‫‪2‬‬

‫ﻣﻴﺘﻮ‪  i‬ﻟﻮﮔﻮ‪i‬‬ ‫‪1‬‬

‫ﻫﺎﻧﺲ ﮔﺌﻮگ ﮔﺎ( ﻣﺮ‬

‫ﺗﺮﺟﻤﻪ‪ :‬ﻓﺮﻳﺪ> ﻓﺮﻧﻮ(ﻓﺮ‬

‫ﺷﺎ‬
‫ﻣﻘﺎﻟﺔ ﺣﺎﺿﺮ ﺗﺮﺟﻤﺔ ﻣﻘﺎﻟﻪ‪  p‬ﻫﺎﻧﺲ ﮔﺌﻮگ ﮔﺎﻣﺮ ﺗﺤﺖ ﻋﻨﻮ‪› U‬ﻣﻴﺘﻮ]  ﻟﻮﮔﻮ]‹ ﺳﺖ ﻛﻪ‬
‫ﺑﻪ ﺳﺎ? ‪  1993‬ﻣﺠﻤﻮﻋﻪ ‪M‬ﺛﺎ‪ 8 † ،‬ﺑﻪ ﭼﺎپ ﺳﻴﺪ‪  .‬ﺟﻨﺎ ‪M‬ﻗﺎ‪ p‬ﻛﺘﺮ ﺳﻴﺪ ﻣﺤﻤﺪﺿﺎ ﺣﺴﻴﻨﻲ‬
‫ﺑﻬﺸﺘﻲ ﺑﻪﺧﺎﻃﺮ ﻫﻨﻤﺎﻳﻰﻫﺎ; ﺻﻤﻴﻤﺎﻧﻪﺷﺎ‪  U‬ﺗﺮﺟﻤﻪ  ﻓﻬﻢ ﻣﺘﻦ  ﻧﻴﺰ  ﺟﻨﺎ ‪M‬ﻗﺎ; ﺣﻤﺎ‪U‬‬
‫ﻓﺸﺎ; ﺑﻪ ﺧﺎﻃﺮ ﻳﺮﻳﺶ ﻗﻴﻖ  ﺻﻼﺣﺎ ﺑﺴﻴﺎ ﺷﻤﻨﺪﺷﺎ‪ U‬ﻛﻤﺎ? ﺳﭙﺎﺳﮕﺰ‪.\  p‬‬
‫ﻣﺘﺮﺟﻢ‬

‫‪ (1‬ﻣﺴﺌﻠﺔ ﺳﻄﻮ )ﻣﻴﺘﻮ](  ﺿﻌﻴﺖ ﻧﺪﻳﺸﺔ ﺷﻨﮕﺮ‪p‬‬

‫*‪' p‬ﺑﺎ! ﻋﺎﻟ ِﻤﺎ! ﺳﺮﺑﺮ‪  *
E‬ﻧﺰ*ﻳﻚ‬
‫ژﻫﺎ ﺣﻜﺎﻳﺘﮕﺮ ﺗﺎ
ﻳﺦ ﻣﺎ ﻫﺴﺘﻨﺪ‪ .‬ﻳﻦ ﻣﺴﺌﻠﻪ ﻛﻪ ژ‪› H‬ﺳﻄﻮ
‹ )ﻣﻴﺘﻮ‪ِ ' (t‬‬
‫ﺑﻪ * ﺳﺪ ﺳﺖ ﻛﻪ ﻃﻨﻴﻦ ﺧﺎ‪ x‬ﺧﻮ* –  ﻋﻤﺪﺗ ًﺎ ﻃﻨﻴﻨﻰ ﻣﺜﺒﺖ ‪ ،*
* -‬ﻗﻌﻴﺘﻰ ﺳﺖ ﻛﻪ ' ﻫﺮ ﻧﻈﺮ ﺳﺰ
ﺗﺄﻣﻞ‬
‫ﺳﺖ‪
* .‬ﻋﺼﺮ ﻋﻠﻢ ﻛﻪ *
‪' !E‬ﻧﺪﮔﻲ ﻣﻲﻛﻨﻴﻢ‪ ،‬ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪  (t‬ﻣﺮ ﺳﻄﻮ
 ﺣﻖ ﺗﻮﻃﻦ ﻗﻌﻲ ﻧﺪ
ﻧﺪ  ﺑﺎ ﻳﻦ‬
‫ﺣﺎ‪
* p‬ﻫﻤﻴﻦ ﻋﺼ ِﺮ ﻋﻠﻢ ﺳﺖ ﻛﻪ ژ‪ H‬ﻳﻮﻧﺎﻧﻲ ﻣﻴﺘﻮ‪ t‬ﺑﻪﻋﻨﻮ! ﺗﻌﺒﻴﺮ ﺑﺮﮔﺰﻳﺪ ﺑﺮ ]ﺷﺎ
 ﺑﻪ[ ‪ !E‬ﺳﻮ ﻗﻠﻤﺮ‬
‫*ﻧﺶ  ﻋﻠﻢ‪ *
 ،‬ﻋﺮﺻﺔ 'ﺑﺎ!  'ﺑﺎﻧﻬﺎ ﻣﻲ ﺷﻮ*‪.‬‬
‫ﻼ *
ﺑﻄﻦ ژ‪› H‬ﻣﻴﺘﻮ‪ ‹t‬ﻗﺮ
*
*؛ ﺑﺎ ﻳﻦ ﺣﺎ‪ p‬ﻛﻤﺘﺮ ﻣﻰﺗﻮ!
ﺑﻄﻪ‬ ‫ﺑﻪ ﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻧﺴﺒﺖ ﺳﻄﻮ
  ﻋﻠﻢ ﻋﻤ ً‬
‫‪3‬‬
‫
 ﺗﺼﻮ
ﻛﺮ* ﻛﻪ ﻳﻦ ﭼﻨﻴﻦ ﭘﺮﺗﻨﺶ ﺑﺎﺷﺪ‪  ،‬ﺗﺎ
ﻳﺨﻲ ﺗﺎ ﻳﻦ ﻧﺪ' ﻣﻬﻢ ﺑﺮ ﺣﻜﺎﻳﺖ ﻛﺮ*! *ﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻳﻨﻜﻪ ›ﻋﻠﻢ‹‬
‫ﺟﻬﺎ! ﻣﺮ' ﻣﺒﺪ‪ p‬ﺷﺪ‪ ،‬ﻣﺘﻀﻤﻦ ‪ !E‬ﺳﺖ‬ ‫ِ‬ ‫ﻟﻮﻳﻲ ﺳﺖ ﻛﻪ ﺗﺤﺖ ‪ ،!E‬ﻣﻐﺮ 'ﻣﻴﻦ ﻳﻮﻧﺎﻧﻲ‪ -‬ﻣﺴﻴﺤﻲ ﺑﻪ ﺗﻤﺪ! ﻣﺴﻠﻂ‬
‫ﭘﺲ ﻣﺮﺟﻌﻴﺖ ‬ ‫ﻃﻲ ﻳﻦ ﺗﺎ
ﻳﺦ‪› ،‬ﻋﻠﻢ‹ ﺷﻮ*‪ .‬ﺗﻤﺎﻣﻰ *ﻋﺎ` ﺣﻘﻴﻘﺖ *
ِ‬ ‫ﻛﻪ ﺧﻮ ِ* ›ﻋﻠﻢ‹ ﺗﺎ
ﻳﺨﻰ
 ﻃﻲ ﻛﺮ* ﺑﺎﺷﺪ  ﺑﺎ ّ‬
‫ﻧﺎﻣﻰ ﻋﻠﻢ ﭘﻨﺎ ﻣﻲﮔﻴﺮ*‪ .‬ﺑﻨﺎﺑﺮﻳﻦ‪ ،‬ﻧﺴﺒﺖ ﺳﻄﻮ
  ﻋﻠﻢ ﻧﻴﺰ ' ﻫﻤﺎ! ﺳﺮ‪E‬ﻏﺎ'ﻫﺎ ﻳﻮﻧﺎﻧﻲ ﻓﺮﻫﻨﮓ ﻋﻠﻤﻲﻣﺎ!‪ ،‬ﺟﺪ‬ ‫ﺑﻰ ِ‬
‫ﺗﺎ
ﻳﺨﻲ ﺳﺖ ﻛﻪ ﺳﺨﻨﺎ! ﺑﺴﻴﺎ
 ﺑﺮ ﮔﻔﺘﻦ *
*  *
*‪ p‬ﺧﻮ* ﭼﻴﺰﻫﺎ 'ﻳﺎ*
 ﭘﻨﻬﺎ! ﻛﺮ* ﺳﺖ‪.‬‬
‫ﮔﺮ ﺑﻪ ﭘﻴﺪﻳﺶ ﺗﻤﺪ! ﻣﻐﺮ 'ﻣﻴﻦ ﺑﻨﮕﺮﻳﻢ‪ ،‬ﭼﻨﻴﻦ ﺑﻪ ﻧﻈﺮ ﻣﻲ
ﺳﺪ ﻛﻪ ﺳﻪ ﻣﻮ‪
y‬ﺷﻨﮕﺮ ﺑﺮ ﻳﻦ ﺗﺎ
ﻳﺦ ﮔﺬ
‬
‫ﻛﺮ* ﺳﺖ‪] :‬ﻧﺨﺴﺖ‪ [،‬ﻣﻮ‪
y‬ﺷﻨﮕﺮ ﻛﻪ *
ﻧﺪﻳﺸﺔ ﺳﻮﻓﺴﻄﺎﻳﻲ ﻓﺮﻃﻲ ﺧﺮ ﺳﺪ‪ H‬ﭘﻨﺠﻢ ﭘﻴﺶ ' ﻣﻴﻼ* *
‪E‬ﺗﻦ ﺑﻪ‬
‫ﮔﺮﻳﻰ ﻧﻘﻼ ﻓﺮﻧﺴﻪ ﺑﻪ ﻣﻨﺘﻬﺎ *
ﺟﺔ ﺧﻮ*‬ ‫ِ‬ ‫‪ y‬ﺧﻮ*
ﺳﻴﺪ؛ ]*_‪ [،‬ﻣﻮ‪
y‬ﺷﻨﮕﺮ ﺳﺪ‪ H‬ﻫﺠﺪﻫﻢ ﻛﻪ *
ﻋﺼﺮ ﻋﻘﻞ‬
‫›*ﻳﻦ‬
‫*ﺳﺖ ﻳﺎﻓﺖ  ]ﺳﻮ_‪ [،‬ﻣﻮ‪
y‬ﺷﻨﮕﺮ ـ ﭼﻪ ﺑﺴﺎ ﺑﺘﻮ! ‪ 
!E‬ﺟﻨﺒﺶ
ﺷﻨﮕﺮ ﺳﺪ‪] H‬ﺧﻮ*[ ﻣﺎ! ﺑﻨﺎﻣﻴﻢ ـ ﻛﻪ ﺑﺎ ِ‬
‫ﻟﺤﺎ*‹‪  4‬ﺳﺘﻘﺮ
ﻧﻬﺎ*ﻳﻦ ‪
* !E‬ﻧﻈﺎ_ﻫﺎ ﻣﺪ
! ﻟﺤﺎ*ﻧﺔ ﺣﻜﻮﻣﺖ‪ ،‬ﻋﺠﺎﻟﺘ ًﺎ ﺑﻪ ‪ y‬ﺧﻮ*
ﺳﻴﺪ ﺳﺖ‪ .‬ﻣﺴﺌﻠﺔ ﺳﻄﻮ
‬
‫ﺑﺎ ﻫﺮ ﺳﻪ ﻣﺮﺣﻠﺔ ﻧﺪﻳﺸﺔ
ﺷﻨﮕﺮ ﭘﻴﻮﻧﺪ` ﺗﻨﮕﺎﺗﻨﮓ *
*‪ .‬ﺷﺎﻳﺪ ﻣﺠﺒﻮ
ﺷﻮﻳﻢ ﻳﻦ
 ﺑﻪ ﻋﻨﻮ! ﭼﺎﻟﺸﻲ ﺧﺎ‪ x‬ﺑﻨﮕﺮﻳﻢ‬
‫ﻛﻪ ‪E‬ﺧﺮﻳﻦ  ﺳﻬﻤﮕﻴﻦﺗﺮﻳﻦ ﻣﻮ‪
y‬ﺷﻨﮕﺮ` ﺑﻪ َﺷﻜﺎ‪  p‬ﺧﻂﻣﺸﻲﻫﺎﻳﻲ ' ﺷﻜﻞﮔﻴﺮ` ﺑﺎ
ﻫﺎ ‪*E‬ﻣﻲ ﻣﻨﺘﻬﻲ ﺷﺪ‬
‫ﻼ ﺑﻪﻧﺎﺣﻖ‬ ‫ﺳﺖ ﻛﻪ ﺑﻪ ﻧﺤﻮ ﺗﺼﻨﻌﻲ‪ ،‬ﻳﻌﻨﻲ *
ﺟﻬﺖ ﻏﺎﻳﺎ‪ #‬ﺣﻜﻮﻣﺖ  ﺣﺎﻛﻤﻴﺖ ﻋﻤﻞ ﻣﻰ ﻛﻨﻨﺪ  ﺑﺮ ‪!E‬ﻫﺎ ﻋﻤ ً‬
‫ﺷﺄ! ﺳﻄﻮ

 ﻛﻪ ﻋﺘﺒﺎ
‪ i‬ﻧﻴﺎ'ﻣﻨﺪ ﺗﻮﺟﻴﻪ *ﻳﮕﺮ ﻧﻴﺴﺖ‪ ،‬ﻗﺎﺋﻞ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ *ﻟﻴﻞ ﻳﻦ ﭘﺮﺳﺶ ﻛﻪ‬ ‫ﻫﻤﺎ! ِ‬
‫ﺳ ّﻨﺖ ﺳﻄﻮ
 *ﻋﺎ ﺣﻘﺎﻧﻴﺘﺶ
 ﺑﺮ ﭼﻪ ﭼﻴﺰ ﻣﻲﺗﻮﻧﺪ ﺑﻨﺎ ﻧﻬﺪ‪ ،‬ﻫﻤﻴﺖ ﺑﻴﺸﺘﺮ ﻣﻲﻳﺎﺑﺪ‪E .‬ﻳﺎ ﭼﻴﺰ ﻫﻤﭽﻮ! ﺳﻄﻮ
‪H‬‬
‫ﻏﻴﺮﺻﻴﻞ *
ﻳﻢ‪
* ،‬ﻳﻦ ﺻﻮ
‪ #‬ﺳﻄﻮ
‪ H‬ﺻﻴﻞ ﭼﻴﺴﺖ؟  ›ﺳﻄﻮ
‹ ﺑﻪ ﭼﻪ ﻣﻌﻨﺎﺳﺖ؟‬

‫ﻛﺘﺎ ﻣﺎ ﻓﻠﺴﻔﻪ‪ ،‬ﺷﻤﺎ
‪ ،12‬ﺷﻬﺮﻳﻮ
‪1387‬‬ ‫‪100‬‬

 ‫ﮔﻴﺮ‪ p‬ﻣﻔﻬﻮﻣﻲ ›ﺳﻄﻮ‹ )ﻣﻴﺘﻮ](  ﻧﺪﻳﺸﺔ ﻳﻮﻧﺎ‪U‬‬ ‫ِ‬ ‫‪ (2‬ﺷﻜﻞ‬
‫ژ‪› H‬ﻣﻴﺘﻮ‪ ،‹t‬ژ ﻳﻮﻧﺎﻧﻲ ﺳﺖ‪ .‬ﻳﻦ ژ‪ ،‬ﻧﺨﺴﺖ *
'ﺑﺎ! ﻫﻮﻣﺮ ﺑﻪ ﻛﺎ

ﻓﺖ  ﻣﻌﻨﺎﻳﻲ ﺟﺰ ›ﺳﺨﻦ‹‪ِ › ،‬ﻋﻼ_‹‪،‬‬
‫›ﺧﺒﺮ
ﺳﺎﻧﻲ‹  ›‪ !*
E‬ﺧﺒﺮ‹ ﻧﺪﺷﺖ‪ .‬ﻛﺎ
ﺑﺮ* ‪'
* !E‬ﺑﺎ! ﻫﻴﭻ *ﻻﻟﺖ ﻧﻤﻰ ﻛﻨﺪ ﺑﺮ ﻳﻨﻜﻪ ﭼﻨﻴﻦ ﺳﺨﻨﻰ ﻛﻪ ›ﻣﻴﺘﻮ‪ ‹t‬ﻧﺎﻣﻴﺪ‬
‫ﻣﻲﺷﻮ*‪ ،‬ﺑﺨﺼﻮ‪ x‬ﻧﺎﻣﻮﺛﻖ‪ ƒ
* ،‬ﻣﺤﺾ ﻳﺎ ﺑﺎﻓﺘﺔ “ﻫﻨﻰ ﺑﺎﺷﺪ‪ ،‬ﻫﻤﭽﻨﺎ! ﻛﻪ ﺑﺎ ﻣﺮ ﻟﻮﻫﻰ ﻧﻴﺰ ﺳﺮ  ﻛﺎ
` ﻧﺪ
*‪E .‬ﻧﺠﺎ ﻛﻪ‬
‫›ﺗﺌﻮﮔﻮﻧﻲ‹‪ 5‬ﻫﺴﻴﻮ*‪ 6،t‬ﺷﺎﻋﺮ‬
‫ِ‬ ‫ﻣﻴﺘﻮ‪ – t‬ﺑﻪ ﻣﻌﻨﺎ` ﺑﻌﺪ` ﻳﻦ ژ‪ -‬ﺑﻪ ﻣﻮﺿﻮﻋﻰ ﺻﻄﻼﺣﻰ ﻣﺒﺪ‪ p‬ﻣﻰ ﺷﻮ*‪ ،‬ﻳﻌﻨﻲ *
‬
‫' ﺟﺎﻧﺐ ﻣﻮﺳﺎﻫﺎ‪ 7‬ﺑﻪ
ﺳﺎﻟﺘﺶ ﻓﺮﺧﻮﻧﺪ ﻣﻲﺷﻮ*  ﺧﻮ ِ* ﻳﻦ ﻟﻬﮕﺎ! ' * ﺟﻪ ﺑﻮ*! ﻫﺒﻪﺷﺎ! ‪E‬ﮔﺎﻫﻨﺪ‪" :‬ﻣﺎ ﻫﻢ ﻣﻲﺗﻮﻧﻴﻢ‬
‫*
ƒ 
ﺳﺖ
 ﺑﻪ ﻫﻢ ﺑﺒﺎﻓﻴﻢ‪ ،‬ﻟﻜﻦ ﻫﺮﮔﺎ ﻛﻪ 
* ﻛﻨﻴﻢ‪ ،‬ﻣﻲﺗﻮﻧﻴﻢ ﺣﻘﻴﻘﺖ ﺑﻰﻛﺎﺳﺖ
 ﺑﮕﻮﻳﻴﻢ" )ﺗﺌﻮﮔﻮﻧﻲ‪ ،‬ﺑﻴﺎ‪#‬‬
‫‪ .(27-28‬ﻣﺎ *
ﻳﻦ ﻋﺒﺎ
‪ #‬ﺳﺎﺳ ًﺎ ژ‪› H‬ﻣﻴﺘﻮ‪ ‹t‬ﺑﻪﻛﺎ
ﻧﻤﻰ
*‪
* .‬ﺳﺪﻫﺎ ﺑﻌﺪ‪ ،‬ﻳﻌﻨﻰ *
ﺟﺮﻳﺎ!
ﺷﻨﮕﺮ ﻳﻮﻧﺎ! ﺳﺖ‬
‫ﻛﻪ ﻛﺎ
ﺑﺮ* ژﮔﺎ! ﺣﻤﺎﺳﻲ ›ﻣﻴﺘﻮ‪›  ‹t‬ﻣﻴﺘﺌﻴﻦ‹‪* 8‬ﻳﮕﺮ ' *
ﺧﺎ
‪ y‬ﻣﻰ ﺷﻮ*  ﻣﻴﺪ! ﻣﻌﻨﺎﻳﻰ ›ﻟﻮﮔﻮ‪›  ‹t‬ﻟ ِﮕﺌﻴﻦ‹ ﺟﺎ‬
‫‪ 
!E‬ﻣﻲﮔﻴﺮ*‪ .‬ﺑﺎ ﻫﻤﻴﻦ ﺟﺎﻳﮕﺰﻳﻨﻲ ﺳﺖ ﻛﻪ ﭼﻬﺮ‪ H‬ﺟﺪﻳﺪ ﻣﻔﻬﻮ_ ﻣﻴﺘﻮ‪ t‬ﺷﻜﻞ ﻣﻲﮔﻴﺮ*  ›ﻣﻴﺘﻮ‪› ' ‹t‬ﻟﻮﮔﻮ‪ ‹t‬ﻛﻪ ﺑﻪ‬
‫ﻳﮋ ﺳﺨﻨﻲ ﺑﺮﻫﺎﻧﻰ  ﺗﺒﻴﻴﻨﻰ ﺳﺖ‪ ،‬ﻣﺘﻤﺎﻳﺰ ﻣﻰﺷﻮ*‪ ' .‬ﻳﻦ ﭘﺲ‪ ،‬ژ‪ H‬ﻣﻴﺘﻮ‪ t‬ﺑﻪﻳﮋ ﺑﺮ ‪ !E‬ﭼﻴﺰ *ﻻﻟﺖ *
* ﻛﻪ *
ﺑﺎ
‪H‬‬
‫‪ !E‬ﺗﻨﻬﺎ ﻣﻰ ﺗﻮ! ﺣﻜﺎﻳﺖ ﻛﺮ*‪ ،‬ﻳﻌﻨﻲ ﻫﻤﺎ! *ﺳﺘﺎ! ﻫﺎ` ﭘﺴﺮ! ﺧﺪﻳﺎ!‪.‬‬
‫›ﻟﻮﮔﻮ‪ ‹t‬ﻧﻴﺰ ﺣﻜﺎﻳﺘﮕﺮ ﺗﺎ
ﻳﺨﻤﺎ! ' 'ﻣﺎ! ﭘﺎ
ﻣﻨﻴﺪ‪  t‬ﻫﺮﻛﻠﻴ ُﺘﺲ ﺑﻪ ﺑﻌﺪ ﺳﺖ‪ .‬ﻣﻌﻨﺎ ﻟﻴﻪ ‪ ،!E‬ﻳﻌﻨﻰ ›ﺟﻤﻊ ﻛﺮ*!‹‬
‫ ›ﺑﺮﺷﻤﺮ*!‹ ﺑﻪ ﻗﻠﻤﺮ ﻋﻘﻼﻧﻲ ﻋﺪ*  ﻧﺴﺒﺘﻬﺎ ﻋﺪ* ﺷﺎ
 *
* ﻛﻪ ﻣﻔﻬﻮ_ ﻟﻮﮔﻮ‪ t‬ﺑﺮ ﻧﺨﺴﺘﻴﻦ ﺑﺎ
*
‪ !E‬ﻗﻠﻤﺮ‬
‫ﻣﻮﺳﻴﻘﻲ ﻓﻴﺜﺎﻏﻮ

ﺑﻪ
 ﻣﻲﺷﻮﻳﻢ‪' .‬‬
‫ِ‬ ‫ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﺳﺖ‪ .‬ﺑﺎ ﻳﻦ ﻣﻮﺿﻮ‪ F‬ﺑﺮ` ﻧﺨﺴﺘﻴﻦ ﺑﺎ
*
ﻋﻠﻢ
ﻳﺎﺿﻴﺎ‪*  #‬ﻧﺶ‬
‫*
! ﻳﻦ ﻗﻠﻤﺮ ﻣﻮﺿﻮﻋﻲ ﺳﺖ ﻛﻪ ژ‪› H‬ﻟﻮﮔﻮ‪ ‹t‬ﺑﻪﻋﻨﻮ! ﻣﻔﻬﻮ_ ﻣﻘﺎﺑﻞ ›ﻣﻴﺘﻮ‪ ‹t‬ﭘﺎ ﺑﻪ ﻋﺮﺻﻪ ﻣﻲﻧﻬﺪ‪ .‬ﻋﻠﻢ‪ 9‬ﺑﺮﺧﻼ@‬
‫ﺳﻄﻮ
 ﻛﻪ ' ﻃﺮﻳﻖ ﺣﻜﺎﻳﺖ‪ ،‬ﺧﺒﺮ`
 ﻣﻰ
ﺳﺎﻧﺪ‪*› ،‬ﻧﺸﻰ‹‪ 10‬ﺳﺖ ﻛﻪ ﺑﺮ ﺑﺮﻫﺎ!  ﺳﺘﺪﻻ‪ p‬ﻣﺘﻜﻰ ﺳﺖ‪.‬‬
‫ﺗﺮﺑﻴﺖ ﻣﺒﺘﻨﻰ ﺑﺮ ﺧﻄﺎﺑﻪ  ﺟﺪ‪ p‬ﻫﻤﺮ‬ ‫ﺑﺎ ‪E‬ﮔﺎﻫﻰ ﻓﺰﻳﻨﺪ ﻧﺴﺒﺖ ﺑﻪ 'ﺑﺎ!‪ ،‬ﻛﻪ *
ﺧﺮ ﺳﺪ‪ H‬ﭘﻨﺠﻢ ﺑﺎ ﻳﺪﺋﺎﻟﻲ ﺟﺪﻳﺪ ' ِ‬
‫ﺑﻮ*‪› -‬ﺳﻄﻮ
‹ )ﻣﻴﺘﻮ‪ (t‬ﺗﻘﺮﻳﺒ ًﺎ ﻣﻔﻬﻮﻣﻲ ﺧﻄﺎﺑﻲ ﺑﺮ ﻧﺤﻮ ﺑﻴﺎ! ﺣﻜﺎﻳﻲ ﺑﻪﻃﻮ
ﻛﻠﻲ ﻣﻰ ﺷﻮ*‪ .‬ﺣﻜﺎﻳﺖ ﻛﺮ*!‪› ،‬ﺛﺒﺎ‪#‬‬
‫ﻫﺎﻧﺲ ﮔﺌﻮگ ﮔﺎ( ﻣﺮ‬
‫ﻛﺮ*!‹ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﺗﻨﻬﺎ ﻣﻰ ﺧﻮﻫﺪ ﻣﺘﻘﺎﻋﺪ ﻛﻨﺪ  ﻣﻮﺟﻪ ﺑﺎﺷﺪ‪ .‬ﺳﺘﺎ*! ﻓﻦ ﺧﻄﺎﺑﻪ‪ š* ،‬ﺧﻮ*
 ﻳﻦ ﻗﺮ
ﻣﻰ *ﻫﻨﺪ‬
‫ﻛﻪ ﻣﻄﻠﺐ ﺧﻮ*
 ﺑﺴﺘﻪ ﺑﻪ ﻣﻴﻞ *
ﻗﺎﻟﺐ ﻳﻚ ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪ (t‬ﻳﺎ ﺑﻪﺻﻮ
‪ #‬ﻟﻮﮔﻮ‪ t‬ﻣﻄﺮ‡ ﻛﻨﻨﺪ )ﺑﺮ ﻣﺜﺎ‪
p‬ﺳﺎﻟﺔ‬
‫ﭘﺲ ﻳﻦ ﻣﻴﻞ  ﺳﻠﻴﻘﺔ ﺳﺘﺎ*ﻧﻪ‪ 11،‬ﺗﻘﺎﺑﻞ ﺟﺪﻳﺪ ﻣﻴﺎ! *ﺳﺘﺎﻧﻲ ﻛﻪ ﺑﻪﺧﻮﺑﻲ ﻳﺎﻓﺘﻪ ﻳﺎ ﺑﺎﻓﺘﻪ‬ ‫ﭘﺮﺗﺎﮔﻮ
‪ t‬ﻓﻼﻃﻮ!(‪ِ
* .‬‬
‫ﺷﺪ  ﺣﻘﻴﻘﺘﻲ ﻛﻪ ﻗﺎﺑﻞ ﺑﺮﺷﻤﺮ*!‪ ،‬ﻧﺸﺎ! **!  ﺛﺒﺎ‪ #‬ﻛﺮ*! ﺳﺖ‪E ،‬ﺷﻜﺎ
ﻣﻲﺷﻮ*‪ .‬ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪ - (t‬ﻣﺎ*_ ﻛﻪ‬
‫' ﻃﺮﻳﻖ ﻟﻮﮔﻮ‪ t‬ﺑﻪ ﺣﻘﻴﻘﺖ ﺧﻮ* *ﺳﺖ ﻧﻴﺎﺑﺪ ‪ -‬ﺑﻪ ›ﻗﺼﻪ‹‪ 12‬ﻣﺒﺪ‪ p‬ﻣﻰﮔﺮ**‪.‬‬
‫
ﺳﻄﻮ ﺗﻘﺮﻳﺒ ًﺎ ﻣﺴﺌﻠﻪ
 ﻳﻦﮔﻮﻧﻪ ﻣﻲﺑﻴﻨﺪ‪* ' .‬ﻳﺪﮔﺎ 
ﺳﻄﻮ‪› ،‬ﺳﻄﻮ
‹ )ﻣﻴﺘﻮ‪
* (t‬ﺗﻘﺎﺑﻞ ﻃﺒﻴﻌﻰ ﻟﻮﮔﻮ‪!E  t‬‬
‫ﭼﻴﺰ ﺳﺖ ﻛﻪ ﺣﻘﻴﻘﻲ ﺳﺖ‪ .‬ﻟﺒﺘﻪ  ﻧﻴﺰ ﺑﺎ ﻛﺎ
ﺑﺮ* ﺧﻄﺎﺑﻲ‪ -‬ﺷﻌﺮ ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪E (t‬ﺷﻨﺎﺳﺖ‪ ' .‬ﻧﻈﺮ 
ﺳﻄﻮ‪،‬‬
‫ﻫﺮ*‪ `
#‬ﺗﺎ
ﻳﺦ )›ﻣﻴﺘﻮﻟﻮﮔﻴﻜﻮ‪ (‹t‬ﺳﺖ؛ ' ﻃﺮ@ *ﻳﮕﺮ ﻣﻘﺼﻮ* 
ﺳﻄﻮ ' ›ﺳﻄﻮ
‹ )ﻣﻴﺘﻮ‪
* (t‬ﻧﻈﺮﻳﻪ‪i‬‬
‫*
ﺑﺎ ﺗﺮژ*‪ ،‬ﻣﺤﺘﻮ ﻗﺎﺑﻞﺣﻜﺎﻳﺖ ﻳﻚ ﻓﻌﻞ ﺳﺖ‪ 13.‬ﺣﺘﻰ *
ﻳﻨﺠﺎ ﻫﻢ ﻧﻤﻲﺗﻮ! ﻧﺰ*  ﺑﻪ ﻫﻴﭻ ﺟﻪ ' ِ‬
‫ﺗﻘﺎﺑﻞ ﺣﺎ ّ*‬
‫ﻣﻴﺎ! ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪  (t‬ﻋﻠﻢ‪ ،‬ﻛﻪ ﻣﺮ' ﺑﺎ ‪ !E‬ﻣﺄﻧﻮﺳﻴﻢ‪ ،‬ﺳﺨﻦ ﮔﻔﺖ‪ .‬ﺣﻜﺎﻳﺎ‪ #‬ﺳﺎﺧﺘﮕﻰ ﻧﻴﺰ ﻣﻲﺗﻮﻧﻨﺪ ' ﺣﻘﻴﻘﺖ‬
‫ﺑﺮﺧﻮ
*
ﺑﺎﺷﻨﺪ‪
 .‬ﺳﻄﻮ ﺗﻌﺒﻴﺮ ﻗﺎﺑﻞﻗﺒﻮﻟﻲ ' ‪
 !E‬ﺋﻪ ﻣﻲ*ﻫﺪ‪E :‬ﻧﻬﺎ ]= ﺣﻜﺎﻳﺎ‪ #‬ﺳﺎﺧﺘﺎ
`[ ' ﺧﺒﺎ
` ﻛﻪ ﻣﻮ
ﺧﺎ! *
ﺑﺎ
‪H‬‬
‫
ﺧﺪ*ﻫﺎ` ﻗﻌﻰ ﻧﻘﻞ ﻣﻰ ﻛﻨﻨﺪ‪ ،‬ﺣﻘﻴﻘﻰﺗﺮﻧﺪ‪
* .‬ﺗﻠﻘﻰ ﻋﻬﺪﺑﺎﺳﺘﺎ! ' ﻣﻔﻬﻮ_ *ﻧﺶ ﻛﻪ ﻣﻄﺎﺑﻖ ‪› !E‬ﻋﻠﻢ‹ )=›ﭘﻴﺴﺘﻤﻪ‹(‪،‬‬
‫ﻼ ﺑﺪﻳﻬﻲ ﺳﺖ‪E .‬ﻧﭽﻪ ﺷﺎﻋﺮ!‬ ‫ﺑﻪ ﻣﻌﻨﺎ` ﻋﻘﻼﻧﻴﺖ ﻣﺤﺾ ﺳﺖ  ﺑﻪ ﻫﻴﭻ
` ﻣﺮ` ﺗﺠﺮﺑﻰ ﻧﻴﺴﺖ‪ ،‬ﻳﻦ ﻣﺴﺌﻠﻪ ﻛﺎﻣ ً‬
‫ﺑﻴﺎ! ﻳﺎ ﺑﺪ‪ F‬ﻣﻲﻛﻨﻨﺪ *
ﻗﻴﺎ‪ t‬ﺑﺎ
ﻳﺖ ﺗﺎ
ﻳﺨﻲ‪ ' ،‬ﺣﻘﻴﻘﺖ ﻣﺮ ﻛﻠﻲ ﺑﺮﺧﻮ
*
ﺳﺖ‪] .‬ﻟﺒﺘﻪ[ ' ﻳﻦ ﻃﺮﻳﻖ ﺗﻘﺪ_‬
‫ﻧﺪﻳﺸﺔ ﻋﻘﻼﻧﻲ ﺑﺮ ﺣﻘﻴﻘﺖ ﺷﻌﺮ‪ -‬ﺳﻄﻮ
 ﺑﻪ ﻫﻴﭻ ﺟﻪ ﻣﺤﺪ* ﻧﻤﻲﺷﻮ*‪ .‬ﻣﺎ ﺻﺮﻓ ًﺎ ]ﺑﺎﻳﺪ[ ' ﻳﻦ ﺣﺘﺮ' ﻛﻨﻴﻢ‬
‫ﻛﻪ ﺳﻄﻮ
ﻫﺎ
 *
ﻣﻌﻨﺎ ﻣﺮ'ﻳﻦﻣﺎ!‪› ،‬ﺣﻜﺎﻳﺎ‪ #‬ﺳﺎﺧﺘﮕﻰ‹ ﺑﻨﺎﻣﻴﻢ‪ .‬ﻳﻦ ﺳﻄﻮ
ﻫﺎ
 »ﻳﺎﻓﺘﻪﻧﺪ«  ﻳﺎ ﺑﻪ ﺗﻌﺒﻴﺮ ﺑﻬﺘﺮ‪:‬‬
‫ﺷﺎﻋﺮ *
ﭼﺎ
ﭼﻮ ‪E‬ﻧﭽﻪ ' ﻗﺪﻳﻢﻻﻳﺎ_  ' 'ﻣﺎ! ﺑﺎﺳﺘﺎ! ﻣﺮ` ﺷﻨﺎﺧﺘﻪ ﺷﺪ ﺑﻮ*‪ ،‬ﭼﻴﺰ` ﻧﻮ ﻣﻰﻳﺎﺑﺪ ﻛﻪ ﻛﻬﻨﻪ
 ﺣﻴﺎ‬
‫ﻣﻰ ﻛﻨﺪ‪
* .‬ﻫﺮ ﺣﺎ‪ p‬ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪ (t‬ﻣﺮ ﺷﻨﺎﺧﺘﻪ ﺷﺪ  ﺧﺒﺮ ﺷﺎﻳﻊ ﺳﺖ‪ ،‬ﺑﻰ‪E‬ﻧﻜﻪ ﻧﻴﺎ'` ﺑﻪ ﺗﻌﻴﻴﻦ ﺧﺎﺳﺘﮕﺎ ﻳﺎ‬
‫ﺗﺄﻳﻴﺪ  ﺗﺼﺪﻳﻖ *ﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫*
ﻧﺪﻳﺸﺔ ﻳﻮﻧﺎﻧﻰ ﻧﻪ ﺗﻨﻬﺎ ﺑﺎ ﺗﻘﺎﺑﻞ ﺳﺮﺳﺨﺘﺎﻧﺔ ﻧﺴﺒﺖ ﻣﻴﺎ! ﻟﻮﮔﻮ‪  t‬ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪E ،(t‬ﻧﮕﻮﻧﻪ ﻛﻪ *
*
‪H‬‬

‫ﻛﺘﺎ ﻣﺎ ﻓﻠﺴﻔﻪ‪ ،‬ﺷﻤﺎ
‪ ،12‬ﺷﻬﺮﻳﻮ
‪101 1387‬‬

‫
ﺷﻨﮕﺮ ﺷﺎﻫﺪ ‪ !E‬ﻫﺴﺘﻴﻢ‪
،‬ﺑﻪ
 ﻧﻤﻲ ﺷﻮﻳﻢ؛ ﺑﻠﻜﻪ ﻳﻦ ﻧﺴﺒﺖ *
ﻫﻤﮕﺮﻳﻲ  ﺗﻨﺎﻇﺮ ﻛﻪ ﻣﻴﺎ! ﻧﺪﻳﺸﻪ ﻛﻪ‬
‫ﺣﺴﺎ ﭘﺲ ﻣﻰ *ﻫﺪ  ﺳﺨﻨﺎﻧﻰ ﻛﻪ ﺻﺮﻓ ًﺎ ﺑﻲﭼﻮ!  ﭼﺮ
ﻳﺖ ﺷﺪﻧﺪ‪ ،‬ﺗﺪ_ ﻣﻲﻳﺎﺑﺪ‪ .‬ﻳﻦ ﻣﺴﺌﻠﻪ ﺧﻮ*
 ﺧﺼﻮﺻ ًﺎ *
‬
‫ﺗﻌﺒﻴﺮ ﺧﺎﺻﻲ ﻧﺸﺎ! ﻣﻲ*ﻫﺪ‪ ،‬ﻛﻪ ﺑﻪ ﻣﺪ* ‪ !E‬ﻓﻼﻃﻮ! ﻗﺎ*
ﺳﺖ ﻣﻴﺮ¡ ﻋﻘﻼﻧﻲ ﺳﺘﺎ*‪ i‬ﺳﻘﺮŒ
 ﺑﺎ
ﻳﺖ ﺳﻄﻮ
‬
‫*ﻳﻦ ﻋﺎﻣﻪ ﭘﻴﻮﻧﺪ 'ﻧﺪ‪ .‬ﻓﻼﻃﻮ! *
ﻫﻤﺎ! ﺣﺎ‪ p‬ﻛﻪ *ﻋﺎ ﺷﺎﻋﺮ! *
ﺑﺎ ]ﺑﻴﺎ![ ﺣﻘﻴﻘﺖ
 ﻧﻔﻲ ﻣﻲﻛﻨﺪ‪
* ،‬ﺑﺴﺘﺮ ﺗﻔﻜﺮ‬
‫‪ !E‬ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪ (t‬ﺳﺖ‪ .‬ﺗﻮ‬ ‫ﻋﻘﻼﻧﻲ  ﻣﻔﻬﻮﻣﻲ ﺷﺨﺼﻲ ﺧﻮﻳﺶ‪ ،‬ﻗﺎﻟﺒﻲ ' ﺣﻜﺎﻳﺖ
ﺧﺪ*ﻫﺎ
 ﺑﺮﻣﻲﮔﺰﻳﻨﺪ ﻛﻪ ' ِ‬
‫ﮔﻮﻳﻲ ﻛﻪ ﺳﺘﺪﻻ‪ p‬ﻋﻘﻼﻧﻰ‪ ،‬ﻣﺮ'ﻫﺎ` ﻣﻜﺎ! ﺧﻮ*
 *
ﻣﻰﻧﻮ
**  ﭘﺎ ﺑﻪ ﺣﺮﻳﻤﻰ ﻣﻰ ﮔﺬ
* ﻛﻪ ﺗﻨﻬﺎ *ﺳﺖ ﺣﻜﺎﻳﺖ‬
‫ﻛﺮ*! ﺑﻪ ‪ !E‬ﻣﻰ
ﺳﺪ‪ .‬ﺑﻪ ﻳﻦ ﺗﺮﺗﻴﺐ *
ﻣﺤﺎ
‪ #‬ﻓﻼﻃﻮ!‪ ،‬ﺳﻄﻮ
 )ﻣﻴﺘﻮ‪
* (t‬ﻛﻨﺎ
ﻟﻮﮔﻮ‪  t‬ﺑﻴﺸﺘﺮ ﻗﺎ‪ #‬ﭼﻮ!‬
‫ﺗﺎﺟﻰ ﺑﺮ ﺳﺮ ‪ !E‬ﻇﺎﻫﺮ ﻣﻲﺷﻮ*‪ .‬ﺳﻄﻮ
ﻫﺎ ﻓﻼﻃﻮ! ﺣﻜﺎﻳﺎﺗﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻫﺮ ﭼﻨﺪ *ﻋﺎ ﻛﻞ ﺣﻘﻴﻘﺖ
 ﻧﺪ
ﻧﺪ‪ ،‬ﻣﺎ‬
‫ﺑﻪ ﻧﻮﻋﻲ ﻧﻘﺸﻰ ' ﺣﻘﻴﻘﺖ
 ﺑﻪﻧﻤﺎﻳﺶ ﻣﻲﮔﺬ
ﻧﺪ  ﻧﺪﻳﺸﻪ ﻫﺎﻳﻰ
 ﻛﻪ *
ﺟﺴﺘﺠﻮ ﺣﻘﻴﻘﺖ ﻧﺪ‪ ،‬ﺑﻪ ﻋﺎﻟﻤﻰ *ﻳﮕﺮ ﻣﻰ‬
‫ﻛﺸﺎﻧﻨﺪ‪ .‬ﺑﺮ ﺧﻮﻧﻨﺪ‪ H‬ﻣﺮ' ﻣﻤﻜﻦ ﺳﺖ ﺷﮕﻔﺖ‪
E‬ﺑﺎﺷﺪ ﻛﻪ ﭼﮕﻮﻧﻪ *
ﻳﻨﺠﺎ
ﻳﺎ‪ #‬ﻋﻬﺪ *ﻳﺮﻳﻦ ﺑﺎ ﻧﻬﺎﻳﺖ ﺑﺎ
ﻳﻚ‬
‫ﺑﻴﻨﻰ ﺑﺎ ﺗﺄﻣﻞ ﻣﻔﻬﻮﻣﻲ *
ﻫﻢ‪E‬ﻣﻴﺨﺘﻪﻧﺪ  ﭼﮕﻮﻧﻪ ﺳﺎﺧﺘﺎ
 ' ﻃﻨﺰ  ﺟ ّﺪ ﭘﻴﺶ
 ﻣﺎ ﺑﻨﺎ ﻣﻲﺷﻮ* ﻛﻪ ﻧﻪ ﺗﻨﻬﺎ ﺑﺪ!‬
‫ﻫﻴﭻﮔﻮﻧﻪ ﻓﺘﺮﺗﻲ ﺑﻠﻜﻪ ﺣﺘﻲ ﺑﺎ ﻧﻮﻋﻲ ' *ﻋﺎ *ﻳﻨﻲ ﺑﻮ*!‪ ،‬ﺑﺮ ﻓﺮ' ﺗﻤﺎﻣﻴﺖ ﻧﺪﻳﺸﻪ ﺣﻘﻴﻘﺖﺟﻮ ﺳﺎﻳﻪﮔﺴﺘﺮ ﻣﻲﺷﻮ*‪.‬‬
‫ﻳﻦ ﻣﻮﺿﻮ‪ F‬ﻳﻘﻴﻨ ًﺎ ﺑﺮ ﺧﻮﻧﻨﺪ‪ H‬ﻳﻮﻧﺎﻧﻲ ﺑﺮ ﺧﻼ@ ﺧﻮﻧﻨﺪ‪ H‬ﻣﺪ
! ﻛﻪ ﻧﺪﻳﺸﻪ‪* ' i‬ﻻ! ﻣﺴﻴﺤﻴﺖ ﮔﺬ
ﻛﺮ*‬
‫ﺳﺖ ﺑﻲﺑﺪﻳﻞ  ﺣﻴﺮ‪#‬ﻧﮕﻴﺰ ﻧﺒﻮ* ﺳﺖ‪' ،‬ﻳﺮ ﻛﻠﻴﻪ ﺣﻜﺎﻳﺎ‪ #‬ﻣﻨﻘﻮ‪* p‬ﻳﻨﻰ ﻳﻮﻧﺎ! *
'ﻧﺠﻴﺮ ﻧﺎﮔﺴﺴﺘﻨﻰ ' ﻳﻦ‬
‫ﮔﻮﻧﻪ ﺗﻼ‪i‬ﻫﺎ ﺑﺮ ﺑﺮﻗﺮ
 ﺳﺎ'ﮔﺎ
 ﻣﻴﺎ! ﻇﺮﻓﻴﺖ ﺗﺠﺮﺑﻪ ﺷﺨﺼﻰ  *
ﻳﺎﻓﺖ ﻓﻜﺮ ﺧﺒﺮ` ﻛﻪ *
‪E‬ﻳﻴﻦ  ﻓﺴﺎﻧﻪ‬
‫
ﺳﺎﻟﺖ ﻧﻘﺎﻻ! ﺷﻌﺎ
ﺣﻤﺎﺳﻰ ﻫﻤﺎﻧﻨﺪ
ﺳﺎﻟﺖ ﺷﺎﻋﺮ!‬‫ِ‬ ‫ﻫﻤﭽﻨﺎ! ﺑﻪ ﺣﻴﺎ‪ #‬ﺧﻮ* *ﻣﻪ ﻣﻲ**‪ ،‬ﺻﻮ
‪ #‬ﻣﻲﭘﺬﻳﺮﻓﺖ‪ .‬ﻇﺎﻫﺮً‬
‫ﺗﺮژ*  ﺣﺘﻰ ﻛﻤﺪ`ﺳﺮﻳﺎ!‪ ،‬ﺷﻜﻞ **! ﻧﻮﺑﻪ ﻧﻮ ﺑﻪ ﻳﻦ ‪E‬ﻣﻴﺰ ' ﻧﻘﻞ *ﻳﻨﻲ  ﻧﺪﻳﺸﺔ ﺷﺨﺼﻲ ﺧﻮ*ﺷﺎ! ﺳﺖ‪.‬‬
‫ﺣﺘﻲ ﺧﻮ* 
ﺳﻄﻮ ﻧﻴﺰ *

ﻳﺎ‪› #‬ﺳﻄﻮ
`‹ *
ﺑﺎ
‪ H‬ﺧﺪﻳﺎ!‪ ،‬ﻧﻮﻋﻲ ﺧﺒﺎ
' *ﻧﺴﺘﻪﻫﺎ` ﻣﻔﻘﻮ*
 ﻣﻲﺑﻴﻨﺪ  *
‪E‬ﻧﻬﺎ‬
‫ﻣﺎﺑﻌﺪﻟﻄﺒﻴﻌﺔ ﺧﻮ* *
ﺑﺎ ﻣﺤﺮ” ﻻﻳﺘﺤﺮ”
 ﺑﺎ'ﻣﻲﺷﻨﺎﺳﺪ )ﻣﺎﺑﻌﺪﻟﻄﺒﻴﻌﻪ‪* ،‬ﻟﺘﺎ ‪ .(1  1074 ،8‬ﺑﻪ ﻳﻦ ﺗﺮﺗﻴﺐ ﻻ'_‬
‫ﺳﺖ ﺑﭙﺮﺳﻴﻢ ﭼﻪ ﭼﻴﺰ ﻗﻌ ًﺎ ﺳﻨﺖ ﺳﻄﻮ

 ﺑﻪ ﻳﻦ ﻋﻘﻼﻧﻲﻛﺮ*! ﻗﺎ*
ﻣﻲﺳﺎ'*‪  ،‬ﺑﻪ ﻋﻜﺲ ﭼﺮ
ﺑﻄﺔ ﻣﻴﺎ! ﻳﻤﺎ!‬
‫ ﻋﻠﻢ *
ﻗﺎﻟﺐ *ﻳﺎ! ﺣﻴﺎﻧﻰ‪ ،‬ﺧﺼﺎﺋﻞ ﺗﻀﺎ* ‪E‬ﺷﺘﻰ ﻧﺎﭘﺬﻳﺮ ﺑﻪ ﺧﻮ* ﻣﻰﮔﻴﺮ*‪ .‬ﻳﻦ ﭘﺮﺳﺶ
 ﺑﺎﻳﺪ ﺑﻪ ﻃﻮ
ﻋﺎ_ ﻃﺮ‡‬
‫ﺳﺎ'` ﺗﺼﻮﻳﺮ ﺳﻄﻮ
 ` ' ﻋﺎﻟﻢ
 ﺗﺎ ﻋﻠﻢ‬
‫ِ‬ ‫ﻛﺮ*  ' ﻫﺮ * ﺳﻮ ﭘﺮ
ﻧﺪ‪' .‬ﻳﺮ ﮔﺮ ﺗﻨﻬﺎ ﻳﻮﻧﺎﻧﻴﺎ! ﺑﻮ*ﻧﺪ ﻛﻪ
 ﻋﻘﻼﻧﻰ‬
‫ﭘﻴﻤﻮ*ﻧﺪ –  ‪ 
!E‬ﻓﻠﺴﻔﻪ ﻧﺎ_ ﻧﻬﺎ*ﻧﺪ ‪
-‬ﻳﺎ‪ #‬ﺳﻄﻮ
` ﻫﻤﻮ
 ﻣﺘﻀﻤﻦ ﻋﻨﺼﺮ ' ›ﺗﺼﺮ@‹ ﺑﻪ ﻣﺪ* ﻧﺪﻳﺸﻪﻧﺪ ‬
‫*
ﺑﺎ'ﮔﻮﻳﻰ ﻣﻼ'_ ﺑﺎ ﺗﻔﺴﻴﺮ ﺳﻄﻮ
ﻫﺎ ﺑﺮ` *ﻳﮕﺮ! ﺗﺤﻘﻖ ﻣﻰﻳﺎﺑﻨﺪ‪.‬‬

‫ﭘﻴﺶ ' ﻣﻴﻼ*  ﺧﺎﻟﻖ * ﻣﻨﻈﻮﻣﺔ ﺗﺌﻮﮔﻮﻧﻰ  ﻛﺎ
ﻫﺎ 
'ﻫﺎ‪.‬‬
‫‪ ،Musen .7‬ﻟﻬﮕﺎ! ﺷﻌﺮ  ﻫﻨﺮ *
ﺳﻄﻮ
 ﻳﻮﻧﺎ!  *ﺧﺘﺮ!‬
‫ﻣﻨﻤﺴﻮﻧﻪ‪.‬‬
‫ﻧﻪ ﮔﺎﻧﺔ 'ﺋﻮ‪ُ  t‬‬
‫‪ .8‬ﺗﻠﻔﻆ ﻳﻦ ژ *
ﺻﻞ ﻣﻮﺛﺌﻴﻦ ﺳﺖ‪.‬‬
‫‪4. Wissenschaft‬‬
‫‪5. Wissen‬‬
‫‪ .11‬ﺷﺎ
 ﺑﻪ ﻫﻤﺎ! ﻣﻴﻞ  ﺳﻠﻴﻘﺔ ﺳﺘﺎ*! ﻓﻦ ﺧﻄﺎﺑﻪ *
* ﻛﻪ‬
‫ﺑﻪ ﻗﺘﻀﺎ` ﻛﺎ
‪ ،‬ﮔﺎﻫﻰ ﺳﻄﻮ
  ﮔﺎﻫﻰ ﻟﻮﮔﻮ‪ 
t‬ﺑﺮ` ﺑﻴﺎ!‬
‫ﻣﻘﺎﺻﺪ ﺧﻮ* ﺑﺮﻣﻰ ﮔﺰﻳﻨﻨﺪ‪.‬‬
‫‪6. Fabel‬‬
‫‪
 .13‬ﺳﻄﻮ *
ﺳﻄﻮ
ﻟﻴﻪ ﻛﺘﺎ ﺑﻮﻃﻴﻘﺎ ' ژ‪ H‬ﺳﻄﻮ
‬
‫)ﻣﻴﺘﻮ‪ (t‬ﺑﻬﺮ ﻣﻲﮔﻴﺮ*‪ ،‬ﻣﺎ ﻣﻘﺼﻮ*  ' ‪ !E‬ﭘﻴﺮﻧﮓ‬
‫)‪
(Plot‬ﻳﺖ ﺳﺖ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻳﻦ ﻣﺮ ﻣﺮﺣﻮ_ ﺳﺘﺎ* '
ﻳﻦ‬
‫ﻛﻮ *
ﺗﺮﺟﻤﻪ ﻓﻦ ﺷﻌﺮ‪ ،‬ﻳﻦ ژ
 ﺑﻪ »ﻓﺴﺎﻧﺔ ﺷﻌﺮ«‬
‫ﺑﺮﮔﺮ*ﻧﺪﻧﺪ‪.‬‬
‫ﭘﻲﻧﻮﺷﺖﻫﺎ‪:‬‬
‫‪ .1‬ﻳﻦ ژ *
'ﺑﺎ! ﻓﺎ
ﺳﻰ ) ﺑﺮﺳﺎ‪ t‬ﺑﺎ'ﻧﻮﻳﺴﻰ ﻧﮕﻠﻴﺴﻰ( ﺑﻪ‬
‫ﺻﻮ
‪ #‬ﻣﻴﺘﻮ‪ t‬ﺑﺎ'ﻧﻮﻳﺴﻰ ﺷﺪ ﺳﺖ‪
* ،‬ﺣﺎﻟﻴﻜﻪ ﺗﻠﻔﻆ *
ﺳﺖ‬
‫ﻳﻮﻧﺎﻧﻰ ‪ !E‬ﻣﻮﺛﻮ‪ (µθος) t‬ﺳﺖ‪.‬‬
‫‪1.‬‬ ‫‪H. G. Gadamer: Mythos und Logos, in‬‬
‫‪Gesammelte Werke, Band 8, Ästhetik und‬‬
‫‪Poetik I, Kunst als Aussag, Tübingen: 1993 ,‬‬
‫‪pp. 170-173‬‬
‫‪2. Wissenschaft‬‬
‫‪3. Religion des Atheismus‬‬
‫ﻳﻮﻧﺎﻧﻰ ‪Θεογονα‬‬ ‫ِ‬ ‫‪ Theogonie .5‬ﺑﺮ ﮔﺮﻓﺘﻪ ' ﺻﻄﻼ‡‬
‫)ﻣﺮﻛﺐ ' * ژ‪ H‬ﺛﺌﻮ‪) t‬ﺧﺪ(  ِﮔﻨِﺴﻴﺲ )ﺗﻮﻟﺪ‪ ،‬ﭘﻴﺪﻳﺶ(( ﺑﻪ ﻣﻌﻨﺎ`‬
‫ﭘﻴﺪﻳﺶ ﺧﺪﻳﺎ! ﺳﺖ‪ .‬ﻣﺪﻟﻮ‪ p‬ﺻﻄﻼ‡ ›ﺗﺌﻮﮔﻮﻧﻲ‹ ﺳﻠﺴﻠﻪ '‬
‫ﺧﺪﻳﺎ! ﺳﺖ ﻛﻪ ﺑﻪﮔﻮﻧﻪ ﺗﺒﺎ
ﺷﻨﺎﺳﺎﻧﻪ *
ﻛﻨﺎ
ﻳﻜﺪﻳﮕﺮ ﻗﺮ
ﮔﺮﻓﺘﻪﻧﺪ‬
‫ﻛﻪ ﻳﻦ ﻛﺎ
ﺑﺮ` ﻧﺨﺴﺘﻴﻦ ﺑﺎ
ﺗﻮﺳﻂ ﻫﺴﻴﻮ*‪ t‬ﺻﻮ
‪ #‬ﮔﺮﻓﺖ‪.‬‬
‫‪ ،Hesiod .6‬ﺷﺎﻋﺮ ﻣﻌﺮ@ ﺣﻤﺎﺳﻪ ﺳﺮ` ﻳﻮﻧﺎﻧﻰ ﺣﻮﻟﻰ ‪700‬‬

‫ﻛﺘﺎ ﻣﺎ ﻓﻠﺴﻔﻪ‪ ،‬ﺷﻤﺎ
‪ ،12‬ﺷﻬﺮﻳﻮ
‪1387‬‬ ‫‪102‬‬