‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺍﻷﻭﻝ–‬

‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ :‬ﺍﻟﻤﺒﺎﺩﺉ ‪-‬ﺍﻟﺠﺰﺀ ﺍﻷﻭﻝ‪-‬‬

‫‪Ethical Principles for Scientific‬‬

‫‪Research‬‬
‫ﺑﻴﻨﻤﺎ ﺗﺮﻛﺰ ﻫﺬﻩ ]ﺍﻟﻤﺤﺎﺿﺮﺓ[ ﻋﻠﻰ ﺍﻟﺠﻮﺍﻧﺐ ﺍﻷﻛﺜﺮ ﺭﺳﻤﻴﺔ‬
‫ﻟﻼﻣﺘﺜﺎﻝ ﻷﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺄﺑﺤﺎﺙ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ ‪ ،SSH‬ﻓﺈﻧﻬﺎ ﺗﻠﻔﺖ ﺍﻻﻧﺘﺒﺎﻩ ﺃﻳﻀًﺍ ﺇﻟﻰ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻓﻲ‬
‫ﻣﻤﺎﺭﺳﺔ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻌﻤﻞ ﺍﻟﺒﺤﺜﻲ ﺍﻟﻴﻮﻣﻲ‪ ،‬ﻭﺗﺤﺪﺩ ﻃﺮﻕ ﺩﻣﺞ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﻷﺧﻼﻗﻲ ﻓﻲ ﺑﺤﺜﻚ‪ .‬ﻭ ﻣﻦ ﺛﻢ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺴﻠّﻁ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺑﻌﺪﻳﻦ‬
‫ﺃﺧﻼﻗﻴﻴﻦ ﻟﻠﺒﺤﺚ‪" :‬ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ"‪ ،‬ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺠﻮﺍﻧﺐ‬
‫ﺍﻻﻣﺘﺜﺎﻝ ﻓﻲ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ ،‬ﻭ "ﺍﻷﺧﻼﻗﻴﺎﺕ ﻓﻲ ﺍﻟﻤﻤﺎﺭﺳﺔ"‪ ،‬ﺍﻟﻘﻀﺎﻳﺎ‬
‫ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻴﻮﻣﻴﺔ ﺍﻟﺘﻲ ﺗﻨﺸﺄ ﺃﺛﻨﺎﺀ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻓﻘًﺍ ﻟﻠﻤﻴﺜﺎﻕ‬
‫ﺍﻷﻭﺭﻭﺑﻲ ﻟﻠﺒﺎﺣﺜﻴﻦ‪ ،‬ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺃﻥ ﻳﺮﻛﺰﻭﺍ ﺃﺑﺤﺎﺛﻬﻢ ﻟﻤﺎ ﻓﻴﻪ ﺧﻴﺮ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﻟﺘﻮﺳﻴﻊ ﺣﺪﻭﺩ ﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﻤﺘﻊ ﺑﺤﺮﻳﺔ ﺍﻟﻔﻜﺮ‬
‫ﻭﺍﻟﺘﻌﺒﻴﺮ‪ ،‬ﻭﺣﺮﻳﺔ ﺗﺤﺪﻳﺪ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻲ ﻳﺘﻢ ﺑﻬﺎ ﺣﻞ ﺍﻟﻤﺸﻜﻼﺕ‪،‬‬
‫ﻭﻓﻘًﺍ ﻟﻠﻤﺒﺎﺩﺉ ﻭﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻤﻌﺘﺮﻑ ﺑﻬﺎ‪.‬‬

‫ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺭﺑﻤﺎ ﺃﻛﺜﺮ ﻣﻦ ﺃﻱ ﻣﺘﺨﺼﺺ ﺁﺧﺮ‪ ،‬ﻳﺘﻤﺘﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 1‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻷﻛﺎﺩﻳﻤﻴﻮﻥ ﺑﺤﺮﻳﺔ ﻛﺒﻴﺮﺓ ﻻﺳﺘﻜﺸﺎﻑ ﺍﻫﺘﻤﺎﻣﺎﺗﻬﻢ ﺍﻟﻤﻬﻨﻴﺔ‪،‬‬

‫ﻭﺍﻟﺘﺤﻘﻴﻖ ﻓﻲ ﻣﺠﻤﻮﻋﺔ ﻭﺍﺳﻌﺔ ﻣﻦ ﺍﻟﻈﻮﺍﻫﺮ ﻭﻭﺿﻊ ﺟﺪﻭﻝ ﺃﻋﻤﺎﻝ‬
‫ﺍﻟﺒﺤﺚ ﺍﻟﺨﺎﺹ ﺑﻬﻢ‪ .‬ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻓﺈﻥ ﺍﺣﺘﺮﺍﻡ ﺍﻟﺤﺮﻳﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‬
‫ﻣﻨﺼﻮﺹ ﻋﻠﻴﻪ ﻓﻲ ﺍﻟﻤﺎﺩﺓ ‪ 13‬ﻣﻦ ﻣﻴﺜﺎﻕ ﺍﻟﺤﻘﻮﻕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻼﺗﺤﺎﺩ‬
‫ﺍﻷﻭﺭﻭﺑﻲ )‪ ،(2000‬ﻭ ﻫﻮ ﻣﻠﺰﻡ ﻗﺎﻧﻮﻧًﺍ ﻟﻠﺪﻭﻝ ﺍﻷﻋﻀﺎﺀ ﻓﻲ ﺍﻻﺗﺤﺎﺩ‬
‫ﺍﻷﻭﺭﻭﺑﻲ‪ .‬ﺍﻟﺤﺮﻳﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻟﻬﺎ ﺣﺪﻭﺩﻫﺎ‪ ،‬ﻭ ﺍﻟﺒﺎﺣﺚ ﻳﺘﺤﻤﻞ‬
‫ﻣﺴﺆﻭﻟﻴﺔ ﻛﺒﻴﺮﺓ ﻋﻨﻬﺎ‪.‬‬

‫ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﻤﻴﺜﺎﻕ ﺍﻷﻭﺭﻭﺑﻲ ﻟﻠﺒﺎﺣﺜﻴﻦ ﻳﻠﻔﺖ ﺍﻻﻧﺘﺒﺎﻩ ﺇﻟﻰ‬
‫ﻗﻴﻮﺩ ﺍﻟﺤﺮﻳﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻟﺘﻲ ﻗﺪ ﺗﻨﺸﺄ ﻣﻦ ﺧﻼﻝ ﻇﺮﻭﻑ ﺑﺤﺚ‬
‫ﻣﻌﻴﻨﺔ )ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺩﺍﺭﺓ( ﺃﻭ ﺍﻟﻘﻴﻮﺩ‬
‫ﺍﻟﺘﺸﻐﻴﻠﻴﺔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻷﺳﺒﺎﺏ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﻴﺰﺍﻧﻴﺔ ﺃﻭ ﺍﻟﺒﻨﻴﺔ‬
‫ﺍﻟﺘﺤﺘﻴﺔ‪ .‬ﻳﺬﻛﺮﻧﺎ ﺍﻟﻤﻴﺜﺎﻕ ﺑﺄﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻘﻴﻮﺩ ﻻ ﻳﻨﺒﻐﻲ‪ ،‬ﻣﻊ ﺫﻟﻚ‪،‬‬
‫ﺃﻥ ﺗﺘﻌﺎﺭﺽ ﻣﻊ ﺍﻟﻤﺒﺎﺩﺉ ﻭﺍﻟﻤﻤﺎﺭﺳﺎﺕ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻤﻌﺘﺮﻑ ﺑﻬﺎ‪ ،‬ﻭﺍﻟﺘﻲ‬
‫ﻳﺘﻌﻴﻦ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺍﻻﻟﺘﺰﺍﻡ ﺑﻬﺎ‪.‬‬

‫ﻣﻦ ﺧﻼﻝ ﺍﻻﻋﺘﺮﺍﻑ ﺑﻤﺴﺆﻭﻟﻴﺎﺗﻬﻢ‪ ،‬ﻳﺴﺎﻋﺪ ﻋﻠﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻉ ﻓﻲ ﺑﻨﺎﺀ‬

‫ﻭﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺛﻘﺔ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪ -‬ﺳﻮﺍﺀ ﻛﺎﻧﻮﺍ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 2‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻣﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﺃﻭ ﻣﺘﻌﺎﻭﻧﻴﻦ ﺃﻭ ﺃﻓﺮﺍﺩ ﻣﻦ ﺍﻟﺠﻤﻬﻮﺭ ﺃﻭ ﻫﻴﺌﺎﺕ‬

‫ﺗﻤﻮﻳﻞ ‪ -‬ﻭﻫﻮ ﺃﻣﺮ ﺿﺮﻭﺭﻱ ﻹﺟﺮﺍﺀ ﺃﺑﺤﺎﺙ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ‬
‫ﺍﻟﻤﻘﺎﻡ ﺍﻷﻭﻝ‪.‬‬

‫ﻳﻮﺍﺟﻪ ﻋﻠﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻉ ﻋﺎﺩﺓ ﻣﺸﻜﻼﺕ ﺃﺧﻼﻗﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ‬

‫ﻣﻦ ﺃﻧﻪ ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻷﺧﻼﻕ ﺟﺎﻧﺒًﺍ ﻳﻮﻣﻴًﺍ ﻣﻦ ﻣﻤﺎﺭﺳﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﺇﻻ‬
‫ﺃﻧﻬﺎ ﺃﺻﺒﺤﺖ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪًﺍ‪ .‬ﺃﺻﺒﺢ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺟﻤﻊ ﻭﺗﺤﻠﻴﻞ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﻟﻰ ﻗﺮﺍﺭﺍﺕ ﺣﺴﺎﺳﺔ ﺃﺧﻼﻗﻴﺎً ﻓﻲ ﺟﻤﻴﻊ‬
‫ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺍﻟﺒﺤﺚ‪ .‬ﺑﺼﻔﺘﻚ ﺑﺎﺣﺜًﺍ‪ ،‬ﻳﺠﺐ ﺗﺸﺠﻴﻌﻚ ﻋﻠﻰ‬
‫ﺍﻻﻧﺨﺮﺍﻁ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻤﺴﺘﻤﺮ ﻓﻲ ﺃﻱ ﻣﺨﺎﻭﻑ ﺃﺧﻼﻗﻴﺔ ﺟﺪﻳﺪﺓ‬
‫ﺗﻈﻬﺮ ﺃﺛﻨﺎﺀ ﺃﺩﺍﺀ ﻋﻤﻠﻚ ﻭﻋﻠﻰ ﺍﻧﻌﻜﺎﺳﺎﺗﻬﺎ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻋﻠﻰ ﻋﻤﻠﻚ‬
‫ﺍﻟﺨﺎﺹ ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﻭﺍﻟﻤﺠﺘﻤﻊ ﺑﺸﻜﻞ‬
‫ﻋﺎﻡ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻛﻤﺎ ﻳﺠﺐ ﺗﺸﺠﻴﻌﻚ ﻋﻠﻰ ﺗﻮﺛﻴﻖ ﻭﻣﺸﺎﺭﻛﺔ‬
‫ﻫﺬﻩ ﺍﻟﻤﺨﺎﻭﻑ ﺩﺍﺧﻞ ﻣﺸﺮﻭﻋﻚ ﻭﻣﺠﺘﻤﻊ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻟﺪﻳﻚ‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻹﻧﺴﺎﻧﻴﺔ‬

‫ﺗﺒﺪﺃ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺧﻼﻗﻴﺎﺕ ﻟﺠﻤﻴﻊ ﺍﻟﻤﺸﺎﺭﻳﻊ ﺍﻟﻌﻠﻤﻴﺔ ﺑﻤﺴﺄﻟﺔ ﻣﺎ‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﺗﺜﻴﺮ ﺃﻱ ﺃﺳﺌﻠﺔ ﺃﺧﻼﻗﻴﺔ‪ .‬ﻣﻦ ﻭﺟﻬﺔ ﺍﻟﻨﻈﺮ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 3‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻌﺎﻟﺞ ﻛﻞ ﺍﻗﺘﺮﺍﺡ ﺑﺤﺚ ﻣﺴﺄﻟﺔ ﺳﺒﺐ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ‬

‫ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﺍﻟﻤﺨﻄﻂ ﻟﻪ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺃﻱ ﻣﻌﺮﻓﺔ ﺟﺪﻳﺪﺓ‬
‫ﻳﻤﻜﻦ ﺍﻛﺘﺴﺎﺑﻬﺎ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺮ ﻳﺴﺘﺤﻖ ﺇﻧﻔﺎﻕ ﺍﻟﻮﻗﺖ ﻭﺍﻟﻤﺎﻝ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ‪ .‬ﺇﻥ ﺗﺒﺮﻳﺮ ﺇﺟﺮﺍﺀ ﺃﻱ ﻣﺸﺮﻭﻉ ﺑﺤﺜﻲ ﻣﻘﺘﺮﺡ ﻳﻌﻨﻲ‬
‫ﺇﺛﺒﺎﺕ ﺃﻧﻪ ﺳﻴﻘﺪﻡ ﻓﻮﺍﺋﺪ ﻟﻠﻔﻬﻢ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﺃﻭ ﻟﻠﺴﻴﺎﺳﺔ ﻭ ‪ /‬ﺃﻭ ﺍﻟﻤﻤﺎﺭﺳﺔ‪،‬‬
‫ﺃﻭ ﻟﻠﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﻣﻤﺎ ﻳﺠﻌﻞ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺘﻲ‬
‫ﻳﺘﻢ ﺇﻧﻔﺎﻗﻬﺎ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺟﺪﻳﺮﺓ ﺑﺎﻻﻫﺘﻤﺎﻡ‪.‬‬

‫ﻳﻨﻄﺒﻖ ﻛﻞ‬ ‫ﺍﻷﺧﻼﻗﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪:‬‬

‫ﻣﺒﺪﺃ ﺃﺧﻼﻗﻲ ﻋﻠﻰ ﻭﺍﺣﺪﺓ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫• ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻷﺧﻼﻗﻲ‬

‫• ﺍﻟﺴﻠﻮﻙ ﺍﻷﺧﻼﻗﻲ ﻭﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﺒﺎﺣﺜﻴﻦ‬
‫• ﺍﻟﻤﻌﺎﻣﻠﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺑﺼﻔﺘﻚ ﺑﺎﺣﺜًﺍ‪ ،‬ﻟﺪﻳﻚ ﺍﻟﺘﺰﺍﻡ ﻛﺒﻴﺮ ﻟﺤﻤﺎﻳﺔ ﺭﻓﺎﻫﻴﺔ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ‬

‫ﻭﺳﻼﻣﺘﻬﻢ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻣﻌﺎﻣﻠﺘﻬﻢ ﺑﺈﻧﺼﺎﻑ ﻭﺍﺣﺘﺮﺍﻡ‪ .‬ﺗﺮﺗﻜﺰ ﺣﻘﻮﻕ‬
‫ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺣﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﻤﺒﺎﺩﺉ‬
‫ﺍﻷﺧﻼﻗﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺗﺤﻜﻢ ﺟﻤﻴﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻓﻲ ﺳﻴﺎﻕ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 4‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﺗﻤﻮﻟﻪ ﺍﻟﻤﻔﻮﺿﻴﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ‬

‫ﻟﻼﺗﺤﺎﺩ ﺍﻷﻭﺭﻭﺑﻲ ﻭﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺪﻭﻟﻲ ﻫﻲ ﻣﻴﺜﺎﻕ ﺍﻟﺤﻘﻮﻕ ﺍﻷﺳﺎﺳﻴﺔ‬
‫ﻟﻼﺗﺤﺎﺩ ﺍﻷﻭﺭﻭﺑﻲ ﻭﺍﻻﺗﻔﺎﻗﻴﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ ﻟﺤﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ )‪(ECHR‬‬
‫ﻭﺑﺮﻭﺗﻮﻛﻮﻻﺗﻬﺎ )ﻟﻠﻨﺼﻮﺹ ﺍﻷﺧﺮﻯ(‪ .‬ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻬﺎﻣﺔ ﺍﻷﺧﺮﻯ ﻫﻲ‬
‫ﺇﻋﻼﻥ ﺍﻷﻣﻢ ﺍﻟﻤﺘﺤﺪﺓ ﻟﺤﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻭﺍﺗﻔﺎﻗﻴﺔ ﺍﻷﻣﻢ ﺍﻟﻤﺘﺤﺪﺓ‬
‫ﻟﺤﻘﻮﻕ ﺍﻷﺷﺨﺎﺹ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ )‪ .(UN CRPD‬ﺍﻟﺴﻴﺎﺳﺎﺕ‬
‫ﺍﻟﻤﺮﻛﺰﻳﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻭﺍﻹﻋﻼﻧﺎﺕ ﺍﻟﻤﻘﺒﻮﻟﺔ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﻭﺍﻟﺘﻲ‬
‫ﺗﻘﻨﻦ ﻣﺒﺎﺩﺉ ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻷﺧﻼﻗﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ‬
‫ﺍﻟﺒﺤﺚ ﺗﺸﻤﻞ ﻣﺪﻭﻧﺔ ﻧﻮﺭﻣﺒﺮﻍ ﻭﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ ﻭﺗﻘﺮﻳﺮ ﺑﻠﻤﻮﻧﺖ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﺬﻩ ﺍﻟﺮﻣﻮﺯ ﻧﺸﺄﺕ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻄﺐ ﺍﻟﺤﻴﻮﻱ‪ ،‬ﺇﻻ‬
‫ﺃﻧﻬﺎ ﺗﺸﻤﻞ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﻤﺮﻛﺰﻳﺔ ﺍﻟﺘﻲ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﺒﺤﻮﺙ‬
‫ﺍﻟﺒﺸﺮﻳﺔ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻓﺄﻧﺖ ﻣﻠﺰﻡ ﺑﺈﺗﺒﺎﻉ ﺍﻟﺘﺸﺮﻳﻌﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﻟﻠﻮﻻﻳﺔ ﺍﻟﻘﻀﺎﺋﻴﺔ ‪ /‬ﺍﻟﺪﻭﻟﺔ ﺍﻟﺘﻲ ﺗﺨﻄﻂ ﻹﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﻓﻴﻬﺎ‬
‫ﻭﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺒﺤﺚ ﺍﻟﺬﻱ ﺗﻤﻮّﻟﻪ ﺟﻬﺔ ﺑﻌﻴﻨﻬﺎ‪.‬‬

‫ﺗﻨﻄﺒﻖ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻄﻮﺭﺕ ﻟﺤﻤﺎﻳﺔ‬

‫ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻣﻦ ﺍﻟﺒﺸﺮ ﻣﻦ ﺍﻷﺫﻯ‪ ،‬ﻭﺍﻟﺘﻲ ﺗﻌﻮﺩ ﺃﺻﻮﻟﻬﺎ ﺇﻟﻰ ﺍﻷﺑﺤﺎﺙ‬
‫ﺍﻟﺴﺮﻳﺮﻳﺔ‪ ،‬ﻋﻠﻰ ﺟﻤﻴﻊ ﻣﺠﺎﻻﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻲ ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ ﺍﻟﺒﺸﺮ ﻣﻦ‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 5‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺧﻼﻝ ﺍﻟﻤﺴﺎﻫﻤﺔ ﺑﺎﻟﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻭﺍﻟﺮﺅﻯ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬

‫ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺎﺣﺜﻴﻦ‪.‬‬

‫ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﺒﺤﺚ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪ -/1‬ﻭﺍﺟﺐ ﺗﺠﺎﻩ ﺍﻟﻤﺠﺘﻤﻊ‬

‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﻳﺠﺐ ﺃﻥ ﻳﺴﺎﻫﻢ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻭﺍﻷﺑﺤﺎﺙ ﻓﻲ ﺭﻓﺎﻫﻴﺔ‬

‫ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﺍﻟﻮﺍﺟﺐ ﺗﺠﺎﻩ ﺍﻟﻤﺠﺘﻤﻊ ﻫﻮ ﻋﻨﺼﺮ ﻣﻮﺛﻖ ﺟﻴﺪًﺍ ﻣﻦ‬
‫ﺍﻷﺧﻼﻕ ﻓﻲ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ ﻓﻬﻲ ﺗﺨﺘﻠﻒ ﻗﻠﻴﻼً ﺑﻴﻦ‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﺒﻠﺪﺍﻥ‪ .‬ﺇﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻮﺍﺟﺐ ﺗﺠﺎﻩ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﻫﻲ ﺃﻧﻪ ﻻ ﻳﺠﺐ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﻮﺙ ﺇﺫﺍ ﻟﻢ ﺗﺤﻘﻖ ﺃﻱ ﻓﺎﺋﺪﺓ‬
‫ﻟﻠﻤﺠﺘﻤﻊ‪ .‬ﻳﺘﻢ ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻔﺎﺋﺪﺓ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﻴﻦ‬
‫ﻭﻣﺆﺳﺴﺘﻬﻢ ﻭﺭﻋﺎﺗﻬﻢ‪ ،‬ﻭﻟﻴﺲ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺠﺘﻤﻊ ﻛﻜﻞ ﺃﻭ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﻟﻤﺆﺭﺧﻴﻦ ﻓﻲ ﺍﻟﻌﻘﻮﺩ ﺍﻟﻤﻘﺒﻠﺔ‪ ،‬ﻣﻤﺎ ﻳﺆﺩﻱ ﺇﻟﻰ ﺛﻐﺮﺍﺕ ﺑﻴﻦ ﻣﺎ ﻳﻌﺘﻘﺪ‬
‫ﺍﻟﺒﺎﺣﺜﻮﻥ ﻭﻣﺠﺘﻤﻊ ﺍﻟﺒﺤﺚ ﺃﻧﻪ ﻣﻔﻴﺪ ﻟﻠﻤﺠﺘﻤﻊ ﻭﻣﺎ ﻗﺪ ﻳﻌﺘﻘﺪ‬
‫ﺍﻷﻋﻀﺎﺀ ﺍﻵﺧﺮﻳﻦ ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬

‫ﺗﻀﻤﻨﺖ ﺑﻌﺾ ﺍﻷﻧﺸﻄﺔ ﻏﻴﺮ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺘﻲ ﺃﺟﺮﻳﺖ ﺑﺎﺳﻢ‬

‫ﺍﻟﺒﺤﺚ ﺍﻟﻄﺒﻲ ﺍﻟﻤﻌﺎﻣﻠﺔ ﺍﻟﻼﺇﻧﺴﺎﻧﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﺩﻭﻥ‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 6‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻓﺎﺋﺪﺓ ﺃﻭﺳﻊ ﻟﻠﻤﺠﺘﻤﻊ ﺃﻭ ﺑﻔﻮﺍﺋﺪ ﻟﻢ ﻳﻜﻦ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺗﻮﻗﻌﻬﺎ ﻓﻲ ﺫﻟﻚ‬

‫ﺍﻟﻮﻗﺖ‪ .‬ﻓﻲ ﺑﻌﺾ ﺍﻟﺤﺎﻻﺕ‪ ،‬ﻳﺘﻌﺎﺭﺽ ﺍﻟﻮﺍﺟﺐ ﺗﺠﺎﻩ ﺍﻟﻤﺠﺘﻤﻊ ﻣﻊ‬
‫ﺍﻟﻤﻨﻔﻌﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺍﻟﺤﺎﻝ ﻋﻨﺪﻣﺎ ﻳﺴﺘﻔﻴﺪ ﺍﻟﻤﺠﺘﻤﻊ ﻣﻦ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺘﻲ‬
‫ﻗﺪ ﺗﻀﺮ ﻋﻦ ﻋﻠﻢ ﻭﻋﻦ ﻗﺼﺪ ﺑﺎﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ .‬ﺗﻘﺪﻡ ﺍﻷﻣﺜﻠﺔ‬
‫ﺍﻟﺘﺎﺭﻳﺨﻴﺔ ﺣﺎﻻﺕ ﺍﺳﺘﻔﺎﺩ ﻓﻴﻬﺎ ﺍﻟﻤﺠﺘﻤﻊ ﻣﻦ ﺑﺤﺚ ﻛﺎﻥ ﻏﻴﺮ ﺇﻧﺴﺎﻧﻲ‬
‫ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻴﻪ‪ ،‬ﻭﻻ ﻳﺰﺍﻝ ﺍﻟﻌﻠﻤﺎﺀ ﻳﺠﺎﻫﺪﻭﻥ ﺍﻟﻴﻮﻡ ﻟﻤﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ‬
‫ﻛﺎﻥ ﻣﻦ ﺍﻷﺧﻼﻗﻲ ﺍﺳﺘﺨﺪﺍﻡ ﻧﺘﺎﺋﺞ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﺑﺤﺎﺙ‪ .‬ﺣﺴﺐ ﺃﺣﺪ‬
‫ﺍﻟﺒﺎﺣﺜﻴﻦ ﺃﻧﻪ ﺑﺤﻠﻮﻝ ﻋﺎﻡ ‪" ،2010‬ﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ ﻭ ‪ /‬ﺃﻭ ﺍﻻﺳﺘﺸﻬﺎﺩ‬
‫ﺑﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻨﺎﺯﻳﺔ ﻓﻲ ﺃﻛﺜﺮ ﻣﻦ ﺧﻤﺴﻴﻦ ﻣﻨﺎﺳﺒﺔ"‪ ،‬ﻭﺧﺎﺻﺔ‬
‫"ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺗﺠﺎﺭﺏ ﺍﻧﺨﻔﺎﺽ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺠﺴﻢ"‪ .‬ﻓﻲ ﺍﻷﺧﻼﻕ‬
‫ﺍﻟﺤﺪﻳﺜﺔ‪ ،‬ﻛﻞ ﻣﻦ ﺍﻹﺣﺴﺎﻥ ﻭﺍﻟﻮﺍﺟﺐ ﺗﺠﺎﻩ ﺍﻟﻤﺠﺘﻤﻊ ﻣﻄﻠﻮﺑﺎﻥ ﻓﻲ‬
‫ﻭﻗﺖ ﻭﺍﺣﺪ‪ :‬ﻳﺠﺐ ﺃﻥ ﻳﺴﺘﻔﻴﺪ ﺍﻟﺒﺤﺚ ﺃﻭ ﻳﻬﺪﻑ ﺇﻟﻰ ﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ‬
‫ﺑﻜﻞ ﻣﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﻻ ﻳﻮﺟﺪ ﺗﻮﺍﺯﻥ ﻋﺎﻟﻤﻲ‪،‬‬
‫ﺣﻴﺚ ﺃﻥ ﺑﻌﺾ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺗﺮﻛﺰ ﺑﺸﻜﻞ ﺃﻛﺒﺮ ﻋﻠﻰ ﺭﻓﺎﻫﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﻋﻠﻰ ﺭﻓﺎﻫﻴﺔ ﺍﻟﻔﺮﺩ‪ .‬ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪ ﺇﺷﺮﺍﻙ ﺃﻋﻀﺎﺀ ﺃﻱ ﻣﺠﺘﻤﻊ ﻓﻲ‬
‫ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﺤﻘﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﻤﻨﺎﺳﺐ‪.‬‬

‫ﻓﻲ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﺗﻨﺺ ﺍﻷﺩﺑﻴﺎﺕ ﻋﻠﻰ ﺃﻥ ﺍﻻﻟﺘﺰﺍﻡ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 7‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻷﺳﺎﺳﻲ ﻟﻠﺒﺎﺣﺜﻴﻦ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺗﺠﺎﻩ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ‪ ،‬ﻭﻟﻴﺲ ﺃﻫﺪﺍﻑ‬

‫ﺩﺭﺍﺳﺎﺗﻬﻢ‪ .‬ﺗﻢ ﺗﻮﺛﻴﻖ ﻫﺬﺍ ﺍﻟﻤﺒﺪﺃ ﻓﻲ ﺍﻟﻨﺴﺨﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺇﻋﻼﻥ‬
‫ﻫﻠﺴﻨﻜﻲ ﻓﻲ ﻋﺎﻡ ‪ ، 1964‬ﻭﺍﻟﺬﻱ ﺟﺎﺀ ﻓﻴﻪ‪ " ،‬ﻻ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻄﺒﻲ ﺑﺸﻜﻞ ﺷﺮﻋﻲ ﻣﺎ ﻟﻢ ﺗﺘﻨﺎﺳﺐ ﺃﻫﻤﻴﺔ ﺍﻟﻬﺪﻑ ﻣﻊ ﺍﻟﻤﺨﺎﻃﺮ‬
‫ﺍﻟﻜﺎﻣﻨﺔ ﻓﻲ ﺍﻟﻤﻮﺿﻮﻉ "‪.‬‬

‫ﻳﻤﻜﻦ ﺃﻥ ﺗﺤﺪﺙ ﺍﻧﺘﻬﺎﻛﺎﺕ ﻟﻬﺬﺍ ﺍﻟﻤﺒﺪﺃ ﺍﻷﺧﻼﻗﻲ ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﺇﺟﺮﺍﺀ‬

‫ﺍﻟﺒﺤﻮﺙ ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﺘﻲ ﻻ ﻳﺘﻢ ﻓﻴﻬﺎ ﻣﺮﺍﻗﺒﺔ ﺍﻟﻠﻮﺍﺋﺢ ﺑﺸﻜﻞ ﺻﺎﺭﻡ‬
‫)ﻣﺜﻞ "ﺍﻹﻏﺮﺍﻕ ﺍﻷﺧﻼﻗﻲ"(‪ .‬ﻳﻮﺍﺯﻥ ﺍﻟﺒﻌﺾ ﺑﻴﻦ ﺍﻟﺒﺤﺚ ﺍﻷﺧﻼﻗﻲ‬
‫ﻣﺘﻌﺪﺩ ﺍﻟﺠﻨﺴﻴﺎﺕ ﻭﺗﺠﻨﺐ ﺍﻻﺳﺘﻐﻼﻝ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻥ ﻣﺨﺎﻃﺮﻩ ﺃﻛﺒﺮ‬
‫ﻓﻲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻨﺎﻣﻴﺔ‪ .‬ﻣﻔﺘﺎﺡ ﺗﺠﻨﺐ ﺍﻻﺳﺘﻐﻼﻝ ﻫﻮ ﺍﻟﺸﺮﺍﻛﺔ ﺍﻟﺘﻌﺎﻭﻧﻴﺔ‬
‫ﻓﻲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺴﻴﺎﻗﺎﺕ ﻟﺘﻌﺰﻳﺰ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﺤﺪﻳﺚ‪ ،‬ﻳﺴﺘﻤﺮ ﺍﻟﻮﺍﺟﺐ ﺗﺠﺎﻩ ﺍﻟﻤﺠﺘﻤﻊ ﻓﻲ ﻣﻮﺍﺟﻬﺔ‬

‫ﺍﻟﻤﻌﻀﻼﺕ ﺍﻷﺧﻼﻗﻴﺔ ﻓﻲ ﺗﺨﺼﺼﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻨﺎﺷﺌﺔ‪ ،‬ﻣﺜﻞ ﺃﺑﺤﺎﺙ‬
‫ﻋﻠﻮﻡ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻳﺘﻢ ﺇﺟﺮﺍﺅﻫﺎ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ‬
‫ﻣﺴﺘﻮﻯ ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﻓﻲ ﺑﻌﺾ ﺍﻟﺤﺎﻻﺕ‪ ،‬ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺍﻟﺘﺴﺎﺅﻝ ﻋﻤﺎ ﺇﺫﺍ‬
‫ﻛﺎﻧﺖ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﻲ ﺗﻌﻮﺩ ﻋﻠﻰ ﺍﻟﻤﺠﺘﻤﻊ ﻣﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﺑﺤﺎﺙ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 8‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺳﺘﺘﺤﻘﻖ ﻓﻲ ﺃﻱ ﻭﻗﺖ‪ .‬ﻳﺪﻋﻮ ﻗﺎﻧﻮﻥ ﺃﻭﺑﺴﺎﻻ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺇﻟﻰ ﺍﻟﺘﻔﻜﻴﺮ‬

‫ﻓﻲ ﺍﻵﺛﺎﺭ ﺍﻟﻤﺠﺘﻤﻌﻴﺔ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻛﺄﻓﺮﺍﺩ ﻭﺗﺠﻨﺐ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺘﻲ ﻗﺪ‬
‫ﺗﺪﻋﻢ ﺍﻟﺤﺮﺏ ﺃﻭ ﺍﻻﺿﻄﻬﺎﺩ‪.‬‬

‫‪The Uppsala Code and the Pugwash‬‬ ‫ﻗﺎﻧﻮﻥ ﺃﻭﺑﺴﺎﻻ ﻭﺗﻘﻠﻴﺪ ﺑﻮﻏﻮﺍﺵ‬
‫‪Tradition‬‬
‫ﺗﻢ ﺗﻄﻮﻳﺮ ﻣﺪﻭﻧﺔ ﺃﺧﻼﻗﻴﺎﺕ ﺃﻭﺑﺴﺎﻻ )ﺍﻟﺴﻮﻳﺪ( ﻟﻠﻌﻠﻤﺎﺀ ﻓﻲ ﺃﻭﺍﺋﻞ‬
‫ﺍﻟﺜﻤﺎﻧﻴﻨﻴﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻤﺎﺿﻲ ﻟﻤﻌﺎﻟﺠﺔ ﺇﻣﻜﺎﻧﻴﺔ ﺗﺄﺛﻴﺮ ﺍﻟﻌﻠﻤﺎﺀ‬
‫ﻋﻠﻰ ﺍﻟﺘﻮﺍﺯﻥ ﺑﻴﻦ ﺍﻟﺤﺮﺏ ﻭﺍﻟﺴﻼﻡ )ﻭﺣﻤﺎﻳﺔ ﺍﻟﺒﻴﺌﺔ(‪ ،‬ﻷﻥ ﺍﻟﺒﺤﺚ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﺴّﻥ ﺃﻭ ﻳﺆﺩﻱ ﺇﻟﻰ ﺗﻔﺎﻗﻢ ﺍﻟﻤﺸﺎﻛﻞ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﻋﻠﻰ‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ ﻫﺬﻩ ﺍﻟﻤﺨﺎﻭﻑ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻳﺮﻛﺰ ﻗﺎﻧﻮﻥ ﺃﻭﺑﺴﺎﻻ ﻋﻠﻰ‬
‫ﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻷﻓﺮﺍﺩ‪" :‬ﻧﺤﻦ ﻧﻌﺘﺒﺮ ﺍﻟﻤﻌﻀﻼﺕ ﺍﻷﺧﻼﻗﻴﺔ‬
‫ﺍﻟﺘﻲ ﺗﺘﻨﺎﻭﻟﻬﺎ ﺍﻟﻤﺪﻭﻧﺔ ﺷﺨﺼﻴﺔ؛ ﺇﻧﻬﺎ ﻣﺴﺎﺋﻞ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻀﻤﻴﺮ "‪.‬‬
‫ﺗﺴﺘﺪﻋﻲ ﻫﺬﻩ ﺍﻟﻤﺪﻭﻧﺔ "ﻭﺍﺟﺐ ﺍﻹﻋﻼﻡ"‪" :‬ﻋﻨﺪﻣﺎ ﻳﺠﺪ ﺍﻟﻌﺎﻟﻢ ﺃﻥ‬
‫ﻋﻤﻠﻪ ‪ /‬ﻋﻤﻠﻬﺎ ﻏﻴﺮ ﺃﺧﻼﻗﻲ‪ ،‬ﻓﻌﻠﻴﻪ ‪ /‬ﻋﻠﻴﻬﺎ ﻣﻘﺎﻃﻌﺘﻪ"‪.‬‬
‫ﺗﻢ ﺍﺳﺘﺨﻼﺹ ﻗﺎﻧﻮﻥ ﺃﻭﺑﺴﺎﻻ ﻣﻦ ﻣﻨﺎﻗﺸﺎﺕ ﺑﻮﻏﻮﺍﺵ‪ ،‬ﻭﺍﻟﺘﻲ‬
‫ﺗﺸﻤﻞ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﺬﻳﻦ ﻳﺴﺘﻜﺸﻔﻮﻥ ﻛﻴﻒ ﻳﻤﻜﻨﻬﻢ ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ‬
‫ﺻﻨﻊ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻷﺩﻟﺔ ﻭﺍﻟﺘﻲ ﺗﻬﺪﻑ ﺇﻟﻰ ﻣﻜﺎﻓﺤﺔ‬
‫ﺗﻬﺪﻳﺪ ﺃﺳﻠﺤﺔ ﺍﻟﺪﻣﺎﺭ ﺍﻟﺸﺎﻣﻞ‪ .‬ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‬
‫ﺣﺘﻰ ﺍﻵﻥ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺤﻤﺎﻳﺔ ﻟﻸﻓﺮﺍﺩ ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﺤﺪﻳﺪ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 9‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫‪ ،‬ﻓﺈﻥ ﻣﺪﻭﻧﺔ ﺃﻭﺑﺴﺎﻻ ﻟﻬﺎ ﺗﺮﻛﻴﺰ ﻣﺠﺘﻤﻌﻲ ﺃﻭﺳﻊ‪ .‬ﻭﻓﻘًﺍ ﻟﻸﺷﺨﺎﺹ‬

‫ﺍﻟﺬﻳﻦ ﻳﻘﻮﺩﻭﻥ ﺗﻄﻮﻳﺮﻫﺎ ‪" ،‬ﻳﺠﺐ ﺃﻥ ﻳﻘﺪﻡ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ ﺑﻌﺾ‬
‫ﺍﻟﺘﻔﺎﺻﻴﻞ ﺣﻮﻝ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻌﺎﻟﻢ ﻭﺑﻌﺾ ﺍﻟﻨﺼﺎﺋﺢ ﺣﻮﻝ ﻛﻴﻔﻴﺔ‬
‫ﺍﻟﺘﺼﺮﻑ ﻋﻨﺪ ﻇﻬﻮﺭ ﻣﻌﻀﻠﺔ ﺃﺧﻼﻗﻴﺔ"‪ .‬ﻻﺣﻈﻮﺍ ﺃﻥ ﻣﺪﻭﻧﺎﺕ‬
‫ﻗﻮﺍﻋﺪ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﺒﺤﺚ ﻋﺎﺩﺓ ﻣﺎ ﺗﻜﺘﺐ ﺑﻄﺮﻳﻘﺔ ﻋﺎﻣﺔ‪.‬‬
‫ﻫﺬﺍ ﺍﻟﻈﺮﻑ ﻳﻔﺘﺢ ﺍﻟﺒﺎﺏ ﻟﻠﺘﻔﺴﻴﺮ ﻭﺍﻟﻐﻤﻮﺽ ‪ ،‬ﻭﻛﻼﻫﻤﺎ ﻳﻤﻜﻦ ﺃﻥ‬
‫ﻳﻘﻮﺽ ]ﺍﻟﺘﻨﻔﻴﺬ[‪ .‬ﺳﻠﻂ ﻣﻄﻮّﺭﻭ ﻗﺎﻧﻮﻥ ﺃﻭﺑﺴﺎﻻ ﺍﻟﻀﻮﺀ ﺃﻳﻀًﺍ‬
‫ﻋﻠﻰ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻌﻠﻤﺎﺀ ﻟﻠﻨﻈﺮ ﻓﻲ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻋﻤﻠﻬﻢ‪.‬‬
‫‪SOURCES: Bengt GUSTAFSSON, Lars RYDÉN, Gunnar TYBELL, and Peter WALLENSTEEN, “Focus on:‬‬
‫‪The Uppsala Code of Ethics for Scientists,” Journal of Peace Research, Vol. 21, No. 4, 1984, pp.‬‬

‫‪ -/2‬ﺍﻹﺣﺴﺎﻥ ‪Beneficence‬‬
‫‪311–316.‬‬

‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﻳﺠﺐ ﺃﻥ ﻳﻀﻊ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻓﻲ ﺍﻋﺘﺒﺎﺭﻫﻢ ﺭﻓﺎﻫﻴﺔ ﺍﻟﻤﺸﺎﺭﻙ‬

‫ﻓﻲ ﺍﻟﺒﺤﺚ ﻛﻬﺪﻑ ﻭﺃﻥ ﻳﺴﻌﻮﺍ ﺟﺎﻫﺪﻳﻦ ﻟﺘﺤﻘﻴﻖ ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫ﻟﺘﺠﺎﻭﺯ ﺍﻟﻤﺨﺎﻃﺮ‪.‬‬

‫ﺍﻹﺣﺴﺎﻥ ﻫﻮ ﻣﺒﺪﺃ ﺃﺳﺎﺳﻲ ﻓﻲ ﺃﻱ ﺑﺤﺚ ﻳﺘﻀﻤﻦ ﻣﺸﺎﺭﻛﻴﻦ ﺑﺸﺮ‪،‬‬

‫ﻭﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ‪ ،‬ﻳﻤﻜﻦ ﺗﺴﻤﻴﺘﻪ ﺭﻛﻴﺰﺓ ﻣﻦ ﺭﻛﺎﺋﺰ ﺍﻟﺒﺤﺚ ﺍﻟﻄﺒﻲ‪.‬‬
‫ﺑﺒﺴﺎﻃﺔ‪ ،‬ﻳﺘﻄﻠﺐ ﺍﻟﻤﻨﻔﻌﺔ ﺃﻥ ﻳﺘﻢ ﺗﺼﻤﻴﻢ ﺍﻟﺒﺤﺚ ﻟﺘﺤﻘﻴﻖ ﺃﻗﺼﻰ‬
‫ﻗﺪﺭ ﻣﻦ ﺍﻟﻔﻮﺍﺋﺪ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻣﻊ ﺗﻘﻠﻴﻞ ﺍﻟﻀﺮﺭ ﺍﻟﺬﻱ ﻳﻠﺤﻖ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 10‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺑﻬﻢ‪ .‬ﺣﺴﺐ ﺍﻷﺩﺑﻴﺎﺕ‪ ،‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ﻗﺪ ﻻ ﻳﺘﻢ ﺗﻀﺨﻴﻤﻬﺎ ﺑﺸﻜﻞ‬

‫ﻣﺼﻄﻨﻊ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻹﺧﻔﺎﺀ ﺍﻷﺿﺮﺍﺭ ﺃﻭ ﻟﺘﻌﻮﻳﺾ ﺷﺪﺓ‬
‫ﺍﻷﺿﺮﺍﺭ‪ .‬ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‪ ،‬ﻓﺈﻥ ﺃﻱ ﻣﺰﺍﻳﺎ ﻣﺎﻟﻴﺔ ﺃﻭ ﻏﻴﺮ ﻣﺎﻟﻴﺔ ﻣﻘﺪﻣﺔ‬
‫ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ‪ -‬ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺍﻟﺪﻓﻊ ﻣﻘﺎﺑﻞ ﺍﻟﻤﺸﺎﺭﻛﺔ‪،‬‬
‫ﻭﺍﻟﻔﺤﻮﺻﺎﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻤﺠﺎﻧﻴﺔ‪ ،‬ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻄﺒﻴﺔ ﺍﻟﻤﺠﺎﻧﻴﺔ‪،‬‬
‫ﻭﺍﻟﺘﻄﻌﻴﻢ ﺍﻟﻤﺠﺎﻧﻲ‪ ،‬ﻭﻣﺎ ﺇﻟﻰ ﺫﻟﻚ ‪ -‬ﻻ ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭﻩ ﻓﻲ ﺗﻘﻴﻴﻢ‬
‫ﺍﻹﺣﺴﺎﻥ‪ .‬ﻭﺑﻨﺎﺀً ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﺃﺻﺒﺤﺖ ﻣﺠﺎﻟﺲ ﺍﻟﻤﺮﺍﻗﺒﺔ‪ ،‬ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ‬
‫ﻣﺠﺎﻟﺲ ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﺆﺳﺴﻴﺔ )‪ (IRBs‬ﺍﻟﺘﻲ ﺗﻘﻴّﻡ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺒﺤﺚ‬
‫ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﺍﻟﺒﺸﺮﻳﻴﻦ‪ ،‬ﻋﻨﺼﺮًﺍ ﻣﻬﻤًﺍ ﻟﻀﻤﺎﻥ ﺍﻹﺣﺴﺎﻥ‪.‬‬

‫ﻳﻨﺺ ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‪ ،‬ﻋﻠﻰ ﺃﻧﻪ "ﻣﻦ ﻭﺍﺟﺐ ﺍﻷﻃﺒﺎﺀ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ‬
‫ﺍﻟﺒﺤﺚ ﺍﻟﻄﺒﻲ ﺣﻤﺎﻳﺔ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﺼﺤﺔ ﻭﺍﻟﻜﺮﺍﻣﺔ ﻭﺍﻟﺴﻼﻣﺔ ﻭﺍﻟﺤﻖ‬
‫ﻓﻲ ﺗﻘﺮﻳﺮ ﺍﻟﻤﺼﻴﺮ‪ ،‬ﺍﻟﺨﺼﻮﺻﻴﺔ ﻭﺳﺮﻳﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﺚ "‪ .‬ﻫﺬﺍ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﻠﻨﺰﺍﻫﺔ ﻛﻌﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ‬
‫ﺍﻟﻤﻨﻔﻌﺔ “ﻳﺸﻤﻞ ﺍﺣﺘﺮﺍﻡ ﺍﺳﺘﻘﻼﻟﻴﺔ ﺍﻷﻓﺮﺍﺩ‪ ،‬ﺍﻟﺘﻲ ﺗﺘﺤﻘﻖ ﺑﺸﻜﻞ‬
‫ﺃﺳﺎﺳﻲ ﻣﻦ ﺧﻼﻝ ﺁﻟﻴﺔ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ؛ ﺍﺣﺘﺮﺍﻡ ﺍﻟﺨﺼﻮﺻﻴﺔ‪،‬‬
‫ﻳﺘﺤﻘﻖ ﺟﺰﺋﻴًﺍ ﻋﻠﻰ ﺍﻷﻗﻞ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﺮﻳﺔ‬
‫ﻭﺍﻟﺘﺨﺰﻳﻦ ﺍﻵﻣﻦ ﻟﻠﺒﻴﺎﻧﺎﺕ؛ ﻭﺍﺣﺘﺮﺍﻡ ﻛﺮﺍﻣﺔ ﺍﻷﺷﺨﺎﺹ"‪.‬‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 11‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻛﻤﺎ ﻳﺮﺗﺒﻂ ﺍﻹﺣﺴﺎﻥ ﺍﺭﺗﺒﺎﻃًﺍ ﻭﺛﻴﻘًﺍ ﺑﺎﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪ .‬ﻳﻘﻮﻝ‬

‫ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‪" :‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻷﺷﺨﺎﺹ ﻣﺘﻄﻮﻋﻴﻦ"‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻝ‬
‫ﺇﻋﻼﻥ ﻫﻠﺴﻨﻜﻲ‪" ،‬ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺍﻟﻐﺮﺽ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺍﻟﺒﺤﺚ ﺍﻟﻄﺒﻲ‬
‫ﻫﻮ ﺗﻮﻟﻴﺪ ﻣﻌﺮﻓﺔ ﺟﺪﻳﺪﺓ ‪ ،‬ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﻬﺪﻑ ﻻ ﻳﻤﻜﻦ ﺃﺑﺪًﺍ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ‬
‫ﺍﻷﺳﺒﻘﻴﺔ ﻋﻠﻰ ﺣﻘﻮﻕ ﻭﻣﺼﺎﻟﺢ ﺍﻷﻓﺮﺍﺩ ﻣﻮﺍﺿﻴﻊ ﺍﻟﺒﺤﺚ "‪ .‬ﻻ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﻳُﻃﻠﺐ ﻣﻦ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﻤﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺗﻔﺘﻘﺮ ﺇﻟﻰ‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﻜﺎﻓﻴﺔ‪ ،‬ﻭﻻ ﺗﺤﻞ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻣﺤﻞ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ‬
‫ﺍﻹﺣﺴﺎﻥ‪ .‬ﻻ ﻳﻨﺒﻐﻲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﻮﺍﻓﺰ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﺜﻞ‬
‫ﺍﻟﻤﺪﻓﻮﻋﺎﺕ ﺍﻟﻤﺎﻟﻴﺔ ﺃﻭ ﺍﻟﻠﻘﺎﺣﺎﺕ ﺍﻟﻤﺠﺎﻧﻴﺔ ﺃﻭ ﺍﻷﺩﻭﻳﺔ‪ ،‬ﻟﺘﻘﻠﻴﺐ‬
‫ﻣﻘﻴﺎﺱ ﺍﻹﺣﺴﺎﻥ‪ ،‬ﻣﻤﺎ ﻳﺠﻌﻞ ﻓﻮﺍﺋﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﺪﻭ ﻭﻛﺄﻧﻬﺎ ﺗﻔﻮﻕ‬
‫ﺍﻷﺿﺮﺍﺭ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻻ ﻳﻨﺒﻐﻲ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﻹﺟﺒﺎﺭ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪.‬‬

‫ﺗﻢ ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﺑﺤﺜﻴﺔ ﻋﺎﻧﻰ ﻓﻴﻬﺎ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﻓﻲ ﺍﻟﺒﺤﺚ ﻣﻦ‬

‫ﺿﻐﻮﻁ ﻧﻔﺴﻴﺔ ﻭﺁﺛﺎﺭ ﺳﻠﺒﻴﺔ ﺃﺧﺮﻯ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﻴﺮ ﻣﺘﻮﻗﻌﺔ ﻣﻦ‬
‫ﻗﺒﻞ ﺍﻟﺒﺎﺣﺜﻴﻦ‪ .‬ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻨﻈﺮ ﻓﻲ ﺍﻟﻀﺮﺭ‬
‫ﺍﻟﻤﺤﺘﻤﻞ ﺍﻟﺬﻱ ﻗﺪ ﻳﻠﺤﻖ ﺑﺎﻟﻤﺸﺎﺭﻙ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﻋﻨﺪ ﺣﺪﻭﺙ ﺃﺿﺮﺍﺭ‬
‫ﺟﺪﻳﺪﺓ ﻏﻴﺮ ﻣﺘﻮﻗﻌﺔ‪.‬‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 12‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﺑﻴﺎﻧﺎﺕ ﺍﻷﺷﺨﺎﺹ ‪ -‬ﺩﻭﻥ ﺇﺟﺮﺍﺀ ﺗﺠﺎﺭﺏ ﻋﻠﻰ‬

‫ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﺃﻧﻔﺴﻬﻢ ‪ -‬ﻣﻄﻠﻮﺏ ﺑﺎﻟﻤﺜﻞ ﻟﻼﻟﺘﺰﺍﻡ ﺑﺎﻹﺣﺴﺎﻥ‪.‬‬
‫ﺣﺘﻰ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ "ﻏﻴﺮ ﻣﺤﺪﺩﺓ"‪ ،‬ﺗﻘﻮﻝ ﺍﻷﺩﺑﻴﺎﺕ ﺃﻧﻪ "ﻳﺠﺐ‬
‫ﺗﺒﺮﻳﺮﻫﺎ ﺇﻟﻰ ﻣﺠﻠﺲ ﺍﻟﻬﺠﺮﺓ ﻭﺍﻟﻼﺟﺌﻴﻦ ﻋﻠﻰ ﺃﻧﻬﺎ ﺗﺘﻤﺘﻊ ﺑﺒﻌﺾ‬
‫ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﻤﺘﻮﻗﻌﺔ‪ . . . .‬ﻻ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻷﻏﺮﺍﺽ‬
‫ﺗﺎﻓﻬﺔ ﺃﻭ ﺷﺎﺋﻨﺔ "‪ .‬ﻳﻨﻄﺒﻖ ﻫﺬﺍ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻀﺨﻤﺔ‬
‫‪ Big Data‬ﺍﻟﻤﺴﺘﻨﺪﺓ ﺇﻟﻰ ﺍﻟﻮﻳﺐ ﻭﺍﻟﺘﻲ ﻗﺪ ﺗﻜﻮﻥ ﻣﺘﺎﺣﺔ ﻟﻠﺠﻤﻬﻮﺭ‬
‫)ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻮﺳﺎﺋﻂ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ(‪.‬‬

‫ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ‪ ،‬ﻭﻫﻮ ﻣﺠﺎﻝ ﺍﻫﺘﻤﺎﻡ ﺭﺋﻴﺴﻲ ﻓﻲ ﺣﺪ ﺫﺍﺗﻪ‪ ،‬ﻳﻤﻜﻦ ﺃﻥ‬

‫ﻳﺆﺛﺮ ﻋﻠﻰ ﺍﻹﺣﺴﺎﻥ‪ .‬ﻛﻤﺎ ﻭﺻﻔﺘﻬﺎ ﺟﻤﻌﻴﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻷﻣﺮﻳﻜﻴﺔ )‬
‫‪:(APA‬‬
‫"ﻳﺴﻌﻰ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺇﻟﻰ ﺇﻓﺎﺩﺓ ﻣﻦ ﻳﻌﻤﻠﻮﻥ ﻣﻌﻬﻢ ﻭﻋﺪﻡ ﺍﻹﺿﺮﺍﺭ ﺑﻬﻢ‪ .‬ﻳﺴﻌﻰ ﻋﻠﻤﺎﺀ‬
‫ﺍﻟﻨﻔﺲ ﻓﻲ ﺃﻋﻤﺎﻟﻬﻢ ﺍﻟﻤﻬﻨﻴﺔ ﺇﻟﻰ ﺣﻤﺎﻳﺔ ﺭﻓﺎﻫﻴﺔ ﻭﺣﻘﻮﻕ ﺃﻭﻟﺌﻚ ﺍﻟﺬﻳﻦ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻌﻬﻢ‬
‫ﻣﻬﻨﻴًﺍ ﻭﻏﻴﺮﻫﻢ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻤﺘﺄﺛﺮﻳﻦ‪ ،‬ﻭﺭﻓﺎﻫﻴﺔ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ .‬ﻋﻨﺪﻣﺎ‬
‫ﺗﺤﺪﺙ ﺗﻀﺎﺭﺏ ﺑﻴﻦ ﺍﻟﺘﺰﺍﻣﺎﺕ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺃﻭ ﻣﺨﺎﻭﻓﻬﻢ‪ ،‬ﻓﺈﻧﻬﻢ ﻳﺤﺎﻭﻟﻮﻥ ﺣﻞ ﻫﺬﻩ‬
‫ﺍﻟﻨﺰﺍﻋﺎﺕ ﺑﻄﺮﻳﻘﺔ ﻣﺴﺆﻭﻟﺔ ﺗﺘﺠﻨﺐ ﺍﻟﻀﺮﺭ ﺃﻭ ﺗﻘﻠﻞ ﻣﻨﻪ‪ .‬ﻧﻈﺮًﺍ ﻷﻥ ﺍﻷﺣﻜﺎﻡ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ ﻟﻌﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﻗﺪ ﺗﺆﺛﺮ ﻋﻠﻰ ﺣﻴﺎﺓ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻓﺈﻧﻬﻢ ﻳﻘﻈﻮﻥ ﻭﻳﺤﺘﻔﻈﻮﻥ‬
‫ﺑﻌﻮﺍﻣﻞ ﺷﺨﺼﻴﺔ ﺃﻭ ﻣﺎﻟﻴﺔ ﺃﻭ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺗﻨﻈﻴﻤﻴﺔ ﺃﻭ ﺳﻴﺎﺳﻴﺔ ﻗﺪ ﺗﺆﺩﻱ ﺇﻟﻰ ﺇﺳﺎﺀﺓ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻧﻔﻮﺫﻫﻢ‪ .‬ﻳﺴﻌﻰ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺟﺎﻫﺪﻳﻦ ﻟﻴﻜﻮﻧﻮﺍ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺑﺎﻟﺘﺄﺛﻴﺮ ﺍﻟﻤﺤﺘﻤﻞ‬
‫ﻟﺼﺤﺘﻬﻢ ﺍﻟﺠﺴﺪﻳﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻋﻠﻰ ﻗﺪﺭﺗﻬﻢ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﻣﻦ ﻳﻌﻤﻠﻮﻥ ﻣﻌﻬﻢ‪".‬‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 13‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺗﻮﺍﺻﻞ ﺟﻤﻌﻴﺔ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ :‬ﻳﺘﺨﺬ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺧﻄﻮﺍﺕ‬

‫ﻣﻌﻘﻮﻟﺔ ﻟﺘﺠﻨﺐ ﺇﻳﺬﺍﺀ ﻋﻤﻼﺋﻬﻢ‪/‬ﻣﺮﺿﺎﻫﻢ‪ ،‬ﻭﺍﻟﻄﻼﺏ‪ ،‬ﻭﺍﻟﻤﺸﺮﻓﻴﻦ‪،‬‬
‫ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻋﻤﻼﺀ ﺍﻟﻤﺆﺳﺴﺎﺕ‪ ،‬ﻭﻏﻴﺮﻫﻢ ﻣﻤﻦ ﻳﻌﻤﻠﻮﻥ‬
‫ﻣﻌﻬﻢ‪ ،‬ﻭﺗﻘﻠﻴﻞ ﺍﻟﻀﺮﺭ ﺣﻴﺜﻤﺎ ﻛﺎﻥ ﻣﺘﻮﻗﻌًﺍ ﻭ ﻻ ﻣﻔﺮ ﻣﻨﻪ‪ ".‬ﻓﻲ ﻣﺪﻭﻧﺔ‬
‫ﺃﺧﻼﻗﻴﺎﺕ ‪ ACM‬ﻟﻌﻠﻤﺎﺀ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﻳﻨﺺ ﺍﻟﻤﺒﺪﺃ ﺍﻷﻭﻝ‪]" ،‬ﺝ[ ﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺭﻓﺎﻫﻴﺔ ﺍﻹﻧﺴﺎﻥ‪ ".‬ﻳﻨﺺ ﺍﻟﻤﺒﺪﺃ ﺍﻟﺜﺎﻧﻲ‬
‫ﺑﺒﺴﺎﻃﺔ ﻋﻠﻰ "]ﺃ[ ﺿﺮﺭ ﺑﺎﻃﻞ"‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺘﻢ ﺗﻌﺮﻳﻔﻪ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫ﻓﻲ ﻫﺬﻩ ﺍﻟﻮﺛﻴﻘﺔ‪ ،‬ﻳﻌﻨﻲ "ﺍﻟﻀﺮﺭ" ﺍﻟﻌﻮﺍﻗﺐ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﺧﺎﺻﺔ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺗﻠﻚ ﺍﻟﻌﻮﺍﻗﺐ‬
‫ﻛﺒﻴﺮﺓ ﻭﻏﻴﺮ ﻋﺎﺩﻟﺔ‪ .‬ﺗﺸﻤﻞ ﺃﻣﺜﻠﺔ ﺍﻟﻀﺮﺭ ﺍﻹﺻﺎﺑﺔ ﺍﻟﺠﺴﺪﻳﺔ ﺃﻭ ﺍﻟﻌﻘﻠﻴﺔ ﻏﻴﺮ ﺍﻟﻤﺒﺮﺭﺓ‪،‬‬
‫ﻭﺍﻟﺘﺪﻣﻴﺮ ﻏﻴﺮ ﺍﻟﻤﺒﺮﺭ ﺃﻭ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺍﻹﺿﺮﺍﺭ ﻏﻴﺮ ﺍﻟﻤﺒﺮﺭ ﺑﺎﻟﻤﻤﺘﻠﻜﺎﺕ‬
‫ﻭﺍﻟﺴﻤﻌﺔ ﻭﺍﻟﺒﻴﺌﺔ‪ .‬ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻟﻴﺴﺖ ﺷﺎﻣﻠﺔ‪.‬‬

‫ﻗﺪ ﺗﺆﺩﻱ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺣﺴﻨﺔ ﺍﻟﻨﻴﺔ‪ ،‬ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺗﻠﻚ ﺍﻟﺘﻲ ﺗﻨﺠﺰ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﺤﺪﺩﺓ‪ ،‬ﺇﻟﻰ‬
‫ﺍﻟﻀﺮﺭ‪ .‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻀﺮﺭ ﻏﻴﺮ ﻣﻘﺼﻮﺩ‪ ،‬ﻓﺈﻥ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﻣﻠﺰﻣﻮﻥ ﺑﺎﻟﺘﺮﺍﺟﻊ ﻋﻦ‬
‫ﺍﻟﻀﺮﺭ ﺃﻭ ﺗﺨﻔﻴﻔﻪ ﻗﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ .‬ﻳﺒﺪﺃ ﺗﺠﻨﺐ ﺍﻟﻀﺮﺭ ﻣﻊ ﺩﺭﺍﺳﺔ ﻣﺘﺄﻧﻴﺔ ﻟﻠﺘﺄﺛﻴﺮﺍﺕ‬
‫ﺍﻟﻤﺤﺘﻤﻠﺔ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻤﺘﺄﺛﺮﻳﻦ ﺑﺎﻟﻘﺮﺍﺭﺍﺕ‪ .‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﻀﺮﺭ ﻛﺠﺰﺀ ﻣﺘﻌﻤﺪ ﻣﻦ ﺍﻟﻨﻈﺎﻡ‪،‬‬
‫ﻳﻠﺘﺰﻡ ﺍﻟﻤﺴﺆﻭﻟﻮﻥ ﺑﻀﻤﺎﻥ ﺃﻥ ﺍﻟﻀﺮﺭ ﻣﺒﺮﺭ ﺃﺧﻼﻗﻴﺎً‪ .‬ﻓﻲ ﻛﻠﺘﺎ ﺍﻟﺤﺎﻟﺘﻴﻦ‪ ،‬ﺗﺄﻛﺪ ﻣﻦ ﺗﻘﻠﻴﻞ‬
‫ﻛﻞ ﺍﻟﻀﺮﺭ‪.‬‬

‫ﺗﻘﻮﻝ ﺟﻤﻌﻴﺔ ﺍﻹﺣﺼﺎﺀ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺇﻧﻪ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﻦ "]ﺍﻟﺴﻌﻲ[‬

‫ﻟﺘﺠﻨﺐ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﻔﺮﻃﺔ ﺃﻭ ﻏﻴﺮ ﺍﻟﻜﺎﻓﻴﺔ ﻣﻦ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 14‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻟﺒﺤﺜﻴﺔ ‪ -‬ﻭﺍﻟﻤﺨﺎﻃﺮ ﺍﻟﻤﻔﺮﻃﺔ ﻋﻠﻰ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﺚ )ﻣﻦ ﺣﻴﺚ‬

‫ﺍﻟﺼﺤﺔ ﻭﺍﻟﺮﻓﺎﻫﻴﺔ ﻭﺍﻟﺨﺼﻮﺻﻴﺔ ﻭﻣﻠﻜﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺨﺎﺻﺔ ﺑﻬﻢ( ‪-‬‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻮﺻﻴﺎﺕ ﻣﺴﺘﻨﻴﺮﺓ ﻟﺤﺠﻢ ﺍﻟﺪﺭﺍﺳﺔ "‪.‬‬

‫ﺑﺸﻜﻞ ﻋﺎﻡ‪ ،‬ﺍﻹﺣﺴﺎﻥ ﻗﺪ ﻳﻜﻮﻥ ﻓﻲ ﻋﻴﻦ ﺍﻟﻤﺘﺎﺑﻊ ﻟﻜﻞ ﻣﻦ‬

‫ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺒﺎﺣﺜﻴﻦ‪ .‬ﺑﺪﻭﻥ ﻣﺒﺎﺩﺉ ﺗﻮﺟﻴﻬﻴﺔ ﻭﺍﺿﺤﺔ‬
‫ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺗﺤﻘﻴﻖ ﺫﻟﻚ‪ ،‬ﻳﺘﻢ ﻭﺻﻒ ﺍﻹﺣﺴﺎﻥ ﺑﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻜﻠﻔﺔ‬
‫ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﻲ ﺗﻘﺎﺭﻥ ﻣﻜﺎﺳﺐ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻣﻦ ﺍﻟﺒﺸﺮ ﻣﻘﺎﺑﻞ ﻣﺨﺎﻃﺮ‬
‫ﺍﻟﻀﺮﺭ ﺍﻟﺬﻱ ﻗﺪ ﻳﺘﻜﺒﺪﻭﻧﻪ‪ .‬ﻭﻳﻘﻮﻡ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﺑﻌﻤﻞ ﻫﺬﺍ‬
‫ﺍﻟﺘﻘﻴﻴﻢ ﻋﻨﺪﻣﺎ ﻳُﻃﻠﺐ ﻣﻨﻪ ﺇﻋﻄﺎﺀ ﻣﻮﺍﻓﻘﺘﻪ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪ .‬ﺗﺴﺘﺨﺪﻡ‬
‫ﺍﻟﺮﻣﻮﺯ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻋﺒﺎﺭﺍﺕ ﻣﺜﻞ "ﺣﻤﺎﻳﺔ ﺳﻼﻣﺘﻪ ﺃﻭ ﺳﻼﻣﺘﻬﺎ"‬
‫)ﺍﻟﻄﺐ(‪" ،‬ﺍﻻﻋﺘﺮﺍﻑ ﺑﺎﺳﺘﻘﻼﻟﻴﺔ ﺍﻷﻓﺮﺍﺩ" )ﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺎﻣﺔ(‪" ،‬ﺗﻘﻠﻴﻞ‬
‫ﺍﻟﻀﺮﺭ ﺣﻴﺜﻤﺎ ﻛﺎﻥ ﻣﺘﻮﻗﻌًﺍ ﻭﻻ ﻣﻔﺮ ﻣﻨﻪ" )ﻋﻠﻢ ﺍﻟﻨﻔﺲ(‪ ،‬ﻭ "ﻣﺮﺍﻋﺎﺓ‬
‫ﺍﻟﺘﺄﺛﻴﺮ ﺍﻟﻤﺤﺘﻤﻞ" )ﻋﻠﻮﻡ ﺍﺟﺘﻤﺎﻋﻴﺔ(‪.‬‬

‫ﻫﻨﺎﻙ ﺍﺗﻔﺎﻗًﺍ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ ﻋﺒﺮ ﺍﻷﺩﺑﻴﺎﺕ ﺣﻮﻝ ﻣﻌﻨﻰ ﺍﻹﺣﺴﺎﻥ‪ ،‬ﻋﻠﻰ‬
‫ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺑﻌﺾ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺗﻀﻴﻒ ﺭﺅﻯ ﺇﺿﺎﻓﻴﺔ ﻭﻓﻮﺍﺭﻕ‬
‫ﺩﻗﻴﻘﺔ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻘﻬﺎ ﻓﻲ ﻣﺠﺎﻻﺗﻬﺎ ﺍﻟﺨﺎﺻﺔ‪ .‬ﺍﻟﺘﺨﺼﺼﺎﺕ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 15‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻟﺘﻲ ﻻ ﺗﺘﻌﺎﻣﻞ ﺑﺸﻜﻞ ﺭﻭﺗﻴﻨﻲ ﻣﻊ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ‪ -‬ﻣﺜﻞ‬

‫ﻋﻠﻮﻡ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ‪ /‬ﻋﻠﻮﻡ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ‪ /‬ﺍﻹﺣﺼﺎﺀ ‪-‬‬
‫ﻳﻔﺘﻘﺮﻭﻥ ﺇﻟﻰ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﺸﺎﻣﻠﺔ ﺣﻮﻝ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺗﺄﺛﻴﺮ ﺃﺑﺤﺎﺛﻬﻢ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺑﻴﺎﻧﺎﺗﻬﻢ ﻭﺗﺤﻠﻴﻠﻬﺎ ﻭﺍﻹﺑﻼﻍ ﻋﻨﻬﺎ‪ .‬ﻫﺬﺍ ﻫﻮ ﺃﺣﺪ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﻲ ﺗﺠﻌﻠﻨﺎ‬
‫ﻧﻤﻴﺰ ﺑﻴﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ )ﺍﻟﺬﻳﻦ ﻟﻬﻢ ﺩﻭﺭ ﺗﺸﺎﺭﻛﻲ ﻧﺸﻂ ﻓﻲ‬
‫ﺍﻟﺒﺤﺚ( ﻭﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﺚ )ﺍﻟﺬﻳﻦ ﻻ ﻳﻮﺍﻓﻘﻮﻥ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﺔ‬
‫ﻭﻟﻜﻦ ﻗﺪ ﺗﺘﺄﺛﺮ ﺑﺎﻟﺒﺤﺚ ﺃﻭ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻴﺎﻧﺎﺗﻬﺎ(‪ .‬ﺃﺻﺒﺤﺖ‬
‫ﻣﺠﺎﻻﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﻋﻠﻮﻡ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ ،‬ﺗﺘﺼﺎﻟﺢ ﻣﺆﺧﺮًﺍ‬
‫ﻣﻊ ﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ ﺍﻟﺒﺸﺮ ﻭﻣﺴﺆﻭﻟﻴﺘﻬﻢ ﺍﻷﺧﻼﻗﻴﺔ ﻋﻦ‬
‫ﺍﻹﺣﺴﺎﻥ‪ .‬ﻫﻨﺎﻙ ﺗﻮﻗّﻉ ﺑﺄﻥ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻷﺣﺪﺙ ﻗﺪ ﺃﻭ ﻳﻤﻜﻨﻬﺎ ﻣﻌﺎﻟﺠﺔ‬
‫ﻫﺬﻩ ﺍﻟﻔﺠﻮﺓ ﺍﻟﻤﺘﺼﻮﺭﺓ‪ .‬ﻳﻮﺿﺢ ﺍﻟﻈﻬﻮﺭ ﺍﻷﺧﻴﺮ ﻟﻤﺪﻭﻧﺎﺕ ﻗﻮﺍﻋﺪ‬
‫ﺍﻷﺧﻼﻕ ﻭﺍﻟﻤﻨﺢ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﻟﻠﺒﺎﺣﺜﻴﻦ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﺍﻟﺬﻛﺎﺀ‬
‫ﺍﻻﺻﻄﻨﺎﻋﻲ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻤﻘﺎﺑﻞ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺮ‪.‬‬

‫‪ -/3‬ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ‪Conflict of Interest‬‬

‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺗﻘﻠﻴﻞ ﺍﻟﺘﺄﺛﻴﺮﺍﺕ ﺍﻟﻤﺎﻟﻴﺔ ﻭﺍﻟﺘﺄﺛﻴﺮﺍﺕ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 16‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻷﺧﺮﻯ ﻋﻠﻰ ﺃﺑﺤﺎﺛﻬﻢ ﻭﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﺘﻲ ﻗﺪ ﺗﺆﺩﻱ‬

‫ﺇﻟﻰ ﺗﺤﻴﺰ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ .‬ﻳﺘﻢ ﺗﻮﺟﻴﻪ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ‬
‫ﺍﻷﺣﻴﺎﻥ ﺇﻟﻰ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﻟﻜﻨﻪ ﻗﺪ ﻳﺸﻤﻞ ﺃﻳﻀًﺍ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﺣﺎﻓﺰ ﻣﺎﻟﻲ ﺃﻭ ﻏﻴﺮ ﻣﺎﻟﻲ ﻟﻠﻤﺸﺎﺭﻛﺔ‪.‬‬

‫ﺗﺼﻒ ﺍﻷﻛﺎﺩﻳﻤﻴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻌﻠﻮﻡ ﻭﺍﻟﻬﻨﺪﺳﺔ ﻭﺍﻟﻄﺐ ﺍﻟﻤﺼﺎﻟﺢ‬

‫ﺍﻟﻤﺘﻀﺎﺭﺑﺔ ‪" :‬ﻓﻲ ﺑﻌﺾ ﺍﻟﺤﺎﻻﺕ‪ ،‬ﻳﻤﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﺍﺣﺘﻤﺎﻟﻴﺔ ﺍﻟﻤﻜﺎﺳﺐ‬
‫ﺍﻟﻤﺎﻟﻴﺔ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺍﻟﺘﺤﻘﻴﻖ ﺃﻭ ﺗﻔﺴﻴﺮ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺃﻭ ﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺣﺘﻰ ﻇﻬﻮﺭ ﺗﻀﺎﺭﺏ ﻓﻲ ﺍﻟﻤﺼﺎﻟﺢ ﺍﻟﻤﺎﻟﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﻳﻀﺮ‬
‫ﺑﺸﻜﻞ ﺧﻄﻴﺮ ﺑﺴﻤﻌﺔ ﺍﻟﺒﺎﺣﺚ ﻭﻛﺬﻟﻚ ﺍﻟﺘﺼﻮﺭﺍﺕ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻠﻢ "‪.‬‬

‫ﺗﻮﺛﻖ ﺍﻷﺩﺑﻴﺎﺕ ﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﻣﺎﻟﻲ ﺃﻭ ﻏﻴﺮ‬

‫ﻣﺎﻟﻲ )ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺗﻮﻓﻴﺮ ﺍﻟﻤﻌﺪﺍﺕ ﻭﺍﻟﺨﺪﻣﺎﺕ ﻭﻓﺮﺹ ﺍﻟﺘﺤﺪﺙ‬
‫ﻭﺍﻟﻨﺸﺮ ﻭﺍﻟﻔﺮﺹ ﺍﻟﻤﻬﻨﻴﺔ ﺃﻭ ﺃﻱ ﻣﻜﺎﺳﺐ ﺷﺨﺼﻴﺔ ﺃﺧﺮﻯ ﻟﻠﺒﺎﺣﺚ(‪.‬‬
‫ﺗﻀﻊ ﻗﻮﺍﻋﺪ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻲ ﺗﻨﺎﻗﺶ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﻋﻠﻰ‬
‫ﻋﺎﺗﻖ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻟﻤﻨﻊ ﻭ ‪ /‬ﺃﻭ ﺍﻟﻜﺸﻒ ﻋﻦ ﺃﻱ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ‪.‬‬
‫ﺗﻄﻠﺐ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻤﺠﻼﺕ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺪﻋﻢ ﻷﺑﺤﺎﺛﻬﻢ‬
‫ﻣﻦ ﺍﻟﻤﺆﻟﻔﻴﻦ ﻗﺒﻞ ﻗﺒﻮﻝ ﺍﻟﻤﻘﺎﻻﺕ ﻟﻠﻨﺸﺮ‪.‬‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 17‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻳﻦ ﻳﺘﻘﺎﺿﻮﻥ ﺭﻭﺍﺗﺒﻬﻢ ﻣﻘﺎﺑﻞ‬

‫ﻣﺸﺎﺭﻛﺘﻬﻢ‪ ،‬ﻳﻤﻜﻦ ﺃﻥ ﻳﺆﺩﻱ ﺍﻟﺪﻓﻊ ﻧﻔﺴﻪ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻱ ﻣﺰﺍﻳﺎ ﻏﻴﺮ‬
‫ﻧﻘﺪﻳﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ‪ ،‬ﺇﻟﻰ ﺣﺪﻭﺙ ﺗﻌﺎﺭﺽ ﻓﻲ ﻣﻨﻊ ﺍﻟﻤﺸﺎﺭﻙ ﻣﻦ ﺍﻟﻤﻮﺍﺯﻧﺔ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﺑﻴﻦ ﻣﺨﺎﻃﺮ ﻭﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺑﻬﺬﺍ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﻳﻤﻜﻦ ﺃﻥ ﺗﺆﺛﺮ‬
‫ﺍﻟﻤﺰﺍﻳﺎ ﺍﻟﻤﺎﻟﻴﺔ ﺃﻭ ﻏﻴﺮ ﺍﻟﻤﺎﻟﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ‬
‫ﺍﻟﺒﺤﺚ ﻳﻘﺪﻡ ﻣﻮﺍﻓﻘﺔ ﻏﻴﺮ ﻣُﻛﺮﻩ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﺔ‪ .‬ﻭﺑﻬﺬﺍ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﻳﺠﺐ‬
‫ﺗﻘﻴﻴﻢ ﺃﻱ ﻓﻮﺍﺋﺪ ﻣﺎﻟﻴﺔ ﺃﻭ ﻏﻴﺮ ﻣﺎﻟﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻣﻦ ﻗﺒﻞ‬
‫ﻣﺠﺎﻟﺲ ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﺆﺳﺴﻴﺔ ﺃﻭ ﻣﺠﺎﻟﺲ ﺇﺷﺮﺍﻑ ﺃﺧﺮﻯ‪ ،‬ﺣﻴﺚ ﻗﺪ ﻻ‬
‫ﻳﻜﻮﻥ ﻛﻞ ﻣﻦ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺒﺎﺣﺚ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﻘﻴﻴﻢ‬
‫ﺍﻟﺘﺄﺛﻴﺮ ﺍﻟﻘﺴﺮﻱ ﺍﻟﻤﺤﺘﻤﻞ ﻟﻠﻔﺎﺋﺪﺓ ﺩﻭﻥ ﺗﺤﻴﺰ‪.‬‬

‫ﻗﺪ ﻳﻠﻘﻲ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﻏﻴﺮ ﺍﻟﻤﻌﻠﻦ ﺑﻈﻼﻝ ﺍﻟﺸﻚ ﻋﻠﻰ ﺻﺤﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻭﺛﻘﺔ ﺍﻟﺠﻤﻬﻮﺭ‬
‫ﻓﻲ ﺍﻟﺒﺤﺚ ﻭﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ‪ .‬ﺗﺘﻨﺎﻭﻝ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﻨﺰﺍﻋﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺇﻣﺎ‬
‫ﺑﺎﻟﻤﻤﻮﻝ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ‪ .‬ﺗﺘﻢ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺰﺍﻋﺎﺕ ﺍﻟﻤﺮﺗﺒﻄﺔ‬
‫ﺑﻄﺒﻴﻌﺔ ﺍﻟﻤﻤﻮﻟﻴﻦ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ‪ ،‬ﻻ ﺳﻴﻤﺎ ﻋﺒﺮ ﻣﺆﻟﻔﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻄﺒﻲ‪ ،‬ﻧﻈﺮًﺍ ﻷﻥ ﺟﺰﺀًﺍ ﻛﺒﻴﺮًﺍ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﺘﻢ ﺗﻤﻮﻳﻠﻪ ﻣﻦ ﻗﺒﻞ‬
‫ﺷﺮﻛﺎﺕ ﺍﻷﺩﻭﻳﺔ ﻭﺷﺮﻛﺎﺕ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻄﺒﻴﺔ ﻭﺍﻟﻜﻴﺎﻧﺎﺕ ﺍﻟﺮﺑﺤﻴﺔ‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 18‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﻗﺪ ﺗﺴﺘﻔﻴﺪ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬

‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺆﺛﺮ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﺃﻳﻀًﺍ ﻋﻠﻰ ﻣﺎﺫﺍ ﻭﻣﺘﻰ ﻭﻛﻴﻒ ﻳﺘﻢ‬
‫ﻧﺸﺮ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻳﻔﻴﺪ ﻣﺠﺘﻤﻊ ﺍﻟﺒﺤﺚ ﺍﻷﻛﺒﺮ‪ [...] .‬ﻫﻨﺎﻙ‬
‫ﺣﺎﺟﺔ ﺇﻟﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﺠﻬﻮﺩ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﺆﻟﻔﻴﻦ‬
‫ﻭﺍﻟﺠﻬﺎﺕ ﺍﻟﺮﺍﻋﻴﺔ ﺍﻟﻤﺎﻟﻴﺔ‪[...] .‬‬

‫ﻻ ﻳﺘﻢ ﻣﻨﺎﻗﺸﺔ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﺑﻴﻦ ﺍﻟﺒﺎﺣﺚ ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ‬

‫ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﺿﻤﻦ ﺍﻟﻤﺒﺪﺃ ﺍﻷﺧﻼﻗﻲ ﻟﺘﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ‪،‬‬
‫ﺇﻻ ﺃﻧﻬﺎ ﺗﻤﺜﻞ ﺗﺤﺪﻳﺎﺕ ﺧﺎﺻﺔ ﺑﻬﻢ‪ .‬ﻓﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺗﻨﺎﻭﻟﺖ‬
‫ﻣﻘﺎﻟﺘﺎﻥ ]‪ [...‬ﺍﻟﻨﺰﺍﻋﺎﺕ ﺍﻟﺘﻲ ﺗﻨﺸﺄ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻟﻠﺒﺎﺣﺚ ﻋﻼﻗﺔ‬
‫ﺷﺨﺼﻴﺔ ﺑﺎﻟﻤﻮﺿﻮﻉ ﺃﻭ ﻳﻄﻮﺭﻫﺎ‪ .‬ﻳﻤﻜﻦ ﺃﻥ ﺗﺆﺛﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﺤﺘﻤﻠﺔ‬
‫ﻟﻠﻌﻼﻗﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻳﺘﺨﺬﻭﻥ ﺃﻓﻀﻞ‬
‫ﺍﻷﺣﻜﺎﻡ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺑﺪﻻً ﻣﻦ ﺻﺪﻳﻘﻬﻢ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻟﻠﺒﺎﺣﺚ ﻣﺼﻠﺤﺔ ﺭﺍﺳﺨﺔ ﻓﻲ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﻋﻠﻰ‬

‫ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻣﻦ ﺧﻼﻝ ﻋﻼﻗﺔ ﺍﻟﻄﺒﻴﺐ ﺑﺎﻟﻤﺮﻳﺾ‪ ،‬ﻓﻘﺪ ﻳﻨﻘﺴﻢ‬
‫ﺍﻟﺒﺎﺣﺚ ﻓﻲ ﺍﻟﻮﻻﺀﺍﺕ ﺑﻴﻦ ﺭﻏﺒﺔ ﺍﻟﻤﺮﻳﺾ ﻓﻲ ﺃﻥ ﻳﻌﻴﺶ ﺣﻴﺎﺓ ﺟﻴﺪﺓ‬
‫ﻭﺍﻟﺮﻏﺒﺔ ﻓﻲ ﺇﺟﺮﺍﺀ ﺑﺤﺚ ﻏﻴﺮ ﻣﺘﺤﻴﺰ‪.‬‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 19‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻣﻦ ﺧﻼﻝ ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ‪ ،‬ﻭُﺟﺪ ﺍﺗﻔﺎﻗًﺍ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ ﻋﻠﻰ‬

‫ﺃﻧﻪ ﻳﺠﺐ ﻣﻌﺎﻟﺠﺔ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﻤﻨﺎﺳﺐ‪ ،‬ﻭﺇﺩﺍﺭﺗﻬﺎ‬
‫ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺚ )ﺍﻟﺒﺎﺣﺜﻴﻦ( ﻭﺍﻟﻤﺆﺳﺴﺔ )ﺍﻟﻤﺆﺳﺴﺎﺕ(‪ ،‬ﻭﺍﻹﻓﺼﺎﺡ‬
‫ﻋﻨﻬﺎ ﻟﻠﺠﻤﻬﻮﺭ ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻗﺪ ﻳﻜﻮﻥ‬
‫ﺍﻹﻓﺼﺎﺡ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺠﻤﻬﻮﺭ ﻏﻴﺮ ﻛﺎﻑٍ‪ :‬ﻫﻞ ﻳﻤﻜﻦ‬
‫ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻌﺮﻑ ﺇﻟﻰ ﺃﻱ ﻣﺪﻯ ﺃﺛّﺭ ﺍﻟﻨﺰﺍﻉ ﻋﻠﻰ ﻧﺘﺎﺋﺠﻪ؟ ﻛﻴﻒ‬
‫ﺳﻴﻘﺪﺭ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﺃﻫﻤﻴﺔ ﺍﻟﺼﺮﺍﻉ؟ ﻭﻛﻴﻒ ﻳﻤﻜﻦ ﻟﺨﺒﺮﺍﺀ‬
‫ﺁﺧﺮﻳﻦ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﺠﺎﻝ ﺃﻥ ﻳﺤﻜﻤﻮﺍ ﻋﻠﻰ ﺻﺤﺔ ﺍﻟﺒﺤﺚ ﺩﻭﻥ‬
‫ﺍﺳﺘﻨﺴﺎﺥ ﺍﻟﻨﺘﺎﺋﺞ؟ ﻗﺪ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﺭﻏﺒﺔ ﻗﻮﻳﺔ‬
‫ﻓﻲ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻓﻲ ﺍﻟﻌﻼﺝ ﺍﻟﺒﺤﺜﻲ ﻭﻳﻜﻮﻧﻮﻥ ﻏﻴﺮ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬
‫ﺍﻟﺤﻜﻢ ﺑﻤﻮﺿﻮﻋﻴﺔ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺼﺮﺍﻉ‪ .‬ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﻗﺪ ﻻ‬
‫ﻳﺘﻤﻜﻦ ﺍﻟﻘﺮﺍﺀ ﺍﻟﺨﺎﺭﺟﻴﻮﻥ ﻟﻨﺘﺎﺋﺞ ﺍﻷﺑﺤﺎﺙ ﺍﻟﻤﻨﺸﻮﺭﺓ ﻣﻦ ﺍﻟﺤﻜﻢ‬
‫ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﻋﻠﻰ ﺗﺄﺛﻴﺮ ﺍﻟﺼﺮﺍﻉ ﻋﻠﻰ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺗﺨﻔّﻑ ﺑﻌﺾ ﺍﻟﺠﻤﻌﻴﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻤﺨﺎﻃﺮ ﻣﻦ ﺧﻼﻝ ﺗﻘﺪﻳﻢ‬

‫ﺇﺭﺷﺎﺩﺍﺕ ﺃﻭ ﺗﻮﺻﻴﺎﺕ ﺃﻭ ﻣﺘﻄﻠﺒﺎﺕ ﺇﻓﺼﺎﺡ ﻣﺤﺪﺩﺓ ﻟﺒﺎﺣﺜﻴﻬﺎ‪ ،‬ﻣﺜﻞ‪:‬‬

‫‪ ‬ﺗﻮﻓﺮ ﺟﻤﻌﻴﺔ ﻋﻠﻢ ﺍﻟﺴﻤﻮﻡ ﻧﻤﺎﺫﺝ ﺍﻟﻜﺸﻒ ﻭﺍﻟﻮﺛﺎﺋﻖ ﻭﺍﻟﺘﻌﺮﻳﻔﺎﺕ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 20‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻟﻠﺒﺎﺣﺜﻴﻦ‪.‬‬
‫‪ ‬ﺗﻄﻠﺐ ﺍﻟﻤﻌﺎﻳﻴﺮ ﺍﻷﺧﻼﻗﻴﺔ ﻓﻲ ﻣﻤﺎﺭﺳﺔ ﺍﻟﺮﻳﺎﺿﺔ ﻭﺍﻟﺒﺤﻮﺙ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻣﻦ ﺍﻟﻤﺆﻟﻔﻴﻦ "ﺗﻀﻤﻴﻦ ﺗﻔﺎﺻﻴﻞ ﺃﻱ ﺣﻮﺍﻓﺰ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ‬
‫ﻭﺃﺣﻜﺎﻡ ﻟﻌﻼﺝ ﻭ ‪ /‬ﺃﻭ ﺗﻌﻮﻳﺾ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﺍﻟﺬﻳﻦ ﺗﻌﺮﺿﻮﺍ ﻟﻸﺫﻯ‬
‫ﻧﺘﻴﺠﺔ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺒﺤﺜﻴﺔ"‪.‬‬
‫‪ ‬ﺗُﺑﻠﻎ ﺍﻟﺠﻤﻌﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﻠﻔﻴﺰﻳﺎﺋﻴﻴﻦ ﻓﻲ ﺍﻟﻄﺐ ﺃﻋﻀﺎﺋﻬﺎ ﺃﻥ‬
‫ﺍﻟﻤﻌﺎﻫﺪ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺼﺤﺔ ﻗﺪ ﺃﻧﺸﺄﺕ ﺷﺮﻃًﺍ ﻟﻺﺑﻼﻍ ﻋﻦ‬
‫ﻣﻜﺎﺳﺐ ﻣﺎﻟﻴﺔ ﻗﺪﺭﻫﺎ ‪ 10000‬ﺩﻭﻻﺭ ﺃﻭ ﺃﻛﺜﺮ ﻭﺗﺘﻨﺎﻭﻝ‬
‫ﺍﻟﻤﻜﺎﺳﺐ ﻏﻴﺮ ﺍﻟﻤﺎﻟﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻤﻜﺎﻧﺔ‪.‬‬
‫‪ ‬ﻓﻲ ﻗﻄﺎﻉ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﻭﺟﺪﻧﺎ ﺃﻥ ﺃﻛﺎﺩﻳﻤﻴﺔ ﺍﻹﺩﺍﺭﺓ ﺗﻄﻠﺐ ﻣﻦ‬
‫ﺃﻋﻀﺎﺋﻬﺎ ﺗﺠﻨﺐ ﻛﻞ ﻣﻦ ﺗﻀﺎﺭﺏ ﺍﻟﻤﺼﺎﻟﺢ ﺍﻟﻔﻌﻠﻲ ﻭﻣﻈﺎﻫﺮ‬
‫ﺍﻟﺘﻀﺎﺭﺏ‪.‬‬
‫‪ ‬ﺗﺤﺬﺭ ﻣﺪﻭﻧﺔ ﺩﻭﻟﻴﺔ ﻟﻌﻠﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻉ ﺃﻋﻀﺎﺀﻫﺎ ﻣﻦ ﺍﻟﺠﻬﺎﺕ‬
‫ﺍﻟﺮﺍﻋﻴﺔ ‪" sponsors‬ﺍﻟﻤﻬﺘﻤﻴﻦ ﺑﺘﻤﻮﻳﻞ ﺍﻟﺒﺤﺚ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻣﻦ‬
‫ﺃﺟﻞ ﺃﻫﺪﺍﻓﻬﻢ ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﺨﺎﺻﺔ‪ .‬ﺳﻮﺍﺀ ﻛﺎﻧﻮﺍ ﻳﺸﺎﺭﻛﻮﻥ ﻫﺬﻩ‬
‫ﺍﻷﻫﺪﺍﻑ‪ ،‬ﻓﻼ ﻳﻨﺒﻐﻲ ﻟﻌﻠﻤﺎﺀ ﺍﻻﺟﺘﻤﺎﻉ ﺃﻥ ﻳﺨﻀﻌﻮﺍ ﻟﻬﺎ "‪.‬‬
‫‪ ‬ﻓﻲ ﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ‪" ،‬ﻳﻠﺘﺰﻡ ﻋﻠﻤﺎﺀ ﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ ﺑﺎﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 21‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻷﻧﻮﺍﻉ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻣﻦ ﺃﻭﺟﻪ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﻤﺘﺒﺎﺩﻝ ﻭﺍﻟﺘﻌﺎﻭﻥ ﺍﻟﺘﻲ‬

‫ﻳﻨﻄﻮﻱ ﻋﻠﻴﻪ ﻋﻤﻠﻬﻢ‪ ،‬ﻭﺍﻟﻨﻈﺮ ﻓﻲ ﺍﻷﺑﻌﺎﺩ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
‫ﻭﺍﻟﻤﺤﺘﻤﻠﺔ ﻟﻬﺬﻩ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻭﺍﻟﻤﺘﻨﺎﻗﻀﺔ ﺃﺣﻴﺎﻧًﺍ‪ ،‬ﻭﺍﻟﺘﻲ‬
‫ﻗﺪ ﺗﻜﻮﻥ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﻃﺒﻴﻌﺘﻬﺎ ﻭﻗﺪ ﺗﺘﻐﻴﺮ ﺑﻤﺮﻭﺭ ﺍﻟﻮﻗﺖ‪".‬‬
‫ﻳﻨﺺ ﺍﻟﻘﺎﻧﻮﻥ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺘﺤﺪﻳﺪ ﻋﻠﻰ "ﺍﻻﻟﺘﺰﺍﻣﺎﺕ ﺗﺠﺎﻩ‬
‫ﺍﻟﺴﻜﺎﻥ ﺍﻟﻤﻌﺮﺿﻴﻦ ﻟﻠﺨﻄﺮ"‪ ،‬ﻭﻳﻌﻠﻦ ﺃﻥ "ﻋﻠﻤﺎﺀ ﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ‬
‫ﻳﻈﻠﻮﻥ ﻣﺴﺆﻭﻟﻴﻦ ﺑﺸﻜﻞ ﻓﺮﺩﻱ ﻋﻦ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﻷﺧﻼﻗﻴﺔ"‪.‬‬
‫‪ ‬ﺗﺮﻯ ﺍﻟﺠﻤﻌﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻌﻠﻢ ﺍﻷﻭﺑﺌﺔ ﺍﻟﺒﻴﺌﻴﺔ ﺃﻧﻪ ﻳﺠﺐ ﻋﻠﻰ‬
‫ﺍﻷﻋﻀﺎﺀ "ﻋﺪﻡ ﻗﺒﻮﻝ ﺍﻟﺘﻤﻮﻳﻞ ﻣﻦ ﺍﻟﺠﻬﺎﺕ ﺍﻟﺮﺍﻋﻴﺔ‪ ،‬ﺃﻭ ﻗﺒﻮﻝ‬
‫ﺍﻻﻟﺘﺰﺍﻣﺎﺕ ﺍﻟﺘﻌﺎﻗﺪﻳﺔ‪ ،‬ﺃﻭ ﺍﻻﻧﺨﺮﺍﻁ ﻓﻲ ﺑﺤﺚ ﻣﺸﺮﻭﻁ‬
‫ﺑﺎﻟﺘﻮﺻﻞ ﺇﻟﻰ ﺍﺳﺘﻨﺘﺎﺟﺎﺕ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﺳﺘﻘﺼﺎﺀ ﻭﺑﺎﺋﻲ ﺑﻴﺌﻲ‬
‫ﻣﻘﺘﺮﺡ‪.‬‬

‫ﻣﻦ ﺧﻼﻝ ﻣﺮﺍﺟﻌﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ‪ ،‬ﺗﺒﻴّﻥ ﻭﺟﻮﺩ ﻣﻨﺎﻗﺸﺎﺕ ﻣﺘﻨﻮﻋﺔ‬

‫ﺣﻮﻝ ﺃﻧﻮﺍﻉ ﺍﻷﻧﺸﻄﺔ ﺃﻭ ﺍﻟﻌﻼﻗﺎﺕ ﺃﻭ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻟﺘﻲ ﺗﺸﻜﻞ ﺃﻭ‬
‫ﺗﺸﻴﺮ ﺇﻟﻰ ﺗﻀﺎﺭﺏ ﻣﺤﺘﻤﻞ ﻓﻲ ﺍﻟﻤﺼﺎﻟﺢ‪ .‬ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ ،‬ﺗﻢ‬
‫ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻧﻘﺎﺵ ﺃﻗﻞ ﺣﻮﻝ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺘﻌﺎﺭﺿﺎﺕ‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 22‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻭﺇﺩﺍﺭﺓ ﺍﻟﺘﻌﺎﺭﺿﺎﺕ‪ .‬ﺗﺮﻛﺰ ﻣﻌﻈﻢ ﺍﻟﻤﻘﺎﻻﺕ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﺍﻟﺘﻀﺎﺭﺏ ‪-‬‬

‫ﻛﻴﻒ ﺗﻌﺮﻑ ﻋﻨﺪﻣﺎ ﻳﺤﺪﺙ ‪ -‬ﻭﻳﻀﻊ ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻴﻦ‬
‫ﻟﻠﻜﺸﻒ ﻋﻨﻬﺎ ﺃﻭ ﺍﻟﺘﺨﻔﻴﻒ ﻣﻨﻬﺎ‪ .‬ﻟﻜﻦ ﻫﺬﻩ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻷﺩﺑﻴﺔ ﻧﻔﺴﻬﺎ‬
‫ﺗﻔﺘﻘﺮ ﺇﻟﻰ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻛﺎﻓﻴﺔ ﻭﻣﻔﻴﺪﺓ ﻟﻠﺒﺎﺣﺜﻴﻦ ﺍﻟﺬﻳﻦ ﻳﺤﺎﻭﻟﻮﻥ‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﻨﺰﺍﻋﺎﺕ ﻓﻲ ﻋﺎﻟﻢ ﻏﺎﺭﻕ ﻓﻲ ﺗﻤﻮﻳﻞ ﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﻟﻤﺘﺮﺍﺑﻄﺔ‪.‬‬

‫‪ -/4‬ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺒﻘﺔ ‪Informed Consent‬‬

‫ﺍﻟﺘﻌﺮﻳﻒ‪ :‬ﻳﺠﺐ ﺃﻥ ﻳﻮﺍﻓﻖ ﺟﻤﻴﻊ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ ﻃﻮﻋًﺍ ﻋﻠﻰ‬

‫ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﺩﻭﻥ ﺿﻐﻂ ﻣﻦ ﻣﻜﺎﺳﺐ ﻣﺎﻟﻴﺔ ﺃﻭ ﺇﻛﺮﺍﻩ ﺁﺧﺮ‪،‬‬
‫ﻭﻳﺠﺐ ﺃﻥ ﺗﺘﻀﻤﻦ ﻣﻮﺍﻓﻘﺘﻬﻢ ﻓﻬﻤًﺍ ﻟﻠﺒﺤﺚ ﻭﻣﺨﺎﻃﺮﻩ‪ .‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﻏﻴﺮ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺃﻭ ﻋﻨﺪﻣﺎ ﺗﺸﺎﺭﻙ ﺍﻟﻔﺌﺎﺕ‬
‫ﺍﻟﻀﻌﻴﻔﺔ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﻳﺠﺐ ﺍﺗﺨﺎﺫ ﺇﺟﺮﺍﺀﺍﺕ ﻣﺤﺪﺩﺓ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﻟﺒﺎﺣﺜﻴﻦ ﻭﻣﺆﺳﺴﺎﺗﻬﻢ ﻟﺤﻤﺎﻳﺔ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ‪.‬‬

‫ﻗﺪ ﺗﻜﻮﻥ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﺃﺣﺪ ﺃﻓﻀﻞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺧﻼﻗﻴﺔ‪.‬‬

‫ﻳﻮﺍﻓﻖ ﻛﻞ ﺗﺨﺼﺺ ]‪ [...‬ﻳﺴﺘﺨﺪﻡ ﻣﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺒﺸﺮﻳﺔ‬
‫ﻋﻠﻰ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪ ،‬ﻏﻴﺮ ﺃﻧﻪ ﺗﺒﺮﺯ ﺑﻌﺾ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 23‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻘﻬﺎ‪.‬‬

‫ﻫﻨﺎﻙ ﺍﺗﻔﺎﻗًﺍ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ ﻓﻲ ﺍﻷﺩﺑﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ‪:‬‬

‫‪ ‬ﻳﺠﺐ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻲ ﻳﻔﻬﻤﻬﺎ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ‬

‫ﻭﻳﻔﻬﻤﻬﺎ ﻟﺸﺮﺡ ﺍﻟﺒﺤﺚ ‪ ،‬ﻭﻣﺨﺎﻃﺮﻩ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻙ‪ ،‬ﻭﻓﻮﺍﺋﺪﻩ‬
‫ﻟﻠﻤﺸﺎﺭﻙ‬
‫‪ ‬ﻳﺠﺐ ﺃﻥ ﺗُﻋﻄﻰ ﻣﺠﺎﻧًﺍ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ‬
‫‪ ‬ﻗﺪ ﻳﻠﻐﻰ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﻣﻮﺍﻓﻘﺘﻪ ﻓﻲ ﺃﻱ ﻭﻗﺖ‬
‫‪ ‬ﻗﺪ ﺗُﻃﻠﺐ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻟﻜﻦ ﺗﺘﻢ ﻓﻘﻂ ﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﻟﻐﻴﻦ‬
‫ﺍﻟﻘﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﻴﺮﺓ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻻ‬
‫ﻳﻜﻮﻥ ﺍﻟﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻐﻴﻦ ﻭﻏﻴﺮ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﻘﺪﻳﻢ‬
‫ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﻴﺮﺓ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻮﻓﺮ ﻣﺠﺎﻟﺲ ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﻹﺷﺮﺍﻑ‬
‫ﻟﺤﻤﺎﻳﺔ ﺣﻘﻮﻕ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺒﺤﺚ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻗﺪ ﻳﺸﻤﻞ‬
‫ﺇﺷﺮﺍﻙ ﺍﻷﻭﺻﻴﺎﺀ ﺃﻭ ﺍﻟﻮﻛﻼﺀ )ﺍﻟﺬﻳﻦ ﻳﺜﻴﺮﻭﻥ ﻗﻀﺎﻳﺎﻫﻢ‬
‫ﺍﻟﺨﺎﺻﺔ(‪.‬‬

‫ﺑﺪﺃ ﺍﻟﻨﻘﺎﺵ ﺣﻮﻝ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ ﻓﻲ ﺍﻟﻈﻬﻮﺭ ﻓﻲ ﻣﺠﺎﻟﻴﻦ‪:‬‬

‫ﺃ‪ -/‬ﺍﻟﻤﺠﺎﻝ ﺍﻷﻭﻝ‪ :‬ﻳﺘﻌﻠﻖ ﺑﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳﻨﺒﻐﻲ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻨﺴﺎﺀ ﺍﻟﺤﻮﺍﻣﻞ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 24‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻓﺌﺔ ﺿﻌﻴﻔﺔ‪ .‬ﺗﺤﺪّﺩ ﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﻔﻴﺪﺭﺍﻟﻴﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺛﻼﺙ ﻣﺠﻤﻮﻋﺎﺕ‬

‫ﻣﻦ ﺍﻟﺴﻜﺎﻥ ﺍﻟﻤﻌﺮﺿﻴﻦ ﻟﻠﺨﻄﺮ ﻓﻲ ﺍﻟﺒﺤﺚ‪ :‬ﺍﻟﻨﺴﺎﺀ ﺍﻟﺤﻮﺍﻣﻞ ﻭﺍﻷﺟﻨﺔ‬
‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﺣﺪﻳﺜﻲ ﺍﻟﻮﻻﺩﺓ‪ .‬ﺍﻷﻃﻔﺎﻝ؛ ﻭﺍﻟﺴﺠﻨﺎﺀ‪ .‬ﺗﺸﻴﺮ ﺍﻷﺑﺤﺎﺙ‬
‫ﻭﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻟﺠﺪﻳﺪﺓ ﺇﻟﻰ ﺃﻥ ﺗﻀﻤﻴﻦ ﺍﻟﻨﺴﺎﺀ ﺍﻟﺤﻮﺍﻣﻞ ﻣﻊ‬
‫ﻣﺠﻤﻮﻋﺎﺕ ﺃﺧﺮﻯ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻤﺴﺘﻀﻌﻔﻴﻦ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﻨﺴﺎﺀ‬
‫ﺍﻟﺤﻮﺍﻣﻞ ﻏﻴﺮ ﻗﺎﺩﺭﺍﺕ ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﻴﺮﺓ‪ ،‬ﻭﻧﺘﻴﺠﺔ ﻫﺬﻩ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ﻫﻲ ﺃﻥ ﺍﻟﻨﺴﺎﺀ ﺍﻟﺤﻮﺍﻣﻞ ﻳﻔﻘﺪﻥ ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﻲ ﺗﻮﻓﺮﻫﺎ‬
‫ﺍﻷﺑﺤﺎﺙ ﺍﻟﻄﺒﻴﺔ ﻭﻏﻴﺮﻫﺎ‪.‬‬

‫ﺏ‪ -/‬ﺍﻟﻤﺠﺎﻝ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺗﻮﺟﺪ ﺃﻭﺟﻪ ﻗﺼﻮﺭ ﺃﺧﻼﻗﻴﺔ ﻓﻲ ﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ‬

‫ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻭﺍﻹﺣﺴﺎﻥ‪ ،‬ﻭﺑﻴﻦ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻭﺍﻟﻮﺍﺟﺐ‬
‫ﺗﺠﺎﻩ ﺍﻟﻤﺠﺘﻤﻊ‪ .‬ﻓﻲ ﻛﻠﺘﺎ ﺍﻟﺤﺎﻟﺘﻴﻦ )ﺍﻹﺣﺴﺎﻥ ﻭﺍﻟﻮﺍﺟﺐ ﺗﺠﺎﻩ‬
‫ﺍﻟﻤﺠﺘﻤﻊ(‪ ،‬ﺗﻮﺍﻓﻖ ﺍﻷﺩﺑﻴﺎﺕ ﻋﻠﻰ ﻧﻄﺎﻕ ﻭﺍﺳﻊ ﻋﻠﻰ ﺃﻥ ﺍﻟﻤﻮﺍﻓﻘﺔ‬
‫ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻗﺪ ﻻ ﺗﺤﻞ ﻣﺤﻞ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﺃﻱ ﻣﻦ ﻫﺬﻳﻦ ﺍﻟﻌﻨﺼﺮﻳﻦ‬
‫ﺍﻹﺿﺎﻓﻴﻴﻦ‪ .‬ﺑﻤﻌﻨﻰ ﺁﺧﺮ‪ ،‬ﻻ ﻳﺠﻮﺯ ﻟﻠﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﺍﻟﻤﻮﺍﻓﻘﺔ ﻋﻠﻰ‬
‫ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺑﺤﺚ ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﺆﺫﻱ ﻧﻔﺴﻪ ﺃﻭ ﻻ ﻳﻔﻴﺪ ﺍﻟﻤﺠﺘﻤﻊ‪،‬‬
‫ﻭﻣﻦ ﻭﺍﺟﺐ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺃﻻ ﻳﻄﻠﺒﻮﺍ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺃﺑﺪًﺍ‪ .‬ﺗﻈﻬﺮ ﻫﺬﻩ‬
‫ﺍﻟﻤﻌﻀﻠﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ‪:‬‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 25‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻣﻘﺎﺑﻞ ﺍﻹﺣﺴﺎﻥ ﻭﺍﻟﻮﺍﺟﺐ ﺗﺠﺎﻩ ﺍﻟﻤﺠﺘﻤﻊ‬

‫ﺗﺠﺎﻩ‬ ‫‪...‬ﻭﺍﺟﺐ‬ ‫‪...‬ﺍﻹﺣﺴﺎﻥ‬

‫ﺍﻟﻤﺠﺘﻤﻊ‬
‫ﻋﻨﺪﻣﺎ ﺗﺘﻌﺎﺭﺽ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻻ ﻳﻤﻜﻦ ﻟﻠﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ ﻻ ﻳﻤﻜﻦ ﻟﻠﻤﺸﺎﺭﻙ ﻓﻲ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻤﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻗﺪ ﺍﻟﻤﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻗﺪ‬ ‫ﻣﻊ ‪...‬‬
‫ﻳﺴﺒﺐ ﺿﺮﺭًﺍ ﻟﻠﻤﺠﺘﻤﻊ‬ ‫ﻳﺴﺒﺐ ﺿﺮﺭًﺍ ﻟﻨﻔﺴﻪ‪.‬‬
‫ﻟﻢ ﺗﺘﻢ ﺍﻟﻤﻮﺍﻓﻘﺔ ﺑﻌﺪ ﻋﻠﻰ ﺩﻭﺍﺀ ﻳﺮﻳﺪ ﺯﻭﺟﺎﻥ ﺗﻌﺪﻳﻞ ﺟﻴﻦ ﻓﻲ‬ ‫ﻣﺜﺎﻝ‬
‫ﻟﻜﻦ ﺟﻨﻴﻨﻬﻤﺎ ﻟﺤﻤﺎﻳﺔ ﻃﻔﻠﻬﻤﺎ ﻣﻦ ﻣﺮﺽ‪،‬‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‪،‬‬ ‫ﻟﻠﺘﺠﺎﺭﺏ‬ ‫ﺟﺪﻳﺪ‬
‫ﺍﻟﻤﺮﺿﻰ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺃﻣﺮﺍﺽ ﻟﻜﻦ ﺗﺄﺛﻴﺮ ﻫﺬﻩ ﺍﻟﻄﻔﺮﺓ ﻋﻠﻰ‬
‫ﻏﻴﺮ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻞ‬ ‫ﻓﻲ‬ ‫ﻣﻤﻴﺘﺔ ﻳﺮﻳﺪﻭﻥ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺃﺣﻔﺎﺩﻫﻢ‬
‫ﻣﻌﺮﻭﻑ‬ ‫ﺍﻟﺪﻭﺍﺀ ﻟﺘﺠﺮﺑﺘﻪ‪.‬‬

‫ﻳﻤﻜﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﻣﺜﺎﻝ ﻋﻠﻰ ﻭﺟﻮﺩ ﺗﻀﺎﺭﺏ ﻣﺒﺎﺷﺮ ﺑﻴﻦ ﺍﻟﻤﻮﺍﻓﻘﺔ‬
‫ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ﻭﺍﻟﻤﻨﻔﻌﺔ ﻓﻲ ﻗﺎﻧﻮﻥ ﺍﻟﺤﻖ ﻓﻲ ﺍﻟﻤﺤﺎﻭﻟﺔ ﺍﻷﻣﺮﻳﻜﻲ ﻟﻌﺎﻡ‬
‫‪ ،2017‬ﻭﺍﻟﺬﻱ ﻳﺴﻤﺢ ﻟﻠﻤﺮﺿﻰ ﺍﻟﻤﻴﺆﻭﺱ ﻣﻦ ﺷﻔﺎﺋﻬﻢ ﻭﺍﻟﻤﻄﻠﻌﻴﻦ‬
‫ﺑﻔﺮﺻﺔ ﻃﻠﺐ ﺍﻟﻮﺻﻮﻝ ﻋﻦ ﻋﻤﺪ ﺇﻟﻰ ﺍﻷﺩﻭﻳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ‬
‫ﻣﻦ ﺃﻥ ﻫﺬﻩ ﺍﻷﺩﻭﻳﺔ ﻗﺪ ﺗﺴﺒﺐ ﻟﻬﻢ ﺃﺿﺮﺍﺭًﺍ ﻏﻴﺮ ﻣﻌﺮﻭﻓﺔ‪ .‬ﻗﺒﻞ ﺳﻦ‬
‫ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ‪ ،‬ﻛﺎﻥ ﻳﻤﻜﻦ ﻟﻠﻤﺮﺿﻰ ﺍﻟﺘﻘﺪﻡ ﺇﻟﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻐﺬﺍﺀ ﻭﺍﻟﺪﻭﺍﺀ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ )‪ (FDA‬ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻷﺩﻭﻳﺔ ﻏﻴﺮ ﺍﻟﻤﻌﺘﻤﺪﺓ‪ .‬ﺭﺍﺟﻌﺖ‬
‫ﺇﺩﺍﺭﺓ ﺍﻟﻐﺬﺍﺀ ﻭﺍﻟﺪﻭﺍﺀ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻏﻴﺮ ﺍﻟﻤﺘﺎﺣﺔ‬
‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 26‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
‫ﺍﻷﻭﻝ–‬

‫ﻟﻠﺠﻤﻬﻮﺭ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺴﺮﻳﺮﻳﺔ ﻭﻭﺍﻓﻘﺖ ﻋﻠﻰ "ﺃﻛﺜﺮ ﻣﻦ ‪ ٪99‬ﻣﻦ‬

‫ﺍﻟﻄﻠﺒﺎﺕ ﺑﻴﻦ ‪".2015-2010‬‬

‫ﺑﻤﻮﺟﺐ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺠﺪﻳﺪ‪ ،‬ﺳﻴﺘﻤﻜﻦ ﺍﻟﻤﺮﺿﻰ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻧﻔﺲ‬

‫ﺍﻷﺩﻭﻳﺔ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺤﺎﻳﻞ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻐﺬﺍﺀ ﻭﺍﻟﺪﻭﺍﺀ‪ .‬ﺟﺎﺩﻝ ﻣﻌﺎﺭﺿﻮ‬
‫ﻣﺸﺮﻭﻉ ﺍﻟﻘﺎﻧﻮﻥ ﺑﺄﻥ ﻫﺬﺍ ﻳﻌﺮﺽ ﺍﻟﻤﺮﺿﻰ ﻟﻤﺨﺎﻃﺮ ﻏﻴﺮ ﻣﻌﺮﻭﻓﺔ‪.‬‬
‫ﺟﺎﺩﻝ ﻣﻘﺎﻝ ﻓﻲ ﻣﺠﻠﺔ ‪New England Journal of Medicine‬‬
‫ﺑﺄﻥ "ﻣﻨﺢ ﺍﻟﻤﺮﺿﻰ ﺍﻟﻤﺼﺎﺑﻴﻦ ﺑﺸﺪﺓ ﺍﻟﻮﺻﻮﻝ ﺍﻟﻤﺒﻜﺮ ﺇﻟﻰ ﺍﻟﻤﻨﺘﺠﺎﺕ‬
‫ﻏﻴﺮ ﺍﻟﻤﻌﺘﻤﺪﺓ ﻗﺪ ﻳﻀﺮ ﺍﻟﻤﺮﺿﻰ ﺃﻛﺜﺮ ﻣﻦ ﻣﺴﺎﻋﺪﺗﻬﻢ‪ .‬ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻷﺩﻭﻳﺔ ﺍﻟﺘﻲ ﺗﺒﺪﻭ ﻭﺍﻋﺪﺓ ﻓﻲ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻤﺒﻜﺮﺓ ﻟﻢ ﻳﺘﻢ‬
‫ﺇﺛﺒﺎﺕ ﺳﻼﻣﺘﻬﺎ ﺃﻭ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻓﻲ ﺍﻟﻨﻬﺎﻳﺔ "‪.‬‬

‫ﺗﺪﺭﺱ ﺃﺩﺑﻴﺎﺕ ﺃﺧﺮﻯ ﻣﺎ ﻳﺤﺪﺙ ﻋﻨﺪﻣﺎ ﻻ ﻳﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ‬

‫ﺍﻟﻤﻮﺍﻓﻘﺔ ﺍﻟﻤﺴﺘﻨﻴﺮﺓ ‪ -‬ﺇﻣﺎ ﻷﻥ ﻫﻮﻳﺎﺕ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﺍﻟﻤﺘﺄﺛﺮﻳﻦ ﻏﻴﺮ‬
‫ﻣﻌﺮﻭﻓﺔ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺒﺤﺚ ﺃﻭ ﻷﻥ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻷﺷﺨﺎﺹ ﻳﺘﻢ‬
‫ﺟﻤﻌﻬﺎ ﺩﻭﻥ ﺗﺴﺠﻴﻠﻬﻢ ﺭﺳﻤﻴًﺍ ﻛﻤﺸﺎﺭﻛﻴﻦ‪ .‬ﻋﻠﻰ ﻧﺤﻮ ﻣﺘﺰﺍﻳﺪ‪ ،‬ﺗﺘﻀﻤﻦ‬
‫"ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻀﺨﻤﺔ ‪ "Big Data‬ﺃﻭ ﺃﺑﺤﺎﺙ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻮﺍﺻﻞ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﺷﺮﺍﺀ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻼﻋﺐ ﺑﻬﺎ ﺩﻭﻥ ﻣﻮﺍﻓﻘﺔ ﻣﺴﺘﻨﻴﺮﺓ‬

‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‪-‬ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‪ .‬ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‪ /‬ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‪Page 27‬‬
‫ﺍﻟﻤﺒﺎﺩﺉ – ﺍﻟﺠﺰﺀ‬ ‫ﺃﺧﻼﻗﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬
–‫ﺍﻷﻭﻝ‬

‫ ﻗﺪ ﺗﺘﻄﻠﺐ ﻣﺠﺎﻻﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻨﺎﺷﺌﺔ ﺍﻟﺘﻲ‬.‫ﺻﺮﻳﺤﺔ ﻟﻜﻞ ﺗﺤﻘﻴﻖ‬

‫ ﻣﺜﻞ ﺗﻠﻚ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬- ‫ﺗﺘﻄﻠﺐ ﻣﺠﻤﻮﻋﺎﺕ ﻛﺒﻴﺮﺓ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ ﻃﺮﻗًﺍ ﺟﺪﻳﺪﺓ ﻟﻠﺘﻔﻜﻴﺮ‬- ‫ﻟﺘﺪﺭﻳﺐ ﺧﻮﺍﺭﺯﻣﻴﺎﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻻﺻﻄﻨﺎﻋﻲ‬
:‫ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺣﻤﺎﻳﺔ ﻣﺼﺎﻟﺢ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﺨﻀﻌﻮﻥ ﻟﻠﺒﺤﺚ‬
‫ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻟﻢ ﻳﻮﺍﻓﻘﻮﺍ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺒﺤﺚ ﻭﻟﻜﻨﻬﻢ‬
.‫ﻳﺘﺄﺛﺮﻭﻥ ﺭﻏﻢ ﺫﻟﻚ‬

:‫ﺍﻟﻤﺮﺍﺟﻊ ﺍﻟﻤﻌﺘﻤﺪﺓ‬

- « Ethics in Social Science and Humanities », European

Commission, October 2018,
https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h
2020_ethics-soc-science-humanities_en.pdf, consulté le
15/01/2021.
- Cortney WEINBAUM, Eric LANDREE, Marjory S. BLUMENTHAL, Tepring PIQUADO, Carlos
Ignacio GUTIERREZ, « Ethics in Scientific Research. An Examination of Ethical Principles and
Emerging Topics », Published by the RAND Corporation, Santa Monica, Calif., 2019,
https://www.rand.org/content/dam/rand/pubs/research_reports/RR2900/RR2912/RAND_RR
2912.pdf, consulté le 15/01/2021

Page 28‫ ﺻﻮﻳﻠﺢ ﻣﻮﻟﻮﺩ‬/‫ ﺇﻋﺪﺍﺩ ﺍﻷﺳﺘﺎﺫ‬.‫ﺗﻌﺎﻭﻥ ﺩﻭﻟﻲ‬-‫ﻣﺤﺎﺿﺮﺍﺕ ﻟﻄﻠﺒﺔ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻣﺎﺳﺘﺮ‬