6 ‫ ﺷﻤﺎرة‬،1388 ‫اﺳﻔﻨﺪ‬

‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

March 2010, Issue 6
Newsletter of Iranian Students in Europe

‫ﻫﺪف از ﺧﺒﺮﻧﺎﻣﻪ اي ﮐﻪ ﻣﻼﺣﻈﻪ‬

‫ ﻣﺒﺎرك‬1389 ‫ﻧﻮروز ﺳﺎل‬ ‫ﻣﯽ ﻓﺮﻣﺎﯾﯿﺪ اﯾﺠﺎد اﻟﻔﺖ و دوﺳﺘﯽ‬
Happy Noruz ‫ ﺑﻪ ﻣﺸﺎرﮐﺖ‬،‫ﺑﯿﺸﺘﺮ ﺑﯿﻦ داﻧﺸﺠﻮﯾﺎن‬
(Iranian New Year) ‫ﻧﻬﺎدن داﻧﺶ ﺗﺤﺼﯿﻠﯽ و ﻓﺮﻫﻨﮕﯽ‬
‫ﺑﯿﻦ ﯾﮑﺪﯾﮕﺮ و ﻫﻤﭽﻨﯿﻦ ﺳﻌﯽ در‬
‫اﯾﺠﺎد ﺗﺼﻮﯾﺮ ﺑﻬﺘﺮ از اﯾﺮان و اﯾﺮاﻧﯿﺎن‬
Since 2010, the United Nations ‫در اذﻫﺎن دوﺳﺘﺎن ﻏﯿﺮاﯾﺮاﻧﯽ‬
General Assembly recognizes .‫)ﻫﻤﭽﻮن اﺳﺎﺗﯿﺪ راﻫﻨﻤﺎ( ﻣﯽ ﺑﺎﺷﺪ‬
March 21 as the "International
Day of Nowruz”
This is an informal
newsletter for Iranian
students studying in
Europe to know each
Tivoli Friheden , Amusement park, Aarhus, Denmark other and their ideas. In
By: Suttiporn Pinijsuwan, Aarhus University addition, it tries to
improve the picture of
Iran among non-
Iranians, and to
Gregorian and Iranian calendars encourage more
In countries which use the Gregorian calendar, New Year is academic collaboration
between Iranians and
usually celebrated on January 1. Traditionally, the Roman
Europeans.
calendar began the first day of March. However, it was in
January (the eleventh month) when the consuls of ancient
Rome assumed the government. Julius Caesar, in 47 BC, ‫در ﺻﻮرت ﺗﻤﺎﯾﻞ ﺧﺒﺮﻧﺎﻣﻪ را‬
changed the system, creating the Julian calendar. ‫ﺑﺮاي دوﺳﺘﺎن ﻏﯿﺮ اﯾﺮاﻧﯽ ﺧﻮد‬
It was modified in the time of Mark Antony consul in 44 BC, again by the emperor ‫ﻣﺎﻧﻨﺪ اﺳﺎﺗﯿﺪ )راﻫﻨﻤﺎ( ارﺳﺎل‬
Augustus Caesar in 8 BC and finally by Pope Gregory XIII in 1582, which brought the .‫ﻧﻤﺎﯾﯿﺪ‬
calendar to its present day form. This year begins on January 1. Subsequently, this day
was marked with a religious significance during the Middle Ages and later centuries.
With the expansion of Western culture to the rest of the world during the twentieth :‫ﻣﻄﺎﻟﺐ اﯾﻦ ﺷﻤﺎره‬
century, the January 1 date became universal in nature, even in countries with their
own New Year celebrations (e.g., China and India). 1......Gregorian and Iranian
calendars
Throughout recorded history, Persians have been keen on the idea and importance of 2............................................ ‫ﺗﺮدﯾﺪ ﻧﮑﻦ‬
having a calendar. They were among the first cultures to use a solar calendar and have 3................ ‫ﻧﮑﺎﺗﯽ ﺟﺎﻟﺐ از ﺗﺠﺮﺑﯿﺎت ﻣﻦ‬
long favoured a solar over lunar and lunisolar approaches. This determination of ‫ راﻫﮑﺎرﻫﺎي رﺷﺪ ﻋﻠﻮم اﻧﺴﺎﻧﯽ در‬:‫دﯾﺪﮔﺎه‬
starting moment is more accurate than the Gregorian calendar because it is 4..................................................... ‫اﯾﺮان‬
synchronized with the vernal equinox year, but requires consulting an astronomical 5..........................‫ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ ﻓﻨﻼﻧﺪ‬
almanac 6....................... ‫ﺗﺤﺼﯿﻞ اﻗﺘﺼﺎد در اﯾﺘﺎﻟﯿﺎ‬
The Iranian New Year, called Nowruz, is the day containing the exact moment of the A naïve European view of
vernal equinox, which usually occurs on the 20th or 21st of March, commencing the 8..............................Iran…
start of the spring season. The Iranian calendar can refer to any in a succession of a set Iranian New Year
of calendars. They have been used for over two millennia in Iran (Persia), Afghanistan, 10......................Traditions
present day Pakistan, Northern India during the Mughal Empire, and related societies.
 ‫ﺻﻔﺤﮥ ‪2‬‬ ‫ﺷﻤﺎرة ﺷﺶ‬
‫وﻗﺘﯽ از اﯾﺮان ﯾﺎد ﻣﯿﮑﻨﯿﺪ ﺑﺎ اﻓﺘﺨﺎر و‬
‫ﻏﺮور ﺑﻪ آن ﻣﯿﺒﺎﻟﯿﺪ و ﻫﺮ ﺧﺒﺮ ﻣﻨﻔﯽ ﺷﻤﺎ‬
‫را ﻧﺎراﺣﺖ ﻣﯿﮑﻨﺪ‪ .‬اﯾﻦ ﻫﻤﺎن زﻣﺎﻧﯽ اﺳﺖ‬
‫ﮐﻪ ﺑﺪرﺳﺘﯽ ﻣﯿﺘﻮاﻧﯿﺪ ﺑﻪ دوﮔﺎﻧﮕﯽ ﺗﺮﺑﯿﺖ‬
‫در ﻓﺮزﻧﺪان اﯾﺮاﻧﯿﺎن ﻣﻘﯿﻢ ﺧﺎرج ﭘﯽ ﺑﺒﺮﯾﺪ‪.‬‬
‫ﺑﻔﻬﻤﯿﺪ ﮐﻪ زﻧﺪﮔﯽ در ﺧﺎرج آﻧﻬﺎ را دﭼﺎر‬
‫ﻧﻮﻋﯽ ﺧﻮدﮔﻤﺸﺪﮔﯽ و ﮔﯿﺠﯽ ﻣﯿﮑﻨﯿﺪ‪.‬‬
‫از ﯾﮏ ﺳﻮي اﯾﻦ ﻓﺮزﻧﺪان ﺣﺘﯽ ﺑﺎ داﺷﺘﻦ ﺗﺎﺑﻌﯿﺖ ﮐﺎﻣﻞ ﺧﺎرﺟﯽ‪ ،‬ﺧﻮد را ﻣﺘﻌﻠﻖ ﺑﻪ آن‬
‫ﮐﺸﻮر ﺧﺎرﺟﯽ ﻧﻤﯿﺪاﻧﻨﺪ و از ﺳﻮي دﯾﮕﺮ از ﻓﺮﻫﻨﮓ ﻏﻨﯽ اﯾﺮان و اﯾﺮاﻧﯽ ﻫﻢ ﺑﯽ ﻧﺼﯿﺒﻨﺪ‪.‬‬
‫ﭘﺪران و ﻣﺎدراﻧﯽ را ﻣﯿﺒﯿﻨﯿﺪ ﮐﻪ ﺑﺮ ﺳﺮ ﺗﺮﺑﯿﺖ اﯾﻨﮕﻮﻧﻪ ﻓﺮزﻧﺪان ﺧﻮد ﻫﺎج و واج ﻣﺎﻧﺪه اﻧﺪ‬
‫و ﺗﺮﺑﯿﺘﺸﺎن را ﺑﻪ دﺳﺖ ﺗﻘﺪﯾﺮ و ﺳﺮﻧﻮﺷﺖ ﺳﭙﺮده اﻧﺪ‪ .‬ﭘﯽ ﻣﯿﺒﺮﯾﺪ ﮐﻪ اﯾﻦ اﻓﺮاد ﺑﻌﺪ از‬
‫ﻣﺪﺗﯽ ﺗﺒﺪﯾﻞ ﺑﻪ اﻓﺮادي ﮔﻮﺷﻪ ﮔﯿﺮ و ﻣﻨﺰوي ﻣﯿﺸﻮﻧﺪ ﮐﻪ از ادﺑﯿﺎت ﭘﺪر و ﻣﺎدرﺷﺎن ﺗﻨﻬﺎ‬
‫ﺻﺤﺒﺖ ﮐﺮدن دﺳﺖ و ﭘﺎﺷﮑﺴﺘﻪ ﻓﺎرﺳﯽ را ﺑﻠﺪﻧﺪ و ﺑﺲ‪ .‬ﻓﺮزﻧﺪاﻧﯿﮑﻪ از اوج ﻓﺮﻫﻨﮓ‬
‫اﯾﺮان ﺗﻨﻬﺎ اﺳﻢ اﯾﺮان و ﻓﺮﻫﻨﮓ ﭼﻨﺪ ﻫﺰار ﺳﺎﻟﻪ آن را ﺷﻨﯿﺪه اﻧﺪ و ﺑﻪ ﻫﻤﺎن اﻓﺘﺨﺎر‬
‫ﻣﯿﮑﻨﻨﺪ‪ .‬ﻓﺮزﻧﺪاﻧﯽ ﮐﻪ دﯾﮕﺮ از ﺧﻮاﻧﺪن ﺷﻌﺮ ﺣﺎﻓﻆ ﻟﺬت ﻧﻤﯿﺒﺮﻧﺪ و واﻟﺪﯾﻨﺸﺎن ﻏﺼﻪ دار از‬
‫اﯾﻦ ﺗﻐﯿﯿﺮ ﻓﺮﻫﻨﮓ‪.‬‬
‫دوره ﺳﻮم( رﺳﯿﺪن ﺑﻪ ﺣﻘﯿﻘﺖ و ﮐﺸﻒ ارزش ﺧﻮد‪ :‬اﯾﻦ ﻫﻨﮕﺎﻣﯽ اﺳﺖ ﮐﻪ ﻋﺰﻣﺘﺎن‬
‫ﺑﺮاي ﺑﯿﺎن ﺗﻠﺨﯽ ﻫﺎ و ﺣﻘﺎﯾﻖ ﻣﻬﺎﺟﺮت ﺟﺪي ﺷﺪه اﺳﺖ و ﺑﯽ ﭘﺮوا ﺣﻘﺎﯾﻖ را ﺑﺮاي‬
‫دوﺳﺘﺎن داﺧﻞ ﺗﻌﺮﯾﻒ ﻣﯿﮑﻨﯿﺪ‪ .‬دﯾﮕﺮ ﻣﺎﻧﻨﺪ ﮐﺴﺎﻧﯽ ﮐﻪ ﺳﻌﯽ ﻣﯿﮑﻨﻨﺪ ﺑﺎ ﺳﯿﻠﯽ ﺻﻮرت ﺧﻮد‬
‫را ﺳﺮخ ﻧﮕﻪ دارﻧﺪ ﺗﻼش ﺑﯿﻬﻮده ﻧﻤﯿﮑﻨﯿﺪ‪ .‬ﻣﯿﺪاﻧﯿﺪ ﮐﻪ رﯾﺸﻪ ﺷﻤﺎ ﺑﺎﯾﺪ دوﺑﺎره ﺑﻪ ﻫﻤﺎن‬
‫ﺧﺎك ﺑﺎزﮔﺮداﻧﺪه ﺷﻮد‪ .‬از زرق و ﺑﺮﻗﻬﺎي ﺧﺎرج ﻟﺬت ﻣﯿﺒﺮﯾﺪ وﻟﯽ آﻧﻬﺎ را داﯾﻤﯽ و ﺣﻘﯿﻘﯽ‬
‫ﻧﻤﯿﺪاﻧﯿﺪ‪ .‬ﻫﻤﺎن زﻣﺎﻧﯽ اﺳﺖ ﮐﻪ دﯾﮕﺮ ﻣﯿﺘﻮاﻧﯿﺪ ﺑﺎ ﺧﯿﺎل راﺣﺖ در ﻣﻮرد اداﻣﻪ زﻧﺪﮔﯽ ﺧﻮد‬
‫ﺗﺼﻤﯿﻢ ﺑﮕﯿﺮﯾﺪ‪ .‬ﻧﻤﯿﮕﻮﯾﻢ ﺑﻪ ﮐﺪام ﺳﻤﺖ؟ اﻣﺎ ﻫﻤﯿﻦ را ﻣﯿﮕﻮﯾﻢ ﮐﻪ ﺣﺎﻻ وﻗﺘﺶ اﺳﺖ ﮐﻪ‬
‫ﺗﺼﻤﯿﻢ ﺑﮕﯿﺮﯾﺪ ﺑﺮاي اداﻣﻪ زﻧﺪﮔﯽ ﺧﻮد ﮐﺠﺎ ﺑﻬﺘﺮ اﺳﺖ؟ اﯾﺮان ﯾﺎ ﺧﺎرج؟ زﻣﺎﻧﯽ ﮐﻪ‬
‫ﻣﯿﺘﻮاﻧﯿﺪ ﺑﺎ ﺧﯿﺎل راﺣﺖ ﺗﺼﻤﯿﻢ ﺧﻮد را ﺑﮕﯿﺮﯾﺪ‪ .‬زﻣﺎﻧﯽ ﮐﻪ ﮔﺮم و ﺳﺮد روزﮔﺎر را ﭼﺸﯿﺪه‬
‫اﯾﺪ و ﭘﺨﺘﻪ ﺷﺪه اﯾﺪ ‪.‬‬
‫ﺗﺠﺮﺑﯿﺎت ﺷﺨﺼﯽ ﺧﻮد را ﻣﺮور ﮐﻨﯿﺪ‪ .‬ﺑﻪ ﻧﺪاﺷﺘﻪ ﻫﺎي ﺧﻮد در ﺧﺎرج ﺑﯿﺸﺘﺮ ﻓﮑﺮ ﮐﻨﯿﺪ‪ .‬ﺑﻪ‬
‫ﻧﺘﯿﺠﻪ ﮔﯿﺮي‪:‬‬
‫‪ ‬در اﻧﺘﺨﺎب راه آﯾﻨﺪه ﺧﻮد ﻋﺠﻠﻪ ﻧﮑﻨﯿﺪ‪ .‬ﺑﮕﺬارﯾﺪ زﻣﺎن ﮐﺎﻓﯽ ﺑﮕﺬرد‪.‬‬
‫‪ ‬ﭘﻠﻬﺎي ﭘﺸﺖ ﺳﺮ ﺧﻮد را ﺧﺮاب ﻧﮑﻨﯿﺪ‪ .‬ﺑﯿﺠﻬﺖ ﺑﻪ ﺑﯿﺎن اﺣﺴﺎﺳﺎت ﺧﻮد‬
‫ﻧﭙﺮدازﯾﺪ ‪.‬‬
‫‪ ‬دوﺳﺘﺎن و ﻫﻤﻮﻃﻨﺎن داﺧﻞ اﯾﺮان را ﺗﺮﻏﯿﺐ ﺑﻪ ﻣﻬﺎﺟﺮت ﻧﮑﻨﯿﺪ ‪ .‬ﺑﺪون ﺷﮏ‬
‫ﺷﻤﺎ ﺑﺮاي آﻧﻬﺎ ﺣﮑﻢ اﻓﺮاد ﺑﺎﺗﺠﺮﺑﻪ را دارﯾﺪ‪ .‬ﭘﺲ ﻗﻀﺎوت ﻋﺠﻮﻻﻧﻪ ﻧﮑﻨﯿﺪ و‬
‫در ﻣﻘﺎﺑﻞ آﻧﻬﺎ ﺻﻮرت ﺧﻮد را ﺑﺎ ﺳﯿﻠﯽ ﺳﺮخ ﻧﮕﻪ ﻧﺪارﯾﺪ‪ .‬از ﺑﯿﺎن ﺣﻘﯿﻘﺖ‬
‫ﻧﻬﺮاﺳﯿﺪ ﺣﺘﯽ اﮔﺮ ﺑﻪ ﺿﺮر ﺷﻤﺎ ﺑﺎﺷﺪ‪.‬‬
‫‪ ‬در اﻃﺮاف ﺧﻮد ﺑﯿﺸﺘﺮ ﮐﻨﮑﺎش ﮐﻨﯿﺪ و ﺳﻌﯽ ﮐﻨﯿﺪ آﯾﻨﺪه ﺧﻮد را ﺗﺮﺳﯿﻢ‬
‫ﻧﻤﺎﯾﯿﺪ‪.‬‬
‫‪ ‬از ﺗﻨﻬﺎﯾﯽ ﺧﻮد در ﺧﺎرج ﻧﻬﺎﯾﺖ اﺳﺘﻔﺎده را ﺑﺒﺮﯾﺪ و ﺧﻮدﺳﺎزي ﻧﻤﺎﯾﯿﺪ‪ .‬دوران‬
‫ﮔﺬر را ﺑﺎ ﮐﻤﮏ دوﺳﺘﺎن ﺧﻮب و ﮔﺮدش و ﺳﻔﺮ و ﻟﺬت ﺑﺮدن از ﻧﻌﻤﺎت ﺧﺪا‬
‫ﺑﻪ ﺳﻼﻣﺖ ﻃﯽ ﮐﻨﯿﺪ‪.‬‬
‫ﺑﻪ اﻣﯿﺪ روزﯾﮑﻪ اﯾﺮاﻧﯽ آﺑﺎد و آزاد و ﻣﺴﺘﻘﻞ داﺷﺘﻪ و ﺷﺎﻫﺪ ﺑﺎزﮔﺸﺖ ﻫﻤﻪ ﻧﺨﺒﮕﺎن و‬
‫اﺳﺘﻌﺪادﻫﺎي اﯾﺮان ﺑﺎﺷﯿﻢ‪ .‬روزﯾﮑﻪ ﻫﻤﻪ ﺑﺎ ﻫﻢ زﯾﺮ ﯾﮏ ﺳﻘﻒ از ﻫﻤﺪﯾﮕﺮ و از ﻣﯿﻬﻦ‬
‫ﻋﺰﯾﺰﻣﺎن ﻟﺬت ﺑﺒﺮﯾﻢ و ﮐﺎر و ﺗﻼش ﺑﮑﻨﯿﻢ‪.‬‬
‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬
‫ﺗﺮدﯾﺪ ﻧﮑﻦ‬
‫اﯾﻦ روزﻫﺎ ﻋﻤﯿﻘﺎ ﺑﻪ اﯾﻦ واﻗﻌﯿﺖ دﺳﺖ ﯾﺎﻓﺘﻪ ام ﮐﻪ دﻧﯿﺎ دو ﺑﺨﺶ اﺳﺖ ‪ :‬اﯾﺮان و ﺧﺎرج‪.‬‬
‫ﻫﻤﻪ دﻧﯿﺎ ﯾﮏ ﺟﻮر اﺳﺖ و اﯾﺮان ﯾﮏ ﺟﻮر دﯾﮕﺮ‪.‬‬
‫داﺳﺘﺎن زﻧﺪﮔﯽ ﻣﺎﯾﯽ ﮐﻪ در ﺧﺎرج از اﯾﺮان زﻧﺪﮔﯽ ﻣﯿﮑﻨﯿﻢ ﯾﮏ ﺗﺮاژدي ﺑﺴﯿﺎر ﺧﻨﺪه دار‬
‫اﺳﺖ‪ .‬ﮐﻪ آﻧﺮا ﺑﻪ اﺧﺘﺼﺎر در ﺳﻪ ﺑﺨﺶ ﺗﻌﺮﯾﻒ ﻣﯿﮑﻨﻢ‪ .‬ﺗﻮﺿﯿﺢ اﯾﻨﮑﻪ زﻣﺎن ﺑﻨﺪي اﯾﻦ‬
‫ﺗﻘﺴﯿﻢ ﻣﻬﻢ ﻧﯿﺴﺖ‪ .‬ﻣﻬﻢ ﺗﺠﺮﺑﯿﺎت روﺣﯽ و ﻓﮑﺮي اﺳﺖ‪ .‬اﯾﻦ ﺗﻘﺴﯿﻢ ﺑﻨﺪي ﯾﮏ ﺗﺠﺮﺑﻪ‬
‫ﺷﺨﺼﯽ اﺳﺖ‪ .‬ﺷﺨﺼﯿﺖ اﯾﻦ داﺳﺘﺎن ﯾﮏ داﻧﺸﺠﻮي ﺑﺎﻫﻮش اﯾﺮاﻧﯽ اﺳﺖ ﮐﻪ ﺑﺎ ﮐﻤﮏ‬
‫ﺑﻮرس ﺗﺤﺼﯿﻠﯽ داﻧﺸﮕﺎه ﻣﻘﺼﺪ ﺑﻪ ﺧﺎرج ﻣﻬﺎﺟﺮت ﻧﻤﻮده اﺳﺖ و در اﻧﺘﺨﺎب آﯾﻨﺪه‬
‫زﻧﺪﮔﯽ ﺧﻮد ﮐﺎﻣﻼ ﻣﺴﺘﻘﻞ و آزاد اﺳﺖ و اﺟﺒﺎري ﻫﻢ در اﻧﺘﺨﺎﺑﺶ ﻧﺪارد ‪.‬‬
‫دوره اول( دوره ﺧﻮدﺑﺎﺧﺘﮕﯽ‪ :‬ﺷﺶ ﻣﺎه ﺗﺎ ﯾﮑﺴﺎل اول ﻫﻤﻪ ﭼﯿﺰش ﺧﻮب اﺳﺖ و‬
‫ﻧﻤﯿﺨﻮاﻫﯿﻢ ﺑﺮﮔﺮدﯾﻢ ﺑﻪ ﺟﺎﯾﯿﮑﻪ در آن رﯾﺸﻪ دواﻧﺪه ﺑﻮدﯾﻢ‪ .‬اﯾﻦ ﻫﻤﺎن زﻣﺎﻧﯽ اﺳﺖ ﮐﻪ‬
‫ﻣﯿﺘﻮاﻧﯿﺪ ﻧﻤﺎي ﮐﺎﻣﻞ ﯾﮏ ﻏﺮب زده و ﺧﻮدﺑﺎﺧﺘﻪ را در ﺷﺨﺼﯿﺖ داﺳﺘﺎن ﭘﯿﺪا ﮐﻨﯿﺪ‪ .‬ﻫﻤﺎن‬
‫زﻣﺎﻧﯿﮑﻪ ﻫﻤﻪ ﭼﯿﺰ ﺧﺎرج ﺑﺮاﯾﻤﺎن ﺷﮕﻔﺖ اﻧﮕﯿﺰ اﺳﺖ ‪ .‬ﻫﻤﻪ ﭼﯿﺰش ﺑﺮاﯾﻤﺎن ﺣﮑﻢ اﻓﺴﺎﻧﻪ‬
‫ﻫﺎ و روﯾﺎﻫﺎﯾﯽ را دارد ﮐﻪ ﯾﮏ ﻋﻤﺮ ﺑﻪ دﻧﺒﺎل آن ﺑﻮدﯾﻢ‪ .‬ﻫﻤﯿﺸﻪ ﺑﻪ دﻧﺒﺎل ﮐﺸﻒ ﭼﯿﺰﻫﺎي‬
‫ﺟﺪﯾﺪ و ﻧﺪاﺷﺘﻪ ﻫﺎﯾﯽ ﻫﺴﺘﯿﻢ ﮐﻪ در اﯾﺮان از آن ﻣﺤﺮوم ﺑﻮدﯾﻢ‪ .‬ﺳﻮاﻻﻫﺎﯾﯽ ﺑﺰرگ در‬
‫ذﻫﻦ و ﻣﻐﺰﻣﺎن ﺧﻄﻮر ﻣﯿﮑﻨﺪ و ﻫﻤﯿﺸﻪ ﺑﺎ اﻓﺴﻮس و ﭘﺸﯿﻤﺎﻧﯽ ﺑﻪ ﺣﺎل ﻫﻤﻮﻃﻨﺎن‬
‫داﺧﻠﻤﺎن ﺣﺴﺮت ﻣﯿﺨﻮرﯾﻢ‪ .‬و ﻫﺮ ﺑﺎر ﺑﺎ ﺧﻮد ﻣﯿﮕﻮﯾﯿﻢ ﮐﻪ ﭼﺮا دوﺳﺘﺎن و ﻋﺰﯾﺰاﻧﻤﺎن در‬
‫داﺧﻞ اﯾﺮان ﻧﻤﯽ ﺗﻮاﻧﻨﺪ از اﯾﻦ ﺑﻪ اﺻﻄﻼح ﻧﻌﻤﺎت و ﺧﻮﺑﯽ ﻫﺎ ﻟﺬت ﺑﺒﺮﻧﺪ؟! اﯾﻦ دوره‬
‫ﻫﻤﺎن زﻣﺎﻧﯽ اﺳﺖ ﮐﻪ ﺑﯽ ﭘﺮوا و ﺑﺪون ﺗﻔﮑﺮ آﯾﻨﺪه ﻧﮕﺮ و ﺑﻪ راﺣﺘﯽ در ﺟﻮاب دوﺳﺘﺎن‬
‫وﺧﺎﻧﻮاده ﺧﻮد ﻣﯿﮕﻮﯾﯿﻢ اﯾﻨﺠﺎ ﻫﻤﺎن ﺑﻬﺸﺘﯽ اﺳﺖ ﮐﻪ ﺧﺪاوﻧﺪ ﺑﻪ ﺑﻨﺪﮔﺎﻧﺶ وﻋﺪه داده‬
‫اﺳﺖ؟! اﯾﻦ ﻫﻤﺎن دوره اي اﺳﺖ ﮐﻪ ﺑﻌﺪﻫﺎ ﺧﻮدﺗﺎن از ﯾﺎدآوري آن ﺷﺮﻣﻨﺪه ﻣﯿﺸﻮﯾﺪ‪ .‬اﯾﻦ‬
‫ﻫﻤﺎن دوره اﯾﺮان زدﮔﯽ اﺳﺖ ‪ .‬ﻫﻤﺎن دوره اﯾﯽ ﮐﻪ ﻣﺮغ ﻫﻤﺴﺎﯾﻪ ﻏﺎز اﺳﺖ و ﺑﻪ راﺣﺘﯽ‬
‫در ﻣﻘﺎﺑﻞ ﺷﻨﯿﺪن ﻫﺮ ﺧﺒﺮ ﺑﺪي از اﯾﺮان ﺑﯽ ﺗﻔﺎوت از ﮐﻨﺎرش ﻣﯿﮕﺬرﯾﺪ‪.‬‬
‫دوره دوم( دوره ﮔﺬار و زدودن ﮔﺮد و ﻏﺒﺎر از ﻣﻘﺎﺑﻞ ﭼﺸﻢ‪ :‬ﮔﺬر از اﯾﻦ دوران‬
‫ﺑﺮاي ﻫﺮ ﮐﺴﯽ ﻣﻘﺪور ﻧﯿﺴﺖ‪ .‬ﻫﺮ ﮐﺴﯽ اﻟﺰاﻣﺎ ﻧﻤﯿﺘﻮاﻧﺪ ﺑﻪ ﺻﺮف ﮔﺬﺷﺖ زﻣﺎن ﺧﻮد را از‬
‫اﯾﻦ ﻣﺮﺣﻠﻪ ﺧﻮدﺑﺎﺧﺘﮕﯽ روﺣﯽ ﻧﺠﺎت دﻫﺪ‪ .‬ﺑﺮاي رﺳﯿﺪن ﺑﻪ ﺣﻖ و ﺣﻘﯿﻘﺖ ﮐﻪ ﻫﻤﺎن ﭘﯽ‬
‫ﺑﺮدن ﺑﻪ ارزﺷﻬﺎي روﺣﯽ ﻣﺎن اﺳﺖ ﺑﺎﯾﺪ ﺗﻼش و ﺗﺎﻣﻞ ﻧﻤﻮد‪ .‬ﮐﻤﯽ ﺑﯿﺸﺘﺮ ﺑﺎﯾﺪ ﻓﮑﺮ ﻧﻤﻮد‪.‬‬
‫اﻃﺮاﻓﯿﺎن ﺧﻮد ﺑﯿﺸﺘﺮ ﺗﻮﺟﻪ ﮐﻨﯿﺪ‪ .‬اﯾﻦ دوره زﻣﺎﻧﯽ ﮐﻪ از ﺣﺪود ﯾﮑﺴﺎﻟﮕﯽ ﺑﻌﺪ از ﻣﻬﺎﺟﺮت‬
‫ﺷﺮوع ﻣﯿﺸﻮد ﺑﺎ ﻧﻮﻋﯽ درﺧﻮد ﻓﺮو روﻓﺘﻦ و اﻓﺴﺮدﮔﯽ ﻫﻤﺮاه ﺧﻮاﻫﺪ ﺑﻮد‪ .‬ﻫﻤﺎن زﻣﺎﻧﯿﮑﻪ‬
‫ﻣﯿﺘﻮاﻧﯿﺪ ﺑﻪ ﺑﺴﯿﺎري از ﻋﺎدات و رﻓﺘﺎرﻫﺎي ﻗﺒﻠﯽ ﺧﻮد ﻓﮑﺮ ﮐﻨﯿﺪ‪ .‬در اﯾﻦ دوره زﻣﺎﻧﯽ در‬
‫ﺟﻮاب دوﺳﺘﺎﻧﺘﺎن ﮐﻪ ﺑﻪ ﮐﻨﮑﺎش از اﺣﻮاﻟﺘﺎن ﻣﯿﭙﺮدازﻧﺪ‪ ،‬ﻣﯿﮕﻮﯾﯿﺪ‪ :‬اﯾﻨﺠﺎ ﺑﺎ اﯾﺮان زﯾﺎد‬
‫ﻓﺮﻗﯽ ﻧﺪارد و ﺑﻬﺘﺮ اﺳﺖ زﯾﺎد ﻫﻮاي ﻣﻬﺎﺟﺮت را در ﺳﺮ ﻧﭙﺮوراﻧﻨﺪ‪.‬‬
‫اﯾﻦ دوره زﻣﺎﻧﯽ اﺳﺖ ﮐﻪ ﺑﯿﺸﺘﺮ ﺳﻌﯽ ﻣﯿﮑﻨﯿﺪ اﻃﺮاﻓﯿﺎن ﺧﻮد را ﺑﺸﻨﺎﺳﯿﺪ‪ .‬ﺳﻌﯽ ﻣﯿﮑﻨﯿﺪ‬
‫ﺑﺪاﻧﯿﺪ آﺧﺮ و ﻋﺎﻗﺒﺖ ﺗﺸﮑﯿﻞ زﻧﺪﮔﯽ‪ ،‬ﮔﺰﯾﻨﺶ ﻫﻤﺴﺮ و ﺑﭽﻪ دار و ﺗﺮﺑﯿﺖ ﻓﺮزﻧﺪ در ﺧﺎرج‬
‫از اﯾﺮان ﺑﻪ ﮐﺠﺎ ﻣﯿﺮﺳﺪ؟ ﺳﻌﯽ ﻣﯿﮑﻨﯿﺪ ﺑﯿﺸﺘﺮ در ﻧﻤﻮﻧﻪ ﻫﺎي ﻣﻮﺟﻮد در اﻃﺮاف ﺧﻮد‬
‫ﺑﻨﮕﺮﯾﺪ‪ .‬ﺳﻌﯽ ﻣﯿﮑﻨﯿﺪ ﺑﯿﺸﺘﺮ در ﻣﻨﺶ و رﻓﺘﺎر و ﻫﻨﺠﺎرﻫﺎ و ﻧﺎﻫﻨﺠﺎرﯾﻬﺎي اﯾﺮاﻧﯿﺎن ﺑﺰرگ‬
‫ﺷﺪه ﺧﺎرج ﺑﻨﮕﺮﯾﺪ و ﺗﺎﻣﻞ ﮐﻨﯿﺪ‪ .‬اﯾﻦ ﻫﻤﺎن دوره اي اﺳﺖ ﮐﻪ ﻫﺮ ﮐﺲ ﺳﻌﯽ ﻣﯿﮑﻨﺪ ﺑﺎ‬
‫ﻣﻘﺎﯾﺴﻪ رﻓﺘﺎر و ﮔﻔﺘﺎر و زﻧﺪﮔﯽ دﯾﮕﺮاﻧﯽ ﮐﻪ ﭼﻨﺪ ﺳﺎل ﺑﯿﺸﺘﺮ از وي در ﺧﺎرج ﺑﻮده اﻧﺪ‪،‬‬
‫ﺧﻮد را در ﻣﻮﻗﻌﯿﺖ آﻧﺎن ﻓﺮض ﮐﻨﺪ‪ .‬ﯾﻌﻨﯽ ﻧﻮﻋﯽ ﭘﯿﺶ ﺑﯿﻨﯽ آﯾﻨﺪه اﯾﯽ ﮐﻪ ﺑﺮاي ﺧﻮدﺗﺎن‬
‫رﻗﻢ ﺧﻮاﻫﺪ ﺧﻮرد‪ .‬و اﯾﻦ ﻫﻤﺎن دوره اي اﺳﺖ ﮐﻪ اﻓﺮاد ﺳﻌﯽ ﻣﯿﮑﻨﻨﺪ ﺑﺪي ﻫﺎ و ﺧﻮﺑﯽ‬
‫ﻫﺎي اﯾﺮان را ﺑﺎ ﺧﺎرج ﻣﻘﺎﯾﺴﻪ ﻧﻤﻮده و ﺑﻪ ﯾﮏ ﻣﻘﺎﯾﺴﻪ ﻣﻨﻄﻘﯽ دﺳﺖ ﺑﺰﻧﻨﺪ‪ .‬اﯾﻨﺠﺎ زﻣﺎن‬
‫ﮔﺬار اﺳﺖ و ﭘﯽ ﺑﺮدن ﺑﻪ واﻗﻌﯿﺘﻬﺎي ﭘﺸﺖ ﭘﺮده ﺧﺎرج از اﯾﺮان‪ .‬ﻫﻤﺎن ﻫﻨﮕﺎﻣﯽ ﮐﻪ‬
 ‫ﺻﻔﺤﮥ ‪3‬‬ ‫ﺷﻤﺎرة ﺷﺶ‬ ‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

‫ﻧﮑﺎﺗﯽ ﺟﺎﻟﺐ از ﺗﺠﺮﺑﯿﺎت ﻣﻦ‪Diversity :‬‬

‫ﺳﻤﯿﻪ آرﯾﻦ‬

‫ﺧﻮاﻫﯽ ﻧﺸﻮي رﺳﻮا ﻫﻤﺮﻧﮓ ﺟﻤﺎﻋﺖ ﺷﻮ‪ .‬ﺗﻔﺎوﺗﻬﺎ در اﺟﺘﻤﺎع اﯾﺮاﻧﯽ ﺻﺮﻓﺎ ﻣﺎﯾﻪ اﻧﮕﺸﺖ‬
‫ﻧﻤﺎ ﺷﺪن ﻫﺴﺘﻨﺪ‪ .‬اﻣﺎ در ﺟﻮاﻣﻊ اروﭘﺎﯾﯽ ﺑﻪ ﺗﻔﺎوت از ﺟﻨﺒﻪ دﯾﮕﺮي ﻫﻢ ﻧﮕﺮﯾﺴﺘﻪ ﻣﯽ‬
‫ﺷﻮد ﺷﺎﯾﺪ اﯾﻦ ﺟﻨﺒﻪ ﺑﻪ ﺧﺎﻃﺮ ﻧﻮع ﻧﮕﺎه ﻣﺮدم اﯾﻨﺠﺎ ﺑﻪ ﻣﻮﻓﻘﯿﺖ ﺗﻘﻮﯾﺖ ﺷﺪه اﺳﺖ‪.‬‬
‫ﺑﺴﯿﺎري از اﻃﺮاﻓﯿﺎن ﻣﻦ در اﯾﻨﺠﺎ ﻗﻮﯾﺎ ﻣﻌﺘﻘﺪﻧﺪ ﮐﻪ ﻣﻮﻓﻘﯿﺖ ﺑﺎ داﺷﺘﻦ ﮔﺰﯾﻨﻪ ﻫﺎي‬
‫ﻣﺨﺘﻠﻒ و روﺷﻬﺎي ﻣﺘﻔﺎوت ﺣﻞ ﻣﺴﺌﻠﻪ ﺣﺎﺻﻞ ﻣﯽ ﺷﻮد‪ .‬ﻫﯿﭻ راه ﺣﻞ ﻣﻨﺤﺼﺮ ﺑﻔﺮدي‬
‫ﺑﺮاي ﺣﻞ ﯾﮏ ﻣﺴﺌﻠﻪ وﺟﻮد ﻧﺪارد و راه ﺣﻞ ﺑﻬﯿﻨﻪ ﺑﺎﯾﺪ ﺑﺎ داﺷﺘﻦ ﮔﺰﯾﻨﻪ ﻫﺎي ﻣﺨﺘﻠﻒ‬
‫از اول ژاﻧﻮﯾﻪ اﻣﺴﺎل داﻧﺸﮕﺎه ﺗﮑﻨﻮﻟﻮژي ﻫﻠﺴﯿﻨﮑﯽ داﻧﺸﮕﺎه ﻫﻨﺮ و داﻧﺸﮕﺎه اﻗﺘﺼﺎد ﺑﺎ‬ ‫اﻧﺘﺨﺎب ﺷﻮد ‪.‬‬
‫ﻫﻢ ﯾﮑﯽ ﻣﯽ ﺷﻮﻧﺪ ‪ .‬از ﻧﻈﺮ آدم ﺷﺮﻗﯽ اي ﻣﺜﻞ ﻣﻦ اﯾﻦ ﺻﺮﻓﺎ ﯾﮏ ﺑﻠﺒﺸﻮ اﯾﺠﺎد ﻣﯽ‬ ‫اﯾﻨﺠﺎﺳﺖ ﮐﻪ ﺗﻔﺎوت و ﺗﻨﻮع ﻧﻘﺶ ﭘﺮرﻧﮕﯽ در ﭘﯿﺪا ﻣﯽ ﮐﻨﻪ‪ .‬ﺟﻮاﻣﻊ اروﭘﺎﯾﯽ ﺑﺮاي‬
‫ﮐﻨﺪ اﻣﺎ اﯾﻨﺠﺎ اﯾﻨﻄﻮر ﻓﮑﺮ ﻧﻤﯽ ﮐﻨﻨﺪ‪ .‬اﯾﻨﮑﺎر ﺑﺮاي ﮔﺮدﻫﻢ آوردن آدﻣﻬﺎﯾﯽ ﺑﺎ زﻣﯿﻨﻪ‬ ‫اﻓﺰاﯾﺶ دادن ﻣﯿﺰان ﻣﻮﻓﻘﯿﺘﺸﻮن ﺷﺪﯾﺪا ﺑﻪ دﻧﺒﺎل ﺑﺎﻻ ﺑﺮدن ﻣﯿﺰان ﺗﻔﺎوﺗﻬﺎ و ﺗﻨﻮﻋﻬﺎ ودر‬
‫ﻫﺎي ﻓﮑﺮي ﻣﺨﺘﻠﻒ اﻧﺠﺎم ﻣﯽ ﺷﻮد‪ .‬اﯾﻨﺠﺎ ﻣﯽ داﻧﻨﺪ ﺻﻨﻌﺖ و داﻧﺶ و ﺑﻄﻮر ﮐﻠﯽ‬ ‫ﻧﺘﯿﺠﻪ ﮔﺰﯾﻨﻪ ﻫﺎي ﻣﺨﺘﻠﻒ ﻫﺴﺘﻨﺪ ‪ .‬وﻗﺘﯽ آدﻣﻬﺎﯾﯽ ﺑﺎ ﭘﯿﺶ زﻣﯿﻨﻪ ﻫﺎي ﻣﺨﺘﻠﻒ و‬
‫ﺟﻬﺎن ﺑﻪ ﻣﺮﺣﻠﻪ اي از ﭘﯿﭽﯿﺪﮔﯽ رﺳﯿﺪه اﺳﺖ ﮐﻪ ﺻﺮﻓﺎ ﺑﺎ ﯾﮏ ﻧﻮع ﻧﮕﺮش و ﯾﮏ‬ ‫ﻧﮕﺮﺷﻬﺎي ﻣﺨﺘﻠﻒ ﺑﻪ ﯾﮏ ﻣﺴﺌﻠﻪ ﻧﮕﺎه ﻣﯽ ﮐﻨﻨﺪ ﺟﻨﺒﻪ ﻫﺎي ﻣﺨﺘﻠﻔﯽ از اون رو ﻣﯽ‬
‫ﺗﺨﺼﺺ ﻧﻤﯽ ﺗﻮان ﺑﻪ ﻣﻮﻓﻘﯿﺖ و ﻣﻄﺮﺣﯿﺖ ﺟﻬﺎﻧﯽ رﺳﯿﺪ‪ .‬ﺗﺠﻤﻊ ﺗﺨﺼﺼﻬﺎ و ﻧﮕﺮﺷﻬﺎ‬ ‫ﺑﯿﻨﻨﺪ و ﺑﺎ ﮐﻤﮏ ﻫﻢ ﻣﯽ ﺗﻮاﻧﻨﺪ ﺑﺎ راه ﺣﻞ ﺟﺎﻣﻊ ﺗﺮي ﺑﻪ ﺣﻞ ﻣﺴﺌﻠﻪ ﺑﭙﺮدازﻧﺪ‪ .‬دراﯾﻨﺠﺎ‬
‫و ﺗﺮﺑﯿﺖ آدﻣﻬﺎي ﭼﻨﺪﺑﻌﺪي ﻻزﻣﻪ ﻣﻮﻓﻘﯿﺖ ﺟﻬﺎﻧﯽ ﻫﺴﺖ ‪.‬‬ ‫ﺑﺮﺧﻼف اﯾﺮان ﺗﻔﺎوﺗﻬﺎ ﻓﻘﻂ ﮔﺎﻫﯽ ﻣﻨﺠﺮ ﺑﻪ اﺧﺘﻼف ﻣﯽ ﺷﻮد ﻧﻪ ﻫﻤﯿﺸﻪ‪ .‬اﯾﻨﻄﻮر ﻧﯿﺴﺖ‬
‫ﺷﺎﯾﺪ ﺷﻤﺎ ﻫﻢ ﻣﺘﻮﺟﻪ ﺷﺪه اﯾﺪ ﮐﻪ در داﻧﺸﮕﺎﻫﻬﺎي اروﭘﺎﯾﯽ ﭼﯿﺰﻫﺎﯾﯽ ﻣﺜﻞ زن ﺑﻮدن ﯾﺎ‬ ‫ﮐﻪ ﻫﻤﯿﺸﻪ ﮐﺴﯽ ﺑﺎ ﻧﮕﺎه ﻣﺘﻔﺎوت ﺑﻪ ﻣﺴﺌﻠﻪ دﺷﻤﻦ ﺗﻠﻘﯽ ﺑﺸﻮد ‪ .‬در اﮐﺜﺮ ﻣﻮاﻗﻊ ﺗﻔﺎوﺗﻬﺎ‬
‫آﺳﯿﺎﯾﯽ ﺑﻮدن اﻣﺘﯿﺎزاﺗﯽ ﻣﺤﺴﻮب ﻣﯽ ﺷﻮد ﮐﻪ ﭘﺬﯾﺮش آدم را ﺗﺴﻬﯿﻞ ﻣﯽ ﮐﻨﺪ‪ .‬اﯾﻦ‬ ‫ﺑﻪ ﮔﻮﻧﻪ اي ﻣﺪﯾﺮﯾﺖ ﻣﯽ ﺷﻮﻧﺪ ﮐﻪ ﻣﻨﺠﺮ ﺑﻪ ﻧﺘﯿﺠﻪ اي ﺳﺎزﻧﺪه ﺑﺮاي ﮐﻞ ﺟﺎﻣﻌﻪ ﺑﺸﻮﻧﺪ‪.‬‬
‫ﻣﺴﺌﻠﻪ ﻧﻪ ﺻﺪ در ﺻﺪ ﺑﺨﺎﻃﺮ ﻃﺒﻊ اﻧﺴﺎﻧﺪوﺳﺘﯽ و ﻣﻬﺮورزي اروﭘﺎﯾﯿﻬﺎﺳﺖ ﺑﻠﮑﻪ ﺑﺨﺎﻃﺮ‬ ‫ﻣﻄﻤﺌﻨﻢ ﺧﻮاﻧﻨﺪﮔﺎن اﯾﻦ ﻣﻄﻠﺐ ﺑﺎ ﻣﻘﺎﯾﺴﻪ اوﺿﺎع اﺟﺘﻤﺎﻋﯽ اﯾﺮان و ﺑﺴﯿﺎري ﮐﺸﻮرﻫﺎي‬
‫ﺑﻮﺟﻮد اوردن ﻣﺤﯿﻄﻬﺎي ‪ Diverse‬در داﻧﺸﮕﺎﻫﻬﺎﺳﺖ‪ .‬اﻣﺘﯿﺎزي ﮐﻪ ﺳﺎﻟﻬﺎﺳﺖ‬ ‫اروﭘﺎﯾﯽ اﺛﺮات اﯾﻦ ﻧﻮع ﻧﮕﺎه رو در ﺳﻄﺢ ﻋﻤﻮﻣﯽ اﺟﺘﻤﺎع ﺑﻪ ﺳﺎدﮔﯽ ﻣﺘﻮﺟﻪ ﻣﯽ ﺷﻮﻧﺪ‪.‬‬
‫آﻣﺮﯾﮑﺎ ﺑﺎ ﺑﻬﺮه ﮔﯿﺮي از اون از ﺟﻨﺒﻪ ﻫﺎي ﻣﺨﺘﻠﻒ ﺧﻮدش رو ﺑﺎﻻﺗﺮ از اروﭘﺎ و ﺳﺎﯾﺮ‬ ‫اﻣﺎ اﯾﻦ اﺛﺮات ﻣﺤﺪود ﺑﻪ رواﺑﻂ اﺟﺘﻤﺎﻋﯽ ﻧﻤﯽ ﺷﻮﻧﺪ ﺑﻠﮑﻪ در زﻣﯿﻨﻪ ﻫﺎي داﻧﺸﮕﺎﻫﯽ و‬
‫دﻧﯿﺎ ﻗﺮار داده اﺳﺖ‪ .‬اروﭘﺎ در اﻧﺘﻈﺎر ﺑﻪ ﺑﺎر ﻧﺸﺴﺘﻦ اﯾﻦ ﺳﯿﺎﺳﺖ در درازﻣﺪت ﻫﺴﺖ‪.‬‬ ‫ﮐﺎري ﻫﻢ ﺑﺴﯿﺎر ﻣﻮﺛﺮﻧﺪ‪ .‬ﮔﺎﻫﯽ اوﻗﺎت ﺑﺮاي ﻣﻦ ﭘﯿﺶ ﻣﯽ آﯾﺪ ﮐﻪ ﻫﻤﮑﺎراﻧﻢ روي‬
‫ﺟﺎﯾﯽ ﮐﻪ ﺑﺮاي ﻣﺜﺎل زن ﺑﻮدن دﻟﯿﻞ آن ﻧﯿﺴﺖ ﮐﻪ ﻫﺮﮔﺰ ﻓﯿﺰﯾﮑﺪان ﺧﻮﺑﯽ ﻧﺨﻮاﻫﯽ‬ ‫ﻣﺴﺎﺋﻠﯽ ﮐﺎر ﻣﯽ ﮐﻨﻨﺪ ﯾﺎ ﻣﻘﺎﻻﺗﯽ ﻣﯽ ﻧﻮﯾﺴﻨﺪ ﮐﻪ ﻣﻦ ﺗﻘﺮﯾﺒﺎ ﻫﯿﭻ اﻃﻼع دﻗﯿﻘﯽ راﺟﻊ‬
‫ﺷﺪ ﺑﻠﮑﻪ ﻧﻤﺎدي ﻫﺴﺖ از ﻧﮕﺎه ﻣﺘﻔﺎوت ﺑﻪ ﻣﺴﺎﺋﻞ ﻓﯿﺰﯾﮏ ‪ .‬ﻧﮕﺎﻫﯽ ﮐﻪ اﻣﮑﺎن ﻣﻮﻓﻘﯿﺖ‬ ‫ﺑﻬﺸﻮن ﻧﺪارم اﻣﺎ ﮔﺎﻫﺎ در اﺗﺎق ﻣﻦ رو ﻣﯽ زﻧﻨﺪ و ﮔﺰارش ﮐﺎرﺷﻮن را ﺑﻪ ﻣﻦ ﻣﯽ دﻫﻨﺪ‬
‫را ﺑﺎﻻ ﻣﯽ ﺑﺮد ﻧﻪ ﺻﺮﻓﺎ ﺑﺮاي آن زن ﺑﻠﮑﻪ ﺑﻪ ﻣﺮاﺗﺐ ﺑﯿﺸﺘﺮ ﺑﺮاي ﮔﺮوه و اﺟﺘﻤﺎﻋﯽ ﮐﻪ‬ ‫ﮐﻪ ﺑﺨﻮاﻧﻢ ﭼﻮن ﻧﻈﺮي ﻣﺘﻔﺎوت ﺑﺮاي ﮐﺎرﺷﺎن ﻣﯽ ﺧﻮاﻫﻨﺪ زاوﯾﻪ ﻣﺘﻔﺎوﺗﯽ ﮐﻪ از اون ﺑﻪ‬
‫اون زن رو و ﻧﻮع ﻧﮕﺎﻫﺶ رو ﺑﻪ ﺣﺴﺎب ﻣﯽ آورد ‪.‬‬ ‫ﻣﺴﺌﻠﻪ ﻧﮕﺎه ﺑﺸﻮد ﭼﯿﺰي ﮐﻪ ﻧﺘﯿﺠﻪ ﮐﺎر را ﺑﻪ اﺣﺘﻤﺎل ﻗﻮي ﺻﺪ در ﺻﺪ ﺑﻬﺘﺮ ﺧﻮاﻫﺪ‬
‫ﮐﺮد‪ .‬اﯾﻦ اﻣﺎ ﻧﻤﻮﻧﻪ ﮐﻮﭼﮑﯿﺴﺖ ‪.‬‬

‫‪The Ali Sadr Cave‬‬

‫‪The Ali Sadr Cave is a cave located about 100‬‬

‫‪kilometers north of Hamedan, western Iran. The cave‬‬
‫‪walls can extend up to 40 meters high, and it contains‬‬
‫‪several large, deep lakes. The cave has a river flowing‬‬
‫‪through it and most travel through the cave system is‬‬
‫‪done with a boat. The cave was originally discovered‬‬
‫‪during the reign of Darius I (521-485 BC) which can be‬‬
‫‪verified by an old inscription at the entrance of the‬‬
‫‪tunnel. However, the knowledge of the existence of‬‬
‫‪the tunnel was lost, and only rediscovered in 1978‬‬
‫‪when a local shepherd followed the tunnel searching‬‬
‫‪for water or a lost goat.‬‬ ‫‪Watch a clip of Alisadr cave via following link:‬‬
‫‪http://irannegah.com/Video.aspx?id=1086‬‬
 ‫ﺻﻔﺤﮥ ‪4‬‬ ‫ﺷﻤﺎرة ﺷﺶ‬ ‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

‫دﯾﺪﮔﺎه‪ :‬راﻫﮑﺎرﻫﺎي رﺷﺪ ﻋﻠﻮم اﻧﺴﺎﻧﯽ در اﯾﺮان‬

‫ﺳﻌﯿﺪ زﯾﺒﺎ ﮐﻼم‬
‫اﯾﺸﺎن ﺿﻤﻦ ﺑﯿﺎن ﻧﻈﺮات ﺧﻮدﺷﺎن درﺑﺎره ﻋﺪم رﺷﺪ ﻧﻈﺮﯾﻪ ﭘﺮدازي در ﺣﻮزه ﻋﻠﻮم اﻧﺴﺎﻧﯽ‪/‬اﺟﺘﻤﺎﻋﯽ راﻫﮑﺎرﻫﺎي ﺳﻠﺒﯽ زﯾﺮ را ﺧﻄﺎب ﺑﻪ ﺗﺼﻤﯿﻢ ﮔﯿﺮان‬
‫ذﮐﺮ ﻧﻤﻮده اﻧﺪ‪.‬‬
‫‪ -1‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻤﺎﯾﻞ ﺷﺪﯾﺪ ﺑﺴﯿﺎري از رﺟﺎل و دوﻟﺘﻤﺮدان اﯾﺮاﻧﯽ ﻧﺴﺒﺖ ﺑﻪ اﯾﺠﺎد ﻃﺮحﻫﺎ و اﻧﺠﺎم ﮐﺎرﻫﺎي ﭼﺸﻢاﻧﺪاز و ﭼﺸﻢﮔﯿﺮ و ﭼﺸﻢ ﭘﺮﮐﻦ‪ ،‬از اﯾﺠﺎد‬
‫ﺗﺸﮑﯿﻼت اﺿﺎﻓﯽ ﻣﮕﺮ در ﻣﻮارد ﺑﺴﯿﺎر ﺑﺴﯿﺎر اﺳﺘﺜﻨﺎﯾﯽ ﮐﻪ ﺷﻮاﻫﺪ و دﻻﯾﻞ ﮔﺮﯾﺰﻧﺎﭘﺬﯾﺮ و ﺳﺮﺳﺨﺘﯽ وﺟﻮد داﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬اﮐﯿﺪا اﺟﺘﻨﺎب ﮐﻨﯿﻢ‪ .‬ﺑﺎ اﯾﻦ ﺗﻮﺿﯿﺢ‬
‫ﮐﻪ اﮔﺮ ﭼﻪ ﺑﻨﺪه ﻋﻠﯽاﻻﺻﻮل ﻣﺨﺎﻟﻒ اﯾﺠﺎد ﺗﺸﮑﯿﻼت ﺟﺪﯾﺪ ﺑﺮاي ﺗﺤﻘﻖ ﻧﯿﺎزﻫﺎ ﻧﯿﺴﺘﻢ ﻟﯿﮑﻦ ﻋﻠﯽاﻻﺻﻮل اﯾﻦ ﻣﻨﻬﺎج را در اﯾﺮان آﺧﺮﯾﻦ راه ﺑﺮاي رﻓﻊ‬
‫ﻧﯿﺎزﻫﺎ و ﺗﺤﻘﻖ اﻫﺪاف ﻣﯽداﻧﻢ‪.‬‬
‫‪ -2‬از ﺑﺮﮔﺰاري ﺟﺸﻦ و ﺟﺸﻨﻮاره و ﻫﻤﺎﯾﺶﻫﺎي رﻧﮕﺎرﻧﮓ ﻣﻠﯽ و اﻏﻠﺐ ﺑﯿﻦاﻟﻤﻠﻠﯽ ﺑﯽﻣﺤﺘﻮا‪ ،‬ﺑﺎ رﯾﺨﺖ و ﭘﺎشﻫﺎ و ﺣﯿﻒ و ﻣﯿﻞﻫﺎي رﺳﻮا و ﻣﻔﺘﻀﺢ و‬ ‫اﯾﺸﺎن در ﺳﺎل ‪ 1332‬در‬
‫اﻋﻄﺎي ﺑﯽﺣﺴﺎب و ﮐﺘﺎب ﺟﻮاﯾﺰ‪ ،‬اﮐﯿﺪا اﺟﺘﻨﺎب ﮐﻨﯿﻢ‪.‬‬ ‫ﺗﻬﺮان ﻣﺘﻮﻟﺪ ﺷﺪ‪ .‬ﻣﻬﻨﺪﺳﯽ‬
‫‪ -3‬دﺳﺘﻮر و دﺳﺘﻮر اﻟﻌﻤﻞ و ﺑﺨﺸﻨﺎﻣﻪ و ﻓﺮاﺧﻮان و ﺣﮑﻢ ﺣﮑﻮﻣﺘﯽ‪ ،‬ﺻﺪارﺗﯽ‪ ،‬وزارﺗﯽ و ﻏﯿﺮه آن ﺑﺮاي ﻧﻈﺮﯾﻪﭘﺮدازي ﺻﺎدر ﻧﮑﻨﯿﻢ‪ ،‬ﺣﺘﯽ در ﺻﻮرﺗﯽ ﮐﻪ آن‬ ‫ﺑﺮق و اﻟﮑﺘﺮوﻧﯿﮏ را در ﺳﺎل‬
‫ﺣﮑﻢ و ﻓﺮاﺧﻮان و دﺳﺘﻮر ﮐﺎرﺷﻨﺎﺳﯽ ﺷﺪه ﺑﺎﺷﺪ‬ ‫‪ 1356‬در اﻧﮕﻠﺴﺘﺎن ﺑﻪ ﭘﺎﯾﺎن‬
‫رﺳﺎﻧﺪ و در ﻫﻤﺎن ﺳﺎل دوره‬
‫‪ -4‬ﻋﺎﻟﻤﺎن ﺟﺪي ﻣﺤﻘﻖ‪ ،‬ﻧﻪ ﻣﺪرس‪ ،‬را ﮐﻪ اﻧﮕﯿﺰه و اﺳﺘﻌﺪاد ﻻزم ﺑﺮاي اﻧﺪﯾﺸﯿﺪن و ﻧﻈﺮﯾﻪﭘﺮدازي دارﻧﺪ ﺑﺎ ﻣﺸﺎﻏﻞ و ﭘﺴﺖﻫﺎي ﺧﻮشﻧﺎم و آوازه‪ ،‬اﺳﯿﺮ و‬
‫ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ ﺻﻠﺢ‬
‫ﻣﻨﺤﺮف ﻧﮑﻨﯿﻢ‪.‬‬
‫ﺷﻨﺎﺳﯽ )ﮔﺮاﯾﺶ ﺟﺎﻣﻌﻪ‬
‫‪ -5‬از ﺗﺨﺼﯿﺺ ﻫﺮ ﮔﻮﻧﻪ اﻣﺘﯿﺎز ﻣﺎﻟﯽ‪ ،‬ﻣﻘﺎﻣﯽ‪ ،‬و ارﺗﻘﺎﯾﯽ ﺑﻪ ﭘﺴﺖﻫﺎي ﻣﺪﯾﺮﯾﺘﯽ ﻣﻮﺳﺴﺎت آﻣﻮزﺷﯽ و ﭘﮋوﻫﺸﯽ اﺟﺘﻨﺎب ﮐﻨﯿﻢ‪.‬‬ ‫ﺷﻨﺎﺳﯽ اﻧﻘﻼب( را در‬
‫‪ -6‬ﺣﺴﺎب ﻋﺎﻟﻤﺎن ﻣﺤﻘﻖ ﺟﺪي و ﻧﻮآور ﺷﺠﺎع را ﺑﺎ ﻋﺎﻟﻤﺎن ﻣﺪرس ﻣﻘﻠﺪ ﺧﻮشﺣﺎﻓﻈﻪ و ﺧﻮش ﺧﻄﺎﺑﻪ ﯾﮑﺴﺎن ﻧﮑﻨﯿﻢ‪.‬‬ ‫داﻧﺸﮕﺎه ﺑﺮادﻓﻮرد اﻧﮕﻠﺴﺘﺎن‬
‫آﻏﺎز ﮐﺮد و در ﺳﺎل ‪ 1357‬ﺑﻪ‬
‫‪ -7‬ﺣﺴﺎب ﻧﻈﺮﯾﻪﭘﺮدازي ﺑﺮﺧﯽ داﻧﺸﺠﻮﯾﺎن و ﻃﻼب ﻣﺴﺘﻌﺪ ﻓﮑﻮر اﻧﮕﯿﺰهﻣﻨﺪ را ﺑﺎﺧﯿﻞ ﻋﻈﯿﻤﯽ ﮐﻪ در دو دﻫﻪ ﮔﺬﺷﺘﻪ ﺑﻪ ﻃﻮر ﻓﻠﻪاي داﻧﺸﺠﻮ و ﻃﻠﺒﻪ‬
‫اﯾﺮان ﺑﺎزﮔﺸﺖ‪ .‬دوره دﮐﺘﺮي‬
‫ﮐﺮدهاﯾﻢ‪ ،‬ﯾﮑﺴﺎن ﻧﮑﻨﯿﻢ‪.‬‬
‫را در رﺷﺘﻪ ﻓﻠﺴﻔﻪ در ﺳﺎل‬
‫‪ -8‬از ﺗﻮﻟﯿﺪ اﻧﺒﻮد اﺳﺘﺎدان ﻋﻘﯿﻢ و ﺟﺰوهﭘﺮورده و ﺟﺰوه ﭘﺮور و ﻗﺎﻟﺒﯽ اﮐﯿﺪا اﺟﺘﻨﺎب ﮐﻨﯿﻢ و ﺑﺎ اﯾﻦ ﮐﺎر دوغ و دوﺷﺎب را ﯾﮑﺴﺎن ﻧﮑﻨﯿﻢ و ﺑﺮﺧﯽ ﺣﺮﻣﺖﻫﺎ و‬ ‫‪ 1365‬آﻏﺎز ﮐﺮد و در ﺳﺎل‬
‫اﻧﮕﯿﺰهﻫﺎي ﺳﻮدﻣﻨﺪ ﻓﺮﻫﻨﮕﯽ‪-‬اﺟﺘﻤﺎﻋﯽ را زاﯾﻞ و ﺑﺎﻃﻞ ﻧﮑﻨﯿﻢ‪.‬‬ ‫‪ 1369‬از داﻧﺸﮕﺎه ﻟﯿﺪز‬
‫‪ -9‬از ﺗﻮﻟﯿﺪ اﻧﺒﻮه ﻓﻠﻪاي داﻧﺸﺠﻮ ﺑﻪ ﺷﯿﻮه ﻣﻌﻤﻮل ﺑﯿﺶ از دو دﻫﻪ ﮔﺬﺷﺘﻪ و ﺑﻪ ﻣﻨﻈﻮر اراﺋﻪ آﻣﺎر و ارﻗﺎم ﺑﻪ اﻓﺮﻧﮕﯿﺎن و ﻧﯿﺰ اﯾﺠﺎد ﺳﺮﮔﺮﻣﯽ و ﺷﺎﯾﺪ ﻫﻢ‬ ‫اﻧﮕﻠﺴﺘﺎن ﻓﺎرغ اﻟﺘﺤﺼﯿﻞ‬
‫اﺷﺘﻐﺎل ﺑﺮاي ﺟﻮاﻧﺎن اﮐﯿﺪا ﺧﻮدداري ﮐﻨﯿﻢ‪ .‬اﻓﺮﻧ ﮕﯿﺎن ﻫﻮﺷﻤﻨﺪﺗﺮ از اﯾﻦ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﺎ اﯾﻦ ﺷﯿﻮهﻫﺎ ﺧﺎم ﺷﻮﻧﺪ و ﺗﺤﺖ ﺗﺎﺛﯿﺮ ﻣﺎ ﻗﺮار ﮔﯿﺮﻧﺪ!‬ ‫ﺷﺪ‪ .‬وي ﻫﻢ اﮐﻨﻮن اﺳﺘﺎد‬
‫ﻓﻠﺴﻔﻪ در داﻧﺸﮑﺪه ادﺑﯿﺎت و‬
‫‪ -10‬ﻗﻠﯿﻞ ﻋﺎﻟﻤﺎن ﺟﺪي و ﻓﮑﻮر را ﺑﺎ اﯾﻤﺎ و اﺷﺎره‪ ،‬و ﺑﺎ ﺟﻮﺳﺎزيﻫﺎي رﺳﺎﻧﻪاي ﭘﺮ ﺣﺠﻢ و ﭘﯿﻮﺳﺘﻪ‪ ،‬ﺗﺨﻔﯿﻒ و ﺗﻀﻌﯿﻒ و ﺗﺤﺬﯾﻒ ﻧﮑﻨﯿﻢ ﺗﺎ ﺷﺠﺎﻋﺖ‬
‫اﻧﺪﯾﺸﯿﺪنﻫﺎ و ﻧﻈﺮﯾﻪﭘﺮدازيﻫﺎي ﻧﺎﻫﻤﮕﻮن ﺑﺎ ﻣﻘﺒﻮﻻت و ﻣﺸﻬﻮرات ﺟﺎ اﻓﺘﺎده و راﯾﺞ را از دﺳﺖ ﺑﺪﻫﻨﺪ‪ .‬آﻧﭽﻪ در ﺑﻌﺪ ﻓﮑﺮي و اﻋﺘﻘﺎدي ﺑﯽﺗﺮدﯾﺪ‬
‫ﻋﻠﻮم اﻧﺴﺎﻧﯽ داﻧﺸﮕﺎه ﺗﻬﺮان‬
‫ﻻزﻣﺴﺖ در ﺳﻄﺢ ﻋﺎﻣﻪ ﻣﺮدم و اﻗﺸﺎر ﻣﺨﺘﻠﻒ ﺟﺎﻣﻌﻪ رﻋﺎﯾﺖ ﺷﻮد ﺗﺎ آراﻣﺶ و ﺛﺒﺎت اﺟﺘﻤﺎﻋﯽ ﺗﺎﻣﯿﻦ و ﺗﺤﮑﯿﻢ ﺷﻮد را‪ ،‬در ﺳﻄﺢ ﻋﺎﻟﻤﺎن و اﻧﺪﯾﺸﻤﻨﺪا ن‬ ‫اﺳﺖ و در ﺳﻪ ﺣﻮزه ﻓﻠﺴﻔﻪ و‬
‫ﻓﮑﻮر و ﻧﻈﺮﯾﻪ ﭘﺮداز اﺟﺒﺎر و اﻟﺰام ﻧﮑﻨﯿﻢ‪ .‬آري! ﭼﻨﺎﻧﭽﻪ ﺑﺮاي ﻋﺎﻟﻤﺎن و اﻧﺪﯾﺸﻤﻨﺪان ﻓﮑﻮر ﺣﺪود و ﺛﻐﻮر ﺗﻌﯿﯿﻦ ﮐﻨﯿﻢ و ﺑﺮﺧﯽ از ﻋﺎﻟﻤﺎن ﻣﺘﻘﺪم و ﻣﺘﺎﺧﺮ را‬ ‫روش ﺷﻨﺎﺳﯽ ﻋﻠﻮم )ﻃﺒﯿﻌﯽ‬
‫ﻣﻘﺪس و ﻧﻘﺪﻧﺎﭘﺬﯾﺮ ﮐﻨﯿﻢ‪ ،‬اﯾﻦ دﺳﺘﻪ از ﻋﺎﻟﻤﺎن را ﺑﻪ ﺳﻄﺢ ﺳﺎﯾﺮ اﻗﺸﺎر ﺟﺎﻣﻌﻪ ﺗﻘﻠﯿﻞ دادهاﯾﻢ و در اﯾﻦ ﺻﻮرت ﭼﻪ ﺳﻮد ﮐﻪ ﻣﯿﻠﯿﺎردﻫﺎ ﻫﺰﯾﻨﻪ ﮐﻨﯿﻢ و ﺻﺪﻫﺎ‬ ‫و اﺟﺘﻤﺎﻋﯽ(‪ ،‬ﻓﻠﺴﻔﻪ ﺳﯿﺎﺳﺖ‬
‫ﮐﺮﺳﯽ ﻧﻈﺮﯾﻪ ﭘﺮدازي و ﭘﮋوﻫﺸﮑﺪه و ﭘﮋوﻫﺸﮕﺎه و ﻓﺮﻫﻨﮕﺴﺘﺎنﻫﺎي رﻧﮕﺎرﻧﮓ اﯾﺠﺎد ﮐﻨﯿﻢ ﮐﻪ اﯾﻦ ﺧﺎك ﺑﺪﺳﺖ ﺧﻮد ﻟﻢ ﯾﺰرع و ﺑﯽﺑﺎر ﺷﺪه اﺳﺖ‪.‬‬ ‫و ﻓﻠﺴﻔﻪ ﻫﺎي ﭘﺴﺖ ﻣﺪرن‬
‫ﻣﺸﻐﻮل ﺑﻪ آﻣﻮزش ﯾﺎ‬
‫‪ -11‬ﺑﺮﺧﯽ ﻣﻮﺳﺴﺎت ﮐﻮﭼﮏ و ﺑﺰرگ و ﺑﺴﯿﺎر ﺑﺰرگ آﻣﻮزﺷﯽ ﯾﺎ ﭘﮋوﻫﺸﯽ ﭼﻨﺎن ﺑﺎ ﺑﺮﺧﯽ از ﺷﺨﺼﯿﺖﻫﺎي ﺳﯿﺎﺳﯽ و ﺣﮑﻮﻣﺘﯽ ﭘﯿﻮﻧﺪ ﺧﻮردهاﻧﺪ ﮐﻪ ﻫﺮ‬
‫ﮔﻮﻧﻪ اﻇﻬﺎر ﻧﻈﺮ ﻣﺸﻔﻘﺎﻧﻪ ﮐﺎرﺷﻨﺎﺳﺎﻧﻪ درﺑﺎره آﻧﻬﺎ ﺑﻤﻨﺰﻟﻪ ﺣﺮﮐﺘﯽ ﺳﯿﺎﺳﯽ و اﻏﻠﺐ ﺧﺼﻤﺎﻧﻪ ﺗﻠﻘﯽ ﻣﯽﺷﻮد‪ .‬اﯾﻦ اﻣﺮ ﺧﻼف ﻣﺼﺎﻟﺢ و ﻣﻨﺎﻓﻊ اﻧﻘﻼب اﺳﻼﻣﯽ‬ ‫ﭘﮋوﻫﺶ اﺳﺖ‪.‬‬
‫اﺳﺖ‪.‬‬
‫‪ -12‬از ﺣﮑﻮﻣﺘﯽ ﯾﺎ دوﻟﺘﯽ ﮐﺮدن ﻫﻤﺎﯾﺶﻫﺎي ﺟﺪي ﭘﮋوﻫﺸﯽ ﺑﺎ ﺳﺨﻨﺮاﻧﯽﻫﺎي اﻓﺘﺘﺎﺣﯿﻪ واﺧﺘﺘﺎﻣﯿﻪ ﺗﺸﺮﯾﻔﺎﺗﯽ رﺟﺎل ﺳﯿﺎﺳﯽ اﮐﯿﺪا اﺟﺘﻨﺎب ﮐﻨﯿﻢ‪ ،‬و ﺑﺎ‬
‫اﯾﻨﮑﺎر زﺣﻤﺎت ﭼﻨﺪﯾﻦ ﺳﺎﻟﻪ ﻣﺤﻘﻘﺎن ﻓﮑﻮر را ﺗﺨﻔﯿﻒ و ﺗﺤﻘﯿﺮ ﻧﮑﻨﯿﻢ‪.‬‬
‫‪ -13‬از ﻫﺮﮔﻮﻧﻪ ﻣﺮاﺳﻢ ﺑﺰرﮔﺪاﺷﺖ‪ ،‬ﻧﮑﻮداﺷﺖ‪ ،‬ﮔﺮاﻣﯿﺪاﺷﺖ‪ ،‬و ﺗﺠﻠﯿﻞ و ﺗﮑﺮﯾﻢ ﮐﻪ ﺑﻪ ﻧﺤﻮي ﺣﺎوي ﭼﯿﺰي ﺟﺰ ﺑﯿﺎن و ﺗﺮوﯾﺞ ﺗﮑﻠﻒ و ﺗﻌﺎرف و ﺗﻤﻞ ﻧﯿﺴﺖ‬
‫ﻗﻮﯾﺎ اﺟﺘﻨﺎب ﮐﻨﯿﻢ‪ ،‬و ﺑﺎ اﯾﻨﮑﺎر ﭘﮋوﻫﺸﮕﺮان ﺟﺪي و ﻧﻈﺮات ﺷﺨﺼﯿﺖﻫﺎي ﻓﮑﻮر ﻓﺮﻫﻨﮕﯽ را ﻣﺎﯾﻮس و ﻧﻮﻣﯿﺪ ﻧﮑﻨﯿﻢ‪ .‬ﺑﻪ ﻋﻮض‪ ،‬اﯾﻦ ﻗﺒﯿﻞ ﻣﺮاﺳﻢ را ﺗﺒﺪﯾﻞ‬
‫ﺑﻪ ﻫﻤﺎﯾﺶﻫﺎي ﺟﺪي ﮐﻨﯿﻢ ﮐﻪ در ان ﻓﻘﻂ و ﻓﻘﻂ ﻣﻘﺎﻻت ﭘﮋوﻫﺸﯽ درﺑﺎره ﻣﻮاﺿﻊ و ﻧﻈﺮات ﺷﺨﺼﯿﺖ ﻣﻮرد ﻧﻈﺮ اراﺋﻪ ﺷﻮد‪.‬‬
‫‪ -14‬و ﺑﺎﻻﺧﺮه از ﺗﺼﻮﯾﺐ و اﺟﺮاي ﻫﺮ ﮔﻮﻧﻪ ﺳﯿﺎﺳﺘﯽ ﮐﻪ ﺑﻪ ﻧﺤﻮي ﻣﻌﻄﻮف ﺑﻪ ﺟﻠﺐ ﻧﻈﺮ و ﺗﺎﯾﯿﺪ اﻓﺮﻧﮕﯿﺎن اﺳﺖ ﺑﻨﯿﺎﻧﺎ و اﮐﯿﺪا ﺧﻮدداري ﮐﻨﯿﻢ‪ .‬ﺧﻮﺑﺴﺖ‬
‫اﯾﻦ ﺣﻘﯿﻘﺖ ﺳﺎده و ﻣﻬﻢ را آوﯾﺰه ﮔﻮش ﮐﻨﯿﻢ ﮐﻪ آﻧﻬﺎ ﻫﯿﭻ ﺗﻮﺟﻬﯽ ﺑﻪ اﯾﻦ ﻗﺒﯿﻞ ﮐﺎرﻫﺎي ﻧﻤﺎﯾﺸﯽ ﻣﺘﻈﺎﻫﺮاﻧﻪ ﻣﺎ ﻧﺪارﻧﺪ و ﭼﺸﻢﺷﺎن ﺑﻪ درﺳﺘﯽ ﺑﻪ‬
‫ﻣﻨﺎﺳﺒﺎت و ﻫﻨﺠﺎرﻫﺎي داﺧﻠﯽ و ﻣﺤﺼﻮﻻت و دﺳﺘﺎوردﻫﺎيﻣﺎن دوﺧﺘﻪ ﺷﺪه اﺳﺖ‪.‬‬
‫ﻣﻄﻠﺐ ﺑﺎﻻ ﺑﺨﺸﯽ از ﻣﺼﺎﺣﺒﻪ اﯾﺸﺎن اﺳﺖ ﮐﻪ ﺑﺎ اﻧﺪﮐﯽ ﺗﻐﯿﯿﺮ ﺑﺮاي ﺧﺒﺮﻧﺎﻣﻪ آﻣﺎده ﺷﺪه اﺳﺖ‪http://saeidzibakalam.ir/article/219 .‬‬
 ‫ﺻﻔﺤﮥ ‪5‬‬ ‫ﺷﻤﺎرة ﺷﺶ‬ ‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

‫ﻧﮕﺎﻫﯽ اﺟﻤﺎﻟﯽ ﺑﻪ ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ ﻓﻨﻼﻧﺪ‪ :‬ﯾﮑﯽ از ﺑﻬﺘﺮﯾﻦ ﻫﺎ در دﻧﯿﺎ‬

‫در اﯾﻦ ﻧﻮﺷﺘﺎر ﮐﻮﺗﺎه ﻗﺼﺪ دارم ﻧﮕﺎﻫﯽ ﮔﺬرا ﺑﻪ ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ و ﺗﻌﻠﯿﻢ وﺗﺮﺑﯿﺖ‬
‫وﻋﻮاﻣﻞ ﭘﯿﺮاﻣﻮﻧﯽ آن در ﻓﻨﻼﻧﺪ ‪،‬ﮐﺸﻮري ﮐﻪ ﭼﻨﺪ ﺳﺎﻟﯽ اﺳﺖ در آن ﻣﺸﻐﻮل ﺗﺤﺼﯿﻞ و‬
‫زﻧﺪﮔﯽ ﻫﺴﺘﻢ‪ ،‬داﺷﺘﻪ ﺑﺎﺷﻢ‪.‬‬
‫ﻓﻨﻼﻧﺪ ﯾﮑﯽ از ﺑﻬﺘﺮﯾﻦ ﻧﻈﺎم ﻫﺎي آﻣﻮزﺷﯽ دﻧﯿﺎ را دارد و در ﺑﺮﻧﺎﻣﻪ ارزﺷﯿﺎﺑﯽ ﺑﯿﻦ‬
‫اﻟﻤﻠﻠﯽ داﻧﺶ آﻣﻮزان )‪Programme for International ( PISA‬‬
‫‪ ) Student Assessment‬ﻣﻌﻤﻮﻻ رﺗﺒﻪ اول را داراﺳﺖ و ﻫﻤﻮاره در رﺗﺒﻪ ﺑﻨﺪﯾﻬﺎ‬
‫از ﻧﻈﺮ آﻣﻮزش ﻋﻠﻮم‪ ،‬رﯾﺎﺿﯿﺎت‪ ،‬ﻣﻬﺎرت ﻫﺎي ﺧﻮاﻧﺪن و زﺑﺎن ﯾﮑﯽ از ﺑﺮﺗﺮﯾﻦ ﻫﺎ در‬
‫دﻧﯿﺎﺳﺖ‪ .‬اﺻﻮﻻ" آﻣﻮزش زﺑﺎن از اﻫﻤﯿﺖ ﺧﺎﺻﯽ ﺑﺮ ﺧﻮردار اﺳﺖ ﺑﻪ ﻃﻮري ﮐﻪ ﺗﻘﺮﯾﺒﺎ"‬
‫اﮐﺜﺮ ﻣﺮدم ﺣﺪ اﻗﻞ ﺑﻪ ﯾﮏ زﺑﺎن ﺧﺎرﺟﯽ )ﺑﯿﺸﺘﺮ اﻧﮕﻠﯿﺴﯽ( ﻣﺴﻠﻂ ﻫﺴﺘﻨﺪ وﻣﺨﺼﻮﺻﺎ‬
‫" زﻧﺪﮔﯽ ﯾﻌﻨﯽ ﯾﺎدﮔﯿﺮي " ﺿﺮب اﻟﻤﺜﻞ ﻓﻨﻼﻧﺪي‬
‫ﻧﺴﻞ ﺟﻮان داﻧﺶ آﻣﻮز و داﻧﺸﺠﻮ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺑﺮﻧﺎﻣﻪ ﻫﺎي درﺳﯽ ﺧﻮب و ارﺗﺒﺎﻃﺎت ﺑﯿﻦ‬
‫در ﺑﺨﺶ داﻧﺸﮕﺎﻫﯽ وآﻣﻮزش ﻋﺎﻟﯽ ﻫﻢ ﻓﻨﻼﻧﺪ از وﺿﻌﯿﺖ ﻗﺎﺑﻞ ﻗﺒﻮﻟﯽ ﺑﺮ ﺧﻮردار اﺳﺖ‬ ‫اﻟﻤﻠﻠﯽ و ﻣﺠﺎزي آﺳﺎن دﻧﯿﺎي اﻣﺮوز از ﺳﻄﺢ ﺑﺎﻻﯾﯽ از ﺗﻮاﻧﺎﯾﯽ ﻫﺎي ارﺗﺒﺎﻃﯽ زﺑﺎﻧﯽ ﺑﺮ‬
‫و داﻧﺸﮕﺎه ﻫﺎي ﻧﺴﺒﺘﺎ" ﺧﻮﺑﯽ در ﺳﻄﺢ اروﭘﺎ دارد‪ .‬ﺑﻪ ﻃﻮر ﻣﺜﺎل داﻧﺸﮕﺎه ﻫﻠﺴﯿﻨﮑﯽ ﺑﻪ‬ ‫ﺧﻮردار ﻫﺴﺘﻨﺪ‪ .‬ﺳﺮﻣﺎﯾﻪ ﮔﺬاري ﻧﺴﺒﺘﺎ" ﺧﻮب و ﺣﻤﺎﯾﺖ ﻫﺎي دوﻟﺘﯽ و ﺧﺼﻮﺻﯽ زﻣﯿﻨﻪ‬
‫ﻋﻨﻮان ﯾﮑﯽ از ﺑﻬﺘﺮﯾﻦ ﻣﺮاﮐﺰ داﻧﺸﮕﺎﻫﯽ ﺗﺤﻘﯿﻘﺎﺗﯽ در اروﭘﺎ ﻣﻄﺮح اﺳﺖ و در ﺑﻌﻀﯽ رﺗﺒﻪ‬ ‫ﺳﺎز ﺗﻔﻮق ﻧﺴﺒﯽ در اﯾﻦ اﻣﺮﺷﺪه اﺳﺖ و ﺑﺮ ﻃﺒﻖ ﺑﻌﻀﯽ آﻣﺎرﻫﺎي رﺳﻤﯽ ﺗﻘﺮﯾﺒﺎ" ‪6‬‬
‫ﺑﻨﺪي ﻫﺎ از ﻧﻈﺮ ﭘﮋوﻫﺶ ﻣﺤﻮري و ﺳﺮﻣﺎﯾﻪ ﮔﺬاري در ﺗﺤﻘﯿﻘﺎت ﺣﺘﯽ ﺟﺎﯾﮕﺎه ﺷﺸﻢ را‬ ‫درﺻﺪ از درآﻣﺪ ﻧﺎ ﺧﺎﻟﺺ ﻣﻠﯽ ﻓﻨﻼﻧﺪ درآﻣﻮزش و ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ ﻫﺰﯾﻨﻪ ﻣﯿﺸﻮد ‪.‬‬
‫دارد و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ دﯾﮕﺮ ﺷﺎﺧﺺ ﻫﺎ ﻫﻢ ﻫﻤﻮاره رﺗﺒﻪ ﮐﻤﺘﺮ از ‪ 20‬در اروﭘﺎ و ﺑﯿﻦ ‪ 60‬ﺗﺎ‬ ‫ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ ﻓﻨﻼﻧﺪ ﺑﺎ اﻋﺘﻤﺎد و اﻧﻌﻄﺎف زﯾﺎدي ﻫﻤﺮاه اﺳﺖ‪ .‬ﺗﻮاﻧﺎﺋﯿﻬﺎ‪ ،‬اﺳﺘﻌﺪادﻫﺎ‬
‫‪ 80‬در دﻧﯿﺎ را داراﺳﺖ‪ .‬از آﻧﺠﺎﯾﯽ ﮐﻪ اﺳﺎﺳﺎ" ﺟﺎﻣﻌﻪ ﻓﻨﻼﻧﺪ ﻣﺒﺘﻨﯽ ﺑﺮ ﺗﺤﻘﯿﻖ و ﺗﻮﺳﻌﻪ‬ ‫و ﺗﻔﺎوت ﻫﺎي ﻓﺮدي داﻧﺶ آﻣﻮزان و ﻣﻌﻠﻤﺎن ﻗﺎﺑﻞ اﺣﺘﺮام اﺳﺖ و داﻣﻨﻪ ﻋﻤﻞ و ﻓﻌﺎﻟﯿﺖ‬
‫اﺳﺖ ﺑﻮدﺟﻪ ﻫﺎي ﭘﮋوﻫﺸﯽ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ ﺑﻪ ﻫﻤﺮاه ﺗﺴﻬﯿﻼت و ﮔﺮاﻧﺖ ﻫﺎي ﺗﺤﻘﯿﻘﯽ از‬ ‫ﻫﺎي آﻧﻬﺎ وﺳﯿﻊ و ﺗﺎ ﺣﺪ زﯾﺎدي در اﺧﺘﯿﺎر ﺧﻮد آﻧﻬﺎﺳﺖ‪ .‬ﻣﻌﻠﻤﺎن از آزادي ﻋﻤﻞ در‬
‫ﺑﺨﺶ ﺧﺼﻮﺻﯽ و ﺻﻨﻌﺖ ﺑﺴﺘﺮ ﺑﺴﯿﺎر ﻣﻨﺎﺳﺒﯽ ﺑﺮاي ﺗﺤﻘﯿﻘﺎت ﻓﺮاﻫﻢ آورده اﺳﺖ‪ .‬اﮔﺮ‬ ‫ﺑﺮﻧﺎﻣﻪ رﯾﺰي‪ ،‬ﺗﺪرﯾﺲ و آﻣﻮزش ﺑﺮ ﺧﻮردار ﻫﺴﺘﻨﺪ و ﺧﻮد آﻧﻬﺎ ﺗﺼﻤﯿﻢ ﻣﯿﮕﯿﺮﻧﺪ ﭼﻪ‬
‫ﭼﻪ ﻓﻨﻼﻧﺪ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ دﯾﮕﺮ ﮐﺸﻮرﻫﺎي اروﭘﺎﯾﯽ و ﺣﺘﯽ ﮐﺸﻮرﻫﺎي اﺳﮑﺎﻧﺪﯾﻨﺎوي درﻫﺎي‬ ‫ﻣﻮاد آﻣﻮزﺷﯽ و ﭼﻪ روش ﻫﺎي ﺗﺪرﯾﺲ اﺳﺘﻔﺎده ﮐﻨﻨﺪ‪ .‬ﺳﯿﺴﺘﻢ ﻧﻤﺮه دﻫﯽ ﻣﻌﻤﻮﻻ ﺗﺎ‬
‫ﺧﻮد را دﯾﺮﺗﺮ ﺑﻪ روي داﻧﺸﺠﻮﯾﺎن ﺧﺎرﺟﯽ ﮔﺸﻮد وﻟﯽ در ﺣﺎل ﺣﺎﺿﺮ ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ و‬ ‫ﮐﻼس ﭘﻨﺠﻢ وﺟﻮد ﻧﺪارد و ﻣﻌﻠﻤﺎن ﻓﻘﻂ ﭘﯿﺸﺮﻓﺖ داﻧﺶ آﻣﻮزان را ﮐﻨﺘﺮل ﻣﯿﮑﻨﻨﺪ ‪.‬‬
‫داﻧﺸﮕﺎﻫﯽ ﻓﻨﻼﻧﺪ ﺑﻪ ﺷﺪت ﺑﻪ ﺳﻤﺖ ﺑﯿﻦ اﻟﻤﻠﻠﯽ ﺷﺪن ﺣﺮﮐﺖ ﻣﯿﮑﻨﺪ و در ﺻﺪد ﺟﺬب‬ ‫ﺗﮑﻠﯿﻒ و ﻣﺸﻖ زﯾﺎدي ﺑﻪ داﻧﺶ آﻣﻮزان داده ﻧﻤﯿﺸﻮد و ﮐﺘﺎب درﺳﯽ ﺗﻨﻬﺎ ﻣﺮﺟﻊ‬
‫داﻧﺸﺠﻮﯾﺎن ﺧﺎرﺟﯽ ﺑﯿﺸﺘﺮي ازﺳﺮاﺳﺮ دﻧﯿﺎﺳﺖ ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ آﻣﻮزش راﯾﮕﺎن و ﺳﯿﺴﺘﻢ‬ ‫ﯾﺎدﮔﯿﺮي ﻧﯿﺴﺖ‪ .‬ﻫﻤﻮاره ﺳﻌﯽ ﺑﺮ آن اﺳﺖ ﮐﻪ ﻣﺤﯿﻂ ﻫﺎي ﯾﺎد ﮔﯿﺮي واﻗﻌﯽ وﻏﯿﺮ‬
‫داﻧﺸﮕﺎﻫﯽ ﺑﺪون ﺷﻬﺮﯾﻪ ﻫﻤﻮاره ﺑﺮ ﺗﻌﺪاد داﻧﺸﺠﻮﯾﺎن ﺧﺎرﺟﯽ داﻧﺸﮕﺎﻫﻬﺎ و ﻣﻮﺳﺴﺎت‬ ‫رﺳﻤﯽ ﻫﻤﺮاه ﺑﺎ ﺗﺠﺮﺑﯿﺎت ﮔﻮﻧﺎﮔﻮن و ﻣﻠﻤﻮس ﻣﺘﻨﺎﺳﺐ ﺑﺎ دﻧﯿﺎي واﻗﻌﯽ ﻓﺮاﮔﯿﺮان‬
‫آﻣﻮزﺷﯽ ﻓﻨﻼﻧﺪ اﻓﺰوده ﻣﯿﺸﻮد و اﯾﻦ اﻣﺮ ﺑﺎ ﺣﻤﺎﯾﺖ ﻫﺎي ﺑﻌﻀﯽ ﻣﻮﺳﺴﺎت و ﺑﻨﯿﺎد ﻫﺎ ﮐﻪ‬ ‫ﺗﺪارك دﯾﺪه ﺷﻮد و ﻣﻌﻠﻤﺎن ﻣﻌﻤﻮﻻ" وﻗﺖ ﮐﻤﺘﺮي را در ﮐﻼس درس ﻣﯿﮕﺬراﻧﻨﺪ‪.‬‬
‫ﺗﺴﻬﯿﻼﺗﯽ ﺑﺮاي ﺟﺬب داﻧﺸﺠﻮﯾﺎن ﺧﺎرﺟﯽ ﻓﺮاﻫﻢ ﻣﯿﮑﻨﻨﺪ ﺳﺮﻋﺖ ﺑﯿﺸﺘﺮي‬ ‫آزﻣﻮن ﻫﺎي ﻣﻠﯽ‪ ،‬ﺳﯿﺴﺘﻢ رﺗﺒﻪ ﺑﻨﺪي و ﺑﺎزرﺳﯽ در ﻧﻈﺎم آﻣﻮزﺷﯽ ﻓﻨﻼﻧﺪ وﺟﻮد ﻧﺪارد‪.‬‬
‫ﻣﯿﮕﯿﺮد‪.‬ﻫﺮﭼﻨﺪ اﺧﯿﺮا" ﺻﺤﺒﺖ ﻫﺎﯾﯽ راﺟﻊ ﺑﻪ درﯾﺎﻓﺖ ﺷﻬﺮﯾﻪ از داﻧﺸﺠﻮﯾﺎن ﺧﺎرج‬ ‫ﻣﻌﻠﻢ از ﺟﺎﯾﮕﺎه و ارزش وﯾﮋه اي در ﺟﺎﻣﻌﻪ ﺑﺮ ﺧﻮردار اﺳﺖ واﯾﻦ ﻃﻮر ﮔﻔﺘﻪ ﻣﯿﺸﻮد ﮐﻪ‬
‫ازاﺗﺤﺎدﯾﻪ اروﭘﺎ ﻣﻄﺮح ﺷﺪه ﮐﻪ ﻫﻢ ﻃﺮﻓﺪاران وﻫﻢ ﻣﻨﺘﻘﺪان ﺧﻮدش را دارد و ﻫﻨﻮز ﻫﻢ‬ ‫ﺑﻬﺘﺮﯾﻦ داﻧﺶ آﻣﻮزان و داﻧﺸﺠﻮﯾﺎن ﻣﯽ ﺧﻮاﻫﻨﺪ ﻣﻌﻠﻢ ﺑﺸﻮﻧﺪ‪ .‬ﻣﻌﻠﻤﺎن دوره ﺗﺮﺑﯿﺖ‬
‫ﺑﻪ ﻣﺮﺣﻠﻪ اﺟﺮا در ﻧﯿﺎﻣﺪه اﺳﺖ ‪.‬‬ ‫ﻣﻌﻠﻢ را ﻣﯿﮕﺬراﻧﻨﺪ و ﻣﻌﻤﻮﻻ" داراي ﻣﺪرك ﻓﻮق ﻟﯿﺴﺎﻧﺲ ﻫﺴﺘﻨﺪ ‪.‬‬
‫ﺑﺮ اﺳﺎس اﺻﻞ ﺑﺮاﺑﺮي و دﺳﺘﺮﺳﯽ راﯾﮕﺎن ﻫﻤﻪ ﺑﻪ آﻣﻮزﺷﻬﺎي ﭘﺎﯾﻪ و اﺳﺎﺳﯽ‪ ،‬ﺳﻌﯽ‬
‫اداﻣﻪ ﻣﻄﻠﺐ در ﺻﻔﺤﮥ ‪7‬‬ ‫ﺑﺮ آن اﺳﺖ ﮐﻪ زﻣﯿﻨﻪ ﻫﺎي ﻻزم ﺑﺮاي ﺑﺮﺧﻮرداري از اﯾﻨﮕﻮﻧﻪ آﻣﻮزﺷﻬﺎ ﺑﺮاي ﻫﻤﮕﺎن‬
‫ﺑﺪون در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻧﮋاد‪ ،‬ﻗﻮﻣﯿﺖ‪ ،‬ﻣﺬﻫﺐ و ﺗﻔﺎوﺗﻬﺎي ﻓﺮﻫﻨﮕﯽ ﻣﻬﯿﺎ ﺷﻮد‪ .‬ﺣﺘﯽ ﺑﺎ‬
‫ﺗﻮﺟﻪ ﺑﻪ ﻧﻮع ﮔﺮاﯾﺸﻬﺎ و اﻋﺘﻘﺎدات ﻣﺬﻫﺒﯽ اﻓﺮاد اﮔﺮ ﺑﯿﺶ از ‪ 3‬ﻧﻔﺮ در ﯾﮏ ﻣﺪرﺳﻪ‬
‫ﺧﻮاﺳﺘﺎر آﻣﻮزش ﻣﺬﻫﺒﯽ ﺧﺎﺻﯽ ﺑﺎﺷﻨﺪ ﺑﺮاي آﻧﻬﺎ آﻣﻮزش ﻻزم ﺗﺪارك دﯾﺪه ﻣﯿﺸﻮد ‪ .‬اﮔﺮ‬
‫ﭼﻪ آﻣﻮزش ﻫﺎي ﻣﺬﻫﺒﯽ اﺟﺒﺎري ﻧﯿﺴﺖ وﻟﯽ ﮐﺴﺎﻧﯽ ﮐﻪ ﺧﻮاﺳﺘﺎر آﻣﻮزﺷﻬﺎي دﯾﻨﯽ‬
‫ﻧﯿﺴﺘﻨﺪ ﯾﺎ ﻧﻤﯽ ﺧﻮاﻫﻨﺪ در ﮔﺮوه ﺧﺎﺻﯽ ﺑﺎﺷﻨﺪ ﻣﯿﺘﻮاﻧﻨﺪ از دروس اﺻﻮل اﺧﻼﻗﯽ و‬
‫اﻧﻀﺒﺎط اﺟﺘﻤﺎﻋﯽ و ﻧﻈﺎﯾﺮ آن ﺑﻬﺮه ﺑﺒﺮﻧﺪ‪ .‬ﺑﻪ ﺧﺎﻃﺮ زﯾﺮ ﺳﺎﺧﺘﻬﺎ و ﺣﻤﺎﯾﺖ ﻫﺎي‬
‫اﺟﺘﻤﺎﻋﯽ ﺑﺴﯿﺎر ﺧﻮب‪ ،‬ﺗﻮﺟﻪ وﯾﮋه ي ﺑﻪ آﻣﻮزش و ﻣﺪارس ﻣﯿﺸﻮد و ﻋﻼوه ﺑﺮ ﺑﺮﻧﺎﻣﻪ‬
‫ﻫﺎي درﺳﯽ اﻧﻌﻄﺎف ﭘﺬﯾﺮ و ﻓﻌﺎﻟﯿﺖ ﻫﺎي آﻣﻮزﺷﯽ و ﻏﯿﺮ آﻣﻮزﺷﯽ ﻟﺬت ﺑﺨﺶ‪ ،‬ﺳﺎﯾﺮ‬
‫ﺧﺪﻣﺎت دﯾﮕﺮ ﻧﻈﯿﺮ ‪ :‬ﻧﻬﺎر و ﻋﺼﺮاﻧﻪ راﯾﮕﺎن‪ ،‬ﻫﺰﯾﻨﻪ ﻫﺎي رﻓﺖ و آﻣﺪ ﺑﻪ ﻣﺪرﺳﻪ و ﮐﻤﮏ‬
‫ﻣﺤﺴﻦ ﺳﻌﺎدﺗﻤﻨﺪ‬ ‫ﻫﺰﯾﻨﻪ ﻫﺎي ﺗﺤﺼﯿﻠﯽ ﻧﯿﺰ ﺑﻪ ﻋﻨﻮان ﺑﺨﺸﯽ از ﺳﺮوﯾﺲ ﻫﺎي ﻣﮑﻤﻞ اراﺋﻪ ﻣﯿﺸﻮد و‬
‫داﻧﺸﺠﻮي دﮐﺘﺮاي ﺗﮑﻨﻮﻟﻮژي آﻣﻮزﺷﯽ‪ ،‬داﻧﺸﮕﺎه ﻫﻠﺴﯿﻨﮑﯽ‬ ‫ﻣﺤﺼﻼن ﺗﺎ ﭘﺎﯾﺎن ﻣﻘﻄﻊ ﻟﯿﺴﺎﻧﺲ ﻫﺰﯾﻨﻪ زﻧﺪﮔﯽ و ﻣﺴﮑﻦ درﯾﺎﻓﺖ ﻣﯿﮑﻨﻨﺪ ‪.‬‬
 ‫ﺻﻔﺤﮥ ‪6‬‬ ‫ﺷﻤﺎرة ﺷﺶ‬
‫اﯾﻦ اﻣﺮ اﯾﻦ اﻣﮑﺎن را ﻓﺮاﻫﻢ ﻣﯽ ﮐﻨﺪ ﺗﺎ داﻧﺸﺠﻮﯾﺎن دﮐﺘﺮا ﻣﻘﺎﻃﻌﯽ از دوره ﺗﺤﻘﯿﻖ‬
‫ﺧﻮد را در دﯾﮕﺮ داﻧﺸﮑﺪه ﻫﺎ ﺳﭙﺮي ﮐﻨﻨﺪ و از ﺗﻮان ﻋﻠﻤﯽ دﯾﮕﺮ داﻧﺸﮑﺪه ﻫﺎ اﺳﺘﻔﺎده‬
‫ﮐﻨﻨﺪ‪.‬‬
‫در ﻣﺠﻤﻮع ﻣﯽ ﺗﻮان ﻣﺰاﯾﺎ و ﻣﻌﺎﯾﺐ ﺗﺤﺼﯿﻞ اﻗﺘﺼﺎد در اﯾﺘﺎﻟﯿﺎ را ﺑﻪ اﯾﻦ ﺷﮑﻞ )ﺑﺪون‬
‫رﻋﺎﯾﺖ ﺗﺮﺗﯿﺐ اﻫﻤﯿﺖ( ﺧﻼﺻﻪ ﮐﺮد‪ -1 :‬رﻗﺎﺑﺖ ﮐﻤﯽ )در ﻣﻘﺎﯾﺴﻪ ﺑﺎ داﻧﺸﮕﺎه ﻫﺎي‬
‫آﻣﺮﯾﮑﺎ( ﺑﺮاي ﭘﺬﯾﺮش در ﻣﻘﻄﻊ دﮐﺘﺮا وﺟﻮد دارد و ﺑﻪ ﻫﻤﯿﻦ دﻟﯿﻞ ﺳﺎده ﺗﺮ ﻣﯽ ﺗﻮان‬
‫ﭘﺬﯾﺮش ﮔﺮﻓﺖ و ﮐﺎر را ﺷﺮوع ﮐﺮد‪ -2 .‬ﻫﻤﻪ داﻧﺸﮕﺎه ﻫﺎ در ﻣﻘﻄﻊ دوره دﮐﺘﺮا ﺑﻮرس‬
‫ﺗﺤﺼﯿﻠﯽ ﺣﺪاﻗﻞ ﺑﺮاي ﻣﺪت ﺳﻪ ﺳﺎل ﻋﺮﺿﻪ ﻣﯽ ﮐﻨﻨﺪ‪ -3 .‬اﺧﺬ وﯾﺰاي داﻧﺸﺠﻮﯾﯽ از‬
‫ﺳﻔﺎرت اﯾﺘﺎﻟﯿﺎ ﺑﻪ ﻣﺮاﺗﺐ راﺣﺖ ﺗﺮ از دﯾﮕﺮ ﮐﺸﻮرﻫﺎي اروﭘﺎﯾﯽ اﺳﺖ‪ -4 .‬اﯾﺘﺎﻟﯿﺎ ﮐﺸﻮر‬
‫ﻓﻮق اﻟﻌﺎده زﯾﺒﺎ و ﺗﺎرﯾﺨﯽ اﺳﺖ و ﺷﻨﺎﺧﺖ ﺗﺎرﯾﺦ و ﻓﺮﻫﻨﮓ آن ﺟﺬاﺑﯿﺖ زﯾﺎدي دارد‪.‬‬
‫‪ -5‬ﻣﺮدم اﯾﺘﺎﻟﯿﺎ ﻧﺴﺒﺖ ﺑﻪ ﺑﺮﺧﯽ ﮐﺸﻮرﻫﺎي اروﭘﺎﯾﯽ دﯾﮕﺮ ﺻﻤﯿﻤﯽ ﺗﺮ ﻫﺴﺘﻨﺪ و‬
‫ﻣﻌﺎﺷﺮت ﺑﺎ آﻧﻬﺎ ﺷﺎﯾﺪ ﺑﺮاي ﺑﺮﺧﯽ ﺟﺬاﺑﯿﺖ داﺷﺘﻪ ﺑﺎﺷﺪ‪ -6 .‬در اﻓﻮاه ﻣﺮدم ﻋﺎدي‬
‫داﻧﺸﺠﻮي دﮐﺘﺮي ﺑﻮدن ﯾﮏ ﻣﻮﻗﻌﯿﺖ ﻣﻤﺘﺎز ﺑﻪ ﺷﻤﺎر ﻣﯽ رود و وﻗﺘﯽ ﺑﻪ اﯾﻦ اﻣﺮ‬
‫واﻗﻒ ﺷﻮﻧﺪ اﺣﺘﺮام ﺧﺎﺻﯽ را ﺑﺮاي ﻓﺮد ﻗﺎﺋﻞ ﻣﯽ ﺷﻮﻧﺪ‪ -7 .‬ﻫﺰﯾﻨﻪ زﻧﺪﮔﯽ و ﺑﺴﯿﺎري‬
‫از ﺧﺪﻣﺎت ﻋﻤﻮﻣﯽ )ﻧﻈﯿﺮ ﻗﻄﺎر‪ ،‬ﺣﻤﻞ و ﻧﻘﻞ ﺷﻬﺮي و ‪ (...‬در اﯾﺘﺎﻟﯿﺎ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ‬
‫ﺑﺮﺧﯽ ﮐﺸﻮرﻫﺎي دﯾﮕﺮ ﻧﻈﯿﺮ اﻧﮕﻠﯿﺲ ﺑﻪ ﻣﺮاﺗﺐ ﭘﺎﯾﯿﻦ ﺗﺮ اﺳﺖ‪ -8 .‬وﺟﻮد ﺳﯿﺴﺘﻢ‬
‫ﺳﻮﺳﯿﺎﻟﯿﺴﺘﯽ در اﯾﻦ ﮐﺸﻮر ﻣﺰﯾﺖ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ را ﺑﺮاي ﺑﺮﺧﯽ ﺧﺼﻮﺻﺎ اﻓﺮاد داراي‬
‫ﺧﺎﻧﻮاده اﯾﺠﺎد ﻣﯽ ﮐﻨﺪ زﯾﺮا ﻣﯽ ﺗﻮان ﺑﺪون ﺗﻘﺒﻞ ﻫﺰﯾﻨﻪ ﺗﺤﺼﯿﻞ و ﺑﻬﺪاﺷﺖ ﺧﺎﻧﻮاده را‬
‫ﻣﻬﯿﺎ ﻧﻤﻮد‪.‬‬
‫ﻣﻌﺎﯾﺐ ﺗﺤﺼﯿﻞ در اﯾﺘﺎﻟﯿﺎ را ﻣﯽ ﺗﻮان ﺑﻪ اﯾﻦ ﺗﺮﺗﯿﺐ ﺷﺮح داد‪ -1 :‬ﮐﺸﻮر اﯾﺘﺎﻟﯿﺎ در ﻧﺰد‬
‫ﻣﺮدم اﯾﺮان ﻓﺎﻗﺪ ﭘﺮﺳﺘﯿﮋ و اﻋﺘﺒﺎر ﻫﻤﺴﺎن ﺑﺎ دﯾﮕﺮ ﮐﺸﻮرﻫﺎي اروﭘﺎﯾﯽ اﺳﺖ‪ .‬ﻫﻤﯿﻦ اﻣﺮ‬
‫ﻣﻤﮑﻦ اﺳﺖ ﮐﺎر ﯾﺎﻓﺘﻦ ﭘﺲ از ﭘﺎﯾﺎن ﺳﺎل ﻫﺎي ﺗﺤﺼﯿﻞ در اﯾﺮان را ﺑﺎ دﺷﻮاري روﺑﺮو‬
‫ﺳﺎزد‪ -2 .‬ﮐﺸﻮر اﯾﺘﺎﻟﯿﺎ ﺑﺎزار ﮐﺎر ﻣﻨﺎﺳﺒﯽ ﺑﺮاي ﻣﺸﺎﻏﻞ ﺗﺨﺼﺼﯽ ﻧﺪارد و ﺗﻘﺮﯾﺒﺎ ﻣﯽ‬
‫ﺗﻮان ﻣﻄﻤﺌﻦ ﺑﻮد ﮐﻪ ﯾﮏ ﺧﺎرﺟﯽ ﭘﺲ از ﺗﮑﻤﯿﻞ ﺗﺤﺼﯿﻼت ﻋﺎﻟﯽ ﻧﻤﯽ ﺗﻮاﻧﺪ در آﻧﺠﺎ‬
‫ﮐﺎر ﻣﻨﺎﺳﺐ ﺑﯿﺎﺑﺪ‪ -3 .‬ﻫﺰﯾﻨﻪ اﺟﺎره ﺧﺎﻧﻪ در ﺷﻤﺎل اﯾﺘﺎﻟﯿﺎ و ﺧﺼﻮﺻﺎ ﺷﻬﺮ ﻣﯿﻼن ﺑﺴﯿﺎر‬
‫ﺑﺎﻻﺳﺖ و ﺗﻘﺮﯾﺒﺎ در اروﭘﺎ ﮔﺮان ﺗﺮﯾﻦ ﺷﻬﺮ ﺑﻪ ﺷﻤﺎر ﻣﯽ آﯾﺪ و اﯾﻦ اﻣﺮ ﻫﺰﯾﻨﻪ زﯾﺎدي را‬
‫ﺑﺮ اﻓﺮاد ﺗﺤﻤﯿﻞ ﻣﯽ ﮐﻨﺪ‪ -4 .‬ﺑﻪ رﻏﻢ ﺻﻤﯿﻤﯽ ﺗﺮ ﺑﻮدن ﻣﺮدم اﯾﺘﺎﻟﯿﺎ‪ ،‬اﯾﻦ واﻗﻌﯿﺖ‬
‫وﺟﻮد دارد ﮐﻪ ﻋﻤﺪه ﻣﻬﺎﺟﺮﯾﻦ در اﯾﻦ ﮐﺸﻮر در ﻣﺸﺎﻏﻞ ﺳﯿﺎه و ﺳﻄﺢ ﭘﺎﯾﯿﻦ ﻓﻌﺎﻟﯿﺖ‬
‫ﻣﯽ ﮐﻨﻨﺪ‪ .‬ﻟﺬا ﯾﮏ ﻧﮕﺎه ﻣﻨﻔﯽ )ﻣﯽ ﺗﻮاﻧﯿﺪ آن را ﻧﮋاد ﭘﺮﺳﺘﯽ ﺑﺨﻮاﻧﯿﺪ( در ﺟﺎﻣﻌﻪ ﻧﺴﺒﺖ‬
‫ﺑﻪ ﺧﺎرﺟﯿﺎن وﺟﻮد دارد و اﯾﻦ اﻣﺮ ﺣﺘﯽ در ﻧﻈﺎم ﺳﯿﺎﺳﯽ آن ﻧﯿﺰ ﻣﺘﺒﻠﻮر اﺳﺖ‪-5 .‬‬
‫اﯾﺘﺎﻟﯿﺎ ﯾﮑﯽ از ﮐﺸﻮرﻫﺎﯾﯽ اﺳﺖ ﮐﻪ ﺑﻪ رﻏﻢ ﻇﻬﻮر ﮐﺎﻣﭙﯿﻮﺗﺮ‪ ،‬ﻣﻌﻀﻞ ﺑﻮروﮐﺮاﺳﯽ در آن‬
‫ﺟﺪي اﺳﺖ و اﯾﻦ اﻣﺮ در ﺑﺮﺧﯽ ﻣﻘﺎﻃﻊ ﻧﻈﯿﺮ ﺗﺪارك وﯾﺰاي ﻫﻤﺴﺮ و ﺧﺎﻧﻮاده ﺑﻪ ﺧﻮﺑﯽ‬
‫ﺑﺮوز ﻣﯽ ﯾﺎﺑﺪ و در ﻧﺘﯿﺠﻪ ﭘﺮوﺳﻪ اي ﺑﺴﯿﺎر ﻃﻮﻻﻧﯽ و اﺣﯿﺎﻧﺎ ﻏﯿﺮﻗﺎﺑﻞ ﺗﺤﻤﻞ ﺑﻪ وﺟﻮد‬
‫ﻣﯽ آورد‪ -6 .‬اﯾﺮاﻧﯿﺎﻧﯽ ﮐﻪ در اﯾﺘﺎﻟﯿﺎ زﻧﺪﮔﯽ ﻣﯽ ﮐﻨﻨﺪ ﻋﻤﺪﺗﺎ در ﺷﻐﻞ ﻫﺎي ﺳﻄﺢ‬
‫ﭘﺎﯾﯿﻦ ﻓﻌﺎﻟﯿﺖ ﻣﯽ ﮐﻨﻨﺪ و اﯾﻦ اﻣﺮ ﺷﺎﯾﺪ ﻣﺎﻧﻊ ﮔﺮدد ﺗﺎ ﺑﺘﻮان ﯾﮏ اﺟﺘﻤﺎع ﺟﺬاب از‬
‫اﯾﺮاﻧﯿﺎن ﺑﻮﺟﻮد آورد و از اﯾﻦ ارﺗﺒﺎﻃﺎت ﺑﻪ ﺧﻮﺑﯽ ﺑﻬﺮه ﺑﺮد‪.‬‬
‫اداﻣﻪ ﻣﻄﻠﺐ در ﺻﻔﺤﻪ ‪7‬‬
‫ﯾﮏ ﺗﻔﺎوت ﻋﻤﺪه ﻣﯿﺎن دوره ﻫﺎي دﮐﺘﺮي در داﻧﺸﮕﺎه ﻫﺎي اﯾﺘﺎﻟﯿﺎ )ﺑﻪ اﺳﺘﺜﻨﺎي ﺑﻮﮐﻮﻧﯽ و‬
‫ﻣﺤﺪود ﺑﻪ ﺳﻪ ﺳﺎل اﺳﺖ و ﻧﻤﯽ ﺗﻮان ﻫﻤﺎﻧﻨﺪ ﺑﺮﺧﯽ داﻧﺸﮕﺎه ﻫﺎ‪ ،‬دوره دﮐﺘﺮا را ﺑﻪ ‪ 6‬و ﯾﺎ‬
‫‪ 8‬ﺳﺎل ﮐﺸﺎﻧﺪ و داﻧﺸﮑﺪه ﻫﺎ ﻓﺎﻗﺪ ﻣﻨﺎﺑﻊ ﻻزم ﺑﺮاي ﺗﺎﻣﯿﻦ ﻣﺎﻟﯽ ﺑﯿﺶ از ﺳﻪ ﺳﺎل ﻫﺴﺘﻨﺪ‪.‬‬
‫اﯾﺠﺎد ﭘﯿﻮﻧﺪﻫﺎي ﺑﯿﻦ داﻧﺸﮕﺎﻫﯽ و ﺷﺒﮑﻪ ﺳﺎزي ﺑﺎ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ و ﺧﺎرج از اروﭘﺎﺳﺖ‪.‬‬
‫ﻋﻠﯽ ﺳﺮزﻋﯿﻢ‪ ،‬داﻧﺸﺠﻮي دﮐﺘﺮاي اﻗﺘﺼﺎد داﻧﺸﮕﺎه دوﻟﺘﯽ ﻣﯿﻼن‬
‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬
‫ﺗﺤﺼﯿﻞ اﻗﺘﺼﺎد در اﯾﺘﺎﻟﯿﺎ‬
‫در ﺣﺎل ﺣﺎﺿﺮ ﺳﻪ ﮐﺸﻮر آﻟﻤﺎن )ﺷﻬﺮ ﻓﺮاﻧﮑﻔﻮرت(‪ ،‬اﯾﺘﺎﻟﯿﺎ )ﻣﯿﻼن( و اﺳﭙﺎﻧﯿﺎ )ﺑﺎرﺳﻠﻮﻧﺎ( در‬
‫ﮐﻨﺎر اﻧﮕﻠﯿﺲ ﻣﯿﺰﺑﺎن ﺑﯿﺸﺘﺮﯾﻦ داﻧﺸﺠﻮﯾﺎن دﮐﺘﺮي اﻗﺘﺼﺎد از اﯾﺮان ﻫﺴﺘﻨﺪ‪ .‬از اﯾﻦ رو در‬
‫اﯾﻦ ﻓﺮﺻﺖ‪ ،‬ﮔﺰارﺷﯽ ﻣﺨﺘﺼﺮ از وﺿﻌﯿﺖ آﻣﻮزش ﻋﻠﻢ اﻗﺘﺼﺎد در ﺳﻄﺢ ﻋﺎﻟﯽ ﺑﺮاي ﻋﻼﻗﻪ‬
‫ﻣﻨﺪان اراﺋﻪ ﻣﯽ ﮔﺮدد‪ .‬ﻫﻢ اﮐﻨﻮن ﺣﺪاﻗﻞ ‪ 14‬اﯾﺮاﻧﯽ در ﻣﻘﻄﻊ دﮐﺘﺮاي رﺷﺘﻪ اﻗﺘﺼﺎد )و‬
‫ﻓﺎﯾﻨﺎﻧﺲ و ﻣﺪﯾﺮﯾﺖ( در اﯾﺘﺎﻟﯿﺎ ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﻫﺴﺘﻨﺪ و ﻃﺒﻖ ﺳﻨﺖ راﯾﺞ در اﯾﺘﺎﻟﯿﺎ‬
‫ﻫﻤﮕﯽ از ﺑﻮرﺳﯿﻪ ﮐﻤﮏ ﺗﺤﺼﯿﻠﯽ در ﻣﻘﻄﻊ دﮐﺘﺮي اﺳﺘﻔﺎده ﻣﯽ ﮐﻨﻨﺪ‪ .‬در اﯾﺘﺎﻟﯿﺎ ﺗﻘﺮﯾﺒﺎ‬
‫ﻫﻤﻪ داﻧﺸﮕﺎه ﻫﺎ دوﻟﺘﯽ ﻫﺴﺘﻨﺪ و ﺗﻨﻬﺎ ﭼﻨﺪ داﻧﺸﮕﺎه ﺧﺼﻮﺻﯽ وﺟﻮد دارد ﮐﻪ از ﻣﯿﺎن آﻧﻬﺎ‪،‬‬
‫داﻧﺸﮕﺎه ﺑﻮﮐﻮﻧﯽ ﻣﻌﺮوف ﺗﺮﯾﻦ و ﭘﺮاﻓﺘﺨﺎرﺗﺮﯾﻦ داﻧﺸﮑﺪه اﻗﺘﺼﺎد ﺑﻪ ﺣﺴﺎب ﻣﯽ آﯾﺪ‪ 1‬ﮐﻪ‬
‫ﺗﻮﺳﻂ ﯾﮏ ﻓﺮد ﺧﯿﺮ ﺑﻪ ﯾﺎد ﻓﺮزﻧﺪش ﮐﻪ در ﺟﻨﮓ ﺟﻬﺎﻧﯽ ﮐﺸﺘﻪ ﺷﺪه ﺑﻮد ﺗﺎﺳﯿﺲ ﺷﺪه‬
‫اﺳﺖ‪ .‬داﻧﺸﮕﺎه ﺑﻮﮐﻮﻧﯽ داﻧﺸﮕﺎﻫﯽ اﺳﺖ ﮐﻪ ﺣﻮل رﺷﺘﻪ اﻗﺘﺼﺎد ﺷﮑﻞ ﮔﺮﻓﺘﻪ و رﺷﺘﻪ ﻫﺎي‬
‫ﺟﺎﻧﺒﯽ و ﻣﺮﺗﺒﻂ ﻧﻈﯿﺮ ﻣﺪﯾﺮﯾﺖ اﺟﺮاﯾﯽ‪ ،‬ﻓﺎﯾﻨﺎﻧﺲ و ﺣﻘﻮق ﺗﺠﺎري و ﻫﻤﭽﻨﯿﻦ ﺣﺴﺎﺑﺪاري‬
‫را از ﻣﻘﻄﻊ ﻟﯿﺴﺎﻧﺲ ﺗﺎ دﮐﺘﺮا اراﺋﻪ ﻣﯽ ﮐﻨﺪ‪ .‬ﺗﻘﺮﯾﺒﺎ ﻫﻤﻪ درس ﻫﺎ در اﯾﻦ داﻧﺸﮕﺎه ﺑﻪ زﺑﺎن‬
‫اﻧﮕﻠﯿﺴﯽ اراﺋﻪ ﻣﯽ ﺷﻮد و ﻓﺎرغ اﻟﺘﺤﺼﯿﻼن آن ﺑﻪ راﺣﺘﯽ ﺟﺎﯾﮕﺎه ﺧﻮﺑﯽ در ﺑﺎزار ﮐﺎر داﺧﻞ‬
‫اﯾﺘﺎﻟﯿﺎ و اﺣﯿﺎﻧﺎ ﺧﺎرج از اﯾﺘﺎﻟﯿﺎ ﭘﯿﺪا ﻣﯽ ﮐﻨﻨﺪ‪ .‬در ﺣﺎل ﺣﺎﺿﺮ اﻓﺮاد ﻧﺎﻣﺪاري در داﻧﺸﮕﺎه‬
‫ﺑﻮﮐﻮﻧﯽ و ﻣﺮﮐﺰ ﺗﺤﻘﯿﻘﺎﺗﯽ واﺑﺴﺘﻪ ﺑﻪ آن ﻣﺸﻐﻮل ﺑﻪ ﮐﺎر ﻫﺴﺘﻨﺪ از ﻣﯿﺎن آﻧﻬﺎ ﻣﯽ ﺗﻮان ﺑﻪ‬
‫ﺗﺎﺑﻠﯿﻨﯽ‪ ،‬ﭘﺮوﺗﯽ و ﺑﺎﺗﯿﮕﺎﻟﯽ اﺷﺎره ﻧﻤﻮد‪ .‬ﻃﯽ دو ﺳﺎل اﺧﯿﺮ ‪ 8‬اﯾﺮاﻧﯽ در ﮔﺮاﯾﺶ ﻫﺎي‬
‫ﻣﺨﺘﻠﻒ اﯾﻦ داﻧﺸﮕﺎه در ﻣﻘﻄﻊ دﮐﺘﺮا ﺷﺮوع ﺑﻪ ﮐﺎر ﮐﺮده اﻧﺪ ﮐﻪ ﺑﻪ ﻧﻮﻋﯽ ﮐﺸﻒ ﻣﺘﻘﺎﺑﻞ‬
‫اﯾﺮاﻧﯽ ﻫﺎ و اﯾﺘﺎﻟﯿﺎﯾﯽ ﻫﺎ از ﻫﻢ ﺑﻪ ﺷﻤﺎر ﻣﯽ رود‪ 4 .‬داﻧﺸﮕﺎه دوﻟﺘﯽ ﺑﺮﺗﺮ در ﺣﻮزه اﻗﺘﺼﺎد‪،‬‬
‫داﻧﺸﮕﺎه ﺑﻮﻟﻮﻧﯿﺎ‪ ،‬داﻧﺸﮕﺎه ﺗﻮرﯾﻨﻮ‪ ،‬داﻧﺸﮕﺎه ﻣﯿﻼن و داﻧﺸﮕﺎه ﻧﺎﭘﻞ ﻫﺴﺘﻨﺪ ﮐﻪ در ﻫﺮ ﮐﺪام‬
‫ﯾﮏ اﯾﺮاﻧﯽ ﻣﺸﻐﻮل ﺑﻪ ﮐﺎرﻧﺪ ‪ .‬از ﺣﯿﺚ ﺣﻮزه ﻫﺎ ي ﮐﺎري ﻣﯽ ﺗﻮان ادﻋﺎ ﮐﺮد ﮐﻪ داﻧﺸﮕﺎه‬
‫ﺑﻮﮐﻮﻧﯽ در ﺣﻮزه اﻗﺘﺼﺎد ﺳﯿﺎﺳﯽ‪ ،‬داﻧﺸﮕﺎه ﺑﻮﻟﻮﻧﯿﺎ در ﺣﻮزه ﺳﺎزﻣﺎﻧﺪﻫﯽ ﺻﻨﻌﺘﯽ ‪ IO‬و‬
‫داﻧﺸﮕﺎه ﻣﯿﻼن در ﺣﻮزه ﺗﺠﺎرت ﺑﯿﻦ اﻟﻤﻠﻞ ﻣﺰﯾﺖ ﻧﺴﺒﯽ دارﻧﺪ ﮔﺮﭼﻪ در ﻫﺮ ﮐﺪام از‬
‫داﻧﺸﮑﺪه ﻫﺎ ﻣﯽ ﺗﻮان ﮐﺴﺎﻧﯽ را ﯾﺎﻓﺖ ﮐﻪ در زﻣﯿﻨﻪ ﻫﺎي دﯾﮕﺮ ﮐﺎر ﻣﯽ ﮐﻨﻨﺪ‪ .2‬ﻏﯿﺮ از‬
‫داﻧﺸﮑﺪه ﻫﺎي ﻣﺬﮐﻮر‪ ،‬داﻧﺸﮕﺎه ﻫﺎي ﻣﻤﺘﺎز دﯾﮕﺮي ﻧﯿﺰ در اﯾﺘﺎﻟﯿﺎ وﺟﻮد دارﻧﺪ ﮐﻪ از ﻣﯿﺎن‬
‫آﻧﻬﺎ ﻣﯽ ﺗﻮان ﺑﻪ داﻧﺸﮕﺎه ﻣﯿﻼن در ﺑﻮﮐﻮﮐﻮ‪ ،‬ﮐﺎﻟﺞ ﮐﺎرﻟﻮ آﻟﺒﺮﺗﻮ‪ ،‬داﻧﺸﮕﺎه ﺑﺮﮔﺎﻣﻮ‪ ،‬داﻧﺸﮕﺎه‬
‫وﻧﯿﺰ‪ ،‬داﻧﺸﮕﺎه وروﻧﺎ‪ ،‬داﻧﺸﮕﺎه ﮐﺎﺗﻮﻟﯿﮏ ﻣﯿﻼن‪ ،‬داﻧﺸﮕﺎه رم‪ ،‬داﻧﺸﮕﺎه ﺟﻨﻮا اﺷﺎره ﮐﺮد ‪.‬‬
‫ﻣﻮﺳﺴﻪ داﻧﺸﮕﺎه اروﭘﺎﯾﯽ‪ (EUI) 3‬ﯾﮏ داﻧﺸﮕﺎه اروﭘﺎﯾﯽ ﺑﻪ ﺷﻤﺎر ﻣﯽ رود ﮐﻪ در ﺷﻬﺮ‬
‫زﯾﺒﺎي ﻓﻠﻮراﻧﺲ ﻗﺮار دارد و ﻫﺮ ﺳﺎل از ﻫﺮ ﮐﺸﻮر اروﭘﺎﯾﯽ ‪ 2‬ﻧﻔﺮ داﻧﺸﺠﻮ ﻣﯽ ﭘﺬﯾﺮد و‬
‫ﺑﻮدﺟﻪ اش را اﺗﺤﺎدﯾﻪ اروﭘﺎ ﺗﺎﻣﯿﻦ ﻣﯽ ﮐﻨﺪ و ﺑﻬﺘﺮﯾﻦ اﺳﺎﺗﯿﺪ اروﭘﺎ را ﺑﺮاي ﺗﺪرﯾﺲ در آﻧﺠﺎ‬
‫دﻋﻮت ﻣﯽ ﮐﻨﻨﺪ‪ .‬ﻣﺘﺎﺳﻔﺎﻧﻪ ﺗﺎ اﯾﻦ اواﺧﺮ ﻣﺤﺪودﯾﺘﯽ ﺑﺮاي دادن ﺑﻮرس ﺑﻪ داﻧﺸﺠﻮﯾﺎن‬
‫ﻏﯿﺮاروﭘﺎﯾﯽ داﺷﺘﻪ اﺳﺖ و ﻫﻤﯿﻦ اﻣﺮ ﻣﺎﻧﻊ ﮔﺮدﯾﺪه ﺗﺎ ﯾﮏ اﯾﺮاﻧﯽ ﺑﺘﻮاﻧﺪ در آﻧﺠﺎ آﻏﺎز ﺑﻪ‬
‫ﻓﻌﺎﻟﯿﺖ ﮐﻨﺪ ﮔﺮﭼﻪ ﺑﻪ اذﻋﺎن ﻫﻤﻪ‪ ،‬ﮐﯿﻔﯿﺖ آﻣﻮزﺷﯽ و ﺗﺤﻘﯿﻘﺎﺗﯽ آن ﺑﻪ ﻣﺮاﺗﺐ ﺑﺎﻻﺗﺮ از‬
‫داﻧﺸﮑﺪه ﻫﺎي اروﭘﺎ اﺳﺖ‪ .‬ﻏﯿﺮ از اﯾﻦ ﻣﻮﺳﺴﻪ‪ ،‬ﺗﻨﻬﺎ داﻧﺸﮕﺎه ﺑﻮﮐﻮﻧﯽ اﺳﺖ ﮐﻪ اﺷﺘﻬﺎر ﺑﯿﻦ‬
‫اﻟﻤﻠﻠﯽ ﺧﻮﺑﯽ دارد و ﺑﯿﺶ از دﯾﮕﺮ داﻧﺸﮑﺪه ﻫﺎ ﻣﯽ ﺗﻮاﻧﺪ ﻓﺮﺻﺖ ﻫﺎﯾﯽ ﺑﺮاي ﻓﺎرغ‬
‫اﻟﺘﺤﺼﯿﻼﻧﺶ ﻓﺮاﻫﻢ ﮐﻨﺪ‪.‬‬
‫ﺑﻮﻟﻮﻧﯿﺎ( ﺑﺎ دﯾﮕﺮ ﺑﺮﻧﺎﻣﻪ ﻫﺎي دﮐﺘﺮا در اﯾﻦ اﺳﺖ ﮐﻪ ﻃﻮل ﺳﺎﻟﻬﺎي ﺗﺤﺼﯿﻞ و ﺑﻮرس‬
‫ﺳﻨﺖ دﯾﮕﺮي ﮐﻪ در داﻧﺸﮕﺎه ﻫﺎي اﯾﺘﺎﻟﯿﺎ وﺟﻮد دارد و ﺑﻪ ﺷﺪت در ﺣﺎل ﮔﺴﺘﺮش اﺳﺖ‪،‬‬
 ‫ﺻﻔﺤﮥ ‪7‬‬ ‫ﺷﻤﺎرة ﺷﺶ‬ ‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

‫اداﻣﻪ )ﺗﺤﺼﯿﻞ اﻗﺘﺼﺎد در اﯾﺘﺎﻟﯿﺎ(‬

‫ﯾﺎﺑﺪ‪ .‬ﻣﺪرﺳﻪ ﻋﺎﻟﯽ در ﻣﺠﻤﻮع از اﻣﮑﺎﻧﺎت ﺧﻮﺑﯽ ﺑﺮاي ﻣﺴﮑﻦ‪ ،‬ﮔﺬراﻧﺪن دروس و ﺗﺤﻘﯿﻖ‬
‫در اﻧﺘﻬﺎ ﺑﻪ اﺧﺘﺼﺎر ﮔﺰارﺷﯽ از ﺑﺮﻧﺎﻣﻪ دﮐﺘﺮي اﻗﺘﺼﺎد داﻧﺸﮕﺎه دوﻟﺘﯽ ﻣﯿﻼن ﻋﺮﺿﻪ ﻣﯽ‬
‫داﻧﺸﺠﻮﯾﺎن ﺑﺮﺧﻮردار اﺳﺖ‪ .‬در ﻣﺠﻤﻮع ﻗﻀﺎوت ﻧﮕﺎرﻧﺪه در ﺑﺮﻧﺎﻣﻪ دﮐﺘﺮاي اﻗﺘﺼﺎد در‬ ‫‪1‬‬
‫ﺷﻮد‪ :‬داﻧﺸﮑﺪه اﻗﺘﺼﺎد داﻧﺸﮕﺎه دوﻟﺘﯽ ﻣﯿﻼن‪ 1‬ﺑﺨﺸﯽ از ﻣﺪرﺳﻪ ﻋﺎﻟﯽ داﻧﺸﮕﺎه ﻣﯿﻼن‬
‫داﻧﺸﮕﺎه دوﻟﺘﯽ ﻣﯿﻼن اﯾﻦ اﺳﺖ ﮐﻪ اﯾﻦ ﺑﺮﻧﺎﻣﻪ در زﻣﺮه ‪ 10‬داﻧﺸﮑﺪه ﺑﺮﺗﺮ اروﭘﺎ ﻗﺮار‬
‫اﺳﺖ ﮐﻪ ﺑﻪ ﻧﻮﻋﯽ رﻗﯿﺐ داﻧﺸﮕﺎه ﺑﻮﮐﻮﻧﯽ ﺑﻪ ﺷﻤﺎر ﻣﯽ آﯾﺪ‪ .‬در ﺑﺮﻧﺎﻣﻪ ﻣﺼﻮب اﯾﻦ‬
‫ﻧﻤﯽ ﮔﯿﺮد اﻣﺎ در ﻣﯿﺎن ﺑﺮﻧﺎﻣﻪ ﻫﺎي دﮐﺘﺮي ﺑﺎ ﮐﯿﻔﯿﺖ ﻣﺘﻮﺳﻂ در ﺟﺎﯾﮕﺎه ﻣﻤﺘﺎزي ﻗﺮار‬
‫داﻧﺸﮕﺎه‪ ،‬ﺳﺎل اول ﺑﻪ ﮔﺬراﻧﺪن ﺗﻌﺪاد زﯾﺎدي درس و دو ﺳﺎل ﺑﻌﺪ ﺑﻪ اﻧﺠﺎم ﺗﺰ ﺗﺤﻘﯿﻘﺎﺗﯽ‬
‫دارد‪.‬‬
‫اﺧﺘﺼﺎص ﻣﯽ ﯾﺎﺑﺪ‪ .‬دروس ﭘﺎﯾﻪ اﻗﺘﺼﺎد ﺧﺮد‪ ،‬اﻗﺘﺼﺎد ﮐﻼن و اﻗﺘﺼﺎد ﺳﻨﺠﯽ ﺧﻼﺻﻪ ﺗﺮ از‬
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‫آﻧﭽﻪ در داﻧﺸﮕﺎه ﻫﺎي دﯾﮕﺮ ﻃﯽ ﯾﮏ ﺳﺎل اراﺋﻪ ﻣﯽ ﺷﻮﻧﺪ‪ ،‬ﻋﺮﺿﻪ ﻣﯽ ﮔﺮدد و در ﻋﻮض‬
‫‪1‬ﺑﻪ رﻏﻢ اﯾﻦ واﻗﻌﯿﺖ‪ ،‬در ﻧﻈﺎم رﺗﺒﻪ ﺑﻨﺪي ﻣﻮﺳﺴﺎت آﻣﻮزﺷﯽ ﺧﺎرج ﮐﺸﻮر ﺗﻮﺳﻂ وزارت‬
‫دروس دﯾﮕﺮي ﻧﻈﯿﺮ ﺗﺠﺎرت ﺑﯿﻦ اﻟﻤﻠﻞ‪ ،‬اﻗﺘﺼﺎد ﺳﯿﺎﺳﯽ‪ ،‬اﻗﺘﺼﺎد ﻣﺤﯿﻂ زﯾﺴﺖ و اﻣﺜﺎﻟﻬﻢ‬
‫ﻋﻠﻮم‪ ،‬داﻧﺸﮕﺎه ﺑﻮﮐﻮﻧﯽ در زﻣﺮه داﻧﺸﮕﺎه ﻫﺎي درﺟﻪ دوم رﺗﺒﻪ ﺑﻨﺪي ﺷﺪه اﺳﺖ ‪.‬‬
‫ﺑﻪ ﺷﮑﻞ ﺧﻼﺻﻪ )‪ 20‬ﺳﺎﻋﺘﯽ( ﻋﺮﺿﻪ ﻣﯽ ﮔﺮدد ‪ .‬داﻧﺸﮑﺪه اﻗﺘﺼﺎد داﻧﺸﮕﺎه دوﻟﺘﯽ ﻣﯿﻼن‬
‫‪2‬ﻧﮕﺎرﻧﺪه ﺑﻪ دﻟﯿﻞ ﻋﺪم اﻃﻼع از داﻧﺸﮑﺪه ﻫﺎي دﯾﮕﺮ ﺑﻪ ﻗﻀﺎوت ﻗﻄﻌﯽ در اﯾﻦ زﻣﯿﻨﻪ‬ ‫ﭘﯿﻮﻧﺪ ﻧﺰدﯾﮑﯽ ﺑﺎ داﻧﺸﮕﺎه ﮐﺎﺗﻮﻟﯿﮏ ﻟﻮن ﺑﻠﮋﯾﮏ ﮐﻪ داﻧﺸﮕﺎه ﻣﻤﺘﺎزي در اروﭘﺎﺳﺖ دارد و‬
‫ﻧﻤﯽ ﭘﺮدازد ‪.‬‬ ‫ﻋﻤﻮم داﻧﺸﺠﻮﯾﺎن دﮐﺘﺮا ﻣﻘﺎﻃﻌﯽ از ﺗﺤﺼﯿﻞ ﺧﻮد را ﺑﻪ آﻧﺠﺎ ﻣﯽ روﻧﺪ‪ .‬اﯾﻦ داﻧﺸﮑﺪه‬
‫ﭘﯿﻮﻧﺪﻫﺎﯾﯽ ﻧﯿﺰ ﺑﺎ دﯾﮕﺮ داﻧﺸﮑﺪه ﻫﺎي اروﭘﺎ‪ ،‬آﻣﺮﯾﮑﺎ و اﻧﮕﻠﯿﺲ دارد اﻣﺎ ﻣﻌﻤﻮﻻ ﺣﻀﻮر در‬
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‫‪European University Institute‬‬ ‫اﯾﻦ داﻧﺸﮑﺪه ﻫﺎ ﻣﻨﻮط ﺑﻪ ﭘﺮداﺧﺖ ﺷﻬﺮﯾﻪ اﺳﺖ‪ .‬در ﺣﻮزه ﻫﺎي اﻗﺘﺼﺎد ﺑﯿﻦ اﻟﻤﻠﻞ‪ ،‬اﻗﺘﺼﺎد‬
‫ﮐﻼن‪ ،‬اﻗﺘﺼﺎد ﻧﯿﺮوي ﮐﺎر و ﻫﻤﭽﻨﯿﻦ اﻗﺘﺼﺎد ﺑﺨﺶ ﻋﻤﻮﻣﯽ ﺗﻌﺪاد ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ ﻫﯿﺌﺖ‬
‫ﻋﻠﻤﯽ دارد‪ .‬ﺗﻼش ﻣﺴﺌﻮﻟﯿﻦ داﻧﺸﮑﺪه اﯾﻦ اﺳﺖ ﮐﻪ داﻧﺸﮕﺎه و ﺑﺮﻧﺎﻣﻪ دﮐﺘﺮا ﻫﺮﭼﻪ ﺳﺮﯾﻊ‬
‫ﺗﺮ ﺑﻪ ﯾﮏ ﺑﺮﻧﺎﻣﻪ ﺑﯿﻦ اﻟﻤﻠﻠﯽ ﺑﺎ اﺳﺘﺎﻧﺪاردﻫﺎي ﺟﻬﺎﻧﯽ ارﺗﻘﺎ ﯾﺎﺑﺪ و ﺑﻪ ﻫﻤﯿﻦ دﻟﯿﻞ ﺑﺮﻧﺎﻣﻪ‬
‫ﭘﻨﺞ ﺑﺮﻧﺎﻣﻪ دﮐﺘﺮا در ﺣﻮزه ﻫﺎي اﻗﺘﺼﺎد‪ ،‬ﻋﻠﻮم ﺳﯿﺎﺳﯽ‪ ،‬ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﯽ‪ ،‬ﻣﻄﺎﻟﻌﻪ ﻧﯿﺮوي‬
‫اﻧﺴﺎﻧﯽ و ﺗﺎرﯾﺨﭽﻪ ﺻﻨﻌﺖ و ﻣﺪﯾﺮﯾﺖ در ﻣﺪرﺳﻪ ﻋﺎﻟﯽ ﻣﺘﻤﺮﮐﺰ ﮔﺮدﯾﺪه و ﺗﻼش ﺷﺪه ﮐﻪ‬
‫در آﻧﺠﺎ ﻣﺤﯿﻂ ﭼﻨﺪﻓﺮﻫﻨﮕﯽ و ﺑﯿﻦ اﻟﻤﻠﻠﯽ ﺣﺎﮐﻢ ﮔﺮدد‪ .‬ﺑﻪ ﻋﻨﻮان ﻣﺜﺎل ﻧﮕﺎرﻧﺪه و ﯾﮏ‬
‫ﻣﺴﻠﻤﺎن دﯾﮕﺮ ﻫﯿﭽﮕﺎه در اﻧﺠﺎم ﻓﺮﯾﻀﻪ ﻧﻤﺎزﻫﺎي روزاﻧﻪ در آﻧﺠﺎ ﺑﺎ ﻣﺎﻧﻌﯽ روﺑﺮو ﻧﺒﻮده و‬
‫ﻣﺤﯿﻂ ﮐﺎﻣﻼ ﻣﺴﺎﻋﺪي را ﺑﺮاي ﭘﺬﯾﺮش ﻋﻘﺎﯾﺪ ﻣﺨﺘﻠﻒ ﺗﺠﺮﺑﻪ ﮐﻨﺪ‪ .‬ﻫﺮ ﺳﺎل ﺗﻼش ﻣﯽ‬
‫ﺷﻮد داﻧﺸﺠﻮﯾﺎن ﺧﺎرﺟﯽ ﺑﯿﺸﺘﺮي در ﻣﺪرﺳﻪ ﻋﺎﻟﯽ ﺟﺬب ﺷﻮﻧﺪ و ﮐﯿﻔﯿﺖ ﺑﺮﻧﺎﻣﻪ ﻫﺎ ارﺗﻘﺎ‬

‫اداﻣﻪ )ﻧﮕﺎﻫﯽ اﺟﻤﺎﻟﯽ ﺑﻪ ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ ﻓﻨﻼﻧﺪ(‬

‫از ﻃﺮف دﯾﮕﺮ‪ ،‬ﺗﻮﺟﻪ و ﺟﻬﺖ ﮔﯿﺮﯾﻬﺎي زﯾﺮ ﺑﻨﺎﯾﯽ و اﺳﺎﺳﯽ ﺑﺮاي ﺗﻮﺳﻌﻪ و ﻧﻬﺎدﯾﻨﻪ ﮐﺮدن ﻓﻨﺎورﯾﻬﺎي اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت در ﻫﻤﻪ ﺑﺨﺶ ﻫﺎي ﺟﺎﻣﻌﻪ ﻓﻨﻼﻧﺪ ﻣﺨﺼﻮﺻﺎ" در آﻣﻮزش‬
‫و ﺗﺤﻘﯿﻘﺎت ﺑﻪ ﭼﺸﻢ ﻣﯿﺨﻮرد‪ .‬زﯾﺮ ﺳﺎﺧﺖ ﻫﺎي ﻓﻦ آوري ﻣﻨﺎﺳﺐ در ﻫﻤﻪ ﺑﺨﺶ ﻫﺎ زﻣﯿﻨﻪ ﺳﺎز ﺿﺮﯾﺐ ﻧﻔﻮذ ﺑﺎﻻي آن در زﻧﺪﮔﯽ ﻣﺮدم اﺳﺖ و ﯾﮏ ﭼﯿﺰ ﺻﺮﻓﺎ" ﻓﺎﻧﺘﺰي و ﺗﺸﺮﯾﻔﺎﺗﯽ‬
‫ﺗﻠﻘﯽ ﻧﻤﯿﺸﻮد و ﻧﻤﻮد آﺷﮑﺎري در ﺗﻤﺎﻣﯽ ﻓﻌﺎﻟﯿﺖ ﻫﺎ اﻋﻢ از ﺗﺠﺎرت و ﺻﻨﻌﺖ ‪ ،‬آﻣﻮزش‪ ،‬ﺣﻤﻞ و ﻧﻘﻞ وﺧﺪﻣﺎت ﻋﻤﻮﻣﯽ دارد ﺑﻪ ﻧﺤﻮي ﮐﻪ ﺗﻤﺎم ﺷﺎﺧﺺ ﻫﺎ و ﻧﺸﺎﻧﮕﺮﻫﺎ ﻧﺸﺎن دﻫﻨﺪه‬
‫ﻣﻮﻗﻌﯿﺖ ﺑﺴﯿﺎر ﺧﻮب ﻓﻨﻼﻧﺪ در ﺑﻪ ﮐﺎر ﮔﯿﺮي ﻓﻦ آوري ﻫﺎي اﻃﻼﻋﺎﺗﯽ و ارﺗﺒﺎﻃﯽ درﺳﻄﺢ اروﭘﺎ و دﻧﯿﺎﺳﺖ ‪ .‬ﻣﯿﺘﻮان ﮔﻔﺖ ﻓﻨﻼﻧﺪ ﺑﺎ داﺷﺘﻦ ﻧﺮخ ﺑﺎ ﺳﻮادي ﺑﺴﯿﺎر ﺑﺎﻻ‪ ،‬ﺳﻮاد اﻃﻼﻋﺎﺗﯽ و‬
‫دﯾﺠﯿﺘﺎﻟﯽ ﻗﺎﺑﻞ ﻗﺒﻮل و ﺑﻬﺮه ﮔﯿﺮي ﻫﻮﺷﻤﻨﺪاﻧﻪ از آن در ﺗﻤﺎﻣﯽ ﻓﻌﺎﻟﯿﺎت ﻫﺎي روزﻣﺮه‪ ،‬ﺗﻘﺮﯾﺒﺎ ﺗﻤﺎﻣﯽ ﻣﺨﺘﺼﺎت ﯾﮏ ﺟﺎﻣﻌﻪ ﻣﺪرن اﻃﻼﻋﺎﺗﯽ‪ ،‬داﻧﺶ ﺑﻨﯿﺎد ‪ ،‬ﺧﻼق و ﻧﻮآوراﻧﻪ را داراﺳﺖ‪.‬‬
‫در اﯾﻨﺠﺎ ﺷﺎﯾﺪ ﺑﯽ ﻣﻨﺎﺳﺒﺖ ﻧﺒﺎﺷﺪ ﺧﺎﻃﺮه ﮐﻮﺗﺎﻫﯽ ﮐﻪ ﺑﯽ ارﺗﺒﺎط ﺑﻪ ﺑﺤﺚ ﻫﻢ ﻧﯿﺴﺖ ﻧﻘﻞ ﮐﻨﻢ‪ .‬در ﺳﺎل اول ﺗﺤﺼﯿﻞ در داﻧﺸﮕﺎه ﻫﻠﺴﯿﻨﮑﯽ در درﺳﯽ ﺑﺎ ﻋﻨﻮان ‪ :‬رﺳﺎﻧﻪ ﻫﺎي ﺟﺪﯾﺪ‪،‬‬
‫ارﺗﺒﺎﻃﺎت و آﻣﻮزش در دﻧﯿﺎي داﻧﺶ ﺑﻨﯿﺎد ﺟﻬﺎﻧﯽ ﮐﻪ ﻣﺪرس آن ﻣﺴﻮل آﻣﻮزش اﻟﮑﺘﺮوﻧﯿﮏ ﯾﻮﻧﺴﮑﻮ ﺑﻮد و ﺗﺤﻘﯿﻘﺎﺗﯽ ﻫﻢ در اﯾﻦ زﻣﯿﻨﻪ داﺷﺖ اﯾﻦ ﻣﻮﺿﻮع را ﻣﻄﺮح ﮐﺮد و از ﻣﻦ‬
‫ﭘﺮﺳﯿﺪ ﭼﺮا در اﯾﺮان ﺑﯿﺶ از ﻫﺮ ﮐﺸﻮر دﯾﮕﺮي در ﺧﺎورﻣﯿﺎﻧﻪ ﮐﺎﻣﭙﯿﻮﺗﺮ وﺟﻮد دارد وﻟﯽ ﺿﺮﯾﺐ ﻧﻔﻮذ اﯾﻨﺘﺮﻧﺖ و ﮐﺎرﺑﺮد ﻫﺎي آن ﺣﺘﯽ از ﺑﺴﯿﺎري از ﮐﺸﻮرﻫﺎي دﯾﮕﺮ در آن ﻣﻨﻄﻘﻪ ﮐﻤﺘﺮ‬
‫اﺳﺖ؟!) آﻣﺎر ﻣﺮﺑﻮط ﺑﻪ ﺳﺎل ‪ ( 2004‬اﯾﻦ دﻗﯿﻘﺎ" اﺷﺎره ﺑﻪ ﻫﻤﺎن ﺗﺸﺮﯾﻔﺎﺗﯽ ﺑﻮدن اﯾﻦ ﺗﮑﻨﻮﻟﻮژﯾﻬﺎ و اﺑﺰارﻫﺎ در ﮐﺸﻮرﻫﺎﯾﯽ ﻧﻈﯿﺮ ﻣﺎ و ﮐﺎرﺑﺮد واﻗﻌﯽ آﻧﻬﺎ در ﮐﺸﻮرﻫﺎي ﭘﯿﺸﺮﻓﺘﻪ اﺳﺖ‪.‬‬
‫در ﭘﺎﯾﺎن‪ ،‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺣﻮزه ﺗﺤﺼﯿﻠﯽ و ﺗﺤﻘﯿﻘﯽ ﻣﻦ ﮐﻪ ﻫﻢ در زﻣﯿﻨﻪ آﻣﻮزش وﻫﻢ ﮐﺎرﺑﺮد ﻓﻨﺎوري ﻫﺎ و ﺗﮑﻨﻮﻟﻮژﯾﻬﺎي ﮔﻮﻧﺎﮔﻮن درﺑﻬﺒﻮد ﮐﯿﻔﯿﺖ ﯾﺎدﮔﯿﺮي وﺑﻬﺮه وري ﻧﻈﺎم آﻣﻮزﺷﯽ‬
‫اﺳﺖ ‪ ،‬ﻣﻄﻠﺐ را ﺑﺎ اﯾﻦ ﻧﺘﯿﺠﻪ ﮔﯿﺮي ﺑﻪ اﺗﻤﺎم ﺑﺮﺳﺎﻧﻢ ﮐﻪ ﻣﯿﺘﻮان ﮐﺸﻮر ﻓﻨﻼﻧﺪ را ﯾﮏ ﻧﻤﻮﻧﻪ ﻣﻮﻓﻖ از ﯾﮏ ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ ﮐﺎرآﻣﺪ ﺑﺎ ﻧﻬﺎدﯾﻨﻪ ﮐﺮدن ﺗﮑﻨﻮﻟﻮژﯾﻬﺎ و ﻓﻨﺎوري ﻫﺎي ﻣﺪرن‬
‫ارزﯾﺎﺑﯽ ﮐﺮد ﮐﻪ ﻣﻨﺘﺞ ﺑﻪ ﻣﻮﻓﻘﯿﺖ ﻫﺎي ﭼﺸﻤﮕﯿﺮي در ﺳﺎﯾﺮ زﻣﯿﻨﻪ ﻫﺎ ﻧﯿﺰ ﺷﺪه اﺳﺖ‪ .‬اﮔﺮ ﭼﻪ ﻫﯿﭻ ﺳﯿﺴﺘﻤﯽ و ﺟﺎﻣﻌﻪ اي را ﻧﻤﯿﺘﻮان اﯾﺪه آل ﻣﻄﻠﻖ و ﮐﺎﻣﻞ ﺗﻠﻘﯽ ﮐﺮد وﻟﯽ آﻧﭽﻪ ﮐﻪ‬
‫ﻣﯿﺘﻮان در ﺟﺎﻣﻌﻪ ﮐﻨﻮﻧﯽ ﻓﻨﻼﻧﺪ ﻣﺸﺎﻫﺪه ﮐﺮد ﯾﮏ ﻧﻈﺎم آﻣﻮزﺷﯽ‪ ،‬اﺟﺘﻤﺎﻋﯽ و اﻗﺘﺼﺎدي ﮐﺎرآﻣﺪ‪ ،‬ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺮﻧﺎﻣﻪ رﯾﺰي و ﺳﺮﻣﺎﯾﻪ ﮔﺬاري ﻫﺪﻓﻤﻨﺪ و اﺳﺘﻔﺎده ﺑﻬﯿﻨﻪ از ﻗﺎﺑﻠﯿﺖ ﻫﺎي‬
‫ﻣﻤﮑﻦ ﮐﻪ ﺑﺎ اﺗﮑﺎ ﺑﻪ ﺗﻮﺳﻌﻪ اﻧﺴﺎﻧﯽ ﺗﻮاﻧﺴﺘﻪ اﺳﺖ ﯾﮏ ﺟﺎﻣﻌﻪ رﻓﺎﻫﯽ و ﺑﺮﺧﻮردار از ﺗﻤﺎﻣﯽ ﻣﻠﺰوﻣﺎت ﯾﮏ زﻧﺪﮔﯽ ﻣﺪرن را ﺑﺴﺎزد ﮐﻪ ﻧﻬﺎﯾﺘﺎ" ﻣﻨﺠﺮ ﺑﻪ ﺷﮑﻞ ﮔﯿﺮي ﯾﮏ ﺟﺎﻣﻌﻪ ﺗﻌﻘﻞ‬
‫ﮔﺮا‪ ،‬اﺧﻼق ﻣﺪار‪ ،‬ﻣﻨﻀﺒﻂ وﻣﺒﺘﻨﯽ ﺑﺮارﺗﺒﺎﻃﺎت اﻧﺴﺎﻧﯽ ﻣﻄﻠﻮب ﺷﺪه اﺳﺖ و اﯾﻦ را ﻣﺮﻫﻮن ﺳﺮﻣﺎﯾﻪ ﮔﺬاري ﺣﺴﺎب ﺷﺪه وﺑﺮﻧﺎﻣﻪ رﯾﺰي دراز ﻣﺪت در آﻣﻮزش و ﺗﺤﻘﯿﻘﺎت اﺳﺖ‪.‬‬
 8 ‫ﺻﻔﺤﮥ‬ ‫ﺷﻤﺎرة ﺷﺶ‬
A naïve European view of Iran…
by Johanna Slot MSc.
PhD student at Tilburg University
As an occasional, Dutch reader of the ‘Newsletter of
Iranian Students in Europe’, I was asked to contribute
to the newsletter and reflect on European scholars’
opinion on Iran and Iranians. As the request came from
a dear friend, I did not hesitate.
I will comment about two major issues that are
dominant in Dutch media and which form Europeans’
opinions, being Iran’s nuclear program and human
rights. I will start with listing some facts I estimate
European scholars know about Iran.
1. What do Europeans know about Iran?
I expect the average European scholar knows Iran is
located in the Middle East, next to Iraq. Furthermore,
he will know that Tehran is Iran’s capital. It is probably
rather difficult to name a second city. Oil is known to be
the most important natural resource. The average
European scholar will know Achmedinejad is Iran’s
president, and the name ‘Khamenei’ will ring a bell. He
will know that, unlike most Western countries, Iran
does not separate church and state. ‘Persia’ and the
language ‘Persian’ will probably also be linked to Iran
correctly. European scholars will know the major
religion is Islam, in which the Qur’an is the holy book
and Muhammad is the holy prophet. Sunni versus shi’a
will be recognized as different ‘flavors’ of Islam, which
differences may cause trouble every now and then.
With respect to the weather and the landscape:
Europeans will think there is a lot of sand and dust and
desert; and that it is very hot all year long (which I know
now, is not completely correct).
‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬
2. The fuzz about Iran’s nuclear program
Overall, the European image of Iran is biased by what
media spend attention to. A major issue in the Dutch
media is Achmedinejad’s nuclear research program.
Here, we hear that Iran has constructed nuclear plants
in the last years, supposedly for generating nuclear
energy. However, it is argued in the Dutch media that
these plants are much more powerful than is required
for generating energy. As United Nations inspectors
are not allowed to inspect these plants, (Western)
European countries are afraid Iran is actually
developing nuclear weapons which Iran could actually
use… which is seriously frightening, of course!
This also impacts Iranian students coming to Europe.
Two months ago, the Dutch media reported on Iranian
students being banned from their studies of Nuclear
Energy. Apparently, the university was afraid that the
newly gained knowledge would be misused back in
Iran… Apart from the fact that science ought to be
shared, I found it rather absurd that this particular
university decided to ban students (not spies, not
criminals, no… students!) only on the basis of fear. The
Dutch justice system corrected the situation: Iranian
students, like any other students, can continue their
studies now…
Politically, I can imagine that Iran does not accept a
position in a world in it is forbidden to research and
produce nuclear weapons – except for the United
States of America. I can see Iran might find it a rather
arrogant position for the USA to demand to be the sole
owner of nuclear weapons, and that Iran simply does
not agree and decides for its own. I think the Western
fear of Iran is caused by the fact that the culture of Iran
is so much different from Western culture, and that
the two cultures barely interact.
3. The Iranian human rights situation
Iran also gets a lot of media attention about human
rights. For example, Iran employs the death penalty,
which is not acceptable for most Europeans. Another
aspect of Iran is the fact that homosexuality is not
accepted and severely punished. In the Netherlands,
 9 ‫ﺻﻔﺤﮥ‬ ‫ﺷﻤﺎرة ﺷﺶ‬
Continue (A naïve European view of Iran…)
we even offer asylum to Iranian homosexuals, as they
supposedly have to fear for their life in their home
country… Those aspects are shocking to us Europeans, as
we live in a very different society.
In Dutch media, we also hear about the inferior position
of women. We hear that women do not have equal rights
as men, and that this is actually arranged in sharia law.
As sharia law is also being implemented in Muslim
communities in Europe, the inferior position of women
from Iran (and other Middle East countries) is also
noticed in our streets. For example, the Islamic
prescription for women to cover their hair and body by
headscarves is not always understood in European
countries and is sometimes be perceived to be
intimidating.
Reflecting on the differences between the cultures, in
Europe, people sometimes forget that our own European
policy and culture stems from our own history and
religious foundations. Similarly, Iranian policy and culture
stems from Iranian history and religion – which differ
from ours. Unfortunately, for some people, these
differences are hard to accept.
The Khaju Bridge or Pol-e-Khajoo in Isfahan, Iran, was built in the 17th century
‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬
4. What do the Europeans miss?
Having met Iranians in real life and by reading the
Newsletter, my personal interest in Iran has grown. I
feel Europeans do not fully realize the importance of
Iran/Persia in history, economy and politics. For
example, chess and polo are sports invented in Persia.
The most beautiful carpets in the world come from
Persia. Two originally Iranian products typically
attributed to the Dutch are windmills and tulips, which
is rather unbelievable to the Dutch. Unfortunately,
Europeans tend to ignore Iran as a potential holiday
destination, despite great natural beauty and culinary
exquisites.
Iran’s image in Europe could be improved and be more
true to reality. The current image of your country
clearly suffers from biased media attention. To my
opinion, Iranian students studying in Europe could
contribute to increased realistic insight into Iran by
telling about their country and culture and interacting
with European students. Hopefully, this way, the
mutual understanding between Iranian and European
people – scholars, to start with – will increase.
 10 ‫ﺻﻔﺤﮥ‬ ‫ﺷﻤﺎرة ﺷﺶ‬ ‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

Iranian New Year Traditions

Nowruz is the traditional Iranian New Year. It is celebrated in many countries, such as Iran, northern Iraq,
Turkey, Azerbaijan, Afghanistan, Albanian, Georgia, and the countries of central Asia such as
Turkmenistan, Tajikistan, Uzbekistan, Kurdistan and Kazakhstan.

Nowruz makes the first day of spring and beginning of the Iranian year. It is celebrated on the day of
astronomical vernal equinox that is the start of spring in the north hemisphere. This usually occurs in the
March 21 or the previous /following day depending when the Nowruz is observed. In Iran is also referred as
an Eid festival. The word Nowruz means new day. Tradition dates Nowruz as far back as 15000 years ago
before the end of the last ice age. The mythical Persian king Jamshid symbolizes the transition of the Indo-
Iranians from animal hunting to animal husbandry and a more settled life in human history. Seasons began
to play a vital part in culture. After sever winter, the beginning of spring was a great occasion with Mother
Nature rising of a green robe and a colorful flowers. Jamshid is said to be the person who introduced
Nowruz celebrations. Prophet Zoroaster was the architecture of pre-Islamic Iranian cosmology, who
instituted many festivals, and rituals. The 7 most important ones are known as six Gahambars the feasts of
obligation, the last and the most elaborate was Nowruz, celebrating Ahuramazda, and the holy fire of the
spring equinox. In Iran the greeting that accompanies festival is eydetoon mobarak Mobarak means
felicitation. In association with the rebirth of the nature extensive spring cleaning is a national tradition
observed by almost every household. Persians start preparing for the Nowruz with the major spring
cleaning of the houses, the purchase of new clothes to wear for the New Year and the purchase of flowers.
In particular tulips are popular and conspicuous.

Haft sin

Typically in the first day of Nowruz family members gather around

the table with the Haft sin on it or sit next to it and they wait the
exact moment of arrival of the spring. That time gifts are
exchanged. Haft sin or the seven 'S's is a major tradition of
Nowruz. The haft sin table includes seven items specific starting
with the letter S or in in Persian alphabet).
The Haft Sin items are:
 Sabzeh – wheat sprouts growing in a dish - symbolizing
rebirth
 Samanu - a sweet pudding made from wheat germ –
symbolizing affluence
 Senjed - the dried fruit of the oleaster tree - symbolizing
love
 Sir - garlic - symbolizing medicine
 Sib - apples - symbolizing beauty and health
 Somaq - sumac berries - symbolizing (the color of) sunrise
 Serkeh - vinegar - symbolizing age and patience
 11 ‫ﺻﻔﺤﮥ‬ ‫ﺷﻤﺎرة ﺷﺶ‬ ‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

Continue (Iranian New Year Traditions)

The New Year’s Day, families dress in the new
clothes and start the 12 days celebrating by visiting
the eldest of family, then the rest of the family,
and finally the friends. Typically the youth will visit
the eldest first and the eldest return that visit later.
The visitors are served with tea or syrup, pastries,
cookies, fresh and dried fruits and special nuts. On
the 13th day, families leave their homes and picnic
outdoors.
Some Nowruz celebrants believe that whatever a
person does on Nowruz will affect the rest of the
year. So, if a person is warm and kind to their
relatives, friends and neighbours on Nowruz, then
the new year will be a good one. On the other
hand, if there are fights and disagreements, the
year will be a bad one.
The night before the last Wednesday of the year is
celebrated by the Iranian people as Charshanbeh
soori. The Iranian festival of fire. This festival is the
celebration of light wining over darkness. The
symbolism behind these are all rooted back to
zoroastrianisms. The tradition includes people
going to the streets and alleys to make fires and
jumping over them while singing the traditional
song zardie man az to, sorkhie to az man , which
means my yellowness to you, your redness to me.
It means, my paleness to you and your strength
for me. Serving different kinds of pastries and nuts
known as Ajil moshkel gosha or the problem
solving nuts is the Charshanbe soori of giving
thanks for previous year’s health and
happiness,while exchanging any remaining
paleness of evil for the warmth and vibrancy of
the fire.

Foods

 Sabzi Polo Mahi: which is rice with green herbs served with
fish.
 Reshteh Polo: rice cooked with noodles which is said to
symbolically help one succeed in life.
 Dolme Barg : includes some vegetables, meat and cotyledon
which have been cooked and embedded in vine leaf and
cooked again. It is considered useful in reaching to wishes.
 Kookoo sabzi : Herbs and vegetable souffle, a light and fluffy
omelet style made from parsley, dill, coriander, spinach, spring
onion ends, and chives, mixed with eggs and walnut.
 ‫ﺻﻔﺤﮥ ‪12‬‬ ‫ﺷﻤﺎرة ﺷﺶ‬ ‫ﺧﺒﺮﻧﺎﻣﮥ داﻧﺸﺠﻮﯾﺎن و داﻧﺶ آﻣﻮﺧﺘﮕﺎن اﯾﺮاﻧﯽ داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬

‫دﻋﻮت ﺑﻪ ﻣﺸﺎرﮐﺖ در ﺗﻬﯿﻪ ﻣﻄﺎﻟﺐ ﺧﺒﺮﻧﺎﻣﻪ‬

‫در ﺻﻮرت ﻋﻼﻗﻤﻨﺪي ﺑﻪ ﻫﺮ‬
‫ﮔﻮﻧﻪ ﻫﻤﮑﺎري ﺑﺎ آدرس زﯾﺮ ﺑﺎﻣﺎ‬ ‫ﺧﺒﺮﻧﺎﻣﻪ اي ﮐﻪ ﻣﻼﺣﻈﻪ ﻣﯽ ﻓﺮﻣﺎﯾﯿﺪ ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﯿﻢ )از ﻃﺮﯾﻖ ﭘﺴﺖ اﻟﮑﺘﺮوﻧﯿﮏ ﺧﺒﺮﻧﺎﻣﻪ( ﺑﺮاي ﺣﺪود دوﯾﺴﺖ و ﺑﯿﺴﺖ‬
‫ﺗﻤﺎس ﺑﮕﯿﺮﯾﺪ‪.‬‬ ‫ﻧﻔﺮ از دوﺳﺘﺎن داﻧﺸﺠﻮ و اﺳﺎﺗﯿﺪ اﯾﺮاﻧﯽ و ﻏﯿﺮاﯾﺮاﻧﯽ در داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ ارﺳﺎل ﻣﯽ ﺷﻮد‪ .‬ﺑﻌﻼوه ﺑﻪ ﺻﻮرت ﻏﯿﺮ ﻣﺴﺘﻘﯿﻢ‬
‫ﻧﯿﺰ از ﻃﺮﯾﻖ اﻧﺠﻤﻦ ﻫﺎي ﻋﻠﻤﯽ ﯾﺎ ﮔﺮوه ﻫﺎي داﻧﺸﮕﺎﻫﯽ ﺑﺮاي ﺗﻌﺪاد ﺑﺴﯿﺎري از ﺳﺎﯾﺮ دوﺳﺘﺎن داﻧﺸﺠﻮ در ﺧﺎرج و داﺧﻞ از‬
‫‪Please let us know of‬‬ ‫ﮐﺸﻮر ارﺳﺎل ﻣﯽ ﺷﻮد‪.‬‬
‫‪the interesting topics to‬‬
‫‪be included in the‬‬
‫‪newsletter.‬‬ ‫دوﺳﺘﺎﻧﯽ ﮐﻪ ﻋﻼﻗﻤﻨﺪ ﻫﺴﺘﻨﺪ ﺗﺎ در ﺗﻬﯿﮥ ﺑﺨﺶ ﻫﺎي ﺧﺒﺮﻧﺎﻣﻪ ﻫﻤﮑﺎري داﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻣﯽ ﺗﻮاﻧﻨﺪ ﺑﺎ ﭘﺴﺖ اﻟﮑﺘﺮوﻧﯿﮏ ﺧﺒﺮﻧﺎﻣﻪ‬
‫ﺑﺎ ﻣﺎ ﺗﻤﺎس داﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﻣﻄﺎﻟﺐ ﺑﺮ اﺳﺎس زﻣﺎن درﯾﺎﻓﺖ‪ ،‬ﺑﺮاي اﻧﺘﺸﺎر در ﺷﻤﺎره ﻫﺎي ﺑﻌﺪي اوﻟﻮﯾﺖ ﺑﻨﺪي ﺧﻮاﻫﻨﺪ ﺷﺪ‪.‬‬
‫‪Please contact us with‬‬ ‫ﺷﻤﺎ ﻣﯽ ﺗﻮاﻧﯿﺪ در زﻣﯿﻨﻪ ﻫﺎي ﻣﺨﺘﻠﻒ زﯾﺮ در ﺗﻬﯿﮥ ﺧﺒﺮﻧﺎﻣﻪ ﺑﺎ ﻣﺎ ﻫﻤﮑﺎري داﺷﺘﻪ ﺑﺎﺷﯿﺪ‪.‬‬
‫‪following email:‬‬

‫‪E-mail:‬‬
‫‪IranSEu@Yahoo.com‬‬
‫ﻣﻌﺮﻓﯽ ﺷﻬﺮ‬
‫ﺗﺎرﯾﺨﭽﻪ و ﻣﺸﺨﺼﺎت ﮐﻠﯽ‪/‬ﻧﻘﺎط ﻣﺜﺒﺖ و ﺟﺬاﺑﯿﺖ ﻫﺎ‪/‬ﻣﺸﮑﻼت و ﻧﻘﺎط ﻣﻨﻔﯽ‪/‬ﻋﮑﺲ ﻣﻨﺘﺨﺐ‬
‫ﺗﺤﺼﯿﻞ و زﻧﺪﮔﯽ‬
‫ﺑﺮاي درﯾﺎﻓﺖ ﺷﻤﺎره ﻫﺎي ﻗﺒﻠﯽ‬ ‫ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﺗﺤﻘﯿﻘﺎﺗﯽ‪/‬دﯾﺪﮔﺎه اﯾﺸﺎن ﺑﻪ اﯾﺮان و ﻓﺮﺻﺖ ﻫﺎي ﻫﻤﮑﺎري ﺑﺎ اﯾﺮان و دﻏﺪﻏﻪ ﻫﺎي‬ ‫ﻣﻌﺮﻓﯽ اﺳﺘﺎد‬
‫ﻣﯽ ﺗﻮاﻧﯿﺪ اﯾﻤﯿﻞ ﺑﺰﻧﯿﺪ ﯾﺎ از‬ ‫ﻣﺮﺑﻮﻃﻪ‪ /‬ﻣﯿﺰان آﺷﻨﺎﯾﯽ ﺑﺎ اﯾﺮان و ﺗﺠﺮﺑﮥ ﮐﺎر ﺑﺎ داﻧﺸﺠﻮﯾﺎن اﯾﺮاﻧﯽ )ﻧﻘﺎط ﻗﻮت و ﺻﻌﻒ اﯾﺸﺎن(‬ ‫راﻫﻨﻤﺎ‬
‫ﺻﻔﺤﻪ ﻓﯿﺲ ﺑﻮك اﺳﺘﻔﺎده ﮐﻨﯿﺪ‪.‬‬ ‫ﺗﺤﻠﯿﻞ ﻣﻮﺿﻮﻋﺎت اﺟﺘﻤﺎﻋﯽ ﯾﺎ ﻓﺮﻫﻨﮕﯽ ) راﻫﮑﺎرﻫﺎي رﺷﺪ ﻋﻠﻤﯽ ﮐﺸﻮر ﺑﺎ ﺗﻤﺮﮐﺰ ﺑﺮ رﺷﺘﮥ ﻋﻠﻤﯽ‬
‫ﺧﻮﯾﺶ‪ ،‬ﭼﺎﻟﺶ ﻫﺎ و راﻫﮑﺎرﻫﺎي رﺷﺪ ﻣﺮاﮐﺰ ﻋﻠﻤﯽ ﮐﺸﻮر‪ (... /‬ﺑﺎ ﺗﮑﯿﻪ ﺑﺮ ﭘﯿﺸﻨﻬﺎد راﻫﮑﺎرﻫﺎﯾﯽ ﮐﻪ‬ ‫ﺑﯿﺎن دﯾﺪﮔﺎه‬
‫‪In Face book:‬‬
‫داﻧﺸﺠﻮﯾﺎن ﺧﺎرج از ﮐﺸﻮر ﻣﯽ ﺗﻮاﻧﻨﺪ در ﭘﯿﺎده ﺳﺎزي آﻧﻬﺎ ﻣﺸﺎرﮐﺖ داﺷﺘﻪ ﺑﺎﺷﻨﺪ ‪.‬‬
‫‪http://www.facebook.co‬‬ ‫ﻣﻌﺮﻓﯽ ﺷﻬﺮ ﺧﻮد‬
‫‪m/home.php?#/group.p‬‬ ‫ﺗﺎرﯾﺨﭽﻪ و ﻣﺸﺨﺼﺎت ﮐﻠﯽ‪/‬ﻧﻘﺎط ﻣﺜﺒﺖ و ﺟﺬاﺑﯿﺖ ﻫﺎ‪/‬ﻣﺸﮑﻼت و ﻧﻘﺎط ﻣﻨﻔﯽ‪/‬ﻋﮑﺲ ﻣﻨﺘﺨﺐ‬
‫در اﯾﺮان‬
‫‪hp?gid=116596467935‬‬
‫‪&ref=mf‬‬ ‫ﻓﻌﺎﻟﯿﺘﻬﺎي ﺗﺤﻘﯿﻘﺎﺗﯽ‪ ،‬ﻣﻮﻓﻘﯿﺖ ﻫﺎ‪ ،‬ﭼﺎﻟﺶ ﻫﺎي ﺗﺤﺼﯿﻞ و زﻧﺪﮔﯽ در داﻧﺸﮕﺎه ﻫﺎي اروﭘﺎ‬ ‫ﻣﻌﺮﻓﯽ داﻧﺸﺠﻮ‬
‫اﯾﺪه ﻫﺎي ﺟﺎﻟﺐ ﺑﺮاي اﺟﺮا ﯾﺎ ﺗﺠﺮﺑﯿﺎت اﯾﺪه ﻫﺎي اﺟﺮا ﺷﺪه )ﺷﺮح ﮐﻮﺗﺎه اﯾﺪه ﯾﺎ ﺗﺠﺮﺑﻪ‪/‬دﻻﺋﻞ‬
‫ﻣﻮﻓﻘﯿﺖ ﯾﺎ ﺷﮑﺴﺖ ﺑﺮﻧﺎﻣﻪ ﻫﺎ( ﺑﺎ اوﻟﻮﯾﺖ اﯾﺪه ﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﺤﯿﻂ داﻧﺸﮕﺎه ﻫﺎي ﺧﺎرج از ﮐﺸﻮر‬ ‫ﺑﯿﺎن اﯾﺪه ﺟﺎﻟﺐ‬
‫ﻫﯿﺄت ﺗﺤﺮﯾﺮﯾﻪ‪:‬‬
‫ﺑﺮﻧﺎﻣﻪ ﻫﺎي آﯾﻨﺪه ﯾﺎ ﺑﺮﮔﺰار ﺷﺪه در اﯾﺮان ﯾﺎ ﺧﺎرج )ﺳﻤﯿﻨﺎر‪ ،‬ﮐﻨﻔﺮاﻧﺲ(‪ /‬ﺑﺮﮔﺰاري ﺟﻠﺴﺎت دﻓﺎع از‬
‫ﺳﻤﯿﻪ آرﯾﻦ‪،‬‬ ‫اﺧﺒﺎر‬
‫ﭘﺎﯾﺎن ﻧﺎﻣﻪ‪ /‬ﻣﻮﻓﻘﯿﺖ ﻫﺎي دوﺳﺘﺎن در ﭼﺎپ ﻣﻘﺎﻟﻪ‪.. ،‬‬
‫زﻫﺮا ﺳﯿﺪ ﻣﻌﻠﻤﯽ‪،‬‬
‫از ﺗﺼﺎوﯾﺮ ﺑﺮﻧﺎﻣﻪ ﻫﺎ‪ ،‬ﻃﺒﯿﻌﺖ‪ ،‬ﻓﺮزﻧﺪ و …‬ ‫ﻋﮑﺲ ﻣﻨﺘﺨﺐ‬
‫ﻣﺤﻤﺪ ﻣﺸﺘﺮي و‬
‫ﻫﺎﻧﯿﻪ ﻣﻮﺳﻮي‬ ‫دو ﻧﮑﺘﮥ ﺧﻮاﻧﺪﻧﯽ!‬

‫ﻫﻤﮑﺎران ﻣﻬﻤﺎن اﯾﻦ ﺷﻤﺎره‪:‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻮاﻓﻖ دوﺳﺘﺎن ﻣﺒﻨﯽ ﺑﺮ ﻣﺨﺎﻃﺐ ﻗﺮار دادن ﻫﻤﮥ دوﺳﺘﺎن داﻧﺸﺠﻮ و ﻫﻤﭽﻨﯿﻦ دوﺳﺘﺎن ﻏﯿﺮ اﯾﺮاﻧﯽ‪ ،‬ﻣﻄﺎﻟﺐ ﺗﻬﯿﻪ ﺷﺪه در‬
‫ﺧﺒﺮﻧﺎﻣﻪ ﻋﻠﻤﯽ و ﻓﺮﻫﻨﮕﯽ ﺧﻮاﻫﺪ ﺑﻮد و از اﻧﺘﺸﺎر ﻣﻄﺎﻟﺐ ﺳﯿﺎﺳﯽ ﺧﻮدداري ﺧﻮاﻫﺪ ﺷﺪ‪ .‬از وﯾﮋﮔﯽ ﻫﺎي ﺧﺒﺮﻧﺎﻣﻪ اﯾﻦ اﺳﺖ ﮐﻪ ﺣﺎوي‬
‫‪Johanna Slot‬‬ ‫ﻣﻄﺎﻟﺐ ﺟﺬاب و ارزﺷﻤﻨﺪ ﺑﺎﺷﺪ و ﺑﻪ ﺻﻮرت دو ﻣﺎﻫﺎﻧﻪ ﺗﻬﯿﻪ ﻣﯽ ﺷﻮد‪.‬‬
‫ﺳﻤﯿﻪ داﻧﺎﻓﺮ‪،‬‬
‫ﻋﻠﯽ ﺳﺮزﻋﯿﻢ‪،‬‬ ‫از آﻧﺠﺎ ﮐﻪ ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﻨﯿﻢ ﺑﺨﺶ ﻫﺎﯾﯽ از ﻣﻄﺎﻟﺐ ﺧﺒﺮﻧﺎﻣﻪ ﺑﺮاي ﺧﻮاﻧﻨﺪﮔﺎن ﻏﯿﺮ اﯾﺮاﻧﯽ ﻣﺎﻧﻨﺪ اﺳﺎﺗﯿﺪ راﻫﻨﻤﺎ ﯾﺎ ﺳﺎﯾﺮ دوﺳﺘﺎﻧﺸﺎن‬
‫ﻣﺤﺴﻦ ﺳﻌﺎدﺗﻤﻨﺪ و‬ ‫ﺟﺬاب ﺑﺎﺷﺪ ﺧﻮاﻫﺸﻤﻨﺪ اﺳﺖ ﺗﻐﯿﯿﺮاﺗﯽ ﮐﻪ ﻻزم اﺳﺖ ﺗﺎ در ﺧﺒﺮﻧﺎﻣﻪ داده ﺷﻮد ﺗﺎ ﻣﻮردﭘﺴﻨﺪ اﯾﺸﺎن ﻗﺮار ﮔﯿﺮد را ﺑﻪ ﻣﺎ ﻣﻨﺘﻘﻞ ﻧﻤﺎﯾﯿﺪ‪.‬‬
‫ﻣﺤﻤﺪ ﻣﯿﺮي‬