‫ﻣﺮﺟﻊﺷﻨﺎﺳﻲ ﺗﺨﺼﺼﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ‬

‫ﻛﺎﺭﺷﻨﺎﺳــﻲ ﺑﺮﺍﻱ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺭﺷــﺘﺔ ﻋﻠﻮﻡ ﻛﺘﺎﺑﺪﺍﺭﻱ ﻭ‬

‫ﺍﻃﻼﻉﺭﺳــﺎﻧﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺳﺖ‪.‬‬ ‫● ﺩﻛﺘﺮ ﺣﺴﻦ ﺍﺷﺮﻓﻲ ﺭﻳﺰﻱ‬
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‫ﺍﻳﻦ ﻫﺪﻑ ﺑﺎ ﻭﺟﻮﻩ ﻣﺨﺘﻠﻒ ﻣﺎﻧﻨﺪ ﺁﺷﻨﺎﻳﻲ ﺩﺍﻧﺸﺠﻮ ﺑﻪ ﻣﻨﺎﺑﻊ‬ ‫ﻋﻀﻮ ﻫﻴﺄﺕ ﻋﻠﻤﻲ ﺩﺍﻧﺸﮕﺎﻩ ﺁﺯﺍﺩ ﺍﺳﻼﻣﻲ‪،‬‬
‫ﻣﺨﺘﻠــﻒ ﻣﺮﺍﺟﻊ ﻋﻠﻮﻡ ﺍﻧﺴــﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺫﻛﺮ ﻣﺮﺍﺟﻊ‬ ‫ﻭﺍﺣﺪ ﺷﻬﺮﻛﺮﺩ‬
‫ﻋﻤﺪﺓ ﻓﺎﺭﺳــﻲ ﻭ ﺍﻧﮕﻠﻴﺴــﻲ ﻭ ﺗﺎ ﺣﺪ ﻣﻤﻜــﻦ ﭘﺎﻳﮕﺎﻩﻫﺎﻱ‬
‫ﺍﻃﻼﻋﺎﺗﻲ ﺩﻧﺒﺎﻝ ﺷــﺪﻩ ﺍﺳﺖ«‪ .‬ﺩﺭﺿﻤﻦ ﻣﺆﻟﻒ ﺩﺭ ﻣﻘﺪﻣﻪ‬
‫ﺑﻪﻃﻮﺭ ﺿﻤﻨﻲ ﺍﺷــﺎﺭﻩ ﻣﻲﻛﻨﺪ ﻛﻪ ﺍﻳﻦ ﺍﺛﺮ ﻧﺘﻴﺠﺔ ‪ 15‬ﺳﺎﻝ‬
‫ﺗﺪﺭﻳﺲ ﻭ ﺗﺤﻘﻴﻖ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺍﺳﺖ‪.‬‬
‫ﻣﺘﻦ ﺍﺻﻠﻲ ﻛﺘﺎﺏ ﺩﺭ ‪ 13‬ﺑﺨﺶ ﺗﻨﻈﻴﻢ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺑﺨﺶ ﺍﻭﻝ‪» ،‬ﺭﻭﺯﻧﺎﻣﻪﻫﺎ‪ ،‬ﺟﺮﺍﻳﺪ ﻭ ﻣﺮﺍﺟﻊ ﻣﻄﺒﻮﻋﺎﺕ‬
‫ﺍﻳﺮﺍﻧﻲ«‪ ،‬ﺷﺎﻣﻞ ﺑﺤﺚﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ ﺳﺮﺁﻏﺎﺯ ﻓﻬﺮﺳﺖﻧﻮﻳﺴﻲ‬
‫ﻣﻄﺒﻮﻋــﺎﺕ ﺍﻳﺮﺍﻧــﻲ ﻭ ﺑﻨﻴﺎﻧﮕــﺬﺍﺭﺍﻥ‪ ،‬ﺩﺍﻧــﺶ ﻭ ﺁﮔﺎﻫﻲ ﺍﺯ‬
‫ﺍﺳﺎﻣﻲ ﻭ ﻣﺸــﺨﺼﺎﺕ ﻣﻄﺒﻮﻋﺎﺕ ﺍﻳﺮﺍﻧﻲ ﺍﺳﺖ‪ .‬ﺩﺭ ﺑﺨﺶ‬
‫ﺩﻭﻡ‪» ،‬ﻧﻘﺪ ﻭ ﺁﻳﻴﻦ ﻧﻘﺪ ﺩﺭ ﻣﻄﺒﻮﻋﺎﺕ ﻓﺎﺭﺳــﻲ«‪ ،‬ﺑﻨﻴﺎﺩ ﻧﻘﺪ‬ ‫■ ﺷـﻌﺒﺎﻧﻲ‪ ،‬ﺍﺣﻤﺪ‪ .‬ﻣﺮﺟﻊﺷﻨﺎﺳﻲ ﺗﺨﺼﺼﻲ ﺑﺎ ﮔﺮﺍﻳﺶ‬
‫ﻧﻮﻳﻦ ﺩﺭ ﺩﻭﺭﺓ ﻣﻌﺎﺻﺮ‪ ،‬ﻧﻘﺪ ﻛﻼﺳﻴﻚ ﻭ ﺣﻮﺯﺓ ﻣﺠﻼﺕ ﺁﻥ‪،‬‬ ‫ﻋﻠـﻮﻡ ﺍﻧﺴـﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋـﻲ‪ ،‬ﺗﻬﺮﺍﻥ‪ :‬ﭼﺎﭘـﺎﺭ‪ 266 ،‬ﺹ‪،‬‬
‫ﻧﻘﺪ ﻭ ﺣﻮﺯﺓ ﻣﺠﻼﺕ ﺁﻥ ﺩﺭ ﺩﻭﺭﺓ ﺍﻧﻘﻼﺏ ﺍﺳﻼﻣﻲ ﺍﻳﺮﺍﻥ ﻭ‬ ‫ﭼﺎپ ﺍﻭﻝ‪ ،1385 ،‬ﺷﺎﺑﻚ‪964-7790-43-0 :‬‬
‫ﻛﺘﺎﺏﻫﺎﻱ ﻣﺴﺘﻘﻞ ﺩﺭ ﺯﻣﻴﻨﺔ ﻧﻘﺪ ﻭ ﺣﻮﺯﻩﻫﺎﻱ ﻣﺮﺗﺒﻂ ﺑﺎ ﺁﻥ‬
‫ﺑﺮﺭﺳﻲ ﻣﻲﺷﻮﺩ‪ .‬ﺑﺨﺶ ﺳﻮﻡ‪» ،‬ﻓﺮﻫﻨﮓﻫﺎ‪ ،‬ﻭﺍژﻩﻧﺎﻣﻪﻫﺎ‪ ،‬ﻭ‬ ‫ﻛﺘﺎﺏ ﻣﺮﺟﻊﺷﻨﺎﺳــﻲ ﺗﺨﺼﺼﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ‬
‫ﺍﺻﻄﻼﺣﻨﺎﻣﻪﻫﺎﻱ ﻛﺘﺎﺑﺪﺍﺭﻱ«‪ ،‬ﺷــﺎﻣﻞ ﺑﺮﺭﺳﻲ ﻧﺨﺴﺘﻴﻦ‬ ‫ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺷــﺎﻣﻞ ﺻﻔﺤﺎﺕ ﻣﻘﺪﻣﺎﺗــﻲ ﺍﺯ ﺟﻤﻠﻪ ﺻﻔﺤﺔ‬
‫ﻛﻮﺷﺶ ﺟﺪﻱ ﺩﺭ ﻃﺮﺡ ﻭﺍژﻩﻫﺎﻱ ﻛﺘﺎﺑﺪﺍﺭﻱ ﻭ ﻣﻌﺎﺩﻝﻫﺎﻱ‬ ‫ﻋﻨﻮﺍﻥ‪ ،‬ﺻﻔﺤﺔ ﺣﻘﻮﻕ‪ ،‬ﻓﻬﺮﺳﺖ ﻣﻨﺪﺭﺟﺎﺕ‪ ،‬ﻣﻘﺪﻣﺔ ﻣﺆﻟﻒ‬
‫ﺁﻥ‪ ،‬ﺭﻭﻧﺪ ﺧﻠﻖ ﻭ ﺍﺑﺪﺍﻉ ﻭﺍژﻩﻫﺎﻱ ﻛﺘﺎﺑﺪﺍﺭﻱ ﻭ ﺍﻃﻼﻉﺭﺳﺎﻧﻲ‬ ‫ﻭ ﺑﻪﺩﻧﺒــﺎﻝ ﺁﻥ ﻣﺘﻦ ﺍﺻﻠﻲ ﻭ ﻓﻬﺮﺳــﺖ ﺍﻋﻼﻡ ﺍﺳــﺖ‪ .‬ﺩﺭ‬
‫ﺩﺭ ﺩﻭﺭﺓ ﺍﻧﻘﻼﺏ ﺍﺳﻼﻣﻲ ﺍﺳﺖ‪.‬‬ ‫ﻣﻘﺪﻣــﺔ ﻛﺘــﺎﺏ ﺁﻣﺪﻩ ﺍﺳــﺖ‪» :‬ﺍﻳﻦ ﻣﺘﻦ ﺑــﺮﺍﻱ ﺗﺪﺭﻳﺲ‬
‫ﺩﺭ ﺑﺨــﺶ ﭼﻬــﺎﺭﻡ‪» ،‬ﻛﺘﺎﺏﺷﻨﺎﺳــﻲﻫﺎ ﻭ ﺩﻧﻴــﺎﻱ‬ ‫"ﻣﺮﺟﻊﺷﻨﺎﺳــﻲ ﺗﺨﺼﺼﻲ" ﺩﺭ ﺳــﻄﺢ ﻛﺎﺭﺷﻨﺎﺳــﻲ ﺩﺭ‬
‫ﻛﺘﺎﺏﺷﻨﺎﺳﻲﻫﺎﻱ ﺍﻳﺮﺍﻧﻲ«‪ ،‬ﺷﻜﻞﮔﻴﺮﻱ ﻛﺘﺎﺏﺷﻨﺎﺳﻲﻫﺎﻱ‬ ‫ﻃﻮﻝ ﻳﻚ ﻧﻴﻢﺳــﺎﻝ ﺗﺤﺼﻴﻠﻲ ﺩﺭﻧﻈﺮﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻭ‬
‫ﻧﻮﻳــﻦ ﺩﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺩﺍﻧــﺶ ﻛﻠﻲ ﺑﺮ ﺁﺛﺎﺭ ﭼﺎﭘــﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ‬ ‫ﻗﺼﺪ ﺍﻳﻦ ﻛﺘﺎﺏ ﺍﺭﺍﺋﺔ ﻳﻚ ﻣﺘﻦ ﺩﺭﺳــﻲ ﺩﺭ ﺳــﻄﺢ ﺩﻭﺭﺓ‬
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 ‫ﻣﺮﺟﻊﺷﻨﺎﺳﻲ ﺗﺨﺼﺼﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ‬
‫ﻗﺼﺪ ﺍﻳﻦ ﻛﺘﺎﺏ ﺍﺭﺍﺋﺔ ﻳﻚ‬
‫ﻣﺘﻦ ﺩﺭﺳﻲ ﺩﺭ ﺳﻄﺢ‬
‫ﺩﻭﺭﺓ ﻛﺎﺭﺷﻨﺎﺳﻲ ﺑﺮﺍﻱ‬
‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺭﺷﺘﺔ ﻋﻠﻮﻡ‬
‫ﻛﺘﺎﺑﺪﺍﺭﻱ ﻭ ﺍﻃﻼﻉﺭﺳﺎﻧﻲ‬
‫ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ‬
‫ﺍﺟﺘﻤﺎﻋﻲ ﺍﺳﺖ‬
‫ﺁﻣــﻮﺯﺵ ﻋﻠــﻢ ﺟﺎﻣﻌﻪﺷﻨﺎﺳــﻲ ﺩﺭ ﺍﻳــﺮﺍﻥ ﻭ ﻣﺮﺍﺟﻊ ﻋﻠﻢ‬
‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳــﻲ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳــﻲ ﺭﺍ ﻣﻮﺭﺩ ﺑﺮﺭﺳــﻲ ﻗﺮﺍﺭ‬
‫ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺑﺨﺶ ﻳﺎﺯﺩﻫﻢ‪» ،‬ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺗﺮﺑﻴﺖ‬
‫ﺑﺪﻧﻲ«‪ ،‬ﺷــﺎﻣﻞ ﻣﺒﺎﺣﺜﻲ ﭼﻮﻥ ﺳــﺮﺁﻏﺎﺯ ﺗﺤﻮﻝ ﺁﻣﻮﺯﺵ ﻭ‬
‫ﭘﺮﻭﺭﺵ ﻧﻮﻳﻦ ﺩﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﺮﺭﺳﻲ ﻣﺮﺍﺟﻊ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳــﻲ‪ ،‬ﺗﺤﻮﻝ ﻭﺭﺯﺵ ﺩﺭ ﺟﺎﻣﻌﺔ ﻧﻮﻳﻦ ﺍﻳﺮﺍﻥ ﻭ‬
‫ﺑﺮﺭﺳــﻲ ﻣﺮﺍﺟﻊ ﻭﺭﺯﺷﻲ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﺍﺳﺖ‪ .‬ﻣﺆﻟﻒ ﺩﺭ‬
‫ﺑﺨﺶ ﺩﻭﺍﺯﺩﻫﻢ‪» ،‬ﻣﺮﺍﺟﻊ ﺗﺮﺳﻴﻤﻲ ﻫﻨﺮ‪ :‬ﺧﻂ ﻭ ﻧﻘﺎﺷﻲ«‪،‬‬
‫ﺩﺭﺑﺎﺭﺓ ﺷﻴﻮﺓ ﺗﻜﺎﻣﻞ ﺧﻂ ﺩﺭ ﺗﻤﺪﻥ ﺍﻳﺮﺍﻧﻲ‪ ،‬ﻣﺮﺍﺟﻊ ﺧﻂ ﺩﺭ‬
‫ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ‪ ،‬ﻧﻔﻮﺫ ﻧﻘﺎﺷﻲ ﺩﺭ ﻫﻨﺮ ﺍﻳﺮﺍﻧﻲ ﻭ ﺳﺮﺁﻏﺎﺯ ﻧﻘﺎﺷﻲ‬
‫ﻣﺪﺭﻥ ﺩﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﻣﺮﺍﺟﻊ ﻧﻘﺎﺷــﻲ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳــﻲ ﻭ ﻫﻨﺮ‬
‫ﺍﻳﺮﺍﻧﻲ ﻭ ﺳــﺮﺁﻏﺎﺯ ﻧﻘﺎﺷﻲ ﻣﺪﺭﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﻣﺮﺍﺟﻊ ﻧﻘﺎﺷﻲ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﺑﺤﺚ ﻣﻲﻛﻨﺪ‪ .‬ﺑﺨﺶ ﭘﺎﻳﺎﻧﻲ ﻭ ﺳﻴﺰﺩﻫﻢ‪،‬‬
‫»ﻣﺮﺍﺟﻊ ﺷــﻨﻴﺪﺍﺭﻱ ﺩﻳﺪﺍﺭﻱ ﻫﻨﺮ‪ :‬ﻣﻮﺳﻴﻘﻲ ﻭ ﺳﻴﻨﻤﺎ«‪ ،‬ﺑﻪ‬
‫ﻣﺒﺎﺣﺜﻲ ﻣﺎﻧﻨﺪ ﺳــﺮﺁﻏﺎﺯ ﺗﺤﻮﻝ ﻣﺪﺭﻥ ﺩﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﺮﺭﺳــﻲ‬
‫ﻣﺮﺍﺟﻊ ﻣﻮﺳﻴﻘﻲ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳــﻲ‪ ،‬ﻧﻔﻮﺫ ﺳﻴﻨﻤﺎ ﻭ ﺳﺎﺧﺖ‬
‫ﻓﻴﻠﻢ ﺩﺭ ﺟﺎﻣﻌﺔ ﺍﻳﺮﺍﻧﻲ ﻭ ﺑﺮﺭﺳﻲ ﻣﺮﺍﺟﻊ ﺳﻴﻨﻤﺎﻳﻲ ﺩﺭ ﺯﺑﺎﻥ‬
‫ﻓﺎﺭﺳﻲ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺭﺩ‪.‬‬
‫ﻧﻮﻳﺴــﻨﺪﻩ ﺑــﺮﺍﻱ ﮔﺴــﺘﺮﺵ ﺑﺤــﺚ ﻫــﺮ ﺑﺨــﺶ‪،‬‬
‫ﭘﺮﺳﺶﻫﺎﻳﻲ ﺭﺍ ﻣﻄﺮﺡ ﻛﺮﺩﻩ ﻭ ﻫﻤﭽﻨﻴﻦ ﻓﻬﺮﺳﺘﻲ ﺍﺯ ﻣﻮﺍﺩ‬
‫ﻭ ﻣﺮﺍﺟــﻊ ﻣﺮﺑــﻮﻁ ﺑﻪ ﻣﺒﺎﺣﺚ ﻫﺮ ﻓﺼــﻞ ﺭﺍ ﺑﻪﻃﻮﺭ ﻣﺠﺰﺍ‬
‫ﺁﻭﺭﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﺆﻟــﻒ ﺩﺭ ﺑﺨــﺶ ﺩﻫﻢ‪» ،‬ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋــﻲ‪ :‬ﺍﻗﺘﺼﺎﺩ‬
‫ﻣﻘﺎﻳﺴﻪ ﺍﺛﺮ ﺑﺎ ﺁﺛﺎﺭ ﻣﺸﺎﺑﻪ‬
‫ﺩﺭ ﺯﻣﻴﻨﺔ ﻣﺮﺟﻊﺷﻨﺎﺳــﻲ‪ ،‬ﭼﻨﺪ ﺍﺛﺮ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﻣﺮﺟﻊﺷﻨﺎﺳﻲ‬
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‫ﺟﺎﻳﮕﺎﻩ ﻛﺘﺎﺏﺷﻨﺎﺳــﻲﻫﺎ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺮﺭﺳــﻲ ﻣﻲﺷﻮﺩ‪ .‬ﺩﺭ‬
‫ﺑﺨﺶ ﭘﻨﺠﻢ‪» ،‬ﻣﻘﺎﻟﻪﻧﺎﻣﻪﻫﺎ‪ ،‬ﭼﻜﻴﺪﻩﻫﺎ ﻭ ﻓﻬﺮﺳــﺖ ﻧﺴﺦ‬
‫ﺧﻄــﻲ«‪ ،‬ﺗﺄﺛﻴﺮﭘﺬﻳــﺮﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭ ﮔﺮﺩﺁﻭﺭﻱ ﻓﻬﺮﺳــﺖ‬
‫ﻣﻘﺎﻻﺕ‪ ،‬ﺑﻨﻴﺎﺩ ﭼﻜﻴﺪﻩﻧﻮﻳﺴــﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﻓﻬﺮﺳــﺖ ﻧﺴﺦ‬
‫ﺧﻄﻲ ﻭ ﺍﺣﻴﺎﻱ ﻣﺘــﻮﻥ ﻗﺪﻳﻢ ﻭ ﺩﺍﻧﺶ ﻛﻠﻲ ﺑﺮ ﺁﺛﺎﺭ ﺧﻄﻲ‬
‫ﻓﺎﺭﺳــﻲ ﻣﻮﺭﺩ ﺑﺤﺚ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺳــﺖ‪ .‬ﺩﺭ ﺑﺨﺶ ﺷﺸﻢ‪،‬‬
‫»ﺍﺩﺑﻴﺎﺕ ﻓﺎﺭﺳﻲ«‪ ،‬ﭘﻴﺸــﻴﻨﺔ ﺗﺬﻛﺮﻩﻫﺎﻱ ﻓﺎﺭﺳﻲ‪ ،‬ﻧﮕﺎﺭﺵ‬
‫ﺗﺎﺭﻳﺦ ﺍﺩﺑﻴﺎﺕ ﺍﻳﺮﺍﻧﻲ‪ ،‬ﺗﺄﻟﻴﻒ ﺗﺎﺭﻳﺦ ﺍﺩﺑﻴﺎﺕ ﺍﻳﺮﺍﻧﻲ ﺍﺯ ﻣﻨﻈﺮ‬
‫ﻣﺆﻟﻔــﺎﻥ ﺍﻳﺮﺍﻧﻲ ﻭ ﺗﻘﺴــﻴﻢﺑﻨﺪﻱ ﻣﺮﺍﺟﻊ ﺍﺩﺑﻴﺎﺕ ﻓﺎﺭﺳــﻲ‬
‫ﺑﺮﺭﺳﻲ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺑﺨــﺶ ﻫﻔﺘــﻢ‪» ،‬ﺗﺎﺭﻳــﺦ‪ ،‬ﺗﺎﺭﻳﺦﻧــﮕﺎﺭﻱ‪ ،‬ﻭ ﻣﺮﺍﺟﻊ‬
‫ﺗﺎﺭﻳﺨﻲ«‪ ،‬ﺷﺎﻣﻞ ﻣﺒﺎﺣﺜﻲ ﻫﻤﺎﻧﻨﺪ ﺳﺮﺁﻏﺎﺯ ﺗﺎﺭﻳﺦﻧﮕﺎﺭﻱ ﺩﺭ‬
‫ﺯﺑﺎﻥ ﻋﺮﺑﻲ‪ ،‬ﺗﺎﺭﻳﺦﻧﮕﺎﺭﻱ ﺩﺭ ﻣﻴﺎﻥ ﺍﻳﺮﺍﻧﻴﺎﻥ‪ ،‬ﺗﺎﺭﻳﺦﻧﮕﺎﺭﻱ‬
‫ﺩﺭ ﻣﻴــﺎﻥ ﺍﻳﺮﺍﻥﺷﻨﺎﺳــﺎﻥ ﻏﺮﺑــﻲ ﻭ ﻣﺆﻟﻔــﺎﻥ ﺷــﺮﻗﻲ ﻭ‬
‫ﺗﻘﺴﻴﻢﺑﻨﺪﻱ ﻣﺮﺍﺟﻊ ﺗﺎﺭﻳﺨﻲ ﺍﺳﺖ‪ .‬ﻧﮕﺎﺭﺵ ﻣﺘﻮﻥ ﺟﻐﺮﺍﻓﻴﺎ‬
‫ﺑﻴﻦ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺩﺭ ﺍﺩﻭﺍﺭ ﮔﺬﺷــﺘﻪ‪ ،‬ﺁﻣﻮﺯﺵ ﺟﻐﺮﺍﻓﻴﺎ ﺩﺭ ﻋﺼﺮ‬
‫ﻧﻮﻳﻦ ﻭ ﺗﻘﺴــﻴﻢﺑﻨﺪﻱ ﻣﺮﺍﺟﻊ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ ﺍﺯ ﻣﺒﺎﺣﺚ ﺑﺨﺶ‬
‫ﻫﺸــﺘﻢ‪» ،‬ﺟﻐﺮﺍﻓﻴﺎ‪ ،‬ﻧــﮕﺎﺭﺵ ﺁﺛﺎﺭ ﻭ ﻣﺮﺍﺟــﻊ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ«‬
‫ﺍﺳــﺖ؛ ﺩﺭ ﺑﺨــﺶ ﻧﻬﻢ‪» ،‬ﻋﻠــﻮﻡ ﺍﺟﺘﻤﺎﻋﻲ‪ :‬ﺳﻴﺎﺳــﺖ ﻭ‬
‫ﺣﻘﻮﻕ«‪ ،‬ﺑﻪ ﺳﺮﺁﻏﺎﺯ ﺁﻣﻮﺯﺵ ﻧﻮﻳﻦ ﻋﻠﻢ ﺳﻴﺎﺳﺖ ﻭ ﺣﻘﻮﻕ‬
‫ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺑﺮﺭﺳﻲ ﻣﺮﺍﺟﻊ ﻋﻠﻢ ﺳﻴﺎﺳﺖ ﻭ ﺣﻘﻮﻕ ﺩﺭ ﺯﺑﺎﻥ‬
‫ﻓﺎﺭﺳﻲ ﭘﺮﺩﺍﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻭ ﺟﺎﻣﻌﻪﺷﻨﺎﺳــﻲ«‪ ،‬ﺳــﺮﺁﻏﺎﺯ ﺁﻣﻮﺯﺵ ﻧﻮﻳﻦ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ‬
‫ﺩﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﻣﺮﺍﺟﻊ ﻋﻠﻢ ﺍﻗﺘﺼﺎﺩ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳــﻲ‪ ،‬ﺳــﺮﺁﻏﺎﺯ‬
 ‫ﺍﻟﻒ( ﺷﻴﻮﺓ ﻧﮕﺎﺭﺷﻲ‪ ،‬ﺩﺳﺘﻮﺭﻱ ﻭ ﺣﺮﻭﻑﭼﻴﻨﻲ‬ ‫ﻣﺆﻟﻒ ﺿﻤﻦ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﻗﻮﺍﻋﺪ ﻣﺴﺘﻨﺪﺳﺎﺯﻱ‪ ،‬ﺭﻋﺎﻳﺖ ﺍﻣﺎﻧﺖﺩﺍﺭﻱ‬
‫ـ ﻋﻨــﻮﺍﻥ ﻓﺮﻋﻲ ﻛﺘــﺎﺏ‪ ،‬ﺭﻭﻱ ﺟﻠﺪ ﻭ ﻋﻄــﻒ ﺑﺎ ﺻﻔﺤﺔ‬ ‫ﺭﺍ ﺑﺎ ﺍﺭﺟﺎﻉ ﺩﺭﻭﻥﻣﺘﻨﻲ ﺭﻋﺎﻳﺖ ﻛﺮﺩﻩ ﻭ ﺩﺭ ﭘﺎﻳﺎﻥ ﻫﺮ ﺑﺨﺶ‪،‬‬
‫ﻋﻨﻮﺍﻥ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪ .‬ﺭﻭﻱ ﺟﻠﺪ ﻭ ﻋﻄﻒ »ﻣﺮﺟﻊﺷﻨﺎﺳﻲ‬ ‫ﻳﺎﺩﺩﺍﺷﺖﻫﺎﻱ ﻫﻤﺎﻥ ﻓﺼﻞ ﺭﺍ ﺁﻭﺭﺩﻩ ﺍﺳﺖ‬
‫ﺗﺨﺼﺼــﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴــﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ«‪ ،‬ﻭ ﺩﺭ‬
‫ﺻﻔﺤــﺔ ﻋﻨﻮﺍﻥ »ﻣﺮﺟﻊﺷﻨﺎﺳــﻲ ﺗﺨﺼﺼــﻲ )ﺑﺎ ﮔﺮﺍﻳﺶ‬
‫ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ(« )ﭘﺮﺍﻧﺘﺰ ﺍﻃﺮﺍﻑ ﻋﻨﻮﺍﻥ ﻓﺮﻋﻲ(‬
‫ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ؛‬
‫ﭘﺲ ﺍﺯ ﺑﺮﺭﺳــﻲ ﻣﺘﻦ ﺍﺻﻠﻲ ﺍﺯ ﻧﻈﺮ ﺷــﻴﻮﺓ ﻧﮕﺎﺭﺷﻲ‪،‬‬
‫ﺩﺳﺘﻮﺭﻱ ﻭ ﺣﺮﻭﻑﭼﻴﻨﻲ‪ ،‬ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﺍﺳﺖ‪:‬‬
‫ـ ﺩﺭ ﻣﺘــﻦ ﺍﺻﻠﻲ ﺣﺮﻑ »ﻫﺎ« ﺩﺭ ﺗﺮﻛﻴﺐ ﺑﺎ ﻛﻠﻤﺎﺕ‪،‬‬
‫ﮔﺎﻫﻲ ﭼﺴــﺒﻴﺪﻩ ﻭ ﮔﺎﻫﻲ ﺟﺪﺍ ﻧﻮﺷﺘﻪ ﺷــﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺮﺍﻱ‬
‫ﻣﺜﺎﻝ‪ ،‬ﺻﻔﺤﺔ ‪ ،18‬ﺑﻨﺪ ﺍﻭﻝ‪ ،‬ﺳــﻄﺮ ﺍﻭﻝ‪» ،‬ﻓﻬﺮﺳﺖﻫﺎﻱ«‬
‫ﺟﺪﺍ ﻭ ﺩﺭ ﺻﻔﺤﺔ ‪ ،105‬ﺑﻨﺪ ﺍﻭﻝ‪ ،‬ﺳــﻄﺮ ﺳــﻮﻡ‪» ،‬ﻫﺎ« ﺩﺭ‬
‫ﻋﺒﺎﺭﺕ »ﺳﺒﻜﻬﺎﻱ ﺧﺮﺍﺳﺎﻧﻲ« ﭼﺴﺒﻴﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﻣﻄﺎﺑﻖ‬
‫ﻧﻜﺎﺕ ﺩﺳﺘﻮﺭﻱ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ‪» ،‬ﻫﺎ« ﺟﺪﺍ ﻧﻮﺷﺘﻪ ﻣﻲﺷﻮﺩ‪،‬‬
‫ﺟﺰ ﺍﻳﻨﻬﺎ ﻭ ﺁﻧﻬﺎ )ﺣﺮﻱ‪ ،1378 ،‬ﺹ ‪.(117‬‬
‫ـ ﻣﻌﺎﺩﻝ ﺍﻧﮕﻠﻴﺴــﻲ ﺑﺮﺧﻲ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺭ ﭘﺎﻧﻮﻳﺲ ﺫﻛﺮ‬
‫ﺷﺪﻩ ﻭ ﺑﺮﺧﻲ ﺫﻛﺮ ﻧﺸﺪﻩ ﺍﺳــﺖ‪ .‬ﺑﺮﺍﻱ ﻣﺜﺎﻝ ﺻﻔﺤﺔ ‪،49‬‬
‫ﺑﻨﺪ ﺍﻭﻝ‪ ،‬ﺳــﻄﺮ ﭘﻨﺠﻢ‪ ،‬ﻣﻌﺎﺩﻝ ﺍﻧﮕﻠﻴﺴﻲ »ﺩﺭﻙ ﺁﻭﺳﺘﻴﻦ‬
‫ﻭ ﭘﻴﺘــﺮ ﺩﻳــﻞ« ﺩﺭ ﭘﺎﻧﻮﻳﺲ ﺁﻣﺪﻩ ﺍﺳــﺖ‪ ،‬ﺩﺭ ﺣﺎﻟﻲﻛﻪ ﺩﺭ‬
‫ﺻﻔﺤﺔ ‪ ،48‬ﺑﻨﺪ ﺁﺧﺮ‪ ،‬ﺳﻄﺮ ﺁﺧﺮ‪ ،‬ﻣﻌﺎﺩﻝ ﺍﻧﮕﻠﻴﺴﻲ »ﻫﺎﻧﺲ‬
‫ﭘﻴﺘﺮﺳﻮﻥ« ﺩﺭ ﭘﺎﻧﻮﻳﺲ ﻧﻴﺎﻣﺪﻩ ﺍﺳﺖ‪ .‬ﺫﻛﺮ ﻣﻌﺎﺩﻝﻫﺎﻱ ﺍﻳﻦ‬
‫ﻛﻠﻤﺎﺕ ﺩﺭ ﺻﻮﺭﺗﻲ ﻛﻪ ﻧﺎﺁﺷــﻨﺎ ﺑﺎﺷﻨﺪ‪ ،‬ﻻﺯﻡ ﺍﺳﺖ )ﻫﻤﺎﻥ‪،‬‬
‫ﺹ ‪.(68‬‬ ‫)ﺗﻬــﺮﺍﻥ‪ :‬ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮ‪ (1372 ،‬ﺍﺛﺮ ﻧــﻮﺭﺍﷲ ﻣﺮﺍﺩﻱ ﻭ‬
‫ـ ﺩﺭ ﭘﺎﻳــﺎﻥ ﺻﻔﺤــﺔ ‪ ،107‬ﻋﻨﻮﺍﻥ ﺍﻧﮕﻠﻴﺴــﻲ ﻛﺘﺎﺏ‬ ‫ﻛﺘﺎﺏ ﻣﻘﺪﻣﻪﺍﻱ ﺑﺮ ﺧﺪﻣﺎﺕ ﻣﺮﺟﻊ ﻋﻤﻮﻣﻲ )ﺷﻴﺮﺍﺯ‪ :‬ﺩﺍﻧﺸﮕﺎﻩ‬
‫ﻣﺮﺟﻌﻲ ﺫﻛﺮ ﺷﺪﻩ ﻭ ﺗﻮﺿﻴﺢ ﻣﻄﻠﺐ ﺩﺭ ﺻﻔﺤﺔ ‪ 108‬ﺁﻣﺪﻩ‬ ‫ﺷﻴﺮﺍﺯ‪ (1367 ،‬ﺍﺛﺮ ﺩﻛﺘﺮ ﺟﻌﻔﺮ ﻣﻬﺮﺩﺍﺩ ﻭ ﺟﺰ ﺁﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﻛﻪ ﺑﻬﺘﺮ ﺍﺳــﺖ ﻋﻨﻮﺍﻥ ﻫﻢ ﺑﻪﺩﻟﻴﻞ ﻛﻤﺒﻮﺩ ﻓﻀﺎ ﺑﻪ ﺻﻔﺤﺔ‬ ‫ﺍﻳﻦ ﺩﻭ ﺍﺛﺮ ﺍﺯ ﻣﻬﻢﺗﺮﻳﻦ ﻣﻨﺎﺑﻊ ﺩﺭﺱ ﻣﺮﺟﻊﺷﻨﺎﺳﻲ ﻋﻤﻮﻣﻲ‬
‫ﺑﻌﺪ ﺍﻧﺘﻘﺎﻝ ﻣﻲﻳﺎﻓﺖ‪.‬‬ ‫ﺩﺭ ﺭﺷﺘﺔ ﻛﺘﺎﺑﺪﺍﺭﻱ ﻭ ﺍﻃﻼﻉﺭﺳﺎﻧﻲﺍﻧﺪ‪ .‬ﻛﺘﺎﺏ ﻣﺮﺟﻊﺷﻨﺎﺳﻲ‬
‫ـ ﺗﻮﺟﻪ ﺑﻪ ﻧﻜﺎﺕ ﺩﺳــﺘﻮﺭﻱ‪ ،‬ﺍﻣﻼﻱ ﻛﻠﻤﺎﺕ ﻭ ﻋﻼﺋﻢ‬ ‫ﺗﺨﺼﺼﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺗﺄﻟﻴﻒ ﺩﻛﺘﺮ‬
‫ﻧﻘﻄﻪﮔﺬﺍﺭﻱ ﺻﺤﻴﺢ ﺍﺯ ﻭﻳﮋﮔﻲﻫﺎﻱ ﻣﻬﻢ ﺍﻳﻦ ﺍﺛﺮ ﺍﺳﺖ‪.‬‬ ‫ﺍﺣﻤﺪ ﺷــﻌﺒﺎﻧﻲ ﺑﻪﻧﻮﻋﻲ ﺍﻭﻟﻴﻦ ﺍﺛﺮ ﺩﺭ ﺣﻮﺯﺓ ﻣﺮﺟﻊﺷﻨﺎﺳﻲ‬
‫ـ ﺍﺯ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺩﻳﮕﺮ ﺍﻳﻦ ﺍﺛﺮ‪ ،‬ﻣﺴــﺘﻨﺪﺑﻮﺩﻥ ﻣﻄﺎﻟﺐ‬ ‫ﺗﺨﺼﺼﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺳﺖ‪ .‬ﻗﺒﻞ‬
‫ﺍﺳــﺖ‪ .‬ﻣﺆﻟﻒ ﺿﻤﻦ ﺁﺷــﻨﺎﻳﻲ ﺑــﺎ ﻗﻮﺍﻋﺪ ﻣﺴﺘﻨﺪﺳــﺎﺯﻱ‪،‬‬ ‫ﺍﺯ ﺍﻧﺘﺸــﺎﺭ ﺍﻳﻦ ﻛﺘﺎﺏ‪ ،‬ﻣﺘﻦ ﺩﺭﺳﻲ ﺟﺎﻣﻌﻲ ﺑﺮﺍﻱ ﺗﺪﺭﻳﺲ‬
‫ﺭﻋﺎﻳﺖ ﺍﻣﺎﻧﺖﺩﺍﺭﻱ ﺭﺍ ﺑﺎ ﺍﺭﺟﺎﻉ ﺩﺭﻭﻥﻣﺘﻨﻲ ﺭﻋﺎﻳﺖ ﻛﺮﺩﻩ ﻭ‬ ‫ﺩﺭ ﺍﻳﻦ ﺣﻮﺯﻩ ﻭﺟﻮﺩ ﻧﺪﺍﺷﺖ‪ .‬ﺍﺯ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺩﻳﮕﺮ ﺍﻳﻦ ﺍﺛﺮ‬
‫ﺩﺭ ﭘﺎﻳﺎﻥ ﻫﺮ ﺑﺨﺶ‪ ،‬ﻳﺎﺩﺩﺍﺷﺖﻫﺎﻱ ﻫﻤﺎﻥ ﻓﺼﻞ ﺭﺍ ﺁﻭﺭﺩﻩ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺁﺛﺎﺭ ﻣﺸﺎﺑﻪ‪ ،‬ﺭﻭﺯﺁﻣﺪﺑﻮﺩﻥ ﺍﻳﻦ ﺍﺛﺮ ﺍﺳﺖ‪ .‬ﺯﻳﺮﺍ ﺩﻭ‬
‫ﺍﺳﺖ‪.‬‬ ‫ﺍﺛﺮ ﻳﺎﺩﺷﺪﻩ ﭘﺲ ﺍﺯ ﮔﺬﺷﺖ ‪ 15‬ﺳﺎﻝ ﺍﺯ ﻧﮕﺎﺭﺵ ﺁﻧﻬﺎ ﻫﻨﻮﺯ‬
‫ـ ﺩﺭ ﻓﻬﺮﺳــﺖ ﺍﻋﻼﻡ‪ ،‬ﺻﻔﺤﺔ ‪ ،241‬ﺗﺮﺗﻴﺐ ﺍﻟﻔﺒﺎﻳﻲ‬ ‫ﻭﻳﺮﺍﻳﺶ ﻧﺸﺪﻩﺍﻧﺪ‪.‬‬
‫ﺩﻭ ﻣﺪﺧﻞ »ﻣﻴﺮﺍﻧﺼﺎﺭﻱ‪ ،‬ﻋﻠﻲ‪ «95 ،94 :‬ﻭ »ﻣﻴﺮﺍﺣﻤﺪﻱ‪،‬‬ ‫ﺩﺭ ﺍﺩﺍﻣــﻪ ﺍﺯ ﺩﻭ ﺟﻨﺒــﺔ ﺷــﻴﻮﺓ ﻧﮕﺎﺭﺷــﻲ‪ ،‬ﺩﺳــﺘﻮﺭﻱ ﻭ‬
‫ﻣﺮﻳﻢ‪ «124 ،114 :‬ﺭﻋﺎﻳﺖ ﻧﺸــﺪﻩ ﺍﺳﺖ‪ .‬ﻫﻤﻴﻦ ﻣﻮﺭﺩ ﺩﺭ‬ ‫ﺣﺮﻭﻑﭼﻴﻨﻲ‪ ،‬ﻭ ﻣﺤﺘﻮﺍﻳﻲ ﺍﻳﻦ ﺍﺛﺮ ﺑﻪﺍﺧﺘﺼﺎﺭ ﺑﺮﺭﺳﻲ ﻣﻲﺷﻮﺩ‪.‬‬
‫‪1 3 8 7‬‬

‫ﺧـﺮﺩﺍﺩ‬ ‫‪50‬‬
 ‫ﻣﺮﺟﻊﺷﻨﺎﺳﻲ ﺗﺨﺼﺼﻲ ﺑﺎ ﮔﺮﺍﻳﺶ ﻋﻠﻮﻡ ﺍﻧﺴﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ‬
‫ـ ﺗﻬﻴﺔ ﻓﻬﺮﺳــﺖ ﺍﻋﻼﻡ ﺷــﺎﻣﻞ ﻧﺎﻡ ﺍﺷﺨﺎﺹ‪ ،‬ﺍﻗﻮﺍﻡ‬
‫ﻭ ﺩﻭﺭﻩﻫــﺎﻱ ﺗﺎﺭﻳﺨــﻲ )ﺹ ‪ 227‬ـ ‪ ،(243‬ﻧــﺎﻡ ﻛﺘــﺎﺏ‬
‫ﻭ ﻣﺠــﻼﺕ ﻓﺎﺭﺳــﻲ )ﺹ ‪ 244‬ـ ‪ ،(257‬ﻧــﺎﻡ ﻣﻘﺎﻻﺕ ﻭ‬
‫ﻓﻴﻠﻢﻫﺎﻱ ﺳــﻴﻨﻤﺎﻳﻲ )ﺹ ‪ 258‬ـ ‪ ،(259‬ﻧﺎﻡ ﻣﺆﺳﺴــﺎﺕ‪،‬‬
‫ﻧﺎﺷــﺮﺍﻥ ﻭ ﻛﺘﺎﺑﺨﺎﻧﻪﻫﺎ )ﺹ ‪ 260‬ـ ‪ ،(263‬ﻧﺎﻡ ﺍﺷﺨﺎﺹ‬
‫ﻭ ﻋﻨﺎﻭﻳــﻦ ﻛﺘﺎﺏ ﺑﻪ ﺍﻧﮕﻠﻴﺴــﻲ )ﺹ ‪ 264‬ـ ‪ (265‬ﻭ ﻧﺎﻡ‬
‫ﻣﺆﺳﺴﺎﺕ‪ ،‬ﻧﺎﺷﺮﺍﻥ ﻭ ﻛﺘﺎﺑﺨﺎﻧﻪﻫﺎ ﺑﻪ ﺍﻧﮕﻠﻴﺴﻲ )ﺹ ‪(265‬‬
‫ﻋﻼﻭﻩ ﺑﺮ ﺍﻃﻼﻋﺎﺕ ﺗﻮﺻﻴﻔﻲ‬ ‫ﻭ ﻧﺎﻡ ﺳﺎﻳﺖﻫﺎ‪ ،‬ﺧﻮﺍﻧﻨﺪﻩ ﺭﺍ ﺑﻪ ﺟﺰﺋﻲﺗﺮﻳﻦ ﺍﻃﻼﻋﺎﺕ ﺩﺭﻭﻥ‬
‫ﺩﺭﺑﺎﺭﺓ ﻛﺘﺎﺏﻫﺎﻱ ﻣﺮﺟﻊ‪،‬‬ ‫ﻣﺘﻦ ﺭﻫﻨﻤﻮﻥ ﻣﻲﺳﺎﺯﺩ‪.‬‬
‫ﺗﺎ ﺣﺪﻭﺩﻱ ﻧﻴﺰ ﺍﺷﺨﺎﺹ‬ ‫ـ ﺍﺯ ﻧــﻜﺎﺕ ﻣﻬﻢ ﻭ ﺟﺎﻟﺐ ﺗﻮﺟﻪ ﺩﺭ ﺍﻳﻦ ﺍﺛﺮ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ‬
‫ﺑﺮﺟﺴﺘﺔ ﺁﻥ ﺣﻮﺯﻩ ﻛﻪ ﻧﻘﺶ‬ ‫ﺗﻮﺻﻴﻒ ﻣﺮﺍﺟﻊ ﻳﻚ ﺣﻮﺯﺓ ﺧﺎﺹ‪ ،‬ﻣﻲﺗﻮﺍﻥ ﺩﺭ ﺍﺑﺘﺪﺍﻱ ﻫﺮ‬
‫ﺑﺴﺰﺍﻳﻲ ﺩﺭ ﭘﺎﻳﻪﮔﺬﺍﺭﻱ ﻭ‬ ‫ﻓﺼﻞ‪ ،‬ﺍﻃﻼﻋﺎﺗﻲ ﺩﺭﺑﺎﺭﺓ ﻣﺒﺎﻧﻲ ﺁﻥ ﺣﻮﺯﺓ ﻣﻮﺿﻮﻋﻲ‪ ،‬ﺑﺮﺍﻱ‬
‫ﺷﻜﻮﻓﺎﻳﻲ ﺁﻥ ﺣﻮﺯﻩ ﺍﻳﻔﺎ‬ ‫ﻧﻤﻮﻧﻪ ﺩﺭﺑﺎﺭﺓ ﺳﺮﺁﻏﺎﺯ ﺁﻣﻮﺯﺵ ﻧﻮﻳﻦ ﻋﻠﻢ ﺳﻴﺎﺳﺖ ﻭ ﺣﻘﻮﻕ‬
‫ﻛﺮﺩﻩﺍﻧﺪ‪ ،‬ﻣﻌﺮﻓﻲ ﺷﺪﻩﺍﻧﺪ‬ ‫ﺩﺭ ﺍﻳﺮﺍﻥ ﺩﺭ ﺻﻔﺤﺎﺕ ‪ 141‬ـ ‪ ،145‬ﻛﺴــﺐ ﻛﺮﺩ‪ ،‬ﻛﻪ ﺍﻳﻦ‬
‫ﻣﺴﺌﻠﻪ ﺩﺭ ﺁﺛﺎﺭ ﻣﺮﺟﻊ ﺩﻳﮕﺮ ﻛﻤﺘﺮ ﺑﻪﭼﺸﻢ ﻣﻲﺧﻮﺭﺩ‪.‬‬
‫ﺟﻤﻊﺑﻨﺪﻱ‬
‫ﻛﺘــﺎﺏ ﺣﺎﺿــﺮ‪ ،‬ﺑﺎ ﺗﻮﺟــﻪ ﺑﻪ ﻣﺒﺎﺣــﺚ ﺍﺻﻠــﻲ ﻭ ﻓﺮﻋﻲ‬
‫ﻣﻄﺮﺡﺷــﺪﻩ ﺩﺭ ﺁﻥ ﻭ ﺩﻗﺖ ﻣﺆﻟﻒ ﺑﻪﻟﺤﺎﻅ ﺳــﺎﺧﺘﺎﺭﻱ ﻭ‬
‫ﻣﺤﺘﻮﺍﻳﻲ‪ ،‬ﻛﻪ ﻧﺎﺷــﻲ ﺍﺯ ﺳــﺎﺑﻘﺔ ﺗﺪﺭﻳــﺲ ﻭ ﺗﺤﻘﻴﻖ ﻭﻱ‬
‫ﺩﺭ ﺣﻮﺯﺓ ﻛﺘﺎﺏﻫﺎﻱ ﻣﺮﺟﻊ ﺍﺳــﺖ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﻣﻨﺒﻊ ﺩﺭﺳﻲ‬
‫ﺑﺮﺍﻱ ﺩﺍﻧﺸــﺠﻮﻳﺎﻥ ﻛﺘﺎﺑﺪﺍﺭﻱ ﻭ ﺍﻃﻼﻉﺭﺳــﺎﻧﻲ ﺩﺭ ﻣﻘﻄﻊ‬
‫ﻛﺎﺭﺷﻨﺎﺳــﻲ ﻭ ﻋﻼﻗﻪﻣﻨﺪﺍﻥ ﺑﻪ ﺣﻮﺯﺓ ﺷﻨﺎﺧﺖ ﻛﺘﺎﺏﻫﺎﻱ‬
‫ﻣﺮﺟﻊ ﺑﺎﺷــﺪ‪ .‬ﺑﻪﻧﻈﺮ ﻣﻲﺭﺳــﺪ ﻛــﻪ ﻣﺆﻟﻒ ﺗﻘﺮﻳﺒــ ًﺎ ﺗﻤﺎﻡ‬
‫ﺷــﺎﺧﻪﻫﺎﻱ ﻋﻠﻮﻡ ﺍﻧﺴــﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺭﺍ ﺩﺭ ﺳﺮﻓﺼﻞﻫﺎ‬
‫ﻣﺪﻧﻈﺮ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﭘﺎﻳﺎﻥ ﻻﺯﻡ ﻣﻲﺩﺍﻧﻢ ﺍﺯ ﺧﺎﻧﻢ ﺯﻫﺮﺍ ﻛﺎﻇﻢﭘﻮﺭ ﺑﺮﺍﻱ‬
‫ﻫﻤﻜﺎﺭﻱ ﺩﺭ ﻧﮕﺎﺭﺵ ﻭ ﺗﺪﻭﻳﻦ ﺍﻳﻦ ﻣﻘﺎﻟﻪ ﺗﺸﻜﺮ ﻛﻨﻢ‪.‬‬
‫ﻣﺮﺟﻊ‪ ،‬ﺗﺎ ﺣﺪﻭﺩﻱ ﻧﻴﺰ ﺍﺷــﺨﺎﺹ ﺑﺮﺟﺴــﺘﺔ ﺁﻥ ﺣﻮﺯﻩ ﻛﻪ‬
‫ﭘﻰﻧﻮﺷﺖﻫﺎ‪:‬‬
‫‪1 .hassanashrafi81@yahoo.com‬‬
‫‪ 203‬ﺩﺭﺑﺎﺭﺓ ﺳــﺮﺁﻏﺎﺯ ﺗﺤﻮﻝ ﻣﻮﺳــﻴﻘﻲ ﻣــﺪﺭﻥ ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫ﻣﺂﺧﺬ‪:‬‬
‫‪ .1‬ﺣﺮﻱ‪ ،‬ﻋﺒــﺎﺱ )‪ .(1378‬ﺁﻳﻴﻦ ﻧﮕﺎﺭﺵ ﻋﻠﻤﻲ‪ ،‬ﺗﻬﺮﺍﻥ‪:‬‬
‫ﺩﺑﻴﺮﺧﺎﻧﺔ ﻫﻴﺄﺕ ﺍﻣﻨﺎﻱ ﻛﺘﺎﺑﺨﺎﻧﻪﻫﺎﻱ ﻋﻤﻮﻣﻲ ﻛﺸﻮﺭ‪.‬‬
‫‪ .2‬ﻣــﺮﺍﺩﻱ‪ ،‬ﻧﻮﺭﺍﷲ )‪ .(1372‬ﻣﺮﺟﻊﺷﻨﺎﺳـﻲ‪ :‬ﺷـﻨﺎﺧﺖ‬
‫ﺧﺪﻣﺎﺕ ﻭ ﻛﺘﺎﺏﻫﺎﻱ ﻣﺮﺟﻊ‪ ،‬ﺗﻬﺮﺍﻥ‪ :‬ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮ‪.‬‬
‫‪ .3‬ﻣﻬﺮﺍﺩ‪ ،‬ﺟﻌﻔــﺮ)‪ .(1367‬ﻣﻘﺪﻣﻪﺍﻱ ﺑـﺮ ﺧﺪﻣﺎﺕ ﻣﺮﺟﻊ‬
‫ﻋﻤﻮﻣﻲ‪ ،‬ﺷﻴﺮﺍﺯ‪ :‬ﺩﺍﻧﺸﮕﺎﻩ ﺷﻴﺮﺍﺯ‪.‬‬
‫‪1 3 8 7‬‬
‫ﺧـﺮﺩﺍﺩ ‪51‬‬
‫ﺻﻔﺤــﺔ ‪ ،240‬ﻣﺪﺧــﻞ »ﻣﺤﻤﺪ ﻗﺎﺟﺎﺭ‪ ،‬ﺷــﺎﻩ ﺍﻳﺮﺍﻥ‪،13 :‬‬
‫‪ «171‬ﻭ ﻣﺪﺧﻞﻫﺎﻱ ﺑﻌﺪﻱ ﻧﻴﺰ ﺑﻪﭼﺸﻢ ﻣﻲﺧﻮﺭﺩ‪.‬‬
‫ﺏ( ﻣﺤﺘﻮﺍﻳﻲ‬
‫ﭘﺲ ﺍﺯ ﺑﺮﺭﺳــﻲ ﻣﺤﺘﻮﺍﻳﻲ ﺍﻳﻦ ﺍﺛــﺮ‪ ،‬ﻧﻜﺎﺕ ﺯﻳﺮ ﻗﺎﺑﻞ‬
‫ﺗﻮﺟﻪ ﺍﺳﺖ‪.‬‬
‫ـ ﻣﺆﻟﻒ ﺿﻤﻦ ﺷﺮﺡ ﻣﺨﺘﺼﺮ ﺩﺭﺑﺎﺭﺓ ﻫﺮﻳﻚ ﺍﺯ ﻣﻨﺎﺑﻊ‬
‫ﻣﺮﺟﻊ‪ ،‬ﺩﻗﺖ ﻻﺯﻡ ﺭﺍ ﺩﺭ ﭘﺮﺩﺍﺧﺖ ﻣﻄﺎﻟﺐ ﺩﺍﺷــﺘﻪ ﺍﺳــﺖ‪.‬‬
‫ﺑــﺮﺍﻱ ﻧﻤﻮﻧﻪ ﺩﺭ ﺻﻔﺤﺔ ‪ 150‬ﺩﺭ ﺷــﺮﺡ »ﺳﺮﮔﺬﺷــﺘﻨﺎﻣﺔ‬
‫ﺑﻴﻦﺍﻟﻤﻠﻠــﻲ »‪ «“Who’s Who‬ﺁﻣــﺪﻩ ﺍﺳــﺖ‪» :‬ﺍﻳــﻦ‬
‫ﺳﺮﮔﺬﺷــﺘﻨﺎﻣﺔ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ‪ ،‬ﺩﺭ ﻋﺮﺻﺔ ﺳﻴﺎﺳﻲ‪ ،‬ﺍﻗﺘﺼﺎﺩﻱ‪،‬‬
‫ﺍﺟﺘﻤﺎﻋــﻲ‪ ،‬ﻭ ﻓﺮﻫﻨﮕﻲ ﺍﺳــﺖ ﻛﻪ ﺿﻤﻦ ﺷــﺮﺡ ﻛﻮﺗﺎﻩ ﺍﺯ‬
‫ﻣﻨﺎﺻــﺐ ﻣﻠﻲ ﻭ ﺑﻴﻦﺍﻟﻤﻠﻠﻲ ﺍﻳﻦ ﺍﻓــﺮﺍﺩ ﺩﺭ ﻫﺮ ﻣﺪﺧﻞ‪ ،‬ﺑﻪ‬
‫ﺁﺩﺭﺱ ﭘﺴﺘﻲ ﻭ ﻣﺨﺎﺑﺮﺍﺗﻲ ﺁﻧﻬﺎ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ‪ ،‬ﻛﺘﺎﺏ ﺑﺮﺍﺳﺎﺱ‬
‫ﻧﻈﻢ ﺍﻟﻔﺒﺎﻳﻲ ﻧﺎﻡ ﺧﺎﻧﻮﺍﺩﮔﻲ‪ ،‬ﺁﺭﺍﻳﺶ ﻳﺎﻓﺘﻪ ﻭ ﺩﺭ ﭘﺎﻳﺎﻥ ﻣﺘﻦ‬
‫ﺩﻭ ﻧﻤﺎﻳﺔ ﺳﺎﺯﻣﺎﻧﻲ ﻭ ﻣﻠﻴﺖ ﺍﺷﺨﺎﺹ ﺭﺍ ﺩﺭﺑﺮﺩﺍﺭﺩ«‪.‬‬
‫ـ ﺍﺯ ﻧﻜﺎﺗــﻲ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺍﺛﺮ ﻛﻤﺘﺮ ﺑﺪﺍﻥ ﺗﻮﺟﻪ ﺷــﺪﻩ‪،‬‬
‫ﻣﻌﺮﻓــﻲ ﺗﻌﺪﺍﺩ ﻛﻤﻲ ﺍﺯ ﻛﺘﺎﺏﻫﺎﻱ ﻣﺮﺟﻊ ﺗﺨﺼﺼﻲ ﺣﻮﺯﺓ‬
‫ﻋﻠﻮﻡ ﺍﻧﺴــﺎﻧﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺑﻪﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴــﻲ ﺍﺳﺖ ﻭ ﺍﻳﻦ‬
‫ﺷــﺎﻳﺪ ﺑﻪﺩﻟﻴﻞ ﻓﻘــﺪﺍﻥ ﻣﻨﺎﺑﻊ ﻣﻮﺭﺩﻧﻴﺎﺯ ﺑﻮﺩﻩ ﺍﺳــﺖ‪ .‬ﺑﺮﺍﻱ‬
‫ﻣﺜﺎﻝ ﺩﺭ ﺑﺨﺶ ﻫﺸﺘﻢ‪ ،‬ﺣﻮﺯﺓ ﺟﻐﺮﺍﻓﻴﺎ‪ ،‬ﺩﻭ ﻣﻨﺒﻊ ﺍﻧﮕﻠﻴﺴﻲ‬
‫ﻣﻌﺮﻓﻲ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ـ ﺩﺭ ﭘﺎﻳﺎﻥ ﻫﺮ ﺑﺨﺶ‪» ،‬ﭘﺮﺳــﺶﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺗﻮﺳﻌﻪ‬
‫ﻭ ﮔﺴــﺘﺮﺵ ﺑﺤﺚ« ﺩﺭﻧﻈﺮﮔﺮﻓﺘﻪ ﺷــﺪﻩ‪ ،‬ﻛﻪ ﺍﻳﻦ ﻣﻄﻠﺐ‬
‫ﺑﺎﻳﺪ ﺩﺭ ﺳــﺎﺧﺘﺎﺭ ﻫﺮ ﻛﺘﺎﺏ ﺩﺭﺳــﻲ ﺭﻋﺎﻳﺖ ﺷــﻮﺩ ﻭ ﺑﻨﺎﺑﺮ‬
‫ﮔﻔﺘــﺔ ﻣﺆﻟﻒ ﺩﺭ ﻣﻘﺪﻣﺔ ﺍﺛﺮ )ﺹ‪ ،(10‬ﻫﺪﻑ ﺍﺯ ﺁﻥ‪ ،‬ﺗﻌﻤﻴﻖ‬
‫ﺑﺤﺚﻫﺎﻱ ﻛﺘﺎﺏ ﺍﺳﺖ‪.‬‬
‫ـ ﻋــﻼﻭﻩ ﺑﺮ ﺍﻃﻼﻋﺎﺕ ﺗﻮﺻﻴﻔﻲ ﺩﺭﺑــﺎﺭﺓ ﻛﺘﺎﺏﻫﺎﻱ‬
‫ﻧﻘــﺶ ﺑﺴــﺰﺍﻳﻲ ﺩﺭ ﭘﺎﻳﻪﮔــﺬﺍﺭﻱ ﻭ ﺷــﻜﻮﻓﺎﻳﻲ ﺁﻥ ﺣﻮﺯﻩ‬
‫ﺍﻳﻔــﺎ ﻛﺮﺩﻩﺍﻧﺪ‪ ،‬ﻣﻌﺮﻓﻲ ﺷــﺪﻩﺍﻧﺪ‪ .‬ﺑــﺮﺍﻱ ﻧﻤﻮﻧﻪ ﺩﺭ ﺻﻔﺤﺔ‬
‫ﺁﻣﺪﻩ ﺍﺳــﺖ‪» :‬ﺗﺤﻮﻝ ﻣﻮﺳــﻴﻘﻲ ﺟﺪﻳﺪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺗﻮﺳــﻂ‬
‫ﻏﻼﻣﺤﺴــﻴﻦ ﺩﺭﻭﻳﺶ )ﻣﺘﻮﻓﻲ ‪ 1305‬ﻫﺠﺮﻱ ﺷﻤﺴــﻲ(‬
‫ﺣﺎﺻﻞ ﺷﺪ‪ .‬ﺩﺭﻭﻳﺶ ﺩﺭ ﻧﻮﺍﺧﺘﻦ ﺗﺎﺭ ﺗﺒﺤﺮ ﺩﺍﺷﺖ ﻭ ﺗﺤﻮﻟﻲ‬
‫ﻓﻴﺰﻳﻜــﻲ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺍﺑﺰﺍﺭ ﺑﻪﻣﻨﻈــﻮﺭ ﺻﺪﺍﻳﻲ ﺧﻮﺵ ﭘﺪﻳﺪ‬
‫ﺁﻭﺭﺩ‪ .‬ﺩﺭﻭﻳﺶ ﺩﺭ ﺩﻭﺭﺓ ﺗﺤﺼﻴﻞ ﺩﺭ ﻣﺪﺭﺳﺔ ﻣﻮﺯﻳﻚ ﻧﻈﺎﻡ‬
‫ﻛﻪ ﺗﺤﺖ ﻧﻈﺮ ﻟﻮﻣﺮ ﺍﺩﺍﺭﻩ ﻣﻲﺷﺪ‪ ،‬ﻣﺘﻮﺟﻪ ﻳﻜﻨﻮﺍﺧﺘﻲ ﺳﻤﻊ‬
‫ﻣﻮﺳﻴﻘﻲ ﺍﻳﺮﺍﻧﻲ ﺷﺪ«‪.‬‬