‫ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﻟﻌﺎﺋﻠﺔ ﺭﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ ﻓﻲ ﻟﺒﻨﺎﻥ‬

‫‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ‪-‬‬

‫ﻛﺎﳋﻤﻴﺮﺓ ﻓﻲ ﺍﻟﻌﺠﲔ‬
‫)ﻣﺘﻰ ‪(33:13‬‬
 ‫ﺍﳌﻘﺪﻣﺔ‬

‫© ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ_ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ‬
‫ﺗﻨﺸﺌﺔ ﺷﻬﺮﻳﹼﺔ ﺗﺼ ﹸﺪﺭ ﹸ ﻋﻦ ﺭﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ‪.‬‬

‫ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﻟﻨﹼﺸﺮﺓ ﻓﻲ ﹼ‬

‫ﻛﻞ ﻋﺪﺩ ﺳ ﹼﺘﺔ ﺃﺑﻮﺍﺏ‬ ‫ﹼ‬
‫ﻣﻮﺯﹼﻋﺔ ﻋﻠﻰ ﻗﺴﻤﲔ‪:‬‬

‫ﻋﺎﻣﺔ ﻳﻮ ﱢﺟﻪ ﺧﻼﻟﻬﺎ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﹼﻝ‪ :‬ﺗﻨﺸﺌﺔ ﹼ‬

‫ﺍﳌﺮﺷﺪ ﺍﻟﻌﺎﻡ ﺍﻷﺏ ﺇﺩﻣﻮﻥ ﺭﺯﻕ ﺭ‪.‬ﻡ‪.‬ﻡ ﻛﻠﻤﺘﻪ‬
‫ﺣﻮﻝ ﺍﻹﺭﺷﺎﺩ ﺍﻟﺮﺳﻮﻟﻲ "ﻓﺮﺡ ﺍﳊﺐ" ﻟﻠﺒﺎﺑﺎ‬
‫ﺛﻢ ﻓﻲ ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﻳﻘ ﹼﺪﻡ ﻟﻨﺎ‬
‫ﻓﺮﻧﺴﻴﺲ‪ .‬ﹼ‬
‫ﻣﻌﻬﺪ ﺍﻟ ﹼﺘﻨﺸﺌﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﺳﻠﺴﺔ "ﺃﺧﻲ"‬
‫ﺳﻠﻮﻛﻴﺎﺕ ﺇﺑﻦ‬
‫ﹼ‬ ‫ﻭﻫﻲ ﺩﺭﺍﺳﺔ ﺣﺎﻻﺕ ﺗﺘﻨﺎﻭﻝ‬
‫ﺍﻷﺧﻮﻳﹼﺔ ﻓﻲ ﺍﺠﻤﻟﺘﻤﻊ‪ .‬ﻭﻓﻲ ﺍﻟﺒﺎﺏ ﺍﻟﺜﹼﺎﻟﺚ‪ ،‬ﻳﺪﺭﱢﺑﻨﺎ‬
‫ﻛﻴﻔﻴﺔ ﺇﺩﺍﺭﺓ ﺍﺠﻤﻟﻤﻮﻋﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘ ﹼﺪﺱ ﻋﻠﻰ‬

‫ﺃﻣﺎ ﻓﻲ ﺍﻟﻘﺴﻢ ﺍﻟﺜﹼﺎﻧﻲ ﻓﺘﻘﺪﱢﻡ ﹼ‬

‫ﻛﻞ ﻣﻦ ﺍﻟﻠﱢﺠﺎﻥ‬ ‫ﹼ‬
‫ﺍﳌﺮﻛﺰﻳﹼﺔ ﺍﻟﺜﻼﺙ ﺗﻨﺸﺌﺘﻬﺎ ﺍﳌﻮ ﹼﺟﻬﺔ‪.‬‬

‫ﻟﻴﺘﻮﺭﺟﻴﺎ ﹰ ﻭﻓﻖ‬
‫ﹼ‬ ‫ﻛﻤﺎ ﻭﻳﹸﻀﺎﻑ ﺇﻟﻰ ﺃﻋﺪﺍﺩ ﻫﺬﻩ ﺍﻟﻨﹼﺸﺮﺓ ﻣﻠﺤﻘﺎ ﹰ‬
‫ﺍﻟﺰﹼﻣﻦ ﺍﻟﻄﻘﺴﻲ‪.‬‬
 ‫ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺸﻬﺮﻳﺔ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬
‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬

‫© ﺭﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ ﻓﻲ ﻟﺒﻨﺎﻥ‬

‫ﳉﻨﺔ ﺍﻟﺘﻨﺸﺌﺔ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺍﳌﺮﺷﺪ ﺍﻟﻌﺎﻡ ﺍﻷﺏ ﺇﺩﻣﻮﻥ ﺭﺯﻕ ﺭ‪.‬ﻡ‪.‬ﻡ‬

‫" ﺍﻟﻌﺎﺋﻠﺔ ﻓﻲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺪﺱ "‬

‫ﻟ ﹶﻨ ﹸﻌﺪ ﻣﺠﺪﺩﹰﺍ ﺇﻟﻰ ﻧﺸﻴ ﹺﺪ ﺻﺎﺣﺐ ﺍﳌﺰﺍﻣﻴﺮ‪ .‬ﻓﻴﻪ ﳒﺪ‪ ،‬ﺩﺍﺧﻞ ﺍﳌﻨﺰﻝ‪ ،‬ﺣﻴﺚ ﻳﺠﻠﺲ ﺍﻟﺮﹼﺟﻞ ﻭﺯﻭﺟﺘﻪ ﻋﻠﻰ‬
‫ﻧﺸﺎﻃﺎ ﻭﺣﻴﻮﻳﹼﺔ‪ .‬ﻓﺈﻥ‬ ‫ﹰ‬ ‫ﺍﻷﺑﻨﺎﺀ ﺍﻟﺬﻳﻦ ﻳﺮﺍﻓﻘﻮﻧﻬﻢ "ﻛﻐﺮﺍﺱ ﺍﻟﺰﻳﺘﻮﻥ" )ﻣﺰ ‪ ،(3 ،128‬ﳑﺘﻠﺌﲔ‬ ‫ﹶ‬ ‫ﺍﳌﺎﺋﺪﺓ‪،‬‬
‫ﺍﳊﻴﺔ" ﻟﻠﻌﺎﺋﻠﺔ )ﺭﺍ‪ 1 .‬ﺑﻂ ‪.(5 ،2‬‬ ‫ﻛﺎﻥ ﺍﻟﻮﺍﻟﺪﺍﻥ ﻳﹸﻌﺘﺒﺮﺍﻥ ﻛﺄﺳﺎﺱ ﻟﻠﻤﻨﺰﻝ‪ ،‬ﻓﺎﻷﻃﻔﺎﻝ ﹸﻫ ﹸﻢ "ﺍﳊﺠﺎﺭﺓ ﹼ‬
‫ﺍﻹﻟﻬﻴﺔ‪") ،‬ﻳﻬﻮﻩ"‪،‬‬ ‫ﹼ‬ ‫ﺇﻧﹼﻪ ﳌﻦ ﺍﳌﹸﻠﻔﺖ‪ ،‬ﺃ ﹼﻥ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺘﻲ ﺗ ﹶ ﹺﺮﺩﹸ ﻋ ﹼﺪﺓ ﻣﺮﹼﺍﺕ ﻓﻲ ﺍﻟﻌﻬﺪ ﺍﻟﻘﺪﱘ ﺑﻌﺪ ﺍﻟﻜﻠﻤﺔ‬
‫"ﺍﻟﺮﺏ"( ﻫﻲ "ﺇﺑﻦ" ﻭﻫﻮ ﺗﻌﺒﻴﺮ ﻳﺸﻴﺮ ﺇﻟﻰ ﺍﻟﻔﻌﻞ ﺍﻟﻌﺒﺮ ﹼﻱ ﺍﻟﺬﻱ ﻳﻌﻨﻲ "ﺑﻨﻰ"‪ .‬ﻟﺬﺍ ﻓﻲ ﺍﳌﺰﻣﻮﺭ ‪127‬‬ ‫ﹼ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﹼ‬ ‫ﻋﻄﻴﺔ ﺇﳒﺎﺏ ﺍﻟﺒﻨﲔ ﻋﺒﺮ ﺗﺸﺒﻴﻬﺎﺕ ﺗﺸﻴﺮ ﺳﻮﺍﺀ ﺇﻟﻰ ﺑﻨﺎﺀ ﺍﳌﻨﺰﻝ‪ ،‬ﺃﻭ ﺇﻟﻰ ﺍﳊﻴﺎﺓ‬ ‫ﹼ‬ ‫ﹸﲤ ﹶﺪ ﹸﺡ‬
‫ﺘﻌ ﹸﺐ‬‫ﻴﺖ ﻓﺒﺎﻃﹺﻼ ﹰ ﻳ ﹶ ﹶ‬
‫ﱭ ﺍﻟﺮ ﱠ ﱡﺏ ﺍﻟ ﹶﺒ ﹶ‬
‫"ﺇﻥ ﻟﻢ ﻳ ﹶ ﹾ ﹺ‬
‫ﻭﺍﻟﺘﺠﺎﺭﻳﹼﺔ ﺍﻟﺘﻲ ﲡﺮﻱ ﺃﺣﺪﺍﺛﻬﺎ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺑﺎﺏ ﺍﳌﺪﻳﻨﺔ‪ :‬ﹺ‬
‫ﻬﺎﻡ ﻓﻲ ﻳ ﹶ ﹺﺪ ﺍﳉﺒﱠﺎﺭ‬
‫ﻛﺎﻟﺴ ﹺ‬‫ﱢ‬ ‫ﹶﻮﺍﺏ ﹺﻣﻨﻪ‪.‬‬‫ﻣﻴﺮﺍﺙ ﹺﻣ ﹶﻦ ﺍﻟﺮ ﱠ ﹼﺏ ﻭﺛ ﹶﹶﻤﺮﹶﺓﹶ ﺍﻟ ﹶﺒﻄﹾ ﹺﻦ ﺛ ﹲ‬
‫ﹲ‬ ‫ﺍﻟ ﹶﺒﻨﱠﺎﺅﻭﻥ ]‪ [...‬ﻫﺎ ﹺﺇﻥﱠ ﺍﻟ ﹶﺒﻨﲔ ﹶ‬
‫ﺍﻟﺸﺒﺎﺏ‪ .‬ﻃﻮﺑﻰ ﻟﹺﻠﺮ ﱠ ﹸﺟ ﹴﻞ ﺍﻟ ﱠﺬﻱ ﹶﻣﻸ ﹶ ﹶﺟﻌ ﹶﺒ ﹶﺘﻪ ﹺﻣﻨﻬﻢ! ﻓﺈﹺﻧﱠﻬﻢ ﻻ ﻳﹶﺨﺰﻭ ﹶﻥ ﹺﺇﺫﺍ‬ ‫ﺳﻦﱢ ﱠ‬ ‫ﻨﺎﺀ ﹺ‬ ‫ﻫﻜﹶﺬﺍ ﻳﹶﻜﻮ ﹸﻥ ﺃﺑ ﹾ ﹸ‬
‫ﺭﺍﻓﹶﻌﻮﺍ ﹺﺿﺪ ﱠ ﺃﹶﻋﹾﺪﺍﺋﻬﻢ ﹺﻋﻨ ﹶﺪ ﺍﻷﹶﺑﹾﻮﺍﺏ" )ﺁﻳﺎﺕ ‪ .(5 3- .1‬ﺻﺤﻴﺢ ﺃ ﹼﻥ ﻫﺬﻩ ﺍﻟﺼﻮﺭ ﺗﻌﻜﺲ ﺛﻘﺎﻓﺔ‬
‫ﻣﺠﺘﻤﻊ ﻗﺪﱘ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﻭﺟﻮﺩ ﺍﻷﺑﻨﺎﺀ‪ ،‬ﻓﻲ ﺃﻱ ﺣﺎﻝ‪ ،‬ﻫﻮ ﻋﻼﻣﺔ ﻋﻠﻰ ﻛﻤﺎﻝ ﺍﻷﺳﺮﺓ ﻓﻲ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺗﺎﺭﻳﺦ ﺍﳋﻼﺹ ﻋﻴﻨﻪ‪ ،‬ﻣﻦ ﺟﻴﻞ ﺇﻟﻰ ﺟﻴﻞ‪.‬‬

‫ﻓﻲ ﻫﺬﺍ ﺍﳌﻨﻈﻮﺭ ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﻀﻊ ﺑﹸﻌ ﹰﺪﺍ ﺟﺪﻳ ﹰﺪﺍ ﻟﻠﻌﺎﺋﻠﺔ‪ .‬ﺇﻧﹼﻨﺎ ﻧﻌﻠﻢ ﺃ ﹼﻥ ﺍﻟﻌﻬﺪ ﺍﳉﺪﻳﺪ ﻳﺘﺤﺪﺙ ﻋﻦ‬
‫"ﺍﻟﻜﻨﻴﺴﺔ ﺍﻟﺘﻲ ﲡﺘﻤﻊ ﻓﻲ ﺍﳌﻨﺰﻝ" )ﺭﺍ‪ .‬ﻗﻮﺭ ‪ ،19 ،16‬ﺭﻭﻡ ‪5 ،16‬؛ ﻗﻮﻝ ‪15 ،4‬؛ ﻓﻞ ‪ .(2‬ﻛﺎﻥ ﻣﻦ‬
‫ﻟﻺﻓﺨﺎﺭﺳﺘﻴﺎ ﻭﺇﻟﻰ‬
‫ﹼ‬ ‫ﺍﳌﻌﻴﺸﻴﺔ ﻟﻠﻌﺎﺋﻠﺔ ﺇﻟﻰ ﻛﻨﻴﺴﺔ ﺑﻴﺘﻴﺔ‪ ،‬ﺇﻟﻰ ﻋﺮﺵ‬ ‫ﹼ‬ ‫ﺍﳌﻤﻜﻦ ﲢﻮﻳﻞ ﺍﳌﺴﺎﺣﺔ‬
‫ﺍﳌﺼﻮﺭ ﻓﻲ ﺳﻔﺮ ﺍﻟﺮﺅﻳﺎ‪:‬‬ ‫ﹼ‬ ‫ﺣﻀﻮﺭ ﺍﳌﺴﻴﺢ ﺍﳉﺎﻟﺲ ﻋﻠﻰ ﻧﻔﺲ ﺍﳌﺎﺋﺪﺓ‪ .‬ﻻ ﳝﻜﻨﻨﺎ ﻧﺴﻴﺎﻥ ﺍﳌﺸﻬﺪ‬
‫ﻴﺖ ﻣﻌﻪ‬
‫ﺸ ﹸ‬ ‫ﻠﺖ ﹺﺇﻟﹶﻴﻪ ﻭﺗ ﹶ ﹶﻌ ﱠ‬ ‫ﺍﻟﺒﺎﺏ ﺃﹶﻗﺮﹶﻋﹸ ﻪ‪ ،‬ﻓﺈﹺﻥ ﹶﺳ ﹺﻤ ﹶﻊ ﺃ ﹶ ﹶﺣﺪﹲ ﹶ‬
‫ﺻﻮﺗﻲ ﻭ ﹶﻓ ﹶﺘ ﹶﺢ ﺍﻟﺒﺎﺏ‪ ،‬ﺩﹶ ﹶﺧ ﹸ‬ ‫ﹺ‬ ‫"ﻫﺎﺀﻧﹶﺬ ﹶﺍ ﻭﺍ ﹺﻗ ﹲﻒ ﻋﻠﻰ‬
‫ﹶ‬
‫ﺸﻰ ﻣﻌﻲ" )‪ .(20 ،3‬ﻫﻜﺬﺍ ﻳﺘﺠﻠﹼﻰ ﺍﻟﺒﻴﺖ ﺍﻟﹼﺬﻱ ﻳﺤﻤﻞ ﻓﻲ ﺩﺍﺧﻠﻪ ﺣﻀﻮﺭ ﺍﷲ‪ ،‬ﻭﺍﻟﺼﻼﺓ‬ ‫ﻭﺗ ﹶ ﹶﻌ ﱠ‬
‫ﺍﻟﺮﺏ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﹼﺪﻩ ﺍﳌﺰﻣﻮﺭ ‪ 128‬ﺍﻟﺬﻱ ﺍﺗﺨﺬﻧﺎﻩ ﻛﺄﺳﺎﺱ‪" :‬ﻫﻜﺬﺍ‬ ‫ﺍﳌﺸﺘﺮﻛﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺑﺮﻛﺔ ﹼ‬
‫‪1‬‬ ‫ﻚ ﺍﻟﺮ ﱠ ﹼﺏ ﹺﻣﻦ ﹺﺻ ﹾﻬﻴﻮﻥ" )ﺁﻳﺎﺕ ‪.(5 4-‬‬ ‫ﻙ ﺍﻟﺮ ﱠ ﹸﺟﻞﹸ ﺍﻟ ﱠﺬﻱ ﻳﹶﺘﱠﻘﻲ ﺍﻟﺮ ﱠ ﹼﺏ‪ .‬ﻟﹺ ﹸﻴﺒﺎﺭﹺﻛ ﹾ ﹶ‬‫ﻳﹸﺒﺎﺭ ﹶ ﹸ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺍﳌﺴﻴﺤﻲ‪ .‬ﻭﻳﺒﺮﺯ ﻫﺬﺍ ﻓﻲ‬

‫ﹼ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﹶ‬ ‫ﺃﻳﻀﺎ ﻛﻤﻮﺿﻊ ﺗﻠﻘﲔ ﺍﻷﺑﻨﺎﺀ‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺪﺱ ﺍﻟﻌﺎﺋﻠﺔ ﹰ‬ ‫ﹸ‬ ‫ﻳﹶﻌﺘﺒﺮ‬
‫ﺍﻟﻔﺼﺤﻲ )ﺭﺍ‪ .‬ﺧﺮ ‪27 26- ،12‬؛ ﺗﺚ ‪ ،(25 20- ،6‬ﻭﰎ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻨﻪ ﺑﻮﺿﻮﺡ‬ ‫ﹼ‬ ‫ﻭﺻﻒ ﺍﻻﺣﺘﻔﺎﻝ‬
‫ﺍﻟﻨﺺ ﺍﳊﻮﺍﺭﻱ ﺍﻟﹼﺬﻱ ﻳﺮﺍﻓﻖ ﺭﺗﺒﺔ‬ ‫ﹼ‬ ‫ﻻﺣﻘﹰ ﺎ ﻓﻲ ﺍﻟـ "ﻫﺎﻏﺎﺩﺍ" ﺍﻟﻴﻬﻮﺩﻳﺔ )ﻣﺠﻤﻮﻋﺔ ﺭﻭﺍﻳﺎﺕ ﺭﺑﹼﻴﻨﻴﺔ(‪ ،‬ﻭﻓﻲ‬
‫ﺍﻟﻌﺎﺋﻠﻲ ﻟﻺﳝﺎﻥ‪" :‬ﻣﺎ ﹶﺳ ﹺﻤ ﹾﻌﻨﺎﻩ‬ ‫ﹼ‬ ‫ﳝﺘﺪﺡ ﺃﺣ ﹸﺪ ﺍﳌﺰﺍﻣﻴﺮ ﺍﻹﻋﻼ ﹶﻥ‬
‫ﹸ‬ ‫ﺍﻟﻔﺼﺤﻲ‪ .‬ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪،‬‬
‫ﹼ‬ ‫ﺍﻟﻌﺸﺎﺀ‬
‫ﺴﺎﺑﻴﺢ‬
‫ﹶ‬ ‫ﻭﻋﹶ ﺮﹶﻓﹾﻨﺎﻩ ﻭﻣﺎ ﺃﹶﺧ ﹶﺒﺮﹶﻧﺎ ﺑﻪ ﺁﺑﺎﺅﻧﺎ ﻻ ﻧﹶﻜ ﹸﺘ ﹸﻤﻪ ﻋﻦ ﺑﹶﻨﻴﻬﻢ ﺑﻞ ﻧ ﹸ ﹺ‬
‫ﺨﺒﺮ ﹸ ﺑﹺﻪ ﺍﳉﻴﻞﹶ ﺍﻵﺗﻲ‪ :‬ﺗ ﹶ‬
‫ﻗﺎﻡ ﹶﺷﻬﺎﺩﺓﹰ ﻓﻲ ﻳ ﹶ ﹾﻌﻘﻮﺏ ﻭﻭﹶﺿ ﹶﻊ ﹶﺷﺮﻳﻌ ﹰﺔ‬ ‫ﱠﺘﻲ ﺻ ﹶﻨ ﹶﻌﻬﺎ ﹺﻷﹶﻧﱠﻪ ﺃ ﹶ ﹶ‬
‫ﻭﻋﺰﱠﺗﹶﻪ ﻭﻋﹶ ﺠﺎﺋﹺ ﹶﺒﻪ ﺍﻟ ﹺ‬
‫ﺍﻟﺮ ﱠ ﱢﺏ ﹺ‬
‫ﹶﻢ ﺍﳉﻴﻞﹸ ﺍﻵﺗﻲ ﺍﻟ ﹶﺒﻨﻮ ﹶﻥ‬ ‫ﺁﺑﺎﺀﻧﺎ ﺃﹶﻥ ﻳ ﹸ ﹶﻌﻠﱢﻤﻮﻫﺎ ﺃ ﹶ ﹶ‬
‫ﺑﻨﺎﺀﻫﻢ ﻟﹺﻜﹶﻲ ﻳﹶﻌﻠ ﹶ‬ ‫ﻓﻲ ﹺﺇ ﹾﺳﺮﺍﺋﻴﻞ ﻭﺃﹶﻭﺻﻰ ﹶ‬
‫ﻨﺎﺀﻫﻢ" )ﻣﺰ ‪.(6 3- ،78‬‬ ‫ﺨﺒﺮﻭﺍ ﺃﹶﺑ ﹾ ﹶ‬
‫ﻓﻴﻘﻮﻣﻮﺍ ﻭﻳ ﹸ ﹺ‬‫ﺳﻴﻮﻟﹶﺪﻭﻥ‪ .‬ﹶ‬ ‫ﺍﻟ ﱠﺬﻳ ﹶﻦ ﹸ‬
‫© ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ_ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺍﳌﺮﺷﺪ ﺍﻟﻌﺎﻡ ﺍﻷﺏ ﺇﺩﻣﻮﻥ ﺭﺯﻕ ﺭ‪.‬ﻡ‪.‬ﻡ‬

‫ﺇ ﹼﻥ ﺍﻟﻌﺎﺋﻠﺔ ﻫﻲ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻷﻫﻞ ﺃﻥ ﻳﺼﺒﺤﻮﺍ ﻓﻴﻪ ﺃﻭﹼﻝ ﻣﻌﻠﻤﻲ ﺍﻹﳝﺎﻥ ﻷﺑﻨﺎﺋﻬﻢ‪ .‬ﺇﻧﻪ‬
‫ﻚ ﻏﺪﺍ ﹰ ﻗﺎﺋﻼ ﹰ ]‪ [...‬ﺗﹶﻘﻮﻝﹸ ﻟﹶﻪ ‪) "...‬ﺧﺮ ‪،13‬‬ ‫"ﻭﺇﺫﺍ ﺳﺄﹶﻟ ﹶ‬
‫ﹶﻚ ﺍﺑ ﹸﻨ ﹶ‬ ‫"ﻣ ﱠﻬﻨﻲ"‪ ،‬ﻳﺘﻮﺍﺗﺮ ﺃﺑﹰﺎ ﻋﻦ ﺟ ﹼﺪ‪ :‬ﹺ‬ ‫ﻋﻤﻞ ﹺ‬
‫ﻴﻮﺥ ﻭﺍﻷ ﹶ ﹾﺣﺪﺍﺙ" )ﻣﺰ ‪،148‬‬ ‫ﻭﺍﻟﺸ ﹸ‬ ‫ﻭﺍﻟﻌﺬﺍﺭﻯ ﱡ‬ ‫ﻟﻠﺮﺏ‪" :‬ﺍﻟﺸﺒﺎ ﹸﻥ ﹶ‬ ‫ﹼ‬ ‫‪.(14‬ﻫﻜﺬﺍ ﻓﺈﻥ ﺍﻷﺟﻴﺎﻝ ﺳﻮﻑ ﺗﻨﺸﺪ‬
‫‪.(12‬‬
‫ﻋﻠﻰ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻭﺍﺟﺐ ﺍﻟﻮﻓﺎﺀ ﺑﺠﺪﻳﹼﺔ ﻟﺮﺳﺎﻟﺘﻬﻤﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻛﻤﺎ ﻳ ﹸ ﹶﻌﻠﱢﻤﻪ ﻣﺮﺍﺭﹰﺍ ﺣﻜﻤﺎﺀ ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﳌﻘ ﹼﺪﺱ )ﺭﺍ‪ .‬ﻣﺜﻞ ‪12 11- ،3‬؛ ‪22 20- ،6‬؛ ‪1 ،13‬؛ ‪15 ،22‬؛ ‪14 13- ،23‬؛ ‪ .(17 ،29‬ﺍﻷﺑﻨﺎﺀ ﻫﻢ‬
‫ﻭﺻﻴﺔ "ﺃﻛﺮﻡ ﺃﺑﺎﻙ ﻭﺃﻣﻚ" )ﺧﺮ ‪ ،(12 ،20‬ﺣﻴﺚ ﺍﻟ ﹺﻔﻌﻞ "ﻛﺮﹼﻡ" ﻳﺸﻴﺮ ﺇﻟﻰ‬ ‫ﹼ‬ ‫ﻣﺪﻋﻮﻭﻥ ﻟﻘﺒﻮﻝ ﻭﳑﺎﺭﺳﺔ‬ ‫ﹼ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻛﻤﺎﻟﻬﺎ‪ ،‬ﺩﻭﻥ ﺇﻫﻤﺎﻟﻬﺎ ﺑﺬﺭﺍﺋﻊ ﺩﻳﻨﻴﺔ )ﺭﺍ‪ .‬ﻣﺮ ‪11- ،7‬‬ ‫ﹼ‬ ‫ﺍﻟﻌﺎﺋﻠﻴﺔ‬
‫ﹼ‬ ‫ﺍﻟﻘﻴﺎﻡ ﺑﺎﻻﻟﺘﺰﺍﻣﺎﺕ‬
‫ﻈﻢ ﺃ ﹸ ﱠﻣ ﹶﻪ ﻓﻬﻮ ﻛﹶ ﹸﻤﺪ ﱠ ﹺﺧ ﹺﺮ ﺍﻟﻜﹸﻨﻮﺯ"‪) .‬ﺳﻲ‬‫ﻭﻣﻦ ﻋﹶ ﹶ‬ ‫"ﻣﻦ ﺃﻛﺮ ﹶ ﹶﻡ ﺃﹶﺑﺎﻩ ﻓﺈﹺﻧﱠﻪ ﻳﹸﻜﹶﻔﺮ ﹶﺧﻄﺎﻳﺎﻩ ﹶ‬
‫‪ .(13‬ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ :‬ﹶ‬
‫‪.(4 3- ،3‬‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻓﻲ‬
‫ﹼ‬ ‫ﺃﻳﻀﺎ ﺑﺄﻥ ﺍﻷﻭﻻﺩ ﻟﻴﺴﻮﺍ ﻣﻠﻜﻴﺔ ﻟﻠﻌﺎﺋﻠﺔ‪ ،‬ﺑﻞ ﺃﻣﺎﻣﻬﻢ ﻣﺴﻴﺮﺗﻬﻢ‬ ‫ﻳﺬﻛﹼﺮﻧﺎ ﺍﻹﳒﻴﻞ ﹰ‬
‫ﺻﺤﻴﺤﺎ ﺃ ﹼﻥ ﻳﺴﻮﻉ ﻳﻈﻬﺮ ﻛﻤﺜﺎﻝ ﻓﻲ ﺍﻟﻄﺎﻋﺔ ﻷﺑﻮﻳﺔ ﺍﻟﺪﻧﻴﻮﻳﲔ‪ ،‬ﺑﺨﻀﻮﻋﻪ ﻟﻬﻢ‬ ‫ﹰ‬ ‫ﺍﳊﻴﺎﺓ‪ .‬ﺇﻥ ﻛﺎﻥ‬
‫ﺃﻳﻀﺎ ﺃﻧﹼﻪ ﺃﻇﻬﺮ ﺃﻥ ﺍﺧﺘﻴﺎﺭ ﺣﻴﺎﺓ ﺍﻻﺑﻦ ﻭﺩﻋﻮﺗﻪ ﺍﳌﺴﻴﺤﻴﺔ ﺍﳋﺎﺻﺔ‪،‬‬ ‫)ﻟﻮ ‪ ،(51 ،2‬ﻓﻤﻦ ﺍﳌﺆﻛﺪ ﹰ‬
‫ﻳﺘﻄﻠﹼﺒﺎﻥ ﺍﻧﻔﺼﺎﻻ ﺑﻬﺪﻑ ﲢﻘﻴﻖ ﺗﻜﺮﹼﺳﻪ ﳌﻠﻜﻮﺕ ﺍﷲ )ﺭﺍ‪ .‬ﻣﺘﻰ ‪37 34- ،10‬؛ ﻟﻮ ‪.(62 59- ،9‬‬
‫ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻫﻮ ﻧﻔﺴﻪ‪ ،‬ﻓﻲ ﺳﻦ ﺍﻟﺜﺎﻧﻴﺔ ﻋﺸﺮﺓ‪ ،‬ﺃﺟﺎﺏ ﻣﺮﱘ ﻭﻳﻮﺳﻒ ﺑﺄ ﹼﻥ ﻟﺪﻳﻪ ﺭﺳﺎﻟﺔ ﺃﺳﻤﻰ‬
‫ﺍﻟﺘﺎﺭﻳﺨﻴﺔ )ﺭﺍ‪ .‬ﻟﻮ ‪ .(50 48- ،2‬ﻟﺬﻟﻚ ﻓﻬﻮ ﳝﺘﺪﺡ ﺿﺮﻭﺭﺓ ﻭﺟﻮﺩ ﺭﻭﺍﺑﻂ‬ ‫ﹼ‬ ‫ﺗﺘﺨﻄﻰ ﻋﺎﺋﻠﺘﻪ‬
‫ﹼ‬ ‫ﻳﻨﺠﺰﻫﺎ‬
‫ﷲ‬
‫ﺴﻤﻌﻮ ﹶﻥ ﻛﹶ ﹺﻠ ﹶﻤ ﹶﺔ ﺍ ﹺ‬
‫ﻭﺇﺧﻮﺗﻲ ﹸﻫ ﹸﻢ ﺍﻟ ﱠﺬﻳ ﹶﻦ ﻳ ﹶ ﹶ‬
‫ﹶ‬ ‫"ﺇﻥﱠ ﺃ ﹸ ﱢﻣﻲ‬
‫ﺍﻟﻌﺎﺋﻠﻴﺔ‪ :‬ﹺ‬
‫ﹼ‬ ‫ﺃﺧﺮﻯ ﺃﻛﺜﺮ ﻋﻤﻘﹰ ﺎ ﻓﻲ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺨﺺ ﺑﻪ ﺍﻷﻃﻔﺎﻝ ‪-‬ﺍﳌﻌﺘﺒﺮﻳﻦ ﻓﻲ‬ ‫ﱡ‬ ‫ﻭﻳﹶﻌﻤﻠﻮ ﹶﻥ ﺑﹺﻬﺎ" )ﻟﻮ ‪ .(21 ،8‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﻓﻲ ﺍﻻﻧﺘﺒﺎﻩ ﺍﻟﹼﺬﻱ ﻳ ﹶ‬
‫ﺟﺰﺀ ﻣﻦ‬
‫ﺍﳋﺎﺻﺔ ﺃﻭ ﻛﺄﻧﹼﻬﻢ ﹲ‬ ‫ﹼ‬ ‫ﻣﻨﻄﻘﺔ ﺍﻟﺸﺮﻕ ﺍﻷﺩﻧﻰ ﺍﻟﻘﺪﱘ ﻛﺄﻓﺮﺍﺩ ﻣﺤﺮﻭﻣﲔ ﻣﻦ ﺣﻘﻮﻗﻬﻢ‬
‫ﳑﺘﻠﻜﺎﺕ ﺍﻟﻌﺎﺋﻠﺔ‪ -‬ﻳﺬﻫﺐ ﻳﺴﻮﻉ ﺇﻟﻰ ﺣ ﹼﺪ ﺗﻘﺪﳝﻬﻢ ﻟﻠﻜﺒﺎﺭ ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻤﻌﻠﹼﻤﲔ‪ ،‬ﺑﺴﺒﺐ ﺛﻘﺘﻬﻢ‬
‫ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﻌﻔﻮﻳﺔ ﲡﺎﻩ ﺍﻵﺧﺮﻳﻦ‪" ،‬ﺍﳊﹶﻖ ﱠ ﺃﹶﻗﻮﻝﹸ ﻟﹶﻜﻢ‪ :‬ﹺﺇﻥ ﻟﻢ ﺗﹶﺮ ﹺﺟﻌﻮﺍ ﻓ ﹶﺘﺼﻴﺮﻭﺍ ﹺﻣﺜﻞﹶ ﺍﻷﹶﻃﻔﺎﻝ‪ ،‬ﻻ‬
‫ﺍﻟﻄﻔﻞ‪ ،‬ﻓﺬﺍﻙ ﻫﻮ ﺍﻷﹶﻛﺒﺮ ﹸ ﻓﻲ‬ ‫ﻧﻔﺴﻪ ﻭﺻﺎﺭ ﹶ ﹺﻣﺜﻞﹶ ﻫﺬﺍ ﱢ‬ ‫ﻭﺿ ﹶﻊ ﹶ‬ ‫ﻓﻤﻦ ﹶ‬‫ﺍﻟﺴ ﹶﻤﻮﺍﺕ‪ .‬ﹶ‬ ‫ﻠﻜﻮﺕ ﱠ‬
‫ﹶ‬ ‫ﺪﺧﻠﻮﺍ ﹶﻣ‬ ‫ﺗﹶ ﹸ‬
‫‪2‬‬ ‫ﺍﻟﺴﻤﻮﺍﺕ" )ﻣﺘﻰ ‪.(4 3- ،18‬‬ ‫ﺕ ﱠ‬ ‫ﹶﻣﻠﹶﻜﻮ ﹺ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫)ﺍﻻﺭﺷﺎﺩ ﺍﻟﺮﺳﻮﻟﻲ ﻟﻘﺪﺍﺳﺔ ﺍﻟﺒﺎﺑﺎ ﻓﺮﻧﺴﻴﺲ‪ ،‬ﻓﺮﺡ ﺍﳊﺐ ‪(18-14‬‬

‫ﻣﺰﻣﻮﺭ ‪127‬‬
‫ﺴ ﹶﻬﺮ ﹸ‬ ‫ﻆ ٱﻟﺮ ﱠ ﱡﺏ ٱ ﹾﳌ ﹶ ﹺﺪﻳ ﹶﻨﺔﹶ‪ ،‬ﹶﻓ ﹶﺒﺎﻃﹺ ﹰﻼ ﻳ ﹶ ﹾ‬ ‫ﺤﻔﹶ ﹺ‬ ‫ﺖ‪ ،‬ﹶﻓ ﹶﺒﺎﻃﹺ ﹰﻼ ﻳﹶﺘﹾ ﹶﻌ ﹸﺐ ٱﻟﹾ ﹶﺒﻨﱠﺎ ﹸﺅﻭ ﹶﻥ‪ .‬ﹺﺇ ﹾﻥ ﻟ ﹾ‬
‫ﹶﻢ ﻳ ﹶ ﹾ‬ ‫ﱭ ٱﻟﺮ ﱠ ﱡﺏ ٱﻟﹾ ﹶﺒ ﹾﻴ ﹶ‬
‫ﹶﻢ ﻳ ﹶ ﹾ ﹺ‬
‫‪1‬ﺇ ﹾﻥ ﻟ ﹾ‬‫ﹺ‬
‫ﻜﻨ ﱠ ﹸﻪ‬ ‫ﺎﺏ‪ .‬ﹶﻟ ﹺ‬ ‫ﹸﻮﺱ‪ ،‬ﺁ ﹺﻛ ﹺﻠﲔ ﹶ ﹸﺧﺒﹾﺰ ﹶ ٱﻷﹾ ﹶﺗ ﹾ ﹶﻌ ﹺ‬ ‫ٱﳉﹸﻠ ﹶ‬ ‫ﹸﻢ ﺃ ﹶ ﹾﻥ ﺗ ﹸ ﹶﺒﻜ ﱢﺮﹸﻭﺍ ﹺﺇﻟﹶﻰ ٱﻟ ﹺﹾﻘ ﹶﻴ ﹺﺎﻡ‪ ،‬ﹸﻣﺆﹶ ﱢﺧ ﹺﺮﻳ ﹶﻦ ﹾ‬ ‫ٱﳊﹶﺎﺭﹺ ﹸﺱ‪ 2 .‬ﺑﹶﺎﻃﹺﻞﹲ ﹸﻫ ﹶﻮ ﹶﻟﻜ ﹾ‬ ‫ﹾ‬
‫ﺍﺙ ﹺﻣﻦﹾ ﹺﻋﻨﹾ ﹺﺪ ٱﻟﺮ ﱠ ﱢﺏ‪ ،‬ﺛ ﹶﹶﻤﺮﹶﺓﹸ ٱﻟﹾ ﹶﺒﻄﹾ ﹺﻦ ﺃ ﹸ ﹾﺟﺮﹶﺓﹲ‪.‬‬ ‫ﻄﻲ ﹶﺣ ﹺﺒﻴ ﹶﺒ ﹸﻪ ﻧﹶﻮﹾ ﹰﻣﺎ‪ 3 .‬ﹸﻫ ﹶﻮﺫﹶﺍ ٱﻟﹾ ﹶﺒ ﹸﻨﻮ ﹶﻥ ﹺﻣﻴﺮ ﹶ ﹲ‬ ‫ﻳ ﹸ ﹾﻌ ﹺ‬
‫ﻢ‪.‬‬‫ٱﻟﺸ ﹺﺒﻴ ﹶﺒ ﹺﺔ‪ 5 .‬ﹸﻃﻮﺑﹶﻰ ﻟﹺﻠﱠ ﹺﺬﻱ ﹶﻣ ﹶﻸ ﹶ ﹶﺟ ﹾﻌ ﹶﺒ ﹶﺘ ﹸﻪ ﹺﻣﻨﹾ ﹸﻬ ﹾ‬ ‫ﺎﺀ ﱠ‬ ‫‪ 4‬ﻛﹶ ﹺﺴ ﹶﻬ ﹴﺎﻡ ﺑ ﹺ ﹶﻴ ﹺﺪ ﹶﺟﺒﱠﺎﺭﹴ‪ ،‬ﹶﻫﻜﹶﺬ ﹶﺍ ﺃﹶﺑ ﹾ ﹶﻨ ﹸ‬
‫ﺎﺏ‪.‬‬‫ﺨﺰﹶﻭ ﹾ ﹶﻥ ﺑﹶﻞﹾ ﻳﹸﻜﹶﻠ ﹸﱢﻤﻮ ﹶﻥ ٱﻷﹾ ﹶ ﹾﻋ ﹶﺪ ﹶﺍﺀ ﻓﹺﻲ ٱﻟﹾ ﹶﺒ ﹺ‬ ‫ﹶﻻ ﻳ ﹶ ﹾ‬

‫© ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ_ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺳﻠﺴﻠﺔ "ﺃﺧﻲ"‬

‫ﺍﳊﻠﻘﺔ ﺍﻟﺴﺎﺑﻌﺔ – "ﺃﺧﻲ ﻓﻲ ﺍﻹﻧﺘﺨﺎﺑﺎﺕ"‬

‫ﺍﻗﺘﺮﺏ ﻣﻮﻋﺪ ﺍﻧﺘﺨﺎﺑﺎﺕ ﺍﻟﻠﺠﻨﺔ ﺍﻹﻗﻠﻴﻤﻴﺔ ﻭﺍﳌﺮﺷﺤﻮﻥ ﻣﻨﻘﺴﻤﻮﻥ ﺑﲔ ﻣﺘﺮﺩﹼﺩ‬
‫ﻭﻣﺘﺤﻤﺲ ﻭﻣﺠﺒﺮ‪ .‬ﺃﻣﺎ ﺍﺧﻲ ﻓﻬﻮ ﻣﻌﺘﻜﻒ ﻋﻦ ﺍﳌﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ ﻻ ﺑﻞ ﻫﻮ‬ ‫ﹼ‬
‫ﻳﺘﺠﻨﺐ ﺍﳊﺪﻳﺚ ﻓﻲ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻻ ﺍﺣﺪ ﻳﺴﺄﻝ ﺍﺧﻲ ﻋﻦ ﻣﻮﻗﻔﻪ ﺍﻟﺴﻠﺒﻲ ﲡﺎﻩ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ‬
‫ﻓﺎﳉﻤﻴﻊ ﻳﻌﺮﻑ ﻣﺎ ﺟﺮﻯ ﻣﻨﺬ ﻋﺎﻣﲔ ﺣﲔ ﹼ‬
‫ﺗﺮﺷﺢ ﻟﻠﺨﺪﻣﺔ ﻓﻲ ﺭﺋﺎﺳﺔ ﺍﻻﻗﻠﻴﻢ ﻭﻟﻢ‬
‫ﻳﻨﺠﺢ‪ .‬ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻩ ﻳﻌﺘﻘﺪ ﺍﺧﻲ ﺍﻥ ﻣﺆﺍﻣﺮﺓ ﺣﻴﻜﺖ ﺿ ﹼﺪﻩ ﻣﻦ ﻗﺒﻞ ﺍﻟﺮﺋﻴﺲ ﺍﳊﺎﻟﻲ‬
‫ﺍﻟﺬﻱ ﻓﺎﺯ ﺑﺎﻻﻧﺘﺨﺎﺑﺎﺕ‪.‬‬

‫ﻓﻲ ﻟﻴﻞ ﺍﳉﻤﻌﺔ ﺍﻟﻮﺍﻗﻊ ﻗﺒﻞ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ ﺑﻴﻮﻣﲔ ﺍﻋﻠﻨﺖ ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﻠﻴﻤﻴﺔ ﺍﻥ ﺍﻟﻴﻮﻡ ﻫﻮ‬
‫ﺍﻟﻴﻮﻡ ﺍﻻﺧﻴﺮ ﻟﺘﻘﺪﱘ ﻃﻠﺒﺎﺕ ﺍﻟﺘﺮﺷﻴﺢ ﻓﺎﺗﺼﻞ ﺍﺧﻲ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻻﺷﺨﺎﺹ ﺍﳌﻠﺘﺰﻣﲔ‬
‫ﻓﻲ ﺍﻟﻔﺮﻭﻉ ﻭﺍﻟﺬﻳﻦ ﳝﻠﻜﻮﻥ ﺧﺒﺮﺍﺕ ﺳﺎﺑﻘﺔ ﻓﻲ ﺍﻟﻠﺠﺎﻥ ﺍﻻﻗﻠﻴﻤﻴﺔ ﻭﻗ ﹼﺪﻣﻮﺍ ﺟﻤﻴﻌﻬﻢ‬
‫ﺗﺮﺷﻴﺤﺎﺗﻬﻢ ﻟﻜﻞ ﺍﳌﻨﺎﺻﺐ ﻓﻲ ﺍﻟﻠﺠﻨﺔ ﺍﻻﻗﻠﻴﻤﻴﺔ‪.‬‬
‫ﺑﺤﻜﻢ ﺧﺒﺮﺗﻬﻢ ﺍﻟﻄﻮﻳﻠﺔ ﻓﻲ ﺍﻻﺧﻮﻳﺎﺕ‪ ،‬ﻗﺪﻡ ﺍﺧﻲ ﻭﺍﺻﺪﻗﺎﺋﻪ ﻣﺸﺮﻭﻋﺎ ﹰ ﻋﻈﻴﻤﺎ ﹰ‬
‫ﻟﻺﻗﻠﻴﻢ ﻣﺮﻓﻘﺎ ﹰ ﺑﻄﻠﺒﺎﺕ ﺍﻟﺘﺮﺷﻴﺢ ﺍﻟﺘﻲ ﻭﻗﹼﻌﻬﺎ ﺭﺅﺳﺎﺀ ﺍﻟﻔﺮﻭﻉ ﻭﺍﳌﺮﺷﺪﻳﻦ ﻭﻭﺍﻓﻘﻮﺍ‬
‫ﻋﻠﻴﻬﺎ‪.‬‬

‫ﺷﺮﻉ ﺍﺧﻲ ﻭﺍﺻﺪﻗﺎﺋﻪ ﺑﺎﻻﺗﺼﺎﻝ ﺑﻌﻤﺪﺍﺕ ﺍﻟﻔﺮﻭﻉ ﻓﻲ ﺍﻻﻗﻠﻴﻢ ﻭﺑﺄﺷﺨﺎﺹ ﻳﻌﻠﻤﻮﻥ ﺍﻥ‬
‫ﻟﺪﻳﻬﻢ ﺗﺄﺛﻴﺮ ﻋﻠﻰ ﺍﻟﻨﺎﺧﺒﲔ ﻟﻴﻄﻠﻌﻮﻫﻢ ﻋﻠﻰ ﻣﺸﺮﻭﻋﻬﻢ ﻭﻳﻄﻠﺒﻮﺍ ﺩﻋﻤﻬﻢ ﻓﻲ‬
‫ﺍﻻﻧﺘﺨﺎﺑﺎﺕ‪.‬‬

‫‪3‬‬ ‫ﻟﻢ ﻳﺘﻠﻘﹼ ﻒ ﺍﻟﺮﺋﻴﺲ ﺍﳊﺎﻟﻲ ﻟﻺﻗﻠﻴﻢ ﻫﺬﺍ ﺍﻷﻣﺮ ﺑﺈﻳﺠﺎﺑﻴﺔ‪ .‬ﻓﻤﻦ ﺟﻬﺔ ﻫﻮ ﻣﺮﺷﺢ ﻟﻮﻻﻳﺔ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺭﺋﺎﺳﻴﺔ ﺛﺎﻧﻴﺔ ﻭﻟﺪﻳﻪ ﺭﻏﺒﺔ ﻓﻲ ﺍﻛﻤﺎﻝ ﺍﳌﺸﺮﻭﻉ ﺍﻟﺬﻱ ﺑﺪﺃﻩ ﻭﻣﻦ ﺟﻬﺔ ﺍﺧﺮﻯ‪ ،‬ﻳﺮﻯ ﺍﻥ‬
‫ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺘﻲ ﻗﺎﻡ ﺑﻬﺎ ﺍﺧﻲ ﻭﺍﺻﺪﻗﺎﺋﻪ ﻫﻲ ﺍﺷﺒﻪ ﺑﻮﺳﻴﻠﺔ ﺿﻐﻂ ﻏﻴﺮ ﻣﺒﺎﺷﺮ ﻋﻠﻰ‬
‫ﺍﻟﻨﺎﺧﺒﲔ‪.‬‬

‫ﻭﺻﻞ ﺍﳉﻤﻴﻊ ﺍﻟﻰ ﺩﻳﺮ ﻣﺎﺭ ﻣﺎﺭﻭﻥ ﻧﻬﺎﺭ ﺍﻻﺣﺪ ﺣﻴﺚ ﺗﻘﺎﻡ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ ﻭﻛﺎﻥ ﺍﳉﻤﻴﻊ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻥ ﻳﺸﻌﺮ ﺑﺎﺟﻮﺍﺀ ﻣﻦ ﺍﻟﺘﺸﻨﺞ ﻭﺍﻟﻘﺴﻤﺔ‪ .‬ﻓﻌﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻗﺎﻧﻮﻧﻴﺔ ﻣﺎ‬
‫ﺣﺼﻞ‪ ،‬ﻛﺎﻥ ﻣﺎ ﺟﺮﻯ ﺍﺷﺒﻪ ﲟﻌﺮﻛﺔ ﻟﻼﺳﺘﺤﻮﺍﺫ ﻋﻠﻰ ﺍﻟﺴﻠﻄﺔ‪ ،‬ﻻ ﺭﻏﺒﺔ ﻓﻲ‬
‫ﺧﺪﻣﺔ ﺍﻟﻜﻨﻴﺴﺔ ﻭﺍﳉﻤﺎﻋﺔ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺳﻠﺴﻠﺔ "ﺃﺧﻲ"‬

‫ﺑﺪﺃ ﺍﻻﻗﺘﺮﺍﻉ ﻋﻠﻰ ﺍﳌﻨﺎﺻﺐ ﺑﺎﻟﺘﺮﺗﻴﺐ ﻭﻓﺎﺯ ﺻﺪﻳﻖ ﺍﺧﻲ ﲟﻨﺼﺐ ﻭﻛﻴﻞ ﺍﻟﺮﺳﺎﻟﺔ ﺑﻴﻨﻤﺎ ﻓﺎﺯ‬
‫ﺁﺧﺮﻭﻥ ﻣﻦ ﺍﺻﺪﻗﺎﺀ ﺍﻟﺮﺋﻴﺲ ﺍﳊﺎﻟﻲ ﲟﻨﺎﺻﺐ ﺍﻣﲔ ﺍﻟﺴﺮ ﻭﻭﻛﻴﻞ ﺍﻟﺘﻨﺸﺌﺔ ﻭﺍﻣﲔ‬
‫ﺍﻟﺼﻨﺪﻭﻕ‪ .‬ﻟﻢ ﻳﻜﻦ ﻫﻨﺎﻟﻚ ﻣﺮﺷﺢ ﳌﻨﺼﺐ ﻧﺎﺋﺐ ﺍﻟﺮﺋﻴﺲ ﻓﺘﻢ ﺍﻻﻗﺘﺮﺍﻉ ﻋﻠﻰ ﻣﻨﺼﺐ‬
‫ﺍﻟﺮﺋﻴﺲ ﻭﻓﺎﺯ ﺍﺧﻲ ﲟﻨﺼﺐ ﺍﻟﺮﺋﻴﺲ ﺑﻔﺎﺭﻕ ﺻﻮﺕ ﻭﺍﺣﺪ ﳑﺎ ﺍﺛﺎﺭ ﻏﻀﺐ ﺍﻟﺮﺋﻴﺲ ﺍﻟﻘﺪﱘ ﺍﻟﺬﻱ‬
‫ﻃﻠﺐ ﻣﻦ ﺍﺻﺪﻗﺎﺋﻪ ﺍﻻﺳﺘﻘﺎﻟﺔ ﻣﻦ ﻣﻨﺎﺻﺒﻬﻢ ﻣﺘﻬﻤﺎ ﹰ ﺍﺧﻲ ﺑﺎﻟﻀﻐﻂ ﻭﺍﻟﺘﻼﻋﺐ‬
‫ﲟﺸﺎﻋﺮ ﺍﻟﻨﺎﺱ‪ .‬ﻓﺎﺳﺘﻘﺎﻟﻮﺍ ﺟﻤﻴﻌﺎ ﹰ ﺗﺎﺭﻛﲔ ﺍﻟﺪﻳﺮ ﻭﺍﻻﻗﻠﻴﻢ ﻟﻠﺠﻨﺔ ﺍﻗﻠﻴﻤﻴﺔ ﻣﻦ ﻋﻀﻮﻳﻦ‪،‬‬
‫ﻭﻛﻴﻞ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺍﻟﺮﺋﻴﺲ‪.‬‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﹼﻝ‬
‫ﺗﻘﻴﻢ ﺗﺼﺮﹼﻑ ﺍﺧﻲ ﻓﻲ ﺍﻟﺘﺤﻀﻴﺮ ﻟﻺﻧﺘﺨﺎﺑﺎﺕ ؟‬
‫ﻛﻴﻒ ﹼ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﺎ ﻫﻲ ﺍﻻﺳﺒﺎﺏ ﺑﺮﺃﻳﻚ ﺍﻟﺘﻲ ﺩﻓﻌﺖ ﺍﻟﺮﺋﻴﺲ ﺍﻟﻘﺪﱘ ﻟﻠﻤﻐﺎﺩﺭﺓ ﻭﻛﻴﻒ ﺍﺳﺘﻄﺎﻉ ﺍﻗﻨﺎﻉ‬
‫ﺍﺻﺪﻗﺎﺋﻪ ﺑﺎﻻﺳﺘﻘﺎﻟﺔ؟‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‬
‫‪4‬‬ ‫ﺑﲔ ﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺍﳋﺪﻣﺔ ﻭﺍﻟﻐﻴﺮﺓ ﻋﻠﻰ ﺍﳉﻤﺎﻋﺔ ﻣﻦ ﺟﻬﺔ ﻭﺑﲔ ﲡﻴﻴﺶ ﺍﻟﻨﺎﺱ ﺧﻼﻝ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺍﻻﻧﺘﺨﺎﺑﺎﺕ‪ ،‬ﺍﻳﻦ ﻫﻮ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ؟‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ‬
‫ﺍﻳﺔ ﺻﻮﺭﺓ ﻧﻨﻘﻞ ﺍﻟﻴﻮﻡ ﻣﻦ ﺧﻼﻝ ﺳﻠﻮﻛﻨﺎ ﻛﻤﺴﺆﻭﻟﲔ ﻓﻲ ﺍﻳﺎﻡ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ‪ ،‬ﻟﻸﻋﻀﺎﺀ‬
‫ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺍﳌﻨﺘﺴﺒﲔ ﺍﳉﺪﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺍﻻﺧﺮﻯ ﻓﻲ ﺭﺍﺑﻄﺔ ﺍﻻﺧﻮﻳﺎﺕ؟‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺇﺩﺍﺭﺓ ﺍﺠﻤﻟﻤﻮﻋﺔ ﻓﻲ ﺍﻟﺼﻌﻮﺑﺎﺕ‬

‫ﺇﺩﺍﺭﺓ ﺍﺠﻤﻟﻤﻮﻋﺔ ﻓﻲ ﺍﻟﺼﻌﻮﺑﺎﺕ‬

‫ﻛﻴﻔﻴﺔ ﺇﺩﺍﺭﺓ ﺍﺠﻤﻟﻤﻮﻋﺔ ﻓﻲ ﺍﻟﺼﻌﻮﺑﺎﺕ‪ _.‬ﺍﻟﻘﺎﺋﺪ ﻳﺬﻛﹼﺮ ﺍﺠﻤﻟﻤﻮﻋﺎﺕ‬
‫ﹼ‬ ‫ﻧﺘﻨﺎﻭﻝ ﻓﻲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‬
‫ﺍﻟﻌﻠﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﲟﺎﺿﻴﻬﺎ ﻭﺣﺎﺿﺮﻫﺎ‪ ،‬ﻧﻘﺎﻁ ﻗﻮﺗﻬﺎ ﻭﺍﻫﺪﺍﻓﻬﺎ‪ ...‬ﻫﺬﺍ ﻣﺎ ﻗﺎﻡ ﺑﻪ ﺣﻀﻮﺭ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﻓﻲ‬

‫ﺍﻟﻜﺘﺎﺑﻴﺔ‪:‬‬
‫ﹼ‬ ‫ﺍﳌﺮﺍﺟﻊ‬
‫ﻟﻮ ‪49 - 44 /23‬‬ ‫ﻳﻮ ‪37 16- /19‬‬

‫ﺃﺟﻴﺒﻮﺍ ﻋﻦ ﺍﻻﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫‪ .1‬ﻣﻦ ﻫﻮ ﺍﻟﻘﺎﺋﺪ ﻓﻲ ﺍﻟﺼﻌﻮﺑﺎﺕ؟‬
‫‪ .2‬ﻣﺎ ﻫﻲ ﻣﻘﻮﻣﺎﺕ ﺛﺒﺎﺕ ﺍﻟﻘﺎﺋﺪ ﻓﻲ ﺍﻟﺼﻌﻮﺑﺎﺕ؟‬
‫‪ .3‬ﻣﺎ ﻫﻲ ﺍﻷﹸﻃﺮ ﺍﻟﺘﻲ ﻳﺠﺐ ﻭﺿﻌﻬﺎ ﻟﺜﺒﺎﺕ ﺍﺠﻤﻟﻤﻮﻋﺔ؟‬

‫)ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﺗﻘﺴﻢ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺍﻟﻰ ﻓﺮﻕ ﻭﲡﻴﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺛﻢ ﺗﺘﺸﺎﺭﻙ ﻓﻲ ﻣﺎ ﺑﻴﻨﻬﻢ‪(.‬‬

‫ﺍﻷﺟﻮﺑﺔ‬
‫ﺍﻟﻘﺎﺋﺪ ﻳﻌﻴﺶ ﻣﻊ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺍﻟﺼﻌﻮﺑﺎﺕ ﻋﻠﻰ ﻣﺜﺎﻝ ﻳﺴﻮﻉ ﺍﻟﺬﻱ ﻟﻢ ﻳﻜﻦ ﻳﻮ ﹼﺟﻪ ﺍﻟﺸﻌﺐ‬ ‫‪.1‬‬
‫ﻋﻦ ﺑﻌﺪ ﻭﻣﻦ ﻋﻠﻴﺎﻩ ﺇﳕﺎ ﻛﺎﻥ ﺍﻧﺴﺎﻧﹰﺎ ﻳﻌﻴﺶ ﻣﻌﻬﻢ ﺍﻟﺼﻌﻮﺑﺎﺕ ﲟﻠﺌﻬﺎ‪ .‬ﻓﻜﺎﻥ ﹰ‬
‫ﻣﺜﺎﻻ‬
‫ﻟﻠﺼﻤﻮﺩ ﻭﺍﻟﺮﺟﺎﺀ ﻭﺍﻟﺼﻔﺎﺀ ﻭﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﻬﺪﻭﺀ‪ .‬ﻓﺒﺎﻟﺮﻏﻢ ﻣﻦ ﺍﻧﻪ ﻛﺎﻥ ﻳﻮﺍﺟﻪ ﺍﳌﻮﺕ ﺇﻻ ﺍﻧﻪ‬
‫‪5‬‬ ‫ﻛﺎﻥ ﻫﻮ ﻣﻦ ﻳﺪﻳﺮ ﺍﳌﻮﻗﻒ ﻭﺍﺠﻤﻟﻤﻮﻋﺔ ﻓﻲ ﺣﺎﺿﺮﻫﺎ ﻭﻣﺴﺘﻘﺒﻠﻬﺎ ) ﻣﺸﻬﺪ ﻣﺮﱘ ﻭﻳﻮﺣﻨﺎ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﻋﻨﺪ ﺍﻗﺪﺍﻡ ﺍﻟﺼﻠﻴﺐ(‪.‬‬

‫ﻣﻘﻮﻣﺎﺕ ﺍﻟﺜﺒﺎﺕ‪:‬‬ ‫‪.2‬‬

‫ﺟﻴ ﹰﺪﺍ‪.‬‬‫_ ﻣﻌﺮﻓﺔ ﺍﻟﻬﺪﻑ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﻓﻲ ﺍﺠﻤﻟﻤﻮﻋﺔ‪.‬‬
‫ﹼ‬ ‫_ ﻣﻌﺮﻓﺔ ﻧﻘﺎﻁ‬

‫ﺍﻷﻃﺮ ﻫﻲ‪:‬‬ ‫‪.3‬‬

‫_ ﺗﺜﺒﻴﺖ ﻭﺗﻮﺿﻴﺢ ﺍﻟﺮﻭﺍﺑﻂ ﺑﲔ ﺍﺠﻤﻟﻤﻮﻋﺔ‪ :‬ﻣﺮﱘ ﻫﻲ ﺍﻡ ﻳﻮﺣﻨﺎ‪.‬‬
‫ﺷﺨﺼﻴﺎ‪ :‬ﻗﺎﺋﺪ ﺍﳌﺌﺔ‪.‬‬
‫ﹰﹼ‬ ‫_ ﺗﺜﺒﻴﺖ ﺍﻟﻔﺮﺩ ﻓﻲ ﺍﺠﻤﻟﻤﻮﻋﺔ‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺸﻬﺮﻳﺔ‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﺃﺧﻮﻳﺔ ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬

‫ﺃﺧﻮﻳﺔ ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺃﺧﻮﻳﺔ ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬

‫© ﺭﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ ﻓﻲ ﻟﺒﻨﺎﻥ‬

‫ﳉﻨﺔ ﺍﻟﺘﻨﺸﺌﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺍﻟﻌﺎﺋﻠﺔ ﻭﻃﻦ ﺻﻐﻴﺮ‬

‫ﺍﻟﻬﺪﻑ‪ - :‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﻌﺎﺋﻠﺔ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍﻟﻜﻨﺴﻲ‪ ،‬ﺍﳌﺴﻴﺤﻲ‪ ،‬ﻭﺍﻟﻮﻃﻨﻲ‬
‫‪ -‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻭﺭ ﺍﻟﻌﺎﺋﻠﺔ ﻓﻲ ﺑﻨﺎﺀ ﺍﻟﻮﻃﻦ‬

‫ﺗﺒﺪﺃ ﻣﺴﻴﺮﺓ ﺍﻟﻌﺎﺋﻠﺔ ﻳﻮﻡ ﺗﺴﻤﻊ ﻛﻠﻤﺔ ﺍﷲ ﻣﻦ ﻓﻢ ﺍﻟﻜﻨﻴﺴﺔ ‪ ،‬ﻭﻣﺜﻞ ﺍﻟﻜﻨﻴﺴﺔ ﺗﺼﻐﻲ ﺍﻟﻴﻪ‬
‫ﻳﺪﻋﻮﻫﺎ ﺇﻟﻰ ﺃﻥ ﺗﺪﺧﻞ ﻓﻲ ﺳﺮ ﹼ ﺍﳋﻼﺹ‪ .‬ﻭﻣﺎ ﺍﻹﳝﺎﻥ ﺳﻮﻯ ﻫﺬﺍ ﺍﻟﻮﻋﻲ ﻟﺘﺼﻤﻴﻢ ﺍﷲ ﺍﳋﻼﺻﻲ‬
‫ﻭﻟﻠﻌﺎﺋﻠﺔ ﺑﺎﻟﺬﺍﺕ‪ ،‬ﻭﺍﳋﻀﻮﻉ ﺍﻟﺒﻨﻮﻱ ﳌﺸﻴﺌﺘﻪ ﺍﻟﻘﺪﻭﺳﺔ‪.‬‬

‫‪ 1‬ﺻﻼﺓ ﺍﻟﺒﺪﺀ‪ - :‬ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﺁﻣﲔ‬

‫‪ 2-‬ﺍﳌﻮﺿﻮﻉ‪:‬‬‫‪2‬‬
‫ﺃ‪ -‬ﻳﻮﺯﻉ ﺍﳌﻨﺸﻂ ﻋﻠﻰ ﺍﳉﻤﻴﻊ ﺃﻭﺭﺍﻕ ﺑﻴﻀﺎﺀ‪ ،‬ﻭﻳﺴﺄﻝ ‪:‬‬
‫ﻣﺎ ﻫﻮ ﻣﻔﻬﻮﻡ ﺍﻟﻌﺎﺋﻠﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻜﻢ ؟‬
‫ﻳﻜﺘﺐ ﺍﻷﻋﻀﺎﺀ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻷﻭﺭﺍﻕ ﻭﻳﻀﻌﻮﻫﺎ ﺩﺍﺧﻞ ﺳﻠﺔ ﻓﻲ ﺍﻟﻮﺳﻂ‪ ،‬ﺛﻢ ﻳﻌﻮﺩ ﻛﻞ ﺷﺨﺺ‬
‫ﻭﻳﺴﺤﺐ ﻭﺭﻗﺔ ﻣﻦ ﺟﺪﻳﺪ‪ ،‬ﺛﻢ ﺗﻘﺮﺃ ﺍﻹﺟﺎﺑﺎﺕ ﺃﻣﺎﻡ ﺍﳉﻤﻴﻊ‪) .‬ﻣﻦ ﺍﳌﻔﻀﻞ ﺃﻥ ﺗﻜﺘﺐ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻠﻰ‬
‫‪(Flip Chart‬‬

‫‪ - 1‬ﺍﻟﻌﺎﺋﻠﺔ ﻣﺪﺭﺳﺔ ﺇﳝﺎﻥ‪:‬‬

‫ﺃﻥ ﺗﺆﻣﻦ ﺍﻟﻌﺎﺋﻠﺔ‪ ،‬ﻓﻬﺬﺍ ﻳﻌﻨﻲ ﻋﻤﻠﻴﺎ ﹰ ‪:‬‬
‫* ﺃﻧﻬﺎ ﺍﻛﺘﺸﻔﺖ ﻣﻌﻨﻰ ﻭﺟﻮﺩﻫﺎ‪ ،‬ﻭﻛﻴﻒ ﺃﻧﻬﺎ ﻭﻫﺒﺖ‪ ،‬ﻣﺜﻞ ﻛﻞ ﺍﻟﺒﺸﺮ‪ ،‬ﻧﻌﻤﺔ ﺍﳊﻴﺎﺓ ﺑﻔﻀﻞ‬
‫ﻣﺤﺒﺔ ﺍﻟﻬﻴﺔ ﻣﺠﺎﻧﻴﺔ ‪.‬‬
‫* ﺍﻧﻬﺎ ﺍﺫﺍﹰ‪ ،‬ﺑﻌﻴﺪﺍ ﹰ ﻋﻦ ﻛﻞ ﻓﻠﺴﻔﺔ ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﺼﺪﻓﺔ ﺃﻭ ﻋﻠﻰ ﺍﳌﺎﺩﻳﺔ ﺍﳌﻠﺤﺪﺓ‪ ،‬ﺗﻨﻌﻢ ﺑﺮﻋﺎﻳﺔ‬
‫‪7‬‬ ‫ﺍﷲ ﻓﻲ ﻛﺎﻓﺔ ﻣﺮﺍﺣﻞ ﺣﻴﺎﺗﻬﺎ‪ ،‬ﻗﺒﻞ ﺍﻟﺰﻭﺍﺝ ﻭﺑﻌﺪﻩ‪.‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫* ﺇﻥ ﻟﻘﺎﺀ ﺍﳋﻄﻴﺒﲔ ﻧﻔﺴﻪ ﻋﻠﻰ ﺩﺭﻭﺏ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﻓﻲ ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﻠﺰﻭﺍﺝ ﻳﺪﺧﻞ ﻓﻲ ﺇﻃﺎﺭ‬
‫ﻣﺴﻴﺮﺓ ﺇﳝﺎﻥ ﲡﻌﻠﻬﻤﺎ ﻳﻜﺘﺸﻔﺎﻥ ﻣﻦ ﺟﺪﻳﺪ ﻭﻋﺪ ﻋﻤﺎﺩﻫﻤﺎ‪ ،‬ﻭﻳﺮﺳﺨﺎﻥ ﻓﻲ ﻧﻔﺴﻴﻬﻤﺎ ﻫﺬﺍ‬
‫ﺍﻟﻮﻋﺪ‪ ،‬ﻭﻳﻠﺘﺰﻣﺎﻥ ﻋﻦ ﻭﻋﻲ ﻃﺮﻳﻖ ﺍﳌﺴﻴﺢ ﻓﻲ ﺳﺮ ﺍﻟﺰﻭﺍﺝ‪.‬‬
‫ﺍﻟﺮﺏ‪ ،‬ﺇﻋﻼﻥ ﺇﳝﺎﻥ ﻓﻲ ﺍﻟﻜﻨﻴﺴﺔ ﻭﻣﻊ ﺍﻟﻜﻨﻴﺴﺔ ﺑﺘﺼﻤﻴﻢ ﺍﷲ ﻟﻠﻌﺎﺋﻠﺔ‬ ‫* ﺇﻥ ﺗﺒﺎﺩﻝ ﺍﻟﻌﻬﻮﺩ ﺃﻣﺎﻡ ﹼ‬
‫ﻭﺍﺳﺘﻌﺪﺍﺩ ﻟﻠﻄﺎﻋﺔ‪.‬‬
‫ﻭﺑﻘﺪﺭ ﻣﺎ ﺗﻜﻮﻥ ﺇﻧﻄﻼﻗﺔ ﺍﳊﻴﺎﺓ ﺍﻟﺰﻭﺟﻴﺔ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺴﺘﻮﻯ ﻣﻦ ﺍﻟﻮﻋﻲ ﻟﺴﺮ ﹼ ﺣﻀﻮﺭ ﺍﷲ ﻭﻋﻤﻠﻪ‬
‫ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﻌﺎﺋﻠﺔ‪ ،‬ﺗﺼﺒﺢ ﺍﳊﻴﺎﺓ ﺍﻟﺰﻭﺟﻴﺔ ﻛﻠﻬﺎ ﻣﺴﻴﺮﺓ ﺇﳝﺎﻥ ‪ ،‬ﳝﻜﻦ ﻟﻠﻌﺎﺋﻠﺔ ﻣﻦ ﺧﻼﻟﻬﺎ ﺃﻥ ﺗﺮﻯ‬
‫ﻛﻞ ﺷﻲﺀ ﻭﺃﻥ ﺗﻘﺮﺃ ﺍﻻﺣﺪﺍﺙ ﻋﻠﻰ ﺿﻮﺀ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻻﳝﺎﻧﻲ‪ ،‬ﻓﺘﺘﺤﻮﻝ ﺷﻴﺌﺎ ﹰ ﻓﺸﻴﺌﺎ ﹰ ﺍﻟﻰ‬
‫ﺍﻟﺮﺏ ﻳﻠﻮﺡ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻓﻲ ﺃﻓﻖ ﺣﻴﺎﺗﻬﻤﺎ‪،‬‬
‫ﻣﺪﺭﺳﺔ ﺇﳝﺎﻥ ﻳﻨﺸﺄ ﻓﻴﻬﺎ ﺍﻻﻭﻻﺩ ‪ ،‬ﻭﻧﻮﺭ ﹼ‬
‫ﺃﻗﻮﻯ ﻣﻦ ﻛﻞ ﻏﻴﻮﻡ ﺍﳊﻴﺎﺓ ﻭﺃﻋﺎﺻﻴﺮﻫﺎ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺍﻟﻌﺎﺋﻠﺔ ﻭﻃﻦ ﺻﻐﻴﺮ‬

‫‪ - 2‬ﺍﻟﻌﺎﺋﻠﺔ ﻣﺪﺭﺳﺔ ﺣﻴﺎﺓ‪:‬‬

‫ﲡﺴﺪﻩ ﻭﺗﻜﻮﻥ ﺑﺮﻫﺎﻧﺎ ﹰ‬ ‫ﺍﻻﳝﺎﻥ ﺍﳊﻘﻴﻘﻲ ﻻ ﺑ ﹼﺪ ﻟﻪ‪ ،‬ﻟﻜﻲ ﻳﻨﻤﻮ ﻭﻳﺪﻭﻡ‪ ،‬ﻣﻦ ﺃﻥ ﻳﺘﺮﺟﻢ ﺃﻋﻤﺎﻻ ﹰ ﹼ‬
‫ﺣﺴﻴﺎ ﹰ ﻋﻠﻰ ﻣﺼﺪﺍﻗﻴﺔ ﺍﻟﻌﻘﻴﺪﺓ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻋﻠﻰ ﺃﻧﻪ ﻗﺎﺑﻞ ﻟﻠﻌﻴﺶ‬ ‫ﹼ‬
‫ﻭﺍﻟﺘﻄﺒﻴﻖ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﻧﻠﺨﺺ ﺭﺳﺎﻟﺔ ﺍﻟﻌﺎﺋﻠﺔ‪ ،‬ﺍﳌﻄﻠﻮﺏ ﻣﻨﻬﺎ ﺃﻥ ﺗﻜﻮﻥ ﻣﺪﺭﺳﺔ ﺣﻴﺎﺓ‪ ،‬ﲟﺎ ﻳﻠﻲ‪:‬‬ ‫ﻭﳝﻜﻦ ﺃﻥ ﹼ‬
‫* ﺃﻥ ﺗﻜﻮﻥ ﻓﻌﻼ ﹰ ﺷﺮﻛﺔ ﺃﺷﺨﺎﺹ ‪ ،‬ﻟﻜﻞ ﻣﻨﻬﻢ ﻣﻜﺎﻧﺘﻪ ﻭﺍﺣﺘﺮﺍﻣﻪ ﻓﻴﻬﺎ‪ ،‬ﻭﺩﻭﺭﻩ ﻓﻲ ﺑﻨﺎﺋﻬﺎ‪،‬‬
‫ﺃﻃﻔﻼ ﹰ ﻛﺎﻥ ﺃﻡ ﺷﺎﺑﺎﹰ‪ ،‬ﻛﻬﻼ ﹰ ﺃﻡ ﻋﺠﻮﺯﺍ ﹰ ‪ ،‬ﻣﺘﻌﺎﻓﻴﺎ ﹰ ﺃﻡ ﻣﺮﻳﻀﺎﹰ‪ ،‬ﺻﺤﻴﺢ ﺍﻟﺒﻨﻴﺔ ﺃﻡ ﻣﻌﺎﻓﺎ ﹰ‪.‬‬
‫ﺃﻣﺎ ﻭﻣﻌﻠﹶﻤﺔ‪ ،‬ﺗﺮﺑﹼﻲ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﻣﻴﺔ‪ ،‬ﻋﻠﻰ ﺭﻭﺡ‬ ‫* ﺃﻥ ﺗﺼﺒﺢ ﻋﻠﻰ ﻣﺜﺎﻝ ﺍﻟﻜﻨﻴﺴﺔ‪ ،‬ﹼ‬
‫ﺑﺘﻔﺎﻥ ﻭﺇﺧﻼﺹ‪ ،‬ﻭﻋﻠﻰ‬ ‫ﹴ‬ ‫ﺍﻟﺼﺪﻕ ﻭﺍﻟﻐﻔﺮﺍﻥ ‪ ،‬ﻋﻠﻰ ﺭﻭﺡ ﺍﳋﺪﻣﺔ ﺑﻔﺮﺡ‪ ،‬ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﻮﺍﺟﺐ‬
‫ﺍﳌﺸﺎﺭﻛﺔ ﺍﻟﻮﺍﻋﻴﺔ ﻓﻲ ﺳﺮ ﹼ ﺍﻟﺼﻠﻴﺐ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﺘﻲ ﻳﻮﺍﺟﻬﻮﻧﻬﺎ ﻓﻲ ﺗﺮﺑﻴﺔ‬
‫ﺍﻭﻻﺩﻫﻢ ‪ ،‬ﻭﻛﻞ ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻻﻟﻢ ﻭﺣﺘﻰ ﺍﳌﻮﺕ ‪ ،‬ﺍﻟﺘﻲ ﺗﻌﺘﺮﺽ ﺍﻟﻌﺎﺋﻠﺔ ﻓﻲ ﻣﺴﻴﺮﺗﻬﺎ ‪ ،‬ﻭﺗﻌﺮﻑ‬
‫ﻛﻴﻒ ﲡﺎﺑﻬﻬﺎ ﺑﺮﻭﺡ ﺍﻹﳝﺎﻥ ﺍﻟﻮﺍﺛﻖ ﻭﺍﻟﺮﺟﺎﺀ ﺍﳌﺴﺘﻨﻴﺮ ﺑﻨﻮﺭ ﺍﻟﻘﻴﺎﻣﺔ ‪.‬‬

‫‪ - 3‬ﺍﻟﻌﺎﺋﻠﺔ ﻫﻲ ﺍﻟﻜﻨﻴﺴﺔ ﺍﻻﻭﻟﻰ‪:‬‬

‫* ﻋﻨﺪﻣﺎ ﻧﻌﺮﻑ ﺍﻟﻜﻨﻴﺴﺔ ﺑﺎﻧﻬﺎ ﺟﻤﺎﻋﺔ ﺍﳌﺆﻣﻨﲔ‪ ،‬ﺃﻱ ﺍﻧﻬﺎ ﻣﺆﻟﻔﺔ ﻣﻦ ﺟﻤﺎﻋﺎﺕ ﻣﺼﻐﺮﺓ‬
‫ﻧﻘﺼﺪ ﺑﻬﺎ ﺍﻟﻌﺎﺋﻠﺔ ‪ .‬ﺇﺫﺍ ﹰ ﺍﻟﻌﺎﺋﻠﺔ )ﺍﻟﺮﺟﻞ ﻭﺍﳌﺮﺃﺓ( ﻫﻲ ﺍﻟﻜﻨﻴﺴﺔ ﺍﻟﺘﻲ ﺗﻌﻠﻦ ﺍﳝﺎﻧﻬﺎ ﺑﺎﳌﺴﻴﺢ‬
‫ﺍﻣﺎﻡ ﺍﺑﻨﺎﺋﻬﺎ ﻭ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﺗﺘﻌﻬﺪ ﺑﺎﻥ ﺗﻜﻮﻥ ﺍﻟﺜﻤﺮﺓ ﺍﻟﺮﻭﺣﻴﺔ ﻟﺘﺤﻘﻴﻖ ﺳﺮ ﺍﷲ ﺍﳋﻼﺻﻲ ﳉﻤﻴﻊ‬
‫ﺍﻟﺒﺸﺮ ‪ .‬ﻭﺍﻥ ﺗﻌﺘﺮﻑ ﺑﺎﻧﻬﺎ ﺗﻌﻄﻲ ﺍﳊﻴﺎﺓ ﻻﺑﻨﺎﺋﻬﺎ ﺑﺎﳉﺴﺪ ﻻﻧﻬﻢ ﻫﺒﺔ ﺍﷲ ﻣﻦ ﺍﺟﻞ ﺍﳊﻴﺎﺓ ‪.‬‬
‫* ﺍﻻﻡ ﺍﻟﺘﻲ ﺗﺮﺿﻊ ﻃﻔﻠﻬﺎ ﺍﳊﻠﻴﺐ ﻣﻦ ﺻﺪﺭﻫﺎ ﺗﻌﻄﻴﻪ ﺍﳊﺐ ﻭﺍﳊﻨﺎﻥ ﺍﻟﻨﺎﺑﻊ ﻣﻦ ﺍﻟﻘﻠﺐ ‪،‬‬
‫ﻫﻜﺬﺍ ﺗﻌﻄﻲ ﺍﻻﳝﺎﻥ ﺍﻟﻰ ﺑﻨﻴﻬﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻣﻌﻠﻤﺔ ﻭﺍﻣﻴﻨﺔ ﻋﻠﻰ ﺍﻟﻌﻬﺪ ﺍﳌﻘﺪﺱ ﺍﻟﺬﻱ‬
‫ﻗﻄﻌﻮﻩ ﺍﻣﺎﻡ ﺍﷲ ﻓﻲ ﺳﺮ ﺍﻟﺰﻭﺍﺝ ‪ ،‬ﻭﺍﻥ ﻳﻜﻮﻧﻮﺍ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺍﻣﻴﻨﲔ ﺍﻣﺎﻡ ﺍﷲ ﻭ ﺍﻟﻜﻨﻴﺴﺔ ﻓﻲ‬
‫‪8‬‬ ‫ﺍﻟﻮﻋﺪ ﺍﻟﺬﻱ ﺍﺧﺘﺎﺭﻭﻩ ﻋﻨﺪﻣﺎ ﻗﺪﻣﻮﺍ ﺍﺑﻨﻬﻢ )ﺑﻨﺘﻬﻢ( ﺍﻟﻰ ﺳﺮ ﺍﻟﻌﻤﺎﺩ ﺍﳌﻘﺪﺱ ‪ ،‬ﺍﻥ ﻳﺮﺑﻮﻫﻢ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﺗﺮﺑﻴﺔ ﺻﺎﳊﺔ ‪ ،‬ﻭﻳﺴﻠﺤﻮﻫﻢ ﺑﺎﻻﳝﺎﻥ ﺑﻴﺴﻮﻉ ﺍﳌﺴﻴﺢ ﺍﻟﺮﺏ ﻟﻜﻲ ﻳﻌﺮﻓﻮﺍ ﻃﺮﻳﻖ ﺍﳋﻼﺹ ‪.‬‬
‫* ﺍﻻﺏ ﻭﺍﻻﻡ ﺍﻟﺬﻳﻦ ﻭﻟﺪﻭﺍ ﻣﻦ ﺭﺣﻢ ﺍﻟﻜﻨﻴﺴﺔ ﺍﻻﻡ ﻓﻲ ﺍﻻﳝﺎﻥ ‪ ،‬ﺍﻟﻌﺎﺋﻠﺔ ﺍﻳﻀﺎ ﹰ ﺗﻠﺪ ﺍﺑﻨﺎﺋﻬﺎ‬
‫ﺑﺎﳉﺴﺪ ﻭﺍﻟﺮﻭﺡ ‪ ،‬ﻟﻜﻲ ﺗﻌﻄﻴﻬﻢ ﹺﺷﺮﻛﺔ ﺍﳊﻴﺎﺓ ﻣﻊ ﻳﺴﻮﻉ ﺍﳌﺴﻴﺢ ‪ ،‬ﻓﻲ ﺍﳊﺐ ‪ ،‬ﻭﺍﳌﻌﺮﻓﺔ ‪،‬‬
‫ﻭﺍﻻﳝﺎﻥ ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﻋﺒﱠﺮ ﻋﻨﻪ ﻗﺪﺍﺳﺔ ﺍﻟﺒﺎﺑﺎ ﻳﻮﺣﻨﺎ ﺑﻮﻟﺲ ﺍﻟﺜﺎﻧﻲ ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ ﺇﻥ " ﻣﻦ ﺃﻫﻢ‬
‫ﻭﻇﺎﺋﻒ ﺍﻟﻌﺎﺋﻠﺔ ﺍﳌﺴﻴﺤﻴﺔ‪ ،‬ﻭﻇﻴﻔﺘﻬﺎ ﺍﻟﻜﻨﺴﻴﺔ‪ :‬ﺃﻋﻨﻲ ﺗﻠﻚ ﺍﻟﺘﻲ ﺗﻀﻌﻬﺎ ﻓﻲ ﺧﺪﻣﺔ ﺑﻨﺎﺀ‬
‫ﻣﻠﻜﻮﺕ ﺍﷲ ﻋﻠﻰ ﻣﺮ ﹼ ﺍﻟﻌﺼﻮﺭ ‪ ،‬ﲟﺸﺎﺭﻛﺘﻬﺎ ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﻜﻨﻴﺴﺔ ﻭﺭﺳﺎﻟﺘﻬﺎ "‪ " ،‬ﻭﻟﻜﻲ‬
‫ﻧﺤﺴﻦ ﻓﻬﻢ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﳌﺸﺎﺭﻛﺔ ﻭﻣﺎﻫﻴﺘﻬﺎ ﻭﺧﺼﺎﺋﺼﻬﺎ ‪ ،‬ﻻ ﺑ ﹼﺪ ﻣﻦ ﺍﻟﺘﻌﻤﻖ ﻓﻲ ﺑﺤﺚ‬
‫ﻣﺎ ﻳﺸ ﹼﺪ ﺍﻟﻜﻨﻴﺴﺔ ﺇﻟﻰ ﺍﻟﻌﺎﺋﻠﺔ ﺍﳌﺴﻴﺤﻴﺔ ﻣﻦ ﺭﻭﺍﺑﻂ ﻋﺪﻳﺪﺓ ﺣﻤﻴﻤﺔ ﲡﻌﻞ ﻣﻦ ﺍﻟﻌﺎﺋﻠﺔ‬
‫ﺷﺒﻪ " ﻛﻨﻴﺴﺔ ﻣﺼﻐﱠﺮﺓ " )ﻛﻨﻴﺴﺔ ﻣﻨﺰﻟﻴﺔ (‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻌﺎﺋﻠﺔ ﺑﺪﻭﺭﻫﺎ‬
‫ﺻﻮﺭﺓ ﺣﻴﱠﺔ ﻭﲡﺴﻴﺪﺍ ﹰ ﻓﻲ ﺍﻟﺰﻣﻦ ﻟﺴﺮ ﹼ ﺍﻟﻜﻨﻴﺴﺔ " ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺍﻟﻌﺎﺋﻠﺔ ﻭﻃﻦ ﺻﻐﻴﺮ‬

‫ﺏ‪ -‬ﺗﻘﺴﻢ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺇﻟﻰ ﻗﺴﻤﲔ‪ ،‬ﻭﻋﻠﻰ ﻛﻞ ﻗﺴﻢ ﻣﻌﺎﳉﺔ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﻛﻴﻒ ﺗﻜﻮﻥ ﺍﻟﻌﺎﺋﻠﺔ ﻛﻨﻴﺴﺔ ﻣﺼﻐﹼﺮﺓ؟‬ ‫‪-‬‬
‫ﲢﺪﻳﺪ ﻣﻔﻬﻮﻡ ﺍﻟﻮﻃﻦ‪.‬‬ ‫‪-‬‬
‫ﻣﺎ ﺭﺃﻳﻜﻢ ﲟﻘﻮﻟﺔ‪ :‬ﺍﻟﻌﺎﺋﻠﺔ ﻫﻲ ﻭﻃﻦ ﺻﻐﻴﺮ؟‬ ‫‪-‬‬
‫ﺛﻢ ﻳﻘﺮﺃ ﻛﻞ ﺍﻟﻔﺮﻳﻖ ﺇﺟﺎﺑﺎﺗﻪ‪ ،‬ﻭﺗﺘﻢ ﺍﳌﻨﺎﻗﺸﺔ ﺣﻮﻝ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺑﲔ ﺍﻟﻔﺮﻕ ﻻﺳﺘﺨﻼﺹ‬
‫ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ‪.‬‬

‫‪ - 4‬ﻣﻔﻬﻮﻡ ﺍﻟﻮﻃﻦ ﻣﻦ ﻧﻈﺮﺓ ﻣﺴﻴﺤﻴﺔ‪:‬‬

‫ﺇﻥ ﺍﻟﺴﻤﺎﺀ ﻫﻲ ﺍﻟﻮﻃﻦ ﺍﳊﻘﻴﻘﻲ ﺍﻟﺴﻤﺎﺀ ﻫﻲ ﺍﻟﻮﻃﻦ ﺍﻷﻓﻀﻞ ﻭﺍﻟﺬﻱ ﻧﻨﺘﻈﺮﻩ ﻭﻳﻨﺘﻈﺮﻧﺎ‪ .‬ﻧﻌﻢ‬
‫ﺍﻷﻓﻀﻞ ﻻﻥ ﻫﺬﻩ ﺍﳊﻴﺎﺓ ﻭﻫﺬﺍ ﺍﻟﻮﻃﻦ ﺍﻟﺬﻱ ﻧﺤﻴﺎ ﻓﻴﻪ ﻋﻠﻰ ﺍﻷﺭﺽ ﻫﻮ ﻓﺎﺿﻞ‪ ،‬ﻭﻟﻜﻦ ﺳﻴﻮﺟﺪ ﻣﺎ‬
‫ﻫﻮ ﺃﻓﻀﻞ‪ .‬ﻓﺎﻟﻮﻃﻦ ﺍﻟﺴﻤﺎﻭﻱ ﻻ ﻳﻠﻐﻰ ﻭﺟﻮﺩ ﺍﻟﻮﻃﻦ ﺍﻻﺭﺿﻲ‪ .‬ﻭﺍﻟﺴﻌﻲ ﻧﺤﻮﻩ ﻻ ﻳﻌﻨﻲ ﺇﻧﻜﺎﺭ‬
‫ﺍﻟﻮﻃﻦ ﺍﻷﺭﺿﻲ‪ .‬ﻓﺎﳊﺐ ﲡﺎﻩ ﻭﻃﻨﻪ ﺍﻷﺭﺿﻲ ﻻ ﻳﺘﻌﺎﺭﺽ ﻣﻊ ﺍﻻﺷﺘﻴﺎﻕ ﻟﻠﻮﻃﻦ ﺍﻟﺴﻤﺎﻭﻱ‪.‬‬

‫ﻓﺎﻟﻮﻃﻦ ﺍﻷﺭﺿﻲ ﻫﻮ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻳﻨﻤﻮ ﻓﻴﻪ ﺍﳌﺴﻴﺤﻲ ﻭﻳﺤﻴﺎ ﺭﺳﺎﻟﺘﻪ ﻛﺎﺑﻦ ﷲ‪ ،‬ﻫﻮ ﻣﻜﺎﻥ‬
‫ﺍﻟﺮﺳﺎﻟﺔ‪ .‬ﺍﻣﺎ ﺍﻟﻮﻃﻦ ﺍﻟﺴﻤﺎﻭﻱ ﻓﻬﻮ ﻣﻜﺎﻥ ﺍﻻﺳﺘﻘﺮﺍﺭ‪ ،‬ﻫﻮ ﺍﻟﺒﻴﺖ ﺍﻷﺑﺪﻱ ﺍﻟﺬﻱ ﻓﻴﻪ ﺳﻴﻨﺎﻝ ﻫﺬﺍ‬
‫ﺍﻹﻧﺴﺎﻥ ﻣﺎ ﻟﻪ‪ ،‬ﺑﻨﻌﻤﺔ ﺍﻟﺒﻨﻮﺓ‪ .‬ﻓﺨﺪﻣﺔ ﺍﻟﻮﻃﻦ ﺍﻷﺭﺿﻲ ﻭﺳﺎﻛﻨﻴﻪ‪ ،‬ﻟﻴﺴﺖ ﺑﻮﺍﺟﺐ ﺃﺧﻼﻗﻲ ﺍﻭ‬
‫ﻓﺮﺽ ﻋﻠﻰ ﺍﳌﺴﻴﺤﻲ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻫﺬﻩ ﺍﳋﺪﻣﺔ ﻫﻲ ﺭﺳﺎﻟﺔ ﻳﻈﻬﺮ ﺑﻬﺎ‪ ،‬ﻭﻓﻲ ﻫﺬﺍ ﺍﻟﻮﻃﻦ‪ ،‬ﺣﺐ ﺍﷲ‬
‫ﳌﻦ ﻳﺤﻴﺎ ﻣﻌﻪ‪.‬‬

‫ﺇﻥ ﻛﺒﺖ ﺍﻟﺮﻭﺡ ﺍﻟﻮﻃﻨﻴﺔ ﻭﻣﺤﺎﻭﻟﺔ ﺗﻮﺟﻴﻪ ﺍﻹﻧﺴﺎﻥ ﻧﺤﻮ ﻭﻃﻨﻪ ﺍﻟﺴﻤﺎﻭﻱ ﻋﻠﻰ ﺣﺴﺎﺏ ﺍﺣﺘﻘﺎﺭﻩ‬
‫ﻟﻠﻮﻃﻦ ﺍﻷﺭﺿﻲ ﻗﺼﻮﺭ ﻓﻲ ﻓﻬﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﻭﺇﺿﺮﺍﺭ ﺑﻨﻤﻮﻫﺎ‪ ،‬ﻭﺍﻻﺻﺢ ﺃﻥ ﻳﹸﻨﻤﻰ ﻓﻲ‬
‫‪9‬‬ ‫ﺍﻹﻧﺴﺎﻥ ﺗﻮﻓﻴﺮ ﺍﻻﺛﻨﲔ‪ ،‬ﲟﻮﺟﺐ ﺭﻭﺡ ﺍﻹﳒﻴﻞ‪" :‬ﺃﻋﻄﻮﺍ ﻣﺎ ﻟﻘﻴﺼﺮ ﻟﻘﻴﺼﺮ ﻭﻣﺎ ﷲ ﷲ "‪.‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﺍﳌﺴﻴﺢ ﻟﻢ ﻳﻘﻞ ﺍﻛﺘﻔﻮﺍ ﺑﺈﻋﻄﺎﺀ ﻗﻴﺼﺮ ﻣﺎ ﻟﻪ‪ ،‬ﻭﻻ ﻗﺎﻝ ﺍﻛﺘﻔﻮﺍ ﺑﻌﻄﺎﺀ ﺍﷲ‪ ،‬ﻭﻟﻜﻨﻪ ﺟﻤﻊ ﺑﲔ‬
‫ﺍﻻﺛﻨﲔ ﻟﻜﻲ ﻧﻌﻄﻲ ﻗﻴﺼﺮ ﻭﺍﷲ ﻛﻼ ﻣﻨﻬﻤﺎ ﺣﻘﻪ ﻓﻲ ﻣﺠﺎﻟﻪ‪.‬‬

‫ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﳌﻮﺍﻃﻦ ﺍﳌﺴﻴﺤﻲ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺴﻴﺤﻴﺘﻪ ﻓﻲ ﺍﻟﺘﻬﺮﺏ ﻣﻦ ﻭﺍﺟﺒﺎﺗﻪ‬
‫ﺍﻟﻮﻃﻨﻴﺔ ﻷﻥ ﻓﻲ ﺫﻟﻚ ﺇﺳﺎﺀﺓ ﳌﺴﻴﺤﻴﺘﻪ ‪ ،‬ﻓﺎﳌﺴﻴﺤﻴﺔ ﻭﺑﺎﻟﺘﺎﻟﻲ ﺍﻟﻜﻨﻴﺴﺔ ﻟﻴﺲ ﻟﻬﺎ ﺍﲡﺎﻩ ﺧﺎﺹ‬
‫ﻓﻲ ﺃﻧﻈﻤﺔ ﺍﳊﻜﻢ ﻭﻻ ﺗﻨﺎﺻﺮ ﻭﺿﻌﺎ ﹰ ﺍﺟﺘﻤﺎﻋﻴﺎ ﹰ ﺃﻭ ﺳﻴﺎﺳﻴﺎﹰ‪ ،‬ﻭﻻ ﺗﺮﺗﺒﻂ ﺑﺄﻱ ﻧﻈﺎﻡ ﺇﻥ ﻛﺎﻥ ﺣﺴﻨﺎ‬
‫ﻭﻻ ﺗﻘﺎﻭﻣﻪ ﺇﻥ ﻛﺎﻥ ﺭﺩﻳﺌﺎ ﹰ ﻭﻟﻜﻨﻬﺎ ﺗﻌﻤﻞ ﻣﺎ ﻫﻮ ﺃﻋﻈﻢ ﻣﻦ ﺫﻟﻚ ﻛﻠﻪ‪ ،‬ﻓﻬﻲ ﺗﻬﺐ ﺃﻭﻻﺩﻫﺎ ﺣﺮﻳﺔ‬
‫ﻛﺎﻣﻠﺔ ﻟﻴﺘﺼﺮﻑ ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﻢ ﻓﻲ ﺃﻣﻮﺭ ﺍﻟﺪﻧﻴﺎ ﺣﺴﺐ ﺃﺻﻮﻝ ﺍﻟﺪﻧﻴﺎ ﺩﻭﻥ ﺃﻥ ﻳﺠﺮﺡ ﺿﻤﻴﺮﻩ‬
‫ﺍﳌﺴﻴﺤﻲ‪ ،‬ﻓﻴﻨﺎﺻﺮ ﺍﻟﻮﺿﻊ ﺍﻷﻓﻀﻞ‪ ،‬ﺍﺟﺘﻤﺎﻋﻴﺎ ﹰ ﻛﺎﻥ ﺃﻭ ﺍﻗﺘﺼﺎﺩﻳﺎ ﹰ ﺃﻭ ﺳﻴﺎﺳﻴﺎ ﹰ ﺑﻜﻞ‬
‫ﻣﺎ ﺃﻭﺗﻲ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻳﺔ ﻭﺳﻴﺎﺳﻴﺔ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺍﻟﻌﺎﺋﻠﺔ ﻭﻃﻦ ﺻﻐﻴﺮ‬

‫ﺕ‪ -‬ﻓﻲ ﺍﻟﻨﻬﺎﻳﺔ ﻳﻄﻠﺐ ﺍﳌﻨﺸﻂ ﻣﻦ ﻛﻞ ﻓﺮﻳﻖ ﺃﻥ ﻳﻜﺘﺐ ﻻﺋﺤﺔ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺘﻲ ﺗﻔﺴﺢ ﺍﺠﻤﻟﺎﻝ‬
‫ﻟﻠﻌﺎﺋﻠﺔ ﺑﻠﻌﺐ ﺩﻭﺭﻫﺎ ﺍﻟﻮﻃﻨﻲ؟‬
‫ﻣﺎ ﺃﻫﻤﻴﺔ ﺍﻟﻌﺎﺋﻠﺔ ﻓﻲ ﺑﻨﺎﺀ ﻭﻃﻦ ﻗﻮﻱ ؟‬ ‫‪-‬‬

‫‪ - 5‬ﺩﻭﺭ ﺍﻟﻌﺎﺋﻠﺔ ﺍﻟﻮﻃﻨﻲ‪:‬‬

‫ﺍﺳﺘﻨﺎﺩﺍ ﹰ ﺍﻟﻰ ﻛﻞ ﻣﺎ ﺗﻘ ﹼﺪﻡ‪ ،‬ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﺍﻟﻌﺎﺋﻠﺔ ﺍﳌﺴﻴﺤﻴﺔ ﺍﻟﺘﻲ ﺗﻌﻴﺶ ﺍﻟﺘﺰﺍﻣﻬﺎ ﻭﺗﺘﺨﺬ ﻣﻦ‬
‫ﺍﻟﻌﺎﺋﻠﺔ ﺍﳌﻘﺪﺳﺔ ﻣﺜﺎﻻ ﹰ ﻟﻬﺎ ﺑﺎﳊﺐ ﻭﺍﻟﺸﺮﺍﻛﺔ ﻭﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﺍﻟﺘﻀﺤﻴﺔ ﻭﺍﻟﺘﻜﺮﹼﺱ‬
‫ﻭﺍﻟﺘﻮﺍﺿﻊ‪ ، ...‬ﻫﻲ ﺑﺎﻟﻔﻌﻞ ﺫﺍﺗﻪ ﻭﻃﻦ ﺻﻐﻴﺮ ﻳﺤﺘﺬﻯ ﺑﻪ ﻭﻳﺼﺢ ﺍﺗﺨﺎﺫﻩ ﻛﻨﻤﻮﺫﺝ ﻟﻠﻮﻃﻦ ﺍﻟﻜﺒﻴﺮ‬
‫ﺍﳌﺪﻋﻮ ﻟﻠﻌﺐ ﺩﻭﺭﻩ ﺍﻟﺮﺳﺎﻟﻲ ﺍﳌﺒﻨﻲ ﻋﻠﻰ ﺍﻟﺸﺮﺍﻛﺔ ﻭﺍﻟﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ‪.‬‬

‫ﺍﳌﺮﺍﺟﻊ‪:‬‬
‫ﻣﻮﻗﻊ ‪www.abouna.org‬‬ ‫‪-‬‬
‫ﺩﻟﻴﻞ ﺍﻟﺰﻭﺍﺝ‬ ‫‪-‬‬
‫ﻛﺘﺎﺑﺎﺕ ﺍﻷﺏ ﺍﻟﺪﻛﺘﻮﺭ ﻟﻮﻳﺲ ﺣﺰﺑﻮﻥ‬ ‫‪-‬‬
‫ﻣﻮﻗﻊ ‪www.kaldaya.net‬‬ ‫‪-‬‬
‫ﻛﺘﺎﺑﺎﺕ ﺍﻷﺏ ﺑﻄﺮﺱ ﻟﻮﺭﻧﺲ‬ ‫‪-‬‬

‫‪ 3-‬ﺻﻼﺓ ﺍﳋﺘﺎﻡ ‪:‬‬ ‫‪3‬‬

‫‪ -‬ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ‪.‬ﺁﻣﲔ‬
‫‪ -‬ﺍﻷﺑﺎﻧﺎ ﻭﺍﻟﺴﻼﻡ‬
‫‪10‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫"ﺩﻋﻮﺗﻚ ﺑﺎﺳﻤﻚ"ﺃﺵ‪1 / 43‬‬

‫ﺍﻟﻬﺪﻑ‬
‫ﺍﻟﻄﻼﺋﻌﻲ ﻋﻠﻰ ﻣﺮﺍﺣﻞ ﺍﻟ ﹼﺪﻋﻮﺓ ﺇﻧﻄﻼﻗﺎ ﹰ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺪﺱ‬
‫ﺃﻥ ﻳﺘﻌﺮﹼﻑ ﹼ‬

‫ﺍﻟﻮﻗﺖ‬ ‫ﺍﻟﻨﺸﺎﻁ‬
‫‪ 15‬ﺩﻗﺎﺋﻖ‬ ‫ﻣﻘﺪﻣﺔ" ﺍﻟﺪﻋﻮﺓ"‬
‫ﺃﻭﺭﺍﻕ‪ ،‬ﺃﻗﻼﻡ‪،‬‬ ‫‪ 5‬ﺩﻗﺎﺋﻖ‬ ‫‪Quiz‬‬
‫‪،flipchart‬‬ ‫‪ 25‬ﺩﻗﺎﺋﻖ‬ ‫ﻋﻤﻞ ﻣﺠﻤﻮﻋﺎﺕ‬
‫ﺇﳒﻴﻞ‬ ‫‪ 10‬ﺩﻗﺎﺋﻖ‬ ‫ﺇﺧﺘﺒﺎﺭ ﺷﺨﺼﻲ‬
‫‪ 5‬ﺩﻗﺎﺋﻖ‬ ‫ﺧﻼﺻﺔ‬

‫• ﺗﺮﺗﻴﻠﺔ‪ :‬ﻫﻠﹼﻢ ﻳﺎ ﺭﻭﺡ ﺍﷲ‬

‫ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻻﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﺍﻹﻟﻪ ﺍﻟﻮﺍﺣﺪ ﺁﻣﲔ‬

‫ﺍﳊﺐ ﺍﳊﻘﻴﻘﻲ‪ ،‬ﺍﻟﺬﻱ ﳝﻸ ﻗﻠﻮﺑﻨﺎ‪ ،‬ﻭﻳﻨﻴﺮﻋﻘﻮﻟﻨﺎ‪ ،‬ﻭﻳﻘﺪﱢﺱ ﺣﻮﺍﺳﻨﺎ‪.‬‬ ‫ﺃﻧﺖ ﱡ‬ ‫ﺻﻼﺓ ﺍﻟﻄﻼﺋﻌﻲ‪ :‬ﺭﺑﱠﻨﺎ ﹶ‬
‫ﻭﺇﻟﻬﻨﺎ‪ ،‬ﹶ‬
‫ﻚ‬
‫ﺕ ﺭﻭ ﹺﺣ ﹶ‬
‫ﻚ ﺍﻟﻮﺣﻴﺪ‪ ،‬ﻭﻧﺼﻐﻲ ﻹﻟﻬﺎﻣﺎ ﹺ‬ ‫ﺑﺈﳒﻴﻞ ﺍﺑ ﹺﻨ ﹶ‬
‫ﹺ‬ ‫ﻗﻮﻧﺎ ﻧﺤ ﹸﻦ ﺍﻟﻄﻼﺋﻊ‪ ،‬ﻭﺃﺿﺮﻡ ﻓﻴﻨﺎ ﻃﺎﻗﺔ ﺍﳊﺐ‪ ،‬ﻓﻨﻌﻤﻞﹶ‬ ‫ﱢ‬
‫ﻚ‪،‬‬
‫ﻚ‪ ،‬ﻭﻧﻜﻮ ﹶﻥ ﻓﻲ ﻃﻠﻴﻌ ﹺﺔ ﺍﻟﺴﺎﺋﺮﻳﻦ ﻧﺤﻮ ﻣﻠﻜﻮﺗ ﹺ ﹶ‬ ‫ﺑﺎﺳﻤ ﹶ‬
‫ﹺ‬ ‫ﱢ‬
‫ﻭﻧﺒﺸﺮ ﹶ‬ ‫ﻚ‪،‬‬‫ﺍﻟﻘﺪﻭﺱ‪ ،‬ﻭﻧﺴﻴﺮ ﹶ ﻋﻠﻰ ﺩﺭﺑ ﹺ ﹶ‬
‫ﻟﻚ ﺍﺠﻤﻟ ﹸﺪ ﺇﻟﻰ ﺍﻷﺑﺪ‪ ،‬ﺁﻣﲔ‪.‬‬
‫ﺍﻹﳝﺎﻥ ﻭﺍﻟﺮﺟﺎ ﹺﺀ ﻭﺍﶈﺒﺔ‪ ،‬ﹶ‬
‫ﹺ‬ ‫ﺑﺸﻔﺎﻋ ﹺﺔ ﺃ ﱢﻣﻨﺎ ﺍﻟﻌﺬﺭﺍﺀ ﻣﺮﱘ‪ ،‬ﻣﺜﺎﻟﹺﻨﺎ ﻓﻲ‬

‫ﺻﻼﺓ‪ :‬ﻳﺎ ﺭﺏ ﺃﻧﺮ ﻇﻠﻤﺎﺕ ﺣﻴﺎﺗﻲ ﺑﻨﻮﺭﻙ ﻭﺍﺟﻌﻠﻨﻲ ﺃﺭﺍﻙ ﻭﺃﺳﻤﻌﻚ‪ ،‬ﻭﺃﻋﻤﻞ ﺑﺎﲢﺎﺩﻱ ﺑﻚ ﻭﻣﻦ ﺃﺟﻠﻚ‪،‬‬
‫ﻟﻜﻲ ﺃﻛﻮﻥ ﺍﻣﺘﺪﺍﺩﹰﺍ ﻟﻚ ﻭﺃﺷﻬﺪ ﻻﺳﻤﻚ ﺍﻟﻘ ﹼﺪﻭﺱ‪ .‬ﺗﻜﻠﹼﻢ ﻳﺎ ﺭﺏ ﻭﺍﺟﻌﻠﻨﻲ ﺃﺳﻤﻊ ﻭﺃﻟ ﹼﺒﻲ ﺩﻋﻮﺗﻚ‬
‫ﻓﺄﻋﻤﻞ ﺑﻬﺎ‪ .‬ﺁﻣﲔ‪.‬‬
‫‪11‬‬ ‫ﹼ‬
‫ﺍﳌﻨﺸﻂ ﻭﺍﻷﻋﻀﺎﺀ‬ ‫ﻣﻨﺎﻗﺸﺔ ﺑﲔ‬ ‫ﻣﻘﺪﻣﺔ ‪ " :‬ﺍﻟﺪﻋﻮﺓ "‬ ‫‪1‬‬
‫‪.1‬‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﺇﺳﺘﺪﻋﺎﺀ‪ ،‬ﺇﺳﺘﻀﺎﻓﺔ‪ ،‬ﻃﻠﺐ‪...‬‬ ‫‪ <--‬ﻣﺎ ﻣﻌﻨﻰ ﻛﻠﻤﺔ ﺩﻋﻮﺓ؟‬

‫_ ﺩﺍﻋﻲ ﻳﻌﺮﻑ ﺍﳌﺪﻋﻮ ﻭﻳﺴﻌﻰ ﻟﻴﺸﺎﺭﻛﻪ‬ ‫ﻣﻜﻮﻧﺎﺕ ﺍﻟ ﹼﺪﻋﻮﺓ؟‬
‫ﹼ‬ ‫‪ <--‬ﻣﺎ ﻫﻲ‬
‫ﻳﻬﻤﻪ ﺗﻮﻃﻴﺪ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻠﺒﻴﺔ ﺍﳌﺪﻋﻮ‬ ‫_ ﻣﺪﻋﻮ ﹼ‬
‫_ ﺭﺳﺎﻟﺔ‬
‫_ ﺩﻋﻮﺓ ﺇﻟﻰ ﻋﺸﺎﺀ‪ ،‬ﻋﺮﺱ‪...‬‬ ‫‪ <--‬ﻣﺘﻰ ﻛﺎﻧﺖ ﺁﺧﺮ ﻣﺮﹼﺓ ﻭﹸ ﹼﺟﻬﺖ ﺇﻟﻴﻚ ﺩﻋﻮﺓ؟‬
‫_ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻈﻬﺮ‪ ،‬ﺍﻟﻮﺻﻮﻝ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﶈ ﹼﺪﺩ‪،‬‬ ‫‪ <--‬ﻫﻞ ﻟ ﹼﺒﻴﺘﻬﺎ؟ ﻣﺎﺫﺍ ﺗﻄﻠﹼﺒﺖ ﻣﻨﻚ؟‬
‫_ ﺇﺗﹼﺒﺎﻉ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﳌﹸﻌ ﹼﺪ ﻣﻦ ﹺﻗ ﹶﺒﻞ ﺍﻟ ﹼﺪﺍﻋﻲ‪...‬‬
‫ﺑﺎﻟﻌﻮﺩﺓ ﺇﻟﻰ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘ ﹼﺪﺱ‪ ،‬ﻧﺮﻯ ﺍﻟﺮﹼﺏ ﻳﺪﻋﻮ ﺷﻌﺒﻪ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻛﻲ ﻳﺜ ﹼﺒﺖ ﺇﳝﺎﻧﻪ‬
‫ﻭﻳﻨﻄﻠﻖ ﻓﻲ ﺩﺭﺏ ﺍﻟﺮﹼﺳﺎﻟﺔ ﹼ‬
‫ﻭﺍﻟﺸﻬﺎﺩﺓ ﻭﺍﻟ ﹼﺘﺒﺸﻴﺮ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫"ﺩﻋﻮﺗﻚ ﺑﺎﺳﻤﻚ"ﺃﺵ‪1 / 43‬‬

‫‪Quiz 2‬‬
‫ﺍﻟﺸﺨﺼﻴﺎﺕ ﺍﻟﹼﺘﻲ ﺩﹸ ﹺﻋ ﹶﻴﺖ ﻓﻲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘ ﹼﺪﺱ ﻭﻓﻖ ﺍﳉﹸﻤﻞ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﹼ‬ ‫ﺣ ﹼﺪﺩ‬

‫"ﻓﻘﺎﻝ ‪...‬ﺃﻣﻴﻞ ﺍﻵﻥ ﻷﻧﻈﺮ ﻫﺬﺍ ﺍﳌﻨﻈﺮ ﺍﻟﻌﻈﻴﻢ ﳌﺎﺫﺍ ﻻ ﲢﺘﺮﻕ ﺍﻟﻌﻠﻴﻘﺔ‪ <--- ".‬ﻣﻮﺳﻰ‬
‫“ﻭﻇﻬﺮ ﺍﻟﺮﺏ ﻝ‪ ...‬ﻭﻗﺎﻝ‪ :‬ﻟﻨﺴﻠﻚ ﺃﻋﻄﻲ ﻫﺬﻩ ﺍﻷﺭﺽ‪ .‬ﻓﺒﻨﻰ ﻫﻨﺎﻙ ﻣﺬﺑﺤﺎ ﻟﻠﺮﺏ ﺍﻟﺬﻱ ﻇﻬﺮ ﻟﻪ"‬
‫‪ <---‬ﺇﺑﺮﺍﻫﻴﻢ‬
‫ﹸﻚ" ‪ <---‬ﻣﺮﱘ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫"ﻭﹶﻗﹸﻮﱠﺓﹸ ﺍﻟ ﹶﹾﻌ ﹺﻠﻲﱢ ﺗ ﹸ ﹶﻈﻠﱢﻠ ﹺ‬
‫ﻭﺡ ﺍﻟﹾﻘﹸ ﹸﺪ ﹺﺱ‪".‬‬ ‫ﹸ‬ ‫ﻜﺮﹰﺍ ﻻ ﹶ ﻳ ﹶ ﹾ‬ ‫ﻴﻤﺎ ﺃ ﹶ ﹶﻣ ﹶ‬
‫"ﻷﹶﻧ ﱠ ﹸﻪ ﻳﹶﻜﹸﻮ ﹸﻥ ﻋﹶ ﹺﻈ ﹰ‬
‫ﺸﺮ ﹶ ﹸﺏ‪ ،‬ﻭ ﹶ ﹺﻣﻦﹾ ﺑﹶﻄﹾ ﹺﻦ ﺃ ﱢﻣﻪﹺ ﹶﳝ ﹾ ﹶﺘ ﹺﻠﺊ ﹸ ﹺﻣ ﹶﻦ ﺍﻟﺮ ﱡ ﹺ‬ ‫ﺴ ﹺ‬‫ﺎﻡ ﺍﻟﺮ ﱠ ﱢﺏ‪ ،‬ﻭ ﹶ ﹶﺧ ﹾﻤﺮﹰﺍ ﻭﹶ ﹸﻣ ﹾ‬
‫‪ <---‬ﺯﻛﺮﻳﺎ‬
‫"ﺗﻜﻠﻢ ﻳﺎﺭﺏ‪ ،‬ﻷﻥ ﻋﺒﺪﻙ ﺳﺎﻣﻊ‪ <--- ".‬ﺻﻤﻮﺋﻴﻞ‬
‫ﺭﺍﻭﺱ ﺃﹶﺧﻮﻩ‬‫ﺻﻴﺎﺩﹶﻱ ﺑﺸﺮ"‪ <--- .‬ﺑﹸﻄﺮﹸﺱ ﻭﺃﹶﻧ ﹶﺪ ﹸ‬ ‫"ﺍﺗﺒﻌﺎﻧﻲ ﻓﺄﺟﻌﻠﻜﻤﺎ ﹼ‬
‫"ﻭﻗﺎﻝ ﻟﻪ‪ :‬ﻳﺎ ‪ ،...‬ﺃﺳﺮﻉ ﻭﺍﻧﺰﻝ‪ ،‬ﻷﻧﻪ ﻳﻨﺒﻐﻲ ﺃﻥ ﺃﻣﻜﺚ ﺍﻟﻴﻮﻡ ﻓﻲ ﺑﻴﺘﻚ"‪ <--- .‬ﺯﻛﺎ‬
‫"ﻗﺒﻠﻤﺎ ﺻﻮﺭﺗﻚ ﻓﻲ ﺍﻟﺒﻄﻦ ﻋﺮﻓﺘﻚ‪ ،‬ﻭﻗﺒﻠﻤﺎ ﺧﺮﺟﺖ ﻣﻦ ﺍﻟﺮﺣﻢ ﻗﺪﺳﺘﻚ‪ .‬ﺟﻌﻠﺘﻚ ﻧﺒﻴﺎ ﻟﻠﺸﻌﻮﺏ"‪.‬‬
‫‪ <---‬ﺇﺭﻣﻴﺎ‬
‫‪ 3‬ﻋﻤﻞ ﻣﺠﻤﻮﻋﺎﺕ ‪" :‬ﺇﺗﺒﻌﻨﻲ"‬
‫ﻳﺘﻮﺯﹼﻉ ﺍﳌﺸﺎﺭﻛﻮﻥ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺎﺕ ﻭﻳﺪﺭﺳﻮﻥ ﺣﺎﻻﺕ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘ ﹼﺪﺱ ﻭﺍﳌﻄﻠﻮﺏ ﺇﺳﺘﺨﻼﺹ‬
‫ﺍﻟﻨﺺ ﺍﻹﳒﻴﻠﻲ‪.‬‬
‫ﹼ‬ ‫ﻣﺮﺍﺣﻞ ﺍﻟ ﹼﺪﻋﻮﺓ ﺣﺴﺐ‬
‫ﳝﻜﻦ ﺍﺧﺘﻴﺎﺭ ﺃﺣﺪ ﺍﻟﻨﹼﺼﻮﺹ ﺍﻟ ﹼﺘﺎﻟﻴﺔ‪:‬‬

‫ﺩﻋﻮﺓ ﻧﻮﺡ‬ ‫)ﺳﻔﺮ ﺍﻟﺘﻜﻮﻳﻦ ‪:(1-22 / 6‬‬

‫)ﺳﻔﺮ ﺍﻟﺘﻜﻮﻳﻦ ‪ : (1-20 / 12‬ﺩﻋﻮﺓ ﺇﺑﺮﺍﻫﻴﻢ‬
‫ﺩﻋﻮﺓ ﻣﻮﺳﻰ‬ ‫)ﺳﻔﺮ ﺍﳋﺮﻭﺝ ‪:(1-22 / 3‬‬
‫‪12‬‬ ‫ﺩﻋﻮﺓ ﻣﺮﱘ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫)ﻟﻮﻗﺎ ‪:(26-40 / 1‬‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫)ﺳﻔﺮ ﺻﻤﻮﺋﻴﻞ ﺍﻷﻭﹼﻝ ‪ :(1-21 / 3‬ﺩﻋﻮﺓ ﺻﻤﻮﺋﻴﻞ‬

‫ﻋﻨﺪ ﺍﻹﻧﺘﻬﺎﺀ‪ ،‬ﺗﺘﺸﺎﺭﻙ ﺍﺠﻤﻟﻤﻮﻋﺎﺕ ﻣﺎ ﻗﺪ ﺣﻀﺮﺗﻪ‪.‬‬

‫ﹼ‬
‫ﺍﳌﻨﺸﻂ ﺍﺠﻤﻟﻤﻮﻋﺔ ﻟﻠﻮﺻﻮﻝ‬ ‫ﺍﳌﻨﺸﻂ ﻣﻦ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻋﺮﺽ ﺍﳊﺎﻟﺔ ﺍﻟﺘﻲ ﰎ ﹼ ﺩﺭﺍﺳﺘﻬﺎ ﻭﻳﻮ ﹼﺟﻪ‬ ‫ﹼ‬ ‫ﻳﻄﻠﺐ‬
‫ﺇﻟﻰ ﺍﺳﺘﺨﻼﺹ ﻣﺮﺍﺣﻞ ﺍﻟ ﹼﺪﻋﻮﺓ‪:‬‬
‫‪ 1‬ﻳﻜﺸﻒ ﺍﻟﺮﹼﺏ ﻋﻦ ﺫﺍﺗﻪ ‪ 2 <--‬ﺍﻟﺮﺳﺎﻟﺔ ‪ 3 <--‬ﺍﻟﺘﺮﺩﺩ ‪ 4 <--‬ﺇﺻﺮﺍﺭ ﺍﷲ ﻭﺍﻟﻌﻼﻣﺔ ‪<--‬‬
‫‪ 5‬ﺍﻟﻨﻌﻢ ﻭﺍﻻﻧﻄﻼﻕ‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫"ﺩﻋﻮﺗﻚ ﺑﺎﺳﻤﻚ"ﺃﺵ‪1 / 43‬‬

‫‪ .4‬ﺇﺧﺘﺒﺎﺭ ﺷﺨﺼﻲ ‪ " :‬ﺩﻋﻮﺗﻚ ﺑﺎﺳﻤﻚ "‬ ‫‪4‬‬

‫ﹼ‬
‫ﺍﳌﻨﺸﻂ ﻋﻠﻰ ﺍﳊﺎﺿﺮﻳﻦ ﺑﻄﺎﻗﺎﺕ ﺑﺤﺠﻢ ﺩﻋﻮﺓ‪ ،‬ﻛﹸﺘﹺ ﹶﺐ ﻋﻠﻴﻬﺎ‪:‬‬ ‫ﻳﻮﺯﹼﻉ‬

‫ﻳﺘﺸﺮﹼﻑ ﺍﻟﺜﺎﻟﻮﺙ ﺍﻷﻗﺪﺱ‬

‫ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﹼﻭﺡ ﺍﻟﻘﺪﺱ‬
‫ﺑﺪﻋﻮﺗﻜﻢ ﻟﻠﻌﻤﻞ ﻓﻲ ﺣﻘﻞ ﺍﻟﺮﹼﺏ‪.‬‬
‫ﺍﳌﻜﺎﻥ‪____________________________________________________ :‬‬
‫ﺍﻟﺰﹼﻣﺎﻥ‪____________________________________________________:‬‬
‫ﺍﻟﺮﹼﺳﺎﻟﺔ‪___________________________________________________:‬‬

‫ﻭﺍﻟﺼﻼﺓ‪.‬‬
‫ﹼ‬ ‫ﺑﺎﻟﺼﻮﻡ‬
‫ﻳﺮﺟﻰ ﺗﺄﻛﻴﺪ ﺍﳊﻀﻮﺭ ﹼ‬
‫ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺍﻟﺮﹼﺟﺎﺀ ﻗﺮﺍﺀﺓ ﺍﻹﳒﻴﻞ‬
‫ﺷﺨﺼﻴﺔ‬
‫ﹼ‬ ‫ﺩﻋﻮﺓ‬

‫ﺧﻼﺻﺔ ‪ " :‬ﺗﻜﻠﹼﻢ ﻳﺎ ﺭﺏ"‬ ‫‪.5‬‬

‫‪5‬‬

‫ﺍﻟﺪﻋﻮﺓ ﻧﺪﺍﺀ ﻳﻮ ﹼﺟﻬﻪ ﺍﷲ ﻣﻦ ﺍﺟﻞ ﺍﻟﻘﻴﺎﻡ ﺑﺮﺳﺎﻟﺔ ﻣﺎ‪ .‬ﻭﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺪﺱ ‪-‬ﻓﻲ ﻋﻬﺪﻳﻪ ﺍﻟﻘﺪﱘ ﻭﺍﳉﺪﻳﺪ‪-‬‬
‫ﻳﺤ ﹼﺪﺛﻨﺎ ﻋﻦ ﺍﺷﺨﺎﺹ ﻣﺪﻋﻮﻳﻦ ﻟﻬﻢ ﻋﻴﻮﺑﻬﻢ ﻭﻧﻘﺎﺋﺼﻬﻢ ﻭﻣﻴﻮﻟﻬﻢ ﻭﺭﻏﺒﺎﺗﻬﻢ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﺳﻠﻤﻮﺍ‬
‫ﺍﻣﺮﻫﻢ ﺇﻟﻰ ﺍﷲ‪.‬‬
‫ﺗﺒﻌﻴﺔ ﻓﻴﻬﺎ‪ ،‬ﻻ ﺍﺳﺘﺰﻻﻡ ﻭﻻ ﺯﻋﺎﻣﺔ ﹼﺇﳕﺎ ﺷﺮﺍﻛﺔ ﻭﻣﺤ ﹼﺒﺔ‪ .‬ﺍﳌﺪﻋﻮ ﺇﻥ ﻟ ﹼﺒﻰ‬
‫ﹼ‬ ‫ﺷﺨﺼﻴﺔ‪ ،‬ﻻ‬
‫ﹼ‬ ‫ﺇ ﹼﻥ ﺩﻋﻮﺓ ﺍﻟﺮﹼﺏ‬
‫ﹼ‬
‫ﺮﺍﻛﺔ‪-‬ﺍﻟﺸﻬﺎﺩﺓ ﻫﻲ ﺍﻟﺮﹼﺳﺎﻟﺔ ﺍﳌﻮﻛﻠﺔ ﺇﻟﻴﻨﺎ‪" :‬ﺇﺫﻫﺒﻮﺍ‬ ‫ﺃﺻﺒﺢ ﻫﻮ ﺍﻟ ﹼﺪﺍﻋﻲ‪ .‬ﻧﺤﻦ ﺩﹸﻋﻴﻨﺎ ﻓﻨﺪﻋﻮ‪ ،‬ﻫﺬﻩ ﹼ‬
‫ﺍﻟﺸ‬
‫ﻓﻲ ﺍﻷﺭﺽ ﻛﻠﹼﻬﺎ‪ ،‬ﻭﺃﻋﻠﻨﻮﺍ ﺍﻟﺒﺸﺎﺭﺓ ﺇﻟﻰ ﺍﳋﻠﻖ ﺃﺟﻤﻌﲔ"‪ .‬ﺁﻣﲔ‬
‫‪13‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫* ﺍﻷﺑﺎﻧﺎ ﻭﺍﻟﺴﻼﻡ‪...‬‬

‫ﺃﻣﺘﹺﻪﹺ‬
‫ﺗﻌﻈﻢ ﻧﻔﺴﻲ ﺍﻟﺮﺏ ﻭﺗﺒﺘﻬﺞ ﺭﻭﺣﻲ ﺑﺎﷲ ﻣﺨﻠﱢﺼﻲ ﻷﻧﹼﻪ ﻧﻈﺮ ﺍﻟﻰ ﺗﻮﺍﺿﻊ ﹶ‬ ‫* ﻧﺸﻴﺪ ﻣﺮﱘ ﺍﻟﻌﺬﺭﺍﺀ‪ :‬ﱢ‬
‫ﻭﺭﺣﻤ ﹸﺘﻪ ﺍﻟﻰ ﺃﺟﻴﺎﻝ‬
‫ﹶ‬ ‫ﻭﺍﺳﻤﻪ ﻗ ﹼﺪﻭﺱ‬
‫ﹸ‬ ‫ﻋﻈﺎﺋﻢ‬
‫ﹶ‬ ‫ﺗﻄﻮﺑﻨﻲ ﺟﻤﻴ ﹸﻊ ﺍﻷﺟﻴﺎﻝ‪.‬ﻷ ﹼﻥ ﺍﻟﻘﺪﻳﺮ ﹶ ﺻﻨ ﹶﻊ ﺑﻲ‬‫ﱢ‬ ‫ﻓﻬﺎ ﻣﻨﺬ ﺍﻵﻥ‬
‫ﺣﻂ ﺍﳌﻘﺘﺪﺭﻳﻦ ﻋﻦ‬ ‫ﺖ ﺍﳌﺘﻜﺒﱢﺮﻳﻦ ﺑﺄﻓﻜﺎﺭ ﻗﻠﻮﺑﻬﻢ‪ .‬ﱠ‬ ‫ﺑﺴﺎﻋ ﹺﺪﻩ ﻭﺷﺘﱠ ﹶ‬
‫ﹺ‬ ‫ﻭﺃﺟﻴﺎﻝ ﻟﻠﱠﺬﻳﻦ ﻳﺘﱠﻘﻮﻧﻪ ﺻﻨ ﹶﻊ ﻋﺰﹰﹼﺍ‬
‫ﺍﻟﻜﺮﺍﺳﻲ ﻭﺭﻓ ﹶﻊ ﺍﳌﺘﻮﺍﺿﻌﲔ‪ .‬ﺃﺷﺒ ﹶﻊ ﺍﳉﻴﺎ ﹶﻉ ﺧﻴﺮﹰﺍ ﻭﺍﻷﻏﻨﻴﺎﺀ ﺃﺭﺳﻠﻬﻢ ﻓﺎﺭﻏﲔ‪.‬ﻋﻀ ﹶﺪ ﺇﺳﺮﺍﺋﻴﻞ ﻋﺒ ﹶﺪ ﹸﻩ‬
‫ﺍﺑﺮﺍﻫﻴﻢ ﻭﻧﺴ ﹺﻠﻪﹺ ﺍﻟﻰ ﺍﻷﺑﺪ‪.‬‬
‫ﹶ‬ ‫ﻓﺬﻛﺮ ﹶ ﺭﺣﻤ ﹶﺘﻪ‪ ،‬ﻛﻤﺎ ﺗﻜﻠﱠﻢ ﻵﺑﺎﺋﻨﺎ‬
‫* ﺃﺠﻤﻟﺪ ﻟﻶﺏ ﻭﺍﻻﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‬
‫ﻛﻤﺎ ﻛﺎﻥ ﻓﻲ ﺍﻟﺒﺪﺀ ﻭﺍﻵﻥ ﻭﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ﻭﺇﻟﻰ ﺩﻫﺮ ﺍﻟﺪﺍﻫﺮﻳﻦ ﺁﻣﲔ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺍﷲﺳﻼﻣﻲ ﺃﺳﺘﻮﺩﻋﻜﻢ )ﻳﻮ ‪(27/14‬‬
‫ﺃﻋﻄﻴﻜﻢ‪،‬‬ ‫ﺍﻟﺴﺍﻧﺎﻼﻡ ﹼ‬
‫ﳑﻴﺰ ﺑﻌﲔ‬ ‫ﹼ‬

‫ﻋﻠﻲ‬
‫ﹼ‬ ‫ﻭﻣﺘﻨﻮﻋﺔ‬
‫ﹼ‬ ‫ﺕ ﻓﺮﻳﺪﺓ‬
‫ﻣﻴﺰﻧﻲ ﻋﻦ ﺑﺎﻗﻲ ﺍﺨﻤﻟﻠﻮﻗﺎﺕ ﺑﺼﻔﺎ ﹴ‬
‫ﺍﻷﻧﺎﻧﻴﺔ‪ .‬ﺍﷲ ﹼ‬
‫ﹼ‬ ‫ﻟﻴﺴﺖ ﻛﻞﹼ ﺃﻧﺎ ﹼ‬
‫ﺗﺪﻝ ﻋﻠﻰ‬
‫ﺃﻥ ﺃﺗﻌﺮﹼﻑ ﻋﻠﻴﻬﺎ ﻭﺃﻛﺘﺸﻔﻬﺎ‪.‬‬

‫‪1‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﻟﻰ‪ :‬ﻣﻦ ﺃﻧﺎ‬

‫ﻭﺯﻉ ﻋﻠﻰ ﺍﳌﺸﺘﺮﻛﲔ ﺃﻭﺭﺍﻕ ﻭﺃﻃﻠﺐ ﻣﻦ ﻛﻞ ﻣﺸﺘﺮﻙ ﺃﻥ ﻳﻜﺘﺐ ﺃﻣﺎﻣﻪ ﻋﻠﻰ ﺍﻟﻮﺭﻗﺔ ﺟﻮﺍﺏ ﻟﻠﺴﺆﺍﻝ‬
‫ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺃﻧﺖ ﺗﺮﻳﺪ ﺃﻥ ﺗﻌﺮﹼﻑ ﻋﻦ ﻧﻔﺴﻚ ﻭ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻫﻲ ﺍﻟﻬﻮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﻚ‪ .‬ﺇﻛﺘﺐ ﻋﻠﻲ ﺗﻠﻚ ﺍﻟﻮﺭﻗﺔ ﺍﻱ‬
‫ﺷﻲﺀ ﺗﻌﺘﻘﺪ ﺃﻧﻪ ﻳﻌﺮﻑ ﻋﻨﻚ ﺇﺫﺍ ﹸﺳ ﹺﺌﻠﺖ ﻣﻦ ﺃﻧﺖ ؟ ﺗﻈﻬﺮ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺍﻟﺘﻲ ﻛﺘﺒﺘﻬﺎ‬

‫ﺧﻼﺻﺔ ‪:‬‬
‫ﺃﻧﺎ ﺇﻧﺴﺎﻥ ﻣﺨﻠﻮﻕ ﻋﻠﻰ ﺻﻮﺭﺓ ﺍﷲ ﻭﻣﺜﺎﻟﻪ ﻭﺻﻮﺭﺓ ﺍﷲ ﻫﻲ ﺍﳊﺐ ﺑﺎﻟﺘﺎﻟﻲ ﺃﻧﺎ ﺻﻮﺭﺓ ﻫﺬﺍ ﺍﳊﺐ‬

‫‪2‬‬ ‫ﻣﻴﺰﻧﻲ ﺍﷲ ؟‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪ :‬ﲟﺎﺫﺍ ﹼ‬

‫ﻭﻣﻴﺰﻧﻲ ﻋﻦ ﺳﺎﺋﺮ ﺍﺨﻤﻟﻠﻮﻗﺎﺕ ﺑﺎﻟﺘﻔﻜﻴﺮ ﻭﺑﺎﻟﺘﻔﻜﻴﺮ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﻣﻴﺰ ﺍﻟﺼﺢ ﻣﻦ‬
‫ﺇﻥ ﺍﷲ ﺃﺣﺒﻨﻲ ﹼ‬
‫ﺍﳋﻄﺄ‬

‫‪3‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪:‬‬

‫ﳑﻴﺰ ﺑﻌﲔ ﺍﷲ ﻓﻬﻮ ﻳﻌﺮﻓﻨﻲ ﻭ ﻳﻌﺮﻑ ﻣﻮﺍﻫﺒﻲ ﻓﻬﻮ ﺃﻋﻄﺎﻧﻲ ﺇﻳﺎﻫﺎ‬ ‫ﺃﻧﺎ ﻣﺤﺒﻮﺏ ﻣﻦ ﺍﷲ ﺃﻧﺎ ﹼ‬
‫ﻭﺯﻉ ﺃﻭﺭﺍﻕ ﻻﺻﻘﺔ ﻋﻠﻰ ﺍﳌﺸﺘﺮﻛﲔ ﺃﺳﺄﻝ ﻛﻞ ﻣﺸﺘﺮﻙ ﺃﻥ ﻳﻜﺘﺐ ﻋﻠﻰ ﺍﻟﻮﺭﻗﺔ ﻣﺎ ﻫﻲ ﺍﳌﻮﻫﺒﺔ ﺍﻟﺘﻲ‬
‫ﺃﻋﻄﺎﻩ ﺇﻳﺎﻫﺎ ﺍﷲ ﻭﻋﻨﺪ ﺍﻹﻧﺘﻬﺎﺀ ﻗﻢ ﺑﻠﺼﻖ ﻛﻞ ﺍﻷﻭﺭﺍﻕ ﻋﻠﻰ ﺍﻟﻠﻮﺡ‬

‫‪14‬‬ ‫ﺧﻼﺻﺔ ‪:‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﻭﻋﻠﻲ ﺃﻥ ﺃﺳﺘﺜﻤﺮﻫﺎ ﻭﺃﻇﻬﺮﻫﺎ‬
‫ﹼ‬ ‫ﺇﻥ ﻛﻞ ﻓﺮﺩ ﻣﻨﺎ ﺃﻋﻄﺎﻩ ﺍﷲ ﻣﻮﻫﺒﺔ ﻭﻛﻞ ﻣﻮﻫﺒﺔ ﻫﻲ ﲟﺜﺎﺑﺔ ﻭﺯﻧﺔ‬

‫‪4‬‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ ‪ :‬ﺍﻷﻧﺎ ﻭﺍﻷﻧﺎﻧﻴﺔ‬

‫ﺇﺳﺄﻝ ﺍﺠﻤﻟﻤﻮﻋﺔ ﻣﺎ ﻫﻮ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻷﻧﺎ ﻭﺍﻷﻧﺎﻧﻴﺔ ؟‬

‫ﺧﻼﺻﺔ ‪:‬‬
‫ﻋﻠﻲ ﺃﻥ ﺃﺣﺐ ﻫﻲ ﺃﻧﺎ ﳑﻴﺰﺓ ﺑﻌﲔ ﺍﷲ ﻭﻣﺤﺒﻮﺑﺔ ﻣﻦ ﺍﷲ‬‫ﹼ‬ ‫ﺣﺐ ﺍﻷﻧﺎ ﻟﻴﺲ ﺃﻧﺎﻧﻴﺔ ﻓﻬﺬﻩ ﺍﻷﻧﺎ ﺍﻟﺘﻲ‬
‫ﻭﺃﻋﻄﺎﻫﺎ ﻟﻬﺬﻩ ﺍﻷﻧﺎ ﻣﻮﺍﻫﺐ ﻟﻺﺳﺘﺜﻤﺎﺭ ﺃﻣﺎ ﺍﻷﻧﺎﻧﻴﺔ ﺍﻟﺘﻲ ﻫﻲ ﺣﺐ ﺍﻟﺘﻤﻠﹼﻚ ﻭﺃﻥ ﻛﻞ ﺷﻲﺀ ﻳﺪﻭﺭ‬
‫ﺣﻮﻟﻲ ﻓﻬﺬﻩ ﻟﻴﺴﺖ ﻣﻦ ﺍﷲ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻣﻠﺤﻖ‬
‫ﺯﻣﻦ ﺍﻟﺼﻠﻴﺐ ﺍﺠﻤﻟﻴﺪ‬
‫ﺑﻌﺪﻣﺎ ﺍﺣﺘﻔﻠﺖ ﺍﻟﻜﻨﻴﺴﺔ ﺑﺠﻤﻴﻊ ﺃﻋﻴﺎﺩ ﺍﻟﺘﺪﺑﻴﺮ ﺍﳋﻼﺻﻲ‪ ،‬ﻣﻦ ﺍﳌﻴﻼﺩ ﺇﻟﻰ ﺍﻟﻌﻤﺎﺩ‬
‫ﻓﺎﻟﺼﻮﻡ ﻭﺍﻵﻻﻡ ﻭﺍﻟﻘﻴﺎﻣﺔ ﻭﺣﻠﻮﻝ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ ،‬ﲢﺘﻔﻞ ﺍﻟﻜﻨﻴﺴﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﺰﻣﻦ‬
‫ﺍﳌﺒﺎﺭﻙ ﺑﺎﻟﺼﻠﻴﺐ ﺍﺠﻤﻟﻴﺪ‪ ،‬ﲢﺘﻔﻞ ﺑﺎﳌﺴﻴﺢ ﺍﳊﻴﺎﺓ ﺍﻟﺘﻲ ﺗﻨﺒﻊ ﻓﻲ ﻗﻠﺐ ﺍﳌﻮﺕ‪ ،‬ﲢﺘﻔﻞ‬
‫ﺍﳊﺐ ﺍﻟﺬﻱ ﲡﻠﹼﺖ ﺫﺭﻭﺗﻪ ﻋﻠﻰ ﺍﳉﻠﺠﻠﺔ‪.‬‬ ‫ﺑﺤﻘﻴﻘﺔ ﺍﳌﺴﻴﺢ ﹼ‬
‫ﻣﺤﻄﺔ ﻣﻦ ﺗﺪﺑﻴﺮ ﻳﺴﻮﻉ ﻋﻠﻰ ﺍﻷﺭﺽ‪ ،‬ﻭﻻ ﺣﺪﺛ ﹰﺎ ﻛﺴﺎﺋﺮ ﺃﺣﺪﺍﺙ‬ ‫ﹼ‬ ‫ﻟﻴﺲ ﺍﻟﺼﻠﻴﺐ ﺇﺫﹰﺍ‬
‫ﺣﻴﺎﺗﻪ‪ ،‬ﺑﻞ ﻫﻮ ﺣﻴﺎﺗﻪ ﺑﺬﺍﺗﻬﺎ‪ ،‬ﻫﻮ ﻫﻮﻳﹼﺘﻪ ﻭﲡﻠﹼﻲ ﺣﺒﱢﻪ ﺍﻟﺬﻱ ﻻ ﺣ ﹼﺪ ﻟﻪ‪.‬‬
‫ﻧﺘﺄﻣﻞ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﻴﺪ ﺑﺎﻟﺼﻠﻴﺐ ﻓﻲ "ﺃﻣﺎﻛﻦ" ﺛﻼﺛﺔ ﻣﻦ ﺗﺪﺑﻴﺮ ﺧﻼﺻﻨﺎ‪:‬‬ ‫ﻟﺬﻟﻚ ﹼ‬

‫‪ .1‬ﻓﻲ ﺍﳌﺬﻭﺩ‬
‫ﺍﻟﺘﺠﺴﺪ ﺑﺰﻍ ﻓﺠﺮ ﺍﻟﺼﻠﻴﺐ‪ ،‬ﻭﺍﳒﻠﻰ ﺳﺮ ﹼ ﺍﻟﻨﻮﺭ ﺍﻟﺬﻱ ﻳﺸﺮﻕ ﻓﻲ ﺍﻟﻈﻠﻤﺔ‪ .‬ﻓﻲ‬ ‫ﹼ‬ ‫ﻣﻨﺬ‬
‫ﺍﳌﺬﻭﺩ ﻧﻨﻈﺮ ﺍﻹﻟﻪ ﺍﻟﺬﻱ ﻟﻄﺎﳌﺎ ﺍﺷﺘﻬﻰ ﻣﻠﻮﻙ ﻭﺃﻧﺒﻴﺎﺀ ﺃﻥ ﻳﺮﻭﺍ ﻣﺠﺪﻩ‪ ،‬ﻭﺍﻟﺬﻱ ﻻ ﺗﺨﻠﻮ‬
‫ﻤﺎﺱ ﻭﺟﻬﻪ ﻭﺍﻟﺘﻮﻕ ﺇﻟﻰ ﻟﻘﻴﺎﻩ‪ .‬ﻓﻲ ﺍﳌﺬﻭﺩ ﻧﺮﻯ‬ ‫ﺻﻔﺤﺔ ﻣﻦ ﺍﻟﻌﻬﺪ ﺍﻟﻘﺪﱘ ﻣﻦ ﺍﻟﺘﹺ ﹺ‬
‫ﺭﻣﺘﻬﺎ ﻋﻠﻰ ﻋﺎﺗﻘﻪ‪.‬‬ ‫ﺍﲢﺎﺩﹰﺍ ﺃﺑﺪﻳﹰﹼﺎ‪ ،‬ﻭﺣﻤﻞ ﹼ‬
‫ﺇﻧﺴﺎﻧﻴﺘﻨﺎ‪ ،‬ﻭﺍﲢﺪ ﺑﻬﺎ ﹼ‬
‫ﹼ‬ ‫ﺧﺎﻟﻘﻨﺎ ﺍﻟﺬﻱ ﺷﺎﺑﻪ‬
‫ﻣﻦ ﺍﳌﺬﻭﺩ ﺃﺷﺮﻗﺖ ﺣﻴﺎﺓ ﺍﻟﺒﺸﺮ‪ ،‬ﻭﻇﻬﺮ ﺳﺮ ﹼ ﺍﻟﺼﻠﻴﺐ‪ :‬ﺳﺮ ﹼ ﺣﻴﺎﺓ ﺍﷲ ﺍﻟﺘﻲ ﺗﺸﺒﻪ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﹼ‬ ‫ﻟﻺﻧﺴﺎﻥ ﻭﻻ ﻣﻮﻗﻒ ﻳﻌﻴﺸﻪ ﺩﻭﻥ ﺍﷲ‪ .‬ﹼ‬
‫ﻭﻛﻞ ﺃﻓﺮﺍﺡ‬ ‫ﹺ‬ ‫ﺣﻴﺎﺗﻨﺎ‪ .‬ﻣﺎ ﻋﺎﺩ‬
‫ﻭﺻﻌﺎﺑﻬﺎ‪ ،‬ﻭﻫﻤﻮﻣﻬﺎ ﻭﺃﺛﻘﺎﻟﻬﺎ ﻭﳒﺎﺣﺎﺗﻬﺎ ﺻﺎﺭﺕ ﻣﻴﺪﺍﻧﹰﺎ ﻣﺸﺘﺮﻛﹰﺎ ﻳ ﹼﺘﺤﺪ ﻓﻴﻪ ﺍﻹﻧﺴﺎﻥ‬
‫ﻛﻞ ﻣﺎ ﻳﻌﻴﺶ‪.‬‬‫ﻣﻊ ﺧﺎﻟﻘﻪ ﻓﻲ ﹼ‬
‫‪15‬‬ ‫ﻭﻏﺼﺔ ﻭﺍﺣﺘﻔﺎﻝ‪ ،‬ﻟﻚ ﺃﻳﹼﻬﺎ ﺍﻹﻧﺴﺎﻥ ﺷﺮﻳﻚ ﻫﻮ ﺇﻟﻬﻚ‬ ‫ﻭﻛﻞ ﺻﺮﺧﺔ‬‫ﺗﻨﻬﺪ ﹼ‬‫ﻛﻞ ﹼ‬‫ﻋﻨﺪ ﹼ‬
‫ﹼ‬
‫ﺍﻟﺬﻱ ﺷﺎﺑﻬﻚ‪ ،‬ﻓﺎﻟﺘ ﹺﻔﺖ ﺇﻟﻴﻪ ﻭﺛﻖ ﺃﻧﹼﻪ ﺍﻟﻮﺣﻴﺪ ﺍﻟﻘﺎﺩﺭ ﺃﻥ ﲢﻤﻞ ﻧﻴﺮﻩ ﺍﻟﻠﺬﻳﺬ ﻷﻧﹼﻪ ﺳﺒﻖ‬
‫ﻓﺤﻤﻞ ﻧﻴﺮﻙ ﺍﻟﺜﻘﻴﻞ‪.‬‬

‫‪ .2‬ﻓﻲ ﺍﻟﻘﺒﺮ‬
‫ﺍﳌﺴﻴﺤﻴﻮﻥ‪ :‬ﻗﺒﺮﹰﺍ ﻣﻦ ﻗﻤﺎﺵ ﻣﺰﻳﹼﻦ ﲢﻴﻂ ﺑﻪ ﺍﻷﺯﻫﺎﺭ‬
‫ﹼ‬ ‫ﻳﺘﺨﻴﻠﻪ‬
‫ﹼ‬ ‫ﻭﻟﻴﺲ ﻗﺒﺮ ﺍﳌﺴﻴﺢ ﻛﻤﺎ‬
‫ﻭﺍﳌﺒﺎﺧﺮ ﻭﺍﻟﻘﻨﺎﺩﻳﻞ‪ .‬ﺍﻟﻘﺒﺮ ﻫﻮ ﺃﻗﺒﺢ ﻣﺎ ﻓﻲ ﺍﳊﻴﺎﺓ ﻷﻧﹼﻪ ﻧﻘﻴﺾ ﺍﳊﻴﺎﺓ‪ .‬ﻓﻴﻪ ﺫﻛﺮﻳﺎﺕ‬
‫ﺗﺆﳌﻨﺎ ﻭﺃﺷﺨﺎﺹ ﻧﺒﻜﻲ ﻟﺼﻤﺖ ﻏﻴﺎﺑﻬﻢ ﺍﻟﻘﺎﺳﻲ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻣﻠﺤﻖ‬
‫ﺗﻔﺠﺮﺕ ﺃﻧﻮﺍﺭ ﺍﻟﻘﻴﺎﻣﺔ‪ ،‬ﺃﻧﻮﺍﺭ ﺍﻟﺼﻠﻴﺐ‪ .‬ﻭﻣﻨﻪ ﻧﺒﻊ‬ ‫ﺇﻟﻰ ﻫﺬﺍ ﺍﻟﻘﺒﺮ ﺩﺧﻞ ﺍﳌﺴﻴﺢ‪ ،‬ﻭﻣﻨﻪ ﹼ‬
‫ﺧﻼﺹ ﺑﻨﻲ ﺍﻟﺒﺸﺮ‪ .‬ﻓﻲ ﻗﺒﺮ ﺍﳌﺴﻴﺢ ﻧﻜﺘﺸﻒ ﺳﺮ ﹼ ﺍﳊﻴﺎﺓ‪ ،‬ﺳﺮ ﹼ ﺍﻟﺼﻠﻴﺐ‪ .‬ﻭﻓﻲ ﻗﺒﻮﺭ‬
‫ﺣﺐ ﺍﳌﺴﻴﺢ ﻏﻴﺮ ﺍﶈﺪﻭﺩ‬‫ﺣﻴﺎﺗﻨﺎ ﻫﻨﺎﻙ ﻧﻜﺘﺸﻒ ﺳﺮ ﹼ ﺣﻴﺎﺗﻨﺎ‪ ،‬ﻭﺳﺮ ﹼ ﺻﻠﻴﺒﻨﺎ‪ ،‬ﻭﺳﺮ ﹼ ﹼ‬
‫ﻟﻄﺒﻌﻨﺎ ﺍﻟﻀﻌﻴﻒ‪.‬‬
‫ﻣﻊ ﺍﳌﺴﻴﺢ ﺍﳌﻘﺒﻮﺭ ﻟﻢ ﺗﻌﺪ ﺻﻌﺎﺏ ﺣﻴﺎﺗﻨﺎ ﻋﺎﺋﻘﹰ ﺎ ﺑﻞ ﻓﺮﺻﺔ ﻣﺠﻴﺪﺓ ﺗﺘﺠﻠﹼﻰ ﻓﻴﻬﺎ‬
‫ﺣﻴﺎﺓ ﺍﷲ‪ ،‬ﻭﻗﺒﺮﹰﺍ‪ ،‬ﺗﺘﺠﻠﹼﻰ ﺩﺍﺧﻞ ﻧﺘﺎﻧﺘﻪ ﻗﻴﺎﻣﺔ ﺍﳌﺼﻠﻮﺏ‪ .‬ﻓﻲ ﻋﻴﺪ ﺍﻟﺼﻠﻴﺐ ﻧﻘ ﹼﺪﻡ‬
‫ﻛﻞ ﻗﺒﺮ ﻓﻲ ﺣﻴﺎﺗﻨﺎ‪ ،‬ﹼ‬
‫ﻛﻞ ﻗﺒﺮ ﻓﻲ ﺃﺧﻮﻳﹼﺎﺗﻨﺎ ﻭﺭﻋﺎﻳﺎﻧﺎ ﻭﻓﻲ ﻭﻃﻨﻨﺎ ﻭﻋﺎﳌﻨﺎ‪...‬‬ ‫ﻟﻠﻤﺴﻴﺢ ﹼ‬
‫ﻟﻴﻜﻮﻥ ﻗﺒﺮﻩ ﻫﻮ‪ ،‬ﻭﻟﻴﻌﻄﻲ ﻣﻨﻪ ﺍﻟﻨﻮﺭ ﳊﻴﺎﺗﻨﺎ‪.‬‬

‫‪ .3‬ﻓﻲ ﺍﻟﻜﻨﻴﺴﺔ‬
‫ﺍﻟﻜﻨﻴﺴﺔ ﺍﻟﻴﻮﻡ ﻣﺆﲤﻨﺔ ﻋﻠﻰ ﺍﻟﺸﻬﺎﺩﺓ ﻟﻠﺼﻠﻴﺐ‪ .‬ﻭﻓﻴﻬﺎ ﺗﺴﺘﻤﺮ ﹼ ﺣﻴﺎﺓ ﺍﻟﺼﻠﻴﺐ‬
‫ﺍﻹﻓﺨﺎﺭﺳﺘﻴﺎ‪.‬‬
‫ﹼ‬ ‫ﺳﻴﻤﺎ ﻣﻦ ﺧﻼﻝ ﺍﻷﺳﺮﺍﺭ ﻭﺫﺭﻭﺗﻬﺎ‬ ‫ﻛﻞ ﻣﻦ ﻳﻘﺼﺪﻫﺎ‪ ،‬ﻻ ﹼ‬ ‫ﺑﺎﻟﺘﺪﻓﹼﻖ ﻋﻠﻰ ﹼ‬
‫ﺻﻨﺎﻋﻴﺔ‬
‫ﹼ‬ ‫ﻭﻫﺸﺔ‪ ،‬ﻣﺮﺗﺒﻄﺔ ﺑﻈﺮﻭﻑ‬ ‫ﹼ‬ ‫ﺍﻹﻓﺨﺎﺭﺳﺘﻴﺎ‪ ،‬ﻣﺎﺩﹼﺓ ﺿﻌﻴﻔﺔ‬
‫ﹼ‬ ‫ﺍﳋﺒﺰ ﻭﺍﳋﻤﺮ‪ ،‬ﻣﺎﺩﹼﺓ‬
‫ﻭﺯﺭﺍﻋﻴﺔ‪ .‬ﻓﻲ ﻫﺬﻩ ﺍﳌﺎﺩﹼﺓ‪ ،‬ﺑﺤﻠﻮﻝ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ ،‬ﻧﺸﺘﺮﻙ ﺑﺴﺮ ﹼ ﺧﻼﺻﻨﺎ‪ .‬ﻭﻫﺬﻩ ﻫﻲ‬
‫ﹼ‬
‫ﺭﻭﻋﺔ ﺳﺮ ﹼ ﺍﻟﺼﻠﻴﺐ‪ :‬ﻓﻲ ﻗﻠﺐ ﺍﳌﺎﺩﹼﺓ ﺍﶈﺪﻭﺩﺓ ﻧﻨﺎﻝ ﻏﺰﺍﺭﺓ ﻧﻌﻢ ﺍﻟﺴﻤﺎﺀ ﻏﻴﺮ ﺍﶈﺪﻭﺩﺓ‪،‬‬
‫ﻧﻨﺎﻝ ﺍﳌﻠﻜﻮﺕ ﻏﻴﺮ ﺍﳌﻨﺘﻬﻲ‪.‬‬
‫ﻓﻲ ﻋﻴﺪ ﺍﻟﺼﻠﻴﺐ ﻧﻔﺮﺡ‪ ،‬ﻧﺤﻦ ﺍﻟﺬﻳﻦ ﻧﻨﺘﻤﻲ ﺑﻔﺮﺡ ﻭﻓﺨﺮ ﺇﻟﻰ ﺟﺴﺪ ﺍﳌﺴﻴﺢ ﺍﻟﺴﺮﹼﻱ‪،‬‬
‫ﻳﺤﻮﻝ ﺗﻠﻚ ﺑﻨﻌﻤﺘﻪ ﺇﻟﻰ ﺣﻀﻮﺭﻩ ﺍﳌﻘ ﹼﺪﺱ‪ ،‬ﻗﺎﺩﺭ‬ ‫ﺃﻧﻨﺎ ﺃﻓﻀﻞ ﻣﻦ ﻗﻤﺢ ﻭﻋﻨﺐ‪ ،‬ﻭﺍﻟﻘﺎﺩﺭ ﺃﻥ ﹼ‬
‫‪16‬‬ ‫ﺃﻳﻀﺎ ﻭﻳﻘ ﹼﺪﺳﻪ ﻭﻳﺠﻌﻠﻪ ﻗﺮﺑﺎﻧﹰﺎ ﻳﻘ ﹼﺪﺱ ﺑﺪﻭﺭﻩ ﺍﻟﻌﺎﻟﻢ‪.‬‬ ‫ﻳﺤﻮﻝ ﹼ‬
‫ﻛﻼ ﹰ ﻣﻨﹼﺎ ﹰ‬ ‫ﺃﻥ ﹼ‬

‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺼﻠﻴﺐ ﻓﻲ ﻋﲔ ﺍﻟﻌﺎﻟﻢ ﺟﻬﺎﻟﺔ‪ ،‬ﻓﺈﻧﹼﻬﻢ ﻋﻠﻰ ﺣﻖ ﹼ! ﻷ ﹼﻥ ﺍﻟﺼﻠﻴﺐ ﻫﻮ ﺿﻬﻒ‬

‫ﻭﻣﻮﺕ ﻭﻫﺸﺎﺷﺔ ﻭﺍﻧﻜﺴﺎﺭ‪ .‬ﻭﻧﺤﻦ ﻧﺆﻣﻦ ﺑﺈﻟﻪ ﻣﺼﻠﻮﺏ‪ ،‬ﻳﺸﻜﹼﻚ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﻧﺆﻣﻦ ﺑﺈﻟﻪ‬
‫ﺃﻋﻄﺎﻧﺎ ﺍﳊﻴﺎﺓ ﻓﻲ ﻗﻠﺐ ﺍﳌﻮﺕ‪.‬‬

‫ﺭﻭﻋﺔ ﺍﻟﺼﻠﻴﺐ ﺃﻧﹼﻪ ﺿﻌﻴﻒ ﻳﺸﺒﻬﻨﺎ‪ .‬ﻭﺭﻭﻋﺔ ﺍﻹﻧﺴﺎﻥ ﺃﻧﹼﻪ ﻗﻮ ﹼﻱ ﻗﺎﺋﻢ ﻣﻨﺘﺼﺮ ﻣﺮﺗﻔﻊ‬
‫ﻳﺸﺒﻪ ﺍﻟﺼﻠﻴﺐ!‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬