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‫ﺍﻟﻨﺺ‪:‬‬

‫ﲑ ﻣﻦ ﺍﻟﻜﺘ‪‬ﺎﺏ ﺍﻟﻐﺮﺑﻴ‪‬ﲔ ﰲ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣﻲ‪ ‬ﳎﺮ‪ ‬ﺩ ﺍﻣﺘﺪﺍﺩ ﻟﻠﻌﻠﻢ ﺍﻟﻴﻮﻧﺎﱐﹼ ‪ ،‬ﻭﺃﻛﹼﺪﻭﺍ ﺃﻥﹼ ﻛﻞﹼ ﻣﺎ‬
‫ﻟﻘﺪ ﺭﺃﻯ ﻛﺜ ‪‬‬
‫ﲑ ﻫﺆﻻﺀ ﺃﻥ‬
‫ﻗﺎﻡ ﺑﻪ ﺍﳌﺴﻠﻤﻮﻥ ﰲ ﳎﺎﻝ ﺍﻟﻌﻠﻢ ﻛﺎﻥ ﻳﺪﻭﺭ ﰲ ﺫﻟﻚ ﺍﻹﻃﺎﺭ ﺍﻟﺬﻱ ﺣﺪ‪‬ﺩﻩ ﺍﻟﻴﻮﻧﺎﻧﻴ‪‬ﻮﻥ‪ .‬ﻭﺃﺭﺍﺩ ﻏ ‪‬‬
‫ﻳﻜﻮﻧﻮﺍ ﺃﻛﺜـــﺮ ﺇﻧﺼﺎﻓﺎ‪ ،‬ﻓﺄﻛﹼﺪﻭﺍ ﺃﻥﹼ ﺍﻟﺘ‪‬ﻔﻜﲑ ﺍﻟﻌﻠﻤﻲ‪ ‬ﺍﻹﺳﻼﻣﻲ‪ – ‬ﻭﺇﻥ ﻇﻞﹼ ﰲ ﺇﻃﺎﺭﻩ ﺍﻟﻌﺎﻡ‪ ‬ﻳﻮﻧﺎﻧﻴ‪‬ﺎ – ﻗﺪ‬
‫ﺃﻋﺎﺩ ﺍﻟﻨ‪‬ﻈﺮ ﰲ ﺍﻟﺘ‪‬ﺮﺍﺙ ﺍﻟﻌﻠﻤﻲ‪‬‬

‫ﺍﻟﻴﻮﻧﺎﱐﹼ ﻣﻦ ﺟﺪﻳﺪ‪ ،‬ﻭﲝﺚ ﻓﻴﻪ ﺑﺮﻭﺡ ﺗﻘﺪ‪‬ﻣﻴ‪‬ﺔ ﻓﻴﻬﺎ ﻗﺪﺭ ﻣﻦ ﺍﻻﺳﺘﻘﻼﻝ‪ .‬ﻭﻟﻜﻦ‪ ‬ﺍﳌﻬﻢ‪ ‬ﰲ ﻛﻠﺘﺎ ﺍﳊﺎﻟﺘﲔ ﻫﻮ ﺃﻥﹼ‬
‫ﺍﻟﻌﻠﻤﺎﺀ ﺍﳌﺴﻠﻤﲔ – ﻭﻓﻘﺎ ﻟﺮﺃﻱ ﻫﺆﻻﺀ ﺍﻟﻜﺘ‪‬ﺎﺏ – ﱂ ﳜﺮﺟﻮﺍ ﻋﻦ ﻓﻠﻚ ﺍﻟﺘ‪‬ﻔﻜﲑ ﺍﻟﻌﻠﻤﻲ‪ ‬ﺍﻟﻴﻮﻧﺎﱐﹼ‪.‬‬

‫ﻗﺪ ﻳﺒﺪﻭ ﻇﺎﻫﺮﻳ‪‬ﺎ ﺃﻥﹼ ﳍﺆﻻﺀ ﺍﻟﻜﺘ‪‬ﺎﺏ ﺑﻌﺾ ﺍﻟﻌﺬﺭ ﰲ ﺍﻟﺘ‪‬ﻘﺮﻳﺐ ﺑﲔ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣﻲ‪ ‬ﻭﺗﺮﺍﺙ ﺍﻟﻴﻮﻧﺎﻧﻴ‪‬ﲔ‬
‫ﺇﺫ ﺃﻥﹼ ﺍﻷﲰﺎﺀ ﺍﻟﻴﻮﻧﺎﻧﻴ‪‬ﺔ‪ ،‬ﻣﺜﻞ ﺃﺭﺳﻄﻮ ﻭﺟﺎﻟﻴﻨﻮﺱ‪ ،‬ﻛﺎﻧﺖ ﺗﺘﺮﺩ‪‬ﺩ ﻛﺜﲑﺍ ﰲ ﺍﳌﺆﻟﱠﻔﺎﺕ ﺍﻟﻌﻠﻤﻴ‪‬ﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ‪ .‬ﻛﻤﺎ ﺃﻥﹼ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻔﻜﺮﻱ‪ ‬ﳍﺬﻩ ﺍﳌﺆﻟﱠﻔﺎﺕ ﻛﺎﻥ ﳛﺘﻔﻆ ﺑﻘﺪﺭ ﻏﲑ ﻗﻠﻴﻞ ﻣﻦ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻠﻢ ﻋﻨﺪ ﺍﻟﻴﻮﻧﺎﻧﻴ‪‬ﲔ‪ ،‬ﺇ ﹾﺫ ﳒﺪ ﻋﻨﺪ‬
‫ﻓﻼﺳﻔﺔ ﺍﻹﺳﻼﻡ ﻧﻈﺮﺓ ﺇﱃ ﺍﻟﻌﻠﻮﻡ ‪‬ﺗﻌ‪‬ﻠﻲ ﻣﻦ ﻗﺪﺭ ﺍﻟﻌﻠﻢ ﺍﻟﻨ‪‬ﻈﺮﻱ‪ ‬ﺍﻟﺒﺤﺖ ﻭﺗﻘﻠﹼﻞ ﻣﻦ ﺷﺄﻥ ﺍﻟﻌﻠﻢ ﺍﻟﺘﻄﺒﻴﻘﻲ‪...‬‬

‫ﻏﲑ ﺃﻥﹼ ﻛﺘﺎﺑﺎﺕ ﺍﻟﻔﻼﺳﻔﺔ ﻛﺎﻧﺖ ﺗﺴﲑ ﰲ ﻃﺮﻳﻖ ﻭ )ﺃﻥﹼ( ﳑﺎﺭﺳﺔ ﺍﻟﻌﻠﻤﺎﺀ ﻛﺎﻧﺖ ﺗﺴﲑ ﰲ ﻃﺮﻳﻖ ﺁﺧﺮ‬
‫ﳐﺘﻠﻒ ﻛﻞﹼ ﺍﻻﺧﺘﻼﻑ‪ ،‬ﺇﺫ ﺃﻥﹼ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻌﻠﻢ ﺍﻟﺘ‪‬ﺠﺮﻳﱯ‪ ‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ ‬ﻣﻦ ﺃﺟﻞ ﻓﻬﻢ ﻗﻮﺍﻧﲔ‬
‫ﺍﻟﻄﹼﺒﻴﻌﺔ ﺍﶈﻴﻄﺔ ﺑﻨﺎ‪ ،‬ﻛﺎﻥ ﻫﻮ ﺍﳍﺪﻑ ﺍﻟﺮ‪‬ﺋﻴﺴﻲ‪ ‬ﻣﻦ ﺃﻋﻤﺎﻝ ﻋﻠﻤﺎﺀ ﻣﺸﻬﻮﺭﻳﻦ ﻣﺜﻞ ﺟﺎﺑﺮ ﺑﻦ ﺣﻴ‪‬ﺎﻥ ﰲ ﺍﻟﻜﻴﻤﻴﺎﺀ‪،‬‬
‫ﻭﺍﳊﺴﻦ ﺑﻦ ﺍﳍﻴﺜﻢ ﰲ ﺍﻟﺒﺼﺮﻳ‪‬ﺎﺕ ﻭﺍﻟﺮ‪‬ﺍﺯﻱ ﻭﺍﺑﻦ ﺳﻴﻨﺎ ﰲ ﺍﻟﻄﹼﺐ‪...‬‬

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‫ﻟﻘﺪ ﺃﺿﺎﻑ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣﻲ‪ ‬ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻠﻢ ﻣﻌﲎ ﺟﺪﻳﺪﺍ ﱂ ﻳﻜﻦ ﻳﻠﻘﻰ ﺍﻫﺘﻤﺎﻣﺎ ﻣﻦ ﺍﻟﻴﻮﻧﺎﻧﻴ‪‬ﲔ‪ ،‬ﻭﻫﻮ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻠﻢ ﻣﻦ ﺃﺟﻞ ﻛﺸﻒ ﺃﺳﺮﺍﺭ ﺍﻟﻌﺎﱂ ﺍﻟﻄﹼﺒﻴﻌﻲ‪ ‬ﻭﲤﻜﲔ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺍﻟﺴ‪‬ﻴﻄﺮﺓ ﻋﻠﻴﻪ‪ .‬ﻓﻘﺪ ﻋﺮﻑ‬
‫ﺍﻟﻴﻮﻧﺎﻧﻴ‪‬ﻮﻥ ﺍﻟﺮ‪‬ﻳﺎﺿﻴ‪‬ﺎﺕ ﻭﺗﻔﻮ‪‬ﻗﻮﺍ ﻓﻴﻬﺎ ﻭﻟﻜﻨ‪‬ﻬﻢ ﱂ ﻳﻌﺮﻓﻮﺍ ﻛﻴﻒ ﻳﺴﺘﺨﺪﻣﻮ‪‬ﺎ ﳊﻞﹼ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ‬
‫ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﰲ ﻣﻘﺎﺑﻞ ﺫﻟﻚ ﻛﺎﻥ ﺍﳌﺴﻠﻤﻮﻥ ﺑﺎﺭﻋﲔ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺭﻗﺎﻡ ﻭﻭﺿﻊ ﺃﺳﺲ ﻋﻠﻢ ﺍﳊﺴﺎﺏ ﺍﻟﹼﺬﻱ‬
‫ﳝﻜﻦ ﺗﻄﺒﻴﻘﻪ ﰲ ﺣﻴﺎﺓ ﺍﻟﻨ‪‬ﺎﺱ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ‪ .‬ﻭﻛﺎﻥ ﺍﺧﺘﺮﺍﻋﻬﻢ ﺍﳉﱪ ﻭﺗﻔﻮ‪‬ﻗﻬﻢ ﰲ ﺍﳍﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴ‪‬ﺔ ﻭﺍﺑﺘﻜﺎﺭﻫﻢ‬
‫ﺣﺴﺎﺏ ﺍﳌﺜﻠﹼﺜﺎﺕ ﺇﻳﺬﺍﻧﺎ ﺑﻌﺼﺮ ﺟﺪﻳﺪ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻪ ﺍﻟﺮ‪‬ﻳﺎﺿﻴ‪‬ﺎﺕ ﻟﻠﺘ‪‬ﻌﺒﲑ ﻋﻦ ﻗﻮﺍﻧﲔ ﺍﻟﻌﺎﱂ ﺍﻟﻄﹼﺒﻴﻌﻲ‪ ‬ﻭ‪‬ﺗ ﹶﻄﺒ‪‬ﻖ ﻓﻴﻪ‬
‫ﻣﺒﺎﺩﺋﻬﺎ ﻣﻦ ﺃﺟﻞ ﺣﻞﹼ ﻣﺸﻜﻼﺕ ﺍﳌﺴﺎﺣﺔ ﺍﻷﺭﺿﻴ‪‬ﺔ ﻭﺣﺴﺎﺏ ﺍﳌﻮﺍﻗﻴﺖ ﻭﺻﻨﺎﻋﺔ ﺍﻷﺟﻬﺰﺓ ﺍﻵﻟﻴ‪‬ﺔ‪...‬‬

‫ﻟﻘﺪ ﻭﺿ‪‬ﺤﺖ ﻋﻠﻰ ﻳﺪ ﺍﻟﻌﻠﻤﺎﺀ ﺍﳌﺴﻠﻤﲔ ﺃﺻﻮﻝ ﺍﳌﻨﻬﺞ ﺍﻟﺘ‪‬ﺠﺮﻳﱯ‪ ،‬ﲟﺎ ﻳﻘﺘﻀﻴﻪ ﻣﻦ ﻣﻼﺣﻈﺎﺕ ﺩﻗﻴﻘﺔ ﺩﺍﺋﺒﺔ‬
‫ﻭﻣﻦ ﺗﺴﺠﻴﻞ ﻣﻨﻈﹼﻢ ﳍﺬﻩ ﺍﳌﻼﺣﻈﺎﺕ‪ ،‬ﰒﹼ ﻭﺿ‪‬ﻊ ﺍﻟﻔﺮﺿﻴ‪‬ﺎﺕ ﻟﺘﻔﺴﲑﻫﺎ ﻭﺇﺟﺮﺍﺀ ﺍﻟﺘ‪‬ﺠﺎﺭﺏ ﻟﻠﺘ‪‬ﺤﻘﹼﻖ ﻣﻦ ﺻﺤ‪‬ﺔ ﻫﺬﻩ‬
‫ﺍﻟﻔﺮﺿﻴ‪‬ﺎﺕ‪.‬‬

‫ﻭﻫﻜﺬﺍ ﻛﺎﻥ ﻟﻠﻌﺼﺮ ﺍﻹﺳﻼﻣﻲ‪ ‬ﺩﻭﺭ‪‬ﻩ ﺍﻟﹼﺬﻱ ﻻ ‪‬ﻳ ‪‬ﻨ ﹶﻜ ‪‬ﺮ ﰲ ﺇﺿﺎﻓﺔ ﻣﻌﺎﻥ ﺟﺪﻳﺪﺓ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻟﻌﻠﻢ ﺫﺍﺗﻪ‪.‬‬

‫ﺍﻟﺪ‪‬ﻛﺘﻮﺭ ﻓﺆﺍﺩ ﺯﻛﺮﻳ‪‬ﺎ‬

‫ﺍﻟﺘ‪‬ﻔﻜﲑ ﺍﻟﻌﻠﻤﻲ‪‬‬

‫ﻋﺎﱂ ﺍﳌﻌﺮﻓﺔ ‪ .‬ﺹ ﺹ ‪163 – 157‬‬

‫ﺍﻟﻄﹼﺒﻌﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪1988‬‬

‫ﺍﻷﺳﺌﻠﺔ‪:‬‬

‫) ﻧﻘﻄﺘﺎﻥ (‬ ‫‪ (1‬ﺣﺪ‪‬ﺩ ﻣﻌﲎ ﻣﺎ ﺟﺎﺀ ﻣﺴﻄﹼﺮﺍ ﰲ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫• ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ ﳎﺮ‪‬ﺩ ﺍﻣﺘﺪﺍﺩ ﻟﻠﻌﻠﻢ ﺍﻟﻴﻮﻧﺎ ﹼ‬
‫ﱐ‪.‬‬
‫• ﱂ ﳜﺮﺟﻮﺍ ﻋﻦ ﻓﻠﻚ ﺍﻟﺘ‪‬ﻔﻜﲑ ﺍﻟﻌﻠﻤ ‪‬ﻲ ﺍﻟﻴﻮﻧﺎ ﹼ‬
‫ﱐ‪.‬‬
‫• ﻭﻛﺎﻥ ﺍﺧﺘﺮﺍﻋﻬﻢ ﺍﳉﱪ‪ ...‬ﺇﻳﺬﺍﻧﺎ ﺑﻌﺼﺮ ﺟﺪﻳﺪ‪.‬‬

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 ‫• ﻣﻼﺣﻈﺎﺕ ﺩﻗﻴﻘﺔ ﺩﺍﺋﺒﺔ‪.‬‬
‫) ﻧﻘﻄﺘﺎﻥ (‬ ‫‪ (2‬ﻗﺴ‪‬ﻢ ﺍﻟﻨ‪‬ﺺ‪ ‬ﻣﺴﺘﻨﲑﺍ ﺑﺎﳋﻄﹼﺔ ﺍﳊﺠﺎﺟﻴ‪‬ﺔ ﺍﻟﹼﱵ ﺍﻋﺘﻤﺪﻫﺎ ﺍﻟﻜﺎﺗﺐ ﻭﺿﻊ‬
‫ﻋﻨﻮﺍﻧﺎ ﻣﻨﺎﺳﺒﺎ ﻟﻜﻞﹼ ﻗﺴﻢ‪.‬‬
‫) ﻧﻘﻄﺘﺎﻥ (‬ ‫‪ (3‬ﻗﺎﺭﻥ ﺑﲔ ﻧﻈﺮﺓ ﺍﻟﻔﻼﺳﻔﺔ ﺇﱃ ﺍﻟﻌﻠﻢ ﻭﺗﺼﻮ‪‬ﺭ ﺍﻟﻌﻠﻤﺎﺀ ﺍﳌﺴﻠﻤﲔ ﻟﻪ‪.‬‬
‫) ﻧﻘﻄﺘﺎﻥ (‬ ‫‪ (4‬ﺍﹸﺫﻛﺮ ﺍﻷﺳﺲ ﺍﻟﹼﱵ ﻳﻘﻮﻡ ﻋﻠﻴﻬﺎ ﺍﳌﻨﻬﺞ ﺍﻟﺘ‪‬ﺠﺮﻳﱯ‪ ‬ﺣﺴﺐ ﺍﻟﻜﺎﺗﺐ‬
‫ﰒﹼ ﺃﺑﺪ ﺭﺃﻳﻚ ﻓﻴﻬﺎ‪.‬‬
‫) ﻧﻘﻄﺘﺎﻥ ﻭﻧﺼﻒ (‬ ‫‪ (5‬ﺇﱃ ﺃﻱ‪ ‬ﺣﺪ‪ ‬ﻛﺎﻥ ﺍﻟﻜﺎﺗﺐ ﻣﻮﺿﻮﻋﻴ‪‬ﺎ ﰲ ﺗﻨﺎﻭﻝ ﻋﻼﻗﺔ ﺍﻟﻌﻠﻤﺎﺀ‬
‫ﺍﳌﺴﻠﻤﲔ ﺑﺎﻟﻌﻠﻢ ﺍﻟﻴﻮﻧﺎﱐﹼ ؟ ﺍﹸﺫﻛﺮ ﺍﻟﻘﺮﺍﺋﻦ ﺍﻟﻠﹼﻐﻮﻳ‪‬ﺔ ﺍﻟﹼﱵ ﺗﺆﻳ‪‬ﺪ ﺟﻮﺍﺑﻚ‪.‬‬
‫) ﻧﻘﻄﺘﺎﻥ ﻭﻧﺼﻒ (‬ ‫‪ (6‬ﳋﹼﺺ ﺍﻟﻨ‪‬ﺺ‪ ‬ﰲ ﻓﻘﺮﺓ ﻣﻦ ﲬﺴﺔ ﺃﺳﻄﺮ‪.‬‬
‫) ﺳﺒﻊ ﻧﻘﺎﻁ (‬ ‫ﺙ ﺇﻧﺴﺎﱐﹼ ﻣ‪‬ﺸﺘﺮﻙ‪ ،‬ﻣﻦ ﻭﺍﺟﺒﻨﺎ ﺃﻥ ﻧ‪‬ﺴﻬﻢ ﺇﱃ ﺟﺎﻧﺐ ﺑﻘﻴ‪‬ﺔ‬
‫‪ (7‬ﺍﻟﻌﻠ ‪‬ﻢ ﺇﺭ ﹲ‬
‫ﺍﻷﻣﻢ ﰲ ﺗﻘﺪ‪‬ﻣﻪ‪.‬‬
‫ﻛﻴﻒ ﻳﻜﻮﻥ ﺫﻟﻚ ﰲ ﻧﻈﺮﻙ ؟‬
‫ﺣﺮ‪‬ﺭ ﰲ ﺫﻟﻚ ﻓﻘﺮﺓ ﻣﻦ ﲬﺴﺔ ﻋﺸﺮ ﺳﻄﺮﺍ‪.‬‬

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‫ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﻌﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺩﻭﺭﺓ ﺍﳌﺮﺍﻗﺒﺔ ‪2009‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﺎ‬

‫ﻣﻘﻴﺎﺱ ﺇﺳﻨﺎﺩ‬ ‫ﺇﺻﻼﺡ ﺍﳌﻮﺿﻮﻉ‬

‫ﺍﻷﻋﺪﺍﺩ‬
‫ﻧﻘﻄﺘﺎﻥ‬ ‫‪ (1‬ﺍﻟﺸﺮﺡ ‪:‬‬
‫ﺃ‪ -‬ﳎﺮ‪‬ﺩ ﺍﻣﺘﺪﺍﺩ ‪ :‬ﺗﻮﺍﺻﻞ ﳏﺾ ‪ /‬ﺗﻮﺍﺻﻞ ﺩﻭﻥ ﺇﺿﺎﻓﺔ ‪... /‬‬
‫ﻧﺼﻒ ﻧﻘﻄﺔ ﻋﻦ‬ ‫ﺏ‪ -‬ﻓﻠﻚ ‪ :‬ﺇﻃﺎﺭ ‪ /‬ﺩﺍﺋﺮﺓ ‪... /‬‬
‫ﻛﻞ ﺇﺟﺎﺑﺔ‬ ‫ﺝ – ﺇﻳﺬﺍﻧﺎ ‪ :‬ﺇﻋﻼﻧﺎ ‪...‬‬
‫ﺩ – ﺩﺍﺋﺒﺔ ‪ :‬ﻣﺘﻮﺍﺻﻠﺔ ‪...‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻳ‪‬ﻘﺒﻞ ﻣﺎ ﻛﺎﻥ ﻳﻔﻴﺪ ﺍﳌﻌﲎ ﰲ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﺃﻭ ﻣﺎ ﻛﺎﻥ ﰲ ﻣﻌﻨﺎﻩ ﻭﻳ‪‬ﺮﻓﺾ ﻣﺎﻟﻪ ﻣﻌﲎ ﻣﻌﺎﻛﺲ‬

‫ﻧﻘﻄﺘﺎﻥ‬ ‫‪ (2‬ﺗﻘﺴﻴﻢ ﺍﻟﻨﺺ ‪:‬‬

‫ﺃ‪ -‬ﻣﻦ ﺑﺪﺍﻳﺔ ﺍﻟﻨﺺ ﺇﱃ ﻗﻮﻟﻪ " ﺍﻟﺘﻔﻜﲑ ﺍﻟﻌﻠﻤﻲ‪ ‬ﺍﻟﻴﻮﻧﺎﱐﹼ " ‪:‬‬
‫ﻋﺮﺽ ﻣﻮﻗﻒ ﺍﻟﻜﺘ‪‬ﺎﺏ ﺍﻟﻐﺮﺑﻴ‪‬ﲔ ﻣﻦ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣﻲ‪.‬‬
‫ﺏ‪ -‬ﻣﻦ ﻗﻮﻟﻪ " ﻗﺪ ﻳﺒﺪﻭ " ﺇﱃ ﻗﻮﻟﻪ " ﻣﻦ ﺷﺄﻥ ﺍﻟﻌﻠﻢ ﺍﻟﺘﻄﺒﻴﻘﻲ‪" ‬‬
‫ﻧﺼﻒ ﻧﻘﻄﺔ ﻟﻜ ﹼﻞ‬ ‫ﳎﺎﺭﺍﺓ ﺍﻟﻜﺎﺗﺐ ﺃﻃﺮﻭﺣﺔ ﺍﻟﻜﺘ‪‬ﺎﺏ ﺍﻟﻐﺮﺑﻴ‪‬ﲔ ﻇﺎﻫﺮﻳ‪‬ﺎ‪.‬‬
‫ﻗﺴﻢ‬ ‫ﺝ‪ -‬ﻣﻦ ﻗﻮﻟﻪ " ﻏﲑ ﺃﻥﹼ " ﺇﱃ ﻗﻮﻟﻪ " ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴ‪‬ﺎﺕ "‬
‫ﺩﺣﺾ ﺍﻟﻜﺎﺗﺐ ﺃﻃﺮﻭﺣﺔ ﺍﻟﻜﺘ‪‬ﺎﺏ ﺍﻟﻐﺮﺑﻴ‪‬ﲔ‪.‬‬
‫ﺩ‪ -‬ﺑﻘﻴﺔ ﺍﻟﻨﺺ ‪ :‬ﺍﻻﺳﺘﻨﺘﺎﺝ ) ﺇﻗﺮﺍﺭ ﺩﻭﺭ ﺍﳌﺴﻠﻤﲔ ﰲ ﺍﻟﻌﻠﻮﻡ (‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﺇﺫﺍ ﺍﻫﺘﺪﻯ ﺍﳌﺘﺮﺷ‪‬ﺢ ﺇﱃ ﺗﻌﻴﲔ ﻛ ﹼﻞ ﺍﻷﻗﺴﺎﻡ ﺩﻭﻥ ﻋﻨﻮﻧﺔ ﻳ‪‬ﺴﻨﺪ ﺇﻟﻴﻪ ﻧﺼﻒ‬
‫ﺍﻟﻌﺪﺩ‬

‫ﻧﻘﻄﺘﺎﻥ‬ ‫‪ (3‬ﻳﺸﲑ ﺍﳌﺘﺮﺷ‪‬ﺢ ﺇﱃ ﻛﻮﻥ ‪:‬‬

‫‪ -‬ﻧﻘﻄﺔ ﳌﻮﻗﻒ‬ ‫‪ -‬ﻧﻈﺮﺓ ﺍﻟﻔﻼﺳﻔﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻗﺘﺼﺮﺕ ﻋﻠﻰ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻈﺮﻳ‪‬ﺔ ﻭﺃﳘﻠﺖ ﺍﻟﻌﻠﻢ‬
‫ﺍﻟﻔﻼﺳﻔﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﻲ‪.‬‬
‫‪ -‬ﻧﻘﻄﺔ ﳌﻮﻗﻒ‬ ‫‪ -‬ﺗﺼﻮ‪‬ﺭ ﺍﻟﻌﻠﻤﺎﺀ ﺍﳌﺴﻠﻤﲔ ﻟﻠﻌﻠﻮﻡ ﻗﺎﺋﻤﺎ ﻋﻠﻰ ﺗﻮﻇﻴﻒ ﺍﻟﻌﻠﻢ ﻟﻔﻬﻢ ﻗﻮﺍﻧﲔ ﺍﻟﻄﺒﻴﻌﺔ‬
‫ﺍﻟﻔﻌﻠﻤﺎﺀ‬ ‫ﻭﻛﺸﻒ ﺃﺳﺮﺍﺭ ﺍﻟﻜﻮﻥ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻴﻪ ﻭﺣﻞﹼ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ ) ﺍﳌﺴﺎﺣﺔ‪،‬‬
‫ﺍﻟﺼﻨﺎﻋﺎﺕ (‬
‫ﻧﻘﻄﺘﺎﻥ‬ ‫‪ (4‬ﻳﻘﻮﻡ ﺍﳌﻨﻬﺞ ﺍﻟﺘﺠﺮﻳﱯ‪ ‬ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﻭﺍﻻﻓﺘﺮﺍﺽ ﻭﺍﻟﺘﺠﺮﻳﺐ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬
‫‪ -‬ﻧﻘﻄﺔ ﻟﻸﺳﺲ‬ ‫ﺻﺤ‪‬ﺔ ﺍﻟﻔﺮﺿﻴﺎﺕ‪.‬‬
‫ﺇﺑﺪﺍﺀ ﺍﻟﺮ‪‬ﺃﻱ ‪ :‬ﻳﺬﻛﺮ ﺍﳌﺘﺮﺷ‪‬ﺢ ﺃ ﹼﻥ ﻫﺬﻩ ﺍﻷﺳﺲ ﺗﺆﻛﹼﺪ ﻣﺎ ﺃﺿﺎﻓﻪ ﺍﻟﻌﺎﱂ ﺍﻹﺳﻼﻣ ‪‬ﻲ ﺇﱃ ﺍﻟﻌﻠﻢ ‪ -‬ﻧﻘﻄﺔ ﻹﺑﺪﺍﺀ‬

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 ‫ﺍﻟﺮ‪‬ﺃﻱ‬ ‫ﱐ ﻭﻣﺎ ﺑﻪ ﲤﻴ‪‬ﺰ‪ .‬ﻛﻤﺎ ﺃ ﹼﻥ ﻫﺬﻩ ﺍﻷﺳﺲ ﻫﻲ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻌﻠﻢ ﰲ ﺧﺪﻣﺔ ﺍﻹﻧﺴﺎﻥ ﳊ ﹼﻞ‬
‫ﺍﻟﻴﻮﻧﺎ ﹼ‬
‫ﻣﺸﻜﻼﺗﻪ‪.‬‬
‫ﻧﻘﻄﺘﺎﻥ ﻭﻧﺼﻒ‬ ‫‪ (5‬ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ ﻭﺣﺪﻭﺩﻫﺎ‪:‬‬
‫‪ -‬ﻧﻘﻄﺔ ﳌﻈﺎﻫﺮ‬ ‫ﺍﻟﻘﺮﺍﺋﻦ ﺍﻟﺪﺍﻟﺔ ‪:‬‬ ‫ﺃ‪ -‬ﻣﻦ ﻣﻈﺎﻫﺮ ﻣﻮﺿﻮﻋﻴ‪‬ﺔ ﺍﻟﻜﺎﺗﺐ ‪:‬‬
‫ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ‬ ‫‪ -‬ﺗﻌﺪﻳﺪ ‪ :‬ﻛﺜﲑ‪ ،‬ﻏﲑ ﻫﺆﻻﺀ‬ ‫• ﺇﺑﺮﺍﺯ ﻣﻮﻗﻒ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻐﺮﺑﻴ‪‬ﲔ ﻣﻦ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ‬
‫‪ -‬ﺍﻟﺘﻔﺼﻴﻞ ‪ :‬ﺃﻛﺜﺮ ﺇﻧﺼﺎﻓﺎ‬ ‫• ﺍﻋﺘﺒﺎﺭ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ ﺍﻣﺘﺪﺍﺩﺍ ﻟﻠﻌﻠﻢ ﺍﻟﻴﻮﻧﺎ ﹼ‬
‫ﱐ‬
‫‪ -‬ﺇﺫ ‪ :‬ﺍﻟﺘﻔﺴﲑ‬ ‫• ﺍﻹﻗﺮﺍﺭ ﺑﺄﺧﺬ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ ﻋﻦ ﺍﻟﻌﻠﻢ ﺍﻟﻴﻮﻧﺎ ﹼ‬
‫ﱐ‬
‫‪ -‬ﻧﺼﻒ ﻧﻘﻄﺔ‬ ‫ﺍﻟﻘﺮﺍﺋﻦ ﺍﻟﺪﺍﻟﺔ ‪:‬‬ ‫ﺏ‪ -‬ﺣﺪﻭﺩ ﻣﻮﺿﻮﻋﻴﺔ ﺍﻟﻜﺎﺗﺐ ‪:‬‬
‫ﳊﺪﻭﺩ ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ‬ ‫• ﲣﺼﻴﺺ ﺍﳊﻴ‪‬ﺰ ﺍﻷﻛﱪ ﻣﻦ ﺍﻟﻨﺺ ﻟﻠﺤﺪﻳﺚ ﻋﻦ ﻓﻀﻞ ‪ -‬ﻛﺜﺎﻓﺔ ﺍﳊﺠﺞ ﻭﺍﻷﻋﻼﻡ‬
‫‪ -‬ﺍﻟﻨﻔﻲ ‪ :‬ﱂ ﳚﺮ‪‬ﺑﻮﺍ‪...‬‬ ‫ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ‪.‬‬
‫‪ -‬ﺍﻻﺳﺘﺪﺭﺍﻙ ‪ :‬ﻟﻜﻨ‪‬ﻬﻢ ﱂ‬ ‫• ﺍﻹﻋﻼﺀ ﻣﻦ ﺷﺄﻥ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ ﻋﻠﻰ ﺣﺴﺎﺏ‬
‫‪ -‬ﻧﺼﻒ ﻧﻘﻄﺔ‬ ‫ﳚﺮ‪‬ﺑﻮﺍ‬ ‫ﱐ‪.‬‬
‫ﳏﺪﻭﺩﻳ‪‬ﺔ ﺍﻟﻌﻠﻢ ﺍﻟﻴﻮﻧﺎ ﹼ‬
‫ﻟﻠﻘﺮﺍﺋﻦ ﺍﻟﻮﺍﺭﺩﺓ‬ ‫‪ -‬ﺍﻹﲨﺎﻝ ﻭﺍﻟﺘﻔﺼﻴﻞ‬
‫ﺑﺎﻟﻘﺴﻤﲔ‬ ‫ﻟﻺﻋﻼﺀ‬
‫‪ -‬ﺍﺳﺘﻌﻤﺎﻝ ﻣﻌﺠﻢ ﳐﺼﻮﺹ‪:‬‬ ‫• ﺗﻌﺎﻃﻒ ﺍﻟﻜﺎﺗﺐ ﻣﻊ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ ‪:‬‬
‫‪ -‬ﻧﺼﻒ ﻧﻘﻄﺔ‬ ‫ﺑﺎﺭﻋﲔ‪ ،‬ﺃﺿﺎﻓﻮﺍ ‪ ،‬ﺗﻔﻮ‪‬ﻗﻮﺍ‪...‬‬
‫ﻟﻼﺳﺘﻨﺘﺎﺝ‬ ‫ﻣﻼﺣﻈﺘﺎﻥ‪:‬‬
‫ﻟﻠﻤﺘﺮ ‪‬ﺷﺢ ﺃﻥ ﳜﻠﺺ ﺇﱃ ﺍﻟﻘﺮﺍﺭ ﲟﻮﺿﻮﻋﻴ‪‬ﺔ ﺍﻟﻜﺎﺗﺐ ﺃﻭ ﲟﺤﺪﻭﺩﻳ‪‬ﺔ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﻴ‪‬ﺔ‪.‬‬ ‫‪-‬‬
‫ﺍﳌﺘﺮﺷ‪‬ﺢ ﻏﲑ ﻣﻄﺎﻟﺐ ﺑﺬﻛﺮ ﻛﺎﻓﹼﺔ ﺍﻟﻨ‪‬ﻘﺎﻁ ﺍﻟﻮﺍﺭﺩﺓ ﺑﺎﳌﻘﻴﺎﺱ ﺃﻭ ﺑﺎﻻﻗﺘﺼﺎﺭ ﻋﻠﻴﻬﺎ‪.‬‬ ‫‪-‬‬

‫ﻧﻘﻄﺘﺎﻥ ﻭﻧﺼﻒ‬ ‫‪ (6‬ﻳﺮﺍﻋﻰ ﰲ ﺗﻘﻴﻴﻢ ﻋﻤﻞ ﺍﳌﺘﺮﺷ‪‬ﺢ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ -‬ﻧﺼﻒ ﻧﻘﻄﺔ‬ ‫‪ -‬ﺍﻟﺘﺰﺍﻣﻪ ﲝﺠﻢ ﺍﳌﻨﺘﺞ ﺍﳌﻨﺘﻈﺮ‪.‬‬
‫ﻟﻠﺤﺠﻢ‬ ‫‪ -‬ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺟﻌﻞ ﺍﻟﺘﻠﺨﻴﺺ ﺍﻗﺘﺼﺎﺭ ﻋﻠﻰ ﻣﺎ ﻫﻮ ﺭﺋﻴﺴ ‪‬ﻲ ﻣﻦ ﺍﻷﻓﻜﺎﺭ ‪:‬‬
‫‪ -‬ﻧﻘﻄﺔ‪ :‬ﺍﻷﻓﻜﺎﺭ‬ ‫• ﻣﻮﻗﻒ ﺍﻟﻜﺘ‪‬ﺎﺏ ﺍﻟﻐﺮﺑﻴ‪‬ﲔ ﻣﻦ ﺍﻟﻌﻠﻢ ﺍﻹﺳﻼﻣ ‪‬ﻲ‪.‬‬
‫ﺍﻟﺮﺋﻴﺴﻴ‪‬ﺔ‬ ‫• ﳎﺎﺭﺍﺓ ﺟﺰﺋﻴ‪‬ﺔ ﳍﺬﺍ ﺍﳌﻮﻗﻒ‪.‬‬
‫‪ -‬ﻧﻘﻄﺔ‪ :‬ﺳﻼﻣﺔ‬ ‫• ﺑﻴﺎﻥ ﺇﺳﻬﺎﻡ ﺍﳌﺴﻠﻤﲔ ﰲ ﺗﻄﻮ‪‬ﺭ ﺍﻟﻌﻠﻮﻡ ﻭﺗﻘ ‪‬ﺪﻣﻬﺎ‪.‬‬
‫ﺍﻟﻠﹼﻐﺔ ﻭﺍﻷﺳﻠﻮﺏ‬ ‫‪ -‬ﺍﻟﺘﻤﺎﺳﻚ ﻭﺳﻼﻣﺔ ﺍﻟﻠﹼﻐﺔ‪.‬‬

‫ﺳﺒﻊ ﻧﻘﺎﻁ‬ ‫‪ (7‬ﲢﺮﻳﺮ ﻓﻘﺮﺓ ‪:‬‬

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 ‫ﻳﻨﺘﻈﺮ ﻣﻦ ﺍﳌﺘﺮﺷ‪‬ﺢ ﺃﻥ ﳛﺮ‪‬ﺭ ﻓﻘﺮﺓ ﺗﻘﻮﻡ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ ‪:‬‬
‫ﺃ‪ -‬ﺍﻟﺘﻌﺮ‪‬ﺽ ﺇﱃ ﺍﻟﺮ‪‬ﺃﻱ ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﺍﻟﻌﻠﻢ ﺇﺭﺛﺎ ﺇﻧﺴﺎﻧﻴ‪‬ﺎ ﻣﺸﺘﺮﻛﺎ‪.‬‬
‫‪3‬ﻧﻘﺎﻁ ‪ :‬ﺍﻷﻓﻜﺎﺭ‬ ‫ﺏ‪ -‬ﺑﻴﺎﻥ ﻛﻴﻔﻴ‪‬ﺔ ﺇﺳﻬﺎﻣﻨﺎ ﰲ ﺗﻘﺪ‪‬ﻣﻪ ‪ :‬ﻟﻠﻤﺘﺮﺷ‪‬ﺢ ﺃﻥ ﻳﺬﻛﺮ ﻣﺎ ﻳﺮﺍﻩ ﻛﻔﻴﻼ ﲜﻌﻞ ﺇﺳﻬﺎﻣﻨﺎ‬
‫ﻧﻘﻄﺘﺎﻥ ‪ :‬ﺍﳌﻨﻬﺞ‬ ‫ﰲ ﺗﻘﺪ‪‬ﻡ ﺍﻟﻌﻠﻢ ﺇﺿﺎﻓﺔ ﻣﻦ ﻗﺒﻴﻞ ‪:‬‬
‫ﻧﻘﻄﺘﺎﻥ ‪ :‬ﺍﻟﻠﹼﻐﺔ‬ ‫‪ -‬ﻧﺸﺮ ﺍﻟﻌﻠﻢ ‪ :‬ﺑﻨﺎﺀ ﻣﺆﺳ‪‬ﺴﺎﺕ‪ ،‬ﺍﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ ﺍﻟﻌﻠﻢ‪...‬‬
‫‪ -‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺧﱪﺍﺕ ﺍﻵﺧﺮﻳﻦ ‪ :‬ﺗﻌﺎﻭﻥ‪ ،‬ﺗﺸﺎﺭﻙ‪...‬‬
‫‪ -‬ﺍﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤ ‪‬ﻲ ‪ :‬ﳐﺘﱪﺍﺕ‪ ،‬ﲤﻮﻳﻞ‪...‬‬
‫‪ -‬ﺭﺑﻂ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤ ‪‬ﻲ ﺑﺎﻟﻮﺍﻗﻊ ‪ :‬ﺍﳉﺎﻣﻌﺔ ﻭﺍﳌﺆﺳ‪‬ﺴﺎﺕ‪...‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻳ‪‬ﺮﺍﻋﻰ ﰲ ﺗﻘﻴﻴﻢ ﺍﻹﺟﺎﺑﺔ ﺗﻨﻮ‪‬ﻉ ﺍﻷﻓﻜﺎﺭ ﻭﻭﺟﺎﻫﺘ‪‬ﻬﺎ‪.‬‬

‫ﺘﻭﺼﻴﺎﺕ‪:‬‬

‫ﺹ ﻭﻤﻨﻬﺞ‬
‫ﺹ ﻜﻐﻴﺭﻩ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺍﺴﺘﻌﺩﺍﺩ ﺨﺎ ‪‬‬
‫ﺍﺨﺘﺒﺎﺭ ﺩﺭﺍﺴﺔ ﻨ ‪‬‬
‫ﻭﺍﻀﺢ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺃﺴﺌﻠﺘﻪ‪:‬‬

‫
ﺃﻤ‪‬ﺎ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻓﻠﻪ ﻭﺠﻭﻩ ﻤﺘﻌﺩ‪‬ﺩﺓ ‪:‬‬

‫‪ -‬ﺍﻝﻭﺠﻪ ﺍﻝﻤﺎﺩ‪‬ﻱ‪ :‬ﻓﻴﺸﺘﻤل ﻋﻠﻰ ﺜﻘﺎﻓﺔ ﺍﻝﻤﺘﺭﺸﹼﺢ ﺍﻝﺘﻲ ﺠﻤﻌﻬﺎ ﻤﻥ ﺩﺭﻭﺱ‬
‫ﺹ ﻓﻲ ﺘﻤﺘﻴﻥ ﺼﻠﺘﻪ ﺒﻠﻐﺘﻪ ﺍﻝﻌﺭﺒﻴ‪‬ﺔ ﻤﻥ ﺨﻼل‬
‫ﺍﻝﻌﺭﺒﻴ‪‬ﺔ ﻭﻤﻥ ﺠﻬﺩﻩ ﺍﻝﺨﺎ ‪‬‬
‫ﺍﻝﻤﻁﺎﻝﻌﺎﺕ ﻭﺍﻝﻤﻨﺎﻗﺸﺎﺕ‪ ،‬ﻭﺍﻝﻤﺸﺎﻫﺩﺍﺕ‬
‫ﺏ ﻫﺫﻩ ﺍﻝﻤﺎﺩ‪‬ﺓ ﻭﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺘﺄﻜﻴﺩ ﺫﻝﻙ ﻤﻥ‬
‫‪ -‬ﺍﻝﻭﺠﻪ ﺍﻝﻨﻔﺴﻲ‪ :‬ﻭﻴﺘﻤﺜﹼل ﻓﻲ ﺤ ‪‬‬
‫ﺨﻼل ﺍﻝﻨﺠﺎﺡ ﺍﻝﺒﺎﻫﺭ ﻓﻲ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻻﻨﻔﻌﺎﻻﺕ ﺒﻭﺍﺴﻁﺔ ﺍﻝﻠﻐﺔ‬
‫ﺍﻝﻌﺭﺒﻴ‪‬ﺔ‬
‫ﻲ‪ :‬ﻭﻴﻘﻭﻡ ﻋﻠﻰ ﺫﻝﻙ ﺍﻝﺸﻌﻭﺭ ﺒﺄﻫﻤﻴ‪‬ﺔ ﺍﻝﻌﺭﺒﻴ‪‬ﺔ ﻓﻲ ﺍﻝﻨﺠﺎﺡ‪ ،‬ﻭﻤﺎ‬
‫‪ -‬ﺍﻝﻭﺠﻪ ﺍﻝﻨﻔﻌ ‪‬‬
‫ﺹ ﺃﺜﻨﺎﺀ ﺍﻝﺴﻨﺔ ﺍﻝﺩﺭﺍﺴﻴ‪‬ﺔ‪.‬‬
‫ﻴﻔﺘﺭﻀﻪ ﺫﻝﻙ ﻝﺩﻯ ﺍﻝﻤﺘﺭﺸﹼﺢ ﻤﻥ ﺠﻬﺩ ﺨﺎ ‪‬‬
‫
ﺃﻤ‪‬ﺎ ﺍﻝﻤﻨﻬﺞ ﻓﻬﻭ ﻁﺭﻴﻘﺔ ﺘﻘﻭﻡ ﻋﻠﻰ ﺠﻤﻠﺔ ﻤﻥ ﺍﻝﻤﺒﺎﺩﺉ ﻭﻤﻨﻬﺎ‪:‬‬
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‫‪ -‬ﻤﺒﺩﺃ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﻋﻠﻰ ﺍﻝﻭﺍﻗﻌﻴ‪‬ﺔ ) ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ‬
‫ل ﺼﻌﻭﺒﺔ ﻓﻲ ﺍﻝﻤﻘﺎﻡ ﺍﻝﺜﺎﻨﻲ‪ ،‬ﻓﺎﻝﺼﻌﺒﺔ‬
‫ﺍﻝﺴﻬﻠﺔ ﻓﻲ ﺍﻝﻤﻘﺎﻡ ﺍﻷﻭ‪‬ل‪ ،‬ﺜ ‪‬ﻡ ﺍﻷﻗ ّ‬
‫ﻓﻲ ﺍﻝﻤﻘﺎﻡ ﺍﻷﺨﻴﺭ (‬
‫‪ -‬ﻤﺒﺩﺃ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺘﻭﺯﻴﻊ ﺍﻝﻨﻘﺎﻁ‪ ،‬ﻓﺎﻝﻔﻘﺭﺓ ﺘﺒﺩﻭ ﺃﻫ ‪‬ﻡ ﻓﻲ ﺍﻝﺠﺯﺍﺀ ﻤﻥ ﻏﻴﺭﻫﺎ‬
‫ﻤﻥ ﺍﻷﺴﺌﻠﺔ ) ﺴﺒﻊ ﻨﻘﺎﻁ( ﻓﻴﻜﻭﻥ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻴﻬﺎ ﻤﻥ ﺃﻭﻝﻭﻴ‪‬ﺎﺕ ﺍﻝﻤﺘﺭﺸﹼﺢ‬
‫ﺹ‬
‫‪ -‬ﻤﺒﺩﺃ ﺍﻝﻔﻬﻡ ﻭﻴﻘﻭﻡ ﺃﺴﺎﺴﺎ ﻋﻠﻰ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺇﻋﺎﺩﺓ ﺍﻝﻘﺭﺍﺀﺓ‪ ،‬ﻓﻘﺭﺍﺀﺓ ﺠﻴ‪‬ﺩﺓ ﻝﻠﻨ ‪‬‬
‫ﻭﻀﺒﻁ ﻝﻤﺠﺎﻝﻪ‪ ،‬ﻭﻓﻜﺭﺘﻪ ﺍﻷﺴﺎﺴﻴ‪‬ﺔ‪ ،‬ﻭﻤﻨﻁﻕ ﺍﻝﺘﻭﺠﻴﻪ ﻓﻴﻪ‪ ،‬ﻭﺍﻝﺘﻤﻠﹼﻲ ﻓﻲ‬
‫ﺍﻷﺴﺌﻠﺔ ﻴﺴﺎﻋﺩ ﻜﺜﻴﺭﺍ ﻋﻠﻰ ﺤﺴﻥ ﺍﻹﺠﺎﺒﺔ‪..‬‬
‫‪ -‬ﻤﺒﺩﺃ ﺍﻻﺨﺘﺼﺎﺭ ﺍﻝﻤﻔﻴﺩ ﻭﺍﻝﻌﺒﺎﺭﺓ ﺍﻝﻭﺍﻀﺤﺔ ﺍﻝﻤﺅﺩ‪‬ﻴﺔ ﻝﻠﻐﺭﺽ‪ ،‬ﻭﻴﺤﺘﺎﺝ ﺫﻝﻙ‬
‫ﻤﻥ ﺍﻝﻤﺘﺭﺸﹼﺢ ﺇﻝﻰ ﺃﻥ ﻴﺠﺘﻨﺏ ﺍﻝﺘﺭﺍﻜﻴﺏ ﺍﻝﻤﻠﺘﻭﻴﺔ ﺍﻝﻤﻌﻘﹼﺩﺓ ﺍﻝﺘﻲ ﺘﻭﻗﻌﻪ ﻓﻲ‬
‫ﺍﻷﺨﻁﺎﺀ ﻭﻻ ﻴﻜﺘﺏ ﻤﻥ ﺍﻝﻜﻠﻤﺎﺕ ﺴﻭﻯ ﺍﻝﻤﻌﻬﻭﺩ ﻤﻨﻬﺎ ﻋﻨﺩﻩ ﺍﻝﺘﻲ ﺘﺄﻜﹼﺩ ﻤﻥ‬
‫ﺴﻼﻤﺘﻬﺎ‪.‬‬

‫ﻧﺮﺟﻮ ﻟﻜﻢ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺒﺎﻫﺮ‬

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