Tuesday: 17 Jumada Alawla 1435 - 18 March 2014 - Issue No. 18016

‫‪21‬‬ ‫ﺍﻟﺜﻼﺛﺎﺀ‪ 17 :‬ﺟﻤﺎﺩﻯ ﺍﻷﻭﱃ ‪1435‬ﻩـ ‪ 18‬ﻣﺎﺭﺱ‪2014‬ﻡ ﺍﻟﻌﺪﺩ ‪18016‬‬
‫‪Tuesday : 17 Jumada Alawla 1435 - 18 March 2014 - Issue No. 18016‬‬ ‫ﺍﻟﺜــــﻮﺭﺓ‬
‫‪www.althawranews.net‬‬
‫א א‬
‫ﺍﻟﺪﻛﺘﻮﺭﺍه ﺑﺎﻣﺘﻴﺎﺯ ﻟﻠﺒﺎﺣﺜﺔ ﺗﻐﺮﻳﺪ ﺍﻟﺸﻤﲑﻱ ﻣﻦ ﺟﺎﻣﻌﺔ ﺗﻌﺰ‪.‬‬
‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﰲ ﻛﺘﺎﺏ «ﺍﻟﺤﻴﻮﺍﻥ» ﻟﻠﺠﺎﺣﻆ‬

‫ א ‬
‫‪Kood500@Hotmail.com‬‬ ‫ﺣﺼﻠﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻐﺮﻳﺪ ﻋﺒﺪﺍﻟﺤﻜﻴﻢ ﺳﻴﻒ ﻏﺎﻟﺐ ﺍﻟﺸﻤﲑﻱ ﻋﲆ ﺩﺭﺟﺔ‬
‫ﺑﻌﻴﺪﴽ ﻋﻦ ﺃﺣﺰﺍﻧﻚ‪..‬‬
‫ﺍﻟﺪﻛﺘﻮﺭﺍه ﰲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﺑﺘﻘﺪﻳﺮ ﺍﻣﺘﻴﺎﺯ ﻣﻦ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﺟﺎﻣﻌﺔ ﺗﻌﺰ‬
‫ﻋﻦ ﺍﻃﺮﻭﺣﺘﻬﺎ ﺍﳌﻮﺳﻮﻣﺔ ﺑـ ‪) :‬ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﰲ ﻛﺘﺎﺏ ﺍﻟﺤﻴﻮﺍﻥ ﻟﻠﺠﺎﺣﻆ ﰲ‬
‫ﺿﻮﺀ ﻧﻈﺮﻳﺔ ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﺍﻟﻌﺎﻣﺔ (‪ .‬ﻭﻧﻈﺮﺍ ﻟﺘﻤﻴﺰ ﺍﻷﻃﺮﻭﺣﺔ ﻭﺟﺪﺓ ﻣﻮﺿﻮﻋﻬﺎ‬
‫ﻭﻣﻨﻬﺠﻬﺎ ﻓﻘﺪ ﺃﻭﺻﺖ ﻟﺠﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺤﻜﻢ ﺑﺮﺋﺎﺳﺔ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‪:‬‬
‫‪--1‬‬
‫ٍ‬ ‫ﺃﺣﻤﺪ ﺳﺎﻟﻢ ﺍﻟﴬﻳﺒﻲ ﺃﺳﺘﺎﺫ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﺑﺠﺎﻣﻌﺔ ﻋﺪﻥ‪ ,‬ﺍﳌﴩﻑ ﻋﲆ‬
‫ﺃﻱ ﺑﻬﺠﺔ ﺗﻨﺘﻈﺮ‪..‬‬ ‫< ُّ‬
‫ﺍﻻﻃﺮﻭﺣﺔ‪ ,‬ﻭﻋﻀﻮﻳﺔ ﻛﻞ ﻣﻦ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‪ :‬ﻣﺤﻤﻮﺩ ﻋﲇ ﺍﻟﻌﺒﺎﳼ ﺃﺳﺘﺎﺫ‬
‫ﺃﻱ ﺭﺑﻴ ٍﻊ ﺳﺘﺼﺪﺡ ﺑﻪ ﺃﻏﺼﺎﻥ ﺃﺻﺎﺑﻌﻚ‪..‬‬ ‫ُّ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺑﺠﺎﻣﻌﺔ ﺻﻨﻌﺎﺀ‪ ,‬ﻭ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‪ :‬ﻋﺒﺪﺍﻟﻠﻪ ﻣﺤﻤﺪ ﺳﻌﻴﺪ ﺃﺳﺘﺎﺫ‬
‫ﺳﻴﻄﻞ ﻋﻠﻰ ﺑﺴﺘﺎﻥ ﻗﻠﺒﻚ‪..‬‬ ‫ّ‬ ‫ٍ‬
‫ﺃﻱ ﺯﻣﻦ ﻣﺸﺮﻕ‬ ‫ٍ‬ ‫ّ‬ ‫ُ‬ ‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺑﺠﺎﻣﻌﺔ ﺗﻌﺰ‪ -‬ﺑﻄﺒﺎﻋﺔ ﺍﻷﻃﺮﻭﺣﺔ ﻋﲆ ﻧﻔﻘﺔ ﺟﺎﻣﻌﺔ ﺗﻌﺰ‪ .‬ﻭﺗﺒﺎﺩﻟﻬﺎ‬
‫ﻭﻃﻦ ﺳﺘﺰﻓﻪ ﺍﻟﻌﻮﺍﺻﻒ ﺇﻟﻰ ﻟﻐﺘﻚ‪/‬ﺣﻠﻤﻚ‪..‬‬ ‫ٍ‬ ‫ﺃﻱ‬ ‫ُّ‬
‫ﻣﻊ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﻴﻤﻨﻴﺔ‪.‬‬
‫ـﺖ ﺳﺘﻠﻴﻖ ﺑﻚ ﻭﺑﺬﺍﺗﻚ ﺍﻟﻤﺤﺼﻨﺔ ﺿﺪ‬ ‫ﺃﻱ ﺃﻧـ ٍ‬ ‫ُّ‬
‫ﺟﺮﺛﻮﻣﺔ ﺍﻷﺣﺰﺍﺏ‪..‬‬
‫ﻣﺘﺎﺑﻌﺔ ‪ :‬د‪ .‬ﻣﺤﻤﺪ اﻟﺤﺼﻤﺎﻧﻲ‬
‫ﻧﺸﻴﺪ ﺳﻴﺸﺎﺭﻛﻚ ﻗﻬﻮﺗﻚ ﺍﻟﺼﺒﺎﺣﻴﺔ‪،‬‬ ‫ٍ‬ ‫ُّ‬
‫ﺃﻱ‬
‫ﻭﺩﻭﺍﻓــﻌــﻬــﺎ ﻭﺃﻫــﺪﺍﻓــﻬــﺎ ﻭﻣﻨﻬﺠﻬﺎ ‪ ،‬ﻭﺃﺑــﺮﺯ‬ ‫ﺗﻠﺒﻲ ﻃﻤﻮﺣﻬﻢ ﻭﺗﻔﺘﺢ ﻟﻬﻢ ﺁﻓﺎﻗﺎ ﺟﺪﻳﺪﺓ ﻟﻠﺪﺭﺱ‬ ‫ﺩﻗﻴﻖ‪ ,‬ﻓﻀﻼ ﻋﻦ ﺍﺳﺘﺤﻀﺎﺭ ﻣﺴﺎﻫﻤﺎﺕ ﺍﻟﻠﻐﻮﻳﻴﻦ‬ ‫ﻭﺗﺄﺗﻲ ﺃﻫﻤﻴﺔ ﺍﻷﻃــﺮﻭﺣــﺔ ﻣﻦ ﻛﻮﻧﻬﺎ ﻗﺎﺭﺑﺖ‬
‫ﻭﺧﻄﻮﺗﻚ ﺍﻟﻤﺮﺗﺠﻠﺔ ﻓﻲ ﺧﺎﺭﻃﺔ ﻳﺤﻴﻖ ﺑﻬﺎ ﺍﻟﻤﻜﺮ‬ ‫ﻇﻬﺮﺕ ﻣﺘﻨﺎﺛﺮﺓ ﻓﻲ ﻛﺘﺐ ﺍﻟﻔﻼﺳﻔﺔ ﻭﺍﻟﺒﻼﻏﻴﻴﻦ‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﺒﺤﺜﻴﺔ‪ ,‬ﻓﻴﻤﺎ ﺟﺎﺀ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬ ‫ﺍﻟﻠﺴﺎﻧﻲ ﺍﻟﻮﻇﻴﻔﻲ‪.‬‬ ‫ﻭﺍﻟﻨﻘﺎﺩ ﺍﻟﻌﺮﺏ ﺍﻟﻤﺘﻘﺪﻣﻴﻦ ﻭﺇﺷﺎﺭﺍﺗﻬﻢ ﺍﻟﺘﻲ‬ ‫ﻣﻮﺿﻮﻋﺎ ﻏﻴﺮ ﻣــﻄــﺮﻭﻕ ﻛﺜﻴﺮﺍ ﻓــﻲ ﺍﻟﻮﺳﻂ‬
‫ﺍﻟﺴﻴﺊ‪ ،‬ﻭﺍﻟﺮﺅﻭﺱ ﺍﻟﺼﺪﺋﺔ‪..‬؟!!‬
‫ﻭﺍﻟﻨﺤﻮﻳﻴﻦ ﻭﻋﻠﻤﺎﺀ ﺍﻷﺻﻮﻝ‪.‬‬ ‫ﻟﻴﺸﻜﻞ ﻣﺪﺧﻼً ﻧﻈﺮﻳﺎ ً ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪،‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬ ‫ﺗﻤﺜﻞ ﻣﻠﻤﺤﺎ ﺑﺎﺭﺯﺍ ﻳﻜﺸﻒ ﻋﻦ ﺇﺩﺭﺍﻛﻬﻢ ﻭﻭﻋﻴﻬﻢ‬ ‫ﺍﻟﺠﺎﻣﻌﻲ‪ ,‬ﻭﺍﺷﺘﻐﻠﺖ ﻋﻠﻰ ﻓﺮﻉ ﻟﺴﺎﻧﻲ ﻟﻢ ﻳﺤﻆ‬
‫‪--2‬‬ ‫ﻋﺒﺮ ﻣﺒﺤﺜﻴﻦ ﺍﺛﻨﻴﻦ‪ ,‬ﺍﻷﻭﻝ ﺑﻌﻨﻮﺍﻥ‪ :‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬ ‫ﻭﻓــﻲ ﺳﻴﺎﻕ ﺗﺤﺪﻳﺪﻫﺎ ﻟــﻸﻫــﺪﺍﻑ ﻭﺍﻟﻐﺎﻳﺎﺕ‬ ‫ﻟﻨﻈﺮﻳﺔ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﺣﺘﻰ ﻭﺇﻥ ﻟﻢ ﺗﺪﻭﻥ ﻓﻲ‬ ‫ﺑﺎﻟﺘﻔﺎﺗﺔ ﺃﻛﺎﺩﻳﻤﻴﺔ ﺣﺘﻰ ﺍﻵﻥ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﻴﻦ‬
‫< ﺍﻟﺘﺤﻒ ﺃﺣﺰﺍﻧﻚ ﻭﺍﻧﻜﺴﺎﺭﺍﺗﻚ ﺍﻟﻤﺮﻳﺮﺓ ﻭﺧﻴﺒﺎﺗﻚ‬ ‫ﻭﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﻟﺘﻲ ﺧﺮﺟﺖ ﺑﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺘﺪﺍﻭﻟﻴﺔ )ﺍﻟﻤﻔﻬﻮﻡ ﻭﺍﻟﻨﺸﺄﺓ ﻭﺍﻟﺘﻄﻮﺭ(‪ ،‬ﻭ ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﺘﻲ ﺳﻌﺖ ﻟﺘﺤﻘﻴﻘﻬﺎ ‪ ,‬ﻧﺒﻬﺖ ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﺇﻃﺎﺭ ﻧﻈﺮﻱ" ﻭﻗﺪ ﺑﺮﺭﺕ ﺍﻟﺒﺎﺣﺜﺔ ﺍﺧﺘﻴﺎﺭﻫﺎ ﻟﻜﺘﺎﺏ‬ ‫ﻓﻲ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﻴﻤﻨﻴﺔ ﻭﻫﻮ ﺍﻟﻔﺮﻉ ﺍﻟﺘﺪﺍﻭﻟﻲ‪ ,‬ﻛﻮﻥ‬
‫ﺍﻟﻤﺘﻼﺣﻘﺔ‪ ،‬ﻭﻧ ْﻢ ﺟﻴﺪﺍ ً‪..‬‬ ‫ﺑﻌﻨﻮﺍﻥ‪):‬ﻧﻈﺮﻳﺔ ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﺍﻟﻌﺎﻣﺔ ﺍﻟﻨﺸﺄﺓ‬ ‫ﻭﺍﻟﻤﺤﺎﺿﺮﺓ ﺑﺠﺎﻣﻌﺔ ﺗﻌﺰ ﺗﻐﺮﻳﺪ ﺍﻟﺸﻤﻴﺮﻱ ﺇﻟﻰ‬ ‫ﺍﻟﺤﻴﻮﺍﻥ ﻟﻠﺠﺎﺣﻆ – ﺩﻭﻥ ﻏﻴﺮه ﻣﻦ ﻛﺘﺐ ﺍﻟﺘﺮﺍﺙ‬ ‫ﻫﺬﺍ ﺍﻟﻔﺮﻉ‪ -‬ﻛﻤﺎ ﺗﻘﻮﻝ ﺍﻟﺒﺎﺣﺜﺔ‪ "-‬ﻳﺪﺭﺱ ﻋﻼﻗﺔ‬
‫ﻧ ْﻢ ﺑﻌﻴﺪﺍ ً ﻋﻦ ﺃﺭﻕ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻤﺘﻮﺍﺻﻞ ﺑﻬﺬه ﺍﻷﺭﺽ‬ ‫ﻣﺎ ﻳﻠﻲ ‪:‬‬ ‫ﻭﺍﻟﺘﻄﻮﺭ(‪.‬ﺃﻣﺎ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ ﻓﻘﺪ ﺟﺎﺀ ﺑﻌﻨﻮﺍﻥ ‪:‬‬ ‫ﺍﻥ ﺩﺭﺍﺳﺘﻬﺎ ﻣﺤﺎﻭﻟﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺗﺴﺎﺅﻻﺕ ﻋﺪﺓ‬ ‫ﺍﻟﻌﺮﺑﻲ‪ -‬ﻟﺘﻄﺒﻴﻖ ﺗﻠﻚ ﺍﻟﻤﺒﺎﺩﺉ ﻭﺍﻹﺟــﺮﺍﺀﺍﺕ‬ ‫ﺍﻟﻨﺸﺎﻁ ﺍﻟﻠﻐﻮﻱ ﺑﻤﺴﺘﻌﻤﻠﻴﻪ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻄﻴﺒﺔ ﻭﺭﻭﻋﺘﻬﺎ ﺍﻟﻤﻬﺪﺩﺓ ﺑﺘﻠﻮﺙ ﺍﻟﺴﺎﺳﺔ‪،‬ﻭﻋﻔﻮﻧﺔ‬ ‫)ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﺍﻟﻤﺒﺎﺷﺮﺓ ﻓﻲ ﻛﺘﺎﺏ ﺍﻟﺤﻴﻮﺍﻥ(‬ ‫ﻣﻨﻬﺎ ‪:‬‬ ‫ﺍﻟﻤﻨﻬﺠﻴﺔ ﺑﺎﻟﻘﻮﻝ‪ ":‬ﺍﺧﺘﺎﺭﺕ ﺍﻟﺪﺭﺍﺳﺔ ) ﻛﺘﺎﺏ‬ ‫ﺍﻟﻌﻼﻣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺑﻨﺠﺎﺡ ﻭﺍﻟﺴﻴﺎﻗﺎﺕ ﻭﺍﻟﻄﺒﻘﺎﺕ‬
‫• ﺗﻮﺻﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺠﺎﻣﻌﺎﺕ ﺍﻟﻴﻤﻨﻴﺔ ﺑﺈﺿﺎﻓﺔ‬ ‫ﻓﻲ ﺳﺘﺔ ﻣﺒﺎﺣﺚ ﻫﻲ‪:‬ﺍﻷﻓﻌﺎﻝ ﺍﻹﺧﺒﺎﺭﻳﺔ ‪,‬‬ ‫‪.1‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺣﻘﻴﻘﺔ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ؟ ﻭﻛﻴﻒ‬
‫ﺿﻤﺎﺋﺮﻫﻢ ﺍﻟﻤﺤﻨﻄﺔ ﺑﺎﻻﻧﺤﻄﺎﻁ‪!!..‬‬ ‫ﺍﻟﺤﻴﻮﺍﻥ( ﻟﻠﺠﺎﺣﻆ ؛ ﻟﻜﺜﺮﺓ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺤﻮﺍﺭ ﻓﻴﻪ‬ ‫ﺍﻟﻤﻘﺎﻣﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ ﻳﻨﺠﺰ ﺿﻤﻨﻬﺎ ﺍﻟﺨﻄﺎﺏ‪،‬‬
‫ﻧ ْﻢ ﺑﻌﻴﺪﺍ ً ﻋﻦ ﺫﻟﻚ ﺍﻟﻘﻠﻖ ﺍﻟﻤﺠﺎﻧﻲ ﺍﻟﺬﻱ ﺻﺎﺭ‬ ‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﻛﻤﻘﺮﺭ ﺩﺭﺍﺳــﻲ ﻳﻀﺎﻑ‬ ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ‪ ,‬ﺍﻷﻓﻌﺎﻝ ﺍﻻﻟﺘﺰﺍﻣﻴﺔ ‪,‬‬ ‫ﺗﺴﻬﻢ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﺻﻞ؟ ﻭﻛﻴﻒ ﻧﺸﺄﺕ؟ ﻭﻣﻦ‬ ‫ﻭﺗﻨﻮﻋﻬﺎ‪ ،‬ﻭﺍﺧﺘﻼﻓﻬﺎ ﻣﺎ ﺑﻴﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺨﺒﺮﻳﺔ‬ ‫ﻭﻣﻌﺮﻓﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﻣﻦ ﺍﻟﺨﻄﺎﺏ ﺭﺳﺎﻟﺔ‬
‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﻌﺒﻴﺮﻳﺔ‪ ,‬ﺍﻷﻓﻌﺎﻝ ﺍﻹﻋﻼﻧﻴﺔ ‪,‬ﺍﻷﻓﻌﺎﻝ‬ ‫ﺃﻱ ﻣﻌﻴﻦ ﺍﺳﺘﻘﺖ ﻣﺎﺩﺓ ﻣﻮﺿﻮﻋﻬﺎ؟ ﻭﻫﻞ ﻟﻘﻴﺖ‬ ‫ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﻧﺸﺎﺋﻴﺔ ‪ ،‬ﻓﻀﻼً ﻋﻦ ﺃﻥ ) ﻛﺘﺎﺏ‬ ‫ﺗﻮﺍﺻﻠﻴﺔ ﻭﺍﺿﺤﺔ ﻭﻧﺎﺟﺤﺔ‪ ،‬ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ‬
‫ﻳﺴﺮﺡ ﻭﻳﻤﺮﺡ ﺩﻭﻥ ﺭﺍﺩﻉ ﻭﻃﻨﻲ ﺃﻭ ﻭﺍﺯﻉ ﺃﻣﻤﻲ ﺃﻭ‬
‫ﺇﻟﻰ ﻣﻘﺮﺭﺍﺕ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺠﺎﻣﻌﻴﺔ‪ ،‬ﻭﺑﺮﻧﺎﻣﺞ‬ ‫ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ‪.‬ﺃﻣﺎ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﺍﻟﻤﺨﺼﺺ‬ ‫ﻓﻲ ﺗﺮﺍﺛﻨﺎ ﺍﻟﻌﺮﺑﻲ ﻧﺼﻴﺒﺎ ً ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ؟ ﻭﻣﺎ‬ ‫ﺍﻟﺤﻴﻮﺍﻥ( ﻣﻦ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺘﺮﺍﺛﻴﺔ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ‬ ‫ﺗﻌﻴﻖ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﺻﻞ ﻭﺗﺆﺩﻱ ﺇﻟﻰ ﻓﺸﻠﻬﺎ" ﻭﻻﻥ‬
‫ﺣﺘﻰ ﺣﺎﺟﺰ ﻣﺴﻠﺢ ﻟﻠﻬﻤﺠﻴﺔ ﺍﻟﻤﻄﻮﺭﺓ ﻟﻴﻤﺘﻨﻊ‬ ‫ﻟﺘﺤﻠﻴﻞ‪) :‬ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﻏﻴﺮ ﺍﻟﻤﺒﺎﺷﺮﺓ ﻓﻲ‬ ‫ﺁﻟﻴﺎﺗﻬﺎ؟‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺎﻟﻴﺔ؛ ﻧﻈﺮﺍ ﻟﻤﺎ ﻳﺤﻤﻠﻪ ﻣﻦ ﻣﻌﺎﺭﻑ‬ ‫ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﺍﻃﺎﺭ ﻧﻈﺮﻱ ﻭﻣﺮﺟﻌﻴﺔ ﺍﺑﺴﺘﻤﻮﻟﻮﺟﻴﺔ‬
‫ﻋﻦ ﻣﻮﺍﺻﻠﺔ ﺗﺠﻮﺍﻟﻪ ﺍﻟﻔﻮﺿﻮﻱ‪ ،‬ﺃﻭ ﻳﺼﺎﺏ ﺑﺸﻬﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ؛ ﻭﺍﻻﻧﻔﺘﺎﺡ ﻋﻠﻰ ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻛﺘﺎﺏ ﺍﻟﺤﻴﻮﺍﻥ( ﻓﺠﺎﺀ ﻓﻲ ﺛﻼﺛﺔ ﻣﺒﺎﺣﺚ ﻫﻲ‪:‬‬ ‫‪.2‬ﻛﻴﻒ ﻳﺘﺤﻘﻖ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻘﻮﻝ ﻓﻲ ﺇﻃﺎﺭ ﻧﻈﺮﻳﺔ‬
‫ﻭﻣﻌﺎﻥ ﻭﺩﻻﻻﺕ ﺷﺘﻰ‪ ،‬ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻣﻦ ﻳﺘﻔﺤﺺ‬ ‫ﻓﻲ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻠﺴﺎﻧﻲ ﺍﻟﺤﺪﻳﺚ ﻓﻘﺪ ﺑﻠﻮﺭ‬
‫ﻗﻨﺎﺹ ﻳﺼﻄﺎﺩ ﻻ ﻣﺒﺎﻻﺗﻪ ﻭﺧﻄﺎه ﺍﻟﻼﻣﺴﺌﻮﻟﺔ ﻓﻲ‬ ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﻏﻴﺮ ﺍﻟﻤﺒﺎﺷﺮﺓ ﺍﻟﻤﺮﻛﺒﺔ‪ ,‬ﺍﻷﻓﻌﺎﻝ‬ ‫ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﺍﻟﻌﺎﻣﺔ؟‬ ‫ﺍﻟﻤﺸﺘﻐﻠﻮﻥ ﻋﻠﻴﻬﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻤﻔﺎﻫﻴﻢ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﻤﻌﺎﺻﺮﺓ‪.‬‬ ‫ﻣﺮﺍﻣﻴﻬﺎ ﻭﻳﺴﺘﺒﻄﻦ ﻣﻜﺎﻣﻨﻬﺎ ﻭﻳﺜﺮﻳﻬﺎ ﺑﺎﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺨﻄﺮﺓ ﻭﺍﻟﺴﺎﻗﻄﺔ ﻣﻦ ﺫﺍﻛﺮﺓ ﺍﻟﻘﺎﻧﻮﻥ‪..‬؟!‬ ‫ﺍﻟﻜﻼﻣﻴﺔ ﻏﻴﺮ ﺍﻟﻤﺒﺎﺷﺮﺓ ﺍﻟﺠﺰﺋﻴﺔ ‪ ,‬ﺍﻷﻓﻌﺎﻝ‬ ‫‪.3‬ﻛﻴﻒ ﻳﺘﻜﻠﻢ ﺍﻟﺠﺎﺣﻆ ﺑﺸﻲﺀ ﻭﻫﻮ ﻳﺮﻳﺪ ﺃﻥ‬ ‫ﻭﺍﻵﻟﻴﺎﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ‪ ,‬ﺃﺑﺮﺯﻫﺎ‪ -‬ﻛﻤﺎ ﺗﻘﻮﻝ ﺍﻟﺒﺎﺣﺜﺔ‪:-‬‬
‫ﻭﺍﻟﺒﺤﺚ؛ ﻷﻧﻬﺎ ﺻﺎﺩﺭﺓ ﻋﻦ ﻋﺎﻟﻢ ﻣﺘﺒﺤﺮ‪ ،‬ﻭﻟﻐﻮﻱ‬
‫‪--3‬‬ ‫ﺍﻟﻜﻼﻣﻴﺔ ﻏﻴﺮ ﺍﻟﻤﺒﺎﺷﺮﺓ ﻋﻠﻰ ﻭﻓﻖ ﺗﺼﻨﻴﻒ‬ ‫ﻳﻮﺻﻞ ﻟﻠﻘﺎﺭﺉ ‪ /‬ﺍﻟﻤﺘﻠﻘﻲ ﺷﻴﺌﺎ ﺁﺧﺮ‪.‬‬ ‫)ﺍﻻﺳﺘﻠﺰﺍﻡ ﺍﻟﺤﻮﺍﺭﻱ‪ ،‬ﻭﺍﻻﻓﺘﺮﺍﺽ ﺍﻟﻤﺴﺒﻖ‪،‬‬
‫• ﺗﻮﺻﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻤﺘﺨﺼﺼﻴﻦ‬ ‫ﻏﺮﺍﻳﺲ ‪.‬‬ ‫‪.4‬ﻛﻴﻒ ﻧﺘﺠﻨﺐ ﺍﻟﻐﻤﻮﺽ ﻭﺍﻹﺑﻬﺎﻡ ﻓﻲ ﻋﻤﻠﻴﺔ‬ ‫ﻣﺘﻤﻜﻦ ‪ ،‬ﻭﺧﺒﻴﺮ ﺑﺄﺻﻮﻝ ﺍﻟﺒﻼﻏﺔ ﻭﺍﻟﺒﻴﺎﻥ ﻭﻣﻌﺎﻧﻲ‬
‫ﻧ ْﻢ ﺟﻴﺪﺍ ً‪..‬‬ ‫ﻭﺍﻹﺷﺎﺭﻳﺎﺕ‪ ،‬ﻭﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ(‪ ،‬ﻭﺍﻟﻤﻔﻬﻮﻡ‬
‫ﻭﻗﺪ ﺃﻋﻘﺒﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻠﻚ ﺍﻟﻤﺒﺎﺣﺚ ﻭﺍﻟﻔﺼﻮﻝ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ؟‬ ‫ﺍﻟﻜﻼﻡ ﻭﻣﻘﺎﺻﺪ ﺍﻟﺤﺪﻳﺚ ﻭﻣﺮﺍﻣﻲ ﺍﻟﻘﻮﻝ" ‪.‬‬
‫ﻛﻲ ﺗﺴﺘﺮﺩ ﻋﺎﻓﻴﺔ ﺍﻟﺤﻠﻢ‪ ،‬ﻭﺍﻹﻓﻼﺕ ﻣﻦ ﺟﺎﺫﺑﻴﺔ‬ ‫ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻨﻘﺪ ﻭﺍﻟﺒﻼﻏﺔ ﻭﺍﻟﻨﺤﻮ ﻭﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ‬ ‫ﺍﻷﺧﻴﺮ ‪-‬ﺑــﺮﺃﻱ ﺍﻟﺒﺎﺣﺜﺔ – "ﻣﻔﻬﻮﻡ ﻣﺘﻤﻴﺰ ﻣﻦ‬
‫ﺑﺠﻤﻠﺔ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﺃﻫﻤﻬﺎ ﻓﻲ‬ ‫‪.5‬ﻫﻞ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺤﺮﻓﻲ ﻟﻤﻠﻔﻮﻅ ﻣﺎ ﻛﺎﻑ ﻟﺘﺤﺪﻳﺪ‬ ‫ﺃﻣﺎ ﺗﻔﻀﻴﻠﻬﺎ ﺍﻻﺷﺘﻐﺎﻝ ﻋﻠﻰ ﻧﺺ ﻧﺜﺮﻱ ﻻ ﻧﺺ‬
‫ﺍﻟﻜﻮﺍﺭﺙ ﺍﻟﺘﻲ ﻟﻢ ﺗﺨﻄﺮ ﻋﻠﻰ ﺍﻷﺑﺎﻟﺴﺔ ﻭﺍﺳﺘﺤﻮﺫ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ‪ ،‬ﻭﻳﺸﻜﻞ ﺟﺰﺀﺍ ﺃﺳﺎﺳﻴﺎ ﻣﻦ‬
‫ﺍﻟﻨﺘﺎﺋﺞ‪: .‬‬ ‫ﻣﻘﺼﺪﻧﺎ ﻣﻦ ﺍﻟﻜﻼﻡ؟‬ ‫ﺷﻌﺮﻱ ﻓـ" ﻷﻥ ﻓﻜﺮﺓ ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﻓﻜﺮﺓ ﻣﺴﺘﻤﺪﺓ‬
‫ﻋﻠﻰ ﺣﻘﻮﻕ ﻣﻠﻜﻴﺘﻬﺎ ﺃﺑﺎﻟﺴﺔ ﺍﻟﺒﺸﺮ‪ ،‬ﺍﻟﺬﻳﻦ ﺟﺎﺀﻭﺍ‬ ‫ﻭﺍﻷﺳﻠﻮﺑﻴﺔ ﻭﺗﺤﻠﻴﻞ ﺍﻟﺨﻄﺎﺏ ﺍﻥ ﻳﻔﻴﺪﻭﺍ ﻣﻦ‬ ‫ﺑﻨﻴﺘﻬﺎ ﺍﻟﻨﻈﺮﻳﺔ‪ ،‬ﻭﺍﻟﻨﻮﺍﺓ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻟﻬﺎ‪ ،‬ﻓﻘﺪ ﺭﺃﻯ‬
‫• ﺍﻟﻜﺸﻒ ﻋﻦ ﺻﻨﻒ ﺳﺎﺩﺱ ﻟﻸﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ‬ ‫‪.6‬ﻛﻴﻒ ﻧﻨﺘﻘﻞ ﻣﻦ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺤﺮﻓﻲ ﺇﻟﻰ ﺍﻟﻤﻌﻨﻰ‬ ‫ﻣﻦ ﻣﺠﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ‪ /‬ﺍﻟﻤﺤﻜﻴﺔ ﻭ‬
‫ﺇﺛﻢ ﻋﻈﻴﻢ‪..‬‬ ‫ﻣﻦ ﻛﻞ ٍ‬ ‫ﺍﻟﻤﺸﺘﻐﻠﻮﻥ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﺃﻥ‬
‫ﺇﻧﺠﺎﺯﺍﺕ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﻋﻤﻮﻣﺎ ﻭ ﺍﻟﻤﻨﻬﺞ‬ ‫ﻭﻫﻮ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ‪.‬‬ ‫ﺍﻟﻀﻤﻨﻲ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﻜﻼﻡ؟‬ ‫ﺗﻤﻈﻬﺮﺍﺗﻬﺎ ﻓﻲ ﺍﻟﺤﻮﺍﺭﺍﺕ ﺍﻟﻴﻮﻣﻴﺔ ﺍﻟﺘﻲ ﺗﺸﻜﻞ‬
‫ﻭﻇﻴﻔﺔ ﺍﻟﻠﻐﺔ ﻻ ﺗﻨﺤﺼﺮ ﻓﻲ ﻧﻘﻞ ﺧﺒﺮ‪ ،‬ﺃﻭ ﻭﺻﻒ‬
‫ﻧ ْﻢ ﺟﻴﺪﺍ ً‪ ..‬ﻛﻲ ﺗﻨﺠﻮ ﻣﻦ ﻣﻠﻮﺣﺔ ﺟﺮﻭﺣﻚ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫• ﺍﻟﻔﺼﻞ ﺑﻴﻦ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ )ﺍﻹﺧﺒﺎﺭﻳﺔ‬ ‫ﺍﻻﻃﺎﺭ ﺍﻟﻤﻨﻬﺠﻲ‪:‬‬ ‫ﺣﻘﻴﻘﺔ ﺍﻟﺤﺪﻭﺙ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻔﻌﻞ ﻻ ﻳﺤﻘﻖ‬
‫ﻭﺍﻗﻌﺔ‪ ،‬ﻭﺇﻧﻤﺎ ﺍﻟﻠﻐﺔ ﺃﻓﻌﺎﻝ ﺗﻨﺠﺰ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﺎ‬
‫ﻭﺃﺳﺌﻠﺔ ﺍﻷﻃﻔﺎﻝ ﺍﻟﻤﻠﺤﺔ ﻋﻦ ﺳﺮ ﺷﻐﺐ ﺍﻟﻘﺬﺍﺋﻒ‬ ‫ﺍﻟﺘﺪﺍﻭﻟﻲ ﺧﺼﻮﺻﺎ؛ ﻹﺛﺮﺍﺀ ﺩﺭﺍﺳﺎﺗﻬﻢ ﻭﺃﺑﺤﺎﺛﻬﻢ‬ ‫ﻭﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﻭﺍﻻﻟﺘﺰﺍﻣﻴﺔ ﻭﺍﻟﺘﻌﺒﻴﺮﻳﺔ ﻭﺍﻹﻋﻼﻧﻴﺔ(‪،‬‬ ‫ﻭﻇﻔﺖ ﺍﻟﺒﺎﺣﺜﺔ ‪ -‬ﻛﻤﺎ ﺍﺷﺮﻧﺎ ‪ -‬ﻣﻔﺎﻫﻴﻢ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺘﻪ ﺇﻻ ﺑﻤﺪﻯ ﺇﻧﺠﺎﺯﻳﺘﻪ ﻓﻲ ﺍﻟﻮﺍﻗﻊ"‬
‫ﺗﺤﻤﻠﻪ ﻣﻦ ﺍﻟﻤﻌﺎﻧﻲ ﺑﻤﺠﺮﺩ ﺍﻟﻨﻄﻖ ﺑﻬﺎ‪ ،‬ﻭﺍﻟﻜﻼﻡ‬
‫ﺩﺍﺧﻞ ﺻﻔﻮﻑ ﺍﻟﻤﺪﺍﺭﺱ‪ ،‬ﻭﻋﻦ ﺗﻠﻚ «ﺍﻟﻤﺘﺎﺭﻳﺲ»‬ ‫ﻣﻊ ﺻﻌﻮﺑﺔ ﺍﻟﻔﺼﻞ ﺑﻴﻦ ﺗﻠﻚ ﺍﻷﻓﻌﺎﻝ؛ ﻷﻥ ﻛﻞ‬ ‫ﻭﺍﻵﻟﻴﺎﺕ ﺍﻟﻤﻨﻬﺠﻴﺔ ﻭﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﻟﺘﻲ ﺑﻠﻮﺭﻫﺎ ﻛﻞ‬ ‫ﻣﺒﺮﺭﺍﺕ ﺍﻟﻤﻮﺿﻮﻉ ﻭﻣﺴﻮﻏﺎﺕ ﺍﺧﺘﻴﺎﺭه‪:‬‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺑﻤﺎ ﺗﻮﻓﺮه ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﻣﻦ ﺍﻵﻟﻴﺎﺕ ﻭﺍﻷﺩﻭﺍﺕ‬ ‫ﺑﺬﻟﻚ ﻻ ﻳﻌﺒﺮ ﻋﻦ ﺷﻲﺀ ﻓﻘﻂ‪ ،‬ﻭﺇﻧﻤﺎ ُﻳﻔﻌﻞ‬
‫ﺗﺼﺮ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺍﻵﺧﺮﻳﻦ‬ ‫ُّ‬ ‫ﺍﻟﺸﻴﻄﺎﻧﻴﺔ ﺍﻟﺘﻲ‬ ‫ﻓﻌﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺩﺍﻻً ﻭﺇﻧﺠﺎﺯﻳﺎ ً ﻭﺗﺄﺛﻴﺮﻳﺎ ً ﻓﻲ‬ ‫ﻣﻦ )ﺃﻭﺳﺘﻴﻦ ﻭﺳﻴﺮﻝ ﻭﻏﺮﺍﻳﺲ(‪ ،‬ﻛﻤﺎ ﺃﻓﺎﺩﺕ ﻣﻦ‬ ‫ﻛﺸﻔﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺸﻤﻴﺮﻱ ﻋــﻦ ﻋــﺪﺩ ﻣﻦ‬ ‫ﺃﻳﻀﺎ ً‪ ،‬ﻓﺎﻟﻜﻼﻡ ﻓﻌﻞ ﻳﻨﺠﺰ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺎﻟﺒﺤﺚ ﻓﻲ‬
‫ﻭﺗﺼﺮ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﻭﺍﻟﺪﻣﺎﺭ‪،‬‬ ‫ﺍﻟﺨﺮﺍﺏ‬ ‫ﺩﺭﻭﺳﺎ ً ﻓﻲ‬ ‫ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪.‬‬ ‫)ﺍﻟﻤﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ(؛ ﺍﻟﺬﻱ ﺳﺎﻋﺪ ﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﻮﻏﺎﺕ ﻭﺍﻷﺳﺒﺎﺏ ﺩﻓﻌﺘﻬﺎ ﻻﺧﺘﻴﺎﺭ ﻫﺬﺍ‬
‫ّ‬ ‫ﺍﻟﻤﻨﻬﺠﻴﺔ ‪.‬‬ ‫ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ ﻫﻮ ﺑﺤﺚ ﻓﻲ ﺃﺳﺎﺱ ُﻳﻌﺪ ﻣﻦ ﺃﻛﺒﺮ‬
‫• ﺍﻹﺑﺎﻧﺔ ﻋﻦ ﻭﺟﻮﺩ ﻣﺒﺪﺃ ﺍﻟﺘﻮﺿﻴﺢ ﺍﻻﺳﺘﻌﺎﺭﻱ‬ ‫ﺍﺳﺘﻘﺼﺎﺀ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﻭﻭﺻﻔﻬﺎ ﻭﺗﺤﻠﻴﻠﻬﺎ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ ﺩﻭﻥ ﻏﻴﺮه ﻣﻨﻬﺎ‪:‬‬
‫ﺣﻔﻆ ﻣﻼﻣﺤﻬﺎ ﻭﻛﺘﺎﺑﺔ ﻭﺍﺟﺒﺎﺗﻬﻢ ﺍﻟﺠﺪﻳﺪﺓ ﺑﺤﺒﺮ‬ ‫ﺃﺳﺲ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ" ‪ ,‬ﻭﻣﻦ ﻫﺬﺍ ﺍﻟﻤﻨﻄﻠﻖ ﻓﻘﺪ ﺍﺭﺗﺄﺕ‬
‫• ﺗﻮﺻﻲ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﻭﺍﻟﻤﺸﺘﻐﻠﻴﻦ‬ ‫ﻋﻨﺪ ﺍﻟﺠﺎﺣﻆ ﻓﻲ ﻛﺘﺎﺑﻪ ﺍﻟﺤﻴﻮﺍﻥ‪ ،‬ﺍﻟﻘﺎﺋﻢ‬ ‫ﻭﺗﻔﺴﻴﺮﻫﺎ‪ ،‬ﻭ)ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺎﺭﻳﺨﻲ(؛ ﻟﺘﺘﺒﻊ ﻣﺴﺎﺭ‬ ‫‪.1‬ﺟﺪﺓ ﺍﻟﻤﻮﺿﻮﻉ ‪ ،‬ﻭﻗﻠﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻤﺘﺨﺼﺼﺔ‬
‫ﺩﻣﺎﺋﻬﻢ ﺍﻟﺰﻛﻴﺔ‪..‬‬ ‫ﺍﻟﺒﺎﺣﺜﺔ ﺗﻐﺮﻳﺪ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ‬
‫ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﻣﺒﺎﺩﺉ ﻫﻲ‪) :‬ﻣﺒﺪﺃ ﺍﻻﻓﺘﺘﺎﺡ‪ ،‬ﻣﺒﺪﺃ‬ ‫ﺍﻟــﺪﺭﺱ ﺍﻟﺘﺪﺍﻭﻟﻲ ﺍﻟﺤﺪﻳﺚ‪ ،‬ﻭﺃﺻــﻮﻝ ﻧﻈﺮﻳﺔ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺎﻧﺐ‪.‬‬
‫ﻧ ْﻢ ﺟﻴﺪﺍ ً‪..‬‬ ‫ﻭﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﺧﺼﻮﺻﺎ ﻫﻲ ﺍﻟﺠﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ‬
‫ﺑﻨﻈﺮﻳﺔ ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﺑﻀﺒﻂ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ‬ ‫ﺍﻟﻤﻮﺍﺟﻬﺔ‪ ،‬ﻣﺒﺪﺃ ﺍﻟﻤﺪﺍﻓﻌﺔ‪ ،‬ﻣﺒﺪﺃ ﺍﻻﺧﺘﺘﺎﻡ(‪.‬‬ ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﻓﻲ ﺍﻟﺘﺮﺍﺛﻴﻦ ﺍﻟﻌﺮﺑﻲ ﻭﺍﻟﻐﺮﺑﻲ‪،‬‬ ‫‪.2‬ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﻟﺪﺭﺱ ﺍﻟﻠﺴﺎﻧﻲ ﺍﻟﺘﺪﺍﻭﻟﻲ ﺍﻟﺤﺪﻳﺚ‬
‫ﻭﻻ ﺗﺪﻉ ﺍﻷﺣﻼﻡ «ﺍﻟﻤﻜﻮﺑﺴﺔ» ﺗﺄﺧﺬﻙ ﺇﻟﻰ ﻗﺎﻋﺔ‬ ‫ﻷﻃﺮﻭﺣﺘﻬﺎ ﺍﻟﻤﻮﺳﻮﻣﺔ ﺑــ )ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ‬
‫• ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﻥ ﺗﺮﺍﺛﻨﺎ ﺍﻟﻌﺮﺑﻲ ﻻ ﻳﺨﻠﻮ ﻣﻦ ﺗﻠﻚ‬ ‫ﻭ)ﺍﻟﻤﻨﻬﺞ ﺍﻟﻨﻔﺴﻲ( ﺍﻟﺬﻱ ﻣﻜﻦ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ‬ ‫ﻭﺍﻟﺘﺮﺍﺙ ﺍﻟﻌﺮﺑﻲ ﺍﻟﻘﺪﻳﻢ‪.‬‬
‫ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﺍﻟﺠﺎﻣﻌﻴﺔ‪ ،‬ﻟﺘﺴﻤﻊ ﻭﺗﺸﺎﻫﺪ ﺩﺑﺎﺑﺔ ﺃﻭ‬ ‫ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﻨﻈﺮﻳﺔ‪ ،‬ﻭﺗﻮﺣﻴﺪﻫﺎ ﺣﺘﻰ ﻻ ﺗﻈﻞ‬ ‫ﻓﻲ ﻛﺘﺎﺏ ﺍﻟﺤﻴﻮﺍﻥ ﻟﻠﺠﺎﺣﻆ ﻓﻲ ﺿﻮﺀ ﻧﻈﺮﻳﺔ‬
‫ﺍﻷﺻﻨﺎﻑ ﺍﻟﺨﻤﺴﺔ ﻟﻠﻔﻌﻞ ﺍﻟﻜﻼﻣﻲ ﻷﻭﺳﺘﻴﻦ‬ ‫ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﺘﺄﺛﻴﺮﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻓﻲ‬ ‫‪.3‬ﺇﺑﺮﺍﺯ ﺃﻫﻤﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﻭﻣﻔﺎﻫﻴﻤﻬﺎ ﻋﻦ‬ ‫ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﺍﻟﻌﺎﻣﺔ(‪ ,‬ﻳﺤﺪﻭﻫﺎ ﻃﻤﻮﺡ ﻋﻠﻤﻲ‬
‫ﻣﺼﻔﺤﺔ ﻋﺴﻜﺮﻳﺔ ﻭﻫﻲ ﺗﻠﻘﻲ ﻣﺤﺎﺿﺮﺗﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺳﻴﺮﻝ‪ ،‬ﻭﻻ ﻳﻘﺘﺼﺮ ﻋﻠﻴﻬﺎ ﻓﺤﺴﺐ ﺑﻞ ﻳﺤﺘﻮﻱ‬ ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﻌﺒﻴﺮﻳﺔ‪ ،‬ﻭ)ﺍﻟﻤﻨﻬﺞ ﺍﻻﺟﺘﻤﺎﻋﻲ(‬ ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﻓﻲ ﺍﻟﺪﺭﺱ ﺍﻟﻠﺴﺎﻧﻲ ﺍﻟﺤﺪﻳﺚ‬
‫ﺍﻟﻤﻔﻴﺪﺓ ﻋﻦ « ٍ‬ ‫ﻣﻠﺘﺒﺴﺔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﻦ‪.‬‬ ‫ﻏﺎﻳﺘﻪ" ﺍﺳﺘﻘﺼﺎﺀ ﻭﻭﺻﻒ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ‬
‫ﻏﺪ ﺃﺟﻤﻞ» ﻭﻓﺮﺻﺔ ﺭﺍﺋﻌﺔ ﻟﻀﻴﺎﻉ‬ ‫ﻋﻠﻴﻬﺎ ﻭﻋﻠﻰ ﻏﻴﺮﻫﺎ‪.‬‬ ‫ﺍﻟــﺬﻱ ﻭﺿــﺢ ﻇــﺮﻭﻑ ﻭﻣﻼﺑﺴﺎﺕ ﺍﻟﻨﺼﻮﺹ‬ ‫ﻭﻃﺮﻕ ﺗﻄﺒﻴﻘﻬﺎ ﻓﻲ ﺻﻠﺐ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‬ ‫ﺍﻟﺮﺍﺋﺠﺔ ﻓﻲ)ﻛﺘﺎﺏ ﺍﻟﺤﻴﻮﺍﻥ( ﻟﻠﺠﺎﺣﻆ ‪ ,‬ﻭﺗﻘﺪﻳﻢ‬
‫ﺑﺸﻊ ﻭﻣﺘﺎﻫﺔ ﻣﻤﻴﺘﺔ‪ ،‬ﻭﺟﺎﻫﻠﻴﺔ ﺟﺪﻳﺪﺓ ﻭﻭﻃﻦٍ‬ ‫• ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺍﻥ ﺍﻟﻤﻘﺼﺪ ﻣﻦ ﺍﻟﻜﻼﻡ ﻫﻮ ﺍﻟﺬﻱ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﺘﻠﻘﻴﻦ ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ‬
‫• ﺗﻮﺻﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺑﺄﻫﻤﻴﺔ ﺍﻟﺨﻮﺽ ﻓﻲ‬ ‫‪ ,‬ﻭﺑﻴﺎﻥ ﻗﺪﺭﺗﻬﺎ ﻋﻠﻰ ﺇﻧﺘﺎﺝ ﺧﻄﺎﺏ ﺗﺪﺍﻭﻟﻲ ﻭﺍﻉ‬ ‫ﺗﺤﻠﻴﻞ ﺗﺪﺍﻭﻟﻲ ﻟﻨﺺ ﻧﺜﺮﻱ ﻋﻠﻰ ﻭﻓﻖ ﻣﻌﺎﻳﻴﺮ‬
‫ﻳﺘﺴﻮﻝ ﺍﻻﺑﺘﺴﺎﻣﺔ‪..‬‬ ‫ﻳﺨﻀﻊ ﺍﻟﻤﺘﻠﻘﻲ ﺇﻟﻰ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﺑﺤﻴﺚ ﻻ ﻳﺴﺘﻄﻴﻊ‬ ‫ﺍﻟﺘﻮﺍﺻﻠﻴﺔ‪.‬‬
‫ّ‬ ‫ﻭﺭﺻﻴﻦ‪.‬‬ ‫ﻧﻈﺮﻳﺔ ﺃﻓﻌﺎﻝ ﺍﻟﻜﻼﻡ ﺍﻟﻌﺎﻣﺔ ‪ ,‬ﻭﻻﺳﻴﻤﺎ ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﻫﺬﺍ ﺍﻟﻤﺠﺎﻝ ﺍﻟﺨﺼﺐ ﺑﺤﺜﺎ ً ﻭﺩﺭﺍﺳﺔ‪ ،‬ﻣﻨﻄﻠﻘﻴﻦ‬ ‫ﺗﺠﺎﻭﺯه ﺇﻟﻰ ﻏﻴﺮه ﻣﻦ ﺍﻟﻤﻘﺎﺻﺪ ﺍﻷﺧــﺮﻯ؛ ﻷﻥ‬ ‫ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﻬﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ‪:‬‬
‫ﻧ ْﻢ ﺟﻴﺪﺍ ً‪..‬‬ ‫‪.6‬ﺣﺎﺟﺔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ‪ -‬ﺑﻮﺻﻔﻬﺎ‬ ‫ﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﻟﺘﻲ ﺑﻠﻮﺭﻫﺎ ﺍﻟﻔﻴﻠﺴﻮﻑ ﺍﻹﻧﺠﻠﻴﺰﻱ‬
‫ﻣﻘﺼﺪ ﺍﻟﺴﻴﺎﻕ ﻳﺴﻬﻢ ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﻓﻲ ﺗﺤﺪﻳﺪ‬ ‫ﻭﻓﻲ ﺳﺒﻴﻞ ﺿﺒﻂ ﻣﻨﻬﺠﻲ ﻳﻠﻢ ﺍﻃﺮﺍﻑ ﺍﻟﻤﻮﺿﻮﻉ‬
‫ﻭﺃﻧﺲ ﺃﻧﻚ ﺑﺬﺍﻛﺮﺓ‪ ،‬ﻣﻌﺒﺄﺓ ﺑﺎﻟﻤﻮﺍﺟﻊ ﻭﺍﻟﻤﻮﺍﻧﻊ ﺍﻟﺘﻲ‬ ‫ﺧﻄﺎﺑﺎ ﺗﺪﺍﻭﻟﻴﺎ‪ -‬ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﻒ‬ ‫ﺟﻮﻥ ﺃﻭﺳﺘﻴﻦ ﻭﺍﻟﻔﻴﻠﺴﻮﻑ ﺍﻷﻣﺮﻳﻜﻲ ﺟﻮﻥ‬
‫ﻣﻤﺎ ﻳﻘﺪﻣﻪ ﺗﺮﺍﺛﻨﺎ ﺍﻟﻌﺮﺑﻲ ﻣﻦ ﻣﻼﻣﺢ ﻭﺑﺬﻭﺭ ﺗﺮﺍﺛﻴﺔ‪.‬‬ ‫ﺳﻠﻄﺘﻪ ﻋﻠﻰ ﻣﺘﻠﻘﻴﻪ‪.‬‬ ‫ﻭﻳﺠﻤﻊ ﺷﺘﺎﺗﻪ ُﻭ ِ ّﺯ َﻋﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺩﺭﺍﺳﺘﻬﺎ ﻋﻠﻰ‬
‫ﺗﺤﺪ ﻣﻦ ﺍﻧﺴﻴﺎﺏ ﺇﻧﺴﺎﻧﻴﺘﻚ ﻓﻲ ﻫﺬﺍ ﺍﻟﻠﻴﻞ ﺍﻟﺬﻱ‬ ‫ّ‬ ‫• ﺇﺛﺒﺎﺕ ﺃﻥ ﺗﺮﺍﺛﻨﺎ ﺍﻟﻌﺮﺑﻲ ﻟﻢ ﻳﻜﻦ ﺧﺎﻟﻴﺎ ً ﻣﻦ‬ ‫ﺛﻼﺛﺔ ﻓﺼﻮﻝ ﺳﺒﻘﺘﻬﺎ ﻣﻘﺪﻣﺔ ﻭﺗﻠﺘﻬﺎ ﺧﺎﺗﻤﺔ‬ ‫ﺑﻤﻮﺿﻮﻋﺎﺗﻬﺎ ﻭﺃﻗﺴﺎﻣﻬﺎ ﻭﺗﺒﺴﻴﻂ ﻣﻘﻮﻻﺗﻬﺎ‬ ‫ﺳﻴﺮﻝ‪ ,‬ﻭﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺍﻹﺿﺎﻓﺎﺕ ﺍﻟﻤﻨﻬﺠﻴﺔ ﺍﻟﺘﻲ‬
‫ﻳﻜﺘﻨﻔﻪ ﺍﻟﻐﻤﻮﺽ ﻭﺍﻟﺼﻘﻴﻊ ﻭﻋﻮﺍﺀ ﺍﻟﺬﺋﺎﺏ ﻭﻧﺒﺎﺡ‬ ‫ﺍﻹﺷــﺎﺭﺍﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﺘﺪﺍﻭﻟﻴﺔ ﻟﻜﻨﻬﺎ ﻟﻢ ﺗﺮﻕ‬ ‫ﺍﺷﺘﻤﻠﺖ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﻠﺤﻖ ﺑﺎﻟﻤﺼﺎﺩﺭ‬ ‫ﻟﻠﻘﺎﺭﺉ‪.‬‬ ‫ﻃﻌﻢ ﺑﻬﺎ ﺍﻟﻔﻴﻠﺴﻮﻑ ﺍﻷﻣﺮﻳﻜﻲ ﺑﻮﻝ ﻏﺮﺍﻳﺲ ﺗﻠﻚ‬
‫ﺍﻟﻘﺬﺍﺋﻒ؟!!‬ ‫ﻟﺘﺸﻜﻞ ﻧﻈﺮﻳﺔ ﻟﻬﺎ ﺃﺻﻮﻝ ﻭﻣﺒﺎﺩﺉ ﻣﻨﻬﺠﻴﺔ ﻭﺇﻧﻤﺎ‬ ‫ﻭﺍﻟﻤﺮﺍﺟﻊ ‪ ،‬ﺗﻨﺎﻭﻟﺖ ﺍﻟﻤﻘﺪﻣﺔ ﺃﻫﻤﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫‪.8‬ﻟﻔﺖ ﺍﻧﺘﺒﺎه ﺍﻟﺒﺎﺣﺜﻴﻦ ﺇﻟــﻰ ﺣﻘﻞ ﻳﻤﻜﻦ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ ﺍﻹﺟﺮﺍﺋﻴﺔ‪ ,‬ﻛﺠﺰﺋﻴﺔ ﺃﺳﺎﺳﻴﺔ ﺗﻜﻤﻴﻠﻴﺔ‬
‫ﺍﻻﻧﻄﻼﻕ ﻣﻨﻪ ﻓﻲ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻋﺎﺕ ﺟﺪﻳﺪﺓ‬ ‫ﻟﺒﻨﺎﺀ ﺍﻟﻨﻈﺮﻳﺔ‪ ،‬ﻭﺗﻘﻨﻴﻦ ﻣﻨﻬﺞ ﻟﺴﺎﻧﻲ ﺗﺪﺍﻭﻟﻲ‬
‫ﺍﻟﻬﻮﻳﺔ ﻭﻗﻀﺎﻳﺎﻫﺎ ﰲ‬
‫ﺍﻟﻮﻋﻲ ﺍﻟﻌﺮﰊ‬ ‫ﺣﻜﺎﻳﺔ ﻫﺎﺭﻟﻢ‬ ‫ﻧﺼﻮﺹ‬
‫ﺻﺪﺭ ﻋﻦ ﻣﺮﻛﺰ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻮﺣﺪﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺒﻴﺮﻭﺕ‬
‫ﻛﺘﺎﺏ "ﺍﻟﻬﻮﻳﺔ ﻭﻗﻀﺎﻳﺎﻫﺎ ﻓﻲ ﺍﻟﻮﻋﻲ ﺍﻟﻌﺮﺑﻲ‬ ‫ﻭﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‪ ،‬ﻫﻲ ﻋﻨﺪﻣﺎ‬ ‫ﻋﻠﻰ ﻏﺮﺍﺭ ﻣﺎ ﺗﺨﺪﻡ ﺍﻵﺛﺎﺭ ﺍﻟﻤﺴﺘﺨﺮﺟﺔ‬ ‫ﻧﻴﻮﻳﻮﺭﻙ‪ .‬ﻟﻜﻨﻪ ﻓﻘﺪ ﺑﺎﻟﻤﻘﺎﺑﻞ‪ ،‬ﻛﺜﻴﺮﺍ ً ﻣﻦ‬ ‫ـﺆﺭﺥ‬
‫ﻓــﻲ ﻋــﺎﻡ ‪ 1970‬ﺍﺻﻄﺤﺐ ﺍﻟــﻤـ ّ‬
‫ﺍﻟﻤﻌﺎﺻﺮ"‪.‬‬ ‫ﻟﻠﻤﺮﺓ ﺍﻷﻭﻟﻰ‪ ،‬ﻋﺎﻡ ‪،1968‬‬
‫ّ‬ ‫ﺯﺍﺭ ﺣﻲ ﻫﺎﺭﻟﻢ‬ ‫ﻣﻦ ﺍﻟﺤﻔﺮﻳﺎﺕ‪.‬‬ ‫ﺍﻟﻬﻮﻳﺔ ﺍﻟﺘﻲ ﻣ ّﻴﺰﺗﻪ‪ ،‬ﻛﻤﺎ ﻳﺪﻝ ﺍﻟﺘﻨﺎﻗﺾ‬ ‫ـﻮﺭ‬
‫ﻭﺍﻟــﺒــﺎﺣــﺚ ﺍﻻﺟــﺘــﻤــﺎﻋــﻲ ﻭﺍﻟــﻤــﺼـ ّ‬
‫ﺍﺣﺘﻞ ﻣﻮﺿﻮﻉ ﺍﻟﻬﻮﻳﺔ‪ ،‬ﻭﻻ ﻳﺰﺍﻝ‪ ،‬ﺣ ّﻴﺰﺍ ً ﻭﺍﺳﻌﺎ ً ﻓﻲ‬ ‫ﺇﺫ ﻛﺎﻥ ﻋﻤﺮه ‪ 24‬ﺳﻨﺔ‪ .‬ﻭﻛﺎﻧﺖ ﺍﻟﻠﺤﻈﺔ‬ ‫ﺍﻟﺘﻘﻂ ﻓﻴﺮﻏﺎﺭﺍ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻝ‪ ،‬ﺻﻮﺭﺍ ً ﻟﻜﻞ‬ ‫ﻋﺪﺓ‬
‫ﺍﻟﻜﺒﻴﺮ ﺑﻴﻦ ﺍﻟﺼﻮﺭ ﺍﻟﻤﺄﺧﻮﺫﺓ‪ ،‬ﻣﻨﺬ ّ‬ ‫ﺍﻷﻣﻴﺮﻛﻲ‪ ،‬ﺫﻭ ﺍﻷﺻﻞ ﺍﻟﺘﺸﻴﻠﻲ‪ ،‬ﻛﺎﻣﻴﻠﻮ‬ ‫א א ‬
‫ﺍﻟﻔﻜﺮ ﺍﻟﻘﻮﻣﻲ ﺍﻟﻌﺮﺑﻲ‪ ،‬ﻧﻈﺮﺍ ً ﺇﻟﻰ ﻣﺎ ﺷﻬﺪﺗﻪ ﻗﻀﻴﺔ‬ ‫ﺍﻟﺘﻲ ﺍﻧﻄﻠﻖ ﻣﻨﻬﺎ ﻣﺸﺮﻭﻉ ﻣﺴﺘﻘﺒﻠﻲ‬ ‫ﺃﺑﻨﻴﺔ ﺍﻟﺤﻲ ﻭﻣﺆﺳﺴﺎﺗﻪ ﻭﻛﻨﺎﺋﺴﻪ ﻭﻧﺼﺒﻪ‬ ‫ﻋﻘﻮﺩ‪ ،‬ﻭﺑﻴﻦ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺸﺎﻫﻘﺔ ﺣﺎﻟﻴﺎ ً‪.‬‬ ‫ﺧﻮﺳﻴﻪ ﻓﻴﺮﻏﺎﺭﺍ‪ ،‬ﺁﻟﺔ ﺗﺼﻮﻳﺮه‪ ،‬ﻭﺷﺮﻉ ﻓﻲ‬
‫ﺍﻟﻬﻮﻳﺔ ﻓﻲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﺑﻲ ﻣﻦ ﺇﺷﻜﺎﻟﻴﺎﺕ ﻭﺗﺤﺪﻳﺎﺕ‬ ‫ﺗﻮﺛﻴﻘﻲ‪ ،‬ﻳﺮﻣﻲ ﺇﻟﻰ ﺍﻟﺘﺄﺭﻳﺦ »ﺍﻟﻼﺣﻖ«‬ ‫ﺍﻟﺘﺬﻛﺎﺭﻳﺔ ﻭﺃﺑﻨﻴﺘﻪ ﺍﻟﻔﺨﻤﺔ ﻭﺣﻮﺍﺭﻳﻪ‬ ‫ﻳﻘﺪﻣﻬﺎ ﺍﻟﻤﺆﻟﻒ‪ ،‬ﺑﺎﻟﺼﻮﺭ‪،‬‬ ‫ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﻲ ّ‬ ‫ﺍﻟﺘﻘﺎﻁ ﺍﻟﺼﻮﺭ ﻟﺤﻲ ﻫﺎﺭﻟﻢ ﻓﻲ ﻧﻴﻮﻳﻮﺭﻙ‪،‬‬
‫ﻓﺮﺿﻬﺎ ﺗﻌﺪﺩ ﺍﻻﻧﺘﻤﺎﺀﺍﺕ ﺍﻹﺛﻨﻴﺔ ﻭﺍﻟﻤﺬﻫﺒﻴﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ‬ ‫ﻟﺤﻲ ﻫﺎﺭﻟﻢ‪ ،‬ﺑﺎﻟﺼﻮﺭ‪.‬‬ ‫ﺍﻟﺒﺎﺋﺴﺔ‪ .‬ﻟﻜﻨﻪ ﺍﻟﺘﻘﻂ ﺃﻳﻀﺎ ً‪ ،‬ﺻــﻮﺭﺍ ً‬ ‫ﺃﻭﻝ‬ ‫ﺗﻌﺮﺿﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﻋﺪﺓ‪ ،‬ﻭﺫﻟﻚ ﻣﺜﻞ‪:‬‬ ‫ﻋﻠﻰ ﻣﺪﻯ ﺃﻛﺜﺮ ﻣﻦ ﺃﺭﺑﻌﺔ ﻋﻘﻮﺩ ﻛﺎﻣﻠﺔ‬ ‫ﻟﺴﺖ ﺍﻟﺒﻠﻴﺪ ﺍﻟﺬﻱ‬
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‫ﻭﺍﻟﺠﻬﻮﻳﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ ﻣﺎ ﺩﻭﻥ ﺍﻟﻘﻮﻣﻴﺔ ﻣﻦ ﺟﻬﺔ‪،‬‬ ‫ﺍﻟﻤﺆﻟﻒ ﻓﻲ ﺳﻄﻮﺭ‬ ‫ﻟﻤﺨﺘﻠﻒ ﺍﻟﻤﻈﺎﻫﺮ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﻔﻨ ّﻴﺔ‬ ‫ﺗﺤﻮﻝ‬ ‫ّ‬ ‫ﺛﻢ‬ ‫‪1977‬‬ ‫ﻋﺎﻡ‬ ‫ﺍﻟﺘﻘﻄﺖ‬ ‫ﺻﻮﺭﺓ ﻟﻪ‬ ‫ﻣﻦ ﺍﻟــﺰﻣــﻦ‪ .‬ﻭﺧــﺮﺝ ﻣﻦ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ‬ ‫ﺁﻭﻯ ﺗﺴﻠﻠﻬﺎ‬
‫ﻭﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺜﻘﺎﻓﻲ ﺍﻟﻤﺘﻌﺪﺩ ﺍﻷﻭﺟﻪ ﻣﻊ ﺍﻟﺨﺎﺭﺝ‪،‬‬ ‫ﻛﺎﻣﻴﻠﻮ ﺧﻮﺳﻴﻪ ﻓﻴﺮﻏﺎﺭﺍ‪ .‬ﻣﺆﺭﺥ ﻭﺑﺎﺣﺚ‬ ‫ﻣﻘﺪﻣﺘﻬﺎ‪،‬‬
‫ﺍﻟﺘﻲ ﻭﻗﻌﺖ ﻋﻠﻴﻬﺎ ﺃﻧﻈﺎﺭه‪ ،‬ﻭﻓﻲ ّ‬ ‫ﺇﻟﻰ ﻣﺨﺰﻥ ﺑﻘﺎﻟﺔ ﻛﺒﻴﺮ ﻟﺒﻴﻊ ﺍﻟﺤﻠﻮﻳﺎﺕ‪،‬‬ ‫ﺟﻤﻌﻬﺎ ﻓﻲ ﺣﻲ ﻫﺎﺭﻟﻢ ﻭﻋﻨﻪ‪ ،‬ﺑﻤﻌﺮﺽ‬ ‫ﺃﻭ ﻏﺎﻭﻳﺎ ﻓﻲ ﺍﻟﻬﻮﻯ‬
‫ﺍﻟﻤﺘﻤﺜ ّﻞ ﺑﺎﻟﻐﺮﺏ ﺗﺤﺪﻳﺪﺍ ً‪ ،‬ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬ ‫ﺍﺟﺘﻤﺎﻋﻲ ﺣﻮﻝ ﺍﻟﺤﻴﺎﺓ ﻓﻲ ﺍﻟﻤﺪﻥ‪..‬‬ ‫ﺗﻠﻚ ﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺗﺰ ّﻳﻦ ﺍﻟﺠﺪﺭﺍﻥ‬ ‫ﺗﺤﺖ ﺗﺴﻤﻴﺔ »ﺳﻤﻮﻙ ﺷﻮﺏ«‪ ..‬ﻭﺃﺻﺒﺢ‬ ‫ﻟﻠﺼﻮﺭ ﻭﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻱ ﻳﺤﻤﻞ ﻋﻨﻮﺍﻥ‪:‬‬ ‫ﻳﻬﻮﻯ ﺗﻐﺰﻟﻬﺎ‬
‫ﻭﻓﻲ ﻇﻞ ﻣﺎ ﺗﺸﻬﺪه‬ ‫ـﻮﺭ ﺃﻣﻴﺮﻛﻲ‪ .‬ﻛــﺎﻥ ﻗــﺪ ﻗــﺪﻡ ﺇﻟﻰ‬
‫ﻭﻣــﺼـ ّ‬ ‫ﻓﻲ ﺍﻟﺸﻮﺍﺭﻉ‪ ..‬ﻭﺍﻟﻌﺮﻭﺽ ﺍﻟﻤﻮﺳﻴﻘﻴﺔ‬ ‫ﺑﻌﺪﻫﺎ ﺃﺣﺪ ﻣﺨﺎﺯﻥ ﻣﺠﻤﻮﻋﺔ »ﺳﻠﻴﺒﻲ«‬ ‫»ﻫﺎﺭﻟﻢ‪ ..‬ﺗﺪﻣﻴﺮ ﻏﻴﺘﻮ«‪.‬‬ ‫ﺃﺩﺭﻱ ﺑﺄﻥ ﻟﻬﺎ‬
‫ﺍﻷﻣـــﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟﻤﺘﺤﺪﺓ ﻣﻦ ﺑﻠﺪه ﺍﻷﺻﻠﻲ‬ ‫ﻭﺍﻟﻤﻬﺮﺟﺎﻧﺎﺕ ﻭﻣﺸﺎﻫﺪ ﻣﺄﺧﻮﺫﺓ ﻣﻦ‬ ‫ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﻟﻴﺼﺒﺢ ﻋﺎﻡ ‪ 2011‬ﻛﻨﻴﺴﺔ‪.‬‬ ‫ﻛﺎﻥ ﻓﻴﺮﻏﺎﺭﺍ ﻣﺄﺧﻮﺫﺍ ً‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻝ‪ ،‬ﺑﺎﻟﻤﺪﻥ‬ ‫ﺗﺎﺭﻳﺦ ﻳﺼﻘﻠﻬﺎ‬
‫ﺍﻧﻘﺴﺎﻣﺎﺕ ﻭﺻﺮﺍﻋﺎﺕ‬ ‫)ﺍﻟﺘﺸﻴﻠﻲ(‪ ،‬ﻋﺎﻡ ‪ 1965‬ﺑﻘﺼﺪ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬ ‫ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻟﻘﺎﻃﻨﻲ ﺍﻟﺤﻲ‪.‬‬ ‫ﺍﻟﻤﺼﻮﺭ‪،‬‬‫ّ‬ ‫ﻭﻫﻨﺎ ﻣﻦ ﺍﻟﻤﻼﺣﻆ ﺃﻥ ﺍﻟﻤﺆﻟﻒ ـ‬ ‫ﺍﻷﻣﻴﺮﻛﻴﺔ‪ ،‬ﻭﺧــﺎﺻّــﺔ ﺑﻤﺮﺍﻛﺰ ﺍﻟﻤﺪﻥ‬ ‫ﻻ ﺗﻠﻚ ﺗﺠﻬﻠﻨﻲ‬
‫ﻭﺗﺸﺮﺫﻡ‪ ،‬ﻭﺑﻌﺪ ﻋﻘﻮﺩ‬ ‫ﻧﺸﺮﺕ ﺻﻮﺭه ﻛﺒﺮﻳﺎﺕ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‬ ‫ﺃﺭﺍﺩ ﻛﺎﻣﻴﻠﻮ ﺧﻮﺳﻴﻪ ﻓﻴﺮﻏﺎﺭﺍ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻝ‪،‬‬ ‫ﻳﺪﻋﻮ ﻗﺎﺭﺋﻪ ﺇﻟﻰ ﻣﺮﺍﻓﻘﺘﻪ‪ ،‬ﻓﻲ ﺍﻻﻃﻼﻉ‬ ‫ﺍﻟﻜﺒﺮﻯ‪ ،‬ﻣﺜﻞ‪ :‬ﺑﺎﻟﺘﻴﻤﻮﺭ ﻭﺷﻴﻜﺎﻏﻮ ﻭﻟﻮﺱ‬
‫ﻭﺃﻧﺎ‪..‬ﺃﺃﺟﻬﻠﻬﺎ؟‬
‫ﻋﻠﻰ ﺍﻧﻜﻔﺎﺀ ﺍﻟﻤﺸﺮﻭﻉ‬ ‫ﺍﻷﻣﻴﺮﻛﻴﺔ‪ .‬ﻟﺪﻳﻪ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻜﺘﺐ‪ ،‬ﻣﻦ‬ ‫ﺃﻥ ﻳﺸﺎﺭﻙ ﺍﻵﺧﺮﻳﻦ ﻋﺒﺮ ﺍﻟﺼﻮﺭ‪ ،‬ﻓﻲ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻟﻜﺒﻴﺮﺓ ﺍﻟﺘﻲ ﺍﺳﺘﺠﺪﺕ‬ ‫ﺃﻧﺠﻠﻮﺱ‪ ،‬ﻭﺑﺎﻷﺣﻴﺎﺀ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺗﺴﻜﻨﻬﺎ‬
‫ﺍﻟﻘﻮﻣﻲ ﺍﻟﻌﺮﺑﻲ‪ ،‬ﻭﻣﺎ‬ ‫ﺑﻴﻨﻬﺎ ﺍﻟﺨﺮﺍﺋﺐ ﺍﻷﻣﻴﺮﻛﻴﺔ‪.‬‬ ‫ﺣﻴﺎﺓ ﺃﻫﻞ ﺣﻲ ﻫﺎﺭﻟﻢ‪ .‬ﻭﻳﺆﻛ ّﺪ ﺃﻧﻪ ﻟﻴﺲ‬ ‫ﻣﻦ ﻓﺘﺮﺓ ﺇﻟﻰ ﺃﺧﺮﻯ‪ ،‬ﻋﻠﻰ ﺻﻌﻴﺪ ﻭﻇﻴﻔﺔ‬ ‫ﺃﻗﻠﻴﺎﺕ ﺇﺛﻨﻴﺔ ﺃﻭ ﻋﺮﻗﻴﺔ ﺃﻭ ﻋﻘﺎﺋﺪﻳﺔ‪ ،‬ﻛﺤﻲ‬
‫ﺍﻟﻜﺘﺎﺏ‪ :‬ﻫﺎﺭﻟﻢ‪ ،‬ﺗﺪﻣﻴﺮ ﻏﻴﺘﻮ ‪ -‬ﺗﺄﻟﻴﻒ‪:‬‬ ‫ﻣﻐﺎﻣﺮﺍ ً ﻳﺒﺤﺚ ﻋﻦ ﺻﻮﺭ ﻧﺎﺩﺭﺓ ﻳﺨﻠّﺪﻫﺎ‬ ‫ﺍﻷﺑﻨﻴﺔ‪ .‬ﻭﻟﻜﻦ‪ ،‬ﺃﻳﻀﺎ ً ﻋﻠﻰ ﺻﻌﻴﺪ ﻧﻤﻂ‬ ‫ﻫﺎﺭﻟﻢ ﻓﻲ ﻧﻴﻮﻳﻮﺭﻙ‪.‬‬ ‫ﺃﻣﻮﺕ ﻗﻬﺮﺍ ﻭﻻ ﺃﺷﻜﻮﻙ ﻟﻠﻨﺎﺱ‬
‫ﺭﺍﻓــﻘــﻪ ﻣــﻦ ﺗﺼﺎﻋﺪ‬
‫ﻛﺎﻣﻴﻠﻮ ﺧﻮﺳﻴﻪ ﻓﻴﺮﻏﺎﺭﺍ ‪ -‬ﺍﻟﻨﺎﺷﺮ‪:‬‬ ‫ﻭﺗﺠﻠﺐ ﻟﻪ ﺑــﺪﻭﺭﻫــﺎ‪ ،‬ﺍﻟﺸﻬﺮﺓ‪ .‬ﺑﻞ ﺇﻥ‬ ‫ﻋﻴﺶ ﺍﻟﻨﺎﺱ ﻭﻋﻠﻰ ﻣﻈﺎﻫﺮ ﺍﻟﺜﺮﻭﺓ‪ .‬ﻭﺑﻬﺬﺍ‬ ‫ﻭﻳﺒﻴﻦ ﺍﻟﻤﺆﻟﻒ ﺃﻧﻪ ﻳﻮﺟﺪ ﺣﻲ ﻫﺎﺭﻟﻢ‬ ‫ﻣﺎ ﻏﻴﺮ ﺭﺏ ﺍﻟﺴﻤﺎﺀ ﻳﺪﺭﻱ ﺑﺈﺣﺴﺎﺳﻲ‬
‫ﻟﻠﻬﻮﻳﺎﺕ ﺍﻟﻘﻄﺮﻳﺔ‬
‫ﺃﻭ ﻟﻠﺨﺼﻮﺻﻴﺎﺕ‬ ‫ﺟﺎﻣﻌﺔ ﺷﻴﻜﺎﻏﻮ ـ ‪ - 2013‬ﺍﻟﺼﻔﺤﺎﺕ‪:‬‬ ‫ﺍﻟﺼﻮﺭﺓ ﻫﻲ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻪ ﺣﺎﻣﻞ ﻟﻠﺤﻈﺔ‬ ‫ﺍﻟﻤﻌﻨﻰ‪ ،‬ﻳﺮﻯ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻳﻤﻜﻦ ﺃﻥ ﺗﺨﺪﻡ‪،‬‬ ‫ﻓﻲ ﻣﻨﻄﻘﺔ ﺩﺍﺋــﺮﺓ ﻣﺎﻧﻬﺎﺗﻦ ﻓﻲ ﻣﺪﻳﻨﺔ‬ ‫ﻟﻮ ﺗﻌﻠﻤﻴﻦ ﺑﺸﻮﻗﻲ ﻛﻴﻒ ﻋﺬﺑﻨﻲ‬
‫ﺍﻹﺛﻨﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ‬ ‫‪ 269‬ﺻﻔﺤﺔ ‪ -‬ﺍﻟﻘﻄﻊ‪ :‬ﺍﻟﻤﺘﻮﺳﻂ‬ ‫ﻣﺎ ﻣﻦ ﺍﻟﺘﺎﺭﻳﺦ‪ ،‬ﻟﻬﺎ ﻣﺎ ﻗﺒﻠﻬﺎ ﻭﻣﺎ ﺑﻌﺪﻫﺎ‪..‬‬ ‫ﻧﻴﻮﻳﻮﺭﻙ‪ .‬ﻭﻧﺎﻝ ﺷﻬﺮﺗﻪ ﺍﻟﻜﺒﻴﺮﺓ ﻣﻦ ﺧﻼﻝ‬ ‫ﻭﺑﻌﺪ ﻋﻴﻨﻴﻚ ﻛﻢ ﺃﻏﺘﺎﻝ ﺃﻧﻔﺎﺳﻲ؟‬
‫ﻭﺍﻟﻤﺬﻫﺒﻴﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ‪،‬‬ ‫ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻟﻌﺒﻪ ﻓﻲ ﺗﺎﺭﻳﺦ ﺗﻠﻚ ﺍﻟﻤﺪﻳﻨﺔ‪،‬‬ ‫ﻟﺠﺌﺘﻨﻲ ﻓﻲ ﺍﺣﺘﺮﺍﻕ ﺍﻟﺮﻣﻞ ﺣﺎﻓﻴﺔ‬
‫ﻭﺑﻌﺪ ﻋﺠﺰ ﺍﻷﻧﻈﻤﺔ‬ ‫ﻭﻓﻲ ﺍﻻﺯﺩﻫﺎﺭ ﺍﻟﺜﻘﺎﻓﻲ ﺍﻟﺬﻱ ﻋﺮﻓﺘﻪ ﻋﻠﻰ‬ ‫ﻭﺻﺮﺕ ﻣﺎ ﺗﺸﺘﻬﻴﻪ ﺍﻟﺮﻭﺡ ﻓﻲ ﻛﺎﺳﻲ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻋﻦ ﺗﺤﻘﻴﻖ‬ ‫ﺃﺳﺎﺱ ﺃﻧﻬﺎ ﺍﻟﻤﻮﻃﻦ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﺜﻘﺎﻓﺔ‬
‫ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻣﻦ ﻃﻤﻮﺣﺎﺕ ﺷﻌﻮﺑﻬﺎ‪ ،‬ﻳﺄﺗﻲ ﺍﻟﻜﻼﻡ‬ ‫ﺍﻷﻣﻴﺮﻛﻴﺔ ﺫﺍﺕ ﺍﻷﺻﻮﻝ ﺍﻹﻓﺮﻳﻘﻴﺔ‪ ..‬ﻭﻓﻲ‬ ‫ﻓﻲ ﺑﻼﺩﻱ‬
‫ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﺍﻟﻘﻮﻣﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻴﺤﺘﻞ ﻣﻜﺎﻧﺔ ﻣﻬﻤﺔ‬ ‫ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ ،‬ﻳﺮﻯ ﺍﻟﻤﺆﻟﻒ ﺃﻧﻪ ﻟﻢ ﻳﻜﻦ‬ ‫ﻛﻞ ﻣﻘﺘﻮﻝ ﺷﻬﻴﺪ‬
‫ﻓﻲ ﻫﺬه ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﺎﺭﻳﺨﻴﺔ ﺍﻟﺘﻲ ﺗﺘﺰﺍﻳﺪ ﻓﻴﻬﺎ ﻧﺴﺒﺔ‬ ‫ﻣﺠﺮﺩ ﻣﺼﺎﺩﻓﺔ ﺃﻥ ﻳﻜﻮﻥ ﺣﻲ ﻫﺎﺭﻟﻢ‪،‬‬ ‫ّ‬ ‫ﻭﻛﻞ ﻗﺎﺗﻞ ﻣﺠﺎﻫﺪ‬
‫ﺍﻟﻮﻋﻲ ﻟﺪﻯ ﺷﺮﺍﺋﺢ ﻭﺍﺳﻌﺔ ﻣﻦ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺃﺣﺪ »ﺑﺆﺭ« ﺍﻟﻤﻄﺎﻟﺒﺔ ﺑﺎﻟﺤﻘﻮﻕ ﺍﻟﻤﺪﻧﻴﺔ‬
‫ﻟﻠﺴﻮﺩ‪.‬‬ ‫ﻓﻲ ﺑﻼﺩﻱ‬
‫ﺑﻀﺮﻭﺭﺓ ﻧﻴﻞ ﺣﻘﻬﺎ ﻓﻲ ﺍﻧﺘﺰﺍﻉ ﺣﺮﻳﺘﻬﺎ ﻭﻓﻲ ﺗﻘﺮﻳﺮ‬
‫ﻳــﺆﺭﺥ ﻛﺎﻣﻴﻠﻮ ﺧﻮﺳﻴﻪ ﻓﻴﺮﻏﺎﺭﺍ‪ ،‬ﻋﺒﺮ‬ ‫ﻳﻬﺮﻡ ﺍﻟﻮﻟﻴﺪ‬
‫ﻣﺼﻴﺮﻫﺎ ﻭﻓﻲ ﺇﻋﺎﺩﺓ ﺗﺤﺪﻳﺪ ﻣﻼﻣﺢ ﻫﻮﻳﺘﻬﺎ‪.‬‬
‫ﻳﻘﺪﻡ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻗﺮﺍﺀﺓ ﺗﺠﺪﻳﺪﻳﺔ ﻧﻘﺪﻳﺔ ﻟﻘﻀﺎﻳﺎ‬ ‫ﺍﻟﺼﻮﺭ‪ ،‬ﻷﺑﻨﻴﺔ ﺣﻲ ﻫﺎﺭﻟﻢ ﺍﻟﺸﻬﻴﺮ‪،‬‬ ‫ﻣﻦ ﻋﻮﺭﺓ ﺍﻟﻤﺸﺎﻫﺪ‬
‫ﺍﻟﻬﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺳﺎﻫﻢ ﻓﻴﻬﺎ ﻧﺨﺒﺔ ﻣﻦ ﺍﻟﺒﺎﺣﺜﻴﻦ‬ ‫ﻭﻟﺤﻴﺎﺓ ﺳﺎﻛﻨﻴﻬﺎ ﻭﻧﺸﺎﻃﺎﺗﻬﻢ‪ .‬ﻭﻳﺒﻴﻦ‬ ‫‪...‬‬
‫ﻭﺍﻟﻜﺘﺎﺏ ﺍﻟﻌﺮﺏ‪ ،‬ﻭﺟــﺎﺀﺕ ﻫﺬه ﺍﻟﻘﺮﺍﺀﺓ ﻓﻲ ﺃﺭﺑﻌﺔ‬ ‫ﺑﺎﻟﺼﻮﺭ‪ ،‬ﻛﻴﻒ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﺑﻨﻴﺔ‬ ‫ﻓﻲ ﺑﻼﺩﻱ‬
‫ﻭﻋﺸﺮﻳﻦ ﻓﺼﻼً ﺣــﻮﻝ ﻗﻀﺎﻳﺎ ﺍﻟﻬﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻟﺘﺤﻞ ﻣﻜﺎﻧﻬﺎ‬
‫ّ‬ ‫ﺍﻟﻘﺪﻳﻤﺔ ﺟﺮﻯ ﺗﻬﺪﻳﻤﻬﺎ‪،‬‬ ‫ﻟﻢ ﺃﻧﻞ ﺇﻻ ﺍﺗﻘﺎﺩﻱ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﻟﻮﺍﻗﻊ‬ ‫ﻣﺮﺍﻛﺰ ﺗﺠﺎﺭﻳﺔ ﻛﺒﺮﻯ ﻭﺻــﺎﻻﺕ ﻟﻠﺒﻴﻊ‬ ‫ﻓﻲ ﻫﻴﺎﻣﻲ‪ ،‬ﻓﻲ ﻣﻨﺎﻣﻲ‪ ،‬ﻓﻲ ﺻﻼﺗﻲ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺴﻴﺎﺳﻲ ﻭﺍﻟﻌﻤﺮﺍﻧﻲ‪ .‬ﺗﺘﻮﺯﻉ ﻓﺼﻮﻝ‬ ‫ﻭﻟﺮﻳﺎﺿﺎﺕ ﻣﻞﺀ ﺃﻭﻗﺎﺕ ﺍﻟﻔﺮﺍﻍ‪ .‬ﻭﻛﺬﺍ ﻳﺆﻛﺪ‬ ‫ﻓﻲ ﺻﻴﺎﻣﻲ‪ ،‬ﻓﻲ ﺧﺼﺎﻣﻲ‪ ،‬ﻓﻲ ﻭﺋﺎﻣﻲ‬
‫ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ﻳﺒﺤﺚ ﺃﻭﻟﻬﺎ ﻓﻲ ﻓﻠﺴﻔﺔ‬ ‫ﺃﻥ ﺫﻟﻚ ﺳﺎﻫﻢ ﻓﻲ ﺟﻌﻞ ﺍﻟﺤﻲ ﻣﺮﻛﺰﺍ ً‬ ‫ﻓﻲ ﺻﻤﻴﻢ ﺍﻻﻋﺘﻘﺎﺩ‬
‫ﺍﻟﻬﻮﻳﺔ ﻭﺍﻻﻧﺘﻤﺎﺀ‪ ،‬ﻭﻳﺘﻨﺎﻭﻝ ﺍﻟﺜﺎﻧﻲ ﻗﻀﺎﻳﺎ ﺍﻟﻬﻮﻳﺔ ﻓﻲ‬ ‫ﻳﻌﺞ ﺑﺎﻟﺤﻴﻮﻳﺔ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ‪.‬‬
‫ﻓﻲ ﺑﻼﺩﻱ‬
‫ﺑﻌﺾ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻘﻄﺮﻳﺔ‪ ،‬ﺛﻢ ﻳﺘﻨﺎﻭﻝ ﺍﻟﺜﺎﻟﺚ ﺍﻟﺘﺤﻮﻻﺕ‬ ‫ﻭﻳﺸﻴﺮ ﻓﻲ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﺇﻟﻰ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺍﺧﺘﺎﺭ‬
‫ﻛﻠﻤﺎ ﻗﺎﻟﻮﺍ‪ :‬ﻗﺘﻴﻞ!!‬
‫ﻓﻲ ﻫﻮﻳﺔ ﺍﻟﻌﻤﺎﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﻇﻞ ﺍﻟﻌﻮﻟﻤﺔ‪.‬‬ ‫ﺍﻟﺮﺋﻴﺲ ﺍﻷﻣﻴﺮﻛﻲ ﺍﻷﺳﺒﻖ‪ ،‬ﺑﻴﻞ ﻛﻠﻨﺘﻮﻥ‪،‬‬
‫ﻣﻘﺮﺍ ً ﻟﻤﻜﺎﺗﺒﻪ‪ ،‬ﻏﺪﺍ ﺍﻟﺤﻲ‬ ‫ﺣﻲ ﻫﺎﺭﻟﻢ‬ ‫ﻗﻠﺖ ﻋﺎﺩﻱ‬
‫ﻳﻘﻊ ﺍﻟﻜﺘﺎﺏ ﻓﻲ ‪ 623‬ﺻﻔﺤﺔ‪.‬‬ ‫ّ‬
‫ﺃﺣﺪ ﻣﺮﺍﻛﺰ ﺍﻟﺠﺬﺏ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻓﻲ ﻣﺪﻳﻨﺔ‬

Tuesday: 17 Jumada Alawla 1435 - 18 March 2014 - Issue No. 18016

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Tuesday: 17 Jumada Alawla 1435 - 18 March 2014 - Issue No. 18016

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‫‪21‬‬ ‫ﺍﻟﺜﻼﺛﺎﺀ‪ 17 :‬ﺟﻤﺎﺩﻯ ﺍﻷﻭﱃ ‪1435‬ﻩـ ‪ 18‬ﻣﺎﺭﺱ‪2014‬ﻡ ﺍﻟﻌﺪﺩ ‪18016‬‬

‫ﺍﻟﺪﻛﺘﻮﺭﺍه ﺑﺎﻣﺘﻴﺎﺯ ﻟﻠﺒﺎﺣﺜﺔ ﺗﻐﺮﻳﺪ ﺍﻟﺸﻤﲑﻱ ﻣﻦ ﺟﺎﻣﻌﺔ ﺗﻌﺰ‪.‬‬

‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻜﻼﻣﻴﺔ ﰲ ﻛﺘﺎﺏ «ﺍﻟﺤﻴﻮﺍﻥ» ﻟﻠﺠﺎﺣﻆ‬

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