‫ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﻟﻌﺎﺋﻠﺔ ﺭﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ ﻓﻲ ﻟﺒﻨﺎﻥ‬

‫‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺜﺎﻟﺚ‪-‬‬

‫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

‫ﺳﻼﻡ ﻋﺎﺋﻼﺗﻨﺎ ‪ :‬ﺷﻬﺎﺩﺓ‬

‫ﻓﺎﻟﺸﻬﻴﺪ ﻫﻮ ﺍﻟﺬﻱ ﺃﺩﹼﻯ ﺷﻬﺎﺩﺓ‬ ‫ﱠ‬ ‫ﺍﻟﺸﻬﺎﺩﺓ‪ ،‬ﻓﻲ ﺍﻟﻜﺘﺐ ﺍﳌﻘ ﹼﺪﺳﺔ‪ ،‬ﺗﻜﺘﻤﻞ ﻓﻲ ﺍﻹﺳﺘﺸﻬﺎﺩ‪.‬‬
‫ﺍﻹﳝﺎﻥ ﺑﺎﳌﺴﻴﺢ ﻓﻲ ﺃﻋﻤﺎﻟﻪ ﻭﺃﻗﻮﺍﻟﻪ ﻭﺗﺼﺮﹼﻓﺎﺗﻪ‪ ،‬ﻭﺗﻮﱠﺟﻬﺎ ﺑﺸﻬﺎﺩﺓ ﺍﻟ ﹼﺪﻡ‪ .‬ﻟﻴﺲ ﻛﻞﹼ ﺷﺎﻫﺪ‬
‫ﺍﻟﻴﻮﻧﺎﻧﻴﺘﺎﻥ‬
‫ﹼ‬ ‫ﺷﻬﻴ ﹰﺪﺍ‪ ،‬ﺑﻞ ﻛﻞﹼ ﺷﻬﻴﺪ ﺷﺎﻫﺪ‪ .‬ﻓﻠﻔﻈﺘﺎ "‪ "martyrion‬ﻭ"‪"martyria‬‬
‫ﺍﻟﺮﺏ‬
‫ﺃﻗﺎﻡ ﹼ‬ ‫ﹼ‬
‫ﻭ"ﺍﻟﺸﻬﺎﺩﺓ" ﺍﳌﻨﻔﺘﺤﺔ ﻋﻠﻰ ﺇﻣﻜﺎﻧﻴﱠﺔ ﺷﻬﺎﺩﺓ ﺍﻟ ﹼﺪﻡ‪ .‬ﻋﻨﺪﻣﺎ ﹶ‬ ‫"ﺍﻟﺸﻬﻴﺪ"‬‫ﹼ‬ ‫ﺗﻌﻨﻴﺎﻥ‬
‫ﻳﺴﻮﻉ ﺭﹸﺳﻠﻪ ﺷﻬﻮﺩﹰﺍ ﻣﻮﺻﻮﻓﲔ ﻟﺘﻌﻠﻴﻤﻪ ﻭﻗﻴﺎﻣﺘﻪ‪ ،‬ﻓﺘﺢ ﺃﻣﺎﻣﻬﻢ ﺇﺣﺘﻤﺎﻝ ﺍﻹﺿﻄﻬﺎﺩﺍﺕ‬
‫ﺣ ﹼﺘﻰ ﺍﳌﻮﺕ‪" :‬ﻫﺎﺀﻧﺬﺍ ﺃﺭﺳﻠﹸﻜﻢ ﻛﺎﳋﺮﺍﻑ ﺑﲔ ﺍﻟﺬﺋﺎﺏ‪...‬ﺇﺣﺬﺭﻭﺍ ﻣﻦ ﺍﻟﻨﹼﺎﺱ‪ :‬ﻓﺈﻧﹼﻬﻢ‬
‫ﺳﻴﺴﻠﻤﻮﻧﻜﻢ ﺇﻟﻰ ﻣﺠﺎﻟﺲ ﺍﻟﻘﻀﺎﺀ‪ ،‬ﻭﻳﺠﻠﺪﻭﻧﻜﻢ ﻓﻲ ﻣﺠﺎﻣﻌﻬﻢ‪ ...‬ﻭﺳﻴﺒﻐﻀﻜﻢ ﺍﳉﻤﻴﻊ‬ ‫ﹸ‬
‫ﻣﻦ ﺃﺟﻞ ﺍﺳﻤﻲ‪ ...‬ﻻ ﺗﺨﺎﻓﻮﺍ ﺍﻟﺬﻳﻦ ﻳﻘﺘﻠﻮﻥ ﺍﳉﺴﺪ ﻭﻻ ﻗﺪﺭﺓ ﻟﻬﻢ ﻋﻠﻰ ﻗﺘﻞ ﺍﻟﺮﹼﻭﺡ‪ ،‬ﺑﻞ ﺧﺎﻓﻮﺍ‬
‫ﻚ ﺍﻟﺮﹼﻭﺡ ﻭﺍﳉﺴﺪ ﹺﻛﻠﻴﻬﻤﺎ ﻓﻲ ﺟﻬﻨﹼﻢ" )ﻣﺘﻰ‪،22 ،17 ،16 :10‬‬ ‫ﺑﺎﳊﺮ ﹼﻱ ﹶﻣﻦ ﻳﻘﺪﺭ ﹸ ﺃﻥ ﻳﹸﻬ ﹺﻠ ﹶ‬
‫ﺍﻟﺮﺏ ﻓﻲ‬
‫"ﺍﳊﺐ ﺍﻷﻋﻈﻢ"‪ ،‬ﻋﻠﻰ ﻣﺎ ﺃﻛﹼ ﹶﺪ ﹼ‬
‫ﹼ‬ ‫‪ .(28‬ﺇﻧﹼﻬﻢ ﺑﺬﻟﻚ ﻳﺆﺩﹼﻭﻥ ﷲ ﻭﻟﻠﻤﺴﻴﺢ ﺷﻬﺎﺩﺓ‬
‫ﺣﺐ ﺃﻋﻈﻢ ﻣﻦ ﺃﻥ ﻳﺒﺬﻝﹶ ﻧﻔﺴﻪ ﻋﻦ ﺃﺣ ﹼﺒﺎﺋﻪ" )ﻳﻮ‪.(13 :15‬‬ ‫ﺍﻹﳒﻴﻞ‪" :‬ﻟﻴﺲ ﻷﺣﺪ ﹼ‬

‫ﺍﻟﻌﺒﺮﺍﻧﻴﲔ ﺗﺘﻜﻠﱠﻢ ﻋﻦ ﺷﻬﻮﺩ ﻭﺷﻬﺪﺍﺀ ﺍﻹﳝﺎﻥ ﻓﻲ ﺍﻟﻌﻬﺪ ﺍﻟﻘﺪﱘ‪ .‬ﻭﻗﺪ ﹼ‬

‫ﲢﻤﻠﻮﺍ‬ ‫ﹼ‬ ‫ﺍﻟﺮﹼﺳﺎﻟﺔ ﺇﻟﻰ‬
‫ﺍﻹﻟﻬﻴﺔ )ﺭﺍﺟﻊ ﺍﻟﻔﺼﻞ ‪ .(11‬ﻛﻤﺎ ﻳﻜﻠﹼﻤﻨﺎ ﺳﻔﺮ‬
‫ﹼ‬ ‫ﺍﻵﻻﻡ ﻭﺍﳌﻮﺕ‪ ،‬ﻣﻦ ﺃﺟﻞ ﺃﻣﺎﻧﺘﻬﻢ ﻟﻠﻤﻮﺍﻋﻴﺪ‬
‫ﺍﻹﻟﻬﻴﺔ‪ .‬ﻭﳒﺪ ﻓﻲ ﺳﻔﺮ ﺭﺅﻳﺎ ﻳﻮﺣﻨﺎ‬ ‫ﹼ‬ ‫ﺍﳌﻜﺎﺑﻴﲔ ﺍﻟﺜﺎﻧﻲ ﻋﻦ ﺷﻬﻮﺩ ﻭﺷﻬﺪﺍﺀ ﺍﻷﻣﺎﻧﺔ ﻟﻠﺸﺮﻳﻌﺔ‬
‫ﱢ‬
‫"ﺭﺃﻳﺖ‬
‫ﹸ‬ ‫ﺇﺳﻢ "ﺷﻬﻮﺩ" ﻳﻄﻠﻘﻪ ﻳﻮﺣﻨﺎ ﺍﻟﺮﹼﺳﻮﻝ ﻋﻠﻰ ﺍﻟﺬﻳﻦ ﺷﻬﺪﻭﺍ ﻟﻠﻜﻠﻤﺔ ﺣﺘﱠﻰ ﺑﺬﻝ ﺍﻟﺬﺍﺕ‪:‬‬
‫ﲢﺖ ﺍﳌﺬﺑﺢ ﻧﻔﻮﺱ ﺍﳌﻘﺘﻮﻟﲔ ﻣﻦ ﺃﺟﻞ ﻛﻠﻤﺔ ﺍﷲ‪ ،‬ﻭﻣﻦ ﺃﺟﻞ ﹼ‬
‫ﺍﻟﺸﻬﺎﺩﺓ ﺍﻟﺘﻲ ﺃﺩﻭﹼﻫﺎ" )ﺭﺅﻳﺎ ‪:6‬‬
‫‪.(9‬‬

‫‪1‬‬ ‫ﺍﻟﺴﻤﻴﺎ ﳊﻘﻴﻘﺔ ﺍﻹﳝﺎﻥ‪ ،‬ﺷﻬﺎﺩﺓ‬ ‫ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻜﻨﻴﺴﺔ‪" ،‬ﺍﻻﺳﺘﺸﻬﺎﺩ ﻫﻮ ﺍﻟﺸﻬﺎﺩﺓ ﹼ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺗﺼﻞ ﺣﺘﻰ ﺍﳌﻮﺕ‪ .‬ﻭﺍﻟﺸﻬﻴﺪ ﻳﺆﺩﱢﻱ ﺍﻟﺸﻬﺎﺩﺓ ﻟﻠﻤﺴﻴﺢ ﺍﻟﺬﻱ ﻣﺎﺕ ﻭﻗﺎﻡ‪ ،‬ﻣﺘﱠﺤ ﹰﺪﺍ ﻣﻌﻪ ﺑﺎﶈﺒﺔ‪.‬‬
‫ﺍﳌﺴﻴﺤﻴﺔ‪ ،‬ﻭﻳﺤﺘﻤﻞ ﺍﳌﻮﺕ ﻗﻮﻳﹰﹼﺎ‪ ،‬ﻛﻤﺎ ﻓﻌﻞ‬
‫ﹼ‬ ‫ﺇﻧﹼﻪ ﻳﺆﺩﹼﻱ ﺷﻬﺎﺩﺓ ﳊﻘﻴﻘﺔ ﺍﻹﳝﺎﻥ ﻭﺍﻟﻌﻘﻴﺪﺓ‬
‫ﻃﻌﺎﻣﺎ ﻟﻠﻮﺣﻮﺵ‪ .‬ﻓﺒﻬﺎ‬
‫ﹰ‬ ‫ﺍﻟﻘﺪﱢﻳﺲ ﺍﻏﻨﺎﻃﻴﻮﺱ ﺍﻻﻧﻄﺎﻛﻲ ﻭﻫﻮ ﻳﻘﻮﻝ ﻟﺸﻌﺒﻪ‪" :‬ﺩﻋﻮﻧﻲ ﺃﺻﻴﺮ‬
‫ﺍﻟﻜﺎﺛﻮﻟﻴﻜﻴﺔ‪ ،‬ﻋﺪﺩ‬
‫ﹼ‬ ‫ﺳﺄﹸﻋﻄﻰ ﺍﻟﺒﻠﻮﻍ ﺇﻟﻰ ﺍﷲ" )ﻛﺘﺎﺏ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﻴﺤﻲ ﻟﻠﻜﻨﻴﺴﺔ‬
‫‪ .(2473‬ﻭﺍﻋﺘﺒﺮﺕ ﺍﻟﻜﻨﻴﺴﺔ ﺃ ﹼﻥ ﺍﻟﺸﻬﺎﺩﺓ ﻣﻌﻤﻮﺩﻳﹼﺔ‪ ،‬ﻋﻠﻰ ﻣﺎ ﻗﺎﻝ ﺍﻟﻘﺪﱢﻳﺲ‬
‫ﻳﻮﺣﻨﺎ ﻓﻢ ﺍﻟﺬﻫﺐ‪" :‬ﻻ ﺗﺘﻔﺎﺟﺄﻭﺍ ﺇﺫﺍ ﺍﻋﻠﻨﺖ ﻟﻜﻢ ﺃﻥ ﺍﻟﺸﻬﺎﺩﺓ ﻣﻌﻤﻮﺩﻳﺔ‪.‬‬
‫ﺍﳌﻌﻤﺪﻳﻦ ﻳﻐﺘﺴﻠﻮﻥ ﺑﺎﳌﺎﺀ‪ ،‬ﻛﺬﻟﻚ ﺍﻟﺸﻬﺪﺍﺀ ﻳﻐﺘﺴﻠﻮﻥ‬
‫ﱠ‬ ‫ﻓﻜﻤﺎ ﺃﻥ‬
‫ﺑﺪﻣﺎﺋﻬﻢ“ ﻓﻲ ﺻﻼﺓ ﻣﺴﺎﺀ ﺍﳉﻤﻌﺔ ﻣﻦ ﺯﻣﻦ ﺍﻟﺪﻧﺢ ﺍﳌﺎﺭﻭﻧﻴﺔ ﻧﺼﻠﹼﻲ‪:‬‬

‫© ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ_ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺍﳌﺮﺷﺪ ﺍﻟﻌﺎﻡ ﺍﻷﺏ ﺇﺩﻣﻮﻥ ﺭﺯﻕ ﺭ‪.‬ﻡ‪.‬ﻡ‬

‫ﺍﻟﺮﺏ ﻳﺴﻮﻉ‪ ،‬ﺑﻌﻤﺎﺩﻙ ﻓﻲ ﻣﺎﺀ ﺍﻷﺭﺩﻥ‪ ،‬ﺑﺪﺃﺕ ﺩﺭﺏ ﺍﳉﻬﺎﺩ ﻭﺍﻷﻟﻢ‪ ،‬ﺣﺘﻰ ﺍﻟﺸﻬﺎﺩﺓ ﻭﻋﻤﺎﺩ‬
‫"ﺃﻳﻬﺎ ﹼ‬
‫ﺍﻟﺪﻡ‪ .‬ﻛﺬﻟﻚ ﺍﻋﺘﻤﺪ ﺷﻬﺪﺍﺅﻙ ﺍﻷﺑﻄﺎﻝ ﺑﺪﻣﺎﺋﻬﻢ"‪ .‬ﻟﻘﺪ ﺣﺮﺻﺖ ﺍﻟﻜﻨﻴﺴﺔ ﻋﻠﻰ ﺃﻥ ﲡﻤﻊ‬
‫ﺑﻌﻨﺎﻳﺔ ﻛﺒﻴﺮﺓ ﺗﺬﻛﺎﺭﺍﺕ ﺍﻟﺬﻳﻦ ﺑﻠﻐﻮﺍ ﺇﻟﻰ ﺍﻟﻨﻬﺎﻳﺔ ﻓﻲ ﺇﻋﻼﻥ ﺇﳝﺎﻧﻬﻢ‪ .‬ﻭﻫﻲ ﺃﻋﻤﺎﻝ ﺍﻟﺸﻬﺪﺍﺀ‬
‫ﺍﻟﺘﻲ ﺗﺸﻜ ﱢﻞ ﻣﺤﻔﻮﻇﺎﺕ ﺍﳊﻘﻴﻘﺔ ﺍﳌﻜﺘﻮﺑﺔ ﺑﺤﺮﻭﻑ ﻣﻦ ﺩﻡ )ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﻴﺤﻲ‪ ،‬ﻋﺪﺩ‬
‫‪.(2474‬‬

‫ﻟﻘﺪ ﺍﺳﺘﻘﺖ ﺍﻟﻜﻨﻴﺴﺔ ﻻﻫﻮﺕ ﺍﻟﺸﻬﺎﺩﺓ ﻭﺍﻻﺳﺘﺸﻬﺎﺩ ﻣﻦ ﺳﺮ ﹼ ﺍﳌﺴﻴﺢ‪ :‬ﻣﻦ ﹼ‬

‫ﲡﺴﺪﻩ‬
‫ﻭﺍﻟﺸﻬﻴﺪ ﺑﺪﻣﻪ )ﻳﻮ‪ .(12 :15‬ﻓﺄﺻﺒﺤﺖ‬ ‫ﻭﻣﻮﺗﻪ ﻭﻗﻴﺎﻣﺘﻪ‪ .‬ﻓﻬﻮ ﻓﻲ ﺁﻥ ﻣﺜﺎﻝ ﺍﻟﺸﺎﻫﺪ ﻟﻠﺤﻖ ﹼ ﹼ‬
‫ﻭﲤﺎﻫﻴﺎ ﻣﻌﻪ ﻭﺍﺳﺘﺸﻬﺎﺩﹰﺍ ﺑﺎﺳﻤﻪ‪ .‬ﻭﺍﺗﹼﺨﺬﺕ ﺍﻟﺸﻬﺎﺩﺓ ﺑﺬﻟﻚ ﹺﻗ ﹶﻴ ﹰﻤﺎ‬
‫ﹰ‬ ‫ﺍﻟﺸﻬﺎﺩﺓ ﻟﻪ ﲤﺜ ﹰﹼﻼ ﺑﺤ ﹼﺒﻪ‬
‫ﺃﺳﺎﺳﻴﺔ‪:‬‬
‫ﹼ‬ ‫ﺛﻼﺙ‬
‫ﺃ‪ -‬ﻗﻴﻤﺔ ﺇﳝﺎﻥ ﺷﺨﺼﻲ ﻳﻘﻮﻡ ﻋﻠﻰ ﺍﺠﻤﻟﺎﻫﺮﺓ ﺑﻴﺴﻮﻉ ﺍﳌﺴﻴﺢ ﱢ‬
‫ﺳﻴ ﹰﺪﺍ )ﺃﻉ ‪ 36 :2‬ﻭﺭﻭﻣﺎ ‪(9 :10‬‬
‫ﻟﻜﻮﻧﻪ ﺍﻟﺸﺎﻫﺪ ﺍﻷﻣﲔ ﻭﺣﺪﻩ )ﺭﺅ ‪ ،(5 :1‬ﻭﻋﻠﻰ ﺍﻟﺘﺘﻠﻤﺬ ﻟﻪ ﻭﺍﻟﺜﺒﺎﺕ ﻓﻲ ﺣ ﹼﺒﻪ ﻭﺍﺗﹼﺒﺎﻋﻪ ﺣﺘﻰ‬
‫ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫ﺇﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻳﻠﺘﺰﻡ ﺧﺪﻣﺔ ﺍﻹﳒﻴﻞ )ﺃﻉ ‪ (3 :6‬ﻭﺧﺪﻣﺔ ﺍﻟﻜﻨﻴﺴﺔ )‪ 2‬ﻛﻮﺭ‬ ‫ﹼ‬ ‫ﺩﻳﻨﻴﺔ‬
‫ﺣﺐ ﹼ‬ ‫ﺏ‪ -‬ﻗﻴﻤﺔ ﹼ‬
‫‪ .(3 :8‬ﻭﺗﻘﺎﺑﻠﻪ ﺷﻬﺎﺩﺓ ﺍﷲ ﻧﻔﺴﻪ ﻋﻦ ﺭﺿﺎﻩ‪ ،‬ﻫﻮ ﺍﻟﺬﻱ ﻳﻌﺮﻑ ﻣﺎ ﻓﻲ ﺍﻟﻘﻠﻮﺏ )ﺃﻉ ‪.(8 :15‬‬
‫ﻟﺰﻑ ﺑﺸﺮﻯ ﺍﻹﳒﻴﻞ )ﻣﺘﻰ ‪،(14 :24‬‬ ‫ﻭﺍﳌﻌﻤﺪﺓ ﹼ‬
‫ﱠ‬ ‫ﺍﳌﻌﻤﺪ‬
‫ﱠ‬ ‫ﺭﺳﺎﻟﻴﺔ ﻳﺄﻭﹼﻧﻬﺎ ﺍﻧﺪﻓﺎﻉ‬
‫ﹼ‬ ‫ﺝ‪ -‬ﻗﻴﻤﺔ ﺭﺟﺎﺀ‬
‫ﺭﺳﻮﻟﻴﺔ ﺍﻟﺮﺳﻞ ﺍﻟﺘﺒﺸﻴﺮﻳﹼﺔ )ﺃﻉ ‪ ،(8 :1‬ﻭﻣﻮﺍﺻﻠﺔ ﺷﻬﺎﺩﺗﻬﻢ ﻋﻠﻰ ﺃ ﹼﻥ ﺍﷲ ﺍﻟﺜﺎﻟﻮﺙ‬ ‫ﹼ‬ ‫ﻭﳌﺘﺎﺑﻌﺔ‬
‫ﻗﺮﻳﺐ ﻣﻦ ﻛﻞﹼ ﺇﻧﺴﺎﻥ ﻭﻳﺪﻋﻮﻩ ﺇﻟﻰ ﻭﻟﻴﻤﺔ ﺍﻟﻔﺮﺡ )ﻣﺘﻰ ‪.(1 :22‬‬
‫)ﻣﻘﺘﻄﻔﺎﺕ ﻣﻦ ﺳﻨﺔ ﺍﻟﺸﻬﺎﺩﺓ ﻭﺍﻟﺸﻬﺪﺍﺀ ﻟﻠﺒﻄﺮﻳﺮﻙ ﻣﺎﺭ ﺑﺸﺎﺭﺓ ﺑﻄﺮﺱ ﺍﻟﺮﺍﻋﻲ(‬
‫‪2‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺃﺻﺮ ﹼ ﺁﺑﺎﺀ ﺍﻟﺴﻴﻨﻮﺩﺱ ﻋﻠﻰ ﺃﻥ ﺍﻟﻌﺎﺋﻼﺕ ﺍﳌﺴﻴﺤﻴﺔ‪ ،‬ﺑﻔﻀﻞ ﻧﻌﻤﺔ ﺳﺮ ﺍﻟﺰﻭﺍﺝ‪ ،‬ﻫﻲ ﺍﻟﻼﻋﺒﻮﻥ‬
‫ﺍﻟﺮﺋﻴﺴﻴﻮﻥ ﻟﺮﻋﻮﻳﺔ ﺍﻟﻌﺎﺋﻠﺔ‪ ،‬ﻭﺧﺎﺻﺔ "ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﱘ ﺷﻬﺎﺩﺓ ﹶﻓ ﹺﺮﺣﺔ ﻟﻸﺯﻭﺍﺝ ﻭﻟﻠﻌﺎﺋﻼﺕ‪،‬‬
‫ﺑﻴﺘﻴﺔ"‪ .‬ﻟﻬﺬﺍ ﺍﻟﺴﺒﺐ‪ ،‬ﺃﻭﺿﺢ ﺍﻵﺑﺎﺀ ﺃﻥ ﺍﻻﻣﺮ "ﻳﺘﻌﻠﻖ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻰ ﺃﻥ‬‫ﻭﺍﻟﺘﻲ ﻫﻲ ﻛﻨﺎﺋﺲ ﹼ‬
‫ﻳﺘﻤﻜﻦ ﺍﻷﺷﺨﺎﺹ ﻣﻦ ﺃﻥ ﻳﺨﺘﺒﺮﻭﺍ ﺃﻥ ﺇﳒﻴﻞ ﺍﻟﻌﺎﺋﻠﺔ ﻫﻮ ﻓﺮﺣﺔ »ﺗﻐﻤﺮ ﺍﻟﻘﻠﺐ ﻭﺍﳊﻴﺎﺓ‬
‫ﺑﺄﻛﻤﻠﻬﺎ«‪ ،‬ﻷﻧﻨﺎ ﻓﻲ ﺍﳌﺴﻴﺢ ﻗﺪ »ﲢﺮﺭﻧﺎ ﻣﻦ ﺍﳋﻄﻴﺌﺔ‪ ،‬ﻭﺍﳊﺰﻥ‪ ،‬ﻭﺍﻟﻔﺮﺍﻍ‬
‫ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﻟﻌﺰﻟﺔ« )ﻓﺮﺡ ﺍﻹﳒﻴﻞ‪ .(1 ،‬ﺇﻥ ﻭﺍﺟﺒﻨﺎ‪ ،‬ﻋﻠﻰ ﺿﻮﺀ ﹶﻣﺜﹶﻞ ﺍﻟﺰﺍﺭﻉ‬
‫)ﺭﺍ‪ .‬ﻣ ﹼﺘﻰ ‪ ،(9 3- ،13‬ﻫﻮ ﺍﻟﺘﻌﺎﻭﻥ ﻓﻲ ﺇﻟﻘﺎﺀ ﺍﻟﺒﺬﻭﺭ‪ :‬ﺍﻟﺒﺎﻗﻲ ﻫﻮ ﻋﻤﻞ‬
‫ﺍﷲ‪) .‬ﻓﺮﺡ ﺍﳊﺐ ‪(200‬‬

‫© ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ_ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺍﳌﺮﺷﺪ ﺍﻟﻌﺎﻡ ﺍﻷﺏ ﺇﺩﻣﻮﻥ ﺭﺯﻕ ﺭ‪.‬ﻡ‪.‬ﻡ‬

‫"ﺗﻨﻈﺮ ﺍﻟﻜﻨﻴﺴﺔ ﺑﻔﺮﺡ ﻭﻋﺰﺍﺀ ﻋﻤﻴﻖ‪ ،‬ﺇﻟﻰ ﺍﻟﻌﺎﺋﻼﺕ ﺍﻷﻣﻴﻨﺔ ﻟﺘﻌﺎﻟﻴﻢ ﺍﻹﳒﻴﻞ‪ ،‬ﻭﻫﻲ‬
‫ﺗﺸﺠﻌﻬﺎ ﻭﺗﺸﻜﺮﻫﺎ ﻋﻠﻰ ﺍﻟﺸﻬﺎﺩﺓ ﺍﻟﺘﻲ ﺗﻘﺪﻣﻬﺎ‪ .‬ﺑﹺﻔﻀﻠﻬﺎ‪ ،‬ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺗﻜﺘﺴﺐ ﺭﻭﻋ ﹸﺔ‬
‫ﺍﻟﺰﻭﺍﺝ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ ﻋﺪﻡ ﺍﻻﻧﺤﻼﻟﻴﺔ ﻭﺍﻷﻣﺎﻧﺔ ﺍﻟﺪﺍﺋﻤﺔ‪ ،‬ﻣﺼﺪﺍﻗﻴﺘﻬﺎ‪ .‬ﻓﻔﻲ ﻗﻠﺐ ﺍﻟﻌﺎﺋﻠﺔ‬
‫ﺍﻟﺒﻴﺘﻴﺔ« )ﻧﻮﺭ ﺍﻷﱈ‪ ،(11 ،‬ﻳﻨﻀﺞ ﺃﻭﻝ ﺍﺧﺘﺒﺎﺭ ﻛﻨﺴﻲ‬
‫ﹼ‬ ‫»ﺍﻟﺘﻲ ﳝﻜﻦ ﺃﻥ ﻧﺴﻤﻴﻬﺎ ﺍﻟﻜﻨﻴﺴﺔ‬
‫ﻟﻠﺸﺮﻛﺔ ﺑﲔ ﺍﻷﺷﺨﺎﺹ‪ ،‬ﺣﻴﺚ ﻳﻨﻌﻜﺲ ﺑﺎﻟﻨﻌﻤﺔ ﺍﻹﻟﻬﻴﺔ‪ ،‬ﺳﺮ ﹼ ﺍﻟﺜﺎﻟﻮﺙ ﺍﻷﻗﺪﺱ‪» .‬ﻓﻲ‬
‫ﺍﻟﺒﻴﺖ ﻳﺘﻌﻠﹼﻢ ﺍﻟﻮﻟﺪ ﺍﻟﺼﺒﺮ ﻭﺑﻬﺠﺔ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﶈ ﹼﺒﺔ ﺍﻷﺧﻮﻳﹼﺔ‪ ،‬ﻭﺍﻟﺴﺨﺎﺀ ﻓﻲ ﺍﻟﺼﻔﺢ ﻭﺇﻥ‬
‫ﻭﺧﺼﻮﺻﺎ ﺍﻟﻌﺒﺎﺩﺓ ﺍﻹﻟﻬﻴﺔ ﺑﺎﻟﺼﻼﺓ ﻭﺗﻘﺪﻣﺔ ﺍﳊﻴﺎﺓ« )ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺴﻴﺤﻲ ﻟﻠﻜﻨﻴﺴﺔ‬‫ﹰ‬ ‫ﺗﻜﺮﹼﺭ‪،‬‬
‫ﺍﻟﻜﺎﺛﻮﻟﻴﻜﻴﺔ‪) "(1657 ،‬ﻓﺮﺡ ﺍﳊﺐ ﺭﻗﻢ ‪(86‬‬

‫ﻭﻣﻦ ﺧﻼﻝ ﺍﻟﺸﻬﺎﺩﺓ‪ ،‬ﻛﻤﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﻜﻠﻤﺔ‪ ،‬ﺗﺘﺤﺪﺙ ﺍﻟﻌﺎﺋﻼﺕ ﻋﻦ ﻳﺴﻮﻉ ﻟﻶﺧﺮﻳﻦ‪ ،‬ﻭﺗﻨﻘﻞ‬
‫ﺍﻹﳝﺎﻥ‪ ،‬ﻭﺗﻮﻗﻆ ﺭﻏﺒﺔ ﺍﷲ ﻭﺗﻈﻬﺮ ﺟﻤﺎﻝ ﺍﻹﳒﻴﻞ ﻭﳕﻂ ﺍﳊﻴﺎﺓ ﺍﻟﺬﻱ ﻳﻘﺪﻣﻪ ﻟﻨﺎ‪ .‬ﻫﻜﺬﺍ ﻳﺮﺳﻢ‬
‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺴﻴﺤﻴﻮﻥ ﻓﻮﻕ ﺍﳉﺎﻧﺐ ﺍﻟﺮﻣﺎﺩﻱ ﻣﻦ ﺍﺠﻤﻟﺎﻝ ﺍﻟﻌﺎﻡ ﻭﳝﻠﺆﻭﻧﻪ ﺑﺄﻟﻮﺍﻥ ﺍﻷ ﹸ ﹼ‬
‫ﺧﻮﺓ‪ ،‬ﻭﺍﻟﻮﻋﻲ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻀﻌﻔﺎﺀ‪ ،‬ﻭﺍﻹﳝﺎﻥ ﺍﳌﹸﻨﻴﺮ‪ ،‬ﻭﺑﺎﻷﻣﻞ ﺍﻟﻔﻌﺎﻝ‪ .‬ﺇﻥ‬
‫ﺗﺘﻮﺳﻊ ﻭﺗﺘﺮﺟﻢ ﺑﺄﻟﻒ ﻃﺮﻳﻘﺔ ﻟﺘﺠﻌﻞ ﻣﺤﺒﺔ ﺍﷲ ﺣﺎﺿﺮﺓ ﻓﻲ ﺍﺠﻤﻟﺘﻤﻊ‪) .‬ﻓﺮﺡ‬ ‫ﹼ‬ ‫ﺧﺼﻮﺑﺘﻬﻢ‬
‫ﺍﳊﺐ ‪(184‬‬

‫ﻛﻨﺎﺷﻂ ﻓﻲ ﺍﻟﻌﻤﻞ ﺍﻟﺮﻋﻮﻱ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻹﻋﻼﻥ ﺍﻟﻮﺍﺿﺢ ﻟﻺﳒﻴﻞ‪،‬‬ ‫ﹴ‬ ‫ﻫﻜﺬﺍ ﺗﺘﻜﻮﱠﻥ ﺍﻟﻌﺎﺋﻠﺔ‬
‫ﺗﻨﻮﻉ ﺍﻷﺷﺨﺎﺹ؛‬ ‫ﻭﺍﻹﺭﺙ ﻭﺃﺷﻜﺎﻝ ﻣﺘﻌ ﹼﺪﺩﺓ ﻟﻠﺸﻬﺎﺩﺓ‪ :‬ﺍﻟﺘﻀﺎﻣﻦ ﻣﻊ ﺍﻟﻔﻘﺮﺍﺀ؛ ﻭﺍﻻﻧﻔﺘﺎﺡ ﻋﻠﻰ ﹼ‬
‫ﺳﻴﻤﺎ ﺍﻷﻛﺜﺮ ﻋﻮﺯﹰﺍ؛‬‫ﱢ‬ ‫ﻭﺣﻤﺎﻳﺔ ﺍﳋﻠﻴﻘﺔ؛ ﻭﺍﻟﺘﻀﺎﻣﻦ ﺍﳌﻌﻨﻮﻱ ﻭﺍﳌﺎﺩﻱ ﻣﻊ ﺍﻟﻌﺎﺋﻼﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻻ‬
‫‪3‬‬ ‫ﻭﺍﻻﻟﺘﺰﺍﻡ ﻓﻲ ﺗﻌﺰﻳﺰ ﺍﳋﻴﺮ ﺍﻟﻌﺎﻡ‪ ،‬ﺣﺘﻰ ﻣﻦ ﺧﻼﻝ ﺍﻟ ﹸﺒﻨﻰ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻏﻴﺮ ﺍﻟﻌﺎﺩﻟﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻣﻜﺎﻥ ﻋﻴﺸﻬﺎ‪ ،‬ﻋﺒﺮ ﳑﺎﺭﺳﺔ ﺃﻋﻤﺎﻝ ﺍﻟﺮﺣﻤﺔ ﺍﳉﺴﺪﻳﺔ ﻭﺍﻟﺮﻭﺣﻴﺔ"‪.‬‬

‫ﻫﺬﺍ ﻣﺎ ﻳﺠﺐ ﻭﺿﻌﻪ ﻓﻲ ﺇﻃﺎﺭ ﺍﻻﻋﺘﻘﺎﺩ ﺍﻷﺳﻤﻰ ﻟﻠﻤﺴﻴﺤﻴﲔ‪ :‬ﺣﺐ ﺍﻵﺏ ﺍﻟﺬﻱ ﻳﺪﻋﻤﻨﺎ‬
‫ﻭﻳﺠﻌﻠﻨﺎ ﻧﻨﻤﻮ‪ ،‬ﻭﺍﻟﺬﻱ ﲡﻠﻰ ﺑﻬﺒﺔ ﻳﺴﻮﻉ ﺍﻟﻜﺎﻣﻠﺔ‪ ،‬ﺍﳊﻲ ﺑﻴﻨﻨﺎ‪ ،‬ﻫﻮ ﺍﻟﺬﻱ‬
‫ﻳﺠﻌﻠﻨﺎ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻣﻮﺍﺟﻬﺔ ﺟﻤﻴﻊ ﺍﻟﻌﻮﺍﺻﻒ ﻭﻛﻞ ﻣﺮﺍﺣﻞ‬
‫ﺍﳊﻴﺎﺓ ﻣﺘﺤﺪﻳﻦ‪ .‬ﻳﺠﺐ ﺃﻥ ﺗﺪﻭﻱ ﺍﻟﻜﺮﺍﺯﺓ ‪kerygma‬ﻣﺠﺪﺩﹰﺍ ﻓﻲ‬
‫ﻗﻠﺐ ﻛﻞ ﻋﺎﺋﻠﺔ ‪ ،‬ﻋﻨﺪ ﻛﻞ ﻣﻨﺎﺳﺒﺔ ﻣﻼﺋﻤﺔ ﻭﻏﻴﺮ ﻣﻼﺋﻤﺔ‪،‬‬
‫ﺟﻤﻴﻌﺎ ﺃﻥ ﻧﻜﻮﻥ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬
‫ﹰ‬ ‫ﺗﻨﻮﺭ ﻭﺗﻀﻲﺀ ﺍﻟﻄﺮﻳﻖ‪ .‬ﻋﻠﻴﻨﺎ‬ ‫ﻛﻲ ﹼ‬
‫ﺍﻟﻘﻮﻝ‪ ،‬ﺑﺪ ﹰﺀﺍ ﻣﻦ ﺣﻴﺎﺗﻨﺎ ﻓﻲ ﺍﻟﻌﺎﺋﻠﺔ‪:‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺍﳌﺮﺷﺪ ﺍﻟﻌﺎﻡ ﺍﻷﺏ ﺇﺩﻣﻮﻥ ﺭﺯﻕ ﺭ‪.‬ﻡ‪.‬ﻡ‬

‫ﷲ ﺑﹶﻴ ﹶﻨﻨﺎ" )‪ 1‬ﻳﻮ ‪ .(16 ،4‬ﻓﻘﻂ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻫﺬﻩ‬

‫ﻈﻬﺮﹸﻫﺎ ﺍ ﹸ‬
‫"ﻧﹶﺤ ﹸﻦ ﻋﹶ ﺮﹶﻓﹾﻨﺎ ﺍﶈﺒﱠ ﹶﺔ ﺍﻟ ﱠﺘﻲ ﻳ ﹸ ﹺ‬
‫ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﺳﺘﺘﻤﻜﻦ ﺍﻟﺮﻋﻮﻳﺔ ﺍﻟﻌﺎﺋﻠﻴﺔ ﻣﻦ ﺟﻌﻞ ﺍﻟﻌﺎﺋﻼﺕ‪ ،‬ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻛﻨﺎﺋﺲ‬
‫ﺑﻴﺘﻴﺔ ﻭﺧﻤﻴﺮﺓ ﺗﺒﺸﻴﺮ ﻓﻲ ﺍﺠﻤﻟﺘﻤﻊ‪).‬ﻓﺮﺡ ﺍﳊﺐ ‪(290‬‬ ‫ﹼ‬

‫ﺻﻼﺓ‬
‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻚ ﺃﻳﺘﻬﺎ ﺍﳌﻠﻜﺔ ﺃﻡ ﺍﻟﺮﺣﻤﺔ ﻭﺍﻟﺮﺃﻓﺔ‬
‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻚ ﻳﺎ ﺣﻴﺎﺗﻨﺎ ﻭﺭﺟﺎﺀﻧﺎ‬
‫ﺇﻟﻴﻚ ﻧﺼﺮﺥ ﻧﺤﻦ ﺍﳌﻨﻔﻴﲔ ﺃﻭﻻﺩ ﺣﻮﺍﺀ‬
‫ﻭﻧﺘﻨﻬﺪ ﻧﺤﻮﻙ ﻧﺎﺋﺤﲔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻮﺍﺩﻱ‪ ..‬ﻭﺍﺩﻱ ﺍﻟﺪﻣﻮﻉ‬
‫ﻓﺎﺻﻐﻲ ﺇﻟﻴﻨﺎ ﻳﺎ ﺷﻔﻴﻌﺘﻨﺎ ﻭﺍﻧﻌﻄﻔﻲ ﺑﻨﻈﺮﻙ ﺍﻟﺮﺅﻭﻑ ﻧﺤﻮﻧﺎ‬
‫ﻭﺃﺭﻳﻨﺎ ﺑﻌﺪ ﻫﺬﺍ ﺍﳌﻨﻔﻰ ﻳﺴﻮﻉ ﺛﻤﺮﺓ ﺃﺣﺸﺎﺋﻚ ﺍﳌﺒﺎﺭﻛﺔ‬
‫ﻳﺎ ﺷﻔﻮﻗﺔ‪ .‬ﻳﺎ ﺣﻨﻮﻧﺔ ﻳﺎ ﻣﺮﱘ ﺍﳊﻠﻮﺓ‪ .‬ﺍﳌﺒﺎﺭﻛﺔ ‪ -‬ﺍﻣﲔ‬

‫‪4‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

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

‫ﺍﳊﻠﻘﺔ ﺍﻟﺜﺎﻟﺜﺔ– "ﺃﺧﺘﻲ ﻓﻲ ﺍﳌﻨﺰﻝ"‬

‫ﳒﻮﻯ ﻓﺘﺎﺓ ﻣﻠﺘﺰﻣﺔ ﻓﻲ ﺍﻟﻄﻼﺋﻊ ﻣﻨﺬ ﺳﻨﺘﲔ ﺗﻘﺮﻳﺒﺎﹰ‪ ،‬ﻋﻤﺮﻫﺎ ‪ 16‬ﻋﺎﻣﺎﹰ‪ ،‬ﻓﻲ ﺍﻟﺼﻒ‬
‫ﺍﻟﺜﺎﻧﻲ ﺛﺎﻧﻮﻱ‪ .‬ﲢﻀﺮ ﺍﻹﺟﺘﻤﺎﻋﺎﺕ ﺑﺎﻧﺘﻈﺎﻡ ﻭﺗﺸﺎﺭﻙ ﻓﻲ ﻛﺎﻓﺔ ﻧﺸﺎﻃﺎﺕ ﺍﻟﻔﺮﻉ‪ .‬ﻟﺪﻯ‬
‫ﳒﻮﻯ ﺍﺥ ﻋﻤﺮﻩ ‪ 13‬ﻋﺎﻣﺎ ﹰ ﻭﺍﺧﺖ ﻋﻤﺮﻫﺎ ‪ 7‬ﺳﻨﻮﺍﺕ ﻭﻫﻤﺎ ﻣﻠﺘﺰﻣﺎﻥ ﺑﻨﻔﺲ ﺍﻟﻔﺮﻉ ﻓﻲ‬
‫ﺍﻟﻄﻼﺋﻊ ﻭﺍﻟﻔﺮﺳﺎﻥ‪.‬‬
‫ﻓﻲ ﺍﻟﻌﺎﻡ ﺍﳌﺎﺿﻲ ﻻﺣﻈﺖ ﻭﺍﻟﺪﺓ ﳒﻮﻯ ﺗﺪ ﱟﻥ ﻓﻲ ﻧﺘﺎﺋﺠﻬﺎ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻛﻤﺎ ﻻﺣﻈﺖ ﺍﻧﹼﻬﺎ‬
‫ﺗﻬﻤﻞ ﺩﺭﺍﺳﺘﻬﺎ ﺍﻛﺜﺮ ﻓﺄﻛﺜﺮ‪ .‬ﻭﺍﻟﺪﺓ ﳒﻮﻯ‪ ،‬ﻛﻜﻞ ﺍﻷﻣﻬﺎﺕ ﺗﺨﺎﻑ ﻋﻠﻰ ﺍﺑﻨﺘﻬﺎ ﻭﺳﻼﻣﺘﻬﺎ‬
‫ﻫﻢ ﻣﺴﺘﻘﺒﻠﻬﺎ ﺍﻟﺪﺭﺍﺳﻲ‪.‬‬ ‫ﻛﻤﺎ ﲢﻤﻞ ﹼ‬
‫ﻣﻬﻤﺔ ﺣﻮﻝ ﻃﺮﻳﻘﺔ‬ ‫ﹼ‬ ‫ﻣﻦ ﻧﺎﺣﻴﺔ ﺳﻠﻮﻙ ﳒﻮﻯ ﻓﻲ ﺍﳌﻨﺰﻝ ﻓﻬﻨﺎﻙ ﺃﻳﻀﺎ ﹰ ﻣﻼﺣﻈﺎﺕ‬
‫ﻛﻼﻣﻬﺎ ﻣﻊ ﻭﺍﻟﺪﺗﻬﺎ‪ .‬ﻓﻨﺠﻮﻯ ﻓﻲ ﻣﻨﺎﺳﺒﺎﺕ ﻋ ﹼﺪﺓ ﺗﻘﺎﻃﻊ ﻭﺍﻟﺪﺗﻬﺎ ﺧﻼﻝ ﺍﳊﺪﻳﺚ‪ ،‬ﺗﺮﻓﻊ‬
‫ﺳﻠﺒﻴﺔ ﻛﺘﺮﻙ ﻭﺍﻟﺪﺗﻬﺎ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﳊﺪﻳﺚ‬ ‫ﹼ‬ ‫ﺻﻮﺗﻬﺎ ﺍﺣﻴﺎﻧﺎ ﹰ ﺍﻭ ﺗﻘﻮﻡ ﺑﺮﺩﻭﺩ ﻓﻌﻞ‬
‫ﻟﻠﺬﻫﺎﺏ ﺍﻟﻰ ﻏﺮﻓﺘﻬﺎ ﻭﺍﻗﻔﺎﻝ ﺍﻟﺒﺎﺏ ﻋﻠﻰ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﻣﺎ ﻳﻘﻠﻖ ﻓﻲ ﺍﳌﻮﺿﻮﻉ ﺍﻳﻀﺎ ﹰ ﻫﻲ ﺍﻥ ﺍﺧﺖ ﳒﻮﻯ ﺍﻟﺼﻐﻴﺮﺓ ﺃﺻﺒﺤﺖ ﺗﻈﻬﺮ ﺑﻌﺾ‬
‫ﺗﻨﻢ ﻋﻦ ﻗﻠﹼﺔ ﺍﺣﺘﺮﺍﻡ ﻟﻮﺍﻟﺪﺗﻬﺎ ﻭﻛﺄﻧﹼﻬﺎ ﺗﺘﻌﻠﹼﻢ ﻣﻦ ﳒﻮﻯ ﻛﻤﺎ ﺍﻧﻬﺎ‬
‫ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﺘﻲ ﹼ‬
‫ﺗﺘﻔﻮﻩ ﺑﺄﻟﻔﺎﻅ ﻧﺎﺑﻴﺔ ﻓﻲ ﺍﳌﻨﺰﻝ ﻭﺃﺧﻴﻬﺎ ﺑﺪﺃ ﻳﻄﻠﺐ ﺍﻳﻀﺎ ﹰ ﺍﻟﺘﺄﺧﺮ ﻟﻴﻼ ﹰ‬
‫ﹼ‬ ‫ﺍﺻﺒﺤﺖ ﻣﺆﺧﺮﺍ ﹰ‬
‫ﻣﻊ ﺍﺻﺪﻗﺎﺋﻪ ﺑﺤﺠﺔ ﺍﻥ ﺍﺧﺘﻪ ﺍﻟﻜﺒﻴﺮﺓ ﺗﻄﻴﻞ ﺍﻟﺴﻬﺮ‪.‬‬
‫ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ‪ ،‬ﺍﻥ ﻛﻼ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻳﻌﻤﻼﻥ ﺟﺎﻫﺪﻳﻦ ﻟﺘﺄﻣﲔ ﺍﻓﻀﻞ ﳕﻂ ﻋﻴﺶ ﻟﻸﺑﻨﺎﺀ‬
‫ﺍﻟﺜﻼﺙ ﻣﻦ ﺣﻴﺎﺓ ﺭﻓﺎﻫﻴﺔ ﻭﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ ﻧﻮﺍﺩﹴ ﺭﻳﺎﺿﻴﺔ ﺍﻭ ﺻﻔﻮﻑ ﺑﺎﻟﻴﻪ ﺍﻭ ﻏﻨﺎﺀ ﻟﺘﻨﻤﻴﺔ‬
‫ﻣﻮﺍﻫﺒﻬﺎ ﻭﻟﻜﻦ ﺑﺤﻜﻢ ﺍﻻﻧﺸﻐﺎﻝ ﺑﺎﻟﻌﻤﻞ‪ ،‬ﻻ ﻳﻜﺮﺳﺎﻥ ﻭﻗﺘﺎ ﹰ ﻛﺎﻓﻴﺎ ﹰ ﻟﻺﺻﻐﺎﺀ ﳊﺎﺟﺎﺕ‬
‫ﺍﺑﻨﺎﺋﻬﻢ ﺩﺍﺋﻤﺎ ﹰ ﺭﻏﻢ ﺳﻌﻴﻬﻢ ﺟﺎﻫﺪﻳﻦ ﻟﺬﻟﻚ‪.‬‬
‫‪5‬‬ ‫ﻭﲢﺴﻦ ﺍﻟﻄﻘﺲ‬ ‫ﻣﻊ ﺑﺪﺍﻳﺔ ﻓﺼﻞ ﺍﻟﺮﺑﻴﻊ‪ ،‬ﺍﺯﺩﺍﺩﺕ ﺍﻧﺸﻄﺔ ﺍﻟﻔﺮﻉ ﺑﺴﺒﺐ ﺍﻷﻋﻴﺎﺩ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﹼ‬
‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺧﻮﻓﻬﺎ ﻋﻠﻰ ﳒﻮﻯ‪ ،‬ﻟﻢ ﲤﺎﻧﻊ ﻭﺍﻟﺪﺗﻬﺎ ﻣﺸﺎﺭﻛﺘﻬﺎ ﻓﻲ ﺍﻷﻧﺸﻄﺔ ﺭﻏﻢ ﺍﻧﻬﺎ‬
‫ﺗﻠﻮﻣﻬﺎ ﺩﺍﺋﻤﺎ ﹰ ﺍﻧﹼﻬﺎ ﻻ ﲤﻀﻲ ﻭﻗﺘﺎ ﹰ ﻛﺎﻓﻴﺎ ﹰ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻥ ﻧﺘﺎﺋﺠﻬﺎ ﻓﻲ ﺗﺮﺍﺟﻊ ﻣﺴﺘﻤﺮ ﹼ‬
‫ﻭﻟﻮ ﺑﺸﻜﻞ ﻃﻔﻴﻒ‪ .‬ﺍﻷﺳﺒﻮﻉ ﺍﻟﻔﺎﺋﺖ‪ ،‬ﺍﺗﺼﻠﺖ ﳒﻮﻯ ﺑﺄﻣﻬﺎ ﻟﺘﺨﺒﺮﻫﺎ ﺍﻧﻬﺎ ﺳﺘﺬﻫﺐ‬
‫ﺑﻌﺪ ﺍﻹﺟﺘﻤﺎﻉ ﻣﻊ ﺭﺋﻴﺲ ﺍﻟﻔﺮﻉ‪ ،‬ﻛﺮﱘ‪ ،‬ﺍﻟﺒﺎﻟﻎ ﻣﻦ ﺍﻟﻌﻤﺮ ‪ 27‬ﻋﺎﻣﺎﹰ‪ ،‬ﺑﺮﻓﻘﺔ ﺑﻌﺾ‬
‫ﺍﻷﻋﻀﺎﺀ ﻟﺰﻳﺎﺭﺓ ﺍﻟﻘﺪﻳﺲ ﺷﺮﺑﻞ ﻓﻤﺎﻧﻌﺖ ﺍﻷﻡ ﺑﺤﻜﻢ ﺑﻌﺪ ﺍﳌﺴﺎﻓﺔ ﻭﺍﻟﻮﻗﺖ ﺍﳌﺘﺄﺧﺮ‬
‫ﻭﻟﻜﻦ ﻋﻨﺪ ﺍﺻﺮﺍﺭ ﳒﻮﻯ‪ ،‬ﻃﻠﺒﺖ ﻣﻨﻬﺎ ﺍﻣﻬﺎ ﺍﺧﺬ ﺍﻷﺫﻥ ﻣﻦ ﻭﺍﻟﺪﻫﺎ‪ ،‬ﺍﻟﺬﻱ ﺳﻤﺢ ﻟﻬﺎ‬
‫ﺑﺎﻟﺬﻫﺎﺏ ﻟﻜﺜﺮﺓ ﺍﺻﺮﺍﺭﻫﺎ ﻭﺑﺴﺒﺐ ﻋﺪﻡ ﻣﻌﺮﻓﺘﻪ ﺑﻌﺪﻡ ﻣﻮﺍﻓﻘﺔ ﺯﻭﺟﺘﻪ‪،‬‬
‫ﻓﻘﺪ ﺳﺄﻟﻬﺎ ﺍﺫﺍ ﻣﺎ ﻛﺎﻧﺖ ﺍﻣﻬﺎ ﻣﻮﺍﻓﻘﺔ‪ ،‬ﻓﻘﺎﻟﺖ ﳒﻮﻯ ﺍﻥ ﺍﻣﻲ ﻻ ﲤﺎﻧﻊ‬

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

‫ﺍﺫﺍ ﺍﻧﺖ ﺍﺫﻧﺖ ﻟﻲ ﺍﻟﺬﻫﺎﺏ‪ .‬ﺗﺴﺒﺐ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻓﻲ ﺧﻼﻑ ﺑﲔ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻧﻈﺮﺍ ﹰ ﺍﻥ ﳒﻮﻯ‬
‫ﺍﺳﺘﻐﻠﺖ ﻭﺟﻮﺩ ﺍﺑﻴﻬﺎ ﻓﻲ ﺍﻟﻌﻤﻞ ﻟﺘﺄﺧﺬ ﻣﻨﻪ ﺍﻹﺫﻥ ﻋﺎﳌﺔ ﺍﻧﻪ ﻳﻜﻮﻥ ﻣﻨﺸﻐﻼ ﹰ ﻭﺳﻴﻮﺍﻓﻖ‬
‫ﻓﻘﻂ ﻷﻧﹼﻬﺎ ﺳﺘﺼﺮ ﹼ ﻋﻠﻴﻪ‪.‬‬
‫ﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‪ ،‬ﻗﺮﹼﺭﺕ ﺍﻷﻡ ﺍﻥ ﲤﻨﻊ ﺍﺑﻨﺎﺀﻫﺎ ﻣﻦ ﺍﻹﻟﺘﺰﺍﻡ ﻓﻲ ﺍﻷﺧﻮﻳﺎﺕ ﻓﻬﻲ ﻣﻨﺬ ﺍﻟﺘﺰﺍﻣﻬﻢ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻻ ﺗﺮﺍﻫﻢ ﻣﺜﻼ ﹰ‬
‫ﹼ‬ ‫ﲢﺴﻦ ﻓﻲ ﺳﻠﻮﻛﻬﻢ ﻓﻲ ﺍﳌﻨﺰﻝ‪ ،‬ﺗﺮﺍﺟﻊ ﺍﺩﺍﺅﻫﻢ‬ ‫ﻟﻢ ﺗﻼﺣﻆ ﺍﻱ ﹼ‬
‫ﻳﻄﺎﻟﻌﻮﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘ ﹼﺪﺱ ﺍﻭ ﻳﺼﻠﹼﻮﻥ ﻓﻲ ﺍﳌﻨﺰﻝ‪ ،‬ﻻ ﺑﻞ ﺗﺮﺍﻫﻢ ﺧﻼﻝ ﺍﻟﻘﺪﺍﺱ ﻳﺘﺒﺎﺩﻟﻮﻥ‬
‫ﺍﻷﺣﺎﺩﻳﺚ ﻭﺍﻟﻀﺤﻚ ﻣﻊ ﺍﻋﻀﺎﺀ ﺍﻟﻄﻼﺋﻊ ﺍﻵﺧﺮﻳﻦ ﻛﻤﺎ ﺍﻥ ﻣﻌﻈﻢ ﺍﻧﺸﻄﺘﻬﻢ ﺗﺘﺴﻢ‬
‫ﺗﺘﺄﻣﻞ ﺍﻥ ﺗﺆﺛ ﹼﺮ‬
‫ﺑﺎﻟﺘﺮﻓﻴﻪ ﺍﻛﺜﺮ ﻣﻦ ﺍﻟﺼﻼﺓ‪ .‬ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﳌﻄﺎﻑ‪ ،‬ﻭﺍﻟﺪﺓ ﳒﻮﻯ ﻛﺎﻧﺖ ﹼ‬
‫ﺍﻷﺧﻮﻳﺎﺕ ﺍﻳﺠﺎﺑﺎ ﹰ ﻋﻠﻰ ﺳﻠﻮﻙ ﺍﺑﻨﺎﺋﻬﺎ ﻭﺫﻟﻚ ﻟﻢ ﻳﺤﺼﻞ‪.‬‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﹼﻝ‬
‫ﺿﻊ ﻧﻔﺴﻚ ﻓﻲ ﻣﻜﺎﻥ ﻭﺍﻟﺪﺓ ﳒﻮﻯ‪ ،‬ﻣﺎ ﻫﻲ ﺑﺮﺃﻳﻚ ﻣﺨﺎﻭﻓﻬﺎ‪ ،‬ﺍﺣﺎﺳﻴﺴﻬﺎ ﻭﻣﺎ ﻫﻲ ﻧﻈﺮﺗﻬﺎ‬
‫ﻟﺮﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ؟ ﻫﻞ ﺗﻮﺍﻓﻖ ﻋﻠﻰ ﻗﺮﺍﺭﻫﺎ ﲟﻨﻊ ﺍﺑﻨﺎﺋﻬﺎ ﻣﻦ ﺍﻹﻟﺘﺰﺍﻡ؟‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ‬
‫ﻛﻴﻒ ﺗﻨﺼﺢ ﳒﻮﻯ ﺍﻥ ﺗﺘﺼﺮﹼﻑ ﲡﺎﻩ ﻗﺮﺍﺭ ﻭﺍﻟﺪﺗﻬﺎ؟‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‬
‫ﻛﻴﻒ ﺗﺘﺪ ﹼﺧﻞ ﻛﺮﺋﻴﺲ ﻓﺮﻉ ﳊﻞﹼ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ؟‬
‫‪6‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ‬
‫ﺑﺮﺃﻳﻚ ﻭﻣﻦ ﺧﺒﺮﺗﻚ ﻓﻲ ﺍﻷﺧﻮﻳﺎﺕ‪ ،‬ﻣﺎ ﻫﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﻳﻌﻄﻴﻬﺎ ﺍﺑﻨﺎﺀ ﺍﻷﺧﻮﻳﺎﺕ ﻷﻫﻠﻬﻢ ﻓﻲ‬
‫ﻳﻮﻣﻨﺎ ﻫﺬﺍ‪ ،‬ﻋﻦ ﺍﻟﻜﻨﻴﺴﺔ ﻭﺍﻹﻟﺘﺰﺍﻡ ﻓﻲ ﺍﻟﺮﺍﺑﻄﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺗﺼﺮﻓﺎﺗﻬﻢ‬
‫ﻓﻲ ﺍﳌﻨﺰﻝ ﻣﻊ ﺍﻫﻠﻬﻢ ﻭﺍﻗﺮﺑﺎﺋﻬﻢ ﻭﺫﻭﻳﻬﻢ؟‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺍﻟﺘﺘﻠﻤﺬ ﻋﻠﻰ ﻳﺪ ﺍﻟﺮﺏ‬

‫ﺻﻼﺓ ﺍﻻﻓﺘﺘﺎﺡ‪ " :‬ﻓﺘﺒﻌﻪ ﺟﻤ ﹲﻊ ﻛﺜﻴﺮ" ﻳﻮ‪6،2‬‬

‫ﺭﺑﻲ‪ ،‬ﻧﺴﻴﺮ ﻣﻌﻚ ﻧﺤﻮﻙ ﻭﻧﺮﺟﻮ ﻣﻨﻚ ﺃﻥ ﺗﹸﻨﻤﻲ ﻓﻴﻨﺎ ﻣﺎ ﻻ ﻧﻌﺮﻓﻪ ﻧﺤﻦ ﻓﻴﻨﺎ‪ .‬ﻓﻬﺎ ﻧﺤﻦ‬
‫ﻣﻨﻬﻢ ﺃﹸﺧﺬﻧﺎ ﻭﺑﻘﺮﺑﻚ ﻭﻗﻔﻨﺎ ﻧﻨﻈﺮ ﺇﻟﻴﻬﻢ ﻭﻧﺘﺴﺎﺀﻝ ﺭﺑﻲ ﻣﺎﺫﺍ ﺳﺘﻌﻠﹼﻢ؟‬
‫ﻫﻠﻢ ﺃﻳﻬﺎ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪...‬‬

‫ﺍﻟﺮﺏ ﻣﺠﻤﻮﻋﺘﻪ؟‬
‫ﺍﳌﻮﺿﻮﻉ‪ :‬ﻛﻴﻒ ﻳﺪﻳﺮ ﹼ‬
‫ﺍﺳﺘﺨﺮﺝ‬ ‫ﺍﻟﻨﺺ‪:‬‬
‫ﹼ‬ ‫ﻗﺮﺍﺀﺓ‬
‫ﻣﻔﺎﺗﻴﺢ ﺍﻟﻨﺺ‬ ‫ﻳﻮ‪5-15 ،6‬‬

‫ﺗﻔﺎﻋﻠﻬﻢ ﻣﻊ ﻳﺴﻮﻉ‬ ‫ﺩﻭﺭﻫﻢ‬ ‫ﺷﺨﺼﻴﺎﺗﻪ‬

‫ﻧﻜﺘﺐ ﺫﻟﻚ ﻓﻲ ﺟﺪﻭﻝ ﻧﻘﺎﺑﻠﻪ ﺑﺤﻀﻮﺭ ﻳﺴﻮﻉ ﻭﺍﻓﻌﺎﻟﻪ‪.‬‬

‫ﻋﻴﻨﻴﻪ ﻭﺭﺃﻯ‪:‬‬
‫ﹼ‬ ‫ﺭﻓﻊ‬
‫‪ -‬ﻳﺴﻮﻉ ﻳﺮﻯ ﺣﺎﺟﺎﺕ ﺍﻟﻨﺎﺱ‪.‬‬
‫ﻋﻴﻨﻴﻪ ﺻﻮﺏ ﺍﻵﺏ ﻟﻴﺼﻠﻲ‬
‫‪ -‬ﻳﺴﻮﻉ ﻳﺮﻓﻊ ﹼ‬
‫ﻭﻗﺪ ﺭﻓﻊ ﺑﻨﻈﺮﻩ ﺍﻻﻧﺴﺎﻥ ﺻﻮﺏ ﺍﻵﺏ‬

‫‪7‬‬ ‫ﺳﺄﻟﻪ ﻳﺴﻮﻉ ﻻﻣﺘﺤﺎﻧﻪ )ﻻ ﻹﻳﻘﺎﻋﻪ(‬ ‫ﻟﻢ ﻳﺠﺎﻭﺏ ﺑﻌﲔ ﺍﻻﳝﺎﻥ ﻭﻟﻢ ﻳﺴﺘﻔﺪ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﻓﺄﺭﺍﺩ ﻳﺴﻮﻉ ﺑﻨﺎﺀ ﺷﺨﺼﻴﺔ ﻓﻴﻠﻴ ﹼﺒﺲ‬ ‫ﻣﻦ ﹼ‬
‫ﻛﻞ ﻣﺎ ﻋﺎﻳﻨﻪ ﻭﺍﺧﺘﺒﺮﻩ ﻓﻲ‬
‫ﻭﺍﻳﻘﺎﻅ ﺍﳝﺎﻧﻪ ﻭﺛﻘﺘﻪ‪.‬‬ ‫ﻣﺴﻴﺮﺗﻪ ﻣﻊ ﻳﺴﻮﻉ‪.‬‬
‫ﻣﺒﻨﻲ ﻋﻠﻰ ﺛﻘﺔ ﻣﻦ ﺧﻼﻝ‬
‫ﹼ‬ ‫‪ -‬ﻛﺎﻥ ﺟﻮﺍﺑﻪ‬
‫ﺍﺧﺘﺒﺎﺭﺍﺗﻪ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻊ ﻳﺴﻮﻉ‪.‬‬
‫‪ -‬ﻗ ﹼﺪﻡ ﻣﺎ ﺗﻮﻓﹼﺮ ﺑﲔ ﻳﺪﻳﹼﻪ‪.‬‬
‫ﻳﺴﻮﻉ ﺃﺧﺬ ﻛﻞﹼ ﺷﻲﺀ ﻭﺃﻓﺎﺽ ﻛﺜﻴﺮﹰﺍ‪.‬‬ ‫ﻟﻢ ﻳﺘﻜﻠﹼﻢ ﺑﻞ ﺍﻋﻄﻰ ﻛﻞﹼ ﻣﺎ ﳝﻠﻚ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﺍﻟﺘﺘﻠﻤﺬ ﻋﻠﻰ ﻳﺪ ﺍﻟﺮﺏ‬

‫ﺍﳋﻼﺻﺔ‬

‫ﺷﺨﺼﻴﺔ ﺗﻼﻣﻴﺬﻩ‪ .‬ﻓﻬﻮ ﻟﻢ ﻳﻠﻢ ﺃﺣﺪ ﺑﻞ ﻧ ﹼﺒﻪ ﻓﻴﻠﻴ ﹼﺒﺲ ﻋﻠﻰ ﻗﻠﺔ‬
‫ﹼ‬ ‫ﺑﻬﺬﺍ ﺍﻷﺳﻠﻮﺏ ﺑﻨﻰ ﻳﺴﻮﻉ‬
‫ﺛﻘﺘﻪ‪ .‬ﻟﻢ ﻳﻘﻢ ﺑﺬﻟﻚ ﻣﺒﺎﺷﺮﺓ ﺇﳕﺎ ﻣﻦ ﺧﻼﻝ ﺍﻵﻳﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺑﻬﺎ ﻣﻦ ﺗﻜﺜﻴﺮ ﻟﻠﺨﺒﺰ ‪ :‬ﺃﻧﺖ ﻳﺎ‬
‫ﺍﻟﺮﺏ‬
‫ﻓﻴﻠﻴﺒﺲ ﺭﺃﻳﺖ ﺃ ﹼﻥ ﻣﺎ ﻣﻌﻨﺎ ﻗﻠﻴﻞ ﻭﺃ ﹼﻥ ﺍﻷﻣﻮﺍﻝ ﻗﻠﻴﻠﺔ ﻭﻟﻜﻦ ﻏﻔﻞ ﻋﻨﻚ ﺃﻥ ﺗﺮﻯ ﻣﺎ ﻓﻌﻠﻪ ﹼ‬
‫ﺳﺎﺑﻘﹰ ﺎ ﻭﺃ ﹼﻥ ﻳﺴﻮﻉ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻘﻮﻡ ﲟﺎ ﻻ ﲢﻘﻘﻪ ﺍﻷﻣﻮﺍﻝ‪.‬‬
‫ﺍﻟﺼﺒﻲ ﻭﻛﺎﻧﹼﻪ ﻻ ﻳﻴﺄﺱ ﻭﻳﺆﻣﻦ ﺑﻘﺪﺭﺓ ﺍﳌﺴﻴﺢ ﻋﻠﻰ ﻛﻞﹼ‬
‫ﹼ‬ ‫ﺍﻧﺪﺭﺍﻭﺱ ﻗ ﹼﺪﻡ ﻣﺎ ﻋﻨﺪﻩ ﻭﻛﺬﻟﻚ‬
‫ﺷﻲﺀ‪.‬‬

‫ﺩﻭﺭ ﺍﳌﺪﺭﹼﺏ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﺠﻤﻟﻮﻋﺔ‬

‫‪8‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫© 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
‫ﻟﺒﻨﺎﻥ ﻣﻮﻃﻦ ﺍﻟﺸﻬﺎﺩﺓ‬

‫ﺍﻟﻬﺪﻑ‪ - :‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺇﺿﻄﻬﺎﺩ ﺍﻟﻜﻨﻴﺴﺔ ﺗﺎﺭﻳﺨﻴﺎ‪ ،‬ﻋﻠﻰ ﻣﺮ ﹼ ﺍﻟﻌﺼﻮﺭ‬

‫‪ - -‬ﺍﻹﺳﺘﺸﻬﺎﺩ ﻭﻋﻴﺶ ﺍﻟﺸﻬﺎﺩﺓ ﻓﻲ ﺍﳌﺴﻴﺤﻴﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ﺍﳊﺎﻟﻲ‬

‫‪1‬‬
‫‪ 1-‬ﺻﻼﺓ ﺍﻟﺒﺪﺀ‪ - :‬ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ‪ +‬ﺻﻼﺓ ﺍﻟﺸﺒﻴﺒﺔ‬
‫‪ -‬ﺗﺮﺗﻴﻠﺔ ‪ :‬ﻷﻧﻚ ﺷﺐ‪ ،‬ﻷﻧﻚ ﺻﺒﻴﺔ‬

‫‪ 2-‬ﺍﳌﻮﺿﻮﻉ‪:‬‬ ‫‪2‬‬
‫ﺃ‪ -‬ﺗﻘﺴﻢ ﺍﳉﻤﺎﻋﺔ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺘﲔ‪ ،‬ﺗﺘﻢ ﻗﺮﺍﺀﺓ ﻧﺺ ﻃﺮﺩ ﺍﻟﺒﺎﻋﺔ ﻣﻦ ﺍﻟﻬﻴﻜﻞ )ﻳﻮ‬
‫‪ (13:2-25‬ﻭﻧﺺ ﺗﺴﻠﻴﻢ ﻳﺴﻮﻉ ﻓﻲ ﺑﺴﺘﺎﻥ ﺍﻟﺰﻳﺘﻮﻥ )ﻳﻮ‪.(10:18‬‬
‫ﻋﻠﻰ ﻛﻞ ﻓﺮﻳﻖ ﻣﻌﺎﳉﺔ ﻫﺬﻩ ﺍﻟﻨﺼﻮﺹ ﻹﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺩﻓﺎﻉ ﻳﺴﻮﻉ ﻋﻦ ﺍﻟﻬﻴﻜﻞ‬
‫ﻭﺩﻓﺎﻉ ﺑﻄﺮﺱ ﻋﻦ ﻳﺴﻮﻉ ‪.‬‬
‫ﺍﻟﻘﺎﺳﻢ ﺍﳌﺸﺘﺮﻙ ﻫﻮ ‪ :‬ﺃﻥ ﻛﻼﻫﻤﺎ ﻛﺎﻧﺎ ﻳﺪﺍﻓﻌﺎﻥ ﻋﻦ ﺃﺳﻤﻰ ﻗﻀﻴﺔ ﻭﻫﻲ "ﺍﻟﻘﺪﻭﺱ"‬
‫ﺍﻟﻔﺮﻕ ﻫﻮ ‪:‬‬
‫‪ 1-‬ﻳﺴﻮﻉ ﻟﻢ ﻳﺆﺫ ﺍﻻﻧﺴﺎﻥ ﺑﺎﳉﺴﺪ ﺑﻴﻨﻤﺎ ﺑﻄﺮﺱ ﻗﻄﻊ ﺃﺫﻥ ﺍﳉﻨﺪﻱ‪.‬‬
‫‪ 2-‬ﻳﺴﻮﻉ ﻃﺮﺩ ﺍﻟﺪﻧﺲ ﻣﻦ ﺍﻟﻬﻴﻜﻞ ﻭﺃﺧﺬ ﻳﻌﻠﻢ ﺍﳌﺪﻧﺲ ﻭﻳﺸﺮﺡ ﻟﻪ ﺧﻄﺄﻩ‪ ،‬ﺑﻴﻨﻤﺎ ﺑﻄﺮﺱ‬
‫ﺃﺭﺍﺩ ﺇﻟﻐﺎﺀ ﺍﳌﻌﺘﺪﻱ ﺃﻭ "ﺍﳌﺪﻧﺲ"‪.‬‬
‫)ﺗﻘﺮﺃ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺍﳋﻼﺻﺔ ﺃﻣﺎﻡ ﺍﳊﻀﻮﺭ ﺑﻴﻨﻤﺎ ﻳﻘﻮﻡ ﺍﳌﻨﺸﻂ ﺑﻜﺘﺎﺑﺔ ﺍﻹﺟﺎﺑﺎﺕ ﻋﻠﻰ‬
‫‪(Flip Shart‬‬
‫ﻭﺑﻌﺪ ﺍﻹﻧﺘﻬﺎﺀ ﻣﻦ ﻋﺮﺽ ﺍﻷﻓﻜﺎﺭ‪ ،‬ﻋﻠﻰ ﺍﳌﻨﺸﻂ ﺃﻥ ﻳﺮﺑﻂ ﺍﻓﻜﺎﺭ ﻫﺬﻩ ﺍﻟﻨﺼﻮﺹ ﺑﻔﻜﺮﺓ‬
‫ﺍﻹﺿﻄﻬﺎﺩ ﻋﺎﻣﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﳌﺴﻴﺤﻴﲔ ﺑﺸﻜﻞ ﺧﺎﺹ ‪.‬‬
‫‪9‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﺏ‪ -‬ﺍﻻﺿﻄﻬﺎﺩ ﺍﳌﺴﻴﺤﻲ ﻋﺒﺮ ﺍﻟﻌﺼﻮﺭ‪:‬‬
‫ﻟﻘﺪ ﺑﺪﺃ ﺍﺿﻄﻬﺎﺩ ﺍﳌﺴﻴﺤﻴﲔ ﺍﻻﻭﺍﺋﻞ ﻓﻲ ﺭﻭﻣﺎ ﻋﻠﻲ ﻳﺪ ﻧﻴﺮﻭﻥ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻷﻭﻝ ﺍﳌﺴﻴﺤﻲ‬
‫ﻭﺍﻧﺘﻬﻰ ﻋﻠﻰ ﺑﻌﺪ ﻣﻴﻞ ﻭﺍﺣﺪ ﻣﻦ ﺭﻭﻣﺎ ﻋﻠﻲ ﻳﺪ ﻗﺴﻄﻨﻄﲔ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻟﺮﺍﺑﻊ ﻭﻛﺎﻥ ﺍﻟﻘﺼﺪ‬
‫ﻣﻨﻪ ﺇﺑﺎﺩﺓ ﺍﳌﺴﻴﺤﻴﺔ ﻭﻟﻜﻦ ﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻛﺎﻥ ﺳﺒﺒﺎ ﻓﻲ ﺗﻨﻘﻴﺘﻬﺎ ﻭﺇﻇﻬﺎﺭ ﻓﻀﺎﺋﻠﻬﺎ‬
‫ﻭﺑﻄﻮﻻﺕ ﺷﻬﺪﺍﺋﻬﺎ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﺃﺩﻯ ﺍﻟﻰ ﺍﻧﺘﺸﺎﺭﻫﺎ ﻭﺩﺧﻮﻝ ﺍﻟﻮﺛﻨﻴﲔ ﻓﻲ ﺍﻹﳝﺎﻥ ﺍﳌﺴﻴﺤﻲ‪.‬‬

‫ﺗﻘﺴﻢ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺇﻟﻰ ﻓﺮﻕ )ﺣﺴﺐ ﻋﺪﺩ ﺍﳌﺸﺎﺭﻛﲔ(‪ ،‬ﻭﻋﻠﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ‬

‫ﺃﻥ ﲡﺮﻱ ﺑﺤﺜﹰﺎ ﺳﺮﻳﻌﺎ ﹰ ﻋﻦ ﺍﻹﺿﻄﻬﺎﺩﺍﺕ ﺍﻟﺘﻲ ﻭﺍﺟﻬﻬﺎ ﺍﳌﺴﻴﺤﻴﲔ‬
‫ﻋﺒﺮ ﺍﻟﻌﺼﻮﺭ) ﺍﻟﺴﻤﺎﺡ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﺨﻤﻟﺘﻠﻔﺔ (‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻣﻮﻃﻦ ﺍﻟﺸﻬﺎﺩﺓ‬

‫ﻳﻌﺮﺽ ﻛﻞ ﻓﺮﻳﻖ ﻣﺎ ﻗﺎﻡ ﺑﺘﺤﻀﻴﺮﻩ‪ ،‬ﺛﻢ ﻳﻌﻄﻲ ﺍﳌﻨﺸﻂ ﻧﻈﺮﺓ ﺳﺮﻳﻌﺔ ﻋﻦ‬
‫ﺍﻹﺿﻄﻬﺎﺩﺍﺕ‪.‬‬
‫ﺏ‪ 1 -‬ﻧﻴﺮﻭﻥ ﻭﺣﺮﻳﻖ ﺭﻭﻣﺎ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ(‬
‫ﺏ‪ 2 -‬ﺍﺿﻄﻬﺎﺩ ﺩﻗﻠﺪﻳﺎﻧﻮﺱ ﻭﺃﻋﻮﺍﻧﻪ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ(‬
‫ﺏ‪ 3 -‬ﻗﺴﻄﻨﻄﲔ ﻭﻣﺮﺍﺳﻢ ﺍﻟﺘﺴﺎﻣﺢ ﺍﻟﺪﻳﻨﻲ )ﺍﻧﻈﺮ ﺍﳌﻠﺤﻖ(‬

‫ﺝ ‪ -‬ﻣﻨﺎﻗﺸﺔ ﻣﻔﻬﻮﻡ ﺍﻹﺳﺘﺸﻬﺎﺩ ﻭﺩﻭﺭ ﺍﳌﺴﻴﺤﻲ ﻭﺍﳌﻠﺘﺰﻡ ﺍﻟﺬﻱ ﻳﺠﺐ ﺃﻥ ﻳﻠﻌﺒﻪ ﻓﻲ‬
‫ﺯﻣﻦ ﺍﻹﺿﻄﻬﺎﺩ ‪:‬‬
‫ﺿﻤﻦ ﻋﻤﻞ ﺍﻟﻔﺮﻕ‪ ،‬ﻳﻮﺯﻉ ﻋﻠﻰ ﻛﻞ ﻓﺮﻳﻖ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﳌﻨﺎﻗﺸﺘﻬﺎ ﻭﺍﺳﺘﻨﺘﺎﺝ‬
‫ﺧﻼﺻﺎﺕ ‪:‬‬
‫‪ -‬ﻣﺎﺫﺍ ﻳﻌﻨﻲ ﺍﻹﺳﺘﺸﻬﺎﺩ ﻓﻲ ﺍﳌﺴﻴﺤﻴﺔ؟‬
‫‪ -‬ﻣﺎ ﻫﻲ ﻣﻈﺎﻫﺮ ﺍﺿﻄﻬﺎﺩ ﺍﳌﺴﻴﺤﻴﲔ ﺍﻟﻴﻮﻡ ؟‬
‫‪ -‬ﻣﺎ ﻫﻮ ﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻋﻠﻰ ﺍﳌﺴﻴﺤﻲ ﺃﻥ ﻳﻠﻌﺒﻪ ﻓﻲ ﺯﻣﻦ ﺍﻻﺿﻄﻬﺎﺩ ؟ ﻭﻛﻴﻒ ﻳﻮﺍﺟﻪ‬
‫ﺍﻻﺿﻄﻬﺎﺩ ﻓﻲ ﺍﻟﺰﻣﻦ ﺍﳊﺎﺿﺮ ؟‬

‫ﺝ‪ 1 -‬ﺣﻘﻴﻘﺔ ﺍﻻﺳﺘﺸﻬﺎﺩ ﻓﻲ ﺍﳌﺴﻴﺤﻴﺔ‬

‫ﻣﺎ ﻫﻲ ﺣﻘﻴﻘﺔ ﺍﻻﺳﺘﺸﻬﺎﺩ ﻓﻲ ﺍﳌﺴﻴﺤﻴﺔ؟ ﻫﻞ ﻛﺎﻥ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﳉﻨﻮﻥ ﻭﺍﳉﻬﻞ‬
‫ﻭﺍﳊﻤﺎﻗﺔ؟ ﺃﻡ ﻛﺎﻥ ﻧﻮﻋﺎ ﻣﻦ ﺍﻟﻬﺮﻭﺏ ﻣﻦ ﺍﳊﻴﺎﺓ ﺃﻭ ﺍﻻﻧﺘﺤﺎﺭ ﲢﺖ ﻇﺮﻭﻑ ﻗﺎﺳﻴﺔ؟‬
‫ﺑﺎﻟﻄﺒﻊ ﻟﻢ ﻳﻜﻦ ﻫﺬﺍ ﻛﻠﻪ ﺑﻞ ﻛﺎﻥ ﺣﺒﺎ ﹰ ﺑﺎﳌﺴﻴﺢ‪.‬‬

‫‪10‬‬ ‫ﺝ ‪ 2 -‬ﻓﻤﺎ ﻫﻮ ﺍﻻﺳﺘﺸﻬﺎﺩ ﻓﻲ ﺍﳌﺴﻴﺤﻴﺔ؟‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫• ﺷﺠﺎﻋﺔ‪ :‬ﺷﺠﺎﻋﺔ ﺍﻟﻔﻀﻴﻠﺔ‪ ،‬ﻟﻢ ﻳﻜﻦ ﺭﻋﻮﻧﺔ ﺑﻞ ﺷﺠﺎﻋﺔ ﻟﻢ ﻳﺄﻟﻔﻬﺎ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻘﺪﱘ‬
‫ﺑﺪﻛﺘﺎﺗﻮﺭﻳﺔ ﺣﻜﺎﻣﻪ ﻭﺇﺟﺎﺑﺎﺗﻬﻢ ﻧﻐﻤﺔ ﺟﺪﻳﺪﺓ ﻋﻠﻲ ﺳﻤﻊ ﺍﻟﻌﺎﻟﻢ ﻭﻗﺘﺬﺍﻙ‪.‬‬

‫• ﻛﺮﺍﺯﺓ‪ :‬ﻓﻘﺪ ﺍﻧﺘﺸﺮ ﺍﻹﳝﺎﻥ ﺑﺎﻻﺳﺘﺸﻬﺎﺩ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺩﻣﺎﺀ ﺍﻟﺸﻬﺪﺍﺀ ﺭﻭﺕ ﺑﺬﺍﺭ‬
‫ﺍﻹﳝﺎﻥ‪.‬‬

‫• ﺩﻟﻴﻼ ﻋﻠﻲ ﺻﺪﻕ ﺍﻹﳝﺎﻥ ﺑﺎﳌﺴﻴﺢ‪ :‬ﻓﻘﺪ ﺃﻧﺘﺼﺮ ﺍﻹﳝﺎﻥ ﺑﺎﳌﺴﻴﺢ ﻋﻠﻰ‬
‫ﺃﻋﺪﺍﺋﻪ ﺑﺎﻟﻘﻮﺓ ﺍﻷﺩﺑﻴﺔ ﺍﻟﺮﻭﺣﻴﺔ ﻭﺣﺪﻫﺎ ﻭﻟﻴﺲ ﺑﻘﻮﺓ ﻣﺎﺩﻳﺔ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻣﻮﻃﻦ ﺍﻟﺸﻬﺎﺩﺓ‬

‫‪ .‬ﺑﺮﻫﺎﻧﺎ ﹰ ﻋﻠﻲ ﺍﻟﻔﻀﺎﺋﻞ ﺍﳌﺴﻴﺤﻴﺔ‪ :‬ﻓﻲ ﺷﻬﺪﺍﺅﻧﺎ ﺍﻷﺑﺮﺍﺭ ﲡﻠﺖ ﺍﻟﻔﻀﺎﺋﻞ ﺍﳌﺴﻴﺤﻴﺔ‬
‫ﻭﻟﻢ ﺗﻨﺠﺢ ﺍﻟﺸﺪﺍﺋﺪ ﺃﻥ ﲡﻌﻠﻬﻢ ﻳﺘﺨﻠﻮﻥ ﻋﻨﻬﺎ ﻭﻣﻨﻬﺎ‪ :‬ﺍﻟﺜﺒﺎﺕ ﻭﺍﻻﺣﺘﻤﺎﻝ ﻭﺍﻟﻮﺩﺍﻋﺔ‬
‫ﻭﻣﺤﺒﺔ ﺍﻷﻋﺪﺍﺀ ﻭﺍﻟﻌﻔﺔ ﻭﺍﻟﻄﻬﺎﺭﺓ ﻭﺍﻟﺰﻫﺪ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻭﺍﳊﻨﲔ ﺇﻟﻲ ﺍﳌﻠﻜﻮﺕ‪.‬‬

‫ﺝ‪ 3 -‬ﺍﻻﺿﻄﻬﺎﺩ‪ :‬ﻇﺎﻫﺮﺓ ﺁﻧﻴﺔ‬

‫ﺇﻥ ﻣﻄﻠﻊ ﺍﻷﻟﻔﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻻ ﻳﺒﺪﻭ ﺃﻧﻪ ﻳﺤﻤﻞ ﺗﻐﻴﺮﹰﺍ ﻛﺒﻴﺮﹰﺍ‪ .‬ﻻ ﺑﻞ ﺇﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻨﺎﻃﻖ‬
‫ﺍﻟﺘﻲ ﻳﺘﻮﺍﺟﺪ ﻓﻴﻬﺎ ﺍﳌﺴﻴﺤﻴﻮﻥ ﻣﻨﺬ ﻓﺠﺮ ﺍﳌﺴﻴﺤﻴﺔ‪ ،‬ﺑﺎﺗﺖ ﺃﻣﺎﻛﻦ ﻏﻴﺮ ﺁﻣﻨﺔ ﻟﻬﻢ‪،‬‬
‫ﻳﺸﻜﻞ ﻓﻴﻬﺎ ﺍﳌﺴﻴﺤﻴﻮﻥ ﺃﻗﻠﻴﺔ ﺭﻣﺰﻳﺔ ﻣﻀﻄﻬﺪﺓ ﻭﻣﻬﻤﺸﺔ ﺗﻌﻴﺶ ﻓﻲ ﻣﻬﺐ ﺭﻳﺎﺡ‬
‫ﺍﺿﻄﻬﺎﺩ ﺇﻳﺪﻳﻮﻟﻮﺟﻲ ﻏﺎﺷﻢ‪ ،‬ﺧﺎﺻﺔ ﺑﻈﻞ ﻣﺎ ﲤﺮ ﹼ ﺑﻪ ﻣﻨﺎﻃﻖ ﺍﻓﺮﻳﻘﻴﺔ ﻭﻣﻨﻄﻘﺔ ﺍﻟﺸﺮﻕ‬
‫ﺍﻷﻭﺳﻂ ﻣﻦ ﺑﺪﻉ ﺗﻜﻔﻴﺮﻳﺔ ﻭﺍﺻﻮﻟﻴﺔ ﻭﺍﺭﻫﺎﺑﻴﺔ‪.‬‬

‫ﺝ‪ 4 -‬ﺍﻟﺘﺒﺸﻴﺮ ﻓﻲ ﺯﻣﻦ ﺍﻻﺿﻄﻬﺎﺩ ﺍﻟﻴﻮﻡ‪:‬‬

‫ﻳﺮﺗﻜﺰ ﺍﻟﺘﺒﺸﻴﺮ ﻓﻲ ﺯﻣﻦ ﺍﻻﺿﻄﻬﺎﺩ ﺍﻟﻴﻮﻡ ﺑﺤﺴﺐ ﺍﻟﺒﺎﺑﺎ ﻓﺮﻧﺴﻴﺲ ﻋﻠﻰ ”ﺗﻌﻠﱡﻢ‬
‫ﺍﻟﺼﻼﺓ ﻣﻦ ”ﺃﺟﻞ ﻣﻦ ﻳﺘﻤﻨﻮﻥ ﻟﻨﺎ ﺍﻟﺴﻮﺀ“ ﻳﺠﻌﻞ ﻣﻨﺎ ”ﺃﺑﻨﺎﺀ ﺍﻵﺏ“‪ .‬ﻭﻳﺮﻛﺰ ﻗﺪﺍﺳﺔ‬
‫ﺍﻟﺒﺎﺑﺎ ﻋﻠﻰ ﺍﻹﳒﻴﻞ ﺍﻟﺬﻱ ﻓﻴﻪ ﻳﻄﻠﺐ ﻳﺴﻮﻉ ﻣﻦ ﺗﻼﻣﻴﺬﻩ ﺃﻥ ﻳﺤ ﹼﺒﻮﺍ ﺃﻋﺪﺍﺀﻫﻢ ﻭﻳﺼﻠﹼﻮﺍ‬
‫ﻳﺤﺚ ﻳﺴﻮﻉ‬ ‫ﹼ‬ ‫ﻣﻦ ﺃﺟﻞ ﻣﻀﻄﻬﺪﻳﻬﻢ )ﻣﺘﻰ ‪ .(48 – 43 :5‬ﻓﻲ ﻫﺬﺍ ﺍﻟﻨﺺ ﺍﻹﳒﻴﻠﻲ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻣ ﹼﺪ ﻳﺪﻫﻢ ﻧﺤﻮ ﻛﻤﺎﻝ ﺍﷲ ”ﺍﻟﺬﻱ ﻳﹸﻄﻠﻊ ﺷﻤﺴﻪ ﻋﻠﻰ ﺍﻷﺷﺮﺍﺭ‬
‫ﻭﺍﻷﺧﻴﺎﺭ“‪.‬‬
‫”ﻓﻠﻜﻠﻤﺔ ﺍﷲ ﻭﺟﻬﺎﻥ‪ :‬ﻻﺋﺤﺔ ﻣﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﻭﺍﳌﻤﻨﻮﻋﺎﺕ ﺃﻭ ﺩﻋﻮﺓ ﺇﻟﻰ ﻣﺤﺒﺔ ﺍﻵﺏ‬
‫ﻭﺍﻹﺧﻮﺓ ﻣﻦ ﻛﻞ ﺍﻟﻘﻠﺐ ﻭﺻﻮﻻ ﹰ ﺇﻟﻰ ﺍﻟﺬﺭﻭﺓ‪ :‬ﺍﻟﺼﻼﺓ ﻣﻦ ﺃﺟﻞ ﺍﻟﻌﺪﻭ ﹼ“‪ .‬ﺇﻧﻬﺎ ﺟﺪﻟﻴﺔ‬
‫‪11‬‬ ‫ﺍﳌﻮﺍﺟﻬﺔ ﺑﲔ ﻋﻠﻤﺎﺀ ﺍﻟﺸﺮﻳﻌﺔ ﻭﻳﺴﻮﻉ‪:‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫”ﺇ ﹼﻥ ﺍﻟﺮﺏ ﻳﺸﺪﺩ ﻣﻦ ﺟﺪﻳﺪ ﻣﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﻌﻬﺪ ﺍﻟﻘﺪﱘ‪ :‬ﻣﺎ ﻫﻲ ﺃﻋﻈﻢ ﻭﺻﻴﺔ؟ ﺃﺣﺒﺐ‬
‫ﺍﻟﺮﺏ ﺇﻟﻬﻚ ﻣﻦ ﻛﻞ ﻗﻠﺒﻚ ﻭﻣﻦ ﻛﻞﹼ ﻗﻮﺗﻚ ﻭﻣﻦ ﻛﻞ ﻛﻴﺎﻧﻚ ﻭﺃﺣﺒﺐ ﻗﺮﻳﺒﻚ ﺣﺒﻚ‬
‫ﻳﻔﺴﺮﻭﻥ ﺫﻟﻚ ﻟﻢ ﻳﻀﻌﻮﺍ ﺫﻟﻚ ﻧﺼﺐ‬ ‫ﻟﻨﻔﺴﻚ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻋﻠﻤﺎﺀ ﺍﻟﺸﺮﻳﻌﺔ ﹼ‬
‫ﺃﻋﻴﻨﻬﻢ ﺑﻞ ﻛﺎﻧﻮﺍ ﻳﻀﻌﻮﻥ ﺍﻟﻘﻀﺎﻳﺎ‪ :‬ﻫﻞ ﳝﻜﻨﻨﺎ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ؟ ﺇﻟﻰ ﺃﻱ ﺩﺭﺟﺔ ﳝﻜﻨﻨﺎ ﺃﻥ‬
‫ﻧﻘﻮﻡ ﺑﻬﺬﺍ؟ ﻭﺇﻥ ﺍﺳﺘﻄﻌﻨﺎ ﺃﻥ ﻧﻘﻮﻡ ﺑﺬﺍﻙ؟“‪.‬‬
‫ﻭﻗﺪ ﺍﺳﺘﻌﺎﻥ ﻳﺴﻮﻉ ﺑﺎﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﻣﺜﺎﻝ ﻣﻦ ﺃﺟﻞ ﺇﺑﺮﺍﺯ ﺍﻟﻮﺻﺎﻳﺎ ﲢﺖ ﻧﻮﺭ ﺟﺪﻳﺪ ‪:‬‬
‫”ﻻ ﺗﻘﺘﻞ“ ﻟﻜﻲ ﻳﻘﻮﻝ ﻟﻨﺎ ﲟﻌﻨﻰ ﺁﺧﺮ ﻻ ﲡﺮﺡ ﺃﺧﺎﻙ ﻭﺇﺑﺮﺍﺯ ﺃﻫﻤﻴﺔ ﺍﶈﺒﺔ‬
‫”ﺍﻟﺘﻲ ﻫﻲ ﺃﻛﺜﺮ ﺳﺨﺎ ﹰﺀ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﺸﺮﻳﻌﺔ“ ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻣﻮﻃﻦ ﺍﻟﺸﻬﺎﺩﺓ‬

‫”ﺇﻧﻬﺎ ﺍﳌﺜﺎﻟﻴﺔ ﺍﻟﺘﻲ ﻳﺸﻴﺮ ﺇﻟﻴﻬﺎ ﻳﺴﻮﻉ ﻭﻭﺍﺭﺩﺓ ﻓﻲ ﻣﻘﻄﻊ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻣﻦ ﺇﳒﻴﻞ ﻣﺘﻰ‪.‬‬
‫ﻟﻘﺪ ﺳﻤﻌﺘﻢ ﺃﻧﻪ ﻗﻴﻞ‪” :‬ﺃﺣﺒﺐ ﻗﺮﻳﺒﻚ ﻭﺃﺑﻐﺾ ﻋﺪﻭﻙ‪ .‬ﺃﻣﺎ ﺃﻧﺎ ﻓﺄﻗﻮﻝ ﻟﻜﻢ‪ :‬ﺃﺣﺒﻮﺍ‬
‫ﺃﻋﺪﺍﺀﻛﻢ ﻭﺻﻠﹼﻮﺍ ﻣﻦ ﺃﺟﻞ ﻣﻀﻄﻬﺪﻳﻜﻢ“‪.‬‬
‫ﻟﻨﺴﺄﻝ ﺍﻟﺮﺏ ﺃﻥ ﳝﻨﺤﻨﺎ ﻧﻌﻤﺔ ﺍﻟﺼﻼﺓ ﻣﻦ ﺃﺟﻞ ﺃﻋﺪﺍﺋﻨﺎ ﻭﻛﻞ ﻣﻦ ﺃﺳﺎﺀ ﺇﻟﻴﻨﺎ ﻭﻻ ﻳﺘﻤﻨﻮﻥ‬
‫ﺍﳋﻴﺮ ﻟﻨﺎ ﻭﻳﻀﻄﻬﺪﻭﻧﻨﺎ‪ .‬ﻭﻛﻞ ﻭﺍﺣﺪ ﻣﻨﺎ ﻳﻌﺮﻑ ﺍﻻﺳﻢ ﻭﺍﻟﺸﻬﺮﺓ‪ :‬ﺃﺻﻠﻲ ﻣﻦ ﺃﺟﻞ ﻓﻼﻥ‬
‫ﻭﻓﻼﻥ… ﺃﺅﻛﹼﺪ ﻟﻜﻢ ﺃ ﹼﻥ ﻫﺬﻩ ﺍﻟﺼﻼﺓ ﺳﺘﻘﻮﻡ ﺑﺄﻣﺮﻳﻦ‪ :‬ﺳﺘﺠﻌﻠﻪ ﺃﻓﻀﻞ ﻷ ﹼﻥ ﺍﻟﺼﻼﺓ ﻗﺪﻳﺮﺓ‬
‫ﻭﲡﻌﻠﻨﺎ ﺃﺑﻨﺎﺀ ﺃﻛﺜﺮ ﻟﻶﺏ“‪.‬‬

‫ﺝ‪ 5 -‬ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻟﻨﻔﺲ ﻓﻲ ﺍﳌﺴﻴﺤﻴﺔ‪:‬‬

‫ﺻﻮﺕ ﺳﻜﻮﻥ ﺍﻟﻠﻴﻞ ﻭﻳﻮﻗﻈﻚ ﻓﺠﺄﺓ ﻣﻦ ﺳﺒﺎﺗﻚ ﺍﻟﻌﻤﻴﻖ‪ .‬ﻓﺘﺴﻤﻊ ﻭﻗﻊ ﺍﻗﺪﺍﻡ ﻓﻲ‬ ‫ﹲ‬ ‫ﻳﺸﻖ ﹼ‬
‫ﺍﳌﻜﺎﻥ ﻭﺗﺴﺘﻨﺘﺞ ﺍﻥ ﺍﺣﺪﻫﻢ ﻳﻘﺘﺤﻢ ﺑﻴﺘﻚ‪ .‬ﻓﻴﺴﺘﻮﻟﻲ ﻋﻠﻴﻚ ﺍﻟﻬﻠﻊ ﻭﻳﺨﺘﻠﺞ ﻗﻠﺒﻚ ﻓﻲ‬
‫ﺻﺪﺭﻙ ﻣﺘﺴﺎﺋﻼ ﻋﻤﺎ ﻳﻨﺒﻐﻲ ﺍﻥ ﺗﻔﻌﻠﻪ ﺍﻵﻥ‪.‬‬
‫ﳝﻜﻦ ﻷﻱ ﻣﻨﺎ ﺍﻥ ﻳﻮﺍﺟﻪ ﺣﺎﻟﺔ ﻛﻬﺬﻩ‪ .‬ﻓﺎﳉﺮﺍﺋﻢ‪ ،‬ﺣﺘﻰ ﺍﻟﻌﻨﻴﻔﺔ ﻣﻨﻬﺎ‪ ،‬ﺑﺎﺗﺖ ﺷﺎﺋﻌﺔ ﻓﻲ ﻛﻞ‬
‫ﻣﻜﺎﻥ ﺑﻌﺪ ﺍﻥ ﻛﺎﻧﺖ ﻣﻘﺘﺼﺮﺓ ﻋﻠﻰ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻭ ﺍﳌﺪﻥ ﺍﻟﻜﺒﻴﺮﺓ‪ .‬ﻭﺑﺴﺒﺐ ﺧﻮﻑ ﺍﻟﻨﺎﺱ‬
‫ﻣﻦ ﺍﳉﺮﳝﺔ‪ ،‬ﻳﻨﺸﺪ ﻛﺜﻴﺮﻭﻥ ﺍﳊﻤﺎﻳﺔ ﺑﺸﺮﺍﺀ ﺍﻻﺳﻠﺤﺔ ﺍﻭ ﺗﻌﻠﹼﻢ ﻓﻨﻮﻥ ﺍﻟﻘﺘﺎﻝ‪ .‬ﺣﺘﻰ ﺍﻥ ﺑﻌﺾ‬
‫ﺍﳊﻜﻮﻣﺎﺕ ﺳﻨﹼﺖ ﻗﻮﺍﻧﲔ ﲡﻴﺰ ﻟﻠﻤﻮﺍﻃﻨﲔ ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﺍﻧﻔﺴﻬﻢ ﺑﻄﺮﺍﺋﻖ ﳝﻜﻦ ﺍﻥ ﺗﺆﺩﻱ ﺍﻟﻰ‬
‫ﻣﻮﺕ ﻣﻬﺎﺟﻤﻴﻬﻢ‪ .‬ﻭﻟﻜﻦ ﻣﺎ ﻫﻮ ﺭﺃﻱ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺪﺱ ﻓﻲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ؟ ﻫﻞ ﳝﻜﻦ ﻟﻠﻤﺮﺀ ﺍﻥ‬
‫ﻳﻠﺠﺄ ﺍﺣﻴﺎﻧﺎ ﺍﻟﻰ ﺍﻟﻘﻮﺓ ﻟﻴﺪﺍﻓﻊ ﻋﻦ ﻧﻔﺴﻪ ﺍﻭ ﻋﻦ ﻋﺎﺋﻠﺘﻪ؟‬
‫ﻳﻌﺮﺽ ﺍﻟﻔﺮﻳﻖ ﺇﺟﺎﺑﺎﺗﻪ ﺃﻣﺎﻡ ﺍﳉﻤﻴﻊ‪ ،‬ﺣﻴﺚ ﺗﺼﻴﻎ ﺍﳉﻤﺎﻋﺔ ﺟﻤﻠﺔ ﺗﻠﺨﺺ ﺍﳌﻮﺿﻮﻉ ‪.‬‬

‫‪12‬‬ ‫ﺍﳌﺮﺍﺟﻊ‪:‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫‪ 1-‬ﻋﻈﺔ ﺍﻟﺒﺎﺑﺎ ﻓﺮﻧﺴﻴﺲ ﺍﻟﺼﺒﺎﺣﻴﺔ ﻓﻲ ﺩﺍﺭ ﺍﻟﻘﺪﻳﺴﺔ ﻣﺎﺭﺗﺎ ‪ 14‬ﺣﺰﻳﺮﺍﻥ ‪2016‬‬
‫‪ 2-‬ﻣﻮﻗﻊ ‪www.zenit.org‬‬

‫‪ 3-‬ﺻﻼﺓ ﺍﳋﺘﺎﻡ ‪:‬‬ ‫‪3‬‬

‫ﻣﻦ ﻭﺣﻲ ﻣﻮﺿﻮﻉ ﺍﻹﺟﺘﻤﺎﻉ‪ ،‬ﻋﻠﻚ ﻛﻞ ﻓﺮﺩ ﺃﻥ ﻳﺬﻛﺮ ﻛﻴﻒ ﻳﻌﻴﺶ ﺍﻟﺸﻬﺎﺩﺓ ﻓﻲ ﺣﻴﺎﺗﻪ‬
‫ﺍﻟﻴﻮﻣﻴﺔ ‪.‬‬
‫‪ +‬ﺍﻷﺑﺎﻧﺎ ﻭﺍﻟﺴﻼﻡ ‪ +‬ﻧﺸﻴﺪ ﻣﺮﱘ )ﺗﻌﻈﻢ ﻧﻔﺴﻲ ﺍﻟﺮﺏ ‪(...‬‬
‫ﺍﺠﻤﻟﺪ ﻟﻶﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﻛﻤﺎ ﻛﺎﻥ ﻓﻲ ﺍﻟﺒﺪﺀ ﻭﺍﻵﻥ‬
‫ﻭﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ﻭﺇﻟﻰ ﺩﻫﺮ ﺍﻟﺪﺍﻫﺮﻳﻦ ﺁﻣﲔ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻣﻮﻃﻦ ﺍﻟﺸﻬﺎﺩﺓ‬ ‫ﻣﻠﺤﻖ‬

‫ﺍﻹﺿﻄﻬﺎﺩ ﺍﳌﺴﻴﺤﻲ ﻋﺒﺮ ﺍﻟﻌﺼﻮﺭ‬

‫ﻧﻴﺮﻭﻥ ﻭﺣﺮﻳﻖ ﺭﻭﻣﺎ‪:‬‬
‫ﻛﺎﻥ ﺍﻻﺿﻄﻬﺎﺩ ﺍﻟﺬﻱ ﺃﺛﺎﺭﻩ ﻧﻴﺮﻭﻥ ﻫﻮ ﺃﻭﻝ ﺍﻻﺿﻄﻬﺎﺩﺍﺕ ﺍﻟﺘﻲ ﻛﺮﺳﺘﻬﺎ ﺍﻹﻣﺒﺮﺍﻃﻮﺭﻳﺔ‬
‫ﺍﻟﺮﻭﻣﺎﻧﻴﺔ‪ ،‬ﻭﺃﺭﺗﺒﻂ ﺑﺎﺳﺘﺸﻬﺎﺩ ﻋﻤﻮﺩﻳﻦ ﻋﻈﻴﻤﲔ ﻓﻲ ﺍﻟﻜﻨﻴﺴﺔ ﻫﻤﺎ ﺍﻟﺮﺳﻮﻻﻥ ﺑﻄﺮﺱ ﻭ‬
‫ﺑﻮﻟﺲ‪ ،‬ﻭﻗﺪ ﺍﺑﺘﺪﺃ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﻌﺎﺷﺮﺓ ﻣﻦ ﺣﻜﻢ ﻫﺬﺍ ﺍﻟﻄﺎﻏﻴﺔ ﺑﺄﻣﺮﻩ ﻭﲢﺮﻳﻀﻪ ﻋﺎﻡ ‪64‬ﻡ‬
‫ﺣﲔ ﺃﺗﻬﻢ ﻧﻴﺮﻭﻥ ﺍﳌﺴﻴﺤﻴﻮﻥ ﺍﻷﺑﺮﻳﺎﺀ ﺑﺤﺮﻕ ﺭﻭﻣﺎ ﻭﻛﺎﻧﺖ ﻛﺎﺭﺛﺔ ﻣﺪﻣﺮﺓ ﻟﻢ ﻳﻨﺠﻮ ﻣﻦ ﻫﺬﺍ‬
‫ﺍﳊﺮﻳﻖ ﺳﻮﻯ ﺃﺭﺑﻌﺔ ﺃﻗﺴﺎﻡ ﻣﻦ ﺍﻷﺭﺑﻌﺔ ﻋﺸﺮ ﻗﺴﻤﺎ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺗﻨﻘﺴﻢ ﺇﻟﻴﻬﺎ ﺍﳌﺪﻳﻨﺔ‬
‫ﺍﻟﻌﻈﻴﻤﺔ ﻭﺍﻟﺘﻬﻤﺖ ﺍﻟﺴﻨﺔ ﺍﻟﻨﺎﺭ ﺃﻋﺮﻕ ﺍﻵﺛﺎﺭ ﻭﺍﳌﺒﺎﻧﻲ ﻭﻟﻢ ﻳﻨﺠﻮ ﻣﻨﻬﺎ ﺍﻟﻨﺎﺱ ﻭﺍﻟﺒﻬﺎﺋﻢ‪.‬‬
‫ﻭﲢﻮﻟﺖ ﺍﳌﺪﻳﻨﺔ ﺍﻟﻌﻈﻴﻤﺔ ﺇﻟﻲ ﻣﻘﺒﺮﺓ ﺗﻀﻢ ﻣﻠﻴﻮﻥ ﻣﻦ ﺍﻟﻨﺎﺋﺤﲔ ﻋﻠﻰ ﺧﺴﺎﺭﺍﺕ ﻻ ﺗﻌﻮﺽ‪،‬‬
‫ﻭﺣﺘﻰ ﻳﺒﻌﺪ ﺍﻟﺸﺒﻬﺔ ﻋﻦ ﻧﻔﺴﻪ ﺍﺗﻬﻢ ﻧﻴﺮﻭﻥ ﺍﳌﺴﻴﺤﻴﲔ ﺍﳌﻨﺒﻮﺫﻳﻦ‪ ،‬ﻭﺳﺮﻋﺎﻥ ﻣﺎ ﺑﺪﺃ ﻓﻲ‬
‫ﺳﻔﻚ ﺍﻟﺪﻣﺎﺀ ﻭﺃﺳﺘﺨﺪﻡ ﺃﺑﺸﻊ ﺍﻟﻮﺳﺎﺋﻞ ﻓﻲ ﺳﺒﻴﻞ ﺫﻟﻚ‪ ،‬ﺻﻠﺐ ﺍﻟﺒﻌﺾ ﺇﻣﻌﺎﻧﺎ ﻓﻲ‬
‫ﺍﻟﺴﺨﺮﻳﺔ ﺑﺎﻟﻌﻘﻮﺑﺔ ﺍﻟﺘﻲ ﲢﻤﻠﻬﺎ ﺍﻟﺴﻴﺪ ﺍﳌﺴﻴﺢ‪ ،‬ﻭﺃﻟﻘﻲ ﺍﻟﺒﻌﺾ ﻟﻠﺤﻴﻮﺍﻧﺎﺕ ﺍﳌﻔﺘﺮﺳﺔ‬
‫ﻓﻲ ﻣﺴﺎﺭﺡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻭﺑﻠﻐﺖ ﺍﳌﺄﺳﺎﺓ ﻗﻤﺘﻬﺎ ﻋﻨﺪﻣﺎ ﺃﺷﻌﻞ ﺍﻟﻨﺎﺭ ﻓﻲ ﺍﳌﺴﻴﺤﻴﲔ‬
‫ﻭﺳﻤﺮﻫﻢ ﻓﻲ ﺃﻋﻤﺪﺓ ﺍﻟﺼﻨﻮﺑﺮ ﻳﻀﻴﺌﻮﻥ ﻛﺎﳌﺸﺎﻋﻞ ﻟﺘﺴﻠﻴﺔ ﺍﳉﻤﺎﻫﻴﺮ ﻓﻲ ﺍﳊﺪﺍﺋﻖ‬
‫ﺍﻹﻣﺒﺮﺍﻃﻮﺭﻳﺔ ﺑﻴﻨﻤﺎ ﻧﻴﺮﻭﻥ ﻓﻲ ﻋﺮﺑﺘﻪ ﺍﳋﺎﺻﺔ ﻳﻠﻬﻮ‪.‬‬

‫ﺍﺿﻄﻬﺎﺩ ﺩﻗﻠﺪﻳﺎﻧﻮﺱ ﻭﺃﻋﻮﺍﻧﻪ‪:‬‬

‫ﻛﻞ ﺍﻻﺿﻄﻬﺎﺩﺍﺕ ﺍﻟﺘﻲ ﺷﻨﺘﻬﺎ ﺍﻟﺪﻭﻟﺔ ﺍﻟﺮﻭﻣﺎﻧﻴﺔ ﻋﻠﻰ ﺍﳌﺴﻴﺤﻴﲔ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﻧﻴﺮﻭﻥ‬
‫ﺗﺘﻀﺎﺀﻝ ﺃﻣﺎﻡ ﺷﺪ ﻭﻋﻨﻒ ﻭﻭﺣﺸﻴﺔ ﺍﻻﺿﻄﻬﺎﺩﺍﺕ ﺍﻟﺘﻲ ﺑﺪﺃﻫﺎ ﺩﻗﻠﺪﻳﺎﻧﻮﺱ ﻭﺃﻛﻤﻠﻬﺎ ﺃﻋﻮﺍﻧﻪ‪،‬‬
‫ﻭﻟﻬﺬﺍ ﺍﻟﺴﺒﺐ ﺍﺗﺨﺬﺕ ﺍﻟﻜﻨﻴﺴﺔ ﺍﻟﻘﺒﻄﻴﺔ ﺑﺪﺍﻳﺔ ﺣﻜﻤﻪ ﻭﻫﻲ ﺳﻨﺔ ‪ 284‬ﻡ‪ .‬ﺑﺪﺍﻳﺔ‬
‫‪13‬‬ ‫ﻟﺘﻘﻮﳝﻬﺎ ﺍﳌﻌﺮﻭﻑ ﺑﺎﺳﻢ ﺗﺎﺭﻳﺦ ﺍﻟﺸﻬﺪﺍﺀ‪.‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﻓﻲ ﻋﺎﻡ ‪ 303‬ﻡ‪ .‬ﺃﺻﺪﺭ ﻣﻨﺸﻮﺭﺍ ﺑﻬﺪﻡ ﺍﻟﻜﻨﺎﺋﺲ ﻭﺣﺮﻕ ﺍﻟﻜﺘﺐ ﺍﳌﻘﺪﺳﺔ ﻭﻃﺮﺩ ﻛﻞ ﺃﺻﺤﺎﺏ‬
‫ﺍﳌﻨﺎﺻﺐ ﺍﻟﻌﺎﻟﻴﺔ ﻭﺣﺮﻣﺎﻧﻬﻢ ﻣﻦ ﺣﻘﻮﻗﻬﻢ ﺍﳌﺪﻧﻴﺔ ﻭﺣﺮﻣﺎﻥ ﺍﻟﻌﺒﻴﺪ ﺇﺫﺍ ﺃﺻﺮﻭﺍ ﻋﻠﻰ‬
‫ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﳌﺴﻴﺤﻴﺔ‪ ،‬ﻭﺇﺫ ﻋﻠﻖ ﺍﳌﻨﺸﻮﺭ ﻋﻠﻰ ﺣﺎﺋﻂ ﺍﻟﻘﺼﺮ ﻟﻢ ﻳﺨﻞ ﺍﺠﻤﻟﺎﻝ ﻣﻦ ﺷﺎﺏ‬
‫ﻣﺴﻴﺤﻲ ﺷﺠﺎﻉ ﻏﻴﻮﺭ ﻣﺰﻕ ﺍﳌﻨﺸﻮﺭ ﻣﻈﻬﺮﺍ ﺍﺳﺘﻴﺎﺀﻩ ﻭﺳﺮﻋﺎﻥ ﻣﺎ ﺳﺮﺕ ﻣﻮﺟﺔ ﺍﻻﺿﻄﻬﺎﺩ‬
‫ﻓﻲ ﺭﺑﻮﻉ ﺍﻹﻣﺒﺮﺍﻃﻮﺭﻳﺔ‪ .‬ﻭﺍﺯﺩﺍﺩ ﺍﻻﺿﻄﻬﺎﺩ ﻋﻨﻔﹰ ﺎ ﻭﻭﺣﺸﻴﺔ ﺑﺴﺒﺐ ﺍﻧﺪﻻﻉ ﺍﳊﺮﻳﻖ ﻣﺮﺗﲔ ﻓﻲ‬
‫ﻗﺼﺮ ﺍﻹﻣﺒﺮﺍﻃﻮﺭ ﻓﻲ ﺧﻼﻝ ﺃﺳﺒﻮﻉ ﺭﲟﺎ ﺃﻓﺘﻌﻞ ﺍﳊﺮﻳﻖ ﺃﺣﺪ ﻣﻌﺎﻭﻧﻴﻪ ﻟﻜﻲ ﻳﺜﻴﺮﻩ ﺿﺪ‬
‫ﺍﳌﺴﻴﺤﻴﲔ‪ .‬ﺃﺻﺪﺭ ﻓﻲ ﻣﺎﺭﺱ ﻋﺎﻡ ‪ 303‬ﻡ‪ .‬ﻣﻨﺸﻮﺭﻳﻦ ﻣﺘﻼﺣﻘﲔ ﺑﺴﺠﻦ ﺭﺅﺳﺎﺀ‬
‫ﺍﻟﻜﻨﺎﺋﺲ ﻭﺗﻌﺬﻳﺒﻬﻢ ﺑﻘﺼﺪ ﺇﺟﺒﺎﺭﻫﻢ ﻋﻠﻰ ﺗﺮﻙ ﺍﻹﳝﺎﻥ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻣﻮﻃﻦ ﺍﻟﺸﻬﺎﺩﺓ‬ ‫ﻣﻠﺤﻖ‬

‫ﻭﻓﻲ ‪ 30‬ﻧﻴﺴﺎﻥ ﻣﻦ ﻧﻔﺲ ﺍﻟﻌﺎﻡ ﺃﺻﺪﺭ ﻣﻜﺴﻴﻤﻴﺎﻧﻮﺱ ﻫﺮﻣﻮﻟﻴﻮﺱ ﻣﻨﺸﻮﺭﺍ ﻭﻫﻮ ﺃﺳﻮﺃﻫﺎ‬
‫ﻭﻳﻘﻀﻲ ﺑﺈﺭﻏﺎﻡ ﺟﻤﻴﻊ ﺍﳌﺴﻴﺤﻴﲔ ﻓﻲ ﺍﳌﺪﻥ ﻭﺍﻟﻘﺮﻯ ﻓﻲ ﺃﻧﺤﺎﺀ ﺍﻹﻣﺒﺮﺍﻃﻮﺭﻳﺔ ﺑﺎﻟﺘﺒﺨﻴﺮ‬
‫ﻭﺍﻟﺘﻀﺤﻴﺔ ﻟﻶﻟﻬﺔ‪.‬‬
‫ﻭﺃﺧﻴﺮﺍ ﻭﻓﻲ ﻣﺤﺎﻭﻟﺔ ﻳﺎﺋﺴﺔ ﶈﻮ ﺍﳌﺴﻴﺤﻴﺔ ﻭﺑﻌﺚ ﺍﻟﻮﺛﻨﻴﺔ ﺃﺻﺪﺭ ﻣﻜﺴﻴﻤﻴﺎﻧﻮﺱ ﻣﻨﺸﻮﺭﺍ‬
‫ﻓﻲ ﺧﺮﻳﻒ ﻋﺎﻡ ‪ 308‬ﻳﻘﻀﻲ ﺑﺴﺮﻋﺔ ﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﻣﺬﺍﺑﺢ ﺍﻷﻭﺛﺎﻥ ﻭﺃﻥ ﻳﻘﺪﻡ ﺍﳉﻤﻴﻊ ﺍﻟﺮﺟﺎﻝ‬
‫ﻭﺍﻟﻨﺴﺎﺀ ﻭﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﺑﺎﺋﺢ ﻣﻊ ﺍﻻﻟﺘﺰﺍﻡ ﺑﺘﺬﻭﻕ ﺍﻟﺘﻘﺪﻣﺎﺕ ﻭﺃﻥ ﻳﻘﻒ ﺍﳊﺮﺍﺱ ﺃﻣﺎﻡ ﺍﳊﻤﺎﻣﺎﺕ‬
‫ﻟﻴﺪﻧﺴﻮﺍ ﺑﺎﻟﺬﺑﺎﺋﺢ ﻛﻞ ﻣﻦ ﻳﺪﺧﻞ ﻟﻼﻏﺘﺴﺎﻝ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﻤﺮ ﺍﻟﻌﻤﻞ ﺑﻬﺬﺍ ﳌﺪﺓ ﺳﻨﺘﲔ ﺣﺘﻰ‬
‫ﺃﻧﻪ ﻟﻢ ﻳﻜﻦ ﺃﻣﺎﻡ ﺍﳌﺴﻴﺤﻴﲔ ﻓﻲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ ﺇﻻ ﺃﻥ ﳝﻮﺗﻮﺍ ﺷﻬﺪﺍﺀ ﺃﻭ ﳝﻮﺗﻮﺍ ﺟﻮﻋﺎ ﺃﻭ‬
‫ﻳﺠﺤﺪﻭﺍ ﺍﻹﳝﺎﻥ ‪.‬‬
‫ﻭﻓﻲ ﺳﻨﺔ ‪311‬ﻡ ﺃﻣﺮ ﻣﻜﺴﻴﻤﻴﺎﻧﻮﺱ ﺩﺍﺯﺍ ﺑﺈﻗﺎﻣﺔ ﺍﻟﻬﻴﺎﻛﻞ ﻓﻲ ﻛﻞ ﻣﺪﻳﻨﺔ ﻭﻋﲔ ﻛﻬﻨﺔ‬
‫ﻟﻸﺻﻨﺎﻡ ﻭﻣﻨﺤﻬﻢ ﺍﻻﻣﺘﻴﺎﺯﺍﺕ‪.‬‬

‫ﻗﺴﻄﻨﻄﲔ ﻭﻣﺮﺍﺳﻢ ﺍﻟﺘﺴﺎﻣﺢ ﺍﻟﺪﻳﻨﻲ‪:‬‬

‫ﺗﻌﺘﺒﺮ ﺍﺿﻄﻬﺎﺩﺍﺕ ﺩﻗﻠﺪﻳﺎﻧﻮﺱ ﻭﺃﻋﻮﺍﻧﻪ ﺁﺧﺮ ﻣﻘﺎﻭﻣﺔ ﻳﺎﺋﺴﺔ ﻟﻠﻮﺛﻨﻴﺔ ﺍﻟﺮﻭﻣﺎﻧﻴﺔ ﺿﺪ‬
‫ﺍﳌﺴﻴﺤﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﲡﻠﺖ ﺑﻄﻮﻻﺕ ﺍﳌﺴﻴﺤﻴﲔ ﻭﺛﺒﺎﺗﻬﻢ ﺃﻣﺎﻡ ﻭﺣﺸﻴﺔ ﺍﻟﻮﺛﻨﻴﺔ‬
‫ﻭﺷﺮﺍﺳﺘﻬﺎ ﺣﺘﻰ ﺑﺪﺕ ﺍﻟﻮﺛﻨﻴﺔ ﻓﻲ ﺣﺎﻟﺔ ﺇﻋﻴﺎﺀ‪.‬‬
‫ﺃﻋﺘﺰﻝ ﺩﻗﻠﺪﻳﺎﻧﻮﺱ ﺍﳊﻜﻢ ﻓﻲ ﻋﺎﻡ ‪ 305‬ﻡ‪ .‬ﺑﻌﺪ ﺃﻥ ﺍﻧﺘﻬﻰ ﺇﻟﻲ ﻧﻬﺎﻳﺔ ﺳﻴﺌﺔ‪.‬‬

‫ﺗﺮﺑﻰ ﻗﺴﻄﻨﻄﲔ ﻓﻲ ﺑﻼﻁ ﺩﻗﻠﺪﻳﺎﻧﻮﺱ ﻭﻫﺮﺏ ﺇﻟﻲ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻭﻫﻨﺎﻙ ﻧﻮﺩﻱ ﺑﻪ ﺇﻣﺒﺮﺍﻃﻮﺭﺍ‬
‫ﻋﻠﻰ ﻏﺎﻟﻴﺎ ﻭﺃﺳﺒﺎﻧﻴﺎ ﻭﺑﺮﻳﻄﺎﻧﻴﺎ ﻓﻲ ﻋﺎﻡ ‪306‬ﻡ ﺧﻠﻔﺎ ﻟﻮﺍﻟﺪﻩ‪) .‬‬
‫‪14‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﻭﻓﻲ ﻣﺎﺭﺱ ‪ 313‬ﻡ‪ .‬ﺍﻟﺘﻘﻰ ﻗﺴﻄﻨﻄﲔ ﻣﻊ ﻟﻴﻜﻴﻨﻴﻮﺱ ﺇﻣﺒﺮﺍﻃﻮﺭ ﺍﻟﺸﺮﻕ ﻓﻲ ﻣﻴﻼﻥ ﻭﻣﻦ‬
‫ﻫﻨﺎﻙ ﺃﺻﺪﺭﺍ ﻣﺮﺳﻮﻡ ﻟﻠﺘﺴﺎﻣﺢ ﻣﻊ ﺍﳌﺴﻴﺤﻴﲔ ﻳﻌﺮﻑ ﺑﺎﺳﻢ ﻣﺮﺳﻮﻡ ﻣﻴﻼﻥ ﲟﻮﺟﺒﻪ‬
‫ﺃﻋﻄﻴﺖ ﺍﳊﺮﻳﺔ ﺍﻟﺪﻳﻨﻴﺔ ﻟﻠﻤﺴﻴﺤﻴﲔ ﻭﻟﻐﻴﺮﻫﻢ ﺃﻥ ﻳﺘﺒﻌﻮﺍ ﺍﻟﺪﻳﻦ ﺍﻟﺬﻱ ﻳﺮﻏﺒﻮﻧﻪ‪.‬‬

‫ﻭﺇﺫ ﺧﺮﺝ ﻟﻴﻜﻴﻨﻮﺱ ﻋﻠﻰ ﻗﺴﻄﻨﻄﲔ ﻭﺟﺪﺩ ﺍﺿﻄﻬﺎﺩ ﺍﳌﺴﻴﺤﻴﲔ ﻟﻔﺘﺮﺓ ﻗﺼﻴﺮﺓ ﻓﻲ‬
‫ﺍﻟﺸﺮﻕ ﻫﺰﻣﻪ ﻗﺴﻄﻨﻄﲔ ﻋﺎﻡ ‪ 323‬ﻡ‪ .‬ﻭﺃﺻﺒﺢ ﺇﻣﺒﺮﺍﻃﻮﺭ ﺍﻟﺸﺮﻕ ﻭﺍﻟﻐﺮﺏ ﻭﻫﻜﺬﺍ ﻳﻌﺘﺒﺮ‬
‫ﻗﺴﻄﻨﻄﲔ ﺁﺧﺮ ﺍﻷﺑﺎﻃﺮﺓ ﺍﻟﻮﺛﻨﻴﲔ ﻭﺃﻭﻝ ﺍﳌﺴﻴﺤﻴﲔ‪ ،‬ﻭﺑﻌﺪﻫﺎ ﺑﺪﺃﺕ ﻓﺘﺮﺓ ﺟﺪﻳﺪﺓ‬
‫ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﻜﻨﻴﺴﺔ ﻭﺍﳌﺴﻴﺤﻴﲔ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪...‬‬

‫ﺻﻼﺓ ﺍﻟﺒﺪﺀ‬
‫ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻻﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ ،‬ﺍﻻﻟﻪ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﺁﻣﲔ‪.‬‬

‫‪ 1‬ﺍﺳﺘﺪﻋﺎﺀ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪:‬‬

‫ﺃﻳﻬﺎ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ /‬ﻳﺎ ﺭﻭﺡ ﺍﳊﻜﻤﺔ‪ /‬ﻫﻠﻢ ﻭﺟﺮﺩﻧﺎ ﻋﻦ ﺍﻟﺘﻌﻠﻖ ﺑﺨﻴﺮﺍﺕ ﺍﻷﺭﺽ‪ /‬ﻛﻲ ﻧﺬﻭﻕ‬
‫ﺧﻴﺮﺍﺕ ﺍﻟﺴﻤﺎﺀ ‪ /‬ﻳﺎ ﺭﻭﺡ ﺍﻟﻔﻬﻢ‪ /‬ﻫﻠﻢ ﻭﺃﻧﺮ ﻋﻘﻮﻟﻨﺎ ﺑﻨﻮﺭ ﺍﳊﻘﺎﺋﻖ ﺍﻻﻟﻬﻴﺔ‪ /‬ﻳﺎ ﺭﻭﺡ ﺍﳌﺸﻮﺭﺓ‪/‬‬
‫ﻫﻠﻢ ﻭﺍﺟﻌﻠﻨﺎ ﻃﺎﺋﻌﲔ ﻻﻟﻬﺎﻣﺎﺗﻚ‪ /‬ﻳﺎ ﺭﻭﺡ ﺍﻟﻘﻮﺓ‪ /‬ﻫﻠﻢ ﻭﺍﻣﻨﺤﻨﺎ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﻐﻠﺒﺔ ﻋﻠﻰ ﺃﻋﺪﺍﺀ‬
‫ﻧﻔﻮﺳﻨﺎ‪ /‬ﻳﺎ ﺭﻭﺡ ﺍﻟﻌﻠﻢ‪ /‬ﺳﺎﻋﺪﻧﺎ ﻟﻨﻤﺎﺭﺱ ﺗﻌﺎﻟﻴﻤﻚ ﺍﳌﻘﺪﺳﺔ‪ /‬ﻭﻳﺎ ﺭﻭﺡ ﺍﻟﺘﻘﻮﻯ‪ /‬ﻫﻠﻢ‬
‫ﻭﺍﺳﻜﻦ ﻓﻲ ﻗﻠﻮﺑﻨﺎ‪ /‬ﻛﻲ ﺗﺘﻘﺪﺱ ﺟﻤﻴﻊ ﻋﻮﺍﻃﻔﻨﺎ‪ .‬ﺁﻣﲔ‪.‬‬

‫ﺃﻋﻄﻴﻨﻲ ﺍﻟﻜﻼﻡ‬ ‫‪ 2‬ﻣﻦ ﺭﺗﻞ ﺻﻠﻰ ﻣﺮﺗﲔ‪:‬‬

‫ﺣﺐ ﺑﻴﺒﺘﺪﻱ ﺑﺎﻟﻌﻄﺎﺀ‬
‫ﹼ‬ ‫ﺍﻋﻄﻴﻨﻲ ﺍﻟﻜﻼﻡ ﺗﻐﻨﱢﻴﻠﹶﻚ ﺣ ﹼﺒﻲ‬
‫ﺑﻴﻨﻌ ﹶﻄﻰ‬
‫ﻣﺮﹼﺓ ﻫﺎﻟﻌﻤﺮ ﹶ‬ ‫ﻭﺍﻋﻄﻴﻨﻲ ﺍﳊﻴﺎﺓ ﻭﺍﻹﳝﺎﻥ ﺑﻘﻠﺒﻲ‬

‫ﻭﺍﺭﻛﻊ ﻋﻠﻰ ﺩﺭﺍﺝ ﺍﻟﺴﻤﺎ‬ ‫ﺃﻋﻄﻴﻨﻲ ﺍﻟﺼﻼﺓ ﺗﻼﻗﻴﻚ ﻗﺒﺎﻟﻲ‬

‫ﻭﺍﻋﻄﻴﻨﻲ ﺍﻟﻌﻄﺎ ﻟﻠﻌﻄﺎﺀ‬ ‫ﻭﺍﻋﻄﻴﻨﻲ ﺍﻟﻮﻓﺎ ﺗﻮﺍﻓﻴﻚ ﺑﺤﺎﻟﻲ‬

‫‪ 3‬ﻛﻠﻤﺔ ﺍﷲ‪ :‬ﻗﺮﺍﺀﺓ ﻣﻦ ﺍﳒﻴﻞ ﻣﺘﻰ ﺍﻟﻔﺼﻞ ‪ 7‬ﻣﻦ ﺍﻷﻳﺔ ‪ 7‬ﺍﻟﻰ ﺍﻷﻳﺔ ‪11‬‬

‫ﹸﺐ‬‫ﺴﺄﹶﻝﹸ ﻳﹶﺄ ﹾ ﹸﺧﺬ ﹸ‪ ،‬ﻭ ﹶ ﹶﻣﻦﹾ ﻳﹶﻄﹾ ﻠ ﹸ‬ ‫ﹸﻢ‪ 8 .‬ﻷﹶﻥﱠ ﻛﹸﻞﱠ ﹶﻣﻦﹾ ﻳ ﹶ ﹾ‬ ‫‪» 7‬ﺍﹺ ﹾﺳﺄﹶﻟﹸﻮﺍ ﺗ ﹸ ﹾﻌ ﹶﻄﻮﹾﺍ‪ .‬ﺍ ﹸ ﹾﻃ ﹸﻠ ﹸﺒﻮﺍ ﹶﲡﹺ ﹸﺪﻭﺍ‪ .‬ﺍﹺﻗﹾﺮﹶﻋﹸ ﻮﺍ ﻳ ﹸ ﹾﻔ ﹶﺘ ﹾﺢ ﹶﻟﻜ ﹾ‬
‫ﻄﻴﻪﹺ ﹶﺣ ﹶﺠﺮﹰﺍ؟ ‪ 10‬ﻭ ﹶ ﹺﺇ ﹾﻥ‬ ‫ﹸﻢ ﹺﺇﺫﹶﺍ ﹶﺳﺄ ﹶ ﹶﻟ ﹸﻪ ﺍﺑ ﹾ ﹸﻨ ﹸﻪ ﹸﺧﺒﹾﺰﹰﺍ‪ ،‬ﻳ ﹸ ﹾﻌ ﹺ‬ ‫ﺎﻥ ﹺﻣﻨﹾﻜ ﹾ‬ ‫ﻳ ﹶ ﹺﺠ ﹸﺪ‪ ،‬ﻭ ﹶ ﹶﻣﻦﹾ ﻳﹶﻘﹾ ﺮ ﹶ ﹸﻉ ﻳ ﹸ ﹾﻔ ﹶﺘ ﹸﺢ ﹶﻟ ﹸﻪ‪ 9 .‬ﺃ ﹶ ﹾﻡ ﺃ ﹶ ﱡﻱ ﹺﺇﻧ ﹾ ﹶﺴ ﹴ‬
‫ﻢ ﻋﹶ ﹶﻄﺎﻳﹶﺎ‬ ‫ﻢ ﺃ ﹶ ﹾﺷﺮﹶﺍﺭ ﹲ ﺗ ﹶ ﹾﻌ ﹺﺮﻓﹸﻮ ﹶﻥ ﺃ ﹶ ﹾﻥ ﺗ ﹸ ﹾﻌ ﹸﻄﻮﺍ ﺃﹶﻭﹾﻻﹶﺩﹶﻛﹸ ﹾ‬
‫ﻢ ﻭﹶﺃﹶﻧ ﹾ ﹸﺘ ﹾ‬‫ﹶﺳﺄ ﹶ ﹶﻟ ﹸﻪ ﹶﺳ ﹶﻤﻜﹶﺔﹰ‪ ،‬ﻳ ﹸ ﹾﻌﻄﹺﻴﻪﹺ ﹶﺣﻴﱠﺔﹰ؟ ‪ 11‬ﻓﹶﺈ ﹺ ﹾﻥ ﻛﹸﻨﹾ ﹸﺘ ﹾ‬
‫‪15‬‬ ‫ﺴﺄﹶﻟﹸﻮﻧ ﹶ ﹸﻪ! ‪ 12‬ﹶﻓﻜﹸﻞﱡ ﹶﻣﺎ‬ ‫ﺕ ﻟﹺﻠﱠ ﹺﺬﻳ ﹶﻦ ﻳ ﹶ ﹾ‬‫ﺕ‪ ،‬ﻳ ﹶ ﹶﻬ ﹸﺐ ﹶﺧ ﹾﻴﺮﹶﺍ ﹴ‬ ‫ﺍﻟﺴ ﹶﻤﺎﻭﹶﺍ ﹺ‬ ‫ﺎﳊ ﹶ ﹺﺮﻱﱢ ﺃﹶﺑﹸﻮﻛﹸ ﹸﻢ ﺍﻟ ﱠ ﹺﺬﻱ ﻓﹺﻲ ﱠ‬ ‫ﹶﻢ ﺑ ﹺ ﹾ‬ ‫ﹶﺟ ﱢﻴ ﹶﺪﺓﹰ‪ ،‬ﹶﻓﻜ ﹾ‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﻮﺱ ﻭﹶﺍﻷﹶﻧ ﹾ ﹺﺒ ﹶﻴ ﹸ‬
‫ﺎﺀ‪.‬‬ ‫ﺎﻣ ﹸ‬ ‫ﻢ‪ ،‬ﻷﹶﻥﱠ ﻫﺬ ﹶﺍ ﹸﻫ ﹶﻮ ﺍﻟﻨ ﱠ ﹸ‬ ‫ﻀﺎ ﺑ ﹺ ﹺﻬ ﹾ‬ ‫ﻢ ﺃﹶﻳ ﹾ ﹰ‬‫ﺎﺱ ﺑﹺﻜ ﹸﹸﻢ ﺍﻓ ﹶﹾﻌﻠﹸﻮﺍ ﻫﻜﹶﺬ ﹶﺍ ﺃﹶﻧ ﹾ ﹸﺘ ﹾ‬ ‫ﺗ ﹸ ﹺﺮﻳ ﹸﺪﻭ ﹶﻥ ﺃ ﹶ ﹾﻥ ﻳﹶﻔ ﹶﹾﻌﻞﹶ ﺍﻟﻨ ﱠ ﹸ‬
‫*ﻛﻼﻡ ﺍﻟﺮﺏ **ﺍﻟﺸﻜﺮ ﷲ‬

‫‪ 4‬ﺗﺄﻣﻞ ﻣﻦ ﺍﻟﻘﻠﺐ )ﻳﻮﺿﻊ ﻗﺴﻤﲔ ﻣﻦ ﺍﻷﻭﺭﺍﻕ ﻓﻲ ﺍﻟﻮﺳﻂ ﺍﻣﺎﻡ ﺍﻟﻄﻼﺋﻊ‪ ,‬ﻛﻞ ﻭﺍﺣﺪ ﺑﺪﻭﺭﻩ‬
‫ﻳﻜﺘﺐ ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﻦ ﺃﻭﻝ ﻗﺴﻢ ﺍﳋﻄﻴﺔ ﺃﻭ ﺍﻟﺴﻴﺌﺔ ﺍﻟﺘﻲ ﺃﺧﺬﻫﺎ ﺍﷲ ﻣﻨﻪ ﻭ ﻳﺘﺮﻙ ﺍﻟﻮﺭﻗﺔ‬
‫ﻋﻠﻰ ﺍﻷﺭﺽ ﺛﻢ ﻳﺄﺧﺬ ﻭﺭﻗﺔ ﻣﻦ ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ ﻭ ﻳﻜﺘﺐ ﻋﻠﻴﻬﺎ ﺍﻟﻨﻌﻤﺔ ﺍﻟﺘﻲ ﺃﻋﻄﺎﻫﺎ ﺍﷲ‬
‫ﻟﻪ ﻭ ﻳﺘﺮﻙ ﺍﻟﻮﺭﻗﺔ ﻣﻌﻪ‪ .‬ﺛﻢ ﻳﺘﻢ ﻣﺸﺎﺭﻛﺔ ﻣﺎ ﻛﺘﺐ ﻛﻞ ﻭﺍﺣﺪ ﺑﺪﻭﺭﻩ ﺑﺼﻮﺕ‬
‫ﻋﺎﻝ ﺃﻣﺎﻡ ﺍﳉﻤﻴﻊ(‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪...‬‬

‫ﻟﻚ ﻳﺎ ﻣﺮﱘ‪:‬‬ ‫‪5‬‬

‫ﻧﺸﻴﺪ ﻣﺮﱘ )ﺟﻮﻗﲔ * ‪(** /‬‬
‫** ﻭﺗﺒﺘﻬﺞ ﺭﻭﺣﻲ ﺑﺎﷲ ﻣﺨﻠﺼﻲ‬ ‫* ﺗﻌﻈﻢ ﻧﻔﺴﻲ ﺍﻟﺮﺏ‬
‫** ﺳﻮﻑ ﺗﻬﻨﺌﻨﻲ ﺑﻌﺪ ﺍﻟﻴﻮﻡ ﺟﻤﻴﻊ ﺍﻷﺟﻴﺎﻝ‬ ‫* ﻷﻧﻪ ﻧﻈﺮ ﺍﻟﻰ ﺃﻣﺘﻪ ﺍﻟﻮﺿﻴﻌﺔ‬
‫** ﻗﺪﻭﺱ ﺍﺳﻤﻪ‬ ‫* ﻷﻥ ﺍﻟﻘﺪﻳﺮ ﺻﻨﻊ ﺍﻟﻲ ﺃﻣﻮﺭﺍ ﻋﻈﻴﻤﺔ‬
‫* ﻭﺭﺣﻤﺘﻪ ﻣﻦ ﺟﻴﻞ ﺍﻟﻰ ﺟﻴﻞ ﻟﻠﺬﻳﻦ ﻳﺘﻘﻮﻧﻪ ** ﻛﺸﻒ ﻋﻦ ﺷﺪﺓ ﺳﺎﻋﺪﻩ‬
‫** ﺣﻂ ﺍﻷﻗﻮﻳﺎﺀ ﻋﻦ ﺍﻟﻌﺮﻭﺵ‬ ‫* ﻓﺸﺘﺖ ﺍﳌﺘﻜﺒﺮﻳﻦ ﻓﻲ ﻗﻠﻮﺑﻬﻢ‬
‫** ﺃﺷﺒﻊ ﺍﳉﻴﺎﻉ ﻣﻦ ﺍﳋﻴﺮﺍﺕ‬ ‫* ﻭﺭﻓﻊ ﺍﻟﻮﺿﻌﺎﺀ‬
‫** ﻧﺼﺮ ﻋﺒﺪﻩ ﺍﺳﺮﺍﺋﻴﻞ‬ ‫* ﻭﺍﻷﻏﻨﻴﺎﺀ ﺻﺮﻓﻬﻢ ﻓﺎﺭﻏﲔ‬
‫** ﺭﺣﻤﺘﻪ ﻷﺑﺮﺍﻫﻴﻢ ﻭﻧﺴﻠﻪ ﻟﻸﺑﺪ‬ ‫* ﺫﺍﻛﺮﺍ ﻛﻤﺎ ﻗﺎﻝ ﻷﺑﺎﺋﻨﺎ‬

‫‪ 6‬ﺻﻼﺓ ﺍﻟﻄﻼﺋﻌﻲ‪:‬‬
‫ﻗﻮﻧﺎ‬
‫ﺭﺑﻨﺎ ﻭﺍﻟﻬﻨﺎ‪ /‬ﺍﻧﺖ ﺍﳊﺐ ﺍﳊﻘﻴﻘﻲ‪ /‬ﺍﻟﺬﻱ ﳝﻸ ﻗﻠﻮﺑﻨﺎ‪ /‬ﻭﻳﻨﻴﺮ ﻋﻘﻮﻟﻨﺎ‪ /‬ﻭﻳﻘﺪﺱ ﺣﻮﺍﺳﻨﺎ‪ /‬ﹼ‬
‫ﻧﺤﻦ ﺍﻟﻄﻼﺋﻊ‪ /‬ﻭﺃﺿﺮﻡ ﻓﻴﻨﺎ ﻃﺎﻗﺔ ﺍﳊﺐ‪ /‬ﻓﻨﻌﻤﻞ ﺑﺈﳒﻴﻞ ﺍﺑﻨﻚ ﺍﻟﻮﺣﻴﺪ‪ /‬ﻭﻧﺼﻐﻲ ﻹﻟﻬﺎﻣﺎﺕ‬
‫ﻭﻧﺒﺸﺮ ﺑﺈﺳﻤﻚ‪ /‬ﻭﻧﻜﻮﻥ ﻓﻲ ﻃﻠﻴﻌﺔ ﺍﻟﺴﺎﺋﺮﻳﻦ ﻧﺤﻮ‬ ‫ﹼ‬ ‫ﺭﻭﺣﻚ ﺍﻟﻘﺪﻭﺱ‪ /‬ﻭﻧﺴﻴﺮ ﻋﻠﻰ ﺩﺭﺑﻚ‪/‬‬
‫ﻣﻠﻜﻮﺗﻚ‪ /‬ﺑﺸﻔﺎﻋﺔ ﺃﻣﻨﺎ ﺍﻟﻌﺬﺭﺍﺀ ﻣﺮﱘ‪ /‬ﻣﺜﺎﻟﻨﺎ ﻓﻲ ﺍﻻﳝﺎﻥ ﻭﺍﻟﺮﺟﺎﺀ ﻭﺍﶈﺒﺔ‪ /‬ﻟﻚ ﺍﺠﻤﻟﺪ ﺍﻟﻰ ﺍﻻﺑﺪ‪.‬‬
‫ﺃﻣﲔ‬

‫ﺍﺠﻤﻟﺪ ﻟﻶﺏ ﻭﺍﻻﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﻓﻲ ﺍﻟﺒﺪﺀ ﻭﺍﻵﻥ ﻭﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ﻭﺍﻟﻰ ﺩﻫﺮ ﺍﻟﺪﺍﻫﺮﻳﻦ‪،‬‬
‫ﺁﻣﲔ‪.‬‬
‫‪16‬‬ ‫ﻫﺪﻑ ﺍﳌﻮﺿﻮﻉ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﺃﻥ ﻳﺪﺭﻙ ﺍﻟﻄﻼﺋﻌﻲ ﻗﻴﻤﺔ ﻭﺯﻧﺎﺗﻪ‬ ‫ﺣﺚ ﺍﻟﻄﻼﺋﻌﻲ ﻋﻠﻰ "ﺍﳌﺘﺎﺟﺮﺓ"‬

‫ﻭﻣﺼﺪﺭﻫﺎ ﻭﻳﺴﻌﻰ ﻻﻛﺘﺸﺎﻑ‬ ‫ﺑﺎﻟﻮﺯﻧﺎﺕ ﻓﻴﻜﻮﻥ "ﺧﺎﺩﻡ ﺻﺎﻟﺢ‬
‫ﻭﺯﻧﺔ ﻣﻬﻤﻠﺔ‪ /‬ﻏﻴﺮ ﻣﺴﺘﺜﻤﺮﺓ‬ ‫ﻭﺷﺮﻳﻚ ﺃﻣﲔ"‬

‫ﺃﻭﺭﺍﻕ‪ ،‬ﺃﻗﻼﻡ‪،‬‬
‫ﺟﺮﺍﺋﺪ ﺟﺪﺭﺍﻧﻴﺔ )ﺃﻭ ‪،(flipchart‬‬
‫ﺃﻗﻼﻡ ﺗﻠﻮﻳﻦ‪ ،‬ﺃﻟﺔ ﺗﺼﻮﻳﺮ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪...‬‬

‫ﻣﻘﺪﻣﺔ ‪:‬ﺗﻌﺮﻳﻒ ﺍﳌﻮﻫﺒﺔ‪ :‬ﻣﺎ ﻫﻲ ﺍﳌﻮﻫﺒﺔ؟‬ ‫‪.1‬‬

‫‪1‬‬
‫ﹼ‬
‫ﺍﳌﻨﺸﻂ ﻭﺍﻷﻋﻀﺎﺀ(‬ ‫) ‪ brainstorming‬ﻭﻣﻨﺎﻗﺸﺔ ﺑﲔ‬

‫ﻭﺍﻟﺒﻌﺾ‬
‫ﹶ‬ ‫ﻦ‪،‬‬ ‫ﱢ‬
‫ﻣﺒﺸﺮﻳ ﹶ‬ ‫ﻭﺍﻟﺒﻌﺾ‬
‫ﹶ‬ ‫ﺃﻧﺒﻴﺎﺀ‪،‬‬
‫ﹶ‬ ‫ﻭﺍﻟﺒﻌﺾ‬
‫ﹶ‬ ‫ﺍﻟﺒﻌﺾ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﺭ ﹸ ﹸﺳﻼ ﹰ ‪،‬‬
‫ﹶ‬ ‫"ﻭﻫﻮ ﺃﻋﻄﻰ‬
‫ﻟﺒﻨﻴﺎﻥ‬
‫ﹺ‬ ‫ﺭﹸﻋﺎﺓﹰ ﻭﻣﻌﻠﱢﻤﲔ ﹶ )ﻭﺯﻧﺎﺕ ﻣﺨﺘﻠﻔﺔ(‪ ،‬ﻷﺟﻞ ﺗﻜﻤﻴﻞ ﺍﻟﻘﺪﻳﺴﲔ‪ ،‬ﻟﻌﻤﻞ ﺍﳋﺪﻣ ﹺﺔ‪،‬‬
‫ﺟﺴﺪ ﺍﳌﺴﻴﺢ‪ ،‬ﺇﻟﻰ ﺃﻥ ﻧﻨﺘﻬﻲ ﺟﻤﻴﻌﻨﺎ ﺇﻟﻰ ﻭﺣﺪﺍﻧﻴﺔ ﺍﻹﳝﺎﻥ ﻭﻣﻌﺮﻓﺔ ﺍﺑﻦ ﺍﷲ‪ .‬ﺇﻟﻰ‬
‫ﻛﺎﻣﻞ‪ .‬ﺇﻟﻰ ﻗﻴﺎﺱ ﻗﺎﻣﺔ ﻣﻞﺀ ﺍﳌﺴﻴﺢ‪) ".‬ﺃﻑ ‪(11-13 :4‬‬ ‫ﹴ‬ ‫ﺇﻧﺴﺎﻥ‬
‫ﹴ‬
‫‪ ---‬ﺇﻧﻄﻼﻗﺎ ﹰ ﻣﻦ ﺍﻵﻳﺔ ﺍﳌﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ‪ ،‬ﻣﺎ ﻫﻲ ﺍﳌﻮﻫﺒﺔ ﻭﻛﻴﻒ ﳝﻜﻦ ﺃﻥ ﻧﻜﺘﺸﻔﻬﺎ؟‬
‫‪ ---‬ﺇﻧﻄﻼﻗﺎ ﹰ ﻣﻦ ﺍﻵﻳﺔ ﺍﳌﺬﻛﻮﺭﺓ ﺃﻋﻼﻩ‪ ،‬ﻣﺎ ﻫﻮ ﻫﺪﻑ ﺍﳌﻮﻫﺒﺔ ‪ /‬ﺍﻟﻮﺯﻧﺔ؟‬

‫ﻢ ﺍﻟﺬﻱ ﻳﹸﺘﻌﺎﻣﻞ ﺑﻪ"‪ .‬ﻭﺑﺤﺴﺐ‬ ‫"ﺍﻟﻮﺯﹾﻧﹶﺔ " ﻋﻠﻰ ﺃﻧﻬﺎ" ﺍﻟﺪﱢ ﹶ‬

‫ﺭﻫ ﹾ‬ ‫ﺗﻔﺴﺮ ﻣﻌﺎﺟﻢ ﺍﻟﻠﻐﺔ ﻛﻠﻤﺔ ﹶ‬
‫ﺍﳌﻔﻬﻮﻡ ﺍﳌﺴﻴﺤﻲ‪ ،‬ﺍﳌﻮﻫﺒﺔ ﻫﻲ ﻋﻄﻴﺔ ﺍﷲ‪ ،‬ﻫﻲ ﺍﻟﻮﺯﻧﺔ ﺍﻟﺘﻲ ﻣﻨﺤﻨﺎ ﺍﻳﺎﻫﺎ ﺍﻟﺮﺏ ﻭﻃﻠﺐ‬
‫ﺍﺳﺘﺜﻤﺎﺭﻫﺎ‪ .‬ﻭﻫﻲ ﻓﻲ ﻣﺜﻞ ﺍﻟﻮﺯﻧﺎﺕ ﺗﻔﻴﺪ ﻭﺯﻧﺔ ﺍﻟﻔﻀﺔ ﻛﺎﳌﻌﺘﺎﺩ ﻭﻟﻜﻨﻬﺎ ﺑﺂﻥ ﻭﺍﺣﺪ ﺗﻮﺣﻲ‬
‫ﺑﺎﳌﻮﻫﺒﺔ‪.‬‬

‫‪6:30‬‬ ‫‪Amira Willighagen‬‬ ‫ﺍﳌﺼﻮﺭ ﺍﻷﻭﹼﻝ‪.‬‬

‫ﹼ‬ ‫ﻳﺘﻢ ﻣﺸﺎﻫﺪﺓ ﺍﳌﻘﻄﻊ‬
‫ﻫﻨﺎ ﹼ‬
‫‪https://www.youtube.com/watch?v=qDqTBlKU4CE‬‬

‫‪ ---‬ﻣﺎ ﻫﻮ ﺍﻧﻄﺒﺎﻋﻜﻢ ﻋﻨﺪ ﻣﺸﺎﻫﺪﺓ ﺃﻣﻴﺮﺓ؟‬

‫‪ ---‬ﻣﻦ ﻣﻨﻜﻢ ﻳﺘﺬﻛﺮ ﺃﻧﻪ ﺑﺪﺃ ﺑﺎﺳﺘﺜﻤﺎﺭ ﻭﺯﻧﺘﻪ ﻣﻨﺬ ﺍﻟﺼﻐﺮ؟‬
‫‪ ---‬ﻣﻦ ﻳﻌﺘﺒﺮ ﺃﻧﻪ ﻟﻢ ﻳﺴﺘﺜﻤﺮ ﻭﺯﻧﺘﻪ ﺑﻌﺪ؟ ﻭﳌﺎﺫﺍ؟‬
‫‪17‬‬ ‫ﺍﳌﻨﺸﻂ ﻋﻠﻰ ﺍﻟﻌﻤﺮ‪ ،‬ﺃ ﹼﻥ ﺍﻟ ﹼﺘﻘ ﹼﺪﻡ ﻓﻲ ﺍﻟﻌﻤﺮ ﻟﻴﺲ ﻋﺎﺋﻘﺎ ﹰ‬
‫ﹼ‬ ‫ﺍﳌﺼﻮﺭ ﺍﻟﺜﹼﺎﻧﻲ‪ ،‬ﻳﺸ ﹼﺪﺩ‬ ‫ﲤﻬﻴﺪﺍ ﹰ ﻟﻠﻤﻘﻄﻊ‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﹼ‬
‫ﻻﻛﺘﺸﺎﻑ ﺍﳌﻮﺍﻫﺐ ﻭﺍﺳﺘﺜﻤﺎﺭﻫﺎ‪.‬‬

‫‪7:31‬‬ ‫‪Susan Boyle‬‬ ‫ﺍﳌﺼﻮﺭ ﺍﻟﺜﹼﺎﻧﻲ‪.‬‬

‫ﹼ‬ ‫ﻳﺘﻢ ﻣﺸﺎﻫﺪﺓ ﺍﳌﻘﻄﻊ‬
‫ﻫﻨﺎ ﹼ‬
‫‪https://www.youtube.com/watch?v=jca_p_3FcWA‬‬

‫‪ ---‬ﻣﺎ ﻫﻮ ﺍﻧﻄﺒﺎﻋﻜﻢ ﻋﻨﺪ ﻣﺸﺎﻫﺪﺓ ﺳﻮﺯﻥ؟‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪...‬‬

‫‪ .2‬ﺗﻘﺴﻴﻢ ﻣﺠﻤﻮﻋﺎﺕ ‪" :‬ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪...‬‬ ‫‪2‬‬

‫)‪- Journaux muraux‬ﺟﺮﺍﺋﺪ ﺟﺪﺭﺍﻧﻴﺔ (‬
‫ﺍﳌﻨﺸﻂ ﻋﻠﻰ ﺣﺎﺋﻂ ﺃﻭﺭﺍﻕ ﻛﺒﻴﺮﺓ ﻋﻨﻮﺍﻧﻬﺎ "ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪"...‬‬ ‫ﹼ‬ ‫ﻳﻌﻠﹼﻖ‬
‫ﹼ‬
‫ﺍﳌﻨﺸﻂ ﺃﺳﻤﺎﺀ ﺍﳌﺸﺎﺭﻛﲔ‬ ‫ﻳﻜﺘﺐ‬
‫ﹼ‬
‫ﺍﳌﻨﺸﻂ ﺃﻥ ﻳﻘﺘﺮﺏ ﻛﻞ ﻓﺮﺩ ﻣﻦ ﺍﺠﻤﻟﻤﻮﻋﺔ ﻧﺤﻮ ﺍﳊﺎﺋﻂ‬ ‫ﻳﻄﻠﺐ‬
‫‪-‬ﻭﻛﺘﺎﺑﺔ ﻭﺯﻧﺔ ﻣﻦ ﻭﺯﻧﺎﺗﻪ )ﻗﺪ ﺍﻛﺘﺸﻔﻬﺎ ﺃﻭ ﻳﻈ ﹼﻦ ﺃﻧﹼﻪ ﳝﺘﻠﻜﻬﺎ(‬
‫‪ -‬ﻳﻜﺘﺐ ﺑﺠﺎﻧﺐ ﺇﺳﻢ ﺃﺣ ﹴﺪ ﺁﺧﺮ ﺍﻟﻮﺯﻧﺔ ﺍﻟﺘﻲ ﻳﺮﻯ ﺑﺄﻧﻪ ﻳﺒﺮﻉ ﺑﻬﺎ‬
‫‪+‬ﻏﻨﺎﺀ‪ ،graphic design ،‬ﺭﺳﻢ‪ ،‬ﺭﻗﺺ ﺗﻌﺒﻴﺮﻱ‪ ،‬ﺗﺼﻮﻳﺮ‪ ،‬ﺷﻌﺮ‪ ،‬ﺭﻳﺎﺿﺔ‪...‬‬

‫ﺑﻌﺪ ﺍﻹﻧﺘﻬﺎﺀ ﻧﻜﻮﻥ ﻗﺪ ﺣﺼﻠﻨﺎ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺎﺕ ﲤﺘﻠﻚ ﻣﻮﺍﻫﺐ ﻣﺸﺘﺮﻛﺔ‪.‬‬

‫ﻢ ﻛﹸﻞﱡ ﹶﺷﻲﹾ ﹴﺀ ﹸﻣ ﹾ‬
‫ﺸ ﹶﺘﺮﹶﻛﹰﺎ " )ﺃﻉ ‪(32 :4‬‬ ‫‪ .3‬ﻋﻤﻞ ﻣﺠﻤﻮﻋﺎﺕ ‪ " :‬ﻛﹶﺎ ﹶﻥ ﹺﻋﻨﹾ ﹶﺪ ﹸﻫ ﹾ‬
‫‪3‬‬

‫ﻳﻔﺘﺮﻕ ﺍﳌﺸﺎﺭﻛﻮﻥ ﺑﺤﺴﺐ ﺍﺠﻤﻟﻤﻮﻋﺎﺕ )ﺍﻟﻮﺯﻧﺎﺕ( ﻭﻳﻌ ﹼﺒﺮ ﻛﻞﱞ ﻣﻨﻬﻢ )ﻓﺮﺩﻳﹼﺎ ﹰ ﺃﻭ ﻣﻊ ﺁﺧﺮﻳﻦ(‬
‫ﻋﻦ ﻣﻮﺿﻮﻉ "ﻣﻦ ﺍﷲ ﻭﻟﺪﻧﺎ ﻓﺄﺧﺬ ﻣﻨﺎ ﻭﺃﻋﻄﺎﻧﺎ"‪ ،‬ﻛﻞﱞ ﺑﺤﺴﺐ ﻣﻮﻫﺒﺘﻪ‪.‬‬
‫ﻋﻨﺪ ﺍﻹﻧﺘﻬﺎﺀ‪ ،‬ﺗﺘﺸﺎﺭﻙ ﺍﺠﻤﻟﻤﻮﻋﺎﺕ ﻣﺎ ﻗﺪ ﺣﻀﺮﺗﻪ‪.‬‬

‫‪ .4‬ﺧﻼﺻﺔ ‪" :‬ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪"...‬‬

‫‪4‬‬

‫ﻭﺑﻬﺬﺍ ﻗﺪ ﻭﻫﺒﻨﺎ ﺍﷲ ﻭﺯﻧﺎﺕ ﻋﻠﻴﻨﺎ ﺍﻟﻌﻤﻞ ﺑﻬﺎ ﻟﺒﻨﺎﺀ ﺍﳉﻤﺎﻋﺔ )ﺍﻟﻜﻨﻴﺴﺔ( ﻭﺍﳌﺸﺎﺭﻛﺔ ﻣﻦ‬
‫‪18‬‬ ‫ﺧﻼﻟﻬﺎ ﺑﺎﻟﺘﺒﺸﻴﺮ ﻭﺍﻟﺮﺳﺎﻟﺔ ﺍﳌﻮﻛﻠﺔ ﺇﻟﻴﻨﺎ‪.‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﺃﻋﻀﺎﺀ‬
‫ﹲ‬ ‫ﺍﻹﳝﺎﻥ‪ .‬ﻓﺈﻧﻪ ﻛﻤﺎ ﻓﻲ ﺟﺴ ﹴﺪ ﻭﺍﺣ ﹴﺪ ﻟﻨﺎ‬
‫ﹺ‬ ‫"ﻛﻤﺎ ﻗ ﹶ ﹶﺴ ﹶﻢ ﺍﷲ ﻟﻜﻞﱢ ﻭﺍﺣ ﹴﺪ ﻣﻘﺪﺍﺭﺍ ﹰ ﹺﻣ ﹶﻦ‬
‫ﻛﺜﻴﺮﺓﹲ‪ ،‬ﻭﻟﻜﻦ ﻟﻴﺲ ﺟﻤﻴﻊ ﺍﻷﻋﻀﺎﺀ ﻟﻬﺎ ﻋﻤﻞﹲ ﻭﺍﺣﺪﹲ‪ ،‬ﻫﻜﺬﺍ ﻧﺤﻦ ﺍﻟﻜﺜﻴﺮﻳﻦ‪ :‬ﺟﺴﺪﹲ ﻭﺍﺣﺪﹲ‬
‫ﻭﺃﻋﻀﺎﺀ ﺑﻌﻀﺎ ﹰ ﻟﺒﻌﺾ‪ ،‬ﻛﻞ ﻭﺍﺣﺪ ﻟﻶﺧﺮ‪ .‬ﻭﻟﻜﻦ ﻟﻨﺎ ﻣﻮﺍﻫﺐ ﻣﺨﺘﻠﻔﺔ‬ ‫ﹲ‬ ‫ﻓﻲ ﺍﳌﺴﻴﺢ‬
‫ﺑﺤﺴﺐ ﺍﻟﻨﻌﻤﺔ ﺍﳌﻌﻄﺎﺓ ﻟﻨﺎ‪) .‬ﺭﻭ ‪)3-6 :12‬‬
‫ﻓﺨﺪﻣﺘﻨﺎ ‪ -‬ﻣﻦ ﺧﻼﻝ ﻣﻮﺍﻫﺒﻨﺎ ‪ -‬ﻣﺼﺪﺭﻫﺎ ﺍﻟﺮﺏ ﻭﺇﻥ ﻛﻨﺎ ﺃﻣﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻘﻠﻴﻞ ﺃﻗﺎﻣﻨﺎ ﺍﻟﺮﺏ‬
‫ﻋﻠﻰ ﺍﻟﻜﺜﻴﺮ ﻭﺩﺧﻠﻨﺎ ﻓﺮﺡ ﺍﻟﺮﺏ‪ ،‬ﻓﻲ ﻣﺠﺪﻩ ﺍﻷﺑﺪﻱ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪...‬‬

‫ﺻﻼﺓ ﺍﳋﺘﺎﻡ‬
‫ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻻﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ ،‬ﺍﻻﻟﻪ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﺁﻣﲔ‪.‬‬
‫ﺧﺬ ﻳﺎ ﺭﺑﻲ‬ ‫ﻣﻦ ﺭﺗﻞ ﺻﻠﻰ ﻣﺮﺗﲔ‪:‬‬
‫ﺻﻮﺗﻚ ﻳﺪﻋﻮﻧﻲ ﻳﺎ ﺻﺪﻳﻘﻲ ﺍﻟﻮﺩﻳﻊ‬ ‫ﺃﻧﺎ ﻋﻠﻰ ﺑﺎﺑﻚ ﹰ‬
‫ﻟﻴﻼ ﻭﻧﻬﺎﺭ‬
‫ﻧﻌﻤﺘﻚ ﺗﻐﻤﺮﻧﻲ ﻗﻠﺒﻚ ﻳﺠﺬﺑﻨﻲ ﻳﺪﻙ ﺗﻨﺸﻠﻨﻲ ﻓﻠﻴﺤﻴﺎ ﺣﺒﻚ‬
‫ﻛﻞ ﺫﺍﺗﻲ ﻭﺃﻓﻌﻞ ﺑﻬﺎ ﻣﺎ ﺗﺸﺎﺀ‬ ‫ﺧﺬ ﻳﺎ ﺭﺑﻲ ﻭﺃﻗﺒﻞ ﻣﻨﻲ‬
‫ﻧﻌﻤﺘﻚ ﻭﺣﺪﻫﺎ ﺗﻜﻔﻴﻨﻲ‬ ‫ﻫﺒﻨﻲ ﺣ ﹼﺒﻚ ﻫﺒﻨﻲ ﺭﻭﺣﻚ‬

‫ﻗﺼﺔ ﻭ ﻋﺒﺮﺓ‬
‫ﺳﻴﺪﺓ ﻣﺠﺘﻤﻊ ﻻﺑﺴﺔ ﺃﺟﻤﻞ ﺛﻴﺎﺑﻬﺎ ﻭﻣﺠﻮﻫﺮﺍﺗﻬﺎ ﲟﻨﺎﺳﺒﺔ ﺣﻀﻮﺭﻫﺎ ﻓﻲ ﻣﻄﻌﻢ ﻛﺒﻴﺮ‬
‫ﳊﻔﻠﺔ ﺧﻴﺮﻳﺔ ﻳﻌﻮﺩ ﺭﻳﻌﻬﺎ ﻷﻃﻔﺎﻝ ﺍﻟﺸﻮﺍﺭﻉ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺧﺮﺟﺖ ﺑﺎﻧﺘﻈﺎﺭ ﺳﺎﺋﻖ ﺍﻟﺴﻴﺎﺭﺓ‪ ،‬ﺩﻧﺎ‬
‫ﻣﻨﻬﺎ ﻣﺘﻮﺳﻞ ﻓﻘﻴﺮ‪ ،‬ﻭﻣﺪ ﻳﺪﻩ ﻗﺎﺋﻼ‪ " :‬ﺍﻧﺎ ﺑﺤﺎﺟﺔ ﺍﻟﻰ ﻛﻢ ﻗﻄﻌﺔ ﻣﻦ ﺍﳌﺎﻝ ﺣﺘﻰ ﺃﺗﻨﺎﻭﻝ‬
‫ﺍﻟﻄﻌﺎﻡ‪ ،‬ﻓﻘﺪ ﻣﻀﻰ ﻳﻮﻣﲔ ﻭﻟﻢ ﺃﻛﻞ ﺷﻴﺌﺎ"‪ .‬ﻓﻠﻄﻤﺘﻪ ﺑﺤﻘﻴﺒﺘﻬﺎ ﻭﻗﺎﻟﺖ ﻟﻪ ﺑﻐﻀﺐ ‪" :‬‬
‫ﻳﺎ ﻧﺎﻛﺮﺍﳉﻤﻴﻞ‪ ،‬ﺃﻟﻢ ﺗﺮﻯ ﺍﻧﻲ ﻣﻬﺮﻗﺔ ﻷﻧﻲ ﺭﻗﺼﺖ ﻛﻞ ﺍﻟﻠﻴﻞ ﻣﻦ ﺃﺟﻠﻚ؟!"‬

‫ﺗﺄﻣﻞ ﻣﻦ ﺍﻟﻘﻠﺐ)ﺗﺄﻣﻞ ﻋﻦ ﺃﻫﻤﻴﺔ ﺍﻟﻌﻄﺎﺀ ﻣﻦ ﺍﻟﻘﻠﺐ ﳋﺪﻣﺔ ﺍﻷﺧﺮﻳﻦ ﻭ ﻟﻴﺲ ﺠﻤﻟﺪﻧﺎ ﺍﻟﺸﺨﺼﻲ‬
‫ﻋﺪﻡ ﺍﻧﺘﻈﺎﺭ ﺃﻱ ﺗﻘﺪﻳﺮ ﻣﻦ ﺍﻟﻨﺎﺱ ﻣﻘﺎﺑﻞ ﻣﺎ ﻧﻌﻄﻲ‪(.‬‬

‫ﻭ ﺍﻧﺖ ﺷﻮ ﺭﺃﻳﻚ ﺑﺎﻟﻌﻄﺎﺀ؟!‬

‫‪ -‬ﻧﺤﻦ ﻧﻜﺴﺐ ﻋﻴﺸﻨﺎ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻧﺤﺼﻞ ﻋﻠﻴﻪ ‪ ،‬ﻭﻟﻜﻨﻨﺎ ﻧﺼﻨﻊ ﺣﻴﺎﺓ ﻣﻦ ﺧﻼﻝ ﻣﺎ‬
‫ﻧﻘﺪﻣﻪ ~ ﻧﻮﺭﻣﺎﻥ ﻣﻜﻴﻮﻳﻦ‬
‫‪19‬‬
‫‪ -‬ﻳﺠﺐ ﺃﻥ ﺗﻌﻄﻲ ﻛﻲ ﺗﺄﺧﺬ ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﺰﺭﻉ ﺍﻟﺒﺬﻭﺭ ‪ ،‬ﻗﺒﻞ ﺃﻥ ﺗﺘﻤﻜﻦ ﻣﻦ ﺟﻨﻲ ﺍﳊﺼﺎﺩ ~‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﺳﻜﻮﺕ ﺭﻳﺪ‬
‫‪ -‬ﻣﺎ ﲢﺘﻔﻆ ﺑﻪ ﻟﻨﻔﺴﻚ ﺗﺨﺴﺮﻩ ﺃﻣﺎ ﻣﺎ ﺗﻌﻄﻴﻪ ‪ ،‬ﻓﻴﻤﻜﻨﻚ ﺍﻻﺣﺘﻔﺎﻅ ﺑﻪ ﺍﻟﻰ ﺍﻻﺑﺪ ~‬
‫ﻣﻮﻧﺘﻲ‬
‫‪ -‬ﺇﻋﻄﺎﺀ ﻣﺠﺮﺩ ﻛﺴﺮﺓ ﺧﺒﺰ ﻟﻠﺠﻴﺎﻉ ﺃﻛﺜﺮ ﻗﻴﻤﺔ ﻣﻦ ﺇﻋﻄﺎﺀ ﺍﻟﻐﺪﺍﺀ ﻟﻠﺸﺒﺎﻋﻰ ~ ﻣﺜﻞ‬
‫ﻓﻴﺘﻨﺎﻣﻲ‬
‫‪ -‬ﺍﻟﺮﺟﻞ ﺍﻟﺴﺨﻲ ﻳﺰﺩﺍﺩ ﻏﻨﻰ ﻓﻲ ﺍﻟﻌﻄﺎﺀ ﻭ ﺍﻟﺒﺨﻴﻞ ﻳﺰﺩﺍﺩ ﻓﻘﺮﺍ ﻓﻲ ﺍﻻﺧﺬ ~ ﻣﺜﻞ ﺩﳕﺎﺭﻛﻲ‬
‫‪ -‬ﻳﺠﺐ ﻋﻠﻴﻨﺎ ﻟﻴﺲ ﻓﻘﻂ ﺗﻘﺪﱘ ﻣﺎ ﻟﺪﻳﻨﺎ ‪ ،‬ﺑﻞ ﺃﻳﻀﺎ ﻳﺠﺐ ﺃﻥ ﻧﻌﻄﻲ‬
‫ﺍﻧﻔﺴﻨﺎ ~ ﺟﻮﺯﻳﻒ ﺩﻳﺰﻳﺮﻳﻪ ﻣﺮﺳﻴﻴﻪ‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻮﻫﺒﺘﻲ ﹺﻣﻨﹼﻮ‪ ...‬ﻭﺇﻟﻮ‪...‬‬

‫‪ -‬ﺍﻟﺼﺪﻗﺔ ﻻ ﺗﺼﻨﻊ ﺍﺑﺪﺍ ﻓﻘﻴﺮﺍ ‪ ،‬ﻭﺍﻟﺴﺮﻗﺔ ﻻ ﺗﺼﻨﻊ ﺃﺑﺪﺍ ﻏﻨﻴﺎ ~ ﻣﺜﻞ ﺍﳒﻠﻴﺰﻱ‬
‫‪ -‬ﻓﻲ ﺍﻟﻌﻄﺎﺀ ﺃﺧﺬ ~ ﻣﺎﺭ ﻓﺮﻧﺴﻴﺲ ﺍﻷﺳﻴﺰﻱ‬
‫‪ -‬ﻳﻌﻄﻲ ﺍﻟﻘﻠﻴﻞ ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﻣﻊ ﺍﻟﺘﺠﻬﻢ ‪ ،‬ﻭ ﻳﻌﻄﻲ ﺍﻟﻜﺜﻴﺮ ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﻗﻠﻴﻼ ﻣﻊ‬
‫ﺍﺑﺘﺴﺎﻣﺔ ~ ﺗﻠﻤﻮﺩ‬
‫‪ -‬ﻧﺤﻦ ﺃﻏﻨﻴﺎﺀ ﻓﻘﻂ ﻣﻦ ﺧﻼﻝ ﻣﺎ ﻧﻘﺪﻣﻪ ~ ﺁﻥ ﺻﻮﻓﻲ‬
‫‪ -‬ﺍﻻﺷﻴﺎﺀ ﺍﻟﺘﻲ ﻧﻌﻄﻴﻬﺎ‪ ،‬ﺗﻌﻮﺩ ﻟﻨﺎ ﻣﻊ ﺍﺑﺘﺴﺎﻣﺔ ~ ﺑﺎﻡ ﺩﻳﺮﺑﺎﻥ‬
‫‪ -‬ﺍﻟﻌﻄﺎﺀ ﺑﺪﻭﻥ ﺍﻧﺘﻈﺎﺭ ﺃﻱ ﻣﻜﺎﻓﺄﺓ ‪ ،‬ﺃﻭ ﺃﻱ ﺷﻜﺮ ‪ ،‬ﻟﻪ ﻣﻴﺰﺓ ﺧﺎﺻﺔ ~ ﺁﻥ ﻣﻮﺭﻭ ﻟﻴﻨﺪﺑﻴﺮﻍ‬
‫‪ -‬ﻋﻨﺪﻣﺎ ﺗﻌﻄﻲ ﺩﻭﻥ ﻃﻠﺐ ﻭﻣﻦ ﺗﻠﻘﺎﺀ ﻧﻔﺴﻚ ‪ ،‬ﺗﺘﻠﻘﻰ ﺃﻛﺜﺮ ﳑﺎ ﺗﻌﻄﻲ ~ ﺃﻧﻄﻮﺍﻥ ﺩﻱ‬
‫ﺳﺎﻧﺖ ﺍﻛﺴﻮﺑﻴﺮﻱ‬
‫ﻳﻜﻮﻡ ﺍﻟﻜﻨﻮﺯ‪ .‬ﻓﻜﻠﻤﺎ ﺍﻋﻄﻰ ﺍﻛﺜﺮ ﻟﻶﺧﺮﻳﻦ ‪ ،‬ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﻣﺎ ﻟﺪﻳﻪ ~ ﻻﻭ ﺗﺰﻭ‬‫‪ -‬ﺍﻟﻌﺎﻗﻞ ﻻ ﹼ‬
‫‪ -‬ﺩﻋﻮﻧﺎ ﻻ ﻧﻜﻮﻥ ﺭﺍﺿﻴﲔ ﻋﻦ ﻣﺠﺮﺩ ﺇﻋﻄﺎﺀ ﺍﳌﺎﻝ‪ .‬ﺍﳌﺎﻝ ﻻ ﻳﻜﻔﻲ ‪ ،‬ﳝﻜﻦ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺎﻝ‬
‫ﻭﻟﻜﻨﻬﻢ ﻳﺤﺘﺎﺟﻮﻥ ﺇﻟﻰ ﻗﻠﻮﺑﻜﻢ ~ ﺍﻷﻡ ﺗﻴﺮﻳﺰﺍ‬
‫‪ -‬ﻟﻢ ﻳﺼﺒﺢ ﺃﺣﺪﺍ ﻓﻲ ﺃﻱ ﻭﻗﺖ ﻣﻀﻰ ﻓﻘﻴﺮﺍ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻄﺎﺀ~ ﺁﻥ ﻓﺮﺍﻧﻚ‬
‫‪ -‬ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﺗﻌﻄﻲ ﻣﻦ ﺩﻭﻥ ﻣﺤﺒﺔ‪ ،‬ﻭﻟﻜﻦ ﻣﻦ ﺍﳌﺴﺘﺤﻴﻞ ﺃﻥ ﻧﺤﺐ ﺩﻭﻥ ﻋﻄﺎﺀ ~‬
‫ﺭﻳﺘﺸﺎﺭﺩ ﺑﺮﻭﻧﺴﺘﲔ‬
‫‪ -‬ﺍﳌﺒﻠﻎ ﺍﻟﺬﻱ ﺍﻋﻄﻴﺘﻪ ﻟﻴﺲ ﺍﳌﻬﻢ‪ .‬ﻣﺎ ﻳﻬﻢ ﻫﻮ ﻣﺎ ﳝﺜﻞ ﻫﺬﺍ ﺍﳌﺒﻠﻎ ﳊﻴﺎﺗﻚ ~ ﺟﻴﻢ ﺭﻭﻥ‬
‫‪ -‬ﺍﻟﻌﻄﺮ ﻳﺒﻘﻰ ﺩﺍﺋﻤﺎ ﻓﻲ ﺍﻟﻴﺪ ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﺍﻟﻮﺭﺩ ~ ﺑﻴﺠﺎﺭ‬
‫‪ -‬ﻟﻴﺲ ﺍﻟﺬﻱ ﻟﺪﻳﻪ ﺍﻟﻜﺜﻴﺮ ﻫﻮ ﺍﻟﻐﻨﻲ ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﺍﻟﻜﺜﻴﺮ ~ ﺇﺭﻳﻚ ﻓﺮﻭﻡ‬
‫‪ -‬ﺍﻟﻮﺍﺣﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻨﺴﻰ ﻣﺎ ﺍﻋﻄﺎﻩ ‪ ،‬ﻭﺍﻵﺧﺮ ﻳﺠﺐ ﺃﺑﺪﺍ ﺃﻻ ﻳﻨﺴﻰ ﻣﺎ ﺍﺧﺬﻩ ~ ﺳﻴﻨﻴﻚ‬
‫‪ -‬ﻃﺮﻳﻘﺔ ﺍﻟﻌﻄﺎﺀ ﻟﻬﺎ ﺍﻫﻤﻴﺔ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻬﺪﻳﺔ ~ ﺑﻴﺎﺭ ﻛﻮﺭﻧﺎﻱ‬
‫‪20‬‬ ‫‪ -‬ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﺗﻌﻄﻲ ﻣﻦ ﺩﻭﻥ ﻣﺤﺒﺔ ‪ ،‬ﻭﻟﻜﻦ ﻣﻦ ﺍﳌﺴﺘﺤﻴﻞ ﺃﻥ ﻧﺤﺐ ﺩﻭﻥ ﻋﻄﺎﺀ ~‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﺭﻳﺘﺸﺎﺭﺩ ﺑﺮﻭﻧﺴﺘﲔ‬
‫)ﻳﻜﺘﺐ ﻛﻞ ﻗﻮﻝ ﻋﻠﻰ ﻭﺭﻗﺔ ﻭ ﻳﺴﺤﺐ ﻛﻞ ﻃﻼﺋﻌﻲ ﻗﻮﻝ ﻭﻳﺘﺄﻣﻞ ﺑﻪ ﺃﻣﺎﻡ ﺍﳉﻤﻴﻊ ﻛﻲ‬
‫ﻳﺘﺸﺎﺭﻙ ﺍﻟﻜﻞ ﺑﺄﻓﻜﺎﺭﻫﻢ‪ ،‬ﻛﻞ ﻭﺍﺣﺪ ﺑﺪﻭﺭﻩ‪(.‬‬

‫ﺻﻼﺓ ﺍﻷﺑﺎﻧﺎ‬

‫ﺍﺠﻤﻟﺪ ﻟﻶﺏ ﻭﺍﻻﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﻓﻲ ﺍﻟﺒﺪﺀ ﻭﺍﻵﻥ ﻭﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ‬
‫ﻭﺍﻟﻰ ﺩﻫﺮ ﺍﻟﺪﺍﻫﺮﻳﻦ‪ ،‬ﺁﻣﲔ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺳﻼﻣﻲ ﺃﺳﺘﻮﺩﻋﻜﻢ )ﻳﻮ ‪(27/14‬‬
‫ﺃﻋﻄﻴﻜﻢ‪،‬ﻣﻊ ﺍﻵﺧﺮ‬ ‫ﺍﻟﺴﻼﻡ‬
‫ﻴﺶ ﺍﻟﺴﻼﻡ‬ ‫ﹼﻋﹶ‬

‫ﺃﻳﻀﺎ ﺻﻮﺭﺗ ﹶ ﹸﻪ‪ ،‬ﻋﻠﻰ ﺍﺧﺘﻼﻑ‬ ‫ﺇﻧﺴﺎﻥ ﺁﺧﺮ ﻫﻮ ﹰ‬

‫ﹴ‬ ‫ﻛﻮﻧﻲ ﻣﺨﻠﻮﻕ ﻋﻠﻰ ﺻﻮﺭﺓ ﺍﷲ ﻭﻣﺜﺎﻟﻪ‪ ،‬ﻓﺈ ﹼﻥ ﺃﻱﱢ‬
‫ﻟﻮﻧﻪ‪ ،‬ﺩﻳﺎﻧﺘ ﹸﻪ ﺃﻭ ﺟﻨﺴﻪ‪ ....‬ﻭﻫﻮ ﺍﺑﻦ ﷲ ﻭﺩﻋﻮﺗﻨﺎ ﻫﻲ ﻟﻠﺒﺤﺚ ﺳﻮﻳﹼﺎ ﻋﻦ ﺍﻟﺴﻼﻡ ‪ ،‬ﻟﻜﻦ ﻟﻜﻞ‬
‫ﻣﻨﹼﺎ ﻃﺮﻳﻘﺘﻪ ‪ .‬ﻗﺪ ﻳﺼﻴﺒﻨﺎ ﺍﻟﻘﻠﻖ ﻧﺘﻴﺠﺔ ﺍﻹﺧﺘﻼﻑ ‪ ،‬ﻟﻜﻦ ﺇﻥ ﺗﺴﺎﻋﺪﻧﺎ ﻓﻴﻤﺎ ﺑﻴﻨﻨﺎ ﻭﺗﹶﻘﹶ ﹼﺒﻠﻨﺎ‬
‫ﺑﻌﻀﻨﺎ ‪ ،‬ﻧﺼﻞ ﺇﻟﻰ ﺍﻟﺴﻼﻡ ‪ ،‬ﺇﺫﻥ ﺍﻵﺧﺮ ﻟﻴﺲ "ﺍﳉﺤﻴﻢ" ﻛﻤﺎ ﻳﹸﻘﺎﻝ‪ ،‬ﺑﻞ ﻋﻮﻧﹰﺎ ﻟﻨﻌﻤﻞ‬
‫ﻣﺴﻴﺮﺓ ﳕﻮ‪.‬‬
‫ﻛﻴﻒ ﺃﻋﻴﺶ ﺍﻟﺴﻼﻡ ﻣﻊ ﺍﻷﺧﺮ‬
‫ﺃﻧﻈﺮ ﺇﻟﻴﻪ ﻋﻠﻰ‬
‫ﻻ ﺃﺣﻜﻢ ﻋﻠﻴﻪ‬ ‫ﺃﺣﺒﻪ ﺩﻭﻥ ﺷﺮﻭﻁ‬
‫ﺃﻧﻪ ﺻﻮﺭﺓ ﻋﻦ ﺍﷲ‬

‫‪ 1-‬ﺃﻧﻈﺮ ﺇﻟﻴﻪ ﻋﻠﻰ ﺃﻧﻪ ﺻﻮﺭﺓ ﻋﻦ ﺍﷲ ‪:‬‬ ‫‪1‬‬

‫ﻧﺮﻯ ﻳﺴﻮﻉ ﻓﻲ ﺍﻹﳒﻴﻞ ﻳﺠﺎﻟﺲ ﺍﳋﻄﺄﺓ ﻭ ﺍﻟﻌﺸﺎﺭﻳﻦ ﻭ ﻳﺸﻔﻲ ﺍﻟﺒﺮﺹ ﻭﺍﻟﻌﻤﻴﺎﻥ ﻭﻻ ﳝﹼﻴﺰ ﺑﲔ‬
‫ﻋﺎﻣﻞ ﺍﳉﻤﻴﻊ ﻋﻠﻰ‬ ‫ﺧﻠﻴﻘﺔ ﺍﷲ‪ ،‬ﻓﻴﻘﻮﻝ‪ " :‬ﻓﻲ ﺑﻴﺖ ﺃﺑﻲ ﻣﻨﺎﺯﻝ ﻛﺜﻴﺮﺓ‪ "...‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳌﺴﻴﺢ ﹶ‬
‫ﺍﻟﻔﻮﻗﻴﺔ ﺍﻟﺘﻲ ﻗﺪ ﻧﻘ ﹸﻊ ﻓﻴﻬﺎ‪،‬‬
‫ﹼ‬ ‫ﻣﺜﺎﻝ ﻟﻨﻘﺘﺪﻱ ﺑﻪ‪ .‬ﺑﻴﻨﻤﺎ‬
‫ﹴ‬ ‫ﺃﻧﻬﻢ ﺃﺑﻨﺎﺀ ﻣﺤﺒﻮﺑﻮﻥ ‪ ،‬ﺇﺫﻥ ﻧﺤﻦ ﺃﻣﺎﻡ‬
‫ﻫﻲ ﺣﺎﻓﺰ ﹲ ﻣﻬﻢ ﻟﺒﻨﻴﺎﻥ ﺍﳉﺪﺭﺍﻥ ﻭﺍﳊﻮﺍﺟﺰ ﻭﳌﻨﻊ ﻋﻴﺶ ﺍﻟﺴﻼﻡ ‪ ،‬ﺑﻞ ﺍﻹﺿﻄﺮﺍﺏ ﻣﻊ ﺍﻵﺧﺮ‪.‬‬
‫ﺳﻴ ﹼﺘﺴﺦ‪ ،‬ﻭ ﺇﺫﺍ ﻧﻈﺮﺕ ﺇﻟﻰ‬
‫ﹶﻤﺴﺔ ﺑﺎﳊﺒﺮ ﻋﻠﻰ ﺇﻧﺴﺎﻥ ﺁﺧﺮ‪ ،‬ﹶ‬ ‫ﺃﻋﻄﻲ ﻣﺜﻼ ﹰ‪ :‬ﺇﺫﺍ ﺭﻣﻴﺖ ﻭﺭﻗﺔ ﹸﻣﻐ ﱠ‬
‫ﺍﻟﺬﻫﺒﻴﺔ ﺍﻟﺘﻲ ﺩﻋﺎﻧﺎ ﺍﻟﻴﻬﺎ ﺍﻟﺮﺏ ﻳﺴﻮﻉ‪:‬‬
‫ﹼ‬ ‫ﺃﻳﻀﺎ ﻣﺘﺴﺨﺔ ‪ .‬ﻓﺎﻟﻘﺎﻋﺪﺓ‬ ‫ﻳﺪﻱ ﻓﻬﻲ ﹰ‬
‫"ﻋﺎﻣﻠﻮﺍ ﺍﻟﻨﺎﺱ ﻛﻤﺎ ﺗﺮﻳﺪﻭﻥ ﺃﻥ ﻳﻌﺎﻣﻠﻮﻧﻜﻢ" )ﻟﻮ ‪(6/31‬‬

‫‪21‬‬ ‫ﺍﻵﺧﺮ ﻫﻮ ﺍﺑﻦ ﺍﷲ ﻭﺻﻮﺭﺗﻪ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫‪ 2-‬ﺃﺣﺒﻪ ﺑﺪﻭﻥ ﺷﺮﻭﻁ‪:‬‬ ‫‪2‬‬
‫ﻟﻘﺪ ﺃﺣ ﹼﺒﻨﺎ ﻳﺴﻮﻉ ﺣ ﹰﺒﺎ ﻏﻴﺮ ﻣﺸﺮﻭﻁ‪، ،‬ﻭﻫﻮ ﺍﳌﻔﻬﻮﻡ ﺍﳊﻘﻴﻘﻲ ﻟﻠﺤﺐ‪ ،‬ﻻ ﻳﺘﻄﻠﺐ ﺷﻲ ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﻨﺒﻊ ﺍﻟﺬﻱ ﻳﺮﻭﻱ ﺍﳉﻤﻴﻊ ﻭ ﻻ ﻳﻘﻮﻝ ﻷﺣﺪ ﻻ ﺗﺸﺮﺏ ﻣﻨﻲ ﻭ ﺇﺫﺍ ﺃﺭﺩﺕ ﺃﻥ ﺗﺸﺮﺏ ﻳﺠﺐ ﺃﻥ ﲡﻠﺐ‬
‫ﻣﻌﻚ ﺯﺟﺎﺟﺔ‪.‬‬
‫ﺍﳌﺸﻜﻠﺔ ﺗﻜﻤﻦ ﻓﻲ ﺍﻟﺘﻮﻗﹼﻌﺎﺕ‪ .‬ﻧﺤﻦ ﻧﺘﻮﻗﹼﻊ ﻣﻦ ﺍﻟﺬﻳﻦ ﻧﺤﺒﻬﻢ‪ ،‬ﺃﻥ ﻳﺒﺎﺩﻟﻮﻧﻨﺎ ﺑﺎﳌﹺﺜﻞ ‪ ،‬ﺑﻴﻨﻤﺎ‬
‫ﻳﺴﻮﻉ ﺍﺣﺐ ﺍﳉﻤﻴﻊ ‪ ،‬ﻓﻜﺎﻧﺖ ﻣﺒﺎﺩﻟﺘﻬﻢ ﻟﻪ ﺑﺎﻟﺸﺘﻢ ﻭﺍﻟﺼﻠﺐ‪ .‬ﺣ ﹼﺘﻰ ﺗﻼﻣﻴﺬﻩ ﺍﻟﺬﻳﻦ‬
‫ﺃﺣﺒﻬﻢ ﻭ ﻋﺎﺵ ﻣﻌﻬﻢ ﻗﺪ ﻧﻜﺮﻭﻩ‪ ،‬ﻫﺬﺍ ﺍﳊﺐ ﺍﻟﻼﻣﺸﺮﻭﻁ ﻫﻮ ﻣﺴﻴﺮﺓ ﻧﻌﻴﺸﻬﺎ ﻭ ﻧﺘﻌﻠﻤﻬﺎ‬
‫ﻟﻜﻦ ﻟﻴﺲ ﺩﻭﻥ ﺍﻟﺮﺏ ﻳﺴﻮﻉ‪ ،‬ﻓﻬﻮ ﺍﻟﻘﺪﻭﺓ ﺍﻟﻮﺣﻴﺪﺓ‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺳﻼﻣﻲ ﺃﺳﺘﻮﺩﻋﻜﻢ )ﻳﻮ ‪(27/14‬‬
‫ﺃﻋﻄﻴﻜﻢ‪،‬ﻣﻊ ﺍﻵﺧﺮ‬ ‫ﺍﻟﺴﻼﻡ‬
‫ﻴﺶ ﺍﻟﺴﻼﻡ‬ ‫ﹼﻋﹶ‬

‫‪ 3‬ﻻ ﺃﺣﻜﻢ ﻋﻠﻴﻪ ‪:‬‬

‫ﻟﻨﻨﻈﺮ ﺇﻟﻰ ﺍﳌﺮﺃﺓ ﺍﻟﺰﺍﻧﻴﺔ‪ ،‬ﻭﻛﻴﻒ ﺃﻥ ﺍﳉﻤﻴﻊ ﺣﻜﻢ ﻋﻠﻴﻬﺎ ﺇﻻ ﻳﺴﻮﻉ ‪.‬ﻧﺤﻦ ﳕﻴﻞ ﻟﻠﺤﻜﻢ‬
‫ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﻭﻧﻨﺴﻰ ﺃﻥ ﻓﻲ ﻋﻴﻨﻨﺎ ﺧﺸﺒﺔ ﻭ ﻟﻴﺲ ﹼ‬
‫ﻗﺸﺔ ‪.‬‬
‫ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻷﺧﺮ ﻳﻠﻬﻴﻨﻲ ﻋﻦ ﻣﺤﺒﺘﻪ ﻭﻳﺆﺧﺮ ﻣﺴﻴﺮﺗﻲ ﻧﺤﻮ ﺍﻟﺴﻼﻡ ‪،‬‬
‫ﻛﻞﹼ ﻣﺮﺓ ﺃﺣﻜﻢ ﻋﻠﻰ ﺍﻵﺧﺮ‪ ،‬ﻓﺄﻧﺎ ﺃﺣﻜﻢ ﻋﻠﻰ ﻧﻔﺴﻲ ‪ ،‬ﻭﺃﺳﺘﺒﺪﻝ ﻣﺴﻴﺮﺓ ﺍﻟﻨﻤﻮ ﺑﺪﺍﺋﺮﺓ‬
‫ﺴﺘﺴﻠﻤﺎ ﻟﻪ ﺑﻜﻠﹼﻴﺘﻲ‪ ،‬ﻓﺴﻮﻑ ﺃﺣﺼﺪ ﺛﻤﺎﺭﹰﺍ‬‫ﹰ‬ ‫ﺗﺮﻛﺖ ﺍﻟﺮﺏ ﻳﻘﻮﺩﻧﻲ‪ ،‬ﹸﻣ‬
‫ﹸ‬ ‫ﺍﻷﺣﻜﺎﻡ‪ ،‬ﺑﻴﻨﻤﺎ ﺇﺫﺍ‬
‫ﺟﻴﺪﺓ‪ ،‬ﻭﻳﺠﺐ ﺃﻥ ﻧﺪﺭﻙ ﺃﻥ ﻋﺪﻡ ﺗﻘ ﹼﺒﻞ ﺍﻵﺧﺮ‪ ،‬ﻏﺎﻟ ﹰﺒﺎ ﻣﺎ ﻳﻜﻤﻦ ﻓﻲ ﺍﻟﻜﺒﺮﻳﺎﺀ‪ ،‬ﺃﻭ ﺍﻟﻐﻴﺮﺓ‪.‬‬ ‫ﹼ‬
‫‪1‬‬

‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﻤﻜﻦ ﺇﺳﺘﻌﻤﺎﻟﻬﺎ ‪:‬‬

‫ﻋﻤﻞ ﻣﺠﻤﻮﻋﺎﺕ‬ ‫•‬
‫‪Photo language‬‬ ‫•‬
‫ﺟﺪﺍﺭﻳﺎﺕ‬ ‫•‬

‫‪22‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻣﻠﺤﻖ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﺃﻭ ﺍﻟـ ‪Méditation‬‬
‫ﹼ‬ ‫ﺍﻟﺘﺄﻣﻞ ﺃﻭ ﺍﻟﺼﻼﺓ‬
‫ﹼ‬
‫ﺣﻴﺎ" ﻭﺣﺴﺐ‪ ،‬ﺑﻞ ﻫﻮ ﻭﺑﺎﻷﻛﺜﺮ "ﻛﺘﺎﺏ‬ ‫ﻟﻴﺲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘ ﹼﺪﺱ "ﻛﺘﺎﺑﹰﺎ ﹰﹼ‬
‫ﻛﻞ ﻛﻠﻤﺔ ﻣﻦ ﻛﻠﻤﺎﺗﻪ ﺗﻌﻄﻲ ﺍﳊﻴﺎﺓ ﹼ‬
‫ﻟﻜﻞ‬ ‫ﺍﻟﻘﻮﺓ ﺍﳌﻜﻨﻮﻧﺔ ﻓﻲ ﹼ‬
‫ﺣﻴﺎﺓ"‪ :‬ﹼ‬
‫ﺃﻟﻬ ﹶﻤﻪ ﻣﺮﹼﺓﹰ ﺃﻭﻟﻰ ﺣﲔ‬
‫ﻳﺤﺘﻚ ﻓﻴﻪ! ﻋﻈﻤﺘﻪ ﺃ ﹼﻥ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﺍﻟﺬﻱ ﹶ‬ ‫ﹼ‬ ‫ﻣﻦ‬
‫ﻭﻳﻘﻮﻳﻪ ﻋﻠﻰ‬
‫ﹼ‬ ‫ﻛﻞ ﻣﻦ ﻳﻘﺮﺃﻩ ﺑﺈﳝﺎﻥ؛ ﻳﺸﺮﺣﻪ ﻟﻪ‬ ‫ﻠﻬﻢ ﹼ‬‫ﻛﺘﺎﺑﺘﻪ‪ ،‬ﻫﻮ ﻧﻔﺴﻪ ﻳ ﹸ ﹺ‬
‫ﺍﻟﺘﺄﻣﻞ ﺑﺎﻟﻜﺘﺎﺏ ﺍﳌﻘ ﹼﺪﺱ ﺛﻤﺮﺓ ﺗﻀﺎﻓﺮ ﺑﲔ‬
‫ﹼ‬ ‫ﺣﻔﻈﻪ ﻭﺍﻟﻌﻤﻞ ﺑﻪ‪ .‬ﻓﻴﺼﺒﺢ‬
‫ﺎﻧﻴﺔ ﻻ‬
‫ﲟﺠ ﹼ‬ ‫ﺣﻴﻮﻳﹼﺘﲔ‪ :‬ﻣﻦ ﺟﻬﺔ ﺣﻴﻮﻳﹼﺔ ﺍﷲ ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﺫﺍﺗﻪ ﻟﻺﻧﺴﺎﻥ ﹼ‬
‫ﺣﺪﻭﺩ ﻟﻬﺎ‪ ،‬ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﺣﻴﻮﻳﹼﺔ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺬﻱ ﻳﺴﻌﻰ ﺇﻟﻰ ﺍﻟﺘﻌﺮﹼﻑ‬
‫ﺇﻟﻰ ﻭﺟﻪ ﺃﻛﺜﺮ ﻟﻴﺤ ﹼﺒﻪ ﺃﻛﺜﺮ‪.‬‬

‫ﺑﻘﻮﺓ ﻋﻤﻞ ﺍﻟﺮﻭﺡ‬

‫ﻭﳌﹼﺎ ﻛﺎﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﺑﻨﺎﺀ ﻋﺎﺋﻠﺔ ﺍﻷﺧﻮﻳﹼﺎﺕ ﻳﺸﻌﺮﻭﻥ ﹼ‬
‫ﺑﺎﻟﺘﺄﻣﻞ ﻓﻲ ﺍﻟﻜﺘﺎﺏ‬
‫ﹼ‬ ‫ﺍﻟﻘﺪﺱ ﻓﻲ ﺣﻴﺎﺗﻬﻢ‪ ،‬ﻭﻳﺮﻏﺒﻮﻥ ﺭﻏﺒﺔ ﺷﺪﻳﺪﺓ‬
‫ﺍﳌﻘ ﹼﺪﺱ‪ ،‬ﻟﻜﻨﹼﻬﻢ ﺣﲔ ﻳﺠﻠﺴﻮﻥ ﻟﻠﺼﻼﺓ‪ ،‬ﻻ ﻳﻌﺮﻓﻮﻥ ﻣﻦ ﺃﻳﻦ ﻳﺒﺪﺃﻭﻥ‪،‬‬
‫‪23‬‬ ‫ﻟﻠﺘﺄﻣﻞ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺔ‬
‫ﹼ‬ ‫ﻛﺎﻧﺖ ﻓﻜﺮﺓ ﻫﺬﻩ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺘﻲ ﺗﻘﺘﺮﺡ ﻃﺮﻳﻘﺔ‬
‫ﻟﻴﺴﺖ ﺃﻛﺜﺮ ﻣﻦ ﺩﻟﻴﻞ ﻣﺴﺎﻋﺪﺓ ﻟﻠﻐﻮﺹ ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ ﺑﻔﻜﺮ ﺍﷲ ﻣﻦ‬
‫ﺧﻼﻝ ﻛﻠﻤﺘﻪ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﻧﻌﺮﺽ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﻃﺮﻳﻘﺔ ﺍﻟﻘﺪﻳﺲ ﻓﺮﻧﺴﻴﺲ ﺍﻟﺴﺎﻟﺴﻲ ‪Saint‬‬

‫‪ Francois de Salles‬ﻭﻫﻲ ﺗﻘﺴﻢ ﺇﻟﻰ ﺃﺭﺑﻌﺔ ﺃﻗﺴﺎﻡ‪:‬‬

‫ﻳﺘﻀﻤﻦ ﺛﻼﺙ ﻣﺮﺍﺣﻞ‪:‬‬

‫ﹼ‬ ‫ﺃﻭﻻ ﹰ‪ :‬ﺍﻹﺳﺘﻌﺪﺍﺩ ﻭﻫﻮ‬
‫‪ .1‬ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺍﻹﺳﺘﻌﺪﺍﺩ‪ :‬ﺍﳉﻠﻮﺱ ﻓﻲ ﺣﻀﺮﺓ ﺍﷲ‪ .‬ﻧﺨﺘﺎﺭ‪ ،‬ﻓﻲ‬
‫ﻛﻞ ﻣﺮﺓ‪ ،‬ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻵﺗﻴﺔ‪:‬‬
 ‫ﻣﻠﺤﻖ‬
‫ﺃ‪ .‬ﺃﺗﺬﻛﺮ ﺃﻥ ﺍﷲ ﺣﻘﹰﹼ ﺎ ﻫﻨﺎ‪ ،‬ﻓﻲ ﻫﺬﺍ ﺍﳌﻜﺎﻥ ﺑﺎﻟﺬﺍﺕ‪ ،‬ﻷﻧﻪ ﻫﻮ ﺍﳌﺎﻟﺊ ﺍﻟﻜﻞ‪.‬‬
‫ﺏ‪ .‬ﺍﷲ ﺣﺎﺿﺮ ﻓﻲ ﻗﻠﺒﻲ ﻭﻓﻲ ﻋﻘﻠﻲ‪ ،‬ﻷﻧﻪ ﻫﻮ ﺧﻠﻘﻨﻲ ﻋﻠﻰ ﺻﻮﺭﺗﻪ ﻭﻳﻌﻤﻞ‬
‫ﻓﻲ‪.‬‬
‫ﹼ‬
‫ﻷﺗﺼﻮﺭ ﺍﳌﺴﻴﺢ ﺃﻣﺎﻣﻲ ﻭﻫﻮ ﻳﺮﺍﻧﻲ ﻭﻟﻮ ﻛﻨﺖ ﺃﻧﺎ ﻻ‬
‫ﹼ‬ ‫ﺝ‪ .‬ﺃﺳﺘﻌﻤﻞ ﻣﺨﻴﻠﺘﻲ‬
‫ﺃﺭﺍﻩ‪.‬‬
‫ﺩ‪ .‬ﺃﺻﻠﻲ ﺃﻣﺎﻡ ﺍﻟﻘﺮﺑﺎﻥ‪ ،‬ﺃﻣﺎﻡ ﺣﻀﻮﺭ ﺍﷲ ﺍﳊﻘﻴﻘﻲ ﺍﶈﺘﺠﺐ ﻋﻦ ﻧﻈﺮﻱ ﻓﻲ‬
‫ﺍﳋﺒﺰ ﻭﺍﳋﻤﺮ‪.‬‬

‫‪ .2‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﻹﺳﺘﻌﺪﺍﺩ‪ :‬ﺍﻟﺪﻋﺎﺀ‬

‫ﻋﻄﻴﺔ‬
‫ﹼ‬ ‫ﺃ‪ .‬ﺃﺳﺠﺪ ﷲ ﺧﺎﻟﻘﻲ ﻭﻣﺨﻠﹼﺼﻲ‪ :‬ﺍﻟﺘﺄﻣﻞ ﺍﻟﺬﻱ ﺳﺄﻗﻮﻡ ﺑﻪ ﻫﻮ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﻻ ﺑﺎﺳﺘﺤﻘﺎﻕ ﻣﻨﻲ‪.‬‬ ‫ﹼ‬ ‫ﻣﺠﺎﻧﻴﺔ ﻣﻨﻪ‪ ،‬ﻭﻟﻴﺲ ﹼ‬
‫ﺑﻘﻮﺗﻲ‬
‫ﺃﺗﺄﻣﻞ ﻓﻴﻪ‪.‬‬
‫ﺏ‪ .‬ﻗﺪ ﺃﻃﻠﺐ ﻣﻌﻮﻧﺔ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻮﺟﻮﺩﻳﻦ ﻓﻲ ﺍﻟﻨﺺ ﺍﻟﺬﻱ ﺃﻧﺎ ﹼ‬
‫ﻧﺺ ﺍﳌﺴﻴﺢ ﺍﳌﺼﻠﻮﺏ‪ ،‬ﺃﺳﺘﻄﻴﻊ ﻃﻠﺐ ﺷﻔﺎﻋﺔ ﻣﺮﱘ‬ ‫ﺃﺗﺄﻣﻞ ﹼ‬ ‫ﻣﺜﻼ‪ :‬ﺇﺫﺍ ﻛﻨﺖ ﹼ‬
‫ﺍﺠﻤﻟﺪﻟﻴﺔ ﻭﺍﻟﻠﺺ ﺍﻟﺘﺎﺋﺐ ﻭﺃﻃﻠﺐ ﺃﻥ ﺃﺷﻌﺮ ﻣﺎ‬ ‫ﹼ‬ ‫ﺍﻟﻌﺬﺭﺍﺀ ﻭﻳﻮﺣﻨﺎ ﺍﻟﺮﺳﻮﻝ ﻭﻣﺮﱘ‬
‫‪24‬‬ ‫ﺷﻌﺮﻭﺍ ﺑﻪ ﻫﻢ ﻋﻨﺪﻣﺎ ﻛﺎﻧﻮﺍ ﻗﺮﺏ ﻳﺴﻮﻉ‪...‬‬
‫ﺝ‪ .‬ﻗﺪ ﺃﺭﺩﹼﺩ ﻓﻲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺁﻳﺎﺕ ﺣﻔﻈﺘﻬﺎ ﺗﺴﺎﻋﺪﻧﻲ ﻋﻠﻰ ﺍﻟﺪﺧﻮﻝ ﺑﻬﺬﺍ‬
‫ﺍﻟﺘﺄﻣﻞ‪ ،‬ﻣﺜﻼ ﹰ‪:‬‬
‫ﹼ‬ ‫ﺍﳉﻮ ﻣﻦ‬ ‫ﹼ‬
‫"ﺍﻛ ﹾ ﹺﺸ ﹾﻒ ﹶﻋﻦﹾ ﹶﻋ ﹾﻴ ﹶﻨﻲﱠ ﹶﻓﺄﹶﺭﹶﻯ ﹶﻋ ﹶﺠﺎﺋﹺ ﹶﺐ ﹺﻣﻦﹾ ﻛﻠﻤﺘﻚ" )ﺳﻔﺮ ﺍﳌﺰﺍﻣﻴﺮ ‪(18 :119‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﻚ ﻛﹶ ﹶﻤﻦﹾ ﻭ ﹶ ﹶﺟ ﹶﺪ ﻏﹶ ﹶﻨﺎﺋﹺ ﹶﻢ ﻛﹶﺜﹺﻴﺮﹶﺓﹲ" )ﺳﻔﺮ ﺍﳌﺰﺍﻣﻴﺮ ‪(162 :119‬‬ ‫"ﺃﹶﺑ ﹾ ﹶﺘ ﹺﻬ ﹸﺞ ﺃﹶﻧﹶﺎ ﺑﹺﻜﹶﻼ ﹺﹶﻣ ﹶ‬
‫ﻚ" )ﺳﻔﺮ ﺍﳌﺰﺍﻣﻴﺮ ‪(11 :119‬‬‫ﻄﺊ ﹶ ﹺﺇﻟ ﹾﹶﻴ ﹶ‬‫ﻚ ﻓﹺﻲ ﻗﹶﻠ ﹺﹾﺒﻲ ﻟﹺﻜ ﹾﹶﻴﻼ ﹶ ﺃ ﹸ ﹾﺧ ﹺ‬ ‫"ﺧ ﹶﺒﺄ ﹾ ﹸﺕ ﻛﹶﻼ ﹶﹶﻣ ﹶ‬ ‫ﹶ‬
‫ﺃﻭ ﻏﻴﺮﻫﺎ‪...‬‬
 ‫ﻣﻠﺤﻖ‬
‫ﺍﺨﻤﻟﻴﻠﺔ‪ .‬ﺃﺣﺎﻭﻝ ﺍﻟﺪﺧﻮﻝ ﻓﻲ ﺍﻟﻨﺺ‬‫‪ .3‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺍﻹﺳﺘﻌﺪﺍﺩ‪ :‬ﹼ‬
‫ﻭﺇﻃﺎﺭﻩ‪.‬‬
‫ﻧﺺ ﻋﺮﺱ ﻗﺎﻧﺎ ﺍﳉﻠﻴﻞ‪.‬‬‫ﻣﺜﻼ ﹰ‪ :‬ﹼ‬
‫ﻭﺍﳌﺪﻋﻮﻳﻦ ﻛﻴﻒ ﻳﻔﺮﺣﻮﻥ‪ .‬ﻭﻛﻴﻒ ﻻﺣﻈﺖ‬ ‫ﹼ‬ ‫ﺃﺗﺼﻮﺭ ﺍﳌﻜﺎﻥ ﻭﺍﻟﻌﺮﺱ‬
‫ﹼ‬ ‫ﺃﺣﺎﻭﻝ ﺃﻥ‬
‫ﺃﺗﺼﻮﺭ‬
‫ﹼ‬ ‫ﻣﺮﱘ ﺃﻥ ﺍﳋﻤﺮ ﻗﺪ ﻧﻔﺬﺕ‪ ،‬ﻭﻣﺎ ﻛﺎﻧﺖ ﺭﺩﺓ ﻓﻌﻞ ﻳﺴﻮﻉ ﻋﻠﻰ ﻃﻠﺒﻬﺎ‪...‬‬
‫ﺃﻳﻀﺎ ﺷﻜﻞ ﺍﻷﺟﺎﺟﲔ ﻭﺍﳌﻴﺎﻩ‪ ،‬ﻭﻭﺟﻪ ﺍﻟﺮﺋﻴﺲ ﺍﻟﺬﻱ ﺷﺮﺏ ﻭﻓﺮﺣﺔ‬ ‫ﹰ‬
‫ﺍﻟﻌﺮﻭﺳﲔ‪...‬‬
‫ﻧﺼﺎ ﻓﻴﻪ‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻣﻦ ﺍﻷﺳﻬﻞ ﺇﺫﹰﺍ ﺃﻥ ﻧﺨﺘﺎﺭ ﻓﻲ ﺑﺪﺍﻳﺔ ﺣﻴﺎﺗﻨﺎ ﺍﻟﺘﺄﻣﻠﻴﺔ ﹰﹼ‬
‫ﺣﺴﻴﺔ‬
‫ﹼ‬ ‫ﻗﺼﺔ ﻣﺤﺪﻭﺩﺓ ﲟﻜﺎﻥ ﻭﺯﻣﺎﻥ ﻭﺃﺣﺪﺍﺙ‬ ‫ﹼ‬

‫ﺍﻟﺘﺄﻣﻞ(‬
‫ﹼ‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﳋﻮﺍﻃﺮ )ﻭﻫﻮ ﺻﻠﺐ‬
‫ﹰ‬
‫ﺍﻟﻨﺺ ﺃﻋﺠﺒﻨﺘﻨﻲ ﺃﺣﺎﻭﻝ ﺃﻥ ﺃﻓﻜﺮ ﺑﻬﺎ ﺑﻜﻞ ﺑﺴﺎﻃﺔ‪.‬‬
‫ﹼ‬ ‫‪ --‬ﻛﻞ ﻓﻜﺮﺓ ﻣﻦ‬
‫ﻓﺎﻟﺘﺄﻣﻞ ﻫﻮ ﺃﻥ ﺃﻓﻜﹼﺮ ﺑﺎﷲ ﻭﲟﺎ ﻫﻮ ﷲ‪.‬‬
‫ﹼ‬
‫‪ --‬ﺃﺣﺎﻭﻝ ﺃﻥ ﺃﻋﻄﻲ ﻛﻞ ﻓﻜﺮﺓ ﺣﻘﻬﺎ ﻣﻦ ﺍﻟﻮﻗﺖ ﺩﻭﻥ ﺍﻟﻘﻔﺰ ﺑﲔ ﺍﻟﻔﻜﺮﺓ‬
‫‪25‬‬ ‫ﻭﺍﻷﺧﺮﻯ‪.‬‬

‫ﺛﺎﻟﺜﹰﺎ‪ :‬ﺍﻟﻌﻮﺍﻃﻒ ﻭﺍﳌﻘﺎﺻﺪ‬

‫ﺍﻟﺘﺄﻣﻞ ﻓﻲ ﺍﳋﻮﺍﻃﺮ ﻳﺤﺮﹼﻙ ﻓﻴﻨﺎ ﺍﻟﻌﺎﻃﻔﺔ ﺃﻱ ﺍﳌﻴﻞ ﻧﺤﻮ ﺣﺐ ﺍﷲ ﻭﺍﻟﻘﺮﻳﺐ‪،‬‬ ‫ﹼ‬
‫ﻣﺜﻞ ﺍﻟﺸﻮﻕ ﺇﻟﻰ ﺍﳌﻠﻜﻮﺕ‪ ،‬ﺃﻭ ﺍﻹﻗﺘﺪﺍﺀ ﺑﺎﳌﺴﻴﺢ‪ ،‬ﺍﳋﺠﻞ ﻣﻦ ﺍﳋﻄﺎﻳﺎ ﺃﻭ ﺍﻟﺮﻏﺒﺔ‬
‫ﺍﻹﳒﻴﻠﻴﺔ‪...‬‬ ‫ﺑﻌﻴﺶ ﺍﻟﻔﻀﺎﺋﻞ‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﹼ‬
‫ﻧﺴﻤﻴﻬﺎ ﺍﳌﻨﺎﺟﺎﺓ ﺃﻱ ﺍﳊﺪﻳﺚ ﻣﻊ ﺍﷲ‬ ‫ﹼ‬ ‫ﺍﻟﺘﺄﻣﻞ‪ .‬ﻗﺪ‬
‫ﹼ‬ ‫ﻫﺬﻩ ﺍﻟﻌﻮﺍﻃﻒ ﻫﻲ ﻫﺪﻑ‬
‫ﺗﺄﻣﻠﺖ‬
‫ﻋﺎﻣﺔ‪ :‬ﺇﺫﺍ ﹼ‬‫ﻭﻃﻠﺐ ﻣﻨﻪ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻌﻴﺶ ﻣﺎ ﻭﺟﺪﺕ‪ .‬ﻭﻳﺠﺐ ﺃﻻ ﹼ ﺗﺒﻘﻰ ﹼ‬
‫ﻓﻲ ﻋﺎﻃﻔﺔ‬ ‫ﺍﻟﺘﺄﻣﻞ ﻳﺤﺮﹼﻙ ﹼ‬
‫ﹼ‬ ‫ﺑﺎﳌﺴﻴﺢ ﺍﳌﺼﻠﻮﺏ ﻭﲟﻐﻔﺮﺗﻪ ﻷﻋﺪﺍﺋﻪ‪ .‬ﻫﺬﺍ‬
‫ﺍﳌﺴﺎﻣﺤﺔ ﻭﺃﻗﺼﺪ ﺃﻥ ﺃﺳﺎﻣﺢ ﻛﻤﺎ ﺍﳌﺴﻴﺢ ﻫﻮ ﺳﺎﻣﺢ ﻣﻦ ﺻﻠﺒﻪ‪ .‬ﻭﻟﻜﻦ ﻫﺬﺍ‬
‫ﻋﻤﻠﻴﺎ ﻣﺤﺪﱠﺩﹰﺍ‪:‬‬
‫ﹰﹼ‬ ‫ﻻ ﻳﻜﻔﻲ‪ :‬ﻣﻊ ﺍﻟﻌﻮﺍﻃﻒ ﻳﺠﺐ ﺃﻥ ﺁﺧﺬ ﻣﻘﺼ ﹰﺪﺍ‬
 ‫ﻣﻠﺤﻖ‬
‫ﺑﺎﻹﺳﺎﺀﺓ‬
‫ﹶ‬ ‫ﻣﻌﲔ )ﻓﻼﻥ( ﻳﺰﻋﺠﻨﻲ ﺃﻭ ﻗﺎﻡ‬
‫ﺃﻳﻦ ﻓﻲ ﺣﻴﺎﺗﻲ ﻫﻨﺎﻙ ﺷﺨﺺ ﹼ‬
‫ﺇﻟﻲ‪ ،‬ﺃﻗﺼﺪ ﺃﻥ ﺃﺳﺎﻣﺤﻪ ﻋﻠﻰ ﻣﺜﺎﻝ ﺍﳌﺴﻴﺢ‪.‬‬
‫ﹼ‬
‫ﻭﻳﺠﺐ ﺃﻥ ﺃﻋﺮﻑ ﺃﻧﻲ ﻗﺎﺩﺭ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﳌﻘﺼﺪ ﺍﻟﺬﻱ ﺃﺧﺬﺗﻪ‪ ،‬ﻭﻻ ﺁﺧﺬ‬
‫ﻣﻘﺎﺻﺪ ﻛﺒﻴﺮﺓ ﺩﻭﻥ ﺃﻥ ﺃﺳﺘﻄﻴﻊ ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬

‫ﺍﻟﺮﻭﺣﻴﺔ‬
‫ﹼ‬ ‫ﺭﺍﺑﻌﺎ‪ :‬ﺍﳋﻼﺻﺔ ﻭﺍﻟﺒﺎﻗﺔ‬
‫ﹰ‬
‫‪ --‬ﺃﺷﻜﺮ ﺍﷲ ﻋﻠﻰ ﺍﳋﻮﺍﻃﺮ ﻭﺍﳌﻘﺎﺻﺪ ﻭﺍﻟﻌﻮﺍﻃﻒ ﺍﻟﺘﻲ ﻭﺻﻠﺖ ﺇﻟﻴﻬﺎ‪،‬‬
‫ﻭﺃﻃﻠﺐ ﻣﻨﻪ ﺍﳌﺴﺎﻋﺪﺓ ﻟﺘﺘـﻤﻴﻢ ﺍﳌﻘﺼﺪ ﺍﻟﺬﻱ ﺃﺧﺬﺗﻪ‪.‬‬
‫‪ --‬ﺃﺻﻠﹼﻲ ﺍﻷﺑﺎﻧﺎ ﻭﺍﻟﺴﻼﻡ‪.‬‬
‫ﺭﻭﺣﻴﺔ؛ ﺃﻱ ﺃﺣﺎﻓﻆ ﻋﻠﻰ ﺧﺎﻃﺮﺓ ﺃﻭ ﻓﻜﺮﺓ ﺃﺭﺩﺩﻫﺎ ﹼ‬
‫ﻛﻞ ﺍﻟﻨﻬﺎﺭ‪.‬‬ ‫ﹼ‬ ‫‪ --‬ﻭﺁﺧﺬ ﺑﺎﻗﺔ‬

‫ﺍﻟﺘﺄﻣﻞ ﺍﻟﻨﺎﺟﺢ‪:‬‬
‫ﹼ‬ ‫ﻧﺼﺎﺋﺢ ﺑﺴﻴﻄﺔ ﺗﺴﺎﻋﺪ ﻋﻠﻰ‬
‫• ﺇﺧﺘﻴﺎﺭ ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻳﺮﺍﻋﻲ ﺍﻟﻬﺪﻭﺀ ﻭﻻ ﻳﺪﻋﻮ ﺇﻟﻰ ﺍﻟﺘﺸ ﹼﺘﺖ‪.‬‬
‫• ﺇﺧﺘﻴﺎﺭ ﺍﻟﻮﻗﺖ ﺍﳌﻨﺎﺳﺐ‪ :‬ﲡﻨﹼﺐ ﺃﻭﻗﺎﺕ ﺍﻟﺘﻌﺐ ﻭﺍﻟﻨﻌﺲ‪.‬‬
‫‪26‬‬ ‫ﺗﺨﺼﻴﺺ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ ﻭﺍﻹﻟﺘﺰﺍﻡ ﺑﻪ ﻣﻬﻤﺎ ﻛﺎﻥ ﻗﺼﻴﺮﹰﺍ‪.‬‬
‫ﻭﺿﻌﻴﺔ ﺍﳉﺴﺪ ﺍﳌﻼﺋﻤﺔ‪ :‬ﺍﳉﻠﻮﺱ‪ ،‬ﺍﻟﺮﻛﻮﻉ‪...‬‬
‫ﹼ‬ ‫• ﺇﺧﺘﻴﺎﺭ‬
‫ﻟﻠﺘﺄﻣﻞ ﻭﺍﻟﺼﻼﺓ!‬
‫ﹼ‬ ‫ﺍﻟﻮﺿﻌﻴﺔ ﺍﻷﻧﺴﺐ‬
‫ﹼ‬ ‫ﻟﻴﺲ ﺍﻹﺳﺘﻠﻘﺎﺀ ﻓﻲ ﺍﻟﺴﺮﻳﺮ‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬