‫ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﻟﻌﺎﺋﻠﺔ ﺭﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ ﻓﻲ ﻟﺒﻨﺎﻥ‬

‫‪ -‬ﺍﻟﻌﺪﺩ ﺍﻟﺮﺍﺑﻊ ‪-‬‬

‫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 ‪ :‬ﺳﻼﻡ ﻋﺎﺋﻠﺔ ﺍﻟﻨﺎﺻﺮﺓ‬

‫ﻭﺍﳊﺐ‪ ،‬ﻭﺍﻟﻨﻌﻤﺔ ﻭﺍﻻﻟﺘﺰﺍﻡ‪ ،‬ﻭﺍﻟﻌﺎﺋﻠﺔ ﺍﻟﺒﺸﺮﻳﹼﺔ ﻭﺍﻟﺜﺎﻟﻮﺙ‬ ‫ﹼ‬ ‫"ﺇﻧﻨﺎ‪ ،‬ﺑﻬﺬﻩ ﺍﻟﻨﻈﺮﺓ ﺍﺠﻤﻟﺒﻮﻟﺔ ﺑﺎﻹﳝﺎﻥ‬
‫ﻧﺘﺄﻣﻞ ﺑﺎﻟﻌﺎﺋﻠﺔ ﺍﻟﺘﻲ ﺍﻭﺩﻋﺘﻬﺎ ﻛﻠﻤ ﹸﺔ ﺍﷲ ﺑﲔ ﻳ ﹶ ﹶﺪﻱ ﺍﻟﺮﺟﻞ ﻭﺍﳌﺮﺃﺓ ﻭﺍﻷﺑﻨﺎﺀ ﻛﻲ ﻳﹸﻜ ﱢﹶﻮﻧﻮﺍ‬
‫ﺍﻹﻟﻬﻲ‪ ،‬ﹼ‬
‫ﹼ‬
‫ﹶﺷ ﹺﺮﻛﺔ ﺃﺷﺨﺎﺹ ﺗﻜﻮﻥ ﻋﻠﻰ ﺻﻮﺭﺓ ﻭﺣﺪﺓ ﺍﻵﺏ ﻭﺍﻻﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ .‬ﻭﺍﻟﻨﺸﺎﻁ ﺍﳌﺮﺗﺒﻂ‬
‫ﻣﺪﻋﻮﺓ ﻟﻠﺘﺸﺎﺭﻙ ﻓﻲ‬
‫ﹼ‬ ‫ﻭﺍﻟﺘﺮﺑﻴﺔ ﻫﻮ ﺑﺪﻭﺭﻩ ﺍﻧﻌﻜﺎﺱ ﻟﻌﻤﻞ ﺍﻵﺏ ﺍﳋﻼ ﹼﻕ‪ .‬ﻓﺎﻟﻌﺎﺋﻠﺔ‬
‫ﹼ‬ ‫ﺑﺎﻹﳒﺎﺏ‬
‫ﻭﺗﺘﺤﻮﻝ‬
‫ﹼ‬ ‫ﺍﳊﺐ ﻳﻨﻤﻮ‪،‬‬
‫ﺍﻹﻓﺨﺎﺭﺳﺘﻴﺔ‪ ،‬ﻛﻲ ﲡﻌﻞ ﹼ‬
‫ﹼ‬ ‫ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﻗﺮﺍﺀﺓ ﻛﻠﻤﺔ ﺍﷲ ﻭﺍﳌﻨﺎﻭﻟﺔ‬
‫ﹼ‬ ‫ﺍﻟﺼﻼﺓ‬
‫ﻫﻴﻜﻞ ﻟﺴﻜﻨﻰ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪) ".‬ﻓﺮﺡ ﺍﳊﺐ ‪(29‬‬ ‫ﹴ‬ ‫ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ ﺇﻟﻰ‬

‫ﺍﻟﻴﻮﻣﻲ ﺍﳌﹸﻜﹶﻮﱠﻥ ﻣﻦ ﻣﺘﺎﻋﺐ ﻭﺣﺘﻰ‬

‫ﹼ‬ ‫"ﺗﻈﻬﺮ‪ ،‬ﺃﻣﺎﻡ ﻛﻞﹼ ﻋﺎﺋﻠﺔ‪ ،‬ﺃﻳﻘﻮﻧﺔ ﻋﺎﺋﻠﺔ ﺍﻟﻨﺎﺻﺮﺓ‪ ،‬ﺑﻮﺍﻗﻌﻬﺎ‬
‫ﻣﻦ ﻛﻮﺍﺑﻴﺲ‪ ،‬ﻛﻤﺎ ﺣﺪﺙ ﺣﲔ ﻓﹸﺮﺽ ﻋﻠﻴﻬﺎ ﺃﻥ ﺗﻌﺎﻧﻲ ﻣﻦ ﻋﻨﻒ ﻫﻴﺮﻭﺩﺱ ﻏﻴﺮ ﺍﳌﺒﺮﹼﺭ‪ ،‬ﻭﻫﻲ‬
‫ﺃﻳﻀﺎ ﻓﻲ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﻋﺎﺋﻼﺕ ﺍﳌﻬﺠﺮﻳﻦ ﺍﳌﺮﺫﻭﻟﺔ ﻭﺍﻟﺘﻲ ﻻ‬ ‫ﺧﺒﺮﺓ ﺗﺘﻜﺮﹼﺭ ﺑﻄﺮﻳﻘﺔ ﻣﺄﺳﻮﻳﺔ ﺍﻟﻴﻮﻡ ﹰ‬
‫ﻭﺃﻣﻪ‪ ،‬ﻭﺇﻟﻰ‬
‫ﺍﻟﺘﺄﻣﻞ ﺑﺎﻟﻄﻔﻞ ﹼ‬‫ﹼ‬ ‫ﻣﺪﻋﻮﺓ ﺇﻟﻰ‬
‫ﹼ‬ ‫ﺃﺣﺪ ﻳﺪﺍﻓﻊ ﻋﻨﻬﺎ‪ .‬ﺇﻥ ﺍﻟﻌﺎﺋﻼﺕ‪ ،‬ﻋﻠﻰ ﻣﺜﺎﻝ ﺍﺠﻤﻟﻮﺱ‪،‬‬
‫ﻣﺪﻋﻮﺓ ﺑﺸﺪﺓ ﻷﻥ‬
‫ﹼ‬ ‫ﺍﻟﺴﺠﻮﺩ ﺃﻣﺎﻣﻪ ﻭﻋﺒﺎﺩﺗﻪ )ﻣﺘﻰ ‪ .(51 .19 ،2‬ﻭﻋﻠﻰ ﻣﺜﺎﻝ ﻣﺮﱘ‪ ،‬ﻫﻲ‬
‫ﺠﻌﺔ‪ ،‬ﻭﺃﻥ ﲢﻔﻆ ﻋﻈﺎﺋﻢ‬ ‫ﺸ ﱢ‬ ‫ﺍﻟﻌﺎﺋﻠﻴﺔ‪ ،‬ﺍﳊﺰﻳﻨﺔ ﻣﻨﻬﺎ ﻭﺍﳌ ﹸ ﹶ‬
‫ﹼ‬ ‫ﺗﻌﻴﺶ‪ ،‬ﺑﺸﺠﺎﻋﺔ ﻭﺻﻔﺎﺀ‪ ،‬ﺍﻟﺘﺤ ﹼﺪﻳﺎﺕ‬
‫ﺃﻳﻀﺎ ﺃﺣﺪﺍﺙ ﹼ‬
‫ﻛﻞ ﻋﺎﺋﻠﺔ‬ ‫ﻭﺗﺘﺄﻣﻠﻬﺎ ﻓﻲ ﺍﻟﻘﻠﺐ )ﻟﻮ ‪ .(51 .19 ،2‬ﻓﻲ ﻛﻨﺰ ﻗﻠﺐ ﻣﺮﱘ ﺗﻮﺟﺪ ﹰ‬ ‫ﹼ‬ ‫ﺍﷲ‬
‫ﻣﻦ ﻋﺎﺋﻼﺗﻨﺎ‪ ،‬ﻭﻫﻲ ﲢﻔﻈﻬﺎ ﺑﻌﻨﺎﻳﺔ‪ .‬ﻟﺬﺍ‪ ،‬ﻓﻬﻲ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﻓﻬﻤﻬﺎ ﻛﻲ ﻧﺪﺭﻙ‬
‫ﺭﺳﺎﻟﺔ ﺍﷲ ﻓﻲ ﺍﻟﺘﺎﺭﻳﺦ ﺍﻟﻌﺎﺋﻠﻲ‪) .‬ﻓﺮﺡ ﺍﳊﺐ ‪(30‬‬

‫"ﺇ ﹼﻥ ﻣﺴﺘﻘﺒﻞ ﺍﻟﺒﺸﺮﻳﹼﺔ ﻳﺘﻮﻗﹼﻒ ﻋﻠﻰ ﺍﻟﻌﺎﺋﻠﺔ" ﻫﺬﺍ ﺍﻟﻘﻮﻝ ﺍﻟﺬﻱ ﺭﺩﹼﺩﻩ ﻗﺪﺍﺳﺔ ﺍﻟﺒﺎﺑﺎ ﻳﻮﺣﻨﹼﺎ‬
‫ﺍﻟﺮﺳﻮﻟﻲ‪" :‬ﻓﻲ ﻭﻇﺎﺋﻒ‬
‫ﹼ‬ ‫ﺑﻮﻟﺲ ﺍﻟﺜﹼﺎﻧﻲ ﻣﺮﺍﺭﺍﹰ‪ ،‬ﻭﻻ ﻣﺴﺘﻘﺒﻞ ﻣﻦ ﺩﻭﻥ ﺳﻼﻡ ﻋﺎﺋﻼﺗﻨﺎ‪ .‬ﻓﺎﻹﺭﺷﺎﺩ‬
‫‪1‬‬ ‫ﻳﺘﻀﻤﻦ ﺃﺭﺑﻌﺔ ﺃﻗﺴﺎﻡ ﻧﺴﺘﺨﻠﺺ ﻣﻨﻬﺎ ﺑﺸﻜﻞ‬ ‫ﺍﳌﺴﻴﺤﻴﺔ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﻴﻮﻡ"‪،‬‬ ‫ﺍﻟﻌﺎﺋﻠﺔ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﹼ‬ ‫ﹼ‬
‫ﺍﳌﺴﻴﺤﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﺣﻮﻝ ﺩﻭﺭ ﺍﻟﻌﺎﺋﻠﺔ‬
‫ﹼ‬ ‫ﻣﻮﺟﺰ ﻫﺬﻩ ﺍﻷﻓﻜﺎﺭ‬

‫ﺃ‪ -‬ﺍﻟﻌﺎﺋﻠﺔ ﻫﻲ ﺷﺮﻛﺔ ﺃﺷﺨﺎﺹ‪ :‬ﺩﺍﺋﻤﺔ ﻻ ﺗﻨﺤﻞﹼ ‪ ،‬ﺑﲔ ﺭﺟﻞ ﻭﺍﻣﺮﺃﺓ‪ ،‬ﻳﺮﺑﻄﻬﻤﺎ ﺳﺮ ﹼ ﺍﻟﺰﻭﺍﺝ‬
‫ﺍﳌﻘ ﹼﺪﺱ ﻭﻳﻌﻴﺸﺎﻥ ﺑﺄﻣﺎﻧﺔ ﻭﺍﻗﻊ ﺍﻟﺸﺮﺍﻛﺔ ‪.‬‬

‫ﺏ‪ -‬ﺍﻟﻌﺎﺋﻠﺔ ﻓﻲ ﺧﺪﻣﺔ ﺍﳊﻴﺎﺓ‪ :‬ﻓﻲ ﻧﻘﻠﻬﺎ ﻭﺗﺮﺑﻴﺘﻬﺎ‪ ،‬ﻓﺎﻟﺰﻭﺟﺎﻥ ﻣﺘﻌﺎﻭﻧﺎﻥ‬

‫ﻓﻲ ﻣﺤ ﹼﺒﺔ ﺍﷲ ﺍﳋﺎﻟﻖ‪ ،‬ﻭﻣﻦ ﻭﺍﺟﺒﻬﻤﺎ ﻭﺣﻘﹼ ﻬﻤﺎ ﺗﺮﺑﻴﺔ ﺃﻭﻻﺩﻫﻤﺎ‪ ،‬ﻓﻬﻤﺎ‬
‫ﺍﳌﺮﺑﹼﻴﺎﻥ ﺍﻷﻭﹼﻻﻥ ﻭﺍﻟﺮﺋﻴﺴﺎﻥ ﻷﻭﻻﺩﻫﻤﺎ‪.‬‬

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

‫ﻭﺍﳊﻴﺔ ﺍﻟﺘﻲ ﺗﺴﺎﻫﻢ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﺠﻤﻟﺘﻤﻊ‪ ،‬ﻓﻬﻲ‬

‫ﹼ‬ ‫ﺧﻠﻴﺔ ﺍﺠﻤﻟﺘﻤﻊ ﺍﻷﻭﻟﻰ‬
‫ﺝ‪ -‬ﲟﺎ ﺃ ﹼﻥ ﺍﻟﻌﺎﺋﻠﺔ ﻫﻲ ﹼ‬
‫ﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻟﻬﺎ ﻳﻌﻮﺩ ﺍﻟﺪﻭﺭ‬
‫ﹼ‬ ‫ﺍﳌﻜﺎﻥ ﺍﻟﺬﻱ ﻳﻮﻟﺪ ﻓﻴﻪ ﺍﳌﻮﺍﻃﻨﻮﻥ‪ ،‬ﻭﻫﻲ ﺃﻭﹼﻝ ﻣﺪﺭﺳﺔ ﻟﻠﻔﻀﺎﺋﻞ‬
‫ﺍﳌﺴﺆﻭﻝ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﺠﻤﻟﺘﻤﻊ‪.‬‬

‫ﺩ‪ -‬ﺍﻟﻌﺎﺋﻠﺔ ﺗﺸﺎﺭﻙ ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﻜﻨﻴﺴﺔ ﻭﺭﺳﺎﻟﺘﻬﺎ‪ ،‬ﻓﻬﻲ ﺗﺆﻣﻦ ﻭﺗﻨﺸﺮ ﺍﻹﳒﻴﻞ‪ .‬ﺗﻘﻴﻢ ﺍﳊﻮﺍﺭ‬
‫ﺑﻴﺘﻴﺔ ﺻﻐﺮﻯ"‪ .‬ﻓﻌﻠﻰ ﻣﺜﺎﻝ ﺍﻟﻜﻨﻴﺴﺔ‬
‫ﻣﻊ ﺍﷲ‪ ،‬ﻭﺗﻘﻮﻡ ﺑﺨﺪﻣﺔ ﺍﻟﻨﺎﺱ‪ .‬ﻫﻲ "ﻛﻨﻴﺴﺔ ﹼ‬
‫ﺍﻟﻜﺒﺮﻯ ﹼ‬
‫ﺗﺒﺸﺮ ﺑﺎﻹﳒﻴﻞ ﻭﺗﻮﺍﺻﻞ ﺍﻟﺘﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻹﳝﺎﻥ‪.‬‬

‫ﻳﺨﺘﺺ ﺑﺎﻟﺰﻭﺍﺝ ﻭﺍﻟﻌﺎﺋﻠﺔ‪ ،‬ﻳﺬﻛﹼﺮ ﺍﳌﺆﻣﻨﲔ ﲟﺎ ﻫﻮ ﺃﺳﺎﺱ‪ .‬ﻭﻳﻨﺒﻮﻉ ﻫﺬﺍ‬ ‫ﹼ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻟﻜﻨﻴﺴﺔ ﻓﻴﻤﺎ‬
‫ﻭﻳﺨﻄﻄﻪ ﻟﻠﺰﻭﺟﲔ ﻭﻟﻠﻮﺍﻟﺪﻳﻦ ﻭﺃﻭﻻﺩﻫﻢ‪،‬‬ ‫ﹼ‬ ‫ﺍﻹﻟﻬﻴﺔ ﻭﻣﺎ ﻳﻘﺼﺪﻩ ﺍﷲ‬
‫ﹼ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻫﻮ ﺍﳌﺸﻴﺌﺔ‬
‫ﻛﻞ ﺍﳊﻘﻴﻘﺔ ﺍﳌﺘﻌﻠﹼﻘﺔ ﲟﺎ ﻟﻠﺰﻭﺍﺝ‬‫ﻓﻴﻘﻮﻝ‪" :‬ﺇ ﹼﻥ ﺍﻟﻜﻨﻴﺴﺔ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﻨﺎﺭﺕ ﺑﺎﻹﳝﺎﻥ ﺍﻟﺬﻱ ﻳﻔﻬﻤﻬﺎ ﹼ‬
‫ﺍﳌﻠﺤﺔ ﺇﻟﻰ ﺃﻥ ﹼ‬
‫ﺗﺒﺸﺮ‬ ‫ﹼ‬ ‫ﻭﺍﻟﻌﺎﺋﻠﺔ ﻣﻦ ﻗﻴﻤﺔ ﻏﺎﻟﻴﺔ ﻭﻣﻌﻨﻰ ﻋﻤﻴﻖ‪ ،‬ﻟﺘﺸﻌﺮ ﻣﺠ ﹼﺪﺩﺍ ﹰ ﺑﺎﳊﺎﺟﺔ‬
‫ﺍﳌﺪﻋﻮﻳﻦ ﺇﻟﻰ ﺍﻟﺰﻭﺍﺝ ﺍﻟﺬﻱ‬
‫ﹼ‬ ‫ﻭﺧﺎﺻﺔ‬
‫ﹼ‬ ‫ﺑﺎﻹﳒﻴﻞ ﺃﻱ "ﺑﺎﳋﺒﺮ ﺍﳌﻔﺮﺡ" ﺟﻤﻴﻊ ﺍﻟﻨﺎﺱ ﺩﻭﳕﺎ ﲤﻴﻴﺰ‬
‫ﻛﻞ ﺇﻧﺴﺎﻥ ﺫﻱ ﺇﺭﺍﺩﺓ ﺻﺎﳊﺔ ﺑﻮﺍﺟﺐ‬ ‫ﻳﺴﺘﻌ ﹼﺪﻭﻥ ﻟﻪ‪ ،‬ﻭﺍﻣﺎﻡ ﻧﻈﺮﻫﻢ ﻋﺎﺋﻠﺔ ﺍﻟﻨﺎﺻﺮﺓ‪ .‬ﻓﻴﻠﺘﺰﻡ ﹼ‬
‫ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﻣﺎ ﻟﻠﻌﺎﺋﻠﺔ ﻣﻦ ﻗﻴﻢ ﺳﺎﻣﻴﺔ‪ ،‬ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮﻫﺎ‪.‬‬

‫ﺻﻼﺓ ﺍﻟﺒﺎﺑﺎ ﻓﺮﻧﺴﻴﺲ ﺇﻟﻰ ﺍﻟﻌﺎﺋﻠﺔ ﺍﳌﻘﺪﺳﺔ‬

‫ﻋﺎﺋﻠﺔ ﺍﻟﻨﺎﺻﺮﺓ ﺍﳌﻘﺪﺳﺔ‪ ،‬ﺇﻟﻴﻜﻢ ﻧﻮﺟﻪ ﺃﻧﻈﺎﺭﻧﺎ ﺍﻟﻴﻮﻡ ﺑﻌﺠﺐ ﻭﺛﻘﺔ؛ ﻧﺘﺄﻣﻞ ﻓﻴﻜﻢ ﺟﻤﺎﻝ‬
‫ﺷﺮﻛﺔ ﺍﳊﺐ ﺍﳊﻘﻴﻘﻲ؛ ﻭﻧﻮﻛﻞ ﺇﻟﻴﻜﻢ ﺟﻤﻴﻊ ﻋﺎﺋﻼﺗﻨﺎ‪ ،‬ﻟﻜﻲ ﺗﺘﺠﺪﺩ ﻓﻴﻬﺎ ﻋﺠﺎﺋﺐ ﺍﻟﻨﻌﻤﺔ‪.‬‬
‫ﻳﺎ ﻋﺎﺋﻠﺔ ﺍﻟﻨﺎﺻﺮﺓ ﺍﳌﻘﺪﺳﺔ‪ ،‬ﻣﺪﺭﺳﺔ ﺍﻹﳒﻴﻞ ﺍﳌﻘﺪﺱ ﺍﳉﺬﺍﺑﺔ‪:‬‬
‫ﻋﻠﻤﻴﻨﺎ ﺃﻥ ﻧﻘﺘﺪﻱ ﺑﻔﻀﺎﺋﻠﻚ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻧﻀﺒﺎﻁ ﺭﻭﺣﻲ ﺣﻜﻴﻢ‪،‬‬
‫‪2‬‬ ‫ﺃﻋﻄﻴﻨﺎ ﻧﻘﺎﻭﺓ ﺍﻟﻨﻈﺮﺓ‪ ،‬ﻟﻜﻲ ﻧﺘﻌﺮﻑ ﻋﻠﻰ ﻋﻤﻞ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻹﻟﻬﻴﺔ ﻓﻲ ﻭﺍﻗﻊ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﻳﺎ ﻋﺎﺋﻠﺔ ﺍﻟﻨﺎﺻﺮﺓ ﺍﳌﻘﺪﺳﺔ‪ ،‬ﺣﺎﺭﺳﺔ ﺳﺮ ﺍﳋﻼﺹ ﺍﻷﻣﻴﻨﺔ‪ :‬ﺃﳕﻲ ﻓﻴﻨﺎ ﺗﻘﺪﻳﺮ ﺍﻟﺼﻤﺖ‪،‬‬
‫ﻭﺣﻮﻟﻴﻬﺎ ﺇﻟﻰ ﻛﻨﺎﺋﺲ ﺑﻴﺘﻴﺔ ﺻﻐﻴﺮﺓ‪ ،‬ﺟﺪﺩﻱ ﺗﻮﻕ ﺍﻟﻘﺪﺍﺳﺔ‪،‬‬
‫ﻭﺍﺟﻌﻠﻲ ﻋﺎﺋﻼﺗﻨﺎ ﻋﻠﻴﺎﺕ ﺻﻼﺓ‪ ،‬ﹼ‬
‫ﺍﺩﻋﻤﻲ ﺟﻬﺪ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻨﺒﻴﻞ‪ ،‬ﻭﺟﻬﺪ ﺍﻟﺼﻼﺓ ﻭﺍﻟﻔﻬﻢ ﺍﳌﺘﺒﺎﺩﻝ ﻭﺍﻟﻐﻔﺮﺍﻥ‪.‬‬
‫ﻳﺎ ﻋﺎﺋﻠﺔ ﺍﻟﻨﺎﺻﺮﺓ ﺍﳌﻘﺪﺳﺔ‪ ،‬ﺃﻳﻘﻈﻲ ﻓﻲ ﻣﺠﺘﻤﻌﻨﺎ ﺍﻟﻮﻋﻲ‪ ،‬ﻟﻄﺎﺑﻊ ﺍﻟﻌﺎﺋﻠﺔ ﺍﳌﻘﺪﺱ ﻭﺍﻟﺬﻱ ﻻ‬
‫ﻳﺠﺐ ﺗﺪﻧﻴﺴﻪ‪ ،‬ﺫﻟﻚ ﺍﳋﻴﺮ ﺍﻟﺬﻱ ﻻ ﻳﹸﺜﻤﻦ ﻭﻻ ﻳﹸﺴﺘﺒﺪﻝ‪ .‬ﻓﻠﺘﻜﻦ ﻛﻞ ﻋﺎﺋﻠﺔ ﻣﺴﻜﻦ ﻃﻴﺒﺔ‬
‫ﻭﺳﻼﻡ‪ ،‬ﻟﻸﻃﻔﺎﻝ ﻭﺍﳌﺴﻨﲔ‪ ،‬ﻟﻠﻤﺮﺿﻰ ﻭﺍﳌﺴﺘﻮﺣﺸﲔ‪ ،‬ﻟﻠﻔﻘﺮﺍﺀ ﻭﺍﳌﻌﻮﺯﻳﻦ‪.‬‬
‫ﻳﺴﻮﻉ‪ ،‬ﻣﺮﱘ ﻭﻳﻮﺳﻒ‬
‫ﻧﺼﻠﻲ ﺇﻟﻴﻜﻢ ﺑﺜﻘﺔ‪ ،‬ﻭﻧﻮﻛﻞ ﺫﻭﺍﺗﻨﺎ ﺇﻟﻴﻜﻢ ﺑﻔﺮﺡ‪.‬‬

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

‫ﺍﳊﻠﻘﺔ ﺍﻟﺮﺍﺑﻌﺔ– "ﺃﺧﻲ ﻓﻲ ﺍﳊﻲ"‬

‫ﺍﻟﺮﻋﻴﺔ‬
‫ﹼ‬ ‫ﻣﻜﺘﻆ ﺑﺎﻟﺴﻜﹼﺎﻥ ﻣﻨﺬ ﻭﻻﺩﺗﻪ‪ ،‬ﺍﻱ ﻣﻨﺬ ‪ 30‬ﻋﺎﻣﺎ ﹰ‪ .‬ﻫﻮ ﺍﺑﻦ‬
‫ﹴﹰ‬ ‫ﺣﻲ‬
‫ﺍﺧﻲ ﻳﺴﻜﻦ ﻓﻲ ﹰﹼ‬
‫ﻭﺍﺑﻦ ﺍﻟﻜﻨﻴﺴﺔ ﻣﻌﺮﻭﻑ ﺑﻨﺨﻮﺗﻪ ﻭﺍﳝﺎﻧﻪ ﻭﺍﻟﺘﺰﺍﻣﻪ‪ .‬ﺧﻼﻝ ﻛﻞ ﺗﻠﻚ ﺍﻷﻋﻮﺍﻡ ﺍﻟﺘﺰﻡ ﻓﻲ‬
‫ﺭﺍﺑﻄﺔ ﺍﻷﺧﻮﻳﺎﺕ ﻣﻨﺬ ﺍﻟﻔﺮﻗﺔ ﺍﻟﺘﺤﻀﻴﺮﻳﺔ ﺍﻟﻰ ﺍﻟﻄﻼﺋﻊ ﻓﺎﻟﺸﺒﻴﺒﺔ ﻭﺟﻮﻗﺔ ﺍﻟﺮﻋﻴﺔ‬
‫ﻭﺍﻧﻀﻢ ﺍﻟﻰ ﻓﺮﻳﻖ ﻣﻌﻬﺪ ﺍﻟﺘﻨﺸﺌﺔ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻛﻤﺎ ﺍﻧﹼﻪ ﺣﺼﻞ ﻋﻠﻰ‬ ‫ﹼ‬ ‫ﻭﺍﻟﻠﺠﺎﻥ ﺍﻹﻗﻠﻴﻤﻴﺔ‬
‫ﺍﻟﺮﻋﻴﺔ ﺍﻧﻪ ﺍﺻﺒﺢ ﻛﺎﻫﻨﺎ ﹰ‪.‬‬ ‫ﹼ‬ ‫ﺍﺫﻥ ﳌﻌﺎﻭﻧﺔ ﻛﺎﻫﻦ ﺍﻟﺮﻋﻴﺔ ﻓﻲ ﺍﳌﻨﺎﻭﻟﺔ ﺣﺘﻰ ﻇ ﹼﻦ ﺑﻌﺾ ﺍﺑﻨﺎﺀ‬
‫ﺍﻟﺴﻜﺎﻧﻲ ﻓﻲ ﺍﳊﻲ‪ ،‬ﻏﺎﻟﺒﺎ ﹰ ﻣﺎ ﻳﺠﺪ ﺍﺧﻲ ﻧﻔﺴﻪ ﻣﻀﻄﺮ ﻟﺮﻛﻦ ﺳﻴﺎﺭﺗﻪ‬ ‫ﹼ‬ ‫ﺑﺤﻜﻢ ﺍﻹﺯﺩﺣﺎﻡ‬
‫ﻓﻲ ﻣﻜﺎﻥ ﺍﳉﻴﺮﺍﻥ ﺍﻭ ﻓﻲ ﻣﻜﺎﻥ ﳝﻨﻌﻬﻢ ﻣﻦ ﺍﳌﻐﺎﺩﺭﺓ ﻓﻲ ﺣﺎﻝ ﺍﻟﻄﻮﺍﺭﺉ‪ .‬ﻋﺎﻧﻰ ﺍﳉﻴﺮﺍﻥ‬
‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﻫﺬﺍ ﻭﻟﻜﻦ ﻏﺎﻟﺒﺎ ﹰ ﻣﺎ ﻛﺎﻧﺖ ﺗﺘﻔﺎﻗﻢ ﺍﻷﻣﻮﺭ ﺍﺫ ﺍﺧﻲ ﻳﺴﺎﺭﻉ ﺩﺍﺋﻤﺎ ﹰ ﻟﻺﻋﺘﺬﺍﺭ‬
‫ﻭﻟﻨﻘﻞ ﺳﻴﺎﺭﺗﻪ ﻭﻟﻜﻦ ﺍﺧﻲ ﻳﻨﺰﻋﺞ ﻛﺜﻴﺮﺍ ﹰ ﻣﻦ ﺍﺿﻄﺮﺍﺭﻩ ﻟﺮﻛﻦ ﺳﻴﺎﺭﺗﻪ ﺑﻬﺬﺍ ﺍﻟﺸﻜﻞ‬
‫ﻭﻳﺸﻌﺮ ﺑﺎﻟﺬﻧﺐ ﲡﺎﻩ ﺟﻴﺮﺍﻧﻪ‪.‬‬
‫ﻓﻲ ﺍﺣﺪ ﺍﻻﻳﺎﻡ‪ ،‬ﻭﺻﻞ ﺍﺧﻲ ﺍﻟﻰ ﻣﻨﺰﻟﻪ ﻭﻛﺎﻟﻌﺎﺩﺓ ﻟﻢ ﻳﺠﺪ ﻣﻜﺎﻧﺎ ﹰ ﻣﻨﺎﺳﺒﺎ ﹰ ﻟﻴﺮﻛﻦ ﻓﺮﻛﻦ‬
‫ﻋﻠﻰ ﺍﻟﻄﺮﻳﻖ ﻣﻘﻔﻼ ﹰ ﻣﻮﻗﻒ ﺍﺣﺪ ﺍﳉﻴﺮﺍﻥ‪ .‬ﺗﻔﺎﺟﺄ ﺍﺧﻲ ﺑﺈﺑﻦ ﺍﳉﻴﺮﺍﻥ ﻳﻨﺎﺩﻳﻪ ﻣﻦ ﺍﻟﺸﺎﺭﻉ‬
‫ﻟﻴﻐﻴﺮ ﻣﻮﻗﻒ ﺍﻟﺴﻴﺎﺭﺓ‬ ‫ﹼ‬ ‫ﻟﻨﻘﻞ ﺳﻴﺎﺭﺗﻪ‪ .‬ﻇ ﹼﻦ ﺍﺧﻲ ﺍﻥ ﺟﺎﺭﻩ ﻳﺮﻳﺪ ﺍﳋﺮﻭﺝ ﻣﻦ ﻣﻮﻗﻔﻪ ﻓﻨﺰﻝ‬
‫ﻭﻟﻜﻨﻪ ﺗﻔﺎﺟﺄ ﺍﻥ ﺟﺎﺭﻩ ﻳﺮﻳﺪ ﺍﻥ ﺗﺮﻛﻦ ﺍﺧﺘﻪ ﻣﻜﺎﻥ ﺍﺧﻲ‪.‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻷﺧﻲ‪ ،‬ﺳﻴﺎﺭﺗﻪ ﻣﺮﻛﻮﻧﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻖ ﺍﻟﻌﺎﻡ ﻭﺑﺎﻟﺘﺎﻟﻲ ﻻ ﻳﺤﻖ ﻟﻠﺠﺎﺭ ﺍﻥ ﻳﻄﻠﺐ‬
‫ﻣﻨﻪ ﻧﻘﻞ ﺳﻴﺎﺭﺗﻪ ﺍﻻ ﺑﺤﺎﻝ ﺍﺭﺍﺩ ﺍﳋﺮﻭﺝ ﻣﻦ ﺍﳌﻮﻗﻒ ﻭﻟﻜﻦ ﻟﻴﺲ ﻟﻜﻲ ﺗﺮﻛﻦ ﺍﺧﺖ ﺍﳉﺎﺭ‬
‫ﻛﻼﻣﻴﺔ ﺑﻴﻨﻪ ﻭﺑﲔ ﺟﻴﺮﺍﻧﻪ‬‫ﹼ‬ ‫ﻣﻜﺎﻥ ﺍﺧﻲ‪ .‬ﺭﻓﺾ ﺍﺧﻲ ﺍﻥ ﻳﻨﻘﻞ ﺳﻴﺎﺭﺗﻪ ﻭﺷ ﹼﺒﺖ ﻣﺸﺎﺩﺓ‬
‫ﺍﳊﻲ‪.‬‬
‫ﺍﻣﺎﻡ ﺍﳉﻤﻴﻊ ﻓﻲ ﹼ‬
‫ﺍﳊﻲ ﻟﻴﻬ ﹼﺪﺋﻮﺍ ﺍﻟﻨﻔﻮﺱ ﻭﻃﻠﺒﻮﺍ ﻣﻦ ﺍﺧﻲ ﺍﻥ ﻳﻨﻘﻞ ﺳﻴﺎﺭﺗﻪ ﻟﻜﻲ ﻻ ﻳﺴﺒﺐ‬ ‫ﺗﺪ ﹼﺧﻞ ﺍﻫﻞ ﹼ‬
‫‪3‬‬ ‫ﺍﳌﺸﺎﻛﻞ ﻛﻤﺎ ﻋﺮﺽ ﻋﻠﻴﻪ ﺍﺣﺪ ﺍﳉﻴﺮﺍﻥ ﺍﻥ ﻳﺮﻛﻦ ﺳﻴﺎﺭﺗﻪ ﻓﻲ ﻣﻮﻗﻔﻪ‪.‬‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﺍﳊﻲ ﻭﻟﻜﻦ ﻣﺎ ﺍﺯﻋﺠﻪ ﻫﻮ ﺍﻧﻪ ﺍﺿﻄﺮ ﻟﻠﺼﺮﺍﺥ‬ ‫ﻧﻘﻞ ﺍﺧﻲ ﺳﻴﺎﺭﺗﻪ ﺑﻌﺪ ﺗﺪﺧﻞ ﺍﻫﻞ ﹼ‬
‫ﻭﺍﳉﺪﺍﻝ ﺍﻣﺎﻡ ﺍﳉﻴﺮﺍﻥ ﻭﻫﻮ ﻣﻌﺎﻭﻥ ﻟﻠﻤﻨﺎﻭﻟﺔ ﻓﻲ ﺍﻟﺮﻋﻴﺔ ﻭﻣﻄﻠﻮﺏ ﻣﻨﻪ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻟﺘﺎﻟﻲ‬
‫ﺍﻥ ﻳﻘﻒ ﻋﻠﻰ ﺍﳌﺬﺑﺢ ﻟﻴﻨﺎﻭﻝ ﺍﳌﺆﻣﻨﲔ ﻭﻣﻨﻬﻢ ﺟﻴﺮﺍﻧﻪ ﺍﻟﺬﻳﻦ ﲡﺎﺩﻝ ﻣﻌﻬﻢ ﺑﺴﺒﺐ‬
‫ﺍﳌﻮﻗﻒ‪.‬‬
‫ﺩﺧﻞ ﺍﺧﻲ ﺍﻟﻰ ﺍﻟﺴﻜﺮﺳﺘﻴﺎ ﻓﻲ ﺍﻟﻴﻮﻡ ﺍﻟﺘﺎﻟﻲ ﻃﺎﻟﺒﺎ ﹰ ﻣﻦ ﺍﻟﻜﺎﻫﻦ ﺍﻥ ﻳﻌﺬﺭﻩ ﻋﻦ ﻋﺪﻡ‬
‫ﻣﻌﺎﻭﻧﺘﻪ ﻓﻲ ﺍﳌﻨﺎﻭﻟﺔ ﺑﺴﺒﺐ ﺍﺣﺴﺎﺳﻪ ﺑﺎﻟﺬﻧﺐ‪.‬‬
‫ﻓﻜﹼﺮ ﺍﺧﻲ ﻛﺜﻴﺮﺍ ﹰ ﺍﻥ ﻳﻜﻠﹼﻢ ﺟﺎﺭﻩ ﻭﻳﻌﺘﺬﺭ ﻣﻨﻪ ﻭﻟﻜﻦ ﻛﺒﺮﻳﺎﺋﻪ ﻟﻢ ﻳﺴﻤﺢ ﻟﻪ‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ‪ .‬ﺗﺮﺩﹼﺩ ﻛﺜﻴﺮﺍ ﹰ ﺛﻢ ﺗﻨﺎﺳﻰ ﺍﳌﻮﺿﻮﻉ‪.‬‬

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

‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﹼﻝ‬
‫ﻛﻴﻒ ﺗﺘﻌﺎﻳﺶ ﻳﻮﻣﻴﺎ ﹰ ﻣﻊ ﺍﻟﺼﺮﺍﻉ ﺑﲔ ﻣﺎ ﻳﺠﺐ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﺑﺤﺴﺐ ﺍﳝﺎﻧﻨﺎ ﺍﳌﺴﻴﺤﻲ ﻭﺑﲔ‬
‫ﺿﻌﻔﻚ ﺍﻹﻧﺴﺎﻧﻲ ﺍﻟﺬﻱ ﻳﻘﻒ ﺣﺎﺟﺰﺍ ﹰ ﺍﻣﺎﻡ ﺍﻟﺘﺼﺮﹼﻑ ﺍﻟﺼﺤﻴﺢ؟‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻧﻲ‬
‫ﺗﻘﻴﻢ ﺩﻭﺍﻓﻊ ﺍﺧﻲ ﻟﻺﻋﺘﺬﺍﺭ ﻭﺗﺼﺤﻴﺢ ﺧﻄﺄﻩ؟‬
‫ﻛﻴﻒ ﹼ‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‬
‫ﺷﺎﺭﻛﻨﺎ ﲟﻮﺍﻗﻒ ﳑﺎﺛﻠﺔ ﺣﺼﻠﺖ ﻣﻌﻚ‪ .‬ﻛﻴﻒ ﺗﺼﺮﹼﻓﺖ ﻭﻣﺎﺫﺍ ﺗﻌﻠﹼﻤﺖ ﻟﻠﻤﺮﹼﺓ ﺍﳌﻘﺒﻠﺔ؟‬
‫‪4‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﻭﺍﻋﻂ ﺭﺃﻳﻚ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻣﻦ ﻳﺤﺎﻭﻝ‬
‫ﹺ‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ‬
‫ﻫﻞ ﺍﻧﺖ ﻛﺈﺑﻦ ﺃﺧﻮﻳﹼﺔ ﻣﻌﺼﻮﻡ ﻋﻦ ﺍﳋﻄﺄ؟ ﺣﻠﹼﻞ‬
‫ﺍﻟﺘﺄﺛﻴﺮ ﺍﻳﺠﺎﺑﻴﺎ ﻭﻣﺴﻴﺤﻴﺎ ﹰ ﻓﻲ ﻣﺤﻴﻂ ﹼ‬
‫ﺣﻴﻪ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﺗﻨﺸﺌﺔ ﻛﺘﺎﺑﻴﺔ‬ ‫ﺗﻨﺸﺌﺔ ﺇﺩﺍﺭﻳﺔ‬ ‫ﻓﺮﺡ ﺍﳊﺐ‬
‫ﻋﻠﻰ ﻣﺜﺎﻝ ﻣﺮﱘ‬

‫ﻋﺮﺱ ﻗﺎﻧﺎ ﺍﳉﻠﻴﻞ ﻳﻮ ‪12 - 1 /2‬‬

‫ﺳﻴﻘﺴﻢ ﻫﺬﺍ ﺍﻟﻨﺺ ﺇﻟﻰ ﺟﺰﺋﲔ ﻭﺳﻨﺘﻨﺎﻭﻝ ﻓﻲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺍﳉﺰﺀ ﺍﻷﻭﻝ‪ :‬ﻣﻦ ﺍﻵﻳﺔ ‪ 1‬ﺣﺘﻰ ‪.5‬‬

‫ﺍﻟﻨﺺ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺘﻲ ﺗﺨﺺ ﻣﺮﱘ‬

‫ﹼ‬ ‫ﻟﻨﺴﺘﺨﺮﺝ ﻣﻦ‬

‫ﺍﻟﻘﺎﺋﺪ ﺍﳌﺴﻴﺤﻲ‬

‫ﻛﻨﻈﺮﺓ ﺃﻭﻟﻰ ﻭﺩﻭﻥ ﺍﻟﺪﺧﻮﻝ ﻓﻲ ﺍﳊﺪﻳﺚ ﺍﻟﺬﻱ ﺩﺍﺭ ﺑﲔ ﻳﺴﻮﻉ ﻭﻣﺮﱘ‪ ،‬ﻣﺎﺫﺍ ﳝﻜﻦ ﺃﻥ ﻧﺴﺘﺨﺮﺝ ﻣﻦ ﺧﻄﻮﺍﺕ ﻳﺠﺐ ﺃﻥ‬
‫ﻳﻘﻮﻡ ﺑﻬﺎ ﺍﻟﻘﺎﺋﺪ ﺍﳌﺴﻴﺤﻲ؟‬

‫ﻻ ﺗﻘﻒ ﻣﻬﻤﺘﻪ ﻋﻠﻰ‬ ‫ﺣﻀﻮﺭ ﺍﻟﻘﺎﺋﺪ ﺿﺮﻭﺭ ﹼﻱ ﻓﻬﻮ ﻳﺠﺐ ﻻ ﻧﻌﻤﻞ ﺑﺤﺴﺐ ﻣﺸﻴﺌﺘﻨﺎ ﺑﻞ‬
‫ﺗﻠﻘﻲ ﺍﻟﺮﺳﺎﻟﺔ ﺍﳕﺎ ﺑﻨﻘﻠﻬﺎ‬ ‫ﺃﻥ ﻳﻜﻮﻥ ﻓﻲ ﺍﻟﻄﻠﻴﻌﺔ ﻟﻴﺘﻤﻜﻦ ﺑﺤﺴﺐ ﻣﺸﻴﺌﺔ ﺍﷲ‪ .‬ﻓﻨﻀﻊ ﻣﺎ‬
‫ﺇﻟﻰ ﺍﻷﺧﺮﻳﻦ‪.‬‬ ‫ﻟﺪﻳﻨﺎ ﻣﻦ ﻣﻮﺍﺩ ﻭﻣﺸﺎﻛﻞ ﺃﻣﺎﻣﻪ‬ ‫ﻣﻦ ﻣﻌﺎﻳﻨﺔ ﺍﻷﺣﺪﺍﺙ ﻣﺒﺎﺷﺮﺓ‬
‫ﻣﺘﻜﻠﲔ ﻋﻠﻴﻪ ﻭﻃﺎﻟﺒﲔ ﻣﻨﻪ‬
‫ﺍﳌﺴﺎﻋﺪﺓ‪.‬‬
‫ﻋﻠﻰ ﻣﺜﺎﻝ ﻣﺮﱘ‬
‫ﻭﺟﻮﺩ ﻣﺮﱘ ﻭﺣﻀﻮﺭﻫﺎ ﺟﻌﻠﻬﺎ ﺗﻜﺘﺸﻒ ﺍﳌﺸﻜﻠﺔ ﻭﺗﻮﺟﻪ ﺑﺴﻤﺔ ﺍﻟﻰ ﻳﺴﻮﻉ ﻃﺎﻟﺒﺔ ﻣﻨﻪ ﺃﻥ‬
‫‪5‬‬ ‫ﻳﻔﻌﻞ ﺷﻴﺌﺎﹰ‪ ،‬ﻣﺎ ﻛﺎﻥ ﺩﻭﺭﻫﺎ ﻭﻣﺎﺫﺍ ﻧﺘﻌﻠﻢ ﻣﻨﻬﺎ ﻫﻨﺎ؟‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻭﻻ ﹰ ﺃﻥ ﳌﺮﱘ ﺛﻘﺔ ﺑﻴﺴﻮﻉ ﺇﺫ ﺃﻧﻬﺎ ﺗﻮﺟﻬﺖ ﺇﻟﻴﻪ ﻟﻌﻠﻤﻬﺎ ﺃﻧﻪ ﺳﻴﻔﻌﻞ ﺷﻴﺌﺎ ﹰ‪ .‬ﻣﻦ ﻫﻨﺎ ﻧﺘﻌﻠﻢ ﺃﻧﻪ‬
‫ﻳﺠﺐ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺘﻮﺟﻪ ﺇﻟﻰ ﺍﷲ ﻷﻧﻨﺎ ﻧﺜﻖ ﺑﻪ‪.‬‬
‫ﺑﻌﺪ ﺗﻠﻘﻲ ﻣﺮﱘ ﻫﻜﺬﺍ ﺟﻮﺍﺏ ﻣﻦ ﻳﺴﻮﻉ‪ ،‬ﻟﻢ ﺗﺒﺤﺚ ﻋﻦ ﺣﻞ ﺃﺧﺮ ﺑﻞ ﺑﻘﻴﺖ ﺛﺎﺑﺘﺔ ﻣﻊ ﺇﺑﻨﻬﺎ ﻳﺴﻮﻉ ﻭﻫﺬﺍ ﺩﻟﻴﻞ‬
‫ﺍﻟﺜﻘﺔ ﺑﻪ‪ ،‬ﺇﺫﺍ ﹰ ﻟﻨﺘﻌﻠﻢ ﻣﻨﻬﺎ ﺍﻟﺜﺒﺎﺕ ﻣﻊ ﻳﺴﻮﻉ ﻭﺍﻟﺜﻘﺔ ﺃﻥ ﺍﳊﻞ ﻋﻨﺪﻩ‪.‬‬
‫ﻓﻲ ﺍﳋﺘﺎﻡ ﻗﺎﻟﺖ ﻣﺮﱘ ﻟﻠﺨﺪﻡ ﺍﻓﻌﻠﻮﺍ ﻣﺎ ﻳﻘﻮﻟﻪ ﻟﻜﻢ‪ ،‬ﻓﻠﻢ ﺗﺴﻊ ﻟﺘﺠﻌﻞ ﻣﻦ ﺫﺍﺗﻬﺎ ﻫﻲ ﺍﶈﻮﺭ ﺍﳕﺎ ﻳﺴﻮﻉ‪ .‬ﻭﻫﺬﺍ‬
‫ﻫﻮ ﺩﻭﺭﻧﺎ ﺃﻥ ﻧﺸﻴﺮ ﺩﺍﺋﻤﺎ ﹰ ﺇﻟﻰ ﻳﺴﻮﻉ‪.‬‬

‫ﺍﻟﻘﺎﺋﺪ ﺍﳌﺴﻴﺤﻲ ﻫﻮ ﻗﺎﺋﺪﹲ ﺣﺎﺿﺮ ﺩﺍﺋﻤﺎ ﹰ ﻓﻲ ﻗﻠﺐ ﺍﳊﺪﺙ‪ ،‬ﻳﻜﺘﺸﻒ ﺍﳌﺸﻜﻠﺔ‬

‫ﻭﻳﺒﺤﺚ ﺑﺼﻤﺖ ﻋﻦ ﺍﳊﻞ‪ ،‬ﻳﻠﺘﺠﺊ ﺩﺍﺋﻤﺎ ﹰ ﺇﻟﻰ ﺍﷲ ﻟﺜﻘﺘﻪ ﺑﻪ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻳﻨﻘﻞ ﺍﳊﻞﹼ‬ ‫ﺍﳋﻼﺻﺔ‬
‫ﺇﻟﻰ ﺍﳉﻤﻴﻊ‪ .‬ﻫﻜﺬﺍ ﻳﺒﻘﻰ ﻳﺴﻮﻉ ﺩﺍﺋﻤﺎ ﹰ ﻫﻮ ﺍﶈﻮﺭ‪.‬‬
‫© 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 ﻭﻃﻦ ﺍﻟﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ‬

‫ﺍﻟﻬﺪﻑ‪ - :‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ ﺩﺍﺧﻞ ﺍﻟﻮﻃﻦ ﺍﻟﻮﺍﺣﺪ ‪.‬‬
‫‪ -‬ﻋﻼﻗﺔ ﺍﻟﻜﻨﻴﺴﺔ ﺑﺎﻟﺪﻳﺎﻧﺎﺕ ﻏﻴﺮ ﺍﳌﺴﻴﺤﻴﺔ‪.‬‬
‫‪ -‬ﺩﻭﺭ ﺍﻟﺸﺒﺎﺏ ﺍﳌﺴﻴﺤﻲ ﻓﻲ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﺼﺮﺍﻉ ﺍﻟﻄﺎﺋﻔﻲ ‪.‬‬

‫‪ 1-‬ﺻﻼﺓ ﺍﻟﺒﺪﺀ‪ - :‬ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ‪ +‬ﺻﻼﺓ ﺍﻟﺸﺒﻴﺒﺔ‬

‫‪1‬‬
‫‪ -‬ﺗﺮﺗﻴﻠﺔ ‪:‬ﺍﻟﺮﻭﺡ ﻳﺠﻤﻌﻨﺎ‬

‫‪ 2-‬ﺍﳌﻮﺿﻮﻉ‪:‬‬ ‫‪2‬‬
‫ﻓﻲ ﺇﻃﺎﺭ ﺍﶈﺎﺿﺮﺍﺕ ﺍﻟﺘﻲ ﻧﻈﻤﺘﻬﺎ "ﺍﻟﻨﺪﻭﺓ ﺍﻟﻠﺒﻨﺎﻧﻴﺔ" ﻋﻦ ﺍﳌﺴﻴﺤﻴﺔ ﻭﺍﻷﺳﻼﻡ ﻓﻲ ﻟﺒﻨﺎﻥ‪ ،‬ﰎ‬
‫ﺗﻮﻗﻴﻊ ﺑﻴﺎﻥ ﺑﻬﺬﺍ ﺍﻟﺸﺄﻥ ﻓﻲ ﲤﻮﺯ ‪.1965‬‬
‫ﻳﺆﻛﺪ ﺍﳌﻮﻗﻌﻮﻥ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻥ "ﺗﻼﻗﻲ ﺍﻟﺪﻳﺎﻧﺘﲔ ﻓﻲ ﺍﳝﺎﻧﻬﻤﺎ ﺑﺎﷲ ﺍﻟﻮﺍﺣﺪ ﻭﺑﻘﻴﺎﻣﻬﻤﺎ ﻣﻌﺎ‬
‫ﻋﻠﻰ ﺗﻌﺰﻳﺰ ﻗﻴﻢ ﺭﻭﺣﻴﺔ ﻭﻣﺒﺎﺩﻯﺀ ﺧﻠﻘﻴﺔ ﻣﺸﺘﺮﻛﺔ ﺗﺼﻮﻥ ﻛﺮﺍﻣﺔ ﺍﻻﻧﺴﺎﻥ ﻭﺗﻌﻠﻦ ﺣﻘﻪ ﻓﻲ‬
‫ﺍﳊﻴﺎﺓ ﺍﻟﻔﻀﻠﻰ‪ ،‬ﻭﺗﻨﻬﺾ ﺑﺎﻻﺭﺽ ﻭﻣﺎ ﻋﻠﻴﻬﺎ ﻓﻲ ﻣﺤﺒﺔ ﻭﺳﻼﻡ ﻭﻭﺋﺎﻡ"‪ .‬ﻛﺬﻟﻚ ﺍﻋﻠﻨﻮﺍ‬
‫"ﺍﻧﻬﻢ ﻟﻌﻠﻰ ﻳﻘﲔ ﺑﺄﻥ ﻟﺒﻨﺎﻥ ﻫﻮ ﺍﳌﻮﻃﻦ ﺍﺨﻤﻟﺘﺎﺭ ﳌﺜﻞ ﻫﺬﺍ ﺍﳊﻮﺍﺭ ﺍﳌﺴﻴﺤﻲ ﺍﻻﺳﻼﻣﻲ‪ ،‬ﻭﺑﺄﻧﻪ‬
‫ﺣﲔ ﻳﺠﺪﺩ ﻭﻋﻴﻪ ﺑﺘﻌﺎﻟﻴﻢ ﻫﺎﺗﲔ ﺍﻟﺮﺳﺎﻟﺘﲔ ﻳﺴﻬﻢ ﻓﻲ ﲡﺪﻳﺪ ﻃﺎﻗﺔ ﺍﻻﻧﺴﺎﻥ ﺍﻟﺮﻭﺣﻴﺔ‬
‫ﻭﺻﻮﻧﻬﺎ"‪ .‬ﻭﺗﻌﺎﻫﺪ ﺭﻓﺎﻕ ﺍﷲ ﻋﻠﻰ "ﲢﻘﻴﻖ ﻟﻘﺎﺀ ﺍﺧﻮﻱ ﻣﺴﺘﻤﺮ ﻳﻨﻬﻠﻮﻥ ﺧﻼﻟﻪ ﻣﻦ ﻣﻌﲔ‬
‫ﺍﻟﺪﻳﺎﻧﺘﲔ ﺍﻟﻌﺎﳌﻴﺘﲔ‪ ،‬ﻭﺗﻌﻠﻢ ﻓﻴﻪ ﻛﻞ ﻓﺌﺔ ﺑﺘﻌﺎﻟﻴﻢ ﺩﻳﻨﻬﺎ ﺟﺎﻫﺪﺓ ﻓﻲ ﺗﻔﻬﻤﻬﺎ ﳌﺎ ﺍﻧﻄﻮﺕ‬
‫ﻋﻠﻴﻪ ﺍﻟﺪﻳﺎﻧﺔ ﺍﻻﺧﺮﻯ ﻣﻦ ﻋﺒﺮ ﻭﻋﻈﺎﺕ ﻭﻧﻈﻢ ﺗﻘﺮﺏ ﺍﻻﻧﺴﺎﻥ ﻣﻦ ﺍﺧﻴﻪ ﺍﻻﻧﺴﺎﻥ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺗﻮﺳﻴﻊ ﻧﻄﺎﻕ ﻫﺬﺍ ﺍﻟﻠﻘﺎﺀ ﺣﺘﻰ ﻳﻀﻢ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﻲ ﺗﺒﺪﻱ ﺍﺳﺘﻌﺪﺍﺩﻫﺎ ﻟﻼﺳﻬﺎﻡ ﻓﻲ‬
‫ﺗﺮﻛﻴﺰﻩ ﻭﺗﻌﻤﻴﻤﻪ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺴﻌﻲ ﺍﻟﺪﺍﺋﺐ ﻻﺯﺍﻟﺔ ﺍﳊﻮﺍﺟﺰ ﺍﻟﺘﻲ ﻧﺼﺒﺘﻬﺎ ﻋﻮﺍﻟﻢ ﻣﻔﺘﻌﻠﺔ ‪6‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﻳﺒﺮﺃ ﻣﻨﻬﺎ ﺩﻳﻦ ﺍﷲ ﺍﳊﻖ‪.‬‬

‫‪ - 2‬ﺃ ‪ :‬ﺑﻌﺪ ﻗﺮﺍﺀﺓ ﺃﻫﻢ ﻣﺎ ﺟﺎﺀ ﻓﻲ ﺍﻟﺒﻴﺎﻥ‪ ،‬ﻳﺴﺄﻝ ﺍﳌﻨﺸﻂ‬

‫ﻣﺎ ﻫﻲ ﺍﳋﻼﺻﺎﺕ ﺍﻟﺘﻲ ﺑﺈﻣﻜﺎﻧﻨﺎ ﺍﺳﺘﻨﺘﺎﺟﻬﺎ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﻴﺎﻥ ؟‬

‫ﻧﺴﺘﺸﻒ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﻴﺎﻥ ﻋﺪﺓ ﺧﻼﺻﺎﺕ‪ ،‬ﺍﺑﺮﺯﻫﺎ‪:‬‬

‫ﺃ‪ -‬ﺍﻻﳝﺎﻥ ﺍﳌﺸﺘﺮﻙ ﺍﳌﺴﻴﺤﻲ ﺍﻻﺳﻼﻣﻲ ﺑﺎﷲ ﺍﻟﻮﺍﺣﺪ‪ .‬ﻭﻟﻮ ﺗﻌﺪﺩﺕ‬
‫ﺍﻟﺘﻌﺒﻴﺮﺍﺕ ﻋﻦ ﺍﷲ‪ ،‬ﻓﺎﷲ ﻭﺍﺣﺪ ﻻ ﻳﺤﺪﻩ ﺗﻌﺒﻴﺮ ﻭﺍﺣﺪ‪.‬‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻭﻃﻦ ﺍﻟﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ‬

‫ﺏ‪ -‬ﺍﻥ ﺍﻟﺪﻳﺎﻧﺘﲔ ﺍﳌﺴﻴﺤﻴﺔ ﻭﺍﻻﺳﻼﻣﻴﺔ ﺟﻌﻠﺘﺎ ﳋﺪﻣﺔ ﺍﻻﻧﺴﺎﻥ ﻭﺻﻮﻥ ﻛﺮﺍﻣﺘﻪ ﻭﺣﻘﻪ‬
‫ﻓﻲ ﺍﳊﻴﺎﺓ ﺍﻟﻔﻀﻠﻰ ﻭﺍﻟﺴﻼﻡ ﻭﺍﶈﺒﺔ ﻭﺍﻟﻮﺋﺎﻡ‪ ،‬ﻭﺟﻌﻠﺘﺎ ﺍﻳﻀﺎ ﻻﻋﻤﺎﺭ ﺍﻻﺭﺽ ﻭﺍﻟﻨﻬﻮﺽ ﺑﻬﺎ‪.‬‬
‫ﺝ‪ -‬ﺗﺪﻋﻮ ﺍﻟﺪﻳﺎﻧﺘﺎﻥ ﺍﻟﻰ ﻗﻴﻢ ﺭﻭﺣﻴﺔ ﻭﻣﺒﺎﺩﻯﺀ ﺧﻠﻘﻴﺔ ﻣﺸﺘﺮﻛﺔ‪ ،‬ﻭﺗﺪﻋﻮﺍﻥ ﺍﻟﻰ ﺍﻟﺘﻘﺎﺭﺏ‬
‫ﺑﲔ ﺍﳌﺴﻠﻤﲔ ﻭﺍﳌﺴﻴﺤﻴﲔ ﻭﺍﻻﻓﺎﺩﺓ ﺍﳌﺘﺒﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻌﺒﺮ ﻭﺍﻟﻌﻈﺎﺕ ﻭﺍﻟﻨﻈﻢ ﺍﻟﺘﻲ ﺗﻨﻄﻮﻱ‬
‫ﻋﻠﻴﻬﺎ ﻛﻞ ﻣﻦ ﺍﻟﺪﻳﺎﻧﺘﲔ‪.‬‬

‫ﻫﺬﻩ ﺍﻟﺜﻮﺍﺑﺖ ﺍﻻﺭﺑﻌﺔ ﺷﻜﻠﺖ ﺟﻮﻫﺮ ﺭﺳﺎﻟﺔ ﺍﻻﻣﺎﻡ ﻣﻮﺳﻰ ﺍﻟﺼﺪﺭ‪ .‬ﻭﻫﻮ ﻟﻢ ﻳﺘﻮﺍﻥ ﻳﻮﻣﺎ‬
‫ﻓﻲ ﺧﻄﺒﻪ ﻭﺗﺼﺮﻳﺤﺎﺗﻪ ﻭﻣﺤﺎﺿﺮﺍﺗﻪ‪ ،‬ﻋﻦ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻓﻲ ﺍﻟﺘﺄﻛﻴﺪ ﻭﺍﻋﺎﺩﺓ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻓﻬﺎ ﻫﻮ ﺍﻻﻣﺎﻡ ﻣﻮﺳﻰ ﺍﻟﺼﺪﺭ ﻓﻲ ﻛﻨﻴﺴﺔ ﺍﻟﻜﺒﻮﺷﻴﲔ‪ ،‬ﻗﺒﻴﻞ ﺍﻧﺪﻻﻉ ﺍﳊﺮﺏ ﺍﻻﻫﻠﻴﺔ ﻓﻲ‬
‫ﻟﺒﻨﺎﻥ‪ ،‬ﻳﻌﻠﻦ ﺍﻥ "ﺍﻻﺩﻳﺎﻥ ﻛﺎﻧﺖ ﻭﺍﺣﺪﺓ‪ ،‬ﻻﻥ ﺍﳌﺒﺪﺃ ﺍﻟﺬﻱ ﻫﻮ ﺍﷲ ﻭﺍﺣﺪ‪ .‬ﻭﺍﻟﻬﺪﻑ ﺍﻟﺬﻱ ﻫﻮ‬
‫ﺍﻻﻧﺴﺎﻥ ﻭﺍﺣﺪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻧﺴﻴﻨﺎ ﺍﻟﻬﺪﻑ ﻭﺍﺑﺘﻌﺪﻧﺎ ﻋﻦ ﺧﺪﻣﺔ ﺍﻻﻧﺴﺎﻥ‪ ،‬ﻧﺒﺬﻧﺎ ﺍﷲ ﻭﺍﺑﺘﻌﺪﻧﺎ‬
‫ﻋﻨﻪ ﻓﺎﺻﺒﺤﻨﺎ ﻓﺮﻗﺎ ﻭﻣﺠﻤﻮﻋﺎﺕ‪ ،‬ﻭﺍﻟﻘﻰ ﺑﺄﺳﻨﺎ ﺑﻴﻨﻨﺎ ﻓﺎﺧﺘﻠﻔﻨﺎ ﻭﻭﺯﻋﻨﺎ ﺍﻟﻜﻮﻥ ﺍﻟﻮﺍﺣﺪ‪،‬‬
‫ﻭﺧﺪﻣﻨﺎ ﺍﳌﺼﺎﻟﺢ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﻋﺒﺪﻧﺎ ﺁﻟﻬﺔ ﻣﻦ ﺩﻭﻥ ﺍﷲ‪ ،‬ﻭﺳﺤﻘﻨﺎ ﺍﻻﻧﺴﺎﻥ ﻓﺘﻤﺰﻕ"‪.‬‬

‫ﺍﻟﻄﺎﺋﻔﻲ‬
‫‪ - 2‬ﺏ ‪ :‬ﺩﻭﺭ ﺍﻟﺸﺒﺎﺏ ﺍﳌﺴﻴﺤﻲ ﻓﻲ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﺼﺮﺍﻉ ﹼ‬
‫ﺍﺠﻤﻟﻤﻊ ﺍﳌﺴﻜﻮﻧﻲ ﺍﻟﻔﺎﺗﻴﻜﺎﻧﻲ ﺍﻟﺜﺎﻧﻲ ﺇﺫ ﻭ ﹼﺟﻬﺖ ﺍﻟﻜﻨﻴﺴﺔ ﺭﺳﺎﻟﺔ ﺇﻟﻰ ﺍﻟﺸﺒﺎﺏ‬
‫ﺍﳌﺴﻴﺤﻲ ﻭﺩﻋﺘﻬﻢ‪" :‬ﻣﺴﺘﻘﺒﻞ ﺍﻟﻜﻨﻴﺴﺔ ﻭﺃﻣﻠﻬﺎ"‪ ،‬ﻭﺇﻟﻰ ﺍﻹﺭﺷﺎﺩ ﺍﻟﺮﺳﻮﻟﻲ "ﺭﺟﺎﺀ‬
‫ﺟﺪﻳﺪ ﻟﻠﺒﻨﺎﻥ"‪ .‬ﻫﺬﺍ ﺇﺿﺎﻓ ﹰﺔ ﺇﻟﻰ "ﺍﻟﻜﻨﻴﺴﺔ ﻓﻲ ﻣﻮﺍﺟﻬﺔ ﺍﻟﻌﻨﺼﺮﻳﺔ ﻷﺟﻞ ﻣﺠﺘﻤﻊ‬
‫ﺃﺧﻮﺓ" ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﺍﻟﻠﺠﻨﺔ ﺍﳊﺒﺮﻳﺔ ﻋﺪﺍﻟﺔ ﻭﺳﻼﻡ )ﺍﻟﻔﺎﺗﻴﻜﺎﻥ ‪ ،(1988‬ﻭﻗﺪ "ﻋﻬﺪ‬ ‫ﺃﻛﺜﺮ ﹼ‬
‫ﺍﻷﺏ ﺍﻷﻗﺪﺱ ﺇﻟﻰ ﺍﻟﻠﺠﻨﺔ ﺍﳊﺒﺮﻳﺔ " ﻋﺪﺍﻟﺔ ﻭﺳﻼﻡ ﺑﺎﳌﺴﺎﻫﻤﺔ ﻓﻲ ﺗﻨﻮﻳﺮ ﺍﻟﻀﻤﺎﺋﺮ‬
‫‪7‬‬ ‫ﻭﺣﺜـﹼﻬﺎ ﺻﻮﺏ ﻫﺬﺍ ﺍﻟﺮﻫﺎﻥ ﺍﻟﻜﺒﻴﺮ ‪ :‬ﺗﺒﺎﺩﻝ ﺍﻻﺣﺘﺮﺍﻡ ﺑﲔ ﺍﺠﻤﻟﻤﻮﻋﺎﺕ ﺍﻹﺗـﹾـﻨﻴﺔ ﻭﺍﻟﻌﺮﻗﻴﺔ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﻭﺗﻌﺎﻳﺸﻬﺎ ﺍﻷﺧﻮﻱ‪ ".‬ﻭﺗﻀﻴﻒ ﺍﻟﻠﹼﺠﻨﺔ ﺍﳊﺒﺮﻳﺔ‪ ":‬ﻭﺍﻟﻬﺪﻑ ﺍﻷﻭﻝ ﻟﻬﺬﻩ ﺍﻟﻮﺛﻴﻘﺔ ﺇﻣﻌﺎﻥ‬
‫ﺍﻟﻨﻈﺮ ﻓﻲ ﻇﺎﻫﺮﺓ ﺍﻟﻌﻨﺼﺮﻳﺔ ﲟﻌﻨﺎﻫﺎ ﺍﳊﺼﺮﻱ‪ .‬ﺑﻴﺪ ﺃﻧﻬﺎ ﺗﺒﺤﺚ ﺃﻳﻀﺎ ﹰ ﺑﻄﺮﻳﻖ ﹶ‬
‫ﺍﻟﻌﺮﹶﺽ‪،‬‬
‫ﻓﻲ ﺑﻌﺾ ﺍﳌﻈﺎﻫﺮ ﺍﻷﺧﺮﻯ ) ﺍﳌﻮﺍﻗﻒ ﺍﻟﺼﺪﺍﻣﻴﺔ‪ ،‬ﺍﻟﺘﻌﺼﺐ‪ ،‬ﺍﻹﺩﻋﺎﺀﺍﺕ‪ (....‬ﲟﻘﺪﺍﺭ‬
‫ﺍﻧﺘﺴﺎﺑﻬﺎ ﺇﻟﻰ ﺍﻟﻌﻨﺼﺮﻳﺔ ﺃﻭ ﺍﺣﺘﻮﺍﺋﻬﺎ ﻋﻠﻰ ﺟﻮﺍﻧﺐ ﻋﻨﺼﺮﻳﹼﺔ‪ .‬ﻭﻫﻜﺬﺍ‪ ،‬ﻓﻲ ﺿﻮﺀ ﺍﳌﻮﺿﻮﻉ‬
‫ﺗـﺒﺮﺯ ﺍﻟﻮﺛﻴﻘﺔ ﻣﺎ ﻫﻨﺎﻙ ﻣﻦ ﻭﻗﺎﺋﻊ ﺑﲔ ﺑﻌﺾ ﺍﻟﻨﺰﺍﻋﺎﺕ ﻭﺍﺩﻋﺎﺀﺍﺕ ﻋﻨﺼﺮﻳﺔ‪".‬‬ ‫ﺍﻷﺳﺎﺳﻲ‪ ،‬ﹸ‬

‫ﻋﻤﻞ ﻓﺮﻕ ‪ :‬ﺗﻘﺴﻢ ﺍﳉﻤﺎﻋﺔ ﺍﻟﻰ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ‪ ،‬ﻭﻋﻠﻰ ﻛﻞ ﻓﺮﻳﻖ ﺃﻥ ﻳﻨﺎﻗﺶ‬
‫ﺍﳌﺮﺍﺟﻊ ﺍﳌﺘﻮﻓﺮﺓ ﺑﲔ ﻳﺪﻳﻪ ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ؟‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻭﻃﻦ ﺍﻟﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ‬

‫‪ - 1‬ﻛﻴﻒ ﻫﻲ ﻋﻼﻗﺔ ﺍﻟﻜﻨﻴﺴﺔ ﺑﺎﻟﺪﻳﺎﻧﺎﺕ ﺍﻟﻐﻴﺮ ﺍﳌﺴﻴﺤﻴﺔ ؟‬

‫‪ - 2‬ﻫﻞ ﻋﻠﻰ ﺍﳌﺴﻴﺤﻲ ﺃﻥ ﳝﺪ ﻳﺪﻩ ﺍﻟﻰ ﺍﻟﺸﺮﻳﻚ ﺍﳌﺴﻠﻢ ﻟﺒﻨﺎﺀ ﻭﻃﻦ ﻭﺍﺣﺪ ﻭﻳﻨﺘﻘﻼ ﻣﻦ‬
‫ﺍﻷﺧﻮﺓ ؟ )ﻋﻠﻰ ﻛﻞ ﻓﺮﻳﻖ ﺃﻥ ﻳﺪﻋﻢ ﺭﺃﻳﻪ ﺑﺎﳊﺠﺞ (‬
‫ﹼ‬ ‫ﺍﻟﺸﺮﺍﻛﺔ ﺇﻟﻰ‬
‫‪ - 3‬ﺇﻗﺘﺮﺍﺣﺎﺕ ﻋﻤﻠﻴﺔ ﻟﻠﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ ‪.‬‬

‫ﺍﻟﻔﺮﻳﻖ ﺍﻷﻭﻝ ‪:‬‬

‫‪ (1‬ﺭﺍﺟﻊ ﺍﻋﻤﺎﻝ ﺍﻟﺮﺳﻞ ‪26 / 17‬‬
‫‪ (2‬ﺭﺍﺟﻊ ﺳﻔﺮ ﺍﳊﻜﻤﺔ ‪1 / 8‬؛ ﺍﻋﻤﺎﻝ ‪17 / 14‬؛ ﺭﻭﻣﺎﻧﻴﲔ ‪ 1 .6-7 / 2‬ﺗﻴﻤﻮﺗﺎﻭﺱ ‪4 / 2‬‬
‫‪ (3‬ﺭﺍﺟﻊ ﺳﻔﺮ ﺍﻟﺮﺅﻳﺎ ‪23-24 / 21‬‬
‫‪ (4‬ﺭﺍﺟﻊ ‪ 2‬ﻛﻮﺭﻧﺜﻴﲔ ‪18-19 / 5‬‬
‫‪ (5‬ﺭﺍﺟﻊ ﺍﻟﻘﺪﻳﺲ ﻏﺮﻳﻐﻮﺭﻳﻮﺱ ﺍﻟﺴﺎﺑﻊ‪ ،‬ﺭﺳﺎﻟﺘﻪ ‪ 21‬ﺍﻟﻰ ﺍﻟﻨﺎﺻﺮ ﻣﻠﻚ ﻣﻮﺭﻳﺘﺎﻧﻴﺎ‪:‬‬
‫ﻓﻲ ﺁﺑﺎﺀ ﺍﻟﻜﻨﻴﺴﺔ ﺍﻟﻼﺗﻴﻨﻴﺔ ﻣﺠﻠﺪ ‪ 148‬ﻋﻤﻮﺩ ‪ 450‬ﻭﻣﺎﻳﻠﻲ‪.‬‬

‫ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﺎﻧﻲ ‪:‬‬

‫‪ (1‬ﺭﺍﺟﻊ ﻏﻼﻃﻴﲔ ‪7 / 3‬‬
‫‪ (2‬ﺭﺍﺟﻊ ﺭﻭﻣﺎﻧﻴﲔ ‪17-24 / 11‬‬
‫‪ (3‬ﺭﺍﺟﻊ ﺃﻓﺴﺲ ‪14-16 / 2‬‬
‫‪ (4‬ﺭﺍﺟﻊ ﻟﻮﻗﺎ ‪44 / 19‬‬
‫‪ (5‬ﺭﺍﺟﻊ ﺭﻭﻣﺎﻧﻴﲔ ‪28 /11‬‬

‫‪8‬‬ ‫ﺍﻟﻔﺮﻳﻖ ﺍﻟﺜﺎﻟﺚ ‪:‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫‪ (1‬ﺭﺍﺟﻊ ﺭﻭﻣﺎﻧﻴﲔ ‪ .11/28-29‬ﺭﺍﺟﻊ ﺩﺳﺘﻮﺭ ﻋﻘﺎﺋﺪﻱ "ﻧﻮﺭ ﺍﻻﱈ" ﻋﺪﺩ ‪16‬‬
‫‪ (2‬ﺭﺍﺟﻊ ﺍﺷﻌﻴﺎ ‪23 / 66‬؛ ﺍﳌﺰﻣﻮﺭ ‪4 / 65‬؛ ﺭﻭﻣﺎﻧﻴﲔ ‪11-32 /11‬‬
‫‪ (3‬ﺭﺍﺟﻊ ﻳﻮﺣﻨﺎ ‪6 / 19‬‬
‫‪ (4‬ﺭﺍﺟﻊ ﺭﻭﻣﺎﻧﻴﲔ ‪18 / 12‬‬
‫‪ (5‬ﺭﺍﺟﻊ ﻣﺘﻰ ‪45 / 5‬‬

‫ﻭﺍﻟﺮﹼﺳﺎﺋﻞ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻟﺘﻲ ﻗﺪ ﺗﻜﻮﻥ ﻣﺜﻼ ﹰ ﺩﺍﻋﻤﺎ ﹰ ﻋﻦ ﺿﺮﻭﺭﺓ ﻋﻴﺶ ﺍﻟﺸﺒﺎﺏ‬

‫ﺍﳌﺴﻴﺤﻲ "ﺍﶈﺒﺔ"‪ ،‬ﺍﻟﺘﻲ ﻫﻲ ﺃ ﹼﻡ ﺍﻟﻔﻀﺎﺋﻞ ﻭﻣﻨﻬﺎ ﺗﺘﻔﺮﹼﻉ‬
‫ﺍﻟﻄﺎﺋﻔﻲ‪.‬‬
‫ﺍﻟﺼﺮﺍﻉ ﹼ‬ ‫ﺍﻹﻳﺠﺎﺑﻴﺔ‪ ،‬ﻓﻲ ﺍﺳﺘﻴﻌﺎﺏ ﹼ‬
‫ﹼ‬ ‫ﺍﳋﺼﺎﻝ‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻟﺒﻨﺎﻥ ﻭﻃﻦ ﺍﻟﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ‬

‫ﷲ‪ .‬ﺃﹶﻛ ﹾ ﹺﺮ ﹸﻣﻮﺍ ﺍ ﹾﳌ ﹶ ﹺﻠ ﹶ‬

‫ﻚ"‬ ‫ﺍﳉ ﹶ ﹺﻤﻴ ﹶﻊ‪ .‬ﺃ ﹶ ﹺﺣ ﱡﺒﻮﺍ ﺍﻹﹺ ﹾﺧ ﹶﻮﺓﹶ‪ .‬ﹶﺧﺎﻓﹸﻮﺍ ﺍ ﹶ‬
‫"ﺃﹶﻛ ﹾ ﹺﺮ ﹸﻣﻮﺍ ﹾ‬
‫)ﺭﺳﺎﻟﺔ ﺑﻄﺮﺱ ﺍﻟﺮﺳﻮﻝ ﺍﻷﻭﻟﻰ ‪(17 :2‬‬

‫ﺍﶈﹶﹶﺒﱠ ﹸﺔ ﻻ ﹶ ﹶﲢ ﹾ ﹺﺴ ﹸﺪ‪ .‬ﹾ‬

‫ﺍﶈﹶﹶﺒﱠ ﹸﺔ ﻻ ﹶ ﺗ ﹶ ﹶﺘﻔﹶ ﹶ‬
‫ﺎﺧﺮﹸ‪ ،‬ﻭﹶﻻ ﹶ ﺗﹶﻨﹾ ﹶﺘ ﹺﻔ ﹸﺦ"‬ ‫"ﺍﶈﹶﹶﺒﱠ ﹸﺔ ﺗ ﹶ ﹶﺘﺄﹶﻧﱠﻰ ﻭﹶﺗﹶﺮ ﹾ ﹸﻓﻖ ﹸ‪ .‬ﹾ‬
‫ﹾ‬
‫)ﺭﺳﺎﻟﺔ ﺑﻮﻟﺲ ﺍﻟﺮﺳﻮﻝ ﺍﻷﻭﻟﻰ ﺇﻟﻰ ﺃﻫﻞ ﻛﻮﺭﻧﺜﻮﺱ ‪(4 :13‬‬

‫ﺼ ﹺﻘﲔ ﹶ ﺑ ﹺ ﹾ‬
‫ﺎﳋ ﹾﹶﻴ ﹺﺮ"‬ ‫"ﺍ ﹶ ﹾﶈﹶﹶﺒﱠ ﹸﺔ ﹶﻓﻠﹾ ﹶﺘﻜﹸﻦﹾ ﺑﹺﻼ ﹶ ﺭﹺﻳﹶﺎ ﹴﺀ‪ .‬ﻛﹸﻮﻧﹸﻮﺍ ﻛﹶﺎﺭﹺ ﹺﻫﲔ ﹶ ﱠ‬
‫ﺍﻟﺸﺮﱠ‪ ،‬ﹸﻣﻠﹾ ﹶﺘ ﹺ‬
‫)ﺭﺳﺎﻟﺔ ﺑﻮﻟﺲ ﺍﻟﺮﺳﻮﻝ ﺇﻟﻰ ﺃﻫﻞ ﺭﻭﻣﻴﺔ ‪(9 :12‬‬

‫ﺑﻌﺪ ﺃﻥ ﻳﻌﺮﺽ ﻛﻞ ﻓﺮﻳﻖ ﺃﺟﺎﺑﺎﺗﻪ‪ ،‬ﻳﻌﻄﻲ ﺍﶈﺎﺿﺮ ﺍﳋﻼﺻﺔ ﺇﻧﻄﻼﻗﺎ ﹰ ﻣﻦ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﻭﺭﺩﺕ‬
‫ﻓﻲ ﺳﻴﺎﻕ ﺍﳌﻮﺿﻮﻉ‪.‬‬

‫ﺧﻼﺻﺔ‪:‬‬
‫ﺍﺳﺘﻨﺎﺩﺍ ﹰ ﻋﻠﻰ ﻣﺎ ﰎ ﻣﻨﺎﻗﺸﺘﻪ ﺧﻼﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺴﺘﻨﺘﺞ ﺧﻼﺻﺔ ﺻﻐﻴﺮﺓ ‪:‬‬
‫ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻛﻌﺎﻣﻞ ﺃﺳﺎﺳﻲ‬ ‫ﹼ‬ ‫ﺇﻥ ﺗﺮﺳﻴﺦ ﻗﻴﻢ ﺍﻟﺘﻌﺎﻳﺶ ﻭﺍﳌﻮﺍﻃﻨﺔ ﻭﺍﻟﺴﻼﻡ‪ ،‬ﺃﻣﺮ ﻓﻲ ﺑﺎﻟﻎ‬
‫ﳌﻮﺍﺟﻬﺔ ﺍﻟﻔﻜﺮ ﺍﳌﺘﻄﺮﻑ ﺍﳌﺴﺘﺸﺮﻱ ﻓﻲ ﻭﻃﻨﻨﺎ ﻟﺒﻨﺎﻥ ﻭﻓﻲ ﺍﻟﺸﺮﻕ ﺑﺸﻜﻞ ﻋﺎﻡ ‪.‬‬
‫ﻭﻧﺤﻦ ﺷﺒﻴﺒﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‪ ،‬ﺩﻭﺭﻧﺎ ﺃﺳﺎﺳﻲ ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﺍﺯﺍﻟﺔ ﺑﻘﺎﻳﺎ ﺗﻮﺟﺴﺎﺕ ﻭﺗﻮﺗﺮﺍﺕ ﻟﻢ ﻳﻌﺪ‬
‫ﻟﻮﺟﻮﺩﻫﺎ ﺍﻵﻥ ﺃﻱ ﻣﺒﺮﺭ ‪ .‬ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﻧﺸﺮ ﺍﳌﻮﺍﻃﻨﺔ‪ ،‬ﻛﻤﺎ ﺷﺪﺩ ﺍﻟﺒﻄﺮﻳﺮﻙ ﺍﻟﺮﺍﻋﻲ ﻋﻠﻰ‬
‫ﺃﻫﻤﻴﺔ ﻗﻴﻤﺔ "ﺭﺍﺑﻄﺔ ﺍﳌﻮﺍﻃﻨﺔ" ﺑﲔ ﺍﳌﻮﺍﻃﻦ ﻭﺍﻟﺪﻭﻟﺔ ﺑﻌﻴﺪﺍ ﹰ ﻋﻦ ﺃﻱ ﺍﻧﺘﻤﺎﺀ ﺩﻳﻨﻲ ﻟﻪ ‪.‬‬
‫ﺍﳌﻄﻠﻮﺏ ﻣﻨﹼﺎ ﻛﺸﺒﻴﺒﺔ ﺍﻟﻴﻮﻡ ﺃﻥ‪:‬‬
‫‪ -‬ﻧﻮﺍﺟﻪ ﺍﻟﻔﻜﺮ ﺍﳌﺘﻄﺮﻑ ﺑﺎﻟﻔﻜﺮ ﺍﳌﺴﺘﻨﻴﺮ‬
‫‪9‬‬ ‫‪ -‬ﻧﺰﺭﻉ ﻓﻜﺮ ﺍﳊﻮﺍﺭ ﻣﻘﺎﺑﻞ ﻓﻜﺮ ﺍﻟﻘﻬﺮ ﻭﺍﻧﻔﺮﺍﺩ ﺍﻷﺭﺍﺀ‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﺣﺘﻰ ﻧﺼﻞ ﺇﻟﻰ ﻓﻜﺮﺓ ﺍﻟﻌﻴﺶ ﻣﻌﺎﹰ ﺑﺪﻝ ﻓﻜﺮﺓ ﺍﻟﺘﻌﺎﻳﺶ ‪.‬‬

‫‪ 33‬ﺻﻼﺓ ﺍﳋﺘﺎﻡ ‪ :‬ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ‪ .‬ﺁﻣﲔ‬

‫ﺗﻘﻒ ﺍﳉﻤﺎﻋﺔ ﻓﻲ ﺷﻜﻞ ﺩﺍﺋﺮﻱ‪ ،‬ﻭﻛﻞ ﺷﺨﺺ ﳝﺴﻚ ﻳﺪ ﺍﻟﺸﺨﺺ ﺍﻵﺧﺮ‪ ،‬ﻭﻓﻲ ﺟﻮ ﻣﻦ‬
‫ﺍﻟﻬﺪﻭﺀ ﻭﺍﻟﺼﻤﺖ‪ ،‬ﻋﻠﻰ ﻛﻞ ﻓﺮﺩ ﺍﻥ ﻳﺬﻛﺮ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﺳﻴﺴﻌﻰ ﺑﻮﺍﺳﻄﺘﻬﺎ‬
‫ﻟﺘﺤﻘﻴﻖ ﺍﻟﺴﻼﻡ ﻭﺍﻟﻌﻴﺶ ﺍﳌﺸﺘﺮﻙ ‪.‬‬
‫‪ -‬ﺍﻷﺑﺎﻧﺎ ﻭﺍﻟﺴﻼﻡ ‪ +‬ﺑﻴﺖ ﻣﻦ ﻣﺴﺒﺤﺔ ﻗﻠﺐ ﻳﺴﻮﻉ ‪.‬‬
‫‪ -‬ﺍﺠﻤﻟﺪ ﻟﻶﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﻛﻤﺎ ﻛﺎﻥ ﻓﻲ ﺍﻟﺒﺪﺀ ﻭﺍﻵﻥ‬
‫ﻭﻋﻠﻰ ﺍﻟﺪﻭﺍﻡ ﻭﺍﻟﻰ ﺩﻫﺮ ﺍﻟﺪﺍﻫﺮﻳﻦ ﺃﻣﲔ ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻦ ﺍﷲ ﻭﻟﺪﻧﺎ‪ :‬ﻓﺄﺧﺬ ﻣﻨﺎ ﻭﺃﻋﻄﺎﻧﺎ‬

‫ﺍﻟﻬﺪﻑ‬
‫ﺃﻥ ﻳﻌﻲ ﺍﻟﻄﻼﺋﻌﻲ ﻣﺪﻯ ﺗﺄﺛﻴﺮ ﻋﻴﺸﻪ ﳌﺴﻴﺤﻴﺘﻪ ﻣﻦ ﻣﻨﻄﻠﻖ ﺍﶈﺒﺔ ﻭﺍﻟﺘﻀﺤﻴﺔ‪ :‬ﻓﻲ ﺫﺍﺗﻪ‬
‫)ﻋﻼﻗﺘﻪ ﻣﻊ ﺍﷲ ﻭﻣﻊ ﻧﻔﺴﻪ( ﻓﻲ ﻣﺤﻴﻄﻪ )ﻃﻼﺋﻌﻲ ﺭﺳﻮﻝ ﻓﻲ ﻣﺠﺘﻤﻌﻪ(‪.‬‬

‫‪ 1‬ﺗﺮﺗﻴﻠﺔ‪:‬ﺍﻧﺘﻈﺮﻙ ﻳﺎ ﺭﻭﺡ ﺍﷲ‬

‫‪ 22‬ﺑﺎﺳﻢ ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﺍﻟ ﹴﻪ ﻭﺍﺣ ﹴﺪ ﺁﻣﲔ‪.‬‬

‫‪ 33‬ﺻﻼﺓ ﺍﻟﻄﻼﺋﻊ‪:‬ﺭﺑﻨﺎ ﻭﺍﻟﻬﻨﺎ ﺍﻧﺖ ﺍﳊﺐ ﺍﳊﻘﻴﻘﻲ ﺍﻟﺬﻱ ﳝﻸ ﻗﻠﻮﺑﻨﺎ ﻭﻳﻨﻴﺮ ﻋﻘﻮﻟﻨﺎ ﻭﻳﻘ ﹼﺪﺱ‬
‫ﺣﻮﺍﺳﻨﺎ‪،‬ﻗﻮﻧﺎ ﻧﺤﻦ ﺍﻟﻄﻼﺋﻊ ﻭﺃﺿ ﹺﺮﻡ ﻓﻴﻨﺎ ﻃﺎﻗﺔ ﺍﳊﺐ ﻓﻨﻌﻤﻞ ﺑﺈﳒﻴﻞ ﺍﺑﻨﻚ ﺍﻟﻮﺣﻴﺪ‪،‬ﻭﻧﺼﻐﻲ‬
‫ﹼ‬
‫ﹼ‬
‫ﺩﺭﺑﻚ‪،‬ﻭﻧﺒﺸﺮ ﺑﺎﺳﻤﻚ ﻭﻧﻜﻮﻥ ﻓﻲ ﻃﻠﻴﻌﺔ ﺍﻟﺴﺎﺋﺮﻳﻦ‬ ‫ﻹﻟﻬﺎﻣﺎﺕ ﺭﻭﺣﻚ ﺍﻟﻘﺪﻭﺱ‪،‬ﻭﻧﺴﻴﺮ ﻋﻠﻰ‬
‫ﺃﻣﻨﺎ ﺍﻟﻌﺬﺭﺍﺀ ﻣﺮﱘ‪،‬ﻣﺜﺎﻟﻨﺎ ﻓﻲ ﺍﻹﳝﺎﻥ ﻭﺍﻟﺮﺟﺎﺀ ﻭﺍﶈﺒﺔ‪،‬ﻟﻚ ﺍﺠﻤﻟﺪ ﺍﻟﻰ‬
‫ﻧﺤﻮ ﻣﻠﻜﻮﺗﻚ ﺑﺸﻔﺎﻋﺔ ﹼ‬
‫ﺍﻷﺑﺪ‪.‬ﺁﻣﲔ‬

‫ﻧﻘﻮﻱ ﻓﻴﻪ ﺍﺭﺍﺩﺗﻨﺎ ﻭﺃﺳﺒﻮﻉ ﺍﻵﻻﻡ ﻣﺴﻚ ﺍﳋﺘﺎﻡ‪ ،‬ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﳕﻴﺖ‬ ‫‪ 4‬ﺑﻌﺪ ﺯﻣﻦ ﺍﻟﺼﻮﻡ ﺍﻟﺬﻱ ﹼ‬
‫ﻓﻴﻪ ﺷﻬﻮﺍﺗﻨﺎ ﻭﺧﻄﺎﻳﺎﻧﺎ‪،‬ﻧﻘﻮﻡ ﻟﻨﻮﻟﺪ ﻣﻦ ﺟﺪﻳﺪ ﻓﻲ ﺯﻣﻦ ﺍﻟﻘﻴﺎﻣﺔ ﺍﳌﺒﺎﺭﻙ‪،‬ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ‬
‫ﺍﳋﻼﺻﻲ ﻟﻴﻘﻴﻤﻨﺎ ﻣﻌﻪ ﻣﻦ ﺍﳋﻄﻴﺌﺔ‪،‬ﻳﺎ‬
‫ﹼ‬ ‫ﻧﺘﺬﻛﺮ ﻓﻴﻪ ﻧﻌﻤﺔ ﺍﷲ ﺍﻟﻜﺒﻴﺮﺓ ﺑﻌﺪ ﺍﲤﺎﻡ ﻣﺸﺮﻭﻋﻪ‬
‫ﺍﻟﺒﻨﻮﺓ ‪،‬ﺍﳊﺮﻳﹼﺔ ﻭﺍﻻﻧﺘﺼﺎﺭ ﻓﻴﻪ ﻭﻣﻌﻪ‬
‫ﹼ‬ ‫ﻟﻬﺎ ﻣﻦ ﻧ ﹺ ﹶﻌﻢ ﺃﻓﺎﺿﻬﺎ ﻋﻠﻴﻨﺎ ﺃﺑﺎﻧﺎ ﺍﻟﺴﻤﺎﻭ ﹼﻱ ﻓﺄﻋﻄﺎﻧﺎ‬
‫ﻟﻨﻌﺒﺮ ﺍﻟﻰ ﺍﻟﺸﺮﻛﺔ ﻓﻲ ﺍﳊﻴﺎﺓ ﺍﻷﺑﺪﻳﺔ‪.‬‬

‫ﺍﺑﺎﻧﺎ ﻭﺳﻼﻡ‬
‫‪10‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫‪ .I‬ﺍﻟﺘﻤﻬﻴﺪ‪:‬‬
‫ﻳﻮﺯﻉ ﺃﻭﺭﺍﻕ ﻋﻠﻰ ﺍﻟﻄﻼﺋﻊ ﻭﻳﻄﻠﺐ ﻣﻨﻬﻢ ﺃﻥ ﻳﻔﻜﺮﻭﺍ ﻓﻲ ﺍﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫ﺷﺨﺺ ﻳﺤﺒﻨﻲ‬
‫ﹲ‬ ‫ﺷﺨﺺ ﺃﺣﺒﻪ‬
‫ﹲ‬ ‫ﺷﻲﺀ ﺃﺣﺐ ﺃﻥ ﺍﺣﺼﻞ ﻋﻠﻴﻪ‬ ‫ﺷﻲﺀ ﺃﻣﻠﻜﻪ ﻭﺃﺣﺒﻪ‬

‫ﻣﺸﺎﺭﻛﺔ‪:‬‬
‫‪ o‬ﻫﻞ ﺃﻧﺖ ﻣﺴﺘﻌﺪ ﺃﻥ ﺗﻌﻄﻲ ﻣﺎ ﲢﺐ ﺇﻟﻰ ﻣﻦ ﲢﺐ ﺇﺫﺍ ﻃﻠﺐ ﻣﻨﻚ؟‬
‫‪ o‬ﻫﻞ ﺗﺘﻮﻗﻊ ﻣﻦ ﺍﻟﺬﻱ ﲢﺐ ﺃﻥ ﻳﻬﺪﻳﻚ ﻣﺎ ﲢﻠﻢ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻚ؟‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻦ ﺍﷲ ﻭﻟﺪﻧﺎ‪ :‬ﻓﺄﺧﺬ ﻣﻨﺎ ﻭﺃﻋﻄﺎﻧﺎ‬

‫ﺍﳌﻐﺰﻯ‪:‬‬
‫ﻃﺮﺡ ﺍﺳﺌﻠﺔ ﺣﻮﻝ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻄﺎﺀ ﻭﺍﻟﺘﻀﺤﻴﺔ ﺇﻟﻰ ﻣﻦ ﻧﺤﺐ ﻣﻦ ﻭﺟﻬﺘﻲ ﻧﻈﺮ‪:‬‬
‫‪ o‬ﺍﻟﻄﻼﺋﻌﻲ ﻳﻌﻄﻲ‬
‫‪ o‬ﺍﻟﻄﻼﺋﻌﻲ ﻳﻌﻄﻰ‬

‫‪ .II‬ﻣﻌﺎﳉﺔ ﺍﳌﻮﺿﻮﻉ‪:‬‬
‫ﻗﺮﺍﺀﺓ ﻧﺺ ‪ :‬ﺇﻫﺘﺪﺍﺀ ﺷﺎﻭﻝ )ﺃﻋﻤﺎﻝ ‪(1/9-10‬‬
‫ﻣﺸﺎﺭﻛﺔ‪ :‬ﻣﺎﺫﺍ ﻓﻌﻞ ﺍﷲ ﻣﻊ ﺷﺎﻭﻝ؟‬
‫)ﻳﻌﻮﺩ ﺍﶈﺎﺿﺮ ﺇﻟﻰ ﻫﺬﺍ ﺍﻟﻨﺺ ﻓﻲ ﺧﺘﺎﻡ ﺍﻟﻠﻘﺎﺀ(‬

‫ﺗﻘﺴﻢ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺇﻟﻰ ﻓﺮﻳﻘﲔ ﳌﻌﺎﳉﺔ ﺍﻟﻨﺼﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬

‫ﻣﺜﻞ ﺍﻟﻮﺯﻧﺎﺕ )ﻣﺘﻰ ‪(14/25-30‬‬ ‫ﺍﳌﺮﺃﺓ ﺍﻟﺰﺍﻧﻴﺔ )ﻳﻮﺣﻨﺎ ‪(1/8-11‬‬
‫ﺍﻻﺳﺌﻠﺔ‪:‬‬ ‫ﺍﻷﺳﺌﻠﺔ‪:‬‬
‫‪ .1‬ﺃﺧﺒﺮ ﺍﻟﻘﺼﺔ‪+‬ﺍﻹﻃﺎﺭ ﺍﻟﺰﻣﺎﻧﻲ ﻭﺍﳌﻜﺎﻧﻲ‬ ‫‪ .1‬ﺃﺧﺒﺮ ﺍﻟﻘﺼﺔ‪+‬ﺍﻹﻃﺎﺭ ﺍﻟﺰﻣﺎﻧﻲ ﻭﺍﳌﻜﺎﻧﻲ‬
‫‪ .2‬ﻣﺎﺫﺍ ﺃﺧﺬ ﺍﻟﺴﻴﺪ ﻣﻦ ﺧﺪﻣﻪ؟‬ ‫‪ .2‬ﻣﺎﺫﺍ ﻗﺎﻝ ﻳﺴﻮﻉ ﻟﻠﻴﻬﻮﺩ؟‬
‫‪ .3‬ﻣﺎﺫﺍ ﺍﻋﻄﺎﻫﻢ ﻋﻨﺪ ﻋﻮﺩﺗﻪ؟‬ ‫‪ .3‬ﻣﺎﺫﺍ ﻗﺎﻝ ﻳﺴﻮﻉ ﻟﻠﻤﺮﺃﺓ؟‬
‫ﻣﺎﺭ ﺑﻮﻟﺲ‬ ‫ﺍﻟﻌﻮﺩﺓ ﺇﻟﻰ ﺷﺎﻭﻝ‬
‫ﻗﺮﺍﺀﺓ ﻧﺺ‪ :‬ﺟﻬﺎﺩ ﺑﻮﻟﺲ )ﻛﻮﻟﻮﺳﻲ ‪(24/1-29‬‬
‫ﲢﻠﻴﻞ ﻟﺘﻌﺎﻣﻞ ﺍﷲ ﻣﻊ ﺍﻻﻧﺴﺎﻥ ﻓﻲ ﻧﺺ ﺍﻟﻮﺯﻧﺎﺕ ﻭﻧﺺ ﺍﳌﺮﺃﺓ ﺍﻟﺰﺍﻧﻴﺔ‪ ،‬ﻭﻓﻲ ﻗﺼﺔ ﻣﺎﺭ ﺑﻮﻟﺲ‬

‫‪11‬‬ ‫ﺃﻋﻄﺎﻧﺎ‬ ‫ﺃﺧﺬ ﻣﻨﺎ‬ ‫ﺍﻟﻨﺺ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﻓﺮﺡ ﺃﺑﺪﻱ‬ ‫ﺍﻟﺮﺍﺣﺔ‬ ‫ﻣﺜﻞ ﺍﻟﻮﺯﻧﺎﺕ‬

‫ﺍﻟﺮﺟﺎﺀ‬ ‫ﺍﻟﺘﻌﺎﺳﺔ‬ ‫ﺍﳌﺮﺃﺓ ﺍﻟﺰﺍﻧﻴﺔ‬
‫ﺍﶈﺒﺔ ﻭﺍﻟﺘﻀﺤﻴﺔ‬ ‫ﺍﻟﻘﻮﺓ ﻭﺍﻟﺘﺴﻠﻂ‬ ‫ﺷﺎﻭﻝ‪/‬ﻣﺎﺭ ﺑﻮﻟﺲ‬
‫‪ -‬ﻣﺎ ﺟﻌﻞ ﺍﳋﺎﺩﻡ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ ﺃﻥ ﻳﺮﺑﺤﺎ ﺍﻟﻔﺮﺡ ﺍﻷﺑﺪﻱ ﻫﻮ ﻣﺤﺒﺘﻬﻤﺎ ﻟﻌﻤﻠﻬﻤﺎ‬
‫ﻭﺍﻟﺘﻀﺤﻴﺔ ﻓﻲ ﺳﺒﻴﻞ ﳒﺎﺣﻪ‪.‬‬
‫ﻏﻴﺮ ﺣﻴﺎﺓ ﺍﳌﺮﺃﺓ ﺍﻟﺰﺍﻧﻴﺔ ﻫﻮ ﺍﶈﺒﺔ ﺍﻟﺘﻲ ﺍﻇﻬﺮﻫﺎ ﻟﻬﺎ ﻳﺴﻮﻉ ﻋﻨﺪﻣﺎ ﺟﺎﻭﺏ‬
‫‪ -‬ﻣﺎ ﹼ‬
‫ﺍﻟﻴﻬﻮﺩ "ﻣﻦ ﻣﻨﻜﻢ ﺑﻼ ﺧﻄﻴﺌﺔ ﻓﻠﻴﺮﺟﻤﻬﺎ ﺑﺄﻭﻝ ﺣﺠﺮ"‪ ،‬ﻭﺟﻮﺍﺑﻪ ﻟﻬﺎ "ﻭﺃﻧﺎ‬
‫ﻻ ﺃﺣﻜﻢ ﻋﻠﻴﻚ‪ ،‬ﺍﺫﻫﺒﻲ ﻭﻻ ﺗﻌﻮﺩﻱ ﻟﻠﺨﻄﻴﺌﺔ ﺑﻌﺪ ﺍﻻﻥ"‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﻣﻦ ﺍﷲ ﻭﻟﺪﻧﺎ‪ :‬ﻓﺄﺧﺬ ﻣﻨﺎ ﻭﺃﻋﻄﺎﻧﺎ‬

‫ﻏﻴﺮ ﺣﻴﺎﺓ ﺍﻟﻘﺪﻳﺲ ﺑﻮﻟﺲ ﻫﻮ ﻓﻬﻤﻪ ﳌﺪﻯ ﻣﺤﺒﺔ ﺍﷲ ﻟﻨﺎ ﻭ ﻋﻈﻤﺔ ﺳﺮ ﲡﺴﺪﻩ ﻭ ﻣﻮﺗﻪ‬ ‫‪ -‬ﻣﺎ ﹼ‬
‫ﻭﻗﻴﺎﻣﺘﻪ ﻣﻦ ﺃﺟﻠﻨﺎ )ﺳﺮ ﺍﻟﻔﺪﺍﺀ(‪.‬‬
‫‪ -‬ﻟﺬﺍ ﻋﻴﺸﻨﺎ ﺣﻴﺎﺓ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺍﶈﺒﺔ ﻭ ﺍﻟﺘﻀﺤﻴﺔ ﻓﻲ ﻛﻞ ﻣﺎ ﻧﻌﻤﻠﻪ ﻭ ﻣﻊ ﺍﻻﺧﺮﻳﻦ ﻫﻮ‬
‫ﺍﻟﻄﺮﻳﻖ ﻟﻔﻬﻢ ﻣﺸﺮﻭﻉ ﺍﷲ ﻓﻲ ﺣﻴﺎﺗﻨﺎ ﻭﻗﺒﻮﻟﻨﺎ ﺑﺄﻥ ﻳﺄﺧﺬ ﻣﺎ ﻟﻨﺎ ﻭﻳﻬﺒﻨﺎ ﻣﺎ ﻟﻪ‪.‬‬

‫ﺍﳋﻼﺻﺔ‪:‬‬
‫ﺍﷲ ﻫﻮ ﻭﺍﻫﺐ ﺍﳊﻴﺎﺓ‪ ،‬ﺍﻟﻌﻄﻴﺔ ﺑﺪﺃﺕ ﻟﺪﻳﻪ‪ ،‬ﺇﺫﺍ ﹰ ﻧﺤﻦ ﺛﻤﺮﺓ ﻫﺬﻩ ﺍﻟﻌﻄﻴﺔ‪ ...‬ﺧﻠﻘﻨﺎ ﻷﻧﻪ ﺃﺣﺒﻨﺎ‬
‫ﻭﻧﺤﻦ ﺑﺘﺴﻠﻴﻢ ﺃﻧﻔﺴﻨﺎ ﻟﻪ ﻭﺍﺗﻜﺎﻟﻨﺎ ﻋﻠﻰ ﻣﺸﻴﺌﺘﻪ ﻧﻘﺒﻞ ﻛﻞ ﺗﺪﺧﻞ ﻣﻨﻪ ﻓﻲ ﺣﻴﺎﺗﻨﺎ "ﻓﻴﺄﺧﺬ‬
‫ﺑﺈﳝﺎﻥ ﻻ ﻳﺘﺰﻋﺰﻉ‪ ،‬ﻭﺭﺟﺎ ﹴﺀ ﻻ ﻳﻨﻄﻔﺊ‪ ،‬ﻭﻣﺤﺒﺔ ﻻ‬
‫ﹴ‬ ‫ﻣﻨﺎ" ﺍﻧﺴﺎﻧﻴﺘﻨﺎ ﻭ "ﻳﻌﻄﻴﻨﺎ" ﺫﺍﺗﻪ‪ ،‬ﻟﻨﺘﺤﺪ ﺑﻪ‬
‫ﺗﻨﺘﻬﻲ‪.‬‬

‫‪ .III‬ﺍﳋﺘﺎﻡ‪:‬‬
‫ﺗﻘﺴﻢ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺇﻟﻰ ﻓﺮﻳﻘﲔ ﻟﺘﺮﻛﻴﺐ ﺟﻤﻠﺔ ﺍﻷﻡ ﺗﺮﻳﺰﺍ ﺍﻟﺘﻲ ﺗﻠﺨﺺ ﻣﻮﺿﻮﻋﻨﺎ ﺑﺨﻄﻮﺍﺕ‬
‫ﻋﻤﻠﻴﺔ‪:‬‬

‫‪ -‬ﺛﻤﺮﺓ ﺍﻟﺼﻤﺖ ﺍﻟﺼﻼﺓ‪.‬‬

‫‪ -‬ﺛﻤﺮﺓ ﺍﻟﺼﻼﺓ ﺍﻹﳝﺎﻥ‪.‬‬
‫‪ -‬ﺛﻤﺮﺓ ﺍﻹﳝﺎﻥ ﺍﶈﺒﺔ‪.‬‬
‫‪ -‬ﺛﻤﺮﺓ ﺍﶈﺒﺔ ﺍﳋﺪﻣﺔ‪.‬‬
‫‪ -‬ﺛﻤﺮﺓ ﺍﳋﺪﻣﺔ ﺍﻟﺴﻼﻡ‪.‬‬

‫‪12‬‬ ‫‪ 5‬ﻧﺸﻴﺪ ﻣﺮﱘ‪:‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﺗﻌﻈﻢ ﻧﻔﺴﻲ ﺍﻟﺮﺏ ﻭﺗﺒﺘﻬﺞ ﺭﻭﺣﻲ ﺑﺎﷲ ﻣﺨﻠﹼﺼﻲ ﻷﻧﹼﻪ ﻧﻈﺮ ﺍﻟﻰ ﺗﻮﺍﺿﻊ ﺃﻣﺘﻪ ﻓﻬﺎ ﻣﻨﺬ ﺍﻵﻥ‬ ‫ﹼ‬
‫ﺍﺟﻴﺎﻝ‬
‫ﹴ‬ ‫ﺗﻄﻮﺑﻨﻲ ﺟﻤﻴﻊ ﺍﻷﺟﻴﺎﻝ‪.‬ﻷ ﹼﻥ ﺍﻟﻘﺪﻳﺮ ﺻﻨﻊ ﺑﻲ ﻋﻈﺎﺋﻢ ﻭﺍﺳﻤﻪ ﻗ ﹼﺪﻭﺱ ﻭﺭﺣﻤﺘﻪ ﺍﻟﻰ‬ ‫ﹼ‬
‫ﹼ‬
‫ﻗﻠﻮﺑﻬﻢ‪.‬ﺣﻂ ﺍﳌﻘﺘﺪﺭﻳﻦ ﻋﻦ‬ ‫ﻟﻠﺬ ﹼﻳﻦ ﻳ ﹼﺘﻘﻮﻧﻪ ﺻﻨﻊ ﻋﺰﹰﹼﺍ ﺑﺴﺎﻋﺪﻩ ﻭﺷ ﹼﺘﺖ ﺍﳌﺘﻜ ﹼﺒﺮﻳﻦ ﺑﺄﻓﻜﺎﺭ‬
‫ﺍﻟﻜﺮﺍﺳﻲ ﻭﺭﻓﻊ ﺍﳌﺘﻮﺍﺿﻌﲔ‪.‬ﺃﺷﺒﻊ ﺍﳉﻴﺎﻉ ﺧﻴﺮﹰﺍ ﻭﺍﻷﻏﻨﻴﺎﺀ ﺃﺭﺳﻠﻬﻢ ﻓﺎﺭﻏﲔ‪.‬ﻋﻀﺪ ﺇﺳﺮﺍﺋﻴﻞ‬
‫ﻋﺒﺪﻩ ﻓﺬﻛﺮ ﺭﺣﻤﺘﻪ‪.‬ﻛﻤﺎ ﺗﻜﻠﹼﻢ ﻵﺑﺎﺋﻨﺎ ﺍﺑﺮﺍﻫﻴﻢ ﻭﻧﺴﻠﻪ ﺍﻟﻰ ﺍﻷﺑﺪ‪.‬‬

‫‪ 6‬ﺍﺠﻤﻟﺪ ﻟﻶﺏ ﻭﺍﻹﺑﻦ 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 ﹶ‬
‫ﺍﻵﺧﺮ‬ ‫ﺍﻟﺴ ﹾﻴﻼﻡﺶ ﹼ‬
‫ﺍﻟﺴﻼﻡ‬ ‫ﹼﻋﹶ‬

‫ﺍﻟﺘﻘﻨﻴﺔ ‪ :‬ﻋﺼﻒ ﺫﻫﻨﻲ‬

‫‪ -‬ﺃﺳﺄﻝ ﺍﺠﻤﻟﻤﻮﻋﺔ ﻋﻨﺪﻣﺎ ﺃﻗﻮﻝ ﺁﺧﺮ ﻣﺎ ﻫﻲ ﺃﻭﻝ ﻛﻠﻤﺔ ﺃﻭ ﻓﻜﺮﺓ ﺗﺄﺗﻲ ﺇﻟﻰ ﺃﺫﻫﺎﻧﻜﻢ‬
‫‪ -‬ﺩﻭﻧﻮﺍ ﻛﻞ ﻣﺎ ﻳﻘﻮﻟﻮﻧﻪ ﻋﻠﻰ ﻭﺭﻗﺔ ﺑﻴﻀﺎﺀ ﻛﺒﻴﺮﺓ‬
‫‪ -‬ﻋﻨﺪ ﺍﻹﻧﺘﻬﺎﺀ ﺃﻋﺪ ﻗﺮﺍﺀﺓ ﻛﻞ ﻣﺎ ﺩﻭﹼﻥ ﻭﺇﺟﻤﻊ ﺍﻷﻓﻜﺎﺭ‬

‫ﺍﳋﻼﺻﺔ‪:‬‬
‫ﺍﻷﺧﺮ ﻫﻮ ﻓﺮﺩ ﻗﺎﺋﻢ ﺑﺤﺪ ﺫﺍﺗﻪ ﻫﻮ ﺍﻧﺴﺎﻥ ﻣﺴﺎﻭﻱ ﻟﻲ ﺑﺤﻘﻮﻗﻲ ﻭ ﻭﺍﺟﺒﺎﺗﻲ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺑﻌﺾ‬
‫ﺍﻹﺧﺘﻼﻓﺎﺕ‪ ،‬ﻛﺎﻟﻌﺎﺋﻠﺔ ﻭﺍﳌﻨﻄﻘﺔ‪ ،‬ﻛﺎﻟﺪﻳﻦ‪ ،‬ﺍﻟﻌﺮﻕ‪ ،‬ﺍﻟﻠﻮﻥ‪ ...‬ﻭﻟﻜﻦ ﻫﻮ ﻣﺜﻠﻲ ﻟﺪﻳﻪ ﻣﺎ ﻳﻔﺮﺣﻪ ﻭﻣﺎ‬
‫ﻳﺒﻜﻴﻪ ﻭﻣﺎ ﻳﻘﻠﻘﻪ ﻭﻣﺎ ﻳﺨﺎﻑ ﻣﻨﻪ ﻟﺪﻳﻪ ﻃﻤﻮﺡ ﻭﺃﺣﻼﻡ‪...‬‬
‫ﺍﻷﺧﺮ ﻫﻮ ﻛﻞ ﻣﻦ ﺃﻟﺘﻘﻴﻪ ﻓﻲ ﺍﻟﺸﺎﺭﻉ‪ ،‬ﻓﻲ ﺍﻟﺮﻋﻴﺔ‪ ،‬ﻓﻲ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻓﻲ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻓﻲ ﺍﻟﻌﻤﻞ‪...‬‬
‫ﺍﻷﺧﺮ ﻫﻮ ﻛﻞ ﺇﻧﺴﺎﻥ ﻏﻴﺮﻙ‪.‬‬

‫ﻋﻼﻗﺘﻲ ﺑﺎﻷﺧﺮ ‪:‬‬

‫ﻋﻼﻗﺘﻲ ﺑﺎﻷﺧﺮ ﻫﻲ ﻋﻼﻗﺔ ﻛﺎﺋﻦ ﻗﺎﺋﻢ ﺑﺤﺪ ﺫﺍﺗﻪ ﻣﻊ ﻛﺎﺋﻦ ﺃﺧﺮ ﺑﺤﺪ ﺫﺍﺗﻪ ﻭﻳﺴﻮﺩ ﺗﻠﻚ ﺍﻟﻌﻼﻗﺔ‬
‫ﺑﺎﳌﻘﺎﻡ ﺍﻷﻭﻝ ﺍﻹﺣﺘﺮﺍﻡ ﻭﺍﳌﻮﺩﺓ‪.‬‬

‫ﻣﻦ ﺃﻳﻦ ﻳﻨﺸﺄ ﺍﳋﻼﻑ؟‬

‫ﺍﻟﺘﻘﻨﻴﺔ ‪ :‬ﻣﺸﺎﻫﺪ ﲤﺜﻴﻠﻴﺔ‬
‫‪ -‬ﺃﻗﺴﻢ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺇﻟﻰ ‪ 3‬ﻣﺠﻤﻮﻋﺎﺕ ﻭ ﺃﻋﻄﻲ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺳﺒﺐ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺜﻼﺛﺔ‬
‫ﺍﳌﺪﻭﻧﺔ ﻓﻲ ﺍﻷﺳﻔﻞ ﺩﻭﻥ ﺃﻥ ﺗﻌﺮﻑ ﺍﺠﻤﻟﻤﻮﻋﺎﺕ ﺍﻷﺧﺮﻯ ﻣﺎ ﺍﻟﺴﺒﺐ ﺍﻟﺬﻱ ﻳﻌﻤﻠﻮﻥ ﻋﻠﻴﻪ‪.‬‬
‫‪ -‬ﻋﻨﺪ ﻋﺮﺽ ﺍﳌﺸﺎﻫﺪ ﻋﻠﻰ ﺍﺠﻤﻟﻤﻮﻋﺘﲔ ﺍﳌﺘﻔﺮﺟﺔ ﺃﻥ ﲢﺰﺭ ﻣﺎ ﻫﻮ ﺍﻟﺴﺒﺐ ﺍﻟﺬﻳﻦ ﳝﺜﻠﻮﻧﻪ‪.‬‬
‫‪13‬‬
‫ﺍﳋﻼﺻﺔ ‪:‬‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬

‫ﻳﻨﺸﺄ ﺍﳋﻼﻑ ﻣﻦ ﺳﻮﺀ ﺍﻟﺘﻮﺍﺻﻞ ﻭﺍﻟﺘﻮﻗﻌﺎﺕ ﻭﺍﻷﻧﺎﻧﻴﺔ ﻓﻲ ﻋﻼﻗﺘﻲ ﻣﻊ ﺍﻷﺧﺮ‬

‫‪ 1‬ﺳﻮﺀ ﺍﻟﺘﻮﺍﺻﻞ ‪:‬‬

‫ﻛﻠﻨﺎ ﻧﻌﺮﻑ ﺃﻥ ﺍﻟﺘﻮﺍﺻﻞ ﻫﻮ ﻣﺮﺳﻞ –ﺭﺳﺎﻟﺔ‪-‬ﻣﺮﺳﻞ ﺇﻟﻴﻪ ﻭﺍﻟﺘﻮﺍﺻﻞ ﻳﻜﻮﻥ ﻣﻦ ﺧﻼﻝ ﺣﺪﻳﺚ‬
‫ﻣﺒﺎﺷﺮ‪ ،‬ﻫﺎﺗﻒ‪ ،‬ﺍﻟﺘﻮﺍﺻﻞ ﺍﻹﺟﺘﻤﺎﻋﻲ‪ ،‬ﺑﺮﻳﺪ ﺇﻟﻜﺘﺮﻭﻧﻲ ‪...‬‬
‫ﻋﻨﺪﻣﺎ ﻧﻘﻮﻡ ﺑﺈﺭﺳﺎﻝ ﺭﺳﺎﻟﺔ ﻏﻴﺮ ﻭﺍﺿﺤﺔ ﻳﺴﺘﻘﺒﻠﻬﺎ ﺍﳌﺘﻠﻘﻲ ﺇﻣﺎ ﻻ ﻳﺮﺩ ﺃﻭ ﻳﺮﺩ ﺑﻄﺮﻳﻘﺔ ﻏﻴﺮ‬
‫ﻳﺤﻞ ﻣﺎ ﺇﺫﺍ ﺇﺳﺘﺪﺭﻛﻨﺎ‬‫ﻭﺍﺿﺤﺔ ﺑﺮﺃﻳﻨﺎ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﻳﺒﺪﺃ ﺍﳋﻼﻑ ﻭﻗﺪ ﻳﺘﻄﻮﺭ ﺇﻟﻰ ﻣﺸﻜﻞ ﺃﻭ ﹼ‬
‫ﻣﺒﻄﻦ ﻏﻴﺮ‬
‫ﺍﻷﻣﺮ ﺃﻭ ﻻ‪ .‬ﻭﻫﻨﺎﻙ ﺍﻟﺮﺳﺎﺋﻞ ﺍﳌﺒﻄﻨﺔ ﺍﻟﺘﻲ ﲢﻤﻞ ﻣﻌﺎﻧﻲ ﻣﺨﺘﻠﻔﺔ ﻭﻳﻜﻮﻥ ﺍﻟﺮﺩ ﹼ‬
‫ﻣﻔﻬﻮﻡ ﻭﻫﻨﺎ ﺃﻳﻀﺎ ﻧﻜﻮﻥ ﻗﺪ ﺩﺧﻠﻨﺎ ﻓﻲ ﺧﻼﻑ ﻧﻈﺮﺍ ﻟﻌﺪﻡ ﺍﻟﻮﺿﻮﺡ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻓﺮﺳﺎﻥ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﻃﻼﺋﻊ ﺍﻟﻌﺬﺭﺍﺀ‬ ‫ﺷﺒﻴﺒﺔ ﺍﻟﻌﺬﺭﺍﺀ‬
‫ﺳﻼﻣﻲ ﺃﺳﺘﻮﺩﻋﻜﻢ )ﻳﻮ ‪(27/14‬‬
‫ﺃﻋﻄﻴﻜﻢ‪،‬ﻣﻊ ﺍﻵﺧﺮ‬ ‫ﺍﻟﺴﻼﻡ‬
‫ﻴﺶ ﺍﻟﺴﻼﻡ‬ ‫ﹼﻋﹶ‬

‫‪ 2‬ﺍﻟﺘﻮﻗﻌﺎﺕ ‪:‬‬
‫ﻏﺎﻟﺒﺎ ﻣﺎ ﲢﻤﻞ ﻋﻼﻗﺘﻨﺎ ﺑﺎﻷﺧﺮﻳﻦ ﺗﻮﻗﻌﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻣﺜﻼ ﺗﻮﻗﻌﺖ ﻣﻨﻚ ﺃﻥ ﺗﺪﺍﻓﻊ ﻋﻨﻲ ﺃﻭ ﺗﻮﻗﻌﺖ‬
‫ﺃﻥ ﺗﺄﺗﻲ ﺃﻭ ﺗﻮﻗﻌﺖ ﺃﻥ ﺗﺒﺎﺩﻟﻨﻲ ﺍﳉﻤﻴﻞ ‪...‬‬
‫ﺗﻮﻗﻌﺖ ﺇﻧﻚ ﺗﻌﻤﻞ ﻫﻴﻚ ﺃﻭ ﻣﺎ ﺗﻮﻗﻌﺘﺎ ﻣﻨﻚ‪.‬‬
‫ﹼ‬ ‫ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻧﻘﻮﻝ ‪:‬ﻣﺎ‬
‫ﺇﻥ ﺍﻟﺘﻮﻗﻌﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻣﻦ ﺍﻷﺧﺮﻳﻦ ﺗﻀﻌﻨﺎ ﺃﻣﺎﻡ ﺇﺣﺒﺎﻃﺎﺕ ﳑﺎ ﻳﺆﺛﺮ ﻋﻠﻰ ﻋﻼﻗﺘﻨﺎ ﻭﺗﻌﺮﺿﻨﺎ ﻟﻠﺸﻌﻮﺭ‬
‫ﺑﺎﻹﻧﺰﻋﺎﺝ‪.‬‬

‫‪ 3‬ﺍﻷﻧﺎﻧﻴﺔ ﻓﻲ ﻋﻼﻗﺘﻲ ﻣﻊ ﺍﻷﺧﺮ ‪:‬‬

‫ﻭﺑﻐﺾ ﺍﻟﻨﹼﻈﺮ ﻋﻦ ﺍﻷﺫﻯ‬
‫ﹼ‬ ‫ﺍﻵﺧﺮﻳﻦ‪،‬‬
‫ﻭﺍﻟﺸﺪﻳﺪ ﺣ ﹼﺘﻰ ﻭﻟﻮ ﻋﻠﻰ ﺣﺴﺎﺏ ﹶ‬ ‫ﺍﻷﻧﺎﻧﻴﺔ ﻫﻲ ﹸﺣ ﹼﺐ ﺍﻟﺬ ﹼﺍﺕ ﺍﳌﹸﻄﻠﹶﻖ ﹼ‬
‫ﺟﻨﻮﻧﻴﺔ‬
‫ﹼ‬ ‫ﺫﺍﺗﻴﺔ ﻭﻏﻴﺮﺓ‬
‫ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﻠﺤﻖ ﺑﻬﻢ‪ .‬ﻫﺬﺍ ﺍﳊ ﹸ ﹼﺐ ﺍﻟﻔﺮﺩﻱ ﻳﺨﻠﻖ ﻓﻲ ﺍﻹﻧﺴﺎﻥ ﺍﻷﻧﺎﻧﻲ ﺭﻏﺒﺔ ﹼ‬
‫ﺍﻵﺧﺮ ﻣﻦ ﻛﻞﹼ ﺷﻲﺀ‬
‫ﺍﻵﺧﺮ ﻭﺍﻣﺘﻼﻙ ﻣﺎﻫﻮ ﻟﻪ ﺑﺪﻭﻥ ﺣﻖﹼ‪ ،‬ﺣ ﹼﺘﻰ ﻳﺼﻞ ﻟﺪﺭﺟﺔ ﺣﺮﻣﺎﻥ ﹶ‬ ‫ﻟﻠﺴﻴﻄﺮﺓ ﻋﻠﻰ ﹶ‬ ‫ﹼ‬
‫ﺍﻟﺸﻲﺀ‪ .‬ﻛﻞﹼ ﻣﺎ ﺳﺒﻖ ﻳﹸﺴ ﹼﺒﺐ ﹶ‬
‫ﺍﻟﻌﺪﺍﺀ‬ ‫ﳝﺘﻠﻜﻪ ﻭﺍﻧﺘﺰﺍﻋﻪ ﻣﻨﻪ ﺣ ﹼﺘﻰ ﻟﻮ ﻟﻢ ﻳﻜﹸﻦ ﺍﻷﻧﺎﻧﻲ ﺑﺤﺎﺟﺔ ﻟﻬﺬﺍ ﹼ‬
‫ﻭﺍﻟﺼﻌﻮﺩ ﻋﻠﻰ‬
‫ﹼ‬ ‫ﺑﲔ ﺍﻟﻨﹼﺎﺱ ﻣﻊ ﻛﻞﹼ ﻣﺎ ﻳﻨﺪﺭﺝ ﻣﻌﻪ ﻣﻦ‪ :‬ﺍﻟﻐﺮﻭﺭ ﻭﺍﻟ ﹼﺘﻜ ﹼﺒﺮ ‪ -‬ﺍﻻﺗ ﹼ ﹼ‬
‫ﻜﺎﻟﻴﺔ ‪ -‬ﺇﺭﺍﺣﺔ ﺍﻟﻨﹼﻔﹾﺲ‬
‫ﺍﻟﻄﻤﻊ ﻭﺍﳉﺸﻊ ‪ -‬ﻭﺃﻣﻮﺭ‬‫ﻣﻴﺖ ﻭﺑﺪﻭﻥ ﻣﺒﺎﻻﺓ _ ﺍﳊﺴﺪ ﻭﺍﻟﻜﹸﺮﻩ ﻭﺍﳊﻘﺪ ‪ -‬ﹼ‬ ‫ﺍﻵﺧﺮﻳﻦ ﺑﻀﻤﻴﺮ ﹼ‬ ‫ﺃﻛﺘﺎﻑ ﹶ‬
‫ﺃﹸﺧﺮﻯ ﻛﺜﻴﺮﺓ‪.‬‬

‫ﺇﻥ ﺃﺳﺒﺎﺏ ﺍﳋﻼﻑ ﺗﻠﻚ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻫﻲ ﻣﺴﺒﺐ ﺃﺳﺎﺳﻲ ﻹﺿﻄﺮﺍﺏ ﺍﻟﺴﻼﻡ ﻓﻲ ﺩﺍﺧﻠﻨﺎ ﻭﳒﺪ‬
‫ﺃﻧﻔﺴﻨﺎ ﻧﻌﻴﺶ ﺑﻘﻠﻖ ﺩﺍﺋﻢ‪ ،‬ﺇﺿﻄﺮﺍﺏ‪ ،‬ﺿﻐﻂ ‪.....‬‬

‫ﺍﻟﺘﻘﻨﻴﺔ ‪ :‬ﻋﻤﻞ ﻣﺠﻤﻮﻋﺎﺕ‬

‫‪ -‬ﺃﻗﺴﻢ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺠﻤﻟﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ ﻭﺃﻋﻄﻲ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻭﺭﻗﺔ ‪ flip chart‬ﻟﻴﺪﻭﻧﻮﺍ ﻋﻠﻴﻬﺎ‬
‫‪14‬‬ ‫ﺃﺟﻮﺑﺘﻬﻢ‪.‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫‪ -‬ﺍﻟﺴﺆﺍﻝ ﻟﻌﻤﻞ ﺍﺠﻤﻟﻤﻮﻋﺎﺕ ‪ :‬ﺿﻊ ﺑﻌﺾ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻲ ﺗﻌﺘﻘﺪ ﺃﻧﻬﺎ ﺍﻷﻧﺴﺐ ﻟﻠﺘﻌﺎﻣﻞ‬
‫ﻣﻊ ﺍﻷﺧﺮ‪.‬‬
‫‪ -‬ﻋﻨﺪ ﺍﻷﻧﺘﻬﺎﺀ ﻣﻦ ﻋﻤﻞ ﺍﺠﻤﻟﻤﻮﻋﺔ ﺃﻃﻠﺐ ﻣﻦ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺃﻥ ﺗﻌﺮﺽ ﺃﺟﻮﺑﺘﻬﺎ‪.‬‬

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

‫ﺇﺳﺘﺮﺍﲡﻴﺎﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻷﺧﺮ‬

‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲢﺴﲔ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻷﺧﺮﻳﻦ‬ ‫ﻻ ﺃﺣﻜﻢ ﻋﻠﻰ ﺃﺣﺪ‬

‫ﺍﻹﺑﻘﺎﺀ ﻋﻠﻰ ﻣﺴﺎﻓﺔ ﻣﻊ ﺍﻷﺧﺮﻳﻦ ﻓﻼ ﺗﻜﻦ ﻋﻼﻗﺎﺗﻲ ﻋﻼﻗﺎﺕ ﺇﻧﺼﻬﺎﺭﻳﺔ‬

‫ﺃﻋﺎﻣﻞ ﺍﳉﻤﻴﻊ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻹﺣﺘﺮﺍﻡ ﻓﻼ ﺃﻗﻠﻞ‬ ‫ﻋﻨﺪ ﺍﻷﻧﺘﻘﺎﺩ‬

‫ﻣﻦ ﺇﺣﺘﺮﺍﻡ ﺃﺣﺪ ﻭ ﻻ ﺃﻣﺲ ﺑﻜﺮﺍﻣﺔ ﺃﺣﺪ‬ ‫ﻟﻴﻜﻦ ﺇﻧﺘﻘﺎﺩﻱ ﺑﻨﹼﺎﺀ‬

‫ﻋﻨﺪ ﻧﺸﻮﺏ ﺧﻼﻑ ﺃﻗﻒ‪-‬ﺃﻓﻜﺮ‪-‬ﺃﺗﺼﺮﻑ‬ ‫ﺃﲡﻨﹼﺐ ﺍﻟﺜﺮﺛﺮﺓ‬

‫ﺃﺿﻊ ﻧﻔﺴﻲ ﻣﻜﺎﻥ ﺍﻷﺧﺮ ﻭ ﻇﺮﻭﻓﻪ‬ ‫ﻗﺒﻞ ﺃﻥ ﺃﻗﻮﻝ ﺷﻲﺀ ﻋﻠﻲ ﺃﻥ ﺃﻓﺤﺺ‬
‫ﻗﺒﻞ ﺃﻥ ﺃﻧﺘﻘﺪ ﺃﻭ ﺃﺣﻜﻢ‬ ‫ﻛﻠﻤﺘﻲ ﻣﺎ ﺇﺫﺍ ﻗﻴﻠﺖ ﻟﻲ ﺃﻗﺒﻠﻬﺎ ﺃﻭ ﻻ‬

‫ﻋﺎﻣﻞ ﺍﻷﺧﺮ ﲟﻮﺩﺓ‬

‫ﺧﻼﺻﺔ ‪:‬‬
‫ﻋﻨﺪﻣﺎ ﺃﺑﺪﺃ ﺃﻓﻬﻢ ﻣﺎ ﻳﺤﺪﺙ ﺑﻴﻨﻲ ﻭﺑﲔ ﺍﻷﺧﺮ ﻭﻣﺎ ﻫﻲ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻭﺍﳌﺸﻜﻼﺕ ﻭﺃﺳﺒﺎﺏ ﻧﺸﺆﻫﺎ‬
‫‪15‬‬ ‫ﺗﺘﺤﻮﻝ ﻋﻼﻗﺎﺗﻲ ﺇﻟﻰ ﻋﻼﻗﺎﺕ ﺇﻳﺠﺎﺑﻴﺔ ﻭﺍﻧﺎ ﺃﺗﺄﺛﺮ ﺑﻄﺮﻳﻘﺔ ﺇﻳﺠﺎﺑﻴﺔ ﻓﺄﻋﻴﺶ ﺑﺴﻼﻡ ﻣﻊ ﺍﻷﺧﺮﻳﻦ‪،‬‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻮ ﹼﺟﻬﺔ‬
‫ﻭﺑﻈﻞ ﻛﻞ ﺗﻠﻚ ﺍﻟﺘﻮﺗﺮﺍﺕ ﺍﻟﺘﻲ ﻧﻌﻴﺸﻬﺎ ﻓﻲ ﻋﺎﳌﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻌﻴﺶ ﺑﺴﻼﻡ ﻭﻛﻞ ﻣﻦ ﺣﻮﻟﻨﺎ‬
‫ﻳﺘﺄﺛﺮ ﻭﺑﺬﻟﻚ ﻧﻜﻮﻥ ﺃﺳﻬﻤﻨﺎ ﻓﻲ ﺑﻨﺎﺀ ﺍﻟﺴﻼﻡ ﻓﻲ ﻣﺠﺘﻤﻌﻨﺎ "ﻓﻜﹼﺮ ﺑﻐﻴﺮﻙ ﺑﺘﻌﻴﺶ ﺑﺴﻼﻡ "‬

‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬
 ‫ﻣﻠﺤﻖ‬
‫ﻋﻴﺪ ﺍﻟﻌﻨﺼﺮﺓ ﺍﺠﻤﻟﻴﺪﺓ‬
‫ﺗ ﹼﺘﺠﻪ ﺃﻓﻜﺎﺭﻧﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﻣﻦ ﺗﻨﺸﺌﺔ ﺍﻷﺧﻮﻳﺎﺕ‪ ،‬ﺇﻟﻰ ﻋﻴﺪ ﺍﻟﻌﻨﺼﺮﺓ ﺍﺠﻤﻟﻴﺪﺓ‪،‬‬
‫ﻋﻴﺪ ﺍﻹﻧﻄﻼﻗﺔ ﺍﻷﻭﻟﻰ ﻟﻠﻜﻨﻴﺴﺔ‪ ،‬ﻭﻫﻲ ﻣﺬﹼﺍﻙ ﻓﻲ ﺍﻧﻄﻼﻗﺔ ﺩﺍﺋﻤﺔ ﻣﺘﺠ ﹼﺪﺩﺓ‪،‬‬
‫ﺑﻘﻮﺓ ﺍﻟﺮﻭﺡ ﺍﳊﻲ ﺍﻟﺬﻱ ﹼ‬
‫ﺣﻞ ﺍﻟﻴﻮﻡ ﻓﻴﻬﺎ‪ ،‬ﻧﺎﺭﹰﺍ ﻟﻘﻠﻮﺏ ﺃﺑﻨﺎﺋﻬﺎ‪ ،‬ﻭﺃﻣﺎﻧﹰﺎ ﻟﻬﺎ ﻭﺑﻨﻴﺎﻧﹰﺎ‪.‬‬ ‫ﹼ‬
‫ﻭﺭﻭﻋﺔ ﻋﻴﺪ ﺍﻟﻌﻨﺼﺮﺓ ﻓﻲ ﻣﻔﻬﻮﻣﻪ ﺍﳌﺴﻴﺤﻲ‪ ،‬ﺃﻧﹼﻪ ﻋﻴﺪ ﺍﷲ ﻭﻋﻴﺪ ﺍﻹﻧﺴﺎﻥ!‬
‫ﻭﺣﻞ ﻓﻲ ﺍﻟﺮﺳﻞ‪ .‬ﻭﻋﻴﺪ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻋﻴﺪ‬ ‫ﻋﻴﺪ ﺍﷲ ﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ ﺍﻟﺬﻱ ﺃﺧﻠﻰ ﺫﺍﺗﻪ ﹼ‬
‫ﻋﻄﻴﺔ ﺍﷲ ﻭﺟﺎﺑﻮﺍ ﺃﻗﻄﺎﺭ ﺍﳌﺴﻜﻮﻧﺔ ﻳﻨﺸﺮﻭﻥ ﺍﺳﻢ‬ ‫ﹼ‬ ‫ﺍﻟﺒﺸﺮ‪ ،‬ﺍﻟﺮﺳﻞ ﺍﻟﺬﻳﻦ ﻗﺒﻠﻮﺍ‬
‫ﺍﻟﺜﺎﻟﻮﺙ‪.‬‬
‫ﻣﺆﺳﺴﻬﺎ ﺃﻥ ﻻ ﻋﻴﺪ ﻓﻴﻬﺎ ﷲ ﲟﻌﺰﻝ ﻋﻦ ﺍﻹﻧﺴﺎﻥ‪،‬‬ ‫ﺍﳌﺴﻴﺤﻴﺔ ﻭﺇﺑﺪﺍﻉ ﱢ‬
‫ﹼ‬ ‫ﻋﻈﻤﺔ‬
‫ﺑﺎﲢﺎﺩﻩ ﲟﻦ ﺧﻠﻘﻪ ﻋﻠﻰ ﺻﻮﺭﺗﻪ‪.‬‬ ‫ﻭﻻ ﻋﻴﺪ ﻟﻺﻧﺴﺎﻥ ﺇﻻ ﹼ ﹼ‬
‫ﺍﳌﺴﻴﺤﻴﲔ ﻣﺆﻣﻨﻴﻪ ﻋﻄﺎﻳﺎ ﺯﺍﺋﻠﺔ‪ ،‬ﻭﻻ ﺣ ﹼﺘﻰ ﻋﻄﺎﻳﺎ‬ ‫ﹼ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﻴﺪ‪ ،‬ﻻ ﻳﻌﻄﻲ ﺇﻟﻪ‬
‫ﺃﺯﻟﻴﺘﻪ‬
‫ﺍﳊﻲ ﺍﻟﻘ ﹼﺪﻭﺱ‪ ،‬ﹼ‬ ‫ﺃﺯﻟﻴﺔ‪ ،‬ﺑﻞ ﺇﻧﹼﻪ ﺣﲔ ﻳﻌﻄﻲ‪ ،‬ﻻ ﻳﻌﻄﻲ ﺇﻻ ﹼ ﺫﺍﺗﻪ‪ ،‬ﻳﻌﻄﻲ ﺭﻭﺣﻪ ﹼ‬ ‫ﹼ‬
‫ﺍﻟﻌﺎﻣﻠﺔ ﻓﻴﻬﻢ‪.‬‬
‫ﻓﻠﻨﻔﺮﺡ‪ ،‬ﺇﺧﻮﺗﻲ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﻴﺪ ﻭﻟﻨﻔﺘﺨﺮ‪ ،‬ﻭﹶﻟ ﹶﻨ ﹺﻊ ﺍﻟﻘﻴﻤﺔ ﻏﻴﺮ ﺍﶈﺪﻭﺩﺓ ﺍﻟﺘﻲ ﺣﺒﺎﻧﺎ‬
‫ﻳﺤﻞ ﻓﻴﻨﺎ ﻛﻤﺎ ﹼ‬
‫ﺣﻞ‬ ‫ﺍﷲ ﺇﻳﹼﺎﻫﺎ‪ :‬ﻧﺤﻦ ﻫﻴﻜﻞ ﺍﷲ ﻭﻣﺴﻜﻦ ﺍﻟﺮﻭﺡ‪ ،‬ﻫﻮ ﺍﺭﺗﻀﻰ ﺃﻥ ﹼ‬
‫‪16‬‬
‫ﺍﻟﺮﺏ ﻳﺴﻮﻉ‬
‫ﻗﺪﳝﹰﺎ ﻓﻲ ﻫﻴﻜﻞ ﺍﻟﻘﺪﺱ‪ .‬ﻭﻛﻤﺎ ﻇﻠﹼﻞ ﻣﺮﱘ ﺣﲔ ﺍﻟﺒﺸﺎﺭﺓ‪ ،‬ﻭﻏﻤﺮ ﹼ‬
‫ﻣﻌﺎ ﺣﻠﻮﻟﻪ ﻓﻴﻨﺎ ﻭﻓﻲ‬ ‫ﻋﻠﻰ ﺍﻷﺭﺩ ﹼﻥ‪ ،‬ﻛﺬﻟﻚ ﺍﻟﻴﻮﻡ‪ ،‬ﺑﺎﻟﻔﺮﺡ ﻭﺍﳊﺒﻮﺭ‪ ،‬ﻧﻘﺘﺒﻞ ﹰ‬
‫ﺍﻟﻜﻨﻴﺴﺔ‪.‬‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﺍﻟﻌﺮﺳﻲ ﻫﺬﺍ‪ ،‬ﻳﺘﺠﻠﹼﻰ‬

‫ﹼ‬ ‫ﻭﺍﻟﻜﻨﻴﺴﺔ‪ ،‬ﻋﺮﻭﺱ ﺍﻟﺮﻭﺡ‪ ،‬ﺗﺒﺘﻬﺞ ﺑﺤﻠﻮﻟﻪ ﻓﻴﻬﺎ‪ .‬ﻭﺣ ﹼﺒﻬﺎ‬
‫ﺍﳊﺐ ﻭﺍﻟﻌﻬﺪ‪:‬‬‫ﻓﻲ ﺣﻴﺎﺗﻬﺎ ﻣﻦ ﺧﻼﻝ ﻣﺰﺍﻳﺎ ﺛﻼﺙ ﳝﻨﺤﻬﺎ ﺇﻳﹼﺎﻫﺎ ﺍﻟﺮﻭﺡ‪ ،‬ﻋﻼﻣﺔ ﹼ‬

‫‪ .1‬ﺃﻣﺎﻧﺘﻬﺎ ﷲ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﹼ‬ ‫‪ .2‬ﺧﺒﺮﺗﻬﺎ‬
‫‪ .3‬ﺷﻬﺎﺩﺗﻬﺎ ﺣ ﹼﺘﻰ ﺍﻹﺳﺘﺸﻬﺎﺩ‬
 ‫ﻣﻠﺤﻖ‬
‫‪ .1‬ﺍﻟﻜﻨﻴﺴﺔ ﺃﻣﻴﻨﺔ ﷲ‬
‫ﺑﻬﻴﺔ‬
‫ﻋﺮﻭﺳﺎ ﹼ‬ ‫ﹰ‬ ‫ﺑﻔﻌﻞ ﺣ ﹼﺒﻪ ﺍﻟﻌﻈﻴﻢ ﻟﻬﺎ‪ ،‬ﻭﺧﻄﺒﺘﻬﺎ ﻣﻦ ﺷﻌﻮﺏ ﺍﻷﺭﺽ ﻟﺘﻜﻮﻥ ﻟﻪ‬
‫ﻗﻮﻯ‪.‬‬ ‫ﺍﳊﺐ ﹼ‬
‫ﺑﻜﻞ ﻣﺎ ﺃﻭﺗﻴﺖ ﻣﻦ ﹰ‬ ‫ﹼ‬ ‫ﻻ ﻟﻮﻡ ﻓﻴﻬﺎ‪ ،‬ﲡﻴﺐ ﺍﻟﻜﻨﻴﺴﺔ ﻋﻠﻰ ﻫﺬﺍ‬
‫ﺣﺐ ﺍﻟﻜﻨﻴﺴﺔ ﻟﻔﺎﺩﻳﻬﺎ‪ ،‬ﳕﻮﱠ ﺍﻟﺴﻨﺎﺑﻞ ﻣﻦ ﺍﻷﺭﺽ ﻧﺤﻮ ﺍﻟﺴﻤﺎﺀ‪ ،‬ﻛﺠﻮﺍﺏ‬ ‫ﻳﺸﺒﻪ ﹼ‬
‫ﻣﻀﻦ‪ ،‬ﻟﻜﺮﻡ ﺃﻣﻄﺎﺭ ﺍﻟﺴﻤﺎﺀ‪.‬‬
‫ﹴ‬ ‫ﺑﺪﻳﻬﻲ‪ ،‬ﻭﻟﻜﻨﹼﻪ‬
‫ﱟ‬
‫ﻫﺬﺍ ﻣﺎ ﻋﻨﺎﻩ ﺍﳌﺴﻴﺢ‪ ،‬ﻋﻨﺪﻣﺎ ﻃﻤﺄﻧﻨﺎ ﻗﺎﺋﻼ ﹰ‪ :‬ﻟﺴﺘﻢ ﺃﻧﺘﻢ ﺍﺧﺘﺮﲤﻮﻧﻲ‪ ،‬ﺑﻞ ﺃﻧﺎ‬
‫ﻓﺘﺠﻴﺐ ﺍﻟﻜﻨﻴﺴ ﹸﺔ‬‫ﹸ‬ ‫ﺍﳊﻲ‪.‬‬
‫ﹼ‬ ‫ﺍﺧﺘﺮﺗﻜﻢ‪ ،‬ﺃﻧﺎ ﺃﺣﺒﺒﺘﻜﻢ ﺃﻭﹼﻻ ﹰ ﻭﺳﻜﺒﺖ ﻓﻴﻜﻢ ﺍﻟﺮﻭﺡ‬
‫ﺑﺤﺐ ﻓﻴﻪ ﻣﺎ ﻓﻲ ﺍﻟﻜﻨﻴﺴﺔ ﻣﻦ ﺭﺣﺎﺑﺔ ﺍﻷﻟﻮﻫﺔ ﻭﻣﻦ ﻣﺤﺪﻭﺩﻳﹼﺔ‬ ‫ﱟ‬ ‫ﺍﳊﺐ ﺍﻹﻟﻬﻲ ﱠ‬
‫ﱠ‬
‫ﺍﻷﻣﻬﺎﺕ ﻭﺍﻵﺑﺎﺀ‬ ‫ﺍﻟﺒﺸﺮ‪ :‬ﻓﻜﺎﻥ ﺍﻷﻧﺒﻴﺎﺀ ﻭﺍﻟﺮﺳﻞ ﻭﺍﻟﺸﻬﺪﺍﺀ ﻭﺍﻟﻘ ﹼﺪﻳﺴﻮﻥ‪ ،‬ﻭﻛﺎﻧﺖ ﹼ‬
‫ﺍﳌﺘﻔﺎﻧﻮﻥ ﻓﻲ ﻋﻴﺎﻟﻬﻢ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﻜﻬﻨﺔ ﻭﺍﳌﺮﺳﻠﻮﻥ ﻟﺒﺸﺎﺭﺓ ﺍﻹﳒﻴﻞ ﺣ ﹼﺘﻰ ﺃﻗﺎﺻﻲ‬
‫ﺍﻟﻌﻤﺎﻝ ﺍﻷﻣﻨﺎﺀ ﺍﻟﺼﺎﺩﻗﻮﻥ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﺼﺎﻓﺤﻮﻥ ﻋﻦ ﺍﻹﺳﺎﺀﺓ ﻭﻣﻦ‬ ‫ﹼ‬ ‫ﺍﻷﺭﺽ‪ ،‬ﻭﻛﺎﻥ‬
‫ﺣﺐ ﺇﻟﻬﻬﺎ‪،‬‬ ‫ﻛﻞ ﻫﺆﻻﺀ ﻫﻢ ﺟﻮﺍﺏ ﺍﻟﻜﻨﻴﺴﺔ ﻋﻠﻰ ﹼ‬ ‫ﻳﺠﻴﺒﻮﻥ ﺍﻟﺸﺮ ﹼ ﺑﺎﳋﻴﺮ‪ ...‬ﹼ‬
‫ﺗﺮﻓﻌﻬﻢ ﻟﻪ ﺫﺑﻴﺤﺔ ﺷﻜﺮﺍﻥ ﻣﻊ ﺫﺑﻴﺤﺔ ﺍﻹﺑﻦ ﺍﻟﻮﺣﻴﺪ‪ ،‬ﻭﻫﻢ ﺑﺪﻭﺭﻫﻢ ﻳﺮﻓﻌﻮﻧﻬﺎ‬
‫ﻧﺤﻮ ﺑﻜﺮﻫﻢ ﻳﺴﻮﻉ‪.‬‬

‫ﺑﺎﻹﻧﺴﺎﻧﻴﺔ‬
‫ﹼ‬ ‫‪ .2‬ﺍﻟﻜﻨﻴﺴﺔ ﺧﺒﻴﺮﺓ‬
‫‪17‬‬
‫ﺑﺎﻹﻧﺴﺎﻧﻴﺔ‪ ،‬ﺗﻌﻜﺲ‬
‫ﹼ‬ ‫ﺍﳊﻲ ﻭﺍﻹﺑﻦ ﺍﻹﻟﻪ‪-‬ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺧﺒﻴﺮﺓ‬ ‫ﹼ‬ ‫ﺍﻟﻜﻨﻴﺴﺔ‪ ،‬ﺑﻔﻌﻞ ﺍﻟﺮﻭﺡ‬
‫ﺣﻀﻮﺭ ﺍﻟﺴﻤﺎﺀ ﻓﻲ ﻗﻠﺒﻬﺎ ﻣﻦ ﺧﻼﻝ ﻧﺼﺮﺗﻬﺎ ﺷﺆﻭﻥ ﺃﺑﻨﺎﺀ ﺍﻷﺭﺽ‪ .‬ﻭﺗﺘﺮﺟﻢ‬
‫ﻻﻫﻮﺗﻬﺎ ﻭﺭﻛﻮﻋﻬﺎ ﺃﻣﺎﻡ ﺍﳋﺎﻟﻖ ﺍﻧﺤﻨﺎ ﹰﺀ ﳋﺪﻣﺔ ﺇﺧﻮﺗﻪ ﺍﻟﺼﻐﺎﺭ‪.‬‬
‫ﲢﺎﻭﻝ ﺍﻟﻜﻨﻴﺴﺔ‪ ،‬ﻋﻠﻰ ﻗﺪﺭ ﻃﺎﻗﺔ ﺧ ﹼﺪﺍﻣﻬﺎ ﺍﳌﻤﻠﻮﺋﲔ ﻣﺤﺪﻭﺩﻳﹼﺔ‪ ،‬ﺃﻻ ﹼ ﺗﺘﻐﺎﺿﻰ ﻋﻦ‬
‫ﻗﻀﻴﺘﻪ‪ ،‬ﻭﻻ‬
‫ﹼ‬ ‫ﻣﻬﻤﺶ ﺇﻻ ﹼ ﻭﺗﺘﻌﺎﻃﻒ ﺃﻗﻠﹼﻪ ﻣﻊ‬ ‫ﹼ‬ ‫ﻣﻈﻠﻮﻡ ﺇﻻ ﹼ ﻭﺗﻨﺼﺮﻩ‪ ،‬ﻭﻻ ﺗﺴﻤﻊ ﺑﺨﺒﺮ‬ ‫ﹴ‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﻱ ﺍﻟﺬﻱ ﺷﻖ ﹼ ﺍﻟﺴﻤﺎﺀ ﺍﻟﻴﻮﻡ‬ ‫ﺗﺮﻯ ﺇﺟﺤﺎﻓﹰﺎ ﺃﻭ ﺇﻗﺼﺎ ﹰﺀ ﺇﻻ ﹼ ﻭﺗﺜﻮﺭ ﻋﻠﻴﻪ ﺛﻮﺭﺓ ﺍﻟﺮﻭﺡ ﺍﻟﻨﺎﺭ ﹼ‬
‫ﺷﻤﺴﺎ ﻭﺳﻂ ﺍﻟﺴﻤﺎﺀ‪.‬‬ ‫ﹰ‬ ‫ﻭﻳﺤﻮﻟﻬﺎ‬
‫ﹼ‬ ‫ﻭﻧﺰﻝ ﻳﻀﺮﻡ ﺑﺮﻭﺩﺓ ﺍﻷﺭﺽ‬
‫ﻭﻛﻞ ﻋﻤﻞ ﻣﺤ ﹼﺒﺔ ﻣﺎ ﻫﻮ ﺇﻻ ﹼ ﺍﻣﺘﺪﺍﺩ ﺑﻞ ﲢﻘﻴﻖ‬ ‫ﺇﻧﺴﺎﻥ ﻫﻮ ﻣﺬﺑﺢ ﺍﻟﻜﻨﻴﺴﺔ‪ ،‬ﹼ‬ ‫ﹴ‬ ‫ﹼ‬
‫ﻛﻞ‬
‫ﻟﻠﻌﺒﺎﺩﺓ ﺍﳌﺆﺩﹼﺍﺓ ﷲ ﺑﺎﻟﺮﻭﺡ ﻭﺍﳊﻖ ﹼ! ﻭﻟﻴﺲ ﻟﻠﻜﻨﻴﺴﺔ ﺃﻥ ﺗﺘﻘﻮﻗﻊ ﻓﻲ ﻧﺸﺎﻃﺎﺕ ﺍﻋﺘﺎﺩﺕ‬
‫ﻣﺆﺳﺴﻬﺎ‪،‬‬ ‫ﺍﻟﻘﻴﺎﻡ ﺑﻬﺎ‪ ،‬ﺑﻞ ﺩﻋﻮﺗﻬﺎ ﻋﻠﻰ ﻗﺪﺭ ﲡ ﹼﺪﺩﻳﹼﺔ ﺍﻧﺘﻈﺎﺭﺍﺕ ﹼ‬
 ‫ﻣﻠﺤﻖ‬
‫ﺃﺳﺴﻬﺎ ﻓﻲ ﺳﺒﻴﻠﻬﻢ‪ :‬ﺍﳋﻄﺄﺓ ﻟﺘﺸﻬﺪ ﻟﻬﻢ ﻋﻦ‬ ‫ﻭﻋﻠﻰ ﻗﺪﺭ ﺣ ﹼﺒﻪ ﺍﳋﻼﹼﻕ ﳌﻦ ﹼ‬
‫ﺭﺣﻤﺘﻪ‪ ،‬ﻭﺍﳌﺮﺿﻰ ﻟﺘﻜﻮﻥ ﻟﻬﻢ ﳌﺴﺘﻪ ﺍﳌﺒﻠﺴﻤﺔ‪ ،‬ﻭﺍﻷﱈ ﻟﺘﺘﻠﻤﺬﻫﻢ‪ ،‬ﻭﺃﻗﺎﺻﻲ‬
‫ﺍﳌﺴﻜﻮﻧﺔ ﻟﺘﺒﺸﺮﻫﻢ‪ ،‬ﻭﺍﳋﻠﻴﻘﺔ ﻛﻠﹼﻬﺎ ﻟﺘﻜﺮﺯ ﻟﻬﺎ ﺑﺎﻹﳒﻴﻞ‪ ،‬ﻭﺷﻌﻮﺏ ﺍﻷﺭﺽ‬
‫ﻟﺘﻌﻤﺪﻫﻢ ﺑﺴﻢ ﺍﻵﺏ ﻭﺍﻹﺑﻦ ﻭﺍﻟﺮﻭﺡ ﺍﻟﻘﺪﺱ‪ ...‬ﻭﻫﻮ ﻳﻜﻮﻥ ﻣﻌﻬﺎ ﺣ ﹼﺘﻰ ﺍﻧﻘﻀﺎﺀ‬ ‫ﹼ‬
‫ﺍﻟﺪﻫﺮ‪.‬‬

‫‪ .3‬ﺍﻟﻜﻨﻴﺴﺔ ﺷﺎﻫﺪﺓ ﺣﺘﻰ ﺍﻹﺳﺘﺸﻬﺎﺩ‬

‫ﻭﻧﺼﺮﺓ ﺍﳊﻖﹼ‪ ،‬ﺍﻟﺘﻲ ﻫﻲ ﻟﻮﺍﺀ ﺍﻟﻜﻨﻴﺴﺔ ﻭﻓﺨﺮﻫﺎ‪ ،‬ﲡﻌﻠﻬﺎ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻭﻟﻜﻨﹼﻬﺎ‬
‫ﻟﻴﺴﺖ ﻣﻦ ﺍﻟﻌﺎﻟﻢ؛ ﺣﺎﻣﻠﺔ ﺭﺅﻳﺎ‪ ،‬ﺗﺮﻯ ﺍﳊﻘﻴﻘﺔ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﺒﺎﻃﻞ‪،‬‬
‫ﺻﺎﺣﺒﺔ ﻣﻮﺍﻗﻒ‪ ،‬ﺗﻨﻄﻖ ﺑﺎﳊﻖ ﹼ ﻓﻲ ﻋﺎﻟﻢ ﻳﺴﻜﺖ ﻋﻨﻪ‪،‬‬
‫ﺗﻌﻴﺶ ﺍﻟﺮﺟﺎﺀ ﻓﻲ ﻋﺎﻟﻢ ﻳﺴﺘﺴﻠﻢ ﻟﻠﻴﺄﺱ‪ ،‬ﺇﺑﻨﺔ ﺍﻟﺼﻼﺓ‪ ،‬ﻣﻦ ﺭﺣﻢ ﺍﻟﺼﻼﺓ ﺗﻮﻟﺪ‬
‫ﹼ‬
‫ﻛﻞ ﻳﻮﻡ‪ ،‬ﻭﺗﻮﻟﹼﺪ ﻣﻦ ﺣﻮﻟﻬﺎ ﻓﻲ ﺍﻟﻜﻮﻥ ﻭﺍﺣﺎﺕ ﻗﺪﺍﺳﺔ ﻭﺗﻮﺑﺔ‪.‬‬
‫ﻫﺬﻩ ﻫﻲ ﺍﻟﻜﻨﻴﺴﺔ ﺍﻟﺸﺎﻫﺪﺓ ﺍﻟﺘﻲ ﻧﺆﻣﻦ ﺑﻬﺎ‪ ،‬ﻭﻓﻴﻬﺎ ﻧﺆﻣﻦ ﺑﺎﳌﺴﻴﺢ ﺍﳌﻠﻚ‪.‬‬
‫ﻫﺬﻩ ﻫﻲ ﻛﻨﻴﺴ ﹸﺔ ﺧﺒﺮ ﹺﺓ ﺍﻷﻟﻔﹶ ﻲ ﻋﺎﻡ‪ ،‬ﺍﻟﺘﻲ ﺩﻋﺎﻫﺎ ﻋﺮﻳﺴﻬﺎ ﻟﺘﺸﻬﺪ ﻟﻪ ﺣ ﹼﺘﻰ‬
‫ﺍﻟﺪ ﹼﻡ‪ .‬ﻓﺘﺮﺍﻫﺎ ﺗﺼﺮﺥ ﻣﻊ ﺍﻟﺮﺳﻮﻝ ﺑﻮﻟﺲ‪ :‬ﻟﻴﺲ ﺷﻲﺀ ﻳﻔﺼﻠﻨﻲ ﻋﻦ ﻣﺤ ﹼﺒﺔ‬
‫ﺍﳌﺴﻴﺢ‪ .‬ﻻ ﺷﻲﺀ ﻭﻻ ﺣ ﹼﺘﻰ ﺍﳌﻮﺕ‪.‬‬
‫‪18‬‬
‫ﺍﳌﺎﺭﻭﻧﻴﺔ‪ ،‬ﻻ ﻟﺘﻔﺎﺧﺮ‬
‫ﹼ‬ ‫ﻭﻓﻲ ﺳﻨﺔ ﺍﻟﺸﻬﺎﺩﺓ ﻭﺍﻟﺸﻬﺪﺍﺀ ﺍﻟﺘﻲ ﺃﻃﻠﻘﺘﻬﺎ ﻛﻨﻴﺴﺘﻨﺎ‬
‫ﺑﺸﻬﺪﺍﺋﻬﺎ ﺍﻷﺑﻄﺎﻝ ﻭﺣﺴﺐ‪ ،‬ﺑﻞ ﻟﺘﺘﺘﻠﻤﺬ ﻋﻠﻰ ﺃﻳﺪﻳﻬﻢ ﺍﳌﻸﻯ ﺣﻴﺎﺓ‪ ،‬ﻭﻟﺘﻘﺘﻔﻲ‬
‫ﺣﺐ ﺍﳌﺴﻴﺢ‪ ،‬ﻭﻻ‬ ‫ﺣﺐ ﺍﻟﻌﺎﻟﻢ ﺃﺛﻤﻦ ﻣﻦ ﹼ‬
‫ﺁﺛﺎﺭ ﺑﻄﻮﻟﺘﻬﻢ‪ ،‬ﻫﻢ ﺍﻟﺬﻳﻦ ﻣﺎ ﺣﺴﺒﻮﺍ ﹼ‬
‫ﺣﺴﺒﻮﺍ ﺣﻴﺎﺗﻬﻢ ﺃﻏﻠﻰ ﳑﹼﺎ ﻗ ﹼﺪﻣﻮﺍ ﻟﻨﺎ ﻣﻦ ﻣﺜﺎﻝ ﻓﻲ ﺍﻟﺒﺬﻝ ﻭﺍﻟﺘﻤﺎﻫﻲ ﻣﻊ ﺍﻟﻔﺎﺩﻱ‬
‫ﺍﶈﺒﻮﺏ‪ ،‬ﻻ ﺑ ﹼﺪ ﻷﺑﻨﺎﺀ ﺍﻟﻜﻨﻴﺴﺔ ﻣﻦ ﻭﻗﻔﺔ ﺣﻖ ﹼ ﻭﻣﺮﺍﺟﻌﺔ ﺿﻤﻴﺮ‪ ،‬ﺣﻮﻝ ﺷﻬﺎﺩﺗﻬﻢ‬
‫© ﺭﺍﺑﻄﺔ_ﺍﻻﺧﻮﻳﺎﺕ_ﺍﻟﺘﻨﺸﺌﺔ_ﺍﻟﺸﻬﺮﻳﺔ‬

‫ﺍﳊﻲ ﻣﻦ ﺍﳌﻮﺕ ﺇﻟﻰ ﺣﻴﺎﺓ‬‫ﺑﺎﻟﺮﺏ ﹼ‬

‫ﹼ‬ ‫ﻭﺃﻣﺎﻧﺘﻬﻢ ﻟﻌﻬﻮﺩ ﻋﻤﺎﺩﻫﻢ‪ ،‬ﻋﻬﻮﺩ ﻋﺒﻮﺭﻫﻢ‬
‫ﺍﻹﻧﺴﺎﻥ ﺍﳉﺪﻳﺪ‪.‬‬
‫ﻻ ﺑ ﹼﺪ ﻟﻨﺎ‪ ،‬ﻧﺤﻦ ﺍﻟﺬﻳﻦ ﺧﻠﻌﻨﺎ ﺇﻧﺴﺎﻧﻨﺎ ﺍﻟﻌﺘﻴﻖ ﻓﻲ ﻗﻌﺮ ﺍﳌﻌﻤﻮﺩﻳﹼﺔ‪ ،‬ﺃﻥ ﻧﺒﺤﺚ ﹼ‬
‫ﻛﻞ‬
‫ﻛﻞ ﻣﻮﻗﻒ ﺃﻭ ﺧﻴﺎﺭ ﻋﻦ ﻣﺠﺪ ﺍﷲ ﻭﺑﻨﻴﺎﻥ ﺍﻟﻜﻨﻴﺴﺔ‪ .‬ﻗ ﹼﺪﺭﹶﻧﺎ ﺍﷲ ﻋﻠﻰ‬ ‫ﻳﻮﻡ ﻭﺃﻣﺎﻡ ﹼ‬
‫ﺍﳊﻲ‪.‬‬
‫ﺫﻟﻚ ﺑﻬﺪﻱ ﺭﻭﺣﻪ ﹼ‬