ ﺑﺎﻳﻦ ﺳـﺒﺐ ﻛـﻪ ﺍﻭ ﺑﺨـﺸﻲ ﺍﺯ ﺗـﺎﺭﻳ ِ‬
‫ﺶ ﭘـﺎ ﺍﻓﺘـﺎﺩﺓ ﻛـﻢ ﺍﻫﻤﻴﺘـﻲ ﺟﻠـﻮﻩ‬ ‫ﺶ ﭘﻴ ِ‬
‫ﺳﺮﻓﺮﺍﺯﺍﻧﺔ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﺭﺍ ‪ ،‬ﻛﻪ ﺯﻳﺮ ﻏﺒﺎ ِﺭ ﺑﻴﭙﺮﻭﺍﻳﻲ ﻣﻴﺮﻓﺖ ﻳﻚ ﺟﻨﺒ ِ‬
‫ﻱ ﭘﻴﻜ ِﺮ ﺟﺎﻣﻌﺔ‬ ‫ﻚ ﺍﻋﻀﺎ ِ‬‫ﻱ ﻧﺴﻠﻬﺎﻱ ﺑﻌﺪﻱ ﺑﻴﺎﺩﮔﺎﺭ ﮔﺬﺍﺷﺖ ‪ ،‬ﺑﻠﻜﻪ ﺍﻭ ﻛﺴﻴﺴﺖ ﻛﻪ ﻳﻜﺎﻳ ِ‬ ‫ﻛﻨﺪ ‪ ،‬ﺟﺎﻭﺩﺍﻥ ﻛﺮﺩ ﻭ ﺑﺮﺍ ِ‬
‫ﻲ ﺍﻳﻦ ﺟﺎﻣﻌﻪ ﺭﺍ‬ ‫ﻱ ﻧﺨﺴﺘﻴﻦ ﺑﺎﺭ ﺑﺪﻗﺖ ﻛﺎﻟﺒﺪﺷﻜﺎﻓﻲ ﻛﺮﺩ ﻭ ﻛﺎﺳﺘﻴﻬﺎ ﻭ ﻋﻠﺘﻬﺎﻱ ﺳﺴﺘﻲ ﻭ ﺩﺭﻣﺎﻧﺪﮔ ِ‬ ‫ﺍﻳﺮﺍﻧﻲ ﺭﺍ ﺑﺮﺍ ِ‬
‫ﻱ ﺩﻭﺭ ﺑﻴﺎﺑـﺪ ﻭ‬ ‫ﺦ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﺗﻮﺍﻧﺴﺖ ﺭﻳﺸﺔ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﺭﺍ ﺍﺯ ﺯﻣﺎﻧﻬﺎ ِ‬ ‫ﻱ ﭘﮋﻭﻫﺸﻬﺎﻳﺶ ﺩﺭ ﺗﺎﺭﻳ ِ‬ ‫ﺷﻨﺎﺧﺖ‪ .‬ﺑﺪﺳﺘﻴﺎﺭ ِ‬
‫ﻥ ﺯﻧﺪﮔﺎﻧﻲِ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﺯﻳ ِﺮ ﺫﺭﻩ ﺑﻴﻦ ﮔـﺬﺍﺭ‪‬ﺩ ﻭ ﺩﺭﺑـﺎﺭﺓ ﻫﺮﻳـﻚ‬ ‫ﻣﺮﺍﺣﻞ ﺗﻄﹼﻮﺭ ﺁﻥ ﺭﺍ ﺑﺸﻨﺎﺳﺪ‪ .‬ﺟﻨﺒﻪ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮ ِ‬
‫ﺑﻴﺎﻓﺘﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎﻱ ﺍﺳﺘﻮﺍﺭﻱ ﺭﺳﻴﺪ‪.‬‬
‫ﺁﻧﮕﺎﻩ ﻛﻪ ﺭﻳﺸﺔ ﺩﺭﺩ ﺭﺍ ﺷﻨﺎﺧﺖ ‪ ،‬ﻛﻮﺷﺸﻬﺎﻳﺶ ﺭﺍ ﺑﺎ ﺩﻟﻴﺮﻱ ﻭ ﭘﺎﻛﺪﻟﻲ ﻭ ﻛﺎﺭﺩﺍﻧﻲ ﻛﻪ ﺑﺎﻳﺴﺘﺔ ﻫﺮ ﻛﻮﺷـﺸﻲ‬
‫ﺩﺭ ﺭﺍ ِﻩ ﺗﻮﺩﻩ ﺍﺳﺖ ‪ ،‬ﺗﻮﺃﻡ ﻛﺮﺩ ﻭ ﺩﺭ ﺍﻳﻦ ﺭﺍﻩ ‪ ،‬ﭘﺎﻓﺸﺎﺭﻱِ ﺷﮕﻔﺖ ﺍﻧﮕﻴﺰﻱ ﺍﺯ ﺧﻮﺩ ﻧﻤﻮﺩ‪.‬‬
‫ﻥ‬
‫ﻱ ﺧﻮﺩﻣﺎﻧﻲ ﮔﺎﻩ ﺩﺷـﻮﺍﺭ ﻣﻴﻨﻤﺎﻳـﺪ ﺍﻭ ﺩﺭ ﺯﻣـﺎ ِ‬ ‫ﺁﻧﭽﻪ ﻛﻪ ﺍﻣﺮﻭﺯ ﻫﻢ ‪ ،‬ﺳﺨﻦ ﮔﻔﺘﻦ ﺍﺯ ﺁﻧﻬﺎ ﺣﺘﹼﺎ ﺩﺭ ﺟﻤﻊ ﻫﺎ ِ‬
‫ﻱ ﺷﮕﻔﺖ ﺁﻭﺭﻱ ﺩﺭ ﺭﻭﺯﻧﺎﻣﻪ ﻭ ﻛﺘﺎﺑﻬﺎﻳﺶ ﺑﺮﺷﺘﺔ ﻧﻮﺷﺘﻦ ﻛﺸﻴﺪ‪ .‬ﺍﻭ ﻗﻠﻢ ﺭﺍ ﺑﺰﻣﻴﻨﻪ ﻫﺎﻳﻲ ﻛﺸﺎﻧﺪ ﻛﻪ‬ ‫ﺧﻮﺩ ﺑﺎ ﺩﻟﻴﺮ ِ‬
‫ﻲ ﺩﺭﺁﻣﺪﻥ ﺑﺂﻧﻬﺎ ﺭﺍ ﺩﺍﺷﺖ‪.‬‬‫ﻛﻤﺘﺮ ﻛﺴﻲ ﺩﺍﻧﺶ ﻭ ﺗﻮﺍﻧﺎﻳ ِ‬
‫ﺲ ﻻﺕ ﻭ ‪‬ﻫﺒ‪‬ﻞ ﻭ ‪‬ﻋﺰﹼﺍ‪.‬‬ ‫ﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻳﺎﻓﺖ‪ .‬ﺑﺖ ﻫﺎﻳﻲ ﻧﻪ ﺍﺯ ﺟﻨ ِ‬ ‫ﺐ ﮔﺮﻓﺘﺎﺭﻱ ﻭ ﺧﻮﺍﺭ ِ‬ ‫ﺍﻭ ﺑ‪‬ﺖ ﻫﺎﻱ ﭼﻨﺪﻱ ﺭﺍ ﻣﺴﺒ ِ‬
‫ﺁﻧﻬﺎ ﻣﺮﺩﻣﻲ ﺑﺎ ﻳﻚ ﭘﻴﺸﻴﻨﺔ ﭘﺮﺍﻓﺘﺨﺎ ِﺭ ﺗﺎﺭﻳﺨﻲ ﺭﺍ ﺑﻴﻚ ﺗﻮﺩﺓ ﺯﺑﻮﻥ ﻭ ﺩﺭﻣﺎﻧﺪﻩ ﺑ‪‬ﺪﻝ ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺘﻬﺎﻱ ﭼﻨﺪﻱ ﻛـﻪ‬
‫ﻣﺮﺩﻡ ﺑﺮﺍﻱ ﺧﻮﺩ ﺳﺎﺧﺘﻪ ﻭ ﭘﺮﺩﺍﺧﺘﻪ ﺩﺍﺭﻧﺪ ﻭ ﺍﺯ ﺁﻧﺎﻥ ﺩﺳﺖ ﻛﺸﻴﺪﻥ ﻧﻤﻴﺨﻮﺍﻫﻨﺪ‪ .‬ﺍﻳﻦ ﺑﺖ ﻫـﺎ ﻗﺮﻧﻬﺎﺳـﺖ ﭘﺎﺑﻨـﺪ‬
‫ﺍﻳﺮﺍﻧﻲ ﮔﺮﺩﻳﺪﻩ‪ .‬ﺁﻧﻬﺎ ﻫﺮ ﻛﻮﺷﺸﻲ ﻛﻪ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﻭ ﻧﻴﻜﺨﻮﺍﻫﺎﻥ ﺩﺭ ﺭﺍ ِﻩ ﺑﻬﺒﻮ ِﺩ ﺯﻧﺪﮔﺎﻧﻲِ ﻣﺮﺩﻡ ﺑﻜﺎﺭ ﺑﺮﺩﻩ ﺍﻧـﺪ ﺭﺍ‬
‫ﺑﻲ ﻧﺘﻴﺠﻪ ﮔﺬﺍﺭﺩﻩ ‪ ،‬ﻫﻢ ﻣﺮﺩﻡ ﺭﺍ ﻭ ﻫﻢ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﺭﺍ ﻧﻮﻣﻴـﺪ ﮔﺮﺩﺍﻧﻴـﺪﻩ‪ .‬ﺍﻭ ﺩﺭﻳﺎﻓـﺖ ﻛـﻪ ﺗﻨﻬـﺎ ﺑـﺎ ﺭﻫـﺎﻳﻲ ﺍﺯ‬
‫ﺁﻧﻬﺎﺳﺖ ﻛﻪ ﻣﻴﺘﻮﺍﻥ ﺍﺯ ﺧﺮﺳﻨﺪﻱ ﻭ ﺧﻮﺷﻨﻮﺩﻱ ﺑﻬﺮﻩ ﻣﻨﺪ ﮔﺮﺩﻳﺪ‪.‬‬
‫ﻦ ﺁﻧﻬﺎ ‪ ،‬ﺧﻮﺩ ﺣﻤﺎﺳﻪ ﺍﻳﺴﺖ ﺷﻮﺭﺍﻧﮕﻴﺰ‪ .‬ﺍﻳﻨـﺴﺖ‬ ‫ﺷﻨﺎﺳﺎﻧﺪﻥ ﺁﻥ ﺑﺘﻬﺎ ﺑﻤﺮﺩﻡ ﻭ ﻛﻮﺷﺸﻬﺎﻱ ﺍﻭ ﺑﺮﺍﻱ ﺑﺮﺍﻧﺪﺍﺧﺘ ِ‬
‫ﺭﺍﺯ ﺁﻧﻜﻪ ﺩﺭ ﻣﺤﻴﻂ ﺍﻳﺮﺍﻥ ﺳﺨﻦ ﮔﻔﺘﻦ ﺍﺯ ﻛﺴﺮﻭﻱ ﺑﺮﺍﻱ ﻣﻮﺍﻓﻖ ﻭ ﻣﺨﺎﻟﻒ ﺁﺳﺎﻥ ﻧﺒﻮﺩﻩ ﻭ ﻧﻴﺴﺖ‪ .‬ﺯﻳﺮﺍ ﺧﻮﺍﺳﺘﻪ ﻭ‬
‫ﻧﺎﺧﻮﺍﺳﺘﻪ ﺍﺯ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺗﻮﺩﺓ ﻣﺮﺩﻡ ﻭ ﺍﺯ ﺁﻥ ﺑﺖ ﻫﺎ ﻭ ﺩﺳﺘﺎﻥ ﭘﺸﺖ ﭘﺮﺩﺓ ﺁﻧﻬﺎ ﺳﺨﻦ ﺑﻤﻴﺎﻥ ﻣﻲ ﺁﻣـﺪﻩ ﻭ ﺍﻳـﻦ‬
‫ﻥ ﺑﺖ ﺗﺮﺍﺵ ﺑﻮﺩﻩ ﻭ ﻫﺴﺖ‪.‬‬ ‫ﻧﻪ ﺧﻮﺷﺂﻳﻨﺪ ﻭ ﭘﺴﻨ ِﺪ ﺧﻮﺩﻛﺎﻣﮕﺎﻥ ﻭ ﺑﺪﺧﻮﺍﻫﺎ ِ‬
‫ﻱ ﺍﻭ ﺍﺯ ﺭﺩﺓ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺴﺖ‪ .‬ﺁﻧﻬﺎ ﺳﺨﻨﺎﻧﻲ ﻧﻴﺴﺖ ﻛﻪ ﻫﻤﻪ ﺟﺎ ﺗـﻮﺍﻥ‬ ‫ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛﻪ ﻧﻮﺷﺘﻪ ﻫﺎ ِ‬
‫ﻥ ﻫﻤﻴﺸﻪ ـ ﺗﺎﺯﻩ ﺍﻱ ﺍﺳﺖ ﻛـﻪ ﺩﺭ ﺟﺎﻫـﺎﻱ ﺩﻳﮕـﺮ ﻧﺘـﻮﺍﻥ ﻳﺎﻓـﺖ‪ .‬ﺑﺪﺍﻧـﺴﺎﻥ ﻛـﻪ ﺗـﺎﺯﻩ ﺗـﺮﻳﻦ‬ ‫ﻳﺎﻓﺖ‪ .‬ﺁﻧﻬﺎ ﺳﺨﻨﺎ ِ‬
‫ﺭﺷﺘﻪ ﻫﺎﻱ ﺩﺍﻧﺸﻲ ﻧﻴﺰ ﺑﺮ ﭘﺎﻳﺔ ﺍﺻﻠﻬﺎ ﻭ ﻗﺎﻧﻮﻧﻬﺎﻱ ﮔﺬﺷﺘﻪ ﻧﻬﺎﺩﻩ ﺷﺪﻩ ﻭ ﺗﺎ ﮔﻴﺘﻲ ﺑﺮﭘﺎﺳﺖ ‪ ،‬ﺁﻧﻬﺎ ﻧﻴﺰ ﭘﺎﺑﺮﺟﺎﺳﺖ ‪،‬‬
 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻲ ﺗﺮﺑﻴﺘـﻲ ﺭﺍ ﺷـﺮﺡ‬ ‫ﻲ ﺳﻴﺎﺳـﻲ ﻭ ﺭﻭﺍﻧـﺸﻨﺎﺳ ِ‬ ‫ﻫﻤﭽﻨﺎﻧﺴﺖ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﻛﺴﺮﻭﻱ ﻛـﻪ ﻗﺎﻧﻮﻧﻬـﺎﻱ ﺟﺎﻣﻌـﻪ ﺷﻨﺎﺳـ ِ‬
‫ﻣﻲ ﺩﻫﺪ ﻭ ﺗﺎ ﺟﺎﻣﻌﻪ ﻫﺎ ﺑﺮﭘﺎﺳﺖ ﺭﺍﻫﻨﻤﺎ ﻭ ﺭﺍﻫﮕﺸﺎﻱ ﺁﻧﻬﺎﺳﺖ‪.‬‬
‫ﺶ ﭘﻴﻮﺳﺘﻪ ﻭ ﺗﻮﺍﻧﻔﺮﺳﺎﻳﺶ ‪ ۱۳‬ﻫﺰﺍﺭ ﺻـﻔﺤﻪ ﺑﻴـﺸﺘﺮ ‪ ،‬ﮔﻔﺘـﺎﺭ ﻭ ﻛﺘـﺎﺏ ﺩﺭﺑـﺎﺭﺓ‬ ‫ﻛﺴﺮﻭﻱ ﺩﺭ ‪ ۱۲‬ﺳﺎﻝ ﻛﻮﺷ ِ‬
‫ﻞ ﺍﻳﺮﺍﻥ ﻭ ﺷﺮﻕ ﻧﻮﺷﺖ‪ .‬ﺍﻳﻨﺴﺖ ﻛﻤﺘﺮ ﻣﻮﺿﻮ ِﻉ ﺑﺎﺍﻫﻤﻴﺘﻲ ﻣﺮﺑﻮﻁ ﺑﺎﺟﺘﻤﺎﻉ ﺍﻳﺮﺍﻥ ﻣﻴﺘـﻮﺍﻥ ﻳﺎﻓـﺖ ﻛـﻪ ﺍﻭ ﺩﺭ‬ ‫ﻣﺴﺎﺋ ِ‬
‫ﺁﻥ ﺑﺎﺭﻩ ﭼﻴﺰﻱ ﻧﻨﻮﺷﺘﻪ‪.‬‬
‫ﺖ ﻣﺴﺎﺋﻞ ﺍﻳﺮﺍﻥ ‪ ،‬ﻳﻚ ﺣﻘﻴﻘﺖ ﭘﮋﻭ ِﻩ ﺭﺍﺳﺘﻴﻦ ‪ ،‬ﭼﻪ ﻣﻮﺍﻓﻖ ﻭ‬ ‫ﺍﮔﺮ ﺗﻨﻬﺎ ﻫﻤﻴﻦ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﺷﻮﺩ ‪ ،‬ﺩﺭ ﺷﻨﺎﺧ ِ‬
‫ﻱ‬‫ﭼﻪ ﻣﺨﺎﻟﻒ ‪ ،‬ﻧﺎﭼﺎﺭﺳﺖ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺍﻭ ﻧﻴﻚ ﺁﮔﺎﻩ ﮔﺮﺩﺩ‪ .‬ﺑﺪﺍﻧﺴﺎﻧﻜﻪ ﭘﺬﻳﺮﻓﺘﻨﻲ ﻧﻴﺴﺖ ﻛﻪ ﻛـﺴﻲ ﻗﺎﻧﻮﻧﻬـﺎ ِ‬
‫ﺶ ﻣﻜﺎﻧﻴﻚ ﺭﺍ ﺗـﻮﺍﻥ ﺁﻣﻮﺧـﺖ ‪ ،‬ﻫﻤﭽﻨـﺎﻥ ﭘـﺬﻳﺮﻓﺘﻨﻲ ﻧﻴـﺴﺖ ﻛـﻪ‬ ‫ﺳﻪ ﮔﺎﻧﺔ ﻧﻴﻮﺗﻦ ﺭﺍ ﻧﺨﻮﺍﻧﺪﻩ ﻭ ﻧﺪﺍﻧﺴﺘﻪ ‪ ،‬ﺩﺍﻧ ِ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻛﺴﺮﻭﻱ ﺭﺍ ﻫﻢ ﻧﺨﻮﺍﻧﺪﻩ ﻭ ﻧﺪﺍﻧﺴﺘﻪ ﻣﻴﺘﻮﺍﻥ ﺟﺎﻣﻌﺔ ﺍﻳﺮﺍﻧﻲ ﻭ ﻣﺴﺎﺋﻠﺶ ﺭﺍ ﺷـﻨﺎﺧﺖ ﻭ ﺭﺍﻩ ﭼـﺎﺭﻩ ﺍﻱ‬
‫ﻳﺎﻓﺖ‪ .‬ﺍﻳﻦ ﺳﺨﻨﻲ ﺑﮕﺰﺍﻑ ﻧﻤﻲ ﻧﻤﺎﻳﺪ ﺁﻧﮕﺎﻩ ﻛﻪ ﺩﺭﻳﺎﺑﻴﻢ ﺍﻭ ﺍﺯ ﺭﺩﺓ » ﺷﺎﺭﺣﺎﻥ ﻗﺎﻧﻮﻧﻬﺎﻱ ﻃﺒﻴﻌﺖ« ﺍﺳﺖ ـ ﻧﻴﻮﺗﻦ‬
‫ﺩﺭ ﻣﻜﺎﻧﻴﻚ ﻭ ﻛﺴﺮﻭﻱ ﺩﺭ ﺯﻣﻴﻨﺔ ﺟﺎﻣﻌﻪ ﻭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﺮﺑﻴﺘﻲ‪ .‬ﺍﺯ ﻧﻮﺷﺘﻪ ﻫﺎﻳﺶ ﻣﻴﺘﻮﺍﻥ ﺩﺭﻳﺎﻓﺖ ﻛـﻪ ﻃﺒﻴﻌـﺖ‬
‫ﻱ ﻗﺎﻧﻮﻧﻬﺎﻱ ﻓﻴﺰﻳﻚ‬ ‫ﻗﺎﻧﻮﻧﻬﺎﻳﻲ ﺩﺍﺭﺩ ﻛﻪ ﻣﻴﺪﺍﻥ ﻛﺎﺭ ﺁﻧﻬﺎ ‪ ،‬ﺟﺎﻣﻌﻪ ﻫﺎﺳﺖ ﻭ ﺁﻧﻬﺎ ﻧﻴﺰ ﺑﻴﺶ ﻭ ﻛﻢ ﺑﻪ ﻫﻤﺎﻥ ﺍﺳﺘﻮﺍﺭ ِ‬
‫ﻭ ﺯﻳﺴﺖ ﺷﻨﺎﺳﻲ ﻭ ﺩﻳﮕﺮ ﺭﺷﺘﻪ ﻫﺎﻱ ﺩﺍﻧﺸﺴﺖ‪.‬‬
‫ﻱ ﻭﻱ ﺟﺰ ﺩﺭ‬ ‫ﺑﺎ ﺁﻧﻜﻪ ﺍﺯﻭ ﺩﻓﺘﺮﻫﺎ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺑﭽﺎﭖ ﺭﺳﻴﺪﻩ ‪ ،‬ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﻧﺰﺩﻳﻚ ﺑﻪ ‪ % ۴۰‬ﻧﻮﺷﺘﻪ ﻫﺎ ِ‬
‫ﻞ ﺩﻓﺘﺮﻫـﺎ ﻭ‬‫ﻱ ﻧﺨـﺴﺘﻴﻦ ﺑـﺎﺭ ﺑـﺸﻜ ِ‬ ‫ﻥ ﺧﻮﺩﺵ ﺩﻳﮕﺮ ﺑﺎﺭ ﭼﺎﭖ ﻧﺸﺪﻩ ﻭ ﺟﺎ ﺩﺍﺭﺩ ﺑـﺮﺍ ِ‬ ‫ﺭﻭﺯﻧﺎﻣﻪ ﻭ ﻣﻬﻨﺎﻣﻪ ﻫﺎﻱ ﺯﻣﺎ ِ‬
‫ﻛﺘﺎﺑﻬﺎﻳﻲ ﺩﻭﺑﺎﺭﻩ ﭼﺎﭖ ﺷﺪﻩ ﻭ ﺑﮕﺴﺘﺮﺩﮔﻲ ﺩﺭ ﺩﺳﺘﺮﺱ ﻣﺮﺩﻡ ﮔﺬﺍﺭﺩﻩ ﮔﺮﺩﺩ‪.‬‬
‫ﺵ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﻲ ﻳﻌﻨﻲ ﺩﺭ ﺗﺒﺮﻳﺰ ﺑﻮﺩ ﻭ ﭘﻴـﺸﺂﻣﺪﻫﺎ ﺭﺍ ﺍﺯ ﻧﺰﺩﻳـﻚ‬ ‫ﻥ ﺷﻮﺭ ِ‬ ‫ﻭﻱ ﺍﺯ ﺷﺎﻧﺰﺩﻩ ﺳﺎﻟﮕﻲ ﺩﺭ ﻛﺎﻧﻮ ِ‬
‫ﻲ ﺍﻭ ﺑﻤﺸﺮﻭﻃﻪ ﺩﺭ ﻧﻮﺟﻮﺍﻧﻲ ﻧﻴﻢ ﻣﺎﻳﻪ ﺍﻱ ﺍﺯ ﺍﺣﺴﺎﺳﺎﺕ ﺩﺍﺷﺖ ‪ ،‬ﺩﺭ ﺑﺰﺭﮔـﺴﺎﻟﻲ ﺍﻳﻨﺒـﺎﺭ ﻧـﻪ‬ ‫ﻣﻴﺪﻳﺪ‪ .‬ﺍﮔﺮ ﺩﻟﺒﺎﺧﺘﮕ ِ‬
‫ﺍﺣﺴﺎﺳﺎﺕ ﺑﻠﻜﻪ ﺳﻮ ِﺩ ﻣﺮﺩﻡ ﻭ ﺁﻳﻨﺪﺓ ﻛﺸﻮﺭ ﺑﻮﺩ ﻛﻪ ﺍﻭ ﺭﺍ ﺑﺪﻓﺎ ِﻉ ﺟﺎﻧﺎﻧﻪ ﺍﺯ ﺁﻥ ﻭﺍ ﻣﻴﺪﺍﺷﺖ‪ .‬ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺍﻭ ﺩﺭﺑـﺎﺭﺓ‬
‫ﺶ‬‫ﺦ ﻫﺠﺪﻩ ﺳﺎﻟﺔ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﻣﺤـﺪﻭﺩ ﻧﻤﻴـﺸﻮﺩ‪ .‬ﺍﻭ ﻛﻮﺷـ ِ‬ ‫ﻱ ﺗﺎﺭﻳﺦ ﻣﺸﺮﻭﻃﺔ ﺍﻳﺮﺍﻥ ﻭ ﺗﺎﺭﻳ ِ‬ ‫ﻣﺸﺮﻭﻃﻪ ﺗﻨﻬﺎ ﺑﻜﺘﺎﺑﻬﺎ ِ‬
‫ﻥ ﺑﺮﺗﺮﻳﻬﺎﻱ ﺁﻥ ﺑﺮ ﺣﻜﻮﻣﺖ ﺧﻮﺩﻛﺎﻣﻪ ﻛﺮﺩ ﻭ ﻋﻠﺖ ﻫـﺎﻳﻲ‬ ‫ﻥ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﻭ ﻧﺸﺎﻥ ﺩﺍﺩ ِ‬ ‫ﺑﺴﻴﺎﺭﻱ ﺑﺮﺍﻱ ﻳﺎﺩ ﺩﺍﺩ ِ‬
‫ﻥ ﺳﺎﺩﻩ ﻭ ﺭﻭﺍﻥ ﺷﺮﺡ ﺩﺍﺩ ‪ ،‬ﻭ‬ ‫ﻝ ﻧﻨﮓ ﺁﻭ ِﺭ ﺍﻣﺮﻭﺯﻱ ﺑﻴﻔﺘﺪ ﺭﺍ ﺑﺎ ﺯﺑﺎ ِ‬ ‫ﻛﻪ ﺑﺎﻋﺚ ﺷﺪ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﭘﺎﻧﮕﻴﺮﺩ ﻭ ﺑﺤﺎ ِ‬
‫ﺍﻳﻦ ﻫﻤﺔ ﻛﻮﺷﺸﻬﺎﻳﺶ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻧﻴﺴﺖ‪ .‬ﺍﺯ ﻫﻤﻪ ﻣﻬﻤﺘﺮ ﻭ ﻣﺆﺛﺮﺗﺮ ﻭ ﺍﺭﺟـﺪﺍﺭﺗﺮ ﻭ ﻭﺭﺟﺎﻭﻧـﺪﺗﺮ ﺁﻧﻜـﻪ ﺩﻭﺍﺯﺩﻩ‬
‫ﻥ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﻫﻤﻲ ﻛﻮﺷﻴﺪ‪.‬‬ ‫ﻊ ﻣﻮﺍﻧﻊِ ﭘﺎﮔﺮﻓﺘﻦ ﻭ ﺭﻭﺍﻥ ﮔﺮﺩﻳﺪ ِ‬ ‫ﺳﺎﻝ ﺑﻪ ﺭﻓ ِ‬
‫ﺍﻭ ﻛﺸﻮﺭ ﺭﺍ ﺍﺯ ﻳﻜﺴﻮ ﺳﺨﺖ ﻧﻴﺎﺯﻣﻨ ِﺪ ﻣﺸﺮﻭﻃﻪ ﻣﻴﺪﻳﺪ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺩﺭﻳﺎﻓﺖ ﻛﻪ ﻣﻮﺍﻧﻊِ ﺑﺴﻴﺎﺭﻱ ﺑـﺮ ﺳـ ِﺮ‬
‫ﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻳﻚ ﺁﻥ ﺍﻭ ﺭﺍ ﺁﺳﻮﺩﻩ ﻧﻤﻴﮕﺬﺍﺷﺖ ﻭ ﺑﺮﺍﻱ ﺭﺳـﻴﺪﻥ‬ ‫ﻥ ﺳﺮﻓﺮﺍﺯ ِ‬‫ﺍﻳﻦ ﺭﺍﻩ ﻫﺴﺖ‪ .‬ﺩﻭﺭ ﻧﻴﺴﺖ ﺑﮕﻮﻳﻴﻢ ﺁﺭﻣﺎ ِ‬
‫ﻥ‬‫ﺑﺎﻳﻦ ﻧﺘﻴﺠﻪ ‪ ،‬ﺑﺮﻧﺎﻣﺔ ﺩﺭﺍﺯ ﻣﺪﺕ ﻭ ﺑﺴﻴﺎﺭ ﮔﺴﺘﺮﺩﻩ ﺍﻱ ﺭﺍ ﺩﺭﭼﻴﺪ ﻭ ﮔﺎﻡ ﺑﮕـﺎﻡ ﺁﻥ ﺭﺍ ﭘـﻴﺶ ﺑ‪‬ـﺮﺩ‪ .‬ﺍﻳـﻦ ﺩﺭ ﺯﻣـﺎ ِ‬
‫ﭼﻴﺮﮔﻲ ﻭ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺭﺿﺎﺷﺎﻩ ﺑﻮﺩ‪ .‬ﺩﺭ ﺁﻥ ﺳـﺎﻟﻬﺎ ﺍﺯ ﻣـﺸﺮﻭﻃﻪ ﺟـﺰ ﻧـﺎﻣﻲ ﻧﻤﺎﻧـﺪﻩ ﺑـﻮﺩ‪ .‬ﻧﻤﺎﻳﻨـﺪﮔﺎﻥ ﺭﺍ ﺩﻭﻟـﺖ‬
‫ﺑﺮﻣﻴﮕﺰﻳﺪ ﻭ ﺭﻭﺍﻧﺔ ﻣﺠﻠﺲ ﻣﻴﻜﺮﺩ ﻭ ﻛﻮﺷﺸﺶ ﺑﺮ ﺁﻥ ﺑﻮﺩ ﻛﻪ ﺍﻳﺸﺎﻥ ﻫﺮﭼـﻪ ﺑﻴﻤﺎﻳـﻪ ﺗـﺮ ﺑﻬﺘـﺮ! ﭘﺎﺩﺷـﺎﻩ ﻛـﻪ ﺩﺭ‬
‫ﺞ ﺳﻴﺎﺳﺖ ﭘﻴﺸﮕﺎﻥ ﻭ ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﻳﺴﺎﻥ ﻭ‬ ‫ﺖ ﻣﺸﺮﻭﻃﻪ ﺟﺎﻳﻲ ﻧﺪﺍﺭﺩ ‪ ،‬ﭼﺎﭘﻠﻮﺳﻲ ﺍﺯ ﺍﻭ ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﺳﻜﺔ ﺭﺍﻳ ِ‬ ‫ﺣﻜﻮﻣ ِ‬
‫ﺳﺮﺩﻣﺪﺍﺭﺍﻥ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﭼﻨﺎﻥ ﻣﺤﻴﻄﻲ ﻓﺮﺍﻫﻢ ﺁﻣﺪﻩ ﺑﻮﺩ ﻛﻪ ﺳـﺨﻨﻲ ﺟـﺰ ﺗﺄﻳﻴـﺪ ﭘﺎﺩﺷـﺎﻩ ﺷـﻨﻴﺪﻩ ﻧﻤﻴـﺸﺪ‪ .‬ﻭﺍﮊﺓ‬

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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﺁﺯﺍﺩﻱ ﺭﺍ ﭼﻪ ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﻳﺲ ‪ ،‬ﭼﻪ ﺳﺨﻨﺮﺍﻥ ﻭ ﭼﻪ ﺳﺮﺩﻣﺪﺍﺭ ‪ ،‬ﻛﻤﺘﺮ ﻛﺴﻲ ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﻣﻲ ﻳﺎﺭﺳﺖ‪ .‬ﻛﻮﺗﺎﻫﺴﺨﻦ‬
‫ﻱ ﻣﺸﺮﻭﻃﻪ ﺑﻪ ﺳﺮﺩﻱ ﮔﺮﺍﻳﻴﺪﻩ ﺑﻮﺩ‪.‬‬ ‫ﺁﻧﻜﻪ ﺁﺭﻣﺎﻧﻬﺎ ِ‬
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‫ﻦ ﺗﺎﺭﻳﺦ ﻣﺸﺮﻭﻃﻪ ﺑﭙﻴﻮﺳـ ِ‬ ‫ﺩﺭ ﭼﻨﺎﻥ ﺭﻭﺯﮔﺎﺭﻱ ﺍﻭ ﻛﻮﺷﺶ ﺭﺍ ﺍﺯ ﺭﺍﻫﺶ ﺁﻏﺎﺯ ﻛﺮﺩ‪ .‬ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﻛﻪ ﺑﺎ ﻧﻮﺷﺘ ِ‬
‫ﻣﻬﻨﺎﻣﻪ ﺍﺵ ‪ ،‬ﭘﻴﻤﺎﻥ ‪ ،‬ﻳﺎﺩ ﺁﻥ ﻛﻮﺷﺸﻬﺎ ﺭﺍ ﻛﻪ ﻛﻢ ﻛﻢ ﻓﺮﺍﻣﻮﺵ ﻣﻴﮕﺮﺩﻳﺪ ﺯﻧﺪﻩ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﻛﻮﺷﻴﺪ ﺣﺲ ﺩﻟﻴﺮﻱ ﻭ‬
‫ﻥ‬
‫ﻱ ﺑﺰﺭﮔـﻲ ﺍﺯ ﭘﻴـﺸﺮﻭﺍ ِ‬
‫ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ﻭ ﺳﺮﻓﺮﺍﺯﻱ ﺭﺍ ﺍﺯ ﺧﻔﺘﮕﻲ ﻭ ﺧﻤﻮﺩﻱ ﺑﺮﻫﺎﻧﺪ‪ .‬ﺩﺭ ﭘﻴﻤﺎﻥ ‪ ،‬ﺑﺎ ﭼﺎﭖ ﻋﻜـﺴﻬﺎ ِ‬
‫ﺁﺯﺍﺩﻱ ـ ﻛﻪ ﺑﻴﺸﺘﺮ ﺍﺯ ﻣﺮﺩﻡ ﻛﻮﭼﻪ ﻭ ﺑﺎﺯﺍﺭ ﻭ ﺍﺯ ﮔﻤﻨﺎﻣـﺎﻥ ﺑﻮﺩﻧـﺪ ـ ﺍﺭﺝ ﭘﻨﻬـﺎﻥ ﺍﻳـﺸﺎﻥ ﺭﺍ ﺁﺷـﻜﺎﺭ ﺳـﺎﺧﺖ‪ .‬ﺩﺭ‬
‫ﻲ ﺗﺎﺭﻳﺦ ‪ ،‬ﻗﻬﺮﻣﺎﻧﻴﻬﺎ ﻭ ﺩﻟﻴﺮﻱ ﻫﺎ ﻭ ﺟﺎﻧﻔﺸﺎﻧﻴﻬﺎ ﺭﺍ ﺑﺎﺷﻜﻮ ِﻩ ﺑﻴﺸﺘﺮﻱ ﻧﻮﺷﺖ‪ .‬ﺑﺰﺑﻮﻧﻲ ﻭ ﭼﺎﭘﻠﻮﺳﻲ ﻭ‬
‫ﻱ ﺑﺎﺯﮔﻮﻳ ِ‬‫ﻻﺑﻼ ِ‬
‫ﻥ ﻧﻜﻮﻫﺶ ﻭ ﺳـﺮﺯﻧﺶ ﺭﺍ ﺑـﺮ‬ ‫ﺖ ﻓﺮﻭﻣﺎﻳﮕﻲ ﺭﺍ ﺑﺎ ﭼﻴﺮﻩ ﺩﺳﺘﻲ ﻧﮕﺎﺷﺖ ﻭ ﺑﺎﺭﺍ ِ‬ ‫ﺭﻳﺎ ﻭ ﭘﺴﺘﻴﻬﺎ ﻛﻪ ﺭﺳﻴﺪ ‪ ،‬ﭼﻬﺮﺓ ﺯﺷ ِ‬
‫ﻥ ﺗﺎﺭﻳﺦ ﻧﻮﻳـﺴﻲ ‪ ،‬ﺑﺒﻴـﺪﺍﺭ‬
‫ﺳﺮ ﻓﺮﻭﻣﺎﻳﮕﺎﻥ ﺑﺎﺭﺍﻧﻴﺪ ﻭ ﺧﻮﺍﺭﻳﺸﺎﻥ ﺭﺍ ﺟﻠﻮﻱ ﭼﺸﻢ ﺧﻮﺍﻧﻨﺪﻩ ﺁﻭﺭﺩ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺩﺭ ﻣﻴﺎ ِ‬
‫ﻥ ﺷﻮ ِﺭ ﺧﻔﺘﺔ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ﻛﻮﺷﻴﺪ‪.‬‬
‫ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﻥ ﺩﻟﻴﺮﻱ ﻭ ﮔﺮﺩﻧﻔﺮﺍﺯﻱ ﻭ ﺟﺎﻧﺒﺎﺯﻳﺴﺖ ﺑﺪﺭﺍﺯﻱ ﻣﻲ ﺭﺍﻧﻢ ﻭ ﺁﻧﭽﻪ ﻧﻪ ﺍﺯ ﺍﻳﻨﮕﻮﻧـﻪ ﺍﺳـﺖ‬
‫‪ ...‬ﺭﻭﻳﻬﻤﺮﻓﺘﻪ ‪ ،‬ﺁﻧﭽﻪ ﺩﺍﺳﺘﺎ ِ‬
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‫ﺑﻜﻮﺗﺎﻫﻲ ﺍﺯ ﺁﻥ ﻣﻴﮕﺬﺭﻡ‪.‬‬
‫ﻦ ﺍﻳﻦ ﺗﺎﺭﻳﺦ ﺁﺳﺎﻥ ﺑﺴﺮ ﻧﻴﺎﻣﺪ‪ .‬ﺭﻧﺠﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺑﺮﺍﻱ ﺁﻥ ﻛﺸﻴﺪﻩ ﺷـﺪ ﻭ‬ ‫ﺍﺯ ﮔﻔﺘﻦ ﺑﻲ ﻧﻴﺎﺯﺳﺖ ﻛﻪ ﻛﺎﺭ ﻧﻮﺷﺘ ِ‬
‫ﻥ ﺑﺴﻴﺎﺭﻱ ﭘﻴﺶ ﺁﻣﺪ ﻛﻪ ﺧﻮﺩ ﺩﺍﺳـﺘﺎﻧﻬﺎ ﺩﺍﺭﺩ‪ .‬ﺑـﺎ ﺍﻳﻨﻬﻤـﻪ ﺗﻮﺍﻧـﺴﺖ ﺁﻥ ﻛﺘـﺎﺏ ﺭﺍ ﺩﺭ‬ ‫ﻱ ﺁﺷﻜﺎﺭ ﻭ ﻧﻬﺎ ِ‬ ‫ﺩﺷﻤﻨﻴﻬﺎ ِ‬
‫ﻥ ﺭﺿﺎﺷﺎﻩ ﺩﻭﺑﺎﺭ ﺑﭽﺎﭖ ﺭﺳﺎﻧﹶﺪ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﻳﻜـﻲ ﺍﺯ ﺁﻥ ﻣـﻮﺍﻧﻌﻲ ﻛـﻪ ﺑـﺮ ﺳـﺮ ﺭﺍ ِﻩ ﻣـﺸﺮﻭﻃﻪ ﻣﻴﺪﻳـﺪ ﺭﺍ‬ ‫ﻫﻤﺎﻥ ﺯﻣﺎ ِ‬
‫ﻱ ﻧﻮﺷﺘﻦ ﺍﻳﻦ ﺗﺎﺭﻳﺦ ﺑـﺴﻨﺪﻩ‬ ‫ﺑﺮﺩﺍﺷﺖ‪ .‬ﻛﺴﺮﻭﻱ ﺑﻨﺎ ﺑﻤﻘﺘﻀﻴﺎﺗﻲ ﺩﺭ ﺩﻳﺒﺎﭼﺔ ﻛﺘﺎﺏ ﺑﻜﻮﺗﺎﻫﻲ ﺑﻪ ﻫﻔﺖ ﺍﻧﮕﻴﺰﻩ ﺑﺮﺍ ِ‬
‫ﻦ ﺍﻳﻦ ﺗﺎﺭﻳﺦ ﻭﺍﺩﺍﺷﺖ ‪ ،‬ﺧﻮﺩ ﻳﻚ ﮔﻔﺘﺎﺭ ﺟﺪﺍﮔﺎﻧﻪ ﻧﻴﺎﺯ ﺩﺍﺭﺩ‪ .‬ﻣـﺎ ﺩﺭ ﺍﻳﻨﺠـﺎ ﺗﻨﻬـﺎ‬
‫ﻣﻴﻜﻨﺪ‪ .‬ﻟﻴﻜﻦ ﺁﻧﭽﻪ ﺍﻭ ﺭﺍ ﺑﻨﻮﺷﺘ ِ‬
‫ﻥ‬
‫ﻥ ﺯﻣﻴﻨﻪ ﺑﺮﺍﻱ ﺁﻥ ﺁﺭﻣـﺎ ِ‬ ‫ﺑﻴﻜﻲ ﺍﺯ ﺁﻥ ﺍﻧﮕﻴﺰﻩ ﻫﺎ ﺍﺷﺎﺭﻩ ﻣﻴﻜﻨﻴﻢ ‪ :‬ﺍﻳﻦ ﻛﺎ ِﺭ ﺳﺘﺮﮒ ﺑﺎ ﻫﻤﺔ ﺭﻧﺠﻬﺎﻳﺶ ﺁﻣﺎﺩﻩ ﻛﺮﺩ ِ‬
‫ﻥ ﺭﺍ ِﻩ ﻣﺸﺮﻭﻃﻪ‪ .‬ﺟﺰ ﺍﻳﻦ ﺍﻭ ﮔﺎﻣﻬﺎﻱ ﺩﻳﮕﺮﻱ ﻳﻜﺎﻳﻚ ﺑﺮﺩﺍﺷﺖ ﻛـﻪ‬ ‫ﺍﺭﺟﻤﻨﺪﻱ ﺑﻮﺩ ﻛﻪ ﮔﻔﺘﻴﻢ ـ ﻳﻌﻨﻲ ﻫﻤﻮﺍﺭ ﻛﺮﺩ ِ‬
‫ﻱ ﺍﻭ ﻫﺮﭼﻨـﺪ ﺑﻈـﺎﻫﺮ ﺑﻤـﺸﺮﻭﻃﻪ ﺑـﺴﺘﮕﻲ‬ ‫ﻦ ﻣﻮﺍﻧﻊِ ﻣﺸﺮﻭﻃﻪ ﻣﻲ ﺍﻧﺠﺎﻣﻴﺪ‪ .‬ﺍﻳﻨﺴﺖ ﻛﻮﺷﺸﻬﺎ ِ‬ ‫ﻫﻤﮕﻲ ﺑﻪ ﺑﺮﺩﺍﺷﺘ ِ‬
‫ﻥ ﺳﻨﺠﻴﺪﻩ ﭘﻴـﺮﻭﻱ ﻛـﺮﺩﻩ ﺑـﺮﻭﺍﻥ ﮔﺮﺩﻳـﺪﻥ‬ ‫ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ ﻫﻢ ‪ ،‬ﻫﻤﮕﻲ ﺍﺯ ﻳﻚ ﺑﺮﻧﺎﻣﺔ ﺣﺴﺎﺏ ﺷﺪﻩ ﻭ ﻳﻚ ﺁﺭﻣﺎ ِ‬
‫ﻦ ﻣﺸﺮﻭﻃﻪ ﻛﻤﻚ ﻣﻴﻜﻨﺪ‪.‬‬ ‫ﺁﻳﻴ ِ‬
‫» ﻣﻴﺮﺍﺣﻤﺪ« ﺷﺎﻧﺰﺩﻩ ﺳﺎﻝ ﭘﻴﺶ ﺍﺯ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺗﺒﺮﻳـﺰ ﺩﺭ ﻳـﻚ ﺧـﺎﻧﻮﺍﺩﺓ ﻣﻼﻳـﻲ ﭼـﺸﻢ ﺑﺠﻬـﺎﻥ‬
‫ﮔﺸﻮﺩ‪ .‬ﭘﺪﺭﺵ ﺍﺯ ﻣﻼﻳﻲ ﺭﻭﮔﺮﺩﺍﻧﻴﺪﻩ ﺑﻜﺎﺭ ﺑﺎﺯﺭﮔﺎﻧﻲ ﭘﺮﺩﺍﺧﺘﻪ ﺑﻮﺩ‪ .‬ﻫﻤﻮ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻥ ﻣﻴﺮﺍﺣﻤـﺪ ﺭﺍ ﺩﺭ ﺁﺧـﺮﻳﻦ‬
‫ﺳﺎﻋﺖ ﺯﻧﺪﮔﺎﻧﻲ ﺧﻮﺍﺳﺘﺎﺭ ﺷﺪﻩ ﮔﻔﺘﻪ ﺑﻮﺩ ‪ " :‬ﺑﺎﻳﺪ ﻫﻤﻴﺸﻪ ﻳﻚ ﻋﺎﻟﻤﻲ ﺩﺭ ﺧﺎﻧﻮﺍﺩﺓ ﻣﺎ ﺑﺎﺷـﺪ‪ .‬ﻭﻟـﻲ ﻧـﺎﻥ ﻣﻼﻳـﻲ‬
‫ﻥ ﺩﺭﺱ ﻣﻼﻳﻲ ﮔﺮﺩﻳـﺪ‪.‬‬ ‫ﻧﺨﻮﺭﺩ‪ .‬ﻧﺎﻥ ﻣﻼﻳﻲ ﺷﺮﻙ ﺍﺳﺖ‪ ".‬ﻭﻟﻲ ﭼﻮﻥ ﺍﻭ ﺩﺭﮔﺬﺷﺖ ﺑﺎ ﻓﺸﺎﺭ ﺧﺎﻧﻮﺍﺩﻩ ﻧﺎﭼﺎﺭ ﺑﺨﻮﺍﻧﺪ ِ‬
‫ﻋﺮﺑﻲ ﺭﺍ ﻧﻴﻚ ﺁﻣﻮﺧﺖ ﻭ ﻗﺮﺁﻥ ﺭﺍ ﺍﺯﺑﺮ ﻛﺮﺩ ﻭ ﺩﻳﺮﻱ ﺩﺭ ﻣﻌﻨﻲ ﺁﻥ ﺩﺭﺍﻧﺪﻳـﺸﻴﺪ‪ .‬ﺑـﺎ ﺭﻳﺎﻛـﺎﺭﻱ ﻭ ﺑﻴـﺪﻳﻨﻲ ﻛـﻪ ﺍﺯ‬
‫ﻣﻼﻳﺎﻥ ﻣﻴﺪﻳﺪ ﻭ ﺑﺎ ﭘﻨﺪ ﭘﺪﺭ ﻭ ﺷﻮﺭﻱ ﻛﻪ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺟﺎﻧﺶ ﺩﻣﻴﺪﻩ ﺑﻮﺩ ﺧﻮﺩ ﻧﺸﺪﻧﻲ ﺑـﻮﺩ ﻛـﻪ ﻣﻴﺮﺍﺣﻤـﺪ ﺩﺭ‬
‫ﻣﻼﻳﻲ ﺑﻤﺎﻧﺪ‪.‬‬

‫‪ ١‬ـ ﺗﺎﺭﻳﺦ ﻫﺠﺪﻩ ﺳﺎﻟﺔ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ‪ ،‬ﺑﺨﺶ ﺳﻮﻡ ‪ ، ۱۳۱۶‬ﺹ‪۴‬‬

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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﭘﺲ ﺍﺯ ﺩﺳﺖ ﻛﺸﻴﺪﻥ ﺍﺯ ﻣﻼﻳﻲ ﺑﺎ ﺣﺴﺎﺏ ﻭ ﻫﻨﺪﺳﻪ ‪ ،‬ﺟﺒﺮ ﻭ ﻣﻘﺎﺑﻠﻪ ‪ ،‬ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ ﻭ ﻓﻴﺰﻳﻚ ﺁﺷﻨﺎ ﺷﺪﻩ‬
‫ﻦ ﺩﺍﻧﺸﻬﺎ ﺧﻮﺩ ﺭﺍ ﻧﻴﺎﺯﻣﻨ ِﺪ ﺩﺍﻧﺴﺘﻦ ﻳﻚ ﺯﺑﺎﻥ ﺍﺭﻭﭘـﺎﻳﻲ ﺩﻳـﺪ ﻭ‬ ‫ﺩﺭ ﺍﻳﻦ ﺭﺷﺘﻪ ﻫﺎ ﭘﻴﺶ ﺭﻓﺖ‪ .‬ﺩﺭ ﮔﺮﻣﺎﮔﺮﻡ ﺁﻣﻮﺧﺘ ِ‬
‫ﺑﻪ ﻣﻤﻮﺭﻳﺎﻝ ﺍﺳﻜﻮﻝ )ﻣﺪﺭﺳﺔ ﺁﻣﺮﻳﻜﺎﻳﻴﺎﻥ ﺩﺭ ﺗﺒﺮﻳﺰ( ﺭﻓﺖ‪ .‬ﺑﻪ ﺷﺎﮔﺮﺩﺍﻥ ﻋﺮﺑﻲ ﻳـﺎﺩ ﺩﺍﺩ ﻭ ﺧـﻮﺩ ﺑـﻪ ﻳـﺎﺩﮔﺮﻓﺘﻦ‬
‫ﺍﻧﮕﻠﻴﺴﻲ ﺁﻏﺎﺯﻳﺪ‪ .‬ﺑﺎ ﭘﺸﺘﻜﺎﺭ ﺑﺴﻴﺎﺭ ﺩﺭ ﻳﻜﺴﺎﻝ ‪ ،‬ﻫﻔﺖ ﻛﻼﺱ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﺭﺍ ﮔﺬﺭﺍﻧﺪﻩ ﭘﻴﺶ ﺭﻓﺖ‪.‬‬
‫ﺩﺭ ﺁﻧﺠﺎ ﺩﺍﻧﺴﺖ ﻛﻪ ﺑﺮﺍﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺯﺑﺎﻥ ﻣﻲ ﺑﺎﻳﺪ ﺷﻴﻮﻩ ﺍﻱ ﺑﻜﺎﺭ ﺑ‪‬ﺮﺩ ــ ﭼﻴـﺰﻱ ﻛـﻪ ﺗـﺎ ﺁﻥ ﺭﻭﺯ ﺩﺭ ﺍﻳـﺮﺍﻥ‬
‫ﺠ ‪‬ﻤﻪ ﺍﻟ ّ‪‬ﺪ ‪‬ﺭﻳﻪ ﻧﻮﺷـﺘﻪ‬
‫ﺷﻨﺎﺧﺘﻪ ﻧﻤﻴﺒﻮﺩ‪ .‬ﺍﻳﻨﺒﻮﺩ ﺷﻴﻮﻩ ﺍﻱ ﺩﺭ ﻳﺎﺩﺩﺍﺩﻥ ﻋﺮﺑﻲ ﺑﺮﮔﺰﻳﺪﻩ ﻛﺘﺎﺑﻲ ﺩﺭ ﺩﻭ ﺑﺨﺶ ﺑﻨﺎﻡ ﺍﻟ ﹶﻨ ‪‬‬
‫ﺑﭽﺎﭖ ﺭﺳﺎﻧﺪ ﻛﻪ ﺳﺎﻟﻬﺎ ﺩﺭ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎﻱ ﺗﺒﺮﻳﺰ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ ﻣﻴﺸﺪ‪.‬‬
‫ﻱ ﻋﺮﺑﻲ ﺩﺭ ﻳﮕﺎﻧﻪ ﺩﺑﻴﺮﺳـﺘﺎﻥ ﺁﺫﺭﺑﺎﻳﺠـﺎﻥ ﺧﻮﺍﻧـﺪ‪ .‬ﺩﺭ ﺗﻬـﺮﺍﻥ‬ ‫ﺩﺭ ﺳﺎﻝ ‪ ۱۲۹۶‬ﺍﺩﺍﺭﺓ ﻓﺮﻫﻨﮓ ﺍﻭ ﺭﺍ ﺑﺂﻣﻮﺯﮔﺎﺭ ِ‬
‫ﻫﻢ ‪ ،‬ﺯﻣﺎﻧﻲ ﺑﻜﺎﺭ ﺩﺭﺱ ﻋﺮﺑﻲ ﺩﺭ ﺩﺑﻴﺮﺳﺘﺎﻥ ﺍﺩﺍﻣﻪ ﺩﺍﺩ‪ .‬ﺩﺭ ﺧﻮﺍﻧﺪﻥ ﻭ ﻧﻮﺷﺘﻦ ﻋﺮﺑـﻲ ﭼﻨـﺎﻥ ﺗﻮﺍﻧـﺎ ﮔﺮﺩﻳـﺪ ﻛـﻪ‬
‫ﻣﺠﻠﹼﺔ ﺍﻟﻌﺮﻓﺎﻥ )ﺩﺭ ﺳﻮﺭﻳﺎ( ﮔﻔﺘﺎﺭﺵ ﺭﺍ ﺑﻲ ﻛﻢ ﻭ ﺑﻴﺶ ﺑﭽﺎﭖ ﺭﺳﺎﻧﻴﺪ ﻭ ﻣﻌﻨﺎﻱ ﺁﻥ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﻋﺮﺑـﻲ ﺭﺍ ﺩﺭ ﺁﻥ‬
‫ﻫﻨﮕﺎﻡ ﺑﻲ ﻏﻠﻂ ‪ ،‬ﻧﻮﺷﺘﻦ ﻣﻲ ﺗﻮﺍﻧﺴﺖ‪.‬‬
‫ﭘﻴﺶ ﺍﺯ ﺩﺭﺁﻣﺪﻥ ﺑﻪ ﻣﻤﻮﺭﻳﺎﻝ ﺍﺳﻜﻮﻝ ﻛﻤﻲ ﺑﺰﺑﺎﻥ ﻓﺮﺍﻧـﺴﻪ ﭘﺮﺩﺍﺧﺘـﻪ ﻭ ﺩﺭ ﻫﻤـﺎﻥ ﺟـﺎ ﺯﺑـﺎﻥ ﺍﺳـﭙﺮﺍﻧﺘﻮ ﺭﺍ‬
‫ﺷﻨﺎﺧﺘﻪ ﻳﺎﺩ ﮔﺮﻓﺖ‪ .‬ﺍﻳﻦ ﺯﺑﺎﻥ ﺩﺭ ﺑﺮﺍﺑﺮ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﺶ ﻣﻴﺪﺍﻥ ﺗﺎﺯﻩ ﺍﻱ ﮔﺸﻮﺩ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﻛـﻪ ﺩﺍﻧـﺴﺖ ﺯﺑـﺎﻧﻲ ﺩﺭ‬
‫ﺳﺎﻳﺔ ﺳﺎﻣﺎﻥ ﻭ ﺁﺭﺍﺳﺘﮕﻲ ﻣﻴﺘﻮﺍﻧﺪ ﭼﻨﺪﺍﻥ ﺗﻮﺍﻧﺎ ﺑﺎﺷﺪ ﻛﻪ ﺑﺎ ﺯﺑﺎﻧﻬﺎﻱ ﻣﻬﻢ ﺟﻬﺎﻥ ﻫﻤﮕﺎﻣﻲ ﻛﻨﺪ ‪ ،‬ﻟﻴﻜﻦ ﺩﺭ ﻫﻤﺎﻥ‬
‫ﺣﺎﻝ ﭼﻨﺪﺍﻥ ﺳﺎﺩﻩ ﻭ ﺁﺳﺎﻥ ﻛﻪ ﺩﺭ ﻳﻜﻤﺎﻩ ﺗﻮﺍﻥ ﺁﻧﺮﺍ ﻳﺎﺩ ﮔﺮﻓﺖ‪ .‬ﺑﻴﮕﻤﺎﻥ ﺍﻳﻦ ﺳـﺮﺁﻏﺎﺯﻱ ﺑـﻮﺩ ﻛـﻪ ﺑﺪﺷـﻮﺍﺭﻳﻬﺎﻱ‬
‫ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﺑﺸﻴﻮﺓ ﺩﺍﻧﺸﻲ ﺑﻨﮕﺮﺩ ﻭ ﺟﻮﻳﺎﻱ ﺭﺍﻩ ﺣﻞ ﺑﺎﺷﺪ‪.‬‬
‫ﺩﺭ ﻳﻚ ﭘـﮋﻭﻫﺶ ﺯﺑـﺎﻥ ﺷﻨﺎﺳـﺎﻧﻪ ‪ ،‬ﺍﻓﻌـﺎﻝ ﺩﻭ ﺯﺑـﺎﻥ ﺗﺮﻛـﻲ ﻭ ﻓﺎﺭﺳـﻲ ﺭﺍ ﺑـﺎ ﻳﻜـﺪﻳﮕﺮ ﺑـﺴﻨﺠﺶ ﮔـﺬﺍﺭﺩﻩ‬
‫ﺑﻨﺎﺭﺳﺎﻳﻴﻬﺎﻱ ﻓﺎﺭﺳﻲ ﭘﻲ ‪‬ﺑﺮﺩ‪ .‬ﺍﻳﻦ ﺁﻏﺎﺯﻱ ﺑﻮﺩ ﺑﺮﺍﻱ ﻛﻮﺷﺸﻬﺎﻱ ﺍﻭ ﺩﺭ ﺯﻣﻴﻨﺔ ﭘﻴﺮﺍﺳﺘﻦ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﻭ ﻧﻴﺮﻭﻣﻨـﺪ‬
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‫ﮔﺮﺩﺍﻧﻴﺪﻥ ﺁﻥ‪ .‬ﻧﺘﻴﺠﺔ ﺍﻳﻨﻬﺎ ﮔﻔﺘﺎﺭﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻳﺴﺖ ﻛﻪ ﺑﺨﺸﻲ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﺯﻣﺎﻥ ﺧﻮﺩﺵ ﺑﺮ‪‬ﻭﻳﺔ ﺩﻓﺘ ِﺮ ﻛﻮﭼـ ِ‬
‫ﺶ ﻳـﺎﺭﺍﻧﺶ ﮔـﺮﺩﺁﻭﺭﻱ‬ ‫ﺯﺑﺎﻥ ﭘﺎﻙ ﭼﺎﭖ ﺷﺪ‪ .‬ﻟﻴﻜﻦ ﺳﺎﻟﻬﺎ ﭘﺲ ﺍﺯ ﺁﻥ ﮔﻔﺘﺎﺭﻫﺎ ‪ ،‬ﻫﻤﺔ ﺁﻧﻬﺎ ﺩﺭ ﻳﻚ ﻛﺘﺎﺏ ﺑﻜﻮﺷـ ِ‬
‫ﺷﺪﻩ ﺑﻨﺎﻡ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﻛﺴﺮﻭﻱ ﺩﺭ ﺯﻣﻴﻨﺔ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﺩﺭﺁﻣﺪ‪.‬‬
‫ﭼﻮﻥ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﺭﺍ ﻧﺎﺑﺴﺎﻣﺎﻥ ﻭ ﭘﺮﻳﺸﺎﻧﺤﺎﻝ ﻣﻴﺪﻳﺪ ﻭ ﺁﻧﺮﺍ ﺗﻮﺍﻧﺎﻱ ﺑﺮﺁﻭﺭﺩﻥ ﺧﻮﺍﺳـﺖ ﮔﻮﻳﻨـﺪﻩ ﻭ ﻧﻮﻳـﺴﻨﺪﻩ‬
‫ﻧﻤﻲ ﻳﺎﻓﺖ ‪ ،‬ﺍﻳﻨﺴﺖ ﺳﭙﺲ ﻛﻪ ﺑﻜﻮﺷﺸﻬﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺳﻴﺎﺳﻲ ﺁﻏﺎﺯﻳﺪ ﺩﺭ ﻛﻨﺎﺭ ﺁﻥ ‪ ،‬ﻛـﺎﺭ ﭘﻴﺮﺍﺳـﺘﻦ ﺯﺑـﺎﻥ ﺭﺍ‬
‫ﻧﻴﺰ ﭘﻴﺶ ﻣﻲ ﺑ‪‬ﺮﺩ‪ .‬ﺍﻭ ﺩﺭ ﺍﻳﻨﺒﺎﺭﻩ ﮔﻔﺘﺎﺭﻫﺎﻱ ﺑﺴﻴﺎﺭﻱ ﻧﻮﺷﺘﻪ ﺧﻮﺍﺳﺖ ﺧﻮﺩ ﺭﺍ ﻛﻪ ﺑـﺴﺎﻣﺎﻥ )ﺑﺎﻗﺎﻋـﺪﻩ( ‪ ،‬ﺁﺳـﺎﻥ ‪،‬‬
‫ﺭﺳﺎ ﻭ ﺗﻮﺍﻧﺎ ﮔﺮﺩﻳﺪﻥ ﻓﺎﺭﺳﻲ ﺍﺳﺖ ﭼﻨﺎﻧﻜﻪ ﺑﺘﻮﺍﻧﺪ ﺑﺎ ﺯﺑﺎﻧﻬﺎﻱ ﻣﻬﻢ ﺟﻬﺎﻥ ﻫﻤﺪﻭﺷﻲ ﻛﻨﺪ ‪ ،‬ﺑﻨﻴﻜﻲ ﺷﺮﺡ ﺩﺍﺩﻩ ﻧﺎﻡ‬
‫ﺁﻥ ﺭﺍ » ﺯﺑﺎﻥ ﭘﺎﻙ« ﻧﻬﺎﺩ‪.‬‬
‫ﺟﺰ ﺍﻳﻦ ﺑﺮﺭﺳﻴﻬﺎ ‪ ،‬ﺑﺨﻮﺍﻧﺪﻥ ﺗﺎﺭﻳﺦ ‪ ،‬ﺷﻮﺭ ﻭ ﺩﻟﺒﺴﺘﮕﻲ ﺑﺴﻴﺎﺭ ﻧـﺸﺎﻥ ﺩﺍﺩ‪ .‬ﻳﻜـﻲ ﺍﺯ ﺯﻣﻴﻨـﻪ ﻫـﺎﻳﻲ ﻛـﻪ ﺑـﺂﻥ‬
‫ﭘﺮﺩﺍﺧﺖ ﻭ ﻧﻴﻚ ﻳﺎﺩ ﮔﺮﻓﺖ ﺗﺎﺭﻳﺦ ﺑﺎﺑﻴﮕﺮﻱ ﻭ ﺑﻬﺎﻳﻴﮕﺮﻱ ﺑﻮﺩ‪.‬‬
‫ﮔﻔﺘﻴﻢ ﺩﺭ ﺟﻮﺍﻧﻲ ﻭ ﭘﺲ ﺍﺯ ﺭﻫﺎﻳﻲ ﺍﺯ ﻣﻼﻳﻲ ﺑﺎ ﺩﺍﻧﺸﻬﺎﻱ ﻧﻮﻳﻦ ﺁﺷﻨﺎ ﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﺑﺎﺷﺘﺒﺎﻫﻲ ﺩﺭ ﻳﻜـﻲ‬
‫ﺍﺯ ﻛﺘﺎﺑﻬﺎﻱ ﺩﻛﺘﺮ ﻭﺍﻧﺪﻳﻚ ﺩﺍﻧﺸﻤﻨﺪ ﺁﻣﺮﻳﻜﺎﻳﻲ ﻭ ﺍﺳﺘﺎﺩ ﺩﺍﻧﺸﻜﺪﺓ ﺑﻴﺮﻭﺕ ﭘﻲ ﺑﺮﺩ‪ .‬ﺷﮕﻔﺖ ﺗﺮ ﺁﻧﻜﻪ ﺍﻳـﻦ ﻛﺘـﺎﺏ‬
‫ﻱ ﻣﺼﺮ ﻭ ﺳﻮﺭﻳﺎ ﺩﺭﺱ ﺩﺍﺩﻩ ﻣﻲ ﺷﺪ ﻭ ﺳﻪ ﺑﺎﺭ ﭼﺎﭖ ﺷﺪﻩ ﺑﻮﺩ ‪ ،‬ﻛﺴﻲ ﺑﺂﻥ ﻏﻠـﻂ ﭘـﻲ ﻧﺒـﺮﺩﻩ‬ ‫ﻛﻪ ﺩﺭ ﻣﺪﺭﺳﻪ ﻫﺎ ِ‬
‫ﻥ ﺍﻳﻨﻜـﻪ ﺁﻥ ﺭﺍ‬ ‫ﻥ ﺍﺷﺘﺒﺎﻩ ﺑﻴﻚ ﺩﺍﻧﺸﻤﻨﺪِ ﻏﺮﺑﻲ ﺑﺬﻫﻦ ﻫﺎ ﺭﺍﻩ ﻧﻤﻲ ﻳﺎﻓﺖ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﺑﺎﻭﺭﻛﺮﺩ ِ‬ ‫ﺑﻮﺩ‪ .‬ﺩﺭ ﺁﻥ ﺳﺎﻟﻬﺎ ﮔﻤﺎ ِ‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻳﻚ ﺟﻮﺍﻥِ ﺷﺮﻗﻲ ﻳﺎﻓﺘﻪ ﺑﺎﺷﺪ ﺑﺴﻴﺎﺭ ﺩﺷﻮﺍﺭ ﺑﻮﺩ‪ .‬ﻭﻟﻲ ﺁﺯﻣﺎﻳﺶ ﻧﺸﺎﻥ ﺩﺍﺩ ﻛﻪ ﺩﻛﺘﺮ ﺍﺷﺘﺒﺎﻩ ﻛﺮﺩﻩ‪ .‬ﻧﺸﺎﻥ ﺩﺍﺩ ﻛـﻪ‬
‫ﻳﻚ ﻏﺮﺑﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺷﺘﺒﺎﻩ ﻛﻨﺪ ﻭ ﺷﺮﻗﻴﺎﻥ ﻫﻢ ﺍﺷﺘﺒﺎﻫﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺭﺍ ﺗﻮﺍﻧﻨﺪ ﻳﺎﻓﺖ‪.‬‬
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‫ﺍﻳﻦ ﻳﻚ ﻓﻴﺮﻭﺯﻱ ﻛﻮﭼﻜﻲ ﻧﺒﻮﺩ‪ .‬ﺍﻋﺘﻤﺎﺩ ﺑﻨﻔﺴﻲ ﻛﻪ ﺍﺯ ﺍﻳﻦ ﺭﺍﻩ ﺑﺪﺳﺖ ﺁﻣـﺪ ‪ ،‬ﺑـﺮﺍﻱ ﻳـﻚ ﺟـﻮﺍﻥ ﻛﻤـﺴﺎ ِ‬
‫ﻲ ﺑﻴﺸﺘﺮﻱ ﻧﮕﺮﻳﺴﺘﻪ‬ ‫ﺷﺮﻗﻲ ﺑﺴﻴﺎﺭ ﮔﺮﺍﻧﺒﻬﺎ ﺑﻮﺩ‪ ١ .‬ﺭﻭﺷﻨﺴﺖ ﻛﻪ ﺍﻭ ﺍﺯ ﺁﻥ ﭘﺲ ﺑﻨﻮﺷﺘﻪ ﻫﺎﻱ ﻏﺮﺑﻴﺎﻥ ﺑﺎ ﺑﺎﺭﻳﻚ ﺑﻴﻨ ِ‬
‫ﻭ ﺍﺯ ﺁﻥ ﺧﻮﺷﮕﻤﺎﻧﻲ ﻛﻪ ﺟﻠﻮﻱ ﺩﻳﺪﮔﺎﻥ ﺭﺍ ﮔﻴﺮﺩ ‪ ،‬ﺭﺳﺘﻪ ﺑﻮﺩﻩ‪.‬‬
‫ﺩﺭ ﻣﺄﻣﻮﺭﻳﺘﻲ ﺍﺯ ﺳﻮﻱ ﻋﺪﻟﻴﻪ ﻛﻪ ﺑﻪ ﻣﺎﺯﻧﺪﺭﺍﻥ ﺭﻓﺘﻪ ﺑﻮﺩ ﻧﻴﻤﺰﺑﺎﻥ ﻣﺎﺯﻧﺪﺭﺍﻧﻲ ﺭﺍ ﻳﺎﺩ ﮔﺮﻓﺖ ﻭ ﺑﺘﺎﺭﻳﺦ ﺁﻧﺠﺎ ﺩﻝ‬
‫ﺑﺴﺖ ﻭ ﺳﭙﺲ ﻳﺎﺩﺩﺍﺷﺘﻬﺎﻳﻲ ﺭﺍ ﻛﻪ ﺍﺯ ﺭﺍﻩ ﺟﺴﺘﺠﻮ ﺩﺭ ﻛﺘﺎﺑﻬـﺎ ﻓـﺮﺍﻫﻢ ﻛـﺮﺩﻩ ﺑـﻮﺩ ﺑﻨـﺎﻡ ﺗـﻮﺍﺭﻳﺦ ﻃﺒﺮﺳـﺘﺎﻥ ﻭ‬
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‫ﻳﺎﺩﺩﺍﺷﺘﻬﺎﻱ ﻣﺎ ﺑﭽﺎﭖ ﺭﺳﺎﻧﺪ‪ .‬ﺩﺭﺍﻳﻦ ﭘﮋﻭﻫﺸﻬﺎ ﺑﺘﺮﺟﻤﺔ ﺍﻧﮕﻠﻴﺴﻲ ﺗـﺎﺭﻳﺦ ﺍﺑـﻦ ﺍﺳـﻔﻨﺪﻳﺎﺭ ﺍﺯ ﭘﺮﻭﻓـﺴﻮﺭ ﺑـﺮﺍﻭﻥ‬
‫ﺑﺮﺧﻮﺭﺩ‪ .‬ﺟﺎﻱ ﺑﺴﻲ ﺷﮕﻔﺖ ﺑﻮﺩ ﻛﻪ ﺩﻳﺪ ﭘﺮﻭﻓﺴﻮ ِﺭ ﻧﺎﻣﻮﺭ ﺩﺭ ﻳﻚ ﺗﺮﺟﻤﻪ ﺑﻪ ﺑﻴﺶ ﺍﺯ ‪ ۱۴۰‬ﻏﻠـﻂ ﻭ ﺳـﻬﻮ ﺩﭼـﺎﺭ‬
‫ﺷﺪﻩ‪ .‬ﺍﻳﻦ ﺍﺷﺘﺒﺎﻩ ﻫﺎ ﺭﺍ ﺩﺭ ﺩﻓﺘﺮﻱ ﻧﻮﺷﺘﻪ ﺑﺎ ﺩﺳـﺖ ﻣﺤﻤ‪‬ـﺪ ﻗﺰﻭﻳﻨـﻲ ﺑـﺮﺍﻱ ﭘﺮﻭﻓـﺴﻮﺭ ﻣﻴﻔﺮﺳـﺘﺪ‪ .‬ﺑﻌـﺪ ﻫـﺎ ﺩﺭ‬
‫ﻛﺎﺭﻫﺎﻱ ﭘﺮﻭﻓﺴﻮﺭ ﺑﺎﺭﺗﻮﻟﺪ ‪ ٣‬ﻭ ﭘﺮﻭﻓﺴﻮﺭ ﻟﺴﺘﺮﻧﺞ ‪ ٤‬ﻫﻢ ﻫﺮ ﻳﻚ )ﺗﻨﻬﺎ ﺩﺭ ﻓﺼﻞ ﻣﺮﺑﻮﻁ ﺑﺨﻮﺯﺳﺘﺎﻥ( ﺍﺷـﺘﺒﺎﻩ ﻫـﺎﻳﻲ‬
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‫ﻣﻲ ﻳﺎﺑﺪ ﻭ ﺩﺭ ﮔﻔﺘﺎﺭﻫﺎﻳﻲ ﺁﻧﻬﺎ ﺭﺍ ﺷﺮﺡ ﻣﻴﺪﻫﺪ‪.‬‬
‫ﻛﺴﺮﻭﻱ ﺑﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﺍﺷﺘﺒﺎﻩ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ‪ ،‬ﺍﺯ ﻳﻚ ﺳﻮ ﺁﺳﻴﺒﻬﺎﻳﻲ ﻛﻪ ﺑﺘﺎﺭﻳﺦ ﻭ ﺯﺑـﺎﻥ ﻭ ﺟﻐﺮﺍﻓـﻲ ﺭﺳـﻴﺪﻩ‬
‫ﻲ ﺑﻲ ﺍﻧﺪﺍﺯﺓ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺸﺮﻗـﺸﻨﺎﺳﺎﻥ ﺩﺭ ﺁﻥ ﺭﻭﺯﮔـﺎﺭ‬ ‫ﺑﻮﺩ ﺭﺍ ﺑﺎﺯﮔﺮﺩﺍﹾﻧﺪ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ‪ ،‬ﺭﺧﻨﻪ ﺑﺮ ﺑﻨﻴﺎﺩ ﺩﻟﺒﺎﺧﺘﮕ ِ‬
‫ﻥ ﺁﺑﺮﻭﻣﻨﺪ ﻭ ﺩﺍﻧﺸﻤﻨﺪ ﻧﺎﻡ ﺑـﺮﺩﻩ‬‫ﺍﻧﺪﺍﺧﺖ‪ .‬ﺩﺭ ﮔﻔﺘﺎﺭﻱ ﺑﻨﺎ ِﻡ » ﺷﺮﻕ ﻭ ﻏﺮﺏ« )‪ (۱۳۱۲‬ﺩﺭ ﺣﺎﻟﻴﻜﻪ ﺍﺯ ﺷﺮﻗﺸﻨﺎﺳﺎ ِ‬
‫ﺍﺯ ﻛﻮﺷﺸﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺍﺭﺟﺸﻨﺎﺳﻲ ﻣﻴﻜﻨﺪ ‪ ،‬ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﻬﺎ ﺭﺍ ﻛﻪ ﺑﺪﺭﻭﻍ ﺧﻮﺩ ﺭﺍ ﺩﺍﻧﻨﺪﺓ ﺯﺑﺎﻧﻬﺎﻳﻲ ﺷﻨﺎﺳـﺎﻧﻴﺪﻩ ﻛـﻪ‬
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‫ﻧﻤﻴﺪﺍﻧﺴﺘﻨﺪ ﻭ ﻳﺎ ﻣﺪ‪‬ﻋﻲ ﭘﮋﻭﻫﺸﻲ ﺑﻮﺩﻧﺪ ﻛﻪ ﺩﻳﮕﺮﻱ ﻛﺮﺩﻩ ‪ ،‬ﺭﺳﻮﺍ ﻣﻴﻜﻨﺪ‪.‬‬
‫ﺑﺎ ﺁﻥ ﺩﻟﺒﺎﺧﺘﮕﻴﻲ ﻛﻪ ﻣﺮﺩﻡ ﺍﻳـﺮﺍﻥ ﺑﺎﺭﻭﭘﺎﻳﻴـﺎﻥ ﺩﺭ ﺁﻧﺮﻭﺯﻫـﺎ ﻣﻴﺪﺍﺷـﺘﻨﺪ ‪ ،‬ﮔﻤـﺎﻥ ﺑﻴﻤـﺎﻳﮕﻲ ﺑﺸﺮﻗـﺸﻨﺎﺳﺎﻥ‬
‫ﺍﺭﻭﭘﺎﻳﻲ ﺑﻤﺎﻧﺪ ‪ ،‬ﻫﺮﮔﺰ ﮔﻤﺎﻥ ﺳﻬﻮ ﻫﻢ ﺑﻨﻮﺷﺘﻪ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ﻧﻤﻴﺒﺮﺩﻧﺪ‪ .‬ﺍﻳﺮﺍﻧﻲِ ﻛﻮﭼـﻪ ﻭ ﺑـﺎﺯﺍﺭ ﺩﺭ ﺟـﺎﻱ ﺧـﻮﺩ ‪،‬‬
‫ﺑﺮﺍﻱ ﻧﻮﻳﺴﻨﺪﮔﺎﻧﻲ ﻛﻪ ﺑﺎ ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﻭ ﻛﺘﺎﺑﻬﺎﺷﺎﻥ ﺁﺷﻨﺎﻳﻲ ﺩﺍﺷﺘﻨﺪ ﻫﻢ ‪ ،‬ﺍﻳﻨﻜﻪ ﺍﻳﺸﺎﻥ ﺩﺭﺑﺎﺭﺓ ﻣﻮﺿـﻮﻋﻲ ﻛـﻪ‬
‫ﻧﻤﻴﺪﺍﻧﺴﺘﻪ ﺍﻧﺪ ﭼﻴﺰ ﻧﻮﺷﺘﻪ ﺍﻧﺪ ﻭﻳﺎ ﺍﺷﺘﺒﺎﻩ ﻛﺮﺩﻩ ﺍﻧﺪ ﺑﺎﻭﺭﻛﺮﺩﻧﻲ ﻧﺒﻮﺩ‪.‬‬
‫ﻲ ﺑﻴﺸﺘﺮﻱ ﺑﻨﮕﺮﺩ‪ .‬ﺍﻭ ﭘﻲ ﺑـﺮﺩ ﻛـﻪ‬ ‫ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﺑﺎﻋﺚ ﺷﺪ ﻛﻪ ﺍﻭ ﺑﻜﻮﺷﺸﻬﺎ ﻭ ﭘﮋﻭﻫﺸﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺑﺎ ﺑﺎﺭﻳﻚ ﺑﻴﻨ ِ‬
‫ﭘﺎﺭﻩ ﺍﻱ ﺍﺯ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ﻧﻪ ﺍﺯ ﺳ ِﺮ ﺩﺍﻧﺶ ﭘﮋﻭﻫﺸﻲ ﻭ ﻧﻴﻜﺨﻮﺍﻫﻲ ﺑﻠﻜﻪ ﺑﺎ ﺑﺪﺧﻮﺍﻫﻲ ﻧﻮﺷﺘﻪ ﺷﺪﻩ‪ .‬ﺑﺮﺧـﻲ ﺍﺯ‬
‫ﺁﻧﺎﻥ ـ ﻛﻪ ﺩﺭ ﺁﻏﺎﺯ ﺑﺎﻳﺸﺎﻥ ﺧﻮﺷﮕﻤﺎﻥ ﻫﻢ ﺑﻮﺩ ـ ﺣ ﹼﺘﺎ ﻣﺄﻣﻮﺭ ﺳﻴﺎﺳﻲ ﻛﺸﻮﺭﻫﺎﻱ ﺧﻮﺩ ﺑﻮﺩﻩ ﺍﻧﺪ ﻭ ﻧﻮﺷﺘﻪ ﻫﺎﺷﺎﻥ‬
‫ﺑﻴﺸﺘﺮ ﻫﻤﺎﻥ ﺭﻧﮓ ﺭﺍ ﺩﺍﺭﺩ ﻭ ﺑﺂﻧﻬﺎ ﺩﺭ ﻛﺘﺎﺑﻬﺎﻳﻲ ﻫﻤﭽﻮﻥ ﺩﺭﭘﻴﺮﺍﻣﻮﻥ» ﺍﺩﺑﻴ‪‬ﺎﺕ« ‪ ،‬ﺷﻴﻌﻴﮕﺮﻱ ‪ ،‬ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟‬
‫ﻭ ﻓﺮﻫﻨﮓ ﺍﺳﺖ ﻳﺎ ﻧﻴﺮﻧﮓ؟ ﺍﺷﺎﺭﻩ ﻣﻲ ﻛﻨﺪ‪.‬‬

‫‪ ١‬ـ » ﻛﺴﺮﻭﻱ ﻭ ﺑﺮﺧﻮﺭﺩ ﻓﺮﻫﻨﮕﻲ ﺷﺮﻕ ﺑﺎ ﻏﺮﺏ« ﻧﻮﺷﺘﺔ ﺩﻛﺘﺮ ﻣﺤﻤ‪‬ﺪ ﻋﻠﻲ ﺟﺰﺍﻳﺮﻱ‬
‫‪ ٢‬ـ ‪Edward Browne‬‬
‫‪ ٣‬ـ ‪Bartold‬‬
‫‪ ٤‬ـ ‪Le Strange‬‬
‫‪ ٥‬ـ ﻛﺎﺭﻭﻧ ِﺪ ﻛﺴﺮﻭﻱ ‪ ۱۳۵۲ ،‬ﺹ‪ ۲۳۷‬ﺗﺎ ‪۲۵۰‬‬
‫‪ ٦‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ‪ ۴۱۱‬ﺗﺎ ‪٤١٤‬‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﺳﭙﺲ ﻛﻪ ﺍﻳﻦ ﺭﺷﺘﻪ ﺭﺍ ﺩﻧﺒﺎﻝ ﻣﻴﻜﻨﺪ ﻭ ﺁﮔﺎﻫﻲ ﻫﺎﻱ ﺑﻴﺸﺘﺮﻱ ﻣﻲ ﺍﻧﺪﻭﺯﺩ ‪ ،‬ﺷﺎﮔﺮﺩﺍﻥ ﻭ ﻫﻤﺪﺳﺘﺎﻥ ﺍﻳـﺸﺎﻥ‬
‫ﺐ ﺳﻴﺎﺳﻲ ﻭ ﺍﺩﺍﺭﻱ ﺍﻳﻦ ﻛﺸﻮﺭ ﺟﺎﻱ‬ ‫ﺭﺍ ﺩﺭ ﺍﻳﺮﺍﻥ ﻣﻲ ﺷﻨﺎﺳﺪ ﻭ ﺷﮕﻔﺖ ﺁﻧﻜﻪ ﻣﻲ ﺑﻴﻨﺪ ﺍﻳﺸﺎﻥ ﺩﺭ ﺑﺎﻻﺗﺮﻳﻦ ﻣﻨﺎﺻ ِ‬
‫ﺩﺍﺭﻧﺪ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺑﺎ ﭘﻴﻮﻧ ِﺪ ﺯﻣﻴﻨﻪ ﻫﺎﻳﻲ ﻛﻪ ﻧﺎﭘﻴﻮﺳﺘﻪ ﭘﻨﺪﺍﺷﺘﻪ ﻣﻴﺸﺪ ‪ ،‬ﺑﺮﺍﺯﻱ ﻧﻬـﺎﻥ ﻭ ﺑـﺲ ﺷـﻮﻡ ﭘـﻲ ﺑـﺮﺩ‪ .‬ﺩﺭ‬
‫ﺟﺴﺘﺎﺭ )ﻣﻮﺿﻮﻉ( ﺭﺍ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﺪﻩ ﻭ ﺍﺯ »ﻛﻤﭙﺎﻧﻲ ﺧﻴﺎﻧﺖ« ﻭ ﻧﻘﺸﻪ ﻫﺎﺷﺎﻥ ﭘﺮﺩﻩ ﺑﺮﺩﺍﺷﺘﻪ‪.‬‬ ‫ﻛﺘﺎﺏ ﺩﺍﺩﮔﺎﻩ ﺍﻳﻦ ‪‬‬
‫ﭘﺲ ﺍﺯ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ‪ ،‬ﭼﻴﺴﺘﺎﻧﻬﺎﻳﻲ ﺩﺭ ﺗﺎﺭﻳﺦ ﺳﻴﺎﺳﻲ ﺍﻳﺮﺍﻥ ﻛﻪ ﺳﺎﻟﻬﺎ ﺍﻧﺪﻳﺸﻪ ﺍﺵ ﺭﺍ ﻣﻲ ﻓﺮﺳﻮﺩ ‪ ،‬ﺩﺭ ﺑﺮﺍﺑـﺮ‬
‫ﭼﺸﻤﺎﻧﺶ ﻳﻜﺎﻳﻚ ﮔﺸﻮﺩﻩ ﺷﺪﻧﺪ‪.‬‬
‫ﻱ ﺧـﻮﺩ ﺟـﺎ ﺑـﺎﺯ ﻛـﺮﺩﻩ ﺑﻮﺩﻧـﺪ ‪،‬‬‫ﺷﺮﻗﺸﻨﺎﺳﻲ ﻭ ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﺑﺎ ﺁﻥ ﺩﻟﺒﺎﺧﺘﮕﻲ ﻭ ﺷﻴﻔﺘﮕﻲ ﻛﻪ ﺩﺭ ﺩﻟﻬﺎ ﺑﺮﺍ ِ‬
‫ﺗﺒﺪﻳﻞ ﺑﻪ ﺑﺘﻲ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﻳﻜﻲ ﺍﺯ ﻧﺨﺴﺘﻴﻦ ﺑﺘﻬﺎﻳﻲ ﺑﻮﺩ ﻛﻪ ﻛﺴﺮﻭﻱ ﺑـﺎ ﺗﺮﻛﻴـﺐِ ﺩﺍﻧـﺶ ﻭ‬
‫ﺗﻴﺰﺑﻴﻨﻲ ﻭ ﺑﻴﺒﺎﻛﻲ ﺗﻮﺍﻧﺴﺖ ﺩﺭﻫﻢ ﺷﻜﻨﺪ‪.‬‬
‫ﮒ ﻣﺸﺮﻭﻃﻪ ‪ ،‬ﻧﻮﺷﺘﺔ ﺟﺎﻣﻌﻲ ﻛﻪ ﺑﺘﻮﺍﻥ ﺑﻨﺎﻡ ﺗـﺎﺭﻳﺦ ﻣـﺸﺮﻭﻃﻪ‬ ‫ﺵ )ﺍﻧﻘﻼﺏ( ﺑﺰﺭ ِ‬ ‫ﺗﺎ ﺳﺎﻝ ‪ ۱۳۰۱‬ﺩﺭﺑﺎﺭﺓ ﺷﻮﺭ ِ‬
‫ﺑﺂﻥ ﺍﺳﺘﻨﺎﺩ ﻛﺮﺩ ‪ ،‬ﻧﮕﺎﺷﺘﻪ ﻧﺸﺪﻩ ﺑﻮﺩ‪ .‬ﺗﺎ ﺁﻥ ﺭﻭﺯ ‪ ،‬ﺑﺎ ﻫﻤﺔ ﻗﻬﺮﻣﺎﻧﻴﻬﺎ ﻭ ﺩﻻﻭﺭﻳﻬﺎﻱ ﻣﺮﺩﻡ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﻭ ﺭﻧﺠﻬـﺎﻳﻲ‬
‫ﻛﻪ ﻛﺸﻴﺪﻩ ﺑﻮﺩﻧﺪ ﻭ ﺟﺎﻧﻬﺎﻳﻲ ﻛﻪ ﺩﺭ ﺭﺍﻩ ﺁﺯﺍﺩﻱ ﻓﺪﺍ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ ‪ ،‬ﺁﻥ ﺳﺮﺯﻣﻴﻦ ﺭﻭﻱ ﺁﺳﺎﻳﺶ ﻧﺪﻳﺪﻩ ﺑﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ‬
‫ﻥ ﺧﻴﺎﺑﺎﻧﻲ ﺑﻬﺮﺓ ﻣﺮﺩﻡ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﻛﺮﺩﻩ ﺑـﻮﺩ ‪ ،‬ﺁﺷـﻮﺑﻬﺎ ﻭ ﺧﻮﻧﺮﻳﺰﻳﻬـﺎﻱ‬ ‫ﻫﻨﮕﺎﻡ ﺑﺠﺰ ﺩﻟﺸﻜﺴﺘﮕﻲ ﺍﻱ ﻛﻪ ﺑﺮﺍﻓﺘﺎﺩ ِ‬
‫ﹸﻛﺮﺩﺍﻥ ﺧﻮﺩ ﺳﺘﻤﻲ ﺑﻮﺩ ﺑﺮ ﺳﺘﻤﻬﺎﻱ ﺑﻴﺎﺩ ﻣﺎﻧﺪﺓ ﭘﻴﺸﻴﻦ‪ .‬ﻛﺴﺮﻭﻱ ﺁﻥ ﺭﺍ ﺭﻭﺍ ﻧﺪﻳﺪ ﻛﻪ ﺑﺎﺭﻱ ﺍﺯ ﺧﻮﺩ ﮔﺬﺷﺘﮕﻴﻬﺎ ‪،‬‬
‫ﺩﻟﻴﺮﻳﻬﺎ ﻭ ﻗﻬﺮﻣﺎﻧﻴﻬﺎﻱ ﺍﻳﻦ ﻣﺮﺩﻣﺎﻥ ﻓﺮﺍﻣﻮﺵ ﮔﺮﺩﺩ‪.‬‬
‫ﺵ ﺁﺫﺭﺑﺎﻳﺠـﺎﻥ ﺍﺯ ﺁﻏـﺎﺯ‬
‫ﺩﺭ ‪ ۱۳۰۱‬ﺩﺭ ﺩﻣﺎﻭﻧﺪ ‪ ،‬ﻓﺮﺻﺘﻲ ﺳﻪ ﻣﺎﻫﻪ ﻳﺎﻓﺘﻪ ‪ ،‬ﻳﺎﺩﺩﺍﺷﺘﻬﺎﻳﻲ ﺩﺭ ﭘﻴﺮﺍﻣـﻮﻥ ﺷـﻮﺭ ِ‬
‫ﺵ ﺧﻴﺎﺑﺎﻧﻲ ﻭ ﺁﺷﻮﺑﻬﺎﻱ ﻛﺮﺩﺍﻥ ﺩﺭ ﺁﻧﺴﺎﻝ ﻧﻮﺷﺖ‪ .‬ﺳﺎﻝ ﺑﻌﺪ ﺩﺭ ﺯﻧﺠﺎﻥ ﺁﻧﻬﺎ‬ ‫ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ‪ ۱۲۸۵‬ﺗﺎ ﺧﻴﺰ ِ‬
‫ﺭﺍ ﺍﺯ ﺳﺮ ﮔﺮﻓﺖ ﻭ ﭼﻮﻥ ﺑﻜﺘﺎﺑﻬﺎ ﻭ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎﻳﻲ ﺩﺳﺘﺮﺳﻲ ﻳﺎﻓﺖ ﺑﻬﺘﺮ ﻧﻮﺷﺖ ﻭ ﻧﺎﺭﺳﺎﻳﻴﻬﺎﻱ ﻳﺎﺩﺩﺍﺷﺘﻬﺎ ﺭﺍ ﺭﻓـﻊ‬
‫ﻛﺮﺩ‪ .‬ﺳﭙﺲ ﻛﻮﺗﺎﻫﺸﺪﺓ ﺁﻧﻬﺎ ﺭﺍ ﺑﻌﺮﺑﻲ ﺩﺭﺁﻭﺭﺩﻩ ﺑﻨﺎﻡ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﻓﻲ ﺛﻤﺎﻧﻴﻪ ﻋﺸﺮ ﻋﺎﻣـ ﹰﺎ ﺑـﺮﺍﻱ ﭼـﺎﭖ ﺑﻤﺎﻫﻨﺎﻣـﺔ‬
‫ﺍﻟﻌﺮﻓﺎﻥ ﻓﺮﺳﺘﺎﺩ‪ .‬ﺑﻨﻮﺷﺘﺔ ﻣﺮﺗﻀﺎ ﻣﺪﺭﺳﻲ ﭼﻬﺎﺭﺩﻫﻲ ﻛﻪ ﺁﻥ ﻫﻨﮕﺎﻡ ﺩﺭ ﻋﺮﺑﺴﺘﺎﻥ ﺑـﻮﺩﻩ ﺁﻥ ﻳﺎﺩﺩﺍﺷـﺘﻬﺎ ﺑـﺎ ﺁﻧﻜـﻪ‬
‫ﺗﻜﻪ ﺍﻱ ﺍﺯ ﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻧﺴﺖ ﻭﻟﻲ ﺩﺭ ﺩﻟﻬﺎﻱ ﻋﺮﺑﻬﺎ ﺗﺄﺛﻴﺮ ﮊﺭﻓﻲ ﻣﻲ ﮔﺰﺍﺭﺩﻩ‪ .‬ﺗﻮ ﮔﻮﻳﻲ ﺗﺎﺭﻳﺦ ﺟﻨﺒﺸﻬﺎﻱ ﺧﻮﺩﺷـﺎﻥ‬
‫ﺭﺍ ﻣﻴﺨﻮﺍﻧﺪﻧﺪ ﻛﻪ ﺍﺯ ﺩﻟﺴﻮﺯﻱ ﻭ ﻫﻤﺪﺭﺩﻱ ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﺑﺎﺯ ﻧﻤﻲ ﺍﻳﺴﺘﺎﺩﻧﺪ‪ .‬ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻋﺮﺏ ﻳﺎﺩﺩﺍﺷﺘﻬﺎ ﺭﺍ ﺑﺴﻴﺎﺭ‬
‫ﺳﺘﻮﺩﻩ ﻭ ﺍﺯ ﺍﻳﻦ ﺭﺍﻩ ﺑﺎ ﻛﺴﺮﻭﻱ ﺁﺷﻨﺎﻳﻲ ﻣﻲ ﻳﺎﺑﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﻧﻮﺷﺘﻪ ﻫﺎ ﺭﺍ ﭼﻨﺪ ﺳﺎﻝ ﺑﻌﺪ ‪ ،‬ﺍﺯ ﺩﻳﻤﺎﻩ ‪ ۱۳۱۳‬ﺑﻨـﺎﻡ » ﺗـﺎﺭﻳﺦ ﻫﺠـﺪﻩ ﺳـﺎﻟﺔ ﺁﺫﺭﺑﺎﻳﮕـﺎﻥ )ﻳـﺎ ﺩﺍﺳـﺘﺎﻥ‬
‫ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ(« ﺗﻜﻪ ﺗﻜﻪ ﺩﺭ ﻣﺎﻫﻨﺎﻣﺔ ﭘﻴﻤﺎﻥ ﻧﻮﺷﺖ‪ .‬ﻟﻴﻜﻦ ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺍﻳﻦ ﻧﻮﺷﺘﻪ ﻫـﺎ ﺑـﺎﺯ ﻫـﻢ ﻛـﺎﻣﻠﺘﺮ‬
‫ﮔﺮﺩﻳﺪ ﻭ ﺩﺭ ﺩﻭ ﺟﻠﺪ ﭼﺎﭖ ﺷﺪ ‪ ،‬ﺟﻠﺪ ﻳﻜﻢ ﺭﺍ ﺗﺎﺭﻳﺦ ﻣﺸﺮﻭﻃﺔ ﺍﻳﺮﺍﻥ ﻭ ﺩﻭﻣﻲ ﺭﺍ ﺗﺎﺭﻳﺦ ﻫﺠﺪﻩ ﺳﺎﻟﺔ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ‬
‫ﻧﺎﻣﻴﺪ‪.‬‬
‫ﺳﺮﮔﺬﺷﺘﻬﺎﻱ ﻫﺠﺪﻩ ﺳﺎﻟﻪ ‪ ،‬ﻳﮕﺎﻧﻪ » ﺗﺎﺭﻳﺦ ﺗﻮﺩﻩ« ﺍﻳﺮﺍﻥ ﺗﺎ ﺁﻥ ﺭﻭﺯ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﭘﻴﺶ ﺍﺯ ﻧﻮﺷﺘﻪ ﺷﺪﻥ ﺍﻳـﻦ‬
‫ﺗﺎﺭﻳﺦ ‪ ،‬ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﺎﻳﺮﺍﻧﻴﺎﻥ ﺑﭽﺸﻢ ﻣﺮﺩﻡ ﺯﺑﻮﻧﻲ ﻛﻪ ﻫﺮﮔﺰ ﺗﻮﺍﻥ ﺑﺮﺧﺎﺳﺘﻦ ﻭ ﺳﺮﻧﻮﺷﺖ ﺧﻮﺩ ﺭﺍ ﺑﺪﺳـﺖ ﮔـﺮﻓﺘﻦ‬
‫ﻧﺪﺍﺭﻧﺪ ﻣﻴﻨﮕﺮﻳﺴﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻛﺘﺎﺏ ـ ﻫﻤﻪ ﭼﻴﺰ ﺑﻜﻨﺎﺭ ـ ﺁﻳﻨﺔ ﺁﺑﺮﻭﻱ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻧﺴﺖ‪ .‬ﭘﺲ ﺍﺯ ﻧﮕﺎﺭﺵ ﺍﻳﻦ ﺗﺎﺭﻳﺦ ﺑﻮﺩ‬
‫ﻛﻪ ﻧﮕﺮﺵ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﺘﻮﺩﺓ ﺍﻳﺮﺍﻧﻲ ﺩﮔﺮﮔﻮﻥ ﮔﺮﺩﻳﺪ‪.‬‬

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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻥ ﺍﻳﺮﺍﻧﻲ ﺳﺪﻩ ﻫﺎ ﺑﻮﺩ ﻛﻪ ﺩﺍﻭﺭﻱ ﺩﺭ ﺗﺎﺭﻳﺦ ﻧﻮﻳﺴﻲ ﺭﺍ ﺑﻔﺮﺍﻣﻮﺷـﻲ ﺳـﭙﺎﺭﺩﻩ ﺟـﺰ ﭼﺎﭘﻠﻮﺳـﻴﻨﺎﻣﻪ‬
‫ﺗﺎﺭﻳﺦ ﻧﻮﻳﺴﺎ ِ‬
‫ﻧﻤﻲ ﻧﻮﺷﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﺎﺭ ﺩﻳﮕﺮ ﺩﺍﻭﺭﻱ ﺭﺍ ﺑﺘﺎﺭﻳﺨﻬﺎﻱ ﻣﺎ ﺑﺎﺯﮔﺮﺩﺍﻧﺪ ﻭ ﺭﺍﻫﻴﻜﻪ ﺑﻴﻬﻘﻲ ﻫﺎ ﻭ ﺍﺳـﻜﻨﺪﺭ ﺑﻴﻜﻬـﺎ ﻭ‬
‫ﻣﻴﺮﺯﺍ ﻣﻬﺪﻳﺨﺎﻧﻬﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ﭘﻮﻳﻴﺪﻩ ﺑﻮﺩﻧﺪ ﻭ ﺩﺭ ﺗﺎﺭﻳﻜﻲ ﻣﻴﻤﺎﻧﺪ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﺪ‪.‬‬
‫ﺍﺯ ﮔﻮﺷﻪ ﻭ ﻛﻨﺎ ِﺭ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺍﻭ ﭼﻨﻴﻦ ﺑﺮ ﻣﻲ ﺁﻳﺪ ﻛﻪ ﺍﻳﻦ ﺗﺎﺭﻳﺦ ﺑﺎﻧﮕﻴﺰﻩ ﻫﺎﻱ ﺑـﺴﻴﺎﺭﻱ ﻧﻮﺷـﺘﻪ ﺷـﺪﻩ ﻛـﻪ‬
‫ﺛﺒﺖ ﺭﻭﻳﺪﺍﺩﻫﺎ ﺗﻨﻬﺎ ﭘﻴﺶ ﭘﺎ ﺍﻓﺘﺎﺩﻩ ﺗﺮﻳﻦ ﺁﻥ ﺍﻧﮕﻴﺰﻩ ﻫﺎﺳﺖ‪.‬‬
‫ﺁﻧﺠــﺎ ﻛــﻪ ﺩﺭ ﺩﻳﺒﺎﭼــﺔ ﭼــﺎﭖ ﺩﻭﻡ ﺗــﺎﺭﻳﺦ ﻣــﺸﺮﻭﻃﻪ )‪ (۱۳۱۹‬ﻣ ـﻲ ﻧﻮﻳــﺴﺪ ‪ ":‬ﻛــﺴﺎﻧﻲ ﭼــﻮﻥ ﺧــﻮﺩ ﺭﺍ‬
‫ﺗﺎﺭﻳﺦ ﻧﻮﻳﺲ ﻣﻲ ﭘﻨﺪﺍﺭﻧﺪ ﻣﺮﺍ ﻫﻢ ﺩﺭ ﺭﺩﺓ ﺧﻮﺩ ﻣﻲ ﺷﻤﺎﺭﻧﺪ‪ .‬ﺑﺂﻧﺎﻥ ﻳﺎﺩﺁﻭﺭﻱ ﻣﻲ ﻛـﻨﻢ ﻛـﻪ ﻣـﻦ ﺗـﺎﺭﻳﺦ ﻧـﻮﻳﺲ‬
‫ﻥ ﺁﻥ ﻛـﺎﺭ ﻧﺒﺎﺷـﻨﺪ" ‪،‬‬
‫ﻧﻴﺴﺘﻢ ﻭ ﺩﺭ ﺭﺩﺓ ﺍﻳﺸﺎﻥ ﻧﻤﻲ ﺑﺎﺷﻢ‪ .‬ﺑﺴﻴﺎﺭ ﻛﺴﺎﻥ ﺑﻴﻚ ﻛﺎﺭﻱ ﺑﺮﺧﻴﺰﻧﺪ ﻭ ﺍﺯ ﺭﺩﺓ ﻛﻨﻨـﺪﮔﺎ ِ‬
‫ﺳﺨﻦ ﺑﺮ ﺳﺮ ﻓﺮﻭﺗﻨﻲ ﻧﻤﻮﺩﻥ ﻧﻴﺴﺖ‪ .‬ﻛﺴﺮﻭﻱ ﺩﺭ ﺁﻥ ﻫﻨﮕﺎﻡ ﻭ ﻳﺎ ﺣﺘﺎ ﺩﺭ ﺁﻏﺎ ِﺯ ﻧﻮﺷﺘﻦ ﺁﻥ ﺗـﺎﺭﻳﺦ )‪ (۱۳۱۳‬ﺍﮔـﺮ‬
‫ﻫﻢ ﺗﺎﺭﻳﺦ ﻧﻮﻳﺲ ﻧﺒﻮﺩﻩ ﺗﺎﺭﻳﺦ ﺩﺍﻥ ﺑﻮﺩﻩ‪ .‬ﺯﻳﺮﺍ ﭘﻴﺶ ﺍﺯ ﺁﻥ ﺩﺭ ﺩﺍﻧﺸﻜﺪﺓ » ﻣﻌﻘﻮﻝ ﻭ ﻣﻨﻘﻮﻝ« ﻭ ﺩﺍﻧﺸﻜﺪﺓ ﺍﻓﺴﺮﻱ‬
‫ﺍﺳﺘﺎﺩ ﺗﺎﺭﻳﺦ ﺑﻮﺩ ﻭ ﺩﺭﺱ ﺗﺎﺭﻳﺦ ﻣﻴﺪﺍﺩ‪ .‬ﺣﺘﺎ ﮔﻔﺘﻪ ﺷﺪﻩ ﭘﻴـﺸﻨﻬﺎﺩ ﻧﻮﺷـﺘﻦ ﺗـﺎﺭﻳﺦ ﺍﻳـﺮﺍﻥ ﺍﺯ ﺁﻏـﺎﺯ ﺗـﺎ ﺑﺮﺍﻓﺘـﺎﺩﻥِ‬
‫ﺧﺎﻧﺪﺍﻥ ﻗﺎﺟﺎﺭ ﺭﺍ ﺩﺭ ﺁﻧﻬﻨﮕﺎﻡ ﻛﺮﺩﻩ ﺑﻮﺩ ﻭﻟﻲ ﺑﺮﺍﻱ ﺍﻳﻨﻜﺎﺭ ﺷﺮﻃﻲ ﮔﺬﺍﺭﺩﻧﺪ ﻛﻪ ﭘﺎﻳﺎﻥ ﺁﻥ ﻧﻪ ﺩﻭﺭﺍﻥ ﻗﺎﺟﺎﺭ ﺑﻠﻜﻪ ﺗﺎ‬
‫ﻫﻤﺎﻥ ﺯﻣﺎﻥ ﺑﺎﺷﺪ )ﺩﻭﺭﺓ ﭘﻬﻠﻮﻱ ﺭﺍ ﻧﻴﺰ ﺩﺭﺑﺮ ﮔﻴﺮﺩ( ﻭ ﺍﻭ ﺑﻬﺘﺮ ﺩﺍﻧﺴﺖ ﻛﻪ ﺍﺯ ﺁﻥ ﭘﻴﺸﻨﻬﺎﺩ ﺑﮕﺬﺭﺩ ﺗﺎ ﺍﻳﻨﻜﻪ ﭼﻨـﺎﻥ‬
‫ﺷﺮﻃﻲ ﺭﺍ ﺑﭙﺬﻳﺮﺩ‪.‬‬
‫ﺖ ﺳﺮﺍﻳﻲ ﻣﺎﻧﺪﮔﺎﺭ ﻭ ﮔﺮﺍﻧﻤﺎﻳﻪ ﺑﺴﺮ ﺩﺍﺷﺖ ﻭ ﺍﻳﻦ ﻫﺮﺁﻳﻨﻪ ﺑـﺸﺎﻟﻮﺩﻩ ﻭ‬ ‫ﮓ ﺳﺎﺧ ِ‬‫ﺭﺍﺳﺘﻲ ﺁﻧﺴﺘﻜﻪ ‪ ،‬ﻛﺴﺮﻭﻱ ﺁﻫﻨ ِ‬
‫ﺳﺘﻮﻧﻬﺎﻳﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺑﻮﺩ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﺁﻧﺠﺎ ﻛﻪ ﻫﻴﭽﻜﺪﺍﻡ ﺍﺯ ﺁﻧﻬﺎ ﻧﺒﻮﺩ ﻭ ﻛﺴﻲ ﺭﺍ ﻫﻢ ﺁﻣﺎﺩﺓ ﻛﺎﺭ ﻧﻤﻴﺪﻳﺪ ‪ ،‬ﺧﻮﺩ ﺩﺳﺖ‬
‫ﺳﺴﺖ ﻭ ﻧـﻴﻢ‬ ‫ﺑﻜﺎﺭ ﻣﻲ ﺷﺪ ﻭ ﺁﻧﺮﺍ ﭘﺪﻳﺪ ﻣﻲ ﺁﻭﺭﺩ‪ .‬ﺁﻧﺠﺎ ﻛﻪ ﭼﻴ ِﺰ ﺍﺭﺯﻧﺪﻩ ﺍﻱ ‪ ،‬ﺑﺎﺯﻣﺎﻧﺪﻩ ﺍﺯ ﮔﺬﺷﺘﻪ ﻣﻲ ﻳﺎﻓﺖ ﻭﻟﻲ ‪‬‬
‫ﻥ ﺁﻥ ﻣﻴﻜﻮﺷﻴﺪ‪ .‬ﺁﻧﺠﺎ ﻛﻪ ﺩﻳﮕﺮﻱ ﺑﻜﺎﺭﻱ ﻫﻤﺴﻮ ﺑﺎ ﺧﻮﺍﺳﺖ ﺍﻭ ﭘﺮﺩﺍﺧﺘـﻪ‬ ‫ﺑﻨﺪ ﺑﻮﺩ ﺑﻨﻴﺮﻭﻣﻨﺪﻱ ﻭ ﺗﻮﺍﻧﻤﻨﺪ ﮔﺮﺩﺍﻧﺪ ِ‬
‫ﻭﻟﻲ ﻧﺎﺍﻧﺠﺎﻡ ﮔﺬﺍﺭﺩﻩ ﺑﻮﺩ ﺍﻭ ﺭﺍ ﻳﺎﺭﻱ ﻣﻴﺪﺍﺩ ﻭ ﺍﺯ ﺳﺘﺎﻳﺶ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺩﺭﻳﻎ ﻧﻤﻴﮕﻔﺖ‪.‬‬
‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﭘﮋﻭﻫﺸﻬﺎ ‪ ،‬ﺟﺴﺘﺠﻮﻫﺎ ‪ ،‬ﻧﻮﺷﺘﻪ ﻫﺎ ‪ ،‬ﺍﻧﺘﻘﺎﺩﻫﺎﻱ ﺍﻭ ﻫﻤﻪ ‪ ،‬ﻛﻮﺷـﺸﻬﺎﻳﻲ ﺑـﺮﺍﻱ ﺁﻥ ﻫـﺪﻑ ﺍﺻـﻠﻲ‬
‫ﺑﻮﺩ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺍﻭ ﺑﺰﻣﻴﻨﻪ ﻫﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺩﺭﺁﻣﺪ ﺗﺎ ﺷﺎﻟﻮﺩﺓ ﺁﻥ ﻫﺪﻑ ﺁﻣﺎﺩﻩ ﮔﺮﺩﺩ‪ .‬ﻧﻮﺷﺘﻦ ﺗﺎﺭﻳﺦ ﻣﺸﺮﻭﻃﻪ ﻧﻴـﺰ ﺍﺯ‬
‫ﺶ ﻣﺸﺮﻭﻃﻪ ﺑﺮﺍﻱ ﻣﺮﺩﻣـﻲ ﻛـﻪ‬ ‫ﻱ ﻛﻢ ﻣﺎﻧﻨ ِﺪ ﺟﻨﺒ ِ‬‫ﻥ ﺭﻭﻳﺪﺍﺩﻫﺎ ِ‬
‫ﺍﻳﻦ ﺩﺳﺖ ﻛﺎﺭﻫﺎ ﺑﻮﺩ‪ .‬ﻧﮕﺎﺭﺵ ﻭ ﺟﺎﻭﺩﺍﻥ ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﻲ ﺁﺯﺍﺩﻱ ﺭﺍ ﭼﺸﻴﺪﻩ ﺑﻮﺩﻧﺪ ‪ ،‬ﭼﻨﺎﻥ ﺍﺭﺯﺷﻤﻨﺪ ﻭ ﺗﺄﺛﻴﺮﮔﺬﺍﺭ ﺑﻮﺩ ﻛﻪ ﺍﻭ ﻭﻇﻴﻔﺔ ﺧﻮﺩ ﺩﻳـﺪ ﻛـﻪ‬ ‫ﻧﺨﺴﺖ ﺑﺎﺭ ‪ ،‬ﺷﻴﺮﻳﻨ ِ‬
‫ﺑﺎ ﻫﻤﺔ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻳﺶ ﺑﺂﻥ ﭘﺮﺩﺍﺯﺩ‪ .‬ﺑﺎﻳﻦ ﻛﺎﺭ ﺩﺭﺁﻣﺪ ﺯﻳﺮﺍ ﺁﻧﺮﺍ ﺷﺎﻟﻮﺩﻩ ﺍﻱ ﺑﺮﺍﻱ ﺁﻥ ﻫﺪﻑ ﺍﺻﻠﻲ ﻣﻴﺪﻳﺪ‪.‬‬
‫ﺍﻭ ﺍﺯ ﻫﺮ ﻓﺮﺻﺘﻲ ﺳﻮﺩ ﺑﺮﺩﻩ ‪ ،‬ﺑﺠﺴﺘﺠﻮ ﻭ ﻣﻄﺎﻟﻌﻪ ﭘﺮﺩﺍﺧﺖ‪ .‬ﺁﻧﭽـﻪ ﻫﻴﭽﮕـﺎﻩ ﮔﺴـﺴﺘﻲ ﻧﻴﺎﻓـﺖ ﭘﮋﻭﻫﻨـﺪﮔﻲ‬
‫ﺍﻭﺳﺖ‪ .‬ﺑﻬﺮﺟﺎ ﺭﻓﺖ ﺩﺭﺑﺎﺭﺓ ﺯﺑﺎﻥ ‪ ،‬ﻛﻴﺸﻬﺎ ‪ ،‬ﺗﺎﺭﻳﺦ ﻭ ﻭﻳﮋﮔﻴﻬﺎﻱ ﻣﺮﺩﻡ ﻭ ﺟﻐﺮﺍﻓﻴﺎﻱ ﺁﻧﺠﺎ ﺟـﺴﺘﺠﻮ ﻛـﺮﺩ‪ .‬ﺍﺯ ﻳـﻚ‬
‫ﺳﻮ ﻛﻨﺠﻜﺎﻭﻱ ﻭ ﺷﻮ ِﺭ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺭ ﺳﺮﺍﺳﺮ ﺯﻧﺪﮔﻲ ﺍﻭ ﺑﺴﻴﺎﺭ ﭼﺸﻤﮕﻴﺮ ﻭ ﺩﺭﺧﺸﺎﻧﺴﺖ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺩﺭ ﺁﻧﭽﻪ‬
‫ﺩﺍﻧﺴﺘﻪ ﻭ ﻳﺎﺩ ﮔﺮﻓﺘﻪ ﺑﺴﻄﺢ ﺧﺮﺳﻨﺪﻱ ﻧﺪﺍﺩﻩ ‪ ،‬ﺑﮋﺭﻓﺎﻫﺎ ﺩﺳﺖ ﻳﺎﻓﺘﻪ‪.‬‬
‫ﺩﺭ ﺯﻧﺠﺎﻥ ﻭ ﻗﺰﻭﻳﻦ ﺩﺭﺑﺎﺭﺓ ﺗﺎﺭﻳﺨﭽﺔ ﺑﺎﺏ ﻭ ﺑﻬﺎﺀ ﺑﺎﺯ ﻫـﻢ ﺟـﺴﺘﺠﻮ ﻛـﺮﺩ ﻭ ﻳﺎﺩﺩﺍﺷـﺘﻬﺎﻳﻲ ﺭﺍ ﮔـﺮﺩ ﺁﻭﺭﺩ‪ .‬ﺩﺭ‬
‫ﻥ ﻓﺮﺍﺧﻲ ﺑﺮﺍﻱ ﭘﮋﻭﻫﺶ ﻳﺎﻓﺖ ‪ :‬ﻳﻜﻲ ﻳﺎﺩﮔﺮﻓﺘﻦ ﻧﻴﻤﺰﺑﺎﻧﻬـﺎﻱ ﺷﻮﺷـﺘﺮﻱ ﻭ ﺩﺯﻓـﻮﻟﻲ ﻭ‬ ‫ﺧﻮﺯﺳﺘﺎﻥ ﻛﺴﺮﻭﻱ ﻣﻴﺪﺍ ِ‬
‫ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﹸﻟﺮﻱ ﺑﻮﺩ‪ .‬ﺩﻳﮕﺮﻱ ﺟﺴﺘﺠﻮ ﺩﺭ ﻭﻳﺮﺍﻧﻪ ﻫﺎﻱ ﺷﻮﺵ ﻭ ﺁﺑﺎﺩﻳﻬﺎﻱ ﭘﻴﺮﺍﻣـﻮﻥ ﺟﻨﺪﻳـﺸﺎﭘﻮﺭ ﻭ ﭘـﮋﻭﻫﺶ ﺩﺭ‬
‫ﺸﻌ‪‬ـﺸﹶﻊ ﻭ ﺩﻋـﻮﻱ‬ ‫ﺗﺎﺭﻳﺦ ﺳﺪﻩ ﻫﺎﻱ ﺍﺧﻴﺮ ﺧﻮﺯﺳﺘﺎﻥ‪ .‬ﻧﺎﮔﻬـﺎﻥ ﺩﺭ ﻣﻴـﺎﻥ ﺟـﺴﺘﺠﻮﻫﺎ ﺑﺪﺍﺳـﺘﺎﻥ ﺳـﻴ‪‬ﺪ ﻣﺤﻤ‪‬ـﺪ ‪‬ﻣ ﹶ‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫» ‪‬ﻣﻬﺪﻳﮕﺮﻱ« ﺍﻭ ﺑﺮﻣﻲ ﺧﻮﺭ‪‬ﺩ ﻭ ﭼﻮﻥ ﻛﺴﻲ ـ ﭼﻪ ﺍﺭﻭﭘﺎﻳﻲ ﻭ ﭼﻪ ﺟﺰ ﺁﻥ ـ ﺗﺎ ﺁﻧﺰﻣﺎﻥ ﺩﺭﺁﻥ ﺑﺎﺭﻩ ﻛﺘﺎﺑﻲ ﻧﻨﻮﺷـﺘﻪ‬
‫ﺑﻮﺩ ﻭ ﻣﻮﺿﻮﻉ ‪ ،‬ﺍﺭﺯﺵ ﺗﺎﺭﻳﺨﻲ ﺑﺴﻴﺎﺭ ﺩﺍﺷﺖ ﻭ ﺑﺒﻬﺎﻳﻴﮕﺮﻱ ﻫﻤﺒﺴﺘﮕﻲ ﻣﻲ ﻳﺎﻓﺖ ‪ ،‬ﺑﺂﻥ ﭘﺮﺩﺍﺧﺘﻪ ‪ ،‬ﻣﺸﻌـﺸﻌﻴﺎﻥ‬
‫ﻭ ﺩﻳﮕﺮ ﺑﺨﺶ ﻫﺎﻱ ﻛﺘﺎﺏ ﺗﺎﺭﻳﺦ ﭘﺎﻧﺼﺪ ﺳﺎﻟﻪ ﺧﻮﺯﺳﺘﺎﻥ ﺭﺍ ﭘﺪﻳﺪ ﺁﻭﺭﺩ‪.‬‬
‫ﺖ ﺍﻳﺸﺎﻥ ﺑـﻮﺩ ﻛـﻪ ﻛﻴـﺸﻬﺎﻱِ‬ ‫ﻱ ﺷﮕﻔ ِ‬ ‫ﺖ ﺳﻴﺪ ﻣﺤﻤﺪ ﻭ ﭘﺴﺮﺵ ﻣﻮﻻﻋﻠﻲ ﻭ ﺩﻋﻮﻳﻬﺎ ِ‬ ‫ﺍﺯ ﺭﻫﮕﺬﺭ ﺑﺪﻋﺘﻬﺎﻱ ﺯﺷ ِ‬
‫ﻦ ﺩﻳﮕـﺮ ﺩﺭ ﺍﻳـﺮﺍﻥ ﺍﻓـﺰﻭﺩﻩ ﺷـﺪ‪ .‬ﺯﻳـﺮﺍ ﮔﻔﺘـﻪ ﻫـﺎﻱ ﺍﻳـﻦ ﺩﻭ ﻫﻤﭽـﻮﻥ‬ ‫ﻱ ﻛﻬ ِ‬
‫ﻥ ﺍﺧﻴﺮ ﺑﻜﻴﺸﻬﺎ ِ‬‫ﭼﻨﺪﻱ ﺩﺭ ﺩﻭ ﻗﺮ ِ‬
‫ﺖ ﻫﻮﺳﺒﺎﺯﺍﻧﻲ ﺍﻓﺘﺎﺩ ﻛﻪ ﻫﺮ ﻳﻚ ﺑﺎ ﺍﻧﺪﻙ ﺗﻐﻴﻴـﺮﻱ ﺁﻥ ﺭﺍ ﺑ ‪‬ﺮﻭﻳـﺔ ﻛﻴـﺸﻬﺎﻱ ﻧـﻮﻳﻨﻲ ﺍﻧﺪﺍﺧﺘﻨـﺪ ﻭ‬ ‫ﺳﺮﻣﺸﻘﻲ ﺑﺪﺳ ِ‬
‫ﻣﺮﺩﻣﺎﻧﻲ ﺭﺍ ﺑﺴ ِﺮ ﺧﻮﺩ ﮔﺮﺩ ﺁﻭﺭﺩﻩ ﭘﺮﺍﻛﻨﺪﮔﻲ ﻭ ﭼﻨﺪﺗﻴﺮﮔﻲ ﺭﺍ ﻫﺮﭼﻪ ﻓﺰﻭﻧﺘﺮ ﮔﺮﺩﺍﻧﺪﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻫﮕﺬﺭ ﺁﻧﭽﻪ ﺑﻬﺮﺓ‬
‫ﻲ ﺭﻭﺯﺍﻓـﺰﻭﻥ ﻭ ﺁﻧﭽـﻪ ﺑﻬـﺮﺓ ﻣـﺮﺩﻡ ﮔﺮﺩﻳـﺪ ‪ ،‬ﺩﺭ ﺁﻏـﺎﺯ ﻛﻴﻨـﻪ ﻭ‬ ‫ﻛﺸﻮﺭ ﺩﺭ ﺍﻳﻦ ﺩﻭ ﻗﺮﻥ ﮔﺮﺩﻳﺪﻩ ‪ ،‬ﻧﺎﺗﻮﺍﻧﻲ ﻭ ﺯﺑﻮﻧ ِ‬
‫ﻱ ﺑﺴﻴﺎﺭ ﺑﻮﺩ‪.‬‬
‫ﺩﺷﻤﻨﻲ ‪ ،‬ﻭﻟﻲ ﺳﭙﺲ ﺟﻨﮕﻬﺎ ﻭ ﺧﻮﻧﺮﻳﺰﻳﻬﺎ ِ‬
‫ﻣﻴﺘﻮﺍﻥ ﮔﻔﺖ ﺗﺎﺭﻳﺨﭽﺔ ﻣﺸﻌﺸﻌﻴﺎﻥ ‪ ،‬ﺗﻜﹼﻪ ﺍﻱ ﺍﺯ » ﭘﺎﺯِﻝ« ﻣ‪‬ﻬﺪﻳﮕﺮﻱ ﺩﺭ ﺍﻳﺮﺍﻧﺴﺖ ﻭ ﺍﻳﻦ ﺗﻜﻪ ﺍﺯ ﻳﻚ ﺳﻮ ﺑﻪ‬
‫ﺑﺎﻃﻨﻴﮕﺮﻱ ﻭ ﺍﺯ ﻳﻚ ﺳﻮ ﺑﺸﻴﻌﻴﮕﺮﻱ ﭼﺴﺒﻴﺪﻩ‪ .‬ﺑﺎ ﺑﻮﺩﻥ ﺍﻳﻦ ﺗﻜﻪ ﺍﺳﺖ ﻛﻪ ﺷﻴﻌﻴﮕﺮﻱ ﺑـﻪ ﺷـﻴﺨﻴﮕﺮﻱ ﻭ ﺁﻧﻬـﻢ‬
‫ﺑﺒﺎﺑﻴﮕﺮﻱ ﻭ ﺑﻬﺎﻳﻴﮕﺮﻱ ﭘﻴﻮﻧﺪ ﻣﻲ ﻳﺎﺑﺪ ﻭ ﻳﺎﻓﺘﻦ ﺁﻥ ‪ ،‬ﺗﺎﺭﻳﺨﭽﺔ ﻣﻬﺪﻳﮕﺮﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﺍ ﺍﺯ ﺗﺎﺭﻳﻜﻲ ﺩﺭﻣﻲ ﺁﻭﺭﺩ‪.‬‬
‫ﻛﺘﺎﺏ ﺁﺫﺭﻱ( ﺍﺯ ﺁﻏﺎﺯ ﻗﺮﻥ ﺑﻴﺴﺘﻢ ‪ ،‬ﻋﺜﻤﺎﻧﻴﺎﻥ ﺳﻴﺎﺳﺖ ﭘﺎﻥ ﺗﻮﺭﺍﻧﻴﺰﻡ ﻭ ﭘﺎﻥ ﹸﺗﺮﻛﻴﺰﻡ ﺭﺍ ﻛﻪ ﺑﺰﻳ ِﺮ ﻳﻚ ﺩﺭﻓـﺶ‬
‫ﻥ ﺗﺮﻛﺎﻥ ﺑﻮﺩ ﺩﺭ ﭘﻴﺶ ﮔﺮﻓﺘﻨﺪ‪ .‬ﺍﺯﺟﻤﻠﻪ ﭼﺸﻤﺸﺎﻥ ﺭﺍ ﺑﺂﺫﺭﺑﺎﻳﺠﺎﻥ ﻭ ﺩﻳﮕﺮ ﺑﺨﺸﻬﺎﻱ ﺍﻳـﺮﺍﻥ ﻛـﻪ ﺑﺘﺮﻛـﻲ‬ ‫ﺩﺭﺁﻭﺭﺩ ِ‬
‫ﺳﺨﻦ ﮔﻔﺘﻪ ﻣﻴﺸﻮﺩ ﺑﺮﮔﺮﺩﺍﻧﻴﺪﻧﺪ‪ .‬ﭼﻮﻥ ﺩﺭ ﺁﻥ ﺑﺎﺭﻩ ﮔﻔﺘﺎﺭﻫﺎ ﻣﻴﻨﻮﺷﺘﻨﺪ ‪ ،‬ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎﻱ ﺍﻳـﺮﺍﻥ ﺑﺰﺑـﺎﻥ ﺁﻣﺪﻧـﺪ ﻭ‬
‫ﭼﻨﺪ ﺭﺷﺘﻪ ﻛﺸﺎﻛﺸﻬﺎﻳﻲ ﺩﺭ ﻣﻴﺎﻧﻪ ﺭﺧﺪﺍﺩ‪ .‬ﺁﻧﺎﻥ ﻣﻴﻨﻮﺷﺘﻨﺪ ﺁﺫﺭﺑﺎﻳﺠﺎﻧﻴﺎﻥ ﹸﺗﺮﻛﻨـﺪ ﻭ ﺭﻭﺯﻧﺎﻣـﻪ ﻫـﺎﻱ ﺍﻳـﺮﺍﻥ ﻫـﻢ‬
‫ﭘﺎﺳﺦ ﻣﻴﺪﺍﺩﻧﺪ ﻛﻪ ﻧﻴﺴﺘﻨﺪ‪ ... .‬ﻧﻪ ﺁﻧﺎﻥ ﺩﻟﻴﻞ ﻣﻲ ﺁﻭﺭﺩﻧﺪ ﻭ ﻧﻪ ﺍﻳﻨﺎﻥ‪ ١ .‬ﺩﺭ ‪ ۱۲۹۹‬ﻛﻪ ﻛﺴﺮﻭﻱ ﺑﺘﻬﺮﺍﻥ ﺁﻣﺪﻩ ﺑـﻮﺩ‬
‫ﺑﺎﺯ ﺍﻳﻦ ﻛﺸﺎﻛﺸﻬﺎ ﻣﻴﺒﻮﺩ‪ .‬ﭼﻮﻥ ﺧﻮﺩ ﺑﺮﺧﺎﺳﺘﺔ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﺑﻮﺩ ﺩﻭﺳﺖ ﺩﺍﺷﺖ ﻛﻪ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺍﺯ ﻳﻚ ﺭﺍﻩ ﺩﺍﻧـﺸﻲ‬
‫ﻱ ﭘﺎﺳﺨﻲ ﺑﺎﻳﻦ ﭼﻴﺴﺘﺎﻥ ﺑﻮﺩ ﻛـﻪ ﭼﮕﻮﻧـﻪ ﺯﺑـﺎﻥ ﻣـﺮﺩﻡ ﺁﺫﺭﺑﺎﻳﺠـﺎﻥ ﻛـﻪ‬ ‫ﺭﻭﺷﻦ ﮔﺮﺩﺩ‪ .‬ﺩﺭ ‪ ۱۳۰۴‬ﺩﺭ ﺟﺴﺘﺠﻮ ِ‬
‫ﻫﻤﻴﺸﻪ ﺑﺨﺸﻲ ﺍﺯ ﺍﻳﺮﺍﻥ ﺑﻮﺩﻩ ﻭ ﻛﻤﺘﺮ ﺯﻣﺎﻧﻲ ﺍﺯ ﺁﻥ ﺟﺪﺍ ﺍﻓﺘﺎﺩﻩ ‪ ،‬ﺗﺮﻛﻲ ﻣﻴﺒﺎﺷﺪ‪.‬‬
‫ﺍﺯ ﻛﺎﻭﺷﻬﺎﻱ ﺗﺎﺭﻳﺨﻲ ﺑﺰﻭﺩﻱ ﺍﻳﻦ ﺩﺭﻳﺎﻓﺖ ﻛﻪ ﺯﺑﺎﻥ ﺁﺫﺭﻱ ﻛﻪ ﺟﻐﺮﺍﻓﻲ ﺩﺍﻧﺎﻥ ﺳﺪﻩ ﻫﺎﻱ ﻧﺨـﺴﺖ ﺍﺳـﻼﻡ ﺍﺯ‬
‫ﺁﻥ ﺑﻌﻨﻮﺍﻥ ﺯﺑﺎﻥ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﻧﺎﻡ ﺑﺮﺩﻩ ﺍﻧﺪ ﺗﺮﻛﻲ ﻧﺒﻮﺩﻩ ﺑﻠﻜﻪ ﺷﺎﺧﻪ ﺍﻱ ﺍﺯ ﻓﺎﺭﺳﻴﺴﺖ! ﻧﻤﻮﻧﻪ ﻫﺎﻳﻲ ﺍﺯ ﺁﻥ ﺭﺍ ﻳﺎﻓﺖ‬
‫ﻭ ﭼﮕﻮﻧﮕﻲ ﺭﻭﺍﺝ ﺗﺮﻛﻲ ﺩﺭ ﺁﻥ ﺳﺮﺯﻣﻴﻦ ﺭﺍ ﺩﺍﻧﺴﺖ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺩﻓﺘﺮ ﺁﺫﺭﻱ ﻳﺎ ﺯﺑـﺎﻥ ﺑﺎﺳـﺘﺎﻥ ﺁﺫﺭﺑﺎﻳﺠـﺎﻥ ﭘﺪﻳـﺪ‬
‫ﺁﻣﺪ‪ .‬ﺍﻳﻦ ﺩﻓﺘﺮ ﻏﻮﻏﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺑﭙﺎ ﻛﺮﺩ‪ .‬ﺗﺎ ﺁﻧﺮﻭﺯ ﺍﺯ ﻛﺴﺮﻭﻱ ﮔﻔﺘﺎﺭﻫﺎﻱ ﺩﺍﻧﺸﻲ ﺍﻳﻦ ﺳﻮ ﻭ ﺁﻧﺴﻮ ﭼﺎﭖ ﺷـﺪﻩ ﺩﺭ‬
‫ﻥ ﺁﻥ ﺩﻭﺭﻩ ﺟﺎﻳﮕﺎﻫﻲ ﻳﺎﻓﺘﻪ ﺷﻨﺎﺧﺘﻪ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩ‪ .‬ﻟﻴﻜﻦ ﺁﻧﭽﻪ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﻛﺴﻲ ﻧﻤـﻲ ﮔﻨﺠﻴـﺪ‬ ‫ﻣﻴﺎﻥ ﻧﻮﻳﺴﻨﺪﮔﺎ ِ‬
‫ﺍﻳﻨﻜﻪ ﻧﻮﻳﺴﻨﺪﺓ ﺗﺎﺯﻩ ﺁﺷﻨﺎ ‪ ،‬ﺁﺫﺭﻱ ﺭﺍ ﺷـﺎﺧﻪ ﺍﻱ ﺍﺯ ﻓﺎﺭﺳـﻲ ﺑـﺸﻨﺎﺳﺎﻧﺪ‪ .‬ﺷـﺎﻳﺪ ﻛـﺴﺎﻧﻲ ﻛـﻪ ﺑﺠﺎﻳﮕـﺎﻩ ﺩﺍﻧـﺸﻲ‬
‫ﻱ ﺁﺫﺭﺑﺎﻳﺠـﺎﻧﻲ ﻭ‬
‫ﻧﻮﻳﺴﻨﺪﻩ ﺁﮔﺎﻩ ﻧﺒﻮﺩﻧﺪ ﺁﻧﺮﺍ ﺷﻮﺧﻲ ﺑﺎﻣﺰﻩ ﺍﻱ ﺑـﺸﻤﺎﺭ ﺁﻭﺭﺩﻧـﺪ‪ .‬ﻫﻤﭽﻨـﺎﻥ ﻏﻮﻏﺎﻳﻴـﺎﻥ ﺍﺯ ﻛـﺴﺮﻭ ِ‬
‫ﻛﺘﺎﺑﺶ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺷﺘﻨﺪ ﻛﻪ ﺩﺍﻧﺴﺘﻪ ﻫﺎ ﻭ ﺩﻟﺨﻮﺍﺳﺘﻪ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺭﺍ ﺗﺄﻳﻴﺪ ﻛﻨﺪ ﻧﻪ ﺁﻧﻜﻪ ﺩﻟﻴـﻞ ﻫـﺎﻱ ﺍﺳـﺘﻮﺍﺭ ﺑـﻪ‬
‫ﺑﻴﭙﺎﻳﻲ ﭘﻨﺪﺍﺭﺷﺎﻥ ﺁﻭﺭﺩ‪.‬‬

‫‪١‬ـ ﺯﻧﺪﮔﺎﻧﻲ ﻣﻦ ‪ ،‬ﺹ‪۲۴۵‬‬

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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﭼﻮﻥ ﺑﺎ ﻫﻤﺔ ﻛﻮﭼﻜﻲ ﻧﺨﺴﺖ ﺑﺎﺭ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﻛﺘﺎﺑﻲ ﺑﺸﻴﻮﺓ ﺩﺍﻧﺸﻤﻨﺪﺍﻧﻪ ﺑﻴﺮﻭﻥ ﻣﻲ ﺁﻣﺪ ﺁﻭﺍﺯﺓ ﺑﺰﺭﮔﻲ‬
‫ﭘﻴﺪﺍ ﻛﺮﺩ‪ .‬ﺳﻨﺪ ﻫﺎﻱ ﺭﻭﺷﻦ ﻭ ﺭﻭﺵ ﺩﺍﻧﺸﻮﺭﺍﻧﺔ ﺁﻥ ﻛﺘﺎﺏ ‪ ،‬ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺯﺑﺎﻧﻬﺎ ﺭﺍ ﻫﻤﺎﻧﺪﻡ ﺑﺴﺖ‪.‬‬
‫ﻒ ﺗـﺎﺭﻳﺦ ﻭ ﺩﺭﻭﻍ ﺳﺎﺯﻳﻬﺎﺷـﺎﻥ ﺩﺭ ﻣﻮﺿـﻮﻉ ﺁﺫﺭﻱ ﻭ‬ ‫ﺳﻴﺎﺳﺖ ﭘﺎﻥ ﺗﺮﻛﻴﺴﺘﻬﺎ ﻭ ﺑﻴﺒﺎﻛﻲ ﺍﻳـﺸﺎﻥ ﺩﺭ ﺗﺤﺮﻳـ ِ‬
‫ﻥ ﺟﻤﻬﻮﺭﻱ ﺗﺮﻛﻴﻪ ‪ ،‬ﺗﺎ ﺍﻣﺮﻭﺯ ﻫﻤﭽﻨﺎﻥ ﺩﺭ ﺗـﻼﺵ ﺑـﻮﺩﻩ ﻭ‬ ‫ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ‪ ،‬ﺣﺘﺎ ﺑﺎ ﺑﺮﺍﻓﺘﺎﺩﻥ ﺩﻭﻟﺖ ﻋﺜﻤﺎﻧﻲ ﻭ ﺑﺮﺁﻣﺪ ِ‬
‫ﺶ ﺍﻳﻦ ﺳﻴﺎﺳﺖ ﺑﺴﺖ ﻛﻪ ﺍﻳﺸﺎﻥ ﺭﺍ ﺗﺎ ﺍﻣﺮﻭﺯ ﺩﺭ ﺭﺳﻴﺪﻥ‬ ‫ﻳﻚ ﺩﻡ ﻧﻴﺎﺳﻮﺩﻩ‪ .‬ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﺁﻥ ﻛﺘﺎﺏ ﭼﻨﺎﻥ ﺁﺑﻲ ﺑﺮ ﺁﺗ ِ‬
‫ﺑﺂﺭﺯﻭﻫﺎﺷﺎﻥ ﻧﺎﻛﺎﻡ ﮔﺬﺍﺭﺩ‪.‬‬
‫ﻥ ﺭﻭﺳﻲ ﺧﻮﺍﻫﺎﻥ ﺁﻥ ﺷﺪﻩ ﻭ ﺍﻳﺮﺍﻧـﺸﻨﺎﺱ‬ ‫ﭼﻮﻥ ﭼﺎﭖ ﺁﻥ ﺩﺭ ﭼﺎﭘﺨﺎﻧﻪ ﺷﻮﺭﻭﻱ ﻣﻲ ﺑﻮﺩ ‪ ،‬ﻧﺨﺴﺖ ﺩﺍﻧﺸﻤﻨﺪﺍ ِ‬
‫ﺭﻭﺳﻲ ﻣﻴﻠﺮ ﺁﻥ ﺭﺍ ﺑﺮﻭﺳﻲ ﺗﺮﺟﻤﻪ ﻛﺮﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺳﺮ ﺩﻧﻴﺴﻦ ﺭﺍﺱ ‪ ١‬ﻛﻮﺗﺎﻫﺸﺪﺓ ﺁﻧﺮﺍ ﺑﺎﻧﮕﻠﻴﺴﻲ ﺗﺮﺟﻤـﻪ ﻛـﺮﺩ‪.‬‬
‫ﺍﻧﺠﻤﻦ ﺁﺳﻴﺎﻳﻲ ﻫﻤﺎﻳﻮﻧﻲ ‪ ٢‬ﺍﺯ ﻛﺘﺎﺏ ‪ ،‬ﺍﺭﺟﺸﻨﺎﺳﻲ ﻛﺮﺩﻩ ﻛﺴﺮﻭﻱ ﺭﺍ ﺑﻪ ﺍﻧـﺪﺍﻣﻲ ﺧـﻮﺩ ﺑﺮﻣﻴﮕﺰﻳﻨـﺪ‪ .‬ﭘـﺲ ﺍﺯ ﺁﻥ‬
‫ﺍﻧﺠﻤﻦ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ ﺁﺳﻴﺎﻳﻲ ‪ ،‬ﺁﻛﺎﺩﻣﻲ ﺁﻣﺮﻳﻜﺎ ﻭ ﻧﻴﺰ ﺩﻭ ﺍﻧﺠﻤﻦ ﺩﺭ ﺁﻣﺮﻳﻜﺎ ﺍﻭ ﺭﺍ ﺑﺎﻧـﺪﺍﻣﻲ ﺑﺮﻣـﻲ ﮔﺰﻳﻨﻨـﺪ‪ .‬ﺍﻳـﻦ‬
‫ﺯﻣﺎﻥ ﺍﺯ ﻫﻤﺔ ﺍﻳﺮﺍﻥ ﺗﻨﻬﺎ ﺍﻭ ﻣﻴﺒﻮﺩ ﻛﻪ ﺑﻜﺘﺎﺑﻬﺎﻳﺶ ﺩﺭ ﺍﺭﻭﭘﺎ ﺍﺭﺝ ﮔﺰﺍﺭﺩﻩ ﺑﺰﺑﺎﻧﻬﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﺗﺮﺟﻤﻪ ﻣﻴﻜﺮﺩﻧﺪ ﻭ ﺩﺭ‬
‫ﺳﺎﻳﺔ ﻫﻤﺎﻥ ﻛﺘﺎﺑﻬﺎ ﺩﺭ ﭘﻨﺞ ﺍﻧﺠﻤﻦ ﺩﺍﻧﺶ]ﻱ[ ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺁﻛـﺎﺩﻣﻲ ﺁﻣﺮﻳﻜـﺎ ﻭ ﺩﻳﮕـﺮﻱ ﺍﻧﺠﻤـﻦ ﻫﻤـﺎﻳﻮﻧﻲ‬
‫ﺁﺳﻴﺎﻳﻲ ﻟﻨﺪﻥ ﻣﻴﺒﻮﺩ ‪ ،‬ﻋﻀﻮﻳﺖ ﻣﻴﺪﺍﺷﺖ ﻛﻪ ﭼﻮﻥ ﺑﻜﻮﺷﺶ ]ﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ[ ﺁﻏﺎﺯ ﻛﺮﺩ ﺍﺯ ﻫﻤـﺔ ﺁﻧﻬـﺎ ﭼـﺸﻢ‬
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‫ﭘﻮﺷﻴﺪ‪... .‬‬
‫ﺩﻳﮕﺮ ﻛﺎﺭﻫﺎﻱ ﺩﺍﻧﺸﻲ ﺍﻭ( ﺩﺭ ﻣﻴﺎﻥ ﺟﺴﺘﺠﻮﻫﺎﻳﺶ ﺍﺯ ﺯﺑﺎﻥ ﺁﺫﺭﻱ ﺑﺪﺍﺳﺘﺎﻥ ﺷﮕﻔﺘﻲ ﺑﺮﻣﻴﺨﻮ ‪‬ﺭﺩ ﻭ ﺁﻥ ﺍﻳﻨﻜـﻪ‬
‫ﺕ ﺻﻔﻮﻳﺎﻥ ﺩﺭﻭﻏﻲ ﺑﻴﺶ ﻧﺒﻮﺩﻩ‪ .‬ﭼﻮﻥ ﺍﻳﻦ ﺭﺍ ﻣﻴﻨﻮﻳﺴﺪ ‪ ،‬ﻣﺤﻤﺪ ﻗﺰﻭﻳﻨﻲ ﺍﺯ ﭘﺎﺭﻳﺲ ﻭ ﺑـﺴﻴﺎﺭﻱ ﺩﺭ ﺗﻬـﺮﺍﻥ‬ ‫ﺳﻴﺎﺩ ِ‬
‫ﺑﺨﺮﺩﻩ ﮔﻴﺮﻱ ﻣﻴﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﺑﻠﻜﻪ ﻛﺴﺎﻧﻲ ﺍﺯ ﺩ ِﺭ ﺩﺷﻤﻨﻲ ﺑﺎ ﺍﻭ ﺩﺭﻣﻲ ﺁﻳﻨـﺪ‪ .‬ﺑـﺎﺭ ﺩﻳﮕـﺮ ﺩﻓﺘـ ِﺮ ﻛـﻮﭼﻜﻲ ﺍﺯ ﺍﻭ ﻣﺎﻳـﺔ‬
‫ﺟﻨﺠﺎﻟﻲ ﺑﺰﺭﮒ ﮔﺮﺩﻳﺪ‪ .‬ﻛﺴﺮﻭﻱ ﮔﻔﺘﺎﺭﻫﺎﻳﺶ ﺭﺍ ﺑﺮ‪‬ﻭﻳﺔ ﺩﻓﺘﺮ ﺷﻴﺦ ﺻﻔﻲ ﻭ ﺗﺒﺎﺭﺵ ﺩﺭﺁﻭﺭﺩﻩ ﭼـﺎﭖ ﻛـﺮﺩ‪ .‬ﭼـﻮﻥ‬
‫ﺍﻳﻦ ﺩﻓﺘﺮ ﺩﻟﻴﻠﻬﺎﻱ ﺭﻭﺷﻨﻲ ﻫﻤﺮﺍﻩ ﺩﺍﺷﺖ ﻭ ﺟﺎﻱ ﺍﻧﻜﺎﺭ ﻧﺒﻮﺩ ‪ ،‬ﺑﺰﻭﺩﻱ ﻫﻤﻪ ﭘﺬﻳﺮﻓﺘﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﺩﻓﺘﺮ ﺑﺎ ﻫﻤﺔ ﻛﻮﭼﻜﻴﺶ )ﻫﻤﭽﻮﻥ ﻛﺘﺎﺏ ﺁﺫﺭﻱ( ﺗـﺄﺛﻴﺮ ﮊﺭﻓـﻲ ﺑـﺮ ﺑﺎﻭﺭﻫـﺎ ﻭ ﺩﺍﻧـﺴﺘﻪ ﻫـﺎﻱ ﺗـﺎﺭﻳﺨﻲ‬
‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﮔﺬﺍﺭﺩﻩ‪ .‬ﺯﻳﺮﺍ ﻧﺨﺴﺖ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺗﺎﺭﻳﺦ ﺍﻳﻦ ﺩﺍﻧﺴﺘﻪ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﺳﻴﺎﺩﺕ ﺩﺭ ﺧﺎﻧﺪﺍﻥ ﺻﻔﻮﻱ ﻳﻚ ﺍﻓـﺰﺍ ِﺭ‬
‫ﺳﻴﺎﺳﻲ ﺑﻮﺩﻩ ﻛﻪ ﺑﺪﺭﻭﻍ ﺑﺨﻮﺩ ﺑﺴﺘﻪ ﺍﻧﺪ‪ .‬ﺩﺭﺁﻥ ﺯﻣﺎﻥ ﻣﺮﺩﻡ ﺳﻴ‪‬ﺪﺍﻥ ﺭﺍ ﺑﺴﻴﺎﺭ ﮔﺮﺍﻣﻲ ﻣﻴﺪﺍﺷﺘﻨﺪ ﻭ ﺁﻥ ﺩﻟﺒﺴﺘﮕﻲ‬
‫ﻛﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺨﺎﻧﺪﺍﻥ ﺻﻔﻮﻱ ﻣﻴﺪﺍﺷﺘﻪ ﺍﻧﺪ ‪ ،‬ﺑﻴﮕﻤﺎﻥ ﻳﻜﻲ ﺍﺯ ﻋﻠﹼﺖ ﻫﺎﻳﺶ ﻫﻤﻴﻦ ﺗﺒﺎﺭ ﺳﻴﺎﺩﺕ ﻣﻴﺒـﻮﺩﻩ‪ .‬ﺩﺭ ﺍﻳـﻦ‬
‫ﺩﻓﺘﺮ ﺩﺳﺖ ﺩﺭﻭﻍ ﺳﺎﺯﺍﻥ ﭘﺲ ﺍﺯ ﻗﺮﻧﻬﺎ ﻛﻪ ﺭﺍﺯﺷﺎﻥ ﻧﻬﺎﻥ ﻣﺎﻧﺪﻩ ﺑﻮﺩ ﺭﻭ ﺷﺪﻩ ﻭ ﺁﻥ ﺳـﻴ‪‬ﺪﺍﻥ ﺩﺭﻭﻏـﻴﻦ ﺍﺯ ﺟﺎﻳﮕـﺎﻩ‬
‫ﺑﺰﺭﮔﻲ ﻭ ﺗﻘﺪ‪‬ﺳﻲ ﻛﻪ ﺩﺍﺷﺘﻪ ﺍﻧﺪ ﻓﺮﻭﺍﻓﺘﺎﺩﻧﺪ‪ .‬ﺩﻭﻡ ﺁﻧﻜﻪ ‪ ،‬ﺍﻛﻨﻮﻥ ﭘﺲ ﺍﺯ ﺑﻲ ﭘﺮﺩﻩ ﺷﺪﻥ ﺍﻳﻦ ﺭﺍﺯ ‪ ،‬ﭼﮕﻮﻧﻪ ﻣﻴﺘﻮﺍﻥ‬
‫ﻥ ﺩﻳﮕﺮ ﺍﻋﺘﻤﺎﺩ ﺩﺍﺷﺖ؟!‪ .‬ﺍﻳﻨﻜﻪ ﻧﻮﻳﺴﻨﺪﻩ ﺁﻥ ﺩﻓﺘﺮ ‪ ،‬ﺳﻴ‪‬ﺪ ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ ﺩﺭ ﺳﺎﻟﻬﺎﻱ ﺑﻌﺪﻱ ﺳـﻴ‪‬ﺪ ﺭﺍ‬ ‫ﺑﺘﺒﺎﺭ ﺳﻴ‪‬ﺪﺍ ِ‬
‫ﺍﺯ ﺟﻠﻮﻱ ﻧﺎﻡ ﺧﻮﺩ ﺑﺮﻣﻴﺪﺍﺭﺩ ﻣﻴﺘﻮﺍﻧﺪ ﺑﻬﻤﻴﻦ ﺩﻟﻴﻞ ﺑﺎﺷﺪ‪ .‬ﺳﻮﻡ ﺁﻧﻜﻪ ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﻛﻪ ﺑﺘﺮﻛﻲ ﺳﺨﻦ ﻣﻴﮕﻔﺘﻪ ﻭ‬

‫‪١‬ـ ﮔﻮﻳﺎ ﻫﻤﺎﻥ ‪ Sir E. Denison Ross‬ﺑﺎﺷﺪ‪.‬‬

‫‪ ٢‬ـ ‪The Royal Asiatic Society‬‬
‫‪٣‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ ‪۳۶۵‬‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﺷﻌﺮ ﻣﻴﺴﺮﻭﺩﻩ ‪ ،‬ﻧﻴﺎﻱ ﺑﺰﺭﮔﺶ ﺷﻴﺦ ﺻﻔﻲ ﻭ ﭘﺪﺭﺍﻧﺶ ﺍﺯ ﺑﻮﻣﻴﺎﻥ ﺁﺫﺭﺑﺎﻳﺠـﺎﻥ ﻭ ﻓـﺎﺭﺱ ﺯﺑـﺎﻥ ﺑـﻮﺩﻩ ﻭ ﺩﻭﺑﻴﺘـﻲ‬
‫ﺳﻨﹼﻲ ﻭ ﻧﺒﻴﺮﻩ ﺑﻴﻜﺒﺎﺭ ﺷﻴﻌﺔ ﺳﻨﹼﻲ ﻛﺶ ﺩﺭﺁﻣﺪﻩ‪.‬‬ ‫ﻫﺎﻳﺶ ﻫﻨﻮﺯ ﺩﺭ ﺩﺳﺖ ﻫﺴﺖ‪ .‬ﺑﻤﺎﻧﺪ ﻛﻪ ﻧﻴﺎ ‪‬‬
‫ﺷﮕﻔﺖ ﺁﻧﻜﻪ ﻋﺜﻤﺎﻧﻴﺎﻥ ﻛﻪ ﺻﻔﻮﻳﺎﻥ ﺭﺍ ﻫﻤﻴﺸﻪ ﺧﻮﺍﺭ ﻭ ﺩﺷﻤﻦ ﺩﺍﺷﺘﻪ ﻭ ﺗﺒﺎﺭ ﺍﻳﺸﺎﻥ ﻭ ﻫﺮ ﺭﻓﺘﺎﺭﺷﺎﻥ ﺭﺍ ﺯﻳـﺮ‬
‫ﻢ ﺯﺑـﺎﻥ ﺭﺳـﺎﻧﺪﻥ ﺑﺎﻳـﺸﺎﻥ ﺑـﻮﺩﻩ ﺍﻧـﺪ ‪ ،‬ﺑـﺎﻳﻦ ﺩﺭﻭﻏـﺸﺎﻥ‬ ‫ﻲ ﺧﺮﺩﻩ ﮔﻴﺮﻱ ﻭ ﺯﺧـ ِ‬ ‫ﺫﺭ‪‬ﻩ ﺑﻴﻦ ﺩﺍﺷﺘﻪ ﻭ ﻫﻤﻴﺸﻪ ﺩﺭﭘ ِ‬
‫ﭘﻲ ﻧﺒﺮﺩﻩ ﺑﻮﺩﻧﺪ‪ .‬ﺷﮕﻔﺘﻲ ﺩﻳﮕﺮ ﺁﻧﻜﻪ ﻧﺨـﺴﺘﻴﻦ ﺑـﺪﮔﻤﺎﻧﻲ ﻛـﺴﺮﻭﻱ ﺩﺭﺑـﺎﺭﺓ ﺗﺒـﺎﺭ ﺻـﻔﻮﻳﺎﻥ ‪ ،‬ﺍﺯ ﻛﺘـﺎﺑﻲ ﺑﻨـﺎﻡ‬
‫ﺼﻔﺎ ﺁﻏﺎﺯ ﻣﻴﺸﻮﺩ‪ .‬ﻛﺘﺎﺑﻲ ﻛﻪ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﺩﺳﺘﺮ ِ‬
‫ﺱ ﺗﺎﺭﻳﺦ ﻧﻮﻳﺴﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ﺑﻮﺩﻩ‪.‬‬ ‫ﺻﻔﻮﺕ ﺍﻟ ﹼ‬
‫ﺩﺭ ﻳﻚ ﻣﺄﻣﻮﺭﻳﺖ ﺩﻳﮕ ِﺮ ﺩﺍﺩﮔﺴﺘﺮﻱ ﺑﻪ ﺧﺮﺍﺳـﺎﻥ ‪ ،‬ﻓﺮﺻـﺖ ﺭﺍ ﺍﺯ ﺩﺳـﺖ ﻧـﺪﺍﺩﻩ ﺍﺯ ﺧﻴـﺰﺵ ﻛﻠﻨـﻞ ﻣﺤﻤـﺪ‬
‫ﺗﻘﻴﺨﺎﻥ ﭘﺴﻴﺎﻥ ﻭ ﻓﺮﺟﺎﻡ ﺍﻧﺪﻭﻫﺒﺎﺭﺵ ﺟﺴﺘﺠﻮﻫﺎﻳﻲ ﻣﻴﻜﻨﺪ‪ .‬ﺩﺭ ﻗﻮﭼﺎﻥ ﺩﺭﺑـﺎﺭﺓ ﺯﻣـﻴﻦ ﻟـﺮﺯﺓ ﺑـﺴﻴﺎﺭ ﺳـﺨﺖ ﻭ‬
‫ﺩﻳﺮﻳﻦ ﺁﻥ ﺷﻬﺮ ﻛﺎﻭﺷﻬﺎﻳﻲ ﻛﺮﺩﻩ ﻳﺎﺩﺩﺍﺷﺖ ﺑﺮﻣﻴﺪﺍﺭﺩ‪ .‬ﺩﺭ ﻣﺸﻬﺪ ﻫﻢ ﺍﺯ ﻛﺘﺎﺑﺨﺎﻧﻪ ﻫـﺎﻱ ﺁﺳـﺘﺎﻧﻪ ﻭ ﻭﻛﻴـﻞ ﺁﺑـﺎﺩ‬
‫ﺩﻳﺪﻥ ﻛﺮﺩﻩ ﻭ ﺍﺯ ﻛﺘﺎﺑﻬﺎﻳﻲ ﻳﺎﺩﺩﺍﺷﺖ ﺑﺮﺩﺍﺭﻱ ﻣﻴﻜﻨﺪ‪.‬‬
‫ﺟﺴﺘﺠﻮ ﺍﺯ ﻧﻴﻢ ﺯﺑﺎﻥ ﺁﺫﺭﻱ ﻭ ﺩﺍﻧﺴﺘﻦ ﻧﻴﻤﺰﺑﺎﻧﻬﺎﻱ ﻣﺎﺯﻧﺪﺭﺍﻧﻲ ‪ ،‬ﺩﻣﺎﻭﻧﺪﻱ ‪ ،‬ﺩﺯﻓﻮﻟﻲ ‪ ،‬ﺷﻮﺷﺘﺮﻱ ‪ ،‬ﺳﻤﻨﺎﻧﻲ ‪،‬‬
‫ﻛﺮﺩﻱ ﻭ ﺳﺮﺧﻪ ﺍﻱ ﻭ ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺍﻭ ﺭﺍ ﺑﺰﺑﺎﻧﺸﻨﺎﺳﻲ ﻧﺰﺩﻳﻚ ﻣﻲ ﻛﺮﺩ‪ .‬ﺟﺴﺘﺠﻮﻫﺎﻱ ﺍﻭ ‪ ،‬ﺩﺳﺘﺂﻭﺭﺩﻫﺎﻱ ﺩﻳﮕـﺮﻱ‬
‫ﻧﻴﺰ ﺩﺍﺷﺖ‪ .‬ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﺍﻳﻨﻜﻪ ﺷﻤﺎﺭ ﻧﻴﻤﺰﺑﺎﻧﻬﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ‪ ،‬ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺑﺮﺁﻭﺭﺩﻫﺎﻱ ﻣﺎﺳﺖ ﻭ ﺑﺠﺰ ﻧﻴﻤﺰﺑﺎﻧﻬـﺎﻱ‬
‫ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻱ ﻫﻤﭽﻮﻥ ﻛﺮﺩﻱ ‪ ،‬ﻟﺮﻱ ‪ ،‬ﺗﺎﻟﺸﻲ ‪ ،‬ﻣﺎﺯﻧﺪﺭﺍﻧﻲ ‪ ،‬ﮔﻴﻠﻜﻲ ﻭ ﺳﻤﻨﺎﻧﻲ ‪ ،‬ﻧﻴﻤﺰﺑﺎﻧﻬﺎﻱ ﻧﺎﺷﻨﺎﺧﺘﻪ ﻭﻳـﺎ‬
‫ﮔﻤﻨﺎﻡ ﺩﻳﮕﺮ ﻫﻢ ﻛﻢ ﻧﻴﺴﺖ‪.‬‬
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‫ﺩﺭ ﺗﻬﺮﺍﻥ ﺩﺭ‪ ۱۳۰۶‬ﻧﺰﺩ ﭘﺮﻭﻓﺴﻮﺭ ﻫﺮﺗﺴﻔﻠﺪ ﺍﺯ ﺍﻳﺮﺍﻧﺸﻨﺎﺳﺎﻥ ‪ ،‬ﺧﻂ ﻭ ﺯﺑﺎﻥ ﭘﻬﻠﻮﻱ ﻳﺎﺩ ﮔﺮﻓﺖ ﻭ ﻫﺨﺎﻣﻨﺸﻲ‬
‫ﺦ‬
‫ﺭﺍ ﺩﻧﺒﺎﻝ ﻛﺮﺩﻩ ﻛﻤﻲ ﻫﻢ ﺍﻭﺳـﺘﺎﻳﻲ ﺁﻣﻮﺧـﺖ‪ .‬ﺩﺭ ﺩﻧﺒﺎﻟـﺔ ﭘﮋﻭﻫـﺸﻬﺎﻱ ﺯﺑـﺎﻥ ﻭ ﺗـﺎﺭﻳﺦ ‪ ،‬ﺑـﻮﻳﮋﻩ ﺯﺑـﺎﻥ ﻭ ﺗـﺎﺭﻳ ِ‬
‫ﺁﺫﺭﺑﺎﻳﺠﺎﻥ‪ ،‬ﺧﻮﺩ ﺭﺍ ﺑﻤﻨﺎﺑﻊ ﺍﺭﻣﻨﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺩﻳﺪ‪ .‬ﺑﺎ ﺁﻧﻜﻪ ﺩﺭ ﺍﻳﻦ ﻫﻨﮕﺎﻡ ‪ ۳۷‬ﺳﺎﻟﻪ ﺑﻮﺩ ﺑﺎ ﺷﻮﺭﻱ ﺑﻴﻤﺎﻧﻨﺪ ﺩﻭ ﺳﺎﻝ‬
‫ﻥ ﺍﺭﻣﻨﻲ ﻧﻮ )ﺁﺷﺨﺎﺭﺍﭘﺎﺭ ( ﻭ ﺍﺭﻣﻨﻲ ﻛﻬﻦ ) ﹾﮔﺮﺍﭘﺎﺭ ( ﭘﺮﺩﺍﺧﺖ‪ .‬ﺍﻳﻦ ﻫﺎ ﺍﻭ ﺭﺍ ﺩﺭ ﺯﺑﺎﻧﺸﻨﺎﺳﻲ ﻭ‬
‫ﺑﻴﺎﺩﮔﻴﺮﻱ ﻫﺮ ﺩﻭ ﺯﺑﺎ ِ‬
‫ﺗﺎﺭﻳﺦ ﺗﻮﺍﻧﺎﺗﺮ ﮔﺮﺩﺍﻧﺪ‪.‬‬
‫ﺑﺎﺭ ﺩﻳﮕﺮ ﺩﺭ ﭘﮋﻭﻫﺸﻬﺎﻱ ﺗﺎﺭﻳﺨﻴﺶ ‪ ،‬ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﺍﺭﻭﭘﺎﻳﻲ ﺭﺍ ﺩﭼﺎﺭ ﻟﻐﺰﺷﻬﺎﻳﻲ ﻳﺎﻓﺖ‪ .‬ﺍﻳﻦ ﺑـﺎﺭ ﺩﺭ ﺟـﺴﺘﺠﻮ‬
‫ﺍﺯ ﺧﺎﻧﺪﺍﻧﻬﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺍﻱ ﺑﻮﺩ ﻛﻪ ﭘﺲ ﺍﺯ ﺍﺳﻼﻡ ﺩﺭ ﺍﻳﺮﺍﻥ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﺩﺳﺖ ﺑﻜﺎﺭ ﺷﺪ ﻭ ﻛﺘـﺎﺏ‬
‫ﻥ ﺍﻳﺮﺍﻧﻲ ‪ ،‬ﺩﺭ ﺍﻧﺠﻤﻨﻬﺎﻱ ﺩﺍﻧﺸﻲ ﺍﺭﻭﭘﺎ‬ ‫ﺷﻬﺮﻳﺎﺭﺍﻥ ﮔﻤﻨﺎﻡ ﺭﺍ ﭘﺪﻳﺪ ﺁﻭﺭﺩ‪ .‬ﺍﺭﺯﺵِ ﺍﻳﻦ ﻛﺘﺎﺏ ﺟﺰ ﺩﺭ ﻣﻴﺎﻥ ﭘﮋﻭﻫﻨﺪﮔﺎ ِ‬
‫ﻧﻴﺰ ﺩﺍﻧﺴﺘﻪ ﺷﺪ ﻭ ﺍﺯ ﺁﻥ ﺍﺭﺟﺸﻨﺎﺳﻲ ﮔﺮﺩﻳﺪ‪ .‬ﻫﻤﭽﻨـﻴﻦ ﻛﺎﺭﻧﺎﻣـﺔ ﺍﺭﺩﺷـﻴﺮ ﺑﺎﺑﻜـﺎﻥ ﺭﺍ ﺍﺯ ﭘﻬﻠـﻮﻱ ﺑﺰﺑـﺎﻥ ﻭ ﺧـﻂ‬
‫ﻓﺎﺭﺳﻲ ﺑﺮﮔﺮﺩﺍﻧﺪ‪.‬‬
‫ﻞ ﻋﺪﻟﻴﻪ ﺑﻮﺩ ﺩﺭ ﻣﺄﻣﻮﺭﻳﺘﻬﺎﻳﻲ ﺑﻘـﻢ ‪ ،‬ﺧﻤـﻴﻦ ‪ ،‬ﮔﻠﭙﺎﻳﮕـﺎﻥ ‪ ،‬ﺍﺭﺍﻙ ‪ ،‬ﻣﻼﻳـﺮ ‪،‬‬ ‫ﺯﻣﺎﻧﻲ ﻛﻪ ﺩﺭ ﺍﺩﺍﺭﺓ ﺑﺎﺯﺭﺳﻲ ﻛ ِ‬
‫ﺗﻮﻳﺴﺮﻛﺎﻥ ‪ ،‬ﻫﻤﺪﺍﻥ ‪ ،‬ﻛﺮﻣﺎﻧﺸﺎﻫﺎﻥ ‪ ،‬ﻗﺼﺮ ﺷﻴﺮﻳﻦ ﻭ ﺍﺳﺪ ﺁﺑﺎﺩ ﺳﻔﺮ ﻛﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺳﻔﺮﻫﺎ ﻫﺸﺖ ﻫﺰﺍﺭ ﻧﺎ ِﻡ ﺷﻬﺮ ﻭ‬
‫ﺭﻭﺳﺘﺎ ﺭﺍ ﮔﺮﺩﺁﻭﺭﻱ ﻛﺮﺩ ﻛﻪ ﻣﺎﺩ‪‬ﺓ ﺧﺎ ِﻡ ﺩﻓﺘ ِﺮ ﻧﺎﻣﻬﺎﻱ ﺷﻬﺮﻫﺎ ﻭ ﺩﻳﻪ ﻫﺎﻱ ﺍﻳﺮﺍﻥ ﺷﺪ‪ .‬ﺳﭙﺲ ﻛﻪ ﺑﺠﺴﺘﺠﻮﻱ ﺭﻳﺸﻪ‬

‫‪١‬ـ ‪Ernest Hertzfeld‬‬

‫‪١٠‬‬
 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻭ ﻣﻌﻨﻲ ﺁﻥ ﻧﺎﻣﻬﺎ ﭘﺮﺩﺍﺧﺖ ‪ ،‬ﺍﺛﺮﻱ ﻧﻮ ﻭ ﺑﻲ ﻫﻤﺘﺎ ﺑﺪﺳﺖ ﺁﻣﺪ ‪ ،‬ﭼﻨﺎﻧﻜﻪ ﺑﺮﺧﻲ ﺍﺯ ﺩﺍﻧـﺸﻤﻨﺪﺍﻥ ﺍﺭﻭﭘـﺎﻳﻲ ﺍﺯ ﺍﻳـﻦ‬
‫ﺩﻓﺘﺮ ﺳﺘﺎﻳﺶ ﻧﻮﺷﺘﻪ ﻭ ﻳﻜﻲ ﺍﺯ ﺍﻋﻀﺎﻱ ﺁﻛﺎﺩﻣﻲ ﻟﻨﻴﻨﮕﺮﺍﺩ ﺁﻧﺮﺍ » ﻣﻜﺘﺒﻲ ﻧﻮ« ﺩﺭ ﺯﺑﺎﻧﺸﻨﺎﺳﻲ ﺑﺸﻤﺎﺭ ﺁﻭﺭﺩ‪.‬‬
‫ﻢ ﺣﻘﻮﻕ ‪ ،‬ﺗﺠﺮﺑﺔ ﺩﻫﺴﺎﻟﻪ ﺩﺭ ﻋﺪﻟﻴـﻪ ‪ ،‬ﭼﻨـﺪﻳﻦ ﺳـﺎﻝ ﻛـﺎﺭ ﺩﺭ ﭘﻴـﺸﺔ ﻭﻛﺎﻟـﺖ ﻭ ﺁﮔﺎﻫﻴﻬـﺎﻱ‬ ‫ﺑﺎ ﺗﺮﻛﻴﺐ ﻋﻠ ِ‬
‫ﺵ ﻧﻮﻳﻨﻲ ﺩﺭ ﺁﻳـﻴﻦ ﺩﺍﺩﮔـﺴﺘﺮﻱ ﺑﻨﻴـﺎﺩ ﮔﺰﺍﺷـﺖ‪ .‬ﺍﻭ ﺍﻳـﻦ ﺁﻳـﻴﻦ ﺭﺍ ﺩﺭ‬ ‫ﺩﺍﻣﻨﻪ ﺩﺍﺭ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ‪ ،‬ﺭﻭ ِ‬
‫ﻛﺘﺎﺑﻲ ﺑﻨﺎﻡ ﻗﺎﻧﻮﻥ ﺩﺍﺩﮔﺮﻱ ﭼﺎﭖ ﻛﺮﺩ‪.‬‬
‫ﻫﻤﺎﻥ ﻫﻨﮕﺎﻣﻬﺎ ﺩﺭ ﺩﺍﻧﺸﻜﺪﺓ ﻣﻌﻘﻮﻝ ﻭ ﻣﻨﻘﻮﻝ ﻭ ﺩﺍﻧﺸﻜﺪﺓ ﺍﻓﺴﺮﻱ ﺩﺭ ﺗﻬـﺮﺍﻥ ﺑﺘـﺪﺭﻳﺲ ﺗـﺎﺭﻳﺦ ﺍﻳـﺮﺍﻥ ﻧﻴـﺰ‬
‫ﺳﺮﮔﺮﻡ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﺗﺎ ﺳﺎﻝ ‪ ۱۳۱۱‬ﺑﺎ ﭼﺎﭖ ﺑﻴﺶ ﺍﺯ ‪ ۳۰‬ﮔﻔﺘﺎ ِﺭ ﭘﮋﻭﻫﺸﻲ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﺍﺩﺑـﻲ ‪ ،‬ﺗـﺎﺭﻳﺦ ‪ ،‬ﺯﺑـﺎﻥ ‪،‬‬
‫ﺟﻐﺮﺍﻓﻲ ‪ ،‬ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ ﻭ ﮔﺎﻫﺸﻤﺎﺭﻱ ﺩﺭ ﻫﻔﺘﻪ ﻧﺎﻣﻪ ﻭ ﻣﺎﻫﻨﺎﻣﻪ ﻫﺎﻱ ﻛﺸﻮﺭ ‪ ،‬ﺍﻭ ﺩﻳﮕـﺮ ﺳـﺘﺎﺭﺓ ﭘﺮﻓﺮﻭﻏـﻲ ﺩﺭ‬
‫ﻥ ﺩﺍﻧﺶ ﻭ ﻧﻮﻳﺴﻨﺪﮔﻲ ﺍﻳﺮﺍﻥ ﺑﺸﻤﺎﺭ ﻣﻲ ﺁﻣﺪ‪.‬‬ ‫ﺁﺳﻤﺎ ِ‬
‫ﺍﺯ ﻧﻮﺷﺘﻪ ﻫﺎﻳﺶ ﭼﻨﻴﻦ ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺩﺭ ﺳـﺎﻟﻬﺎﻱ ‪ ۱۳۰۸‬ﺗـﺎ ‪ ۱۳۱۱‬ﺗﻤﺮﻛـﺰ ﺍﻧﺪﻳـﺸﻪ ﺍﺵ ﺑﺪﺭﻣﺎﻧـﺪﮔﻴﻬﺎ ﻭ‬
‫ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﻣﺮﺩﻡ ﻭ ﭼﺎﺭﻩ ﺟﻮﻳﻲ ﺑﺂﻧﻬﺎ ﺑﻮﺩﻩ ﻭ ﺑﺠﺴﺘﺠﻮﻫﺎﻱ ﺩﺍﻧﺸﻲ ﻛﻤﺘﺮ ﻣﻲ ﭘﺮﺩﺍﺧﺘﻪ‪ .‬ﺑﻬﻤﻴﻦ ﻋﻠﺘـﺴﺖ ﻛـﻪ‬
‫ﭘﺲ ﺍﺯ ﻛﺘﺎﺑﻬﺎﻱ ﭘﺮﺍﺭﺯﺷﻲ ﭼﻮﻥ ﺗﺎﺭﻳﺦ ﭘﺎﻧﺼﺪ ﺳﺎﻟﺔ ﺧﻮﺯﺳـﺘﺎﻥ ‪ ،‬ﺁﺫﺭﻱ ‪ ،‬ﺷـﻴﺦ ﺻـﻔﻲ ﻭ ﺗﺒـﺎﺭﺵ ‪ ،‬ﺷـﻬﺮﻳﺎﺭﺍﻥ‬
‫ﮔﻤﻨﺎﻡ ‪ ،‬ﻭ ﻧﺎﻣﻬﺎﻱ ﺷﻬﺮﻫﺎ ﻭ ﺩﻳﻪ ﻫﺎﻱ ﺍﻳﺮﺍﻥ )ﻛﻪ ﻛﻤﺎﺑﻴﺶ ﺩﺭ ﭘﻨﺞ ﺳﺎﻝ ﭘﺪﻳـﺪ ﺁﻣﺪﻧـﺪ( ﺗـﺎ ﺳـﺎﻝ ‪ ۱۳۱۱‬ﻛـﺎﺭ‬
‫ﺶ ﮔﺮﺍﻧﻤﺎﻳﻪ ﺍﻱ ﻫﻤﭽـﻮﻥ‬ ‫ﭘﮋﻭﻫﺸﻲ ﻫﻢ ﺭﺩﺓ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ‪ ،‬ﺩﻳﮕﺮ ﺍﺯ ﺍﻭ ﻧﻤﻲ ﺑﻴﻨﻴﻢ‪ .‬ﺣﺘﺎ ﻣﻲ ﺑﻴﻨﻴﻢ ﻛﻪ ﺭﺷﺘﺔ ﭘﮋﻭﻫ ِ‬
‫ﻥ ﮔﻤﻨﺎﻡ ﺭﺍ ﺩﺭ ﻫﻤﺎﻥ ﺳﺎﻟﻬﺎ ﺑﺮﻳﺪﻩ ﻭ ﺩﻧﺒﺎﻝ ﻧﻜﺮﺩﻩ ﺯﻳﺮﺍ ﺩﺭ ‪ ۱۳۰۸‬ﺩﺭ ﺩﻳﺒﺎﭼـﺔ ﺁﻥ ﻛﺘـﺎﺏ ﻛـﻪ ﺩﺭ ﺳـﻪ‬ ‫ﺷﻬﺮﻳﺎﺭﺍ ِ‬
‫ﺑﺨﺶ ﺑﭽﺎﭖ ﺭﺳﺎﻧﺪﻩ ﻧﻮﻳ ِﺪ ﺑﺨﺸﻬﺎﻱ ﭼﻬﺎﺭﻡ ﻭ ﭘﻨﺠﻢ ﺑﻠﻜﻪ ﺷﺸﻢ ﻭ ﻫﻔﺘﻢ ﺭﺍ ﻧﻴﺰ ﻣﻴﺪﻫﺪ‪.‬‬
‫ﺟﻤﻠﻪ ﺍﻱ ﺍﺯ ﻛﺴﺮﻭﻱ ﻫﺴﺖ ﻛﻪ ﺍﻧﮕﻴﺰﺓ ﺍﻳﻦ ﺗﻐﻴﻴﺮ ﺭﻓﺘﺎﺭ ﺭﺍ ﺁﺷﻜﺎﺭ ﻣﻴﺴﺎﺯﺩ‪ .‬ﻣﻴﮕﻮﻳﺪ ‪:‬‬
‫" ﻫﺮﻛﺎﺭﻱ ﻛﻪ ﻣﻴﻜﻨﻴﺪ ﺳﻮﺩ ﺗﻮﺩﻩ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﻳﺪ"‪.‬‬
‫ﻲ ﺗـﻮﺩﻩ ﺍﻱ )ﺩﻣﻮﻛﺮﺍﺳـﻲ( ﺑـﻪ ﺍﻳﺠـﺎﺯ ﺑﻴـﺎﻥ ﻣﻴﻜﻨـﺪ‪ .‬ﺍﻭ ﻣﻴﺨﻮﺍﻫـﺪ‬ ‫ﺑﺪﻳﻨﺴﺎﻥ ﺍﻭ ﻭﻇﻴﻔﺔ ﻓـﺮﺩ ﺭﺍ ﺩﺭ ﺯﻧـﺪﮔﺎﻧ ِ‬
‫ﻫﻢ ﻣﻴﻬﻨﺎﻧﺶ ﺍﺯ ﺟﺎﻳﮕﺎﻫﻲ » ﻓﺮﺩﻱ« ﺑﺠﺎﻳﮕﺎﻫﻲ » ﺍﺟﺘﻤﺎﻋﻲ« ﺍﺭﺗﻘﺎ ﻳﺎﺑﻨﺪ ﻭ ﻛﺎﺭﻫﺎﺷـﺎﻥ ﺭﺍ ﺑـﺎ ﺗـﺮﺍﺯﻭﻱ ﺳـﻮﺩ ﻭ‬
‫ﺯﻳﺎﻥ ﺗﻮﺩﻩ ﺑﺴﻨﺠﻨﺪ‪ .‬ﺍﻳﻨﺴﺖ ‪ ،‬ﺍﻭ ﻧﻴﺰ ﺧﻮﺩ ﺭﺍ ﺑـﺎﻳﻦ ﻗﺎﻋـﺪﺓ ﺯﻧـﺪﮔﺎﻧﻲ ﺍﺟﺘﻤـﺎﻋﻲ ‪ ،‬ﭘﺎﻳﺒﻨـﺪ ﺳـﺎﺧﺘﻪ ﺑـﻮﺩﻩ ﻭ ﺩﺭ‬
‫ﺟﺴﺘﺠﻮ ﻭ ﻧﮕﺎﺭﺵ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺑﺰﻣﻴﻨﻪ ﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﻧﺰﺩﻳﻜﺘﺮ ﻣﻴﮕﺸﺘﻪ‪.‬‬

‫ﺁﻏﺎﺯ ﻛﻮﺷﺸﻬﺎ ‪ :‬ﺁﻳﻴﻦ ﻭ ﭘﻴﻤﺎﻥ‬

‫ﻊ ﻧﺎﻫﻨﺠـﺎ ِﺭ ﻣـﺮﺩﻡ ﺍﻳـﺮﺍﻥ ﺑـﻮﺩﻩ ‪ :‬ﺍﺯ ﻛـﻮﺩﻛﻲ‬
‫ﺯﻧﺪﮔﺎﻧﻲ ﺍﻭ ﺳﺮﺍﺳﺮ ﮔﻮﺍﻩِ ﺻﺤﻨﻪ ﻫﺎﻱ ﺗﻠﺦ ﻭ ﺩﻟﺨﺮﺍﺷﻲ ﺍﺯ ﻭﺿ ِ‬
‫ﺷﺎﻫﺪ ﺩﺷﻤﻨﻲ ﻣﻴﺎﻥ ﺗﻴﺮﻩ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﻣﺮﺩﻡ ‪ ،‬ﻛﺸﺎﻛﺸﻬﺎ ﻭ ﺑﻠﻜﻪ ﺧﻮﻧﺮﻳﺰﻳﻬﺎﻳﻲ ﺑﻮﺩ ﻛﻪ ﺭﻳﺸﻪ ﺩﺭ ﺩﻭ ﺗﻴﺮﮔﻴﻬﺎ‬
‫ﻭ ﺟﺪﺍ ﺍﻧﺪﻳﺸﻲ ﻫﺎ ﺩﺍﺷﺖ‪ .‬ﺳﻪ ﺩﺳﺘﮕﻲ ﺷﻴﺨﻲ ﻭ ﻛﺮﻳﻤﺨﺎﻧﻲ ﻭ ﻣﺘﺸﺮﻉ ‪ ،‬ﺳﻨﹼﻲ ﻭ ﺷﻴﻌﻲ )ﻛﺮﺩ ﻭ ﺁﺫﺭﺑﺎﻳﺠﺎﻧﻲ( ﻭ‬
‫ﻋﻠﻲ ﺍﻟﻠﻬﻲ)ﮔﻮﺭﺍﻥ( ‪ ،‬ﺩﻭ ﺗﻴﺮﮔﻴﻬﺎﻱِ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻩ ﻭ ﻣﺸﺮﻭﻋﻪ ﺧﻮﺍﻩ ‪ ،‬ﻣﺴﻴﺤﻲ ﻭ ﻣﺴﻠﻤﺎﻥ‪ ،‬ﺣﻴﺪﺭﻱ ﻭ ﻧﻌﻤﺘﻲ ‪،‬‬
‫ﻲ ﺗﻮﺩﺓ ﻣﺮﺩﻡ ﻭ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﺗﻠﺨﻜﺎﻣﻴﻬﺎﻱ ﺁﻥ ﻫﻤﻴـﺸﻪ‬ ‫ﻋﺮﺏ ﻭ ﻋﺠﻢ ‪ ،‬ﻣﺜﺎﻟﻬﺎﻳﻲ ﺍﺯ ﺁﻧﻬﺎ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺍﻳﻦ ﭼﻨﺪ ﺗﻴﺮﮔ ِ‬
‫ﺍﻧﺪﻭﻫﻲ ﺩﺭ ﮊﺭﻓﺎﻱ ﺩﻟﺶ ﻣﻴﺒﻮﺩﻩ‪.‬‬
‫ﻛﺎﺭ ﺩﺭ ﻋﺪﻟﻴﻪ ﻭ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﺯﻳﺴﺘﻦ ﻭ ﺁﮔﺎﻫﻲ ﺍﺯ ﺭﻧﺠﻬـﺎ ﻭ ﮔﺮﻓﺘﺎﺭﻳﻬـﺎﻱ ﺍﻳـﺸﺎﻥ ‪ ،‬ﻫﻤﭽﻨـﻴﻦ ﺁﺷـﻨﺎﻳﻲ‬
‫ﺑﻮﺿﻊ ﻛﻨﻮﻧﻲ ﻣﺮﺩ ِﻡ ﺩﻳﮕﺮ ﻛﺸﻮﺭﻫﺎ ﺍﺯ ﺭﺍﻩ ﺭﺳﺎﻧﻪ ﻫﺎ ﻭ ﻛﺘﺎﺏ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺍﺯ ﻳﻚ ﺳﻮ ﻭ ﺁﮔﺎﻫﻲ ﺑﮕﺬﺷﺘﺔ ﻣﺮﺩﻣـﺎﻥ‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﺍﺯ ﺭﺍﻩ ﺑﺮﺭﺳﻴﻬﺎﻱ ﺗﺎﺭﻳﺨﻲ ﺍﺯ ﺩﻳﮕﺮ ﺳﻮ ‪ ،‬ﻛﻤﻚ ﻛﺮﺩ ﻛﻪ ﺗﺼﻮﻳﺮ ﻛﺎﻣﻠﻲ ﺍﺯ ﻣﻮﺿـﻮﻋﺎﺕ ﻭ ﻓﺮﺁﻳﻨـﺪﻫﺎﻱ ﺍﺟﺘﻤـﺎﻋﻲ‬
‫ﻛﺴﺐ ﻛﻨﺪ‪.‬‬
‫ﺳﺎﻟﻬﺎ ﺑﺪﺭﺩﻫﺎ ﻭ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻭ ﺷﺮﻗﻴﺎﻥ ﻭ ﺳﺮﭼﺸﻤﺔ ﺁﻧﻬﺎ ﺍﻧﺪﻳـﺸﻴﺪﻩ ﺑـﻮﺩ ﻭ ﺍﺯ ﺧـﻮﺩ ﭘﺮﺳـﺸﻬﺎﻳﻲ‬
‫ﻣﻴﻜﺮﺩ ﻭ ﺑﺮ ﺁﻥ ﺑﻮﺩ ﻛﻪ ﭘﺎﺳﺦ ﺁﻧﻬﺎ ﺭﺍ ﺑﻴﺎﺑﺪ ‪:‬‬
‫ـ ﭼﮕﻮﻧﻪ ﻛﺸﻮﺭ ﻧﻴﺮﻭﻣﻨﺪ ﻭ ﺳﺘﺮﮔﻲ ﭼﻮﻥ ﺍﻳﺮﺍﻥ ﺑﭽﻨﻴﻦ ﺯﺑﻮﻧﻲ ﻭ ﺑﻴﭽﺎﺭﮔﻲ ﻛﻨﻮﻧﻲ ﺩﺭﺍﻓﺘﺎﺩﻩ؟!‪.‬‬
‫ـ ﭼﻪ ﺗﻔﺎﻭﺗﻬﺎﻳﻲ ﻣﻴﺎﻥ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻭ ﻣﺮﺩﻡ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﺔ ﺟﻬﺎﻥ ﻫﺴﺖ؟!‬
‫ـ ﭼﺮﺍ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﻧﺎﺍﻧﺠﺎﻡ ﻣﺎﻧﺪ ﻭ ﻣﻮﺍﻧﻊ ﺁﻥ ﭼﻪ ﺑﻮﺩ؟!‪.‬‬
‫ـ ﺩﺭﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺍﺯ ﺩﻭ ﺩﺳﺘﻪ ﺍﻱ ﻛﻪ ﭘﺎ ﺩﺭﻣﻴﺎﻥ ﺩﺍﺷﺘﻨﺪ ‪ ،‬ﻳﻜﻲ ﻭﺯﻳﺮﺍﻥ ﻭ ﺩﺭﺑﺎﺭﻳﺎﻥ ﻭ ﻣﺮﺩﺍﻥ ﺑﺮﺟـﺴﺘﻪ‬
‫ﻭ ﺑﻨﺎﻡ ‪ ،‬ﻭ ﺩﻳﮕﺮﻱ ﺑﺎﺯﺍﺭﻳﺎﻥ ﻭ ﻛﺴﺎﻥ ﮔﻤﻨﺎﻡ ﻭ ﺑﻴﺸﻜﻮﻩ ‪ ،‬ﭼﺮﺍ ﺁﻥ ﺩﺳﺘﻪ ﻛﻤﺘﺮ ﻳﻜـﻲ ﺩﺭﺳـﺘﻲ ﻧﻤﻮﺩﻧـﺪ ﻭ‬
‫ﺍﻳﻦ ﺩﺳﺘﻪ ﻛﻤﺘﺮ ﻳﻜﻲ ﻧﺎﺩﺭﺳﺘﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ؟!‬
‫ـ ﺑﭽﻪ ﻋﻠﺖ ‪ » ،‬ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ« ﻣﺮﺩﻡ ﺭﺍ ﺑﺎ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﺁﺷﻨﺎ ﻧﻜﺮﺩﻩ ﻭ ﻧﻤﻴﻜﻨﺪ؟!‪.‬‬
‫ﻝ » ﺗﻮﻃﺌﺔ ﺳﻜﻮﺕ« )ﻧﺎﻣﺶ ﻣﺒﺮ! ‪ ،‬ﻳﺎﺩﺵ ﺗﺎﺯﻩ ﻣﮕﺮﺩﺍﻥ!( ﮔﺮﺩﻳﺪﻩ؟!‪.‬‬ ‫ـ ﭼﺮﺍ ﺩﺭ ﺍﻳﺮﺍﻥ ﻣﺸﺮﻭﻃﻪ ﻣﺸﻤﻮ ِ‬
‫ـ ﻣﺮﺩﻡ ﺑﺪﻣﻮﻛﺮﺍﺳﻲ ﭼﮕﻮﻧﻪ ﺷﺎﻳﻨﺪﻩ ﮔﺮﺩﻧﺪ؟‬
‫ـ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﭼﻴﺴﺖ ﻭ ﭼﻪ ﺳﻮﺩﻱ ﺍﺯ ﺁﻥ ﺑﺪﺳﺖ ﻣﻴﺂﻳﺪ؟‬
‫ـ ﺟﻠﻮﮔﻴﺮﻫﺎﻱ ﺍﻳﺮﺍﻧﺨﻮﺍﻫﻲ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﭼﻴﺴﺖ؟!‪.‬‬
‫ـ ﺳﺮﭼﺸﻤﺔ ﻧﻴﺮﻭ ﺩﺭ ﻳﻚ ﻣﺮﺩﻣﻲ ﭼﻴﺴﺖ؟‬
‫ـ ﺑﺮﺍﻱ ﺭﻫﺎﻳﻲ ﺍﺯ ﺑﺪﺑﺨﺘﻴﻬﺎ ﺑﭽﮕﻮﻧﻪ ﻧﻴﺮﻭﻳﻲ ﻧﻴﺎﺯ ﻫﺴﺖ؟!‬
‫ﻥ ﻣﻐﻮﻻﻥ ﺷﺪﻧﺪ؟!‪.‬‬ ‫ـ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺎ ﺁﻥ ﺷﻜﻮﻩ ﻭ ﺍﻗﺘﺪﺍﺭ ﺳﻠﺠﻮﻗﻲ ﻭ ﺧﻮﺍﺭﺯﻣﺸﺎﻫﻲ ﭼﺸﺪ ﻛﻪ ﺯﺑﻮ ِ‬
‫ﻲ‬
‫ـ ﭼﺮﺍ ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﺑﻪ ﺗﻨﻴﺪﻩ ﻫﺎﻱ ﺻﻮﻓﻴﺎﻥ ﻭ ﺳﺮﻭﺩﻩ ﻫﺎﻱ ﺷﺎﻋﺮﺍﻥ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﭘـﺮ ﺍﺯ ﭼﺎﭘﻠﻮﺳـﻲ ﻭ ﭘـﺴﺘ ِ‬
‫ﻱ ﻭﻳﮋﻩ ﻛﺮﺩﻩ ‪ ،‬ﺩﻭﻟﺘﻬﺎﺷﺎﻥ ﭘﻴﺎﭘﻲ ﭘﻮﻟﻬﺎ ﺩﺭ ﺭﺍ ِﻩ ﭼﺎﭖ ﺁﻧﻬﺎ ﻣﻴﺮﻳﺰﻧﺪ؟! ﺍﺯ ﺍﻳﻦ ﻛﺘﺎﺑﻬـﺎ ‪ ،‬ﺁﻧﻬـﺎ ﺭﺍ‬ ‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﭘﺮﻭﺍ ِ‬
‫ﭼﻪ ﺳﻮﺩﻱ ﻫﺴﺖ؟!‬
‫ـ ﺑﭽﻪ ﻋﻠﺖ ﺳﻴﺪ ﻋﻠﻴﻤﺤﻤﺪ ﺑﺎﺏ ﺑﺎ ﺁﻧﻜﻪ ﻳﻚ ﺟﻤﻠﺔ ﺩﺭﺳﺖ ﻭ ﺑﺎ ﻣﻌﻨﺎﻳﻲ ﻧﻤـﻲ ﺳـﺮﻭﺩ ﻫـﺰﺍﺭﺍﻥ ﻣـﺮﺩﻡ ﺑـﺎﻭ‬
‫ﮔﺮﻭﻳﺪﻧﺪ؟!‬
‫ﻥ ﻛﺎﺭﻫـﺎﻱ ﺩﺷـﻮﺍﺭ‬ ‫ـ ﭼﺮﺍ ﺑﺎ ﭘﻴﺸﺮﻓﺖ ﺩﺍﻧﺶ ﻭ ﭘﺪﻳﺪﺍﺭﻱ ﺍﺧﺘﺮﺍﻋـﺎﺕ ﻭ ﺍﻛﺘـﺸﺎﻓﺎﺕِ ﻧـﻮﻳﻦ ﻭ ﺁﺳـﺎﻥ ﮔﺮﺩﻳـﺪ ِ‬
‫ﮔﺬﺷﺘﻪ ‪ ،‬ﺳﺨﺘﻲ ﺯﻧﺪﮔﺎﻧﻲ ﺑﻴﺸﺘﺮ ﻭ ﺑﻬﺮﺓ ﻣﺮﺩﻡ ﺍﺯ ﺁﺳﺎﻳﺶ ﻭ ﺧﺮﺳﻨﺪﻱ ﻛﻤﺘﺮ ﮔﺸﺘﻪ؟!‪.‬‬
‫ـ ﭼﺮﺍ ﻣﺮﺩﻡ ﺩﺭ ﭘﻲ ﭼﺎﺭﻩ ﻧﻴﺴﺘﻨﺪ؟!‪ .‬ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ﺗﻤﺪ‪‬ﻥ ﭼﻴﺴﺖ؟‪ ...‬ﻭ ﺩﻩ ﻫـﺎ ﭘﺮﺳـﺶ ﺩﻳﮕـﺮ ﺍﺯ ﺍﻳـﻦ‬
‫ﻗﺒﻴﻞ‪.‬‬
‫ﻝ ﺍﻧﺪﻳﺸﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺷـﺮﻕ ﺭﺍ ﺑﺰﻳـﺮ ﺫﺭﻩ ﺑـﻴﻦ ﻛـﺸﻴﺪ ﻭ‬ ‫ﺍﻭ ﺩﺭﺍﻳﻦ ﻛﻨﺪﻭﻛﺎﻭ ‪ ،‬ﺗﺎﺭﻳﺦ ﻫﺰﺍﺭﺳﺎﻟﺔ ﺗﻄﻮ‪‬ﺭ ﻭ ﺗﺤ ‪‬ﻮ ِ‬
‫ﺳﺮﺍﻧﺠﺎﻡ ﺑﺮﺍﺯﻫﺎﻱ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﭘﻲ ﺑﺮﺩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﻧﻪ ﺩﺭ ﺩﻭﺭﺩﺳﺘﻬﺎ ﺑﻠﻜـﻪ ﺩﺭ ﻣﻴـﺎﻥ ﺧـﻮ ِﺩ ﺍﻳـﺸﺎﻥ ﻳﺎﻓـﺖ‪.‬‬
‫ﻦ ﺗﺒـﺎﺭ‬
‫ﻳﻌﻨﻲ ﺁﻧﭽﻪ ﺩﺭ ﺯﻧﺪﮔﻲ ﻫﻤﻴﺸﮕﻲ ‪ ،‬ﻫﺮ ﺭﻭﺯ ﻫﻤﮕﺎﻥ ﺑﺎ ﺩﻳﺪﻩ ﺗﻮﺍﻧﻨﺪ ﺩﻳﺪ‪ .‬ﺍﻳﻦ ﻳﺎﻓﺘﻪ ﺑـﻲ ﺷـﺒﺎﻫﺖ ﺑﻴـﺎﻓﺘ ِ‬
‫ﺻﻔﻮﻳﺎﻥ ﻧﺒﻮﺩ‪ .‬ﺯﻳﺮﺍ ﺗﺒﺎ ِﺭ ﺻﻔﻮﻳﺎﻥ ﺭﺍ ﻫﻢ ﻧﻪ ﺩﺭ ﺩﻭﺭﺩﺳﺘﻬﺎ ﺑﻠﻜﻪ ﺍﺯ ﻛﺘﺎﺑﻲ ﻳﺎﻓﺖ ﻛﻪ ﻫﻤﻴﺸﻪ ﺩﺭ ﺩﺳﺘﺮﺱ ﻣﻲ ﺑﻮﺩ‬
‫ﻭ ﻫﺰﺍﺭﺍﻥ ﺗﹶﻦ ﺁﻥ ﺭﺍ ﺩﻳﺪﻩ ﻭ ﺧﻮﺍﻧﺪﻩ ﺑﻮﺩﻧﺪ‪.‬‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻣﻴﺨﻮﺍﺳﺖ ﺁﻧﭽﻪ ﺭﺍ ﻭﻇﻴﻔﺔ ﺧﻮﺩ ﻣﻴﺪﺍﻧﺴﺖ ﺑﻜﺎﺭ ﺑﻨﺪﺩ ﻭ ﺑﻜﻮﺷﺸﻬﺎﻳﻲ ﺑﺮﺧﻴﺰﺩ ﻭﻟﻲ ﺩﻭﺩﻟﻴﻬﺎﻳﻲ ﺩﺍﺷﺖ ‪:‬‬
‫ﻣﻴﮕﻔــﺘﻢ ‪ :‬ﺑــﺎ ﺍﻳــﻦ ﺭﻭﺍﺝ ﺩﺍﻧــﺸﻬﺎ ﺩﺭ ﺍﺭﻭﭘــﺎ ﻭ ﺁﻣﺮﻳﻜــﺎ ﺁﻳــﺎ ﭼﻴﺰﻫــﺎﻳﻲ ﺑﺎﺯﻣﺎﻧــﺪﻩ ﻛــﻪ ﮔﻔﺘــﻪ ﺷــﻮﺩ؟‪ .‬ﭼــﻮﻥ‬
‫ﻣﻲ ﺍﻧﺪﻳﺸﻴﺪﻡ ﻣﻴﺪﻳﺪﻡ ﺩﺭ ﭘﺸﺖ ﺳﺮ ﺩﺍﻧﺸﻬﺎ ﺣﻘﺎﻳﻖ ﺑﺴﻴﺎﺭ ﻣﻬﻤﻲ ﻫﺴﺖ ﻛﻪ ﺍﮔﺮ ﺟﻬﺎﻧﻴـﺎﻥ ﻓﺮﺍﮔﻴﺮﻧـﺪ ﻭ ﻗﻴﻤـﺖ‬
‫ﮔﺰﺍﺭﻧﺪ ﻭ ﺑﻜﺎﺭ ﺑﻨﺪﻧﺪ ﺗﺄﺛﻴﺮ ﺁﺷﻜﺎﺭ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺧﻮﺍﻫﺪ ﺩﺍﺷـﺖ ﻭ ﺑـﺴﻴﺎﺭﻱ ﺍﺯ ﺳـﺨﺘﻴﻬﺎ ﻭ ﮔﺮﻓﺘﺎﺭﻳﻬـﺎ ﺭﺍ ﺍﺯ ﻣﻴـﺎﻥ‬
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‫ﺧﻮﺍﻫﺪ ﺑﺮﺩ‪.‬‬
‫ﭘﻴﺶ ﺍﺯ ﺁﻏﺎﺯ ﺑﻜﻮﺷﺶ ﭘﺮﺳﺸﻬﺎﻳﻲ ﺩﺭ ﺳﺮ ﺩﺍﺷﺖ ﻭ ﺟﻮﻳﺎﻱ ﭘﺎﺳﺦ ﺁﻧﻬﺎ ﺑﻮﺩ ‪ :‬ﺁﻧﭽﻪ ﻣﺮﺩﻡ ﺭﺍ ﺑﺪﺳﺖ ﻛﺸﻴﺪﻥ‬
‫ﺍﺯ ﺑﺎﻭﺭﻫﺎﻱ ﺧﻮﺩ ﻭ ﭘﺬﻳﺮﻓﺘﻦ ﺣﻘﺎﻳﻖ ﻭﺍﺩﺍﺭﺩ ﭼﻴﺴﺖ؟! ﺑﺮﺍﻱ ﻫﺮ ﺩﮔﺮﮔﻮﻧﻲ ﺍﻱ ﻧﻴﺮﻭﻳـﻲ ﻻﺯﻣـﺴﺖ ‪ ،‬ﻧﻴـﺮﻭﻱ ﻻﺯﻡ‬
‫ﺑﺮﺍﻱ ﺭﺳﺘﮕﺎﺭﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ‪ ،‬ﭼﮕﻮﻧﻪ ﻓﺮﺍﻫﻢ ﻣﻴﺸﻮﺩ؟! ﺁﻳﺎ ﺍﻳﻦ ﻧﻴﺮﻭ ﺍﺯ ﭘﺸﺘﻴﺒﺎﻧﻲ ﭘﺎﺩﺷﺎﻫﻲ ﻭ ﻳﺎ ﻭﺯﻳﺮﻱ ﺗﻮﺍﻧﺎ ﻓﺮﺍﻫﻢ‬
‫ﻣﻴﺸﻮﺩ؟!‪ .‬ﺁﻳﺎ ﺯﻭ ِﺭ ﻳﻚ ﻣﺬﻫﺒﻲ ‪ ،‬ﻳﻚ ﺩﻭﻟﺘﻲ ‪ ،‬ﻳﻚ ﻛﺸﻮﺭﻱ ﻭﻳﺎ ﺍﺭﺗﺸﻲ ﺑﺎﻳﺪ ﺩﺭ ﻛﺎﺭ ﺑﺎﺷﺪ؟‪...‬‬
‫ﻣﻴﮕﻔﺘﻢ ‪ :‬ﺑﺴﻴﺎﺭ ﻧﻴﻚ ﺍﻳﻦ ﺣﻘﺎﻳﻖ ﻫﺴﺖ ﻭ ﻣﻦ ﺗﻮﺍﻧﻢ ﺁﻧﻬﺎ ﺭﺍ ﺑـﺎﺯ ﻧﻤـﻮﺩ‪ .‬ﻟـﻴﻜﻦ ﭘﺎﻳ‪‬ﻨـﺪﺍﻥ ]ﺿـﺎﻣﻦ[ ﭘﻴـﺸﺮﻓﺘﺶ‬
‫ﺖ ﺣﻘـﺎﻳﻖ ﻧﻴـﺮﻭﻱ ﺧـﻮﺩ‬ ‫ﻥ ﭘﻴﺸﺮﻓ ِ‬
‫ﭼﻴﺴﺖ؟ ﭼﻪ ﭼﻴﺰ ﺁﻧﻬﺎ ﺭﺍ ﭘﻴﺶ ﺧﻮﺍﻫﺪ ﺑﺮﺩ؟ ﻣﻲ ﺍﻧﺪﻳﺸﻴﺪﻡ ﻭ ﻣﻴﺪﻳﺪﻡ ﭘﺎﻳﻨﺪﺍ ِ‬
‫ﺁﻧﻬﺎﺳﺖ‪ .‬ﺣﻘﺎﻳﻖ ﭼﻮﻥ ﮔﻔﺘﻪ ﺷﻮﺩ ﻣﺮﺩﺍﻥ ﺧﺮﺩﻣﻨﺪ ﻭ ﭘﺎﻛﺪﻝ ﺁﻧﻬﺎ ﺭﺍ ﺧﻮﺍﻫﻨﺪ ﭘﺬﻳﺮﻓﺖ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺧﻮﺍﻫﻨﺪ ﻧﻤﻮﺩ‬
‫ﻭ ﺩﺭ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺘﺶ ﺟﺎﻧﻔﺸﺎﻧﻲ ﺩﺭﻳﻎ ﻧﺨﻮﺍﻫﻨﺪ ﻛﺮﺩ‪ » .‬ﺭﺍﺳﺘﻲ ﭘﮋﻭﻫﻲ« ﻳﻜـﻲ ﺍﺯ ﹸﮔﻬ‪‬ـﺮﻱ ﺗـﺮﻳﻦ ]ﺍﺻـﻠﻲ ﺗـﺮﻳﻦ[‬
‫ﻢ ﺧﺠـﺴﺘﻪ ﺑـﻮﺩﻩ‪ .‬ﺍﺳـﻼﻡ ﭼﮕﻮﻧـﻪ ﭘـﻴﺶ ﺭﻓـﺖ؟‪.‬‬ ‫ﺧﻴﻤﻬﺎﻱ ﺁﺩﻣﻴﺴﺖ ﻭ ﭘﺎﻳﺔ ﻫﻤﺔ ﭘﻴﺸﺮﻓﺘﻬﺎ ﺩﺭ ﺟﻬﺎﻥ ﺍﻳﻦ ﺧـﻴ ِ‬
‫ﻣﺸﺮﻭﻃﻪ ﭼﮕﻮﻧﻪ ﺩﺭ ﻫﻤﻪ ﺟﺎ ﺭﻭﺍﺝ ﮔﺮﻓﺖ؟‪ .‬ﺳﻮﺳﻴﺎﻟﻴﺰﻡ ﺑﺎ ﭼﻪ ﻧﻴﺮﻭﻳﻲ ﺗﻜﺎﻥ ﺩﺭﺟﻬﺎﻥ ﭘﺪﻳﺪ ﺁﻭﺭﺩ؟‪.‬‬
‫ﺑﺪﻳﻨﺴﺎﻥ ﺩﻭﺩﻝ ﺑﺴﺮ ﻣﻴﺒﺮﺩﻡ‪ .‬ﺳﻪ ﺳﺎﻝ ﺑﻴﺸﺘﺮ ‪ ،‬ﻳﻚ ﮔﺎﻡ ﭘﻴﺶ ﮔﺬﺍﺭﺩﻩ ﻳﻚ ﮔﺎﻡ ﭘﺲ ﻣﻴﻜﺸﻴﺪﻡ‪ .‬ﺳﺮﺍﻧﺠﺎﻡ ﺁﻣﺎﺩﻩ‬
‫ﮔﺮﺩﻳﺪﻡ ﻭ ﺑﻜﺎﺭ ﺁﻏﺎﺯﻳﺪﻡ‪ .‬ﻧﻤﻴﺪﺍﻧﺴﺘﻢ ﭼﻪ ﺧﻮﺍﻫﻢ ﻛﺮﺩ ﻭ ﺩﺭ ﻛﻮﺷﺸﻬﺎ ﺗﺎ ﺑﻜﺠﺎ ﭘـﻴﺶ ﺧـﻮﺍﻫﻢ ﺭﻓـﺖ‪ .‬ﺭﺍﻫـﻲ ﺑـﻮﺩ‬
‫ﻣﻴﺒﺎﻳﺴﺖ ﭘﻴﺶ ﮔﻴﺮﻡ ﻭ ﮔﺎﻡ ﺑﮕﺎﻡ ﺑﭙﻴﻤﺎﻳﻢ‪ .‬ﻣﻴﺒﺎﻳﺴﺖ ﺑﺎ ﻳﻜﺎﻳﻚ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺩﺭ ﺍﻓـﺘﻢ ﻭ ﺩﺭ ﺁﻥ ﻣﻴـﺎﻥ ﺣﻘـﺎﻳﻘﻲ ﺭﺍ‬
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‫ﺑﺎﺯ ﻧﻤﺎﻳﻢ‪.‬‬
‫ﺑﺎ ﺍﻳﻨﻬﻤﻪ ‪ ،‬ﻫﺮ ﺯﻣﺎﻥ ﻛﻪ ﺭﺍ ِﻩ ﻛﻮﺷﺶ ﺑﺮﻫﺎﻳﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﺟﻠﻮﻱ ﺩﻳﺪﮔﺎﻥ ﻣﻲ ﺁﻭﺭ‪‬ﺩ ‪ ،‬ﺁﻧﺮﺍ ﭘﺮ ﺍﺯ ﻣﻮﺍﻧﻊ ﺑـﺰﺭﮒ‬
‫ﻭ ﭘﻴﻤﻮﺩﻥ ﭼﻨﺎﻥ ﺭﺍﻫﻲ ﺭﺍ ﻧﻴﺰ ﺑﻴﻢ ﺁﻭﺭ ﻭ ﻫﺮﺍﺱ ﺍﻧﮕﻴﺰ ﻣﻲ ﻳﺎﻓﺖ‪.‬‬
‫ﻣﺎ ﻧﻴﻚ ﺩﺍﻧﺴﺘﻪ ﺍﻳﻢ ﻛﻪ ﺍﻳﻦ ﻛﻴﺸﻬﺎ ﻭ ﺩﺳﺘﮕﺎﻫﻬﺎﻱ ﺑﺪﺁﻣﻮﺯﻱ ﭼﻴﺰﻫﺎﻱ ﺳﺎﺩﻩ ﺍﻱ ﻧﻴﺴﺖ‪ .‬ﺻﺪ ﻫـﺰﺍﺭﺍﻥ ﻛـﺴﺎﻥ ﺍﺯ‬
‫ﺁﻧﻬﺎ ﻧﺎﻥ ﻣﻴﺨﻮﺭﻧﺪ‪ .‬ﻫﺰﺍﺭﺍﻥ ﻛﺴﺎﻥ ﺑﺪﺳﺘﺎﻭﻳﺰ ﺁﻧﻬﺎ ﺑﻤﺮﺩﻡ ﻓﺮﻣﺎﻥ ﻣﻴﺮﺍﻧﻨﺪ‪ .‬ﻧﻴﻚ ﻣﻴﺪﺍﻧﺴﺘﻴﻢ ﻛﻪ ﺍﻳـﺸﺎﻥ ﺗـﺎ ﺗﻮﺍﻧﻨـﺪ‬
‫ﺍﻳــﺴﺘﺎﺩﮔﻲ ﺧﻮﺍﻫﻨــﺪ ﻧﻤــﻮﺩ ﻭ ﺻــﺪ ﻧﻴﺮﻧــﮓ ﺑﻜــﺎﺭ ﺧﻮﺍﻫﻨــﺪ ﺯﺩ ﻭ ﺻــﺪ ﺭﻧــﮓ ﭘــﻴﺶ ﺧﻮﺍﻫﻨــﺪ ﺁﻭﺭﺩ‪ .‬ﻧﻴــﻚ‬
‫ﻥ ﺍﻳﻦ ﻛﺸﻮﺭ ﻳﺎﻭﺭﻱ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺧﻮﺍﻫﻨﺪ‬ ‫ﻣﻴﺪﺍﻧﺴﺘﻴﻢ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﺑﺪﺍﻣﻦ ﺳﻴﺎﺳﺖ ﺧﻮﺍﻫﻨﺪ ﺍﻧﺪﺍﺧﺖ ﻭ ﺍﺯ ﺑﺪﺧﻮﺍﻫﺎ ِ‬
‫ﻃﻠﺒﻴﺪ‪ .‬ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﺭﺍ ﻧﻴﻚ ﻣﻴﺪﺍﻧﺴﺘﻴﻢ ﻭ ﻫﻤﺔ ﺩﺷﻮﺍﺭﻳﻬﺎ ﺭﺍ ﺍﺯ ﭘﻴﺶ ﻣﻲ ﺷﻨﺎﺧﺘﻴﻢ‪ .‬ﺩﺍﻧﺴﺘﻪ ﻭ ﺷﻨﺎﺧﺘﻪ ﺑﻜﻮﺷـﺶ‬
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‫ﻭ ﻓﺪﺍﻛﺎﺭﻱ ﺁﻣﺎﺩﻩ ﮔﺮﺩﻳﺪﻳﻢ‪.‬‬
‫ﺩﺭ‪ ۱۳۱۱‬ﺧﻮﺩ ﺭﺍ ﺁﻣﺎﺩﺓ ﻛﻮﺷﺶ ﻭ ﺣ ﹼﺘﺎ ﺍﺯ ﺟﺎﻧﮕﺬﺷﺘﮕﻲ ﺩﻳﺪ‪ .‬ﺍﻳﻦ ﺭﺍ ﺍﺯ ﻧﻮﺷﺘﻪ ﺍﺵ ﺩﺭ ﻣﺎﻫﻨﺎﻣﺔ ﭘﻴﻤـﺎﻥ ﻛـﻪ‬
‫ﺳﺎﻝ ﺑﻌﺪ ﺍﻧﺘﺸﺎﺭ ﻳﺎﻓﺖ ﻣﻴﻔﻬﻤﻴﻢ ‪:‬‬
‫"ﻣﺮﺍ ﺑﺎ ﺧﺪﺍ ﭘﻴﻤﺎﻧﺴﺖ ﻛﻪ ﺍﺯ ﭘﺎ ﻧﻨﺸﻴﻨﻢ ﻭ ﺍﻳﻦ ﺭﺍﻩ ﺭﺍ ﺑﺴﺮ ﺑﺮﻡ"‪.‬‬

‫‪ ١‬ـ ﻛﺴﺮﻭﻱ ‪ ،‬ﻛﺘﺎﺏ ﻧﺎﺍﻧﺠﺎﻡِ ﺍﻧﻜﻴﺰﻳﺴﻴﻮﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ‪ ١٣٢٤ ،‬ﺗﻬﺮﺍﻥ‬

‫‪ ٢‬ـ ﻫﻤﺎﻥ‬
‫‪ ٣‬ـ ﺩﺍﺩﮔﺎﻩ ‪ ١٣٥٧ ،‬ﺹ ‪٢٠‬‬
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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻫﻤﺎﻥ ﺳﺎﻟﻬﺎ ﺍﺯ ﭘﮋﻭﻫﺸﻬﺎﻱ ﺗﺎﺭﻳﺨﻲ ﻭ ﺯﺑﺎﻧﺸﻨﺎﺳﻲ ﻛﺎﺳﺖ ﻭ ﻧﻴﺮﻭ ﻭ ﺗﻮﺍﻧﺶ ﺭﺍ ﺑـﺮ ﺳـ ِﺮ ﺁﻧﭽـﻪ ﻭﻇﻴﻔـﺔ ﺧـﻮﺩ‬
‫ﺷﻨﺎﺧﺘﻪ ﺑﻮﺩ ﺑﻜﺎﺭ ﺑﺮﺩ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺍﻳﻦ ﻛﺘﺎﺏ ﻛﻪ ﺷﺎﻣﻞ ﻫﻔـﺖ ﮔﻔﺘـﺎﺭ ﺍﺯ ﺳـﺎﻝ ﺷـﺸﻢ ﭘﻴﻤـﺎﻥ ) ﺳـﺎﻝ ‪ (۱۳۱۹‬ﻣﻴﺒﺎﺷـﺪ ﻭ ﺗﺎﺭﻳﺨﭽـﺔ‬
‫ﻛﻮﺷﺸﻬﺎﻱ ﺍﻭ ﻭ ﻳﺎﺭﺍﻧﺶ ﺭﺍ ﺩﺭ ﺑﺮ ﻣﻴﺪﺍﺭﺩ ﺑﺼﻮﺭﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭ ﺩﺭ ﻫﻔـﺖ ﺑﺨـﺶ ﺟﺪﺍﮔﺎﻧـﻪ ﺩﺭ ﺍﻳﻨﺘﺮﻧـﺖ ﻧـﺸﺮ‬
‫ﻣﻴﮕﺮﺩﺩ‪.‬‬
‫ﺩﺭ ﺑﺨﺶ ﻳﻜﻢ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ )ﻳﺎ ﻫﻮﺍﺩﺍﺭﻱ ﻭ ﭘﻴﺮﻭﻱ ﻛﻮﺭﻛﻮﺭﺍﻧﻪ ﺍﺯ ﺯﻧﺪﮔﺎﻧﻲ ﻏﺮﺑﻲ ﻭ ﺩﻟﺒﺎﺧﺘﮕﻲ ﺑﻪ ﺁﻥ( ﺷـﺮﺡ‬
‫ﺩﺍﺩﻩ ﺷﺪﻩ‪ .‬ﺍﻳﻦ ﭘﺘﻴﺎﺭﻩ ﻫﻨﻮﺯ ﻳﻜﻲ ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺳﻨﮕﻬﺎﻱ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺖ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺩﻳﮕﺮ ﻛﺸﻮﺭﻫﺎﻱ ﺷﺮﻗﻴـﺴﺖ‪.‬‬
‫ﺷﻤﺎ ﺍﮔﺮ ﺍﻧﺪﻳﺸﻪ ﺑﺎﺭﻳﻚ ﮔﺮﺩﺍﻧﻴـﺪ ﺩﺭ ﻻﺑـﻼﻱ ﮔﻔﺘـﻪ ﻫـﺎ ﻭ ﺍﺳـﺘﺪﻻﻟﻬﺎﻱ ﺗـﻚ ﺗـﻚ ﻣـﺮﺩﻡ ‪ ،‬ﭘﻴـﺮ ﻳـﺎ ﺟـﻮﺍﻥ ‪،‬‬
‫ﺯﻥ ﻳﺎ ﻣﺮﺩ ‪ ،‬ﻋﺎﻣﻲ ﻳﺎ ﭘﻴﺸﮕﺎﻡ ‪ ،‬ﻣﺬﻫﺒﻲ ﻳﺎ ﻣﺘﺠﺪﺩ ‪ ،‬ﺍﻳﻦ ﺩﻟﺒﺎﺧﺘﮕﻲ ـ ﻫﺮﭼﻨﺪ ﻛﻤﺮﻧﮓ ـ ﺩﻳﺪﻩ ﻣﻴﺸﻮﺩ‪.‬‬
‫ﺗﺄﺛﻴﺮ ﺍﻳﻦ ﭘﺘﻴﺎﺭﻩ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﻣﺮﺩﻣﺎﻥ ﭼﻨﺎﻥ ﮊﺭﻑ ﺑﻮﺩﻩ )ﻭ ﻫﻨﻮﺯ ﻫﻢ ﻫﺴﺖ( ﻛﻪ ﻣﻲ ﺑﻴﻨﻴﺪ ﺁﻧﺎﻧﻜﻪ ﺍﻳﺮﺍﺩﻫـﺎﻱ‬
‫ﺯﻧﺪﮔﻲ ﻏﺮﺑﻴﺎﻥ ﺭﺍ ﺷﻨﻴﺪﻩ ‪ ،‬ﺧﻮﺍﻧﺪﻩ ﻭﻳﺎ ﺧﻮﺩ ﺑﺘﺠﺮﺑﻪ ﺩﺭﻳﺎﻓﺘـﻪ ﺑـﺎﻭﺭ ﺩﺍﺷـﺘﻪ ﺍﻧـﺪ ‪ ،‬ﺑـﺎﺯ ﺍﺯ ﺩﺍﻡ ﺍﻳـﻦ ﺷـﻴﻔﺘﮕﻲ ﻭ‬
‫ﺩﻟﺒﺎﺧﺘﮕﻲ ﺑﻴﻜﺒﺎﺭ ﺭﻫﺎ ﻧﮕﺮﺩﻳﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﻳﻜﻲ ﺍﺯ ﺷﻮﻣﺘﺮﻳﻦ ﺍﻳﻦ ﺗﺄﺛﻴﺮﻫﺎ ﺧﻮﺩﺑﺎﺧﺘﮕﻴﺴﺖ ﻛﻪ ﺑﻪ ﺧﻮﺩ ﻛﻤﺘﺮﻳﻦ ﺑﺎﻭﺭﻱ ﻧﺪﺍﺭﻧﺪ ‪ :‬ﺍﺯ ﻳﻜﺴﻮ ﻫﺮ ﻛﺎﺭ ﻏﺮﺑﻲ‬
‫ﺭﺍ ﺑﻲ ﻛﺎﺳﺘﻲ ﻭ ﺩﺭﺳﺖ ﻭ ﺍﺯ ﺁﻧﺴﻮ ﻛﺎﺭ ﺧﻮﺩﻱ ﺭﺍ ﭘﺮ ﺍﺯ ﻛﻤﺒﻮﺩ ﻭ ﻧﺎﺭﺳﺎﻳﻲ ﻣﻴﺪﺍﻧﻨﺪ‪ .‬ﺑﻪ ﺳﺨﻦ ﺩﻳﮕﺮ ‪ ،‬ﺷﺮﻗﻴﺎﻥ ﺑـﺎ‬
‫ﻓﺮﻳﺒﻲ ﻛﻪ ﺧﻮﺭﺩﻩ ﺍﻧﺪ ﺧﻮﺩ ﺭﺍ ﺩﺳﺖ ﻛﻢ ﭘﻨﺪﺍﺷﺘﻪ ﺣﺘﺎ ﻫﻴﭻ ﻣﻴﮕﻴﺮﻧﺪ‪ .‬ﺣﺎﻝ ﺁﻧﻜﻪ ﮔﺎﻡ ﻧﺨﺴﺖ ﺩﺭ ﺭﺍﻩ ﭘﻴﺸﺮﻓ ِ‬
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‫ﻫﺮ ﺗﻮﺩﻩ ﺍﻱ ﺭﻫﺎﻳﻲ ﺍﺯ ﺧﻮﺩﺑﺎﺧﺘﮕﻴﺴﺖ‪.‬‬
‫ﺍﻳﻨﺮﺍ ﻫﺮﻛﺴﻲ ﺑﺎﺭﻫﺎ ﺑﭽﺸﻢ ﺧﻮﺩ ﺩﻳﺪﻩ ﻭ ﺑﮕﻮﺵ ﺧﻮﺩ ﺷﻨﻴﺪﻩ ﻛﻪ ﺩﺭ ﺍﻧﺠﻤﻨﻬﺎ ﻫﻤﻴﻨﻜﻪ ﺳﺨﻨﻲ ﺑﻤﻴﺎﻥ ﺁﻳـﺪ‬
‫ﻛﻪ ﮔﻮﻳﺎﻱ ﺗﻮﺍﻧﻤﻨﺪﻱ ﺍﻳﺮﺍﻧﻲ ﺑﺎﺷﺪ ‪ ،‬ﺑﺎﺷﻨﺪﮔﺎﻥ )ﺣﻀﺎﺭ( ﻭﻇﻴﻔﺔ ﺧﻮﺩ ﻣﻴﺪﺍﻧﻨﺪ ﻛـﻪ ﺍﺯ ﻫـﺮ ﮔﻮﺷـﻪ ﺍﻱ ﺯﺑـﺎﻥ ﺑـﻪ‬
‫ﺭﻳﺸﺨﻨﺪ ﮔﺸﺎﻳﻨﺪ ﻭ ﻧﺎﺑﺎﻭﺭﻱ ﻧﻤﺎﻳﻨﺪ ﻭ ﻛﻤﺘﺮ ﺷﺪﻩ ﺑﺒﻴﻨﻴﺪ ﻛﺴﻲ ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﺯﺷﺖ ﺍﻳﺸﺎﻥ ﺭﺍ ﻧﻜﻮﻫﺪ‪.‬‬
‫ﺁﺛﺎﺭ ﺷﻮﺭ ﻭ ﻏﻮﻏﺎﻱ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﺑﺴﻴﺎﺭ ﺍﺳﺖ ﻭ ﺍﻣﺮﻭﺯ ﻫﺮ ﻛﺴﻲ ﻛﻪ ﺍﺯ ﺍﻳﻦ ﺩﺍﻣﮕﻪ ﺁﮔﺎﻫﻲ ﻳﺎﺑﺪ ﺧﻮﺩ ﭼﻨـﺪﻳﻦ‬
‫ﻣﺜﺎﻝ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ ﺭﺍ ﺑﻴﺎﺩ ﺗﻮﺍﻧﺪ ﺁﻭﺭﺩ‪ .‬ﭘﺲ ﭼﻪ ﻧﻴﺎﺯ ﺑﻪ ﺷﻤﺎﺭﺩﻥ ﻳﻜﺎﻳﻚ ﺁﻧﻬﺎ؟!‪ .‬ﺗﻨﻬﺎ ﻳﻚ ﻧﻜﺘﻪ ﻧﺎﮔﻔﺘـﻪ ﻧﻤﺎﻧـﺪ‬
‫ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺭﻳﺸﻪ ﻫﺎﻱ ﺩﻟﺒﺴﺘﻪ ﻧﺒﻮﺩﻥ ﺑﻜﺸﻮﺭ ﺩﺭ ﻣﻴﺎﻥ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﻪ ﻫﻤﻴﻦ ﭘﺘﻴﺎﺭﻩ ﺑﺎﺯ ﻣﻴﮕﺮﺩﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ‪ ،‬ﺩﺭ ﺑﺨﺸﻬﺎﻱ ﺩﻳﮕﺮ ﺍﺯ ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﻛﻬﻦ ‪ ،‬ﻣـﺎﺩﻳﮕﺮﻱ ‪ » ،‬ﺧـﺮﺩ« ‪ » ،‬ﺟـﺎﻥ ﻭ ﺭﻭﺍﻥ« ‪،‬‬
‫ﻳﺎﻓﺘﻪ ﻫﺎﻱ ﺩﺍﺭﻭﻳﻦ ‪ ،‬ﻛﻴﺸﻬﺎ )ﻳﺎ ﺩﻳﻨﻬﺎﻱ ﻛﻨﻮﻧﻲ( ‪ ،‬ﻣﻌﻨﻲ ﺭﺍﺳﺘﻴﻦ ﺩﻳﻦ ‪ ،‬ﻫﻤﺒﺴﺘﮕﻲ ﺩﻳﻦ ﻭ ﺩﺍﻧﺶ ‪ ،‬ﺍﺭﺯﺵ ﺍﻳﻦ‬
‫ﺩﻭ ‪ ،‬ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺟﻬﺎﻧﻴﺎﻥ ﻭ ﺭﺍﻩ ﺭﺳﺘﮕﺎﺭﻱ ﮔﻔﺘﮕﻮ ﺷﺪﻩ‪.‬‬
‫ﺭﻭﻳﻬﻤﺮﻓﺘﻪ ﻫﺮ ﺑﺨﺶ ﭘﻨﺠﺮﺓ ﺑﺎﺯ ﻭ ﺗﺎﺯﻩ ﺍﻱ ﺑﻪ ﻣﻮﺿـﻮﻋﺎﺕ ﺟﻬـﺎﻥ ﻭ ﺯﻧـﺪﮔﻲ ﺩﺭ ﺑﺮﺍﺑـﺮ ﺩﻳـﺪﮔﺎﻥ ﺧﻮﺍﻧﻨـﺪﻩ‬
‫ﻣﻴﮕﺸﺎﻳﺪ‪ .‬ﺍﻳﻨﺴﺖ ﻣﺎ ﻧﺸﺮ ﺍﻳﻦ ﻧﻮﺷﺘﻪ ﻫﺎ ﺭﺍ ﮔﺎﻣﻲ ﺩﺭ ﺭﺍﻩ ﺑﺎﺯﮔﺮﺩﺍﻧﻴﺪﻥ ﺯﻳﺎﻧﻬﺎﻱ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻭ ﺭﺳﺎﻧﺪﻥ ﭘﺎﺭﻩ ﺍﻱ ﺍﺯ‬
‫ﺣﻘﺎﻳﻖ ﺑﺪﻟﻬﺎﻱ ﻫﻢ ﻣﻴﻬﻨﺎﻧﻤﺎﻥ ﺩﺍﻧﺴﺘﻪ ﺑﻪ ﺁﻥ ﺑﺮﺧﺎﺳﺘﻪ ﺍﻳﻢ‪.‬‬

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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﻳﺎﺩﺩﺍﺷﺘﻬﺎ ‪:‬‬
‫‪۱‬ـ ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛﻪ ﺷﻴﻮﺓ ﻛﻨﻮﻧﻲ ﻧﮕﺎﺭﺵ )ﺭﺳﻢ ﺍﻟﺨﻂ( ﺟـﺪﺍﻳﻴﻬﺎﻳﻲ ﺑـﺎ ﺁﻧﭽـﻪ ﭘﻴـﺸﺘﺮ ﺭﻭﺍﺝ ﺩﺍﺷـﺘﻪ ﺩﺍﺭﺩ‪.‬‬
‫ﺑﻨﺎﭼﺎﺭ ﭼﻨﺪ ﮔﻮﻧﻪ ﺗﻐﻴﻴﺮ ﺩﺭ ﺍﺻﻞ ﻧﻮﺷﺘﻪ ﺭﻭﻳﺪﺍﺩﻩ ﻛﻪ ﺩﺭ ﺯﻳﺮ ﺷﺮﺡ ﺁﻧﻬﺎ ﻣﻲ ﺁﻳﺪ ‪:‬‬
‫ﻳﻜﻢ ‪ ،‬ﻭﺍﮊﻩ ﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ » ﻳﺎﻭﺭﻱ ﺍﻱ« ﻳﺎ » ﺩﻭﺭﻱ ﺍﻱ« ﻛـﻪ ﺍﻳﻨﺠـﺎ ﻧﻮﺷـﺘﻪ ﺍﻳـﻢ ﺩﺭ ﻣـﺘﻦ ﺍﺻـﻠﻲ ﺑـﺼﻮﺭﺕ‬
‫» ﻳﺎﻭﺭﻱ« ﻳﺎ » ﺩﻭﺭﻱ« ﻧﻮﺷﺘﻪ ﺑﻮﺩﻩ ﻭ ﺧﻮﺍﻧﻨﺪﻩ ﺍﺯ ﺭﻭﻱ ﻣﻌﻨﻲ ﻣﻴﺒﺎﻳـﺴﺖ ﺩﺭﻳﺎﺑـﺪ ﻛـﻪ ﻳـﺎﻱ » ﻧﺎﺷـﻨﺎﺧﺘﮕﻲ«‬
‫)ﻧﻜﺮﻩ( ﻫﻢ ﺩﺍﺷﺘﻪ‪.‬‬
‫ﺩﻭﻡ ‪ ،‬ﻭﺍﮊﻩ ﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ » ﺧﺎﻧﻪ ﺍﻱ« ﻳﺎ » ﺟﺎﻣﻪ ﺍﻱ« ﻛﻪ ﻧﻮﺷﺘﻪ ﺍﻳﻢ ﺩﺭ ﺍﺻﻞ ﺑﺼﻮﺭﺕ » ﺧﺎﻧﺔ« ﻳﺎ » ﺟﺎﻣﺔ«‬
‫ﻧﻮﺷﺘﻪ ﺑﻮﺩﻩ‪.‬‬
‫ﺳﻮﻡ ‪ ،‬ﻭﺍﮊﻩ ﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ » ﻧﺎﻣﺔ « ﻳﺎ » ﻣﺎﻳﺔ« ﻛﻪ ﻧﻮﺷﺘﻪ ﺍﻳﻢ ﺩﺭ ﻣﺘﻦ » ﻧﺎﻣﻪ« ﻳﺎ » ﻣﺎﻳﻪ« ﺑـﻮﺩﻩ ﻭ ﺧﻮﺍﻧﻨـﺪﻩ‬
‫ﺗﻠﻔﻆ » ﻱ« ﺩﺭ ﺁﺧﺮ ﻭﺍﮊﻩ ﺭﺍ ﻣﻴﺒﺎﻳﺴﺖ ﺧﻮﺩ ﺍﺯ ﻣﻌﻨﻲ ﺟﻤﻠﻪ ﺩﺭﻳﺎﺑﺪ‪.‬‬
‫ﭼﻬﺎﺭﻡ ‪ ،‬ﻭﺍﮊﻩ ﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ » ﺧﺎﻧﻪ ﻫﺎ« ﻛﻪ ﻧﻮﺷﺘﻪ ﺍﻳﻢ ﺩﺭ ﻣﺘﻦ ﮔﺎﻫﻲ » ﺧﺎﻧﻬـﺎ« ﻧﻮﺷـﺘﻪ ﺑـﻮﺩﻩ‪ .‬ﺍﻳﻨﺠـﺎ ﻫـﻢ‬
‫ﺧﻮﺍﻧﻨﺪﻩ ﻣﻴﺒﺎﻳﺴﺖ ﺍﺯ ﺟﻤﻠﻪ ﺩﺭﻳﺎﺑﺪ ﻛﻪ ﺑﺮﺍﻱ ﻣﺜﺎﻝ ‪ ،‬ﺧﻮﺍﺳﺖ ﻧﻪ » ﺧﺎﻥ ﻫﺎ« ﺑﻠﻜﻪ » ﺧﺎﻧﻪ ﻫﺎ« ﻣﻴﺒﺎﺷﺪ‪.‬‬
‫‪۲‬ـ ﺣﺮﻑ » ﺏ« ﺩﺭ ﺷﻴﻮﺓ ﻧﮕﺎﺭﺵ ﭘﻴﺸﻴﻦ ﺑﻪ ﻭﺍﮊﻩ ﻫﺎ ﻣﻲ ﭼﺴﺒﻴﺪﻩ ‪ ،‬ﻣﺎﻧﻨﺪ » ﺑﺎﻳﻦ« ﻳﺎ » ﺑﻤﺮﺩﻡ«‪ .‬ﺍﻳﻦ ﻛﺎﺭ‬
‫ﻋﻠﺘﻲ ﺩﺍﻧﺸﻲ ﺩﺍﺭﺩ ﻛﻪ ﻧﻮﻳﺴﻨﺪﻩ ﻧﻴﺰ ﺷﺮﺡ ﺩﺍﺩﻩ ﻭ ﮔﺎﻫﻲ ﺑﺮﺍﻱ ﺩﻭﺭﻱ ﺍﺯ ﺍﺷﺘﺒﺎﻩ ‪ ،‬ﺁﻧﺮﺍ ﺟﺪﺍ ﻧﻮﺷـﺘﻪ ﺍﻧـﺪ‪ .‬ﺟـﺰ ﺩﺭ‬
‫ﺑﺮﺧــﻲ ﺟﺎﻫــﺎ ﻣــﺎ ﺁﻧــﺮﺍ ﺑــﻪ ﻫﻤــﺎﻥ ﺣــﺎﻝ ﮔــﺬﺍﺭﺩﻩ ﺍﻳــﻢ‪ .‬ﺑﺮﺧــﻲ ﻭﺍﮊﻩ ﻫــﺎ » ﺳــﺮﻫﻢ« ﻧﻮﺷــﺘﻪ ﻣﻴــﺸﺪﻩ ﻣﺎﻧﻨــﺪ‬
‫» ﺩﺭﺁﻧﻬﻨﮕﺎﻣﺴﺖ« ﻳﺎ » ﺍﻳﻨﺎﻧﺮﺍ«‪ .‬ﭘﺎﺭﻩ ﺍﻱ ﺭﺍ ﺟﺪﺍ ﻧﻮﺷﺘﻪ ﺍﻳﻢ ﻭ ﺑﺸﻴﻮﺓ ﺍﻣﺮﻭﺯﻱ ﻧﺰﺩﻳﻚ ﺗﺮ ﺁﻣﺪﻩ ﺍﻳﻢ‪.‬‬
‫ﻲ ﺯﺑﺎﻧﻬـﺎ ﺁﺷـﻨﺎ ﮔﺮﺩﻳـﺪﻩ ﺍﻧـﺪ‬
‫‪۳‬ـ ﻛﺴﺎﻧﻲ ﻛﻪ ﺍﺯ ﺭﻫﮕﺬﺭ ﺗﺮﺟﻤﻪ ﻳﺎ ﺁﻣﻮﺯﺵ ﺩﺍﻧﺸﻬﺎ ﺑﺎ ‪‬ﺟﺴﺘﺎﺭ )ﻣﻘﻮﻟﻪ( ﺗﻮﺍﻧﺎﻳ ِ‬
‫ﻧﻴﻚ ﻣﻴﺪﺍﻧﻨﺪ ﻛﻪ ﺯﺑﺎﻥ ﻳﻚ ﭼﻴﺰ ﺭﻭﻳﺎﻳﻲ ﺍﺳﺖ ﻭ ﺑﺎﻳﺪ ﺑﺎ ﺩﮔﺮﮔﻮﻧﻴﻬﺎﻳﻲ ﻛﻪ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺭﻭﻱ ﻣﻴﺪﻫـﺪ ﻫﻤﮕـﺎﻡ ﻭ‬
‫ﻫﻤﺪﻭﺵ ﺑ ‪‬ﺮﻭﻳﺪ ﻭ ﮔﺴﺘﺮﺩﻩ ﮔﺮﺩﺩ ﻭﮔﺮﻧﻪ ﺯﺑﺎﻥ ﺑﺰﻭﺩﻱ ﺩﺭ ﭼﻨﮕﺎﻝ ﺯﻣﺎﻥ ﺗﻮﺍﻥ ﺯﻳﺴﺘﻦ ﺭﺍ ﺍﺯ ﺩﺳـﺖ ﺩﺍﺩﻩ ﺧﻮﺍﻫـﺪ‬
‫ﭘﮋﻣﺮﺩ‪ .‬ﭘﺲ ﺍﺯ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺑﺮﺍﺑـﺮ ﺻـﺪﻫﺎ ﭼﻴـﺰ ﺗـﺎﺯﻩ ‪ ،‬ﻣﻔﻬـﻮﻡ ﻧـﻮ ﻭ ﻭﺍﮊﻩ ﻭ ﺍﺻـﻄﻼﺡ‬
‫ﻣﻴﺪﻳﺪﻧﺪ ﻛﻪ ﺯﺑﺎﻥ ﭘﺮﻳﺸﺎﻧﺤﺎﻝ ﻓﺎﺭﺳﻲ ﺗﻮﺍﻧﺎﻱ ﻫﻤﮕﺎﻣﻲ ﺑﺎ ﺁﻧﻬﺎ ﻧﺒﻮﺩ‪ .‬ﻛﺴﺎﻧﻲ ﺍﻳﻦ ﺭﺍ ﺩﺭﻳﺎﻓﺘﻪ ﺩﺭ ﺟـﺴﺘﺠﻮﻫﺎﺷﺎﻥ‬
‫ﻓﺎﺭﺳﻲ ﺭﺍ ﺑﺎ ﺁﻥ ﺣـﺎﻝ ‪ ،‬ﻧـﺎﺗﻮﺍﻥ ﺍﺯ ﺭﺳـﺎﻧﺪﻥ ﻣﻌﻨﻴﻬـﺎ ﻭ ﻧﻴﺎﺯﻣﻨـﺪ » ﺍﺻـﻼﺣﺎﺗﻲ« ﻳﺎﻓﺘﻨـﺪ‪ .‬ﺑﺮﺧـﻲ ﺍﺯ ﺁﻧﻬـﺎ ﻫـﻢ‬
‫ﺑﻜﻮﺷﺸﻬﺎﻱ ﺧﺎﻡ ﻭ ﻧﺎﺭﺳﺎﻳﻲ ﺑﺮﺧﺎﺳﺘﻨﺪ ﻛﻪ ﺧﻮﺩ ﺗﺎﺭﻳﺨﭽﺔ ﺟﺪﺍﻳﻲ ﺩﺍﺭﺩ‪ .‬ﺩﺍﻧﺴﺘﻪ ﺷﺪ ﻛﻪ ﺍﺻﻼﺡ )ﻳﺎ ﺑﺰﺑﺎﻥ ﭘﺎﻙ‪:‬‬
‫ﻦ( ﺯﺑﺎﻥ ﻣﻴﺒﺎﻳﺴﺖ ﺁﻏﺎﺯ ﮔﺮﺩﺩ‪ .‬ﻟﻴﻜﻦ ﺑﺮﺧﺎﺳﺘﻦ ﺑﻪ ﺁﻥ ﺑﻴﻤﺎﻳﻪ ﻧﺸﺪﻧﻲ ﺑﻮﺩ‪.‬‬ ‫ﭘﻴﺮﺍﺳﺘ ِ‬
‫ﺍﺯ ﺁﻧﺴﻮ ﻛﺴﺮﻭﻱ ﺑﻜﺎﺭ ﺑﺰﺭﮔﻲ ﺑﺮﺧﺎﺳﺘﻪ ﻭ ﭼﻨﺎﻧﻜﻪ ﺍﺯ ﺍﻳﻦ ﻛﺘﺎﺏ ﻫﻢ ﻣﻴﺘﻮﺍﻥ ﺩﺭﻳﺎﻓﺖ ‪ ،‬ﻣﻴﺪﺍﻥ ﻛﻮﺷـﺸﻬﺎﻳﺶ‬
‫ﭘﻬﻨﺎﻭﺭﺳﺖ ‪ ،‬ﻭ ﺍﺯ ﺍﻳﻨﺮﻭ ﺑﺰﺑﺎﻥ ﻧﻴﺎﺯ ﻭﻳﮋﻩ ﺍﻱ ﺩﺍﺷﺖ‪ .‬ﻧﻮﺷﺘﻦ ﺑﺰﺑﺎﻥ ﭘﻴﺮﺍﺳﺘﺔ ﻓﺎﺭﺳﻲ )ﻳﺎ ﺯﺑـﺎﻥ ﭘـﺎﻙ( ﭼﻨﺎﻧﻜـﻪ ﺍﺯ‬
‫ﻧﻮﺷﺘﻪ ﻫﺎﻳﺶ ﭘﻴﺪﺍﺳﺖ ﺍﺯ ﺭﻭﻱ ﻫﻮﺱ ﻧﺒﻮﺩﻩ ﻭ ﻋﻠﺘﻬﺎﻱ ﺩﺍﻧﺸﻲ ﭼﻨﺪﻱ ﺍﻭ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﻛﺎﺭ ﻭﺍﺩﺍﺷـﺘﻪ‪ .‬ﺑـﺮﺍﻱ ﺁﻧﻜـﻪ‬
‫ﺍﺭﺝ ﭘﮋﻭﻫﺸﻬﺎﻱ ﺍﻭ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺩﺍﻧﺴﺘﻪ ﺷﻮﺩ ﻛﺎﻓﻴﺴﺖ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺗﺎﺭﻳﺨﭽﻪ ﻭ ﻛﺎﺭﻧﺎﻣﺔ » ﻓﺮﻫﻨﮕﺴﺘﺎﻥ« ـ ﻛﻪ‬
‫ﺑﺮﺍﻱ ﻛﺎﺭﺷﻜﻨﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﻛﻮﺷﺸﻬﺎﻱ ﺍﻭ ﺑﻨﻴﺎﺩ ﻧﻬﺎﺩﻩ ﺷﺪ ‪ ١‬ـ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﻧﺪ ﻭ ﺁﻧﺮﺍ ﺑﺎ ﺭﺍﻫﻲ ﻛﻪ ﻭﻱ ﮔﺸﻮﺩ ﺑﺎ ﻫـﻢ‬
‫ﺑﺴﻨﺠﺶ ﮔﺬﺍﺭﻧﺪ‪.‬‬

‫‪ ١‬ـ ﻧﻚ‪ .‬ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ‪ ،‬ﺹ ‪ ، ٢٣‬ﮔﻔﺘﺎﺭ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﺯﺑﺎﻥ‬

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 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﺧﻮﺍﻧﺪﻥ » ﺯﺑﺎﻥ ﭘﺎﻙ« ﺍﮔﺮ ﻫﻢ ﺩﺭ ﺁﻏﺎﺯ ﺩﺷﻮﺍﺭ ﻣﻴﻨﻤﺎﻳـﺪ ﺍﺯ ﻋـﺎﺩﺕ ﻧﺪﺍﺷـﺘﻦ ﺧﻮﺍﻧﻨـﺪﻩ ﺍﺳـﺖ ﻭ ﺑـﺰﻭﺩﻱ ﺍﻭ‬
‫ﺩﺭﺧﻮﺍﻫﺪ ﻳﺎﻓﺖ ﻛﻪ ﺍﻳﻦ ﺯﺑﺎﻥ ‪ ،‬ﺗﻮﺍﻧﺎ ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺣﺎﻝ ﺭﻭﺍﻥ ﻭ ﺷﻴﻮﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺳﺎﻳﺔ ﺍﻳﻦ ﺯﺑﺎﻥ ﺩﺭ ﻫﻔﺘﺎﺩ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ‪ ،‬ﻓﺎﺭﺳﻲ ﺩﮔﺮﮔﻮﻧﻴﻬـﺎﻳﻲ ﺭﺍ ﺑﺨـﻮﺩ ﺩﻳـﺪﻩ‪ .‬ﺍﻳـﻦ ﻫﻨﮕـﺎﻣﻲ ﺑﻬﺘـﺮ‬
‫ﺁﺷﻜﺎﺭ ﻣﻲ ﮔﺮﺩﺩ ﻛﻪ ﺁﺷﻨﺎﻳﺎﻥ ﺑﺰﺑﺎﻥ ﭘﺎﻙ ‪ ،‬ﻛﺘﺎﺑﻬﺎ ﻭ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎﻱ ﺩﻭﺭﺓ ﺭﺿﺎﺷﺎﻫﻲ ﺭﺍ ﺑﺎ ﻧﻮﺷـﺘﻪ ﻫـﺎﻱ ﺍﻣـﺮﻭﺯﻱ‬
‫ﺑﺴﻨﺠﺶ ﮔﺬﺍﺭﻧﺪ ﺗﺎ ﮔﺎﻣﻬﺎﻳﻲ ﻛﻪ ﻓﺎﺭﺳﻲ ﺑﺴﻮﻱ ﺭﻭﺍﻧﻲ ﻭ ﻗﺎﻧﻮﻧﻤﻨﺪﻱ ﺑﺮﺩﺍﺷﺘﻪ ﺭﺍ ﺩﺭﻳﺎﺑﻨﺪ‪.‬‬
‫‪۴‬ـ ﺗﻴﺘﺮﻫﺎﻱ ﺳﺮ ﻓﺼﻠﻬﺎ ﺍﺯ ﺍﺻﻞ ﻛﺘﺎﺏ ﻧﻴﺴﺖ ﻭ ﻣﺎ ﺑﺂﻥ ﺍﻓﺰﻭﺩﻩ ﺍﻳﻢ‪ .‬ﺑﺮﺧﻲ ﺟﻤﻠـﻪ ﻫـﺎ ﺭﺍ ﺑـﺮﺍﻱ ﺗﺄﻛﻴـﺪ ﭘـﺮ‬
‫ﺭﻧﮕﺘﺮ ﻧﻮﺷﺘﻪ ﺍﻳﻢ‪ .‬ﺍﻳﻨﮕﻮﻧﻪ ﺗﺄﻛﻴﺪﻫﺎ ﺍﺯ ﻣﺎﺳﺖ‪.‬‬
‫‪۵‬ـ ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎﻱ ﻭﻳﺮﺍﻳﻨﺪﻩ ﺑﺎ » ﻭ« ﻳﺎ ﻧﺸﺎﻧﺔ ] [ ‪ ،‬ﺍﺯ ﻣﺘﻦ ﺍﺻﻠﻲ ﺟﺪﺍ ﺷﺪﻩ‪.‬‬
‫ﻡ‪ .‬ﻓﺮﻫﻴﺨﺖ ‪۱۳۸۷‬‬
‫‪farhixt@gmail.com‬‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺭﺍﻩ ﻧﻴﻜﻲ ﺟﻬﺎﻥ ـ ﻧﺒﺮﺩ ﺑﺎ ﻃﺒﻴﻌﺖ‬

‫ﻧﺒﺮﺩ ﺁﺩﻣﻴﺎﻥ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ـ ﺁﺋﻴﻦ ﺧﺮﺩﻣﻨﺪﺍﻧﻪ ﺑﺮﺍﻱ ﺯﻧﺪﮔﻲ‬
‫ﺍﺭﻭﭘﺎ ﺗﺮﺍﺯﻭﻱ ﻧﻴﻚ ﻭ ﺑﺪ! ـ ﺍﺭﻭﭘﺎ ﻭ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎﻱ ﺍﻳﺮﺍﻥ‬
‫ﺑﻨﻴﺎﺩﮔﺰﺍﺭﻱ ﻣﻬﻨﺎﻣﺔ ﭘﻴﻤﺎﻥ ـ ﺩﺍﻧﺸﻬﺎ ﻭ ﺁﺋﻴﻦ ﺯﻧﺪﮔﺎﻧﻲ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎ ـ ﺗﺎﺭﻳﺨﭽﻪ ﻭ ﺭﻳﺸﺔ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ‬
‫ﺷﻴﻌﻴﮕﺮﻱ ـ ﻓﻠﺴﻔﺔ ﻳﻮﻧﺎﻥ‬
‫ﺑﺎﻃﻨﻴﮕﺮﻱ ـ ﺻﻮﻓﻴﮕﺮﻱ ـ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ‬
‫ﺣﻤﻠﺔ ﻣﻐﻮﻝ ـ ﻓﻠﺴﻔﺔ ﺟﺒﺮﻳﮕﺮﻱ ـ ﺭﻭﺍﺝ ﺑﻲ ﺍﻧﺪﺍﺯﺓ ﺷﻌﺮ‬
‫ﺭﻭﺯﮔﺎﺭ ﺻﻔﻮﻳﺎﻥ ـ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ‬
‫ﺍﺛﺮ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺩﺭ ﺗﻮﺩﻩ ـ ﻧﺎ ﺁﮔﺎﻫﻲ ﺍﺯﺧﻮﺩ ـ ﻫﻮﺳﺒﺎﺯﻱ ﺩﺭ ﻛﺎﺭ ﺗﻮﺩﻩ‪.‬‬

‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ـ‪۱‬ـ‬

‫ﺩﺭﺳﺎﻟﻬﺎﻱ ﻧﺨﺴﺖ ﭘﻴﻤﺎﻥ ﻳﻚ ﻳﺎ ﺩﻭ ﮔﻔﺘﺎﺭ ﺩﺭﺍﻳﻦ ﺑﺎﺭﻩ ﻧﻮﺷﺘﻪ ﻭ ﺧﻮﺍﺳﺖ ﺧﻮﺩ ﻭ ﺭﺍﻫﻲ ﺭﺍ ﻛﻪ ﻣﻲ ﭘﻴﻤـﺎﻳﻴﻢ‬
‫ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺍﻳﻢ ﻭﻟﻲ ﭼﻮﻥ ﺍﺯ ﺁﻥ ﺯﻣﺎﻥ ﺩﻭﺭ ﺷﺪﻩ ﺍﻳﻢ ﻭ ﻫﻤﮕﻲ ﺁﻥ ﮔﻔﺘﺎﺭﻫﺎ ﺭﺍ ﻧﺨﻮﺍﻧﺪﻩ ﺍﻧﺪ ﺍﻳﻨﺴﺖ ﻛـﺴﺎﻧﻲ‬
‫ﭘﻴﺸﻨﻬﺎﺩ ﻣﻴﻜﻨﻨﺪ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺭﺍ ﺩﻭﺑﺎﺭﻩ ﺩﻧﺒﺎﻝ ﻛﻨﻴﻢ‪.‬‬
‫ﻲ ﺟﻬﺎﻧﻴﺎﻥ ﺭﺍ ﺑﻴﻚ ﭼﺸﻢ ﻣﻲ ﺑﻴﻨﻴﻢ ﻭ ﺧﻮﺍﻫﺎﻥ ﻧﻴﻜﻲ ﻫﻤﺔ ﺟﻬﺎﻥ ﻣﻴﺒﺎﺷﻴﻢ‪ .‬ﻭﻟﻲ‬ ‫ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛﻪ ﻣﺎ ﻫﻤﮕ ِ‬
‫ﺑﻴﮕﻔﺘﮕﻮﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﻧﺨﺴﺖ ﺷﺮﻕ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﻳﻢ ﻭ ﺑﮕﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺍﻳﻦ ﭼﺎﺭﻩ ﺍﻧﺪﻳﺸﻴﻢ ‪ ،‬ﻭ ﺑـﺮﺍﻱ ﺍﻳﻨﻜـﺎﺭ ﻫـﻢ‬
‫ﺑﺎﻳﺪ ﻧﺨﺴﺖ ﺑﻜﺸﻮﺭ ﺧﻮﺩ ﭘﺮﺩﺍﺯﻳﻢ‪ .‬ﺍﻳﻨﺴﺖ ﺧﻮﺍﺳﺖ ﻣـﺎ ‪ ،‬ﻭ ﺭﺍﻩ ﺁﻥ » ﺷـﻨﺎﺧﺘﻦ ﮔﺮﻓﺘﺎﺭﻳﻬـﺎ ﻭ ﻧﺒـﺮﺩ ﻛـﺮﺩﻥ ﺑـﺎ‬
‫ﻳﻜﺎﻳﻚ ﺁﻧﻬﺎ « ﺍﺳﺖ ‪ ،‬ﻭ ﺍﺯ ﺭﻭﺯﻳﻜﻪ ﺑﻜﺎﺭ ﺑﺮﺧﺎﺳﺘﻪ ﺍﻳﻢ ﺟﺰ ﺩﺭﺍﻳﻦ ﺭﺍﻩ ﮔﺎﻡ ﻧﺰﺩﻩ ﺍﻳﻢ‪.‬‬
‫ﺩﺭ ﻫﺸﺖ ﺳﺎﻝ ﭘﻴﺶ ﻣﺎ ﭼـﻮﻥ ﺑﻜـﺎﺭ ﺑﺮﺧﺎﺳـﺘﻴﻢ ﻭ ﻣـﻦ ﻛﺘـﺎﺏ ﺁﻳـﻴﻦ ﻭ ﭘـﺎﺭﻩ ﺍﻱ ﮔﻔﺘﺎﺭﻫـﺎ ﺭﺍ ﻧﻮﺷـﺘﻢ ‪،‬‬
‫ﭘﺎﮔﻴﺮﺗﺮﻳﻦ ﮔﺮﻓﺘﺎﺭﻱ ﺩﺭ ﺍﻳﺮﺍﻥ » ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ« ﺑﻮﺩ‪ .‬ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﭼﻴﺴﺖ ﻭ ﺁﻥ ﮔﺮﻓﺘﺎﺭﻱ ﭼﻪ ﺑﻮﺩ؟!‪.‬‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﻧﻴﻚ ﻣﻴﺪﺍﻧﻴﻢ ﻛﻪ ﺗﺎ ﭼﻬﻞ ﺳﺎﻝ ﭘﻴﺶ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻥ ﺩﺭ ﻳﻚ ﺧﻮﺍﺑﻲ ـ ﺧﻮﺍﺏ ﻧﺎﺁﮔﺎﻫﻲ ﺍﺯ ﺟﻬﺎﻥ ـ ﻓﺮﻭ ﺭﻓﺘﻪ ﻭ‬
‫ﺍﺯ ﭘﻴﺮﺍﻣﻮﻥ ﺧﻮﺩ ﻧﻴﺰ ﺁﮔﺎﻫﻲ ﻧﻤﻴﺪﺍﺷﺖ ﻭ ﺟﺰ ﻛﺴﺎﻥ ﺍﻧﺪﻛﻲ ﻛﻪ ﺳﻔﺮ ﻛﺮﺩﻩ ﻭ ﺑﺎﺯﮔﺸﺘﻪ ﻭ ﻳﺎ ﺭﻭﺯﻧﺎﻣﻪ ﺧﻮﺍﻥ ﺑﻮﺩﻧﺪ‬
‫ﺩﻳﮕﺮﺍﻥ ﺍﺯ ﺍﺭﻭﭘﺎ ﻭ ﭘﻴﺸﺮﻓﺖ ﺁﻥ ﭼﻴﺰﻱ ﻧﻤﻴﺪﺍﻧﺴﺘﻨﺪ ‪ ،‬ﻭ ﭼﻮﻥ ﺟﻨﺒﺸﻲ ﭘﻴﺶ ﺁﻣﺪ ﻭ ﻣﺮﺩﻡ ﺑﻴﺪﺍﺭ ﺷﺪﻧﺪ ﻭ ﭼـﺸﻢ‬
‫ﺑﺎﺯ ﻛﺮﺩﻩ ﺍﺭﻭﭘﺎ ﺭﺍ ﺩﻳﺪﻧﺪ ﻭ ﺍﺧﺘﺮﺍﻋﻬﺎﻱ ﺷﮕﻔﺖ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺭﺍ ﺗﻤﺎﺷﺎ ﻛﺮﺩﻩ ﻭ ﺍﺯ ﻓﺰﻭﻧﻲ ﺩﺍﻧﺸﻬﺎ ﺁﮔﺎﻩ ﺷـﺪﻧﺪ ﺳـﺨﺖ‬
‫ﺧﻴﺮﻩ ﻣﺎﻧﺪﻧﺪ ‪ ،‬ﻭ ﻫﻤﺎﻧﻬﺎ ﺭﺍ ﻣﺎﻳﺔ ﭘﻴﺸﺮﻓﺖ ﺩﺍﻧﺴﺘﻪ ﺑﻔﺮﺍﮔﺮﻓﺘﻦ ﺁﻧﻬﺎ ﻛﻮﺷﻴﺪﻧﺪ‪.‬‬
‫ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﺑﺎﻳﺴﺘﻲ ﻛﻨﻨﺪ ﻭ ﺍﺧﺘﺮﺍﻋﻬﺎ ﻭ ﺩﺍﻧـﺸﻬﺎ ﺭﺍ ﺑﺎﻳـﺴﺘﻲ ﻓﺮﺍﮔﻴﺮﻧـﺪ‪ .‬ﺍﻳـﻦ ﻛﺎﺭﺷـﺎﻥ ﺑـﺴﻴﺎﺭ ﻧﻴـﻚ ﺑـﻮﺩ‪.‬‬
‫ﭼﻴﺰﻳﻜﻪ ﻫﺴﺖ ﺩﺭﺍﻳﻦ ﻣﻴﺎﻥ ﺍﺯ ﻳﻚ ﻧﻜﺘﺔ ﺍﺭﺟﺪﺍﺭﻱ ﻧﺎﺁﮔﺎﻩ ﻣﺎﻧﺪﻩ ﻭ ﺍﻳﻦ ﺩﺭﻧﻤﻲ ﻳﺎﻓﺘﻨﺪ ﻛﻪ ﭘﻴﺸﺮﻓﺖ ﺯﻧـﺪﮔﺎﻧﻲ ﻭ‬
‫ﺭﺳﻴﺪﻥ ﺑﺂﺳﺎﻳﺶ ﻭ ﺧﺮﺳﻨﺪﻱ ﺗﻨﻬﺎ ﺑﺎ ﻓﺮﺍ ﮔﺮﻓﺘﻦ ﺁﻥ ﺩﺍﻧﺸﻬﺎ ﻭ ﺍﺧﺘﺮﺍﻋﻬﺎ ﻧﻴﺴﺖ‪ .‬ﺩﺭﻧﻤـﻲ ﻳﺎﻓﺘﻨـﺪ ﻛـﻪ ﺍﺭﻭﭘـﺎ ﺑـﺎ‬
‫ﺩﺍﺷﺘﻦ ﺁﻥ ﺩﺍﻧﺸﻬﺎ ﻭ ﺍﺧﺘﺮﺍﻋﻬﺎ ﺍﺯ ﺷﺎﻫﺮﺍﻩ ﺭﺳﺘﮕﺎﺭﻱ ﺑﺮﻛﻨﺎﺭ ﻭ ﺍﺯ ﺁﺳﺎﻳﺶ ﻭ ﺧﺮﺳﻨﺪﻱ ﻛﻪ ﻫﻤﺔ ﻛﻮﺷـﺸﻬﺎ ﺑـﺮﺍﻱ‬
‫ﺁﻧﺴﺖ ﺑﻲ ﺑﻬﺮﻩ ﻣﻴﺒﺎﺷﺪ‪.‬‬
‫ﺩﺭﺳﺎﻳﺔ ﺍﻳﻦ ﻧﺎﺁﮔﺎﻫﻲ ﮔﻤﺎﻥ ﺑﺪﻱ ﺑﺎﺭﻭﭘﺎ ﻧﺒﺮﺩﻩ ﻭ ﺑﺪﻳﻬﺎﻱ ﺁﻧﺠﺎ ﺭﺍ ﻧﻴﺰ ﺑـﺎ ﺩﻳـﺪﺓ ﻧﻴﻜـﻲ ﻣﻴﺪﻳﺪﻧـﺪ ﻭ ﺑﻴﻜﺒـﺎﺭ‬
‫ﭘﻴﺮﻭﻱ ﺍﺯﻭ ﻧﻤﻮﺩﻩ ﻭ ﻫﺮﭼﻪ ﺍﺯ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻣﻴﺪﻳﺪﻧﺪ ﻭ ﻣﻲ ﺷﻨﻴﺪﻧﺪ ﻣﻴﮕﺮﻓﺘﻨﺪ ‪ ،‬ﻭ ﻫﺮﭼﻪ ﺍﺯ ﺧﻮﺩ ﺩﺍﺷﺘﻪ ﺑﻮﺩﻧﺪ ﺭﻫﺎ‬
‫ﻣﻴﻜﺮﺩﻧﺪ ‪ ،‬ﻭ ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﺑﺎ ﻳﻚ ﺷﺘﺎﺏ ﺷﮕﻔﺖ ﻭ ﺑﺎ ﺻﺪ ﻏﻮﻏﺎ ﭘـﻴﺶ ﻣﻴﺒﺮﺩﻧـﺪ‪ .‬ﺍﻳﻨـﺴﺖ ﺁﻧﭽـﻪ ﻣـﺎ ﺍﺭﻭﭘـﺎﻳﻴﮕﺮﻱ‬
‫ﻣﻴﻨﺎﻣﻴﻢ‪.‬‬
‫ﻣﺎ ﻣﻴﺎﻧﺔ ﻓﺰﻭﻧﻲ ﺩﺍﻧﺸﻬﺎ ﻭ ﭘﻴﺪﺍﻳﺶ ﺍﺧﺘﺮﺍﻋﻬﺎﻱ ﺳﻮﺩﻣﻨﺪ ﺑـﺎ ﭘﻴـﺸﺮﻓﺖ ﻛـﺎﺭ ﺯﻧـﺪﮔﻲ ﻭ ﺁﺳـﺎﻳﺶ ﺟﻬﺎﻧﻴـﺎﻥ‬
‫ﺟﺪﺍﻳﻲ ﻣﻴﮕﺰﺍﺭﻳﻢ ‪ ،‬ﻭ ﺁﻧﺮﺍ ﺩﻳﮕﺮ ﻭ ﺍﻳﻨﺮﺍ ﺩﻳﮕﺮ ﻣﻲ ﺷﻤﺎﺭﻳﻢ ﻭ ﭼﻨﺎﻧﻜﻪ ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﺍﻳﻢ ﺑﺮﺍﻱ ﺍﻳﻦ ﺳﺨﻦ ﺧﻮﺩ ﻳـﻚ‬
‫ﺩﻟﻴﻞ ‪‬ﺑﺮﻧﺪﻩ ﺍﻱ ﺩﺭ ﺩﺳﺖ ﻣﻴﺪﺍﺭﻳﻢ ﻭ ﺁﻥ ﺳﺨﺘﻲ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﺯﻧﺪﮔﻲ ﻣﻴﺒﺎﺷﺪ‪ .‬ﻫﻤﻪ ﻣﻴﺪﺍﻧﻴﻢ ﺍﺯ ﺭﻭﺯﻳﻜـﻪ ﺩﺍﻧـﺸﻬﺎ‬
‫ﭘﻴﺶ ﺭﻓﺘﻪ ﻭ ﺭﺍﻩ ﺁﻫﻦ ﻭ ﻣﺎﺷﻴﻦ ﻭ ﺗﻠﮕﺮﺍﻑ ﻭ ﺗﻠﻔﻦ ﻭ ﺍﺗﻮﻣﺒﻴﻞ ﻭ ﻫﻮﺍﭘﻴﻤﺎ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﭘﻴﺪﺍ ﺷﺪﻩ ﺯﻧﺪﮔﻲ ﺯﻣـﺎﻥ‬
‫ﺑﺰﻣﺎﻥ ﺳﺨﺖ ﺗﺮ ﮔﺮﺩﻳﺪﻩ ﻭ ﺑﻬﺮﺓ ﻣﺮﺩﻡ ﺍﺯ ﺁﺳﺎﻳﺶ ﻭ ﺧﻮﺷﻲ ﻛﻤﺘﺮﺷﺪﻩ‪ .‬ﺍﻳﻦ ﺧﻮﺩ ﭼﻴﺴﺘﺎﻧﻲ )ﻣﻌﻤﺎ( ﮔﺮﺩﻳـﺪﻩ ﻭ‬
‫ﻫﻤﻪ ﺭﺍ ﮔﻴﺞ ﮔﺮﺩﺍﻧﻴﺪﻩ‪ .‬ﻭﻟﻲ ﻣﺎ ﺍﻳﻦ ﭼﻴﺴﺘﺎﻥ ﺭﺍ ﺑﺎﺯ ﻛﺮﺩﻩ ﺍﻳﻢ ﻭ ﻣﻴﮕﻮﻳﻴﻢ ‪ :‬ﺍﺧﺘﺮﺍﻋﻬﺎﻱ ﺍﺭﻭﭘـﺎ ﻭ ﻓﺰﻭﻧـﻲ ﺩﺍﻧـﺸﻬﺎ‬
‫ﺑﺴﻴﺎﺭ ﻧﻴﻚ ﺍﺳﺖ ﻭ ﺧﻮﺩ ﮔﺎﻣﻬﺎﻱ ﺑﺰﺭﮔﻲ ﺩﺭ ﺭﺍﻩ ﺗﻤﺪﻥ ﻣﻴﺒﺎﺷﺪ‪ .‬ﭼﻴﺰﻳﻜﻪ ﻫﺴﺖ ﺑﺮﺍﻱ ﭘﻴﺶ ﺭﻓﺘﻦ ﺩﺭ ﺯﻧـﺪﮔﺎﻧﻲ‬
‫ﻭ ﺭﺳﻴﺪﻥ ﺑﺂﺳﺎﻳﺶ ﻭ ﺧﺮﺳﻨﺪﻱ ﻳﻚ ﭼﻴ ِﺰ ﮔﺮﺍﻧﻤﺎﻳﻪ ﺗﺮ ﺩﻳﮕﺮﻱ ﺩﺭﺑﺎﻳﺴﺖ ﺍﺳﺖ ﻛـﻪ ﺁﻥ » ﺁﻳـﻴﻦ ﺧﺮﺩﻣﻨﺪﺍﻧـﺔ«‬
‫ﺯﻧﺪﮔﻲ ﺑﺎﺷﺪ‪.‬‬
‫ﻣﻴﮕﻮﻳﻴﻢ ‪ :‬ﺁﺩﻣﻴﺎﻥ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺑﺎ ﺩﻭﮔﻮﻧﻪ ﻛﻮﺷﺶ ‪ ،‬ﻳﺎ ﺑﻬﺘﺮ ﮔﻮﻳﻢ ﺑﺎ ﺩﻭﮔﻮﻧـﻪ ﻛـﺸﺎﻛﺶ ﺩﭼﺎﺭﻧـﺪ ‪ :‬ﻳﻜـﻲ‬
‫ﻛﺸﺎﻛﺶ ﺑﺎ ﻃﺒﻴﻌﺖ ﺑﺮﺍﻱ ﺑﺴﻴﺞ ﺯﻧﺪﮔﺎﻧﻲ ﻭ ﺩﻳﮕﺮﻱ ﻛﻮﺷﺶ ﺑﺎ ﻳﻜـﺪﻳﮕﺮ ﺑـﺮﺍﻱ ﻧﮕﻬـﺪﺍﺭﻱ ﺧﻮﺩﺷـﺎﻥ‪ .‬ﺭﻭﺷـﻨﺘﺮ‬
‫ﮔﻮﻳﻢ ﺁﺩﻣﻴﺎﻥ ﺑﺎﻳﺪ ﺍﺯ ﻳﻜﺴﻮ ﺯﻣﻴﻦ ﻛﺎﺭﻧﺪ ﻭ ﻧﺎﻥ ﭘﺰﻧﺪ ﻭ ﭘﺎﺭﭼﻪ ﺑﺎﻓﻨﺪ ﻭ ﺭﺧـﺖ ﺩﻭﺯﻧـﺪ ﻭ ﺧﺎﻧـﻪ ﺳـﺎﺯﻧﺪ ﻭ ﺑﭽـﺎﺭﺓ‬
‫ﺑﻴﻤﺎﺭﻳﻬﺎ ﻛﻮﺷﻨﺪ ﻛﻪ ﺍﻳﻨﻬﺎ ﻧﺒﺮﺩ ﺑﺎ ﻃﺒﻴﻌﺖ ﻣﻲ ﺑﺎﺷﺪ ‪ ،‬ﻭ ﺍﺯ ﻳﻜﺴﻮ ﺑﺎﻳﺪ ﺩﺷﻤﻨﺎﻥ ﺭﺍ ﺍﺯ ﺧﻮﺩ ﺩﻭﺭ ﻛﻨﻨﺪ ﻭ ﺧـﻮﺩ ﺭﺍ‬
‫ﺍﺯ ﻓﺮﻳﺐ ﻭ ﻧﻴﺮﻧﮓ ﻭ ﺩﺯﺩﻱ ﻧﮕﻪ ﺩﺍﺭﻧـﺪ ﻭ ﺑﻜﻮﺷـﻨﺪ ﻭ ﺍﺯ ﻫﻤﭽـﺸﻤﺎﻥ ﭘـﺲ ﻧﻤﺎﻧﻨـﺪ ﻭ ﺍﻳﻨﻬـﺎ ﻧﺒـﺮﺩ ﺑـﺎ ﻳﻜـﺪﻳﮕﺮ‬
‫ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺯﻧﺪﮔﺎﻧﻲ ﻫﺮﻛﺲ ﺑﺎ ﺍﻳﻦ ﺩﻭ ﻧﺒﺮﺩ ﺁﻏﺎﺯ ﺷﺪﻩ ﻭ ﺑﺎ ﺍﻳﻦ ﺩﻭ ﻧﺒﺮﺩ ﺑﺴﺮﺁﻳﺪ‪ .‬ﻟﻴﻜﻦ ﻧﺒﺮﺩ ﺑـﺎ ﻃﺒﻴﻌـﺖ ﺯﻳـﺎﻥ‬
‫ﻧﺪﺍﺭﺩ ﻭ ﺧﻮﺩ ﻧﻴﺰ ﺁﺳﺎﻧﺴﺖ ‪ ،‬ﺑﻮﻳﮋﻩ ﭘﺲ ﺍﺯ ﺍﺧﺘﺮﺍﻋﻬﺎﻱ ﻧﻮﻳﻦ ﻛﻪ ﺁﺩﻣﻲ ﺑـﺮ ﻃﺒﻴﻌـﺖ ﭼﻴـﺮﻩ ﺗـﺮ ﮔﺮﺩﻳـﺪﻩ ﻭ ﻛـﺎﺭ‬
‫ﺁﺳﺎﻧﺘﺮ ﺷﺪﻩ‪ .‬ﺁﻧﭽﻪ ﺯﻳﺎﻥ ﺩﺍﺭﺩ ﻭ ﺳﺨﺖ ﺍﺳﺖ ﻧﺒﺮﺩ ﺁﺩﻣﻴﺎﻥ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻣﻲ ﺑﺎﺷﺪ ‪ ،‬ﺍﻳﻦ ﭘﺘﻴﺎﺭﺓ ﻧﺒﺮﺩ ﺍﺳﺖ ﻛﻪ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺟﻬﺎﻥ ﺭﺍ ﮔﺮﻓﺘﺎﺭ ﮔﺮﺩﺍﻧﻴﺪﻩ ﻭ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺁﺩﻣﻴﺎﻥ ﺍﺯ ﺍﻳﻦ ﮔﺮﻓﺘﺎﺭﻱ ﺭﻫﺎ ﮔﺮﺩﻧـﺪ ﻭ ﺑﻬـﺮﻩ ﺍﺯ ﺁﺳـﺎﻳﺶ ﻭ ﺧﺮﺳـﻨﺪﻱ‬
‫ﻳﺎﺑﻨﺪ ﺑﺎﻳﺪ ﺍﺯ ﺳﺨﺘﻲ ﺍﻳﻦ ﻧﺒﺮﺩ )ﺗﺎ ﺁﻧﺠﺎ ﻛﻪ ﻣﻲ ﺗﻮﺍﻥ( ﻛﺎﺳﺖ ﻭ ﺍﻳﻦ ﺟﺰ ﺩﺭ ﺳـﺎﻳﺔ ﻳـﻚ » ﺁﻳـﻴﻦ ﺧﺮﺩﻣﻨﺪﺍﻧـﻪ«‬
‫ﺑﺮﺍﻱ ﺯﻧﺪﮔﻲ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬
‫ﻣﻲ ﮔﻮﻳﻴﻢ ‪ :‬ﺳﺨﺘﻲ ﺯﻧﺪﮔﺎﻧﻲ ﺩﺭ ﺍﺭﻭﭘﺎ ﺍﺯ ﺁﻧﺠﺎ ﺑﺮﺧﺎﺳـﺘﻪ ﻛـﻪ ﭼﻨـﻴﻦ ﺁﻳﻴﻨـﻲ ﻧﻴـﺴﺖ ‪ ،‬ﻭ ﺍﻳﻨﻜـﻪ ﺍﺯ ﺁﻏـﺎﺯ‬
‫ﭘﻴﺪﺍﻳﺶ ﺍﺧﺘﺮﺍﻋﻬﺎ ﺍﻳﻦ ﺳﺨﺘﻲ ﺭﻭ ﺑﻔﺰﻭﻧﻲ ﮔﺰﺍﺭﺩﻩ ﺍﺯ ﺁﻧﺴﺖ ﻛﻪ ﺩﺭﺳﺎﻳﺔ ﺍﻳـﻦ ﺍﺧﺘﺮﺍﻋﻬـﺎ ﻣﻴـﺪﺍﻥ ﻧﺒـﺮﺩ ﺁﺩﻣﻴـﺎﻥ‬
‫ﺑﺎﻳﻜــﺪﻳﮕﺮ ﭘﻬﻨــﺎﻭﺭﺗﺮ ‪ ،‬ﻭ ﺍﻓــﺰﺍﺭ ﻧﺒــﺮﺩ ﻓﺰﻭﻧﺘــﺮ ﮔﺮﺩﻳــﺪﻩ‪ .‬ﺩﺭ ﺩﻭﻳــﺴﺖ ﺳــﺎﻝ ﭘــﻴﺶ ﻳــﻚ ﺑﺎﺯﺭﮔــﺎﻥ ﻳــﺎ ﻳــﻚ‬
‫ﺍﻓﺰﺍﺭﺳﺎﺯ)ﺻﻨﻌﺘﮕﺮ( ﺗﻨﻬﺎ ﺑﺎ ﺑﺎﺯﺭﮔﺎﻧﺎﻥ ﻭ ﺍﻓﺰﺍﺭﺳﺎﺯﺍﻥ ﺷﻬﺮ ﺧﻮﺩ ﻫﻤﭽﺸﻤﻲ ﻭ ﻛﺸﺎﻛﺶ ﻛﺮﺩﻱ ﻭﻟﻲ ﺍﻛﻨـﻮﻥ ﭼـﻮﻥ‬
‫ﺩﺭﻧﺘﻴﺠﺔ ﺭﺍﻩ ﺁﻫﻦ ﻭ ﺍﺗﻮﻣﺒﻴﻞ ﻭ ﺗﻠﻔﻦ ﺷﻬﺮﻫﺎ ﺑﻬﻢ ﭘﻴﻮﺳﺘﻪ ﺑﺎﻳﺪ ﺑﺎ ﺑﺎﺯﺭﮔﺎﻧﺎﻥ ﻭ ﺍﻓﺰﺍﺭﺳﺎﺯﺍﻥ ﻫﻤﺔ ﺷﻬﺮﻫﺎ ﻛﺸﺎﻛﺶ‬
‫ﻭ ﻫﻤﭽﺸﻤﻲ ﻛﻨﺪ‪ .‬ﺍﻳﻦ ﺍﺧﺘﺮﺍﻋﻬﺎ ﻛﻪ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻛﺮﺩﻩ ﺍﻧﺪ ﭘـﻴﺶ ﺍﺯ ﻫﻤـﻪ ﺩﺭ ﺭﺍﻩ ﻧﺒـﺮﺩ ﺁﺩﻣﻴـﺎﻥ ﺑﻜـﺎﺭ ﻣـﻲ ﺭﻭﺩ‪.‬‬
‫ﻣﺎﺷﻴﻨﻬﺎ ﺑﺠﺎﻱ ﺁﻧﻜﻪ ﺩﺳﺖ ﺁﺩﻣﻴﺎﻥ ﺭﺍ ﮔﻴﺮﺩ ﻭ ﺭﻧﺞ ﺁﻧﺎﻥ ﺭﺍ ﻛﻢ ﻛﻨﺪ ﺍﻳـﻦ ﻧﺘﻴﺠـﻪ ﺭﺍ ﻣـﻲ ﺩﻫـﺪ ﻛـﻪ ﻳـﻚ ﺗﹶـﻦ‬
‫ﺑﺪﺳﺘﻴﺎﺭﻱ ﺁﻧﻬﺎ ﻛﺎﺭ ﻫﺰﺍﺭﺗﻦ ﺭﺍ ﻣﻲ ﻛﻨﺪ ﻭ ﺑﺪﻳﻨﺴﺎﻥ ﺭﺍﻩ ﺭﻭﺯﻱ ﺭﺍ ﺑﺮﺁﻧﺎﻥ ﻣﻲ ﺑﻨﺪﺩ ﻭ ﭘﻴﺪﺍﺳـﺖ ﻛـﻪ ﺍﻳﻨـﺎﻥ ﻧﻴـﺰ‬
‫ﺁﺳﻮﺩﻩ ﻧﻨﺸﺴﺘﻪ ﺑﺰﻳﺎﻥ ﺍﻭ ﻛﻮﺷﺸﻬﺎﻳﻲ ﺧﻮﺍﻫﻨﺪ ﻛﺮﺩ ﻭ ﻫﺮ ﺩﻭ ﺳﻮ ﺩﺭ ﺭﻧﺞ ﺧﻮﺍﻫﻨﺪ ﺑﻮﺩ‪ .‬ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﺻﺪ ﻣﺜﻞ ﺗﻮﺍﻥ‬
‫ﺁﻭﺭﺩ‪.‬‬
‫ﺷﺮﻗﻴﺎﻥ ﺍﻳﻨﻬﺎ ﺭﺍ ﻫﻴﭻ ﻧﻤﻴﺪﺍﻧﺴﺘﻨﺪ ﻭ ﺍﺯ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺍﺭﻭﭘﺎ ﺁﮔﺎﻩ ﻧﻤﻲ ﺑﻮﺩﻧﺪ‪ .‬ﺩﺭ ﻫﻤـﺎﻥ ﺭﻭﺯﻫـﺎ ﺍﺭﻭﭘـﺎ ﺣـﺎﻝ‬
‫ﺑﺪﻱ ﻣﻲ ﺩﺍﺷﺖ ﻭ ﻫﻨﮕﺎﻣﻲ ﺑﻮﺩ ﻛﻪ ﺑﻴﻜﺎﺭﺍﻥ ﺩﺭ ﻫﺮ ﻛﺸﻮﺭﻱ ﺑﺎ ﻣﻠﻴﻮﻧﻬﺎ ﺷﻤﺮﺩﻩ ﻣﻲ ﺷـﺪﻧﺪ ﻭ ﻫـﺮ ﺭﻭﺯ ﺁﮊﺍﻧـﺴﻬﺎ‬
‫ﺁﮔﺎﻫﻴﻬﺎﻱ ﺩﻟﮕﺪﺍﺯ ﺍﺯ ﺣﺎﻝ ﺁﻧﻬﺎ ﻣﻲ ﺭﺳﺎﻧﻴﺪ‪ .‬ﺷﺮﻗﻴﺎﻥ ﺍﺭﺟﻲ ﺑﺂﻧﻬﺎ ﻧﮕﺰﺍﺭﺩﻩ ﻭ ﺑـﺮﻭﻱ ﺧـﻮﺩ ﻧﻤـﻲ ﺁﻭﺭﺩﻧـﺪ ﻭ ﺍﮔـﺮ‬
‫ﻛﺴﺎﻧﻲ ﭘﺮﻭﺍﻱ ﺁﻧﻬﺎ ﻣﻲ ﻛﺮﺩﻧﺪ ﮔﻨﺎﻩ ﺭﺍ ﺑﮕﺮﺩﻥ » ﺑﺤﺮﺍﻥ« ﻣﻲ ﺍﻧﺪﺍﺧﺘﻨـﺪ ﻭ ﻫﻤﭽﻨـﻴﻦ ﺩﺭﺑـﺪﻳﻬﺎﻱ ﺩﻳﮕـﺮﻱ ﻛـﻪ‬
‫ﮔﺎﻫﻲ ﺍﺯ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻣﻲ ﺷﻨﻴﺪﻧﺪ ﮔﻨﺎﻩ ﺭﺍ ﺍﺯ ﺗﻤﺪﻥ ﺩﺍﻧﺴﺘﻪ ﭼﻨﻴﻦ ﻣﻲ ﮔﻔﺘﻨﺪ ‪ " :‬ﺗﻤﺪﻥ ﺍﻳﻦ ﺯﻳﺎﻧﻬﺎ ﺭﺍ ﻫﻢ ﺩﺍﺭﺩ"‪ .‬ﺑﺎ‬
‫ﻳﻚ ﺷﻮﺭ ﻭ ﺷﺘﺎﺑﻲ ﺍﺯ ﻫﻤﻪ ﭼﻴﺰ ﺍﺭﻭﭘﺎ ﭘﻴﺮﻭﻱ ﻣﻲ ﻧﻤﻮﺩﻧﺪ ﻭ ﭘﻴﺸﻮﺍﻳﺎﻥ ﺑﺎ ﺁﻭﺍﺯ ﺑﻠﻨﺪ ﺩﺍﺩ ﻣﻴﺰﺩﻧﺪ ‪ " :‬ﺑﺎﻳـﺪ ﺑﺎﻃﻨـ ﹰﺎ ﻭ‬
‫ﻇﺎﻫﺮﹰﺍ ﻭ ﻣﺎﺩﺗ ﹰﺎ ﻭ ﻣﻌﻨ ﹰﺎ ﻓﺮﻧﮕﻲ ﺑﺎﺷﻴﻢ‪ ١ ".‬ﻭ ﺍﻧﺪﻳﺸﺔ ﻫﻤﮕﻲ ﻫﻤﻴﻦ ﺑﻮﺩ ﻛﻪ ﺑﺎﻳﺪ ﺩﻧﺒﺎﻝ ﺍﺭﻭﭘـﺎ ﺭﺍ ﮔﺮﻓـﺖ ﻭ ﺭﻓـﺖ ﻭ‬
‫ﺑﻬﺮﻛﺠﺎ ﻛﻪ ﺁﻥ ﺑﺮﺳﺪ ﺭﺳﻴﺪ‪.‬‬
‫ﺍﻳﻦ ﺑﻴﺮﺍﻫﻲ ﺍﮔﺮ ﺟﻠﻮﮔﻴﺮﻱ ﻧﺸﺪﻱ ﻗﺮﻧﻬـﺎ ﺷـﺮﻗﻴﺎﻥ ﺭﺍ ﺳـﺮﮔﺮﺩﺍﻥ ﺳـﺎﺧﺘﻲ ﻭ ﺁﺷـﻔﺘﮕﻴﻬﺎﻱ ﺑـﺴﻴﺎﺭ ﺩﺭﭘـﻲ‬
‫ﺩﺍﺷﺘﻲ ‪ ،‬ﻭ ﺩﺍﻧﺴﺘﻪ ﻧﻴﺴﺖ ﺷﺮﻗﻴﺎﻥ ِﻛﻲ ﺗﻮﺍﻧﺴﺘﻨﺪﻱ ﺑﮕﻤﺮﺍﻫﻲ ﺧﻮﺩ ﭘﻲ ﺑﺮﻧﺪ ‪ ،‬ﻭ ﻛﻲ ﻳﺎﺭﺳـﺘﻨﺪﻱ ﺍﺯ ﺁﻥ ﺭﺍﻩ ﺑـﺎﺯ‬
‫ﮔﺮﺩﻧﺪ‪ .‬ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﻳﻨﻬﺎ ﺑﺎ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﻛﻪ ﻣﺎ ﺩﺭﺑﺎﺭﺓ ﺷﺮﻕ ﺩﺭ ﺩﻝ ﻣﻴﺪﺍﺷﺘﻴﻢ ﻭ ﺑﻠﻨﺪﻱ ﺁﻧﺮﺍ ﻣﻴﺨﻮﺍﺳـﺘﻴﻢ ﺑـﺴﻴﺎﺭ‬
‫ﻧﺎﺳﺎﺯﮔﺎﺭ ﺑﻮﺩ‪ .‬ﻭ ﺁﻧﮕﺎﻩ ﭼﻮﻥ ﻧﮕﺎﻩ ﻣﻴﻜﺮﺩﻳﻢ ﻳﻚ ﺳـﻨﮓ ﺑﺰﺭﮔـﻲ ﺭﺍ ﺩﺭ ﺳـﺮ ﺭﺍﻩ ﺧـﻮﺩ ﻣﻴﺪﻳـﺪﻳﻢ‪ .‬ﺯﻳـﺮﺍ ﺩﺭﺳـﺎﻳﺔ‬
‫ﺩﻟﺒﺴﺘﮕﻲ ﺑﺎﺭﻭﭘﺎ ﻣﺮﺩﻡ ﺍﺯ ﻓﻬﻢ ﻭﺍﻧﺪﻳﺸﺔ ﺧﻮﺩ ﭼﺸﻢ ﭘﻮﺷﻴﺪﻩ ﻭ ﺑﺮﺍﻱ ﻧﻴﻚ ﻭ ﺑﺪ ﻭ ﺭﺍﺳﺖ ﻭ ﻛﺞ ﺗﺮﺍﺯﻭ ﻭ ﻗﺎﻋﺪﻩ ﺍﻱ‬
‫ﺟﺰ ﺑﻮﺩﻥ ﻭ ﻧﺒﻮﺩﻥ ﺩﺭ ﺍﺭﻭﭘﺎ ﻧﻤﺎﻧﺪﻩ ﺑﻮﺩ‪ .‬ﻳﻚ ﺳﺨﻨﻲ ﻛﻪ ﻳﻜﻲ ﻣﻲ ﮔﻔﺘﻲ ﺑﺎﻳﺴﺘﻲ ﺩﻟﻴﻞ ﺁﻭﺭﺩ ﻛﻪ ﺩﺭ ﺍﺭﻭﭘﺎ ﭼﻨﻴﻦ‬
‫ﺍﺳﺖ ﻭ ﻳﺎ ﭼﻨﺎﻥ ﻧﻴﺴﺖ ﻭ ﮔﻮﺍﻫﻲ ﺑﺮﺍﻱ ﮔﻔﺘﺔ ﺧﻮﺩ ﺍﺯ ﺯﺑﺎﻥ ﻳﻚ ﭘﺮﻓﺴﻮﺭ ﻳﺎ ﺩﻛﺘـﺮ ﺍﺭﻭﭘـﺎﻳﻲ ﻳـﺎﺩ ﻛﻨـﺪ ‪ ،‬ﻭﮔﺮﻧـﻪ‬
‫ﻛﺴﻲ ﮔﻮﺵ ﻧﺪﺍﺩﻱ ﻭ ﺁﻥ ﺳﺨﻦ ﺭﺍ ﻧﭙﺬﻳﺮﻓﺘﻲ‪.‬‬

‫‪ ١‬ـ ﺍﻳﻦ ﮔﻔﺘﻪ ﺍﺯ ﺣﺴﻦ ﺗﻘﻴﺰﺍﺩﻩ ﺍﺳﺖ ﻛﻪ ﺑﺴﻴﺎﺭ ﺁﻭﺍﺯﻩ ﻳﺎﻓﺘﻪ ـ ﻭ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﻫﺮﭼﻴﺰﻱ ﻛﻪ ﺩﺭ ﺍﺭﻭﭘﺎ ﺑﻮﺩﻩ ﺑﺎﻳﺴﺘﻲ ﻧﻴﻚ ﺩﺍﻧﺴﺖ‪ .‬ﻣﺜﻼ ﺭﻭﺯﻱ ﺩﺭ ﻧﺸﺴﺘﻲ ﮔﻔﺘﮕﻮ ﺍﺯ ﺳـﺴﺘﻲ ﻛـﺎ ِﺭ ﻋﺪﻟﻴـﻪ‬
‫ﻣﻲ ﺭﻓﺖ ﻭ ﻳﻜﻲ ﺍﻳﺮﺍﺩ ﻣﻲ ﮔﺮﻓﺖ ﻛﻪ ﻳﻚ ﻣﺤﺎﻛﻤﻪ ﺍﻱ ﻛـﻪ ﺍﺯ ﻫـﺸﺖ ﺳـﺎﻝ ﭘـﻴﺶ ﺁﻏـﺎﺯ ﺷـﺪﻩ ﻫﻨـﻮﺯ ﺑﺠـﺎﻳﻲ‬
‫ﻧﺮﺳﻴﺪﻩ‪ .‬ﺩﻳﮕﺮﻱ ﺑﻴﺪﺭﻧﮓ ﺑﭙﺎﺳﺦ ﭘﺮﺩﺍﺧﺘﻪ ﭼﻨﻴﻦ ﮔﻔﺖ ‪" :‬ﺩﺭﺧﻮﺩ ﺍﺭﻭﭘﺎ ﻧﻴﺰ ﭼﻨﻴﻦ ﺍﺳﺖ‪ .‬ﻓﻼﻥ ﻫﻤﺴﺎﻳﺔ ﻣﺎ ﺗـﺎﺯﻩ‬
‫ﺁﻣﺪﻩ ﻭ ﻣﻲ ﮔﻮﻳﺪ ﻳﻚ ﻣﺤﺎﻛﻤﻪ ﺩﺭﭘﺎﺭﻳﺲ ﭼﻬﻞ ﺳﺎﻝ ﻃﻮﻝ ﻛﺸﻴﺪﻩ"‪ .‬ﺍﺯ ﺍﻳﻦ ﭘﺎﺳﺦ ﺍﻳﺮﺍﺩﮔﻴﺮﻧﺪﻩ ﺧﺎﻣﻮﺵ ﺷـﺪ ﻭ‬
‫ﺑﺎﻳﺴﺘﻲ ﺷﻮﺩ‪ .‬ﺯﻳﺮﺍ ﺩﺭﺁﻧﺮﻭﺯ ﺩﻟﻴﻞ ﻧﻴﻜﻲ ﻳﺎ ﺑﺪﻱ ﻫﻤﻴﻦ ﺑﻮﺩ ﻭ ﺑﺲ‪.‬‬
‫ﻞ ﺧﻮﺩ ﺷﻜﺎﻳﺖ ﻣﻲ ﻛﺮﺩ ﻭ ﭼﻨﻴﻦ ﻣﻲ ﮔﻔﺖ ‪" :‬ﺩﺭ ﺍﺭﻭﭘﺎ ﻳﻚ ﻭﻛﻴـﻞ ﺑـﻴﺶ‬ ‫ﺩﺭ ﻧﺸﺴﺖ ﺩﻳﮕﺮﻱ ﻳﻜﻲ ﺍﺯ ﻭﻛﻴ ِ‬
‫ﺍﺯ ﺧﻮﺩ ﻣﻮﻛﻞ ﺩﻟﺴﻮﺯﻱ ﺑﺨﺮﺝ ﺩﻫﺪ ﻭ ﺑﻜﺎﺭ ﻋﻼﻗﻪ ﻣﻨﺪ ﻣﻲ ﺷﻮﺩ"‪ .‬ﺍﻳﻦ ﺭﺍ ﻛﺴﻲ ﻣﻲ ﮔﻔـﺖ ﻛـﻪ ﺑﺎﺭﻭﭘـﺎ ﻧﺮﻓﺘـﻪ ﻭ‬
‫ﻫﻴﭻ ﭼﻴﺰﻱ ﺍﺯ ﻭﻛﻴﻼﻥ ﺁﻧﺠﺎ ﻧﺪﺍﻧﺴﺘﻪ ﺑﻮﺩ ‪ ،‬ﻭ ﺍﻳﻦ ﺷﻴﻮﺓ ﮔﻔﺘﮕﻮﻱ ﺁﻧﺮﻭﺯﻱ ﺑﻮﺩ ﻛـﻪ ﺩﺭ ﻫـﺮ ﺳـﺨﻨﻲ ﻧـﺎﻡ ﺍﺭﻭﭘـﺎ‬
‫ﺑﻤﻴﺎﻥ ﺁﻭﺭﺩﻩ ﺷﻮﺩ ﻭ ﺳﺘﺎﻳﺶ ﺍﺯ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﻤﻴﺎﻥ ﺁﻳﺪ‪ .‬ﺩﺭﺍﻳﻦ ﺑﺎﺭﻩ ﺑﻬﺘـﺮﻳﻦ ﮔـﻮﺍﻫﻲ ﺭﺍ ﺭﻭﺯﻧﺎﻣـﻪ ﻫـﺎﻱ ﺁﻧـﺮﻭﺯﻱ‬
‫ﻼ ﻛﺘﺎﺑﻔﺮﻭﺷﻲ ﭘﻨﺞ ﺟﻠﺪ ﻛﺘﺎﺏ ﭼﺎﭖ ﻛﺮﺩﻩ ﻭ ﻣﻴﺨﻮﺍﻫـﺪ‬ ‫ﻣﻴﺪﻫﺪ ﻭ ﻣﺎ ﻧﻤﻮﻧﻪ ﻫﺎﻳﻲ ﺭﺍ ﺍﺯ ﺁﻧﻬﺎ ﻧﮕﻪ ﺩﺍﺷﺘﻪ ﺍﻳﻢ‪ .‬ﻣﺜ ﹰ‬
‫ﺁﮔﻬﻲ ﺩﺭﺑﺎﺭﺓ ﺁﻥ ﭘﺮﺍﻛﻨﺪﻩ ﻛﻨﺪ ﺁﻥ ﺭﺍ ﭼﻨﻴﻦ ﻋﻨﻮﺍﻥ ﻣﻴﻜﻨﺪ ‪" :‬ﺩﺭﻣﻤﺎﻟﻚ ﻣﺘﻤﺪﻧﻪ ﭼﻮﻥ ﻳﻜﻲ ﻳﻚ ﻛﺘـﺎﺏ ﻣﻬﻤـﻲ‬
‫ﺭﺍ ﭼﺎﭖ ﻛﺮﺩ ﺑﺮﺍﻱ ﺁﻥ ﺟﺸﻦ ﻣﻲ ﮔﻴﺮﻧﺪ ﻭ ﻧﺴﺨﻪ ﻫﺎﻳﺶ ﺭﺍ ﺑـﺴﺮﻋﺖ ﺧﺮﻳـﺪﺍﺭﻱ ﻣـﻲ ﻛﻨﻨـﺪ ‪ "...‬ﻳـﻚ ﺭﻭﺯﻧﺎﻣـﻪ‬
‫ﻧﻮﻳﺲ ﻛﻮﭼﻜﻲ ﺩﺍﻧﺴﺘﻪ ﻧﻴﺴﺖ ﺑﻜﺠﺎ ﺗﻠﻔﻦ ﻛﺮﺩﻩ ﻭ ﭘﺎﺳﺦ ﺯﺷﺘﻲ ﺷﻨﻴﺪﻩ ﺩﺭ ﺭﻭﺯﻧﺎﻣﺔ ﺧﻮﺩ ﭼﻨﻴﻦ ﻋﻨﻮﺍﻥ ﻣﻴﻜﻨﺪ ‪:‬‬
‫"ﺩﺭ ﺩﻧﻴﺎﻱ ﻣﺘﻤﺪﻥ ﻣﺮﺩﻡ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻣﺮﺍﻋﺎﺕ ﺍﺩﺏ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ﻭ ﺷﺌﻮﻧﺎﺕ ﻫﺮﻛﺲ ﺭﺍ ﺣﻔـﻆ ﻣﻴﻜﻨﻨـﺪ‪ "...‬ﺩﺭﻳـﻚ‬
‫ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﻳﻜﻲ ﺍﺯ ﺟﻮﺍﻧﺎﻥ ﻳﻜﺮﺷﺘﻪ ﮔﻔﺘﺎﺭﻫﺎ ﻣﻲ ﻧﻮﺷﺖ ﻭ ﺩﺭ ﻫﺮ ﺷﻤﺎﺭﻩ ﻳﻜﻲ ﺍﺯ ﺧﻮﻳﻬـﺎ ) ﺍﺧـﻼﻕ( ﺭﺍ ﻋﻨـﻮﺍﻥ‬
‫ﻼ ﺍﻣﺮﻭﺯ ﺍﺯ » ﻭﻓﺎ« ﺳﺨﻦ ﺭﺍﻧﺪﻩ ﭼﻨﻴﻦ ﻣﻲ ﻧﻮﺷﺖ ‪" :‬ﻭﻓﺎ ﻳﻜﻲ‬ ‫ﻣﻴﻜﺮﺩ ﻭ ﺩﺭ ﻫﻤﺔ ﺁﻧﻬﺎ ﻫﻤﻴﻦ ﺭﺍﻩ ﺭﺍ ﻣﻲ ﭘﻴﻤﻮﺩ‪ .‬ﻣﺜ ﹰ‬
‫ﺍﺯ ﺍﺧﻼﻕ ﻋﺎﻟﻴﻪ ﻭ ﺍﺯﻛﻤﺎﻻﺕ ﺍﻧﺴﺎﻧﻲ ﺍﺳﺖ ﻭﻓﺎ ﺑﺮ ﻗﻴﻤﺖ ﺍﻧﺴﺎﻥ ﻣﻲ ﺍﻓﺰﺍﻳﺪ ‪ "...‬ﺑﺪﻳﻨﺴﺎﻥ ﭼﻨﺪ ﺳﻄﺮ ﺭﺍ ﭘـﺮ ﻛـﺮﺩﻩ‬
‫ﺳﭙﺲ ﭼﻨﻴﻦ ﻣﻲ ﻧﻮﺷﺖ ‪" :‬ﺩﺭﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺷﺮﻕ ﺍﺯ ﻏﺮﺏ ﺟﺪﺍ ﻣﻲ ﺷﻮﺩ ﻏﺮﺑﻴـﺎﻥ ﻣـﺮﺩﻡ ﺑﺎﻭﻓـﺎﻳﻲ ﻫـﺴﺘﻨﺪ ‪"...‬‬
‫ﻓﺮﺩﺍ ﺍﺯ ﺭﺍﺳﺘﮕﻮﻳﻲ ﺳﺨﻦ ﺭﺍﻧﺪﻩ ﻫﻤﻴﻦ ﺭﻓﺘﺎﺭ ﺭﺍ ﻣﻲ ﻛﺮﺩ‪ .‬ﺍﻳﻨﻬﺎ ﺭﺍ ﻛﺴﻲ ﻣﻲ ﻧﻮﺷﺖ ﻛﻪ ﻧﻪ ﻏـﺮﺏ ﺭﺍ ﺩﻳـﺪﻩ ﻭ ﻧـﻪ‬
‫ﻏﺮﺑﻴﺎﻥ ﺭﺍ ﺑﻬﺘﺮ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﻣﻲ ﺷﻨﺎﺧﺖ‪ .‬ﺩﻭﺑﺎﺭﻩ ﻣﻲ ﮔﻮﻳﻢ ‪ :‬ﺷﻴﻮﺓ ﺳﺨﻦ ﮔﻔﺘﻦ ﻭ ﭼﻴﺰ ﻧﻮﺷﺘﻦ ﺁﻧـﺮﻭﺯﻱ ﻫﻤـﻴﻦ‬
‫ﺑﻮﺩ ﻭ ﺑﺰﺭﮒ ﻭ ﻛﻮﭼﻚ ﻫﻤﻴﻦ ﺭﺍﻩ ﺭﺍ ﻣﻲ ﺩﺍﺷﺘﻨﺪ‪ .‬ﭼﻴﺰﻳﻜﻪ ﻫﺴﺖ ﺑﺰﺭﮔﺎﻥ ﺍﺯ ﭘﺮﻣﺎﻳﮕﻲ ﺳﺨﻦ ﺭﺍ ﻧﻴﻚ ﭘـﺮﻭﺭﺩﻩ ﺍﺯ‬
‫ﺑﺪﻱ ﺁﻥ ﻣﻲ ﻛﺎﺳﺘﻨﺪ ﻭ ﻛﻮﭼﻜﺎﻥ ﺍﺯ ﺑﻴﻤﺎﻳﮕﻲ ﺑﺪﻳﻨﺴﺎﻥ ﺯﺷﺖ ﺍﺯ ﺁﺏ ﺩﺭﻣﻲ ﺁﻭﺭﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻨﻬﻨﮕﺎﻡ ﻛﻪ ﺑﻴﺴﺖ ﻭ ﭼﻨﺪ ﺳﺎﻝ ﺍﺯ ﺁﻏﺎﺯ ﻣﺸﺮﻭﻃﻪ ﻣﻲ ﮔﺬﺷﺖ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎﻱ ﺍﻳﺮﺍﻥ ﺩﺭ ﻫﻤﻪ ﺟﺎ ﮔـﻮﻫﺮ‬
‫ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻩ ﻭ ﺁﻥ ﺷﻮﺭ ﻭ ﺧﺮﻭﺷﻲ ﻛﻪ ﺩﺭﺁﻏﺎﺯ ﺟﻨﺒﺶ ‪ ،‬ﺑﻨﺎﻡ ﺍﻳﺮﺍﻧﺪﻭﺳﺘﻲ ﻭ ﺑﺮﺍﻧﮕﻴﺨﺘﻦ ﻣﺮﺩﻡ ﺑﻐﻴـﺮﺕ‬
‫ﻭ ﻣﺮﺩﺍﻧﮕﻲ ﺍﺯ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﺩﻳﺪﻩ ﻣﻲ ﺷﺪ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺘﻪ ﻭ ﺍﻳﻦ ﺯﻣﺎﻥ ﻫﻤﮕﻲ ﺳﺘﺎﻳﺸﮕﺮ ﺍﺭﻭﭘﺎ ﻭ ﺑﻴﺮﻗﺪﺍﺭ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ‬
‫ﮔﺮﺩﻳﺪﻩ ﻭ ﺑﻴﺸﺘﺮ ﺁﻧﻬﺎ ﻛﺎﺭﻱ ﺑﺮﺍﻱ ﺧﻮﺩ ﺟﺰ ﺍﻳﻦ ﻧﻤﻲ ﺷﻨﺎﺧﺘﻨﺪ ﻛﻪ ﻫﺮ ﺯﻣﺎﻥ ﺳﺘﺎﻳﺸﻬﺎﻱ ﮔﺰﺍﻓﻪ ﺁﻣﻴ ِﺰ ﺩﻳﮕﺮﻱ ﺍﺯ‬
‫ﻏﺮﺏ ﭘﻴﺶ ﺁﻭﺭﻧﺪ ﻭ ﻫﻴﭻ ﻓﺮﺻﺘﻲ ﺭﺍ ﺑﺮﺍﻱ ﺍﻳﻨﻜﺎﺭ ﺍﺯ ﺩﺳﺖ ﻧﺪﻫﻨﺪ ‪ ،‬ﻭ ﭘﻴﺎﭘﻲ ﺗﺎﺯﻳﺎﻧﻪ ﻫﺎ ﺑﺮ ﺳـﺮ ﻭ ﺭﻭﻱ ﺍﻳﺮﺍﻧﻴـﺎﻥ‬
‫ﻧﻮﺍﺯﻧﺪ ‪ ،‬ﻭ ﮔﺎﻫﻲ ﻛﺎﺭ ﺭﺍ ﺗﺎ ﺍﻧﺪﺍﺯﺓ ﺑﻴﺸﺮﻣﻲ ﭘﻴﺶ ﺑﺮﻧﺪ‪ .‬ﻓﺮﺍﻣﻮﺵ ﻧﻜﺮﺩﻩ ﺍﻡ ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﺭﺍ ﻛﻪ ﺩﺭ ﺗﻬﺮﺍﻥ ﭘﻴﺪﺍ ﺷـﺪ‬
‫ﻭ ﭼﻨﺪ ﻣﺎﻩ ﺑﻴﺸﺘﺮ ﭘﺮﺍﻛﻨﺪﻩ ﻧﮕﺮﺩﻳﺪ ﻭ ﭼﻮﻥ ﺷﻤﺎ ﺷﻤﺎﺭﻩ ﻫﺎﻱ ﺁﻧﺮﺍ ﺍﺯ ﺩﻳﺪﻩ ﮔﺬﺭﺍﻧﻴﺪ ﻛﻤﺘﺮ ﻳﻜﻴﺴﺖ ﻛـﻪ ﺗﺎﺯﻳﺎﻧـﺔ‬
‫ﻧﻜﻮﻫﺶ ﺑﺮ ﺳﺮ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻧﻤﻲ ﺯﻧﺪ ﻭ ﺩﺭﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺍﺯ ﭼﺎﺭﻟﻲ ﭼﺎﭘﻠﻴﻦ ﺳﺨﻦ ﺭﺍﻧﺪﻩ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﻧﻜﻮﻫﺶ ﻣﻲ ﻛﻨﺪ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﻛﻪ ﭼﺮﺍ ﭼﺎﺭﻟﻲ ﭼﺎﭘﻠﻴﻦ ﺭﺍ ﻛﻪ ﺩﺭ ﺳﺮﺍﺳﺮ » ﻋﺎﻟﻢ ﺗﻤﺪﻥ « ﺷﻨﺎﺧﺘﻪ ﺷـﺪﻩ ﻧﻤـﻲ ﺷﻨﺎﺳـﻨﺪ ﻭ ﺑﻬﻤـﻴﻦ ﺩﺳـﺘﺎﻭﻳﺰ‬
‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ » ﺟﺎﻫﻞ ﻭ ﻭﺣﺸﻲ« ﻣﻲ ﺷﻤﺎﺭﺩ‪.‬‬
‫ﺩﺭ ﺁﻥ ﺭﻭﺯﻫﺎ ﻛـﻪ ﭘﻴﻤـﺎﻥ ﺭﺍ ﺗـﺎﺯﻩ ﺁﻏـﺎﺯ ﻛـﺮﺩﻩ ﺑـﻮﺩﻳﻢ ﻳﻜﺪﺍﺳـﺘﺎﻧﻲ ﺭﺥ ﺩﺍﺩ ﻛـﻪ ﺑﻬﺘـﺮﻳﻦ ﻧﻤﻮﻧـﻪ ﺍﺯ ﺍﻳـﻦ‬
‫ﻟﻮﺱ ﻛﺎﺭﻳﻬﺎﻱ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎﺳﺖ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺭﻭﺯﻧﺎﻣـﻪ ﻫـﺎﻱ ﻣـﺼﺮ ﺩﺍﺳـﺘﺎﻥ ﮔﺰﺍﻓـﻪ ﺁﻣﻴـﺰ ﺷـﮕﻔﺘﻲ ﺍﺯ‬
‫ﻣﺤﺎﻛﻤﺔ ﻳﻚ ﻣﻴﻤﻮﻥ ﺑﺎ ﻳﻚ ﻛﻤﭙﺎﻧﻲ ﺩﺭ ﻓﺮﺍﻧﺴﻪ ﻧﻮﺷﺖ‪ .‬ﺍﻳﻦ ﻛﺎﺭ ﺍﻭ ﻛﻪ ﺑﺴﻴﺎﺭ ﻧﺎﺳـﺘﻮﺩﻩ ﺑـﻮﺩ ﻣـﺎ ﺩﻳـﺪﻳﻢ ﻳـﻚ‬
‫ﺭﻭﺯﻧﺎﻣﺔ ﺍﻳﺮﺍﻧﻲ ﺩﺭ ﺍﺳﭙﻬﺎﻥ ﺁﻧﺮﺍ ﺑﺮﺩﺍﺷﺖ ﻭ ﺑﺎ ﭘﺮ ﻭ ﺑﺎﻟﻬﺎﻱ ﺩﻳﮕﺮﻱ ﻛﻪ ﺍﺯ ﺧـﻮﺩ ﺑـﺮﺁﻥ ﺍﻓـﺰﻭﺩ ﻭ ﺑﭽـﺎﭖ ﺭﺳـﺎﻧﻴﺪ‪.‬‬
‫ﺑﺪﻳﻨﺴﺎﻥ ‪" :‬ﻳﻚ ﻓﺼﻞ ﺑﺮ ﻗﺎﻧﻮﻥ ﻣﺪﻧﻲ ﺍﺭﻭﭘﺎ ﺍﻓﺰﻭﺩﻩ ﮔﺮﺩﻳﺪ‪ .‬ﺩﺭ ﻓﺮﺍﻧﺴﻪ ﺑﺮﺍﻱ ﺣﻴﻮﺍﻧﺎﺕ ﺣﻘﻮﻕ ﻗﺎﻳـﻞ ﺷـﺪﻩ ﺍﻧـﺪ‪.‬‬
‫ﻳﻚ ﻣﻴﻤﻮﻥ ﺑﺎ ﻳﻚ ﻛﻤﭙﺎﻧﻲ ﻗﺮﺍﺭﺩﺍﺩ ﻛﺘﺒﻲ ﺑﺴﺘﻪ ﻭ ﭼﻮﻥ ﻛﻤﭙﺎﻧﻲ ﺑﻘﺮﺍﺭ ﺩﺍﺩ ﻋﻤﻞ ﻧﻜﺮﺩﻩ ﻣﻴﻤﻮﻥ ﻭﻛﻴﻞ ﮔﺮﻓﺘﻪ ﻭ‬
‫ﺕ ﻣﺤﺎﻛﻤﻪ ﭘﻬﻠﻮﻱ ﻭﻛﻴﻞ ﺧﻮﺩ‬ ‫ﺩﺭ ﻋﺪﻟﻴﻪ ﻋﺎﺭﺽ ﺷﺪﻩ‪ .‬ﻋﺪﻟﻴﻪ ﺩﻋﻮﻱ ﺍﻭ ﺭﺍ ﺑﺠﺮﻳﺎﻥ ﺍﻧﺪﺍﺧﺘﻪ‪ .‬ﻣﻴﻤﻮﻥ ﺩﺭﺗﻤﺎﻡ ﻣﺪ ِ‬
‫ﺍﻳﺴﺘﺎﺩﻩ ﻭ ﺑﻤﺬﺍﻛﺮﺍﺕ ﮔﻮﺵ ﻣﻲ ﺩﺍﺩ ‪"...‬‬
‫ﺍﻳﻨﻬﺎﺳﺖ ﻛﻮﺗﺎﻫﺸﺪﺓ ﺩﻭ ﺳﺘﻮﻥ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺁﻥ ﺭﻭﺯﻧﺎﻣﻪ ‪ ،‬ﻭ ﺷﻤﺎ ﺍﮔﺮ ﺭﺍﺳﺘﻲ ﺭﺍ ﺑﺨﻮﺍﻫﻴﺪ ﺩﺍﺳﺘﺎﻥ ﺍﻳﻦ ﺑﻮﺩﻩ‬
‫ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺁﻧﺎﻧﻜﻪ ﺑﻪ ﭘﺮﻭﺭﺩﻥ ﭼﻬﺎﺭﭘﺎﻳـﺎﻥ ﻭ ﺁﻣـﻮﺧﺘﻦ ﺁﻧﻬـﺎ ﭘﺮﺩﺍﺯﻧـﺪ ﻣﻴﻤـﻮﻧﻲ ﺩﺍﺷـﺘﻪ ﻭ ﺁﻧـﺮﺍ ﺑﻴـﻚ ﻛﻤﭙـﺎﻧﻲ‬
‫ﻓﻴﻠﻢ ﺑﺮﺩﺍﺭﻱ ﺑﺎﺟﺎﺭﻩ ﺩﺍﺩﻩ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺩﺭ ﻳﻚ ﻓﻴﻠﻤﻲ ﻛﻪ ﺩﺭﺳﺖ ﻣﻲ ﻛﺮﺩﻩ ﺍﻧﺪ ﻣﻴﻤـﻮﻥ ﻧﻴـﺰ ﺑﺎﺷـﺪ ﻭ ﺑﺎﺯﻳﻬـﺎﻳﻲ‬
‫ﻛﻨﺪ ‪ ،‬ﻭﻟﻲ ﻣﻴﻤﻮﻥ ﭼﻨﺎﻧﻜﻪ ﺧﻮﺍﺳﺖ ﻛﻤﭙﺎﻧﻲ ﺑﻮﺩﻩ ﺑﺎﺯﻱ ﻧﻜﺮﺩﻩ ﻭ ﺍﻳﻨﺴﺖ ﻛﻤﭙﺎﻧﻲ ﺍﺯ ﭘﺮﺩﺍﺧـﺖ ﭘـﻮﻝ ﺧـﻮﺩﺩﺍﺭﻱ‬
‫ﻛﺮﺩﻩ ﻭ ﺩﺍﺭﻧﺪﺓ ﻣﻴﻤﻮﻥ ﻭﻛﻴﻞ ﮔﺮﻓﺘﻪ ﻭ ﺩﺍﺩﺧﻮﺍﻫﻲ ﻛﺮﺩﻩ ﻭ ﺩﺭ ﻣﺤﺎﻛﻤﻪ ﺍﻱ ﻛﻪ ﻣـﻲ ﺷـﺪﻩ ﻣﻴﻤـﻮﻥ ﻧﻴـﺰ ﻫﻤـﺮﺍﻩ‬
‫ﺁﻣﻮﺯﮔﺎﺭ ﺧﻮﺩ ﺑﻤﺤﻜﻤﻪ ﺁﻣﺪﻩ ﻭ ﺗﺎ ﭘﺎﻳﺎﻥ ﻣﺤﺎﻛﻤﻪ ﺁﻧﺠﺎ ﺑﻮﺩﻩ‪ .‬ﻳﻜﺪﺍﺳﺘﺎﻥ ﺳﺎﺩﻩ ﺍﻱ ﻛﻪ ﺩﺭﻫﻤﻪ ﺟـﺎ ﻣﺎﻧﻨـﺪ ﺁﻥ ﺭﺥ‬
‫ﻼ ﻫﺮﻛﺴﻲ ﺗﻮﺍﻧﺪ ﺍﺳﺐ ﻳﺎ ﭼﻬﺎﺭﭘﺎﻱ ﺩﻳﮕﺮﻱ ﻛﻪ ﺩﺍﺭﺩ ﺑﺪﻳﮕﺮﻱ ﺍﺟﺎﺭﻩ ﺑﺪﻫﺪ ﻭ ﺍﮔﺮ ﮔﻔﺘﮕﻮﻳﻲ ﭘﻴﺶ ﺁﻣﺪ‬ ‫ﺩﻫﺪ ﻭ ﻣﺜ ﹰ‬
‫ﻭﻛﻴﻞ ﮔﺮﻓﺘﻪ ﺩﺍﺩﺧﻮﺍﻫﻲ ﻧﻤﺎﻳﺪـ ﭼﻨﻴﻦ ﺩﺍﺳﺘﺎﻥ ﺳﺎﺩﻩ ﺍﻱ ﺭﺍ ﺑـﺂﻥ ‪‬ﺭﻭﻳـﻪ ﺍﻧﺪﺍﺧﺘـﻪ ﻭ ﺑﺪﺍﻧـﺴﺎﻥ ﭘـﺮﻭ ﺑـﺎﻝ ﺩﺍﺩﻩ ﻭ‬
‫ﺑﻬﻢ ﻣﻴﻬﻨﺎﻥ ﺧﻮﺩ ﻧﻜﻮﻫﺶ ﻣﻲ ﻧﻤﻮﺩﻧﺪ ﻛـﻪ ﺩﺭ ﺍﺭﻭﭘـﺎ ﺑـﺮﺍﻱ ﭼﻬـﺎﺭ ﭘﺎﻳـﺎﻥ » ﺣﻘـﻮﻕ ﻣـﺪﻧﻲ « ﺩﺍﺩﻩ ﺍﻧـﺪ ﻭ ﻣـﺎ‬
‫ﭘﺲ ﻣﺎﻧﺪﻩ ﺍﻳﻢ ﻭ ﭼﻨﺎﻥ ﻛﺎﺭﻱ ﻧﻜﺮﺩﻩ ﺍﻳﻢ‪.‬‬
‫ﺍﮔﺮ ﻛﺴﺎﻧﻲ ﺁﻧﺮﻭﺯﻫﺎ ﺭﺍ ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﺑﺮﻭﺯﻧﺎﻣﻪ ﻫﺎ ﺩﺳﺘﺮﺱ ﻧﻤـﻲ ﺩﺍﺭﻧـﺪ ﭘـﺎﺭﻩ ﺍﻱ ﻛﺘﺎﺑﻬـﺎ ﻫﻨـﻮﺯ ﺩﺭ‬
‫ﺩﺳﺖ ﺍﺳﺖ ﻭ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺁﻧﻬﺎ ﺭﺍ ﭘﻴﺪﺍ ﻛﻨﻨﺪ ﻭ ﺑﺨﻮﺍﻧﻨﺪ ﻭ ﻣﺎ ﺍﻳﻨﻚ ﻛﺘﺎﺏ » ﻧﻪ ﺳﺎﻝ ﺩﺭ ﺁﻣﺮﻳﻜـﺎ « ﺭﺍ ﻛـﻪ ﺁﻗـﺎﻱ‬
‫ﻋﺒﺪﺍﷲ ﺩﺷﺘﻲ ﻧﻮﺷﺘﻪ ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺭﻭﺯﻫﺎ ﭼﺎﭖ ﺷﺪﻩ ﻧﺎﻡ ﻣﻲ ﺑﺮﻳﻢ ﻭ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺍﺯ ﺧﻮﺍﻧﺪﻥ ﺁﻥ ﻧﻤﻮﻧـﻪ ﻫـﺎﻳﻲ ﺭﺍ‬
‫ﻦ ﺁﻥ ﺯﻣﺎﻥ ﺩﺭ ﺩﺳﺖ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪.‬‬ ‫ﺍﺯ ﺷﻴﻮﺓ ﺳﺨﻦ ﮔﻔﺘﻦ ﻭ ﭼﻴﺰ ﻧﻮﺷﺘ ِ‬
‫ﺑﺎ ﺍﻳﻦ ﺷﻮﺭ ﻭ ﺩﻳﻮﺍﻧﮕﻲ ﺑﻮﺩ ﻛﻪ ﻣﺎ ﺩﭼﺎﺭ ﺁﻣﺪﻩ ﻭ ﭼﻮﻥ ﻧﮕﺎﻩ ﻣﻲ ﻛﺮﺩﻳﻢ ﺭﺍﻩ ﻫﺮﮔﻮﻧﻪ ﻛﻮﺷﺶ ﻭ ﭘﻴـﺸﺮﻓﺖ ﺭﺍ‬
‫ﺑﺮﻭﻱ ﺧﻮﺩ ﺑﺴﺘﻪ ﻣﻴﺪﻳﺪﻳﻢ‪ .‬ﭼـﻪ ﻣﻴﺪﻳـﺪﻳﻢ ﻣـﺎ ﻫﺮﭼـﻪ ﮔـﻮﻳﻴﻢ ﭼـﻮﻥ ﮔﻮﻳﻨـﺪﻩ ﺍﺵ ﺷﺮﻗﻴـﺴﺖ ﻧﺨﻮﺍﻫﻨـﺪ ﺍﺭﺝ‬
‫ﻧﻬﺎﺩ ‪ ،‬ﮔﺬﺷﺘﻪ ﺍﺯ ﺁﻧﻜﻪ ﺁﻧﺎﻥ ﺭﺍﻫﻲ ﺭﺍ ﻛﻪ ﭘﻴﺶ ﮔﺮﻓﺘﻪ ﻭ ﺑﺎ ﺁﻥ ﺷﻮﺭ ﻭ ﻫﻴﺎﻫﻮ ﺩﻧﺒﺎﻝ ﻣـﻲ ﻛﻨﻨـﺪ ﺭﺍﻩ ﭘﻴـﺸﺮﻓﺖ ﻭ‬
‫ﻓﻴﺮﻭﺯﻱ ﻣﻲ ﺩﺍﻧﻨﺪ ﻭ ﺩﻳﮕﺮ ﻧﻴﺎﺯﻱ ﺑﻪ ﺷﻨﻴﺪﻥ ﺳﺨﻦ ﺩﻳﮕﺮﻱ ﻧﺨﻮﺍﻫﻨﺪ ﺩﻳﺪ ﻭ ﭘﺮﻭﺍ ﻧﺨﻮﺍﻫﻨـﺪ ﻧﻤـﻮﺩ‪ .‬ﺍﺯ ﻫـﺮ ﺑـﺎﺭﻩ‬
‫ﺧﻮﺩ ﺭﺍ ﻧﺎﮔﺰﻳﺮ ﻣﻲ ﺩﻳﺪﻳﻢ ﻛﻪ ﻧﺨﺴﺖ ﺑﺂﻥ ﻫﻴﺎﻫﻮ ﭘﺮﺩﺍﺯﻳﻢ ﻭ ﺁﻥ ﺷﻮﺭ ﻭ ﺩﻳﻮﺍﻧﮕﻲ ﺭﺍ ﺧﺎﻣﻮﺵ ﺳـﺎﺯﻳﻢ‪ .‬ﺍﻳـﻦ ﺑـﻮﺩ‬
‫ﻛﺘﺎﺏ ﺁﻳﻴﻦ ﺭﺍ ﭼﺎﭖ ﻛﺮﺩﻩ ﻭ ﺳﭙﺲ ﮔﻔﺘﺎﺭﻫﺎﻳﻲ ﺩﺭ ﻧﺎﻣﺔ » ﺷﻔﻖ ﺳﺮﺥ « ﻧﻮﺷـﺘﻴﻢ ‪ ،‬ﻭ ﭘـﺲ ﺍﺯ ﻫﻤـﻪ ﭘﻴﻤـﺎﻥ ﺭﺍ‬
‫ﺑﻨﻴﺎﺩ ﻧﻬﺎﺩﻳﻢ ﻛﻪ ﺳﺎﻝ ﻧﺨﺴﺖ ﺁﻥ ﻫﻤﻪ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺍﻧﺒﻮﻫﻲ ﺳﺨﺖ ﺗﻜﺎﻥ ﺧﻮﺭﺩﻧﺪ ﻭ ﺭﻧﺠﻴﺪﮔﻴﻬﺎﻱ ﺑﺴﻴﺎﺭ ﻧﻤﻮﺩﻧﺪ ‪ ،‬ﻭ ﭼﻮﻥ ﻣﻌﻨﻲ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺭﺍ‬
‫ﻧﻴﻚ ﻧﻤﻲ ﻓﻬﻤﻴﺪﻧﺪ ﻣﺎ ﺭﺍ » ﺩﺷﻤﻦ ﺗﻤﺪﻥ « ﻣﻲ ﻧﺎﻣﻴﺪﻧﺪ ﻭ ﺩﺭ ﺍﻳﻨﺠﺎ ﻭ ﺁﻧﺠﺎ ﻧﺸﺴﺘﻪ ﮔﻠﻪ ﻣﻲ ﻧﻤﻮﺩﻧﺪ ﻛﻪ ﻣﺎ ﺑﻪ‬
‫ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ) ﻛﻪ ﻫﻤﺎﻥ ﭘﻴﺮﻭﻱ ﺍﺭﻭﭘﺎ ﺑﺎﺷﺪ( ﻣﻲ ﻛﻮﺷﻴﻢ‪ .‬ﻭ ﺳﭙﺲ ﻛـﺴﺎﻧﻲ ﮔﻔﺘﺎﺭﻫـﺎ ﻧﻮﺷـﺘﻨﺪ ﻭﻟـﻲ‬
‫ﺑﻴﺶ ﺍﺯ ﺍﻳﻦ ﻧﺘﻮﺍﻧﺴﺘﻨﺪ ﻛﻪ ﺍﺧﺘﺮﺍﻋﻬﺎ ﻭ ﺩﺍﻧﺸﻬﺎﻱ ﺍﺭﻭﭘﺎ ﺭﺍ ﺑﺮﺥ ﻣﺎ ﻛﺸﻨﺪ ﻭ ﺍﺯ ﺟﻨﺒﺸﻲ ﻛﻪ ﺍﺯ ﺩﻭﻳﺴﺖ ﺳﺎﻝ ﭘﻴﺶ‬
‫ﺩﺭ ﺍﺭﻭﭘﺎ ﭘﻴﺪﺍ ﺷﺪﻩ ﺳﺘﺎﻳﺸﻬﺎ ﺳﺮﺍﻳﻨﺪ ‪ ،‬ﻭ ﺍﻳﻨﻬﺎ ﭼﻴﺰﻱ ﺑﻮﺩ ﻛﻪ ﻣﺎ ﺧـﻮﺩ ﻣـﻲ ﺩﺍﻧـﺴﺘﻴﻢ ﻭ ﺍﺯ ﻳـﺎﺩ ﻧﺒـﺮﺩﻩ ﺑـﻮﺩﻳﻢ‪.‬‬
‫ﺷﮕﻔﺖ ﺗﺮ ﺁﻧﻜﻪ ﻳﻜﻲ ﺍﺯ ﺍﺳﭙﻬﺎﻥ ﺑﻨﺎﻡ » ﻧﻮﺭ ﺷﺮﻕ« ﺑﺮﺧﺎﺳﺖ ﻭ ﮔﻔﺘﺎﺭﻫـﺎﻳﻲ ﻧﻮﺷـﺖ ﺩﺭﺍﻳـﻦ ﺯﻣﻴﻨـﻪ ﻛـﻪ ﺧـﻮﺩ‬
‫ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺍﻳﻨﻬﺎ ﺭﺍ ﻛﻪ ﺷﻤﺎ ﻣﻴﻨﻮﻳﺴﻴﺪ ﻣﻴﺪﺍﻧﻨﺪ ﻭﻟﻲ ﭼﺎﺭﻩ ﻧﻤﻴﺘﻮﺍﻧﻨﺪ‪ .‬ﺯﻳﺮﺍ » ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﻋﻠﻮﻡ ﻭ ﺻﻨﺎﻳﻊ ﻣﺤـﺎﻝ‬
‫ﺍﺳﺖ«‪.‬‬
‫ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺍﻭ ﺧﻮﺍﻧﺪﻧﻴﺴﺖ ﻭ ﺍﻳﻨﺴﺖ ﺗﻜﻪ ﺍﻱ ﺭﺍ ﺍﺯ ﺁﻥ ﺩﺭ ﺍﻳﻨﺠﺎ ﻣﻲ ﺁﻭﺭﻡ ‪ :‬ﻣﻲ ﻧﻮﻳﺴﺪ ‪ " :‬ﺍﻳﻨﻬﺎ ﻭ ﻫﺰﺍﺭﻫـﺎ‬
‫ﻣﻘﺎﺑﻞ ﺍﺯ ﺁﻻﻡ ﺍﺟﺘﻤﺎﻋﻲ ﻛﻪ ﻣﻲ ﺑﻴﻨﻴﻢ ﻭ ﻣﻲ ﺑﻴﻨﻴـﺪ ﺁﺛـﺎﺭ ﻋﻠـﻢ ﺍﺳـﺖ ﻭ ﻋﻼﺟـﻲ ﻧﻴـﺴﺖ‪ .‬ﻳﻜـﺮﻭﺯ ﭼﻨﮕﻴﺰﻫـﺎ ﻭ‬
‫ﺗﻴﻤﻮﺭﻫﺎ ﺑﻼﻱ ﺟﺎﻣﻌﻪ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﻳﻜﺮﻭﺯ ﺯﻟﺰﻟﻪ ﻭ ﺍﻣﺮﺍﺽ ﺑﺴﺮﺍﻍ ﺑﺸﺮ ﺁﻣﺪﻩ ﻭ ﻣﻠﻴﻮﻧﻬﺎ ﻧﻔﻮﺱ ﺭﺍ ﺩﺳﺘﺨﻮﺵ ﻓﻨـﺎ ﻭ‬
‫ﺯﻭﺍﻝ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﻳﻜﺮﻭﺯ ﻋﻠﻢ ﻭ ﺩﺍﻧﺶ ﺑﻌﻮﺽ ﺁﻧﻜﻪ ﺩﺳﺘﻲ ﺍﺯ ﺍﻧﺴﺎﻥ ﺑﻴﭽﺎﺭﻩ ﮔﺮﻓﺘﻪ ﻭ ﺩﺭ ﺳﺨﺘﻲ ﻫﺎ ﻭ ﺑﻼﻳﺎ ﻣﻌـﻴﻦ‬
‫ﻭ ﻣﺪﺩﻛﺎﺭﺵ ﺑﺎﺷﺪ ـ ﺑﺠﺎﻱ ﺁﻧﻜﻪ ﺍﻭ ﺭﺍ ﺑﺮﺍﻩ ﺭﺍﺳﺖ ﺩﺭ ﺯﻧﺪﮔﻲ ﺑﺮﺳﺎﻧﺪ ﻭ ﺑﻔﻀﺎﻳﻞ ﻭ ﺧـﺼﺎﻝ ﻧﻴﻜـﻮ ﺭﻫﺒـﺮ ﺷـﻮﺩ ـ‬
‫ﺑﻌﻮﺽ ﺍﻳﻨﻬﺎ ﺑﻴﺸﺘﺮ ﻏﺮﻳﺰﺓ ﺣﺮﺹ ﻭ ﻃﻤﻊ ﻭ ﺗﻔﻨﻦ ﺭﺍ ﺩﺭ ﻭﺟﻮﺩﺵ ﺑﻴﺪﺍﺭﻧﻤﻮﺩﻩ ﻭ ﺁﺗﺶ ﺩﺭﻭﻧﻲ ﺭﺍ ﺗﻴﺰﺗـﺮ ﻛـﺮﺩﻩ ﻭ‬
‫ﺑﺠﺎﻥ ﻳﻜﺪﻳﮕﺮ ﻣﻲ ﺍﻧﺪﺍﺯﺩ ـ ﻋﺠﺐ ﺍﺳﺖ ﺍﺯ ﻛﺴﺎﻧﻲ ﻛﻪ ﻋﻘﻞ ﻭ ﻫﻮﺵ ﺧﻮﺩ ﺭﺍ ﻣﺎﻓﻮﻕ ﺳـﺎﻳﺮﻳﻦ ﺩﺍﻧـﺴﺘﻪ ﻭ ﻭﺟـﻮﺩ‬
‫ﺧﻮﺩ ﺭﺍ ﻣﺎﻧﻨﺪ ﺭﻭﺡ ﺍﻟﻘﺪﺱ ﺷﻔﺎﻱ ﺍﻣﺮﺍﺽ ﻣﻲ ﺩﺍﻧﻨﺪ ﻭ ﺍﺯ ﺍﻳـﻦ ﻧﻜﺘـﺔ ﻭﺍﺿـﺤﻪ ﻏﻔﻠـﺖ ﻛـﺮﺩﻩ ﻭ ﺩﺭ ﻣﻘـﺎﻡ ﺍﻧـﺪﺭﺯ‬
‫ﻣﻲ ﮔﻮﻳﻨﺪ ‪ " :‬ﺍﺯ ﻋﻠﻮﻡ ﺍﺭﻭﭘﺎ ﺑﻬﺮﻩ ﻣﻨﺪ ﺷﻮﻳﺪ ﻭﻟﻲ ﺍﺯ ﻋﺎﺩﺍﺕ ﻭ ﻗﻮﺍﻧﻴﻦ ﺁﻧﻬﺎ ﺯﻳﻨﻬﺎﺭ ﭘﺮﻫﻴﺰ ﻧﻤﺎﻳﻴـﺪ! "‪ .‬ﻣﮕـﺮ ﺍﻳﻨﻬـﺎ‬
‫ﻧﻤﻲ ﺩﺍﻧﻨﺪ ﻛﻪ ﻫﻤﻴﻦ ﺁﺩﺍﺏ ﻭ ﺭﺳﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ ﺁﻧﻬﺎ ﻣﺘﻮﻟﺪ ﺍﺯ ﻋﻠﻮﻡ ﺁﻧﻬﺎﺳﺖ‪ .‬ﭘﺲ ﭼﮕﻮﻧﻪ ﻣﻲ ﺷﻮﺩ ﻋﻠﺖ ﺭﺍ ﻓـﺮﺍ‬
‫ﮔﺮﻓﺖ ﻭ ﺍﺯ ﻣﻌﻠﻮﻝ ﻭ ﺁﺛﺎﺭ ﺍﺟﺘﻨﺎﺏ ﻧﻤﻮﺩ! ﺗﺎﺭﻳﺦ ﺍﺟﺘﻤﺎﻋﻲ ﺑﺸﺮﻱ ﺣﺎﻛﻲ ﺍﺯ ﺁﻧﺴﺖ ﻛﻪ ﺭﻓﺎﻫﻴﺖ ﺍﻧﺴﺎﻥ ﻭ ﺳـﻌﺎﺩﺕ‬
‫ﻭ ﺁﺳﺎﻳﺶ ﺍﻭ ﻧﺴﺒﺖ ﺑﺘﺮﻗﻲ ﻭ ﭘﻴﺸﺮﻓﺖ ﻋﻠﻮﻡ ﻭ ﺗﻮﺳﻌﺔ ﺍﻓﻜﺎﺭ ﺗﻨﺎﺳﺐ ﻣﻌﻜﻮﺱ ﺍﺳﺖ‪ .‬ﻳﻌﻨﻲ ﻫﺮﭼـﻪ ﺑـﺮ ﺩﺭﺟـﺎﺕ‬
‫ﺍﻳﻦ ﺍﻓﺰﺍﻳﺪ ﺍﺯ ﺩﺭﺟﺎﺕ ﻭ ﻣﺮﺍﺗﺐ ﺳﻌﺎﺩﺕ ﻭ ﺧﻮﺷﻲ ﻛﺎﺳﺘﻪ ﻣﻲ ﺷﻮﺩ ‪"...‬‬
‫ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺳﺨﻦ ﻣﺮﺍ ﻧﻔﻬﻤﻴﺪﻩ ﻭ ﺍﻳﻦ ﭘﺎﺳﺦ ﺍﺯ ﺭﻭﻱ ﺍﻧﺪﻳﺸﻪ ﻧﺒﻮﺩﻩ‪ .‬ﻣﮕﺮ ﭘﻴﺸﺮﻓﺖ ﺩﺍﻧﺸﻬﺎ ﻭ ﻫﻨﺮﻫﺎ ﻣﺮﺩﻡ‬
‫ﺭﺍ ﻧﺎﮔﺰﻳﺮ ﻣﻲ ﺳﺎﺯﺩ ﻛﻪ ﻫﻤﻴﺸﻪ ﺑﺎﻫﻢ ﺩﺭ ﻧﺒﺮﺩ ﺑﺎﺷﻨﺪ ‪ ،‬ﻭ ﻳﺎ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺩﺍﺷﺘﻦ ﻳﻚ ﺁﻳـﻴﻦ ﺧﺮﺩﻣﻨﺪﺍﻧـﻪ ﺑـﺮﺍﻱ‬
‫ﺯﻧﺪﮔﻲ ﻣﻲ ﻛﻨﺪ؟!‪ .‬ﭼﻨﻴﻦ ﺳﺨﻦ ﺭﺍ ﭼﮕﻮﻧﻪ ﺗﻮﺍﻥ ﮔﻔﺘﻦ؟!‪ ..‬ﺷﻤﺎ ﭼﻨﻴﻦ ﺍﻧﮕﺎﺭﻳـﺪ ﻛـﻪ ﻣـﺮﺩﻱ ﺩﺭ ﺷﻤـﺸﻴﺮﺳﺎﺯﻱ‬
‫ﺍﺳﺘﺎﺩ ﺍﺳﺖ ﻭ ﺷﻤﺸﻴﺮﻫﺎﻱ ﺑﺮﻧﺪﻩ ﻭ ﺗﻴﺰ ﻣﻲ ﺳﺎﺯﺩ‪ .‬ﺁﻳﺎ ﺍﻳﻦ ﺍﺳﺘﺎﺩﻱ ﺍﻭ ﻭ ﺷﻤﺸﻴﺮﻫﺎﻳﻲ ﻛﻪ ﻣـﻲ ﺳـﺎﺯﺩ ﻣـﺮﺩﻡ ﺭﺍ‬
‫ﻧﺎﮔﺰﻳﺮ ﻣﻲ ﮔﺮﺩﺍﻧﺪ ﻛﻪ ﻫﻤﻴﺸﻪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺩﺭ ﺯﺩ ﻭ ﺧﻮﺭﺩ ﺑﺎﺷﻨﺪ ﻭ ﺳﺮ ﻳﻜﺪﻳﮕﺮ ﺭﺍ ﺷﻜﺎﻓﻨﺪ؟!‪ .‬ﺁﻳﺎ ﺍﻭ ﻧﺘﻮﺍﻧﺪ ﺑﺠﺎﻱ‬
‫ﺷﻤﺸﻴﺮ ﺍﻓﺰﺍﺭﻫﺎﻱ ﺳﻮﺩﻣﻨﺪ ﺩﻳﮕﺮ ﺳﺎﺯﺩ؟!‪ ..‬ﻧﺘﻮﺍﻧﺪ ﺍﺯ ﺍﺳﺘﺎﺩﻱ ﻭ ﻫﻨﺮﺧﻮﺩ ﻧﺘﻴﺠﻪ ﺩﻳﮕﺮﻱ ﮔﻴـﺮﺩ؟!‪ .‬ﻭ ﺁﻧﮕـﺎﻩ ﺁﻳـﺎ‬
‫ﻧﺘﻮﺍﻥ ﺷﻤﺸﻴﺮﻫﺎ ﺭﺍ ﺟﺰ ﺑﺮ ﺳﺮ ﺩﺯﺩﺍﻥ ﻭ ﺭﺍﻫﺰﻧﺎﻥ ﻓﺮﻭﺩ ﻧﻴﺎﻭﺭﺩ؟!‪ .‬ﻫﺮﮔﺰ ﭘﺬﻳﺮﻓﺘﻨﻲ ﻧﻴﺴﺖ ﻛﻪ ﻫﻨﺮ ﺷﻤﺸﻴﺮﺳﺎﺯﻱ‬
‫ﻣﺮﺩﻡ ﺭﺍ ﻧﺎﮔﺰﻳﺮ ﺍﺯ ﺟﻨﮓ ﻭ ﻛﺸﺘﺎﺭ ﮔﺮﺩﺍﻧﺪ‪ .‬ﺁﺭﻱ ﺍﮔﺮ ﮔﺮﻭﻫﻲ ﺑﻨﻴﺎﺩ ﺯﻧﺪﮔﺎﻧﻲ ﺧﻮﺩ ﺭﺍ ﺑﺮﻭﻱ ﺩﺷﻤﻨﻲ ﻭ ﺑﺪﺧﻮﺍﻫﻲ‬
‫ﮔﺰﺍﺭﺩﻩ ﺍﻧﺪ ﻭ ﻫﻤﻴﺸﻪ ﺑﺎﻫﻢ ﺩﺭ ﻛﺸﺎﻛﺶ ﻭ ﺯﺩ ﻭ ﺧﻮﺭﺩ ﻣﻴﺒﺎﺷﻨﺪ ﺷﻤﺸﻴﺮ ﺩﺭ ﺩﺳﺖ ﺁﻧﺎﻥ ﺯﻳﺎﻥ ﺁﻭﺭ ﺧﻮﺍﻫﺪ ﺑـﻮﺩ‪.‬‬
‫ﺯﻳﺮﺍ ﺟﻨﮓ ﻭ ﺧﻮﻧﺮﻳﺰﻱ ﺭﺍ ﺳﺨﺖ ﺗﺮ ﺧﻮﺍﻫﺪ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﻭﻟﻲ ﺳﺮﭼﺸﻤﺔ ﺍﻳﻦ ﺯﻳﺎﻥ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺁﻥ ﺭﻓﺘﺎﺭ ﺑﺪﻳﺴﺖ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﻛﻪ ﺍﻳﻦ ﮔﺮﻭﻩ ﺑﺎﻫﻢ ﺩﺍﺷﺘﻪ ﺍﻧﺪ ﻭ ﺍﺯ ﺭﻭﻱ ﺁﻳﻴﻦ ﻫﻤﺪﺳﺘﻲ ﻭ ﻫﻤﺪﻭﺷﻲ ﺯﻳﺴﺖ ﻧﻜﺮﺩﻩ ﺍﻧـﺪ‪ .‬ﺩﺍﻧـﺴﺘﻪ ﻧﻴـﺴﺖ ﭼـﻪ‬
‫ﭼﻴﺰﻫﺎ ﺭﺍ ﺩﺍﻧﺶ ﻣﻲ ﭘﻨﺪﺍﺭﺩ ﻛﻪ ﺁﻥ ﺭﺍ ﺗﻴﺰ ﻛﻨﻨﺪﺓ ﺁﺗﺶ ﺁﺯ )ﻳﺎ ﺑﮕﻔﺘﺔ ﺧﻮﺩ ﺍﻭ ﻏﺮﻳﺰﺓ ﺣﺮﺹ ﻭ ﻃﻤﻊ( ﻣﻲ ﺷﻤﺎﺭﺩ‪.‬‬
‫ﺍﮔﺮ ﺧﻮﺍﺳﺖ ﺍﻭ ﺩﺍﻧﺸﻬﺎﻱ ﻃﺒﻴﻌﻲ ﺍﺳﺖ ﺍﻳﻨﻬﺎ ﭼﻜﺎﺭ ﺑﺎ ﺁﺯ ﺩﺍﺭﺩ؟! ﺁﺯ ﻭ ﻛﻴﻨﻪ ﻭ ﺭﺷـﻚ ﻭ ﺗﻨـﮓ ﺩﻳـﺪﮔﻲ ﻭ ﺩﻳﮕـﺮ‬
‫ﺧﻮﻳﻬﺎﻱ ﻧﺎﺳﺘﻮﺩﻩ ﺩﺭ ﻧﻬﺎﺩ ﺁﺩﻣﻲ ﻧﻬﺎﺩﻩ ﻭ ﺁﻧﭽـﻪ ﻛـﻪ ﺩﺭ ﺍﺭﻭﭘـﺎ ﺑﻔﺰﻭﻧـﻲ ﺍﻳﻨﻬـﺎ ﻛﻤـﻚ ﻣـﻲ ﻛﻨـﺪ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ‬
‫ﻣﺎﺩﻳﮕﺮﻱ ﻭ ﺩﻳﮕﺮ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﺳﺖ ﻭ ﻣﺎ ﺁﻳﻴﻦ ﺯﻧﺪﮔﺎﻧﻲ ﻛﻪ ﻣﻲ ﮔﻮﻳﻴﻢ ﺑﺮﺍﻱ ﺁﻧﺴﺖ ﻛﻪ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺍﻳﻨﻬﺎ ﻛﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﻧﻮﻳﺴﻨﺪﻩ ﭘﻴـﺸﻨﻬﺎﺩ ﻣـﻲ ﻛـﺮﺩ ﻛـﻪ ﻣـﻦ ﺳـﻔﺮﻱ ﺑﺎﺭﻭﭘـﺎ ﻛـﻨﻢ ﻭ ﺑـﺎ ﺁﻥ » ﻋﻈﻤـﺖ« ﺭﻭﺑـﺮﻭ ﺷـﻮﻡ ﻭ‬
‫» ﺭﻭﺣﻴﺎﺗﻢ« ﺳﺮﺍﺳﺮ ﻋﻮﺽ ﮔﺮﺩﺩ‪ .‬ﻛﺴﻲ ﻧﻤﻲ ﮔﻔﺖ ‪ :‬ﺷﻤﺎ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺭﻭﭘﺎ ﻧﺮﻓﺘﻪ ﻭ ﺑﺎ ﺁﻥ ﻋﻈﻤﺖ ﺭﻭﺑـﺮﻭ ﻧـﺸﺪﻩ‬
‫ﭼﮕﻮﻧﻪ ﺭﻭﺣﻴﺎﺗﺘﺎﻥ ﻋﻮﺽ ﮔﺮﺩﻳﺪﻩ ‪ ،‬ﻭ ﺁﻧﮕﺎﻩ ﮔﺮﻓﺘﻢ ﻛﻪ ﻣـﻦ ﺑﺎﺭﻭﭘـﺎ ﺭﻓﺘﻤـﻲ ﺁﻳـﺎ ﺩﺭﺁﻧﺠـﺎ ﭼـﻪ ﺗﻮﺍﻧـﺴﺘﻤﻲ ﻳـﺎﺩ‬
‫ﮔﺮﻓﺖ؟!‪ ..‬ﻣﮕﺮ ﻣﻦ ﺍﺯ ﺁﺑﺎﺩﻱ ﻭ ﺷﻜﻮﻩ ﺷﻬﺮﻫﺎﻱ ﺍﺭﻭﭘﺎ ﻭ ﺍﺯ ﻗـﺸﻨﮕﻲ ﻭ ﺁﺭﺍﺳـﺘﮕﻲ ﺁﻧﻬـﺎ ﻭ ﺍﺯ ﺑـﻮﺩﻥ ﺩﺍﻧـﺸﮕﺎﻫﻬﺎﻱ‬
‫ﻓﺮﺍﻭﺍﻥ ﻭ ﻛﺎﺭﺧﺎﻧﻪ ﻫﺎﻱ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮒ ﻛﻪ ﺑﺎ ﺩﻳﺪﻩ ﺗﻮﺍﻥ ﺩﻳﺪ ﻧﺎ ﺁﮔﺎﻩ ﺑﻮﺩﻡ؟!‪ .‬ﺍﻳﻨﺴﺨﻦ ﺭﺍ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺰ ﻣﻴﮕﻔﺘﻨـﺪ ﻭ‬
‫ﺩﺭﺁﻧﺠﺎ ﻭ ﺍﻳﻨﺠﺎ ﻧﺸﺴﺘﻪ ﻭ ﮔﻔﺘﮕﻮ ﺍﺯ ﻧﻮﺷﺘﻪ ﻫـﺎﻱ ﻣـﻦ ﺑﻤﻴـﺎﻥ ﺁﻭﺭﺩﻩ ﻭ ﺳـﺮﻱ ﺗﻜـﺎﻥ ﺩﺍﺩﻩ ﭼﻨـﻴﻦ ﻣﻴﮕﻔﺘﻨـﺪ ‪:‬‬
‫" ﻋﻴﺐ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺍﺭﻭﭘﺎ ﺭﺍ ﻧﺪﻳﺪﻩ" !‬
‫ﺩﺭﺟﺎﻳﻴﻜﻪ ﺍﺯ ﺧﻮﺩ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﮔﻔﺘﺔ ﻣﺮﺍ ﺑﺮﺍﺳﺖ ﻣﻴﺪﺍﺷـﺘﻨﺪ ﻭ ﻧﻮﺷـﺘﻪ ﻫـﺎﻱ ﻣـﺮﺍ ﺑﺰﺑﺎﻧﻬـﺎﻱ ﺧـﻮﺩ ﺗﺮﺟﻤـﻪ‬
‫ﻣﻴﻜﺮﺩﻧﺪ ﺍﻳﻨﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﭼﻨﻴﻦ ﭘﺎﺳﺦ ﻣﻴﺪﺍﺩﻧﺪ ﻭ ﭼﻨﻴﻦ ﺭﻧﺠﻴﺪﮔﻲ ﻣﻲ ﻧﻤﻮﺩﻧﺪ‪.‬‬
‫ﻭﻟﻲ ﺍﻳﻦ ﺭﻧﺠﻴﺪﮔﻴﻬﺎ ﻭ ﭘﺎﺳﺨﮕﻮﻳﻴﻬﺎ ﺩﻳﺮ ﻧﭙﺎﻳﻴﺪ ﻭ ﻫﻨﻮﺯ ﺳﺎﻝ ﻧﺨﺴﺖ ﭘﻴﻤﺎﻥ ﺑﭙﺎﻳﺎﻥ ﻧﺮﺳـﻴﺪﻩ ﺑـﻮﺩ ﻛـﻪ ﺁﻥ‬
‫ﺷﻮﺭ ﻭ ﻫﻴﺎﻫﻮ ﻓﺮﻭ ﺧﻮﺍﺑﻴﺪ ﻭ ﻳﻚ ﺳﻨﮓ ﺑﺰﺭﮔﻲ ﺍﺯ ﺳﺮ ﺭﺍﻩ ﻣﺎ ﺑﺮﺧﺎﺳﺖ‪ .‬ﻛﻨﻮﻥ ﻣﺎ ﻣـﻲ ﺗﻮﺍﻧـﺴﺘﻴﻢ ﻛـﺎﺭ ﺧـﻮﺩ ﺭﺍ‬
‫ﺩﻧﺒﺎﻝ ﻛﻨﻴﻢ ‪.‬‬
‫ﻛﺎﺭ ﻣﺎ ﭼﻪ ﺑﻮﺩ!؟‪ .‬ﮔﻔﺘﻴﻢ ‪ :‬ﻣﺎ ﻧﻴﻜﻲ ﺟﻬﺎﻥ ﺭﺍ ﻣﻴﺨﻮﺍﻫﻴﻢ‪ .‬ﺁﻥ » ﺁﻳﻴﻦ ﺧﺮﺩﻣﻨﺪﺍﻧﻪ« ﻛﻪ ﻣﻴﮕـﻮﻳﻴﻢ ﻭ ﺑـﻮﺩﻥ‬
‫ﺁﻧﺮﺍ ﺑﺮﺍﻱ ﺟﻬﺎﻥ ﺩﺭﺑﺎﻳﺴﺖ ﻣﻴﺸﻤﺎﺭﻳﻢ ‪ ،‬ﻣﻴﺨﻮﺍﻫﻴﻢ ﺁﻧﺮﺍ ﭘﺪﻳﺪ ﺁﻭﺭﻳﻢ ﻭ ﺭﻭﺍﻥ ﮔﺮﺩﺍﻧﻴﻢ‪ .‬ﺍﻳﻨﺴﺖ ﺧﻮﺍﺳﺖ ﻣﺎ‪ .‬ﻭﻟـﻲ‬
‫ﻣﻴﺒﺎﻳﺴﺖ ﺩﺭﮔﺎﻡ ﻧﺨﺴﺖ ﺑﺸﺮﻕ ﭘﺮﺩﺍﺯﻳﻢ ﻭ ﺑﮕﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺁﻥ ﭼﺎﺭﻩ ﻛﻨﻴﻢ‪ .‬ﺷـﺮﻕ ﺍﺯ ﻫﺰﺍﺭﺳـﺎﻝ ﭘـﻴﺶ ﮔﺮﻓﺘـﺎﺭ ﻭ‬
‫ﭘﺮﻳﺸﺎﻥ ﺑﻮﺩﻩ ﻭ ﺳﭙﺲ ﺍﺯ ﺩﻭﻳﺴﺖ ﺳﺎﻝ ﭘﻴﺶ ﭼﻨﮕﺎﻝ ﺳﻴﺎﺳﺖ ﺍﺭﻭﭘﺎ ﺑﺘﻦ ﺁﻥ ﻓﺮﻭﺭﻓﺘﻪ ‪ .‬ﺩﻭﻟﺖ ﻫﺎﻱ ﺍﺭﻭﭘﺎ ‪ ،‬ﺁﺳﻴﺎ‬
‫ﺭﺍ ﺑﭙﺎﻱ ﺁﻓﺮﻳﻘﺎ ﻭ ﺍﻗﻴﺎﻧﻮﺳﻴﺎ ﺑﺮﺩﻩ ﻭ ﺍﺯ ﻫﺮ ﮔﻮﺷﻪ ﺩﺳﺖ ﺑﺴﻮﻱ ﺁﻥ ﻳﺎﺯﻳﺪﻩ ﺍﻧﺪ ﻭ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺷﺮﻗﻴﺎﻥ ﺗﻜﺎﻥ ﻧﺘﻮﺍﻧﻨﺪ‬
‫ﻫﻤﻴﺸﻪ ﻛﻮﺷﻴﺪﻩ ﺍﻧﺪ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﭘﺮﻳﺸﺎﻧﻴﻬﺎﻱ ﺁﻧﺎﻧﺮﺍ ﻓﺰﻭﻧﺘﺮ ﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻨﺠﺎﺳﺖ ﻛـﻪ ﺩﺍﺳـﺘﺎﻥ ﺁﺳـﻴﺎ ﻭ ﺍﺭﻭﭘـﺎ‬
‫ﭘﻴﺪﺍ ﻣﻴﺸﻮﺩ ‪ ،‬ﻭ ﺍﺯ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﻣﺎ ﻧﺎﮔﺰﻳﺮ ﻣﻴﮕﺮﺩﻳﻢ ﺷﺮﻕ ﺭﺍ ﺟﺪﺍ ﺍﺯ ﻏﺮﺏ ﮔﺮﻓﺘﻪ ﻭ ﭘﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺮﻫﺎﻳﻲ ﺍﻳـﻦ‬
‫ﺑﻜﻮﺷﻴﻢ‪.‬‬
‫ﺍﻳﻨﻬﺎ ﺑﻮﺩ ﻛﺎﺭﻫﺎﻱ ﻣﺎ‪ .‬ﺍﻳﻨﻬﺎ ﺑﻮﺩ ﻛﻪ ﻣﻴﺒﺎﻳﺴﺖ ﺩﻧﺒﺎﻝ ﻛﻨﻴﻢ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﻛﺎﺭﻫﺎ ﺑﻴﺮﻭﻥ ﺍﺯ ﺗﻮﺍﻧﺎﻳﻲ ﻳـﻚ ﺁﺩﻣـﻲ‪،‬‬
‫ﺑﻠﻜﻪ ﺑﻴﺮﻭﻥ ﺍﺯ ﺍﻧﺪﻳﺸﺔ ﺍﻭﺳﺖ‪ .‬ﻣﻦ ﺍﻳﻨﺮﺍ ﻣﻲ ﺩﺍﻧﺴﺘﻢ ﻭ ﻛﺴﻲ ﻧﺒﻮﺩﻡ ﻛﻪ ﺑﺨﻮﺩ ﻣﻐـﺮﻭﺭ ﺑﺎﺷـﻢ ﻭ ﻧـﺎﺗﻮﺍﻧﻲ ﺧـﻮﺩ ﺭﺍ‬
‫ﺩﺭﻧﻴﺎﺑﻢ‪ .‬ﻭﻟﻲ ﺩﺳﺘﻲ ﻣﺮﺍ ﺑﺴﻮﻱ ﺍﻳﻨﻜﺎﺭ ﻣﻲ ﺭﺍﻧﺪ ﻛﻪ ﺍﺯ ﻳﻜﺴﻮ ﺳﺮﭘﻴﭽﻲ ﻧﻤﻴﺘﻮﺍﻧﺴﺘﻢ ﻭ ﻧﺎﭼﺎﺭ ﺍﺯ ﻛﻮﺷﺶ ﺑـﻮﺩﻡ ﻭ‬
‫ﺍﺯ ﻳﻜﺴﻮ ﺍﻣﻴﺪ ﻭ ﺩﻟﮕﺮﻣﻲ ﺑﻴﺎﺭﻱ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺍﻭ ﻣﻴﺪﺍﺷﺘﻢ‪ .‬ﺍﺯ ﺍﻳﻦ ﮔﺬﺷﺘﻪ ‪ ،‬ﻣﻦ ﻧﻤﻴﺨﻮﺍﺳﺘﻢ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﻛﺎﺭ ﻛﻨﻢ‬
‫ﻭ ﺍﻳﻦ ﺭﺍﻩ ﻛﻪ ﭘﻴﺶ ﮔﺮﻓﺘﻪ ﺑﻮﺩﻡ ﺍﺯ ﺭﻭﺯ ﻧﺨﺴﺖ ﺑﻬﻤﮕﺎﻣﻲ ﻣﺮﺩﺍﻥ ﭘﺎﻛﺪﻝ ﻭ ﻏﻴﺮﺗﻤﻨﺪ ﺍﻣﻴﺪ ﻣﻴﺪﺍﺷﺘﻢ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺩﺭ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺖ ﺭﺍﺳﺘﻴﻬﺎ ﺑﺮﺍﻳﻢ ﺭﻭﺷـﻦ ﮔﺮﺩﻳـﺪﻩ ﻧﻴـﻚ‬ ‫ﻲ« ﺁﺩﻣﻴﺎﻥ ﻭ ﺭﺍﺯ ﭘﻴﺸﺮﻓ ِ‬‫ﺟﺎﻱ ﺩﻳﮕﺮ ‪ ١‬ﮔﻔﺘﻪ ﺍﻡ ﻧﻴﺮﻭﻱ » ﺭﺍﺳﺘﻲ ﭘﮋﻭﻫ ِ‬
‫ﻣﻴﺪﺍﻧﺴﺘﻢ ﻛﻪ ﭘﺲ ﺍﺯ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺧﺪﺍ ‪ ،‬ﺍﻳﻦ ﻧﻴﺮﻭ ﻛﻤﻚ ﺑﺰﺭﮔﻲ ﺑﻤﻦ ﺧﻮﺍﻫﺪ ﻛﺮﺩ ‪ ،‬ﻭ ﻓﻴﺮﻭﺯﻱ ﺍﻱ ﻛـﻪ ﺩﺭ ﻧﺒـﺮﺩ‬
‫ﺑﺎ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﺭﺥ ﺩﺍﺩﻩ ﻭ ﻳﺎﻭﺭﻱ ﺍﻱ ﻛﻪ ﺍﺯ ﭘﺎﻛﺪﻻﻥ ﻭ ﻏﻴﺮﺗﻤﻨﺪﺍﻥ ﺩﺭ ﺁﻥ ﻛﺸﺎﻛﺶ ﺑﭙﻴﻤﺎﻥ ﺷﺪﻩ ﺑﻮﺩ ﺍﺯ ﻫﺮﺑـﺎﺭﻩ‬
‫ﺑﺮ ﺍﻣﻴﺪ ﻭ ﺩﻟﮕﺮﻣﻴﻢ ﻣﻲ ﺍﻓﺰﻭﺩ‪ .‬ﻫﻤﺔ ﭘﻴﺸﺮﻓﺘﻬﺎ ﻫﻤﻴﺸﻪ ﺍﺯ ﺍﻳﻦ ﺭﺍﻩ ﺑﻮﺩﻩ‪.‬‬
‫ﻛﻨﻮﻥ ﻣﻲ ﺑﺎﻳﺴﺖ ﻧﺎﻳﺴﺘﺎﺩﻩ ﺑﻜﺎﺭﭘﺮﺩﺍﺯﻳﻢ‪ .‬ﻭﻟﻲ ﭼﻜﺎﺭﻛﻨﻴﻢ ﻭ ﺍﺯ ﻛﺠﺎ ﺁﻏﺎﺯ ﻛﻨﻴﻢ؟!‪ .‬ﻣﻦ ﺩﺍﻧﺴﺘﻢ ﻛﻪ ﺑـﺪﺗﺮﻳﻦ‬
‫ﭘﺎﺑﻨ ِﺪ ﺷﺮﻕ ﻭ ﺳﺮﭼﺸﻤﺔ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻴﻬﺎﻱ ﺍﻭ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﺑﻴﻬﻮﺩﻩ ﺍﻳﺴﺖ ﻛـﻪ‬
‫ﺩﺭ ﺩﻟﻬﺎ ﺟﺎ ﮔﺮﻓﺘﻪ‪ .‬ﺍﺯ ﺑﺪﺧﻮﻳﻴﻬﺎ ﻭ ﺑﻴﻤﺎﺭﻳﻬﺎﻱ ﺑﺴﻴﺎﺭ ﻓـﺮﺍﻭﺍﻥ ﻭ ﺑـﺴﻴﺎﺭ ﺑﻴﻤﮕـﻴﻦ ﻧﺎﺁﮔـﺎﻩ ﻧﺒـﻮﺩﻡ ﻭﻟـﻲ ﺩﺍﻧـﺴﺘﻢ‬
‫ﺳﺮﭼﺸﻤﺔ ﻫﻤﺔ ﺁﻧﻬﺎ ﺍﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﺳﺖ ﻭ ﻣﻴﺒﺎﻳﺪ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺎﻳﻨﻬﺎ ﭘﺮﺩﺍﺧﺖ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﻛﻪ ﺷﺶ ﺳﺎﻝ ﺍﺯ ﺁﻥ ﻫﻨﮕﺎﻡ ﻣﻴﮕﺬﺭﺩ ﻭ ﻣﺎ ﺩﺭ ﺍﻳـﻦ ﭼﻨـﺪ ﺳـﺎﻝ ﻫﻤﻴـﺸﻪ ﺩﺭ ﺟـﺴﺘﺠﻮ ﻭ ﺁﺯﻣـﺎﻳﺶ‬
‫ﻫﺴﺘﻴﻢ ‪ ،‬ﻳﻚ ﺟﺴﺘﺎﺭﻱ ﺑﺮﺍﻱ ﻣﺎ ﺑﺴﻴﺎﺭ ﺭﻭﺷﻦ ﮔﺮﺩﻳﺪﻩ ﻭ ﺁﻥ ﺍﻳﻨﻜﻪ ﻣﺎﻳﺔ ﭘﻴﺸﺮﻓﺖ ﻭ ﭘـﺴﺮﻓﺖ ﻳـﻚ ﺗـﻮﺩﻩ ﺳـﻪ‬
‫ﭼﻴﺰ ﺍﺳﺖ ‪١ :‬ـ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎ‪٢ .‬ـ ﺧﻮﻳﻬﺎﻱ ﻧﻴﻚ ﻭ ﺑﺪ‪٣ .‬ـ ﺁﻳﻴﻦ ﺯﻧﺪﮔﻲ ﻭ ﺭﺍﻩ ﺁﻥ‪.‬‬
‫ﺍﺯ ﺍﻳﻨﻬﺎ ﻧﻴﺰ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎ ﺍﺛﺮ ﺩﺍﺭﺩ ‪ ،‬ﻭ ﺁﻧﺪﻭ ﭼﻴﺰ ﺩﻳﮕﺮ ﻧﻴﺰ ﺍﺯ ﺍﻳﻨﻬﺎ ﺑﺮﺧﻴﺰﺩ‪ .‬ﻳﻚ ﺟﻤﻠﻪ‬
‫ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ‪ :‬ﺁﻧﭽﻪ ﻳﻚ ﺗﻮﺩﻩ ﺭﺍ ﭘﻴﺶ ﻳﺎ ﭘﺲ ﺑﺮﺩ ﺍﻧﺪﻳﺸﻪ ﻭ ﺑﺎﻭﺭﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺍﺳﺖ‪ .‬ﺭﺍﺳﺖ ﺍﺳﺖ ﻛﻪ ﺍﻧﺒﻮﻫﻲ‬
‫ﻭ ﻓﺰﻭﻧﻲ ﺗﻮﺩﻩ ﻭ ﺩﺭ ﺩﺳﺖ ﺩﺍﺷﺘﻦ ﺍﻓﺰﺍﺭﻫﺎﻱ ﻛﺎﺭﻳﺘﺮ ﻭ ﺑﻬﺘﺮ ﺑﻲ ﺍﺛﺮ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﻟﻴﻜﻦ ﺍﻳﻨﻬﺎ ﭘﺲ ﺍﺯ ﺁﻥ ﺳﻪ ﭼﻴـﺰ‬
‫ﺍﺳﺖ ﻭ ﺑﻲ ﺁﻧﻬﺎ ﻫﻴﭻ ﺍﺛﺮ ﻧﺘﻮﺍﻧﺪ ﺩﺍﺷﺖ‪ .‬ﻣﺎ ﺩﺭ ﺗﺎﺭﻳﺦ ‪ ،‬ﻳﻚ ﺗﻮﺩﺓ ﺳﻴﺼﺪ ﻭ ﭘﻨﺠﺎﻩ ﻣﻠﻴﻮﻥ ﺭﺍ ﺗﻮﺍﻧﻴﻢ ﻳﺎﻓﺖ ﻛﻪ ﺑﺰﻳ ِﺮ‬
‫ﺩﺳﺖ ﻳﻚ ﺗﻮﺩﻩ ﺳﻲ ﻭ ﭼﻨﺪ ﻣﻠﻴﻮﻥ ﺍﻓﺘﺎﺩﻩ‪ .‬ﭼﻨﻴﻦ ﻛﺎﺭﻱ ﭼﺮﺍ ﺭﻭ ﺩﺍﺩﻩ ﻭ ﭼﮕﻮﻧﻪ ﺭﻭ ﺩﺍﺩﻩ؟!‪ .‬ﺍﮔﺮ ﻧﻴﻚ ﺍﻧﺪﻳـﺸﻴﻢ‬
‫ﺍﻧﮕﻴﺰﻩ ﻭ ﺳﺮﭼﺸﻤﺔ ﺁﻥ ﺭﺍ ﺟﺰ ﺑﺮﺗﺮﻱ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎ ﻧﺘﻮﺍﻧﻴﻢ ﻳﺎﻓﺖ‪ .‬ﺁﻥ ﺗﻮﺩﺓ ﺯﺑﺮﺩﺳﺖ ﺟﺰ ﺩﺭﭘﻲ ﭘﻴـﺸﺮﻓﺖ‬
‫ﺧﻮﺩ ﻧﻴﺴﺘﻨﺪ ﻭ ﺑﺎﻭﺭﻫﺎﻱ ﺑﻴﻬﻮﺩﻩ ﺭﺍ ﻛﻢ ﻣﻲ ﺩﺍﺭﻧﺪ ﻭ ﻣﻌﻨﻲ ﻫﻤﺪﺳﺘﻲ ﻭ ﺳﻮﺩ ﺁﻧﺮﺍ ﻣﻲ ﺷﻨﺎﺳﻨﺪ ﻭﻟـﻲ ﺍﻳـﻦ ﺗـﻮﺩﺓ‬
‫ﺯﻳﺮﺩﺳﺖ ﺑﭙﻴﺸﺮﻓﺖ ﺯﻧﺪﮔﻲ ﺧﻮﺩ ﺟﺰ ﭘﺮﻭﺍﻱ ﻛﻤﻲ ﻧﻤﻲ ﻧﻤﺎﻳﻨﺪ ﻭ ﺑﺎ ﺑﺎﻭﺭﻫﺎﻱ ﺑﻴﻬﻮﺩﻩ ﺍﺯ ﭘﺮﺳﺘﺶ ﮔﺎﻭ ﻭ ﻣﺎﺭ ﻭ ﺍﺯ‬
‫ﺟﻮﻛﻲ ﺑﺎﺯﻱ ﻭ ﻧﻤﺎﻳﺸﻬﺎﻱ ﻣﺤﺮﻡ ﻭ ﻛﻴﻨﻪ ﻫﺎﻱ ﻛﻬﻦ ﺑﻮﻣﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﺳﺮﮔﺮﻣﻨﺪ ‪ ،‬ﻭ ﻣﻌﻨﻲ ﻫﻤﺪﺳﺘﻲ ﻭ ﺳﻮﺩ‬
‫ﺁﻥ ﺍﮔﺮ ﻫﻢ ﺑﮕﻮﺷﻬﺎﺷﺎﻥ ﺭﺳﻴﺪﻩ ﺑﺪﻟﻬﺎﺷﺎﻥ ﺍﺛﺮ ﻧﻜﺮﺩﻩ‪ .‬ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺴﺖ ﻧﺘﻴﺠﻪ ﻫﻤﻴﻦ ﺑﺎﺷﺪ ﻛﻪ ﺑﻮﺩﻩ‪.‬‬
‫ﺍﻳﻦ ﺳﺨﻦ ﺍﺯ ﺭﻭﻱ ﺩﻭ ﻗﺎﻋﺪﺓ ﺑﺴﻴﺎﺭ ﺍﺳﺘﻮﺍﺭﻳﺴﺖ ‪ :‬ﻳﻜﻲ ﺍﻳﻨﻜﻪ ﺳﺮﭼﺸﻤﺔ ﻫﻤﺔ ﻛﺎﺭﻫﺎﻱ ﺁﺩﻣﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ‬
‫ﺍﻭﺳﺖ‪ .‬ﺩﻳﮕﺮﻱ ﺍﻳﻨﻜﻪ ﭼﻨﺪ ﺍﻧﺪﻳﺸﻪ ﺩﺭ ﻳﻜﺪﻝ ‪ ،‬ﻫﺮﻛﺪﺍﻡ ﺍﺯ ﺍﺛـﺮ ﺩﻳﮕـﺮﻱ ﻛﺎﻫـﺪ‪ .‬ﺍﻳﻨﻬـﺎ ﺭﺍ ﺑﺎﻳـﺪ ﺑﻴﭽـﻮﻥ ﻭ ﭼـﺮﺍ‬
‫ﭘﺬﻳﺮﻓﺖ‪ .‬ﻳﻚ ﻛﺴﻴﻜﻪ ﺳﻮﺍﺭ ﻫﻮﺍﭘﻴﻤﺎ ﺷﺪﻩ ﻭ ﺑﺮ ﺳﺮ ﺧﺎﻙ ﺩﺷﻤﻦ ﺭﻓﺘﻪ ﻭ ﺑﻲ ﺁﻧﻜﻪ ﭘﺮﻭﺍﻱ ﺟـﺎﻥ ﻛﻨـﺪ ﺩﺭﺁﻧﺠـﺎ‬
‫ﺑﺠﻨﮓ ﻣﻴﭙﺮﺩﺍﺯﺩ ﺑﻴﮕﻤﺎﻥ ﺍﻭ ﺭﺍ ﻳﻚ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﺑﺎﻳﻦ ﻛﺎﺭ ﻭﺍ ﻣﻴﺪﺍﺭﺩ ﻭ ﺩﻳﮕﺮﻱ ﻛﻪ ﭼﻨـﻴﻦ ﻛـﺎﺭﻱ ﻧﻤـﻲ ﻳـﺎﺭﺩ ﻭ‬
‫ﻧﻤﻴﻜﻨﺪ ﺑﻴﮕﻤﺎﻥ ﺁﻥ ﺍﻧﺪﻳﺸﻪ ﺭﺍ ﻧﻤﻴﺪﺍﺭﺩ ﻭ ﺍﮔﺮ ﻣﻴﺪﺍﺭﺩ ﺍﺯ ﻧﻴﺮﻭ ﺍﻓﺘﺎﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺟﺴﺘﺎﺭ ﺑﺎﻳﻦ ﺭﻭﺷـﻨﻲ ﻛـﻪ ﺩﺭ ﺍﻳﻨﺠـﺎ ﻣﻴﻨﻮﻳـﺴﻴﻢ ﺁﻧـﺮﻭﺯ ﻧﻤﻴﺪﺍﻧـﺴﺘﻴﻢ ﻭﻟـﻲ ﻧﻴﺮﻭﻳـﻲ ﻛـﻪ ﻣـﺮﺍ ﺑﻜـﺎﺭ‬ ‫ﺍﻳﻦ ‪‬‬
‫ﺑﺎﺯ ﻣﻲ ﺩﺍﺷﺖ ‪ ، ٢‬ﺭﺍﻫﻢ ﻣﻲ ﻧﻤﻮﺩ ﻛﻪ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﺭﺍ ﻣﺎﻳـﺔ ﮔﺮﻓﺘـﺎﺭﻱ ﺷـﺮﻕ ﺷﻨﺎﺳـﻢ ﻭ‬
‫ﭘﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺎ ﺁﻧﻬﺎ ﺑﻨﺒﺮﺩ ﺑﺮﺧﻴﺰﻡ ‪.‬‬

‫‪ ١‬ـ ﺷﻤﺎﺭﺓ ﺩﻭﻡ ﺍﻣﺴﺎﻝ ﮔﻔﺘﺎﺭ » ﺭﺍﺳﺘﻴﻬﺎ ﭼﮕﻮﻧﻪ ﭘﻴﺶ ﺭﻭﺩ؟!‪.«..‬‬

‫‪ ٢‬ـ ﻟﻐﺰﺷﻲ ﺭﺥ ﺩﺍﺩﻩ ‪ ،‬ﻭﺍ ﻣﻲ ﺩﺍﺷﺖ ﺩﺭﺳﺖ ﺍﺳﺖ‪ .‬ﺑﺎﺯ ﺩﺍﺷﺘﻦ = ﻣﺘﻮﻗﻒ ﻛﺮﺩﻥ ـ ﻭ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺑﻲ ﻫﻴﭻ ﮔﺰﺍﻓﻪ ﻭ ﺑﻲ ﻫﻴﭻ ﮔﻔﺘﮕﻮ ﺩﺭﺟﻬﺎﻥ ﺗﻮﺩﻩ ﺍﻱ ﺑﺎﻧﺪﺍﺯﺓ ﺷﺮﻗﻴﺎﻥ )ﺑﻮﻳﮋﻩ ﺍﻳﺮﺍﻧﻴﺎﻥ( ﮔﺮﻓﺘﺎﺭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ‬
‫ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﺑﺎﻭﺭﻫﺎﻱ ﺑﻴﻬﻮﺩﻩ ﻧﺒﻮﺩﻩ ﻭ ﺩﺭ ﺷﺮﻕ ﻧﻴﺰ ﻫﻴﭽﮕﺎﻩ ﺁﻟﻮﺩﮔﻲ ﺗﺎ ﺑﺎﻳﻦ ﺍﻧـﺪﺍﺯﻩ ﻧﺮﺳـﻴﺪﻩ‪ .‬ﺍﺯ ﻫﺰﺍﺭﺳـﺎﻝ ﺑـﺎﺯ ‪،‬‬
‫ﺁﻟﻮﺩﮔﻲ ﺭﻭﻱ ﺁﻟﻮﺩﮔﻲ ﺁﻣﺪﻩ ﻭ ﻧﮋﺍﺩ ﺑﻪ ﻧﮋﺍﺩ ﺩﺭ ﺩﻟﻬﺎ ﺭﻳـﺸﻪ ﺩﻭﺍﻧﻴـﺪﻩ‪ .‬ﺑـﺮﺍﻱ ﺁﻧﻜـﻪ ﺧﻮﺍﻧﻨـﺪﮔﺎﻥ ‪ ،‬ﻫـﻢ ﺍﺯ ﺍﻧـﺪﺍﺯﺓ‬
‫ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﻫﻢ ﺍﺯ ﺗﺎﺭﻳﺨﭽﺔ ﺁﻥ ﺁﮔﺎﻩ ﺷﻮﻧﺪ ﻣﻴﺒﺎﻳﺪ ﺩﺭﺍﻳﻨﺠﺎ ﺗﺎﺭﻳﺦ ﺭﺍ ﺍﺯ ﻫـﺰﺍﺭ ﺳـﺎﻝ ﺑـﺎﺯ ﻓﻬﺮﺳـﺖ ﻭﺍﺭ ﺍﺯ ﺩﻳـﺪﻩ‬
‫ﮔﺬﺭﺍﻧﻴﻢ ‪.‬‬
‫ﺩﺭ ﺩﻩ ﻗﺮﻥ ﮔﺬﺷﺘﻪ ﺩﺭ ﺷﺮﻕ ﺍﺛﺮ ﺩﻳﻦ ﺍﺳﻼﻡ ﺑﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﺑﻮﺩﻩ ﻭ ﻣﺎ ﻧﻴﺰ ﺗـﺎﺭﻳﺦ ﺭﺍ ﺍﺯ ﺁﻥ ﺁﻏـﺎﺯﻣﻴﻜﻨﻴﻢ‪.‬‬
‫ﺍﺳﻼﻡ ﭼﻮﻥ ﺩﺭﻋﺮﺑﺴﺘﺎﻥ ﭘﻴﺪﺍ ﺷﺪ ﻧﻴﻢ ﻗﺮﻥ ﻧﮕﺬﺷﺖ ﻛﻪ ﺩﺭ ﺑﺨﺶ ﺑﺰﺭﮔﻲ ﺍﺯ ﺁﺳﻴﺎ ﺭﻭﺍﺝ ﻳﺎﻓﺖ ﻭ ﺍﺛﺮ ﺧـﻮﺩ ﺭﺍ ﺩﺭ‬
‫ﻫﻤﻪ ﺟﺎ ﺁﺷﻜﺎﺭ ﺳﺎﺧﺖ‪ .‬ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺍﻧﺪﻳﺸﻪ ﻣﺎ ﺭﺍ ﺩﺭﺑﺎﺭﺓ ﺍﻳﻦ ﺩﻳﻦ ﻣﻴﺪﺍﻧﻨﺪ‪ .‬ﻣﺎ ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﺍﻳﻢ ﺯﻧﺪﮔﺎﻧﻲ ﺁﺩﻣـﻲ‬
‫ﻫﻤﻴﺸﻪ ﺩﺭ ﭘﻴﺸﺮﻓﺖ ﺍﺳﺖ‪ .‬ﺁﻥ ﺁﺩﻣﻲ ﻛﻪ ﺭﻭﺯﻱ ﻟﺨـﺖ ﻭ ﺗﻬﻴﺪﺳـﺖ ﺩﺭ ﻣﻐﺎﺭﻫـﺎ ﻣـﻲ ﺯﻳـﺴﺖ ﻭ ﻫـﻴﭻ ﺩﺍﻧـﺸﻲ‬
‫ﻧﺪﺍﺷﺖ ﺍﻣﺮﻭﺯ ﺗﺎ ﺑﻪ ﺁﻥ ﭘﺎﻳﻪ ﺭﺳﻴﺪﻩ ﻛﻪ ﻣﻲ ﺑﻴﻨﻴﻢ ﻭ ﺩﺭ ﺁﻳﻨﺪﻩ ﻧﻴﺰ ﺑﻬﺘﺮ ﺍﺯ ﺍﻳﻦ ﺧﻮﺍﻫﺪ ﺑـﻮﺩ‪ .‬ﺗﻮﮔـﻮﻳﻲ ﻳﻜﺮﺍﻫـﻲ‬
‫ﺑﺮﻭﻱ ﺁﺩﻣﻴﺎﻥ ﺑﺎﺯ ﺷﺪﻩ ﻛﻪ ﺑﺎﻳﺪ ﮔﺎﻡ ﺑﮕﺎﻡ ﺁﻧﺮﺍ ﺑﭙﻴﻤﺎﻳﻨﺪ ﻭ ﭘﻴﺪﺍﻳﺶ ﺑﺮﺍﻧﮕﻴﺨﺘﮕﺎﻥ ﻫﻤﻴﺸﻪ ﻳﻚ ﮔﺎﻡ ﺑﺮﺟﺴﺘﻪ ﺍﻱ‬
‫ﺩﺭ ﺍﻳﻦ ﺭﺍﻩ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻨﺴﺖ ﻣﻲ ﮔﻮﻳﻴﻢ ﭘﻴﺪﺍﻳﺶ ﺍﺳﻼﻡ ﺑﺮﺟﺴﺘﻪ ﺗﺮ ﺍﺯ ﮔﺎﻣﻬﺎﻱ ﭘﻴﺸﻴﻦ ﺑﻮﺩﻩ ﻭ ﭘﻴـﺸﺮﻓﺖ ﺁﺩﻣﻴـﺎﻥ‬
‫ﺭﺍ ﺑﺴﻴﺎﺭ ﺗﻨﺪﺗﺮ ﮔﺮﺩﺍﻧﻴﺪﻩ‪.‬‬
‫ﺍﻳﻦ ﮔﻮﺍﻫﻴﺴﺖ ﻛﻪ ﻣﺎ ﺩﺭﺑﺎﺭﺓ ﺍﺳﻼﻡ ﻣﻲ ﺩﻫﻴﻢ‪ .‬ﻟﻴﻜﻦ ﻛﺪﺍﻡ ﺍﺳﻼﻡ؟‪ ..‬ﺁﻥ ﺍﺳﻼﻡ ﻛﻪ ﺑﻮﺩﻩ ﻭ ﺍﻛﻨـﻮﻥ ﻧﻴـﺴﺖ‪.‬‬
‫ﺯﻳﺮﺍ ﺍﺳﻼﻡ ﺑﻴﺶ ﺍﺯ ﺩﻭﻳﺴﺖ ﺳﺎﻝ ﺑﭙﺎﻛﻲ ﺧـﻮﺩ ﻧﻤﺎﻧـﺪ ﻭ ﻫﻨـﻮﺯ ﺩﻭ ﻗـﺮﻥ ﺑﻴـﺸﺘﺮ ﺍﺯ ﺁﻏـﺎﺯ ﺁﻥ ﻧﻤﻴﮕﺬﺷـﺖ ﻛـﻪ‬
‫ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﭘﻴﺎﭘﻲ ﺳﺮﭼﺸﻤﺔ ﺁﻧﺮﺍ ﺗﻴﺮﻩ ﮔﺮﺩﺍﻧﻴﺪ ‪ ،‬ﻭ ﻣﺎ ﺍﺯ ﺍﻳﻦ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺑﺎﺭﻫﺎ ﮔﻔﺘﮕﻮ ﺩﺍﺷﺘﻪ ﺍﻳﻢ ﻭ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﺮﺍﻱ‬
‫ﺁﻧﻜﻪ ﺭﺷﺘﺔ ﺳﺨﻦ ﺑﺮﻳﺪﻩ ﻧﺸﻮﺩ ﻓﻬﺮﺳﺖ ﻭﺍﺭ ﺁﻧﻬﺎ ﺭﺍ ﻣﻴﺸﻤﺎﺭﻳﻢ ‪.‬‬
‫ﻧﺨﺴﺘﻴﻦ ﮔﺮﻓﺘﺎﺭﻱ ﺩﺭﺍﺳﻼﻡ ﺍﺯ ﻛﺸﺎﻛﺶ ﺩﺭﺑﺎﺭﺓ ﺧﻼﻓﺖ ﺑﺮﺧﺎﺳﺖ‪ .‬ﭼﻬﺎﺭ ﺧﻠﻴﻔﻪ ﭘﻲ ﻫﻢ ﺁﻣﺪﻧﺪ ﻭ ﺭﻓﺘﻨﺪ ﻭ‬
‫ﻛﺸﺎﻛﺶ ﺩﺭ ﻣﻴﺎﻧﻪ ﻧﺒﻮﺩ ﻭ ﻫﺮﭼﻪ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺩﺭ ﻛﺘﺎﺑﻬﺎ ﻧﻮﺷﺘﻪ ﺍﻧﺪ ﺑﻴﻬﻮﺩﻩ ﺍﺳﺖ‪ .‬ﻧﺨﺴﺘﻴﻦ ﻛـﺸﺎﻛﺶ ﺍﺯ ﺯﻣـﺎﻥ‬
‫ﻣﻌﺎﻭﻳﻪ ﻭ ﺟﺎﻧﺸﻴﻨﺎﻥ ﺍﻭ ﺑﺮﺧﺎﺳﺖ‪ .‬ﻣﻌﺎﻭﻳﻪ ﭼﻮﻥ ﺧﻼﻓﺖ ﺭﺍ ﺑﺎ ﻧﻴﺮﻧﮓ ﺑﺪﺳﺖ ﺁﻭﺭﺩ ﻭ ﺁﻧﺮﺍ ﺑ ‪‬ﺮﻭﻳﺔ ﭘﺎﺩﺷﺎﻫﻲ ﺍﻧﺪﺍﺧﺖ‬
‫ﺍﺯ ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﺍﻭ ﺑﺴﻴﺎﺭﻱ ﺭﻧﺠﻴﺪﻧﺪ ﻭ ﺩﺳﺘﻪ ﻫﺎﻳﻲ ﺑﻄﻠﺒﻴﺪﻥ ﺧﻼﻓﺖ ﺑﺮﺧﺎﺳﺘﻨﺪ ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺩﺳﺘﺔ ﻋﻠﻮﻳـﺎﻥ ﻭ‬
‫ﺩﻳﮕﺮﻱ ﺩﺳﺘﺔ ﺑﻨﻲ ﻋﺒﺎﺱ ﺑﻮﺩﻧﺪ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺳﻪ ﮔﺮﻭﻩ ﺑﺮ ﺳـﺮ ﺧﻼﻓـﺖ ﻣﻴﻜﻮﺷـﻴﺪﻧﺪ ﻭ ﺳـﺨﻦ ﻣـﺎ ﺩﺭ ﺍﻳﻨﺠـﺎ ﺍﺯ‬
‫ﻋﻠﻮﻳﺎﻥ ﻭ ﻫﻮﺍﺩﺍﺭﺍﻥ ﺍﻳﺸﺎﻥ ﺍﺳﺖ ﻛﻪ ﺷﻴﻌﻪ ﺧﻮﺍﻧﺪﻩ ﺷﺪﻧﺪ‪ .‬ﺷﻴﻌﻴﮕﺮﻱ ﻧﺨﺴﺖ ﻳﻚ ﺟﻨﺒﺶ ﺳﻴﺎﺳﻲ ﺑـﻮﺩ ﻭ ﺍﮔـﺮ‬
‫ﭘﻴﺶ ﺭﻓﺘﻲ ﻧﺘﻴﺠﻪ ﺍﺵ ﺍﻳﻦ ﺷﺪﻱ ﻛﻪ ﺧﻼﻓﺖ ﺑﻌﻠﻮﻳﺎﻥ ﺑﺮﺳـﺪ ﻭ ﺍﻳﻨـﺎﻥ ﺑﻴﮕﻤـﺎﻥ ﺑﻬﺘـﺮ ﺍﺯ ﺍﻣﻮﻳـﺎﻥ ﻭ ﻋﺒﺎﺳـﻴﺎﻥ‬
‫ﻣﻴﺒﻮﺩﻧﺪ ﻭ ﺑﺨﻼﻓﺖ ﺷﺎﻳﺴﺘﮕﻲ ﺑﻴﺸﺘﺮ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺷﻴﻌﻴﮕﺮﻱ ﺩﺭ ﺁﻏـﺎﺯ ﺧـﻮﺩ ﻳـﻚ ﺟﻨـﺒﺶ ﻏﻴﺮﺗﻤﻨﺪﺍﻧـﺔ‬
‫ﺑﺴﻴﺎﺭ ﺑﺠﺎﻳﻲ ﺑﻮﺩﻩ ﻭ ﻣﺎ ﭼﻮﻥ ﺩﺭﺗﺎﺭﻳﺦ ﻣﻴﺨﻮﺍﻧﻴﻢ ﻛﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻧﻴﺰ ﻫﻮﺍﺩﺍﺭﻱ ﺍﺯ ﺍﻳﺸﺎﻥ ﻣﻴﻨﻤﻮﺩﻧﺪ ﺑﺎﻳـﺪ ﺍﻳـﻦ ﺭﺍ ﺍﺯ‬
‫ﺳﺮﻓﺮﺍﺯﻳﻬﺎﻱ ﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻥ ﺷﻤﺎﺭﻳﻢ‪.‬‬
‫ﻭﻟﻲ ﭼﻮﻥ ﺍﻳﻦ ﺟﻨﺒﺶ ﺑﺠﺎﻳﻲ ﻧﺮﺳﻴﺪ ﻭ ﻋﺒﺎﺳﻴﺎﻥ ﭘﻴﺶ ﺍﻓﺘﺎﺩﻩ ﺧﻼﻓﺖ ﺭﺍ ﺍﺯ ﺑﻨﻲ ﺍﻣﻴﻪ ﮔﺮﻓﺘﻨﺪ ﻭ ﻫﻮﺍﺩﺍﺭﺍﻥ‬
‫ﻋﻠﻮﻱ ﺍﺯ ﻛﻮﺷﺸﻬﺎﻱ ﺧﻮﺩ ﺟﺰ ﺷﻜﺴﺖ ﺳﻮﺩﻱ ﻧﺒﺮﺩﻧﺪ ‪ ،‬ﺍﻳﻦ ﺯﻣﺎﻥ ﺑﻮﺩ ﻛﻪ ﺑﺸﻴﻌﻴﮕﺮﻱ ﺭﻧـﮓ ﻛـﻴﺶ )ﻣـﺬﻫﺐ(‬
‫ﺩﺍﺩﻩ ﭼﻨﻴﻦ ﮔﻔﺘﻨﺪ ‪ :‬ﺧﻠﻴﻔﻪ ﺁﻧﺴﺖ ﻛﻪ ﺧﺪﺍ ﺑﺮﮔﺰﻳﺪﻩ ﻭ ﺍﻭ ﺧﻠﻴﻔﻪ ﻳﺎ ﺍﻣﺎﻡ ﺍﺳﺖ ﺍﮔﺮﭼﻪ ﺧﺎﻧﻪ ﻧﺸﻴﻦ ﺑﺎﺷﺪ ﻭ ﻣﺮﺩﻡ‬
‫ﺑﺎﻳﺪ ﺍﻭ ﺭﺍ ﺑﺸﻨﺎﺳﻨﺪ ﻭ ﺟﺰ ﻭﻱ ﮔﺮﺩﻥ ﺑﻔﺮﻣﺎﻥ ﻛﺴﻲ ﻧﮕﺰﺍﺭﻧﺪ ‪ ،‬ﻭ ﺩﺭ ﺍﻳﻦ ﺍﻧﺪﺍﺯﻩ ﻧﺎﻳﺴﺘﺎﺩﻩ ﮔﻔﺘﻨﺪ ‪" :‬ﺑﻨﻴﺎﺩ ﺩﻳﻦ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺷﻨﺎﺧﺘﻦ ﺍﻳﻨﺎﻥ ﻭ ﺩﻭﺳﺘﺎﺭﻱ ﺍﻳﻨﺎﻥ ﻭ ﺩﺷﻤﻨﻲ ﺑﺎ ﺩﺷﻤﻨﺎﻥ ﺍﻳﻨﺎﻧﺴﺖ ‪ ،‬ﻭ ﻛﺴﻴﻜﻪ ﭼﻨﻴﻦ ﻛﺮﺩ ﺭﺳﺘﮕﺎﺭ ﺍﺳﺖ ﻭﮔﺮﻧﻪ‬
‫ﻧﻴﺴﺖ"‪ .‬ﺳﭙﺲ ﺍﺯ ﺍﻳﻦ ﺍﻧﺪﺍﺯﻩ ﻫﻢ ﮔﺬﺷﺘﻪ ﻭ ﮔﻔﺘﻨﺪ ‪" :‬ﺧﺪﺍ ﺷﻴﻌﻴﺎﻥ ﺭﺍ ﺍﺯ ﻃﻴﻨﺖ ﺩﻳﮕﺮ ﺁﻓﺮﻳﺪﻩ ﻭ ﺧـﻮﺩ ﻳﻜﺪﺳـﺘﺔ‬
‫ﺑﺮﮔﺰﻳﺪﺓ ﺟﺪﺍﻳﻲ ﻣﻴﺒﺎﺷﻨﺪ"‪.‬‬
‫ﺍﺳﻼﻡ ﻛﻪ ﺩﻳﻦ ﻛﻮﺷﺶ ﻭ ﺟﻬﺎﺩ ﺑﻮﺩ ﺍﻳﻦ ﺳﺨﻨﺎﻥ ﺑﺎ ﺁﻥ ﻫﻴﭻ ﺳﺎﺯﺷﻲ ﻧﺪﺍﺷﺖ ﻭ ﻛﺴﺎﻧﻴﻜﻪ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣـﺮﺍ‬
‫ﺩﺭﺑﺎﺭﻩ » ﻧﺴﺎﺧﺘﻦ« ﺩﺭﺷﻤﺎﺭﺓ ﮔﺬﺷﺘﻪ ﺧﻮﺍﻧﺪﻩ ﺍﻧﺪ ﻣﻴﺘﻮﺍﻧﻨﺪ ﺯﻳﺎﻥ ﺍﻳﻨﻬﺎ ﺭﺍ ﻧﻴﻚ ﺩﺭﻳﺎﺑﻨﺪ‪.‬‬
‫ﺩﻭﻣﻴﻦ ﺁﻟﻮﺩﮔﻲ ﭘﻴﺪﺍﻳﺶ ﻓﻠﺴﻔﺔ ﻳﻮﻧﺎﻥ ﻭ ﺭﻭﺍﺝ ﺁﻥ ﺑﻮﺩ‪ .‬ﻣﺎ ﺍﺯ ﻓﻠﺴﻔﻪ ﺳـﺨﻦ ﺑـﺴﻴﺎﺭ ﺭﺍﻧـﺪﻩ ﻭ ﺑﻴﭙـﺎﻳﻲ ﺁﻧـﺮﺍ‬
‫ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺍﻳﻢ‪ .‬ﺩﺭﺍﻳﻨﺠﺎ ﺗﻨﻬﺎ ﺍﺯ ﺯﻳﺎﻧﺶ ﺑﺠﻬﺎﻥ ﺍﺳﻼﻡ ﺳﺨﻦ ﻣﻴﺮﺍﻧﻴﻢ‪ .‬ﻓﻠﺴﻔﻪ ﭼﻪ ﻧﻴﻚ ﻭ ﭼﻪ ﺑﺪ ﺑﻴﮕﻤـﺎﻥ‬
‫ﺑﺎ ﺍﺳﻼﻡ ﺳﺎﺯﺵ ﻧﺪﺍﺷﺖ ﻭ ﺍﻳﻦ ﺑﻮﺩ ﺭﻭﺍﺝ ﺁﻥ ﻳﻚ ﺭﺧﻨﺔ ﺩﻳﮕـﺮﻱ ﺩﺭ ﺑﻨﻴـﺎ ِﺩ ﺍﺳـﺘﻮﺍﺭﻱِ ﺍﺳـﻼﻡ ﭘﺪﻳـﺪ ﺁﻭﺭﺩ‪ .‬ﺍﻳـﻦ‬
‫ﺍﻳﺮﺍﺩﻫﺎ ﻛﻪ ﻣﺎ ﺑﻔﻠﺴﻔﻪ ﮔﺮﻓﺘﻪ ﺍﻳﻢ ﻭ ﺍﻳﻦ ﻛﺎﻫﺶ ﺍﺯ ﺍﺭﺝ ﺁﻥ ﻛﻪ ﭘﺲ ﺍﺯ ﭘﻴﺪﺍﻳﺶ ﺩﺍﻧـﺸﻬﺎﻱ ﻧـﻮﻳﻦ ﺍﺭﻭﭘـﺎﻳﻲ ﭘﻴـﺪﺍ‬
‫ﺷﺪﻩ ﺁﻧﺮﻭﺯ ﻧﺒﻮﺩ ‪ ،‬ﻭ ﻫﻤﮕﻲ ﺁﻧﺮﺍ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮒ ﻭ ﺍﺭﺟﻤﻨﺪ ﻣﻴﺸﻤﺎﺭﺩﻧﺪ ﻭ ﮔﻔﺘﻪ ﻫﺎﻱ ﺍﻓﻼﻃـﻮﻥ ﻭ ﺍﺭﺳـﻄﻮ ﺭﺍ ﻫﻤـﻪ‬
‫ﺣﺠﺖ ﻣﻴﺪﺍﻧﺴﺘﻨﺪ ﻭ ﭼﻨﻴﻦ ﻣﻲ ﭘﻨﺪﺍﺷﺘﻨﺪ ﻛﻪ ﺩﻳﻦ ﺑﺮﺍﻱ ﻣﺮﺩﻡ ﻋﺎﻣﻲ ﻭ ﻓﻠـﺴﻔﻪ ﺑـﺮﺍﻱ ﺩﺍﻧـﺸﻤﻨﺪﺍﻥ ﺍﺳـﺖ ‪ ،‬ﻭ‬
‫ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺭﻭﺍﺝ ﺁﻥ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺯ ﺷﻜﻮﻩ ﺍﺳﻼﻡ ﻛﺎﺳﺖ ﻭ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﻧﻴﺮﻭﻱ ﺁﻧﺮﺍ ﻛﻢ ﻛﺮﺩ‪.‬‬
‫ﺳﻮﻣﻴﻦ ﮔﺮﻓﺘﺎﺭﻱ ﺑﺎﻃﻨﻴﮕﺮﻱ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻱ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮔﺘـﺮ ﺍﺯ ﺁﻧـﺴﺖ ﻛـﻪ ﺩﺭ ﺍﻳـﺮﺍﻥ ﻣـﻲ ﺷﻨﺎﺳـﻨﺪ‪.‬‬
‫ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﺎﻃﻨﻴﺎﻥ ﺭﺍ » ﺩﺳﺘﺔ ﺷﻜﻨﻨﺪﻩ ﻭ ﻭﻳﺮﺍﻥ ﻛﻨﻨﺪﻩ« ﻧﺎﻣﻴﺪﻩ ﺍﻧﺪ ﻭ ﻣﺎ ﺩﻭﺭ ﻧﺨﻮﺍﻫﻴﻢ ﺭﻓﺖ ﺍﮔﺮ ﺁﻧـﺮﺍ » ﺁﺗـﺶ‬
‫ﺳﻮﺯﺍﻥ« ﺧﻮﺍﻧﻴﻢ‪ .‬ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻱ ﺟﺰ ﺑﺮﺍﻱ ﺑﺮﺍﻧﺪﺍﺧﺘﻦ ﺭﻳﺸﺔ ﺍﺳﻼﻡ ﻧﺒﻮﺩ ﻭ ﺑﻨﻴـﺎﺩﮔﺰﺍﺭﺍﻥ ﻭ ﺭﺍﻫﺒﺮﻧـﺪﮔﺎﻥ ﺁﻥ ﺟـﺰ‬
‫ﺩﺷﻤﻨﺎﻥ ﺳﺘﻴﺰﻩ ﻛﺎﺭ ﺍﺳﻼﻡ ﻧﺒﻮﺩﻧﺪ‪ .‬ﻭﻟﻲ ﺩﺭ ﺁﺷﻜﺎﺭ ﭘﺮﺩﻩ ﺍﻱ ﺑﺮﻭﻱ ﺁﻥ ﻛﺸﻴﺪﻩ ﻋﻨﻮﺍﻥ ﺷـﻴﻌﻴﮕﺮﻱ ﻭ ﺩﻭﺳـﺘﺎﺭﻱ‬
‫ﺧﺎﻧﺪﺍﻥ ﻋﻠﻮﻱ ﻭ ﺩﺷﻤﻨﻲ ﺑﺎ ﺳﻪ ﺧﻠﻴﻔﺔ ﺩﻳﮕﺮ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﺭﺍ ﭘﻴﺶ ﻣﻲ ﺁﻭﺭﺩﻧﺪ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﭘﺮﺩﻩ ﻫﻢ ﺑﺴﻴﺎﺭ ﻧﺎﺯﻙ‬
‫ﺑﻮﺩ ﻭ ﻫﻤﻴﻨﻜﻪ ﭘﻴﺮﻭﻱ ﺭﺍ ﺷﺎﻳﻨﺪﻩ ﻣﻲ ﻳﺎﻓﺘﻨﺪ ﻛﻢ ﻛﻢ ﺭﺍﺯﻫﺎﻱ ﺩﻳﮕﺮ ﺭﺍ ﺑﺎﻭ ﺁﻣﻮﺧﺘﻪ ﺳﺨﻦ ﺭﺍ ﺗﺎ ﺁﻧﺠﺎ ﻣﻴﺮﺳﺎﻧﻴﺪﻧﺪ‬
‫ﻛﻪ ﺑﺎﻳﺪ ﺑﻬﻴﭻ ﭼﻴﺰﻱ ﺑﺎﻭﺭ ﻧﺪﺍﺷﺖ‪ .‬ﺍﻳﻨﻬﺎ ﺗﺎﺭﻳﺦ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮔﻲ ﺩﺍﺭﻧﺪ ﻭ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻧﻴﺰ ﻛﺘﺎﺑﻬﺎ ﺩﺭﺑﺎﺭﺓ ﺍﻳﻨﺎﻥ ﻧﻮﺷـﺘﻪ‬
‫ﺍﻧﺪ‪ .‬ﻫﻴﭻ ﭘﻴﺶ ﺁﻣﺪﻱ ﺑﺎﻧﺪﺍﺯﺓ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻱ ﺁﺳﻴﺐ ﺑﺎﺳﻼﻡ ﻧﺮﺳﺎﻧﻴﺪﻩ‪.‬‬
‫ﭼﻬﺎﺭﻣﻴﻦ ﮔﺮﻓﺘﺎﺭﻱ ﺻﻮﻓﻴﮕﺮﻱ ﺑﻮﺩ‪ .‬ﻣﺎ ﺍﺯ ﺻﻮﻓﻴﺎﻥ ﺳﺨﻦ ﺑﺴﻴﺎﺭ ﺭﺍﻧﺪﻩ ﻭ ﺁﻧﭽﻪ ﮔﻔﺘﻨﻲ ﺍﺳﺖ ﮔﻔﺘﻪ ﺍﻳﻢ ﻭ ﺩﺭ‬
‫ﺍﻳﻨﺠﺎ ﺍﺯ ﺯﻳﺎﻥ ﺁﻥ ﺑﺎﺳﻼﻡ ﺳﺨﻦ ﻣﻴﺮﺍﻧﻴﻢ‪ .‬ﺻﻮﻓﻴﮕﺮﻱ ﻧﻴـﺰ ﭼـﻪ ﻧﻴـﻚ ﻭ ﭼـﻪ ﺑـﺪ ‪ ،‬ﺑﻴﮕﻤﺎﻧـﺴﺖ ﻛـﻪ ﺑـﺎ ﺍﺳـﻼﻡ‬
‫ﻧﻤﻴﺴﺎﺧﺖ‪ .‬ﺍﺳﻼﻡ ﻣﺮﺩﻡ ﺭﺍ ﺑﻜﻮﺷﻴﺪﻥ ﻭ ﺭﻧﺞ ﺑﺮﺩﻥ ﻭ ﺟﻬﺎﺩ ﻛﺮﺩﻥ ﻭ ﺷﻬﺮﮔﺸﺎﺩﻥ ﻭﺍ ﻣﻴﺪﺍﺷﺖ ﻭ ﺍﺯ ﺁﻧـﺎﻥ ﺁﺑـﺎﺩﻱ‬
‫ﺟﻬﺎﻥ ﺭﺍ ﻣﻴﺨﻮﺍﺳﺖ‪ .‬ﻭﻟﻲ ﺻﻮﻓﻴﮕﺮﻱ ﺑﻴﻚ ﮔﻮﺷﻪ ﺍﻱ ﺧﺰﻳﺪﻥ ﻭ ﺍﺯ ﻫﺮ ﻛﻮﺷﺶ ﻭ ﺗﻼﺵ ﭼـﺸﻢ ﭘﻮﺷـﻴﺪﻥ ﻭ ﺑـﺎ‬
‫ﺁﺑﺎﺩﻱ ﺟﻬﺎﻥ ﺩﺷﻤﻨﻲ ﻧﻤﻮﺩﻥ ﺭﺍ ﻣﻲ ﺁﻣﻮﺧﺖ ﻭ ﺁﺷﻜﺎﺭﻩ ﺑﺠﺎﻱ ﺟﻬﺎﺩ » ﻧﺒﺮﺩ ﺑﺎ ﺧﻮﻳﺸﺘﻦ« ﺭﺍ ﻛﻪ » ﺟﻬﺎﺩ ﺍﻛﺒﺮ«‬
‫ﻣﻴﻨﺎﻣﻴﺪ ﭘﻴﺶ ﻣﻲ ﻧﻬﺎﺩ‪.‬‬
‫ﺍﻳﻨﻬﺎ ﺩﺭ ﺯﻣﺎﻧﻬﺎﻱ ﻧﺰﺩﻳﻜﻲ ‪ ،‬ﻳﻜﻲ ﭘﺲ ﺍﺯ ﺩﻳﮕﺮﻱ ﭘﻴﺪﺍ ﺷـﺪ ﻭ ﺭﻭﺍﺝ ﻳﺎﻓـﺖ‪ .‬ﺩﺭﻗـﺮﻥ ﭘـﻨﺠﻢ ﭘـﺲ ﺍﺯ ﻫﻤـﻪ‬
‫ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﭘﻴﺪﺍ ﺷﺪ‪ .‬ﻳﻜﺪﺳﺘﻪ ﺁﻓﺮﻳﻨﺶ ﺭﺍ ﺩﺳﺘﮕﺎﻩ ﺑﻴﻬﻮﺩﻩ ﺍﻱ ﻣﻴﺸﻤﺎﺭﺩﻧﺪ ﻭ ﺑﺮ ﺁﻓﺮﻳﺪﮔﺎﺭ ﺍﻳﺮﺍﺩﻫﺎ ﻣﻲ ﮔﺮﻓﺘﻨﺪ‬ ‫ﹶ‬
‫ﻭ ﭼﻨﻴﻦ ﻣﻴﮕﻔﺘﻨﺪ ‪ :‬ﻣﺎ ﻧﻤﻴﺪﺍﻧﻴﻢ ﺍﺯ ﻛﺠﺎ ﺁﻣﺪﻩ ﺍﻳﻢ ﻭ ﺑﻜﺠﺎ ﺧﻮﺍﻫﻴﻢ ﺭﻓﺖ ﻭ ﻣﺎ ﺭﺍ ﺟﺰ ﺍﻳﻦ ﻧﺒﺎﻳـﺪ ﻛـﻪ ﮔﺬﺷـﺘﻪ ﺭﺍ‬
‫ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻩ ﻭ ﺁﻳﻨﺪﻩ ﺭﺍ ﺑﻴﺎﺩ ﻧﻴﺎﻭﺭﺩﻩ ﻭ ﺩﻣﻲ ﺭﺍ ﻛـﻪ ﺩﺭ ﺁﻧـﻴﻢ ﻏﻨﻴﻤـﺖ ﺷـﻤﺎﺭﻳﻢ ﻭ ﺧـﻮﺩ ﺭﺍ ﺑـﺪﺍﻣﻦ ﺧﺮﺍﺑـﺎﺕ‬
‫)ﻣﻴﺨﺎﻧﻪ( ﺍﻧﺪﺍﺧﺘﻪ ﺑﺨﻮﺷﻲ ﻛﻮﺷﻴﻢ ﻭ ﭘﺮﻭﺍﻱ ﻫﻴﭻ ﭼﻴﺰ ﻧﻜﻨﻴﻢ‪ .‬ﺍﻳﻦ ﺳﺨﻨﻲ ﺑﻮﺩ ﻛﻪ ﻣﻴﮕﻔﺘﻨﺪ ﻭ ﺧﺮﺩ ﻭ ﺍﻧﺪﻳﺸﻪ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﻭ ﺩﺍﻧﺶ ﻭ ﻣﺮﺩﻣﻲ ﻭ ﻏﻴﺮﺕ ﻫﻤﻪ ﺭﺍ ﺭﻳﺸﺨﻨﺪ ﻣﻴﻜﺮﺩﻧﺪ ﻭ ﻫﻤﻪ ﺭﺍ ﻓﺪﺍﻱ ﻳﻚ ﭘﻨﺪﺍﺭ ﻛﺞ ﺧﻮﺩ ﻣﻴﺴﺎﺧﺘﻨﺪ ‪ ،‬ﻭ ﺍﻳﻦ‬
‫ﺑﺪ ﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﺑﺎ ﺷﻌﺮﻫﺎﻱ ﺑﺲ ﺷﻴﻮﺍﻳﻲ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﺭﻭﺍﺝ ﻣﻴﺪﺍﺩﻧﺪ‪ .‬ﺍﺯ ﺳﺮﺷﻨﺎﺳﺎﻥ ﺍﻳﻨﺎﻥ ﻳﻜﻲ ﺧﻴـﺎﻡ ﻭ ﺩﻳﮕـﺮﻱ‬
‫ﺣﺎﻓﻆ ﺑﻮﺩﻩ‪.‬‬
‫ﺑﺪﻳﻨﺴﺎﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﺁﻟﻮﺩﮔﻴﻬﺎ ﻳﻜﻲ ﭘﺲ ﺍﺯ ﺩﻳﮕﺮﻱ ﭘﻴﺪﺍ ﻣﻴﺸﺪ ﻭ ﺍﺯ ﻧﻴﺮﻭﻱ ﺍﺳـﻼﻡ ﻣﻴﻜﺎﺳـﺖ ‪ ،‬ﻭ ﺑـﺮﺍﻱ‬
‫ﺁﻧﻜﻪ ﻧﺘﻴﺠﺔ ﻧﺎﺧﻮﺵ ﺍﻳﻨﻬﺎ ﻭ ﺍﻧﺪﺍﺯﺓ ﺍﺛﺮﻳﻜﻪ ﺩﺍﺷﺘﻪ ﺭﻭﺷﻦ ﮔﺮﺩﺩ ﻳﻚ ﮔﻮﺍﻫﻲ ﺍﺯ ﺗﺎﺭﻳﺦ ﻳﺎﺩ ﻣﻴﻜﻨﻴﻢ ‪:‬‬
‫ﺷﻤﺎ ﻣﻴﺪﺍﻧﻴﺪ ﺟﻬﺎﺩ ﻳﺎ ﺟﻨﮓ ﺑﺎ ﺩﺷﻤﻨﺎﻥ ﺩﻳﻦ ﻳﻜﻲ ﺍﺯ ﺩﺳﺘﻮﺭﻫﺎﻱ ﺑـﺰﺭﮒ ﺍﺳـﻼﻡ ﺑـﻮﺩﻩ ‪ ،‬ﻭ ﺁﻥ ﭘﻴـﺸﺮﻓﺖ‬
‫ﺗﻨﺪﻱ ﻛﻪ ﺍﺳﻼﻡ ﺩﺭ ﻗﺮﻧﻬﺎﻱ ﻧﺨﺴﺖ ﺧﻮﺩ ﺩﻳﺪ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﻧﺘﻴﺠﺔ ﺍﻳﻦ ﺩﺳﺘﻮﺭ ﺑﻮﺩﻩ‪ .‬ﻫﻢ ﻣﻴﺪﺍﻧﻴـﺪ ﻣـﺴﻠﻤﺎﻧﺎﻥ‬
‫ﺩﺭ ﻗﺮﻧﻬﺎﻱ ﻧﺨﺴﺖ ﺑﺎ ﭼﻪ ﺩﻟﺨﻮﺷﻲ ﺁﻥ ﺩﺳﺘﻮﺭ ﺭﺍ ﺑﻜﺎﺭ ﺑﺴﺘﻨﺪﻱ‪ .‬ﭘﺲ ﺍﺯ ﺁﻧﻜﻪ ﺍﺳﻼﻡ ﻛﺸﻮﺭ ﺑﺰﺭﮔﻲ ﺑﺮﺍﻱ ﺧـﻮﺩ‬
‫ﭘﻴﺪﺍ ﻛﺮﺩ ﺩﺭ ﻣﺮﺯﻫﺎﻱ ﺁﻥ ﻫﻤﻪ ﺳﺎﻟﻪ ﺟﻨﮕﻬﺎ ﺭﻓﺘﻲ ﻭ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺩﺳﺘﻪ ﺩﺳﺘﻪ ﺧﺎﻧﻪ ﻫﺎﻱ ﺧـﻮﺩ ﺭﺍ ﺭﻫـﺎ ﻛـﺮﺩﻩ ﺍﺯ‬
‫ﺭﺍﻫﻬﺎﻱ ﺩﻭﺭ ﺑﺂﻧﺠﺎﻫﺎ ﺷﺘﺎﻓﺘﻨﺪﻱ ﻭ ﺟﺎﻧﺒﺎﺯﻳﻬﺎ ﻧﻤﻮﺩﻧﺪﻱ‪ .‬ﺟﻨﮓ ﺑﺨـﻮﺩﻱ ﺧـﻮﺩ ﻛـﺎﺭ ﺳـﺘﻮﺩﻩ ﺍﻱ ﻧﻴـﺴﺖ‪ .‬ﻭﻟـﻲ‬
‫ﻫﻨﮕﺎﻣﻴﻜﻪ ﺩﺭ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺖ ﻳﻚ ﺁﻳﻴﻦ ﺧﺪﺍﻳﻲ ﻭ ﺁﺳﺎﻳﺶ ﺟﻬﺎﻧﻴﺎﻥ ‪ ،‬ﻭ ﻳﺎ ﺩﺭ ﺭﺍﻩ ﻧﮕﻬﺪﺍﺭﻱ ﻛﺸﻮﺭ ﻭ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ‬
‫ﺩﺷﻤﻦ ﺑﻴﺪﺍﺩﮔﺮ ﺑﺎﺷﺪ ﺑﺴﻴﺎﺭ ﺳﺘﻮﺩﻩ ﺍﺳﺖ ﻭ ﺧﻮﺩ ﻛﻮﺷﺶ ﺩﺭ ﺭﺍﻩ ﺧﺪﺍ ﻣﻴﺒﺎﺷﺪ ﻭ ﺑﺎﻳﺪ ﺑﺴﻴﺎﺭ ﺍﺭﺟﺪﺍﺭﺵ ﺷـﻤﺮﺩ‪.‬‬
‫ﺍﻳﻦ ﻛﺎﺭ ﺍﺳﻼﻡ ﻛﻪ ﭼﻨﺎﻥ ﺷﻮﺭﻱ ﺩﺭ ﻣﺮﺩﻡ ﭘﺪﻳﺪ ﺁﻭﺭﺩ ﻭ ﺁﻧﺎﻥ ﺭﺍ ﺑﭽﻨﻴﻦ ﺟﺎﻧﺒﺎﺯﻳﻬﺎ ﻭ ﻣﺮﺩﺍﻧﮕﻴﻬﺎ ﺩﺭ ﺭﺍﻩ ﭘﻴـﺸﺮﻓﺖ‬
‫ﺟﻬﺎﻥ ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﺑﻮﺩ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮒ ﻭ ﺑﺴﻴﺎﺭ ﮔﺮﺍﻧﺒﻬﺎﺳﺖ‪.‬‬
‫ﺗﺎ ﻗﺮﻥ ﭼﻬﺎﺭﻡ ﺍﻳﻦ ﺷﻮﺭ ﺩﺭ ﻣـﺮﺩﻡ ﭘﺪﻳـﺪﺍﺭ ﺑـﻮﺩ ‪ ،‬ﻭ ﻣـﺎ ﭼـﻮﻥ ﺩﺭ ﺁﻥ ﺯﻣـﺎﻥ ﺗـﺎﺭﻳﺦ ﺍﻳـﺮﺍﻥ ﺭﺍ ﻣﻴﺨـﻮﺍﻧﻴﻢ‬
‫ﻣﻲ ﺑﻴﻨﻴﻢ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﺯ ﻳﻜﺴﻮ ﺩﺭ ﻣﺎﻭﺭﺍﺀﺍﻟﻨﻬﺮ ﺟﻠـﻮ ﺗﺮﻛـﺎﻥ ﺭﺍ ﻧﮕـﻪ ﻣﻴﺪﺍﺷـﺘﻪ ﺍﻧـﺪ ﻭ ﺑﮕﻔﺘـﺔ ﺍﺳـﺘﺨﺮﻱ ﻫﻤﻴـﺸﻪ‬
‫ﺳﻴﺼﺪﻫﺰﺍﺭ ﻣﺮﺩﺍﻥ ﺟﻨﮕﻲ ﺩﺭ ﻣﺮﺯ ﻣﻲ ﺍﻳﺴﺘﺎﺩﻩ ﺍﻧـﺪ ‪ ،‬ﻭ ﺍﺯ ﻳﻜـﺴﻮ ﺳـﻠﻄﺎﻥ ﻣﺤﻤـﻮﺩ ﻏﺰﻧـﻮﻱ ﺑـﺎ ﺳـﭙﺎﻩ ﺍﻳﺮﺍﻧـﻲ‬
‫ﻫﻨﺪﻭﺳﺘﺎﻥ ﺭﺍ ﻣﻲ ﮔﺸﻮﺩﻩ‪ .‬ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﺳﺎﻻﻧﻪ ﺍﺯ ﭘﻨﺠﺎﻩ ﺗﺎ ﺻﺪﻫﺰﺍﺭ ﺟﻨﮕﺠﻮﻳﺎﻥ ﺍﺯ ﺧﺮﺍﺳﺎﻥ ﻭ ﺩﻳﮕﺮ ﮔﻮﺷـﻪ ﻫـﺎﻱ‬
‫ﺍﻳﺮﺍﻥ ﺑﺮﺧﺎﺳﺘﻪ ﻭ ﺩﺳﺘﻪ ﺩﺳﺘﻪ ﺑﺂﺳﻴﺎﻱ ﻛﻮﭼﻚ ﻛﻪ ﻣﻴﺪﺍﻧﮕﺎﻩ ﺟﻨﮓ ﺑﺎ ﺭﻭﻣﻴﺎﻥ ﺑﻮﺩ ﻣﻲ ﺷﺘﺎﻓﺘﻪ ﺍﻧﺪ‪ .‬ﺍﻳـﻦ ﺑـﻮﺩﻩ‬
‫ﺣﺎﻝ ﻏﻴﺮﺕ ﻭ ﻣﺮﺩﺍﻧﮕﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭ ﻗﺮﻥ ﭼﻬﺎﺭﻡ ﻫﺠﺮﻱ‪.‬‬
‫ﻭﻟﻲ ﭼﻮﻥ ﺩﻭ ﻗﺮﻥ ﺑﺎﻻﺗﺮ ﻣﻲ ﺁﻳﻴﻢ ﻭ ﺩﺭ ﺁﻏﺎﺯ ﻗﺮﻥ ﻫﻔﺘﻢ ﺑﺪﺍﺳـﺘﺎﻥ ﺩﻟﮕـﺪﺍﺯ ﻣﻐـﻮﻝ ﻣـﻲ ﺭﺳـﻴﻢ ﻣـﺮﺩﻡ ﺭﺍ‬
‫ﺑﻴﻜﺒﺎﺭ ﺩﻳﮕﺮ ﻣﻲ ﻳﺎﺑﻴﻢ ﻭ ﺍﺯ ﺁﻥ ﺷﻮﺭ ﻭ ﻣﺮﺩﺍﻧﮕﻲ ﺍﺛﺮﻱ ﻧﻤﻲ ﺑﻴﻨﻴﻢ‪ .‬ﺩﺭ ﭘﻴﺸﺂﻣﺪ ﻣﻐﻮﻝ ﻧﺎﺗﻮﺍﻧﻲ ﻭ ﭘﺴﺘﻲ ﺑﺰﺭﮔﺘﺮ ﺍﺯ‬
‫ﺳﻠﻄﺎﻥ ﻣﺤﻤﺪ ﺧﻮﺍﺭﺯﻣﺸﺎﻩ ﺳﺮﺯﺩ ﻭ ﺍﻭ ﺑﻮﺩ ﻛﻪ ﻣﻐﻮﻻﻥ ﺭﺍ ﺑﺎﻳﺮﺍﻥ ﻛﺸﺎﻧﻴﺪ ﻭ ﺧﻮﺩ ﺩﺭ ﺑﺮﺍﺑﺮ ﺍﻳﺴﺘﺎﺩﮔﻲ ﻧﻨﻤﻮﺩ‪ .‬ﻭﻟﻲ‬
‫ﻣﺎ ﺭﺍ ﺑﺎ ﺩﺍﺳﺘﺎﻥ ﺍﻭ ﻛﺎﺭﻱ ﻧﻴﺴﺖ‪ .‬ﻧﺎﺩﺍﻧﻲ ﻭ ﺑﺪﻛﺎﺭﻱ ﺧﻮﺍﺭﺯﻣﺸﺎﻩ ﺑﺠﺎﻱ ﺧﻮﺩ‪ .‬ﻣﺮﺩﻡ ﭼﻮﻥ ﺩﻳﺪﻧﺪ ﺍﻭ ﻛﺎﺭﻱ ﻧﻜﺮﺩ ﻭ‬
‫ﺟﻠﻮ ﺩﺷﻤﻦ ﺭﺍ ﻧﮕﺮﻓﺖ ﻣﻴﺒﺎﻳﺴﺖ ﺧﻮﺩ ﺑﻨﮕﻬﺪﺍﺭﻱ ﺍﺯ ﺷـﻬﺮﻫﺎ ﻭ ﺧﺎﻧـﺪﺍﻧﻬﺎ ﻛﻮﺷـﻨﺪ ﻭ ﺩﺭ ﺑﺮﺍﺑـﺮ ﭼﻨـﺎﻥ ﺩﺷـﻤﻦ‬
‫ﺑﻲ ﺯﻳﻨﻬﺎﺭﻱ ﻛﻪ ﺑﺮﻛﻮﺩﻛﺎﻥ ﻧﻴﺰ ﻧﻤﻲ ﺑﺨﺸﻮﺩ ﺑﻴﭙﺮﻭﺍ ﻧﻨﺸﻴﻨﻨﺪ‪ .‬ﻟﻴﻜﻦ ﻣﺎ ﻣﻲ ﺑﻴﻨﻴﻢ ﭼﻨﮕﻴﺰﺧﺎﻥ ﭼﻬـﺎﺭ ﺳـﺎﻝ ﺩﺭ‬
‫ﻣﺎﻭﺭﺍﺀ ﺍﻟﻨﻬﺮ ﻧﺸﺴﺘﻪ ﻭ ﺁﻥ ﺧﻮﻧﻬﺎ ﺭﺍ ﺭﻳﺨﺘﻪ ﻭ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﻋﺮﺍﻕ ﺟﻨﺒﺸﻲ ﭘﺪﻳـﺪﺍﺭ ﻧـﺸﺪﻩ ﻭ ﻣـﺴﻠﻤﺎﻧﺎﻥ ﻧـﻪ ﺗﻨﻬـﺎ‬
‫ﺑﻴﺎﺭﻱ ﺁﻥ ﺑﻴﭽﺎﺭﮔﺎﻥ ﻧﺸﺘﺎﻓﺘﻪ ﺍﻧﺪ ﺑﻨﮕﻬﺪﺍﺭﻱ ﺧـﻮﺩ ﻧﻴـﺰ ﻧﻜﻮﺷـﻴﺪﻩ ﺍﻧـﺪ ﻭ ﻫﻤﭽـﻮﻥ ﮔﻮﺳـﻔﻨﺪﺍﻥ ﻛـﻪ ﺩﺭ ﻛﻨـﺎﺭ‬
‫ﻛﺸﺘﺎﺭﮔﺎﻩ ﺁﺳﻮﺩﻩ ﺍﻳﺴﺘﻨﺪ ﻭ ﻧﻮﺑﺖ ﺧﻮﺩ ﭘﺎﻳﻨﺪ ﻧﺸﺴﺘﻪ ﺍﻧﺪ ﻭ ﭼﺸﻢ ﺑﺮﺍﻩ ﺩﺳﺘﻪ ﻫﺎﻱ ﻣﻐﻮﻝ ﺩﻭﺧﺘﻪ ﺍﻧﺪ‪ .‬ﻣﻲ ﺑﻴﻨﻴﻢ‬
‫ﺳﻮﺗﺎﻱ ﻭ ﻳﻤﻪ ‪ ،‬ﺩﻭ ﺳﺮﻛﺮﺩﺓ ﻣﻐـﻮﻝ ﺑـﺎ ﺳـﻲ ﻫـﺰﺍﺭ ﺳـﻮﺍﺭ ﺍﺯ ﺟﻴﺤـﻮﻥ ﮔﺬﺷـﺘﻪ ﻭ ﺍﺯ ﺧﺮﺍﺳـﺎﻥ ﻛـﺸﺘﺎﺭﻛﻨﺎﻥ ﻭ‬
‫ﻭﻳﺮﺍﻥ ﺳﺎﺯﺍﻥ ﺗﺎ ﺑﻤﺎﺯﻧﺪﺭﺍﻥ ﻭ ﺭﻱ ﻭ ﻫﻤﺪﺍﻥ ﻭ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﭘﻴﺶ ﺁﻣﺪﻩ ﺍﻧﺪ ‪ ،‬ﻭ ﺗﻮ ﮔﻮﻳﻲ ﮔﺮﮔﺎﻥ ﺗﻴﺰ ﺩﻧﺪﺍﻧﻲ ﺩﺭ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﻣﻴﺎﻥ ﮔﻠﻪ ﻫﺎﻱ ﮔﻮﺳﻔﻨﺪ ﺑﻮﺩﻩ ﺍﻧﺪ ﻭ ﺟﺰ ﺍﺯ ﺷﻬﺮ ﺗﺒﺮﻳﺰ ﻛﻪ ﻛﺎﺭﺩﺍﻧﻲ ﻭ ﻏﻴﺮﺗﻤﻨﺪﻱ ﺷﻤﺲ ﺍﻟـﺪﻳﻦ ﻃﻐﺮﺍﻳـﻲ ﺁﻧـﺮﺍ‬
‫ﺭﻫﺎﻧﻴﺪﻩ ﺩﻳﮕﺮ ﺷﻬﺮﻫﺎ ﻫﻤﻪ ﮔﺰﻧﺪ ﺳﺨﺘﻲ ﺩﻳﺪﻩ ﺍﻧﺪ ﻭ ﺍﺯ ﻣﻠﻴﻮﻧﻬﺎ ﻣﺮﺩﺍﻥ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺷﻬﺮﻫﺎ ﺑـﻮﺩﻩ ﺍﻧـﺪ ﺟﻨﺒـﺸﻲ‬
‫ﺑﻨﺎﻡ ﻏﻴﺮﺕ ﻭ ﻣﺮﺩﺍﻧﮕﻲ ﭘﺪﻳﺪ ﻧﮕﺮﺩﻳﺪﻩ ‪ ،‬ﻭ ﺩﺭ ﭼﻨﻴﻦ ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺍﮔﺮ ﻳﻜﻤـﺮﺩ ﻛـﺎﺭﺩﺍﻥ ﺟﺎﻧﺒـﺎﺯﻱ ﺑﺮﺧﺎﺳـﺘﻲ ﻭ‬
‫ﭘﻴﺶ ﺍﻓﺘﺎﺩﻱ ﺻﺪﻫﺎ ﻫﺰﺍﺭﺍﻥ ﻣـﺮﺩﻡ ﺍﺯ ﺗـﺮﺱ ﺟـﺎﻥ ﻭ ﺧﺎﻧـﺪﺍﻥ ﺧـﻮﺩ ﭘﻴـﺮﻭﻱ ﺍﺯﻭ ﻛﺮﺩﻧـﺪﻱ ﻳﻜـﺘﻦ ﺑﺠﺎﻧﺒـﺎﺯﻱ‬
‫ﺑﺮﻧﺨﺎﺳﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﺁﻳﺎ ﺍﻳﻦ ﺑﻴﭽﺎﺭﮔﻲ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﻧﺘﻴﺠﺔ ﭼﻪ ﺑﻮﺩﻩ؟!‪ .‬ﺁﻥ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻛﻪ ﺩﺭ ﻗﺮﻥ ﭼﻬﺎﺭﻡ ﺁﻥ ﻣﺮﺩﺍﻧﮕﻲ ﻭ‬
‫ﺟﻨﮕﺠﻮﻳﻲ ﺍﺯ ﺧﻮﺩ ﻣﻲ ﻧﻤﻮﺩﻧﺪ ﺩﺭ ﺩﻭ ﻗﺮﻥ ﭼﺸﺪﻩ ﻛـﻪ ﺑﺎﻳﻨﺤـﺎﻝ ﺍﻓﺘـﺎﺩﻩ ﺍﻧـﺪ؟! ‪ .‬ﺷـﻤﺎ ﺍﮔـﺮ ﺑﭙﺮﺳـﻴﺪ ﻛـﺴﺎﻧﻲ‬
‫ﺑﻲ ﺁﻧﻜﻪ ﺑﻴﻨﺪﻳﺸﻨﺪ ﻭ ﺭﻧﺞ ﺍﻧﺪﻳﺸﻴﺪﻥ ﺑﺨﻮﺩ ﺩﻫﻨﺪ ﭼﻨﻴﻦ ﭘﺎﺳﺦ ﺩﻫﻨﺪ ‪ " :‬ﻣﺮﺩﻡ ﺑﺪ ﺷﺪﻩ ﺑﻮﺩﻧﺪ ﺩﻳﮕﺮ … " ﻭﻟـﻲ‬
‫ﺍﻳﻦ ﭘﺎﺳﺦ ﺑﺴﻴﺎﺭ ﻋﺎﻣﻴﺎﻧﻪ ﺍﺳﺖ‪ .‬ﻣﺎ ﻣﻴﺪﺍﻧﻴﻢ ﻛﻪ ﻫﻴﭻ ﻛﺎﺭﻱ ﺩﺭﺟﻬﺎﻥ ﺑﻲ ﺍﻧﮕﻴﺰﻩ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﺁﻳﺎ ﺍﻧﮕﻴﺰﺓ ﺍﻳﻦ ﺑﺪﻱ‬
‫ﻣﺮﺩﻡ ﭼﻪ ﺑﻮﺩﻩ ؟!‪ .‬ﺁﺧﺮ ﺩﺭ ﺩﻭﻳﺴﺖ ﺳﺎﻝ ﭼﻪ ﺭﻭﺩﺍﺩﻩ ﻛﻪ ﻣﺮﺩﻡ ﺭﺍ ﺑﺪ ﮔﺮﺩﺍﻧﻴـﺪﻩ؟!‪ .‬ﻣﮕـﺮ ﻣـﺮﺩﻡ ﺍﺯ ﻣـﺴﻠﻤﺎﻧﻲ ﺭﻭ‬
‫ﮔﺮﺩﺍﻧﻴﺪﻩ ﺑﻮﺩﻧﺪ؟! ﻣﮕﺮ ﻗﺮﺁﻥ ﻧﻤﻲ ﺧﻮﺍﻧﺪﻧﺪ؟!‪ .‬ﻣﮕﺮ ﺩﺳـﺘﻮﺭﻫﺎﻱ ﺳـﺨﺖ ﺁﻥ ﻛﺘـﺎﺏ ﺁﺳـﻤﺎﻧﻲ ﺭﺍ ﺩﺭﺑـﺎﺭﺓ ﺟﻬـﺎﺩ‬
‫ﻧﻤﻴﺪﻳﺪﻧﺪ؟!‪ .‬ﭘﺲ ﭼﻪ ﺑﻮﺩ ﻛﻪ ﮔﻮﺵ ﻧﻤﻲ ﺩﺍﺩﻧﺪ؟!‪ .‬ﭼﻪ ﺑﻮﺩ ﻛﻪ ﺩﺳﺘﻮﺭ ﺟﻬﺎﺩ ﺭﺍ ﺑﻴﻜﺒﺎﺭ ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ؟!‪..‬‬
‫ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﻫﻴﭽﻴـﻚ ﺍﺯ ﺍﻳﻨﻬـﺎ ﻧﺒـﻮﺩﻩ ﻭ ﺗﻨﻬـﺎ ﺍﺛـﺮ ﺁﻥ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﭘﻴـﺎﭘﻲ ﻛـﻪ ﭘﻴـﺪﺍ ﺷـﺪﻩ ﻭ ﺩﻟﻬـﺎ ﺭﺍ‬
‫ﻓﺮﺍ ﮔﺮﻓﺘﻪ ﺑﻮﺩﻩ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺍ ﻣﻲ ﺩﺍﺩﻩ‪ .‬ﻓﺮﺍﻣﻮﺵ ﻧﻜﻨﻴﺪ ﺁﻥ ﻗﺎﻋﺪﻩ ﺭﺍ ﻛﻪ ﮔﻔﺘﻴﻢ ‪" :‬ﭘﺎﻳﻪ ﻫﺎﻳﻲ ﻛﻪ ﺑﺮﺍﻱ ﻧﻴـﻚ ﻭ‬
‫ﺑﺪ ﮔﺰﺍﺭﺩﻩ ﺷﻮﺩ ﺑﺎﻳﺪ ﺁﻧﺮﺍ ﺳﺴﺖ ﻧﮕﺮﺩﺍﻧﻴﺪ" ‪ ،‬ﻳﺎ ﺁﻥ ﻗﺎﻋﺪﻩ ﺭﺍ ﻛﻪ ﮔﻔﺘﻴﻢ ‪" :‬ﺩﻭ ﺍﻧﺪﻳـﺸﻪ ﺩﺭ ﻳﻜـﺪﻝ ﻫـﺮ ﻳﻜـﻲ ﺁﻥ‬
‫ﮓ ﺯﻫﺮ ﺁﻟﻮﺩ ﺩﺭ ﺩﻟﻬﺎ ﺑﻴﻜﺒﺎﺭ ﺍﺳﻼﻡ ﻭ ﺩﺳﺘﻮﺭﻫﺎﻱ ﺁﻧﺮﺍ ﺍﺯ ﻧﻴـﺮﻭ‬ ‫ﺩﻳﮕﺮﻱ ﺭﺍ ﺍﺯ ﺍﺛﺮ ﺍﻧﺪﺍﺯﺩ"‪ .‬ﺍﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺭﻧﮕﺎﺭﻧ ِ‬
‫ﺍﻧﺪﺍﺧﺘﻪ ﻭ ﺑﺴﻴﺎﺭ ﺳﺴﺖ ﮔﺮﺩﺍﻧﻴﺪﻩ ﻭ ﻣﻐﺰﻫﺎ ﺭﺍ ﭼﻨﺎﻥ ﺁﺷﻔﺘﻪ ﺳﺎﺧﺘﻪ ﺑﻮﺩ ﻛﻪ ﺑﺎﻧﺪﻳﺸﺔ ﻧﮕﻬﺪﺍﺭﻱ ﺧﻮﺩ ﻭ ﺧﺎﻧـﺪﺍﻥ‬
‫ﻼ ﺩﺭ ﻧﻴـﺸﺎﺑﻮﺭ ﻛـﻪ‬ ‫ﺧﻮﺩ ﻧﻤﻲ ﺍﻓﺘﺎﺩﻧﺪ ‪ ،‬ﻭ ﺍﮔﺮ ﻣﻲ ﺍﻓﺘﺎﺩﻧﺪ ‪ ،‬ﻧﺎﺗﻮﺍﻧﻲ ﺑﺴﻴﺎﺭ ﺷﮕﻔﺘﻲ ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﻣﻴﺪﺍﺩﻧـﺪ‪ .‬ﻣـﺜ ﹰ‬
‫ﺩﻭﻣﻠﻴﻮﻥ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺩﺭ ﺁﻧﺠﺎ ﺑﻮﺩﻧﺪ ﺩﺭﻭﺍﺯﻩ ﺭﺍ ﺑﺴﺘﻪ ﻭ ﺩﺭ ﺑﺮﺍﺑﺮ ﺗﻮﻟﻲ ﭘﺴﺮ ﭼﻨﮕﻴﺰﺧﺎﻥ ﺍﻳﺴﺘﺎﺩﮔﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﻭﻟﻲ ﺷﻬﺮﻱ ﻛﻪ ﻣﻴﺘﻮﺍﻧﺴﺖ ﻣﺎﻫﻬﺎ ﺍﻳﺴﺘﺎﺩﮔﻲ ﻛﻨﺪ ﺍﺯ ﻧﺎﺗﻮﺍﻧﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺍﺯ ﺳﺴﺘﻲ ﺁﻫﻨﮕﻬـﺎ) ﻋـﺰﻡ( ﭼﻨـﺪ ﺭﻭﺯ‬
‫ﺍﻳﺴﺘﺎﺩﮔﻲ ﻧﻤﻮﺩﻩ ﻭ ﺩﺭﻭﺍﺯﻩ ﻫﺎ ﺑﺮﻭﻱ ﺩﺷﻤﻦ ﺑﺎﺯ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺑﺮﺍﻱ ﺍﻳﻨﻜﻪ ﺑﺪﺍﻧﻴﺪ ﻧﻴﺮﻭﻫﺎ ﻭ ﺟﺮﺑﺰﻩ ﻫﺎﻱ ﺧﺪﺍﺩﺍﺩﻱ ﺩﺭ ﻛﺠﺎﻫﺎ ﺑﻜﺎﺭ ﻣﻲ ﺭﻓﺘﻪ ﺗﺎ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﺷﻤﻦ ﺑﺪﻳﻨـﺴﺎﻥ‬
‫ﺯﺑﻮﻧﻲ ﻣﻴﻨﻤﻮﺩﻩ ﺍﻧﺪ ﺩﺍﺳﺘﺎﻧﻬﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺩﺭ ﺗﺎﺭﻳﺦ ﻫﺴﺖ ﻭ ﻣﻦ ﺍﻳﻨﻚ ﺩﻭ ﺩﺍﺳﺘﺎﻥ ﺭﺍ ﻣﻲ ﺁﻭﺭﻡ ‪:‬‬
‫‪١‬ـ ﻧﺠﻢ ﺍﻟﺪﻳﻦ ﺭﺍﺯﻱ ﻳﻜﻲ ﺍﺯ ﺳﺮﺩﺳﺘﮕﺎﻥ ﺻﻮﻓﻴﺎﻥ ﺑﻮﺩﻩ ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺯﻣـﺎﻥ ﻣـﻲ ﺯﻳـﺴﺘﻪ ﻭ ﻛﺘـﺎﺑﻲ ﺑﻨـﺎﻡ‬
‫» ﻣﺮﺻﺎﺩ ﺍﻟﻌﺒﺎﺩ« ﻧﻮﺷﺘﻪ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺧﻮﺩﺵ ﻣﻴﮕﻮﻳﺪ ‪ :‬ﭼﻮﻥ ﺁﮔﻬﻲ ﻫﺎ ﺍﺯ ﻛﺸﺘﺎﺭﻫﺎﻱ ﻣﻐـﻮﻻﻥ ﺩﺭ ﻣـﺎﻭﺭﺍﺀ ﺍﻟﻨﻬـﺮ ﻭ‬
‫ﺧﺮﺍﺳﺎﻥ ﻣﻴﺮﺳﻴﺪﻩ ﻭ ﺑﻴﻢ ﺁﻣﺪﻧﺸﺎﻥ ﺑﻪ ﺭﻱ ﻧﻴﺰ ﻣﻴﺮﻓﺘﻪ ﺍﻭ ﺯﻧﺎﻥ ﻭ ﻓﺮﺯﻧﺪﺍﻥ ﺧﻮﺩ ﺭﺍ ﮔﺰﺍﺷﺘﻪ ﻭ ﺷﺒﺎﻧﻪ ﺑﺎ ﻳﻜﺪﺳـﺘﻪ‬
‫ﺍﺯ ﺩﺭﻭﻳﺸﺎﻥ ﺍﺯ ﺷﻬﺮ ﮔﺮﻳﺨﺘﻪ ﻭ ﺟﺎﻥ ﺑﺪﺭ ﺑﺮﺩﻩ ﻭ ﺳﭙﺲ ﺁﮔﻬﻲ ﺭﺳﻴﺪﻩ ﻛﻪ ﻣﻐﻮﻻﻥ ﭼﻮﻥ ﺑﺮﻱ ﺩﺳﺖ ﻳﺎﻓﺘـﻪ ﺍﻧـﺪ‬
‫ﻫﻤﺔ ﺧﺎﻧﺪﺍﻥ ﺍﻭ ﺭﺍ ﺑﺰﺭﮒ ﻭ ﻛﻮﭼﻚ ﺍﺯ ﺗﻴﻎ ﮔﺬﺭﺍﻧﻴﺪﻩ ﺍﻧﺪ‪ .‬ﺍﻳﻦ ﺳﺮﮔﺬﺷﺘﻴﺴﺖ ﻛﻪ ﺧﻮﺩ ﺍﻭ ﺩﺭ ﺩﻳﺒﺎﭼﺔ ﻛﺘـﺎﺏ ﺑـﺎ‬
‫ﺁﺏ ﻭ ﺗﺎﺏ ﻣﻲ ﻧﻮﻳﺴﺪ ﻭ ﺷﻤﺎ ﺑﺒﻴﻨﻴﺪ ﻛﻪ ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﺍﻭ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﻧﺎﻣﺮﺩﺍﻧﻪ ﻭ ﭘﺴﺖ ﻧﻬﺎﺩﺍﻧﻪ ﺑﻮﺩﻩ‪ .‬ﻳـﻚ ﻣـﺮﺩﻱ‬
‫ﻫﻤﭽﻮﻥ ﺍﻭ ﺍﮔﺮ ﺑﻬﺮﻩ ﺍﻱ ﺍﺯ ﻏﻴﺮﺕ ﻭ ﻣﺮﺩﺍﻧﮕﻲ ﺩﺍﺷﺘﻲ ﺍﺯ ﺟﺎﻥ ﮔﺬﺷﺘﻪ ﻭ ﭘﻴﺶ ﺍﻓﺘﺎﺩﻩ ﻭ ﻣـﺮﺩﻡ ﺭﺍ ﺑـﺮ ﺳـﺮ ﺧـﻮﺩ‬
‫ﮔﺮﺩ ﺁﻭﺭﺩﻩ ﺑﻨﮕﻬﺪﺍﺭﻱ ﺷﻬﺮ ﻛﻮﺷﻴﺪﻱ )ﭼﻨﺎﻧﻜﻪ ﺷﻤﺲ ﺍﻟﺪﻳﻦ ﺑﺎ ﺗﺒﺮﻳﺰ ﻛﺮﺩ( ‪ ،‬ﻭ ﺍﮔﺮ ﺍﻳﻦ ﻧﺘﻮﺍﻧﺴﺘﻲ ﺑﺎﺭﻱ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺩﺭﮔﺮﻳﺨﺘﻦ ﺗﻨﻬﺎ ﻧﮕﺮﻳﺨﺘﻲ ﻭ ﺯﻧﺎﻥ ﻭ ﻓﺮﺯﻧﺪﺍﻥ ﺭﺍ ﻧﻴﺰ ﻫﻤﺮﺍﻩ ﺑﺮﺩﻱ ﻭ ﻳﺎ ﺍﻭ ﻫﻢ ﻣﻲ ﻣﺎﻧﺪﻱ ﻭ ﺩﺭ ﻛـﺸﺘﻪ ﺷـﺪﻥ ﺍﺯ‬
‫ﺁﻧﺎﻥ ﺟﺪﺍ ﻧﮕﺮﺩﻳﺪﻱ‪ .‬ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﺍﻭ ﻛﻪ ﺗﻨﻬﺎ ﺑﺎ ﭼﻨﺪ ﺗﻦ ﺩﺭﻭﻳﺸﺎﻥ ﻭ ﺩﺭﻳﻮﺯﻩ ﮔﺮﺩﺍﻥ ﮔﺮﻳﺨﺘـﻪ ﻭ ﺯﻧـﺎﻥ ﻭ ﻓﺮﺯﻧـﺪﺍﻥ‬
‫ﺑﻲ ﭘﻨﺎﻩ ﺭﺍ ﺑﺸﻤﺸﻴﺮ ﻣﻐﻮﻝ ﺳﭙﺮﺩﻩ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﺟﺰ ﺍﺯ ﭘﺴﺖ ﺗﺮﻳﻦ ﻛﺴﺎﻥ ﺳـﺮﻧﺰﻧﺪ‪ .‬ﻛﻨـﻮﻥ ﺷـﻤﺎ ﺑﺒﻴﻨﻴـﺪ ﻛـﻪ‬
‫ﻫﻤﻴﻦ ﻣﺮﺩ ﻳﻜﻲ ﺍﺯ ﺳﺮﺩﺳﺘﮕﺎﻥ ﺻﻮﻓﻴﺎﻥ ﺑﺸﻤﺎﺭ ﻣﻲ ﺭﻓﺘﻪ ﻭ ﺩﺭ ﺁﻥ ﺭﺍﻩ )ﭘﻨﺪﺍﺭ ﺑﺎﻓﻲ( ﺍﺳﺘﺎﺩ ﺯﺑﺮﺩﺳﺘﻲ ﺑﻮﺩﻩ ﻭ ﺩﺭ‬
‫ﻼ ﻳﻚ ﮔﻔﺘﺔ ﺩﺭﻭﻏﻲ ﺭﺍ ﺑﻨﺎﻡ ﺣﺪﻳﺚ ﻗﺪﺳﻲ‬ ‫ﻫﻤﺎﻥ ﻛﺘﺎﺏ ﻛﻪ ﻧﻮﺷﺘﻪ ﻫﻨﺮﻧﻤﺎﻳﻴﻬﺎﻳﻲ ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﻭ ﻣﺜ ﹰ‬
‫ﺑﺪﻳﻨﺴﺎﻥ ‪ » :‬ﺧﻤﺮﺕ ﻃﻴﻨﻪ ﺁﺩﻡ ﺑﻴﺪﻱ ﺍﺭﺑﻌﻴﻦ ﺻﺒﺎﺣ ﹰﺎ« ) ِﮔﻞ ﺁﺩﻡ ﺭﺍ ﺑﺪﺳﺖ ﺧﻮﺩ ﭼﻬﻞ ﺑﺎﻣﺪﺍﺩ ﺑﺴﺮﺷﺘﻢ( ﭘﻴـﺪﺍ‬
‫ﻛﺮﺩﻩ ﻫﺸﺖ ﻭ ﻧﻪ ﺻﻔﺤﺔ ﺑﺰﺭﮒ ﺭﺍ ﭘﺮ ﺍﺯ ﭘﻨﺪﺍﺭﺑﺎﻓﻴﻬﺎ ﻭ ﮔﺰﺍﻓﻪ ﺳﺮﺍﻳﻴﻬﺎ ﻣﻴﻜﻨﺪ ‪ :‬ﺧﺪﺍ ﻣﻴﺎﻧﺔ ﻃـﺎﺋﻒ ﻭ ﻣﻜـﻪ ﮔﻠـﻲ‬
‫ﺩﺭﺳﺖ ﻛﺮﺩﻩ ﻭ ﺍﺯ ﺁﻥ ﻛﺎﻟﺒﺪ ﺁﺩﻡ ﺭﺍ ﺳﺎﺧﺘﻪ ﻭ ﭼﻬﻞ ﻫﺰﺍﺭ ﺳﺎﻝ ﺑﺮﻭﻱ ﺁﻥ ﻛﺎﺭ ﻣﻴﻜﺮﺩﻩ ﺗﺎ ﺩﺭﺳﺘﺶ ﮔﺮﺩﺍﻧﻴـﺪﻩ‪ .‬ﺩﺭ‬
‫ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﭘﺴﺖ ﻭ ﺑﻴﺨﺮﺩﺍﻧﻪ ﺑﻮﺩﻩ ﻛﻪ ﺟﺮﺑﺰﻩ ﻫﺎﻱ ﺧﻮﺩ ﻭ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﻫﺪﺭ ﻣﻴﺴﺎﺧﺘﻪ ﺍﻧﺪ ﻭ ﺑﺪﺍﻧﺴﺎﻥ ﺑﻴﻜﺎﺭﻩ‬
‫ﻭ ﺩﺭﻣﺎﻧﺪﻩ ﻣﻴﮕﺮﺩﻳﺪﻩ ﺍﻧﺪ‪.‬‬
‫‪٢‬ـ ﭼﻮﻥ ﭼﻨﮕﻴﺰﺧﺎﻥ ﻭ ﭘﺴﺮﺍﻥ ﻭ ﺳﺮﻛﺮﺩﮔﺎﻧﺶ ﺍﺯ ﺳﺎﻝ ‪ ٦١٥‬ﺗﺎ ﺳـﺎﻝ ‪ ٦١٨‬ﺁﻥ ﻛـﺸﺘﺎﺭ ﻭ ﻭﻳﺮﺍﻧﻴﻬـﺎ ﺭﺍ ﺩﺭ‬
‫ﻣﺎﻭﺭﺍﺀ ﺍﻟﻨﻬﺮ ﻭ ﺧﺮﺍﺳﺎﻥ ﻭ ﻏﺰﻧﻴﻦ ﻭ ﺩﻳﮕﺮ ﺟﺎﻫﺎ ﻛﺮﺩﻧﺪ ﺑﻤﻐﻮﻟﺴﺘﺎﻥ ﺑﺎﺯ ﮔﺸﺘﻪ ﺗﺎ ﺩﻩ ﺳﺎﻝ ﺩﻳﮕـﺮ ﺍﻳـﺮﺍﻥ ﺭﺍ ﺑﺤـﺎﻝ‬
‫ﺧﻮﺩ ﮔﺰﺍﺭﺩﻧﺪ ﻭ ﺩﺭ ﺁﻥ ﺩﻩ ﺳﺎﻝ ﻣﺮﺩﻡ ﺗﻮﺍﻧﺴﺘﻨﺪﻱ ﺍﺯ ﺁﻥ ﮔﺰﻧﺪﻫﺎﻱ ﺩﻟﮕﺪﺍﺯ ﻛﻪ ﺩﻳﺪﻩ ﺑﻮﺩﻧﺪ ﭘﻨﺪ ﮔﺮﻓﺘﻪ ﻭ ﺑﺨـﻮﺩ‬
‫ﺁﻣﺪﻩ ﻭ ﺍﻳﻦ ﺑﺎﺭ ﺑﺂﻣﺎﺩﮔﻲ ﻛﻮﺷﻨﺪ ﻭ ﺑﺮﺍﻱ ﺑﺎﺯﮔﺸﺖ ﻣﻐﻮﻻﻥ ﻛﻪ ﻫﻤﮕﻲ ﺁﻧﺮﺍ ﻣﻴﺪﺍﻧﺴﺘﻨﺪ ﺑﺴﻴﺞ ﺳﭙﺎﻩ ﻭ ﺍﻓﺰﺍﺭ ﻛﻨﻨﺪ‬
‫ﻭﻟﻲ ﺁﻳﺎ ﭼﻪ ﻛﺮﺩﻧﺪ؟!‪ ..‬ﺍﺯ ﺑﺲ ﺁﻟﻮﺩﻩ ﺑﻮﺩﻧﺪ ﻫﻤﻴﻨﻜﻪ ﺧﻮﻧﺨﻮﺍﺭﺍﻥ ﺑﺎﺯﮔﺸﺘﻨﺪ ﻫﺮ ﺩﺳﺘﻪ ﺳـﺮﮔﺮﻡ ﻧﺎﺩﺍﻧﻴﻬـﺎﻱ ﺧـﻮﺩ‬
‫ﺷﺪﻧﺪ ﻭ ﺁﻧﭽﻪ ﭘﺮﻭﺍ ﻧﻜﺮﺩﻧﺪ ﺑﺎﺯﮔﺸﺖ ﻣﻐﻮﻝ ﺑﻮﺩ ﻭ ﺁﻧﭽﻪ ﺑﻴﺎﺩ ﻧﻴﺎﻭﺭﺩﻧﺪ ﺧﻮﻧﻬﺎﻱ ﺭﻳﺨﺘـﻪ ﺷـﺪﻩ ﺑـﻮﺩ‪ .‬ﺻـﺪﻫﺰﺍﺭﻫﺎ‬
‫ﺩﺧﺘﺮﺍﻥ ﺍﻳﺮﺍﻥ ﺭﺍ ﻛﻪ ﺩﺭ ﻣﻐﻮﻟﺴﺘﺎﻥ ﻣﻴﺰﻳﺴﺘﻨﺪ ﻭ ﻫﻤﻴﺸﻪ ﭼﺸﻢ ﺑﺮﺍﻩ ﺍﻳﺮﺍﻥ ﻣﻴﺪﺍﺷﺘﻨﺪ ﺑﻴﻜﺒﺎﺭ ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻩ ﭘﻲ‬
‫ﻧﺎﺩﺍﻧﻴﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﮔﺮﻓﺘﻨﺪ‪ .‬ﺩﺭ ﻫﻤﺎﻥ ﺳﺎﻟﻬﺎ ﺧﻠﻴﻔـﻪ ﺍﻟﻤﺴﺘﻨـﺼﺮﺑﺎﷲ ﺩﺭ ﺑﻐـﺪﺍﺩ ﻣﺪﺭﺳـﺔ ﺑـﺰﺭﮒ ﺧـﻮﺩ ﺭﺍ ﺑﻨﻴـﺎﺩ‬
‫ﮔﺰﺍﺷﺖ ﻛﻪ ﺷﺶ ﺳﺎﻝ ﺩﺭﺁﻥ ﻛﺎﺭ ﻛﺮﺩﻧﺪ ﻭ ﺩﺍﺭﺍﻳﻲ ﺑﺰﺭﮔﻲ ﺭﺍ ﺑﻜﺎﺭ ﺑﺮﺩﻧﺪ ﻭ ﺑﮕﻔﺘﺔ ﺍﺑﻦ ﻋﺒـﺮﻱ ﺑﻨﻴـﺎﺩ ﺑﻴﻤﺎﻧﻨـﺪﻱ‬
‫ﺑﻮﺩ ﻭ ﺳﻴﺼﺪ ﻓﻘﻴﻪ ﺩﺭ ﺁﻥ ﺩﺭﺱ ﻣﻴﮕﻔﺘﻨﺪ ﻭ ﺭﻭﺯﻳﻜﻪ ﺑﭙﺎﻳﺎﻥ ﺭﺳﻴﺪ ﺑﺎ ﺷﻜﻮﻩ ﺑﺴﻴﺎﺭ ﺁﻧﺮﺍ ﺑﮕﺸﺎﺩﻧﺪ‪.‬‬
‫ﺑﺒﻴﻨﻴﺪ ﺁﻟﻮﺩﮔﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺑﻮﺩﻩ‪ .‬ﺧﻠﻴﻔﻪ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﻫﻤﺔ ﮔﻨﺠﻴﻨـﺔ ﺧـﻮﺩ ﺭﺍ ﺑﻴـﺮﻭﻥ ﺭﻳـﺰﺩ ﻭ‬
‫ﺷﻤﺸﻴﺮ ﻭ ﺍﻓﺰﺍﺭ ﺟﻨﮓ ﺑﺨﺮﺩ ﻭ ﺟﻨﮕﺠﻮﻳﺎﻥ ﺑﺴﻴﺞ ﻛﻨﺪ ﻭ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﻧﮕﻬﺪﺍﺭﻱ ﻣﺮﺩﻡ ﺑﺎﺷﺪ ﺑﭽﻨﻴﻦ ﻛﺎﺭﻱ ﺑﻴﻬﻮﺩﻩ‬
‫ﺑﺮﻣﻴﺨﻴﺰﺩ‪ .‬ﻓﻘﻴﻬﺎﻥ ﻛﻪ ﺑﺎﻳـﺴﺘﻲ ﺩﺭﺱ ﻭ ﻫﻤـﻪ ﭼﻴـﺰ ﺭﺍ ﻛﻨـﺎﺭ ﻧﻬـﺎﺩﻩ ﺧـﻮﺩ ﺟﻨـﮓ ﻳـﺎﺩ ﮔﻴﺮﻧـﺪ ﻭ ﺩﻳﮕـﺮﺍﻥ ﺭﺍ‬
‫ﺑﻴﺎﺩ ﮔﺮﻓﺘﻦ ﺁﻥ ﻭﺍﺩﺍﺭﻧﺪ ﺑﭽﻨﻴﻦ ﺩﺭﺳﻬﺎﻳﻲ ﻣﻴﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﺑﻴﻬﻮﺩﻩ ﻧﺒﻮﺩ ﻛﻪ ﭼـﻮﻥ ﺩﺭ ﺑﻴـﺴﺖ ﻭ ﭼﻨـﺪ ﺳـﺎﻝ ﺩﻳﮕـﺮ‬
‫ﻫﻼﻛﻮ ﺑﺮ ﺳﺮ ﺑﻐﺪﺍﺩ ﺁﻣﺪ ﭘﺎﻳﺘﺨﺖ ﺧﻼﻓﺖ ﺑﻴﺶ ﺍﺯ ﭼﻨﺪ ﺭﻭﺯﻱ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﺷﻤﻨﺎﻥ ﺍﻳﺴﺘﺎﺩﮔﻲ ﻧﺘﻮﺍﻧﺴﺖ ﻭ ﺑﺎ ﺁﻧﻜﻪ‬
‫ﺻﺪﻫﺎ ﻣﺮﺩﺍﻥ ﺑﻨﺎﻡ ﺩﺭ ﺁﻧﺸﻬﺮ ﮔﺮﺩ ﺑﻮﺩﻧﺪ ﺟﺰ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻭ ﺑﻴﭽﺎﺭﮔﻲ ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﻧﺪﺍﺩﻧﺪ ﻭ ﺻﺪﻫﺰﺍﺭﺍﻥ ﺯﻧـﺎﻥ ﻭ‬
‫ﻣﺮﺩﺍﻥ ﺑﻴﮕﻨﺎﻩ ﺭﺍ ﺩﭼﺎﺭ ﭘﻨﺠﺔ ﻣﻐﻮﻻﻥ ﺧﻮﻧﺨﻮﺍﺭ ﮔﺮﺩﺍﻧﻴﺪﻧﺪ‪.‬‬
‫ﺍﻳﻦ ﺩﺍﺳﺘﺎﻥ ﺭﺍ ﺑﺮﺍﻱ ﻣﺜﻞ ﻧﻮﺷﺘﻢ ﻭ ﺧﻮﺍﺳﺘﻢ ﺁﻧﺴﺖ ﻛﻪ ﺍﻧﺪﺍﺯﺓ ﺗـﺎﺛﻴﺮ ﺁﻥ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﭘﻨﺠﮕﺎﻧـﻪ ﺭﺍ ﻧـﺸﺎﻥ‬
‫ﺩﻫﻢ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺩﻳﺪﻳﻢ ﺩﺍﺳﺘﺎﻥ ﺩﻟﮕﺪﺍﺯ ﻣﻐﻮﻝ ﻧﺘﻴﺠﺔ ﺁﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﻮﺩ‪ .‬ﻭﻟﻲ ﺧﻮﺩ ﺁﻥ ﺁﺳﻴﺐ ﺩﻳﮕـﺮﻱ ﮔﺮﺩﻳـﺪ ﻭ‬
‫ﺩﺭ ﺩﻭ ﻗﺮﻥ ﻛﻤﺘﺮ ﻛﻪ ﻣﻐﻮﻻﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﭼﻴﺮﻩ ﺑﻮﺩﻧﺪ ﻭ ﭘﺲ ﺍﺯ ﺍﻳﺸﺎﻥ ﻧﻮﺑﺖ ﻟﺸﻜﺮﻛﺸﻴﻬﺎﻱ ﺗﻴﻤﻮﺭﻟﻨـﮓ ﺭﺳـﻴﺪ ‪،‬‬
‫ﺩﺭ ﺁﻥ ﻳﻚ ﺩﻭﺭﻩ ‪ ،‬ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻭ ﭘﺮﺍﻛﻨﺪﮔﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ﻫﺮﭼﻪ ﺑﻴﺸﺘﺮ ﮔﺮﺩﻳﺪ‪.‬‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﭘﻨﺠﮕﺎﻧﻪ ﺭﺍ ﻛﻪ ﺷﻤﺮﺩﻳﻢ ﻧﺨﺴﺖ ﺁﻧﻬﺎ ﺟﺪﺍ ﺍﺯ ﻫﻢ ﺑﻮﺩﻩ ﻭ ﻫﺮ ﻳﻜـﻲ ﺭﺍ ﺩﺳـﺘﺔ ﺩﻳﮕـﺮﻱ ﺩﻧﺒـﺎﻝ‬
‫ﻲ ﺩﻟﻬﺎ ﺭﺍ ﺑﻲ ﺍﻧﺪﺍﺯﻩ ﮔﺮﺩﺍﻧﻴﺪﻧـﺪ ﻭ ﺑﺮﺧـﻲ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ‬ ‫ﻣﻴﻜﺮﺩﻩ ﻭﻟﻲ ﺩﺭﺍﻳﻦ ﺩﻭﺭﻩ ﻫﻤﻪ ﺑﻬﻢ ﺁﻣﻴﺨﺘﻨﺪ ﻭ ﺁﺷﻔﺘﮕ ِ‬
‫ﻧﻮﻳﻦ ﺩﻳﮕﺮﻱ ﺭﺥ ﻧﻤﻮﺩ ﻭ ﺭﻭﻳﻬﻤﺮﻓﺘﻪ ﺁﻧﭽﻪ ﺍﺯ ﻧﻴﻜﻴﻬﺎ ﺑﺎﺯﻣﺎﻧﺪﻩ ﺑﻮﺩ ﺩﺭﺍﻳﻦ ﺩﻭﺭﻩ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺖ‪.‬‬
‫ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﺑﺪﺗﺮﻳﻦ ﺩﻭﺭﺓ ﺯﺑﻮﻧﻲ ﻭ ﺑﻴﭽـﺎﺭﮔﻲ ﺍﻳﺮﺍﻧـﺴﺖ ﻭ ﻣـﺎ ﺩﺭ ﺁﻥ ﺯﻣـﺎﻥ ﺑﺪﺍﺳـﺘﺎﻧﻬﺎﻱ ﺑـﺲ ﺷـﮕﻔﺘﻲ‬
‫ﺑﺮﻣﻴﺨﻮﺭﻳﻢ‪ .‬ﺩﺭ ﺯﻣﺎﻧﻴﻜﻪ ﺩﺷﻤﻦ ﺑﻴﮕﺎﻧﻪ ﺩﺭ ﻛﺸﻮﺭ ﻣﻲ ﻧﺸﺴﺘﻨﺪ ﻭ ﻣﻲ ﺑﺎﻳﺴﺖ ﻫﻤﺔ ﺳﺮﺍﻥ ﻭ ﭘﻴﺸﻮﺍﻳﺎﻥ ﺗﺎ ﺗﻮﺍﻧﻨـﺪ‬
‫ﻣﺮﺩﻡ ﺭﺍ ﺑﺪﻟﻴﺮﻱ ﻭ ﮔﺮﺩﻥ ﻓﺮﺍﺯﻱ ﺑﺮﺍﻧﮕﻴﺰﻧﺪ ﻣﻲ ﺑﻴﻨﻴﻢ ﻳﻜﺪﺳﺘﻪ ﻫﻤﻪ ﺑﻮﺍﺭﻭﻧﺔ ﺁﻥ ﻛﻮﺷﻴﺪﻩ ﺍﻧﺪ ﻭ ﺑﺎ ﻳﻚ ﭘﺎﻓﺸﺎﺭﻱ‬
‫ﺑﻲ ﺍﻧﺪﺍﺯﻩ ﻓﻠﺴﻔﺔ ﺟﺒﺮﻳﮕﺮﻱ ﺭﺍ ﺭﻭﺍﺝ ﺩﺍﺩﻩ ﻭ ﺳﺮ ﻫﺮ ﺳﺨﻨﻲ ﻧﺎﻡ ﻗﻀﺎ ﻭ ﻗﺪﺭ ﻭ ﻃﺎﻟﻊ ﻭ ﻓﻠﻚ ﻭ ﺳﺮﻧﻮﺷﺖ ﻭ ﺑﺨـﺖ‬
‫ﺭﺍ ﺑﺮﺩﻩ ﺍﻧﺪ ﻭ ﺍﻳﻨﻬﺎ ﺑﺮﺍﻱ ﺁﻥ ﺑﻮﺩﻩ ﻛﻪ ﺑﮕﻮﻳﻨﺪ ﻧﻴﻚ ﻭ ﺑﺪ ﻫﻤﻪ ﺍﺯ ﺧﺪﺍﺳﺖ ﻭ ﺁﺳﻴﺒﻬﺎ ﻭ ﮔﺰﻧﺪ ﻫﺎ ﻛﻪ ﺑﻪ ﻫﺮﻛـﺴﻲ‬
‫ﻣﻴﺮﺳﺪ ﺳﺮﻧﻮﺷﺖ ﺍﻭ ﺑﻮﺩﻩ ﻭ ﻛﻮﺷﺶ ﻭ ﺗﻼﺵ ﺭﺍ ﻫﻢ ﻧﺘﻴﺠﻪ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﺳﺨﻦ ﺍﺯ ﻫﺮﺑﺎﺭﻩ ﺑﺴﻮﺩ ﻣﻐﻮﻟﺴﺖ ‪ ،‬ﺍﺯ‬
‫ﻳﻜﺴﻮ ﮔﻨﺎﻩ ﺍﺯ ﮔﺮﺩﻥ ﺁﻧﺎﻥ ﺑﺮﻣﻴﺪﺍﺭﺩ ﻭ ﺍﺯ ﻳﻜﺴﻮ ﻣﺮﺩﻡ ﺭﺍ ﺍﺯ ﻛﻮﺷﺶ ﻭ ﺗﻼﺵ ﺑـﺮﺍﻱ ﺭﻫـﺎﻳﻲ ﺍﺯ ﺩﺳـﺖ ﺁﻧـﺎﻥ ﺑـﺎﺯ‬
‫ﻣﻴﺪﺍﺭﺩ ‪ ،‬ﻭ ﻣﺎ ﻧﻤﻴﺪﺍﻧﻴﻢ ﺍﻳﻦ ﭘﻨﺪﺍﺭﻫﺎﻱ ﺑﻴﻬﻮﺩﺓ ﺯﻫﺮ ﺁﻟﻮﺩ ﺑﺨﻮﺩ ﭘﻴﺪﺍ ﺷﺪﻩ ﻭ ﻛﺴﺎﻧﻲ ﺍﺯ ﻧﺎﺩﺍﻧﻲ ﻭ ﭘـﺴﺘﻲ ﺍﻧﺪﻳـﺸﻪ‬
‫ﺑﺎﻳﻨﻬﺎ ﺑﺮﺧﺎﺳﺘﻪ ﺍﻧﺪ ﻳﺎ ﺩﺳﺖ ﻛﺎﺭﻛﻨﺎﻥ ﻣﻐﻮﻝ ﺩﺭﻣﻴﺎﻥ ﺑﻮﺩﻩ ﻭ ﺑـﺮﺍﻱ ﺟﻠـﻮﮔﻴﺮﻱ ﺍﺯ ﻫـﺮ ﺟﻨـﺒﺶ ﻭ ﺷﻮﺭﺷـﻲ ﺩﺭ‬
‫ﺍﻳﺮﺍﻥ ﺍﻳﻦ ﭘﻨﺪﺍﺭﻫﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﺭﺍ ﺭﻭﺍﺝ ﺩﺍﺩﻩ ﺍﻧﺪ ‪ ،‬ﻭ ﺑﺎ ﺁﻧﻜﻪ ﻣﻐﻮﻻﻥ ﻣﺮﺩﻡ ‪‬ﺩﮊﺁﮔﺎﻩ ﻭ ﺩﺭﺷﺘﻲ ﺑـﻮﺩﻩ ﺍﻧـﺪ ﻭ ﭼﻨـﻴﻦ‬
‫ﻧﻴﺮﻧﮕﻲ ﻳﺎ ﺳﻴﺎﺳﺘﻲ ﺍﺯ ﺁﻧﺎﻥ ﺩﻭﺭ ﻣﻴﻨﻤﺎﻳﺪ ‪ ،‬ﺑﺎﺯ ﻣﺎ ﮔﻤﺎﻥ ﺑﻴـﺸﺘﺮ ﺑﺪﺳـﺖ ﺍﻧـﺪﺭ ﻣﻴـﺎﻥ ﺑـﻮﺩﻥ ﻛﺎﺭﻛﻨـﺎﻥ ﺍﻳـﺸﺎﻥ‬
‫ﻣﻴﺒﺮﻳﻢ ﻭ ﭼﻨﺎﻥ ﻣﻴﭙﻨـﺪﺍﺭﻳﻢ )ﻧـﻪ ﺁﻧﻜـﻪ ﻣﻴـﺪﺍﻧﻴﻢ( ﻛـﻪ ﺍﻳـﻦ ﻧﻴﺮﻧـﮓ ﺭﺍ ﺑﺎﻳـﺸﺎﻥ ﺟﻬـﻮﺩﺍﻥ ﻭ ﺗﺮﺳـﺎﻳﺎﻥ ﺍﻳـﺮﺍﻥ‬
‫ﻳﺎﺩ ﺩﺍﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺒﻴﻨﻴﺪ ﺑﻴﺸﺮﻣﻲ ﺗﺎﻛﺠﺎ ﺭﺳﻴﺪﻩ‪ .‬ﻣﻴﻨﻮﻳـﺴﻨﺪ ‪ :‬ﺧـﺪﺍ ﭼﻨﺎﻧﻜـﻪ ﻓﺮﺳـﺘﺎﺩﮔﺎﻧﻲ ﺍﺯ ﻣﻬـﺮ ﻓﺮﺳـﺘﺪ )ﻛـﻪ‬
‫ﭘﻴﻐﻤﺒﺮﺍﻥ ﺑﺎﺷﻨﺪ( ﻓﺮﺳﺘﺎﺩﮔﺎﻧﻲ ﻧﻴﺰ ﺍﺯ ﺧﺸﻢ ﻓﺮﺳﺘﺪ ﻛﻪ ﭼﻨﮕﻴﺰ ﺍﺯ ﺁﻧﺎﻥ ﺑﻮﺩﻩ‪ .‬ﺑﻴﺸﺮﻣﻲ ﻭ ﭘﺴﺘﻲ ﺑﺨﻮﺩ ﺗﺎ ﺑﺎﻳﻨﺠﺎ‬
‫ﻧﺘﻮﺍﻧﺪ ﺭﺳﻴﺪ‪ .‬ﻫﻤﺎﻧﺎ ﺍﻳﻨﻬﺎ ﺭﺍ ﻛﺎﺭﻛﻨﺎﻥ ﻣﻐﻮﻝ ﺳﺎﺧﺘﻪ ﻭ ﺑﻤﻴﺪﺍﻥ ﺍﻧﺪﺍﺧﺘﻪ ﺍﻧﺪ‪.‬‬
‫ﺩﺭ ﻫﻤﺎﻥ ﺯﻣﺎﻧﺴﺖ ﻛﻪ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻛﻪ ﺑﻨﻴﺎﺩ ﺁﻥ ﺑـﻲ ﭘﺮﻭﺍﻳـﻲ ﺑﮕﺬﺷـﺘﻪ ﻭ ﺁﻳﻨـﺪﻩ ﻭ ﮔﺮﺍﻳﻴـﺪﻥ ﺑﻤـﺴﺘﻲ ﻭ‬
‫ﺧﻮﺷﻲ ﺑﻮﺩﻩ ﻭ ﺧﺮﺩ ﻭ ﻏﻴﺮﺕ ﻭ ﻣﺮﺩﺍﻧﮕﻲ ﺭﺍ ﺭﻳﺸﺨﻨﺪ ﻣﻲ ﻛﺮﺩﻩ ﺑﺎ ﻳﻚ ﺷﺘﺎﺏ ﻭ ﺗﻨﺪﻱ ﺑﺴﻴﺎﺭﻱ ﺭﻭﺍﺝ ﻣﻲ ﮔﻴﺮﺩ‬
‫ﻭ ﺻﺪﻫﺎ ﺷﻌﺮ ﺩﺭ ﻫﻤﺎﻥ ﺯﻣﻴﻨﻪ ﺳﺮﻭﺩﻩ ﻣﻲ ﮔﺮﺩﺩ ﻭ ﺍﻳﻨﻬﺎ ﺑﻴﺶ ﺍﺯ ﺻﺪ ﻫﺰﺍﺭ ﺳﭙﺎﻩ ﺑﻤﻐﻮﻻﻥ ﺳﻮﺩ ﺩﺍﺩﻩ‪.‬‬
‫ﻳﻚ ﮔﺮﻓﺘﺎﺭﻱ ﻛﻪ ﺍﺯ ﺯﻣﺎﻥ ﻣﻐـﻮﻝ ﻣـﻲ ﺁﻏـﺎﺯﺩ ﻭ ﺩﺍﻣﻨـﺔ ﺁﻥ ﺗـﺎ ﺯﻣـﺎﻥ ﻣـﺎ ﻣﻴﻜـﺸﺪ ﻓﺰﻭﻧـﻲ ﺷـﻌﺮﺍ ﻭ ﺭﻭﺍﺝ‬
‫ﺑﻲ ﺍﻧﺪﺍﺯﺓ ﺷﻌﺮ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺷﻌﺮﺍ ﮔﺬﺷﺘﻪ ﺍﺯ ﺯﻳﺎﻧﻬﺎﻱ ﺩﻳﮕﺮﻱ ﻛﻪ ﺭﺳﺎﻧﻴﺪﻩ ﺍﻧﺪ ﺍﻳﻦ ﺯﻳﺎﻧﺸﺎﻥ ﺑـﺴﻴﺎﺭ ﺑـﺰﺭﮒ ﺍﺳـﺖ‬
‫ﻛﻪ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻳﻲ ﻛﻪ ﺍﺯ ﭘﻴﺶ ﺑﻮﺩﻩ ﻭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻳﻲ ﻛﻪ ﺳﭙﺲ ﭘﻴﺪﺍ ﺷﺪﻩ ﻫﻤﻪ ﺭﺍ ﺑﺎ ﺯﺑـﺎﻥ ﺷـﻴﺮﻳﻦ ﻭ ﺭﻭﺍﻧـﻲ ﺑـﻪ‬
‫ﺭﺷﺘﺔ ﻧﻈﻢ ﻛﺸﻴﺪﻩ ﻭ ﺭﻭﺍﺝ ﻭ ﭘﺮﺍﻛﻨﺪﮔﻴﺶ ﺭﺍ ﺻﺪ ﺑﺮﺍﺑﺮ ﻣﻴﻜﻨﻨﺪ ﻭ ﭼﻮﻥ ﻛﺴﻲ ﺑﺠﻠﻮﮔﻴﺮﻱ ﻧﻤﻴﻜﻮﺷﺪ ﮔﺴﺘﺎﺧﺎﻧﻪ‬
‫ﺑﻪ ﻫﺮ ﺯﺷﺘﻲ ﺯﺑﺎﻥ ﻣﻴﮕﺸﺎﻳﻨﺪ ﻭ ﺻﺪ ﻧﻨﮕﻴﻦ ﻛﺎﺭﻱ ﻣﻴﻨﻤﺎﻳﻨﺪ‪ .‬ﺷﻤﺎ ﺍﮔﺮ ﺩﻳﻮﺍﻥ ﺷﺎﻋﺮﻱ ﺭﺍ ﺑﺎﺯ ﻛﻨﻴﺪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ‬
‫ﺟﺰ ﺍﻳﻦ ﻧﻤﻴﺨﻮﺍﻫﺪ ﻛﻪ ﺷﻌﺮﻱ ﺩﺭﺳﺖ ﻛﻨﺪ ﻭ ﻣﻌﻨﺎﻳﻲ ﺭﺍ ﺩﺭﺁﻥ ﺑﮕﻨﺠﺎﻧـﺪ ﻭ ﺩﺭﺑﻨـﺪ ﺳـﻮﺩ ﻭ ﺯﻳـﺎﻥ ﺳـﺨﻦ ﺧـﻮﺩ‬
‫ﻧﻴﺴﺖ ﻭ ﭼﻮﻥ ﻧﻴﻚ ﻧﮕﺮﻳﺪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﻫﺮﭼﻪ ﺷﻨﻴﺪﻩ ﻭ ﺧﻮﺍﻧﺪﻩ ﺍﺯ ﺟﺒﺮﻳﮕـﺮﻱ ﻭ ﺍﺯ ﭘﻨـﺪﺍﺭﻫﺎﻱ ﺑﺎﻃﻨﻴـﺎﻥ ﻭ ﺍﺯ‬
‫ﻛﺞ ﺍﻧﺪﻳﺸﻴﻬﺎﻱ ﺻﻮﻓﻴﺎﻥ ﻭ ﺍﺯ ﻓﻠﺴﻔﻪ ﻭ ﭘﻨﺪ ﻭ ﻏﺰﻝ ﻭ ﮔﻠﻪ ﺍﺯ ﺭﻭﺯﮔﺎﺭ ﻫﻤﻪ ﺭﺍ ﺩﺭ ﻣﻴﺎﻥ ﺷﻌﺮﻫﺎﻱ ﺧﻮﺩ ﻣـﻲ ﺁﻭﺭﺩ‪.‬‬
‫ﻫﻤﻴﻦ ﻛﺎﺭ ﺯﻳﺎﻧﻬﺎﻳﺶ ﭼﻨﺪﺍﻧﺴﺖ ﻛﻪ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺑﺸﻤﺎﺭﻳﻢ ﺑﻴﻚ ﻛﺘﺎﺏ ﺟﺪﺍﮔﺎﻧﻪ ﻧﻴﺎﺯ ﺧﻮﺍﻫﻴﻢ ﺩﺍﺷﺖ‪ .‬ﺩﺭﺍﻳﻨﺠﺎ‬
‫ﭼﻮﻥ ﺧﻮﺍﺳﺘﻤﺎﻥ ﺗﺎﺭﻳﺦ ﺍﺳﺖ ﻓﻬﺮﺳﺖ ﻭﺍﺭ ﻳﺎﺩ ﻛﺮﺩﻩ ﺩﺭﻣﻴﮕﺬﺭﻳﻢ‪.‬‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﺍﺯ ﺩﺭﺁﻣﺪﻥ ﻣﻐﻮﻝ ﺑﺎﻳﺮﺍﻥ ﺩﺭ ﻗﺮﻥ ﻫﻔﺘﻢ ﺗﺎ ﺑﺮﺧﺎﺳﺘﻦ ﺷﺎﻩ ﺍﺳﻤﻌﻴﻞ ﺻﻔﻮﻱ ﺩﺭ ﻗﺮﻥ ﺩﻫـﻢ ﺳﻴـﺼﺪﺳﺎﻝ ﺩﺭ‬
‫ﻣﻴﺎﻥ ﮔﺬﺷﺘﻪ‪ .‬ﺍﻳﻦ ﺳﻴﺼﺪ ﺳﺎﻝ ﺍﺯ ﺷﻮﻣﺘﺮﻳﻦ ﺩﻭﺭﻩ ﻫﺎﻱ ﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻥ ﻣﻲ ﺑﺎﺷـﺪ‪ .‬ﺩﺭﺍﻳـﻦ ﺩﻭﺭﻩ ﺁﻟـﻮﺩﮔﻲ ﺭﻭﺍﻧـﻲ‬
‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺂﺧﺮﻳﻦ ﭘﺎﻳﮕﺎﻩ ﺭﺳﻴﺪﻩ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺁﻧﺎﻥ ﺑﺎﻳﻦ ﻧﺘﻴﺠﻪ ﺍﻧﺠﺎﻣﻴﺪ ﻛﻪ ﺍﺯ ﻛﺸﻮﺭ ﻭ ﺯﻧـﺪﮔﺎﻧﻲ ﻭ ﻫﻤـﻪ ﭼﻴـﺰ‬
‫ﭼﺸﻢ ﺑﭙﻮﺷﻨﺪ ‪ ،‬ﻭ ﺁﻧﺮﺍ ﺑﻪ ﺑﻴﮕﺎﻧﮕﺎﻥ ﻭ ﮔﺮﺩﻧﻜﺸﺎﻥ ﮔﺰﺍﺭﺩﻩ ﺧﻮﺩﺷﺎﻥ ﺗﻨﻬﺎ ﺑـﻪ ﺷـﻌﺮ ﺳـﺮﻭﺩﻥ ﻭ ﻋﺮﻓـﺎﻥ ﺑـﺎﻓﺘﻦ ﻭ‬
‫ﻓﻠﺴﻔﻪ ﺗﻨﻴﺪﻥ ﻭ ﻛﺸﺎﻛﺸﻬﺎﻱ ﻛﻴﺸﻲ ﭘﺮﺩﺍﺯﻧﺪ‪ .‬ﻳﻜﻲ ﺍﺯ ﺩﺍﺳﺘﺎﻧﻬﺎﻱ ﺁﻥ ﺯﻣﺎﻥ ﻛﺸﺎﻛﺶ ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﺑـﺎ ﺻـﻮﻓﻴﺎﻥ ﻭ‬
‫ﺯﺑﺎﻧﺪﺭﺍﺯﻱ ﻫﺎﺳﺖ ﻛﻪ ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﻬﻨﮕﺎﻣﻴﻜﻪ ﻛﺸﻮﺭ ﻟﮕﺪﻣﺎﻝ ﭘﺎﻱ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺑﻮﺩﻩ ﺍﻳﻨﺎﻥ ﺑﺎ ﻳﻚ ﺧﺸﻢ ﻭ‬
‫ﻛﻴﻨﺔ ﺑﻲ ﺍﻧﺪﺍﺯﻩ ﺍﻱ ﺑﺎ ﺻﻮﻓﻴﺎﻥ ﺣﺴﺎﺏ ﭘﺎﻙ ﻣﻴﻜﺮﺩﻩ ﺍﻧﺪ ﻭ ﻫﺮ ﺯﻣـﺎﻥ ﺑﺘﺎﺧـﺖ ﺩﻳﮕـﺮﻱ ﺑﺮﻣﻴﺨﺎﺳـﺘﻪ ﺍﻧـﺪ‪ .‬ﺍﻳـﻦ‬
‫ﺩﺍﺳﺘﺎﻥ ﻛﻪ ﻫﻢ ﺷﻴﺮﻳﻦ ﻭ ﺷﻨﻴﺪﻧﻲ ﻭ ﻫﻢ ﻣﺎﻳﺔ ﺍﻓﺴﻮﺱ ﻭ ﺷﺮﻣﻨﺪﮔﻴﺴﺖ ﻛﻤﺘﺮ ﻛﺴﻲ ﺍﺯ ﺁﻥ ﺁﮔﺎﻩ ﻣﻴﺒﺎﺷﺪ ﻭ ﻣـﺎ‬
‫ﻫﻢ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﺂﻥ ﻧﻤﻴﺘﻮﺍﻧﻴﻢ ﭘﺮﺩﺍﺧﺖ ‪ ١‬ﻭ ﺍﻳﻨﺴﺖ ﺑﺎﻳﺪ ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮ ﺟﺪﺍﮔﺎﻧﻪ ﺑﺂﻥ ﺑﭙﺮﺩﺍﺯﻳﻢ‪.‬‬
‫ﭘﻴﺪﺍﻳﺶ ﺗﻴﻤﻮﺭ ﻭ ﺧﻮﻧﺮﻳﺰﻳﻬﺎ ﻭ ﺳﻴﺎﻫﻜﺎﺭﻳﻬﺎﻱ ﺍﻭ ﺩﺭ ﺍﻳـﻦ ﺩﻭﺭﻩ ﺭﻭ ﺩﺍﺩﻩ ﻭ ﻳـﻚ ﻧﻤﻮﻧـﺔ ﺭﻭﺷـﻦ ﺩﻳﮕـﺮﻱ ﺍﺯ‬
‫ﺑﻴﭽﺎﺭﮔﻲ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻥ ﻣﻴﺒﺎﺷﺪ‪ .‬ﻳﻜﻤﺮﺩ ﺧﻮﻧﺨﻮﺍﺭ ﭘﻠﻴﺪﻱ ﻛﻪ ﺑﻬﺮ ﻛﺠﺎ ﻣﻴﺮﺳﻴﺪ ﺟﻮﻱ ﺧﻮﻥ ﺭﻭﺍﻥ ﻣﻴـﺴﺎﺧﺖ ﻭ ﺩﺭ‬
‫ﺍﺳﭙﻬﺎﻥ ﻫﻔﺘﺎﺩ ﻫﺰﺍﺭ ﺑﻴﮕﻨﺎﻫﺎﻥ ﺭﺍ ﺳﺮ ﺑﺮﻳﺪ ﻭ ﺩﺭ ﺑﻐﺪﺍﺩ ﺍﺯ ﺳﺮﻫﺎﻱ ﻛﺸﺘﮕﺎﻥ ﻣﻨﺎﺭﻩ ﭘﺪﻳﺪ ﺁﻭﺭﺩ ﻭ ﺩﺭ ﺗـﻮﺱ ﭘـﺴﺮ‬
‫ﭘﻠﻴﺪﺵ ﺩﻩ ﻫﺰﺍﺭ ﺳﺮ ﺧﻮﺍﺳﺖ ﻭ ﭼﻮﻥ ﺩﻩ ﻫﺰﺍﺭ ﺳﺮ ﭘﻴﺪﺍ ﻧﺸﺪ ﺳﺮﻫﺎﻱ ﺯﻧﺎﻥ ﻭ ﺑﭽﮕﺎﻥ ﺭﺍ ﺑﺮﻳﺪﻧﺪ ‪ ،‬ﺑﺒﻴﻨﻴﺪ ﭼﻨـﻴﻦ‬
‫ﻧﺎﻣﺮﺩﻱ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﻬﺎ ﺗﺎ ﺑﻜﺠﺎ ﺭﺳﺎﻧﻴﺪﻩ ﺍﻧﺪ ﻭ ﺷﻌﺮﺍ ﻭ ﺗﺎﺭﻳﺦ ﻧﻮﻳـﺴﺎﻥ ﭼـﻪ ﺳﺘﺎﻳـﺸﻬﺎ ﺍﺯﻭ ﺳـﺮﻭﺩﻩ ﺍﻧـﺪ‪ .‬ﻫﻤﻴـﺸﻪ‬
‫ﮔﺮﻭﻫﻲ ﺍﺯ ﻋﻠﻤﺎﺀ ﻭ ﻣﺸﺎﻳﺦ ﺩﺭ ﺩﺳﺘﮕﺎﻩ ﺍﻭ ﺑﻮﺩﻩ ﻭ ﺍﻭ ﺭﺍ » ﺑﺘﺮﻭﻳﺞ ﺷﺮﻉ ﻭ ﺍﺣﻴﺎﻱ ﻣﺮﺍﺳﻢ ﺩﻳﻦ« ﻭﺍ ﻣﻴﺪﺍﺷﺘﻪ ﺍﻧﺪ ﻭ‬
‫ﭘﺴﺘﻲ ﺭﺍ ﺗﺎ ﺑﺂﻧﺠﺎ ﺭﺳﺎﻧﻴﺪﻩ ﺍﻧﺪ ﻛﻪ ﺍﻭ ﺭﺍ » ﻣﺠﺪﺩ ﺩﻳﻦ ﺩﺭ ﺭﺃﺱ ﻣﺎﻩ ﻫﺸﺘﻢ« ﺧﻮﺍﻧﺪﻩ ﺍﻧﺪ ﻭ ﺗﻴﻤﻮﺭ ﺑﺎﻳﻦ ﻟﻘﺐ ﻛـﻪ‬
‫ﻋﻠﻤﺎﺀ ﺑﺎﻭ ﺩﺍﺩﻩ ﺍﻧﺪ ﻫﻤﻴﺸﻪ ﻣﻴﻨﺎﺯﻳﺪﻩ ﻭ ﺑﻬﻨﮕﺎﻡ ﻣﺮﮒ ﺳﭙﺎﺭﺩﻩ ﻛﻪ ﻧﻮﺷﺘﺔ ﻋﻠﻤﺎﺀ ﺭﺍ ﺗﻮﻱ ﻛﻔـﻨﺶ ﺑﮕﺰﺍﺭﻧـﺪ ﺗـﺎ ﺩﺭ‬
‫ﻧﺰﺩ ﺧﺪﺍ » ﺣﺠﺖ« ﺍﻭ ﺑﺎﺷﺪ‪.‬‬
‫ﺩﺭ ﻗﺮﻥ ﺩﻫﻢ ﭼﻮﻥ ﺻﻔﻮﻳﺎﻥ ﭘﻴﺪﺍ ﺷﺪﻧﺪ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻥ ﺩﺭ ﺳـﺎﻳﺔ ﺁﻟﻮﺩﮔﻴﻬـﺎﻱ ﺭﻭﺍﻧـﻲ ﺷـﺎﻳﻨﺪﺓ ﻫـﻴﭻ ﻛـﺎﺭﻱ‬
‫ﻧﻤﻴﺒﻮﺩﻧﺪ ‪ ،‬ﻭ ﺍﻳﻦ ﺍﺯ ﺧﻮﺷﺒﺨﺘﻲ ﺻﻔﻮﻳﺎﻥ ﺑﻮﺩ ﻛﻪ ﺍﻳﻠﻬﺎﻱ ﭘﺮﺍﻛﻨـﺪﺓ ﺗـﺮﻙ ﺭﺍ ﻛـﻪ ﺩﺭ ﺳـﺎﻳﺔ ﺩﻭﺭﻱ ﺍﺯ ﺷـﻬﺮﻫﺎ ﻭ‬
‫ﻧﺎﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻛﺘﺎﺑﻬﺎ ﺍﺯ ﺍﻳﻦ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺩﻭﺭ ﻣﺎﻧﺪﻩ ﺑﻮﺩﻧﺪ ﺑﺮ ﺳﺮ ﺧﻮﺩ ﮔﺮﺩﺁﻭﺭﺩﻩ ﻭ ﺑﺪﺳﺘﻴﺎﺭﻱ ﺁﻧﺎﻥ ﺑﻨﻴﺎﺩ ﭘﺎﺩﺷـﺎﻫﻲ‬
‫ﮔﺰﺍﺭﺩﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﺩﺭ ﺑﺨﺶ ﺑﺰﺭﮔﻲ ﺍﺯ ﺩﻭﺭﺓ ﭘﺎﺩﺷﺎﻫﻲ ﺧﻮﺩ ﺑﻮﻣﻴـﺎﻥ ﺍﻳﺮﺍﻧـﺮﺍ ﻛـﻪ ﺗﺎﺟﻴـﻚ ﻧﺎﻣﻴﺪﻧـﺪﻱ ‪ ،‬ﺑﺠـﺰ ﺍﺯ‬
‫ﻣﺴﺘﻮﻓﻴﮕﺮﻱ ﻭ ﻧﻮﻳﺴﻨﺪﮔﻲ ﻭ ﻧﺪﻳﻤﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﺑﻜﺎﺭ ﺩﻳﮕﺮﻱ ﻛﻤﺘﺮ ﺭﺍﻩ ﺩﺍﺩﻧﺪﻱ ‪ ،‬ﻭ ﻣﺎ ﻣﻲ ﺑﻴﻨـﻴﻢ ﺩﺭ ﺯﻣـﺎﻥ‬
‫ﺳﻠﻄﺎﻥ ﻣﺤﻤﺪ ﭘﺪﺭ ﺷﺎﻩ ﻋﺒﺎﺱ ﻛﻪ ﺭﺷﺘﺔ ﻛﺎﺭﻫﺎ ﺩﺭ ﺩﺳﺖ ﭘﺴﺮ ﺑﺰﺭﮒ ﺍﻭ ﺣﻤـﺰﻩ ﻣﻴـﺮﺯﺍ ﺑـﻮﺩﻩ ‪ ،‬ﻣﻴـﺮﺯﺍ ﺳـﻠﻤﺎﻥ‬
‫ﺍﺳﭙﻬﺎﻧﻲ ﻛﻪ ﺩﺧﺘﺮ ﺧﻮﺩ ﺭﺍ ﺑﺤﻤﺰﻩ ﻣﻴﺮﺯﺍ ﺩﺍﺩﻩ ﻭ ﺩﺭ ﺳﺎﻳﺔ ﻧﺰﺩﻳﻜﻲ ﺑﺎﻭ ﻭﺯﺍﺭﺕ ﻳﺎﻓﺘﻪ ‪ ،‬ﻭﻟﻲ ﺩﻳـﺮﻱ ﻧﮕﺬﺷـﺘﻪ ﻛـﻪ‬
‫ﺳﺮﻛﺮﺩﮔﺎﻥ ﺑﮕﺮﺩﻧﻜﺸﻲ ﺑﺮﺧﺎﺳﺘﻪ ﻭ ﺍﻭ ﺭﺍ ﺑﮕﻨﺎﻩ ﺁﻧﻜﻪ ﺗﺎﺟﻴﻚ ﺍﺳﺖ ﻭ ﺑﻜﺎﺭﻫﺎﻱ ﺩﻭﻟﺘﻲ ﺩﺭﺁﻣـﺪﻩ ﻛـﺸﺘﻪ ﺍﻧـﺪ ‪ ،‬ﻭ‬
‫ﻣﻲ ﺑﻴﻨﻴﻢ ﻛﻪ ﻣﻴﺮﺯﺍ ﺳﻠﻤﺎﻥ ﺑﺎ ﻫﻤﺔ ﻫﻮﺵ ﻭ ﺯﻳﺮﻛﻲ ﺷﺎﻳﻨﺪﺓ ﭼﻨﺎﻥ ﺟﺎﻳﮕﺎﻫﻲ ﻧﺒﻮﺩﻩ‪ .‬ﺯﻳﺮﺍ ﺑﮕﻔﺘﺔ ﺗـﺎﺭﻳﺦ ﻧـﻮﻳﺲ‬
‫ﻫﻨﮕﺎﻣﻴﻜﻪ ﻫﻤﺮﺍﻩ ﺳﻠﻄﺎﻥ ﻣﺤﻤﺪ ﻭ ﺣﻤﺰﻩ ﻣﻴﺮﺯﺍ ﺑﺮ ﺳﺮ ﺩﺯ ﻫﺮﺍﺕ ﺭﻓﺘﻪ ﻭ ﺁﻧﺠﺎ ﺭﺍ ﮔـﺮﺩ ﻓـﺮﻭ ﮔﺮﻓﺘـﻪ ﺑﻮﺩﻧـﺪ ﻭ ﺍﺯ‬
‫ﺍﻳﻨﺴﻮﻱ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﮔﺮﻓﺘﺎﺭ ﺗﺎﺧﺖ ﻭ ﺗﺎﺯ ﻋﺜﻤﺎﻧﻴﺎﻥ ﺑﻮﺩﻩ ﻭ ﻳﻚ ﻭﺯﻳﺮ ﻣﻲ ﺑﺎﻳﺴﺖ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻭ ﻛﻮﺷﺶ ﺩﻗﻴﻘﻪ ﺍﻱ‬
‫ﺑﺎﺯ ﻧﺎﻳﺴﺘﺪ ‪ ،‬ﻣﻴﺮﺯﺍ ﺳﻠﻤﺎﻥ ﺷﺐ ﻧﺸﺴﺘﻪ ﻭ ﺩﺭ ﺁﻥ ﺳﺎﻝ ﭘﻴﺮﻱ ﻭ ﺩﻟﺴﺮﺩﻱ ﻏﺰﻝ ﻳﺎﻭﺓ ﻋﺎﺷﻘﺎﻧﻪ ﻣﻲ ﺳﺮﻭﺩﻩ ‪:‬‬

‫‪ ١‬ـ ﺩﺭ ]ﻛﺘﺎﺏ[ ﺭﺍﻩ ﺭﺳﺘﮕﺎﺭﻱ ﺑﻜﻮﺗﺎﻫﻲ ﺁﻭﺭﺩﻩ ﺷﺪﻩ‪.‬‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫» ﺧﻮﺑﺮﻭﻳﺎﻥ ﭼﻮ ﺳﺮ ﻛﺸﺘﻦ ﺳﻠﻤﺎﻥ ﺩﺍﺭﻳﺪ ﺑﻬﺘﺮ ﺁﻧﺴﺖ ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﺍﻭ ﺯﻭﺩ ﻛﻨﻴﺪ« ﻭ ﺍﻳﻦ ﺭﺍ ﻳـﻚ ﻛـﺎﺭﻱ ﻭ ﻳـﻚ‬
‫ﭼﻴﺰ ﺳﻮﺩﻣﻨﺪﻱ ﻣﻴﭙﻨﺪﺍﺷﺘﻪ ‪ ،‬ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺭﻭﺯﻫﺎﺳﺖ ﻛﻪ ﺧﻮﺑﺮﻭﻳﺎﻥ ﻳﺎ ﺑﺪﺭﻭﻳﺎﻥ ﺍﻧﺪﻳﺸﺔ ﺍﻭ ﺭﺍ ﻛـﺮﺩﻩ ﻭ ﺑﺨـﺎﻛﺶ‬
‫ﺩﺭﻏﻠﻄﺎﻧﻴﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﺭﻭﺯﮔﺎﺭ ﺻﻔﻮﻳﺎﻥ ﻳﻚ ﺩﻭﺭﺓ ﺟﺪﺍﻳﻲ ﺍﺯ ﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻧﺴﺖ ﻭ ﺍﺛﺮﻫﺎﻱ ﺑﺴﻴﺎﺭ ـ ﺍﺯ ﻧﻴﻚ ﻭ ﺑﺪ ـ ﺩﺭ ﻛﺸﻮﺭ ﮔﺰﺍﺭﺩﻩ‪.‬‬
‫ﻳﻜﻲ ﺍﺯ ﺍﺛﺮﻫﺎﻱ ﺁﻧﺪﻭﺭﻩ ﺑﻮﺩ ﻛﻪ ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﺗﺮﻛﺎﻥ ﺭﺍ ﺗﻜﺎﻥ ﺩﺍﺩﻩ ﻭ ﺁﻧﺎﻧﺮﺍ ﺑﻜﺎﺭﻫﺎﻱ ﻛﺸﻮﺭﻱ ﭘﺎﺑﻨﺪ ﮔﺮﺩﺍﻧﻴﺪﻩ ﻭ‬
‫ﺍﺯ ﺁﻥ ﺯﻧﺪﮔﺎﻧﻲ ﺑﻴﺎﺑﺎﻧﻲ ﻛﻪ ﻣﻲ ﺩﺍﺷﺘﻨﺪ ﺩﻭﺭ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺑﻤﻴـﺎﻥ ﺗـﻮﺩﻩ ﺷـﺎﻥ ﺁﻭﺭﺩﻩ ‪ ،‬ﻭ ﺑﺪﻳﻨـﺴﺎﻥ ﻳـﻚ ﺁﺧـﺸﻴﺞ‬
‫)ﻋﻨﺼﺮ( ﻧﻴﺮﻭﻣﻨﺪﻱ ﺭﺍ ﺑﺘﻮﺩﺓ ﺍﻳﺮﺍﻥ ﺍﻓﺰﻭﺩ ﻭ ﺍﻧﺪﻛﻲ ﺳﺴﺘﻲ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻣﺮﺩﻡ ﺭﺍ ﺟﺒﺮﺍﻥ ﻛﺮﺩ‪ .‬ﺍﺯ ﺁﻧﺴﻮﻱ ﺩﺭ ﺁﺧﺮ‬
‫ﭘﺎﺩﺷﺎﻫﻲ ﺁﻧﺎﻥ ﺗﺮﻙ ﻭ ﺗﺎﺟﻴﻚ ﺑﻬﻢ ﺁﻣﻴﺨﺘﻨﺪ ﻭ ﺩﺭ ﺑﻮﻣﻴﺎﻥ ﺩﻟﻤﺮﺩﻩ ﻭ ﺍﻧﺪﻳﺸﻪ ﺁﻟﻮﺩﻩ ﻧﻴﺰ ﺩﻟﺒﺴﺘﮕﻲ ﺑﻜﺸﻮﺭ ﭘﺪﻳﺪ‬
‫ﻝ ﮔﺬﺷﺘﻪ ﺩﺭ ﺩﻟﻬﺎﻱ ﺍﻳﻦ ﻣﺮﺩﻡ ﭘﺮﻭﺭﺍﻧﻴﺪﻩ ﺑﻮﺩ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺖ ‪ ،‬ﻭ‬ ‫ﺁﻣﺪ ﻭ ﺁﻥ ﻧﻮﻣﻴﺪﻱ ﻭ ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﻛﻪ ﺳﻴﺼﺪ ﺳﺎ ِ‬
‫ﺑﺎﺯ ﻳﻚ ﺍﻳﺮﺍﻥ ﻭ ﻳﻜﺘﻮﺩﻩ ﺍﻳﺮﺍﻧﻲ ﭘﺪﻳﺪ ﺁﻣﺪ‪ .‬ﺳﭙﺲ ﭼﻮﻥ ﻧﺎﺩﺭﺷﺎﻩ ﺑﺮﺧﺎﺳﺖ ﻭ ﺁﻥ ﻛﺎﺭﻫﺎﻱ ﺑﺰﺭﮒ ﺭﺍ ﺍﻧﺠـﺎﻡ ﺩﺍﺩ ﺍﺯ‬
‫ﺍﻳﻦ ﻓﻴﺮﻭﺯﻳﻬﺎﻱ ﺩﺭﺧﺸﺎﻥ ﺍﻭ ﺩﻟﺒﺴﺘﮕﻲ ﻣﺮﺩﻡ ﺑﺎﻳﺮﺍﻧﻴﮕﺮﻱ ﺑﻴﺸﺘﺮ ﮔﺮﺩﻳﺪ ﻭﻟﻲ ﻫﻴﭽﻴـﻚ ﺍﺯ ﺻـﻔﻮﻳﺎﻥ ﻭ ﻧﺎﺩﺭﺷـﺎﻩ‬
‫ﻧﺘﻮﺍﻧﺴﺘﻨﺪ )ﻭ ﺧﻮﺩ ﻧﻤﻴﺘﻮﺍﻧﺴﺘﻨﺪ( ﻛﻪ ﺻﺪﻫﺎ ﭘﻨﺪﺍﺭﻫﺎﻱ ﺑﻴﻬﻮﺩﻩ ﻭ ﺩﺭﻫﻢ ﺭﺍ ﻛﻪ ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﺍﺯ ﭼﻨﺪ ﺻﺪﺳـﺎﻝ‬
‫ﭘﻴﺶ ﭘﻴﺪﺍ ﺷﺪﻩ ﻭ ﺩﺭ ﺩﻟﻬﺎ ﺟﺎﻱ ﹸﮔﺰﻳﺪﻩ ﺑﻮﺩ ﺩﻭﺭﮔﺮﺩﺍﻧﻨـﺪ ﻭ ﭼـﺎﺭﻩ ﺍﻱ ﺑﺂﻟﻮﺩﮔﻴﻬـﺎﻱ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎ ﻛﻨﻨـﺪ‪ .‬ﺑﻠﻜـﻪ‬
‫ﺩﺭﺯﻣﺎﻥ ﺻﻔﻮﻳﺎﻥ ﺑﺮﺧﻲ ﺍﺯ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺑﻴﺸﺘﺮ ﺭﻳﺸﻪ ﺩﻭﺍﻧﻴﺪ ﻭ ﻭﻳﺮﺍﻧﻲِ ﺩﻟﻬﺎ ﺭﺍ ﻓﺰﻭﻧﺘـﺮ ﮔﺮﺩﺍﻧﻴـﺪ‪ .‬ﺩﺭ ﺯﻣـﺎﻥ ﺍﻳـﺸﺎﻥ‬
‫ﻛﻴﻨﺔ ﺷﻴﻌﻲ ﻭ ﺳﻨﻲ ﺑﻴﺶ ﺍﺯ ﺍﻧﺪﺍﺯﻩ ﮔﺮﺩﻳﺪ‪ .‬ﺑﻴﻬﻮﺩﻩ ﮔﻮﻳﻲ ﺷﺎﻋﺮﺍﻥ ﺭﻭ ﺑﻔﺰﻭﻧﻲ ﻧﻬﺎﺩ‪ .‬ﺑﻬﻢ ﺁﻣﻴﺨﺘﮕﻲ ﺻـﻮﻓﻴﮕﺮﻱ‬
‫ﻭ ﺑﺎﻃﻨﻴﮕﺮﻱ ﻭ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻭ ﺩﻳﮕﺮ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻛﻪ ﺍﺯ ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﺁﻏﺎﺯ ﺷﺪﻩ ﺑﻮﺩ ﺩﺭ ﺯﻣﺎﻥ ﺍﻳﻨﺎﻥ ﭘﻴﺸﺮﻓﺖ ﺑﺴﻴﺎﺭ‬
‫ﻛﺮﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺻﻔﻮﻳﺎﻥ ﻭ ﻧﺎﺩﺭﺷﺎﻩ ﺍﻳﺮﺍﻥ ﺩﭼﺎﺭ ﺁﺷﻮﺏ ﮔﺮﺩﻳﺪ ﻭ ﺳﭙﺲ ﻗﺎﺟﺎﺭﻳـﺎﻥ ﭘﺎﺩﺷـﺎﻫﻲ ﻳﺎﻓﺘﻨـﺪ ﻭ ﺩﺭ ﺯﻣـﺎﻥ‬
‫ﺍﻳﻨﺎﻥ ﺷﻜﺴﺘﻬﺎﻱ ﭘﻴﺎﭘﻲ ﺍﺯ ﺭﻭﺱ ﻭ ﺍﻧﮕﻠﻴﺲ ﺑﻜﺸﻮﺭ ﺭﺳﻴﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﺔ ﺍﻳﻦ ﭘﻴﺶ ﺁﻣﺪﻫﺎ ﺑـﺎﺭ ﺩﻳﮕـﺮ ﻧﻮﻣﻴـﺪﻱ ﻭ‬
‫ﺯﺑﻮﻧﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﻓﺮﺍ ﮔﺮﻓﺖ ﻭ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻫﺮﭼﻪ ﭘﻴﺶ ﺁﻣﺪ ﺟﺰ ﺑﻪ ﺁﺷﻔﺘﮕﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺧﺮﺩﻫﺎ ﻭ‬
‫ﻧﺎﺗﻮﺍﻧﻲ ﺭﻭﺍﻧﻬﺎ ﻧﻴﻔﺰﻭﺩ ﻭ ﭼﻮﻥ ﺩﺭﺍﻳﻨﺠﺎ ﺯﻣﻴﻨﻪ ﺗﻨﮓ ﺍﺳﺖ ﻣﺎ ﻧﺎﮔﺰﻳﺮ ﻣﻴﺒﺎﺷﻴﻢ ﻛﻪ ﺑﺪﻳﻨﺴﺎﻥ ﺳﺨﻦ ﺭﺍ ﻛﻮﺗﺎﻩ ﻛﻨﻴﻢ‬
‫ﻭ ﺍﻳﻨﻚ ﺑﺂﻏﺎﺯ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﻣﻴﺮﺳﻴﻢ‪.‬‬
‫ﭼﻨﺎﻧﻜﻪ ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﺍﻳﻢ ﺍﻳﻦ ﺟﻨﺒﺶ ﺗﻜﺎﻥ ﺭﻳﺸﻪ ﺩﺍﺭﻱ ﺩﺭ ﺗﻮﺩﻩ ﭘﺪﻳﺪ ﺁﻭﺭﺩ ﻭ ﻳﻜﻲ ﺍﺯ ﻧﺘﻴﺠﻪ ﻫﺎﻱ ﺁﻥ ﺑـﻮﺩ‬
‫ﻛﻪ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻥ ﻛﻪ ﭘﺲ ﺍﺯ ﻗﺮﻧﻬﺎ ﺧﻮﺍﺑﺰﺩﮔﻲ ﺗﻜﺎﻧﻲ ﺧـﻮﺭﺩﻩ ﻭ ﭼـﺸﻢ ﺑـﺎﺯ ﻛـﺮﺩﻩ ﺑﻮﺩﻧـﺪ ﺧـﻮﺩ ﺭﺍ ﺑﺮﺍﺑـﺮ ﺍﺭﻭﭘـﺎﻱ‬
‫ﻧﻴﺮﻭﻣﻨﺪ ﻭ ﭘﺮﺷﻜﻮﻩ ﺩﻳﺪﻧﺪ ﻭ ﺑﺮﺍﻱ ﻧﺨﺴﺘﻴﻦ ﺑﺎﺭ ﺑﺎ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺁﺷﻨﺎﻳﻲ ﭘﻴﺪﺍ ﻛﺮﺩﻩ ﮔﻮﺵ ﻭ ﻫﻮﺵ ﺧﻮﺩ ﺭﺍ ﺑـﺴﻮﻱ‬
‫ﺍﻳﺸﺎﻥ ﮔﺮﺩﺍﻧﻴﺪﻧﺪ ﻭ ﻫﺮﭼﻪ ﺷﻨﻴﺪﻧﺪ ﻭ ﺩﻳﺪﻧﺪ ﻓﺮﺍ ﮔﺮﻓﺘﻨﺪ ﻭ ﺑﺪﻳﻨﺴﺎﻥ ﻳﻜﺮﺷﺘﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧـﻮﻳﻨﻲ ﺭﺍ ﺑـﺪﻟﻬﺎﻱ‬
‫ﺧﻮﺩ ﺭﺍﻩ ﺩﺍﺩﻧﺪ‪ .‬ﺍﮔﺮﭼﻪ ﺁﻧﺎﻥ ﺟﺪﺍﻳﻲ ﻣﻴﺎﻧﺔ ﺭﺍﺳﺖ ﻭ ﺩﺭﻭﻍ ﻭ ﺳﻮﺩﻣﻨﺪ ﻭ ﺯﻳﺎﻧﻤﻨﺪ ﻧﮕﺰﺍﺭﺩﻩ ﻭ ﻫﺮ ﺁﻧﭽﻪ ﻣﻴﺪﺍﻧﺴﺘﻨﺪ‬
‫ﻭ ﻣﻲ ﺷﻨﻴﺪﻧﺪ ﮔﺮﻓﺘﻪ ﻭ ﻫﻤﻪ ﺭﺍ ﺑﻴﻚ ﺩﻳﺪﻩ ﻣﻴﺪﻳﺪﻧﺪ ﻭ ﻫﻤﭽﻨﻴﻦ ﻛﺴﺎﻧﻲ ﻛﻪ ﺩﺷﻤﻨﻲ ﺑﺎ ﺍﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧﻮﻳﻦ‬
‫ﻣﻴﻜﺮﺩﻧﺪ ﺟﺪﺍﻳﻲ ﻣﻴﺎﻧﺔ ﺁﻧﻬﺎ ﻧﻤﻴﮕﺰﺍﺭﺩﻧﺪ ﻭﻟﻲ ﻣﺎ ﻣﻴﺘﻮﺍﻧﻴﻢ ﺩﺭ ﺍﻳﻨﺠﺎ ﺁﻧﻬـﺎ ﺭﺍ ﺑﭽﻨـﺪ ﺭﺷـﺘﻪ ﻛﻨـﻴﻢ ﻭ ﺳـﻮﺩﻣﻨﺪ ﻭ‬
‫ﺯﻳﺎﻧﻤﻨﺪ ﺭﺍ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﮔﺮﺩﺍﻧﻴﻢ‪ .‬ﻣﻴﺘﻮﺍﻥ ﮔﻔﺖ ﺍﻳﺮﺍﻧﻴﺎﻥ ﭘﻨﺞ ﺭﺷﺘﻪ ﺭﺍ ﺍﺯ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻓﺮﺍ ﮔﺮﻓﺘﻨﺪ ‪:‬‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫‪١‬ـ ﺣﻜﻮﻣﺖ ﻣﺸﺮﻭﻃﻪ ﻭ ﺯﻧﺪﮔﺎﻧﻲ ﺍﺯ ﺭﻭﻱ ﻗﺎﻧﻮﻥ ﻭ ﺩﻟﺒـﺴﺘﮕﻲ ﺑﻤـﻴﻬﻦ ﻭ ﺟﺎﻧﻔـﺸﺎﻧﻲ ﺩﺭ ﺭﺍﻩ ﺗـﻮﺩﻩ ﻭ ﺑﺮﭘـﺎ‬
‫ﻛﺮﺩﻥ ﺍﺩﺍﺭﻩ ﻫﺎ ﻭ ﺷﻴﻮﺓ ﺳﺮﺑﺎﺯﮔﻴﺮﻱ ﻭ ﺍﻳﻨﮕﻮﻧﻪ ﭼﻴﺰﻫﺎ‪.‬‬
‫‪ ٢‬ـ ﺩﺍﻧﺸﻬﺎﻱ ﻧﻮﻳﻦ ﺍﺯ ﺟﻐﺮﺍﻓﻲ ﻭ ﺗﺎﺭﻳﺦ ﻭ ﻓﻴﺰﻳﻚ ﻭ ﺷﻴﻤﻲ ﻭ ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ ﻭ ﺭﻳﺎﺿﻴﺎﺕ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ‪.‬‬
‫‪٣‬ـ ﺑﻜﺎﺭ ﺍﻧﺪﺍﺧﺘﻦ ﻣﺎﺷﻴﻨﻬﺎﻱ ﺑﺎﻓﻨﺪﮔﻲ ﻭ ﺭﻳﺴﻨﺪﮔﻲ ﻭ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺍﻓﺰﺍﺭﺳﺎﺯﻱ ﻭ ﺑﻬﺮﻩ ﻣﻨﺪﻱ ﺍﺯ ﺍﺧﺘﺮﺍﻋﻬﺎ‪.‬‬
‫‪٤‬ـ ﺷﻮﺭ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﻭ ﻻﻑ ﺗﻤﺪﻥ ﻭ ﻫﺎﻳﻬﻮﻱ ﭘﻴﺸﺮﻓﺖ ﻭ ﺣﺰﺏ ﺳﺎﺯﻱ ﻭ ﺭﻣﺎﻥ ﻧﻮﻳﺴﻲ ﻭ ﺍﻳﻨﮕﻮﻧﻪ ﭼﻴﺰﻫﺎ‪.‬‬
‫‪٥‬ـ ﻓﻠﺴﻔﺔ ﻣﺎﺩﻱ ﻭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﻣﺎﺩﻳﮕﺮﻱ ﻭ ﺯﻧﺪﮔﻲ ﺭﺍ ﻧﺒﺮﺩ ﺩﺍﻧﺴﺘﻦ ﻭ ﺩﻳﮕﺮ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺗﻨﺪ ﻭ ﺑﻴﻬﻮﺩﻩ‪.‬‬
‫ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺳﻪ ﺭﺷﺘﺔ ﻧﺨﺴﺖ ﻧﻴﻚ ﻭ ﺳﻮﺩﻣﻨﺪ ﺑﻮﺩﻩ ﻭ ﻣﺎ ﺍﮔﺮ ﺑﺮﺧﻲ ﺧﺮﺩﻩ ﻫـﺎ ﺑﺂﻧﻬـﺎ ﮔﻴـﺮﻳﻢ ﺩﻟﻴـﻞ ﺁﻥ‬
‫ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ ﻛﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﺩﺭ ﻓﺮﺍﮔﺮﻓﺘﻦ ﺁﻧﻬﺎ ﺑﻴﺮﺍﻩ ﺷﻤﺎﺭﻳﻢ‪ .‬ﻧﻴﺰ ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺩﻭ ﺭﺷﺘﺔ ﺁﺧﺮ ﺑﺪ ﻭ ﺯﻳﺎﻧﻤﻨﺪ ﺑﻮﺩﻩ‬
‫ﻭ ﻣﺎ ﺍﺯ ﻫﺮ ﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﺟﺎﻱ ﺧﻮﺩ ﺳﺨﻨﻬﺎ ﺭﺍﻧﺪﻩ ﺍﻳﻢ‪.‬‬
‫ﺩﺭ ﺍﻳﻨﺠﺎ ﺧﻮﺍﺳﺘﻤﺎﻥ ﺳﺮﻭﺩﻥ ﺗﺎﺭﻳﺨﭽﻪ ﺍﺳﺖ ﻭ ﻣﻴﺨﻮﺍﻫﻴﻢ ﺑﮕﻮﻳﻴﻢ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻛـﻪ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ ﺁﺷـﻔﺘﻪ ﻭ‬
‫ﭘﺮﺍﻛﻨﺪﺓ ﻫﺰﺍﺭﺳﺎﻟﻪ ﺭﺍ ﺩﺭ ﺩﻟﻬﺎﻱ ﺧﻮﺩ ﻣﻴﺪﺍﺷﺘﻨﺪ ﺍﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﺓ ﻧﻮﻳﻦ ﺭﺍ ﻫﻢ ﺍﺯ ﺍﺭﻭﭘﺎ ﻓﺮﺍ ﮔﺮﻓﺘﻨـﺪ ‪ ،‬ﻭ‬
‫ﺍﻳﻦ ﻧﻮﻳﻨﻬﺎ ﻛﻪ ﺑﺎ ﺁﻥ ﻛﻬﻨﻬﺎ ﻫﻴﭻ ﺳﺎﺯﺵ ﻧﻤﻲ ﺩﺍﺷﺖ ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﻣﻴﺎﻥ ﻧﺒﺮﺩ ﻭ ﺑﻴﺶ ﺍﺯ ﺍﻳـﻦ ﻧﺘﻮﺍﻧـﺴﺖ‬
‫ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ ﺳﺴﺖ ﮔﺮﺩﺍﻧﺪ )ﭼﻨﺎﻧﻜﻪ ﺁﻥ ﻛﻬﻨﻪ ﻫﺎ ﻧﻴﺰ ﺍﻳﻨﻬﺎ ﺭﺍ ﺳﺴﺖ ﮔﺮﺩﺍﻧﻴﺪ(‪ .‬ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﻳﻨﻜﻪ ﺩﺳـﺘﺔ ﺍﻧﺒـﻮﻫﻲ‬
‫ﺑﻴﻜﺒﺎﺭ ﺩﻭﺭﻱ ﮔﺰﻳﺪﻩ ﻭ ﺑﺎﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻧﮕﺮﺍﻳﻴﺪﻧﺪ‪.‬‬
‫ﺩﺭ ﺁﻏﺎ ِﺯ ﺟﻨﺒﺶ ﭼﻮﻥ ﺷﻮﺭ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ﺩﺭ ﻣﻴﺎﻥ ﻳﻜﺪﺳﺘﻪ ﺑﺴﻴﺎﺭ ﻧﻴﺮﻭﻣﻨﺪ ﺑﻮﺩ ﺗﺎ ﺩﻳﺮﻱ ﺑﺮ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ‬
‫ﭘﺮﺍﻛﻨﺪﺓ ﻛﻬﻦ ﭼﻴﺮﮔﻲ ﻣﻴﻨﻤﻮﺩ ﻭ ﺍﻣﻴﺪ ﻣﻴﺮﻓﺖ ﻛﻪ ﺑﺂﻧﻬﺎ ﻓﻴـﺮﻭﺯ ﺩﺭﺁﻳـﺪ ﻭ ﻛـﻢ ﻛـﻢ ﺍﺯ ﻣﻴـﺎﻥ ﺑـﺮﺩﺍﺭﺩ‪ .‬ﻭﻟـﻲ ﺩﺭ‬
‫ﺁﺯﻣﺎﻳﺶ ﻧﺘﻴﺠﺔ ﺩﻳﮕﺮﻱ ﺑﺪﺳـﺖ ﺁﻣـﺪ ﻭ ﭼﻨـﻴﻦ ﺩﻳـﺪﻩ ﺷـﺪ ﻛـﻪ ﺁﻥ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎ ﺩﺭ ﺩﻟﻬﺎﻳﻴﻜـﻪ ﻣﻴﺒـﻮﺩ ﺷـﻮﺭ‬
‫ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ﻭ ﻣﻴﻬﻦ ﺩﻭﺳﺘﻲ ﺭﺍ ﺍﺯ ﻧﻴﺮﻭ ﺍﻧﺪﺍﺧﺖ‪ .‬ﺍﺯ ﺁﻧﺴﻮﻱ ﭘﺲ ﺍﺯ ﺯﻣﺎﻧﻲ ﺷﻮﺭ ﺁﺯﺍﺩﻱ]ﺧـﻮﺍﻫﻲ[ ﺧـﻮﺩ ﻛﻤﺘـﺮ‬
‫ﮔﺮﺩﻳﺪ ﻭ ﭼﻨﺎﻧﻜﻪ ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ ﺩﺳﺘﻬﺎﻳﻲ ﺩﺭ ﻛﺎﺭ ﺑﻮﺩ ﻛﻪ ﻣﻲ ﻛﻮﺷﻴﺪ ﺍﺯ ﻳﻜﺴﻮ ﺁﻥ ﺷـﻮﺭ ﺭﺍ ﺍﺯ ﻧﻴـﺮﻭ ﺍﻧـﺪﺍﺯﺩ ﻭ ﺍﺯ‬
‫ﻳﻜﺴﻮ ﻧﮕﺰﺍﺭﺩ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﻫﺰﺍﺭﺳﺎﻟﺔ ﻛﻬﻦ ﺍﺯ ﻣﻴﺎﻥ ﺭﻭﺩ ﻭ ﻳﺎ ﺍﺯ ﺍﺛﺮ ﺍﻓﺘﺪ ‪ ،‬ﻭ ﻧﺘﻴﺠﺔ ﺁﻧﻬﺎ ﺍﻳﻦ ﺷﺪ ﻛﻪ ﺍﻳﻦ ﺍﻧﺪﻳـﺸﻪ‬
‫ﻫﺎﻱ ﻧﻮﻳﻦ ﺑﺎ ﺁﻧﻬﺎ ﺁﻣﻴﺨﺖ ﻭ ﺩﺭ ﺩﻟﻬﺎ ﺟﺎ ﺑﺮﺍﻱ ﺍﻳﻨﻬﺎ ﻧﻴﺰ ﺑﺎﺯ ﮔﺮﺩﻳﺪ ﻭ ﻣﺎﻳﺔ ﮔﻴﺠﻲ ﻭ ﺳﺮﺷﻜﺴﺘﮕﻲ ﻣﺮﺩﻡ ﻫﺮﭼـﻪ‬
‫ﻓﺰﻭﻧﺘﺮ ﺷﺪ‪ .‬ﺩﺭ ﺟﺎﻳﻴﻜﻪ ﺍﻧﺒﻮﻩ ﻣﺮﺩﻡ ﺑﺪ ﺁﻣﻮﺯﻳﻬﺎﻱ ﻣﺎﺩﻳﮕﺮﻱ ﺭﺍ ﭘﺬﻳﺮﻓﺘﻪ ﻭ ﺍﺯ ﺩﻳﻦ ﺑﻴﺰﺍﺭﻱ ﻣﻴﻨﻤﻮﺩﻧﺪ ﺑﺎﺯ ﭼﻬﺎﺭﺩﻩ‬
‫ﻛﻴﺶ ﮔﻮﻧﺎﮔﻮﻥ ﺑﺠﺎﻱ ﺧﻮﺩ ﻣﻲ ﺍﻳﺴﺘﺎﺩ ﻭ ﺩﺳﺘﻪ ﺑﻨﺪﻳﻬﺎ ﻫﻤﭽﻨﺎﻥ ﺑﺮﭘﺎ ﺑﻮﺩ‪.‬‬
‫ﺩﺭ ﻫﺸﺖ ﺳﺎﻝ ﭘﻴﺶ ﻫﻨﮕﺎﻣﻴﻜﻪ ﻣﺎ ﺑﻜﺎﺭ ﺑﺮﺧﺎﺳﺘﻴﻢ ﺯﻣﺎﻥ ﺑﺤﺮﺍﻥ ﺍﻳﻦ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺑﻮﺩ ﻭ ﺁﺷﻔﺘﮕﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ‬
‫ﺍﺯ ﺍﻧﺪﺍﺯﻩ ﻣﻴﮕﺬﺷﺖ ﻭ ﻣﺎ ﻣﻴﺪﻳﺪﻳﻢ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺎﻳﺪ ﺑﺎ ﺍﻳﻨﻬﺎ ﻧﺒﺮﺩ ﻛﻨﻴﻢ ‪ ،‬ﻭ ﺩﺭ ﺍﻳﻨﺠﺎ ﭘﻴﺶ ﺍﺯ ﺁﻧﻜﻪ ﺑﺘﺎﺭﻳﺨﭽـﺔ‬
‫ﺧﻮﺩ ﭘﺮﺩﺍﺯﻳﻢ ﻣﻴﺒﺎﻳﺪ ﺑﺮﺍﻱ ﺭﻭﺷﻨﻲ ﮔﻔﺘﻪ ﻫﺎﻱ ﺧﻮﺩ ﺍﻧﺪﻛﻲ ﺍﺯ ﻧﺘﻴﺠﻪ ﻫﺎﻱ ﻧﺎﺳﺘﻮﺩﺓ ﺁﻥ ﺁﻟﻮﺩﮔﻲ ﻫﺎ ﺭﺍ ﺑﻨﻮﻳﺴﻴﻢ‪.‬‬
‫ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﺳﺮﭼﺸﻤﺔ ﻫﻤﺔ ﻛﺎﺭﻫﺎﻱ ﺁﺩﻣﻲ ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻱ ﺍﻭﺳـﺖ ‪ ،‬ﻭ ﺍﻳـﻦ ﺁﺷـﻔﺘﮕﻲ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎ ﺩﺭ‬
‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﻭﺍﻧﻬﺎ ﺭﺍ ﻧﺎﺗﻮﺍﻥ ﻭ ﺧﺮﺩﻫﺎ ﺭﺍ ﺳﺴﺖ ﻭ ﺧﻮﻳﻬـﺎ ﺭﺍ ﺑـﺴﻴﺎﺭ ﭘـﺴﺖ ﮔﺮﺩﺍﻧﻴـﺪﻩ ﻭ ﺩﺭ ﻫﻤـﺔ ﺍﻳـﻦ ﺯﻣﻴﻨـﻪ ﻫـﺎ‬
‫ﻧﺘﻴﺠﻪ ﻫﺎﻱ ﺷﻮﻡ ﺧﻮﺩ ﺭﺍ ﺁﺷﻜﺎﺭ ﺳﺎﺧﺘﻪ ﺑﻮﺩ‪ .‬ﻟﻴﻜﻦ ﭼﻮﻥ ﺍﺛﺮ ﻳﻜﺴﺮ ‪ ١‬ﺁﻧﻬﺎ ﻧﺎﺗﻮﺍﻧﻲ ﺭﻭﺍﻧﻬـﺎ ﻭ ﺳـﺴﺘﻲ ﺧﺮﺩﻫـﺎ ﻭ‬
‫ﻓﻬﻤﻬﺎ ﺑﻮﺩ ﻭ ﻣﺎ ﻧﻴﺰ ﺩﺭ ﮔﺎﻡ ﻧﺨﺴﺖ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺍﺯ ﺍﻳﻨﺮﻭ ﺯﻳﺎﻥ ﻣﻴﺪﻳﺪﻳﻢ ﺍﻳﻨﺴﺖ ﺩﺭ ﺍﻳﻨﺠﺎ ﺍﺯ ﺍﻳﻦ ﺯﻣﻴﻨﻪ‬

‫‪ ١‬ـ ﻣﺴﺘﻘﻴﻢ ـ ﻭ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﻧﮕﺬﺷﺘﻪ ﻭ ﺗﻨﻬﺎ ﻣﺜﻠﻬﺎﻳﻲ ﺍﺯ ﺍﻳﻦ ﺑﺎﺭﻩ ﻣﻲ ﺁﻭﺭﻡ ‪ ،‬ﻭ ﺍﻳﻦ ﺑﺮﺍﻱ ﺁﻧﺴﺖ ﻛـﻪ ﺩﺭ ﺁﻳﻨـﺪﻩ ﻛـﺴﺎﻧﻲ ﭘـﻲ ﺑـﺎﻳﻦ ﭼﻴﺰﻫـﺎ‬
‫ﻧﺨﻮﺍﻫﻨﺪ ﺑﺮﺩ ﻭ ﻣﺎ ﺍﮔﺮ ﻧﻨﻮﻳﺴﻴﻢ ﺑﻴﺴﺖ ﺳﺎﻝ ﺩﻳﮕﺮ ﻛﺴﻲ ﺑﭽﻨﻴﻦ ﭼﻴﺰﻫﺎﻳﻲ ﮔﻤﺎﻥ ﻧﺨﻮﺍﻫﺪ ﺑﺮﺩ‪.‬‬
‫ﺧﺮﺩ ﮔﺮﻓﺘـﺎﺭ ﺷـﺪﻳﻢ‪ .‬ﻣـﺎ‬ ‫ﻣﺎ ﭼﻮﻥ ﺑﻜﺎﺭ ﺑﺮﺧﺎﺳﺘﻴﻢ ﻳﻜﻲ ﺍﺯ ﺳﺨﺘﻲ ﻫﺎﻱ ﻣﺎ ﻛﺸﺎﻛﺸﻲ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ِ‬
‫ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺧﺮﺩﻫﺎ ﺭﺍ ﺗﻜﺎﻥ ﺩﻫﻴﻢ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﻧﻴﺮﻭﻣﻨﺪ ﮔﺮﺩﺍﻧﻴﺪﻩ ﭘﺸﺘﻴﺒﺎﻥ ﺧﻮﺩ ﺳﺎﺯﻳﻢ ‪ ،‬ﻣﺎ ﻛـﻪ ﺩﺭ ﻫـﺮ ﺳـﺨﻨﻲ‬
‫ﺩﺍﻭﺭﻱ ﺧﺮﺩ ﺭﺍ ﭘﻴﺶ ﻣﻴﻜﺸﻴﺪﻳﻢ ﺑﺎ ﻣﺮﺩﻣﻲ ﺭﻭﺑﺮﻭ ﺑﻮﺩﻳﻢ ﻛﻪ ﭼﻪ ﺩﻳﻨﺪﺍﺭ ﻭ ﭼﻪ ﺑﻴﺪﻳﻦ ‪ ،‬ﭼﻪ ﻛﻬﻨﻪ ﺧـﻮﺍﻩ ﻭ ﭼـﻪ‬
‫ﺗﺎﺯﻩ ﺧﻮﺍﻩ ﻫﻤﮕﻲ ﺍﺯ ﺧﺮﺩ ﺑﻴﺰﺍﺭ ﻭ ﮔﺮﻳﺰﺍﻥ ﻣﻴﺒﻮﺩﻧﺪ ﻭ ﺑﺮﻓﺘﺎﺭ ﻣﺎ ﺗﻠﺨﺘـﺮﻳﻦ ﺭﻳـﺸﺨﻨﺪ ﺭﺍ ﻣﻴﻨﻤﻮﺩﻧـﺪ‪ .‬ﺯﻳـﺮﺍ ﺁﻧﻜـﻪ‬
‫ﺩﻳﻨﺪﺍﺭﺍﻧﻨﺪ ﺑﺎﻭﺭﺷﺎﻥ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺧﺮﺩﻫﺎﺷﺎﻥ ﻧﺎﺭﺳﺎﺳﺖ ﻭ ﺁﺩﻣﻲ ﻧﺘﻮﺍﻧﺪ ﺑﺨﺮﺩ ﺍﻋﺘﻤﺎﺩ ﻧﻤﺎﻳﺪ‪ .‬ﺑﻠﻜﻪ ﺑﺎﻳﺪ ﻫﻤﻪ ﭼﻴﺰ‬
‫ﺭﺍ ﺍﺯ ﺍﻣﺎﻣﺎﻥ ﻭ ﭘﻴﺸﻮﺍﻳﺎﻥ ﻳﺎﺩ ﮔﻴﺮﺩ‪ .‬ﺍﻳﻦ ﺑﺎﻭﺭﻳﺴﺖ ﻛﻪ ﻫﻤﺔ ﺷﻴﻌﻴﺎﻥ ﻣﻴﺪﺍﺷـﺘﻨﺪ‪ .‬ﺍﺯ ﺁﻧـﺴﻮﻱ ﭼﻨﺎﻧﻜـﻪ ﺩﺭ ﺟـﺎﻱ‬
‫ﺩﻳﮕﺮ ﮔﻔﺘﻪ ﺍﻳﻢ ‪ ١‬ﺑﺎﻃﻨﻴﺎﻥ ﻭ ﺻﻮﻓﻴﺎﻥ ﻭ ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﻫﺮ ﺳﻪ ﺩﺳﺘﻪ ﺑﺎ ﺧـﺮﺩ ﺩﺷـﻤﻨﻲ ﻧﻤـﻮﺩﻩ ﺍﻧـﺪ ﻭ ﮔﻔﺘـﻪ ﻫـﺎ ﻭ‬
‫ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺁﻧﻬﺎ ﭘﺮ ﺍﺯ ﻧﻜـﻮﻫﺶ ﺧـﺮﺩ ﻣﻴﺒﺎﺷـﺪ ﻭ ﺍﻳﻨـﺴﺖ ﺑﻴـﺰﺍﺭﻱ ﺍﺯ ﺧـﺮﺩ ﻭ ﺧـﻮﺍﺭ ﺩﺍﺷـﺘﻦ ﺁﻥ ‪ ،‬ﺭﻳـﺸﻪ ﺩﺭ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎﻱ ﺷﺮﻗﻴﺎﻥ ﺩﺍﺭﺩ ﻭ ﻣﻴﺘﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﻫﺮ ﺑﺎﺳﻮﺍﺩﻱ ﺷﻌﺮﻫﺎ ﻭ ﺟﻤﻠﻪ ﻫﺎﻱ ﺑﺴﻴﺎﺭ ﺩﺭ ﻧﻜـﻮﻫﺶ‬
‫ﺧﺮﺩ ﻭ ﺩﺭ ﺑﺴﺘﻪ ﺑﻮﺩﻥ ﺭﺍﻩ ﺭﺍﺳﺘﻴﻬﺎ ﻭ ﺑﻴﻬﻮﺩﻩ ﺑـﻮﺩﻥ ﻛﻮﺷـﺸﻬﺎ ﺩﺭ ﺍﻳـﻦ ﺭﺍﻩ ﺍﺯ ﺑـﺮ ﻣـﻲ ﺧﻮﺍﻧـﺪ‪ .‬ﺍﻳﻨـﺎﻥ ﻫﻤﮕـﻲ‬
‫ﺑﮕﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻪ ﻭ ﺍﺯ ﺭﻳﺸﺨﻨﺪ ﺑﺎﺯ ﻧﻤﻲ ﺍﻳﺴﺘﺎﺩﻧﺪ‪.‬‬
‫ﻼ ﻣﺎ ﻣﻴﻨﻮﺷﺘﻴﻢ ‪" :‬ﺩﻳﻦ ﺑﺎﻳﺪ ﺧـﺮﺩ ﭘـﺬﻳﺮ ﺑﺎﺷـﺪ" ﺩﺳـﺘﺔ ﺑﺰﺭﮔـﻲ ﺑﮕﻠـﻪ ﻭ ﺍﻳـﺮﺍﺩ ﺑﺮﺧﺎﺳـﺘﻪ ﻣﻴﮕﻔﺘﻨـﺪ ‪:‬‬ ‫ﻣﺜ ﹰ‬
‫"ﻣﮕﺮ ﻣﺎ ﻣﻴﺘﻮﺍﻧﻴﻢ ﺑﺎ ﻋﻘﻮﻝ ﻧﺎﻗﺺ ﺧﻮﺩ ﺣﻖ ﺭﺍ ﺗﺸﺨﻴﺺ ﺩﻫﻴﻢ؟ ﺍﮔﺮ ﺍﻳﻨﻄﻮﺭ ﺍﺳﺖ ﭘﺲ ﻭﺟﻮﺩ ﺍﻧﺒﻴﺎﺀ ﻭ ﺍﺋﻤﻪ ﺑﺮﺍﻱ‬
‫ﭼﻪ ﺑﻮﺩﻩ؟!‪ ".‬ﻛﺴﺎﻧﻲ ﺭﻳﺸﺨﻨﺪ ﻧﻤﻮﺩﻩ ﻣﻴﮕﻔﺘﻨﺪ ‪" :‬ﺑﻴﻜﺒﺎﺭﮔﻲ ﺩﻳﻨﻲ ﺑﺎ ﻋﻘﻞ ﺩﺭﺳﺖ ﻛﻦ ﻭ ﺍﺳﻤﺶ ﺭﺍ ﺑﮕـﺰﺍﺭ ﺩﻳـﻦ‬
‫ﺧﺮﺩ" ﻣﺎ ﺍﺯ ﺣﺴﻴﻦ ﺣﻼﺝ ﭘﺴﺮ ﻣﻨﺼﻮﺭ ﮔﻔﺘﮕﻮ ﻛﺮﺩﻩ ﻭ ﺗﺎﺭﻳﺨﭽﺔ ﺍﻭ ﺭﺍ ﻧﻮﺷﺘﻪ ﻧﻜﻮﻫﺶ ﻣﻴﻜﺮﺩﻳﻢ ﻣﻴﺪﻳﺪﻳﻢ ﻳﻜـﻲ‬
‫ﺍﺯ ﮔﺮﺍﻳﻨﺪﮔﺎﻥ ﺑﺼﻮﻓﻴﮕﺮﻱ ﻧﺎﻣﻪ ﻧﻮﺷﺘﻪ ﻭ ﺩﻟﺴﻮﺯﺍﻧﻪ ﮔﻠـﻪ ﻧﻤـﻮﺩﻩ ‪" :‬ﭼـﻮﻥ ﺣﻘﻴﻘﺘـﻲ ﻣﻌﻠـﻮﻡ ﻧﻴـﺴﺖ ﺷـﻤﺎ ﻫـﻢ‬
‫ﺣﺴﻴﻦ ﻣﻨﺼﻮﺭ ﺭﺍ ﻣﻼﻣﺖ ﻧﻜﻨﻴﺪ"‪.‬‬
‫ﺍﺯ ﺁﻧﺴﻮﻱ ﻓﻠﺴﻔﻪ ﻣﺎﺩﻳﮕﺮﻱ ﻛﻪ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺁﻥ ﺑﺎ ﺗﻨﺪﻱ ﺑﺴﻴﺎﺭﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﻭﺍﺝ ﻳﺎﻓﺘﻪ ﺑﻮﺩ ﺁﻥ ﻧﻴﺰ ﺧﺮﺩ ﺭﺍ‬
‫ﺑﻤﻌﻨﻲ ﺍﻱ ﻛﻪ ﻣﺎ ﻣﻴﮕﻮﻳﻴﻢ ﻭ ﺷﻨﺎﺳﻨﺪﺓ ﻧﻴﻚ ﻭ ﺑﺪﺵ ﻣﻴﺸﻤﺎﺭﻳﻢ ﻧﻤﻴﭙﺬﻳﺮﻓﺖ ﻭ ﭘﻴﺮﻭﺍﻥ ﺁﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻧﻴﺰ ﺍﺯ ﺭﺍﻩ‬
‫ﺩﻳﮕﺮﻱ ﺑﮕﻔﺘﺔ ﻣﺎ ﺍﻳﺮﺍﺩ ﻣﻴﮕﺮﻓﺘﻨﺪ ﻭ ﺑﺎﺭﻫﺎ ﻣﻴﺪﻳﺪﻳﻢ ﻛﺴﺎﻧﻲ ﻣـﻲ ﺁﻣﺪﻧـﺪ ﻭ ﻣـﻲ ﻧﺸـﺴﺘﻨﺪ ﻭ ﺑـﺴﺨﻦ ﭘﺮﺩﺍﺧﺘـﻪ‬
‫ﻣﻴﮕﻔﺘﻨﺪ ‪ " :‬ﺑﺸﺮ ﻣﮕﺮ ﻗﺎﺑﻞ ﺍﺻﻼﺡ ﺍﺳﺖ؟!‪ .‬ﺣﻖ ﻭ ﺑﺎﻃﻞ ﻳﻌﻨﻲ ﭼﻪ؟!‪ .‬ﻫﺮﻛﺲ ﻣﻄﺎﺑﻖ ﺳﺎﺧﺘﻤﺎﻥ ﺩﻣـﺎﻏﻲ ﺧـﻮﺩ‬
‫ﺗﺼﻮﺭﺍﺕ ﺩﻳﮕﺮﻱ ﺩﺍﺭﺩ‪ .‬ﻃﺮﺯ ﺗﻔﻜﺮ ﻫﺮﻛﺲ ﺟﺪﺍﺳﺖ‪ .‬ﺷﻤﺎ ﻣﻲ ﮔﻮﻳﻴﺪ ﻋﻘﻞ ‪ ..‬ﻋﻘﻞ ﺷﻤﺎ ﺁﻧﻄﻮﺭ ﻗﻀﺎﻭﺕ ﻣﻴﻜﻨﺪ ﻭ‬
‫ﻢ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻣﻴﺸﻤﺎﺭﺩﻧﺪ‪ .‬ﺍﻳﻨﺎﻥ ﻧـﻪ ﺗﻨﻬـﺎ‬ ‫ﻋﻘﻞ ﻣﻦ ﺍﻳﻨﻄﻮﺭ ‪ "...‬ﺍﻳﻨﻬﺎ ﺭﺍ ﻛﺴﺎﻧﻲ ﻣﻴﮕﻔﺘﻨﺪ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺭﺩﺓ ﻳﻜ ِ‬
‫ﺧﺮﺩ ﺭﺍ ﺍﻧﻜﺎﺭ ﻣﻴﻜﺮﺩﻧﺪ ﺧﻮﺩ ﺁﺩﻣﻲ ﺭﺍ ﻧﻴﻜﻲ ﭘﺬﻳﺮ ﻧﻤـﻲ ﺷـﻨﺎﺧﺘﻨﺪ ﻭ ﭼﻨﺎﻧﻜـﻪ ﺑﺎﺭﻫـﺎ ﮔﻔﺘـﻪ ﺍﻳـﻢ ﺍﻳـﻦ ﻳﻜـﻲ ﺍﺯ‬
‫ﻟﻐﺰﺷﻬﺎﻱ ﺑﺰﺭﮒ ﻓﻠﺴﻔﺔ ﻣﺎﺩﻱ ﻣﻴﺒﺎﺷﺪ‪.‬‬
‫ﻛﺴﺎﻧﻲ ﺍﮔﺮ ﻣﻴﺨﻮﺍﻫﻨﺪ ﺑﺪﺍﻧﻨﺪ ﻣﺎ ﭼﻪ ﻛﺸﺎﻛﺶ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﺧﺮﺩ ﻭ ﻣﻌﻨﻲ ﻭ ﺩﺍﻭﺭﻱ ﺁﻥ ﻛـﺮﺩﻩ ﺍﻳـﻢ ﻭ ﭼـﻪ‬
‫ﺭﻧﺠﻬﺎ ﺑﺮﺩﻩ ﺍﻳﻢ ﮔﻔﺘﺎﺭﻫﺎﻳﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﭘﻨﺠﺴﺎﻝ ﮔﺬﺷﺘﺔ ﭘﻴﻤﺎﻥ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻧﻮﺷﺘﻪ ﺍﻳﻢ ﻭ ﺁﺧﺮﻳﻦ ﺁﻧﻬﺎ‬

‫‪ ١‬ـ ﺭﺍﻩ ﺭﺳﺘﮕﺎﺭﻱ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫ﮔﻔﺘﺎﺭﻳﺴﺖ ﻛﻪ ﺯﻳﺮ ﻋﻨﻮﺍﻥ» ﺩﺭﭘﻴﺮﺍﻣﻮﻥ ﺧﺮﺩ« ﺩﺭﺷﻤﺎﺭﺓ ﺩﻫﻢ ﺳﺎﻝ ﭘﻨﺠﻢ ﭼﺎﭖ ﺷﺪﻩ ﺑﺨﻮﺍﻧﻨﺪ ‪ ،‬ﺍﻳـﻦ ﮔﻔﺘﺎﺭﻫـﺎ‬
‫ﮔﺬﺷﺘﻪ ﺍﺯ ﮔﻔﺘﮕﻮﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺩﺭ ﻧﺸﺴﺘﻬﺎﻱ ﺷﺒﻬﺎﻱ ﺁﺩﻳﻨﻪ ﭘﻴﺶ ﻣﻲ ﺁﻣﺪﻩ‪.‬‬
‫ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻪ ﺍﻳﻢ ﻧﺨﺴﺘﻴﻦ ﺳﻨﮓ ﺭﺍﻩ ﻣﺎ ﺷﻮﺭ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﺑﻮﺩ ﻭ ﭼﻮﻥ ﺁﻧﺮﺍ ﺍﺯ ﭘﻴﺶ ﺑﺮﺩﺍﺷـﺘﻴﻢ ﺍﻳﻨـﻚ ﺑـﺎ‬
‫ﺍﻳﻦ ﺩﺷﻮﺍﺭﻳﻬﺎ ﺭﻭﺑﺮﻭ ﺷﺪﻩ ﻭ ﻧﺎﭼﺎﺭ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩﻳﻢ ﻛﻪ ﺑﻜﺸﺎﻛﺶ ﺳﺨﺘﻲ ﭘﺮﺩﺍﺯﻳﻢ ﻭ ﺩﺭ ﺍﻳﻨﺠﺎ ﺧﻮﺍﺳـﺖ ﻣـﺎ ﺗﻨﻬـﺎ‬
‫ﻧﺸﺎﻧﺪﺍﺩﻥ ﺍﻧﺪﺍﺯﺓ ﻧﺎﺗﻮﺍﻧﻲ ﺭﻭﺍﻧﻬﺎ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺧﺮﺩﻫﺎﺳﺖ ‪.‬‬
‫ﺩﻭﻣﻴﻦ ﺳﺨﺘﻲ ﻣﺎ ﺍﻳﻦ ﺑـﻮﺩ ﻛـﻪ ﻣـﻲ ﺩﻳـﺪﻳﻢ ﻛـﻪ ﻫﻤـﺔ ﺁﻧﺎﻧﻜـﻪ ﺩﺭﺱ ﺧﻮﺍﻧـﺪﻩ ﺍﻧـﺪ ﻭ ﺭﻭﻱ ﮔﻔﺘـﻪ ﻫـﺎ ﻭ‬
‫ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﻣﺎ ﭘﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺎ ﺁﻧﺎﻧﺴﺖ ﻫﺮ ﻳﻜﻲ ﺍﺯ ﺍﻳﺸﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺻﻒ ﺗﻮﺩﻩ ﺑﻴﺮﻭﻥ ﮔﺮﻓﺘﻪ‪ .‬ﻳﻜﺪﺳﺘﺔ ﺑﺰﺭﮔﻲ‬
‫ﺧﻮﺩ ﺭﺍ ﭼﻮﻥ ﭘﻴﺸﻮﺍ ﻣﻴﺸﻤﺎﺭﺩﻧﺪ ﺍﺯ ﺳﺨﻨﺎﻥ ﻣﺎ ﺭﻧﺠﻴﺪﮔﻲ ﻣﻴﻨﻤﻮﺩﻧﺪ ‪ ،‬ﻭ ﺩﻳﮕﺮﺍﻥ ﻫﻢ ﺧﻮﺩ ﺭﺍ ﺑﻴﻜﺒﺎﺭ ﻛﻨﺎﺭ ﮔﺮﻓﺘﻪ‬
‫ﻭ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺭﺍ ﺗﻨﻬﺎ ﺩﺭ ﺗﻮﺩﻩ ﻣﻲ ﺳﻨﺠﻴﺪﻧﺪ ﻭ ﻋﻨﻮﺍﻥ ﺍﻳﻨﻜﻪ ﺍﻳﻨﻬﺎ ﺭﺍﺳﺘﻴﻬﺎﻳﻴﺴﺖ ﻛﻪ ﭼﻮﻥ ﮔﻔﺘﻪ ﻣﻴﺸﻮﺩ ﺑﻨﺎﻡ‬
‫ﻼ‬
‫ﺭﺍﺳﺘﻲ ﭘﮋﻭﻫﻲ ﺁﻧﺮﺍ ﺑﭙﺬﻳﺮﻡ ﻭ ﺩﺭ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺖ ﺁﻥ ﺑﻜﻮﺷﻢ ﭼﻴﺰﻱ ﺑـﻮﺩ ﻛـﻪ ﺑﺎﻧﺪﻳـﺸﺔ ﺍﻳـﺸﺎﻥ ﻧﻤﻴﺮﺳـﻴﺪ‪ .‬ﻣـﺜ ﹰ‬
‫ﻛﺴﺎﻧﻲ ﻣﻲ ﺁﻣﺪﻧﺪ ﻭ ﭼﻨﻴﻦ ﻣﻴﮕﻔﺘﻨﺪ ‪ " :‬ﺍﻳﻦ ﻣﻄﺎﻟﺐ ﺻﺤﻴﺢ ﺍﺳﺖ ﻭﻟﻲ ﺟﺎﻣﻌـﻪ ﻗﺎﺑـﻞ ﻧﻴـﺴﺖ" ﻳـﺎ ﻣﻴﮕﻔﺘﻨـﺪ ‪:‬‬
‫" ﺍﻳﻦ ﻣﺮﺩﻡ ﺍﺻﻼﺡ ﺷﺪﻧﻲ ﻧﻴﺴﺖ" ﻳﺎ ﻣﻴﮕﻔﺘﻨﺪ ‪ " :‬ﺍﻳﻦ ﻣﻄﺎﻟﺐ ﺯﻭﺩ ﺑـﻮﺩ ﺣـﺎﻻ ﻣـﺮﺩﻡ ﻣـﺴﺘﻌﺪ ﻧﻴـﺴﺘﻨﺪ"‪ .‬ﻳـﺎ‬
‫ﻣﻴﮕﻔﺘﻨﺪ ‪ " :‬ﺁﻗﺎ ﺑﻴﻬﻮﺩﻩ ﺯﺣﻤﺖ ﻣﻴﻜﺸﻴﺪ‪ .‬ﺯﻭﺭ ﻻﺯﻡ ﺍﺳﺖ ﺗﺎ ﺍﻳﻦ ﻣﺮﺩﻡ ﺁﺩﻡ ﺷﻮﻧﺪ"‪.‬‬
‫ﺍﻳﻦ ﻧﺎﺁﮔﺎﻫﻲ ﺍﺯ ﺧﻮﺩ ﺍﺯ ﺷﮕﻔﺘﺮﻳﻦ ﺑﻴﻤﺎﺭﻳﻬﺎﺳﺖ ‪ ،‬ﻭ ﻣﺎ ﮔﻤـﺎﻥ ﻧﻤﻴﻜﻨـﻴﻢ ﺩﺭ ﻳـﻚ ﺗـﻮﺩﺓ ﺩﻳﮕـﺮﻱ ﭼﻨـﻴﻦ‬
‫ﺑﻴﻤﺎﺭﻱ ﺍﻱ ﭘﻴﺪﺍ ﺷﻮﺩ ﻭ ﺗﺎ ﺑﺎﻳﻦ ﺍﻧﺪﺍﺯﻩ ﻛﻪ ﻣﺎ ﺩﺭ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻲ ﺩﻳﺪﻳﻢ ﺑﺮﺳﺪ‪ .‬ﺷﻤﺎ ﭼﻮﻥ ﺑﻪ ﻧﺸـﺴﺘﻲ ﻣﻴﺮﻓﺘﻴـﺪ ﻭ‬
‫ﺑﮕﻔﺘﮕﻮﻫﺎ ﮔﻮﺵ ﻣﻴﺪﺍﺩﻳﺪ ﻣﻴﺪﻳﺪﻳﺪ ﺳﺨﻦ ﻫﻤﻪ ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﺍﺳﺖ ‪" :‬ﻣﺤﻴﻂ ﻓﺎﺳﺪ ﺍﺳﺖ" ﻭ "ﺟﺎﻣﻌﻪ ﺧﺮﺍﺑـﺴﺖ" ﻭ‬
‫" ﺑﺎﻳﺪ ﻣﻠﺖ ﺭﺍ ﺗﺮﺑﻴﺖ ﻛﺮﺩ"‪ .‬ﺍﻳﻦ ﺑﻴﻤﺎﺭﻱ ﺗﺎ ﺑﺎﻧـﺪﺍﺯﻩ ﺍﻱ ﺑـﻮﺩ ﻛـﻪ ﺯﻣﺎﻧﻴﻜـﻪ ﻣـﺎ ﺑﮕﻔﺘﮕـﻮ ﺍﺯ ﺩﻳـﻦ ﭘـﺮﺩﺍﺧﺘﻴﻢ ﻭ‬
‫ﮔﻔﺘﺎﺭﻫﺎﻳﻲ ﻧﻮﺷﺘﻴﻢ ﻛﺴﺎﻧﻲ ﻧﺰﺩ ﻣﺎ ﺁﻣﺪﻩ ﻭ ﻧﺸﺴﺘﻪ ﻭ ﭼﻨﻴﻦ ﻣﻴﮕﻔﺘﻨﺪ ‪" :‬ﺭﺍﺳـﺖ ﻣﻴﻨﻮﻳـﺴﻴﺪ ﻣـﺮﺩﻡ ﺑﺎﻳـﺪ ﺩﻳـﻦ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ‪ "...‬ﺍﻳﻦ ﺭﺍ ﻛﺴﺎﻧﻲ ﻣﻴﮕﻔﺘﻨﺪ ﻛﻪ ﺧﻮﺩﺷﺎﻥ ﺑﻴﺪﻳﻦ ﺑﻮﺩﻩ ﻭ ﻫﻤﭽﻨﻴﻦ ﺑﻴﺪﻳﻦ ﻣﻴﻤﺎﻧﺪﻧﺪ ﻭ ﻫﺮﮔﺰ ﺧﻮﺩ‬
‫ﺭﺍ ﺑﻴﺎﺩ ﻧﻤﻲ ﺁﻭﺭﺩﻧﺪ ‪ ،‬ﻭ ﻣﺎ ﭼﻮﻥ ﺑﺰﺑﺎﻥ ﺁﻣﺪﻩ ﻣﻴﮕﻔﺘﻴﻢ ‪" :‬ﭼﺮﺍ ﺍﺯ ﺧﻮﺩﺗﺎﻥ ﺳﺨﻦ ﻧﻤﻴﮕﻮﻳﻴﺪ؟!‪ ".‬ﻳﻜـﻪ ﻣﻴﺨﻮﺭﺩﻧـﺪ‬
‫ﻛﻪ ﺗﻮ ﮔﻮﻳﻲ ﻳﻚ ﺳﺨﻦ ﺷﮕﻔﺘﻲ ﻣﻴﺸﻨﻴﺪﻧﺪ‪.‬‬
‫ﺟﻮﺍﻧﺎﻥ ﻛﻪ ﺩﺭ ﺩﺑﺴﺘﺎﻧﻬﺎ ‪ ١‬ﺩﺭﺱ ﻣﻴﺨﻮﺍﻧﺪﻧﺪ ﺍﺯ ﺍﻧﺪﻳﺸﺔ ﻫﻴﭽﻴﻜﻲ ﻧﻤﻴﮕﺬﺷﺖ ﻛـﻪ ﺧـﻮﺩﺵ ﻧﻴـﻚ ﺷـﻮﺩ ﻭ‬
‫ﭼﻴﺰﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺧﻮﺩ ﻳﺎﺩ ﺑﮕﻴﺮﺩ‪ .‬ﻫﻤﻪ ﺍﺯ ﮔﺎﻡ ﻧﺨﺴﺖ ﺧﻮﺩ ﺭﺍ ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻩ ﻭ ﺗﻮﺩﻩ ﺭﺍ ﺑﭽﺸﻢ ﮔﺮﻓﺘﻪ ﻭ ﺑـﺂﺭﺯﻭﻱ‬
‫ﺁﻧﻜﻪ ﺍﺯ ﺩﺑﺴﺘﺎﻥ ﺑﻴﺮﻭﻥ ﺁﻳﻨﺪ ﻭ » ﺟﺎﻣﻌﻪ« ﺭﺍ » ﺗﺮﺑﻴﺖ« ﻛﻨﻨﺪ ﺭﻭﺯ ﻣﻴﺸﻤﺮﺩﻧﺪ ﻭ ﻫﺮﭼﻪ ﻳﺎﺩ ﻣﻴﮕﺮﻓﺘﻨﺪ ﻧﻪ ﺑـﺮﺍﻱ‬
‫ﺧﻮﺩﺷﺎﻥ ﺑﻠﻜﻪ ﺑﺮﺍﻱ ﻳﺎﺩ ﺩﺍﺩﻥ ﺑﻤﺮﺩﻡ ﻣﻴﺒﻮﺩ‪ .‬ﻫﻨﮕﺎﻣﻴﻜﻪ ﻣﺎ ﺍﺯ ﺷﻌﺮ ﻧﻜﻮﻫﺶ ﻣـﻲ ﻧﻮﺷـﺘﻴﻢ ﺟﻮﺍﻧـﺎﻧﻲ ﻧـﺰﺩ ﻣـﻦ‬
‫ﻼ ﺩﺭﺑـﺎﺭﺓ ﺷـﻌﺮﻫﺎﻱ‬ ‫ﻣﻲ ﺁﻣﺪﻧﺪ ﻭ ﻫﻤﻴﺸﻪ ﮔﻔﺘﮕﻮﺷﺎﻥ ﺍﺯ ﻧﻴﻜﻲ ﻳﺎ ﺑﺪﻱ ﺗﻮﺩﻩ ﻭ ﺍﺯ ﭘﻴﺸﻮﺍﻳﻲ ﺧﻮﺩﺷﺎﻥ ﺑـﻮﺩ‪ .‬ﻣـﺜ ﹰ‬
‫ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﻛﻪ ﻣﺎ ﻣﻲ ﻧﻜﻮﻫﻴﺪﻳﻢ ﻣﻴﮕﻔﺘﻨﺪ ‪ " :‬ﻣﺎ ﺩﺭﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺖ ﺑﺎﻳﻨﻬﺎ ﺍﺣﺘﻴﺎﺝ ﺩﺍﺭﻳﻢ ﻭ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﮔﻠﭽﻴﻦ‬
‫ﻛﻨﻴﻢ" ‪ .‬ﺩﺭﺑﺎﺭﺓ ﺭﻣﺎﻥ ﻣﻴﮕﻔﺘﻨﺪ ‪ " :‬ﻳﻜﻲ ﺍﺯ ﻭﺳﺎﻳﻞ ﺗﻬﺬﻳﺐ ﺍﺧﻼﻕ ﻣﺮﺩﻡ ﺭﻣﺎﻧﺴﺖ"‪ .‬ﻣﻦ ﻳﻜﺒﺎﺭ ﻧﺪﻳـﺪﻡ ﮔﻔﺘﮕـﻮ ﺍﺯ‬
‫ﺧﻮﺩﺷﺎﻥ ﻛﻨﻨﺪ ﻭ ﻳﺎ ﺩﺭﺑﻨﺪ ﺁﻥ ﺑﺎﺷﻨﺪ ﻛﻪ ﺭﺍﺳﺘﻴﻬﺎﻳﻲ ﻫﺴﺖ ﻭ ﺑﺎﻳﺪ ﻣﺎ ﻳـﺎﺩ ﮔﻴـﺮﻳﻢ ﻭ ﭘﻴـﺮﻭﻱ ﻧﻤـﺎﻳﻴﻢ‪ .‬ﻳﻜﻤـﺮﺩ‬
‫ﻛﻼﻩ ﺑﺮﺩﺍﺭﻱ ﺩﺭ ﺑﺎﺯﺍﺭ ﺗﻬﺮﺍﻥ ﻛﻪ ﺩﺭ ﺍﻧﺠﻤﻨﻲ ﺩﺷﻤﻨﻲ ﺑﺎ ﭘﻴﻤﺎﻥ ﻣﻴﻨﻤﻮﺩﻩ ﺍﺯ ﺟﻤﻠﻪ ﭼﻨﻴﻦ ﻣﻴﮕﻔﺘﻪ ‪:‬‬

‫‪ ١‬ـ ﻧﻮﻳﺴﻨﺪﻩ ﺩﺑﺴﺘﺎﻥ ﺭﺍ ﻫﻤﺴﻨﮓ » ﻣﺪﺭﺳﻪ« ﺑﻜﺎﺭ ﺑﺮﺩﻩ‪ .‬ﺍﻳﻦ ﻧﻜﺘﻪ ﺩﺭ ﺁﻏﺎ ِﺯ ﺑﺨﺶ ﺩﻭﻡ ﻧﻴﺰ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ـ ﻭ‬

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‫ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬ ‫ﻣﺎ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ؟‬

‫"ﭘﻴﻤﺎﻥ ﺍﺯ ﺷﻌﺮ ﺑﺪ ﮔﻮﻳﻲ ﻣﻴﻜﻨﺪ‪ .‬ﻣﻦ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻢ ﻳﻜﻲ ﺭﺍ ﺍﺻﻼﺡ ﻛﻨﻢ ﺑﺎﻳﺪ ﺳﻪ ﺗﺎ ﺷﻌﺮ ﺑﺮﺍﻳﺶ ﺑﺨﻮﺍﻧﻢ ‪ "...‬ﻣـﺮﺩ‬
‫ﻛﻼﻫﺒﺮﺩﺍﺭ ﻧﺎﺩﺍﻥ ﻣﺮﺩﻡ ﺭﺍ ﺍﺻﻼﺡ ﻣﻴﻜﻨﺪ ﺁﻧﻬﻢ ﺑﺎﺳﻪ ﺗﺎ ﺷﻌﺮ‪.‬‬
‫ﺍﻳﻦ ﺑﻴﻤﺎﺭﻱ ﻛﻪ ﺳﺮﺍﭘﺎ ﺯﻳﺎﻥ ﺑﻮﺩ ﻳﻚ ﻧﺘﻴﺠﺔ ﺑﺴﻴﺎﺭ ﺯﺷﺖ ﺁﻥ ﺍﻳﻦ ﺷﺪﻩ ﺑﻮﺩ ﻛﻪ ﻫﺮ ﻳﻜﻲ ﺍﺯ ﺍﻳﻨـﺎﻥ ﺧـﻮﺩ ﺭﺍ‬
‫ﭘﻴﺸﻮﺍ ﻭ ﺭﺍﻫﻨﻤﺎ ﺷﻤﺮﺩﻩ ﺍﻧﺪﺭﺯ ﺳﺮﺍﻳﻲ ﻣﻴﻜﺮﺩ ﻭ ﺩﺭﺍﻳﻦ ﻛﺎﺭ ﻏﻠﻂ ﻭ ﺑﻴﻬﻮﺩﻩ ﻧﻴﺰ ﭘﺎﻛﺪﻝ ﻧﺒـﻮﺩﻩ ﻭ ﺑـﻪ ﻫﻮﺳـﺒﺎﺯﻱ ﻭ‬
‫ﺳﻮﺩﺟﻮﻳﻲ ﺧﻮﺩ ﺭﺍﻩ ﻣﻴﺪﺍﺩ‪ .‬ﺑﺎﻳﻨﻤﻌﻨﻲ ﻛﻪ ﺟﺰ ﺑﭽﻴﺰﻫﺎﻳﻲ ﻛﻪ ﺑﺎ ﻫﻮﺳﻬﺎﻱ ﻛﻮﺩﻛﺎﻧﺔ ﺧﻮﺩ ﺳﺎﺯﺵ ﺩﺍﺷﺖ ﻭ ﻳﺎ ﻣﺎﻳﺔ‬
‫ﺧﻮﺩﻧﻤﺎﻳﻲ ﺗﻮﺍﻧﺴﺘﻲ ﺑﻮﺩ ﻭ ﻳﺎ ﭘﻮﻝ ﺍﺯ ﺁﻥ ﺗﻮﺍﻧﺴﺘﻲ ﺩﺭﺁﻭﺭﺩ ـ ﺍﺯ ﺭﻣﺎﻥ ﺑﺎﻓﻲ ﻭ ﺷـﻌﺮ ﺳـﺮﺍﻳﻲ ﻭ ﮔﻔﺘـﺎﺭ ﻧﻮﻳـﺴﻲ ﻭ‬
‫ﺑﻤﻨﺒﺮ ﺭﻓﺘﻦ ﻭ ﺣﻮﺯﻩ ﻫﺎﻱ ﻫﻔﺘﮕﻲ ﺑﺮﺍﻱ ﻋﺎﻣﻴﺎﻥ ﺩﺭﺳﺖ ﻛﺮﺩﻥ ـ ﺑﺮﻧﻤﻴﺨﺎﺳﺖ ‪ ،‬ﻭ ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﺩﺭﺑﻨـﺪ ﺟﺪﺍﺳـﺮﻱ‬
‫ﻧﻴﺰ ﻣﻴﺒﻮﺩ‪ .‬ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﻛﻪ ﻫﺮ ﻳﻜﻲ ﺍﺯ ﺍﻳﺸﺎﻥ ﻣﻴﺨﻮﺍﺳﺖ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﻲ ﺑﻨﺎﻡ ﺧﻮﺩ ﺩﺍﺭﺩ ﻭ ﺳـﺨﻨﺎﻧﻲ ﺑﻨـﺎﻡ ﺧـﻮﺩ‬
‫ﺳﺮﺍﻳﺪ )ﺍﮔﺮ ﭼﻪ ﺍﺯ ﺭﺍﻩ ﺩﺯﺩﻱ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺑﺪﺳﺖ ﺁﻳﺪ( ‪ ،‬ﻭ ﺍﻳﻦ ﺭﺍ ﻧﻨﮓ ﺧـﻮﺩ ﻣﻴـﺸﻤﺮﺩ ﻛـﻪ ﺑـﺴﺨﻨﻴﻜﻪ ﺩﻳﮕـﺮﻱ‬
‫ﮔﻔﺘﻪ ﮔﺮﺩﻥ ﮔﺰﺍﺭﺩ‪.‬‬
‫ﺑﺒﻴﻨﻴﺪ ﭼﻨﺪ ﺑﻴﻤﺎﺭﻱ ﺑﻬﻢ ﺁﻣﻴﺨﺘﻪ! ﺑﺒﻴﻨﻴﺪ ﺍﺯ ﺧﺮﺩ ﺗـﺎ ﭼـﻪ ﺍﻧـﺪﺍﺯﻩ ﺑﺪﻭﺭﻧـﺪ! ﺗـﻮﺩﻩ ﺍﻱ ﺑـﺎ ﺍﻳـﻦ ﻧﺎﺩﺍﻧﻴﻬـﺎ ﻭ‬
‫ﺑﻴﺮﺍﻫﻴﻬﺎ ﺑﻜﺠﺎ ﺗﻮﺍﻧﺴﺘﻲ ﺭﺳﻴﺪ ﻭ ﺩﺭﺍﻳﻦ ﺟﻬـﺎﻥ ﭘﺮﺁﺷـﻮﺏ ﺑﻜﺠـﺎ ﺗﻮﺍﻧـﺴﺘﻲ ﺭﺍﻩ ﺑـﺮﺩ؟!‪ .‬ﻧـﺎ ﺁﮔـﺎﻫﻲ ﺍﺯ ﺧـﻮﺩ ‪ ،‬ﻭ‬
‫ﻫﻮﺳﺒﺎﺯﻱ ﺩﺭ ﻛﺎﺭ ﺗﻮﺩﻩ ‪ ،‬ﻭ ﺧﻮﺩﻧﻤﺎﻳﻲ ‪ ،‬ﻭ ﺟﺪﺍﺳﺮﻱ ‪ ،‬ﻫﺮﻳﻜﻲ ﺩﺭﺧﻮ ِﺭ ﺁﻧﺴﺖ ﻛﻪ ﻣﺎ ﺑﻴﺴﺖ ﻳﺎ ﺳﻲ ﺻﻔﺤﻪ ﺭﺍ ﺑـﺎ‬
‫ﮔﻔﺘﮕﻮ ﺍﺯ ﺯﻳﺎﻧﻬﺎﻱ ﺁﻥ ﭘﺮﻛﻨﻴﻢ‪ .‬ﺍﻳﻨﻬﺎ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﻳﻚ ﺗﻮﺩﻩ ﺭﺍ ﺍﺯ ﭘﺎ ﺍﻧﺪﺍﺯﺩ‪ .‬ﭼﻪ ﺭﺳﺪ ﺑﺂﻧﻜﻪ ﻫﻤﮕﻲ ﺩﺭ ﻳﻜﺠﺎ ﮔـﺮﺩ‬
‫ﺁﻳﺪ ﻭ ﺑﻬﻢ ﺁﻣﻴﺰﺩ‪.‬‬
‫ﺁﻧﺮﻭﺯﻫﺎ ﻛﻪ ﻣﺎ ﭘﻴﻤﺎﻥ ﺭﺍ ﺗﺎﺯﻩ ﺁﻏﺎﺯ ﻛﺮﺩﻳﻢ ﻫﺮﮔﻔﺘﺎﺭﻳﻜﻪ ﻣﻴﻨﻮﺷﺘﻴﻢ ﻭ ﺑﻴﺮﻭﻥ ﻣﻲ ﺁﻣﺪ ﺑﺎﺭﻫﺎ ﻣﻴﺪﻳﺪﻳﻢ ﻳﻜـﻲ‬
‫ﺁﻣﺪﻩ ﭼﻨﻴﻦ ﻣﻴﮕﻮﻳﺪ ‪ " :‬ﺁﻥ ﻣﻘﺎﻟﻪ ﺭﺍ ﺧﻮﺍﻧﺪﻡ ﺧﻮﺏ ﻧﻮﺷﺘﻪ ﺍﻳﺪ‪ .‬ﻣﻦ ﻫﻢ ﻳﻜـﻲ ﺧـﻮﺍﻫﻢ ﻧﻮﺷـﺖ" ‪ ،‬ﻳـﺎ ﻣﻴﺪﻳـﺪﻳﻢ‬
‫ﮔﻔﺘﺎﺭﻱ ﻧﻮﺷﺘﻪ ﻭ ﺁﻭﺭﺩﻩ ﻭ ﺯﻣﺎﻧﻴﻜﻪ ﻣﻴﮕﻔﺘﻴﻢ ‪" :‬ﻫﺮﻛﺎﺭﻱ ﺑﺮﺍﻱ ﻳﻚ ﻧﺘﻴﺠﻪ ﺑﺎﻳﺪ ﺑﻮﺩ ‪ .‬ﺍﺯ ﺍﻳـﻦ ﮔﻔﺘـﺎﺭ ﺷـﻤﺎ ﭼـﻪ‬
‫ﻧﺘﻴﺠﻪ ﺑﺪﺳﺖ ﺁﻳﺪ؟!‪ .‬ﻧﻮﺷﺘﻦ ﺭﺍ ﻣﺎ ﻧﻮﺷﺘﻴﻢ ﻭ ﻛﻨﻮﻥ ﺑﺎﻳﺪ ﺩﺳﺖ ﺑﻬﻢ ﺩﺍﺩﻩ ﻭ ﺩﺭﭘﻲ ﻧﺘﻴﺠـﻪ ﺑﺎﺷـﻴﻢ ﻭ ﺷـﻤﺎ ﻧﻴـﺰ‬
‫ﺩﺭﺍﻳﻦ ﺑﺎﺭﻩ ﺑﻤـﺎ ﻛﻤـﻚ ﻛﻨﻴـﺪ" ﺳـﺨﻦ ﺑـﺎﻳﻦ ﺳـﺎﺩﮔﻲ ﻭ ﺍﺳـﺘﻮﺍﺭﻱ ﺭﺍ ﭘـﺬﻳﺮﻓﺘﻦ ﻧﻤﻴﺘﻮﺍﻧـﺴﺘﻨﺪ ﻭ ﺭﻧﺠﻴـﺪﮔﻲ‬
‫ﻣﻴﻜﺮﺩﻧﺪ ﻭ ﮔـﺎﻫﻲ ﺑﻴـﺸﺮﻣﻲ ﻛـﺮﺩﻩ ﻭ ﭼﻨـﻴﻦ ﻣﻴﮕﻔﺘﻨـﺪ ‪ " :‬ﺷـﻤﺎ ﻫﺮﻛﺎﺭﺗـﺎﻥ ﻏﻴـﺮﺍﺯ ﻛـﺎﺭ ﺩﻳﮕـﺮﺍﻥ ﺍﺳـﺖ" ﻳـﺎ‬
‫ﻣﻴﮕﻔﺘﻨﺪ ‪" :‬ﻣﻦ ﻗﺮﻳﺤﺔ ﻧﻮﻳﺴﻨﺪﮔﻲ ﺩﺍﺭﻡ ﺍﻳﻦ ﻫﻢ ﻣﻮﺿﻮﻋﻴﺴﺖ ﭘﻴﺪﺍ ﺷﺪﻩ ﺑﺎﻳﺪ ﻗﻠﻤﻔﺮﺳـﺎﻳﻲ ﻛـﻨﻢ"‪ .‬ﺑـﺎﺯ ﺯﻳـﺎﻥ‬
‫ﺍﻳﻨﺎﻥ ﻛﻤﺘﺮ ﺑﻮﺩ ﺍﻳﻦ ﺟﺪﺍﺳﺮﻱ ﻛﻪ ﻣﻴﮕﻮﻳﻴﻢ ﻳﻚ ﺑﻴﻤﺎﺭﻱ ﺑﺴﻴﺎﺭ ﭘﻠﻴﺪﻱ ﺍﺳﺖ ﻭ ﺍﺯ ﻧﺘﻴﺠﻪ ﻫﺎﻱ ﺯﺷﺖ ﺁﻧﺴﺖ ﻛﻪ‬
‫ﺩﺭ ﺍﻳﻦ ﭼﻨﺪ ﺳﺎﻝ ﻣﺎ ﻫﺮﭼﻪ ﻣﻴﻨﻮﻳﺴﻴﻢ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺁﻧﺮﺍ ﺑﺮﺍﺳﺖ ﻣﻴﺪﺍﺭﻧﺪ ﻭ ﻣﻴﭙﺬﻳﺮﻧﺪ ﻭﻟﻲ ﭼﻮﻥ ﺑـﺎ ﺟﺪﺍﺳـﺮﻱ‬
‫ﺧﻮ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﺍﻳﻦ ﻧﻤﻴﺘﻮﺍﻧﻨﺪ ﻛﻪ ﺑﻬﻤﺮﺍﻫﻲ ﺑﺮﺧﻴﺰﻧﺪ ﻭ ﺑﻤﺎ ﻳﺎﺭﻱ ﻛﻨﻨﺪ ﻭ ﭼﻨﻴﻦ ﻛﺎﺭﻱ ﺭﺍ ﻛﻪ ﺍﮔـﺮ ﻛﻨﻨـﺪ ﻧـﺸﺎﻥ‬
‫ﭘﺎﻛﻲ ﺳﺮﺷﺖ ﺍﻳﺸﺎﻥ ﺑﺎﺷﺪ ﻛﻤﻲ ﺧﻮﺩ ﻣﻴﺸﻤﺎﺭﻧﺪ ﻭ ﺩﺭ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﻢ ‪ ،‬ﻫﻤﭽـﻮﻥ ﻛﻮﺩﻛـﺎﻥ ﻣﻌﻨـﻲ‬
‫ﺩﺭﺳﺖ ﺯﻧﺪﮔﺎﻧﻲ ﻭ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺖ ﺁﻧﺮﺍ ﻧﻤﻲ ﺷﻨﺎﺳﻨﺪ ﻭ ﺍﺯ ﺁﻳﻴﻦ ﺯﻳﺴﺖ ﺗﻮﺩﻩ ﺍﻱ ﻧﺎ ﺁﮔﺎﻫﻨﺪ‪.‬‬

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