‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺳﻠﺴﻠﺔ ﺃﺩﻭﺍﺕ ﺍﻟﻘﺎﺩﺓ‬

‫ﻗﻮﺍﻧﲔ ﺍﻟﻨﻬﻀﺔ‬

‫ﺩ‪ .‬ﺟﺎﺳﻢ ﺳﻠﻄﺎﻥ‬

‫‪@R‬‬
 @ò›èäÛa@µãaìÓ

 ‫א‬‫א‬‫א‬

 ‫א‬

 ‫א‬

 ‫א‬‫א‬

 ‫א‬‫א‬

 ‫א‬‫א‬

@S
@ò›èäÛa@µãaìÓ

@ @
@ @
@ @‡îè¸

@T
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫}‬

‫‪3‬‬ ‫‪2‬‬
‫{‬ ‫}‬ ‫{‬

‫‪ 1‬ﺍﻟﻜﺘﺎﺏ ﺍﻷﻭﻝ ﻣﻦ ﺳﻠﺴﻠﺔ ﺍﳌﺸﺮﻭﻉ ﺍﻹﺳﻼﻣﻲ ﻟﻨﻬﻀﺔ ﺍﻷﻣﺔ ﻣﻦ ﺗﺄﻟﻴﻒ ﺩ‪ .‬ﺟﺎﺳﻢ ﺳﻠﻄﺎﻥ‪.‬‬
‫‪ 2‬ﺳﻮﺭﺓ ﻓﺎﻃﺮ‪٤٣ :‬‬
‫‪ 3‬ﺳﻮﺭﺓ ﺍﻟﺮﻭﻡ‪٣٠ :‬‬

‫‪@U‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫}‬

‫‪1‬‬
‫{‬

‫‪2‬‬

‫‪ 1‬ﺳﻮﺭﺓ ﺍﻟﻨﺤﻞ‪٣٦ :‬‬

‫‪ 2‬ﺍﻧﻈﺮ ﺗﻔﺴﲑ ﺍﳌﻨﺎﺭ ﻟﻠﻌﻼﻣﺔ ﳏﻤﺪ ﺭﺷﻴﺪ ﺭﺿﺎ‪ .‬ﺍ‪‬ﻠﺪ ﺍﻷﻭﻝ‪.‬‬

‫‪@V‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫‪‬‬

‫{‬ ‫}‬

‫‪4‬‬
‫}‬ ‫{‬ ‫{‬

‫‪5‬‬
‫{‬

‫‪ 1‬ﺍﳌﺼﺪﺭ ﻧﻔﺴﻪ‪.‬‬
‫‪ 2‬ﺗﻨﺎﻭﻟﻨﺎ ﻫﺬﻩ ﺍﳌﻘﻮﻟﺔ ﺑﺎﻟﺸﺮﺡ ﻭﺍﻟﺘﺤﻠﻴﻞ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﻤﻬﻴﺪﻱ ﻣﻦ ﻛﺘﺎﺏ "ﺍﻟﻨﻬﻀﺔ‪ ..‬ﻣﻦ ﺍﻟﺼﺤﻮﺓ ﺇﱃ ﺍﻟﻴﻘﻈﺔ" ﻟﻠﻤﺆﻟﻒ ﻧﻔﺴﻪ‪.‬‬
‫‪ 3‬ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‪١٣٧ :‬‬
‫‪ 4‬ﺳﻮﺭﺓ ﺍﻷﻧﺒﻴﺎﺀ‪١٦ :‬‬
‫‪ 5‬ﺳﻮﺭﺓ ﺍﳌﺆﻣﻨﻮﻥ‪١١٥ :‬‬

‫‪@W‬‬
@ò›èäÛa@µãaìÓ

1
{

1
١٠٨ :‫ﺳﻮﺭﺓ ﻳﻮﺳﻒ‬

@X
@ò›èäÛa@µãaìÓ

@Y
@ò›èäÛa@µãaìÓ

@QP
 @ò›èäÛa@µãaìÓ

@ @Þëþa@æìãbÔÛa
@ @
@ @òí׋¾a@ñ‹ØÐÛa

@QQ
@ò›èäÛa@µãaìÓ

‫א‬

‫א א‬

‫א‬

@QR
@ò›èäÛa@µãaìÓ

@QS
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬

‫א‬ ‫א‬ ‫א‬

‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﻔﻜﺮﺓ ﺍﳌﺮﻛﺰﻳﺔ‬

‫ﻣﺮﻛﺒﺔ ﻻ ﻳﻔﻬﻤﻬﺎ‬ ‫ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﺃﻳﺪﻳﻮﻟﻮﺟﻴﺎ ﺗﺼﺒﻎ ﻛﻞ‬

‫ﻋﺎﻣﺔ ﺍﻟﻨﺎﺱ‬ ‫ﻣﻊ ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﳎﺎﻻﺕ ﺍﻟﺪﻭﻟﺔ‬

‫‪@QT‬‬
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

@QU
 @ò›èäÛa@µãaìÓ

: ‫א‬

‫א‬ ‫א‬ ‫א‬:

@QV
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺒﺎﺩﺉ ﺍﻟﻠﻴﱪﺍﻟﻴﺔ‬

‫ﺍﳊﻮﺍﺭ‬ ‫ﺍﻟﺪﺳﺘﻮﺭ‬ ‫ﺍﻟﺘﺮﺍﺿﻲ‬ ‫ﺍﻟﺘﻌﺎﻳﺶ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ‬ ‫ﺍﳊﺮﻳﺔ‬

‫ﺍﳌﺒﺪﺃ ﺍﻟﻔﺮﺩﻱ‪ :‬ﺣﺮﻳﺔ ﺍﻷﻓﺮﺍﺩ ﻭﲪﺎﻳﺘﻬﻢ ﻣﻦ ﺗﻐﻮﻝ ﺍﻟﺪﻭﻟﺔ‬

‫א‬ ‫‪:‬א‬

‫‪@QW‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺒﺎﺩﺉ ﺍﻟﺸﻴﻮﻋﻴﺔ‬

‫ﺍﳊﻮﺍﺭ‬ ‫ﺍﻟﺪﺳﺘﻮﺭ‬ ‫ﺍﻟﺘﺮﺍﺿﻲ‬ ‫ﺍﻟﺘﻌﺎﻳﺶ‬ ‫ﺍﳌﺴﺎﻭﺍﺓ‬ ‫ﺍﳊﺮﻳﺔ‬

‫ﺍﳌﺒﺪﺃ ﺍﳉﻤﺎﻋﻲ‪ :‬ﺗﻘﻠﻴﺺ ﺣﻘﻮﻕ ﺍﻟﻔﺮﺩ ﻟﺼﺎﱀ ﺍ‪‬ﻤﻮﻉ‬

‫‪:‬‬ ‫א‬ ‫‪:‬א‬

‫‪ 1‬ﻳﻄﻠﻖ "ﺍﻟﻨﺺ" ﻋﻠﻰ ﻛﻞ ﺁﻳﺔ ﻗﺮﺁﻧﻴﺔ ﺃﻭ ﺣﺪﻳﺚ ﻧﺒﻮﻱ ﺷﺮﻳﻒ‪.‬‬

‫‪ 2‬ﺍﳌﻔﻬﻮﻡ‪" :‬ﻳ‪‬ﻘﺼﺪ ﺑﻪ ﺍﳌﻌﲎ ﺍﻟﺬﻫﲏ ﺍﻟﺬﻱ ﻳﺜﲑﻩ ﺍﻟﻠﻔﻆ ﰲ ﺍﻷﺫﻫﺎﻥ‪ .‬ﻣﺜﻞ )ﻣﻜﺔ – ﻋﻤﺮ ﺑﻦ ﺍﳋﻄﺎﺏ( ﻓﻬﻲ ﺗﺜﲑ ﰲ ﺍﻟﺬﻫﻦ ﺍﻟﺼﻮﺭﺓ ﻭﺍﻟﺼﻔﺎﺕ‬
‫ﺍﻟﱵ ﻧﻌﺮﻓﻬﺎ‪ .‬ﻭﻣﺜﻞ ﻛﻠﻤﺔ )ﻣﺪﻳﻨﺔ( ﻓﻬﻲ ﺗﺜﲑ ﰲ ﺍﻟﺬﻫﻦ ﻓﻜﺮﺓ ﻋﺎﻣﺔ ﻋﻦ ﻣﺴﺎﺣﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻷﺭﺽ‪ ،‬ﻓﻴﻬﺎ ﺃﺑﻨﻴﺔ ﻭﺷﻮﺍﺭﻉ ﻭﺳـﻜﺎﻥ ﻭﻧـﺸﺎﻁ‬
‫ﺍﺟﺘﻤﺎﻋﻲ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ ﳑﺎ ﻫﻮ ﻣﺘﻮﻓﺮ ﰲ ﻛﻞ ﻣﺪﻳﻨﺔ‪ "..‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺣﺴﻦ ﺣﻨﺒﻜﺔ ﺍﳌﻴﺪﺍﱐ‪ .‬ﺻـ‪ .٤٥‬ﺿﻮﺍﺑﻂ ﺍﳌﻌﺮﻓﺔ ﻭﺃﺻﻮﻝ ﺍﻻﺳـﺘﺪﻻﻝ‬
‫ﻭﺍﳌﻨﺎﻇﺮﺓ‪ .‬ﺩﺍﺭ ﺍﻟﻘﻠﻢ‪ .‬ﺩﻣﺸﻖ‪.‬‬

‫‪@QX‬‬
@ò›èäÛa@µãaìÓ

@QY
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬ ‫מ‬ ‫א‬

@RP
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

@RQ
 @ò›èäÛa@µãaìÓ

‫א‬ ‫א‬ ‫א‬

@RR
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﻔﻜﺮﺓ ﺍﶈﻔﺰﺓ‬

‫ﺗﺘﻌﻠﻖ ﺑﺼﻮﺭﺓ ﻣﺒﺎﺷﺮﺓ‬ ‫ﻏﲑ ﻣﺮﻛﺒﺔ ﺗﺴﺘﻮﻋﺒﻬﺎ‬ ‫ﻣﺴﺘﻘﺎﺓ ﻣﻦ ﺍﻟﻔﻜﺮﺓ‬

‫ﺑﻘﻀﺎﻳﺎ ﺍﻟﻨﺎﺱ‬ ‫ﺍﳉﻤﺎﻫﲑ‬ ‫ﺍﳌﺮﻛﺰﻳﺔ‬

‫؟!‬ ‫א‬ ‫א‬ ‫א‬

‫‪@RS‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫؟‬ ‫א‬ ‫מ‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬

‫؟؟‬

‫‪1‬‬

‫‪ 1‬ﻛﻨﺎ ﻗﺪ ﺫﻛﺮﻧﺎ ﰲ ﻛﺘﺎﺑﻨﺎ "ﺍﻟﻨﻬﻀﺔ ‪..‬ﻣﻦ ﺍﻟﺼﺤﻮﺓ ﺇﱃ ﺍﻟﻴﻘﻈﺔ" ﺃﻥ ﻫﻨﺎﻙ ﺛﻼﺙ ﲢﺪﻳﺎﺕ ﻭﺍﺟﻬﺖ ﺍﻷﻣﺔ‪:‬‬
‫ﺍﻻﺳﺘﻌﻤﺎﺭ ﻭﻳﺘﻄﻠﺐ ﺍﻟﺘﺤﺮﻳﺮ‪،‬‬
‫ﻭﺍﻟﺘﺨﻠﻒ ﻭﻳﺘﻄﻠﺐ ﺍﻟﺘﻘﺪﻡ ﻭﺍﻟﻨﻬﻀﺔ‪،‬‬
‫ﻭﺍﻟﺘﻔﺘﺖ ﻳﺘﻄﻠﺐ ﺍﻟﻮﺣﺪﺓ‪.‬‬

‫‪@RT‬‬
@ò›èäÛa@µãaìÓ

@RU
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫–‬ ‫ƒ‬

‫ƒ‬

‫ƒ‬

‫‪ 1‬ﺍﺭﺟﻊ ﺇﱃ ﳕﻮﺫﺝ ﴰﻮﻝ ﺍﻹﺳﻼﻡ ﰲ ﻛﺘﺎﺏ "ﺍﻟﻨﻬﻀﺔ ‪ ..‬ﻣﻦ ﺍﻟﺼﺤﻮﺓ ﺇﱃ ﺍﻟﻴﻘﻈﺔ" ﰲ ﺑﺎﺏ ﺑﻮﺍﻋﺚ ﺍﻟﻨﻬﻀﺔ ﻟﻨﻔﺲ ﺍﳌﺆﻟﻒ‪.‬‬

‫‪@RV‬‬
 @ò›èäÛa@µãaìÓ

– –

@RW
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﲝﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﻜﺮﺓ‬

‫ﲢﺪﻳﺪ ﺍﻟﻔﻜﺮﺓ ﺍﳌﺮﻛﺰﻳﺔ‬ ‫ﲟﻨﻄﻮﻕ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﻣﺮﻛﺰﻳﺔ‬
‫ﺑﺎﻹﺳﻼﻡ‬

‫ﲝﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﻜﺮﺓ‬ ‫ﻛﻠﻤﺎ ﻛﺎﻧﺖ ﻣﻦ ﺗﺮﺍﺙ ﻭﺛﻘﺎﻓﺔ‬

‫ﺍﶈﻔﺰﺓ‬ ‫ﺍ‪‬ﺘﻤﻊ ﻛﻠﻤﺎ ﻛﺎﻧﺖ ﺃﳒﺢ‬

‫ﲢﺪﻳﺪ ﺍﻟﻔﻜﺮﺓ ﺍﶈﻔﺰﺓ ﻣﻦ‬

‫ﲢﺪﻳﺎﺕ ﺍﻷﻣﺔ‬

‫‪:‬‬ ‫א‬

‫–‬

‫‪@RX‬‬
 @ò›èäÛa@µãaìÓ

@ @ïãbrÛa@æìãbÔÛa
@ @
@ @òîÐäÛa@òäؾa
(‫)ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ‬

@RY
‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬

‫א א‬

‫א‬

‫‪ 1‬ﻣﻦ ﻛﺘﺎﺏ "ﺍﻟﻨﻬﻀﺔ‪ ..‬ﻣﻦ ﺍﻟﺼﺤﻮﺓ ﺇﱃ ﺍﻟﻴﻘﻈﺔ" ﻟﻠﻜﺎﺗﺐ ﻧﻔﺴﻪ‪.‬‬

‫‪@SP‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬

‫(‬ ‫)‬

‫–‬

‫‪ .١‬א‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫‪ .٢‬א‬

‫‪1‬‬
‫ﺍﻟﺒﻨﺎ‪ :‬ﺣﺴﻦ ﺍﻟﺒﻨﺎ ﺍﳌﺼﻠﺢ ﺍﻹﺳﻼﻣﻲ ﺍﳌﻌﺮﻭﻑ ﻭﻣﺆﺳﺲ ﲨﺎﻋﺔ ﺍﻹﺧﻮﺍﻥ ﺍﳌﺴﻠﻤﲔ ﰲ ﻣﺼﺮ‪.‬‬

‫‪@SQ‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬
‫{‬ ‫}‬

‫‪ .٣‬א‬

‫}‬

‫‪2‬‬
‫{‬

‫‪ 1‬ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‪١١٠ :‬‬

‫‪ 2‬ﺳﻮﺭﺓ ﺍﻟﻨﻮﺭ‪٥٥ :‬‬

‫‪@SR‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺷﺮﻭﻁ ﺍﻟﺒﻌﺚ ﺍﻟﻨﻔﺴﻲ‬

‫ﺍﻟﻨﺠﺎﺡ ﰲ ﺯﺭﻉ ﺍﻷﻣﻞ‬ ‫ﺍﻟﻨﺠﺎﺡ ﰲ ﺯﺭﻉ‬ ‫ﺍﻟﻨﺠﺎﺡ ﰲ ﺯﺭﻉ ﺍﻹﳝﺎﻥ‬

‫ﺍﻟﻌﺰﺓ‬

‫ﺍﻟﻴﻘﲔ ﰲ ﺍﻟﻨﺠﺎﺡ‬ ‫ﺍﻟﺸﻌﻮﺭ ﺑﻌﻈﻤﺔ ﺍﻟﺬﺍﺕ‬ ‫ﺍﻟﻴﻘﲔ ﰲ ﺍﻟﻔﻜﺮﺓ‬

‫ﻭﺍﻷﻣﺔ ﺣﺎﻣﻠﺔ ﺍﻟﻔﻜﺮﺓ‬ ‫ﻭﺻﻮﺍ‪‬ﺎ‬
‫ﻭﻣﻠﻜﺎ‪‬ﺎ ﻭﻗﺪﺭﺍ‪‬ﺎ‬

‫ﻣﺘﻔﺎﺋﻠﺔ ﻭﺍﺛﻘﺔ ﻣﻦ ﺍﻟﻨﺠﺎﺡ‬ ‫ﻭﺍﺛﻘﺔ ﺑﻘﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ‪‬ﺎ‬ ‫ﺃﻣﺔ ﻣﺆﻣﻨﺔ ﺑﺎﻟﻔﻜﺮﺓ‬

‫‪@SS‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬

‫–‬

‫؟‬ ‫א‬ ‫א‬ ‫מא‬

‫–‬

‫–‬

‫‪١‬‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫‪ 1‬ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺗﻔﺎﺻﻴﻞ ﻫﺬﺍ ﺍﳌﺴﺎﺭ ﰲ ﻛﺘﺎﺏ "ﺍﻟﻨﻬﻀﺔ‪ ..‬ﻣﻦ ﺍﻟﺼﺤﻮﺓ ﺇﱃ ﺍﻟﻴﻘﻈﺔ" ﻟﻠﻤﺆﻟﻒ ﻧﻔﺴﻪ‪.‬‬

‫‪@ST‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ƒ‬

‫ƒ‬

‫ﺍﻟﺒﻌﺚ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻐﺮﺏ‬

‫ﻋﻤﻞ ﺗﺮﺍﻛﻢ ﰲ‬ ‫ﺇﻋﺎﺩﺓ ﻗﺮﺍﺀﺓ‬

‫ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﻋﺮﺽ ﺍﻟﺘﺎﺭﻳﺦ‬

‫ﻃﺮﺩ ﺍﳌﺴﻠﻤﲔ ﻣﻦ ﺍﻷﻧﺪﻟﺲ‬

‫ﺗﻀﺨﻴﻢ ﺍﳊﻀﺎﺭﺓ ﺍﻟﻐﺮﺑﻴﺔ‬
‫ﺍﻛﺘﺸﺎﻑ ﺍﻷﻣﺮﻳﻜﺘﲔ )ﻣﺪﻥ ﺍﻟﺬﻫﺐ(‬
‫ﺗﻘﺰﱘ ﺍﳊﻀﺎﺭﺓ ﺍﻟﺸﺮﻗﻴﺔ‬
‫ﺍﻛﺘﺸﺎﻑ ﺭﺃﺱ ﺍﻟﺮﺟﺎﺀ ﺍﻟﺼﺎﱀ‬

‫ﺣﺮﻛﺔ ﺍﻟﺘﺮﲨﺔ ﺑﻌﺪ ﺍﳊﺮﻭﺏ ﺍﻟﺼﻠﻴﺒﻴﺔ‬

‫ﺍﻟﺘﺤﻮﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﺨﺘﺮﻋﺎﺕ ﺍﻟﻜﱪﻯ‬

‫؟‬ ‫א‬ ‫א‬ ‫‪‬‬ ‫מא‬

‫‪‬‬

‫‪‬‬

‫–‬ ‫–‬

‫‪@SU‬‬
 @ò›èäÛa@µãaìÓ

– –

1
{

‫ ﺳﻮﺭﺓ ﺍﳌﺴﺪ‬1

@SV
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬
‫}‬ ‫{‬ ‫}‬

‫‪2‬‬
‫{‬

‫–‬ ‫–‬

‫‪3‬‬

‫ﺍﻟﺮﺳﻮﻝ ‪ ‬ﻭﺍﻟﺒﻌﺚ ﺍﻟﻨﻔﺴﻲ‬

‫ﺣﺴﻦ ﻋﺮﺽ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻋﻤﻞ ﺗﺮﺍﻛﻢ ﰲ ﺍﻹﳒﺎﺯﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺇﻋﺎﺩﺓ ﻋﺮﺽ ﺍﻟﺘﺎﺭﻳﺦ‬

‫ﺁﻟﺔ ﺇﻋﻼﻣﻴﺔ ﺿﺨﻤﺔ ﺗﻌﻠﻦ ﻋﻦ‬ ‫ﺇﻋﺎﺩﺓ ﺗﻌﺮﻳﻒ ﺍﻟﻨﺼﺮ ﻭﺍﳍﺰﳝﺔ‬ ‫ﺳﺤﺐ ﺍﻟﺸﺮﻋﻴﺔ ﻋﻦ‬ ‫ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺍﳋﻂ ﺍﻟﺮﺍﺑﻂ‬
‫ﺍﻹﳒﺎﺯﺍﺕ ﻭﺁﺛﺎﺭﻫﺎ ﺍﻹﳚﺎﺑﻴﺔ ﺑﺸﻜﻞ‬ ‫ﺗﻘﺪﱘ ﺇﳒﺎﺯﺍﺕ ﻓﻌﻠﻴﺔ‬ ‫ﺃﻫﻞ ﺍﻟﻜﺘﺎﺏ ﻭﺍﳌﺸﺮﻛﲔ‬ ‫ﺍﳌﺘﺼﻞ ﻣﻦ ﻟﺪﻥ ﺁﺩﻡ‬
‫ﻣﺆﺛﺮ‬ ‫ﺗﺼﻌﻴﺪ ﺍﳋﻄﺎﺏ‬ ‫ﻭﺣﱴ ﺗﺎﺑﻌﻴﻪ‬

‫‪ 1‬ﺳﻮﺭﺓ ﺍﻟﻘﻠﻢ‪١٦ :‬‬

‫‪ 2‬ﺳﻮﺭﺓ ﺍﳌﺪﺛﺮ‪ :‬ﻣﻦ‪١٧ :١١‬‬
‫‪ 3‬ﻳﻘﻮﻝ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﺣﺎﰎ ﰲ ﻛﺘﺎﺑﻪ "ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﻭﺗﺄﺛﺮﻩ ﺑﺎﻹﻋﻼﻡ ﻭﺍﻟﺪﻋﺎﻳﺔ"‪" :‬ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻓﺈﻥ ﺍﻟﺮﺃﻱ ﻳﺘﻘﺮﺭ ﻭﻳﺘﺤﺪﺩ ﻧﺘﻴﺠﺔ‬
‫ﻟﻸﺣﺪﺍﺙ ﺃﻛﺜﺮ ﳑﺎ ﻳﺘﻘﺮﺭ ﻧﺘﻴﺠﺔ ﻟﻸﻗﻮﺍﻝ‪ ،‬ﺍﻟﻠﻬﻢ ﺇﻻ ﺇﺫﺍ ﻓﺴﺮﺕ ﺍﻷﻗﻮﺍﻝ ﺫﺍ‪‬ﺎ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺃ‪‬ﺎ ﺃﺣﺪﺍﺙ‪".‬‬

‫‪@SW‬‬
@ò›èäÛa@µãaìÓ

@SX
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬

‫‪1‬‬

‫‪" 1‬ﻳ‪‬ﻌﺮ‪‬ﻑ ﻗﺎﻣﻮﺱ ﺃﻭﻛﺴﻔﻮﺭﺩ ﺍﻟﺪﻋﺎﻳﺔ ﺑﺄ‪‬ﺎ "ﺭﺑﻂ ﺫﻫﲏ ﺃﻭ ﳐﻄﻂ ﻟﻨﺸﺮ ﻣﺒﺪﺃ ﺃﻭ ﻋﺎﺩﺓ"‪ .‬ﻭﻫﻜﺬﺍ ﻳﺪﻟﻨﺎ ﻫﺬﺍ ﺍﻟﺘﻌﺮﻳﻒ ﻋﻠـﻰ ﺃﻥ ﺍﻟﺪﻋﺎﻳـﺔ ﻻ‬
‫ﲢﺼﻞ ﻣﻦ ﺗﻠﻘﺎﺀ ﻧﻔﺴﻬﺎ ﺑﻞ ﺗﻜﻮﻥ ﻧﺘﻴﺠﺔ ﺟﻬﺪ ﻣﺘﻌﻤﺪ ﻭﻃﺮﻕ ﻣﺼﻄﻨﻌﺔ‪ .‬ﻭﳝﻜﻨﻨﺎ ﺗﻮﺳﻴﻊ ﺍﳌﻌﲎ ﺍﻟﻘﺎﻣﻮﺳﻲ ﻟﻠﻜﻠﻤﺔ ﲝﻴﺚ ﺗـﺸﻤﻞ ﺃﻱ ﺧﻄـﺔ‬
‫ﻟﻨﺸﺮ ﻣﺒﺪﺃ ﺃﻭ ﻋﺎﺩﺓ ﺃﻭ ﻟﻠﺘﺄﺛﲑ ﻋﻠﻰ ﻣﻮﺍﻗﻒ ﺍﻵﺧﺮﻳﻦ ﺍﻟﻌﺎﻃﻔﻴﺔ‪ "..‬ﺟﻲ‪.‬ﺇﻱ‪.‬ﺑﺮﺍﻭﻥ – ﺗﻌﺮﻳﺐ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪ ﺍﻟﻠﻄﻴـﻒ ﺍﳋﻴـﺎﻁ – ﺃﺳـﺎﻟﻴﺐ‬
‫ﺍﻹﻗﻨﺎﻉ ﻭﻏﺴﻴﻞ ﺍﻟﺪﻣﺎﻍ – ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻟﺜﺔ – ﺩﺍﺭ ﺍﳍﺪﻯ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ .‬ﺑﺘﺼﺮﻑ‪.‬‬
‫‪ 2‬ﺩ‪ .‬ﺃﲪﺪ ﻧﻮﻓﻞ‪ .‬ﻛﺘﺎﺏ ﺍﻹﺷﺎﻋﺔ‪.‬‬
‫‪ 3‬ﺍﳌﺼﺪﺭ ﻧﻔﺴﻪ‪.‬‬

‫‪@SY‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫؟‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬

‫ƒ‬

‫ƒ‬

‫‪ 1‬ﻭﻧﺴﺘﻮﻥ ﺗﺸﺮﺷﻞ‪ ،‬ﻛﺎﻥ ﺭﺋﻴﺲ ﻭﺯﺭﺍﺀ ﺑﺮﻳﻄﺎﻧﻴﺎ‪ ،‬ﺃﻳﺎﻡ ﺍﳍﺠﻮﻡ ﺍﻟﻨﺎﺯﻱ ﻋﻠﻰ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻭﻗﺪ ﻗﺎﺩ ﻣﻌﺮﻛﺔ ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺑﺮﻳﻄﺎﻧﻴﺎ ﺿﺪ ﻫﺘﻠﺮ ﺍﻟﻨﺎﺯﻱ‪.‬‬
‫‪ 2‬ﺍﳌﻘﺪﻡ ﺩﻛﺘﻮﺭ ﻋﻠﻲ ﻋﻮﺍﺩ‪ .‬ﺍﻟﺪﻋﺎﻳﺔ ﻭﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ‪ .‬ﻣﻀﻤﻮﻥ ﻭﳕﺎﺫﺝ ﻣﻦ ﺍﳊﺮﺏ ﰲ ﻟﺒﻨﺎﻥ ﻭﺍﳋﻠﻴﺞ – ﲡﺎﺭﺏ ﺩﻭﻟﻴﺔ‪ .‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪ .‬ﺑﲑﻭﺕ‬
‫‪١٩٩٣‬ﻡ‪.‬‬

‫‪@TP‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫؟‬ ‫א‬ ‫א‬ ‫א‬

‫‪2‬‬

‫‪ 1‬ﺍﳌﺼﺪﺭ ﻧﻔﺴﻪ‪.‬‬
‫‪ 2‬ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﰲ ﳎﺘﻤﻊ ﻣﺎ ﻫﻮ ﺧﻼﺻﺔ ﺁﺭﺍﺀ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﺎﺱ ﺃﻭ ﺍﻟﺮﺃﻱ ﺍﻟﻐﺎﻟﺐ ﺃﻭ ﺍﻻﻋﺘﻘﺎﺩ ﺍﻟﺴﺎﺋﺪ ﺃﻭ ﺇﲨﺎﻉ ﺍﻵﺭﺍﺀ ﺃﻭ ﺍﻻﺗﻔﺎﻕ ﺍﳉﻤﺎﻋﻲ‬
‫ﻟﺪﻯ ﻏﺎﻟﺒﻴﺔ ﻓﺌﺎﺕ ﺍﻟﺸﻌﺐ ﺃﻭ ﺍﳉﻤﻬﻮﺭ ﳛﻜﻤﻪ ﺍﻟﻌﻘﻞ – ﺍﻟﻮﺟﺪﺍﻥ – ﺍﻟﺜﻘﺎﻓﺔ ﲡﺎﻩ ﺃﻣﺮ ﻣﺎ ﺃﻭ ﻇﺎﻫﺮﺓ ﺃﻭ ﻣﻮﺿﻮﻉ ﺃﻭ ﻗﻀﻴﺔ‪.‬‬
‫ﻣﻨﻘﻮﻝ ﻣﻦ ﻛﺘﺎﺏ ﻋﺒﺪ ﺍﳌﻨﻌﻢ ﺛﺎﺑﺖ ﰲ ﻛﺘﺎﺑﻪ "ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﻋﻼﻣﻲ ﻭﺍﻹﻋﻼﱐ ﳌﻌﺎﳉﺔ ﻗﻀﺎﻳﺎ ﺍ‪‬ﺘﻤﻊ ﻭﻛﻴﻔﻴﺔ ﳐﺎﻃﺒﺔ ﺍﳉﻤﻬﻮﺭ"ﻭﻛﺘﺎﺏ "ﺍﻟﺮﺃﻱ‬
‫ﺍﻟﻌﺎﻡ ﻭﺗﺄﺛﺮﻩ ﺑﺎﻹﻋﻼﻡ ﻭﺍﻟﺪﻋﺎﻳﺔ" ﻟﻠﻜﺎﺗﺐ ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﺣﺎﰎ‪.‬‬

‫‪@TQ‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺃﺻﻨﺎﻑ ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ‬

‫ﻋﺎﻣﻲ‬ ‫ﻣﺜﻘﻒ‬ ‫ﻗﺎﺋﺪ‬

‫‪@TR‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫–‬ ‫–‬

‫‪2‬‬

‫‪ 1‬ﻣﻨﻘﻮﻝ ﺑﺘﺼﺮﻑ ﻣﻦ ﻛﺘﺎﺏ ﻋﺒﺪ ﺍﳌﻨﻌﻢ ﺛﺎﺑﺖ "ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﻋﻼﻣﻲ ﻭﺍﻹﻋﻼﱐ ﳌﻌﺎﳉﺔ ﻗﻀﺎﻳﺎ ﺍ‪‬ﺘﻤﻊ ﻭﻛﻴﻔﻴﺔ ﳐﺎﻃﺒﺔ ﺍﳉﻤﻬﻮﺭ"‪.‬‬
‫‪ 2‬ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻟﻠﻜﺘﺐ ﺍﻟﱵ ﺗﺘﺤﺪﺙ ﻋﻦ ﺍﻟﺪﻋﺎﻳﺔ ﻭﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ‪.‬‬

‫‪@TS‬‬
@ò›èäÛa@µãaìÓ

‫א‬

‫מ‬

@TT
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬

@TU
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬

‫ﺁﻟﻴﺎﺕ ﻟﻠﺒﻌﺚ ﺍﻟﻨﻔﺴﻲ‬

‫ﻭﻣﻮﺍﺟﻬﺔ ﺍﳊﺮﺏ‬
‫ﺍﻟﻨﻔﺴﻴﺔ‬

‫ﺍﳌﺒﺎﺷﺮﺓ‬

‫ﺍﻹﻋﻼﻡ‬ ‫ﺍﻟﺪﻋﺎﻳﺔ‬

‫ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻏﲑ ﺍﳌﺒﺎﺷﺮﺓ‬

‫ﺍﻟﺘﻨﺴﻴﻖ ﺑﲔ ﻛﻞ ﺍﳉﻬﺎﺕ ﻟﺘﻔﻌﻴﻞ ﺍﳌﻜﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‬

‫‪@TV‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫–‬

‫‪ 1‬ﺍﳌﺎﺩﺓ ﺍﻟﱵ ‪‬ﺘﻢ ﺑﺘﻨﺎﻭﻝ ﺍﻟﺒﻌﺚ ﺍﻟﻨﻔﺴﻲ ﻫﻲ ﻣﺎﺩﺓ ﺍﻟﺪﻋﺎﻳﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ‪ .‬ﻭﻳﻨﻘﺴﻢ ﺍﻟﻨﺎﺱ ﺣﻮﳍﺎ ﺇﱃ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ﻛﻤﺎ ﺳﺒﻖ ﺃﻥ ﻭﺿﺤﻨﺎ‪:‬‬
‫• ﺭﺃﻱ ﻋﺎﻡ ﻗﺎﺋﺪ‪ :‬ﻳﺼﻨﻊ ﺍﻟﺪﻋﺎﻳﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﻻ ﻳﺘﺄﺛﺮ ‪‬ﺎ‪ .‬ﻭﺇﱃ ﻫﺆﻻﺀ ﺃﺷﺎﺭ ﺍﻟﻘﺮﺁﻥ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ "ﻟﻌﻠﻤﻪ ﺍﻟﺬﻳﻦ ﻳﺴﺘﻨﺒﻄﻮﻧﻪ ﻣﻨﻬﻢ"‪.‬‬
‫• ﺭﺃﻱ ﻋﺎﻡ ﻣﺜﻘﻒ‪ :‬ﻳﺘﻠﻘﻰ ﺍﻟﺪﻋﺎﻳﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﰲ ﺃﻭﻗﺎﺕ ﺍﻻﺳﺘﻘﺮﺍﺭ‪ ،‬ﻓﻴﺘﺄﺛﺮ ‪‬ﺎ ﺟﺰﺋﻴﹰﺎ ﻭﻗﺪ ﻳﻜﻮﻥ ﻟﻪ ﺭﺃﻱ ﻓﻴﻬﺎ‪ ،‬ﻭﻟﻜﻨﻪ ﰲ ﺃﻭﻗﺎﺕ ﺍﻷﺯﻣﺎﺕ‬
‫ﻳﺘﺤﻮﻝ ﺇﱃ ﺭﺃﻱ ﻋﺎﻡ ﻋﺎﻣﻲ‪.‬‬
‫• ﺭﺃﻱ ﻋﺎﻡ ﻋﺎﻣﻲ‪ :‬ﻭﻫﻮ ﻣﻮﻗﻊ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺘﻬﺪﻑ ﻣﻦ ﻗﺒﻞ ﺍﻟﺪﻋﺎﻳﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻟﺬﻱ ﻳﺘﺄﺛﺮ ‪‬ﺎ ﺳﺮﻳﻌﹰﺎ‪ .‬ﻭﻫﻮ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻌﺮﻳﺾ‪.‬‬

‫‪@TW‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫–‬

‫–‬ ‫–‬

‫‪ 1‬ﺩ‪ .‬ﳏﻤﺪ ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﺣﺎﰎ‪ .‬ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﻭﺗﺄﺛﺮﻩ ﺑﺎﻹﻋﻼﻡ ﻭﺍﻟﺪﻋﺎﻳﺔ‪ .‬ﻣﻜﺘﺒﺔ ﻟﺒﻨﺎﻥ‪ .‬ﺑﲑﻭﺕ‪.‬‬

‫‪@TX‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬
‫{‬ ‫}‬

‫–‬

‫}‬ ‫–‬

‫‪2‬‬
‫{‬

‫‪ 1‬ﺳﻮﺭﺓ ﺍﻷﺣﻘﺎﻑ‪١١ :‬‬

‫‪ 2‬ﺳﻮﺭﺓ ﺍﻟﺮﻭﻡ‬

‫‪@TY‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬

‫ƒ‬

‫‪1‬‬
‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫‪ 1‬ﻳﻘﻮﻝ ﻋﺒﺪ ﺍﳌﻨﻌﻢ ﺛﺎﺑﺖ ﰲ ﻛﺘﺎﺑﻪ "ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﻋﻼﻣﻲ ﻭﺍﻹﻋﻼﱐ ﳌﻌﺎﳉﺔ ﻗﻀﺎﻳﺎ ﺍ‪‬ﺘﻤﻊ ﻭﻛﻴﻔﻴﺔ ﳐﺎﻃﺒﺔ ﺍﳉﻤﻬﻮﺭ"‪:‬‬
‫"ﻛﻤﺎ ﺃﻥ ﺭﺟﻞ ﺍﻹﻋﻼﻡ ﺍﻟﺬﻱ ﻻ ﻳﻌﺮﻑ ﲨﻬﻮﺭﻩ ﻭﻭﺍﻗﻌﻪ ﲟﺎ ﻳﺘﻀﻤﻨﻪ ﻫﺬﺍ ﺍﻟﻮﺍﻗﻊ ﻣﻦ ﻗﻴﻢ ﻭﻋﺎﺩﺍﺕ ﻭﺗﻘﺎﻟﻴﺪ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺣﺎﺟﺎﺕ ﺍﳉﻤﺎﻫﲑ‬
‫ﻟﻴﺲ ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﻟﻪ ﺃﻥ ﻳﻨﺠﺢ ﻋﻠﻰ ﺍﻹﻃﻼﻕ ﰲ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻴﻬﻢ"‪.‬‬

‫‪@UP‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﺗﻮﻇﻴﻒ ﻭﻋﺮﺽ‬
‫ﺇﻋﺎﺩﺓ ﻋﺮﺽ‬ ‫ﲟﻨﻄﻮﻕ ﻭﻣﻌﲎ‬
‫ﺍﻹﳒﺎﺯﺍﺕ‬
‫ﺍﻟﺘﺎﺭﻳﺦ‬ ‫ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻋﻤﻞ ﺗﺮﺍﻛﻤﻲ ﰲ‬ ‫ﺑﺄﺩﻭﺍﺕ ﺍﻟﺘﺄﺛﲑ‬
‫ﺍﻹﳒﺎﺯﺍﺕ‬ ‫ﻋﻠﻰ ﺍﳉﻤﻬﻮﺭ‬
‫ﺗﻮﻇﻴﻒ ﺇﳒﺎﺯﺍﺕ‬
‫ﺍﻵﺧﺮﻳﻦ‬
‫ﺣﺴﻦ ﻋﺮﺽ‬
‫ﺍﻹﳒﺎﺯﺍﺕ‬

‫‪:‬‬ ‫א‬

‫‪@UQ‬‬
 @ò›èäÛa@µãaìÓ

@ @sÛbrÛa@æìãbÔÛa
@ @
@ @ïma‰Ûa@ÌnÛa

@UR
‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬

‫א א‬

‫א‬

‫‪1‬‬

‫‪ 1‬ﺟﻮﺩﺕ ﺳﻌﻴﺪ‪ .‬ﻛﺘﺎﺏ "ﺣﱴ ﻳﻐﲑﻭﺍ ﻣﺎ ﺑﺄﻧﻔﺴﻬﻢ"‪ .‬ﺑﺘﺼﺮﻑ‪.‬‬

‫‪@US‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א א‬ ‫א‬

‫‪1‬‬
‫{‬ ‫}‬

‫‪:‬‬ ‫א א‬ ‫א‬

‫ﳎﺎﻻﺕ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺪﺍﺧﻠﻲ‬

‫ﳎﺎﻝ ﺍﳌﺸﺎﻋﺮ‬ ‫ﳎﺎﻝ ﺍﻟﻔﻜﺮ‬

‫)ﺍﻟﻘﻠﺐ(‬ ‫)ﺍﻟﻌﻘﻞ(‬

‫‪ 1‬ﺳﻮﺭﺓ ﺍﻟﺮﻋﺪ‪١١ :‬‬

‫‪@UT‬‬
 @ò›èäÛa@µãaìÓ

@UU
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬ ‫א‬ ‫א‬

‫‪1‬‬
‫‪‬‬ ‫{‬ ‫}‬

‫‪2‬‬
‫{‬ ‫}‬

‫‪ 1‬ﺳﻮﺭﺓ ﺍﻟﺮﻭﻡ‪٤٧ :‬‬

‫‪ 2‬ﺻﺤﻴﺢ ﺍﻟﺒﺨﺎﺭﻱ‬

‫‪UU‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫א‬ ‫א‬

‫–‬ ‫–‬

‫‪ 1‬ﻳﻈﻦ ﺍﻟﺒﻌﺾ ﺃﻥ ﻗﻮﻝ ﺍﷲ "ﺇﻥ ﺍﷲ ﻻ ﻳﻐﲑ ﻣﺎ ﺑﻘﻮﻡ ﺣﱴ ﻳﻐﲑﻭﺍ ﻣﺎ ﺑﺄﻧﻔﺴﻬﻢ" ﻳﻌﲏ ﺇﺻﻼﺡ ﺍﻟﻨﻔﺲ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﺒﺎﺩﺍﺕ ﻭﺍ‪‬ﺎﻫﺪﺓ ﻭﻓﻘﻂ‪ .‬ﺇﻥ‬
‫ﺍﻟﻨﻔﺲ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻭﻣﺸﺎﻋﺮ ﻳﻨﺘﺞ ﻋﻨﻬﺎ ﺳﻠﻮﻙ‪ ،‬ﻭﻣﻦ ﰒ ﻓﺈﻥ ﺗﻐﻴﲑ ﻣﺎ ﰲ ﺍﻟﻨﻔﺲ ﻳﺸﻤﻞ ﺗﻐﻴﲑ ﺍﻷﻓﻜﺎﺭ ﺍﳌﻘﻴﺪﺓ ﻭﺗﻐﻴﲑ ﺍﳌﺸﺎﻋﺮ ﻭﺗﻐـﻴﲑ‬
‫ﺍﻟﺴﻠﻮﻙ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﺸﻤﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻐﻴﲑ ﺍﳉﻮﺍﻧﺐ ﺍﻟﺜﻼﺛﺔ ﻭﻻ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺩﺍﺕ ﻭﻓﻘﻂ‪ .‬ﻓﻘﺪ ﺟﺎﺀ ﺍﻟﻘﺮﺁﻥ ﺑﻌﺒﺎﺩﺍﺕ ﻭﺟﺎﺀ ﻟﻴﺼﺤﺢ ﻣـﻦ‬
‫ﺃﳕﺎﻁ ﺗﻔﻜﲑ ﺍﳌﺴﻠﻤﲔ ﻭﳜﺎﻃﺐ ﻣﺸﺎﻋﺮﻫﻢ‪ ،‬ﻭﻳﻄﺎﻟﺒﻬﻢ ﺑﺘﻐﻴﲑ ﺳﻠﻮﻛﻬﻢ‪.‬‬

‫‪UV‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺮﺍﺣﻞ ﺍﻟﺘﻐﻴﲑ‬

‫ﻣﺮﺣﻠﺔ ﺍﳌﻘﺎﻭﻣﺔ ﻣﺮﺣﻠﺔ ﺍﻻﻛﺘﺸﺎﻑ ﻣﺮﺣﻠﺔ ﺍﻻﻟﺘﺰﺍﻡ‬ ‫ﻣﺮﺣﻠﺔ ﺍﻹﻧﻜﺎﺭ‬

‫‪UW‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺃﺳﺲ ﺍﻟﺘﻐﻴﲑ‬

‫ﺗﻐﻴﲑ ﺍﻟﺴﻠﻮﻙ‬ ‫ﻛﺴﺮ ﺍﻷﻣﺎﱐ ﻭﺍﻟﻌﺎﺩﺍﺕ‬ ‫ﺗﻌﻠﻢ ﺍﻟﺘﻌﻠﻢ‬

‫‪UX‬‬
@ò›èäÛa@µãaìÓ

: ‫א‬

UY
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬
‫ƒ‬

‫‪ 1‬ﻳ‪‬ﺪﺭﺱ ﺍﻟﺘﻐﻴﲑ ﰲ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ‪ .‬ﻭﺗﻌﺪ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ ﳐﺰﻧﹰﺎ ﻋﻠﻤﻴﹰﺎ ﻛﺒﲑﹰﺍ ﳌﺸﺎﺭﻳﻊ ﺍﻟﺘﻐﻴﲑ ﻭﺃﳕﺎﻁ ﺣﺮﻛﺘﻬﺎ‪.‬‬

‫‪VP‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ‬
‫ﺇﳚﺎﺩ ﺍﻟﻜﺘﻠﺔ‬ ‫ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ‬
‫ﺍﻟﺘﺴﺎﺅﻻﺕ‬
‫ﺍﳊﺮﺟﺔ‬ ‫ﺍﻷﺳﺌﻠﺔ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﻋﺪﻡ ﺗﻐﻴﲑ ﺟﺎﻧﺐ‬ ‫ﺑﺎﻟﺘﻐﻴﲑ‬
‫ﺩﻭﻥ ﺁﺧﺮ‬

‫‪VQ‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬

‫‪ (١‬ﺍﻟﻔﻜﺮﺓ ﺍﳌﺮﻛﺰﻳﺔ‬
‫ﲣﺎﻃﺐ ﺍﻟﻌﻘﻞ‬

‫‪ (٢‬ﺗﻼﻣﺲ ﺍﻟﻘﻠﺐ‬
‫ﻓﺘﻜﻮﻥ‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ‬ ‫‪ (٣‬ﲢﻮﻻﺕ ﺳﻠﻮﻛﻴﺔ‬
‫ﺗﺆﺩﻱ ﺇﱃ ﺍﻟﺘﻐﻴﲑ ﰲ‬
‫ﺍﻟﻮﺍﻗﻊ ﺍﳋﺎﺭﺟﻲ‬

‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻔﻜﺮﺓ ﺍﳌﺮﻛﺰﻳﺔ ‪ +‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﻜﺮﺓ ﺍﶈﻔﺰﺓ ‪ +‬ﺑﻌﺚ ﻋﺎﱂ ﺍﳌﺸﺎﻋﺮ ﻭﺍﻷﺣﺎﺳﻴﺲ= ﺗﻐﲑ ﰲ ﻋﺎﱂ ﺍﻟﺴﻠﻮﻙ ﻭﺍﳌﻤﺎﺭﺳﺔ‬

‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ‬ ‫ﺍﻟﻘﺎﻧﻮﻥ ﺍﻷﻭﻝ‬

‫ﺍﻟﺘﻐﲑ ﺍﻟﺬﺍﰐ‬ ‫ﺍﳌﻜﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻔﻜﺮﺓ ﺍﳌﺮﻛﺰﻳﺔ‬

‫‪VR‬‬
@ò›èäÛa@µãaìÓ

‫א‬

VS
 @ò›èäÛa@µãaìÓ

@ @Éia‹Ûa@æìãbÔÛa
@ @
@ @|öa‹“Ûa@Šbîn‚a

VT
@ò›èäÛa@µãaìÓ

‫א‬

‫א א‬

‫א‬

VU
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א א‬ ‫א‬

‫ﺷﺮﳛﺔ ﺍﻟﺒﺪﺀ‬

‫ﺷﺮﺍﺋﺢ ﺍﻟﺘﻐﻴﲑ‬
‫ﺷﺮﳛﺔ ﺍﻟﺒﻨﺎﺀ‬ ‫ﺷﺮﳛﺔ ﺍﻟﺘﻐﻴﲑ‬

‫‪:‬‬ ‫א‬

‫–‬

‫‪VV‬‬
 @ò›èäÛa@µãaìÓ

– –

‫א‬

VW
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫–‬ ‫–‬

‫א‬ ‫א‬

‫‪1‬‬

‫‪2‬‬

‫א‬ ‫א‬

‫‪ 1‬ﺃﺳﻠﻤﺖ ﻗﺒﻴﻠﺔ ﻏﻔﺎﺭ ﻋﻠﻰ ﻳﺪ ﺃﺑﻮ ﺫﺭ ﺍﻟﻐﻔﺎﺭﻱ ﺑﻴﻨﻤﺎ ﺃﺳﻠﻢ ﲦﺎﻧﻮﻥ ﺑﻴﺘﹰﺎ ﻣﻦ ﻗﺒﻴﻠﺔ ﺩﻭ‪‬ﺱ ﻋﻠﻰ ﻳﺪ ﺍﻟﻄﻔﻴﻞ ﺑﻦ ﻋﻤﺮﻭ ﺍﻟﺪﻭﺳﻲ‪.‬‬
‫‪ 2‬ﻧﺬﻛﺮ ﻫﻨﺎ ﺑﺄﻥ ﻛﺜﲑﹰﺍ ﻣﻦ ﺻﺤﺎﺑﺔ ﺭﺳﻮﻝ ﺍﷲ ‪ ‬ﻛﺎﻥ ﳍﻢ ﺁﺭﺍﺀ ﻭﺭﺅﻯ ﻭﺗﺼﻮﺭﺍﺕ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﻧﺸﲑ ﺇﱃ ﺍﻟﻐﺎﻟﺒﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻣـﻦ ﺍﻟـﺸﺮﳛﺔ ﺃﻭ‬
‫ﺗﻴﺎﺭﻫﺎ ﺍﳉﺎﺭﻑ‪ ،‬ﺣﻴﺚ ﻛﺎﻧﻮﺍ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﻗﺎﺋﺪﻫﻢ ‪ ‬ﰲ ﻭﺿﻊ ﺍﳊﻠﻮﻝ‪ .‬ﻓﻜﺎﻥ ﺍﻟﻨﱯ ‪‬ﻫﻮ ﺍﻟﺬﻱ ﺃﻣﺮﻫﻢ ﺑﺎﳍﺠﺮﺗﲔ ﺇﱃ ﺍﳊﺒﺸﺔ‪ ،‬ﻭﻛـﺎﻥ‬
‫ﻳﻌﺮﺽ ﻧﻔﺴﻪ ﻋﻠﻰ ﺍﻟﻘﺒﺎﺋﻞ؛ ﺑﻞ ﺣﱴ ﺑﻴﻌﱵ ﺍﻟﻌﻘﺒﺔ ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴﺔ ﱂ ﻳﻌﻠﻢ ‪‬ﺎ ﺳﻮﻯ ﺃﺑﻮ ﺑﻜﺮ ﻭﲪﺰﺓ ﻭﺍﻟﻌﺒﺎﺱ‪ ،‬ﺇﱃ ﺃﻥ ﺃﻣـﺮ ﺭﺳـﻮﻝ ﺍﷲ ‪‬‬
‫ﲨﻮﻉ ﺍﳌﺴﻠﻤﲔ ﺑﺎﳍﺠﺮﺓ ﺇﱃ ﺍﳌﺪﻳﻨﺔ ﻓﻜﺎﻧﺖ ﻣﻔﺎﺟﺄﺓ ﺳﺎﺭﺓ ﳍﻢ‪.‬‬

‫‪VX‬‬
 @ò›èäÛa@µãaìÓ

: ‫א‬

– –

: ‫א‬

VY
 @ò›èäÛa@µãaìÓ

: ‫א א‬ ‫א‬

‫א‬ ‫א‬ ‫א‬

WP
@ò›èäÛa@µãaìÓ

WQ
 @ò›èäÛa@µãaìÓ

‫א‬

 

– – 

– –

 

WR
‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫‪‬‬

‫‪1‬‬
‫ﺍﳌﻘﺮﻳﺰﻱ ﰲ ﺇﻣﺘﺎﻉ ﺍﻷﲰﺎﻉ )‪(٣١ ،٣٠ / ١‬‬
‫‪2‬‬
‫ﻧﻔﺲ ﺍﳌﺼﺪﺭ ﺍﻟﺴﺎﺑﻖ‪.‬‬

‫‪WS‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪ 1‬ﱂ ﺗﻜﻦ ﻓﻜﺮﺓ ﺍﻟﺮﺳﻮﻝ – ﺍﻷﺳﺎﺳﻴﺔ ‪ -‬ﻗﺎﺋﻤﺔ ﻋﻠﻰ ﺃﻥ ﻳﺪﻋﻮ ﺍﻟﻔﺮﺩ ﰒ ﺍﻟﻔﺮﺩ ﻳﺪﻋﻮ ﻏﲑﻩ ﻭﻫﻜﺬﺍ ﺣﱴ ﻳﺘﻐﲑ ﻭﺟﻪ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻔﻜـﺮﺓ‬
‫ﻟﻴﺲ ﳍﺎ ﺃﻱ ﺩﻟﻴﻞ ﺣﻘﻴﻘﻲ ﳌﻦ ﻳﺘﺪﺑﺮ ﰲ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﲢﺮﻙ ﺍﻟﺮﺳﻮﻝ ‪ ‬ﻭﺣﺮﺻﻪ ﻋﻠﻰ ﻃﻠﺐ ﺍﳌﻨﻌﺔ‪ .‬ﺑﻞ ﺇﻥ ﺍﻟﺮﺳﻮﻝ ‪ ‬ﺃﺭﺳﻞ ﺍﻟﻜﺘﻠﺔ ﺍﳊﺮﺟـﺔ‬
‫ﻣﻦ ﺍﳌﺴﻠﻤﲔ ﺇﱃ ﺍﳊﺒﺸﺔ‪ .‬ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﺗﻐﲑ ﻭﺟﻪ ﺍ‪‬ﺘﻤﻊ ﺍﳌﻜﻲ ﻣﻦ ﺧﻼﻝ ﺩﻋﻮﺓ ﺍﻷﻓﺮﺍﺩ ﺃﺻﺒﺢ ﺃﻣﺮﹰﺍ ﻣﺴﺘﺤﻴﻼﹰ‪ ،‬ﺑﻌﺪ ﺗﺮﺣﻴـﻞ ﻫـﺬﺍ ﺍﻟﻌـﺪﺩ‬
‫ﺍﻟﻀﺨﻢ ﻣﻦ ﲪﻠﺔ ﺍﻟﻔﻜﺮﺓ‪.‬‬

‫‪WT‬‬
 @ò›èäÛa@µãaìÓ

WU
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

‫א‬ ‫א‬

WV
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬

‫}‬

‫{‬

‫‪ 1‬ﺍﳌﻘﺼﻮﺩ ﺃﻥ ﺃﻫﻞ ﻣﻜﺔ ﻭﺍﳌﺪﻳﻨﺔ ﻳﺮﻳﺪﻭﻥ ﺍﳋﻼﻓﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﱵ ﺷﻬﺪﻭﻫﺎ ﰲ ﻋﻬﺪ ﺃﰊ ﺑﻜﺮ ﻭﻋﻤﺮ‪ ،‬ﻭﻫﺬﺍ ﻛﺎﻥ ﺑﺎﻟﻨـﺴﺒﺔ ﳌﺆﺳـﺲ ﺍﻟﺪﻭﻟـﺔ‬
‫ﺍﻟﻌﺒﺎﺳﻴﺔ ﺃﻣﺮ ﻣﺴﺘﺤﻴﻞ‪.‬‬
‫‪ 2‬ﳏﻤﺪ ﺍﻟﻌﺒﺪﺓ؛ ﺣﺮﻛﺔ ﺍﻟﻨﻔﺲ ﺍﻟﺰﻛﻴﺔ‪ ،‬ﻛﻴﻒ ﻧﺴﺘﻔﻴﺪ ﻣﻦ ﺃﺧﻄﺎﺀ ﺍﳌﺎﺿﻲ‪ ،‬ﻁ‪،٢‬ﺩﺍﺭ ﺍﻷﺭﻗﻢ؛ ﺍﻟﻜﻮﻳﺖ‪١٤٠٦ ،‬ﻫـ‪١٩٨٧-‬ﻡ‪.‬‬

‫‪WW‬‬
@ò›èäÛa@µãaìÓ

‫א א‬ ‫א‬

WX
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺍﻟﺸﺮﳛﺔ ﺍﻟﺘﻐﻴﲑﻳﺔ ﻭﺍﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻘﺴﻴﻢ‬

‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﳌﻬﻦ‬ ‫ﺍﻟﻄﺒﻘﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﻋﻤﺎﺭ‬

‫• ﺃﺳﺎﺳﻲ‬ ‫• ﻋﻤﺎﻝ‬ ‫• ﻋﻠﻴﺎ‬ ‫• ﻃﻠﺒﺔ‬
‫• ﺟﺎﻣﻌﻲ‬ ‫• ﻓﻼﺣﲔ‬ ‫• ﻭﺳﻄﻰ‬ ‫• ﻣﺎ ﻓﻮﻗﻬﻢ‬
‫• ﻣﺜﻘﻔﲔ‬ ‫• ﺩﻧﻴﺎ‬
‫• ﲡﺎﺭ‬
‫• ﻋﺴﻜﺮﻳﲔ‬

‫ﻭﻳﻌﺘﻤﺪ ﺍﻻﺧﺘﻴﺎﺭ ﻋﻠﻰ‬

‫ﻋﻤﻖ ﺍﻟﺘﻐﻴﲑ‬ ‫ﻭﺳﻴﻠﺔ ﺍﻟﺘﻐﻴﲑ‬ ‫ﺗﺼﻮﺭ ﺍﻟﺘﻐﻴﲑ‬

‫‪WY‬‬
 @ò›èäÛa@µãaìÓ

– –

XP
@ò›èäÛa@µãaìÓ

‫א‬

XQ
 @ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

XR
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬

‫ƒ‬

‫ƒ‬

‫ƒ‬

‫‪ 1‬إن ﺍﳌﺘﺄﻣﻞ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻐﻴﲑﻳﺔ ﺍﻟﻨﺎﺟﺤﺔ ﳚﺪ ﺃﻥ ﻣﺪﺓ ﺍﻟﺒﺤﺚ ﻋﻦ ﺷﺮﳛﺔ ﺍﻟﺘﻐﻴﲑ ﱂ ﺗﻜﻦ ﻃﻮﻳﻠﺔ‪ ،‬ﻓﺎﳌﺸﺮﻭﻉ ﺍﻟﻨﺒﻮﻱ ﻭﺿﻊ ﻟﺒﻨﺘـﻪ‬
‫ﺍﻟﻘﻮﻳﺔ ﺑﻔﺘﺢ ﻣﻜﺔ ﻭﺍﻟﻄﺎﺋﻒ ﰲ ﳓﻮ ﺛﻼﺛﲔ ﺳﻨﺔ‪ ،‬ﻭﺍﻟﺪﻭﻟﺔ ﺍﻟﻌﺒﺎﺳﻴﺔ ﺑﻘﻴﺎﺩﺓ ﳏﻤﺪ ﺑﻦ ﻋﻠﻲ ﻗﺎﻣﺖ ﰲ ﳓﻮ ﺛﻼﺛﲔ ﺳﻨﺔ‪ ،‬ﻭﺍﻟﺜﻮﺭﺓ ﺍﻟﺼﻴﻨﻴﺔ ﻋﻠﻰ ﻳﺪ‬
‫ﻣﺎﻭﺗﺴﻲ ﺗﻮﻧﺞ ﺍﺳﺘﻐﺮﻗﺖ ﳓﻮ ﺛﻼﺛﲔ ﺳﻨﺔ‪ ،‬ﻭﺍﻧﻈﺮ ﺇﱃ ﺍﻟﻴﺎﺑﺎﻥ ﻭﻏﲑﻫﺎ‪ .‬ﻓﻜﻴﻒ ﺑﻨﺎ ﺍﻟﻴﻮﻡ ﻭﳓﻦ ﰲ ﻋﺎﱂ ﺭﻗﻤﻲ؟!‬

‫‪XS‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﻋﺪﻡ ﺍﳋﻠﻂ ﺑﲔ ﺍﻟﺸﺮﺍﺋﺢ‬

‫ﺣﺴﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺸﺮﳛﺔ‬ ‫ﲟﻨﻄﻮﻕ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺃﻻ ﻳﻄﻮﻝ ﺯﻣﻦ ﺍﻟﺒﺤﺚ ﻋﻦ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ‬
‫ﺷﺮﳛﺔ ﺍﻟﺘﻐﻴﲑ‬ ‫ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬ ‫ﺍﻷﺳﺌﻠﺔ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺍﺧﺘﻴﺎﺭ ﺷﺮﳛﺔ ﺍﻟﺘﻐﻴﲑ ﺍﳌﻨﺎﺳﺒﺔ‬ ‫ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ‬ ‫ﺑﺎﻟﺘﻐﻴﲑ‬
‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺒﺸﺮﻳﺔ‬

‫א‬

‫•‬

‫•‬

‫•‬

‫•‬

‫–‬ ‫•‬

‫‪XT‬‬
 @ò›èäÛa@µãaìÓ

@ @ßb©a@æìãbÔÛa
@ @
@ @òiì—©aë@ñìÔÛa

XU
@ò›èäÛa@µãaìÓ

: ‫א‬

: ‫א א‬

: ‫א‬

XV
@ò›èäÛa@µãaìÓ

XW
@ò›èäÛa@µãaìÓ

XX
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬

‫‪1‬‬

‫‪2‬‬

‫‪‬‬ ‫א‬

‫‪‬‬

‫‪‬‬

‫–‬ ‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪ 1‬ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﻣﻨﲑ ﻣﺮﺳﻲ‪ ،‬ﺃﺻﻮﻝ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺍﻟﻨﺎﺷﺮ‪ :‬ﻋﺎﱂ ﺍﻟﻜﺘﺐ‪.‬‬

‫‪ 2‬ﺍﻧﻈﺮ ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‬
‫‪ 3‬ﺩ‪ .‬ﳏﻤﺪ ﺃﺩﻳﺐ ﺻﺎﱀ‪ ،‬ﶈﺎﺕ ﰲ ﺃﺻﻮﻝ ﺍﳊﺪﻳﺚ‪ ،‬ﺩﻣﺸﻖ‪ ،‬ﺍﳌﻜﺘﺐ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪١٣٩٣‬ﻫـ‬
‫‪ 4‬ﺍﻟﺸﻴﺦ ﳏﻤﺪ ﺍﳋﻀﺮﻱ ﺑﻚ‪ ،‬ﻧﻮﺭ ﺍﻟﻴﻘﲔ ﰲ ﺳﲑﺓ ﺳﻴﺪ ﺍﳌﺮﺳﻠﲔ‪ ،‬ﺑﲑﻭﺕ‪ ،‬ﺩﺍﺭ ﺇﺣﻴﺎﺀ ﺍﻟﺘﺮﺍﺙ ﺍﻟﻌﺮﰊ‪.‬‬

‫‪XY‬‬
 @ò›èäÛa@µãaìÓ

 –

 

YP
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺃﻗﺴﺎﻡ ﺍﻟﻨﺎﺱ ﻣﻦ ﺗﺮﺑﻴﺔ ﺍﻟﺮﺳﻮﻝ ‪‬‬

‫ﺍﻟﺬﻳﻦ ﺃﺳﻠﻤﻮﺍ‬ ‫ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ‬ ‫ﺍﻟﺬﻳﻦ ﺃﺳﻠﻤﻮﺍ‬ ‫ﺍﻟﺬﻳﻦ ﺃﺳﻠﻤﻮﺍ‬ ‫ﺍﻟﺬﻳﻦ ﺃﺧﺬﻭﺍ‬ ‫ﺍﻟﺬﻳﻦ ﻻﺯﻣﻮﻩ‬
‫ﺑﻌﺪ ﺍﻟﻔﺘﺢ‬ ‫ﻳﻜﺘﻤﻮﻥ‬ ‫ﺃﺛﻨﺎﺀ ﺍﳉﻬﺎﺩ‬ ‫ﺑﺎﳌﺪﻳﻨﺔ ﻗﺒﻞ‬ ‫ﺍﻷﻣﺮ ﺑﺘﺮﻙ‬ ‫ﰲ ﻣﻜﺔ‬
‫ﻭﻧﺎﻟﻮﺍ ﺷﺮﻑ‬ ‫ﺇﺳﻼﻣﻬﻢ ﺃﻭ‬ ‫ﻭﳊﻘﻮﺍ‬ ‫ﺃﻥ ﻳﺄﰐ‬ ‫ﻣﻜﺔ‬
‫ﺻﺤﺒﺔ‬ ‫ﱂ ﻳﺴﻠﻤﻮﺍ ﺇﻻ‬ ‫ﺑﺎﳌﺪﻳﻨﺔ‬ ‫ﺍﻟﺮﺳﻮﻝ ‪‬‬
‫ﺍﻟﺮﺳﻮﻝ ‪‬‬ ‫ﻗﺒﻴﻞ ﺍﻟﻔﺘﺢ‬

‫‪‬‬

‫‪‬‬

‫‪1‬‬

‫‪ 1‬ﺃﺳﻠﻢ ﻋﻠﻰ ﻳﺪ ﺃﰊ ﺑﻜﺮ ﺍﻟﺼﺪﻳﻖ ﻋﺜﻤﺎﻥ ﺑﻦ ﻋﻔﺎﻥ‪ ،‬ﻭﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﻋﻮﻑ‪ ،‬ﻭﻳﻌﺪ ﺍﺑﻦ ﺃﰊ ﻭﻗﺎﺹ‪ ،‬ﻭﺍﻟﺰﺑﲑ ﺑﻦ ﺍﻟﻌﻮﺍﻡ‪ ،‬ﻭﻃﻠﺤﺔ ﺑﻦ ﻋﺒﻴﺪ‬
‫ﺍﷲ‪.‬‬

‫‪YQ‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫–‬

‫‪‬‬

‫‪‬‬ ‫‪‬‬

‫‪2‬‬

‫‪ 1‬ﺍﻟﺴﲑﺓ ﺍﻟﻨﺒﻮﻳﺔ ﻻﺑﻦ ﻫﺸﺎﻡ )‪.(٣٦٥/١‬‬

‫‪ 2‬ﺍﳍﺠﺮﺓ ﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺃﺣﺰﻣﻲ ﺳﺎﻣﻌﻮﻥ‪ ،‬ﺹ‪.٢٩٠‬‬

‫‪YR‬‬
 @ò›èäÛa@µãaìÓ

– 

YS
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫–‬

‫‪1‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪ 1‬ﻧﻮﺭ ﺍﻟﻴﻘﲔ ﰲ ﺳﲑﺓ ﺳﻴﺪ ﺍﳌﺮﺳﻠﲔ‪ ،‬ﺍﻟﺸﻴﺦ ﳏﻤﺪ ﺍﳋﻀﺮﻱ ﺑﻚ‪.‬‬

‫‪YT‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫‪– ‬‬ ‫–‬ ‫‪‬‬

‫‪‬‬

‫‪1‬‬
‫א‬ ‫מ א‬ ‫א‬ ‫מ‬ ‫א‬ ‫מ‬

‫‪‬‬

‫{‬ ‫}‬

‫‪ 1‬ﺭﻭﺍﻩ ﺍﻟﺒﺨﺎﺭﻱ "ﻓﺨﻴﺎﺭﻛﻢ ﰲ ﺍﳉﺎﻫﻠﻴﺔ ﺧﻴﺎﺭﻛﻢ ﰲ ﺍﻹﺳﻼﻡ ﺇﺫﺍ ﻓﻘﻬﻮﺍ"‪.‬‬

‫‪YU‬‬
@ò›èäÛa@µãaìÓ

} 

1
{

‫ ﺳﻨﻦ ﺍﺑﻦ ﻣﺎﺟﻪ‬1

YV
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬ ‫א‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫‪‬‬

‫–‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬

‫‪ 1‬ﺍﻧﻈﺮ‪ :‬ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﻟﻨﻬﺎﻳﺔ )‪ (٢٤٠ ،٢٣٩/٤‬؛ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻹﺳﻼﻣﻲ )‪.(٩٥/٧‬‬

‫‪YW‬‬
 @ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

YX
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

YY
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫؟‬ ‫א‬ ‫א‬

‫‪1‬‬
‫}‬ ‫{‬ ‫}‬

‫‪3‬‬ ‫‪2‬‬
‫{‬ ‫}‬ ‫{‬

‫–‬

‫ƒ‬

‫ƒ‬

‫‪4‬‬
‫ƒ‬

‫‪ 1‬ﺳﻮﺭﺓ ﻣﺮﱘ‪٣٩ :‬‬

‫‪ 2‬ﺳﻮﺭﺓ ﺍﻟﺪﺧﺎﻥ‪٤١ :‬‬
‫‪ 3‬ﺳﻮﺭﺓ ﺍﻟﻨﺠﻢ‪٤٠ :٣٩ :‬‬
‫‪ 4‬ﺭﺳﺎﻟﺔ "ﲢﺖ ﺭﺍﻳﺔ ﺍﻟﻘﺮﺁﻥ"‬

‫‪QP‬‬
‫‪@P‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫‪ 1‬ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﻳﻌﺘﻘﺪ ﺃﻥ "ﺍﻟﻔﻜﺮ ﺍﻟﻨﺎﻗﺪ" ﻫﻮ ﺍﻟﻔﻜﺮ ﺍﻟﺬﻱ ﻳﻠﺒﺲ ﺍﻟﻨﻈﺎﺭﺓ ﺍﻟﺴﻮﺩﺍﺀ ﻟﻴﺒﲔ ﺍﻟﻌﻴﻮﺏ‪ .‬ﺑﻴﻨﻤﺎ ﻳﻘﺼﺪ "ﺑﺎﻟﻔﻜﺮ ﺍﻟﻨﺎﻗﺪ" ﺍﻟﻔﻜﺮ ﺍﻟﺬﻱ‬
‫ﳝﺘﻠﻚ ﻣﻌﺎﻳﲑ ﻳﻘﻴﺲ ‪‬ﺎ ﺍﻟﺼﻮﺍﺏ ﻣﻦ ﺍﳋﻄﺄ‪ .‬ﻭﳝﺘﻠﻚ ﻣﻨﻬﺠﻴﺔ ﻟﻠﺒﺤﺚ ﺗﻮﺻﻠﻪ ﺇﱃ ﺍﳊﻖ‪ ،‬ﻭﺇﱃ ﺃﻫﺪﻯ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﺼﻞ ﺇﻟﻴﻪ ﺍﻟﻌﻘﻞ ﺍﻟﺒﺸﺮﻱ ﰲ‬
‫ﳏﺎﻭﻟﺔ ﻟﻠﻮﺻﻮﻝ ﻟﻠﺤﻘﻴﻘﺔ‪ .‬ﻓﺎﻟﻔﻜﺮ ﺍﻟﻨﺎﻗﺪ ﻳﻌﻄﻲ ﻣﻨﻬﺠﻴﺔ ﻟﻠﻨﻈﺮ ﻟﻸﺷﻴﺎﺀ‪.‬‬

‫‪QP‬‬
‫‪@Q‬‬
@ò›èäÛa@µãaìÓ

QP
@R
 @ò›èäÛa@µãaìÓ

– 

1
{ }

١٢٦ :‫ ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‬1

QP
@S
‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬
‫{‬

‫א‬ ‫א‬

‫}‬

‫‪2‬‬
‫{‬

‫–‬

‫א‬ ‫א‬

‫–‬

‫‪ 1‬ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‪١٦٥ :‬‬

‫‪ 2‬ﺳﻮﺭﺓ ﺍﳊﺸﺮ‪١٠ :‬‬

‫‪QP‬‬
‫‪@T‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺍﻻﺳﺘﻘﻼﻟﻴﺔ‬

‫ﺍﳉﻬﺪ ﻭﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﻔﻜﺮ ﻭﺍﻟﻌﻘﻞ‬ ‫ﺍﻟﻨﻔﺲ ﻭﺍﻟﻘﻠﺐ‬

‫؟‬ ‫א‬ ‫א‬

‫–‬

‫–‬

‫–‬

‫א‬

‫‪QP‬‬
‫‪@U‬‬
 @ò›èäÛa@µãaìÓ

‫ﻤﻔﻜﺭ‬ ‫ﻋﺎﻤل‬
@‡öbÔÛa
@ïãbi‹Ûa

‫ﻤﻨﺘﺞ‬ ‫ﺠﺭﺉ‬

: ‫א‬

QP
@V
 @ò›èäÛa@µãaìÓ

‫א‬

QP
@W
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬

‫ƒ‬

‫‪‬‬

‫‪‬‬

‫‪ 1‬ﻳﻘﻮﻝ ﺍﻟﺪﻛﺘﻮﺭ ﻋﻤﺎﺩ ﺍﻟﺪﻳﻦ ﺧﻠﻴﻞ ﰲ ﻛﺘﺎﺑﻪ"ﺩﺭﺍﺳﺔ ﰲ ﺍﻟﺴﲑﺓ ﺍﻟﻨﺒﻮﻳﺔ"‪" :‬ﻭﻟﻴﺲ ﰲ ﻛﺘﺐ ﺍﻷﺧﺒﺎﺭ ﻭﺍﻟﺴﲑ ﻭﺍﻟﺘﻮﺍﺭﻳﺦ ﺗﺎﺭﻳﺦ ﻣﻀﺒﻮﻁ ﻟﻠﻮﻗﺖ‬
‫ﺍﻟﺬﻱ ﺍﺳﺘﺨﻔﻰ ﻓﻴﻪ ﺍﻟﺮﺳﻮﻝ ﻭﺍﳌﺴﻠﻤﻮﻥ ﰲ ﺩﺍﺭ ﺍﻷﺭﻗﻢ‪ .‬ﻓﺎﻟﺮﻭﺍﻳﺎﺕ ﰲ ﺫﻟﻚ ﻣﻀﻄﺮﺑﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﳌﺮﺟﺢ ﻋﻠﻰ ﻣﺎ ﻳﺒﺪﻭ ﻣﻦ ﻏﺮﺑﻠﺘﻬﺎ ﺃﻧﻪ ﻛﺎﻥ ﰲ‬

‫‪QP‬‬
‫‪@X‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ƒ‬

‫ƒ‬

‫ﺃﻭﺍﺧﺮ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺍﻟﻨﺒﻮﺓ ﺃﻭ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺮﺍﺑﻌﺔ ﺃﻱ ﰲ ﺃﻭﺍﺧﺮ ﻋﻬﺪ ﺍﻟﻜﺘﻤﺎﻥ"‪ .‬ﺃﻣﺎ ﻋﻦ ﺍﳌﺪﺓ ﻓﻴﻘﻮﻝ‪" :‬ﻭﺍﻟﺮﻭﺍﻳـﺎﺕ ﻣﺘـﻀﺎﺭﺑﺔ ﰲ ﻣـﺪﺓ‬
‫ﺍﻻﺳﺘﺨﻔﺎﺀ ﰲ ﺩﺍﺭ ﺍﻷﺭﻗﻢ‪ ،‬ﻓﻬﻨﺎﻙ ﻣﻦ ﳚﻌﻞ ﻣﺪ‪‬ﺎ ﺷﻬﺮﹰﺍ ﻓﻘﻂ‪".‬‬

‫‪QP‬‬
‫‪@Y‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫א‬ ‫מא‬

‫‪ 1‬ﻓﻲ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻌﺎﻣﻠﻮﻥ ﺃﻥ ﻳﻠﺘﻘﻮﺍ ﺑﻘﺎﺩﺓ ﺍﻟﻨﻬﻀﺔ ﻟﻴﺘﺄﺛﺮﻭﺍ ‪‬ﻢ ‪ ،‬ﻭﻋﻠﻰ ﻫﺆﻻﺀ ﺃﻥ ﳜﺘﺎﺭﻭﺍ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﺗﻨﺎﺳﺒﻬﻢ‪ ،‬ﻟﻜﻦ ﻻ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﺗﺘﺤﻮﻝ ﻭﺳﺎﺋﻠﻬﻢ ﺇﱃ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳌﺜﺎﱄ ﻓﺘﺘﺒﻨﺎﻩ ﺑﻌﺾ ﻗﻄﺎﻋﺎﺕ ﺍﻟﻨﻬﻀﺔ ﰲ ﺃﻣﺎﻛﻦ ﺃﺧﺮﻯ ﺭﻏﻢ ﻭﺟﻮﺩ ﺃﺟﻮﺍﺀ ﻣﻦ ﺍﳊﺮﻳﺔ ﲤﻜﻨﻬﻢ ﻣﻦ ﺍﻻﻟﺘﻘﺎﺀ‬
‫ﺑﻘﺎﺩﺓ ﺍﻟﻨﻬﻀﺔ‪.‬‬

‫‪QQ‬‬
‫‪@P‬‬
@ò›èäÛa@µãaìÓ

QQ
@Q
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

QQ
@R
@ò›èäÛa@µãaìÓ

QQ
@S
@ò›èäÛa@µãaìÓ

QQ
@T
 @ò›èäÛa@µãaìÓ

– –

QQ
@U
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺃﺧﻄﺎﺀ ﺗﺮﺑﻮﻳﺔ‬

‫ﺍﻟﻔﻬﻢ ﺍﳋﺎﻃﺊ‬ ‫ﺷﻴﺨﻮﺧﺔ‬ ‫ﺍﻟﻮﺻﻔﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺗﻜﺮﺍﺭ ﺍﻟﺴﲑ‬ ‫ﺗﱪﻳﺮ‬

‫ﻟﻠﻘﺎﻋﺪﺓ ﺍﻟﺼﻠﺒﺔ‬ ‫ﺍﻟﺘﻨﻈﻴﻤﺎﺕ‬ ‫ﺍﻟﻮﺍﺣﺪﺓ‬ ‫ﺃﺩﺍﺓ‬ ‫ﰲ ﺍﻟﻄﺮﻕ‬ ‫ﺍﻟﻔﺸﻞ‬
‫ﻟﻠﺘﺤﻜﻢ‬ ‫ﺍﳌﺴﺪﻭﺩﺓ‬

‫‪QQ‬‬
‫‪@V‬‬
@ò›èäÛa@µãaìÓ

: ‫א‬

QQ
@W
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﺗﻘﻴﻴﻢ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ‬ ‫ﲟﻨﻄﻮﻕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺪﺭﺓ‬
‫ﺑﺎﻟﺘﺮﺑﻴﺔ ﻭﻭﺳﺎﺋﻠﻬﺎ‬
‫ﻋﺪﻡ ﺍﻧﺘﻈﺎﺭ ﺗﻜﻮﻳﻦ ﻓﺮﻳﻖ ﻣﻼﺋﻜﻲ‬ ‫ﺍﳌﻔﻘﻮﺩﺓ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﳌﺘﻮﺍﺯﻧﺔ‬

‫ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻏﻤﺎﺭ‬
‫ﺍﻷﺣﺪﺍﺙ‬

‫‪:‬‬ ‫א‬

‫ƒ‬

‫ƒ‬

‫‪QQ‬‬
‫‪@X‬‬
 @ò›èäÛa@µãaìÓ

@ @‘†bÛa@æìãbÔÛa
@ @
@ @òb¨a@pa‹’û¾a

QQ
@Y
@ò›èäÛa@µãaìÓ

‫א‬

: ‫א א‬

‫א‬

QR
@P
@ò›èäÛa@µãaìÓ

: ‫א‬ ‫א‬ ‫א‬

QR
@Q
@ò›èäÛa@µãaìÓ

QR
@R
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א ‪:‬‬ ‫א‬

‫‪:‬‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫‪.‬‬

‫‪1‬‬
‫מ(‬ ‫א‬ ‫‪):‬א‬ ‫מא‬ ‫‪:‬‬
‫‪2‬‬

‫‪:‬‬ ‫א‬
‫‪3‬‬

‫‪4‬‬
‫–‬

‫‪5‬‬

‫‪:‬‬ ‫א‬

‫‪ 1‬ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ‪ :‬ﻫﻮ ﻣﻮﻗﻒ ﺃﻏﻠﺒﻴﺔ ﺍﻷﻓﺮﺍﺩ ﲡﺎﻩ ﻣﺴﺄﻟﺔ ﻋﺎﻣﺔ ﳏﺪﺩﺓ‪ ،‬ﻣﻄﺮﻭﺣﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ ﰲ ﺯﻣﻦ ﳏﺪﺩ ‪‬ﺪﻑ ﲢﻘﻴﻖ ﺍﻟﺼﺎﱀ ﺍﻟﻌﺎﻡ‪.‬‬
‫‪ 2‬ﻭﻧﻘﺼﺪ ﺑﻜﻠﻤﺔ ﺩﻋﻮﺓ؛ ﺩﻋﻮﺓ ﺍﻟﻨﻬﻀﺔ ﰲ ﺃﻱ ﳎﺘﻤﻊ ﻣﻦ ﺍ‪‬ﺘﻤﻌﺎﺕ‪.‬‬
‫‪ 3‬ﺭﺍﺟﻊ ﻗﺎﻧﻮﻥ "ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ" ﻟﺘﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻗﺴﺎﻡ ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ‪.‬‬
‫‪ 4‬ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﺍﳌﺜﻘﻒ ﻫﻮ ﺍﳌﺴﺘﻬﺪﻑ ﻣﻦ ﺷﺮﺡ ﻓﻜﺮﺓ ﺍﻟﻨﻬﻀﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﺍﻟﻌﺎﻣﻲ ﻻ ﻳﻘﺒﻞ ﺍﻷﻓﻜﺎﺭ ﺍﳌﺮﻛﺒﺔ ﻭﺍﳌﻌﻘـﺪﺓ‪ ،‬ﻭﻣـﻦ ﰒ‬
‫ﻼ ﻋﻦ ﺃﻥ ﻳﻘﻮﺩﻩ‪.‬‬
‫ﻓﻮﻇﻴﻔﺔ ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ ﺍﳌﺜﻘﻒ ﺃﻥ ﻳﺴﻌﻰ ﻟﺸﺮﺡ ﺍﻟﻔﻜﺮﺓ ﻟﻠﺮﺃﻱ ﺍﻟﻌﺎﻡ ﺍﻟﻌﺎﻣﻲ ﺑﺸﻜﻞ ﻣﺒﺴﻂ ﻓﻀ ﹰ‬
‫‪ 5‬ﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﺷﺮﺡ ﻣﻔﺼﻞ ﻟﻠﻤﻮﺿﻮﻉ ﰲ ﻛﺘﺎﺏ ﺍﻟﺪﻋﺎﻳﺔ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻟﻠﻤﺆﻟﻒ ﻧﻔﺴﻪ‪.‬‬

‫‪QR‬‬
‫‪@S‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻭﺳﻂ ﻣﻨﺎﺧﻲ‬
‫ﻣﺴﺘﻘﺒﻞ‬ ‫ﻣﺮﺳﻞ‬

‫ﺍﺳﺘﺠﺎﺑﺔ‬ ‫ﺭﺳﺎﻟﺔ‬

‫ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫‪QR‬‬
‫‪@T‬‬
@ò›èäÛa@µãaìÓ

QR
@U
@ò›èäÛa@µãaìÓ

QR
@V
@ò›èäÛa@µãaìÓ

: ‫א‬ ‫א‬

QR
@W
‫‪@ò›èäÛa@µãaìÓ‬‬

‫(‬ ‫א‬ ‫)‬ ‫א‬ ‫‪:‬‬

‫‪‬‬

‫ﻋﻤـﻮﻡ ﺍﻷﻧﺼـــﺎﺭ‬

‫ﺍﻷﻧﺼــــﺎﺭ ﺍﳌﻘﺮﺑﲔ‬

‫ﺍﻷﻋﻀﺎﺀ‬

‫ﺍﻟﻨﻮﺍﺓ‬

‫‪QR‬‬
‫‪@X‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻧﻈﺎﻡ ﺍﻷﻧﺼﺎﺭ‬

‫ﳐﺮﺟﺎﺕ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻣﺪﺧﻼﺕ‬

‫‪ -‬ﻣﺸﺎﺭﻳﻊ‬ ‫ﺗﻮﻇﻴﻒ ﺍﻟﻄﺎﻗﺎﺕ‬ ‫ﻓﻜﺮ‬

‫‪ -‬ﺩﻋﺎﻳﺔ‬ ‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‬ ‫ﻣﺎﻝ‬
‫‪ -‬ﺍﻧﺘﺸﺎﺭ‬
‫‪ -‬ﲪﺎﻳﺔ‬ ‫ﺭﺟﺎﻝ‬

‫א‬

‫‪QR‬‬
‫‪@Y‬‬
@ò›èäÛa@µãaìÓ

: ‫א‬

. •

QS
@P
@ò›èäÛa@µãaìÓ

( ‫א‬ ) ‫א‬ :

: ‫א‬ ‫מא‬ ‫א‬

QS
@Q
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬
‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫‪ 1‬ﺑﻌﺾ ﺍﻟﺘﻨﻈﻴﻤﺎﺕ ﻳﺜﺒﺖ ﺷﻜﻞ ﺍﳍﻴﻜﻞ ﺳﻮﺍ ًﺀ ﻛﺎﻥ ﻫﺮﻣﻴﹰﺎ ﺃﻭ ﻣﻔﻠﻄﺤﹰﺎ ﺃﻭ ﻏﲑﻩ‪ ،‬ﻭﻳﻌﺘﱪﻭﻧﻪ ﻣﻦ ﺍﻟﺜﻮﺍﺑﺖ‪ ،‬ﻭﰲ ﺫﻟﻚ ﺧﻄﺄ ﻛﺒﲑ‪ ،‬ﺇﺫ ﺃﻥ ﻛـﻞ‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﺘﻄﻠﺐ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﳍﻴﺎﻛﻞ‪ ،‬ﻭﻛﺜﲑ ﻣﻦ ﺍﳋﻠﻞ ﰲ ﺍﳌﻨﻈﻤﺎﺕ ﻳﺄﰐ ﻣﻦ ﻋﺪﻡ ﺗﻮﺍﻓﻖ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﻊ ﺑﻨﻴﺔ ﻫﻴﻜﻞ ﺍﳌﺆﺳﺴﺔ‪.‬‬

‫‪QS‬‬
‫‪@R‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫ﺍﳍﻴﻜﻞ‬
‫ﺍﻟﻘﻮﻯ‬ ‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﺍﳌﻜﻮﻥ‬
‫ﺍﻟﻔﻜﺮﻱ‬
‫ﺍﻟﺜﻘﺎﻓﺔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﻭﺍﻟﺒﻴﺌﺔ‬
‫ﺍﻟﻨﻈﻢ‬

‫‪QS‬‬
‫‪@S‬‬
 @ò›èäÛa@µãaìÓ

– –

– –

QS
@T
@ò›èäÛa@µãaìÓ

QS
@U
@ò›èäÛa@µãaìÓ

:٤ ٤‫מ‬

‫א‬:

( ‫א‬ ‫)א‬ ‫א‬ ‫ א‬:

QS
@V
@ò›èäÛa@µãaìÓ

: ‫א‬ :

: ‫מא‬ : ‫א‬

QS
@W
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫‪@òàÄä¾a‬‬
‫‪Û‬‬

‫¾‬

‫‪ 1‬ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻔﺼﻴﻞ ﺍﺭﺟﻊ ﺇﱃ ﻛﺘﺎﺏ "ﺃﺩﺍﺓ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ" ﻟﻨﻔﺲ ﺍﳌﺆﻟﻒ‪.‬‬

‫‪QS‬‬
‫‪@X‬‬
 @ò›èäÛa@µãaìÓ

: ‫א‬ ‫א‬ ‫א א‬ ‫א‬

QS
@Y
@ò›èäÛa@µãaìÓ

QT
@P
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א ؟‬ ‫א‬

‫–‬

‫ﻋﻮﺍﺋﻖ ﻭﺟﻮﺩ ﻣﺆﺷﺮﺍﺕ‬

‫ﺛﻘﺎﻓﺔ ﻏﲑ ﺭﻗﻤﻴﺔ‬ ‫ﻏﻴﺎﺏ ﺍﻟﺘﺼﻨﻴﻒ ﺍﻟﺪﻗﻴﻖ‬ ‫ﺇﻣﻜﺎﻧﺎﺕ‬

‫ﻟﻠﻤﺆﺷﺮﺍﺕ ﻭﻣﻨﻬﺠﻴﺔ‬

‫–‬

‫‪QT‬‬
‫‪@Q‬‬
@ò›èäÛa@µãaìÓ

QT
@R
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺆﺷﺮﺍﺕ ﺍﻟﻨﺠﺎﺡ‬

‫ﻣﺘﺎﻧﺔ ﺍﻟﺘﻜﻮﻳﻦ‬ ‫ﻛﺜﺮﺓ ﺍﻷﻧﺼﺎﺭ‬ ‫ﻋﻤﻮﻡ ﺍﻟﺪﻋﺎﻳﺔ‬

‫)ﺑﻨﺎﺀ ﺍﳌﺆﺳﺴﺎﺕ(‬ ‫)ﺷﺒﻜﺔ ﺍﻟﻌﻼﻗﺎﺕ(‬ ‫)ﺍﻟﺮﺃﻱ ﺍﻟﻌﺎﻡ(‬

‫‪QT‬‬
‫‪@S‬‬
@ò›èäÛa@µãaìÓ

: ‫א‬ ‫א‬ ‫א‬ ‫א‬ .

QT
@T
@ò›èäÛa@µãaìÓ

: ‫א‬

QT
@U
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﲡﻨﺐ ﺇﳘﺎﻝ‬
‫ﺇﳚﺎﺩ ﺃﺟﻬﺰﺓ ﺩﻋﺎﻳﺔ‬ ‫ﲟﻨﻄﻮﻕ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺍﳌﺆﺷﺮﺍﺕ‬
‫ﺑﺎﻻﻫﺘﻤﺎﻡ ﺑﻮﺟﻮﺩ ﺍﻷﻧﺼﺎﺭ‬ ‫ﺇﳚﺎﺩ ﺷﺒﻜﺔ ﻋﻼﻗﺎﺕ‬ ‫ﺑﺎﻷﺩﻭﺍﺕ‬
‫ﻗﻮﻳﺔ‬
‫ﺇﳚﺎﺩ ﻣﻨﻬﺠﻴﺔ ﻭﺃﺟﻬﺰﺓ‬
‫ﻟﺮﺻﺪ ﺍﳌﺆﺷﺮﺍﺕ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﻟﺜﻘﺎﻓﺔ‬
‫ﺍﻟﺮﻗﻤﻴﺔ‬
‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻣﺘﺎﻧﺔ‬
‫ﺍﻟﺘﻜﻮﻳﻦ‬

‫‪:‬‬ ‫א‬

‫ƒ‬

‫–‬ ‫ƒ‬

‫ƒ‬

‫–‬ ‫ƒ‬

‫‪QT‬‬
‫‪@V‬‬
 @ò›èäÛa@µãaìÓ

@ @ÉibÛa@æìãbÔÛa
@ @
@ @ÉÏa‡nÛa

QT
@W
‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬

‫א א‬

‫א‬

‫‪1‬‬
‫ﺳﻮﺭﺓ ﺍﻟﺒﻘﺮﺓ‪.٢٥١:‬‬

‫‪QT‬‬
‫‪@X‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬ ‫א‬ ‫א‬

‫ﺍﻟﺘﻨﻤﻴﺔ‬

‫ﺍﻻﺳﺘﻘﺮﺍﺭ‬

‫ﺍﻟﺒﻘﺎﺀ )ﺍﻟﻮﺟﻮﺩ(‬

‫‪ 1‬ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﻨﻈﺎﻡ ﻫﻨﺎ‪ :‬ﻫﻮ ﺃﻱ ﻛﻴﺎﻥ ﻣﻜﻮﻥ ﻣﻦ ﻋﺪﺩ ﻣﻦ ﺍﻷﺷﻴﺎﺀ ﻭﺍﻟﱵ ﻳﺘﻔﺎﻋﻞ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﳐﺮﺟـﺎﺕ ﻣﻌﻴﻨـﺔ ﺑﺄﺧـﺬ‬
‫ﻣﺪﺧﻼﺕ ﻣﻌﻴﻨﺔ‪ ،‬ﺣﻴﺚ ﺗﻮﺟﺪ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﻣﻊ ﺍﻟﻮﺳﻂ ﺍﶈﻴﻂ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﺘﻜﻮﻥ ﻋﻨﺪﻧﺎ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻟﻨﻈﺎﻡ‪.‬‬

‫‪QT‬‬
‫‪@Y‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﻜﻮﻧﺎﺕ ﺃﻱ ﻧﻈﺎﻡ‬

‫ﳐﺮﺟﺎﺕ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻣﺪﺧﻼﺕ‬

‫ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ‬

‫‪:‬‬ ‫א‬ ‫א‬ ‫א‬

‫‪Win _ win situation‬‬

‫‪Zero _ sum‬‬

‫‪QU‬‬
‫‪@P‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪1‬‬

‫ﻗﻀﺎﻳﺎ ﺍﻟﺘﺪﺍﻓﻊ‬
‫ﻟﺪﻯ ﺍﻟﺒﺸﺮ‬

‫ﺗﺪﺍﻓﻊ‬ ‫ﺗﺪﺍﻓﻊ‬
‫ﺍﻟﺼﺮﺍﻉ‬ ‫ﺍﻟﺘﻨﺎﻓﺲ‬

‫ﻛﻞ ﻃﺮﻑ ﻳﺴﻌﻰ‬ ‫ﻓﻮﺯ ﺍﻟﻄﺮﻓﲔ‬

‫ﻹ‪‬ﺎﺀ ﺍﻵﺧﺮ‬ ‫ﺑﻨﺴﺒﺔ ﻣﻦ ﺍﻟﻨﺴﺐ‬

‫‪ 1‬ﻋﺪﻡ ﺍﻟﺘﻔﺮﻗﺔ ﺑﲔ ﺍﻟﻨﻮﻋﲔ ﻣﻦ ﺍﻟﺘﺪﺍﻓﻊ ﺗﻮﻗﻊ ﰲ ﻣﻄﺒﺎﺕ ﻗﺎﺗﻠﺔ‪ .‬ﻓﻘﺪ ﻳﺮﻯ ﺃﺣﺪ ﺍﻟﻄﺮﻓﲔ ﺃﻥ ﺍﻟﺼﺮﺍﻉ ﺗﻨﺎﻓﺴﻲ ﺑﻴﻨﻤﺎ ﻳﺮﺍﻩ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﺻﺮﺍﻋﹰﺎ‬
‫ﺻﻔﺮﻳﺎﹰ‪ ،‬ﻓﺘﺨﺘﻠﻒ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﻄﺮﻓﲔ ﻭﻭﺳﺎﺋﻞ ﻋﻤﻠﻬﻤﺎ ﺗﺒﻌﹰﺎ ﻟﻠﻨﻈﺮ ﺇﱃ ﻃﺒﻴﻌﺔ ﺍﻟﺘﺪﺍﻓﻊ‪ .‬ﻭﰲ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﻜﱪﻯ ﳚﺐ ﲢﺪﻳﺪ ﻧﻈﺮﺓ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‬
‫ﻟﻠﺼﺮﺍﻉ ﺑﺪﻗﺔ ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻷﻣﺎﱐ ﺣﱴ ﳝﻜﻦ ﺗﻘﺪﻳﺮ ﺍﳌﻮﻗﻒ ﻭﻋﻤﻞ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻪ‪.‬‬

‫‪QU‬‬
‫‪@Q‬‬
@ò›èäÛa@µãaìÓ

‫א‬ ‫א א‬

QU
@R
@ò›èäÛa@µãaìÓ

‫؟‬ ‫א‬ ‫א‬

QU
@S
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬ ‫א‬

‫•‬

‫•‬

‫•‬

‫ﳎﺎﻻﺕ ﺍﻟﺘﺪﺍﻓﻊ‬

‫ﻣﺴﺘﻮﻯ ﺍﻷﺷﻴﺎﺀ‬ ‫ﻣﺴﺘﻮﻯ ﺍﻟﺘﻨﻈﻴﻢ‬ ‫ﻣﺴﺘﻮﻯ ﺍﻷﻓﻜﺎﺭ‬

‫‪QU‬‬
‫‪@T‬‬
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

‫א‬ ‫א‬

QU
@U
 @ò›èäÛa@µãaìÓ

‫א‬ ‫א‬ ‫מ‬ ‫א‬

– –

QU
@V
@ò›èäÛa@µãaìÓ
‫א‬ ‫מ‬

QU
@W
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻭﻇﺎﺋﻒ ﺍﻟﻘﻴﺎﺩﺓ‬

‫ﺧﻠﻖ ﻣﻴﺰﺓ ﺗﻨﺎﻓﺴﻴﺔ‬

‫ﺇﺩﺍﺭﺓ ﺃﺩﻭﺍﺕ ﺍﻟﻘﻮﺓ‬ ‫ﺗﻄﻮﻳﺮ ﻣﺴﺘﻤﺮ‬

‫א‬ ‫א‬ ‫א‬

‫–‬

‫‪QU‬‬
‫‪@X‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪ .١‬א‬

‫•‬

‫•‬

‫•‬

‫‪ 1‬ﺍﻟﻠﻮﺍﺀ ﺍﻟﻄﻴﺎﺭ ﺍﻟﺮﻛﻦ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺣﺴﻦ ﺍﻟﺸﻬﺮﻱ‪ ،‬ﺗﻄﻮﺭ ﺍﻟﻌﻘﺎﺋﺪ ﻭﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ‪.‬‬

‫‪QU‬‬
‫‪@Y‬‬
@ò›èäÛa@µãaìÓ

: ‫ א‬.٢

QV
@P
@ò›èäÛa@µãaìÓ

: ‫א‬ ‫ א‬.٣

QV
@Q
@ò›èäÛa@µãaìÓ
•

QV
@R
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪:‬‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬ ‫‪ .٤‬א‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫‪1‬‬

‫‪1‬ﻭﺍﻟﻨﻀﺎﻝ ﺍﻟﺪﺳﺘﻮﺭﻱ ﻟﻴﺲ ﺃﺳﻠﻮﺑﹰﺎ ﻳﺴﺘﻨﺴﺦ ﻣﻦ ﺩﻭﻟﺔ ﺇﱃ ﺃﺧﺮﻯ‪ ،‬ﻓﺎﻟﺪﻭﻝ ﺍﻟﺪﻳﻜﺘﺎﺗﻮﺭﻳﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﺪﻭﻝ ﺍﻟﱵ ﺗﺘـﺮﻙ‬
‫ﻣﺴﺎﺣﺔ ﻣﻦ ﺍﳊﺮﻳﺔ‪ .‬ﻭﺁﻟﻴﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﺪﺳﺘﻮﺭﻱ ﻻ ﺗﺘﻢ ﺇﻻ ﰲ ﻇﻞ ﺣﺮﻳﺔ ﻭﺍﺣﺘﺮﺍﻡ ﻟﻠﻘﺎﻧﻮﻥ‪ .‬ﻭﺇﻻ ﻓﺨﻮﺿﻪ ﻳﻌـﺪ ﻣﻬﻠﻜـﺔ‬
‫ﻭﺗﻮﻇﻴﻔﹰﺎ ﺳﻴﺎﺳﻴﹰﺎ ﻣﻦ ﺍﳋﺼﻢ‪ ،‬ﻟﻴﺴﻤﺢ ﳍﺬﺍ ﺍﻟﺘﻴﺎﺭ ﺑﺄﻥ ﻳﻠﻌﺐ ﺩﻭﺭﹰﺍ ﻭﻇﻴﻔﻴﹰﺎ ﻣﺎ ﰲ ﻓﺘﺮﺓ ﻣﺎ‪ ،‬ﻓﺈﺫﺍ ﺍﻧﺘﻬﻰ ﺩﻭﺭﻩ ﺻﺎﺩﺭ ﻛـﻞ‬
‫ﺍﳌﺴﺎﺣﺎﺕ ﺍﻟﱵ ﲰﺢ ﻟﻪ ﺑﺎﻟﺘﻘﺪﻡ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺃﻋﺎﺩﻩ ﺇﱃ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺀ‪.‬‬

‫‪QV‬‬
‫‪@S‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪١‬‬
‫‪:‬‬ ‫‪ .٥‬א‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫‪ 1‬ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﰲ ﳎﺎﻝ ﺍﻟﺘﻔﺎﻭﺽ ﻣﻦ ﻛﺘﺎﺏ ﻣﻘﺪﻣﺔ ﰲ ﻋﻠﻢ ﺍﻟﺘﻔﺎﻭﺽ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺴﻴﺎﺳﻲ‪ ،‬ﺩ‪.‬ﺣﺴﻦ ﳏﻤﺪ ﻭﺟﻴﻪ‪ ،‬ﺳﻠﺴﻠﺔ ﻋﺎﱂ‬
‫ﺍﳌﻌﺮﻓﺔ‪.‬‬

‫‪QV‬‬
‫‪@T‬‬
@ò›èäÛa@µãaìÓ

QV
@U
@ò›èäÛa@µãaìÓ

: ‫א‬ .٦

QV
@V
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫•‬

‫•‬

‫•‬

‫•‬

‫‪:‬‬ ‫‪ .٧‬א‬

‫ﺃﺷﻜﺎﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺍﻓﻊ‬

‫ﺍﻹﺭﻫﺎﺏ‬ ‫ﺣﺮﻛﺔ ﺍﻟﻼﻋﻨﻒ‬ ‫ﺍﻟﺘﻔﺎﻭﺽ‬ ‫ﺍﻟﻌﻤﻞ ﺍﻟﺴﻴﺎﺳﻲ‬ ‫ﺍﻟﺜﻮﺭﺓ‬ ‫ﺍﻻﻧﻘﻼﺏ‬ ‫ﺍﳊﺮﺏ‬

‫‪QV‬‬
‫‪@W‬‬
@ò›èäÛa@µãaìÓ

QV
@X

‫ﻋﻨﻴﻒ‬
‫ﺍﻧﻘﻼﺏ‬ ‫ﺛﻮﺭﺓ ﺷﻌﺒﻴﺔ‬
‫ﻃﺮﻳﻖ ﺍﺧﺘﺰﺍﱄ ﻗﺼﲑ ﻧﺴﺒﻴﹰﺎ‬
‫ﺇﳚﺎﺩ ﻧﻘﻄﺔ ﺑﺪﺀ )ﺷﺮﳛﺔ ﺍﻟﺒﺪﺀ(‬
‫ﺍﻟﺘﺤﺮﻙ ﳓﻮ ﺍﻣﺘﻼﻙ ﺃﺩﺍﺓ ﺍﻟﺘﻐﻴﲑ‬
‫ﰲ ﻭﻗﺖ ﺯﻣﲏ ﳏﺪﺩ ﺗﻘﺪﻳﺮﹰﺍ‬
‫ﺗﻄﺒﻴﻖ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﺍﺧﺘﺰﺍﻝ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻘﺪﻡ ﺍﻻﺟﺘﻤﺎﻋﻲ‬
‫ﻣﻦ ﺃﻣﺜﻠﺘﻪ ﲡﺎﺭﺏ‪:‬‬
‫ﺍﻟﺮﺳﻮﻝ ‪ /‬ﺍﻟﺼﲔ ‪ /‬ﺍﻟﻴﺎﺑﺎﻥ ‪/‬‬
‫ﺍﻟﻌﺒﺎﺳﻴﲔ‪ /‬ﻣﺎﻟﻴﺰﻳﺎ‬
‫‪@ò›èäÛa@µãaìÓ‬‬
‫‪:‬‬ ‫א‬ ‫א‬
‫ﻭﺳﺎﺋﻞ ﺍﻟﺘﻐﻴﲑ ﺍﻟﻌﺎﻣﺔ‬
‫ﺳﻠﻤﻲ‬
‫ﺟﻴﺶ ﺧﺎﺭﺟﻲ‬ ‫ﺳﺎﺧﻦ )ﻻ ﻋﻨﻒ(‬ ‫ﺑﺎﺭﺩ )ﺗﺪﺍﻭﻝ ﺳﻠﻤﻲ(‬
‫‪:‬‬ ‫א‬
‫ﻃﺮﻕ ﺍﻟﺘﻐﻴﲑ ﻹﺣﺪﺍﺙ ﺍﻟﻨﻬﻀﺔ‬ ‫ﻃﺮﻳﻖ ﺗﺮﺍﻛﻤﻲ ﻃﻮﻳﻞ‬
‫ﳛﺪﺙ ﺑﻔﻌﻞ ﻗﻮﻯ ﻣﺘﻌﺪﺩﺓ‬
‫ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻟﻠﺤﺪﻭﺙ ﻏﲑ ﳏﺪﺩ ﻭﻟﻮ ﺑﺸﻜﻞ ﺗﻘﺪﻳﺮﻱ‬
‫ﺃﺩﺍﺓ ﺍﻟﻔﻌﻞ ﺍﻟﺮﺋﻴﺴﺔ ﻏﲑ ﳏﺪﺩﺓ‬
‫ﺍﻟﻌﻤﻞ ﰲ ﺍﳌﺘﺎﺡ ﻭﻋﺪﻡ ﺇﺑﺪﺍﻉ ﻭﺳﺎﺋﻞ ﻣﻜﺎﻓﺌﺔ‬
‫ﻳﺸﺒﻪ ﻃﺮﻳﻖ ﺍﳉﱪﻳﺔ‪ .‬ﻭﺷﻌﺎﺭ ﺃﻫﻠﻪ‪" :‬ﻟﻴﺲ ﻋﻠﻴﻨﺎ ﺇﺩﺭﺍﻙ ﺍﻟﻨﺘﺎﺋﺞ"‬
‫ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﺤﻮﻻﺕ ﰲ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻷﻭﺭﻭﰊ ﻭﺍﻟﱵ ﲤﺖ ﻋﱪ ﺗﺮﺍﻛﻢ ﺗﺎﺭﳜﻲ‬
‫ﻃﻮﻳﻞ ﻛﻄﺮﻳﻖ ﺍﻟﺘﺤﻮﻝ ﻣﻦ ﺍﻹﻗﻄﺎﻉ ﺇﱃ ﺍﻟﺮﺃﲰﺎﻟﻴﺔ ﻭﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ‬
‫‪QV‬‬
‫‪@Y‬‬
@ò›èäÛa@µãaìÓ

QW
@P
@ò›èäÛa@µãaìÓ

: ‫א‬

QW
@Q
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﻋﺪﻡ ﺍﳍﺮﻭﺏ ﻣﻦ ﺳﻨﺔ ﺍﻟﺘﺪﺍﻓﻊ‬

‫ﲢﺪﻳﺪ ﻧﻮﻋﻴﺔ ﺍﻟﺼﺮﺍﻉ‬ ‫ﲟﻨﻄﻮﻕ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳉﻴﺪﺓ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻮﺳﻴﻠﺔ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ‬ ‫ﺑﻄﺒﻴﻌﺔ ﻋﻤﻠﻴﺔ‬
‫ﺍﳌﻨﺎﺳﺒﺔ‬ ‫ﺍﻟﺘﺪﺍﻓﻊ‬
‫ﺗﻌﺮﻑ ﺍﻟﻘﺎﺋﺪ ﻋﻠﻰ ﻣﻬﺎﻣﻪ‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﻭﻭﺳﺎﺋﻠﻬﺎ‬
‫ﺍﳌﻨﺎﺳﺒﺔ‬
‫א‬

‫•‬

‫•‬

‫–‬ ‫•‬

‫‪QW‬‬
‫‪@R‬‬
 @ò›èäÛa@µãaìÓ

@ @åßbrÛa@æìãbÔÛa
@ @
@ @ò–‹ÐÛa

QW
@S
@ò›èäÛa@µãaìÓ

‫א‬

‫א א‬

‫א‬

QW
@T
‫‪@ò›èäÛa@µãaìÓ‬‬

‫א א‬

‫•‬

‫•‬

‫•‬

‫‪ 1‬ﳎﻤﻮﻋﺔ ﺭﺳﺎﺋﻞ ﺍﻹﻣﺎﻡ ﺍﻟﺸﻬﻴﺪ ﺣﺴﻦ ﺍﻟﺒﻨﺎ‪ .‬ﺭﺳﺎﻟﺔ ﺍﳌﺆﲤﺮ ﺍﻟﺴﺎﺩﺱ‪.‬‬

‫‪QW‬‬
‫‪@U‬‬
 @ò›èäÛa@µãaìÓ

‫א‬

‫א‬

Status Quo

QW
@V
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪Radical‬‬

‫–‬

‫–‬

‫•‬

‫•‬

‫ﺃﻧﻮﺍﻉ ﺍﻟﺴﻴﻨﺎﺭﻳﻮﻫﺎﺕ‬

‫ﺍﻟﻮﺿﻊ ﺍﻟﻘﺎﺋﻢ‬
‫ﳓﻮ ﺍﻷﺳﻮﺃ‬ ‫ﳓﻮ ﺍﳌﻄﻠﻮﺏ‬

‫ﺍﻻﺳﺘﻤﺮﺍﺭ ﻳﻐﻠﺐ‬ ‫ﺍﻟﺘﻐﻴﲑ ﻳﻐﻠﺐ‬

‫ﺗﻐﻴﲑ ﺟﺬﺭﻱ‬ ‫ﺗﻐﻴﲑ ﺟﺬﺭﻱ‬
‫ﻋﻠﻰ ﺍﻟﺘﻐﻴﲑ‬ ‫ﻋﻠﻰ ﺍﻻﺳﺘﻤﺮﺍﺭ‬
‫)ﻋﻤﻴﻖ(‬ ‫)ﻋﻤﻴﻖ(‬

‫‪QW‬‬
‫‪@W‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬

‫•‬

‫•‬

‫•‬

‫•‬

‫•‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺑﻨﺎﺀ ﺍﻟﺴﻴﻨﺎﺭﻳﻮ‬

‫ﺍﳌﺪﻯ ﺍﻟﺰﻣﲏ‬ ‫ﺍﻟﻮﺻﻒ ﺍﻟﻌﺎﻡ‬

‫ﳊﻈﺔ ﺍﻟﺘﻔﻌﻴﻞ‬ ‫ﺍﻷﻃﺮﺍﻑ ﺍﻟﻔﺎﻋﻠﺔ‬

‫ﺍﻟﺸﺮﻭﻁ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬

‫‪QW‬‬
‫‪@X‬‬
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

QW
@Y
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫•‬

‫•‬

‫‪1‬‬
‫•‬

‫א‬ ‫א‬ ‫א‬

‫‪ 1‬ﺍﺭﺟﻊ ﺇﱃ ﻛﺘﺎﺏ "ﺍﻟﻨﻬﻀﺔ‪ ..‬ﻣﻦ ﺍﻟﺼﺤﻮﺓ ﺇﱃ ﺍﻟﻴﻘﻈﺔ" ﻟﻠﻤﺆﻟﻒ ﻧﻔﺴﻪ‪.‬‬

‫‪QX‬‬
‫‪@P‬‬
@ò›èäÛa@µãaìÓ

" ‫"א‬

‫א؟‬ ‫מ‬ ‫א‬ : ‫א‬

QX
@Q
@ò›èäÛa@µãaìÓ

QX
@R
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻫﻞ ﺍﻟﻔﺮﺹ ﺗﺼﻨﻊ ﺃﻡ ﲤﻨﺢ؟‬

‫ﻓﺮﺹ‬ ‫ﺃﻃﺮﺍﻑ‬ ‫ﻓﺮﺹ‬

‫ﻟﻄﺎﻟﱯ‬ ‫ﺗﻄﻠﺐ‬ ‫ﻻ ﺩﺧﻞ‬
‫ﺍﻟﻔﺮﺹ‬ ‫ﺍﻟﻔﺮﺹ‬ ‫ﻟﻄﺎﻟﱯ‬
‫ﻳﺪ‪ ‬ﻓﻴﻬﺎ‬ ‫ﺍﻟﻔﺮﺹ ﻓﻴﻬﺎ‬

‫‪QX‬‬
‫‪@S‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬؟‬ ‫א‬ ‫א‬

‫‪‬‬

‫‪‬‬

‫•‬

‫•‬

‫؟‬ ‫א‬ ‫א‬ ‫א‬

‫‪ 1‬ﺳﻮﺭﺓ ﺍﻷﻧﻔﺎﻝ‪١٠ :‬‬

‫‪QX‬‬
‫‪@T‬‬
‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫‪ 1‬ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‪.١٦٥ :‬‬

‫‪ 2‬ﺳﻮﺭﺓ ﺍﻷﻧﻔﺎﻝ‪.١٠ :‬‬

‫‪QX‬‬
‫‪@U‬‬
@ò›èäÛa@µãaìÓ

.٢ :‫ ﺳﻮﺭﺓ ﺍﳌﻠﻚ‬1

QX
@V
‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪‬‬

‫‪‬‬

‫ﺍﻟﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﻜﺒﻴﺭﺓ ﻭﺍﻟﺼﻐﻴﺭﺓ‬

‫‪ 1‬ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‪.١٦٥ :‬‬

‫‪QX‬‬
‫‪@W‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻗﺎﻧﻮﻥ ﺍﻟﻔﺮﺻﺔ‬

‫ﺍﻟﺴﺮﻋﺔ‬ ‫ﺣﺴﻦ ﺍﻟﺘﻮﻗﻴﺖ‬ ‫ﺍﻧﺘﻈﺎﺭ‬

‫ﰲ ﺍﻗﺘﻨﺎﺹ ﺍﻟﻔﺮﺹ‬ ‫)ﺍﻟﻠﺤﻈﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ(‬ ‫ﺍﻟﺰﻣﻦ‬

‫‪٣‬‬ ‫ﺑﻨﺎﺀ‬
‫‪٢‬‬
‫‪١‬‬
‫ﺍﻻﺣﺘﻤﺎﻝ‬ ‫ﺍﻟﺴﻴﻨﺎﺭﻳﻮﻫﺎﺕ‬

‫ﺍﳉﺎﻫﺰﻳﺔ ﻭﺣﺴﻦ ﺍﻹﻋﺪﺍﺩ‬ ‫ﺍﻟﺴﻮﻕ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻲ‬

‫ﺍﻟﺒـــﻨﺎﺀ ﻭﺍﻟﺘـــﻜﻮﻳﻦ ﺍﻟﺴﻠﻴﻢ‬

‫‪QX‬‬
‫‪@X‬‬
@ò›èäÛa@µãaìÓ

: ‫א‬

QX
@Y
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﻣﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﻘﺎﻧﻮﻥ‬

‫ﻋﺪﻡ ﺍﳌﺼﺎﺩﻣﺔ‬ ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﳌﻌﺮﻓﺔ‬

‫ﻋﺪﻡ ﺗﻔﻮﻳﺖ ﺍﻟﻔﺮﺹ‬

‫ﺍﳉﺎﻫﺰﻳﺔ ﺍﻟﺪﺍﺋﻤﺔ‬ ‫ﲟﻨﻄﻮﻕ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﻋﺪﻡ ﺍﻟﺘﺮﺩﺩ‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﺑﺎﻟﺘﺠﺎﺭﺏ‬
‫ﺍﻟﺸﺠﺎﻋﺔ‬ ‫ﺍﻟﺘﺎﺭﳜﻴﺔ‬
‫ﺍﻟﺴﺮﻋﺔ ﰲ ﺍﻗﺘﻨﺎﺹ‬ ‫ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻟﻔﺮﺹ‬ ‫ﺍﻟﻔﺮﺹ‬

‫א‬

‫•‬

‫•‬

‫‪QY‬‬
‫‪@P‬‬
 @ò›èäÛa@µãaìÓ

@ @ÉbnÛa@æìãbÔÛa
@ @
@ @Þëa‡nÛa

QY
@Q
‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬

‫א א‬

‫א‬

‫‪ 1‬ﺳﻮﺭﺓ ﺁﻝ ﻋﻤﺮﺍﻥ‪١٤٠ :‬‬

‫‪QY‬‬
‫‪@R‬‬
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫א‬ ‫א‬

‫ﻗﺎﻧﻮﻥ ﺍﻟﺘﺪﺍﻭﻝ‬

‫ﺍﻟﻌﻤﻞ ﺍﻟﺒﻌﺪﻱ‬ ‫ﺍﻏﺘﻨﺎﻡ ﺍﻟﻔﺮﺻﺔ‬ ‫ﺍﻻﺳﺘﻌﺪﺍﺩ ﺍﻟﻘﺒﻠﻲ‬

‫‪QY‬‬
‫‪@S‬‬
 @ò›èäÛa@µãaìÓ

@ @‹’bÈÛa@æìãbÔÛa
@ @
@ò›èäÜÛ@òÈjÛa@áöbLJÛa

QY
@T
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬

: ‫מא‬ ‫א‬

‫א‬ ‫א‬:

QY
@U
@ò›èäÛa@µãaìÓ

‫א א‬ ‫א‬ ‫א‬ ‫א‬ ‫א‬:

( ‫א‬ ‫) מא‬ ‫מא‬ ‫א‬:

QY
@V
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫‪Manual‬‬

‫ﳎﺘﻤﻌﺎﺕ ﰲ‬ ‫ﺃﻧﻮﺍﻉ ﺍ‪‬ﺘﻤﻌﺎﺕ‬ ‫ﳎﺘﻤﻌﺎﺕ ﰲ‬

‫ﻃﻮﺭ ﺍﻟﺮﺷﺪ ﺍﳊﻀﺎﺭﻱ‬ ‫ﻃﻮﺭ ﺍﻟﻄﻔﻮﻟﺔ ﺍﳊﻀﺎﺭﻳﺔ‬

‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﺎﱂ ﺍﳌﻌﺮﻓﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﺎﱂ ﺍﻷﺷﻴﺎﺀ‬

‫ﺍﻟﺮﺷﺪ ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ‬

‫‪QY‬‬
‫‪@W‬‬
@ò›èäÛa@µãaìÓ

‫א‬

QY
@X
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬ ‫א‬: ‫א‬

QY
@Y
@ò›èäÛa@µãaìÓ

RP
@P
@ò›èäÛa@µãaìÓ

RP
@Q
@ò›èäÛa@µãaìÓ

‫א‬ ‫א‬:

:‫מ‬ ‫א‬ :

RP
@R
 ‫‪@ò›èäÛa@µãaìÓ‬‬

‫ﺍﻟﺪﻋﺎﺋﻢ ﺍﻟﺴﺒﻌﺔ ﻟﻠﻨﻬﻀﺔ‬

‫ﻣﻨﻈﻮﻣﺔ‬ ‫ﺍﻋﺘﺰﺍﺯ‬ ‫ﺭﻭﺡ‬

‫ﺃﺳﺲ‬ ‫ﻣﺎﻝ‬ ‫ﻗﻴﻤﻴﺔ‬ ‫ﻗﻮﺓ‬ ‫ﺍﻟﻌﻠﻢ‬ ‫ﺷﺪﻳﺪ‬ ‫ﻣﺸﺒﻌﺔ‬
‫ﺍﻟﻨﻈﻢ‬ ‫ﻭﺍﻗﺘﺼﺎﺩ‬ ‫ﺻﺎﳊﺔ‬ ‫ﻭﺍﺳﺘﻌﺪﺍﺩ‬ ‫ﺍﻟﻐﺰﻳﺮ‬ ‫ﺑﺎﻟﺬﺍﺕ‬ ‫ﺑﺎﻷﻣﻞ‬

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: ‫א‬ ‫א‬ ‫א‬:

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: ‫א‬ ‫א‬ ‫א‬:

1. Andrew Heywood, Foundations politics, Macmillan press, first

edition 1997.
2. A project to be realized: Global liberalism and contemporary Africa,
In Millenium 1992.
3. Donald Waters, A practical introduction to management science,
Addison-Wesley, second edition.
4. George A. Steiner, Strategic planning, the free press, A division of
Macmillan publishing co., Inc, 1979.
5. Kenichi Ohmae, The Mind of the Strategist: The Art of Japanese
Business, Paperback, McGraw-Hill Book Company, second edition 1996.

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6.Stanley Karnow, Moa and China: A legacy of Turmoil, A Pengium

book, third edition.

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