Iôbéñy Éæ C::Á°Uóî'Dg Òg

‫ﺍﻟﺷﺭﻛﺔ ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﻛﺎﻧﻭﻥ ﺛﺎﻥ‬
‫ﻟﻺﻋـﻼﻡ ﺍﻟﻌﻠﻣﻲ‬ ‫ﻳﻧﺎﻳﺭ )‪ 2011‬ﻡ(‬
‫) ﺷﻌﺎﻉ (‬ ‫ﻣﺣﺭﻡ )‪ 1432‬ﻫـ(‬
‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ‬
‫ﺝ‪.‬ﻡ‪.‬ﻉ‬ ‫ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ‬
‫ﻧﺳﺧﺔ ﺇﻟﻛﺗﺭﻭﻧﻳﺔ ﻓﻘﻁ‬ ‫ﺍﻟــــﻌـﺩﺩ ‪1‬‬

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‫‪IôbÉÑY Éæ∏c‬‬
‫ﻛﻝ ﺷﻲء ﻳﺷﻛﻠﻧﺎ ﻭﻧﺣﻥ ﻧﺷﻛﻝ ﻛﻝ ﺷﻲء‬

‫ﺗﺄﻟﻳﻑ‪ :‬ﺩﻳﻔﻳﺩ ﺷﻳﻧﻙ‬
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‫ﻓﻲ ﺍﻟﺣﻘﻳﻘﺔ‪ ،‬ﺇﻥ ﻛﻝ ﺷﻲء ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﺷﻛﻳﻝ ﺷﺧﺻﻳﺎﺗﻧﺎ‪ ،‬ﻭﺷﺧﺻﻳﺎﺗﻧﺎ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺗﺷﻛﻳﻝ ﻛﻝ ﺷﻲء‪ .‬ﻭﻟﺫﺍ ﻳﺗﺟﻠﻰ‬
‫ﺍﻟﻧﺑﻭﻍ ﺍﻟﻛﺎﻣﻥ ﻓﻲ ﻛﻝ ﻭﺍﺣﺩ ﻣﻧﺎ ﻣﻥ ﺧﻼﻝ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺻﻘﻝ ﻣﻬﺎﺭﺍﺗﻧﺎ ﻭﺗﺣﺳﻳﻥ ﺃﻧﻔﺳﻧﺎ ﻭﺍﻟﻌﺎﻟﻡ ﻣﻥ ﺣﻭﻟﻧﺎ‪.‬‬
‫ﺍﻟﺩﻓﻳﻧﺔ‪ .‬ﻓﺄﻧﺎ ﺃﺭﻯ ﺍﻟﻛﺭﺓ ﻷﻧﻧﻲ ﺃﻛﺛﻑ ﺟﻬﺩﻱ‪ ،‬ﻭﺳﺭ‬ ‫‪:ájô£ØdG áÑgƒŸG‬‬
‫ﻧﺟﺎﺣﻲ ﻫﻭ ﺍﻟﺻﺑﺭ ﻭﺍﻟﻣﺛﺎﺑﺭﺓ ﻭﻟﻳﺱ ﺍﻟﺑﺻﺭ ﺍﻟﺧﺎﺭﻕ‪“.‬‬ ‫‪?ºgh ΩCG á≤«≤M‬‬
‫ﻫﻝ ﻫﺫﺍ ﻣﻌﻘﻭﻝ ﺃﻭ ﺣﺗﻰ ﻣﻣﻛﻥ؟ ﻫﻝ ﻳﻣﻛﻥ ﻟﺷﺧﺹ‬
‫ﻋﺎﺩﻱ ﺃﻥ ﻳﺩﺭﺏ ﻧﻔﺳﻪ ﻛﻲ ﻳﺻﺑﺢ ﻅﺎﻫﺭﺓ ﺃﺳﻁﻭﺭﻳﺔ؟‬ ‫ﻳﻌﺗﺑﺭ ”ﺗﻳﺩ ﻭﻳﻠﻳﺎﻣﺯ“ ﺃﺳﻁﻭﺭﺓ ﻣﻥ ﺃﺳﺎﻁﻳﺭ ﺍﻟﺑﻳﺳﺑﻭﻝ‬
‫ﺟﻣﻳﻌﻧﺎ ﻳﻌﻲ ﺃﻫﻣﻳﺔ ﺍﻟﻣﻣﺎﺭﺳﺔ ﺍﻟﻣﺗﻭﺍﺻﻠﺔ ﻭﺍﻟﻌﻣﻝ‬ ‫ﻭﻭﺍﺣ ًﺩﺍ ﻣﻥ ﺃﻛﺛﺭ ﺍﻟﻼﻋﺑﻳﻥ ﻣﻭﻫﺑﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﺭﻳﺎﺿﺔ‪.‬‬
‫ﺍﻟﺟﺎﺩ‪ ،‬ﻭﻟﻛﻥ ﻫﻝ ﻳﻛﻔﻲ ﻫﺫﺍ ﻛﻲ ﺗﺣﻭّ ﻝ ﺃﺩﺍءﻙ ﺍﻟﻣﺗﻭﺍﺿﻊ‬ ‫ﻓﻲ ﺃﺫﻫﺎﻥ ﺍﻟﺟﻣﺎﻫﻳﺭ‪ ،‬ﻛﺎﻥ ”ﻭﻳﻠﻳﺎﻣﺯ“ ﺍﻟﻼﻋﺏ ﺍﻟﺧﺎﺭﻕ‬
‫ﺇﻟﻰ ﺃﺩﺍء ﺍﺳﺗﺛﻧﺎﺋﻲ ﻳﺫﻫﻝ ﺍﻟﺟﻣﻳﻊ؟ ﻫﻝ ﻳﻣﻛﻥ ﻷﺩﺍﺋﻙ ﺃﻥ‬ ‫ﺍﻟﺫﻱ ﺣﺑﺗﻪ ﺍﻟﻁﺑﻳﻌﺔ ﺑﻌﺩﺩ ﻣﻥ ﺍﻟﻣﻭﺍﻫﺏ ﺍﻟﺟﺳﺩﻳﺔ‬
‫ﻳﺿﺎﻫﻲ ﺃﺩﺍء ”ﺗﺎﻳﺟﺭ ﻭﻭﺩﺯ“ ﻓﻲ ﺃﺭﺟﺣﺗﻪ ﻟﻣﺿﺭﺏ‬ ‫ﺍﻟﻔﻁﺭﻳﺔ‪ ،‬ﺑﻣﺎ ﻓﻲ ﺫﻟﻙ ﺗﺯﺍﻣﻥ ﺣﺭﻛﺔ ﻋﻳﻧﻳﻪ ﻣﻊ ﺣﺭﻛﺔ‬
‫ﺍﻟﺟﻭﻟﻑ‪ ،‬ﺃﻭ ﻗﻔﺯﺓ ﻻﻋﺏ ﻛﺭﺓ ﺍﻟﺳﻠﺔ ”ﻣﺎﻳﻛﻝ ﺟﻭﺭﺩﻭﻥ“‬ ‫ﻳﺩﻩ‪ ،‬ﻭﺗﻧﺎﺳﻕ ﻋﺿﻼﺗﻪ‪ ،‬ﻭﺑﺻﺭﻩ ﺍﻟﺣﺎﺩ ﺍﻟﺫﻱ ﻣﻛﻧﻪ ﻣﻥ‬
‫ﻫﻝ‬ ‫ﺍﻟﺗﻲ ﺗﺗﺣﺩﻯ ﺍﻟﺟﺎﺫﺑﻳﺔ؟‬ ‫ﻣﺗﺎﺑﻌﺔ ﺍﺗﺟﺎﻩ ﺍﻟﻛﺭﺓ ﺑﻣﺟﺭﺩ ﺃﻥ ﺗﻔﺎﺭﻕ ﻳﺩ ﺍﻟﺭﺍﻣﻲ ﻓﻳﺣﺩﺩ‬
‫ﻳﺳﺗﻁﻳﻊ ﻣﺦ ﻋﺎﺩﻱ ﺃﻥ ﻳﺗﺳﻊ‬ ‫ﺑﺩﻗﺔ ﺍﻟﻣﻛﺎﻥ ﺍﻟﺫﻱ ﺳﺗﺣﻁ ﻓﻳﻪ‪.‬‬
‫‘ ‪:á°UÓî`dG √òg‬‬ ‫ﺇﻻ ﺃﻥ ”ﻭﻳﻠﻳﺎﻣﺯ“ ﻧﻔﺳﻪ ﻛﺎﻥ‬
‫ﺑﻣﺎ ﻳﻛﻔﻲ ﻻﺳﺗﺣﺿﺎﺭ ﺃﻓﻛﺎﺭ‬
‫ﻭﺭﺅﻯ ”ﺁﻳﻧﺷﺗﺎﻳﻥ“؟ ﻫﻝ ﻳﻣﻛﻥ‬ ‫ﻳﺻﺭ ﻋﻠﻰ ﺃﻥ ﺇﻧﺟﺎﺯﺍﺗﻪ ﻟﻳﺳﺕ‬
‫▼ ﺍﻟﻣﻭﻫﺑﺔ ﻟﻳﺳﺕ ﻣﺟﺭﺩ ﺻﻔﺔ ﻭﺭﺍﺛﻳﺔ ﺗﻧﻘﻠﻬﺎ ﺇﻟﻳﻧﺎ‬
‫ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﻧﺑﻭﻍ ﻭﺍﻟﺗﻣﻳﺯ‬ ‫ﺍﻟﺟﻳﻧﺎﺕ‪ ،‬ﻭﺇﻧﻣﺎ ﻫﻲ ﻋﻣﻠﻳﺔ ﻣﻣﺎﺭﺳﺔ ﻣﺗﻭﺍﺻﻠﺔ‬ ‫ﺇﻻ ﻧﺗﻳﺟﺔ ﺍﻟﻣﺟﻬﻭﺩ ﺍﻟﺫﻱ ﻳﺑﺫﻟﻪ‬
‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺗﺎﺣﺔ ﻓﻲ‬ ‫▼ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻔﺎﻋﻝ ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻲ ﺑﻳﻥ ﺍﻟﺟﻳﻧﺎﺕ ﻭﺍﻟﺑﻳﺋﺔ‬ ‫ﻁﻭﺍﻝ ﺍﻟﻣﺑﺎﺭﺍﺓ‪ .‬ﻭﻫﻭ ﻓﻲ ﺫﻟﻙ‬
‫ﺣﻳﺎﺗﻧﺎ ﺍﻟﻳﻭﻣﻳﺔ ﻭﻣﻥ ﺍﻟﺟﻳﻧﺎﺕ‬ ‫▼ ﻟﻸﺑﻭﻳﻥ ﺗﺄﺛﻳﺭ ﺧﻁﻳﺭ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﺃﻁﻔﺎﻟﻬﻡ‬ ‫”ﺍﻟﻣﻣﺎﺭﺳﺔ ﻭﺍﻟﻌﻣﻝ‬ ‫ﻳﻘﻭﻝ‪:‬‬
‫▼ ﻛﻳﻑ ﺗﺻﺑﺢ ﻧﺎﺑﻐﺔ؟‬ ‫ُﺧﺭﺟﺎﻥ ﻗﺩﺭﺍﺗﻙ‬
‫ﺍﻟﺟﺎﺩ ﻫﻣﺎ ﻣﺎ ﻳ ِ‬
‫ﺍﻟﻣﺗﻭﺍﺭﺛﺔ ﺑﻳﻥ ﺍﻷﺟﻳﺎﻝ؟‬
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‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ ‪) -‬ﻳﻧﺎﻳﺭ ‪1 - (2011‬‬ ‫ﻓﻲ ﺍﻟﻣﻣﺎﺭﺳﺔ ﻭﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﻣﻛﺛﻔﻳﻥ‪ .‬ﻓﻧﺣﻥ ﻧﺟﻳﺩ ﺍﻟﻘﻳﺎﻡ‬ ‫ﺍﻟﻣﻧﻁﻕ ﺍﻟﺗﻘﻠﻳﺩﻱ ﻳﻘﻭﻝ ﻻ‪ ،‬ﻷﻥ ﺑﻌﺽ ﺍﻷﺷﺧﺎﺹ ﻭُ ﻟﺩﻭﺍ‬
‫ﺑﺄﻋﻣﺎﻝ ﻣﻌﻳﻧﺔ ﻷﻧﻧﺎ ﺗﻭﺻﻠﻧﺎ ﺇﻟﻰ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﺗﺣﺳﱢ ﻥ‬ ‫ﺑﻣﻬﺎﺭﺍﺕ ﻣﻌﻳﻧﺔ ﻳﻔﺗﻘﺭ ﺇﻟﻳﻬﺎ ﺍﻵﺧﺭﻭﻥ‪ ،‬ﻭﻷﻥ ﺍﻟﻣﻭﻫﺑﺔ‬
‫ً‬
‫ﺷﻳﺋﺎ ﺟﺎﻣ ًﺩﺍ ﺃﻭ‬ ‫ﺃﺩﺍءﻧﺎ‪ ،‬ﻣﻣﺎ ﻳﻌﻧﻲ ﺃﻥ ﺍﻟﻣﻭﻫﺑﺔ ﻟﻳﺳﺕ‬ ‫ﻭﺍﻟﺫﻛﺎء ﺍﻟﺣﺎﺩ ﺟﻭﺍﻫﺭ ﻓﺭﻳﺩﺓ ﻭﻧﺎﺩﺭﺓ ﻣﺑﻌﺛﺭﺓ ﻓﻲ ﺟﻳﻧﺎﺕ‬
‫ﺻﻔﺔ ﻧﺗﻭﺍﺭﺛﻬﺎ‪ ،‬ﻭﺇﻧﻣﺎ ﻫﻲ ﻋﻣﻠﻳﺔ ﻣﻣﺎﺭﺳﺔ ﺗﺗﻡ ﻋﻠﻰ‬ ‫ﺍﻟﺑﺷﺭ ﺟﻣﻳﻌًﺎ‪ ،‬ﻭﺃﻗﺻﻰ ﻣﺎ ﻳﻣﻛﻧﻧﺎ ﻋﻣﻠﻪ ﻫﻭ ﺍﻟﺗﻧﻘﻳﺏ ﻋﻥ‬
‫ﻣﺭﺍﺣﻝ ﻣﺗﻌﺎﻗﺑﺔ‪.‬‬ ‫ﻫﺫﻩ ﺍﻟﻣﻭﺍﻫﺏ ﻭﺍﻟﻌﺛﻭﺭ ﻋﻠﻳﻬﺎ ﻭﺻﻘﻠﻬﺎ‪ ،‬ﻣﻊ ﺗﻘﺑﻝ ﺣﻘﻳﻘﺔ‬
‫ﺃﻥ ﺛﻣﺔ ﺣﺩﻭ ًﺩﺍ ﻟﻘﺩﺭﺍﺕ ﺍﻟﺑﺷﺭ‪.‬‬
‫ﻟﻳﺱ ﻫﺫﺍ ﻣﺎ ﺗﺭﺳّ ﺦ ﻓﻲ ﺃﺫﻫﺎﻧﻧﺎ ﻋﻥ ﺍﻟﻣﻭﻫﺑﺔ‪ .‬ﻋﺑﺎﺭﺍﺕ‬
‫ﻣﺛﻝ ”ﺇﻧﻪ ﻣﻭﻫﻭﺏ“ ﺃﻭ ”ﻟﻘﺩ ﻭﺭﺙ ﻫﺫﻩ ﺍﻟﻣﻭﻫﺑﺔ ﻋﻥ‬ ‫ً‬
‫ﻣﺗﻭﺍﻛﻼ‬ ‫ﻓﻲ ﺻﺑﺎﻩ‪ ،‬ﻟﻡ ﻳﺷﺄ ”ﺗﻳﺩ ﻭﻳﻠﻳﺎﻣﺯ“ ﺃﻥ ﻳﺟﻠﺱ‬
‫ﻓﻼﻥ“ ﺃﻭ ”ﻫﺫﻩ ﻣﻭﻫﺑﺗﻪ ﺍﻟﻔﻁﺭﻳﺔ“ ﺃﻭ ”ﻫﻭ ﺳﺑﺎﺡ‪/‬ﻋ ّﺩﺍء‪/‬‬ ‫ﻭﻳﺗﺭﻙ ﻣﻭﺍﻫﺑﻪ ﺗﺗﻔﺗﺢ ﻣﻥ ﺗﻠﻘﺎء ﻧﻔﺳﻬﺎ ﻛﺎﻟﺯﻫﺭﺓ ﺍﻟﺗﻲ‬
‫ﺭﺳﺎﻡ ﺑﺎﻟﻔﻁﺭﺓ“‪ ،‬ﻛﻠﻬﺎ ﺗﻌﺯﺯ ﻟﺩﻯ ﺍﻟﻣﺟﺗﻣﻊ ﻓﻛﺭﺓ ﺃﻥ‬ ‫ﺗﻧﺗﻅﺭ ﺿﻭء ﺍﻟﺷﻣﺱ‪ .‬ﻛﺎﻥ ﻳﻁﻣﺢ ﻷﻥ ﻳﺻﺑﺢ ﺃﻓﺿﻝ‬
‫ﺍﻟﻣﻭﻫﺑﺔ ﻟﻳﺳﺕ ﺇﻻ ﻣﻭﺭ ًﺩﺍ ﻭﺭﺍﺛﻳًﺎ ﻧﺎﺩﺭً ﺍ‪ ،‬ﺃﻱ ﻣﺟﺭﺩ‬ ‫ﻻﻋﺏ ﺑﻳﺳﺑﻭﻝ ﻓﻲ ﺗﺎﺭﻳﺦ ﻫﺫﻩ ﺍﻟﻠﻌﺑﺔ‪ ،‬ﻭﺳﻌﻰ ﺇﻟﻰ ﻫﺫﺍ‬
‫ﺻﻔﺔ ﺇﻣﺎ ﺗﻣﺗﻠﻛﻬﺎ ﺃﻭ ﻻ ﺗﻣﺗﻠﻛﻬﺎ‪ .‬ﻛﻣﺎ ﺃﻥ ﺍﺧﺗﺑﺎﺭﺍﺕ‬ ‫ﺍﻟﻬﺩﻑ ﺑﻛﻝ ﺗﺣ ٍﺩ ﻭﺛﺑﺎﺕ ﻟﺩﺭﺟﺔ ﺃﻥ ﺍﻟﻣﺿﺭﺏ ﻟﻡ ﻳﻛﻥ‬
‫ﺍﻟﺫﻛﺎء ﻭﺍﻟﻘﺩﺭﺍﺕ ﺗﻌﺯﺯ ﻫﺫﻩ ﺍﻟﻔﻛﺭﺓ‪ ،‬ﻭﺍﻟﻣﺩﺍﺭﺱ ﺗﺿﻊ‬ ‫ﻳﻔﺎﺭﻕ ﻳﺩﻩ‪ ،‬ﻓﻬﻭ ﻋﻧﺩﻣﺎ ﻳﻌﻘﺩ ﺍﻟﻌﺯﻡ ﻋﻠﻰ ﺷﻲء‪ ،‬ﻳﺻﻣﻡ‬
‫ﻣﻧﺎﻫﺟﻬﺎ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺑﻧﺎ ًء ﻋﻠﻳﻬﺎ‪ ،‬ﻫﺫﺍ ﻏﻳﺭ ﺍﻟﺻﺣﻔﻳﻳﻥ‬ ‫ﻋﻠﻰ ﺃﻥ ﻳﺣﻘﻘﻪ ﺃﻭ ﺃﻥ ﻳﻌﺭﻑ ﺍﻟﺳﺑﺏ ﺍﻟﺫﻱ ﺃﻋﺟﺯﻩ ﻋﻥ‬
‫ﻭﺍﻟﻌﻠﻣﺎء ﺍﻟﺫﻳﻥ ﻳﺅﻳﺩﻭﻥ ﻧﻔﺱ ﺍﻟﻔﻛﺭﺓ‪ .‬ﻟﻘﺩ ﺃﺻﺑﺣﺕ‬ ‫ﺗﺣﻘﻳﻘﻪ‪.‬‬
‫ﻫﺫﻩ ﺍﻟﺧﺭﺍﻓﺔ ﺍﻟﺑﺎﻁﻠﺔ ﻋﻥ ﻋﻼﻗﺔ ﺍﻟﺟﻳﻧﺎﺕ ﺑﺎﻟﻣﻭﻫﺑﺔ‬
‫ﺟﺯءًﺍ ﺟﻭﻫﺭﻳًﺎ ﻣﻥ ﻓﻬﻣﻧﺎ ﻟﻠﻁﺑﻳﻌﺔ ﺍﻟﺑﺷﺭﻳﺔ ﻳﺗﻁﺎﺑﻕ ﻣﻊ‬ ‫‪áYƒª› áÑgƒŸG‬‬
‫ﻣﺎ ﻋﺭﻓﻧﺎﻩ ﻭﺗﻌﻠﻣﻧﺎﻩ ﻋﻥ ﺍﻟﺣﻣﺽ ﺍﻟﻧﻭﻭﻱ ﻭﺍﻟﺗﻁﻭﺭ‬ ‫‪áÑ°ùàμŸG äGQÉ¡ŸG øe‬‬
‫ﺍﻟﺑﻳﻭﻟﻭﺟﻲ‪ ،‬ﻭﻫﻭ ﺃﻥ ﺍﻟﺟﻳﻧﺎﺕ ﺧﺭﺍﺋﻁ ﻭﺭﺍﺛﻳﺔ ﺗﺣﺩﺩ‬
‫ﻫﻭﻳﺎﺗﻧﺎ ﻭﻣﺳﺗﻘﺑﻠﻧﺎ‪ ،‬ﻭﻛﻠﻣﺎ ﺍﺧﺗﻠﻔﺕ ﺍﻟﺟﻳﻧﺎﺕ ﺍﺧﺗﻠﻔﺕ‬ ‫ﺑﺻﺭﻑ ﺍﻟﻧﻅﺭ ﻋﻥ ﻣﺳﺗﻭﻯ ﺃﺩﺍء ﺍﻟﻣﺭء ﻓﻲ ﻁﻔﻭﻟﺗﻪ‬
‫ﺷﺧﺻﻳﺎﺕ ﺍﻷﻓﺭﺍﺩ ﻭﻣﻭﺍﻫﺑﻬﻡ ﻭﻗﺩﺭﺍﺗﻬﻡ‪ ،‬ﻭﺇﻻ ﻓﻛﻳﻑ‬ ‫ً‬
‫ﻣﺗﻣﻳﺯﺍ ﺃﻡ ﻣﺗﻭﺍﺿﻌًﺎ(‪ ،‬ﻻ ﻳﺯﺍﻝ ﺍﻻﺣﺗﻣﺎﻝ‬ ‫)ﺳﻭﺍ ٌء ﺃﻛﺎﻥ‬
‫ﻅﻬﺭ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺃﺷﺧﺎﺹ ﺫﻭﻭ ﻣﻭﺍﻫﺏ ﻣﺗﻧﻭﻋﺔ ﻣﺛﻝ‬ ‫ﻗﺎﺋﻣًﺎ ﺃﻥ ﻳﺣﻘﻕ ﺇﻧﺟﺎﺯﺍﺕ ﻋﻅﻳﻣﺔ ﺑﻌﺩ ﺃﻥ ﻳﻛﺑﺭ‪ ،‬ﻷﻥ‬
‫”ﻣﺎﻳﻛﻝ ﺟﻭﺭﺩﻭﻥ“ ﻭ“ﺑﻳﻝ ﻛﻠﻳﻧﺗﻭﻥ“ ﻭﺃﻧﺕ؟‬ ‫ﺍﻟﻣﻭﻫﺑﺔ ﻟﻳﺳﺕ ﻗﺩﺭﺓ ﻓﻁﺭﻳﺔ ﺟُ ﺑﻠﻧﺎ ﻋﻠﻳﻬﺎ ﺩﻭﻥ ﺗﺩﺧﻝ‬
‫ﻣﻧﺎ‪ ،‬ﻭﺇﻧﻣﺎ ﻫﻲ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ ﻧﻛﺗﺳﺑﻬﺎ‬
‫‪äÉæ«÷G QhO‬‬ ‫ﺑﻣﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ .‬ﻟﻬﺫﺍ ﺍﻟﺳﺑﺏ‪ ،‬ﻻ ﺗﻌﺗﻣﺩ ﻧﺟﺎﺣﺎﺕ ﺍﻟﺑﺎﻟﻐﻳﻥ‬
‫ﻋﻠﻰ ﻣﻭﺍﻫﺏ ﻣﻘﺗﺭﻧﺔ ﺑﻣﺭﺣﻠﺔ ﻋﻣﺭﻳﺔ ﻣﻌﻳﻧﺔ‪ ،‬ﻭﺇﻧﻣﺎ‬
‫ﺍﻟﺟﻳﻧﺎﺕ ﺗﺄﻣﺭ ﻭﺗُﻣﻠﻲ ﻭﺗﻌﻁﻲ ﺍﻟﺗﻌﻠﻳﻣﺎﺕ ﻭﺗﺣﺩﺩ ﺷﻛﻝ‬ ‫ﻋﻠﻰ ﺗﻭﻓﺭ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻼﺯﻣﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ‬
‫ﻁﻳﻠﺔ ﻣﺎﺋﺔ ﻋﺎﻡ ﻛﺎﻥ ﻫﺫﺍ ﻫﻭ‬ ‫ﺻﻔﺎﺗﻙ ﻭﻣﻭﺍﻫﺑﻙ‪.‬‬ ‫ﺍﻟﺗﻲ ﺗُﻣﺎﺭﺱ ﻋﻠﻰ ﺍﻟﻣﺩﻯ ﺍﻟﻁﻭﻳﻝ‪ .‬ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ‬
‫ﺍﻟﺗﻔﺳﻳﺭ ﺍﻟﺷﺎﺋﻊ ﻭﺍﻟﻣﻘﺑﻭﻝ ﺍﻟﺫﻱ ﻳﻭﺿﺢ ﺳﺑﺏ ﺍﻧﺗﻬﺎﺟﻧﺎ‬ ‫ﻣﻥ ﺃﻥ ﺇﻧﺟﺎﺯﺍﺕ ﺍﻟﻁﻔﻝ ﻣﻬﻣﺔ ﻷﻧﻬﺎ ﺩﻟﻳﻝ ﻣﺑﻛﺭ ﻋﻠﻰ‬
‫ﺳﻠﻭﻛﻳﺎﺕ ﻣﻌﻳﻧﺔ ﺃﻭ ﺇﻅﻬﺎﺭﻧﺎ ﻟﺻﻔﺎﺕ ﻭﻣﻬﺎﺭﺍﺕ ﻣﻌﻳﻧﺔ‪.‬‬ ‫ً‬
‫ﻻﺣﻘﺎ‪ ،‬ﻓﺈﻧﻬﺎ ﻻ ﺗﺗﺣﻛﻡ ﻓﻲ ﻧﺟﺎﺣﻪ‬ ‫ﺍﻫﺗﻣﺎﻣﺎﺗﻪ ﻭﺍﺧﺗﻳﺎﺭﺍﺗﻪ‬
‫ﻓﻔﻲ ﺍﻟﺗﺟﺎﺭﺏ ﺍﻟﺗﻲ ﺃﺟﺭﺍﻫﺎ ﻋﺎﻟﻡ ﺍﻟﻧﺑﺎﺕ ”ﺟﺭﻳﺟﻭﺭ‬ ‫ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ ﺑﺄﻱ ﺣﺎﻝ ﻣﻥ ﺍﻷﺣﻭﺍﻝ‪.‬‬
‫ﻣﻧﺩﻝ“ ﻋﻠﻰ ﻧﺑﺎﺕ ﺍﻟﺑﺳﻠﺔ ﻓﻲ ﺧﻣﺳﻳﻧﺎﺕ ﻭﺳﺗﻳﻧﺎﺕ ﺍﻟﻘﺭﻥ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬
‫ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ‪ ،‬ﺃﻭﺿﺢ ﺃﻥ ﺍﻟﺻﻔﺎﺕ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻠﻧﺑﺎﺕ‬ ‫‪áÑgƒŸG É¡ª°SG áaGôN‬‬

‫ﻣﺛﻝ ﺷﻛﻝ ﺍﻟﺑﺫﺭﺓ ﻭﻟﻭﻥ ﺍﻟﺯﻫﺭﺓ ﺗﻧﺗﻘﻝ ﻣﻥ ﺟﻳﻝ ﺇﻟﻰ‬
‫ﺁﺧﺭ ﻋﺑﺭ ”ﻋﻭﺍﻣﻝ ﻭﺭﺍﺛﻳﺔ“ ﺳﺎﺋﺩﺓ ﻭﻣﺗﻧﺣﻳﺔ )ﻭﻫﻲ‬ ‫ﻛﻳﻑ ﻳﺗﻣﻛﻥ ﺍﻟﺳﺑﺎﺣﻭﻥ‬ ‫ﻛﻳﻑ ﺗﻅﻬﺭ ﺍﻟﻣﻭﻫﺑﺔ؟‬
‫ﺍﻟﺗﻲ ﻋُ ﺭﻓﺕ ﺑﻌﺩ ﺫﻟﻙ ﺑﺎﺳﻡ ”ﺍﻟﺟﻳﻧﺎﺕ“(‪ .‬ﻭﺑﻌﺩ ﺛﻣﺎﻧﻲ‬ ‫ﻭﺍﻟﻌﺩﺍءﻭﻥ ﻣﻥ ﺍﻟﺳﺑﺎﺣﺔ ﺃﻭ ﺍﻟﻌﺩﻭ ﺑﻬﺫﻩ ﺍﻟﺳﺭﻋﺔ؟‬
‫ﺳﻧﻭﺍﺕ ﻣﻥ ﺇﺟﺭﺍء ﺍﻟﺗﺟﺎﺭﺏ ﻋﻠﻰ ‪ 28‬ﺃﻟﻑ ﻧﺑﺗﺔ‪ ،‬ﺃﺛﺑﺕ‬ ‫ﻛﻳﻑ ﻳﻠﻌﺏ ﻻﻋﺑﻭ ﺍﻟﺗﻧﺱ ﺃﻭ ﺍﻟﺷﻁﺭﻧﺞ ﺑﻬﺫﻩ ﺍﻟﻣﻬﺎﺭﺓ‬
‫”ﻣﻧﺩﻝ“ ﻭﺟﻭﺩ ﺍﻟﺟﻳﻧﺎﺕ ﻭﺃﻧﻬﺎ ﻭﺣﺩﻫﺎ ﺍﻟﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺭﺳﻡ‬ ‫ﻭﺍﻟﺗﻌﻘﻳﺩ؟ ﻟﻭ ﻛﺎﻥ ﺍﻟﺑﺷﺭ ﻣﺛﻝ ﺫﺑﺎﺑﺔ ﺍﻟﻔﺎﻛﻬﺔ ﺍﻟﺗﻲ ﺗﻧﺗﺞ‬
‫ﺷﺧﺻﻳﺎﺗﻧﺎ ﻭﺗﺣﺩﻳﺩ ﺻﻔﺎﺗﻧﺎ ﻭﻗﺩﺭﺍﺗﻧﺎ‪.‬‬ ‫ً‬
‫ﺟﻳﻼ ﺟﺩﻳ ًﺩﺍ ﻛﻝ ‪ 11‬ﻳﻭﻣًﺎ‪ ،‬ﻷﺭﺟﻌﻧﺎ ﺍﻟﺳﺑﺏ ﺇﻟﻰ ﺍﻟﻭﺭﺍﺛﺔ‬
‫ﻭﺍﻟﺗﻁﻭﺭ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ ﺍﻟﺳﺭﻳﻊ‪ .‬ﻭﻟﻛﻥ ﻫﻧﺎﻙ ﺗﻔﺳﻳﺭً ﺍ ﺁﺧﺭ‬
‫ﺑﻘﻲ ﻫﺫﺍ ﺍﻟﺗﻔﺳﻳﺭ ﺳﺎﺋ ًﺩﺍ ﺣﺗﻰ ﻳﻭﻣﻧﺎ ﻫﺫﺍ‪ .‬ﺣﻳﺙ ﻳﺅﻛﺩ‬ ‫ً‬
‫ﺑﺳﻳﻁﺎ ﻭﺃﻛﺛﺭ ﺇﻗﻧﺎﻋً ﺎ‪ ،‬ﺇﻻ ﺃﻧﻪ ﺳﻳﺻﺩﻡ ﺍﻟﻣﺟﺗﻣﻊ ﻭﺍﻷﺳﺭﺓ‬
‫‪2‬‬ ‫ﺍﻟﻌﻠﻣﺎء ﺃﻥ ﺍﻟﺟﻳﻧﺎﺕ ﻫﻲ ﺍﻟﺗﻲ ﺗﻧﺻﺏ ﻣﺳﺭﺡ ﺣﻳﺎﺗﻧﺎ‪.‬‬ ‫ﻋﻠﻰ ﺣ ٍﺩ ﺳﻭﺍء‪ ،‬ﻭﻫﻭ ﺃﻥ ﺳﺭ ﺗﻔﻭﻕ ﺍﻟﻣﻭﻫﻭﺑﻳﻥ ﻳﻛﻣﻥ‬
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‫ﻣﺎ ﻳﻧﺗﺟﻪ ﻭﻣﻛﺎﻥ ﻭﺗﻭﻗﻳﺕ ﺇﻧﺗﺎﺟﻪ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﺗﺗﺎﺑﻌﺎﺕ‬ ‫ﻻ ﺷﻙ ﻓﻲ ﺃﻥ ﻟﻠﺑﻳﺋﺔ ﺩﻭﺭً ﺍ‪ ،‬ﻭﻟﻛﻥ ﺗﺄﺛﻳﺭ ﺍﻟﺟﻳﻧﺎﺕ ﻳﺄﺗﻲ‬
‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ ‪) -‬ﻳﻧﺎﻳﺭ ‪1 - (2011‬‬

‫ﺍﻟﺣﻣﺽ ﺍﻟﻧﻭﻭﻱ ﺍﻷﺧﺭﻯ ﻭﻋﻠﻰ ﺍﻟﺑﻳﺋﺔ‪.‬‬ ‫ﻓﻲ ﺍﻟﻣﻘﺎﻡ ﺍﻷﻭﻝ ﻷﻧﻬﺎ ﺗﺣﺩﺩ ﻧﻁﺎﻕ ﻗﺩﺭﺍﺕ ﻛﻝ ﻓﺭﺩ‪.‬‬
‫ﻟﻬﺫﺍ ﻧﺳﻣﻊ ﻋﺑﺎﺭﺍﺕ ﻣﺛﻝ‪” :‬ﻣﻣﻥ ﻭﺭﺙ ﺃﺧﻭﻙ ﺻﻭﺗﻪ‬
‫ﺍﻟﺟﻳﻥ ﻟﻳﺱ ﺇﻧﺳﺎ ًﻧﺎ ﺁﻟﻳًﺎ ﻣﺑﺭﻣﺟً ﺎ ﻋﻠﻰ ﻗﻭﻝ ﻧﻔﺱ ﺍﻟﺷﻲء‬ ‫ﺍﻟﺟﻣﻳﻝ؟“ ﺃﻭ ”ﻣﻣﻥ ﻭﺭﺛﺕ ﻁﻭﻟﻙ ﺍﻟﻔﺎﺭﻉ؟“ ﺃﻭ ”ﻟﻣﺎﺫﺍ ﻻ‬
‫ﺑﻧﻔﺱ ﺍﻟﻁﺭﻳﻘﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻣﻥ ﺃﻥ ”ﻣﻧﺩﻝ“ ﻟﻡ ﻳﺳﺗﻁﻊ‬ ‫ﺃﺳﺗﻁﻳﻊ ﺃﻥ ﺃﺭﻗﺹ ﻣﺛﻠﻙ؟“ ﺃﻭ ”ﻛﻳﻑ ﺗﺟﻳﺩ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ‬
‫ﺃﻥ ﻳﻛﺗﺷﻑ ﺫﻟﻙ ﺧﻼﻝ ﺗﺟﺎﺭﺑﻪ‪ .‬ﻭﺇﻧﻣﺎ ﺛﺑﺕ ﺃﻥ ﺍﻟﺟﻳﻧﺎﺕ‬ ‫ﺍﻷﺭﻗﺎﻡ ﺑﻬﺫﻩ ﺍﻟﺳﺭﻋﺔ؟“ ﻭﺩﺍﺋﻣًﺎ ﺗﻛﻭﻥ ﺇﺟﺎﺑﺗﻧﺎ ﻭﺍﺣﺩﺓ‬
‫ﺗﺗﻔﺎﻋﻝ ﻣﻊ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻁﺔ ﺑﺣﻳﺙ ﺗُﻅﻬﺭ ﺻﻔﺎﺕ‬ ‫ﻭﺣﺎﺿﺭﺓ‪” :‬ﺍﻟﻔﺿﻝ ﻳﺭﺟﻊ ﺇﻟﻰ ﺍﻟﺟﻳﻧﺎﺕ“‪ .‬ﻓﻠﻡ ﻧﺩﺭﻙ‬
‫ﻣﺧﺗﻠﻔﺔ ﺣﺳﺏ ﻛﻝ ﺷﺧﺹ ﻭﺍﻟﺑﻳﺋﺔ ﺍﻟﺗﻲ ﻳﺗﻭﺍﺟﺩ ﻓﻳﻬﺎ‪،‬‬ ‫ﻋﻠﻰ ﻣﺩﺍﺭ ﺍﻟﻌﺷﺭﻳﻥ ﻋﺎﻣًﺎ ﺍﻟﻣﺎﺿﻳﺔ – ﺍﻟﺗﻲ ﺧﺿﻌﺕ‬
‫ﻭﻫﻭ ﻣﺎ ﻳﻬﺩﻡ ﺍﻟﺻﻭﺭﺓ ﺍﻟﻣﺗﻛﻭﻧﺔ ﻟﺩﻳﻧﺎ ﺑﺄﻥ ﺍﻟﺟﻳﻧﺎﺕ‬ ‫ً‬
‫ﻓﺭﻳﻘﺎ ﻣﻥ‬ ‫ﻓﻳﻬﺎ ﺃﻓﻛﺎﺭ ”ﻣﻧﺩﻝ“ ﻟﺗﻌﺩﻳﻼﺕ ﻫﺎﺋﻠﺔ ‪ -‬ﺃﻥ ﺛﻣﺔ‬
‫ﺧﺭﻳﻁﺔ ﻭﺭﺍﺛﻳﺔ ﺗﺣﻣﻝ ﺗﻌﻠﻳﻣﺎﺕ ﺟﺎﻫﺯﺓ ﻹﻅﻬﺎﺭ ﺻﻔﺎﺕ‬ ‫ﺍﻟﻌﻠﻣﺎء ﻗﺩ ﻅﻬﺭ ﻟﻳﻧﺎﺩﻱ ﺑﺿﺭﻭﺭﺓ ﺍﻟﺗﺧﻠﻲ ﻋﻥ ﻣﻌﺗﻘﺩﻧﺎ‬
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‫ﻣﺛﻼ ﻟﻭﻥ ﺍﻟﻌﻳﻥ ﻭﺣﺟﻡ ﺍﻷﺻﺎﺑﻊ ﻭﺳﺭﻋﺔ‬ ‫ﻣﻌﻳﻧﺔ ﺗﺣﺩﺩ‬ ‫ﺍﻟﻘﺩﻳﻡ ﻭﺃﻥ ﻧﻧﻅﺭ ﺇﻟﻰ ﺍﻟﺟﻳﻧﺎﺕ ﺑﻣﻧﻅﻭﺭ ﺟﺩﻳﺩ ﻭﻣﺧﺗﻠﻑ‪.‬‬
‫ﺍﻟﺣﺭﻛﺔ ﻭﺍﻟﺣﺱ ﺍﻟﻣﻭﺳﻳﻘﻲ ﺍﻟﻣﺭﻫﻑ‪ .‬ﻭﻟﻛﻧﻧﺎ ﺻﺭﻧﺎ‬
‫ﺍﻵﻥ ﻗﺎﺩﺭﻳﻥ ﻋﻠﻰ ﺭﺳﻡ ﺻﻭﺭﺓ ﺟﺩﻳﺩﺓ ﺃﻛﺛﺭ ﺩﻗﺔ ﻋﻥ‬ ‫‪á«∏YÉØàdG ájô¶ædG‬‬
‫ً‬
‫ﻧﺳﺧﺎ ﻧﻬﺎﺋﻳًﺎ‪ ،‬ﻓﻬﻲ ﺗﺷﺑﻪ‬ ‫ﺍﻟﺟﻳﻧﺎﺕ‪ .‬ﻓﺎﻟﺟﻳﻧﺎﺕ ﻟﻳﺳﺕ‬
‫ﺗﺻﻭّ ﺭ ﻭﺟﻭﺩ ﻟﻭﺣﺔ‬ ‫ﻣﻔﺎﺗﻳﺢ ﻭﻣﺅﺷﺭﺍﺕ ﺍﻟﺻﻭﺕ‪.‬‬ ‫ﻳﺿﻡ ﻫﺫﺍ ﺍﻟﻔﺭﻳﻕ ﻋﻠﻣﺎء ﻭﺭﺍﺛﺔ ﻭﺃﻁﺑﺎء ﺃﻋﺻﺎﺏ‬
‫ﺗﺣﻛﻡ ﺩﺍﺧﻝ ﻛﻝ ﺧﻠﻳﺔ ﻣﻥ ﺧﻼﻳﺎ ﺟﺳﻣﻙ ﻳﻣﻛﻧﻙ ﺗﺷﻐﻳﻝ‬ ‫ﻭﻣﺗﺧﺻﺻﻳﻥ ﻓﻲ ﻋﻠﻡ ﺍﻟﻧﻔﺱ ﺍﻹﺩﺭﺍﻛﻲ‪ ،‬ﻭﻗﺩ ﺃﻁﻠﻘﻭﺍ‬
‫ﻣﻔﺎﺗﻳﺣﻬﺎ ﻭﻣﺅﺷﺭﺍﺗﻬﺎ ﺃﻭ ﺇﻳﻘﺎﻓﻬﺎ ﺃﻭ ﺭﻓﻊ ﺻﻭﺗﻬﺎ ﺃﻭ‬ ‫ﻋﻠﻰ ﺃﻧﻔﺳﻬﻡ ﺍﺳﻡ ”ﻋﻠﻣﺎء ﺍﻟﻧﻅﻡ ﺍﻟﺗﻁﻭﺭﻳﺔ“‪ ،‬ﻭﻟﻛﻥ‬
‫ﺧﻔﺿﻪ ﻓﻲ ﺃﻱ ﻭﻗﺕ‪ ،‬ﻭﺫﻟﻙ ﻣﻥ ﺧﻼﻝ ﺟﻳﻥ ﺁﺧﺭ ﺃﻭ‬ ‫ﺳﻧﺳﻣﻳﻬﻡ ”ﺍﻟﺗﻔﺎﻋﻠﻳﻳﻥ“ ﻧﻅﺭً ﺍ ﺇﻟﻰ ﺗﺭﻛﻳﺯﻫﻡ ﻋﻠﻰ ﺍﻟﺗﻔﺎﻋﻝ‬
‫ﺃﻱ ﻋﺎﻣﻝ ﺑﻳﺋﻲ ﻣﺅﺛﺭ ﻣﻬﻣﺎ ﻛﺎﻥ ﺻﻐﻳﺭً ﺍ‪ .‬ﺗﺣﺩﺙ ﻫﺫﻩ‬ ‫ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻲ ﺑﻳﻥ ﺍﻟﺟﻳﻧﺎﺕ ﻭﺍﻟﺑﻳﺋﺔ‪ .‬ﻟﻡ ﺗﺣﻅ ﻧﻅﺭﻳﺗﻬﻡ‬
‫ﺍﻟﻌﻣﻠﻳﺔ ﺑﺷﻛﻝ ﻣﺗﻭﺍﺻﻝ ﻭﺩﻭﻥ ﺍﻧﻘﻁﺎﻉ‪ ،‬ﻭﺗﺑﺩﺃ ﻣﻧﺫ‬ ‫ﺑﺎﻟﻘﺑﻭﻝ ﺍﻟﻌﺎﻡ ﺑﻌﺩ؛ ﺣﺗﻰ ﻫﻡ ﺃﻧﻔﺳﻬﻡ ﻳﻌﻠﻧﻭﻥ ﺃﻧﻬﻡ‬
‫ً‬
‫ﻭﺑﺩﻻ ﻣﻥ‬ ‫ﻟﺣﻅﺔ ﺍﻟﻣﻳﻼﺩ ﻭﻻ ﺗﺗﻭﻗﻑ ﺇﻻ ﻋﻧﺩ ﺍﻟﻣﻣﺎﺕ‪.‬‬ ‫ﻳﻭﺍﺟﻬﻭﻥ ﺻﻌﻭﺑﺔ ﻓﻲ ﺍﺳﺗﻳﻌﺎﺏ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺗﻭﺻﻠﻭﺍ‬
‫ﻭﺟﻭﺩ ﺗﻌﻠﻳﻣﺎﺕ ﺛﺎﺑﺗﺔ ﻟﻠﺗﻌﺑﻳﺭ ﻋﻥ ﺻﻔﺔ ﻭﺭﺍﺛﻳﺔ ﻣﻌﻳﻧﺔ‪،‬‬ ‫ﺇﻟﻳﻬﺎ‪ .‬ﻟﻛﻥ ﻣﻥ ﺍﻟﻭﺍﺿﺢ ﺃﻥ ﻫﺫﻩ ﺍﻟﻧﺗﺎﺋﺞ ﺳﺗﻛﻭﻥ ﺫﺍﺕ‬
‫ً‬
‫ﻣﺧﺗﻠﻔﺎ‬ ‫ﻳﺭﺳﻡ ﺍﻟﺗﻔﺎﻋﻝ ﺑﻳﻥ ﺍﻟﺟﻳﻥ ﻭﺍﻟﺑﻳﺋﺔ ﻣﺳﺎﺭً ﺍ ﺇﻧﻣﺎﺋﻳًﺎ‬ ‫ﺃﺛﺭ ﻛﺑﻳﺭ ﻭﺳﺗﻐﻳﺭ ﻣﻔﺎﻫﻳﻣﻧﺎ ﺍﻟﻘﺩﻳﻣﺔ ﻋﻥ ﺍﻟﻣﻭﻫﺑﺔ‪.‬‬
‫ﻟﻛﻝ ﻓﺭﺩ‪.‬‬
‫ﻟﻛﻲ ﺗﻔﻬﻡ ﻫﺫﻩ ﺍﻟﻧﻅﺭﻳﺔ‪ ،‬ﺣﺎﻭﻝ ﺃﻥ ﺗﻧﺳﻰ ﻛﻝ ﻣﺎ ﺗﻌﻠﻣﺗﻪ‬
‫ﻳﻁﻠﻕ ﺍﻟﺗﻔﺎﻋﻠﻳﻭﻥ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻣﺳﺎﺭ ﺍﺳﻡ ”ﺝ ‪ X‬ﺏ“‬ ‫ﻋﻥ ﺍﻟﻭﺭﺍﺛﺔ‪ .‬ﻓﺎﻟﺟﻳﻥ ﻟﻳﺱ ﻭﺣﺩﺓ ﻋﺷﻭﺍﺋﻳﺔ ﻣﺳﺗﻘﻠﺔ‬
‫)ﺃﻭ ﺍﻟﺟﻳﻧﺎﺕ ﺍﻟﻣﺗﻔﺎﻋﻠﺔ ﻣﻊ ﺍﻟﺑﻳﺋﺔ(‪ ،‬ﻭﻗﺩ ﺃﺻﺑﺢ ﺃﺳﺎﺱ‬ ‫ﺗﺗﻛﻭﻥ ﻣﻥ ﺷﺭﻳﻁ ﻁﻭﻳﻝ ﻣﻥ ﺍﻟﺣﻣﺽ ﺍﻟﻧﻭﻭﻱ ﻳﻧ ِﺗﺞ‬
‫ﻓﻬﻡ ﻛﻝ ﺷﻲء ﻣﺗﻌﻠﻕ ﺑﺎﻟﻭﺭﺍﺛﺔ‪ ،‬ﻭﻫﻭ ﻳﺑﻳﻥ ﺃﻥ ﻟﻠﺟﻳﻧﺎﺕ‬ ‫ﺩﺍﺋﻣًﺎ ﻧﻔﺱ ﺍﻟﺗﺄﺛﻳﺭ ﻟﺩﻯ ﺃﻱ ﺷﺧﺹ ﻓﻲ ﺃﻱ ﻣﻛﺎﻥ ﻭﻓﻲ‬
‫ﺗﺄﺛﻳﺭً ﺍ ﻗﻭﻳًﺎ ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻌﺑﻳﺭ ﻋﻥ ﺟﻣﻳﻊ ﺍﻟﺻﻔﺎﺕ‪،‬‬ ‫ﺟﻣﻳﻊ ﺍﻟﻅﺭﻭﻑ‪ .‬ﺑﺻﺭﻑ ﺍﻟﻧﻅﺭ ﻋﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻟﺷﺭﻳﻁ‬
‫ﺑﺩءًﺍ ﻣﻥ ﻟﻭﻥ ﺍﻟﻌﻳﻥ ﻭﺍﻧﺗﻬﺎ ًء ﺑﺎﻟﺫﻛﺎء ﺍﻟﻌﻘﻠﻲ‪ ،‬ﻭﻟﻛﻧﻬﺎ‬ ‫ﺍﻟﺣﻣﺽ ﺍﻟﻧﻭﻭﻱ ﺩﻭﺭ ﻓﻲ ﺇﻧﺗﺎﺝ ﺃﻱ ﺷﻲء‪ ،‬ﻓﺎﻟﻣﻬﻡ ﺃﻥ‬
‫‪á«Ä«ÑdG äGõØëŸG ÒKCÉJ‬‬

‫ﻧﻌﻠﻡ ﺍﻵﻥ ﺃﻥ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﻭﺭﺍﺛﻳﺔ ﻻ ﺗﻌﻣﻝ ﺑﻣﻌﺯﻝ ﻋﻥ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺑﻳﺋﻳﺔ‪ ،‬ﺑﻝ ﻳﺗﻔﺎﻋﻝ ﻛﻼﻫﻣﺎ ﻣﻊ ﺍﻵﺧﺭ ﺑﺻﻭﺭﺓ ﻭﺛﻳﻘﺔ‪ .‬ﻭﺇﺫﺍ‬
‫ﻛﺎﻧﺕ ﺍﻟﻣﺣﻔﺯﺍﺕ ﺍﻟﺑﻳﺋﻳﺔ ﺇﻳﺟﺎﺑﻳﺔ‪ ،‬ﻓﺈﻥ ﺭﺩ ﺍﻟﻔﻌﻝ ﺍﻟﻣﻧﺎﺳﺏ ﻫﻭ ﺍﺳﺗﻘﺑﺎﻝ ﺗﺄﺛﻳﺭﺍﺗﻬﺎ ﻋﻠﻰ ﺟﻳﻧﺎﺗﻧﺎ ﻭﺣﻳﺎﺗﻧﺎ‪ .‬ﻭﻣﻥ ﻫﺫﻩ ﺍﻟﻣﺣﻔﺯﺍﺕ‪:‬‬
‫❂ ﺍﻟﺗﺧﺎﻁﺏ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻣﺭﺣﻠﺔ ﺳﻧﻳﺔ ﻣﺑﻛﺭﺓ ﻭﺑﺷﻛﻝ ﻣﺗﻛﺭﺭ؛‬

‫❂ ﺗﻌﻭﱡﺩ ﺍﻷﺑﻭﻳﻥ ﻋﻠﻰ ﺍﻟﻘﺭﺍءﺓ ﻷﻁﻔﺎﻟﻬﻡ ﻓﻲ ﻣﺭﺣﻠﺔ ﺳﻧﻳﺔ ﻣﺑﻛﺭﺓ؛‬
‫❂ ﺍﻟﺩﻋﻡ ﻭﺍﻟﺗﺷﺟﻳﻊ؛‬
‫❂ ﺭﻓﻊ ﺳﻘﻑ ﺍﻷﺣﻼﻡ ﻭﺍﻟﻁﻣﻭﺣﺎﺕ؛‬
‫❂ ﺗﻘﺑﻝ ﺍﻟﻔﺷﻝ ﻭﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻧﻪ؛‬
‫❂ ﺗﻘﺑﻝ ﻓﻛﺭﺓ ﺍﻟﻧﻣﻭ ﺍﻟﻣﺳﺗﻣﺭ‪ .‬ﻓﻛﻠﻣﺎ ﺁﻣﻥ ﺍﻟﻔﺭﺩ ﺃﻥ ﻗﺩﺭﺍﺗﻪ ﻣﺭﻧﺔ ﻭﻗﺎﺑﻠﺔ ﻟﻠﻧﻣﻭ ﻁﻭﺍﻝ ﺍﻟﻭﻗﺕ‪ ،‬ﺣﻘﻕ ﻧﺟﺎﺣً ﺎ ﺃﻋﻅﻡ‪.‬‬
‫‪3‬‬
‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ ‪) -‬ﻳﻧﺎﻳﺭ ‪1 - (2011‬‬ ‫ﺟﺯﻳﺭﺓ ﺟﺎﻣﺎﻳﻛﺎ ﺍﻟﺻﻐﻳﺭﺓ ﻭﻓﻭﺯﻫﺎ ﺑﺳﺕ ﻣﻳﺩﺍﻟﻳﺎﺕ‬ ‫ﻧﺎﺩﺭً ﺍ ﻣﺎ ﺗﺣﺩﺩ ﺑﺎﻟﺿﺑﻁ ﺍﻟﺷﻛﻝ ﺍﻟﻧﻬﺎﺋﻲ ﻟﻬﺫﻩ ﺍﻟﺻﻔﺎﺕ‪.‬‬
‫ً‬
‫ﺇﺟﻣﺎﻻ‪ .‬ﻣﺎ ﺃﺛﺎﺭ ﺍﻟﺩﻫﺷﺔ‬ ‫ﺫﻫﺑﻳﺔ ﻭﺇﺣﺩﻯ ﻋﺷﺭﺓ ﻣﻳﺩﺍﻟﻳﺔ‬ ‫ﺗﺗﺄﺛﺭ ﺍﻟﺟﻳﻧﺎﺕ ﻣﻧﺫ ﻟﺣﻅﺔ ﺍﻟﻣﻳﻼﺩ ﺑﺎﻟﻣﺣﻔﺯﺍﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ‬
‫ﺃﻥ ﺃﻣﺔ ﻓﻘﻳﺭﺓ ﻛﻬﺫﻩ ﻻ ﻳﺯﻳﺩ ﺗﻌﺩﺍﺩ ﺳﻛﺎﻧﻬﺎ ﻋﻥ ‪2.8‬‬ ‫ﻭﺍﻟﺧﺎﺭﺟﻳﺔ ﻭﺗﺗﻔﺎﻋﻝ ﻣﻌﻬﺎ‪ ،‬ﻣﺛﻝ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻐﺫﺍﺋﻳﺔ‬
‫ﻣﻠﻳﻭﻥ ﻧﺳﻣﺔ – ﺃﻱ ‪ 100/1‬ﻣﻥ ﺗﻌﺩﺍﺩ ﺳﻛﺎﻥ ﺍﻟﻭﻻﻳﺎﺕ‬ ‫ﻭﺍﻟﻬﺭﻣﻭﻧﺎﺕ ﻭﺍﻟﻣُﺩﺧﻼﺕ ﺍﻟﺣﺳﻳﺔ ﻭﺍﻟﻧﺷﺎﻁ ﺍﻟﺑﺩﻧﻲ‬
‫ﺍﻟﻣﺗﺣﺩﺓ – ﺍﺳﺗﻁﺎﻋﺕ ﺑﻁﺭﻳﻘﺔ ﻣﺎ ﺃﻥ ﺗﻧﺟﺏ ﺃﺳﺭﻉ ﺑﺷﺭ‬ ‫ﻭﺍﻟﻌﻘﻠﻲ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﻔﺎﻋﻠﻬﺎ ﻣﻊ ﺍﻟﺟﻳﻧﺎﺕ ﺍﻷﺧﺭﻯ‪،‬‬
‫ﻓﻲ ﺍﻟﻌﺎﻟﻡ‪ .‬ﻓﻛﻳﻑ ﺣﺩﺙ ﻫﺫﺍ؟‬ ‫ﻓﺗﻛﻭﻥ ﺍﻟﻧﺗﻳﺟﺔ ﻫﻲ ﺇﻅﻬﺎﺭ ﺻﻔﺎﺕ ﻓﺭﻳﺩﺓ ﻭﺧﺎﺻﺔ ﻻ‬
‫ﺗﺗﻧﺎﺳﺏ ﺇﻻ ﻣﻊ ﺑﻳﺋﺔ ﻭﻅﺭﻭﻑ ﺷﺧﺹ ﺑﻌﻳﻧﻪ ﺩﻭﻥ ﺁﺧﺭ‪.‬‬
‫ﺃﻓﺗﻰ ﻋﻠﻣﺎء ﺍﻟﻭﺭﺍﺛﺔ ﻭﺍﻟﺻﺣﻔﻳﻭﻥ ﺍﻟﻌﻠﻣﻳﻭﻥ ﺑﻭﺟﻭﺩ ﺳﺭ‬ ‫ﻧﺣﻥ ﻻ ﻧﻧﻛﺭ ﺍﻟﺩﻭﺭ ﺍﻟﺣﻳﻭﻱ ﺍﻟﺫﻱ ﺗﻠﻌﺑﻪ ﺍﻟﺟﻳﻧﺎﺕ‪ ،‬ﻭﻻ‬
‫ﺧﻔﻲ ﻭﺭﺍء ﻫﺫﻩ ﺍﻟﻣﻭﻫﺑﺔ‪ .‬ﻓﻘﺩ ﺛﺑﺕ ﺑﻳﻭﻟﻭﺟﻳًﺎ ﺃﻥ ﺃﺟﺳﺎﻡ‬ ‫ﻧﻧﻛﺭ ﺃﻥ ﺍﻻﺧﺗﻼﻓﺎﺕ ﺍﻟﺟﻳﻧﻳﺔ ﺗﻧﺗﺞ ﺻﻔﺎﺕ ﻣﺧﺗﻠﻔﺔ‪ ،‬ﺇﻻ‬
‫ﺟﻣﻳﻊ ﺳﻛﺎﻥ ﺟﺎﻣﺎﻳﻛﺎ ﺗﺗﻣﺗﻊ ﺑﺑﺭﻭﺗﻳﻥ ﺍﻷﻟﻔﺎ ﺃﻛﺗﻳﻧﻳﻥ ‪،3‬‬ ‫ﺃﻥ ً‬
‫ﻛﻼ ﻣﻧﺎ ﻋﺑﺎﺭﺓ ﻋﻥ ﻧﻅﺎﻡ ﺃﻭ ﻛﻳﺎﻥ ﺩﻳﻧﺎﻣﻳﻛﻲ ﺗﺗﻁﻭﺭ‬
‫ﻭﻫﻭ ﺑﺭﻭﺗﻳﻥ ﻳﻧﺗﺟﻪ ﺟﻳﻥ ‪ ACTN3‬ﺍﻟﺫﻱ ﺗﻭﺟﺩ ﻣﻧﻪ‬ ‫ﻣﻬﺎﺭﺍﺗﻪ ﺑﺎﺳﺗﻣﺭﺍﺭ‪.‬‬
‫ﻧﺳﺧﺔ ﻭﺍﺣﺩﺓ ﻋﻠﻰ ﺍﻷﻗﻝ ﻟﺩﻯ ‪ ٪98‬ﻣﻥ ﺳﻛﺎﻥ ﺟﺎﻣﺎﻳﻛﺎ‪،‬‬
‫ﻳﺧﺗﻠﻑ ﻫﺫﺍ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻲ ﺍﻟﺟﺩﻳﺩ ”ﺝ ‪ X‬ﺏ“ ً‬
‫ﻛﻼ‬
‫ﻭﻫﻲ ﻧﺳﺑﺔ ﺃﻋﻠﻰ ﻣﻥ ﻣﻌﻅﻡ ﺍﻟﺷﻌﻭﺏ ﺍﻷﺧﺭﻯ‪.‬‬
‫ﻭﺟﺯءًﺍ ﻋﻥ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺛﺎﺑﺕ ﺍﻟﻘﺩﻳﻡ ”ﺝ ‪ +‬ﺏ“‪ .‬ﻓﺑﺣﺳﺏ‬
‫ﺍﻟﻣﻔﻬﻭﻡ ﺍﻟﻘﺩﻳﻡ‪ ،‬ﺍﻟﺟﻳﻧﺎﺕ ﻫﻲ ﺍﻟﺗﻲ ﺗﻧﺻﺏ ﻣﺳﺭﺡ ﺣﻳﺎﺓ‬
‫ﻛﺎﻧﺕ ﻫﺫﻩ ﺣﻘﻳﻘﺔ ﻣﺫﻫﻠﺔ‪ ،‬ﻭﻟﻛﻧﻬﺎ ﻟﻡ ﺗﻛﺷﻑ ﻋﻥ ﺳﺭ‬
‫ً‬
‫ﻻﺣﻘﺎ ﺩﻭﺭ ﺍﻟﻣﺅﺛﺭﺍﺕ ﺍﻟﺑﻳﺋﻳﺔ‪ .‬ﺃﻣﺎ‬ ‫ﺍﻟﻔﺭﺩ‪ ،‬ﺛﻡ ﻳﺄﺗﻲ‬
‫ﺗﻔﻭﻗﻬﻡ‪ .‬ﻓﻬﻧﺎﻙ ‪ ٪80‬ﻣﻥ ﺍﻷﻣﺭﻳﻛﻳﻳﻥ ﻳﺣﻣﻠﻭﻥ ﻧﺳﺧﺔ‬
‫ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺟﺩﻳﺩ‪ ،‬ﻓﻳﺗﺳﻡ ﺑﺎﻟﺗﻔﺎﻋﻠﻳﺔ؛ ﺃﻱ ﺃﻥ ﺍﻟﺟﻳﻧﺎﺕ‬
‫ﻭﺍﺣﺩﺓ ﻋﻠﻰ ﺍﻷﻗﻝ ﻣﻥ ﻫﺫﺍ ﺍﻟﺟﻳﻥ )ﺃﻱ ﻣﺎ ﻳﻘﺭﺏ ﻣﻥ‬
‫ﻻ ﺗﺗﺩﺧﻝ ﻗﺑﻝ ﺍﻟﺑﻳﺋﺔ‪ ،‬ﺑﻝ ﺗﻌﺑﱢﺭ ﻋﻥ ﻧﻔﺳﻬﺎ ﻓﻲ ﺻﻭﺭﺓ‬
‫‪ 240‬ﻣﻠﻳﻭﻥ ﻧﺳﻣﺔ(‪ ،‬ﻭﻫﻧﺎﻙ ‪ ٪82‬ﻣﻥ ﺍﻷﻭﺭﻭﺑﻳﻳﻥ‬
‫ﺻﻔﺎﺕ ﺗﺗﺄﺛﺭ ﺑﻅﺭﻭﻑ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻁﺔ ﻭﺗﺗﻔﺎﻋﻝ ﻣﻌﻬﺎ‪.‬‬
‫)ﺃﻱ ﻣﺎ ﻳﻘﺭﺏ ﻣﻥ ‪ 597‬ﻣﻠﻳﻭﻥ ﻧﺳﻣﺔ ﺃﺧﺭﻯ(‪ .‬ﺑﻳﺩ‬
‫ﻛﻝ ﻣﺎ ﻧﺣﻥ ﻋﻠﻳﻪ ﻣﻧﺫ ﻣﻳﻼﺩﻧﺎ ﻟﻳﺱ ﺇﻻ ﻧﺗﻳﺟﺔ ﺣﺗﻣﻳﺔ ﻟﻬﺫﻩ‬
‫ﺃﻥ ﻋﻠﻣﺎء ﺍﻟﻭﺭﺍﺛﺔ ﺗﻭﺻﻠﻭﺍ ﺇﻟﻰ ﺃﻧﻪ ﻣﺎ ﻣﻥ ﻋﻼﻗﺔ ﺗﺭﺑﻁ‬
‫ﺍﻟﻌﻣﻠﻳﺔ‪ .‬ﻓﺎﻟﺻﻔﺎﺕ ﺍﻟﻭﺭﺍﺛﻳﺔ ﻻ ﺗﻧﺗﻘﻝ ﺇﻟﻳﻧﺎ ﻣﻥ ﺍﻟﺟﻳﻧﺎﺕ‬
‫ﺑﻳﻥ ﻭﺟﻭﺩ ﻫﺫﺍ ﺍﻟﺟﻳﻥ ﻓﻲ ﺷﻌﺏ ﻣﺎ ﻭﺑﻳﻥ ﻗﺩﺭﺗﻪ ﻋﻠﻰ‬
‫ﻣﺑﺎﺷﺭﺓ‪ ،‬ﻭﺇﻧﻣﺎ ﺗﻅﻬﺭ )ﺃﻭ ﺑﻣﻌﻧﻰ ﺃﺩﻕ ”ﻳﺗﻡ ﺗﻔﻌﻳﻠﻬﺎ“(‬
‫ﺇﻧﺗﺎﺝ ﺃﺳﺭﻉ ﻋ ّﺩﺍﺋﻳﻥ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‪ .‬ﻓﻣﺎ ﻫﻭ ﺳﺭ ﺃﺑﻁﺎﻝ‬
‫ﺑﻔﺿﻝ ﺍﻟﺗﻔﺎﻋﻝ ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻲ ﺑﻳﻥ ﺍﻟﺟﻳﻧﺎﺕ ﻭﺍﻟﺑﻳﺋﺔ‪ .‬ﺟﺩﻳﺭ‬
‫ﺟﺎﻣﺎﻳﻛﺎ ﺇﺫﻥ؟‬
‫ﺑﺎﻟﺫﻛﺭ ﺃﻥ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺟﺩﻳﺩ ﻻ ﻳﻠﻐﻲ ﺩﻭﺭ ﺍﻟﺟﻳﻧﺎﺕ‪ ،‬ﻟﻛﻧﻪ‬
‫ﻳﻧﻔﻲ ﺃﻧﻬﺎ ﻭﺣﺩﻫﺎ ﺗﺷﻛﻝ ﻫﻭﻳﺎﺗﻧﺎ ﺃﻭ ﺗﻁﺑﻊ ﺻﻔﺎﺗﻧﺎ‪.‬‬
‫ﻫﺫﺍ ﻫﻭ ﺍﻟﺳﺅﺍﻝ ﺍﻟﺫﻱ ﻁﺭﺣﻪ ﺍﻟﻧﺎﺱ ﻋﻥ ﻋﺩﺍﺋﻲ‬
‫ﺍﻟﻣﺳﺎﻓﺎﺕ ﺍﻟﻁﻭﻳﻠﺔ ﺍﻟﻔﻧﻠﻧﺩﻳﻳﻥ ﻓﻲ ﻋﺷﺭﻳﻧﺎﺕ ﺍﻟﻘﺭﻥ‬
‫‪∫ƒ°UC’ÉH ¬àbÓYh ìÉéædG‬‬
‫ﺍﻟﻣﺎﺿﻲ‪ ،‬ﻭﻋﻥ ﻻﻋﺑﻲ ﻛﺭﺓ ﺍﻟﺳﻠﺔ ﻓﻲ ﻓﻳﻼﺩﻟﻔﻳﺎ‬
‫‪äÉæ«÷Gh á«bô©dG‬‬
‫ﻭﻧﻳﻭﻳﻭﺭﻙ ﻓﻲ ﺍﻟﺛﻼﺛﻳﻧﺎﺕ ﻣﻥ ﺍﻟﻘﺭﻥ ﻧﻔﺳﻪ‪ .‬ﻫﺫﺍ ﻏﻳﺭ‬
‫ﺃﻧﻧﺎ ﻟﻡ ﻧﺯﻝ ﺇﻟﻰ ﺍﻟﻳﻭﻡ ﻧﺗﻌﺟﺏ ﻭﻧﺗﺳﺎءﻝ ﻛﻳﻑ ﻟﺩﻭﻟﺔ‬ ‫ً‬
‫ﻣﺫﻫﻭﻻ ﺗﻔﻭﻕ‬ ‫ﻓﻲ ﺃﻭﻟﻣﺑﻳﺎﺩ ﺑﻳﻛﻳﻥ ‪ ،2008‬ﺗﺎﺑﻊ ﺍﻟﻌﺎﻟﻡ‬
‫‪á°SQÉªŸG á«ªgCG‬‬
‫ﻟﻛﻲ ﺗﺅﺗﻲ ﻋﻣﻠﻳﺔ ﺍﻟﻣﻣﺎﺭﺳﺔ ﺛﻣﺎﺭﻫﺎ‪ ،‬ﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﺃﻫﺩﺍﻓﻙ ﺟﺎﺩﺓ ﻭﻁﻭﻳﻠﺔ ﺍﻷﺟﻝ‪ .‬ﺍﺳﺗﻣﺭﺍﺭ ﻟﻌﺏ ﺍﻟﺷﻁﺭﻧﺞ ﺃﻭ ﻛﺭﺓ ﺍﻟﻘﺩﻡ‬
‫ﻛﺎﻑ؛ ﻭﺍﻟﺭﻏﺑﺔ ﺍﻟﻣﺣﺗﺩﻣﺔ ﻟﻠﻭﺻﻭﻝ ﺇﻟﻰ ﻫﺩﻓﻙ ﻏﻳﺭ ﻛﺎﻓﻳﺔ‪ ،‬ﻷﻥ ﺍﻟﻣﻣﺎﺭﺳﺔ‬ ‫ﻛﺎﻑ؛ ﻭﺗﻠﻘﻲ ﺩﺭﻭﺱ ﻟﺩﻯ ﻣﺩﺭﺱ ﻣﺗﻣﻳﺯ ﻏﻳﺭ ٍ‬ ‫ﻏﻳﺭ ٍ‬
‫ﺍﻟﻭﺍﻋﻳﺔ ﺗﺗﻁﻠﺏ ﻋﺩﻡ ﺍﻻﻛﺗﻔﺎء ﺃﻭ ﺍﻟﺭﺿﺎ ﺃﺑ ًﺩﺍ ﺑﻘﺩﺭﺍﺗﻙ ﺍﻟﺣﺎﻟﻳﺔ‪ .‬ﻋﻠﻳﻙ ﺃﻥ ﺗﻧﺗﻘﺩ ﻧﻔﺳﻙ ﺩﺍﺋﻣًﺎ‪ ،‬ﻭﺃﻥ ﺗﺗﺧﻁﻰ ﺟﻣﻳﻊ ﺣﺩﻭﺩ ﻗﺩﺭﺍﺗﻙ‪،‬‬
‫ﻭﺃﻥ ﺗﻣﺭ ﺑﺗﺟﺎﺭﺏ ﺍﻟﻔﺷﻝ ﻭﺍﻹﺣﺑﺎﻁ‪ ،‬ﻭﺃﻥ ﺗﻧﻬﺽ ﻣﻥ ﻋﺛﺭﺗﻙ ﻓﺗﻧﻔﺽ ﺍﻟﺗﺭﺍﺏ ﻋﻧﻙ ﻭﺗﻌﻭﺩ ﻭﺗﺣﺎﻭﻝ ﺍﻟﻛﺭﺓ‪ .‬ﺗﺗﻁﻠﺏ ﺍﻟﻣﻣﺎﺭﺳﺔ‬
‫ً‬
‫ﻫﺎﺋﻼ ﻭﺍﻟﺗﺯﺍﻣًﺎ ﻳﻭﻣﻳًﺎ ﻟﻛﻲ ﺗﺣﺳّ ﻥ ﻣﻥ ﺃﺩﺍﺋﻙ‪ .‬ﻋﻠﻰ ﺍﻟﻣﺩﻯ ﺍﻟﻁﻭﻳﻝ‪ ،‬ﺳﺗﻛﻭﻥ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻛﺛﺭ ﻣﻥ ﻣُﺭﺿﻳﺔ‪ .‬ﻭﻟﻛﻥ ﻋﻠﻰ ﺍﻟﻣﺩﻯ‬ ‫ً‬
‫ﻭﻗﺗﺎ‬
‫ً‬
‫ﺳﻬﻼ ﺃﺑ ًﺩﺍ‪.‬‬ ‫ﺍﻟﻘﺻﻳﺭ‪ ،‬ﻟﻥ ﻳﻛﻭﻥ ﺑﺫﻝ ﺍﻟﻣﺟﻬﻭﺩ ﺍﻟﺷﺎﻕ ﺃﻭ ﺍﻟﺗﺿﺣﻳﺎﺕ ﺃﻣﺭً ﺍ‬
‫ﻭﻟﻛﻥ‪ ،‬ﻣﺎﺫﺍ ﻋﻥ ﺃﻭﻟﺋﻙ ﺍﻟﺫﻳﻥ ﻳﺗﺩﺭﺑﻭﻥ ﺑﺎﻧﺗﻅﺎﻡ ﺩﻭﻥ ﺃﻥ ﻳﺗﺣﺳﻥ ﺃﺩﺍﺅﻫﻡ ﺑﺻﻭﺭﺓ ﻣﻠﺣﻭﻅﺔ؟ ﻻ ﺷﻙ ﻓﻲ ﺃﻥ ﻣﺛﻝ ﻫﺅﻻء ﻳﻔﺗﻘﺭﻭﻥ‬
‫ﺇﻟﻰ ﺃﺣﺩ ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﺗﻲ ﺗﺿﻣﻥ ﻧﺟﺎﺡ ﻋﻣﻠﻳﺔ ﺍﻟﻣﻣﺎﺭﺳﺔ‪ ،‬ﻣﺛﻝ ﺍﻷﺳﻠﻭﺏ ﺍﻟﺫﻱ ﻳﺗﺩﺭﺑﻭﻥ ﺑﻪ ﺃﻭ ﻣﺩﻯ ﺟﺩﻳﺗﻬﻡ ﺃﻭ ﻁﺭﻳﻘﺔ ﺗﻔﻛﻳﺭﻫﻡ‬
‫‪4‬‬ ‫ﺃﻭ ﺭﺩﻭﺩ ﺃﻓﻌﺎﻟﻬﻡ ﺗﺟﺎﻩ ﺍﻟﻔﺷﻝ‪.‬‬
‫ﻧﻅﻥ‪ ،‬ﻓﻣﺛﻠﻣﺎ ﻳﻧﻘﻝ ﺍﻵﺑﺎء ﺇﻟﻰ ﺃﺑﻧﺎﺋﻬﻡ ﺟﻳﻧﺎﺕ ﻻ ﺗﺣﻣﻝ ﺃﻳﺔ‬ ‫ﺻﻐﻳﺭﺓ ﻣﺛﻝ ﻛﻭﺭﻳﺎ ﺍﻟﺟﻧﻭﺑﻳﺔ ﺃﻥ ﺗﻧﺟﺏ ﻻﻋﺑﺎﺕ ﺟﻭﻟﻑ‬

‫ﺗﻌﻠﻳﻣﺎﺕ‪ ،‬ﻓﺈﻧﻬﻡ ﻳﻧﻘﻠﻭﻥ ﻣﻌﻬﺎ ﻣﺎﺩﺓ ﺃﺧﺭﻯ ﺗﺣﻣﻝ ﺍﻟﻛﺛﻳﺭ‬ ‫ﻓﻲ ﺑﺭﺍﻋﺔ ﻻﻋﺑﻲ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ؟ ﻭﻛﻳﻑ ﺃﺻﺑﺣﺕ‬
‫ﻣﻥ ﺍﻟﺭﻣﻭﺯ ﻭﺍﻟﺗﻌﻠﻳﻣﺎﺕ ﺗﺳﻣﻰ ﻣﺎﺩﺓ ﺍﻟﺗﻁﻭﺭ ﺍﻟﺟﻳﻧﻲ‬ ‫ﺟﻣﻬﻭﺭﻳﺔ ﺍﻟﺩﻭﻣﻳﻧﻳﻛﺎﻥ ﻣﺻﻧﻌًﺎ ﻳﻧﺗﺞ ﺃﻣﻬﺭ ﻻﻋﺑﻲ‬
‫ﺑﻌﺩ ﺍﻟﺗﻛﻭﻳﻧﻲ‪ ،‬ﻭﻫﻲ ﺍﻟﺗﻲ ﺗﺗﺣﻛﻡ ﻓﻲ ﻛﻳﻔﻳﺔ ﺗﻌﺑﻳﺭ ﺍﻟﺟﻳﻥ‬ ‫ﺍﻟﺑﻳﺳﺑﻭﻝ ﻭﺃﻛﺛﺭﻫﻡ ﻣﻭﻫﺑﺔ؟‬
‫ﻋﻥ ﻧﻔﺳﻪ ﻓﻲ ﺻﻭﺭﺓ ﺻﻔﺎﺕ‪ .‬ﻭﺭﻏﻡ ﺃﻥ ﺍﻟﺟﻳﻧﺎﺕ ﻻ‬
‫ﺗﺗﻐﻳﺭ ﺑﺳﺭﻋﺔ ﻣﻥ ﺟﻳﻝ ﺇﻟﻰ ﺁﺧﺭ‪ ،‬ﻓﺈﻥ ﺍﻟﺗﻌﻠﻳﻣﺎﺕ ﺑﻌﺩ‬ ‫ﺍﺗﺿﺢ ﺃﻥ ﺍﻟﺗﻔﻭﻕ ﺍﻟﺭﻳﺎﺿﻲ ﻳﻧﺷﺄ ﻓﻲ ﺗﺟﻣﻌﺎﺕ‬
‫ﺍﻟﺗﻛﻭﻳﻧﻳﺔ ﺗﻅﻝ ﺗﺗﻐﻳﺭ‪ .‬ﻭﻫﺫﺍ ﻳﻌﻧﻲ ﺃﻧﻧﺎ ﻧﺳﺗﻁﻳﻊ ﺍﻟﺗﺄﺛﻳﺭ‬ ‫ﺟﻐﺭﺍﻓﻳﺔ‪ .‬ﻳﺣﺩﺙ ﻫﺫﺍ ﺑﺷﻛﻝ ﺷﺎﺋﻊ ﻟﺩﺭﺟﺔ ﺃﻥ ﻋﻠﻣًﺎ‬
‫ﻓﻳﻣﺎ ﻧﻭﺭّ ﺛﻪ ﻣﻥ ﺟﻳﻧﺎﺕ ﻟﻸﺟﻳﺎﻝ ﺍﻟﻣﺗﻌﺎﻗﺑﺔ‪.‬‬ ‫ﺟﺩﻳ ًﺩﺍ ﻅﻬﺭ ﻭﻳُﻁﻠﻕ ﻋﻠﻳﻪ ﺍﺳﻡ ”ﺍﻟﺟﻐﺭﺍﻓﻳﺎ ﺍﻟﺭﻳﺎﺿﻳﺔ“‬
‫ﻟﻠﻣﺳﺎﻋﺩﺓ ﻓﻲ ﻓﻬﻡ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ‪ .‬ﺍﻛﺗﺷﻑ ﺍﻟﻌﻠﻣﺎء ﺃﻧﻪ ﻻ‬
‫ﻓﻲ ﺍﻟﻭﻗﺕ ﻧﻔﺳﻪ‪ ،‬ﻻ ﻳﻣﻠﻙ ﺃﻱ ﻣﻧﺎ ﺍﻟﺳﻳﻁﺭﺓ ﺍﻟﻛﺎﻣﻠﺔ ﻋﻠﻰ‬ ‫ﻳﻭﺟﺩ ﺳﺑﺏ ﻭﺍﺣﺩ ﻳﺑﺭﺭ ﻅﻬﻭﺭ ﺍﻟﺗﺟﻣﻌﺎﺕ ﺍﻟﺭﻳﺎﺿﻳﺔ‪،‬‬
‫ً‬
‫ﺑﺳﻳﻁﺎ‬ ‫ً‬
‫ﻣﺛﺎﻻ‬ ‫ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺣﻳﻁﺔ‪ .‬ﻟﻧﺄﺧﺫ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻐﺫﺍﺋﻳﺔ‬ ‫ﻭﺇﻧﻣﺎ ﻳﺗﺣﻘﻕ ﺍﻟﻧﺟﺎﺡ ﺑﻔﺿﻝ ﺍﺗﺣﺎﺩ ﻋﺩﺓ ﻋﻭﺍﻣﻝ ﻣﻌًﺎ‬
‫ﻋﻠﻰ ﺫﻟﻙ‪ .‬ﻓﻧﺣﻥ – ﻧﻅﺭﻳًﺎ – ﻧﺧﺗﺎﺭ ﻣﺎ ﻧﺭﻳﺩ ﺃﻥ ﻧﺄﻛﻠﻪ‪،‬‬ ‫ﻣﺛﻝ ﺍﻟﻣﻧﺎﺥ ﻭﻭﺳﺎﺋﻝ ﺍﻹﻋﻼﻡ ﻭﺍﻟﻅﺭﻭﻑ ﺍﻟﺩﻳﻣﻭﻏﺭﺍﻓﻳﺔ‬
‫ﻭﻟﻛﻧﻧﺎ ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﻧﺗﻘﻳﺩ ﺑﻌﺎﺩﺍﺕ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﺫﻱ ﻧﻌﻳﺵ‬ ‫ﻭﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﻐﺫﺍﺋﻳﺔ ﻭﺍﻟﻧﻅﺎﻡ ﺍﻟﺳﻳﺎﺳﻲ ﻭﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺏ‬
‫ﻓﻳﻪ ﻭﻧﻌﺗﺑﺭ ﺟﺯءًﺍ ﻣﻧﻪ‪ ،‬ﻓﻧﺄﻛﻝ ﻣﺎ ﻳﺄﻛﻠﻪ ﺃﻓﺭﺍﺩ ﺃﺳﺭﺗﻧﺎ‬ ‫ﻭﺍﻻﺗﺟﺎﻫﺎﺕ ﺍﻟﺭﻭﺣﺎﻧﻳﺔ ﻭﻣﺳﺗﻭﻯ ﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﻅﺭﻭﻑ‬
‫ﻭﺟﻳﺭﺍﻧﻧﺎ ﻭﺃﺻﺩﻗﺎﺅﻧﺎ ﻭﻣﺟﺗﻣﻌﻧﺎ ﻛﻠﻪ‪ .‬ﻳﻧﻁﺑﻕ ﺍﻷﻣﺭ‬ ‫ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻭﺍﻟﻔﻭﻟﻛﻠﻭﺭ ﺍﻟﺷﻌﺑﻲ ﺍﻟﺷﺎﺋﻊ ﻓﻲ ﺍﻟﺩﻭﻟﺔ‪.‬‬
‫ﻧﻔﺳﻪ ﻋﻠﻰ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻭﺳﺎﺋﻝ ﺍﻟﺗﺳﻠﻳﺔ ﻭﺍﻟﺗﺭﻓﻳﻪ‪ ،‬ﻭﻣﺩﺍﺭﺱ‬ ‫ﺑﺎﺧﺗﺻﺎﺭ‪ ،‬ﺍﻟﺗﺟﻣﻌﺎﺕ ﺍﻟﺭﻳﺎﺿﻳﺔ ﻟﻳﺳﺕ ﺟﻳﻧﻳﺔ‪ ،‬ﻭﺇﻧﻣﺎ‬
‫ﺃﺑﻧﺎﺋﻧﺎ ﻭﺃﻧﺷﻁﺗﻬﻡ‪ ،‬ﻭﺍﻟﻔﻧﻭﻥ ﺍﻟﺟﻣﺎﻟﻳﺔ‪ ،‬ﻭﺍﻷﺷﺧﺎﺹ‬ ‫ﻫﻲ ﻧﻅﺎﻣﻳﺔ‪.‬‬
‫ﺍﻟﺫﻳﻥ ﻧﻘﺿﻲ ﺍﻟﻭﻗﺕ ﺑﺭﻓﻘﺗﻬﻡ‪ ،‬ﻭﺍﻟﻣﺑﺎﺩﺉ ﺍﻟﺗﻲ ﻧﻌﺗﻧﻘﻬﺎ‪،‬‬
‫ﺑﻝ ﻭﺣﺗﻰ ﺍﻟﻬﻭﺍء ﻭﺍﻟﻣﺎء ﻭﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﻠﻣﻭﺳﺔ ﺍﻟﺗﻲ ﺗﺣﻳﻁ‬
‫‪¥ƒØàdG QhòH ¢SôZ‬‬
‫ﺑﻧﺎ‪ .‬ﺣﺗﻰ ﻓﻲ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﺍﻟﺗﻲ ﺗﺷﺟﻊ ﺣﺭﻳﺔ ﺍﻻﺧﺗﻳﺎﺭ‪،‬‬
‫ّ‬ ‫ﻳﺣﺗﺎﺝ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺗﻁﻭﻳﺭﻱ ﺍﻟﺟﺩﻳﺩ ﻟﻳﺱ ﻓﻘﻁ ﺇﻟﻰ ﻗﻔﺯﺓ‬
‫ﻳﺷﻛﻠﻧﺎ ﻭﻳﺭﺳﻡ ﺷﺧﺻﻳﺎﺗﻧﺎ ﻫﻭ ﻋﺎﺩﺍﺕ‬ ‫ﻧﺟﺩ ﺃﻥ ﻣﺎ‬
‫ﻓﻛﺭﻳﺔ‪ ،‬ﺑﻝ ﺇﻟﻰ ﻗﻔﺯﺓ ﺃﺧﻼﻗﻳﺔ ﻭﻧﻔﺳﻳﺔ ﻭﺭﻭﺣﻳﺔ؛ ﻓﻬﻭ‬
‫ﻭﺃﻫﺩﺍﻑ ﻭﺗﻭﻗﻌﺎﺕ ﻭﺑﻧﻳﺔ ﺍﻟﻣﺟﺗﻣﻊ ﻣﻥ ﺣﻭﻟﻧﺎ ﻭﺍﻟﺫﻱ ﻻ‬
‫ﻳﻌﺗﺑﺭ ً‬ ‫ﻧﺎﺑﻊ ﻣﻥ ﺇﺩﺭﺍﻛﻧﺎ ﻟﻘﻳﻣﺔ ﻣﺎ ﻧﻣﻠﻙ ﻣﻥ ﺻﻔﺎﺕ ﻭﻗﺩﺭﺍﺕ‬
‫ﻣﻠﻛﺎ ﻟﺷﺧﺹ ﻭﺍﺣﺩ ﺑﻣﻔﺭﺩﻩ‪ .‬ﺗﻧﺗﻘﻝ ﻫﺫﻩ ﺍﻟﻌﻧﺎﺻﺭ‬
‫ﻭﻣﻬﺎﺭﺍﺕ ﻟﻡ ﻧﻛﺗﺳﺑﻬﺎ ﻷﺳﺑﺎﺏ ﺑﻳﻭﻟﻭﺟﻳﺔ ﻓﻘﻁ‪ ،‬ﻭﺇﻧﻣﺎ‬
‫ﺟﻣﻳﻌًﺎ ﻣﻥ ﺟﻳﻝ ﺇﻟﻰ ﺁﺧﺭ ﺩﻭﻥ ﺗﻐﻳﻳﺭ ﻳُﺫﻛﺭ ﻷﻧﻪ ﻳﺻﻌﺏ‬
‫ﻷﺳﺑﺎﺏ ﺍﻗﺗﺻﺎﺩﻳﺔ ﻭﺛﻘﺎﻓﻳﺔ ﻭﻏﺫﺍﺋﻳﺔ ﻭﺃﺑﻭﻳﺔ ﻭﺑﻳﺋﻳﺔ‬
‫ﺃﻭ ﻳﺳﺗﺣﻳﻝ ﺗﻐﻳﻳﺭﻫﺎ‪.‬‬
‫ً‬
‫ﺃﻳﺿﺎ‪ .‬ﻓﻣﺎ ﻧﺭﺛﻪ ﺇﺟﺑﺎﺭﻳًﺎ ﻣﻘﺎﺭﻧﺔ ﺑﻣﺎ ﻧﺧﺗﺎﺭﻩ ﻣﻥ‬
‫ً‬
‫ﻓﻁﺑﻘﺎ ﻟﻠﻧﻣﻭﺫﺝ‬ ‫ﺻﻔﺎﺕ ﻳﺗﻁﻠﺏ ﺇﻋﺎﺩﺓ ﻧﻅﺭ ﺟﺫﺭﻳﺔ‪.‬‬
‫‪?á¨HÉf íÑ°üJ ∞«c‬‬
‫ﺍﻟﻘﺩﻳﻡ‪ ،‬ﺍﻟﻁﺑﻳﻌﺔ ﺍﻟﺑﻳﻭﻟﻭﺟﻳﺔ ﺃﻣﺭ ﻣﻔﺭﻭﺽ ﻋﻠﻳﻧﺎ‪ ،‬ﺑﻳﻧﻣﺎ‬
‫ﻻ ﻧﺧﺗﺎﺭ ﺳﻭﻯ ﺑﻳﺋﺗﻧﺎ‪ .‬ﻟﻛﻥ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺟﺩﻳﺩ ﻳﻅﻬﺭ‬
‫ﻣﺎﺫﺍ ﻋﻧﻙ ﺃﻧﺕ؟ ﻫﻝ ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺻﺑﺢ ﻋﺑﻘﺭﻳﺔ ﻣﻭﺳﻳﻘﻳﺔ‬
‫ً‬ ‫ﻋﺑﺛﻳﺔ ﻫﺫﻩ ﺍﻻﺧﺗﻼﻓﺎﺕ‪.‬‬
‫ﻁﺑﺎﺧﺎ ﻣﺎﻫﺭً ﺍ؟ ﻣﻥ ﺍﻟﺳﻬﻝ‬ ‫ﻓﺫﺓ‪ ،‬ﺃﻭ ﺷﺎﻋﺭً ﺍ ﻋﻅﻳﻣًﺎ‪ ،‬ﺃﻭ‬
‫ﺃﻥ ﺗﻧﻅﺭ ﺇﻟﻰ ﻧﻔﺳﻙ ﻭﺗﻘﻭﻝ‪” :‬ﻣﺳﺗﺣﻳﻝ!“ ﻭﻟﻛﻥ ﻻ‬ ‫ً‬
‫ﺑﺳﻳﻁﺎ ﻳﻣﻛﻥ ﺍﻟﺗﻧﺑﺅ ﺑﻪ ﻛﻣﺎ ﻛﻧﺎ‬ ‫ﺍﻟﻭﺭﺍﺛﺔ ﻟﻳﺳﺕ ﻋﻠﻣًﺎ‬
‫‪∫É©ØdG ÖjQóàdG óYGƒb‬‬
‫‪ -7‬ﻻ ﺗﺗﻌﺟﻝ ﺍﻧﺗﻬﺎء ﺍﻟﺗﺩﺭﻳﺏ‪.‬‬ ‫‪ -1‬ﺗﺩﺭﺏ ﺑﺷﻛﻝ ﻣﻧﺗﻅﻡ ﻁﻭﺍﻝ ﺍﻟﺳﻧﺔ‪.‬‬

‫ﻣﺗﺧﺻﺻﺎ‪.‬‬
‫ً‬ ‫‪ -8‬ﻟﻳﻛﻥ ﺗﺩﺭﻳﺑﻙ‬ ‫‪ -2‬ﺍﺑﺩﺃ ﺑﺷﻛﻝ ﺗﺩﺭﻳﺟﻲ ﻭﺑﺈﻳﻘﺎﻉ ﻫﺎﺩﺉ‪.‬‬
‫‪ -9‬ﺍﺩﻣﺞ ﺑﻳﻥ ﺗﻌﻠﻡ ﺍﻷﻭﻟﻳﺎﺕ ﻭﺻﻘﻝ ﺍﻟﻣﻬﺎﺭﺍﺕ‪.‬‬ ‫ﺃﻭﻻ‪ ،‬ﺛﻡ ﺗﺩﺭﺏ ﻟﺗﻛﻭﻥ ﺳﺭﻳﻌًﺎ‬‫ً‬ ‫‪ -3‬ﺗﺩﺭﺏ ﻟﺗﻘﻁﻊ ﺍﻟﻣﺳﺎﻓﺔ‬
‫‪ -10‬ﻻ ﺗُ ْﻔ ِﺭﻁ ﻓﻲ ﺍﻟﺗﺩﺭﻳﺏ‪.‬‬ ‫ً‬
‫ﻻﺣﻘﺎ‪.‬‬
‫‪ -11‬ﺍﺳﺗﻌﻥ ﺑﻣﺩﺭﺏ‪.‬‬ ‫ً‬
‫ﺟﺩﻭﻻ ﺯﻣﻧﻳًﺎ ﻳﻭﻣﻳًﺎ‪.‬‬ ‫‪ -4‬ﻻ ﺗﺿﻊ ﻟﻧﻔﺳﻙ‬
‫‪ -12‬ﺩﺭﺏ ﻋﻘﻠﻙ‪.‬‬ ‫‪ -5‬ﺗﻧﺎﻭﺏ ﺑﻳﻥ ﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﺷﺎﻕ ﻭﺍﻟﺳﻬﻝ‪.‬‬
‫ً‬
‫ﺳﺑﺎﻗﺎ ﻛﺑﻳﺭً ﺍ‪.‬‬ ‫‪ -13‬ﺍﻋﻁ ﻧﻔﺳﻙ ﻣﻬﻠﺔ ﻟﻠﺭﺍﺣﺔ ﻗﺑﻝ ﺃﻥ ﺗﺩﺧﻝ‬ ‫‪ -6‬ﻓﻲ ﺍﻟﺑﺩﺍﻳﺔ‪ ،‬ﺣﺎﻭﻝ ﺗﺣﻘﻳﻕ ﺃﻛﺑﺭ ﻗﺩﺭ ﻣﻥ ﺍﻹﻧﺟﺎﺯﺍﺕ‬
‫‪ -14‬ﺍﺣﺗﻔﻅ ﺑﺩﻓﺗﺭ ﻟﺗﺳﺟﻳﻝ ﺇﻧﺟﺎﺯﺍﺗﻙ ﻭﻣﺩﻯ ﺗﻘﺩﻣﻙ‪.‬‬ ‫ﺑﺄﻗﻝ ﺗﺩﺭﻳﺏ ﻣﻣﻛﻥ‪.‬‬ ‫‪5‬‬
‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ ‪) -‬ﻳﻧﺎﻳﺭ ‪1 - (2011‬‬ ‫ﺑﻌﺩ ﻣﻭﻟﺩﻩ ﺑﺳﺗﺔ ﺃﺳﺎﺑﻳﻊ ﻓﻘﻁ‪ ،‬ﺃﻭ ﺑﻌﺩ ﺳﺗﻳﻥ ﻋﺎﻣًﺎ‪ ،‬ﻭﻗﺩ‬ ‫ﺗﺗﺳﺭﻉ ﻓﻲ ﺍﻟﺣﻛﻡ‪ .‬ﻫﺫﻩ ﻫﻲ ﺍﻟﻁﺭﻕ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻙ ﺃﻥ‬
‫ﻻ ﻳﻧﺷﺄ ﺃﺑ ًﺩﺍ‪.‬‬ ‫ﺗﺳﻠﻛﻬﺎ ﺑﺎﺗﺟﺎﻩ ﺍﻟﻧﺑﻭﻍ‪:‬‬
‫ﻣﺎﺫﺍ ﻋﻥ ﺣﺎﻓﺯﻙ ﺃﻧﺕ؟ ﻣﻥ ﺃﻳﻥ ﻳﻧﺑﻊ؟ ﻣﻥ ﺗﻧﺎﻓﺳﻙ‬ ‫اﻟﺒﺤﺚ ﻋﻦ اﻟﺤﺎﻓﺰ‬ ‫✍‬

‫ﻣﻊ ﺷﻘﻳﻘﻙ؟ ﺃﻡ ﻣﻥ ﺭﻏﺑﺔ ﻓﻲ ﺇﺛﺎﺭﺓ ﺇﻋﺟﺎﺏ ﻭﺍﻟﺩﻳﻙ‬
‫ﺃﻭ ﺃﻭﻻﺩﻙ؟ ﺃﻡ ﻣﻥ ﺷﻌﻭﺭﻙ ﺑﺎﻟﺣﺭﻣﺎﻥ ﺍﻟﻌﺎﻁﻔﻲ؟ ﺃﻡ‬ ‫ﺃﻫﻡ ﺩﺭﺱ ﻧﺗﻌﻠﻣﻪ ﻣﻥ ﺍﻟﻧﻭﺍﺑﻎ ﻫﻭ ﺿﺭﻭﺭﺓ ﺍﻟﺗﺣﻠﻲ‬
‫ﻣﻥ ﺧﻭﻓﻙ ﻣﻥ ﺍﻟﻔﺷﻝ؟ ﺃﻡ ﺃﻧﻙ ﺗﺟﺩ ﺣﺎﻓﺯﻙ ﻓﻲ ﺷﻲء‬ ‫ﺑﺎﻟﻣﺭﻭﻧﺔ ﻭﺍﻟﺻﺑﺭ‪ .‬ﻓﻠﻳﻛﻥ ﻫﺩﻓﻙ ً‬
‫ﺷﻳﺋﺎ ﺗﺭﻳﺩﻩ ﻭﺗﺣﺗﺎﺟﻪ‬
‫ﺗﺣﺏ ﻣﻣﺎﺭﺳﺗﻪ؟‬ ‫ﺑﺷﺩﺓ ﻟﺩﺭﺟﺔ ﻻ ﺗﺳﺗﻁﻳﻊ ﻣﻌﻬﺎ ﺍﻻﺳﺗﺳﻼﻡ ﻭﺗﻛﻭﻥ ﻋﻠﻰ‬
‫ﺍﺳﺗﻌﺩﺍﺩ ﻟﻠﺗﺿﺣﻳﺔ ﻣﻥ ﺃﺟﻠﻪ ﺑﻭﻗﺗﻙ ﻭﻣﺟﻬﻭﺩﻙ ﻭﺃﻣﻭﺍﻟﻙ‬
‫ﻧﻘﺪ اﻟﺬات‬ ‫✍‬ ‫ﻭﺭﺍﺣﺗﻙ ﻭﺃﺻﺩﻗﺎﺋﻙ ﻭﺣﺗﻰ ﺳﻣﻌﺗﻙ )ﺇﺫ ﺳﻳﻌﺗﻘﺩ ﺍﻟﻧﺎﺱ‬
‫ﺃﻧﻙ ﻏﺭﻳﺏ ﺍﻷﻁﻭﺍﺭ(‪ .‬ﻛﻥ ﻁﻣﻭﺣً ﺎ‪ ،‬ﻻ ﻷﺳﺎﺑﻳﻊ ﺃﻭ‬
‫ﻗﺎﻝ ﺍﻟﻔﻳﻠﺳﻭﻑ ﺍﻷﻟﻣﺎﻧﻲ ”ﻧﻳﺗﺷﻪ“‪” :‬ﺍﻋﺗﺎﺩ ﺟﻣﻳﻊ ﺍﻟﻔﻧﺎﻧﻳﻥ‬ ‫ﺷﻬﻭﺭ‪ ،‬ﺑﻝ ﻟﺳﻧﻭﺍﺕ ﻁﻭﺍﻝ‪ .‬ﺍﻗﺑﻝ ﺍﻟﻔﺷﻝ ﻭﺗﻌﻠﻡ ﻣﻧﻪ‪.‬‬
‫ﻭﺍﻟﻣﻔﻛﺭﻳﻥ ﺍﻟﻌﻅﻣﺎء ﺃﻥ ﻳﻌﻣﻠﻭﺍ ﺑﻛﻝ ﻛﺩ ﻭﺟﺩ ﻟﻳﺱ ﻓﻘﻁ‬ ‫ﻣﻥ ﺍﻟﻣﺳﺗﺣﻳﻝ ﺃﻥ ﺗﺣﺩﺩ ﺇﻟﻰ ﻣﺗﻰ ﺳﺗﻅﻝ ﺗﻘﻭﻡ ﺑﻬﺫﻩ‬
‫ﻣﻥ ﺃﺟﻝ ﺍﺳﺗﺣﺿﺎﺭ ﺍﻷﻓﻛﺎﺭ‪ ،‬ﺑﻝ ﻭﻣﻥ ﺃﺟﻝ ﻏﺭﺑﻠﺗﻬﺎ‬ ‫ﺍﻷﺷﻳﺎء‪ ،‬ﻛﻣﺎ ﻻ ﻳﻣﻛﻥ ﺍﻟﺗﻧﺑﺅ ﺑﺎﻟﻧﺗﺎﺋﺞ ﻣﻘﺩﻣًﺎ‪ .‬ﻛﻝ ﻣﺎ‬
‫ﻭﺗﺷﻛﻳﻠﻬﺎ ﻭﺗﻧﻅﻳﻣﻬﺎ ﻭﺭﻓﺽ ﻭﺗﺟﺎﻫﻝ ﻛﻝ ﻣﺎ ﻫﻭ ﻋﺩﻳﻡ‬ ‫ﻳﻣﻛﻥ ﻗﻭﻟﻪ ﻫﻭ ﺇﻥ ﺍﻟﻧﺟﺎﺣﺎﺕ ﻭﺍﻹﻧﺟﺎﺯﺍﺕ ﺍﻻﺳﺗﺛﻧﺎﺋﻳﺔ‬
‫ﺍﻟﻘﻳﻣﺔ ﻓﻳﻬﺎ‪ “.‬ﻭﻗﺩ ﻛﺎﻧﺕ ﻣﻼﺣﻅﺗﻪ ﻫﺫﻩ ﺩﻗﻳﻘﺔ ﻭﻓﻲ‬ ‫ً‬
‫ﺣﺎﻓﺯﺍ ﺩﺍﺧﻠﻳًﺎ ﻗﻭﻳًﺎ ﻭﺛﻘﺔ ﻭﺇﻳﻣﺎ ًﻧﺎ ﻛﺑﻳﺭﻳﻥ ﺑﺎﻟﻧﻔﺱ‪.‬‬ ‫ﺗﺗﻁﻠﺏ‬
‫ﺍﻟﺻﻣﻳﻡ‪ .‬ﻭﻣﻊ ﻫﺫﺍ‪ ،‬ﻧﺟﺩ ﺍﻷﻓﻼﻡ ﺍﻟﺳﻳﻧﻣﺎﺋﻳﺔ ﻭﺍﻟﺭﻭﺍﻳﺎﺕ‬
‫ﺗﺭﻭﱢ ﺝ ﻟﻔﻛﺭﺓ ﺃﻥ ﺍﻟﻧﺑﻭﻍ ﻫﻭ ﻟﺣﻅﺔ ﺗﺟﻠﻲ ﺳﻬﻠﺔ ﻛﺗﻠﻙ‬ ‫ً‬
‫ﻣﺟﻬﻭﻻ‪ .‬ﻭﻟﻛﻥ ﺑﺩﺭﺍﺳﺔ‬ ‫ﺃﺣﻳﺎ ًﻧﺎ ﻳﻛﻭﻥ ﻣﺻﺩﺭ ﺍﻟﺣﺎﻓﺯ‬
‫ﺍﻟﺗﻲ ﺃﺻﺎﺑﺕ ”ﺃﺭﺷﻣﻳﺩﺱ“ ﻋﻧﺩﻣﺎ ﺻﺭﺥ ﺑﻌﺑﺎﺭﺗﻪ‬ ‫ﺳﻳﻛﻭﻟﻭﺟﻳﺔ ﺍﻹﻧﺳﺎﻥ ﺗﺑﻳﻥ ﺃﻥ ﻟﻪ ﻣﺻﺎﺩﺭﻩ‪ .‬ﻓﻘﺩ ﻳﻧﺑﻊ ﻣﻥ‬
‫ﺍﻟﺷﻬﻳﺭﺓ‪” :‬ﻭﺟﺩﺗﻬﺎ! ﻭﺟﺩﺗﻬﺎ!“‪ ،‬ﻭﺃﻥ ﺍﻟﻌﺑﻘﺭﻳﺔ ﺍﻟﺣﻘﻳﻘﻳﺔ‬ ‫ﺣﻣﺎﺱ ﺍﻟﻔﺭﺩ ﺗﺟﺎﻩ ﻣﻣﺎﺭﺳﺔ ﻋﻣﻝ ﻣﺎ‪ ،‬ﺃﻭ ﺍﻧﺗﻣﺎﺋﻪ ﻟﺩﻳﻥ‬
‫ﻫﺫﻩ ﺇﺣﺩﻯ‬ ‫ﺗﺗﺩﻓﻕ ﻓﻲ ﺭﺃﺱ ﺍﻹﻧﺳﺎﻥ ﺩﻭﻥ ﻣﺷﻘﺔ‪.‬‬ ‫ﺃﻭ ﻣﺫﻫﺏ ﺃﻭ ﺣﺯﺏ ﻣﻌﻳﻥ‪ ،‬ﺃﻭ ﺭﻓﺿﻪ ﻟﻔﻛﺭﺓ ﻣﺎ‪ .‬ﻗﺩ‬
‫ﺍﻟﺧﺭﺍﻓﺎﺕ ﺍﻟﺑﺎﻁﻠﺔ ﺍﻟﺗﻲ ﻧﻌﻳﺷﻬﺎ؛ ﺧﺭﺍﻓﺔ ”ﺍﻟﻣﺳﻭﺩﺓ ﺃﻭ‬ ‫ﻳﻛﻭﻥ ﺍﻟﺣﺎﻓﺯ ﻣﺻﺣﻭﺑًﺎ ﺑﻣﺷﺎﻋﺭ ﺍﻷﻧﺎﻧﻳﺔ ﺃﻭ ﺍﻻﻧﺗﻘﺎﻡ‪ ،‬ﺃﻭ‬
‫ﺍﻟﻁﺑﻌﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻣﺛﺎﻟﻳﺔ“‪ .‬ﻭﻟﻛﻥ ﺍﻟﻭﺍﻗﻊ ﻳﻘﻭﻝ ﺇﻧﻪ ﻋﻠﻰ‬ ‫ﻳﻧﺷﺄ ﺑﺩﺍﻓﻊ ﺍﻟﻳﺄﺱ ﻹﺛﺑﺎﺕ ﻭﺟﻬﺔ ﻧﻅﺭ ﻣﻌﻳﻧﺔ‪ ،‬ﻭﻗﺩ ﻳﺗﻛﻭّ ﻥ‬
‫ً‬
‫ﻓﻌﻼ‪،‬‬ ‫ﺍﻟﺭﻏﻡ ﻣﻥ ﺃﻥ ﻟﺣﻅﺎﺕ ﺍﻟﺗﺟﻠﻲ ﻭﺍﻹﻟﻬﺎﻡ ﻣﻭﺟﻭﺩﺓ‬ ‫ﻭﺍﻉ‪ .‬ﻳﻣﻛﻥ ﺃﻥ ﻳﻧﺷﺄ ﻟﺩﻯ ﺍﻹﻧﺳﺎﻥ‬ ‫ﻭﺍﻉ ﺃﻭ ﻻ‬ ‫ﺑﺷﻛﻝ‬
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‫ٍ‬ ‫ٍ‬
‫‪k °TÉa hCG ÉëLÉf‬‬

‫‪?Ó‬‬ ‫‪k‬‬ ‫‪∂∏ØW π©Œ ∞«c‬‬
‫ﻟﻸﺑﻭﻳﻥ ﺗﺄﺛﻳﺭ ﻛﺑﻳﺭ ﻋﻠﻰ ﺃﻫﺩﺍﻑ ﺃﺑﻧﺎﺋﻬﻡ ﻭﻣﺑﺎﺩﺋﻬﻡ‪ .‬ﻫﺫﻩ ﺃﺭﺑﻊ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﻳﻣﻛﻥ ﻟﻸﺑﻭﻳﻥ ﺍﺗﺑﺎﻋﻬﺎ ﻟﺩﻓﻊ ﺃﺑﻧﺎﺋﻬﻡ ﻋﻠﻰ ﻁﺭﻳﻕ‬
‫ﺍﻟﻧﺟﺎﺡ‪:‬‬
‫‪ -1‬ﺍﻹﻳﻣﺎﻥ ﺑﻘﺩﺭﺍﺗﻬﻡ‪ :‬ﻛﻝ ﻁﻔﻝ ﻣﻭﻫﻭﺏ‪ ،‬ﻭﺍﻷﻣﺭ ﺭﻫﻥ ﺑﺎﻷﺑﻭﻳﻥ ﻛﻲ ﻳﺫﻟﻼ ﻟﻁﻔﻠﻬﻣﺎ ﺟﻣﻳﻊ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺗﻲ ﻳﺣﺗﺎﺟﻬﺎ ﻹﻅﻬﺎﺭ‬
‫ً‬
‫ﻓﺑﺩﻻ ﻣﻥ ﺃﻥ ﻳﺗﺳﺎءﻻ ﻣﺎ ﺇﻥ ﻛﺎﻥ ﻭﻟﺩﻫﻣﺎ ﻣﻥ ﺍﻟﻘﻠﺔ ﺍﻟﻘﻠﻳﻠﺔ ﺍﻟﻣﻭﻫﻭﺑﺔ‪ ،‬ﻋﻠﻳﻬﻣﺎ ﺃﻥ ﻳﺅﻣﻧﺎ ﺑﻘﺩﺭﺍﺗﻪ‬ ‫ﻣﻭﻫﺑﺗﻪ ﻭﺍﻻﺳﺗﻔﺎﺩﺓ ﻣﻧﻬﺎ‪.‬‬
‫ﺍﻟﺧﺎﺻﺔ ﻭﺇﻻ ﻓﻠﻥ ﻳﺣﻘﻕ ﺍﻟﻧﺟﺎﺡ ﺍﻟﺫﻱ ﻓﻲ ﻣﺗﻧﺎﻭﻟﻪ‪.‬‬
‫‪ -2‬ﺍﻟﺗﺷﺟﻳﻊ‪ :‬ﻻ ﻳﺟﺏ ﺃﻥ ﻳﺳﺗﻐﻝ ﺍﻷﺑﻭﺍﻥ ﺣﺑﻬﻣﺎ ﻟﻁﻔﻠﻬﻣﺎ ﻛﻭﺳﻳﻠﺔ ﻟﻣﻛﺎﻓﺄﺗﻪ ﻋﻠﻰ ﻧﺟﺎﺣﻪ ﺃﻭ ﻣﻌﺎﻗﺑﺗﻪ ﻋﻠﻰ ﻓﺷﻠﻪ‪ .‬ﻳﺟﺏ ﺃﻥ‬
‫ﻳﺷﺟﻌﺎﻩ ﻋﻠﻰ ﺍﻟﻧﺟﺎﺡ ﻛﻲ ﻳﺣﻘﻕ ﺃﻫﻡ ﻫﺩﻑ‪ ،‬ﻭﻫﻭ ﺍﻟﺭﺿﺎ ﻋﻥ ﻧﻔﺳﻪ‪.‬‬
‫‪ -3‬ﺍﻟﻘﺩﻭﺓ‪ :‬ﺍﻧﺗﻬﺞ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺭﻳﺩ ﻻﺑﻧﻙ ﺃﻥ ﻳﺗﺑﻌﻬﺎ‪ .‬ﻓﻛﻠﻣﺎ ﺗﺣﻛﻣﺕ ﻓﻲ ﺗﺻﺭﻓﺎﺗﻙ‪ ،‬ﻗﻠﺩﻙ ﺃﻁﻔﺎﻟﻙ ﻭﺻﺎﺭﻭﺍ ﻛﺎﻹﺳﻔﻧﺞ‬
‫ﺍﻟﺫﻱ ﻳﻣﺗﺹ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻹﻳﺟﺎﺑﻳﺔ‪ .‬ﻻ ﺗﺳﺗﺟﺏ ﻓﻭﺭً ﺍ ﻟﻛﻝ ﻣﻁﻠﺏ ﻣﻥ ﻣﻁﺎﻟﺑﻬﻡ‪ ،‬ﻭﻋﻠّﻣﻬﻡ ﻛﻳﻑ ﻳﺗﻌﺎﻣﻠﻭﻥ ﻣﻊ ﺍﻹﺣﺑﺎﻁ‬
‫ﻭﻳﺩﺍﻭﻭﻥ ﺁﻻﻣﻬﻡ ﺍﻟﻧﻔﺳﻳﺔ ﻛﻲ ﻳﻛﺗﺷﻔﻭﺍ ﺃﻥ ﺍﻟﻔﺷﻝ ﻟﻳﺱ ﻧﻬﺎﻳﺔ ﺍﻟﻌﺎﻟﻡ ﻭﺃﻥ ﺍﻟﻧﺟﺎﺡ ﺳﻳﻛﻭﻥ ﺣﻠﻳﻔﻬﻡ ﻟﻭ ﺗﺣﻠﻭﺍ ﺑﺎﻟﺻﺑﺭ‪.‬‬
‫‪ -4‬ﺗﻘﺑﻝ ﺍﻟﻔﺷﻝ‪ :‬ﻻ ﻳﺟﺏ ﺃﻥ ﻳﺣﺎﻭﻝ ﺍﻷﺑﻭﺍﻥ ﺗﺩﻟﻳﻝ ﺃﺑﻧﺎﺋﻬﻡ ﻭﺗﻳﺳﻳﺭ ﺃﻣﻭﺭ ﺍﻟﺣﻳﺎﺓ ﻋﻠﻳﻬﻡ‪ ،‬ﺑﻝ ﻋﻠﻳﻬﻡ ﺃﻥ ﻳﻠﻌﺑﻭﺍ ﺩﻭﺭً ﺍ ﺗﻭﺟﻳﻬﻳًﺎ‬
‫‪6‬‬ ‫ﻭﺇﺷﺭﺍﻓﻳًﺎ ﻓﻘﻁ‪ ،‬ﻭﺃﻥ ﻳﻠﻘﻭﺍ ﻓﻲ ﻁﺭﻳﻘﻬﻡ ﺑﺎﻟﺗﺣﺩﻳﺎﺕ ﻭﻳﺧﺑﺭﻭﻫﻡ ﺃﻥ ﺍﻟﻔﺷﻝ ﻓﺭﺻﺔ ﺫﻫﺑﻳﺔ ﺗﻁﺭﻕ ﺃﺑﻭﺍﺑﻬﻡ‪.‬‬
‫ﻳﻣﻛﻥ ﻗﻳﺎﺳﻬﺎ ﺃﻭ ﺇﺣﺻﺎﺅﻫﺎ‪ .‬ﺍﻟﺳﺑﻳﻝ ﺍﻟﻭﺣﻳﺩ ﻟﻠﻭﺻﻭﻝ‬ ‫ﻓﺈﻥ ﺍﻟﻧﺑﻭﻍ ﻓﻲ ﻣﻌﻅﻣﻪ ﻋﻣﻝ ﻣﺿﻧﻲ ﻭﻻ ﻳﻣﻛﻥ ﺃﻥ‬

‫ﺇﻟﻰ ﺍﻟﻧﺑﻭﻍ ﻫﻭ ﺍﻻﺑﺗﻌﺎﺩ ﺃﻛﺛﺭ ﻭﺃﻛﺛﺭ ﺇﻟﻰ ﺣﻳﺙ ﻟﻡ ﻳﺻﻝ‬ ‫ﻳﻧﺟﺢ ﺩﻭﻥ ﻧﻘﺩ ﺫﺍﺗﻲ ﺣﺎﺩ ﻭﺑﻧّﺎء‪.‬‬
‫ﺍﻵﺧﺭﻭﻥ‪ ،‬ﺣﺗﻰ ﺗﺗﺧﻁﻰ ﺣﺩﻭﺩ ﺟﻣﻳﻊ ﺍﻟﻘﺩﺭﺍﺕ‪ .‬ﻓﻠﻭ‬
‫ﻛﺎﻥ ﺍﻷﻣﺭ ﺳﻬﻝ ﺍﻟﻣﻧﺎﻝ ﻭﺍﻟﺩﺭﻭﺏ ﻣﻣﻬﺩﺓ‪ ،‬ﻟﺻﺎﺭ‬ ‫ﻋﺪم اﻻﺳﺘﻐﺮاق ﻓﻲ اﻟﻨﺪم‬ ‫✍‬
‫ﺍﻟﺟﻣﻳﻊ ﻧﻭﺍﺑﻎ ﻭﻋﺑﺎﻗﺭﺓ‪.‬‬
‫ﻣﺛﻠﻣﺎ ﻳﺣﻭّ ﻝ ﻻﻋﺑﻭ ﺍﻟﺟﻭﺩﻭ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻬﺟﻭﻣﻳﺔ ﻭﺍﻟﺣﺭﻛﻳﺔ‬
‫ﻟﻬﺫﺍ ﺍﻟﺳﺑﺏ‪ ،‬ﻧﺟﺩ ﺃﺻﺣﺎﺏ ﺍﻹﻧﺟﺎﺯﺍﺕ ﺍﻟﻌﻅﻳﻣﺔ )ﺃﻳًﺎ‬ ‫ﻟﺧﺻﻣﻬﻡ ﺇﻟﻰ ﻧﻘﻁﺔ ﺿﻌﻑ‪ ،‬ﻋﻠﻰ ﺍﻟﻁﻣﻭﺣﻳﻥ ﻛﺫﻟﻙ‬
‫ﻛﺎﻧﺕ ﺃﻋﻣﺎﺭﻫﻡ( ﺣﺎﻟﻣﻳﻥ‪ .‬ﻓﻬﻡ ﻳﻁﺎﻭﻟﻭﻥ ﺑﺭﺅﻭﺳﻬﻡ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻟﻬﺯﻳﻣﺔ‬ ‫ﺃﻥ ﻳﺣﻭّ ﻟﻭﺍ ﺍﻟﻔﺷﻝ ﺇﻟﻰ ﻓﺭﺻﺔ‪.‬‬
‫ﻋﻧﺎﻥ ﺍﻟﺳﻣﺎء ﻛﻲ ﻳﺳﺗﻁﻳﻌﻭﺍ ﺃﻥ ﻳﺗﺧﻳﻠﻭﺍ ﻣﺎ ﻻ ﻳﺧﻁﺭ‬ ‫ﻣﺻﺣﻭﺑﺔ ﺑﻣﺷﺎﻋﺭ ﺍﻟﻣﺭﺍﺭﺓ ﻭﺍﻟﻳﺄﺱ‪ ،‬ﻓﺳﻳﻛﻭﻥ ﻟﻬﺎ‬
‫ﻋﻠﻰ ﺑﺎﻝ ﺑﺷﺭ‪ .‬ﺗﺟﺩﻫﻡ ﻳﺗﺟﺎﻫﻠﻭﻥ ﻣﻭﺍﻁﻥ ﺿﻌﻔﻬﻡ‬ ‫ﺃﺛﺭ ﺳﻠﺑﻲ ﻭﺧﻁﻳﺭ ﻳﻛﺑّﻝ ﻧﺟﺎﺡ ﺍﻹﻧﺳﺎﻥ‪ .‬ﻻ ﺃﺩﻝ ﻋﻠﻰ‬
‫ﻭﻗﺻﻭﺭﻫﻡ ﻭﻛﻝ ﻣﺎ ﻳﺑﺩﻭ ﺣﺟﺭ ﻋﺛﺭﺓ ﻓﻲ ﻁﺭﻳﻘﻬﻡ‪.‬‬ ‫ﺫﻟﻙ ﻣﻥ ﺍﻟﻌ ّﺩﺍء ﺍﻷﻣﺭﻳﻛﻲ ”ﺁﺑﻳﻝ ﻛﻳﻔﻳﺎﺕ“ ﺍﻟﺫﻱ ﺗﺣﺩﺙ‬
‫ﻓﺎﻻﺳﺗﺳﻼﻡ ﺃﻣﺎﻡ ﺍﻟﻌﻭﺍﺋﻕ ﻟﻥ ﻳﺩﻓﻌﻬﻡ ﺇﻻ ﺇﻟﻰ ﻁﺭﻳﻕ‬ ‫ﺇﻟﻰ ﺟﺭﻳﺩﺓ ”ﻟﻭﺱ ﺃﻧﺟﻠﻭﺱ ﺗﺎﻳﻣﺯ“ ﻋﺎﻡ ‪ 1990‬ﺣﻭﻝ‬
‫ﺍﻟﺧﺳﺎﺭﺓ ﻭﺍﻟﻔﺷﻝ‪.‬‬ ‫ﺷﻌﻭﺭﻩ ﺑﺎﻹﺣﺑﺎﻁ ﻟﻔﻭﺯﻩ ﺑﻣﻳﺩﺍﻟﻳﺔ ﻓﺿﻳﺔ ﻓﻲ ﺳﺑﺎﻕ‬
‫‪ 1500‬ﻣﺗﺭ ﺍﻷﻭﻟﻣﺑﻲ‪ .‬ﻛﺎﻥ ﻋﻣﺭ ”ﻛﻳﻔﻳﺎﺕ“ ﻟﺣﻅﺔ‬
‫ﺗﺄﺟﻴﻞ اﻟﺸﻌﻮر ﺑﺎﻟﺮﺿﺎ‬ ‫✍‬ ‫ﺇﺩﻻﺋﻪ ﺑﻬﺫﺍ ﺍﻟﺗﻌﻠﻳﻕ ‪ 91‬ﻋﺎﻣًﺎ‪ ،‬ﻭﻛﺎﻥ ﻗﺩ ﻓﺎﺯ ﺑﺎﻟﻣﻳﺩﺍﻟﻳﺔ‬
‫ﻣﻧﺫ ﺃﻛﺛﺭ ﻣﻥ ﺳﺑﻌﻳﻥ ﻋﺎﻣًﺎ‪.‬‬
‫ﻓﻲ ﻅﻝ ﺛﻘﺎﻓﺗﻧﺎ ﺍﻻﺳﺗﻬﻼﻛﻳﺔ‪ ،‬ﻧﻧﺩﻓﻊ ﻭﺭﺍء ﺇﺭﺿﺎء‬
‫ﺟﻣﻳﻊ ﺭﻏﺑﺎﺗﻧﺎ ﻓﻭﺭً ﺍ‪ :‬ﻓﻧﺷﺗﺭﻱ ﺃﻭ ﻧﺄﻛﻝ ﺃﻭ ﻧﺗﺳﻠﻰ ﺃﻭ‬ ‫ً‬
‫ﺣﺎﻓﺯﺍ ﻟﺩﻳﻙ ﻛﻲ‬ ‫ﻣﺎ ﻟﻡ ﻳﻭ ِﻗﺩ ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﻧﺩﻡ ﻭﺍﻟﺫﻧﺏ‬
‫ﻧﻠﻌﺏ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﺗﻡ ﺫﻟﻙ ﺍﻵﻥ‪ .‬ﺃﺻﺣﺎﺏ ﺍﻹﻧﺟﺎﺯﺍﺕ‬
‫ﺗﺗﻘﺩﻡ ﻭﺗﺧﻠّﺹ ﻧﻔﺳﻙ ﻣﻥ ﺃﻧﻳﺎﺏ ﺍﻟﻬﺯﻳﻣﺔ‪ ،‬ﻓﺈﻧﻪ ﺳﻳﺻﺑﺢ‬
‫ﺍﻟﻌﻅﻳﻣﺔ ﻳﻔﻌﻠﻭﻥ ﺍﻟﻌﻛﺱ‪ .‬ﺳﻛﺎﻥ ﻛﻳﻧﻳﺎ ﻳﺟﺭﻭﻥ ﻟﺳﻧﻭﺍﺕ‬
‫ﺣﺟﺭ ﻋﺛﺭﺓ ﻳﻣﻧﻌﻙ ﻣﻥ ﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻙ‪ .‬ﺃﻣﺎ ﺃﺳﻭﺃ ﺃﻧﻭﺍﻉ‬
‫ﻁﻭﻳﻠﺔ ﻗﺑﻝ ﺃﻥ ﻳﺣﻠﻣﻭﺍ ﺑﺎﻻﺷﺗﺭﺍﻙ ﻓﻲ ﻣﺳﺎﺑﻘﺔ ﺩﻭﻟﻳﺔ‪.‬‬
‫ﺍﻟﺷﻌﻭﺭ ﺑﺎﻟﺫﻧﺏ – ﻭﺃﻛﺛﺭﻫﺎ ﺷﻳﻭﻋً ﺎ ﻟﻸﺳﻑ – ﻓﻬﻭ‬
‫ﻭﻋﺎﺯﻑ ﺍﻟﻛﻣﺎﻥ ﻳﻌﺯﻑ ﺃﻧﻐﺎﻣًﺎ ﺧﻼﺑﺔ ﻟﻳﺱ ﻷﻧﻪ ﻳﻧﺗﻅﺭ‬
‫ﻭﻫﺫﻩ ﻫﻲ ﻣﻔﺎﺭﻗﺔ ”ﺍﻟﺣﺗﻣﻳﺔ‬ ‫ﺍﻟﻣﻭﺟﻪ ﻧﺣﻭ ﺟﺳﺩﻙ‪.‬‬
‫ﻓﺭﺻﺗﻪ ﺍﻟﻛﺑﺭﻯ ﻭﻟﻛﻥ ﻷﻧﻪ ﻳﺷﻌﺭ ﺑﺎﻟﺭﺿﺎ ﺍﻟﺩﺍﺧﻠﻲ‬
‫ﺍﻟﺟﻳﻧﻳﺔ“‪ ،‬ﻭﻫﻲ ﺍﻹﻳﻣﺎﻥ ﺑﺄﻥ ﺍﻣﺗﻼﻙ ﺟﻳﻧﺎﺕ ”ﻏﻳﺭ‬
‫ﻧﺗﻳﺟﺔ ﺻﺭﺍﻋﻪ ﻹﺛﺑﺎﺕ ﻧﻔﺳﻪ ﻭﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻪ‪ .‬ﺍﻟﺟﺎﺋﺯﺓ‬
‫ﻣﺛﺎﻟﻳﺔ“ ﻫﻭ ﺃﻛﺑﺭ ﻋﺎﺋﻕ ﺃﻣﺎﻡ ﻧﺟﺎﺣﻧﺎ‪.‬‬
‫ﺍﻟﻛﺑﺭﻯ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻬﻡ ﻫﺩﻑ ﺑﻌﻳﺩ ﻳﺳﻌﺩﻭﻥ ﺑﺎﻟﺭﺣﻠﺔ ﺇﻟﻳﻪ‬
‫ﺃﻛﺛﺭ ﻣﻥ ﺳﻌﺎﺩﺗﻬﻡ ﺑﺑﻠﻭﻏﻪ‪ ،‬ﻭﺍﻹﻧﺟﺎﺯﺍﺕ ﺍﻟﺻﻐﻳﺭﺓ ﺍﻟﺗﻲ‬
‫إدراك ﺣﺪودك ﺛﻢ ﺗﺠﺎﻫﻠﻬﺎ‬ ‫✍‬
‫ﻳﺣﻘﻘﻭﻧﻬﺎ ﻋﻠﻰ ﻣﺩﺍﺭ ﺭﺣﻠﺗﻬﻡ ﺗﺣﻘﻕ ﻟﻬﻡ ﺭﺿﺎ ًء ﻛﺎﻓﻳًﺎ‬
‫ﻛﻲ ﻳﻭﺍﺻﻠﻭﺍ ﺍﻟﺳﻳﺭ‪.‬‬
‫ﻋﻧﺩ ﺍﻟﺣﺩﻳﺙ ﻋﻥ ﺇﻧﺟﺎﺯ ﺃﻭ ﻫﺩﻑ ﻣﺎ‪ ،‬ﻧﻘﻭﻝ ﺃﺣﻳﺎ ًﻧﺎ‬
‫اﻻﻗﺘﺪاء ﺑﺎ‪3‬ﺑﻄﺎل‬ ‫✍‬ ‫ﺑﺄﻥ ﺃﻭﺍﻧﻪ ﻟﻡ ﻳﺣﻥ ﺑﻌﺩ‪ ،‬ﺃﻭ ﺃﻧﻪ ﻣﺳﺗﺣﻳﻝ ﺍﻟﺗﺣﻘﻳﻕ‪ ،‬ﺃﻭ‬
‫ﻣﻥ ﺍﻟﺻﻌﺏ ﺗﺧﻳﻠﻪ‪ .‬ﻟﻛﻥ ﺍﻟﺧﻁ ﺍﻟﻔﺎﺻﻝ ﺑﻳﻥ ﻗﺩﺭﺍﺗﻙ‬
‫ﺍﻷﺑﻁﺎﻝ ﻳﻠﻬﻣﻭﻥ ﻭﻳﻐﺭﺳﻭﻥ ﺍﻟﺣﺎﻓﺯ ﻟﺩﻯ ﺍﻵﺧﺭﻳﻥ‪،‬‬ ‫ﺍﻟﺣﺎﻟﻳﺔ ﻭﺑﻳﻥ ﻗﺩﺭﺗﻙ ﺍﻟﻣﻧﺷﻭﺩﺓ ﻁﻭﻳﻝ ﻟﺩﺭﺟﺔ ﺃﻥ ﻫﺩﻓﻙ‬
‫ﻟﻳﺱ ﻓﻘﻁ ﺑﻔﺿﻝ ﺇﻧﺟﺎﺯﺍﺗﻬﻡ ﺍﻟﻌﻅﻳﻣﺔ ﻭﺇﻧﻣﺎ ً‬
‫ﺃﻳﺿﺎ ﺑﻔﺿﻝ‬ ‫ﺳﻳﺑﺩﻭ ﻟﻙ ﻭﻟﻶﺧﺭﻳﻥ ﻣﻥ ﺣﻭﻟﻙ ﺻﻌﺏ ﺍﻟﻣﻧﺎﻝ‪ .‬ﻓﻘﺩ‬
‫ﺑﺩﺍﻳﺎﺗﻬﻡ ﺍﻟﻣﺗﻭﺍﺿﻌﺔ‪ .‬ﻓﻘﺩ ﻛﺎﻥ ”ﺁﻳﻧﺷﺗﺎﻳﻥ“ ﻳﻌﻣﻝ ﻣﻭﻅﻑ‬ ‫ﺗﺭﻯ ﻧﻔﺳﻙ ﻏﻳﺭ ﺳﺭﻳﻊ ﺃﻭ ﻏﻳﺭ ﻁﻭﻳﻝ ﺃﻭ ﻏﻳﺭ ﻗﻭﻱ‪ ،‬ﺃﻭ‬
‫ﺗﺳﺟﻳﻝ ﺑﺭﺍءﺍﺕ ﺍﻻﺧﺗﺭﺍﻉ ﻓﻲ ﻣﻁﻠﻊ ﺣﻳﺎﺗﻪ ﺍﻟﻣﻬﻧﻳﺔ‪،‬‬ ‫ﺃﻥ ﻧﺑﺭﺓ ﺻﻭﺗﻙ ﻏﻳﺭ ﻣﻘﻧﻌﺔ‪ ،‬ﺃﻭ ﺃﻥ ﺣﺩﻳﺛﻙ ﻏﻳﺭ ﻣﺅﺛﺭ‪،‬‬
‫ﻭ”ﺗﻭﻣﺎﺱ ﺃﺩﻳﺳﻭﻥ“ ﻓﺻﻠﺗﻪ ﺍﻟﻣﺩﺭﺳﺔ ﻓﻲ ﺳﻧﻭﺍﺕ‬ ‫ﺃﻭ ﺃﻥ ﺿﺭﺑﺎﺗﻙ ﻻ ﺗﺻﻳﺏ ﺍﻟﻬﺩﻑ‪ ،‬ﺃﻭ ﺃﻥ ﻣﺎ ﺗﻘﺩﻣﻪ‬
‫ً‬
‫ﻣﺗﺧﻠﻔﺎ ﻋﻘﻠﻳًﺎ‪،‬‬ ‫ﺩﺭﺍﺳﺗﻪ ﺍﻷﻭﻟﻰ ﻷﻥ ﺍﻟﻣﺩﺭﺳﻳﻥ ﺍﻋﺗﻘﺩﻭﻩ‬ ‫ﻏﻳﺭ ﻣﺳﻝ ﺃﻭ ﻏﻳﺭ ﻣﻬﻡ‪ .‬ﺳﺗﻅﻝ ﺗﺻﻑ ﺃﺩﺍءﻙ ﺑﺄﻧﻪ‬
‫ﻭ”ﺗﺷﺎﺭﻟﺯ ﺩﺍﺭﻭﻳﻥ“ ﻛﺎﻥ ﻣﺣﺩﻭﺩ ﺍﻟﺫﻛﺎء ﻭﺍﻟﻘﺩﺭﺍﺕ ﻓﻲ‬ ‫”ﻣﺗﻭﺍﺿﻊ“‪ .‬ﻓﻛﻳﻑ ﻳﻣﻛﻥ ﺃﻥ ﺗﺻﻝ ﺇﺫﻥ ﺇﻟﻰ ﺍﻟﻧﺑﻭﻍ؟‬
‫ً‬
‫ﻗﺎﺋﻼ‪” :‬ﺃﻧﺕ‬ ‫ﺳﻧﻭﺍﺕ ﻣﺭﺍﻫﻘﺗﻪ ﻟﺩﺭﺟﺔ ﺃﻥ ﺃﺑﺎﻩ ﻧﻬﺭﻩ‬
‫ﻻ ﺗﻬﺗﻡ ﺑﺷﻲء ﺳﻭﻯ ﺍﻟﺭﻣﺎﻳﺔ ﻭﺍﻟﻛﻼﺏ ﻭﺻﻳﺩ ﺍﻟﻔﺋﺭﺍﻥ‬ ‫ﻫﺫﺍ ﻫﻭ ﺑﻳﺕ ﺍﻟﻘﺻﻳﺩ‪ .‬ﺍﻟﻧﺑﻭﻍ ﻻ ﻳﺗﻡ ﻓﻲ ﺧﻁﻭﺓ ﻭﺍﺣﺩﺓ‬
‫ﻭﺳﺗﺟﻠﺏ ﺍﻟﻌﺎﺭ ﻟﻧﻔﺳﻙ ﻭﻟﻌﺎﺋﻠﺗﻙ ﻛﻠﻬﺎ“ )ﻭﺑﻌﺩ ﺳﻧﻭﺍﺕ‬ ‫ﺗﺑﻌﺩ ﺑﻬﺎ ﻋﻥ ﺍﻷﺩﺍء ﺍﻟﻣﺗﻭﺍﺿﻊ‪ ،‬ﺑﻝ ﻫﻭ ﺗﺟﺎﻭﺯ ﻟﻬﺫﺍ‬
‫ﻗﻼﺋﻝ‪ ،‬ﺃﺣﺩﺙ ”ﺩﺍﺭﻭﻳﻥ“ ﺛﻭﺭﺓ ﻫﺎﺋﻠﺔ ﺑﺎﻛﺗﺷﺎﻓﺎﺗﻪ ﺍﻟﻌﻠﻣﻳﺔ‬ ‫ﺍﻷﺩﺍء ﺑﺷﻛﻝ ﺗﺩﺭﻳﺟﻲ ﻭﺧﻁﻭﺓ ﻭﺭﺍء ﺧﻁﻭﺓ ﺣﺗﻰ‬
‫ﺍﻟﺗﻲ ﺃﺭﺑﻛﺕ ﺍﻟﺑﺷﺭﻳﺔ ﺑﺷﺄﻥ ﺍﻟﺗﻁﻭﺭ ﺍﻟﺑﻳﻭﻟﻭﺟﻲ(‪.‬‬ ‫ﺗﺻﺑﺢ ﺍﻟﻣﺳﺎﻓﺔ ﺑﻳﻧﻙ ﻭﺑﻳﻧﻪ ﺁﻻﻑ ﺍﻟﺧﻁﻭﺍﺕ ﺍﻟﺗﻲ ﻻ‬ ‫‪7‬‬
1 - (2011 ‫ )ﻳﻧﺎﻳﺭ‬- ‫ ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ‬- ‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ‬ ‫ﻟﻭ ﻋﺭﻓﺕ ﺗﻔﺎﺻﻳﻝ ﻧﺟﺎﺡ ﺑﻁﻠﻙ ﺍﻟﻣﻔﺿﻝ ﻷﺩﺭﻛﺕ ﺃﻥ‬
‫ﺍﻟﻧﺟﺎﺡ ﻳﻘﺗﺿﻲ ﺳﻠﻙ ﺍﻟﺩﺭﻭﺏ ﻏﻳﺭ ﺍﻟﻣﻁﺭﻭﻗﺔ ﻭﺗﻁﺑﻳﻕ‬
‫ﺍﻷﻓﻛﺎﺭ ﻏﻳﺭ ﺍﻟﺗﻘﻠﻳﺩﻳﺔ ﺍﻟﺗﻲ ﻻ ﻳﻧﻅﺭ ﺃﺣﺩ ﺇﻟﻳﻬﺎ ﺑﺎﻋﺗﺑﺎﺭﻫﺎ‬
ً
‫ ﻳﺗﺟﻠﻰ ﻫﺫﺍ ﻭﺍﺿﺣً ﺎ ﻓﻲ ﻗﺭﺍءﺓ ﺍﻟﻣﺳﻭﺩﺍﺕ‬.‫ﻧﺑﻭﻏﺎ ﺇﻻ ﻣﺗﺄﺧﺭً ﺍ‬
.‫ﺍﻷﻭﻟﻰ ﻟﺭﻭﺍﺋﻊ ﺍﻷﻋﻣﺎﻝ ﺍﻷﺩﺑﻳﺔ ﻭﺍﻟﻔﻧﻳﺔ ﻭﺍﻟﻣﻭﺳﻳﻘﻳﺔ‬
‫ﻓﺎﻟﻌﻣﻝ ﺍﻟﻔﻧﻲ ﺃﻛﺑﺭ ﺩﻟﻳﻝ ﻋﻠﻰ ﺃﻥ ﺗﺣﻭﱡ ﻝ ﺍﻟﻌﺩﻡ ﺇﻟﻰ ﻛﻳﺎﻥ‬
.‫ﺣﻲ ﻫﻭ ﻋﻣﻠﻳﺔ ﺗﺗﻡ ﺑﺑﻁء ﻭﺑﻣﺷﻘﺔ ﻛﺑﻳﺭﺓ‬
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This publication is available in both Arabic & English
‫ﻛﻝ ﻣﺎ ﻧﻌﺭﻓﻪ ﺣﺗﻰ ﺍﻵﻥ ﻋﻥ ﺍﻟﺗﻁﻭﺭ ﺍﻟﺟﻳﻧﻲ ﺑﻌﺩ ﺍﻟﺗﻛﻭﻳﻧﻲ‬
:øY Qó°üJ ájô¡°T ∞°üf Iöûf .‫ﻳﺗﻁﺎﺑﻕ ﺗﻣﺎﻣًﺎ ﻣﻊ ﺍﻟﻧﻣﻭﺫﺝ ﺍﻟﺩﻳﻧﺎﻣﻳﻛﻲ ﻟﻘﺩﺭﺍﺕ ﺍﻹﻧﺳﺎﻥ‬
z´É©°T{ »ª∏©dG ΩÓYEÓd á«Hô©dG ácöûdG ‫ﻓﺎﻟﺟﻳﻧﺎﺕ ﻻ ﺗﺭﺳﻡ ﻛﻳﻧﻭﻧﺎﺗﻧﺎ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﻭﻻ ﺍﻟﺻﻭﺭﺓ ﺍﻟﺗﻲ‬
ً
‫ ﻭﻟﻛﻧﻬﺎ ﻣﺟﺭﺩ ﻋﻭﺍﻣﻝ ﻓﺎﻋﻠﺔ ﻓﻲ ﻋﻣﻠﻳﺔ‬،‫ﻻﺣﻘﺎ‬ ‫ﺳﻧﻛﻭﻥ ﻋﻠﻳﻬﺎ‬
‫ ﺍﻟﺗﻌﺑﻳﺭ ﺍﻟﺟﻳﻧﻲ ﻳﺧﺿﻊ ﻟﻣﺅﺛﺭﺍﺕ ﺧﺎﺭﺟﻳﺔ؛ ﻣﻊ‬.‫ﺩﻳﻧﺎﻣﻳﻛﻳﺔ‬
‫ ﻓﻧﺣﻥ‬،‫ﺍﻟﻌﻠﻡ ﺃﻥ ﺍﻟﺻﻔﺎﺕ ﺍﻟﻭﺭﺍﺛﻳﺔ ﺗﺗﺟﺳﺩ ﻓﻲ ﺻﻭﺭ ﻋﺩﺓ‬
(äÉ°UÓN) ‘ ∑GÎ°TÓd ‫ ﻭﻟﻛﻧﻧﺎ ﻧﺭﺙ ﻣﻌﻬﺎ ﺟﻳﻧﺎﺕ ﺃﺧﺭﻯ ﻗﺎﺑﻠﺔ‬،‫ﻧﺭﺙ ﺟﻳﻧﺎﺕ ﺛﺎﺑﺗﺔ‬
¢ShDhô`è hCG ¢ù«Fôd É¡FGógE’ hCG ºμà°ù°SDƒŸ hCG ºμd ‫ ﻓﺈﻧﻧﺎ‬،‫ ﻓﺈﻥ ﻛﻧﺎ ﻧﺭﺙ ﺍﻟﻠﻐﺔ ﻭﺍﻷﻓﻛﺎﺭ ﻭﺍﻟﺳﻠﻭﻛﻳﺎﺕ‬.‫ﻟﻠﺗﻌﺩﻳﻝ‬
º```μæμÁ ;π```«ªY hCG π``«eõd É`¡Áó≤àd hCG .‫ﻧﻅﻝ – ﻣﻊ ﻫﺫﺍ – ﻗﺎﺩﺭﻳﻥ ﻋﻠﻰ ﺗﻐﻳﻳﺭﻫﺎ‬
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‫ﺩﻳﻔﻳﺩ ﺷﻳﻧﻙ‬
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äÉbÓYh ‫”ﺷﻳﻧﻙ“ ﻣﺅﻟﻑ ﺣﺎﺋﺯ ﻋﻠﻰ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺟﻭﺍﺋﺯ ﻭﺻﺎﺣﺏ ﻋﺩﺩ ﻣﻥ ﺍﻟﻛﺗﺏ‬
The Immortal“‫“ ﻭ‬The Forgetting” ‫ ﻣﻧﻬﺎ‬،‫ﺍﻷﻛﺛﺭ ﻣﺑﻳﻌًﺎ‬
™aódGh ∑GÎ°T’G ÉªFGO ºμæμÁ ‫ ﻫﺫﺍ ﻏﻳﺭ ﻋﻣﻠﻪ‬،‫ ﻭﻫﻭ ﻳﻠﻘﻲ ﻣﺣﺎﺿﺭﺍﺕ ﻓﻲ ﻣﻧﺎﺑﺭ ﻣﺭﻣﻭﻗﺔ‬.“Game
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:Éæ©bƒe ≈∏Y É«k fhÎμdEG .‫ﻛﻣﺧﺭﺝ ﻟﻸﻓﻼﻡ ﺍﻟﻘﺻﻳﺭﺓ‬
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(äÉ°UÓN) Qó°üJ
á`«ŸÉ©dG ÖàμdG π°†aCG ,á«Hô©dG á¨∏dÉH ¢üî∏Jh 1993 ΩÉY ™∏£e òæe Author: David Shenk
ÖàμdG ≈∏Y õ````«cÎdG ™`è ,∫É```ªYC’G ∫É````LQh ø````jôjóª∏d á`¡LƒŸG
Title: The Genius in All of Us: Why Everything You’ve Been
±ó``¡`J .…QGOE’G ô`μ``Ø∏d G kójó`L ∞`«`°†J »`à`dGh É`©``«``Ñè
k Ì``cC’G Told About Genetics, Talent, and IQ is Wrong
ájQGOE’G äÉjô¶ædGh äÉ°SQÉªŸG ÚH Iƒ```éØdG ó°S ≈dEG (äÉ``°UÓN)
ô`àƒJ å«M ;á```«Hô©dG IQGOE’G á```Ä«Hh ,á```èó≤àŸG ∫hódG ‘ á``ãjó◊G Publisher: Doubleday (March 9, 2010)
.≥````«Ñ£à∏d á```∏HÉbh á```Hô›
q á````jQGOEG áaô©e º```¡d ISBN: 978-0385523653
ÖcôŸG åëÑdG ∑ôfi ∫ÓN øe É¡JÉjƒàfi πc ‘ åëÑdG øμÁh
Pages: 320
.Éæ©bƒe ≈∏Y
6454 : ´GójE’G ºbQ To read more about this book, use this link:
ISSN: 110/2357 http://www.amazon.com
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Iôbéñy Éæ C::Á°Uóî'Dg Òg

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Iôbéñy Éæ C::Á°Uóî'Dg Òg

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‫ﺍﻟﺷﺭﻛﺔ ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﻛﺎﻧﻭﻥ ﺛﺎﻥ‬

‫ﻟﻺﻋـﻼﻡ ﺍﻟﻌﻠﻣﻲ‬ ‫ﻳﻧﺎﻳﺭ )‪ 2011‬ﻡ(‬

‫) ﺷﻌﺎﻉ (‬ ‫ﻣﺣﺭﻡ )‪ 1432‬ﻫـ(‬

‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ‬

‫ﺝ‪.‬ﻡ‪.‬ﻉ‬ ‫ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ‬

‫ﻧﺳﺧﺔ ﺇﻟﻛﺗﺭﻭﻧﻳﺔ ﻓﻘﻁ‬ ‫ﺍﻟــــﻌـﺩﺩ ‪1‬‬

‫ﻛﻝ ﺷﻲء ﻳﺷﻛﻠﻧﺎ ﻭﻧﺣﻥ ﻧﺷﻛﻝ ﻛﻝ ﺷﻲء‬

‫ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ‪ ،‬ﺃﻭﺿﺢ ﺃﻥ ﺍﻟﺻﻔﺎﺕ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻠﻧﺑﺎﺕ‬ ‫‪áÑgƒŸG É¡ª°SG áaGôN‬‬

‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ ‪) -‬ﻳﻧﺎﻳﺭ ‪1 - (2011‬‬

‫‪á«Ä«ÑdG äGõØëŸG ÒKCÉJ‬‬

‫❂ ﺍﻟﺗﺧﺎﻁﺏ ﻣﻊ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻣﺭﺣﻠﺔ ﺳﻧﻳﺔ ﻣﺑﻛﺭﺓ ﻭﺑﺷﻛﻝ ﻣﺗﻛﺭﺭ؛‬

‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ ‪) -‬ﻳﻧﺎﻳﺭ ‪1 - (2011‬‬

‫‪∫É©ØdG ÖjQóàdG óYGƒb‬‬

‫‪ -7‬ﻻ ﺗﺗﻌﺟﻝ ﺍﻧﺗﻬﺎء ﺍﻟﺗﺩﺭﻳﺏ‪.‬‬ ‫‪ -1‬ﺗﺩﺭﺏ ﺑﺷﻛﻝ ﻣﻧﺗﻅﻡ ﻁﻭﺍﻝ ﺍﻟﺳﻧﺔ‪.‬‬

‫ﻣﺎﺫﺍ ﻋﻥ ﺣﺎﻓﺯﻙ ﺃﻧﺕ؟ ﻣﻥ ﺃﻳﻥ ﻳﻧﺑﻊ؟ ﻣﻥ ﺗﻧﺎﻓﺳﻙ‬ ‫اﻟﺒﺤﺚ ﻋﻦ اﻟﺤﺎﻓﺰ‬ ‫✍‬

‫‪k °TÉa hCG ÉëLÉf‬‬

‫ﺍﻟﺳﻧـــﺔ ﺍﻷﻭﻟﻰ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻷﻭﻝ ‪) -‬ﻳﻧﺎﻳﺭ ‪1 - (2011‬‬

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