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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ‬
‫ﻫﻤﻪ ﺍﺯ ﺩﺭﺩ ﻧﺎﻟﻴﺪﻥ‬
‫ﻭ‬

‫ﺩﺭﭘﻲ ﭼﺎﺭﻩ ﻧﺒﻮﺩﻥ‬

‫ﻡ‪ .‬ﻓﺮﻫﻴﺨﺖ‬

‫‪۱۳۸۷‬‬ ‫ﺑﺨﺶ ﺩﻭﻡ‬

‫‪١‬‬
‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻓﻬﺮﺳﺖ ﺟ‪‬ﺴﺘﺎﺭﻫﺎ‬

‫ﺻﻔﺤﻪ‬
‫‪۳‬‬ ‫‪۶‬ـ ﻫﺪﻓﻬﺎﻱ ﺑﺎﻫﻤﺎﺩ ﺁﺯﺍﺩﮔﺎﻥ‬
‫‪۱۷‬‬ ‫‪۷‬ـ ﭘﻴﺶ ﻧﻴﺎﺯﻫﺎﻱ ﺩﻣﻮﻛﺮﺍﺳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫‪۲۵‬‬ ‫‪۸‬ـ ﺗﺄﺛﻴﺮ ﺍﻳﻦ ﺍﻓﻴﻮﻧﻬﺎ ﺑﺮ ﺯﻧﺪﮔﻲ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺳﺖ؟‬
‫‪۳۶‬‬ ‫‪۹‬ـ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ‬
‫‪۵۳‬‬ ‫‪۱۰‬ـ ﻧﺸﻴﺐ ﻭ ﻓﺮﺍﺯ ﺍﺭﺗﺠﺎﻉ‬
‫‪۵۸‬‬ ‫‪۱۱‬ـ ﻛﻮﺷﺶ ﺍﺯ ﺭﻭﻱ ﺑﻴﻨﺶ‬
‫‪۶۰‬‬ ‫‪۱۲‬ـ ﻛﻮﺷﺸﻬﺎﻱ ﺳﻴﺎﺳﻲ ﻛﻨﻮﻧﻲ‬

‫‪٢‬‬
‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻙ ﺁﻓﺮﻳﺪﮔﺎﺭ‬
‫ﺑﻨﺎﻡ ﭘﺎ ‪‬‬

‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪ ،‬ﻫﻤﻪ ﺍﺯ ﺩﺭﺩ ﻧﺎﻟﻴﺪﻥ ﻭ ﺩﺭ ﭘﻲ ﭼﺎﺭﻩ ﻧﺒﻮﺩﻥ‬

‫ﺑﺨﺶ ﺩﻭﻡ‬

‫ﻢ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﺗﺎ ﺁﻧﺠﺎ ﮔﻔﺘﻴﻢ ﻛﻪ ﭘﻴﻤﺎﻧﻴﺎﻥ ﺑﺎ ﺁﺯﺍﺩﻳﻬﺎﻳﻲ ﻛﻪ ﭘﺲ ﺍﺯ ﺭﻓﺘﻦ ﺭﺿﺎﺷـﺎﻩ ﭘﺪﻳـﺪ‬‫ﺩﺭ ﺑﺨﺶ ﻳﻜ ِ‬
‫ﺁﻣﺪ ‪ ،‬ﺗﺼﻤﻴﻢ ﺑﺎﻧﺘﺸﺎﺭ ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﺑﻨﺎﻡ ﭘﺮﭼﻢ ﻭ ﺟﻤﻌﻴﺘﻲ ﺑﻨـﺎﻡ ﺑﺎﻫ‪‬ﻤـﺎ ِﺩ ﺁﺯﺍﺩﮔـﺎﻥ ﮔﺮﻓﺘﻨـﺪ‪ .‬ﺍﺯ ﻛﻮﺷـﺸﻬﺎﻱ‬
‫ﭘﺮﭼﻢ ﺍﻧﺪﻛﻲ ﮔﻔﺘﻴﻢ‪ .‬ﺍﻳﻨﻚ ﺩﻧﺒﺎﻟﺔ ﺳﺨﻦ ﺭﺍ ﻣﻲ ﮔﻴﺮﻳﻢ ‪:‬‬

‫‪ ۶‬ـ ﻫﺪﻓﻬﺎﻱ ﺑﺎﻫ‪‬ﻤﺎﺩِ ﺁﺯﺍﺩﮔﺎﻥ‬


‫ﻥ ﺑﺎﻫﻤﺎﺩ ﺁﺯﺍﺩﮔﺎﻥ ﺑﻮﺩ ‪ ،‬ﭼﺎﺭﭼﻮﺏ ﻛﻮﺷﺸﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺮﺍﻱ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧـﺪﻩ‬
‫ﭘﺮﭼﻢ ﻛﻪ ﺯﺑﺎ ِ‬
‫ﺩﺭ ﺷﻤﺎﺭﺓ ﺷﺸﻢ ﺧﻮﺩ )‪ ۱۲‬ﺑﻬﻤﻦ ‪ (۱۳۲۰‬ﺑﺂﻥ ﭼﻨﻴﻦ ﺍﺷﺎﺭﻩ ﻣﻲ ﻛﻨﺪ ‪:‬‬
‫ﺍﻳﻦ ﻧﺎﻣﻪ ﺭﺍﻫﻲ ﺭﺍ ﺩﻧﺒﺎﻝ ﻣﻲ ﻛﻨﺪ ﻭ ﭘﻴﺶ ﺍﺯ ﺁﻏﺎﺯ ﺑﭽﺎﭖ ‪ ،‬ﺯﻣﻴﻨﻪ ﺍﻱ ﺑﺮﺍﻱ ﺧﻮﺩ ﺩﺭ ﺷـﺎﻧﺰﺩﻩ ﻣـﺎﺩ‪‬ﻩ ﺑﺮﮔﺰﻳـﺪﻩ‬
‫ﻛﻪ ﻫﻤﺔ ﻛﻮﺷﺸﻬﺎ ﺟﺰ ﺩﺭ ﺁﻥ ﺯﻣﻴﻨﻪ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫‪ -۱‬ﻫﻮﺍﺩﺍﺭﻱ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﻭ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ ﻭ ﺍﻳﺴﺘﺎﺩﮔﻲ ﺩﺭ ﺟﻠﻮ ﺑﺎﺯﮔﺸﺖ ﺍﺳﺘﺒﺪﺍﺩ‪.‬‬
‫‪ -۲‬ﻧﺸﺮ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﻣﻴﺎﻥ ﺗﻮﺩﻩ ﻭ ﺁﻣﺎﺩﻩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻣﺮﺩﻡ ﺑﺮﺍﻱ ﺁﻥ‪.‬‬
‫‪ -۳‬ﻧﻈﺎﺭﺕ ﺑﺎﺟﺮﺍﻱ ﻗﻮﺍﻧﻴﻦ ﻭ ﺍﻋﺘﺮﺍﺽ ﺑﻪ ﻫﺮ ﻧﻘﺾ ﻗﺎﻧﻮﻧﻲ ﻛﻪ ﺭﻭ ﺩﻫﺪ‪.‬‬
‫‪ -۴‬ﻫﻮﺍﺩﺍﺭﻱ ﺍﺯ ﺗﻌﻘﻴﺐ ﻳﻚ ﺳﻴﺎﺳﺖ ﺭﻭﺷﻦ‪.‬‬
‫‪ -۵‬ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺗﻨﺪ ﻭ ﺍﺯ ﺗﻘﻠﻴﺪﻫﺎﻱ ﺑﻴﺠﺎ ﻛﻪ ﺍﺯ ﺣﺰﺑﻬﺎﻱ ﺍﺭﻭﭘﺎ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫‪ -۶‬ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺍﺫﻫﺎﻥ ﺩﺭﺑﺎﺭﺓ ﺛﺮﻭﺕ ﺣﻘﻴﻘﻲ ﻭ ﺍﻳﻨﻜﻪ ﺳﺮﭼﺸﻤﺔ ﺁﻥ ﺯﻣﻴﻦ ﻭ ﻫـﻮﺍ ﻭ ﺁﻓﺘﺎﺑـﺴﺖ ﻭ ﺑﺎﻳـﺪ‬
‫ﻗﺪﺭ ﺍﻳﻨﻬﺎ ﺭﺍ ﺩﺍﻧﺴﺖ‪.‬‬
‫‪ -۷‬ﺗﻐﻴﻴﺮ ﻭﺿﻊ ﺗﺠﺎﺭﺕ ﻭ ﺑﺮﮔﺮﺩﺍﻧﻴﺪﻥ ﺁﻥ ﺑﻤﻌﻨﻲ ﺩﺭﺳﺘﺶ ﻭ ﺗﻄﺒﻴﻖ ﺁﻥ ﺑﺎ ﻣﺼﺎﻟﺢ ﺗﻮﺩﻩ ﻭ ﻛﺸﻮﺭ‪.‬‬
‫‪ -۸‬ﻛﻮﺷﺶ ﺑﺮﻭﺍﺝ ﻋﻠﻢ ﻭ ﺻﻨﻌﺖ ﻭ ﺗﻘﻴ‪‬ﺪ ﺑﺎﻳﻨﻜﻪ ﺗﺎ ﻣﻤﻜﻨﺴﺖ ﺣﻮﺍﻳﺞ ﺻﻨﻌﺘﻲ ﺩﺭ ﺧﻮ ِﺩ ﻛﺸﻮﺭ ﺗﻬﻴﻪ ﮔﺮﺩﺩ‪.‬‬
‫ﻦ ﺁﻥ ﻭ ﺁﺑﺎﺩﻱ ﺩﻫﺎﺕ ﻭ ﻛﻤﻲ ﺗﻔﺎﻭﺕ ﻣﻴﺎﻧﺔ ﺁﻧﻬﺎ ﺑﺎ ﺷﻬﺮﻫﺎ‪.‬‬ ‫‪ -۹‬ﺗﺮﻭﻳﺞ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﺍﺳﺎﺱ ﺯﻧﺪﮔﺎﻧﻲ ﮔﺮﻓﺘ ِ‬
‫‪ -۱۰‬ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﻣﻔﺘﺨﻮﺍﺭﻱ ﺍﺯ ﻫﺮ ﺭﺍﻩ ﻛﻪ ﺑﺎﺷﺪ ﻭ ﺍﻳﻨﻜﻪ ﻣﻴﺰﺍﻥ ﺑﺮﺧﻮﺭﺩﺍﺭﻱ ﻫﺮﻛﺲ ﺟﺮﺑـﺰﻩ ﻭ ﻛﻮﺷـﺶ ﺍﻭ‬
‫ﺑﺎﺷﺪ‪.‬‬
‫‪ -۱۱‬ﻧﺒﺮﺩ ﺑﺎ ﭘﺮﺍﻛﻨﺪﮔﻲ ﻋﻘﺎﻳﺪ ﻭ ﻛﻮﺷﺶ ﺑﻴﻜﻲ ﺑﻮﺩﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺁﺭﻣﺎﻧﻬﺎ‪.‬‬
‫‪ -۱۲‬ﻛﻮﺷﺶ ﺑﻔﺰﻭﻧﻲ ﻧﻔﻮﺱ ﻭ ﻧﺎﮔﺰﻳﺮ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺯﻧﺎﺷﻮﻳﻲ ﻭ ﺳﺎﺩﮔﻲ ﺁﻥ‪.‬‬
‫‪ -۱۳‬ﻛﻮﺷﺶ ﺑﺴﺎﺩﮔﻲ ﺭﺧﺖ ﻭ ﺍﻓﺰﺍﺭ ﺯﻧﺪﮔﻲ‬
‫‪ -۱۴‬ﻛﻮﺷﺶ ﺑﺘﻮﺳﻌﻪ ﻭ ﺭﻭﺍﺝ ﺑﻬﺪﺍﺷﺖ ﻫﻤﮕﺎﻧﻲ ﻭ ﻣﺒﺎﺭﺯﻩ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫‪ -۱۵‬ﺗﻐﻴﻴﺮ ﺳﺎﺯﻣﺎﻥ ﻭ ﻗﻮﺍﻧﻴﻦ ﺩﺍﺩﮔﺴﺘﺮﻱ ﻭ ﺳﺎﺩﻩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻗﻀﺎﻭﺕ‪.‬‬


‫‪ -۱۶‬ﻧﺎﮔﺰﻳﺮ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺁﻣﻮﺯﺵ ﺍﺑﺘﺪﺍﻳﻲ ﻭ ﺗﻐﻴﻴﺮ ﺑﺮﻧﺎﻣﺔ ﺁﻣﻮﺯﺷﮕﺎﻫﻬﺎ ﻭ ﺍﺯ ﻣﻴﺎﻥ ﺑـﺮﺩﻥ ﺗﻌﻠﻴﻤـﺎﺕ ﺯﻳﺎﻧﻤﻨـﺪ ﻭ‬
‫ﺑﻴﻬﻮﺩﻩ‪.‬‬
‫ﭘﺮﭼﻢ ﺩﺭﺑﺎﺭﺓ ﻫﻤﺔ ﺑﻨﺪﻫﺎﻱ ﺁﻳﻴﻦ ﻧﺎﻣﻪ ﺍﺵ ﺗﻮﺿﻴﺤﺎﺗﻲ ﻣﻲ ﺩﺍﺩ ﺗﺎ ﺯﻣﻴﻨﻪ ﺭﺍ ﺑـﺮﺍﻱ ﺧﻮﺍﻧﻨـﺪﮔﺎﻥ ﻫﺮﭼـﻪ‬
‫ﺭﻭﺷﻨﺘﺮ ﮔﺮﺩﺍﻧﹶﺪ ﻭ ﻛﻮﺷﻴﺪ ﺑﺘﻌﻬ‪‬ﺪﺍﺗﺶ ﭘﺎﺑﻨﺪ ﻣﺎﻧﹶﺪ‪" .‬ﺗﺎﺭﻳﺨﭽﺔ ﺑﺎﻫ‪‬ﻤﺎ ِﺩ ﺁﺯﺍﺩﮔﺎﻥ" ﻧﻮﺷـﺘﺔ ﺍﺳـﻤﺎﻋﻴﻞ ﻭﺍﻋﻈﭙـﻮﺭ‬
‫ﺏ ﻛﻮﺷﺸﻬﺎﻱ ﭘﺮﭼﻢ ﺭﺍ ﻛﻪ ﺩﺭ ﻫﻤﺎﻥ ﺭﻭﺯﻧﺎﻣﻪ ﺑﭽﺎﭖ ﺭﺳﻴﺪ ﺑﮕﺸﺎﺩﻱ ﺷﺮﺡ ﻣﻲ ﺩﻫﺪ‪ .‬ﻟﻴﻜﻦ‬ ‫ﻫﺪﻓﻬﺎ ﻭ ﭼﺎﺭﭼﻮ ِ‬
‫ﻣﺎ ﺑﻴﻚ ﻧﮕﺎﻩ ﻛﻮﺗﺎﻩ ﺑﺴﻨﺪﻩ ﻣﻲ ﻛﻨﻴﻢ ‪:‬‬
‫ﭘﺮﭼﻢ ﺩﺭﺑﺎﺭﺓ ﺑﻨﺪﻫﺎﻱ ‪۱‬ﻭ ‪ ۲‬ﻛﻮﺷﺶ ﺑﺴﻴﺎﺭ ﺑﻜﺎﺭ ﺑﺮﺩ ﻭ ﺑﺮﺍﻱ ﺭﻭﺷﻨﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻣﺮﺩﻡ ﮔﻔﺘـﺎﺭ ﻫـﺎﻱ‬
‫ﺑﺴﻴﺎﺭﻱ ﻧﻮﺷﺖ‪ .‬ﺍﻳﻦ ﮔﻔﺘﺎﺭﻫﺎ ﭼﻨﺪﻳﻦ ﺳﺎﻝ ﺑﻌﺪ ﺩﺭ ﻛﺘﺎﺑﻲ ﺑﻨﺎﻡ ﻣﺸﺮﻭﻃﻪ ﺑﻬﺘﺮﻳﻦ ﺷﻜﻞ ﺣﻜﻮﻣﺖ ﮔﺮﺩﺁﻭﺭﻱ‬
‫ﻭ ﭼﺎﭖ ﺷﺪ‪ .‬ﮔﻔﺘﻨﻴﺴﺖ ﻛﻪ ﺗﺎ ﺁﻧﺮﻭﺯﻫﺎ ﻫﻨﻮﺯ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﺟﺰ ﻧﺎﻣﻲ ﺑﺮﺳﺮ ﺯﺑﺎﻧﻬﺎ ﻧﺒﻮﺩ ﻭ ﺍﺳﺎﺳ ﹰﺎ ﺟﻮﺍﻧﻬﺎ ﺑـﺎ ﺁﻥ‬
‫ﺁﺷﻨﺎﻳﻲ ﻧﻴﺰ ﻧﻴﺎﻓﺘﻪ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﺑﺪﺗﺮ ﻛﻪ ﺑﺮﺧﻲ ﺍﺯ ﺩﻭﻟﺘﻬﺎﻱ ﻧﻴﺮﻭﻣﻨﺪ ﻭ ﺩﺭﮔﻴﺮ ﺩﺭ ﺟﻨﮓ ‪ ،‬ﺷـﻴﻮﺓ ﺣﻜـﻮﻣﺘﻲ‬
‫ﺟﺰ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﭘﻴﺶ ﮔﺮﻓﺘﻪ ﺑﻮﺩﻧﺪ ﻭ ﺍﻳﻨﺴﺖ ﺗﻨﺪﺭﻭﺍﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﺯ ﺁﻧﻬﺎ ﺗﻘﻠﻴﺪ ﻛﺮﺩﻩ ﻭ ﻣـﺸﺮﻭﻃﻪ ﺭﺍ ﻛﻬﻨـﻪ‬
‫ﺷﺪﻩ ﻣﻲ ﻧﻤﻮﺩﻧﺪ‪ .‬ﭘﺮﭼﻢ ﻣﻲ ﺑﺎﻳﺴﺖ ﺍﺯ ﻳﻚ ﺳﻮ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺑﺎﺯﻧﻤﻮﺩﻩ ﺳﻮﺩﻫﺎﻱ ﺁﻥ ﺭﺍ ﺑﺸﻨﺎﺳﺎﻧﺪ ﻭ ﺍﺯ‬
‫ﻥ ﻣـﺸﺮﻭﻃﻪ ﺭﺍ ﺑﺨﻮﺍﻧﻨـﺪﮔﺎﻥ‬ ‫ﺳﻮﻱ ﺩﻳﮕﺮ ﺩﺭ ﺑﺮﺍﺑﺮ ﺁﻥ ﺗﻨﺪﺭﻭﻳﻬﺎ ﺍﻳـﺴﺘﺎﺩﻩ ‪ ،‬ﺑﻬﺘـﺮﻳﻦ ﺷـﻜﻞ ﺣﻜﻮﻣـﺖ ﺑـﻮﺩ ِ‬
‫ﺑﻔﻬﻤﺎﻧﺪ‪.‬‬
‫ﺩﺭﺑﺎﺭﺓ ﺑﻨﺪ ‪ ۳‬ﺷﺎﻳﺪ ﺑﺘﻮﺍﻥ ﮔﻔﺖ ﺑﻴﺶ ﺍﺯ ﻫﺮ ﺭﻭﺯﻧﺎﻣﻪ ﻭ ﺩﺳﺘﻪ ﺍﻱ ﻛﻮﺷﻴﺪ‪ .‬ﻟﻴﻜﻦ ﺑﺎﻳﺪ ﺁﺷﻜﺎﺭﺍ ﮔﻔﺖ ﻛـﻪ‬
‫ﻱ ﺁﺯﺍﺩﻳﺨﻮﺍﻫـﺎﻥ ﺑﻜـﺎﺭ ﺑـﺴﺘﻪ ﻣـﻲ ﺷـﺪ‪ .‬ﺑـﺎ‬ ‫ﺗﺨﻠﹼﻔﻬﺎﻱ ﻗﻠﺪﺭﺍﻧﺔ ﺩﻭﻟﺖ ﻭ ﺯﻭﺭﻣﻨﺪﺍﻥ ‪ ،‬ﺑﺎ ﻧﻴﺮﻭﻳﻲ ﺑﻴﺶ ﺍﺯ ﻧﻴﺮﻭ ِ‬
‫ﺍﻳﻨﻬﻤﻪ ﺍﻳﻦ ﻳﻜﻲ ﺍﺯ ﻛﻮﺷﺸﻬﺎﻱ ﭘﺮﭼﻢ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﻛﺸﻮﺭﻱ ﻛﻪ ﭘﺎ ﺑﺮﺍ ِﻩ ﺩﻣﻮﻛﺮﺍﺳﻲ ﮔﺬﺍﺭﺩﻩ ‪ ،‬ﻣﺮﺩﻡ ﺭﺍ ﺑﺤﻘﻮﻕ‬
‫ﺧﻮﻳﺶ ﻭ ﻗﺎﻧﻮﻧﻬﺎ ﺁﺷﻨﺎ ﺳﺎﺯﺩ ﻭ ﺩﺭ ﺍﻳﺸﺎﻥ ﺁﻥ ﺁﻣﺎﺩﮔﻲ ﺭﺍ ﭘﺪﻳﺪ ﺁ ‪‬ﻭﺭ‪‬ﺩ ﺗﺎ ﻧﻴﺮﻭﻱ ﺍﻳـﺴﺘﺎﺩﮔﻲ ﺩﺭ ﺑﺮﺍﺑـﺮ ﻧﻘـﺾ‬
‫ﻗﺎﻧﻮﻧﻬﺎ ﺭﺍ ﺑﺪﺳﺖ ﺁﻭﺭﻧﺪ‪.‬‬
‫ﺣﺰﺑــﺴﺎﺯﻱ ﺩﺭ ﺁﻥ ﺩﻭﺭﻩ ﺭ‪‬ﻭﻳــﺔ ﺑﻴﻤــﺎﺭﻱ ﺑﺨــﻮﺩ ﮔﺮﻓﺘــﻪ ﺑــﻮﺩ ﻭ ﺍﻳــﻦ ﺁﺷــﻜﺎﺭﺍ ﺑﺰﻳــﺎﻥ ﻛــﺸﻮﺭ ﺑــﺴﺮ‬
‫ﻣﻲ ﺁﻣﺪ‪ .‬ﺍﻳﻨﺴﺖ ﻳﻜﻲ ﺍﺯ ﻛﻮﺷﺸﻬﺎﻱ ﭘﺮﭼﻢ ﻓﻬﻤﺎﻧﺪﻥ ﻣﻌﻨﻲ ﺩﺭﺳﺖ ﺣﺰﺏ ﻭ ﺳﻴﺎﺳﺖ ﺑﻤـﺮﺩﻡ ﺑـﻮﺩ‪ .‬ﺩﺭﺑـﺎﺭﺓ‬
‫ﺑﻨﺪ ‪ ۴‬ﻭ ‪ ۵‬ﺑﺠﺰ ﮔﻔﺘﺎﺭﻫﺎﻱ ﭘﺮﭼﻢ ‪ ،‬ﻛﺴﺮﻭﻱ ﭼﻬﺎﺭ ﻛﺘﺎﺏ ﺩﻳﮕﺮ ﺩﺭ ﺳﺎﻟﻬﺎﻱ ﺁﺧﺮ ﺯﻧﺪﮔﺎﻧﻴﺶ ﻧﻮﺷـﺖ ﻛـﻪ ﺩﺭ‬
‫ﺁﻧﻬﺎ ﺳﻴﺎﺳﺖ ﺭﻭﺷﻦ ﺭﺍ ﺷﺮﺡ ﻣﻲ ﺩﻫﺪ‪ ) .‬ﺩﺭ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ‪ ،‬ﺳﺮﻧﻮﺷﺖ ﺍﻳﺮﺍﻥ ﭼﻪ ﺧﻮﺍﻫﺪ ﺑﻮﺩ؟ ‪ ،‬ﺍﻣﺮﻭﺯ ﭼـﺎﺭﻩ‬
‫ﻥ ﻣﻠﻞ ﻣﺘﹼﻔﻖ]ﻣﺘﹼﺤﺪ[ ﭼﻪ ﻧﺘﻴﺠﻪ ﺗﻮﺍﻧﺪ ﺑﻮﺩ؟(‬ ‫ﭼﻴﺴﺖ؟ ‪ ،‬ﺍﺯ ﺳﺎﺯﻣﺎ ِ‬
‫ﻫﻤﭽﻨﻴﻦ ﭘﺮﭼﻢ ﺗـﺎ ﺟﺎﻳﻴﻜـﻪ ﻗﻠﻤـﺶ ﻓﺮﺻـﺖ ﺑﺪﺳـﺖ ﺁﻭﺭﺩ ﺑﺒﻨـﺪﻫﺎﻱ ‪ ۹ ، ۸ ،۷ ، ۶‬ﻭ‪ ۱۰‬ﭘﺮﺩﺍﺧـﺖ‪.‬‬
‫ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﭘﺮﭼﻢ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺎ ﺳـﭙﺲ ﺑﺮ‪‬ﻭﻳـﺔ ﺑﻬﺘـﺮ ﻭ ﻛـﺎﻣﻠﺘﺮﻱ ﺩﺭ ﻛﺘـﺎﺏ ﻛـﺎﺭ ﻭ ﭘﻴـﺸﻪ ﻭ ﭘـﻮﻝ ﻭ‬
‫ﻭﺭﺟﺎﻭﻧ ‪‬ﺪ ﺑﻨﻴﺎﺩ ﭼﺎﭖ ﺷﺪ‪.‬‬
‫ﻥ ﺯﻣﻴﻨـﻪ ﻫـﺎﻱ ﺑﻨـﺪﻫﺎﻱ‪ ۱۳ ، ۱۲‬ﻭ ‪ ۱۶‬ﻧﻴـﺰ ﻣـﻲ ﭘﺮﺩﺍﺧـﺖ‪ .‬ﺳـﭙﺲ ﻛﺘﺎﺑﻬـﺎﻱ‬ ‫ﭘﺮﭼﻢ ﺑﺮﻭﺷﻦ ﮔﺮﺩﺍﻧﺪ ِ‬
‫ﺡ ﺟﺎﻣﻌﺘﺮﻱ ﺩﺍﺩﻧﺪ‪.‬‬ ‫ﺧﻮﺍﻫﺮﺍﻥ ﻭ ﺩﺧﺘﺮﺍﻥ ﻣﺎ ﻭ ﻭﺭﺟﺎﻭﻧ ‪‬ﺪ ﺑﻨﻴﺎﺩ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎﺯﺗﺮ ﻛﺮﺩﻩ ﺷﺮ ِ‬
‫ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛﻪ ﭘﺮﭼﻢ ﺗﻨﻬﺎ ﻣﻲ ﺗﻮﺍﻧﺴﺖ ﺑﺮﻭﺷﻦ ﻛﺮﺩﻥ ﻛﻠﻴ‪‬ﺎﺕ ﻭ ﭘﺎﻳﻪ ﻫﺎ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫـﺎ ﺑﭙـﺮﺩﺍﺯﺩ ﻭ‬
‫ﺍﻳﻦ ﻧﺸﺪﻧﻲ ﺑﻮﺩ ﻛﻪ ﺑﺠﺰﺋﻴﺎﺕِ ﺑﻴﺸﺘﺮﻱ ﺩﺭﺁﻳﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺑﻮﻳﮋﻩ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺑﻨﺪﻫﺎﻱ ‪ ۱۴ ، ۸‬ﻭ ‪ ۱۵‬ﺑﻴﺸﺘﺮ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻢ ﺭﻭﺯﺍﻧﻪ ﭘﻴﺶ ﺍﺯ ﺁﻧﻜﻪ ﻳﻜﺴﺎﻟﻪ ﮔـﺮﺩﺩ ﺗﻮﻗﻴـﻒ ﺷـﺪ ﻭ ﺍﻳـﻦ ﺗﻨﻬـﺎ ﻛﺘﺎﺑﻬـﺎﻱ‬
‫ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ‪ .‬ﺑﻤﺎﻧﺪ ﻛﻪ ﭘﺮﭼ ِ‬
‫ﻛﺴﺮﻭﻱ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺎﺳﺖ ﻛﻪ ﺳﭙﺲ ﭼﺎﭖ ﺷﺪ ﻭ ﺗﻮﺍﻧﺴﺖ ﺁﺭﻣﺎﻧﻬﺎﻱ ﭘﺮﭼﻢ ﺭﺍ ﺭﻭﺷﻨﺘﺮ ﮔﺮﺩﺍﻧﺪ ﻭ ﭘـﻴﺶ‬
‫ﺑ‪‬ﺮ‪‬ﺩ‪.‬‬
‫ﻧﺒﺮﺩ ﺑﺎ ﭘﺮﺍﻛﻨﺪﮔﻲ ﻋﻘﺎﻳﺪ ﻭ ﻛﻮﺷﺶ ﺑﻴﻜﻲ ﺑﻮﺩﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺁﺭﻣﺎﻧﻬﺎ ( ﺑﺪﺍﻧﺴﺎﻧﻜﻪ ﺩﺭﺑﺎﺭﺓ ﺑﻨﺪﻫﺎﻱ ‪۱‬‬
‫ﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ )ﺑﻨﺪ ‪ (۱۱‬ﻣﻲ ﺷـﺪ‪ .‬ﺩﺭ ﻣﻴـﺎﻥ‬ ‫ﻭ ‪ ۲‬ﻣﻲ ﻛﻮﺷﻴﺪ ‪ ،‬ﻋﻤﺪﻩ ﻛﻮﺷﺶ ﭘﺮﭼﻢ ﻣﺼﺮﻭﻑ ﻳﻜﻲ ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﻦ ﺁﻧﻬﺎ ‪ ،‬ﺯﻳﺮﺍ ﺑﺮﺍﻱ ﺩﺳﺖ ﻳـﺎﻓﺘﻦ ﺑـﻪ‬
‫ﻛﻮﺷﺸﻬﺎ ﺍﻳﻦ ﻣﻬﻤﺘﺮﻳﻦ ﻟﻴﻜﻦ ﺩﺷﻮﺍﺭﺗﺮﻳﻦ ﺁﻧﻬﺎﺳﺖ‪ .‬ﮔﻔﺘﻴﻢ ﺩﺷﻮﺍﺭﺗﺮﻳ ِ‬
‫ﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺩﺭ ﻳﻚ ﺗﻮﺩﻩ ﺑﺎﻳﺪ ﺑﺰﻣﻴﻨﻪ ﻫﺎﻱ ﺑﺴﻴﺎﺭﻱ ﻛﻪ ﺩﺭ ﺁﻥ ﻫﻢ ﺍﻧﺪﻳﺸﻲ ﻧﻴﺴﺖ ﺩﺭﺁﻣﺪ ﻭ ﺣﻘﺎﻳﻖ‬ ‫ﻳﮕﺎﻧﮕ ِ‬
‫ﺭﺍ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﹾﺪ ﻭ ﺁﻧﮕﺎﻩ ﺑﺎ ﻫﺮ ﺁﻧﭽﻪ ﺑﺎ ﺣﻘﺎﻳﻖ ﻧﺎﺳﺎﺯﮔﺎﺭﺳﺖ ﻧﺒﺮﺩﻳـﺪ‪ .‬ﻫﻤﭽﻨـﻴﻦ ﻣﻬﻤﺘـﺮﻳﻦ ﻛﻮﺷﺸـﺴﺖ ‪،‬‬
‫ﺯﻳﺮﺍ ﻳﻚ ﻣﺮﺩﻣﻲ ﺑﺎ ﺩﻩ ﻫﺎ ﻣﺴﻠﻚ ﻓﻜﺮﻱ ﺳﺮﮔﺬﺷﺘﻲ ﺟﺰ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻭ ﭘﺮﻳﺸﺎﻧﻲ ﻧﺘﻮﺍﻧﻨﺪ ﺩﺍﺷﺖ‪ .‬ﺁﻳﺎ ﭼﻨـﻴﻦ‬
‫ﻣﺮﺩ ِﻡ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻱ ﺭﺍ ﺗﻮﺩﻩ )ﻣﻠﹼﺖ( ﻣﻲ ﺗﻮﺍﻥ ﺑﺸﻤﺎﺭ ﺁﻭﺭﺩ؟ ﻭ ﺁﻳﺎ ﺍﺯ ﻳﻚ ﺗﻮﺩﺓ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺶ ﻧﻴﺮﻭﻳﻲ ﭘﺪﻳـﺪ‬
‫ﻣﻲ ﺁﻳﺪ؟!‬
‫ﻲ ﺑﺎﻭﺭﻫﺎﺳﺖ‪ .‬ﺩﺭ ﺳﺮﺍﺳـﺮ‬ ‫ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﻳﻜﻲ ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻋﻠﹼﺘﻬﺎﻱ ﺑﺪﺑﺨﺘﻲ ‪ ،‬ﭘﺮﺍﻛﻨﺪﮔﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺳﺴﺘ ِ‬
‫ﻛﺸﻮﺭ ﻫﺰﺍﺭ ﺗﻦ ﭘﻴﺪﺍ ﻧﻜﻨﻴﺪ ﻛﻪ ﺩﺭ ﺑﺎﻭﺭﻫﺎﻳﻲ ﻛﻪ ﺩﺍﺭﻧﺪ ﺍﺳﺘﻮﺍﺭ ﺑﺎﺷﻨﺪ ‪ ،‬ﺩﺭ ﻳﻚ ﺷﻬﺮﻱ ﺳﺪ ﺗﻦ ﭘﻴـﺪﺍ ﻧﻜﻨﻴـﺪ‬
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‫ﻱ ﻳﻚ ﻋﻘﻴﺪﻩ ﺑﺎﺷﺪ‪.‬‬
‫ﻛﻪ ﺍﺯ ﻫﺮ ﺑﺎﺭﻩ ﺩﺍﺭﺍ ِ‬
‫ﻫﻤﺎﻥ ﺟﻮﺍﻧﺎﻥ ﻛﻪ ﺑﺮﺍﻱ ﺍﺳﺘﻘﻼﻝ ﺍﻳﺮﺍﻥ ﺟﻮﺵ ﻣﻲ ﺯﻧﻨﺪ ﻫﺮ ﻳﻜﻲ ﺩﺭ ﺁﺭﺯﻭﺳﺖ ﻛـﻪ ﭘﻴـﺸﻮﺍ ﺑﺎﺷـﺪ‪ .‬ﺍﺯ ﭘﻴـﺸﻮﺍ‬
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‫ﺑﻮﺩﻥ ﺑﻪ ﺩﻩ ﺗﻦ ﺑﻴﺸﺘﺮ ﺧﻮﺷﺶ ﻣﻲ ﺁﻳﺪ ﺗﺎ ﻫﻤﺪﺳﺘﻲ ﺑﺎ ﻫﺰﺍﺭ ﺗﻦ‪.‬‬
‫ﺁﻳﺎ ﭼﻨﻴﻦ ﻣﺮﺩﻣﻲ ﭘﻴﺸﺮﻓﺘﻲ ﺗﻮﺍﻧﻨﺪ ﻛﺮﺩ؟! ﭘﻴـﺸﺮﻓﺖ ﺑﻤﺎﻧـﺪ ﺁﻳـﺎ ﻫﻤـﻴﻦ ﻭﺿـﻊ ﻛﻨـﻮﻧﻲ ﺭﺍ ﻧﮕﺎﻫـﺪﺍﺭﻱ‬
‫ﺗﻮﺍﻧﻨﺪ؟! ﺁﻳﺎ ﻧﻴﺮﻭﻱ ﻧﮕﺎﻫﺪﺍﺭﻱ ﺍﺯ ﻗﺎﻧﻮﻧﻬﺎ ﻭ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﻧﻘﺾ ﺁﻧﺮﺍ ﺩﺍﺭﻧﺪ؟! ﺑﻴﮕﻤﺎﻧﺴﺖ ﻛﻪ ﻧﺪﺍﺭﻧﺪ‪.‬‬
‫ﻧﻴﺮﻭ ﭼﻴﺴﺖ ﻭ ﺍﺯ ﭼﻪ ﭘﺪﻳﺪ ﻣﻲ ﺁﻳﺪ ؟‪ ..‬ﺑﺎﻳﺪ ﺑﺮﺍﻱ ﺭﻭﺷﻨﻲ ﺳﺨﻦ ﻳﻚ ﻣﺜﻠﻲ ﻳﺎﺩ ﻛﻨﻢ ‪:‬‬
‫ﭼﻨﻴﻦ ﺍﻧﮕﺎﺭﻳﺪ ﻛﻪ ﻳﻚ ﺍﺗﻮﻣﺒﻴﻠﻲ ﺑﮕﻮﺩﺍﻟﻲ ﺍﻓﺘﺎﺩﻩ ﻭ ﺩﺭ ﺭﺍﻩ ﻣﺎﻧﺪﻩ ﺍﺳﺖ ﻭ ﺩﻩ ﺗﻦ ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﺁﻧﺮﺍ ﺗﻜـﺎﻥ ﺩﺍﺩﻩ‬
‫ﺑﻴﺮﻭﻥ ﺁﻭﺭﻧﺪ‪ .‬ﺍﻛﻨﻮﻥ ﺍﮔﺮ ﻫﻤﺔ ﺁﻥ ﺩﻩ ﺗﻦ ﺑﺨﻮﺍﻫﻨـﺪ ﻛـﻪ ﺁﻧـﺮﺍ ﺗﻜـﺎﻥ ﺩﻫﻨـﺪ ‪ ،‬ﻭ ﻫﻤﮕـﻲ ﺑﻴﻜﺒـﺎﺭ ﺑﺎﺗﻮﻣﺒﻴـﻞ‬
‫ﭼﺴﺒﻴﺪﻩ ﺗﻜﺎﻥ ﺩﻫﻨﺪ ‪ ،‬ﻭ ﻫﻤﮕﻲ ﺁﻧﺮﺍ ﺑﻴﻜﺴﻮ ﺭﺍﻧﻨﺪ ‪ ،‬ﺍﺯ ﺍﻳﻦ ﺧﻮﺍﺳﺘﻦ ﻭ ﺩﺳﺖ ﺑﻬﻢ ﺩﺍﺩﻥ ﻳـﻚ » ﻧﻴـﺮﻭﻱ ﺩﻩ‬
‫ﹶﺗﻨﻲ« ﭘﺪﻳﺪ ﺁﻳﺪ ﻛﻪ ﺑﺮﺍﻱ ﺗﻜﺎﻥ ﻳﻚ ﺍﺗﻮﻣﺒﻴﻞ ﻭ ﺑﻠﻨﺪ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺁﻥ ﺑﺴﺴﺖ‪ .‬ﻭﻟﻲ ﺍﮔﺮ ﺍﺯ ﺁﻥ ﺩﻩ ﺗﻦ ﭘـﻨﺞ ﺗـﻦ‬
‫ﺑﺨﻮﺍﻫﻨﺪ ﻭ ﭘﻨﺞ ﺗﻦ ﻧﺨﻮﺍﻫﻨﺪ ‪ ،‬ﻳﺎ ﺑﺠﺎﻱ ﺩﺳﺖ ﺑﻬﻢ ﺩﺍﺩﻥ ﻭ ﺩﺭ ﻳﻜﺒﺎﺭ ﺑﺎﺗﻮﻣﺒﻴﻞ ﭼﺴﺒﻴﺪﻥ ‪ ،‬ﮔﺎﻩ ﺁﻥ ﺩﻭ ﺗﻦ ﻭ‬
‫ﮔﺎﻩ ﺁﻥ ﺳﻪ ﺗﻦ ﺑﭽﺴﺒﻨﺪ ‪ ،‬ﻭ ﻳﺎ ﭼﻨﺪ ﺗﻨﻲ ﺁﻧﺮﺍ ﺑﺎﻳﻨﺴﻮ ﺭﺍﻧﺪﻩ ﭼﻨﺪ ﺗﻨﻲ ﺑﺂﻧﺴﻮ ﺭﺍﻧﻨﺪ ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﻧﻴﺮﻭﻳﻲ ﻛـﻪ‬
‫ﺩﺭﺑﺎﻳﺴﺖ ﺍﺳﺖ ﺑﺪﺳﺖ ﻧﺨﻮﺍﻫﺪ ﺁﻣﺪ ﻭ ﺍﺗﻮﻣﺒﻴﻞ ﺩﺭ ﺁﻥ ﮔﻮﺩﺍﻝ ﺧﻮﺍﻫﺪ ﻣﺎﻧﺪ‪.‬‬
‫ﺍﻳﻨﺮﺍ ﺑﺮﺍﻱ ‪‬ﻣ ﹶﺜﻞ ﻳﺎﺩ ﻛﺮﺩﻡ‪ .‬ﺩﺭ ﺗﻮﺩﻩ ﻭ ﻛﺸﻮﺭ ﻧﻴﺰ ﭼﻨﻴﻨﺴﺖ‪ .‬ﺩﺭ ﻳـﻚ ﻛـﺸﻮﺭﻱ ﻛـﻪ ﺑﻴـﺴﺖ ﻣﻴﻠﻴـﻮﻥ ﻣـﺮﺩﻡ‬
‫ﻲ ﺁﻧﻬﺎ ﺑﻨﮕﻬﺪﺍﺭﻱ ﻛﺸﻮﺭ ﻭ ﺑﺂﺯﺍﺩﻱ ﺁﻥ ﻋﻼﻗﻤﻨﺪ ﺑﺎﺷﻨﺪ ﻭ ﻛﻮﺷﺶ ﻭ ﺟﺎﻧﺒﺎﺯﻱ ﺭﺍ ﺩﺭ‬ ‫ﻧﺸﻴﻤﻦ ﺩﺍﺭﻧﺪ ‪ ،‬ﺍﮔﺮ ﻫﻤﮕ ِ‬
‫ﺭﺍﻩ ﻧﮕﻬﺪﺍﺭﻱ ﺁﻥ ﺑﺨﻮﺍﻫﻨﺪ ‪ ،‬ﻭ ﻫﻤﮕﻲ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻫﻤﺪﻝ ﻭ ﻫﻢ ﺍﻧﺪﻳﺸﻪ ﺑﺎﺷﻨﺪ ﺍﺯ ﺍﻳﻨﺠﺎ ﻳـﻚ ﻧﻴـﺮﻭﻱ ﺑﻴـﺴﺖ‬
‫ﻣﻴﻠﻴﻮﻧﻲ ﭘﺪﻳﺪ ﺁﻳﺪ ﻭ ﺁﻥ ﻛﺸﻮﺭ ‪ ،‬ﻧﻴﺮﻭﻣﻨﺪ ﺑﺎﺷﺪ ﻭ ﺳﺮﺑﻠﻨﺪ ﻭ ﺁﺯﺍﺩ ﺯ‪‬ﻳﺪ‪ .‬ﻛﺸﻮﺭﻫﺎﻱ ﺩﻳﮕـﺮ ﻛـﻪ ﻧﻴﺮﻭﻣﻨﺪﻧـﺪ ﺍﺯ‬
‫ﻼ ﺁﻟﻤﺎﻧﻴﻬﺎ ﻛﻪ ﻧﻴﺮﻭﻣﻨﺪﻧﺪ ﻭ ﺁﻥ ﺗـﺮﺱ ﻭ ﺑـﻴﻢ ﺭﺍ ﺑﺠـﺎﻥ ﺍﺭﻭﭘـﺎ ﺍﻧﺪﺍﺧﺘـﻪ ﺍﻧـﺪ ‪ ،‬ﻭ‬
‫ﺍﻳﻨﺮﺍﻩ ﻧﻴﺮﻭﻣﻨﺪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻣﺜ ﹰ‬
‫ﻞ ﺁﻟﻤﺎﻥ ﺍﻳﺴﺘﺎﺩﮔﻲ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ‪ ،‬ﺍﻳﻦ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺁﻥ ﺩﻭ ﻛـﺸﻮﺭ ﻧﺘﻴﺠـﺔ‬ ‫ﺭﻭﺳﻬﺎ ﻛﻪ ﻧﻴﺮﻭﻣﻨﺪﻧﺪ ﻭ ﺩﺭ ﺑﺮﺍﺑﺮ ﺳﻴ ِ‬
‫ﺁﻧﺴﺘﻜﻪ ﺩﺭ ﺁﻟﻤﺎﻥ ﻫﺸﺘﺎﺩ ﻣﻴﻠﻴﻮﻥ ﻣﺮﺩﻡ ﺑﺂﺯﺍﺩﻱ ﻛﺸﻮﺭ ﺧﻮﺩ ﻋﻼﻗﻤﻨﺪﻧـﺪ ﻭ ﺑﻠﻜـﻪ ﺑﺮﺗـﺮﻱ ﺁﻧـﺮﺍ ﺑﻜـﺸﻮﺭﻫﺎﻱ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺩﻳﮕﺮ ﻣﻲ ﺧﻮﺍﻫﻨﺪ ‪ ،‬ﻭ ﺩﺭ ﺭﻭﺳﻴﻪ ﺩﻭﻳﺴﺖ ﻣﻴﻠﻴﻮﻥ ﻣﺮﺩﻡ ﺩﺭ ﺭﺍﻩ ﻧﮕﻪ ﺩﺍﺭﻱ ﻛﺸﻮﺭ ﺧـﻮﺩ ﺑﺠﺎﻧﺒـﺎﺯﻱ ﺁﻣـﺎﺩﻩ ﻭ‬
‫ﻫﻤﮕﻲ ﻫﻤﺪﺳﺘﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻨﺴﺖ ﺣﺎﻝ ﺍﻧﮕﻠﻴﺲ ﻭ ﺁﻣﺮﻳﻜﺎ‪ .‬ﺍﻣﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ‪ ،‬ﺁﻳﺎ ﻫﻤﮕﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺂﺯﺍﺩﻱ ﻛـﺸﻮﺭ‬
‫ﺧﻮﺩ ﻋﻼﻗﻪ ﻣﻨﺪﻧﺪ؟‪ ..‬ﺑﺮ ﻓﺮﺽ ﻛﻪ ﻋﻼﻗﻪ ﻣﻨﺪﻧﺪ ﺁﻳﺎ ﻫﻤﮕﻲ ﻫﻤﺪﺳﺖ ﻭ ﻫﻤـﺮﺍﻩ ﻣـﻲ ﺑﺎﺷـﻨﺪ؟‪ ..‬ﺷـﻤﺎ ﺑﺎﻳﻨﻬـﺎ‬
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‫ﭘﺎﺳﺦ ﺩﻫﻴﺪ‪.‬‬
‫ﻱ ﺍﻳﺸﺎﻥ ﺩﺭ ﺁﺭﻣﺎﻥ ) ﺩﻟﺒﺴﺘﮕﻲ ﺑـﻪ‬ ‫ﺩﺭ ﺍﻳﻦ ﻣﺜﺎﻝ ‪ ،‬ﺍﺯ ﭼﻬﺎﺭ ﻛﺸﻮﺭ ﻧﺎﻡ ﺭﻓﺘﻪ ﻭ ﺗﺄﻛﻴﺪ ﺷﺪﻩ ﻛﻪ ﺗﻮﺩﻩ ﻫﺎ ِ‬
‫ﻛﺸﻮﺭ ﻭ ﺁﻣﺎﺩﮔﻲ ﺑﺮﺍﻱ ﺟﺎﻧﺒﺎﺯﻱ ﺩﺭ ﺭﺍﻩ ﺁﻥ( ﻣﺸﺘﺮﻙ ﻭ ﺩﺭ ﺁﻥ ﺭﺍﻩ ﻫﻤﺪﺳﺖ ﻭ ﻫﻤﺮﺍﻫﻨﺪ‪ .‬ﺍﻳـﻦ ﺭﺍ ﻛﻤﺘـﺮﻳﻦ‬
‫ﺍﺷﺘﺮﺍﻙ ﺩﺭ ﺑﺎﻭﺭﻫﺎ ﮔﺮﻓﺘﻪ ﻭ ﻣﻲ ﭘﺮﺳﺪ ‪ :‬ﺁﻳﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ﻧﻴﺰ ﭼﻨﻴﻨﺴﺖ؟‬
‫ﺑﺪﻳﻨﺴﺎﻥ ‪ ،‬ﭘﺮﭼﻢ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻋﻠﺖ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ » ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ« ﺷﻨﺎﺳﺎﻧﺪﻩ ‪ ،‬ﺭﺍ ِﻩ ﺭﻫﺎﻳﻲ ﺭﺍ‬
‫ﻧﻴﺰ ﻳﻜﻲ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺩﺍﻧﺴﺘﻪ ﻭ ﺩﺭ ﺍﻳﻦ ﺭﺍﻩ ﻛﻮﺷﺶ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﺑﺰﺭﮔﺘﺮﻳﻦ ﻣﺎﻧﻊ ﭘﻴﺸﺮﻓﺖ( ﺑﻮﺍﺭﻭﻧﺔ ﻫﻢ ﺍﻧﺪﻳﺸﻲ ﻭ ﻫﻢ ﺁﺭﻣﺎﻧﻲ ﻛﻪ ﭘﺎﻳﺔ ﻫﻤﺪﺳﺘﻴﺴﺖ ‪ ،‬ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ‬
‫ﺍﺯ ﻳﻜﺴﻮ ﻓﺮﺍﻭﺍﻧﻲ ﻣﺴﻠﻜﻬﺎﻱ ﻓﻜﺮﻱ ﻭ ﺗﻴﺮﻩ ﻫﺎ ﻭ ﺯﺑﺎﻧﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺩﺭ ﻳﻚ ﻛﺸﻮﺭﺳﺖ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺟـﺪﺍ‬
‫ﺖ ﺍﻳﻦ ﻛﺸﻮﺭ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻴﺴﺖ‪.‬‬ ‫ﺑﻮﺩﻥ ﺁﺭﻣﺎﻧﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺍﺯ ﻫﻢ‪ .‬ﺑﺰﺭﮔﺘﺮﻳﻦ ﺟﻠﻮﮔﻴ ِﺮ ﭘﻴﺸﺮﻓ ِ‬
‫ﺵ ﺍﻧﺒﻮ ِﻩ ﻣﺮﺩﻡ ﻧﺎﺁﺷﻨﺎﺳﺖ‪ .‬ﺗﻮﺩﺓ ﻣﺮﺩﻡ ﺑﻤﺎﻧﺪ ‪ ،‬ﺑﻴﺸﺘ ِﺮ ﭘﻴﺸﺮﻓﺘﮕﺎﻥ ﺍﻳـﻦ‬ ‫ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛﻪ ﺍﻳﻦ ﺳﺨﻦ ﺑﮕﻮ ِ‬
‫ﺭﺍ ﭘﺬﻳﺮﻓﺘﻨﻲ ﻧﻤﻲ ﺑﻴﻨﻨﺪ‪ .‬ﻫﻤﻴﻨﻜﻪ ﺑﺸﻨﻮﻧﺪ ﺑﺎ ﺷﮕﻔﺘﻲ ﺑﺴﻴﺎﺭ ﺧﻮﺍﻫﻨﺪ ﭘﺮﺳﻴﺪ ‪" :‬ﻳﻌﻨـﻲ ﺑـﺪﺑﺨﺘﻲ ﻫـﺎﻱ ﻣـﺎ‬
‫ﺍﻳﺮﺍﻧﻴﻬﺎ ﺍﺯ ﺍﻓﻜﺎﺭ ﻣﺘﻔﺎﻭﺕ ﻭ ﻣﺘﻨﻮﻋﻴﺴﺖ ﻛﻪ ﺩﺍﺭﻳﻢ؟! ‪ ،‬ﺍﻳﻨﻜﻪ ﺑﺪ ﻧﻴﺴﺖ ﺧﻮﺏ ﻫﻢ ﻫـﺴﺖ! "‪ .‬ﺍﮔـﺮ ﺍﺯ ﺍﻳـﺸﺎﻥ‬
‫ﺑﭙﺮﺳﻴﺪ ﭼﺮﺍ ﺧﻮﺑﺴﺖ ‪ ،‬ﺧﻮﺍﻫﻨﺪ ﮔﻔﺖ ‪ » :‬ﺗﻚ ﺻﺪﺍﻳﻲ« ﺑﺎﻋـﺚ ﺍﺳـﺘﺒﺪﺍﺩ ﻳـﺎ ﺧـﻮﺩ ﻧﺘﻴﺠـﺔ ﺁﻧـﺴﺖ‪ .‬ﭘـﺲ‬
‫ﻧﺎﭼﺎﺭﻳﺴﺖ ﻛﻪ ﺷﻴﻮﺓ ﺩﺭﺳﺖ ‪ » ،‬ﭼﻨﺪ ﺻـﺪﺍﻳﻲ« ﻳـﺎ » ﺗﻜﺜﺮﮔﺮﺍﻳـﻲ« ﺑﺎﺷـﺪ ـ ﺍﻳﻨﻬـﺎ ﻧﺎﻣﻬﺎﻳﻴـﺴﺖ ﻛـﻪ ﺑـﻪ‬
‫» ﺟﺪﺍﺍﻧﺪﻳﺸﻲ« ﺩﺍﺩﻩ ﺍﻧﺪ‪ .‬ﺑﻬﻤﻴﻦ ﻋﻠﺖ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ ﺭﺍ ﻧﻪ ﺗﻨﻬﺎ ﺯﻳﺎﻧﻤﻨﺪ ﻧﺪﺍﻧﺴﺘﻪ ﺍﻧﺪ ﺑﻠﻜـﻪ ﺁﻧـﺮﺍ ﺑـﺮﺍﻱ‬
‫ﻳﻚ ﺗﻮﺩﻩ ﺑﺎﻳﺴﺘﻪ ﺷﻤﺮﺩﻩ ﺍﻧﺪ‪ .‬ﭼﻮﻥ ﺍﻳﻦ ﻣﻌﻨﻲ ‪ ،‬ﺍﻣﺮﻭﺯ ‪ ،‬ﻧﺎﺭﻭﺷﻦ ﻭ ﺩﺭﺁﻣﻴﺨﺘﻪ ﺑﻠﻐﺰﺵ ﺑﮕﻮﺷـﻬﺎ ﻣـﻲ ﺭﺳـﺪ‬
‫ﻧﺎﭼﺎﺭﻳﻢ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﺑﺸﻜﺎﻓﻴﻢ ﺗﺎ ﺍﺯ ﻟﻐﺰﺷﻬﺎ ﺟﻠﻮﮔﻴﺮﻳﻢ‪.‬‬
‫ﻥ ﺯﻣﻴﻨﺔ ﺳﺨﻦ ﺑﻤﻮﺿـﻮﻉ ﺳ‪‬ـﻜﺎﻟِﺶ )ﺷـﻮﺭ(‬ ‫ﻲ ﺟﺪﺍ ‪ ،‬ﺑﻬﻢ ﺩﺭﺁﻣﻴﺨﺘﻪ‪ .‬ﺑﺮﺍﻱ ﺭﻭﺷﻦ ﮔﺮﺩﻳﺪ ِ‬ ‫ﺍﻳﻨﺠﺎ ﺩﻭ ﻣﻌﻨ ِ‬
‫ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ ‪ :‬ﻫﻤﻪ ﺳﻮﺩﻣﻨﺪﻱ ﺳﻜﺎﻟﺶ ﺭﺍ ـ ﺩﺳﺖ ﻛﻢ ﺩﺭ ﺗﺌﻮﺭﻱ ـ ﻣﻲ ﺩﺍﻧﻨﺪ‪ .‬ﺩﺭ ﺳﻜﺎﻟﺶ ‪ ،‬ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻱ‬
‫ﺟﺪﺍ ﺍﺯ ﻫﻢ ﻫﺮ ﻳﻚ ﮔﻮﺷﻪ ﺍﻱ ﺍﺯ ﻣﻮﺿﻮﻉ ﺭﺍ ﺭﻭﺷﻦ ﻣﻲ ﻛﻨﺪ‪ .‬ﭼﻴﺰﻱ ﻛـﻪ ﺑﺎﻧﺪﻳـﺸﺔ ﻳﻜـﻲ ﻧﺮﺳـﺪ ﭼـﻪ ﺑـﺴﺎ‬
‫ﺑﺎﻧﺪﻳﺸﺔ ﺩﻳﮕﺮﻱ ﺭﺳﺪ‪ .‬ﺑﺴﻴﺎﺭ ﭘﻴﺶ ﺁﻳﺪ ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻧﻪ ﺗﻨﻬﺎ ﺟـﺪﺍ ﺍﺯ ﻫـﻢ ﺑﻠﻜـﻪ ﻣﺘـﻀﺎﺩ ﺑﺎﺷـﺪ‪ .‬ﻫﻤـﻴﻦ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎ ‪ ،‬ﻣﻮﺿﻮﻋﺎﺕ ﺭﺍ ﺍﺯ ﺗﺎﺭﻳﻜﻲ ﺑﻴﺮﻭﻥ ﻣﻲ ﺁﻭﺭﺩ‪ .‬ﺩﺭ ﻣﻮﺿﻮﻋﺎﺕِ ﭘﻴﭽﻴﺪﻩ ﻭ ﺑﻐﺮﻧﺞ ‪ ،‬ﺳـﻜﺎﻟﺶ ﺑﻬﺘـﺮﻳﻦ‬
‫ﭼﺎﺭﻩ ﺍﺳﺖ‪ .‬ﻛﺴﻲ ﻛﻪ ﺑﺴﻜﺎﻟﺶ ﺍﺭﺝ ﻣﻲ ﻧﻬﺪ ﺑﻴﮕﻤﺎﻥ ﺳﻮ ِﺩ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺟﺪﺍ ﺍﺯ ﻫﻢ ﻭ ﺣﺘﺎ ﻣﺘﻀﺎ ِﺩ ﺍﻧﺪﻳـﺸﺔ‬
‫ﺧﻮﺩ ﺭﺍ ﻣﻲ ﺩﺍﻧﺪ‪ .‬ﭼﻨﻴﻦ ﻛﺴﻲ ﺁﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺭﺍ ﻧﻪ ﻳﻚ ﻣﺎﻧﻊ ﻭ ﻧﻪ ﻳـﻚ ﺩﺭﺩﺳـﺮ ﺑﻠﻜـﻪ ﻳـﻚ » ﻣﻮﻫﺒـﺖ«‬
‫ﻒ ﺧﻮﺩ ﺭﺍ ﺣﺘﺎ ﻳﻚ »ﻏﻨﻴﻤﺖ« ﻣﻲ ﺩﺍﻧﺪ‪ .‬ﺗﻨﻬﺎ ﺧﻮﺩﻛﺎﻣﮕﺎﻥ ﻭ ﻛﻮﺗﻪ ﺑﻴﻨﺎﻧﻨﺪ ﻛـﻪ‬ ‫ﻣﻲ ﺩﺍﻧﺪ! ﺍﻭ ﮔﻔﺘﮕﻮ ﺑﺎ ﻣﺨﺎﻟ ِ‬
‫ﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻣﺨﺎﻟﻒ ﺭﺍ ﻧﺪﺍﺭﻧﺪ‪.‬‬‫ﺗﺎﺏ ﺷﻨﻴﺪ ِ‬
‫ﺑﺎﺷﺪ ﻛﻪ ﭘﻴﺸﺮﻓﺘﮕﺎﻥ ﺗﻮﺩﻩ ﺍﻳﻨﻬﺎ ﺭﺍ ﺍﻧﺪﻳﺸﻴﺪﻩ ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﮔﻴﺮﻧـﺪ ‪ :‬ﭘـﺲ ﮔﻔﺘـﻪ ﻫـﺎﻱ ﻣﺘـﻀﺎﺩ ﻭ ﻳـﺎ‬
‫ﺶ ﻣﻮﺿﻮﻋﺎﺗـﺴﺖ‪.‬‬ ‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺿﺪ ﻫﻢ ‪ ،‬ﻧﻪ ﺗﻨﻬﺎ ﺯﻳﺎﻧﻤﻨﺪ ﻧﻴﺴﺖ ﺑﻠﻜـﻪ ﺑﺎﻳـﺴﺘﺔ ﺳـﻜﺎﻟﺶ ﻭ ﺭﻭﺷـﻨﻲ ﺑﺨـ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﺍﻧﺪﻳـﺸﻪ ﻫﺎﺳـﺖ ‪ ،‬ﺭﻭ ﺗـﺮﺵ‬ ‫ﺍﻳﺸﺎﻥ ﻫﻤﻴﻨﻜﻪ ﺑﺸﻨﻮﻧﺪ ﺭﺍ ِﻩ ﭼﺎﺭﻩ ﺑﺪﺭﻣﺎﻧـﺪﮔﻲ ﻫـﺎﻱ ﺗـﻮﺩﻩ ﻳﻜـﻲ ﮔﺮﺩﺍﻧﻴـﺪ ِ‬
‫ﮔﺮﺩﺍﻧﻴﺪﻩ ﺧﻮﺍﻫﻨﺪ ﮔﻔﺖ ‪ :‬ﺍﻱ ﺁﻗﺎ! ﻣﺎ ﺩﺭ ﭘﻲ ﺁﺯﺍﺩﻱ ﻫﺴﺘﻴﻢ ‪ ،‬ﺷﻤﺎ ﻣﺎ ﺭﺍ ﺑﻪ ﺍﺳﺘﺒﺪﺍﺩ ﻣﻲ ﺧﻮﺍﻧﻴﺪ؟!‬
‫ﺷﺎﻳﺪ ﺷﻨﻴﺪﻩ ﺑﺎﺷﻴﺪ ﻛﻪ ﮔﻔﺘﻪ ﺍﻧﺪ ‪" :‬ﺟﺎﻣﻌﺔ » ﭼﻨﺪ ﺻﺪﺍﻳﻲ« ﺑﻪ ﺍﺯ ﺗﻚ ﺻﺪﺍﻳﻴﺴﺖ"‪ .‬ﭘـﺲ ﺩﻭﺭ ﻧﻴـﺴﺖ‬
‫ﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺭﺍ ﻧﻪ ﻳﻚ ﭼﺎﺭﻩ ﺑﻠﻜﻪ ﻳﻚ ﻣﺎﻧﻊ ﭘﻨﺪﺍﺭﻧﺪ‪.‬‬‫ﻛﻪ ﻳﻜﻲ ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﺍﻛﻨﻮﻥ ﺑﺒﻴﻨﻴﻢ ﺧﻮﺍﺳﺖ )ﻣﻘﺼﻮﺩ( ﺍﺯ ﺳﻜﺎﻟﺶ ﭼﻴﺴﺖ؟!‪ ...‬ﺍﺳﺎﺳ ﹰﺎ ﺳـﻜﺎﻟﺶ ﺑـﺮﺍﻱ ﻧﺘﻴﺠـﻪ ﮔﺮﻓﺘﻨـﺴﺖ ﻭ‬
‫ﻧﺘﻴﺠﺔ ﻳﻚ ﺳﻜﺎﻟﺶ ‪ ،‬ﺗﺼﻤﻴﻢ ﻭ ﻣﻴﻮﺓ ﺍﻳﻦ ‪ ،‬ﻛﺎﺭ ﻭ ﻛﻮﺷﺶ ﺍﺳﺖ‪ .‬ﻭﮔﺮﻧﻪ ﭼﻪ ﻣﻌﻨﻲ ﺩﺍﺭﺩ ﻛﻪ ﺩﺭ ﻳﻚ ﺟﻤـﻊ‬
‫ﻫــﺮ ﻛــﺴﻲ ﺍﻧﺪﻳــﺸﺔ ﺧــﻮﺩ ﺭﺍ ﺑﻤﻴــﺎﻥ ﺁﻭﺭﺩ ﻭ ﺳــﺎﻋﺘﻬﺎ ﺑﻠﻜــﻪ ﺭﻭﺯﻫــﺎ ﺩﺭﺑــﺎﺭﺓ ﻣﻮﺿــﻮﻋﻲ ﮔﻔﺘﮕﻮﻫــﺎ ﺭﻭﺩ ﻭ‬
‫ﻧﺘﻴﺠﻪ ﺍﻱ ﮔﺮﻓﺘﻪ ﻧﺸﻮﺩ؟! ﭘﺲ ﺧﻮﺍﺳﺖ ﺍﺯ ﺳﻜﺎﻟﺶ ﻭ ﻣﻴﺪﺍﻥ ﺩﺍﺩﻥ ﺑﻪ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ ﮔﻮﻧـﺎﮔﻮﻥ ﻫﻤﮕﺮﺍﻳـﻲ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﻳﺎﻓﺘﻦ ﺭﺍﻫﻲ ﻣﻨﺎﺳﺒﺴﺖ ﻛﻪ ﻛﺎﺭﻱ ﺍﻧﺠﺎﻡ ﮔﻴﺮﺩ‪ .‬ﺍﺯ ﺩﻳﮕﺮ ﺳﻮ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﻳﻚ ﺟﻤـﻊ ‪ ،‬ﻛـﺎﺭﻱ ﺭﺍ‬
‫ﭘــﻴﺶ ﺗﻮﺍﻧــﺪ ﺑ‪‬ــﺮﺩ ‪ ،‬ﻧﻴﺎﺯﻣﻨــﺪ ﻫــﻢ ﺍﻧﺪﻳﺸﻴــﺴﺖ‪ .‬ﺍﺯ ﺍﻳﻨــﺮﻭ ﻣــﻲ ﺗــﻮﺍﻥ ﮔﻔــﺖ ﻛــﻪ ﭘﺎﻳــﺔ ﺳــﻜﺎﻟﺶ‬
‫» ﺟﺪﺍﺍﻧﺪﻳﺸﻲ« ﻭ ﭘﺎﻳﺔ ﺍﻧﺠﺎﻡ ﻛﺎﺭ » ﻫﻢ ﺍﻧﺪﻳﺸﻲ« ﺍﺳﺖ‪.‬‬
‫ﺑﺮﺍﻱ ﺭﻭﺷﻨﻲ ﺑﻴﺸﺘ ِﺮ ﻣﻮﺿﻮﻉ ‪ ،‬ﻫﻤﺎﻥ ﻣﺜﺎﻝ ﺍﺗﻮﻣﺒﻴﻠﻲ ﻛﻪ ﺑﮕﻮﺩﺍﻟﻲ ﺩﺭﺍﻓﺘﺎﺩﻩ ﺭﺍ ﺩﻭﺑﺎﺭﻩ ﺑﺪﻳﺪﻩ ﻣﻲ ﮔﻴﺮﻳﻢ‪.‬‬
‫ﭼﻨﺎﻥ ﻓﺮﺽ ﻛﻨﻴﺪ ﻛﻪ ﺁﻥ ﺩﻩ ﺗﻦ ﻫﻤﮕﻲ ﺩﺭﺁﻣﺪﻥ ﺍﺗﻮﻣﺒﻴﻞ ﺍﺯ ﮔﻮﺩﺍﻝ ﺭﺍ ﻣﻬﻤﺘﺮ ﺍﺯ ﻫﺮ ﭼﻴـﺰ ﻣـﻲ ﺩﺍﻧﻨـﺪ‪ .‬ﺍﺯ‬
‫ﺍﻳﻨﺮﻭ ﺑﮕﻔﺘﮕﻮ ﭘﺮﺩﺍﺧﺘﻪ ﺭﺍﻫﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺭﺍ ﭘﻴﺸﻨﻬﺎﺩ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﭘﻴﺸﻨﻬﺎﺩﻫﺎ ﻧﺎﺭﻭﺷﻨﺴﺖ ‪ ،‬ﺑﺮﺧـﻲ‬
‫ﻥ ﺩﺭﺍﺯﻱ ﻣﻲ ﻃﻠﺒﺪ ﻭ ﺯﻣﺎﻥ ﺗﻨﮕﺴﺖ‪ .‬ﺳﺮﺍﻧﺠﺎﻡ ﺑﻬﺘﺮﻳﻦ ﺭﺍﻩ ‪ ،‬ﺁﻥ ﻣﻲ ﺑﻴﻨﻨـﺪ‬ ‫ﺍﻧﺠﺎﻡ ﭘﺬﻳﺮ ﻧﻴﺴﺖ ‪ ،‬ﺑﺮﺧﻲ ﺯﻣﺎ ِ‬
‫ﻛﻪ ﻫﻤﮕﻲ ﺑﺎﺗﻮﻣﺒﻴﻞ ﭼﺴﺒﻴﺪﻩ ﺑﻴﻜﺒﺎﺭ ﻫﻤﺔ ﻧﻴﺮﻭﻱ ﺧﻮﺩ ﺭﺍ ﺑﻜﺎﺭ ﺍﻧﺪﺍﺧﺘﻪ ﺍﺯ ﮔﻮﺩﺍﻝ ﺩﺭﺁﻭﺭﻧﺪ‪.‬‬
‫ﻥ‬
‫ﺗﺎ ﺁﻧﺠﺎ ﻛﻪ ﺷﻮﺭ ﻣﻲ ﻛﺮﺩﻧـﺪ ‪ ،‬ﭼﻨـﺪﻳﻦ ﺻـﺪﺍ ﻭ ﺍﻧﺪﻳـﺸﻪ ﺑﻤﻴـﺎﻥ ﻣـﻲ ﺁﻣـﺪ ﻭ ﻫﺮﻛـﺴﻲ ﺩﺭ ﭘﻴﺮﺍﻣـﻮ ِ‬
‫ﭘﻴﺸﻨﻬﺎﺩﺵ ﺳﺨﻨﺎﻧﻲ ﮔﻔﺘﻪ ﺍﻣﺘﻴﺎﺯﻫﺎﻳﻲ ﻣﻲ ﺷﻤﺮﺩ‪ .‬ﺳﻮﺩ ﺁﻥ ﮔﻔﺘﮕﻮﻫﺎ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺩﺍﻧﺴﺘﻨﺪ ﻫﻤﺔ ﺭﺍﻫﻬـﺎﻱ‬
‫ﻣﻤﻜﻦ ﺭﺍ ـ ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﺗﻮﺍﻧﺪ ﺑﻮﺩ ـ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﻭ ﭘﺲ ﺍﺯ ﺳﻨﺠﻴﺪﻥ ‪) ،‬ﺑﻴﺸﺘ ِﺮ ﺍﻳـﺸﺎﻥ( ﺑـﺎﻳﻦ ﻧﺘﻴﺠـﻪ‬
‫ﺭﺳﻴﺪﻧﺪ ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺑﻬﺘﺮﻳﻨﺴﺖ ﻭ ﺁﻥ ﺭﺍ ﻣﻲ ﺑﺎﻳﺪ ﺁﺯﻣﻮﺩ‪.‬‬
‫ﺍﻳﻨﻚ ‪ ،‬ﭘﺲ ﺍﺯ ﺁﻧﻜﻪ ﺗﺼﻤﻴﻢ ﺑﺂﺯﻣﻮﺩﻥ ﮔﺮﻓﺘﻨﺪ ﻫﻤﻪ ﺑﺎﻳﺪ ﺑﻪ ﻫﻢ ﺍﻧﺪﻳﺸﻲ ﻭ ﻫﻤـﺪﻟﻲ ﭘﺎﺑﻨـﺪ ﺑﺎﺷـﻨﺪ ﺗـﺎ‬
‫ﺑﻨﺘﻴﺠﻪ ﺑﺮﺳﻨﺪ‪ .‬ﺯﻳﺮﺍ ﺑﺮﺍﻱ ﻣﺜﺎﻝ ‪ ،‬ﺍﮔﺮ ﻳﻜﻲ ﺑﺮ ﭘﻴﺸﻨﻬﺎﺩ ﺧﻮﺩ ﭘﺎﻓﺸﺎﺭﻱ ﻛﺮﺩﻩ ﺑﻨﻮﻣﻴﺪﻱ ﺩﻳﮕـﺮﺍﻥ ﺑﻜﻮﺷـﺪ ﻭ‬
‫ﭘﻴﺎﭘﻲ ﺑﮕﻮﻳﺪ ‪ ":‬ﺍﻳﻦ ﺭﺍﻫﻲ ﻛﻪ ﺷﻤﺎ ﺑﺮﮔﺰﻳﺪﻩ ﺍﻳﺪ ﺍﺷﺘﺒﺎﻫﺴﺖ ﻭ ﺑﻴﻬـﻮﺩﻩ" ‪ ،‬ﺍﻳـﻦ ﻛـﺎﺭ ﺍﻭ ﻧـﻪ ﺗﻨﻬـﺎ ﺳـﻮﺩﻣﻨﺪ‬
‫ﻧﻴﺴﺖ ﺑﻠﻜـﻪ ﻧﻴـﺮﻭ ﺷﻜﻨـﺴﺖ‪ .‬ﺑـﺮﺍﻱ ﺁﻧﻜـﻪ ﻧﺘﻴﺠـﻪ ﺍﻱ ﺍﺯ ﺁﻥ ﺳـﻜﺎﻟﺶ ﻭ ﮔﻔﺘﮕـﻮ ﺑﺪﺳـﺖ ﺁﻳـﺪ ‪ ،‬ﭘـﺲ ﺍﺯ‬
‫ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ ‪ ،‬ﺩﻳﮕﺮ ﻳﻚ ﺳﺨﻦ ﻭ ﻳﻚ ﺭﺍﻩ ﺑﻴﺸﺘﺮ ﻧﺒﺎﻳﺪ ﺑﻤﻴﺎﻥ ﺁﻳﺪ‪ .‬ﺳﺨﻦ ﺍﺯ ﻫﻢ ﺍﻧﺪﻳـﺸﻲ ﻭ ﻫـﻢ ﺑـﺎﻭﺭﻱ‬
‫ﻛﻪ ﺭﺍﻧﺪﻩ ﻣﻲ ﺷﻮﺩ ﺩﺭ ﺍﻳﻨﮕﻮﻧﻪ ﺟﺎﻫﺎﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻨﮕﻮﻧﻪ ﺟﺎﻫﺎﺳﺖ ﻛﻪ ﭼﻨـﺪ ﺳـﺨﻨﻲ ﻭ ﺗﻜﺜﺮﮔﺮﺍﻳـﻲ ﻧـﻪ ﺗﻨﻬـﺎ‬
‫ﺍﺭﺯﺷﻤﻨﺪ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﺯﻳﺎﻧﻤﻨﺪﺳﺖ‪.‬‬
‫ﺍﮔﺮ ﺳﺮﺍﻧﺠﺎﻡ ﺑﺎ ﺍﻳﻦ ﺭﻭﺵ ﺑﻨﺘﻴﺠﻪ ﺑﺮﺳﻨﺪ ﻓﻴﺮﻭﺯﻱ ﺍﻳﺸﺎﻥ ‪ ،‬ﻣﻴﻮﺓ ﭼﻨﺪ ﺑﺎﻭﺭ ﺑﻮﺩﻩ ﻛﻪ ﻳﻜﺠـﺎ ﮔﺮﺩﺁﻣـﺪﻩ ‪:‬‬
‫ﻥ ﺍﺗﻮﻣﺒﻴﻞ ﺍﺯ ﮔﻮﺩﺍﻝ ﺭﺍ ﺍﺯ ﺩﻝ » ﺧﻮﺍﺳﺘﺎﺭ« ﺑﻮﺩﻩ ﺍﻧﺪ )ﺍﻧﺪﻳﺸﺔ ﻣﺸﺘﺮﻙ(‪ .‬ﺩﻭﻡ ‪ ،‬ﺍﻳـﻦ‬ ‫ﻳﻜﻢ ‪ ،‬ﻫﻤﻪ ﺑﻴﺮﻭﻥ ﺁﻣﺪ ِ‬
‫ﺧﻮﺍﺳﺖ ﺑﺮﺍﻳﺸﺎﻥ » ﻣﻬﻤﺘﺮﻳﻦ ﺧﻮﺍﺳﺖ« ﺑﻮﺩﻩ ﻭ ﺁﻣﺎﺩﻩ ﺑـﻮﺩﻩ ﺍﻧـﺪ ﺍﺯ ﺧﻮﺍﺳـﺘﻬﺎﻱ ﺩﻳﮕـﺮ ﺩﺭ ﺁﻧـﺮﺍﻩ ﺑﮕﺬﺭﻧـﺪ‬
‫ﻼ ﺍﮔﺮ ﭼﻨﺪ ﺗﻨﻲ ﮔﺮﺳﻨﻪ ﺍﻧﺪ ﺍﻧﺪﻳﺸﺔ ﺧـﻮﺭﺍﻙ ﺭﺍ ﻣﻮﻗﺘـ ﹰﺎ ﻛﻨـﺎﺭ ﮔـﺰﺍﺭﺩﻩ ﺍﻧـﺪ‪ .‬ﻳـﺎ ﺁﻧﻜـﻪ‬ ‫)ﺁﺭﻣﺎﻥ ﻣﺸﺘﺮﻙ(‪ .‬ﻣﺜ ﹰ‬
‫ﻥ‬
‫ﺩﺭﺁﻭﺭﺩﻥ ﺍﺗﻮﻣﺒﻴﻞ ﺍﺯ ﮔﻮﺩﺍﻝ ﺑﺮﺍﻳﺸﺎﻥ ﭼﻨﺎﻥ ﺑﺎﺍﻫﻤﻴﺖ ﺑﻮﺩﻩ ﻛﻪ ﮔِﻞ ﺁﻟﻮﺩﻩ ﮔﺮﺩﻳﺪﻥ ﺟﺎﻣﻪ ﻳﺎ ﺯﺧﻤـﻲ ﺷـﺪ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺩﺳﺖ ﺑﭽﺸﻤﺸﺎﻥ ﺑﻲ ﺍﻫﻤﻴﺖ ﺁﻣﺪﻩ‪ .‬ﺳﻮﻡ ‪ ،‬ﻫﻤﻪ ﺍﺯ ﺳﻮ ِﺩ ﺳﻜﺎﻟﺶ » ﺁﮔﺎﻩ« ﺑﻮﺩﻩ ﻭ » ﺑﺎﻭﺭ ﺩﺍﺷﺘﻪ ﺍﻧـﺪ« ﻛـﻪ‬
‫ﺩﺭﺑﺎﺭﺓ ﭼﺎﺭﺓ ﻛﺎﺭ ﺑﺎﻳﺪ ﺑﻴﻨﺪﻳﺸﻨﺪ ﻭ ﺑﺎ ﻫﻢ ﺩﺭﻣﻴﺎﻥ ﮔﺬﺍﺭﻧﺪ )ﺁﻣﺎﺩﮔﻲ ﻭ ﺷﺎﻳﺴﺘﮕﻲ ﺑﺮﺍﻱ ﻛﺎﺭ ﺟﻤﻌﻲ(‪ .‬ﻛﺴﺎﻧﻲ‬
‫ﻛﻪ ﭘﻴﺸﻨﻬﺎﺩﺷﺎﻥ ﭘﺬﻳﺮﻓﺘﻪ ﻧﮕﺮﺩﻳﺪﻩ ﻧﻪ ﺗﻨﻬﺎ ﻧﺎﺧﺸﻨﻮﺩ ﻧﺸﺪﻩ ﺍﻧﺪ ﺑﻠﻜﻪ ﺍﺯ ﺍﻳﻦ ﻫﻢ ﺧﺸﻨﻮﺩ ﮔﺮﺩﻳﺪﻩ ﺍﻧﺪ ﻛﻪ ﺑﺎ‬
‫ﺩﻳﮕﺮﺍﻥ ﻫﻤﺪﺳﺖ ﻭ ﻳﺎﻭﺭﻧﺪ )ﺧﻮﻳﻬﺎﻱ ﺳﺘﻮﺩﻩ(‪ .‬ﻫﻤﭽﻨﻴﻦ ﻫﻤﻪ ﺑﻨﺘﻴﺠﺔ ﺳﻜﺎﻟﺶ )ﺗﺼﻤﻴﻢ( ‪ » ،‬ﭘﺎﺑﻨﺪ« ﺑـﻮﺩﻩ‬
‫ﺑﺎﻭﺭ ﺩﺍﺷﺘﻪ ﺍﻧﺪ ﻛﻪ ﺗﻨﻬﺎ ﺍﺯ ﺍﻳﻦ ﺭﺍﻩ ﻣﻲ ﺗﻮﺍﻥ ﺍﺯ ﺳﻮﺩﻫﺎﻱ ﺁﻥ ﺑﻬﺮﻩ ﻣﻨﺪ ﮔﺮﺩﻳﺪ‪ .‬ﺍﻳﻦ » ﻣﻲ ﺩﺍﻧﺴﺘﻪ ﺍﻧﺪ« ﻛـﻪ‬
‫ﻥ‬
‫ﻼ ﻫﺮ ﻛﺴﻲ ﺑﺮ ﺍﻧﺪﻳﺸﺔ ﺧﻮﺩ ﭘﺎﻓﺸﺮ‪‬ﺩ ﺁﻥ ﺑﺎﻫﻤﻲ )ﻳﮕﺎﻧﮕﻲ( ﻛـﻪ ﻣﺎﻳـﺔ ﭘﺪﻳـﺪ ﺁﻣـﺪ ِ‬ ‫ﺍﮔﺮ ﺟﺰ ﺍﻳﻦ ﻛﻨﻨﺪ ﻭ ﻣﺜ ﹰ‬
‫ﻧﻴﺮﻭﺳﺖ ﺑﺪﺳﺖ ﻧﺨﻮﺍﻫﺪ ﺁﻣﺪ ﻭ ﺍﻳﻨﺴﺖ ﻛﻪ ﭘﺲ ﺍﺯ ﺑﺮﮔﺰﻳﺪﻥ ﻳﻚ ﺭﺍﻩ ‪ ،‬ﻫﻤﮕﻲ ﻳﻜﺪﻝ ﻭ ﻳﻜﺰﺑﺎﻥ ﺩﺳﺖ ﺑﻜﺎﺭ‬
‫ﮔﺮﺩﻳﺪﻩ ﻭ ﻫﻨﮕﺎﻡ ﺑﻜﺎﺭ ﺑﺴﺘﻦ ﺗﺼﻤﻴﻤﺸﺎﻥ ‪ ،‬ﻛﺴﻲ ﺯﺑﺎﻥ ﺑﻨﻜﻮﻫﺶ ﻳﺎ ﻏﺮ ﺯﺩﻥ ﻧﮕﺸﻮﺩﻩ )ﺩﺍﻧﺴﺘﻦ ﻳﻚ ﺭﺷﺘﻪ‬
‫ﻥ ﻳﻚ ﺟﻤﻊ ‪ ،‬ﺁﮔﺎﻫﻲ ﻭ ﺩﺍﻧﺶ ﺑﺎﻳﺴﺘﻪ ﺭﺍ ﺩﺍﺷﺘﻪ ﺭﺍﻫﻬﺎﻱ ﻣﻤﻜﻦ ﺭﺍ ﻣـﻲ ﺷـﻨﺎﺧﺘﻪ ﻭ‬ ‫ﺣﻘﺎﻳﻖ(‪ .‬ﭼﻬﺎﺭﻡ ‪ ،‬ﺑﻌﻨﻮﺍ ِ‬
‫ﺩﺭﺳﺖ ﺍﺭﺯﻳﺎﺑﻲ ﻛﺮﺩﻩ ﺍﻧﺪ ) ﺁﺭﺍﺳﺘﮕﻲ ﺑﺪﺍﻧﺶ ﻭ ﺁﮔﺎﻫﻲ(‪.‬‬
‫ﻱ ﭼﻨـﺪ ﺻـﺪﺍﻳﻲ ﻭ ﭼﻨـﺪ ﺍﻧﺪﻳـﺸﮕﻲ ﺩﺭ ﻣﺮﺣﻠـﺔ ﺳـﻜﺎﻟﺶ ﻭ‬ ‫ﭼﻨﺎﻧﻜﻪ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻣﻴﺪﺍﻥ ﺳـﻮﺩﻣﻨﺪ ِ‬
‫ﺍﺭﺯﻳﺎﺑﻲ ﺍﺳﺖ‪ .‬ﺟﺪﺍﺍﻧﺪﻳﺸﻲ ﻳﺎ ﭼﻨﺪ ﺳﺨﻨﻲ ﺍﮔﺮ ﻫﻢ ﺩﺭ ﺁﻏﺎﺯ ﺳﻮﺩﻣﻨﺪﺳﺖ ‪ ،‬ﻫﻨﮕﺎﻡ ﺑﻜﺎﺭ ﺑﺴﺘﻦ ﻳﻚ ﺗﺼﻤﻴﻢ‬
‫ﺩﻳﮕﺮ ﺟﺎﻳﻲ ﻧﺪﺍﺭﺩ ﺑﻠﻜﻪ ﺑﺎﻳﺪ ﮔﻔﺖ ﺍﺳﺎﺳ ﹰﺎ ﺳﻮﺩ »ﭼﻨﺪ ﺳﺨﻨﻲ« ‪ ،‬ﻫﻤﮕﺮﺍﻳﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺭﺳﻴﺪﻥ ﺑﻴـﻚ ﺭﺍﻩ‬
‫ﺩﺭﺳﺖ ﺍﺳﺖ‪ .‬ﭘﺲ ﺍﺯ ﺁﻥ ﺩﺭ ﻣﺮﺣﻠﺔ ﺑﻜﺎﺭﺑﺴﺘﻦ ﺗﺼﻤﻴﻢ ﺗﻨﻬﺎ ﻫﻢ ﺍﻧﺪﻳﺸﮕﻴﺴﺖ ﻛﻪ ﻛﺎﺭﺳﺎﺯ ﻭ ﺳﻮﺩﻣﻨﺪﺳﺖ‪.‬‬
‫ﺑﻪ ﺳﺨﻦ ﺩﻳﮕﺮ » ﭼﻨـﺪ ﺻـﺪﺍﻳﻲ« ‪ » ،‬ﺑﺎﻳـﺴﺘﺔ« ﺳـﻜﺎﻟﺶ )ﻳـﺎ ﻣﻘﺪﻣـﻪ( ﻭ ﺧﻮﺍﺳـﺖ ﺍﺯ ﺳـﻜﺎﻟﺶ ﻧﻴـﺰ‬
‫ﻫﻤﮕﺮﺍﻳﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﻫﻢ ﺍﻧﺪﻳﺸﻲ )ﻳﺎ ﻧﺘﻴﺠﻪ( ﺍﺳﺖ‪.‬‬
‫ﺍﻳﻦ ﻫﻤﺎﻧﺴﺖ ﻛﻪ ﮔﻔﺘﻪ ﺷﺪ ﺁﻥ ﺩﻭ ‪ ،‬ﻳﻚ ﻣﻮﺿﻮﻉ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻫﺮ ﻛﺪﺍﻡ ﺟﺎﻱ ﺧﻮﺩ ﻭﻛﺎﺭﺑ‪‬ﺮﺩ ﺧـﻮﺩ ﺭﺍ ﺩﺍﺭﺩ‪.‬‬
‫ﺍﻳﻨﻜﻪ ﮔﻔﺘﻪ ﺷﺪﻩ ‪ " :‬ﺍﺯ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮﺳﺖ ﻛﻪ ﺭﺍﻩ ﭼﺎﺭﻩ ﺭﻭﺷﻦ ﻣـﻲ ﮔـﺮﺩﺩ ﻭ ﺑﺤـﺚ ﻭ ﮔﻔﺘﮕـﻮ ﻭ ﺍﻧﺘﻘـﺎﺩﻱ‬
‫ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ ﻣﮕﺮ ﺁﻧﻜﻪ ﺩﻳﺪﮔﺎﻩ ﻫﺎ ﻭ ﺳﺨﻨﻬﺎ ﻳﻜﺴﺎﻥ ﻧﺒﺎﺷﺪ"‪ ،‬ﺧﻮﺩ ﺍﻧﺪﻳﺸﺔ ﺭﺍﺳﺘﻴﺴﺖ‪ .‬ﻟﻴﻜﻦ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺑـﺎ‬
‫ﺖ ﻋﻘﺐ ﻣﺎﻧﺪﮔﻲ ﺍﻳﺮﺍﻥ ﻳﻌﻨﻲ » ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ« ﺧﻮﺍﻧﺪﻩ ﺷﺪﻩ ﺟـﺪﺍﻳﻲ ﺑـﺴﻴﺎﺭ‬ ‫ﺁﻧﭽﻪ ﺑﻌﻨﻮﺍﻥ ﻣﺆﺛﺮﺗﺮﻳﻦ ﻋ ﹼﻠ ِ‬
‫ﺩﺍﺭﺩ‪ .‬ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﺩﺭ ﺳﻜﺎﻟﺶ ﻳﻚ ﺷﺮﻁ ﺁﻧﺴﺖ ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻳﻲ ﺑﮕﻔﺘﮕـﻮ ﮔـﺬﺍﺭﺩﻩ ﮔـﺮﺩﺩ ﻛـﻪ ﺑﻤﻮﺿـﻮﻉ‬
‫ﺑﺴﺘﮕﻲ ﺑﺪﺍﺭﺩ‪ .‬ﺍﻛﻨﻮﻥ ﺍﮔﺮ ﻫﻤﻴﻦ ﺷﺮﻁ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﻧﺸﻮﺩ ﻭ ﺑﻪ ﻫﺮ ﺍﻧﺪﻳـﺸﻪ ﺍﻱ ﺍﺟـﺎﺯﺓ ﺩﺭﺁﻣـﺪﻥ ﺑﮕﻔﺘﮕـﻮ‬
‫ﺩﻫﻨﺪ ‪ ،‬ﺟﺰ ﻫﺮﺝ ﻭ ﻣﺮﺝ ﻭ ﺩﻭﺭ ﮔﺸﺘﻦ ﺍﺯ ﻫﺪﻑ ‪ ،‬ﭼﻪ ﺳﻮﺩ ﺩﻳﮕﺮﻱ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ؟!‬
‫ﺩﺭ ﭼﺎﺭﻩ ﺟﻮﻳﻲ ﻫﺎ ‪ ،‬ﺍﺯ ﺳﻜﺎﻟﺶ ﻫﻨﮕﺎﻣﻲ ﻣﻲ ﺗﻮﺍﻥ ﺑﻬﺮﻩ ﺑﺮﺩ ﻛـﻪ ﺍﻋـﻀﺎﻱ ﺷـﻮﺭﺍ ‪ ،‬ﺁﺭﻣﺎﻧﻬـﺎ )ﻫـﺪﻓﻬﺎﻱ‬
‫ﺍﺻﻠﻲ( ﺷﺎﻥ ﻳﻜﻲ ﺑﺎﺷﺪ ‪ ،‬ﮔﺮﭼﻪ ﺩﻳﺪﮔﺎﻫﻬﺎﺷﺎﻥ ﺩﺭ ﻣﻮﺿﻮﻋﺎﺕِ ﻓﺮﻋﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﻴﻜﺒﺎﺭ ﺟﺪﺍ ﺍﺯ ﻫـﻢ ﻭ ﺑﻠﻜـﻪ‬
‫ﻑ ﺷﻮﺭ« ﻭ ﮔﻔﺘﮕﻮ ﭘﺮﻭﺍ ﻧﺪﺍﺭﺩ ﺑﻨﺘﻴﺠﺔ ﺩﺭﺳﺘﻲ ﻧﺮﺳﺪ‪.‬‬ ‫ﻒ ﻳﻜﺪﻳﮕﺮ ﺑﺎﺷﺪ‪ .‬ﺑﺤﺜﻬﺎﻳﻲ ﻛﻪ ﺑﻪ » ﻫﺪ ِ‬ ‫ﻣﺨﺎﻟ ِ‬
‫ﺑﻲ ﺁﺭﻣﺎﻧﻲ ﻭ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ ﻧﻪ ﺗﻨﻬﺎ ﺳﻜﺎﻟﺶ ﻫﺎ ﺭﺍ ﺑﻠﻜﻪ ﻛﺮﺩﺍﺭﻫﺎ ﺭﺍ ﻧﻴﺰ ﺑﻴﻬﻮﺩﻩ ﻣـﻲ ﮔﺮﺩﺍﻧـﺪ‪ .‬ﺑـﺮﺍﻱ‬
‫ﺭﻭﺷﻨﻲ ﺳﺨﻦ ﻣﺜﺎﻝ ﺯﻳﺮ ﺭﺍ ﻣﻲ ﺁﻭﺭﻳﻢ ‪:‬‬
‫ﻓﺮﺽ ﻛﻨﻴﺪ ﺩﺭ ﻛﺎﺭﺧﺎﻧﻪ ﺍﻱ ﮔﺮﻭﻫﻲ ﺍﺯ ﻛﺎﺭﮔﺮﺍﻥ ﺍﺭﺝ ﺁﻧﺮﺍ ﻭ ﺍﻳﻨﻜﻪ ﺍﻭ ﺑﺮﺍﻱ ﻛﺎﺭﮔﺮﺍﻥ ﻛﺎﺭ ﻓﺮﺍﻫﻢ ﻛـﺮﺩﻩ ﻭ‬
‫ﺗﻮﻟﻴﺪﺍﺗﺶ ﺑﺮﺍﻱ ﻣﺮﺩﻡ ﺳﻮﺩﻣﻨﺪﺳﺖ ﻣﻲ ﺩﺍﻧﻨﺪ ﻭ ﺍﻳﻨﺴﺖ ﺑﺎ ﺩﻟﮕﺮﻣﻲ ﺳـﺮﮔﺮﻡ ﺗـﻼﺵ ﻭ ﻛﻮﺷـﺸﻨﺪ ﻭ ﺳـﻮﺩ‬
‫ﻱ ﺁﻥ ﺩﺭﻳﻎ ﻧﻤﻲ ﻛﻨﻨﺪ‪ .‬ﻟﻴﻜﻦ ﺍﺯ‬ ‫ﻛﺎﺭﺧﺎﻧﻪ ﺭﺍ ﺳﻮﺩ ﺧﻮﺩ ﺩﺍﻧﺴﺘﻪ ‪ ،‬ﻫﻤﭽﻮﻥ ﺩﺍﺭﺍﻳﻲ ﺧﻮﺩ ﺍﺯ ﻧﮕﻬﺒﺎﻧﻲ ﻭ ﻧﮕﻬﺪﺍﺭ ِ‬
‫ﺁﻧﺴﻮ ﮔﺮﻭﻩ ﺩﻳﮕﺮﻱ ﺍﺯﻛﺎﺭﻛﻨﺎﻥ ﻫﻤﻴﺸﻪ ﺑﻜﺎﺭﺧﺎﻧـﻪ ‪ ،‬ﻛـﺎﻻﻱ ﺗﻮﻟﻴـﺪﻱ ﺁﻥ ﻭ ﺩﺍﺭﻧـﺪﻩ ﺍﺵ ﺭﻳـﺸﺨﻨﺪ ﻛـﺮﺩﻩ ﻭ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺗﻮﮔﻮﻳﻲ ﻛﻪ ﺑﻤﻬﻤﺎﻧﻲ ﺁﻣـﺪﻩ ﺍﻧـﺪ ﺑﺠـﺎﻱ ﻛﻮﺷـﺶ ﺑـﻪ ﺑـﺎﻻﺑﺮﺩﻥ ﻛﻴﻔﻴـﺖ ﻭ ﺑﻬـﺮﻩ ﻭﺭﻱ ‪ ،‬ﺑـﻪ ﮔـﭗ ﺯﺩﻥ ﻭ‬
‫ﺑﻴﻬﻮﺩﻩ ﮔﻮﻳﻲ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ ﻛﻪ ﻫﻢ ﺧﻮﺩ ﻧﻤﻲ ﻛﻮﺷﻨﺪ ﻭ ﻫﻢ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺍﺯ ﻛﻮﺷـﺶ ﺑـﺎﺯ ﻣـﻲ ﺩﺍﺭﻧـﺪ‪ .‬ﮔـﺮﻭﻩ‬
‫ﺳﻮﻣﻲ ‪ ،‬ﺩﺍﺭﻧﺪﺓ ﻛﺎﺭﺧﺎﻧﻪ ﺭﺍ ﺭﺑﺎﻳﻨﺪﺓ ﺩﺳﺘﻤﺰﺩ ﻛﺎﺭﮔﺮﺍﻥ ﻣﻲ ﺩﺍﻧﻨﺪ ﻭ ﺑﺪﺧﻮﺍﻫﺎﻧﻪ ﺑﻬﻤﻜﺎﺭﺍﻥ ﺍﻧﺪﺭﺯ ﻣﻲ ﺳﺮﺍﻳﻨﺪ‬
‫ﻛﻪ ﺗﺎ ﺗﻮﺍﻧﻨﺪ ﻛﺎﺭ ﻧﻜﺮﺩﻩ ‪ ،‬ﻭﻗﺖ ﮔﺬﺭﺍﻧﻲ ﻛﻨﻨﺪ‪ .‬ﺑﻠﻜﻪ ﻫﺮﭼﻪ ﺗﻮﺍﻧﻨﺪ ﺑﺰﻳﺎﻥ ﻛﺎﺭﺧﺎﻧﻪ ﺑﻜﻮﺷﻨﺪ‪ .‬ﺑﺮ ﺍﻳﻦ ﺑﺎﻭﺭﻧﺪ ﻛﻪ‬
‫ﺖ ﺩﺳﺘﻤﺰﺩ ﺍﺟﺤﺎﻑ ﻣﻲ ﻛﻨﺪ ‪ ،‬ﺑﺮﺍﻱ ﺗﻼﻓﻲ ﺑﻪ ﻫﺮ ﻛﺎﺭﻱ ﺩﺳﺖ ﺯﺩﻥ ﺳﺰﺍﺳـﺖ‪.‬‬ ‫ﺐ ﻛﺎﺭ ﺩﺭ ﭘﺮﺩﺍﺧ ِ‬
‫ﭼﻮﻥ ﺻﺎﺣ ِ‬
‫ﺍﻳﻨﻬﺎ ﺭﺍ ﻧﻪ ﺗﻨﻬﺎ ﺑﺎ ﭘﻴﺸﺎﻧﻲ ﺑﺎﺯ ﻣﻲ ﮔﻮﻳﻨﺪ ﺑﻠﻜﻪ ﺑﺪﻳﮕﺮﺍﻥ ﭘﻨﺪ ﻫﻢ ﻣﻲ ﺩﻫﻨﺪ ‪" :‬ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺑﺎﻳﺪ ﺯﻳﺮﻙ ﺑـﻮﺩ‬
‫ﻭ ﺍﺯ ﻫﺮ ﺭﺍﻫﻲ ﻛﻪ ﺑﺎﺷﺪ ﭘﻮﻝ ﺩﺭﺁﻭﺭﺩ"‪ .‬ﮔﺮﻭﻩ ﭼﻬﺎﺭﻣﻲ ﺑﺮ ﺍﻳﻦ ﮔﻤﺎﻧﻨﺪ ﻛﻪ ﻳﻚ ﻟﻘﻤﻪ ﻧﺎﻧﻲ ﺩﺭﺁﻳﺪ ﺑﺲ ﺍﺳﺖ ﻭ‬
‫ﺶ ﺑﻴﺸﺘﺮﻱ ﺗﻦ ﻧﻤﻲ ﺩﻫﻨﺪ ﻭ ﻫﻴﭽﮕﺎﻩ ﻣﺴﺆﻟﻴﺘﻲ ﺑﮕﺮﺩﻥ ﻧﻤﻲ ﮔﻴﺮﻧﺪ ﺑﻠﻜﻪ ﺳﺴﺖ ﻭ ﻧـﻴﻢ ﺑﻨـﺪ‬ ‫ﺑﻜﺎﺭ ﻭ ﻛﻮﺷ ِ‬
‫ﻥ ﻧﻜﻮﻫﺶ‬ ‫ﺑﻜﺎﺭ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ ﻭ ﺑﻪ ﻫﺮ ﻛﻪ ﺳﺨﺖ ﻛﻮﺷﻲ ﻛﹸﻨﺪ ﻭ ﺑﭙﻴﺸﺮﻓﺖ ﺩﺭ ﻛﺎﺭﻫﺎ ﻭ ﭘﻴﺸﻪ ﺍﺵ ﻛﻮﺷﺪ ‪ ،‬ﺯﺑﺎ ِ‬
‫ﺩﺭﺍﺯ ﮔﺮﺩﺍﻧﻨـﺪ‪ .‬ﺑـﺎﻭﺭِ ﮔـﺮﻭﻩ ﭘﻨﺠﻤــﻲ ﺍﺯ ﻛﺎﺭﻛﻨـﺎﻥ ﺑـﺮ ﺍﻳﻨـﺴﺘﻜﻪ ﺯﻣﻴﻨـﻪ ﻫـﺎﻳﻲ ﻫﻤﭽـﻮﻥ » ﭘﻴــﺸﮕﻴﺮﻱ« ‪،‬‬
‫ﺖ ﻛﺎﺭ« ﻭ » ﺗﻮﺻﻴﻪ ﻫﺎﻱ ﺍﻳﻤﻨﻲ« ﺑﻴﻬﻮﺩﻩ ﺍﺳﺖ ﻭ ﻫﺮﭼﻪ ﺧﺪﺍ ﺧﻮﺍﻫﺪ ﻭ ﺑﺮﺍﻱ ﻣﺎ » ﻣﻘـﺪ‪‬ﺭ« ﻛـﺮﺩﻩ‬ ‫» ﺑﻬﺪﺍﺷ ِ‬
‫ﻼ ﻧﺰﺩﻳﻚ ﻣﻮﺍﺩ ﺳﻮﺧﺘﻨﻲ ﺳﻴﮕﺎﺭ ﻣﻲ ﻛـﺸﻨﺪ ﻭ ﻳـﺎ‬ ‫ﻫﻤﺎﻥ ﺧﻮﺍﻫﺪ ﺷﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺍﺯ ﺁﻧﻬﺎ ﭘﻴﺮﻭﻱ ﻧﻤﻲ ﻛﻨﻨﺪ‪ .‬ﻣﺜ ﹰ‬
‫ﻛﻼ ِﻩ ﺍﻳﻤﻨﻲ ﺑﺴﺮ ﻧﻤﻲ ﮔﺬﺍﺭﻧﺪ ﻭ ﺑﺪﻳﮕﺮﺍﻥ ﻧﻴﺰ ﺳﺨﻦ ﺍﺯ ﺑﻴﻬﻮﺩﮔﻲ ﺁﻧﻬﺎ ﺭﺍﻧﺪﻩ ﺍﺯ ﺭﻳﺸﺨﻨﺪ ﺩﺭﻳﻎ ﻧﻤﻲ ﻛﻨﻨـﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺷﺸﻤﻲ ﺑﺎ ﺁﻧﻜﻪ ﺳﺎﻟﻴﺎﻧﻲ ﺁﻧﺠﺎ ﻛﺎﺭ ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﺭﻭﺯﻳﺸﺎﻥ ﺍﺯ ﺁﻥ ﻛﺎﺭﺧﺎﻧـﻪ ﺑﺪﺳـﺖ ﻣـﻲ ﺁﻳـﺪ ﻫﻤﻴـﺸﻪ‬
‫ﺩﻟﺸﺎﻥ ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮ ﺑﻮﺩﻩ ﺳﺘﺎﻳﺸﻬﺎﻱ ﮔﺰﺍﻓﻪ ﺁﻣﻴﺰ ﺍﺯ ﻛﺎﺭﺧﺎﻧﻪ ﻫـﺎﻱ ﺩﻳﮕـﺮ ﻭ ﻭﺿـﻌﻴﺖ ﻛـﺎﺭﮔﺮﺍﻥ ﺁﻧﺠﺎﻫـﺎ‬
‫ﻛﺮﺩﻩ ﭘﻴﺎﭘﻲ ﺯﻳﺎﻧﺪﻳﺪﮔﻲ ﻛﺎﺭﻛﻨﺎﻥ ﻛﺎﺭﺧﺎﻧﺔ ﺧﻮﺩ ﺭﺍ ﺑﻴﺎﺩﻫﺎ ﻣـﻲ ﺁﻭﺭﻧـﺪ ﻭ ﺑﺪﻟـﺴﺮﺩﻱ ﺧـﻮﺩ ﻭ ﻫﻤﻜﺎﺭﺍﻧـﺸﺎﻥ‬
‫ﻣﻲ ﻛﻮﺷﻨﺪ‪ .‬ﻫﻔﺘﻢ ‪ ،‬ﮔﺮﻭﻩ ﻫﺎﻳﻲ ﺍﻧﺪ ﻛﻪ ﺑﺠﺎﻱ ﺁﻧﻜﻪ ﺑﻜﺎﺭ ﺧﻮﺩ ﺑﭙﺮﺩﺍﺯﻧﺪ ‪ ،‬ﺩﺭ ﻛﺎ ِﺭ ﺩﻳﮕﺮﺍﻥ ﻓﻀﻮﻟﻲ ﻛﺮﺩﻩ ﻭ ﻳﺎ‬
‫ﻫﻨﺮﺷﺎﻥ ﺧﻮﺩﺷﻴﺮﻳﻨﻲ ﻧﺰﺩ ﻣﺪﻳﺮﺍﻥ ﻭ ﺑﺪﮔﻮﻳﻲ ﺍﺯ ﺍﻳﻦ ﻭ ﺁﻥ ﻭ ﺧﺒﺮﭼﻴﻨﻴﺴﺖ‪ .‬ﻫﺸﺘﻢ ﮔﺮﻭﻫﻬﺎ ﻭ ﺩﺳﺘﻪ ﻫـﺎﻱ‬
‫ﺖ ﺯﺑﺎﻥ ﻭ ﺗﻴﺮﻩ ﻭ ﻳـﺎ ﺑﺎﻭﺭﻫﺎﺷـﺎﻥ ﺍﺯ ﺩﻳﮕـﺮﺍﻥ ﺟـﺪﺍ ﮔﺮﻓﺘـﻪ ﻭ ﺍﻳـﻦ ﺭﺍ ﺩﺳـﺘﺎﻭﻳﺰ‬ ‫ﭼﻨﺪﻱ ﺍﻧﺪ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﺑﺠﻬ ِ‬
‫ﻛﺸﺎﻛﺶ ﻭ ﺩﺷﻤﻨﻲ ﺑﺎ ﻫﻤﻜﺎﺭﺍﻧﺸﺎﻥ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺷﻤﺎ ﺑﮕﻮﻳﻴﺪ ‪ :‬ﺁﻳﺎ ﺍﻳﻦ ﻛﺎﺭﺧﺎﻧﻪ ﭼﻪ ﺁﻳﻨﺪﻩ ﺍﻱ ﺧﻮﺍﻫـﺪ ﺩﺍﺷـﺖ؟! ﺁﻳـﺎ ﺑﺎﻭﺭﻫـﺎﻱ ﻛﺎﺭﻛﻨـﺎﻥ ﺁﻥ ﺑـﺎ‬
‫ﻱ ﺑﻨﻴﺎﺩ ﮔﺰﺍﺭﻱ ﻛﺎﺭﺧﺎﻧﻪ ﻛﻪ ﻫﻤﺎﻧﺎ ﺗﻮﻟﻴ ِﺪ ﻛﺎﻻﻱ ﺑﺎ ﻛﻴﻔﻴﺖ ﺑﺎ ﺑﻬـﺎﻱ ﻣﻨﺎﺳـﺐ ﻭ ﺗـﺄﻣﻴﻦ ﻛـﺎﺭ ﺑـﺮﺍﻱ‬ ‫ﺁﺭﻣﺎﻧﻬﺎ ِ‬
‫ﻛﺎﺭﻛﻨﺎﻧﺶ ﻣﻲ ﺑﺎﺷﺪ ‪ ،‬ﻫﻤﺴﻮﺳﺖ؟! ﻧﻪ ﺗﻨﻬﺎ ﻫﻤﺴﻮ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﺑﻮﺍﺭﻭﻧﻪ ﻭ ﺿﺪ ﺁﻥ ﻫـﻢ ﻫـﺴﺖ‪ .‬ﺩﺭ ﺍﻳﻨﺠـﺎ‬
‫ﺁﻧﭽﻪ ﻛﻢ ﻧﻴﺴﺖ ﭼﻨﺪ ﺻﺪﺍﻳﻲ ﻭ ﺗﻜﺜﺮﮔﺮﺍﻳﻴﺴﺖ ‪ :‬ﺑﺎﻭﺭﻫـﺎﻱ ﺭﻧﮕﺎﺭﻧـﮓ ‪ ،‬ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ ﺟﻮﺭﺍﺟـﻮﺭ ﻭ ﺍﺯ ﻫـﺮ‬
‫ﺩﻫﺎﻧﻲ ﺻﺪﺍﻳﻲ ‪ ،‬ﻭﻟﻲ ﻧﺘﻴﺠﻪ ﺟﺰ ﻧﻮﻣﻴﺪﻱ ﻭ ﻧﺎﻛﺎﻣﻲ ﻧﻴﺴﺖ‪.‬‬
‫ﺁﻥ ﻛﺴﺎﻧﻲ ﻛﻪ ﺗﻜﺜﺮﮔﺮﺍﻳﻲ ﺭﺍ ﭘﻴﺶ ﻣﻲ ﻛﺸﻨﺪ ‪ ،‬ﺑﻬﺘﺮﺳﺖ ﺷﺮﺡ ﺩﻫﻨﺪ ﻛﻪ ﺧﻮﺍﺳـﺖ ﺍﻳـﺸﺎﻥ ‪ (۱‬ﻛـﺪﺍﻡ‬
‫ﻧﻈﺮﻫﺎ ﻭ ﻳﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎﺳﺖ ﻭ ‪ (۲‬ﺩﺭ ﭼﻪ ﺟﺎﻳﻲ ﺁﻧﺮﺍ ﺳﻮﺩﻣﻨﺪ ﻣﻲ ﺩﺍﻧﻨﺪ‪ .‬ﺁﺭﻱ ﺍﻳﺸﺎﻥ ﺑﮕﻮﻳﻨﺪ ﻛـﻪ ﻛﺠﺎﻫـﺎ ﺭﺍ‬
‫ﺩﺭ ﻧﻈﺮ ﺩﺍﺷﺘﻪ ﻛﻪ ﮔﻔﺘﻪ ﺍﻧﺪ ‪ :‬ﭼﻨﺪ ﺻﺪﺍﻳﻲ ﺑﻪ ﺍﺯ ﺗﻚ ﺻﺪﺍﻳﻴﺴﺖ‪ .‬ﺑﺨﻮﺩ ﺍﻳﻦ ﺳﺨﻦ ﺍﻳﺮﺍﺩﻱ ﻧﻴـﺴﺖ ‪ ،‬ﺍﻳـﺮﺍﺩ‬
‫ﺩﺭ ﺟﺎﻱ ﺑﻜﺎﺭﮔﻴﺮﻱ ﺁﻧﺴﺖ‪.‬‬
‫ﺍﻳﻨﺠﺎ ﻧﻜﺘﻪ ﻫﺎﻱ ﺩﻳﮕﺮﻱ ﻧﻴﺰ ﻫﺴﺖ‪ .‬ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﻛﻪ ﺑﻤﻴﺎﻥ ﺗﻮﺩﻩ ﻣﻲ ﺁﻳﺪ ﺧـﻮﺍﻩ ﻧـﺎﺧﻮﺍﻩ ﻧﺘﻴﺠـﻪ ﻫـﺎﻳﻲ‬
‫ﺑﺮﺁﻥ ﺑﺎﺭﺳﺖ ﻭ ﻧﻴﺰ ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﻧﺘﻴﺠﺔ ﻫﻤﺔ ﺍﻧﺪﻳﺸﻪ ﻫـﺎ ﺳـﻮﺩﻣﻨﺪ ﻧﻴـﺴﺖ‪ .‬ﭘـﺲ ﭼـﻪ ﺑﺎﻳـﺪ ﻛـﺮﺩ؟! ﺁﻳـﺎ‬
‫ﻥ ﺁﺯﺍﺩﻱ ﺩﺍﺩ؟! ﺧﺮﺩﻣﻨﺪ ﻛﺴﻴﺴﺖ ﻛﻪ ﺩﺭ ﻫﺮ ﻛﺎﺭﻱ ﺩﺭ ﺑﻨ ِﺪ ﻧﺘﻴﺠـﺔ ﺁﻥ ﺑﺎﺷـﺪ‪.‬‬ ‫ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻫﺮ ﺑﺎﻭﺭﻱ ﺗﺮﻳﺒﻮ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻲ ﻛﺎﺭﻫﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ‪ ،‬ﺳﻮ ِﺩ ﺟﻬﺎﻧﻴﺎﻥ ﻭ ﺳﻮﺩ ﺗﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺁﻳﺎ‬ ‫ﺩﺭ ﻛﺎﺭﻫﺎﻱ ﺍﺟﺘﻤﺎﻋﻲ ﺗﺮﺍﺯﻭﻱ ﺭﺍﺳﺘﻲ ﻭ ﻧﺎﺭﺍﺳﺘ ِ‬
‫ﭘﺮﻭﺍﻱ ﻧﺘﻴﺠﻪ ﻫﺎﻳﻲ ﻛﻪ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺑﺮ ﻣﻲ ﺧﻴﺰﺩ ﺭﺍ ﻧﺒﺎﻳﺪ ﺩﺍﺷﺖ؟! ﺍﮔﺮ ﻣﻲ ﮔﻮﻳﻨـﺪ ﻧﺒﺎﻳـﺪ ﺩﺍﺷـﺖ ﻭ ﻫـﺮ‬
‫ﻛــﺴﻲ ﻫــﺮ ﭼــﻪ ﺑﻤﻐــﺰﺵ ﮔﺬﺷــﺖ ‪ ،‬ﺗــﺮ ﻭ ﺧــﺸﻚ ‪ ،‬ﺑﺰﺑــﺎﻥ ﺗﻮﺍﻧــﺪ ﺁﻭﺭﺩ ﻭ ﻛــﺴﻲ ﻫــﻢ ﺍﺯﻭ ﻧﺒﺎﻳــﺪ ﺩﻟﻴــﻞ‬
‫ﺑﺨﻮﺍﻫﺪ ‪ ،‬ﺍﻳﻦ ﻫﻤﺎﻥ ﻗﺎﻋﺪﻩ ﺍﻳﺴﺖ ﻛﻪ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﺳﺎﻥ ﺩﺭﺁﻭﺭﺩﻩ ﻭ ﻣﻴﺪﺍﻥ ﺭﺍ ﺑﻪ ﺑﺪﺁﻣﻮﺯﺍﻥ ﺑـﺎﺯ ﮔـﺰﺍﺭﺩﻩ‪.‬‬
‫ﭘﺲ ﻧﺒﺎﻳﺪ ﮔﻠﻪ ﺍﻱ ﺩﺍﺷﺖ ﻭ ﺍﻳﻦ ﺳﺎﻥ ﻫﻤﭽﻨﺎﻥ ﺍﺩﺍﻣﻪ ﺧﻮﺍﻫﺪ ﺩﺍﺷـﺖ‪ .‬ﺍﮔـﺮ ﻣـﻲ ﮔﻮﻳﻨـﺪ ﺑﺎﻳـﺪ ﺑـﻪ ﻧﺘﻴﺠـﺔ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺳﺨﻨﺎﻥ ﭘﺮﻭﺍ ﺩﺍﺷﺖ ﻭ ﻫﻤﺔ ﺁﻧﻬﺎ ﺭﺍ ﻳﻜﺴﺎﻥ ﻧﺪﻳﺪ ‪ ،‬ﺑﮕﻮﻳﻨﺪ ﭼﻪ ﺭﺍﻫﻲ ﺑﺮﺍﻱ ﺁﻥ ﺳﺮﺍﻍ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﭼﻴـﺴﺖ‪ .‬ﺁﻳـﺎ ﺧﻮﺍﺳـﺖ ﻣـﺎ‬ ‫ﺁﻧﭽﻪ ﻣﺎ ﻣﻲ ﺩﺍﻧﻴﻢ ‪ ،‬ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﺩﻳﺪ ﺧﻮﺍﺳﺖ ﺍﺯ ﺁﺯﺍﺩ ﮔﺬﺍﺭﺩ ِ‬
‫ﺗﻘﻠﻴﺪ ﺍﺯ ﺩﻳﮕﺮﺍﻧﺴﺖ ﻳﺎ ﺁﻧﻜﻪ ﺧﻮﺩ ﺳﻮﺩﻱ ﺩﺭ ﺁﻥ ﺩﻳﺪﻩ ﺍﻳﻢ؟!‪ .‬ﺍﺳﺎﺳ ﹰﺎ ﻳﻚ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﺭﺍ ﻛﻪ ﺑﻤﻴﺎﻥ ﻣﻲ ﺁﻭﺭﻧﺪ‬
‫ﺁﻳﺎ ﺟﺰ ﺍﻳﻨﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺳﻮﺩﻱ ﺍﺯ ﺁﻥ ﺗﻮﺩﻩ ﺭﺍ ﺑﺎﺷـﺪ؟! ﺍﮔـﺮ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻳﻲ ﺩﺭ ﭼـﺎﺭﻩ ﺟﻮﻳﻴﻬـﺎ ﻭ ﺍﻧﺘﻘﺎﺩﻫـﺎ‬
‫ﺳﻮﺩﻣﻨﺪﻧﺪ ﺑﻴﮕﻔﺘﮕﻮ ﻣﺪﺍﻓﻌﺎﻧﻲ ﻧﻴﺰ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﺁﻥ ﺣﺎﻝ ﺑﻴﺎﻳﻨﺪ ﻭ ﺍﺯ ﺑﺎﻭﺭ ﺧﻮﻳﺶ ﺩﻓﺎﻉ ﻛﻨﻨﺪ ﺗﺎ ﻣﺮﺩﻡ ﻫـﻢ ﺩﺭ‬
‫ﻣﻴﺎﻧﻪ ﺩﺍﻭﺭﻱ ﺗﻮﺍﻧﻨﺪ ﻛﺮﺩ‪ .‬ﺁﻧﭽﻪ ﻫﻴﭻ ﻣﻌﻨﺎﻳﻲ ﻧﺪﺍﺭﺩ ﺍﻳﻨﺴﺖ ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﺭﺍ ﭘﻴﺶ ﻛﺸﻨﺪ ﻭ ﻧـﻪ ﺍﻳـﺸﺎﻥ ﺍﺯ‬
‫ﺁﻥ ﺩﻓﺎﻉ ﻛﻨﻨﺪ ﻭ ﻧﻪ ﻣﺮﺩﻡ ﺍﺯ ﺍﻳﺸﺎﻥ ﺩﻟﻴﻞ ﺑﺨﻮﺍﻫﻨﺪ‪.‬‬
‫ﺁﻥ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﻛﻪ ﻣﻲ ﮔﻮﻳﺪ ‪" :‬ﻫﺮ ﻛﺴﻲ ﺑﺎﻳـﺪ ﺑﻜﻮﺷـﺪ ﺗـﺎ ﺍﺯ ﻫـﺮ ﺭﺍﻫـﻲ ﺷـﺪﻩ ﭘـﻮﻝ ﺑﺪﺳـﺖ ﺁﻭﺭﺩ" ‪،‬‬
‫ﻣﻲ ﺗﻮﺍﻥ ﺩﺭﻳﺎﻓﺖ ﻛﻪ ﭼﻪ ﺯﻳﺎﻧﻬﺎ ﺑﺘﻮﺩﻩ ﺭﺳﺎﻧﺪﻩ ﻭ ﺧﺪﺍ ﻣﻲ ﺩﺍﻧﺪ ﻛﻪ ﭼﻪ ﺧﺎﻧـﺪﺍﻧﻬﺎ ﺍﺯ ﺭﻫﮕـﺬﺭ ﺍﻳـﻦ ﺍﻧﺪﻳـﺸﺔ‬
‫ﺯﻫﺮﺁﻟﻮﺩ ﻭﻳﺮﺍﻥ ﮔﺮﺩﻳـﺪﻩ ﻳـﺎ ﺍﻳﻨﻜـﻪ ﮔﻔﺘـﻪ ﺷـﺪﻩ ‪" :‬ﺯﻧـﺪﮔﺎﻧﻲ ﻧﺒﺮﺩﺳـﺖ" ﭼـﻪ ﺁﺗـﺸﻲ ﺑﺨـﺮﻣﻦ ﺁﺩﻣﻴﮕـﺮﻱ‬
‫ﺯﺩﻩ ‪ ،‬ﻭ ﭼﻪ ﺑﺴﻴﺎﺭ ﺑﻴﮕﻨﺎﻫﺎﻧﻲ ﻛﻪ ﺑﺎﻳﻦ ﺁﺗﺶ ﺳﻮﺧﺘﻪ ﺧﺎﻛﺴﺘﺮ ﮔﺮﺩﻳﺪﻩ ﺍﻧﺪ‪ .‬ﺍﻳﻨﻬﺎ ﻫﻤﻪ ﺑﺎﺷﻨﺪ ﻭ ﻛـﺴﻲ ﻫـﻢ‬
‫ﺍﺯ » ﻣﺮﻭﺟﻴﻦ« ﺁﻧﻬﺎ ﺩﻟﻴﻞ ﻧﺨﻮﺍﻫﺪ؟! ﺁﻳﺎ ﺁﺯﺍﺩﻱ ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﺗﺎﻛﻨﻮﻥ ﺳﻮﺩﻣﻨﺪ ﺑﻮﺩﻩ ﻛﻪ ﺍﺯﻳﻦ ﭘﺲ ﻫﻢ ﺑﺎﺷﺪ؟!‬
‫ﺍﮔﺮ ﺳﺨﻨﻲ ﺑﺮﺍﻱ ﮔﻴﺞ ﻭ ﮔﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻣﺮﺩﻡ ﺳﺮﻭﺩﻩ ﻧﺸﺪﻩ ‪ ،‬ﻭﻇﻴﻔﺔ ﮔﻮﻳﻨﺪﻩ ﺍﺳﺘﻜﻪ ﺩﻟﻴﻠﻬﺎﻳﺶ ﺭﺍ ﺑﮕﻮﻳﺪ‬
‫ﺗﺎ ﻣﺮﺩﻣﺎﻥ ﺑﻴﺸﺘﺮﻱ ﺁﻧﺮﺍ ﺑﭙﺬﻳﺮﻧﺪ‪ .‬ﺑﺴﺨﻨﻲ ﻛﻪ ﺑﺮﺍﻳﺶ ﺩﻟﻴﻠﻲ ﺁﻭﺭﺩﻩ ﻧﺸﺪﻩ ﻧﻤﻲ ﺗﻮﺍﻥ ﺧﻮﺷﺒﻴﻦ ﺑﻮﺩ‪ .‬ﺍﻛﻨـﻮﻥ‬
‫ﺷﻤﺎ ﺩﺍﻭﺭﻱ ﻛﻨﻴﺪ ﻛﻪ )ﺑﺮﺍﻱ ﻣﺜﺎﻝ( ﺍﻳﻨﻬﻤﻪ » ﻛﺮﺍﻣﺎﺕ « ﺩﺭﻭﻍ ﻛﻪ ﺻﻮﻓﻴﺎﻥ ﺑﺮﺍﻱ » ﻋﺮﻓـﺎ « ﺷـﻤﺮﺩﻩ ﺍﻧـﺪ ‪،‬‬
‫ﭼﺮﺍ ﺑﺎﻳﺪ ﭘﻴﺎﭘﻲ ﻣﻨﺘﺸﺮ ﮔﺮﺩﺩ ﻭ ﻛﺴﻲ ﻫﻢ ﭘﺎﺳﺨﮕﻮ ﻧﺒﺎﺷﺪ؟! ﺁﻳﺎ ﭼﻨﻴﻦ ﺁﺯﺍﺩﻱ ﻫﺎﻳﻲ » ﻣﺠﻮﺯ« ﺑﺒﺪﺁﻣﻮﺯﺍﻥ ﻭ‬
‫ﺩﺭﻭﻏﮕﻮﻳﺎﻥ ﻭ ﻫﻮﭼﻴﺎﻥ ﺩﺍﺩﻥ ﻧﻴﺴﺖ؟!‪.‬‬
‫ﻱ ﻣﺎﻧﺪﻥ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ‬ ‫ﻱ ﺗﻨﻮ ِﻉ ﻧﻈﺮﻫﺎ ﺩﺭ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮ ﺑﻬﻴﭻ ﺭﻭﻱ ﺩﺳﺘﺎﻭﻳﺰﻱ ﺑﺮﺍ ِ‬ ‫ﺑﻬﺮﺣﺎﻝ ﺳﻮﺩﻣﻨﺪ ِ‬
‫ﺯﻫﺮﺁﻟﻮﺩ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺑﺎﺷﺪ‪ .‬ﻫﺮ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﻫﻨﮕﺎﻣﻲ ﺍﺭﺟﻤﻨﺪﺳﺖ ﻛﻪ ﻗﺎﺑﻞ ﺩﻓﺎﻉ ﺑﺎﺷـﺪ‪ .‬ﺍﻧﺪﻳـﺸﻪ ﺍﻱ ﻛـﻪ ﺩﻩ‬
‫ﺍﻳﺮﺍﺩ ﺑﺂﻥ ﻭﺍﺭﺩﺳﺖ ﻭ ﻛﺴﻲ ﺑﻪ ﺭﻭ ﻧﻤﻲ ﺁﻭﺭﺩ ‪ ،‬ﺯﻳﺎﻧﺶ ﺑﻤﺎﻧﺪ ‪ ،‬ﭼﻪ ﺳﻮﺩﻱ ﺩﺭ ﻣﻄﺮﺡ ﺷﺪﻧﺶ ﻫﺴﺖ؟!‬
‫ﺁﻳﺎ ﺍﻧﺪﻳﺸﻪ ﺩﻟﻴﻞ ﻧﻤﻲ ﺧﻮﺍﻫﺪ؟! ﺑﻴﺎﺩ ﻣﻲ ﺁﻭﺭﻡ ﻛﻪ ﺭﻭﺯﻱ ﺍﻳﻦ ﺭﺍ ﺍﺯ ﻳﻚ » ﻟﻴﺴﺎﻧﺴﻴﻪ« ﭘﺮﺳﻴﺪﻡ ﻭ ﺍﻭ ﺑﻲ‬
‫ﻫﻴﭻ ﺩﺭﻧﮕﻲ ﮔﻔﺖ ‪ " :‬ﻧﻤﻲ ﺧﻮﺍﻫﺪ"! ﺷﻤﺎ ﺧﻮﺩ ﺑﻴﺎﺯﻣﺎﻳﻴﺪ ﺗﺎ ﺑﺒﻴﻨﻴﺪ ﻛﻢ ﻧﻴﺴﺘﻨﺪ ﭘﻴـﺸﺮﻓﺘﮕﺎﻧﻲ ﺍﺯ ﺗـﻮﺩﻩ ﻛـﻪ‬
‫ﻥ ﺁﺭﻣﺎﻧﻬـﺎ ﻭ‬‫ﻱ ﻫﻤﮕﺮﺍﻳﻲ ﺍﻧﺪﻳﺸﻪ ﻫـﺎ ﻭ ﻳﻜـﻲ ﮔﺮﺩﺍﻧﻴـﺪ ِ‬ ‫ﻫﻤﻴﻦ ﭘﺎﺳﺦ ﺭﺍ ﻣﻲ ﺩﻫﻨﺪ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﺣﺎﻟﻲ ﭼﻪ ﺟﺎ ِ‬
‫ﻫﻢ ﺍﻧﺪﻳﺸﻴﺴﺖ؟!‬
‫ﻥ ﺁﻥ ﻛﺎﺭﺧﺎﻧﻪ ﻧﻴﺴﺖ‪ .‬ﺳﺪ ﺳﺎﻝ ﭘـﺲ ﺍﺯ ﺟﻨـﺒﺶ ﻣـﺸﺮﻭﻃﻪ ‪،‬‬ ‫ﻝ ﻣﺮﺩﻡ ﻣﺎ ﭼﻴﺰﻱ ﻣﺘﻔﺎﻭﺕ ﺑﺎ ﻛﺎﺭﻛﻨﺎ ِ‬
‫ﺣﺎ ِ‬
‫ﭼﻴﺰﻫﺎﻱ ﺩﻳﮕﺮ ﺑﻤﺎﻧﺪ ‪ ،‬ﺩﺭ ﻣﻬﻤﺘﺮﻳﻦ ﻭ ﻛﻬﻨﺘﺮﻳﻦ ﺁﺭﻣﺎﻧﻬﺎﻱ ﺍﻳﻦ ﺗﻮﺩﻩ ـ ﻳﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﻭ ﻣﻴﻬﻦ ﭘﺮﺳـﺘﻲ ـ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺶ ﻳﻜﺪﻳﮕﺮ ﻧﻴﺴﺘﻴﻢ‪ .‬ﭘﺲ ﭼﻪ ﺟﺎﻱ ﺷﮕﻔﺘﻴﺴﺖ ﻛﻪ ﺍﻳﻨﻬﻤـﻪ ﺯﺑـﻮﻥ ﻭ ﺩﺭﻣﺎﻧـﺪﻩ‬ ‫ﻫﻨﻮﺯ ﻣﺎ ﻫﻤﺒﺎﻭﺭ ﻭ ﻫﻢ ﺍﻧﺪﻳ ِ‬
‫ﺑﺎﺷﻴﻢ؟!‬
‫ﺟﺎﻱ ﺷﮕﻔﺘﻲ ﻧﻴﺴﺖ ﻛﻪ ﭼﻨﻴﻦ ﻣﺮﺩﻣﻲ ﺍﺯ ﺁﺯﺍﺩﻳﻬﺎ ﻧﻴﺰ ﻧﺘﻴﺠﺔ ﻭﺍﺭﻭﻧﻪ ﮔﻴﺮﻧـﺪ‪ .‬ﺯﻳـﺮﺍ ﭼﻬـﺎﺭﺩﻩ ﻛـﻴﺶ ﻭ‬
‫ﭼﻨﺪﻳﻦ ﺯﺑﺎﻥ ﻭ ﺗﻴﺮﻩ ﻫﺎﻱ ﺑﺴﻴﺎﺭ ﻭ ﺩﻩ ﻫﺎ ﺑﺎﻭ ِﺭ ﻧﺎﺳﺎﺯﮔﺎﺭ ﺑﺎﻫﻢ ‪ ،‬ﺍﻳﺸﺎﻥ ﺭﺍ ﺍﺯ ﻫﻢ ﭘﺮﺍﻛﻨـﺪﻩ ﻭ ﺑـﺎ ﻫـﻢ ﺑﻴﮕﺎﻧـﻪ‬
‫ﻱ ﺧﻮﺩﺳﺖ ﻭ ﺁﻧﭽﻪ ﺩﺭ ﺑﺎﻭﺭﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺟﺎﻳﻲ‬ ‫ﮔﺮﺩﺍﻧﻴﺪﻩ ﻭ ﻫﺮ ﺩﺳﺘﻪ ﺍﻱ ﺍﺯ ﺍﻳﺸﺎﻥ ﺩﺭﭘﻲ ﺧﻮﺍﺳﺘﻬﺎ ﻭ ﺳﻮﺩﻫﺎ ِ‬
‫ﻧﺪﺍﺭﺩ ‪ ،‬ﺳﻮﺩ ﺗﻮﺩﻩ ﻭ ﻣﺸﺮﻭﻃﻪ ﻭ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻴﺴﺖ‪ .‬ﻫﻴﭻ ﻣﺮﺟﻌـﻲ ﻧﻴـﺰ ﺍﺯ ﺍﻳـﺸﺎﻥ ﭘﺮﺳـﺸﻲ ﺍﺯ ﺑﺎﻭﺭﻫﺎﺷـﺎﻥ‬
‫ﻧﻤﻲ ﻛﻨﺪ ﻭ ﺍﻳﺸﺎﻥ ﻫﻢ ﺑﻜﺴﻲ ﭘﺎﺳﺨﺪﻩ ﻧﻴﺴﺘﻨﺪ‪.‬‬
‫ﻥ ﻛﻤﺒﻮ ِﺩ ﺍﻧﺪﻳﺸﻪ ﻭ ﺻـﺪﺍ ﻧﺒﺎﺷـﻨﺪ ﺯﻳـﺮﺍ ﻛـﻪ ﺗـﺼﺎﺩﻓ ﹰﺎ‬ ‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺍﺯ ﺗﻜﺜﺮﮔﺮﺍﻳﻲ ﺳﺨﻦ ﻣﻲ ﺭﺍﻧﻨﺪ ﻧﮕﺮﺍ ِ‬
‫ﻝ ﮔﺬﺷـﺘﻪ ﺍﮔـﺮ ﻫـﻢ ﺯﻣـﺎﻧﻲ‬ ‫ﻲ ﺑﺎﻭﺭﻫﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺳـﺪ ﺳـﺎ ِ‬ ‫ﺍﻳﺮﺍﻥ ‪ ،‬ﻛﺸﻮ ِﺭ ﻓﺮﺍﻭﺍﻧﻲ ﻭ ﮔﻮﻧﺎﮔﻮﻧ ِ‬
‫ﻢ ﺁﺯﺍﺩﻱ ﻭﺯﻳﺪﻥ ﮔﺮﻓﺘﻪ ‪ ،‬ﺩﻳﺪﻩ ﺷـﺪﻩ ﻛـﻪ‬ ‫ﺍﺧﺘﻨﺎﻕ ﺑﺎﻋﺚ ﺷﺪﻩ ﺑﺮﺧﻲ ﺍﺯ ﺁﻥ ﻫﺎ ﺷﻨﻴﺪﻩ ﻧﺸﻮﺩ ‪ ،‬ﻫﻤﻴﻨﻜﻪ ﻧﺴﻴ ِ‬
‫ﺁﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺳﺪ ﺭﻧﮓ ﺍﻳﻦ ﺗﻮﺩﻩ ﺭﺍ ﺑﻪ ﺳﺪ ﺭﺍﻩ ﻛﺸﺎﻧﺪﻩ‪ .‬ﺍﻳﺸﺎﻥ ﺍﮔـﺮ ﺩﺭ ﺍﻧﺪﻳـﺸﺔ ﻣـﻴﻬﻦ ﻭ ﺳـﺮﺑﻠﻨﺪﻱ ﻭ‬
‫ﺖ ﺁﻧﻨﺪ ‪ ،‬ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﺑﺎ ﻫﻤﺔ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻧﻤﻲ ﺗﻮﺍﻥ ﻳﻜﺴﺎﻥ ﺭﻓﺘﺎﺭ ﻛﺮﺩ ﺯﻳﺮﺍ ﻳﻚ ﺭﺷـﺘﻪ ﺍﺯ ﺁﻧﻬـﺎ ‪،‬‬ ‫ﭘﻴﺸﺮﻓ ِ‬
‫ﺟﺰ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﻭ ﺍﻓﻴﻮﻥ ﺑﺮﺍﻱ ﺍﻳﻦ ﻣﺮﺩ ِﻡ ﺑﺪﺑﺨﺖ ﻧﻴﺴﺖ‪ .‬ﺁﻧﻬﺎ ﻛﻮﺭﻩ ﺭﺍﻫﻬﺎﻳﻲ ﺍﻧـﺪ ﻛـﻪ ﺟـﺰ ﺑﻜـﺎ ِﺭ‬
‫ﻥ ﻣﺮﺩﻡ ﻧﻤﻲ ﺁﻳﻨﺪ‪.‬‬ ‫ﮔﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﺪ ِ‬
‫ﮔﻴﺮﻳﻢ ﺁﻧﻬﺎ ﻛﻮﺭﻩ ﺭﺍﻩ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺁﻳﺎ ﭘﻴﺮﻭﺍﻥ ﺁﻧﻬﺎ ﻧﺒﺎﻳﺪ ﺑﺎﻳﺮﺍﺩﻫﺎﻱ ﭘﺮﺷﻤﺎﺭﻱ ﻛﻪ ﺑﻪ ﻫﺮ ﻳﻚ ﮔﺮﻓﺘـﻪ ﺷـﺪﻩ‬
‫ﻱ ﺭﻓﺘﻪ ﺭﺍ ﺑﺎﺯ ﻣـﻲ ﮔﺮﺩﺍﻧـﺪ؟ ﺑﮕﻮﻳﻨـﺪ ﭼـﻪ ﺳـﻮﺩﻱ ﺍﺯ ﺍﻳـﻦ‬ ‫ﭘﺎﺳﺦ ﮔﻮﻳﻨﺪ؟ ﺁﻳﺎ ﺧﻮﺩ ﺭﺍ ﺑﻨﺎﺷﻨﻴﺪﻥ ﺯﺩﻥ ﺁﺑﺮﻭ ِ‬
‫ﺭﻫﮕﺬﺭ ﺑﺎﻳﻦ ﻣﺮﺩﻡ ﻣﻲ ﺭﺳﺪ؟! ﺍﮔﺮ ﺭﺍﺳﺘﻲ ﺭﺍ » ﻋﻠﻤﺎ « ﻭ » ﻓﻘﻬﺎ « ‪ » ،‬ﺍﺩﺑـﺎ « ﻭ » ﻋﺮﻓـﺎ « ‪ » ،‬ﺣﻜﻤـﺎ « ﻭ‬
‫ﻥ ﻛﻴﺸﻬﺎ ﻭ ﻣﺮﻭﺟﻴﻦ ﺑﺎﻭﺭﻫﺎﻱ » ﻓﺮﺍ ﺩﺍﻧﺸﻲ« ﻭ ﻳﺎ ﺭﺍﻫﺒﺮﺍﻥ ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻱ ﺗﻨـﺪ )ﺍﻓﺮﺍﻃـﻲ(‬ ‫» ﻓﻀﻼ « ﻭ ﺳﺮﺍ ِ‬
‫ﺩﻟﺴﻮﺯِ ﻣﺮﺩﻣﻨﺪ ‪ ،‬ﺑﺴﺨﻦ ﺩﺭﺁﻳﻨﺪ ﻭ ﺑﻪ ﺍﻳﺮﺍﺩﻫﺎﻳﻲ ﻛﻪ ﺑﻪ ﺑﺎﻭﺭﻫﺎﺷﺎﻥ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﭘﺎﺳﺦ ﮔﻮﻳﻨﺪ ﺗﺎ ﻣـﺮﺩﻡ ﻫـﻢ‬
‫ﺣﻘﺎﻧﻴﺖ ﺍﻳﺸﺎﻥ ﺭﺍ ﺩﺭﻳﺎﺑﻨﺪ‪.‬‬
‫ﻫﻨﻮﺯ ﻧﻜﺘﺔ ﻧﺎﮔﻔﺘﺔ ﺩﻳﮕﺮﻱ ﻧﻴﺰ ﻫﺴﺖ ‪ :‬ﺩﺭ ﻛﺎﺭﺧﺎﻧﻪ ﻭ ﺷـﺮﻛﺖ ‪ ،‬ﺩﺳـﺖ ﻛـﻢ ﻳـﻚ ﺧﻮﺍﺳـﺘﺔ ﻣـﺸﺘﺮﻙ‬
‫ﻙ ﻫﻤـﺔ‬ ‫ﻱ ﺧﻮﺩ ﺟﻠـﻮﻱ ﻧﺎﺑـﺴﺎﻣﺎﻧﻴﻬﺎ ﺭﺍ ﺗـﺎ ﺍﻧـﺪﺍﺯﻩ ﺍﻱ ﻣـﻲ ﮔﻴـﺮﺩ ﻭ ﺁﻥ ﺧﻮﺍﺳـﺘﺔ ﻣـﺸﺘﺮ ِ‬ ‫ﻫﺴﺖ ﻛﻪ ﺑﺨﻮﺩ ِ‬
‫ﻥ ﻛـﺎﺭ ﻭ ﺩﺳـﺘﻤﺰﺩ ﺭﺍ ﺍﺣـﺴﺎﺱ‬ ‫ﻛﺎﺭﻛﻨﺎﻥ ‪ ،‬ﻳﻌﻨﻲ ﻛﺎﺭ ﻭ ﺩﺳﺘﻤﺰﺩﺳﺖ‪ .‬ﺍﻳﺸﺎﻥ ‪ ،‬ﻫﻤﻴـﺸﮕﻲ ﻭ ﭘﺎﻳـﺪﺍﺭ ﻧﺒـﻮﺩ ِ‬
‫ﻥ ﺑـﻲ ﻣـﺴﺆﻟﻴﺖ ﻭ ﻭﻟﻨﮕـﺎﺭ ‪،‬‬ ‫ﻢ ﻫﻤﻴﺸﮕﻲ ‪ ،‬ﺧﻮﺩ ﺍﻧﮕﻴﺰﻩ ﺍﻳﺴﺖ ﻛﻪ ﻛﻤﻚ ﻣﻲ ﻛﻨﺪ ﻛﺎﺭﻛﻨﺎ ِ‬ ‫ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺍﻳﻦ ﺑﻴ ِ‬
‫ﻥ ﻛﺎﺭﺧﺎﻧﻪ ﻫﻤﺴﻮ ﻛﻨﻨﺪ ﻭﮔﺮﻧﻪ ﺩﺭ ﺁﺳﺘﺎﻧﺔ ﺍﺧﺮﺍﺝ ﻭ ﺑﻲ ﭘﻮﻟﻲ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﻛﺎﺭﺧﺎﻧـﻪ‬ ‫ﻛﺮﺩﺍﺭﺷﺎﻥ ﺭﺍ ﺑﺎ ﺁﺭﻣﺎ ِ‬
‫ﻣﻲ ﻛﻮﺷﺪ ﻛﺴﺎﻧﻲ ﺭﺍ ﻛـﻪ ﺑﻴـﺎﺩﺁﻭﺭﻱ ﻫـﺎ ﻭ ﻫـﺸﺪﺍﺭﻫﺎ ﺑﻴﭙﺮﻭﺍﻳـﻲ ﻣـﻲ ﻛﻨﻨـﺪ ﺑـﺮﺍﻩ ﺁﻭﺭﺩ ﻭ ﺍﮔـﺮ ﻧﻴﺎﻣﺪﻧـﺪ ‪،‬‬
‫ﻛﺎﺭﺷﻜﻨﺎﻥ ﺭﺍ ﺍﺧﺮﺍﺝ ﻛﺮﺩﻩ ﻭ ﺑﺪﻳﻨﺴﺎﻥ ﺟﻠﻮﻱ ﻧﺎﺑﺴﺎﻣﺎﻧﻲ ﺭﺍ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬
‫ﻳﻚ ﺟﺪﺍﻳﻲ ﻣﻴﺎﻥ ﻛﺎﺭﺧﺎﻧﻪ ﻭ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻧﻲ ﺩﺭ ﻫﻤﻴﻨﺴﺖ ﻛﻪ ﺩﺭ ﻛﺎﺭﺧﺎﻧﻪ ‪ ،‬ﻫﺮﭼﻨﺪ ﺩﭼﺎﺭ ﻫـﺮﺝ ﻭ ﻣـﺮﺝ‬
‫ﺑﺎﺷﺪ ‪ ،‬ﺑﺎ ﻫﻤﺎﻥ » ﺍﻫﺮ ِﻡ « ﺩﺳﺘﻤﺰﺩ ﻭ » ﺍﺷﺘﻐﺎﻝ« ﻣـﻲ ﺗـﻮﺍﻥ ﻛﺎﺭﻫـﺎ ﺭﺍ )ﺗـﺎ ﺍﻧـﺪﺍﺯﻩ ﺍﻱ( ﺭﺍﻩ ﺍﻧـﺪﺍﺧﺖ ‪ ،‬ﺩﺭ‬
‫ﺣﺎﻟﻴﻜﻪ ﺩﺭ ﻛﺸﻮﺭ ﻭ ﺗﻮﺩﻩ ﺍﻳﻦ ﻛﺎﺭ ﺁﺳﺎﻥ ﻧﻴﺴﺖ‪ .‬ﺯﻳﺮﺍ ﺑﺮﺍﻱ ﻣﺜﺎﻝ ‪ ،‬ﺁﻧﻜﻪ ﺑﺎﻭﺭ ﺩﺍﺭﺩ ﻛﻪ ‪" :‬ﺑﻮﺩﻧﻴﻬﺎ ﺑﻮﺩﻩ ﺍﺳﺖ"‬
‫ﻭ ﻳﺎ " ﻓﺮﺩﺍ ﻛﻪ ﻧﻴﺎﻣﺪﻩ ﺍﺳﺖ ﻓﺮﻳﺎﺩ ﻣﻜﻦ" ﺭﺍ ﺑﺎ ﭼﻪ ﺍﻫﺮﻣﻲ ﻣﻲ ﺗﻮﺍﻥ ﺧﻮﺍﻫـﺎﻥ ﻭ ﺩﻟﺒـﺴﺘﺔ ﻛـﺸﻮﺭ ﮔﺮﺩﺍﻧـﺪ؟!‬
‫ﺟﺎﻱ ﺍﻓﺴﻮﺳﺴﺖ ﻛﻪ ﺍﻧﺒﻮ ِﻩ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﺎﻳﻦ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﺩﭼﺎﺭﻧﺪ ‪ ،‬ﭼﻪ ﺁﻣـﺎﺗﻮﺭ ﻭ ﭼـﻪ ﺣﺮﻓـﻪ ﺍﻱ ‪،‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﭼﻪ ﺧﻮﺍﺳﺘﻪ ﻭ ﭼﻪ ﻧﺎﺧﻮﺍﺳﺘﻪ ‪ ،‬ﺧﻮﺩ ﺑﮕﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻣﺮﺩﻡ ﻣﻲ ﻛﻮﺷﻨﺪ ﻛﻪ ﺧﺪﺍ ﻣﻲ ﺩﺍﻧﺪ ﭼﻪ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎ‬
‫ﺍﺯ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺍﺯ ﻫﻢ ﭘﺎﺷﻴﺪﻩ ﻭ ﭼﻪ ﺷـﻤﺎﺭﻱ ﺍﺯ ﻣﺮﺩﻣـﺎﻥ ﺑـﺮﺍ ِﻩ ﺑـﺪﺑﺨﺘﻲ ﻭ ﻧﻴـﺴﺘﻲ ﺍﻓﺘـﺎﺩﻩ ﻭ ﭼـﻪ‬
‫ﺟﻮﺍﻧﺎﻧﻲ ﻛﻪ ﺍﺯ ﺍﻳﻦ ﺭﻫﮕﺬﺭ ﺩﺭ ﺁﻏﺎ ِﺯ ﺟﻮﺍﻧﻲ ﺑﺠﺎﻱ ﺍﻣﻴﺪ ‪ ،‬ﺑﻬﺮﻩ ﺷﺎﻥ ﺍﺯ ﺯﻧﺪﮔﺎﻧﻲ ﺍﻓﺴﺮﺩﮔﻲ ﻭ ﻧﺎﻛـﺎﻣﻲ ﺷـﺪﻩ‪.‬‬
‫ﻟﻴﻜﻦ ﺷﻤﺎ )ﺩﺭ ﺳﻨﺠﺶ ﺑﺎ ﻛﺎﺭﺧﺎﻧﻪ( ﭼﻴﺰﻱ ﻛﻪ ﺟﻠﻮﻱ ﺯﻳﺎﻧﻜـﺎﺭﻱ ﺍﻳـﺸﺎﻥ ﺭﺍ ﺑﺘﻮﺍﻧـﺪ ﮔﺮﻓـﺖ ﻧﻤـﻲ ﻳﺎﺑﻴـﺪ‪.‬‬
‫ﺍﻳﻨﺴﺖ ﻣﻲ ﺑﻴﻨﻴﺪ ﺍﻳﺸﺎﻥ ﺁﺯﺍﺩﺍﻧﻪ ﺑﻬﺮ ﺳﺨﻨﻲ ﺑﺮﻣﻲ ﺧﻴﺰﻧﺪ ﻭ ﭘﺮﻭﺍﻱ ﺍﺛﺮ ﺁﻧﺮﺍ ﻧﺪﺍﺭﻧﺪ ﻭ ﻣﺮﺩﻡ ﻫﻢ ﺑﻴﺘﻔـﺎﻭﺕ ﺍﺯ‬
‫ﻛﻨﺎﺭ ﮔﻔﺘﺎﺭ ﻭ ﻛﺮﺩﺍﺭ ﺍﻳﺸﺎﻥ ﻣﻲ ﮔﺬﺭﻧﺪ‪.‬‬
‫ﺗﻨﻬﺎ ﺭﺍ ِﻩ ﭼﺎﺭﻩ ‪ ،‬ﺭﺍﺳﺘﻴﻬﺎ ﺭﺍ ﺩﺍﻧﺴﺘﻦ ﻭ ﺑﺠﺎﻱ ﻣﻤﺎﺷﺎﺕ ‪ ،‬ﺑﺎ ﺁﻥ ﻓﻠﺴﻔﻪ ﻫﺎﻱ ﺯﻫﺮ ﺁﻟﻮﺩ ﻧﺒﺮﺩﻳﺪﻧﺴﺖ‪ .‬ﺑﺎﻳﺪ‬
‫ﺍﻳﺮﺍﻧﺨﻮﺍﻫﺎﻥ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺟﺪﺍ ﮔﺮﺩﻧﺪ‪ .‬ﺁﻧﺎﻥ ﻛﻪ ﺑﺮﺍﺳـﺘﻴﻬﺎ ﮔـﺮﺩﻥ ﻧﻤـﻲ ﮔﺰﺍﺭﻧـﺪ ﺍﺯ ﻛـﺴﺎﻧﻲ ﻛـﻪ ﺭﺍﺳـﺘﻴﻬﺎ ﺭﺍ‬
‫ﻣﻲ ﭘﺬﻳﺮﻧﺪ ﺟﺪﺍ ﮔﺮﺩﻧﺪ‪ .‬ﻧﻴﻜﺎﻥ ﺍﺯ ﺑﺪﺍﻥ ﺟﺪﺍ ﮔﺮﺩﻧﺪ ﻭ ﺑ‪‬ﺪﺍﻥ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﻫﺮ ﻛﺮﺩﺍﺭ ﻭ ﺍﻧﺪﻳﺸﺔ ﺯﻳﺎﻧﻤﻨـﺪﻱ ﺁﺯﺍﺩ‬
‫ﻧﺒﻴﻨﻨﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺁﻥ ﺍﻫﺮﻣﻲ ﻛﻪ ﻛﺮﺩﺍ ِﺭ ﻣﺮﺩﻡ ﺭﺍ ﺑﺎ ﺁﺭﻣﺎﻥ ﻛﺸﻮﺭ ﻫﻤﺴﻮ ﺗﻮﺍﻧﺪﮔﺮﺩﺍﻧﻴﺪ‪.‬‬
‫ﺑﺎﻳﺪ ﻣﻌﻨﻲ ﻣﻴﻬﻦ ﻭ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺭﻭﺷﻦ ﮔﺮﺩﺩ‪ .‬ﺟﺎﻱ ﺷﮕﻔﺘﻲ ﻧﻴﺴﺖ ﻛـﻪ ﺍﻳـﻦ ﻣﻌﻨـﻲ ﻫـﺎ ﺩﺭ ﺍﻳـﺮﺍﻥ‬
‫ﺭﻭﺷﻦ ﻧﻴﺴﺖ ﺯﻳﺮﺍ ﺑﺴﻴﺎﺭ ﭼﻴﺰﻫﺎﺳﺖ ﻛﻪ ﻧﺎﻣﺶ ﺑﺮ ﺳﺮ ﺯﺑﺎﻧﻬﺎﺳﺖ ﻭﻟﻲ ﻛﻤﺘﺮ ﻛﺴﻲ ﻣﻌﻨﻲ ﺩﺭﺳـﺘﻲ ﺍﺯ ﺁﻧﻬـﺎ‬
‫ﻣﻲ ﺩﺍﻧﺪ‪ .‬ﺍﻳﻨﻜﻪ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺎﻳﺪ ﺭﺍﺳﺘﻴﻬﺎ ﺭﺍ ﺩﺭﻳﺎﺑﻨﺪ ‪ ،‬ﻳـﻚ ﺭﺷـﺘﻪ ﺍﺯ ﺁﻥ ﺭﺍﺳـﺘﻲ ﻫـﺎ ﻫﻤـﻴﻦ‬
‫ﻣﻌﻨﻴﻬﺎﺳﺖ ﻛﻪ ﺍﻓﺴﻮﺳﻤﻨﺪﺍﻧﻪ ﺑﻴﺸﺘ ِﺮ ﭘﻴﺸﺮﻓﺘﮕﺎﻥ ﮔﻤﺎﻥ ﺑﺮ ﺩﺍﻧـﺴﺘﮕﻲ ﺁﻧﻬـﺎ ﻣـﻲ ﺑﺮﻧـﺪ ﻭ ﺍﻳﻨـﺴﺖ ﺑﺮﻭﺷـﻦ‬
‫ﻥ ﺑﺎﺯﻱ ﺭﺍ ﺑﺮﺍﻱ ﮔﻤﺮﺍﻫﻴﻬﺎ ﭘﺪﻳـﺪ ﺁﻭﺭﺩﻩ‪ .‬ﺩﺭ ﺑـﺎﺭﺓ ﺍﻳﻨﻬـﺎ ـ‬‫ﻥ ﺁﻥ ﻣﻌﻨﻴﻬﺎ ﻛﻮﺷﻴﺪﻩ ﻧﺸﺪﻩ ﻭ ﻳﻚ ﻣﻴﺪﺍ ِ‬ ‫ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﻱ ﺑﺴﻴﺎﺭ ﻭ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ ﭘﺮﺍﻛﻨـﺪﻩ ﻣﻴـﺎﻥ ﻣـﺮﺩﻡ ﺭﻭﺍﺝ ﺩﺍﺭﺩ ﻭ‬ ‫ﻣﻴﻬﻦ ﻭ ﻣﻴﻬﻦ ﺩﻭﺳﺘﻲ ـ ﮔﻔﺘﻪ ﻫﺎ ﻭ ﺷﻌﺮﻫﺎ ِ‬
‫ﻲ ﻣـﻴﻬﻦ ﻭ‬ ‫ﺯﻣﻴﻨﻪ ﻫﺮﭼﻪ ﺁﻟﻮﺩﻩ ﺗـﺮ ﻭ ﺗﻴـﺮﻩ ﺗـﺮ ﮔﺮﺩﻳـﺪﻩ‪ .‬ﺩﺭ ﻫـﺮ ﺣـﺎﻝ ﭘـﺲ ﺍﺯ ﺭﻭﺷـﻦ ﮔﺮﺩﺍﻧﻴـﺪﻥ ﻣﻌﻨـ ِ‬
‫ﻥ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ« ‪ ،‬ﺑﺎ ﻫﺮ ﺍﻧﺪﻳﺸﺔ ﺿ ِﺪ ﺁﻥ ﺑﺎﻳﺪ ﻧﺒﺮﺩﻳﺪ ﻭ ﺑﻜﻨﺪﻥ ﺭﻳﺸﻪ ﺍﺵ ﭘﺮﺩﺍﺧﺖ‪ .‬ﻧﻮﺷـﺘﻪ ﻫـﺎﻱ‬ ‫» ﭘﻴﻤﺎ ِ‬
‫ﭼﻨﺪﻱ ﺍﺯ ﻛﺴﺮﻭﻱ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻣﻲ ﺑﺎﺷﺪ ﻛﻪ ﺑﻪ ﻣﻌﻨﻲ ﻣﻴﻬﻦ ﭘﺮﺩﺍﺧﺘﻪ‪ .‬ﻳﻜﻲ ﺍﺯ ﺁﻧﻬـﺎ ﻛﺘـﺎﺏ ﺍﻣـﺮﻭﺯ ﭼـﻪ‬
‫ﺑﺎﻳﺪ ﻛﺮﺩ؟ ﻭ ﺩﻳﮕﺮﻱ ﻭﺭﺟﺎﻭﻧﺪ ﺑﻨﻴﺎﺩ ﺍﺳﺖ‪.‬‬
‫ﻥ ﺩﻳﮕـﺮﻱ ﺩﺭ ﻣـﻲ ﺁﻳﻨـﺪ‪ .‬ﺍﻳـﺸﺎﻥ ﺳـﺨﻦ ﺍﺯ » ﺗـﺴﺎﻫﻞ ﻭ ﺗـﺴﺎﻣﺢ «‬ ‫ﻛﺴﺎﻧﻲ ﺑﺠﺴﺘﺎ ِﺭ ﻳﺎﺩﺷﺪﻩ ﺑـﺎ ﺯﺑـﺎ ِ‬
‫ﻦ ﻣﺨـﺎﻟﻒ ﻣﺠـﺎﻝ‬ ‫ﻣﻲ ﺭﺍﻧﻨﺪ‪ .‬ﺳﺨﻦ ﺍﻳﺸﺎﻥ ﺍﻳﻨﺴﺖ ﻛﻪ ﻧﺨﺴﺘﻴﻦ ﮔﺎﻡ ﺩﺭ ﺩﻣﻮﻛﺮﺍﺳﻲ ﻭﻳﺎ ﻣـﺸﺮﻭﻃﻪ ‪ ،‬ﺑـﺴﺨ ِ‬
‫ﺩﺍﺩﻧﺴﺖ‪ .‬ﭼﻨﻴﻦ ﻣﻲ ﮔﻮﻳﻨﺪ ﻛﻪ ﺍﮔﺮ ﻳﻜﻲ ﺑﺠﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺍﻧﺪﻳﺸﺔ ﻣﺨﺎﻟﻔﺶ ﻛﻮﺷﺪ ‪ ،‬ﺁﻥ ﺩﻳﮕﺮﻱ ﻫـﻢ ﻫﻤـﻴﻦ‬
‫ﻛﺮﺩﻩ ‪ ،‬ﻧﺘﻴﺠﻪ ﺟﺰ ﺧﺸﻮﻧﺖ ﻭ ﺍﺳﺘﺒﺪﺍﺩ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫ﺍﻳﻨﺠﺎ ﺩﻭ ﭼﻴﺰ ﺑﺎﻳﺪ ﺭﻭﺷﻦ ﮔﺮﺩﺩ ‪ :‬ﻳﻜﻲ ﺍﻧﺪﻳﺸﻪ ﺍﺳﺖ ﻭ ﺩﻳﮕـﺮﻱ ﺟﻠـﻮﮔﻴﺮﻱ‪ .‬ﻧﺨـﺴﺖ ﺑﺎﻳـﺪ ﺩﻳـﺪ ﻛـﻪ‬
‫ﺧﻮﺍﺳﺘﺸﺎﻥ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﭼﻪ ﺑﻮﺩﻩ‪ .‬ﺁﻳﺎ ﻫﺮ ﺳﺨﻨﻲ ﺍﻧﺪﻳﺸﻪ ﺍﺳﺖ؟ ﺑﻴﮕﻔﺘﮕﻮﺳـﺖ ﻛـﻪ ﻫـﺮ ﺳـﺨﻨﻲ ﺭﺍ ﺍﻧﺪﻳـﺸﻪ‬
‫ﻦ ﺁﻟﻮﺩﻩ ﺑﺮﻳﺸﺨﻨﺪ ﻭ ﺩﺷﻨﺎﻡ ‪ ،‬ﺍﻧﺪﻳﺸﻪ ﺑﺸﻤﺎﺭ ﻣﻲ ﺁﻳـﺪ؟ ﭼـﻮﻥ ﺳـﺨﻦ ﺍﺯ‬ ‫ﻧﺘﻮﺍﻥ ﻧﺎﻣﻴﺪ‪ .‬ﺑﺮﺍﻱ ﻣﺜﺎﻝ ‪ ،‬ﺁﻳﺎ ﺳﺨ ِ‬
‫ﺗﻮﺩﻩ ﻭ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻳﺴﺖ ‪ ،‬ﺑﻴﮕﻤﺎﻥ ﺧﻮﺍﺳﺘﻤﺎﻥ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﺩﺭ ﺍﻳﻨﺠﺎ ‪ ،‬ﺑﺎﻭﺭﻳﺴﺖ ﻛﻪ ﻳﺎ ﺧﻮﺩ ﺳﻮﺩﻱ ﺑﺪﺍﺭﺩ‬
‫ﻦ ﺁﻥ ﺧﻮﺍﺳـﺘﻲ ﺭﺍ‬ ‫ﻳﺎ ﮔﻔﺘﮕﻮ ﺍﺯ ﺁﻥ ﺳﻮﺩﻱ ﺑﻬﺮﺓ ﺗﻮﺩﻩ ﮔﺮﺩﺍﻧﺪ‪ .‬ﺳﺨﻨﻲ ﻛﻪ ﻣﻌﻨـﺎﻳﻲ ﺩﺍﺭﺩ ﻭ ﮔﻮﻳﻨـﺪﻩ ﺍﺯ ﮔﻔـﺘ ِ‬
‫ﻥ ﺍﺩﺏ ﺭﺍﻧﺪﻩ ‪ ،‬ﭼﻨﻴﻦ ﺳﺨﻨﻲ ﺍﻟﺒﺘﻪ ﺍﺭﺯﺵِ ﮔﻔﺘﮕﻮ ﺩﺍﺭﺩ‪ .‬ﺁﻳﺎ ﺟﺰ‬ ‫)ﭼﻪ ﺭﺍﺳﺖ ﭼﻪ ﻏﻠﻂ( ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﻭ ﺑﺎ ﺯﺑﺎ ِ‬
‫ﺍﻳﻦ ﺭﺍ ﺷﺎﻳﺴﺘﺔ ﭘﺮﻭﺍﺳﺖ؟!‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺩﻭﻡ ﻣﻌﻨﻲ ﺟﻠﻮﮔﻴﺮﻱ ﻧﻴﺰ ﺑﺎﻳﺪ ﺭﻭﺷﻦ ﮔﺮﺩﺩ‪ .‬ﺑﺎ ﺩﻟﻴﻞ ﺑﺎﻧﺪﻳﺸﻪ ﺍﻱ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘـﻪ ﺍﺯ ﺷـﻜﻮ ِﻩ ﺩﺭﻭﻏـﻴﻦ ِﺁﻥ‬
‫ﻛﺎﺳﺘﻦ ‪ ،‬ﭘﺮﺳﺸﻬﺎﻳﻲ ﺍﺯ ﮔﻮﻳﻨﺪﻩ ﻛﺮﺩﻩ ﭘﺎﺳﺦ ﺧﻮﺍﺳﺘﻦ ‪ ،‬ﺁﻳﺎ ﺍﻳﻨﻬﺎ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺳﺖ؟!‬
‫ﺑﺎ ﺍﻳﻦ ﺩﻭ ﻣﻘﺪﻣﻪ ﺍﻛﻨﻮﻥ ﺳﺨﻦ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺭﺍﺳﺘﻲ ﺭﺍ » ﺗـﺴﺎﻫﻞ ﻭ ﺗـﺴﺎﻣﺢ« ﭼـﻪ ﻣـﻲ ﮔﻮﻳـﺪ‪ .‬ﺁﻳـﺎ‬
‫ﻣﻲ ﮔﻮﻳﺪ ﻫﺮ ﺳﺨﻨﻲ ‪ ،‬ﺍﻧﺪﻳﺸﻪ ﺍﺳﺖ ﻭ ﺑﺎﻳﺪ ﺑﺎﺷﺪ ﻭ ﺑﺎ ﺩﻫﻬﺎ ﺍﻳﺮﺍﺩﻱ ﻛﻪ ﺑﻪ ﺁﻧﻬﺎ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﻭ ﺯﻳﺎﻧﻬﺎﻳﻲ ﻛـﻪ‬
‫ﺖ » ﺗـﺴﺎﻫﻞ ﻭ‬ ‫ﺩﺍﺭﺩ ‪ ،‬ﻣﺎ ﺑﺎﻳﺪ ﺁﻧﻬﺎ ﺭﺍ ﺑﺸﻨﻮﻳﻢ ﻭ ﺗﺴﺎﻣﺢ ﻛﻨﻴﻢ؟ ﺑﮕﻮﻳﻨﺪ ﺳﻮﺩ ﺍﻳﻦ ﻛﺎﺭ ﭼﻴﺴﺖ؟! ﺍﮔﺮ ﺧﻮﺍﺳـ ِ‬
‫ﺗﺴﺎﻣﺢ« ﺁﻧﺴﺘﻜﻪ ﻣﺎ ﺭﺍ ﺍﺯ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﺪﻥ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻨﻊ ﻛﻨﺪ ﻭﻳﺎ ﺟﻠﻮﻱ ﺍﻳﺮﺍﺩ ﮔـﺮﻓﺘﻦ ﺑﺒﺎﻭﺭﻫـﺎﻱ ﺳـﺮﺍﭘﺎ‬
‫ﺯﻳﺎﻧﻤﻨﺪ ﺭﺍ ﺑﮕﻴﺮﺩ ﺍﻳﻦ ﻫﻤﺎﻥ ﺑﻴﺪﺭﺩﻳﺴﺖ‪.‬‬
‫ﺍﮔﺮ ﺧﻮﺍﺳﺖ ﺍﺯ ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﺁﻥ ﺍﺻﻄﻼﺡ ﺍﻳﻨﺴﺖ ﻛﻪ ﺟﻠﻮﻱ ﺍﺳﺘﺒﺪﺍﺩ ﻭ ﺧﻔﻘﺎﻥ ﮔﺮﻓﺘﻪ ﺷﻮﺩ ‪ ،‬ﺑﺎﻳﺪ ﺩﺭﭘـﻲ‬
‫ﺭﺍ ِﻩ ﺩﺭﺳﺖ ﺁﻥ ﺑﻮﺩ‪ .‬ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﻛﻪ ﺍﺯ ﻳﻜﺴﻮ ﺁﺯﺍﺩﻳﻬﺎﻱ ﻗﺎﻧﻮﻧﻲ ﺑﻤﺎﻧﺪ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺍﺯ ﺑﺎﻭﺭﻫﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ‬
‫ﺯﻳﺎﻧﻲ ﻣﺮﺩﻡ ﺭﺍ ﻧﺮﺳﺪ‪ .‬ﺯﻳﺎﻧﻲ ﻛﺸﻮﺭ ﺭﺍ ﻧﺒﺎﺷﺪ‪ .‬ﺁﻥ ﻫﻢ ﺟﺰ ﺍﻳﻦ ﻧﺘﻮﺍﻧـﺪ ﺑـﻮﺩ ﻛـﻪ ﻳﻜـﻪ ﻫـﺎ )ﺍﻓـﺮﺍﺩ( ﭘﺎﺳـﺨﺪﻩ‬
‫ﮔﻔﺘﻪ ﻫﺎ ﻭ ﻧﻮﺷﺘﻪ ﻫﺎﺷﺎﻥ ﺑﺎﺷﻨﺪ ﻭ ﺑﺮﺍﻱ ﺁﻥ ﻫﻢ ﻗﺎﻧﻮﻧﻲ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺠﺎﺳﺖ ﭘﺎﺳﺦ ﺍﻳﻦ ﭘﺮﺳﺶ ﻫﻢ ﺩﺍﻧﺴﺘﻪ ﮔﺮﺩﺩ ‪ " :‬ﻗﺎﻧﻮﻧﻬﺎ ﻭ ﻛﻮﺷﺸﻬﺎ ﺑﺮﺍﻱ ﻣﺮﺩﻣـﺴﺖ ﻳـﺎ ﻣـﺮﺩﻡ ﺑـﺮﺍﻱ‬
‫ﺁﻧﻬﺎ " ؟!‪ .‬ﺑﺴﺨﻦ ﺩﻳﮕـﺮ ﺑﮕـﻮﻳﻴﻢ ‪" :‬ﻣﮕـﺮ ﻧـﻪ ﺍﻳﻨﻜـﻪ ﻫﻤـﺔ ﺍﻳﻨﮕﻮﻧـﻪ ﻛﻮﺷـﺸﻬﺎ ﻭ ﻗﺎﻧﻮﻧﮕﺰﺍﺭﻳﻬـﺎ ﺑـﺮﺍﻱ ﻳـﻚ‬
‫ﺖ ﺍﺻــﻠﻲ« ﺍﺳــﺖ ﻭ ﺁﻥ ﺑﻬﺒــﻮﺩ ﺣــﺎﻝ ﻣــﺮﺩﻡ ﺑــﻮﺩﻩ ‪ ،‬ﺍﻛﻨــﻮﻥ ﺍﮔــﺮ ﺑﺒﺎﻭﺭﻫــﺎﻳﻲ ﻛــﻪ ﺑﺘــﻮﺩﻩ ﺯﻳــﺎﻥ‬
‫» ﺧﻮﺍﺳـ ِ‬
‫ﺖ ﺍﺻﻠﻲ« ﻟﮕﺪ ﻣﺎﻝ ﻧﻤﻲ ﺷﻮﺩ" ؟!‪.‬‬ ‫ﻣﻲ ﺭﺳﺎﻧﺪ ‪ ،‬ﺁﺯﺍﺩﻱ ﺩﺍﺩﻩ ﺷﻮﺩ ﺁﻳﺎ ﺁﻥ » ﺧﻮﺍﺳ ِ‬
‫ﺷﻤﺎ ﺭﺍ ﭼﻜﺎﺭ ﺑﻴﻚ ﻭﺍﮊﻩ ﻭ ﺩﻭ ﻭﺍﮊﺓ ﺧﻮﺷﻨﻤﺎﺳﺖ؟! ﺷﻤﺎ ﺧﺮﺩﺗﺎﻥ ﺭﺍ ﺩﺍﻭﺭ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﺁﻳـﺎ ﻫـﺮ ﺍﻧﺪﻳـﺸﻪ ﺍﻱ‬
‫ﻥ ﺁﻥ ﺧﺸﻨﻮﺩﻱ‬ ‫ﻣﻲ ﺗﻮﺍﻧﺪ ﺁﺯﺍﺩ ﺑﺎﺷﺪ؟! ﺁﻳﺎ ﻧﺪﻳﺪﻳﺪ ﺍﻧﺪﻳﺸﺔ ﻧﺎﺯﻳﻬﺎ ﭼﻪ ﺑﺮ ﺳﺮﺟﻬﺎﻥ ﺁﻭﺭﺩ؟! ﺁﻳﺎ ﺷﻤﺎ ﺑﺂﺯﺍﺩ ﺑﻮﺩ ِ‬
‫ﻱ ﺍﻳﺸﺎﻥ ﺷﺎﻳﺴﺘﺔ ﺁﺯﺍﺩﻳﺴﺖ؟!‪..‬‬ ‫ﺩﺍﺭﻳﺪ؟! ﺁﻳﺎ ﺍﻧﺪﻳﺸﺔ ﺍﺳﺎﻣﻪ ﺑﻦ ﻻﺩﻥ ﻭ ﺯﺭﻗﺎﻭﻱ ﻭ ﻣﺎﻧﻨﺪﻫﺎ ِ‬
‫ﺍﮔﺮ » ﺗﺴﺎﻫﻞ ﻭ ﺗﺴﺎﻣﺢ« ﺑﻴﺘﻔﺎﻭﺗﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﻫﺮ ﺍﻧﺪﻳﺸﻪ ﺍﻱ )ﭼﻪ ﻧﻴﻚ ﻭ ﭼﻪ ﺑﺪ( ﺍﺳﺖ ‪ ،‬ﺍﻳﻦ ﻫﻤﺎﻧﺴﺖ‬
‫ﻛﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ )ﺑﻮﻳﮋﻩ ﭘﺲ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ( ﺳﺎﻟﻬﺎﺳﺖ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ‪ ،‬ﺷﻴﻮﺓ ﺧﻮﺩ ﻛـﺮﺩﻩ ﺍﻧـﺪ ﻭ ﭘﺮﺍﻛﻨـﺪﮔﻴﻬﺎ ﻫـﻢ‬
‫ﻫﻤﺎﻧﻬﺎﺳﺖ ﻛﻪ ﺑﻮﺩﻩ ﻭ ﺍﻳﻦ ﻣﺮﺩﻡ ﻫﺮﮔﺰ ﺑﻴﻚ ﺷﺎﻫﺮﺍﻩ ﺩﺭ ﻧﻴﺎﻣﺪﻩ ﻫﻢ ﭘﻴﻤﺎﻥ ﻭ ﻫﻤﺒﺎﻭﺭ ﻭ ﻫﻤﺪﻝ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ‬
‫ﻧﻴﺮﻭﻣﻨﺪ ﻧﮕﺸﺘﻪ ﺍﻧﺪ ﻭ ﺗﻮﺳـﺮﻳﻬﺎﻱ ﺳـﺨﺖ ﺍﺯ ﺭﻭﺯﮔـﺎﺭ ﺧـﻮﺭﺩﻩ ﺁﻧﭽـﻪ ﺭﻧـﺞ ﻭ ﺳﺨﺘﻴـﺴﺖ ﺍﺯ ﺍﻳـﻦ ﺭﻫﮕـﺬﺭ‬
‫ﻛﺸﻴﺪﻩ ﺍﻧﺪ ‪ ،‬ﭘﺲ ﺍﺯ ﺍﻳﻦ ﻫﻢ ﻫﻤﺎﻥ ﻭ ﻧﻴﺰ ﺑﺪﺗﺮ ﺍﺯ ﺁﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺗﺎ ﺑﺮﻳﺸﺔ ﺩﺭﺩﻱ ﭘﺮﺩﺍﺧﺘﻪ ﻧﺸﺪﻩ ﭼﮕﻮﻧـﻪ‬
‫ﺑﺒﻬﺒﻮﺩ ﺍﻣﻴﺪ ﺗﻮﺍﻥ ﺑﺴﺖ؟‬
‫ﮔﺎﻩ ﺷﻨﻴﺪﻩ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﭘﺲ ﭼﮕﻮﻧﻪ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﻛﺴﻲ ﻛﺎﺭﻱ ﺑﻜﺎ ِﺭ ﺑﺎﻭﺭ ﻭ‬
‫ﺍﻧﺪﻳﺸﺔ ﻣﺮﺩﻡ ﻧﺪﺍﺭﺩ؟!" ﻳﺎ ﺁﻧﻜﻪ ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﻋﻘﻴﺪﻩ ﺁﺯﺍﺩﺳﺖ‪ ".‬ﺧﻮﺑﺴﺖ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻧﻴﺰ ﺭﻭﺷﻦ ﮔـﺮﺩﺩ‪ .‬ﺑﺎﻳـﺪ‬
‫ﻥ ﻧﻴﻜﻲ ﺁﻥ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ ﻭﻳﺎ ﻫﺮﭼﻪ ﺩﺭ ﺁﻧﺠﺎ ﻧﺒـﻮﺩ ﻧـﺸﺎﻥ ﺑـﻲ ﺍﺭﺟـﻲ ﺁﻥ‬ ‫ﺩﺍﻧﺴﺖ ﻛﻪ ﻫﺮﭼﻪ ﺩﺭ ﺁﻧﺠﺎ ﺑﻮﺩ ﻧﺸﺎ ِ‬
‫ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﻗﺎﻋﺪﻩ ﺍﺯ ﻛﺠﺎ ﺁﻣﺪﻩ ﻛﻪ ﻫﻤﻴﺸﻪ ﻣﺎ ﺑﺎﻳﺪ ﺍﺯ ﺍﻳﺸﺎﻥ ﭘﻴﺮﻭﻱ ﻛﻨﻴﻢ؟! ﺍﮔﺮ ﻣﺎ ﺩﺭ ﻣﺸﺮﻭﻃﻪ ﻭ ﺍﺩﺍﺭﻩ ﻫﺎ‬
‫ﻭ ﺩﺍﻧﺸﻬﺎ ﻭ ﺻﻨﻌﺖ ﺍﺯ ﺍﻳﺸﺎﻥ ﭘﻴﺮﻭﻱ ﻛﺮﺩﻩ ﺍﻳﻢ ‪ ،‬ﺍﺯ ﺳ ِﺮ ﭘﻴﺮﻭﻱ ﺍﺯ ﺧﺮﺩ ﺑﻮﺩﻩ ﻧﻪ ﺍﺯ ﺳ ِﺮ ﭘﻴـﺮﻭﻱ ﺑـﻲ ﭼـﻮﻥ ﻭ‬
‫ﭼﺮﺍ‪ .‬ﻳﻌﻨﻲ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎﻳﺴﺘﺔ ﺯﻧﺪﮔﺎﻧﻲ ﺍﻣﺮﻭﺯﻱ ﻭ ﺳﻮﺩﻣﻨﺪ ﻳﺎﻓﺘﻪ ﻭ ﺍﺯ ﻏﺮﺑﻴﺎﻥ ﮔﺮﻓﺘﻪ ﺍﻳﻢ‪ .‬ﺗﺮﺍﺯﻭﻱ ﻧﻴﻜﻲ ﻭ ﺑﺪﻱ‬
‫ﻛﺎﺭﻫﺎ ‪ ،‬ﺳﻮﺩﻣﻨﺪﻱ ﺁﻧﻬﺎ ﺑﺮﺍﻱ ﺗﻮﺩﻩ ﻫﺎﺳﺖ‪ .‬ﻛﺴﻲ ﻛـﻪ ﺩﺭﺳـﺘﻲ ﭼﻴـﺰﻱ ﺭﺍ ﺍﺯ ﺑـﻮﺩﻥ ﺁﻥ ﺩﺭﻏـﺮﺏ ﺑـﺴﻨﺠﺪ‬
‫ﻥ ﺧﻮﺩﺷـﺎﻥ‬ ‫ﺑﺰﻭﺩﻱ ﻟﻐﺰﺵ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺯﻳﺮﺍ ﻛﺎﻓﻴﺴﺖ ﺑﺪﺍﻧﺪ ﻛﻪ ﻏﺮﺑﻴﺎﻥ ﺍﺯ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻳﻲ ﻛﻪ ﺍﺯ ﻣﻴﺎ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺑﺮﺧﺎﺳﺘﻪ ﺑﻮﺩ ﺯﻳﺎﻥ ﺩﻳﺪﻩ ﺑﺎ ﭘﺮﺩﺍﺧﺖ ﺗﺎﻭﺍﻥ ﻫﺎﻱ ﮔﺮﺍﻥ ﺑﺎﺯ ﮔﺮﺩﻳﺪﻩ ﺍﻧﺪ‪ .‬ﺑﺮﺍﻱ ﻧﻤﻮﻧﻪ ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻱ ﻧﻴﺘﭽـﻪ ﻭ‬
‫ﺷﻮﭘﻨﻬﺎﻭﺭ ﻭ ﺩﻳﮕﺮ ﻓﻴﻠﺴﻮﻓﺎﻥ ﺗﻨﺪﺭﻭ ﻭ ﺑﺎﻭﺭﻫﺎﻳﻲ ﻫﻤﭽﻮﻥ ﺁﻧﺎﺭﺷﻴﺰﻡ ﻭ ﻓﺎﺷﻴﺰﻡ ﻭ ﻧﺎﺯﻳﺴﻢ ﺭﻳﺸﺔ ﺁﺩﻣﻴﮕـﺮﻱ ﺭﺍ‬
‫ﮓ ﺳﺮﺍﺳﺮ ﺧﻮﻥ ﻭ ﺁﺗﺶ ﻫﻤﭽـﻮﻥ ﺩﻭ ﺩﺩ ﺑﺪﺭﻳـﺪﻥ ﻭ ﻛـﺸﺘﻦ ﻳﻜـﺪﻳﮕﺮ‬ ‫ﺩﺭ ﺍﺭﻭﭘﺎ ﻛﻨﺪ ﻭ ﺍﻳﺸﺎﻥ ﺭﺍ ﺩﺭ ﺩﻭ ﺟﻨ ِ‬
‫ﺑﺮﺍﻧﮕﻴﺨﺖ ﻭ ﺗﺎ ﺁﺩﻣﻴﺎﻥ ﺑﺮ ﺍﻳﻦ ﻛﺮﺓ ﺧﺎﻛﻲ ﻣﻲ ﺯﻳﻨﺪ ﻳﺎﺩ ﺁﻧﻬﺎ ﺩﻟﻬﺎ ﺭﺍ ﺧﻮﺍﻫﺪ ﻟﺮﺯﺍﻧﺪ‪.‬‬
‫ﭘﺲ ﭼﮕﻮﻧﻪ ﻣﻲ ﺗﻮﺍﻥ ﺑﻴﮕﻤﺎﻥ ﺑﻮﺩ ﻛﻪ ﭘﺲ ﺍﺯ ﭼﻨﺪﻱ ﺍﺯ ﺁﻧﭽﻪ ﺑﺪﺍﻧﻬﺎ ﮔﺮﺍﻳﻴﺪﻩ ﺍﻧـﺪ ﺯﻳـﺎﻥ ﻧﺪﻳـﺪﻩ ﻭ ﺑـﺎﺯ‬
‫ﻧﮕﺮﺩﻧﺪ؟! ﺁﻳﺎ ﺷﻤﺎ ﮔﻤﺎﻥ ﻣﻲ ﻛﻨﻴﺪ ﻣﺎ ﻫﺮ ﭼﻪ ﺍﻳﺸﺎﻥ ﻛﺮﺩﻩ ﺍﻧﺪ ﺭﺍ ﭘﻴﺮﻭﻱ ﺗﻮﺍﻧﻴﻢ ﻛﺮﺩ؟! ﻫﻤﻴﻦ ﺍﻛﻨﻮﻥ ﺍﻳﺸﺎﻥ‬
‫ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﺩﺍﺭﻧﺪ ﻭ ﻗﺎﻧﻮﻧﻬﺎﻳﻲ ﮔﺬﺍﺭﺩﻩ ﺍﻧﺪ ﻛﻪ ﻣﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ﻧﻤﻲ ﺗﻮﺍﻧﻴﻢ ﭘﻴﺮﻭﻱ ﻛﻨﻴﻢ‪ .‬ﺍﻳﻦ ﻧﻜﺘﺔ ﻣﻬﻤﻴـﺴﺖ ﻭ‬
‫ﺑﺎﻳﺪ ﺑﺪﺍﻧﻴﻢ ﻛﻪ ﻳﻚ ﭼﻴﺰ ﺩﺭ ﻛﺸﻮﺭﻱ ﻣﻲ ﺗﻮﺍﻧﺪ ﻛﻢ ﺯﻳﺎﻥ ﻭ ﻳﺎ ﺑﻲ ﺯﻳـﺎﻥ ﺑﺎﺷـﺪ ﻭ ﺩﺭ ﻛـﺸﻮﺭ ﺩﻳﮕـﺮ ﭘﺘﻴـﺎﺭﻩ‪.‬‬
‫ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﺍﺳﻠﺤﻪ ﻧﺪﺍﺷﺘﻦ ﭘﻠﻴﺲ ﺍﻧﮕﻠﺴﺘﺎﻥ ﻭ ﺁﺯﺍﺩﻱ ﺍﺳـﻠﺤﻪ ﺩﺭ ﻣﻴـﺎﻥ ﻣـﺮﺩﻡ ﺁﻣﺮﻳﻜـﺎ ﺭﺍ ﺑﻌﻨـﻮﺍﻥ ﻧﻤﻮﻧـﻪ‬
‫ﻣﻲ ﺁﻭﺭﻳﻢ‪ .‬ﭼﺮﺍ ﺩﻳﮕﺮ ﻛﺸﻮﺭﻫﺎ ﺍﺯ ﺍﻳﻦ ﺩﻭ ﻧﻤﻮﻧﻪ ﭘﻴﺮﻭﻱ ﻧﻤﻲ ﻛﻨﻨﺪ؟! ﺍﮔﺮ ﺟﺴﺘﺠﻮ ﻛﻨﻴﺪ ﺑﺎﺯﻫﻢ ﻧﻤﻮﻧﻪ ﻫـﺎﻱ‬
‫ﺩﻳﮕﺮﻱ ﺧﻮﺍﻫﻴﺪ ﻳﺎﻓﺖ‪.‬‬
‫ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﻏﺮﺑﻲ ‪ ،‬ﺩﻣﻮﻛﺮﺍﺳﻲ )ﺑﺎ ﺑﻮﺩﻥ ﺑﺮﺧﻲ ﻧﺎﺭﺳﺎﻳﻴﻬﺎ( ﺭﻭﻳﻪ ﻛﺎﺭﺍﻧـﻪ ﻧﻴـﺴﺖ ﻭ ﺯﻣﻴﻨـﺔ ﺳـﻨﺠﺶ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺑﺮﺍﻱ ﻣﺮﺩﻡ ﺍﺯ ﺭﻫﮕﺬﺭ ﺭﺳﺎﻧﻪ ﻫﺎ ﻭ ﭘﺎﺭﻟﻤﺎﻥ ﻭ ﺩﻳﮕﺮ ﺳﺎﺯﻣﺎﻧﻬﺎﻱ ﺷـﻬﺮﻱ ﻓﺮﺍﻫﻤـﺴﺖ‪ .‬ﺍﻳـﺸﺎﻥ ﺭﺍﻩ‬
‫ﺩﻣﻮﻛﺮﺍﺳﻲ ﺭﺍ ﺑﺎ ﻫﻤـﺔ ﭘـﻴﭻ ﻭ ﺧﻤﻬـﺎﻳﺶ ﺳﺎﻟﻬﺎﺳـﺖ ﭘﻴﻤـﻮﺩﻩ ﺍﻧـﺪ ﻭ ﻣﺮﺩﻣﺎﻧـﺸﺎﻥ ﺩﺭ ﺍﺻـﻮﻝ ‪ ،‬ﻫﻤﺒـﺎﻭﺭ ﻭ‬
‫ﻫﻢ ﺍﻧﺪﻳﺶ ﻭ ﻫﻢ ﺁﺭﻣﺎﻧﻨﺪ‪ .‬ﺍﻳﺸﺎﻥ ﻛﺠﺎ ﻭ ﻣﺎ ﻛﻪ ﺑﺮ ﺳ ِﺮ ﺩﺳﺖ ﻳﺎﻓﺘﻦ ﺑﺪﻣﻮﻛﺮﺍﺳﻲ ﺳـﺪ ﺩﺷـﻮﺍﺭﻱ ﺩﺭ ﭘـﻴﺶ‬
‫ﻦ ﺁﻧﻬﺎ ﻫﻤﺎﻥ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻴﺴﺖ ﻛﺠﺎ؟‬ ‫ﺩﺍﺭﻳﻢ ﻭ ﺑﺰﺭﮔﺘﺮﻳ ِ‬
‫ﺍﻳﺸﺎﻥ ﻛﺠﺎ ﺑﺒﺪﺁﻣﻮﺯﻱ ﺯﻫﺮﺁﻟﻮﺩﻱ ﻫﻤﭽﻮﻥ ﺻﻮﻓﻴﮕﺮﻱ ﺩﭼﺎﺭﻧـﺪ ﻛـﻪ ﺍﺯ ﺁﻥ ﭼـﺸﻢ ﭘﻮﺷـﻴﺪﻩ ﺑﮕﻮﻳﻨـﺪ ‪:‬‬
‫ﻲ ﺧﺎﻧﻤﺎﻥ ﺑﺮﺍﻧﺪﺍﺯﻱ ﻫﻤﭽـﻮﻥ ﺷـﻴﻌﻴﮕﺮﻱ ﺩﭼﺎﺭﻧـﺪ ﻛـﻪ ﺍﺯ ﺁﻥ‬ ‫" ﻋﻴﺒﻲ ﻧﺪﺍﺭﺩ ‪ ،‬ﺑﮕﺬﺍﺭ ﺑﻤﺎﻧﺪ؟!" ﻛﺠﺎ ﺑﮕﻤﺮﺍﻫ ِ‬
‫ﭼﺸﻢ ﭘﻮﺷﻨﺪ؟! ﺩﺭ ﻛﺠﺎﻱ ﺍﺭﻭﭘﺎ ﺍﻧﺪﻳﺸﺔ ﺯﻫﺮﺁﻟﻮﺩﻱ ﻣﺎﻧﻨﺪ ﺟﺒﺮﻳﮕﺮﻱ ﻫﻤﭽﻮﻥ ﺳﺮﻃﺎﻥ ﺭﻳـﺸﻪ ﺩﻭﺍﻧـﺪﻩ ﻛـﻪ‬
‫ﺑﻴﭙﺮﻭﺍ ﺍﺯ ﻛﻨﺎﺭﺵ ﺑﮕﺬﺭﻧﺪ ﻳﺎ ﺁﺯﺍﺩﺵ ﮔﺬﺍﺭﻧﺪ؟! ﺩﺭ ﻛـﺪﺍﻣﻴﻚ ﺍﺯ ﻛـﺸﻮﺭﻫﺎﻱ ﭘﻴـﺸﺮﻭ ‪ ،‬ﻣـﺮﺩﻡ ﺭﺍ ﺍﻳـﻦ ﺍﻧـﺪﺍﺯﻩ‬
‫ﻱ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﺩﺍﻧﺴﺘﻪ ﺍﻳﺪ؟! ﺩﺭ ﻛﺠﺎ ﺍﻳﻦ ﺍﺩﺑﻴﺎﺕ ﺳﺮﺍﺳﺮ ﻧﺎﭘﺎﻛﻲ ﻭ ﻣﺨﺪﺭ ﺭﺍ ﺗﻮﺍﻧﻴﺪ‬ ‫ﮔﺮﻓﺘﺎﺭ ﻭ ﭘﺎﺑﺴﺘﺔ ﺑﺪﺁﻣﻮﺯ ِ‬
‫ﻳﺎﻓﺖ ﻛﻪ ﺑﺂﻥ ﭘﺮﻭ ﺑﺎﻝ ﺑﺎﻳﻦ ﮔﺴﺘﺮﺩﮔﻲ ﺩﻫﻨﺪ ﻭ ﻫﺮ ﺩﻡ ﺑﺸﺎﺥ ﻭ ﺑﺮﮔﺶ ﺑﻴﻔﺰﺍﻳﻨﺪ؟! ﺩﺭ ﻛﺪﺍﻡ ﻛﺸﻮ ِﺭ ﭘﻴﺸﺮ‪‬ﻭﻱ‬
‫ﺍﻳﻦ ﻫﻤﻪ ﺗﻴﺮﻩ ﻭ ﺩﺳﺘﺔ ﺟـﺪﺍ ﺍﺯ ﻫـﻢ ﺩﺭ ﻳﻜﺠـﺎ ﻣـﻲ ﺯﻳـﺪ؟! ﺩﺭ ﻛـﺪﺍﻡ ﻛـﺸﻮﺭ ﭘﻴـﺸﺮﻓﺘﻪ ﺍﻱ ﺷـﻤﺎ ﺍﻳﻨﻬﻤـﻪ‬
‫ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﺑﻤﻴﻬﻦ ﻣﻲ ﺑﻴﻨﻴﺪ؟! ﺩﺭ ﻛﺪﺍﻡ ﻛﺸﻮﺭﻱ ﺑﻴﻤﻬﺮﺍﻥ ﺑﻤﻴﻬﻦ ﺭﺍ ﺍﻳﻨﻬﻤﻪ ﮔﺴﺘﺎﺥ ﻭ ﺩﺭ ﻧﻜﻮﻫﺶ ﺯﺍﺩﮔﺎ ِﻩ‬
‫ﺖ ﻛﺪﺍﻡ ﻛﺸﻮﺭﻱ ﺍﻳﻨﻬﻤﻪ ﻣﺮﺩﺍﻥ ﺑﺪﺧﻮﺍ ِﻩ ﺑﻲ ﻭﻃﻦ ﺑﺮ ﺳﺮ ﻛﺎﺭ ﺑـﻮﺩﻩ ﺍﻧـﺪ؟!‬ ‫ﺧﻮﺩ ‪ ،‬ﺁﺯﺍﺩ ﻣﻲ ﻳﺎﺑﻴﺪ؟! ﺩﺭ ﺳﻴﺎﺳ ِ‬
‫ﺁﻳﺎ ﻣﻌﺠﻮﻧﻲ ﺍﻳﻦ ﭼﻨﺎﻥ ﺩﺭ ﻳﻜﻲ ﺍﺯ ﺁﻥ ﻛﺸﻮﺭﻫﺎ ﻣﻲ ﺗﻮﺍﻥ ﻳﺎﻓﺖ ﺗﺎ ﺗﻘﻠﻴﺪ ﺍﺯ ﺍﻳﺸﺎﻥ ﺭﺍ ﺭﻭﺍ ﺑﺪﺍﻧﻴﻢ؟!‬
‫ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺍﻳﺸﺎﻥ ﺍﮔﺮ ﺑﺒﺮﺧﻲ ﺑﺎﻭﺭﻫﺎ ﻣﺠﺎﻝ ﺧﻮﺩﻧﻤﺎﻳﻲ ﻣﻲ ﺩﻫﻨﺪ ‪ ،‬ﺁﻧﻬﺎﻳﻴـﺴﺖ ﻛـﻪ ﻳـﺎ ﺑـﺎ ﺍﺻـﻮﻝ‬
‫ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﺓ ﺯﻧﺪﮔﺎﻧﻴﺸﺎﻥ ـ ﺩﻣﻮﻛﺮﺍﺳﻲ ‪ ،‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻭ ﺍﺳﺘﻘﻼﻝ ﻭ ﻣﺎﻧﻨﺪﻫﺎﻳﺶ ـ ﺑﺮﺧﻮﺭﺩ ﻛﻤﻲ ﺩﺍﺭﺩ ﻭ‬
‫ﻲ‬‫ﻥ ﺍﺳﺎﺳـﻲ ﻭ ﭘﺎﻳـﻪ ﻫـﺎﻱ ﺯﻧـﺪﮔﺎﻧ ِ‬ ‫ﻳﺎ ﻫﻮﺍﺩﺍﺭﺍﻧﺶ ﺟﺰ ﺍﻧﺪﻛﻲ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻭﮔﺮﻧﻪ ﺩﺭ ﺩﻳﮕﺮ ﺯﻣﻴﻨﻪ ﻫﺎ ﻛﻪ ﺑﺎ ﻗـﺎﻧﻮ ِ‬
‫ﺗﻮﺩﻩ ﺍﻱ ﺑﺮﺧﻮﺭﺩ ﺩﺍﺭﺩ ﺍﻳﺸﺎﻥ ﻫﻢ ﭼﺸﻢ ﭘﻮﺷﻲ ﻧﻜﻨﻨﺪ‪ .‬ﺷﻤﺎ ﺩﻳﺪﻳﺪ ﻛﻪ ﺩﻭﻟﺖ ﻓﺮﺍﻧﺴﻪ ﺗﺎ ﺩﻳﺮ ﺯﻣﺎﻧﻲ ﺑﺮﺧـﺖ‬
‫ﻭ ﻇﺎﻫ ِﺮ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻛﺎﺭﻱ ﻧﺪﺍﺷﺖ ﻭ ﻫﻤﻪ ﺩﺭ ﭘﻮﺷﻴﺪﻥ ﺭﺧﺖ ﺁﺯﺍﺩ ﺑﻮﺩﻧﺪ‪ .‬ﻭﻟﻲ ﻫﻤﻴﻨﻜﻪ ﺁﻧـﺮﺍ ﺳﺮﭼـﺸﻤﺔ‬
‫ﮓ ﺟﺪﺍﻳﻲ ﺩﺭ ﻛﻴﺶ ﻭ ﺑﺎﻭﺭ ﺩﺍﺷﺖ ﺭﺍ ﻏﺪﻏﻦ ﻛﺮﺩ‪ .‬ﻫﻤﭽﻨﺎﻧﺴﺖ ﻛـﺎﺭﻱ ﻛـﻪ ﺑـﺎ‬ ‫ﭼﻨﺪﺗﻴﺮﮔﻴﻬﺎ ﺩﻳﺪ ‪ ،‬ﻫﺮﭼﻪ ﺭﻧ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻲ ﻛﺎﺭﻱ ‪ ،‬ﺑﻮﺩﻥ ﻳﺎ ﻧﺒـﻮﺩﻥ ﺁﻥ‬ ‫ﻥ ﻭﺍﮊﻩ ﻫﺎﻱ ﺑﻴﮕﺎﻧﻪ ﻛﺮﺩ‪ .‬ﮔﺮﭼﻪ ﻣﻌﻴﺎ ِﺭ ﺩﺍﻭﺭﻱ ﻣﺎ ﺍﺯ ﺩﺭﺳﺘﻲ ﻭ ﻧﺎﺩﺭﺳﺘ ِ‬
‫ﺑﻜﺎﺭﺑﺮﺩ ِ‬
‫ﺩﺭ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﻧﻴﺴﺖ ﻭﻟﻲ ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﻣﻲ ﭘﺮﺳﻴﻢ ‪ :‬ﺁﻳﺎ ﺩﺭ ﺁﻥ ﻛﺸﻮﺭﻫﺎ ﻫﺮ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﺁﺯﺍﺩﺳﺖ؟! ﺁﻳـﺎﺩﺭ‬
‫ﺁﻧﺠﺎ ﺁﺯﺍﺩﻳﻬﺎ ﺑﻲ ﻣﺮﺯ ﻭ ﺍﻧﺪﺍﺯﻩ ﺍﺳﺖ؟! ﻳﺎ ﺁﻧﻜﻪ ﺑﺎ ﻣﻘﺮﺭﺍﺗﻲ ﻣﺤﺪﻭﺩ ﺷﺪﻩ؟!‬
‫ﺑﺎ ﺁﻧﻜﻪ ﻣﺤﻴﻂ ﺁﻥ ﻛﺸﻮﺭﻫﺎ ﺑﺎ ﻣﺤﻴﻂ ﺍﻳـﺮﺍﻥ ﺑـﺴﻴﺎﺭ ﻣﺘﻔﺎﻭﺗـﺴﺖ ﻭ ﻫﺮﭼـﻪ ﺁﻧﺠـﺎ ﻧﻴـﻚ ﻫـﻢ ﺑﺎﺷـﺪ ﺭﺍ‬
‫ﻧﻤﻲ ﺗﻮﺍﻥ ﺑﺮﺍﻱ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻧﻲ ﻭ ﺷﺮﻗﻲ ﻧﻴﻚ ﭘﻨﺪﺍﺷﺖ )ﻣﮕﺮ ﺷﺮﺍﻳﻂ ﺁﻥ ﻓﺮﺍﻫﻢ ﮔﺮﺩﺩ( ‪ ،‬ﻭﻟﻲ ﺑﺎ ﺍﻳﻨﻬﻤـﻪ ﺑﺎﻳـﺪ‬
‫ﮔﻔﺖ ﻛﻪ ﺩﺭ ﻫﻤﺎﻥ ﻛﺸﻮﺭﻫﺎﻱ ﺩﻣﻮﻛﺮﺍﺗﻴﻚ ﻫﻢ ﻧﻤﻮﻧﻪ ﻫﺎﻱ ﺑﺴﻴﺎﺭﻱ ﻫﺴﺖ ﻛﻪ ﻧﺸﺎﻥ ﻣـﻲ ﺩﻫـﺪ ﻫﻤﻴـﺸﻪ‬
‫ﻱ ﺁﺯﺍﺩﻳﻬﺎ ﻣﻲ ﮔﺬﺍﺭﻧﺪ ﻭ ﺍﻳﻦ ﺷﮕﻔﺖ ﻛﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻲ ﭘﻨﺪﺍﺭﻧـﺪ ﺩﺭ ﺁﻥ ﻛـﺸﻮﺭﻫﺎ ﺁﺯﺍﺩﻱ ﺭﺍ ﻣـﺮﺯﻱ‬ ‫ﻣﺮﺯﻱ ﺑﺮﺍ ِ‬
‫ﻧﻴﺴﺖ‪.‬‬
‫ﺍﻣﺎ ﭘﺎﺳﺦ ﺍﻳﺮﺍﺩ ﺩﻳﮕﺮ )"ﻋﻘﻴﺪﻩ ﺁﺯﺍﺩﺳﺖ"( ﺭﺍ ﺍﺯ ﻛﺘﺎﺏ ﺩﺭ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ﻣﻲ ﺁﻭﺭﻳﻢ ‪:‬‬
‫ﺍﺯ ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ ﺑﺎﻳﺪ ﻛﺮﺩ ﻳﻜﻲ ﺁﻧﺴﺖ ﻛﻪ ﻛﻨﮕﺮﻩ ﺍﻱ ﺑﺮﺍﻱ ﮔﻔﺘﮕﻮ ﺍﺯ ﺩﻳﻦ ﺑﺮﭘﺎ ﮔﺮﺩﺩ‪ .‬ﺑـﺎﻳﻦ ﻣﻌﻨـﻲ ﺍﺯ ﻫﻤـﺔ‬
‫ﻥ ﻣﺮﺩﻡ ﺩﺭﺑﺎﺭﺓ ﺩﻳﻦ ﺳﺨﻨﺮﺍﻧﻴﻬﺎ ﺷﻮﺩ‬‫ﻛﻴﺶ ﻫﺎ ﻧﻤﺎﻳﻨﺪﮔﺎﻥ ﺧﻮﺍﺳﺘﻪ ﺷﻮﺩ ﻛﻪ ﺑﻴﺎﻳﻨﺪ ﻭ ﮔﺮﺩ ﻫﻢ ﺁﻳﻨﺪ ﻭ ﺑﺎ ﺑﻮﺩ ِ‬
‫ﻭ ﻣﻌﻨﻲ ﺭﺍﺳﺖ ﺁﻥ ﺑﺎ ﺩﻟﻴﻠﻬﺎ ﺑﺎﺯ ﻧﻤﻮﺩﻩ ﮔﺮﺩﺩ ﻛﻪ ﻫﻤﻪ ﺷﻨﻮﻧﺪ ﻭ ﺑﺪﺍﻧﻨﺪ‪ .‬ﺩﺭ ﺁﻥ ﻣﻴﺎﻥ ﻧﻤﺎﻳﻨـﺪﮔﺎﻥ ﻛـﻴﺶ ﻫـﺎ‬
‫ﻫﺮ ﺩﺳﺘﻪ ﺍﻱ ﺍﺯ ﻛﻴﺶ ﺧﻮﺩ ﺳﺨﻦ ﺭﺍﻧﻨﺪ ﻭ ﺁﻥ ﺭﺍ ﺑﺎﺯ ﻧﻤﺎﻳﻨﺪ ﻭ ﺩﻟﻴﻠﻬﺎ ﻳﺎﺩ ﻛﻨﻨﺪ ﻛﻪ ﺭﺍﺳﺖ ﻭ ﻛﺠﺶ ﺷﻨﺎﺧﺘﻪ‬
‫ﮔﺮﺩﺩ ﻭ ﺍﮔﺮ ﻛﻴﺸﻲ ﺑﻨﻴﺎﺩ ﺍﺳﺘﻮﺍﺭ ﻣﻲ ﺩﺍﺭﺩ ‪ ،‬ﻣﺮﺩﻡ ﻫﻤﻪ ﺑﺪﺍﻧﻨﺪ ﻭ ﺑﭙﺬﻳﺮﻧﺪ‪ .‬ﺍﻳﻦ ﻛﺎﺭ ﻧﺘﻴﺠﻪ ﻫﺎﻱ ﻧﻴﻜﻲ ﺗﻮﺍﻧـﺪ‬
‫ﺩﺍﺩ‪ .‬ﺯﻳﺮﺍ ﺑﻴﺸﺘﺮﻱ ﺍﺯ ﭘﻴﺮﻭﺍﻥ ﻛﻴﺶ ﻫﺎ ﺁﮔﺎﻫﻲ ]ﺍﻱ[ ﭼﻨﺪﺍﻧﻜﻪ ﻣﻲ ﺑﺎﻳﺴﺖ ﺍﺯ ﻛﻴﺶ ﺧﻮﺩ ﻧﺪﺍﺭﻧﺪ ﻭ ﻛﻮﺭﻛﻮﺭﺍﻧﻪ‬
‫ﭘﻴﺮﻭﻱ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ﻭ ﺍﻳﻨﺎﻥ ﺍﺯ ﺁﻥ ﮔﻔﺘﮕﻮﻫﺎ ﺑﺘﻜﺎﻥ ﺧﻮﺍﻫﻨﺪ ﺁﻣﺪ‪ .‬ﺁﻧﮕﺎﻩ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻛﻴﺸﻬﺎ ﭼﻨـﺪﺍﻥ ﺑﻴﭙﺎﺳـﺖ‬
‫ﻛﻪ ﭘﻴﺸﺮﻭﺍﻧﺸﺎﻥ ﺍﺯ ﺳﺨﻨﺮﺍﻧﻲ ﺩﺭﺑﺎﺭﺓ ﺁﻧﻬﺎ ﺑﺎﺯ ﺧﻮﺍﻫﻨﺪ ﺍﻳﺴﺘﺎﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺁﻥ ﭼﻨﻴﻦ ﻣﻲ ﮔﻮﻳﺪ ‪:‬‬
‫ﻛﺴﺎﻧﻲ ﺑﺎﻳﻦ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻪ ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﻋﻘﻴﺪﻩ ﺁﺯﺍﺩﺳﺖ"‪ .‬ﻣﻲ ﮔـﻮﻳﻢ ‪ :‬ﻣـﺎ ﻧﻤـﻲ ﺩﺍﻧـﻴﻢ ﺷـﻤﺎ‬
‫ﻲ ﺭﻭﺷﻦ ﻧﻤـﻲ ﺩﺍﺭﺩ‪ .‬ﺁﻧﮕـﺎﻩ ﺧﻮﺍﺳـﺘﺘﺎﻥ ﺍﺯ ﺁﺯﺍﺩﻱ ﻫـﻢ‬ ‫» ﻋﻘﻴﺪﻩ« ﺑﭽﻪ ﭼﻴﺰﻫﺎ ﻣﻲ ﮔﻮﻳﻴﺪ‪ .‬ﺍﻳﻦ ﻭﺍﮊﻩ ﻫﻢ ﻣﻌﻨ ِ‬
‫ﺩﺍﻧﺴﺘﻪ ﻧﻴﺴﺖ‪.‬‬
‫ﺁﻧﭽﻪ ﻣﺎ ﻣﻲ ﺩﺍﻧﻴﻢ ﻓﻬﻢ ﻭ ﺍﻧﺪﻳﺸﻪ ﺁﺯﺍﺩﺳﺖ ‪ .‬ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﻫﻴﭻ ﻛﺲ ﺭﺍ ﻧﺘﻮﺍﻥ ﻭﺍﺩﺍﺷﺖ ﻛﻪ ﻧﻔﻬﻤﺪ ﻭ ﻧﻴﻨﺪﻳﺸﺪ‬
‫ﻭﻳﺎ ﺑﻔﻼﻥ ﮔﻮﻧﻪ ﺑﻔﻬﻤﺪ ﻭ ﺑﻴﻨﺪﻳﺸﺪ‪ .‬ﺍﻳﻦ ﻧﺸﺪﻧﻴﺴﺖ‪.‬‬
‫ﻣﺎﻫﻢ ﻧﻤﻲ ﮔﻮﻳﻴﻢ ﻛﺴﻲ ﻧﻴﻨﺪﻳﺸﺪ ﻭ ﻧﻔﻬﻤﺪ ‪ ،‬ﺑﻠﻜﻪ ﻫﻤﻴﺸﻪ ﭘﺎﻓﺸﺎﺭﻱ ﻣﻲ ﻧﻤﺎﻳﻴﻢ ﻛـﻪ ﻫـﺮ ﻛـﺴﻲ ﺑﻔﻬﻤـﺪ ﻭ‬
‫ﺑﻴﻨﺪﻳﺸﺪ ﻭ ﺧﺮﺩ ﺭﺍ ﺑﻜﺎﺭ ﺍﻧﺪﺍﺯﺩ‪ .‬ﻫﻤﺔ ﻛﻮﺷﺶ ﻫﺎﻱ ﻣﺎ ﺩﺭ ﺁﻥ ﺯﻣﻴﻨﻪ ﺍﺳﺖ‪ .‬ﻣﺎ ﺑﻴﮕﻤـﺎﻧﻴﻢ ﻛـﻪ ﺍﮔـﺮ ﻣﺮﺩﻣـﺎﻥ‬
‫ﺑﻔﻬﻤﻨﺪ ﻭ ﺑﻴﻨﺪﻳﺸﻨﺪ ﻭ ﺧﺮﺩﻫﺎ ﺑﻜﺎﺭ ﺍﻓﺘﺪ ﺍﻳﻦ ﺟﺪﺍﻳﻲ ﻫﺎ ﺍﺯﻣﻴﺎﻥ ﺧﻮﺍﻫﺪ ﺭﻓﺖ‪.‬‬
‫ﻱ ﻋﻘﻴﺪﻩ ﺁﻧﺴﺖ ﻛﻪ ﻫﺮ ﻛﺴﻲ ﻫﺮ ﭘﻨﺪﺍ ِﺭ ﻏﻠﻄﻲ ﺭﺍ ﺩﺭ ﻣﻐ ِﺰ ﺧﻮﺩ ﺟﺎ ﺩﺍﺩ ﻛـﺴﻲ ﺑـﺎﻭ‬ ‫ﺖ ﺷﻤﺎ ﺍﺯ ﺁﺯﺍﺩ ِ‬
‫ﺍﮔﺮ ﺧﻮﺍﺳ ِ‬
‫ﻱ ﺩﺭﻫﻢ ﭼﻨﺎﻧﻜﻪ ﻫﺴﺖ ﺑﻤﺎﻧـﺪ ‪ ،‬ﺁﻥ‬ ‫ﺍﻳﺮﺍﺩ ﻧﮕﻴﺮﺩ ‪ ،‬ﻭ ﻣﻲ ﺧﻮﺍﻫﻴﺪ ﻛﻪ ﺍﻳﻦ ﻛﻴﺶ ﻫﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﻭ ﺑﺪ ﺁﻣﻮﺯﻳﻬﺎ ِ‬
‫ﺑﺴﻴﺎﺭ ﺑﻲ ﻣﻌﻨﻴﺴﺖ‪.‬‬
‫ﻱ ﻋﻘﻴﺪﻩ ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﺳﺪ ﺯﻳﺎﻥ ﺩﺭﭘﻲ ﺗﻮﺍﻧﺪ ﺩﺍﺷﺖ‪ .‬ﺍﺯ ﭘﻨﺪﺍﺭﻫﺎ ﻛﺮﺩﺍﺭﻫـﺎ ﭘﺪﻳـﺪ ﺧﻮﺍﻫـﺪ ﺁﻣـﺪ ﻭ ﺳـﺎﻣﺎﻥ‬ ‫ﺁﺯﺍﺩ ِ‬
‫ﺯﻧﺪﮔﻲ ﺭﺍ ﺑﻬﻢ ﺧﻮﺍﻫﺪ ﺯﺩ‪.‬‬
‫ﺑﺎ ﭼﺸﻢ ﺧﻮﺩ ﻣﻲ ﺑﻴﻨﻴﺪ ‪ :‬ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﻳﻚ ﺩﺳﺘﻪ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺗﻮﺩﻩ ﺟﺪﺍ ﮔﺮﻓﺘﻪ ﺍﻧـﺪ ﻭ ﺩﺭ ﻫـﻴﭻ ﺟﻨـﺒﺶ ﻭ‬
‫ﻛﻮﺷﺸﻲ ﻫﻤﮕﺎﻣﻲ ﻧﻤﻲ ﻧﻤﺎﻳﻨﺪ ‪ ،‬ﭼﺮﺍ ﻛﻪ ﺑﻬﺎﺋﻴﻨﺪ ﻭ ﻳﻚ ﺭﺷﺘﻪ ﭘﻨﺪﺍﺭﻫﺎﻳﻲ ﺭﺍ ﺩﺭ ﻣﻐﺰ ﺧﻮﺩ ﺟﺎ ﺩﺍﺩﻩ ﺍﻧﺪ‪ .‬ﻳﻚ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺩﺳﺘﻪ ﻣﻔﺖ ﻣﻲ ﺧﻮﺭﻧﺪ‪ .‬ﺭﻭﺯﮔﺎﺭ ﺑﺎ ﺑﻴﻜﺎﺭﻱ ﻣﻲ ﮔﺬﺭﺍﻧﻨﺪ ‪ ،‬ﭼﺮﺍ ﻛﻪ ﺻﻮﻓﻴﻨﺪ ﻭ ﻳﻚ ﺭﺷﺘﻪ ﭘﻨﺪﺍﺭﻫﺎﻳﻲ ﺩﺭ ﻣﻐـﺰ‬
‫ﻣﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺳﺘﺔ ﺍﻧﺒﻮﻫﻲ ﻣﺎﻟﻴﺎﺕ ﭘﺮﺩﺍﺧﺘﻦ ﺑﺪﻭﻟﺖ ﺭﺍ ﺣﺮﺍﻡ ﻭ ﻧﺎﻓﺮﻣﺎﻧﻲ ﺑﺎ ﻗﺎﻧﻮﻥ ﺭﺍ ﺛﻮﺍﺏ ﻣﻲ ﺷﻨﺎﺳﻨﺪ ‪ ،‬ﭼـﺮﺍ‬
‫ﻛﻪ ﺷﻴﻌﻪ ﺍﻧﺪ ﻭ ﭘﻨﺪﺍﺭﻫﺎﻳﻲ ﺭﺍ ﺑﻨﺎﻡ ﻛﻴﺶ ﺩﺭ ﻣﻐﺰ ﺁﻛﻨﺪﻩ ﺍﻧﺪ‪ ...‬ﺁﻳﺎ ﺍﻳﻨﻬـﺎ ﺁﺯﺍﺩﮔﺰﺍﺭﺩﻧﻴـﺴﺖ؟! ﺍﮔـﺮ ﺍﻳﻨﻬـﺎ ﺁﺯﺍﺩ‬
‫ﮔﺰﺍﺭﺩﻧﻴﺴﺖ ﭘﺲ ﭼﻪ ﭼﻴﺰﺳﺖ ﻛﻪ ﺁﺯﺍﺩ ﮔﺰﺍﺭﺩﻧﻲ ﻧﻴﺴﺖ؟!‬
‫ﺍﮔﺮ ﺁﺯﺍﺩﻱ ﻋﻘﻴﺪﻩ ﺑﺎﻳﻦ ﻣﻌﻨﻴﺴﺖ ﭘﺲ ﺳﻴﻒ ﺍﻟﻘﻠﻢ ﻛﻪ ﺯﻧﺎﻥ ﺭﺍ ﻣﻲ ﻛﺸﺖ ﻭ ﻋﻘﻴـﺪﻩ ﺍﺵ ﺁﻥ ﻣـﻲ ﺑـﻮﺩ ‪ ،‬ﻳـﺎ‬
‫ﺍﺻﻐﺮ ﺑﺮﻭﺟﺮﺩﻱ ﻛﻪ ﺑﭽﻪ ﻫﺎ ﺭﺍ ﻣﻲ ﻛﺸﺖ ﺷﻤﺎ ﭼﻪ ﺍﻳﺮﺍﺩﻱ ﺑﺎﻳﺸﺎﻥ ﺩﺍﺷﺘﻴﺪ؟! ﭼﺮﺍ ﺁﻧﺎﻥ ﺭﺍ ﺑﻜﻴﻔﺮ ﺭﺳﺎﻧﻴﺪﻳﺪ؟!‬
‫ﻣﻲ ﺩﺍﻧﻢ ﺧﻮﺍﻫﻴﺪ ﮔﻔﺖ ‪" :‬ﻋﻘﻴﺪﻩ ﺟﺰ ﻋﻤﻠﺴﺖ"‪ .‬ﻣﻲ ﮔﻮﻳﻢ ‪ » :‬ﻋﻤﻞ« ﻧﺘﻴﺠﺔ » ﻋﻘﻴﺪﻩ« ﻣﻲ ﺑﺎﺷـﺪ ﻭ ﺑـﺴﻴﺎﺭ‬
‫ﺷﮕﻔﺘﺴﺖ ﻛﻪ ﺷﻤﺎ ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﮔﻴﺮﻳﺪ‪.‬‬
‫ﺍﺯ ﺍﻳﻦ ﻫﻢ ﻣﻲ ﮔﺬﺭﻳﻢ‪ .‬ﺑﺴﻴﺎﺭ ﻧﻴﻚ ‪ ،‬ﻋﻘﻴﺪﻩ ﺁﺯﺍﺩﺳﺖ‪ .‬ﻭﻟﻲ ﻋﻘﻴـﺪﻩ ﺍﻱ ﻛـﻪ ﻣـﻲ ﺩﺍﺭﻳـﺪ ﺑﻴﺎﻳﻴـﺪ ﺩﻟﻴﻠﻬـﺎﻳﺶ‬
‫ﺑﮕﻮﻳﻴﺪ‪ .‬ﺑﮕﻮﻳﻴﺪ ﺗﺎ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺰ ﺑﺸﻨﻮﻧﺪ ﻭ ﺑﭙﺬﻳﺮﻧﺪ ﻭ ﭘﻴﺮﻭﻱ ﻛﻨﻨﺪ‪ .‬ﺁﻳﺎ ﻧـﻪ ﺁﻧـﺴﺖ ﻛـﻪ ﻋﻘﻴـﺪﻩ ﺑﺎﻳـﺪ ﺍﺯ ﺭﻭﻱ‬
‫ﺩﻟﻴﻞ ﺑﺎﺷﺪ؟!‬
‫ﺍﺯ ﭼﻴﺰﻫﺎﻱ ﺷﮕﻔﺘﻲ ﻛﻪ ﻣﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ﻣﻲ ﺑﻴﻨﻴﻢ ﺁﻧﺴﺖ ﻛﻪ ﺩﺭ ﺑﺮﺍﺑﺮ ﻫﺮ ﮔﺎﻣﻲ ﻛﻪ ﺩﺭ ﺭﺍ ِﻩ ﻧﻴﻜﻲ ﺗﻮﺩﻩ ﺑﺮﺩﺍﺷﺘﻪ‬
‫ﻣﻲ ﺷﻮﺩ ﻧﺎﺧﺮﺳﻨﺪﻱ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ﻭ ﺑﺪﻳﻨـﺴﺎﻥ ﺑﻬﺎﻧـﻪ ﻣـﻲ ﺁﻭﺭﻧـﺪ‪ .‬ﻭ ﺁﻧﮕـﺎﻩ ﻫﻤـﺎﻥ ﻛـﺴﺎﻥ ﻣـﻲ ﻧـﺸﻴﻨﻨﺪ ﻭ‬
‫ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﭘﺲ ﺍﻳﻦ ﻣﻤﻠﻜﺖ ﻛﻲ ﺍﺻﻼﺡ ﺧﻮﺍﻫﺪ ﺷﺪ؟! "‪ .‬ﺍﻳﻦ ﻧﻤﻮﻧﺔ ﺩﻳﮕﺮﻱ ﺍﺯ ﺑﻴﭽﺎﺭﮔﻲ ﺍﻳـﻦ ﻣﺮﺩﻣـﺴﺖ‪.‬‬
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‫ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﺑﺎ ﺁﻟﻮﺩﮔﻴﻬﺎﻳﻲ ﻛﻪ ﻣﻲ ﺩﺍﺭﻧﺪ ﺑﻤﺎﻧﻨﺪ ﻭ ﺁﻧﮕﺎﻩ ﺁﺭﺯﻭﻱ ﻧﻴﻜﻲ ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
‫ﺍﻳﻨﺠﺎ ﺟﺎ ﺩﺍﺭﺩ ﺑﺎﻳﻦ ﻧﻜﺘﻪ ﺍﺷﺎﺭﻩ ﻛﻨﻴﻢ ﻛﻪ ﺩﺭ ﻧﻮﺷﺘﻪ ﻫﺎ ﻭ ﮔﻔﺘﻪ ﻫﺎﻱ ﻛﻮﺷـﻨﺪﮔﺎﻥ ﺳﻴﺎﺳـﻲ ﻭﺍﮊﻩ ﻫـﺎ ﻭ‬
‫ﺍﺻﻄﻼﺣﺎﺗﻲ ﺑﻜﺎﺭ ﺭﻓﺘﻪ ﻛﻪ ﻣﻌﻨﻲ ﺭﻭﺷﻨﻲ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﻣﻐﺰﻫﺎ ﻧﺒﻮﺩﻩ ﻭ ﻧﻴﺴﺖ ﻭ ﻧﺎﭼﺎﺭﻳﺴﺖ ﻛﻪ ﻣـﺮﺩﻡ ﺍﺯ ﻳـﻚ‬
‫ﻲ ﺑﺎﻳﺴﺘﻪ ﺑﺪﺳﺖ ﻧﻤﻲ ﺁﻳﺪ‪ .‬ﺍﻳـﻦ‬ ‫ﻭﺍﮊﻩ ﺍﻱ ﻫﺮﻳﻚ ﻣﻌﻨﻲ ﺩﻳﮕﺮﻱ ﺑﻔﻬﻤﻨﺪ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺁﻥ ﻫﻢ ﺍﻧﺪﻳﺸﻲ ﻭ ﻳﮕﺎﻧﮕ ِ‬
‫ﻢ ﻧﺎﺭﻭﺷﻦ ﻫﺮﻳﻚ ﺷﺎﺧﻪ ﺍﻱ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﭘﺪﻳﺪ ﺁﻭﺭﺩﻩ‪ .‬ﮔﺎﻩ ﻳﻚ ﻭﺍﮊﻩ ﺟﺎﻳﮕﺎﻫﻲ ﺑﻠﻨﺪ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﻳﻚ‬ ‫ﻣﻔﺎﻫﻴ ِ‬
‫ﺩﺳﺘﻪ ﺩﺍﺷﺘﻪ ﻭﻟﻲ ﺍﺯ ﺩﻳﺪﺓ ﺩﺳﺘﺔ ﺩﻳﮕﺮ ﺟﺰ ﺩﺷﻨﺎﻡ ﺷـﻤﺮﺩﻩ ﻧﻤـﻲ ﺷـﺪﻩ‪ .‬ﻫﻤـﻴﻦ ﻟﻐـﺰﺵ ﺑﻈـﺎﻫﺮ ﻛﻮﭼـﻚ‬
‫ﺳﺮﭼﺸﻤﺔ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻛﺸﺎﻛﺸﻬﺎ ﻭ ﭘﻴﻜﺎﺭﻫﺎﻱ ﻣـﺮﺩﻡ ﻭ ﻫﻤﭽﻨـﻴﻦ ﻛﻮﺷـﻨﺪﮔﺎﻥ ﺑـﺎ ﻳﻜـﺪﻳﮕﺮ ﺑـﻮﺩﻩ‪ .‬ﺍﺯ ﺍﻳـﻦ‬
‫ﻭﺍﮊﻩ ﻫﺎﻳﻨﺪ ‪ :‬ﭼﭙﻲ ﻭ ﺭﺍﺳﺘﻲ ‪ ،‬ﺧﺮﺩﻩ ﺑﻮﺭﮊﻭﺍﺯﻱ ‪ ،‬ﺟﺒﺮ ﺗﺎﺭﻳﺦ ‪ ،‬ﺧﻮﺩﻛﻔﺎﻳﻲ ‪ ،‬ﺍﻳـﺪﻩ ﺁﻟﻴـﺴﻢ ‪ ،‬ﻧﺎﺳﻴﻮﻧﺎﻟﻴـﺴﻢ ‪،‬‬
‫ﺍﻧﺘﺮﻧﺎﺳﻴﻮﻧﺎﻟﻴﺴﻢ ‪ ،‬ﺁﺯﺍﺩﻱ ﻋﻘﻴﺪﻩ ‪ ،‬ﻟﻴﺒﺮﺍﻝ ‪ ،‬ﺿﺪﺍﻧﻘﻼﺏ ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﺪﻧﻲ ‪ ،‬ﺗﺴﺎﻫﻞ ﻭ ﺗـﺴﺎﻣﺢ ‪ ،‬ﺗﻜﺜﺮﮔﺮﺍﻳـﻲ ‪،‬‬
‫ﻣﺮﺩﻣﺴﺎﻻﺭﻱ ﺩﻳﻨﻲ ‪ ،‬ﻋﺪﺍﻟﺖ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ‪... .‬‬
‫ﻛﺴﺮﻭﻱ ﺑﺎ ﺯﺑﺎﻧﻲ ﺳﺎﺩﻩ ﻭ ﺭﺳﺎ ‪ ،‬ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﻫﺮﻳﻚ ﺍﺯ ﺍﺻﻄﻼﺣﺎﺗﻲ ﻛﻪ ﺩﺭ ﻧﻮﺷـﺘﻪ ﻫـﺎﻳﺶ ﺑﻜـﺎﺭ ﺑـﺮﺩﻩ‬
‫ﺷﺮﺡ ﺟﺎﻣﻌﻲ ﺩﺍﺩﻩ ﻭ ﺑﺪﻳﻨﺴﺎﻥ ﺟﻠﻮﻱ ﻟﻐﺰﺷﻬﺎ ﺭﺍ ﮔﺮﻓﺘـﻪ‪ .‬ﻓﺮﻫﻨـﮓ ‪ ،‬ﺩﻳـﻦ ‪ ،‬ﻛـﻴﺶ )ﻣـﺬﻫﺐ( ‪ ،‬ﺍﺩﺑﻴـﺎﺕ ‪،‬‬
‫ﻓﻠﺴﻔﻪ ﻭ ﻓﻴﻠﺴﻮﻑ ‪ ،‬ﺑﺰﺭﮒ ﻭ ﺑﺰﺭﮔﻲ ‪ ،‬ﺗﻤﺪﻥ ‪ ،‬ﻣﺸﺮﻭﻃﻪ ‪ ،‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺍﺯ ﺍﻳﻦ ﻭﺍﮊﻩ ﻫﺎ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻨـﺴﺖ‬
‫ﺧﻮﺍﻧﻨﺪﻩ ﻫﺮ ﺍﺻﻄﻼﺣﻲ ﺭﺍ ﺑﺒﻴﻨﺪ ﺷﺮﺣﺶ ﺭﺍ ﻧﻴﺰ ﺩﺭ ﻧﻮﺷﺘﻪ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺍﻳﻦ ﻳﻚ ﺑﺮﺟﺴﺘﮕﻲ ﺁﻥ ﻧﻮﺷﺘﻪ ﻫﺎﺳﺖ‬
‫ﻲ ﻣﻮﺿﻮﻋﺎﺕ ﺩﻳﻮﺍﺭﻱ ﻧﻴـﺴﺖ ﻭ ﺍﻭ ﻫـﺮ ﺍﺻـﻄﻼﺣﻲ ﺭﺍ ﻛـﻪ ﻣـﻲ ﺧﻮﺍﻧـﺪ ﺑﺪﺭﺳـﺘﻲ‬ ‫ﻛﻪ ﻣﻴﺎﻥ ﺧﻮﺍﻧﻨﺪﻩ ﻭ ﻣﻌﻨ ِ‬
‫ﻣﻌﻨﺎﻳﺶ ﺭﺍ ﻣﻲ ﺩﺍﻧﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫‪۷‬ـ ﭘﻴﺶ ﻧﻴﺎﺯ ﻫﺎﻱ ﺩﻣﻮﻛﺮﺍﺳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‬


‫ﺁﺩﻣﻲ ﻫﻤﻴﺸﻪ ﺍﻧـﺪﺍﺯﻩ ﺍﻱ ﺍﺯ ﺁﺯﺍﺩﻱ ﺩﺭ ﺍﻧﺘﺨـﺎﺏ ﺩﺍﺭﺩ‪ .‬ﺍﻧﺘﺨـﺎﺏ ﺩﺭ ﺧـﻮﺭﺩﻥ ‪ ،‬ﺩﺭ ﺟـﺎﻱ ﺯﻧـﺪﮔﻲ ‪ ،‬ﺩﺭ‬
‫ﺩﻭﺳﺘﻲ ﻭ ﻫﻤﻨﺸﻴﻨﻲ ﺑﺎ ﻛﺴﺎﻥ ‪ ،‬ﺩﺭ ﺑﺮﻧﺎﻣﺔ ﺯﻧﺪﮔﻲ ‪ ،‬ﺩﺭ ﺧﺮﻳـﺪ ﻭ ﻧـﻮ ِﻉ ﺷـﻐﻞ ﻭ ﺩﻳﮕـﺮ ﭼﻴﺰﻫـﺎ‪ .‬ﻫﻤﭽﻨـﻴﻦ‬
‫ﺁﺯﺍﺩﺳﺖ ﻫﺮ ﺭﺍﻫﻲ ﺭﺍ ﺩﺭ ﺯﻧﺪﮔﻲ ﺑﺮﮔﺰﻳﻨﺪ‪ .‬ﻟﻴﻜﻦ ﺁﺯﺍﺩﻱ )ﺍﺧﺘﻴﺎﺭ( ﭘﺲ ﺍﺯ ﺍﻧﺘﺨﺎﺏ ﭘﺎﻳﺎﻥ ﻣﻲ ﭘﺬﻳﺮﺩ ﻭ ﺭﺷـﺘﺔ‬
‫ﺖ ﻣﺎ ﻧﻴﺴﺖ ﺯﻳﺮﺍ ﻛﺮﺩﺍﺭ ﻭ ﻧﺘﻴﺠﺔ ﺁﻥ ﻫﻤﻴﺸﻪ ﺑﺎﻫﻤﻨﺪ ﻭ ﺟﺪﺍ ﺷﺪﻧﻲ ﻧﻴﺴﺘﻨﺪ‪.‬‬ ‫ﻛﺎﺭ ﺩﻳﮕﺮ ﺩﺭ ﺩﺳ ِ‬
‫ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﻣﺎ ﺩﺭ ﺍﻳﻦ ﺍﻧﺘﺨﺎﺏ ﺁﺯﺍﺩﻳﻢ ﻛﻪ ﺑﻪ ﺩﻳﻮﺍﺭﺓ ﮔﺪﺍﺧﺘﺔ ﻳﻚ ﺑﺨﺎﺭﻱ ﺩﺳﺖ ﺑﺰﻧﻴﻢ‪ .‬ﻭﻟﻲ ﻧﺘﻴﺠـﺔ ﺁﻥ‬
‫ﺩﻳﮕﺮ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻣﺎ ﻧﻴﺴﺖ‪ .‬ﻧﺘﻴﺠﺔ ﺁﻧﺮﺍ ﻗﺎﻧﻮﻧﻬﺎﻱ ﻃﺒﻴﻌﺖ ﺗﻌﻴﻴﻦ ﻣﻲ ﻛﻨﺪ‪ .‬ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﻫﺮﭼـﻪ ﭘـﻮﻝ ﺩﺍﺭﻳـﻢ‬
‫ﺑﺮﺍﻱ ﺗﻔﺮﻳﺢ ﻭ ﺧﻮﺷﻲ ﻭ ﻣﻬﻤﺎﻧﻴﻬﺎ ﺻﺮﻑ ﻛﻨﻴﻢ ﻭﻟﻲ ﻓﺮﺟﺎﻡ ﭼﻨﻴﻦ ﺭﻭﺷﻲ ﻛﻪ ﻛﻤﺒﻮﺩ ﭘـﻮﻝ ﺑـﺮﺍﻱ ﻧﻴﺎﺯﻫـﺎﻱ‬
‫ﺩﻳﮕﺮ ﻭﻳﺎ ﺗﻨﮕﺪﺳﺘﻲ ﻭ ﻭﺍﻣﺨﻮﺍﻫﻲ ﻭ ﺑﻲ ﺍﻋﺘﺒﺎﺭ ﮔﺸﺘﻦ ﻭ ﺩﻳﮕﺮ ﭼﻴﺰﻫﺎﺳـﺖ ‪ ،‬ﺩﻳﮕـﺮ ﺩﺭ ﺩﺳـﺖ ﻣـﺎ ﻧﻴـﺴﺖ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺍﻧﺘﺨﺎﺏ ﻛﻨﻴﻢ ﻛﻪ ﻫﻴﭽﮕﻮﻧﻪ ﺗﺼﻤﻴﻤﻲ ﻧﮕﻴﺮﻳﻢ‪ .‬ﺁﻧﭽﻪ ﻫﺴﺖ ﺭﺍ ﺧﻮﺵ ﺩﺍﻧﺴﺘﻪ ﻫﻤـﺎﻥ‬
‫ﺭﻭﺵ ﺯﻧﺪﮔﻲ ﺭﺍ ﺍﺩﺍﻣﻪ ﺩﻫﻴﻢ ﻭﻟﻲ ﺍﻳﻨﻜﻪ ﭼﻪ ﺧﻮﺍﻫﺪ ﺷﺪ ‪ ،‬ﺩﻳﮕﺮ ﺑﻘﺎﻧﻮﻥ ﻫﺎﻱ ﻃﺒﻴﻌـﺖ ﻭ ﺍﺟﺘﻤـﺎﻉ ﺑـﺴﺘﮕﻲ‬
‫ﺩﺍﺭﺩ ‪ .‬ﺑﺪﻳﮕﺮ ﭼﻴﺰﻫﺎ ﺑﺴﺘﮕﻲ ﻧﺪﺍﺭﺩ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺍﮔﺮ ﻣﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺂﻧﭽﻪ ﻫﺴﺖ ﺧﻮﺷﻨﻮﺩﻳﻢ ‪ ،‬ﺩﻳﮕﺮ ﺟﺎﻱ ﻫﻴﭻ ﮔﻠﻪ ﻭ ﺑﺤﺜﻲ ﻧﻴﺴﺖ‪ .‬ﻛﺸﻮﺭ ﺑﺪﺑﺨﺖ‬
‫ﻭ ﺩﺭﻣﺎﻧﺪﻩ ﺩﺭ ﺟﻬﺎﻥ ﺑﺴﻴﺎﺭﺳﺖ‪ .‬ﺑﺠﺎﻱ ﮔﻠﻪ ﻭ ﻧﺎﻟﻪ ﻣﻲ ﺗﻮﺍﻥ ﺧﻮﺩ ﺭﺍ ﺑـﺎ ﺁﻧﻬـﺎ ﻣﻘﺎﻳـﺴﻪ ﻛـﺮﺩ ﻭ ﺍﺯ ﺍﻳﻨﻜـﻪ ﺁﻥ‬
‫ﺍﻧﺪﺍﺯﻩ ﺑﻴﻨﻮﺍ ﻧﻴﺴﺘﻴﻢ ﺷﺎﺩﻣﺎﻥ ﺷﺪ‪ .‬ﻣـﻲ ﺗـﻮﺍﻥ ﺣﺘﹼـﺎ ﺩﻝ ﺧـﻮﺵ ﺩﺍﺷـﺖ ﻛـﻪ ﺩﻳﮕـﺮ ﺩﺭ ﺷـﻤﺎ ِﺭ ﻛـﺸﻮﺭﻫﺎﻱ‬
‫ﻝ ﮔﺬﺷـﺘﻪ ‪ ،‬ﺑـﻴﺶ ﺍﺯ ﺑﻴـﺴﺖ‬ ‫ﺍﺳﺘﺒﺪﺍﺩﻱ ﻧﻴﺴﺘﻴﻢ ‪ ،‬ﺩﻣﻮﻛﺮﺍﺳﻲ ﺩﺍﺭﻳﻢ ‪ ،‬ﻣﺠﻠﺲ ﺩﺍﺭﻳﻢ‪ .‬ﺩﺭ ﺍﻳـﻦ ﺳـﻲ ﺳـﺎ ِ‬
‫ﺕ ﺑﺮﮔﺰﺍﺭ ﻛﺮﺩﻩ ﺍﻳﻢ‪ ٥ .‬ﻣﻲ ﺗﻮﺍﻥ ﺩﻝ ﺧﻮﺵ ﺩﺍﺷﺖ ﺑﺎﻳﻨﻜﻪ ﻧﻔﺖ )ﻭ ﮔﺎﺯ( ﺩﺍﺭﻳـﻢ ﻭ ﻫـﺮ ﭼـﻪ ﺑﺨـﻮﺍﻫﻴﻢ‬ ‫ﺍﻧﺘﺨﺎﺑﺎ ِ‬
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‫ﻣﻲ ﺧﺮﻳﻢ‪.‬‬
‫ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺣﺘﻲ ﺑﺨﻮﺩ ﺑﺒﺎﻟﻴﻢ‪ .‬ﺑﺎﻳﻦ ﺑﺒﺎﻟﻴﻢ ﻛﻪ "ﺩﻳﮕﺮﺍﻥ ﺍﮔﺮ ﺩﺭ ﻣﺎﺩ‪‬ﻳﺎﺕ ﺟﻠﻮ ﺍﻓﺘﺎﺩﻩ ﺍﻧـﺪ ‪ ،‬ﺩﺭ ﻣﻌﻨﻮﻳـﺎﺕ‬
‫ﺖ ﻛﻨـﻮﻧﻲ ﺧـﻮﺩ ‪ ،‬ﭼﻴـﺰﻱ ﺑـﺮﺍﻱ ﺑﺎﻟﻴـﺪﻥ ﻧﻴـﺎﻓﺘﻴﻢ ‪،‬‬ ‫ﻫﺮﮔﺰ ﺑﻪ ﮔﹶﺮﺩ ﻣﺎ ﻧﺨﻮﺍﻫﻨﺪ ﺭﺳﻴﺪ"‪ .‬ﺍﮔـﺮ ﺩﺭ ﺳﺮﮔﺬﺷـ ِ‬
‫ﻥ ﺩﺭﺧﺸﺎﻧﻲ ﻛﻪ ﺩﺍﺷﺘﻪ ﺍﻳﻢ ﺑﺒـﺎﻟﻴﻢ‪ .‬ﻣـﻲ ﺗـﻮﺍﻧﻴﻢ ﺑﺎﺩﺑﻴﺎﺗﻤـﺎﻥ‬ ‫ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﻨﺸﻴﻨﻴﻢ ﻭ ﺑﮕﺬﺷﺘﺔ ﺍﻳﺮﺍﻥ ﻭ ﺗﻤ ‪‬ﺪ ِ‬
‫ﺑﺒﺎﻟﻴﻢ ﻛﻪ ﺍﺯ ﺭﻭﻳﻬﻤﺮﻓﺘﺔ ﻫﻤﺔ ﻛﺸﻮﺭﻫﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﺑﻴﺸﺘﺮ ﺩﻳﻮﺍﻥ ﻭ ﺷﺎﻋﺮ ﺩﺍﺷﺘﻪ ﺍﻳﻢ ﻭ ﺩﻝ ﺧﻮﺵ ﺩﺍﺭﻳﻢ ﻛـﻪ‬
‫ﻫﻨﻮﺯ ﻫﻢ ﻣﺎ ﺭﺍ ﺑﺎ ﺁﻧﻬﺎ ﻣﻲ ﺷﻨﺎﺳﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻝ ﺍﺧﺘﻴﺎﺭ ﺁﻳﻨﺪﻩ ﺭﺍ ﺩﺭ ﺩﺳﺖ ﺧﻮﺩ ﻧﮕﺮﻓﺘﻪ ﺍﻳﻢ‪ .‬ﺑﮕﻔﺘﺔ ﺩﻳﮕـﺮ‬
‫ﺖ ﭘﻴﺸﺂﻣﺪ ﻫﺎ ﺳﭙﺮﺩﻩ ﺍﻳﻢ‪ .‬ﭘﻴﺸﺎﭘﻴﺶ ﺍﻋﻼﻡ ﻛﺮﺩﻩ ﺍﻳﻢ ﻛﻪ ﺑﺂﻧﭽﻪ ﭘﻴﺶ ﺧﻮﺍﻫﺪ ﺁﻣﺪ ﺧﺸﻨﻮﺩﻳﻢ‪.‬‬ ‫ﺧﻮﺩ ﺭﺍ ﺑﺪﺳ ِ‬
‫ﻟﻴﻜﻦ ﺍﮔﺮ ﺣﺎﻝ ﻛﻨﻮﻧﻲ ﺭﻧﺞ ﺁﻭﺭ ﻭ ﺍﻧﺪﻭﻫﺒﺎﺭ ﻭ ﺁﻳﻨﺪﻩ ﻧﻴﺰ ﺑﻴﻢ ﺁﻭﺭﺳﺖ ﻭ ﺍﻧﺘﺨﺎﺏ ﻣﺎ ﺁﻧـﺴﺖ ﻛـﻪ ﻣﻨﺘﻈـﺮ‬
‫ﭘﻴﺸﺂﻣﺪﻫﺎ ﻧﺸﻮﻳﻢ ﻭ ﺍﺧﺘﻴﺎﺭ ﺁﻳﻨﺪﻩ ﺭﺍ )ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻣﻲ ﺷﻮﺩ( ﺩﺭﺩﺳﺖ ﮔﻴﺮﻳﻢ ‪ ،‬ﺑﺎﻳﺪ ﺑـﺪﺍﻧﻴﻢ ﻛـﻪ ﺍﻳـﻦ ﻛـﺎﺭ‬
‫ﺷﺪﻧﻴﺴﺖ ﻭ ﻫﺮ ﭼﻪ ﺩﺭ ﺑﺪﺳﺖ ﮔﺮﻓﺘﻦ ﺁﻥ ‪ ،‬ﺧﻮﺍﺳﺖ ﻭ ﻓﻬﻢ ﻭ ﺍﻧﺪﻳﺸﻪ ﺑﻴﺸﺘﺮ ﺑﻜﺎﺭ ﺑ‪‬ﺮﻳﻢ ﻭ ﻗﺎﻧﻮﻧﻬﺎﻱ ﺍﺟﺘﻤﺎﻉ‬
‫)ﺣﻘﺎﻳﻖ( ﺭﺍ ﺑﻬﺘﺮ ﺑﺪﺍﻧﻴﻢ ‪ ،‬ﺍﺧﺘﻴﺎﺭ ﻛﺎﺭﻫﺎﻳﻤﺎﻥ ﺭﺍ ﺑﻴﺸﺘﺮ ﺧﻮﺍﻫﻴﻢ ﺩﺍﺷﺖ ﻭ ﺑﺪﻳﻨﺴﺎﻥ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺑﺎﺭﺯﺵ ﺧـﻮﺩ‬
‫ﻧﻴﺰ ﺧﻮﺍﻫﻴﻢ ﺍﻓﺰﻭﺩ‪ .‬ﺍﻳﻦ ﻣﺴﺆﻟﻴﺖ ﺑﮕﺮﺩﻥ ﮔﺮﻓﺘﻨﺴﺖ‪ .‬ﺍﻳﻦ ﺷﺎﻳﺴﺘﺔ ﻣﺮﺩﻡ ﺍﻳﻦ ﺭﻭﺯﮔﺎﺭﺳﺖ‪.‬‬
‫ﺖ ﺧﻮﺩﻛﺎﻣﻪ ‪ ،‬ﻣﺮﺩﻡ ﻣﺴﺆﻟﻴﺘﻲ ﺩﺭ ﺣﻜﻮﻣﺖ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺑﺮﻋﻜﺲ ﺩﺭ ﺣﻜﻮﻣﺖ ﺩﻣﻮﻛﺮﺍﺳـﻲ ﻣـﺮﺩﻡ‬ ‫ﺩﺭ ﺣﻜﻮﻣ ِ‬
‫ﻭﻇﻴﻔﻪ ﺩﺍﺭﻧﺪ ﺑﻜﺎ ِﺭ ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ﺑﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﻣﺮﺩﻡ ﺩﺭ ﺣﻜﻮﻣﺖ ﻣﺸﺮﻭﻃﻪ )ﺩﻣﻮﻛﺮﺍﺳﻲ( ﻫﻤﭽﻮﻥ ﺍﻓﺮﺍﺩ ﻳـﻚ‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺍﻧﺪ‪ .‬ﺩﺭ ﻳﻚ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻨﻴﺎ ِﺩ ﺯﻧﺪﮔﺎﻧﻲ ﺑﺮﻭﻱ ﻫﻤﺪﺳﺘﻲ ﻭ ﻧﻴﻜﺨﻮﺍﻫﻴﺴﺖ‪ .‬ﺩﺭ ﻳﻚ ﺧﺎﻧﻮﺍﺩﻩ ﻫﻤـﻪ ﺑﺎﻳـﺪ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺩﺭﺑﻨ ِﺪ ﻛﺎﺭﻫﺎﻱ ﺁﻥ ﺧﺎﻧﻪ ﺑﺎﺷﻨﺪ ‪ :‬ﻫﻤﻪ ﺑﺎﻳﺪ ﺑﺎﻣﻨﻴﺖ ﺁﻥ ﺧﺎﻧـﻪ ﻫـﻮﺵ ﮔﻤﺎﺭﻧـﺪ ‪ ،‬ﺑﭙـﺎﻛﻴﺰﮔﻲ ﻭ ﺁﺭﺍﺳـﺘﮕﻴﺶ‬
‫ﻛﻮﺷﻨﺪ ‪ ،‬ﺟﻠﻮﻱ ﺧﺮﺍﺑﻴﻬﺎ ﺭﺍ ﺑﮕﻴﺮﻧﺪ‪ .‬ﺑﺎﻳﺪ ﺳﺘﻮﺩﻩ ﺧﻮﻳﻲ ﺩﺭ ﭘﻴﺶ ﮔﻴﺮﻧﺪ ﻛﻪ ﺁﺯﺍﺭ ﻭ ﺳﺘﻤﻲ ﺑﺪﻳﮕﺮﺍﻥ ﻧﺮﺳﺪ ﻭ‬
‫ﺭﻧﺠﺶ ﻫﺮ ﭼﻪ ﻛﻤﺘﺮ ﮔﺮﺩﺩ ﺑﻠﻜﻪ ﻫﺮﻛﺲ ﺑﻜﻮﺷﺪ ﺗﺎ ﺩﻳﮕﺮ ﺍﻓﺮﺍﺩ ﺧﺎﻧﻮﺍﺩﻩ ﻫﻢ ﺍﺯ ﺧﻮﺷﻴﻬﺎ ﺑﻬﺮﻩ ﻣﻨـﺪ ﮔﺮﺩﻧـﺪ‪.‬‬
‫ﺑﺪﻳﮕﺮ ﺳﺨﻦ ﺑﺎﻳﺪ ﺑﺎ ﻫﻢ ﻣﻬﺮﺑﺎﻥ ﺑﺎﺷﻨﺪ‪ .‬ﺩﺭ ﺗﺪﺍﺭﻙ ﻧﻴﺎﺯﻣﻨﺪﻳﻬﺎ ﺩﺳﺖ ﺑﻬﻢ ﺩﺍﺩﻩ ﻫﺮ ﻳﻚ ﮔﻮﺷﻪ ﺍﻱ ﺍﺯ ﻛﺎﺭ ﺭﺍ‬
‫ﮔﻴﺮﻧﺪ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﻫﻢ ﺧﻮﺩ ﺍﺯ ﺁﺳﺎﻳﺶ ﺑﻬﺮﻩ ﻳﺎﺏ ﮔﺮﺩﻧﺪ ﻭ ﻫﻢ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺑﻬﺮﻩ ﻣﻨﺪ ﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﺑﺎ ﺁﻧﻜـﻪ ﺍﻓـﺮﺍﺩ‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺩﺭ ﻛﺎﺭﻫﺎﻱ ﻓﺮﺩﻱ ﺁﺯﺍﺩﻳﻬﺎ ﻭ ﺟﺪﺍﺳﺮﻱ )ﺍﺳﺘﻘﻼﻝ( ﻫـﺎﻳﻲ ﺩﺍﺭﻧـﺪ ‪ ،‬ﺑـﺎ ﺍﻳﻨﻬﻤـﻪ ﻫﻤـﻪ ﺑﺎﻳـﺪ ﺍﺯ ﻳـﻚ‬
‫ﺖ ﻫﻤﮕﺎﻧﻲ ﭘﻴﺮﻭﻱ ﻛﻨﻨﺪ ﻛﻪ ﺁﻥ ﻫﻤﺎﻧﺎ ﺯﻧﺪﮔﺎﻧﻲ ﺑﺮ ﭘﺎﻳﺔ ﻫﻤﺪﺳﺘﻲ ﻭ ﻧﻴﻜﺨﻮﺍﻫﻲ ﺍﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﺁﺭﻣﺎ ِ‬
‫ﻥ‬ ‫ﺧﻮﺍﺳ ِ‬
‫ﻥ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻴـﺸﺘﺮ ‪ ،‬ﺁﺳـﺎﻳﺶ ﻭ‬ ‫ﻫﻤﺔ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎ ﺑﺎﺷﺪ‪ .‬ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺩﺭ ﻳﻚ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺮﭼﻪ ﺑﺎﻭ ِﺭ ﺍﻓﺮﺍﺩ ﺑﺂﺭﻣﺎ ِ‬
‫ﺷﺎﺩﻣﺎﻧﻴﺸﺎﻥ ﺑﻴﺸﺘﺮ‪ .‬ﻫﺮﭼﻪ ﺑﺎﻭﺭﺷﺎﻥ ﺑﺂﻥ ﺍﺳﺘﻮﺍﺭﺗﺮ ‪ ،‬ﻫﻤﺪﺳﺘﻲ ﻭ ﻳﮕﺎﻧﮕﻴﺸﺎﻥ ﻧﻴﺰ ﺑﻴﺸﺘﺮ ﮔﺮﺩﺩ‪.‬‬
‫ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﻳﻚ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻠﻜﻪ ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﺩﺭ ﻳﻚ ﺷﺮﻛﺖ ﻭﻳﺎ ﻳﻚ ﺳﺎﺯﻣﺎﻥ ﻧﻴـﺰ ﭼﻨﻴﻨـﺴﺖ‪ .‬ﺳﺎﻟﻬﺎﺳـﺖ‬
‫ﻦ ( ﺷـﺮﻛﺖ ﺑـﺎﻭﺭِ ﺍﺳـﺘﻮﺍﺭﺗﺮﻱ‬ ‫ﻥ )ﻳﺎ ﺁﻳـﻴ ِ‬
‫ﺷﺮﻛﺘﻬﺎ ﺩﺭ ﺳﺮﺍﺳﺮ ﺟﻬﺎﻥ ﺩﺭﻳﺎﻓﺘﻪ ﺍﻧﺪ ﻛﻪ ﻫﺮ ﭼﻪ ﻛﺎﺭﻛﻨﺎﻥ ﺑﺂﺭﻣﺎ ِ‬
‫ﺩﺍﺭﻧﺪ ‪ ،‬ﻛﺎﺭﻫﺎﺷﺎﻥ ﻫﻤﺴﻮ ﻭ ﻧﻴﺮﻭﺑﺨﺶ ﺗﺮ ﻭ ﻫﺮ ﭼﻪ ﺑﺎﻭﺭﺷﺎﻥ ﺳﺴﺖ ﺗﺮ ‪ ،‬ﻛﺎﺭﻫﺎﺷﺎﻥ ﻧﺎﻫﻤﺴﻮ ﻭ ﻧﺎﻫﻤﺎﻫﻨﮕﺘﺮ‬
‫ﻣﻲ ﮔﺮﺩﺩ ﻭ ﺍﺯ ﺑﻬﺮﻩ ﻭﺭﻱ ﻣﻲ ﻛﺎﻫﺪ‪.‬‬
‫ﺗﻮﺩﻩ ﺍﻱ ﻛﻪ ﺷﻴﻮﺓ ﺩﻣﻮﻛﺮﺍﺳﻲ ﺭﺍ ﺑﺮﺍﻱ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﺑﺮﮔﺰﻳﺪﻩ ﻧﻴﺰ ﺑﺎﻳﺪ ﻫﻤـﺎﻥ ﮔﻮﻧـﻪ ﺭﻓﺘـﺎﺭ ﻛﻨـﺪ‪ .‬ﺑـﺎﻳﻦ‬
‫ﻥ ﻣﺸﺘﺮﻛﻲ ﺑﺪﺍﺭﺩ ﻛـﻪ ﻫﻤﺎﻧـﺎ ﻭﻓـﺎﺩﺍﺭﻱ ﺑﻜـﺸﻮﺭ ‪ ،‬ﭘﺎﻳﺒﻨـﺪﻱ‬ ‫ﻣﻌﻨﻲ ﻛﻪ ﺩﺭ ﮔﺎﻡ ﻧﺨﺴﺖ ‪ ،‬ﺁﻥ ﺗﻮﺩﻩ ﺑﺎﻳﺪ ﺁﺭﻣﺎ ِ‬
‫ﺑﺪﻣﻮﻛﺮﺍﺳﻲ ﻭ ﺁﻳﻴﻦ ﺯﻧﺪﮔﺎﻧﻲِ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺳﺖ‪ .‬ﺩﺭ ﻳﻚ ﻛﺸﻮﺭ ﻫﺮ ﻛﺴﻲ ﺑﺎﻳﺪ ﻭﻇﻴﻔﻪ ﻫﺎﻳﺶ ﺭﺍ ﺩﺭ ﺑﺮﺍﺑ ِﺮ ﺗﻮﺩﻩ‬
‫ﺑﺪﺍﻧﺪ ﻭ ﺑﺂﻧﻬﺎ ﺭﻓﺘﺎﺭ ﻛﻨﺪ ﻭ ﺍﻳﻦ ﭘﻴﺮﻭﻱ ﺍﺯ ﺁﻳﻴﻦ ﺯﻧﺪﮔﺎﻧﻲ ﺍﺟﺘﻤﺎﻋﻴﺴﺖ‪ .‬ﺩﺭ ﻳﻚ ﺗﻮﺩﻩ ﻫﺮ ﭼﻪ ﭘﻴﺮﻭﻱ ﺍﺯ ﺁﻳﻴﻦ‬
‫ﺍﺟﺘﻤﺎﻋﻲ ﺑﻴﺸﺘﺮ ﻭ ﺧﻮﺍﺳﺖ ﻫﺎﻱ ﻣﺮﺩﻡ ﺑﻬﻢ ﻧﺰﺩﻳﻜﺘﺮ ﺑﺎﺷﺪ ‪ ،‬ﻫﻤﺪﺳﺘﻲ ﻭ ﺑﺎﻫﻤﻲ ﻣـﺆﺛﺮﺗﺮ ﻭ ﻛﺎﺭﻫـﺎ ﺁﺳـﺎﻧﺘﺮ‬
‫ﺍﻧﺠﺎﻡ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﻳﻚ ﺑﻨﺪ ﺍﺯ ﺁﻥ ﺁﻳﻴﻦ ﺍﺟﺘﻤﺎﻋﻲ ﺍﻳﻨﺴﺖ ‪:‬‬
‫ﺩﺭ ﻳﻚ ﺗﻮﺩﻩ ‪ ،‬ﻫﺮ ﻛﺴﻲ ﺑﺎﻳﺪ ﻧﻪ ﺗﻨﻬﺎ ﭘﺮﻭﺍﻱ ﺧﻮﺩ ‪ ،‬ﭘﺮﻭﺍﻱ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺰ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﻫﺮ ﻛﺎﺭﻱ ﻛـﻪ ﻣـﻲ ﻛﻨـﺪ‬
‫ﻱ‬
‫ﻥ ﺯﻧـﺪﮔﻲ ﺧﺮﺳﻨﺪﻳـﺴﺖ ﻭ ﺧﺮﺳـﻨﺪ ِ‬ ‫ﺳﻮﺩ ﺗﻮﺩﻩ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﺩ‪ .‬ﺳﻮﺩ ﺧﻮﺩ ﺍﻭ ﻧﻴﺰ ﺩﺭ ﺍﻳﻨـﺴﺖ‪ .‬ﭼـﻪ ﺁﺭﻣـﺎ ِ‬
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‫ﻫﺮﻛﺴﻲ ﺟﺰ ﺩﺭ ﺧﺮﺳﻨﺪﻱ ﻫﻤﮕﺎﻥ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﻣﻲ ﺗﻮﺍﻥ ﭘﺮﺳﻴﺪ ‪ :‬ﺁﻳﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ‪ ،‬ﭼﻨﻴﻦ ﺭﻓﺘﺎﺭﻱ ﻣﻲ ﺑﻴﻨﻴﻢ؟! ﺁﻳﺎ ﺍﻓﺮﺍﺩ ﺩﺭ ﻛﺎﺭﻫﺎﺷﺎﻥ ﭘﺮﻭﺍﻱ ﻫﻢ‬
‫ﻣﻴﻬﻨﺎﻧﺸﺎﻥ ﺭﺍ ﺩﺍﺭﻧﺪ؟! ﺁﻳﺎ ﻣﺮﺩﻡ ـ ﮔﻴﺮﻳﻢ ﻛـﻪ ﮔﻨـﺎﻩ ﻫﻤـﺔ ﺩﺷـﻮﺍﺭﻳﻬﺎ ﺑﮕـﺮﺩﻥ ﺩﻭﻟـﺖ ﺑﺎﺷـﺪ ـ ﺑـﺎ ﻳﻜـﺪﻳﮕﺮ‬
‫ﻥ ﻛﺸﻮﺭﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺁﻧﻬﺎ ﺩﻣﻮﻛﺮﺍﺳﻲ ﭘﺎﮔﺮﻓﺘﻪ ‪ ،‬ﺑﺎ ﻫﻢ ﻫﻤﺎﻧﮕﻮﻧﻪ ﺭﻓﺘﺎﺭ ﻣﻲ ﻛﻨﻨﺪ ﻛـﻪ‬ ‫ﻣﻬﺮﺑﺎﻧﻨﺪ؟! ﺁﻳﺎ ﻣﺮﺩﻣﺎ ِ‬
‫ﻣﺎ ﻣﻲ ﻛﻨﻴﻢ؟! ﭘﺎﺳﺦ ﺍﻳﻨﻬﺎ ﺭﺍ ﻫﻤﻪ ﻣﻲ ﺩﺍﻧﻨﺪ‪.‬‬
‫ﺭﺍﺳﺘﻲ ﺁﻧﺴﺖ ﻛﻪ ﺑﺎﻭﺭﻫﺎﻱ ﻣﺮﺩ ِﻡ ﺁﻥ ﻛﺸﻮﺭﻫﺎ ﺍﺯ ﺑﺎﻭﺭﻫﺎﻱ ﻣﺮﺩﻡ ﻣﺎ ﺟﺪﺍﺳﺖ ﻭ ﻧﺘﻴﺠﻪ ﺁﻧﻜﻪ ﻛﺮﺩﺍﺭﺷـﺎﻥ‬
‫ﻧﻴﺰ ﺩﻳﮕﺮﺳﺖ‪ .‬ﻣﺮﺩﻡ ﻛﺸﻮﺭﻫﺎﻱ ﺩﻣﻜـﺮﺍﺕ ﺑﭙﺎﻳـﻪ ﺍﻱ ﺑـﺎﻻﺗﺮ ﺍﺯ ﺍﻧﺪﻳـﺸﺔ ﻓـﺮﺩﻱ ﻳﻌﻨـﻲ ﺍﻧﺪﻳـﺸﺔ ﺍﺟﺘﻤـﺎﻋﻲ‬
‫ﺭﺳﻴﺪﻩ ﺍﻧﺪ ﻭ ﺩﺭ ﺁﻥ ﺳﻮﺩ ﺗﻮﺩﻩ ‪ ،‬ﭘﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﻭ ﺳﻮﺩ ﺍﻓﺮﺍﺩ ﭘﺲ ﺍﺯ ﺁﻥ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬
‫ﻳﻜﻲ ﺍﺯ ﺁﺷﻨﺎﻳﺎﻧﻢ ﻛﻪ ﺩﺭ ﺁﻟﻤﺎﻥ ﺯﻧﺪﮔﻲ ﻛﺮﺩﻩ ‪ ،‬ﻣﺜﺎﻟﻬﺎﻳﻲ ﺍﺯ ﺍﻳﻦ ﺍﻧﺪﻳﺸﺔ ﺍﺟﺘﻤﺎﻋﻲ ﻣﻲ ﺁﻭﺭﺩ‪ .‬ﺍﺯ ﺟﻤﻠـﻪ‬
‫ﻲ ﻻﺳﺘﻴﻚ ﭼﺮﺧﻬﺎﻱ ﺍﺗﻮﻣﺒﻴﻞ ﺍﻭ ﺍﻳﺮﺍﺩ‬ ‫ﭼﻨﻴﻦ ﻣﻲ ﮔﻔﺖ ﻛﻪ ﻫﻤﺴﺎﻳﻪ ﺍﺵ )ﻛﻪ ﭘﻠﻴﺲ ﻧﻤﻲ ﺑﻮﺩ( ﺑﻪ ﺳﺎﻳﻴﺪﮔ ِ‬
‫ﻣﻲ ﮔﺮﻓﺘﻪ ﻭ ﺑﺎ ﺳﺨﺘﮕﻴﺮﻱ ﺍﺯﻭ ﻣﻲ ﺧﻮﺍﺳﺘﻪ ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ ﻧﻮ ﮔﺮﺩﺍﻧﺪ‪ .‬ﺁﺷﻨﺎﻱ ﺩﻳﮕﺮﻡ ﺍﺯ ﻛﺎﺭﻣﻨﺪﻱ ﻛﻪ ﺩﺭ ﺍﺩﺍﺭﺓ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻣﺎﻟﻴﺎﺕ ﺁﻣﺮﻳﻜﺎ ﻛﺎﺭ ﻣﻲ ﻛﺮﺩﻩ ﭼﻨﻴﻦ ﺷﻨﻴﺪﻩ ﺑﻮﺩ ‪ :‬ﮔﺎﻩ ﻧﺎﻣﻪ ﻫﺎﻳﻲ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﻛﻨـﻴﻢ ﻛـﻪ ﺩﺭ ﺁﻧﻬـﺎ ﻣﺒﻠﻐـﻲ‬
‫ﭘﻮﻝ ﻭ ﻳﺎ ﭼﻜﻲ ﺑﻨﺎﻡ ﺍﺩﺍﺭﺓ ﻣﺎﻟﻴﺎﺕ ﮔﺬﺍﺭﺩﻩ ﺷﺪﻩ ﻭ ﻓﺮﺳﺘﻨﺪﻩ ﺑﺎ ﺁﻧﻜﻪ ﺳﺎﻟﻬﺎ ﭘﻴﺶ ﺩﺭ ﭘﺮﺩﺍﺧﺖ ﻣﺎﻟﻴـﺎﺕ ﺩﻏـﻞ‬
‫ﻛﺮﺩﻩ ﻭ ﺩﺳﺖ ﻗﺎﻧﻮﻥ ﺩﻳﮕﺮ ﺑﺎﻭ ﻧﻤﻲ ﺭﺳﻴﺪﻩ ‪ ،‬ﺍﻛﻨـﻮﻥ ﺁﻥ ﻣﺒﻠـﻎ ﺭﺍ ﻓﺮﺳـﺘﺎﺩﻩ ﻭ ﭘـﻮﺯﺵ ﺧﻮﺍﺳـﺘﻪ‪ .‬ﺩﺍﺳـﺘﺎﻥ‬
‫ﺩﻳﮕﺮﻱ ﺍﺯ ﺁﺷﻨﺎﻳﻲ ﺷﻨﻴﺪﻩ ﺍﻡ ﻛﻪ ﺳﺎﻟﻬﺎ ﺩﺭ ﺍﺭﻭﭘﺎ ﺑﺴﺮ ﺑﺮﺩﻩ‪ .‬ﻣﻲ ﮔﻔﺖ ‪" :‬ﻳﻜﺒـﺎﺭ ﭼـﺮﺍﻍ ﺩﻓﺘـﺮﻡ ﺭﺍ ﻓﺮﺍﻣـﻮﺵ‬
‫ﻛﺮﺩﻩ ﺑﻮﺩﻡ ﺧﺎﻣﻮﺵ ﻛﻨﻢ‪ .‬ﻓﺮﺩﺍ ﻫﻤﺴﺎﻳﻪ ﻣﺮﺍ ﺩﻳﺪ ﻭ ﺍﺷﺘﺒﺎﻫﻢ ﺭﺍ ﻳﺎﺩﺁﻭﺭﺩ‪ .‬ﺧﻮﺍﺳﺘﻢ ﺑﮕﻮﻳﻢ ‪ :‬ﻣﮕﺮ ﺷﻤﺎ ﭘـﻮﻟﺶ‬
‫ﺭﺍ ﻣﻲ ﭘﺮﺩﺍﺯﻳﺪ؟ ‪ ،‬ﺩﻳﺪﻡ ﻧﻤﻲ ﺗﻮﺍﻧﻢ ﭼﻨـﺎﻥ ﺳـﺨﻨﻲ ﺑﮕـﻮﻳﻢ ﺯﻳـﺮﺍ ﺧﻮﺍﻫـﺪ ﮔﻔـﺖ ‪ :‬ﺷـﻤﺎ ﮔﺮﭼـﻪ ﭘـﻮﻟﺶ ﺭﺍ‬
‫ﻙ ﺗﻮﺩﻩ ﺍﺳﺖ ﻭ ﻭﻇﻴﻔﻪ ﺩﺍﺭﻳﻢ ﺑﺠـﺎ ﻣـﺼﺮﻑ ﻛﻨـﻴﻢ‪.‬‬ ‫ﻣﻲ ﭘﺮﺩﺍﺯﻳﺪ ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﺣﻖ ﻧﺪﺍﺭﻳﺪ ﻫﺪﺭ ﻛﻨﻴﺪ‪ .‬ﺍﻳﻦ ﺩﺍﺭﺍ ِ‬
‫ﺍﻳﻦ ﺑﻮﺩ ﻗﻮﻝ ﺩﺍﺩﻡ ﻛﻪ ﺩﻳﮕﺮ ﻓﺮﺍﻣﻮﺵ ﻧﻜﻨﻢ‪".‬‬
‫ﮔﻤﺎﻥ ﺩﺍﺭﻳﻢ ﺷﻤﺎ ﻫﻢ ﻣﺜﺎﻟﻬﺎﻳﻲ ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﺷﻨﻴﺪﻩ ﺍﻳﺪ‪ .‬ﻧﻴﻚ ﺑﻴﻨﺪﻳﺸﻴﺪ ﻛﻪ ﺍﻳﺸﺎﻥ ﭼﻪ ﺗﺮﺑﻴﺘﻲ ﺭﺍ ﭘﺸﺖ‬
‫ﻢ ﺍﺟﺘﻤﺎﻋﻲ ﺭﺳﻴﺪﻩ ﺍﻧﺪ‪ .‬ﺍﻳﻦ ﻧﻤﻮﻧـﻪ ﺍﻳـﺴﺖ ﺍﺯ ﻧﮕﺮﻳـﺴﺘﻦ ﺑﻤﻮﺿـﻮﻋﺎﺕ ﺍﺯ‬ ‫ﺳﺮ ﮔﺬﺍﺭﺩﻩ ﺍﻧﺪ ﺗﺎ ﺑﺎﻳﻦ ﭘﺎﻳﻪ ﺍﺯ ﻓﻬ ِ‬
‫ﺩﻳﺪﮔﺎ ِﻩ ﺳﻮﺩ ﺗﻮﺩﻩ‪ .‬ﻫﻢ ﺩﺭﺳﺖ ﻳﺎﺩ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﻭ ﻫﻢ ﺩﺭ ﺍﺟﺮﺍﻱ ﺁﻥ ﺑﻲ ﺗﻔﺎﻭﺕ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺁﻧﮕﺎﻩ ﻫﻢ ﻛﻪ ﺯﻣﺎﻧﺶ‬
‫ﺑﺎﺷﺪ ‪ ،‬ﺑﻪ ﺑﻲ ﭘﺮﻭﺍﻳﺎﻥ ﮔﻮﺷﺰﺩ ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
‫ﺩﺭ ﺁﻥ ﻛﺸﻮﺭﻫﺎ ﻓﺎﺻﻠﺔ ﻣﻴﺎﻥ ﺩﻭﻟﺖ ﻭ ﻣﺮﺩﻡ ﺑﺴﻴﺎﺭ ﻛﻤﺴﺖ‪ .‬ﺍﻳـﻦ ﺧـﻮﺩ ﺷـﺎﺧﺺ ﻣﻬﻤﻴـﺴﺖ ‪ :‬ﺩﺭ ﻳـﻚ‬
‫ﻛﺸﻮﺭ ﻫﺮ ﭼﻪ ﻣﻴﺎﻥ ﺩﻭﻟﺖ ﻭ ﻣﺮﺩﻡ ﺍﻋﺘﻤﺎﺩ ﻭ ﺗﻔﺎﻫﻢ ﺑﻴﺸﺘﺮ ﻭ ﻧﮕـﺎﻩ ﺍﻳـﺸﺎﻥ ﺑﻬـﻢ ﻣﻬﺮﺑﺎﻧﺎﻧـﻪ ﻭ ﻫﻤﺪﻻﻧـﻪ ﺗـﺮ‬
‫ﻦ ﺷﻬﺮﻭﻧﺪﺍﻥ ﺭﺍ ﺩﺭ ﺁﻥ‬‫ﻱ ﺍﻭ ﻛﻤﺘﺮ ﻭ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺖ ﺑﺮﻭﻳﺶ ﺑﺎﺯﺗﺮﺳﺖ‪ .‬ﺍﮔﺮ ﭼﮕﻮﻧﮕﻲ ﻣﺎﻟﻴﺎﺕ ﭘﺮﺩﺍﺧﺘ ِ‬ ‫ﺩﺷﻮﺍﺭﻳﻬﺎ ِ‬
‫ﻛﺸﻮﺭﻫﺎ ﺷﻨﻴﺪﻩ ﺍﻳﺪ ﺑﻴﮕﻤﺎﻥ ﺑﺘﻔﺎﻭﺕ ﺑﺮﺩﺍﺷﺘﻬﺎﻱ ﻣﺎ ﻭ ﺍﻳﺸﺎﻥ ﺍﺯ ﺯﻧﺪﮔﺎﻧﻲِ ﺍﺟﺘﻤﺎﻋﻲ ﭘﻲ ﺑﺮﺩﻩ ﺍﻳﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ‬
‫ﺷﻴﻮﺓ ﺭﻓﺘﺎﺭ ﻣﺮﺩﻡ ﺑﺎ ﻫﻢ ﻧﻴﺰ ﺷﺎﺧﺺ ﺩﻳﮕﺮﻳﺴﺖ ﻛﻪ ﻧﺸﺎﻥ ﺍﺯ ﭼﮕـﻮﻧﮕﻲ ﺧﻮﻳﻬـﺎﻱ ﻣـﺮﺩﻡ ﻭ ﺍﻧـﺪﺍﺯﺓ ﻓﻬـﻢ ﻭ‬
‫ﺗﺮﺑﻴﺖ ﺍﺟﺘﻤﺎﻋﻲ ﺍﻳﺸﺎﻥ ﺩﺍﺭﺩ‪ .‬ﻣﺮﺩﻣﻲ ﻛﻪ ﺑﺎ ﻫﻢ ﻣﻬﺮﺑﺎﻧﺎﻧﻪ ﻭ ﻫﻤﺪﻻﻧﻪ ﻭ ﺩﻟـﺴﻮﺯﺍﻧﻪ ﺭﻓﺘـﺎﺭ ﻣـﻲ ﻛﻨﻨـﺪ ﺍﻳـﻦ‬
‫ﻧﺸﺎﻥ ﺁﻧﺴﺖ ﻛﻪ ﺧﻮﻳﻬﺎﺷﺎﻥ ﺳﺘﻮﺩﻩ ﺗﺮ ﻭ ﻗﺎﻧﻮﻧﻬﺎﺷﺎﻥ ﺧﺮﺩﻣﻨﺪﺍﻧﻪ ﺗﺮ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﺷـﺎﻥ ﺑﻬـﻢ ﻧﺰﺩﻳﻜﺘﺮﺳـﺖ‪.‬‬
‫ﻲ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻱ ﺭﺍ ﻣﻲ ﺩﺍﻧﻨﺪ ـ ﺩﺍﻧﺴﺘﻦ ﺑﻤﻌﻨﻲ ﺩﺭﺳﺖ ﺁﻥ‪.‬‬ ‫ﻧﺸﺎﻥ ﺁﻧﺴﺘﻜﻪ ﻣﻌﻨ ِ‬
‫ﻥ ﺁﻧﺮﺍ ﺑﺸﻨﺎﺳﺪ ﻭ‬
‫ﺷﻨﻴﺪﻥ ﺟﺰ ﺍﺯ ﺩﺍﻧﺴﺘﻨﺴﺖ‪ » .‬ﺩﺍﻧﺴﺘﻦ« ﺁﻧﺴﺘﻜﻪ ﻛﺴﻲ ﭼﻴﺰﻱ ﺭﺍ ﻧﻴﻚ ﻓﻬﻤﺪ ﻭ ﺭﺍﺳﺖ ﺑﻮﺩ ِ‬
‫ﺞ )ﺿ ‪‬ﺪ ( ﺁﻧﺴﺖ ﺍﺯ ﺩﻝ ﺑﻴﺮﻭﻥ ﮔﺮﺩﺍﻧﺪ‪ .‬ﻳﻚ ﺍﻧﺪﻳﺸﻪ ﺗﺎ ﻳﻜﺮﻭ ﻧﮕﺮﺩﺩ ﻭ ﺑﻴﮕﻤﺎﻥ‬‫ﺑﺎﻭﺭ ﻛﻨﺪ ﻭ ﻫﺮﭼﻪ ﺑﻪ ﺁﺧﺸﻴ ِ‬
‫ﻧﺸﻮﺩ ﺁﻥ ﺭﺍ » ﺩﺍﻧﺴﺘﻦ« ﻧﺘﻮﺍﻥ ﺷﻤﺮﺩ‪ .‬ﻛﺴﻴﻜﻪ ﭼﻴﺰﻱ ﺭﺍ ﻣﻲ ﺩﺍﻧﺪ ﺑﺎﻳﺪ ﺑﻜﺎﺭ ﺑﻨﺪﺩ‪.‬‬
‫ﺑﺴﺨﻦ ﺧﻮﺩ ﺑﺎﺯ ﮔﺮﺩﻳﻢ‪ .‬ﮔﻔﺘﻪ ﺑﻮﺩﻳﻢ ﻛﻪ ﺑﺎﻭﺭﻫﺎﻱ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ﺑﺎ ﺩﻣﻮﻛﺮﺍﺳﻲ ﺳﺎﺯﮔﺎﺭﻱ ﻧﺪﺍﺭﺩ‪ .‬ﮔﻔﺘﻪ‬
‫ﺑﻮﺩﻳﻢ ﻛﻪ ﺑﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻛﻬﻨﻪ ﻭ ﻓﺮﺳﻮﺩﻩ ﻧﻤﻲ ﺗﻮﺍﻥ ﻫﻤﺪﻭﺵ ﻣﺮﺩﻡ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻭ ﺷﺪ‪ .‬ﺍﻳﻦ ﻧﻴﺰ ﮔﻔﺘﻪ‬
‫ﺑﻮﺩﻳﻢ ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧﻮﻳﻦ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺑﻲ ﻣﺎﻧﻊ ﺑﻜﺎﺭ ﭘﺮﺩﺍﺯﻧﺪ ﻭ ﻣﺆﺛﺮ ﺑﺎﺷﻨﺪ ‪ ،‬ﻣﻲ ﺑﺎﻳﺪ ﺑﺎﻧﺪﻳﺸﺔ ﻣﺘﻀﺎ ِﺩ‬
‫ﺧﻮﺩ ﺩﺭ ﻣﻐﺰ ﺑﺮﻧﺨﻮﺭﺩ‪ .‬ﻛﻪ ﺍﮔﺮ ﺧﻮﺭﺩ ﺍﻳﻦ ﺁﻧﺮﺍ ﻭ ﺁﻥ ﺍﻳﻨﺮﺍ ﺍﺯ ﺗﻮﺍﻥ ﻭ ﻧﻴﺮﻭ ﺧﻮﺍﻫﺪ ﺍﻧﺪﺍﺧﺖ ﻭ ﻧﺘﻴﺠﻪ ‪ ،‬ﺁﻥ‬
‫ﺧﻮﺍﻫﺪ ﺷﺪ ﻛﻪ ﺍﺯ ﺍﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧﻮ ‪ ،‬ﻛﺎﺭﻱ ﺑﺮﻧﻴﺎﻳﺪ‪.‬‬
‫ﺍﻳﻨﻜﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻣﺘﻀﺎﺩ ﻳﻜﺪﻳﮕﺮ ﺭﺍ ﻣﻲ ﻓﺮﺳﺎﻳﺪ ﻭ ﺍﺯ ﺗﻮﺍﻥ ﻣﻲ ﺍﻧﺪﺍﺯﺩ ‪ ،‬ﻣﻨﻄﺒـﻖ ﺑـﺎ ﺧِـﺮﺩ ﻭ ﺗﺠﺮﺑـﺔ‬
‫ﻥ ﻛـﺎﺭﺑ‪‬ﺮ ِﺩ‬
‫ﻞ ﮔﺮﺍﻧﻤﺎﻳﻪ ﺍﻳﺴﺖ ﻛﻪ ﻣﻴـﺪﺍ ِ‬
‫ﻥ ﺳﺎﺩﻩ ﺍﻱ ﮔﻔﺘﻪ ﺷﺪ ‪ ،‬ﻭﻟﻲ ﺍﺻ ِ‬ ‫ﺯﻧﺪﮔﻲ ﺭﻭﺯﺍﻧﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﮔﺮﭼﻪ ﺑﺰﺑﺎ ِ‬
‫ﻓﺮﺍﺧﻲ ﺩﺍﺭﺩ‪ .‬ﺑﺮﺍﻱ ﻳﺎﺩﺁﻭﺭﻱ ﻳﻜﺒﺎﺭ ﺩﻳﮕﺮ ﺁﻧﭽﻪ ﺩﺭﺑﺎﺭﺓ ﺳﺮﭼﺸﻤﺔ ﻛﺎﺭﻫﺎﻱ ﺁﺩﻣﻲ ﮔﻔﺘﻪ ﺷﺪ )ﺑﺨﺶ ﻳﻜـﻢ( ﺭﺍ‬
‫ﺩﺭ ﺍﻳﻨﺠﺎ ﻣﻲ ﺁﻭﺭﻳﻢ ‪:‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬
‫∗‬
‫‪ (١‬ﺳﺮﭼﺸﻤﻪ ﻛﺎﺭﻫﺎﻱ ﺁﺩﻣﻲ ﻣﻐﺰ ﺍﻭﺳﺖ‪.‬‬
‫‪ (٢‬ﻣﻐﺰ ﺗﺎﺑ ِﻊ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺩﺭ ﺁﻥ ﺟﺎ ﮔﻴﺮﺩ‪.‬‬
‫‪ (٣‬ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺿﺪ ﻫﻢ ﻣﻐﺰ ﺭﺍ ﺍﺯ ﻛﺎﺭ ﺍﻧﺪﺍﺯﺩ‪.‬‬
‫ﺍﻳﻦ ﻣﻘﺪﻣﻪ ﭘﻴﺸﺘﺮ ﮔﻔﺘﻪ ﺷﺪ ﻛﻪ ﻫﺮﻛﺎﺭﻱ ﻣﻲ ﻛﻨﻴﻢ ﻧﺘﻴﺠﺔ ﻓﺮﻣﺎﻧﻴﺴﺖ ﻛﻪ ﻣﻐﺰ ﻣﻲ ﺩﻫﺪ ﻭ ﻫﺮ ﻓﺮﻣـﺎﻥ‬
‫ﺍﺯ ﺗﺼﻤﻴﻤﻴﺴﺖ ﻛﻪ ﺩﺭ ﻣﻐﺰ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﻛﻨﻮﻥ ﺑﺒﻴﻨﻴﻢ ﺗﺼﻤﻴﻢ ﺍﺯ ﭼﻪ ﻧﺘﻴﺠﻪ ﻣﻲ ﺷﻮﺩ؟‬
‫ﭼﻪ ﺷﺪﻩ ﻛﻪ ﺷﻤﺎ ﺍﻳﻦ ﮔﻔﺘﺎﺭ ﺭﺍ ﻣﻲ ﺧﻮﺍﻧﻴﺪ؟! ﭼﺮﺍ ﺑﻜﺎﺭ ﺩﻳﮕﺮﻱ ﺑﺮﻧﺨﺎﺳﺘﻴﺪ؟! ﻧﻪ ﺁﻧﺴﺘﻜﻪ ﺩﺭ ﻣﻐﺰ ﺷـﻤﺎ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﻲ ﺷﻤﺎ ﺭﺍ ﺑﺨﻮﺍﻧﺪﻥ ﺍﻳﻦ ﮔﻔﺘﺎﺭ ﻭﺍﺩﺍﺷﺘﻪ؟! ﻧﻪ ﺁﻧﺴﺘﻜﻪ ﺁﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺍﻧﮕﻴﺰﺓ ﺗﺼﻤﻴﻢ ﺷﻤﺎ ﺑـﻮﺩﻩ؟!‬
‫ﻧﻪ ﺁﻧﺴﺘﻜﻪ ﺩﺭ ﺁﻥ ﻫﻨﮕﺎﻡ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﻲ ﻛﻪ ﺷﻤﺎ ﺭﺍ ﺑﺎﻳﻦ ﺗﺼﻤﻴﻢ ﺑﺮ ﺍﻧﮕﻴﺨﺘﻪ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺮﻭﻣﻨـﺪﺗﺮ ﺑـﻮﺩﻩ؟‬
‫ﻛﻪ ﺍﮔﺮ ﺟﺰ ﺍﻳﻦ ﺑﻮﺩ ﺷﻤﺎ ﺑﻜﺎﺭ ﺩﻳﮕﺮﻱ ﻣﻲ ﭘﺮﺩﺍﺧﺘﻴﺪ؟!‬
‫ﺍﻛﻨﻮﻥ ﺑﺎﻳﺪ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺖ ﻛﻪ ﭼﻨﺎﻧﭽﻪ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ‪ ،‬ﭘﻴﺎﭘﻲ ﻛﺮﺩﺍﺭﻱ ﺭﺍ ﺩﺭ ﻣﺎ ﺑﺮﺍﻧﮕﻴـﺰﺩ ‪ ،‬ﺁﻥ ﻛـﺮﺩﺍﺭ ﺑـﻪ‬
‫ﻱ ﻳﻚ ﺧﻮﻱ )ﻋﺎﺩﺕ( ﻣﻲ ﺍﻧﺠﺎﻣﺪ‪ .‬ﻣﺠﻤﻮﻋـﺔ ﺧﻮﻳﻬـﺎ ‪ ،‬ﻣـﻨﺶ ﻣـﺎ ﺭﺍ ﭘﺪﻳـﺪ ﻣـﻲ ﺁﻭﺭﺩ‪ .‬ﺳﺮﮔﺬﺷـﺖ‬ ‫ﭘﺪﻳﺪﺍﺭ ِ‬
‫ﺶ ﻣﺎ ﺗﻌﻴﻴﻦ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﻝ ﻛﻨﻮﻧﻲ( ﻣﺎ ﺭﺍ ﻧﻴﺰ ﻫﻤﻴﻦ ﻣﻨ ِ‬
‫)ﻭ ﻫﻤﭽﻨﻴﻦ ﺣﺎ ِ‬

‫ﺳﺮﮔﺬﺷﺖ‬ ‫ﻣﻨﺶ‬ ‫ﺧﻮﻱ )ﻫﺎ(‬ ‫ﻛﺮﺩﺍﺭ )ﻫﺎ(‬ ‫ﺍﻧﺪﻳﺸﻪ )ﻫﺎ(‬


‫)ﻣﺤﻴﻂ(‬ ‫ﻭ ﺑﺎﻭﺭ )ﻫﺎ(‬

‫ﻳﻚ ﺗﻮﺩﻩ ﻧﻴﺰ ﻫﻤﭽﻮﻥ ﻳﻚ ﻓﺮﺩ ﺩﺍﺭﺍﻱ ﺑﺎﻭﺭﻫﺎﻳﻴﺴﺖ‪ .‬ﻛﺮﺩﺍﺭﻫﺎ ﻭ ﺧﻮﻳﻬﺎﻳﻲ ﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﺎﻥ ﻫـﺮ ﺗـﻮﺩﻩ ﺭﺍ‬
‫ﻣ‪‬ﻨﺸﻴﺴﺖ ﻛﻪ ﺍﻭ ﺭﺍ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺟﺪﺍ ﻣﻲ ﺳﺎﺯﺩ‪ .‬ﺩﺭﺑﺎﺭﺓ ﺗﻮﺩﻩ ﻫﺎ ﺍﻳﻦ ﻣﻨﺶ ﻫﻤﺎﻧﺴﺖ ﻛﻪ ﻣـﺎ ﺩﺭ ﺑﺨـﺶ ﻳﻜـﻢ‬
‫ﺁﻧﺮﺍ ﻣﺤﻴﻂ ﺧﻮﺍﻧﺪﻳﻢ‪ .‬ﺳﺮﮔﺬﺷﺖ ﺗﻮﺩﻩ ﻫﺎ ﺭﺍ ﻧﻴﺰ ﻫﻤﻴﻦ ﻣﻨﺶ ﺍﻭ ﺗﻌﻴﻴﻦ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﺗﻮﺩﻩ ﺍﺯ ﺍﻳﻦ ﺑﺎﺭﻩ ﺑﺎ ﺍﻓﺮﺍﺩ ﺟﺪﺍﻳﻲ ﻧﺪﺍﺭﺩ‪ .‬ﺗﻮﺩﻩ ﺧﻮﺩ ﭼﻴﺴﺖ؟! ﺗﻮﺩﻩ ﺧﻮﺩ ﮔِﺮﺩ ﺁﻣﺪﺓ ﺍﻓﺮﺍﺩﺳـﺖ‪ .‬ﺗـﻮﺩﻩ ﺍﺯ‬
‫ﺳﻮﻳﻲ ﻭ ﺍﻓﺮﺍﺩ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﻛـﺎ ِﺭ ﺩﺍﺩ ﻭ ﺳـﺘ ِﺪ ﺍﻧﺪﻳـﺸﻪ ﺍﻧـﺪ ‪ :‬ﺍﻓـﺮﺍﺩ ﺍﻧﺪﻳـﺸﻪ ﺷـﺎﻥ ﺭﺍ ﺍﺯ ﺗـﻮﺩﻩ‬
‫ﻱ ﻳﻚ ﺗـﻮﺩﻩ‬ ‫ﻣﻲ ﮔﻴﺮﻧﺪ ﻭ ﺍﻧﺪﻳﺸﺔ ﺗﻮﺩﻩ ﻧﻴﺰ ‪ ،‬ﺭﻭﻳﻬﻤﺮﻓﺘﺔ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺍﻓﺮﺍﺩﺳﺖ‪ .‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﺑﺎﻭﺭﻫﺎ ِ‬
‫ﻫﻤﺎﻥ ﺑﺎﻭﺭﻫﺎﻱ ﭼﻴﺮﻩ ﻭ ﭼﺸﻤﮕﻴ ِﺮ ﺍﻓﺮﺍﺩ ﺁﻧﺴﺖ‪.‬‬
‫ﺖ( ﺍﻭ ﺩﺭ ﺩﺳـﺖ ﺑﺎﻭﺭﻫـﺎﻳﺶ‬ ‫ﺖ )ﻭﺿـﻌﻴ ِ‬‫ﺍﻛﻨﻮﻥ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﻧﺘﻴﺠﻪ ﺑﮕﻴﺮﻳﻢ ﻛﻪ ﺩﺭ ﻳﻚ ﺗـﻮﺩﻩ ‪ ،‬ﺳﺮﮔﺬﺷـ ِ‬
‫ﺍﺳﺖ‪ .‬ﻧﺘﻴﺠﺔ ﮔﻔﺘﻪ ﻫﺎﻱ ﺑﺎﻻ ﺑﻜﻮﺗﺎﻫﻲ ﺍﻳﻨﺴﺖ ‪:‬‬
‫‪ (۱‬ﻫﺮ ﻛﺎﺭﻱ ﻣﻲ ﻛﻨﻴﻢ ﻧﺘﻴﺠﺔ ﺑﺎﻭﺭﻫﺎﻳﻤﺎﻧﺴﺖ‪.‬‬
‫‪ (۲‬ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻣﺘﻀﺎﺩ ‪ ،‬ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺧﻨﺜﻲ ﻛﺮﺩﻩ ﺍﺯ ﻧﻴﺮﻭ ﻣﻲ ﺍﻧﺪﺍﺯﺩ‪.‬‬
‫ﻲ ﻣﺎ ﻧﺘﻴﺠﺔ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﻴﺸﻴﻦ ﻣﺎﺳﺖ ‪ ،‬ﺑﺪﺍﻧﺴﺎﻧﻜﻪ ﺁﻳﻨـﺪﺓ ﻣـﺎ ﻧﺘﻴﺠـﺔ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ‬ ‫‪ (۳‬ﻭﺿﻊ ﻛﻨﻮﻧ ِ‬
‫ﺍﻣﺮﻭﺯ ﻣﺎﺳﺖ‪.‬‬

‫∗ ـ ﺁﻧﭽﻪ ﻭﺍﻛﻨﺸﻲ ﻳﺎ ﻏﺮﻳﺰﻱ ﻣﻲ ﻛﻨﻴﻢ ﺍﺯ ﺍﻳﻦ ﺳﺨﻦ ﺟﺪﺍﺳﺖ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻲ ﺧِـﺮﺩ ﻭ‬
‫ﻧﺘﻴﺠﺔ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻏﻠﻂ ﻭﻳﺎ ﺿﺪ ﻫﻢ ‪ ،‬ﻛﺮﺩﺍﺭﻫﺎﻱ ﻧﺎﺳـﺘﻮﺩﻩ ﻭ ﻧﺘﻴﺠـﺔ ﺗﻜـﺮﺍﺭ ﺁﻧﻬـﺎ ‪ ،‬ﻧـﺎﺗﻮﺍﻧ ِ‬
‫ﻲ ﺩﻳﮕﺮﺳـﺖ‪.‬‬ ‫ﺧﻮﻳﻬﺎﻱ ﻧﺎﺳـﺘﻮﺩﻩ ﺍﻱ ﻫﻤﭽـﻮﻥ ﺳـﺴﺘﻲ ‪ ،‬ﺑـﻲ ﺍﺭﺍﺩﮔـﻲ ‪ ،‬ﺩﺭﻣﺎﻧـﺪﮔﻲ ﻭ ﭼﻨـﺪﻳﻦ ﻧﺎﺳـﺘﻮﺩﮔ ِ‬
‫ﺶ ﺳﺴﺖ ﻭ ﺯﻳﺎﻧﻤﻨﺪﻱ ﺭﺍ ﺳﺒﺐ ﻣﻲ ﺷﻮﺩ ﻭ ﭼﻨـﻴﻦ ﻣ‪‬ﻨـﺸﻲ ﺑﻴﮕﻤـﺎﻥ‬ ‫ﻱ ﻧﺎﺳﺘﻮﺩﻩ ‪ ،‬ﻣﻨ ِ‬
‫ﺭﻭﻳﻬﻤﺮﻓﺘﺔ ﭼﻨﺪ ﺧﻮ ِ‬
‫ﺖ ﻏﻢ ﺍﻧﮕﻴﺰﻱ ﻣﻲ ﺍﻧﺠﺎﻣﺪ‪.‬‬
‫ﺑﺴﺮﮔﺬﺷ ِ‬
‫ﻲ ﻣﺴﺘﻘﻴﻢ ﻣﻴﺎﻥ ﺑﺎﻭﺭﻫﺎ ﻭ ﺳﺮﮔﺬﺷﺖ‬ ‫ﺳﺎﺩﮔﻲ ﺍﻳﻦ ﮔﻔﺘﻪ ﻫﺎ ﭼﻴﺰﻱ ﺍﺯ ﺍﻋﺘﺒﺎﺭﺷﺎﻥ ﻧﻤﻲ ﻛﺎﻫﺪ‪ .‬ﻫﻤﺒﺴﺘﮕ ِ‬
‫ﺖ ﺍﻣﺮﻭﺯﻱ ﻣﺎ ﻭ ﺑﺎﻭﺭﻫﺎﻣﺎﻥ ﺭﺑﻄﻲ‬ ‫ـ ﺩﺭ ﺍﻓﺮﺍﺩ ﻭ ﺗﻮﺩﻩ ﻫﺎ ـ ﻧﻪ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﺑﺘﻮﺍﻥ ﺍﻧﻜﺎﺭ ﻛﺮﺩ‪ .‬ﺁﻳﺎ ﻣﻴﺎﻥ ﻭﺿﻌﻴ ِ‬
‫ﻧﻤﻲ ﺑﻴﻨﻴﺪ؟ ﺩﺭ ﺟﺴﺘﺎ ِﺭ ﻣﺤﻴﻂ )ﺑﺨﺶ ﻳﻜﻢ( ﺑﺎﻳﻦ ﻫﻤﺒﺴﺘﮕﻲ ﺍﺷﺎﺭﻩ ﻛﺮﺩﻳﻢ‪.‬‬
‫ﺖ ﮔﻮﺑﻴﻨـﻮ ﺩﺭ‬‫ﺩﺭ ﺁﻧﺴﻮﻱ ﻋﻘﻞ ﻭ ﺩﻟﻴﻞ ﭼﻴﺴﺖ؟! ( ﺍﻛﻨﻮﻥ ﻣﻮﺿﻮﻉ ﺭﺍ ﺍﺯ ﺩﻳﺪﮔﺎﻫﻲ ﺩﻳﮕﺮ ﺑﻨﮕﺮﻳﻢ‪ .‬ﻛﻨـ ِ‬
‫ﻛﺘﺎﺏ ﺳﻪ ﺳﺎﻝ ﺩﺭ ﺍﻳﺮﺍﻥ ﭼﻨﻴﻦ ﻣﻲ ﻧﻮﻳﺴﺪ ‪:‬‬
‫ﺷﻤﺎ ﺍﮔﺮ ﺑﺎ ﻳﻚ ﺻﻮﻓﻲ ﺍﻳﺮﺍﻧﻲ ﺻﺤﺒﺖ ﻛﻨﻴﺪ ﻭ ﺑﻨﻴﺮﻭﻱ ﺍﺳﺘﺪﻻﻝ ﻭ ﺭﻭﺵ ﻋﻠﻤﻲ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ‪ ،‬ﺑﻄـﻼﻥ ﻋﻘﻴـﺪﺓ‬
‫ﺍﻭ ﺭﺍ ﺛﺎﺑﺖ ﻧﻤﺎﻳﻴﺪ ﻭ ﻧﻴﺰ ﺑﺎ ﻳﻚ ﻧﻔﺮ ﻋﻠﻲ ﺍﻟﻠﻬﻲ ﺻﺤﺒﺖ ﻧﻤﺎﻳﻴﺪ ﻭ ﺑﻘﻮﺓ ﻣﻨﻄﻖ ﺑﺎﻭ ﺑﻔﻬﻤﺎﻧﻴﺪ ﻛـﻪ ﻋﻘﻴـﺪﻩ ﺍﺵ‬
‫ﻞ ﻣﺨﺎﻟﻒ ﺍﻭ ] ﺭﺍ [ ﻳﻜﻲ ﺑﻌﺪ ﺍﺯ ﺩﻳﮕﺮﻱ ﺭﺩ ﻧﻤﺎﻳﻴﺪ ‪ ،‬ﺑﻄﻮﺭﻳﻜﻪ ﺩﻳﮕﺮ ﺩﺭ ﺟﻮﺍﺏ ﺷﻤﺎ ﺩﺭﺑﻤﺎﻧﺪ‬ ‫ﻏﻠﻄﺴﺖ ﻭ ﺩﻻﻳ ِ‬
‫ﻊ ﻋﻘﻴـﺪﺓ ﺷـﻤﺎ ﺷـﺪﻩ ﻭ‬ ‫ﻭ ﻗﺎﺩﺭ ﺑﺎﻳﺮﺍﺩ ﻳﻚ ﻛﻠﻤﻪ ﻧﺒﺎﺷﺪ ‪ ...‬ﺁﻳﺎ ﺑﻌﺪ ﺍﺯ ﺍﻳﻦ ﻣﻮﻓﻘﻴﺖ ﺗﺼﻮﺭ ﻣﻲ ﻛﻨﻴﺪ ﻛﻪ ﻣﻄﻴ ِ‬
‫ﺣﺮﻑ ﺷﻤﺎ ﺭﺍ ﺑﺎﻭﺭ ﻛﺮﺩﻩ ﺍﺳﺖ؟‬
‫ﻣﻦ ﻛﻪ ﻣﺪﺗﻲ ﺑﺎ ﺍﻳﻦ ﻣﻠﺖ ﺁﻣﻴﺰﺵ ﻛﺮﺩﻩ ﻭ ﺑﺎﻓﻜﺎﺭ ﺩﺭﻭﻧﻲ ﺁﻧﻬﺎ ﭘﻲ ﺑﺮﺩﻩ ‪ ،‬ﻣﻲ ﺩﺍﻧﻢ ﻛﻪ ﻃﺮﻑ ﺷﻤﺎ ﻣﻤﻜﻨﺴﺖ‬
‫ﺳﻜﻮﺕ ﻧﻤﺎﻳﺪ ﻭ ﺩﻳﮕﺮ ﺍﻳﺮﺍﺩﻱ ﻧﮕﻴﺮﺩ ﻭﻟﻲ ﺑﺎﻃﻨ ﹰﺎ ﺧﻮﺩ ﺭﺍ ﻣﻐﻠﻮﺏ ﻧﻤﻲ ﺩﺍﻧﺪ ﻭ ﻓﺮﺿ ﹰﺎ ﺑﺸﻤﺎ ﺣﺮﻓﻲ ﻧﺰﻧﺪ ﻭﻟﻲ ﺩﺭ‬
‫ﻙ ﻧﻔﻬﻢ ﻣﻲ ﭘﻨﺪﺍﺭﺩ ﺯﻳﺮﺍ ﻭﻱ ﻋﻘﻴﺪﻩ ﻭ ﻣﺬﻫﺐ ﺭﺍ ﭼﻴﺰﻱ ﻣﻲ ﺩﺍﻧﺪ ﻛﻪ ﺩﻟﻴﻞ ﻭ‬ ‫ﻗﻠﺐ ﺧﻮﻳﺶ ﺷﻤﺎ ﺭﺍ ﻳﻚ ﻛﻮﺩ ِ‬
‫ﻣﻨﻄﻖ ﺩﺭ ﺁﻥ ﺑﺪﻭﻥ ﺗﺄﺛﻴﺮﺳﺖ‪.‬‬
‫ﻣﺎ ﺍﺭﻭﭘﺎﻳﻴﻬﺎ ﻣﻌﺘﻘﺪﻳﻢ ﻛﻪ ﺩﺭ ﻣﺎﻭﺭﺍﻱ ﻋﻘﻞ ﻭ ﺩﻟﻴﻞ ﭼﻴـﺰﻱ ﻧﻴـﺴﺖ ﻭ ﻫﻤـﻴﻦ ﻛـﻪ ﻗـﺪﻡ ﺍﺯ ﺳـﺮﺣﺪ ﻋﻘـﻞ ﻭ‬
‫ﺍﺳﺘﺪﻻﻝ ﺑﻴﺮﻭﻥ ﮔﺬﺍﺭﻳﻢ ﻫﺮﭼﻪ ﻫﺴﺖ ﻧﻴﺴﺘﻲ ﺍﺳﺖ‪ .‬ﻭﻟﻲ ﺍﻳﺮﺍﻧﻴﻬﺎ ﻭ ﺑﻄﻮﺭ ﻛﻠﻲ ﻣﻠﻞ ﺧﺎﻭﺭ ﺯﻣـﻴﻦ ﻣﻌﺘﻘﺪﻧـﺪ‬
‫ﺩﻧﻴﺎﻱ ﺣﻘﻴﻘﻲ ﺍﺯ ﺁﻧﺠﺎﻳﻲ ﺷﺮﻭﻉ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﻋﻘﻞ ﺭﺍ ﺩﺭ ﺁﻥ ﺭﺍﻩ ﻧﻴﺴﺖ ‪...‬‬
‫ﺑﺎﻳﺪ ﮔﻔﺖ ﺭﺍﺳﺖ ﻧﻮﺷﺘﻪ‪ .‬ﺍﻳﺮﺍﻧﻴﺎﻥ ﭘﺲ ﺍﺯ ﺳﺪ ﺳﺎﻝ ﺍﻣﺮﻭﺯ ﻧﻴﺰ ﺑﻪ ﻫﻤﺎﻥ ﺩﺭﺩ ﮔﺮﻓﺘﺎﺭﻧﺪ‪ .‬ﻣـﺎ ﻫـﺮ ﺭﻭﺯ ﺍﻳـﻦ‬
‫ﺩﺭﺩ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺭﺍ ﺩﺭ ﻳﻚ ﺩﺳﺘﺔ ﺑﺰﺭﮔﻲ ﺍﺯ ﺍﻳﺸﺎﻥ ﻣﻲ ﺑﻴﻨﻴﻢ‪ .‬ﻫﻤﻴﻦ ﻫﻴﺎﻫﻮﻱ ﺷﻌﺮ ﻭ ﺷﺎﻋﺮﻱ ﻛـﻪ ﺑﺮﺧـﻲ‬
‫ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﺑﺮﺍﻧﮕﻴﺨﺘﻪ ﺍﻧﺪ ﻳﻚ ﻧﻤﻮﻧﺔ ﻧﻴﻜﻲ ﺍﺯ ﺁﻥ ﺩﺭﺩ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬
‫ﭼﻨﺎﻧﻜﻪ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻣﻲ ﺩﺍﻧﻨﺪ ﻣﺎ ﺩﺭ ﭘﺮﭼﻢ ﻳﻚ ﺑﺤﺜﻲ ﺭﺍ ﺁﻏﺎﺯ ﻛﺮﺩﻳﻢ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨـﻪ ﻛـﻪ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﭼـﺮﺍ‬
‫ﺩﺭﻣﺎﻧﺪﻩ ﺷﺪﻩ ﺍﻧﺪ؟ ﭼﺮﺍ ﺑﺪﻳﻨﺴﺎﻥ ﮔﺮﻓﺘﺎﺭ ﺑﺪﺑﺨﺘﻲ ﻫﺴﺘﻨﺪ؟ ﺑﺎﻳﻦ ﭘﺮﺳـﺶ ﭘﺎﺳـﺦ ﺩﺍﺩﻩ ﮔﻔﺘـﻴﻢ ‪ :‬ﺳﺮﭼـﺸﻤﺔ‬
‫ﻫﻤﺔ ﺍﻳﻦ ﺩﺭﻣﺎﻧﺪﮔﻴﻬﺎ ﻭ ﺑﺪﺑﺨﺘﻴﻬﺎ ‪ ،‬ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﮔﻤﺮﺍﻫﺴﺖ ﻛﻪ ﺍﺯ ﻫﺰﺍﺭ‬
‫ﺳﺎﻝ ﺑﻪ ﺍﻳﻨﺴﻮ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﺭﻭﺍﺝ ﺩﺍﺷﺘﻪ ﻭ ﺍﻳﻨﻬﺎ ﻋﺰﻣﻬﺎ ﺭﺍ ﺳﺴﺖ ﻭ ﻓﻬﻤﻬﺎ ﺭﺍ ﻧﺎﺗﻮﺍﻥ ﮔﺮﺩﺍﻧﻴﺪﻩ‪.‬‬
‫ﺍﻳﻦ ﻳﻚ ﺑﺤﺜﻲ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻧﺶ ﺑﻴﺴﺖ ﮔﻔﺘﺎﺭ ﺑﻴﺸﺘﺮ ﻧﻮﺷﺘﻴﻢ ﻭ ﺩﻟﻴﻠﻬﺎﻱ ﺩﺍﻧﺸﻤﻨﺪﺍﻧﺔ ﺍﺳﺘﻮﺍﺭ ﺁﻭﺭﺩﻳـﻢ‪.‬‬
‫ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﻣﻲ ﺑﻴﻨﻴﻢ ﻳﻚ ﺩﺳﺘﻪ ‪ ،‬ﻫﻤﺔ ﺁﻥ ﮔﻔﺘﻪ ﻫﺎ ﺭﺍ ﻧﺎﺩﻳﺪﻩ ﻭ ﻧﺎﺷﻨﻴﺪﻩ ﺍﻧﮕﺎﺷﺘﻪ ﻭ ﺑﻬﻴﺎﻫﻮ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ ﻛـﻪ‬
‫ﭘﺮﭼﻢ ﺑﺸﻌﺮﺍ ﺗﻮﻫﻴﻦ ﻛﺮﺩﻩ‪.‬‬
‫ﺟﺎﻱ ﺑﺴﻴﺎﺭ ﺷﮕﻔﺘﺴﺖ ‪ ،‬ﭘﺲ ﺁﻥ ﺳﺨﻨﺎﻥ ﺑﻜﺠﺎ ﺭﻓﺖ؟!‪ .‬ﭘﺲ ﺁﻥ ﺩﻟﻴﻠﻬﺎ ﭼﻪ ﺷﺪ؟!‪ .‬ﭼﮕﻮﻧﻪ ﺍﺳـﺖ ﻛـﻪ ﺷـﻤﺎ‬
‫ﻫﻤﺔ ﺁﻧﻬﺎ ﺭﺍ ﻧﺎﺷﻨﻴﺪﻩ ﻣﻲ ﺍﻧﮕﺎﺭﻳﺪ ﻭ ﺑﭽﻨﻴﻦ ﻫﻴﺎﻫﻮ ﻣﻲ ﭘﺮﺩﺍﺯﻳﺪ؟!‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺷﻤﺎ ﺍﮔﺮ ﺁﻥ ﺳﺨﻨﺎﻥ ﺭﺍ ﻧﻤﻲ ﭘﺬﻳﺮﻳﺪ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻴﺪ ﻣﻦ ﻓﻼﻥ ﺟﻤﻠﻪ ﻫﺎ ﺭﺍ ﻧﻤﻲ ﭘـﺬﻳﺮﻡ ﻭ ﺍﻳـﺮﺍﺩﻱ ﻛـﻪ ﺩﺍﺭﻳـﺪ‬
‫ﺑﮕﻮﻳﻴﺪ ‪ ،‬ﻭ ﺍﮔﺮ ﻣﻲ ﭘﺬﻳﺮﻳﺪ ﺑﺎ ﻣﺎ ﻫﻤﺮﺍﻫﻲ ﻛﻨﻴﺪ ﺗﺎ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﺍﺯ ﻣﻐﺰﻫﺎ ﺑﻴﺮﻭﻥ ﮔـﺮﺩﺍﻧﻴﻢ‪ .‬ﺍﻳـﻦ ﻣﻌﻨـﻲ‬
‫ﺁﺩﻣﻴﮕﺮﻳﺴﺖ ‪ ،‬ﺍﻳﻦ ﺷﺮﻁ ﺧﺮﺩﻣﻨﺪﻳﺴﺖ‪ .‬ﻳﻚ ﺁﺩﻣﻲ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﺩﻟﻴﻞ ﮔﺮﺩﻥ ﭘﻴﭽﺪ‪ .‬ﺑﮕﻔﺘﺔ ﻛﻨﺖ ﮔﻮﺑﻴﻨـﻮ‬
‫ﺩﺭ ﺁﻧﺴﻮﻱ ﻋﻘﻞ ﻭ ﺩﻟﻴﻞ ﭼﻴﺰﻱ ﻧﻴﺴﺖ‪.‬‬
‫ﻣﺎ ﻣﻲ ﮔﻮﻳﻴﻢ ‪ :‬ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺷﺎﻋﺮﺍﻥ )ﻭ ﻫﻤﭽﻨـﻴﻦ ﺍﺯ ﺩﻳﮕـﺮ ﻣﺆﻟﻔـﺎﻥ( ﻣـﺮﺩﻡ ﺭﺍ ﺑﺠﺒﺮﻳﮕـﺮﻱ ﻭ ﺧﺮﺍﺑـﺎﺗﻴﮕﺮﻱ‬
‫ﺩﻋﻮﺕ ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﺷﻌﺮﻫﺎ ﻭ ﮔﻔﺘﻪ ﻫﺎﻱ ﺁﻧﻬﺎ ﺭﺍ ﻣﻲ ﺁﻭﺭﻳﻢ ‪:‬‬
‫" ﻣﻲ ﺧﻮﺭ ﻛﻪ ﻧﺪﺍﻧﻲ ﺯﻛﺠﺎ ﺁﻣﺪﻩ ﺍﻱ ﺧﻮﺵ ﺑﺎﺵ ﻧﺪﺍﻧﻲ ﺑﻜﺠﺎ ﺧﻮﺍﻫﻲ ﺭﻓﺖ" ﻭ‬
‫ﻧﺪﻫﻨﺪﺕ ﺯﻳﺎﺩﻩ ﺍﺯ ﺭﻭﺯﻱ " ﻭ‬ ‫" ﮔﺮ ﺯﻣﻴﻦ ﺭﺍ ﺑﺂﺳﻤﺎﻥ ﺩﻭﺯﻱ‬
‫ﻧﺒ‪‬ﺮ‪‬ﺩ ﺭﮔﻲ ﺗﺎ ﻧﺨﻮﺍﻫﺪ ﺧﺪﺍﻱ"‬ ‫" ﺍﮔﺮ ﺗﻴﻎ ﻋﺎﻟﻢ ﺑﺠﻨﺒﺪ ﺯﺟﺎﻱ‬
‫" ﺗﺮﻳﺪﻭ ﺍﺭﻳﺪﻭ ﻣﺎﻳﻜﻮﻥ ﺍﻟﹼﺎ ﻣﺎﺍﺭﻳﺪ"‪ .‬ﻣﻲ ﮔﻮﻳﻴﻢ ‪ :‬ﺟﺒﺮﻳﮕﺮﻱ ﻭ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻫﺮﺩﻭ ﺑﺴﻴﺎﺭ ﻏﻠﻄـﺴﺖ ﻭ ﻣﺮﺩﻣـﻲ‬
‫ﻛﻪ ﺑﺎﻳﻨﻬﺎ ﺑﮕﺮﻭﻧﺪ ﺟﺰ ﻧﺎﺑﻮﺩﻱ ﺳﺮﮔﺬﺷﺘﻲ ﻧﺨﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪.‬‬
‫ﺍﻳﻦ ﺳﺨﻨﻴﺴﺖ ﻛﻪ ﻣﺎ ﻣﻲ ﮔﻮﻳﻴﻢ‪ .‬ﻛﻨﻮﻥ ﻳﻚ ﺁﺩﻣﻲ ﺑﺎ ﺧﺮﺩ ﻛﻪ ﺍﻳﻨﻬﺎ ﺭﺍ ﻣﻲ ﺧﻮﺍﻧﺪ ‪ ،‬ﻳﺎ ﺑﺎﻳﺪ ﻫﺮﺩﻭ ﻣﻘﺪﻣـﻪ‬
‫ﺭﺍ ﺑﭙﺬﻳﺮﺩ ﻭ ﺑﺎ ﻣﺎ ﻫﻤﺮﺍﻫﻲ ﻭ ﻫﻤﺪﺳﺘﻲ ﻛﻨﺪ ﻭ ﻳﺎ ﺑﮕﻮﻳﺪ ﻓﻼﻥ ﻣﻘﺪﻣﻪ ﺭﺍ ﻧﻤﻲ ﭘﺬﻳﺮﻡ ﻭ ﻳﺎ ﺑﻔﻼﻥ ﻣﻘﺪﻣﻪ ﺍﻳﺮﺍﺩ‬
‫ﺩﺍﺭﻡ ‪ ،‬ﻭ ﺁﻧﭽﻪ ﻣﻲ ﻓﻬﻤﺪ ﺑﺎ ﺩﻟﻴﻞ ﺑﮕﻮﻳﺪ ﺗﺎ ﻣﺎ ﻧﻴﺰ ﺑﺎ ﺩﻟﻴﻞ ﭘﺎﺳﺦ ﺩﻫﻴﻢ‪ .‬ﺍﻳﻨـﺴﺖ ﺁﻧﭽـﻪ ﻛـﻪ ﺍﺯ ﻳـﻚ ﺁﺩﻣـﻲ‬
‫ﺑﺎ ﺧﺮﺩ ﺍﻧﺘﻈﺎﺭ ﺗﻮﺍﻥ ﺩﺍﺷﺖ‪ .‬ﺍﻣﺎ ﺍﻳﻨﻜﻪ ﻛﺴﻲ ﻫﻤﺔ ﺁﻧﻬﺎ ﺭﺍ ﺑﻜﻨﺎﺭ ﮔﺰﺍﺭﺩ ﻭ ﭘﺲ ﺍﺯ ﺁﻧﻬﻤـﻪ ﺩﻟﻴﻠﻬـﺎ ﺑـﺎﺯ ﺑـﺮ ﺳـﺮ‬
‫ﻲ ﺧﻮﺩ ﺍﻳﺴﺘﺎﺩﮔﻲ ﻧﺸﺎﻥ ﺩﻫﺪ ﻭ ﺁﻧﮕﺎﻩ ﺑﻬﻴﺎﻫﻮ ﭘﺮﺩﺍﺯﺩ ﻛﻪ ﺑﺸﻌﺮﺍ ﺗﻮﻫﻴﻦ ﺷﺪﻩ ‪ ،‬ﺍﻳـﻦ ﻫﻤـﺎﻥ ﺩﺭﻣﺎﻧـﺪﮔﻲِ‬ ‫ﻧﺎﺩﺍﻧ ِ‬
‫ﺖ ﮔﻮﺑﻴﻨﻮ ﺍﺷﺎﺭﻩ ﻛﺮﺩﻩ ﺍﺳﺖ‪... .‬‬
‫ﺧﺮﺩ ﻭ ﻓﻬﻤﺴﺖ ﻛﻪ ﻛﻨ ِ‬
‫ﻳﻜﻲ ﻣﻲ ﺁﻳﺪ ﺑﻨﺰﺩ ﻣﻦ ﻭ ﻣﻲ ﮔﻮﻳﺪ ‪ "... :‬ﺍﮔﺮ ﺍﻳﻨﻬﺎ ﺑﺰﺭﮒ ﻧﻴﺴﺘﻨﺪ ﭘﺲ ﭼﺮﺍ ﺷﺮﻗـﺸﻨﺎﺳﺎﻥ ﺍﻳﻨﻬﻤـﻪ ﺗﺠﻠﻴـﻞ‬
‫ﺁﻧﻬﺎ ﺭﺍ ﻣﻲ ﻧﻤﺎﻳﻨﺪ؟! ﻣﻲ ﮔﻮﻳﻢ ‪ :‬ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﺷﻤﺎ ﺭﺍ ﺍﻏﻔـﺎﻝ ﻛﻨﻨـﺪ ﻭ ﻧﮕﺰﺍﺭﻧـﺪ ﺍﺯ ﺁﻟﻮﺩﮔﻴﻬـﺎﻱ‬
‫ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﺑﻴﺮﻭﻥ ﺁﻳﻴﺪ‪ .‬ﺷﻤﺎ ﺑﺎﻳﺪ ﺧﻮﺩﺗﺎﻥ ﺑﻴﻨﺪﻳﺸﻴﺪ ﻭ ﺑﻔﻬﻤﻴﺪ ﻛﻪ ﺳﻮﺩ ﻭ ﺯﻳﺎﻧﺘﺎﻥ ﭼﻴﺴﺖ‪ .‬ﺍﻳﻦ ﭘﺎﺳـﺨﻬﺎ‬
‫ﻛﻪ ﻣﻲ ﺩﻫﻴﻢ ﺑﻴﻜﺒﺎﺭﻩ ﺧﺎﻣﻮﺵ ﻣﻲ ﮔﺮﺩﺩ ﻭ ﺩﻳﮕﺮ ﻫﻴﭻ ﺳﺨﻨﻲ ﺑﺮﺍﻱ ﮔﻔﺘﻦ ﭘﻴﺪﺍ ﻧﻤﻲ ﻛﻨﺪ ﻭﻟﻲ ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ‬
‫ﺍﺯ ﻧﺎﺩﺍﻧﻴﻬﺎﻱ ﺧﻮﺩ ﺑﺮﻧﮕﺸﺘﻪ ﻣﻲ ﺭﻭﺩ ﺩﺭ ﺑﻴﺮﻭﻥ ﭼﻨﻴﻦ ﻣﻲ ﮔﻮﻳﺪ ‪" :‬ﺧﻴﺮ ‪ ،‬ﻧﻤـﻲ ﺷـﻮﺩ ‪ ،‬ﺻـﺤﺒﺖ ﻓﺎﻳـﺪﻩ ﺍﻱ‬
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‫ﺖ ﮔﻮﺑﻴﻨﻮ ﺷﺮﺡ ﻣﻲ ﺩﻫﺪ‪.‬‬ ‫ﻧﺪﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺑﺎ ﻣﻔﺎﺧﺮ ﺍﻳﺮﺍﻥ ﺩﺷﻤﻨﺴﺖ"‪ .‬ﺍﻳﻨﺴﺖ ﺁﻥ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻛﻪ ﻛﻨ ِ‬
‫ﻱ ﺭﻭﺯﻧﺎﻣﻪ ﺷﺮﺡ ﻣﻲ ﺩﻫﺪ ﻛﻪ ﺍﻳﻦ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺩﺭ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻃﺒﻴﻌـﺖ‬
‫ﻛﺴﺮﻭﻱ ﺳﭙﺲ ﺩﺭ ﺷﻤﺎﺭﺓ ﺑﻌﺪ ِ‬
‫ﻥ ﭘﺮﭼﻢ ﻣﻲ ﺁﻭﺭﺩ ﻛـﻪ ﺍﺯ ﺑـﺎﻭﺭ‬ ‫ﺩﻭﻡ ﺍﻳﺸﺎﻥ ﺷﺪﻩ ﻭ ﻳﻘﻴﻨﺴﺖ ﻛﻪ ﻫﻤﮕﺎﻧﻲ ﻧﻴﺴﺖ ﻭ ﻣﺜﺎﻝ ﻫﺎﻳﻲ ﺍﺯ ﺧﻮﺍﻧﻨﺪﮔﺎ ِ‬
‫ﻧﺎﺩﺭﺳﺖ ﺧﻮﻳﺶ ‪ ،‬ﭘﺎﻛﺪﻻﻧﻪ ﺩﺳﺖ ﻛﺸﻴﺪﻩ ﻭ ﺑﻨﺎ ِﻡ ﮔﻮﺍﻫﻲ ﻭ ﺣﻘﺸﻨﺎﺳﻲ ﺩﺭ ﻧﺎﻣﻪ ﻫﺎﺷﺎﻥ ﻧﻮﺷﺘﻪ ﺍﻧﺪ‪.‬‬
‫ﮔﻔﺘﻴﻢ ﻛﻪ ﺑﺮﺍﻱ ﻳﻚ ﺯﻧﺪﮔﻲ ﺷﺎﻳﻨﺪﻩ ﻭ ﻭﺍﻻ ‪ ،‬ﺑﺒﺎﻭﺭﻫﺎﻱ ﻧﻮﻳﻨﻲ )ﻫﻤﭽـﻮﻥ ﭘﺎﺑﻨـﺪﻱ ﺑﺪﻣﻮﻛﺮﺍﺳـﻲ( ﻧﻴـﺎﺯ‬
‫ﺩﺍﺭﻳﻢ ﻭ ﺁﻥ ﺑﺎﻭﺭﻫﺎ ﻫﺮﮔﺰ ﻣﺆﺛﺮ ﻧﺨﻮﺍﻫﺪ ﺷﺪ ﻣﮕﺮ ﺁﻧﻜﻪ ﺟﻠﻮﮔﻴﺮﻱ ﺩﺭ ﺑﺮﺍﺑﺮ ﺁﻧﻬﺎ ﺩﺭ ﻣﻐﺰﻫﺎ ﻧﺒﺎﺷﺪ‪ .‬ﺟﺰ ﺍﻳﻦ ﺩﺭ‬
‫ﻖ ﮔﺮﺍﻧﻤﺎﻳﺔ ﺩﻳﮕﺮﻱ ﻧﻴﺎﺯ ﻫﺴﺖ ﻛﻪ ﺍﺯ ﺯﻣﺎﻧﻬﺎﻱ ﻛﻬﻦ ﺑﻮﺩﻩ ﻭ ﺁﻧﻬﺎ ﺑﻨﻴﺎﺩ ﺧﺮﺳـﻨﺪﻱ‬ ‫ﺯﻧﺪﮔﻲ ﺑﻴﻚ ﺭﺷﺘﻪ ﺣﻘﺎﻳ ِ‬
‫ﻦ ﺩﻳﻨﻲ ﻫﻤﭽﻮﻥ ﭘﺎﺑﻨﺪﻱ ﺑﻨﻴﻜﻲ ﻭ ﭘﺎﻛﻲ‬ ‫ﺕ ﺑﻨﻴﺎﺩﻳ ِ‬
‫ﻭ ﺁﺳﺎﻳﺶ ﻳﻚ ﺗﻮﺩﻩ ﺑﺸﻤﺎﺭ ﻣﻲ ﺁﻳﺪ ـ ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﺗﻌﻠﻴﻤﺎ ِ‬
‫ﺕ ﻣﺨـﺎﻟﻒ ﺑـﺎ ﺁﻥ ﻫﻤﭽـﻮﻥ‬ ‫)ﻧﻪ ﺧﺮﺍﻓﺎﺕ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﻛﻴﺸﻬﺎ(‪ .‬ﺍﻳﻦ ﺭﺷﺘﺔ ﺁﺧﺮﻱ ﺍﺯ ﺣﻘﺎﻳﻖ ﺑﻌﻠﺖ ﺗﻌﻠﻴﻤﺎ ِ‬
‫ﺟﺒﺮﻳﮕﺮﻱ ‪ ،‬ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ‪ ،‬ﻣﺎﺩﻳﮕﺮﻱ ﻭ ﺩﻳﮕﺮ ﺁﻟﻮﺩﮔﻴﻬﺎ ‪ ،‬ﺍﺯ ﻧﻴﺮﻭ ﺍﻓﺘﺎﺩﻩ ﻭ ﺩﻳﮕﺮ ﻣﺆﺛﺮ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﺑﺎﻳﺪ ﮔﻔﺖ‬
‫ﺕ ﮔﺮﺍﻧﻤﺎﻳﺔ ﺩﻳﻨﻬﺎ ﺭﺍ ﺑﻴﻜﺒـﺎﺭ ﺑﺮﺍﻧﺪﺍﺧﺘـﻪ‪ .‬ﺑﺮﺧـﻲ ﺍﺯ‬
‫ﺗﺄﺛﻴﺮ ﺑﻴﺸﺘﺮ ﺭﺍ ﻫﻢ ﺍﻛﻨﻮﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺩﺍﺭﺩ ﻭ ﺁﻧﻬﺎ ﺗﻌﻠﻴﻤﺎ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺩﻳﻨﻲ ﻛﻪ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺍﺯ ﺗﺄﺛﻴﺮﺷﺎﻥ ﺑﺴﻴﺎﺭ ﻛﺎﺳﺘﻪ ﺍﻳﻨﻬﺎﺳﺖ ‪ :‬ﭘﺎﺑﻨﺪﻱ ﺑﻨﻴﻜﻲ ﻭ ﭘﺎﻛﻲ ‪ ،‬ﺑﻴـﺰﺍﺭﻱ ﺍﺯ‬
‫ﮔﻤﺮﺍﻫﺎﻥ ‪ ،‬ﻣﻬﺮﺑﺎﻧﻲ ‪ ،‬ﺩﺍﺩﮔﺮﻱ ‪ ،‬ﮔﺬﺷﺖ ﻭ ﻳﺎﻭﺭﻱ‪.‬‬
‫ﺕ ﮔﺮﺍﻧﻤﺎﻳـﺔ ﻛﻬـﻦ ﺭﺍ‬‫ﻛﻮﺗﺎﻩ ﺳﺨﻦ ﺁﻧﻜﻪ ‪ ،‬ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺗﺄﺛﻴﺮ ﺯﻳﺎﻧﻤﻨ ِﺪ ﺩﻭﺳﻮﻳﻪ ﺩﺍﺷﺘﻪ ‪ :‬ﺍﺯ ﻳﻚ ﺳﻮ ﺗﻌﻠﻴﻤﺎ ِ‬
‫ﻛﻪ ﺩﺭ ﺩﻟﻬﺎ ﺑﻮﺩﻩ ﺳﺴﺖ ﻭﻳﺎ ﺑﻴﻜﺒﺎﺭ ﻧﺎﺗﻮﺍﻥ ﮔﺮﺩﺍﻧﺪﻩ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﭼﻮﻥ ﺑﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺳـﻮﺩﻣﻨ ِﺪ ﻧـﻮﻳﻦ‬
‫ﻧﻴﺰ ﻧﺎﺳﺎﺯﮔﺎﺭﺳﺖ ﺁﻧﻬﺎ ﺭﺍ ﻫﻢ ﺍﺯ ﻧﻴﺮﻭ ﺍﻧﺪﺍﺧﺘﻪ )ﻫﻤﭽﻮﻥ ﻧﺎﺳﺎﺯﮔﺎﺭﻱ ﺻﻮﻓﻴﮕﺮﻱ ﺑﺎ ﻣﺸﺮﻭﻃﻪ(‪.‬‬
‫ﺗﺎ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺟﺪﺍ ﺍﺯ ﻫﻤﻨﺪ ﺯﻳﺎﻧﺸﺎﻥ ﻛﻤﺴﺖ‪ .‬ﻟﻴﻜﻦ ﻫﻨﮕﺎﻣﻴﻜـﻪ ﺩﻭ ﻳـﺎ ﭼﻨـﺪ ﺭﺷـﺘﻪ ﺍﺯ ﺁﻧﻬـﺎ ﺑﻬـﻢ‬
‫ﺁﻣﻴﺰﻧﺪ ﺯﻳﺎﻧﺸﺎﻥ ﭼﻨﺪ ﺑﺮﺍﺑﺮ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺍﮔﺮ ﺑـﺮﺍﻱ ﺍﻳـﻦ ﻣﺜـﺎﻟﻲ ﺑﺨﻮﺍﻫﻴـﺪ ‪ ،‬ﺑﺎﻳـﺪ ﺯﻧـﺪﺍﻧﻲ ﺭﺍ ﺑﻴﺎﻧﮕﺎﺭﻳـﺪ ﻛـﻪ‬
‫ﻼ ﻫﻤﺔ ﻛﻼﻫﺒـﺮﺩﺍﺭﺍﻥ ﺩﺭ ﻳـﻚ ﺑﻨـﺪ ‪،‬‬ ‫ﺑﺰﻫﻜﺎﺭﺍﻥ ‪ ،‬ﮔﺮﻭﻩ ﺑﻨﺪﻱ ﺷﺪﻩ ﻫﺮ ﻳﻚ ﺩﺭ ﺑﻨ ِﺪ ﺟﺪﺍﮔﺎﻧﻪ ﺍﻱ ﺑﺎﺷﻨﺪ‪ .‬ﻣﺜ ﹰ‬
‫ﺩﺯﺩﺍﻥ ﺩﺭ ﺑﻨﺪ ﺩﻳﮕﺮ ‪ ،‬ﺟﺎﻋﻼﻥ ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮ ‪ ،‬ﭼﺎﻗﻮﻛﺸﺎﻥ ﺩﺭ ﺑﻨﺪﻱ ﻭ ﻫﻤﭽﻨﺎﻥ ﺩﻳﮕﺮﺍﻥ ﺩﺭ ﺑﻨﺪﻫﺎﻱ ﻭﻳﮋﺓ‬
‫ﺧﻮﺩ ﺑﺎﺷﻨﺪ‪ .‬ﺍﮔﺮ ﺑﺰﻫﻜﺎﺭﻱ ﺑﺮﺍﻱ ﻧﺨـﺴﺘﻴﻦ ﺑـﺎﺭ ﺑﺠـﺮﻡ ﻛـﻮﭼﻜﻲ ﺑﻴﻜـﻲ ﺍﺯ ﺍﻳـﻦ ﺑﻨـﺪﻫﺎ ﺍﻓﺘـﺪ ‪ ،‬ﺩﺭﺳـﻬﺎﻱ‬
‫ﻧﺎﺩﺍﻧﺴﺘﻪ ﺍﻱ ﺍﺯ ﻫﻤﺒﻨﺪﺍﻧﺶ ﻳﺎﺩ ﺧﻮﺍﻫﺪ ﮔﺮﻓﺖ‪ .‬ﺍﻛﻨﻮﻥ ﺑﺪﻳﺪﻩ ﺁﻭﺭﻳﺪ ﻛﻪ ﭼﻪ ﺧﻮﺍﻫـﺪ ﺷـﺪ ﺍﮔـﺮ ﺁﻥ ﺑﺰﻫﻜـﺎﺭ‬
‫ﺑﺰﻧﺪﺍﻧﻲ ﺑﻴﻔﺘﺪ ﻛﻪ ﺯﻧﺪﺍﻧﻴﺎﻥ ﮔﺮﻭﻩ ﺑﻨﺪﻱ ﻧﺸﺪﻩ ﺑﺎﺷﻨﺪ؟ ﺑﺎﺷﺪ ﻛﻪ ﻫﻤﻪ ﮔﻮﻧﻪ ﺩﺭﺳﻲ ﺍﺯ ﺍﻳـﺸﺎﻥ ﻳـﺎﺩ ﮔﻴـﺮﺩ ﻭ‬
‫ﺭﻭﺯﻱ ﻛﻪ ﺍﺯ ﺁﻧﺠﺎ ﺩﺭﺁﻳﺪ ﺑﻬﻤﻪ ﮔﻮﻧﻪ ﺑﺰﻫﻲ ﺗﻮﺍﻧﺎ ﺑﺎﺷﺪ‪.‬‬
‫ﻥ ﻣﻐﻮﻝ ﻛـﻪ ﺑﺮﻭﺯﮔـﺎﺭ ﻣـﺎ ﺭﺳـﻴﺪﻩ ﺩﺭﺳـﺖ ﺩﺭﻣـﻲ ﺁﻳـﺪ‪ .‬ﺯﻳـﺮﺍ ﺍﻳـﻦ‬ ‫ﺍﻳﻦ ﻣﺜﺎﻝ ﺍﺯ ﻫﺮﺑﺎﺭﻩ ﺑﺎ ﺍﺩﺑﻴﺎﺕ ﺯﻣﺎ ِ‬
‫ﮔﻤﺮﺍﻫﻴﻬﺎ ﺩﺭ ﺁﻏﺎﺯ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﺑﻮﺩﻩ ﻭ ﺩﻩ ﻫﺎ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺗﺎ ﺑﻬﻢ ﺩﺭﺁﻣﻴﺨﺘﻪ‪.‬‬
‫ﺷﺎﻳﺪ ﺷﻤﺎ ﻧﺪﺍﻧﻴﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺭﺍ ﺩﺭﻫﻢ ﺁﻣﻴﺨﺘـﻪ ﺍﻧـﺪ ﻭ ﺯﻳﺎﻧﻴﻜـﻪ ﺍﺯ ﺁﻥ ﭘﺪﻳـﺪ ﺁﻣـﺪﻩ ﺍﺳـﺖ ﻧﻴـﻚ‬
‫ﺩﺭﻧﻴﺎﺑﻴﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺁﻧﺮﺍ ﺭﻭﺷﻦ ﻣﻲ ﮔﺮﺩﺍﻧﻢ ‪:‬‬
‫ﭼﻨﺎﻧﻜﻪ ﺩﻳﺪﻳﻢ ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﺻﻮﻓﻴﮕﺮﻱ ﻭ ﺑـﺎﻃﻨﻴﮕﺮﻱ ﻭ ﺧﺮﺍﺑـﺎﺗﻴﮕﺮﻱ ﻭ ﻓﻠـﺴﻔﺔ ﻳﻮﻧـﺎﻥ ﻫﺮﻛـﺪﺍﻡ ﺍﺯ ﻳﻜـﺮﺍ ِﻩ‬
‫ﻼ ﺻـﻮﻓﻲ ﺑـﻮﺩ ﺩﻳﮕـﺮ‬ ‫ﻥ ﺩﻳﮕﺮﻱ ﻣﻲ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﺩﺭﺁﻏﺎﺯِ ﻛﺎﺭ ﻛﺴﻴﻜﻪ ﻣﺜ ﹰ‬ ‫ﺩﻳﮕﺮﻱ ﭘﻴﺪﺍ ﺷﺪﻩ ﻭ ﻫﺮﻛﺪﺍﻡ ﭘﻴﺮﻭﺍ ِ‬
‫ﺑﺒﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺑﺎﻃﻨﻴﺎﻥ ﻧﻤﻲ ﭘﺮﺩﺍﺧﺖ ‪ ،‬ﻭ ﺑﺎ ﺷﻴﻌﻲ ﻭ ﺳﻨﻲ ﺁﻣﻴﺰﺵ ﻧﻤﻲ ﻛـﺮﺩ‪ .‬ﻫﻤﭽﻨـﻴﻦ ﻛـﺴﻴﻜﻪ ﺑـﺎﻃﻨﻲ‬
‫ﻣﻲ ﺑﻮﺩ ﺗﻨﻬﺎ ‪ ،‬ﺭﺍﻩ ﺧﻮﺩ ﺭﺍ ﭘﻲ ﻣﻲ ﻛﺮﺩ ﻭ ﺑﮕﻔﺘﻪ ﻫﺎﻱ ﺩﻳﮕﺮﺍﻥ ﮔﻮﺵ ﻧﻤﻲ ﺩﺍﺩ ﻭ ﭼﻨـﻴﻦ ﻫـﻢ ﺑﺎﻳـﺴﺘﻲ ﺑـﻮﺩ‪.‬‬
‫ﺯﻳﺮﺍ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺳﺎﺯﺵ ﻧﺪﺍﺭﺩ ﻭ ﺍﻳﻦ ﻧﺸﺪﻧﻴﺴﺖ ﻛﻪ ﻳﻜﺘﻦ ﺑﺪﻭ ﺗﺎ ﺍﺯ ﺁﻧﻬﺎ ﭘﺮﺩﺍﺯﺩ‪.‬‬
‫ﻟﻴﻜﻦ ﻛﻢ ﻛﻢ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺑﻬﻢ ﺧﻮﺭﺩ ﻭ ﻛـﺴﺎﻧﻲ ﭘﻴـﺪﺍ ﺷـﺪﻧﺪ ﻛـﻪ ﺍﻳﻨﻬـﺎ ﺭﺍ ﺑﻬـﻢ ﺁﻣﻴﺨﺘﻨـﺪ ﻭ ﺩﺭ ﻛﺘﺎﺑﻬـﺎ ﻭ‬
‫ﮔﻔﺘﻪ ﻫﺎﺷﺎﻥ ﺁﻧﺮﺍ ﺑﺎ ﺍﻳﻦ ﻭ ﺍﻳﻦ ﺭﺍ ﺑﺎ ﺁﻥ ﺩﺭﻫﻢ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺩﺭ ﺭﻓﺘﺎﺭ ﻭ ﻛـﺮﺩﺍﺭ ﻧﻴـﺰ ﻫـﺮ ﺯﻣـﺎﻥ ﺑﻴﻜـﻲ ﭘﻴـﺮﻭﻱ‬
‫ﻧﻤﻮﺩﻧﺪ‪.‬‬
‫ﻫﺮﭼﻨﺪ ﻛﻪ ﻛﺘﺎﺏ ﻧﻮﻳﺴﻲ ﻭ ﺷﻌﺮ ﺳﺮﺍﻳﻲ ﺑﻴﺸﺘﺮ ﺭﻭﺍﺝ ﮔﺮﻓﺖ ﺍﻳﻦ ﻛﺎﺭ ﻓﺰﻭﻧﺘـﺮ ﮔﺮﺩﻳـﺪ‪ .‬ﺯﻳـﺮﺍ ﺑـﻴﺶ ﺍﺯ ﻫﻤـﻪ‬
‫ﻼ ﺩﺭ ﺁﻏﺎﺯ ﺍﺳﻼﻡ ﭼﻮﻥ ﻓﻠﺴﻔﺔ ﻳﻮﻧـﺎﻥ ﺭﻭﺍﺝ‬ ‫ﺷﺎﻋﺮﺍﻥ ﻭ ﻛﺘﺎﺏ ﻧﻮﻳﺴﺎﻥ ﺑﻮﺩﻧﺪ ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ ﺑﻬﻢ ﻣﻲ ﺁﻣﻴﺨﺘﻨﺪ‪ .‬ﻣﺜ ﹰ‬
‫ﮔﺮﻓﺖ ﻛﺴﺎﻧﻴﻜﻪ ﺁﻧﺮﺍ ﻣﻲ ﭘﺬﻳﺮﻓﺘﻨﺪ ﺍﺯ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺟﺪﺍ ﻣﻲ ﮔﺮﺩﻳﺪﻧﺪ ‪ ،‬ﺯﻳﺮﺍ ﻓﻠﺴﻔﻪ ﺑﺎ ﺍﺳﻼﻡ ﺩﻭ ﺗﺎﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ‬
‫ﺳﻮﻱ ﻣﺴﻠﻤﺎﻧﺎﻥ ﻧﻴﺰ ﻫﺮ ﻛﻪ ﺭﺍ ﭘﻴﺮ ِﻭ ﻓﻠﺴﻔﻪ ﻣﻲ ﻳﺎﻓﺘﻨﺪ ﻣﻲ ﻛﹸﺸﺘﻨﺪ‪ .‬ﻭﻟﻴﻜﻦ ﺩﺭ ﺯﻣﺎﻧﻬﺎﻱ ﺩﻳﺮﺗﺮ ﺧﻮ ِﺩ ﻋﻠﻤـﺎﻱ‬
‫ﺍﺳﻼﻡ ﻓﻠﺴﻔﻪ ﺭﺍ ﻣﻲ ﺧﻮﺍﻧﺪﻧﺪ ﻭ ﺩﺭﺱ ﻣﻲ ﮔﻔﺘﻨﺪ‪ .‬ﺑﻠﻜﻪ ﻛﺴﺎﻧﻲ ﺑﺮﺧﺎﺳﺘﻪ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭﻫﻢ ﻣﻲ ﮔﺮﺩﺍﻧﻴﺪﻧﺪ‪.‬‬
‫ﻲ ﺩﻳﮕﺮﻱ ﺑﻮﺩﻩ ﻭ ﺯﻳﺎﻥ ﺍﻳﻦ ﺑﺴﻴﺎﺭ ﺑﻴـﺸﺘﺮﺳﺖ‪.‬‬ ‫ﻥ ﮔﻤﺮﺍﻫﻴﻬﺎ ‪ ،‬ﺧﻮﺩ ﮔﻤﺮﺍﻫ ِ‬ ‫ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻢ ﺍﻳﻦ ﺩﺭﻫﻢ ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﺯﻳﺮﺍ ﻧﺘﻴﺠﺔ ﺍﻳﻦ ‪ ،‬ﺑﻴﻜﺎﺭﻩ ﮔﺮﺩﻳﺪﻥ ﻓﻬﻤﻬﺎ ﻭ ﺧﺮﺩﻫﺎﺳﺖ ‪ ،‬ﮔﻴﺞ ﺳﺮ ﻭ ﺁﻭﺍﺭﻩ ﻣﺎﻧﺪﻥ ﺁﺩﻣﻴﺎﻧـﺴﺖ‪ .‬ﺍﻛﻨـﻮﻥ ﺷـﻤﺎ‬
‫ﻲ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ ‪ ،‬ﻣﻐ ِﺰ ﺍﻭ ﭘﺮ ﺍﺳﺖ ﺍﺯ ﺑﺪ ﺁﻣﻮﺯﻳﻬﺎﻱ ﮔﻮﻧـﺎﮔﻮﻥ ﻛـﻪ ﺑـﻲ ﺁﻧﻜـﻪ‬ ‫ﺍﮔﺮ ﻧﻴﻚ ﺳﻨﺠﻴﺪ ﻳﻚ ﺗﻦ ﺍﻳﺮﺍﻧ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺧﻮﺩﺵ ﺑﺪﺍﻧﺪ ﻭ ﺑﻔﻬﻤﺪ ﺁﻧﻬﺎ ﺩﺭ ﻣﻐﺰﺵ ﺟﺎ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻨﺴﺖ ﻳﻚ ﺗﻦ ﺍﻳﺮﺍﻧﻲ ﺩﺍﺭﺍﻱ ﺑﺎﻭ ِﺭ ﭘﺎﻳـﺪﺍﺭﻱ ﻧﺘﻮﺍﻧـﺪ‬
‫ﺑﻮﺩ ‪ .‬ﺑﺎﺭﻫﺎ ﺩﻳﺪﻩ ﺷﺪﻩ ﻳﻚ ﺗـﻦ ﺩﺭ ﺍﻳـﻦ ﺳـﺎﻋﺖ ﺳـﺨﻦ ﺍﺯ ﻛﻮﺷـﺶ ﻭ ﺳـﻮﺩﻫﺎﻱ ﺁﻥ ﻣـﻲ ﺭﺍﻧـﺪ ﻭ ﭼﻨـﻴﻦ‬
‫ﻣﻲ ﮔﻮﻳﺪ ‪" :‬ﺑﺎﻳﺪ ﻛﻮﺷﻴﺪ ‪ ،‬ﺩﺭ ﺳﺎﻳﺔ ﻛﻮﺷـﺶ ﺑﻬﻤـﻪ ﺟـﺎ ﺗـﻮﺍﻥ ﺭﺳـﻴﺪ‪ ".‬ﺳـﭙﺲ ﺩﺭ ﺳـﺎﻋﺖ ﺩﻳﮕـﺮﻱ ﺁﻥ ﺭﺍ‬
‫ﻓﺮﺍﻣﻮﺵ ﻛﺮﺩﻩ ﻣﻲ ﮔﻮﻳﺪ ‪ " :‬ﻛﺎﺭﻫﺎ ﺑﺎ ﻛﻮﺷﺶ ﻧﻴﺴﺖ ‪ ،‬ﺧﺪﺍ ﺑﺎﻳﺪ ﺑﺂﺩﻡ ﺑﺮﺳﺎﻧﺪ‪ ".‬ﺍﻳﻦ ﻣﺜﻠـﺴﺖ ﻛـﻪ ﻣـﻦ ﻳـﺎﺩ‬
‫ﻣﻲ ﻛﻨﻢ‪ .‬ﺳﺪﻫﺎ ﻣﺎﻧﻨﺪﺓ ﺁﻧﺮﺍ ﺗﻮﺍﻥ ﻳﺎﻓﺖ‪.‬‬
‫ﺍﻣﺮﻭﺯ ﺷﻤﺎ ﺍﮔﺮ ﺍﺯ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﭙﺮﺳﻴﺪ ‪ :‬ﺑﺎﻃﻨﻴﺎﻥ ﻛﻪ ﺑﻮﺩﻧﺪ ﻭ ﭼﻪ ﻣﻲ ﮔﻔﺘﻨﺪ؟ ﻧﺨﻮﺍﻫﻨـﺪ ﺩﺍﻧـﺴﺖ ﻭﻟـﻲ ﺍﮔـﺮ ﺩﺭ‬
‫ﮔﻔﺘﺎﺭ ﻭ ﺭﻓﺘﺎﺭﺷﺎﻥ ﻧﮕﺮﻳﺪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﺑـﺴﻴﺎﺭﻱ ﺍﺯ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺑﺎﻃﻨﻴـﺎﻥ ﺩﺭ ﺩﻟﻬـﺎﻱ ﺍﻳـﺸﺎﻥ ﺟـﺎ ﮔﺮﻓﺘـﻪ‬
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‫ﺍﺳﺖ‪... .‬‬
‫ﺩﺭ ﻫﺮ ﺣﺎﻝ ﺍﺯ ﺭﻭﺯﮔﺎﺭ ﻣﻐﻮﻝ ﺑﺒﻌﺪﺳﺖ ﻛﻪ ﻫﻤﺔ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﻬﻢ ﺩﺭﺁﻣﻴﺨﺘﻪ ﻭ ﺍﻳﻦ ﺑﻴﺸﺘﺮ ﺍﺯ ﺭﻫﮕﺬﺭ‬
‫ﺷﻌﺮ ﭘﺪﻳﺪﺍﺭ ﮔﺸﺘﻪ‪ .‬ﺯﻳﺮﺍ ﺷﺎﻋﺮﺍﻥ ﻳﮕﺎﻧﻪ ﭼﻴﺰﻱ ﻛﻪ ﺩﺭ ﺑﻨﺪﺵ ﺑﻮﺩﻩ ﺍﻧﺪ ‪ ،‬ﻗﺎﻓﻴﻪ ﺳﺎﺯﻱ ﻭ ﺷﻌﺮ ﺳﺮﻭﺩﻥ ﺑـﻮﺩﻩ‪.‬‬
‫ﺑﻨﻴﻚ ﻭ ﺑ ِﺪ ﻣﻀﻤﻮﻥ ﭘﺮﻭﺍ ﻧﻜﺮﺩﻩ ‪ ،‬ﻫﺮﭼﻪ ﺑﺎﻧﺪﻳﺸﻪ ﺷﺎﻥ ﺭﺳﻴﺪﻩ ﺑﺮﺷﺘﺔ ﺷﻌﺮ ﻛﺸﻴﺪﻩ ﺍﻧﺪ‪ .‬ﻧﺘﻴﺠﻪ ﺁﻧﻜﻪ ﺍﻣـﺮﻭﺯ‬
‫ﻱ ﺯﻧﺪﺓ ﺟﻬﺎﻥ ‪ ،‬ﭘﺮﻭﺭﺷﮕﺎﻩ ﭘـﺎﻛﻲ ‪ ،‬ﮔﺬﺷـﺖ ‪ ،‬ﺩﻟﻴـﺮﻱ ‪،‬‬ ‫ﺕ ﺗﻮﺩﻩ ﻫﺎ ِ‬‫ﺍﺩﺑﻴﺎﺕ ﻣﺎ ﻛﻪ ﻣﻲ ﺑﺎﻳﺴﺖ ﻫﻤﺎﻧﻨ ِﺪ ﺍﺩﺑﻴﺎ ِ‬
‫ﺟﻮﺍﻧﻤﺮﺩﻱ ‪ ،‬ﺟﺎﻧﻔﺸﺎﻧﻲ ﻭ ﺍﻳﻨﮕﻮﻧﻪ ﺧﻮﻳﻬﺎﻱ ﺳﺘﻮﺩﻩ ﺑﺎﺷﺪ ﺑﻪ » ﻛﻠﻜﺴﻴﻮﻥ ﻣﻮﺍﺩ ﻣﺨﺪﺭ« ﺗﺒﺪﻳﻞ ﺷـﺪﻩ‪ .‬ﭼـﻪ‬
‫ﺑﺴﺎ ﻳﻚ ﺷﺎﻋﺮ ‪ ،‬ﻫﻤﺔ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﺩﺭ ﻳﻚ ﺩﻳﻮﺍﻥ ﺑﻜﺎﺭ ﺑﺮﺩﻩ‪ .‬ﻳﻜﺠﺎ ﻣﻀﻤﻮﻥ ﺷﻌﺮﺵ ﺟﺒﺮﻳﮕﺮﻱ ﺑﻮﺩﻩ ‪:‬‬
‫ﻛﻪ ﺑﺮ ﻣﻦ ﻭ ﺗﻮ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻧﮕﺸﺎﺩﻧﺪ‬ ‫ﺭﺿﺎ ﺑﺪﺍﺩﻩ ﺑﺪﻩ ﻭﺯ ﺟﺒﻴﻦ ﮔﺮﻩ ﺑﮕﺸﺎﻱ‬
‫ﻳﻜﺠﺎ ﺩﻡ ﺍﺯ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﺯﺩﻩ ‪:‬‬
‫ﺯﺍﻫﺪﺍﻥ ﻣﻌﺬﻭﺭﻡ ﺩﺍﺭﻳﺪ ﻛﻪ ﺍﻳﻨﻢ ﻣﺬﻫﺒﺴﺖ‬ ‫ﻣﻦ ﻧﺨﻮﺍﻫﻢ ﻛﺮﺩ ﺗﺮﻙ ﻳﺎﺭ ﻭ ﺟﺎﻡ ﻣﻲ‬
‫ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮ ﭘﻨﺪﺍﺭﻫﺎﻱ ﺻﻮﻓﻴﺎﻧﻪ ﺭﺍ ﺩﺭ ﺷﻌﺮ ﺧﻮﺩ ﺟﺎ ﺩﺍﺩﻩ ‪:‬‬
‫ﻛﺠﺎ ﺑﻜﻮﻱ ﺣﻘﻴﻘﺖ ﮔﺬﺭ ﺗﻮﺍﻧﻲ ﻛﺮﺩ‬ ‫ﺗﻮ ﻛﺰ ﺳﺮﺍﻱ ﻃﺒﻴﻌﺖ ﻧﻤﻲ ﺭﻭﻱ ﺑﻴﺮﻭﻥ‬
‫ﻳﻜﺠﺎ ﺍﺯ ﺳﺘﺎﺭﻩ ﺷﻤﺎﺭﻱ )ﻧﻪ ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ( ﻭ ﺧﺮﺍﻓﺎﺕ ﺁﻥ ‪ ،‬ﺳﺨﻦ ﺑﻤﻴﺎﻥ ﺁﻭﺭﺩﻩ ‪:‬‬
‫ﻳﺎ ﺭﺏ ﺍﻳﻦ ﺩﻭﻟﺖ ﺯ ﺗﺄﺛﻴﺮ ﻛﺪﺍﻣﻴﻦ ﻛﻮﻛﺒﺴﺖ‬ ‫ﺁﻥ ﺷﺐ ﻗﺪﺭﻱ ﻛﻪ ﮔﻮﻳﻨﺪ ﺍﻫﻞ ﺧﻠﻮﺕ ‪ ،‬ﺍﻣﺸﺒﺴﺖ‬
‫ﺟﺎﻱ ﺩﻳﮕﺮ ﺳﺨﻦ ﺍﺯ ﺍﻓﺴﺎﻧﻪ ﻫﺎﻱ ﺑﻲ ﺍﺭﺝ ﺭﺍﻧﺪﻩ ‪:‬‬
‫ﺍﻧﺪﺭ ﺁﻥ ﻣﻮﻛﺐ ﻛﻪ ﺑﺮ ﭘﺸﺖ ﺻﺒﺎ ﺑﻨﺪﻧﺪ ﺯﻳﻦ ﺑﺎ ﺳﻠﻴﻤﺎﻥ ﭼﻮﻥ ﺑﺮﺍﻧﻢ ﻣﻨﻜﻪ ﻣﻮﺭﻡ ﻣﺮﻛﺒﺴﺖ‬
‫ﺨــﺮﺩﻱ ‪ ،‬ﻫﻤﭽــﻮﻥ ﻻﺗــﻲ ﻭ ﺑﻴﻐﻴﺮﺗــﻲ ‪ ،‬ﭼﺎﭘﻠﻮﺳــﻲ ‪،‬‬ ‫ﻫﻤﭽﻨــﻴﻦ ﺁﻟﻮﺩﮔﻴﻬــﺎﻱ ﺑﺎﺯﻣﺎﻧــﺪﻩ ﺍﺯ ﺭﻭﺯﮔــﺎﺭ ﺑﻴ ِ‬
‫ﺳﺘﺎﻳﺸﮕﺮﻱ ‪ ،‬ﻣﻔﺘﺨﻮﺍﺭﻱ ‪ ،‬ﺑﭽﻪ ﺑﺎﺯﻱ ‪ ،‬ﻳﺎﻭﻩ ﮔﻮﻳﻲ ‪ ،‬ﻫﺠﻮﮔﻮﻳﻲ ﻭ ﺩﺷﻨﺎﻡ ‪ ،‬ﮔﺰﺍﻓﻪ ﮔﻮﻳﻲ ﺭﺍ ﻻﺑـﻼﻱ ﺷـﻌﺮﻫﺎ‬
‫ﺟﺎ ﺩﺍﺩﻩ ‪:‬‬
‫ﮔﺮ ﺗﻮ ﻧﻤﻲ ﭘﺴﻨﺪﻱ ﺗﻐﻴﻴﺮ ﺩﻩ ﻗﻀﺎ ﺭﺍ‬ ‫ﺩﺭ ﻛﻮﻱ ﻧﻴﻜﻨﺎﻣﻲ ﻣﺎ ﺭﺍ ﮔﺬﺭ ﻧﺪﺍﺩﻧﺪ‬
‫ﻛﻪ ﻣﻦ ﺍﻭ ﺭﺍ ﺯ ﻣﺤﺒ‪‬ﺎﻥ ﺧﺪﺍ ﻣﻲ ﺩﺍﻧﻢ‬ ‫ﺐ ﻧﻈﺮﺑﺎﺯﻱ ﺣﺎﻓﻆ ﻧﻜﻨﻴﺪ‬ ‫ﺩﻭﺳﺘﺎﻥ ﻋﻴ ِ‬
‫ﺑﺮ ﺑﺎﺩ ﺩﺍﺩ ﻭ ﻫﻴﭻ ﻏﻢ ﺍﺯ ﺑﻴﺶ ﻭ ﻛﻢ ﻧﺪﺍﺷﺖ‬ ‫ﺧﻮﺷﻮﻗﺖ ﺭﻧﺪ ﻭ ﻣﺴﺖ ﻛﻪ ﺩﻧﻴﺎ ﻭ ﺁﺧﺮﺕ‬
‫ﺑﺎﺩﻩ ﭘﻴﺶ ﺁﺭ ﻛﻪ ﺍﺳﺒﺎﺏ ﺟﻬﺎﻥ ﺍﻳﻨﻬﻤﻪ ﻧﻴﺴﺖ‬ ‫ﺣﺎﺻﻞ ﻛﺎﺭﮔﻪ ﻛﻮﻥ ﻭ ﻣﻜﺎﻥ ﺍﻳﻨﻬﻤﻪ ﻧﻴﺴﺖ‬
‫ﮔﺮﻧﻪ ﺑﺎ ﺳﻌﻲ ﻭ ﻋﻤﻞ ﺑﺎﻍ ﺟﻨﺎﻥ ﺍﻳﻨﻬﻤﻪ ﻧﻴﺴﺖ‬ ‫ﺩﻭﻟﺖ ﺁﻧﺴﺖ ﻛﻪ ﺑﻲ ﻣﺰﺩ ﺩﺭﺁﻳﺪ ﺑﻜﻨﺎﺭ‬
‫ﻛﻪ ﺻﺪ ِﺭ ﻣﺴﻨ ِﺪ ﻋﺰﺕ ﮔﺪﺍﻱ ﺭﻩ ﻧﺸﻴﻦ ﺩﺍﺭﺩ‬ ‫ﺑﺨﻮﺍﺭﻱ ﻣﻨﮕﺮ ﺍﻱ ﻣﻨﻌﻢ ﻓﻘﻴﺮﺍﻥ ﻭ ﺿﻌﻴﻔﺎﻥ ﺭﺍ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺍﻳﻨﺴﺖ ﺁﻧﭽﻪ ﻛﺘﺎﺏ ﺍﺯ ﺷﺎﻋﺮﺍﻥ ﻭ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺍﺯ ﺁﻥ ﺯﻣﺎﻧﻬﺎ ﺑـﺎﺯ ﻣﺎﻧـﺪﻩ ﺑﻴـﺸﺘ ِﺮ ﺁﻧﻬـﺎ ﺩﻓﺘـ ِﺮ ﺭﻧﮕـﺎﺭﻧﮕﻲ ﺍﺯ‬
‫ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﺁﻟﻮﺩﮔﻴﻬﺎﺳﺖ‪ .‬ﺑﻬﻢ ﺁﻣﻴﺨﺘﮕﻲ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺗﻨﺪ ﻭ ﺯﻫﺮﺁﻟـﻮﺩ ﻭ ﺭﺍﻩ ﻳﺎﻓﺘﻨـﺸﺎﻥ ﺑـﺸﻌﺮﻫﺎ ‪ ،‬ﺗـﺄﺛﻴﺮ‬
‫ﺖ ﺯﻣـﺎﻥ ﻣﻐـﻮﻝ ﻫﻤـﺔ ﺁﻥ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﻳﻜﺠـﺎ‬ ‫ﻭﻳﺮﺍﻧﮕﺮ ﺁﻧﻬﺎ ﺭﺍ ﺩﻩ ﭼﻨﺪﺍﻥ ﻛﺮﺩﻩ‪ .‬ﺯﻳﺮﺍ ﺍﺯ ﻳﻜﺴﻮ ﺍﺩﺑﻴﺎﺕ ﭘﺴ ِ‬
‫ﻥ ﻣﺮﺩﻣﺎﻥ ﻭ ﺭﺍﻩ ﺑﺴﺘﻦ ﺑﺨﻮﻳﻬﺎﻱ ﺳﺘﻮﺩﻩ ‪ ،‬ﻫﻤﺰﺑﺎﻥ ﻭ‬ ‫ﺟﻤﻊ ﻛﺮﺩﻩ ﻭ ﺁﻧﻬﺎ ﺩﺭ ﺁﻟﻮﺩﻥ ﻣﻐﺰﻫﺎ ﻭ ﺳﺴﺖ ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﻫﻤﺪﺳﺖ ﮔﺮﺩﻳﺪﻩ ﻭ ﺍﺯ ﺩﻳﮕﺮ ﺳﻮ ﭼﻮﻥ ﺍﻳﻨﻬﺎ ﺑﺎ ﻭﺯﻥ ﻭ ﻗﺎﻓﻴﻪ ﺗﻮﺃﻡ ﮔﺸﺘﻪ ﻭ ﺑﺎ ﺗﺎﺭ ﻭ ﺗﻨﺒﻚ ﺧﻮﺍﻧـﺪﻩ ﺷـﺪﻩ ﺩﺭ‬
‫ﺩﻟﻬﺎ ﺟﺎﮔﻴﺮﺗﺮ ﮔﺸﺘﻪ‪.‬‬
‫ﻳﻚ ﮔﺮﻓﺘﺎﺭﻱ ﺑﺰﺭﮒ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﺯ ﺭﻫﮕﺬﺭ ﺷﻌﺮﻫﺎ ﺍﻳﻨﺴﺘﻜﻪ ﺑﺎ ﺳﺘﺎﻳﺸﻬﺎﻱ ﮔﺰﺍﻓﻪ ﺁﻣﻴﺰ ﻭ ﺧﺎﺋﻨﺎﻧـﻪ ﺍﻱ ﻛـﻪ‬
‫ﻲ ﺷـﮕﻔﺘﻲ ﻫﻤﭽـﻮﻥ ﺩﻟﺒـﺎﺧﺘﮕﻲ‬ ‫ﺩﺭ ﺳﺪ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﺩﺑﻴﺎﺕ ﻭ ﺷﻌﺮ ﺷﺪﻩ ‪ ،‬ﺍﻳﺮﺍﻧﻴـﺎﻥ ﺑﻴـﻚ ﺩﻟﺒـﺎﺧﺘﮕ ِ‬
‫ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﺩﭼﺎﺭ ﺷﺪﻩ ﺍﻧﺪ ‪ ،‬ﭼﻨﺎﻧﻜﻪ ﻫﺮ ﺳﺨﻨﻲ )ﻫﺮﭼﻨﺪ ﻏﻠﻂ( ﺭﺍ ﺩﺭ ﻗﺎﻟﺐ ﺷﻌﺮ ‪ » ،‬ﺳـﺨﻦ ﺑـﻲ ﭼـﻮﻥ ﻭ‬
‫ﻥ ﺩﻟﻔﺮﻳﺐ ﺩﺭﺑﺎﺭﺓ ﺍﺩﺑﻴﺎﺕ ‪ ،‬ﺧﻮﺍﺳﺘﻪ ﺍﻧﺪ ﺍﺯ ﻣﺎ ﻃﻮﻃﻴﺎﻧﻲ ﭘﺮﻭﺭﻧﺪ‬ ‫ﭼﺮﺍ « ﻣﻲ ﺩﺍﻧﻨﺪ‪ .‬ﺑﺪﺧﻮﺍﻫﺎﻥ ﺍﻳﺮﺍﻥ ﺑﺎ ﺳﺨﻨﺎ ِ‬
‫ﻛﻪ ﻧﻴﻨﺪﻳﺸﻴﺪﻩ ‪ ،‬ﺍﺯﺑﺮﻛﺮﺩﻩ ﻫﺎﻳﻤﺎﻥ ﺭﺍ ﺑﺰﺑﺎﻥ ﺁﻭﺭﻳﻢ‪.‬‬
‫ﻲ ﺭﺍﻱ ﺩﭼﺎﺭﻧﺪ ﺁﻧﺴﺘﻜﻪ ﺷﻤﺎ ﺩﻳﺪﻩ ﺍﻳـﺪ ﺍﮔـﺮ ﻛـﺴﻲ ﺩﺭ ﺯﻣﻴﻨـﻪ ﺍﻱ‬ ‫ﻧﺸﺎﻧﺔ ﺍﻳﻨﻜﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﭽﻨﻴﻦ ﺳﺴﺘ ِ‬
‫ﺳﺨﻨﻲ ﺑﺰﺑﺎﻥ ﺁ ‪‬ﻭﺭ‪‬ﺩ ﻭ ﺩﻳﮕﺮﻱ ﺑﺎ ﻳﻜﻲ ﺩﻭ ﺑﻴﺖ ﺷﻌﺮ ‪ ،‬ﻣﺨﺎﻟﻔﺶ ﺭﺍ ﮔﻮﻳﺪ ‪ ،‬ﺯﺑﺎﻥ ﺍﻭ ﺑﺴﺘﻪ ﻣـﻲ ﮔـﺮﺩﺩ‪ .‬ﻛﻤﺘـﺮ‬
‫ﻼ ﺑﮕﻮﻳﺪ ‪ " :‬ﺁﻥ ﺷﻌﺮﻫﺎ ﻛﻪ ﺧﻮﺍﻧﺪﻱ ﮔﺮﭼـﻪ ﺧـﻮﺵ ﻧﻤﻮﺩﻧـﺪ ﻟـﻴﻜﻦ‬ ‫ﺷﺪﻩ ﻛﺴﻲ ﺍﺯ ﺷﻌﺮﻱ ﺍﻧﺘﻘﺎﺩ ﻛﻨﺪ ﻭ ﻣﺜ ﹰ‬
‫ﻣﻌﻨﺎﻱ ﻧﺎﺩﺭﺳﺘﻲ ﺩﺍﺭﻧﺪ‪ ".‬ﺁﻧﻬﺎ ﻛﻪ ﻣﻲ ﺑﻴﻨﻴـﺪ ﻧﻮﺷـﺘﻪ ﻭ ﻳـﺎ ﮔﻔﺘﺎﺭﺷـﺎﻥ ﺭﺍ ﺑـﺎ ﺷـﻌﺮﻫﺎ ﻣـﻲ ﺁﺭﺍﻳﻨـﺪ ﺑﻴـﺸﺘﺮ‬
‫ﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ‪ ،‬ﺑﺮﻭﺍﺝ ﺳﺨﻦ ﺧﻮﺩ ﺑﻴﻔﺰﺍﻳﻨﺪ‪.‬‬ ‫ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﺍﺯ ﻫﻤﻴﻦ ﺩﻟﺒﺎﺧﺘﮕﻲ ﺑﺸﻌﺮ ﻭ ﺳﺴﺖ ﺑﺎﻭﺭ ِ‬
‫ﻛﺎﺭﻝ ﻣﺎﺭﻛﺲ ﻧﻴﻜﺨﻮﺍﻩ ﺟﻬـﺎﻥ ‪ ،‬ﺩﻳـﻦ ﺭﺍ ﺍﻓﻴـﻮﻥ ﻣﻠﺘﻬـﺎ ﺧﻮﺍﻧـﺪﻩ‪ .‬ﻣـﺎﺭﻛﺲ ﺁﻣﻮﺯﺍﻛﻬـﺎﻱِ ﻛﺸﻴـﺸﺎﻥ ﻭ‬
‫ﻦ ﺭﺍﺳﺖ ﺭﺍ ﮔﻔﺘﻪ‪ .‬ﺁﺭﻱ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺍﻳﺸﺎﻥ ‪ ،‬ﻣﺮﺩﻣـﺎﻥ ﺭﺍ ﺍﻓﻴﻮﻧـﺴﺖ‪.‬‬ ‫ﺧﺎﺧﺎﻣﻬﺎ )ﻭ ﻣﻼﻳﺎﻥ( ﺭﺍ ﺩﻳﺪﻩ ﻭ ﺁﻥ ﺳﺨ ِ‬
‫ﻲ ﺁﻧﺮﺍ ﺑﺪﻳﺪﻩ ﻣﻲ ﺑﻴﻨﻴﻢ‪ .‬ﻟﻴﻜﻦ ﺩﺭﺑـﺎﺭﺓ ﻛـﺸﻮﺭﻣﺎﻥ ‪ ،‬ﺍﮔـﺮ ﺁﻥ ﺳـﺨﻦ ﺭﺍ ﺑﺨـﻮﺍﻫﻴﻢ‬ ‫ﻣﺎ ﺩﺭ ﻫﻤﻴﻦ ﺍﻳﺮﺍﻥ ﺭﺍﺳﺘ ِ‬
‫ﺩﺭﺳﺖ )ﻛﺎﻣﻞ( ﮔﺮﺩﺍﻧﻴﻢ ﺑﺎﻳـﺪ ﮔﻔـﺖ ‪ :‬ﺩﺭ ﺍﻳـﺮﺍﻥ ﻧـﻪ ﻳـﻚ ﺍﻓﻴـﻮﻥ ﺑﻠﻜـﻪ ﺍﻓﻴﻮﻧﻬـﺎﻱ ﭼﻨـﺪﻱ ﺩﺭﻛﺎﺭﺳـﺖ ‪:‬‬
‫ﺩﻛﺎﻧﺪﺍﺭﻳﻬﺎﻱ ﻣﻼﻳﺎﻥ ﻭ ﺍﻳﻦ ﺍﺩﺑﻴﺎﺕ ﻭ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻫﺮﻳﻚ ﺑﺘﻨﻬﺎﻳﻲ ‪ ،‬ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ﺭﺍ ﺍﻓﻴﻮﻧﻴﺴﺖ‪ .‬ﺷﻤﺎ ﺗﻨﻬﺎ‬
‫ﻫﻤﺎﻥ ﺟﺒﺮﻳﮕﺮﻱ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﻳﺪ‪ .‬ﺁﻳﺎ ﺟﺒﺮﻳﮕﺮﻱ ﺩﺭ ﺷﺮﻕ ‪ ،‬ﺧﻮﺩ ﺑﺘﻨﻬﺎﻳﻲ ‪ ،‬ﺑﺎ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﻛﺸﻴـﺸﺎﻥ ﺩﺭ‬
‫ﻏﺮﺏ ‪ ،‬ﺑﺮﺍﺑﺮﻱ ﻭ ﺑﻠﻜﻪ ﺍﺯ ﺁﻥ ﻓﺰﻭﻧﻲ ﻧﻤﻲ ﻛﻨﺪ؟ ﻫﺮ ﻳﻚ ﺍﺯ ﺁﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑـﺮﺍﻱ ﺍﺯ ﭘـﺎ ﺩﺭﺁﻭﺭﺩﻥ ﻳـﻚ ﺗـﻮﺩﻩ‬
‫ﺑﺴﺴﺖ ﭼﻪ ﺭﺳﺪ ﺑﺂﻧﻜﻪ ﭼﻨﺪ ﺭﺷﺘﻪ ﺍﻱ ﺍﺯ ﺁﻧﻬﺎ ﺑﺎﻫﻢ ﺩﺭ ﻛﺎﺭ ﺑﺎﺷﺪ‪ .‬ﺭﺍﺳﺘﻲ ﺭﺍ ﺑﺎ ﺍﻳـﻦ ﺍﻓﻴـﻮﻥ ﻫـﺎ ﭼـﻪ ﺑﺎﻳـﺪ‬
‫ﻛﺮﺩ؟!‪ .‬ﺁﻳﺎ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ‪" :‬ﭼﻜﺎﺭ ﺑﺎﻳﻨﻬﺎ ﺩﺍﺭﻳﺪ ﺑﮕﺬﺍﺭﻳﺪ ﺑﻤﺎﻧﻨﺪ"؟!‬

‫‪ ۸‬ـ ﺗﺄﺛﻴﺮ ﺍﻳﻦ ﺍﻓﻴﻮﻧﻬﺎ ﺑﺮ ﺯﻧﺪﮔﺎﻧﻲ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺳﺖ ؟!‪.‬‬


‫ﺍﺯ ﭼﻴﺰﻫﺎﻱ ﺩﺍﻧﺴﺘﻨﻲ ﺩﺭﺑﺎﺭﺓ ﻣﻐﺰ ﻳﻜﻲ ﺁﻧﺴﺘﻜﻪ ﻣﻐﺰ ﻫﻤﭽﻮﻥ ﻧﻮﺍﺭ ﺿﺒﻂ ﺻﻮﺕ ﻧﻴﺴﺖ ﻛـﻪ ﺍﮔـﺮ ﺗﺮﺍﻧـﺔ‬
‫ﻧﻮﻱ ﺿﺒﻂ ﺷﻮﺩ ﺗﺮﺍﻧﺔ ﭘﻴﺸﻴﻦ ﺑﻴﻜﺒﺎﺭ ﭘﺎﻙ ﺷﻮﺩ‪ .‬ﺍﮔﺮ ﺍﻳﻦ ﻣﺜﺎﻝ ﺭﺍ ﺩﺭﺑﺎﺭﺓ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ ﻣﺘـﻀﺎﺩ ﺑﺨـﻮﺍﻫﻴﻢ‬
‫ﻥ ﺍﻧﺪﻳﺸﺔ ﻧﻮ ‪ ،‬ﺍﻧﺪﻳﺸﺔ ﭘﻴﺸﻴﻦ ﺿـﻌﻴﻒ ﺷـﺪﻩ‬ ‫ﺑﻜﺎﺭ ﺑﺮﻳﻢ ﺑﺎﻳﺪ ﮔﻔﺖ ‪ :‬ﺷﻴﻮﺓ ﻛﺎﺭ ﻣﻐﺰ ﭼﻨﻴﻨﺴﺖ ﻛﻪ ﺑﺎ ﺩﺭﺁﻣﺪ ِ‬
‫ﻭﻟﻲ ﭘﺎﻙ ﻧﻤﻲ ﺷﻮﺩ ﻭ ﺍﻧﺪﻳﺸﺔ ﻧﻮ ﻧﻴﺰ ﭼﻨﺎﻥ ﻗﻮﻱ ﺿﺒﻂ ﻧﻤﻲ ﺷﻮﺩ ﻛﻪ ﺍﻧﺪﻳﺸﺔ ﭘﻴﺸﻴﻦ ﺑﻴﻜﺒﺎﺭ ﺍﺯ ﻛﺎﺭ ﺑﻴﻔﺘﺪ‪.‬‬
‫ﻫﺮﺩﻭ ﺑﺎﻫﻢ ﻣﻲ ﻣﺎﻧﻨﺪ‪ .‬ﻫﺮ ﻛﺪﺍﻡ ﻫﻢ ﺍﺛﺮ ﺧﻮﺩ ﺭﺍ ـ ﺑﻴﺶ ﻳﺎ ﻛـﻢ ـ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺍﻳـﻦ ﺑـﺎﺭﻩ ﻣﻐـﺰ ﻫﻤﭽـﻮﻥ ﺿـﺒﻂ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺻﻮﺗﻲ ﻛﺎﺭ ﻣﻲ ﻛﻨﺪ ﻛﻪ ﭘﺎﻙ ﻛﻨﻨﺪﺓ ﺁﻥ ﺿﻌﻴﻒ ﺷﺪﻩ ﻭ ﺑﺎ ﺿﺒﻂ ﺗﺮﺍﻧـﺔ ﻧـﻮ ‪ ،‬ﺗﺮﺍﻧـﺔ ﭘﻴـﺸﻴﻦ ﺑﻴﻜﺒـﺎﺭ ﭘـﺎﻙ‬
‫ﻧﻤﻲ ﮔﺮﺩﺩ ﻭ ﺑﻬﻨﮕﺎﻡ ﭘﺨﺶ ‪ ،‬ﻫﺮ ﺩﻭ ﺗﺮﺍﻧﻪ ﺷﻨﻴﺪﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺑﺎ ﺁﻧﻜﻪ ﺁﺭﻣﺎﻧﻬﺎﻱ ﺁﻥ ﺷﻨﻴﺪﻩ ﺷﺪ ﻭ ﺑﻤﻐﺰﻫﺎ ﺭﺍﻩ ﻳﺎﻓﺖ ‪ ،‬ﺟﺒﺮﻳﮕﺮﻱ )ﺑـﺮﺍﻱ ﻣﺜـﺎﻝ(‬
‫ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﻣﺘﻀﺎﺩ ﺑﺎ ﻣﺸﺮﻭﻃﻪ ﺍﺳﺖ ﺍﺯ ﺩﻟﻬﺎ ﺯﺩﻭﺩﻩ ﻧﮕﺮﺩﻳﺪ‪ .‬ﻣﻲ ﺗﻮﺍﻥ ﺩﺭﻳﺎﻓﺖ ﻛﻪ ﺁﻥ ﺩﻭ ﺩﺭ ﻣﻐﺰﻫـﺎ ﺑـﺎ‬
‫ﻳﻜﺪﻳﮕﺮ ﺳﺘﻴﺰﻳﺪﻧﺪ ﻭ ﺍﻳﻦ ﺁﻧﺮﺍ ﻭ ﺁﻥ ﺍﻳﻨﺮﺍ ﻓﺮﺳﻮﺩ ﻭ ﻧﺎﺗﻮﺍﻥ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﺑﺎ ﺑﻮﺩﻥ ﺟﺒﺮﻳﮕﺮﻱ ﺩﺭ ﺩﻟﻬﺎ ‪ ،‬ﻣـﺸﺮﻭﻃﻪ‬
‫ﺖ ﺑﺎﻳﺴﺘﻪ ﺭﺍ ﻧﻜﺮﺩ‪ .‬ﮔﺮﭼﻪ ﻣﺸﺮﻭﻃﻪ ﻧﻴﺰ ﺍﺯ ﺯﻭﺭ ﺟﺒﺮﻳﮕﺮﻱ ﺩﺭ ﺩﻟﻬﺎ ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺍﻱ ﻛﺎﺳﺖ‪.‬‬‫ﭘﻴﺸﺮﻓ ِ‬
‫ﻥ ﺟﺒﺮﻳﮕﺮﻱ ﺭﺍ ﻧﺪﺍﺭﺩ‪) .‬ﻫﻤﭽﻮﻥ ﻧﺎﺗﻮﺍﻧﻲ ﺩﺍﻧﺶ ﭘﺰﺷﻜﻲ ﺩﺭ ﺑﺮﺍﺑﺮ‬ ‫ﺁﺭﻱ ﻣﺸﺮﻭﻃﻪ ﺗﻮﺍﻥِ ﺍﺯ ﻣﻴﺪﺍﻥ ﺑﺪﺭﻛﺮﺩ ِ‬
‫ﺩﻋﺎ ﻭ ﺯﻳﺎﺭﺕ ﻭ ﺩﺧﻴﻞ ﺑﺴﺘﻦ ﻫﺎ ! (‪ .‬ﻟﻴﻜﻦ ﻳﻚ ﺭﺷﺘﻪ ﺭﺍﺳﺘﻴﻬﺎﻱ ﺩﻳﮕﺮﻱ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﻫﺴﺖ ﻛﻪ ﺁﻧﻬﺎ ﺗـﻮﺍﻥ‬
‫ﻧﺒﺮﺩ ﺑﺎ ﭘﻨﺪﺍﺭﻫﺎ ﻭ ﮔﻤﺮﺍﻫﻴﻬـﺎ )ﻭ ﺟﺒﺮﻳﮕـﺮﻱ( ﺭﺍ ﺩﺍﺭﺩ‪ ∗ .‬ﺟﺒﺮﻳﮕـﺮﻱ ﺑﻬﻤـﺮﺍﻩ ﺁﺭﻣﺎﻧﻬـﺎﻱ ﻣـﺸﺮﻭﻃﻪ ﺩﺭ ﻣﻐـﺰ‬
‫ﻥ ﺟﺒﺮﻳﮕـﺮﻱ‬ ‫ﻣﻲ ﻣﺎﻧﹶﺪ ﻭ ﺯﻫﺮ ﺧﻮﺩ ﺭﺍ ﻣﻲ ﺭﻳﺰﺩ‪ .‬ﻫﻤﺎﻧﺎ ‪ ،‬ﭼﺎﺭﻩ ﺁﻧﺴﺖ ﻛـﻪ ﺭﺍﺳـﺘﻴﻬﺎ ﺩﺍﻧـﺴﺘﻪ ﮔـﺮﺩﺩ ﻭ ﺯﻳـﺎ ِ‬
‫ﺁﺷﻜﺎﺭ ﮔﺮﺩﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺁﻥ ﮔﻤﺮﺍﻫﻲ ﺩﻳﮕﺮ ﻣﺎﻳﺔ ﮔﺮﻓﺘﺎﺭﻱ ﻧﺒﺎﺷﺪ ﺑﺎﻳﺪ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﺭﻭﻳﺸﺶ ﺭﺍ ﺍﺯ‬
‫ﻣﻴﺎﻥ ﺑ‪‬ﺮﺩ‪.‬‬
‫ﻱ ﺍﻧﺘﺨﺎﺏ ﺩﺍﺭﻳﻢ ﻟﻴﻜﻦ ﻧﺘﻴﺠﺔ ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ‬ ‫ﺩﺭ ﺁﻏﺎ ِﺯ ﺑﺨﺶ ﻫﻔﺘﻢ ﮔﻔﺘﻴﻢ ﻛﻪ ﻣﺎ ﺩﺭ ﺁﻧﭽﻪ ﻣﻲ ﻛﻨﻴﻢ ﺁﺯﺍﺩ ِ‬
‫ﻣﻲ ﻛﻨﻴﻢ ‪ ،‬ﺍﺯ ﻗﺎﻧﻮﻥ ﻫﺎﻱ ﻃﺒﻴﻌﺖ ﻭ ﺍﺟﺘﻤﺎﻉ ﭘﻴﺮﻭﻱ ﻣﻲ ﻛﻨﻨﺪ ﻭ ﺩﻳﮕﺮ ﺩﺭ ﺩﺳﺖ ﻣﺎ ﻧﻴﺴﺖ‪ .‬ﺷﻤﺎ ﺁﺗـﺸﻲ ﺭﺍ‬
‫ﻛﻪ ﺑﺒﻴﻨﻴﺪ ﺍﻳﻦ ﺍﺧﺘﻴﺎﺭ ﺭﺍ ﺩﺍﺭﻳﺪ ﻛﻪ ﺑﺮﻭﻳ‪‬ﺶ ﺁﺏ ﻭﻳﺎ ﻧﻔﺖ ﺑﺮﻳﺰﻳﺪ‪ .‬ﻭﻟﻲ ﺍﮔﺮ ﺍﻳﻦ ﺍﻧﺘﺨﺎﺏ ﺭﺍ ﻛﺮﺩﻳﺪ ﻛـﻪ ﻧﻔـﺖ‬
‫ﺑﺮﻳﺰﻳﺪ ﻧﺘﻴﺠﺔ ﺁﻥ ﻛﺎﺭ ‪ ،‬ﺩﻳﮕﺮ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻣﺎ ﻧﻴﺴﺖ ﻭ ﺍﺯ ﻗﺎﻧﻮﻥ ﻫﺎﻱ ﺷﻴﻤﻲ ﭘﻴﺮﻭﻱ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫ﭼﻮﻥ ﻧﺘﻴﺠﺔ ﻛﺎﺭﻫﺎ ﻧﺎﮔﺰﻳﺮﻳﺴﺖ ‪ ،‬ﻧﻤﻲ ﺗﻮﺍﻧﻴﻢ ﺑﮕﻮﻳﻴﻢ ﻛﻪ ﻣﺎ ﺑﻴﻜﺒﺎﺭ ﺩﺭﺑﻨ ِﺪ ﺟﺒـﺮﻳﻢ‪ .‬ﻧﺨـﺴﺖ ﺁﻧﻜـﻪ ﺩﺭ‬
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‫ﺍﻧﺘﺨﺎﺑﻬﺎ ﺁﺯﺍﺩﻳﻢ ﻭ ﺩﻭﻡ ﺁﻧﻜﻪ ﻧﺘﻴﺠﺔ ﻧﺎﮔﺰﻳﺮﻱ ﻛﺎﺭﻱ ﺭﺍ ﻧﻴﺰ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﺎ ﭼﺎﺭﻩ ﺍﻧﺪﻳﺸﻲ ﻭ ﺍﻧﺘﺨﺎﺑﻬﺎﻱ ﺩﺭﺳـ ِ‬
‫ﻱ ﻧﺘﻴﺠﺔ‬‫ﺩﻳﮕﺮﻱ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺧﻮﺩ ﺑﮕﻴﺮﻳﻢ‪ .‬ﺟﺒﺮﻳﮕﺮﻱ ﻛﻪ ﺧﻮﺩ ﻣﻐﺎﻟﻄﻪ ﺍﺳﺖ ‪ ،‬ﮔﻮﻳﺎ ﺑﺎ ﭘﻴﺶ ﻛﺸﻴﺪﻥ ﻧﺎﮔﺰﻳﺮ ِ‬
‫ﻲ ﻣـﺎ ﺩﺭﺑـﺎﺭﺓ‬
‫ﻛﺎﺭﻫﺎ ﻣﻲ ﺧﻮﺍﻫﺪ ﺍﻟﻘﺎﺀ ﻛﻨﺪ ﻛﻪ ﻣﺎ ﺑﻴﻜﺒﺎﺭ ﺑﻲ ﺍﺧﺘﻴﺎﺭ ﻭ ﺩﺭﺑﻨ ِﺪ ﺟﺒﺮﻳﻢ‪ .‬ﺣﺎﻝ ﺁﻧﻜﻪ ﻫﺮﭼﻪ ﺁﮔﺎﻫ ِ‬
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‫ﻦ ﻃﺒﻴﻌﺖ ﻭ ﺍﺟﺘﻤﺎﻉ ﺑﻴﺸﺘﺮ ﮔﺮﺩﺩ ‪ ،‬ﻧﺘﻴﺠﺔ ﻛﺮﺩﺍﺭﻫﺎ ﺭﺍ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺑﻬﺘﺮ ﭘﻴﺶ ﺑﻴﻨـﻲ ﻛـﺮﺩﻩ ﺑـﺎ ﺍﻧﺘﺨـﺎ ِ‬ ‫ﺁﻳﻴ ِ‬
‫ﺩﺭﺳﺖ ﺑﻨﺘﻴﺠﻪ ﻫﺎﻱ ﺩﻟﺨﻮﺍﻩ ﺑﺮﺳﻴﻢ‪.‬‬
‫ﺩﺭﺑﺎﺭﺓ ﺟﺒﺮﻳﮕﺮﻱ ﮔﻔﺘﺎﺭﻫﺎﻱ ﭼﻨﺪﻱ ﺩﺭ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﻛﺴﺮﻭﻱ ﺍﺯ ﺟﻤﻠﻪ ﺩﺭ ﭘﺮﭼﻢ ﻫﺴﺖ‪ .‬ﻫﻤﭽﻨﻴﻨﺴﺖ‬
‫ﺩﺭ ﻛﺘﺎﺏ ﭘﻨﺪﺍﺭﻫﺎ ﻭ ﻣﺎﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻴﻢ؟ ‪ ١٠‬ﺑﺂﻥ ﺍﺷﺎﺭﻩ ﻫﺎﻳﻲ ﺷﺪﻩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻭﻣﻲ ﺍﺷـﺎﺭﻩ ﺍﻱ ﺑﺘـﺄﺛﻴﺮ ﭘﺘﻴـﺎﺭﺓ‬
‫ﺶ ﺍﻳﻦ ﮔﻤﺮﺍﻫﻲ ﺷﺪﻩ‪ .‬ﺷﺎﻋﺮﺍﻥ ﺑﻲ ﺁﻧﻜﻪ ﺑﺰﻳﺎﻧﻜﺎﺭﻱ ﺧﻮﺩ ﺑﻴﻨﺪﻳـﺸﻨﺪ ﺩﻳﻮﺍﻧﻬﺎﺷـﺎﻥ ﺭﺍ‬ ‫ﻣﻐﻮﻝ ﺩﺭ ﺭﻭﻳﺶ ﻭ ﺑﺎﻟ ِ‬
‫ﺑﺎ ﺗﻮﺟﻴﻪ ﺟﺒﺮﻳﮕﺮﻱ ﭘﺮ ﻛﺮﺩﻩ ﺑﺮﺍﻱ ﻣﺎ ﺑﻴﺎﺩﮔﺎﺭ ﮔﺬﺍﺭﺩﻩ ﺍﻧﺪ‪ .‬ﺧﻴﺎﻡ ‪ ،‬ﺳـﻌﺪﻱ ﻭ ﺣـﺎﻓﻆ ﺍﺯ ﺷـﻨﺎﺧﺘﻪ ﺷـﺪﮔﺎﻥ‬
‫ﺍﻳﺸﺎﻧﻨﺪ‪ .‬ﭼﻮﻥ ﺩﺭ ﺑﺎﻻ ﺟﺒﺮﻳﮕﺮﻱ ﺭﺍ ﺑﻌﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺁﻭﺭﺩﻳﻢ‪ .‬ﺍﻳﻦ ﺗﻜﻪ ﺭﺍ ﻛـﻪ ﻧﻤﻮﻧـﻪ ﺍﻳـﺴﺖ ﺩﺭﺑـﺎﺭﺓ ﻣﻐﺎﻟﻄـﺔ‬
‫ﺟﺒﺮﻳﮕﺮﻱ ﺩﺭ ﺯﻳﺮ ﻣﻲ ﺁﻭﺭﻳﻢ ‪:‬‬
‫ﺧﻴ‪‬ﺎﻡ ‪ ...‬ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﭼﻨﻴﻦ ﺳﺮﻭﺩﻩ ‪:‬‬
‫ﻢ ﺧﺪﺍ ﺟﻬﻞ ﺑﻮﺩ‬
‫ﮔﺮ ﻣﻲ ﻧﺨﻮﺭﻡ ﻋِﻠ ِ‬ ‫ﻣﻲ ﺧﻮﺭﺩﻥ ﻣﻦ ﺣﻖ ﺯ ﺍﺯﻝ ﻣﻲ ﺩﺍﻧﺴﺖ‬

‫∗ ـ ﻛﺘﺎﺏ ﻭﺭﺟﺎﻭﻧﺪ ﺑﻨﻴﺎﺩ ﺩﻳﺪﻩ ﺷﻮﺩ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻲ ﺯﻳﺎﻥ ﺁﻭﺭﺳﺖ ﻭ ﻫﻴﭽﮕﺎﻩ ﺩﺭﺑـﺎﺭﺓ‬ ‫ﻥﻣ ِ‬‫ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﺍﻭ ﺑﮕﻮﻳﻨﺪ ‪ ... " :‬ﺍﺯ ﺗﻮ ﺁﻧﭽﻪ ﺑﺎﺯﺧﻮﺍﺳﺖ ﺧﻮﺍﻫﺪ ﺷﺪ ﺧﻮﺭﺩ ِ‬
‫ﺶ ﺧﺪﺍ ﺑﺎﺯﭘﺮﺳﻲ ﻧﺨﻮﺍﻫﺪ ﺷﺪ‪ .‬ﺁﻧﮕﺎﻩ ﺁﻳﺎ ﺗﻮ ﺁﻣﺎﺩﻩ ﺍﻱ ﻛﻪ ﺑﻬﻤﻴﻦ ﺩﺳﺘﺎﻭﻳﺰ ﺯﻫﺮ ﺑﻨﻮﺷـﻲ؟! ﺁﻳـﺎ ﺁﻣـﺎﺩﻩ ﺍﻱ‬ ‫ﺩﺍﻧ ِ‬
‫ﻛﻪ ﺍﮔﺮ ﺯﻫﺮﻱ ﺭﺍ ﺑﻪ ﺟﻠﻮﺕ ﮔﺬﺍﺭﺩﻧﺪ ‪ ،‬ﺑﻨﺎﻡ ﺍﻳﻨﻜﻪ ﺧﺪﺍ ﺁﻧﺮﺍ ﺍﺯ ﻧﺨﺴﺖ ﺩﺍﻧﺴﺘﻪ ﺍﺳﺖ ﺑﺨـﻮﺭﻱ؟! ﺑﻴﮕﻤﺎﻧـﺴﺖ‬
‫ﻛﻪ ﺁﻣﺎﺩﻩ ﻧﻴﺴﺘﻲ‪ .‬ﺑﻴﮕﻤﺎﻧﺴﺖ ﻛﻪ ﺧﻮﺍﺳﺘﺖ ﺟﺰ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻦ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺭﺍ ﭘﺮﻳـﺸﺎﻥ ﮔﺮﺩﺍﻧﻴـﺪﻥ ﻧﻴـﺴﺖ‪".‬‬
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‫ﺍﻳﻦ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻴﮕﻔﺘﮕﻮ ﺩﺍﻧﺴﺖ ﻛـﻪ ﮔﻤﺮﺍﻫﻴﻬـﺎ ﻭ ﺑﻴﻬـﻮﺩﻩ ﮔﻮﻳﻴﻬـﺎﻳﻲ ﺍﺯ ﺍﻳـﻦ ﺭﺩﻩ ‪ ،‬ﭘـﻴﺶ ﺍﺯ ﺁﻧﻜـﻪ‬
‫ﺖ ﻣـﺸﺮﻭﻃﻪ ﻭ‬ ‫ﺑﺮﻭﺯﮔﺎﺭ ﻣﺎ ﺑﺮﺳﺪ ﺗﺒﺎﻫﻲ ﻫﺎﻱ ﻓﺮﺍﻭﺍﻥ ﺑﺒﺎﺭ ﺁﻭﺭﺩﻩ ‪ ،‬ﺩﺭ ﺯﻣﺎﻥ ﻣﺎ ﻫـﻢ ﺍﺯ ﺟﻠﻮﮔﻴﺮﻫـﺎﻱ ﭘﻴـﺸﺮﻓ ِ‬
‫ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﮔﺮﺩﻳﺪﻩ ﻭ ﺩﺭ ﺳﺘﻴﺰ ﺑﺎ ﺁﻧﻬﺎ ﻛﺎﺭﮔﺮ ﺑﻮﺩﻩ ﻭ ﻫﺴﺖ‪.‬‬
‫ﺍﺯ ﻳﻚ ﺳﻮ ‪ ،‬ﺁﻧﻜﻪ ﻣﺸﺮﻭﻃﻪ ﺍﺳﺖ ﺍﻳﻦ ﺭﺍ ﺣﻖ ﻣﺮﺩﻡ ﻣﻲ ﺩﺍﻧﺪ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﺭﺍﻩ ﺑﺮﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻨـﺮﻭ ﻣﺮﺩﻣـﺎﻥ ﺭﺍ‬
‫ﺑﻪ ﺩﺭ ﺩﺳﺖ ﮔﺮﻓﺘﻦ ﺍﺧﺘﻴﺎﺭ ﺧﻮﻳﺶ ﻣﻲ ﺧﻮﺍﻧﺪ ﻭ ﺍﻳﺸﺎﻥ ﺭﺍ ﭘﺎﺳﺨﺪﻩ )ﻣﺴﺌﻮﻝ( ﻛﺎﺭﻫﺎﻱ ﺧﻮﻳﺶ ﻣﻲ ﺩﺍﻧـﺪ ‪:‬‬
‫ﺍﮔﺮ ﺁﮔﺎﻩ ﺑﻮﺩﻧﺪ ﻭ ﻛﺎﺭﺩﺍﻥ ‪ ،‬ﺭﻭﺯﮔﺎﺭﺷﺎﻥ ﻧﻴﻜﻮ ﻭ ﺍﮔﺮ ﺳﺴﺖ ﺑﺎﺷﻨﺪ ﻭ ﻧﺎﺁﮔـﺎﻩ ‪ ،‬ﺯﻳـﺮ ﭘـﺎ ﻣﺎﻧﻨـﺪ ﻭ ﺭﻭﺯﮔﺎﺭﺷـﺎﻥ‬
‫ﭘﺮ ﺍﻧﺪﻭﻩ ﮔﺮﺩﺩ‪ .‬ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ‪ ،‬ﺍﻳﻨﻜﻪ ﺟﺒﺮﻳﮕﺮﻳﺴﺖ ﺳﺮﮔﺬﺷﺖ ﺭﺍ ﺳﺮﻧﻮﺷـﺖ ﻣـﻲ ﺩﺍﻧـﺪ ﻭ ﺁﻧـﺮﺍ ﺍﺯ ﭘـﻴﺶ‬
‫ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﻭ » ﻣﻘﺪ‪‬ﺭ« )ﻧﺎﮔﺰﻳﺮ( ﻣﻲ ﺧﻮﺍﻧﺪ‪ .‬ﻳﻚ ﺟﺒﺮﻱ ﺑﺎ ﺑﺎﻭ ِﺭ ﺳـﺮﺍﭘﺎ ﻏﻠﻄـﺶ ﺭﺍ ِﻩ ﻫﺮﮔﻮﻧـﻪ ﻛﻮﺷـﺸﻲ ﺭﺍ‬
‫ﺑﺨﻮﺩ ﺑﺴﺘﻪ‪ .‬ﺩﺭ ﺟﺎﻳﻴﻜﻪ "ﺳﺮﻧﻮﺷﺖ ﺍﻭ ﻣﻘﺪ‪‬ﺭ ﺑﻮﺩﻩ" ﻛﻮﺷﺶ ﺍﻭ ﭼﻪ ﺳﻮﺩﻱ ﺩﺍﺭﺩ؟! ﻣﺸﺮﻭﻃﻪ ﺑﺎﺷـﺪ ﻭ ﻧﺒﺎﺷـﺪ‬
‫ﭼﻪ ﺍﻫﻤﻴﺘﻲ ﺩﺍﺭﺩ؟ ﭼﻨﻴﻦ ﺍﻧﺪﻳﺸﺔ ﺯﻫﺮﻧﺎﻛﻲ ﺩﺭ ﻳﻚ ﺗﻮﺩﻩ ‪ ،‬ﺑﻨﻴﺎﺩ ﺍﻣﻴـﺪﻫﺎ ﺭﺍ ﻣـﻲ ﭘﻮﺳـﺎﻧﺪ‪ .‬ﺟﺒﺮﻳﮕـﺮﻱ ﺩﺭ‬
‫ﺩﻟﻬﺎﻱ ﻳﻚ ﺗﻮﺩﻩ ‪ ،‬ﻫﻤﭽﻮﻥ ﻣﻮﺭﻳﺎﻧﻪ ﺍﺳﺖ ﺩﺭ ﻳﻚ ﺳـﺮﺍﻱ ﭼـﻮﺑﻲ‪ .‬ﺗﻨﻬـﺎ ﺧـﺪﺍ ﻣـﻲ ﺩﺍﻧـﺪ ﻛـﻪ ﺍﺯ ﺭﻫﮕـﺬﺭ‬
‫ﺟﺒﺮﻳﮕﺮﻱ ﭼﻪ ﻛﺸﺘﺰﺍﺭﻫﺎ ﻛﻪ ﺑﻴﺎﺑﺎﻥ ﮔﺸﺘﻪ ‪ ،‬ﭼﻪ ﺁﺑﺎﺩﻳﻬﺎ ﻛﻪ ﻭﻳﺮﺍﻥ ﮔﺸﺘﻪ ﻭ ﭼـﻪ ﺷـﻤﺎﺭﻱ ﺍﺯ ﻣﺮﺩﻣـﺎﻥ ﻛـﻪ‬
‫ﺁﺯﺍﺩﻱ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻛﻒ ﺩﺍﺩﻩ ﺁﻭﺍﺭﻩ ﻭ ﺯﻳﺮﺩﺳﺖ ﮔﺮﺩﻳﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﭼﻨﺎﻧﻜﻪ ﺍﺻﻞ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺗﺮﺑﻴﺘﻲ ﻣﻲ ﻃﻠﺒﺪ ‪ ،‬ﺟﺒﺮﻳﮕﺮﻱ ﺑﻬﺘﺮ ﺑﻮﺩ ﺍﺯ ﻧﺨﺴﺖ ﺑـﺪﻟﻬﺎ ﺭﺍﻩ‬
‫ﻧﻤﻲ ﻳﺎﻓﺖ‪ .‬ﻭﻟﻲ ﺍﻓﺴﻮﺳﻤﻨﺪﺍﻧﻪ ﺍﻛﻨﻮﻥ ﻛﻪ ﺧﻮﺍﻫﻲ ﻧﺨﻮﺍﻫﻲ ﺭﺍﻩ ﻳﺎﻓﺘﻪ ‪ ،‬ﻣﻲ ﺑﺎﻳﺪ ﺑﻴﭙﺎﻳﻲ ﺍﺵ ﺭﺍ ﺑﺎ ﺩﻟﻴـﻞ ﻫـﺎ‬
‫ﻥ ﻃﺒﻴﻌـﺖ( ﺭﺍ ﺩﺍﻧـﺴﺖ‪ .‬ﺑﺎﻳـﺪ ﺩﺍﻧـﺴﺖ ﻛـﻪ ﺁﺩﻣـﻲ‬ ‫ﻦ ﺳﭙﻬﺮ )ﻗﺎﻧﻮ ِ‬
‫ﻓﻬﻤﻴﺪ ﻭ ﺑﺰﻳﺎﻧﻬﺎﻳﺶ ﭘﻲ ﺑﺮﺩ ﻭ ﺁﻧﮕﺎﻩ ﺁﻳﻴ ِ‬
‫ﺏ ﺧﻮﺩ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ‪ ،‬ﺧﻮﺩ ﺭﺍ ﺳﺮﭼﺸﻤﺔ ﺗﺤﻮﻻﺕ ﺑﺪﺍﻧﺪ‪ .‬ﺁﻥ ﺯﻧﺠﻴـﺮﺓ‬ ‫ﻱ ﺍﻧﺘﺨﺎ ِ‬
‫ﺍﺧﺘﻴﺎﺭﺩﺍﺭﺳﺖ ﻭ ﺑﺎﻳﺪ ﺁﺯﺍﺩ ِ‬
‫ﺍﻧﮕﻴﺰﻩ ﻫﺎ ﻛﻪ ﻳﺎﺩﺷﺪ ‪} :‬ﺑﺎﻭﺭ)ﻫﺎ( ـ ﻛﺮﺩﺍﺭ)ﻫﺎ( ـ ﺧﻮﻱ )ﻫﺎ( ـ ﻣﻨﺶ ـ ﺳﺮﮔﺬﺷـﺖ{ ﺭﺍ ﺑﺎﻳـﺪ ﺑﺪﻳـﺪﻩ ﺁﻭﺭ‪‬ﺩ ﻭ‬
‫ﺗﺄﺛﻴﺮ » ﺑﺎﻭﺭ« ﺟﺒﺮﻳﮕﺮﻱ ﺭﺍ ﺩﺭ » ﺳﺮﮔﺬﺷﺖ« ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭﻳﺎﻓﺖ‪.‬‬
‫ﺷﺎﻳﺪ ﻛﺴﺎﻧﻲ ﺑﭙﺮﺳﻨﺪ ‪ :‬ﻣﮕﺮ ﺍﻣﺮﻭﺯ ﺟﺒﺮﻳﻮﻧﻲ ﻫﻢ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻫﺴﺘﻨﺪ؟ ﭘﻴﺮﻭﺍﻥ ﺟﺒﺮﻳﮕـﺮﻱ ﺩﺭ ﻛﺠـﺎ‬
‫ﻣﻲ ﺯﻳﻨﺪ؟ ﭼﺮﺍ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﻧﻤﻲ ﺑﺎﺷﻨﺪ؟! ﺁﺭﻱ ﺍﻣﺮﻭﺯ ﺩﻳﮕﺮ ﺗﻴﺮﻩ ﺍﻱ ﺑﺎ ﺍﻳﻦ ﻧﺎﻡ ﺩﺭ ﻣﻴـﺎﻥ ﻣـﺮﺩﻡ ﻧﻴـﺴﺖ‪.‬‬
‫ﻟﻴﻜﻦ ﺷﻤﺎ ﺩﺭ ﻻﺑﻼﻱ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻣﺮﺩﻡ ﺍﻳﻦ ﺭﻧﮓ ﺭﺍ ﺑﺴﻴﺎﺭ ﻣﻲ ﺑﻴﻨﻴﺪ‪ .‬ﺑﺎﺭﻫﺎ ﺷﻨﻴﺪﻩ ﺍﻳﺪ ‪" :‬ﻗﺴﻤﺖ ﺑﻮﺩﻩ" ‪،‬‬
‫"ﺟﻠﻮﻱ ﻗﻀﺎ ﻭ ﻗﺪﺭ ﺭﺍ ﻧﻤﻲ ﺗﻮﺍﻥ ﮔﺮﻓﺖ" ‪"،‬ﻫﺮﭼﻪ ﺧﺪﺍ ﺑﺨﻮﺍﻫﺪ ﺁﻥ ﻣﻲ ﺷﻮﺩ" ﻭﻳﺎ " ﺑﻲ ﺧﻮﺍﺳـﺖ ﺧـﺪﺍ ﻳـﻚ‬
‫ﺑﺮﮒ ﻫﻢ ﺑﺰﻣﻴﻦ ﻧﻤﻲ ﺭﻳﺰﺩ" ﻭ ﺍﺯ ﺍﻳﻦ ﮔﻮﻧﻪ ﺑﺴﻴﺎﺭﺳﺖ‪ .‬ﺧﻮﺑﺴﺖ ﺑﺎﻳﻦ ﻧﻜﺘـﻪ ﺗﻮﺟـﻪ ﺷـﻮﺩ ﻛـﻪ ﺑـﺴﻴﺎﺭﻱ ﺍﺯ‬
‫ﮔﻔﺘﮕﻮﻫﺎﻱ ﻣﺎ ﺷﺮﻗﻴﺎﻥ ﺑﺎ ﮔﻔﺘﻦ ﻳﻚ » ﺍﻧﺸﺎﺀ ﺍﷲ« ﺑﭙﺎﻳﺎﻥ ﻣﻲ ﺭﺳﺪ‪ .‬ﺍﻳﻦ ﻳﻌﻨﻲ ﭼـﻪ؟! ﺁﻳـﺎ ﻧـﻪ ﺁﻧـﺴﺖ ﻛـﻪ‬
‫ﮔﻔﺘﮕﻮ ﻛﻨﻨﺪﮔﺎﻥ ﺑﻨﺘﻴﺠﻪ ﺍﻱ ﻧﺮﺳﻴﺪﻩ ﻭ ﺍﻳﻨﺴﺖ ﻛﻪ ﺑﺎ ﮔﻔﺘﻦ » ﺍﻧﺸﺎﺀ ﺍﷲ« ﺁﻧﺮﺍ ﺑﭙﺎﻳﺎﻥ ﺑـﺮﺩﻩ ﻭ ﭼـﺸﻢ ﺑـﺮﺍﻩ‬
‫ﻼ‬
‫ﻼ ﺑﺮﺍﻱ ﮔـﺮﻓﺘﻦ ﻧﺘﻴﺠـﻪ ﺍﻱ ﻧﺒـﻮﺩﻩ ﺑﻠﻜـﻪ ﺧﻮﺍﺳﺘـﺸﺎﻥ ﺍﺯ ﮔﻔﺘﮕـﻮ ﻣـﺜ ﹰ‬ ‫ﭘﻴﺸﺂﻣﺪﻫﺎ ﻣﻲ ﺩﻭﺯﻧﺪ؟! ﻳﺎ ﺁﻧﻜﻪ ﺍﺻ ﹰ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﮔﻠﻪ ﮔﺰﺍﺭﻱ ﺑﻮﺩﻩ؟! ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛﻪ ﺍﻧﺸﺎﺀ ﺍﻟﻠﻬﻲ ﻛﻪ ﻣﺎ ﻫﺮ ﺭﻭﺯ ﺑﺰﺑﺎﻥ ﻣـﻲ ﺁﻭﺭﻳـﻢ ﻧﻴﻤـﻲ ﺍﺯ ﺟﺒﺮﻳﮕـﺮﻱ ﺁﺏ‬
‫ﻣﻲ ﺧﻮﺭﺩ ﻭ ﻧﻴﻢ ﺩﻳﮕﺮ ﺍﺯ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻳﻲ ﻫﻤﭽﻮﻥ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻛﻪ ﻣﺎ ﺭﺍ ﺍﺯ ﺍﻧﺪﻭﻩ ﺧـﻮﺍﺭﻱ ﻭ ﺁﻳﻨـﺪﻩ ﻧﮕـﺮﻱ ﻭ‬
‫ﺟﺪﻳﺖ ﺑﺎﺯﻣﻲ ﺩﺍﺭﺩ‪ .‬ﻧﺘﻴﺠﻪ ﺁﻧﻜﻪ ﺍﻳﻦ ﺑﺎﻭﺭﻫﺎ ﻫﺮﻛﺪﺍﻡ ﺳﺮﭼﺸﻤﺔ ﻳﻚ ﺭﺷﺘﻪ ﻛﺮﺩﺍﺭﻫﺎﻱ ﺯﻳﺎﻧﻤﻨﺪ ﻭﻳﺎ ﺑﻴﻬـﻮﺩﻩ‬
‫ﻣﻲ ﺑﺎﺷﺪ ﻭ ﺟﺎﻱ ﮔﻔﺘﮕﻮ ﻧﻴﺴﺖ ﻛﻪ ﺳﺮﺍﻧﺠﺎﻡ ﺑﺰﻳﺎﻥ ﺗﻮﺩﻩ ﻣﻲ ﺍﻧﺠﺎﻣﺪ‪.‬‬
‫ﺟﺒﺮﻳﮕﺮﻱ ﻭ ﻣﺸﺮﻭﻃﻪ ﺩﻭ ﺍﻧﺪﻳﺸﺔ ﺿﺪ ﻫﻤﻨﺪ‪ .‬ﺟﺒﺮﻳﮕﺮﻱ ﻧﻪ ﺗﻨﻬﺎ ﻣـﺸﺮﻭﻃﻪ ﺭﺍ ﻣـﻲ ﻓﺮﺳـﺎﻳﺪ ﻭ ﻧـﺎﺗﻮﺍﻥ‬
‫ﻣﻲ ﮔﺮﺩﺍﻧﺪ ‪ ،‬ﺑﺎ ﺑﻮﺩﻥ ﺁﻥ ‪ ،‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻧﻴﺰ ﺑﻴﻬﻮﺩﻩ ﻣﻲ ﻧﻤﺎﻳﺪ‪ .‬ﺟﺒﺮﻳﮕﺮﻱ ﻳﻚ ﻧﻤﻮﻧﻪ ﺍﺯ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ‬
‫ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﺑﻮﺩ ﻛﻪ ﺩﺭﺑﺎﺭﻩ ﺍﺵ ﺑـﺎﺯﺗﺮ ﺳـﺨﻦ ﺭﺍﻧـﺪﻳﻢ‪ .‬ﺁﻟﻮﺩﮔﻴﻬـﺎﻱ ﺩﻳﮕـﺮ ﻛﻤـﺎﺑﻴﺶ ﻫﻤـﺴﺎﻧﻨﺪ‪.‬‬
‫ﻱ ﺷﻴﻌﻴﮕﺮﻱ ﺑﺎ ﻣﺸﺮﻭﻃﻪ‪ .‬ﭘﻴﺶ ﺍﺯ ﺁﻧﻜﻪ ﻳﺎﺩﻱ ﺍﺯ ﺯﻳﺎﻧﻬﺎﻱ ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﻧﺎﺳﺎﺯﮔﺎﺭﻳﺶ‬ ‫ﻫﻤﭽﻨﺎﻧﺴﺖ ﻧﺎﺳﺎﺯﮔﺎﺭ ِ‬
‫ﻥ‬
‫ﺑﺎ ﺁﻳﻴﻦ ﺯﻧﺪﮔﺎﻧﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻛﻨﻴﻢ ﺑﺠﺎﺳﺖ ﺑﻴﺎﺩ ﺑﻴﺎﻭﺭﻳﻢ ﺁﻥ ﺩﺷﻤﻨﻲ ﺍﻳﻜﻪ ﺷﻴﻌﻴﮕﺮﻱ ﺑـﺎ ﻣـﺸﺮﻭﻃﻪ ﺑﻌﻨـﻮﺍ ِ‬
‫» ﻣﺸﺮﻭﻋﻪ« ﭘﻴﺶ ﺁﻭﺭﺩ ﻭ ﺑﺪﺍﻧﺴﺎﻥ ﺁﻥ ﺟﻨﺒﺶ ﺧﺠﺴﺘﻪ ﺭﺍ ﻧﺎﺍﻧﺠﺎﻡ ﮔﺰﺍﺭﺩ‪.‬‬
‫ﺑﻜﻮﺗﺎﻫﻲ ﺑﮕﻮﻳﻴﻢ ﻭ ﺑﮕﺬﺭﻳﻢ ‪ :‬ﻣﺮﺩﻣﻲ ﻛﻪ ﻫﻤﻪ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﺁﺧﺮﺕ ﺍﻧﺪ ﻭ ﺁﻧﺮﺍ ﻧﻴـﺰ ﺑﻴـﺸﺘﺮ ﺍﺯ ﺭﺍ ِﻩ ﺯﻳـﺎﺭﺕ‬
‫ﺭﻓﺘﻦ ﻭ ﻧﺬﺭ ﻛﺮﺩﻥ ﻭ ﺑﺎﻳﻦ ﮔﻨﺒﺪ ﻭ ﺁﻥ ﮔﻨﺒﺪ ﭘﻮﻝ ﺩﺍﺩﻥ ﻭ ﻧﻤﺎﻳﺸﻬﺎﻱ ﻣﺤﺮﻡ ﺑﺮﭘﺎ ﻛﺮﺩﻥ ﻣﻲ ﺩﺍﻧﻨﺪ ‪ ،‬ﭼﻨـﻴﻦ‬
‫ﻣﺮﺩﻣﻲ ﭼﮕﻮﻧﻪ ﺑﻤﺸﺮﻭﻃﻪ ﺑﻴﻨﺪﻳﺸﻨﺪ ﻭ ﺑﺂﻥ ﺩﻝ ﺑﻨﺪﻧﺪ؟! ﻳﻚ ﺷﻴﻌﻲ ﺩﺭ ﮔﻨﺎﻩ ﻛـﺮﺩﻥ ﺑﻴﺒﺎﻛـﺴﺖ ﺯﻳـﺮﺍ ﺍﻳـﻦ‬
‫ﺷﻨﻴﺪﻩ ﻛﻪ ﺑﺎ ﭼﻨﺪ ﻗﻄﺮﻩ ﺍﺷﻜﻲ ﻛﻪ ﺩﺭ ﻣﺤﺮﻡ ﻣﻲ ﺭﻳﺰﺩ ﮔﻨﺎﻫﺎﻧﺶ ﺁﻣﺮﺯﻳﺪﻩ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺍﻭ ﺳﺮﺍﺳـﺮ ﮔﻔﺘـﺎﺭ ﻭ‬
‫ﺍﻧﺪﻳﺸﻪ ﺍﺵ ﺩﺭﺑﺎﺭﺓ ﭘﻴﺸﺂﻣﺪﻫﺎﻱ ﻫﺰﺍﺭ ﺳـﺎﻟﻪ ﺍﺳـﺖ‪ .‬ﺑـﺎ ﺑـﻮﺩﻥ ﺷـﻴﻌﻴﮕﺮﻱ ‪ ،‬ﻣـﺸﺮﻭﻃﻪ ﻫﻤـﻴﻦ ﺑﺎﺷـﺪ ﻛـﻪ‬
‫ﻣﻲ ﺑﻴﻨﻴﺪ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﺑﺴﻴﺎﺭ ﺧﺎﻣﻴﺴﺖ ﻛﻪ ﮔﻔﺘﻪ ﺷﻮﺩ ‪ " :‬ﺑﺎﻳﻨﻬﺎ ﭼﻜﺎﺭ ﺩﺍﺭﻳﺪ؟" ﻭ ﻳﺎ ‪" :‬ﺑﮕﺬﺍﺭﻳﺪ ﺑﺤﺎﻝ ﺧﻮﺩﺷﺎﻥ‬
‫ﺑﻤﺎﻧﻨﺪ"‪ .‬ﺍﻳﻦ ﺳﺨﻦ ﻫﻤﺴﻨﮓ ﺁﻧﺴﺘﻜﻪ ﮔﻔﺘﻪ ﺷﻮﺩ ‪" :‬ﺑﮕﺬﺍﺭﻳﺪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭ ﺍﻳﻦ ﻭﺿﻊ ﻫﻤﭽﻨﺎﻥ ﺑﻤﺎﻧﻨﺪ" !‬
‫ﻲ ﭘﺮﺩﺍﺧﺘﻦ ﺑـﺎﻳﻦ‬ ‫ﻱ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﺑﺎ ﻣﺸﺮﻭﻃﻪ‪ .‬ﻳﻚ ﺧﺮﺍﺑﺎﺗﻲ ﭘﻴﺎﭘﻲ ﺩﻡ ﺍﺯ ﺑﻴﻬﻮﺩﮔ ِ‬ ‫ﻫﻤﭽﻨﺎﻧﺴﺖ ﻧﺎﺳﺎﺯﮔﺎﺭ ِ‬
‫ﺟﻬﺎﻥ ﻣﻲ ﺯﻧﺪ‪ .‬ﺑﮕﻔﺘﺔ ﺧﻮﺩ "ﺩﻡ ﺭﺍ ﻏﻨﻴﻤﺘﺴﺖ"‪ .‬ﺑﮕﺬﺷﺘﻪ ﻭ ﺩﺭﺳﻬﺎﻳﺶ ﻛﺎﺭﻱ ﻧﺪﺍﺭﺩ‪ .‬ﺩﺭﺑﻨ ِﺪ ﺁﻳﻨـﺪﻩ ﻧﻴـﺴﺖ‪.‬‬
‫ﻫﻤﺔ ﺍﻳﻦ ﭘﺮﻭﺍﻫﺎ ﺭﺍ ﺑﻴﻬﻮﺩﻩ ﻣﻲ ﭘﻨﺪﺍﺭﺩ‪ .‬ﺟﻬﺎﻥ ﺭﺍ ﻫﻴﭻ ﻭ ﭘﻮﭺ ﻣﻲ ﺳﺘﺎﻳﺪ ﻭ ﻛﺎﺭ ﻭ ﻛﻮﺷﺶ ﺭﺍ ﺑﻴﻬﻮﺩﻩ ﻧـﺸﺎﻥ‬
‫ﻣﻲ ﺩﻫﺪ‪ .‬ﻣﺮﺩﻡ ﺭﺍ ﺑﺒﻴﻜﺎﺭﻱ ﻭ ﭘﺴﺘﻲ ﻣﻲ ﺧﻮﺍﻧﺪ‪ .‬ﻫﻤﭽﻮﻥ ﻳﻚ ﺷﻴﻌﻲ ﺑﮕﻨﺎﻩ ﻛﺮﺩﻥ ﺑﻴﺒﺎﻛـﺴﺖ‪ .‬ﺑﺒـﺎﻭﺭ ﻳـﻚ‬
‫ﺐ ﻟﻌﻞ« ﺭﻭ ﺁﻭﺭﺩ ﻭ ﭼﻮﻥ ﺩﺳـﺘﺮﺱ ﻧﺒﺎﺷـﺪ ‪،‬‬ ‫ﺧﺮﺍﺑﺎﺗﻲ ﺑﺠﺎﻱ ﭘﺮﺩﺍﺧﺘﻦ ﺑﺎﻳﻦ ﺍﻣﻮﺭ ﺑﺎﻳﺪ ﺑﻪ ﻣﻲ ﻭ ﺳﺎﻏﺮ ﻭ » ﻟ ِ‬
‫ﺑﻪ ﺑ‪‬ﻨﮓ ﻭ ﺍﻓﻴﻮﻥ ﭘﻨﺎﻩ ﺁﻭﺭﺩ ﻭ ﺍﻧﺪﻭﻩ ﺍﺯ ﺧﻮﺩ ﺩﻭﺭ ﮔﺮﺩﺍﻧﻴﺪ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﻧﺒﺎﻳﺪ ﭼﻨﻴﻦ ﭘﻨﺪﺍﺷﺖ ﻛﻪ ﺍﻣﺮﻭﺯ ﺩﻳﮕﺮ ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﺩﺳﺘﻪ ﺍﻱ ﻭﻳﺎ ﻓﺮﻗﻪ ﺍﻱ ﻧﻴﺴﺘﻨﺪ ﻭ ﺑﺮﺍﻓﺘﺎﺩﻩ ﻭ‬
‫ﺍﺯﻣﻴﺎﻥ ﺭﻓﺘﻪ ﺍﻧﺪ‪ .‬ﻧﻪ! ﺍﻳﺸﺎﻥ ﻫﻤﭽﻨﺎﻥ ﻫﺴﺘﻨﺪ ﻭ ﺍﻳﻦ ﺑﺪﺗﺮ ﻛﻪ ﺑﺴﻴﺎﺭﻱ ﺑﻲ ﺁﻧﻜﻪ ﺑﺪﺍﻧﻨﺪ ﺧﻮﺩ ﺧﺮﺍﺑﺎﺗﻴﻨﺪ‪ .‬ﺍﻳﻦ‬
‫ﺳﺨﻨﺎﻥ ﺭﺍ ﻛﻢ ﻧﺸﻨﻴﺪﻩ ﺍﻳﺪ ‪ " :‬ﻫﺮ ﭼﻪ ﭘﻴﺶ ﺁﻳﺪ ﺧﻮﺵ ﺁﻳﺪ‪ ".‬ﻳﺎ " ﺍﻟﺨﻴﺮﻭ ﻓﻲ ﻣﺎﻭﻗﻊ" ‪" ،‬ﺑﺎﺑﺎ ﺟـﻮﺵ ﻧـﺰﻥ"! ‪،‬‬
‫"ﺑﻤﺎ ﭼﻪ؟! " ‪ " ،‬ﺩ‪‬ﻡ ﺭﺍ ﺑﭽﺴﺐ" ! ‪" ،‬ﺑﻲ ﺧﻴﺎﻝ" ! ‪ " ،‬ﺍﻳﻦ ﺩﻧﻴﺎ ﻫﻴﭽﺴﺖ ﻭ ﭘﻮﭼﺴﺖ‪ ".‬ﻭﻳﺎ ﺩﺭ ﻗﺎﻟﺐ ﺷﻌﺮ ‪:‬‬
‫ﺍﻧﺪﺭ ﺧﻮ ِﺭ ﻋﻔ ِﻮ ﺗﻮ ﻧﻜﺮﺩﻳﻢ ﮔﻨﺎﻫﻲ!‬ ‫ﺷﺮﻣﻨﺪﻩ ﺍﺯ ﺁﻧﻴﻢ ﻛﻪ ﺩﺭ ﺭﻭ ِﺯ ﻣﻜﺎﻓﺎﺕ‬
‫ﻭ ﻣﺎﻧﻨﺪﮔﺎﻥ ﺍﻳﻦ ﮔﻔﺘﻪ ﻫﺎ ﻛﻪ ﻫﻤﻪ ﺭﻭﻳﻪ ﻫﺎﻱ ﺩﻳﮕﺮﻳﺴﺖ ﺍﺯ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ‪.‬‬
‫ﺍﻣﺮﻭﺯ ﻣﺮﺩﻡ ﺗﻨﻬﺎ ﺁﻟﻮﺩﺓ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻧﻴﺴﺘﻨﺪ ﻛﻪ ﺍﮔﺮ ﭼﻨﻴﻦ ﺑﻮﺩ ﺯﻳﺎﻧﺪﻳﺪﮔﻴﺸﺎﻥ ﺑﺴﻴﺎﺭ ﻛﻤﺘﺮ ﻣـﻲ ﺑـﻮﺩ‪.‬‬
‫ﻲ ﻧﺎﺑﻨـﺪ ‪ ،‬ﺑﻠﻜـﻪ ﻫـﻢ‬ ‫ﻲ ﻧﺎﺏ ‪ ،‬ﻳـﺎ ﺻـﻮﻓ ِ‬ ‫ﺍﻣﺮﻭﺯ ﺑﻴﺸﺘ ِﺮ ﻣﺮﺩﻡ ﺁﻣﻴﺰﻩ ﺍﻱ ﺍﺯ ﻫﻤﺔ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻳﻨﺪ‪ .‬ﻧﻪ ﺁﻧﻜﻪ ﺧﺮﺍﺑﺎﺗ ِ‬
‫ﺧﺮﺍﺑﺎﺗﻲ ‪ ،‬ﻫﻢ ﺻﻮﻓﻲ ‪ ،‬ﻫﻢ ﺟﺒﺮﻱ ‪ ،‬ﻫﻢ ﺷﻴﻌﻲ ﻭ ﻫﻢ ﻣـﺎﺩ‪‬ﻱ ﺍﻧـﺪ ﻭ ﻣﻤﻜﻨـﺴﺖ ﺩﺭ ﻳـﻚ ﺭﻭﺯ ﺑﭽﻨـﺪ ﺭﻧـﮓ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺕ ﺟﺪﺍ ﺍﺯ ﻫﻢ ﻭ‬‫ﺩﺭﺁﻳﻨﺪ‪ .‬ﺑﺮﺍﻱ ﺧﻮ ِﺩ ﺍﻳﺸﺎﻥ ﻫﻢ ﺷﮕﻔﺖ ﺁﻭﺭﺳﺖ ﻛﻪ ﺑﺸﻨﻮﻧﺪ ﺑﺎﻭﺭﻫﺎﺷﺎﻥ ﺍﺯ ﭼﻨﺪ ﺭﺷﺘﻪ ﺗﻌﻠﻴﻤﺎ ِ‬
‫ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﺭﻧﮕﺎﺭﻧﮓ ﮔﺮﻓﺘﻪ ﺷﺪﻩ‪ .‬ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﺷﻨﻴﺪﻩ ﻭ ﺧﻮﺍﻧﺪﻩ ﻭ ﺑﺎﻭﺭ ﺩﺍﺷﺘﻪ ﺍﻧﺪ‪ .‬ﺯﻳـﺮﺍ ﻫﻤﺎﻧﮕﻮﻧـﻪ ﻛـﻪ‬
‫ﮔﻔﺘﻪ ﺷﺪ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺍﺯ ﻗﺮﻧﻬﺎ ﭘﻴﺶ ﺑﻬﻢ ﺩﺭﺁﻣﻴﺨﺘﻪ ﻭ ﺍﻣﺮﻭﺯﻩ ﺑﺨﺸﻲ ﺍﺯ » ﺩﺭﺳﻬﺎﻱ ﺯﻧﺪﮔﻲ« ﻳﻚ ﺟﻮﺍﻥ‬
‫ﻭ » ﻓﻠﺴﻔﺔ ﺯﻧﺪﮔﻲ« ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻥ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻲ ﺩﻫﺪ‪ .‬ﺑﮕﺬﺭﻳﻢ ﻛﻪ ﺳﺘﺎﻳﺸﮕﺮﻱ ‪ ،‬ﭼﺎﭘﻠﻮﺳـﻲ ﻭ ﺑﺎﻭﺭﻫـﺎﻱ‬
‫ﻱ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﺭﺧﻨﻪ ﻛﺮﺩﻩ ‪ " :‬ﺍﻳﻦ ﻧﻴﺰ ﺑﮕﺬﺭﺩ"‪" ، .‬ﭼﻮﺏ ﺧـﺪﺍ ﺻـﺪﺍ‬ ‫ﭘﺴﺖ ﻭ ﺑﻴﺸﺮﻣﺎﻧﻪ ﺩﺭ ﺟﺎﻱ ﺟﺎ ِ‬
‫ﮓ ﺟﻤﺎﻋﺖ ﺷﻮ"‪" ، .‬ﺻﻼﺡ ﻣﻤﻠﻜﺖ ﺧﻮﻳﺶ ﺧﺴﺮﻭﺍﻥ ﺩﺍﻧﻨﺪ"‪" .‬ﺑﺎ ﻫﺮﻛﻪ‬ ‫ﻧﺪﺍﺭﺩ"‪ " ، .‬ﺧﻮﺍﻫﻲ ﻧﺸﻮﻱ ﺭﺳﻮﺍ ﻫﻤﺮﻧ ِ‬
‫ﺧﺼﻮﻣﺖ ﻧﺘﻮﺍﻥ ﻛﺮﺩ ﺑﺴﺎﺯ"‪ .‬ﻭ ﺑﺴﻴﺎﺭ ﺳﺨﻨﺎﻥ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ‪.‬‬
‫ﭘﺲ ﺍﺯ ﻫﻤﺔ ﺍﻳﻨﻬﺎ ‪ ،‬ﮔﺮﻓﺘﺎﺭﻱ ﺩﻳﮕﺮﻱ ﺩﺭ ﻣﻴﺎﻧﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺍﺯ ﺁﻥ ﺟﺪﺍﮔﺎﻧﻪ ﺳـﺨﻦ ﺭﺍﻧـﺪ‪ .‬ﺁﻥ ﮔﺮﻓﺘـﺎﺭﻱ‬
‫ﻥ ﻣﺮﺩﻡ ﺷﻨﺎﺧﺘﻪ ﻭ ﭘﺬﻳﺮﻓﺘﻪ ﻧﺒﺎﺷﺪ‪ .‬ﺩﻭﺭ‬ ‫ﺍﻳﻨﺴﺘﻜﻪ ﻛﻤﺘﺮ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﺭﺍ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﺑﻴﺎﺑﻴﺪ ﻛﻪ ﺿﺪ ﺁﻥ ﺩﺭ ﻣﻴﺎ ِ‬
‫ﻧﻴﺴﺖ ﺑﮕﻮﻳﻴﻢ ﺩﺭ ﻛﻤﺘﺮ ﺯﻣﻴﻨﻪ ﺍﻱ ﺷﻤﺎ ﻳﻚ ﺑﺎﻭﺭ ﻭ ﻳﻚ ﺍﻧﺪﻳﺸﺔ ﻳﮕﺎﻧﻪ ﻣﻲ ﺑﻴﻨﻴﺪ ﺑﻠﻜﻪ ﺑﺎﻳﺪ ﮔﻔﺖ ﺩﺭ ﺑﻴﺸﺘ ِﺮ‬
‫ﻥ ﺭﻧﮕﺎﺭﻧﮓ ﺑﺴﻴﺎﺭ ﻫﺴﺖ ﻭ ﻫﺮ ﭼﻨﺪ ﺭﺷﺘﻪ ﺍﻱ ﺍﺯ ﺁﻧﻬﺎ ﺑﻀﺪ ﻫﻤﺪﻳﮕﺮﻧﺪ‪ .‬ﻣﺮﺩﻣﻲ ﺑـﺎ ﭼﻨـﻴﻦ‬ ‫ﺯﻣﻴﻨﻪ ﻫﺎ ﺳﺨﻨﺎ ِ‬
‫ﻥ ﺭﻧﮕﺎﺭﻧﮓ ‪ ،‬ﺗﺮﺑﻴﺖ ﻫﻢ ﻣﻌﻨﻲ ﺧﻮﺍﻫـﺪ‬ ‫ﻥ ﺳﺨﻨﺎ ِ‬‫» ﻣﺤﻴﻄﻲ« ﭼﮕﻮﻧﻪ ﺍﺯ ﺗﺮﺑﻴﺖ ﺑﻬﺮﻩ ﻣﻨﺪ ﮔﺮﺩﻧﺪ؟ ﺁﻳﺎ ﺑﺎ ﺑﻮﺩ ِ‬
‫ﺩﺍﺷﺖ؟! ﺑﺴﺨﻦ ﺩﻳﮕﺮ ﺍﻳﻨﭽﻨﻴﻦ ﺗﺮﺑﻴﺘﻲ ﺍﺯ ﺭﺷﺘﻦ ﻭ ﭘﻨﺒﻪ ﻛﺮﺩﻥ ﻧﻴﺰ ﺑﺪﺗﺮﺳﺖ‪ .‬ﭼﻪ ﺩﺭ ﺭﺷﺘﻦ ﻭ ﭘﻨﺒﻪ ﻛﺮﺩﻥ‬
‫ﺷﻤﺎ ﺑﺂﻏﺎﺯ ﻛﺎﺭ ﺑﺎﺯ ﻣﻲ ﮔﺮﺩﻳﺪ ﻟﻴﻜﻦ ﺩﺭ ﻳﺎﺩﮔﺮﻓﺘﻦ ﺳﺨﻨﺎﻥ ﻣﺘﻀﺎﺩ ‪ ،‬ﻣﻐﺰ ﺑﻴﻜﺎﺭﻩ ﻣﻲ ﮔﺮﺩﺩ ﻭ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ‬
‫ﻱ ﺑﺴﻴﺎﺭﻱ )ﺩﻩ ﭼﻨﺪﺍﻥ ﻳﺎ ﺑﻴﺸﺘﺮ( ﺑﻜﺎﺭ ﮔﺮﻓﺘـﻪ ﺷـﻮﺩ ﺗـﺎ‬ ‫ﺩﺷﻮﺍﺭ ﺷﺪﻩ ‪ ،‬ﻋﺰﻡ ﻫﺎ ﺳﺴﺖ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺑﺎﻳﺪ ﺍﻧﺮﮊ ِ‬
‫ﻏﻠﻄﻬﺎ ﺭﺍﺳﺖ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﺑﺴﻴﺎﺭﻧﺪ ﻛﺴﺎﻧﻲ ﻛﻪ ﺩﺭ ﻣﻐﺰﻫﺎﺷﺎﻥ ﺍﻧﺪﻳﺸﺔ ﺳﺮﺍﻓﺮﺍﺯﻱ ﺍﻳﺮﺍﻥ ﻭ ﺁﺭﺯﻭﻱ ﻧﻴﺮﻭﻣﻨﺪﻱ ﻛﺸﻮﺭ ﻫـﺴﺖ ‪ ،‬ﺣﺘـﺎ‬
‫ﺯﻣﺎﻧﻲ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻴﺸﺎﻥ ﺑﻮﺩﻩ ﻛﻪ ﺩﻝ ﺑﺤﺎﻝ ﻛﺸﻮﺭ ﺳﻮﺯﺍﻧﺪﻩ ﻛﻮﺷﺸﻬﺎﻳﻲ ﻧﻴﺰ ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﻟﻴﻜﻦ ﺩﺭ ﻫﻤﺎﻥ ﺣـﺎﻝ‬
‫ﺍﺯ ﻳﻜﺴﻮ ﺁﻟﻮﺩﺓ ﺑﺎﻭﺭﻫﺎﻱ ﻗﻠﻨﺪﺭﺍﻧﻪ ﺍﻧﺪ ‪:‬‬
‫ﻣﻮﺳﻴﻲ ﺑﺎ ﻣﻮﺳﻴﻲ ﺩﺭ ﺟﻨﮓ ﺷﺪ‬ ‫ﭼﻮ ﺑﻴﺮﻧﮕﻲ ﺍﺳﻴﺮ ﺭﻧﮓ ﺷﺪ‬
‫ﺍﺯ ﻳﻜﺴﻮ ﺑﻄﻠﺴﻢ ﻭ ﻧﺬﺭ ﻭ ﺍﺣﻀﺎﺭ ﺭﻭﺡ ﺑﺎﻭﺭ ﺩﺍﺭﻧﺪ ﻭ ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮ ﻳـﻚ ﻣـﺎﺩ‪‬ﻱ ﻛﺎﻣﻠﻨـﺪ ﻛـﻪ ﺩﺭ ﺭﺍﻩ ﻛـﺴﺐ‬
‫ﺩﺭﺁﻣ ِﺪ ﺑﻴﺸﺘﺮ ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﺩﻳﮕﺮ ﺑﺎﻭﺭﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺯﻳﺮ ﭘﺎ ﮔﺬﺍﺭﻧﺪ ﻭ ﭼﻮﻥ ﭘﻴﺸﺂﻣﺪ ﻧﺎﮔﻮﺍﺭﻱ ﺑﺮﺍﻱ ﺧﻮﺩ ﻭ ﻳﺎ‬
‫ﺩﻳﮕﺮﺍﻥ ﺭﺥ ﺩﻫﺪ ﺑﺠﺎﻱ ﺁﻧﻜﻪ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﻋﻠﺖ ﺁﻥ ﺑﺎﺷﻨﺪ ﭘﻴﺎﭘﻲ" ﺍﻟﺨﻴﺮ ﻓﻲ ﻣﺎﻭﻗﻊ" ﮔﻮﻳﻨـﺪ ﻭ ﻳـﺎ ﺑﺠـﺎﻱ‬
‫ﭼﺎﺭﻩ ﺍﻧﺪﻳﺸﻲ ﺑﺎﺳﺘﺨﺎﺭﻩ ﺭﻭ ﺁﻭﺭﻧﺪ‪ .‬ﺩﺭ ﻫﻤﻨﺸﻴﻨﻲ ﺑﺎ ﻓﻼﻥ ﺩﻭﺳﺖ ‪ ،‬ﺑﺠﺎﻣﺔ ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﺩﺭﺁﻣـﺪﻩ ﻭ ﺍﻳـﻦ ﺩﻡ ﺭﺍ‬
‫ﺑﺮﺗﺮ ﺍﺯ ﻫﻤﻪ ﭼﻴﺰ ﺩﺍﻧﺴﺘﻪ ﺑﮕﺬﺷﺘﻪ ﻭ ﺁﻳﻨﺪﻩ ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﻧﺸﺎﻥ ﺩﻫﻨﺪ ‪ ،‬ﺑﺪﺍﻧﺴﺎﻧﻜﻪ ﺍﮔﺮ ﺳـﺨﻨﻲ ﺍﺯ ﮔﺬﺷـﺘﻪ ﻭ‬
‫ﺁﻳﻨﺪﻩ ﺑﺸﻨﻮﻧﺪ ﺭﻭ ﺗﹸﺮﺵ ﻛﻨﻨﺪ ﻭ ﻫﻨﮕﺎﻣﻲ ﺩﻳﮕﺮ ﻫﻢ " ﺁﻗﺎ ﺍﻣﺎﻡ ﺯﻣﺎﻥ ﺧﻮﺩﺵ ﻣﻲ ﺁﻳﺪ ﻭ ﺭﻓﻊ ﻇﻠﻢ ﻣﻲ ﻛﻨـﺪ"‬
‫ﻙ‬
‫ﮔﻮﻳﻨﺪ ﻭ ﺩﺭ ﺳﺮﺍﺳﺮ ﺯﻧﺪﮔﺎﻧﻲ ﻫﻤﻮﺍﺭﻩ ﺍﺯ ﻫﻤﻨﺸﻴﻨﺎﻧﺸﺎﻥ ﻓﻠﺴﻔﻪ ﻫﺎﻱ ﭘﺴﺘﻲ ﻭ ﺑﻴﻐﻴﺮﺗـﻲ ﻫﻤﭽـﻮﻥ ‪" :‬ﺧـﺎ ِ‬
‫ﺯﻳﺮ ﭘﺎﺗﻢ"‪" ،‬ﻣﻦ ﺑﺎ ﻫﺮ ﺳﺎﺯﻱ ﻣﻲ ﺭﻗﺼﻢ‪ ".‬ﻭﻳﺎ " ﺁﺳ‪‬ﻪ ﺑﺮﻭ ﺁﺳ‪‬ﻪ ﺑﻴﺎ ﻛﻪ ﮔﺮﺑﻪ ﺷﺎﺧﺖ ﻧﺰﻧﻪ!" ﻭ "ﻣﻦ ﻓﻼﻥ ﻧﻴﺴﺘﻢ‬
‫ﻛﻪ ﺑﺴﻴﺎﺳﺖ ﻛﺎﺭ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻢ"‪ .‬ﻭ ‪ ...‬ﺷﻨﻮﻧﺪ ﻭ ﻳﺎﺩﮔﻴﺮﻧﺪ ﻭ ﺑﻜﺎﺭ ﺑﻨﺪﻧﺪ‪ .‬ﺍﻳﻨﺴﺖ ﻣﻲ ﺑﻴﻨﻴﺪ ﺁﻥ ﺍﻧﺪﻳﺸﺔ ﻣﻴﻬﻦ‬
‫ﺧﻮﺍﻫﺎﻧﻪ ﻓﺮﺻﺖ ﺗﺄﺛﻴﺮ ﻧﻤﻲ ﻳﺎﺑﺪ‪ .‬ﺭﺍﺳﺘﻲ ﺭﺍ ﺑﺨﻮﺍﻫﻴﻢ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺟﻠﻮﮔﻴﺮ ﻛﻮﺷـﺸﻬﺎﻱ ﻣـﻴﻬﻦ ﺧﻮﺍﻫﺎﻧـﻪ‬
‫ﮔﺮﺩﻳﺪﻩ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻫﻤﺎﻧﮕﻮﻧﻪ ﻛﻪ ﮔﻔﺘﻪ ﺷﺪ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺍﺯ ﻗﺮﻧﻬـﺎ ﭘـﻴﺶ ـ ﺑﻴـﺸﺘﺮ ﺍﺯ ﺭﺍﻩ ﺷـﻌﺮﻫﺎ ـ ﺑﻬـﻢ ﺩﺭﺁﻣﻴﺨﺘـﻪ ﻭ‬
‫ﺍﻳﻨﺴﺖ ﺍﺛﺮ ﻭﻳﺮﺍﻧﮕﺮﺍﻧﻪ ﺗﺮﻱ ﻳﺎﻓﺘﻪ ﻭ ﻛﻤﺘﺮ ﺍﻳﺮﺍﻧﻲ ﺍﻱ ﻣﻲ ﺗﻮﺍﻥ ﭘﻴـﺪﺍ ﻛـﺮﺩ ﻛـﻪ ـ ﺩﺭﺳـﺨﻮﺍﻧﺪﻩ ﻭ ﻧﺨﻮﺍﻧـﺪﻩ ‪،‬‬
‫ﺷﻬﺮﻱ ﻭ ﺭﻭﺳﺘﺎﻳﻲ ‪ ،‬ﭘﻴﺮ ﻭ ﺟﻮﺍﻥ ‪ ،‬ﺯﻥ ﻭ ﻣﺮﺩ ـ ﻳﻚ ﻳﺎ ﭼﻨﺪ ﺭﺷﺘﻪ ﺍﺯ ﺍﻳﻦ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﻤﻐـﺰﺵ ﺭﺍﻩ ﻧﻴﺎﻓﺘـﻪ‬
‫ﺑﺎﺷﺪ‪ .‬ﺷﻤﺎ ﺍﮔﺮ ﻫﻮﺵ ﮔﻤﺎﺭﻳﺪ ‪ ،‬ﺍﺯ ﺍﻳﻦ ﻛﺴﺎﻥ ﻓﺮﺍﻭﺍﻥ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﺧﻮﺩ ﺩﻳﺪﻩ ﻭ ﻣﻲ ﺑﻴﻨﻴﺪ ﺑﻲ ﺁﻧﻜﻪ ﺍﻳـﺸﺎﻥ‬
‫ﻧﺎﻣﻬﺎﻱ ﺧﺮﺍﺑﺎﺗﻲ ﻭ ﺟﺒﺮﻱ ﻭ ﺑﺎﻃﻨﻲ ﺷﻨﻴﺪﻩ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﻝ ﺻﻮﻓﻴﮕﺮﻱ ﺑﺎ ﻣﺸﺮﻭﻃﻪ‪ .‬ﺯﻳﺮﺍ ﻛﺴﺎﻧﻲ‬ ‫ﭼﻨﻴﻦ ﺍﻓﻴﻮﻧﻬﺎﻳﻲ ﺭﺍ ﺑﺎ ﻣﺸﺮﻭﻃﻪ ﭼﻪ ﺳﺎﺯﺷﻴﺴﺖ؟! ﻫﻤﻴﻨﺴﺖ ﺣﺎ ِ‬
‫ﻛﻪ ﺩﺭ ﭘﻴﺸﺸﺎﻥ ﻣﻮﺳﺎ ﻭ ﻓﺮﻋﻮﻥ ‪ ،‬ﺭﻭﺷﻦ ﻭﺗﺎﺭﻳﻚ ‪ ،‬ﺭﻧﮓ ﻭ ﺑﻴﺮﻧﮕﻲ ‪ ،‬ﺳﺘﻤﮕﺮ ﻭ ﺩﺍﺩﮔﺮ ﻫﻤﻪ ﻳﻜﻴﺴﺖ ﭼﮕﻮﻧﻪ‬
‫ﻝ‬
‫ﺑﺤﺎﻝ ﺗﻮﺩﺓ ﺧﻮﺩ ﺩﻝ ﺳﻮﺯﺍﻧﻨﺪ؟ ﭼﮕﻮﻧﻪ ﺍﺯ ﺍﻳـﺸﺎﻥ ﺁﺯﺍﺩﻳﺨـﻮﺍﻫﻲ ﭼـﺸﻢ ﺗـﻮﺍﻥ ﺩﺍﺷـﺖ؟!‪ .‬ﻫﻤﻴﻨـﺴﺖ ﺣـﺎ ِ‬
‫ﺑﻬﺎﻳﻴﮕﺮﻱ ﺑﺎ ﻣﺸﺮﻭﻃﻪ‪ .‬ﻫﻤﻴﻨﺴﺖ ﺣﺎﻝ ﻣﺸﺮﻭﻋﻪ ﺑﺎ ﻣﺸﺮﻭﻃﻪ‪ .‬ﻫﻤﻴﻨﺴﺖ ﺣﺎﻝ ﻣﺎﺩ‪‬ﻳﮕﺮﻱ‪ .‬ﺍﻳﻦ ﺁﺯﻣﻮﺩﻩ ﺷـﺪﻩ‬
‫ﻭ ﺑﺂﻥ ﺍﺷﺎﺭﻩ ﺷﺪ ﻛﻪ ﺍﺯ ﻋﻠﺖ ﻫﺎﻱ ﭘﺎﻧﮕﺮﻓﺘﻦ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ‪ ،‬ﻳﻜـﻲ ﻫـﻢ ﻫﻤـﻴﻦ ﭘﺮﺍﻛﻨـﺪﻩ ﺍﻧﺪﻳـﺸﻲ ﻭ‬
‫ﻱ ﻧﻴﻜـﻮ‬‫ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﻮﺩﻩ‪ .‬ﺑﺎﻳﺪ ﮔﻔﺖ ‪ :‬ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺑﺎ ﻣﺸﺮﻭﻃﻪ ـ ﻛﻪ ﻳﻚ ﺷﻴﻮﺓ ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭ ِ‬
‫ﻭ ﺍﺭﺟﻤﻨﺪﻳﺴﺖ ـ ﺩﺭﺁﻣﻴﺨﺘﻪ ﺁﻧﺮﺍ ﺳﺴﺖ ﻭ ﻧﺎﺗﻮﺍﻥ ﻭ ﺩﺭ ﺩﻳﺪﻩ ﻫﺎ ﻳﻚ ﭼﻴﺰ ﭘﺴﺖ ﻭ ﺑﻲ ﺍﺭﺝ ﮔﺮﺩﺍﻧﻴﺪ‪.‬‬
‫ﺍﻣﺮﻭﺯ ﭼﻪ ﻧﺘﻴﺠﻪ ﺍﻱ ﺍﺯ ﻣﺸﺮﻭﻃﻴﺖ ﺩﺭﺩﺳﺖ ﻣﺎﺳﺖ؟ ﺁﻳﺎ ﺟﺰ ﺍﻳﻨﺴﺖ ﻛﻪ ﭘـﺲ ﺍﺯ ﭼﻬـﻞ ﺳـﺎﻝ ﻫﻨـﻮﺯ ﺍﻧﺒـﻮﻩ‬
‫ﻣﺮﺩﻡ ﻣﻌﻨﻲ ﺩﻣﻮﻛﺮﺍﺳﻲ ﺭﺍ ﻧﻤﻲ ﺩﺍﻧﻨﺪ؟! ‪ ...‬ﺟﺰ ﺍﻳﻨﺴﺘﻜﻪ ﺩﺳﺘﮕﺎﻫﻲ ﻛﻪ ﻣﺎ ﺍﻣﺮﻭﺯ ﺑﻨﺎﻡ ﻣﺸﺮﻭﻃﻪ ﻣـﻲ ﺩﺍﺭﻳـﻢ‬
‫ﻧﻨﮕﻲ ﺑﺘﺎﺭﻳﺦ ﻣﺎﺳﺖ؟!‬
‫ﺍﻳﻦ ﻳﻚ ﻧﻤﻮﻧﻪ ﺍﺳﺖ ﻭ ﻫﻤﻪ ﭼﻴﺰ ﺟﺰ ﺍﻳﻦ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﺗﻮﺩﻩ ﺑﺎ ﺍﻳﻦ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺍﺯ ﻫﻴﭽﻴﻚ ﺍﺯ ﻧﻴﻜـﻲ ﻫـﺎﻱ‬
‫ﺟﻬﺎﻥ ﺑﻬﺮﻩ ﻧﺘﻮﺍﻧﺪ ﻳﺎﻓﺖ‪ .‬ﺑﺎﺭﻫﺎ ﺍﻳﻦ ﻣﺜﻞ ﺭﺍ ﺯﺩﻩ ﺍﻳﻢ ‪ :‬ﺣﻮﺿﻲ ﻛﻪ ﭘﺮ ﻟﺠﻦ ﻭ ﺑﺪ ﺑﻮﺳﺖ ‪ ،‬ﺍﮔـﺮ ﺑـﺎ ﮔـﻼﺏ ﭘـﺮ‬
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‫ﻛﻨﻴﺪ ﺁﻥ ﻧﻴﺰ ﮔﻨﺪﻳﺪﻩ ﻭ ﺑﺪ ﺑﻮ ﺧﻮﺍﻫﺪ ﮔﺮﺩﻳﺪ ﻭ ﭼﺎﺭﻩ ﺟﺰ ﺁﻥ ﻧﻴﺴﺖ ﻛﻪ ﻧﺨﺴﺖ ﺁﻥ ﺭﺍ ﺍﺯ ﻟﺠﻦ ﭘﺎﻙ ﻛﻨﻴﺪ‪.‬‬
‫ﺏ ﺟﺪﺍﮔﺎﻧﻪ ﺍﻳـﺴﺖ‪ .‬ﺍﻳـﻦ‬
‫ﺁﺳﻴﺒِﻲ ﻛﻪ ﺍﻳﻦ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺑﻬﻤﺔ ﺑﻨﻴﺎﺩﻫﺎﻱ ﺗﻮﺩﻩ ﺭﺳﺎﻧﺪﻩ ﺍﻧﺪ ‪ ،‬ﺧﻮﺩ ﺯﻣﻴﻨﺔ ﻛﺘﺎ ِ‬
‫ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﻳﺸﺔ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﺍ ﺳﻮﺯﺍﻧﺪﻩ‪ ١٣ .‬ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺑـﺎ ﺑـﻮﺩﻥ ﺍﻳﻨﻬـﺎ ‪ ،‬ﺍﻧﺪﻳـﺸﺔ ﺳـﺮﺑﻠﻨﺪﻱ‬
‫ﻛﺸﻮﺭ ﺩﺭ ﻣﻐﺰﻫـﺎﻱ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﻫﻤﻴـﺸﻪ ﺳـﺴﺖ ﻭ ﻧـﺎﺗﻮﺍﻥ ﺑـﻮﺩﻩ ﻭ ﺑﻴـﺸﺘﺮ ﻣـﻀﻤﻮﻧﻲ ﺑـﺮﺍﻱ ﺳـﺨﻨﺒﺎﺯﻱ ﻳـﺎ‬
‫ﺧﻮﺩ ﻧﻤﺎﻳﻲ ﻭ ﮔﺰﺍﻓﻪ ﮔﻮﻳﻲ ﺑﺎﺷﺪ ﺗﺎ ﻛﻮﺷﺸﻲ ﺭﺍﺳـﺘﻴﻦ ﺑﻨﻴﻜـﻲ ﺗـﻮﺩﻩ ﻭ ﻛـﺸﻮﺭ‪ .‬ﺭﻭﺷـﻨﺘﺮ ﮔـﻮﻳﻴﻢ ‪ :‬ﭼﻨـﺎﻥ‬
‫ﺁﻟﻮﺩﮔﻴﻬﺎﻳﻲ ﻧﻤﻲ ﮔﺬﺍﺭﺩ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺳﻮﺩﻣﻨﺪ ﺍﺯ ﻣﺮﺣﻠﺔ ﺳﺨﻦ ﻓﺮﺍﺗﺮ ﺭﻭﺩ‪.‬‬
‫ﻲ ﺣﺲ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺁﻧﻬـﺎ ﺭﺍ‬ ‫ﻥ ﺍﻳﺮﺍﻥ ﻣﻲ ﺷﻮﺩ ‪ ،‬ﻫﻤﻴﻦ ﺳﺴﺘ ِ‬ ‫ﺍﻣﺮﻭﺯ ﻛﻮﺷﺸﻬﺎﻳﻲ ﻛﻪ ﺩﺭ ﺭﺍﻩ ﺑﻬﺒﻮﺩ ﺳﺎ ِ‬
‫ﭘﻮﭺ ﻣﻲ ﮔﺮﺩﺍﻧﺪ‪ .‬ﻫﻤﻴﻦ ﻛﻪ ﺑﺨﻮﺍﻫﻴﺪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﻤﻴﻬﻦ ﺧﻮﺩ ﺩﻝ ﺑﻨﺪﻧﺪ ﻭ ﺩﺭ ﺭﺍﻩ ﺁﻥ ﺁﻣﺎﺩﺓ ﻓﺪﺍﻛﺎﺭﻱ ﮔﺮﺩﻧﺪ ‪،‬‬
‫ﺁﻥ ﺁﻟﻮﺩﮔﻴﻬﺎ ﻭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﺟﻠﻮﮔﻴ ِﺮ ﺭﺍﻩ ﺧﻮﺩ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ‪ .‬ﺗﻨﻬﺎ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻧﻴﺴﺖ ‪ ،‬ﺩﺭ ﻫـﺮ ﻛﻮﺷـﺸﻲ‬
‫ﮓ ﺭﺍﻫﻨﺪ‪.‬‬
‫ﻛﻪ ﺳﻮﺩ ﺗﻮﺩﻩ ﺩﺭﺁﻥ ﺑﺎﺷﺪ ﺍﻳﻦ ﺑﺎﻭﺭﻫﺎ ﻭ ﺁﻥ ﺧﻮﻳﻬﺎﻱ ﻧﺎﺳﺘﻮﺩﻩ ﺳﻨ ِ‬
‫ﺑﻬﺘﺮ ﺍﺳﺖ ﭼﺸﻢ ﺑﺎﺯ ﻛﻨﻴﺪ ﻭ ﺑﺠﻬﺎﻥ ﻧﮕﺮﻳﺪ! ﺑﻬﺘﺮﺳﺖ ﺑﺠﺎﻧﻔﺸﺎﻧﻴﻬﺎﻱ ﺟﻮﺍﻧﺎﻥ ﺭﻭﺳﻲ ﻧﮕﺎﻩ ﻛﻨﻴـﺪ! ﺩﻭ ﺳـﺎﻝ‬
‫ﭘﻴﺶ ﻛﻪ ﺁﻟﻤﺎﻧﻬﺎ ﺑﺎ ﺁﻥ ﺳﺨﺘﻲ ﺑﺨﺎﻙ ﺭﻭﺱ ﺗﺎﺧﺘﻨﺪ ﻭ ﭘﻴـﺎﭘﻲ ﭘـﻴﺶ ﺁﻣـﺪﻩ ﺷـﻬﺮﻫﺎﻱ ﺑـﺴﻴﺎﺭﻱ ﺭﺍ ﺑﺪﺳـﺖ‬
‫ﮔﺮﻓﺘﻨﺪ ﺭﻭﺳﻬﺎ ﭼﻜﺎﺭ ﻛﺮﺩﻧﺪ؟‪ ...‬ﺁﻳﺎ ﻧﺸﺴﺘﻨﺪ ﻭ ﺑﺨﻮﺩ ﺩﻟـﺪﺍﺭﻱ ﺩﺍﺩﻩ ﮔﻔﺘﻨـﺪ ‪" :‬ﺻـﺒﺮ ﺗﻠﺨـﺴﺖ ﻭﻟـﻴﻜﻦ ﺑ‪‬ـ ِﺮ‬
‫ﺷﻴﺮﻳﻦ ﺩﺍﺭﺩ"؟! ﺁﻳﺎ ﻧﻮﻣﻴﺪﻱ ﺑﺨﻮﺩ ﺭﺍﻩ ﺩﺍﺩﻩ ﮔﻔﺘﻨﺪ ‪ " :‬ﺑﻮﺩﻧﻴﻬﺎ ﺑـﻮﺩﻩ ﺍﺳـﺖ" ؟! ﺁﻳـﺎ ﺧـﻮﺩ ﺭﺍ ﺑﺒﻴﻐﻴﺮﺗـﻲ ﺯﺩﻩ‬
‫ﮔﻔﺘﻨﺪ‪ " :‬ﺑﺎ ﻫﺮ ﻛﻪ ﺧﺼﻮﻣﺖ ﻧﺘﻮﺍﻥ ﻛﺮﺩ ﺑﺴﺎﺯ" ؟!‪..‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﻳﺎ ﻧﺪﻳﺪﻳﻢ ﻛﻪ ﺑﺎ ﻏﻴﺮﺕ ﻭ ﺩﻟﻴﺮﻱ ﺩﺳﺖ ﺑﻬﻢ ﺩﺍﺩﻧﺪ ﻭ ﻣﺮﺩ ﻭ ﺯﻥ ﻭ ﭘﻴﺮ ﻭ ﺟﻮﺍﻥ ﺑﻜﻮﺷﺶ ﺁﻣﺎﺩﻩ ﮔﺮﺩﻳﺪﻩ ﺑﻜﺎﺭ‬
‫ﺑﺮﺧﺎﺳﺘﻨﺪ ﻭ ﺑﺎ ﺁﻧﻬﻤﻪ ﺷﻜﺴﺘﻬﺎ ﻛـﻪ ﻣـﻲ ﺩﻳﺪﻧـﺪ ﻧﻮﻣﻴـﺪﻱ ﺑﺨـﻮﺩ ﺭﺍﻩ ﻧـﺪﺍﺩﻩ ﺭﺷـﺘﺔ ﻛﻮﺷـﺶ ﺭﺍ ﺍﺯ ﺩﺳـﺖ‬
‫ﻧﻬﺸﺘﻨﺪ؟!‪ ..‬ﻧﺪﻳﺪﻳﻢ ﻛﻪ ﺑﺎ ﺩﺍﺩﻥ ﻫﺰﺍﺭﺍﻥ ﻫﺰﺍﺭﺍﻥ ﻛﺸﺘﻪ ﺩﺷﻤﻦ ﺭﺍ ﭘﺲ ﻧﺸﺎﻧﺪﻧﺪ ﻭ ﻫﻨﻮﺯ ﻫﻢ ﻣﻲ ﻛﻮﺷـﻨﺪ ﻭ ﺍﺯ‬
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‫ﭘﺎ ﻧﻨﺸﺴﺘﻪ ﺍﻧﺪ؟!‪..‬‬
‫ﺍﺯ ﺍﻳﺮﺍﻧﻴﺎﻧﻲ ﻛﻪ ﺩﺭ ﻏـﺮﺏ ﺯﻳـﺴﺘﻪ ﺍﻧـﺪ ﺑﭙﺮﺳـﻴﺪ‪ .‬ﺑﭙﺮﺳـﻴﺪ ﺗـﺎ ﺑﮕﻮﻳﻨـﺪ ﻣـﺮﺩﻡ ﺁﻧﺠـﺎ ﺑﻤﻴﻬﻨـﺸﺎﻥ ﭼـﻪ‬
‫ﺩﻟﺒﺴﺘﮕﻲ ﺍﻱ ﺩﺍﺭﻧﺪ ﻭ ﭼﻪ ﻛﻮﺷﺸﻬﺎ ﺩﺭ ﺭﺍﻩ ﺳﺮﺑﻠﻨﺪﻳﺶ ﻣﻲ ﻛﻨﻨﺪ؟! ﺁﻳـﺎ ﺩﺭ ﺁﻧﺠـﺎ ﻫـﺎ ﻫـﻢ ﻫﻤﻴﻨﻜـﻪ ﻳـﻚ‬
‫ﺗﻴﺮﻩ ﺑﺨﺘﻲ ﺭﻭﻧﻤﻮﺩ ‪ ،‬ﺳﺮﺯﻣﻴﻨـﺸﺎﻥ ﺭﺍ ﺑﺪﺳـﺖِ ﻧﺎﺷﺎﻳـﺴﺘﮕﺎﻥ ﺳـﭙﺎﺭﺩﻩ ﻣﻠﻴﻮﻧﻬـﺎ ﻣـﺮﺩﻡ ﮔـﺮﻭﻩ ﮔـﺮﻭﻩ ﻛـﻮﭺ‬
‫ﻥ ﺩﻳﮕﺮ ﻛﺸﻮﺭﻫﺎ ‪ ،‬ﺍﻳﻦ ﺍﻧﺪﺍﺯﻩ ﺭﻣﻴﺪﮔﻲ ﺍﺯ ﻳﻜﺪﻳﮕﺮ ﻭ ﭼﻨﺪ ﺗﻴﺮﮔﻲ ﻛﻪ ﺩﺭ‬ ‫ﻣﻲ ﻛﻨﻨﺪ؟! ﺁﻳﺎ ﺩﺭ ﻣﻴﺎﻥ ﻛﻮﭼﻨﺪﮔﺎ ِ‬
‫ﻣﻴﺎﻥ ﺍﻳﺮﺍﻧﻴﺎﻧﺴﺖ ‪ ،‬ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ؟!‬
‫ﭼﻮﻥ ﺩﻳﺪﻩ ﺷﺪﻩ ﻛﻪ ﻛﺴﺎﻧﻲ ﭘﺲ ﺍﺯ ﺁﮔﺎﻫﻲ ﺍﺯ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺗﻮﺩﻩ ‪ ،‬ﭘﺮﺳﺸﻬﺎﻱ ﺯﻳﺮ ﺍﺯ ﻣﻐﺰﺷﺎﻥ ﮔﺬﺷﺘﻪ ‪،‬‬
‫ﺍﻳﻨﺴﺖ ﺑﺠﺎ ﺩﻳﺪﻳﻢ ﮔﻔﺖ ﻭ ﺷﻨﻴ ِﺪ ﺯﻳﺮ ﺭﺍ ﺍﺯ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﻴﺎﻭﺭﻳﻢ ‪:‬‬
‫ﺩﺭ ﺷﻤﺎﺭﺓ ﭘﻴﺸﻴﻦ ﻣﺠﻠﻪ ‪ ،‬ﺩﺭ ﭘﺎﺳﺦ ﺑﺎﻳﻦ ﭘﺮﺳﺶ ﻛﻪ ‪ " :‬ﻣﺎ ﻣﻲ ﺧـﻮﺍﻫﻴﻢ ﺷـﻤﺎ ﺁﻥ ﮔﺮﻓﺘﺎﺭﻳﻬـﺎ ﺭﺍ ﻛـﻪ‬
‫ﺑﺎﻋﺚ ﺑﺪﺑﺨﺘﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻲ ﺩﺍﻧﻴﺪ ﺑﺎ ﺭﺍ ِﻩ ﭼﺎﺭﻩ ﺍﺵ ﺷﺮﺡ ﺩﻫﻴﺪ‪ ، ".‬ﺷﺮﺡ ﻣﻔـﺼﻞ ﻫﻤـﺮﺍﻩ ﺑـﺎ ﺗﺎﺭﻳﺨﭽـﺔ ﺁﻧﻬـﺎ‬
‫ﺁﻭﺭﺩﻩ ﺳﭙﺲ ﺑﭙﺮﺳﺶ ﺩﻳﮕﺮ ﭘﺎﺳﺦ ﻣﻲ ﺩﻫﺪ ‪:‬‬
‫ﭘﺮﺳﺶ ـ ﻣﺎ ﺍﻳﻦ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﺭﺍ ﺑﺎ ﺍﻳﻦ ﺗﻔﺼﻴﻞ ﻧﻤﻲ ﺩﺍﻧﺴﺘﻴﻢ‪ .‬ﺑﻬﺮﺣﺎﻝ ﺑﭽﻪ ﺩﻟﻴﻞ ﻣﻲ ﺗﻮﺍﻥ ﺛﺎﺑـﺖ ﻛـﺮﺩ ﻛـﻪ‬
‫ﻣﺎﻳﺔ ﺑﺪﺑﺨﺘﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ‪ ،‬ﺑﻠﻜﻪ ﻫﻤﺔ ﺷﺮﻗﻴﺎﻥ ‪ ،‬ﺍﻳﻦ ﻣﺬﺍﻫﺐ ﻭ ﻋﻘﺎﻳﺪ ﭘﺮﺍﻛﻨﺪﻩ ﺍﺳﺖ؟ ‪ . .‬ﺩﻟﻴﻞ ﺁﻧﺮﺍ ﻧﻴـﺰ ﺑﻴـﺎﻥ‬
‫ﻛﻨﻴﺪ‪.‬‬
‫ﭘﺎﺳﺦ ـ ﻣﻦ ﺩﺭ ﻣﻴﺎﻥ ﮔﻔﺘﻪ ﻫﺎﻱ ﺧﻮﺩﻡ ﺩﻟﻴﻞ ﺭﺍ ﻧﻴﺰ ﻳﺎﺩ ﻛﺮﺩﻡ‪ .‬ﻣﻦ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻡ ﻛﻪ ﻳﻚ ﺗﻮﺩﻩ ﻫﻨﮕﺎﻣﻲ‬
‫ﻲ ﺍﻳﺸﺎﻥ ﺩﺍﺭﺍﻱ ﻳﻚ ﺭﺍﻩ ﻭ ﻳﻚ ﺁﺭﻣﺎﻥ ﺑﺎﺷـﻨﺪ ﺗـﺎ ﺑﺘﻮﺍﻧﻨـﺪ ﺩﺳـﺖ ﺑﻬـﻢ ﺩﺍﺩ‪.‬‬ ‫ﺩﺍﺭﺍﻱ ﻧﻴﺮﻭ ﻣﻲ ﮔﺮﺩﻧﺪ ﻛﻪ ﻫﻤﮕ ِ‬
‫ﻳﻜﻤﺮﺩﻣﻲ ﻛﻪ ﺩﭼﺎﺭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﻣﻲ ﺑﺎﺷﻨﺪ ﺩﺍﺭﺍﻱ ﻧﻴﺮﻭ ﻧﺘﻮﺍﻧﻨﺪ ﺑﻮﺩ‪ .‬ﺍﻳﻨـﺴﺖ ﺩﺭ ﺯﻳـﺮ ﭘـﺎ ﻣﺎﻧﻨـﺪ ﻭ‬
‫ﻟﮕﺪ ﻣﺎﻝ ﮔﺮﺩﻧﺪ ‪ ،‬ﻭ ﭼﻮﻥ ﻳﻚ ﺭﺍﻫﻲ ﻳﺎ ﺁﺭﻣﺎﻧﻲ ﻧﻴﺰ ﻧﺪﺍﺭﻧﺪ ﭘﻴﺸﺮﻓﺖ ﻧﺘﻮﺍﻧﻨﺪ ﻭ ﺍﺯ ﻧﻴﻜﻴﻬﺎ ﺑﻬﺮﻩ ﻧﻴﺎﺑﻨـﺪ‪ .‬ﺍﻳﻨﻬـﺎ‬
‫ﭼﻴﺰﻫﺎﻱ ﺑﺴﻴﺎﺭ ﺭﻭﺷﻨﻴﺴﺖ‪.‬‬
‫ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﭼﻮﻥ ﺷﻤﺎ ﻫﻨﻮﺯ ﻗﺎﻧﻊ ﻧﺸﺪﻩ ﺍﻳﺪ ﺑﻬﺘﺮﺳﺖ ﺑﮕﻮﻳﻴﺪ ﻛﻪ ﺧﻮﺩﺗﺎﻥ ﺩﺭ ﺑﺎﺭﺓ ﺑـﺪﺑﺨﺘﻲ ﺍﻳـﻦ ﺗـﻮﺩﻩ ﭼـﻪ‬
‫ﺍﻧﺪﻳﺸﻴﺪﻩ ﺍﻳﺪ ؟‪ ..‬ﺳﺮﭼﺸﻤﺔ ﺁﻧﺮﺍ ﭼﻪ ﻣﻲ ﺩﺍﻧﻴﺪ؟! ﺧﺪﺍ ﺑﺸﻤﺎ ﻓﻬﻢ ﺩﺍﺩﻩ ‪ ،‬ﺧﺮﺩ ﺩﺍﺩﻩ ﺗﺎ ﻧﻴﻚ ﻭ ﺑـﺪ ﺯﻧـﺪﮔﻲ ﺭﺍ‬
‫ﺑﺪﺍﻧﻴﺪ‪ .‬ﺑﮕﻮﻳﻴﺪ ﺑﺒﻴﻨﻴﻢ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﭼﻪ ﺩﺍﻧﺴﺘﻪ ﺍﻳﺪ؟! ﻣﮕـﺮ ﺧـﺪﺍ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﺭﺍ ﺑـﺮﺍﻱ ﺑـﺪﺑﺨﺘﻲ ﺁﻓﺮﻳـﺪﻩ؟! ﻳـﺎ‬
‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﭼﻪ ﭼﻴﺰﺷﺎﻥ ﻛﻤﺘﺮ ﺍﺯ ﺍﺭﻭﭘﺎﻳﻴﺎﻧﺴﺖ؟!‪ ..‬ﺍﻳﻦ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﻫﺮ ﻛﺴﻲ ﺑﺪﺍﻧـﺪ‪ .‬ﺑﺠـﺎﻱ ﻧﺸـﺴﺘﻦ ﻭ‬
‫ﮔﻔﺘﮕﻮ ﺍﺯ ﭘﻴﺸﺂﻣﺪﻫﺎﻱ ﻫﺰﺍﺭ ﻭ ﺳﻴﺴﺪ ﺳﺎﻝ ﭘﻴﺶ ﻛﺮﺩﻥ ‪) ،‬ﻋﻠﻲ ﭼﺮﺍ ﺧﻠﻴﻔﻪ ﻧﺸﺪ؟‪ ..‬ﺣﺴﻦ ﭼﺮﺍ ﺻﻠﺢ ﻛـﺮﺩ؟‬
‫ﺣﺴﻴﻦ ﭼﺮﺍ ﺟﻨﮓ ﻛﺮﺩ؟‪ (..‬ﻛﻪ ﻫﻴﭻ ﺳﻮﺩﻱ ﻧﺨﻮﺍﻫﺪ ﺩﺍﺷﺖ ‪ ،‬ﺑﺎﻳﺪ ﺑﺎﻳﻨﻬﺎ ﭘﺮﺩﺍﺯﻳﺪ؟‪ ..‬ﻣﻦ ﻣﻲ ﺧـﻮﺍﻫﻢ ﺑـﺪﺍﻧﻢ‬
‫ﺷﻤﺎ ﭼﻪ ﺍﻧﺪﻳﺸﻴﺪﻩ ﺍﻳﺪ‪..‬‬
‫ﭘﺮﺳﺶ ـ ﻣﺎ ﭼﻴﺰ ﺩﻳﮕﺮﻱ ﻧﻴﻨﺪﻳﺸﻴﺪﻩ ﺍﻳﻢ‪ .‬ﻣﻌﻠﻮﻡ ﺍﺳﺖ ﻛﻪ ﻣﺮﺩﻡ ﺑﺪ ﺷﺪﻩ ﺍﻧﺪ ﻭ ﺍﺧﻼﻗﺸﺎﻥ ﻓﺎﺳﺪ ﮔﺮﺩﻳـﺪﻩ‪.‬‬
‫) ﻳﻜﻲ ﻫﻢ ﮔﻔﺖ ‪ِ :‬ﺩ ِﮊِﻧﺮﻩ ]ﺗﺒﺎﻩ[ ﺷﺪﻩ ﺍﻧﺪ‪(.‬‬
‫ﭘﺎﺳﺦ ـ ﺟﺎﻱ ﺍﻓﺴﻮﺱ ﺍﺳﺖ ﻛﻪ ﭘﺎﺳﺦ ﻋﺎﻣﻴﺎﻧﻪ ﻣﻲ ﺩﻫﻴﺪ‪ .‬ﺍﻳﻦ ﻋﺎﺩﺕ ﻋﻮﺍﻡ ﺍﺳﺖ ﻛﻪ ﭼﻮﻥ ﺑﺴﺮﭼﺸﻤﺔ ﺑﺪﻳﻬﺎ‬
‫ﭘﻲ ﻧﺘﻮﺍﻧﻨﺪ ‪‬ﺑﺮﺩ ﺑﻬﻤﺎﻥ ﺑﺲ ﻣﻲ ﻛﻨﻨﺪ ﻛﻪ ﺑﮕﻮﻳﻨﺪ ‪ :‬ﺑﺪ ﺷﺪﻩ ‪ ،‬ﻓﺎﺳﺪ ﺷﺪﻩ ‪ ،‬ﻭﻟﻲ ﻳﻜﻤـﺮﺩ ﺑـﺎ ﻓﻬـﻢ ﭘﺎﺳـﺨﺶ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﭼﻨﻴﻦ ﻧﺒﺎﻳﺪ ﺑﻮﺩ‪ .‬ﻣﻲ ﮔﻮﻳﻴﺪ ‪ :‬ﻣﺮﺩﻡ ﺑﺪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻣﻦ ﻣﻲ ﭘﺮﺳﻢ ‪ :‬ﭼﺮﺍ ﺑﺪ ﺷﺪﻩ ﺍﻧﺪ ﻭ ﭼﮕﻮﻧﻪ ﺑﺪ ﺷﺪﻩ ﺍﻧﺪ؟‪. .‬‬
‫ﺖ ( ﺑﺪﻱ ﻣـﺮﺩﻡ‬ ‫ﺷ ‪‬ﻮﻧ ِﺪ ) ﻳﺎ ﺑﮕﻔﺘﻪ ﺷﻤﺎ ﻋﻠ ِ‬
‫ﺷ ‪‬ﻮﻧﺪ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ ‪ ،‬ﺁﻳﺎ ﹸ‬
‫ﻋﻠﺖ ﺁﻥ ﭼﻴﺴﺖ؟! ﻫﻴﭻ ﭼﻴﺰ ﺩﺭ ﺟﻬﺎﻥ ﺑﻲ ﹸ‬
‫ﭼﻪ ﻣﻲ ﺑﺎﺷﺪ؟!‪ .‬ﻣﻦ ﻣﻲ ﺧﻮﺍﺳـﺘﻢ ﺑـﺪﺍﻧﻢ ﺩﺭ ﺍﻳـﻦ ﺑـﺎﺭﻩ ﭼـﻪ ﺍﻧﺪﻳـﺸﻴﺪﻩ ﺍﻳـﺪ‪ .‬ﻭﻟـﻲ ﺩﺍﻧـﺴﺘﻢ ﻛـﻪ ﻫﻴﭽـﻲ‬
‫ﻧﻴﻨﺪﻳﺸﻴﺪﻩ ﺍﻳﺪ ﻭ ﻫﻴﭽﻲ ﻧﻤـﻲ ﺩﺍﻧﻴـﺪ ‪ ،‬ﻭ ﺷـﮕﻔﺖ ﺍﺳـﺖ ﻛـﻪ ﺑـﺎ ﺍﻳﻨﺤـﺎﻝ ﺑﮕﻔﺘـﻪ ﻫـﺎﻱ ﻣـﻦ ﻧﻴـﺰ ﮔـﺮﺩﻥ‬
‫ﻧﻤﻲ ﮔﺰﺍﺭﻳﺪ‪ .‬ﻣ ﹶﺜﻞ ﺷﻤﺎ ﻣﺜﻞ ﻛﺴﻴﺴﺖ ﻛﻪ ﻳﻚ ﻣﺎﺷـﻴﻨﻲ ﺩﺍﺷـﺖ ﻭ ﺁﻥ ﻣﺎﺷـﻴﻦ ﻛـﺎﺭ ﻧﻤـﻲ ﻛـﺮﺩ‪ .‬ﺧـﻮﺩ ﺍﻭ‬
‫ﻧﻤﻲ ﺩﺍﻧﺴﺖ ﻋﻴﺐ ﺩﺭ ﻛﺠﺎﺳﺖ؟‪ .‬ﻛﺪﺍﻡ ﭘﻴﭽﺶ ﺷﻞ ﺍﺳﺖ؟ ﻛﺪﺍﻡ ﺗﻜﻪ ﺩﺭ ﺟﺎﻱ ﺧﻮﺩ ﻧﻴﺴﺖ ‪ ،‬ﻭ ﭼـﻮﻥ ﻳـﻚ‬
‫ﺍﺳﺘﺎﺩﻱ ﺁﻭﺭﺩﻩ ﺑﻮﺩ ﻭ ﺍﻭ ﻋﻴﺐ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲ ﺩﺍﺩ ﮔﻔﺘﺔ ﺍﻭ ﺭﺍ ﻧﻴﺰ ﻧﻤﻲ ﭘﺬﻳﺮﻓﺖ‪.‬‬
‫ﻳﻜﻲ ﺍﺯ ﺑﻴﭽﺎﺭﮔﻴﻬﺎﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻫﻤﻴﻨـﺴﺖ ﻛـﻪ ﻫﻤﭽـﻮﻥ ﻛـﻮﺭ ‪ ،‬ﭼـﺸﻢ ﺑـﺴﺘﻪ ﺩﺭ ﺑﺮﺍﺑـﺮ ﺑـﺪﺑﺨﺘﻴﻬﺎﻱ ﺧـﻮﺩ‬
‫ﺍﻳﺴﺘﺎﺩﻩ ﺍﻧﺪ ﻭ ﺳﺮﭼﺸﻤﺔ ﺁﻧﺮﺍ ﻧﻤﻲ ﺩﺍﻧﻨﺪ ﺑﺠﺎﻱ ﺧﻮﺩ ﻛﻪ ﻣﺎ ﭼﻮﻥ ﻣﻲ ﮔﻮﻳﻴﻢ ﻧﻤﻲ ﭘﺬﻳﺮﻧﺪ‪.‬‬
‫ﺩﺭ ﺟﻬﺎﻥ ‪ ،‬ﺗﻮﺩﻩ ﻫﺎ ﮔﺎﻫﻲ ﻧﻴﻚ ﺑﺎﺷﻨﺪ ﻭ ﮔﺎﻫﻲ ﺑﺪﮔﺮﺩﻧﺪ ‪ ،‬ﮔﺎﻫﻲ ﭘﻴﺶ ﺭﻭﻧﺪ ﻭ ﮔـﺎﻫﻲ ﭘـﺲ ﻣﺎﻧﻨـﺪ ‪ ،‬ﻭﻟـﻲ‬
‫ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﺍﺯ ﺭﻭﻱ ﻋﻠﺖ ﺑﺎﺷﺪ‪ .‬ﺑﻴﻌﻠﺖ ﻳﻚ ﺗﻮﺩﻩ ﺑﺪ ﻳﺎ ﻧﻴﻚ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﻣﺎ ﻳﻚ ﭼﻴﺰﻱ ﺩﺭ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻲ ﺑﻴﻨﻴﻢ‬
‫ﻛﻪ ﻫﻤﺎﻥ ﺩﻟﻴﻠﺴﺖ ﻛﻪ ﺑﺴﻴﺎﺭ ﻧﺎﺩﺍﻧﻨﺪ‪ .‬ﺍﻳﻨﺎﻥ ﺍﺯ ﻳﻜﺴﻮ ﻫﻤﻴﺸﻪ ﺍﺯ ﺣﺎﻝ ﺑﺪﺑﺨﺘﻲ ﺧﻮﺩ ﮔﻠـﻪ ﻣـﻲ ﻛﻨﻨـﺪ ‪ ،‬ﻭ ﺍﺯ‬
‫ﻳﻜﺴﻮ ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﺑﻬﻴﭻ ﭼﻴﺰﻱ ﺍﺯ ﺁﻧﭽﻪ ﺍﻣﺮﻭﺯ ﻫﺴﺖ ﺩﺳﺖ ﺯﺩﻩ ﻧﺸﻮﺩ ‪ :‬ﻛﻴﺸﻬﺎ ﻫﻤﭽﻨﺎﻥ ﺑﻤﺎﻧﺪ ‪ ،‬ﺩﻳﻮﺍﻧﻬﺎﻱ‬
‫ﺷﺎﻋﺮﺍﻥ ﺩﺭ ﺭﻭﺍﺝ ﺧﻮﺩ ﺑﺎﺷﺪ ‪ ،‬ﺻﻮﻓﻴﮕﺮﻱ ﺑﻤﺎﻧﺪ ‪ ،‬ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﺑﻤﺎﻧﺪ ‪ ،‬ﻣﺎﺩﻳﮕﺮﻱ ﺑﻤﺎﻧﺪ ـ ﻫﻤﻪ ﭼﻴﺰ ﺑﻤﺎﻧـﺪ ﻭ‬
‫ﻧﻴﻚ ﻫﻢ ﮔﺮﺩﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎﺳـﺖ ﻛـﻪ ﺑﺎﻳـﺪ ﮔﻔـﺖ ‪ :‬ﺍﻳﻨـﺎﻥ ﭼـﺸﻢ ﺩﺍﺭﻧـﺪ ﻭ ﻧﻤـﻲ ﺑﻴﻨﻨـﺪ ‪ ،‬ﮔـﻮﺵ ﺩﺍﺭﻧـﺪ ﻭ‬
‫ﻧﻤﻲ ﺷﻨﻮﻧﺪ ‪ ،‬ﻭ ﻣﻐﺰ ﺩﺍﺭﻧﺪ ﻭ ﻧﻤﻲ ﻓﻬﻤﻨﺪ‪.‬‬
‫ﭘﺮﺳﺶ ـ ﺁﻳﺎ ﺷﻤﺎ ﺑﻔﺮﻫﻨﮓ ﭼﻪ ﻋﻘﻴﺪﻩ]ﺍﻱ[ ﺩﺍﺭﻳﺪ؟‪ . .‬ﺁﻳﺎ ﻧﻤﻲ ﺗﻮﺍﻥ ﺍﻣﻴﺪﻭﺍﺭ ﺷﺪ ﻛﻪ ﺍﺯ ﺭﺍﻩ ﻓﺮﻫﻨﮓ ﺟﺎﻣﻌﻪ‬
‫ﺍﺻﻼﺡ ﺷﻮﺩ؟‪. .‬‬
‫ﭘﺎﺳﺦ ـ ﮔﻤﺎﻥ ﻧﻤﻲ ﺑﺮﺩﻡ ﻛﻪ ﭘﺲ ﺍﺯ ﺁﻥ ﺳﺨﻨﺎﻥ ‪ ،‬ﺷﻤﺎ ﺑﭽﻨﻴﻦ ﭘﺮﺳﺸﻲ ﺑﺮﺧﻴﺰﻳﺪ‪ .‬ﺍﻳﻦ ﭘﺮﺳﺶ ﺍﺯ ﻫـﺮ ﺑـﺎﺭﻩ‬
‫ﺑﻴﺠﺎﺳﺖ‪ .‬ﻧﺨﺴﺖ ﺁﻳﺎ ﺳﺮﻣﺎﻳﺔ ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟!‪ . .‬ﻧﻪ ﺁﻧـﺴﺘﻜﻪ ﻫﻤـﺎﻥ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺯﻫﺮﺁﻟـﻮﺩ ﭘﺮﺍﻛﻨـﺪﻩ ﺭﺍ‬
‫ﺑﺠﻮﺍﻧﺎﻥ ﻳﺎﺩ ﻣﻲ ﺩﻫﺪ؟!‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﺑﺴﺘﺎﻧﻬﺎ ﻭ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻳﻜﺮﺷﺘﻪ ﺩﺍﻧـﺸﻬﺎ ﺍﺯ ﺟﻐﺮﺍﻓـﻲ ﻭ ﺗـﺎﺭﻳﺦ ﻭ ﺣـﺴﺎﺏ ﻭ‬
‫ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ ﻭ ﻓﻴﺰﻳﻚ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﻳﺎﺩ ﺩﺍﺩﻩ ﻣﻲ ﺷﻮﺩ ‪ ،‬ﺁﻧﻬﺎ ﺩﺭ ﺟﺎﻱ ﺧﻮﺩ‪ .‬ﺍﻣـﺎ ﺩﺭ ﺯﻣﻴﻨـﺔ ﻓﺮﻫﻨـﮓ ﻳـﺎ‬
‫ﺗﺮﺑﻴﺖ ﻛﻪ ﺍﺳﺎﺱ ﻫﻤﺎﻧﺴﺖ ﺳﺮﻣﺎﻳﺔ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺟﺰ ﻫﻤﺎﻥ ﭘﺮﻳﺸﺎﻧﮕﻮﻳﻴﻬﺎ ﻭ ﭘﺮﻳﺸﺎﻥ ﻧﻮﻳﺴﻴﻬﺎﻱ ﺷﺎﻋﺮﺍﻥ‬
‫ﻭ ﻣﺆﻟﻔﺎﻥ ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﻧﻴﺴﺖ ‪ ،‬ﻭ ﺑﺴﻴﺎﺭ ﺷﮕﻔﺘﺴﺖ ﻛﻪ ﺷﻤﺎ ﺍﻣﻴ ِﺪ ﻧﻴﻜﻲ ﺑﺂﻧﻬﺎ ﻣﻲ ﺑﻨﺪﻳﺪ‪.‬‬
‫ﺩﻭﻡ ﺷﺎﻳﺪ ﺑﺎ ﺩﻳﺪﻩ ﻣﻲ ﺑﻴﻨﻴﺪ ﻛﻪ ﺟﻮﺍﻧﺎﻧﻴﻜﻪ ﺍﺯ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﺑﻴﺮﻭﻥ ﻣﻲ ﺁﻳﻨﺪ ‪ ،‬ﻧﻪ ﺗﻨﻬﺎ ﭼﻴـﺰﻱ‬
‫ﺑﺪﺳﺖ ﻧﻴﺂﻭﺭﺩﻩ ﺍﻧﺪ ‪ ،‬ﻧﻴﺮﻭﻫﺎﻱ ﺳﺎﺩﺓ ﺧﺪﺍﺩﺍﺩﻱ ﺧـﻮﺩ ﺭﺍ ﻧﻴـﺰ ﺍﺯ ﺩﺳـﺖ ﺩﺍﺩﻩ ﺍﻧـﺪ‪ .‬ﺍﻳـﻦ ﺟﻮﺍﻧـﺎﻥ ﺟـﺰ ﺑـﺪﺭﺩ‬
‫ﺭﻣﺎﻥ ﻧﻮﻳﺴﻲ ﻭ ﮔﻔﺘﺎﺭ ﭘﺮﺩﺍﺯﻱ ﻭ ﺷﻌﺮﺳﺎﺯﻱ ﻭ ﺣﺰﺏ ﺑﺎﺯﻱ ﻭ ﺧﻴﺎﺑﺎﻥ ﮔﺮﺩﻱ ﻧﻤﻲ ﺧﻮﺭﻧﺪ‪ .‬ﻭ ﺍﮔﺮ ﻣﺎ ﺑﺨـﻮﺍﻫﻴﻢ‬
‫ﻳﻚ ﺭﻭﺳﺘﺎﻳﻲ ﺑﻴﺴﻮﺍﺩ ﺩﺭﺱ ﻧﺎﺧﻮﺍﻧﺪﻩ ﺭﺍ ‪ ،‬ﺑﺎ ﻳﻚ ﺟﻮﺍﻥ ﺷﻬﺮﻱ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ ﺑﺴﻨﺠﺶ ﮔﺰﺍﺭﻳﻢ ‪ ،‬ﻭ ﺍﺯ ﺩﻳـﺪﺓ‬
‫ﺷﺎﻳﻨﺪﮔﻲ ﺑﺰﻧﺪﮔﺎﻧﻲ ﺩﺍﻭﺭﻱ ﻛﻨﻴﻢ ﺑﻴﮕﻤﺎﻥ ﺁﻥ ﺭﻭﺳﺘﺎﻳﻲ ﺷـﺎﻳﻨﺪﻩ ﺗـﺮ ﻣـﻲ ﺑﺎﺷـﺪ‪ .‬ﺯﻳـﺮﺍ ﺭﺍﺳﺘـﺴﺖ ﻛـﻪ ﺁﻥ‬
‫ﺭﻭﺳﺘﺎﻳﻲ ﺩﺭﺱ ﻧﺨﻮﺍﻧﺪﻩ ﻭ ﺍﺯ ﺗﺎﺭﻳﺦ ﻭ ﺟﻐﺮﺍﻓﻲ ﻭ ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﺁﮔﺎﻩ ﻧﻤﻲ ﺑﺎﺷﺪ ‪ ،‬ﻭ ﺍﻳﻦ ﻛﻤﻲ‬
‫ﺍﻭﺳﺖ ‪ ،‬ﻟﻴﻜﻦ ﺍﺯ ﺁﻧﺴﻮﻱ ﻧﻴﺮﻭﻱ ﺳﺎﺩﺓ ﺧﺪﺍﺩﺍﺩﻱ ﻭ ﺩﺭﻳﺎﻓﺘﻬﺎﻱ ﻃﺒﻴﻌﻲ ﺍﻭ ﺑﺤﺎﻝ ﺧﻮﺩ ﺑﺎﺯ ﻣﻲ ﻣﺎﻧﺪ‪ .‬ﮔﺬﺷـﺘﻪ‬
‫ﺍﺯ ﺁﻥ ﺍﻳﻦ ﺭﻭﺳﺘﺎﻳﻲ ﺁﻣﺎﺩﻩ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﻛﺸﺖ ﻭ ﻛﺎﺭ ﻳﺎ ﺍﺯ ﺭﺍﻩ ﻳﻚ ﭘﻴﺸﺔ ﺳﻮﺩﻣﻨ ِﺪ ﺩﻳﮕﺮﻱ ﺯﻧﺪﮔﻲ ﻛﻨﺪ ﻭ ﺑـﺎ ِﺭ‬
‫ﮔﺮﺩﻥ ﺩﻳﮕﺮﺍﻥ ﻧﺒﺎﺷﺪ‪ .‬ﺍﻣﺎ ﺍﻳﻦ ﺟﻮﺍﻧﺎﻥ ) ﺑﻴﺸﺘﺮﺷﺎﻥ ﻧﻪ ﻫﻤﮕﻴﺸﺎﻥ ( ﻧﻴﺮﻭﻫﺎﻱ ﺳـﺎﺩﻩ ﻭ ﺩﺭﻳﺎﻓﺘﻬـﺎﻱ ﻃﺒﻴﻌـﻲ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻩ ﺍﻧﺪ ﻭ ﻣﻐﺰﻫﺎﺷﺎﻥ ﻓﺮﺳﻮﺩﻩ ﺍﺳﺖ‪ .‬ﮔﺬﺷﺘﻪ ﺍﺯ ﺁﻧﻜﻪ ﻛﻤﺘﺮ ﻳﻜﻴﺸﺎﻥ ﺑﻜﺎﺭﻫﺎﻱ ﺳـﻮﺩﻣﻨﺪﻱ‬
‫ﺍﺯ ﻛﺸﺎﻭﺭﺯﻱ ﻭ ﮔﻠﻪ ﺩﺍﺭﻱ ﻭ ﺭﻳﺴﻨﺪﮔﻲ ﻭ ﺑﺎﻓﻨﺪﮔﻲ ﻭ ﺩﺭﺯﻳﮕﺮﻱ]ﺧﻴﺎﻃﻲ[ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﮔﺮﺩﻥ ﻣﻲ ﮔﺰﺍﺭﻧﺪ‪.‬‬
‫ﺍﻳﻦ ﻧﺘﻴﺠﺔ ﻓﺮﻫﻨﮕﺴﺖ ﻛﻪ ﺷﻤﺎ ﺑﺎ ﺩﻳﺪﻩ ﻣﻲ ﺑﻴﻨﻴﺪ ﻭ ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﭼﻪ ﺟﺎﻱ ﺍﻣﻴﺪ ﺑﺴﺘﻦ ﺑﺂﻥ ﻣﻲ ﺑﺎﺷﺪ؟‪ .‬ﻳﻜـﻲ‬
‫ﺍﺯ ﻛﺎﺭﻫﺎﻳﻴﻜﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺴﻴﺎﺭ ﺑﺎﻳﺎﺳﺖ ] ﻭﻇﻴﻔﻪ ﺍﺳﺖ ‪ ،‬ﻭﺍﺟﺒﺴﺖ[ ﺁﻧﺴﺘﻜﻪ ﻫﺮ ﭼﻪ ﺯﻭﺩﺗﺮ ﺟﻠﻮ ﺍﻳﻦ ﻓﺮﻫﻨـﮓ‬
‫ﺗﻮﺩﻩ ﻭﻳﺮﺍﻥ ﻛﻦ ﮔﺮﻓﺘﻪ ﺷﻮﺩ ‪ ،‬ﻭ ﮔﺮﻧﻪ ﺯﻳﺎﻧﺶ ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮ ﺧﻮﺍﻫﺪ ﮔﺮﺩﻳﺪ‪.‬‬
‫ﭘﺮﺳﺶ ـ ﺷﻤﺎ ﺩﺭ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺧﻮﺩ ﺑﻤﺸﺮﻭﻃﻪ ﺍﻫﻤﻴﺖ ﺑﺴﻴﺎﺭ ﻣﻲ ﺩﻫﻴﺪ ‪ .‬ﺩﺭﺣﺎﻟﻴﻜﻪ ﻣﺎ ﺩﻳﺪﻳﻢ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﺯ‬
‫ﻣﺸﺮﻭﻃﻪ ﻧﺘﻴﺠﻪ ﺍﻱ ﺑﺪﺳﺖ ﻧﻴﺂﻣﺪ‪.‬‬
‫ﭘﺎﺳﺦ ـ ﭘﻴﺶ ﺍﺯ ﺁﻧﻜﻪ ﺩﺭ ﺑﺎﺭﺓ ﻣﺸﺮﻭﻃﻪ ﺑﺴﺨﻦ ﭘﺮﺩﺍﺯﻡ ﺑﺎﻳﺪ ﻳـﻚ ﻧﻜﺘـﺔ ﺩﻳﮕـﺮﻱ ﺭﺍ ﺭﻭﺷـﻦ ﮔـﺮﺩﺍﻧﻢ‪ .‬ﺷـﻤﺎ‬
‫ﻣﻲ ﮔﻮﻳﻴﺪ ﭼﻮﻥ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﻧﺘﻴﺠﺔ ﻣﻬﻤﻲ ﻧﺪﺍﺩﻩ ﻧﺒﺎﻳﺪ ﺑﺂﻥ ﺍﻫﻤﻴﺖ ﺩﺍﺩ‪ .‬ﺷﻤﺎ ﻣﻲ ﺧﻮﺍﻫﻴﺪ ﺍﺯ ﻧﺘﻴﺠﺔ‬
‫ﻳﻚ ﭼﻴﺰﻱ ﺑﻨﻴﻜﻲ ﻳﺎ ﺑﺪﻱ ﺁﻥ ﭘﻲ ﺑﺮﻳﺪ‪ .‬ﺍﻳﻨﻜﺎﺭ ﺭﺍ ﺩﺭ ﺟﺎﻳﻲ ﻛﻨﻨﺪ ﻛﻪ ﮔﻮﻫﺮ ﻳﺎ ﻣﺎﻫﻴﺖ ﻳﻚ ﭼﻴﺰﻱ ﺩﺍﻧـﺴﺘﻪ‬
‫ﻧﺒﺎﺷﺪ‪ .‬ﻳﻚ ﭼﻴﺰﻱ ﻛﻪ ﮔﻮﻫﺮﺵ ﺩﺍﻧﺴﺘﻪ ﺍﺳﺖ ﻭ ﻣﺎ ﺁﻧﺮﺍ ﻣﻲ ﺷﻨﺎﺳﻴﻢ ﻛﻪ ﻧﻴﻜﺴﺖ ﺍﮔﺮ ﻳﻚ ﻧﺘﻴﺠـﺔ ﺑـﺪﻱ ﺍﺯﻭ‬
‫ﺩﻳﺪﻳﻢ ﺑﺎﻳﺪ ﺟﺴﺘﺠﻮ ﻛﻨﻴﻢ ﻛﻪ ﺁﻥ ﻧﺘﻴﺠﺔ ﺑﺪ ﺍﺯ ﻳﻚ ﭼﻴ ِﺰ ﻧﻴﻚ ﭼﻪ ﻋﻠﺖ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﻣﺸﺮﻭﻃﻪ ﻳﺎ ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ﺗﻮﺩﻩ ﭼﻴﺰﻱ ﻧﻴﺴﺖ ﻛﻪ ﻛﺴﻲ ﺩﺭ ﺑﺎﺭﺓ ﺁﻥ ﮔﻤﺎﻥ ﺑﺪﻱ ﺑﺮﺩ‪ .‬ﻣﺸﺮﻭﻃﻪ ﭼﻴﺴﺖ؟‪. .‬‬
‫ﻣﺸﺮﻭﻃﻪ ﺁﻧﺴﺘﻜﻪ ﻳﻚ ﺗﻮﺩﻩ ﺍﻱ ﻛﻪ ﺩﺭ ﻳﻚ ﻛﺸﻮﺭ ﺯﻧﺪﮔﻲ ﻣﻲ ﻛﻨﻨـﺪ ﺁﻥ ﻛـﺸﻮﺭ ﺭﺍ ﺧﺎﻧـﺔ ﺧـﻮﺩ ﺑﺪﺍﻧﻨـﺪ ‪ ،‬ﻭ‬
‫ﺑﺂﺑﺎﺩﻱ ﺁﻧﺠﺎ ﺩﻟﺒﺴﺘﻪ ﺑﺎﺷﻨﺪ ‪ ،‬ﻭ ﺩﺭ ﺭﺍﻩ ﻧﮕﻬﺪﺍﺭﻱ ﺁﻥ ﺑﻜﻮﺷﺶ ﻭ ﺟﺎﻧﻔﺸﺎﻧﻲ ﺁﻣﺎﺩﻩ ﺑﺎﺷﻨﺪ‪ .‬ﺍﺯ ﺁﻧـﺴﻮﻱ ﺑﺠـﺎﻱ‬
‫ﺍﻳﻨﻜﻪ ﻳﻚ ﭘﺎﺩﺷﺎ ِﻩ ﺧﻮﺩﺳﺮ ﻭ ﺧﻮﺩﻛﺎﻣـﻪ ﺍﻱ ﺑﺂﻧﻬـﺎ ﻓﺮﻣـﺎﻧﺮﻭﺍﻳﻲ ﻛﻨـﺪ ﻭ ﺑـﺴﺮﺷﺎﻥ ﺑﺰﻧـﺪ ‪ ،‬ﺧﻮﺩﺷـﺎﻥ ﺭﺷـﺘﺔ‬
‫ﺣﻜﻮﻣﺖ ﺭﺍ ﺑﺪﺳﺖ ﮔﻴﺮﻧﺪ ‪ ،‬ﺑﺪﻳﻨﺴﺎﻥ ﻛﻪ ﻧﻤﺎﻳﻨﺪﮔﺎﻧﻲ ﺑﺮﮔﺰﻳﺪﻩ ﺑﺂﻧﻬـﺎ ﺍﺧﺘﻴـﺎﺭ ﺩﻫﻨـﺪ ﻛـﻪ ﻗـﺎﻧﻮﻥ ﮔﺰﺍﺭﻧـﺪ ﻭ‬
‫ﺑﻜﺎﺭﻫﺎﻱ ﻛﺸﻮﺭ ﺩﻳﺪﻩ ﺑﺎﻧﻲ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﻣﺸﺮﻭﻃﻪ ﺍﻳﻨﺴﺖ‪ .‬ﺁﻳﺎ ﺍﻳﻦ ﻛﺠﺎﻳﺶ ﺑﺪﺳﺖ؟!‪ .‬ﺷﻤﺎ ﭼﻪ ﺍﻳﺮﺍﺩﻱ ﺑﺂﻥ ﻣﻲ ﺩﺍﺭﻳﺪ؟!‪ .‬ﺁﻧﮕﺎﻩ ﻣـﺸﺮﻭﻃﻪ ﭼﻴﺰﻳـﺴﺖ‬
‫ﺁﺯﻣﻮﺩﻩ‪ .‬ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﭘﻴﺶ ﺍﺯ ﺁﻧﻜﻪ ﺑﺎﻳﺮﺍﻥ ﺑﺮﺳـﺪ ﺩﺭ ﻛـﺸﻮﺭﻫﺎﻱ ﺩﻳﮕـﺮ ﺭﻭﺍﻥ ﺑـﻮﺩﻩ ﻭ ﻧﺘﻴﺠـﻪ ﺍﺵ‬
‫ﺩﺍﻧﺴﺘﻪ ﺷﺪﻩ ﻛﻪ ﻧﻴﻜﺴﺖ‪ .‬ﺯﻳﺮﺍ ﻛﺸﻮﺭﻫﺎﻱ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﺩﺭ ﺳﺎﻳﺔ ﻫﻤﻴﻦ ﻣﺸﺮﻭﻃﻪ ﭘﻴﺸﺮﻓﺘﻬﺎ ﻛﺮﺩﻩ ﺍﻧـﺪ‪ .‬ﺩﺭ‬
‫ﺍﻳﻨﺠﺎ ﻧﺘﻮﺍﻥ ﺍﺯ ﻧﺘﻴﺠﺔ ﻳﻚ ﭼﻴﺰﻱ ﺑﺒﺪﻱ ﺁﻥ ﭘﻲ ﺑﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﺎﻳﺪ ﮔﻔﺖ ‪ :‬ﺍﻳﻨﻜﻪ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻨﺘﻴﺠﺔ‬
‫ﻧﻴﻜﻲ ﻧﺮﺳﻴﺪ ﻫﻤﻴﻦ ﺩﻟﻴﻠﺴﺖ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﺁﻟﻮﺩﮔﻴﻬﺎﻳﻲ ﻫﺴﺖ ‪ ،‬ﻭ ﺑﺎﻳﺪ ﺟـﺴﺖ ﺁﻥ ﺁﻟﻮﺩﮔﻴﻬـﺎ ﺭﺍ ﭘﻴـﺪﺍ‬
‫ﻛﺮﺩ ﻭ ﺑﭽﺎﺭﻩ ﭘﺮﺩﺍﺧﺖ‪.‬‬
‫ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺍﻳﺮﺍﻥ ﭼﻴﺴﺖ؟‪ . .‬ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺍﻳﺮﺍﻥ ﻫﻤﺎﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﻛﻴﺸﻬﺎﻱ ﭘﺮﺍﻛﻨﺪﺓ ﮔﻮﻧﺎﮔﻮﻧﺴﺖ ﻛﻪ ﺷﺮﺡ‬
‫ﺩﺍﺩﻩ ﺍﻳﻢ‪ .‬ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﻧﻴﺰ ﻫﻤﻴﻨﻬﺎ ﺑﻲ ﻧﺘﻴﺠﻪ ﮔﺰﺍﺭﺩﻧﺪ‪.‬‬
‫ﺑﺒﻴﻨﻴﺪ ﺩﺭ ﻳﻚ ﻛﺸﻮﺭﻱ ﺁﻟﻮﺩﮔﻲ ﺑﺎﻻﺗﺮ ﺍﺯ ﺍﻳـﻦ ﭼـﻪ ﺑﺎﺷـﺪ ﻛـﻪ ﻳـﻚ ﻣﻼﻳـﻲ ﺑـﺎﻻﻱ ﻣﻨﺒـﺮ ﺭﻭﺩ ﻭ ﺑﮕﻮﻳـﺪ ‪:‬‬
‫"ﻣﺮﺩﻡ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺑﺖ ﭘﺮﺳﺘﻴﺴﺖ" ﻭ ﻳﻜﻲ ﻧﺒﺎﺷـﺪ ﻛـﻪ ﺍﺯ ﺩﻫـﺎﻥ ﺁﻥ ﻣـﻼﻱ ﭘﻠﻴـﺪ ﺑﺰﻧـﺪ؟‪. .‬ﻣـﻦ ﺍﺯ ﺷـﻤﺎ‬
‫ﻣﻲ ﭘﺮﺳﻢ ‪ :‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﭼﻴﺴﺖ؟‪ ..‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻫﻤﺎﻧﺴﺖ ﻛﻪ ﻣﺮﺩ ِﻡ ﻳﻚ ﻛـﺸﻮﺭﻱ ﺁﻥ ﻛـﺸﻮﺭ ﺭﺍ ﺧﺎﻧـﺔ‬
‫ﺧﻮﺩ ﺑﺪﺍﻧﻨﺪ ﻭ ﺑﺂﺑﺎﺩﻱ ﺁﻥ ﺩﻟﺒﺴﺘﮕﻲ ﻧﺸﺎﻥ ﺩﻫﻨﺪ ﻭ ﺩﺭ ﺭﺍﻩ ﻧﮕﻬﺪﺍﺭﻱ ﺁﻥ ﺑﻜﻮﺷﺶ ﻭ ﺟﺎﻧﻔﺸﺎﻧﻲ ﺁﻣﺎﺩﻩ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺁﻧﺴﺖ ﻛﻪ ﺑﻴﺴﺖ ﻣﻴﻠﻴﻮﻥ ﻣﺮﺩﻡ ﻳﺎ ﺑﻴﺸﺘﺮ ﻳﺎ ﻛﻤﺘﺮ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻫﻤﺪﺳﺖ ﮔﺮﺩﻧـﺪ ﻭ ﺩﺭ ﺳـﻮﺩ ﻭ‬
‫ﺯﻳﺎﻥ ﻫﻤﺒﺎﺯ ]ﺷﺮﻳﻚ[ ﺑﺎﺷﻨﺪ ﻭ ﺩﺭ ﭘﻴﺸﺂﻣﺪﻫﺎ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺍﺯ ﻳﻜﺪﻳﮕﺮ ﻛﻨﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﻣﻌﻨﻲ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻴﺴﺖ‪ .‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺑﻬﻤﻪ ﻛﺲ ﻭﺍﺟﺒﺴﺖ‪ .‬ﺯﻳـﺮﺍ ﻛـﺸﻮﺭﻱ ﻳـﺎ ﺳـﺮﺯﻣﻴﻨﻲ ﻛـﻪ ﻳـﻚ‬
‫ﻼ ﺍﻳﺮﺍﻥ ﻛﻪ ﻳـﻚ‬ ‫ﻣﺮﺩﻣﻲ ﺩﺭ ﺩﺳﺖ ﻣﻲ ﺩﺍﺭﻧﺪ ﺧﺎﻧﺔ ﺍﻳﺸﺎﻧﺴﺖ ‪ ،‬ﻛﺸﺘﺰﺍﺭ ﺍﻳﺸﺎﻧﺴﺖ ‪ ،‬ﺁﺳﺎﻳﺸﮕﺎﻩ ﺍﻳﺸﺎﻧﺴﺖ‪ .‬ﻣﺜ ﹰ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻛﺸﻮﺭﻳﺴﺖ ﮔﺬﺷﺘﻪ ﺍﺯ ﺁﻧﻜﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭ ﺁﻧﺠﺎ ﻣﻲ ﺯﻳﻨﺪ ﺧﻮﺍﺭﻭﺑﺎﺭ ﻭ ﺩﻳﮕﺮ ﻧﻴﺎﺯﻣﻨﺪﻳﻬﺎﻱ ﺯﻧﺪﮔﺎﻧﻲ ]ﺭﺍ[ ﻧﻴـﺰ ﺍﺯ‬
‫ﺁﻧﺠﺎ ﺑﺪﺳﺖ ﻣﻲ ﺁﻭﺭﻧﺪ‪ .‬ﭘﺲ ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﺍﺧﺘﻴﺎﺭ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﺭﺍ ﺧﻮﺩﺷﺎﻥ ﺩﺭ ﺩﺳﺖ ﺩﺍﺭﻧﺪ ﺗﺎ ﺑﺘﻮﺍﻧﻨـﺪ‬
‫ﻱ ﺧﻮﺩ ﻭ ﺧﺎﻧﺪﺍﻧﺸﺎﻥ ﺭﺍ ﺑﺴﻴﺞ ]ﺗﺪﺍﺭﻙ[ ﻛﻨﻨﺪ ‪ ،‬ﺍﮔﺮ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﺍﺧﺘﻴـﺎﺭﺵ ﺩﺭ‬ ‫ﺁﻧﺮﺍ ﻧﻴﻚ ﺁﺑﺎﺩ ﻛﻨﻨﺪ ﻭ ﺭﻭﺯ ِ‬
‫ﺩﺳﺖ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺑﺎﺷﺪ ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺁﻧﻬﺎ ﺟﺰ ﺩﺭ ﭘﻲ ﺑﻬﺮﻩ ﻣﻨـﺪﻱ ﺧـﻮﺩ ﻧﺨﻮﺍﻫﻨـﺪ ﺑـﻮﺩ ‪ ،‬ﻭ ﭘـﺮﻭﺍﻱ ﺍﻳﺮﺍﻧﻴـﺎﻥ‬
‫ﻧﺨﻮﺍﻫﻨﺪ ﻛﺮﺩ ‪ ،‬ﻭ ﻫﺮ ﺯﻣﺎﻥ ﻛﻪ ﺧﻮﺍﺳﺘﻨﺪ ﮔﻨﺪﻡ ﻭ ﺟﻮ ﻭ ﺩﻳﮕـﺮ ﭼﻴﺰﻫـﺎﻱ ﺍﻳـﻦ ﺳـﺮﺯﻣﻴﻦ ﺭﺍ ﻛـﺸﻴﺪﻩ ﺑـﺮﺩﻩ‬
‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﺩﭼﺎﺭ ﮔﺮﺳﻨﮕﻲ ﺧﻮﺍﻫﻨﺪ ﮔﺮﺩﺍﻧﻴﺪ ) ﭼﻨﺎﻧﻜﻪ ﭘﺎﺭﺳﺎﻝ ﻫﻤﻴﻨﻜﺎﺭ ﺭﺍ ﻛﺮﺩﻧﺪ (‪.‬‬
‫ﺍﻳﻨﺴﺖ ﺑﻬﺮ ﻛﺴﻲ ﻭﺍﺟﺒﺴﺖ ﻛﻪ ﺑﺂﺑﺎﺩﻱ ﻛﺸﻮﺭ ﻭ ﺑﺂﺯﺍﺩﻱ ﺁﻥ ﻋﻼﻗﻤﻨﺪ ﺑﺎﺷﺪ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻧﻴـﺰ ﻫﻤﻴﻨـﺴﺖ‪.‬‬
‫ﭘﺲ ﺁﻥ ﻣﻼﻱ ﭘﻠﻴﺪ ﻛﻪ ﻣﻲ ﺭﻭﺩ ﺑﺎﻻﻱ ﻣﻨﺒﺮ ﻭ ﻣـﻲ ﮔﻮﻳـﺪ "ﻣـﻴﻬﻦ ﭘﺮﺳـﺘﻲ ﺑـﺖ ﭘﺮﺳﺘﻴـﺴﺖ " ﻧﺎﺩﺍﻧـﺴﺖ ‪،‬‬
‫ﻧﺎ ﻓﻬﻤﺴﺖ ‪ ،‬ﺩﻟﺶ ﺑﻤﺮﺩﻡ ﻧﻤﻲ ﺳﻮﺯﺩ‪ .‬ﺗﻨﻬﺎ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﭘﺮ ﻛﺮﺩﻥ ﺷﻜﻢ ﺧﻮﺩ ﻣـﻲ ﺑﺎﺷـﺪ‪ .‬ﺩﺭ ﻣـﺸﺮﻭﻃﻪ ﻧﻴـﺰ‬
‫ﻫﻤﻴﻦ ﻣﻼﻫﺎﻱ ﻧﺎﺩﺍﻥ ﻭ ﺷﻜﻢ ﭘﺮﺳﺖ ﺑﻮﺩﻧﺪ ﻛﻪ ﺳﻨﮓ ﺭﺍﻩ ﺷﺪﻧﺪ ﻭ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺁﻥ ﺟﻠﻮ ﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﺍﻳﻨﻜﻪ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻨﺘﻴﺠﺔ ﻧﻴﻜﻲ ﻧﺮﺳﻴﺪ ﻋﻠﺘﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﻣﻲ ﺩﺍﺷﺖ ﻭﻟﻲ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺁﻧﻬﺎ ﺍﻳﺴﺘﺎﺩﮔﻲ‬
‫ﺍﻳﻦ ﻣﻼﻳﺎﻥ ﻧﺎﻓﻬﻢ ﻭ ﻧﺎﺩﺍﻥ ﻣﻲ ﺑﻮﺩ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﻣﻲ ﺁﻳﻴﻢ ﺑﺒﻴﻨﻴﻢ ﻛﻪ ﺍﻳﻦ ﻣﻼﻳﺎﻥ ﺍﺯ ﻛﺠﺎ ﭘﻴﺪﺍ ﺷﺪﻩ ﺍﻧﺪ؟‪ ..‬ﭼﺮﺍ ﺗﺎ ﺑﺎﻳﻦ ﺍﻧﺪﺍﺯﻩ ﻧﺎﻓﻬﻢ ﻭ ﻧﺎﺩﺍﻧﻨـﺪ؟‪ ..‬ﭼـﺮﺍ‬
‫ﺩﺷﻤﻨﻲ ﺑﺎ ﻛﺸﻮﺭ ﻭ ﺗﻮﺩﺓ ﺧﻮﺩ ﻣﻲ ﻛﻨﻨﺪ؟‪ .‬ﻫﻤﺎﻥ ﻣﻼ ﺍﮔـﺮ ﻳﻜﺪﻓﻌـﻪ ﻧﺎﻫـﺎﺭﻱ ﭘﻴـﺪﺍ ﻧﻜﻨـﺪ ﻭ ﮔﺮﺳـﻨﻪ ﺑﻤﺎﻧـﺪ‬
‫ﻓﺮﻳﺎﺩﺵ ﺑﻠﻨﺪ ﺷﻮﺩ‪ .‬ﭘﺲ ﭼﮕﻮﻧﻪ ﻟﮕﺪ ﺑﺴﺮﭼﺸﻤﺔ ﺭﻭﺯﻱ ﺧﻮﺩ ﻭ ﻣﻴﻠﻴﻮﻧﻬﺎ ﻛﺴﺎﻥ ﻣﻲ ﺯﻧـﺪ؟‪ .‬ﻳـﻚ ﻛـﺴﻲ ﺗـﺎ‬
‫ﺑﺎﻳﻦ ﺍﻧﺪﺍﺯﻩ ﻧﺎﻓﻬﻢ ﻭ ﺑﺪﺧﻮﺍﻩ ﭼﮕﻮﻧﻪ ﺗﻮﺍﻧﺪ ﺑﻮﺩ؟‪ .‬ﻫﻨﮕﺎﻣﻴﻜﻪ ﻣﻲ ﺧـﻮﺍﻫﻴﻢ ﺍﻳﻨﻬـﺎ ﺭﺍ ﺟـﺴﺘﺠﻮ ﻛﻨـﻴﻢ ﺑﻜـﻴﺶ‬
‫ﺷﻴﻌﻲ ﺑﺮﺧﻮﺭﺩﻩ ﻣﻲ ﺑﻴﻨﻴﻢ ﺍﻳﻦ ﻣﻼﻫﺎ ﭘﺪﻳﺪ ﺁﻭﺭﺩﺓ ﺁﻥ ﻛﻴﺸﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺁﻥ ﻛﻴﺸﺴﺖ ﻛﻪ ﻣﻴﻬﻦ ﭘﺮﺳـﺘﻲ ﻳـﺎ‬
‫ﻧﮕﻬﺪﺍﺭﻱ ﻛﺸﻮﺭ ﺭﺍ ﺩﺷﻤﻦ ﻣﻲ ﺩﺍﺭﺩ ﻭ ﺁﻧﺮﺍ ﻧﻤﻲ ﺧﻮﺍﻫﺪ ‪ ،‬ﺁﻥ ﻛﻴﺸﺴﺖ ﻛﻪ ﺑﭙﻴﺮﻭﺍﻥ ﺧﻮﺩ ﺩﺳﺘﻮﺭ ﻣـﻲ ﺩﻫـﺪ‬
‫ﻛﻪ ﺷﻤﺎ ﺑﺎﻳﺪ ﺗﻨﻬﺎ ﺩﺭ ﭘﻲ ﺯﻳﺎﺭﺕ ﺭﻓﺘﻦ ﻭ ﺭﻭﺿﻪ ﺧﻮﺍﻧﻲ ﻛﺮﺩﻥ ﻭ ﺩﻋﺎﻱ ﻧﺪﺑﻪ ﺧﻮﺍﻧﺪﻥ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﺑﺎﺷـﻴﺪ ﻭ‬
‫ﻛﻴﻨﺔ ﻋﻠﻲ ﻭ ﻋﻤﺮ ﺭﺍ ﻓﺮﺍﻣﻮﺵ ﻧﻜﻨﻴﺪ ‪ ،‬ﺩﺍﺳﺘﺎﻥ ﻓﺪﻙ ﺭﺍ ﺍﺯ ﻳﺎﺩ ﻧﺒﺮﻳﺪ ‪ ،‬ﺩﺳﺖ ﺍﺯ ﺩﺍﻣﻦ ﻋﺎﻳﺸﻪ ﺑﺮﻧﺪﺍﺭﻳـﺪ ‪ ،‬ﺁﻥ‬
‫ﺖ ﻗﺎﻧﻮﻧﻲ « ﺑﺮ ﭘﺎ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺍﻳﺪ ﺟـﺎﺋﺮ ﺍﺳـﺖ ‪ ،‬ﺑـﺎﻭ‬ ‫ﻛﻴﺸﺴﺖ ﻛﻪ ﻣﻲ ﮔﻮﻳﺪ ﺍﻳﻦ ﺩﻭﻟﺖ ﻛﻪ ﺷﻤﺎ ﺑﻨﺎﻡ » ﺣﻜﻮﻣ ِ‬
‫ﻣﺎﻟﻴﺎﺕ ﻧﺒﺎﻳﺪ ﺩﺍﺩ ‪ ،‬ﺑﺴﺮﺑﺎﺯﻱ ﻧﺒﺎﻳﺪ ﺭﻓﺖ ‪ ،‬ﺍﮔﺮ ﻛﺴﻲ ﺩﺳﺖ ﻳﺎﻓﺖ ﺍﺯ ﺩﺍﺭﺍﻳﻴﺶ ﺗﻮﺍﻧﺪ ﺩﺯﺩﻳﺪ ﻭ ﮔﻨﺎﻩ ﻧﺪﺍﺭﺩ ‪...‬‬
‫ﻥ ﻋﻠﻤـﺎ ﻣـﺎ ﺍﮔـﺮ ﺑـﺪﻭﻟﺖ‬ ‫ﻣﻼ ﭘﺪﻳﺪ ﺁﻣﺪﺓ ﺍﻳﻦ ﻛﻴﺸﺴﺖ ‪ ،‬ﻭ ﺍﻛﻨﻮﻥ ﺍﮔﺮ ﺷﻤﺎ ﺑﺰﺑﺎﻥ ﺁﻣﺪﻩ ﺑﮕﻮﻳﻴﺪ ‪ :‬ﺧﻮﺏ ﺁﻗﺎﻳﺎ ِ‬
‫ﻣﺎﻟﻴﺎﺕ ﻧﺪﻫﻴﻢ ﻭ ﺑﺴﺮﺑﺎﺯﻱ ﻧﺮﻭﻳﻢ ﻭ ﺑﺎ ﺩﻭﻟﺖ ﺩﺷﻤﻨﻲ ﻛﻨﻴﻢ ‪ ،‬ﺩﻭﻟﺖ ﻧـﺎﺗﻮﺍﻥ ﺧﻮﺍﻫـﺪ ﺑـﻮﺩ ﻭ ﻛـﺸﻮﺭ ﺑـﺪﺑﺨﺖ‬
‫ﺧﻮﺍﻫﺪ ﮔﺮﺩﻳﺪ ﻭ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺩﺳﺖ ﺧﻮﺍﻫﻨﺪ ﻳﺎﻓﺖ ‪ ،‬ﺩﺭ ﭘﺎﺳﺦ ﺷﻤﺎ ﺧﻮﺍﻫﻨﺪ ﮔﻔﺖ ‪ :‬ﺑﺎﺷﺪ ‪ ،‬ﺍﻳﻨﻬﺎ ﺑـﺸﻤﺎ ﭼـﻪ؟!‪.‬‬
‫ﺧﻮ ِﺩ ﺍﻣﺎﻣﺰﻣﺎﻥ ﺁﻣﺪﻩ ﺩﺭﺳﺖ ﺧﻮﺍﻫﺪ ﻛﺮﺩ‪.‬‬
‫ﭘﺲ ﺑﺒﻴﻨﻴﺪ ﻛﻪ ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻢ ﺳﺮﭼﺸﻤﺔ ﺑﺪﺑﺨﺘﻲ ﺍﻳﺮﺍﻥ ﺍﻳﻦ ﻛﻴﺶ ﻭ ﺩﻳﮕﺮ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﺳـﺖ‪ .‬ﺍﻳﻨﻬﺎﺳـﺖ ﻛـﻪ‬
‫ﻣﺮﺩﻡ ﺭﺍ ﺩﻭﺩﻝ ﻭ ﺳﺴﺖ ﺍﻧﺪﻳﺸﻪ ﻣﻲ ﮔﺮﺩﺍﻧﺪ ﻭ ﺍﺯ ﻛﻮﺷﻴﺪﻥ ﺩﺭ ﺭﺍﻩ ﻛﺸﻮﺭ ﻭ ﺗﻮﺩﻩ ﺑـﺎﺯ ﻣـﻲ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺍﻳﻨـﺴﻮﻱ‬
‫ﺟﻠــﻮﮔﻴ ِﺮ ﻣــﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳــﺮﺍﻥ ﻫﻤــﻴﻦ ﻛــﻴﺶ ﻭ ﻫﻤــﻴﻦ ﮔﺮﻓﺘﺎﺭﻳﻬــﺎ ﺑــﻮﺩﻩ ﺍﺳــﺖ ‪ ،‬ﻭ ﮔﺮﻧــﻪ ﻣــﺸﺮﻭﻃﻪ ﻳــﺎ‬
‫ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ﺗﻮﺩﻩ ﺑﺴﻴﺎﺭ ﺍﺭﺟﺪﺍﺭﺳﺖ‪.‬‬
‫ﻣﻦ ﺑﺎﺭﻫﺎ ﻣﻲ ﺷﻨﻮﻡ ﻛﺴﺎﻧﻲ ﻣﻲ ﮔﻮﻳﻨﺪ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺳﻲ ﻭ ﭼﻨﺪ ﺳﺎﻝ ﺁﺯﻣﻮﺩﻩ ﺷﺪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺷﺎﻳـﺴﺘﺔ ﻣـﺸﺮﻭﻃﻪ‬
‫ﻧﻴﺴﺘﻨﺪ‪ .‬ﻣﻲ ﮔﻮﻳﻢ ﺍﻳﻦ ﺳﺨﻦ ﺭﺍﺳﺘﺴﺖ‪ .‬ﻭﻟﻲ ﺑﺎﻳﺪ ﻛﻮﺷﻴﺪ ﻭ ﺁﻧﺎﻧﺮﺍ ﺷﺎﻳﺴﺘﻪ ﮔﺮﺩﺍﻧﻴﺪ ‪ ،‬ﻧﻪ ﺍﻳﻨﻜﻪ ﺍﺯ ﻣـﺸﺮﻭﻃﻪ‬
‫ﭼﺸﻢ ﭘﻮﺷﻴﺪ‪ .‬ﻣﺸﺮﻭﻃﻪ ﻧﭽﻴﺰﻳﺴﺖ ﻛﻪ ﺑﺘﻮﺍﻥ ﺍﺯ ﺁﻥ ﭼﺸﻢ ﭘﻮﺷﻴﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﺭﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺗﺎ ﮔﺮﻓﺘﺎﺭ ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﻣﺎﻧﻨﺪ ﺁﻥ ﻫﺴﺘﻨﺪ ﻧﻪ ﺗﻨﻬﺎ ﺷﺎﻳﺴﺘﺔ ﻣﺸﺮﻭﻃﻪ ﻧﻴﺴﺘﻨﺪ ‪ ،‬ﺷﺎﻳﺴﺘﺔ ﺯﻧﺪﮔﻲ‬
‫ﻧﻴﺰ ﻧﻤﻲ ﺑﺎﺷﻨﺪ‪ .‬ﭘﺲ ﺑﺎﻳﺪ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﭼﺎﺭﻩ ﺑﺎﻳﻨﻬﺎ ﺑﺎﺷﻴﺪ‪ .‬ﻧﻪ ﺁﻧﻜﻪ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺑﺪ ﺑﺪﺍﻧﻴﺪ ﻳـﺎ ﺷﺎﻳـﺴﺘﺔ ﺧـﻮﺩ‬
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‫ﻧﺸﻤﺎﺭﺩﻩ ﺍﺯ ﺁﻥ ﺭﻭ ﮔﺮﺩﺍﻧﻴﺪ‪.‬‬
‫ﻲ ﺑﺎﻭﺭﻫﺎﻱ ﻣﺘﻀﺎﺩ ﻭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﺳﺖ ﻛﻪ ﺑﺲ ﺑﻴﻤﻨﺎﻛﺴﺖ ﻭ ﻫﺮ ﺷﺮﻗﻲ ﺧﺮﺩﻣﻨﺪﻱ ﺭﺍ ﺑﻪ ﻧﺒﺮﺩ‬ ‫ﺗﺄﺛﻴ ِﺮ ﺍﻓﻴﻮﻧ ِ‬
‫ﺑــﺎ ﺁﻧﻬــﺎ ﺑﺮﻣــﻲ ﺍﻧﮕﻴــﺰﺩ‪ .‬ﺑــﻲ ﭘﺮﻭﺍﻳــﻲ ﺑﭙﺮﺍﻛﻨــﺪﻩ ﺍﻧﺪﻳــﺸﻲ ﻭ ﺑــﺪﺁﻣﻮﺯﻳﻬﺎ ﺧــﻮﺩ ﺍﺯ ﺑﺰﺭﮔﺘــﺮﻳﻦ ﺧﺎﻣﻴﻬــﺎ ﻭ‬
‫ﻧﺎﻛﺎﺭﺩﺍﻧﻲ ﻫﺎﺳﺖ‪ .‬ﺑﺪﺍﻧﺴﺎﻥ ﻛﻪ ﮔﻔﺘﻴﻢ ‪ ،‬ﭼﻨﺪﻳﻦ ﺭﺷﺘﻪ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻛﻪ ﺩﺭ ﺗـﻮﺩﻩ ﻫـﺎﻱ ﺷـﺮﻗﻲ ﺭﻭﺍﺝ ﺩﺍﺭﺩ ﺍﺯ‬
‫ﻳﻜﺴﻮ ﻣﺮﺩﻡ ﺭﺍ ﮔﻴﺞ ﻭ ﺭﻭﺍﻧﻬﺎ ﻭ ﺧﺮﺩﻫﺎﺷﺎﻥ ﺭﺍ ﻧﺎﺗﻮﺍﻥ ﻭ ﺑﻴﻜﺎﺭﻩ ﮔﺮﺩﺍﻧﻴﺪﻩ ﻭ ﺍﻳﺸﺎﻥ ﺭﺍ ﺍﺯ ﺷﺎﻳـﺴﺘﮕﻲ ﺑﺰﻧـﺪﮔﻲ‬
‫ﺍﻧﺪﺍﺧﺘﻪ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺍﻳﺸﺎﻥ ﺭﺍ ﺑﻪ ﺩﺳﺘﻪ ﻫﺎﻱ ﺟﺪﺍ ﺍﺯ ﻫﻢ ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﺍﻳﻦ ﻫﻢ ﺑﻨﻮﺑﺖ ﺧﻮﺩ ﺑﺎﻋـﺚ ﺷـﺪﻩ‬
‫ﻛﻪ ﺍﺯ ﺍﻳﻦ ﺗﻮﺩﻩ ﻫﺎ ﻧﻴﺮﻭﻳﻲ ﻓﺮﺍﻫﻢ ﻧﮕﺮﺩﺩ‪.‬‬
‫ﺳﺮﭼﺸﻤﺔ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻛﺠﺎﺳﺖ؟! ﭼﻮﻥ ﻧﻴـﻚ ﺑﻨﮕـﺮﻳﻢ ﺳﺮﭼـﺸﻤﺔ ﺁﻧﻬـﺎ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﻬـﺎ‬
‫ﻣﻲ ﺑﻴﻨﻴﻢ ﺑﻮﻳﮋﻩ ﻛﺘﺎﺑﻬﺎﻱ ﺩﻭﺭﺓ ﻣﻐﻮﻝ‪ .‬ﺍﻳﻨﺴﺖ ﻧﺎﭼﺎﺭ ﻣﻲ ﮔﺮﺩﻳﻢ ﺑﻪ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﭘﺮﺩﺍﺧﺘﻪ ﺑﻲ ﺍﺭﺟـﻲ ﺁﻧﻬـﺎ ﺭﺍ‬
‫ﺑﻤﺮﺩﻡ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﺳ ِﺮ ﺭﺍﻩ ﺑﺮﺩﺍﺭﻳﻢ‪ .‬ﺍﻳﻨﻜﺎﺭ ﺭﺍ ﺑﺮﺍﻱ ﺑﺎﺯﺷﺪﻥ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺖ ﺗﻮﺩﻩ ﻣﻲ ﻛﻨﻴﻢ‪ .‬ﺑﺮﺍﻱ ﺁﻥ‬
‫ﻱ ﺩﺭﻳﺎﻓﺖ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧﻮ ﮔﺮﺩﺩ‪ .‬ﺑـﺮﺍﻱ‬ ‫ﻣﻲ ﻛﻨﻴﻢ ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺍﺯ ﺍﻳﻦ ﺍﻓﻴﻮﻧﻬﺎ ﺭﻫﺎ ﻭ ﺁﺳﻮﺩﻩ ﮔﺮﺩﺩ ﻭ ﺷﺎﻳﺎ ِ‬
‫ﻲ ﺑـﺪﺁﻣﻮﺯﺍﻥ ﺍﻧـﺪﺍﺯﻳﻢ‪ .‬ﺑـﺮﺍﻱ ﺁﻥ ﻣـﻲ ﻛﻨـﻴﻢ ﻛـﻪ ﺳـﻜﻮﺕ‬ ‫ﺁﻥ ﻣﻲ ﻛﻨﻴﻢ ﻛﻪ ﺭﺧﻨﻪ ﺍﻱ ﺑﻪ ﺩﻛﺎﻥ ﺳـﻮﺩﺟﻮﻳ ِ‬
‫ﻣﺮﮒ ﺁﻭﺭ ﻫﺰﺍﺭ ﺳﺎﻟﻪ ﺭﺍ ﺩﺭ ﺑﺮﺍﺑﺮ ﺁﻧﻬﺎ ﺑﺸﻜﻨﻴﻢ ﺗﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﺨﻮﺩ ﺁﻳﻨﺪ ﻭ ﺍﺯ ﻓﺮﻳﺒﺨﻮﺭﺩﮔﻲ ﺑﺮﻫﻨﺪ‪.‬‬
‫ﻲ ﺩﻳﮕﺮﻱ ﺑﺮﺧﺎﺳﺘﻪ ﻭ ﺍﺯ ﺳﺮ ﺷﺮﻗﻴﺎﻥ ﮔﺬﺷﺘﻪ ﻭﻟﻲ ﭼﺮﻛﺎﺏ ﻫﻤﺔ‬ ‫ﻞ ﮔﻤﺮﺍﻫ ِ‬ ‫ﺍﺯ ﻫﺰﺍﺭ ﺳﺎﻝ ﭘﻴﺶ ‪ ،‬ﻫﺮ ﺯﻣﺎﻥ ﺳﻴ ِ‬
‫ﺁﻧﻬﺎ ﺩﺭ ﻛﺘﺎﺑﻬﺎ ﺗﻪ ﻧﺸﻴﻦ ﮔﺮﺩﻳﺪﻩ‪ ... .‬ﺍﻳﻨﻬﺎ ﺍﮔﺮ ﺑﻤﺎﻧﺪ ﺷﻤﺎ ﺭﺍ ﻧﺎﺑﻮﺩ ﻣﻲ ﮔﺮﺩﺍﻧﺪ ﻭ ﺷﻤﺎ ﭘﻴﺶ ﺍﻓﺘﻴـﺪ ﻭ ﺁﻧﻬـﺎ ﺭﺍ‬
‫ﻧﺎﺑﻮﺩ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﻣﻲ ﺩﺍﻧﻢ ﻛﺘﺎﺏ ﻧﮕﻪ ﺩﺍﺭﻱ ﻳﻜﻲ ﺍﺯ ﻫﻮﺳﻬﺎﻳﻴﺴﺖ ﻛﻪ ﺍﻣﺮﻭﺯ ﺭﻭﺍﺝ ﺑﺴﻴﺎﺭ ﭘﻴﺪﺍ ﻛـﺮﺩﻩ ﻭ ﻛـﺴﺎﻧﻲ‬
‫ﻫﺮﭼﻪ ﻛﺘﺎﺏ ﺍﺯ ﻧﻴﻚ ﻭ ﺑﺪ ﺑﺪﺳﺖ ﻣﻲ ﺁﻭﺭﻧﺪ ﺁﻥ ﺭﺍ ﻧﮕﻪ ﻣﻲ ﺩﺍﺭﻧﺪ ﻭ ﺍﻳﻦ ﺳﺨﻦ ﺑﺮ ﺁﻧﺎﻥ ﻧﺎﮔﻮﺍﺭ ﺧﻮﺍﻫﺪ ﺍﻓﺘـﺎﺩ‪.‬‬
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‫ﺖ ﺗﻮﺩﻩ ﺑﺎﻳﺪ ﺍﺯ ﺍﻳﻦ ﻫﻮﺳﻬﺎ ﺩﺭﮔﺬﺷﺖ‪.‬‬ ‫ﻭﻟﻲ ﺩﺭ ﺭﺍ ِﻩ ﭘﻴﺸﺮﻓ ِ‬
‫ﻞ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺭﺍ ﺷﻨﺎﺧﺘﻴﻢ ﻭ ﺍﻳﻦ ﺭﻭﺷـﻦ ﺷـﺪ ﻛـﻪ ﺑـﻲ ﭘﺮﻭﺍﻳـﻲ ﺑـﺎﻳﻦ ﺍﺻـﻞ ﺟـﺰ‬ ‫ﺩﺭ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﺍﺻ ِ‬
‫ﺯﻳﺎﻧﻜﺎﺭﻱ ﻧﺘﻴﺠﻪ ﺍﻱ ﻧﻤﻲ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﻫﻴﭻ ﻛﺎﺭﻱ ﻧﻤﻲ ﺗﻮﺍﻥ ﺍﻳﻦ ﺍﺻـﻞ ﺭﺍ ﻧﺎﺩﻳـﺪﻩ ﮔﺮﻓـﺖ ﻭ ﺩﺭ ﻫﻤـﺎﻥ ﺣـﺎﻝ‬
‫ﻢ ﻧﺘﻴﺠﺔ ﺩﻟﺨﻮﺍﻩ ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﺁﻣﻮﺯﺵ ‪ ،‬ﺩﺭ ﺑﺎﻏﺒﺎﻧﻲ ‪ ،‬ﺩﺭ ﺗﺮﺑﻴﺖ ﻓﺮﺯﻧﺪﺍﻥ ‪ ،‬ﺩﺭ ﻣـﺪﻳﺮﻳﺖ ‪ ،‬ﺩﺭ ﭘﺰﺷـﻜﻲ ‪،‬‬ ‫ﭼﺸ ِ‬
‫ﺩﺭ ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ﻭ ﺩﺭ ﺑﺴﻴﺎﺭ ﺯﻣﻴﻨﻪ ﻫﺎ ﺍﻳﻦ ﺍﺻﻞ ﺟﻠﻮﻩ ﮔﺮ ﻣﻲ ﺷﻮﺩ ﻭ ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﺑـﺂﻥ ﻣﻴـﻮﻩ ﻫـﺎﻱ ﺗﻠـﺦ‬
‫ﻣﻲ ﺩﻫﺪ‪.‬‬
‫ﻥ ﺩﺍﻧـﺴﺘﻦ ﻭ ﻧﺪﺍﻧـﺴﺘﻦ ﻳـﺎ ﺑﻜـﺎﺭ ﺑـﺴﺘﻦ ﻭ‬ ‫ﺍﻳﻦ ﺍﺻﻞ ﻳﻜﻲ ﺍﺯ ﻛﻠﻴﺪﻱ ﺗﺮﻳﻦ ﻧﻜﺘﻪ ﻫﺎﺳﺖ ﻭ ﺗﻔﺎﻭﺕ ﻣﻴـﺎ ِ‬
‫ﻥ ﻓﻴﺮﻭﺯﻱ ﻭ ﺷﻜﺴﺖ ‪ ،‬ﻫﺴﺘﻲ ﻭ ﻧﻴﺴﺘﻲ ‪ ،‬ﺁﺑـﺎﺩﻱ ﻭ ﻭﻳﺮﺍﻧـﻲ ﻳـﺎ ﺧﺮﺳـﻨﺪﻱ ﻭ‬ ‫ﻧﺒﺴﺘﻦ ﺁﻥ ‪ ،‬ﺗﻔﺎﻭﺗﻴﺴﺖ ﻣﻴﺎ ِ‬
‫ﺑﺪﺑﺨﺘﻲ‪.‬‬
‫ﺍﻳﻨﺴﺖ ﺑﺎﻳﺪ ﻫﺸﻴﺎ ِﺭ ﺁﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﻮﺩ ﻭ ﺗﺎ ﻣﻲ ﺗﻮﺍﻥ ﻣﺮﺩﻡ ﺭﺍ ﺍﺯ ﺁﻧﻬﺎ ﺩﻭﺭ ﻧﮕﺎﻩ ﺩﺍﺷﺖ ‪ ،‬ﺯﻳﺮﺍ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ‬
‫ﻭ ﺣﻘﺎﻳﻖ ﺩﺭ ﻛﻨﺎﺭ ﻳﻜﺪﻳﮕﺮ ﻫﻤﭽﻮﻥ ﺁﺑﺴﺖ ﻭ ﺁﺗـﺶ ﻭ ﻣﻴـﻮﻩ ﺍﻱ ﺟـﺰ ﺑﻴﻜـﺎﺭﻩ ﮔﺮﺩﻳـﺪﻥ ﺧﺮﺩﻫـﺎ ﻭ ﺳـﺴﺖ‬
‫ﻥ‬
‫ﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧﻮ ﻭ ﺍﺭﺟﻤﻨﺪ ﻧﺪﻫﺪ‪ .‬ﺍﻳﻨﺴﺖ ﭼﺎﺭﻩ ﺍﻱ ﺟﺰ ﺭﻳـﺸﻪ ﻛـﻦ ﻛـﺮﺩ ِ‬ ‫ﮔﺮﺩﻳﺪﻥ ﺍﺭﺍﺩﻩ ﻭ ﺍﺯ ﻛﺎﺭ ﺍﻓﺘﺎﺩ ِ‬
‫ﮔﻤﺮﺍﻫﻴﻬﺎ ﻧﻴﺴﺖ‪ .‬ﻛﺴﻲ ﻛﻪ ﺑﻪ ﺍﺻﻞ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺑﺎﻭﺭ ﻛﺮﺩﻩ ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﺩﺳﺖ ﺭﻭﻱ ﺩﺳﺖ ﮔﺬﺍﺭﺩﻩ ﻭ ﺑﻪ ﺍﺩﺍﻣﺔ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺍﻳﻦ ﻭﺿﻌﻴﺖ ﺧﺸﻨﻮﺩﻱ ﺩﻫﺪ‪ .‬ﻟﻴﻜﻦ ﻧﻜﺘﻪ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﻛﻮﺷﺸﻬﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﺟﺪﺍﺟـﺪﺍ ﺳـﻮﺩﻱ ﻧـﺪﺍﺭﺩ ﻭ‬
‫ﺍﻳﻨﻜﺎﺭ ﻣﻲ ﺑﺎﻳﺴﺖ ﺩﺭ ﺳﺮﺍﺳﺮ ﻛﺸﻮﺭ ﺍﻧﺠﺎﻡ ﮔﻴﺮﺩ‪.‬‬
‫ﺑﺮﺍﻱ ﺭﻭﺷﻨﻲ ﺑﻴﺸﺘ ِﺮ ﻣﻮﺿﻮﻉ ﺑﻪ ﻛﻮﺷﺸﻬﺎﻱ ﭘﺰﺷﻜﻲ ﺩﺭ ﻧﺒﺮﺩ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻧﮕﺎﻫﻲ ﺑﻴﻨﺪﺍﺯﻳﻢ ‪ :‬ﺑﺮﺍﻱ ﻣﺜﺎﻝ‬
‫ﺭﺍﻫﻬﺎﻱ ﭼﻨﺪﻱ ﺑﺮﺍﻱ » ﭘﻴﺸﮕﻴﺮﻱ« ﺍﺯ ﻣﺎﻻﺭﻳﺎ ﻫـﺴﺖ ﻛـﻪ ﺑﺮﺧـﻲ ﺍﺯ ﺁﻧﻬـﺎ ﻓﺮﺩﻳـﺴﺖ ﻫﻤﭽـﻮﻥ ﺩﺍﺭﻭﻫـﺎﻱ‬
‫ﺧﻮﺭﺍﻛﻲ ‪ ،‬ﻣﺎﺩ‪‬ﻩ ﻫﺎﻱ » ﭘﺸﻪ ﺩﻭﺭﻛﻦ« ﻭ ﭘﺸﻪ ﺑﻨﺪ‪ .‬ﺑﺎ ﻫﺮ ﻳﻜﻲ ﺍﺯ ﺍﻳﻦ ﺭﺍﻫﻬﺎ ﻣﻲ ﺗـﻮﺍﻥ ﺍﺯ ﻣﺎﻻﺭﻳـﺎ ﺩﻭﺭ ﺑـﻮﺩ‪.‬‬
‫ﺍﻳﻨﻬﺎ ﺩﺭ ﺟﺎﻳﻴﺴﺖ ﻛﻪ ﻣﺎﻻﺭﻳﺎ » ﺭﻳﺸﻪ ﻛﻦ« ﻧﮕﺮﺩﻳﺪﻩ ﻭ ﺟﺰ ﺭﺍﻫﻬﺎﻱ ﻣﻮﻗﺘﻲ ﺑﺸﻤﺎﺭ ﻧﻤﻲ ﺁﻳﺪ‪ .‬ﻭﮔﺮﻧﻪ ﻳﮕﺎﻧـﻪ‬
‫ﺭﺍ ِﻩ ﻣﺆﺛﺮ ‪ ،‬ﻛـﻪ » ﺳـﺎﺯﻣﺎﻥ ﺟﻬـﺎﻧﻲ ﺑﻬﺪﺍﺷـﺖ« ﻭ ﺩﻳﮕـﺮ ﺳـﺎﺯﻣﺎﻧﻬﺎ ﺑـﺪﻧﺒﺎﻝ ﺁﻧﻨـﺪ ﻫﻤﺎﻧـﺎ ﻧـﺎﺑﻮﺩ ﮔﺮﺩﺍﻧـﺪﻥ‬
‫ﺟﺎﻳﮕﺎﻫﻬﺎﻱ ﺭﺷﺪ ﻭ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﺍﻳﻦ ﭘﺸﻪ ﺍﺳﺖ‪ ∗ .‬ﺑﻪ ﮔﻔﺘﺔ ﺩﻳﮕﺮ ﺑﻬﺘﺮﻳﻦ ﭼﺎﺭﻩ ﺭﻳﺸﻪ ﻛﻨﻲ ﺍﺳﺖ‪.‬‬
‫ﻥ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺯﻳﺎﻧﻤﻨﺪ ‪ ،‬ﺍﻳﻨﻜﻪ ﻛﺴﻲ ﺧﻮﺩﺵ ﺍﺯ ﺁﻧﻬﺎ ﺩﻭﺭﻱ ﻛﻨﺪ ﻭ ﻧﺨﻮﺍﻧﺪ ‪ ،‬ﻫﻤﺎﻧﻨﺪ‬ ‫ﺩﺭﺑﺎﺭﺓ ﺑﻲ ﺍﺛﺮ ﻛﺮﺩ ِ‬
‫ﻥ ﭘﺸﻪ ﺑﻨﺪﺳﺖ ﺩﺭ ﺑﺮﺍﺑﺮ ﺧﻄﺮ ﻣﺎﻻﺭﻳﺎ‪ .‬ﻟﻴﻜﻦ ﺭﺳﺘﺎﺧﻴ ِﺰ ﺭﺍﺳﺘﻴﻦ ﺟﺰ ﺑﺎ ﻧﺎﺑﻮﺩﻱ ﺁﻥ ﻧﻮﺷﺘﻪ ﻫـﺎ‬ ‫ﺧﻮﺍﺑﻴﺪﻥ ﺩﺭﻭ ِ‬
‫ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫ﺩﺭ ﺍﻳﻨﺒﺎﺭﻩ ﺩﺷﻮﺍﺭﻱ ﺩﺭ ﺍﻳﻨﺴﺖ ﻛﻪ ﭘﺮﻫﻴ ِﺰ ﻓﺮﺩﻱ ﺍﺯ ﺁﻧﻬﺎ ﺑﺘﻨﻬﺎﻳﻲ ﺭﺍ ِﻩ ﻣﺆﺛﺮﻱ ﻧﻴﺴﺖ‪ .‬ﮔﻴـﺮﻡ ﻛـﻪ ﻣـﻦ ﻭ‬
‫ﺷﻤﺎ ﺑﺎﻳﻦ ﺑﺎﻭﺭ ﺭﺳﻴﺪﻩ ﺍﻳﻢ ﻛﻪ ﺍﺯ ﺁﻧﻬﺎ ﺑﺎﻳﺪ ﺩﻭﺭﻱ ﺟﺴﺖ ﻭ ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﻫﻢ ﻛﺮﺩﻳﻢ‪ .‬ﺁﻳﺎ ﺩﻳﮕـﺮﺍﻥ ﻧﻴـﺰ ﻫﻤـﻴﻦ‬
‫ﻛﺎﺭ ﺭﺍ ﺧﻮﺍﻫﻨﺪ ﻛﺮﺩ؟! ﺩﺭ ﺟﺎﻳﻲ ﻛﻪ ﻛﺘﺎﺑﻬﺎ ﺁﻛﻨﺪﻩ ﺍﺯ ﺁﻧﻬﺎﺳﺖ ﻭ ﺁﻧﻬﺎ ﻧﻴﺰ ﺩﺭ ﺩﺳﺘﻬﺎﺳﺖ ﻭﻳﺎ ﺩﺭ ﻛﺘﺎﺑﺨﺎﻧﻪ ﻫـﺎ‬
‫ﺧﻮﺍﺑﻴﺪﻩ ﭼﮕﻮﻧﻪ ﺟﻠﻮﻱ ﺧﻮﺍﻧﺪﻩ ﺷﺪﻧﺸﺎﻥ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﮔﺮﻓـﺖ؟ ﭼﮕﻮﻧـﻪ ﻣـﻲ ﺗـﻮﺍﻥ ﺟﻠـﻮﻱ ﺗـﺄﺛﻴﺮ ﺁﻧﻬـﺎ ﺭﺍ‬
‫ﮔﺮﻓﺖ؟!‬
‫ﻳﻚ ﺑﺮﺭﺳﻲ ﺍﺟﻤﺎﻟﻲ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﻛﻪ ‪ %۶۰‬ﻛﺘﺎﺑﻬﺎﻳﻲ ﻛﻪ ﻣﻨﺘﺸﺮ ﻣـﻲ ﮔـﺮﺩﺩ )ﻳـﺎ ﺩﺭ ﻛﺘﺎﺑﺨﺎﻧـﻪ ﻫـﺎ‬
‫ﻥ ﺳﻮﺩﺟﻮ ﻳﺎ ﻧﺎﺩﺍﻥ ﺩﺭ‬ ‫ﺧﻮﺍﺑﻴﺪﻩ( ﻳﺎ ﺧﻮﺩ ﺳﺮﭼﺸﻤﺔ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻳﻨﺪ ﻳﺎ ﺍﺯ ﺁﻧﻬﺎ ﺑﻬﺮﻩ ﮔﺮﻓﺘﻪ ﻭ ﻧﻪ ﺗﻨﻬﺎ ﻧﺎﺷﺮﺍ ِ‬
‫ﻛﺎﺭ ﻧﺸﺮ ﺁﻧﺎﻥ ﺑﻮﺩﻩ ﺍﻧﺪ ﺑﻠﻜﻪ ﺩﻭﻟﺘﻬﺎﻳﻲ ﻛﻪ ﺗﺎﻛﻨﻮﻥ ﺑﺮﺳﺮ ﻛﺎﺭ ﺁﻣﺪﻩ ﺍﻧﺪ ﺑﻮﺩﺟﻪ ﻫـﺎﻱ ﻫﻨﮕﻔﺘـﻲ ﺑـﺮﺍﻱ ﻧـﺸﺮ‬
‫ﻓﺮﺍﻭﺍﻥِ ﺁﻧﻬﺎ ﺑﻴﺮﻭﻥ ﺭﻳﺨﺘﻪ ﺍﻧﺪ‪ ١٧ .‬ﻫﻤﻴﻦ ﺍﻣﺮﻭﺯ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻛﺘﺎﺑﻬﺎﻳﻲ ﻛﻪ ﺧﻮﺍﻧﻨﺪﺓ ﺍﻧـﺪﻛﻲ ﺩﺍﺭﺩ ﺭﺍ ﻳـﺎ ﻭﺯﺍﺭﺕ‬
‫ﺍﺭﺷﺎﺩ ﺑﭽﺎﭘﺶ ﺑﺎ ﺷﻤﺎﺭ ﺍﻧﺒﻮﻩ ﻳﺎﻭﺭﻱ ﻣﻲ ﻛﻨﺪ ﻳﺎ ﺑﺪﺳـﺖِ ﺳـﺎﺯﻣﺎﻧﻬﺎﻱ ﺩﻳﮕـﺮ )ﻫﻤﭽـﻮﻥ ﺳـﺎﺯﻣﺎﻥ ﺗﺒﻠﻴﻐـﺎﺕ‬
‫ﻱ ﺁﻧﻬـﺎ‬
‫ﺍﺳﻼﻣﻲ ﻭ ﺑﻨﻴﺎﺩ ‪ ...‬ﻭ ‪ (..‬ﻛﻪ ﺍﺯ ﭘﻮﻝ ﺍﻳﻦ ﺗﻮﺩﺓ ﺑﻴﻨﻮﺍ ﻣﻲ ﮔﺮﺩﻧﺪ ﭼـﺎﭖ ﻣـﻲ ﮔـﺮﺩﺩ ﻭ ﺑﺪﻳﻨـﺴﺎﻥ ﺑـﺮﺍ ِ‬
‫ﺧﻮﺍﻧﻨﺪﺓ ﺯﻭﺭﻛﻲ ﺗﺮﺍﺷﻴﺪﻩ ﻣﺮﺩﻡ ﺭﺍ ﺩﺭ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺍﺳﺘﻮﺍﺭﺗﺮ ﻣﻲ ﮔﺮﺩﺍﻧﻨﺪ‪.‬‬

‫‪۹‬ـ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ‬
‫ﭘﺲ ﺍﺯ ﺁﻧﻜﻪ ﭘﻴﻤﺎﻥ ﺭﺍ ِﻩ ﺩﺭﺍﺯﻱ ﭘﻴﻤﻮﺩﻩ ‪ ،‬ﺣﻘﺎﻳﻘﻲ ﺭﺍ ﺩﺭ ﻫـﺮ ﺯﻣﻴﻨـﻪ ﺑـﺎﺯﻧﻤﻮﺩ ﻭ ﺩﺭﻣﺎﻧـﺪﮔﻲ ﺍﻳﺮﺍﻧﻴـﺎﻥ ‪،‬‬
‫ﻥ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﻫﺮﭼـﻪ ﺭﻭﺷـﻦ ﺗـﺮ ﮔﺮﺩﻳـﺪ‪ .‬ﺩﺭ ﺁﻥ‬ ‫ﻋﻠﺘﻬﺎﻱ ﺁﻥ ﻭ ﺗﺎﺭﻳﺨﭽﺔ ﻫﺰﺍﺭﺳﺎﻟﻪ ﺍﺵ ﺭﺍ ﺷﺮﺡ ﺩﺍﺩ ‪ ،‬ﺯﻳـﺎ ِ‬
‫ﻧﻮﺷﺘﻪ ﻫﺎ ﺑﺎﺭﻫﺎ ﺍﺯ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺧﻮﺍﺳﺘﻪ ﻣﻲ ﺷﺪ ﻛﻪ ﻫﺮ ﺍﻳﺮﺍﺩﻱ ﺑﻪ ﻧﻈﺮﺷﺎﻥ ﻣﻲ ﺭﺳﺪ ﺑـﺎ ﺩﻟﻴـﻞ ﺑﻨﻮﻳـﺴﻨﺪ‪.‬‬
‫ﺑﺎﺭﻫﺎ ﺍﻳﻦ ﺧﻮﺍﺳﺘﻪ ﺷﺪ ﻭﻟﻲ ﺍﻳﺮﺍﺩﻱ ﻛﻪ ﺑﺎ ﺩﻟﻴﻞ ﻫﻤﺮﺍﻩ ﺑﺎﺷﺪ ﺍﺯ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻧﺮﺳـﻴﺪ‪ .‬ﺑـﺎ ﭼﻨـﻴﻦ ﺯﻣﻴﻨـﻪ ﺍﻱ‬
‫ﭘﻴﻤﺎﻧﻴﺎﻥ ﻫﺮ ﺳﺎﻝ ﺩﺭ ﺭﻭﺯﺑﻪ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ‪ ،‬ﻛﺘﺎﺑﻬﺎﻱ ﺑﺪﺁﻣﻮﺯ ﻭ ﮔﻤﺮﺍﻫﻲ ﺁﻭﺭﻱ ﻛﻪ ﺩﺭ ﺧﺎﻧﻪ ﻫﺎﺷـﺎﻥ ﺩﺍﺷـﺘﻨﺪ‬

‫∗ ـ ﺍﺯ ﺭﺍﻫﻬﺎﻳﻲ ﻫﻤﭽﻮﻥ ﺳﻤﭙﺎﺷﻲ ‪ ،‬ﺧﺸﻚ ﻛﺮﺩﻥ ﺁﺑﻬﺎﻱ ﺍﻳﺴﺘﺎ ﻭ ﻣﺎﻫﻴﻬﺎﻱ ﻻﺭ‪‬ﻭ ﺧﻮﺍﺭ‬

‫‪٣٦‬‬
‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻭﻳــﺎ ﺧــﻮﺩ ﻧﻮﺷــﺘﻪ ﺳــﭙﺲ ﺯﻳﺎﻧﻤﻨــﺪﻳﺶ ﺭﺍ ﺩﺍﻧــﺴﺘﻪ ﺑﻮﺩﻧــﺪ ﺑــﺂﺗﺶ ﻣــﻲ ﻛــﺸﻴﺪﻧﺪ‪ .‬ﺑﺪﻳﻨــﺴﺎﻥ ﺍﺯ ﻳﻜــﺴﻮ‬
‫ﻲ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲ ﺩﺍﺩﻧﺪ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺑﻤﺮﺩﻡ ﻳﺎﺩ ﻣﻲ ﺩﺍﺩﻧﺪ ﻛـﻪ ﺍﮔـﺮ ﺭﺍﺳـﺘﻲ ﺭﺍ ﺩﺭﭘـﻲ‬ ‫ﺑﻲ ﺍﺭﺟ ِ‬
‫ﺭﻫﺎﻳﻲ ﺍﺯ ﺑﻴﭽﺎﺭﮔﻴﻬﺎﻱ ﺧﻮﺩ ﻫﺴﺘﻨﺪ ﺑﺎﻳﺪ ﺑﺰﻳﺎﻧﻤﻨﺪﻱ ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﺑﻴﭙﺮﻭﺍ ﻧﺒﺎﺷﻨﺪ ﻭ ﺑﻨﺎﺑﻮﺩﻳﺸﺎﻥ ﻛﻮﺷﻨﺪ‪.‬‬
‫ﭼﻨﻴﻦ ﺟﻨﺒﺸﻲ ﮔﺮﭼﻪ ﺑﺎ ﺍﺣﺴﺎﺱ ﺑﻴﺸﺘ ِﺮ ﻣﺮﺩﻡ ﺑﺮﺧﻮﺭﺩ ﺩﺍﺭﺩ ﻟﻴﻜﻦ ﺑﺎ ﺧﺮﺩ ﺳﺎﺯﮔﺎﺭﺳﺖ ﻭ ﻫﺮﮔـﺰ ﻳـﻚ‬
‫ﻛﺎﺭ ﻧﻤﺎﻳﺸﻲ ﻭﻳﺎ ﺳﻤﺒﻮﻟﻴﻚ ﻧﻴﺴﺖ‪ .‬ﺩﻟﻴﻠﻬﺎﻱ ﺑـﺴﻴﺎﺭﻱ ﻛﻮﺷـﺶ ﺑﻨﻴـﻚ ﮔﺮﺩﺍﻧﻴـﺪ ِ‬
‫ﻥ ﺗـﻮﺩﻩ ﺭﺍ ﺑﻜﺘﺎﺑـﺴﻮﺯﺍﻥ‬
‫ﺭﺍﻩ ﻣﻲ ﻧﻤﺎﻳﺪ ﻛﻪ ﺑﺮﺧﻲ ﺭﺍ ﺟﻠﻮﺗﺮ ﺁﻭﺭﺩﻳﻢ ﻭ ﺑﺮﺧﻲ ﺭﺍ ﻧﻴﺰ ﺩﺭ ﺩﻧﺒﺎﻟﺔ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﺧﻮﺍﻫﻴﻢ ﺁﻭﺭﺩ‪.‬‬
‫‪ ...‬ﻣﺎ ﭼﻮﻥ ﺍﻧﺪﻳﺸﻴﺪﻩ ‪ ...‬ﺑﺨﻮﺩ ﺑﺎﻳﺎ ﺷﻤﺎﺭﺩﻩ ﺍﻳﻢ ﻛﻪ ﺑﺮﺍﻱ ﺭﻫﺎﻳﻲ ﺑﻴﺴﺖ ﻣﻠﻴﻮﻥ ﻣﺮﺩﻡ ‪ ،‬ﺑﺎ ﻫﻤﺔ ﺁﻥ ﮔﻤﺮﺍﻫﻴﻬﺎ‬
‫ﺑﻨﺒﺮﺩ ﭘﺮﺩﺍﺯﻳﻢ ﻭ ﺍﻳﻦ ﻛﺎ ِﺭ ﺑﺴﻴﺎﺭ ﺑﺰﺭﮒ ﻭ ﺩﺷﻮﺍﺭ ﺭﺍ ﺑﮕﺮﺩﻥ ﮔﺮﻓﺘﻪ ﺍﻳﻢ ﻭ ﺩﺭ ﻣﻴﺎﻥ ﻧﺒﺮﺩ ﻳﻜﻲ ﺍﺯ ﻛﺎﺭﻫﺎﻱ‬
‫ﺳﻮﺩﻣﻨﺪ ﻭ ﺑﺎﻳﺎ ﺁﻧﺮﺍ ﺩﻳﺪﻩ ﺍﻳﻢ ﻛﻪ ﻛﺘﺎﺑﻬﺎﻳﻲ ﻛﻪ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﺩﺭ ﺑﺮ ﻣﻲ ﺩﺍﺭﺩ ﻭ ﺳﺮﭼﺸﻤﺔ ﺑﺪﺑﺨﺘﻴﻬﺎﺳﺖ‬
‫ﻫﻤﻪ ﺭﺍ ﻧﺎﺑﻮﺩ ﮔﺮﺩﺍﻧﻴﻢ ‪ ،‬ﻭ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻧﻴﺰ ﺳﻮﺯﺍﻧﻴﺪﻥ ﺭﺍ ﺑﻬﺘﺮ ﺷﻨﺎﺧﺘﻪ ﭼﻨﻴﻦ ﻧﻬﺎﺩﻩ ﺍﻳﻢ ﻛﻪ ﺳﺎﻟﻲ ﻳﻚ ﺭﻭﺯ‬
‫ﺟﺸﻦ ﺑﺮ ﭘﺎ ﮔﺮﺩﺍﻧﻴﻢ ﻭ ﻓﺮﺍﻫﻢ ﻧﺸﻴﻨﻴﻢ ﻭ ﻫﺮﻛﺴﻲ ﻫﺮﭼﻪ ﺍﺯ ﻛﺘﺎﺑﻬﺎﻱ ﺯﻳﺎﻧﻤﻨﺪ ﺭﺍ ـ ﺍﺯ ﻛﻠﻴﺎﺕ ﺳﻌﺪﻱ ﻭ ﺩﻳﻮﺍﻥ‬
‫ﺣﺎﻓﻆ ﻭ ﺭﺑﺎﻋﻴﺎﺕ ﺧﻴﺎﻡ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﻓﺎﻝ ﻭ ﺟﺎﺩﻭ ﻭ ﺩﻳﻮﺍﻧﻬﺎﻱ ﺍﻳﺮﺝ ﻭ ﻋﺸﻘﻲ ﻭ ﺭﻣﺎﻧﻬﺎ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ـ ﺩﺭ‬
‫ﺧﺎﻧﻪ ﺍﺵ ﻣﻲ ﺩﺍﺭﺩ ﺑﺎ ﺧﻮﺩ ﺑﻴﺎﻭﺭﺩ ﻛﻪ ﺩﺭ ﺁﻥ ﻧﺸﺴﺖ ‪ ،‬ﻧﺨﺴﺖ ﺍﺯ ﺯﻳﺎﻧﻬﺎﻱ ﺁﻧﻬﺎ ﮔﻔﺘﮕﻮ ﺭﻭﺩ ﻭ ﺳﭙﺲ ﻫﻤﻪ ﺭﺍ‬
‫ﺑﺒﺨﺎﺭﻱ ﺍﻧﺪﺍﺧﺘﻪ ﺑﺴﻮﺯﺍﻧﻴﻢ ـ ﺁﻳﺎ ﺩﺭ ﺍﻳﻦ ﺳﻮﺯﺍﻧﻴﺪﻥ ﻣﺎ ﮔﻨﺎﻫﻜﺎﺭﻳﻢ؟!‪ .‬ﺁﻳﺎ ﻧﺎﺑﻮﺩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻛﺘﺎﺑﻬﺎﻱ ﺯﻳﺎﻧﻤﻨﺪ‬
‫ﻥ ﺑﻴﺸﺮﻣﺎﻧﻪ ﺍﺵ ﺩﺭ ﺩﺳﺖ ﻓﺮﺯﻧﺪﺍﻥ ﺧﻮﺩ‬ ‫ﮔﻨﺎﻫﺴﺖ؟!‪ .‬ﺁﻳﺎ ﻛﺎﺭ ﺑﺪﻳﺴﺖ ﻛﻪ ﺩﻳﻮﺍﻥ ﺍﻳﺮﺝ ﺭﺍ ﺑﺎ ﺁﻥ ﺳﺨﻨﺎ ِ‬
‫ﻧﻤﻲ ﮔﺰﺍﺭﻳﻢ ﻭ ﺑﺂﺗﺶ ﻣﻲ ﻛﺸﻴﻢ؟!‪ .‬ﺁﻳﺎ ﮔﻨﺎﻫﺴﺖ ﻛﻪ ﺭ‪‬ﻣﺎﻧﻬﺎﻱ ﺳﺮﺍ ﭘﺎ ﺑﺪﺁﻣﻮﺯﻱ ﺭﺍ ﻛﻪ ﻣﺎﻳﺔ ﻟﻐﺰﺵ ﻫﺰﺍﺭﻫﺎ‬
‫ﺯﻧﺎﻥ ﻭ ﺩﺧﺘﺮﺍﻧﺴﺖ ﺩﺭﺧﺎﻧﻪ ﻣﺎﻥ ﻧﮕﺰﺍﺭﺩﻩ ﻧﺎﺑﻮﺩ ﻣﻲ ﮔﺮﺩﺍﻧﻴﻢ؟!‪ .‬ﺑﻬﺮ ﺣﺎﻝ ﻛﺪﺍﻡ ﻣﺎﺩ‪‬ﺓ ﻗﺎﻧﻮﻧﺴﺖ ﻛﻪ ﻣﺎ ﺭﺍ ﺍﺯ ﻛﺎﺭ‬
‫ﺧﻮﺩ ﺑﺎﺯ ﻣﻲ ﺩﺍﺭﺩ؟!‪ .‬ﺁﻳﺎ ﮔﻨﺎﻫﻜﺎﺭ ﺷﻤﺎﻳﻴﺪ]ﺳﺮﺍﻥ ﺣﻜﻮﻣﺖ ﻛﻪ ﻧﺎﻣﻬﺎﺷﺎﻥ ﺭﺍ ﺟﻠﻮﺗﺮ ﺑﺮﺩﻩ[ ﻛﻪ ﺍﺟﺎﺯﻩ‬
‫ﺩﺍﺩﻩ ﺍﻳﺪ ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﺭﺍ ﺑﭽﺎﭖ ﺭﺳﺎﻧﻨﺪ ﻭ ﺑﺪﺳﺘﻬﺎﻱ ﭘﺴﺮﺍﻥ ﻭ ﺩﺧﺘﺮﺍﻥ ﺩﻫﻨﺪ ﻳﺎ ﻣﺎﻳﻴﻢ ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﺩﺳﺘﻬﺎ‬
‫ﮔﺮﻓﺘﻪ ﺑﺂﺗﺶ ﻣﻲ ﺍﻧﺪﺍﺯﻳﻢ؟!‪ .‬ﺧﻮﺍﻫﺸﻤﻨﺪﻡ ﭘﺎﺳﺦ ﺩﻫﻴﺪ!‪.‬‬
‫ﻛﺴﺎﻧﻲ ﭼﻨﻴﻦ ﻣﻲ ﭘﺮﺍﻛﻨﻨﺪ ﻛﻪ ﻣﺎ ﻛﺘﺎﺑﻬﺎﻳﻲ ﺭﺍ ﺍﺯ ﻛﺘﺎﺑﻔﺮﻭﺷﻬﺎ ﻣﻲ ﺧﺮﻳﻢ ﻭ ﻣﻲ ﺑ‪‬ﺮﻳﻢ ﻭ ﻣﻲ ﺳﻮﺯﺍﻧﻴﻢ‪ .‬ﻭﻟﻲ‬
‫ﺍﻳﻦ ﺩﺭﻭﻏﺴﺖ‪) .‬ﺍﻳﻦ ﺑﺴﻮﺩ ﭼﺎﭖ ﻛﻨﻨﺪﮔﺎﻥ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﺑﻮﺩﻱ(‪ .‬ﻣﺎ ﻛﺘﺎﺑﻬﺎﻳﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﺧﺎﻧﻪ ﻫﺎﻱ ﺧﻮﺩ‬
‫ﻣﻲ ﺩﺍﺭﻳﻢ ﻣﻲ ﺳﻮﺯﺍﻧﻴﻢ ﻭ ﻣﻲ ﺧﻮﺍﻫﻴﻢ ﺧﺎﻧﻪ ﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺁﻧﻬﺎ ﭘﺎﻙ ﮔﺮﺩﺍﻧﻴﻢ‪ .‬ﺗﺎﻛﻨﻮﻥ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻛﺘﺎﺑﻬﺎ‬
‫ﻛﻪ ﺳﻮﺯﺍﻧﻴﺪﻩ ﺷﺪﻩ ﺁﻧﻬﺎ ﺑﻮﺩﻩ ﻛﻪ ﺧﻮ ِﺩ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﺁﻭﺭﺩﻩ ﺳﻮﺯﺍﻧﻴﺪﻩ ﺍﻧﺪ‪ .‬ﻓﻼﻥ ﺟﻮﺍﻥ ﺷﻌﺮﻫﺎﻳﻲ ﮔﻔﺘﻪ ﻳﺎ‬
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‫ﻲ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭﻳﺎﻓﺘﻪ ﭘﺎﻛﺪﻻﻧﻪ ﺁﻭﺭﺩﻩ ﺳﻮﺯﺍﻧﻴﺪﻩ‪.‬‬
‫ﺭ‪‬ﻣﺎﻧﻲ ﻧﻮﺷﺘﻪ ﻭ ﺳﭙﺲ ﭼﻮﻥ ﺑﻴﻬﻮﺩﮔ ِ‬
‫ﺍﺯ ﻫﻤــﺎﻥ ﺯﻣــﺎﻥ ﺑﺮﺧــﻲ ﺍﺯ ﻣــﺮﺩﻡ ﻫﻤﭽﻨﺎﻧﻜــﻪ ﺷــﻴﻮﺓ ﺍﻳﺸﺎﻧــﺴﺖ ﻫﻤﻴﻨﻜــﻪ ﺷــﻨﻴﺪﻧﺪ ﻛــﺴﺎﻧﻲ ﻛﺘــﺎﺏ‬
‫ﻣﻲ ﺳﻮﺯﺍﻧﻨﺪ ﺑﻲ ﺁﻧﻜﻪ ﺟﺴﺘﺠﻮ ﻛﻨﻨﺪ ﻭ ﻋﻠﺖ ﺭﺍ ﺩﺭﻳﺎﺑﻨﺪ ﻭ ﺑﺮﺍﺳﺖ ﻭ ﺩﺭﻭ ِﻍ ﺁﻧﭽﻪ ﺷـﻨﻴﺪﻩ ﺍﻧـﺪ ﭘـﺮﻭﺍ ﻛﻨﻨـﺪ ‪،‬‬
‫ﻫﻤﺎﻥ ﺩﻭﺭ ﺍﻳﺴﺘﺎﺩﻩ ‪ ،‬ﺯﺑﺎﻥ ﺑﺨـﺮﺩﻩ ﮔﻴـﺮﻱ ﮔـﺸﻮﺩﻩ ‪ ،‬ﺗﺮﺷـﺮﻭﻳﻲ ﻫـﺎ ﻧﻤﻮﺩﻧـﺪ ‪" :‬ﻣﮕـﺮ ﻛـﺴﻲ ﻫـﻢ ﻛﺘـﺎﺏ‬
‫ﻣﻲ ﺳﻮﺯﺍﻧﺪ؟" ‪ ،‬ﻭﻳﺎ " ﻋﺠﺐ ﻣﺮﺩﻣﺎﻧﻲ ﭘﻴﺪﺍ ﻣﻲ ﺷﻮﻧﺪ!"‬
‫ﻛﺴﺎﻧﻲ ﻛﻤﻲ ﻧﺰﺩﻳﻚ ﺗﺮ ﺁﻣﺪﻩ ﺷﻨﻴﺪﻧﺪ ﻛﻪ ‪ " :‬ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﭼـﻮﻥ ﺯﻳﺎﻧﻤﻨـﺪ ﻭ ﺧـﻮﺩ ﺍﻧﺒـﺎﺭ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ‬
‫ﻢ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻭ ﺧﻮﺍﺭﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻲ ﺑﺎﺷﺪ ‪ ،‬ﻣﺎ ﻛﻪ ﻫﻤﺎﻥ ﺩﺳﺘﺔ ﻛﺘﺎﺑـﺴﻮﺯﺍﻧﻴﻢ‬ ‫ﻧﺎﭘﺎﻛﻴﻬﺎﺳﺖ ﻭ ﺍﺯ ﻋﻠﺘﻬﺎﻱ ﻣﻬ ِ‬
‫ﻣﻲ ﺧﻮﺍﻫﻴﻢ ﺧﺎﻧﻪ ﻫﺎﻣﺎﻥ ﺭﺍ ﺍﺯ ﺁﻧﻬﺎ ﭘﺎﻙ ﮔﺮﺩﺍﻧﻴﻢ ﻭ ﻣﺮﺩﻡ ﺭﺍ ﻧﻴﺰ ﺑﻪ ﺍﻳﻦ ﺟﻨﺒﺶ ﻣﻲ ﺧﻮﺍﻧﻴﻢ ﺗﺎ ﺩﺳﺖ ﺑﻬـﻢ‬
‫ﺩﺍﺩﻩ ﺍﺯ ﺍﻳﻦ ﺑﻴﭽﺎﺭﮔﻴﻬﺎ ﻛﻪ ﺩﭼﺎﺭﻳﻢ ﺑﺮﻫﻴﻢ"‪ .‬ﺍﻳﺸﺎﻥ ﻫﻢ ﺑﻴﺶ ﺍﺯ ﺍﻳﻦ ﺑﺠﺴﺘﺠﻮ ﻧﭙﺮﺩﺍﺧﺘﻪ ﭼﻨـﻴﻦ ﮔﻔﺘﻨـﺪ ‪:‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫" ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﮔﻨﺠﻴﻨﺔ ﺍﺩﺑﻴﺎﺕ ﻣﺎ ﺍﻳﺮﺍﻧﻴﺎﻧﺴﺖ‪ .‬ﺍﻳﻨﻬﺎ » ﻫﻮﻳﺖ« ﻣﺎﺳﺖ ‪ ،‬ﭼﮕﻮﻧـﻪ ﺁﻧﻬـﺎ ﺭﺍ ﺑـﺴﻮﺯﺍﻧﻴﻢ؟" ﮔـﺮﻭ ِﻩ‬
‫ﺩﻳﮕﺮﻱ ﻧﺰﺩﻳﻜﺘﺮ ﺭﻓﺘﻪ ﻭ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﻛـﺴﺮﻭﻱ ﺭﺍ ﺧﻮﺍﻧـﺪﻩ ﻭ ﺍﻳـﻦ ﺩﺭﻳﺎﻓﺘﻨـﺪ ﻛـﻪ ﺁﻥ ﻛﺘﺎﺑﻬـﺎ ﺁﻧﭽﻨـﺎﻥ ﻛـﻪ‬
‫ﻣﻲ ﭘﻨﺪﺍﺷﺘﻨﺪ ﻧﺒﻮﺩﻩ ﻭ ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﻬﺎ ﻛﻪ ﺑﺴﻴﺎﺭ ﻫﻢ ﭘﺮﺁﻭﺍﺯﻩ ﺍﺳﺖ ﺟﺰ ﻣﺎﻳﺔ ﺷﺮﻣﺴﺎﺭﻱ ﻭ ﺑـﺪﺑﺨﺘﻲ ﻧﻴـﺴﺖ‪.‬‬
‫ﺑﺎﺍﻳﻨﻬﻤﻪ ﻣﻲ ﮔﻔﺘﻨﺪ ‪" :‬ﻣﮕﺮ ﺣﺘﻤ ﹰﺎ ﻻﺯﻣﺴﺖ ﺁﻧﻬﺎ ﺭﺍ ﺳﻮﺯﺍﻧﺪ؟ ﺁﻳﺎ ﻣـﺸﻜﻼﺕ ﻣـﺎ ﻭﺍﻗﻌـ ﹰﺎ ﻫﻤﻴﻨﻬﺎﺳـﺖ؟ ﺁﻳـﺎ ﺑـﺎ‬
‫ﺳﻮﺯﺍﻧﺪﻥِ ﺁﻧﻬﺎ ﻣﺎ ﺑﻪ ﺭﺍ ِﻩ ﭘﻴﺸﺮﻓﺖ ﺧﻮﺍﻫﻴﻢ ﺍﻓﺘﺎﺩ؟"‬
‫ﻱ ﺁﻥ ﺑﻪ ﺍﻧﺠﺎﻡ ﺭﺳﻴﺪ ﺯﻳـﺮﺍ‬‫ﺩﺭ ﻫﺮﺣﺎﻝ ﺩﺭ ﺍﻧﺪﻙ ﺯﻣﺎﻧﻴﻜﻪ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺑﻪ ﺯﺑﺎﻧﻬﺎ ﺍﻓﺘﺎﺩ ‪ ،‬ﻳﻜﻲ ﺍﺯ ﺧﻮﺍﺳﺘﻬﺎ ِ‬
‫ﻥ ﻋﻠﺘﻬـﺎﻱ ﺧـﻮﺍﺭﻱ ﻭ ﺯﺑـﻮﻧﻲ ﻛـﺸﻮﺭ‬ ‫ﻫﻤﻴﻨﻜﻪ ﺁﻭﺍﺯﻩ ﺍﺵ ﺑﺮﺧﺎﺳﺖ ‪ ،‬ﻣﺎﻳﺔ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮﻫـﺎﻳﻲ ﺩﺭ ﭘﻴﺮﺍﻣـﻮ ِ‬
‫ﮔﺮﺩﻳﺪ ﻭ ﻫﻤﻴﻦ ﺑﺎﻋﺚ ﺑﻴﺪﺍﺭﻱ ﻭ ﻫﺸﻴﺎﺭﻱ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﮔﺮﺩﻳـﺪ‪ .‬ﺩﺭ ﺁﻏـﺎﺯ ﺟـﺰ ﻫـﺎﻳﻬﻮﻱ ﺩﺭ ﺑﺮﺍﺑـﺮﺵ ﭼﻴـﺰ‬
‫ﺏ ﺧﺸﻮﻧﺖ ﺁﻣﻴﺰﻱ ﻧﺪﺍﺷﺖ‪ .‬ﻟﻴﻜﻦ ﭘﺲ ﺍﺯ ﭼﻨﺪﻱ ﺩﺍﻣﻨﺔ ﺍﻳﻦ ﮔﻔﺘﮕﻮﻫﺎ ﭼﻨﺎﻥ‬ ‫ﺩﻳﮕﺮﻱ ﺩﻳﺪﻩ ﻧﻤﻲ ﺷﺪ ﻭ ﺑﺎﺯﺗﺎ ِ‬
‫ﻥ ﻛﻴﺸﻬﺎ ﻭ ﺍﺩﺑﻴﺎﺕ ﺑﻪ ﺩﺳﺖ ﻭ ﭘﺎ ﺍﻓﺘﺎﺩﻧﺪ ﻭ ﭼﻮﻥ ﭘﺎﺳﺨﻲ ﺑﻪ ﺩﻟﻴﻠﻬـﺎﻱ ﺍﺳـﺘﻮﺍﺭِ‬ ‫ﮔﺴﺘﺮﺵ ﻳﺎﻓﺖ ﻛﻪ ﺩﻛﺎﻧﺪﺍﺭﺍ ِ‬
‫ﻦ ﺩﺭﻭﻍ ﻭ ﻧﻴﺮﻧﮓ ﻳﺎﺯﻳﺪﻧﺪ‪.‬‬ ‫ﺍﻳﻦ ﻛﺎﺭ ﻧﺪﺍﺷﺘﻨﺪ ﺩﺳﺖ ﺑﺪﺍﻣ ِ‬
‫ﺑﺎ ﺗﺤﺮﻳﻜﻬﺎﻳﻲ ﻛﻪ ﺷﺪ ﻭ ﺩﺭﻭﻏﻬﺎﻳﻲ ﻛﻪ ﺑﻪ ﺁﻥ ﺑﺴﺘﻨﺪ )ﻫﻤﭽﻮﻥ ﺍﻳﻦ ﺩﺭﻭﻍ ﻛـﻪ ﺁﺯﺍﺩﮔـﺎﻥ ﻗـﺮﺁﻥ ﺭﺍ ﻫـﻢ‬
‫ﻥ‬ ‫ﻥ ﺁﻥ ﺑﺮﺧﺎﺳﺖ‪ .‬ﺗﻨﻬﺎ ﻋﺎﻣﻴـﺎﻥ ﻧﺒﻮﺩﻧـﺪ ﻛـﻪ ﺑـﺎ ﻫـﻮﭼﻴﮕﺮﻱ ﭘﻴﺮﺍﻣـﻮ ِ‬ ‫ﻣﻲ ﺳﻮﺯﺍﻧﻨﺪ( ‪ ،‬ﻫﻮ ﻭ ﺟﻨﺠﺎﻟﻲ ﭘﻴﺮﺍﻣﻮ ِ‬
‫ﻛﺘﺎﺑﺴﻮﺯﺍﻥ )ﻭ ﻧﻴﺰ ﻗﺮﺁﻥ ﺳﻮﺯﺍﻥ( ﺗﺤﺮﻳﻚ ﻣﻲ ﺷﺪﻧﺪ ﺑﻠﻜﻪ ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻧﻲ ﻫﻢ ﻛﻪ ﺍﺯ ﺩﻭﺭ ﭼﻴﺰﻫﺎﻳﻲ ﺷﻨﻴﺪﻩ‬
‫ﻭ ﻧﺰﺩﻳﻚ ﻧﻴﺎﻣﺪﻩ ﺑﻮﺩﻧﺪ ﺗﺎ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﺑﻪ ﭼﻪ ﻋﻠﺖ ﺁﺯﺍﺩﮔﺎﻥ ﺑﻪ ﺍﻳﻨﻜﺎﺭ ﺩﺳـﺖ ﺯﺩﻩ ﺍﻧـﺪ ﻧﻴـﺰ ﺑﺠـﺴﺖ ﻭ ﺧﻴـﺰ‬
‫ﺩﺭﺁﻣﺪﻩ ﺑﺪﺷﻤﻨﻲ ﻭ ﻫﻮﭼﻴﮕﺮﻱ ﺑﺎ ﻛﺴﺮﻭﻱ ﻭ ﻳﺎﺭﺍﻧﺶ ﺑﺮﺧﺎﺳﺘﻨﺪ‪ .‬ﺗﻨﻬﺎ ﺩﺳﺘﺔ ﻛﻢ ﺷـﻤﺎﺭﻱ ﻛـﻪ ﺩﻟﻴﻠﻬـﺎ ﺑـﺮ‬
‫ﻲ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﭘﺬﻳﺮﻓﺘﻪ ﺑﻮﺩﻧﺪ ﺩﺭ ﺑﺎﻭﺭ ﺧﻮﺩ ﺍﺳﺘﻮﺍﺭ ﻣﺎﻧﺪﻧﺪ‪.‬‬ ‫ﺩﺭﺳﺘ ِ‬
‫ﺩﺭ ﻣﺮﺩﻣﻲ ﻛﻪ ﺧﺮﺩﻫﺎ ﺳﺴﺖ ﮔﺮﺩﻳﺪ ﻳﻜﻲ ﺍﺯ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﻧﺎﺗﻮﺍﻧﻴﻬﺎ ﺁﻥ ﺑﺎﺷـﺪ ﻛـﻪ ﺳـﺨﻨﻲ ﺭﺍ ﭼـﻮﻥ ﻧﺨـﺴﺖ‬
‫ﺷﻨﻴﺪﻧﺪ ﺑﻲ ﻫﻴﭻ ﺩﻟﻴﻞ ﭘﺬﻳﺮﻧﺪ ﻭ ﺩﺭ ﺩﻟﻬﺎﻱ ﺧﻮﺩ ﺟﺎ ﺩﻫﻨﺪ‪ .‬ﺳﭙﺲ ﺍﮔﺮ ﻛﺴﻲ ﺧﻮﺍﺳﺖ ﺁﻧﺮﺍ ﺍﺯ ﺩﻟﻬـﺎ ﺑﻴـﺮﻭﻥ‬
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‫ﻛﻨﺪ ﺍﮔﺮ ﭼﻪ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺑﺎﺷﺪ ﺑﺎ ﺩﺷﻮﺍﺭﻳﻬﺎ ﺭﻭﺑﺮﻭ ﮔﺮﺩﺩ‪.‬‬
‫ﺍﻳﻦ ﻛﺎﺭ ﭘﺎﺩﺁﻭﺍﺯ ‪ ،‬ﺗﻜﺎﻥ ﻭ ﻫﻴﺎﻫﻮﻳﻲ ﺑﺪﻧﺒﺎﻝ ﺩﺍﺷﺖ ﻛﻪ ﻫﻨﻮﺯ ﻫـﻢ ﻓﺮﺍﻣـﻮﺵ ﻧﮕﺮﺩﻳـﺪﻩ‪ .‬ﻳﻜـﻲ ﺍﺯ ﺁﻧﻬـﺎ ﺍﺯ‬
‫ﺩﺳﺘﺔ ﻣﻼﻳﺎﻥ ﻭ ﻣﺰﺩﻭﺭﺍﻥ ﺩﻭﻟﺖ ﺑﺮﺧﺎﺳﺖ ﻛﻪ ﺑﻪ ﻛﻴﻨﻪ ﺟﻮﻳﻴﻬـﺎﻳﻲ ﺍﻧﺠﺎﻣﻴـﺪ ﻭ ﺩﻳﮕـﺮﻱ ﻫﻴـﺎﻫﻮﻳﻲ ﺑـﻮﺩ ﺍﺯ‬
‫ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻧﻲ ﻛﻪ ﺑﻪ ﻧﮕﺎﻫﺪﺍﺭﻱ ﻛﺘﺎﺏ ـ ﭼﻪ ﺳﻮﺩﻣﻨﺪ ﻭ ﭼﻪ ﺯﻳﺎﻧﻤﻨﺪ ـ ﺩﻟﺒﺴﺘﻪ ﺑﻮﺩﻧﺪ‪.‬‬
‫ﺑﺪﺍﻧﺴﺎﻧﻜﻪ ﺩﺭ ﺑﺎﻻ ﮔﻔﺘﻪ ﺷﺪ ‪ ،‬ﺍﻳﺮﺍﻧﻴﺎﻥ ﺳﺨﻨﺎﻧﻲ ﺭﺍ ﺑـﻲ ﻫـﻴﭻ ﺩﻟﻴﻠـﻲ ﺑـﺪﻝ ﺭﺍﻩ ﺩﺍﺩﻩ ﺟﺎﻳﮕـﺎﻫﻲ ﺑـﺮﺍﻱ‬
‫ﻫﺮﻳﻚ ﭘﺪﻳﺪ ﺁﻭﺭﺩﻩ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎﻭﺭ ﺑﻴﭽﻮﻥ ﻭ ﭼﺮﺍﻳﻲ ﺩﺍﻧﺴﺘﻪ ﺍﻧﺪ‪ .‬ﺍﻛﻨﻮﻥ ﺑﺎ ﺍﻳﻦ ﺳﺴﺘﻲ ﺧﺮﺩﻫﺎ ‪ ،‬ﭼﻨﺎﻧﻜﻪ ﻛﺴﻲ‬
‫ﻧﺎﺭﺍﺳﺘﻲ ﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺭﺍ ﺑﺰﺑﺎﻥ ﺁﻭﺭﺩ ‪ ،‬ﻫﺮﭼﻨﺪ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺗـﻮﺃﻡ ﺑﺎﺷـﺪ ‪ ،‬ﻣـﺮﺩﻡ ﺩﺭ ﺷـﮕﻔﺖ ﮔﺮﺩﻳـﺪﻩ‬
‫ﺳﺨﺖ ﺧﻮﺍﻫﻨﺪ ﺭﻧﺠﻴﺪ ﻭ ﺩﻝ ﻛﻨﺪﻥ ﺍﺯ ﺁﻧﻬﺎ ﺑﺎﻳﺸﺎﻥ ﻧﺎﮔﻮﺍﺭ ﺧﻮﺍﻫﺪ ﺍﻓﺘﺎﺩ‪ .‬ﺑﻪ ﺳﺨﻦ ﺩﻳﮕﺮ ﺗﺮﺑﻴﺖ ﻭ ﺁﻣﻮﺯﺵ ﻭ‬
‫ﭘﺮﻭﺭﺵ ﻣﺎ ﺁﻣﺎﺩﮔﻲ ﺷﻨﻴﺪﻥ ﺳﺨﻨﺎﻥ ﻧﻮ ﺭﺍ ﺩﺭ ﺩﻟﻬﺎﻣﺎﻥ ﭘﺪﻳﺪ ﺁﻭﺭﺩﻥ ﻧﺘﻮﺍﻧﺴﺘﻪ‪ .‬ﺑـﺮﺍﻱ ﺑﻴـﺸﺘﺮ ﻣـﺮﺩﻡ ﻛﺘـﺎﺏ‬
‫ﻫﻤﺎﻥ» ﺗﻘﺪﺳﻲ« ﺭﺍ ﺩﺍﺭﺩ ﻛﻪ ﺷﻌﺮ ﺩﺍﺭﺍﺳﺖ‪ .‬ﭘﺲ ﺑﻴﻌﻠﺖ ﻧﻴﺴﺖ ﻛﻪ ﺳﻮﺯﺍﻧﻴﺪﻥ ﻛﺘﺎﺏ ﺭﺍ ـ ﺑﻮﻳﮋﻩ ﻛﻪ ﺩﻳـﻮﺍﻥ‬
‫ﺷﻌﺮ ﻧﺎﻣﺪﺍﺭﻱ ﺑﺎﺷﺪ ـ ﺑﺮﺗﺎﻓﺘﻦ ﻧﺘﻮﺍﻧﻨﺪ‪.‬‬
‫ﺑﻴﮕﻤــﺎﻥ ﺩﻳــﺪﻩ ﺍﻳــﺪ ﻛــﺴﺎﻧﻲ ﺭﺍ ﻛــﻪ ﻛﺘﺎﺑﺨﺎﻧــﺔ ﺑﺰﺭﮔــﻲ ﺑــﺮﺍﻱ ﺧــﻮﺩ ﺁﺭﺍﺳــﺘﻪ ﺍﻧــﺪ‪ .‬ﺍﮔــﺮ ﻫــﻢ ﺧــﻮﺩ‬
‫ﻧﺪﻳﺪﻩ ﺍﻳﺪ ﺗﻠﻮﻳﺰﻳﻮﻥ ﭼﻨﻴﻦ ﻛﺴﺎﻧﻲ ﺭﺍ ﺑﺎ ﻋﻨﻮﺍﻧﻬﺎﻳﻲ ﻫﻤﭽﻮﻥ » ﻋﺎﺭﻑ ﻓﺮﻫﻴﺨﺘـﻪ« ‪ » ،‬ﺍﺩﻳـﺐ ﻭﺍﻻ ﻣﻘـﺎﻡ« ‪،‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫» ﺣﻜﻴﻢ ﺩﺍﻧﺸﻤﻨﺪ« ‪ » ،‬ﻋﺎﻟِﻢ ﺑﻠﻨﺪ ﻣﺮﺗﺒﻪ« ﻭ ﻣﺎﻧﻨﺪ ﻫﺎﻱ ﺍﻳﻨﻬﺎ ﻧﺸﺎﻥ ﺩﺍﺩﻩ‪ .‬ﻧﻜﺘﻪ ﺁﻧﺴﺘﻜﻪ ﻳﻚ ﺑﺨﺶ ﺑﺰﺭﮔﻲ‬
‫ﺍﺯ ﻛﺘﺎﺑﻬﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ﺁﻧﻬﺎﺳﺖ ﻛﻪ ﻳﺎ ﺍﺯ ﺩﻭﺭﺓ ﻣﻐﻮﻝ ﺑﺎﺯﻣﺎﻧﺪﻩ ﻳﺎ ﺑﺒﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺁﻥ ﺩﻭﺭﻩ ﺁﻟﻮﺩﻩ ﺍﺳﺖ ﻭ ﻣﺎ ﻧﻴـﻚ‬
‫ﻥ ﻓﺮﻫﻴﺨﺘﻪ « ﻭ » ﺍﺩﻳﺒﺎﻥ ﻭﺍﻻ ﻣﻘﺎﻡ« ﻭ »ﺣﻜﻴﻤـﺎﻥ ﺩﺍﻧـﺸﻤﻨﺪ« ﻭ ﻣﺎﻧﻨﺪﮔﺎﻧـﺸﺎﻥ‬ ‫ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﺁﻥ » ﻋﺎﺭﻓﺎ ِ‬
‫ﺑﻴﺸﺘ ِﺮ ﺳﺮﻣﺎﻳﻪ ﺷﺎﻥ ﻫﻤﺎﻥ ﮔﻤﺮﺍﻫﻴﻬﺎﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﮔﺰﺍﺭﺷﻬﺎ ﺗﻮﺟﻪ ﺩﻭﺭﺑﻴﻦ ﻫﻢ ﺳﺮﺍﺳﺮ ﺑﻪ ﺍﻳﻦ ﺳﺮﻣﺎﻳﻪ ﺍﺳﺖ‬
‫ﻭ ﺑﻲ ﻋﻠﺖ ﻧﻴﺴﺖ ﻛﻪ ﭼﺸﻢ ﺍﺯ ﻛﺘﺎﺑﺨﺎﻧﻪ ﺑﺮ ﻧﻤﻲ ﺩﺍﺭﺩ! ﻭﻟﻲ ﻣﺎ ﺍﻳﻨﺠﺎ ﺑﻪ ﺁﻥ ﻛﺎﺭﻱ ﻧﺪﺍﺭﻳﻢ‪ .‬ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﺩﻝ‬
‫ﻲ ﺗﻮﺩﻩ ﭘﺮﻭﺍ ﻧـﺪﺍﺭﺩ ﺑـﻪ ﺍﺯ‬
‫ﻛﻨﺪﻥ ﺍﺯ ﺍﻳﻦ ﺳﺮﻣﺎﻳﻪ ﺑﺮﺍﻱ ﺍﻳﺸﺎﻥ ﺩﺷﻮﺍﺭﺳﺖ ﻭ ﺗﺎ ﻛﺴﻲ ﭘﺎﻛﺪﻝ ﻧﺒﺎﺷﺪ ﻭ ﺑﻪ ﻧﻴﻜ ِ‬
‫ﺩﺳﺖ ﺭﻓﺘﻦ ﺁﻧﻬﺎ ﺧﺸﻨﻮﺩﻱ ﻧﺨﻮﺍﻫﺪ ﺩﺍﺩ‪ .‬ﻛﺴﻲ ﻛﻪ ﺁﻧﻬـﺎ ﺭﺍ ﺑﺮﺍﺳـﺘﻲ ﺳـﺮﻣﺎﻳﻪ ﺍﻱ ﻣـﻲ ﭘﻨـﺪﺍﺭﺩ ﻭ ﺳـﺎﻟﻴﺎﻥ‬
‫ﻲ ﻣﺮﺩﻣﺎﻥ ﮔﺸﺘﻨـﺸﺎﻥ‬ ‫ﺩﺭﺍﺯﻱ ﺭﺍ ﺑﻪ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﭘﺮﺩﺍﺧﺘﻪ ﻫﻤﻴﻨﻜﻪ ﺯﻳﺎﻧﻤﻨﺪﻱ ﻭ ﺑﺪﺁﻣﻮﺯﻱ ﺁﻧﻬﺎ ﻭ ﺑﺎﻋﺚ ﮔﻤﺮﺍﻫ ِ‬
‫ﺭﺍ ﺑﺸﻨﻮﺩ ﺑﻴﮕﻤﺎﻥ ﺳﺨﺖ ﺑﻪ ﺍﻭ ﻧﺎﮔﻮﺍﺭ ﺧﻮﺍﻫﺪ ﺁﻣﺪ‪ .‬ﺍﻳﻦ ﻣﺎﻧﻨﺪ ﺁﻧﺴﺘﻜﻪ ﻳﻚ ﮔﺮﻭﻩ ﻛﻪ ﺁﻫﻨﮓ ﺭﻓﺘﻦ ﺑﻪ ﺟﺎﻳﻲ‬
‫ﺭﺍ ﺩﺍﺭﻧﺪ ﻭ ﺭﺍﻩ ﺩﺭﺍﺯﻱ ﭘﻴﻤﻮﺩﻩ ﺍﻧﺪ ﻧﺎﮔﻬﺎﻥ ﺑﺸﻨﻮﻧﺪ ﻛﻪ ﺭﺍﻩ ﺭﺍ ﺑﻴﻜﺒـﺎﺭ ﺍﺷـﺘﺒﺎﻩ ﺁﻣـﺪﻩ ﺍﻧـﺪ ﻭ ﺑﺎﻳـﺪ ﻫﻤـﺔ ﺁﻧـﺮﺍ‬
‫ﺑﺎﺯﮔﺮﺩﻧﺪ‪.‬‬
‫ﺁﻳﺎ ﭘﻴﺸﻴﻨﺔ ﺗﺮﺑﻴﺘﻲ ﻣﺎ ﺯﻣﻴﻨﻪ ﺍﻱ ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩﻩ ﻛﻪ ﺍﻳﺸﺎﻥ ﺑﺎ ﺩﻟﻴﺮﻱ ﻭ ﭘﺎﻛﺪﻟﻲ ‪ ،‬ﺑﻴـﺪﺭﻧﮓ ﺍﺯ ﺁﻥ ﻛﺘﺎﺑﻬـﺎ‬
‫ﺩﻝ ﹶﻛﻨﹶﻨﺪ ﻭ ﺍﺯ ﺍﻳﻨﻜﻪ ﺑﺤﻘﻴﻘﺘﻲ ﭘﻲ ﺑﺮﺩﻩ ﺍﻧﺪ ﺷﺎﺩﻣﺎﻥ ﮔﺮﺩﻧﺪ؟! ﺧﺮﺩﻫﺎ ﻭ ﺭﻭﺍﻧﻬـﺎﻱ ﺍﻳـﻦ ﻛـﺴﺎﻥ ﭼـﻪ ﺍﻧـﺪﺍﺯﻩ‬
‫ﻥ ﮔﺬﺷـﺘﺔ‬ ‫ﻧﻴﺮﻭﻣﻨﺪ ﺍﺳﺖ ﻛﻪ ﺑﺠﺎﻱ ﺩﺷﻤﻨﻲ ﻧﻤﻮﺩﻥ ﻭ ﺑﺪﮔﻮﻳﻲ ‪ ،‬ﻗﻠﻢ ﺭﺍ ﺩﺭ ﺭﺍ ِﻩ ﺣﻘﻴﻘﺖ ﺑﻜﺎﺭ ﺑﺮﻧﺪ ﻭ ﺑﺠﺒﺮﺍ ِ‬
‫ﺧﻮﺩ ﭘﺮﺩﺍﺯﻧﺪ؟ ﺗﺎﺯﻩ ﺍﻳﻨﻬﺎ ﺩﺭ ﺟﺎﻳﻴﺴﺖ ﻛﻪ ﺁﻧﻜﺲ ﺷﺮﻣﻲ ﺑﺪﺍﺭﺩ ﻭ ﭘﺮﻭﺍﻱ ﺁﺑﺮﻭﻱ ﺧﻮﺩ ﻛﻨـﺪ‪ .‬ﺩﺭ ﺟـﺎﻳﻲ ﻛـﻪ‬
‫ﻫﻴﭽﻴﻚ ﺍﺯ ﺍﻳﻨﻬﺎ ﻧﺒﺎﺷﺪ ﻭ ﺁﻧﻜﺲ ﻧﺎﻥ ﺍﺯ ﺍﻳﻦ ﺭﺍﻩ ﺧﻮﺭ‪‬ﺩ ﻭ ﭘﻮﻟﻬﺎﻱ ﻫﻨﮕﻔﺖ ﺩﺭﺁﻭﺭ‪‬ﺩ ‪ ،‬ﻧﺎﮔﻔﺘـﻪ ﭘﻴﺪﺍﺳـﺖ ﻛـﻪ‬
‫ﻧﺘﻴﺠﻪ ﭼﻪ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫ﺍﻣﺮﻭﺯ ﺑﺎ ﺁﻧﻜﻪ ﺷﺴﺖ ﺳﺎﻝ ﺍﺯ ﺁﻥ ﺯﻣﺎﻥ ﻣﻲ ﮔﺬﺭﺩ ﻫﻨﻮﺯ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺁﻧﭽﻨﺎﻧﻜﻪ ﻣﻲ ﺑﺎﻳﺪ ﺑﮕـﺴﺘﺮﺩﮔﻲ ﺩﺭ‬
‫ﻥ ﺗﻮﺩﻩ ﺑﮕﻔﺘﮕﻮ ﮔﺰﺍﺭﺩﻩ ﻧﺸﺪﻩ ﻭ ﺩﺭ ﺗﺎﺭﻳﻜﻲ ﻣﺎﻧﺪﻩ‪ .‬ﺑﺎﻳﺪ ﭘﺬﻳﺮﻓﺖ ﺩﺭ ﻛﺸﻮ ِﺭ ﻣﺎ ‪ ،‬ﻣﺤﻴﻂ ﺍﺟـﺎﺯﺓ ﮔﻔﺘﮕـﻮ ﻭ‬ ‫ﻣﻴﺎ ِ‬
‫ﺚ ﺁﺯﺍﺩ ﺩﺭ ﺍﻳﻦ ﺟﺴﺘﺎﺭﻫﺎ ﺭﺍ ﻧﻤﻲ ﺩﻫﺪ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﻫﻤﺔ ﺩﺍﺳﺘﺎﻥ ﻧﻴﺴﺖ‪ .‬ﺍﻳﻨﺠـﺎ ﺭﺍﺯﻳـﺴﺖ ﻛـﻪ ﺑﺎﻳـﺪ ﺍﺯ ﺁﻥ‬ ‫ﺑﺤ ِ‬
‫ﻥ ﺑﺎﻭﺭﻫﺎ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ‬ ‫ﭘﺮﺩﻩ ﺑﺮﺩﺍﺷﺖ‪ .‬ﺭﺍﺳﺘﻲ ﺁﻧﺴﺖ ﻛﻪ ﺳﺨﻨﻮﺭﺍﻥ ﻭ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﻣﺎ ﺑﺎ ﻫﺮﺍﺱ ﺍﺯ ﺁﺳﻴﺐ ﺩﻳﺪ ِ‬
‫ﺟﺎﻳﮕﺎﻫﺸﺎﻥ ﺑﺠﺴﺘﺎﺭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ ﻧﺰﺩﻳﻚ ﻧﺸﺪﻩ ﺍﻧﺪ ﻭ ﺩﺍﺳﺘﺎﻥ ﭘﺮ ﻏﻮﻏﺎﻱ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻛـﻪ‬
‫ﺁﻧﻬﺎ ﺭﺍ ﺑﻴﺎﺩﻫﺎ ﻣﻲ ﺁﻭﺭﺩ ﻫﻢ ﻫﺮﮔﺰ ﺧﻮﺷﺎﻳﻨﺪ ﺩﻟﺸﺎﻥ ﻧﺒﻮﺩﻩ‪.‬‬
‫ﺍﻳﻨﺴﺖ ﺑﺎﻳﻦ ﺩﺍﺳـﺘﺎﻥ ﻧﭙﺮﺩﺍﺧﺘـﻪ ﺍﻧـﺪ ﻭ ﻫﻤﻴـﺸﻪ ﺍﺯ ﻛﻨـﺎ ِﺭ ﺁﻥ ﮔﺬﺷـﺘﻪ ﺍﻧـﺪ ﻭﻳـﺎ ﺭﺍﻫـﺸﺎﻥ ﺭﺍ ﻃـﻮﺭﻱ‬
‫ﻥ ﺁﻥ ﻧﮕﺬﺭﻧـﺪ‪ .‬ﻳـﻚ ﻋﻠـﺖ ﻛـﻪ ﺑـﻪ ﺁﻥ » ﺗﻮﻃﺌـﺔ ﺳـﻜﻮﺕ« ﻛﻤـﻚ ﻛـﺮﺩﻩ ﻭ ﺍﺯ‬ ‫ﺑﺮﮔﺰﻳﺪﻩ ﺍﻧﺪ ﻛﻪ ﺍﺯ ﭘﻴﺮﺍﻣﻮ ِ‬
‫ﻛﻮﺷﺸﻬﺎﻱ ﻛﺴﺮﻭﻱ ﻭ ﻳﺎﺭﺍﻧﺶ ﺳﺨﻨﻲ ﺑﻤﻴﺎﻥ ﻧﻴﺂﻭﺭﺩﻩ ﺍﻧﺪ ﻳﺎ ﺑﻪ ﺗﺤﺮﻳﻒ ﺑﺮﺧﺎﺳﺘﻪ ﺍﻧـﺪ ﻫﻤﻴﻨـﺴﺖ‪ .‬ﺑـﺴﺨﻦ‬
‫ﻥ ﺁﻥ ﭼـﺸﻢ ﭘﻮﺷـﻲ ﺍﺯ ﺩﻟﺨﻮﺍﺳـﺘﻪ ﻫﺎﺷـﺎﻥ‬ ‫ﺩﻳﮕﺮ ﺳﻮﺩ ﺧﻮﺩ ﺩﺭ ﺁﻥ ﻧﺪﻳﺪﻩ ﺍﻧﺪ ﻛﻪ ﺑﺒﺤﺜﻲ ﺩﺭﺁﻳﻨﺪ ﻛﻪ ﭘﺎﻳـﺎ ِ‬
‫ﻦ‬
‫ﻦ ﻓﺮﺍﻭﺍﻥ ﺍﺯ ﺳﻮﺩﻣﻨﺪﻱ ﺑﺤﺚ ﺁﺯﺍﺩ ﻭ ﺍﻳﻨﻜﻪ "ﺳﺨ ِ‬ ‫ﺑﺎﺷﺪ‪ .‬ﺣﺎﻝ ﺁﻧﻜﻪ ﺍﮔﺮ ﭘﺎﻱ ﮔﻔﺘﮕﻮﻱ ﺍﻳﺸﺎﻥ ﺑﻨﺸﻴﻨﻴﺪ ﺳﺨ ِ‬
‫ﺖ ﺳﻴﺎﺳـﺖ ﭘﻴـﺸﮕﺎﻥ ﻛـﻪ‬ ‫ﺩﺭﺳﺖ ﺁﻧﺴﺖ ﻛﻪ ﺍﺯ ﺑﻮﺗﺔ ﻧﻘﺪ ﺑﻴﺮﻭﻥ ﺁﻳﺪ" ﺧﻮﺍﻫﻴﺪ ﺷﻨﻴﺪ‪ .‬ﺑﺴﺨﻦ ﺩﻳﮕﺮ ﺧﻮﺍﺳـ ِ‬
‫ﺕ ﺷﮕﻔﺖ ﺑﺮ ﺳـﺮ ﺍﻳـﻦ ﻣـﺮﺩﻡ‬ ‫ﻱ ﺍﺧﺘﻨﺎﻕ ﺑﻮﺩﻩ ﺑﺎ ﺳﻮ ِﺩ ﻗﻠﻢ ﺑﺪﺳﺘﺎﻥ ﻣﻨﻄﺒﻖ ﺷﺪﻩ ﻭ ﺍﻳﻨﺴﺖ ﺁﻥ ﺳﻜﻮ ِ‬ ‫ﺑﺮﻗﺮﺍﺭ ِ‬
‫ﺩﻫﻪ ﻫﺎ ﺳﺎﻳﻪ ﺍﻧﺪﺍﺧﺘﻪ ﻭ ﺍﻣﺮﻭﺯ ﻛﻤﺘﺮ ﻛﺴﻲ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﺑﺎ ﺯﻣﻴﻨﻪ ﻫﺎ ﻭ ﻋﻠﺘﻬﺎﻳﺶ ﻣﻲ ﺩﺍﻧﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻦ ﻫﻤﺖ ﺑﻜﻤﺮ ﺑﺴﺘﻪ ﺑﻜﻮﺷﺸﻬﺎﻱ ﺭﻧﺞ ﺁﻭﺭ ﻭ ﺑﻴﻢ ﺍﻧﮕﻴﺰﻱ ﺑﺮﺍﻱ ﺭﻫﺎﻳﻲ ﻫﻢ ﻣﻴﻬﻨﺎﻧﺶ‬ ‫ﺑﺒﻴﻨﻴﺪ ‪ :‬ﻛﺴﻲ ﺩﺍﻣ ِ‬
‫ﺑﺮﺧﺎﺳﺘﻪ‪ .‬ﺍﺯ ﻫﻤﺔ ﺑﻬﺮﻩ ﻣﻨﺪﻳﻬﺎ ﻛﻪ ﻣﻲ ﺗﻮﺍﻧﺴﺖ ﺧﻮﺩ ﺭﺍ ﻛﻨﺎﺭ ﮔﺮﻓﺘﻪ ‪ ،‬ﭘﮋﻭﻫﺶ ﻭ ﺟﺴﺘﺠﻮﻫﺎﻱ ﺑﺴﻴﺎﺭﻱ ﺩﺭ‬
‫ﻦ ﺑﻲ ﺩﻟﻴﻠـﻲ ﻧﮕﻔﺘـﻪ ﻭ‬ ‫ﺍﻳﻦ ﺭﺍﻩ ﻛﺮﺩﻩ ﻭ ﺩﺭﻓﺶ ﻧﺒﺮﺩ ﺑﺎ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺭﺍ ﺩﻭﺍﺯﺩﻩ ﺳﺎﻝ ﺑﺪﻭﺵ ﻛﺸﻴﺪﻩ‪ .‬ﻫﻴﭻ ﺳﺨ ِ‬
‫ﻱ ﺍﻳﻦ ﺗﻮﺩﻩ ﺭﺍ ﻧﻴﺰ ﺑﺎ ﺭﺍﺳﺘﻲ ﻭ ﺩﻟﻴﺮﻱ ﺗﺎ ﻧﻴﻤﻪ ﭘﻴﻤﻮﺩﻩ‪ .‬ﺁﻧﮕﺎﻩ ﺑﺘﻮﻃﺌﺔ ﺧﻴﺎﻧـﺖ ﺁﻣﻴـﺰﻱ ﮔﺮﻓﺘـﺎ ِﺭ‬ ‫ﺭﺍ ِﻩ ﺭﺳﺘﮕﺎﺭ ِ‬
‫ﺁﻣﺪﻩ ﻭ ﻛﺸﺘﻪ ﮔﺮﺩﻳﺪﻩ‪ .‬ﺍﻛﻨﻮﻥ ﻣﺮﺩﻡ ﺑﺎﻳﺪ ﭼﻪ ﻛﻨﻨﺪ؟ ﺁﻳﺎ ﻧﺒﺎﻳﺪ ﺍﺯ ﺧﻮﺩ ﺑﭙﺮﺳـﻨﺪ ‪ ":‬ﺍﻭ ﻛـﻪ ﺑـﻮﺩ؟‪ .‬ﻣﮕـﺮ ﭼـﻪ‬
‫ﻛﺮﺩﻩ ﺑﻮﺩ ﻛﻪ ﺍﻭ ﺭﺍ ﻛﺸﺘﻨﺪ؟‪ ،‬ﭼﻪ ﻛﺴﺎﻧﻲ ﺍﻭ ﺭﺍ ﻛﺸﺘﻨﺪ ﻭ ﺑﺮﺍﻱ ﭼﻪ ﻛﺸﺘﻨﺪ؟"‪ .‬ﺳـﻨﮕﻴﻨﻲ ﺍﻳـﻦ ﻣـﺴﺆﻟﻴﺖ ﺑـﺮ‬
‫ﺩﻭﺵ ﺷﻨﻮﻧﺪﻩ ﺯﻣﺎﻧﻲ ﺑﻴﺸﺘﺮﺳﺖ ﻛـﻪ ﺷـﻨﻴﺪﻩ ﺑﺎﺷـﺪ ﺍﻭ ﻫﻤـﺔ ﻛﻮﺷـﺸﺶ ﺑـﺮﺍﻱ ﺭﻫﺎﻧﻴـﺪﻥ ﺍﻳـﻦ ﻣـﺮﺩﻡ ﺍﺯ‬
‫ﺗﻴﺮﻩ ﺭﻭﺯﻳﻬﺎ ﺑﻮﺩﻩ‪ .‬ﺍﻭ ﻳﻚ ﺩﺍﻧﺸﻤﻨﺪ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺩﺭ ﺟﻬﺎﻥ ﺑﻮﺩﻩ ﻭ ﺍﻳﻦ ﺑﺮﺍﻱ ﺍﻳـﺮﺍﻥ ﻣﺎﻳـﺔ ﺁﺑـﺮﻭ ﻭ ﺍﻓﺘﺨـﺎﺭ‬
‫ﻣﻲ ﮔﺮﺩﻳﺪﻩ‪ .‬ﭘﮋﻭﻫﺸﻬﺎﻱ ﻛﻢ ﻣﺎﻧﻨﺪ ﺩﺭ ﺗﺎﺭﻳﺦ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﻛﺮﺩﻩ‪ ... .‬ﺍﻳﻨﻬـﺎ ﺑﺎﻳـﺪ ﻣﺎﻳـﺔ ﻛﻨﺠﻜـﺎﻭﻱ ﺑﻴـﺸﺘﺮ‬
‫ﺷﻮﺩ‪.‬‬
‫ﺷﺎﻳﺪ ﺑﮕﻮﻳﻴﺪ ‪ :‬ﺍﺯ ﻣﺮﺩﻡ ﻋﺎﻣﻲ ﺍﻧﺘﻈﺎﺭﻱ ﻧﻴﺴﺖ ‪ ،‬ﺁﻳﺎ ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻥ ﻭ ﺭﻭﺷﻨﻔﻜﺮﺍﻧﻤﺎﻥ ﺩﺭ ﺍﻳﻦ ﺳﺎﻟﻬﺎ ﭼﻪ‬
‫ﻞ ﺁﻓﺘﺎﺏ"‪ .‬ﻣﺎ ﻫـﻢ ﺳـﺨﻦ ﺍﺯ ﭘﻴـﺸﺮﻓﺘﮕﺎﻥ ﺗـﻮﺩﻩ‬ ‫ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﭼﻪ ﻫﺎ ﮔﻔﺘﻪ ﺍﻧﺪ؟ ﺑﺎﻳﺪ ﮔﻔﺖ ‪ ":‬ﺁﻓﺘﺎﺏ ﺁﻣﺪ ﺩﻟﻴ ِ‬
‫ﮓ ﺳـﺮﺍﭘﺎ ﺑﺪﺁﻣﻮﺯﻳﻨـﺪ‪.‬‬‫ﻥ ﻫﻤـﺎﻥ ﻓﺮﻫﻨـ ِ‬ ‫ﺩﺍﺭﻳﻢ‪ .‬ﺣﺎﻝ ﺍﻳﺸﺎﻥ ﻣ‪‬ﺸﺘﻴﺴﺖ ﻧﻤﻮﻧﺔ ﺧﺮﻭﺍﺭ‪ .‬ﺍﻳﻨﻬﺎ ﺩﺳـﺖ ﭘﺮﻭﺭﺩﮔـﺎ ِ‬
‫ﻓﺮﻫﻨﮕﻲ ﻛـﻪ ﭘﺎﻳـﻪ ﻫـﺎﻳﺶ ﺭﺍ ﺑـﺎ ﻧﻘـﺸﻪ ﻫـﺎﻱ ﺧﻴﺎﻧـﺖ ﺁﻣﻴـﺰ ﺭﻳﺨﺘـﻪ ﺍﻧـﺪ‪ .‬ﺍﺯ ﭼﻨـﺎﻥ ﻓﺮﻫﻨﮕـﻲ ‪ ،‬ﭼﻨـﻴﻦ‬
‫ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻧﻲ ﺑﻴﺮﻭﻥ ﺁﻳﺪ‪ .‬ﺁﻳﺎ ﺑﺎ ﺁﻥ ﺁﻣﻮﺯﺍﻛﻬـﺎﻱ ﻭﺯﺍﺭﺕ ﺁﻣـﻮﺯﺵ ﻭ ﭘـﺮﻭﺭﺵ ﻭ ﺁﻥ ﻣﺤﻴﻄـﻲ ﻛـﻪ ﻳـﺎﺩﺵ‬
‫ﻛﺮﺩﻳﻢ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺷﺘﻴﺪ ﺍﺯ ﺟﻮﺍﻧﺎﻥ ﻣﺎ ﻋﻠﻲ ﻣﺴﻴﻮ ﻫﺎ ﻭ ﺛﻘﻪ ﺍﻻﺳﻼﻣﻬﺎ ﻭ ﺣﻴﺪﺭﻋﻤﻮ ﺍﻏﻠـﻲ ﻫـﺎ ﺑـﺎﺭ ﺁﻳﻨـﺪ؟ ﺁﻥ‬
‫ﻓﺮﻫﻨﮓ ﭘﻲ ﺭﻳﺰﻱ ﺷﺪﻩ ﺗﺎ ﺻﻮﻓﻲ ﻭ ﺧﺮﺍﺑﺎﺗﻲ ﻭ ﺷﺎﻋ ِﺮ ﻳﺎﻭﻩ ﮔﻮ ﺑﺎﺭ ﺁﻭﺭﺩ‪ .‬ﺁﻧﭽﻪ ﻛﺴﺮﻭﻱ ﻋﻤﺮ ﻭ ﺟﺎﻥ ﺑـﺮ ﺳـ ِﺮ‬
‫ﻱ ﺍﻳﻦ ﻣﺮﺩﻡ ﺑﻮﺩ ﻭ ﻫﺮﮔﺰ ﻫﻴﭻ ﻛﻮﺷﺸﻲ )ﺩﺳﺖ ﻛﻢ‬ ‫ﺁﻥ ﮔﺬﺍﺷﺖ ـ ﺭﺍﺳﺖ ﻳﺎ ﻧﺎﺭﺍﺳﺖ ‪ ،‬ﺩﺭﺳﺖ ﻳﺎ ﻏﻠﻂ ـ ﺑﺮﺍ ِ‬
‫ﻱ ﻣﺮﺩﻡ ﻧﭙﺮﺩﺍﺧﺘﻪ ‪ ،‬ﺁﻧﻬﺎ ﺭﺍ ﺑﺒﺮﺭﺳـﻲ ﻭ ﻧﻘـﺪ‬ ‫ﺩﺭ ﺍﻳﺮﺍﻥ( ﺑﺎﻳﻦ ﮔﺴﺘﺮﺩﮔﻲ ﻭ ﺭﻳﺸﻪ ﺩﺍﺭﻱ ﺑﺎﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎ ِ‬
‫ﻝ‬‫ﻧﻜﺸﻴﺪﻩ‪ .‬ﺧﺐ ‪ ،‬ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺍﻱ ﺑﻮﺩ ﻛﻪ ﺳﺪﻫﺎ ﻭ ﺑﻠﻜﻪ ﻫﺰﺍﺭﻫﺎ ﻛـﺴﺎﻥ ﺍﺯ ﭘﻴـﺸﺮﻓﺘﮕﺎﻥ ﺍﻳـﻦ ﺗـﻮﺩﻩ ﺭﺍ ﻣﺠـﺎ ِ‬
‫ﺑﺮﺭﺳﻲ ﻭ ﭘﮋﻭﻫﺶ ﻭ ﻧﻘﺪ ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩﻩ ﺑﻮﺩ ﻭ ﺍﻳﺸﺎﻥ ﻣﻲ ﺗﻮﺍﻧﺴﺘﻨﺪ ﺑﺎﺻﻠﻲ ﺗـﺮﻳﻦ ﺩﺷـﻮﺍﺭﻱ ﻭ ﭘﺮﺳـﺸﻲ ﻛـﻪ‬
‫ﺍﻳﻦ ﻣﺮﺩﻡ ﺑﺎ ﺁﻥ ﺭﻭﺑﺮﻭﻳﻨﺪ ﻳﻌﻨﻲ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻭ ﺯﺑﻮﻧﻲ ﻭ ﭘﺲ ﻣﺎﻧﺪﮔﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﭘﺲ ﭼـﺮﺍ ﺍﺯ ﺍﻳـﺸﺎﻥ‬
‫ﻥ ﺩﺳﺖ ﻧﻮﺷﺘﻪ ﺍﻱ ﺩﻳﺪﻩ ﻧﻤﻲ ﺷﻮﺩ؟!‬ ‫ﺟﺰ ﺩﺭ ﺷﻤﺎﺭ ﺍﻧﮕﺸﺘﺎ ِ‬
‫ﻥ ﻣﺎ ﺩﺭ ﺍﻳﻦ ﺩﻫﻪ ﻫﺎ ﺑﭽﻪ ﻛﺎﺭﻫﺎﻳﻲ ﺳﺮﮔﺮﻡ ﺑﻮﺩﻧـﺪ ‪ :‬ﺑـﻪ‬ ‫ﺁﺭﻱ ﺑﻬﺘﺮﺳﺖ ﺷﻤﺎ ﻫﻢ ﺑﺪﺍﻧﻴﺪ ﻛﻪ ﻗﻠﻢ ﺑﺪﺳﺘﺎ ِ‬
‫ﺣــﺎﻓﻆ ﺷﻨﺎﺳــﻲ ﻭ ﺳــﻴﺮ ﺩﺭ ﺣﻜﻤــﺖ ﻭ ﻓﻠــﺴﻔﻪ ﻭ ﻣﺜﻨــﻮﻱ ﺧــﻮﺍﻧﻲ ﻭ ﻣﺎﻧﻨــﺪﮔﺎﻧﺶ ‪ ،‬ﻏــﻮﺭ ﺩﺭ ﺯﻧــﺪﮔﺎﻧﻲ ﻭ‬
‫» ﺍﺣﻮﺍﻻﺕ« ﻓﻼﻥ ﺷﺎﻋﺮ ﮔﻤﻨﺎﻡ ﻭ ﺍﻓﺴﻮﺱ ﺧـﻮﺭﺩﻥ ﺍﺯ ﺍﻳﻨﻜـﻪ ﺗـﺎ ﻛﻨـﻮﻥ ﺷـﻨﺎﺧﺘﻪ ﻧﺒـﻮﺩﻩ ‪ ،‬ﻣﻮﺷـﻜﺎﻓﻴﻬﺎﻱ‬
‫ﺑﻴﻬﻮﺩﻩ ﺑﺮ ﺳ ِﺮ ﻟﻄﺎﻓﺖ ﻭ ﻭﺯﻥ ﺷﻌﺮﻫﺎ ﻭ ﺗﻌﻴﻴﻦ ﺟﺎﻳﮕﺎﻩ ﺍﺩﺑﻲ ﺑﺮﺍﻱ ﺷﺎﻋﺮﺍﻥ ‪ ،‬ﻛﺸﺎﻛﺶ ﻫﺎﻱ ﻟـﻮﺱ ﻭ ﺧﻨـﻚ‬
‫ﺑﺮ ﺳﺮ ﺷﻌﺮ ﻧﻮ ﻭ ﻛﻬﻦ ﺑﭙﺎ ﻛﺮﺩﻥ ﻭ ﻣﺎﻧﻨﺪﺓ ﺍﻳﻦ ﺟﻮﺵ ﻭ ﺟﻨﺐ ﻫﺎ‪.‬‬
‫ﻝ ﮔﺬﺷـﺘﻪ ﺑـﺮ‬ ‫ﻚ ﻫﻤﻴﻦ ﺣﺎﻓﻆ ﺷﻨﺎﺳﻲ ﻭ ﮔﻔﺘﮕﻮ ﺑﺮ ﺳ ِﺮ ﻟﺴﺎﻥ ﺍﻟﻐﻴﺐ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺷﺴﺖ ﺳـﺎ ِ‬ ‫ﺷﻤﺎ ﺩﻩ ﻳ ِ‬
‫ﻳﻚ ﻛﻔﺔ ﺗﺮﺍﺯﻭ ﮔﺬﺍﺭﺩﻩ ﻭ ﮔﻔﺘﮕﻮ ﺑﺮ ﺳﺮ ﺁﻳﻨﺪﺓ ﺍﻳﻦ ﻛﺸﻮﺭ ﻭ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺍﻭ ﻭ ﻋﻠﺘﻬﺎﻳﺶ ﺭﺍ ﻧﻴﺰ ﺑﺮ ﻛﻔﺔ ﺩﻳﮕﺮ‬
‫ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﺑﻴﮕﻤﺎﻥ ﺑﺎﺯ ﻫﻢ ﺣﺎﻓﻆ ﺧﻮﺍﻧﻲ ﻭ ﺣﺎﻓﻆ ﺩﺍﻧﻲ ﺳﻨﮕﻴﻨﻲ ﺧﻮﺍﻫﺪ ﻛﺮﺩ‪ .‬ﺍﻳﻨﺠﺎﺳﺖ ﻛـﻪ ﺑـﻪ ﭼﺒـﻮ ِﺩ ﺁﻥ‬
‫ﻣﺤﻴﻂ ﻭ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﻛﻪ ﮔﻔﺘﮕﻮﻳﺶ ﺭﻓﺖ ﭘﻲ ﺗﻮﺍﻥ ﺑﺮﺩ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺕ ﺷﮕﻔﺖ ﺑﻮﺩﻩ ﻳﺎ ﻫﻮ ﻭ‬ ‫ﻥ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻳﺎ ﻫﻤﺎﻥ ﺳﻜﻮ ِ‬ ‫ﺍﮔﺮ ﺟﺴﺘﺠﻮ ﻛﻨﻴﺪ ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺷﺶ ﺩﻫﻪ ﺩﺭ ﭘﻴﺮﺍﻣﻮ ِ‬
‫ﻦ‬
‫ﺟﻨﺠﺎﻝ‪ .‬ﺩﺭ ﺁﻧﺒﺎﺭﻩ ‪ ،‬ﮔﻔﺘﺎﺭﻱ ﻫﻤﺮﺍﻩ ﺑﺎ ﺩﻟﻴﻞ ﻧﻤﻲ ﺗﻮﺍﻧﻴﺪ ﻳﺎﻓﺖ‪ .‬ﺁﻳﺎ ﺍﻳﻦ ﻣﺎﻳﺔ ﺍﻓﺴﻮﺱ ﻧﻴﺴﺖ؟! ﺑﺠﺎﻱ ﺳﺨ ِ‬
‫ﺑﺎ ﺩﻟﻴﻞ ﺭﺍﻧﺪﻥ ‪ ،‬ﺷﻤﺎ ﺍﻳـﻦ ﮔﻮﺷـﻪ ﻭ ﺁﻥ ﮔﻮﺷـﻪ ﻣـﻲ ﺷـﻨﻮﻳﺪ ﻛـﻪ ﻳﻜﺎﻳـﻚ ﺯﺑـﺎﻥ ﺑﮕﻠـﻪ ﺑـﺎﺯ ﻛـﺮﺩﻩ ﺍﻧـﺪ ‪:‬‬
‫" ﻛﺘﺎﺏ ﺭﺍ ﻧﺒﺎﻳﺪ ﺳﻮﺯﺍﻧﺪ" ‪" ،‬ﺳﻮﺯﺍﻧﺪﻥِ ﻛﺘﺎﺏ ﺷﻜﺴﺘﻦ ﻗﻠﻢ ﺍﺳﺖ" ‪ " ،‬ﺍﺳﺎﺭﺕ ﺍﻧﺪﻳﺸﻪ ﺍﺳﺖ" ﻭ‪...‬‬
‫ﺩﻟﻴﻞ ﺭﺍ ﭘﺎﺳﺦ ﺩﻟﻴﻠﺴﺖ‪ .‬ﺁﻳﺎ ﺍﻳﻨﻬﺎ ﻛﻪ ﮔﻔﺘﻪ ﺷﺪﻩ ﺩﻟﻴﻞ ﺁﻭﺭﺩﻧﺴﺖ ﻳﺎ ﺍﻇﻬﺎﺭ ﻧﻈﺮ؟! ﺑﺎ ﺍﻓﺴﻮﺱ ﺑﺴﻴﺎﺭ ﺑﺎﻳﺪ‬
‫ﮔﻔﺖ ﻛﻪ ﻫﻨﻮﺯ ﮔﻔﺘﮕﻮﻱ ﺑﺎ ﺩﻟﻴﻞ ﺩﺭ ﺍﻳﺮﺍﻥ ‪ ،‬ﺣﺘﺎ ﻣﻴﺎﻥ ﭘﻴﺸﺮﻓﺘﮕﺎﻥ ﺗﻮﺩﻩ ‪ ،‬ﻧﻴﺰ ﺷﺎﻟﻮﺩﻩ ﺍﻱ ﻧﺪﺍﺭﺩ ﻭ ﮔﻮﺷـﻬﺎ‬
‫ﺑﺎ ﺁﻥ ﺁﺷﻨﺎ ﻧﻴﺴﺖ‪ .‬ﺭﻭﺗﺮﺵ ﻛﺮﺩﻥ ‪ ،‬ﺳﺮ ﺑﺮﮔﺮﺩﺍﻧﻴﺪﻥ ‪ ،‬ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻧﺎﺷﻨﻴﺪﻥ ﺯﺩﻥ ‪ ،‬ﻛﻨﺎﻳﻪ ﺯﺩﻥ ﻳﺎ ﺭﻳـﺸﺨﻨﺪ‬
‫ﺦ ﺩﻟﻴﻠﺴﺖ؟!‬‫ﻛﺮﺩﻥ ‪ ،‬ﻛﺪﺍﻣﻴﻚ ﺩﺭ ﺩﻳﺪﺓ ﺧﺮﺩﻣﻨﺪﺍﻥ ﭘﺎﺳ ِ‬
‫ﺍﻳﻨﺴﺖ ﻣﻲ ﺧﻮﺍﻫﻴﻢ ﺍﻳﻨﺠﺎ ﺁﻥ ﺯﻣﻴﻨﻪ ﺭﺍ ﺑﺎﺯ ﻛﻨﻴﻢ ﻭ ﺁﻧﭽﻪ ﺩﻳﮕﺮﺍﻥ ﻣﻤﻜﻨﺴﺖ ﺩﺭ ﺩﻝ ﺑﺪﺍﺭﻧﺪ ﺭﺍ ﻣﺎ ﺧﻮﺩ‬
‫ﺑﺰﺑﺎﻥ ﺁﻭﺭﻳﻢ ﺗﺎ ﻣﻮﺿﻮﻉ ﻫﺮ ﭼﻪ ﺭﻭﺷﻨﺘﺮ ﮔﺮﺩﺩ ﻭ ﺩﺭ ﺁﻳﻨﺪﻩ ﺩﻳﮕﺮﺍﻥ ﻫﻢ ﺑﻤﻴﺪﺍﻥ ﺩﺭﺁﻳﻨـﺪ ﻭ ﺍﻧﺪﻳـﺸﻪ ﻫﺎﺷـﺎﻥ‬
‫ﺑﮕﻮﻳﻨﺪ‪ .‬ﻣﺎ ﺩﻭﺳﺖ ﺩﺍﺭﻳﻢ ﺩﺭ ﮔﻔﺘﮕﻮ ﺑﺎﺯ ﺑﺎﺷﺪ ﺗﺎ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺮﭼﻪ ﺭﻭﺷﻨﺘﺮ ﮔﺮﺩﺩ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺩﻧﺒﺎﻟﺔ ﺟﺴﺘﺎ ِﺭ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﺑﮕﻴﺮﻳﻢ‪ .‬ﺑﻬﺘﺮﺳﺖ ﻣﺎ ﺍﺯ ﻛﺴﻲ ﻛﻪ ﺑﻜﺘﺎﺑﺴﻮﺯﺍﻥ ﺧﺮﺩﻩ ﻣـﻲ ﮔﻴـﺮﺩ ‪،‬‬
‫ﭘﺮﺳﺸﻬﺎﻳﻲ ﺩﺭﺑﺎﺭﺓ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺍﻳﺮﺍﻥ ﭘﺮﺳـﻴﻢ‪ .‬ﺑﺎﻳـﺪ ﭘﺮﺳـﻴﺪ ‪ :‬ﺁﻳـﺎ ﺷـﻤﺎ ﺁﻧﻬـﺎ ﺭﺍ ﮔﻤﺮﺍﻫـﻲ ﻭ‬
‫ﺑﺪﺁﻣﻮﺯﻱ ﻣﻲ ﺩﺍﻧﻴﺪ ﻳﺎ ﻧﻪ؟ ﺍﮔﺮ ﻣﻲ ﺩﺍﻧﻴـﺪ ‪ ،‬ﭼﮕﻮﻧـﻪ ﻣـﻲ ﺧﻮﺍﻫﻴـﺪ ﺗـﺄﺛﻴﺮ ﺁﻧﻬـﺎ ﺭﺍ ﺍﺯ ﻣﻴـﺎﻥ ﺑﺒﺮﻳـﺪ؟! ﺍﮔـﺮ‬
‫ﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ! ﺷﺎﻳﺪ ﻫﻢ ﺁﻧﻬﺎ‬‫ﻧﻤﻲ ﺩﺍﻧﻴﺪ ﺑﮕﻮﻳﻴﺪ ﺑﺪﺁﻣﻮﺯﻱ ﻭ ﮔﻤﺮﺍﻫﻲ ﭼﻴﺴﺖ؟! ﺷﺮﺡ ﺩﻫﻴﺪ ﻋﻠﹼﺖ ﺩﺭﻣﺎﻧﺪﮔ ِ‬
‫ﺭﺍ ﮔﻤﺮﺍﻫﻲ ﻭ ﺑﺪﺁﻣﻮﺯﻱ ﻣﻲ ﺩﺍﻧﻴﺪ ﻭﻟﻲ ﻣﺆﺛﺮﺷﺎﻥ ﻧﻤﻲ ﺩﺍﻧﻴﺪ‪ .‬ﺩﺭ ﺁﻥ ﺣﺎﻝ ﺑﮕﻮﻳﻴـﺪ ‪ :‬ﭼـﻪ ﺷـﺪﻩ ﻛـﻪ ﺍﻳﻨﻬـﺎ‬
‫ﺑﻲ ﺗﺄﺛﻴﺮﻧﺪ؟! ﺑﮕﻮﻳﻴﺪ ‪ :‬ﭼﻪ ﭼﻴﺰﻫﺎ ﻣﺆﺛﺮ ﻭ ﭼﻪ ﭼﻴﺰﻫﺎ ﺑﻲ ﺗﺄﺛﻴﺮﺳﺖ؟! ﭼﮕﻮﻧﻪ ﺍﺳﺖ ﻛﻪ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺭﻳﺪ ﺍﻧﺪﻳﺸﺔ‬
‫ﺩﻣﻮﻛﺮﺍﺳﻲ ﻣﺆﺛﺮ ﮔﺮﺩﺩ ﻭﻟﻲ ﺁﻧﻬﺎ ﺑﻲ ﺗﺄﺛﻴﺮ ﺑﺎﺷﺪ؟! ﭼـﻪ ﺭﻭﺷـﻲ ﺑﻜـﺎﺭ ﺑﻨـﺪﻳﻢ ﺗـﺎ ﻣﻐﺰﻫـﺎ ﺍﺯ ﻳـﻚ ﺭﺷـﺘﻪ ﺍﺯ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺍﺛﺮ ﭘﺬﻳﺮﺩ ﻭ ﺍﺯ ﻳﻚ ﺭﺷﺘﺔ ﺩﻳﮕﺮ ﻧﭙﺬﻳﺮﺩ؟!‬
‫ﺍﻳﻦ ﺷﻴﻮﺓ ﻛﺴﺮﻭﻱ ﺑﻮﺩﻩ ﻛﻪ ﺳﺨﻨﻲ ﺭﺍ ﺑﻲ ﺩﻟﻴﻞ ﻧﮕﻮﻳﺪ ﺑﻠﻜﻪ ﺑﺮﺍﻱ ﻫﺮ ﺳﺨﻨﺶ ﭼﻨﺪ ﺩﻟﻴﻞ ﺁ ‪‬ﻭﺭ‪‬ﺩ‪ .‬ﺍﻭ ﺩﺭ‬
‫ﺍﻳﺮﺍﻥ ﺗﻨﻬﺎ ﺩﺭ ﺯﻣﻴﻨﺔ ﺑﺎﻭﺭﻫﺎ ﭼﻬﺎﺭﺩﻩ ﺭﺷﺘﻪ ﮔﻤﺮﺍﻫﻲ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ‪ .‬ﺑﺮﺍﻱ ﻫﺮ ﻳﻚ ﺍﺯ ﺁﻧﻬﺎ ‪ ،‬ﮔﻔﺘﺎﺭﻫﺎ ﻧﻮﺷﺘﻪ‬
‫ﻥ ﺳﺎﺩﻩ ﻭ ﻫﻤﻪ ﻓﻬﻢ ﻣﻮﺿﻮﻉ ﺭﺍ ﺑﺎﺯ ﻛﺮﺩﻩ ﺍﻳﺮﺍﺩﻫﺎﻱ ﻫﺮﻳﻚ ﺍﺯ ﺁﻧﻬﺎ ﺭﺍ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻭ ﺑﺮﺍﻱ ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﻬـﺎ‬ ‫ﺑﺎ ﺯﺑﺎ ِ‬
‫ﺖ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻣﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻫﻤﻴﻦ ﮔﻤﺮﺍﻫﻴﻬﺎﺳﺖ‬ ‫ﺏ ﺟﺪﺍﮔﺎﻧﻪ ﻧﻮﺷﺘﻪ‪ .‬ﺳﭙﺲ ﺑﺎ ﺩﻟﻴﻞ ﺍﻳﻦ ﺑﺎﺯ ﻧﻤﻮﺩﻩ ﻛﻪ ﻋﻠ ِ‬ ‫ﻛﺘﺎ ِ‬
‫ﻭ ﺭﺍ ِﻩ ﺁﻥ ﺭﺍ ﻫﻢ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺑﺴﻴﺎﺭ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻛﻪ ﻫﻤﺎﻥ ﻧﺒﺮﺩ ﺑﺎ ﺁﻧﻬﺎ ﻭ ﺧﺸﻜﺎﻧﺪﻥ ﺭﻳﺸﺔ ﺁﻧﻬﺎﺳﺖ‪.‬‬
‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺍﺯ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﮔﻠﻪ ﻣﻨﺪﻱ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ﺑﻬﺘﺮﺳﺖ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻨﺪ ﻛﻪ ﺍﻳﺮﺍﺩﺷﺎﻥ ﺑﭽﻴﺴﺖ؟ ﺁﻳـﺎ‬
‫ﺑﺎﻳﻨﺴﺖ ﻛﻪ ﺁﻧﭽﻪ ﻛﺴﺮﻭﻱ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﭼﻬﺎﺭﺩﻫﮕﺎﻧﻪ ﻧﺎﻣﻴﺪﻩ ‪ ،‬ﺁﻟﻮﺩﮔﻲ ﻧﻴﺴﺖ ﻭﻳﺎ ﺟﻠـﻮﮔﻴﺮ ﭘﻴـﺸﺮﻓﺖ ﻳـﻚ‬
‫ﺵ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺍﻳﺮﺍﺩﻱ ﻫـﺴﺖ؟ ﻛـﺪﺍﻣﻴﻚ ﺍﺯ ﺍﻳﻨﻬﺎﺳـﺖ؟ ﺑﺎﻳـﺪ ﭘﺮﺳـﻴﺪ ﻛـﻪ‬ ‫ﺗﻮﺩﻩ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ ﻭﻳﺎ ﺍﻳﻨﻜﻪ ﺑﺮﻭ ِ‬
‫ﺧﻮﺩﺷﺎﻥ ﭼﻪ ﺭﺍﻫﻲ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﻭ ﺩﺭﺑﺎﺭﻩ ﺍﺵ ﭼﻪ ﺍﻧﺪﻳﺸﻴﺪﻩ ﺍﻧﺪ؟! ﺑﮕﻮﻳﻨﺪ ‪ ،‬ﺑﻨﻮﻳﺴﻨﺪ ‪ ،‬ﺷـﺮﺡ ﺩﻫﻨـﺪ ﻭ‬
‫ﻥ ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻱ ﻣـﺮﺩﻡ ﻛﻨﻨـﺪ‪ .‬ﺍﻳـﻦ ﺭﺍ ﺑﻨـﺎﻡ ﻭﻇﻴﻔـﻪ ﺍﻱ ﺩﺭ ﺑﺮﺍﺑـﺮ‬ ‫ﻥ ﺭﻭﺷﻦ ﻛﺮﺩ ِ‬‫ﺩﻟﻴﻞ ﺁﻭﺭﻧﺪ‪ .‬ﺍﻳﻦ ﺭﺍ ﺑﻌﻨﻮﺍ ِ‬
‫ﻣﻴﻬﻨﺸﺎﻥ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ‪ .‬ﺑﻨﺎﻡ ﺭﺍﺳﺘﻲ ﭘﮋﻭﻫﻲ ﻭ ﺭﺍﺳﺘﻲ ﺩﻭﺳﺘﻲ ﻛﻨﻨﺪ‪ .‬ﺍﻳﻦ ﺩﻭﺭ ﺍﺯ ﺧﺮﺩﺳﺖ ﻛﻪ ﻛﺴﻲ ﺑﺂﻧﻬﻤﻪ‬
‫ﻦ ﺧﻮﺩ ﺭﺍ ﺑﺰﺑﺎﻥ ﺭﺍﻧﺪ‪ .‬ﺳﺨﻦ ﺍﮔﺮ ﺑﺎ ﺩﻟﻴﻠﺴﺖ ‪ ،‬ﺩﺭ ﺑﺮﺍﺑـﺮﺵ ﺗﻨﻬـﺎ ﺑـﺎ‬ ‫ﺩﻟﻴﻞ ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﻛﻨﺪ ﻭ ﻫﻤﭽﻨﺎﻥ ﺳﺨ ِ‬
‫ﺩﻟﻴﻞ ﻣﻲ ﺗﻮﺍﻥ ﺳﺨﻦ ﮔﻔﺖ‪ .‬ﺍﻳﻨﻜﻪ ﻛﺴﻲ ﺧﻮﺩ ﺭﺍ ﺑﻨﺎﺷﻨﻴﺪﻥ ﺑﺰﻧﺪ ﺩﻭﺭ ﺍﺯ ﺧﺮﺩ ﻭ ﺁﺯﺍﺩﮔﻴﺴﺖ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﻣﺎ ﻋﺎﺩﺕ ﺩﺍﺭﻧﺪ ﺩﺭ ﺟﺎﻳﻲ ﻛﻪ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻟﻴﻞ ﻧﻤﻲ ﺧﻮﺍﻫﻨﺪ ﺍﺯ ﺑﺎﻭﺭ ﻭ ﺍﻧﺪﻳـﺸﺔ‬ ‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎ ِ‬
‫ﻥ ﺑﻲ ﻣﻐﺰﻱ ﻛﻪ ﺟﺰ ﺳﺮﺍﻓﻜﻨﺪﮔﻲ ﻧﺘﻮﺍﻥ ﻧﺎﻣﻴﺪ ‪ ،‬ﺩﺳﺖ ﻣﻲ ﻳﺎﺯﻧﺪ‪ .‬ﺑـﺮﺍﻱ‬ ‫ﻧﺎﺭﺍﺳﺖ ﺧﻮﺩ ﺩﺳﺖ ﺑﺮﺩﺍﺭﻧﺪ ﺑﺴﺨﻨﺎ ِ‬
‫ﻣﺜﺎﻝ ‪" :‬ﺷﻤﺎ ﻧﻈﺮ ﺧﻮﺩ ﺭﺍ ﮔﻔﺘﻴﺪ ﻭ ﻣﻦ ﻫﻢ ﻧﻈﺮ ﺧﻮﺩ ﺭﺍ "ﻭ ﻳﺎ " ﻫﺮ ﻛﺴﻲ ﺁﺯﺍﺩﺳﺖ ﻧﻈﺮ ﺧﻮﺩ ﺭﺍ ﺍﺑـﺮﺍﺯ ﺩﺍﺭﺩ"‪.‬‬
‫ﺗﻮ ﮔﻮﻳﻲ ﺳﺨﻦ ﺍﺯ ﺷﻤﺎﺭ ﮔﻨﺠﺸﻜﻬﺎﻱ ﻳﻚ ﺑﺎﻏﺴﺖ ﻛﻪ ﺑﺎ ﺧﻮﻧﺴﺮﺩﻱ ﻣﻲ ﮔﻮﻳﺪ ‪ " :‬ﺷﻤﺎ ﻧﻈﺮ ﺧﻮﺩ ﺭﺍ ﮔﻔﺘﻴﺪ‬
‫ﻭ ﻣﻦ ﻫﻢ ﻧﻈﺮ ﺧﻮﺩ ﺭﺍ‪ .‬ﻫﺮﻛﺴﻲ ﺁﺯﺍﺩﺳﺖ ﻧﻈﺮ ﺧﻮﺩ ﺭﺍ ﺍﺑﺮﺍﺯ ﻛﻨﺪ" )ﻳﻌﻨﻲ ﻧﻪ ﻧﻴﺎﺯﻱ ﺑﻪ ﺁﻭﺭﺩﻥ ﺩﻟﻴﻞ ﻫﺴﺖ ﻭ‬
‫ﺖ ﮔﻮﺑﻴﻨﻮ ﻣﻲ ﺍﻓﺘﻴﻢ ‪ " :‬ﻭﻱ ]ﻳﻚ ﺍﻳﺮﺍﻧﻲ[ ﻋﻘﻴـﺪﻩ ﻭ‬ ‫ﻧﻪ ﻣﺮﺍ ﻣﺴﺆﻟﻴﺘﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﺳﺨﻨﻢ(‪ .‬ﺍﻳﻨﺠﺎ ﺑﻴﺎ ِﺩ ﮔﻔﺘﺔ ﻛﻨ ِ‬
‫ﻣﺬﻫﺐ ﺭﺍ ﭼﻴﺰﻱ ﻣﻲ ﺩﺍﻧﺪ ﻛﻪ ﺩﻟﻴﻞ ﻭ ﻣﻨﻄﻖ ﺩﺭ ﺁﻥ ﺑـﺪﻭﻥ ﺗﺄﺛﻴﺮﺳـﺖ"‪ .‬ﻫﻤﭽﻨﺎﻧﻜـﻪ ﻛـﺴﺮﻭﻱ ﮔﻔﺘـﻪ ‪ ،‬ﺁﻥ‬
‫ﺩﺍﻧﺸﻤﻨ ِﺪ ﻓﺮﺍﻧﺴﻮﻱ ﭼﻨﻴﻦ ﺩﺍﻧﺴﺘﻪ ﻛـﻪ ﻫﻤـﺔ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﺍﻳـﻦ ﭼﻨﻴﻨﻨـﺪ ﻭ ﺍﻳـﻦ ﺍﺷـﺘﺒﺎﻫﻲ ﺍﺯﻭﺳـﺖ ﻭ ﺁﻧﮕـﺎﻩ‬
‫ﻥ ﺍﻳﺮﺍﻧﻴﺎﻥ ﭘﺲ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﺑﺎ ﭘﻴﺶ ﺍﺯ ﺁﻥ‪ .‬ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﺍﺯ ﺁﻧﭽﻪ ﻫﺮ ﺭﻭﺯ ﻣﻲ ﺗﻮﺍﻥ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ‬ ‫ﺟﺪﺍﻳﻴﺴﺖ ﻣﻴﺎ ِ‬
‫ﺩﻳﺪ ﺍﻳﻦ ﺑﺮ ﻣﻲ ﺁﻳﺪ ﻛﻪ ﺑﺮﺧﻲ ﺍﺯ ﻣﺮﺩﻡ ﺑﺮﺍﺳﺘﻲ ﺩﻟﻴﻞ ﻭ ﻣﻨﻄـﻖ ﺭﺍ ﺩﺭ ﺑﺎﻭﺭﻫـﺎ ﻭ ﺍﻧﺪﻳـﺸﻪ ﺷـﺎﻥ ﺑـﻲ ﺗـﺄﺛﻴﺮ‬
‫ﻣﻲ ﺩﺍﻧﻨﺪ‪.‬‬
‫ﻫﻤﭽﻨﺎﻥ ﺍﺯ ﻛﺴﻲ ﻛﻪ ﺩﻟﻴﻠﻬﺎﻱ ﺍﻭ ﺭﺍ ﺧﻮﺍﻧـﺪﻩ ﻭ ﭘﺬﻳﺮﻓﺘـﻪ ﻭ ﮔﻤﺮﺍﻫﻴﻬـﺎ ﻭ ﺁﻟﻮﺩﮔﻴﻬـﺎﻱ ﺗـﻮﺩﺓ ﺍﻳﺮﺍﻧـﻲ ﺭﺍ‬
‫ﻥ ﺗﺄﺛﻴ ِﺮ ﺁﻧﻬـﺎ‬
‫ﺩﺭﻳﺎﻓﺘﻪ ‪ ،‬ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ ‪ :‬ﺍﮔﺮ ﺷﻤﺎ ﺗﺄﺛﻴﺮ ﺯﻳﺎﻥ ﺁﻭ ِﺭ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭﻳﺎﻓﺘﻪ ﺍﻳﺪ ﺑﮕﻮﻳﻴﺪ ﺑﺮﺍﻱ ﺧﻨﺜﻲ ﻛﺮﺩ ِ‬
‫ﭼﻪ ﺭﺍﻫﻲ ﺭﺍ ﺍﻧﺪﻳﺸﻴﺪﻩ ﺍﻳﺪ؟!‬
‫ﻛﺴﺎﻧﻲ ﻳﻚ ﻭﺍﮊﺓ ﺁﺯﺍﺩﻱ ﺷﻨﻴﺪﻩ ﺍﻧﺪ ﻭ ﺑـﻲ ﺁﻧﻜـﻪ ﺩﺭ ﭘﻴﺮﺍﻣـﻮﻥ ﺁﻥ ﺍﻧﺪﻳـﺸﻴﺪﻩ ﻭ ﺗـﺄﻣﻠﻲ ﻛـﺮﺩﻩ ﺑﺎﺷـﻨﺪ‬
‫ﻫﻤﻴﻨﻜﻪ ﻣﻲ ﺷﻨﻮﻧﺪ ﺑﭙﺎﺳﺦ ﺑﺮﺧﺎﺳﺘﻪ ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﻋﻘﻴﺪﻩ ﺁﺯﺍﺩﺳﺖ" ﻳﺎ " ﺑﻴﺎﻥ ﺁﺯﺍﺩﺳﺖ"‪ .‬ﺍﻳﺸﺎﻥ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ‬
‫ﻛﻪ ﭘﻨﺪﺍﺭ ﺟﺰ ﺍﺯ ﻋﻘﻴﺪﻩ ﺍﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﺁﺯﺍﺩﻱ ﺑﻴﺎﻥ ﻳﺎ ﺩﻳﮕﺮ ﺁﺯﺍﺩﻳﻬﺎ ﺗﺎ ﺟﺎﻳﻴﺴﺖ ﻛﻪ ﺣﻘﻮﻕ‬
‫ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺑﺨﻄﺮ ﻧﻴﻔﻜﻨﺪ‪ .‬ﻫﻤﺔ ﮔﻔﺘﮕﻮ ﺩﺭﺑﺎﺭﺓ ﺍﻳﻦ ﻛﺘﺎﺑﻬـﺎ ﻫﻤﻴﻨـﺴﺖ ﻛـﻪ ﺑـﺎ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ‬
‫ﺯﻫﺮﺁﻟﻮﺩﻱ ﻛﻪ ﺩﺍﺭﻧﺪ ﺑﻤﺮﺩﻣﺎﻥ ﺁﺳﻴﺐ ﺭﺳﺎﻧﺪﻩ ﻭ ﺗﻮﺩﻩ ﺭﺍ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺑﺎﺯ ﺩﺍﺷﺘﻪ ﺍﻧﺪ ﭘﺲ ﭼـﻪ ﺟـﺎﻱ ﺁﻧـﺴﺖ‬
‫ﻦ ﻳﻚ ﺟﻤﻠﺔ "ﺑﻴﺎﻥ ﺁﺯﺍﺩﺳﺖ" ﺍﺯ ﺁﻧﻬﻤﻪ ﺁﺳﻴﺒﻬﺎ ﭼﺸﻢ ﭘﻮﺷﻴﺪ؟!‪.‬‬ ‫ﻛﻪ ﺑﺎ ﮔﻔﺘ ِ‬
‫ﻳﻚ ﺭﺷﺘﻪ ﺍﺯ ﮔﻠﻪ ﻫﺎ ﺍﺯ ﻧﺎﺁﮔﺎﻫﻲ ﺑﺮﺧﺎﺳﺘﻪ‪ .‬ﻧﺰﺩﻳﻚ ﻧﻴﺎﻣﺪﻩ ﻧﻮﺷﺘﻪ ﻫﺎ ﺭﺍ ﻧﺨﻮﺍﻧﺪﻩ ﺑﺴﺨﻦ ﺩﺭﺁﻣـﺪﻩ ﺍﻧـﺪ ‪:‬‬
‫" ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﮔﻨﺠﻴﻨﺔ ﻣﺎ ﺍﻳﺮﺍﻧﻴﺎﻧﺴﺖ‪ .‬ﺍﻳﻨﻬﺎ » ﻫﻮﻳﺖ« ﻣﺎﺳﺖ ‪ ،‬ﭼﮕﻮﻧﻪ ﺁﻧﻬﺎ ﺭﺍ ﺑﺴﻮﺯﺍﻧﻴﻢ؟"‬
‫ﺁﻧﻬﻤﻪ ﻛﻪ ﺩﺭ ﭘﻴﻤﺎﻥ ﻭ ﭘﺮﭼﻢ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻫﺎ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺭﺍ ﻫﻴﭻ ﻧﺨﻮﺍﻧﺪﻩ ﺍﻧـﺪ ﻭﮔﻤـﺎﻥ ﺩﺍﺭﻧـﺪ ﻛـﻪ ﺁﻥ‬
‫ﻛﺘﺎﺑﻬﺎ ‪‬ﺩ ‪‬ﺭ ﻭ ﮔﻮﻫﺮﺳﺖ‪ .‬ﻧﻤﻲ ﺩﺍﻧﻨﺪ ﺳﺮﺍﺳﺮ ﻧﺎﭘﺎﻛﻲ ﻭ ﺯﻳﺎﻧﻜﺎﺭﻱ ﻭ ﻣﺎﻳﺔ ﺷﺮﻣﻨﺪﮔﻴـﺴﺖ‪ .‬ﺍﮔـﺮ ﻣـﻲ ﺩﺍﻧـﺴﺘﻨﺪ‬
‫ﻦ ﺧﺎﻣﻲ ﺑﺮﻧﻤﻲ ﺧﺎﺳﺘﻨﺪ‪ .‬ﻳﻜﻲ ﺑﭙﺮﺳﺪ ‪" :‬ﻫﻮﻳﺖ ﭼﻴﺴﺖ؟ ﺑﭽﻪ ﭼﻴﺰﻱ ﻫﻮﻳﺖ ﻣﻲ ﮔﻮﻳﻨﺪ؟ ﺍﮔـﺮ‬ ‫ﺑﭽﻨﻴﻦ ﺳﺨ ِ‬
‫ﻣﻲ ﮔﻮﻳﻴﺪ ﻫﻤﺎﻧﻬﺎﻳﻴﺴﺖ ﻛﻪ ﻣﺎ ﺭﺍ ﺑﺎ ﺁﻥ ﻣﻲ ﺷﻨﺎﺳﻨﺪ ﺑﺎﻳﺪ ﮔﻔﺖ ‪ :‬ﺍﻳﻦ ﺩﺭﺳﺖ ﻧﻴﺴﺖ‪ .‬ﭼﺮﺍ ﻣﺎ ﺭﺍ ﺑﺎ ﻛﻮﺭﺵ‬
‫ﻭ ﻧﺎﺩﺭﺷﺎﻩ ﻭ ﺍﻣﻴﺮﻛﺒﻴﺮ ﻧﺸﻨﺎﺳﻨﺪ؟ ﺁﻧﮕﺎﻩ ﻣﮕﺮ ﻧﺎﭼﺎﺭﻳـﺪ ﭼﻨـﻴﻦ » ﻫﻮﻳـﺖ« ﻧﺎﭘـﺎﻛﻲ ﺭﺍ ﺑـﺮﺍﻱ ﻫﻤﻴـﺸﻪ ﻧﮕـﺎﻩ‬
‫ﺩﺍﺭﻳﺪ؟"‪.‬‬
‫ﻥ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﻛـﺴﺮﻭﻱ‬ ‫ﺁﻥ ﺳﺨﻨﺎﻧﻲ ﻛﻪ ﺍﺯ ﻧﺎﺁﮔﺎﻫﻲ ﺑﺮﺧﺎﺳﺘﻪ ‪ ،‬ﭼﺎﺭﻩ ﺍﺵ ﺟﺰ ﺧﻮﺍﻧﺪﻥ ﻭ ﺩﻭﺑﺎﺭﻩ ﺧﻮﺍﻧﺪ ِ‬
‫ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﻛﺴﺎﻥ ﺑﺎﻳﺪ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺍﻭ ﺭﺍ ﺑﺎﺯﺧﻮﺍﻧﻨﺪ ﻭ ﺩﻟﻴﻠﻬﺎﻱ ﺍﻭ ﺭﺍ ﺩﺭ ﺯﻣﻴﻨﺔ ﺯﻳﺎﻧﻤﻨﺪﻱ ﺍﻳـﻦ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ‬
‫ﻱ ﺍﻭ ﺍﺯ ﺭﺩﺓ‬ ‫ﺑﺎﺯﺳﻨﺠﻨﺪ ﻭ ﺍﮔﺮ ﺍﻳﺮﺍﺩﻱ ﺩﺍﺭﻧﺪ ﺑﻪ ﻫﻤﺎﻥ ﻧﻮﺷﺘﻪ ﻫﺎ ﮔﻴﺮﻧﺪ‪ .‬ﺍﻳﻦ ﻛﺴﺎﻥ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﻧﻮﺷﺘﻪ ﻫﺎ ِ‬
‫ﻥ ﺗﺎﺯﻩ ﺍﻳﺴﺖ ﻛﻪ ﺩﺭ ﺟﺎﻫـﺎﻱ‬ ‫ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺴﺖ‪ .‬ﺁﻧﻬﺎ ﺳﺨﻨﺎﻧﻲ ﻛﻪ ﻫﻤﻪ ﺟﺎ ﺷﻨﻮﻧﺪ ﻧﻴﺴﺖ‪ .‬ﺳﺨﻨﺎ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺩﻳﮕﺮ ﻛﻤﺘﺮ ﺗﻮﺍﻥ ﻳﺎﻓﺖ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻴﻚ ﺑﺎﺭ ﺧﻮﺍﻧﺪﻥ ‪ ،‬ﻣﻮﺿﻮﻉ ﺑﺮﺍﻳـﺸﺎﻥ ﻫﻤﭽﻨـﺎﻥ ﮔﹸﻨـﮓ ﺍﺳـﺖ‬
‫ﺑﻨﺎﭼﺎﺭ ﻣﻲ ﺑﺎﻳﺪ ﺩﻭﺑﺎﺭﻩ ﺧﻮﺍﻧﻨﺪ‪ .‬ﺩﺭ ﺧﻮﺍﻧﺪﻥ ﺁﻧﻬﺎ ﺑﺎﻳﺪ ﺳﻨﺠﺶ ﻭ ﺍﻧﺪﻳﺸﻪ ﺑﻜﺎﺭ ﺑﺮﻧﺪ‪ .‬ﺩﺭ ﺁﻥ ﻧﻮﺷـﺘﻪ ﻫـﺎ ﻫـﺮ‬
‫ﺳﺨﻨﻲ ﺑﺎ ﭼﻨﺪﻳﻦ ﺩﻟﻴﻞ ﻫﻤﺮﺍﻫﺴﺖ‪ .‬ﺑﺎﻳﺪ ﺑﻪ ﻫﻤﺔ ﺁﻧﻬﺎ ﻫﻮﺵ ﮔﻤﺎﺭﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺭﺍ ﻧﻤﻲ ﺗﻮﺍﻥ ﺳﺮﺳﺮﻱ ﺧﻮﺍﻧﺪ‪.‬‬
‫ﻣﺎ ﻧﻴﺰ ﺑﺂﻥ ﻛﺴﺎﻥ ﻧﺘﻮﺍﻧﻴﻢ ﭘﺮﺩﺍﺧﺖ‪ .‬ﻣﺎ ﻣﻲ ﺧﻮﺍﻫﻴﻢ ﺍﻳﺸﺎﻥ ﻧﺨﺴﺖ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﻣﻮﺿﻮﻉ ﭼﻴـﺴﺖ ﻭ ﭼـﺮﺍ‬
‫ﻛﺴﺎﻧﻲ ﺑﻜﺘﺎﺑﺴﻮﺯﺍﻥ ﺩﺳﺖ ﺯﺩﻩ ﺍﻧﺪ ‪ ،‬ﺭﺍﻫﺸﺎﻥ ﭼﻴﺴﺖ ﻭ ﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻨـﺪ‪ .‬ﻣـﻲ ﺧـﻮﺍﻫﻴﻢ ﭘـﺲ ﺍﺯ ﺁﻥ ﻫـﺮ‬
‫ﻥ ﺩﻟﻴﻞ ﻭ ﺩﺍﻧﺶ ﭘﻴﺶ ﺁﻳﻨﺪ ﻭ ﻧـﺸﺎﻥ ﺩﻫﻨـﺪ ﻛـﻪ ﺭﺍﻩ‬ ‫ﺳﺨﻨﻲ ﻣﻲ ﮔﻮﻳﻨﺪ ﺳﻨﺠﻴﺪﻩ ﻭ ﺍﻧﺪﻳﺸﻴﺪﻩ ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺯﺑﺎ ِ‬
‫ﺭﻫﺎﻳﻲ ﻭ ﺭﺳﺘﮕﺎﺭﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﭼﻴﺴﺖ‪ .‬ﭼﻨﺎﻧﭽﻪ ﺭﺍﻫﻲ ﺭﺍ ﺳﺮﺍﻍ ﻧﺪﺍﺭﻧـﺪ ‪ ،‬ﺑـﺎﺭﻱ ﺑـﺎ ﺩﻟﻴـﻞ ﻧـﺸﺎﻥ ﺩﻫﻨـﺪ ﻛـﻪ‬
‫ﺑﻜﺘﺎﺑﺴﻮﺯﺍﻥ ﭼﻪ ﺍﻳﺮﺍﺩﻱ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﻼ ﻳﻜﻲ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻪ ‪ " :‬ﺁﻳـﺎ ﺧﻮﺑـﺴﺖ‬ ‫ﺑﺮﺧﻲ ﺍﺯ ﺁﻥ ﺍﻳﺮﺍﺩﻫﺎ ‪ ،‬ﻧﻪ ﺗﻨﻬﺎ ﻋﺎﻣﻴﺎﻧﻪ ‪ ،‬ﺑﻠﻜﻪ ﻛﻮﺩﻛﺎﻧﻪ ﺍﺳﺖ ‪ .‬ﻣﺜ ﹰ‬
‫ﺩﻳﮕﺮﺍﻥ ﻫﻢ ﻛﺘﺎﺑﻬﺎﻱ ﺍﻭ ﺭﺍ ﺑﺂﺗﺶ ﻛﺸﻨﺪ؟ " ﺁﺩﻡ ﻣﻲ ﻣﺎﻧﺪ ﻛﻪ ﺑﺎﻳﻦ ﭼﻪ ﭘﺎﺳـﺨﻲ ﺑﺪﻫـﺪ‪ .‬ﺗـﻮ ﮔـﻮﻳﻲ ﺁﻧﻬﻤـﻪ‬
‫ﺩﻟﻴﻞ ﻭ ﻧﻮﺷﺘﻪ ﻭ ﻣﺜﺎﻝ ﺍﺯ ﺗﺎﺭﻳﺦ ﻭ ﭘﻴﺸﺂﻣﺪﻫﺎ ﻭ ﺧﺎﻃﺮﺍﺕ ﻛﻪ ﻧﻮﻳﺴﻨﺪﻩ ﺩﺭ ﻛﺘﺎﺑﻬﺎﻳﺶ ﻧﻮﺷﺘﻪ ﻫﻤﻪ ﻫﻴﭽﺴﺖ‬
‫ﻭ ﻣﻲ ﺗﻮﺍﻥ ﺑﺎ ﭼﻨﺎﻥ ﮔﻔﺘﺔ ﭘﻮﭺ ﻭ ﻛﻮﺩﻛﺎﻧﻪ ﺍﻱ ﻫﻤﻪ ﺭﺍ ﺑﻔﺮﺍﻣﻮﺷﻲ ﺳﭙﺮﺩ ﻭ ﺑﮕﻔﺘﺔ ﻣﺮﺩﻡ ﭼﻴﺰﻱ ﻫﻢ ﻃﻠﺒﻜـﺎﺭ‬
‫ﺷﺪ‪ .‬ﺍﻳﻦ ﺑﺂﻥ ﻣﻲ ﻣﺎﻧﺪ ﻛﻪ ﻛﺴﻲ ﺍﺯ ﺩﺍﻭ ِﺭ ﺩﺍﺩﮔﺎﻫﻲ ﻛﻪ ﺑﻘﺎﺗﻠﻲ ﺣﻜﻢ ﺍﻋﺪﺍﻡ ﺩﺍﺩﻩ ﺑﭙﺮﺳـﺪ ‪ " :‬ﺁﻗـﺎﻱ ﻗﺎﺿـﻲ ‪،‬‬
‫ﺏ ﺩﺍﺭ ﺑﺒﻨﺪﺩ؟" ﺍﻳﻨﺠﺎ ﺳﺨﻦ ﺑﺮ ﺳﺮ ﺑﺪﺑﺨﺘﻲ ﻭ ﻧﻴﻜﺒﺨﺘﻲ ‪ ،‬ﺳﺮﺑﻠﻨﺪﻱ ﻭ‬ ‫ﺧﻮﺑﺴﺖ ﻛﺴﻲ ﻫﻢ ﺑﮕﺮﺩﻥ ﺷﻤﺎ ﻃﻨﺎ ِ‬
‫ﻥ ﺳﺪﻫﺎ ﻣﻴﻠﻴﻮﻥ ﺍﻳﺮﺍﻧﻲ ﻭ ﺷﺮﻗﻴﺴﺖ ‪ ،‬ﺍﻳﻦ ﻣﻲ ﺧﻮﺍﻫﺪ ﺑـﺎ ﻳـﻚ ﻫﻤﭽـﻮ‬ ‫ﻟﮕﺪﻣﺎﻝ ﺷﺪﻥ ‪ ،‬ﻣﺎﻧﺪﻥ ﻳﺎ ﻧﺎﺑﻮﺩ ﺷﺪ ِ‬
‫ﻦ ﺑﭽﮕﺎﻧﻪ ﺍﻱ ﺑﮕﻤﺎﻥ ﺧﻮﻳﺶ » ﺣﺮﻑ ﺁﺧﺮ« ﺭﺍ ﺑﺰﻧﺪ‪.‬‬ ‫ﺳﺨ ِ‬
‫ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻳﻚ ﻣﻘﺪﻣﻪ ﺩﺍﺭﺩ ﻭ ﻳﻚ ﻧﺘﻴﺠﻪ ﮔﻴﺮﻱ‪ .‬ﻣﻘﺪﻣﺔ ﺁﻥ ﺍﻳﻨﻜﻪ ‪ ،‬ﺍﺯ ﻫﺰﺍﺭ ﺳﺎﻝ ﺑﺎﺯ ‪ ،‬ﺗﻌﻠﻴﻤـﺎﺗﻲ ﺩﺭ‬
‫ﻣﻴﺎﻥ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﻭﺍﺝ ﺩﺍﺷﺘﻪ ﻛﻪ ﺳﺮﺍﺳﺮ ﺯﻫﺮ ﻭ ﻣﺨﺪ‪‬ﺭﺳﺖ‪ .‬ﺍﻳﻨﻬﺎ ﻋﺰﻣﻬﺎ ﺭﺍ ﺳﺴﺖ ﻭ ﻓﻬﻤﻬﺎ ﺭﺍ ﻧﺎﺗﻮﺍﻥ ﮔﺮﺩﺍﻧﻴﺪﻩ‬
‫ﻲ ﺑﺪﺑﺨﺘﻲ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺍﻳﺮﺍﻧﻴﺎﻧﺴﺖ‪ .‬ﻣﺮﺩﻣﻲ ﻛﻪ ﮔﺮﻓﺘﺎﺭ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﺑﺎﺷﻨﺪ ﺟـﺰ‬ ‫ﻭ ﻋﻠﺖ ﺍﺻﻠ ِ‬
‫ﻱ ﺧﻮﺩ ‪ ،‬ﺑﺎﻳﺪ ﭘـﻴﺶ‬ ‫ﻧﺎﺑﻮﺩﻱ ﺳﺮﮔﺬﺷﺘﻲ ﻧﺨﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪ .‬ﻧﺘﻴﺠﻪ ﺍﻳﻨﻜﻪ ‪ ،‬ﺑﺮﺍﻱ ﺭﻫﺎﻳﻲ ﻭ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﻧﺎﺑﻮﺩ ِ‬
‫ﺍﻓﺘﺎﺩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺭﻳﺸﻪ ﻛﻦ ﻛﺮﺩ‪ .‬ﺍﮔﺮ ﺩﺭ ﺍﻳﺮﺍﻥ ﻣﺸﺮﻭﻃﻪ ﭘﻴﺶ ﻧﺮﻓﺘﻪ ﻣﺎﻧﻊ ﺍﺻﻠﻲ ‪ ،‬ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑـﻮﺩﻩ‪ .‬ﺍﮔـﺮ‬
‫ﻣﺮﺩﻡ ﻓﺮﻳﺐ ﺧﻮﺭﺩﻩ ﺩﻧﺒﺎﻟﻪ ﺭﻭﻱ ﺍﺯ ﻓﺮﻳﺒﻜﺎﺭﺍﻥ ﻛـﺮﺩﻩ ﺍﻧـﺪ ‪ ،‬ﺑـﻴﺶ ﺍﺯ ﻫﻤـﻪ ﺍﺯ ﺍﻳـﻦ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﺑـﻮﺩﻩ‪ .‬ﺍﮔـﺮ‬
‫ﻝ ﻧﻨـﮓ ﺁﻭﺭﻱ ﺍﻓﺘـﺎﺩﻩ ‪ ،‬ﺍﺯ ﺭﻫﮕـﺬﺭ ﺍﻳـﻦ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﺑـﻮﺩﻩ‪ .‬ﺍﮔـﺮ ﻣـﺮﺩﻡ ﺑﻤﻴﻬﻨـﺸﺎﻥ‬ ‫ﺟﻤﻬﻮﺭﻱ ﺑﭽﻨﻴﻦ ﺣـﺎ ِ‬
‫ﺑﻲ ﭘﺮﻭﺍﻳﻨﺪ ‪ ،‬ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻛﺎﺭﮔﺮ ﺍﻓﺘﺎﺩﻩ‪ .‬ﺍﮔﺮ ﭼﻨﺪ ﺗـﻦ ﺍﻳﺮﺍﻧـﻲ ‪ ،‬ﻳﻜﺠـﺎ ﻧﻤـﻲ ﺗﻮﺍﻧﻨـﺪ ﮔـﺮﺩ ﻫـﻢ ﺁﻳﻨـﺪ ﻭ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﺷﺎﻥ ﻳﻜﻲ ﮔﺮﺩﺍﻧﻨﺪ ﻭ ﻛﺎﺭﻱ ﭘﻴﺶ ﺑﺮﻧﺪ ﺍﺯ ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﺳﺖ‪ .‬ﺍﮔﺮ ﺭﻭﻱ ﺳﺮﭼﺸﻤﻪ ﻫـﺎﻱ ﻧﻔـﺖ ﻭ‬
‫ﮔﺎﺯ ﻣﻲ ﺧﻮﺍﺑﻨﺪ ﻭ ﮔﺮﺳﻨﮕﻲ ﺑﻠﻜﻪ ﺧﻮﺍﺭﻱ ﻭ ﺯﻳﺮﺩﺳﺘﻲ ﻣـﻲ ﻛـﺸﻨﺪ ﺍﺯ ﺍﻳـﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﺳـﺖ‪ .‬ﻳﻜﺎﻳـﻚ ﭼـﻪ‬
‫ﺑﺸﻤﺎﺭﻳﻢ ﻛﻪ ﺍﺯ ﻫﺮ ﺭﺍﻫﻲ ﺩﺭﺁﻳﻴﺪ ﺑﺎﻳﻨﻬﺎ ﺑﺮﻣﻲ ﺧﻮﺭﻳﺪ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺟﻠﻮﮔﻴ ِﺮ ﭘﻴﺸﺮﻓﺖ ﺍﻳﻦ ﺗﻮﺩﻩ ﻣﻲ ﻳﺎﺑﻴﺪ‪.‬‬
‫ﺑﺎﻳﺪ ﺩﻳﺪ ﻛﺴﻲ ﻛﻪ ﺑﻜﺘﺎﺑﺴﻮﺯﺍﻥ ﺍﻳﺮﺍﺩ ﻣﻲ ﮔﻴﺮﺩ ﺑﻤﻘﺪﻣﻪ ﺍﺳﺖ ﻭ ﻳﺎ ﺑﻪ ﻧﺘﻴﺠﻪ‪ .‬ﺍﮔﺮ ﺑﻤﻘﺪﻣﻪ ﺍﺳﺖ ﻣﻌﻨـﻲ‬
‫ﺁﻥ ﺍﻳﻨﺴﺖ ﻛﻪ ﺍﻭ ﺁﻧﭽﻪ ﻛﺴﺮﻭﻱ ﮔﻤﺮﺍﻫﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺭﺍ ﮔﻤﺮﺍﻫﻲ ﻧﻤﻲ ﺩﺍﻧﺪ‪ .‬ﺧﺐ ‪ ،‬ﺍﻭ ﺑﮕﻮﻳﺪ ﻭ ﺑﻨﻮﻳﺴﺪ ﻛـﻪ‬
‫ﺍﻳـــﺮﺍﺩﺵ ﭼﻴـــﺴﺖ؟ ﺁﻳـــﺎ ﺷـــﻴﻌﻴﮕﺮﻱ ﺭﺍ ﮔﻤﺮﺍﻫـــﻲ ﻧﻤـــﻲ ﺩﺍﻧـــﺪ؟! ﺁﻳـــﺎ ﺟﺒﺮﻳﮕـــﺮﻱ ﺭﺍ ﺑـــﺪﺁﻣﻮﺯﻱ‬
‫ﻧﻤﻲ ﺩﺍﻧﺪ؟! ﺁﻳﺎ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﺭﺍ ﻣﺨﺪﺭ ﻧﻤﻲ ﺩﺍﻧﺪ؟! ﺁﻳﺎ ﺻﻮﻓﻴﮕﺮﻱ ﺭﺍ ﻣﻨﺠﻼﺏ ﻧﻤﻲ ﺩﺍﻧﺪ؟! ﺁﻳـﺎ ﺑﻬـﺎﻳﻴﮕﺮﻱ ﺭﺍ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﻟﻮﺩﮔﻲ ﻧﻤﻲ ﺩﺍﻧﺪ؟! ﺁﻳﺎ ﻣﺎﺩﻳﮕﺮﻱ ﺭﺍ ﺭﺍﺳﺘﻲ )ﺣﻘﻴﻘﺖ( ﻣﻲ ﭘﻨـﺪﺍﺭﺩ؟! ﺍﻳﻨﻬـﺎ ﺭﺍ ﺑـﺎ ﺩﻟﻴـﺮﻱ ﺑﮕﻮﻳـﺪ‪ .‬ﺁﻳـﺎ ﺩﺭ‬
‫ﺗﺎﺭﻳﻜﻲ ﻧﺸﺴﺘﻦ ﻭ ﺳﻨﮓ ﺍﻧﺪﺍﺧﺘﻦ ‪ ،‬ﺍﻧﺘﻘﺎﺩﺳﺖ؟!‬
‫ﻛﺴﺮﻭﻱ ﺍﺯ ﺳﺎﻝ ‪ ۱۳۱۲‬ﺑﺠﺰ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﻧﺎﻣﺒﺮﺩﻩ ‪ ،‬ﺩﺭ ﺯﻣﻴﻨﻪ ﻫـﺎﻱ ﺩﻳﮕـﺮﻱ ﻫﻤﭽـﻮﻥ ﺧﺮﺍﻓـﺎﺕ ﻭ‬
‫ﭘﻨﺪﺍﺭﻫﺎ ‪ ،‬ﺭ‪‬ﻣـﺎﻥ ‪ ،‬ﻓﻠـﺴﻔﺔ ﻳﻮﻧـﺎﻥ ‪ ،‬ﻛﻴـﺸﻬﺎ ‪ ،‬ﺍﺭﻭﭘـﺎﻳﻴﮕﺮﻱ ‪ ،‬ﺑـﺎﻃﻨﻴﮕﺮﻱ ‪ ،‬ﻣـﺴﻴﺤﻴﮕﺮﻱ ‪ ،‬ﺯﺭﺗـﺸﺘﻴﮕﺮﻱ ﻭ‬
‫ﻣﺎﻧﻨﺪﻫﺎﻳﺶ ﻧﻮﺷﺖ ﻭ ﺍﺯ ﻫﻤﻪ ـ ﺍﺯ » ﻓﻀﻼ« ﻭ » ﺍﺩﺑـﺎ« ﻭ » ﻋﻠﻤـﺎ« ﻭ » ﺣﻜﻤـﺎ« ﻭ » ﻋﺮﻓـﺎ« ﻭ » ﻓﻘﻬـﺎ« ﻭ‬
‫ﺩﻳﮕﺮﺍﻥ ـ ﺧﻮﺍﺳﺖ ﻛﻪ ﺍﮔﺮ ﺍﻳﺮﺍﺩﻱ ﺩﺍﺭﻧـﺪ ﺑﻨﻮﻳـﺴﻨﺪ‪ .‬ﻛـﺴﻲ ﺍﻳـﺮﺍﺩﻱ ﻧﮕﺮﻓـﺖ‪ .‬ﺍﻭ ﺯﻣﻴﻨـﻪ ﺭﺍ ﺩﻧﺒـﺎﻝ ﻛـﺮﺩﻩ‬
‫ﺯﻳﺎﻧﻤﻨﺪﻱ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻱ ﻭ ﻧﺎﺳﺎﺯﮔﺎﺭﻱ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎ ﻣﺸﺮﻭﻃﻪ ﻭ ﻣـﻴﻬﻦ ﭘﺮﺳـﺘﻲ ﺁﺷـﻜﺎﺭ ﻛـﺮﺩﻩ‬
‫ﻦ ﻫﺰﺍﺭﺳﺎﻟﻪ ﻧـﺸﺎﻥ ﺩﺍﺩ ﻭ ﻫﻤـﺔ ﺁﻧﻬـﺎ ﺭﺍ‬ ‫ﺭﻳﺸﺔ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﻏﻠﻂ ﻭ ﺑﻨﻴﺎﺩ ﺑﺮﺍﻓﻜ ِ‬
‫» ﮔﻤﺮﺍﻫﻲ« ﻧﺎﻣﻴﺪ ﻭ ﻫﺮﭼﻪ ﻛﺘﺎﺏ ﻭ ﻧﻮﺷﺘﻪ ﺩﺭ ﺁﻥ ﺯﻣﻴﻨﻪ ﻫﺎ ﺑﻮﺩ ﺩﺭﺧﻮ ِﺭ ﺁﺗﺶ ﺩﺍﻧﺴﺖ‪ .‬ﭘﺲ ﺍﺯ ﺁﻥ ﺩﺭ ﺳﺎﻝ‬
‫ﺕ ﻧﻤﺎﻳﻨﺪﮔﺎﻥ ﻣﺠﻠﺲ ﺩﻭﺭ ﭼﻬﺎﺭﺩﻫﻢ ‪ ،‬ﺑﺪﺧﻮﺍﻫﺎﻧﺶ)ﺑﺮﺍﻱ ﮔﺮﺩﺁﻭﺭﻱ ﺭﺍﻱ( ﻫﺎﻳﻬﻮﻱ‬ ‫ﻥ ﺍﻧﺘﺨﺎﺑﺎ ِ‬
‫‪۱۳۲۲‬ﺩﺭ ﺟﺮﻳﺎ ِ‬
‫ﻛﺘﺎﺑــﺴﻮﺯﺍﻥ )ﻭ ﻗــﺮﺁﻥ ﺳــﻮﺯﺍﻥ( ﺑﺮﺍﻧﮕﻴﺨﺘﻨــﺪ ﻭ ﺑﻮﺣــﺸﻴﮕﺮﻳﻬﺎﻱ ﭘــﺴﺘﻲ ﺩﺭ ﻣﺮﺍﻏــﻪ ﻭ ﺗﺒﺮﻳــﺰ ﻭ ﻣﻴﺎﻧــﺪﻭﺁﺏ‬
‫ﻥ ﺍﻭ ﮔﺰﻧﺪ ﺭﺳﺎﻧﺪﻧﺪ‪ .‬ﺑﺎﺍﻳﻨﻬﻤﻪ ﺑﺎﺯ ﺍﻭ ﺑﺘﺸﺮﻳﺢ ﺑﻴﺸﺘﺮ ﭘﺮﺩﺍﺧﺖ‪ .‬ﺩﺭ ﻫﺮ ﺯﻣﻴﻨﻪ ﺍﻱ ﺩﻭﺑﺎﺭﻩ ﻭ‬ ‫ﺑﺮﺧﺎﺳﺘﻨﺪ ﻭ ﺑﻪ ﻳﺎﺭﺍ ِ‬
‫ﭼﻨﺪﺑﺎﺭﻩ ﻭ ﺩﺭ ﻫﺮﺑﺎﺭ ﺑﺮﻭﺷـﻲ ﻭ ﺍﺯ ﺭﺍﻫـﻲ ﻣﺘﻔـﺎﻭﺕ ﺑـﺴﺨﻦ ﺩﺭﺁﻣـﺪ ﻭ ﻣﻮﺿـﻮﻉ ﺭﺍ ﺭﻭﺷـﻨﺘﺮ ﻛـﺮﺩ‪ .‬ﺑـﺎﺯ ﻫـﻢ‬
‫ﻥ‬
‫ﻣﻲ ﻧﻮﺷﺖ ﻛﻪ ﻫﺮ ﻛﻪ ﺍﻳﺮﺍﺩﻱ ﺩﺍﺭﺩ ﺑﻨﻮﻳﺴﺪ ﻣﺎ ﺧﻮﺩ ‪ ،‬ﺁﻥ ﺍﻳﺮﺍﺩﻫﺎ ﺭﺍ ﭼﺎﭖ ﻣﻲ ﻛﻨـﻴﻢ‪ .‬ﻣـﺎ ﺧـﻮﺩ ‪ ،‬ﺧﻮﺍﻫـﺎ ِ‬
‫ﺁﻧﻴﻢ ﻛﻪ ﻫﺮ ﺳﺨﻨﻲ ﻫﺮﭼﻪ ﺗﻮﺍﻧﺪ ﺭﻭﺷﻦ ﮔﺮﺩﺩ‪ .‬ﻣﺎ ﺑﺎ ﺩﻟﻴﻞ ﭘﻴﺶ ﺁﻣﺪﻩ ﺍﻳﻢ ﻭ ﺭﺍﻩ ﺧﺮﺩﻣﻨﺪﺍﻧﻪ ﺁﻧﺴﺖ ﻛﻪ ﺷﻤﺎ‬
‫ﻛﻪ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺭﺍ ﻧﻤﻲ ﭘﺬﻳﺮﻳﺪ ﺑﺎ ﺩﻟﻴﻞ ﺍﻳﺮﺍﺩ ﺑﮕﻴﺮﻳﺪ ﻭ ﻳﺎ ﺑﮕﻮﻳﻴﺪ ﭼﺮﺍ ﻧﻤﻲ ﭘﺬﻳﺮﻳﺪ‪.‬‬
‫ﺁﻧﻬﺎ ﻛﻪ ﺑﻬﺎﻳﻬﻮﻱ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺩﺳﺖ ﻣﻲ ﻳﺎﺯﻳﺪﻧﺪ ﻣﮕﺮ ﺍﻳﻨﻬﻤﻪ ﺗﺄﻛﻴﺪ ﺍﻭ ﺭﺍ ﺑﺮ ﮔﻔﺘﮕﻮﻱ » ﺧﺮﺩﻣﻨﺪﺍﻧﻪ« ﻭ‬
‫ﺑﺤﺚ ﺭﻭﺷﻨﮕﺮﺍﻧﻪ ﻧﻤﻲ ﺧﻮﺍﻧﺪﻧﺪ ﻭ ﺩﺭﺧﻮﺍﺳﺖ ﺍﻭ ﺑﺮﺍﻱ ﭼﺎﭖ ﺍﻳﺮﺍﺩﻫﺎﻱ ﻣﺨﺎﻟﻔـﺎﻥ ﺭﺍ ﻧﻤـﻲ ﺩﻳﺪﻧـﺪ؟!‪ .‬ﺍﺯ ﺍﻳـﻦ‬
‫ﭘﺮﺳﺶ ﻫﻢ ﻣﻲ ﮔﺬﺭﻳﻢ ﻛﻪ ﭘﺲ ﭼﻪ ﺟﺎﻱ ﻫﺎﻳﻬﻮﻱ ﺑﺮﺍﻩ ﺍﻧـﺪﺍﺧﺘﻦ ﺑـﻮﺩ‪ .‬ﺗﻨﻬـﺎ ﺍﻳـﻦ ﺭﺍ ﺑﮕـﻮﻳﻴﻢ ﻛـﻪ ﭼـﻮﻥ‬
‫ﻥ ﺍﻭ‬
‫ﻥ ﻳـﺎﺭﺍ ِ‬
‫ﺝ ﻛﺎﻧﻮ ِ‬
‫ﻫﺎﻳﻬﻮﻱ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﺑﺎ ﺗﻬﻤﺖ ﻗﺮﺁﻥ ﺳﻮﺯﻱ ﺗﻮﺃﻡ ﻛﺮﺩﻧﺪ ﻭ ﺩﺭ ﭼﻨﺪ ﺷﻬﺮ ﺑﺂﺷﻮﺏ ﻭ ﺗﺎﺭﺍ ِ‬
‫)ﺁﺯﺍﺩﮔﺎﻥ( ﭘﺮﺩﺍﺧﺘﻨﺪ ‪ ،‬ﻭ ﺩﺭ ﺍﻳﻦ ﻛﺎﺭﻫﺎ ﺩﺳﺖ ﺩﻭﻟﺖ ﺍﺯ ﭘﺲ ﭘﺮﺩﻩ ﺩﻳﺪﻩ ﺷﺪ ‪ ،‬ﺍﻳـﻦ ﺑـﻮﺩ ﺍﻭ ﻛﺘـﺎﺏ ﻛﻮﺑﻨـﺪﺓ‬
‫ﺩﺍﺩﮔﺎﻩ ﺭﺍ ﻧﻮﺷﺖ )‪ (۱۳۲۳‬ﻭ ﺩﺭ ﺁﻥ ﭘﺲ ﺍﺯ ﻳﺎﺩ ﻛﺮﺩﻥ ﺗﺎﺭﻳﺨﭽﺔ ﻛﻮﺗﺎﻫﻲ ﺍﺯ ﻛﻮﺷـﺸﻬﺎﻱ ﺧـﻮﺩ ﻭ ﻳـﺎﺭﺍﻧﺶ ﻭ‬
‫ﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺧﻮﺩ ﻭ ﺩﻟﻴﻠﻬﺎﻱ ﺁﻧﻬﺎ ﻭ ﺯﻳﺎﻥ ﺁﻭﺭ ﺑﻮﺩﻥ ﺑﺎﻭﺭﻫﺎﻱ ﻛﻬﻦ ﺯﻣﺎﻥ ﻣﻐﻮﻝ ‪ ،‬ﻧﺨﺴﺖ ﻭﺯﻳﺮ‬ ‫ﺑﺎﺯﮔﻮ ﻛﺮﺩ ِ‬
‫ﻭ ﻭﺯﻳﺮﺍﻧﻲ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺗﻮﻃﺌﻪ ﻫﺎ ﺩﺳﺖ ﺩﺍﺷﺘﻨﺪ ﺭﺍ ‪ » ،‬ﺧﺎﺋﻦ« ﺧﻮﺍﻧﺪﻩ ‪ ،‬ﺭﻭ ﺑﺂﻧﻬﺎ ﻛﺮﺩﻩ ‪ ،‬ﻣﻲ ﮔﻮﻳﺪ ﻛﻪ ﻫﻨﻮﺯ‬
‫ﻫﻢ ﺩﻳﺮ ﻧﻴﺴﺖ‪ .‬ﺍﻛﻨﻮﻥ ﺷﻤﺎ ﺑﻨﻮﻳﺴﻴﺪ ﺍﮔﺮ ﺍﻳﺮﺍﺩﻱ ﺩﺍﺭﻳﺪ‪ .‬ﺑﻨﻮﻳﺴﻴﺪ ﺍﮔﺮ ﺳﺨﻨﻲ ﻭ ﺩﻓﺎﻋﻲ ﺩﺍﺭﻳﺪ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺁﻥ ‪ ،‬ﺩﻓﺘﺮﻱ ﺑﻨﺎﻡ ﺩﻭﻟﺖ ﺑﻤﺎ ﭘﺎﺳﺦ ﺩﻫﺪ ﻧﻮﺷﺖ ﻭ ﻫﻤﺎﻥ ﺯﻣﻴﻨﻪ ﺭﺍ ﺩﻧﺒـﺎﻝ ﻛـﺮﺩﻩ ﺍﻳـﻦ ﺑـﺎﺭ ﺭﻭﻱ‬
‫ﺳﺨﻨﺶ ﺑﻴﺸﺘﺮ ﺑﺎ ﻋﻠﻲ ﺩﺷﺘﻲ)ﻧﻤﺎﻳﻨﺪﺓ ﻣﺠﻠﺲ( ﻭ ﺑﻴﺎﺕ )ﻧﺨﺴﺖ ﻭﺯﻳﺮ( ﺍﺳﺖ‪ .‬ﻛﻮﺷﺸﻬﺎﻱ ﺧﻮﺩ ﻭ ﻳـﺎﺭﺍﻧﺶ‬
‫ﺭﺍ ﺷﺮﺡ ﺩﺍﺩﻩ ﺑﺪﻭ ﺯﻣﻴﻨﻪ ﻣﻲ ﭘﺮﺩﺍﺯﺩ ‪ :‬ﻳﻜﻲ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻭ ﺩﻳﮕﺮﻱ ﺷﻴﻌﻴﮕﺮﻱ‪ .‬ﺩﺭ ﺁﻧﺠﺎ ﺍﺯ ﻣﻼﻳـﺎﻥ ‪ ،‬ﺑﻴـﺎﺕ ‪،‬‬
‫ﺩﺷﺘﻲ ﻭ ﺑﺎﺭ ﺩﻳﮕﺮ ﺍﺯ ﻫﮋﻳﺮ )ﻭﺯﻳﺮ ﻭ ﺳﭙﺲ ﻧﺨﺴﺖ ﻭﺯﻳﺮ( ﻭ ﺳﺎﻋﺪ ﻣﺮﺍﻏﻪ ﺍﻱ )ﻧﺨﺴﺖ ﻭﺯﻳ ِﺮ ﭘﻴـﺸﻴﻦ( ﭘﺎﺳـﺦ‬
‫ﻣﻲ ﺧﻮﺍﻫﺪ‪ .‬ﻣﻲ ﮔﻮﻳﺪ ﺍﮔﺮ ﻣﺎ ﮔﻤﺮﺍﻩ ﺷﺪﻩ ﺍﻳﻢ ﺭﺍﻫﻨﻤﺎﻳﻲ ﻛﺮﺩﻩ ﻣﺎ ﺭﺍ ﺍﺯ ﮔﻤﺮﺍﻫﻲ ﺩﺭﺁﻭﺭﻳﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻱ ﺍﻳـﺸﺎﻥ ﻛـﻪ ﺑـﻪ‬‫ﻭﻟﻲ ﺩﺭﻳﻎ ﺍﺯ ﻃﺮﺡ ﻳﻚ ﺍﻳﺮﺍﺩ ﺍﺯ ﺳﻮﻱ ﺁﻧﻬـﺎ‪ .‬ﺩﺭﻳـﻎ ﺍﺯ ﻧﻮﺷـﺘﻦ ﻳـﻚ ﺩﻓـﺎﻉ ﺍﺯ ﺳـﻮ ِ‬
‫ﻱ ﺍﻭ ﭘﺎﺳﺨﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺎﺭﻱ ﺍﮔﺮ ﺳﺨﻨﻲ ﺑﺮﺍﻱ ﮔﻔﺘﻦ ﺩﺍﺷﺘﻨﺪ ‪ ،‬ﻣﻲ ﺗﻮﺍﻧﺴﺘﻨﺪ ﺍﺯ ﺧﻮﺩ ﺩﻓﺎﻉ ﻛﻨﻨﺪ‬ ‫» ﺗﻬﻤﺖ« ﻫﺎ ِ‬
‫ﻭ » ﺍﻋﺎﺩﺓ ﺣﻴﺜﻴﺖ« ﻛﻨﻨﺪ ﻭ ﺍﻭ ﺭﺍ ﺑﺪﺍﺩﮔﺎﻩ ﻛﺸﺎﻧﻨﺪ ﻭ ﺑﺰﻧﺪﺍﻥ ﺍﻓﻜﻨﻨﺪ‪.‬‬
‫ﺁﻳﺎ ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﻧﻴﺴﺖ ﻛﻪ ﺍﻭ ﺭﻳﺸﺔ ﺩﺭﺩ ﺭﺍ ﺩﺭﺳﺖ ﺗﺸﺨﻴﺺ ﺩﺍﺩﻩ ﺑﻮﺩ؟ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺣﻘﺎﻧﻴﺖ‬
‫ﮔﻔﺘﻪ ﺍﻱ ﺩﺍﻧﺴﺘﻪ ﺷﻮﺩ ﭼﻨﺪ ﺳﺎﻝ ﺑﺎﻳﺪ ﻧﻮﺷﺖ ﻭ ﻳﺎ ﭼﻨﺪ ﺳﺎﻝ ﺑﺎﻳﺪ ﻣﻨﺘﻈﺮ ﺍﻳﺮﺍﺩ ﺷﺪ؟! ﮔﻴﺮﻳﻢ ﻛﻪ ﻛﺴﺎﻧﻲ ﺩﺭ‬
‫ﺁﻥ ﺑﺎﺭﻩ ﻫﺎ ﺩﻓـﺎﻋﻲ ﺩﺍﺭﻧـﺪ‪ .‬ﺧـﺐ ‪ ،‬ﺭﺍﻩ ﺁﻥ ﭼﻴـﺴﺖ؟! ﺁﻳـﺎ ﺭﺍﻩ ﺁﻥ ﺑـﻲ ﭘﺮﻭﺍﻳﻴـﺴﺖ؟! ﺁﻳـﺎ ﺭﺍﻩ ﺁﻥ ‪ ،‬ﺧـﻮﺩ ﺭﺍ‬
‫ﺑﻨﺎﺷﻨﻴﺪﻥ ﺯﺩﻥ ﻳﺎ ﺭﻭ ﺗﺮﺵ ﻛﺮﺩﻧﺴﺖ؟!‬
‫‪...‬ﭼﻨﺎﻧﻜﻪ ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﺍﻳﻢ ﻣﺎ ﺑﺎﻳﻦ ﻛﺎﺭ ﺑﻬﻮﺱ ﺑﺮﻧﺨﺎﺳﺘﻪ ﺍﻳﻢ‪ .‬ﺑﺎ ﻛﺴﻲ ﺩﺷﻤﻨﻲ ﻧﻤـﻲ ﺩﺍﺭﻳـﻢ‪ .‬ﻣـﺎ ﺭﺍ ﺍﻧﺪﻳـﺸﻪ‬
‫ﻥ ﺗﻮﺩﻩ ﻣﻲ ﺷﻨﺎﺳﻴﻢ ﻭ ﺍﻳﻨـﺴﺖ ﻣـﻲ ﺧـﻮﺍﻫﻴﻢ ﺍﺯ ﻣﻴـﺎﻥ‬ ‫ﺑﺎﻳﻦ ﻛﺎﺭ ﺑﺮﺍﻧﮕﻴﺨﺘﻪ‪ .‬ﻣﺎ ﺑﺎﺯﻣﺎﻧﺪﻥ ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﺭﺍ ﺑﺰﻳﺎ ِ‬
‫ﺑﺮﺩﺍﺭﻳﻢ‪ .‬ﺍﻛﻨﻮﻥ ﺍﺯ ﺩﻭ ﺣﺎﻝ ﺑﻴﺮﻭﻥ ﻧﻴﺴﺖ ‪ :‬ﺍﻧﺪﻳﺸﺔ ﻣﺎ ﻳﺎ ﺭﺍﺳﺘﺴﺖ ﻳﺎ ﺭﺍﺳﺖ ﻧﻴـﺴﺖ‪ .‬ﺍﮔـﺮ ﺭﺍﺳـﺖ ﻧﻴـﺴﺖ ‪،‬‬
‫ﻱ ﺍﻳﺮﺍﺩﺳــﺖ؟! ‪ ...‬ﭼــﻪ ﺟــﺎﻱ‬
‫ﺩﻭﻟــﺖ ﻣــﺎ ﺭﺍ ﺍﺯ ﺍﺷــﺘﺒﺎﻩ ﺑﻴــﺮﻭﻥ ﺁﻭﺭﺩ‪ .‬ﺍﮔــﺮ ﺭﺍﺳﺘــﺴﺖ ﭘــﺲ ﭼــﻪ ﺟــﺎ ِ‬
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‫ﮔﻠﻪ ﻣﻨﺪﻳﺴﺖ؟!‪...‬‬
‫ﺍﻳﻦ ﺗﻜﻪ ﭘﺮﻭﺍﻱ ﺑﻴﺸﺘﺮﻱ ﻣﻲ ﻃﻠﺒﺪ! ‪:‬‬
‫ﺱ ﺁﻥ ﮔﻔﺘﻪ ﻫـﺎ‬ ‫ﻱ ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺧﻴﺎﻡ ﺯﻳﺎﻧﻲ ﻧﺪﺍﺷﺘﻪ‪ .‬ﻣﺮﺩﻡ ﻛﻪ ﺑﭙﺎ ِ‬ ‫ﻛﺴﺎﻧﻲ ﻧﻴﺰ ﻣﻲ ﮔﻮﻳﻨﺪ ‪ " :‬ﮔﻔﺘﻪ ﻫﺎ ِ‬
‫ﺩﺳﺖ ﺍﺯ ﻛﺎﺭ ﻭ ﻛﻮﺷﺶ ﺑﺮ ﻧﺪﺍﺷﺘﻪ ﺍﻧﺪ‪ .‬ﺷﻤﺎ ﻣﻲ ﺑﻴﻨﻴﺪ ﻛﻪ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ﺩﺭ ﭘﻮﻟﺪﻭﺳﺘﻲ ﻭ ﺩﻟﺒﺴﺘﮕﻲ ﺑﺰﻧﺪﮔﺎﻧﻲ‬
‫ﻱ ﻛﻢ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﻧﺪﺍﺭﻧﺪ‪".‬‬
‫ﭘﺎ ِ‬
‫ﭘﺎﺳﺦ ﺍﻳﻦ ﺳﺨﻦ ﺁﻧﺴﺖ ﻛﻪ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺍﺯ ﻫﺮ ﮔﻮﻧﻪ ﻛﻪ ﺑﺎﺷﺪ ‪ ،‬ﭼﻮﻥ ﺑﻴﭙﺎﻳـﻪ ﺍﺳـﺖ ﺩﺭ ﺑﺮﺍﺑـ ِﺮ ﺁﺯ ﻭ ﻫـﻮﺱ ﻭ‬
‫ﺞ ]ﺿ ‪‬ﺪ[ ﺩﻟﺨﻮﺍ ِﻩ ﻣﺮﺩﻡ ﺑﺎﺷـﺪ‪.‬‬‫ﺶ ﺁﺩﻣﻲ ﻧﺘﻮﺍﻧﺪ ﺍﻳﺴﺘﺎﺩ‪ .‬ﺍﺛ ِﺮ ﺁﻧﻬﺎ ﺗﻨﻬﺎ ﺩﺭ ﺟﺎﻳﻲ ﺗﻮﺍﻧﺪ ﺑﻮﺩ ﻛﻪ ﺑﻪ ﺁﺧﺸﻴ ِ‬‫ﺧﻮﺍﻫ ِ‬
‫ﻱ ﻛـﻢ ﺍﺯ ﺩﻳﮕـﺮﺍﻥ ﻧﺪﺍﺭﻧـﺪ ﻭ ﺁﻥ‬ ‫ﺭﺍﺳﺘﺴﺖ ﻛﻪ ﻣـﺮﺩﻡ ﺍﻳـﺮﺍﻥ ﺩﺭ ﭘﻮﻟﺪﻭﺳـﺘﻲ ﻭ ﺩﻟﺒـﺴﺘﮕﻲ ﺑـﺴﻮ ِﺩ ﺧـﻮﺩ ﭘـﺎ ِ‬
‫ﻱ ﺑﺴﻴﺎﺭﻱ ﻛﻪ ﺣﺎﻓﻆ ﻭ ﺳـﻌﺪﻱ ﻭ ﻣﻮﻟـﻮﻱ ﻭ ﺧﻴـﺎﻡ ﻭ ﺩﻳﮕـﺮﺍﻥ ﺍﺯ ﺟﻬـﺎﻥ ﻛـﺮﺩﻩ ﻭ ﺁﻥ ﺩﺭﺳـﻬﺎﻱ‬ ‫ﻧﻜﻮﻫﺸﻬﺎ ِ‬
‫ﺟﺒﺮﻳﮕﺮﻱ ﻛﻪ ﺩﺍﺩﻩ ﺍﻧﺪ ﻧﺘﻮﺍﻧﺴﺘﻪ ﺁﻧﺎﻧﺮﺍ ﺍﺯ ﺍﻳﻦ ﻛﺎﺭﻫﺎ ﺑﺎﺯ ﺩﺍﺭﺩ‪ .‬ﻟﻴﻜﻦ ﺍﮔـﺮ ﺷـﻤﺎ ﺑﺨﻮﺍﻫﻴـﺪ ﻫﻤـﺎﻥ ﻣـﺮﺩﻡ ﺭﺍ‬
‫ﻼ ﻳﻚ ﻧﻘـﺸﺔ‬ ‫ﻚ ﻣﺮﺩﻡ( ﺑﺮﺍﻧﮕﻴﺰﻳﺪ ـ ﻣﺜ ﹰ‬‫ﺑﻜﺎﺭﻫﺎﻱِ ﺑﺰﺭﮔﻲ )ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ ﺳﻮﺩﺵ ﺑﺘﻮﺩﻩ ﻭ ﻛﺸﻮﺭ ﺑﺎﺷﺪ ﻧﻪ ﺑﻴﻜﺎﻳ ِ‬
‫ﭘﻨﺠﺴﺎﻟﻪ ﺑﺮﺍﻱ ﺁﺑﺎﺩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺩﻳﻪ ﻫﺎﻱ ﻭﻳﺮﺍﻧﻪ ﭘﻴﺸﻨﻬﺎﺩ ﻛﻨﻴﺪ ﻭ ﻳﺎ ﻳـﻚ ﺭﺍﻫـﻲ ﺑـﺮﺍﻱ ﺍﺯ ﺧﻮﺩﮔﺬﺷـﺘﮕﻲ ﻭ‬
‫ﻛﻮﺷﺶ ﺩﺭ ﺭﺍ ِﻩ ﭼﺎﺭﻩ ﺑﺒﺪﺑﺨﺘﻴﻬﺎ ﺑﺂﻧﺎﻥ ﺑﻨﻤﺎﻳﻴﺪ ـ ﺩﺭ ﺁﻥ ﻫﻨﮕﺎﻣﺴﺖ ﻛﻪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﭼﮕﻮﻧﻪ ﺯﻫ ِﺮ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ‬
‫ﺗﺎ ﺭﻳﺸﺔ ﻣﻐﺰﺷﺎﻥ ﻛﺎﺭﮔﺮ ﺍﻓﺘﺎﺩﻩ‪ .‬ﺩﺭ ﺁﻥ ﻫﻨﮕﺎﻣﺴﺖ ﻛﻪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﺑﻲ ﭘﺮﻭﺍﻳﻴﻬـﺎ ﻣـﻲ ﻧﻤﺎﻳﻨـﺪ ‪ ،‬ﺑﻬﺎﻧـﻪ ﻫـﺎ‬
‫ﻣﻲ ﺁﻭﺭﻧﺪ ‪ ،‬ﺳﺴﺘﻴﻬﺎ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﻨـﺪ‪ .‬ﻳﻜـﻲ ﻣـﻲ ﮔﻮﻳـﺪ ‪ " :‬ﺍﻱ ﺑﺎﺑـﺎ ﺍﻳـﻦ ﭼﻨـﺪ ﺭﻭﺯﺓ ﻋﻤـﺮ ﺑـﺎﻳﻦ ﭼﻴﺰﻫـﺎ‬
‫ﻧﻤﻲ ﺍﺭﺯﺩ"‪ .‬ﺩﻳﮕﺮﻱ ﻣﻲ ﮔﻮﻳﺪ ‪ " :‬ﻛﺎﺭﻫﺎ ﺭﺍ ﺑﺎﻳﺪ ﺧﺪﺍ ﺩﺭﺳﺖ ﻛﻨﺪ"‪ .‬ﺳﻮﻣﻲ ﻋﺮﺑﻲ ﻣﻲ ﺧﻮﺍﻧﺪ ‪ " :‬ﺍﻻﻣﻮﺭ ﻣﺮﻫﻮﻧﻪ‬
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‫ﻥ ﻗﺪﻳﻤﻨﺪ‪."...‬‬
‫ﺑﺎﻭﻗﺎﺗﻬﺎ "‪ .‬ﭼﻬﺎﺭﻣﻲ ﺷﻌﺮ ﻣﻲ ﺳﺮﺍﻳﺪ ‪" :‬ﺻﺒﺮ ﻭ ﻇﻔﺮ ﻫﺮ ﺩﻭ ﺩﻭﺳﺘﺎ ِ‬

‫∗ ـ ﻛﻮﺷﺸﻬﺎﻱ ﺭﻳﺸﻪ ﺩﺍﺭ ﺳﻴﺎﺳﻲ ﻛﻪ ﺑﻪ ﺷﻜﻴﺒﺎﻳﻲ ﻭ ﭘﺸﺘﻜﺎﺭ ﺑﺴﻴﺎﺭ ﻧﻴﺎﺯ ﺩﺍﺭﺩ ﺑﻜﻨﺎﺭ ‪ ،‬ﻣﻮﺿﻮﻉ ﺯﻣﻴﻦ ﻟﺮﺯﻩ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑـﻮﻳﮋﻩ ﺩﺭ ﺗﻬـﺮﺍﻥ‬
‫ﻳﻜﻲ ﺍﺯ ﺍﻳﻦ ﻧﻤﻮﻧﻪ ﻫﺎﺳﺖ‪ .‬ﺑﻴﺎﺩ ﺑﻴﺎﻭﺭﻳﺪ ﻛﻪ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﭼﻪ ﺗﺄﻛﻴﺪﻫﺎ ﻛﺮﺩﻧﺪ ﻭﻟﻲ ﻣﺮﺩﻡ ﺑﺮﺍﻱ ﺩﻝ ﺁﺳﻮﺩﮔﻲ ﺧﻮﻳﺶ ﭼـﻪ ﺑﻬﺎﻧـﻪ ﻫـﺎﻳﻲ‬
‫ﭘﻴﺶ ﻛﺸﻴﺪﻧﺪ ﻭ ﭼﻪ ﺑﻴﭙﺮﻭﺍﻳﻴﻬﺎ ﻧﻤﻮﺩﻧﺪ‪ .‬ﺩﻭﻟﺖ ﻫﻢ ﺩﺭ ﺟﺎﻱ ﺧﻮﺩ ‪ ،‬ﺳﺨﻨﺶ ﺗﻨﺪ ﺑـﻮﺩ ﻭ ﺩﺳـﺘﺶ ﹸﻛﻨـﺪ‪ .‬ﺩﺭ ﺟـﺎﻳﻲ ﻛـﻪ ﻣـﺮﺩﻡ ﺧـﻮﺩ‬
‫ﺣﺴﺎﺱ ﻧﻴﺴﺘﻨﺪ ﺁﻳﺎ ﺍﻧﺘﻈﺎﺭ ﻣﻲ ﺭﻭﺩ ﺩﻭﻟﺖ ﭘﻴﺶ ﺍﻓﺘﺪ ﻭ ﺟﺎﻧﻔﺸﺎﻧﻲ ﻛﻨﺪ؟!‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﺷﮕﻔﺘﻴﺴﺖ ﻛﻪ ﻛﺴﺎﻧﻲ ﺍﺛﺮ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﺍﻧﻜﺎﺭ ﻛﻨﻨﺪ‪ .‬ﭼﻴﺰﻳـﺴﺖ ﺑـﺴﻴﺎﺭ ﺭﻭﺷـﻦ ﭼﻨﺎﻧﻜـﻪ‬ ‫ﺍﻳﻦ ﺧﻮﺩ ﺩﺍﺳﺘﺎ ِ‬
‫ﻧﻴﻚ ﺁﻣﻮﺯﻱ )ﻳﺎ ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯ( ﻛﺎﺭﮔﺮﺳﺖ ﺑﺪﺁﻣﻮﺯﻱ ﻧﻴﺰ ﻛﺎﺭﮔﺮ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﻠﻜﻪ ﺭﺍﺳﺘﻲ ﺁﻧﺴﺖ ﻛﻪ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ‬
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‫ﺱ ﺁﺩﻣﻲ ﺳﺎﺯﮔﺎﺭ ﺑﺎﺷﺪ ﺑﻴﺸﺘﺮ ﻭ ﺁﺳﺎﻧﺘﺮ ﻛﺎﺭﮔﺮ ﺍﻓﺘﺪ‪.‬‬
‫ﭼﻮﻥ ﺑﻴﺸﺘﺮِ ﺁﻧﻬﺎ ﺑﺎ ﺁﺯ ﻭ ﻫﻮ ِ‬
‫ﺑﺎ ﺁﻧﻜﻪ ﺩﻫﻪ ﻫﺎﺳﺖ ﺭﺍﻩ ﭘﺎﺳﺦ ﺩﺍﺩﻥ ﻭ ﺧﺮﺩﻩ ﮔﻴﺮﻱ )ﺍﻧﺘﻘﺎﺩ( ﺑﺎﺯ ﺑﻮﺩﻩ ﻭﻟﻲ ﻛﺴﻲ ﺑﻪ ﺁﻥ ﺑﺮﻧﺨﺎﺳﺘﻪ‪ .‬ﺍﻳـﻦ‬
‫ﺧﻮﺍﺳﺖ ﺁﻥ ﺑﺰﺭﮔﻤﺮﺩ ﺑﻮﺩﻩ ﻭ ﻫﻤﻴﺸﻪ ﺑﻪ ﺁﻥ ﻛﻮﺷـﻴﺪﻩ ﻭ ﺩ ِﺭ ﺍﻧﺘﻘـﺎﺩ ﺭﺍ ﺑـﺎﺯ ﮔـﺬﺍﺭﺩﻩ‪ .‬ﺑﻴـﺸﺘﺮ ﻧﻮﺷـﺘﻪ ﻫـﺎﻱ‬
‫ﻢ‬
‫ﻛــﺴﺮﻭﻱ ﺍﻣــﺮﻭﺯ ﺩﺭ ﺩﺳــﺘﺮﺱ ﻫــﺴﺖ‪ .‬ﻛﺘﺎﺑﻬــﺎﻳﻲ ﻛــﻪ ﺍﻭ ﺩﺭﺑــﺎﺭﺓ ﺍﻳــﻦ ﺑــﺪﺁﻣﻮﺯﻳﻬﺎ ﻧﻮﺷــﺘﻪ ﺣ‪‬ﻜــ ِ‬
‫» ﺍﻋﻼﻡ ﺟﺮﻡ« ﺑﺮﺍﻱ ﭘﻴﺮﻭﺍﻥ ﺁﻥ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺩﺍﺭﺩ‪ .‬ﺑﺎﻳﺪ ﺍﻳﻨﺎﻥ ﺑﺨﻮﺩ ﺁﻳﻨـﺪ ﻭ ﺩﺳـﺖ ﺍﺯ ﺑـﻲ ﭘﺮﻭﺍﻳـﻲ ﺑﺮﺩﺍﺭﻧـﺪ‪.‬‬
‫ﺍﻳﺸﺎﻥ ﻫﻢ ﺑﺎ ﺩﻟﻴﻞ ـ ﻫﻤﭽﻮﻥ ﺍﻭ ـ ﺑﻨﻮﻳﺴﻨﺪ ﻭ ﺧﻮﺍﺳﺘﺸﺎﻥ ﺭﻭﺷﻨﻲ ﻫﺮﭼﻪ ﺑﻴـﺸﺘﺮ ﻣﻮﺿـﻮﻉ ﺑـﺮﺍﻱ ﻣـﺮﺩﻡ ﻭ‬
‫ﻦ ﭘﺮﺍﻛﻨﺪﮔﻲ ﺑﺎﺷﺪ‪ .‬ﺍﻳﻨﺮﺍ ﻳﻚ ﻭﻇﻴﻔـﻪ ﺍﻱ ﺩﺭ ﺑﺮﺍﺑـﺮ ﻣـﺮﺩﻡ ﻭ‬ ‫ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺑﺎﺷﺪ‪ .‬ﺧﻮﺍﺳﺘﺸﺎﻥ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺩﺍﺷﺘ ِ‬
‫ﻛﺸﻮﺭ ﺧﻮﺩ ﺑﺪﺍﻧﻨﺪ‪ .‬ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﺍﻳﻨﺠﺎ ﭘﺎﻱ ﺩﻩ ﻫﺎ ﻣﻴﻠﻴﻮﻥ ﺍﻳﺮﺍﻧﻲ ﻭ ﺳﺪﻫﺎ ﻣﻴﻠﻴﻮﻥ ﺷـﺮﻗﻲ ﺩﺭ ﻣﻴﺎﻧـﺴﺖ‪.‬‬
‫ﻧﻴﻜﺨﻮﺍﻫﺎﻥ ﻧﻴﺰ ﺑﺎﻳﺪ ﺍﻳﻦ ﺭﺍ ﻭﻇﻴﻔﺔ ﺧﻮﺩ ﺑﺪﺍﻧﻨـﺪ ﻛـﻪ ﺍﺯ ﺍﻳـﺸﺎﻥ ﺑـﻪ ﺍﻳﺮﺍﺩﻫـﺎ ﭘﺎﺳـﺦ ﺑﺨﻮﺍﻫﻨـﺪ ﻭ ﻣـﺴﺆﻟﻴﺖ‬
‫ﺑﺎﻭﺭﻫﺎﻱ ﺯﻳﺎﻧﻤﻨﺪﺷﺎﻥ ﺭﺍ ﺑﻪ ﺍﻳﺸﺎﻥ ﮔﻮﺷﺰﺩ ﻛﻨﻨﺪ‪ .‬ﺯﻳﺎﻥ ﺍﺯ ﻫﺮ ﺟﺎ ﻛﻪ ﺑﺎﺯ ﮔﺮﺩﺩ ﺳﻮﺩﺳﺖ‪.‬‬
‫ﺁﻣﺪﻳﻢ ﻛﻪ ﮔﺮﻭﻫﻲ ﺭﺍ ﺍﻳﺮﺍﺩ ﺑﻤﻘﺪﻣﺔ ﻛﺘﺎﺑـﺴﻮﺯﺍﻥ ﻧﻴـﺴﺖ ﺑﻠﻜـﻪ ﺍﻳـﺮﺍﺩ ﺑﻨﺘﻴﺠـﺔ ﺁﻧـﺴﺖ‪ .‬ﺑـﺴﺨﻦ ﺩﻳﮕـﺮ‬
‫ﺍﻳﻨﺮﺍ ﭘﺬﻳﺮﻓﺘﻪ ﻣﻲ ﮔﻮﻳﻨﺪ ‪ :‬ﺁﺭﻱ ‪ ،‬ﺁﻧﻬﺎ ﮔﻤﺮﺍﻫﻲ ﻭ ﺑﺪﺁﻣﻮﺯﻳﺴﺖ ﻭ ﻣﺎﻳﺔ ﺯﻳﺮﺩﺳﺘﻲ ﻭ ﺗﻴﺮﻩ ﺭﻭﺯﻱ ﻣﺎﺳﺖ ﻭﻟـﻲ‬
‫ﭼﺎﺭﻩ ﺍﺵ ﺑﺎ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻧﻴﺴﺖ‪ .‬ﺍﻳﺸﺎﻥ ﻧﻴﺰ ﺑﻬﺘﺮﺳﺖ ﺑﮕﻮﻳﻨﺪ ﭘﺲ ﺭﺍﻫﺶ ﭼﻴﺴﺖ؟!‬
‫ﻛﺴﺎﻧﻲ ﻫﻢ ﭼﻨﻴﻦ ﻣﻲ ﮔﻮﻳﻨﺪ ‪ " :‬ﺑﺎﻳﺪ ﺍﻳﻨﻬﺎ ﺍﺯ ﺭﺍ ِﻩ ﻓﺮﻫﻨﮓ ﺩﺭﺳﺖ ﺷﻮﺩ"‪.‬‬
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‫ﮓ ﺷﻤﺎ ﻫﻤﺎﻥ ﻧﻴﺴﺖ ﻛﻪ ﻫﺴﺖ؟! ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﺩﺭ ﭘﻨﺠﺎﻩ ﺳﺎ ِ‬ ‫ﻣﻲ ﮔﻮﻳﻴﻢ ‪ :‬ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ﻣﮕﺮ ﻓﺮﻫﻨ ِ‬
‫ﮔﺬﺷﺘﻪ ﭼﻪ ﻛﺮﺩﻩ ﻛﻪ ﺍﺯ ﺍﻳﻦ ﭘﺲ ﺗﻮﺍﻧﺪ ﻛﺮﺩ؟! ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﻛﻪ ﺧﻮﺩﺵ ﺍﺯ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ‬
‫ﻱ ﻛﻴﺸﻬﺎ ﺳﺮﭼﺸﻤﻪ ﮔﺮﻓﺘﻪ ‪ ،‬ﭼﮕﻮﻧﻪ ﺗﻮﺍﻧﺪ ﭼﺎﺭﺓ ﺍﻳﻦ ﭘﺮﺍﻛﻨﺪﮔﻴﻬﺎ ﻭ‬ ‫ﻣﻮﻟﻮﻱ ﻭ ﻫﻤﭽﻨﺎﻥ ﺍﺯ ﭘﻨﺪﺍﺭﻫﺎﻱ ﺑﻴﭙﺎ ِ‬
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‫ﺑﻴﭽﺎﺭﮔﻴﻬﺎ ﻛﻨﺪ؟! ﻣﮕﺮ ﻫﻤﺎﻧﻜﻪ ﻧﺎﻣﺶ ﻓﺮﻫﻨﮓ ﺑﻮﺩ ﺑﺎﻳﺪ ﺍﻣﻴﺪ ﺑﺂﻥ ﺑﺴﺖ؟!‬
‫ﻲ ﻧﺎﺯﻳﻬﺎ ﺩﺭ ﺁﻟﻤﺎﻥ ﻭ ﭘﻴﺶ ﺍﺯ ﺟﻨﮓ ﺩﻭﻡ ﺟﻬـﺎﻧﮕﻴﺮ ﺑـﻮﺩﻩ‪ .‬ﻣـﺎ‬ ‫ﻳﻜﻲ ﺍﺯ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻫﺎ ﺩﺭ ﺁﻏﺎ ِﺯ ﻓﺮﻣﺎﻧﺮﻭﺍﻳ ِ‬
‫ﮔﻤﺎﻥ ﺩﺍﺭﻳﻢ ﻛﻪ ﺑﺮﺧﻲ ﺍﺯ ﺧﺮﺩﻩ ﮔﻴﺮﺍﻥ ﺑﻜﺘﺎﺑﺴﻮﺯﺍﻥ ‪ ،‬ﺍﺯ ﺁﻥ ﺑﻴﻢ ﺩﺍﺭﻧﺪ ﻛـﻪ ﭼﻨﺎﻧﭽـﻪ ﺁﻥ ﺭﺍ ﺗﺄﻳﻴـﺪ ﻛﻨﻨـﺪ ‪،‬‬
‫ﻥ ﺟﻨﮓ‬ ‫ﻧﺎﻣﺸﺎﻥ ﻭ ﻛﺎﺭﺷﺎﻥ ﺩﺭ ﺭﺩﺓ ﻫﻴﺘﻠﺮ ﻭ ﻛﺎﺭﻫﺎﻱ ﻧﺎﺯﻳﻬﺎ ﺷﻤﺮﺩﻩ ﮔﺮﺩﺩ‪ .‬ﺑﻮﻳﮋﻩ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻓﻴﺮﻭﺯﻣﻨﺪﺍ ِ‬
‫ﮔﺬﺷﺘﻪ ‪ ،‬ﺑﺪﮔﻮﻳﻲ ﻭ ﺗﺤﺮﻳﻚ ﺍﺣﺴﺎﺳﺎﺕ ﺑﺴﻴﺎﺭ ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﻳﺎ ﺑﮕﻔﺘﻪ ﻣﺮﺩﻡ ﺍﺯ ﺁﻥ ﭘﻴﺮﺍﻫﻦ ﻋﺜﻤﺎﻥ ﺳﺎﺧﺘﻪ ﺍﻧﺪ‪.‬‬
‫ﺍﻳﻦ ﻫﻢ ﺩﺍﻧﺴﺘﻨﻴﺴﺖ ﻛﻪ ﺑﻴﺸﺘﺮ ﻛﺴﺎﻧﻲ ﻛﻪ ﺍﺯ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻧﺎﺯﻳﻬﺎ ﺑﻴﺰﺍﺭﻱ ﻛﺮﺩﻩ ﺍﻧﺪ ﻧﻤﻲ ﺩﺍﻧﻨـﺪ ﻛـﻪ ﺍﻳـﺸﺎﻥ‬
‫ﭼﻪ ﻛﺘﺎﺑﻬﺎﻳﻲ ﺭﺍ ﺳﻮﺯﺍﻧﺪﻩ ﺍﻧﺪ ﻭ ﭼﺮﺍ ﺳﻮﺯﺍﻧﺪﻩ ﺍﻧﺪ‪ .‬ﻫﺮﭼﻪ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺷﻨﻴﺪﻩ ﺍﻧﺪ ﺍﺯ ﺯﺑـﺎﻥ ﺩﺷـﻤﻨﺎﻥ ﻧﺎﺯﻳﻬـﺎ‬
‫ﻱ ﻓﺮﻳﺒﺨﻮﺍﺭﻳﺴﺖ‪ .‬ﺍﻳـﻦ ﻧﻴـﺰ‬ ‫ﺷﻨﻴﺪﻩ ﺍﻧﺪ ﻭ ﺑﻴﮕﻔﺘﮕﻮﺳﺖ ﻛﻪ ﺍﻳﻦ ﺍﺯ ﺭﺍﺳﺘﻲ ﭘﮋﻭﻫﻲ ﺑﺪﻭﺭ ﻭ ﺧﻮﺩ ﺩﺍﻣﮕﻬﻲ ﺑﺮﺍ ِ‬
‫ﻧﺎﮔﻔﺘﻪ ﻧﻤﺎﻧﺪ ﻛﻪ ﻣﺘﻔﻘﻴﻦ ﻫﻢ ﭘﺲ ﺍﺯ ﭘﻴﺮﻭﺯﻱ ‪ ،‬ﻛﺘﺎﺑﻬﺎ ﻭ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﻧﺎﺯﻳﻬﺎ ﺭﺍ ﻧﺎﺑﻮﺩ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﻧﺎﺯﻳﻬﺎ ﺩﺭ ﺟﻨﮓ ﺍﻓﺮﻭﺯﻱ ﭘﻴﺶ ﺩﺳﺘﻲ ﻛﺮﺩﻩ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺑﻨﮋﺍﺩﭘﺮﺳﺘﻲ ﻧـﺎﻡ ﺁﻭﺭ ﺷـﺪﻩ ﻭ ﺩﺭ ﻛـﺸﺘﺎﺭ‬
‫ﻳﻬﻮﺩﻳﺎﻥ ﻫﻢ ﭘﺮﻭﻧﺪﺓ ﺳﻴﺎﻫﻲ ﺍﺯ ﺧﻮﺩ ﺑﺠﺎ ﮔﺬﺍﺷﺘﻨﺪ ‪ ،‬ﺍﻳﻨﺴﺖ ﻫﺮ ﭼﻪ ﻛﺮﺩﻩ ﺍﻧﺪ ﺩﺭ ﺩﻳـﺪﺓ ﺟﻬﺎﻧﻴـﺎﻥ ﺍﺯ ﻳـﻚ‬
‫ﻥ ﻧﺎﺯﻳﻬﺎ ﭼﻴ ِﺰ ﺟﺪﺍﻳﻲ ﺑـﻮﺩﻩ‪.‬‬
‫ﺭﺩﻩ ﻭ ﻫﻤﮕﻲ ﺑﻲ ﺍﺭﺝ ﻭ ﺧﻮﺍﺭ ﺟﻠﻮﻩ ﻛﺮﺩﻩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛﻪ ﻛﺘﺎﺑﺴﻮﺯﺍ ِ‬
‫ﺖ ﺳ ِﺮ ﺁﻥ ﺧﻮﺍﺳﺘﻬﺎﻱ ﻧﮋﺍﺩﭘﺮﺳـﺘﺎﻧﻪ ‪ ،‬ﺳﻴﺎﺳـﻲ ﻭ‬ ‫ﺁﻥ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺑﻴﮕﻤﺎﻥ ﺑﭙﺸﺘﻴﺒﺎﻧﻲ ﺩﻭﻟﺖ ﺑﺮﺍﻩ ﺍﻓﺘﺎﺩ ﻭ ﭘﺸ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺣﺰﺑﻲ ﻧﺎﺯﻳﻬﺎ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﺩﺭ ﺁﻥ ‪ ،‬ﺑﺎﻭﺭ ﺑﻪ ﺑﺮﺗﺮﻱ ﻧﮋﺍﺩﻱ ﻭ ﺩﺍﺭﻭﻳﻨﻴﮕﺮﻱ ﻭ ﻣﺎﺩﻳﮕﺮﻱ ﻭ ﺟﻨﮓ ﻃﻠﺒـﻲ‬
‫ﻭﺧﻮﺩﻛﺎﻣﮕﻲ ‪ ،‬ﺍﻳﺮﺍﺩﻫﺎﻳﻴﺴﺖ ﺗﻨﻬﺎ ﺑﺘﺌﻮﺭﻱ ﺁﻥ ـ ﺑﻤﺎﻧﺪ ﺟﻨﺒﻪ ﻫﺎﻱ ﺍﺟﺮﺍﻳﻲ ﺍﺵ‪.‬‬
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‫ﻥ ﭘﺮﭼﻢ ﻭ ﭘﻴﻤﺎﻥ ‪ ،‬ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺑﻴﻬﻮﺩﺓ ﺧﻮﺩ ـ ﺍﺯ ﺭﻣـﺎﻥ ﻭ ﺷـﻌﺮ ـ ﻭ ﻧﻴـﺰ ﻛﺘﺎﺑﻬـﺎ ِ‬ ‫ﺣﺎﻝ ﺁﻧﻜﻪ ﻫﻮﺍﺩﺍﺭﺍ ِ‬
‫ﺯﻳﺎﻧﻤﻨ ِﺪ ﺧﺎﻧﺔ ﺧﻮﺩ ﺭﺍ ﺁﻭﺭﺩﻩ ﻭ ﺳﻮﺯﺍﻧﻴﺪﻩ ﺍﻧﺪ ﻭ ﺟﺰ ﺁﻥ ‪ ،‬ﺍﺯ ﻣﺮﺩﻡ ﻣﻲ ﺧﻮﺍﺳﺘﻪ ﺍﻧﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻛـﺎﺭ ﺑﺎﻳـﺸﺎﻥ‬
‫ﺑﭙﻴﻮﻧﺪﻧﺪ‪ .‬ﺭﺍﺳﺘﻲ ﺭﺍ ﺑﺨﻮﺍﻫﻴﻢ ﺍﻳﻦ ﻛﺎﺭ ﺭﺍﻫﻲ ﺟﺰ ﺁﻥ ﻫﻢ ﻧﺪﺍﺭﺩ‪ .‬ﻳﻌﻨﻲ ﺍﻳﻦ ﻣﺮﺩﻣﻨﺪ ﻛﻪ ﺑﺎﻳﺪ ﺑﺎﻭﺭ ﺩﺍﺭﻧـﺪ ﻛـﻪ‬
‫ﺍﻳﻨﻬﺎ ﺯﻫﺮﺳﺖ ﻭ ﺯﻳﺎﻧﻤﻨﺪ ﻭ ﺩﺭﺧﻮ ِﺭ ﺁﺗﺸﺴﺖ ﻭ ﻧﺎﺑﻮﺩﻱ ‪ ،‬ﻭﮔﺮﻧﻪ ﺍﮔﺮ ﭼﻨﻴﻦ ﻛﺎﺭﻱ ﺑﻲ ﺁﻣﺎﺩﮔﻲ ﻣﺮﺩﻡ ﻭ ﺑﺎ ﺯﻭﺭ‬
‫ﺑﻜﺎﺭ ﺑﺴﺘﻪ ﮔﺮﺩﺩ ‪ ،‬ﺟﺰ ﺳﻮ ِﺩ ﺍﻧﺪﻛﻲ ﻧﺨﻮﺍﻫﺪ ﺩﺍﺷﺖ‪.‬‬
‫ﻫﻤﺔ ﺁﻧﻬﺎ ﺩﻳﺮﻭﺯ ﺑﻮﺩﻩ ﻭ ﺁﻧﭽﻪ ﻧﺎﺯﻳﻬﺎ )ﻭﻳﺎ ﺩﻳﮕﺮﺍﻥ( ﻛﺮﺩﻩ ﺍﻧﺪ ﺑـﺴﺮﮔﺬﺷﺖ ﺧﻮﺩﺷـﺎﻥ ﺑـﺴﺘﮕﻲ ﺩﺍﺭﺩ‪ .‬ﻣـﺎ‬
‫ﻥ ﺩﻳﮕﺮﺍﻥ ﺟﺪﺍﺳﺖ‪ .‬ﻫﻨﮕﺎﻣﻴﻜﻪ ﺗﻮﺩﻩ ﺍﻱ ﺑﺎ ﺑﻴﻨﺶ ‪ ،‬ﺳـﻨﺠﺶ ﻭ ﺩﺍﻭﺭﻱ‬ ‫ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﺩﺍﺭﻳﻢ ﻛﻪ ﺑﺎ ﺍﺯﺁ ِ‬
‫ﺧﺮﺩ ﺑﺎﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳﻴﺪ ﻛﻪ ﺳﻮﺩﺵ ﺍﺯ ﺍﻳﻦ ﺭﺍﻫﺴﺖ ‪ ،‬ﺑﺎﻳﺪ ﺑﻴﺪﺭﻧﮓ ﭘﺎ ﺑﺮﺍﻩ ﮔﺬﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺳﺨﻦ ﻛﻪ ﻧﺎﺯﻳﻬﺎ ﭼﻪ‬
‫ﻛﺮﺩﻧﺪ ﻭ ﺩﻳﮕﺮﺍﻥ ﭼﻪ ﮔﻔﺘﻨﺪ ﻭ ﭼﻪ ﺧﻮﺍﻫﻨﺪ ﮔﻔـﺖ ﺩﻳﮕـﺮ ﭼـﻪ ﺍﺭﺯﺷـﻲ ﺩﺍﺭﺩ؟! ﺍﮔـﺮ ﺭﺍﺳـﺘﻲ ﺭﺍ ﺑﺨـﻮﺍﻫﻴﻢ ‪،‬‬
‫ﻧﻴﻜﺨﻮﺍﻫﺎﻥ ﻭ ﺧﺮﺩﻣﻨﺪﺍﻧﻲ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﻏﺮﺑﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺍﺯ ﺭﻓﺘـﺎﺭ ﺩﻭﻟﺘﻬﺎﺷـﺎﻥ ﺑـﺎ ﻣـﺮﺩﻡ ﺟﻬـﺎﻥ ﺳـﻮﻡ‬
‫ﻧﺎﺧﺸﻨﻮﺩ ﻭ ﺑﻪ ﺁﻥ ﻣﻌﺘﺮﺿﻨﺪ‪ .‬ﺍﻳﺸﺎﻥ ﭼﻨﺎﻧﻜﻪ ﺑﺸﻨﻮﻧﺪ ﺑﻴﺸﺘﺮ ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﻛﻪ ﺁﻟﻮﺩﻩ ﺑـﻪ ﺻـﻮﻓﻴﮕﺮﻱ ﻭ ﺩﻳﮕـﺮ‬
‫ﮔﻤﺮﺍﻫﻴﻬﺎﺳﺖ ﺑﻴﺎﺭﻱ ﻛﺎﺭﻛﻨﺎﻥ ﻧﻬﺎﻧﻲ ﺩﻭﻟﺘﻬﺎﺷﺎﻥ ﻭ ﺑﺎ ﭘﻮﻟﻬﺎﻳﻲ ﻫﻤﭽﻮﻥ ﭘﻮﻝ » ﺍﻭﻗﺎﻑ ﮔﻴﺐ« ‪ ٢٣‬ﭼﺎﭖ ﺷﺪﻩ‬
‫ﻭ ﺑﻪ ﻣﻨﻈﻮﺭ ﺯﺑﻮﻥ ﻭ ﺯﻳﺮﺩﺳﺖ ﮔﺮﺩﻳﺪﻥ ﺷﺮﻗﻴﺎﻥ ﺭﻭﺍﻧﺔ ﻛﺸﻮﺭﻫﺎﻱ ﻣﺎ ﮔﺮﺩﻳﺪﻩ ﺑﻴﮕﻤﺎﻧﺴﺖ ﻛﻪ ﺍﺯ ﻧﺎﺑﻮﺩﻱ ﺁﻧﻬﺎ‬
‫ﺧﺸﻨﻮﺩ ﻧﻴﺰ ﺧﻮﺍﻫﻨﺪ ﺷﺪ‪.‬‬
‫ﻢ‬
‫ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﺑﻜﻨﺎﺭ ‪ ،‬ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ ‪ " :‬ﺁﻳﺎ ﺳﺮﻧﻮﺷﺖ ﻣﺮﺩﻣﻲ ﺍﻳﻦ ﺍﻧﺪﺍﺯﻩ ﺑﻲ ﺍﻫﻤﻴﺘﺴﺖ ﻛـﻪ ﻛـﺴﺎﻧﻲ ﺍﺯ ﺑـﻴ ِ‬
‫ﻱ ﺧﺮﺩﻣﻨﺪﺍﻧﻪ ﺑﺮﺩﺍﺭﻧﺪ؟!" ﻣﮕﺮ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺭﻳﺪ ﺭﺳـﺘﮕﺎﺭﻱ ﻭ‬ ‫ﺯﺧﻢ ﺯﺑﺎﻥ ﻭ ﺑﺪﮔﻮﻳﻴﻬﺎ ﺩﺳﺖ ﺍﺯ ﺭﺍ ِﻩ ﺩﺭﺳﺖ ﻭ ﺩﺍﻭﺭ ِ‬
‫ﻢ ﺯﺑـﺎﻥ ﺍﺯ ﻧـﺎﺩﺍﻧﻲ ﺭﺍ ﺷـﻨﻴﺪﻥ‬‫ﺑﻬﺒﻮ ِﺩ ﺯﻧﺪﮔﺎﻧﻲ ‪ ،‬ﺭﺍﻳﮕﺎﻥ ﻭ ﺑﻲ ﻛﻮﺷﺶ ﺑﺪﺳﺖ ﺁﻳﺪ؟! ﻛﺴﺎﻧﻲ ﻛﻪ ﻳـﻚ ﺯﺧـ ِ‬
‫ﻢ ﺭﻫﺎﻳﻲ ﺍﺯ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﺗﻴﺮﻩ ﺭﻭﺯﻳﻬﺎ ﺍﺯ ﺍﻳﺸﺎﻥ ﺩﺍﺷﺖ؟!‬
‫ﻧﻤﻲ ﺧﻮﺍﻫﻨﺪ ﭼﮕﻮﻧﻪ ﻣﻲ ﺗﻮﺍﻥ ﭼﺸ ِ‬
‫ﻥ‬
‫ﻣﺎ ﺩﻳﺪﻩ ﺍﻳﻢ ﻛﻪ ﻛﺴﺎﻧﻲ ‪ ،‬ﻣﻨﺶ ﻭ ﭘﺎﻛﺪﺍﻣﻨﻲ ﻭ ﺩﻟﻴﺮﻱ ﻭ ﺩﺍﻧﺶ ﻛﺴﺮﻭﻱ ﺭﺍ ﺳﺘﻮﺩﻩ ﺍﻧﺪ ‪ ،‬ﻭﻟﻲ ﺑﺪﺍﺳـﺘﺎ ِ‬
‫ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻛﻪ ﺭﺳﻴﺪﻩ ﺍﻧﺪ ﻫﻤﺎﻥ ﺑﻴﺮﻭﻥ ﺭﺍ ﻧﮕﺮﻳﺴﺘﻪ ‪ ،‬ﺍﻓﺴﻮﺳﻬﺎ ﺧﻮﺭﺩﻩ ﺧﹸﺮﺩﻩ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪ .‬ﻣـﺎ ﺁﮔـﺎﻫﻴﻢ ﻛـﻪ‬
‫ﺍﻳﻨﻬﺎ ﺑﻴﺸﺘﺮ ﺍﺯ ﺳﺮ ﺩﻟﺴﻮﺯﻱ ﺑﺎﻳﺮﺍﻥ ﮔﻔﺘﻪ ﺷﺪﻩ‪ .‬ﻭﻟﻲ ﻫﻨﮕﺎﻣﻴﻜﻪ ﺩﺭﻭﻥ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﺭﺍ ﺑﻨﮕﺮﻳﻢ ﻭ ﺑﺮﺭﺳﻲ ﻛﺮﺩﻩ‬
‫ﺩﺭﻳﺎﺑﻴﻢ ﻛﻪ ﺁﻧﻬﺎ ﺑﺮﺍﻱ ﻳﻚ ﺗﻮﺩﻩ ﺯﻫﺮﺳﺖ ﻭ ﻣﺨﺪﺭ ‪ ،‬ﺑﻴﻤﺎﺭﻳﺴﺖ ﻭ ﺁﻟﻮﺩﮔﻲ ‪ ،‬ﻭ ﺯﻧﺠﻴﺮﺳﺖ ﺑﺮ ﺩﺳـﺖ ﻭ ﭘـﺎﻱ‬
‫ﻥ ﻛﺎﺭﻫﺎ‬ ‫ﻣﺮﺩﻡ ‪ ،‬ﺁﻧﮕﺎﻩ ﻧﺎﺑﻮﺩ ﻛﺮﺩﻧﺸﺎﻥ ﻧﻪ ﻣﺎﻳﺔ ﺍﻧﺪﻭﻩ ﺑﻠﻜﻪ ﻣﺎﻳﺔ ﺷﺎﺩﻣﺎﻧﻲ ﻧﻴﺰ ﺗﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﺧﺮﺩﻣﻨﺪﺍﻥ ﻧﻪ ﺑﺒﻴﺮﻭ ِ‬
‫ﻥ ﺁﻧﻬﺎ ﺑﻨﮕﺮﻧﺪ‪ .‬ﺑﮕﻔﺘﺔ ﻛﺴﺮﻭﻱ ‪" :‬ﺑﺎﻳﺪ ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﻣﺎ ﻛﻨﻴﻢ ‪ ،‬ﻓﺮﺷﺘﮕﺎﻥ ﺍﺯ ﺁﺳﻤﺎﻥ ﻧﺨﻮﺍﻫﻨﺪ ﺁﻣﺪ"‪.‬‬ ‫ﺑﻠﻜﻪ ﺑﺪﺭﻭ ِ‬
‫ﻫﻤﭽﻨﻴﻦ ﺗﻮﺍﻥ ﭘﺮﺳﻴﺪ ‪ " :‬ﻛﺘﺎﺏ ﺑﺮﺍﻱ ﻣﺮﺩﻣﺴﺖ ﻳﺎ ﻣﺮﺩﻡ ﺑﺮﺍﻱ ﻛﺘﺎﺏ؟!" ﺍﮔﺮ ﻛﺘـﺎﺏ ﺑـﺮﺍﻱ ﻣﺮﺩﻣـﺴﺖ‬
‫ﭘﺲ ﺳﻮﺩ ﻭ ﺯﻳﺎﻥ ﻣﺮﺩﻡ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺭﺍ ﻧﺘﻮﺍﻥ ﺑﺪﻳﺪﻩ ﻧﺪﺍﺷﺖ‪ .‬ﺍﺯ ﭼﻨﺎﻥ ﻣﻮﺿـﻮﻉ ﻣﻬﻤـﻲ ﻧﺘـﻮﺍﻥ ﺳﺮﺳـﺮﻱ‬
‫ﮔﺬﺷﺖ‪ .‬ﻟﻴﻜﻦ ﺍﮔﺮ ﺑﺎﻭﺭ ﺩﺍﺭﻳﺪ ﻛﻪ ﻛﺘﺎﺏ ‪ ،‬ﭼﻪ ﺳﻮﺩﻣﻨﺪ ﻭ ﭼﻪ ﺯﻳﺎﻧﻤﻨﺪ ﻫـﺮﺩﻭ ﺭﺍ ﺑﺎﻳـﺪ ﻧﮕـﺎﻩ ﺩﺍﺷـﺖ ﺩﺭ ﺁﻥ‬
‫ﺣﺎﻝ ﺑﮕﻮﻳﻴﺪ ﭼﺸﺪﻩ ﺑﻜﺘﺎﺏ ﻛﻪ ﻣﻲ ﺭﺳﻴﺪ ﭼﺸﻢ ﺑﺮ ﺯﻳﺎﻧﻬﺎﻱ ﺁﻥ ﻣﻲ ﭘﻮﺷﻴﺪ؟!‪ .‬ﭼﮕﻮﻧﻪ ﺍﺳـﺖ ﻛـﻪ ﻋﻠﻔﻬـﺎﻱ‬
‫ﺑﺎﻏﭽﻪ ﺭﺍ ﺑﺎﻳﺪ ﻛﻨﺪ ﻳﺎ ﺑﺎ » ﻋﻠﻒ ﻛﺶ« ﻧﺎﺑﻮﺩﺷﺎﻥ ﻛﺮﺩ ‪ ،‬ﭘﺸﻪ ﻭ ﺳﺎﺱ ﻭ ﺳﻮﺳﻚ ﻭ ﻛﮋﺩﻡ ﻭ ﻣﺎﺭ ﺭﺍ ﺑﺎﻳﺪ ﻧﺎﺑﻮﺩ‬
‫ﻛﺮﺩ ‪ ،‬ﺑﺰﻫﻜﺎﺭ ﺭﺍ ﺑﺎﻳﺪ ﺩﻧﺒﺎﻝ ﻧﻤﻮﺩ ﻭ ﺑﺰﻧﺪﺍﻥ ﺍﻧﺪﺍﺧﺖ ﻭﻟﻲ ﻛﺘﺎﺏ ﺭﺍ ﭼﻪ ﻧﻴﻚ ‪ ،‬ﭼﻪ ﺑﺪ ﺑﺎﻳﺪ ﻧﮕﺎﻩ ﺩﺍﺷﺖ؟!‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻛﺴﺎﻧﻲ ﺁﻧﺮﺍ ﺑﺎ ﺗﻤﺪﻥ ﻧﺎﺳﺎﺯﮔﺎﺭ ﻣﻲ ﺩﺍﻧﻨﺪ‪ .‬ﺧﻮﺑﺴﺖ ﺍﻳﻦ ﻛﺴﺎﻥ ﺗﻤﺪﻥ ﺭﺍ ﻣﻌﻨﻲ ﻛﻨﻨـﺪ‪ .‬ﺍﻳـﻦ ﻛـﺴﺎﻥ ﺁﻥ‬
‫ﺍﺭﺟﻲ ﻛﻪ ﻛﺎﺭﻫﺎﻱ ﺗﻮﺩﻩ ﺍﻱ ﺩﺍﺭﺩ ﺭﺍ ﻧﻤﻲ ﺩﺍﻧﻨﺪ‪ .‬ﺍﻳﻦ ﻛﺴﺎﻥ ﺁﻥ ﺯﻳﺎﻧﻲ ﻛـﻪ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﺘـﻮﺩﻩ ﻭ ﺯﻧـﺪﮔﺎﻧﻲ ﻭ‬
‫ﺟﻬﺎﻧﻴﺎﻥ ﻣﻲ ﺭﺳﺎﻧﺪ ﺭﺍ ﺩﺭﻧﻴﺎﻓﺘﻪ ﺑﺴﺨﻦ ﺩﺭﺁﻣﺪﻩ ﺍﻧﺪ‪ .‬ﺍﮔﺮ ﻣﻌﻨﻲ ﺩﺭﺳﺖ ﺗﻤﺪﻥ ﺭﺍ ﺑﺪﺍﻧﻴﻢ ﺍﻳـﻦ ﻧﻴـﺰ ﺩﺍﻧـﺴﺘﻪ‬
‫ﻱ ﺩﻳﮕـﺮﻱ‬ ‫ﺧﻮﺍﻫﺪ ﺷﺪ ﻛﻪ ﺑﺮﺍﻱ ﻧﮕﺎﻩ ﺩﺍﺷﺘﻦ ﺁﻥ ﻣﻲ ﺑﺎﻳﺪ ﺍﺯ ﺯﻳﺎﻧﻬﺎﻱ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺭﻫﻴﺪ‪ .‬ﺁﻳﺎ ﺷﻤﺎ ﺭﺍﻩ ﺭﺳﺘﮕﺎﺭ ِ‬
‫ﺳﺮﺍﻍ ﺩﺍﺭﻳﺪ؟!‬
‫ﻛﺴﺎﻧﻲ ﻣﻤﻜﻨﺴﺖ ﺑﮕﻮﻳﻨﺪ ‪ " :‬ﺁﻳﺎ ﻣﺸﻜﻼﺕ ﻣﺎ ﻭﺍﻗﻌـ ﹰﺎ ﻫﻤﻴﻨﻬﺎﺳـﺖ؟ ‪ ،‬ﺁﻳـﺎ ﺑـﺎ ﺳـﻮﺯﺍﻧﺪﻥ ﺁﻧﻬـﺎ ﻣـﺎ ﺑـﺮﺍ ِﻩ‬
‫ﭘﻴﺸﺮﻓﺖ ﺧﻮﺍﻫﻴﻢ ﺍﻓﺘﺎﺩ؟ ﺁﻳﺎ ﺑﺎ ﺳﻮﺯﺍﻧﺪﻥ ﺁﻧﻬﺎ ﻣﺎ ﺍﺯ ﺍﻳﻦ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﺭﻫﺎ ﺧﻮﺍﻫﻴﻢ ﺷﺪ؟"‬
‫ﻣﺎ ﺑﺎ ﻫﻤﺔ ﻛﻤﻲ ﺟﺎ ﺩﺭ ﻫﻤﻴﻦ ﻧﻮﺷﺘﺎﺭ ﻧﺸﺎﻥ ﺩﺍﺩﻳﻢ ﻛﻪ ﻧﻪ ﺗﻨﻬﺎ ﻋﻠﺖ ﺯﺑـﻮﻧﻲ ﻭ ﺑﻴﭽـﺎﺭﮔﻲ ﻣـﺎ ﺩﺭ ﺑﺮﺍﺑـﺮ‬
‫ﻦ ﻣﺸﺮﻭﻃﻪ ﻫـﻢ ﻫﻤـﻴﻦ ﻋﻠـﺖ ﺭﺍ ﺩﺍﺷـﺘﻪ‪ .‬ﭘﻴـﺸﺂﻣﺪﻫﺎﻱ‬ ‫ﻣﻐﻮﻻﻥ ﻫﻤﻴﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﻮﺩﻩ ‪ ،‬ﺑﻠﻜﻪ ﭘﻴﺶ ﻧﺮﻓﺘ ِ‬
‫ﻦ ﺷﻬﺮﻳﻮﺭ‪ ۲۰‬ﻭ ﺑﻴﭙﺮﻭﺍﻳﻲ ﺍﺩﻳﺒﺎﻥ ﻭ ﭘﻴﺸﺮﻓﺘﮕﺎﻥ ﺑﮕﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﻛﺸﻮﺭ ﺩﺭ ﺍﻳـﻦ ﭼﻨـﺪ ﺩﻫـﻪ ‪ ،‬ﻫﻤﮕـﻲ ﺍﺯ‬ ‫ﻧﻨﮕﻴ ِ‬
‫ﻫﻤﻴﻦ ﺳﺮﭼﺸﻤﻪ ﺁﺏ ﺧﻮﺭﺩﻩ‪ .‬ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﻛﻨﻮﻧﻲ ﻣﺮﺩﻡ ﺑﻤﻴﻬﻦ ﻭ ﺁﻳﻨـﺪﻩ ﻫـﻢ ‪ ،‬ﺑﻬﻤـﻴﻦ ﻫـﺎ ﺑـﺴﺘﮕﻲ ﺩﺍﺭﺩ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﺍﺯ ﺭﺍ ِﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻲ ﺩﺭﺁﻣﺪﻩ ﻧﺸﺎﻥ ﺩﺍﺩﻳﻢ ﻛﻪ ﺍﻳﻨﻬﺎ ﻣﺎﻧﻊ ﭘﻴﺸﺮﻓﺖ ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻱ ﺳـﻮﺩﻣﻨﺪ ﺑـﻮﺩﻩ ﻭ‬
‫ﻲ ﻣﻐﺰﻫﺎﻳﻨﺪ ‪ ،‬ﺩﺭ ﺗﻀﺎﺩ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻭ ﺑﺎ ﺍﻧﺪﻳﺸﻪ ﻫـﺎﻱ ﭘﻴـﺸﺮﻭ ﺑـﻮﺩﻩ ﻭ ﺩﺭ‬ ‫ﺟﺰ ﺁﻧﻜﻪ ﻣﺎﻳﺔ ﻓﺮﺳﺎﻳﺶ ﻭ ﺑﻴﻜﺎﺭﮔ ِ‬
‫ﻫﺮﮔﺎﻣﻲ ﺟﻠﻮﮔﻴ ِﺮ ﺁﻧﻬﺎﺳﺖ‪ .‬ﻭﻟﻲ ﺍﻳﻨﻜﻪ ﮔﻔﺘﻪ ﺷﻮﺩ ‪ " :‬ﺁﻳﺎ ﺑﺎ ﻧﺎﺑﻮﺩﻱ ﺍﻳﻦ ﻛﺘﺎﺑﻬﺎ ﻣﺎ ﺍﺯ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﺭﻫـﺎ ﺷـﺪﻩ ﻭ‬
‫ﺶ ﺁﻣﻮﺯﮔﺎﺭﺵ ﺑﭙﺮﺳﺪ ‪:‬‬ ‫ﺑﺮﺍ ِﻩ ﭘﻴﺸﺮﻓﺖ ﺧﻮﺍﻫﻴﻢ ﺍﻓﺘﺎﺩ؟"‪ ،‬ﺍﻳﻦ ﻣﺎﻧﻨﺪ ﺁﻧﺴﺘﻜﻪ ﺷﺎﮔﺮﺩ ﺑﺎﺯﻳﮕﻮﺷﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﻧﻜﻮﻫ ِ‬
‫" ﺁﻳﺎ ﻫﻤﻴﻨﻜﻪ ﺩﺳﺖ ﺍﺯ ﺑﺎﺯﻳﮕﻮﺷﻲ ﺑﺮﺩﺍﺭﻡ ﺑﺎ ﺳﻮﺍﺩ ﺧﻮﺍﻫﻢ ﺷﺪ؟!"‬
‫ﺑﺮﺩﺍﺷﺘﻦ ﺍﻳﻦ ﺟﻠﻮﮔﻴﺮﻫﺎ ﺷﺮﻁ ﺑﺎﻳﺴﺘﺔ )ﻻﺯﻡ( ﭘﻴﺸﺮﻓﺘﺴﺖ ﻧـﻪ ﺷـﺮﻁ ﺑـﺴﻨﺪﺓ )ﻛـﺎﻓﻲ( ﺁﻥ‪ .‬ﺍﮔـﺮ ﺍﻳـﻦ‬
‫ﺟﻠﻮﮔﻴﺮﻫﺎ ﻧﺒﺎﺷﺪ ﺍﻳﺮﺍﻥ ﺑﺮﺍﻱ ﭘﻴﺸﺮﻓﺖ ﭼﻪ ﻛﻢ ﺩﺍﺭﺩ؟! ﺁﻳـﺎ ﻣـﺮﺩﻡ ﻣـﺎ ﺍﺯ ﺩﻳـﺪﺓ ﺗﻨـﻲ ﻭ ﻣﻐـﺰﻱ ﺍﺯ ﺩﻳﮕـﺮﺍﻥ‬
‫ﻛﻤﺘﺮﻧﺪ؟! ﺁﻳﺎ ﺩﺭ ﻧﮋﺍﺩ ﺍﻳﺮﺍﻧﻲ ﻛﻤﺒﻮﺩ ﻭ ﻋﻴﺒﻲ ﻫﺴﺖ؟! ﺁﻳﺎ ﺧﺎﻙ ﺍﻳﻦ ﻛﺸﻮﺭ ﺑﺎﺭﻭﺭ ﻧﻴﺴﺖ؟! ﺁﻳﺎ ﻛﺸﻮﺭ ﻧﺎﺩﺍﺭﻱ‬
‫ﺩﺍﺭﻳﻢ؟! ﻛﺪﺍﻣﻴﻚ ﺍﺯ ﺍﻳﻨﻬﺎﺳﺖ؟! ﺷﺎﻳﺪ ﺑﮕﻮﻳﻨﺪ ‪ :‬ﺑﻴﮕﺎﻧﮕﺎﻥ ﻧﻤـﻲ ﮔﺬﺍﺭﻧـﺪ ﻭﮔﺮﻧـﻪ ﺑـﻪ ﺍﻳـﻦ ﻛﺘﺎﺑﻬـﺎ ﻧﻴـﺴﺖ!‬
‫ﺍﻳﺸﺎﻥ ﻣﻲ ﺑﺎﻳﺪ ﻧﺨﺴﺖ ﺩﻟﻴﻞ ﺁﻭﺭﻧﺪ ﻛﻪ ﭼﺮﺍ ﮔﺮﻓﺘﺎﺭﻳﻬـﺎﻱ ﻣـﺎ ﺍﺯ ﺍﻳـﻦ ﻛﺘﺎﺑﻬـﺎ ﻧﻴـﺴﺖ‪ .‬ﻟـﻴﻜﻦ ﺟﻠـﻮﺗﺮ ﻣـﺎ‬
‫ﻣﻲ ﭘﺮﺳﻴﻢ ‪ :‬ﺁﻳﺎ ﺩﺧﺎﻟﺖ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺗﻨﻬﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻮﺩﻩ ﻭ ﻫﺴﺖ؟!‪ ...‬ﺷﻤﺎ ﭼﻮﻥ ﺍﺯ ﺑـﺪﻳﻬﺎ ﭘﻴﺮﺍﺳـﺘﻪ ﺷـﻮﻳﺪ ‪،‬‬
‫ﻥ ﺷﺎﻳـﺴﺘﮕﻲ ﺍﻱ ﺑﺮﺳـﻨﺪ ﻛـﻪ ﺑـﺎ ﺩﺳـﺖ ﻭ‬ ‫ﻫﻤﺎﻧﺎ ﺗﻮﺍﻧﺎ ﮔﺮﺩﻳﺪ ﻭ ﺟﻠﻮ ﺗﻮﺍﻧﻴﺪ ﮔﺮﻓﺖ‪ .‬ﺁﻧﮕﺎﻩ ﻛﻪ ﻣـﺮﺩﻡ ﺑﭽﻨـﺎ ِ‬
‫ﺧﻮﺍﻫﺶِ ﺧﻮﺩ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﺭﺍ ﻧﺎﺑﻮﺩ ﮔﺮﺩﺍﻧﻨﺪ ‪ ،‬ﺁﺭﻱ ‪ ،‬ﭼﻨﻴﻦ ﻣﺮﺩﻣﻲ ﺑﺮﺍﻩ ﭘﻴﺸﺮﻓﺖ ﮔﺎﻡ ﮔﺬﺍﺭﺩﻩ ﺍﻧﺪ ﻭ ﻧﻴـﺮﻭﻱ‬
‫ﺑﺰﺭﮔﻲ ﺩﺭﺑﺎﻳﺪ ﻛﻪ ﺁﻧﺎﻥ ﺭﺍ ﺍﺯ ﺍﻳﻦ ﭘﻴﺸﺮﻓﺖ ﺑﺎﺯﺩﺍﺭﺩ‪.‬‬
‫ﺑﺮﺧﻲ ﺩﻳﮕﺮ ﺍﺯ ﮔﻔﺘﻪ ﻫﺎ ﻧﻴﺰ ﺍﻳﺮﺍﺩ ﻧﻴﺴﺖ ‪ ،‬ﻧﺎﺁﮔﺎﻫﺎﻧﻪ ﺭﻧﺠﻴﺪﮔﻲ ﻧﻤﻮﺩﻥ ﻭ ﺩﻝ ﺳﻮﺯﺍﻧﺪﻧﺴﺖ‪ .‬ﺍﻳﻨﺠﺎ ﺳﺨﻦ‬
‫ﺍﺯ ﺑﺪﺑﺨﺘﻲ ﻭ ﺗﻴﺮﻩ ﺭﻭﺯﻱ ﻫﻔﺘﺎﺩ ﻣﻴﻠﻴﻮﻥ ﺍﻳﺮﺍﻧﻴﺴﺖ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﻛﻮﺷﺸﻬﺎﻳﻲ ﭼﻪ ﺟـﺎ ﺩﺍﺭﺩ ﺑﺮﻧﺠﻴـﺪﮔﻴﻬﺎ ﺑﻬـﺎ‬
‫ﺩﻫﻴﻢ؟ ﺍﻳﻨﻜﻪ ﻛﺴﻲ ﺑﮕﻮﻳﺪ ﺍﻳﻨﻬﺎ ﮔﻨﺠﻴﻨﻪ ﻫﺎﻱ ﻣﺎ ﺍﻳﺮﺍﻧﻴﺎﻧﺴﺖ ﻫﻤﺎﻧﺪﻡ ﺩﺍﻧﺴﺘﻪ ﻣﻲ ﮔﺮﺩﺩ ﻛﻪ ﺁﻥ ﻧﻮﺷﺘﻪ ﻫـﺎ‬
‫ﺭﺍ ﻧﺨﻮﺍﻧﺪﻩ ﻭ » ﻣﻮﺿﻮﻉ« ﺭﺍ ﻧﺪﺍﻧﺴﺘﻪ ﺑﺴﺨﻦ ﺩﺭﺁﻣﺪﻩ‪ .‬ﻫﻤﭽﻨﻴﻨـﺴﺖ ﺁﻥ ﺳـﺨﻦ ﺑﻴﭙـﺎ ‪ " :‬ﺍﻳﻨﻬـﺎ » ﻫﻮﻳـﺖ«‬
‫ﻣﺎﺳﺖ"‪ .‬ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﻳﻚ ﻭﺍﮊﺓ » ﻫﻮﻳﺖ« ﺩﺭﺩﻱ ﺭﺍ ﺩﺭﻣﺎﻥ ﻧﻤﻲ ﻛﻨﺪ‪ .‬ﭘﺸﺖ ﻭﺍﮊﻩ ﺍﻱ ﭘﻨﻬﺎﻥ ﺷﺪﻧـﺴﺖ‪ .‬ﺁﻧﻬـﻢ‬
‫ﻧﺎﺁﮔﺎﻫﻲ ﺍﺯ » ﻣﻮﺿﻮﻉ« ﺭﺍ ﻣﻲ ﻧﻤﺎﻳﺪ‪ .‬ﺑﻬﺘﺮﺳﺖ ﺍﻳﻨﺎﻥ ﻣﻌﻨﻲ » ﻫﻮﻳﺖ« ﺭﺍ ﺑﺮﺍﻱ ﻣـﺮﺩﻡ ﺑﺎﺯﻧﻤﺎﻳﻨـﺪ ﻭ ﺍﺯ ﻳـﻚ‬
‫ﻭﺍﮊﺓ ﺗﺎﺭﻳﻚ ﻭ ﮔﻨﮓ ﺑﻬﺮﻩ ﺟﻮﻳﻲ ﻧﻜﻨﻨﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻫﻤﭽﻨﺎﻧﺴﺖ ﺍﻳﻨﻜﻪ ﻛﺴﻲ ﺑﮕﻮﻳﺪ ‪ " :‬ﻣﮕﺮ ﻛﺘﺎﺏ ﺭﺍ ﻫﻢ ﻣﻲ ﺳﻮﺯﺍﻧﻨﺪ؟" ﺍﻳﻦ ﺧـﺮﺩﻩ ﮔﻴـﺮﻱ ﻧﻴـﺴﺖ‪ .‬ﺍﻳـﻦ‬
‫ﺷﮕﻔﺘﻲ ﺑﺰﺑﺎﻥ ﺁﻭﺭﺩﻧﺴﺖ‪ .‬ﻣﻲ ﺗﻮﺍﻥ ﭘﺮﺳﻴﺪ ‪" :‬ﭼﻪ ﺍﺷﻜﺎﻟﻲ ﺩﺍﺭﺩ؟! " ﻧﻪ ﺗﻨﻬﺎ ﻛﺘـﺎﺏ ﺭﺍ ﻣـﻲ ﺗـﻮﺍﻥ ﺳـﻮﺯﺍﻧﺪ ‪،‬‬
‫ﻧﺘﻴﺠﺔ ﺳﻨﺠﺶ ﻭ ﺟﺴﺘﺠﻮ ﻫﺎ ﻣﻲ ﺭﺳﺎﻧﺪ ﻛﻪ ﻛﺘﺎﺏ ﺯﻳﺎﻧﻤﻨﺪ ﺭﺍ ﺑﺎﻳﺪ ﺳﻮﺯﺍﻧﺪ‪ .‬ﺍﮔﺮ ﺍﻳﺮﺍﺩﻱ ﻫﺴﺖ ﺁﻧﺮﺍ ﺑﮕﻮﻳﻴﺪ‪.‬‬
‫ﻢ ﻣـﺴﻤﻮﻣﻴﺖ‬ ‫ﺟﺎﻱ ﺷﮕﻔﺘﻴﺴﺖ ﻛﻪ ﻣﺮﺩﻡ ﺩﺭ ﺯﻧﺪﮔﻲ ﺭﻭﺯﺍﻧﻪ ﻫﺮﮔﺎﻩ ﺧﻮﺭﺍﻛﻲ ﻛﭙﻚ ﺯﺩ ﻭ ﻓﺎﺳﺪ ﺷﺪ ‪ ،‬ﺍﺯ ﺑـﻴ ِ‬
‫ﺧﻮﺩ ﻭ ﺩﻳﮕﺮﺍﻥ )ﺣﺘﺎ ﺟﺎﻧﻮﺭﺍﻥ ﺧﺎﻧﮕﻲ( ﺑﻴﻤﻨﺎﻙ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﺑﻴﺪﺭﻧﮓ ﺁﻧﺮﺍ ﺩﻭﺭ ﻣﻲ ﺭﻳﺰﻧﺪ ﻭ ﺍﮔﺮ ﻛﺴﻲ ﺁﻧـﺮﺍ‬
‫ﻧﮕﺎﻩ ﺩﺍﺭﺩ ﺑﻴﺨﺮﺩﺵ ﻣﻲ ﺷﻤﺮﻧﺪ ﻭﻟﻲ ﺩﺭ ﻛﺘﺎﺏ ﺗﻮﮔﻮﻳﻲ ﻳﻚ ﺗﻘﺪﺳﻲ ﻣﻲ ﺑﻴﻨﻨﺪ‪ .‬ﺗﻮ ﮔﻮﻳﻲ ﻛﺘﺎﺏ ﻧﻤﻲ ﺗﻮﺍﻧﺪ‬
‫ﺯﻫﺮ ﺁﻟﻮﺩ ﺑﺎﺷﺪ ﻭ ﻛﺴﻲ ﺭﺍ ﻣﺴﻤﻮﻡ ﻛﻨﺪ‪.‬‬
‫ﺍﻧﺒﻮ ِﻩ ﺍﻳﺮﺍﻧﻴﺎﻥ ‪ ،‬ﺷﺎﻋﺮﺍﻥ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺭﺍ ﺩﺭ ﺟﺎﻳﮕﺎ ِﻩ ﺑﻠﻨﺪﻱ ﭘﻨﺪﺍﺷﺘﻪ ﺍﻧﺪ‪ .‬ﺍﻳﻦ ﺭﺍ ﻣﻲ ﺩﺍﻧﻴﻢ‪ .‬ﻟـﻴﻜﻦ‬
‫ﺍﻳﻦ ﺗﻮ‪‬ﻫﻤﻲ ﺑﻴﺶ ﻧﻴﺴﺖ‪ .‬ﻫﻤﭽﻨﺎﻧﻜﻪ ﺩﺭﺑﺎﺭﺓ ﺷﻌﺮ ﺍﺷﺎﺭﻩ ﻛﺮﺩﻳﻢ ‪ ،‬ﻧﻴﻤـﻲ ﺍﺯ ﺩﻟﺒـﺴﺘﮕﻲ ﻣـﺎ ﺭﺍ ﺑـﻪ ﺷـﻌﺮ ﺑـﺎ‬
‫ﺧﻮﺍﺳﺘﻬﺎﻱ ﺑﺪﻧﻬﺎﺩﺍﻧﻪ ﻭ ﺑﺎ ﻧﻘﺸﻪ ﻫﺎﻱ ﺍﺳﺘﺎﺩﺍﻧﺔ ﺷـﻮﻡ ﻭ ﻧـﻴﻢ ﺩﻳﮕـﺮ ﺭﺍ ﺑـﺎ ﺳﺘﺎﻳـﺸﻬﺎﻱ ﮔﺰﺍﻓـﻪ ﺁﻣﻴـﺰ ﭘﺪﻳـﺪ‬
‫ﺁﻭﺭﺩﻩ ﺍﻧﺪ‪ ٢٤ .‬ﻧﺘﻴﺠﻪ ﺁﻧﻜﻪ ﺷﺎﻋﺮﺍﻥ ﺩﺭ ﻣﻐﺰﻫﺎﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻫﻤﭽﻮﻥ ﺑﺘﻬﺎﻳﻲ ﭘﺪﻳﺪﺍﺭ ﻭ ﺟﺎﮔﻴﺮ ﮔﺸﺘﻪ ﺍﻧـﺪ‪ .‬ﺍﻳﻨﻬـﺎ‬
‫ﺖ ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﺍﺯ ﺑﻴﺮﻭﻥ ﺍﻳـﺮﺍﻥ‬ ‫ﻫﻤﻪ ﭘﺲ ﺍﺯ ﺍﻟﺘﻤﺎﺗﻮﻡ ﺭﻭﺱ ﺩﺭ ‪ ۱۲۸۹‬ﺁﻏﺎﺯ ﮔﺮﺩﻳﺪ‪ .‬ﺍﻳﻦ ﺷﻮ ِﺭ ﻭﻳﺮﺍﻧﮕﺮ ﺑﺪﺳ ِ‬
‫ﻭ ﺑﺪﺧﻮﺍﻫﺎﻧﻲ ﺍﺯ ﺩﺭﻭﻥ) ﻛﻤﭙﺎﻧﻲ ﺧﻴﺎﻧﺖ( ﺑﺮﭘﺎ ﮔﺮﺩﻳﺪ ﻭ ﺍﻳﻦ ﺩﻭ ‪ ،‬ﺩﺳﺖ ﺩﺭ ﺩﺳﺖ ﻳﻜـﺪﻳﮕﺮ ‪ ،‬ﭘﻴـﺎﭘﻲ ﺑـﺮ ﺁﻥ‬
‫ﺷﻮﺭ ﺍﻓﺰﻭﺩﻧﺪ ﺗﺎ ﺑﭽﺸﻢ ﻣﺮﺩﻡ ‪ ،‬ﺷﺎﻋﺮﺍﻥ ﻫﻤﺎﻥ ﺷﺪﻧﺪ ﻛﻪ ﺑﺮﺍﻱ ﻋﺮﺏ ‪ ،‬ﻻﺕ ﻭ ‪‬ﻫﺒ‪‬ﻞ ﻭ ‪‬ﻋﺰﹼﺍ ﺑﻮﺩﻧﺪ‪ .‬ﺍﮔﺮ ﺍﻳﻨﻬﺎ ﺍﺯ‬
‫ﻥ ﻳﻚ ﺗﻮﺩﻩ ﻛﻤﻲ ﺍﺯ ﺁﻧﻬﺎ ﻧﺪﺍﺭﻧﺪ‪ .‬ﻫﻤﭽﻨﺎﻧﺴﺖ‬ ‫ﺲ ﺁﻥ ﺑﺘﻬﺎ ﻧﻴﺴﺘﻨﺪ ﺩﺭ ﮔﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﺪﻥ ﻭ ﺑﺨﻮﺍﺭﻱ ﻛﺸﺎﻧﺪ ِ‬ ‫ﺟﻨ ِ‬
‫ﻥ ﺣﺎﻓﻆ ‪ ،‬ﺭﻭﻳﺔ ﺑﺖ ﺑﺨﻮﺩ ﮔﺮﻓﺘـﻪ‪ .‬ﺍﻳﻨـﺴﺖ ﺑﺎﻳـﺪ ﺁﺷـﻜﺎﺭﺍ‬ ‫ﻛﺘﺎﺑﻬﺎﺷﺎﻥ ﻛﻪ ﺁﻧﻬﺎ ﻧﻴﺰ ﻫﻤﭽﻮﻥ ﮔﻠﺴﺘﺎﻥ ﻭ ﺩﻳﻮﺍ ِ‬
‫ﮔﻔﺖ ‪ " :‬ﺁﻧﭽﻪ ﻛﺴﺮﻭﻱ ﺑﺂﻥ ﺑﺮﺧﺎﺳﺘﻪ ﺑﺖ ﺷﻜﻨﻴﺴﺖ"‪ .‬ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻧﻴﺰ ﻫﻤﺎﻧﺴﺖ‪.‬‬
‫ﺖ ﺍﺭﻭﭘﺎﻳﻴـﺎﻥ ﺁﺯﻣﻨـﺪ ﻭ ﺑـﺪﺧﻮﺍﻩ ﺑـﺮﺍﻱ ﺯﻳﺮﺩﺳـﺖ ﮔﺮﺩﺍﻧﻴـﺪﻥ‬ ‫ﺭﻭﺯﮔﺎﺭﻱ ﺍﻓﻴﻮﻥ ﻳﻚ ﺍﻓﺰﺍ ِﺭ ﻣﺆﺛﺮ ﺩﺭ ﺩﺳـ ِ‬
‫ﻝ ﻛﻮﺷﺶ ﺑﻪ ﺁﺷﻔﺘﻪ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻣﻐﺰﻫـﺎﻱ‬ ‫ﺷﺮﻗﻴﺎﻥ ﺑﻮﺩﻩ ﻭ ﺍﺯ ﺁﻥ ﺩﺭ ﺟﺎﻫﺎﻳﻲ ﺑﻬﺮﻩ ﺑﺮﺩﻩ ﺍﻧﺪ‪ .‬ﻫﻤﻴﻦ ﺑﻮﺩﻩ ﺣﺎ ِ‬
‫ﺷﺮﻗﻴﺎﻥ ﻛﻪ ﺍﻳﻦ ﻛﺎﺭ ﺑﻴﺸﺘﺮ ﺑﺪﺳﺖ ﻛﺘﺎﺑﻬﺎﻱ ﻛﻬﻦ ﺧﻮﺩ ﺷﺮﻗﻴﺎﻥ ﺍﻧﺠﺎﻡ ﮔﺮﻓﺘﻪ‪ .‬ﺩﺭ ﻫﺮ ﺣﺎﻝ ﻫـﺮ ﺩﻭﻱ ﺁﻧﻬـﺎ‬
‫ﺁﺩﻣﻲ ﺭﺍ ﺍﺯ ﺗﻨﺪﺭﺳﺘﻲ ﻭ ﺣﺎﻝ ﻃﺒﻴﻌﻲ ﺍﻧﺪﺍﺧﺘﻨﺴﺖ ﻛﻪ ﺍﻓـﺰﺍﺭ ﻧﺨـﺴﺖ ﺗـﻦ ﺭﺍ ﻭ ﺩﻭﻣـﻲ ﻣﻐـﺰ ﺭﺍ ﻓﺮﺳـﻮﺩﻩ ﻭ‬
‫ﺑﻴﻜﺎﺭﻩ ﮔﺮﺩﺍﻧﺪ‪ .‬ﻟﻴﻜﻦ ﺍﻓﻴﻮﻥ ﺍﻓﺰﺍ ِﺭ ﺁﺷﻜﺎﺭﻱ ﺑﻮﺩ ﻭ ﭼﻮﻥ ﭘﺰﺷﻜﺎﻥ ﻧﻴﺰ ﺯﻳﺎﻧﻬـﺎﻱ ﺁﻥ ﺭﺍ ﻳﻜﺎﻳـﻚ ﺑـﺮﺍﻱ ﻣـﺮﺩﻡ‬
‫ﺑﺎﺯﻧﻤﻮﺩﻧﺪ ‪ ،‬ﺭﺳﻮﺍﻳﻲ ﺁﻥ ﺑﺰﻭﺩﻱ ﺩﺍﻧﺴﺘﻪ ﮔﺮﺩﻳﺪ ﻭ ﻣﺮﺩﻡ ﺯﻳﺮﺩﺳﺖ ﺁﻥ ﺍﻓﺰﺍﺭ ﺭﺍ ﺩﻳﺮ ﻳﺎ ﺯﻭﺩ ﺍﺯ ﺩﺳﺖ ﺑﻴﮕﺎﻧﮕﺎﻥ‬
‫ﺩﺭ ﺁﻭﺭﺩﻧﺪ )ﭼﻨﺎﻧﻜﻪ ﭼﻴﻦ ﻛﺮﺩ( ﻭﻟﻲ ﺭﺍﻩ ﺩﻭﻡ ﺯﻳﺮ ﭘﺮﺩﺓ ﻛﻮﺷﺶ ﺑﻪ ﺷﻨﺎﺧﺖ ﺗﺎﺭﻳﺦ ﺷﺮﻕ ﻭ ﺟﻬﺎﻥ ‪ ،‬ﺷﻨﺎﺧﺖ‬
‫ﺩﻳﻨﻬﺎ ﻭ ﺯﺑﺎﻧﻬﺎﻱ ﺷﺮﻗﻲ ‪ ،‬ﺷﻨﺎﺧﺖ ﺍﺩﺑﻴﺎﺕ ﻭ ﺁﻳﻴﻦ ﻭ ﺧﻮﻳﻬﺎﻱ ﺗﻴﺮﻩ ﻫﺎﻱ ﺷﺮﻗﻲ ﭘﻨﻬﺎﻥ ﻣﻲ ﻣﺎﻧـﺪﻩ ﻭ ﭼـﻮﻥ‬
‫ﺭﻭﻳﺔ ﺩﺍﻧﺸﻮﺭﺍﻧﻪ ﻣﻲ ﺩﺍﺷﺘﻪ ﻭ ﺯﻳﺎﻧﻬﺎﻱ ﺁﻥ ﺑﺎ ﺳﻮﺩﻫﺎﻳﻲ ﺩﺭﺁﻣﻴﺨﺘﻪ ﺑﻮﺩﻩ ﺑﻪ ﺁﻥ ﺁﺳﺎﻧﻲ ﺭﺳـﻮﺍ ﻧﻤـﻲ ﮔﺮﺩﻳـﺪ‪.‬‬
‫ﺑﻮﻳﮋﻩ ﻛﻪ ﺷﻨﺎﺧﺘﻦ ﺯﻳﺎﻧﻬﺎﻱ ﺁﻥ ﺑﺴﻴﺎﺭ ﺩﺷﻮﺍﺭﺗﺮ ﺍﺯ ﺷﻨﺎﺧﺘﻦ ﺯﻳﺎﻧﻬﺎﻱ ﺍﻓﻴﻮﻥ ﻭ ﺷﻨﺎﺳﺎﻧﺪﻥ ﺁﻥ ﻫـﻢ ﺗـﻮﺃﻡ ﺑـﺎ‬
‫ﺑﻴﻤﻬﺎﻳﻲ ﻣﻲ ﺑﻮﺩﻩ‪ .‬ﺍﻳﻨﺴﺖ ﺍﻳﻦ ﺭﺍﻩ ﺑﺮﺍﻱ ﺁﻥ ﺁﺯﻣﻨﺪﺍﻥ ﺭﺍﻩ ﺑﻲ ﺩﺭﺩﺳﺮ ﻭ ﻣﻄﻤﺌﻦ ﺗﺮﻱ ﺑﻮﺩﻩ ﻭ ﺩﺭﺁﻭﺭﺩﻥ ﺍﻳﻦ‬
‫ﻦ‬
‫ﺖ ﻫـﻢ ﻣـﻴﻬ ِ‬ ‫ﺍﻓﺰﺍﺭ ﺍﺯ ﺩﺳﺘﺸﺎﻥ ﻧﻴﺰ ﺩﺷﻮﺍﺭﺗﺮﺳﺖ‪ .‬ﺑﻮﻳﮋﻩ ﻛﻪ ﺷﺮﻗﻴﺎﻥ ﭘﺲ ﺍﺯ ﭼﻨﺪﻱ ﺍﻳـﻦ ﺍﻓـﺰﺍﺭ ﺭﺍ ﺩﺭﺩﺳـ ِ‬
‫ﻓﺮﻳﺐ ﺧﻮﺭﺩﺓ ﺧﻮﺩ ﺩﻳﺪﻩ ﺍﻧﺪ ﻭ ﺍﻳﻦ ﻣﻲ ﺑﺎﻳﺴﺘﻪ ﻛﻪ ﻧﺨﺴﺖ ﺍﻭ ﺭﺍ ﺍﺯ ﻓﺮﻳﺒﺨﻮﺭﺩﮔﻲ ﺑﺮﻫﺎﻧﻨﺪ‪.‬‬
‫ﺩﺭﺑﺎﺭﺓ ﻛﺘﺎﺑﻬﺎ ﻭﺿﻊ ﻫﻤﺎﻧﺴﺖ ﻛﻪ ﺩﺭﺑﺎﺭﺓ ﺷﻌﺮﻫﺎ ﮔﻔﺘﻴﻢ‪ .‬ﻫﻤﭽﻨﺎﻧﻜﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﻛـﺴﻲ ﺍﺯ ﺁﻥ ﻫﻤـﻪ ﺷـﻌﺮ‬
‫ﺯﻫﺮﺁﻟﻮﺩ ﺍﺯ ﻳﻜﻲ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻦ ﻧﻤﻲ ﻳﺎﺭﺩ ﺩﺭﺑﺎﺭﺓ ﻛﺘﺎﺑﻬﺎ ﻧﻴﺰ ﭼﻨﻴﻨﺴﺖ‪ .‬ﺑﻤﺎ ﺍﻟﻘﺎﺀ ﻛﺮﺩﻩ ﺍﻧﺪ ﻛﻪ ﻛﺘﺎﺏ ـ ﺍﺯ ﻫـﺮ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﺗﻮﺩﻩ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﭼﻨـﻴﻦ ﻧﻴـﺴﺖ‪ .‬ﻛﺘـﺎﺏ ‪،‬‬ ‫ﮔﻮﻧﻪ ﻛﻪ ﺑﺎﺷﺪ ـ ﻧﻴﻜﺴﺖ ﻭ ﺟﺎﻳﮕﺎﻫﻲ ﺍﺭﺟﻤﻨﺪ ﺩﺭ ﻣﻴﺎ ِ‬
‫ﻧﻴﻚ ﻭ ﺑﺪ ﺩﺍﺭﺩ ﻭ ﻫﻤﻪ ﺭﺍ ﺍﺭﺟﻤﻨﺪ ﻧﺘﻮﺍﻥ ﺩﺍﻧﺴﺖ‪ .‬ﺑﺎﻳﺪ ﺍﺯ ﺍﻳﻦ ﺑﺘﻬﺎﻱ ﭘﻨﺪﺍﺭﻱ ﺭﻫﺎ ﺷـﺪ‪ .‬ﺑﺎﻳـﺪ ﻋﻘـﻞ ﺭﺍ ﺩﺍﻭﺭ‬
‫ﮔﺮﺩﺍﻧﻴﺪ ﻭ ﺩﺭ ﭼﻨﻴﻦ ﻫﻨﮕﺎﻣﻬﺎﻳﻲ ﺍﺯ ﺩﺍ ِﻡ ﺗﻮﻫ‪‬ﻢ ﻭ ﺍﺣﺴﺎﺱ ﺩﻭﺭ ﺷﺪ‪.‬‬
‫ﻼ ﻓﻴﻠﻤﻬـﺎ ﻭ‬‫ﻛﺴﺎﻧﻲ ﻫﻢ ﻣﻤﻜﻨﺴﺖ ﺑﭙﺮﺳـﻨﺪ ‪ :‬ﺁﻳـﺎ ﺳﺮﭼـﺸﻤﻪ ﻫـﺎﻱ ﺁﻟـﻮﺩﮔﻲ ﺗﻨﻬـﺎ ﻛﺘﺎﺑﻬﺎﺳـﺖ؟ ﻣـﺜ ﹰ‬
‫ﺳﻲ ﺩﻱ ﻫﺎ ﻭ ﺗﺌﺎﺗﺮﻫﺎ ﻧﻴﻚ ﻭ ﺑﺪ ‪ ،‬ﺳﻮﺩﻣﻨﺪ ﻭ ﺯﻳﺎﻧﻤﻨﺪ ﻧﺪﺍﺭﻧﺪ؟ ﭘﺲ ﭼﺮﺍ ﺗﻨﻬﺎ ﺑﻜﺘﺎﺑﻬﺎ ﺧـﺮﺩﻩ ﻣـﻲ ﮔﻴﺮﻳـﺪ؟‬
‫ﺍﻳﻦ ﺳﺨﻦ ﺩﺭﺳﺘﺴﺖ‪ .‬ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﺎﻳﺔ ﺑﺪﺁﻣﻮﺯﻱ ﻭ ﺣﺘﹼﺎ ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﻧﻮ ﮔـﺮﺩﺩ‪ .‬ﻟـﻴﻜﻦ ﺩﺭ ﺑﻴـﺸﺘ ِﺮ‬
‫ﺁﻧﻬﺎ ﭘﺎﻳﻪ ﻭ ﺭﻳﺸﻪ ﻛﺘﺎﺏ ﺑﻮﺩﻩ‪ .‬ﺍﺯ ﻛﺘﺎﺏ ﻓﻴﻠﻤﻨﺎﻣﻪ ﻭ ﭘﻴِﺲ ﭘﺪﻳﺪ ﺁﻣﺪﻩ‪ .‬ﻛﺘﺎﺑﻬﺎﻱ ﺯﻳﺎﻧﻤﻨﺪ ﺭﺍ ﺑﺮﻭﻳـﺔ ﺳـﻲ ﺩﻱ‬
‫ﺩﺭﺁﻭﺭﺩﻩ ﺩﺭ ﺩﺳﺘﺮﺱ ﻣﺮﺩﻡ ﮔﺰﺍﺭﺩﻩ ﺍﻧﺪ‪ .‬ﻟﻴﻜﻦ ﺍﮔﺮ ﺳﻲ ﺩﻱ ﺍﻱ )ﺑﺮﺍﻱ ﻣﺜـﺎﻝ( ﺑـﻲ ﺁﻧﻜـﻪ ﺑﻜﺘـﺎﺑﻲ ﺑـﺴﺘﮕﻲ‬
‫ﺩﺍﺭﺩ ‪ ،‬ﺩﺭﻭﻧﺶ ﮔﻤﺮﺍﻫﻲ ﻭ ﺁﻟﻮﺩﮔﻲ ﺑﺎﺷﺪ ﺁﻥ ﻧﻴﺰ ﻧﺎﺑﻮﺩ ﮔﺮﺩﺍﻧﺪﻧﻴﺴﺖ‪.‬‬
‫ﺁﻧﭽﻪ ﺍﻳﻨﺠـﺎ ﻣﻬﻤـﺴﺖ ﺁﮔـﺎﻫﻲ ﻭ ﻓﻬـﻢ ﻣـﺮﺩﻡ ﺍﺯ ﺁﻟﻮﺩﮔﻴﻬﺎﺳـﺖ‪ .‬ﺩﺳـﺘﻪ ﺑﻨـﺪﻱ ﻛـﺮﺩﻥ ﺁﻟﻮﺩﮔﻴﻬـﺎﻱ‬
‫ﻦ ﮔﻔﺘﺎﺭﻫـﺎ ﻭ ﺣﺘـﺎ‬ ‫ﻚ ﺁﻧﻬﺎ ﻭ ﺷﺮﺡ ﻫـﺎﻱ ﺑـﺴﻴﺎﺭ ﻭ ﻧﻮﺷـﺘ ِ‬ ‫ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺷﻨﺎﺳﺎﻧﺪﻥ ﺗﺎﺭﻳﺨﭽﺔ ﻳﻜﺎﻳ ِ‬
‫ﻛﺘﺎﺏ ﺩﺭ ﺁﻧﺒﺎﺭﻩ ﻫﻤﻪ ﺑﺮﺍﻱ ﺍﻳﻦ ﺑﻮﺩﻩ ﻛﻪ ﻣﺮﺩﻡ ﻧﻪ ﻃﻮﻃﻲ ﻭﺍﺭ ﺑﻠﻜﻪ ﺑﺎ ﻳﻚ ﺩﻳﺪﺓ ﺭﻭﺷﻦ ‪ ،‬ﻫﻤﺎﻧﮕﻮﻧـﻪ ﻛـﻪ ﺩﺭ‬
‫ﺖ ﺩﻳﮕﺮ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺗﻮﺍﻧﺎ‬‫ﻦ ﮔﻮﺷﻪ ﺍﻱ ﺍﺯ ﺁﻥ ﺁﻟﻮﺩﮔﻴﻬﺎ ﺧﻮﺩﺷﺎﻥ ﺑﺸﻨﺎﺧ ِ‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺩﺍﻧﺸﻬﺎ ﺭﺍﻳﺠﺴﺖ ‪ ،‬ﺑﺎ ﺩﺍﻧﺴﺘ ِ‬
‫ﮔﺮﺩﻧﺪ‪.‬‬
‫ﺑﺎﻳﺪ ﭘﺮﻭﺍ ﺩﺍﺷﺖ ﻛﻪ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺳﺪ ﺭﻧﺞ ﺑﺮﺍﻱ ﻛﺴﺮﻭﻱ ﺩﺍﺷﺖ‪ .‬ﭘﺲ ﺍﺯ ﭼﻪ ﺭﻭ ﺑﻬﻤـﺔ ﺁﻥ ﺭﻧﺠﻬـﺎ ﺗـﺎﺏ‬
‫ﻣﻲ ﺁﻭﺭﺩ؟! ﺍﻭ ﻛﺴﻲ ﻧﺒﻮﺩﻩ ﻛﻪ ﺑﻲ ﺟﺴﺘﺠﻮ ﻭ ﺩﻭﺭﺍﻧﺪﻳﺸﻲ ﺩﺳﺖ ﺑﻜﺎﺭﻱ ﺑﺰﻧﺪ‪ .‬ﻛﺴﻲ ﻛﻪ ﺩﺭ ﻫﻤـﺔ ﺳـﺎﻟﻬﺎﻱ‬
‫ﻱ ﺭﺿﺎﺷﺎﻩ ﺩﺳﺖ ﺍﺯ ﻛﻮﺷﺶ ﺑﺮﻧﺪﺍﺷﺘﻪ ‪ ،‬ﮔﺎﻡ ﺑﮕﺎﻡ ﺑـﺎ ﺁﺭﺍﻣـﻲ ﺭﺍ ِﻩ ﻛﻮﺷـﺶ ﻣـﻲ ﭘﻴﻤـﻮﺩ ‪ ،‬ﻛﺘـﺎﺑﻲ‬ ‫ﺩﻳﻜﺘﺎﺗﻮﺭ ِ‬
‫ﻫﻤﭽﻮﻥ ﺗﺎﺭﻳﺦ ﻣـﺸﺮﻭﻃﻪ ﺭﺍ ﺩﺭ ﭼﻨـﺎﻥ ﺭﻭﺯﮔـﺎﺭﻱ ﺩﻭﺑـﺎﺭ ﺑﭽـﺎﭖ ﺭﺳـﺎﻧﻴﺪ ‪ ،‬ﭼﻨـﻴﻦ ﻛـﺴﻲ ﻛـﻪ ﺑـﺎ ﭼﻨـﺎﻥ‬
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‫ﭼﻴﺮﻩ ﺩﺳﺘﻲ ﺩﺭ ﻛﺎﺭﻫﺎﻱ ﺳﻴﺎﺳﻲ ﺗﻮﺍﻧﺴﺖ ﺩﺭ ﺯﻣﺎﻥ ﺭﺿﺎﺷـﺎﻩ ‪ ،‬ﻣﺎﻫﻨﺎﻣـﻪ ﺍﻱ ﻫﻤﭽـﻮﻥ ﭘﻴﻤـﺎﻥ ﺭﺍ ‪ ۷‬ﺳـﺎ ِ‬
‫ﻥ ﻋﻠﻨﻲ ﻭ ﺁﻧﻬﻢ » ﺗﺒﻠﻴﻎ ﺁﻣﻴﺰ« ﺯﻧـﺪ ﻭ‬ ‫ﭘﻴﺎﭘﻲ ﭘﺮﺍ ﹶﻛﻨﹶﺪ ‪ ،‬ﭼﮕﻮﻧﻪ ﺩﺳﺖ ﺑﻜﺎﺭ ﻫﺮﺍﺱ ﺁﻭﺭﻱ ﻫﻤﭽﻮﻥ ﻛﺘﺎﺑﺴﻮﺯﺍ ِ‬
‫ﺍﻳﻦ ﺑﻴﺒﺎﻛﺎﻧﻪ ﺗﺮ ﻛﻪ ﺩﺭ ﺁﻥ ﻛﺎﺭ ﻧﻴﺰ ﭘﺎﻓﺸﺎﺭﻱ ﺩﺭﻳﻎ ﻧﮕﻮﻳﺪ ﻭ ﻳﻚ ﮔﺎﻡ ﺑﭙﺲ ﺑﺎﺯ ﻧﮕﺮﺩﺩ؟!‪.‬‬
‫ﺍﻳﻨﺠﺎ ﺭﺍﺯﻳﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺑﮕﻔﺘﮕﻮ ﺍﺯ ﺁﻥ ﺩﺭﺁﻳﻴﻢ‪ .‬ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛـﻪ ﻛﺘﺎﺑـﺴﻮﺯﺍﻥ ﺭﺍ ِﻩ ﻧـﺎﮔﺰﻳﺮﻱ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﻭ‬
‫ﻲ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﻭ‬
‫ﻥ ﺗﻴـﺮﻩ ﺭﻭﺯﻱ ﻭ ﺩﺭﻣﺎﻧـﺪﮔ ِ‬ ‫ﺷﺮﻗﻴﺎﻧﺴﺖ!! ﺍﮔﺮ ﺳﺨﻨﺎﻥ ﻭ ﺩﻟﻴﻠﻬﺎﻱ ﺍﺣﻤـﺪ ﻛـﺴﺮﻭﻱ ﺩﺭ ﭘﻴﺮﺍﻣـﻮ ِ‬
‫ﻋﻠﺘﻬﺎﻱ ﺁﻥ ﺭﺍﺳﺘﺴﺖ ﺩﺭ ﺁﻥ ﺣﺎﻝ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻧﺎﮔﺰﻳﺮﻳﺴﺖ؟!‪ .‬ﺑﺮﺧﺎﺳـﺘﻪ ﺍﺯ ﻫـﻮﺱ ﻧﻴـﺴﺖ‪ .‬ﭘـﺸﺘﻮﺍﻧﻪ ﺍﻱ ﺍﺯ‬
‫ﺧﺮﺩ ﺩﺍﺭﺩ )ﺗﻮﺃﻡ ﺑﺎ ﺩﻟﻴﻠﻬﺎﺳﺖ(‪ .‬ﭘﺸﺘﻮﺍﻧﺔ ﺩﺍﻧﺸﻲ ﺩﺍﺭﺩ )ﺍﺻﻞ ﻧﻴﺮﻭﻣﻨﺪﻱ(‪ .‬ﭘﺸﺘﻮﺍﻧﺔ ﺗـﺎﺭﻳﺨﻲ ﺩﺍﺭﺩ )ﭘﻴـﺸﺂﻣﺪ‬
‫ﻣﻐﻮﻝ ﻭ ﻧﺎﺍﻧﺠﺎﻡ ﻣﺎﻧﺪﻥ ﻣﺸﺮﻭﻃﻪ(‪ .‬ﭘﺸﺘﻮﺍﻧﺔ ﺗﺠﺮﺑﻲ ﺩﺍﺭﺩ ) ﺁﻧﭽﻪ ﺍﺯ ﺳﻨﺠﺶ ﻛﺮﺩﺍﺭ ﺁﻟﻮﺩﮔﺎﻥ ﺑﺎﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ‬
‫ﺑﺎ ﻛﺮﺩﺍﺭ ﺁﻧﺎﻧﻴﻜﻪ ﺍﺯ ﺍﻳﻨﻬﺎ ﺩﻭﺭ ﻣﺎﻧﺪﻩ ﺍﻧﺪ ‪ ،‬ﺑﺪﺳﺖ ﻣﻲ ﺁﻳﺪ(‪.‬‬
‫ﻥ ﺍﺭﺟﺪﺍ ِﺭ ﺍﻳﺸﺎﻥ ﻫﻤﭽﻨﺎﻥ‬ ‫ﺍﮔﺮ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﺍﺯ ﻛﻮﺷﺸﻬﺎﻱ ﭘﻴﻤﺎﻧﻴﺎﻥ ﺑﮕﻴﺮﻳﻢ ‪ ،‬ﮔﺮﭼﻪ ﺭﺍﺳﺘﻴﻬﺎ ﻭ ﺳﺨﻨﺎ ِ‬
‫ﺶ ﻛﻤﺮﻧـﮓ ‪ ،‬ﭼﻴـﺰ ﺩﻳﮕـﺮﻱ‬ ‫ﻱ ﺭﻧﺞ ﻭ ﮔﺰﻧـﺪ ﺟـﺰ ﻳـﻚ ﺟﻨـﺒ ِ‬ ‫ﺗﺄﺛﻴﺮ ﺧﻮﺩ ﺭﺍ ﺩﺍﺭﺩ ‪ ،‬ﻟﻴﻜﻦ ﺍﺯ ﺁﻥ ﻫﻤﻪ ﺳﺎﻟﻬﺎ ِ‬
‫ﻧﻤﻲ ﻣﺎﻧﺪ‪ .‬ﺍﻳﻦ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻭﺟﻪ ﺗﻤﺎﻳ ِﺰ ﺭﺍﻩ ﭘﻴﻤﺎﻧﻴﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻧﺴﺖ‪ .‬ﺩﻳﮕـﺮﺍﻥ ﻫﺮﭼﻨـﺪ ﺍﺯ ﺭﺍﻫﻬـﺎﻱ ﮔﻮﻧـﺎﮔﻮﻥ‬
‫ﺑﺎﻳﻦ ﺧﻮﺍﺳﺘﻬﺎ ﻧﺰﺩﻳﻚ ﮔﺮﺩﻧﺪ ﺗﺎ ﺍﻳﻦ ﭘﺎﻛﺴﺎﺯﻱ ﺭﺍ ﺟﺰﻭ ﺁﻳـﻴﻦ ﺧـﻮﺩ ﻧﮕﻴﺮﻧـﺪ ‪ ،‬ﺑﻨﺘﻴﺠـﺔ ﺩﺭﺳـﺖ ﻧﺨﻮﺍﻫﻨـﺪ‬
‫ﺭﺳﻴﺪ‪ .‬ﺍﺻﻞ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺑﻪ ﻫﻤﺎﻥ ﺍﺳﺘﻮﺍﺭﻱ ﻗﺎﻧﻮﻧﻬﺎﻱ ﻃﺒﻴﻌﻴﺴﺖ‪ .‬ﻫﻤﭽﻨﺎﻧﻜﻪ ﺁﻧﻬﺎ ﺩﻳﮕﺮ ﻧﻤﻲ ﮔﺮﺩﺩ ‪ ،‬ﺍﺻـﻞ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

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‫ﺏ » ﻋﻤﻞ« ﺁﺯﺍﺩﻳﻢ‪ » .‬ﻧﺘﻴﺠﻪ« ﺩﺭ ﺩﺳ ِ‬ ‫ﻧﻴﺮﻭﻣﻨﺪﻱ ﻧﻴﺰ ﺩﻳﮕﺮ ﻧﻤﻲ ﮔﺮﺩﺩ‪ .‬ﺑﻴﺎﺩ ﺑﻴﺎﻭﺭﻳﺪ ﻛﻪ ﻣﺎ ﺗﻨﻬﺎ ﺩﺭ ﺍﻧﺘﺨﺎ ِ‬
‫ﻗﺎﻧﻮﻧﻬﺎﻱ ﻃﺒﻴﻌﺘﺴﺖ‪.‬‬
‫ﻫﺮﮔﺰ ﻧﺒﺎﻳﺪ ﺍﺯ ﻳﺎﺩ ﺑﺮﺩ ﻛﻪ ﺍﻳﻦ ﺭﺍﻫﻴﺴﺖ ﺑﺴﻮﻱ ﺭﻫﺎﻳﻲ‪ .‬ﺑﺎﻳﺪ ﺑﻲ ﭘﺮﺩﻩ ﮔﻔﺖ ‪ :‬ﺍﻱ ﺍﻳﺮﺍﻧﻴـﺎﻥ! ﻳـﺎ ﺷـﻤﺎ ﺍﺯ‬
‫ﺍﻳﻦ ﻭﺿﻌﻴﺘﻲ ﻛﻪ ﺩﺭﺁﻧﻴﺪ ﺧﺸﻨﻮﺩﻳﺪ ﻭ ﻳﺎ ﺧﺸﻨﻮﺩ ﻧﻴﺴﺘﻴﺪ ﻭ ﻣﻲ ﺧﻮﺍﻫﻴﺪ ﺍﺯ ﺍﻳﻦ ﺗﻴﺮﻩ ﺭﻭﺯﻱ ﺭﻫﺎ ﺷﻮﻳﺪ‪ .‬ﺍﮔﺮ‬
‫ﺭﺍﻩ ﺭﻫﺎﻳﻲ ﺭﺍ ﺑﺮﮔﺰﻳﺪﻩ ﺍﻳﺪ ﺩﻳﮕﺮ ﺩﻟﺴﻮﺯﺍﻧﺪﻥ ﺑﻴﺠﺎ ﺑﺮﺍﻱ ﻛﺘﺎﺑﻬﺎﻳﻲ ﻛﻪ ﺳﺮﻣﺎﻳﺔ ﻓﺮﻳﺒﻜﺎﺭﺍﻥ ﻭ ﺑـﺪﺁﻣﻮﺯﺍﻥ ﺑـﻮﺩﻩ‬
‫ﺭﺍ ﻛﻨﺎﺭ ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﻧﺨﺴﺖ ‪ ،‬ﺩﻟﻴﻠﻬﺎﻱ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﺑﺸﻨﻮﻳﺪ ﻭ ﺩﺭﺑﺎﺭﻩ ﺍﺵ ﺑﻴﻨﺪﻳﺸﻴﺪ‪ .‬ﺍﮔﺮ ﺩﻟﻴﻠﻬﺎ ﺭﺍ ﺧﺮﺩﭘﺬﻳﺮ‬
‫ﻳﺎﻓﺘﻴﺪ ﻭ ﺑﺮﺍﺳﺘﻲ ﺩﺭ ﭘﻲ ﻧﻴﻚ ﮔﺮﺩﻳﺪﻧﻴﺪ ‪ ،‬ﺩﻳﮕﺮ ﺟﺎﻱ ﺩﻭﺩﻟﻲ ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﺗﻨﻬﺎ ﺭﺍﻫﺴﺖ‪ .‬ﺩﺭ ﺍﻳـﻦ ﺭﺍﻩ ﺑﺎﻳـﺪ‬
‫ﺩﻟﻴﺮ ﺑﻮﺩ ﻭ ﺍﺯ ﺑﺪﮔﻮﻳﻴﻬﺎ ﻧﻬﺮﺍﺳﻴﺪ ﻭ ﺑﺰﺧﻢ ﺯﺑﺎﻧﻬﺎ ﭘﺮﻭﺍ ﻧﻜﺮﺩ‪ .‬ﺑﺎﻳﺪ ﺍﻣﻴﺪ ﺑﺴﻴﺎﺭ ﺩﺍﺷﺖ ﻭ ﺧﺸﻨﻮﺩ ﻭ ﺑﻴﮕﻤﺎﻥ ﺑﻮﺩ‬
‫ﻛﻪ ﺍﻳﻦ ﺭﺍﻩ ‪ ،‬ﺭﺍﻩ ﺭﻫﺎﻳﻴﺴﺖ‪ .‬ﺑﺎﻳﺪ ﺗﻮﺟﻪ ﺩﺍﺷﺖ ﻛﻪ ﺍﻳﻦ ﭘﺎﻳـﺎﻥ ﻛـﺎﺭ ﻧﻴـﺴﺖ ﻟـﻴﻜﻦ ﺭﺍﻩ ﺭﻫـﺎﻳﻲ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﺍﺯ‬
‫ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻣﻲ ﮔﺬﺭﺩ‪.‬‬
‫ﺩﺭ ﻧﺒﺮﺩ ﺑﺎ ﻣﻮﺍﺩ ﻣﺨﺪﺭ ‪ ،‬ﻣﺄﻣﻮﺭﺍﻥ ﺑﺪﺳﺘﮕﻴﺮﻱ ﺍﻳﻦ ﻗﺎﭼﺎﻗﭽﻲ ﻭﻳﺎ ﺁﻥ ﭘﺨﺶ ﻛﻨﻨﺪﺓ ﻣﻮﺍﺩ ﺑﺴﻨﺪﻩ ﻧﻜـﺮﺩﻩ‬
‫ﻲ ﻛﺸﺘﺰﺍﺭﻫﺎﻱ ﺍﻓﻴﻮﻥ ﻭ ﺁﺗﺶ ﺯﺩﻥ ﺑﺂﻧﻬﺎ ﺩﺭ ﺑﺮﻧﺎﻣﺔ ﻛﺎﺭﺷـﺎﻥ‬ ‫ﻭ ﺳﺮﭼﺸﻤﺔ ﻣﻮﺍﺩ ﺭﺍ ﺑﺪﻳﺪﻩ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺷﻨﺎﺳﺎﻳ ِ‬
‫ﻣﻲ ﺑﺎﺷﺪ ﻭ ﺍﮔﺮ ﺟﺰ ﺍﻳﻦ ﺑﻮﺩ ﻧﺒﺮﺩﺷﺎﻥ ﺑﺎﺯﺩﻫﻲ ﺍﻧﺪﻛﻲ ﻣﻲ ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﻧﺒﺮﺩ ﺑﺎ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻫﻢ ﺟﺰ ﺍﻳـﻦ ﺭﺍﻫـﻲ‬
‫ﻧﻴﺴﺖ‪ .‬ﺷﻤﺎ ﺩﻳﺪﻳﺪ ﻛﻪ ﺩﺭ ﻧﺒﺮﺩ ﺑﺎ ﺑﻴﻤﺎﺭﻱ » ﺟﻨﻮﻥ ﮔﺎﻭﻱ« ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﭘﺮﻭﺍﻱ ﺯﻧﺪﻩ ﻣﺎﻧﺪﻥ ﮔﺎﻭﻫﺎﻱ ﺑﻴﻤﺎﺭ‬
‫ﻥ ﺁﻟـﻮﺩﻩ ﻭ ﻧﻴـﺰ ﻣـﺸﻜﻮﻙ‬ ‫ﺭﺍ ﻧﻜﺮﺩﻧﺪ ﻭ ﻫﻤﻪ ﺭﺍ ﻓﺮﻣﺎﻥ ﻣﺮﮒ ﺩﺍﺩﻧﺪ‪ .‬ﺩﺭ ﻧﺒﺮﺩ ﺑﺎ ﺁﻧﻔﻮﻻﻧﺰﺍﻱ ﻣﺮﻏﻲ ﻫﻤﺔ ﻣﺮﻏﺎ ِ‬
‫ﺑﺂﻟﻮﺩﮔﻲ ﺭﺍ ﺑﻲ ﺁﻧﻜﻪ ﺑﺪﻭﺩﻟﻲ ﻫﺎ ﺭﺍﻩ ﺩﻫﻨﺪ ‪ ،‬ﺑﻴﺪﺭﻧﮓ ﺑﺂﺗﺶ ﻛﺸﻴﺪﻧﺪ ﻭﻳﺎ ﺍﺯ ﺭﺍﻫﻲ ﺩﻳﮕﺮ ﻛـﺸﺘﻨﺪ‪ .‬ﺍﮔـﺮ ﺟـﺰ‬
‫ﺍﻳﻦ ﻣﻲ ﻛﺮﺩﻧﺪ ﻣﺮﻏﺎﻥ ﺑﻤﺎﻧﺪ ‪ ،‬ﺩﺍﻧﺴﺘﻪ ﻧﺒﻮﺩ ﭼﻪ ﺷـﻤﺎﺭﻱ ﺍﺯ ﺁﺩﻣﻴـﺎﻥ ﻣـﻲ ﻣﺮﺩﻧـﺪ ﻭ ﺍﻳـﻦ ﺟﻬـﺎﻥ ﭼﮕﻮﻧـﻪ‬
‫ﻣﺮﺩﻩ ﺯﺍﺭﻱ ﺗﻮﺍﻧﺴﺘﻲ ﺷﺪ‪ .‬ﺍﻳﻦ ﻳﻜﻲ ﺍﺯ ﻣﺜﺎﻟﻬﺎﻱ ﺯﻧﺪﻩ ﺍﻳﺴﺖ ﻛﻪ ﻧﺸﺎﻥ ﻣـﻲ ﺩﻫـﺪ ﺩﺭ ﺑـﺴﻴﺎﺭ ﺟﺎﻫـﺎ ﻫﺮﮔـﺰ‬
‫ﻝ ﺧﻮﺩ ﻛﺴﺮﻭﻱ ﭼﻨﻴﻨﺴﺖ ‪ :‬ﺍﮔﺮ ﺩﺷﻤﻦ ﺍﺯ ﺧﺎﻧﻪ ﺍﻱ ﺯﻳﺒﺎ ﺷﻤﺎ ﺭﺍ‬ ‫ﻥ ﺑﻴﺠﺎ ﺭﻭﺍ ﻧﻴﺴﺖ‪ .‬ﻣﺜﺎ ِ‬‫ﺩﻭﺩﻟﻲ ﻭ ﺩﻟﺴﻮﺯﺍﻧﺪ ِ‬
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‫ﮔﻠﻮﻟﻪ ﺑﺎﺭﺍﻥ ﻛﻨﺪ ﺁﻳﺎ ﭘﺮﻭﺍﻱ ﺯﻳﺒﺎﻳﻲ ﺧﺎﻧﻪ ﺭﺍ ﻛﺮﺩﻩ ﺑﺂﻧﺠﺎ ﮔﻠﻮﻟﻪ ﻧﻤﻲ ﺍﻧﺪﺍﺯﻳﺪ؟!‬
‫ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻫﻤﻴﻦ ﺣﺎﻝ ﺭﺍ ﺩﺍﺭﺩ‪ .‬ﺍﮔﺮ ﺑﻔﺮﺟـﺎ ِﻡ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺍﻳـﻦ ﻛﺘﺎﺑﻬـﺎ ﻧﻴـﻚ ﺑﻨﮕـﺮﻳﻢ ﺁﻧﻬـﺎ ﻣـﺴﺆﻝ‬
‫ﻥ ﺧﺎﻧﺪﺍﻧﻬﺎ ‪ ،‬ﻳﺘﻴﻢ ﻣﺎﻧﺪﻥ ﻛﻮﺩﻛﺎﻥ ﻭ ﺑﻴﻮﻩ ﺷﺪﻥ ﺯﻧﺎﻥ ﻭ ﺑﺨﻮﺍﺭﻱ ﺍﻓﺘـﺎﺩﻥ‬ ‫ﺑﻴﺨﺎﻧﻤﺎﻧﻲ ﻣﺮﺩﻣﺎﻥ ‪ ،‬ﺍﺯ ﻫﻢ ﭘﺎﺷﻴﺪ ِ‬
‫ﺍﻳﺸﺎﻥ ﻭ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ‪ ،‬ﻛﺸﺘﺎ ِﺭ ﻣﺮﺩﻡ ﻭ ﻭﻳﺮﺍﻧﻲ ﺁﺑﺎﺩﻳﻬﺎ ﻭ ﺷﻬﺮﻫﺎ ﻭ ﻛﺸﻮﺭﻫﺎ ﺩﺭ ﭼﻨﺪ ﺳﺪﺓ ﺍﺧﻴـﺮ ﺑـﻮﺩﻩ ﺍﻧـﺪ‪.‬‬
‫ﻫﻴﭻ ﺑﻴﺠﺎ ﻧﻴﺴﺖ ﻛﻪ ﺍﻋﺘﻴﺎﺩ ‪ ،‬ﺧﻮﺩﻛﺸﻲ ‪ ،‬ﺁﺩﻣﻜﺸﻲ ‪ ،‬ﻛﻼﻩ ﺑﺮﺩﺍﺭﻱ ﻭ ﻓﺮﻳﺒﻜﺎﺭﻱ ﻭ ﺩﻳﮕﺮ ﺑـﺰﻩ ﻫـﺎ ﻭ ﺩﻫﻬـﺎ‬
‫ﺁﻟﻮﺩﮔﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺩﻳﮕﺮ ﺭﺍ ﺑﺎ ﻛﺘﺎﺑﻬﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺳﺮﺍﭘﺎ ﺯﻳﺎﻧﻤﻨﺪ ﻣﺮﺗﺒﻂ ﺑﺪﺍﻧﻴﻢ‪ .‬ﺩﻟﺴﻮﺯﻳﻬﺎﻱ ﺑﻴﺠﺎ ﻛﺮﺩﻥ‬
‫ﻥ ﺧﺎﻣﻮﺵ ﻭ ﺧﻮﺵ ﻧﻤﻮﺩ ﺗﺄﻳﻴ ِﺪ ﭼﻪ ﻓﺮﺟﺎﻣﻴﺴﺖ؟!‬ ‫ﺑﺮﺍﻱ ﺍﻳﻦ ﺩﺷﻤﻨﺎ ِ‬
‫ﺵ ﺑﺰﺭﮔﻴﺴﺖ ﻛﻪ ﺑﭙﻨﺪﺍﺭﻳﻢ ﻫﻴﭻ ﻛﺘﺎﺑﻲ ﺯﻳﺎﻧﻤﻨﺪ ﻧﻴﺴﺖ ﻭ ﻫﻤﺔ ﻛﺘﺎﺑﻬﺎ ﺭﺍ ﺑﺎﻳﺪ ﻧﮕﺎﻩ ﺩﺍﺷﺖ‪ .‬ﭼﻪ‬ ‫ﺍﻳﻦ ﻟﻐﺰ ِ‬
‫ﺑﺴﻴﺎﺭﻧﺪ ﻛﺘﺎﺑﻬﺎﻳﻲ ﻛﻪ ﺟﺰ ﮔﻤﺮﺍﻫﻲ ﻭ ﺑﺪﺑﺨﺘﻲ ﺑﺮﺍﻱ ﻣـﺮﺩﻡ ﺍﺯ ﺁﻧﻬـﺎ ﺳـﻮﺩﻱ ﺑﺮﻧﻤـﻲ ﺧﻴـﺰﺩ‪ .‬ﺷـﻤﺎ ﻫﻤـﻴﻦ‬
‫ﻱ ﺑﺎﺯﻣﺎﻧﺪﻩ ﺍﺯ ﺭﻭﺯﮔﺎ ِﺭ ﻣﻐـﻮﻝ ﺭﺍ ﺑﺪﻳـﺪﻩ ﮔﻴﺮﻳـﺪ‪ .‬ﺍﮔـﺮ ﻛـﺴﺎﻧﻲ ﺁﻧﻬـﺎ ﺭﺍ ﺑـﺪﺁﻣﻮﺯﻱ ﻭ ﻣﺎﻳـﺔ ﮔﻤﺮﺍﻫـﻲ‬ ‫ﻛﺘﺎﺑﻬﺎ ِ‬
‫ﻧﻤﻲ ﺩﺍﻧﻨﺪ ﺑﺪﻓﺎﻉ ﺍﺯ ﺁﻧﻬﺎ ﭘﺮﺩﺍﺯﻧﺪ ﻭ ﺑﺎﻳﺮﺍﺩﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺴﺖ ﭘﺎﺳﺦ ﮔﻮﻳﻨـﺪ‪ .‬ﻣـﺎ ﭼﻨـﻴﻦ ﺑـﺎﻭﺭﻱ‬
‫ﺩﺍﺭﻳﻢ ﻭ ﻫﻤﻴﺸﻪ ﻣﻲ ﮔﻮﻳﻴﻢ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺩﺷﻤﻦ ﻣﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻫﻤﻴﻦ ﻛﺘﺎﺑﻬﺎﻳﻨـﺪ‪ .‬ﺣـﺎﻝ ﻛـﺴﺎﻧﻲ ﻛـﻪ ﺟـﺰ ﻣـﺎ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﺍﺷﺘﺒﺎﻫﻲ ﺑﻤﻐﺰﻫﺎﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍﻩ ﻳﺎﺑﺪ‪ .‬ﺑﺎﺍﺣﺴﺎﺱ ﻣﺴﺆﻟﻴﺘﻲ‬ ‫ﻣﻲ ﺍﻧﺪﻳﺸﻨﺪ ﺑﺎﻳﻦ ﺧﺮﺳﻨﺪﻱ ﻧﺪﻫﻨﺪ ﻛﻪ ﺳﺨﻨﺎ ِ‬
‫ﻛﻪ ﺳﺰﺍﻭﺍﺭ ﻳﻚ ﺍﻳﺮﺍﻧﻴﺴﺖ ﻣﺎ ﺭﺍ ﺍﺯ ﺍﺷﺘﺒﺎﻩ ﺩﺭﺁﻭﺭﻧﺪ‪.‬‬
‫ﮔﺮﻣﺎﮔﺮﻡ ﻛﻮﺷﺸﻬﺎ( ﺑﻪ ﺗﺎﺭﻳﺨﭽﺔ ﻛﻮﺷﺸﻬﺎﻱ ﻛﺴﺮﻭﻱ ﺑﺎﺯﮔﺮﺩﻳﻢ‪ .‬ﺍﻭ ﺗﺎ ﺁﻧﺠﺎ ﻛﻪ ﺩﺭﺑﺎﺭﺓ ﺍﻳـﻦ ﮔﻤﺮﺍﻫﻴﻬـﺎ‬
‫ﻥ ﺭﺳـﺎﻳﺶ ﺩﺭ ﺍﻳـﻦ ﮔﻮﻧـﻪ‬ ‫ﻣﻲ ﻧﻮﺷﺖ ‪ ،‬ﻣﺨﺎﻟﻔﺘﻬﺎﻳﻲ ﺟﺰ ﺯﺑﺎﻥ ﺩﺭﺍﺯﻱ ﻭ ﺑﻴﻔﺮﻫﻨﮕﻲ ﻧﻤﻲ ﺩﻳـﺪ‪ .‬ﻗﻠـﻢ ﻭ ﺯﺑـﺎ ِ‬
‫ﻱ ﺍﻭ‬
‫ﻥ ﺑﻴﻔﺮﻫﻨﮕﺎﻥ ﻣﻲ ﻛﺮﺩ‪ .‬ﻫﻨﻮﺯ ﭘﺮﭼﻢ ﻳﻜﺴﺎﻟﻪ ﻧﺸﺪﻩ ﺑﻮﺩ ﻛـﻪ ﻧﻮﺷـﺘﻪ ﻫـﺎ ِ‬ ‫ﺦ ﻛﻮﺑﻨﺪﻩ ﺭﺍ ﺍﺭﻣﻐﺎ ِ‬ ‫ﻣﻮﺭﺩﻫﺎ ﭘﺎﺳ ِ‬
‫ﻥ ﻛﻤﭙﺎﻧﻲ ﺧﻴﺎﻧﺖ ﺩﺭﺩﺳﺮ ﺳﺎﺯ ﺷﺪ‪ .‬ﺳﭙﺲ ﻛﻪ ﺍﻭ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﺑﺰﺭﮒ ﺗﺮ ﮔﺮﺩﺍﻧﻴـﺪ‬ ‫ﺑﺮﺍﻱ ﺩﻛﺎﻧﺪﺍﺭﺍﻥ ﻭ ﺍﻧﺪﺍﻣﺎ ِ‬
‫ﻭ ﻋﻠﻨﻲ ﻧﻤﻮﺩ ‪ ،‬ﺩﻳﮕﺮ ﺟﺪﻱ ﺑﻮﺩﻥ ﺧﻄﺮ ﻛﺴﺮﻭﻱ ﺑﺮﺍﻳﺸﺎﻥ ﻫﻤﭽـﻮﻥ ﺭﻭﺯ ﺭﻭﺷـﻦ ﮔﺮﺩﻳـﺪ‪ .‬ﺍﻳﻨﺠـﺎ ﺑـﻮﺩ ﻛـﻪ‬
‫ﻥ ﺳـﻌﺪﻱ ﻭ‬ ‫ﻥ ﺣـﺎﻓﻆ ﻭ ﮔﻠـﺴﺘﺎ ِ‬ ‫ﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ‪ ،‬ﺩﻳـﻮﺍ ِ‬ ‫ﻥ ﺩﺳﺘﮕﺎ ِﻩ ﺍﺩﺑﻴﺎﺕ ﻭ ﻣﻼﻳﺎﻥ ﻭ ﺩﻳﮕﺮ ﭘﻴﺸﻮﺍﻳﺎ ِ‬ ‫ﻧﺎﻥ ﺧﻮﺭﺍ ِ‬
‫ﻥ ﺍﻳﺮﺝ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﺩﻋﺎ ﻭ ﻓﺎﻝ )ﻳﻌﻨﻲ ﺍﻓﺰﺍﺭﻫﺎﻱ ﻛﺎﺭﺷﺎﻥ( ﺭﺍ ﺩﺭﻣﻴﺎﻥ ﺷﻌﻠﻪ ﻫﺎﻱ ﺁﺗﺶ‬ ‫ﻣﻔﺎﺗﻴﺢ ﺍﻟﺠﻨﺎﻥ ﻭ ﺩﻳﻮﺍ ِ‬
‫ﻳﺎﻓﺘﻨﺪ ﻭ ﺍﻳﻦ ﺩﺍﻧﺴﺘﻨﺪ ﻛﻪ ﺑﺰﻭﺩﻱ ﻛﻨﺘﺮﻝ ﺍﻭﺿﺎﻉ ﺍﺯ ﺩﺳﺘﺎﻧﺸﺎﻥ ﺑﻴﺮﻭﻥ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬
‫ﺍﻳﻦ ﻫﻨﮕﺎﻡ ﺑﻮﺩ ﻛﻪ ﺍﻳﺸﺎﻥ ﺑﺘﻜﺎﭘﻮﻱ ﺳﺨﺘﻲ ﺍﻓﺘﺎﺩﻧﺪ‪ .‬ﺍﻳﻨﺠﺎ ﻣﺴﺎﺑﻘﻪ ﺍﻱ ﺩﺭ ﮔﺮﻓﺖ‪ .‬ﻣﻼﻳـﺎﻥ ‪ ،‬ﺻـﻮﻓﻴﺎﻥ ‪،‬‬
‫ﻦ ﺍﻭ ﺩﺳﺖ ﺑﺘﺤﺮﻳﻜﺎﺗﻲ ﻣـﻲ ﺯﺩﻧـﺪ ﻭ ﻓـﺸﺎﺭﻫﺎﻳﻲ‬ ‫ﻱ ﺷﻜﺴﺘ ِ‬ ‫ﻥ ﺩﻭﻟﺘﻲ ﺍﻳﺸﺎﻥ ﺍﺯ ﻳﻜﺴﻮ ﺑﺮﺍ ِ‬ ‫ﺑﻬﺎﻳﻴﺎﻥ ﻭ ﭘﺸﺘﻴﺒﺎﻧﺎ ِ‬
‫ﻣﻲ ﺁﻭﺭﺩﻧﺪ‪ .‬ﺍﻳﻦ ﮔﺮﭼﻪ ﭘﺮﭼﻢ ﺭﺍ ﺍﺯ ﻛﺎﺭ ﺍﺻﻠﻲ ﺑﺎﺯ ﻣﻲ ﺩﺍﺷﺖ ﻭ ﻫﻢ ﺳﺮﮔﺮ ِﻡ ﺭﻓﻊ ﺁﻥ ﺗﻮﻃﺌـﻪ ﻫـﺎ ﻣـﻲ ﻛـﺮﺩ‬
‫ﻟﻴﻜﻦ ﭼﻮﻥ ﻣﻮﺿﻮﻉ ﺑﺮﻭﺯﻧﺎﻣﻪ ﻫﺎ ﻭ ﺯﺑﺎﻧﻬﺎ ﻣﻲ ﺍﻓﺘﺎﺩ ﻣﺮﺩﻡ ﺭﺍ ﺑﻴﺸﺘﺮ ﻣﺘﻮﺟﻪ ﻛﻮﺷﺸﻬﺎﻱ ﺁﺯﺍﺩﮔﺎﻥ ﻣﻲ ﻛﺮﺩ‪ .‬ﺍﺯ‬
‫ﺩﻳﮕﺮ ﺳﻮ ‪ ،‬ﭼﻮﻥ ﺍﻭ ﻫﻢ ﺑﻮﺍﻛﻨﺶ ﭘﺮﺩﺍﺧﺘﻪ ﺩﻣﺎﺩﻡ ﺍﺯ ﻧﻘـﺸﻪ ﻫـﺎﻱ ﺍﻳـﺸﺎﻥ ﭘـﺮﺩﻩ ﺑﺮﻣـﻲ ﺩﺍﺷـﺖ ﻭ ﺷﻤـﺸﻴ ِﺮ‬
‫ﻥ ﭘـﺮﭼﻢ ﻭ ﺑـﺪﺧﻮﺍﻫﺎﻥ ﺭﻓﺘـﻪ ﺭﻓﺘـﻪ‬ ‫ﺧﺮﺩﻩ ﮔﻴﺮﻳﺶ ﺭﺍ ﻫﺮ ﺩﻡ ﺗﻴﺰﺗﺮ ﻣﻲ ﮔﺮﺩﺍﻧﻴﺪ ‪ ،‬ﺍﻳﻦ ﺑﻮﺩ ﻛـﻪ ﻧﺒـﺮﺩ ﻣﻴـﺎ ِ‬
‫ﺳﻬﻤﮕﻴﻨﺘﺮ ﻣﻲ ﮔﺸﺖ‪.‬‬
‫ﺑﺎﺷﺪ ﮔﻤﺎﻥ ﻛﺮﺩﻧﺪ ﻛﻪ ﺑﺎ ﺗﻮﻗﻴﻒ ﺭﻭﺯﻧﺎﻣﻪ ﺻﺪﺍﻱ ﺍﻭ ﺭﺍ ﺧـﺎﻣﻮﺵ ﺧﻮﺍﻫﻨـﺪ ﮔﺮﺩﺍﻧﻴـﺪ‪ .‬ﻟـﻴﻜﻦ ﺍﺯ ﺁﻥ ﻫـﻢ‬
‫ﻢ ﺭﻭﺯﺍﻧﻪ ﻛﻤﺘـﺮ ﺍﺯ ﻳﻜـﺴﺎﻝ ﻣﻨﺘـﺸﺮ ﺷـﺪﻩ ﺩﺭ ﺁﺫﺭ ‪ ۱۳۲۱‬ﺗﻮﻗﻴـﻒ‬ ‫ﻧﺘﻴﺠﺔ ﺧﻮﺍﺳﺘﻪ ﺷﺪﻩ ﺑﺪﺳﺖ ﻧﻴﺎﻣﺪ‪ .‬ﭘﺮﭼ ِ‬
‫ﺖ ﺁﺯﺍﺩﮔـﺎﻥ‬ ‫ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﺪﺕ ﻛﺴﺮﻭﻱ ﺑﻴﺶ ﺍﺯ ﺳﻴﺼﺪ ﮔﻔﺘﺎﺭ ﻣﻲ ﻧﻮﻳﺴﺪ‪ .‬ﮔـﺮﻓﺘﻦ ﺭﻭﺯﻧﺎﻣـﻪ ﺍﺯ ﺩﺳـ ِ‬
‫ﺑﺎﻳﺸﺎﻥ ﺁﺳﻴﺐ ﻣـﻲ ﺯﻧـﺪ‪ .‬ﭘـﺮﭼﻢ ﻫﻤـﺎﻥ ﺣﻘـﺎﻳﻘﻲ ﻛـﻪ ﭘﻴﻤـﺎﻥ ﺩﺭ ﻫـﺸﺖ ﺳـﺎﻝ ‪ ،‬ﺩﻭﺭﺓ ﺍﺧﺘﻨـﺎﻕ ﺑـﺸﻜﻞ‬
‫ﺕ‬‫ﻣﺎﻫﺎﻧﻪ ‪ ،‬ﮔﺎﻡ ﺑﮕﺎﻡ ﻭ ﺑﺂﺭﺍﻣﻲ ﺑﺎ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺩﺭ ﻣﻴﺎﻥ ﻣﻲ ﮔﺬﺍﺷﺖ ﺭﺍ ﻫﻤﺮﺍﻩ ﺑﺎ ﺗﻔـﺴﻴﺮﻫﺎﻱ ﻧـﻮ ﻭ ﻣﻮﺿـﻮﻋﺎ ِ‬
‫ﺭﻭﺯ ‪ ،‬ﺑﺎ ﺁﺯﺍﺩﻱ ﺑﺴﻴﺎﺭ ﺑﻴﺸﺘﺮﻱ ﻫﺮ ﺭﻭﺯ ﺟﻠﻮﻱ ﭼﺸﻢ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻣﻲ ﺁ ‪‬ﻭﺭ‪‬ﺩ ﻭ ﺍﻳﻨﻬـﺎ ﺑـﻪ ﺷـﻤﺎﺭ ﻫـﻮﺍﺩﺍﺭﺍﻥِ ﺍﻭ‬
‫ﮓ ﺗﻮﺩﻩ ‪ ،‬ﭼﻨﺪﻳﻦ ﺩﺳﺘﻪ ﺭﺍ ﻧﻴﺰ ﺑﺪﺷـﻤﻨﻲ‬ ‫ﺑﺴﻴﺎﺭ ﻣﻲ ﺍﻓﺰﺍﻳﺪ‪ .‬ﻟﻴﻜﻦ ﺍﺯ ﺩﻳﮕﺮ ﺳﻮ ‪ ،‬ﻧﺒﺮﺩ ﺑﺎ ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﺭﻧﮕﺎﺭﻧ ِ‬
‫ﺑﺎ ﭘﺮﭼﻢ ﺑﺮﻣﻲ ﺍﻧﮕﻴﺰﺩ ﻭ ﭼﻮﻥ ﺩﺭ ﺁﻏﺎﺯ ‪ ،‬ﺍﻳﻦ ﺩﺷﻤﻨﻲ ﺩﺭ ﻣﺮﺣﻠﺔ ﮔﻔﺘﺎﺭ ﻧﻮﻳﺴﻴﺴﺖ ‪ ،‬ﺭﻭﺯﻧﺎﻣﻪ ﺑﺎ ﭘﺎﺳـﺨﮕﻮﻳﻲ‬
‫ﻥ ﭘﺮﭼﻢ ﻣﻲ ﺍﻓﺰﺍﻳﺪ ﻭ ﺁﻭﺍﺯﺓ ﭘﺮﭼﻢ ﺩﺭ‬ ‫ﺑﺎﻳﺮﺍﺩﻫﺎﻱ ﺍﻳﺸﺎﻥ ‪ ،‬ﺯﺑﺎﻧﻬﺎﺷﺎﻥ ﺭﺍ ﻛﻮﺗﺎﻩ ﻣﻲ ﮔﺮﺩﺍﻧﺪ‪ .‬ﺍﻳﻦ ﺑﺸﻮ ِﺭ ﻫﻮﺍﺩﺍﺭﺍ ِ‬
‫ﻥ » ﺑﺎﻫﻤﺎﺩ ﺁﺯﺍﺩﮔﺎﻥ« ﺍﺳﺖ ﻭ ﻧﺎﻣﻪ ﺍﻱ ﺑﺮﺍﻱ ﻫﻤﺒﺴﺘﮕﻲ ﺍﻳﺸﺎﻥ ﺩﺭ‬ ‫ﻫﻤﻪ ﺟﺎ ﻣﻲ ﭘﻴﭽﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﭘﺮﭼﻢ ﺯﺑﺎ ِ‬
‫ﺖ ﻛﺴﺮﻭﻱ ﻭ ﻳﺎﺭﺍﻧﺶ ﻣﻲ ﻛﺎﻫﺪ‪.‬‬ ‫ﺳﺮﺍﺳﺮ ﻛﺸﻮﺭ ﺑﺸﻤﺎﺭ ﻣﻲ ﺁﻳﺪ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﺗﻮﻗﻴﻒ ﺭﻭﺯﻧﺎﻣﻪ ﺍﺯ ﺷﺘﺎﺏ ﭘﻴﺸﺮﻓ ِ‬
‫ﭘﺲ ﺍﺯ ﺁﻥ ﻛﺴﺮﻭﻱ‪ ۱۲‬ﺷﻤﺎﺭﻩ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺭﺍ ﺍﺯ ﻓﺮﻭﺭﺩﻳﻦ ‪۱۳۲۲‬ﻣﻨﺘﺸﺮ ﻣﻲ ﻛﻨﺪ‪ .‬ﺍﻳﻦ ﻧﻴـﺰ ﭘـﺲ‬
‫ﺍﺯ ﻳﻚ ﺗﻮﻗﻴﻒ ﺷﺶ ﻣﺎﻫﻪ ﻭ ﺁﺯﺍﺩ ﺷﺪﻧﺶ ‪ ،‬ﺍﺯ ﺁﺧﺮ ﺍﺳﻔﻨﺪ ‪ ۱۳۲۲‬ﻫﻔﺖ ﻫﻔﺘﻪ ﺑﺸﻜﻞ ﻫﻔﺘﮕﻲ ﻣﻨﺘﺸﺮ ﺷـﺪﻩ‬
‫ﺗﺎ ﺁﻧﻜﻪ ﺑﺎﺯ ﻫﻢ ‪ ،‬ﺍﻳﻦ ﺑﺎﺭ ﺑﺎﺗﻬﺎﻡ ﺗﻮﻫﻴﻦ ﺑﺎﺳﻼﻡ )ﻛﻪ ﺩﺭﻭﻍ ﺷﺮﻡ ﺁﻭﺭﻱ ﺑﻴﺶ ﻧﺒﻮﺩ( ‪ ،‬ﺗﻮﻗﻴﻒ ﻣﻲ ﺷﻮﺩ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻱ ﭘﻮﻝ ‪ ،‬ﻫﺰﻳﻨﺔ ﺑﻨﻴﺎﺩ ﻧﻬﺎﺩﻥ ﭼﺎﭘﺨﺎﻧﺔ ﭘﻴﻤﺎﻥ ﺭﺍ ﭘﺮﺩﺍﺧﺘـﻪ ‪ ،‬ﭼـﺎﭖ‬


‫ﺩﺭ ‪ ۱۳۲۲‬ﻳﺎﺭﺍﻥ ﻛﺴﺮﻭﻱ ﺑﺎ ﮔﺮﺩﺁﻭﺭ ِ‬
‫ﺏ ﺗﺎﺯﻩ ﺍﺯ ﻛﺴﺮﻭﻱ ﭼﺎﭖ ﻣﻲ ﺷـﻮﺩ‪.‬‬ ‫ﻛﺘﺎﺑﻬﺎﻱ ﺍﻭ ﺑﺸﻜﻞ ﺑﻬﺘﺮ ﻭ ﺗﻨﺪﺗﺮﻱ ﺍﻧﺠﺎﻡ ﻣﻲ ﻳﺎﺑﺪ‪ .‬ﺩﺭ ﺁﻥ ﺳﺎﻝ ‪ ۱۳‬ﻛﺘﺎ ِ‬
‫ﺳﻪ ﻛﺘﺎﺏ ﺍﺯ ﺁﻧﻬﺎ ‪ ،‬ﺻﻮﻓﻴﮕﺮﻱ ‪ ،‬ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﺑﻬﺎﻳﻴﮕﺮﻱ ﺑﻮﻳﮋﻩ ﻫﻴﺎﻫﻮﻱ ﺑﺴﻴﺎﺭﻱ ﺑﺮﻣﻲ ﺍﻧﮕﻴـﺰﺩ‪ .‬ﺁﻥ ﺳـﺎﻝ ‪،‬‬
‫ﺩﻭﻟﺖ ﺷﻴﻌﻴﮕﺮﻱ ﺭﺍ ﺑﺎﺯﻣﻲ ﺩﺍﺭﺩ‪ .‬ﻣﺤﺴﻦ ﺻﺪﺭ )ﻭﺯﻳﺮ ﺩﺍﺩﮔﺴﺘﺮﻱ ﺁﻥ ﺯﻣﺎﻥ ﻭ ﻳﻜﻲ ﺍﺯ ﺑﺎﺯﭘﺮﺳﺎﻥ ﺑﺎﻏـﺸﺎﻩ ﺩﺭ‬
‫ﺯﻣﺎﻥ » ﺍﺳﺘﺒﺪﺍﺩ ﺻﻐﻴﺮ«( ﺑﺎﻳﻦ ﺑﺲ ﻧﻜﺮﺩﻩ ﺟﻮﺍﺯ ﻭﻛﺎﻟﺖ ﻛﺴﺮﻭﻱ ﻛﻪ ﺯﻧﺪﮔﺎﻧﻴﺶ ﺭﺍ ﺍﺯ ﺁﻥ ﺭﺍﻩ ﻣﻲ ﮔﺮﺩﺍﻧﹾـﺪ ‪،‬‬
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‫» ﻣﻌﻠﹼﻖ« ﻣﻲ ﻛﻨﺪ‪ .‬ﺍﺯ ﺁﻧﺴﺎﻝ ﻭﺣﺸﻴﮕﺮﻱ ﺩﺭ ﺗﻬﺮﺍﻥ ﻭ ﺷﻬﺮﺳﺘﺎﻧﻬﺎ ﻭ ﺑﻴﺸﺘﺮ ﺑﺘﺤﺮﻳﻚ ﻣﻼﻳـﺎﻥ ﻭ ﺑـﺎ ﺗﻬﻤـ ِ‬
‫ﺳﺮﺍﭘﺎ ﺩﺭﻭ ِﻍ ﻗﺮﺁﻥ ﺳﻮﺯﺍﻧﻲ ﻋﻠﻴﻪ ﻳﺎﺭﺍﻥ ﻛﺴﺮﻭﻱ ﺁﻏﺎﺯ ﻣﻲ ﺷﻮﺩ‪.‬‬
‫ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻧﺎﺩﺍﻧﺎﻧﻲ ﻛﻪ ﺑﺎ ﻛﺴﺮﻭﻱ ﺑﺴﺘﻴﺰ ﻭ ﺩﺷﻤﻨﻲ ﺑﺮﺧﺎﺳﺘﻨﺪ ﻣﻼﻳﺎﻥ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﻧﺎﻓﻬﻤﺎﻥ ﭘﻴﺶ ﺍﺯ‬
‫ﺩﺷﻤﻨﻲ ﺑﺎ ﺍﻭ ﺑﺎ ﻣﺸﺮﻭﻃﻪ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧﻮ ﻭ ﻫﻤﺔ ﻧﻴﻜﻴﻬﺎ ﻧﻴﺰ ﺳﺘﻴﺰﻳﺪﻧﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺑﻴﺠﺎ ﻧﻴـﺴﺖ ﻛﻤـﻲ ﺑـﻪ‬
‫ﻋﻘﺐ ﺑﺎﺯﮔﺸﺘﻪ ﺍﺯ ﻣﻼﻳﺎﻥ ﻭ ﺗﺎﺭﻳﺨﭽﺔ ﺩﺷﻤﻨﻲ ﺍﻳﺸﺎﻥ ﺑﺎ ﻣﺸﺮﻭﻃﻪ ﺁﻏﺎﺯ ﻛﺮﺩﻩ ﺑﻜﻮﺗﺎﻫﻲ ﺳـﺨﻨﺎﻧﻲ ﺭﺍﻧـﻴﻢ ﺗـﺎ‬
‫ﺩﺍﻧﺴﺘﻪ ﮔﺮﺩﺩ ﻛﻪ ﺍﻳﺸﺎﻥ ﭼﮕﻮﻧﻪ ﺍﻓﺰﺍﺭ ﺩﺳﺖ ﺳﻴﺎﺳﺘﻬﺎﻱ ﺑﺪﺧﻮﺍﻫﺎﻧـﻪ ﺷـﺪﻧﺪ ﻭ ﺁﻧﻬﻨﮕـﺎﻡ ﻛـﻪ ﺑﺪﺷـﻤﻨﻲ ﺑـﺎ‬
‫ﻛﺴﺮﻭﻱ ﭘﺮﺩﺍﺧﺘﻨﺪ ﺩﺭ ﭼﻪ ﺣﺎﻟﻲ ﺑﻮﺩﻧﺪ‪.‬‬

‫‪۱۰‬ـ ﻧﺸﻴﺐ ﻭ ﻓﺮﺍﺯ ﺍﺭﺗﺠﺎﻉ ﺩﺭ ﺍﻳﺮﺍﻥ‬


‫ﻣﻼﻳﺎﻥ ﻭ ﻣﺠﺘﻬﺪﺍﻥ ﺭﺍ ﭼﻨﺎﻥ ﻧﻴﺮﻭﻳﻲ ﺩﺭ ﺯﻣﺎﻥ ﻧﺎﺻﺮﺍﻟﺪﻳﻦ ﺷﺎﻩ ﺑﻮﺩ ﻛـﻪ ﭼـﻮﻥ ﻣﻴـﺮﺯﺍﻱ ﺷـﻴﺮﺍﺯﻱ ﺩﺭ‬
‫ﭘﻴﺸﺂﻣ ِﺪ ﺍﻣﺘﻴﺎﺯ ﺗﻮﺗﻮﻥ ﻭ ﺗﻨﺒﺎﻛﻮ ‪ ،‬ﺣﻜﻢ ﺑﻪ ﺣﺮﻣﺖ ﭼﭙﻖ ﻭ ﻏﻠﻴﺎﻥ ﺩﺍﺩ ﻫﻤﻪ ﭘﻴﺮﻭﻱ ﻛﺮﺩﻧﺪ‪ .‬ﺷـﺎﻩ ﺑـﺰﻭﺭﻭﺭﺯﻱ‬
‫ﺑﺮﺧﺎﺳﺘﻪ ﺑﻤﻴﺮﺯﺍ ﻣﺤﻤﺪ ﺣﺴﻦ ﺁﺷﺘﻴﺎﻧﻲ ﺩﺳﺘﻮﺭ ﺩﺍﺩ ﻛﻪ ﻳـﺎ ﺩﺭ ﻣﻴـﺎﻥ ﻣـﺮﺩﻡ ﻏﻠﻴـﺎﻥ ﺑﻜـﺸﺪ ﻭ ﺁﻥ ﻓﺘـﻮﺍ ﺭﺍ‬
‫ﺑﺸﻜﻨﺪ ﻭﻳﺎ ﺍﺯ ﺷﻬﺮ ﺑﻴﺮﻭﻥ ﺭﻭﺩ‪ .‬ﺍﻭ ﺭﺍ ِﻩ ﺩﻭﻡ ﺭﺍ ﭘﻴﺶ ﮔﺮﻓـﺖ‪ .‬ﻟـﻴﻜﻦ ﻣـﺮﺩﻡ ﺷـﻮﺭﻳﺪﻧﺪ ﻭ ﺍﺯ ﺑﻴـﺮﻭﻥ ﺭﻓـﺘﻦ ﺍﻭ‬
‫ﺵ ﻣـﺮﺩﻡ‬ ‫ﺟﻠﻮﮔﻴﺮﻱ ﻛﺮﺩﻧﺪ ﻭ ﻧﺘﻴﺠﻪ ﺁﻥ ﺷﺪ ﻛﻪ ﻧﺎﺻﺮﺍﻟﺪﻳﻦ ﺷﺎﻩ ﻧﺎﭼﺎﺭ ﺷﺪﻩ ﺑـﺎ ﺑﻬـﻢ ﺯﺩﻥ ﺍﻣﺘﻴـﺎﺯ ﺍﺯ ﺷـﻮﺭ ِ‬
‫ﺟﻠﻮﮔﻴﺮﺩ‪ .‬ﺍﻳﻦ ﭘﺎﻧﺰﺩﻩ ﺳﺎﻝ ﭘﻴﺶ ﺍﺯ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺑﻮﺩ‪.‬‬
‫ﺳﭙﺲ ﻛﻪ ﺁﻭﺍﺯﺓ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﭘﻴﭽﻴﺪ ‪ ،‬ﻛﺴﺎﻧﻲ ﺍﺯ ﻣﻼﻳﺎﻥ ﺍﺯ ﺷﺎﺩﺭﻭﺍﻧﺎﻥ ﺑﻬﺒﻬـﺎﻧﻲ ﻭ ﻃﺒﺎﻃﺒـﺎﻳﻲ ﻭ‬
‫ﺁﺧﻮﻧﺪ ﺧﺮﺍﺳﺎﻧﻲ ﻭ ﺩﻳﮕﺮﺍﻥ ﭘﺎ ﭘﻴﺶ ﮔﺰﺍﺭﺩﻩ ﻭ ﺧﻮﺍﺳﺘﺎﺭ ﻣﺸﺮﻭﻃﻪ ﺷـﺪﻧﺪ ﻭ ﺟـﺰ ﺍﻳـﻦ ﻧﻤـﻲ ﺧﻮﺍﺳـﺘﻨﺪ ﻛـﻪ‬
‫ﺍﺧﺘﻴﺎﺭ ﭘﺎﺩﺷﺎﻩ ﻣﺤﺪﻭﺩ ﺷﺪﻩ ﺩﺳﺖ ﺳﺘﻢ ﺍﻭ ﺭﺍ ﺍﺯ ﻣﺮﺩﻡ ﺑﺎﺯﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﻣـﺮﺩﻡ ﻫـﻢ ﺑﭙﻴـﺮﻭﻱ ﺍﺯ ﺍﻳـﺸﺎﻥ ﺩﺭ ﻛـﺎ ِﺭ‬
‫ﻣﺸﺮﻭﻃﻪ ﭘﺎﻓﺸﺎﺭﻱ ﻧﻤﻮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﺁﻏﺎ ِﺯ ﻛﺎﺭ ‪ ،‬ﻣﻼﻳﺎﻥ )ﻭ ﺩﻳﮕﺮﺍﻥ( ﻛﻪ ﻣﻌﻨـﻲ ﻣـﺸﺮﻭﻃﻪ ﺭﺍ ﻧﻴـﻚ ﻧﻤـﻲ ﺩﺍﻧـﺴﺘﻨﺪ ﻭ ﺁﻧـﺮﺍ ﻧﺎﺳـﺎﺯﮔﺎﺭ ﺑـﺎ‬
‫ﻛﻴﺸﺸﺎﻥ ﻧﻤﻲ ﺷﻨﺎﺧﺘﻨﺪ ‪ ،‬ﻣﺨﺎﻟﻔﺘﻲ ﻫﻢ ﻧﻤﻲ ﻛﺮﺩﻧﺪ‪ .‬ﺭﺍﺳﺘﻲ ﺁﻧﻜﻪ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﺭﺑﺎﺭ ‪ ،‬ﺍﻳﻨﺮﺍ ﭘﻴﺸﺮﻓﺘﻲ ﺩﺭ ﻛـﺎﺭ‬
‫ﻲ ﺧﻮﺩ ﺍﻣﻴﺪﻣﻨﺪ ﻣﻲ ﺑﻮﺩﻧﺪ‪ .‬ﻟﻴﻜﻦ ﭼﻮﻥ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﭼﮕﻮﻧﮕﻲ ﺩﺍﻧﺴﺘﻪ ﺷﺪ ﻭﺳـﭙﺲ‬ ‫ﺧﻮﺩ ﺩﺍﻧﺴﺘﻪ ﺑﻤﻴﺪﺍﻥ ﻳﺎﺑ ِ‬
‫ﻛﻪ ﻣﺠﻠﺲ ﺑﻜﺎﺭ ﺁﻏﺎﺯ ﻛﺮﺩ ﻭ ﻗﺎﻧﻮﻧﻬﺎ ﺗﺮﺟﻤﻪ ﻳﺎﻓﺖ ‪ ،‬ﺁﻧﺮﺍ ﺑﻴﻜﺒﺎﺭ ﺑﺰﻳﺎﻥ ﺧﻮﺩ ﻳﺎﻓﺘﻨﺪ‪ .‬ﺍﻳﻨﻬﺎ ﺑـﻮﺩ ﻛـﻪ ﻛـﺴﺎﻧﻲ‬
‫ﺑﺪﺧﻮﺍ ِﻩ ﻣﺸﺮﻭﻃﻪ ﮔﺮﺩﻳﺪﻧﺪ‪ .‬ﭘﺮﭼﻤﺪﺍﺭ ﺍﻳﺸﺎﻥ ﺷﻴﺦ ﻓﻀﻞ ﺍﷲ ﻧﻮﺭﻱ ﺑﻮﺩ ﻛـﻪ ﻣـﻲ ﮔﻔـﺖ ‪" :‬ﻣـﺸﺮﻭﻃﻪ ﺑـﻀﺪ‬
‫ﻣﺬﻫﺐ ﺟﻌﻔﺮﻳﺴﺖ‪ ."..‬ﺍﻳﺸﺎﻥ ﺧﻮﺍﺳﺘﺸﺎﻥ ﻫﺮ ﭼﻪ ﺑﻮﺩﻩ ‪ ،‬ﺑﺎﺷﺪ‪ .‬ﺳﺨﻨﺸﺎﻥ ﺭﺍﺳﺖ ﺑﻮﺩ‪ .‬ﻣـﺸﺮﻭﻃﻪ ﻭ ﺷـﺮﻳﻌﺖ‬
‫ﻧﺎﺳﺎﺯﮔﺎﺭﻧﺪ ‪ ،‬ﻫﻤﭽﻮﻥ ﺁﺏ ﻭ ﺁﺗﺶ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﻥ ﺩﺳﺘﻪ ﻛﻪ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﭘﻴﺶ ﺑﺮﺩﻩ ﻭ ﺩﺭ ﺁﻥ ﺳﻮ ِﺩ ﻣﺮﺩﻡ ﻭ ﺩﺍﺩﮔﺮﻱ ﺩﺭﺑﺎﺭ ﺭﺍ ﭼﺸﻢ ﻣـﻲ ﺩﺍﺷـﺘﻨﺪ ﺑـﺎ‬
‫ﻫﻤﺔ ﻧﺎﺳﺎﺯﮔﺎﺭﻱ ﻛﻪ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺑﺎ ﻛﻴﺸﺸﺎﻥ ﺩﺭ ﻣﻴـﺎﻥ ﻣـﻲ ﺑـﻮﺩ ‪ ،‬ﺍﺯ ﺭﻭﻱ ﭘﺎﻛـﺪﻟﻲ ﻛـﻪ ﻣـﻲ ﺩﺍﺷـﺘﻨﺪ ﺍﺯ‬
‫ﻣﺸﺮﻭﻃﻪ ﭼﺸﻢ ﻧﭙﻮﺷﻴﺪﻧﺪ‪.‬‬
‫ﺩﺭ ﭼﻬﻞ ﺳـﺎﻝ ﭘـﻴﺶ ‪ ،‬ﻛـﺴﺎﻧﻲ ﺍﺯ ﻫﻤـﺎﻥ ﻋﻠﻤـﺎ ﻭ ﺩﻳﮕـﺮﺍﻥ ﺑﺠﻨـﺒﺶ ﺑﺮﺧﺎﺳـﺘﻨﺪ ﻭ ﭘـﺲ ﺍﺯ ﻛﺸﺎﻛـﺸﻬﺎ ﻭ‬
‫ﺖ ﻣﺸﺮﻭﻃﻪ )ﻳﺎ ﺩﻣﻮﻛﺮﺍﺳـﻲ( ﺭﺍ ﺍﺯ ﺗـﻮﺩﻩ ﻫـﺎﻱ ﺍﺭﻭﭘـﺎﻳﻲ ﻓﺮﺍﮔﺮﻓﺘـﻪ ﺩﺭ ﺍﻳـﻦ ﻛـﺸﻮﺭ ﺭﻭﺍﻥ‬ ‫ﺧﻮﻧﺮﻳﺰﻳﻬﺎ ﺣﻜﻮﻣ ِ‬
‫ﮔﺮﺩﺍﻧﻴﺪﻧﺪ ﻛﻪ ﺍﻛﻨﻮﻥ ﻫﻢ ﺭﻭﺍﻧﺴﺖ‪.‬‬
‫ﺶ ﺷـﻴﻌﻲ ﻭ‬ ‫ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﺁﻧﭽﻪ ﺍﻧﺪﻳـﺸﺔ ﻣـﺸﺮﻭﻃﻪ ﺧـﻮﺍﻫﻲ ﺭﺍ ﺩﺭ ﺍﻳـﺮﺍﻥ ﭘﺪﻳـﺪ ﺁﻭﺭﺩ ‪ ،‬ﺁﻥ ﺑـﻮﺩ ﻛـﻪ ﻛـﻴ ِ‬
‫ﻱ ﺁﻥ ﻧﻤﻲ ﺗﻮﺍﻧﺴﺖ ﻛﺸﻮﺭ ﺭﺍ ﺑﺮﺍﻩ ﺑﺮﺩ‪ .‬ﻭﮔﺮﻧﻪ ﭼﻪ ﻧﻴﺎﺯﻱ ﺑﻤﺸﺮﻭﻃﻪ ﺑﻮﺩﻱ؟! ﭼـﺮﺍ ﺑﺎﻳـﺴﺘﻲ ﻋﻠﻤـﺎ‬ ‫ﺩﺳﺘﻮﺭﻫﺎ ِ‬
‫ﭘﻴﺶ ﺍﻓﺘﻨﺪ ﻭ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﻨﺪ؟! ﭼﺮﺍ ﺑﺎﻳﺴﺘﻲ ﻓﻘـ ِﻪ ﺟﻌﻔـﺮﻱ ﺭﺍ ﻛﻨـﺎﺭ ﮔﺰﺍﺭﻧـﺪ ﻭ ﻗﺎﻧﻮﻧﻬـﺎ ﺭﺍ ﺍﺯ ﻓﺮﺍﻧـﺴﻪ ﻭ‬
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‫ﺍﻧﮕﻠﻴﺲ ﺁﻭﺭﻧﺪ؟!‬
‫ﻥ ﺩﻭﺭﺍﻧﺪﻳﺶ ﻭ ﺑﺎ ﻓﻬﻢ ﻭ ﺩﺍﻧﺶ ﺑﻮﺩﻧﺪﻱ ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﺍﻳـﻦ ﻧﺎﺳـﺎﺯﮔﺎﺭﻱ ﺭﺍ‬ ‫ﭘﻴﺸﺮﻭﺍﻥ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﻲ ﺍﮔﺮ ﻣﺮﺩﺍ ِ‬
‫ﺑﺪﻳﺪﻩ ﮔﻴﺮﻧﺪ ﻭ ﺍﺯ ﻫﻤﺎﻥ ﮔﺎ ِﻡ ﻧﺨﺴﺖ ﺑﭽﺎﺭﻩ ﻛﻮﺷﻨﺪ‪ .‬ﻭﻟﻲ ﺁﻧـﺎﻥ ﺍﻳـﻦ ﻫـﻮﺵ ﻭ ﺩﺍﻧـﺶ ﺭﺍ ﻧﺪﺍﺷـﺘﻪ ﺍﻧـﺪ ﻭ ﺑـﺎ‬
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‫ﻛﻮﺷﺸﻬﺎﻱ ﺧﻮﺩ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺩﺭ ﺑﻐﻞ ﺷﻴﻌﻴﮕﺮﻱ ﺟﺎﺩﺍﺩﻩ ﺍﻧﺪ‪.‬‬
‫ﻥ‬
‫ﭘﺲ ﺍﺯ ﺑﺮﺍﻓﺘﺎﺩﻥ ﻣﺤﻤ‪‬ﺪﻋﻠﻲ ﻣﻴـﺮﺯﺍ ﻛـﻪ ﻣـﺸﺮﻭﻃﻪ ﻭ ﻗﺎﻧﻮﻧﻬـﺎﻱ ﺁﻥ ﺭﻭﺍﻥ ﮔﺮﺩﻳـﺪ ‪ ،‬ﻧﺎﺳـﺎﺯﮔﺎﺭﻱ ﻣﻴـﺎ ِ‬
‫ﻱ ﺁﻏـﺎ ِﺯ ﻛـﺎﺭ ﺍﻧـﺪﺍﺧﺖ ﻭ ﺍﺯ ﺳـﻮﻱ ﺩﻳﮕـﺮ‬ ‫ﻣﺸﺮﻭﻃﻪ ﻭ ﺷﺮﻳﻌﺖ ﺍﺯ ﻳﻚ ﺳﻮ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺍﺯ ﺗﻨـﺪﻱ ﻭ ﺯﻭﺭﻣﻨـﺪ ِ‬
‫ﮒ ﻧﺎﺍﻧﺠـﺎﻡ‬‫ﻣﺸﺮﻭﻃﻪ ‪ ،‬ﺍﺯ ﺷﻜﻮﻩ ﻭ ﻧﻴﺮﻭﻱ ﻣﻼﻳﺎﻥ ﺑﺴﻴﺎﺭ ﻛﺎﺳﺖ‪ .‬ﻫﻤﻴﻦ ﻧﺎﺳﺎﺯﮔﺎﺭﻱ ﻳﻜﻲ ﺍﺯ ﻋﻠﹼﺖ ﻫـﺎﻱ ﺑـﺰﺭ ِ‬
‫ﻣﺎﻧﺪﻥ ﻣﺸﺮﻭﻃﻪ ﮔﺮﺩﻳﺪ‪.‬‬
‫ﭼﮕﻮﻧﮕﻲ ﺁﻧﻜﻪ ﻧﻤﺎﻳﺸﻬﺎﻱ ﻛﻴﺸﻲ ﭘﻴﺶ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﺭﻭﻳﻬﻤﺮﻓﺘﻪ ﺳﻪ ﻣﺎﻩ ﺩﺭ ﺳﺎﻝ ‪ ،‬ﻣﺮﺩﻡ ﺭﺍ ﺑﺨﻮﺩ‬
‫ﺳﺮﮔﺮﻡ ﻣﻲ ﻛﺮﺩ ﻭ ﻫﻤﻴﻦ ﺑﺘﻨﻬﺎﻳﻲ ‪ ،‬ﻣﻼﻳﺎﻥ ﺭﺍ ﺟﺎﻳﮕﺎﻫﻲ ﺑﺎﺷﻜﻮﻩ ﻭ ﻣﻴﺪﺍﻧﻲ ﻓﺮﺍﺥ ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩﻩ ﺑﻮﺩ‪ ٢٨ .‬ﺑﺎ‬
‫ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﭼﻮﻥ ﻣﺮﺩﻡ ﺑﻴﺪﺍﺭ ﺷﺪﻩ ﻭ ﺑﻜﺎﺭ ﺗﻮﺩﻩ ﻭ ﻣﻴﻬﻦ ﻛﻮﺷﻴﺪﻧﺪ ﻭ ﺍﻳﻦ ﺩﺭ ﻛﻴﺶ ﺷﻴﻌﻲ ﺟﺎﻳﻲ‬
‫ﻧﻤﻲ ﺩﺍﺷﺖ ﻭ ﺍﺯ ﭘﺮﺩﺍﺧﺘﻦ ﻣﺮﺩﻡ ﺑﺂﻥ ﻧﻤﺎﻳﺸﻬﺎ ‪ ،‬ﺑﺴﻴﺎﺭ ﻣﻲ ﻛﺎﺳﺖ ﻭ ﻣﻼﻳﺎﻥ ﻧﻴﺰ ﺟﺎﻳﮕﺎﻩ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ‬
‫ﺶ ﺧﻮﺩ ﺑﺎ ﺁﻥ‬ ‫ﺭﻓﺘﻪ ﻣﻲ ﺩﻳﺪﻧﺪ ‪ ،‬ﻧﺎﮔﺰﻳﺮ ﺩﺭ ﻣﻴﺎﻧﻪ ﺩﻭﺗﻴﺮﮔﻲ ﭘﻴﺪﺍ ﺷﺪ ﻭ ﭼﻮﻥ ﺍﻧﺒﻮ ِﻩ ﻣﻼﻳﺎﻥ ﺑﻬﻮﺍﺩﺍﺭﻱ ﺍﺯ ﻛﻴ ِ‬
‫ﺟﻨﺒﺶ ﺩﺷﻤﻨﻲ ﻧﻤﻮﺩﻧﺪ ‪ ،‬ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﺎﻥ ﻧﺎﮔﺰﻳﺮ ﻧﻪ ﺗﻨﻬﺎ ﺍﺯ ﺷﻴﻌﻴﮕﺮﻱ ﺑﻠﻜﻪ ﺍﺯ ﺩﻳﻦ ﻛﻨﺎﺭﻩ ﮔﺮﻓﺘﻪ ﻭ‬
‫ﺯﺑﺎﻥ ﺑﻨﻜﻮﻫﺶ ﻭ ﺭﻳﺸﺨﻨﺪ ﺑﺎﺯ ﻛﺮﺩﻧﺪ ﻭ ﺭﻭﻧﻖ ﺁﻧﺮﺍ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺩﻧﺪ‪.‬‬
‫ﺑﺪﻳﻨﺴﺎﻥ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﺎﻥ ﺑﺪﺧﻮﺍ ِﻩ ﺷﺮﻳﻌﺖ ﻭ ﺩﺳﺘﮕﺎ ِﻩ ﻣﻼﻳﻲ ﻭ ﻣﻼﻳﺎﻥ ﺑﺪﺧﻮﺍ ِﻩ ﻣﺸﺮﻭﻃﻪ ﻭ ﻣﻴﻬﻦ‬
‫ﮔﺮﺩﻳﺪﻧﺪ‪ .‬ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﺑﻴﻜﺒﺎﺭ ﺍﺯ ﺩﻳﻦ ‪ ،‬ﻭ ﻣﻼﻳﺎﻥ ﺍﺯ ﻫﺮ ﭼﻪ ﻧﺎﻡ ﻣﻴﻬﻦ ﻭ ﺁﺯﺍﺩﻱ ﻭ ﺍﺳﺘﻘﻼﻝ ﺩﺍﺷﺖ‬
‫ﺵ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ‪ ،‬ﺩﺭ ﺳﺎﻝ‪ ) ١٢٩٠‬ﺁﻏﺎ ِﺯ ‪١٩١٢‬ﻣﻴﻼﺩﻱ(‬ ‫ﺭﻭﮔﺮﺩﺍﻥ ﺷﺪﻧﺪ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺩﺭ ﺗﺒﺮﻳﺰ ‪ ،‬ﻛﺎﻧﻮﻥ ﺷﻮﺭ ِ‬
‫ﻑ ﺧﺸﻨﻮﺩﻱ ﻭ‬ ‫ﺭﻭﺳﻬﺎ ﻛﻪ ﺳﺮﺍﻥ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ﺭﺍ ﮔﺮﻓﺘﻪ ﻳﻜﺎﻳﻚ ﺑﺪﺍﺭ ﻣﻲ ﻛﺸﻴﺪﻧﺪ ‪ ،‬ﻣﻼﻳﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ﺗﻠﮕﺮﺍ ِ‬
‫ﺳﭙﺎﺳﮕﺰﺍﺭﻱ ﺑﻪ ﻧﻜﻮﻻ ﻣﻲ ﻓﺮﺳﺘﺎﺩﻧﺪ‪ .‬ﺩﺭ ﻫﻤﺎﻥ ﺗﺒﺮﻳﺰ ﺩﺭ ﻫﻤﺎﻥ ﺳﺎﻝ ﻫﻨﮕﺎﻣﻴﻜﻪ ﺭﻭﺳﻬﺎ ‪ ،‬ﺭﻭﺯ ﻋﺎﺷﻮﺭﺍ‬
‫ﺛﻘﻪ ﺍﻻﺳﻼﻡ ﭘﻴﺸﻮﺍﻱ ﺷﻴﺨﻴﺎﻥ ‪ ،‬ﺁﻥ ﺑﺰﺭﮔﻤﺮﺩ ﺁﺯﺍﺩﻩ ﺭﺍ ﺑﺪﺍﺭ ﺯﺩﻧﺪ ‪ ،‬ﻣﺘﺸﺮﻋﺎﻥ ﺷﺎﺩﻣﺎﻧﻴﻬﺎ ﻧﻤﻮﺩﻧﺪ ﻭ ﮔﻔﺘﻪ‬
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‫ﺷﺪ ﻛﻪ ﻛﺴﺎﻧﻲ ﺣﻨﺎ ﺑﺪﺳﺘﻬﺎﻱ ﺧﻮﺩ ﺑﺴﺘﻪ ﺍﻧﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺩﺭ ﻗﺎﻧﻮﻧﻬﺎﻱ ﻣﺸﺮﻭﻃﻪ ﺑﺮﺍﻱ ﻣﻼﻳﺎﻥ ‪ ،‬ﻣﻴﺪﺍﻥ ﻭ ﺟﺎﻳﮕﺎﻫﻲ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﻧﺸﺪﻩ ﺑﻮﺩ ﻭ‬
‫ﺭﺷﺘﺔ ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ ﺑﺪﺳﺖ ﺩﺍﺷﺘﻨﺪ ﻫﻤﭽﻮﻥ ﻣﻜﺘﺐ ﻫﺎ ‪ ،‬ﻣﺤﻀﺮﻫﺎﻱ ﺷﺮﻉ ) ﺑﺮﺍﻱ ﻗﻀﺎﻭﺕ ( ‪ ،‬ﺍﻭﻗﺎﻑ ‪،‬‬
‫ﻋﺎﻗﺪﻱ ﻭ ﺳﻨﺪ ﻧﻮﻳﺴﻲ ﻭ ﺍﻳﻦ ﮔﻮﻧﻪ ﻛﺎﺭﻫﺎ ‪ ،‬ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺍﺯ ﺩﺳﺘﺸﺎﻥ ﺑﻴﺮﻭﻥ ﻣﻲ ﺁﻣﺪ‪ .‬ﭘﺲ ﺍﺯ ﺁﻥ ﭼﻮﻥ ﺭﺍﻩ ‪،‬‬
‫ﻲ ﺁﻥ ﺑﻴﺸﺘﺮ ﮔﺮﺩﻳﺪ‪.‬‬ ‫ﺑﺮﻭﻱ ﺩﺍﻧﺸﻬﺎﻱ ﻧﻮﻳﻦ ﺑﺎﺯ ﺷﺪ ﻭ ﺍﻳﻨﻬﺎ ﺭﺍ ﻧﻴﺰ ﺑﺎ ﺩﺳﺘﮕﺎ ِﻩ ﻣﻼﻳﺎﻥ ﺳﺎﺯﺷﻲ ﻧﺒﻮﺩ ‪ ،‬ﺳﺴﺘ ِ‬
‫ﻱ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﭘﺮﺍﻛﻨﺪﻩ ﻣﻲ ﺷﺪ ‪،‬‬ ‫ﭘﺲ ﺍﺯ ﻫﻤﻪ ‪ ،‬ﺑﺪﺁﻣﻮﺯﻱ ﻣﺎﺩﻳﮕﺮﻱ ﻭ ﺩﺷﻤﻨﻲ ﺁﻥ ﺑﺎ ﺩﻳﻨﻬﺎ ﻛﻪ ﺑﺪﺳﺘﻴﺎﺭ ِ‬
‫ﺗﻴﺸﻪ ﻫﺎ ﺑﺪﺳﺘﮕﺎﻩ ﺍﻳﺸﺎﻥ ﻧﻮﺍﺧﺖ‪.‬‬
‫ﺑﺎ ﻫﻤﺔ ﻓﺮﺳﻮﺩﮔﻲ ﻭ ﻧﺎﺗﻮﺍﻧﻲ ﻛﻪ ﻣﺸﺮﻭﻃﻪ ﺍﺯ ﺭﻫﮕﺬ ِﺭ ﺑﺪﺧﻮﺍﻫﺎﻥ ﻭ ﺳﺘﻴﺰ ﺍﻳﺸﺎﻥ ﻳﺎﻓﺖ ‪ ،‬ﺑـﺎﺯ ﺁﻥ ﻧﻴـﺮﻭ ﺭﺍ‬
‫ﻦ ﺟﻨـﺒﺶ ﺗـﺎ ﺭﻭﻱ‬ ‫ﺩﺍﺷﺖ ﻛﻪ ﺩﺳﺘﮕﺎ ِﻩ ﻣﻼﻳﺎﻥ ﺭﺍ ﺑﻴﻜﺒﺎﺭ ﺍﺯ ﺷﻜﻮﻩ ﻭ ﺑﺰﺭﮔﻲ ﺑﻴﻨـﺪﺍﺯﺩ‪ .‬ﺩﺭ ﺳـﺎﻟﻬﺎﻱ ﺑﺎﺯﭘـﺴﻴ ِ‬
‫ﻥ ﺭﺿﺎﺷﺎﻩ ‪ ،‬ﺑﺪﺧﻮﺍﻫﺎﻥ ﻛﻮﺷﻴﺪﻧﺪ ﺑﺎ » ﺳﻴﺎﺳﺖ ﺣﺴﻴﻨﻴﻪ« ‪ ٣٠‬ﺁﺏ ﺭﻓﺘﻪ ﺭﺍ ﺑﺠـﻮﻱ ﺑﺎﺯﮔﺮﺩﺍﻧﻨـﺪ ‪ ،‬ﺑـﺎ‬ ‫ﻛﺎﺭ ﺁﻣﺪ ِ‬
‫ﻱ‬
‫ﺍﻳﻨﻬﻤﻪ ﻣﺸﺮﻭﻃﻪ ﺗﺄﺛﻴﺮ ﺧﻮﺩ ﺭﺍ ﮔﺬﺍﺷﺘﻪ ﻭ ﻣﺮﺩﻡ ﺗﺎ ﺍﻧـﺪﺍﺯﻩ ﺍﻱ ﺍﺯ ﺭﻭﺿـﻪ ﺧﻮﺍﻧﻴﻬـﺎ ﻭ ﺯﻳﺎﺭﺗﻬـﺎ ﻭ ﻧﻤﺎﻳـﺸﻬﺎ ِ‬
‫ﻛﻴﺸﻲ ﻛﻪ ﭘﺎﻳﻪ ﻫﺎﻱ ﺷﻴﻌﻴﮕﺮﻳﺴﺖ ﺩﻭﺭ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩﻧـﺪ ﻭ ﺍﻳـﻦ ﺁﺳـﺎﻥ ﻧﺒـﻮﺩ ﻛـﻪ ﺑﻬﻤـﺎﻥ ﻭﺿـﻊ ﮔﺬﺷـﺘﻪ‬
‫ﺑﺎﺯﮔﺮﺩﻧﺪ‪.‬‬
‫ﺑﺎ ﺭﻭﻱ ﻛﺎﺭ ﺁﻣﺪﻥ ﺭﺿﺎﺷﺎﻩ ﻭ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﻧﻤﺎﻳﺸﻬﺎﻱ ﺑﻴﺨﺮﺩﺍﻧﺔ ﻣﺤﺮ‪‬ﻡ ‪ ،‬ﺍﺯ ﻗﻤـﻪ ﺯﺩﻥ ﻭ ﺯﻧﺠﻴـﺮ ﺯﺩﻥ ﻭ‬
‫ﻥ ﺍﺟﺘﻤﺎﻉ ﺁﻣـﺪﻥ ﺍﻳـﺸﺎﻥ ‪ ،‬ﻭ ﺑـﺎ ﻣﺤـﺪﻭﺩ ﻛـﺮﺩﻥ ﻣﻼﻳـﺎﻥ ﺍﺯ‬ ‫ﺩﻳﮕﺮﻫﺎ ‪ ،‬ﺑﺎ ﺑﺮﺩﺍﺷﺘﻪ ﺷﺪﻥ ﭼﺎﺩﺭ ﺯﻧﺎﻥ ﻭ ﺑﺪﺭﻭ ِ‬
‫ﻲ ﺍﻭ ‪ ،‬ﻣﺮﺩﻡ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺍﺯ ﺍﺭﺗﺠـﺎﻉ ﻓﺎﺻـﻠﻪ‬ ‫ﻧﻴﺮﻭﻱ ﺍﻳﺸﺎﻥ ﺑﺴﻴﺎﺭ ﻛﺎﺳﺘﻪ ﺷﺪ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺩﺭ ‪ ۱۶‬ﺳﺎﻝ ﭘﺎﺩﺷﺎﻫ ِ‬
‫ﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﺩﺭﺳﺖ ﺍﺳﺖ ﻛﻪ ﻣﻼﻳﺎﻥ ﻭ ﻧﻤﺎﻳﺸﻬﺎﻱ ﻛﻴﺸﻲ ﺍﺯ ﺩﻳﻦ ﻧﻴﺴﺖ ﻭ ﺑﻴﻜﺒﺎﺭ ﺟﺪﺍﺳـﺖ ‪ ،‬ﻟـﻴﻜﻦ ﺍﻧﺒـﻮﻩ ﻣـﺮﺩﻡ‬
‫ﻱ ﻣﻼﻳﺎﻥ ﺑﺴﻴﺎﺭ ﻛﺎﺳﺘﻪ ﺷـﺪﻩ ﺑـﻮﺩ ‪ ،‬ﺩﻳـﻦ ﻫـﻢ ﺍﺯ ﺭﻭﻧـﻖ‬ ‫ﺩﻳﻦ ﺭﺍ ﻫﻤﻴﻦ ﻧﻤﺎﻳﺸﻬﺎ ﻣﻲ ﺩﺍﻧﻨﺪ ﻭ ﭼﻮﻥ ﺍﺯﻧﻴﺮﻭ ِ‬
‫ﻥ ﻧـﺎﻡ ﺩﻳـﻦ ﭘﺮﻫﻴـﺰ‬ ‫ﺍﻓﺘﺎﺩ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺟﻮﺍﻧﺎﻥ ﻭ ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻥ ﺩﻳﻨﺪﺍﺭﻱ ﺭﺍ ﻧﻨـﮓ ﺩﺍﻧـﺴﺘﻪ ﺍﺯ ﺑـﺮﺩ ِ‬
‫ﻥ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﻧﻴﺰ ﻫﻤﻴﻦ ﺑﺪﻧﺎﻣﻲ ﻣﻼﻳﺎﻥ ﻭ ﺩﻳﻦ ﺑـﻮﺩ‪.‬‬ ‫ﺩﺍﺷﺘﻨﺪ‪ .‬ﻳﻜﻲ ﺍﺯ ﻋﻠﺘﻬﺎﻱ ﭘﺎ ﮔﺮﻓﺘﻦ ﻭ ﺑﺎﻟﻴﺪ ِ‬
‫ﺖ ﺭﺿﺎﺷﺎﻩ ﺭﺍ ﻫﻤﺴﻮ ﺑـﺎ‬ ‫ﺍﻳﻦ ﺭﺍ ﻧﻴﺰ ﻧﺎﮔﻔﺘﻪ ﻧﮕﺬﺍﺭﻳﻢ ﻛﻪ ﺁﻧﻬﺎﻳﻲ ﻛﻪ ﺍﺯ ﺩﻳﻦ ﮔﺮﻳﺰﺍﻥ ﺑﻮﺩﻧﺪ ﭼﻮﻥ ﺷﻴﻮﺓ ﺣﻜﻮﻣ ِ‬
‫ﺁﺭﺯﻭﻫــﺎ ﻭ ﺧﻮﺍﺳــﺘﻬﺎﻱ ﺧــﻮﺩ ﻣــﻲ ﺩﻳﺪﻧــﺪ ﺩﺭ ﺯﺑﺎﻧــﺪﺭﺍﺯﻱ ﺑــﺪﻳﻨﻬﺎ ﻭ ﭘﺎﻓــﺸﺎﺭﻱ ﺩﺭ ﺍﺭﻭﭘــﺎﻳﻴﮕﺮﻱ ﺩﻟﻴﺮﺗــﺮ‬
‫ﻣﻲ ﮔﺮﺩﻳﺪﻧﺪ‪ .‬ﺍﺯ ﺩﻳﮕﺮ ﺳﻮ ‪ ،‬ﻛﺴﺎﻧﻲ ﻫﻢ ﻛﻪ ﭘﺎﺑﺴﺘﻪ ﺑﻪ ﺩﻳﻦ ﺑﻮﺩﻧﺪ ﺍﺯ ﻫﺮﭼﻪ ﻧﺎ ِﻡ ﭘﻴﺸﺮﻓﺖ ﻭ ﺑﻬﺘﺮﻱ ﺩﺍﺷـﺖ‬
‫ﻫﻤﭽﻮﻥ ﺩﺍﻧﺸﻬﺎ ﻭ ﺍﺧﺘﺮﺍﻋﺎﺕ ‪ ،‬ﺷﻴﻮﺓ ﺍﺩﺍﺭﺍﺕ ﻧﻮ ﻭ ﺩﻟﺒﺴﺘﮕﻲ ﺑﻤﻴﻬﻦ ‪ ،‬ﺑﻴﺰﺍﺭﻱ ﻣﻲ ﻧﻤﻮﺩﻧﺪ‪.‬‬
‫ﺑﺎﺯﮔﺮﺩﺍﻧﺪﻥ ﺍﺭﺗﺠﺎﻉ( ﺷﻬﺮﻳﻮﺭ‪ ۱۳۲۰‬ﺑﺮﺍﻱ ﺍﻳﺮﺍﻥ ﺭﻭﺯﮔﺎﺭ ﻣﺘﻔﺎﻭﺗﻲ ﭘﻴﺶﺁﻭﺭﺩ‪ .‬ﺍﺯ ﻳﻚ ﺳﻮ ﻓﺮﺻـﺖ ﺁﺯﺍﺩﻱ‬
‫ﺭﺍ ﺑﻬﺮﺓ ﻣﺮﺩﻡ ﮔﺮﺩﺍﻧﻴﺪ ‪ ،‬ﻭﻟﻲ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﻣﻴﺪﺍﻧﻲ ﻫﻢ ﺑﺮﺍﻱ ﺑﺪﺧﻮﺍﻫﺎﻥ ﮔﺸﻮﺩ ﻛﻪ ﺁﻧﭽﻪ ﺩﺭ ﺩﻭﺭﺓ ﺭﺿﺎﺷـﺎﻩ‬
‫ﻣﺎﻳﺔ ﭘﻴﺸﺮﻓﺖ ﺑﻮﺩ ﺑﺮﮔﺮﺩﺍﻧﺪﻩ ﻭ ﺍﺭﺗﺠﺎﻉ ﺭﺍ ﻧﻴﺮﻭﻣﻨﺪ ﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﺑﻲ ﻫﻴﭻ ﮔﻔﺘﮕﻮﻳﻲ ﺩﻭﻟﺘﻬﺎﻱ ﭘـﺲ ﺍﺯ ﺷـﻬﺮﻳﻮﺭ‬
‫‪ ۲۰‬ﺭﺍ ﭘﺸﺘﻴﺒﺎﻥ ﺍﺭﺗﺠﺎﻉ ﺑﺎﻳﺪ ﻧﺎﻣﻴﺪ‪.‬‬
‫ﻓﺮﻭﻏﻲ ﺁﻥ ﻣﺮﺩ ﺑﺪﺧﻮﺍﻩ ﻛﹸﻬﻨﻜﺎﺭ ﻛﻪ ﭘﺲ ﺍﺯ ﺳﻮﻡ ﺷﻬﺮﻳﻮﺭ ]‪ [١٣٢٠‬ﻧﺨﺴﺘﻴﻦ ﻛﺎﺑﻴﻨﻪ ﺭﺍ ﺍﻭ ﭘﺪﻳﺪ ﺁﻭﺭﺩ ‪ ،‬ﭼﻮﻥ‬
‫ﺖ ﺷﻮﻡ ﺁﻥ ﺑﻮﺩ ﻛﻪ ﮔﺮﺩﻧﻜﺸﺎﻥ ﺍﻳﻠﻬﺎ ﺭﺍ ﻛﻪ ﺩﺭ ﺯﻣـﺎﻥ‬ ‫ﺩﺭ ﻛﺎﺭ ﺧﻮﺩ ﺍﺳﺘﻮﺍﺭ ﮔﺮﺩﻳﺪ ﮔﺎﻡ ﻧﺨﺴﺘﺶ ﺩﺭ ﺭﺍ ِﻩ ﺳﻴﺎﺳ ِ‬
‫ﺭﺿﺎﺷﺎﻩ ﻛﻮﭼﺎﻧﻴﺪﻩ ﻭ ﺩﺭ ﺷﻬﺮﻫﺎﻳﻲ ﻧﺸﻴﻤﻦ ﺩﺍﺩﻩ ﺑﻮﺩﻧﺪ ﺑﺴﺮ ﺟﺎﻳﺸﺎﻥ ﺑﺎﺯ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﺑﺎﺯﮔﺮﺩﺍﻧﻴـﺪ ﻛـﻪ ﺑﺮﻭﻧـﺪ ﻭ‬
‫ﻧﺎﻓﺮﻣﺎﻧﻲ ﻭ ﻳﺎﻏﻴﮕﺮﻱ ﺁﻏﺎﺯﻧﺪ‪ .‬ﮔﺎﻡ ﺩﻭﻣﺶ ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺑﺮﺍﻱ ﺑﺎﺯﮔﺸﺘﻦ ﻣﻼﻳﺎﻥ ﻭ ﺭﻭﺿﻪ ﺧﻮﺍﻧﺎﻥ ﻭ ﺯﻧﺠﻴﺮﺯﻧـﺎﻥ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺖ ﻧﺨﺴﺘﻲ ﻛﻪ ﺭﻭﺯﻧﺎﻣـﻪ ﻧﻮﻳـﺴﺎﻥ ﺭﺍ ﭘﺬﻳﺮﻓﺘـﻪ ﺑـﻮﺩ ﭼﻨـﻴﻦ‬ ‫ﻭ ﻗﻤﻪ ﺯﻧﺎﻥ ﻭ ﮔﻞ ﻣﻮﻻﻫﺎ ﺯﻣﻴﻨﻪ ﭼﻴﺪﻩ ﺩﺭ ﻧﺸﺴ ِ‬
‫ﮔﻔﺖ‪" :‬ﺑﺎﻳﺪ ﺑﻤﺴﺌﻠﺔ ﺩﻳﻦ ﻫﻢ ﺍﻫﻤﻴﺖ ﺩﺍﺩ‪ .‬ﺩﺭ ﺑﻴﺴﺖ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﻳﻜﻲ ﻫﻢ ﺩﻳﻦ ﺍﺯ ﻣﻴـﺎﻥ ﺭﻓـﺖ"‪ .‬ﻧﺰﺩﻳـﻚ‬
‫ﺑﺎﻳﻦ ﺳﺨﻨﺎﻧﻲ ﮔﻔﺖ ﻛﻪ ﺍﺯ ﻓﺮﺩﺍﻱ ﺁﻥ ﺭﻭﺯ ﺑﺮﺧﻲ ﺍﺯ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎﻱ ﻣﺰﺩﻭﺭ ﺑﻤﻘﺎﻟﻪ ﻧﻮﻳﺴﻲ ﺍﺯ ﺩﻳﻦ ﺑﺮﺧﺎﺳـﺘﻨﺪ‪.‬‬
‫ﺩﺭ ﻫﻤﺎﻥ ﺭﻭﺯﻫﺎ ﺑﻮﺩ ﻛﻪ ﺑﺮﺍﻱ ﺭﺍﺩﻳﻮﻱ ﺍﻳﺮﺍﻥ ﻛﻪ ﺍﻓﺰﺍﺭﻱ ﺩﺭ ﺭﺍﻩ ﺁﻥ ﺳﻴﺎﺳﺖ ﺷـﻮﻡ ﺷـﺪﻩ ﺑـﻮﺩ ﺁﺧﻮﻧـﺪ ﻳـﺎﻭﻩ‬
‫ﮔﻮﻳﻲ ﺭﺍ ﻣﺰﺩﻭﺭ ﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﺑﻬﺘﺮ ﺍﺳﺖ ﻣﺎ ﺁﻥ ﺳﺨﻦ ﻓﺮﻭﻏﻲ ﺭﺍ ﺑﺸﻜﺎﻓﻴﻢ ﻭ ﺑﺮﺍﺯ ﺩﺭﻭﻥ ﺍﻭ ﭘﻲ ﺑﺮﻳﻢ‪ .‬ﺩﻳﻦ ﺩﺭ ﻣﻴﺎﻥ ﺍﻳﺮﺍﻧﻴﺎﻥ ﭼﻴﺴﺖ؟!‪ .‬ﭼﻪ‬
‫ﭼﻴﺰﻫﺎﺳﺖ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﺩﻳﻦ ﺷﻨﺎﺧﺘﻪ ﻣﻲ ﺷﻮﺩ؟‪ ..‬ﻫﻤﻪ ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﺩﻳﻦ ﺩﺭ ﺍﻳﺮﺍﻥ ﭘﻴﺮﻭﻱ ﺍﺯ ﻣﻼﻳﺎﻥ‬
‫ﻛﺮﺩﻥ ‪ ،‬ﺭﻭﺿﻪ ﺧﻮﺍﻧﻲ ﺑﺮﭘـﺎ ﮔﺮﺩﺍﻧﻴـﺪﻥ ‪ ،‬ﺩﺭ ﻣﺎﻫﻬـﺎﻱ ﻣﺤـﺮﻡ ﻭ ﺻـﻔﺮ ﺩﺳـﺘﻪ ﻫـﺎﻱ ﺯﻧﺠﻴـﺮﺯﻥ ﻭ ﻗﻤـﻪ ﺯﻥ‬
‫ﺭﺍﻩ ﺍﻧﺪﺍﺧﺘﻦ ‪ ،‬ﺑﺰﻳﺎﺭﺕ ﻛﺮﺑﻼ ﻭ ﻣﺸﻬﺪ ﺭﻓﺘﻦ ‪ ،‬ﻻﺷـﻪ ﻫـﺎﻱ ﮔﻨﺪﻳـﺪﺓ ﻣﺮﺩﮔـﺎﻥ ﺭﺍ ﺑـﺎﺭﻛﺮﺩﻥ ﻭ ﺑﻘـﻢ ﻭ ﻧﺠـﻒ‬
‫ﻓﺮﺳﺘﺎﺩﻥ ‪ ،‬ﻭ ﺍﮔﺮ ﻳﻚ ﮔﺎﻡ ﺑﺎﻻﺗﺮ ﺑﮕﺰﺍﺭﻳﻢ ﺩﻭﻟﺖ ﺭﺍ ﻏﺎﺻﺐ ﺷﻨﺎﺧﺘﻦ ‪ ،‬ﻣﺎﻟﻴﺎﺕ ﺭﺍ ﺣﺮﺍﻡ ﺩﺍﻧﺴﺘﻦ ‪ ،‬ﺍﺯ » ﻧﻈـﺎﻡ‬
‫ﻭﻇﻴﻔﻪ« ﮔﺮﻳﺨﺘﻦ ‪ ،‬ﺑﻘﺎﻧﻮﻧﻬﺎ ﻧﺎﻓﺮﻣﺎﻧﻲ ﻧﻤﻮﺩﻧﺴﺖ‪.‬‬
‫ﺁﺭﻱ ﺩﻳﻦ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﻳﻨﻬﺎﺳﺖ‪ .‬ﺍﻳﻦ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﻫﻤﻪ ﻣﻲ ﺩﺍﻧﻴﻢ‪ .‬ﻓﺮﻭﻏﻲ ﻧﻴﺰ ﺧﻮﺍﺳﺘﺶ ﺍﻳﻨﻬﺎ ﻣـﻲ ﺑـﻮﺩ‪ .‬ﺩﺭ‬
‫ﺯﻣﺎﻥ ﺭﺿﺎﺷﺎﻩ ﻧﻴﺰ ﺗﻨﻬﺎ ﺍﺯ ﺍﻳﻦ ﺑﺎﺯﻳﭽﻪ ﻫﺎﻱ ﺑﻴﺨﺮﺩﺍﻧﻪ ﺟﻠﻮﮔﻴﺮﻱ ﻣﻲ ﺷﺪ‪ .‬ﻭﮔﺮﻧﻪ ﺍﺯ ﻧﻤﺎﺯ ﻭ ﺭﻭﺯﻩ ﻭ ﻣـﺴﺠﺪ ﻭ‬
‫ﻛﺎﺭﻫﺎﻱ ﺩﻳﮕﺮ ﻛﻪ ﺟﻠﻮﮔﻴﺮﻱ ﻧﻤﻲ ﺷﺪ‪ .‬ﻓﺮﻭﻏﻲ ﻣﻲ ﺧﻮﺍﺳﺖ ﻫﻤﺎﻥ ﺑﺎﺯﻳﭽـﻪ ﻫـﺎﻱ ﺭﻳـﺸﺨﻨﺪﺁﻭﺭ ﺑـﺎﺯﮔﺮﺩﺩ ﻭ‬
‫ﺳﺨﻨﺶ ﻣﻌﻨﺎﻳﻲ ﺟﺰ ﺍﻳﻦ ﻧﻤﻲ ﺩﺍﺷﺖ‪ .‬ﺍﻳﻨﻬﻢ ﺩﻳﺪﻳﻢ ﻛﻪ ﻫﻤﺎﻧﻬﺎ ﺭﺍ ﺑﺎﺯ ﮔﺮﺩﺍﻧﻴﺪﻧﺪ ﻭ ﺧﻮﺍﺳﺖ ﺧـﻮﺩ ﺭﺍ ﭘـﻴﺶ‬
‫ﺑﺮﺩﻧﺪ‪.‬‬
‫ﺷﻨﻴﺪﻧﻲ ﺗﺮ ﺁﻧﻜﻪ ﻣﻼﻳﺎﻥ ﺩﺭ ﺁﻏﺎﺯ ﻛﺎﺭ ﮔﻤﺎﻥ ﻧﻤﻲ ﺑﺮﺩﻧﺪ ﻛﻪ ﺑﺎﺯ ﻣﻴﺪﺍﻥ ﻳﺎﺑﻨﺪ ﻭ ﺑﻤﻴـﺪﺍﻥ ﺩﺍﺭﻱ ﭘﺮﺩﺍﺯﻧـﺪ ﻭ ﺩﺭ‬
‫ﭼﻨﺎﻥ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﻧﻤﻲ ﺑﻮﺩﻧﺪ‪ .‬ﺑﮕﻔﺘﺔ ﺧﻮﺩﺷﺎﻥ » ﺩﻭﺭﺓ ﺭﻭﺣﺎﻧﻴﺖ ﺭﺍ ﺧﺎﺗﻤـﻪ ﻳﺎﻓﺘـﻪ« ﻣـﻲ ﭘﻨﺪﺍﺷـﺘﻨﺪ‪ .‬ﻭﻟـﻲ‬
‫ﺩﻭﻟﺖ ﻳﺎ ﺑﻬﺘﺮ ﮔﻮﻳﻢ ‪ :‬ﻓﺮﻭﻏﻲ ﻭ ﻫﻤﺪﺳﺘﺎﻥ ﺍﻭ ‪ ،‬ﺑﺎﻳﺸﺎﻥ ﻓﻬﻤﺎﻧﻴﺪﻧﺪ‪ .‬ﺍﻳﻦ ﺑﻮﺩ ﺁﻧﺎﻥ ﻛﻪ ﺭﺧﺖ ‪ ،‬ﺩﻳﮕﺮ ﮔﺮﺩﺍﻧﻴﺪﻩ‬
‫ﺑﻮﺩﻧﺪ ﺩﻭﺑﺎﺭﻩ ﺑﻌﻤﺎﻣﻪ ﻭ ﻋﺒﺎ ﺑﺎﺯﮔﺸﺘﻨﺪ‪ .‬ﺁﻧﺎﻥ ﻛﻪ ﺑﮕﻮﺷﻪ ﺍﻱ ﺧﺰﻳﺪﻩ ﺑﻮﺩﻧﺪ ﺑﻴﺮﻭﻥ ﺁﻣﺪﻧﺪ‪ .‬ﺑﺎﺭ ﺩﻳﮕﺮ ﺑﺎ ﻗﺎﻧﻮﻧﻬﺎ ﻭ‬
‫ﺩﺍﻧﺸﻬﺎ ﻭ ﻫﻤﺔ ﻧﻴﻜﻴﻬﺎ ﻧﺒﺮﺩ ﺁﻏﺎﺯ ﻛﺮﺩﻧﺪ‪ .‬ﺑﺎﺭ ﺩﻳﮕﺮ ﺁﺧﻮﻧﺪ ﺑﭽﻪ ﻫـﺎ ﻭ ﺳـﻴﺪ ﺑﭽـﻪ ﻫـﺎ ﻛـﻪ ﭼﻐﺎﻟـﺔ ﮔـﺪﺍﻳﻲ ﻭ‬
‫ﻣﻔﺘﺨﻮﺭﻱ ﻫﺴﺘﻨﺪ ﺩﺭ ﺧﻴﺎﺑﺎﻧﻬﺎ ﭘﺪﻳﺪﺍﺭ ﺷﺪﻧﺪ‪.‬‬
‫ﺁﻗﺎ ﺣﺴﻴﻦ ﺭﺿﻮﻱ ﻛﻪ ﺩﺭ ﭘﻴﺸﺎﻣ ِﺪ » ﺭﻓﻊ ﺣﺠﺎﺏ « ﺑﺘﻬﺮﺍﻥ ﺁﻣﺪﻩ ﺑﻮﺩ ﺗﺎ ﺭﺿﺎﺷﺎﻩ ﺭﺍ ﺑﺒﻴﻨﺪ ﻭ ﺍﺯﻭ ﺧﻮﺍﻫﺸﻲ‬
‫ﺩﺭﺑﺎﺭﻩ ﺑﺮﺩﺍﺷﺘﻪ ﻧﺸﺪﻥ ﺣﺠﺎﺏ ﻛﻨﺪ ﻭ ﺭﺿﺎﺷﺎﻩ ﭘﺮﻭﺍﻳﻲ ﻧﻜﺮﺩ ﻭ ﺑﻨﺰﺩ ﺧﻮﺩ ﺭﺍﻩ ﻧﺪﺍﺩ ﻭ ﺍﻭ ﻧﻴﺰ ﺍﻳﺮﺍﻥ ﺭﺍ ﮔﺰﺍﺷﺖ‬
‫ﻭ ﺑﻨﺠﻒ ﺭﻓﺖ ‪ ،‬ﺩﺭ ﺍﻳﻦ ﻫﻨﮕﺎﻡ ﺷﻨﻴﺪﻩ ﺷﺪ ﻛﻪ ﺑﺎﻳﺮﺍﻥ ﻣﻲ ﺁﻳﺪ‪ .‬ﺭﺍﺩﻳﻮﻱ ﺍﻳﺮﺍﻥ ‪ ،‬ﺁﻥ ﺩﺳﺘﮕﺎ ِﻩ ﺷﻮﻡ ﻛﻪ ﺩﺭ‬
‫ﺖ ﻛﻤﭙﺎﻧﻲ ﺧﻴﺎﻧﺖ ﺍﻓﺰﺍﺭ ﺑ‪‬ﺮﻧﺪﻩ ﺍﻱ ﮔﺮﺩﻳﺪﻩ ‪ ،‬ﺗﺎ ﻣﺮﺯ ﺍﻳﺮﺍﻥ ﺑﭙﻴﺸﻮﺍﺯِ ﺍﻭ ﺷﺘﺎﻓﺖ ‪" :‬ﺣﻀﺮﺕ ﺁﻳﺖ ﺍﷲ ‪ ...‬ﺑﺎ‬ ‫ﺩﺳ ِ‬
‫ﻣﻠﺘﺰﻣﻴﻦ ﺣﻀﻮﺭ ﺍﺯ ﻣﺮﺯ ﺍﻳﺮﺍﻥ ﮔﺬﺷﺘﻪ ﻭﺍﺭﺩ ﻗﺼﺮ ﺷﻴﺮﻳﻦ ﺷﺪﻧﺪ"‪ " .‬ﺣﻀﺮﺕ ﺁﻳﺖ ﺍﷲ ﻭﺍﺭﺩ ﻛﺮﻣﺎﻧﺸﺎﻩ ﺷﺪﻧﺪ‪.‬‬
‫ﻞ ﺑﺴﻴﺎﺭ ﭘﻴﺸﻮﺍﺯ ﻛﺮﺩﻧﺪ"‪.‬‬‫ﺍﻫﺎﻟﻲ ﺑﺎ ﺗﺠﻠﻴ ِ‬
‫ﺑﺪﻳﻨﺴﺎﻥ ﺑﺠﻠﻮ ﺁﻗﺎ ﺍﻓﺘﺎﺩ ﻭ ﮔﺎﻡ ﺑﮕﺎﻡ ﺍﻭ ﺭﺍ ﭘﻴﺶ ﺁﻭﺭﺩ ﺗﺎ ﺑﺎ » ﺗﺠﻠﻴـﻞ ﻭ ﺗﻌﻈـﻴﻢ ﻣـﺆﻣﻨﻴﻦ ﻭ ﻋﻼﻗـﻪ ﻣﻨـﺪﺍﻥ‬
‫ﺑﺪﻳﻦ« ﺑﺘﻬﺮﺍﻥ ﺭﺳﺎﻧﻴﺪ‪ .‬ﺗﻮ ﮔﻮﻳﻲ ﺁﻗﺎ ﻗﻬﺮﻣﺎﻥِ ﺍﺳﺘﺎﻟﻴﻨﮕﺮﺍﺩ ﺑﻮﺩﻩ ﻭ ﺍﺯ ﺟﻨﮓ ‪ ،‬ﻓﻴﺮﻭﺯﻣﻨﺪﺍﻧﻪ ﺑﺎﺯ ﻣﻲ ﮔﺮﺩﺩ ﻛـﻪ‬
‫ﻱ ﺍﻭ ﺑﺎﺯ ﻣﻲ ﻛﻨﺪ‪ .‬ﻛﺴﻲ ﻧﻴﺰ ﻧﭙﺮﺳﻴﺪ ‪ :‬ﺁﻣـﺪﻥ ﻭ ﺭﻓـﺘﻦ‬ ‫ﺭﺍﺩﻳﻮﻱ ﺍﻳﺮﺍﻥ ﺑﺪﻳﻨﺴﺎﻥ ﺧﻮﺩﻛﺸﻲ ﻣﻲ ﻛﻨﺪ ﻭ ﺭﺍﻩ ﺑﺮﺍ ِ‬
‫ﻱ ﻣﺮﺩﻡ ﺑﺪﺑﺨﺖ ﺑﺪﺳﺖ ﺗﻮﺍﻧﺪ ﺁﻣﺪ ﻛﻪ ﺭﺍﺩﻳـﻮﻱ ﺍﻳـﺮﺍﻥ ﺗـﺎ‬ ‫ﻳﻚ ﻣﺠﺘﻬﺪ ﭼﻪ ﺗﻮﺍﻧﺪ ﺑﻮﺩ ﻭ ﭼﻪ ﺳﻮﺩﻱ ﺍﺯ ﺁﻥ ﺑﺮﺍ ِ‬
‫ﺍﻳﻦ ﺍﻧﺪﺍﺯﻩ ﺑﺂﻥ ﻣﻲ ﭘﺮﺩﺍﺯﺩ؟!‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﺑﺎﺯﺍﺭ ﻛﻪ‬‫ﺁﺭﻱ ﺁﻣﺪﻥ ﺁﻗﺎ ﻳﻚ ﺳﻮﺩ ﺗﻮﺍﻧﺴﺘﻲ ﺩﺍﺷﺖ ‪ ،‬ﻭ ﺁﻥ ﺍﻳﻨﻜﻪ ﺣﺎﺟﻴﻬﺎﻱ ﻣﻘﺪﺱ ﻭ ﻣﺸﻬﺪﻳﻬﺎﻱ ﻧﻤﺎﺯﺧﻮﺍ ِ‬
‫ﻝ ﺟﻨﮓ ﻓﺮﺻﺖ ﻳﺎﻓﺘـﻪ ﺑـﺎ ﺍﻧﺒـﺎﺭﺩﺍﺭﻱ ﻭ ﮔﺮﺍﻧﻔﺮﻭﺷـﻲ ﻫﺰﺍﺭﻫـﺎ ﺧـﺎﻧﻮﺍﺩﻩ ﺭﺍ ﺩﭼـﺎﺭ ﺑـﺪﺑﺨﺘﻲ‬ ‫ﺩﺭ ﺍﻳﻦ ﭼﻨﺪ ﺳﺎ ِ‬
‫ﮔﺮﺩﺍﻧﻴﺪﻩ ‪ ،‬ﻫﺰﺍﺭﻫﺎ ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺭﺍ ﺑﻴﺦ ﺩﻳﻮﺍﺭ ﻧﺸﻴﻦ ﺳﺎﺧﺘﻪ ﻭ ﺧﻮﺩ ﻣﻠﻴﻮﻧﻬﺎ ﭘﻮﻝ ﺍﻧﺪﻭﺧﺘﻪ ﺑﻮﺩﻧﺪ ﺑﻨـﺰﺩ ﺁﻗـﺎ‬
‫ﺷﺘﺎﺑﻨﺪ ﻭ ﺑﺎ ﭘﺮﺩﺍﺧﺘﻦ ﺳﻬﻢ ﺍﻣﺎﻡ ﻭ ﺭ ‪‬ﺩ ﻣﻈﺎﻟﻢ ﺑﻴﻜﺒـﺎﺭ ﺧـﻮﺩ ﺭﺍ ﭘـﺎﻙ ﮔﺮﺩﺍﻧﻨـﺪ ﻭ ﻫﻴﭽﮕﻮﻧـﻪ ﻧﺎﺁﺳـﻮﺩﮔﻲ ﺩﺭ‬
‫ﺩﻟﻬﺎﺷﺎﻥ ﻧﻤﺎﻧﹶﺪ ‪ ،‬ﻭ ﺍﻳﻦ ﺑﻮﺩ ﺑﻪ ﻫﺮ ﺷﻬﺮﻱ ﻛﻪ ﺁﻗﺎ ﺭﺳـﻴﺪ ﺍﻳﻨـﺎﻥ ﺑﭙﻴـﺸﻮﺍﺯﺵ ﺷـﺘﺎﻓﺘﻨﺪ ﻭ ﭼﻜﻬـﺎﻱ ﺑﺎﻧـﻚ ﻭ‬
‫ﺑﺴﺘﻪ ﻫﺎﻱ ﺍﺳﻜﻨﺎﺱ ﺑﺂﻗﺎ ﺭﺳﺎﻧﻴﺪﻧﺪ ﻭ ﺑﺪﻳﻨﺴﺎﻥ ﺧﻮﺩ ﺭﺍ ﺩﻝ ﺁﺳﻮﺩﻩ ﮔﺮﺩﺍﻧﻴﺪﻧﺪ‪.‬‬
‫ﺖ ﺩﻳﮕـﺮﻱ ﺑﺰﺭﮔﺘـﺮ ﺍﺯ ﺁﻥ‬ ‫ﻣﺎ ﺗﻨﻬﺎ ﺍﻳﻦ ﺭﺍ ﻣﻲ ﭘﻨﺪﺍﺷﺘﻴﻢ‪ .‬ﻭﻟﻲ ﺩﻳﺪﻩ ﺷﺪ ﺩﺍﺳﺘﺎﻥ ﺑﺂﻥ ﺳﺎﺩﮔﻲ ﻧﻴﺴﺖ‪ .‬ﺧﻮﺍﺳ ِ‬
‫ﺩﺭﻣﻴﺎﻧﺴﺖ ‪ :‬ﺯﻧﻬﺎﻱ ﺍﻳﺮﺍﻥ ﺑﺎﻳﺪ ﺩﻭﺑﺎﺭﻩ ﺑﭽﺎﺩﺭ ﻭ ﺭﻭﺑﻨﺪ ﺑﺎﺯ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﭼﺎﺩﺭ ﻭ ﺭﻭﺑﻨ ِﺪ ﺯﻧﻬﺎ ﻛﻪ ﻣﺎﻳﺔ ﺭﻳﺸﺨﻨﺪ ﻫﻤﺔ ﺟﻬﺎﻧﻴﺎﻥ ﺑﻮﺩﻩ ﻭ ﭘﺲ ﺍﺯ ﻛﻮﺷﺸﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺍﺯ ﺳﻮﻱ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ‬
‫ﺩﺭ ﺯﻣﺎﻥ ﺭﺿﺎﺷﺎﻩ ﺑﺮﺩﺍﺷﺘﻪ ﺷﺪﻩ ﺑﻮﺩ ‪ ،‬ﻛﻤﭙﺎﻧﻲ ﺧﻴﺎﻧﺖ ﺍﻳﻦ ﺭﺍ ﻧﻤﻲ ﭘﺴﻨﺪﻳﺪ‪ .‬ﻧﻤﻲ ﭘﺴﻨﺪﻳﺪ ﻛﻪ ﺯﻧﻬﺎﻱ ﺍﻳـﺮﺍﻥ‬
‫ﻫﻤﭙﺎﻱ ﺯﻧﺎﻥ ﺟﻬﺎﻥ ﺑﺎﺷﻨﺪ ﻭ ﺑﺎ ﺭﻭﻱ ﺑﺎﺯ ﺑﻴﺮﻭﻥ ﺁﻳﻨﺪ‪.‬‬
‫ﻥ ﻣﺎ ﻳﻜﻲ ﺍﺯ ﻛﺎﺭﻫﺎﺷﺎﻥ ﺁﻥ ﺑﻮﺩ ﻛـﻪ ﺟﻠـﻮ ﺳـﺨﺘﮕﻴﺮﻱ ﺭﺍ ﮔﺮﻓﺘﻨـﺪ ﻭ‬ ‫ﺍﻳﻦ ﺑﻮﺩ ﻫﻤﺎﻧﻜﻪ ﺭﺿﺎ ﺷﺎﻩ ﺍﻓﺘﺎﺩ ﻭﺯﻳﺮﺍ ِ‬
‫ﺑﺮﺧﻲ ﻣﻼﻳﺎﻥ ﺭﺍ ﻭﺍﺩﺍﺷﺘﻨﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻣﺴﺠﺪ ﻭ ﺁﻥ ﻣﺴﺠﺪ ﺳﺨﻦ ﺍﺯ »ﺣﺮﻣﺖ ﺭﻓﻊ ﺣﺠـﺎﺏ« ﺭﺍﻧﺪﻧـﺪ‪ .‬ﻭﻟـﻲ‬
‫ﻥ ﺍﺯ ﺟﻬﺎﻥ ﺑﺮﮔﺸﺘﻪ ﭼﺎﺩﺭ ﺑﺴﺮ ﻛﺮﺩﻧﺪ‬ ‫ﺍﻳﻨﻬﺎ ﻛﺎﺭﻱ ﺍﺯ ﭘﻴﺶ ﻧﺒﺮﺩﻩ ﺑﻴﺶ ﺍﺯ ﺁﻥ ﻧﺘﻴﺠﻪ ﻧﺪﺍﺩ ﻛﻪ ﺑﺮﺧﻲ ﭘﻴﺮﻩ ﺯﻧﺎ ِ‬
‫ﻭ ﮔﺎﻫﻲ ﺩﺭ ﺧﻴﺎﺑﺎﻧﻬﺎ ﭘﺪﻳﺪﺍﺭ ﺷﺪﻧﺪ‪.‬‬
‫ﺍﻳﻦ ﺍﻧﺪﺍﺯﻩ ﺑﺲ ﻧﻤﻲ ﺑﻮﺩ‪ .‬ﺑﺎﻳﺴﺘﻲ ﭼﺎﺭﺓ ﺩﻳﮕﺮ ﻛﻨﻨﺪ‪ .‬ﺑﺎﻳﺴﺘﻲ ﺗﻜﺎﻥ ﺑﺰﺭﮔﻲ ﺩﻫﻨـﺪ ﻛـﻪ ﺑـﺎﺭﻱ ﺑﻴـﺸﺘ ِﺮ ﺯﻧـﺎﻥ‬
‫ﺱ ﺭﻳﺸﺨﻨﺪ ﻭ ﺩﺷﻨﺎﻡ ﺑﻴﺮﻭﻥ ﻧﺘﻮﺍﻧﻨﺪ ﺁﻣﺪ‪.‬‬ ‫ﺑﭽﺎﺩﺭ ﻭ ﺭﻭﺑﻨﺪ ‪ ،‬ﺑﻠﻜﻪ ﺑﭽﺎﻗﭽﻮﺭ ﻧﻴﺰ ﺑﺎﺯ ﮔﺮﺩﻧﺪ ﻭ ﺑﺎﺯﻣﺎﻧﺪﻩ ﻧﻴﺰ ﺍﺯ ﺗﺮ ِ‬
‫ﺑﺎﻳﺴﺘﻲ ﺁﻗﺎ ﺣﺴﻴﻦ ﺭﺿﻮﻱ ‪ » ،‬ﻗﻬﺮﻣﺎﻥ ﺭﻓﻊ ﺣﺠﺎﺏ« ﺭﺍ ﺑﺎ ﺁﻥ ﺯﻣﻴﻨﻪ ﺳﺎﺯﻳﻬﺎﻱ ﺭﺍﺩﻳﻮ ﺑﺎﻳﺮﺍﻥ ﺁﻭﺭﻧـﺪ ﻛـﻪ ﺑـﺎ‬
‫ﺩﺳﺖ ﺍﻭ ﺍﻳﻦ ﻛﺎﺭﻫﺎ ﺍﻧﺠﺎﻡ ﮔﻴﺮﺩ‪.‬‬
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‫ﺍﻳﻦ ﺑﻮﺩ ﺁﻗﺎ ﻛﻪ ﺁﻣﺪ ﺩﻳﺪﻩ ﺷﺪ ﺑﺎ ﻳﻚ » ﻟﺤﻦ ﺭﺳﻤﻲ« ﺩﺭﺧﻮﺍﺳﺘﻬﺎﻳﻲ ﺍﺯ ﺩﻭﻟﺖ ﻛﺮﺩ ﻭ ﺩﻭﻟﺖ ﻧﻴﺰ ﺩﺭ ﻧﺸﺴ ِ‬
‫ﻲ ﺧﻮﺩ ﺁﻥ ﺭﺍ ﺑﮕﻔﺘﮕﻮ ﮔﺰﺍﺷﺖ ﻭ ﺩﺭﺧﻮﺍﺳﺘﻬﺎﻱ ﺁﻗﺎ ﺭﺍ ﻛﻪ ﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺁﺯﺍﺩ ﺑﻮﺩﻥ ﺯﻧـﺎﻥ ﺩﺭ ﺭﻭﮔـﺮﻓﺘﻦ ﻭ‬ ‫ﺭﺳﻤ ِ‬
‫ﻥ ﭘﻴﺸﻴﻦ ﺑﻮﺩ ﭘﺬﻳﺮﻓﺖ‪.‬‬ ‫ﺩﻳﮕﺮﻱ ﺑﺎﺯﮔﺸﺘﻦ » ﺍﻭﻗﺎﻑ « ﺑﺨﻮﺭﻧﺪﮔﺎ ِ‬
‫ﺳﭙﺲ ﭼﻴﺰ ﺩﻳﮕﺮﻱ ﻛﻪ ﺩﻳﺪﻩ ﺷﺪ ﺁﻥ ﺑﻮﺩ ﻛﻪ ﺑﺎ ﺍﻧﮕﻴﺰﺵ ﻫﻤﺎﻥ ﻛﻤﭙﺎﻧﻲ ﺧﻴﺎﻧﺖ )ﺑﻠﻜﻪ ﺑﺎ ﺳﺮﻣﺎﻳﺔ ﺁﻥ( ﺑـﺮﺍﻱ‬
‫ﻣﻼﻳﺎﻥ ﺭﻭﺯﻧﺎﻣﻪ ﺑﻨﻴﺎﺩ ﻧﻬﺎﺩﻩ ﺷﺪ‪ .‬ﺟﻮﺍﻧﻲ ﻛﻪ ﻣﻲ ﮔﻮﻳﻨﺪ ﺩﺭ ﻟﻨﺪﻥ ﭘﺮﻭﺭﺵ ﻳﺎﻓﺘـﻪ ﻭ ﺧـﻮﺩﺵ ﻭ ﺧـﺎﻧﻮﺍﺩﻩ ﺍﺵ‬
‫ﻲ ﺍﺭﻭﭘﺎﻳﻲ ﻣﻲ ﺩﺍﺭﻧﺪ ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﺑﺮﺍﻱ ﻣﻼﻳﺎﻥ ﺑﻨﻴﺎﺩ ﻧﻬﺎﺩ ‪ ،‬ﻭ ﺍﻳﻦ ﺭﻭﺯﻧﺎﻣـﻪ ﺍﺯ ﮔـﺎﻡ ﻧﺨـﺴﺖ ﻳﻜـﻲ ﺍﺯ‬ ‫ﺯﻧﺪﮔﺎﻧ ِ‬
‫ﺧﻮﺍﺳﺘﻬﺎﻱ ﺧﻮﺩ ﺑﺎﺯﮔﺮﺩﺍﻧﻴﺪﻥ ﭼﺎﺩﺭ ﻭ ﺭﻭﺑﻨﺪ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﭘﻴﺎﭘﻲ ﮔﻔﺘﺎﺭﻫﺎ ﻧﻮﺷﺖ ﻛﻪ ﻫﻨﻮﺯ ﻫﻢ ﻣﻲ ﻧﻮﻳﺴﺪ‪.‬‬
‫ﻥ‬
‫ﺑﺎﺯ ﺩﻳﺪﻩ ﺷﺪ ﺩﻭﻟﺖ ﺩﺭ ﺍﺩﺍﺭﺓ ﺭﺍﺩﻳﻮ ﺩﺳﺘﮕﺎﻫﻲ ﺑﻨﺎﻡ » ﺗﺒﻠﻴﻐﺎﺕ ﺩﻳﻨﻲ « ﺑﺮﭘـﺎ ﮔﺮﺩﺍﻧﻴـﺪﻩ ﺑﻜـﺴﺎﻧﻲ ﺍﺯ ﻣـﺮﺩﺍ ِ‬
‫ﺗﻴﺮﻩ ﻣﻐﺰ ﻣﺎﻫﺎﻧﻪ ﻫﺎ ﺩﺍﺩ ﻛﻪ ﺑﻨـﺸﻴﻨﻨﺪ ﻭ ﮔﻔﺘﺎﺭﻫـﺎﻱ ﺳـﺮﺍﭘﺎ ﻳـﺎﻭﻩ ﻭ ﺑـﺪﺧﻮﺍﻫﻲ ﻧﻮﻳـﺴﻨﺪ ﻭ ﺑـﺂﻥ ﺭﻭﺯﻧﺎﻣـﻪ ﻭ‬
‫ﻣﺎﻧﻨﺪﻫﺎﻱ ﺁﻥ ﻓﺮﺳﺘﻨﺪ‪... .‬‬
‫ﻓﺮﻭﻏﻲ ﻧﺎﻡ ﺩﻳﻦ ﻣﻲ ﺑ‪‬ﺮﺩ ﺩﺭ ﺣـﺎﻟﻲ ﻛـﻪ ﺧـﻮﺩﺵ ﺍﺯ ﺑﻴـﺪﻳﻦ ﺗـﺮﻳﻦ ﻛـﺴﺎﻥ ﻣـﻲ ﺑـﻮﺩ‪ .‬ﻧﻤـﻲ ﮔـﻮﻳﻢ ‪ :‬ﻧﻤـﺎﺯ‬
‫ﻧﻤﻲ ﺧﻮﺍﻧﺪ ﻭ ﺭﻭﺯﻩ ﻧﻤﻲ ﮔﺮﻓﺖ ﻭ ﺑﺎ ﺁﻥ ﺩﺍﺭﺍﻳﻲ ﻫﻨﮕﻔﺖ ﺑﻤﻜﻪ ﻧﺮﻓﺘـﻪ ﺑـﻮﺩ ‪ ،‬ﺍﻳﻨﻬـﺎ ﭼﻴﺰﻫـﺎﻱ ﻛﻮﭼﻜﻴـﺴﺖ‪.‬‬
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‫ﻣﻲ ﮔﻮﻳﻢ ‪ :‬ﻛﻤﺘﺮﻳﻦ ﻧﺸﺎﻧﻲ ﺍﺯ ﻧﻴﻜﺨﻮﺍﻫﻲ ﻭ ﺩﻟﺴﻮﺯﻱ ﺑﻤﺮﺩﻡ ﺩﺭ ﺩﻝ ﺍﻳﻦ » ﺟﻬﻮﺩﺯﺍﺩﻩ « ﻧﻤﻲ ﺑﻮﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﻓﺮﻭﻏﻲ ‪ ،‬ﻛﺎﺑﻴﻨﻪ ﻫﺎﻳﻲ ﻫﻤﭽﻮﻥ ﺳـﻬﻴﻠﻲ ‪ ،‬ﻗـﻮﺍﻡ ﺍﻟـﺴﻠﻄﻨﻪ ‪ ،‬ﺳـﺎﻋﺪ ‪ ،‬ﺻﺪﺭﺍﻻﺷـﺮﺍﻑ ‪ ،‬ﻫﮋﻳـﺮ ‪،‬‬
‫ﻞ ﺍﺭﺗﺠـﺎﻉ ﺭﺍ ﮔﺮﻓﺘﻨـﺪ ﺗـﺎ ﺑـﺮﻭﻱ ﭘـﺎﻱ ﺧـﻮﺩ‬
‫ﻣﻨﺼﻮﺭ ﻭ ﺭﺯﻡ ﺁﺭﺍ ‪ ،‬ﻳﻜﺎﻳﻚ ﺍﻳﻦ ﺭﺍﻩ ﺭﺍ ﻫﻤﻮﺍﺭ ﻛﺮﺩﻩ ‪ ،‬ﺯﻳـﺮ ﺑﻐـ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺍﻳﺴﺘﺎﺩﻥ ﺗﻮﺍﻧﺴﺖ ﻭ» ﺧﻮﺩﻛﻔﺎ « ﮔﺮﺩﻳﺪ‪ ... .‬ﺑﺪﻳﻨﺴﺎﻥ ﻭﺯﻳﺮﺍﻥ ﻭ ﻧﺨﺴﺖ ﻭﺯﻳﺮﺍﻥ ﻳﻜﻲ ﭘﺲ ﺍﺯ ﺩﻳﮕﺮﻱ ﺁﻣﺪﻧﺪ‬
‫ﺖ ﺍﻳﺸﺎﻥ )ﻳـﺎ ﺑـﻪ ﺑـﻲ ﺳﻴﺎﺳﺘﻴـﺸﺎﻥ(‬‫ﻭ ﺭﻓﺘﻨﺪ ﻭ ﺑﺴﻴﺎﺭ ﭘﻴﺶ ﺁﻣﺪ ﻛﻪ ﺁﻣﺪﻩ ﺍﺯ ﺭﻓﺘﻪ ﺑﺪﮔﻮﻳﻲ ﻛﺮﺩ ﻭ ﺑﺴﻴﺎﺳ ِ‬
‫ﺍﻳﺮﺍﺩ ﮔﺮﻓﺖ ‪ ،‬ﭼﻨﺎﻧﻜﻪ ﻣﺮﺩﻡ ﭼﻬﺮﻩ ﻫﺎﻱ ﻧﻮ ﺭﺍ ﺗﺎﻓﺘﺔ ﺟﺪﺍﺑﺎﻓﺘﻪ ﺩﺍﻧﺴﺘﻪ ﺍﺯ ﺟﺒﻬـﺔ ﻣﺨـﺎﻟﻒ ﻣـﻲ ﭘﻨﺪﺍﺷـﺘﻨﺪ ‪،‬‬
‫ﻦ ﺍﺭﺗﺠﺎﻉ ﺭﺍ ﻫﻤﮕـﻲ ﺑـﺎ ﻳﻜﺮﻧﮕـﻲ ﻭ ﻫﻤـﺎﻫﻨﮕﻲ ﻭ ﻳﻜـﺴﺎﻧﻲ ﭘـﻴﺶ ﺑﺮﺩﻧـﺪ‪ .‬ﺑﺪﻳﻨـﺴﺎﻥ‬ ‫ﻟﻴﻜﻦ ﻛﻤﻚ ﺑﭙﺎﮔﺮﻓﺘ ِ‬
‫ﺖ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﻭ ﺭﺿﺎﺷﺎﻩ ﭘﺎﮔﺮﻓﺘـﻪ ﻭ ﭘـﻴﺶ ﺭﻓﺘـﻪ ﺑـﻮﺩ ‪،‬‬
‫ﻣﻲ ﺑﻴﻨﻴﻢ ﺑﺮﻧﺎﻣﺔ ﻛﺎﺭ ﭼﻨﻴﻦ ﺑﻮﺩﻩ ﻛﻪ ﺁﻧﭽﻪ ﺑﺪﺳ ِ‬
‫ﺑﺪﺳﺖ ﺍﻳﻨﺎﻥ ﻣﻲ ﺑﺎﻳﺴﺖ ﺑﺎﺯﮔﺮﺩﺩ ﻭ ﺍﺯ ﺍﺛﺮ ﺍﻓﺘﺪ‪... .‬‬

‫‪۱۱‬ـ ﻛﻮﺷﺶ ﺍﺯ ﺭﻭﻱ ﺑﻴﻨﺶ‬


‫ﺍﻛﻨﻮﻥ ﺑﻪ ﺳﺨﻦ ﺧﻮﺩ ﺑﺎﺯﮔﺮﺩﻳﻢ‪ .‬ﮔﻔﺘﻴﻢ ﻛﻪ ﭘﺮﭼﻢ ﮔﻔﺘﮕـﻮ ﺭﺍ ﺍﺯ ﻣﻌﻨـﻲ ﻣـﺸﺮﻭﻃﻪ ﻭ ﺗـﺄﺛﻴﺮ ﺑﺎﻭﺭﻫـﺎ ﺑـﺮ‬
‫ﺯﻧﺪﮔﻲ ﻣﺮﺩﻡ ‪ ،‬ﺑﺮ ﺳﺮﮔﺬﺷﺖ ﻭ ﺁﻳﻨﺪﺓ ﺍﻳﺸﺎﻥ ﺁﻏﺎﺯ ﻛﺮﺩﻩ ﻭ ﺳﭙﺲ ﺳﺨﻦ ﺭﺍ ﺑﻪ ﺑﺎﻫﻤﻲ ﻭ ﻳﮕﺎﻧﮕﻲ ﻭ ﺣـﺰﺏ ﻭ‬
‫ﻥ ﮔﺬﺷﺘﻪ ﻭ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺍﻧﺪﻳﺸﻪ ﺍﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﺳـﺎﻧﺪ‪.‬‬ ‫ﻣﻌﻴﺎﺭﻫﺎﻱ ﺯﻧﺪﮔﺎﻧﻲ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺍﺷﺘﺒﺎﻫﺎﺕ ﻛﻮﺷﻨﺪﮔﺎ ِ‬
‫ﭘﺲ ﺍﺯ ﻫﻔﺘﺎﺩ ﺷﻤﺎﺭﻩ ‪ ،‬ﭘﺮﭼﻢ ﺳﺨﻦ ﺭﺍ ﺑﺒﺪﺁﻣﻮﺯﻳﻬﺎ ﻛﺸﺎﻧﺪﻩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﻳﻜﺎﻳﻚ ﻣﻲ ﺷﻨﺎﺳﺎﻧﹾﺪ ﻭ ﺩﺭﺑﺎﺭﺓ ﻫﺮﻳﻚ‬
‫ﺷﺮﺡ ﻣﻔﺼﻞ ﻣﻲ ﺩﺍﺩ‪ .‬ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ‪ ۲۵۴‬ﺷﻤﺎﺭﻩ ﺑﻴﺮﻭﻥ ﺁﻣﺪ ﺗﺎ ﺁﻧﻜﻪ ﺗﻮﻗﻴﻒ ﮔﺮﺩﻳﺪ‪ .‬ﺑﺎﻫ‪‬ﻤـﺎ ِﺩ ﺁﺯﺍﺩﮔـﺎﻥ ﻛـﻪ‬
‫ﭘﺮﭼﻢ ﺯﺑﺎﻥ ﺁﻥ ﺑﻮﺩ ﺭﻭﺯ ﺑﺮﻭﺯ ﻣﺆﺛﺮﺗﺮ ﻣﻲ ﻧﻤﻮﺩ ﻭ ﻧﻴﺮﻭﻣﻨﺪﺗﺮ ﻣﻲ ﮔﺮﺩﻳﺪ‪.‬‬
‫ﭼﻮﻥ ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﻛﻮﺷﺸﻬﺎ ﻳﻌﻨﻲ ﺳﺎﻟﻬﺎﻱ ‪ ۱۳۲۲‬ﺗﺎ ‪ ۱۳۲۴‬ﺧﻮﺩ ﮔﻔﺘﺎﺭﻱ ﺟﺪﺍ ﻣﻲ ﻃﻠﺒـﺪ ﻭ ﺍﺯ ﺁﻧﻬـﺎ‬
‫ﺩﺭ ﭘﻴﺸﮕﻔﺘﺎﺭ ﻛﺘﺎﺏ ﺍﻧﻜﻴﺰﻳﺴﻴﻮﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﺳﺨﻦ ﺭﺍﻧﺪﻩ ﺍﻳﻢ ﺩﺭ ﺍﻳﻨﺠﺎ ﺩﻳﮕﺮ ﻧﻴﺎﻭﺭﺩﻩ ﺑﻪ ﻧﺘﻴﺠﺔ ﺍﻳـﻦ ﻧﻮﺷـﺘﺎﺭ‬
‫ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ‪.‬‬
‫ﻱ ﺩﻟﻴﺮﺍﻧﺔ ﺧﻮﺩ ﻭ ﻳﺎﺭﺍﻧﺶ ﺭﺍ ﭘﻴﺶ ﺑﻴﻨﻲ ﻣﻲ ﻛﺮﺩ‪ .‬ﺍﻭ ﻣـﻲ ﺩﺍﻧـﺴﺖ ﻛـﻪ ﺯﻳـﺮ‬ ‫ﻛﺴﺮﻭﻱ ﻓﺮﺟﺎﻡ ﻛﻮﺷﺸﻬﺎ ِ‬
‫ﻱ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﺑﻨﻴـﺎﺩ ﮔـﺬﺍﺭﺩﻩ ﻭ ﺍﻳـﻦ ﻧﺸﺪﻧﻴـﺴﺖ ﻛـﻪ ﺁﻥ ﺭﺧﻨـﻪ ﭘـﺬﻳﺮﺩ‪.‬‬ ‫ﺖ ﺍﺳﺘﻮﺍﺭﻱ ﺑﺮﺍﻱ ﺭﺍﻩ ﺭﺳﺘﮕﺎﺭ ِ‬
‫ﺳﺎﺧ ِ‬
‫ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﺩﺭ ﺳﺎﻝ ‪ ۱۳۱۷‬ﻛﻪ ﻛﺘﺎﺏ ﺭﺍﻩ ﺭﺳﺘﮕﺎﺭﻱ ﺭﺍ ﻧﻮﺷﺖ ﺍﻭ ﻣﻲ ﺩﺍﻧـﺴﺖ ﻛـﻪ ﺑﻴـﺸﺘﺮ ﮔﻔﺘﻨﻴﻬـﺎ ﺭﺍ‬
‫ﮔﻔﺘﻪ ﻭ ﺭﺍﻩ ﺭﺍ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻭ ﺗﺎ ﭘﺎﻳﺎﻥ ﻋﻤﺮ ﺑﺎﻳﺪ ﺑﻪ ﺍﺳﺘﻮﺍﺭﺗﺮ ﻭ ﺭﻭﺷﻨﺘﺮ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺁﻥ ﺑﭙﺮﺩﺍﺯﺩ ﻭ ﻛﻮﺷﺸﻬﺎﻳﺶ‬
‫ﺭﺍ ﻣﺆﺛﺮﺗﺮ ﮔﺮﺩﺍﻧﺪ‪ .‬ﺍﺯ ﺳﺎﻝ ‪ ۱۳۲۰‬ﻛﻪ ﻣﻲ ﺗﻮﺍﻧﺴﺖ ﺁﺯﺍﺩﺍﻧﻪ ﺗﺮ ﺑﻨﻮﻳﺴﺪ ‪ ،‬ﻛﻮﺷﺶ ﺍﻭ ﺍﺯ ﻳﻜﺴﻮ ﻫﻤﺎﻥ ﺍﺳﺘﻮﺍﺭ ﻭ‬
‫ﺭﻭﺷﻨﺘﺮ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺁﻥ ﺭﺍﻩ ﺑﻮﺩ ﻛﻪ ﺑﺎ ﺭﻭﺯﻧﺎﻣﺔ ﭘﺮﭼﻢ ﺑـﺪﺍﻥ ﻣـﻲ ﭘﺮﺩﺍﺧـﺖ ﻭ ﺍﺯ ﺳـﻮﻳﻲ ﺩﻳﮕـﺮ ﺑـﻪ ﺭﺳـﺎﻧﺪﻥ‬
‫ﺻﺪﺍﻳﺶ ﺑﻪ ﭼﺎﺭﮔﻮﺷﺔ ﺍﻳﺮﺍﻥ ﻭ ﮔﺮﺩﺁﻭﺭﺩﻥ ﻳﺎﺭﺍﻥ ﻭ ﻫﻮﺍﺩﺍﺭﺍﻥ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺑﺪﺳﺖ ﮔـﺮﻓﺘﻦ ﻧﻴـﺮﻭﻱ ﺳﻴﺎﺳـﻲ‬
‫ﻣﻲ ﻛﻮﺷﻴﺪ‪.‬‬
‫ﺭﺍﻫﻲ ﻛﻪ ﺍﻭ ﺑﺮﮔﺰﻳﺪﻩ ﺑﻮﺩ ﻫﻤﺎﻧﺎ ﺑﺮﺍﻧﺪﺍﺧﺘﻦ ﺁﻟﻮﺩﮔﻴﻬﺎ ﻭ ﻳﻜﻲ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺍﻧﺪﻳﺸﻪ ﻫـﺎ ﻭ ﺁﺭﻣﺎﻧﻬـﺎﻱ ﺗـﻮﺩﻩ‬
‫ﻥ ﻛﻮﺷـﺸﻬﺎﻳﺶ ﺑﺎﺷـﺪ‪ .‬ﺩﺭ ﻫـﺮ ﺣـﺎﻝ ﺑﻨﻴـﺎﺩ ﻭ‬ ‫ﺑﻮﺩ‪ .‬ﺍﻭ ﻛﻮﺷﻨﺪﻩ ﺍﻱ ﻧﺒﻮﺩ ﻛﻪ ﻣﺮﺩﻥ ﻳﺎ ﻛﺸﺘﻪ ﺷـﺪﻧﺶ ﭘﺎﻳـﺎ ِ‬
‫ﺯﻳﺮﺳﺎﺧﺘﻲ ﻛﻪ ﻛﺴﺮﻭﻱ ﺑﺎ ﻛﻮﺷﺸﻬﺎﻱ ﺑﻴﻬﻤﺘﺎﻳﺶ ﺑﺮﺍﻱ ﻣﺎ ﻓﺮﺍﻫﻢ ﻛﺮﺩ ﺍﻣﺮﻭﺯ ﺑﺪﺳﺖ ﻣﺎ ﺭﺳـﻴﺪﻩ ﻭ ﺩﺭ ﺍﻳـﻦ‬
‫ﻲ ﺁﻧﺮﺍ ﺑﺸﻤﺎ ﺑﺸﻨﺎﺳﺎﻧﻴﻢ‪.‬‬
‫ﻧﻮﺷﺘﺎﺭ ﻛﻮﺷﻴﺪﻳﻢ ﺑﺨﺶ ﺳﻴﺎﺳ ِ‬
‫ﺶ ﺍﻳﻦ ﻣـﺮﺩﻡ ﺭﺍ ﺩﺭ‬ ‫ﭘﺲ ﺍﺯ ﻛﺸﺘﻪ ﺷﺪﻥ ﻛﺴﺮﻭﻱ ﺩﺭ ‪ ۱۳۲۴‬ﺗﺎ ﺍﻣﺮﻭﺯ ‪ ،‬ﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻥ ﺩﻭ ﺳﻪ ﺩﻭﺭﻩ ﻛﻮﺷ ِ‬
‫ﺭﺍ ِﻩ ﺭﻫﺎﻳﻲ ﺍﺯ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻥ ﺁﺯﺍﺩﻱ ﻭ ﺍﺳﺘﻘﻼﻝ ﺑﺨﻮﺩ ﺩﻳﺪﻩ‪ .‬ﺍﻳﻦ ﻛﻮﺷﺸﻬﺎ ﻭ ﻧﺘﻴﺠﻪ ﻫـﺎﻳﻲ ﻛـﻪ‬
‫ﺶ‬
‫ﺑﺪﺳﺖ ﺁﻣﺪﻩ ‪ ،‬ﺭﺍﻩ ﻳﮕﺎﻧﺔ ﺍﻭ ﻭ ﺟﺪﺍﻳﻴﻬﺎﻳﻲ ﻛﻪ ﺑﺎ ﺭﺍﻩ ﺩﻳﮕﺮﺍﻥ ﺩﺍﺭﺩ ﺭﺍ ﺑﻴﺎﺩﻫﺎ ﻣﻲ ﺁﻭﺭﺩ‪ .‬ﺍﻳﻦ ﺟﺪﺍﻳﻲ ﺩﺭ ﺑﻴﻨ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺳﻴﺎﺳﻲ ﺩﺭ » ﺍﺧﺘﻼﻑ ﻧﻈﺮ« ﻣﻴﺎﻥ ﻛﺴﺮﻭﻱ ﻭ ﺷﻴﺦ ﻣﺤﻤﺪ ﺧﻴﺎﺑﺎﻧﻲ ﺑﺎﺯﺗﺎﺏ ﺩﺍﺷﺘﻪ‪ .‬ﭘـﺲ ﺑﻴﺎﻳﻴـﺪ ﻳـﻚ ﺑـﺎﺭ‬
‫ﺩﻳﮕﺮ ﻧﮕﺎﻫﻲ ﻛﻮﺗﺎﻩ ﺑﻪ ﺁﻥ ﺑﻴﻨﺪﺍﺯﻳﻢ ‪:‬‬
‫‪ ...‬ﮔﻔﺘﻢ ‪ :‬ﺁﻗﺎ ﺷﻴﺦ ‪ ،‬ﻳﻚ ﺍﻳﺮﺍﺩﻱ ﻛﻪ ﺑﺸﻤﺎ ﻣﻲ ﮔﻴﺮﻧﺪ ﻭ ﻣﻦ ﻧﻴﺰ ﺁﻧﺮﺍ ﺑﺪ ﻣﻲ ﺷﻤﺎﺭﻡ ﺁﻧﺴﺘﻜﻪ ﻣﺮﺩﺍﻧﻲ ﺭﺍ ﻛـﻪ‬
‫ﻥ ﺑـﺪﻧﺎﻡ ﻭ‬
‫ﺍﺯ ﺁﻏﺎﺯ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﻦ ﺭﺍﻩ ﻛﻮﺷﻴﺪﻩ ﺍﻧـﺪ ﺷـﻤﺎ ﺩﻭﺭ ﻣـﻲ ﺭﺍﻧﻴـﺪ ﻭ ﺑﺠـﺎﻱ ﺁﻧـﺎﻥ ‪ ،‬ﻛـﺴﺎ ِ‬
‫ﻱ ﺁﺯﺍﺩﻱ ﺭﺍ ﻣﻲ ﺁﻭﺭﻳﺪ‪ .‬ﮔﻔﺖ ‪ :‬ﺁﻥ ﻛﺴﺎﻧﻴﻜﻪ ﺷﻤﺎ ﻣـﻲ ﮔﻮﻳﻴـﺪ ‪ ،‬ﻣـﻲ ﺁﻳﻨـﺪ ﻭ ﺩﺭ ﺟﻠـﻮ ﺁﺩﻡ‬ ‫ﻥ ﺩﻳﺮﻭﺯ ِ‬
‫ﺩﺷﻤﻨﺎ ِ‬
‫ﺍﻳﺴﺘﺎﺩﻩ ﺍﻧﺪﻳﺸﺔ ﺧﻮﺩ ﺭﺍ ﭘﻴﺶ ﻣﻲ ﻛﺸﻨﺪ ‪ ،‬ﻟﻴﻜﻦ ﺍﻳﻦ ﻛﺴﺎﻥ ‪ ،‬ﻫﺮﭼﻪ ﻣﺎ ﺑﮕﻮﻳﻴﻢ ﺑـﻲ ﭼـﻮﻥ ﻭ ﭼـﺮﺍ ﭘﻴـﺮﻭﻱ‬
‫ﺧﻮﺍﻫﻨﺪ ﻛﺮﺩ‪ .‬ﮔﻔﺘﻢ ‪ :‬ﻭﻟﻲ ﺍﮔﺮ ﺭﻭ ِﺯ ﺳﺨﺘﻲ ﺑﺮﺳﺪ ﺁﻥ ﻛﺴﺎﻥ ﭼﻮﻥ ﺧﻮﺩ ﺍﻧﺪﻳﺸﻪ ﻭ ﺑﺎﻭﺭ ﻣﻲ ﺩﺍﺭﻧﺪ ﺍﻳﺴﺘﺎﺩﮔﻲ‬
‫ﻧﻤﺎﻳﻨﺪ ﻭ ﺟﺎﻥ ﻓﺸﺎﻧﻨﺪ ﻭﻟﻲ ﺍﻳﻦ ﻛﺴﺎﻥ ﺩﺭﺑﻨ ِﺪ ﻫﻴﭽﻲ ﻧﻴﺴﺘﻨﺪ ﻭ ﻫﻤﺎﻧﻜﻪ ﺩﺷـﻤﻦ ﺭﺍ ﺗﻮﺍﻧـﺎﺗﺮ ﺍﺯ ﺷـﻤﺎ ﺩﻳﺪﻧـﺪ‬
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‫ﺑﺴﻮﻱ ﺍﻭ ﺷﺘﺎﺑﻨﺪ‪ .‬ﮔﻔﺖ ‪" :‬ﺷﻤﺎ ﻫﻨﻮﺯ ﺟﻮﺍﻧﻴﺪ ﻭ ﻧﺎﺁﺯﻣﻮﺩﻩ ﻣﻲ ﺑﺎﺷﻴﺪ"‪... .‬‬
‫ﺩﺭ ﺑﺨﺶ ﻳﻜﻢ ﮔﻔﺘﻴﻢ ﻛﻪ ﺩﻭ ﺑﻨﻴﺎﺩﮔﺰﺍﺭِ ﻣﺸﺮﻭﻃﻪ ﻫﻢ ﺩﺭ ﭘﻴﺸﺒﺮﺩ ﺧﻮﺍﺳﺘﻬﺎﺷﺎﻥ ﺩﭼـﺎﺭ ﻟﻐـﺰﺵ ﺑﻮﺩﻧـﺪ‪.‬‬
‫ﺁﻧﺎﻥ ﭘﺮﻭﺍﻱ ﺑﻴﺸﺘﺮ ﺭﺍ ﺑﻪ ﺷﻤﺎﺭ ﭘﻴﺮﺍﻣﻮﻧﻴﺎﻥ ﺧﻮﺩ ﺩﺍﺷﺘﻨﺪ ﻭ ﺍﺯ ﺳﺨﻨﺎﻧﻲ ﻛﻪ ﺍﻳﺸﺎﻥ ﺭﺍ ﺑﺮﻧﺠﺎﻧـﺪ ﻭ ﻳـﺎ ﭘﺮﺍ ﹶﻛﻨﹶـﺪ‬
‫ﺩﻭﺭﻱ ﻣﻲ ﺟﺴﺘﻨﺪ ﻭ ﺗﺮﺑﻴﺖ ﻣﺮﺩﻡ ﺭﺍ ﺩﺭ ﺑﺮﻧﺎﻣﺔ ﻛﺎﺭ ﺧﻮﺩ ﻧﺪﺍﺷﺘﻨﺪ ‪:‬‬
‫ﻣﻲ ﮔﻔﺘﻨﺪ ‪ » :‬ﺍﻣﺮﻭﺯ ﺑﺎﻳﺪ ﻛﺎﺭﻱ ﻛﺮﺩ ﻛﻪ ﻫﻤﮕﻲ ﺭﺍ ﺑﺴﻮﻱ ﻣـﺸﺮﻭﻃﻪ ﻛـﺸﺎﻧﻴﺪ ﻭ ﻫﻴﭽﮕـﺎﻩ ﻧﺒﺎﻳـﺪ ﻛـﺴﻲ ﺭﺍ‬
‫ﺭﻧﺠﺎﻧﻴﺪ«‪ ... .‬ﺩﺭ ﻧﺘﻴﺠﺔ ﺍﻳﻦ ﺧﺎﻣﻲ ﻫﺮ ﻛﺴﻲ ﻛﻪ ﻣﺸﺮﻭﻃﻪ ﺧـﻮﺍﻫﻲ ﻧـﺸﺎﻥ ﻣـﻲ ﺩﺍﺩ ﺍﻭ ﺭﺍ ﻣـﻲ ﭘﺬﻳﺮﻓﺘﻨـﺪ ﻭ‬
‫ﻫﻴﭽﮕﺎﻩ ﺩﺭ ﺑﻨ ِﺪ ﺍﻳﻦ ﻧﻤﻲ ﺑﻮﺩﻧﺪ ﻛﻪ ﻣﻌﻨﻲ ﺭﺍﺳﺖ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺑﻤﺮﺩﻡ ﺑﻔﻬﻤﺎﻧﻨﺪ ﻛﻪ ﻛﺴﺎﻧﻲ ﻛﻪ ﻣـﻲ ﭘﺬﻳﺮﻧـﺪ‬
‫ﺍﺯ ﺭﻭﻱ ﻓﻬﻢ ﻭ ﺑﺎﻭﺭ ﭘﺬﻳﺮﻧﺪ ﻭ ﺑﺂﻥ ﺩﻟﺒﺴﺘﮕﻲ ﭘﻴﺪﺍ ﻛﻨﻨﺪ ‪ ،‬ﻭ ﺁﻧﺎﻧﻜﻪ ﻧﻤﻲ ﭘﺬﻳﺮﻧﺪ ﺧﻮﺩ ﺭﺍ ﺑﻜﻨﺎﺭﻱ ﻛﺸﻨﺪ‪... .‬‬
‫ﺩﺭ ﺳﺎﻳﺔ ﺍﻳﻦ ﺧﺎﻣﻴﻬﺎ ﺑﻮﺩ ﻛﻪ ﻫﻤﻴﻨﻜﻪ ﺣﺎﺟﻲ ﺷﻴﺦ ﻓﻀﻞ ﺍﷲ ﻭ ﭼﻨﺪ ﺗﻦ ﺩﻳﮕﺮ ﺍﺯ ﻣﻼﻳﺎﻥ ﺑﻴﺮﻕ ﺩﺷـﻤﻨﻲ ﺑـﺎ‬
‫ﻣﺸﺮﻭﻃﻪ ﺍﻓﺮﺍﺷﺘﻨﺪ ﻭ ﭼﻨﻴﻦ ﮔﻔﺘﻨﺪ ‪" :‬ﻣـﺸﺮﻭﻃﻪ ﺑـﺎ ﺍﺳـﻼﻡ ﻣﺨﺎﻟﻔـﺴﺖ" ‪ ،‬ﺍﻧﺒـﻮﻫﻲ ﺍﺯ ﺁﻧﺎﻧﻜـﻪ ﻣـﺸﺮﻭﻃﻪ ﺭﺍ‬
‫ﻥ ﺩﻝ ﺧﻮﺍﻫﺎﻥ ﺁﻥ ﻧﻤﻲ ﺑﻮﺩﻧﺪ ﺑﺎﺯ ﮔﺸﺘﻨﺪ ﻭ ﺑﺪﺷﻤﻨﻲ ﭘﺮﺩﺍﺧﺘﻨـﺪ ‪ ...‬ﻭ ﺭﻭﺯ‬ ‫ﻧﺎﻓﻬﻤﻴﺪﻩ ﭘﺬﻳﺮﻓﺘﻪ ﺑﻮﺩﻧﺪ ﻭ ﺍﺯ ﺩﺭﻭ ِ‬
‫ﺟﻨﮓ ﺟﺰ ﺩﺳﺘﺔ ﺍﻧﺪﻛﻲ ﺑﻴﺎﺭﻱ ﻣﺠﻠﺲ ﻧﻴﺎﻣﺪﻩ ﺭﻭ ﻧﻬﺎﻥ ﻛﺮﺩﻧﺪ ﻭ ﻫﻤـﺎﻥ ﻃﺒﺎﻃﺒـﺎﺋﻲ ﻭ ﺑﻬﺒﻬـﺎﻧﻲ ﺩﺭ ﭼﻨـﺎﻥ‬
‫ﺭﻭﺯﻱ ﺩﺍﻧﺴﺘﻨﺪ ﻛﻪ ﻣﻌﻨﻲ ﺁﻥ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﻲ ﻫﺎ ﻛﻪ ﻣﺮﺩﻡ ﻣﻲ ﻧﻤﻮﺩﻧﺪ ﭼﻪ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﻛﻮﺷﺶ ﺧﻴﺎﺑﺎﻧﻲ ﻧﻴﺰ ﺍﺯ ﻫﻤﺎﻥ ﺟﻨﺲ ﻣﻲ ﺑﻮﺩ‪ .‬ﺑﺎ ﺍﻳﻦ ﺷﺮﺡ ﻛﻪ ﺍﻭ ﻫﻢ ﻫﻤـﺔ ﻛﻮﺷـﺸﺶ ﺑـﺮﺍﻱ ﺑﺪﺳـﺖ‬
‫ﮔﺮﻓﺘﻦ ﺩﻭﻟﺖ ﺑﻮﺩ ﻭ ﺑﻪ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﻣﺮﺩﻡ ﭘﺮﻭﺍﻳﻲ ﻧﺪﺍﺷﺖ ‪:‬‬
‫ﺧﻴﺎﺑــﺎﻧﻲ ﻫﻤﭽــﻮﻥ ﺑــﺴﻴﺎﺭ ﺩﻳﮕــﺮﺍﻥ ﺁﺭﺯﻭﻣﻨ ـ ِﺪ ﻧﻴﻜــﻲ ﺍﻳــﺮﺍﻥ ﻣــﻲ ﺑــﻮﺩ ﻭ ﻳﮕﺎﻧــﻪ ﺭﺍ ِﻩ ﺁﻧــﺮﺍ ﺑﺪﺳــﺖ ﺁﻭﺭﺩﻥ‬
‫ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ )ﺣﻜﻮﻣﺖ( ﻣﻲ ﺷﻨﺎﺧﺖ ﻛﻪ ﺍﺩﺍﺭﺍﺕ ﺭﺍ ﺑﻬﻢ ﺯﻧـﺪ ﻭ ﺍﺯ ﻧـﻮ ﺳـﺎﺯﺩ ﻭ ﻗﺎﻧﻮﻧﻬـﺎ ﺭﺍ ﺩﻳﮕـﺮ ﮔﺮﺩﺍﻧـﺪ‪.‬‬
‫ﭼﻨﺎﻧﻜﻪ ﺩﺭ ﻫﻤﺎﻥ ﻫﻨﮕﺎﻡ ﻣﻴﺮﺯﺍ ﻛﻮﭼﻜﺨﺎﻥ ﺩﺭ ﺟﻨﮕﻞ ﺑﻬﻤﻴﻦ ﺁﺭﺯﻭ ﻣﻲ ﻛﻮﺷﻴﺪ‪ .‬ﺁﻧﺎﻥ ﻧﻴﻜﻲ ﺍﻳـﺮﺍﻥ ﺭﺍ ﺟـﺰ ﺍﺯ‬
‫ﺍﻳﻦ ﺭﺍﻩ ﻧﻤﻲ ﺩﺍﻧﺴﺘﻨﺪ‪ ... .‬ﻧﻴﺰ ﺧﻮﺍﻫﻴﻢ ﺩﻳﺪ ﻛﻪ ]ﺧﻴﺎﺑﺎﻧﻲ[ ﻳﻜﺮﺍﻩ ﺭﻭﺷﻨﻲ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ﻧﻤـﻲ ﺩﺍﺷـﺖ ﻭ ﭼﻨـﻴﻦ‬
‫ﻣﻲ ﺩﺍﻧﺴﺖ ﻛﻪ ﭼﻮﻥ ﻧﻴﺮﻭﻣﻨﺪ ﮔﺮﺩﺩ ﻭ ﺭﺷﺘﻪ ﺭﺍ ﺑﺪﺳﺖ ﺁ ‪‬ﻭﺭ‪‬ﺩ ﻫﺮ ﻧﻴﻜﻲ ﺭﺍ ﻛﻪ ﺑﺨﻮﺍﻫﺪ ﺩﺭ ﺗﻮﺩﻩ ﭘﺪﻳﺪ ﺧﻮﺍﻫﺪ‬
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‫ﺁ ‪‬ﻭﺭ‪‬ﺩ‪.‬‬
‫ﻛﺴﺮﻭﻱ ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮ ﻧﻴﺰ ﭼﻨﻴﻦ ﻣﻲ ﺁﻭﺭﺩ ‪:‬‬
‫ﻣﺎ ﻧﻴﻚ ﺁﮔﺎﻫﻴﻢ ﻛﻪ ﺣﻴﺪﺭ ﻋﻤﻮﺍﻏﻠﻴﻬﺎ ﻭ ﻋﻠﻲ ﻣﺴﻴﻮﻫﺎ ﻭ ﺷﺮﻳﻔﺰﺍﺩﻩ ﻫﺎ ﻭ ﻣﻴﺮﺯﺍ ﺟﻬﺎﻧﮕﻴﺮﻫﺎ ﻛـﻪ ﺑـﺂﻥ ﺟﻨـﺒﺶ‬
‫ﺑﺮﺧﺎﺳﺘﻪ ﺑﻮﺩﻧﺪ ﺍﺯ ﺣﺎﻝ ﮔﺮﻓﺘﺎﺭﻱ ﺍﻳﺮﺍﻥ ﺩﺭ ﻣﻴﺎﻥ ﻫﻤﺴﺎﻳﮕﺎﻥ ﻧﻴﺮﻭﻣﻨ ِﺪ ﺁﺯﻣﻨـﺪ ﻧﺎﺁﮔـﺎﻩ ﻧﻤـﻲ ﺑﻮﺩﻧـﺪ ﻭ ﺩﺭ ﺭﺍﻩ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﺯﺍﺩﻱ ﻭ ﺍﺳﺘﻘﻼﻝ ﺍﻳﻦ ﻛﺸﻮﺭ ﺑﻬﺮ ﮔﻮﻧﻪ ﺟﺎﻧﻔﺸﺎﻧﻲ ﺁﻣﺎﺩﻩ ﻣﻲ ﺑﻮﺩﻧﺪ‪ .‬ﭼﻴﺰﻱ ﻛﻪ ﻫـﺴﺖ ﺁﻧـﺎﻥ ﺩﺭ ﺣﺴﺎﺑـﺸﺎﻥ‬
‫ﺩﺭ ﻳﻜﺠﺎ ﺍﺷﺘﺒﺎﻩ ﻣﻲ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺁﻧﺎﻥ ﺍﺯ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺗﻮﺩﻩ ﻧﺎﺁﮔﺎﻩ ﺑﻮﺩﻩ ﻣﻲ ﭘﻨﺪﺍﺷﺘﻨﺪ ﻫﻤﺎﻧﻜﻪ ﺭﻳﺸﺔ ﺍﺳﺘﺒﺪﺍﺩ ﻛﻨﺪﻩ ﺷﻮﺩ ﻭ ﻗﺎﻧﻮﻥ‬
‫ﺍﺳﺎﺳﻲ ﻭ ﺩﻳﮕﺮ ﻗﺎﻧﻮﻧﻬﺎ ﺑﻜﺎﺭ ﺍﻓﺘﺪ ﻭ ﺩﺑﺴﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﺩﺭ ﻫﺮ ﺷﻬﺮﻱ ﺑﺮﭘـﺎ ﮔـﺮﺩﺩ ‪ ،‬ﺗـﻮﺩﻩ ﺍﻳـﺮﺍﻥ ﺑـﺮﺍﻩ‬
‫ﭘﻴﺸﺮﻓﺖ ﺍﻓﺘﺎﺩﻩ ﭘﺲ ﺍﺯ ﭼﻨﺪ ﺳﺎﻟﻲ ﺑﭙﺎﻱ ﺗﻮﺩﻩ ﻫﺎﻱ ﻓﺮﺍﻧﺴﻪ ﻭ ﺍﻧﮕﻠﻴﺲ ﻭ ﺁﻟﻤﺎﻥ ﺧﻮﺍﻫﺪ ﺭﺳـﻴﺪ‪ .‬ﺁﻥ ﭘﻴـﺸﻮﺍﺯ‬
‫ﺭﻭﻳﻪ ﻛﺎﺭﺍﻧﻪ ﻛﻪ ﻣﺮﺩﻡ ﺩﺭ ﻫﻤﻪ ﺟﺎ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﻣﻲ ﻧﻤﻮﺩﻧﺪ ﻭ ﺁﻥ ﺟﻮﺵ ﻭ ﺟﻨﺐ ﺳﺮﺳﺮﻱ ﻛـﻪ ﭘﺪﻳـﺪ ﺁﻣـﺪﻩ‬
‫ﺑﻮﺩ ﻭ ﺍﺯ ﻫﺮ ﺳﻮ ﺁﻭﺍﺯﻫﺎﻱ » ﺍﺗﺤﺎﺩ« ﻭ » ﺍﺗﻔﺎﻕ« ﻭ » ﺣﺐ ﺍﻟﻮﻃﻦ« ﻭ ﻣﺎﻧﻨـﺪ ﺍﻳﻨﻬـﺎ ﺑﺮﻣـﻲ ﺧﺎﺳـﺖ ‪ ،‬ﺁﻧـﺎﻥ ﺭﺍ‬
‫ﻓﺮﻳﻔﺘﺔ ﺧﻮﺩ ﻣﻲ ﮔﺮﺩﺍﻧﻴﺪ ﻛﻪ ﺍﺯ ﺷﺎﺩﻱ ﺑﺘﻜﺎﻥ ﻣﻲ ﺁﻣﺪﻧﺪ ﻭ ﺑـﻪ » ﺍﺳـﺘﻌﺪﺍﺩ ﻣﻠـﺖ ﻧﺠﻴـﺐ ﺍﻳـﺮﺍﻥ« ﺁﻓﺮﻳﻨﻬـﺎ‬
‫ﻣﻲ ﺧﻮﺍﻧﺪﻧﺪ‪... .‬‬
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‫ﻣﻲ ﺑﺎﻳﺪ ﮔﻔﺖ ‪ :‬ﻣﺮﺩﺍﻥ ﻧﻴﻜﻨﻬﺎﺩ ﺳﻴﺎﺳﺖ ﺑﺴﻴﺎﺭ ﺧﺎﻣﻲ ﺭﺍ ﺩﻧﺒﺎﻝ ﻣﻲ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﺑﺨﺶ ﻳﻜﻢ ﺩﻳﺪﻳﻢ ﻛﻪ ﻛﺴﺮﻭﻱ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ﻭ ﻛﻮﺷﺶ ﺳﻴﺎﺳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﺍ ﺟﺰ ﺁﻥ ﻣﻲ ﺩﺍﻧﺪ ﻛﻪ ﺩﻭ‬
‫ﺳﻴﺪ ﻳﺎ ﺩﻳﮕﺮ ﭘﻴﺸﻮﺍﻳﺎﻥ ﻣﺸﺮﻭﻃﻪ ﺩﻧﺒﺎﻝ ﻣﻲ ﻛﺮﺩﻧﺪ‪ .‬ﺍﻭ ﺑﻪ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺗﻮﺩﻩ ﭘﺮﻭﺍﻱ ﻭﻳﮋﻩ ﺩﺍﺭﺩ ﻭ ﺑﺮﺍﻧـﺪﺍﺧﺘﻦ‬
‫ﺁﻧﻬﺎ ﺭﺍ ﻳﻚ ﭘﺎﻳﺔ ﺍﺻﻠﻲ ﺩﺭ ﻛﻮﺷﺸﻬﺎﻱ ﺳﻴﺎﺳﻲ ﻣﻲ ﺩﺍﻧﺪ ﻭ ﺳﺨﺖ ﺑﻪ ﺁﻥ ﭘﺎﺑﻨـﺪ ﺍﺳـﺖ‪ .‬ﺍﻭ ﺩﺭ ﺍﻳﻨﺒـﺎﺭﻩ ﻳـﻚ‬
‫ﻛﺘﺎﺏ ﺟﺪﺍﮔﺎﻧﻪ ﺑﻨﺎﻡ ﺩﺭ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ﺍﺯ ﺧﻮﺩ ﺑﺠﺎ ﮔﺬﺍﺭﺩﻩ‪ .‬ﺩﺭ ﺁﻥ ﻛﺘﺎﺏ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﻛﻮﺷﺶ‬
‫ﺳﻴﺎﺳﻲ ﻭ ﻧﺒﺮﺩ ﺑﺎ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺗﻮﺩﻩ ﺑﻬﻤﺒﺴﺘﻪ ﺍﺳﺖ‪.‬‬

‫‪۱۲‬ـ ﻛﻮﺷﺸﻬﺎﻱ ﺳﻴﺎﺳﻲ ﻛﻨﻮﻧﻲ‬


‫ﻲ ﻛﻨـﻮﻧﻲ ﻧﮕـﺎﻫﻲ ﺑﻴﻨـﺪﺍﺯﻳﻢ ﻭ ﺑـﺎ‬‫ﺑﺎ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺎ ‪ ،‬ﺍﻛﻨﻮﻥ ﺑﺠﺎﺳﺖ ﺩﺭﻧﮕﻲ ﻛﺮﺩﻩ ﺑﻜﻮﺷﺸﻬﺎﻱِ ﺳﻴﺎﺳـ ِ‬
‫ﺷﻨﺎﺧﺘﻲ ﻛﻪ ﺍﺯ ﺭﺍ ِﻩ ﭘﻴﻤﺎﻥ ﻭ ﭘﺮﭼﻢ ﺩﺭﻳﺎﻓﺘﻪ ﺍﻳﻢ ﺑﻪ ﺍﺭﺯﻳﺎﺑﻲ ﺍﻳﻦ ﻛﻮﺷﺸﻬﺎ ﺑﭙﺮﺩﺍﺯﻳﻢ ‪:‬‬
‫ﻧﺨﺴﺖ ﺑـﻪ ﻣـﺸﺮﻭﻃﻪ ) ﻳـﺎ ﺩﻣﻮﻛﺮﺍﺳـﻲ( ‪ ،‬ﻣﻌﻨـﻲ ﻭ ﺍﺭﺝ ﺁﻥ ﻭ ﺍﻳﻨﻜـﻪ ﻣـﺮﺩﻡ ﺑﺪﺍﻧـﺴﺘﻦ ﺁﻧﻬـﺎ ﺳـﺨﺖ‬
‫ﺖ ﻣـﺸﺮﻭﻃﻪ‬ ‫ﻧﻴﺎﺯﻣﻨﺪﻧﺪ ‪ ،‬ﻣﻲ ﭘﺮﺩﺍﺯﻳﻢ‪ .‬ﺁﻧﭽﻪ ﻣﺎ ﺩﺭﻳﺎﻓﺘﻪ ﺍﻳﻢ ‪ ،‬ﻫﻤﺎﻧﮕﻮﻧﻪ ﻛﻪ ﺗـﻮﺩﺓ ﺍﻳﺮﺍﻧـﻲ ﺍﺯ ﻣﻌﻨـﻲ ﺩﺭﺳـ ِ‬
‫ﻥ ﺳﻴﺎﺳﻲ ﻣﺎ ﻧﻴﺰ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺗﺎﺭﻳﻜﻲ ﺩﺭ ﺩﻝ ﻣﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺷﮕﻔﺖ ﺁﻧﻜـﻪ‬ ‫ﻧﺎﺁﮔﺎﻫﺴﺖ ‪ ،‬ﻛﻮﺷﻨﺪﮔﺎ ِ‬
‫ﺣﺘﺎ ﻛﺴﺎﻧﻲ ﻛﻪ ﺳﺎﻟﻬﺎ ﺩﺭ ﻏﺮﺏ ﺯﻳﺴﺘﻪ ﺍﻧﺪ ﻫﻤﻴﻦ ﺣﺎﻝ ﺭﺍ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﺍﺯ ﮔﻔﺘﻪ ﻫﺎ ﻭ ﻧﻮﺷﺘﻪ ﻫﺎﺷـﺎﻥ ﺩﺍﻧـﺴﺘﻪ‬
‫ﻣﻲ ﮔﺮﺩﺩ‪.‬‬
‫ﻥ ﺍﻳﺸﺎﻥ ﺭﺍ ﺩﺭ ﻫﻤﻴﻦ ﺳﺎﻟﻬﺎﻱ ﺍﺧﻴﺮ ﺷﻨﻴﺪﻩ ﺑﺎﺷﻴﺪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﺍﺯ ﺗﻌﻠﻴﻤﺎﺗﻲ ﻛﻪ ﭘﺮﭼﻢ‬ ‫ﺷﻤﺎ ﺍﮔﺮ ﺳﺨﻨﺎ ِ‬
‫ﺑﺨﻮﺍﻧﻨﺪﮔﺎﻥ ﻣﻲ ﺩﻫﺪ ﭘـﺎﻙ ﺑﻴﮕﺎﻧـﻪ ﺍﻧـﺪ‪ .‬ﺍﮔـﺮ ﺑﭙﺮﺳـﻴﺪ ‪ :‬ﺑﺮﻧﺎﻣـﺔ ﺷـﻤﺎ ﺑـﺮﺍﻱ ﻣـﺮﺩﻡ ﭼﻴـﺴﺖ؟ ﺧﻮﺍﻫﻨـﺪ‬
‫ﮔﻔﺖ ‪ " :‬ﺁﮔﺎﻫﻲ ﺩﺍﺩﻥ ﺑﻪ ﻣﺮﺩﻡ ﻭ ﻓﺎﺵ ﻛﺮﺩﻥ ﺣﻜﻮﻣﺖ"‪ .‬ﻓﺸﺮﺩﺓ ﮔﻔﺘﻪ ﻫﺎﺷﺎﻥ ﺟﺰ ﺍﻳﻦ ﻧﻴﺴﺖ‪ .‬ﺁﺭﻱ ﻣـﺮﺩﻡ‬
‫ﺭﺍ ﺑﺎﻳﺪ ﺁﮔﺎﻫﺎﻧﻴﺪ ﻭﻟﻲ ﺁﮔﺎﻫﻲ ﺍﺯ ﭼﻪ؟! ﺷﻤﺎ ﭼﻪ ﺁﮔﺎﻫﻲ ﺍﻱ ﺑﺎﻳﺸﺎﻥ ﻣﻲ ﺩﻫﻴﺪ؟‬
‫ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﺣﻜﻮﻣﺖ ﺭﺍ ﺑﺎﻳﺪ ﺍﻓﺸﺎﺀ ﻛﺮﺩ"‪ .‬ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺍﻳﺸﺎﻥ ﺍﻳﻦ ﻫﻤﺎﻥ ﺁﮔـﺎﻫﻲ ﺍﻱ ﺍﺳـﺖ ﻛـﻪ ﻣـﺮﺩﻡ‬
‫ﻱ ﺭﻫﺎﻳﻲ ﺍﺯ ﺍﻳﻦ ﻣﻨﺠﻼﺏ ‪ ،‬ﺗﻨﻬﺎ ﻳـﻚ ﭼﻴـﺰ‬ ‫ﻥ ﺍﻳﺸﺎﻥ ﻣﺮﺩﻡ ﺑﺮﺍ ِ‬‫ﺑﺎﻳﺪ ﺑﺪﺍﺭﻧﺪ‪ .‬ﺑﮕﺬﺍﺭﻳﺪ ﺭﻭﺷﻨﺘﺮ ﺑﮕﻮﻳﻴﻢ ‪ :‬ﺑﮕﻤﺎ ِ‬
‫ﺖ ﺣﻜﻮﻣﺖ« ﻭ ﻛﺎﺭﻫﺎﻳﺶ ﺍﺳـﺖ‪ .‬ﺑﺮﻧﺎﻣـﻪ ﻭ ﻭﻇﻴﻔـﺔ ﻳـﻚ ﺟﻨـﺒﺶ‬ ‫ﻛﻢ ﺩﺍﺭﻧﺪ ﻭ ﺑﺲ ﻭ ﺁﻥ ﺁﮔﺎﻫﻲ ﺍﺯ » ﻣﺎﻫﻴ ِ‬
‫ﻼ ﺍﻳﻨﻜﻪ ﻣﺮﺩﻡ ﺑﺪﺍﻧﻨﺪ ﭼﻪ ﻛﺴﺎﻧﻲ ﺑﺰﻧﺪﺍﻥ ﺍﻓﺘﺎﺩﻩ ﺍﻧﺪ ﻭ ﺟﺮﻣـﺸﺎﻥ‬ ‫ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ﻧﻴﺰ ﺩﺍﺩﻥ ﺍﻳﻦ ﺁﮔﺎﻫﻴﺴﺖ‪ .‬ﻣﺜ ﹰ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﭼﻪ ﺍﻋﻼﻡ ﺷﺪﻩ ﻭ ﺍﻳﻨﻜﻪ ﻧﻘﺾ ﻗﺎﻧﻮﻧﻲ ﺭﻭﻱ ﺩﺍﺩﻩ ‪ ،‬ﭼﻪ ﻛﺴﺎﻧﻲ ﺩﺭ ﺩﻭﻟﺖ ﺩﺍﺭﺍﻱ ﻧﻔﻮﺫﻧﺪ ﻭ ﺯﻧﺪﮔﻴﻨﺎﻣـﻪ ﺷـﺎﻥ‬
‫ﻥ ﺩﻭﻟـﺖ‬ ‫ﻝ ﻧﻔﺖ ﭼﻪ ﻣـﻲ ﻛﻨـﺪ ‪ ،‬ﺯﻧـﺪﮔﺎﻧﻲ ﺳـﺮﺍ ِ‬ ‫ﭼﻴﺴﺖ ﻭ ﺑﭽﻪ ﻛﺎﺭﻫﺎﻳﻲ ﺩﺳﺖ ﺍﻧﺪﺍﺧﺘﻪ ﺍﻧﺪ ‪ ،‬ﺩﻭﻟﺖ ﺑﺎ ﭘﻮ ِ‬
‫ﭼﮕﻮﻧﻪ ﺍﺳﺖ ﻭ ﺩﺍﺭﺍﻳﻲ ﻫﺮ ﻳﻚ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺳﺖ ﻭ ﺍﺯ ﭼﻪ ﺭﺍﻫﻬﺎﻳﻲ ﺑﺪﺳﺖ ﺁﻣﺪﻩ ‪ ،‬ﭼﻪ ﺩﺳﺘﻪ ﻫﺎﻳﻲ ﺑﺎﻫﻤﻨﺪ ﻭ‬
‫ﺖ ﺍﻳﺮﺍﻥ ﭼﻪ ﺩﺳـﺘﻪ ﻫـﺎﻳﻲ ﺭﺍ ﺩﺭ‬ ‫ﺖ ﺩﻭﻟﺖ ﺍﻳﺮﺍﻥ ﻛﺪﺍﻣﻬﺎﻳﻨﺪ ﻭ ﺩﻭﻟ ِ‬ ‫ﻛﺪﺍﻣﻬﺎ ﺩﺭ ﺑﺮﺍﺑﺮ ﻫﻤﻨﺪ ‪ ،‬ﻛﺸﻮﺭﻫﺎﻱ ﺩﻭﺳ ِ‬
‫ﺍﻳﻦ ﻛﺸﻮﺭﻫﺎ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﻲ ﻛﻨﺪ ‪ ،‬ﺳﻴﺎﺳﺖ ﺩﻭﻟﺖ ﺁﻣﺮﻳﻜﺎ ﻭ ﻛﺸﻮﺭﻫﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﺩﺭ ﺑﺮﺍﺑـﺮ ﺍﻳـﺮﺍﻥ ﭼﻴـﺴﺖ ﻭ‬
‫ﭼﻪ ﺗﺼﻤﻴﻢ ﻫﺎﻳﻲ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﻭ ﺗﻔﺴﻴﺮ ﺭﻭﻳﺪﺍﺩﻫﺎ ﭼﻪ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬
‫ﺍﻳﻨﻬﺎ ﻭ ﺁﮔﺎﻫﻴﻬﺎﻳﻲ ﻣﺎﻧﻨﺪ ﺁﻧﺴﺖ ﻛـﻪ ﻣـﺮﺩﻡ ﻧﺪﺍﺭﻧـﺪ ﻭ ﭼﻨﺎﻧﭽـﻪ ﺩﺭﻳﺎﺑﻨـﺪ ﺩﺷـﻮﺍﺭﻳﻬﺎ ﺭﺍ ﺍﺯ ﺳـﺮ ﺭﺍﻩ ﺑـﺮ‬
‫ﻣﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺷﻮﺍﺭﻱ ﻣﺮﺩﻡ ﻫﻤﻴﻨﺴﺖ ﻛﻪ ﺣﻜﻮﻣﺖ ﺧﻮﺩ ﺭﺍ ﻧﻤﻲ ﺷﻨﺎﺳﻨﺪ ﻭ ﻛﺎﺭﻫـﺎﻳﺶ ﺭﺍ ﻧﻤـﻲ ﺩﺍﻧﻨـﺪ ﻭ ﺍﺯ‬
‫ﺳﻴﺎﺳﺖ ﺟﻬﺎﻧﻲ ﻧﺎﺁﮔﺎﻫﻨﺪ‪ .‬ﺑﺎﻳﺪ ﺍﻳﻨﻬﺎ ﺭﺍ ﺑﺪﺍﻧﻨﺪ‪ .‬ﺳﺨﻦ ﻛﻮﺗﺎﻩ ﻛﻨﻴﻢ ‪ ،‬ﻓﺸﺮﺩﺓ ﺍﻳﻦ ﻛﻮﺷﺸﻬﺎ ﺑـﺎﻳﻦ ﻣﻌﻨﻴـﺴﺖ‬
‫ﻲ ﺩﺭﺳﺖ ﺍﻧﺠﺎﻡ ﻧﻤﻲ ﮔﻴﺮﺩ ‪ ،‬ﻭﻇﻴﻔﺔ ﺁﺯﺍﺩﻳﺨﻮﺍﻫـﺎﻥ‬ ‫ﻛﻪ ﭼﻮﻥ ﻳﻚ ﺳﺎﻧﺴﻮ ِﺭ ﺧﺒﺮﻱ ﺣﺎﻛﻤﺴﺖ ﻭ ﺁﮔﺎﻫﻲ ﺭﺳﺎﻧ ِ‬
‫ﻥ ﺍﻳﺮﺍﻥ ﺩﺭ ﺗﺎﺭﻳﻜﺨﺎﻧـﻪ‬‫ﺭﻓﻊ ﺍﻳﻦ ﻛﻤﺒﻮﺩﺳﺖ‪ .‬ﻛﺴﺎﻧﻲ ﻫﻢ ﺍﻳﻨﺮﺍ ﭼﻨﻴﻦ ﺑﺰﺑﺎﻥ ﺁﻭﺭﺩﻩ ﺍﻧﺪ ﻛﻪ ﻛﺎﺭﻫﺎﻱ ﺩﻭﻟﺘﻤﺮﺩﺍ ِ‬
‫ﻥ ﻧﻮﺭ ﺑﺮ ﺍﻳﻦ ﺗﺎﺭﻳﻜﺨﺎﻧﻪ ﺍﺳﺖ )ﻧﺒﺮﺩ ﺑﺎ ﺳﺎﻧﺴﻮﺭ(‪.‬‬ ‫ﺍﻧﺠﺎﻡ ﻣﻲ ﮔﻴﺮﺩ ﻭ » ﺷﻔﺎﻑ« ﻧﻴﺴﺖ ﻭ ﻭﻇﻴﻔﺔ ﻣﺎ ﺗﺎﺑﺎﻧﺪ ِ‬
‫ﺟﺎﻱ ﺷﮕﻔﺘﻴﺴﺖ ﻛﻪ ﻫﻴﭻ ﻧﻤﻲ ﺍﻧﺪﻳﺸﻨﺪ ﻛـﻪ ﺑﻴـﺸﺘﺮ ﺍﻳﻨﻬـﺎ ﭼﻴﺰﻫـﺎﻱ ﭘﺎﻳـﺪﺍﺭﻱ ﻧﻴـﺴﺖ ﻭ ﺑـﺎ ﺗﻐﻴﻴـﺮ‬
‫ﻥ ﺩﻳﮕﺮﻱ ﺳﺨﻦ ﺭﺍﻧﻨﺪ‪ .‬ﺑﻴﭽﺎﺭﻩ‬ ‫ﺳﻴﺎﺳﺘﻬﺎ ﻭ ﺳﻴﺎﺳﺖ ﭘﻴﺸﮕﺎﻥ ‪ ،‬ﺍﻳﺸﺎﻥ ﻧﻴﺰ ﺑﺎﻳﺪ ﮔﻔﺘﺎﺭ ﺗﺎﺯﻩ ﮔﺮﺩﺍﻧﻨﺪ ﻭ ﺍﺯ ﻛﺴﺎ ِ‬
‫ﻝ ﻛـﺸﻮﺭ ﻭ ﺗـﻮﺩﻩ ﻫﻤﻴﻨـﺴﺖ ﻭ ﺑـﺲ‪ .‬ﺑﺎﻳـﺪ‬ ‫ﻣﺮﺩﻡ ﻫﻢ ﮔﻤﺎﻥ ﻣﻲ ﺑﺮﻧﺪ ﺭﺍ ِﻩ ﻛﻮﺷﺶ ﺑﺮﺍﻱ ﻧﻴﻜﻲ ﻭ ﺑﻬﺒﻮ ِﺩ ﺣﺎ ِ‬
‫ﻚ ﺁﻧﻬﺎ ﺭﺍ ﻫﻤﭽﻮﻥ ﺩﺭﺱ ﺩﺑﺴﺘﺎﻥ ﺍﺯ ﺑﺮﻛﻨﻨﺪ ﻭ ﺑﺪﻳﮕﺮﺍﻥ ﺑﺎﺯﮔﻮﻳﻨﺪ‪.‬‬ ‫ﻳﻜﺎﻳ ِ‬
‫ﻥ ﻛﻤﻲ ﻭ ﻛﺎﺳﺘﻲ ﺑﺮﺍﻫﺸﺎﻥ ﻧﻤﻲ ﺑﺮﻧﺪ‪ .‬ﻫﻴﭻ ﻧﻤﻲ ﺍﻧﺪﻳـﺸﻨﺪ ﻛـﻪ ﺍﻳـﺸﺎﻥ‬ ‫ﻥ ﺳﻴﺎﺳﻲ ﻫﻴﭻ ﮔﻤﺎ ِ‬
‫ﻛﻮﺷﻨﺪﮔﺎ ِ‬
‫ﺖ ﺣﻜﻮﻣﺖ ﺳﺎﻟﻬﺎﺳﺖ ﻫﺮﭼﻪ ﺗﻮﺍﻧـﺴﺘﻪ ﺍﻧـﺪ ﮔﻔﺘـﻪ ﺍﻧـﺪ ‪ ،‬ﻟـﻴﻜﻦ ﻧﺘﻴﺠـﻪ ﺍﻱ ﺑﺪﺳـﺖ ﻧﻴﺎﻣـﺪﻩ‪.‬‬ ‫ﺩﺭ ﺑﺎﺭﺓ ﻣﺎﻫﻴ ِ‬
‫ﻛﻤﺒﻮﺩﻱ ﺑﺎﻳﻦ ﺁﺷﻜﺎﺭﻱ ﻧﻤﻮﺩﺍﺭﺳﺖ ﻭ ﺍﻳﺸﺎﻥ ﻧﻤﻲ ﺑﻴﻨﻨﺪ‪.‬‬
‫ﻱ ﺧﺒﺮﺭﺳـﺎﻧﻲ )ﮊﻭﺭﻧﺎﻟﻴـﺴﺘﻲ( ﺭﺍ ﺑـﺎ ﻛﻮﺷـﺸﻬﺎﻱ‬ ‫ﺍﮔﺮ ﺍﻧﺪﻳﺸﻪ ﺑﺎﺭﻳﻚ ﮔﺮﺩﺍﻧﻴﺪ ﻣﻲ ﺑﻴﻨﻴﺪ ﺍﻳﺸﺎﻥ ﻛﺎﺭﻫـﺎ ِ‬
‫ﻥ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﻧﻤﻲ ﺑﻴﻨﻨﺪ‪ .‬ﻣﻌﻨﺎﻳﻲ ﻛﻪ ﺍﺯ ﺳﻴﺎﺳـﺖ ﺩﺭ‬ ‫ﺳﻴﺎﺳﻲ ﻳﻜﻲ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﻭ ﺟﺰ ﺁﻥ ﻭﻇﻴﻔﻪ ﺍﻱ ﺑﮕﺮﺩ ِ‬
‫ﺍﻧﺪﻳﺸﺔ ﺧﻮﺩ ﺩﺍﺭﻧﺪ ﺟﺰ ﺍﻳﻦ ﻧﻴﺴﺖ‪ .‬ﺑﻤﺎﻧﺪ ﻛﻪ ﺑﺎﻳﻦ ﻛﻮﺷﺸﻬﺎ ﻫﻮﭼﻴﮕﺮﻱ ﻭ ﺩﺭﻭﻍ ﻭ ﻛﺎﺭﺷﻜﻨﻲ ﻧﻴﺰ ﺭﺍﻩ ﻳﺎﻓﺘﻪ‪.‬‬
‫ﻫﻤﭽﻨﺎﻧﻜﻪ ﭘﺸﺘﻪ ﻛﺮﺩﻥ ﺧﺮﻭﺍﺭﻫﺎ ﺁﺟﺮ ﻭ ﺳﻴﻤﺎﻥ ﻭ ﺁﻫﻦ ﺳﺎﺧﺘﻤﺎﻥ ﺳﺎﺯﻱ ﻧﻴﺴﺖ ‪ ،‬ﻫﻤﭽﻨﺎﻥ ﺑﺎﺭﺍﻧﺪﻥ ﺻﺪﻫﺎ‬
‫ﺧﺒﺮ ﻭ ﺗﻔﺴﻴﺮ ﺧﺒﺮﻱ ﺑﺮ ﺳﺮ ﻭ ﺭﻭﻱ ﻣﺮﺩﻡ ﻫﻢ ﺗﺮﺑﻴﺖ ﺳﻴﺎﺳﻲ ﻧﻴﺴﺖ‪ .‬ﺩﺭ ﺳـﺎﺧﺘﻤﺎﻥ ﺳـﺎﺯﻱ ﺑﻬﻨـﺮﻱ ﻧﻴـﺎﺯ‬
‫ﻫﺴﺖ ﺑﻨﺎﻡ ﻣﻌﻤﺎﺭﻱ ﻛﻪ ﺗﺎ ﺁﻥ ﻧﺒﺎﺷﺪ ﺍﺯ ﺁﻧﻬﻤﻪ ﻣﺎﺩ‪‬ﻩ ﻳﻚ ﺍﺗﺎﻕ ﻫﻢ ﺳﺎﺧﺘﻪ ﻧﺨﻮﺍﻫـﺪ ﺷـﺪ‪ .‬ﻫﻤﭽﻨﺎﻧـﺴﺖ ﺩﺭ‬
‫ﻛﻮﺷﺶ ﺳﻴﺎﺳﻲ ﻛﻪ ﺗﺎ ﭘﺎﻳﻪ ﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺁﻥ ﻧﺒﺎﺷﺪ ﺍﺯ ﮔﺮﺩﺁﻣﺪﺓ ﺩﻫﻬﺎ ﺭﺍﺯ ﺳﻴﺎﺳﻲ ﻭ ﺻـﺪﻫﺎ ﺧﺒـﺮ ﻭ ﺗﻔـﺴﻴﺮ‬
‫ﻣﺮﺩﻡ ﺭﺍ ﺑﻬﺮﻩ ﺍﻱ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ ﻭ ﭼﻪ ﺑﺴﺎ ﺑﻨﻮﻣﻴﺪﻱ ﻭ ﺩﻟﺴﺮﺩﻳﺸﺎﻥ ﺑﻴﺎﻧﺠﺎﻣﺪ‪.‬‬
‫ﺍﻳﻦ ﺭﺍ ﮔﻔﺘﻪ ﺍﻳﻢ ﻭ ﺑﺎﺯ ﻣﻲ ﮔﻮﻳﻴﻢ ﻛﻪ ﻣﺮﺩﻡ ﻣﺎ ﺑﺂﻟﻮﺩﮔﻴﻬﺎﻳﻲ ﺩﭼﺎﺭﻧﺪ ﻛﻪ ﻧﺨﺴﺘﻴﻦ ﮔﺎﻡ ﺩﺭ ﻫﺮ ﻛﻮﺷﺸﻲ‪،‬‬
‫ﺑﺎﻳﺪ ﭘﺎﻙ ﮔﺮﺩﻳﺪﻥ ﺍﺯ ﺁﻧﻬﺎ ﺑﺎﺷﺪ ﻭ ﺗﺎ ﺍﻳﻦ ﺍﻧﺠﺎﻡ ﻧﮕﻴﺮﺩ ﺩﻳﮕﺮ ﻛﻮﺷﺸﻬﺎ ﺑﻴﻬﻮﺩﻩ ﺧﻮﺍﻫﺪ ﺩﺭﺁﻣﺪ ‪" :‬ﻳﻚ ﻣﺮﺩﻣﻲ‬
‫ﺗﺎ ﺧﻮﺩ ﻧﻴﻚ ﻧﺒﺎﺷﻨﺪ ﺍﺯ ﻧﻴﻜﻴﻬﺎﻱ ﺟﻬﺎﻥ ﺑﻬﺮﻩ ﻧﺨﻮﺍﻫﻨﺪ ﺑﺮﺩ"‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻲ ﻣﺎ ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻴﺴﺖ‪ .‬ﺑﺎﻳﺪ ﺁﻥ ﺭﺍ ﺭﺳﻮﺍ ﻛﺮﺩ ﺗﺎ ﻣـﺮﺩﻡ ﺍﺯ ﻣﻼﻳـﺎﻥ ﺩﻝ‬ ‫ﻱ ﻛﻨﻮﻧ ِ‬ ‫ﻣﻲ ﮔﻮﻳﻨﺪ ‪ :‬ﮔﺮﻓﺘﺎﺭ ِ‬
‫ﻱ‬
‫ﺑﺮﻛﻨﻨﺪ‪ .‬ﺁﻧﮕﺎﻩ ﻣﻲ ﺗﻮﺍﻥ ﻳﻚ ﺣﻜﻮﻣﺖ ﺩﻣﻮﻛﺮﺍﺗﻴﻚ ﺳ ِﺮ ﻛﺎﺭ ﺁﻭﺭﺩ‪ .‬ﺍﻳﻨـﺴﺖ ﻧـﺴﺨﺔ ﺍﻳـﺸﺎﻥ ﺑـﺮﺍﻱ ﺩﺭﺩﻫـﺎ ِ‬
‫ﺍﻳﺮﺍﻥ‪.‬‬
‫ﺍﺯ ﺍﻳﻨﺮﻭ ﻧﺎﭼﺎﺭﻳﻢ ﺑﮕﻮﻳﻴﻢ ﺭﻳﺸﺔ ﺩﺭﺩ ﺭﺍ ﻧﺎﻳﺎﻓﺘﻪ ﻧـﺴﺨﻪ ﻣـﻲ ﻧﻮﻳـﺴﻨﺪ‪ .‬ﺭﺍ ِﻩ ﺩﺭﻣـﺎﻧﻲ ﻛـﻪ ﻣـﻲ ﺷﻨﺎﺳـﻨﺪ‬
‫ﻓﺮﺍﺧﻮﺍﻧﺪﻥِ ﻣﺮﺩﻡ ﺑﻪ » ﻧﺎﻓﺮﻣﺎﻧﻲ ﻣﺪﻧﻲ« ﺍﺳﺖ ﻭ ﻧﻮﻳﺪﻱ ﻛﻪ ﺑﺎﻳﺸﺎﻥ ﻣﻲ ﺩﻫﻨﺪ ﺍﻳﻨﺴﺖ ﻛﻪ ﻳﻚ » ﺣﻜﻮﻣـﺖ‬
‫ﻣﻠﻲ« ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﻭ ﺭﺍﻱ ﻫﺎﻱ ﺁﺯﺍﺩﺍﻧﺔ ﻣﺮﺩﻡ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪﺓ ﺳﺮﻧﻮﺷﺖ ﺍﻳﺸﺎﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺗـﻮ ﮔـﻮﻳﻲ ﺍﻳـﻦ‬
‫ﻱ ﻧﺨﺴﺘﻴﻦ ﺑﺎﺭ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﺥ ﺧﻮﺍﻫـﺪ ﺩﺍﺩ ﻭ ﺗـﺎﻛﻨﻮﻥ ﭼﻨـﻴﻦ ﺭﺍﻫـﻲ ﺁﺯﻣـﻮﺩﻩ ﻧـﺸﺪﻩ ﻭ ﻧﻮﻳـﺪﻱ‬ ‫ﭘﻴﺸﺂﻣﺪ ﺑﺮﺍ ِ‬
‫ﺍﻳﻨﮕﻮﻧﻪ ﺑﻤﺮﺩﻡ ﺩﺍﺩﻩ ﻧﺸﺪﻩ‪ .‬ﺍﺯ ﺍﻳﻨﺠﺎ ﻣﻲ ﺗﻮﺍﻥ ﻓﻬﻤﻴـﺪ ﻛـﺴﺎﻧﻴﻜﻪ ﺑـﺂﺭﺯﻭﻱ ﭘﻴـﺸﻮﺍﻳﻲ ﺍﻓﺘـﺎﺩﻩ ﺍﻧـﺪ ﺧـﻮﺩ ﺍﺯ‬
‫ﺕ ﺁﺯﺍﺩ ﻭ ﭘﺎﺭﻟﻤﺎﻥ ﻭ ﺗﺼﻮﻳﺐ ﻗﺎﻧﻮﻧﻬﺎﻱ ﺗﺎﺯﻩ ﻧﻤﻲ ﺩﺍﻧﻨـﺪ‪ .‬ﺁﻥ ﺁﮔـﺎﻫﻲ ﺩﺍﺩﻥ ﻫـﺎ‬ ‫ﻣﺸﺮﻭﻃﻪ ﻣﻌﻨﺎﻳﻲ ﺟﺰ ﺍﻧﺘﺨﺎﺑﺎ ِ‬
‫ﻦ ﻣﺮﺩﻡ ﻧﻴﺴﺖ‪.‬‬ ‫ﻱ ﺑﺮﺍﻧﮕﻴﺨﺘ ِ‬‫ﻫﻢ ﺟﺰ ﺑﺮﺍ ِ‬
‫ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﻣﻼﻳﺎﻥ( ﺍﻳﻨﻜﻪ ﻣﻼﻳﺎﻥ ﺭﺍ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺟﻠﻮﮔﻴﺮ ﭘﻴﺸﺮﻓﺖ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺍﻧﺴﺘﻪ ﺍﻧـﺪ ﻫﺮﮔـﺰ ﺑﻴـﺮﺍﻩ‬
‫ﻧﻴﺴﺖ‪ .‬ﻭﻟﻲ ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ ﺍﻳﻦ ﻣﻼﻳﺎﻥ ﺍﺯ ﻛﺠﺎ ﺁﻣﺪﻩ ﺍﻧﺪ؟! ﺁﻳﺎ ﻧـﻪ ﺁﻧـﺴﺖ ﻛـﻪ ﺑﻨﻴـﺎ ِﺩ ﺷـﻴﻌﻴﮕﺮﻱ ﺑـﺮ‬
‫ﺍﺟﺘﻬﺎﺩ ﻭ ﺗﻘﻠﻴﺪ ﻭ ﺁﻳﺖ ﺍﷲ ﻭ ﻣﻼﺳﺖ؟! ﺁﻳﺎ ﻧﻪ ﺁﻧﺴﺖ ﻛﻪ ﺩﺭ ﻫﺮ ﮔﻮﺷﻪ ﺍﻱ ﺍﺯ ﺯﻧﺪﮔﺎﻧﻲِ ﺍﻳﻦ ﻣﺮﺩﻡ ﺁﻧﻬـﺎ ﺟـﺎ‬
‫ﻱ ﺧﻮﺩ ﺑﺎﺯ ﻛﺮﺩﻩ ﺍﻧﺪ؟! ﻳﻚ ﺷﻴﻌﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﻭ ﺷﺮﻣﻨﺪﻩ ﻫﻢ ﻧﻤﻲ ﺷﻮﺩ ﻛﻪ ﺩﺭﻭﻍ ﮔﻮﻳﺪ ﻭ ﮔﻨﺎﻩ ﻛﻨﺪ ﻭ ﺑـﺎ‬ ‫ﺑﺮﺍ ِ‬
‫» ﺭ ‪‬ﺩ ﻣﻈــﺎﻟﻢ « ﻭ ﮔﺮﻳــﺴﺘﻦ ﺑــﺮ ﺣــﺴﻴﻦ ﻭ ﺯﻳــﺎﺭﺕ ﺭﻓــﺘﻦ ‪ ،‬ﮔﻨﺎﻫــﺎﻧﺶ ﺭﺍ ﭘــﺎﻙ ﮔﺮﺩﺍﻧــﺪ‪ .‬ﺍﻳــﻦ ﻳﻜــﻲ ﺍﺯ‬
‫ﻱ‬
‫ﺗﻘﻠﹼﺐ ﻫﺎﻳﻴﺴﺖ ﻛﻪ ﻣﻼﻳﺎﻥ ﺩﺭ ﺍﺳﻼﻡ ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺪﻳﻨﺴﺎﻥ ﺭﻳﺸﺔ ﺩﻳﻦ ﺭﺍ ﻛﻨﺪﻩ ﺍﻧـﺪ‪ .‬ﺍﻳـﻦ ﺩﻛﺎﻧﻴـﺴﺖ ﺑـﺮﺍ ِ‬
‫ﻥ ﮔﻨﺎﻫﺎﻥ ﻭ ﺣﻮﺭ ﻭ ﻏﻠﻤﺎﻥ ﻓﺮﻭﺷﻲ‪.‬‬ ‫ﭘﺎﻙ ﮔﺮﺩﺍﻧﻴﺪ ِ‬
‫ﮔﺮﺩﺍﻧﻨﺪﮔﺎﻥ ﺍﻳﻦ ﺩﺳﺘﮕﺎﻩ ﻛﻴﺎﻧﻨﺪ؟! ﺭ ِﺩ ﻣﻈﺎﻟﻢ ﺭﺍ ﺑﻪ ﻛﻲ ﺑﺎﻳﺪ ﺑﺪﻫﻨﺪ؟!‪ .‬ﺧﻤـﺲ ﻭ ﺯﻛـﺎﺕ ﺭﺍ ﻛـﻲ ﺑﺎﻳـﺪ‬
‫ﺑﮕﻴﺮﺩ؟! ﻧﻤﺎﻳﺸﻬﺎﻱ ﻣﺤﺮﻡ ﺭﺍ ﭼﻪ ﻛﺴﺎﻧﻲ ﻛﺎﺭﮔﺮﺩﺍﻧﻲ ﻣﻲ ﻛﻨﻨﺪ؟! ﺯﻳﺎﺭﺗﮕﺎﻫﻬﺎ ﺩﺭ ﺩﺳـﺖ ﭼـﻪ ﻛﺴﺎﻧﻴـﺴﺖ؟!‬
‫ﺭﻭﺷﻨﺴﺖ ﻛﻪ ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﺩﺭ ﺩﺳﺖ ﻣﻼﻳﺎﻧﺴﺖ‪ .‬ﺗﺎ ﭼﻨﻴﻦ ﺑﺎﻭﺭﻫﺎﻳﻲ ﻫﺴﺖ ﺭﻳﺸﺔ ﻣﻼﭘﺮﻭﺭﻱ ﻧﻴـﺰ ﻫـﺴﺖ‪ .‬ﺗـﺎ‬
‫ﺯﻳﺎﺭﺗﮕﺎﻩ ﻭ ﺭﺩ ﻣﻈﺎﻟﻢ ﻭ ﺩﺳﺘﮕﺎﻩ ﺣﺴﻴﻦ ﻫﺴﺖ ‪ ،‬ﻣﻌﻤﻢ ﻧﺒﻮﺩ ﻫـﻢ ‪ ،‬ﻳـﻚ ﻣﻜـﻼ ﺑﺎﻳـﺪ ﺑﺠـﺎﻱ ﺍﻭ ﺑﺎﺷـﺪ‪ .‬ﺗـﺎ‬
‫ﺷﻴﻌﻴﮕﺮﻱ ﺑﺮﭘﺎﺳﺖ ﻣﻼ )ﻳﺎ ﺟﺎﻧﺸﻴﻦ ﺍﻭ( ﻧﻴﺰ ﻫﺴﺖ‪.‬‬
‫ﻥ ﺭﺿـﺎ ﺷـﺎﻩ ﻫـﻢ ﻣـﺮﺩﻡ ﺷـﻴﻌﻲ ﺑﻮﺩﻧـﺪ ﻭ ﻣﻼﻳـﺎﻥ ﺭﺍ ﺻـﺪﺍﻳﻲ‬ ‫ﻣﻲ ﺩﺍﻧـﻴﻢ ﺧﻮﺍﻫﻨـﺪ ﮔﻔـﺖ ‪ :‬ﺩﺭ ﺯﻣـﺎ ِ‬
‫ﺑﺮﻧﻤﻲ ﺧﺎﺳﺖ‪ .‬ﻳﺎ ﺧﻮﺍﻫﻨﺪ ﮔﻔﺖ ‪ :‬ﺩﻳﻦ ﺭﺍ ﺍﺯ ﺳﻴﺎﺳﺖ ﺟﺪﺍ ﻣﻲ ﮔﺮﺩﺍﻧﻴﻢ ﻭ ﺁﻧﮕﺎﻩ ﻣﻼ ﭼﻪ ﻛﺎﺭﻱ ﺗﻮﺍﻧﺪ ﻛﺮﺩ؟!‬
‫ﺁﺭﻱ ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﻣﻼﻳﺎﻥ ﺭﺍ ﺻﺪﺍﻳﻲ ﺑﺮﻧﻤﻲ ﺧﺎﺳﺖ‪ .‬ﻟﻴﻜﻦ ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ ﻛـﻪ ﭘـﻴﺶ ﺍﺯ ﺭﺿﺎﺷـﺎﻩ‬
‫ﻱ ﺧﹸﺮﺩ ﻛﻨﻨﺪﻩ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﺎﻥ ﺧﻮﺭﺩﻩ ﻭ ﺻﺪﺍﺷﺎﻥ ﺑﺮﻳﺪﻩ ﺑﻮﺩ‪ .‬ﺭﺿﺎﺷـﺎﻩ ﻫـﻢ ﻣﻴـﺪﺍﻧﻲ ﺑﺎﻳـﺸﺎﻥ‬ ‫ﻣﺸﺘﻬﺎ ِ‬
‫ﻧﺪﺍﺩ‪ .‬ﺩﻭﻡ ‪ ،‬ﺩﺭ ﻫﻤﺎﻥ ﺯﻣﺎﻥ ﻫﻢ ﺩﺧﺎﻟﺘﻬﺎﻱ ﺍﻳﺸﺎﻥ ـ ﺑﻠﻜﻪ ﻣﺮﺩﻡ ﺁﺯﺍﺭﻳﻬﺎﺷﺎﻥ ـ ﺯﻧﺪﮔﺎﻧﻲ ﻣﺮﺩﻡ ﺭﺍ ﺑﻪ ﺑﻴﺮﺍﻫـﻪ‬
‫ﻣــﻲ ﻛــﺸﺎﻧﹾﺪ‪ .‬ﻣﺨﺎﻟﻔــﺖ ﺑــﺎ ﻗــﻮﺍﻧﻴﻦ ‪ ،‬ﺑــﺎ ﺳــﺮﺑﺎﺯﻱ ﺭﻓــﺘﻦ ‪ ،‬ﺑــﺎ ﺷﻨﺎﺳــﻨﺎﻣﻪ ‪ ،‬ﺑــﺎ ﻋﺪﻟﻴــﻪ ‪ ،‬ﺑــﺎ ﺑﺮﺩﺍﺷــﺘﻦ‬
‫ﻥ ﺩﺧﺘـﺮﺍﻥ ﻭ‬ ‫ﺖ ﻳﻜـﺴﺎﻥ ‪ ،‬ﺑـﺎ ﺩﺭﺱ ﺧﻮﺍﻧـﺪ ِ‬ ‫ﻦ ﭼﺎﺩﺭ ‪ ،‬ﺑﺎ ﭘﺮﺩﺍﺧﺖ ﻣﺎﻟﻴﺎﺕ ‪ ،‬ﺑـﺎ ﺭﺧـ ِ‬ ‫ﺧﺰﻳﻨﻪ ﻫﺎ ‪ ،‬ﺑﺎ ﺑﺮﺩﺍﺷﺘ ِ‬
‫ﻣﺨﺎﻟﻔﺖ ﺑﺎ ﻫﺮ ﭼﻴﺰ ﻧﻮﻱ ﻣﺎﻧﻨﺪ ﺍﺗﻮﻣﺒﻴﻞ ‪ ،‬ﻣﻴﻜﺮﻭﻓﻦ ‪ ،‬ﺩﻭﺵ ﻭ ﻫﺮ ﭼـﻪ ﺳـﺎﺧﺖ » ﻛـﺎﻓﺮ« ﺑﺎﺷـﺪ ﺍﺯ ﺟﻤﻠـﻪ‬
‫ﻛﺎﺭﺷﻜﻨﻴﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺑﻮﺩﻩ ﻭ ﻫﻤﻴﻦ ﺳﺘﻴﺰﻩ ﻛﺎﺭﻳﺸﺎﻥ ﻛﹸﻨﺪﻳﻬﺎ ﺩﺭ ﺭﺍﻩ ﺭﻭﺍﺝ ﺁﻧﻬﺎ ﭘﺪﻳﺪ ﻣﻲ ﺁﻭﺭﺩ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻱ ﺣﻜﻮﻣﺖ ﺭﺿﺎﺷﺎﻫﻲ ﺍﺯ ﺭﻭﻱ ﺗﻮﺩﻩ‬ ‫ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﺑﻜﻨﺎﺭ ‪ ،‬ﭼﻨﺎﻧﻜﻪ ﺩﺭ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﻫﻢ ﺁﻣﺪ ‪ ،‬ﺁﻧﮕﺎﻩ ﻛﻪ ﻧﻴﺮﻭ ِ‬
‫ﺑﺮﺩﺍﺷﺘﻪ ﺷﺪ ‪ ،‬ﺁﻳﺎ ﻣﺮﺩﻡ ﭼﻪ ﻛﺮﺩﻧﺪ؟ ﺁﻳﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﭼﻨﺎﻥ ﺭﻭﺷﻦ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩ ﻛـﻪ ﺑﻤﻼﻳـﺎﻥ ﮔﻔﺘﻨـﺪ ﻣـﺎ ﺍﺯ‬
‫ﺖ ﻣﺮﺩﻡ ﺁﺯﺍﺭﻳﻬﺎ ﻭ ﺩﻳﻦ ﻓﺮﻭﺷﻲ ﻫﺎﻱ ﺷﻤﺎ ﺑﺴﺘﻮﻩ ﺁﻣﺪﻩ ﺍﻳﻢ ‪ ،‬ﻋﺒﺎ ﻭ ﻋﻤﺎﻣﻪ ﻛﻨﺎﺭ ﮔﺰﺍﺭﻳﺪ ﻛﻪ ﻣﺎ ﺭﺍ ﺑﺎ ﺷﻤﺎ‬ ‫ﺩﺳ ِ‬
‫ﻥ ﻛﺸﻮﺭ ﻛﻪ ﺍﻳﺸﺎﻥ ﺭﺍ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﻲ ﻛﺮﺩﻧﺪ ﻣﻲ ﺩﺍﻧﺴﺘﻨﺪ ﻛﻪ ﻛﺎﺭﻫـﺎﻳﻲ ﻛـﻪ ﺑـﻀﺪ‬ ‫ﻛﺎﺭﻱ ﻧﻴﺴﺖ؟! ﺑﺪﺧﻮﺍﻫﺎ ِ‬
‫ﺐ ﭘـﺮﻭﺭﺵ ﻣـﻼ ﻭ ﺧﺮﺍﻓـﺎﺕ ﻭ‬ ‫ﻣﻼﻳﺎﻥ ﺍﻧﺠﺎﻡ ﮔﺮﻓﺘﻪ ﺑـﻲ ﺭﻳـﺸﻪ ﻭ ﺳـﺴﺖ ﺍﺳـﺖ ﻭ ﻣﺤـﻴﻂ ﻫﻨـﻮﺯ ‪ ،‬ﻣﻨﺎﺳـ ِ‬
‫ﻧﻤﺎﻳﺸﻬﺎﻱ ﻛﻴﺸﻲ ﻭ ﺑﻴﻬﻮﺩﻩ ﻛﺎﺭﻳﻬﺎﺳﺖ ﻭ ﺟﻠﻮﮔﻴﺮﻱ ﺣﻜﻮﻣﺖ ﺍﺯ ﺁﻥ ﻧﻤﺎﻳﺸﻬﺎﻱ ﻛﻴﺸﻲ )ﺣﺘـﺎ ﭘـﺲ ﺍﺯ ‪۱۶‬‬
‫ﺳــﺎﻝ( ﺟــﺰ ﺗــﺄﺛﻴﺮ ﻣــﻮﻗﺘﻲ ﻧﺪﺍﺷــﺘﻪ ﻭ ﭼــﻮﻥ ﺍﺯ ﺭﻭﻱ ﺑــﺎﻭﺭ ﻧﺒــﻮﺩﻩ ﺩﺭ ﺩﻟﻬــﺎ ﺭﻳــﺸﻪ ﻧﺪﻭﺍﻧــﺪﻩ‪ .‬ﺑــﺴﺨﻦ‬
‫ﺩﻳﮕﺮ ‪ ،‬ﺍﮔﺮ ﻫﻢ ﻣﻼ ﻭ ﺩﺳﺘﮕﺎﻩ ﺍﻭ ﺭﺍ ﺍﺯ ﭼﺸﻢ ﻣﺮﺩﻡ ﺩﻭﺭ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺑﻮﺩﻧﺪ ﻭ ﺍﺯ ﻧﻤﺎﻳـﺸﻬﺎﻱ ﻧﻨـﮓ ﺁﻭﺭ ﻛﻴـﺸﻲ‬
‫ﺟﻠﻮﮔﻴﺮﻱ ﻣﻲ ﺷﺪ ﻟﻴﻜﻦ ﻣﺮﺩﻡ ﺍﺯ ﻣﻼﻳﺎﻥ ﻭ ﺷﻴﻌﻴﮕﺮﻱ ﺑﻴﻜﺒـﺎﺭ ﺩﻝ ﻧﻜﻨـﺪﻩ ﺑﻮﺩﻧـﺪ‪ .‬ﺍﺻـﻮ ﹰﻻ ﺩﻝ ﻛﻨـﺪﻥ ﺑـﺎ‬
‫ﺯﻭﺭ ﻭﺭﺯﻱ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﺩﻝ ﻛﻨﺪﻥ ﺍﺯ ﭼﻴﺰﻱ ﻛﻪ ﻗﺮﻧﻬـﺎ ﺑﺰﻧـﺪﮔﻲ ﻣـﺮﺩﻡ ﺁﻣﻴﺨﺘـﻪ ﺟـﺰ ﺑـﺎ ﺭﻭﺷـﻦ ﮔﺮﺩﻳـﺪﻥ‬
‫ﺣﻘﺎﻳﻖ ﻭ ﺑﻴﺪﺍﺭﻱ ﻣﺮﺩﻡ ﻭ ﺧﺸﻜﺎﻧﺪﻥ ﺭﻳﺸﺔ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻧﺨﻮﺍﻫﺪ ﺷﺪ‪ .‬ﺍﻳﻦ ﺑﻮﺩ ﭼﻨﺪ ﺳﺎﻟﻲ ﺍﺯ ﺭﻓـﺘﻦ ﺭﺿﺎﺷـﺎﻩ‬
‫ﻧﮕﺬﺷﺘﻪ ‪ ،‬ﺗﺨﻤﻬﺎﻱ ﺍﺭﺗﺠﺎﻉ ﺟﻮﺍﻧﻪ ﺯﺩ ﻭ ﺭﻭﻳﻴﺪﻥ ﮔﺮﻓﺖ ﻭ ﻛﻮﺷﺸﻬﺎ ﻭ ﺭﻧﺠﻬﺎﻱِ ﺳﻲ ﺳﺎﻟﻪ ﺭﺍ ﺑﺮ ﺑﺎﺩ ﺩﺍﺩ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﭼﻪ ﭘﻴﺶ ﺁﻣﺪﻩ ﻛﻪ ﺑﺤﻜﻮﻣﺘﻲ ﻣﺎﻧﻨﺪ ﺣﻜﻮﻣﺖ ﺭﺿﺎﺷﺎﻩ ﺑﺎﻳﺪ ﺧﺸﻨﻮﺩ ﺑـﻮﺩ ﻭ ﺁﻧـﺮﺍ ﺭﺍﻩ ﺭﺳـﺘﮕﺎﺭﻱ‬
‫ﺍﻳﻦ ﻣﺮﺩﻡ ﺩﺍﻧﺴﺖ؟! ﺍﻳﻦ ﺭﺍ ﻧﻴﺰ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﺍﺯ ﺷﻤﺎ ﺑﭙﺮﺳﻴﻢ ﻛﻪ ﺑﺎ ﺳـﺨﺘﮕﻴﺮﻳﻬﺎﻳﻲ ﻛـﻪ ﺭﺿﺎﺷـﺎﻩ ﻛـﺮﺩ ﭼـﺮﺍ‬
‫ﻣﻼﻳﺎﻥ ﺑﺎﺯ ﻫﻢ ﻣﺎﻧﺪﻧﺪ ﻭ ﺍﺯ ﻣﻴﺎﻥ ﻧﺮﻓﺘﻨﺪ؟!‬
‫ﺷﻤﺎ ﺑﭽﻪ ﻋﻠﺖ ﺑﺎ ﻛﻴﺸﻲ ﺳﺮﺍﺳﺮ ﻧﺎﺩﺍﻧﻲ ﻭ ﺯﻳﺎﻧﻤﻨﺪﻱ ﻫﻤﭽﻮﻥ ﺷﻴﻌﻴﮕﺮﻱ ﻣﻤﺎﺷﺎﺕ ﺭﺍ ﺳﺰﺍ ﻣﻲ ﺩﺍﻧﻴـﺪ؟!‬
‫ﺶ ﺳﺮﺍﺳﺮ ﺁﻟﻮﺩﮔﻲ ﻭ ﺯﻳﺎﻥ ﭘﺎﺑﺮﺟﺎﺳﺖ ‪ ،‬ﺩﺳﺘﮕﺎﻩ ﻣﻼﻳﺎﻥ ﺍﺯ ﺩﺭ ﺑﻴـﺮﻭﻥ‬ ‫ﭼﺮﺍ ﺍﻳﻦ ﺩﺭﻧﻤﻲ ﻳﺎﺑﻴﺪ ﻛﻪ ﺗﺎ ﺍﻳﻦ ﻛﻴ ِ‬
‫ﺭﻓﺘﻪ ﺍﺯ ﭘﻨﺠﺮﻩ ﺑﺎﺯﻣﻲ ﮔﺮﺩﺩ؟! ﺍﺳﺎﺳ ﹰﺎ ﻣﻼ ﻧﺒﺎﺷﺪ ﻫﻢ ﺍﻳﻦ ﻣﺮﺩﻡ ﺑﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺷﻴﻌﻴﺎﻧﻪ ﺷﺎﻳﺴﺘﺔ ﻫﻤﺪﻭﺷﻲ‬
‫ﺑﺎ ﻣﺮﺩﻡ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﻧﺨﻮﺍﻫﻨﺪ ﺑﻮﺩ‪ .‬ﺗﻨﻬﺎ ﺷﻴﻌﻴﮕﺮﻱ ﻧﻴﺴﺖ ‪ ،‬ﺻﻮﻓﻴﮕﺮﻱ ‪ ،‬ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ‪ ،‬ﺑﻬﺎﻳﻴﮕﺮﻱ‬
‫ﻭ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺰ ﭼﻨﻴﻨﻨﺪ‪ .‬ﺍﻳﻨﻬﺎ ﻫﻤﭽﻮﻥ ﺳﻮﺳـﻚ ﻭ ﺳـﺎﺱ ﻭ ﻣﻮﺭﻳﺎﻧـﻪ ﺍﻧـﺪ ﻛـﻪ ﺩﺭ ﭘﻴﺮﺍﻣـﻮﻥ ﺁﺩﻣﻴـﺎﻥ ﺑـﺴﺮ‬
‫ﻣﻲ ﺑﺮﻧﺪ ﻭ ﻫﻤﻴﻨﻜﻪ ﻓﺮﺻﺖ ﺑﺪﺳﺘﺸﺎﻥ ﺁﻳﺪ ﺩﺭ ﮔﻮﺷﻪ ﻭ ﻛﻨﺎﺭِ ﺧﺎﻧﻪ ﺑﺎﻟﻴﺪﻩ ﻓﺰﻭﻧﻲ ﻣﻲ ﮔﻴﺮﻧﺪ ﻭ ﺩﺍﺭﻧﺪﺓ ﺧﺎﻧـﻪ‬
‫ﺭﺍ ﺑﻴﭽﺎﺭﻩ ﻭ ﺩﺭﻣﺎﻧﺪﻩ ﻣﻲ ﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﻫﻤﭽﻨﺎﻧﻜﻪ ﺩﺭ ﺑﻬﺪﺍﺷﺖ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ‪ ،‬ﺭﺍ ِﻩ ﺩﺭﺳﺖ ﭘﻴﺸﮕﻴﺮﻳـﺴﺖ ﻛـﻪ‬
‫ﺑﻪ ﺧﺎﻧﻪ ﺭﺍﻩ ﻧﻴﺎﺑﻨﺪ‪ .‬ﻟﻴﻜﻦ ﭘﺲ ﺍﺯ ﺁﻧﻜﻪ ﺭﺍﻩ ﻳﺎﻓﺘﻨﺪ ‪ ،‬ﺭﺍﻫﻲ ﺟﺰ ﺍﻳﻦ ﻧﻴﺴﺖ ﻛـﻪ ﺭﻳـﺸﻪ ﺷـﺎﻥ ﺑﻴﻜﺒـﺎﺭ ﻛﻨـﺪﻩ‬
‫ﮔﺮﺩﺩ ﻭ ﻫﺮﭼﻪ ﺟﺰ ﺍﻳﻦ ﻛﻨﻨﺪ ﺩﻳﺮ ﻳﺎ ﺯﻭﺩ ﺑﺎﺯ ﺍﺯ ﮔﻮﺷﺔ ﺩﻳﮕﺮﻱ ﺳﺮ ﺑﺮ ﻣﻲ ﺁﻭﺭﻧﺪ ﻭ ﻫﻤﺎﻥ ﺧﻮﺍﻫـﺪ ﺷـﺪ ﻛـﻪ‬
‫ﺑﻮﺩﻩ‪.‬‬
‫ﻫﻤﻴﻦ ﺳﻲ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﻓﺮﺻﺖ ﻣﻨﺎﺳﺒﻲ ﭘﻴﺶ ﺁﻣﺪﻩ ﻛﻪ ﺻﻮﻓﻴﮕﺮﻱ ﺩﺭ ﺍﻳﺮﺍﻥ ﺩﻭﺑﺎﺭﻩ ﺳﺮ ﺑﺮﺁﻭﺭﺩ‪ .‬ﺍﻳـﻦ‬
‫ﺩﺭﺳﻴﺴﺖ ﺑﻪ ﻛﺴﺎﻧﻲ ﻛﻪ ﺳﻲ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺭﺍ ﺗﺠﺮﺑﻪ ﺍﻱ ﺑﺰﺭﮒ ﺑﺮﺍﻱ ﻣﺮﺩﻡ ﻣﻲ ﺷـﻤﺎﺭﻧﺪ ﻛـﻪ ﺍﺯ ﺑﺎﻭﺭﻫـﺎﻱ‬
‫ﻛﻴﺸﻲ ﮔﺮﻳﺰﺍﻥ ﮔﺮﺩﻳﺪﻩ ﺍﻧﺪ‪ .‬ﻳﻜﺒﺎﺭ ﺩﻳﮕﺮ ﺑﻴﺎﺩﻫﺎ ﻣﻲ ﺁﻭﺭﻳﻢ ﺁﻥ ﻧﻤﺎﻳﺸﻬﺎﻱ ﻣﺴﻴﺤﻴﮕﺮﻱ ﻭ ﻣـﺴﻠﻤﺎﻧﻲ ﺭﺍ ﻛـﻪ‬
‫ﺩﺭ ﺭﻭﺳﻴﻪ ﻭ ﺩﻳﮕﺮ ﺟﻤﻬﻮﺭﻳﻬﺎﻱ ﭘﻴﺸﻴﻦ ﺍﻭ ﺩﺭ ﺳﺎﻟﻬﺎﻱ ﺍﺧﻴﺮ ﻣﻲ ﺑﻴﻨﻴﻢ‪.‬‬
‫ﻲ ﻣﺮﺩﻡ ﺑﺎ ﺩﻣﻮﻛﺮﺍﺳﻲ‬ ‫ﮔﺬﺷﺘﻪ ﺍﺯ ﺁﻥ ‪ ،‬ﺍﻳﻦ ﻧﻴﺰ ﻧﻜﺘﺔ ﻣﻬﻤﻴﺴﺖ ﻛﻪ ﻣﻼ ﺑﺎﺷﺪ ﻳﺎ ﻧﺒﺎﺷﺪ ‪ ،‬ﺑﺎﻭﺭﻫﺎﻱ ﻛﻨﻮﻧ ِ‬
‫ﻧﺎﺳﺎﺯﮔﺎﺭ ﻭ ﺟﻠﻮﮔﻴ ِﺮ ﭘﻴﺸﺮﻓﺘﺴﺖ‪ .‬ﻫﻤﻴﻦ ﺍﻣﺮﻭﺯ ﻫﺴﺘﻨﺪ ﮔﺮﻭﻫﻲ ﺍﺯ ﺷﻴﻌﻴﺎﻥ ﻛﻪ ﭘﻴﺮﻭﻱ ﺍﺯ ﻣﻼ ﻧﻤﻲ ﻛﻨﻨـﺪ ﻭ‬
‫ﻲ ﺗـﻮﺩﻩ ﺍﻱ‬ ‫ﻦ ﺯﻧـﺪﮔﺎﻧ ِ‬ ‫ﺍﺯ ﺍﻳﺸﺎﻥ ﺩﻝ ﺧﻮﺷﻲ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﻣﻲ ﺑﻴﻨﻴﺪ ﻛﻪ ﺑﺎﺯ ﻫﻢ ﻛﺎﺭﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺑﺎ ﺁﻳـﻴ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻧﺎﺳﺎﺯﮔﺎﺭﺳﺖ ‪ :‬ﻫﻤﺎﻧﻬﺎ ﺍﺯ ﻧﻤﺎﻳﺸﻬﺎﻱ ﻛﻴﺸﻲ ﻭ ﺯﻳﺎﺭﺕ ﺩﺳﺖ ﻧﻤﻲ ﻛﺸﻨﺪ‪ .‬ﺑﺎﺳﺘﺨﺎﺭﻩ ﻭ ﺩﺧﻴﻞ ﺑﺴﺘﻦ ﻭ ﻧﺬﺭ ﻭ‬
‫ﻱ‬
‫ﻥ ﺍﻳﻨﻬﺎ ﺑﺎﻭﺭ ﺩﺍﺭﻧﺪ‪ .‬ﻫﻤﺎﻧﻬﺎ ﻣﻲ ﺑﻴﻨﻴﺪ ﺳﺮﺷﺎﻥ ﻫﻤﻴﺸﻪ ﺗﻮ ِ‬ ‫ﺩﻋﺎ ﻭ ﻃﻠﺴﻢ ﻭ ﻗﻀﺎ ﻭ ﻗﺪﺭ ﻭ ﻗﺴﻤﺖ ﻭ ﻣﺎﻧﻨﺪﮔﺎ ِ‬
‫ﻛﺘﺎﺑﻬﺎﻱ ﺩﻋﺎ ﻭ ﻓﺎﻟﺴﺖ‪ .‬ﺁﻳﺎ ﺑﺎ ﭼﻨﻴﻦ ﺷﻬﺮﻭﻧﺪﺍﻧﻲ ‪ ،‬ﻳﻚ ﻛﺸﻮﺭ ﭘﺎ ﺑﺮﺍﻩ ﭘﻴﺸﺮﻓﺖ ﺧﻮﺍﻫﺪ ﮔﺬﺍﺭﺩ؟! ﺁﻳﺎ ﺑﺎ ﭼﻨﻴﻦ‬
‫ﺖ ﺳﻜﻮﻻﺭ« ﻛﺮﺩﻥ ﺟﺎﻳﻲ ﺩﺍﺭﺩ؟! ﺁﻳﺎ ﭼﻨﻴﻦ ﺁﺭﺯﻭﻳﻲ ﺑﻴﭙﺎ ﻧﻴﺴﺖ؟!‬ ‫ﻣﺮﺩﻣﻲ ﺁﺭﺯﻭﻱ » ﺣﻜﻮﻣ ِ‬
‫ﻱ ﻛﺸﺎﻧﻴﺪﻥ ﻳﻚ ﺗﻮﺩﺓ ﻧﺎﺗﻮﺍﻥ ﺑﺪﻧﺒﺎﻝ ﺧﻮﺩ ‪ ،‬ﺑﺎﻳﺪ ﺑﺎ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺍﻳﺸﺎﻥ » ﻧﺒـﺮﺩ ﺭﻭ ﺩﺭ ﺭﻭ« ﻛـﺮﺩﻩ‬ ‫ﺑﺠﺎ ِ‬
‫ﻥ ﺭﻳﺸﺔ ﺁﻧﻬﺎ ﺑﺮﺧﺎﺳﺖ ﺗﺎ ﺗﻮﺩﺓ ﺷﺎﻳﺴﺘﻪ ﺍﻱ ﭘﺪﻳﺪ ﺁﻳﺪ‪ .‬ﺭﺿﺎﺷﺎﻩ ﺗﻨﻬﺎ ﺑﻬﻤﻴﻦ ﺑﺴﻨﺪﻩ ﻛﺮﺩ ﻛﻪ ﺑﺎﺯﺍﺭﺷـﺎﻥ‬ ‫ﺑﻜﻨﺪ ِ‬
‫ﺭﺍ ﺍﺯ ﮔﺮﻣﻲ ﺑﻴﻨﺪﺍﺯﺩ ﻭ ﻳﺎ ﺳﺎﻋﺖ ﻛﺎﺭ ﺩﻛﺎﻧﺸﺎﻥ ﺭﺍ ﻣﺤﺪﻭﺩ ﮔﺮﺩﺍﻧﺪ ‪ ،‬ﺍﻳـﻦ ﻧﺒـﻮﺩ ﻛـﻪ ﺟﺎﻳﮕﺎﻫـﺸﺎﻥ ﺭﺍ ﺑﻴﻜﺒـﺎﺭ‬
‫ﻭﻳﺮﺍﻥ ﻛﻨﺪ ﻭ ﺑﺠﺎﻱ ﺁﻥ ﺳﺮﺍﻱ ﺩﻳﮕﺮﻱ ﺑﺴﺎﺯﺩ‪ .‬ﻳﻚ »ﺟﻤﻠﺔ ﻣﻌﺘﺮﺿﻪ« ﺍﻳﻨﺠﺎ ﺑﺎﻳﺪ ﺁﻭﺭﺩ ‪ :‬ﺍﻳـﻦ ﻛـﺎﺭ ﺍﻟﺒﺘـﻪ ﺍﺯ‬
‫ﺩﺳﺖ ﻳﻚ ﭘﺎﺩﺷﺎﻩ ﺳﺎﺧﺘﻪ ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﺑﺎﺭﻫﺎ ﺁﺯﻣﻮﺩﻩ ﺷﺪﻩ ﻛﻪ ﮔﻤﺮﺍﻫﺎﻥ ﺁﻥ ﺳﺮﺍﻫﺎﻱ ﻧﻴﻤﻪ ﺑـﺴﺘﻪ ﻳـﺎ ﻧﻴﻤـﻪ‬
‫ﻭﻳــﺮﺍﻥ ﻭ ﺑــﻲ ﺭﻭﻧــﻖ ﺭﺍ ﺭﻫــﺎ ﻧﻤــﻲ ﻛﻨﻨــﺪ ﻭ ﻫﻤﺎﻧﺠــﺎ ﻣــﻲ ﻣﺎﻧﻨــﺪ ﻭ ﻣﻨﺘﻈــﺮ ﺯﻣــﺎﻥ ﻭ ﻓﺮﺻــﺘﻲ ﻣﻨﺎﺳــﺐ‬
‫ﻣﻲ ﮔﺮﺩﻧﺪ ﻛﻪ ﺩﻭﺑﺎﺭﻩ ﺳﺮ ﺑﺮﺁﻭﺭﺩﻩ ﺑﻜﺎﺭﻫﺎﻱ ﮔﺬﺷﺘﻪ ﭘﺮﺩﺍﺯﻧﺪ‪ .‬ﺁﻳﻴﻦ ﺳـﭙﺎﻫﻴﮕﺮﻱ ﭼـﻪ ﻧﻴـﻚ ﮔﻔﺘـﻪ ‪" :‬ﺑﺎﻳـﺪ‬
‫ﻛﺎﺭﻱ ﻛﺮﺩ ﻛﻪ ﺳﻨﮕﺮ ﻭﻳﺮﺍﻥ ﺷﺪﺓ ﺩﺷﻤﻦ ﺩﻳﮕﺮ ﺍﻭ ﺭﺍ ﭘﻨﺎﻫﮕﺎﻫﻲ ﻧﺒﺎﺷﺪ"‪.‬‬
‫ﺍﻳﻨﺴﺖ ﻣﻌﻨﻲ ﺁﻧﭽﻪ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﺑﺎﻳﺪ ﻣﻤﺎﺷﺎﺕ ﻧﻜﺮﺩ ﻭ ﻧﺒﺮﺩ ﺭﻭﺩﺭﺭﻭ ﻛﺮﺩ ﻭ ﺟﺰ ﺍﻳﻦ ﻫﺮ ﭼﻪ ﻛﻨﻴـﺪ ‪،‬‬
‫ﻱ ﭘﻴﺸﺮﻭ ﺭﺍ ﻧﺨﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪ .‬ﻫﻤﺎﻥ ﺟﺎﻣﻌﺔ ﺁﺯﺍﺩ ﻭ ﺩﻣﻮﻛﺮﺍﺗﻴـﻚ‬ ‫ﻲ ﻫﻤﺪﻭﺷﻲ ﺑﺎ ﺗﻮﺩﻩ ﻫﺎ ِ‬ ‫ﺍﻳﻦ ﻣﺮﺩﻡ ﺷﺎﻳﻨﺪﮔ ِ‬
‫ﻥ ﺷﻴﻌﻴﮕﺮﻱ ﺟﺰ ﻧﺎﻣﻲ ﺍﺯ ﺁﻥ ﻧﺨﻮﺍﻫﺪ ﻣﺎﻧﺪ‪.‬‬ ‫ﻛﻪ ﺁﺭﺯﻭﻳﺶ ﺭﺍ ﺩﺍﺭﻳﺪ ‪ ،‬ﺑﺎ ﺑﻮﺩ ِ‬
‫ﻥ ﺑﻴﻬـﻮﺩﻩ ﻭ ﺯﻳﺎﻧﻤﻨـﺪ ﻭ ﻛﺎﺭﻫـﺎﻱ‬ ‫ﻥ ﺣﻜﻮﻣﺖ ﻣﻼﻳﻨﺪ؟! ﺳـﺨﻨﺎ ِ‬ ‫ﭘﺲ ﺍﺯ ﻫﻤﺔ ﺍﻳﻨﻬﺎ ﻣﮕﺮ ﺍﻣﺮﻭﺯ ﻫﻤﺔ ﻣﺮﺩﺍ ِ‬
‫ﻥ ﺍﻳﺸﺎﻥ ﺳﺮ ﻣﻲ ﺯﻧـﺪ‪.‬‬ ‫ﻥ ﺑﻲ ﺩﺳﺘﺎﺭ ﻭ ﻋﺒﺎ ﻭ ﺑﻲ ﻋﻨﻮﺍ ِ‬ ‫ﻏﻠﻂ ﻭ ﺑﻴﺨﺮﺩﺍﻧﻪ ‪ ،‬ﻧﻴﻤﻲ ﺍﺯ ﻣﻼﻳﺎﻥ ﻭ ﻧﻴﻤﻲ ﺍﺯ ﻫﻤﺮﺍﻫﺎ ِ‬
‫ﺁﻧﭽﻪ ﺑﺎﻳﺪ ﻛﻨﺎﺭ ﺑﺮﻭﺩ ﺗﻨﻬﺎ ﻣﻼ ﻧﻴﺴﺖ ‪ ،‬ﺍﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺯﻳﺎﻧﻤﻨﺪﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﺍﺯ ﻣﻐﺰﻫﺎ ﭘﺎﻙ ﮔﺮﺩﺩ ﻭ ﺍﻳـﻦ‬
‫ﻥ ﺭﺍﺳﺘﻴﻬﺎ ﻧﺨﻮﺍﻫﺪ ﺷﺪ‪.‬‬ ‫ﺟﺰ ﺑﺎ ﻧﺒﺮ ِﺩ ﺭﻭﺩﺭﺭﻭ ﺑﺎ ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﺩﻳﮕﺮ ﻛﻴﺸﻬﺎ ﻭ ﺟﺎﻳﮕﺰﻳﻦ ﻛﺮﺩ ِ‬
‫ﭼــﺸﻤﺪﺍﺷﺖ ﭘﻬﻠــﻮﺍﻧﻲ ﺍﺯ ﺑﻴﻤــﺎﺭ( ﺁﻳــﺎ ﺁﻧﭽــﻪ ﺗــﺎﻛﻨﻮﻥ ﺑﺎﺭﻫــﺎ ﺁﺯﻣــﻮﺩﻩ ﺷــﺪﻩ ﺭﺍ ﺑــﺎ ِﺭ ﺩﻳﮕــﺮ ﺁﺯﻣــﻮﺩﻥ‬
‫ﻱ ﺑﻲ ﺑﺮﻧﺎﻣﻪ ﻭ ﺷﺘﺎﺑﻨﺎﻙ ﻛﻮﺷﻴﺪﻥ ‪ ،‬ﺑﻲ ﺁﻧﻜﻪ ﺩﺭﺩﻫـﺎﻱ ﺍﻳـﺮﺍﻥ ﺭﺍ‬ ‫ﺦ ﻣﻌﺎﺻ ِﺮ ﻣﺎ ﻣﺜﺎﻟﻬﺎ ِ‬
‫ﻣﻲ ﺧﻮﺍﻫﻴﺪ؟! ﺩﺭ ﺗﺎﺭﻳ ِ‬
‫ﺩﺭ ﻧﻈﺮ ﮔﻴﺮﻧﺪ ‪ ،‬ﺑﺴﻴﺎﺭ ﺑﻮﺩﻩ ﻭ ﻧﺘﻴﺠﻪ ﻫﺎ ﻫﻤﮕﻲ ﺍﻓﺴﻮﺱ ﺑﺮﺍﻧﮕﻴﺰ ﻭ ﺩﻟﺴﺮﺩ ﻛﻨﻨﺪﻩ‪ .‬ﺍﻳﻦ ﻣﺤﻴﻄﻲ ﻛـﻪ ﺩﺭ ﺁﻥ‬
‫ﺯﻧﺪﮔﻲ ﻣﻲ ﻛﻨﻴﻢ ﺑﻴﻤﺎﺭﻱ ﺯﺍﺳﺖ‪ .‬ﺍﻳﺮﺍﻧﻴﺎﻥ ﻧﻴﺰ ﺑﺒﻴﻤﺎﺭﻳﻬﺎﻱ ﺳﺨﺘﻲ ﺩﭼﺎﺭﻧﺪ‪ .‬ﺑﺎﻳﺪ ﺩﺭﺩﺷﺎﻥ ﺭﺍ ﺷﻨﺎﺧﺖ ﺑﺎﻳـﺪ‬
‫ﺳﺮﭼﺸﻤﻪ ﻫﺎﻱ ﺑﻴﻤﺎﺭﻱ ﺭﺍ ﺩﺍﻧﺴﺖ ﺗﺎ ﺭﺍﻩ ﺩﺭﻣﺎﻥ ‪ ،‬ﺩﺭﺳﺖ ﺑﺮﮔﺰﻳﺪﻩ ﮔﺮﺩﺩ‪ .‬ﻳﻚ ﺑﻴﻤﺎﺭ ﺗﺎ ﺩﺭﻣـﺎﻥ ﻧـﺸﺪﻩ ﻭ ﺍﺯ‬
‫ﺑﺴﺘﺮ ﺑﺮﻧﺨﺎﺳﺘﻪ ﺍﺯﻭ ﭼﺸﻢ ﭘﻬﻠـﻮﺍﻧﻲ ﻧﺘـﻮﺍﻥ ﺩﺍﺷـﺖ‪ .‬ﺍﻛﻨـﻮﻥ ﺑﺎﻳـﺪ ﭘﺮﺳـﻴﺪ ﺷـﻤﺎ ﺩﺭﺑـﺎﺭﺓ ﺍﻳـﻦ ﻣـﺮﺩﻡ ﭼـﻪ‬
‫ﻣﻲ ﺍﻧﺪﻳﺸﻴﺪ؟! ﺁﻳﺎ ﺍﻳﺸﺎﻥ ﺭﺍ ﮔﺮﻓﺘﺎﺭ ﻭ ﺑﻴﻤﺎﺭ ﻣﻲ ﺑﻴﻨﻴﺪ ﻳﺎ ﻧﻪ؟! ﺍﮔﺮ ﺑﻴﻤﺎﺭ ﻧﻤﻲ ﺩﺍﻧﻴﺪ ﭘﺲ ﺑﮕﻮﻳﻴﺪ ﺳﺮﭼﺸﻤﺔ‬
‫ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﻣﺎ ﭼﻴﺴﺖ؟! ﻭ ﺍﮔﺮ ﻣﻲ ﺩﺍﻧﻴﺪ ﺑﮕﻮﻳﻴﺪ ﺁﻳﺎ ﺑﺮﺍﻱ ﺧﺸﻜﺎﻧﺪﻥ ﺭﻳﺸﺔ ﺑﻴﻤﺎﺭﻳﻬﺎ ﭼﻪ ﺍﻧﺪﻳﺸﻴﺪﻩ ﺍﻳـﺪ؟!‬
‫ﺁﻧﭽﻪ ﻣﺎ ﺩﺭﻣﻲ ﻳﺎﺑﻴﻢ ﺍﻳﻨﺴﺘﻜﻪ ﺩﺭﺩﻫﺎ ﺭﺍ ﻧﺠﺴﺘﻪ ﻭ ﻧﺸﻨﺎﺧﺘﻪ ‪ ،‬ﺷﺘﺎﺑﺰﺩﻩ ﺑﻜﻮﺷﺸﻬﺎﻱ ﺑﻴﻬﻮﺩﻩ ﺩﺳﺖ ﺯﺩﻩ ﺍﻳﺪ‪.‬‬
‫ﻱ ﭘﺮﺩﺍﺧﺘﻦ‬ ‫ﻥ ﻣﺤﻤﺪﺭﺿﺎﺷﺎﻩ ﺑﺠﺎ ِ‬ ‫ﻲ ﺯﻣﺎ ِ‬‫ﻥ ﺳﻴﺎﺳ ِ‬‫ﻣﺎ ﻣﺎﻧﻨﺪﺓ ﺁﻧﺮﺍ ﺩﺭ ﺯﻣﺎﻥ ﺷﺎﻩ ﮔﺬﺷﺘﻪ ﺩﻳﺪﻳﻢ‪ .‬ﻛﻮﺷﻨﺪﮔﺎ ِ‬
‫ﻱ ﺁﻥ ﻧﻴﺴﺖ( ‪ ،‬ﺷـﺎﻩ ﺭﺍ ﻫـﺪﻑ ﮔﺮﻓﺘـﻪ‬ ‫ﺑﻤﻌﻨﻲ ﺩﻣﻮﻛﺮﺍﺳﻲ ﻭ ﻧﻜﻮﻫﺶ ﺍﺯ ﺷﺎﻫﻲ )ﻛﻪ ﺩﺭ ﻣﺸﺮﻭﻃﻪ ﺟﺎﻳﻲ ﺑﺮﺍ ِ‬
‫ﻱ ﻣـﺸﺮﻭﻃﻪ ﭘﺮﺩﺍﺯﻧـﺪ ﻭ ﺭﺍﻩ ﺭﺍ ﺑـﺮﺍﻱ ﭘـﺬﻳﺮﺵ‬ ‫ﻱ ﺁﻧﻜﻪ ﻳﻜﺴﺮﻩ ﺑﺒﻴﻬﻮﺩﮔﻲ ﭘﺎﺩﺷﺎﻫﻲ ﻭ ﺳـﻮﺩﻣﻨﺪ ِ‬ ‫ﺑﻮﺩﻧﺪ‪ .‬ﺑﺠﺎ ِ‬
‫ﻱ ﺷﺎﻩ ﻭ ﺩﺭﺑـﺎﺭ ﻣﺘﻤﺮﻛـﺰ ﻛـﺮﺩﻩ ﺑﻮﺩﻧـﺪ‪ .‬ﺑﮕﻤـﺎﻥ ﺍﻳـﺸﺎﻥ ﺭﺍﻩ‬ ‫ﻣﺮﺩﻡ ﻫﻤﻮﺍﺭ ﻛﻨﻨﺪ ‪ ،‬ﻫﻤﺔ ﻛﻮﺷﺶ ﺧﻮﺩ ﺭﺍ ﺭﻭ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻱ ﺍﻳـﺮﺍﻥ‬
‫ﺩﺭﺳﺖ ‪ ،‬ﺟﺰ ﺁﻥ ﻧﺒﻮﺩ‪ .‬ﺯﻳﺮﺍ ﺍﺯ ﺩﻳﺪﮔﺎ ِﻩ ﺍﻳﺸﺎﻥ ﻧﺨﺴﺖ ﺷﺎﻩ ﻭ ﺩﺭﺑﺎﺭﺵ ﺳﺮﭼﺸﻤﺔ ﻫﻤﺔ ﺑﺪﺑﺨﺘﻲ ﻫـﺎ ِ‬
‫ﺑﻮﺩ ﻭ ﺑﺎ ﺭﻓﺘﻦ ﺍﻳﺸﺎﻥ ﺩﺷﻮﺍﺭﻳﻬﺎ ﺁﺳﺎﻥ ﻣﻲ ﺷﺪ‪ .‬ﺩﻭﻡ ‪ ،‬ﺍﻳﻦ ﺷﻴﻮﺓ ﻛﺎﺭ ﺑﮕﻤﺎﻥ ﺍﻳﺸﺎﻥ ﺭﺍ ِﻩ ﻣﻴﺎﻥ ﺑ‪‬ﺮﻱ ﺑـﻮﺩ ﻛـﻪ‬
‫ﻫﺮ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ ﻭ ﻧﺨﻮﺍﻧﺪﻩ ﺍﻱ ﺑﺂﺳﺎﻧﻲ ﺍﺣﺴﺎﺳﺎﺗﺶ ﺩﺭ ﺭﺍﻫﻲ ﻛﻪ ﻣﻲ ﺧﻮﺍﺳﺘﻨﺪ ﺗﺤﺮﻳﻚ ﻣﻲ ﺷـﺪ‪ .‬ﻣـﺮﺩ ِﻡ‬
‫ﻱ‬‫ﻦ ﺍﻭ ﺩﺭﻭﺍﺯﻩ ﻫـﺎ ِ‬
‫ﺳﺎﺩﻩ ﻧﮕﺮ ﻫﻢ ﺑﺂﺳﺎﻧﻲ ﺍﻣﻴﺪﻭﺍﺭ ﻣـﻲ ﺷـﺪﻧﺪ ﻭ ﺑـﺎﻳﻦ ﻧﺘﻴﺠـﻪ ﻣـﻲ ﺭﺳـﻴﺪﻧﺪ ﻛـﻪ ﺑـﺎ ﺭﻓـﺘ ِ‬
‫ﺧﻮﺷﺒﺨﺘﻲ ﺑﺮﻭﺷﺎﻥ ﺑﺎﺯ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺍﻳﻨﭽﻨﻴﻦ ﻣﺮﺩﻡ ﺭﺍ ﺷﻮﺭﺍﻧﺪﻩ ﺑﺒﻴﺮﺍﻫﻪ ﻛﺸﺎﻧﺪﻧﺪ‪.‬‬
‫ﺖ ﻫﻤﺮﺍﻫﻲ ﻭ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻣﻲ ﺩﺍﺩﻧـﺪ‪ .‬ﻫﻨـﻮﺯ ﺩﺭ‬ ‫ﺍﺯ ﺁﻥ ﺑﺪﺗﺮ ﺍﻳﻨﻜﻪ ﺑﻨﺎﻡ ﺩﺷﻤﻨﻲ ﺑﺎ ﺷﺎﻩ ‪ ،‬ﺑﺪﺷﻤﻦ ﺍﻭ ﺩﺳ ِ‬
‫ﻳﺎﺩﻫﺎ ﻫﺴﺘﻨﺪ ﺩﺳﺘﻪ ﻫﺎﻳﻲ ﻛﻪ ﺷﺎﻟﻮﺩﺓ ﺍﻧﺪﻳﺸﻪ ﻫﺎﺷﺎﻥ ﻧﺸﻨﺎﺧﺘﻦ ﺧـﺪﺍ ﺑـﻮﺩ ﻭ ﺑﻴـﺮﻭﻥ ﺍﻳـﺮﺍﻥ ﺑﻜﻮﺷـﺸﻬﺎﻱ‬
‫ﺳﻴﺎﺳﻲ ﻣﻲ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﻫﻤﻴﻦ ﻛﻮﺷﻨﺪﮔﺎﻥ ‪ ،‬ﺩﻟﻴﻞ ﺑـﺪﻱ ﺭﮊﻳـﻢ ﺷـﺎﻩ ﺭﺍ ﻳﻜـﻲ ﻫـﻢ ﻣﺨﺎﻟﻔـﺖ » ﺁﻳـﺖ ﺍﷲ‬
‫ﺧﻤﻴﻨﻲ« ﺑﺎ ﺍﻭ ﻋﻨﻮﺍﻥ ﻣﻲ ﻛﺮﺩﻧﺪ‪ .‬ﻣﻲ ﭘﺮﺳﻴﺪ ﭼﺮﺍ ﭼﻨﻴﻦ ﻣﻲ ﻛﺮﺩﻧﺪ؟! ﺯﻳﺮﺍ ﻛﻪ ﻣﻲ ﺧﻮﺍﺳﺘﻨﺪ ﻣـﺬﻫﺒﻴﻮﻥ ﺭﺍ‬
‫ﻫﻢ ﺑﺰﻳﺮ ﭘﺮﭼﻢ ﺧﻮﺩ ﮔﺮﺩﺁﻭﺭﻧﺪ ﻭ ﻫﺮ ﭼﻪ ﺯﻭﺩﺗﺮ ﺷﺎﻩ ﺭﺍ ﺑﺮﺍﻧﺪﺍﺯﻧﺪ ﺑﺎ ﺍﻳﻦ ﺳﻮﺩﺍ ﻛـﻪ ﺭﺷـﺘﺔ ﻛﺎﺭﻫـﺎ ﺩﺭ ﺩﺳـﺖ‬
‫ﺍﻳﺸﺎﻥ ﻣﺎﻧﺪﻩ ﻭ ﻣﺮﺗﺠﻌﻴﻦ ﺍﺯ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﺑﻲ ﺑﻬﺮﻩ ﺧﻮﺍﻫﻨـﺪ ﻣﺎﻧـﺪ‪ .‬ﺑـﺴﻴﺎﺭﻧﺪ ﻛـﺴﺎﻧﻲ ﻛـﻪ ﻫﻨـﻮﺯ ﻫـﻢ ﺑﻴـﺎﺩ‬
‫ﻣﻲ ﺁﻭﺭﻧﺪ ﺍﻋﻼﻣﻴﻪ ﻫﺎﻱ ﺧﻤﻴﻨﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﻧﺠﻒ ﻣﻲ ﻧﻮﺷﺖ ﻭ ﺑﺪﺳﺖ ﻫﻤﻴﻦ ﺩﺳـﺘﻪ ﻫـﺎ ﺑـﺎﻧﺒﻮﻫﻲ ﺑﻴـﺮﻭﻥ‬
‫ﺍﻳﺮﺍﻥ ﭘﺮﺍﻛﻨﺪﻩ )ﻧﺸﺮ( ﻣﻲ ﺷﺪ‪ .‬ﺳﺮﺍﻧﺠﺎﻡ ﻧﺘﻴﺠﻪ ﭼﻪ ﺷﺪ؟ ﺷﺎﻩ ﺭﻓﺖ ﻭﻟﻲ ﺷﺎﻫﻲ ﻣﺎﻧﺪ! ﻭ ﺍﺭﺗﺠـﺎﻉ ﺑـﺎ ﻧﻴـﺮﻭﻱ‬
‫ﺑﻴﺸﺘﺮﻱ ﺑﺤﻜﻮﻣﺖ ﭘﺮﺩﺍﺧﺖ‪.‬‬
‫ﺑﻴﺎﺩ ﺑﻴﺎﻭﺭﻳﻢ ﻳﻜﻲ ﺍﺯ ﺟﺴﺘﺎﺭﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﺁﻭﺭﺩﻳﻢ ‪:‬‬
‫ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﺎﻥ‪ ...‬ﭼﻨﻴﻦ ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﻫﺮ ﺗﻮﺩﻩ ﺍﻱ ﺭﺍ ﻳﻚ ﺩﺳﺘﺔ ﻣﻨﻮ‪‬ﺭ ﺍﺯ ﺍﻳﺸﺎﻥ ﺍﺩﺍﺭﻩ ﻛﻨﺪ‪ .‬ﻻﺯﻡ ﻧﻴـﺴﺖ ﻛـﻪ‬
‫ﻲ ﺍﻓﺮﺍﺩ ﻫﻤﻪ ﭼﻴﺰ ﺭﺍ ﺑﺪﺍﻧﻨﺪ"‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﺳﺨﻦ ﻧﻴﺰ ﺑﺴﻴﺎﺭ ﺧﺎﻣﺴﺖ‪.‬‬
‫ﻫﻤﮕ ِ‬
‫ﻖ ﺯﻧـﺪﮔﺎﻧﻲ ﺁﮔـﺎﻩ‬
‫ﺩﺭ ﻳﻚ ﺗﻮﺩﻩ ﺍﮔﺮ ﻣﻘﺼﻮﺩ ﭘﻴﺸﺮﻓﺖ ﻭ ﻧﻴﺮﻭﻣﻨﺪﻳﺴﺖ ‪ ،‬ﺑﺎﻳﺪ ﻛﻮﺷﻴﺪ ﻭ ﻫﻤﺔ ﺍﻓﺮﺍﺩ ﺭﺍ ﺍﺯ ﺣﻘﺎﻳ ِ‬
‫ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﭼﻴﺰﻱ ﻛﻪ ﻫﺴﺖ ﭼﻮﻥ ﻣﺮﺩﻡ ﻳﻜﺴﺎﻥ ﺁﻓﺮﻳﺪﻩ ﻧﺸﺪﻩ ﺍﻧﺪ ‪ ،‬ﻧﺎﮔﺰﻳﺮ ﺍﺯ ﻣﻴﺎﻥ ﻫﻤﺔ ﺍﻓﺮﺍﺩ ﻛـﺴﺎﻧﻲ ﭘﻴـﺪﺍ‬
‫ﺷﺪﻩ ﻭ ﺑﺪﻳﮕﺮﺍﻥ ﭘﻴﺸﻲ ﺟﺴﺘﻪ ﻭ ﺭﺷﺘﺔ ﻛﺎﺭﻫﺎ ﺭﺍ ﺩﺭ ﺩﺳﺖ ﮔﻴﺮﻧﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺁﻧﭽﻪ ﻫﻤﻴﺸﻪ ﺩﺭ ﺟﻬـﺎﻥ ﺑـﻮﺩﻩ ﻭ‬
‫ﺩﺭ ﺗﻮﺩﻩ ﻫﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﺍﻣﺮﻭﺯ ﻫﺴﺖ‪.‬‬
‫ﺖ ﺳ ِﺮ ﺧﻮﺩ ‪ ،‬ﻧﺎﺩﺍﻥ ﻭ ﻧﺎﺁﮔـﺎﻩ ﮔﺰﺍﺭﻧـﺪ ‪ ،‬ﻳـﻚ ﭼﻴـﺰ‬
‫ﺍﻳﻨﻜﻪ ﻳﻚ ﺩﺳﺘﻪ ﺗﻨﻬﺎ ﺧﻮﺩ ﺁﮔﺎﻩ ﺑﺎﺷﻨﺪ ﻭ ﺗﻮﺩﻩ ﺭﺍ ﺩﺭ ﭘﺸ ِ‬
‫ﻏﻠﻄﻴﺴﺖ ﻛﻪ ﻫﻴﭻ ﺑﺎﺧﺮﺩﻱ ﺁﻥ ﺭﺍ ﻧﺘﻮﺍﻧﺪ ﭘـﺬﻳﺮﻓﺖ‪ .‬ﺍﺯ ﭼﻨـﻴﻦ ﻛـﺎﺭﻱ ﺟـﺰ ﺩﺭﻣﺎﻧـﺪﮔﻲ ﻧﺘﻴﺠـﻪ ﺍﻱ ﻧﺘﻮﺍﻧﻴـﺪ‬
‫ﺑﺮﺩﺍﺷﺖ‪.‬‬
‫ﻛﺴﺎﻧﻲ ﻛﻪ ﺩﺭ ﺗﺎﺭﻳﺦ ﻣﻌﺎﺻﺮ ﺍﻳﺮﺍﻥ ﺟﺴﺘﺠﻮ ﻛﺮﺩﻩ ﺍﻧﺪ ﺑﺨﻮﺑﻲ ﻣﻲ ﺩﺍﻧﻨﺪ ﻫﺮ ﺟﺎ ﻛﺸﻮﺭ ﺑﻪ ﻫﺮ ﻋﻠﺘـﻲ‬
‫ﺭﻭ ﺑﺴﻮﻱ ﺁﺯﺍﺩﻱ ﻭ ﺑﻬﺘﺮﻱ ﺩﺍﺷﺘﻪ ‪ ،‬ﺣﻮﺍﺩﺛﻲ ﺑﺪﺳﺖ ﺍﻭﺑﺎﺵ ﻭ ﺍﺷـﺮﺍﺭ ﻭ ﻣـﺮﺩﻡ ﻋـﺎﻣﻲ ﻛـﻪ ﺑـﺴﺎﺩﮔﻲ ﻓﺮﻳـﺐ‬
‫ﺧﻮﺭﺩﻩ ﺍﻧﺪ ﭘﻴﺶ ﺁﻭﺭﺩﻩ ﺷﺪﻩ ﻛﻪ ﻣﺴﻴﺮ ﭘﻴﺸﺂﻣﺪﻫﺎﻱ ﺳﻴﺎﺳﻲ ﺭﺍ ﺑﺴﻮﻱ ﺧﻮﺩﻛﺎﻣﮕﻲ ﻭ ﺍﺭﺗﺠﺎﻉ ﺑﺎﺯ ﮔﺮﺩﺍﻧـﺪﻩ‪.‬‬
‫ﺟﺰ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ‪ ،‬ﺩﻭ ﺩﻭﺭﺓ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺯ ﺁﻧﻬﺎ ﻳﻜﻲ ﻣﻴﺎﻥ ﺳـﺎﻟﻬﺎﻱ ‪ ۱۳۲۱‬ﺗـﺎ ‪ ۱۳۳۲‬ﻭ ﺩﻳﮕـﺮﻱ ﺍﺯ‬
‫‪ ۱۳۵۷‬ﺗﺎ ‪ ۱۳۶۰‬ﺑﻮﺩﻩ‪ .‬ﺍﻛﻨﻮﻥ ﺳﺨﻦ ﺩﺭ ﺁﻧﺴﺖ ﻛﻪ ﭼﮕﻮﻧﻪ ﻣﻲ ﺗﻮﺍﻥ ﻋﺎﻣﻴﺎﻥ ﺭﺍ ﺍﺯ ﺍﻓـﺰﺍﺭ ﺩﺳـﺖ ﺷـﺪﻥ ﺩﻭﺭ‬
‫ﻥ ﺗﺎﺧﺖ ﻭ ﺗﺎﺯ ﻧﺪﺍﺩ؟!‪..‬‬
‫ﺩﺍﺷﺖ ﻭ ﺑﻪ ﺍﻭﺑﺎﺵ ﻣﻴﺪﺍ ِ‬
‫ﺁﻳﺎ ﺭﺍﻫﻲ ﺟﺰ ﺍﻳﻦ ﻫﺴﺖ ﻛﻪ ﺩﺍﻧﺴﺘﻦ ﺭﺍﺳﺘﻴﻬﺎ ﺑﻜﺴﺎﻥ ﻛﻤﻲ ﻣﺤﺪﻭﺩ ﻧﺒﺎﺷﺪ ﻭ ﺗﻮﺩﺓ ﻣﺮﺩﻡ ﻧﻴـﺰ ﺭﺍﺳـﺘﻴﻬﺎ‬
‫ﺭﺍ ﺩﺭﻳﺎﺑﻨﺪ ﻭ ﺩﺭ ﻛﻮﺷﺸﻬﺎ ﻫﻤﮕﺎﻣﻲ ﺗﻮﺍﻧﻨﺪ؟!‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﺳﻴﺎﺳـﻲ ﻣـﻲ ﺧﻮﺍﻫﻨـﺪ‬ ‫ﺟﺎﻱ ﺍﻓﺴﻮﺱ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﻫﻤﺔ ﺍﻳﻦ ﺁﺯﻣﺎﻳﺸﻬﺎ ﺑﺎﺯ ﻫـﻢ ﺑﺮﺧـﻲ ﺍﺯ ﻛﻮﺷـﻨﺪﮔﺎ ِ‬
‫ﻦ ﻣﺮﺩﻡ ﻛﺎﺭﻱ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ« ﻭ ﺍﻳـﺸﺎﻥ ﺭﺍ ﺑـﺎ ﭼﻨـﻴﻦ ﮔﻔﺘﮕﻮﻫـﺎﻳﻲ ﻧﺮﻧﺠﺎﻧﻨـﺪ‪ .‬ﺗﻨﻬـﺎ‬ ‫ﻥ ﺧﻮﺩ » ﺑﺎ ﺩﻳ ِ‬ ‫ﺑﮕﻤﺎ ِ‬
‫ﺖ ﺧـﻮﺩ ﺭﺧﺘـﻲ ﻫـﻢ‬ ‫ﻫﻤﻴﻦ ﻣﻼﻳﺎﻥ ﺭﺍ ﺳﺮﻧﮕﻮﻥ ﻛﻨﻨﺪ ‪ ،‬ﭘﺲ ﺍﺯ ﺁﻥ ﺩﺷﻮﺍﺭﻳﻬﺎ ﺁﺳﺎﻥ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﺎﻳﻦ ﺧﻮﺍﺳـ ِ‬
‫ﭘﻮﺷﺎﻧﺪﻩ ﺍﻧﺪ‪ .‬ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﺩﻳﻨﺪﺍﺭﻱ ﻳﻚ ﺍﻣﺮ ﺷﺨﺼﻴﺴﺖ" ﻭ ﺧﻮﺍﺳﺘﺸﺎﻥ ﺁﻧﺴﺖ ﻛﻪ ﻣﺮﺩﻡ ﻣـﻲ ﺗﻮﺍﻧﻨـﺪ ﺑـﻪ‬
‫ﻛﻴﺶ ﺧﻮﺩ ﭘﺎﺑﻨﺪ ﺑﺎﺷﻨﺪ ﻭﻟﻲ ﻣﻼﻳﺎﻥ ﺭﺍ ﺩﺧﺎﻟﺖ ﻧﺪﻫﻨﺪ‪.‬‬
‫ﻱ ﭼﻨـﺪﻣﻴﻦ ﺑـﺎﺭ ﺗﻜـﺮﺍﺭ ﻣـﻲ ﻛﻨﻨـﺪ‪ .‬ﺍﻳـﻦ‬ ‫ﺶ ﺑﻴﻬـﻮﺩﻩ ﺍﻱ ﺭﺍ ﺑـﺮﺍ ِ‬ ‫ﭼﻪ ﺍﻧﺪﻳﺸﺔ ﺧﺎﻣﻲ! ﺑﺎﻳﺪ ﮔﻔﺖ ﻛﻮﺷ ِ‬
‫ﻥ ﺧﻮﺩ ﻧﺮﻧﺠﺎﻧﺪﻥِ ﻣﺮﺩﻡ ﻧﺘﻴﺠﻪ ﻫﺎﻱ ﺯﻳﺎﻧﻤﻨﺪﻱ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻨﻬـﺎ ﺍﺯ ﻫﻤـﺎﻥ ﭘﻨـﺪﺍﺭ‬ ‫ﻣﻤﺎﺷﺎﺕ ﺑﺎ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻭ ﺑﮕﻤﺎ ِ‬
‫ﺑﺮﺧﺎﺳﺘﻪ ﻛﻪ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻣﺮﺩﻡ ﺭﺍ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ﻧﻤﻲ ﺩﺍﻧﻨﺪ‪ .‬ﭼﻨﺎﻧﻜﻪ ﻣﻲ ﺑﻴﻨﻴﺪ ﻟﻐـﺰﺵ ﭘﻴـﺸﻮﺍﻳﺎﻥ‬
‫ﻣﺸﺮﻭﻃﻪ ﺑﺮﺍﻱ ﭼﻨﺪﻣﻴﻦ ﺑﺎﺭ ﺑﻤﻴﺪﺍﻥ ﺁﺯﻣﺎﻳﺶ ﺁﻣﺪﻩ‪.‬‬
‫ﻲ ﺍﺩﺍﺭﺓ ﻛـﺸﻮﺭ ﺩﺍﺷـﺘﻪ ﻭ ﻧـﻪ ﻣـﺮﺩﻡ ﺭﺍ ﺑﻨـﻮﺍﻳﻲ‬ ‫ﻥ ﺣﻜﻮﻣﺘﻲ ﻛﻪ ﻧـﻪ ﺷﺎﻳـﺴﺘﮕ ِ‬ ‫ﺁﻧﮕﺎﻩ ﭼﻨﻴﻦ ﺩﻳﺮ ﺍﻳﺴﺘﺎﺩ ِ‬
‫ﻱ ﺟـﺴﺘﺠﻮ ﻭ ﻫـﻮﺵ‬ ‫ﻥ ﺳﺎﺩﻩ ﺍﻱ ﻧﻴﺴﺖ ﻭ ﺧﻮﺩ ﺟﺎ ِ‬ ‫ﺭﺳﺎﻧﺪﻩ ﺑﻠﻜﻪ ﺍﻳﺸﺎﻥ ﺭﺍ ﺩﻩ ﻫﺎ ﺳﺎﻝ ﺑﻌﻘﺐ ﺑﺮﺩﻩ ‪ ،‬ﺩﺍﺳﺘﺎ ِ‬
‫ﮔﻤﺎﺭﺩﻥ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺧﻮﺩ ﭼﻴﺴﺘﺎﻧﻲ ﮔﺮﺩﻳﺪﻩ ﻭ ﭘﻴﺸﺮﻭ ﻭ ﭘﻴﺮﻭ ‪ ،‬ﻫﺮ ﺩﻭ ﺭﺍ ﮔﻴﺞ ﮔﺮﺩﺍﻧﻴﺪﻩ‪.‬‬
‫ﻥ » ﺗﻮﺷﺔ ﺁﺧﺮﺕ« ﺍﺳﺖ‪ .‬ﺩﻳـﻦ‬ ‫ﺍﮔﺮ ﺭﺍﺳﺘﻲ ﺭﺍ ﺑﺨﻮﺍﻫﻴﻢ ﺑﺎﻳﺪ ﮔﻔﺖ ﺑﺒﺎﻭﺭ ﻣﺮﺩﻡ ‪ ،‬ﺩﻳﻦ ﺑﺮﺍﻱ ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩ ِ‬
‫ﻳﻚ ﺭﺷﺘﻪ ﻣﺮﺍﺳﻤﻴﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺑﻜﺎﺭ ﺑﺴﺖ ﺗﺎ ﭘﺲ ﺍﻧﺪﺍﺯﻱ ﺑﺮﺍﻱ ﺁﻥ ﺟﻬـﺎﻥ ﺑﺎﺷـﺪ‪ .‬ﺯﻳـﺎﺭﺕ ﺭﻓـﺘﻦ ‪ ،‬ﻣـﺮﺩﻩ‬
‫ﺑﻜﺮﺑﻼ ﻭ ﻧﺠﻒ ﺑﺮﺩﻥ ‪ ،‬ﺩﻋﺎ ﻛﺮﺩﻥ ‪ ،‬ﻧـﺬﺭ ﻛـﺮﺩﻥ ‪ ،‬ﺳـﻔﺮﻩ ﺍﻧـﺪﺍﺧﺘﻦ ‪ ،‬ﻧﻤـﺎﺯ ﺑﭙـﺎ ﺩﺍﺷـﺘﻦ ﻭ ﺭﻭﺯﻩ ﮔـﺮﻓﺘﻦ ‪،‬‬
‫ﻧﻤﺎﻳﺸﻬﺎﻱ ﻣﺤﺮﻡ ﺑﺮﺍﻩ ﺍﻧﺪﺍﺧﺘﻦ ﻭ ﻫﺮﭼﻪ ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﺍﺳﺖ ﺳﺮﻣﺎﻳﻪ ﺍﻳﺴﺖ ﺑﺮﺍﻱ ﺭﺯﺭﻭ ﮔﻮﺷﻪ ﺍﻱ ﺩﺭ ﺑﻬﺸﺖ‪.‬‬
‫ﺶ ﺩﻭﺯﺥ ﺍﺯ ﮔﻨـﺎﻩ ﺩﻭﺭﻱ ﻣـﻲ ﻛﻨﻨـﺪ‪ .‬ﻟـﻴﻜﻦ ﻣﻼﻳـﺎﻥ‬ ‫ﻲ ﻭﺟﺪﺍﻥ ﻭ ﺗﺮﺱ ﺍﺯ ﺁﺗ ِ‬ ‫ﺑﻴﺸﺘ ِﺮ ﻣﺮﺩﻡ ﺍﺯ ﻧﺎﺁﺳﻮﺩﮔ ِ‬
‫ﻧﻴﺮﻧﮕﺒﺎﺯﺍﻧﻪ ﺭﺍﻫﻲ ﮔﺸﻮﺩﻩ ﺍﻧﺪ ﻛﻪ ﻣﺮﺩﻡ ﺭﺍ ﺍﺯ ﮔﻨﺎﻫﺎﻥ ﭘﺎﻙ ﮔﺮﺩﺍﻧﹶﺪ ﻭ ﺍﻳﻦ ﺑﺎ ﮔﺮﻳﺴﺘﻦ ﺑـﺮ ﺣـﺴﻴﻦ ﻭ ﺯﻳـﺎﺭﺕ‬
‫ﺭﻓﺘﻦ ﻭ ﺭ ‪‬ﺩ ﻣﻈﺎﻟﻢ ﺑﻤﻼﻳﺎﻥ ﭘﺮﺩﺍﺧﺘﻦ ﺑﺪﺳﺖ ﺗﻮﺍﻥ ﺁﻣﺪ‪ .‬ﻣﻼﻳﺎﻥ ﺑﺎ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ )ﺗﻌﻠﻴﻤـﺎﺕ( ﺷـﻴﻌﻴﮕﺮﻱ ﻛـﻪ‬
‫ﺶ ﻣـﺎ ﺩﻟﻬـﺎﻱ ﺷـﻤﺎ ﺭﺍ ﺍﺯ‬ ‫ﻳﻜﺒﺎﺭﻩ ﺑﻀﺪ ﺍﺳﻼﻣﺴﺖ ‪ ،‬ﺑﻤﺮﺩﻡ ﻭﺍﻧﻤﻮﺩﻩ ﺍﻧﺪ ﻛﻪ ﮔﻨﺎﻩ ﻛﺮﺩﻥ ﻧﮕﺮﺍﻧﻲ ﻧﺪﺍﺭﺩ ﻭ ﻛـﻴ ِ‬
‫ﻲ‬
‫ﻲ ﻭﺟﺪﺍﻥ ﻣﻲ ﺭﻫﺎﻧﺪ‪ .‬ﺗﺎ ﭼﻨﻴﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﻲ ﺩﺭ ﺩﻟﻬﺎﻱ ﻣﺮﺩﻡ ﺍﺳﺘﻮﺍﺭ ﻣﺎﻧﺪﻩ ﭼـﻪ ﺍﻣﻴـﺪﻱ ﺑﻨﻴﻜـ ِ‬ ‫ﻧﺎﺁﺳﻮﺩﮔ ِ‬
‫ﻣﺮﺩﻡ ﺗﻮﺍﻥ ﺩﺍﺷﺖ؟!‬
‫ﺑﺪﻳﻨﺴﺎﻥ ﻳﻚ ﭼﺮﺧﺔ ﺗﺒﻬﻜﺎﺭﻱ ﺑﺴﻴﺎﺭ ﺯﻳﺎﻧﻤﻨﺪﻱ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﺑﻮﺟﻮﺩ ﺁﻣﺪﻩ ‪:‬‬
‫_ ﺍﻳﻦ ﺩﺳﺘﮕﺎﻩ ﺭﺍ ﭼﻪ ﻛﺴﺎﻧﻲ ﺭﺍﻩ ﺍﻧﺪﺍﺧﺘﻪ ﺍﺩﺍﺭﻩ ﻣﻲ ﻛﻨﻨﺪ؟‬
‫_ ﻣﻼﻳﺎﻥ ﻭ ﻣﺪ‪‬ﺍﺣﺎﻥ ﻭ ﻫﻴﺌﺘﻲ ﻫﺎ ﻭ ﺳﻴﺪ ﮔﺪﺍﻫﺎ ﻭ ﺧﺎﺩﻣﺎﻥ ﺍﻣﺎﻣﺰﺍﺩﻩ ﻫﺎ ﻭ ﻧﺰﺩﻳﻜﺎﻧﺸﺎﻥ‪.‬‬
‫_ ﺍﻳﺸﺎﻥ ﺍﺯ ﻛﺠﺎ ﻣﻲ ﺧﻮﺭﻧﺪ؟‬
‫_ ﺍﺯ ﻫﻤﺎﻥ ﺩﻛﺎﻧﻲ ﻛﻪ ﮔﻨﺎﻫﺎﻥ ﺭﺍ ﻣﻲ ﺁﻣﺮﺯﺍﻧﺪ ﻭ ﺩﺳﺘﻤﺰﺩ ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﺑﺎ ﺭ ‪‬ﺩ ﻣﻈﺎﻟﻢ ﻭ » ﺳﻬﻢ ﺍﻣـﺎﻡ« ﻭ‬
‫ﺧﻤﺲ ﻭ ﺯﻛﺎﺕ ﻭ ﻧﺬﻭﺭﺍﺕ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﻛﻨﺪ‪.‬‬
‫_ ﭼﻪ ﻛﺴﺎﻧﻲ ﺧﺮﻳﺪﺍ ِﺭ ﻛﺎﻻﻫﺎﻱ ﺍﻳﻦ ﺩﻛﺎﻧﻨﺪ؟‬
‫ﻱ ﻣﺤﺘﻜﺮ ‪ ،‬ﺭﺍﻧﺖ ﺧﻮﺍﺭﺍﻥ ‪ ،‬ﻣﻘﺪﺱ ﻧﻤﺎﻫـﺎﻱ ﻛـﻼﻩ ﺑـﺮﺩﺍﺭ ‪ ،‬ﺑﻴﻜﺎﺭﮔـﺎﻥ ﻭ‬ ‫_ ﺑﻴﺸﺘﺮ ﺣﺎﺝ ﺁﻗﺎﻫﺎﻱ ﺑﺎﺯﺍﺭ ِ‬
‫ﻥ ﺑﻴـﺸﻤﺎﺭ ﺧـﻮﺩ ﺭﺍ‬ ‫ﻣﺮﺩﻡ ﺁﺯﺍﺭﻫﺎ ﻭ ﺍﻭﺑﺎﺵ ﻭ ﻣﻔﺘﺨﻮﺭﺍﻥ ﻭ ﻣﺮﺩﻣﻔﺮﻳﺒﺎﻥ ﻭ ﻣﺎﻧﻨﺪﮔﺎﻥ ﺍﻳﺸﺎﻥ ﻛﻪ ﺑﺎﻳﺪ ﮔﻨﺎﻫﺎ ِ‬
‫ﭘﺎﻙ ﮔﺮﺩﺍﻧﻨﺪ ﺗﺎ ﺩﺭ ﺩﻟﻬﺎﺷﺎﻥ ﻧﺎﺁﺳﻮﺩﮔﻲ ﻧﻤﺎﻧﺪ‪ .‬ﭼﻪ ﭼﻴﺰﻱ ﺑﻬﺘﺮ ﺍﺯ ﺍﻳﻦ ﻛﻪ ﻫﻢ ﺩﺭ ﺍﻳﻦ ﺟﻬﺎﻥ ﺁﺳﻮﺩﻩ ﺍﻧﺪ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻥ ﮔﻨـﺎﻩ ﺷـﻮﻳﻲ‬
‫ﻭ ﻫﻢ ﺭﺍ ِﻩ ﺑﻬﺸﺖ ﺭﺍ ﻣﻼﻳﺎﻥ ﺑﺮﺍﻳﺸﺎﻥ ﻫﻤﻮﺍﺭ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺑﺮﺍﻱ ﺩﻟﻬـﺎﻱ ﻧﺎﭘـﺎﻙ ‪ ،‬ﺍﻳـﻦ ﺩﻛـﺎ ِ‬
‫ﻥ ﺧﺸﻚ ﻭ ﺩﺍﻍ ﻛﻪ ﺩﺭ ﺑﺮﺍﺑ ِﺮ ﺗﺸﻨﻪ ﺍﻱ ﭘﺪﻳﺪﺍﺭ ﮔﺮﺩﺩ‪.‬‬ ‫ﻫﻤﭽﻮﻥ ﭼﺸﻤﺔ ﺁﺑﻴﺴﺖ ﺩﺭ ﺑﻴﺎﺑﺎ ِ‬
‫ﭼﻨﺎﻧﻜﻪ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ‪ ،‬ﺍﮔﺮ ﺩﻭﻟﺖ ﺭﺍ ﻛﻨﺎﺭ ﮔﺬﺍﺭﻳﻢ ‪ ،‬ﺍﻳﻦ ﺩﺳﺘﮕﺎﻩ ﺧﻮﺩ ﺍﺯ ﺳﻪ ﺟﺰﺀ ﺍﺻﻠﻲ ﭘﺪﻳﺪ ﺁﻣـﺪﻩ‪.‬‬
‫ﻳﻚ » ﺳﺎﺯﻣﺎﻥ ﺗﺒﻠﻴﻐﺎﺗﻲ« ‪ » ،‬ﻳﻚ ﻣﻨﺒﻊ ﻣﺎﻟﻲ« ﻭ ﺳﺮﺍﻧﺠﺎﻡ ﻳﻚ » ﺑﺎﺯﻭﻱ ﺍﺟﺮﺍﻳﻲ«‪.‬‬
‫ﻥ ﺗﺒﻠﻴﻐﺎﺗﻲ ﺁﻧﺴﺘﻜﻪ ﺑﺎ ﻣﻐﺎﻟﻄﻪ ﻛﺎﺭﻱ ﻭ ﻣﻐﺰ ﺷﻮﻳﻲ ‪ ،‬ﻓﺮﻳﺒﻜﺎﺭﻱ ﻭ ﺳﺮﮔﺮﻡ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻣﺮﺩﻡ ﺍﺯ‬ ‫ﻛﺎ ِﺭ ﺳﺎﺯﻣﺎ ِ‬
‫ﺭﻭﺷﻦ ﮔﺮﺩﻳﺪﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺟﻠﻮﮔﻴﺮﻱ ﻛﻨﺪ ﻭ ﺗﻮﺩﻩ ﺭﺍ ﺩﺭ ﭘﻨﺪﺍﺭﭘﺮﺳﺘﻲ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺗﺎ ﺁﻧﺠﺎ ﻛـﻪ ﻣـﻲ ﺗﻮﺍﻧـﺪ‬
‫ﻧﮕﺎﻩ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﺳﺎﺯﻣﺎﻥ ‪ ،‬ﻫﻤﺎﻥ ﻛﺘﺎﺑﻬﺎﻱ ﺳﺮﺍﺳﺮ ﺑـﺪﺁﻣﻮﺯﻱ ﻛﻴـﺸﻲ ﻭ ﺣـﻮﺯﻩ ﻫـﺎﻱ ﻋﻠﻤﻴـﻪ ﻭ ﻣـﺴﺠﺪﻫﺎ ﻭ‬
‫ﺗﻜﻴﻪ ﻫﺎ ﻭ ﺣﺴﻴﻨﻴﻪ ﻫﺎ ﻭ ﻣﻨﺒﺮﻫﺎ ﻭ ﺭﺍﺩﻳﻮ ﻭ ﺗﻠﻮﻳﺰﻳﻮﻧﺸﺎﻥ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺁﻣﺪﻳﻢ ﺑـﻪ ﻣﻨﺒـﻊ ﻣـﺎﻟﻲ ‪ ،‬ﻛـﻪ ﺍﺯ ﭘـﻮﻝ‬
‫ﺑﺎﺯﺍﺭﻳﺎﻥِ ﻣﺤﺘﻜﺮ ﻭ ﺍﻧﺤﺼﺎﺭﺩﺍﺭﺍﻥ ﻭ ﺭﻳﺎﻛﺎﺭﺍﻥ ﻭ ﻣﺮﺩﻡ ﺳﺎﺩﻩ ﺩﻝ ﻛﻪ ﺗﻪ ﻣﺎﻧﺪﺓ ﺩﺍﺷﺘﻪ ﻫﺎﻳﺸﺎﻥ ﺭﺍ ﺩﺭ ﺭﺍ ِﻩ ﻧـﺎﺩﺍﻥ‬
‫ﻥ ﺧﻮﺩ ﺑﻴﺮﻭﻥ ﻣﻲ ﺭﻳﺰﻧﺪ ‪ ،‬ﻓﺮﺍﻫﻢ ﻣﻲ ﺷـﻮﺩ‪ .‬ﺳـﻮﻡ ﻳـﻚ ﺑـﺎﺯﻭﻱ ﺍﺟﺮﺍﻳـﻲ ) ﮔـﺮﻭﻩ ﻓـﺸﺎﺭ( ﺍﺯ‬ ‫ﻭ ﻧﺎﺁﮔﺎﻩ ﻣﺎﻧﺪ ِ‬
‫ﮔﺮﺩﻥ ﺳﺘﺒﺮﺍﻥ ﻛﻮﻳﻬﺎ ﻭ ﻣﺮﺩﻡ ﻋﺎﻣﻲ ﻭ ﺍﻭﺑﺎﺵ ﻭ ﭼﻤﺎﻗﺪﺍﺭﺍﻥ ﻭ ﭼﺎﻗﻮﻛﺸﺎﻥ ﺩﺭ ﺍﻳﻦ ﺩﺳﺘﮕﺎﻩ ﺑﺴﻴﺞ ﺷـﺪﻩ ﻛـﻪ‬
‫ﻭﻇﻴﻔﺔ ﻧﮕﺎﻩ ﺩﺍﺭﻱ ﺍﺯ ﺍﻳﻦ ﺩﻛﺎﻥ ﺭﺍ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﮔﺮﻭﻩ ﻓﺸﺎﺭ ﺩﺭ ﺯﻣﺎﻧﻬﺎﻱ ﺑﺤﺮﺍﻧﻲ ﻣـﻲ ﺑﺎﻳـﺪ ﺑـﺮﺍﻱ ﺗﺮﺳـﺎﻧﺪﻥ ﻭ‬
‫ﺷﻜﺴﺘﻦ ﺩﺷﻤﻨﺎﻥ ﺍﺯ ﺩﺳﺖ ﺯﺩﻥ ﺑﻬﻴﭻ ﻛﺎﺭﻱ ﺣﺘﺎ ﻭﺣﺸﻴﮕﺮﻱ ﻭ ﻛﺸﺘﺎﺭ ﺩﺭﻳﻎ ﻧﻜﻨﺪ‪.‬‬
‫ﻥ ﮔﻤﺮﺍﻫﻲ ‪ ،‬ﺍﻳﻦ ﻏﺪﺓ ﺳﺮﻃﺎﻧﻲ ﺩﺭ ﭼﻨﺪ ﺩﻫﺔ ﮔﺬﺷﺘﻪ ﺑﻮﻳﮋﻩ ﺩﺭ ﻫﻨﮕﺎﻣﻬـﺎﻱ‬ ‫ﺍﻳﻦ ﻣﺜﻠﺚ ﺷﻮﻡ ‪ ،‬ﺍﻳﻦ ﻛﺎﻧﻮ ِ‬
‫ﺑﺤﺮﺍﻧﻲ ﺩﺳﺖ ﺍﻧﺪﺭﻛﺎﺭ ﺑﻮﺩﻩ ﻭ ﻣﺴﻴﺮ ﺗﺎﺭﻳﺦ ﺍﻳﻦ ﻣﺮﺯ ﻭ ﺑﻮﻡ ﺭﺍ ﺑﺴﻮﺩ ﺑﻴﮕﺎﻧﮕـﺎﻥ ﻭ ﺑـﺪﺧﻮﺍﻫﺎﻥ ﻛـﺸﻮﺭ ﺗﻐﻴﻴـﺮ‬
‫ﺩﺍﺩﻩ‪.‬‬
‫ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﻣﻼﻳـﺎﻥ ﺍﺯ ﻳﻜـﺴﻮ ﺑﻤـﺮﺩﻡ ﺳـﺎﺩﻩ ﺩﻝ ﻭ ﻧـﺎﺩﺍﻥ ﻭ ﺍﺯ ﺳـﻮﻳﻲ ﺑﺘـﺎﺭﺍﺟﮕﺮﺍﻥ ﻭ ﺍﻭﺑـﺎﺵ‬
‫ﻥ ﺩﺍﺭﺍﻳـﻲ ﻭ ﻓـﺮﺍﻫﻢ ﻛـﺮﺩﻥ ﮔﻮﺷـﻪ ﺍﻱ ﺩﺭ‬ ‫ﻭﺍﺑﺴﺘﻪ ﺍﻧﺪ ﻭ ﺍﻳﺸﺎﻥ ﻧﻴﺰ )ﺑﺮﺍﻱ ﺁﻣﺮﺯﺵ ﮔﻨﺎﻫـﺎﻥ ﻭ ﺣـﻼﻝ ﻛـﺮﺩ ِ‬
‫ﺑﻬﺸﺖ( ﺑﻤﻼﻳﺎﻥ‪ .‬ﻣﻼ ﻭ ﺗﺎﺭﺍﺟﮕﺮ ﻫﺮﺩﻭ ﻫﻤﭽﻮﻥ ﺯﺍﻟﻮ ﺑﺘﻦ ﺗﻮﺩﻩ ﭼﺴﺒﻴﺪﻩ ﺧـﻮﻥ ﺁﻥ ﺭﺍ ﻣـﻲ ﻣﻜﻨـﺪ‪ .‬ﺩﺍﺭﺍﻳـﻲ‬
‫ﻛﺸﻮﺭ ﺭﺍ ﺗﺎﺭﺍﺝ ﻛﺮﺩﻩ ﻣﺮﺩﻡ ﺭﺍ ﺩﺭ ﻧﺎﺩﺍﺭﻱ ﻭ ﺑﻴﭽﺎﺭﮔﻲ ﻭ ﺭﻧﺞ ﻧﮕﺎﻩ ﺩﺍﺷﺘﻪ ﺍﻧﺪ‪.‬‬
‫ﻥ‬
‫ﺱ ﺍﺯ ﺩﺳـﺖ ﺩﺍﺩ ِ‬ ‫ﺍﻳﻨﻜﻪ ﻣﺮﺩﻡ ﺑﺎ ﻫﻤﺔ ﺭﻧﺠﻲ ﻛﻪ ﻣﻲ ﻛﺸﻨﺪ ‪ ،‬ﺩﻡ ﺑﺮ ﻧﻤﻲ ﺁﻭﺭﻧﺪ ﻳﻜﻲ ﺍﺯ ﻋﻠﺘﻬﺎﻳﺶ ﺗﺮ ِ‬
‫ﻥ ﺍﻳﺸﺎﻥ ﺑﺎ ﺩﺳﺘﮕﺎ ِﻩ ﻣﻼﻳﻲ ﺩﺭ ﺍﻓﺘﺎﺩﻥ ﺑﺎ ﺧﺪﺍ ﺟﻨﮕﻴﺪﻧﺴﺖ‪ .‬ﺁﻳﺎ ﻧﺒﺎﻳﺪ ﺑﺎ ﺍﻳﻦ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ‬ ‫ﺁﻥ ﺩﻧﻴﺎﺳﺖ‪ .‬ﺑﮕﻤﺎ ِ‬
‫ﺯﻫﺮﺁﻟﻮﺩ ﻧﺒﺮﺩﻳﺪ؟! ﺁﻳﺎ ﻫﻤﺎﻧﻜﻪ ﺑﻪ ﺁﻥ ﻧﭙﺮﺩﺍﺧﺖ ﻭ ﺁﺯﺍﺩ ﮔـﺰﺍﺭﺩ ‪ ،‬ﻣـﺮﺩﻡ ﺁﻧﻬـﺎ ﺭﺍ ﺍﺯ ﺩﻝ ﺑﻴـﺮﻭﻥ ﻛـﺮﺩﻩ ﻧﻴـﻚ‬
‫ﺧﻮﺍﻫﻨﺪ ﮔﺮﺩﻳﺪ؟!‬
‫ﺩﺭ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﺑﺪﻳﮕﺮ ﻋﻠﺘﻬﺎﻱ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﺍﺷـﺎﺭﻩ ﻫـﺎﻳﻲ ﻛـﺮﺩﻳﻢ‪ .‬ﻟـﻴﻜﻦ ﺑﻜﻮﺗـﺎﻫﻲ ﺑـﺎﺯ ﻫـﻢ‬
‫ﻣﻲ ﮔﻮﻳﻴﻢ ﻛﻪ ﺍﺯ ﻣﺮﺩﻣﻲ ﺑﺎ ﭼﻨـﻴﻦ ﭘﺮﺍﻛﻨـﺪﻩ ﺍﻧﺪﻳـﺸﻲ ‪ ،‬ﺑـﺎ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎﻳﻲ ﻛـﻪ ﻣﻴﺎﻧـﺸﺎﻥ ﻫـﺴﺖ ‪ ،‬ﺑـﻮﻳﮋﻩ‬
‫ﻦ‬
‫ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﻧﻴﺰ ﻣﺎﺩﻳﮕﺮﻱ ﻛﻪ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﺳﻮﺩ ﺧﻮﺩ ﺭﺍ ﻫﻤﻴﺸﻪ ﺑﺴﻮﺩ ﺗﻮﺩﻩ ﺍﺭﺟـﺢ ﺑﺪﺍﻧﻨـﺪ ‪ ،‬ﻧﺪﺍﺷـﺘ ِ‬
‫ﻥ ﻣﻴﻬﻦ ﺩﺭ ﺩﻳﺪﺓ ﺗـﻮﺩﻩ ‪،‬‬ ‫ﻦ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﻭ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻱ ﻭ ﺑﻲ ﺍﺭﺝ ﺑﻮﺩ ِ‬ ‫ﺁﺭﻣﺎﻥ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ‪ ،‬ﻧﺪﺍﻧﺴﺘ ِ‬
‫ﻥ ﺩﻟـﺴﻮﺯ ‪ ،‬ﻛـﺎﺭﺩﺍﻥ ﻭ ﺍﺯ ﺧﻮﺩﮔﺬﺷـﺘﻪ ‪،‬‬ ‫ﻥ ﭘﻴـﺸﻮﺍﻳﺎ ِ‬‫ﭼﻨﺪﺗﻴﺮﮔﻲ ﺩﺭ ﻣﺮﺩﻣﺎﻥ ﻭ ﺩﺭ ﺯﺑﺎﻧﻬﺎ ﻭ ﻫﻤﭽﻨـﻴﻦ ﻧﺒـﻮﺩ ِ‬
‫ﺶ ﺳﻨﺠﻴﺪﻩ ﺍﻱ ﺍﺯ ﻣﺮﺩﻡ ﺩﺍﺷﺘﻦ ﺍﺯ ﺩﻳﺪﺓ ﻛﻮﺭ ﺑﻴﻨﺎﻳﻲ ﺧﻮﺍﺳﺘﻨﺴﺖ‪ .‬ﻣﺎ ﺩﺭ ﺍﻳـﻦ ﻧﻮﺷـﺘﺎﺭ‬ ‫ﭼﺸﻢ ﺗﻜﺎﻥ ﻭ ﺟﻨﺒ ِ‬
‫ﺑﺎﻳﻦ ﺟﺴﺘﺎﺭﻫﺎ ﺑﻜﻮﺗﺎﻫﻲ ﻛﻮﺷﻴﺪﻩ ﺍﻳﻢ‪ .‬ﻛﺴﺎﻧﻲ ﺍﮔﺮ ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﺍﺯ ﺍﻳـﻦ ﻫـﺎ ﺑﻬﺘـﺮ ﺁﮔـﺎﻩ ﮔﺮﺩﻧـﺪ ﻳﮕﺎﻧـﻪ ﺭﺍﻩ‬
‫ﺁﻧﺴﺘﻜﻪ ﻛﺘﺎﺑﻬﺎﻱ ﺁﻥ ﺑﺰﺭﮔﻤﺮﺩ ﺭﺍ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻩ ﺑﺨﻮﺍﻧﻨﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻲ ﺁﺭﻣﺎﻥ ﻭ ﺍﻧﺪﻳﺸﻪ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻧﻴﺴﺖ ﻛﻪ ﻧﻴﺮﻭﻳﻲ ﺍﺯ ﺁﻥ ﭘﺪﻳﺪ ﺁﻳﺪ‪ .‬ﺑﺎ ﻫﻤﺔ‬ ‫ﻛﻮﺗﺎﻩ ﺳﺨﻦ ﺁﻧﻜﻪ ﻳﮕﺎﻧﮕ ِ‬
‫ﺁﮔﺎﻫﻴﻬﺎﻳﻲ ﻛﻪ ﺍﻣﺮﻭﺯﻩ ﺍﺯ ﺭﺳﺎﻧﻪ ﻫﺎ ﺩﺭﻳﺎﻓﺖ ﻣﻲ ﻛﻨﻨﺪ ﻭ ﺑﻨﺴﺒﺖ ﮔﺬﺷﺘﻪ ﺑـﺴﻴﺎﺭ ﺁﮔـﺎﻩ ﺷـﺪﻩ ﺍﻧـﺪ ﻭ ﺍﺯ ﺍﻳـﻦ‬
‫ﻲ ﺩﺳـﺖ ﻳﻜـﻲ ﻛـﺮﺩﻥ ﻭ‬ ‫ﻥ ﻛﻮﺷـﺶ ﻭ ﺗﻐﻴﻴـﺮِ ﺁﻥ ﻣـﻲ ﺑﺎﺷـﻨﺪ ‪ ،‬ﻭﻟـﻲ ﺗﻮﺍﻧـﺎﻳ ِ‬ ‫ﻭﺿﻊ ﻧﺎﺧﺸﻨﻮﺩﻧﺪ ﻭ ﺧﻮﺍﻫـﺎ ِ‬
‫ﻱ ﻳﻚ ﺗﻜﺎﻥ ﻭ ﺟﻨﺒﺸﻲ ﺭﺍ ﻧﺪﺍﺭﻧﺪ‪ .‬ﻣﺜﺎﻝ ﺗﺮﻧﻲ ﻛﻪ ﺑﺂﻥ ﺩﻭ ﻟﻮﻛﻮﻣﺘﻴـﻮ ﺑـﺴﺘﻪ ﺷـﺪﻩ ﺭﺍ ﺑﻴـﺎﺩ‬ ‫ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﺑﺮﺍ ِ‬
‫ﻥ » ﺑﺪﺁﻣﻮﺯﻳﻬﺎ « ﻧﺎﻡ ﺑﺮﺩﻳﻢ ﺍﺯ ﺣﺎﻝ ﻃﺒﻴﻌﻲ ﺩﺭﺁﻣﺪﻩ ﺍﻧـﺪ‬ ‫ﻣﻲ ﺁﻭﺭﻳﺪ؟ ﻣﺮﺩﻡ ﺑﺎ ﻣﺨﺪﺭﻫﺎﻳﻲ ﻛﻪ ﺍﺯ ﺁﻧﻬﺎ ﺑﺎ ﻋﻨﻮﺍ ِ‬
‫ﻭ ﻋﺰﻡ ﻭ ﺍﺭﺍﺩﻩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻩ ﺍﻧـﺪ‪ .‬ﺑﻴﻤـﺎﺭﻱ ﻛـﻪ ﺩﭼـﺎﺭ ﻋﻔﻮﻧـﺖ ﮔﺮﺩﻳـﺪﻩ ﻭ ﺗـﺐ ﺷـﺪﻳﺪﻱ ﺩﺍﺭﺩ ﺟـﺰ ﺑـﺎ‬
‫ﺁﻧﺘﻲ ﺑﻴﻮﺗﻴﻚ )ﻛﻪ ﻋﻔﻮﻧﺖ ﺭﺍ ﺑﺨﺸﻜﺎﻧﺪ( ﺑﺪﺭﺩﺵ ﭼﺎﺭﻩ ﻧﺨﻮﺍﻫﺪ ﺷﺪ ﻭ ﻗﺮﺹ ﺗﺐ ﺑ‪‬ﺮ ﺩﺭﻣﺎﻧﺶ ﻧﺨﻮﺍﻫﺪ ﻛﺮﺩ‪.‬‬
‫ﻱ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻱ ﻛﻪ ﻣﺮﺩﻡ ﺑﺪﺳﺖ ﻣﻲ ﺁﻭﺭﻧـﺪ ﻭ ﺁﻣﻮﺯﺷـﻬﺎﻳﻲ ﻛـﻪ‬ ‫ﺑﺪﻳﻨﺴﺎﻥ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﺁﮔﺎﻫﻴﻬﺎ ِ‬
‫ﺑﺎﻳﺸﺎﻥ ﺩﺍﺩﻩ ﻣﻲ ﺷﻮﺩ ﺑﻲ ﺁﻧﻜﻪ ﺑﺎ ﮔﻤﺮﺍﻫﻴﻬﺎ )ﻳﻌﻨﻲ ﻫﻤﺎﻥ ﻣﺨﺪﺭﻫﺎ( ﻧﺒﺮﺩ ﺷﻮﺩ ‪ ،‬ﭼﺎﺭﺓ ﺩﺭﺩ ﻧﻤﻲ ﻛﻨﺪ‪.‬‬
‫ﭘﺲ ﺍﺯ ‪ ۱۳۵۷‬ﺑﺂﻥ ﻣﺜﻠﺚ ﺷﻮﻡ ﻋﻨﺼ ِﺮ ﺩﻭﻟﺖ ﻫﻢ ﺍﻓﺰﻭﺩﻩ ﮔﺮﺩﻳﺪ ‪:‬‬
‫ﺱ ﺩﻭﻟﺖ ‪ ،‬ﻣﺠﻠﺲ ﺧﺒﺮﮔﺎﻥ ‪ ،‬ﺷﻮﺭﺍﻱ ﻧﮕﻬﺒﺎﻥ ﻭ ﻣﺼﻠﺤﺖ ﻧﻈﺎﻡ ﻭ ﻗﻮﺓ ﻗـﻀﺎﻳﻴﻪ ﻣﻴـﺎﻥ‬ ‫ﭘﺴﺖ ﻫﺎﻱ ﺣﺴﺎ ِ‬
‫ﻥ ﺍﻳﺸﺎﻥ ﺗﻘﺴﻴﻢ ﺷﺪﻩ‪ .‬ﺍﺯ ﻳﻚ ﺳﻮ ﻣﻼﻳﺎﻥ ﺍﻣﺮﻭﺯﻩ ﺑﻴﺸﺘﺮﺷﺎﻥ ﺩﺭ ﻣﺠﻠﺲ ﺷـﻮﺭﺍ ﻭ ﺍﺩﺍﺭﺍﺕ‬ ‫ﻣﻼﻳﺎﻥ ﻭ ﭘﺸﺘﻴﺒﺎﻧﺎ ِ‬
‫ﻱ ﺧـﻮﺩ ﻓـﺮﺍﻫﻢ ﺁﻭﺭﺩﻩ ﺍﻧـﺪ‪ .‬ﺍﺯ‬‫ﺑﺮﺍﻱ ﺧﻮﺩ ﺟﺎ ﺑﺎﺯ ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﺑﺎ ﻫﻤﺔ ﺑﻴﻜﺎﺭﮔﻲ ﻣﺎﻫﺎﻧﻪ ﻫﺎ ﻭ ﺩﺭﺁﻣﺪﻫﺎﻳﻲ ﺑـﺮﺍ ِ‬
‫ﺳﻮﻱ ﺩﻳﮕﺮ ﺑﺎﺯﺍﺭﻳﻬﺎﻱِ ﻣﻘﺪﺱ ﻧﻤﺎ ﻭ ﺭﺍﻧﺖ ﺧﻮﺍﺭﺍﻥ ﻫﻢ ﺩﺭ ﭘﺴﺘﻬﺎﻱ ﺣﺴﺎﺱ ﺩﺳﺖ ﺩﺍﺭﻧﺪ ﻭ ﻛﺎﺭﻱ ﻣﻲ ﻛﻨﻨﺪ‬
‫ﺕ ﺩﻭﻟﺖ ﺳﻮﺩﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﺩ‪ .‬ﺑﺪﺭﺁﻣـﺪﻫﺎ ﻭ ﻣﻔﺘﺨﻮﺭﻳﻬـﺎﻱ ﻛﻬـﻦ ﺍﻳـﺸﺎﻥ‬ ‫ﻛﻪ ﻗﺎﻧﻮﻧﻬﺎ ﻭ ﺗﺼﻤﻴﻤﺎ ِ‬
‫ﺩﺭﺁﻣﺪﻫﺎﻱ ﺩﻭﻟﺘﻲ ﻫﻢ ﺍﻓﺰﻭﺩﻩ ﮔﺮﺩﻳﺪﻩ‪ .‬ﻣﺮﺩﻡ ﺑﻴﻨﻮﺍ ﻫﺮ ﭼﻪ ﻣـﻲ ﻛِـﺸﻨﺪ ﻛـﺸﻴﺪﻩ ﻭ ﻫـﺮ ﭼـﻪ ﺑـﺮ ﺳﺮﺷـﺎﻥ‬
‫ﻣﻲ ﺁﻳﺪ ﺁﻣﺪﻩ‪.‬‬
‫ﭘﺲ ﺍﻳﻦ ﺩﻭﻟﺖ ﻫﻢ ﺩﻟﺴﻮﺯ ﻣﺮﺩﻡ ﻧﻴﺴﺖ ﻭ ﺑﻪ ﺩﺍﺩ ﺍﻳـﺸﺎﻥ ﻧﺨﻮﺍﻫـﺪ ﺭﺳـﻴﺪ‪ .‬ﺁﻣـﺪﻳﻢ ﺑﻤـﺮﺩﻡ ﻛـﻪ ﺧـﻮﺩ‬
‫ﺑﺮﺧﻴﺰﻧﺪ ﻭ ﺑﮕﺮﻓﺘﺎﺭﻳﻬﺎﺷﺎﻥ ﭼﺎﺭﻩ ﻛﻨﻨﺪ‪ .‬ﻣﺮﺩﻡ ﭼﻪ ﻛﺴﺎﻧﻴﻨﺪ؟! ﺍﮔﺮ ﻫﻤﻴﻦ ﻣﺮﺩﻡ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺶ ﻭ ﮔﻤـﺮﺍﻩ ﺭﺍ‬
‫ﺑﮕﻮﻳﻴﺪ ‪ ،‬ﺍﺯ ﺍﻳﺸﺎﻥ ﻛﺎﺭﻱ ﻛﻪ ﺑﺴﻮﺩﺷﺎﻥ ﺳﺮﺁﻳﺪ ﭼﺸﻢ ﻧﺘﻮﺍﻥ ﺩﺍﺷﺖ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺗﺎﻛﻨﻮﻥ ﻧﺸﺪﻩ‪ .‬ﺍﮔﺮ ﺧﻮﺍﺳﺖ ﻣﺎ‬
‫ﻣﺮﺩﻣﻲ ﺑﺎﺷﺪ ﻛﻪ ﺑﺮﺍﺳـﺘﻲ ﺁﻣـﺎﺩﺓ ﻛﻮﺷـﺶ ﮔﺮﺩﻳـﺪﻩ ﺍﻧـﺪ ﻭ ﺑﻬـﻮﺱ ﻭ ﺧﻮﺩﻧﻤـﺎﻳﻲ ﻭ ﺧﻮﺩﺧـﻮﺍﻫﻲ ﮔﺮﻓﺘـﺎﺭ‬
‫ﻧﻴﺴﺘﻨﺪ ‪ ،‬ﺍﻳﻦ ﻫﻤﺎﻥ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﻭ ﺍﻳﺮﺍﻧﺨﻮﺍﻫﺎﻧﻨﺪ ﻛﻪ ﺍﮔﺮ ﺑﺎﻫﻢ ﻫﻢ ﺁﺭﻣﺎﻥ ﻭ ﻫـﻢ ﺍﻧـﺪﻳﺶ ﺑﺎﺷـﻨﺪ ﺗﻮﺍﻧﻨـﺪ‬
‫ﺭﺷﺘﺔ ﻛﺎﺭﻫﺎ ﺭﺍ ﺑﺪﺳﺖ ﮔﺮﻓﺘﻪ ﺗﻮﺩﺓ ﻣﺮﺩﻡ ﺭﺍ ﻧﻴﺰ ﻫﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﻨﺪ ﻭ ﺍﻳﻦ ﺗﻨﻬﺎ ﺍﻣﻴﺪﺳﺖ‪.‬‬
‫ﻟﻴﻜﻦ ﺩﺭ ﺩﻫﻪ ﻫﺎﻱ ﮔﺬﺷﺘﻪ ﺩﻳﺪﻩ ﺷﺪﻩ ‪ ،‬ﺍﻳﺸﺎﻥ ﻫﺮ ﺑﺎﺭ ﻛﻪ ﺑﺮﺧﺎﺳـﺘﻪ ﺁﻣـﺎﺩﺓ ﻛﻮﺷـﺶ ﺑـﺮﺍﻱ ﻛـﺸﻮﺭ‬
‫ﮔﺮﺩﻳﺪﻩ ﺍﻧﺪ ‪ ،‬ﺩﻭ ﺟﺒﻬﻪ ﺭﺍ ﺩﺭ ﺑﺮﺍﺑﺮ ﺧﻮﺩ ﺩﻳﺪﻩ ﺍﻧﺪ‪ .‬ﻳﻜﻢ ‪ ،‬ﮔﺮﻭﻩ ﻫﺎﻱ ﺩﻳﮕﺮﻱ ﻛﻪ ﺍﻳﺸﺎﻥ ﻧﻴﺰ ﺁﻣﺎﺩﺓ ﻛﻮﺷـﺶ‬
‫ﺑﻮﺩﻩ ﻭﻟﻲ ﺁﺭﻣﺎﻥ ﻭ ﺍﻧﺪﻳﺸﺔ ﻣﺘﻀﺎﺩﻱ ﺭﺍ ﺩﻧﺒﺎﻝ ﻣﻲ ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻧﻴﺮﻭﻫﺎﺷﺎﻥ ﺑﺮﻫﻢ ﻧﻴﻔﺰﻭﺩﻩ ﺑﻠﻜـﻪ ﺍﺯ‬
‫ﻫﻢ ﻛﺎﺳﺘﻪ‪ .‬ﺩﻭﻡ ﻣﺮﺩﻡ ﻋﺎﻣﻲ ‪ ،‬ﻛﻪ ﺑﺂﺳﺎﻧﻲ ﺗﺤﺮﻳﻚ ﺷﺪﻩ ﻭ ﺩﺭ ﺻﻒ ﻣﺮﺗﺠﻌﺎﻥ ﺟﺎﻱ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﻭ ﻫـﺮ ﭼـﻪ‬
‫ﻱ ﺍﻧﺒﻮ ِﻩ ﺍﻳﻨﺎﻥ ﮔﻢ ﮔـﺸﺘﻪ‪ .‬ﻫﺮﭼـﻪ ﺁﺯﺍﺩﻳﺨﻮﺍﻫـﺎﻥ‬‫ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﺑﺮ ﺑﻠﻨﺪﻱ ﺁﻭﺍﻳﺸﺎﻥ ﺍﻓﺰﻭﺩﻩ ﺍﻧﺪ ﺩﺭ ﻣﻴﺎﻥ ﻏﻮﻏﺎ ِ‬
‫ﻲ ﻓﺮﻳـﺐ ﺧـﻮﺭﺩﻩ ‪ ،‬ﻧﺎﺳﭙﺎﺳـﻲ ﻭ ﺗﻠـﺦ‬ ‫ﺑﻜﺸﻮﺭ ﺩﻟﺴﻮﺯﺍﻧﺪﻩ ﻭ ﺍﺯ ﺩﺍﺭﺍﻳﻲ ﻭ ﺟﺎﻥ ﻣﺎﻳﻪ ﮔﺬﺍﺭﺩﻩ ﺍﻧﺪ ﺍﺯ ﻣﺮﺩﻡ ﻋـﺎﻣ ِ‬
‫ﺯﺑﺎﻧﻲ ﻭ ﻛﺎﺭﺷﻜﻨﻲ ﺑﻴﺸﺘﺮ ﺩﻳﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﺑﺴﺨﻦ ﺩﻳﮕﺮ ﭼﻨﺎﻥ ﺯﻣﻴﻨﺔ ﻛﻮﺷﺶ ﺳﺴﺖ ﻭ ﻛﻢ ﺯﻭﺭ ﺑﻮﺩﻩ ﻛـﻪ ﺩﺭ ﺑﺮﺍﺑـﺮ ﺁﻥ ﺩﻭ ﺟﺒﻬـﻪ ﺷﻜـﺴﺘﻪ ﺍﻧـﺪ‪.‬‬
‫ﺭﺍﺳﺘﻲ ﺁﻧﺴﺘﻜﻪ ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳﻦ ﺩﻭ ﺟﺒﻬﻪ ﺑﺘﻨﻬﺎﻳﻲ ﺑﺮﺍﻱ ﺷﻜﺴﺖ ﺑﺴﻨﺪﻩ ﻣﻲ ﻧﻤﺎﻳﺪ‪ .‬ﭘﺲ ﭼـﻪ ﺑﺎﻳـﺪ ﻛـﺮﺩ؟!‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﻳﺎ ﺑﺎﻳﺪ ﺍﺯ ﻛﻮﺷﺶ ﺩﺳﺖ ﺑﺮﺩﺍﺷﺖ؟‪ ...‬ﻧﻪ! ﺑﺎﻳﺪ ﺭﺍﻩ ﺭﺍ ﺷـﻨﺎﺧﺖ! ﻣـﺎ ﺑـﺮ ﺳـﺮ ﻫﻤـﺎﻥ ﮔﻔﺘـﺔ ﭘﺮﻣﻐـﺰ ﺗﺄﻛﻴـﺪ‬
‫ﻣﻲ ﻛﻨﻴﻢ ﻛﻪ ‪:‬‬
‫"ﻳﻚ ﻣﺮﺩﻣﻲ ﺗﺎ ﺧﻮﺩ ﻧﻴﻚ ﻧﺒﺎﺷﻨﺪ ﺍﺯ ﺟﻬﺎﻥ ﻧﻴﻜﻲ ﻧﺒﻴﻨﻨﺪ"‪.‬‬
‫ﻭ ﭼﺎﺭﻩ ﺍﻱ ﺟﺰ ﺍﻳﻦ ﻧﻤﻲ ﺑﻴﻨﻴﻢ ﻛﻪ ﺑﺎ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺭﺍﺳﺘﻴﻬﺎ ﻭ ﺩﺭﺍﻓﺘﺎﺩﻥ ﺑﺎ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻭ ﺑـﺪﺁﻣﻮﺯﻳﻬﺎ‬
‫ﻲ‬
‫ﺍﺯ ﻳﻚ ﺳﻮ ﻳﻚ ﺟﻤﻌﻴﺖ ﻳﻜﺪﻝ ﻭ ﺍﺳﺘﻮﺍﺭ ﻭ ﻫﻢ ﺁﺭﻣﺎﻧﻲ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﭘﺪﻳﺪ ﺁﻭﺭﻳﻢ ﻭ ﺍﺯ ﺳﻮﻳﻲ ﺍﺯ ﺍﻧﺒـﻮﻫ ِ‬
‫ﻣﺮﺩ ِﻡ ﻋﺎﻣﻲ ﻛﻪ ﻫﻢ ﺩﺭ » ﺑﺎﺯﻭﻱ ﺍﺟﺮﺍﻳﻲ« ﺍﻓﺰﺍﺭ ﺩﺳﺖ ﻣﻲ ﺷﻮﻧﺪ ﻭ ﻫﻢ ﭘﻮﻟﻬﺎﺷﺎﻥ ﺑﺂﻥ ﻣﻨﺒﻊ ﻣـﺎﻟﻲ ﺳـﺮﺍﺯﻳﺮ‬
‫ﻣﻲ ﮔﺮﺩﺩ ‪ ،‬ﺑﻜﺎﻫﻴﻢ ﻭ ﻣﻴﺪﺍﻥ ﺭﺍ ﺑﺘﺎﺧﺖ ﻭ ﺗﺎﺯِ ﺍﻭﺑﺎﺵ ﺗﻨﮕﺘﺮ ﮔﺮﺩﺍﻧﻴﻢ‪.‬‬
‫ﻛﺴﺎﻧﻲ ﻣﻲ ﮔﻮﻳﻨﺪ ‪ " :‬ﺍﮔﺮ ﻣﻼﻳﺎﻥ ﻧﺒﺎﺷﻨﺪ ﺍﻳﻦ ﻛﺸﻮﺭ ﺑﺮﺍ ِﻩ ﺩﺭﺳﺖ ﺧﻮﺍﻫﺪ ﺍﻓﺘﺎﺩ‪ .‬ﻣﺎﻧﻊ ﺍﺻﻠﻲ ﺍﻳﻨﻬﺎﻳﻨـﺪ"‪.‬‬
‫ﻥ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻭ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﺆﺛﺮﺗﺮﻳﻦ ﺁﻥ ﻫﻤـﻴﻦ ﺷﻴﻌﻴﮕﺮﻳـﺴﺖ ﻭ ﻛﻨـﺎﺭ‬ ‫ﺭﺍﺳﺘﻲ ﺁﻧﺴﺖ ﻛﻪ ﺩﺭ ﻣﻴﺎ ِ‬
‫ﺭﻓﺘﻦ ﻣﻼﻳﺎﻥ ﻛﺎﺭ ﺍﺻﻼﺣﺎﺕ ﺭﺍ ﺁﺳﺎﻥ ﻣﻲ ﻛﻨﺪ‪ .‬ﻟﻴﻜﻦ ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ ‪ :‬ﺁﻳﺎ ﺑﺎ ﺁﺭﺯﻭ ﻛـﺮﺩﻥ ﺩﺭﺩﻱ ﺩﺭﻣـﺎﻥ ﻣـﻲ‬
‫ﺷﻮﺩ؟! ﺩﺭﺧﺖ ﺁﺭﺯﻭ ﻣﻴﻮﻩ ﻧﺪﺍﺭﺩ‪.‬‬
‫ﺑﺎﻳﺪ ﮔﻔﺖ ‪ :‬ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺩﻭ ﺭﺍﻩ ﻫﺴﺖ ‪ :‬ﻳﻜﻲ ﺭﺍ ِﻩ ﻫﻮﺱ ﻭ ﺩﻳﮕﺮﻱ ﺭﺍﻩ ﺧِـﺮﺩ‪ .‬ﺭﺍﻩ ﻫـﻮﺱ ﺁﻧـﺴﺖ ﻛـﻪ‬
‫ﻥ ﻧﺎﺁﺯﻣﻮﺩﻩ ﺩﺍﺭﻧﺪ‪ .‬ﻫﺮﭼﻪ ﺩﻟﺸﺎﻥ ﺧﻮﺍﺳﺖ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺍﻧﺪﻳﺸﻪ ﺑﻜـﺎﺭ‬ ‫ﺑﭽ‪‬ﮕﺎﻥ ﺩﺍﺭﻧﺪ ‪ ،‬ﺯﻧﺎﻥ ﺩﺍﺭﻧﺪ ‪ ،‬ﺟﻮﺍﻧﺎ ِ‬
‫ﻲ ﺧﻮﺷﻲ ﻫﺎﻱ ﺧﻮﺩ ﻧﺒﺎﺷـﻨﺪ ‪ ،‬ﻭ ﭼـﻮﻥ ﺩﺭ ﻧﺘﻴﺠـﺔ ﻛﺎﺭﻫـﺎﻱ ﻧﺎﺳـﺘﻮﺩﺓ ﺧـﻮﺩ ‪،‬‬ ‫ﻧﻤﻲ ﺑﺮﻧﺪ ‪ ،‬ﺟﺰ ﺩﺭ ﭘ ِ‬
‫ﮔﺮﻓﺘﺎﺭ ﮔﺮﺩﻧﺪ ﺁﻥ ﺯﻣﺎﻥ ﻫﻢ ﺑﮕﺮﻳﻪ ﻭ ﻧﺎﻟﻪ ﺑﺲ ﻛﻨﻨـﺪ ﻭ ﺩﻝ ‪ ،‬ﺳـﺮﺩ ﮔﺮﺩﺍﻧﻨـﺪ‪ .‬ﺭﺍ ِﻩ ﺧـﺮﺩ ﺁﻧـﺴﺖ ﻛـﻪ‬
‫ﻣﺮﺩﺍﻥ ﺁﺯﻣﻮﺩﻩ ﻭ ﺧﺮﺩﻣﻨﺪ ﺩﺍﺭﻧﺪ ﻭ ﺩﺭ ﻫﺮ ﭼﻴﺰ ﺟﺴﺘﺠﻮﻱ ﺭﻳﺸﻪ ﻭ ﺳﺮﭼﺸﻤﺔ ﺁﻥ ﻛﻨﻨـﺪ ﻭ ﺑـﻪ ﻫـﻴﭻ‬
‫ﻱ ﺍﻧﺪﻳﺸﻪ ﺩﺭ ﻧﻴﺎﻳﻨﺪ ‪ ،‬ﻭ ﺍﺯ ﻫﺮ ﻛﻮﺷﺸﻲ ﺩﺭ ﺑﻨـ ِﺪ ﻧﺘﻴﺠـﻪ ﺑﺎﺷـﻨﺪ ﻭ ﺑـﻪ ﻫـﺮ ﺩﺭﺩﻱ ﺍﺯ‬ ‫ﻛﺎﺭﻱ ﺟﺰ ﺍﺯ ﺭﻭ ِ‬
‫ﺭﺍﻫﺶ ﭼﺎﺭﻩ ﺟﻮﻳﻨﺪ‪.‬‬
‫ﻱ ﻣﻼﻳـﺎﻥ‬ ‫ﺍﮔﺮ ﻣﺎ ﺭﺍ ِﻩ ﺩﻭﻡ ﺭﺍ ﺩﺭ ﭘﻴﺶ ﮔﺮﻓﺘﻪ ﺍﻳﻢ ﺁﻳﺎ ﻧﺒﺎﻳﺪ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﺭﻳﺸﻪ ﻭ ﺳﺮﭼـﺸﻤﺔ ﻣﺎﻧـﺪﮔﺎﺭ ِ‬
‫ﻱ ﺯﻫﺮﺁﻟﻮ ِﺩ ﻣﺮﺩﻡ ﺍﺟﺎﺯﻩ ﻣﻲ ﺩﻫﺪ ﻣﻼﻳﺎﻥ ﺳﻮﺍﺭ ﺑﺮ ﻛﺎﺭﻫﺎ ﺑﺎﺷﻨﺪ؟!‪ .‬ﻣﻼﻳﺎﻥ‬ ‫ﺑﺎﺷﻴﻢ؟!‪ .‬ﺁﻳﺎ ﺟﺰ ﺍﻳﻨﺴﺖ ﻛﻪ ﺑﺎﻭﺭﻫﺎ ِ‬
‫ﻱ ﺧﻮﺩ ﺑﺎ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﻛﻴﺸﻲ ‪ ،‬ﺍﻳﺸﺎﻥ ﺭﺍ ﺩﺭ ﻧﺎﺩﺍﻧﻴﻬـﺎ ﺍﺳـﺘﻮﺍﺭﺗﺮ ﻧﮕـﺎﻩ ﻣـﻲ ﺩﺍﺭﻧـﺪ‪ .‬ﺍﻛﻨـﻮﻥ ﺷـﻤﺎ‬ ‫ﻧﻴﺰ ﺩﺭ ﺟﺎ ِ‬
‫ﻱ ﺁﻧﻬﺎ ﺭﺍﺳﺘﻴﻬﺎ ﺭﺍ ﻧـﺸﺎﻧﺪﻥ ﻫـﺴﺖ؟!‬ ‫ﻱ ﻛﻴﺸﻲ ﺍﺯ ﻣﻐﺰﻫﺎ ﻭ ﺑﺠﺎ ِ‬ ‫ﺑﮕﻮﻳﻴﺪ ﺁﻳﺎ ﺭﺍﻫﻲ ﺟﺰ ﭘﺎﻙ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺑﺎﻭﺭﻫﺎ ِ‬
‫ﺁﻳﺎ ﺑﺎ ﺳﺮ ﺩﺍﺩﻥ ﺷﻌﺎﺭ » ﺩﻳﻦ ﻳﻚ ﺍﻣﺮ ﺷﺨﺼﻴﺴﺖ« ﻣﻲ ﺗﻮﺍﻥ ﭼﺸﻢ ﺑﺮ ﺍﻳـﻦ ﻧﺎﺩﺍﻧﻴﻬـﺎ ﺑـﺴﺖ؟! ﺁﻳـﺎ ﭼﻨـﻴﻦ‬
‫ﻣﺮﺩﻣﻲ ﺑﺎ ﭼﻨﺎﻥ ﺑﺎﻭﺭﻫﺎﻳﻲ ‪ ،‬ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﺭﺍ ﺩﺭ ﻛﻮﺷﺸﻬﺎﺷﺎﻥ )ﺑﻔﺮﺽ ﺁﻧﻜﻪ ﺑﺴﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ﺩﺳﺖ ﻳﺎﺑﻨـﺪ(‬
‫ﻧﺨﻮﺍﻫﻨــﺪ ﻓﺮﺳــﻮﺩ؟! ﮔﻴــﺮﻳﻢ ﻣــﺮﺩﻡ ﺑﭙﻴــﺮﻭﻱ ﺍﺯ » ﻧﺎﻓﺮﻣــﺎﻧﻲ ﻣــﺪﻧﻲ« ﺟﻤﻬــﻮﺭﻱ ﺍﺳــﻼﻣﻲ ﺭﺍ ﻛﻨــﺎﺭ ﺯﺩﻩ ﻭ‬
‫ﻛﻮﺷﻨﺪﮔﺎﻥ ﺳﻴﺎﺳﻲ ﻛﺎﺭﻫﺎ ﺭﺍ ﺩﺭ ﺩﺳﺖ ﮔﺮﻓﺘﻨﺪ ﺁﻳﺎ ﺑﺎ ﺍﻳﻦ ﭘﺮﻳـﺸﺎﻥ ﺍﻧﺪﻳـﺸﻲ ﻭ ﭘﺮﺍﻛﻨـﺪﮔﻲ ﻛـﻪ ﺩﺭ ﻣﻴـﺎﻥ‬
‫ﺏ ﻧﺎﮔﺰﻳﺮﻱ ﻛﻪ ﭘﻴﺶ ﺧﻮﺍﻫـﺪ ﺁﻣـﺪ ‪،‬‬ ‫ﺍﻳﺸﺎﻥ ﻫﺴﺖ ﻛﺎﺭﻱ ﭘﻴﺶ ﺧﻮﺍﻫﺪ ﺭﻓﺖ ﻭ ﻳﺎ ﺁﻧﻜﻪ ﻫﺮﺝ ﻭ ﻣﺮﺝ ﻭ ﺁﺷﻮ ِ‬
‫ﺗﻨﻬﺎ ﺁﺏ ﮔﻞ ﺁﻟﻮﺩﻱ ﺑﺮﺍﻱ ﺳﻴﺎﺳﺘﻬﺎﻱ ﺷﻮﻡ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﻛﻪ ﺩﻫﻬﺎ ﻧﻘﺸﻪ ﺩﺭ ﺁﺳﺘﻴﻦ ﺩﺍﺭﻧﺪ ﻭ ﺁﻧـﺮﻭﺯ‬
‫ﻫﻢ ﺑﻔﺮﺍﺧﻮﺭ ﻣﻮﻗﻌﻴﺖ ‪ ،‬ﻣﺎﻫﻲ ﻫﺎﻱ ﺩﻟﺨﻮﺍﺳﺘﻪ ﺷﺎﻥ ﺭﺍ ﺧﻮﺍﻫﻨﺪ ﮔﺮﻓﺖ ﻭ ﺍﻳﻦ ﻣﺮﺩﻣﻨﺪ ﻛﻪ ﺑﺎﻳﺪ ﻳﻜﺒﺎﺭ ﺩﻳﮕـﺮ‬
‫ﺗﻤﺎﺷﺎﮔﺮ ﭼﺸﻢ ﺑﻨﺪﻳﻬﺎﻱ ﺯﻳﺮﻛﺎﻧﺔ ﺍﻳﺸﺎﻥ ﺷﻮﻧﺪ؟!‬
‫ﻫﻤﭽﻨﻴﻦ ﺑﺎﻳﺪ ﺑﻴﺎﺩ ﺩﺍﺷﺖ ﻛﻪ ﺩﻭﻟﺘﻬﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﻭ ﻧﻴﺮﻭﻣﻨﺪِ ﺟﻬﺎﻥ ﺳﻮﺩﺷﺎﻥ ﺩﺭ ﻧﺎﺩﺍﻧﻲ ﻭ ﻋﻘﺐ ﻣﺎﻧﺪﮔﻲ‬
‫ﻢ‬
‫ﻭ ﺍﻓﻴﻮﻧﻲ ﻣﺎﻧﺪﻥ ﻣﺮﺩﻡ ﺷﺮﻗﻴﺴﺖ‪ .‬ﺳﻴﺎﺳﺖ ﺍﻳﻦ ﺩﻭﻟﺘﻬﺎ ـ ﺑﻴﺮﻭﻧﺶ ﻫﺮﭼﻪ ﻣﻲ ﺧﻮﺍﻫﺪ ﺑﺎﺷـﺪ ـ ﺟـﺰ ﺑﭽـﺸ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺑﺎﺯﺍﺭ ﺩﻳﺪﻥ ﻛﺸﻮﺭﻫﺎﻱ ﻣﺎ ﻭ ﻣﺮﺩ ِﻡ ﻣﺎ ﺭﺍ ﻓﺮﻭﺷﻨﺪﺓ ﻣﻮﺍﺩ ﺧﺎﻡ ﻭ ﺧﺮﻳﺪﺍ ِﺭ ﻛﺎﻻﻫﺎﻱ ﺧﻮﺩ ﮔﺮﻓﺘﻦ ‪ ،‬ﭼﻴﺰ ﺩﻳﮕﺮﻱ‬
‫ﺖ ﺍﻳﺸﺎﻥ ﭼﻨﺎﻥ ﺍﺯ ﭘﺮﺩﻩ ﺑﻴﺮﻭﻥ ﺍﻓﺘﺎﺩﻩ ﻭ ﺁﻧﭽﻨﺎﻥ ﻣﺜﺎﻝ ﻭ ﻧﻤﻮﻧﻪ ﺩﺍﺭﺩ ﻛﻪ ﺟﺎﻱ ﮔﻔﺘﮕـﻮﻳﻲ‬ ‫ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﺧﻮﺍﺳ ِ‬
‫ﻥ ﺍﻳﺮﺍﻥ ﻫﻤﺴﻮ ﺩﺭﺁﻳـﺪ ﺟـﺰ‬ ‫ﺑﺎﺯ ﻧﮕﺬﺍﺭﺩﻩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﺍﻳﻦ ﺍﻧﺘﻈﺎﺭ ﻛﻪ ﺳﻴﺎﺳﺘﻲ ﺩﺭ ﺟﻬﺎﻥ ﺑﺎ ﺁﺭﺯﻭﻱ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎ ِ‬
‫ﺩﻟﺨﻮﺷﻲ ﻧﻴﺴﺖ‪ .‬ﮔﻴﺮﻳﻢ ﭼﻨﺎﻥ ﺷﺪ ﻭ ﻧﻜﺎﺷﺘﻪ ﺩﺭﻭﻳﺪﻳﻢ ﻭ ﻣﺤﻴﻄﻲ ﻫﻤﭽﻮﻥ ﺭﻭﺯﮔﺎ ِﺭ ﺭﺿﺎﺷﺎﻩ ﭘـﻴﺶ ﺁﻣـﺪ ﻭ‬
‫ﻣﻼﻳﺎﻥ ﺭﺧﺖ ‪ ،‬ﺩﻳﮕﺮ ﮔﺮﺩﺍﻧﻴﺪﻧﺪ ﻭ ﺩﺳﺖ ﺍﺯ ﻣﻔﺘﺨﻮﺭﻱ ﻭ ﻣﺮﺩﻡ ﺁﺯﺍﺭﻱ ﺑﺮﺩﺍﺷﺘﻨﺪ ‪ ،‬ﭼﻪ ﺗﻀﻤﻴﻨﻲ ﻫﺴﺖ ﻛـﻪ‬
‫ﺖ ﺑﻴﮕﺎﻧﻪ ‪ ،‬ﻫﻤﭽﻮﻥ ﮔﺬﺷﺘﻪ ﺑﺎ ﻣﺪﺍﺧﻠﻪ ‪ ،‬ﺭﺷﺘﺔ ﻛﺎﺭﻫﺎ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺷﻤﺎ ﻧﮕﻴﺮﺩ ﻭ ﺁﻧﻬـﺎ ﺭﺍ ﺑـﺴﻮﺩ ﺧـﻮﺩ‬ ‫ﺳﻴﺎﺳ ِ‬
‫ﻧﮕﺮﺩﺍﻧﺪ؟! ﺁﻳﺎ ﭘﻴﺸﺂﻣﺪﻫﺎﻱ ﻣﺎﻧﻨﺪ ﺷﻬﺮﻳﻮﺭ‪ ۲۰‬ﺗﻨﻬﺎ ﻳﻜﺒﺎﺭ ﭘﻴﺶ ﺧﻮﺍﻫﺪ ﺁﻣﺪ؟! ﺁﻳﺎ ﻛﺎﺭ ﻣﺎ ﺑﺠﺎﻳﻲ ﺭﺳﻴﺪﻩ ﻛـﻪ‬
‫ﻱ‬‫ﻥ ﻣﻼﻫﺎﺳﺖ؟! ﻧﻤﻲ ﺑﻴﻨﻴﺪ ﭼﻪ ﺗﺮﺍﻧـﻪ ﻫـﺎ ِ‬ ‫ﺑﺎﻳﺪ ﻣﻨﺘﻈﺮ ﺑﺨﺖ ﻭ ﭘﻴﺸﺎﻣﺪﻫﺎ ﺑﻤﺎﻧﻴﻢ؟! ﻣﮕﺮ ﺗﻨﻬﺎ ﻫﻤﻴﻦ ﺩﺍﺳﺘﺎ ِ‬
‫ﻱ ﮔﻮﺷﻪ ﻫﺎﻱ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﺳﺎﺯ ﻛﺮﺩﻩ ﺍﻧﺪ؟! ﺁﻳﺎ ﺑﺎﻳﺪ ﺩﺳـﺖ ﺭﻭﻱ ﺩﺳـﺖ ﮔـﺬﺍﺭﺩ ﻭ ﺩﻝ‬ ‫ﺟﺪﺍﻳﻲ ﺧﻮﺍﻫﻲ ﺑﺮﺍ ِ‬
‫ﺧﻮﺵ ﺩﺍﺷﺖ؟!‬
‫ﺍﺯ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺁﻥ ﺑﺰﺭﮔﻤﺮﺩ ﺩﺍﻧﺴﺘﻪ ﺍﻳﻢ ﻛﻪ ﺳﻴﺎﺳﺘﻬﺎﻳﻲ ﺑﻮﺩﻩ ﻭ ﻫﺴﺖ ﻛﻪ ﺍﻳﻦ ﺍﺳﺘﺨﻮﺍﻥ ﻻﻱ ﺯﺧﻤﻬـﺎ‬
‫ﺭﺍ ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭﻫﺎ ﻫﻤﻮﺍﺭﻩ ﻧﮕﺎﻩ ﺩﺍﺭﻧﺪ ﻛﻪ ﻫﻢ ﺑﻬﺎﻧﻪ ﺍﻱ ﺑﺎﺷﺪ ﻛﻪ ﻣﺎ ﺭﺍ ﺑﭽﺸﻢ ﻭﺣﺸﻴﺎﻥ ﺑﻨﮕﺮﻧﺪ ﻭ ﺷﺎﻳـﺴﺘﺔ‬
‫ﺁﺯﺍﺩﻱ ﻧﺪﺍﻧﻨﺪ ﻭ ﻫﻢ ﺑﻬﺎﻧﻪ ﺍﻱ ﻛﻪ ﻫﺮﮔﺎﻩ ﺯﻣﺎﻧﺶ ﺭﺳﻴﺪ ﺍﺯ ﺁﻥ ﺑﺴﻮﺩﺟﻮﻳﻲ ﺑﺮﺧﻴﺰﻧـﺪ ﻭ ﺩﺧﺎﻟـﺖ ﺩﺭ ﻛـﺎﺭ ﻣـﺎ‬
‫ﻛﻨﻨﺪ ﻭ ﺑﺎ ﺯﻭﺭ ﻫﻢ ﻛـﻪ ﺷـﺪﻩ ﺭﺍ ِﻩ ﭘﻴـﺸﺮﻓﺖ ﺭﺍ ﺑﺮﻭﻳﻤـﺎﻥ ﺑـﺴﺘﻪ ﻧﮕـﺎﻩ ﺩﺍﺭﻧـﺪ‪ .‬ﺯﻳـﺮﺍ ﺩﺭ ﺳـﺎﻳﺔ ﮔﺮﻓﺘﺎﺭﻳﻬـﺎ ﻭ‬
‫ﻛﺸﻤﻜﺸﻬﺎﻱ ﺷﺮﻗﻴﺎﻧﺴﺖ ﻛﻪ ﺍﻳﺸﺎﻥ ﺗﻮﺍﻧﻨﺪ ﻣﺎ ﺭﺍ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺑﺎﺯﺩﺍﺷﺘﻪ ﺟﻨﮓ ﺍﻓﺰﺍﺭ ﻭ ﺩﻳﮕـﺮ ﻛﺎﻻﻫﺎﺷـﺎﻥ ﺭﺍ‬
‫ﺑﺒﻬﺎﻱ ﮔﺰﺍﻑ ﻓﺮﻭﺧﺘﻪ ﻣﻮﺍﺩِ ﺍﻭﻟﻴﺔ ﻛﺎﺭﺧﺎﻧﻪ ﻫﺎﻳﺸﺎﻥ ﺭﺍ ﺑﺒﻬﺎﻱ ﺍﻧﺪﻙ ﺧﺮﻧﺪ‪.‬‬
‫ﺑﺎ ﭼﻨﻴﻦ ﭘﻴﺸﻴﻨﻪ ﺍﻱ ﻛﻪ ﺍﺯ ﺍﻳﺸﺎﻥ ﺳﺮﺍﻍ ﺩﺍﺭﻳﻢ ﺁﻳﺎ ﺍﻳﻦ ﺧﺎﻣﻲ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ ﻛﻪ ﺑﺴﻴﺎﺳﺘﻬﺎﻱ ﺍﻳـﺸﺎﻥ ﺑـﺎ‬
‫ﺖ ﺑﻴﮕﺎﻧﮕﺎﻥ ﻣﺎ‬ ‫ﺧﻮﺷﺒﻴﻨﻲ ﺑﻨﮕﺮﻳﻢ؟! ﺁﻳﺎ ﻣﺎ ﺁﻧﭽﻨﺎﻥ ﺩﺭﻣﺎﻧﺪﻩ ﺍﻳﻢ ﻛﻪ ﺑﺎﻳﺪ ﻣﻨﺘﻈﺮ ﺷﻮﻳﻢ ﻛﻪ ﺧﻮﺍﺳﺖ ﻭ ﺳﻴﺎﺳ ِ‬
‫ﺭﺍ ﺍﺯ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻣﺎﻥ ﺭﻫﺎ ﮔﺮﺩﺍﻧﺪ؟! ﺯﻫﻲ ﻟﻐﺰﺵ! ﺯﻫﻲ ﺧﺎﻣﻲ!‬
‫ﻛﻮﺷﻨﺪﮔﺎﻥ ﺳﻴﺎﺳﻲ ﻣﺎ ﭘﻴﺎﭘﻲ ﺍﻳﻦ ﺗﺮﺟﻴﻊ ﺑﻨﺪ ﺭﺍ ﺑﺰﺑﺎﻥ ﻣﻲ ﺁﻭﺭﻧﺪ ﻛﻪ ﺳـ ِﺮ ﻛـﺎﺭ ﺁﻣـﺪﻥ ﻣﻼﻳـﺎﻥ ﻣﻴـﻮﺓ‬
‫ﺳﻴﺎﺳﺘﻬﺎﻱ ﻛﺸﻮﺭﻫﺎﻱ ﺁﺯﻣﻨﺪ ﺟﻬﺎﻥ ﺑﻮﺩﻩ‪ .‬ﺗﺨﻢ ﺁﻥ ﺭﺍ ﺍﻳﺸﺎﻥ ﭘﺎﺷﻴﺪﻩ ﺍﻧـﺪ ﻭ ﻣﺰﺩﻭﺭﺍﻧـﺸﺎﻥ ﺧـﺎﻙ ﺭﺍ ﺁﻣـﺎﺩﻩ‬
‫ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﻫﻴﭻ ﻧﻤﻲ ﮔﻮﻳﻨﺪ ﻛﻪ ﻛﻲ ﺁﺑﻴﺎﺭﻱ ﻛﺮﺩﻩ ﻭ ﺍﮔﺮ ﻧﻤﻲ ﻛﺮﺩ ﺁﻳﺎ ﭼﻴﺰﻱ ﻣـﻲ ﺭﻭﻳﻴـﺪ؟!‪ .‬ﺑﮕﻔﺘـﺔ ﺩﻳﮕـﺮ‬
‫ﻫﻤﻪ ﭼﻴﺰ ﺭﺍ ﺩﺭ ﺳﻴﺎﺳﺖ ﺑﻴﮕﺎﻧﻪ ﺩﻳﺪﻩ ﻭ ﺑﺎﻭﺭﻫﺎﻱ ﻣﺮﺩﻡ ﺭﺍ ﺑﻬﻴﭻ ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬‬
‫ﺑﺎﻳﺪ ﺩﺭ ﺍﻳﻦ ﺍﺻﻞ ﺑﻴﮕﻤﺎﻥ ﺑﻮﺩ ﻛﻪ ﻣﺮﺩﻣﻲ ﺗﺎ ﺧﻮﺩ ﻧﻴﻚ ﻧﺒﺎﺷﻨﺪ ﺍﺯ ﻧﻴﻜﻴﻬﺎﻱ ﺟﻬﺎﻥ ﺑﻬﺮﻩ ﻧﺨﻮﺍﻫﻨﺪ ﺑـﺮﺩ‪.‬‬
‫ﺭﺍ ِﻩ ﺩﺭﻣﺎﻥ ﺑﻴﻤﺎﺭﻱ ﺧﺸﻜﺎﻧﺪﻥ ﺭﻳﺸﺔ ﺁﻧـﺴﺖ‪ .‬ﺍﻳـﻦ ﻣـﺮﺩﻡ ﺗـﺎ ﺭﺍﺳـﺘﻴﻬﺎ ﺭﺍ ﺩﺭ ﻧﻴﺎﺑﻨـﺪ ﻭ ﺑﺰﻳﺎﻧﻬـﺎﻱ ﺑﻴـﺸﻤﺎ ِﺭ‬
‫ﻛﻴﺸﺸﺎﻥ ﺁﮔﺎﻩ ﻧﮕﺮﺩﻧﺪ ‪ ،‬ﺭﻭﻱ ﺧﺮﺳﻨﺪﻱ ﺭﺍ ﻧﺨﻮﺍﻫﻨﺪ ﺩﻳﺪ‪ .‬ﺍﻣـﺮﻭﺯ ﺍﻳـﺸﺎﻥ ﺭﺍ ﺩﺭ ﮔﻤﺮﺍﻫﻴﻬـﺎ ‪ ،‬ﻣﻼﻳـﺎﻥ ﻧﮕـﺎﻩ‬
‫ﻼ ﻗﺮﺍﺋﺘﻲ ﻧﻮ‬ ‫ﻥ ﺩﻳﮕﺮﻱ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺭﺍ ـ ﺑﺎ ﺭﻧﮕﻲ ﺩﻳﮕﺮ ﻭ ﺑﺎ ﻧﺎﻣﻲ ﺩﻳﮕﺮ ﻣﺜ ﹰ‬ ‫ﻣﻲ ﺩﺍﺭﻧﺪ ﺭﻭﺯ ﺩﻳﮕﺮ ﻛﺴﺎ ِ‬
‫ﺩﺭ ﺍﺳﻼﻡ ـ ﺑﺮﺍﻩ ﺩﻳﮕﺮﻱ ﺍﻧﺪﺍﺧﺘﻪ ﺳﺎﻟﻴﺎﻧﻲ ﺑﺎﺯ ﻫﻢ ﺍﻳﺸﺎﻥ ﺭﺍ ﺳﺮﮔﺸﺘﻪ ﻭ ﮔﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺗﺎ ﺍﻣـﺮﻭﺯ ﺍﺯ‬
‫ﺍﻳﻦ » ﻗﺮﺍﺋﺖ« ﻫﺎ ﻛﻢ ﺍﺭﺍﺋﻪ ﻧﮕﺮﺩﻳﺪﻩ‪.‬‬
‫ﺕ ﺯﻫﺮﺁﻟـﻮ ِﺩ ﺍﻳـﻦ‬
‫ﻥ ﺳﻴﺎﺳﻲ ﺑﻪ ﭼِﺒﻮﺩ )ﻣﺎﻫﻴـﺖ( ﻭ ﺗـﺄﺛﻴﺮﺍ ِ‬ ‫ﻣﺎ ﺍﺷﻜﺎﻝ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﻛﻮﺷﻨﺪﮔﺎ ِ‬
‫ﻛﻴﺶ ﻭ ﺩﻳﮕﺮ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺁﮔﺎﻩ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻫﻤﺔ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﺭﺍ ﺩﺭ ﻋﺒﺎ ﻭ ﻋﻤﺎﻣﻪ ﻭ ﺳﻴﺎﺳﺘﻬﺎﻳﻲ ﻛﻪ ﺍﻳﻨﻬﺎ ﺭﺍ ﺑـﺮﺍﻱ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻣــﺮﺩﻡ ﻣــﺎ ﺧﻮﺍﺳــﺘﻪ ﺍﻧــﺪ ﻣــﻲ ﺩﺍﻧﻨــﺪ )ﻫﻤﭽﻨﺎﻧﻜــﻪ ﺩﺭ ﮔﺬﺷــﺘﻪ ﻫﻤــﺔ ﮔﺮﻓﺘﺎﺭﻳﻬــﺎ ﺭﺍ ﺩﺭ ﺷــﺎﻩ ﻭ ﺩﺭﺑــﺎﺭﺵ‬
‫ﻱ ﻣﺮﺩﻡ ﻫﺴﺖ ﺭﺍ ﺑﻲ ﺗﺄﺛﻴﺮ ﭘﻨﺪﺍﺷﺘﻪ ﺍﻧﺪ‪.‬‬ ‫ﻣﻲ ﺩﺍﻧﺴﺘﻨﺪ(‪ .‬ﺁﻧﭽﻪ ﺩﺭ ﺩﻟﻬﺎ ِ‬
‫ﻧﺒﺮﺩ ﺑﺎ ﺑﺎﻭﺭﻫﺎﻱ ﺯﻳﺎﻧﻤﻨﺪ( ﻣﻐﺰ ﻫﺎﻱ ﻣﺮﺩﻡ ﺑﺎﻳﺪ ﺑﺎ ﻓﺮﻭ ِﻍ ﺭﺍﺳﺘﻴﻬﺎ ﺭﻭﺷﻦ ﮔﺮﺩﺩ ﺗﺎ ﺍﻳﺸﺎﻥ ﺑﺪﺍﻧﻨﺪ ﻛـﻪ ﺩﺭ‬
‫ﭼﻪ ﺧﻮﺍﺏِ ﻏﻔﻠﺘﻲ ﺑﺴﺮ ﺑﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺍﻳﻨﭽﻨﻴﻨﺴﺖ ﻛﻪ ﺍﺯ ﻣﻼﻳﺎﻥ ﺩﻝ ﺑﺮﻛﻨﻨﺪ ‪ ،‬ﻭﮔﺮﻧـﻪ ﺗـﺎ ﺯﻣﺎﻧﻴﻜـﻪ ﻣﻐﺰﻫﺎﺷـﺎﻥ‬
‫ﺁﻛﻨﺪﻩ ﺍﺯ ﭘﻨﺪﺍﺭﻫﺎ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎﺳﺖ ‪ ،‬ﺷﻤﺎ ﭼﻪ ﻛﺎﺭﻱ ﺗﻮﺍﻧﻴﺪ ﻛـﺮﺩ ﻛـﻪ ﺩﺭ ﺩﻳـﺪﺓ ﺍﻳـﺸﺎﻥ ﺍﺯ ﺗـﺄﻣﻴﻦ ﺑﻬـﺸﺖ‬
‫ﺖ ﻣﻼﻳﺎﻥ ﺍﺭﺯﻧﺪﻩ ﺗﺮ ﺟﻠﻮﻩ ﻛﻨﺪ؟!‪.‬‬ ‫ﺑﺪﺳ ِ‬
‫ﻛﺴﺎﻧﻲ ﻣﻲ ﮔﻮﻳﻨﺪ ‪" :‬ﺑﺎ ﺩﻳﻦ ﻧﻤﻲ ﺗﻮﺍﻥ ﻣﺒﺎﺭﺯﻩ ﻛﺮﺩ"‪ .‬ﮔﺎﻫﻲ ﻫﻢ ﺗﺠﺮﺑﺔ ﺷﻮﺭﻭﻱ ﺭﺍ ﭼﺎﺷﻨﻲ ﺍﺩﻋﺎﻱ ﺧﻮﺩ‬
‫ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺍﻳﻨﻬﺎ ﺭﺍ ﻣﻲ ﮔﻮﻳﻨﺪ ﺗﺎ ﺑﮕﻤﺮﺍﻫﻴﻬﺎﻱ ﻣﺮﺩﻡ ﺑﻴﭙﺮﻭﺍﻳﻲ ﻛﻨﻨﺪ ﻭ ﭼﻨﺎﻥ ﻭﺍﻧﻤﺎﻳﻨﺪ ﻛﻪ ﺍﺯ ﺍﻳـﻦ » ﭼـﻮﺏ‬
‫ﺑﻪ ﻻﻧﺔ ﺯﻧﺒﻮﺭ ﻓﺮﻭﺑﺮﺩﻥ« ﻫﺎ ﺑﺎﻳﺪ ﺩﻭﺭﻱ ﺟﺴﺖ ﻭ ﺭﺍ ِﻩ ﻛﻮﺷﺶ ﻧﻪ ﻧﺒﺮﺩ ﺑـﺎ ﺁﻧﻬﺎﺳـﺖ‪ .‬ﺑﺎﻳـﺪ ﺩﻳـﻦ ﺭﺍ » ﺍﻣـﺮﻱ‬
‫ﺷﺨﺼﻲ« ﺩﺍﻧﺴﺖ ﻭ ﺑﺒﺎﻭﺭﻫﺎﻱ ﻣﺮﺩﻡ ﻛﺎﺭﻱ ﻧﺪﺍﺷﺖ‪.‬‬
‫ﻧﺨﺴﺖ ﻣﻲ ﭘﺮﺳﻴﻢ ‪ :‬ﭼﻪ ﺷﺪ ﻛﻪ ﺑﺸﻴﻌﻴﮕﺮﻱ ﻧﺎ ِﻡ ﺩﻳـﻦ ﮔﺬﺍﺭﺩﻳـﺪ؟!‪ .‬ﺷـﻴﻌﻴﮕﺮﻱ ﻫﺮﭼـﻪ ﻫـﺴﺖ ﺩﻳـﻦ‬
‫ﻱ ﺁﻥ ﺭﺍ ﻣﻲ ﺑﺮﺩ‪.‬‬‫ﻧﻴﺴﺖ‪ .‬ﺩﺭﺳﺘﺴﺖ ﻛﻪ ﺷﻴﻌﻴﮕﺮﻱ ﭘﻴﺎﭘﻲ ﻧﺎ ِﻡ ﺍﺳﻼﻡ ﺭﺍ ﻣﻲ ﺑ‪‬ﺮ‪‬ﺩ ﻟﻴﻜﻦ ﺩﺍﻧﺴﺘﻨﻴﺴﺖ ﻛﻪ ﺁﺑﺮﻭ ِ‬
‫ﺷﻴﻌﻴﮕﺮﻱ ﺑﻴﻜﺒﺎﺭ ﺑﻴﺪﻳﻨﻴﺴﺖ‪ .‬ﺍﮔﺮ ﺷﻴﻌﻴﮕﺮﻱ ﺭﺍ ﺩﻳﻦ ﻣﻲ ﻧﺎﻣﻴﺪ ‪ ،‬ﭘﺲ ﻣﻌﻨﻲ ﺩﻳـﻦ ﺭﺍ ﻧﻤـﻲ ﺩﺍﻧﻴـﺪ‪ .‬ﺩﻭﻡ ‪،‬‬
‫ﺷﻤﺎ ِﻛِﻲ ﻛﻮﺷﻴﺪﻳﺪ ﻭ ﻧﺸﺪ؟! ﻛِﻲ ﺑﻪ ﻣﺒﺎﺭﺯﻩ ﺑﺮﺧﺎﺳﺘﻴﺪ ﻭ ﺩﻳﺪﻳﺪ ﻧﻤﻲ ﺷﻮﺩ؟!‬
‫ﺁﻧﭽﻪ ﺍﺯ ﺗﺎﺭﻳﺦ ﺑﺮ ﻣﻲ ﺁﻳﺪ ﺁﻧﺴﺖ ﻛﻪ ﻫﺮ ﺩﻳﻨﻲ ﺩﺭ ﺁﻏﺎﺯ ﺑﺎ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻧﺒﺮﺩﻳﺪﻩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﻣﻴﺎﻥ ﺑـﺮﺩﻩ ﻭ‬
‫ﻣﺮﺩﻡ ﺭﺍ ﺑﻴﮕﺎﻧﮕﻲ ﺭﺳﺎﻧﺪﻩ‪ .‬ﺑﺎ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺧﻮﺩ ‪ ،‬ﺍﻳﺸﺎﻥ ﺭﺍ ﺯﻧﺪﮔﺎﻧﻲ ﺁﺳﻮﺩﻩ ﻭ ﮔﺮﺩﻧﻔﺮﺍﺯﺍﻧﻪ ﺍﻱ ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩﻩ ﻭ‬
‫ﭼﻨﺪ ﮔﺎﻣﻲ ﺩﺭ ﺭﺍﻩ ﺁﺩﻣﻴﮕﺮﻱ ﺟﻠﻮ ﺑﺮﺩﻩ‪ .‬ﺳﭙﺲ ﻛﻢ ﻛﻢ ﺁﻟﻮﺩﮔﻴﻬﺎﻳﻲ ﺑﺂﻥ ﺩﺭﺁﻣﻴﺨﺘﻪ ‪ ،‬ﻛﻴﺸﻬﺎﻳﻲ ﺍﺯ ﺁﻥ ﺟـﺪﺍ‬
‫ﻦ ﻧﻮﻱ ﺑﺮﺧﺎﺳـﺘﻪ ﻭ‬ ‫ﮔﺸﺘﻪ ﻭ ﺯﻣﻴﻨﺔ ﭘﺮﺩﺍﺧﺘﻦ ﺑﭙﻨﺪﺍﺭﻫﺎ ﻭ ﺑﻴﻬﻮﺩﻩ ﻛﺎﺭﻳﻬﺎﻳﻲ ﺭﺍ ﺑﺎﻋﺚ ﺷﺪﻩ‪ .‬ﭘﺲ ﺍﺯ ﺯﻣﺎﻧﻲ ﺩﻳ ِ‬
‫ﺁﻥ ﻛﻴﺸﻬﺎﻱ ﺳﺮﺍﺳﺮ ﮔﻤﺮﺍﻫﻲ ﺭﺍ ﺑﺮﺍﻧﺪﺍﺧﺘﻪ ﻭ ﺩﻭﺑﺎﺭﻩ ﻣـﺮﺩﻡ ﺭﺍ ﺑـﺸﺎﻫﺮﺍ ِﻩ ﻳﮕـﺎﻧﮕﻲ ﻭ ﺁﺩﻣﻴﮕـﺮﻱ ﺭﺍﻫﻨﻤـﺎﻳﻲ‬
‫ﻛﺮﺩﻩ‪.‬‬
‫ﻦ ﻗﺮﺑﺎﻧﻲ ﻛﺮﺩﻥ ﺑﺪﺭﮔﺎ ِﻩ ﺧﺪﺍﻳﺎﻧﻲ ﻛﻪ ﺍﻳﺮﺍﻧﻴـﺎﻥ ﭘـﻴﺶ‬ ‫ﻦ ﺯﺭﺩﺷﺖ ﻭ ﻧﺒﺮﺩ ﺍﻭ ﺑﺎ ﺑﺖ ﭘﺮﺳﺘﻲ ﻭ ﺁﻳﻴ ِ‬ ‫ﺑﺮﺧﺎﺳﺘ ِ‬
‫ﻥ ﮔﻤﺮﺍﻫﻴﻬﺎﺳﺖ‪ ٣٥ .‬ﺩﺭ ﺳﺎﻳﺔ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺯﺭﺩﺷﺖ ﺑﻮﺩ ﻛﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ‬ ‫ﺍﺯ ﺍﻭ ﻣﻲ ﭘﺮﺳﺘﻴﺪﻧﺪ ﻳﻚ ﻧﻤﻮﻧﻪ ﺍﺯ ﺑﺮﺍﻓﺘﺎﺩ ِ‬
‫ﻥ ﭘﺮ ﺷﻤﺎﺭ ﺭﻫﺎ ﮔﺮﺩﻳﺪﻧﺪ ﻭ ﭼﻮﻥ ﺁﺭﻣﺎﻧﻬﺎ ﻭ ﺑﺎﻭﺭﻫﺎﺷﺎﻥ ﻳﻜﻲ‬ ‫ﻱ ﺑﺖ ﭘﺮﺳﺘﺎﻧﻪ ﻭ ﺧﺪﺍﻳﺎ ِ‬ ‫ﺍﺯ ﺑﻨﺪ ﻭ ﺯﻧﺠﻴﺮ ﭘﻨﺪﺍﺭﻫﺎ ِ‬
‫ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩ ﺑﻪ ﻳﮕﺎﻧﮕﻲ)ﺍﺗﺤﺎﺩ( ﺩﺳﺖ ﻳﺎﻓﺘﻪ ﺑﺴﺮﺑﻠﻨﺪﻱ ﺭﺳﻴﺪﻧﺪ ﻭ ﻗﺮﻧﻬـﺎ ﺗﻮﺍﻧـﺴﺘﻨﺪ ﻛـﺸﻮﺭ ﺭﺍ ﺍﺯ ﺩﺳـﺘﺒﺮﺩ‬
‫ﻱ ﺗـﺎﺭﻳﺨﻲ ﺑﺰﺭﮔـﻲ ﺑﺠـﺎ ﮔﺬﺍﺭﻧـﺪ‪ .‬ﺁﻧﮕـﺎﻩ ﺩﺭ ﺳـﺪﻩ ﻫـﺎﻱ ﺑﻌـﺪﻱ‬ ‫ﺑﻴﮕﺎﻧﮕﺎﻥ ﻧﮕﺎﻫﺪﺍﺭﻧﺪ ﻭ ﺍﺯ ﺧﻮﺩ ﻳﺎﺩﮔﺎﺭﻫـﺎ ِ‬
‫ﻦ ﭘﺎﻙ ﺭﺍﻩ ﻳﺎﻓﺖ ﻭ‬ ‫ﺁﻟﻮﺩﮔﻴﻬﺎﻳﻲ ﺑﺂﻥ ﺩﻳ ِ‬
‫ﻝ ﺑﺪﻱ ﺍﻓﺘﺎﺩﻩ ﻭ ﺑﺪﻋﺘﻲ ﻫﻤﭽﻮﻥ ﺁﺗﺶ ﭘﺮﺳﺘﻲ ﺩﺭ ﺁﻥ ﭘﻴﺪﺍ ﺷﺪﻩ ﻭ ﺍﻳﻦ ﺑﻮﺩ ﻛـﻪ ﺩﺭ‬‫ﺩﺭ ﺯﻣﺎﻥ ﺳﺎﺳﺎﻧﻴﺎﻥ ﺑﺤﺎ ِ‬
‫ﺑﺮﺍﺑ ِﺮ ﺍﺳﻼﻡ ﭘﺎﻳﺪﺍﺭﻱ ﻭ ﺍﻳﺴﺘﺎﺩﮔﻲ ﻧﺘﻮﺍﻧﺴﺖ‪ .‬ﭘـﻴﺶ ﺍﺯ ﺁﻧﻬـﻢ ﺑـﺎ ﻣـﺴﻴﺤﻴﮕﺮﻱ ﺍﻳـﺴﺘﺎﺩﮔﻲ ﻧﻤـﻲ ﺗﻮﺍﻧـﺴﺖ ﻭ‬
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‫ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺳﺘﻪ ﺩﺳﺘﻪ ﺑﻤﺴﻴﺤﻴﮕﺮﻱ ﻣﻲ ﮔﺮﺍﻳﻴﺪﻧﺪ‪.‬‬
‫ﺍﺯ ﺁﻧﺴﻮ ﺍﺳﻼﻡ ﻛﻪ ﺩﺭ ﺯﺍﺩﮔﺎ ِﻩ ﺧﻮﺩ ﺗﻮﺍﻧﺴﺘﻪ ﺑـﻮﺩ ﺑـﺎ ﺑﻴﺨﺮﺩﻳﻬـﺎ ﻭ ﭘﻨـﺪﺍﺭﻫﺎ ﻭ ﻛﺸﻤﻜـﺸﻬﺎﻱ ﻗﺒﻴﻠـﻪ ﺍﻱ‬
‫ﻧﺒﺮﺩﻳﺪﻩ ﺍﺯ ﺍﻳﺸﺎﻥ ﺗﻮﺩﻩ ﺍﻱ ﻳﮕﺎﻧﻪ ﻭ ﻧﻴﺮﻭﻣﻨﺪ ﭘﺪﻳﺪ ﺁﻭﺭﺩ ‪ ،‬ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺮﺗﺮﻱ ﺧﻮﺩ ﺭﺍ ﺑﻜﻴﺸﻬﺎﻱ ﺑﺎﺯﻣﺎﻧﺪﻩ ﻧﺸﺎﻥ‬
‫ﺩﺍﺩ ﻭ ﺩﻟﻬﺎ ﺭﺍ ﺑﺨﻮﺩ ﻛﺸﻴﺪ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎﻳﻲ ﻛﻪ ﭘﺪﻳﺪﺍﺭ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩ ﺭﺍ ﺑﺮﺍﻧﺪﺍﺧﺖ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻦ ﭘﻨـﺪﺍﺭﻫﺎ ﺑـﺎ‬‫ﺍﻛﻨﻮﻥ ﭼﮕﻮﻧﻪ ﺍﺳﺖ ﻛﻪ ﻛﺴﺎﻧﻲ ﻣﺒﺎﺭﺯﻩ ﺑﺎ ﭘﻨﺪﺍﺭﻫﺎ ﺭﺍ ﻧﺸﺪﻧﻲ ﻣـﻲ ﭘﻨﺪﺍﺭﻧـﺪ؟!‪ .‬ﺑﺮﺍﻧـﺪﺍﺧﺘ ِ‬
‫ﺷﻨﺎﺳﺎﻧﺪﻥِ ﺭﺍﺳﺘﻴﻬﺎ ﺍﻧﺠﺎﻡ ﮔﻴﺮﺩ ﻭ ﺍﻳﻦ ﮔﺮﭼﻪ ﺑﺎ ﻛﻮﺷﺶ ﻭ ﺭﻧﺠﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺑـﺴﺮﺍﻧﺠﺎﻡ ﺭﺳـﺪ ‪ ،‬ﻟـﻴﻜﻦ ﺗﻨﻬـﺎ‬
‫ﺭﺍﻫﺴﺖ‪ .‬ﺭﺍﻫﻲ ﻛﻪ ﭘﺮﭼﻢ ﻭ ﭘﻴﻤﺎﻥ ﭘﻴﺶ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﻫﻤﻴﻦ ﻭﻳﮋﮔﻲ ﺭﺍ ﺩﺍﺭﺩ ﻛﻪ ﺍﺯ ﻳﻜـﺴﻮ ﺣﻘـﺎﻳﻖ ﺭﺍ ﻧـﺸﺎﻥ‬
‫ﻱ ﻧﻴﻚ ﻭ ﺑﺪ ﻣﻲ ﮔﺬﺍﺭﺩ ﻛﻪ ﺑﺎ ﺯﻧﺪﮔﺎﻧﻲ ﺗـﻮﺩﻩ ﺍﻱ ﻭ ﺁﻧﭽـﻪ ﺩﺭ ﺍﻳـﻦ ﺭﻭﺯﮔـﺎﺭ ﺑـﺂﻥ‬ ‫ﻣﻲ ﺩﻫﺪ ﻭ ﭘﺎﻳﻪ ﻫﺎﻳﻲ ﺑﺮﺍ ِ‬
‫ﻥ ﺗـﻮﺩﻩ ﻣـﻲ ﺳـﻨﺠﺪ ﻭ ﺑﺎﻭﺭﻫـﺎﻱ‬ ‫ﻱ ﺳﻮﺩ ﻭ ﺯﻳﺎ ِ‬‫ﻧﻴﺎﺯﻣﻨﺪﻳﻢ ﺳﺎﺯﮔﺎﺭﺳﺖ ﻭ ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ‪ ،‬ﻛﻴﺸﻬﺎ ﺭﺍ ﺑﺎ ﺗﺮﺍﺯﻭ ِ‬
‫ﻲ ﺁﻧﻬﺎ ﭘﻲ ﻣﻲ ﺑﺮﺩ ﻭ ﺩﻝ ﺍﺯ ﺁﻧﻬﺎ ﺑﺮﻣﻲ ﻛﻨﺪ‪.‬‬ ‫ﺯﻳﺎﻧﻤﻨ ِﺪ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎﺯ ﻣﻲ ﻧﻤﺎﻳﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺧﻮﺍﻧﻨﺪﻩ ﺧﻮﺩ ﺑﻪ ﺑﻲ ﭘﺎﻳ ِ‬
‫ﮔﻔﺘﻪ ﺷﺪﻩ ﻛﻤﻮﻧﻴﺴﺘﻬﺎ ﺳﺎﻟﻴﺎﻥ ﺩﺭﺍﺯ ﺑﺎ ﺩﻳﻨﻬﺎ ﻧﺒﺮﺩﻳﺪﻧﺪ ﻭ ﺳﺮﺍﻧﺠﺎﻡ ﺁﻧﻬﺎ ﺭﺍ ﺁﺯﺍﺩ ﮔﺬﺍﺭﺩﻧـﺪ ﻭ ﺍﻳـﻦ ﺭﺍ‬
‫ﻦ ﻣﺮﺩﻡ ﻧﺘﻮﺍﻥ ﻭ ﻧﺒﺎﻳﺪ ﭘﺮﺩﺍﺧﺖ‪.‬‬ ‫ﻞ ﺁﻥ ﻣﻲ ﺁﻭﺭﻧﺪ ﻛﻪ ﺑﺪﻳ ِ‬ ‫ﺩﻟﻴ ِ‬
‫ﺍﮔﺮ ﺍﻳﻦ ﺭﺍ ﺍﺯ ﭘﻴﺮﻭﺍﻥ ﻛﻴﺸﻬﺎ ﻣﻲ ﺷـﻨﻴﺪﻳﻢ ‪ ،‬ﻣـﻲ ﮔﻔﺘـﻴﻢ ﻛـﻪ ﺑﻬﺎﻧـﻪ ﺍﻱ ﺑـﺮﺍﻱ ﺩﺳـﺖ ﻧﻜـﺸﻴﺪﻥ ﺍﺯ‬
‫ﺑﺎﻭﺭﻫﺎﺷﺎﻥ ﻳﺎﻓﺘﻪ ﺍﻧﺪ‪ .‬ﻟﻴﻜﻦ ﺍﻛﻨﻮﻥ ﻛﻪ ﻛﻮﺷﻨﺪﮔﺎﻥ ﺳﻴﺎﺳﻲ ﺍﻳﻨﺮﺍ ﺑﺰﺑﺎﻥ ﻣﻲ ﺁﻭﺭﻧﺪ ﺑﺎﻳﺪ ﺑﺎﻳـﺸﺎﻥ ﮔﻔـﺖ ‪ :‬ﺩﺭ‬
‫ﺁﻥ ﺣﺎﻝ ﻧﻪ ﺗﻨﻬﺎ ﺩﻳﻨﻬﺎ ﺑﻠﻜﻪ ﺧﺎﺧﺎﻣﺎﻥ ﻭ ﻛﺸﻴﺸﺎﻥ ﻭ ﻣﻼﻳﺎﻥ ﻫﻢ ﻣﺎﻧﺪﮔﺎﺭﻧﺪ ﻭ ﺑﺂﻧﻬﺎ ﻫﻢ ﻧﺘﻮﺍﻥ ﭘﺮﺩﺍﺧﺖ‪ .‬ﺯﻳﺮﺍ‬
‫ﻣﺎ ﺩﻳﺪﻳﻢ ﻫﻤﻴﻨﻜﻪ ﺷﻮﺭﻭﻱ ﺩﺳﺖ ﺍﺯ ﻛﻤﻮﻧﻴﺴﺘﻲ ﺑﺮﺩﺍﺷﺖ ﻭ ﺩﺭﻫﺎﻱ ﺁﻥ ﻛﺸﻮﺭ ﺑﺎﺯ ﺷﺪ ﺑﻴﻜﺒﺎﺭ ﺁﻥ ﭘﻴﺸﻮﺍﻳﺎﻥ‬
‫ﺖ‬‫ﻛﻴﺸﻬﺎ ﻭ ﺍﻧﺒﻮ ِﻩ ﭘﻴﺮﻭﺍﻧﺸﺎﻥ ﻧﻤﺎﻳﺎﻥ ﺷﺪﻧﺪ‪ .‬ﭘﺲ ﺍﻳﻦ ﺟﻨﺐ ﻭ ﺟﻮﺵ ﻧﺸﺎﻥ ﺩﺍﺩﻧﻬﺎ ﻭ ﮔﻠﻪ ﻛﺮﺩﻥ ﻫـﺎ ﺍﺯ ﺩﺳـ ِ‬
‫ﻱ ﭼﻴﺴﺖ؟!‪ .‬ﺷﻤﺎ ﻣﺮﺩﻡ ﺭﺍ ﺑﺮﺍﻱ ﭼﻪ ﺑﺴﺮ ﺧﻮﺩ ﮔﺮﺩ ﻣﻲ ﺁﻭﺭﻳﺪ ﻭ ﺍﺯ ﺍﻳﺸﺎﻥ ﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻴﺪ؟!‪.‬‬ ‫ﻣﻼﻳﺎﻥ ﺑﺮﺍ ِ‬
‫ﺁﻧﭽﻪ ﻣﺎ ﻣﻲ ﺩﺍﻧﻴﻢ ﺣﻜﻮﻣﺖ ﺷﻮﺭﻭﻱ ﺟﺰ ﺩﻩ ﺳﺎﻝ ﻭ ﺑﻴﺴﺖ ﺳﺎﻝ ﺑﺎﻳﺸﺎﻥ ﺳﺨﺖ ﻧﮕﺮﻓـﺖ‪ .‬ﺷـﮕﻔﺖ‬
‫ﺖ ﻛﻤﻮﻧﻴﺴﺘﻲ ﺩﻳﮕﺮ ﮔﺮﺩﻳﺪ ﻭ ﻫﻤﺎﻥ ﺳﺎﻟﻬﺎ ﻋﻠﻴﺰﺍﺩﻩ ﺷﻴﺦ ﺍﻻﺳﻼﻡ ﻗﻔﻘـﺎﺯ ﺭﺍ ﺭﺍﻩ‬ ‫ﺁﻧﻜﻪ ﭘﺲ ﺍﺯ ﺁﻥ ‪ ،‬ﺷﻴﻮﺓ ﺩﻭﻟ ِ‬
‫ﺩﺍﺩ ﻛﻪ ﺑﺎﻳﺮﺍﻥ ﺁﻳﺪ ﻭ ﻫﻤﭽﻮﻥ ﻳﻚ ﺷﻴﻌﺔ ﻣﺘﻌﺼﺐ ﺑﺰﻳﺎﺭﺕ ﻗﻢ ﻭ ﻣﺸﻬﺪ ﺭﻭﺩ‪ .‬ﺭﺍﺩﻳﻮ ﻣﺴﻜﻮ ﺩﺭﺑـﺎﺭﺓ ﺑﺮﮔـﺰﺍﺭﻱ‬
‫ﻣﺮﺍﺳﻢ ﻋﺎﺷﻮﺭﺍ ﺩﺭ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﺷﻮﺭﻭﻱ ﻭ ﻗﻔﻘﺎﺯ ﺑﺎ ﺁﺏ ﻭ ﺗﺎﺑﻲ ﻛﻪ ﺷﺎﻳﺴﺘﺔ ﺭﺍﺩﻳﻮ » ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻲ« ﺍﺳﺖ‬
‫ﺳﺨﻦ ﻣﻲ ﮔﻔﺖ ﻭ ﺁﻛﺎﺩﻣﻴﻬﺎﻱ ﺍﻳﺸﺎﻥ ﭘﻴﺎﭘﻲ ﺩﺭﺑﺎﺭﺓ ﻛﻴﺸﻬﺎ ﻭ ﺗﺎﺭﻳﺨﭽﺔ ﺁﻧﻬﺎ ﻛﺘﺎﺏ ﺑﻴﺮﻭﻥ ﻣـﻲ ﺩﺍﺩ‪ .‬ﺍﻳـﻦ ﺭﺍ‬
‫ﻥ ﺍﺭﻭﭘﺎ ﻫﻤﮕﺎﻣﻲ ﻛﺮﺩﻩ ﻛﺘﺎﺑﻬـﺎﻱ ﺑـﺪﺁﻣﻮﺯﺍﻥ ﻭ‬ ‫ﺖ ﺷﺮﻗﺸﻨﺎﺳﺎ ِ‬ ‫ﻧﻴﺰ ﺩﺭ ﺣﺎﺷﻴﻪ ﺑﮕﻮﻳﻴﻢ ﻛﻪ ﺍﻳﺸﺎﻥ ﺣﺘﺎ ﺑﺎ ﺳﻴﺎﺳ ِ‬
‫ﻥ ﻣﻐﻮﻝ ﻣﺎ ﺭﺍ ﻧﻴﺰ ﭼـﺎﭖ ﻣـﻲ ﻛﺮﺩﻧـﺪ ﻭ ﻋﻠـﻲ ﺍﻑ ﺭﺍ ﺑﻨـﺎ ِﻡ » ﺳـﻌﺪﻱ ﺷـﻨﺎﺱ« ﺑـﺎﻳﺮﺍﻥ‬ ‫ﻥ ﺯﻣﺎ ِ‬
‫ﺑﻴﻬﻮﺩﻩ ﮔﻮﻳﺎ ِ‬
‫ﻱ ﺳﻌﺪﻱ ﮔﺮﻓﺘﻪ ﻣـﻲ ﺷـﺪ ﺍﻭ ﻧﻴـﺰ ﮔﻠـﺴﺘﺎﻥ ﺑﺨﻮﺍﻧـﺪ ﻭ ﺳﺘﺎﻳـﺸﻬﺎ‬ ‫ﻣﻲ ﻓﺮﺳﺘﺎﺩﻧﺪ ﻛﻪ ﺩﺭ ﺟﺸﻨﻬﺎﻳﻲ ﻛﻪ ﺑﺮﺍ ِ‬
‫ﻥ ﻣﺎ ﮔﺮﺩﺍﻧﺪ!‬‫ﺍﺭﻣﻐﺎ ِ‬
‫ﻥ ﺳﻴﺎﺳﺘﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺁﮔﺎﻩ ﻧﺒﻮﺩﻳﻢ ﻟﻴﻜﻦ ﺍﺯ ﺑﻴﺮﻭﻥ ﻛﻪ ﺍﻳﻨﻬﺎ ﺭﺍ ﻣـﻲ ﺩﻳـﺪﻳﻢ ‪ ،‬ﻣـﻲ ﺗﻮﺍﻧـﺴﺘﻴﻢ‬ ‫ﻣﺎ ﺍﺯ ﺩﺭﻭ ِ‬
‫ﻥ ﺍﺭﻭﭘـﺎﻳﻲ ﺩﺭ ﻋﻘـﺐ ﻧﮕﺎﻫﺪﺍﺷـﺘﻦ ﻛـﺸﻮﺭﻫﺎﻱ ﺷـﺮﻗﻲ‬ ‫ﺖ ﺷﻮﻡ ﺷﺮﻗﺸﻨﺎﺳﺎ ِ‬ ‫ﺩﺭﻳﺎﺑﻴﻢ ﻛﻪ ﺍﻳﺸﺎﻥ ﻧﻴﺰ ﺍﺯ ﺳﻴﺎﺳ ِ‬
‫ﭘﻴﺮﻭﻱ ﻛﺮﺩﻩ ﻭ ﺳﻮﺩ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺁﻥ ﻣﻲ ﺩﻳﺪﻧﺪ‪.‬‬
‫ﻱ ﺑﻬﺒـﻮ ِﺩ‬
‫ﺑﺎ ﺁﻧﻜﻪ ﻛﻤﻮﻧﻴﺴﺘﻲ ﺩﺭ ﻧﺰﺩ ﻣﺎ ﮔﺮﺍﻣﻴﺴﺖ ﻭ ﺁﻧﺮﺍ ﭘﺪﻳﺪ ﺁﻭﺭﺩﺓ ﻣﺮﺩﺍﻥ ﻧﻴﻜﺨﻮﺍﻩ ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﺑﺮﺍ ِ‬
‫ﻝ ﺭﻧﺠﻜﺸﺎﻥ ﻛﻮﺷﻴﺪﻩ ﺍﻧﺪ ﻭ ﺣﺴﺎﺏ ﺁﻧﺮﺍ ﺍﺯ ﺳﻴﺎﺳﺖ ﺷﻮﺭﻭﻱ ﺟﺪﺍ ﻣﻲ ﺩﺍﻧـﻴﻢ ﻟـﻴﻜﻦ ﺩﺭ ﺍﻳـﻦ ﻣـﺮﺍﻡ ‪ ،‬ﺩﺭ‬ ‫ﺣﺎ ِ‬
‫ﺑﺮﺍﺑ ِﺮ ﻛﻴﺸﻬﺎ ‪ ،‬ﺟﺰ ﺍﻳﻨﻜﻪ ﺍﻧﻜﺎ ِﺭ ﺁﻓﺮﻳﺪﮔﺎﺭ ﻛﻨﻨﺪ ﻭﻳﺎ ﻫﺮﭼﻪ ﻭﺍﺑﺴﺘﻪ ﺑﺪﻳﻨﺴﺖ ﺭﺍ ﺑﺎ ﺩﻳـﺪﺓ ﺗـﻮﻫﻴﻦ ﻭ ﺭﻳـﺸﺨﻨﺪ‬
‫ﻱ‬‫ﺑﻨﮕﺮﻧﺪ ‪ ،‬ﺍﻓﺰﺍﺭ ﺩﻳﮕﺮﻱ ﺳﺮﺍﻍ ﻧﻤـﻲ ﺩﺍﺭﻳـﻢ‪ .‬ﺍﻳـﻦ ﻫـﺎ ﻫـﻢ ﺍﻓـﺰﺍﺭﻱ ﻛـﻪ ﺑﺘﻮﺍﻧـﺪ ﭼـﺎﺭﺓ ﻛﻴـﺸﻬﺎ ﻭ ﺑﺎﻭﺭﻫـﺎ ِ‬
‫ﭘﻨﺪﺍﺭﭘﺮﺳﺘﺎﻧﻪ ﻛﻨﺪ ﻧﻴﺴﺖ‪ .‬ﻛِﻲ ﺑﻮﺩﻩ ﻛﻪ ﺑﺎ ﺭﻳـﺸﺨﻨﺪ ﻭ ﺳـﺨﺘﮕﻴﺮﻱ ﻣـﺮﺩﻡ ﺍﺯ ﺑﺎﻭﺭﻫﺎﺷـﺎﻥ ﺩﺳـﺖ ﻛـﺸﻴﺪﻩ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺑﺎﺷﻨﺪ؟! ﺍﺯ ﺍﻳﻨﺮﻭ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﺍﮔﺮ ﻛﻤﻮﻧﻴﺴﺘﻲ ﺑـﺴﺨﺘﮕﻴﺮﻱ ﺑـﺎ ﻛﻴـﺸﻬﺎ ﺍﺩﺍﻣـﻪ ﻣـﻲ ﺩﺍﺩ ﻫـﻢ ‪ ،‬ﺟـﺰ‬
‫ﻱ ﺍﻧﺪﻛﻲ ﻧﻤﻲ ﻳﺎﻓﺖ‪.‬‬‫ﻓﻴﺮﻭﺯ ِ‬
‫ﺍﻳﻦ ﻧﺸﺎﻧﻲ ﺍﺯ ﻧﺎﺗﻮﺍﻧﻲ ﺍﻳﺸﺎﻧﺴﺖ‪ .‬ﭼﻮﻥ ﭼﺎﺭﻩ ﺍﻱ ﺑﭙﻨﺪﺍﺭﭘﺮﺳﺘﻴﻬﺎ ﻧﻤﻲ ﺷﻨﺎﺳـﻨﺪ ‪ ،‬ﺑﻴﻜﺒـﺎﺭ ﺑـﺎ ﺩﻳـﻦ ﺩﺷـﻤﻨﻲ‬
‫ﻥ ﺁﻓﺮﻳﺪﮔﺎﺭ ﺟﺰ ﺍﺯ ﺩﺍﺳﺘﺎﻥ ﭘﻨﺪﺍﺭﻫﺎﻱ ﺑﻴﭙﺎﺳﺖ‪ .‬ﻧﻤﻲ ﺩﺍﻧﻨـﺪ ﻛـﻪ‬‫ﻣﻲ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺍﻳﻨﺎﻥ ﺁﻥ ﻧﻤﻲ ﺩﺍﻧﻨﺪ ﻛﻪ ﺩﺍﺳﺘﺎ ِ‬
‫ﻣﺎﺭﺍ ﺑﺴﻮﻱ ﺁﻓﺮﻳﺪﮔﺎﺭ ﺣﻘﺎﻳﻖ ﻣﻲ ﺭﺳﺎﻧﺪ ﻧﻪ ﭘﻨﺪﺍﺭﻫﺎ‪ .‬ﻧﻤﻲ ﺩﺍﻧﻨﺪ ﻛﻪ ﺩﺭ ﺟﻬﺎﻥ ﺟﺰ ﺍﺯ ﺁﻧﻜﻪ ﺩﺍﻧﺸﻬﺎﻱ ﺍﺭﻭﭘـﺎﻳﻲ‬
‫ﻖ ﺑﺴﻴﺎﺭ ﺍﺭﺟﺪﺍﺭﻱ ﻫﺴﺖ ‪ ،‬ﺣﻘﺎﻳﻘﻲ ﻛﻪ ﺳﺮﭼﺸﻤﺔ ﺁﺳﺎﻳﺶ ﺟﻬﺎﻧﻴﺎﻥ ﺗﻮﺍﻧـﺪ‬ ‫ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﻳﻚ ﺭﺷﺘﻪ ﺣﻘﺎﻳ ِ‬
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‫ﺑﻮﺩ‪.‬‬
‫ﻱ ﻛﻴﺸﻲ ﺩﺭﺍﻓﺘـﺎﺩﻩ ﻭ‬ ‫ﺗﻨﻬﺎ ﻛﻤﻮﻧﻴﺴﺘﻲ ﻧﻴﺴﺖ‪ .‬ﻫﻤﺎﻥ ﺩﺍﻧﺸﻬﺎ ﺍﺯ ﭘﺎﻧﺼﺪ ﺳﺎﻝ ﭘﻴﺶ ﺑﻪ ﺍﻳﻨﺴﻮ ﺑﺎ ﭘﻨﺪﺍﺭﻫﺎ ِ‬
‫ﺁﻧﻬﺎ ﺭﺍ ﺳﺴﺖ ﻛﺮﺩﻩ ﻭﻟﻲ ﺑﺮﺍﻧﺪﺍﺧﺘﻦ ﻧﺘﻮﺍﻧﺴﺘﻪ‪ .‬ﻓﻼﻥ ﻛﺸﻴﺶ ﻭ ﺑﻬﻤـﺎﻥ ﻛﺎﺭﺩﻳﻨـﺎﻝ ﺑﺪﺍﻧـﺸﻜﺪﻩ ﺭﻓﺘـﻪ ﺩﺭﺱ‬
‫ﻱ ﺁﺩﻡ ﻭ‬ ‫ﺧﻮﺍﻧﺪﻩ ﻭ ﺩﻛﺘﺮﺍ ﮔﺮﻓﺘﻪ ﻭﻟﻲ ﺩﺭ ﻫﻤﺎﻥ ﺣﺎﻝ ﺑﻜﻠﻴﺴﺎ ﻣﻲ ﺭﻭﺩ ﻭ ﺍﻧﺠﻴﻞ ﺑﺎﺯ ﻣﻲ ﻛﻨﺪ ﻭ ﺍﺯ ﺍﻓﺴﺎﻧﻪ ﻫـﺎ ِ‬
‫ﺣﻮﺍ ﺑﺮﺍﻱ ﻣﺮﺩﻡ ﻣﻲ ﺧﻮﺍﻧﺪ‪ .‬ﭼﺮﺍ ﻛﻤﻮﻧﻴﺴﺘﻲ ﻭ ﻳﺎ ﺩﺍﻧﺸﻬﺎ ﺍﺯ ﭘﺲ ﻛﻴﺸﻬﺎﻱ ﻓﺮﺳﻮﺩﻩ ﻭ ﺑﻴﭙﺎ ﺑﺮ ﻧﻤﻲ ﺁﻳﺪ ﺧﻮﺩ‬
‫ﺭﺍﺯﻳﺴﺖ ﻛﻪ ﻣﻲ ﺑﺎﻳﺪ ﺑﺪﺭﺳﺘﻲ ﺁﻧﺮﺍ ﺩﺭﻳﺎﻓﺖ‪.‬‬
‫ﺍﻳﻨﻜﻪ ﮔﻔﺘﻪ ﺷﺪ ﺑﺎ ﻛﻴﺸﻬﺎ ﺑﺎﻳﺪ ﻧﺒﺮﺩ ﺭﻭ ﺩﺭ ﺭﻭ ﻛﺮﺩ ‪ ،‬ﺧﻮﺍﺳﺘﻤﺎﻥ ﻫﻤﻴﻨـﺴﺖ ﻛـﻪ ﺑﻜـﺎﺭ ﺍﺯ ﺭﺍﻫـﺶ ﻭ ﺑـﺎ‬
‫ﺏ ﺷﻴﻌﻴﮕﺮﻱ ﺭﺍ ﺧﻮﺍﻧﺪﻩ ﺍﻧﺪ ‪ ،‬ﺍﻳﻦ ﺩﺭﻳﺎﻓﺘﻪ ﺍﻧﺪ ﻛﻪ ﻧﺒـﺮﺩﻱ‬ ‫ﻱ ﻣﺜﺎﻝ ﺧﻮﺍﻧﻨﺪﮔﺎﻧﻲ ﻛﻪ ﻛﺘﺎ ِ‬ ‫ﺍﻓﺰﺍﺭﺵ ﺩﺭﺁﻳﻴﻢ‪ .‬ﺑﺮﺍ ِ‬
‫ﻱ ﺩﺍﻧـﺶ‬ ‫ﺏ ﻛﻮﺷﺸﻬﺎ ﻭ ﺗﻮﺍﻧﺎﻳﻴﻬـﺎ ِ‬ ‫ﺶ ﺷﻴﻌﻴﮕﺮﻱ ﻣﻲ ﻛﻨﺪ ﻛﺎﺭﻱ ﻧﻴﺴﺖ ﻛﻪ ﺩﺭ ﭼﺎﺭﭼﻮ ِ‬ ‫ﻛﻪ ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﺎ ﻛﻴ ِ‬
‫ﻥ ﺭﺍﺳـﺘﻴﻬﺎ ﺭﺍ ِﻩ‬
‫ﺖ ﺩﻳـﻦ ﻭ ﺑـﺎﺯ ﻧﻤـﻮﺩ ِ‬ ‫ﻲ ﺩﺭﺳـ ِ‬‫ﺑﺎﺷﺪ‪ .‬ﺍﻳﻦ ﺩﺭ ﺧﻮﺍﻫﻨﺪ ﻳﺎﻓﺖ ﻛﻪ ﻧﻮﻳﺴﻨﺪﻩ ﺑﺎ ﺷﻨﺎﺳﺎﻧﺪﻥِ ﻣﻌﻨـ ِ‬
‫ﻒ ﺁﻥ ﻭ ﺩﺭﻭﻏـﺴﺎﺯﻳﻬﺎﻱ‬ ‫ﺡ ﺩﻳﻦ ﻛﻪ ﺍﻳﻦ ﻛﻴﺶ ﺍﺯ ﺭﺍ ِﻩ ﺗﺤﺮﻳـ ِ‬ ‫ﻓﺮﻳﺒﻜﺎﺭﻱ ﻣﻼﻳﺎﻥ ﺭﺍ ﺑﺴﺘﻪ‪ .‬ﺳﭙﺲ ﺑﺎ ﻫﻤﺎﻥ ﺳﻼ ِ‬
‫ﺏ ﺩﻳﻦ ﺩﺳﺖ ﺑﺴﺘﻪ‪ .‬ﻧـﺸﺎﻥ ﺁﻥ ﻫـﻢ ﺍﻳﻨـﺴﺖ ﻛـﻪ‬ ‫ﺩﺍﻣﻨﻪ ﺩﺍﺭ ﺑﻨﻴﺎﺩﻳﺎﻓﺘﻪ ‪ ،‬ﺑﺎ ﺁﻥ ﻧﺒﺮﺩﻳﺪﻩ ﻭ ﻣﻼﻳﺎﻥ ﺭﺍ ﺑﺎ ﻃﻨﺎ ِ‬
‫ﺑﺎﻳﻦ ﻛﺘﺎﺏ ﺩﺭ ﺷﺴﺖ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﭘﺎﺳﺨﻲ )ﻧﻤﻲ ﮔﻮﻳﻴﻢ ‪ :‬ﻣﻐﺎﻟﻄﻪ ﺍﻱ( ﻧﻮﺷﺘﻪ ﻧﺸﺪﻩ‪ .‬ﺁﻧﭽﻪ ﻣﻼﻳﺎﻥ ﺩﺭ ﺁﻥ‬
‫ﺳﺎﻟﻬﺎ ﻭ ﺩﻫﻪ ﻫﺎﻱ ﺑﻌﺪﻱ ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻧﻮﺷﺘﻪ ﺍﻧﺪ ﺟﺰ ﺩﺷﻨﺎﻣﻨﺎﻣﻪ ﻭ ﻳﺎ ﻣﻐﺎﻟﻄﻪ ﻧﺎﻣـﻪ ﻧﻴـﺴﺖ‪ .‬ﻧـﺸﺎﻥ ﺁﻧﻜـﻪ‬
‫ﭘﺎﺳﺨﻲ ﻧﺪﺍﺷﺘﻪ ﺍﻧﺪ ﻫﻤﺎﻧﺴﺖ ﻛﻪ ﺑﻮﺣﺸﻴﮕﺮﻱ ﺩﺳﺖ ﻳﺎﺯﻳﺪﻧﺪ ﻭ ﺑﺪﺷﻨﻪ ﻭ ﺗﭙﺎﻧﭽﻪ ﺩﺳﺖ ﺑﺮﺩﻧﺪ‪ .‬ﻧﺸﺎﻥ ﺁﻧﻜـﻪ‬
‫ﻦ ﺩﻭﻟـﺖ ﺍﻧﺪﺍﺧﺘﻨـﺪ ﻛـﻪ ﺁﻥ ﻛﺘـﺎﺏ )ﻫﻤـﺮﺍﻩ ﺑـﺎ ‪۱۲‬‬ ‫ﺩﺭﻣﺎﻧﺪﻩ ﻭ ﺑﻴﭽﺎﺭﻩ ﮔﺮﺩﻳﺪﻧﺪ ﻫﻤﺎﻧﺴﺖ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﺑﺪﺍﻣ ِ‬
‫ﺏ ﺩﻳﮕﺮ( ﺗﻮﻗﻴﻒ ﮔﺮﺩﺩ‪ .‬ﭼﻨﺎﻥ ﻣﻴﺪﺍﻥ ﺭﺍ ﺑﺨﻮﺩ ﺗﻨﮓ ﺩﻳﺪﻧـﺪ ﻛـﻪ ﭘـﺲ ﺍﺯ ﺷـﺴﺖ ﺳـﺎﻝ ﻛـﻪ ﺍﺯ ﻣـﺮﮒ‬ ‫ﻛﺘﺎ ِ‬
‫ﻱ ﻧﺎﻡ ﺑﺮﺩﻥ ﺍﺯ ﺍﻭ ﻭ ﻛﺘﺎﺑﺶ ﺭﺍ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﻛﺘﺎﺏ ﭼﻨﺎﻥ ﺍﺛـﺮﻱ ﺍﻧﻘﻼﺑـﻲ ﺑـﺮ‬ ‫ﻧﻮﻳﺴﻨﺪﺓ ﻛﺘﺎﺏ ﻣﻲ ﮔﺬﺭﺩ ‪ ،‬ﻳﺎﺭﺍ ِ‬
‫ﺖ ﻣﺤﻤﺪﺭﺿﺎﺷﺎﻩ ﻧﻴﺰ ﺁﻧﺮﺍ ﺟﺰﻭ » ﻛﺘـﺐ ﺿـﺎﻟﹼﻪ « ﺩﺭﺁﻭﺭﺩ ﻭ ﺗـﺎ ﺳـﺎﻝ ‪۱۳۵۷‬‬ ‫ﻣﺮﺩﻡ ﻭ ﻛﺸﻮﺭ ﺩﺍﺭﺩ ﻛﻪ ﺣﻜﻮﻣ ِ‬
‫ﺍﺟﺎﺯﺓ ﭼﺎﭖ ﺑﺂﻥ ﻧﺪﺍﺩ‪.‬‬
‫ﺏ‬‫ﻥ ﺁﻥ ﻛﺘﺎﺏ ﻭ ﻧﻴـﺰ ﻛﺘـﺎ ِ‬ ‫ﺍﻳﻦ ﺯﻣﻴﻨﻪ ‪ ،‬ﮔﻔﺘﮕﻮﻱ ﻓﺮﺍﺧﺘﺮﻱ ﺭﺍ ﻣﻲ ﻃﻠﺒﺪ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺭﺍ ﺑﺨﻮﺍﻧﺪ ِ‬
‫ﺑﻨﻴﺎﺩ )ﻭﺭﺟﺎﻭﻧ ‪‬ﺪ ﺑﻨﻴﺎﺩ( ﻣﻲ ﺧﻮﺍﻧﻴﻢ‪ .‬ﺣﻘﺎﻳﻖ ﺑﺮ ﭘﻨﺪﺍﺭﻫﺎ ﻫﻤﺎﻥ ﻛﻨﺪ ﻛﻪ ﺁﻓﺘﺎﺏ ﻓﺮﻭﺯﺍﻥ ﺑﺮ ﺗﻮﺩﺓ ﺑﺮﻑ‪ .‬ﺣﻘـﺎﻳﻖ‬
‫ﻱ ﺍﻧﻜﺎﺭ ﺑﺎﺷﺪ‪ .‬ﺭﻳﺸﺨﻨﺪ ﻭ ﺗﻮﻫﻴﻦ ﻭ ﺳﺨﺘﮕﻴﺮﻱ ﻫﺮﮔﺰ ﺑﺎ ﻧﻴﺮﻭﻱ ﺣﻘﺎﻳﻖ ﺑﺮﺍﺑﺮﻱ ﻧﺘـﻮﺍﻥ‬ ‫ﻧﻪ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﺟﺎ ِ‬
‫ﻛﺮﺩ‪.‬‬
‫ﻳﻚ ﻧﻜﺘﺔ ﻣﻬﻢ ﺩﺭﺑﺎﺭﺓ ﻛﻴﺸﻬﺎ ﺁﻧﺴﺖ ﻛﻪ ﺑﺎ ﻫﻤﺔ ﺩﺳﺘﺒﺮﺩﻱ ﻛﻪ ﻛﻴﺸﻬﺎ ﺑـﺪﻳﻨﻬﺎ ﺯﺩﻩ ﺍﻧـﺪ ﻭ ﺗﻘﻠﺒﻬـﺎ ﻛـﻪ‬
‫ﻱ ﮔﺮﺍﻧﻤﺎﻳﺔ ﺩﻳﻨﻬﺎ ﺑﺎ ﻫﻤـﺔ ﻛﻤﺮﻧﮕـﻲ ﺩﺭ‬ ‫ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﺗﻴﺸﻪ ﻫﺎ ﻛﻪ ﺑﺮﻳﺸﺔ ﺩﻳﻨﻬﺎ ﻧﻮﺍﺧﺘﻪ ﺍﻧﺪ ‪ ،‬ﻟﻴﻜﻦ ﺟﻨﺒﻪ ﻫﺎ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻱ ﺑﻬﺸﺖ ﺟﻮﻳﻲ ﺑﺎﺷﺪ ‪ ،‬ﺑﺎﺯ ﺩﻫﺶ ﻭ ﻣﻬﻤﺎﻧﺪﺍﺭﻱ ﻭ‬ ‫ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﺑﺎﻗﻲ ﻣﺎﻧﺪﻩ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﺮﺩﺍﺭ ﺑﻴﺸﺘ ِﺮ ﻣﺮﺩﻡ ﺑﺮﺍ ِ‬
‫ﻏﺮﻳــﺐ ﻧــﻮﺍﺯﻱ ﻭ ﺣﻤﺎﻳــﺖ ﺍﺯ ﺳــﺘﻤﺪﻳﺪﻩ ﻭ ﺩﺳــﺘﮕﻴﺮﻱ ﺍﺯ ﺩﺭﻣﺎﻧــﺪﮔﺎﻥ ‪ ،‬ﻓﺮﻭﺗﻨــﻲ ﻭ ﺧﺎﻛــﺴﺎﺭﻱ ﻧﻤــﻮﺩﻥ ﻭ‬
‫ﻣﺎﻧﻨﺪﮔﺎﻥ ﺁﻧﻬﺎ ‪ ،‬ﺩﺭ ﺑﺎﻭﺭ ﻭ ﺭﻓﺘﺎﺭ ﺍﻳﺸﺎﻥ ﺑﺎ ﻫﻤﺔ ﻛﻤﺮﻧﮕﻲ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ ﻭ ﻣـﻲ ﺩﺍﻧـﻴﻢ ﻛـﻪ ﺁﻣﻮﺯﮔـﺎﺭ ﺍﻳﻨﻬـﺎ‬
‫ﻥ ﺁﻣﻮﺯﺍﻛﻬـﺎﻳﻲ ﻛـﻪ‬ ‫ﺩﻳﻨﻬﺎ ﺑﻮﺩﻩ‪ .‬ﺍﻳﻨﺴﺖ ﻛﻪ ﺍﻧﻜﺎ ِﺭ ﺑﻨﻴﺎ ِﺩ ﺍﻳﻨﻬﺎ ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺣـﺎﻝ ﻧـﺎﺗﻮﺍﻧﻲ ﺍﺯ ﺟﺎﻧـﺸﻴﻦ ﻛـﺮﺩ ِ‬
‫ﻫﻤﺎﻧﻨ ِﺪ ﺁﻥ ﺭﻓﺘﺎﺭﻫﺎ ﺭﺍ ﺑﻴﺎﻣﻮﺯﺩ ﻭ ﻧﮕﺎﻫﺪﺍﺭﺩ ‪ ،‬ﺁﻧﭽﻨﺎﻥ ﻛﻪ ﺍﺯ ﻛﻤﻮﻧﻴﺴﺘﻲ ﺳـﺮﺯﺩﻩ ‪ ،‬ﺑﻴﮕﻤـﺎﻥ ﻣـﺮﺩﻡ ﺭﺍ ﺍﺯ ﺁﻥ‬
‫ﻣﺮﺍﻡ ﺩﻟﺴﺮﺩ ﻣﻲ ﮔﺮﺩﺍﻧﹶﺪ‪ .‬ﺍﻳﻦ ﻳﻜﻲ ﺍﺯ ﺟﺎﻫﺎﻳﻴﺴﺖ ﻛﻪ » ﻧﺘﻴﺠﻪ« ‪ » ،‬ﻣﻘﺪﻣﻪ« ﺭﺍ ﺍﺯ ﻛﺎﺭ ﻣﻲ ﺍﻧﺪﺍﺯﺩ‪.‬‬
‫ﮔﺎﻫﻲ ﻫﻢ ﻛﺴﺎﻧﻲ ﭘﺎﺳﺦ ﺩﻳﮕﺮﻱ ﺭﺍ ﺁﻣﺎﺩﻩ ﻣﻲ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﺸﺎﻥ ﻣﻲ ﮔﻮﻳﻨﺪ ﺁﻥ ﺭﺍﻫﻲ ﻛﻪ ﺷﻤﺎ ﻣﻲ ﮔﻮﻳﻴﺪ ‪،‬‬
‫ﻳﻜﻲ ﺩﻭ ﻗﺮﻥ ﺯﻣﺎﻥ ﻣﻲ ﺑ‪‬ﺮﺩ‪ .‬ﻣﺎ ﻧﻤﻲ ﺩﺍﻧﻴﻢ ﺍﻳﻦ ﭘﻴﺸﮕﻮﻳﻲ ﺑﺮ ﭼﻪ ﭘﺎﻳﻪ ﺍﻱ ﺍﺳﺘﻮﺍﺭﺳﺖ‪ .‬ﺍﻳﻦ ﻣـﻲ ﺩﺍﻧـﻴﻢ ﻛـﻪ‬
‫" ﺭﺍﻩ ﭼﻪ ﻳﻚ ﻓﺮﺳﻨﮓ ﭼﻪ ﺳﺪ ﻓﺮﺳﻨﮓ ﺟﺰ ﺑﺎ ﺭﻓﺘﻦ ﺑﭙﺎﻳﺎﻥ ﻧﺮﺳﺪ"‪ .‬ﺍﻳﻦ ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﺑﺴﻴﺎﺭ ﺁﺭﻣﺎﻧﻬﺎ ﺑـﻮﺩﻩ‬
‫ﻛﻪ ﺩﻩ ﻫﺎ ﺑﻠﻜﻪ ﺳﺪﻫﺎ ﺳﺎﻝ ﻃﻮﻝ ﻛﺸﻴﺪﻩ ﺗﺎ ﺑﻨﺘﻴﺠﻪ ﺭﺳﻴﺪﻩ ﻭ ﻣﺎ ﻛﻪ ﺍﻣﺮﻭﺯ ﺍﺯ ﺁﻧﻬﺎ ﺑﻬﺮﻩ ﻣﻲ ﺑﺮﻳﻢ ﺩﺭ ﺳـﺎﻳﺔ‬
‫ﻛﻮﺷﺸﻬﺎﻳﻴﺴﺖ ﻛﻪ ﭘﺪﺭﺍﻥ ﻣﺎ ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﻧﺒـﺮﺩ ﺑـﺎ ﺑـﺮﺩﻩ ﺩﺍﺭﻱ ﻗﺮﻧﻬـﺎ ﺯﻣـﺎﻥ ﺑ‪‬ـﺮﺩﻩ ﻛـﻪ ﺍﮔـﺮ ﺁﻥ‬
‫ﻛﻮﺷﺸﻬﺎ ﻧﻤﻲ ﺷﺪ ﻣﺎ ﺁﺩﻣﻴﺎﻥ ‪ ،‬ﺍﻣﺮﻭﺯ ﺍﻧﺒﻮ ِﻩ ﺑﻴﺸﻤﺎﺭﻱ ﺑ‪‬ﺮﺩﻩ ﻭ ﮔﺮﻭ ِﻩ ﺍﻧﺪﻛﻲ ﺍﺭﺑـﺎﺏ ﺑـﻮﺩﻳﻢ ﻭ ﭘﻴﺪﺍﺳـﺖ ﻛـﻪ‬
‫ﺯﻧﺪﮔﻴﻤﺎﻥ ﭼﻪ ﺗﻴﺮﻩ ﻭ ﺭﻧﺞ ﺁﻭﺭ ﻣﻲ ﺑﻮﺩ‪ .‬ﻫﻤﻴﻦ ﺟﻨﺒﺸﻲ ﻛﻪ ﺑﻨﺎﻡ ﺍﺗﺤﺎﺩﻳﺔ ﺍﺭﻭﭘﺎ ﺍﻣﺮﻭﺯ ﺷﻨﺎﺧﺘﻪ ﮔﺮﺩﻳـﺪﻩ ﺩﺭ‬
‫ﺳﺎﻝ ‪ ۱۹۵۰‬ﺁﻏﺎﺯ ﺷﺪﻩ ﻭ ﺑﻴﺶ ﺍﺯ ﭼﻬﻞ ﺳـﺎﻝ ﻃـﻮﻝ ﻛـﺸﻴﺪﻩ ﺗـﺎ ﻧﺘﻴﺠـﻪ ﺩﺍﺩﻩ‪ .‬ﺩﻳﮕـﺮ ﺟﻨﺒـﺸﻬﺎ ﻫﻤﭽـﻮﻥ‬
‫ﺩﻣﻮﻛﺮﺍﺳﻲ ‪ ،‬ﺍﺳﻼﻡ ‪ ،‬ﻣﺴﻴﺤﻴﮕﺮﻱ ﻭ ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻲ ﻫﺮ ﻳﻚ ﺩﻩ ﻫﺎ ﺳـﺎﻝ ﺑﻴـﺸﺘﺮ ﺯﻣـﺎﻥ ﺑـﺮﺩﻩ ﺗـﺎ ﺑﻨﺘﻴﺠـﺔ‬
‫ﺍﺳﺘﻮﺍﺭﻱ ﺭﺳﻴﺪﻩ‪.‬‬
‫ﻥ ﺭﺍﻩ ﻳـﺎ ﺍﻳﻨﻜـﻪ ﺷـﺘﺎﺑﺎﻥ ﻫـﺮ ﺩﻡ ﺑﺒﻴﺮﺍﻫـﻪ ﻭ‬ ‫ﺍﺯ ﺍﻳﻦ ﮔﺬﺷﺘﻪ ‪ ،‬ﭼﻪ ﭼﻴﺰﻱ ﺍﺻـﻞ ﺍﺳـﺖ؟! ﺩﺭﺳـﺖ ﺑـﻮﺩ ِ‬
‫ﻲ ﺭﺍﻩ ﺍﺻﻠﺴﺖ ‪ ،‬ﭘﺲ ﺍﻳﻨﻜﻪ ﭼـﻪ ﺍﻧـﺪﺍﺯﻩ ﺯﻣـﺎﻥ‬ ‫ﺑﻦ ﺑﺴﺘﻲ ﺩﺭﺁﻣﺪﻥ ﻭ ﻣﺮﺩﻣﺎﻥ ﺭﺍ ﮔﻴﺞ ﮔﺮﺩﺍﻧﺪﻥ؟! ﺍﮔﺮ ﺩﺭﺳﺘ ِ‬
‫ﺧﻮﺍﻫﺪ ﮔﺮﻓﺖ ﺑﻲ ﺍﻫﻤﻴﺘﺴﺖ‪ .‬ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﭼﻨﺎﻥ ﻣﻲ ﺩﺍﻧﻨﺪ ﻛﻪ ﺑﺎﻳﺪ ﺑﻴﺪﺭﻧﮓ ﻧﺘﻴﺠـﺔ ﻛﻮﺷـﺸﻬﺎﺷﺎﻥ ﺭﺍ ﺩﺭ‬
‫ﻥ ﺧﻮﺩ ﺑﺒﻴﻨﻨﺪ ﻭ ﻛﻮﺷﺸﻬﺎﻳﻲ ﺟﺰ ﺍﻳﻦ ﺍﺯ ﺩﻳﺪﺓ ﺍﻳﺸﺎﻥ ﻫﻴﭻ ﺍﺭﺯﺷﻲ ﻧﺪﺍﺭﺩ‪ .‬ﺍﻳﻨﺴﺖ ‪ ،‬ﮔﻔﺘﮕﻮ ﺍﺯ ﺭﺍ ِﻩ ﭼـﺎﺭﻩ‬ ‫ﺯﻣﺎ ِ‬
‫ﻛﻪ ﺑﭽﻨﻴﻦ ﺟﺎﻫﺎﻳﻲ ﻣﻲ ﺍﻧﺠﺎﻣﺪ ‪ ،‬ﻣﻲ ﺑﻴﻨﻴﺪ ﺳﺮﻱ ﺑﻌﻘﺐ ﻛﺸﻴﺪﻩ ﻣـﻲ ﮔﻮﻳﻨـﺪ ‪ " :‬ﺍﻭﻭﻩ! ﺗـﺎ ﺑﺨـﻮﺍﻫﻴﻢ ﺍﻳـﻦ‬
‫ﻛﺎﺭﻫﺎ ﺭﺍ ﺑﻜﻨﻴﻢ ﻋﻤﺮ ﻣﺎ ﺑﺴﺮ ﺭﺳﻴﺪﻩ‪".‬‬
‫ﻲ ﻛﺎﺭﻱ ﻣﺎﻧﺪﮔﺎﺭ ﻭ ﺍﺳﺘﻮﺍﺭ ﻫﺴﺘﻴﻢ ﺑﺎﻳﺪ ﺑﻜﺎﺭ ﺍﺯ ﺭﺍﻫﺶ ﻭ ﺑﺎ ﺍﻓﺰﺍﺭﺵ ﺩﺭﺁﻣﺪ‪ .‬ﺑﺎﻳﺪ ﭘـﺮﻭﺍﻱ ﺩﻭﺭﻱ‬ ‫ﺍﮔﺮ ﺩﺭ ﭘ ِ‬
‫ﻭ ﻧﺰﺩﻳﻜﻲ ﺭﺍﻩ ﺭﺍ ﻧﻜﺮﺩ‪ .‬ﺭﺍﻩ ﻣﻴﺎﻥ ﺑﺮﻱ ﺩﺭ ﻛﺎﺭ ﻧﻴﺴﺖ‪ .‬ﺗﻨﻬﺎ ﺩﺭﺳﺘﻲ ﺭﺍﻫﺴﺖ ﻛﻪ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ‪.‬‬
‫ﻦ ﭼﻨﺪﻳﻦ ﻛﺘﺎﺏ ﻫﻤﭽﻮﻥ ﺩﺭ ﭘﺎﺳﺦ ﺣﻘﻴﻘﺘﮕﻮ ‪ ،‬ﮔﻔـﺖ ﻭ ﺷـﻨﻴﺪ ‪ ،‬ﭘﺮﺳـﺶ ﻭ ﭘﺎﺳـﺦ ‪،‬‬ ‫ﻛﺴﺮﻭﻱ ﺑﺎ ﻧﻮﺷﺘ ِ‬
‫ﻥ ﺍﺳـﻼﻡ ‪ ،‬ﺩﺭ ﭘﺎﺳـﺦ‬ ‫ﺍﻟﺘﺸﻴﻊ ﻭﺍﻟﺸﻴﻌﻪ )ﺑﺰﺑﺎﻥ ﻋﺮﺑﻲ( ‪ ،‬ﺷﻴﻌﻴﮕﺮﻱ ) ﺑﺨﻮﺍﻧﻨﺪ ﻭ ﺩﺍﻭﺭﻱ ﻛﻨﻨـﺪ( ‪ ،‬ﺩﺭ ﭘﻴﺮﺍﻣـﻮ ِ‬
‫ﺑﺪﺧﻮﺍﻫﺎﻥ ﺍﺯ ﻳﻜﺴﻮ ﺑﻴﭙﺎﻳﻲ ﺷﻴﻌﻴﮕﺮﻱ ﻭ ﻛﻴـﺸﻬﺎ ﺭﺍ ﻧـﺸﺎﻥ ﺩﺍﺩ ﻭ ﺍﺯ ﺗﻔـﺎﻭﺕ ﺍﻳـﻦ ﺍﺳـﻼﻡ )ﻛـﻪ ﺧـﺪﺍ ﺍﺯ ﺁﻥ‬
‫ﺑﻴﺰﺍﺭﺳﺖ( ﻭ ﺍﺳﻼﻣﻲ ﻛﻪ ﺩﺭ ﺁﻏﺎﺯ ﺑﻮﺩﻩ ﺳﺨﻦ ﮔﻔﺖ‪ .‬ﺳﭙﺲ ﺩﺭ ﻛﺘﺎﺑﻬﺎﻳﻲ ﻫﻤﭽﻮﻥ ﻣﺎ ﭼﻪ ﻣـﻲ ﺧـﻮﺍﻫﻴﻢ؟ ‪،‬‬
‫ﻦ ﺭﺍﺳـﺘﻴﻦ ﺩﺭ‬ ‫ﺭﺍﻩ ﺭﺳﺘﮕﺎﺭﻱ ‪ ،‬ﺩﻳﻦ ﻭ ﺟﻬﺎﻥ ‪ ،‬ﺑﻨﻴـﺎﺩ ‪ ،‬ﺩﻳـﻦ ﻭ ﺩﺍﻧـﺶ ﻭ ﺩﻳﮕـﺮ ﮔﻔﺘﺎﺭﻫـﺎﻳﺶ ﺍﻫﻤﻴـﺖ ﺩﻳـ ِ‬
‫ﺯﻧﺪﮔﺎﻧﻲِ ﺁﺩﻣﻲ ﻭ ﻻﺯﻣﺔ ﻫﻤﮕﺎﻣﻲ ﺩﻳﻦ ﻭ ﺩﺍﻧﺶ ﻭ ﻧﻴﺎﺯ ﺁﺩﻣﻲ ﺑﺮﺍ ِﻩ ﺯﻧـﺪﮔﺎﻧﻲ ﺭﺍ ‪ ،‬ﻳﻜﺎﻳـﻚ ﺑـﺎ ﻫﻤـﺎﻥ ﺷـﻴﻮﺓ‬
‫ﺶ ﺟﻬﺎﻥ ﻧﮕﺮﺍﻧﻪ ﺑﺎﺯ ﻧﻤﻮﺩ‪.‬‬
‫ﺍﺳﺘﺪﻻﻟﻲ ﻭ ﺑﻴﻨ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺍﻭ ﺑﻬﻤﺔ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﺩﺭﺩﻫﺎﻱ ﺍﻳﺮﺍﻥ ﺗﻮﺟﻪ ﻛﺮﺩﻩ ﻭ ﺩﺭ ﻧﻮﺷﺘﻪ ﻫـﺎﻳﺶ ﺍﺯ ﺁﻧﻬـﺎ ﮔﻔﺘﮕـﻮ ﻛـﺮﺩﻩ ﻭ ﺩﺭﺑـﺎﺭﺓ‬
‫ﻲ ﺷﻴﻌﻴﮕﺮﻱ )ﻭ ﺍﺳﻼﻡ ﻛﻨﻮﻧﻲ( ﻳﻜـﻲ ﺍﺯ ﺑﺰﺭﮔﺘـﺮﻳﻦ ﻣﻮﺍﻧـﻊ ﺩﺭ‬ ‫ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﻬﺎ ﻛﺘﺎﺏ ﺟﺪﺍﮔﺎﻧﻪ ﻧﻮﺷﺘﻪ‪ .‬ﮔﻤﺮﺍﻫ ِ‬
‫ﺖ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻲ ﺑﺎﺷﺪ ﻭ ﻫﻤﻴﻦ ﺑﺎﻋﺚ ﺷﺪﻩ ﻛﻪ ﺍﻭ ﺑﻨﻮﺷـﺘﻦِ ﻛﺘﺎﺑﻬـﺎﻱ ﺑﻴـﺸﺘﺮﻱ ﺩﺭ ﻫﻤـﻴﻦ ﻳـﻚ‬ ‫ﺭﺍ ِﻩ ﭘﻴﺸﺮﻓ ِ‬
‫ﺯﻣﻴﻨﻪ ﭘﺮﺩﺍﺯﺩ‪.‬‬
‫ﭘﻴﺸﻴﻨﺔ ﺷﻴﻌﻴﮕﺮﻱ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﻛﻪ ﺍﻳﻦ ﻛﻴﺶ ﺑﻴﻜﺒﺎﺭ ﺑﺎ ﭘﻴﺸﺮﻓﺖ ﻧﺎﺳﺎﺯﮔﺎﺭﺳﺖ‪ .‬ﺑﺎ ﻫﻤﺔ ﺭﻧـﮓ ﻭ ﺭﻭﻳـﻲ‬
‫ﻛﻪ ﺩﺭ ﺩﻫﻪ ﻫﺎﻱ ﮔﺬﺷﺘﻪ ﺧﻮﺍﺳﺘﻪ ﺍﻧﺪ ﺑﺂﻥ ﺩﻫﻨﺪ ﺍﮔﺮ ﺭﺍﺳﺘﻲ ﺭﺍ ﺑﺨـﻮﺍﻫﻴﻢ ﺍﻳـﻦ ﻛﻮﺷـﺸﻬﺎ ﺟـﺰ ﻛﺎﺳـﺘﻦ ﺍﺯ‬
‫ﻥ ﺁﻥ ﭼﻴﺰ ﺩﻳﮕﺮﻱ ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﻛﻴﺶ ﻫﺮ ﻃﻮﺭ ﻛﻪ ﺍﺻﻼﺣﺶ ﻛﻨﻨﺪ ﺑﺎﺯ ﻫـﻢ ﺑـﺎﻭﺭِ ﻣﺮﺩﻣـﺎﻧﻲ‬ ‫ﻱ ﺑﻴﺮﻭ ِ‬
‫ﺯﺷﺘﻴﻬﺎ ِ‬
‫ﺳﺮﻓﺮﺍﺯ ﻛﻪ ﺷﺎﻳﺎﻱ ﺁﺳﺎﻳﺶ ﻭ ﭘﻴﺸﺮﻓﺖ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺑﺎﺷﻨﺪ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﻛﻴﺶ ﭼﻨﺎﻥ ﺍﻳﺮﺍﺩ ﺑﺮﺩﺍﺭﺳﺖ ﻛﻪ‬
‫ﺍﺻﻼﺡ ﭘﺬﻳﺮ ﻧﻤﻲ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﺑﮕﻮﺷﻪ ﺍﻱ ﺍﺯ ﺯﻳﺎﻧﻬﺎﻱ ﺍﻳﻦ ﻛﻴﺶ ﺍﺷﺎﺭﻩ ﺷﺪ ﻟﻴﻜﻦ ﺧﻮﺍﻧﻨﺪﮔﺎﻧﻲ ﻛﻪ‬
‫ﻥ ﭘﻲ ﺑﺮﺩﻥ ﺑﮋﺭﻓﺎﻱ ﺯﻳﺎﻧﻬﺎﻱ ﺍﻳﻦ ﻛﻴﺶ ﻣﻲ ﺑﺎﺷـﻨﺪ ﺭﺍ ﺑﺨﻮﺍﻧـﺪﻥ ﻛﺘﺎﺑﻬـﺎﻱ ﺷـﻴﻌﻴﮕﺮﻱ )ﺑﺨﻮﺍﻧﻨـﺪ ﻭ‬ ‫ﺧﻮﺍﻫﺎ ِ‬
‫ﺩﺍﻭﺭﻱ ﻛﻨﻨﺪ( ﻭﻳﺎ ﮔﻔﺖ ﻭﺷﻨﻴﺪ ﻣﻲ ﺧﻮﺍﻧﻴﻢ‪.‬‬
‫ﺩﺭ ﺯﻣﻴﻨﺔ ﭼﺎﺭﻩ ﺑﮕﺮﻓﺘﺎﺭﻳﻬﺎ ﺑﺎﻳﺪ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎﻱ ﻣـﺮﺩﻡ ﺭﺍ ﻧﻴـﻚ ﺷـﻨﺎﺧﺖ‪ .‬ﺑﺎﻳـﺪ ﭘـﺮﻭﺍﻱ ﺁﻥ ﺩﺳـﺘﻪ ﺍﺯ‬
‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﻲ ﺭﺍ ﻛﺮﺩ ﻛﻪ ﺑﺎ ﺯﻧﺪﮔﺎﻧﻲ ﺍﻳﻦ ﺭﻭﺯﮔﺎﺭ ﻧﺎﺳﺎﺯﮔﺎﺭﺳﺖ ﻭ ﺑﺘﻐﻴﻴﺮ ﺁﻧﻬﺎ ﺍﺯ ﺭﺍﻫﺶ ﺩﺭﺁﻣﺪ‪ .‬ﺑﺘﺮﺑﻴـﺖ ﻳـﺎ‬
‫ﻱ« ﺗﻮﺩﻩ ﺩﺭ ﺍﻳﺮﺍﻥ ﻛﻤﺘﺮ ﭘﺮﻭﺍ ﺷﺪﻩ‪.‬‬‫» ﻓﺮﻫﻨﮓ ﺳﺎﺯ ِ‬
‫ﻥ ﺧﻮﺭﺍﻛﻬـﺎﻱ‬ ‫ﻣﺎ ﺩﺭ ﺟﻬﺎﻧﻲ ﺯﻧﺪﮔﺎﻧﻲ ﻣﻲ ﻛﻨﻴﻢ ﻛﻪ ﻛﺎﺭﻫﺎ ﺗﻨﺪﺗﺮ ﺍﺯ ﮔﺬﺷﺘﻪ ﺍﻧﺠﺎﻡ ﻣـﻲ ﮔﻴـﺮﺩ‪ .‬ﺑـﺎ ﺑـﻮﺩ ِ‬
‫ﻥ‬
‫ﺁﻣﺎﺩﻩ ﻭ ﻧﻴﻤﻪ ﺁﻣﺎﺩﻩ ‪ ،‬ﻛﻨﺴﺮﻭ ﻭ ﻛﻤﭙﻮﺕ ‪ ،‬ﺩﻳﮕﺮ ﺧﻮﺭﺍﻙ ﭘﺨﺘﻦ ﻭ ﺑﺮﺧﻲ ﻛﺎﺭﻫـﺎ ‪ ،‬ﻫﻤﭽـﻮﻥ ﮔﺬﺷـﺘﻪ ﺯﻣـﺎ ِ‬
‫ﺑﺴﻴﺎﺭﻱ ﺭﺍ ﻧﻤﻲ ﮔﻴﺮﺩ‪ .‬ﺑﺴﻴﺎﺭ ﭼﻴﺰﻫﺎ ﮔﻮﻧﺔ » ﻓﻮﺭﻱ« ﺍﺵ ﻳﺎﻓﺖ ﻣﻲ ﺷﻮﺩ ﻭ ﺑﻴـﺪﺭﻧﮓ ﺁﻣـﺎﺩﻩ ﻣـﻲ ﮔـﺮﺩﺩ ‪:‬‬
‫ﻱ ﺁﻥ‪.‬‬
‫ﻱ ﻓﻮﺭﻱ ‪ ،‬ﺳﻮﭖ ﻓﻮﺭﻱ ‪ ،‬ﻓﺘﻮﻛﭙﻲ ﻓﻮﺭﻱ ‪ ،‬ﭼﺴﺐ ﻓﻮﺭﻱ ﻭ ﻣﺎﻧﻨﺪ ﻫﺎ ِ‬ ‫ﺲ ﻓﻮﺭﻱ ‪ ،‬ﻗﻬﻮﻩ ﻭ ﭼﺎ ِ‬ ‫ﻋﻜ ِ‬
‫ﻟﻴﻜﻦ ﺍﻧﺪﻳﺸﻪ ﻭ ﺑﺎﻭﺭ )ﻧﻪ ﺍﺣﺴﺎﺱ( ﺑﻜﻨﺪﻱ ﺗﻐﻴﻴﺮ ﻣﻲ ﻛﻨﺪ ﻭ ﻛﻮﺷﺶ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺎ ﺩﺭ ﻛﻮﺗﺎﻩ ﺯﻣﺎﻥ‬
‫ﺖ ﻣﺮﺩﻡ‬‫ﻲ ﻓﻮﺭﻱ ‪ ،‬ﺳﻮﺩﻱ ﭼﺸﻢ ﻧﺘﻮﺍﻥ ﺩﺍﺷﺖ‪ .‬ﺳﻴﺎﺳﺖ ﺑﺎﺯﺍﻥ ﺗﺮﺑﻴ ِ‬ ‫ﺑﻨﺘﻴﺠﻪ ﻧﻤﻲ ﺭﺳﺪ‪ .‬ﺍﺯ ﺩﮔﺮﮔﻮﻧﻲ ﺍﺟﺘﻤﺎﻋ ِ‬
‫ﺏ ﻓـﻮﺭﻱ ﻫﻤـﻪ ﻛـﺎﺭﻱ‬ ‫ﺭﺍ ﻧﻴﺰ ﺍﺯ ﺭﺩﺓ ﻫﻤﺎﻥ ﭼﻴﺰﻫﺎﻱ ﻓﻮﺭﻱ ﭘﻨﺪﺍﺷﺘﻪ ﺍﻧﺪ ﻭ ﮔﻤﺎﻥ ﺩﺍﺭﻧﺪ ﻛﻪ ﺑﺎ ﻳﻚ ﺍﻧﻘـﻼ ِ‬
‫ﺗﻮﺍﻧﻨﺪ ﻛﺮﺩ‪ .‬ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﺳﺪ ﺍﻓﺴﻮﺱ ﺧﻮﺭﺩ‪ .‬ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﺑﺎﻳﺸﺎﻥ ﮔﻔﺖ ‪" :‬ﺳـ ِﺮ ﻛـﻼﻑ ﺭﺍ ﮔـﻢ‬
‫ﻛﺮﺩﻩ ﺍﻳﺪ‪ .‬ﺭﺍﻩ ﺭﺍ ﻧﻴﺎﻓﺘﻪ ﺷﺘﺎﺑﺎﻥ ﺑﻜﻮﺭﻩ ﺭﺍﻫﻬﺎ ﺩﺭﺁﻣﺪﻩ ﺍﻳﺪ‪ .‬ﻫﺮﭼﻪ ﺷﺘﺎﺑﻨﺎﻛﺘﺮ ﺭﻭﻳـﺪ ﺩﻭﺭﺗـﺮ ﮔﺮﺩﻳـﺪ ﻭ ﺩﻳﺮﺗـﺮ‬
‫ﺷﻮﺩ‪ .‬ﺑﻪ ﻧﺸﺪﻩ ﺑﺪﺗﺮ ﺧﻮﺍﻫﺪ ﺷﺪ‪".‬‬
‫ﺁﻣﺎﺩﻩ ﻛﺮﺩﻥ ﻭ ﻫﻤﺮﺍﻩ ﺩﺍﺷﺘﻦ ﻣﺮﺩﻡ ﺩﺭ ﻛﻮﺷﺸﻬﺎ ﺭﺍ ﻫﺮﮔﺰ ﻧﻤﻲ ﺗﻮﺍﻥ ﻧﺎﺩﻳﺪﻩ ﮔﺮﻓﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﭼﻨﺪ ﺩﻫﺔ‬
‫ﺦ ﻣﻌﺎﺻﺮ ﺩﻳﺪﻳﻢ ﺗﻐﻴﻴﺮﺍﺗﻲ ﻛﻪ ﺭﻳﺸﻪ ﺩﺭ ﺍﺣﺴﺎﺱ )ﻭ ﻧﻪ ﺧﺮﺩ ﻭ ﻓﻬﻢ( ﺩﺍﺷﺘﻪ ﻳﺎ ﺑﺂﺷﻮﺏ ﺍﻧﺠﺎﻣﻴـﺪﻩ ﻭ ﻳـﺎ‬ ‫ﺗﺎﺭﻳ ِ‬
‫ﻱ ﻣﺮﺩﻡ ﺳﻮﺩﻣﻨﺪﺳـﺖ ﻭ‬ ‫ﺑﺪﺧﻮﺍﻫﺎﻥ ﻭ ﻣﻴﻮﻩ ﭼﻴﻨﺎﻥ ﺍﺯ ﺁﻥ ﺳﻮﺩ ﺑﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺍﻳﻨﮕﻮﻧﻪ ﺟﺴﺖ ﻭ ﺧﻴﺰﻫﺎ ﻛﻪ ﻧﻪ ﺑﺮﺍ ِ‬
‫ﻱ ﭘﻴﺸﺮﻭﺍﻥ ‪ ،‬ﺧﻮﺩ ﮔﻮﻧﻪ ﺍﻱ ﺍﺯ ﻣﺮﮒ ﻓﻮﺭﻱ ﺍﺳﺖ‪ .‬ﻣﺮﮒ ﻓﻮﺭﻱ ﺑﺎ ﺩﺳـﺖ ﻭ ﺧﻮﺍﺳـﺖ ﺧـﻮﺩ ‪ ،‬ﻫﻤـﺎﻥ‬ ‫ﻧﻪ ﺑﺮﺍ ِ‬
‫ﺧﻮﺩﻛﺸﻴﺴﺖ‪.‬‬
‫ﺍﮔﺮ ﻓﺮﺍﻣﻮﺵ ﻧﻜﺮﺩﻩ ﺍﻳﺪ ﻫﻤﻴﻦ ﺩﻭ ﺳﻪ ﺳﺎﻝ ﭘﻴﺶ ‪ ،‬ﻣﺮ ِﺩ ﺳﺒﻚ ﻣﻐﺰﻱ )» ﺩﻛﺘﺮ ﺧـﺎﻟﻖ ﻳـﺰﺩﻱ« ﻧـﺎﻣﻲ‬
‫ﻥ ﺧـﺎﺭﺝ ﻛـﺸﻮﺭ ﺭﺍﻩ ﺍﻧﺪﺍﺧﺘـﻪ ﺑـﻮﺩ ﻭ‬ ‫ﻣﺸﻬﻮﺭ ﺑﻪ » ﻫ‪‬ﺨﺎ «( ﻳﻚ ﺑﺮﻧﺎﻣﺔ ﺗﻠﻮﻳﺰﻳﻮﻧﻲ ﺩﺭ ﻛﺎﻧﺎﻟﻬﺎﻱ ﻓﺎﺭﺳﻲ ﺯﺑـﺎ ِ‬
‫ﺖ ﻣﻼﻳـﺎﻥ ﮔﺮﻓﺘـﻪ‬ ‫ﺡ » ﺍﻧﺮﮊﻱ ﻣﺜﺒﺖ ﻭ ﻣﻬﺮﺑﺎﻧﻲ« ﻣﻲ ﺗﻮﺍﻥ ﺣﻜﻮﻣـﺖ ﺭﺍ ﺍﺯ ﺩﺳـ ِ‬ ‫ﻣﺪ‪‬ﻋﻲ ﺑﻮﺩ ﻛﻪ ﺗﻨﻬﺎ ﺑﺎ ﺳﻼ ِ‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺑﺪﺳﺖ ﻣﺮﺩﻡ ﺩﺍﺩ ﻭ ﺭﻭﺯﻱ ﺭﺍ ﻧﻴﺰ ﻭﻋﺪﻩ ﺩﺍﺩﻩ ﺑﻮﺩ ﻛﻪ ﺧﻮﺩ ﻭ ﻫـﻮﺍﺩﺍﺭﺍﻧﺶ ﺍﺯ ﺁﻣﺮﻳﻜـﺎ ﺑﺘﻬـﺮﺍﻥ ﭘـﺮﻭﺍﺯ ﻛـﺮﺩﻩ ﻭ‬
‫ﺁﻧﭽﻪ ﻧﻮﻳﺪ ﺩﺍﺩﻩ ﺑﻮﺩ ﺭﺥ ﺧﻮﺍﻫﺪ ﺩﺍﺩ ﻭ ﺑﺮﺍﻱ ﺁﻥ ‪ ،‬ﺭﻭﺯ ﺷﻤﺎﺭﻱ ﺭﺍﻩ ﺍﻧﺪﺍﺧﺘﻪ ﺑﻮﺩ‪ .‬ﺁﻧﻬـﺎ ﻛـﻪ ﺷـﻨﻴﺪﻩ ﻭ ﺩﻳـﺪﻩ‬
‫ﺑﻮﺩﻧﺪ ‪ ،‬ﺍﻳﻦ ﺭﺍ ﻫﻢ ﺑﻴﺎﺩ ﻣﻲ ﺁﻭﺭﻧﺪ ﻛﻪ ﻫﻤﺎﻥ ﺭﻭﺯﻫﺎ ﻣﺮﺩ ِﻡ ﺑﺴﻴﺎﺭﻱ ﺑﺂﻣﺪﻥ ﺍﻭ ﺍﻣﻴﺪ ﺑـﺴﺘﻪ ﺑﻮﺩﻧـﺪ ﻭ ﺭﻭﺯﻱ ﺭﺍ‬
‫ﻥ ﭘﺮﻭﺍ ِﺯ ﺧﻮﺩ ﺍﺯ ﺁﻣﺮﻳﻜﺎ ﺑﺘﻬﺮﺍﻥ ﺗﻌﻴﻴﻦ ﻛﺮﺩﻩ ﺑﻮﺩ ‪ ،‬ﺑﺮﺍﺳﺘﻲ ﺷﻮﺭ ﻭ ﺗﻜﺎﻧﻲ ﺩﺭ ﻣﺮﺩﻡ ﺗﻬﺮﺍﻥ ﭘﺪﻳﺪ ﺁﻣـﺪ‬ ‫ﻛﻪ ﺯﻣﺎ ِ‬
‫ﺕ ﺑﺰﺭﮔﻲ ﺩﺭ ﺁﻧﺮﻭﺯ ﺩﻭﺧﺘﻪ ﺑﻮﺩﻧﺪ‪.‬‬ ‫ﻭ ﻛﻢ ﻧﺒﻮﺩﻧﺪ ﻣﺮﺩﻣﻲ ﻛﻪ ﭼﺸﻢ ﺑﺘﺤﻮﻻ ِ‬
‫ﺑﻴﮕﻤﺎﻥ ﺟﺰ ﻛـﺴﺎﻧﻴﻜﻪ ﮔﻔﺘـﻪ ﻫـﺎﻱ ﺍﻭ ﺭﺍ ﺷـﻨﻴﺪﻧﺪ ﻭ ﺷـﻮﺭ ﻭ ﺟﻨـﺐ ﻣـﺮﺩﻡ ﺭﺍ ﺑﻴـﺎﺩ ﺩﺍﺭﻧـﺪ ‪ ،‬ﺩﻳﮕـﺮﺍﻥ‬
‫ﻲ ﻣﺮﺩﻡ ﺑـﻪ ﺍﻭ ﺭﺍ ﺑﺂﺳـﺎﻧﻲ ﺑـﺎﻭﺭ ﻧﺨﻮﺍﻫﻨـﺪ ﻛـﺮﺩ‪ .‬ﺍﻳـﻦ ﺗﻨﻬـﺎ ﻳـﻚ‬ ‫ﻱ ﭼﻨﺎﻥ ﭘﻴﺸﻮﺍﻳﻲ ﻭ ﺩﻟﺒﺎﺧﺘﮕ ِ‬ ‫ﺳﺒﻚ ﻣﻐﺰ ِ‬
‫» ﻫﺨﺎ« ﻧﺒﻮﺩ ‪ ،‬ﺍﺯ ﺍﻳﻦ ﻫﺨﺎﻫﺎ ﺑﺴﻴﺎﺭ ﺑـﻮﺩﻩ ﻭ ﻫـﺴﺘﻨﺪ ﻭ ﺍﻳـﻦ ﻣـﺮﺩﻡ ﺍﺯ ﺑـﺲ ﮔﻴﺠﻨـﺪ ‪ ،‬ﻧـﻪ ﺣـﺎﻝ ﺧـﻮﺩ ﻭ‬
‫ﺟﺎﻳﮕﺎﻫﺸﺎﻥ ﺭﺍ ﺩﺭ ﺟﻬﺎﻥ ﻣﻲ ﺩﺍﻧﻨﺪ ﻭ ﻧﻪ ﺍﻳﻨﻜﻪ ﭼﻪ ﺑﺎﻳﺪ ﺑﺨﻮﺍﻫﻨﺪ ﻭ ﺍﺯ ﭼﻪ ﺭﺍﻫﻲ ﺑﺎﻳﺪ ﺑﻜﻮﺷﻨﺪ ﺭﺍ‪ .‬ﺍﻳﻨـﺴﺖ‬
‫ﻧﺎﭼﺎﺭ ﺷﺪﻩ ﺍﺯ ﻛﻮﺷﻨﺪﮔﺎﻧﻲ ﻛﻪ ﻣﺮﺩﻡ ﺭﺍ ﺟﺰ ﺁﮔﺎﻩ ﻭ ﻫﻮﺷﻴﺎﺭ ﻭ ﺑﻴﺪﺍﺭ ﻧﻤﻲ ﺧﻮﺍﻧﻨﺪ ‪ ،‬ﻣﻲ ﭘﺮﺳﻴﻢ ‪ :‬ﺟﻠﻮﺩﺍﺭﺍﻧﻲ‬
‫ﻫﻤﭽﻮﻥ ﻫﺨﺎ ﻭ ﻳﺎ ﺁﻥ ﺩﻳﮕﺮﻱ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﻣﺤﻤ ِﺪ ﻣﺼﻄﻔﺎﻱ ﺯﻧﺪﻩ ﺷﺪﻩ ﻭ ﺑﺎﻳﻦ ﺟﻬﺎﻥ ﺑﺎﺯﮔﺸﺘﻪ ﻣﻲ ﺧﻮﺍﻧﹾـﺪ‬
‫ﻥ ﻣﺮﺩﻣﻲ ﺁﮔﺎﻩ ﻭ ﻫﺸﻴﺎﺭ ﻭ ﺑﻴﺪﺍﺭ ﻣﻲ ﺗﻮﺍﻧﺴﺘﻨﺪ ﺟﺎﻳﻲ ﺩﺭ ﺩﻟﻬﺎ ﺑﺎﺯ ﻛﻨﻨﺪ ﻭ ﭼﻨـﺎﻥ ﻫـﺎﻳﻬﻮﻳﻲ ﺑـﺮﺍﻩ‬ ‫ﺁﻳﺎ ﺩﺭ ﻣﻴﺎ ِ‬
‫ﺍﻧﺪﺍﺯﻧﺪ؟!‪ .‬ﭼﻪ ﭼﻴﺰﻱ ﺷﻤﺎ ﺭﺍ ﻭﺍﺩﺍﺷﺘﻪ ﻛﻪ ﭘﻴﺎﭘﻲ ﺳﺨﻦ ﺍﺯ ﻣﺮﺩﻡ » ﺁﮔﺎﻩ ﻭ ﻫﺸﻴﺎﺭ ﻭ ﺑﻴﺪﺍﺭ« ﺑﺮﺍﻧﻴﺪ؟! ﺁﻳﺎ ﺧﻮ ِﺩ‬
‫ﺷﻤﺎ ﺑﮕﻔﺘﻪ ﻫﺎﺗﺎﻥ ﺑﺎﻭﺭ ﻣﻲ ﺩﺍﺭﻳﺪ؟!‬
‫ﻱ ﭼﻴﻨﻲ ﺭﺍ ﻛﻪ ﻣﻲ ﮔﻔﺘﻨﺪ ﭘﻴﺸﮕﻮﻳﻲ ﻛﺮﺩﻩ‬ ‫ﺷﺎﻳﺪ ﻓﺮﺍﻣﻮﺵ ﻧﻜﺮﺩﻩ ﺍﻳﺪ ﺣﺪﻭﺩ ﺳﺎﻟﻬﺎﻱ‪ ۱۳۷۰‬ﺁﻥ ﭘﻴﺸﮕﻮ ِ‬
‫ﻥ ﺍﻭ ﺭﻭﺯ ﻭ ﺳـﺎﻋﺘﻲ‬ ‫ﺩﺭ ﺗﻬﺮﺍﻥ ﺩﺭ ﻓﻼﻥ ﺭﻭﺯ ﻭ ﺑ‪‬ﻬﻤﺎﻥ ﺳﺎﻋﺖ ‪ ،‬ﺯﻣﻴﻦ ﻟﺮﺯﺓ ﺳﺨﺘﻲ ﭘﻴﺶ ﺧﻮﺍﻫﺪ ﺁﻣﺪ ﻭ ﺍﺯ ﺯﺑﺎ ِ‬
‫ﺭﺍ ﮔﻔﺘﻨﺪ ﻛﻪ ﺩﺭ ﺗﻬﺮﺍﻥ ﺯﻣﻴﻦ ﻟﺮﺯﻩ ﺧﻮﺍﻫـﺪ ﺷـﺪ ﻭ ﺭﻭﺯﻧﺎﻣـﻪ ﻫـﺎ ﻧﻮﺷـﺘﻨﺪ ﻭ ﺑـﺎ ﺁﻧﻜـﻪ ﺩﺍﻧـﺸﻤﻨﺪﺍﻥ ﺗﺄﻛﻴـﺪ‬
‫ﻱ ﺯﻣﻴﻦ ﻟﺮﺯﻩ ﺗﻌﻴﻴﻦ ﻛﺮﺩ ‪ ،‬ﺑﺎﺯ ﺍﻧﺒﻮ ِﻩ ﻣﺮﺩﻡ ﻫﻤﺎﻥ ﺳـﺎﻋﺘﻬﺎ‬ ‫ﻥ ﺩﻗﻴﻘﻲ ﺑﺮﺍ ِ‬ ‫ﻣﻲ ﻛﺮﺩﻧﺪ ﻛﻪ ﻫﻨﻮﺯ ﻧﻤﻲ ﺗﻮﺍﻥ ﺯﻣﺎ ِ‬
‫ﻥ ﻛﻮﺗﺎﻩ‬‫ﻲ ﻋﺎﺩﻱ ﺧﻮﺩ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﺩﺭ ﻳﻚ ﺯﻣﺎ ِ‬ ‫ﺳﺮﺍﺳﻴﻤﻪ ﻭ ﭘﺮﻳﺸﺎﻥ ﺑﺨﻴﺎﺑﺎﻧﻬﺎ ﺭﻳﺨﺘﻨﺪ ﻭ ﻛﻤﺘﺮ ﻛﺴﺎﻧﻲ ﺑﺰﻧﺪﮔ ِ‬
‫ﺶ ﺍﻓﺴﻮﺱ ﺁﻭﺭﻱ ﺩﺭ ﺗﻬﺮﺍﻥ‬ ‫ﻥ ﺍﻭ ﺩﻭﺑﺎﺭ ﭘﺮﺍﻛﻨﺪﻧﺪ ﻭ ﻫﺮ ﺩﻭﺑﺎﺭ ﻧﻤﺎﻳ ِ‬ ‫)ﻛﻤﺎﺑﻴﺶ ﭘﻨﺞ ﺳﺎﻝ( ﺍﻳﻦ ﺷﺎﻳﻌﻪ ﺭﺍ ﺍﺯ ﺯﺑﺎ ِ‬
‫ﻥ ﻛﻢ ﺳـﻮﺍﺩﻱ ﺑﮕـﺬﺍﺭﻳﻢ‪ .‬ﭼـﻮﻥ‬ ‫ﺑﭽﺸﻢ ﺩﻳﺪﻳﻢ‪ .‬ﺍﻳﻦ ﺭﻓﺘﺎﺭﻫﺎ ﺗﻨﻬﺎ ﺍﺯ ﻋﺎﻣﻴﺎﻥ ﺑﺮﻧﺨﺎﺳﺖ ﻛﻪ ﮔﻨﺎﻫﺶ ﺭﺍ ﺑﮕﺮﺩ ِ‬
‫ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻥ ﻧﻴﺰ ﻫﻤﺎﻥ ﺭﻓﺘﺎ ِﺭ ﻋﺎﻣﻴﺎﻥ ﺭﺍ ﻛﺮﺩﻧﺪ ‪ ،‬ﭘﺮﺳﺸﻬﺎﻱ ﺗﺎﺯﻩ ﺍﻱ ﺧﻮﺍﻩ ﻧﺎﺧﻮﺍﻩ ﺍﺯ ﻣﻐﺰ ﻣﻲ ﮔﺬﺭﺩ ‪ :‬ﭼﻪ‬
‫ﺍﺷﻜﺎﻟﻲ ﺩﺭ ﺷﻴﻮﺓ ﺁﻣﻮﺯﺷﻲ ﻣﺎ ﻫﺴﺖ ﻛﻪ ﺍﻳﻨﭽﻨﻴﻦ ﺭﻓﺘﺎﺭﻱ ﺍﺯ ﺩﺭﺳـﺨﻮﺍﻧﺪﮔﺎﻥ ﻣـﻲ ﺑﻴﻨـﻴﻢ؟ ‪ ...‬ﺁﻳـﺎ ﭼﻨـﻴﻦ‬
‫ﺲ ﻫﺮ ﻛﻪ ﺭﺍ ﺑﺨﻮﺍﻫﻴﺪ ﺩﺭ ﻣﺎﻩ ﻧﺨﻮﺍﻫﻨﺪ ﺩﻳﺪ؟! ‪ ...‬ﭼﻨﻴﻦ ﻣﺮﺩﻣﻲ ﺭﺍ ﭼﻨـﺎﻥ ﭘﻴـﺸﺮﻭﺍﻧﻲ ﺭﺍﻫﺒـﺮﻱ‬ ‫ﻣﺮﺩﻣﻲ ﻋﻜ ِ‬
‫ﻛﻨﻨﺪ‪.‬‬
‫ﻲ‬‫ﻥ ﺭﺍﺳــﺘﻴﻦ ﺭﺍ ﺑﺘﻜــﺎﻥ ﺁ ‪‬ﻭﺭ‪‬ﺩ ﻭ ﺍﻳــﺸﺎﻥ ﺑﻜﺎﺳــﺘ ِ‬
‫ﺑﺎﺷــﺪ ﻛــﻪ ﻧﻤﻮﻧــﻪ ﻫــﺎﻳﻲ ﺍﺯ ﺍﻳــﻦ ﺩﺳــﺖ ‪ ،‬ﻛﻮﺷــﻨﺪﮔﺎ ِ‬
‫ﻥ » ﺁﮔﺎﻫﻲ« ﻧﻴﺎﺯ ﺩﺍﺭﻧﺪ ﭼﻪ ﭼﻴﺰﻫﺎﺳﺖ‪ .‬ﺑﺎﻳﺪ ﺑﻴﺎﺩ‬ ‫ﻛﻮﺷﺸﻬﺎﺷﺎﻥ ﭘﻲ ﺑﺮﻧﺪ ﻭ ﺩﺭﻳﺎﺑﻨﺪ ﻛﻪ ﺁﻧﭽﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺑﻌﻨﻮﺍ ِ‬
‫ﺁﻭﺭﻧﺪ ﻛﻪ ﺑﺴﻴﺎﺭ ﻛﻮﺷﺸﻬﺎﺳﺖ ﻛﻪ ﭼﻮﻥ ﺷﺘﺎﺑﺰﺩﻩ ﻭ ﻧﺎﺁﮔﺎﻫﺎﻧﻪ ﺑﻜﺎﺭ ﺑﺴﺘﻪ ﺷﺪﻩ ‪ ،‬ﺟﺰ ﻛـﺸﺘﻪ ﺷـﺪﻥ ﺟﻮﺍﻧـﺎﻥ‬
‫ﻦ ﺍﻣﻴﺪﻫﺎ ﻭ ﺩﻟﺴﺮﺩ ﮔﺸﺘﻦ ﻣﺮﺩﻡ ﻧﺘﻴﺠﻪ ﺍﻱ ﻧﺪﺍﺩﻩ‪ .‬ﺑﻮﻳﮋﻩ ﺁﻧﻜﻪ ﻣﺎﻧﻨﺪﺓ ﺍﻳـﻦ‬ ‫ﺧﻮﻧﮕﺮﻡ ﻭ ﺑﺪﺗﺮ ﺍﺯ ﺁﻥ ﺑﺮ ﺑﺎﺩ ﺭﻓﺘ ِ‬
‫ﻱ‬‫ﺦ ﻣﻌﺎﺻ ِﺮ ﻣﺎ ﺗﻜﺮﺍﺭ ﺷﺪﻩ ﺑﺎﺷﺪ‪ .‬ﺑﻜﺎﻡ ﻣﺮﺩﻡ ﺗﻠﺨﺘﺮﻳﻦ ﺧﺎﻃﺮﻩ ﻫـﺎ ﺗﻜـﺮﺍﺭ ﻧﺎﻛﺎﻣﻴﻬـﺎ ِ‬ ‫ﻛﻮﺷﺸﻬﺎ ﭘﻴﺎﭘﻲ ﺩﺭ ﺗﺎﺭﻳ ِ‬
‫ﻛﻬﻦ ﺩﺭ ﺭﺧﺘﻲ ﻧﻮﺳﺖ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺦ ﭘﺮﺳﺸﻬﺎﻳﻲ ﺭﺍ ﻳﺎﻓﺘﻴﻢ ﻳﺎ ﺍﺷـﺎﺭﻩ ﻫـﺎﻳﻲ‬


‫ﻥ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﻧﺰﺩﻳﻚ ﻣﻲ ﺷﻮﻳﻢ‪ .‬ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ ‪ ،‬ﻣﺎ ﭘﺎﺳ ِ‬‫ﺑﭙﺎﻳﺎ ِ‬
‫ﻛﺮﺩﻳﻢ ﻛﻪ ﺩﺭ ﺯﻳﺮ ﻣﻲ ﺁﻭﺭﻳﻢ ‪:‬‬
‫ﺑﻴﺸﺘﺮﻳﻦ ﻛﻮﺷﺶ ﭘﺮﭼﻢ ﺩﺭ ﭼﻪ ﺯﻣﻴﻨﻪ ﺍﻳﺴﺖ؟‬ ‫‪(۱‬‬
‫ﭼﺮﺍ ﭘﺮﭼﻢ ﻧﺎﭼﺎﺭ ﺑﻮﺩ ﺑﺮﺗﺮﻱ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺑﻪ ﺩﻳﮕﺮ ﺷﻴﻮﻩ ﻫﺎﻱ ﺣﻜﻮﻣﺘﻲ ﺑﺨﻮﺍﻧﻨﺪﮔﺎﻥ ﺑﻔﻬﻤﺎﻧﺪ؟‬ ‫‪(۲‬‬
‫ﭘﺮﭼﻢ ﺑﺰﺭﮔﺘﺮﻳﻦ ﻋﻠﺖ ﺑﺪﺑﺨﺘﻲ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﭼﻪ ﭼﻴﺰﻱ ﻣﻲ ﺩﺍﻧﺪ؟‬ ‫‪(۳‬‬
‫ﻧﻴﺮﻭ ﺩﺭ ﻳﻚ ﺟﻤﻊ ﺍﺯ ﭼﻪ ﭘﺪﻳﺪ ﻣﻲ ﺁﻳﺪ؟‬ ‫‪(۴‬‬
‫ﺁﻳﺎ ﺁﺭﻣﺎﻧﻬﺎﻱ ﺗﻴﺮﻩ ﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ ﻳﻜﻴﺴﺖ؟‬ ‫‪(۵‬‬
‫ﻧﻴﺮﻭﻣﻨﺪﻱ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻭ ﺩﺭ ﺟﻬﺎﻥ ﺩﺭ ﭼﻴﺴﺖ؟‬ ‫‪(۶‬‬
‫ﺁﻳﺎ » ﭼﻨﺪ ﺻﺪﺍﻳﻲ« ﻭ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ ﻳﻜﻴﺴﺖ؟‬ ‫‪(۷‬‬
‫ﺳﻮ ِﺩ ﭼﻨﺪ ﺻﺪﺍﻳﻲ ﺩﺭ ﻛﺠﺎﺳﺖ؟‬ ‫‪(۸‬‬
‫ﺁﻳﺎ ﺧﻮﺍﺳﺖ ﺍﺯ ﻫﻢ ﺍﻧﺪﻳﺸﻲ ﻭ ﻫﻢ ﺁﺭﻣﺎﻧﻲ ﺩﺭ ﻳﻚ ﺗﻮﺩﻩ ﺭﺍﻩ ﻧﺪﺍﺩﻥ ﺑﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺩﻳﮕﺮﺳﺖ؟‬ ‫‪(۹‬‬
‫ﺧﻮﺍﺳﺖ ﺍﺻﻠﻲ ﺍﺯ ﺳﻜﺎﻟﺶ ﭼﻴﺴﺖ؟‬ ‫‪(۱۰‬‬
‫ﺳﻮ ِﺩ ﺧﻮﻳﻬﺎﻱ ﺳﺘﻮﺩﻩ ﺩﺭ ﻛﺎﺭ ﺟﻤﻌﻲ ﭼﻴﺴﺖ ﻭ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ؟‬ ‫‪(۱۱‬‬
‫ﭘﺎﻳﺔ ﻋﻤﻞ ﺩﺭ ﻳﻚ ﺟﻤﻊ ﭼﻴﺴﺖ؟‬ ‫‪(۱۲‬‬
‫ﭼﻪ ﭼﻴﺰﻫﺎﻳﻲ ﻳﻚ ﺳﻜﺎﻟﺶ ﺭﺍ ﺑﻪ ﻫﺮﺝ ﻭ ﻣﺮﺝ ﻣﻲ ﻛﺸﺎﻧﺪ؟‬ ‫‪(۱۳‬‬
‫ﺁﻳﺎ ﭼﻨﺪ ﺻﺪﺍﻳﻲ ﺩﺭ ﻫﺮ ﺯﻣﻴﻨﻪ ﺍﻱ ﺳﻮﺩﻣﻨﺪﺳﺖ؟‬ ‫‪(۱۴‬‬
‫ﺁﻳﺎ ﺑﻪ ﻫﺮ ﺳﺨﻦ ﻭ ﺍﻧﺪﻳﺸﻪ ﻭ ﺑﺎﻭﺭﻱ ﻣﻲ ﺗﻮﺍﻥ ﺁﺯﺍﺩﻱ ﺩﺍﺩ؟ ﭼﺮﺍ؟‬ ‫‪(۱۵‬‬
‫ﺭﺍﺳﺘﻲ ﻳﺎ ﻧﺎﺭﺍﺳﺘﻲ ﻭ ﺳﻮﺩ ﻳﺎ ﺯﻳﺎﻥ ﻛﺎﺭﻱ ﺭﺍ ﺑﺎ ﭼﻪ ﻣﻌﻴﺎﺭﻱ ﺗﻮﺍﻥ ﺳﻨﺠﻴﺪ؟‬ ‫‪(۱۶‬‬
‫ﺧﻮﺍﺳﺖ ﺍﺯ ﭘﻴﺶ ﻛﺸﻴﺪﻥ ﻳﻚ ﺍﻧﺪﻳﺸﻪ ﭼﻴﺴﺖ؟‬ ‫‪(۱۷‬‬
‫ﺁﻳﺎ ﺳﺨﻦ ﺩﻟﻴﻞ ﻧﻤﻲ ﺧﻮﺍﻫﺪ؟ ﺁﻳﺎ ﺳﺨﻨﻮﺭ ﻳﺎ ﻧﻮﻳﺴﻨﺪﻩ ﻣﺴﺆﻝ ﮔﻔﺘﻪ ﻫﺎﻳﺶ ﻧﻴﺴﺖ؟‬ ‫‪(۱۸‬‬
‫ﺁﻳﺎ ﺩﺳﺘﺎﻭﻳﺰﻱ ﺑﺮﺍﻱ ﺁﺯﺍﺩﻱ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻫﺴﺖ؟‬ ‫‪(۱۹‬‬
‫ﺁﻳﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭﺑﺎﺭﺓ ﻣﺸﺮﻭﻃﻪ ﻭ ﻣﻴﻬﻦ ﺧﻮﺍﻫﻲ ﺑﺮﺍﺳﺘﻲ ﻳﻚ ﺍﻧﺪﻳﺸﻪ ﺩﺍﺭﻧﺪ؟‬ ‫‪(۲۰‬‬
‫ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻧﻲ ﻛﺪﺍﻣﻬﺎﺳﺖ؟‬ ‫‪(۲۱‬‬
‫ﺯﻳﺎﻥ ﮔﻤﺮﺍﻫﻴﻬﺎ ﭼﻴﺴﺖ؟‬ ‫‪(۲۲‬‬
‫ﺁﻳﺎ ﻣﺮﻭﺟﻴﻦ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻳﺎ » ﺑﺪﺁﻣﻮﺯﻫﺎ« ﺩﺭ ﺑﺮﺍﺑﺮ ﺳﺨﻨﺎﻧﺸﺎﻥ ﺑﻪ ﻣﺮﺟﻌﻲ ﭘﺎﺳﺨﺪﻩ ﻣﻲ ﺑﺎﺷﻨﺪ؟‬ ‫‪(۲۳‬‬
‫ﻥ ﺍﻳﺸﺎﻥ ﭼﻪ ﺳﻮﺩﻫﺎﻳﻲ‬
‫ﻭﺍﺩﺍﺭ ﻛﺮﺩﻥ ﺳﺨﻨﻮﺭﺍﻥ ﺑﻪ ﺁﻭﺭﺩﻥ ﺩﻟﻴﻞ ﺑﺮﺍﻱ ﺳﺨﻨﺎﻧﺸﺎﻥ ﻭ ﭘﺎﺳﺨﮕﻮﻱ ﭘﺮﺳﺸﻬﺎ ﺑﻮﺩ ِ‬ ‫‪(۲۴‬‬
‫ﺩﺍﺭﺩ؟‬
‫ﺗﻔﺎﻭﺕ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻲ ﺩﺭ ﻳﻚ ﺳﺎﺯﻣﺎﻥ ﺑﺎ ﻳﻚ ﺗﻮﺩﻩ ﺩﺭ ﭼﻴﺴﺖ؟‬ ‫‪(۲۵‬‬
‫ﻣﺮﺩﻡ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺟﻠﻮﻱ ﻓﺮﻳﺒﻜﺎﺭﺍﻥ ﻭ ﺑﺪﺁﻣﻮﺯﺍﻥ ﺭﺍ ﺑﮕﻴﺮﻧﺪ ﭼﻪ ﭼﺎﺭﻩ ﺗﻮﺍﻧﻨﺪ ﻛﺮﺩ؟‬ ‫‪(۲۶‬‬
‫ﺁﻳﺎ ﻫﺮ ﺳﺨﻨﻲ ﺍﻧﺪﻳﺸﻪ ﺍﺳﺖ؟‬ ‫‪(۲۷‬‬
‫ﭼﻪ ﺳﺨﻨﺎﻧﻲ ﺍﺭﺯﺵ ﺩﺭﺁﻣﺪﻥ ﺑﻪ ﮔﻔﺘﮕﻮ ﺭﺍ ﺩﺍﺭﺩ؟‬ ‫‪(۲۸‬‬
‫ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺁﺯﺍﺩﻱ ﺳﺨﻦ ﺑﺎﺷﺪ ﻭﻟﻲ ﻣﺮﺩﻡ ﺭﺍ ﺯﻳﺎﻧﻲ ﻧﺮﺳﺪ ﭼﻪ ﺑﺎﻳﺪ ﻛﺮﺩ؟‬ ‫‪(۲۹‬‬
‫ﻗﺎﻧﻮﻧﻬﺎ ﺑﺮﺍﻱ ﻣﺮﺩﻣﺴﺖ ﻳﺎ ﻣﺮﺩﻡ ﺑﺮﺍﻱ ﻗﺎﻧﻮﻧﻬﺎ؟‬ ‫‪(۳۰‬‬
‫ﻳﻚ ﻣﺜﺎﻝ ﻛﻪ ﻧﺸﺎﻥ ﺩﻫﺪ ﺁﺯﺍﺩﻱ ﺑﻲ ﻣﺮﺯ ﻭ ﺍﻧﺪﺍﺯﻩ ﺑﺮﺍﻱ ﺍﻧﺪﻳﺸﻪ ﺯﻳﺎﻥ ﺁﻭﺭﺳﺖ ﭼﻴﺴﺖ؟‬ ‫‪(۳۱‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﺁﻳﺎ ﻫﺮﭼﻪ ﺩﺭ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﻫﺴﺖ ﺑﺮﺍﻱ ﻣﺎ ﺳﻮﺩﻣﻨﺪ ﺍﺳﺖ؟‬ ‫‪(۳۲‬‬


‫ﭼﻪ ﭼﻴﺰﻫﺎﻳﻲ ﺩﺭ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﺑﻮﺩﻩ ﻛﻪ ﺍﻳﺸﺎﻥ ﺯﻳﺎﻧﻤﻨﺪ ﺷﻨﺎﺧﺘﻪ ﺁﻧﺮﺍ ﻏﺪﻏﻦ ﻛﺮﺩﻩ ﺍﻧﺪ؟‬ ‫‪(۳۳‬‬
‫ﻛﺪﺍﻣﻴﻚ ﺍﺯ ﺁﻟﻮﺩﮔﻴﻬﺎﻱ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻧﻲ ﺁﻧﭽﻨﺎﻧﻜﻪ ﺩﺭ ﻣﺎ ﻫﺴﺖ ﺩﺭ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﻧﻴﺰ ﺩﻳﺪﻩ ﻣﻲ ﺷﻮﺩ؟‬ ‫‪(۳۴‬‬
‫ﺍﺻﻮﻝ ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﺓ ﺯﻧﺪﮔﺎﻧﻲ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﭼﻪ ﻫﺎﺳﺖ؟‬ ‫‪(۳۵‬‬
‫ﺁﻳﺎ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﻏﺮﺑﻲ ﺑﺎﻭﺭﻱ ﺭﺍ ﺳﺮﺍﻍ ﺩﺍﺭﻳﺪ ﻛﻪ ﻏﺪﻏﻦ ﺷﺪﻩ ﺑﺎﺷﺪ؟‬ ‫‪(۳۶‬‬
‫ﺳﻮ ِﺩ ﺑﺮﭘﺎﻳﻲ » ﻛﻨﮕﺮﺓ ﺩﻳﻦ« ﺩﺭ ﺍﻳﺮﺍﻥ ﭼﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺑﺎﺷﺪ؟‬ ‫‪(۳۷‬‬
‫ﺳﺮﭼﺸﻤﺔ ﺭﻓﺘﺎﺭﻫﺎﻱ ﺁﺩﻣﻲ ﭼﻴﺴﺖ؟ ﻋﻤﻞ ﺍﺯ ﭼﻪ ﺑﺮ ﻣﻲ ﺧﻴﺰﺩ؟‬ ‫‪(۳۸‬‬
‫ﺍﻳﻦ ﺳﺨﻦ ﻛﻪ ﻳﻜﻲ ﺑﮕﻮﻳﺪ ‪ :‬ﭼﻜﺎﺭ ﺑﻪ ﺑﺎﻭﺭ ﻣﺮﺩﻡ ﺩﺍﺭﻱ ‪ ،‬ﺑﮕﺬﺍﺭ » ﻣﺎﺳﺘﺶ ﺭﺍ ﺑﺨﻮﺭﺩ« ‪ ،‬ﺁﻳﺎ ﺍﻳﺮﺍﺩﻱ ﺩﺍﺭﺩ؟‬ ‫‪(۳۹‬‬
‫ﺁﻳﺎ ﺷﺪﻧﻴﺴﺖ ﻛﻪ ﻫﻤﺔ ﺑﺎﻭﺭﻫﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻫﻤﺎﻧﮕﻮﻧﻪ ﻛﻪ ﺍﻛﻨﻮﻥ ﻫﺴﺖ ﺑﻤﺎﻧﺪ ﻭ ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﻣﺮﺩﻡ ﺍﺯ‬ ‫‪(۴۰‬‬
‫ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻳﻲ ﻛﻪ ﺑﻪ ﺁﻧﻬﺎ ﺩﭼﺎﺭﻧﺪ ﺭﻫﺎ ﮔﺮﺩﻧﺪ؟‬
‫ﺁﻳﺎ ﻫﻤﺔ ﻣﺮﺩﻡ ﺍﺯ ﺍﺻﻄﻼﺣﺎﺗﻲ ﻛﻪ ﺑﻜﺎﺭ ﻣﻲ ﺑﺮﻧﺪ ﻳﻚ ﻣﻌﻨﻲ ﺭﺍ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ﺩﺍﺭﻧﺪ ـ ﻫﻤﭽﻮﻥ ﭼﭙﻲ ﻭ ﺭﺍﺳﺘﻲ ‪،‬‬ ‫‪(۴۱‬‬
‫ﻟﻴﺒﺮﺍﻝ ‪ ،‬ﺗﺴﺎﻫﻞ ﻭ ﺗﺴﺎﻣﺢ ‪ ،‬ﺁﺯﺍﺩﻱ ﻋﻘﻴﺪﻩ ‪ ،‬ﻣﺮﺩﻣﺴﺎﻻﺭﻱ ﺩﻳﻨﻲ ﻭ ﺩﻳﮕﺮﻫﺎ؟‬
‫ﺁﻳﺎ ﻋﻤﻞ ﻭ ﻧﺘﻴﺠﺔ ﺁﻥ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﺷﺪﻧﻴﺴﺖ؟‬ ‫‪(۴۲‬‬
‫ﻣﺴﺆﻟﻴﺘﻬﺎﻱ ﻳﻚ ﺷﻬﺮﻭﻧﺪ ﺩﺭ ﻳﻚ ﻛﺸﻮﺭ ﺩﻣﻮﻛﺮﺍﺕ ﭼﻴﺴﺖ؟‬ ‫‪(۴۳‬‬
‫ﻗﺎﻧﻮﻧﻬﺎﻱ ﻃﺒﻴﻌﺖ ﻭ ﺍﺟﺘﻤﺎﻉ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪﺓ ﭼﻪ ﭼﻴﺰﻱ ﻣﻲ ﺑﺎﺷﻨﺪ؟‬ ‫‪(۴۴‬‬
‫ﺁﺭﻣﺎﻥ ﻳﻚ ﺧﺎﻧﻮﺍﺩﻩ ـ ﺩﺭ ﻳﻚ ﺟﻤﻠﻪ ـ ﭼﻴﺴﺖ؟‬ ‫‪(۴۵‬‬
‫ﺁﺭﻣﺎﻥ ﻳﻚ ﺗﻮﺩﻩ ـ ﺩﺭ ﻳﻚ ﺟﻤﻠﻪ ـ ﭼﻴﺴﺖ؟‬ ‫‪(۴۶‬‬
‫ﻫﻤﺒﺴﺘﮕﻲ ﻣﻴﺎﻥ ﺭﻓﺘﺎﺭ ﻣﺮﺩﻡ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ‪ ،‬ﺑﺎ ﺁﺭﻣﺎﻥ ﻣﺸﺘﺮﻙ ﭼﻴﺴﺖ؟‬ ‫‪(۴۷‬‬
‫ﻓﺎﺻﻠﺔ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻭ ﺩﻭﻟﺖ ﺭﻭﻱ ﭼﻪ ﭼﻴﺰﻱ ﺗﺄﺛﻴﺮ ﻣﻲ ﮔﺬﺍﺭﺩ؟ ﭼﺮﺍ؟‬ ‫‪(۴۸‬‬
‫ﺩﺍﻧﺴﺘﻦ ﭼﻴﺴﺖ؟‬ ‫‪(۴۹‬‬
‫ﺁﻳﺎ ﺑﺎﻭﺭﻫﺎﻱ ﻣﺮﺩﻡ ﺑﺎ ﺩﻣﻮﻛﺮﺍﺳﻲ ﺳﺎﺯﮔﺎﺭﺳﺖ؟‬ ‫‪(۵۰‬‬
‫ﺳﺮﮔﺬﺷﺖ ﻳﻚ ﺗﻮﺩﻩ ﺭﺍ ﭼﻪ ﭼﻴ ِﺰ ﺍﻭ ﺗﻌﻴﻴﻦ ﻣﻲ ﻛﻨﺪ؟ ﺁﻥ ﺧﻮﺩ ﺑﺴﺘﻪ ﺑﻪ ﭼﻴﺴﺖ؟‬ ‫‪(۵۱‬‬
‫ﺩﻭﺩﻟﻲ ﻭ ﺑﻲ ﺍﺭﺍﺩﮔﻲ ﻧﺘﻴﺠﺔ ﭼﻴﺴﺖ؟‬ ‫‪(۵۲‬‬
‫ﺩﺭ ﺁﻧﺴﻮﻱ ﻋﻘﻞ ﻭ ﺩﻟﻴﻞ ﭼﻴﺴﺖ؟‬ ‫‪(۵۳‬‬
‫ﺗﻌﻠﻴﻤﺎﺕ ﮔﺮﺍﻧﻤﺎﻳﺔ ﺩﻳﻨﻲ ﻛﺪﺍﻣﻬﺎﺳﺖ؟ ﭼﻪ ﭼﻴﺰﻱ ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﺍﺛﺮ ﺍﻧﺪﺍﺧﺘﻪ؟‬ ‫‪(۵۴‬‬
‫ﭼﻪ ﭼﻴﺰﻱ ﺟﻠﻮﻱ ﻧﻴﻜﻲ ﻫﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻧﻮ ﺭﺍ ﻣﻲ ﮔﻴﺮﺩ؟‬ ‫‪(۵۵‬‬
‫ﺯﻳﺎﻥ ﺩﺭﺁﻣﻴﺨﺘﮕﻲ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺩﺭ ﭼﻴﺴﺖ؟‬ ‫‪(۵۶‬‬
‫ﭼﻪ ﭼﻴﺰﻱ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺭﺍ ﺩﺭﻫﻢ ﺁﻣﻴﺨﺘﻪ؟‬ ‫‪(۵۷‬‬
‫ﻼ ﻫﻤﻴﺸﻪ ﺧﺮﺍﺑﺎﺗﻴﺴﺖ ﻳﺎ ﻫﺮ ﺩﻡ‬ ‫ﺁﻳﺎ ﻳﻚ ﺍﻳﺮﺍﻧﻲ ﺩﺭ ﺑﺎﻭﺭﻫﺎﻳﺶ ـ ﺩﺭﺳﺖ ﻳﺎ ﻧﺎﺩﺭﺳﺖ ـ ﺍﺳﺘﻮﺍﺭﺳﺖ ‪ ،‬ﻣﺜ ﹰ‬ ‫‪(۵۸‬‬
‫ﺑﺮﻧﮕﻲ ﺩﺭ ﻣﻲ ﺁﻳﺪ؟ ﭼﺮﺍ؟‬
‫ﺁﻳﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﻳﺮﺍﺩ ﺷﻌﺮﻫﺎ ﻭﻳﺎ ﺷﺎﻋﺮﺍﻥ ﺭﺍ ﺩﺭﻳﺎﻓﺘﻪ ﺑﻪ ﺍﻧﺘﻘﺎﺩ ﺍﺯ ﺍﻳﺸﺎﻥ ﺩﻟﻴﺮﻱ ﺩﺍﺭﻧﺪ؟‬ ‫‪(۵۹‬‬
‫ﺁﻳﺎ ﺁﻟﻮﺩﮔﻲ ﺍﻱ ﺩﺭ ﻏﺮﺏ ﻣﻲ ﺷﻨﺎﺳﻴﺪ ﻛﻪ ﺩﺭ ﺯﻳﺎﻧﻤﻨﺪﻱ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﺑﺎ ﺟﺒﺮﻳﮕﺮﻱ ﻳﺎ ﺑﺎ ﺻﻮﻓﻴﮕﺮﻱ ﺑﺮﺍﺑﺮﻱ‬ ‫‪(۶۰‬‬
‫ﻛﻨﺪ؟‬

‫‪٧٨‬‬
‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﻦ ﻣﺘﻀﺎﺩ ﺑﺎ ﺁﻥ ﺍﺯ ﻣﻐﺰ ﭘﺎﻙ ﺧﻮﺍﻫﺪ‬ ‫ﺁﻳﺎ ﺩﺭﺁﻣﺪﻥ ﻳﻚ ﺍﻧﺪﻳﺸﺔ ﻧﻮ ﺑﻪ ﻣﻐﺰ ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻴﺴﺖ ﻛﻪ ﺍﻧﺪﻳﺸﺔ ﻛﻬ ِ‬ ‫‪(۶۱‬‬
‫ﮔﺮﺩﻳﺪ؟‬
‫ﻥ ﻛﺸﻮﺭ‬
‫ﺖ ﻧﺒﺮﺩ ﺑﺎ ﺩﺷﻤﻨﺎ ِ‬‫ﺍﮔﺮ ﺩﺭ ﻣﻐﺰﻱ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺟﺒﺮﻱ ﻭ ﻣﻴﻬﻦ ﺧﻮﺍﻫﺎﻧﻪ ﻫﺮﺩﻭ ﺑﺎﺷﺪ ﻭ ﺭﻭﺯ ﺳﺨ ِ‬ ‫‪(۶۲‬‬
‫ﻓﺮﺍﺭﺳﺪ ﻣﻐﺰ ﺍﺯ ﻛﺪﺍﻣﻴﻚ ﭘﻴﺮﻭﻱ ﺧﻮﺍﻫﺪ ﻛﺮﺩ؟‬
‫ﭼﺮﺍ ﺷﻴﻌﻴﮕﺮﻱ ﺑﺎ ﻣﺸﺮﻭﻃﻪ ﻧﺎﺳﺎﺯﮔﺎﺭﺳﺖ؟‬ ‫‪(۶۳‬‬
‫ﭼﻪ ﭼﻴﺰ ﺑﺎﻋﺚ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﻳﻚ ﺷﻴﻌﻲ ﺩﺭ ﮔﻨﺎﻩ ﻛﺮﺩﻥ ﺑﻴﺒﺎﻙ ﺑﺎﺷﺪ؟‬ ‫‪(۶۴‬‬
‫ﺁﻳﺎ ﻛﺴﻲ ﻛﻪ ﻳﻚ ﺧﺮﺍﺑﺎﺗﻲ ﻧﺎﺏ ﺍﺳﺖ ﻣﻲ ﺗﻮﺍﻧﺪ ﻳﻚ ﻛﻮﺷﻨﺪﺓ ﺳﻴﺎﺳﻲ ﺭﺍﺳﺘﻴﻦ ﻧﻴﺰ ﺑﺎﺷﺪ؟‬ ‫‪(۶۵‬‬
‫ﻥ ﺁﻣﻮﺧﺘﻪ ﻫﺎﻱ ﻏﻠﻂ ﺑﺎ ﭼﻪ ﺩﺷﻮﺍﺭﻱ ﺍﻱ ﺭﻭﺑﺮﻭﻳﻴﻢ؟ ﺁﻳﺎ ﻫﻤﺎﻥ ﺍﻧﺮﮊﻱ ﺍﻱ ﺭﺍ ﺑﺎﻳﺪ ﺑﻜﺎﺭ‬ ‫ﺩﺭ ﺭﺍﺳﺖ ﮔﺮﺩﺍﻧﻴﺪ ِ‬ ‫‪(۶۶‬‬
‫ﺑﺴﺖ ﻛﻪ ﺩﺭ ﺁﻣﻮﺯﺵ ﺩﺭﺳﺖ ﺑﻜﺎﺭ ﻣﻲ ﺑﻨﺪﻳﻢ؟‬
‫‪‬ﻣﺜﹶﻞ ﺣﻮﺽ ﭘﺮ ﻟﺠﻦ ﻭ ﮔﻼﺏ ﺩﺭ ﻛﺠﺎ ﺑﻜﺎﺭ ﺭﻓﺘﻪ ﻭ ﭼﻪ ﺧﻮﺍﺳﺘﻲ ﺍﺯ ﺁﻥ ﺩﺭ ﻣﻴﺎﻧﺴﺖ؟‬ ‫‪(۶۷‬‬
‫ﺟﺪﺍﻳﻲ ﻣﻴﺎﻥ ﻳﻚ ﺷﻬﺮﻭﻧﺪ ﺗﻮﺩﺓ ﭘﻴﺸﺮﻭ ﺑﺎ ﻳﻚ ﺷﻬﺮﻭﻧﺪ ﺗﻮﺩﺓ ﺩﺭﻣﺎﻧﺪﻩ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺩﺭ ﭼﻴﺴﺖ؟‬ ‫‪(۶۸‬‬
‫ﭼﺮﺍ ﻓﺮﻫﻨﮓ )ﺩﺭﺳﻬﺎﻱ ﻣﺪﺭﺳﻪ ﻭ ﺩﺍﻧﺸﮕﺎﻩ( ﻧﻤﻲ ﺗﻮﺍﻧﺪ ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﻣﺎ ﺭﺍ ﺭﻓﻊ ﻛﻨﺪ؟‬ ‫‪(۶۹‬‬
‫ﺍﻣﺮﻭﺯ ﺩﺭ ﺍﻳﺮﺍﻥ ﻳﻚ ﺭﻭﺳﺘﺎﻳﻲ ﺑﺰﻧﺪﮔﺎﻧﻲ ﺷﺎﻳﻨﺪﻩ ﺗﺮﺳﺖ ﻳﺎ ﻳﻚ ﺷﻬﺮﻱ ﺩﺭﺳﺨﻮﺍﻧﺪﻩ؟‬ ‫‪(۷۰‬‬
‫ﺳﺮﭼﺸﻤﺔ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻛﺠﺎﺳﺖ ﻭ ﭼﮕﻮﻧﻪ ﺍﺯ ﺯﻣﺎﻧﻬﺎﻱ ﺩﻭﺭ ﺑﺮﻭﺯﮔﺎﺭ ﻣﺎ ﺭﺳﻴﺪﻩ؟‬ ‫‪(۷۱‬‬
‫ﺍﻳﻨﻜﻪ ﻛﺴﻲ ﻛﺘﺎﺏ ﺯﻳﺎﻧﻤﻨﺪﻱ ﺭﺍ ﺧﺮﻳﺪﻩ ﺑﺴﻮﺯﺍﻧﺪ ﺁﻳﺎ ﺑﺎ ﺧﻮﺍﺳﺖ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺳﺎﺯﮔﺎﺭﺳﺖ؟‬ ‫‪(۷۲‬‬
‫ﻧﺨﺴﺖ ﺑﺎﺭ ﻛﻪ ﺁﻭﺍﺯﺓ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﭘﻴﭽﻴﺪ ﭼﻪ ﺗﺄﺛﻴﺮﻱ ﺩﺍﺷﺖ؟‬ ‫‪(۷۳‬‬
‫ﭼﺮﺍ ﺩﺭﻭﻍ ﻗﺮﺁﻥ ﺳﻮﺯﺍﻥ ﺭﺍ ﺑﻪ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺑﺴﺘﻨﺪ؟‬ ‫‪(۷۴‬‬
‫ﻥ ﺳﻮﺯﺍﻧﺪﻥ ﻣﺮﻏﻬﺎﻱ ﺑﻴﻤﺎ ِﺭ ﺁﻧﻔﻮﻻﻧﺰﺍﻳﻲ ﺑﻴﺸﺘﺮ ﺍﺳﺖ؟‬ ‫ﭼﺮﺍ ﺣﺴﺎﺳﻴﺖ ﻣﺮﺩﻡ ﺩﺭ ﺑﺮﺍﺑﺮ ﺳﻮﺯﺍﻧﺪﻥ ﻛﺘﺎﺏ ﺍﺯ ﺁ ِ‬ ‫‪(۷۵‬‬
‫ﭼﺮﺍ ﺳﺨﻨﻮﺭﺍﻥ ﻭ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﻣﺎ ﺩﺭ ﺷﺴﺖ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺩﺍﺳﺘﺎﻥ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺭﺍ ﺩﻧﺒﺎﻝ ﻧﻜﺮﺩﻩ ﺍﻧﺪ؟ ﭼﺮﺍ ﺑﺎ‬ ‫‪(۷۶‬‬
‫ﺧﺎﻣﻮﺷﻲ ﺧﻮﺩ ﺑﻪ » ﺗﻮﻃﺌﺔ ﺳﻜﻮﺕ« ﺩﺭ ﺑﺮﺍﺑ ِﺮ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻛﺴﺮﻭﻱ ﻳﺎﺭﻱ ﻛﺮﺩﻧﺪ؟‬
‫ﺁﻳﺎ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺑﺮﺧﺎﺳﺘﻪ ﺍﺯ ﻫﻮﺱ ﺍﺳﺖ ﻳﺎ ﻧﺘﻴﺠﺔ ﺳﻨﺠﺶ ﻭ ﺍﻧﺪﻳﺸﻪ؟‬ ‫‪(۷۷‬‬
‫ﺗﺄﺛﻴﺮ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺩﺭ ﭼﻪ ﺯﻣﺎﻧﻲ ﺧﻮﺩ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ؟‬ ‫‪(۷۸‬‬
‫ﭼﺮﺍ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺍﺯ ﻧﻴﻚ ﺁﻣﻮﺯﻳﻬﺎ ﺁﺳﺎﻧﺘﺮ ﻭ ﺯﻭﺩﺗﺮ ﺗﺄﺛﻴﺮ ﻣﻲ ﻛﻨﺪ؟‬ ‫‪(۷۹‬‬
‫ﻓﺮﻫﻨﮓ ﻣﺎ ﺑﻪ ﭼﻪ ﺩﺭﺩﻱ ﺩﺭﻣﺎﻥ ﺗﻮﺍﻧﺪ ﻛﺮﺩ؟‬ ‫‪(۸۰‬‬
‫ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺳﻮﺩﻣﻨﺪ ﺍﻓﺘﺪ ﺁﻳﺎ ﺑﻪ ﺁﻣﺎﺩﮔﻲ ﻣﺮﺩﻡ ﻧﻴﺎﺯ ﻫﺴﺖ؟‬ ‫‪(۸۱‬‬
‫ﻫﻤﭽﻨﺎﻧﻜﻪ ﺧﻮﺭﺍﻙ ﻓﺎﺳﺪ ﺗﻦ ﺭﺍ ﻣﺴﻤﻮﻡ ﻣﻲ ﮔﺮﺩﺍﻧﺪ ﺁﻳﺎ ﻛﺘﺎﺏ ﺯﻳﺎﻧﻤﻨﺪ ﻫﻢ ﻣﻲ ﺗﻮﺍﻧﺪ ﻣﻐﺰ ﺭﺍ ﻣﺴﻤﻮﻡ‬ ‫‪(۸۲‬‬
‫ﮔﺮﺩﺍﻧﺪ؟‬
‫ﭼﺮﺍ ﺁﻟﻮﺩﻥ ﻣﻐﺰﻫﺎﻱ ﺷﺮﻗﻴﺎﻥ ﺑﻪ ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﺍﺯ ﺁﻟﻮﺩﻥ ﺗﻨﻬﺎﺷﺎﻥ ﺑﻪ ﺍﻓﻴﻮﻥ ﺑﺮﺍﻱ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻛﺎﺭﺁﻣﺪﺗﺮ‬ ‫‪(۸۳‬‬
‫ﺑﻮﺩﻩ؟‬
‫ﭼﺮﺍ ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﺁﻟﻮﺩﮔﻴﻬﺎ ﻭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻛﻪ ﺩﺭ ﻓﻴﻠﻤﻬﺎ ﻭ ﻧﻤﺎﻳﺸﻨﺎﻣﻪ ﻫﺎ ﻭ ﺳﺨﻨﺮﺍﻧﻴﻬﺎ ﻭ ﺍﻳﻨﮕﻮﻧﻪ ﭼﻴﺰﻫﺎﺳﺖ‬ ‫‪(۸۴‬‬
‫ﺗﻮﺟﻪ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﺗﻨﻬﺎ ﺑﻪ ﻛﺘﺎﺑﺴﺖ؟‬
‫ﺭﺍﺯ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﭼﻴﺴﺖ؟‬ ‫‪(۸۵‬‬
‫ﻫﻤﺒﺴﺘﮕﻲ ﻣﻴﺎﻥ ﻛﺘﺎﺑﺴﻮﺯﺍﻥ ﻭ ﺍﺻﻞ ﻧﻴﺮﻭﻣﻨﺪﻱ ﭼﮕﻮﻧﻪ ﺍﺳﺖ؟‬ ‫‪(۸۶‬‬
‫ﺩﺷﻤﻨﺎﻥ » ﺧﺎﻣﻮﺵ ﻭ ﺧﻮﺷﻨﻤﻮﺩ« ﻣﺎ ﻛﻴﺎﻧﻨﺪ؟‬ ‫‪(۸۷‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫‪ (۸۸‬ﭼﮕﻮﻧﻪ ﺑﺎ ﻫﻤﺔ ﻧﺎﺳﺎﺯﮔﺎﺭﻱ ﻣﺸﺮﻭﻃﻪ ﺑﺎ ﺷﺮﻳﻌﺖ ‪ ،‬ﭘﻴﺸﻮﺍﻳﺎﻥ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﻲ ﻛﻪ ﺧﻮﺩ ﺍﺯ ﻣﻼﻳﺎﻥ ﺑﻮﺩﻧﺪ ﺍﺯ‬
‫ﺁﻥ ﺭﺍﻩ ﺑﺎﺯﻧﮕﺸﺘﻨﺪ؟‬
‫‪ (۸۹‬ﭼﻪ ﭼﻴﺰﻱ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺎﻋﺚ ﻣﻲ ﺷﺪ ﻛﻪ ﻣﻼﻳﺎﻥ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﺭﻭﮔﺮﺩﺍﻧﻨﺪ؟‬
‫‪ (۹۰‬ﭼﺸﺪ ﻛﻪ ﻣﻼﻳﺎﻥ ﺍﺯ ﻣﻴﻬﻦ ﻭ ﺍﺳﺘﻘﻼﻝ ﻭ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ‪ ،‬ﻭ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﺎﻥ ﺍﺯ ﻫﺮﭼﻪ ﻧﺎﻡ ﺩﻳﻦ ﺩﺍﺷﺖ ﺭﻭﮔﺮﺩﺍﻥ‬
‫ﺷﺪﻧﺪ؟‬
‫‪ (۹۱‬ﭼﺸﺪ ﻛﻪ ﺍﻓﺰﺍﺭ ﺩﺳﺖ ﺳﻴﺎﺳﺖ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺷﺪﻧﺪ؟‬
‫‪ (۹۲‬ﭼﻪ ﭼﻴ ِﺰ ﻣﺸﺮﻭﻃﻪ ﺩﺳﺘﮕﺎﻩ ﻣﻼﻳﺎﻥ ﺭﺍ ﺍﺯ ﺷﻜﻮﻩ ﻭ ﺑﺰﺭﮔﻲ ﺍﻧﺪﺍﺧﺖ؟‬
‫‪ (۹۳‬ﭘﺲ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﻣﻼﻳﺎﻥ ﭼﻪ ﻣﺸﺘﻬﺎﻱ ﺧﹸﺮﺩ ﻛﻨﻨﺪﻩ ﺍﻱ ﺧﻮﺭﺩﻧﺪ ﻭ ﺑﻪ ﭼﻪ ﺣﺎﻟﻲ ﺍﻓﺘﺎﺩﻧﺪ؟‬
‫‪ (۹۴‬ﻓﺮﻭﻏﻲ ﻭ ﻫﻤﺪﺳﺘﺎﻧﺶ ﭼﻪ ﻧﻘﺸﻪ ﻫﺎﻳﻲ ﺭﺍ ﺑﺮﺍﻱ ﺑﺎﺯ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻣﻼﻳﺎﻥ ﻭ ﺍﺭﺗﺠﺎﻉ ﺑﻜﺎﺭ ﺑﺴﺘﻨﺪ؟‬
‫‪ (۹۵‬ﺍﺷﺘﺒﺎﻫﻲ ﻛﻪ ﺩﻭ ﺳﻴﺪ ﺑﺰﺭﮔﻮﺍﺭ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺭﻓﺘﺎﺭ ﺑﺎ ﭘﻴﺮﺍﻣﻮﻧﻴﺎﻥ ﻭ ﻣﺮﺩﻡ ﺩﺍﺷﺘﻨﺪ ﻭ ﻛﺴﺮﻭﻱ ﺍﺯ ﺁﻥ ﺳﺨﻦ‬
‫ﻣﻲ ﺭﺍﹶﻧﺪ ﭼﻪ ﺑﻮﺩﻩ؟‬
‫‪ (۹۶‬ﺍﺷﺘﺒﺎﻩ ﺧﻴﺎﺑﺎﻧﻲ ﺩﺭ ﭼﻪ ﺑﻮﺩﻩ؟‬
‫‪ (۹۷‬ﻧﺨﺴﺘﻴﻦ ﮔﺎﻡ ﺩﺭ ﺭﺍﻩ ﻛﻮﺷﺶ ﺳﻴﺎﺳﻲ ﺩﺭ ﺍﻳﺮﺍﻥ )ﻭ ﺷﺮﻕ( ﻛﻪ ﻛﺴﺮﻭﻱ ﻧﺸﺎﻥ ﻣﻲ ﺩﻫﺪ ﭼﻴﺴﺖ؟‬
‫‪ (۹۸‬ﺍﻳﺮﺍﺩﻱ ﻛﻪ ﺷﻴﻮﺓ ﻛﺎﺭ ﻛﻮﺷﻨﺪﮔﺎﻥ ﺳﻴﺎﺳﻲ ﺩﺍﺭﺩ ﭼﻴﺴﺖ؟‬
‫ﻦ )ﻳﺎ ﺍﺷﺘﺮﺍﻙ ﺩﺭ( ﺣﻜﻮﻣﺖ ﻭ ﺑﻜﺎﺭﺑﺮﺩﻥ ﺁﻥ ﻧﻴﺮﻭ ﺩﺭ ﺍﻧﺠﺎﻡ‬ ‫‪ (۹۹‬ﺍﮔﺮ ﻫﺪﻑ ﻫﺮ ﻛﻮﺷﺶ ﺳﻴﺎﺳﻲ ﺑﺪﺳﺖ ﮔﺮﻓﺘ ِ‬
‫ﺍﺻﻼﺣﺎﺗﺴﺖ ﭼﺮﺍ ﻛﺴﺮﻭﻱ ﺍﻳﻦ ﺭﺍ » ﺳﻴﺎﺳﺖ ﺑﺴﻴﺎﺭ ﺧﺎﻡ« ﻧﺎﻣﻴﺪﻩ ﺍﻳﺮﺍﺩ ﻣﻲ ﮔﻴﺮﺩ؟‬
‫‪ (۱۰۰‬ﭼﻪ ﺟﺪﺍﻳﻲ ﺍﻱ ﻣﻴﺎﻥ ﻛﻮﺷﺸﻬﺎﻱ ﺳﻴﺎﺳﻲ ﻭ ﺭﻭﺯﻧﺎﻣﻪ ﻧﮕﺎﺭﻱ )ﻳﺎ ﺧﺒﺮ ﺭﺳﺎﻧﻲ( ﻫﺴﺖ؟‬
‫‪ (۱۰۱‬ﺁﻳﺎ ﺁﮔﺎﻫﻲ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﺑﺮﺍﻱ ﺑﺘﻜﺎﻥ ﺁﻣﺪﻥ ﻭ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻥ ﻧﺘﻴﺠﻪ ﺑﺲ ﺍﺳﺖ؟‬
‫ﻥ ﺭﻳﺸﺔ ﺩﻳﻦ ﻭ ﺑﻴﺒﺎﻛﻲ ﻣﺮﺩﻡ ﺑﻪ‬ ‫‪ (۱۰۲‬ﭼﻪ ﭼﻴﺰ ﺩﺭ ﺷﻴﻌﻴﮕﺮﻱ ‪ ،‬ﺯﺷﺖ ﺗﺮﻳﻦ ﺑﺪﻋﺖ ﻭ ﺧﻮﺩ ﺑﺎﻋﺚ ﺗﻴﺸﻪ ﺧﻮﺭﺩ ِ‬
‫ﮔﻨﺎﻩ ﻛﺮﺩﻥ ﮔﺮﺩﻳﺪﻩ؟‬
‫ﻥ ﭘﻴﺮﻭﺍﻥ ﺁﻥ ﻛﻴﺶ ﺭﻳﺸﻪ ﻛﻦ ﻣﻲ ﮔﺮﺩﺩ؟‬ ‫‪ (۱۰۳‬ﺁﻳﺎ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﺑﺎ ﻣﺤﺪﻭﺩ ﻛﺮﺩﻥ ﻳﺎ ﺗﺮﺳﺎﻧﺪ ِ‬
‫‪ (۱۰۴‬ﺭﺍﻩ ﺭﻳﺸﻪ ﻛﻨﻲ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎ ﭼﻴﺴﺖ؟‬
‫‪ (۱۰۵‬ﺁﻳﺎ ﮔﻤﺮﺍﻫﻴﻬﺎ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﭘﻴﺸﻮﺍﻳﺎﻥ ﺯﻧﺪﻩ ﺍﻧﺪ؟‬
‫ﻥ ﺷﺎﺩﺭﻭﺍﻥ ﺧﻴﺎﺑﺎﻧﻲ ﻣﺎﻧﻨﺪﮔﻲ ﺩﺍﺭﺩ؟‬‫ﻲ ﺳﺪ ﺳﺎﻟﺔ ﺍﺧﻴﺮ ﺑﺎ ﺍﺯﺁ ِ‬ ‫ﻥ ﺳﻴﺎﺳ ِ‬
‫‪ (۱۰۶‬ﺁﻳﺎ ﺷﻴﻮﺓ ﻛﺎﺭ ﻛﻮﺷﻨﺪﮔﺎ ِ‬
‫ﻱ ﺩﻳﻨﻲ«( ﺗﻮﺍﻧﻨﺪ ﺑﻮﺩ؟‬
‫‪ (۱۰۷‬ﺁﻳﺎ ﻣﺸﺮﻭﻃﻪ ﻭ ﺷﻴﻌﻴﮕﺮﻱ ﺩﺭ ﻛﻨﺎﺭ ﻳﻜﺪﻳﮕﺮ )ﻫﻤﭽﻮﻥ » ﻣﺮﺩﻣﺴﺎﻻﺭ ِ‬
‫‪ (۱۰۸‬ﭼﮕﻮﻧﻪ ﺍﺭﺗﺠﺎﻉ ﺭﺍ ﺑﺎﻳﺮﺍﻥ ﺑﺎﺯ ﮔﺮﺩﺍﻧﺪﻧﺪ؟‬
‫ﻥ ﺳﻴﺎﺳﻲ ‪ ،‬ﺩﺭ ﺳﺪ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ‪ ،‬ﮔﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﻣﺎ ﺭﺍ ﻧﻴـﻚ ﺩﺭﻳﺎﻓﺘـﻪ ﻭ ﻛﻮﺷـﺸﻬﺎﺷﺎﻥ ﺍﺯ ﺭﻭﻱ‬ ‫‪ (۱۰۹‬ﺁﻳﺎ ﻛﻮﺷﻨﺪﮔﺎ ِ‬
‫ﺑﻴﻨﺶ ﺑﻮﺩﻩ؟‬
‫‪ (۱۱۰‬ﻧﻘﺶ » ﺍﻭﺑﺎﺵ ﻭ ﺍﺭﺍﺫﻝ« ﺩﺭ ﭘﻴﺸﺂﻣﺪﻫﺎﻱ ﺳﻴﺎﺳﻲ ﭼﻪ ﺑﻮﺩﻩ ﻭ ﭼﮕﻮﻧﻪ ﻣﻲ ﺗﻮﺍﻥ ﺍﺯ ﺁﻥ ﺟﻠﻮﮔﺮﻓﺖ؟‬
‫‪ (۱۱۱‬ﺑﻬﺸﺖ ﺟﻮﻳﻲ ﭼﻪ ﺗﺄﺛﻴﺮﻱ ﺭﻭﻱ ﻛﻮﺷﺸﻬﺎﻱ ﺳﻴﺎﺳﻲ ﺩﺍﺭﺩ؟‬
‫‪ (۱۱۲‬ﻓﻬﺮﺳﺖ ﻛﻮﺗﺎ ِﻩ ﻋﻠﺘﻬﺎﻱ ﺩﺭﻣﺎﻧﺪﮔﻲ ﻭ ﺑﻴﭽﺎﺭﮔﻲ ﺍﻳﺮﺍﻥ ﭼﻴﺴﺖ؟‬
‫‪ (۱۱۳‬ﺩﻭ ﺟﺒﻬﻪ ﺍﻱ ﻛﻪ ﺩﺭ ﺩﻫﻪ ﻫﺎﻱ ﺍﺧﻴﺮ ﺳﺮ ﺭﺍﻩ ﻫﺮ ﺟﻨﺒﺶ ﺁﺯﺍﺩﻳﺨﻮﺍﻫﻲ ﺍﻳﺴﺘﺎﺩﻩ ﻛﺪﺍﻣﻬﺎﺳﺖ؟‬
‫‪ (۱۱۴‬ﺑﺮ ﭘﺎﻳﺔ ﭼﻪ ﺍﺻﻞ ﻭ ﻗﺎﻧﻮﻧﻲ )ﻗﺎﻧﻮﻧﻬﺎﻱ ﻃﺒﻴﻌﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ( ﺍﺳﺘﻜﻪ ﺍﻳﻨﻬﻤﻪ ﺭﻭﻱ ﺑﺮﺍﻧﺪﺍﺧﺘﻦ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻭ‬
‫ﺭﻳﺸﻪ ﻛﻦ ﻛﺮﺩﻥ ﺁﻧﻬﺎ ﺗﺄﻛﻴﺪ ﻣﻲ ﺷﻮﺩ؟‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫‪ (۱۱۵‬ﺁﻳﺎ ﺑﺮﺍﺳﺘﻲ ﺩﻳﻦ ﻳﻚ ﺍﻣﺮ ﺷﺨﺼﻴﺴﺖ؟‬


‫‪ (۱۱۶‬ﻛﺪﺍﻡ ﺳﻴﺎﺳﺖ ﻛﺸﻮﺭﻫﺎﻱ ﺑﻴﮕﺎﻧﻪ ﺍﺳﺖ ﻛﻪ ﺑﺴﻮﺩ ﻣﺎ ﺑﺴﺮﺁﻳﺪ؟‬
‫‪ (۱۱۷‬ﺁﻳﺎ » ﻗﺮﺍﺋﺖ« ﻫﺎﻱ ﻧﻮ ﺍﺯ ﺍﺳﻼﻡ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺳﻲ ﺳﺎﻝ ﻭ ﺑﻴﺸﺘﺮ ﺑﻤﻴﺎﻥ ﺁﻣﺪﻩ ‪ ،‬ﻧﺎﻣﺰﺩ ﺟﺎﻧﺸﻴﻨﻲ ﺷﻴﻌﻴﮕﺮﻱ ﻭ‬
‫ﻣﻼﻳﺎﻥ ﻧﻴﺴﺖ؟‬
‫‪ (۱۱۸‬ﺁﻳﺎ ﺑﺎ ﭘﻨﺪﺍﺭﻫﺎ ﻭ ﮔﻤﺮﺍﻫﻴﻬﺎﻳﻲ ﻛﻪ ﺑﻨﺎﻡ ﺩﻳﻦ ﺧﻮﺍﻧﺪﻩ ﺷﺪﻩ ﻣﻲ ﺗﻮﺍﻥ ﻧﺒﺮﺩﻳﺪ؟ ﺁﻳﺎ ﺗﺎﺭﻳﺦ ﻧﻤﻮﻧﻪ ﺍﻱ ﺍﺯ ﺁﻥ ﺳﺮﺍﻍ‬
‫ﺩﺍﺭﺩ؟‬
‫‪ (۱۱۹‬ﺁﻳﺎ ﻛﻤﻮﻧﻴﺴﺘﻬﺎ ﺗﻮﺍﻧﺴﺘﻨﺪ ﺑﺎ ﺩﻳﻨﻬﺎ ﻧﺒﺮﺩ ﻛﻨﻨﺪ؟‬
‫‪ (۱۲۰‬ﭼﺮﺍ ﺩﺍﻧﺸﻬﺎ ﺩﻳﻨﻬﺎ ﺭﺍ ﺑﺮﺍﻧﺪﺍﺧﺘﻦ ﻧﺘﻮﺍﻧﺴﺘﻪ؟‬
‫‪ (۱۲۱‬ﺗﺮﺑﻴﺖ ﺗﻮﺩﻩ ﺩﺭ ﻛﻮﺷﺸﻬﺎﻱ ﺳﻴﺎﺳﻲ ﭼﻴﺴﺖ ﻭ ﭼﻪ ﺟﺎﻳﮕﺎﻫﻲ ﺩﺍﺭﺩ؟‬
‫‪ (۱۲۲‬ﺁﻳﺎ ﺑﺎﺳﻮﺍﺩ ﺷﺪﻥ ﺗﻮﺩﺓ ﻣﺮﺩﻡ ﺑﺲ ﻧﻴﺴﺖ ﻛﻪ ﻣﺎ ﺍﻳﺸﺎﻥ ﺭﺍ ﺷﺎﻳﺴﺘﺔ ﻛﻮﺷﺸﻬﺎﻱ ﺳﻴﺎﺳﻲ ﺑﺪﺍﻧﻴﻢ؟‬

‫‪١٣٨٧‬‬ ‫ﻡ ‪ .‬ﻓﺮﻫﻴﺨﺖ‬

‫ﺩﺭ ﭘﺎﻳﺎﻥ ﮔﻔﺘﻪ ﻫﺎﻱ ﻛﻮﺗﺎﻫﻲ ﺍﺯ ﻛﺴﺮﻭﻱ ﺭﺍ ﺁﺭﺍﻳﺔ ﺍﻳﻦ ﻧﻮﺷﺘﺎﺭ ﻣﻲ ﮔﺮﺩﺍﻧﻴﻢ ‪:‬‬

‫ـ ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪ ،‬ﻫﻤﻪ ﺍﺯ ﺩﺭﺩ ﻧﺎﻟﻴﺪﻥ ﻭ ﺩﺭ ﭘﻲ ﭼﺎﺭﻩ ﻧﺒﻮﺩﻥ‪.‬‬


‫ـ ﻣﺸﺮﻭﻃﻪ ﺑﻬﺘﺮﻳﻦ ﺷﻜﻞ ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ﻭ ﺁﺧﺮﻳﻦ ﻧﺘﻴﺠﺔ ﺍﻧﺪﻳﺸﺔ ﻧﮋﺍﺩ ﺁﺩﻣﻴﺴﺖ‪.‬‬
‫ـ ﭘﺮﺍﻛﻨﺪﮔﻲ ﻣﺮﮒ ﺍﺳﺖ ‪ ،‬ﺭﺍﺳﺘﻲ ﺭﺍ ﻣﺮﮒ ﭼﻴﺰﻱ ﺟﺰ ﭘﺮﺍﻛﻨﺪﮔﻲ ﻧﻴﺴﺖ‪.‬‬
‫‪٣٨‬‬
‫ـ ﭘﺮﺍﻛﻨﺪﮔﻲ ﺑﺮﺍﻱ ﻳﻚ ﺗﻮﺩﻩ ﻣﺮﮔﺴﺖ‪.‬‬
‫ـ » ﺍﺟﺘﻤﺎﻉ« ﻳﺎ » ﺑﺎ ﻫﻤﻲ« ﻳﺎ» ﮔﺮﺩ ﻫﻢ ﺁﻣﺪﻥ« ﺟﺰ ﺩﺭ ﺳﺎﻳﺔ ﻳﻜـﻲ ﺑـﻮﺩﻥ ﺑﺎﻭﺭﻫـﺎ ﻭ ﺍﻧﺪﻳـﺸﻪ ﻫـﺎ‬
‫‪٣٩‬‬
‫ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﺍﻳﻨﺴﺖ ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﺑﻴﻜﻲ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻛﻮﺷﻴﺪ‪.‬‬
‫ـ ﻳﻚ ﻛﺎﺭ ﺩﺭﺳﺘﻲ ﻛﻪ ﺳﺪ ﺗﻦ ﺩﺳﺖ ﺑﻬﻢ ﺩﺍﺩﻩ ﺑﻨﺘﻴﺠﻪ ﺭﺳﺎﻧﻴﺪ ﺑﻬﺘﺮ ﺍﺯ ﺳﺪ ﻛﺎﺭ ﻧﺎﺍﻧﺠﺎﻣﻴﺴﺖ ﻛﻪ ﻫﺮ‬
‫‪٤٠‬‬
‫ﻛﺪﺍﻡ ﺑﻴﻜﻲ ﺑﺮﺧﻴﺰﻳﺪ‪.‬‬
‫ـ ﭼﺸﻢ ﭘﻮﺷﻲ ﺍﺯ ﺑﺪﻳﻬﺎ ‪ ،‬ﺗﻠﺦ ﺗﺮﻳﻦ ﻣﻴﻮﻩ ﻫﺎ ﺭﺍ ﺑﻪ ﺑﺎﺭ ﺁﻭﺭﺩ‪.‬‬
‫ـ ﺧﺪﺍ ﻫﻴﭻ ﻣﺮﺩﻣﻲ ﺭﺍ ﺑﺮﺍﻱ ﺑﺪﺑﺨﺘﻲ ﻧﻴﺂﻓﺮﻳﺪﻩ‪.‬‬
‫‪٤١‬‬
‫ـ ﺩﺭ ﺟﻬﺎﻥ ﻫﺮ ﻣﺮﺩﻣﻲ ﺍﺯ ﺯﻧﺪﮔﺎﻧﻲ ﺁﻥ ﺑﻬﺮﻩ ﺍﻱ ﺭﺍ ﻣﻲ ﺑﺮﻧﺪ ﻛﻪ ﺷﺎﻳﻨﺪﺓ ﺁﻧﻨﺪ‪.‬‬
‫ـ ﺭﺍﻩ ﭼﻪ ﻳﻚ ﻓﺮﺳﻨﮓ ‪ ،‬ﭼﻪ ﺳﺪ ﻓﺮﺳﻨﮓ ﺟﺰ ﺑﺎ ﺭﻓﺘﻦ ﺑﻪ ﭘﺎﻳﺎﻥ ﻧﺮﺳﺪ‪.‬‬
‫ـ ﻫﺮ ﻛﺎﺭﻱ ﻛﻪ ﻣﻲ ﻛﻨﻴﺪ ﺳﻮﺩ ﺗﻮﺩﻩ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﻳﺪ‪.‬‬
‫ـ ﻳﻚ ﺗﻮﺩﺓ ﺧﺮﺩﻣﻨﺪ ﺑﺎﻳﺪ ﺍﺯ ﮔﺬﺷﺘﻪ ﭘﻨﺪ ﺁﻣﻮﺯﺩ‪.‬‬
‫ـ ﻳﻚ ﻣﺮﺩﻣﻲ ﺗﺎ ﺧﻮﺩ ﻧﻴﻚ ﻧﺒﺎﺷﻨﺪ ﺍﺯ ﺟﻬﺎﻥ ﻧﻴﻜﻲ ﻧﺒﻴﻨﻨﺪ‪.‬‬
‫ـ ﺭﺍﻩ ﻧﻴﻜﻲ ﻳﻚ ﺗﻮﺩﻩ ﺁﻧﺴﺖ ﻛﻪ ﻫﺮ ﻛﺴﻲ ﻧﺨﺴﺖ ﺑﺨﻮﺩ ﭘﺮﺩﺍﺯﺩ ﻭ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺑﺪﻳﻬﺎ ﭘﻴﺮﺍﺳﺘﻪ ﮔﺮﺩﺍﻧﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ـ ﺍﻳﻦ ﻳﻜﻲ ﺍﺯ ﻧﺎﺩﺍﻧﻴﻬﺎﻱ ﺍﻳﺮﺍﻧﻴﺎﻧﺴﺖ ﻛﻪ ﻫﺮﻛﺴﻲ ﻧﻴﻜﻲ ﺭﺍ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﻣﻲ ﺧﻮﺍﻫـﺪ‪ .‬ﻫﺮﻛـﺴﻲ ﺧـﻮﺩ‬
‫‪٤٢‬‬
‫ﭘﺎﻙ ﻭ ﻧﻴﻜﺴﺖ ﻭ ﺁﻥ ﺩﻳﮕﺮﺍﻧﻨﺪ ﻛﻪ ﺑﺪﻧﺪ ﻭ ﺑﺎﻳﺪ ﻧﻴﻚ ﮔﺮﺩﻧﺪ‪.‬‬
‫‪٤٣‬‬
‫ـ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻧﻪ ﺗﻨﻬﺎ ﻣﻌﻨﻲ ﺯﻧﺪﮔﺎﻧﻲ ﺭﺍ ﻧﻤﻲ ﺩﺍﻧﻨﺪ ‪ ،‬ﺩﺍﻧﺴﺘﻦ ﺁﻥ ﺭﺍ ﻧﻴﺰ ﻧﻤﻲ ﺧﻮﺍﻫﻨﺪ‪.‬‬
‫ـ ﺍﻧﺒﻮﻫﻲ ﺍﺯ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺍﻳﻦ ﺭﺍ ﻋﺎﺩﺕ ﺧﻮﺩ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻛﻪ ﺍﺯ ﺣﺎﻝ ﻭ ﭘﻴﺸﺎﻣﺪ ﮔﻠﻪ ﻛﻨﻨـﺪ ﻭ ﺑﻨﺎﻟﻨـﺪ ﻭﻟـﻲ‬
‫‪٤٤‬‬
‫ﻫﻴﭽﮕﺎﻩ ﺩﺭ ﺍﻧﺪﻳﺸﺔ ﻛﻮﺷﺶ ﻭ ﭼﺎﺭﻩ ﻧﺒﺎﺷﻨﺪ‪.‬‬
‫ـ ﻣﺎ ﻳﻚ ﭼﻴﺰﻱ ﺩﺭ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻣﻲ ﺑﻴﻨﻴﻢ ﻛﻪ ﻫﻤﺎﻥ ﺩﻟﻴﻠـﺴﺖ ﻛـﻪ ﺑـﺴﻴﺎﺭ ﻧﺎﺩﺍﻧﻨـﺪ‪ .‬ﺍﻳﻨـﺎﻥ ﺍﺯ ﻳﻜـﺴﻮ‬
‫ﻫﻤﻴﺸﻪ ﺍﺯ ﺣﺎﻝ ﺑﺪﺑﺨﺘﻲ ﺧﻮﺩ ﮔﻠﻪ ﻣﻲ ﻛﻨﻨﺪ ‪ ،‬ﻭ ﺍﺯ ﻳﻜﺴﻮ ﻣﻲ ﺧﻮﺍﻫﻨـﺪ ﺑﻬـﻴﭻ ﭼﻴـﺰﻱ ﺍﺯ ﺁﻧﭽـﻪ‬
‫ﺍﻣﺮﻭﺯ ﻫﺴﺖ ﺩﺳﺖ ﺯﺩﻩ ﻧﺸﻮﺩ ‪ :‬ﻛﻴﺸﻬﺎ ﻫﻤﭽﻨﺎﻥ ﺑﻤﺎﻧﺪ ‪ ،‬ﺩﻳﻮﺍﻧﻬﺎﻱ ﺷﺎﻋﺮﺍﻥ ﺩﺭ ﺭﻭﺍﺝ ﺧﻮﺩ ﺑﺎﺷﺪ ‪،‬‬
‫ﺻﻮﻓﻴﮕﺮﻱ ﺑﻤﺎﻧﺪ ‪ ،‬ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﺑﻤﺎﻧﺪ ‪ ،‬ﻣﺎﺩﻳﮕﺮﻱ ﺑﻤﺎﻧﺪ ـ ﻫﻤﻪ ﭼﻴﺰ ﺑﻤﺎﻧﺪ ﻭ ﻧﻴﻚ ﻫﻢ ﮔﺮﺩﻧﺪ‪ .‬ﺩﺭ‬
‫ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﮔﻔﺖ ‪ :‬ﺍﻳﻨﺎﻥ ﭼﺸﻢ ﺩﺍﺭﻧﺪ ﻭ ﻧﻤﻲ ﺑﻴﻨﻨﺪ ‪ ،‬ﮔﻮﺵ ﺩﺍﺭﻧﺪ ﻭ ﻧﻤﻲ ﺷﻨﻮﻧﺪ ‪ ،‬ﻭ ﻣﻐـﺰ‬
‫‪٤٥‬‬
‫ﺩﺍﺭﻧﺪ ﻭ ﻧﻤﻲ ﻓﻬﻤﻨﺪ‪.‬‬
‫ﻥ‬
‫ـ ﺍﻳﺮﺍﻧﻴﻬﺎ ﺷﻴﻮﺓ ﺧﻮﺩ ﺭﺍ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺍﻧﺪ ﻛﻪ ﭼﻮﻥ ﺁﺳﻮﺩﻩ ﺍﻧﺪ ﺑﻴﺒﺎﻙ ﻭ ﺑﻲ ﭘﺮﻭﺍ ﺭﻭﺯ ﮔﺬﺭﺍﻧﻨﺪ ﻭ ﮔﻤـﺎ ِ‬
‫ﻛﻤﻲ ﻭ ﺁﻟﻮﺩﮔﻲ ﺑﺨﻮﺩ ﻧﺒﺮﻧﺪ ﻭ ﺍﮔﺮ ﻛﺴﻲ ﻛﻤﻴﻬﺎﻱ ﺁﻧﺎﻧﺮﺍ ﻳﺎﺩﺁﻭﺭﻱ ﻛﺮﺩ ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﻧﻤﺎﻳﻨـﺪ‪ .‬ﺑﻠﻜـﻪ‬
‫ﺑﺂﺯﺍﺭﺵ ﻛﻮﺷﻨﺪ ‪ ،‬ﺑﺎ ﺳﺪ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺩﻡ ﺍﺯ » ﻏﺮﻭﺭ ﻣﻠﻲ« ﺯﻧﻨﺪ ﻭ ﺧﻮﺩ ﺭﺍ ﻳﻜﻲ ﺍﺯ ﺗﻮﺩﻩ ﻫـﺎﻱ ﺑﻨـﺎﻡ‬
‫ﺟﻬﺎﻥ ﺷﻤﺎﺭﻧﺪ ‪ ،‬ﻭ ﻫﻤﻴﻨﻜﻪ ﺭﻭ ِﺯ ﮔﺮﻓﺘـﺎﺭﻱ ﺭﺳـﻴﺪ ﺑـﻪ ﻧﺎﻟـﻪ ﻭ ﻓﺮﻳـﺎﺩ ﭘﺮﺩﺍﺯﻧـﺪ ﻭ ﺑـﺰﺍﺭﻱ ﻭ ﻓﻐـﺎﻥ‬
‫‪٤٦‬‬
‫ﻛﻮﺷﻨﺪ‪.‬‬
‫ـ ﺩﺭ ﺍﻳﺮﺍﻥ ﻳﻚ ﻧﺎﻓﻬﻤﻲ ﻫﺴﺖ ﻭ ﺍﻳﻨﻜﻪ » ﻧﻴﺮﻭ « ﺭﺍ ﺗﻨﻬـﺎ ﻧﻴﺮﻭﻫـﺎﻱ ﻣـﺎﺩ‪‬ﻱ ﺷﻨﺎﺳـﻨﺪ ﻭ ﭘﻴـﺸﺮﻓﺖ‬
‫ﻫﺮﻛﺎﺭﻱ ﺭﺍ ﺟﺰ ﺩﺭ ﻧﺘﻴﺠﺔ ﺯﻭﺭ ﻧﺪﺍﻧﻨﺪ‪ .‬ﺷﻤﺎ ﺍﻣﺮﻭﺯ ﻫﺮ ﺍﺻﻼﺣﻲ ﺭﺍ ﮔﻔﺘﮕﻮ ﻛﻨﻴـﺪ ﺧﻮﺍﻫﻨـﺪ ﮔﻔـﺖ ‪:‬‬
‫" ﻗﻮﻩ ﻻﺯﻣﺴﺖ" ‪ ،‬ﻭ ﺍﺯ ﻫﻤﻴﻦ ﺟﺎﺳﺖ ﻛﻪ ﻫﻤﺔ ﻛﺎﺭﻫﺎ ﺭﺍ ﺍﺯ ﺩﻭﻟﺖ ﻛـﻪ ﻗـﻮﻩ ﺩﺭ ﺩﺳـﺖ ﺩﺍﺭﺩ ﺗﻮﻗـﻊ‬
‫‪٤٧‬‬
‫ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
‫‪٤٨‬‬
‫ـ ﻛﺴﺎﻧﻲ ﭼﻮﻥ ﺧﻮﺩ ﻛﺎﺭﻱ ﻧﻤﻲ ﺗﻮﺍﻧﻨﺪ ﻣﻲ ﺧﻮﺍﻫﻨﺪ ﻫﻴﭽﻜﺲ ﺩﻳﮕﺮﻱ ﺑﻜﺎﺭ ﺑﺮﻧﺨﻴﺰﺩ‪.‬‬
‫ـ ﮔﺮﺩﻥ ﻧﻬﺎﺩﻥ ﺑﺰﻭﺭ ‪ ،‬ﻓﺮﻭﺗﻨﻲ ﻧﻤﻮﺩﻥ ﺩﺭ ﺑﺮﺍﺑﺮ ﺯﻭﺭﻣﻨﺪ ‪ ،‬ﻭ ﻫﻤﭽﻨﻴﻦ ﮔـﺮﺩﻥ ﻛـﺸﻴﺪﻥ ﺑﻨـﺎﺗﻮﺍﻥ ‪ ،‬ﻭ‬
‫‪٤٩‬‬
‫ﭘﺎﮔﺰﺍﺭﺩﻥ ﺑﺮﻭﻱ ﺍﻓﺘﺎﺩﻩ ‪ ،‬ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻃﺒﻴﻌﺖ ﺩﻭﻡ ﮔﺮﺩﻳﺪﻩ‪.‬‬
‫ـ ﺍﺯ ﺳﺨﺘﺘﺮﻳﻦ ﻛﺎﺭﻫﺎ ﺑﺮﺍﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻫﻤﻴﻨﺴﺖ ﻛﻪ ﻳﻚ ﻣﻮﺿﻮﻋﻲ ﺭﺍ ﺑﺎﻧﺪﻳﺸﻪ ﺳـﭙﺎﺭﻧﺪ ﻭ ﺯﻣـﺎﻧﻲ ﺩﺭ‬
‫‪٥٠‬‬
‫ﻥ ﺁﻥ ﺑﻴﻨﺪﻳﺸﻨﺪ‪.‬‬ ‫ﭘﻴﺮﺍﻣﻮ ِ‬
‫ـ ﺷﻤﺎ ﺍﮔﺮ ﺩﺭ ﺍﻧﺠﻤﻨﻲ ﺑﺎﺷﻴﺪ ﻭ ﺑﺤﺎﻝ ﻣﺮﺩﻡ ﺩﻗﺖ ﻛﻨﻴـﺪ ﺧﻮﺍﻫﻴـﺪ ﺩﻳـﺪ ﻫﻤﻴﻨﻜـﻪ ﻳﻜـﻲ ﺑـﺴﺨﻨﻲ‬
‫ﻣﻲ ﭘﺮﺩﺍﺯﺩ ‪ ،‬ﺩﻳﮕﺮﺍﻥ ﺑﻲ ﺁﻧﻜﻪ ﻧﻴﻚ ﺑﻔﻬﻤﻨﺪ ﻭ ﺑﻴﻨﺪﻳﺸﻨﺪ ‪ ،‬ﺑﻴﺪﺭﻧﮓ ﺑﭙﺎﺳﺦ ﻣﻲ ﭘﺮﺩﺍﺯﻧﺪ ﻭ ﻫﺮ ﻳﻜﻲ‬
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‫ﺑﭙﺎﺳﺦ ﺩﻳﮕﺮﻱ ﺑﺮ ﻣﻲ ﺧﻴﺰﺩ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ـ ﺷﻨﻴﺪﻥ ﺟﺰ ﺍﺯ ﺩﺍﻧﺴﺘﻦ ﺍﺳﺖ‪ » ٥٢ .‬ﺩﺍﻧﺴﺘﻦ« ﺁﻧﺴﺖ ﻛﻪ ﻛﺴﻲ ﭼﻴـﺰﻱ ﺭﺍ ﻧﻴـﻚ ﻓﻬﻤـﺪ ﻭ ﺭﺍﺳـﺖ‬
‫ﺞ )ﺿ ‪‬ﺪ( ﺁﻧﺴﺖ ﺍﺯ ﺩﻝ ﺑﻴﺮﻭﻥ ﮔﺮﺩﺍﻧـﺪ‪ .‬ﻛـﺴﻴﻜﻪ‬ ‫ﻥ ﺁﻧﺮﺍ ﺑﺸﻨﺎﺳﺪ ﻭ ﺑﺎﻭﺭ ﻛﻨﺪ ﻭ ﻫﺮﭼﻪ ﺑﻪ ﺁﺧﺸﻴ ِ‬ ‫ﺑﻮﺩ ِ‬
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‫ﭼﻴﺰﻱ ﺭﺍ ﻣﻲ ﺩﺍﻧﺪ ﺑﺎﻳﺪ ﺑﻜﺎﺭ ﺑﻨﺪﺩ‪.‬‬
‫ـ ﻣﻦ ﻣﻲ ﺑﻴﻨﻢ ﺷﻤﺎ ﻣﻌﻨﻲ ﺩﺍﻧﺴﺘﻦ ﺭﺍ ﻫﻢ ﻧﻤﻲ ﺷﻨﺎﺳﻴﺪ ‪ .‬ﭼﻨﻴﻦ ﻣﻲ ﺩﺍﻧﻴﺪ ﭼﻴﺰﻱ ﺭﺍ ﻛﻪ ﺷﻨﻴﺪﻳﺪ‬
‫ﻭ ﺳﺮﺳﺮﻱ ﻳﺎﺩ ﮔﺮﻓﺘﻴﺪ ﺁﻥ ﺩﺍﻧﺴﺘﻨﺴﺖ‪ .‬ﻣﻲ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻢ ‪ :‬ﺍﻳﻦ ﺩﺍﻧـﺴﺘﻦ ﻧﻴـﺴﺖ ‪ .‬ﺩﺍﻧـﺴﺘﻦ ﺑـﺎﻭﺭ‬
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‫ﻛﺮﺩﻥ ﻭ ﺑﻜﺎﺭ ﺑﺴﺘﻨﺴﺖ‪.‬‬
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‫ـ ﺍﻳﻦ ﺧﻮﺩ ﻧﻤﻮﻧﺔ ﻧﺎﺩﺍﻧﻴﺴﺖ ﻛﻪ ﺳﺨﻨﻲ ﺭﺍ ﻧﺎﻓﻬﻤﻴﺪﻩ ﻭ ﻧﺎ ﺍﻧﺪﻳﺸﻪ ﺑﭙﺎﺳﺦ ﺑﺮﺧﻴﺰﻳﺪ‪.‬‬
‫ـ ﻫﻼ ﺍﻱ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ! ﮔﻮﺵ ﺑﺎﺯ ﻛﻨﻴﺪ ﻭ ﺑﺸﻨﻮﻳﺪ ‪ :‬ﭼﻨﻴﻦ ﺗﻮﺩﻩ ﺍﻱ ﺷﺎﻳﺎﻱ ﺯﻧﺪﮔﻲ ﻧﻴﺴﺖ ‪ .‬ﮔـﻮﺵ‬
‫ﺑﺎﺯ ﻛﻨﻴﺪ ﻭ ﺑﺸﻨﻮﻳﺪ ‪ :‬ﺑﺪﺍﻧﺴﺎﻥ ﻛﻪ ﺯﻫﺮ ﺁﺩﻣﻲ ﺭﺍ ﻛﺸﺪ ‪ ،‬ﮔﻠﻮﻟﻪ ﻣﻐﺰ ﺭﺍ ﺩﺭﻫﻢ ﺷﻜﻨﺪ ‪ ،‬ﺑﻤﺐ ﺳـﺮﺍﻫﺎ‬
‫ﺭﺍ ﺍﺯ ﺑﻴﺦ ﻛﻨﺪ ‪ ،‬ﺍﻳﻦ ﭘﺮﺍﻛﻨﺪﮔﻲ ﻭ ﭼﻨﺪ ﺗﻴﺮﮔﻲ ‪ ،‬ﻭ ﺍﻳﻦ ﺑﻴﺮﺍﻫﻲ ﻭ ﺑﻲ ﺁﺭﻣﺎﻧﻲ ﻧﻴﺰ ﻳﻚ ﺗﻮﺩﻩ ﺭﺍ ﺧﻮﺍﺭ‬
‫ﻭ ﺯﺑﻮﻥ ﮔﺮﺩﺍﻧﺪ‪ .‬ﮔﻮﺵ ﺑﺎﺯ ﻛﻨﻴﺪ ﻭ ﺑﺸﻨﻮﻳﺪ ‪ :‬ﻣﺎﻳﺔ ﺑﺪﺑﺨﺘﻲ ﺷﻤﺎ ﺍﻳـﻦ ﭘﺮﺍﻛﻨـﺪﮔﻲ ﻭ ﺑﻴﺮﺍﻫﻴـﺴﺖ ‪.‬‬
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‫ﺷﻤﺎ ﺧﻮﺩﺗﺎﻥ ﺧﻮﺩ ﺭﺍ ﺑﺪﺑﺨﺖ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺍﻳﺪ‪.‬‬
‫ـ ﺁﻳﺎ ﺩﺍﺳﺘﺎﻥ ﺩﻟﮕﺪﺍﺯ ﻣﻐﻮﻝ ﺑﺲ ﻧﻴﺴﺖ ﻛﻪ ﺷﻤﺎ ﺭﺍ ﺑﻴﺪﺍﺭ ﺳﺎﺯﺩ ﻭ ﺍﺯ ﺑﻴﺨﺮﺩﻳﻬﺎ ﺑﻴﺰﺍﺭ ﮔﺮﺩﺍﻧﺪ؟! ﺁﻧﭽﻪ‬
‫ﺍﻳﺮﺍﻥ ﺭﺍ ﺯﺑﻮﻥ ﻣﻐﻮﻝ ﺳﺎﺧﺖ ﭼﻴﺰﻱ ﻧﺒﻮﺩ ﺟﺰ ﺁﻥ ﺑﻴﻬﻮﺩﻩ ﻛﺎﺭﻳﻬﺎ ﻭ ﺑﻴﺨﺮﺩﻳﻬـﺎ ﻛـﻪ ﺍﻣـﺮﻭﺯ ﻫـﻢ ﺩﺭ‬
‫ﻣﻴﺎﻧﺴﺖ ﻭ ﺷﻤﺎ ﺍﺯ ﺁﻥ ﺩﺳﺖ ﺑﺮ ﻧﻤﻲ ﺩﺍﺭﻳﺪ‪ .‬ﺍﻳﻦ ﻋﺬﺭﻫﺎ ﻛﻪ ﺷﻤﺎ ﻣﻲ ﺁﻭﺭﻳﺪ ﻫﺮﮔﺰ ﺭﻭﺯﮔﺎﺭ ﺩﺭ ﺑﻨـﺪ‬
‫ﺁﻧﻬﺎ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ ﻭ ﭼﻮﻥ ﺭﻭﺯ ﺗﻴﺮﻩ ﻓﺮﺍ ﺭﺳﺪ ﻫﺮﮔﺰ ﭘﺸﻴﻤﺎﻧﻲ ﺳﻮﺩ ﻧﺨﻮﺍﻫﺪ ﺩﺍﺷﺖ‪.‬‬
‫ـ ﺷﻤﺎ ﻧﻴﻚ ﺑﺎﺷﻴﺪ ﻭ ﺍﺯ ﭘﻴﺸﺂﻣﺪﻫﺎ ﻧﺘﺮﺳﻴﺪ‪ .‬ﻳﻚ ﺗﻮﺩﺓ ﻏﻴﺮﺗﻤﻨﺪ ﻭ ﺁﺭﺍﺳﺘﻪ ﻟﮕﺪﻣﺎﻝ ﭘﻴﺸﺂﻣﺪﻫﺎ ﻧﮕﺮﺩﺩ‬
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‫ﻭ ﺍﺯ ﻣﻴﺎﻥ ﻧﺮﻭﺩ‪.‬‬
‫ﻲ ﺁﺩﻣﻲ ﻧﻨﻮﻳﺴﻨﺪ‪ .‬ﻛﺴﻲ ﻛﻪ ﮔﺮﺩﻥ ﺑﺮﺍﺳﺘﻲ ﻧﻤـﻲ ﮔـﺰﺍﺭﺩ ‪ ،‬ﻭ ﺍﻧـﺪﻭ ِﻩ ﺗـﻮﺩﻩ ﺭﺍ‬ ‫ـ ﺑﺪﻧﻬﺎﺩﻱ ﺭﺍ ﺑﭙﻴﺸﺎﻧ ِ‬
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‫ﻥ ﺑﺪﻧﻬﺎﺩﻱ ﺍﻭﺳﺖ‪.‬‬‫ﻧﻤﻲ ﺧﻮﺭﺩ ‪ ،‬ﻭ ﺩﺳﺖ ﺍﺯ ﺧﻮﺩﺧﻮﺍﻫﻲ ﺑﺮﻧﻤﻲ ﺩﺍﺭﺩ ‪ ،‬ﻫﻤﻴﻦ ﻧﺸﺎ ِ‬
‫ﻥ ﺧﻴﺎﻧﺘﻜﺎﺭ ‪ ،‬ﮔﺴﺘﺎﺥ ﮔﺮﺩﻳﺪﻩ ﺍﻧﺪ‪.‬‬ ‫ـ ﺍﻳﻦ ﻧﺘﻴﺠﺔ ﺳﺴﺖ ﮔﻴﺮﻱ ﻣﺮﺩﻣﺴﺖ ﻛﻪ ﻳﻚ ﻣﺸﺖ ﻫﻮﺳﻤﻨﺪﺍ ِ‬
‫ـ ﻓﺮﻕ ﻣﺸﺮﻭﻃﻪ ﺑﺎ ﺧﻮﺩﻛﺎﻣﮕﻲ )ﺍﺳﺘﺒﺪﺍﺩ( ﺗﻨﻬﺎ ﺩﺭ ﺑﻮﺩﻥ ﻭ ﻧﺒﻮﺩﻥ ﻗﺎﻧﻮﻥ ﻧﻴﺴﺖ‪ .‬ﻳـﻚ ﻓـﺮﻕ ﺑـﺰﺭﮒ‬
‫ﺩﻳﮕﺮ ﺩﺭ ﺁﻣﺎﺩﮔﻲ ﺗﻮﺩﻩ ﺑﺮﺍﻱ ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ﻭ ﺩﺭ ﺷﺎﻳﺴﺘﮕﻲ ﺁﻧﺴﺖ‪ .‬ﺩﺭ ﻣﺸﺮﻭﻃﻪ ‪ ،‬ﺗﻮﺩﻩ ﺳﺮﺭﺷﺘﺔ‬
‫ﺣﻜﻮﻣﺖ ﺭﺍ ﺧﻮﺩ ﺑﺪﺳﺖ ﻣﻲ ﮔﻴﺮﺩ ﻭ ﺑﺎﻳﺪ ﺑﺮﺍﻱ ﭼﻨﺎﻥ ﻛﺎﺭﻱ ﺁﻣﺎﺩﻩ ﻭ ﺷﺎﻳﺴﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ـ ﺑﺎ ﻳﻚ ﺗﻮﺩﻩ ﺍﻱ ﻛﻪ ﺑﺎ ﺷﻤﺎ ﻫﻢ ﺍﻧﺪﻳﺸﻪ ﻧﻴﺴﺘﻨﺪ ﻭ ﻋﻼﻗﻪ ﺑﺸﻤﺎ ﻧﺪﺍﺭﻧﺪ ﭼﻪ ﻓﻴﺮﻭﺯﻱ ﺗﻮﺍﻧﻴﺪ ﻳﺎﻓﺖ؟!‪..‬‬
‫ـ ﺍﮔﺮ ﻣﺮﺩﻡ ﻻﻳﻖ ﻣﺸﺮﻭﻃﻪ ﻧﻴﺴﺘﻨﺪ ‪ ،‬ﺑﺎﻳﺪ ﻛﻮﺷﻴﺪ ﻻﻳﻘـﺸﺎﻥ ﮔﺮﺩﺍﻧﻴـﺪ ‪ ،‬ﻧـﻪ ﺁﻧﻜـﻪ ﺍﺯ ﻣـﺸﺮﻭﻃﻪ ﻳـﺎ‬
‫ﻱ ﺗﻮﺩﻩ ﻛﻪ ﺑﻬﺘﺮﻳﻦ ﺭﺍ ِﻩ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻴﺴﺖ ﭼﺸﻢ ﭘﻮﺷﻴﺪ‪.‬‬ ‫ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭ ِ‬
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‫ـ ﻳﻚ ﺗﻮﺩﺓ ﺩﺭﻣﺎﻧﺪﻩ ﻭ ﺁﻟﻮﺩﻩ ﺭﺍ ﺑﺎ ﻫﻴﭻ ﺯﻭﺭﻱ ﭘﻴﺶ ﻧﺘﻮﺍﻥ ﺭﺍﻧﺪ‪.‬‬
‫ـ ﺑﺮﺍﻱ ﺁﺯﺍﺩ ﺯﻳﺴﺘﻦ ﻭ ﺳﺮﻓﺮﺍﺯ ﺑﻮﺩﻥ ﺷﺮﻃﻬﺎﻳﻲ ﻫﺴﺖ ﻭ ﻳﻜﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﺁﻧﻬـﺎ ﺍﻳﻨـﺴﺘﻜﻪ ﺟـﺪﺍﻳﻲ‬
‫ﻣﻴﺎﻧﺔ ﻧﻴﻚ ﻭ ﺑﺪ ﮔﺰﺍﺭﻳﺪ ﻭ ﺍﺯ ﺑﺪﺍﻥ ﻧﻔﺮﺕ ﻛﻨﻴﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫ﮒ ﺩﻳﮕﺮﻱ ﺩﺭ ﺍﻳﻦ ﺗﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺑﻴﻤﺎﺭﻱ ﺑﺰﺭﮔﻲ ﻛﻪ ﺑﺘﻨﻬﺎﻳﻲ ﻣﺎﻳﺔ ﻧﺎﺑﻮﺩﻱ ﻳﻚ‬ ‫ـ ﺍﻳﻦ ﺧﻮﺩ ﺑﻴﻤﺎﺭﻱ ﺑﺰﺭ ِ‬
‫ﺗﻮﺩﻩ ﺗﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﻳﻜﻤﺮﺩﻣﻲ ﻛﻪ ﺑ‪‬ﺪﺍﻥ ﺭﺍ ﺧﻮﺍﺭ ﻧﺪﺍﺷﺘﻪ ﺑﺂﻧﺎﻥ ﺑﺎ ﺩﻳـﺪﺓ ﺗـﻮﻫﻴﻦ ﻧﻨﮕﺮﻧـﺪ ﻭ ﻧﻴﻜـﺎﻥ ﺭﺍ‬
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‫ﺑﺰﺭﮒ ﻧﺪﺍﺷﺘﻪ ﺑﺂﻧﺎﻥ ﺍﺭﺝ ﻧﮕﺰﺍﺭﻧﺪ ﺩﺭ ﺟﻬﺎﻥ ﺭﻭﻱ ﺭﺳﺘﮕﺎﺭﻱ ﻧﺨﻮﺍﻫﻨﺪ ﺩﻳﺪ‪.‬‬
‫ـ ﺍﻣﺮﻭﺯ ﻳﻚ ﺩﺭﺩ ﺑﺰﺭﮔﻲ ﺩﺭ ﺗﻮﺩﺓ ﺍﻳﺮﺍﻥ ﻫﻤﻴﻨﺴﺖ‪ .‬ﻫﻤﻴﻨﺴﺖ ﻛﻪ ﺣﺲ ﻧﻔﺮﺕ ﺍﺯ ﺑﺪﻳﻬﺎ ﻭ ﻗﺪﺭﺩﺍﻧﻲ ﺍﺯ‬
‫ﻧﻴﻜﻴﻬﺎ ﺳﺴﺖ ﮔﺮﺩﻳﺪﻩ‪ .‬ﻣﺎ ﻧﻮﺷﺘﻴﻢ ﻛﻪ ﻧﻴﻚ ﻭ ﺑﺪ ﺍﺯ ﻣﻴـﺎﻥ ﺭﻓﺘـﻪ‪ .‬ﻛﻨـﻮﻥ ﺑﺎﻳـﺪ ﺑﮕـﻮﻳﻴﻢ ‪ :‬ﺣـﺲ‬
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‫ﺩﺭﻳﺎﻓﺖ ﻧﻴﻚ ﻭ ﺑﺪ ﻧﻴﺰ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺘﻪ‪.‬‬
‫ﻢ ﻫﻴﭽﺴﺖ‪ ... .‬ﺭﺍﻩ ‪ ،‬ﺁﻧـﺴﺖ ﻛـﻪ ﺧﺮﺩﻣﻨـﺪﺍﻥ ﻭ‬ ‫ـ ﺩﺭ ﻛﺸﻮﺭ ﻣﺸﺮﻭﻃﻪ ﻳﻚ ﺗﻦ )ﻳﺎ ﻳﻚ ﻓﺮﺩ( ﺩﺭ ﺣ‪‬ﻜ ِ‬
‫ﻧﻴﻜﺨﻮﺍﻫﺎﻥ ﺑﺎ ﻫﻢ ﻳﻜﻲ ﮔﺮﺩﻧﺪ ﻭ ﺩﺳﺘﻪ ﺍﻱ ﺑﺎﺷﻨﺪ‪ ... .‬ﺍﻳﻦ ﻫـﻢ ﭘﻴﺪﺍﺳـﺖ ﻛـﻪ ﺁﻥ ﺩﺳـﺘﻪ ‪ ،‬ﺑﺎﻳـﺪ‬
‫ﺭﺍﻫﺸﺎﻥ ﻳﻜﻲ ﺑﺎﺷﺪ ﻭ ﻫﻤﮕﻲ ﺩﺳﺖ ﺑﻬﻢ ﺩﻫﻨﺪ ﻭ ﻳﻜﺪﻝ ﻭ ﻳﻜﺰﺑﺎﻥ ﺑﻜﺎﺭ ﭘﺮﺩﺍﺯﻧﺪ‪.‬‬
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‫ـ ﺩﺭ ﻣﻴﺎﻥ ﺗﻮﺩﻩ ﻫﻴﭽﻜﺲ ﺩﺭ ﻫﻮﺳﺒﺎﺯﻱ ﺁﺯﺍﺩ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬
‫ـ ﻣﺎ ﻫﻤﻪ ﭼﻴﺰ ﺭﺍ ﺑﺮﺍﻱ ﭘﻴﺸﺮﻓﺖ ﻛﺎ ِﺭ ﺗﻮﺩﻩ ﻣﻲ ﺧـﻮﺍﻫﻴﻢ ﻭ ﻫﻴﭽﮕـﺎﻩ ﺩﺭ ﭘـﻲ ﺑﺎﺯﻳﻬـﺎﻱ ﻛﻮﺩﻛﺎﻧـﻪ ﻭ‬
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‫ﻫﻮﺳﻬﺎﻱ ﺑﻴﺨﺮﺩﺍﻧﻪ ﻧﺘﻮﺍﻧﻴﻢ ﺑﻮﺩ‪.‬‬
‫ـ ﺩﺭ ﻳﻚ ﺗﻮﺩﻩ ‪ ،‬ﻫﺮ ﻛﺴﻲ ﺑﺎﻳﺪ ﻧﻪ ﺗﻨﻬﺎ ﭘﺮﻭﺍﻱ ﺧﻮﺩ ‪ ،‬ﭘﺮﻭﺍﻱ ﺩﻳﮕـﺮﺍﻥ ﻧﻴـﺰ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﻫـﺮ ﻛﺎﺭﻳﻜـﻪ‬
‫ﻣﻲ ﻛﻨﺪ ﺳﻮﺩ ﺗﻮﺩﻩ ﺭﺍ ﺑﺪﻳﺪﻩ ﮔﻴﺮﺩ‪ .‬ﺳﻮﺩ ﺧﻮﺩ ﺍﻭ ﻧﻴﺰ ﺩﺭ ﺍﻳﻨﺴﺖ‪ .‬ﭼﻪ ﺁﺭﻣﺎﻥ ﺯﻧﺪﮔﻲ ﺧﺮﺳﻨﺪﻳﺴﺖ‬
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‫ﻭ ﺧﺮﺳﻨﺪﻱ ﻫﺮﻛﺴﻲ ﺟﺰ ﺩﺭ ﺧﺮﺳﻨﺪﻱ ﻫﻤﮕﺎﻥ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬
‫ـ ﺁﺩﻣﻴﺎﻥ ﻫﻤﮕﻲ ﺍﺯ ﻳﻚ ﺭﻳﺸﻪ ﺍﻧﺪ‪ .‬ﺍﻳﻦ ﺗﻴﺮﻩ ﻫﺎ ﻛﻪ ﺩﺭ ﻣﻴﺎﻧﻨﺪ ﻫﻤﮕﻲ ﻳﻜﺴﺎﻧﻨﺪ ‪ ،‬ﻭ ﻳﻜﻲ ﺭﺍ ﺑﺪﻳﮕﺮﻱ‬
‫ﻲ ﺩﻳـﻦ ﻭ‬ ‫ﻲ ﺭﻭﺍﻥ ﻭ ﺧﺮﺩ ‪ ،‬ﻭ ﭘـﺎﻛ ِ‬ ‫ﺑﺮﺗﺮﻱ ﻧﻴﺴﺖ‪ .‬ﺑﺮﺗﺮﻱ ﻳﻚ ﻣﺮﺩ ﻭ ﻳﺎ ﻳﻚ ﺗﻮﺩﻩ ﺟﺰ ﺍﺯ ﺭﺍ ِﻩ ﺩﺭﺳﺘ ِ‬
‫ﺯﻧﺪﮔﻲ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬
‫ﻱ ﺑﺰﺭﮔﻴـﺴﺖ ﻛـﻪ ﺑﻬـﺮﺓ ﺁﻧـﺎﻥ‬ ‫ـ ﺗﻴﺮﻩ ﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺩﺍﻧﺶ ﻭ ﻫﻨﺮ ﭘﻴﺶ ﺍﻓﺘﺎﺩﻩ ﺍﻧﺪ ‪ ،‬ﺍﻳﻦ ﻳﻚ ﻓﻴﺮﻭﺯ ِ‬
‫ﮔﺮﺩﻳﺪﻩ ‪ ،‬ﻟﻴﻜﻦ ﺑﺎﻳﺪ ﺑﺪﻳﮕﺮﺍﻥ ﻳﺎﻭﺭﻱ ﻛﻨﻨﺪ ‪ ،‬ﻭ ﺍﺯ ﺩﺍﻧﺶ ﻭ ﻫﻨﺮ ﺧﻮﺩ ﺑﺂﻧﺎﻥ ﺳـﻮﺩ ﺭﺳـﺎﻧﻨﺪ ‪ ،‬ﻭ ﺩﺭ‬
‫ﭘﻴﺸﺮﻓﺖ ‪ ،‬ﺁﻧﺎﻥ ﺭﺍ ﻧﻴﺰ ﻫﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﺭﺍ ﺑﻨﺎﻡ ﺁﺩﻣﻴﮕﺮﻱ ﻛﻨﻨـﺪ ‪ ،‬ﺑـﻪ ﭘﻴـﺮﻭﻱ ﺍﺯ ﺧِـﺮ‪‬ﺩ‬
‫ﺶ ﺧﻮﺩﺷﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ﻛﻨﻨﺪ‪.‬‬ ‫ﻛﻨﻨﺪ ‪ ،‬ﺑ‪‬ﻬ ِﺮ ﺁﺳﺎﻳ ِ‬
‫ﺑﺴﻴﺎﺭ ﻧﺎﺩﺍﻧﻴﺴﺖ ﻛﻪ ﺑﺎ ﺩﺍﻧﺶ ﻭ ﻫﻨﺮ ‪ ،‬ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺯﻳﺮﺩﺳﺖ ﮔﺮﺩﺍﻧﻨﺪ ‪ .‬ﺑﺴﻴﺎﺭ ﻧﺎﺩﺍﻧﻴﺴﺖ ﻛﻪ ﺑﺎ ﻧﻴﺮﻧﮓ‬
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‫ﻭ ﻓﺮﻳﺐ ‪ ،‬ﺗﻴﺮﻩ ﻫﺎﻳﻲ ﺭﺍ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺑﺎﺯﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﻳﻚ ﺑﺪﻧﺎﻣﻲ ﺑﺰﺭﮔﻲ ﺑﺂﻧﺎﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
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‫ـ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻜﺎﺭ ﺗﻮﺩﻩ ﺑﺮ ﻣﻲ ﺧﻴﺰﻧﺪ ﺍﺯ ﻛﻮﭼﻜﺘﺮﻳﻦ ﮔﻨﺎﻩ ﺍﻳﺸﺎﻥ ﻧﺒﺎﻳﺪ ﭼﺸﻢ ﭘﻮﺷﻴﺪ‪.‬‬
‫ﻲ ﺩﻳﮕﺮﻱ ﺑﺮﺧﺎﺳﺘﻪ ﻭ ﺍﺯ ﺳﺮ ﺷـﺮﻗﻴﺎﻥ ﮔﺬﺷـﺘﻪ ﻭﻟـﻲ‬ ‫ﻞ ﮔﻤﺮﺍﻫ ِ‬ ‫ـ ﺍﺯ ﻫﺰﺍﺭ ﺳﺎﻝ ﭘﻴﺶ ‪ ،‬ﻫﺮ ﺯﻣﺎﻥ ﺳﻴ ِ‬
‫ﭼﺮﻛــﺎﺏ ﻫﻤــﺔ ﺁﻧﻬــﺎ ﺩﺭ ﻛﺘﺎﺑﻬــﺎ ﺗــﻪ ﻧــﺸﻴﻦ ﮔﺮﺩﻳــﺪﻩ‪ ... .‬ﺍﻳﻨﻬــﺎ ﺍﮔــﺮ ﺑﻤﺎﻧــﺪ ﺷــﻤﺎ ﺭﺍ ﻧــﺎﺑﻮﺩ‬
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‫ﻣﻲ ﮔﺮﺩﺍﻧﺪ ﻭ ﺷﻤﺎ ﭘﻴﺶ ﺍﻓﺘﻴﺪ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﻧﺎﺑﻮﺩ ﮔﺮﺩﺍﻧﻴﺪ‪.‬‬
‫ـ ﻣﺎ ﺧﻮﺩ ﺑﺪﻳﻢ ﻛﻪ ﺍﺯ ﺟﻬﺎﻥ ﺑﺪﻱ ﻣﻲ ﺑﻴﻨﻴﻢ‪ .‬ﻗﻀﺎ ﻭ ﻗﺪﺭ ﺭﺍ ﺑﺎ ﻣﺎ ﻫﻴﭽﻜﺎﺭﻱ ﻧﻴﺴﺖ‪ .‬ﺧﺪﺍ ﻣﺎ ﺭﺍ ﺧﻮﺍﺭ‬
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‫ﻭ ﺯﺑﻮﻥ ﻧﻤﻲ ﺧﻮﺍﻫﺪ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

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‫ـ ﺍﻳﻦ ﺗﻮﺩﻩ ﺍﻓﺘﺎﺩﺓ ﺑﺪﻳﻬﺎﻱ ﺧﻮﺩ ﺍﺳﺖ ﻭ ﺑﺎﻳﺪ ﭼﺎﺭﻩ ﺍﺵ ﺭﺍ ﻫﻢ ﺍﺯ ﺁﻥ ﺭﺍﻩ ﻛﺮﺩ‪.‬‬
‫ـ ﻳﻚ ﺗﻮﺩﺓ ﺁﻟﻮﺩﻩ ﺍﮔﺮ ﻫﻢ ﺍﺯ ﭘﻴﺸﺂﻣﺪﻫﺎ ﺳﻮﺩﻱ ﺑﺮﻧﺪ ‪ ،‬ﺟﺰ ﭼﻨﺪﮔﺎﻫﻪ ]ﻣﻮﻗﺘﻲ[ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ ﻭ ﺳﺮﺍﻧﺠﺎﻡ‬
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‫ﻫﻮﺩﻩ ﺍﻱ ]ﻧﺘﻴﺠﻪ ﺍﻱ[ ﺍﺯ ﺁﻥ ﺩﺭ ﺩﺳﺖ ﻧﺘﻮﺍﻧﻨﺪ ﺩﺍﺷﺖ‪.‬‬
‫ـ ﻳﻚ ﺗﻮﺩﻩ ﻛﻪ ﺑﺮﺍﻱ ﺧﻮﺩ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺧﻮﺍﺳﺘﻲ ﻳﺎ ﺁﺭﻣﺎﻧﻲ ﻧﺪﺍﺭﺩ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺑﻲ ﺑﻬﺮﻩ ﮔﺮﺩﺩ ﻭ ﺧﻮﺩ‬
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‫ﺑﺎﻳﺪ ﮔﻔﺖ ﭘﻴﺸﺮﻓﺖ ﺑﺮﺍﻱ ﺍﻭ ﻣﻌﻨﺎﻳﻲ ﻧﺪﺍﺭﺩ‪.‬‬
‫ـ ﺍﻳﻦ ﺗﻮﺩﻩ ﺭﺍ ِﻩ ﺯﻧﺪﮔﺎﻧﻲ ﺭﺍ ﮔﻢ ﻛﺮﺩﻩ‪ .‬ﻳﻚ ﺗﻮﺩﻩ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺩﺭ ﺯﻧـﺪﮔﺎﻧﻲ ﺁﺳـﻮﺩﻩ ﺑﺎﺷـﺪ ﺑﭽﻴﺰﻫـﺎﻱ‬
‫ﺑﺴﻴﺎﺭﻱ ﻧﻴﺎﺯﻣﻨﺪﺳﺖ ‪ :‬ﺑﺎﻳﺪ ﻫﻤﮕﻲ ﻳﻚ ﺁﺭﻣﺎﻧﻲ ﺭﺍ ﺩﻧﺒﺎﻝ ﻛﻨﻨﺪ ‪ ،‬ﺑﺎﻳﺪ ﻫﻤﮕﻲ ﺩﺭ ﻳﻚ ﺭﺍﻩ ﺑﺎﺷﻨﺪ ‪،‬‬
‫ﺑﺎﻳﺪ ﻫﻤﮕﻲ ﻧﻴﻜﻲ ﻫﺎ ﺭﺍ ﺑﺨﻮﺍﻫﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺷﺮﻃﻬﺎﺳﺖ ﻛﻪ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻱ ﺑﺎ ﺧﻮﺷﻲ ﻭ ﺧﺮﺳﻨﺪﻱ‬
‫ﺗﻮﺃﻡ ﺗﻮﺍﻧﺪ ﺑﻮﺩ ‪ ،‬ﻭﮔﺮﻧﻪ ﺍﺯ ﺁﻥ ﺟﺰ ﮔﺮﻓﺘﺎﺭﻱ ﭘﺪﻳﺪ ﻧﺘﻮﺍﻧﺪ ﺁﻣﺪ ‪ ،‬ﺑﺪﺍﻧﺴﺎﻥ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﭘﺪﻳﺪ ﻣﻲ ﺁﻳﺪ‬
‫ﻥ ﺩﻳﮕـﺮﺍﻥ ﻟـﺬﺕ ﻣـﻲ ﺑﺮﻧـﺪ ﻭ ﺑﺠـﺎﻱ ﻫﻤﺪﺳـﺘﻲ ﺍﺯ ﭘـﺎﻱ ﻳﻜـﺪﻳﮕﺮ‬ ‫ﻭ ﺑﻴﺸﺘﺮ ﻣﺮﺩﻡ ﺍﺯ ﺁﺯﺍﺭ ﻭ ﺯﻳـﺎ ِ‬
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‫ﻣﻲ ﻛﺸﻨﺪ‪.‬‬
‫ـ ﮔﺬﺷﺘﻪ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺑﻮﺩﻩ ﻭ ﺍﻛﻨﻮﻥ ﻭ ﺁﻳﻨﺪﻩ ﻣﺎ ﺭﺍﺳﺖ‪ .‬ﮔﺬﺷﺘﮕﺎﻥ ﻫﺮﭼﻪ ﻛﺮﺩﻩ ﺍﻧﺪ ﮔﺬﺷﺘﻪ ﻭ ﺭﻓﺘﻪ ﻭ‬
‫ﻣﺎ ﭘﺎﺳﺨﺪﻩ ﺁﻥ ﻧﻤﻲ ﺑﺎﺷﻴﻢ‪ .‬ﻭﻟﻲ ﺍﻛﻨﻮﻥ ﻭ ﺁﻳﻨﺪﻩ ﺭﺍ ﻣﺎ ﭘﺎﺳﺨﺪﻩ ﻣﻲ ﺑﺎﺷﻴﻢ ﻭ ﻣﻲ ﺑﺎﻳﺪ ﻛﺎﺭﻱ ﻛﻨﻴﻢ‬
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‫ﻛﻪ ﺯﻣﺎﻥ ﺧﻮﺩ ﺭﺍ ﻓﻴﺮﻭﺯ ﻭ ﺩﺭﺧﺸﺎﻥ ﮔﺮﺩﺍﻧﻴﻢ‪.‬‬
‫ـ ﺯﻧﺪﮔﺎﻧﻲ ﺭﺍﻩ ﺭﺍ ﻣﺎﻧﺪ‪ .‬ﺩﺭ ﺭﺍﻩ ﻫﻤﻴﺸﻪ ﺑﺎﻳﺪ ﺯﻳﺮ ﭘﺎ ﺭﺍ ﭘﺎﻳﻴﺪ ﻭ ﭼﺸﻢ ﺑﺴﻮﻱ ﭘﻴﺶ ﺩﺍﺷﺖ‪ .‬ﻛـﺴﺎﻧﻴﻜﻪ‬
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‫ﺭﻭ ﺑﺴﻮﻱ ﭘﺲ ﺩﺍﺭﻧﺪ ﺍﺯ ﺭﺍﻩ ﺑﺎﺯ ﻣﺎﻧﻨﺪ ﻭ ﻟﮕﺪﻣﺎﻝ ﺩﻳﮕﺮﺍﻥ ﮔﺮﺩﻧﺪ‪.‬‬
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‫ـ ﻳﻚ ﻣﺮﺩﻣﻲ ﺭﺍ ﺑﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﺗﻮﺩﻩ ﻧﺘﻮﺍﻥ ﻧﺎﻣﻴﺪ‪.‬‬
‫ـ ﺑﻬﺘﺮﻳﻦ ﺩﺍﻧﺸﻬﺎ ﺁﻧﺴﺖ ﻛﻪ ﻣﻌﻨﻲ ﺟﻬﺎﻥ ﻭ ﺯﻧﺪﮔﻲ ﺭﺍ ﺑﺎﺯ ﻧﻤﺎﻳﺪ ﻭ ﺭﺍ ِﻩ ﺭﺳﺘﮕﺎﺭﻱ ﻭ ﻓﻴﺮﻭﺯﻱ ﺭﺍ ﻧﺸﺎﻥ‬
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‫ﺩﻫﺪ‪.‬‬
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‫ـ ﺟﻮﺍﻧﺎﻥ ﺑﺎﻳﺪ ﺩﺭﭘﻲ ﻳﺎﺩﮔﺮﻓﺘﻦ ﺑﺎﺷﻨﺪ ﻧﻪ ﺩﺭ ﭘﻲ ﻳﺎﺩ ﺩﺍﺩﻥ‪.‬‬
‫ـ ﺟﻮﺍﻧﺎﻥ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺩﺍﻧﺴﺘﻨﻴﻬﺎﺳﺖ ﻛﻪ ﺩﺭ ﺩﺑﻴﺮﺳﺘﺎﻥ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻧﺘـﻮﺍﻥ ﺁﻣﻮﺧـﺖ‪.‬‬
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‫ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺟﻬﺎﻥ ﻫﻤﻪ ﻧﻴﺎﺯﻣﻨﺪﻧﺪ ﻛﻪ ﭼﻴﺰﻫﺎﻱ ﺩﻳﮕﺮﻱ ﻧﻴﺰ ﻳﺎﺩ ﮔﻴﺮﻧﺪ‪.‬‬
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‫ـ ﺗﻮ ﻫﺮﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻲ ﺑﮕﻮﻱ‪ .‬ﺗﺎ ﻧﻴﻜﻲ ﻧﻜﻨﻲ ﻧﻴﻚ ﻧﺨﻮﺍﻫﻲ ﺑﻮﺩﻥ‪.‬‬
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‫ـ ﺍﻳﻦ ﺭﺳﻢ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺴﻴﺎﺭ ﺯﺷﺘﺴﺖ ﻛﻪ ﻫﺮ ﻛﺴﻲ ﺯﺑﺎﻧﺶ ﹸﺗﻨﺪﺳﺖ ﻭ ﺍﻧﺪﻳﺸﻪ ﻭ ﺩﺳﺘﺶ ﹸﻛﻨﺪ‪.‬‬
‫ـ ﺁﻥ » ﺗﺮﺑﻴﺖ « ﻛﻪ ﻧﺎﻣﺶ ﺑﺰﺑﺎﻧﻬﺎ ﺍﻓﺘﺎﺩﻩ ‪ ،‬ﻣﻌﻨﺎﻱ ﺩﺭﺳﺖ ﺁﻥ ﺍﻳﻨﺴﺖ ﻛﻪ ﻫﺮﻛﺲ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺑﺪﻳﻬﺎ‬
‫ﺑﭙﻴﺮﺍﻳﺪ ﻭ ﻛﻤﻲ ﻫﺎﻳﻲ ﻛﻪ ﺩﺍﺭﺩ ﺍﺯ ﺧﻮﺩ ﺩﻭﺭ ﮔﺮﺩﺍﻧﺪ ‪ ،‬ﻭ ﻧﺎﺩﺍﻧـﺴﺘﻪ ﻫـﺎ ﺭﺍ ﺑﺪﺍﻧـﺪ ﻭ ﺑﺤﻘـﺎﻳﻖ ﺁﺷـﻨﺎ‬
‫ﮔﺮﺩﺩ ‪ ،‬ﻭ ﻣﻌﻨﻲ ﺟﻬﺎﻥ ﻭ ﺯﻧﺪﮔﻲ ﺭﺍ ﺑﻔﻬﻤﺪ‪ .‬ﻭﻟﻲ ﺍﻣﺮﻭﺯ » ﺗﺮﺑﻴﺖ « ﺁﻥ ﺷﺪﻩ ﻛﻪ ﻫﺮﻛﺲ ﺑﺪﻳﮕﺮﺍﻥ‬
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‫ﺑﺮﺗﺮﻱ ﻓﺮﻭﺷﺪ ﻭ ﺯﺑﺎﻥ ﺑﻪ ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯ ﮔﺸﺎﻳﺪ‪.‬‬
‫ـ ﻧﺎﻥ ﺧﻮﺭﺩﻥ ﻭ ﻳﺎ ﺩﺭ ﭘﻲ ﻧﺎﻡ ﺁﻭﺭﻱ ﻭ ﺳﺮﻭﺭﻱ ﺑﻮﺩﻥ ﭼﻴﺰ ﺩﻳﮕﺮﻳﺴﺖ ﻭ ﻧﻴﻜـﻲ ﻣـﺮﺩﻡ ﺧﻮﺍﺳـﺘﻦ ﻭ‬
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‫ﺧﺸﻨﻮﺩﻱ ﺧﺪﺍ ﺭﺍ ﺟﺴﺘﻦ ﭼﻴﺰ ﺩﻳﮕﺮ ﻭ ﺍﻳﻦ ﺩﻭ ﻫﻴﭽﮕﺎﻩ ﺑﺎ ﻫﻢ ﻧﺴﺎﺯﺩ‪.‬‬

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‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

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‫ـ ﺩﺭﺧﺖ ﺁﺭﺯﻭ ﺑﺎﺭ ﻧﺪﺍﺭﺩ ﻭ ﺩﺭ ﺟﻬﺎﻥ ﻫﻴﭻ ﭼﻴﺰ ﺟﺰ ﺍﺯ ﺭﺍ ِﻩ ﻛﻮﺷﺶ ﺑﺪﺳﺖ ﻧﻴﺎﻳﺪ‪.‬‬
‫ـ ﺁﺩﻣﻴﺎﻥ ﺑﺎﻳﺪ ﺑﺠﺎﻱ ﻧﺒﺮﺩ ‪ ،‬ﺑﺎ ﻫﻤﺪﺳﺘﻲ ﺯﻳﻨﺪ ﻭ ﻫﺮ ﻳﻜـﻲ ﺍﺯ ﺁﻧـﺎﻥ ﺩﺭ ﺑﻨـ ِﺪ ﺁﺳـﺎﻳﺶ ﻭﺧﺮﺳـﻨﺪﻱ‬
‫‪٨٤‬‬
‫ﺩﻳﮕﺮﺍﻥ ﺑﺎﺷﺪ‪.‬‬
‫ـ ﻛﺴﻲ ﻛﻪ ﺑﻜﺎﺭ ﺗﻮﺩﻩ ﻣﻲ ﭘﺮﺩﺍﺯﺩ ‪ ،‬ﻧﺒﺎﻳﺪ ﺍﺯ ﺟﺎﻥ ﺧﻮﺩ ﺑﺘﺮﺳﺪ‪ .‬ﻧﺒﺎﻳﺪ ﺑﻨـﺎﻡ ﻧﮕﻬـﺪﺍﺭﻱ ﺍﺯ ﺟـﺎﻥ ‪ ،‬ﺍﺯ‬
‫‪٨٥‬‬
‫ﻭﻇﻴﻔﻪ ﮔﺮﺩﻥ ﺑﭙﻴﭽﺪ‪.‬‬
‫ـ ﺩﺭ ﻣﺮﺩﻣﻲ ﻛﻪ ﺧﺮﺩﻫﺎ ﺳﺴﺖ ﮔﺮﺩﻳﺪ ﻳﻜﻲ ﺍﺯ ﺑﻴﻤﺎﺭﻳﻬﺎ ﻭ ﻧﺎﺗﻮﺍﻧﻴﻬﺎ ﺁﻥ ﺑﺎﺷﺪ ﻛﻪ ﺳـﺨﻨﻲ ﺭﺍ ﭼـﻮﻥ‬
‫ﻧﺨﺴﺖ ﺷﻨﻴﺪﻧﺪ ﺑﻲ ﻫﻴﭻ ﺩﻟﻴﻞ ﭘﺬﻳﺮﻧﺪ ﻭ ﺩﺭ ﺩﻟﻬﺎﻱ ﺧﻮﺩ ﺟﺎ ﺩﻫﻨﺪ‪ .‬ﺳﭙﺲ ﺍﮔﺮ ﻛـﺴﻲ ﺧﻮﺍﺳـﺖ‬
‫‪٨٦‬‬
‫ﺁﻧﺮﺍ ﺍﺯ ﺩﻟﻬﺎ ﺑﻴﺮﻭﻥ ﻛﻨﺪ ﺍﮔﺮ ﭼﻪ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺑﺎﺷﺪ ﺑﺎ ﺩﺷﻮﺍﺭﻳﻬﺎ ﺭﻭﺑﺮﻭ ﮔﺮﺩﺩ‪.‬‬

‫ﻳﺎﺩﺩﺍﺷﺖ ﻫﺎ‪:‬‬

‫ﻧﻮﺷﺘﻪ ﻫﺎﻳﻲ ﻛﻪ ﻧﺎﻡ ﻧﻮﻳﺴﻨﺪﻩ ﺑﺮﺩﻩ ﻧﺸﺪﻩ ﺍﺯ ﻛﺴﺮﻭﻳﺴﺖ‪.‬‬

‫‪ ١‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪٢٢‬‬


‫‪٢‬ـ ﺩﺭ ﺭﺍ ِﻩ ﺳﻴﺎﺳﺖ‪ ١٣٧٩‬ﺹ‪ ٨٤‬ﻭ ‪٨٥‬‬
‫‪٣‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ‪٢٩٠‬ﻭ ‪٢٩١‬‬
‫‪ ٤‬ـ ﺩﺭ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ‪ ، ۱۳۷۹،‬ﺹ ‪۴۸‬‬
‫ﻲ ﺍﻳﺮﺍﻥ ﺑﺎ ﺩﻳﮕﺮ ﻛﺸﻮﺭﻫﺎﻱ‬
‫ﻥ ﺁﺯﺍﺩﻱ ﻭ ﺩﻣﻮﻛﺮﺍﺳ ِ‬
‫ﻥ » ﺟﻤﻬﻮﺭﻱ ﺍﺳﻼﻣﻲ« ‪ ،‬ﺑﺮﺍﻱ ﺑﺴﻨﺠﺶ ﮔﺰﺍﺭﺩ ِ‬ ‫‪٥‬ـ ﮔﻔﺘﺔ ﻳﻜﻲ ﺍﺯ ﺩﻭﻟﺘﻤﺮﺩﺍ ِ‬
‫ﺩﻣﻮﻛﺮﺍﺕ‬
‫‪ ٦‬ـ ﮔﻔﺘﺔ ﻫﻮﻳﺪﺍ ﻧﺨﺴﺖ ﻭﺯﻳﺮ ﻣﺤﻤﺪ ﺭﺿﺎ ﺷﺎﻩ‬
‫‪٧‬ـ ﻭﺭﺟﺎﻭﻧﺪ ﺑﻨﻴﺎﺩ ﺹ‪۴۱‬‬
‫‪ ٨‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﻩ ‪۱۲۶‬‬
‫‪٩‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ‪ ۲۹۷‬ﻭ‪۲۹۸‬‬
‫‪١٠‬ـ ﺹ ‪ ۲۸‬ﻭ ‪۲۹‬‬
‫‪١١‬ـ ﺹ‪ ۸۰‬ﺗﺎ ‪۸۹‬‬
‫‪١٢‬ـ ﺩﺭ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ﺹ‪۴۱‬‬
‫‪١٣‬ـ ﺩﺍﺩﮔﺎﻩ ﺹ ‪ ۱۳‬ﺗﺎ ‪۱۶‬‬
‫‪١٤‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ‪۲۱۲‬‬
‫‪١٥‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ‪ ٣٣٢‬ﺗﺎ ‪٣٣٦‬‬
‫‪١٦‬ـ ﻣﺎ ﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻴﻢ؟ ﺹ‪ ۷۷‬ﻭ ‪۷۸‬‬
‫‪١٧‬ـ ﻛﺘﺎﺑﻬﺎﻱ ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ﻭ ﻓﺮﻫﻨﮕﺴﺖ ﻳﺎ ﻧﻴﺮﻧﮓ؟ ﺩﻳﺪﻩ ﺷﻮﺩ‪.‬‬
‫‪١٨‬ـ ﺩﺍﺩﮔﺎﻩ‪ ١٣٥٧‬ﺹ ‪ ١٨‬ﻭ ‪١٩‬‬
‫ﻥ ﺍﺩﺑﻴﺎﺕ ‪ ۱۳۵۶‬ﺹ‪۶۴‬‬ ‫‪١٩‬ـ ﺩﺭ ﭘﻴﺮﺍﻣﻮ ِ‬
‫‪٢٠‬ـ ﺩﻭﻟﺖ ﺑﻪ ﻣﺎ ﭘﺎﺳﺦ ﺩﻫﺪ ‪ ١٣٢٣ ،‬ﺹ‪ ٩‬ﻭ‪١٠‬‬

‫‪٨٦‬‬
‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫‪٢١‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ‪٦‬‬


‫‪٢٢‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ‪٧‬‬
‫ﺏ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﺍﺩﺑﻴﺎﺕ ﻧﻴﺰ ﺩﻳﺪﻩ ﺷﻮﺩ‪.‬‬
‫‪٢٣‬ـ ‪ ، E.J.W. Gibb Memorial Trust‬ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻛﺘﺎ ِ‬
‫‪٢٤‬ـ ﺩﺭﭘﻴﺮﺍﻣﻮﻥ ﺍﺩﺑﻴﺎﺕ ‪ ،‬ﻧﺸﺴﺖ ﭘﻨﺠﻢ ﻭ ﺷﺸﻢ‬
‫‪٢٥‬ـ ﺭﻭﺯﻧﺎﻣﺔ ﭘﺮﭼﻢ‬
‫‪٢٦‬ـ ﺩﻭﻟﺖ ﺑﻤﺎ ﭘﺎﺳﺦ ﺩﻫﺪ‪ ۱۳۲۳ ،‬ﺹ ‪۸‬‬
‫‪٢٧‬ـ ﻫﻤﺎﻥ ‪ ۱۳۲۳ ،‬ﺹ‪ ۹‬ﻭ‪۱۰‬‬
‫‪٢٨‬ـ ﺷﺮﺡ ﺑﻴﺸﺘﺮ ﺭﺍ ﺩﺭ ﺗﺎﺭﻳﺦ ﻣﺸﺮﻭﻃﺔ ﺍﻳﺮﺍﻥ ‪ ١٣٥٦‬ﺹ‪ ١٣٠‬ﺗﺎ ‪ ١٣٥‬ﻣﻲ ﺗﻮﺍﻥ ﻳﺎﻓﺖ‪.‬‬
‫ﻥ ﺍﺳﻼﻡ ‪١٣٤٨‬ﺹ‪٦٩‬‬ ‫‪٢٩‬ـ ﺩﺭ ﭘﻴﺮﺍﻣﻮ ِ‬
‫‪٣٠‬ـ ﻣﺎ ﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻴﻢ؟ ‪ ، ۱۳۳۹ ،‬ﺗﻬﺮﺍﻥ ‪ ،‬ﺹ ‪ ۱۷۰‬ﺗﺎ ‪۱۷۳‬‬
‫‪٣١‬ـ ﺩﺍﺩﮔﺎﻩ ‪ ١٣٥٧‬ﺹ‪ ٥٢‬ﺗﺎ ‪٥٥‬‬
‫‪٣٢‬ـ ﺯﻧﺪﮔﺎﻧﻲ ﻣﻦ ‪ ،‬ﺹ‪۹۱‬‬
‫‪٣٣‬ـ ﺗﺎﺭﻳﺦ ﻫﺠﺪﻩ ﺳﺎﻟﺔ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ـ ﮔﻔﺘﺎﺭ ﻫﻔﺘﻢ ـ ﺹ ‪۸۶۵‬‬
‫‪٣٤‬ـ ﺩﺭ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ‪ ،‬ﻧﺸﺮ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ‪ ،‬ﺹ ‪١١‬‬
‫‪٣٥‬ـ ﺩﻳﻦ ﻭ ﺟﻬﺎﻥ ﺹ ‪ ۱۷‬ﻭ ‪۱۸‬‬
‫‪٣٦‬ـ ﺍﻳﺮﺍﻥ ﻭ ﺍﺳﻼﻡ ‪ ۱۳۵۸‬ﺹ ‪ ۱۵‬ﻭ‪۲۱‬‬
‫‪٣٧‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ ‪۲۸۸‬‬
‫‪٣٨‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﺷﺸﻢ ﺷﻤﺎﺭﺓ ﻫﺸﺘﻢ ﮔﻔﺘﺎﺭ ﺩﺭ ﭘﺎﺳﺦ ﺑﻪ ﺑﻬﺎﻧﻪ ﺟﻮﻳﺎﻥ‬
‫‪٣٩‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺷﻤﺎﺭﺓ‪٨‬‬
‫‪٤٠‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﭘﻨﺠﻢ ﺷﻤﺎﺭﺓ ﺩﻭﻡ‬
‫‪٤١‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﻫﻔﺘﻢ ﺷﻤﺎﺭﺓ ‪ ، ٨‬ﮔﻔﺘﺎﺭ "ﭼﺮﺍ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﻣﻐﻮﻝ ﺭﺍ ﺭﻭﺍﺝ ﻣﻲ ﺩﻫﻨﺪ؟"‬
‫‪٤٢‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ‪۱۴۵‬‬
‫‪٤٣‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۱۲۰‬‬
‫‪٤٤‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۱۵۸‬‬
‫‪٤٥‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺷﻤﺎﺭﺓ ‪٨‬‬
‫‪٤٦‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۲۳۷‬‬
‫‪٤٧‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۱۷۷‬‬
‫‪٤٨‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﭘﻨﺠﻢ ﺷﻤﺎﺭﻩ ‪٢‬‬
‫‪٤٩‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۱۳۱‬‬
‫‪٥٠‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۲۱۲‬‬
‫‪٥١‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۲۱۲‬‬
‫‪٥٢‬ـ ﭘﺮﭼﻢ‬
‫‪٥٣‬ـ ﻛﺎﺭ ﻭ ﭘﻴﺸﻪ ﻭ ﭘﻮﻝ ـ ﺹ‪۲۴‬‬
‫‪٥٤‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﻫﻔﺘﻢ ﺷﻤﺎﺭﺓ ﺳﻮﻡ ﮔﻔﺘﺎﺭ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﭘﻴﺸﺂﻣﺪﻫﺎﻱ ﺁﺧﺮ‬
‫‪٥٥‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﭘﻨﺠﻢ ﺷﻤﺎﺭﻩ ‪٢‬‬
‫‪٥٦‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﻫﻔﺘﻢ ﺷﻤﺎﺭﺓ ﺳﻮﻡ ﮔﻔﺘﺎﺭ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﭘﻴﺸﺂﻣﺪﻫﺎﻱ ﺁﺧﺮ‬
‫‪٥٧‬ـ ﻣﺎ ﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻴﻢ؟ ـ ﺹ‪۲۳۹‬‬
‫‪٥٨‬ـ ﻫﻤﺎﻥ‬
‫‪٥٩‬ـ ﺍﻧﻜﻴﺰﻳﺴﻴﻮﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ‪ ،‬ﺑﺨﺶ ﺩﻭﻡ ‪ ،‬ﮔﻔﺘﺎﺭ ﻫﺸﺘﻢ‬

‫‪٨٧‬‬
‫ﺩﻭﺭ ﺍﺯ ﺁﺯﺍﺩﮔﻴﺴﺖ ‪...‬‬

‫‪٦٠‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ‪۶۲‬‬


‫‪٦١‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۲۰‬‬
‫‪٦٢‬ـ ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟‬
‫‪٦٣‬ـ ﻣﺎ ﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻴﻢ؟ ‪ ۱۳۳۹ ،‬ﺻﺺ‪ ۵۰‬ﺗﺎ ‪ ۵۹‬ﺑﻪ ﻛﻮﺗﺎﻫﻲ‬
‫‪٦٤‬ـ ﻭﺭﺟﺎﻭﻧﺪ ﺑﻨﻴﺎﺩ ﺹ‪۴۱‬‬
‫‪٦٥‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ‪۵۲‬‬
‫‪٦٦‬ـ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﺗﺎﺭﻳﺦ ﻣﺸﺮﻭﻃﻪ ـ ﭘﻴﻤﺎﻥ ﺷﻤﺎﺭﻩ ﺁﺑﺎﻥ ‪۱۳۱۶‬‬
‫‪٦٧‬ـ ﻣﺎ ﭼﻪ ﻣﻲ ﺧﻮﺍﻫﻴﻢ؟ ﺹ‪ ۷۷‬ﻭ ‪۷۸‬‬
‫‪٦٨‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۷۹‬‬
‫‪٦٩‬ـ ﺩﺭ ﺭﺍﻩ ﺳﻴﺎﺳﺖ ﺹ‪۳۶‬‬
‫‪٧٠‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ‪۳۱۳‬‬
‫‪٧١‬ـ ﻧﻴﻚ ﻭ ﺑﺪ ‪ ،‬ﺹ ‪۲۰‬‬
‫‪٧٢‬ـ ﭘﺮﭼﻢ ﻧﻴﻤﻪ ﻣﺎﻫﻪ ﺹ‪۲۶۶‬‬
‫‪٧٣‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﭘﻨﺠﻢ ﺷﻤﺎﺭﺓ ﺩﻭﻡ‪ -‬ﮔﺬﺷﺘﻪ ﻭ ﺁﻳﻨﺪﻩ‬
‫‪٧٤‬ـ ﻫﻤﺎﻥ‬
‫‪٧٥‬ـ ﻧﻴﻚ ﻭﺑﺪ ﺹ ‪۲۲‬‬
‫‪٧٦‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ ‪۲۳‬‬
‫‪٧٧‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ ‪۲۵‬‬
‫‪٧٨‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ‪۶۸‬‬
‫‪٧٩‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﭼﻬﺎﺭﻡ ﺹ ‪۹۵‬‬
‫‪٨٠‬ـ ﭘﻴﻤﺎﻥ ﺳﺎﻝ ﺩﻭﻡ ﺷﻤﺎﺭﺓ ﻳﻜﻢ ﺹ ‪٧٢‬‬
‫‪٨١‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﻩ ‪۵‬‬
‫‪٨٢‬ـ ﻧﻴﻚ ﻭﺑﺪ ‪ ،‬ﺹ‪۲۵‬‬
‫‪٨٣‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ‪۲۳‬‬
‫‪٨٤‬ـ ﻫﻤﺎﻥ ‪ ،‬ﺹ ‪۲۰‬‬
‫‪٨٥‬ـ ﭘﺮﭼﻢ ﺭﻭﺯﺍﻧﻪ ﺷﻤﺎﺭﺓ ‪۲۰‬‬
‫‪٨٦‬ـ ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﺍﺩﺑﻴﺎﺕ ﺹ‪۶۴‬‬

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