Fall 2017 - Issue 7 - November 19

CARRYING THE VOICE OF THE AMERICAN UNIVERSITY IN CAIRO COMMUNITY

IS THIS FINALLY THE END OF CHILD MARRIAGES?

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NO REST FOR THE WICKED REFUGEE...

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KARL KOUTA: ¡VIVA LA REVOLUCIÓN!

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SUNDAY NOVEMBER 19, 2017 VOL 99 / ISSUE 7

‘From Good to Great’ - AUC Plans to Go Smoke-Free by 2019

BY THE CARAVAN @CARAVAN_AUC Although more universities are moving toward smoke-free campuses, smoking continues to be common at AUC. The American University in Beirut (AUB) recently announced that it would go completely tobacco-free by the start of the following year. AUC also plans to do so by February 2019.

In order to create a healthy environment on campus, AUC held a roundtable discussion last Monday featuring a number of representatives of the AUC community as well as experts in public health from New York University (NYU)’s School of Medicine, Scott Sherman and Omar El Shahawy.

Health, as integral to the student experience, is ultimately how AUC can go from “good to great”, President Francis Ricciardone said, kicking off the discussion.

The goal was to discuss preliminary steps on assembling a task force consisting of students, faculty and staff representatives to ease the transition to a smoke-free campus.

“It is a holistic issue, and we have, as a community in AUC, to deal with this issue,” Professor of Engineering Maki Habib said.

A survey conducted a few years ago of 700 members of the AUC community, including staff, students and faculty, found that the rate of smoking on campus is in fact higher than that of Egypt.

While the rate of male smoking appeared to be the same as the Egyptian rate, it was the female rate

that made the difference.

“Women smoking in Egypt is low, but we have a lot of women smoking on campus. So, when we construct a strategy, we should keep in mind that there might be gender issues to consider,” Professor of Psychology Carie Forden said.

The number one reason for smoking was stress, the survey found.

This supports the call to turn AUC into a healthy campus by introducing exercise plans, yoga and meditation as methods of reducing stress, she added.

“We don’t have enough incentives for smokers to quit and any we come up with will be minimal when you have people who have been smoking since they were 10 years old,” Student Union (SU) President Mohamed Gadalla said.

Gadalla, along with Professor of Practice of Journalism and Mass Communication Mervat Abou Oaf, recommended having a designated smoking area on campus for smokers, where they will be met with medical experts, counselors and former quitters offering aid.

“Psychologically, it’s a little demoting to have to go to an area because you are addicted to something,” Abou Oaf said.

The carrot or the stick?

Under Egyptian law, it is illegal to smoke in an educational establishment.

Abou Oaf made reference to the overbreadth doctrine, which dictates that one cannot claim their rights while infringing on the rights of others.

“It is illegal, and perhaps this needs

to be communicated more clearly,” she said.

Habib pointed out that the current rules implemented at AUC are from the 2012 ‘No-Smoking Policy’, indicating that the issue at stake is in fact enforcement.

“I don’t know why we are shying away from penalties; regardless from where the society is, implementing a policy cannot work without penalties.”

However, others remained skeptical about punitive measures on students who will become much more antagonistic and uncooperative.

“Punishment is not going to work; negative enforcement is not going to work. The message we should send is that ‘the University is here to help’; implementing the law should be a gradual process,” a member of the Parents Association (PA) added.

This is referred to as ‘habituation’ where addicts and smokers become accustomed to a new way of life.

“This should also act as a form of positive reinforcement for nonsmokers, as those who can help.

There are people who don’t want to be smokers.”

Balancing both penalties and incentives is the preferred means of achieving the message of the campaign, which includes getting smokers to quit, El Shahawy said.

HEALTH concerns “We have to look at AUC with a different approach; if we are talking about clean air, then Cairo has one of the highest levels of pollution,” President of the Parents Association Mona Nasef said.

President Ricciardone’s goal is to create a smoke-free environment at AUC by 2019

“I think the education portion is naturally very important. In the United States, we bombard [students] with commercials. Students here in Egypt don’t get that; they have no idea of the health consequences - they are totally oblivious.”

However, student representatives present at the roundtable discussion were quick to point out that this is not necessarily the case.

“We might want to focus on the technicalities of health concerns because it did seem that smokers knew how bad smoking was for them,” Forden added.

“They’re still bound to peer pressure. You go to a restaurant and it doesn’t matter what the social status is,

you’ll find kids, as well as adults, sitting with their shisha. Forty years ago, that did not happen,” El-Fawal said.

THE COOL THING TO DO? The research conducted by Forden reveals that smokers would comply if asked to put out a cigarette by a nonsmoker, but that the latter were afraid to do so out of peer pressure.

“So, what we might want to do is think of how to empower nonsmokers to speak up,” she said.

Particular concern was also raised regarding freshman who enter AUC as non-smokers but pick up the habit along the way.

“From my perspective as the Dean

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of Students, I’ve noticed that from the time students come in their first year and meet with their student peers, who are their mentors and guides, a lot of them don’t smoke but the peer leaders do,” Dean of Students George Marquis said.

“I recently had a meeting with them to make sure they wouldn’t smoke, at least in front of students, because of the message it sends.”

Among the most committed smokers, however, are faculty, said Chair and Associate Professor of Psychology Mona Amer.

The policy will therefore need to be drafted to target the different needs of the various parties effectively, she added.

Cairo Stadium Hosts Matches After Four-Year Closure

BY AHMED ZADA @AHMEDZADA12 Cairo Stadium has reopened to host domestic football matches after a four year prohibition. The Ministry of Sports (MOS) and Ministry of Interior (MOI) approved the move after critical security and safety stems were upgraded.

But the general public is still barred from attending games until a full review of safety procedures by the MOI. The stadium was closed in February 2012 after 72 Al-Ahly fans were killed in a riot duing an Ahly-Masry footbal game at the Port Said Stadium.

At the time, the MOI declared that the stadium would be closed to hosting both domestic and international matches.

The new security measures include surveillance cameras and high ceilings to percent supporters from storming the field.

Assistant to the Minister of Sports Emad Al-Banany said that the walls and concrete floors were renovated.

“Renovation and replacement of 52,000 chairs in Cairo Stadium took place along with new toilets, locker rooms and also other strategies regarding electricity and water,” Al-Banany said.

The first phase of renovations was carried out by the Ministry of Defence so that the stadium would be fit to host international events in upcoming months with supporters in the stands.

“Hosting matches in the Cairo Stadium, like the old days, will bring back the image of a safe Egypt,” he said.

Zamalek returned to play against the Wadi Degla Football club on October 29. This was followed by an announcement by the Football Federation in Egypt that Al-Ahly will also return to play their next match in the stadium.

Egyptian Football Federation member Mohamed Abo El-Wafa said that this motion has been in the works for a long time.

“We continuously asked authorities, whether the MOI or the MOS, to allow teams to play

in the stadium for several reasons; mainly because teams based in Cairo find difficulties in having to travel weekly to Alexandria to play matches over there,” he said.

For the past four years, the Burj Al-Arab Army Stadium in Alexandria has been hosting matches.

The Army Stadium’s field has fallen into disarray because the amount of matches hosted in such rapid succession, as well as the numerous conflicts which happened throughout that period between the fans and the police.

Abo El-Wafa also said that the Football Federation received repeated complaints from sports teams about the cost of travel expenses, and so they turned to the MOI to gain safety permissions to play in the Cairo Stadium.

Several state authorities will meet in the coming days in order to discuss the return of fans to the stadium but with new provisions to avoid a repetition of the Port Said incident, he added.

The decision has been widely

The decision to reopen Cairo Stadium has been met with much acclaim

accepted as a positive move for the country.

“As a team, we had asked several times to play in the stadium since it has the best field in town and it actually helps the players perform better,” Zamalek’s Assistant Coach

Tarek Yehia told The Caravan.

He added that Petro Sport Stadium, which was Al-Zamalek’s main stadium in the interim, left players injured because the grass is not level.

“The players are very satisfied

Courtesy of Dotmsr

by this move, since Cairo Stadium is big and can carry a lot of fans, unlike Petro Sport, which had limited capacity. This would give a boost to the players by allowing more fans to enter the matches,” he said.

2 | CAMPUS

Sunday November 19, 2017

Psychology Breaks Off From SAPE

CIMAL Panel Highlights Role of Women in Egypt

BY NOURANE SELIM @NOURANESELIM97

BY NOURAN EL ASHRY @NOURAN_ELASHRY

AUC’s psychology program has become an independent department after having been part of the of Sociology, Anthropology, Psychology and Egyptology (SAPE) Department.

“This has been a dream since the 1980s but we didn’t have the infrastructure,” Associate Professor and Chair of the Department of Psychology Mona Amer told The Caravan.

“We didn’t have tenured faculty, we didn’t have stable programs, we had a lot of turnover in faculty.

So, it wasn’t wise to establish the department at that time,” Amer added.

The process began three years ago, when Amer - with the help of AUC administration - began conducting surveys for students and faculty to view the strengths of the department and the areas that needed growth.

This was followed by the development of a strategic plan, mission and identity. The proposal was then submitted to the Provost’s Council last year and was eventually approved.

“Now we have much more visibility and we were able to hire four new faculty members this semester,” Amer said.

The lack of an independent psychology department created challenges for students and faculty members.

Heba Ghoneim, a psychology alumna, recalls one of the concerns she had during her

college years.

“During my first year or so, I had to stand in an excruciatingly long line with other students who didn’t share my major so we can all register for social science courses.”

Belonging to a multidisciplinary department also stretched funding among the other majors.

“As a psychology student, you need to have research experience and being under a collective department did not provide us with funding for research,” said Khaled Salah El Din, former president of the SAP association and Psychology and Integrated Marketing Communication senior.

Faculty, therefore, faced difficulties in publishing in high ranking peer-reviewed journals.

“So when we say we are coming from this multidisciplinary department, it raises scepticism amongst editors over the quality of our research,” he added.

It also created difficulties in recruiting faculty from research psychology backgrounds given the lack of budgetary allocation.

Amer believes that the competition is very fierce in the psychology field; having an independent title gives the department more credibility and opens academic prospects for many students.

“Psychology is a very popular major at AUC. We only accept 60 percent of applicants and now the average GPA is about 3.5. The minor is even more competitive with an average entry GPA of 3.7 or 3.8,” Amer said.

Egypt has taken a number of steps in the past few years toward increasing female participation in multiple industries.

Cairo International Model Arab League (CIMAL) invited four female Egyptian pioneers from diverse sectors to speak about their journeys on November 11 at Mary Cross Hall.

The four included Deputy CEO of Banque Misr Sahar El Damaty, actress Fatma Mazhar, Rapporteur of the National Council of Women (NCW) Sanaa Ismail and Deputy Rapporteur of the NCW Maha Marwan and were joined by AUC President Francis Ricciardone and Dean of Students George Marquis.

“One of our most important missions is to raise the awareness of the delegates as to the problems the Arab World faces,” CIMAL’s Secretary General Farah Kaddah told The Caravan.

“We don’t stop at that, we try to give them the tools to resolve these problems,” she added.

The talk was moderated by Ghada Sherif and began with an introductory speech by President Ricciardone.

He said that the speakers each excelled in a different field, from arts to finance to public and social service.

“The stories presented in the talk were impressive and I was proud of the gathering especially that it was a student initiative,” President Ricciardone told The

The panel brought together leading Egyptian women from various fields

Caravan.

The first speaker was El Damaty who talked about the importance of women’s role in the society.

“I fought my parents to get [into AUC] and I made it and today I am being rewarded at the same place,” she added.

El Damaty joined AUC as an undergraduate when she received her BA in Economics and later received her MBA from the same university before joining the Business department as a professor.

Mazhar talked about her career experience and that she worked in education, which she

perceived to be a central women’s issue.

She also spoke about the challenges she faced in achieving her dream as her parents did not support her passion for acting which led them to cut off with her for some time.

Attallah noted that Egyptian women have had an impactful role in society for ages, focusing on both CIMAL and CIMUN as opportunities for providing the new generation with important skills.

Attallah said that women play an important role in raising children and building healthy families as they are essential to

Nouran El Ashry

maintain healthy communities.

“I find the session really important to be given to youth as I believe that they are the future and I see the country’s hope in them,” Marwan told The Caravan.

Such talks are important because they present challenges and struggles of the Arab World beside giving people hope that change, though is definitely a slow process and full of challenges, is attainable, said Kaddah.

“It was another way to raise the delegates’ awareness to what really happens on the ground, away from the simulations and lectures.”

UNESCO Introduces Global Citizenship to Education in Arab Region

Global citizenship is increasingly incorporated into the modern educational program

BY NOURANE SELIM @NOURANESELIM97 The challenges of an increasingly interdependent world demand new ways of thinking and it is for this reason that global citizenship is being integrated in the educational process in many academic

institutions.

As part of the civic and peace education initiative, the Graduate School Of Education organized a presentation titled ‘Promoting Global Citizenship Education In Post-conflict/Transitional Context: Insights From The Tunisian Experience’.

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The presentation was divided into two parts: discussing the concept of global citizenship and examining the Tunisian case study.

“What I wish to deliver is that global citizenship should be seen as a part of learning because it is a learning process itself; to be empowered and skilled enough

to solve global problems such as climate change,” Program Specialist at the United Nations Educational, Scientific and Cultural Organization (UNESCO) Gabriel El Khili told The Caravan.

Global Citizenship Education (GCE) is directly linked to the civic, social and political socialization function of education, and ultimately to the role of education in preparing the youth for the future.

El Khili added that promoting global citizenship education is about framing a new ‘post-20th century paradigm’, which captures how education can develop the knowledge, skills, values and attitudes learners need for securing a peaceful world.

The start of this move toward global citizenship involved reconceptualizing individual human relations with the community.

El Khili discussed four interrelated obstacles that hinder citizenship education in the Arab region: skills deficit, skills mismatch, value deficit and disempowerment.

Skills deficit refers to the insistence on traditional teaching methods, while skills mismatch points to the inverse correlation between education and employment.

Value deficit concerns the erosion of ‘social cohesion’, such as through conflicts and violence and

finally, disempowerment is related to how children in the Arab World are not trained to manage their emotions and communicate them constructively.

Promoting global citizenship should follow a comprehensive approach, starting by steering policies around institutional capacities and schools in order to achieve a positive and tangible outcome.

“In order to tackle the problem of global citizenship, we need to think within that frame in order to give our actions a meaning,” he said.

“Because if you’re targeting policies without enhancing the capacity of institutions and reaching students, results will be meaningless.”

Implementing global citizenship education in the region is a difficult process because the Middle East and North Africa (MENA) is an economically and politically diverse area.

“We have advanced countries, fragile countries, developing countries and conflict-affected countries. But globally speaking, compared to other countries, as Arabs, we are still behind,” El Khili said.

The presentation zeroes in on the Tunisian case study to illustrate this point. A task force for citizenship education and human rights was set up in 2012 after the revolution, with the aim of mainstreaming

citizenship education in the national curriculum.

“This teaching module aims to promote civic and peace education in the AUC curriculum and hopefully promote it on a national level so that we can achieve a similar experience to that of Tunisia.”

Nashwa Mohy El Din, a graduate student, was among the attendees who found the Tunisian case study extremely insightful.

“The case study showed us a real model that is implemented and discussed the main challenges faced during the implementation process, which I found really interesting.”

Another graduate student, Tamer Saeed, provided some constructive feedback about the lecture.

“I thought the presentation would’ve been better if it was more of a comparative study; what can be applicable and what are the major differences between both countries.”

Associate Professor in the Department of Comparative and International Education Nagwa Megahed organized several seminars, including El Khili’s.

The different seminars aim to promote values related to global citizenship and civic education as well as engage faculty members in the process of developing a teaching module that she is leading at AUC.

Sunday November 19, 2017

GENDER AND WOMEN | 3

Egyptian Women’s Progress Hampered by Lack of Legal Enforcement

A number of laws are put in place to protect women, but they are rarely enforced

BY AHMED ZADA @AHMEDZADA12 Societal norms in Egypt have created a quagmire in which women are devalued, even when anti-discrimination laws are put in place, because these are rarely enforced.

With the support of the Finnish Embassy in Egypt, AUC held a forum titled “Women in Egypt - 2017: The Way Forward” as part of its Tahrir Dialogue

Series at Oriental Hall to look at the obstacles restricting women’s progress.

Finnish Foreign Minister Timo Sioni kicked off the forum by emphasizing the role of women in society and used his home country as an example to highlight the strength of the Finnish women’s rights movement in having an impact on government.

“The dedication of girls was one of the main reasons behind

Joya El Aggar

the prosperity of Finland …

Women in Finland now hold most of the political positions and they show success day by day.”

He then moved to the situation in Egypt, where he noted the growing recognition of women’s role in all aspects of life and not just their role as housewives.

“President Sisi always promotes women’s role and this is a good sign in Egypt, since

women should be considered policymakers like men as well.”

A national policy was developed in 2015 to combat violence against women, but this lacks enforcement because of the social stigma that attributes blame to the female victim themselves.

Sioni stressed the role of nongovernmental organizations (NGOs) in order to improve female agency and to advocate numerous issues, like sexual and gender based violence (SGBV), noting their success in Finland.

“An increase of recruitment of women in terrorist groups was noted lately. This limits their daily life since they are restricted from engaging with their communities. Engaging women in society and daily life must be done to avoid [their] radicalization,” he said.

The NCW is currently drafting a law to eliminate gender-based violence.

“The cost of society increases when violence against women decreases,” said United Nations (UN) Women’s Arab States Regional Director Mohamed Al-Nasiri, referring to women as the ‘seeds’ of a country.

For example, women’s political participation in Yemen and Tunis increased immediately after the Arab Spring.

Tunis also saw the promulgation of new female-

friendly inheritance laws and another on discrimination against women as well.

More recently, Saudi Arabia repealed a law that criminalized women from driving.

“Investing in women is a way of investing in society,” Associate Research Professor at Social Research Center Hania Sholokamy said, referring to the need to educate Egypt’s women.

However, Al-Nasiri also pointed out that in the Arab World only 21 percent of women participate in the workforce as opposed to the global rating of more than 50 percent.

Abol-Komsan made further reference to the Nigerian experience which centered on the active representation of women in particular.

“The Nigerian Minister of Finance changed the regulation of recruitment law by balancing between the participation of men and women in the workforce; Nigeria then experienced improvement in many of its sectors.”

“There are no women in high positions, be it ministers of university presidents. There are only 2 or 3 female ministers, which isn’t a fair number,” AbolKosman said.

This stems from a lack of proper education, which is more likely to affect women than men.

The current female illiteracy rate stands at about 30.8

percent, but Sholokamy added that this can only be reduced through the work of both civil society and the government.

“What’s not improving is the agency of women, since they lack the ability to claim their rights because of a weak civil society,” Sholokomy said.

The largest challenge however, stems from the exclusion of men from issues of gender equality in what she refers to as “a crisis in masculinity.”

“I honestly believe our most important challenge is to re-imagine what equality is. We need to [direct] our imagination to the future. Education that won’t lead to welfare isn’t equality. We need education that would let us compete globally,” said Sholkamy when discussing barriers facing Egyptian women.

An audience member, however, challenged AbolKosam regarding the lack of women’s role in policymaking saying that men are the ones who are being discriminated against in Egypt and women are the ones who are recently in control of higher positions.

“I’m giving statistics, and I’m talking according to it.

I’m talking about the gap in the entities and the absence of law enforcement concerning violence against women,” AbolKosom said.

Can the Government End Child Marriage in Egypt?

BY SARA MOHAMED @SARAAASHRAF3 Her young age did not shield her from becoming a ‘companion for life’.

As early as 11, she became a mother with numerous responsibilities, and like many girls, trapped in a child marriage.

According to the 2017 national census released by the Central Agency for Public Mobilization and Statistics (CAPMAS), 119,000 girls married before the age of 18, comprising 15 percent of total marriages in Egypt.

The World Health Organization’s (WHO) 2016 Maternal Mortality report indicated that the primary cause of teenage girls’ deaths is pregnancy and childbirth, with 71 percent of those who marry before 18 facing serious health complications.

The report stated that 12 percent of them were subjected to abortion, 19 percent severely bled, 49 percent experienced difficulties in childbirth and 88 percent suffered from Vesicovaginal Fistula (VVF), a potentially lethal sexual disease.

“Marriage bears enormous responsibilities and stressful pressures. It subjects the girl with severe hormonal, physical and psychological alterations that exceed her capabilities at this young age,” Ahmed Saber, a psychiatrist at the Okasha Psychiatric Hospital, told The Caravan.

In his Subjective Age and Personality Development research, Yannick Stephan argues that the child’s personality is in continuous

growth until they reach 18 years of age.

“When she’s under any pressure, it triggers her to experience psychological disorders such as Post-Traumatic Stress Disorder (PTSD), depression and personality disorders,” he added.

In efforts to combat the marriage of minors, Egypt’s National Council for Women (NCW) launched its campaign “No to Underage Marriage” on October 15, in cooperation with the Ministry of Religious Endowments and Christian clerics.

The campaign follows calls made

by Egyptian President Abdel Fattah Al-Sisi to impose measures against customary marriage of underage girls.

In early October, the Minister of Health and Population Ahmed Emad El-Din’s announcement that the National Population Council is preparing a bill to outlaw child marriage, in cooperation with the Ministry of Justice, the Public Prosecution and the NCW. The draft law will be presented at the Parliament’s third session, and will criminalize both the act and those who sign off on child marriages.

“The law will force the health institutions to constantly register the births and deaths rates, and thus impedes the registration of the child mother’s newly born,” Dr. Ahlam Hanafy, member of the NCW said.

However, some have expressed a lack of faith in the enforcement of the draft law.

“The fate of this amendment will be the same as that of sexual harassment … It will not be enforced.

On a daily basis, girls go to police stations to file harassment cases against men and they’re often ignored by police officers,” Nada Nashat, advocacy coordinator at the Center for Egyptian Women’s Legal Assistance (CEWLA) told The Caravan.

Under Article 17 of the Personal Status Law (Law No. 1 of 2002), marriage of minors in a customary manner does not grant the girl legal rights, financial maintenance or a marital home.

In case the court must determine the paternity of a child, it is confirmed either by acknowledgement, people’s testimony or DNA tests.

Underage marriage is prevalent in rural villages. Families sign a marriage contract for their young girls without any legal documentation. When she reaches the legal age, the husband officially documents their marriage in the state registry.

“Egyptian law punishes the girl for a crime she herself is a victim of, and the real culprits aren’t punished,” Nashat added.

Nashat added that in some Egyptian villages the customary marriage of minors is used as a kind of trade -- families marry their daughters to rich men, especially Arabs from the Gulf, in exchange for money.

Dr. Walid Al-Basyouny, a professor of obstetrics, gynecology and infertility at Ain Shams

Egyptian TV series ‘El Kaserat’ (The Minors) depicts the social reality of child marriages

University, said that females should wait for two to three years after first their first menstruation cycle before getting pregnant in order for her ovulation to properly regulate.

The female’s physical growth is an important factor for the occurrence of a healthy pregnancy and childbirth, he added.

“The mother’s lack of awareness and experience in the children’s psychological, educational, and health needs negatively affect the child, which also puts them at risk of many health complications,

such as lack of proper nutrition and inadequate breastfeeding.”

“If the government seeks to curb child marriage in Egypt, the amendment of the law is not the solution. The solution is to build more schools in the villages, since not having access to education forces families to marry their daughters earlier instead of sending them to remote schools,” said Nashat.

Hanafy also added that the solution to curb child marriage rates is to provide the appropriate educational and health services for

girls.

These educational campaigns included distributing brochures to pharmacies on the health complications of child marriage in cooperation with the Pharmacist’s Syndicate.

“I was surprised by the Egyptians’ cultural leap … The families are more aware of the health complications of such practices, such as FGM can lead to Hepatitis C. This is due to the achievements of President Sisi after his interest in the women’s issue in 2017,” Hanafy told The Caravan.

4 | ANALYSIS

Sunday November 19, 2017

Exodus of Refugees Test Limits of International System

BY MOHAMED KOUTA @MOHAMEDKOUTAA The plight of refugees continues to confound international organizations and governments trying to reach consensus on how to accommodate the millions fleeing over.

While some, like Germany, allow hundreds of thousands in, today’s refugees neither solace nor salvation in their search for a safe haven, but instead are regulated upon arrival and discriminated against upon entry.

The Caravan sat down with Director of the Center for Migration and Refugee Studies (CMRS) Ibrahim Awad to discuss how the international system has adapted to accommodate this mass exodus.

“The sitution has extended in time, so can we really talk of a crisis? Or does it - unfortunately - take on the features of a chronic situation.”

The debate on the ‘crisis’ only emerged in 2015 once refugees began to enter Europe.

European analysts, however, have criticized this denomination both because of the minuscule number of refugees in comparison to the total population of Europe, as well as the continents demand for migrant workers for the labor force.

The United Nations (UN) Charter calls for international cooperation in the fulfilment of human rights as one of the overarching purposes of the

world body, enshrined both in its Preamble and Article 1.

“But then, you have Article 2 that talks about the principles which must be respected in fulfilling those purposes. These emphasize sovereignty and the equality of the states.”

The tension, he said, is characteristic of the international system. There are actors for whom sovereignty is a secondary issues.

“Sovereignty in 2020 is now what sovereignty was in 1920. You have global issues that cannot be addressed by sovereignty alone.”

Movement across borders, by definition, necessitates intervention by more than one state. However, this calls into question what this international cooperation would look like.

“The drafters of the UN Charter saw that relinquishing part of your sovereignty was in the best interest of every state.”

The question of enforcement in refugee protection harkens back to the nature of international law, which lacks a proper enforcement mechanism.

“As international law advanced, monitoring mechanisms such as international human rights law and international labor law were introduced.”

The 1951 Convention Relating to the Status of Refugees, however, does not lay out how this international cooperation should be operationalized. The major host countries, however, are not party to the Convention, and it has no treaty body.

But the Convention itself is limited by the framework of its time; its definition of refugees only apply to those who have personally been persecuted. The African Union’s predecessor, the Organization of African Unity (OAU), developed a more expansive notion in its 1969 Convention.

Many state parties, however, resort to manoeuvres that would constitute flagrant violations: for example, they make it impossible for asylum seekers to arrive in order to request refugee status.

These include securitizing refugees, which involves turning them from human subjects into a national security issue. By presenting refugees and migrants as a threat to security, the state is then justified in enacting emergency measures.

“International civil society should push states toward respecting the human rights of refugees and migrants. States that have an interest in resolving the refugee issue, such as Lebanon and Jordan, should also push toward responsibility-sharing,” Awad added.

An estimated three million refugees are currently located in Egypt. Generally, non-refoulement - the prohibition of returning asylum seekers back to their home country in which they would be in danger of persecution - has been respected by the government.

However, the question of visa requirements has been raised.

Since 2013, Syrians now have to

An estimated 3 million refugees are located in Egypt but face mounting social and political issues

acquire a visa whereas they had not before. Nevertheless, Egypt continues to receive a large inflow of refugees, many of whom have access to public health facilities in 2007. Syrian refugees also have access to education in Egypt.

“But the question are how good is the healthcare facilities in Egypt?

Are education establishments adapted for the demands of other populations which do not speak Arabic?”

Employment is also a critical

issue for refugees, who require permits to work in Egypt. This is an arduous process that is not easily obtained.

“In reality, where would they go if they obtained permits? Most Egyptians work in the informal sector, and so will refugees. Being foreign, they will work in even worse conditions at even lower wages.”

“Suppose you give work permits to all refugees, most of them will not find work in the modern

Yaasmeen Shaheen

economy. So the question really is about investing in the informal economy so that you raise wages and improve conditions of work.

This is where the refugees will be inserted.”

Not having access to the modern economy, at low levels of terms and conditions makes refugees “poor among the poor.”

“It’s not just a question of racism; this exists everywhere. It’s also a question of competition,” Awad said.

Scholar: Middle Eastern Conflicts Bound in Orientalist Narratives Historians and journalists should not use sectarianist narratives to explain conflicts in the Middle East

BY ROBA MAZROUA @ROBAMOH An over-emphasis on sectarianism in Middle East conflicts obscures the deeper complexities of war, says Professor of History at Rice University Ussama Makdisi.

Duirng a lecture titled “The Imperative Of Historical Juxtaposition, Secularism, And Sectarianism In Comparative Perspective”, Makdisi challenged the common and authoritative use of sectarianism in the Middle East as a narrative to explain conflict.

His argument is based on his belief that segregation of different ethnic and racial groups is a colonial and Zionist construct exploited for political gains.

This was driven by his personal experience of the Lebanese Civil War, where vicious inter and intrafaith disputes evolved and continued to inform Lebanon’s sectarian identity today.

This is not to say that sectarianism did not have earlier manifestations in the Middle East -- Makdisi argued that the concept was repeatedly used in the 19th century when the entire Arab World - save for Morocco - was under Ottoman control.

The transition of the Ottoman Empire from a Christian to a Muslim entity ruling over non-Muslim subjects led to a number of atrocities

and feelings of injustice among distinct Christian citizens.

But segregation and sectarianism is not limited to the Middle East.

There were also other examples of segregation in the West; Makdisi integrated the Jim Crow Laws, which were introduced in the United States after the Civil War and the abolition of slavery, as a system of excluding blacks and other persons of color.

This system, which was largely built on the “separate but equal” rule, was an attempt to institute racial segregation in all political, economic and social aspects of American life.

This apparent constriction of the civil rights and liberties of African Americans consequently led to massive clashes, particularly in Southern states, until the rise of the Civil Rights Act in 1964 that provided black emancipation.

Makdisi further added that the fact that segregation existed so prominently in one of the world’s biggest powers challenges the Western orientalist perception of Arabs.

This view most prominently depicts Arabs as non-developing inferiors, who are bound by the sectarianism and inequality in their cultures.

He also used the history of the Arab World’s sectarian conflicts to document the Western obsession

with sectarianism in the region.

He recalled the Damascus Massacre in July 1860, which took place during the Ottoman rule and resulted in the mass extermination of Christians.

This, in turn, triggered Western newspapers to document this event from a biased and orientalist understanding of Middle Eastern politics.

“Alternatively, the Damascus Massacre was not covered by any other Arab account in an attempt to effectively censor the discussion about those sectarian issues so that the world would not use those discussions to divide them further,” he said.

Just as the Damascus Massacre’s showed the grotesque brutalities being committed in the name of religion, it also included positive examples of inter-faith unity.

One of the prominent Muslim figures featured is Abdel-Kader Jazaeri, an Algerian prince who protested against French colonization.

He witnessed the massacre during his exile to Syria and had a significant role in saving the lives of thousands of Christians.

Consequently, Makdisi argued that Arabs should be able to unapologetically write about their own history in order to extract authentic non-fabricated lessons

Sectarianism, Makdisi says, should not be the prevailing narrative in studying Middle East conflicts

from them.

World War I, for instance, was another major global event that stemmed from European racism and segregation .

Yet, as Makdisi pointed out, the ideology of coexistence between Christians and Muslims never faded, but managed to get stronger.

Around the same historic period is another event that marked the co-existence and alignment of

Coptic and Muslim voices against British colonial rule and completely challenge the rise of sectarianism in the East, namely the 1919 Egyptian Revolution.

Makdisi ended by directing the public’s attention to the importance of deconstructing concepts such as sectarianism that are constantly taken for granted.

Censorship, he argues, prevents adequate interpretation of massive

Malak Sekaly

sectarian disputes in Middle Eastern history.

“The Middle East’s image will be totally enhanced if those globalized misconceptions about the regions have been restructured and re-evaluated, along with the help of Arab writers to document their own history without the Western assistance,” said Nahla Mohamed, a political science junior during the event.

BUSINESS | 5

Sunday November 19, 2017

“Seizing Opportunities” Key to Entrepreneurial Spirit

The Student Union brought three entrepreneurs to discuss their journeys with the AUC community

BY NOURAN EL ASHRY @NOURAN_ELASHRY Egypt recently tied with the United Arab Emirates as the leading country for startups in the Arab World.

The Student Union’s (SU) Real Life Project is hoping to capitalize on this ranking and inspire entrepreneurial spirit in students by providing them with tips on how to ‘seize opportunities’.

In a recent SU event, three well-known entrepreneurs in Egypt’s startup scene, CEO of Voyagers Galal Zekri, Co-founder

of The Bakery Shop (TBS) Basel Mashhour and CEO and Co-founder of Ariika Shahir Arslan, joined forces to show young entrepreneur-minded AUC students the chalelnges and rewards that await them.

“The project aims to provide students with a smooth transitional phase between their undergraduate and postgraduate lives,” said Mohamed El Fiky, general manager of SU Real Life.

El Fiky added that entrepeneurship can apply to all fields, which is why the session is important for students from

Nouran El Ashry

different majors.

This is achieved through various career awareness sessions, job shadowing field trips and providing internship opportunities in several fields, he said.

Zekri began the talk with a presentation about his journey, which started 10 years ago.

His adventures included cycling 130 kms to Al Ain Al Sokhna in 2011 when he was just 17, cycling to Neweba’ at 18 and to the Oasis at 19, becoming Egypt’s first solo cyclist to successfully tour the country at a total distance of

15,000 km.

“We chose Zekri to be among our speakers because of his ambition, persistence and young age that most students will be able to relate to,” said El Fiky.

Zekri is now in the process of launching Voyagers, a travel and adventure service.

“I was inspired by Zekri’s determination and passion to what he is doing. I personally got motivated to go on adventures like his,” said Multimedia Journalism junior Mahy Mohamed.

The second speaker, Mashhour, is a Political Economy AUC alumnus who talked to attendees about how failure is always a part of success.

He shared his personal failures when he was trying to set up his business as an undergraduate.

“Masshour is an experienced entrepreneur and was able to give students wise advice and that’s why he was an addition to the session,” El Fiky told The Caravan.

Arslan concluded the session by explaining how people should differentiate between good and bad opportunities.

He said that we are faced with several opportunities throughout our lives that should be taken, but sometimes people are too afraid or lazy, which should not be the case.

“It’s not about being a successful entrepreneur. The different experiences presented to students in the session could tick something in their minds and change their way of thinking,” Arslan told The Caravan.

AUC Pioneers Business Platform

BY ROBA MAZROUA @ROBAMOH After compiling information from faculty, research centers and student thesis statements, the School of Business launched the Business Forward Platform, an online knowledge portal that focuses on significant issues that affect the business community and the economy.

“Worldwide schools of business, such as Harvard and Stanford, embrace such online knowledge portals and online magazines, but AUC’s School of Business is the pioneer to launch such a portal in the Middle-East region,” Associate Director of Communications and Marketing Sherine Meshad told The Caravan.

“Our platform aims to bridge the gap between available academic information at the Business Department to the business environment.”

This database portal covers various fields, such as entrepreneurship, responsible business, economic development and family businesses.

“Beside the role of the School of Business to educate and develop education, the Business Forward Platform’s role is to create knowledge of interest for the environment,” she added.

To deliver relevant information to its audience, the School partnered up with Venture Lab (V-Lab) and several startups, including the wellknown Egyptian food service, Zooba.

“The Business Forward

Platform featured an article about financial technology that was showcased by V-Lab; it also posts articles about V-Lab’s entrepreneurship events that are taking place at university,” Public Relations and Media Officer at V-lab Maram Chalabi told The Caravan.

“It is a content website, not a news website. Our aim is to feature original content about the economic and business fields that would benefit not only students but also members of the business community,” said the Platform’s Managing Editor Amira Ahmed.

The platform also includes research conducted by the Access To Knowledge Developing Center (A2K4D), which recently looked into the concept of ‘sharing economy’ that hit the Egyptian market in the past few years through Uber’s model.

“This topic does have great impact not only for the business environment but also for the community.

For example, the Uber model affected the economic environment through altering the labor market and creating new job opportunities in Egypt,” said Ahmed.

The platform also includes articles about private business owners. The articles address their entrepreneurship ventures such as fashion and food projects and articulates the impact of their success on their economic surroundings.

The platform includes features about the founders of online boutique Mona Afifi and Zooba’s own Chris Khalifa.

New ‘Ultra-Poor’ Program Aims to Reduce Poverty and Encourage Social Development

BY NADA DARWISH @NADADARWISH_ Improving the quality of education is critical to lifting millions out of poverty and encouraging social development, said Ford Foundation International Professor of Economics at the Massachusetts Institute of Technology (MIT) Abhijit Banerjee.

Banerjee delivered a lecture titled “Reducing Poverty and Promoting Social Development: How Evidence Can Inform Better Policy in MENA” at the Campus Conference and Visitor Center.

During his lecture, Banerjee focused on how ‘ultra-poor’ households can be provided with assets, training, regular coaching, access to saving and consumption support that would lead to large and lasting impacts on their standards of living.

He began by introducing the Abul Latif Jameel Poverty Action Lab (J-PAL), which is a center at MIT’s Economics Department that aims to reduce poverty by ensuring that policy is informed by scientific evidence.

“We train implementers and policymakers on how to become better producers and users of evidence through impact evaluations,” he said.

Data gathered from impact

evaluation, also known as randomized evaluation, is used by J-PAL to develop effective policies and programs tailored to the unique needs of the MENA region.

J-PAL currently has over 850 ongoing and completed projects across eight different economic sectors in 80 countries.

Banerjee turned to India to discuss how J-PAL contributed in promoting social development.

Ninety-six percent of children in India aged between six and 14 are enrolled in school but still receive poor quality education, he added.

“Fifty-two percent of all children in India in grade five could not read at grade two level.”

A further 72 percent of grade three students could not solve a grade two 2-digit subtraction problem.

In total, about 250 million school-age children lack basic reading, writing and numeracy skills.

Part of the reason behind these low learning levels, Banerjee said, is because an ‘overambitious’ curriculum, which incentivizes teachers to only target the highest performers.

“We doubled salaries and it changed nothing. We replaced the textbook and it changed nothing,” he said.

Banerjee added the problem is that the education system does not

teach children what they need to learn, but rather “what they should be learning.”

J-PAL then worked with partners to scale up the ‘Teaching at the Right Level’ (TaRL) program, which directly tackles the discrepancy between what children should learn and what they need to.

Banerjee added that TaRL assessed children in language and math so that they could be grouped according to learning level as opposed to age.

They were then monitored, assessed and regrouped in order to track their progress.

“TaRL programs reached more than 4.7 million children in India during the 2015-2016 school year.”

Banerjee also introduced the “Graduate Approach”, which consists of six complementary components, each designed to address specific constraints facing ultra-poor households.

The first of these is called productive asset transfer, which is a one-time transfer of valuable tools of production, such as cows and goats. The second is training in technical skills, such as how to rear livestock and manage other productive assets.

The third component is called consumption support and involves households receiving cash transfers depending, which

Children and families are at the heart of poverty reduction and social development programs

is coupled by a fourth step encouraging savings within ultrapoor households.

The fifth component is a monitory mechanism where households receive weekly home-visits by an ‘implementing partner’ to provide coaching an encouragement. The final component is health education

and access to health-care.

This ultra-poor program was implemented in a number of countries, such as Ethiopia, Ghana, Honduras, India, Pakistan and Peru. Researchers found ‘broad and lasting economic impacts’ in all six.

“Treatment group households consumed more, had more assets

Joya El Aggar

and increased their savings. The program also increased basic entrepreneurial activities, which enables the ultra-poor to work more evenly across the year.”

The event was organized by the Department of Economics, the Economic Research Forum (ERF) and the Sawiris Foundation for Social Development (SFSD).

6 | OPINION

Sunday November 19, 2017

The Apathetic and Silent Youth: The Sign of Our Times?

As I’ve grown older, it seems as though the injustices around us keep on piling, one after the other. But the truth is, I’ve become so much more aware of the many oppressive structures in society.

Globally, the poor, people of color and women have been marginalized in the process of state formation, and its very existence thrives off their exploitation.

And in the face of these monumental challenges, we encounter hyper-aware, but disempowered youth. More and more of us are aware now of the subtle invasions of patriarchal, racialized and classed forms of social control.

Yet, in the discussions I’ve had over these issues, the common response has been

that we are too minimal, too inconsequential and too debilitated to make a ‘real change’.

What power do we the youth - have over historical processes that have contributed to this oppression? What can we do to ‘subvert’ these structures?

Yet, in this postmodern moment, even dreams of a better future by these revolutionary youth are problematized.

And through this, many remain trapped between dreams for change and the anticipation of failure.

Last Thursday was the centennial for the Russian Revolution of 1917, an event that proved to the world that the ‘common people’ can shape destiny.

We saw this again in Tahrir, where calls for change evolved from demands from ‘Bread, Freedom, Social Justice’ to a complete regime overthrow.

And while revolutionary action perhaps first gained eminence in the French Revolution, the Russian Revolution is the first to involve such a mass movement against a state.

And it demonstrated the potential for the masses to effect serious change: the

Russian Revolution was a true episode of the people’s power to completely supplant one regime with another.

But today’s youth appear to have fallen into apathy.

We are depoliticized and apolitical, which in itself is a political move.

We’ve convinced ourselves that politics belong to the ‘people up there’ and that our praxis should be confined to angry Facebook posts and academic papers.

We’ve confined ourselves to the study of politics and society, critiquing structures and systems within the terms of a discipline.

And when we do step outside of these comfort zones, the episodes are brief and half-hearted.

Few of us champion causes; be they political, social or humanitarian. And even fewer of us contemplate them at all.

This is because we now find ourselves in a culture where we are taught to be ‘de-political’.

We are taught to be consumers, buyers, users of mass media and technology, and that deviance from this norm will risk alienating us from society.

Between the work-day and the pressures of social and

private life, the time given for honest reflection, appraisal and engagement with the external world is not only limited, but also regulated.

Our critiques and commentaries are permitted only through ‘legitimate’ channels that dictate where and when we can say what we want, and how to do it.

It is a structural phenomenon, one that is political, social, cultural and economic but also only one that arose in the post-war neoliberal era.

And it is ironic that I am the one writing this - I come from a position of immense privilege and have taken few steps towards creating change.

So, this is a genuine introspection into what it is the youth can and should do. Perhaps it is high time we reconceptualize our engagement with the world.

Mohamed Kouta Editor-in-Chief mohamedkouta@aucegypt.edu

How to Incite Violence Against Women and Get Away With It

Deena Sabry Managing English Editor Last Wednesday, Egypt made global headlines following the Musicians Syndicate’s decision to ban Sherine Abdel Wahab from performing in Egypt after she allegedly told the audience not to drink from the River Nile.

A video emerged from her performance in Lebanon as she

warned that “drinking from the Nile will get me bilharzia.”

Al-Ahram reported that the singer will face trial at a misdemeanours court for “insulting the state”.

Earlier in November, an Egyptian court prosecuted Al-Nahar TV Presenter Doaa Salah sentencing her to three years prison after she discussed single-motherhood on her show.

A video of Salah’s opening statement went viral with comments ranging from calling her mentally ill to morally depraved.

Closer to home, a journalist filed a complaint against Lebanese singer Haifa Wehbe at the Musicians Syndicate, objecting to the shorts she wore at her concert on campus.

In return, the Syndicate has “warned” Wehbe’s manager regarding her dress code, insisting that she has a duty to respect the

Egyptian culture and traditions.

All this happened while Egyptian Lawyer Nabih Al-Wahsh said on live television that raping women who wear ripped jeans is a “national duty,” insisting that “protecting morals is more important than protecting borders.”

However, the Lawyers’ Syndicate did not take any legal action him nor was he disbarred.

Al-Wahsh’s statement fits into a long history of Egyptian men’s misogynistic statements.

Last year, Member of Parliament Elhamy Agina called for the enforcement of female virginity tests prior to university admissions to prove that every enrolled woman is a virgin.

Regardless of how the acts done by these women were not in any way harmful to any individual Egyptian, nor did they incite any form of violence against any entity within the society, immediate

repressive action was taken against them.

Why do we deem the state’s culture, tradition, borders and international image more important than the safety of Egyptian women? Why are we instantly offended at the sight of a woman in shorts? Or upon hearing a woman say a statement that is factual?

Why is it when a man explicitly incites violence against over 50 percent of society, the only reaction that follows is a wave of anger over Facebook that dies down within a matter of hours?

The truth is, men like Al-Wahsh perpetuate the state’s position towards, and perception of, women.

Because the state refuses to take immediate action against those who perpetuate the state’s ideology of violence against women, AlWahsh and Agina are not the exceptions, they are the rule.

The Anxious writer: CHAPTER SIX

Mariam Mazhar Senior Arabic Editor The biggest outcome of my journey through anxiety has been revelation, an epiphany.

Mariam, you should not depend on anyone to be your sense of security, you should not wait for someone to save you and, Mariam, you fight your own battles.

To reach this conclusion, I had to admit I was emotionally vulnerable and dependent. I had to be true to myself.

It is not easy to be honest to yourself to the extent of saying that you are in constant need of someone else. I learned the hard way that people are not a constant and they are not meant to stick around forever.

We don’t like to feel weak and we do not feel comfortable being vulnerable, it makes us anxious ... simply anxious.

I believe we were created with a need for relationships and friendships - we come to this world with a void that needs fulfillment through emotional attachment.

But there is a fine line between being stable, selfsufficient and getting a sense of fulfillment through bonds with other people, and the unhealthy need for an outer sense of security.

Reaching this balance is not a piece of cake and it is easier said than done.

But then again, finding your sense of security in another human can lead to self-harm.

Because there is absolutely no

one who is going to keep on giving you the attention and care forever.

It is a sad truth - people die, people leave, and people change their minds.

Things happen.

S*$! happens.

Life turns around, and if you live with tied knots to everyone around you, the day you wake up and they are not there will hurt, sting and scar you forever.

You are good enough to be your own hero; as cliche as this may sound, it is true.

You have it in you to create the kind of safety that would allow you to become healthily independent.

You have the Force to fill the loopholes in your soul.

You have the capability to become whole all on your own.

It is okay if you are scared some days, and it is okay if your attachment takes over sometimes.

But all you have to do is pull yourself together and believe that there is a power within you to become someone who is fully empowered.

I have been attached to people in my life and have lived with an unchanging belief that they will remain, always.

Yet they left, and all I had to do was deal with the new reality.

But this broke me.

So, never allow someone to have power over you, or dictate how you should be ... and not be.

People have made promises and painted dreams only to turn around and break them this has been the most painful thing I have even been through.

But this experience has also been life-changing because it taught me to believe that when you are at a crossroads you do not give in to being broken.

You fight with everything you have to make it through.

And that’s the secret ... you don’t stay down, don’t accept to be broken.

Get up. And fight.

Share Your Opinion If you would like to share your opinion contact us at: caravannews@aucegypt.edu or visit our newsroom at Jameel p008

MOHAMED KOUTA EDITOR-IN-CHIEF DEENA SABRY MANAGING ENGLISH EDITOR JAIDAA TAHA MANAGING ARABIC EDITOR AHMED HOSAM SENIOR ENGLISH EDITOR MARIAM MAZHAR SENIOR ARABIC EDITOR NOURAN ALLAM CAMPUS EDITOR MENNA EID SPOTLIGHT EDITOR MERNA SAKR AND DONIA EL MAGHRABY POLITICS EDITORS DINA EID BUSINESS EDITOR NADINE FAHMY AND DANAH AL ANSARI ARTS AND CULTURE EDITORS DOAA ABDELGHANY SCIENCE AND TECHNOLOGY EDITOR RANIA YEHIA, MARIAM EL MENOUFI, NOURA SHIBL ARABIC EDITORS MALAK SEKALY COLUMNIST NOUR IBRAHIM MULTIMEDIA MANAGER YASMINE BASSILY AND HUSSEIN MOATAZ RADIO PRODUCTION MENNA EID VIDEO PRODUCTION FIRAS AL ATRAQCHI MANAGING DIRECTOR AND FACULTY ADVISOR RASHA ALLAM ARABIC ADVISOR MAHER EL MELIGY ADMINISTRATIVE ASSISTANT

‫‪ | 4‬آراء و شـعــــــــــر‬ ‫فـــي ظل صراعات كثيرة‪ ،‬يبقى «يتيم العرب» منسي ًا ســوبرمان و االمريــكان‬ ‫اﻷﺣﺪ ‪ ١٩‬ﻧﻮﻓﻤﱪ‪٢٠١٧ ،‬‬

‫اﻻﺳــﺒﻮع اﳌــﺎﴈ ﺣــﺬر اﳌﺴــﺆول اﻻﻧﺴــﺎين‬ ‫ﰲ اﻻﻣــﻢ اﳌﺘﺤــﺪة أن إذا مل ﻳﺘــﻢ رﻓــﻊ اﻟﺤﺼﺎر‬ ‫ﻋــﻦ اﻟﻴﻤــﻦ ﻓــﺈن اﻟﺒﻠــﺪ ﺗﻮﺟــﻪ ﻛــام وﺻﻔــﻮ‬ ‫ﻛﺎﻛــﱪ ﻣﺠﺎﻋــﺔ اﻟﺘــﻲ ﺷــﻬﺪﻫﺎ اﻟﻌﻠــﻢ ﻣﻨــﺬ‬ ‫ﻋﻘــﻮد ﻃﻮﻳﻠﺔ‪ .‬وﺳــﻮف ﺗﺆدي ﻫــﺬه اﳌﺠﺎﻋﺔ‬ ‫اﱃ ﻣﻼﻳــني ﻣــﻦ اﻟﻀﺤﺎﻳــﺎ‪.‬‬ ‫ﻣــﻊ ذﻟﻚ ﺣﻘﻴﻘــﺔ اﻟﻌﻤﺮ اﻧﻬــﺎ ﻟﻴﺲ ﻣﺠﺎﻋﺔ‬ ‫ﻃﺒﻴﻌﻴــﺔ‪ ،‬ﻟﻜــﻦ ﻧﺘﻴﺠــﺔ ﺣــﺮب اﻟﺘﺤﺎﻟــﻒ‬ ‫اﻟﺴــﻌﻮدي اﻷﻣﺮﻳــيك ﺿــﺪ اﻟﺤﻮﺛﻴــني‪ .‬ﻓﺎﻧﻬــﺎ‬ ‫ﻣﺄﺳــﺔ ذات أﺑﻌــﺎد ﻣﻠﺤﻤﻴــﺔ ﺗﺴــﺒﺒﺖ ﰲ‬ ‫ﻣﻘﺘــﻞ أﻻف اﳌﺪﻧﻴــني وﻣﺠﺎﻋﺔ ﺟﺎﻣﻌﻴــﺔ وﺑﺎء‬

‫اﻟﻜﻮﻟ ـريا‪.‬‬ ‫ﺗﻘﺪﻳـﺮات اﻷﺧــرية ﻟﻀﺤﺎﻳــﺎ اﻟﻜﻮﻟـريا ﻓﻘــﻂ‬ ‫أﻛــرث ﻣــﻦ ﻧﺼــﻒ ﻣﻠﻴــﻮن ﻧﺴــﻤﺔ وﺗــﺰداد‬ ‫ﺣﺘــﻰ اﻷن‪.‬‬ ‫وﺗﺴــﺒﺐ ﻋــﺪوى اﻟﻜﻮﻟــريا‪ ،‬اﻟﺘــﻲ ﺗﺘﺴــﻢ‬ ‫ﺑﺎﻹﺳــﻬﺎل اﻟﻌﻨﻴــﻒ‪ ،‬ﰲ اﺑﺘــﻼع اﳌﻴــﺎه اﳌﻠﻮﺛــﺔ‬ ‫ﺑﺎﻟﱪاز‪ .‬وﺗﻈﻬﺮ اﻟﻔﺎﺷــﻴﺔ ﰲ اﻟﻴﻤﻦ ﻷول ﻣﺮة ﰲ‬ ‫أﻛﺘﻮﺑــﺮ ‪ ،٢٠١٦‬وﻟﻜــﻦ ﺑــني أﺑﺮﻳــﻞ وﻳﻮﻧﻴﻮ ﻣﻦ‬ ‫ﻋــﺎم‪ ،٢٠١٧‬أﺻﺒــﺢ ﻣﺘﻔﺸــﻴﺎ‪ .‬ووﻓﻘــﺎ ﳌﻨﻈﻤــﺔ‬ ‫اﻟﺼﺤــﺔ اﻟﻌﺎﳌﻴﺔ اﻟﺘﺎﺑﻌــﺔ ﻟﻸﻣﻢ اﳌﺘﺤــﺪة‪ ،‬ﻓﺈن‬ ‫‪ ٣٠٠،٠٠٠‬ميﻨــﻲ ﻣﺼﺎﺑــﻮن ﺑﺎﻟﻔﻌــﻞ‪.‬‬ ‫وﻗــﺪ ﺗــﻮﰲ ‪ ١،٥٠٠‬ﺷــﺨﺺ‪ ٪٥٥ ،‬ﻣﻨﻬــﻢ ﻣﻦ‬ ‫اﻷﻃﻔﺎل‪ .‬اﳌﺴﺘﺸــﻔﻴﺎت ﻣﻠﻴﺌﺔ ﺑﺎﳌــﺮﴇ اﻟﺬﻳﻦ‬ ‫ﺗﻈﻬــﺮ ﻋﻠﻴﻬــﻢ اﻷﻋــﺮاض‪ .‬اﳌﻴــﺎه اﻟﻨﻈﻴﻔــﺔ‪،‬‬ ‫واﻟــﴫف اﻟﺼﺤــﻲ‪ ،‬واﻟﺮﻋﺎﻳــﺔ اﻟﺼﺤﻴــﺔ ‪-‬‬ ‫وﺳــﺎﺋﻞ ﻟﻠﺘﺤﻘــﻖ ﻣــﻦ اﻟﻮﺑــﺎء ‪ -‬ﻧــﺎدرة ﺑﻮﻓــﺮة‪.‬‬ ‫وﺟــﺎءت ﻫــﺬه اﻟﻜﺎرﺛــﺔ ﻧﺘﻴﺠــﺔ اﻟﻘﺼــﻒ‬ ‫اﻟﺴــﻌﻮدى اﻟــﺬى ﺗﻘﻮم ﺑــﻪ اﻟﻮﻻﻳــﺎت اﳌﺘﺤﺪة‬ ‫ﻋــﲆ اﻟﻄــﺮق واﳌﺴﺘﺸــﻔﻴﺎت وﻣﺮاﻓــﻖ اﳌﻴــﺎه‬ ‫واﻟــﴫف اﻟﺼﺤﻰ واﻟﺤﺼﺎر اﻟﺒﺤــﺮى واﻟﺠﻮى‬ ‫اﻟــﺬى ﻳﺤــﻮل دون وﺻــﻮل ﻣﺴــﺎﻋﺪات اﻻﻣــﻢ‬ ‫اﳌﺘﺤــﺪة ﻋــﲆ ﻧﻄــﺎق واﺳــﻊ اﱃ ﺿﺤﺎﻳــﺎ‬ ‫اﻟﺤــﺮب اﻟﻴﻤﻨﻴني‪.‬‬ ‫ﻟﺴــﺒﺐ وﺟﻴــﻪ ﻧﺘﺤــﺪث ﻋــﻦ اﻟﺨﻄــﺮ‬ ‫اﻟﺤﻘﻴﻘــﻲ ﺟــﺪا ﻣــﻦ اﳌﺤﺮﻗــﺔ ﰲ اﳌﺴــﺘﻘﺒﻞ‬ ‫اﻟﻘﺮﻳــﺐ‪ .‬وﻟﻜــﻦ ﻫــﻲ أﻣﺮﻳــﻜﺎ اﻟﺘــﻲ ﺗﻔﻌــﻞ‬

‫ذﻟــﻚ وﻟﻴﺴــﺖ اﻟــﺮوس‪ ،‬ﻓــﺈن اﻟﻌﻠــﻢ مل ﻳﻬﺘــﻢ‪.‬‬ ‫اﻟﻘﺘــﻞ ﰲ اﻟﺨــﺎرج ﻫــﻲ اﻟﻄﺮﻳﻘــﺔ اﻷﻣريﻛﻴﺔ‬ ‫ﻟﻠﺤﻴﺎة‪.‬‬ ‫أﻳــﻦ اﻟﻌــﺮب ﰲ ﻫــﺬه اﳌﺠــﺰرة؟ أﻳــﻦ اﻷﻣــﺔ‬ ‫اﻹﺳــﻼﻣﻴﺔ؟ ﻓﻬــﻲ ﻏﺎﻣﻀــﺔ وﻧﺤــﻦ ﻧﻘــﻒ ﰲ‬ ‫ﺻﻤــﺖ ﺑﻴﻨــام ﻻ ﻳﻮﺟــﺪ ﳾء ﺳــﻮى اﳌــﻮت‬ ‫واﳌﺠﺎﻋــﺔ ﰲ اﻟﻴﻤــﻦ‪.‬‬ ‫اﻟﺤــﺮب اﻟﺴــﻌﻮدي أﻣﺮﻳــيك ﰲ اﻟﻴﻤــﻦ‬ ‫ﻏــري ﻗﺎﻧــﻮين‪ .‬اﻟﺮﺋﻴــﺲ اﻟﺴــﺎﺑﻖ ﺑــﺎراك اوﺑﺎﻣــﺎ‬ ‫واﻟﺮﺋﻴــﺲ اﻟﺤــﺎﱄ دوﻧﺎﻟﺪ ﺗﺮاﻣــﺐ ﻟﻘﺪ اﻧﺘﻬﻜﻮا‬ ‫اﻟﻮاﺟــﺐ ﺑﺤــﻖ اﻟﺪﻓــﺎع ﺗﺤــﺖ اﻟﺪﺳــﺘﻮر‬ ‫اﻷﻣﺮﻳــيك‪ .‬ﻋﻨﺪﻣــﺎ أﻣــﺮ اﻟﺮﺋﻴــﺲ اوﺑﺎﻣــﺎ‬ ‫مبﺸــﺎرﻛﺔ أﻣﺮﻳــﻜﺎ ﰲ اﻟﺤﺮب‪ ،‬مل ﻛﺎن ﻣﺴــﻤﻮح‬ ‫ﻟﻪ ﺑﺘﻔﻮﻳﺾ ‪ ١١‬ﺳــﺒﺘﻤﱪ اﻟﻠــﺬي ميﻨﺢ ﻟﻠﺮﻳﺲ‬ ‫اﻟﺤــﻖ ﰲ إﺳــﺘﺨﺪم اﻟﻘــﻮة اﻟﻌﺴــﻜﺮﻳﺔ‪.‬‬ ‫ﰲ اﻟﻮاﻗــﻊ‪ ،‬اﻟﻘﺎﻋــﺪة ﻫــﻲ ﻋــﺪو ﺣﺎﺳــﻢ‬ ‫ﻟﻠﺤﻮﺛﻴــني‪ .‬وﻫﻨــﺎك ﻧﻘــﺎش إﱃ أي ﻣﺪى ﻳﻜﻮن‬ ‫اﻟﺤﻮﺛﻴــﻮن وﻛﻼء إﻳﺮاﻧﻴــني‪.‬‬ ‫أي أﺳــﻠﺤﺔ إﻳﺮاﻧﻴــﺔ ﻗــﺪ وﺻﻠــﺖ إﱃ اﻟﻴﻤــﻦ‬ ‫ﻛﺎﻧــﺖ ردا ﻋــﲆ اﻟﻬﺠــﻮم اﻟﺠــﻮي اﻟﺴــﻌﻮدي‬ ‫وﻟﻴــﺲ ﻗﻀﻴﺘﻪ‪.‬‬ ‫ﻣﻌﻈــﻢ اﻷﺳــﻠﺤﺔ اﻟﺘــﻲ ﺣﺼــﻞ ﻋﻠﻴﻬــﺎ‬ ‫اﻟﺤﻮﺛﻴــﻮن ﺟــﺎءت ﻣــﻦ اﻟﻮﻻﻳــﺎت اﳌﺘﺤــﺪة‪:‬‬ ‫اﻷﺳــﻠﺤﺔ اﻟﺘــﻲ زودﻧــﺎ ﺑﻬﺎ ﻟﻠﺤﻜﻮﻣــﺔ اﻟﻴﻤﻨﻴﺔ‬ ‫اﻟﺴــﺎﺑﻘﺔ‪.‬‬

‫ﻟﻘﺪ ﻓﺘﺤﺖ اﻟﺤﺮب ﻣﺴــﺎﺣﺔ ﻟﻌــﺪو أﻣﺮﻳﻜﺎ‬ ‫اﻷﻛــرث ﺧﻄــﻮرة ﰲ اﻟــﴩق اﻷوﺳــﻂ‪ ،‬وﻫــﻲ‪:‬‬ ‫ﺗﻌﺰﻳــﺰ اﻟﻘﺎﻋﺪة ﰲ ﺷــﺒﻪ اﻟﺠﺰﻳــﺮة اﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫وﻗــﺪ أدت اﻟﺤــﺮب واﻟﺪﻋــﻢ اﻟﺴــﻌﻮدي‬ ‫ﻟﺘﻨﻈﻴﻢ اﻟﻘﺎﻋﺪة ﳌﺤﺎرﺑﺔ اﻟﺤﻮﺛﻴني إﱃ ﺗﻨﻈﻴﻢ‬ ‫اﻟﻘﺎﻋــﺪة ﻟﻠﺘﻨﺎﻓــﺲ ﻋﲆ اﻟﺴــﻠﻄﺔ اﻟﻮﻃﻨﻴﺔ ﰲ‬ ‫اﻟﻴﻤــﻦ ﻟﻠﻤــﺮة اﻷوﱃ‪.‬‬ ‫وﺗﻄﺮﻓــﺖ ﻗﻄﺎﻋــﺎت ﻣﻦ اﻟﺴــﻜﺎن اﻟﻴﻤﻨﻴني‬ ‫ﺿــﺪ اﻟﻮﻻﻳــﺎت اﳌﺘﺤــﺪة اﻟﺬﻳــﻦ ﻳﺘﺄﻛــﺪون ﻣﻦ‬ ‫أن اﻟﺴــﻌﻮدﻳني ﻳﺴــﺘﻄﻴﻌﻮن إﺳــﻘﺎط ﻗﻨﺎﺑــﻞ‬ ‫راﻳﺜــﻮن ﻋﻠﻴﻬﻢ‪.‬‬ ‫اﻟﺴــﻌﻮدﻳني مل ﻳﺘﻤﻜﻨــﻮا ﻣــﻦ ﻣﻮاﺻﻠــﺔ‬ ‫ﺟﺮامئﻬــﻢ اﻟﻌﺴــﻜﺮﻳﺔ دون دﻋــﻢ أﻣﺮﻳــيك‪.‬‬

‫‪Mohamed Kouta‬‬ ‫‪Editor-in-Chief‬‬ ‫‪mohamedkouta@aucegypt.edu‬‬

‫تكويــن الصراعــات العرقيــة‪ :‬مــن اجلاني ومن املســتفيد؟‬

‫كتبت‪ :‬جيداء طه‬

‫ﺑﺎﻟﺼﻴﻒ اﳌــﺎﴈ‪ ،‬ﻛﻨﺖ أﺗﺠﻮل ﻣــﻊ أﺻﺪﻗﺎيئ‬ ‫ﺑﺈﺣﺪى ﺷـﻮارع إﺳــﺒﺎﻧﻴﺎ ﺣﺘــﻰ ﺟﺬﺑﺖ اﻧﺘﺒﺎﻫﻨﺎ‬ ‫ﻻﻓﺘــﺔ ﻛﺘﺐ ﻋﻠﻴﻬﺎ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴــﺔ‪» ،‬ﻫﻞ ﺗﺆﻣﻦ‬ ‫ﺑﻮﺟــﻮد اﻟﻠﻪ؟«‬ ‫ﻋﻨﺪﻫــﺎ وﻗﻔــﺖ دﻗﻴﻘــﺔ أﺣــﺎول ﻣﻌﺮﻓــﺔ‬ ‫اﻟﺮﺳــﺎﻟﺔ اﳌﻘﺼــﻮدة‪ ،‬ﻛﻨــﺖ ﻋــﲆ وﺷــﻚ اﻟﺴــري‬ ‫ﺑﻌﻴـﺪا ﻋﻨﺪﻣــﺎ ﺷــﻌﺮت أﻧﻬــﺎ رمبﺎ ﺗﻜــﻮن ﺣﻤﻠﺔ‬ ‫ﻣــﻦ‪ .‬ﺗﻠــﻚ اﻟﺤﻤــﻼت‪ ،‬ﻟﻜــﻦ ﴎﻋﺎن ﻣــﺎ ﻇﻬﺮت‬ ‫ﺳــﻴﺪة ﰲ ﻣﻨﺘﺼﻒ ﻋﻤﺮﻫﺎ وﺳــﺄﻟﺘﻨﺎ‪» ،‬ﻫﻞ أﻧﺘﻢ‬ ‫ﻣﺆﻣﻨــﻮن أﻳﻀــﺎ؟«‬

‫ﻛﻨــﺖ ﻋــﲆ ﺣــﻖ‪ ،‬ﻛﺎﻧــﺖ ﺣﻤﻠــﺔ ﺗﻮﻋﻮﻳــﺔ‬ ‫وﻟﻜﻦ ﳌﺠﻤﻮﻋﺔ ﻳﻬــﻮه‪ ،‬وﻫﻲ إﺣــﺪى اﻟﻄﻮاﺋﻒ‬ ‫اﳌﺴــﻴﺤﻴﺔ اﳌﻨﻔﺼﻠــﺔ‪ .‬ﻣﻜﺜﻨــﺎ ﻧﺘﺼﻔــﺢ اﻟﻜﺘﺐ‬ ‫اﻟﺘــﻲ أﻋﻄﺘﻬــﺎ ﻟﻨﺎ اﻟﺴــﻴﺪة‪ ،‬ﺣﺘﻰ ﻟﻔــﺖ ﻧﻈﺮي‬ ‫ﺷــﻴﺌﺎ واﺣ ـﺪا ﻓﻘﻂ‪.‬‬ ‫ﻗﺼﺼﻬــﻢ وﺗﻌﺎﻟﻴﻤﻬــﻢ ﻋــﻦ اﳌﺴــﻴﺢ ﺗﺸــﺒﻪ‬ ‫ﻛﺜريا ﻗﺼﺼﻨــﺎ وﻣﻮاﻋﻆ اﻷﺧﻼق واﻟﺘﺴــﺎﻣﺢ ﻋﻦ‬ ‫ﺳــﻴﺪﻧﺎ ﻣﺤﻤــﺪ )ص(‪ .‬ﻟــﻦ أﻧﻜﺮ وﺟــﻮد اﺧﺘﻼف‬ ‫ﰲ اﻟﻄﻘــﻮس واﳌﻌﺘﻘـﺪات ﻋﺎﻣــﺔ‪ ،‬وﻟﻜﻦ ﺟﻮﻫﺮ‬ ‫اﻟﺪﻳــﻦ اﻷﺳــﺎﳼ ﺗﻘﺮﻳﺒــﺎ واﺣﺪ‪.‬‬ ‫ﻻ أرﻳــﺪ أن أزﻋــﻢ أﻧﻨــﺎ ﺟﻤﻴﻌــﺎ واﺣــﺪ ﻣــﻦ‬ ‫ﺣﻴﺚ ﻃﺮﻳﻘﺔ اﻟﺘﻔﻜري‪،‬اﻟﺨﻠﻔﻴــﺔ‪ ،‬وﻛﻞ اﻟﺠﻮاﻧﺐ‬ ‫اﳌامﺛﻠــﺔ‪ .‬ﻟﻜــﻦ ﻣــﺎ ﻳﻬﻤﻨــﻲ ﺣﻘــﺎ ﻫــﻮ ﺗﻮﺿﻴﺢ‬ ‫ﻋــﺪم أﻫﻤﻴــﺔ ﺗﻠــﻚ اﻟﺠﻮاﻧﺐ ﻋﲆ ﻗــﺪر أﻫﻤﻴﺔ‬ ‫اﻟﺠﻮﻫﺮ‪.‬‬ ‫ﻟﻬـﺬا ﻳﺠﺐ أن ﻧﺴــﺄل ﳌــﺎذا ﻇﻠﺖ وﻣــﺎ زاﻟﺖ‬ ‫اﻟﺤﺮوب اﻟﻌﺮﻗﻴﺔ واﻟﻄﺎﺋﻔﻴﺔ ﻗﺎمئﺔ؟ وﻣﺎذا ﻳﺘﻮﻗﻊ‬ ‫ﻣﺤﺎرﺑﻴﻬﺎﺣﻘﺎ؟‬ ‫ﻟﻸﺳــﻒ‪ ،‬ﻟﻦ ﻧﺠﺪ اﻹﺟﺎﺑﺔ ﻋﲆ ﻫﺬه اﻷﺳــﺌﻠﺔ‬ ‫ﻋﻨﺪ ﻣﺤﺎرﺑﻴﻬﺎ‪ ،‬ﻓﻬﻢ ﺑﺎﻟﻨﺴﺒﺔ ﱃ ﺿﺤﺎﻳﺎ ﻓﻜﺮﻫﻢ‬ ‫وﻣﺠﺘﻤﻌﻬــﻢ‪ .‬ﻟﻜﻨﻨــﺎ رمبــﺎ ﻧﺠﺪﻫــﺎ ﻋﻨﺪ ﻫــﺆﻻء‬ ‫اﻟﺬﻳــﻦ ﻳﻠﺠــﺄون إﱃ ﻗﺎﻋــﺪة ﻓــﺮق ﻟــيك ﺗﺴــﻮد‬ ‫ﻋــﻦ ﻃﺮﻳﻖ ﺗﺮﺳــﻴﺦ وﺗﻬﻮﻳــﻞ ﺗﻠــﻚ اﻻﺧﺘﻼﻓﺎت‬ ‫اﻟﺠﺎﻧﺒﻴﺔ و ﺗﻬﻤﻴﺶ اﻟﺘﺸﺎﺑﻬﺎت اﻟﺠﻮﻫﺮﻳﺔ‪.‬‬ ‫ﺑﻄﺒﻴﻌــﺔ ﺣﺎﻟﻨــﺎ ﻛﺒــﴩ‪ ،‬ﻧﻜــﻮن أﻛــرث ارﺗﻴﺎﺣــﺎ‬

‫ﻋﻨﺪﻣﺎ ﻧﻨﺘﻤﻲ ﳌﺠﻤﻮﻋﺔ ﻣــﺎ وﺧﺎﺻــﺔ اذا وﺟﺪﻧﺎ‬ ‫أﻧﻔﺴــﻨﺎ ﺣﻘــﺎ ﰲ ﺗﻠﻚ اﳌﺠﻤﻮﻋــﺎت اﳌﺠﺘﻤﻌﻴﺔ‬ ‫ﺳ ـﻮاء ﻛﺎﻧــﺖ دﻳﻨﻴــﺔ‪ ،‬أﻳﺪﻳﻮﻟﻮﺟﻴــﺔ‪ ،‬ﻋﺮﻗﻴــﺔ أو‬ ‫ﻏريﻫﺎ ﻣﻦ اﻟﺘﻘﺴــﻴامت وﺷــﺒﻪ ﺗﻘﺴــﻴامت اﻟﻼ‬ ‫ﻧﻬﺎﺋﻴﺔ‪.‬‬ ‫وﻻ ﺗﻮﺟــﺪ أي ﻣﺸــﻜﻠﺔ ﰲ ﺗﻜﻮﻳــﻦ ﺗﻠــﻚ‬ ‫اﳌﺠﻤﻮﻋــﺎت ذات اﻟﺼﻔﺎت اﳌﺸــﱰﻛﺔ ﻟﺘﺤﻘﻴﻖ‬ ‫أﻫ ـﺪاف ﻣﺸــﱰﻛﺔ‪ ،‬ﻟﻜــﻦ ﺗﻜﻤــﻦ اﳌﺸــﻜﻠﺔ ﰲ‬ ‫ﺗﻄــﺮف أوﻋﻨــﻒ ﺗﻠــﻚ اﳌﺠﻤﻮﻋــﺎت‪.‬‬ ‫ﻟﻜــﻦ ﻣــﺎ ﻻ أﻓﻬﻤــﻪ أو أﺗﻘﺒﻠــﻪ ﻫــﻮ ﺷــﻌﻮر‬ ‫أﻓـﺮاد ﻫــﺬه اﳌﺠﻤﻮﻋﺎت ﺑــﴬورة ﺷــﻦ اﻟﺤﺮب‬ ‫وﻣﻬﺎﺟﻤــﺔ اﳌﺠﻤﻮﻋــﺎت اﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫ﻓﺤﺘــﻰ ﻟــﻮ ﻣﺸــﻴﺖ وراء درﺑﻬــﻢ و اﻓﱰﺿــﺖ‬ ‫أﻧﻬــﻢ ﻳﺴــﺘﻄﻴﻌﻮن إﺑــﺎدة ﻛﻞ اﳌﺠﻤﻮﻋــﺎت‬ ‫اﳌﺨﺎﻟﻔــﺔ‪ ،‬ﴎﻋﺎن ﻣﺎ ﺳــﺘﻈﻬﺮ اﺧﺘﻼﻓــﺎت أﺧﺮى‬ ‫ﺑــني اﳌﺠﻤﻮﻋــﺔ اﻟﻮاﺣــﺪة وﺑﺎﻟﺘﺎﱃ ﺗﺴــﺘﺪﻋﻴﻬﻢ‬ ‫ﻟﻠﻘﺘــﺎل ﻣــﺮة اﺧﺮى وﻧﺼﺒﺢ ﻋﺎﻟﻘني ﰲ ﺳﻠﺴــﻠﺔ‬ ‫ﻻ ﻧﻬﺎﺋﻴــﺔ ﻣــﻦ اﻟﺤــﺮوب‪.‬‬ ‫وﻋﻨــﺪ اﻧﻬامﻛﻨــﺎ ﺑﺘﻠــﻚ اﻟﴫاﻋــﺎت‪ ،‬ﻻ ﻳﺨﻄﺮ‬ ‫ﰱ ﺑﺎﻟﻨﺎ اﻟﺘﻔﻜري ﺑﻌﻮاﻗﺒﻬﺎ واﻟﻌﻨﺎﴏ اﳌﺴــﺘﻔﻴﺪة‬ ‫ﻣﻨﻬــﺎ‪ .‬ﻓﻌــﲆ ﻣـﺪار اﻟﺘﺎرﻳــﺦ‪ ،‬ﻧﺠــﺪ أن اﻟﺤــﻜﺎم‬ ‫ﻟﻴﺲ ﻓﻘﻂ ﻳﺴــﺘﻔﻴﺪون ﻣﻦ اﻟﺘﻔﺮﻗﺔ اﳌﻮﺟﻮدة‪،‬‬ ‫ﺑﻞ ﻳﺨﺘﻠﻘــﻮن أﺳــﺒﺎﺑﺎ اﺧﺮى ﻟﱰﺳــﻴﺦ ﺣﻜﻤﻬﻢ‪.‬‬ ‫ﻓﻜﻠــام زادت اﻟﴫاﻋــﺎت‪ ،‬ﻳﺼﺒــﺢ اﻟﴩﻳــﻂ‬ ‫اﻟﻔﺎﺻــﻞ ﻟﺴــﻴﺎدة وﴍﻋﻴــﺔ اﻟﺪوﻟﺔ ﻣﺒﻬــام‪ .‬ﻓﺄﻣﺎ‬ ‫ﻳﺘﺤﺠﺞ ﺣﺎﻛــﻢ ﺗﻠــﻚ اﻟﺪوﻟــﺔ ﺑﻬــﺬه اﻟﴫاﻋﺎت‬

‫ﻹﻛﺜــﺎر ﺳــﻠﻄﺎﺗﻪ ﻣــﻦ أﺟــﻞ اﻷﻣــﻦ اﻟﻘﻮﻣــﻲ‪،‬‬ ‫أو ﻳﺘﺤﺠــﺞ ﺣﺎﻛــﻢ دوﻟــﺔ اﺧــﺮى أﻛــرث ﺳــﻴﺎدة‬ ‫ﺑﻨﻔﺲ اﻟﴫاﻋﺎت ﻟﻠﺘﺪﺧﻞ ﰲ ﺷــﺌﻮﻧﻬﺎ ﻣﻦ أﺟﻞ‬ ‫ﻣﺼﻠﺤﺘﻪ اﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫وﻟﻴــﺲ ﻫ ـﺬا ﻓﻘــﻂ‪ ،‬ﺑــﻞ ﻣــﻦ اﳌﻤﻜــﻦ أن‬ ‫ﻳﺴــﺘﺨﺪم ﺣﺎﻛــﻢ ﻟﺪوﻟــﺔ اﺧــﺮى اﻟﴫاﻋــﺎت ﰱ‬ ‫دول ﻣﺠﺎورة ﻛﺤﺠﺔ ﻷﺧﻄﺎﺋﻪ أو زﻳﺎدة ﺳــﻠﻄﺘﻪ‪.‬‬ ‫وﻻ ﻳﻘــﻊ ﺿﺤﺎﻳــﺎ ﻟــﻜﻞ ﺗﻠــﻚ اﻟﺨﻄﻂ ﺳــﻮى‬ ‫اﻟﺸﻌﻮب اﻟﺘﻲ اﺳــﺘﺪرﺟﺖ ﻟﻠﴫاع ﻣﻦ اﻟﺒﺪاﻳﺔ‪،‬‬ ‫ﻳﻀﻴﻌﻮن ﺣﻴﺎﺗﻬﻢ وﻳﺨﴪون أﻫﻠﻬﻢ وأﺣﺒﺎﺋﻬﻢ‬ ‫ﻣــﻦ أﺟــﻞ أﻧﺎس ميﺜــﻞ اﳌﻮت ﻟﻬــﻢ ﻣﺠــﺮد أرﻗﺎم‪.‬‬ ‫ﺣﻴﻨﻬــﺎ ﻟــﻦ ﻳﺒﻘﻰ ﻟﻬــﻢ ﻏري ﻟــﻮم أﻧﻔﺴــﻬﻢ ﻣﻦ‬ ‫دون ﺟــﺪوى‪.‬‬ ‫وﻣــﻊ أن اﻟﺠﻤﻴــﻊ راﻗــﺐ ﻧﻬﺎﻳــﺔ أي ﴏاع ﻣﻦ‬ ‫دﻣــﺎر ﺷــﺎﻣﻞ ﻣﻦ ﺟﻤﻴﻊ اﻟﺠﻬــﺎت‪ ،‬ﻻ ﻧﺰال ﺣﺘﻰ‬ ‫اﻵن ﺑﺎﻟﻘــﺮن اﻟﻮاﺣــﺪ واﻟﻌﴩﻳﻦ ﻧﺸــﻬﺪ ﺣﺮوب‬ ‫دﻣﻮﻳــﺔ ﺑــﺪون ﺳــﺒﺐ‪ .‬وﻣــﻦ ﺛﻢ ﻧﻨﺘﻈــﺮ ﺗﺪﺧﻞ‬ ‫اﳌﺠﺘﻤــﻊ اﻟﺪوﱄ ﻟﺤــﻞ اﻷزﻣﺔ‪ ،‬وﻧﻌﺮض أﻧﻔﺴــﻨﺎ‬ ‫ﻟﺨﻄــﺮ أﻛــﱪ وﻫــﻮ ﺧﻄــﺮ اﻻﺣﺘــﻼل أو ﺷــﺒﻪ‬ ‫اﻻﺣﺘﻼل‪.‬‬ ‫ﻣــﻊ أﻧﻨﺎ ﻣــﻊ اﻟﻮﻋﻲ ﻣﻨﺬ اﻟﺒﺪاﻳﺔ‪ ،‬ﻛﺎن ﺑﺈﻣﻜﺎﻧﻨﺎ‬ ‫ﺗﺠﻨــﺐ ﻫــﺬه اﳌﻌﻀﻠــﺔ‪ .‬ﻓــام اﳌﺸــﻜﻠﺔ إذا ﻛﻨﺎ‬ ‫ﻣﺨﺘﻠﻔــني ﻧﺴــﺒﻴﺎ أو ﺟﺬرﻳــﺎ؟ ﻣــﺎ اﳌﺸــﻜﻠﺔ ﰲ‬ ‫اﺧﺘﻼف ﻣﻌﺘﻘﺪاﺗﻨﺎ وﺗﻘﺎﻟﻴﺪﻧﺎ؟ إذا ﻓﻜﺮﻧــﺎ ‪ ،‬ﺑﺪون‬ ‫ﺗﻄــﺮف أو ﻋﻨــﻒ‪ ،‬ﺳــﻨﺠﺪ أن ﻫــﺬا اﻟﻮﺿــﻊ‬ ‫اﻟﻄﺒﻴﻌــﻲ واﻟــﺬي ﻳﺠــﺐ أن ﻧﻌﻴــﺶ ﻣﻌــﻪ‪.‬‬

‫«أمطــار الصيفيــة» و»موســم صيد الغزالن»‪:‬مخــدرات مفيدة!‬

‫كتبت‪ :‬نورا شبل‬

‫”اﻟﻘــﺮاءة ﺑﺎﻟﻨﺴــﺒﺔ ﱄ ﻧــﻮع رﺧﻴــﺺ ﻣــﻦ‬ ‫اﳌﺨــﺪرات‪ .‬ﻻ أﻓﻌــﻞ ﺑﻬــﺎ ﺷــﻴﺌﺎًﺳــﻮى اﻟﻐﻴــﺎب‬ ‫ﻋــﻦ اﻟﻮﻋــﻲ‪ «.‬اﻗﺘﺒــﺎس ﻣــﻦ رواﻳــﺔ ﻳﻮﺗﻮﺑﻴــﺎ‬ ‫ﻷﺣﻤــﺪ ﺧﺎﻟﺪ ﺗﻮﻓﻴــﻖ‪ .‬ﺣﻴﺚ ﻛﺎن ﺑﻄــﻞ اﻟﺮواﻳﺔ‬ ‫ﻳﺘﻌﺎﻃــﻰ اﻟﻜﺜــري ﻣــﻦ اﳌﺨــﺪرات وﻳﻘـﺮأ ﺑﻜرثة‪،‬‬ ‫واﻋﺘــﱪ اﻟﻘ ـﺮاءة أﺣــﺪ أﻧ ـﻮاع اﳌﺨــﺪرات اﻟﺘــﻲ‬ ‫ﻳﺘﻌﺎﻃﺎﻫﺎ!‬ ‫وﻛﺬﻟــﻚ ﻫﺮﺑــﺖ أﻧــﺎ ﻣــﻦ ﺿﻐــﻂ ﻣﻮاﻋﻴــﺪ‬ ‫اﻟﺘﺴــﻠﻴﻢ واﳌﺴــﺘﻘﺒﻞ اﳌﺒﻬﻢ ﺑﻌﺪ اﻟﺘﺨــﺮج‪ ،‬إﱃ‬ ‫ﻗ ـﺮاءة اﻟﺮواﻳــﺎت‪.‬‬ ‫اﻟﻜﺘﺎﺑــﺎن اﻟﻠـﺬان أدﻣﻨﺘﻬــام ﰲ اﻟﻔــﱰة اﻷﺧرية‬ ‫ﻫــام رواﻳﺘــﻲ أﻣﻄــﺎر ﺻﻴﻔﻴــﺔ ﻟﻠﻜﺎﺗــﺐ أﺣﻤــﺪ‬ ‫اﻟﻘﺮﻣــﻼوي‪ ،‬واﻟﺘــﻲ ﻣﺜﻠــﺖ ﱄ ﻣﻔﺎﺟــﺄة ﻣﺮﻳﺤﺔ‬

‫ﻷين مل أﺗﻌــﺐ ﰲ اﻧﺘﻘﺎﺋﻬــﺎ ووﺟﺪﺗﻬــﺎ راﺋﻌﺔ ﻋﻨﺪ‬ ‫ﻗﺮاءﺗﻬﺎ‪ ،‬وﻣﻮﺳــﻢ ﺻﻴﺪ اﻟﻐــﺰﻻن ﻟﻠﻜﺎﺗﺐ أﺣﻤﺪ‬ ‫ﻣـﺮاد‪ ،‬واﻟﺘــﻲ ﺳــﺄﻋﻠﻖ ﻋﻠﻴﻬــﺎ ﻻﺣﻘﺎ‪.‬‬ ‫مل ﻳﺒــﺪ ﱄ أن ﺑﻄــﻞ »أﻣﻄــﺎر ﺻﻴﻔﻴــﺔ« أﺣــﺪ‬ ‫ﺷــﺨﺼﻴﺎت اﻟﺮواﻳــﺔ اﻟﺬﻳﻦ اﺧﺘﻠﻔـﻮا ﰲ اﻟﺘﻔﻜري‬ ‫واﳌﺒــﺎدئ‪ ،‬وﻟﻜــﻦ اﻟﺒﻄﻞ ﻫﻮ »وﻛﺎﻟــﺔ اﳌﻮﺻﲇ‪«،‬‬ ‫اﳌــﻜﺎن اﻟــﺬي دارت ﻓﻴــﻪ أﺣـﺪاث اﻟﺮواﻳــﺔ‪ ،‬وإﱃ‬ ‫اﻵن ﻻ أﺳــﺘﻄﻴﻊ أن أﺟــﺰم إن ﻛﺎن ﻫـﺬا اﳌــﻜﺎن‬ ‫ﺣﻘﻴﻘﻲ أم ﻻ‪.‬‬ ‫اﻟﻮﻛﺎﻟــﺔ ﺗﺤﻤــﻞ اﺳــﻢ ﻣﺆﺳﺴــﻬﺎ‪ ،‬اﻟﺸــﻴﺦ‬ ‫اﳌﻮﺻــﲇ‪ ،‬اﻟــﺬي ﺟــﺎء إﱃ ﻣــﴫ ﻣــﻦ اﻟﻌ ـﺮاق‬ ‫ﻗﺒــﻞ ﺳــﺒﻌامﺋﺔ ﻋــﺎم‪ ،‬ﺗﻌﺘــﱪ ﻣﻜﺎﻧــﺎ أﺛﺮﻳــﺎ ﰲ‬ ‫ﻣﺒﻨﺎﻫــﺎ واﻟﻨﺸــﺎط اﻟــﺬي ميﺎرس ﻓﻴﻬــﺎ‪ .‬ﻳــﺄيت إﱃ‬ ‫ﻫــﺬه اﻟﻮﻛﺎﻟــﺔ اﻟﺮاﻏﺒــﻮن ﰲ ﺗﻌﻠــﻢ اﻟﻌــﺰف ﻋﲆ‬ ‫اﻟﻌــﻮد ﻋــﲆ ﻃﺮﻳﻘــﺔ اﳌﻮﺻــﲇ‪ ،‬واﻟﻌــﺰف ﻛﻠــﻪ‬ ‫ﻳﺘــﻢ ﺑﻐــﺮض اﻟﺘﻘــﺮب إﱃ اﻟﻠــﻪ‪ ،‬وﻳﻌﺘﱪوﻧﻪ ﻧﻮع‬ ‫ﻣــﻦ أﻧ ـﻮاع اﻟﻌﺒــﺎدة‪ ،‬ﻓــﻜﻞ ﻣﺮﺗــﺎدي اﻟﻮﻛﺎﻟــﺔ‬ ‫ﻳﺤﴬون ﺣﻠﻘﺎت اﻟﺬﻛﺮ اﻟﺘﻲ ﺗﺸــﺒﻪ اﻟﺼﻮﻓﻴﺔ‪.‬‬ ‫رﻛــﺰت اﻟﺮواﻳــﺔ ﻋــﲆ اﻟــﴫاع ﺑــني »ذاﻛــﺮ‬ ‫رﺳــﻼن« ﺷــﻴﺦ اﻟﻮﻛﺎﻟــﺔ‪ ،‬أﺣــﺪ أﺣﻔــﺎد اﳌﻮﺻﲇ‪،‬‬ ‫اﻟــﺬي ﻳﺆﻣــﻦ إميــﺎن ﺗــﺎم ﺑﺎﳌﺒــﺎدئ واﻟﻄﺮﻳﻘــﺔ‬ ‫اﳌﻮﺻﻠﻴــﺔ‪ ،‬وﺑــني »زﻳﻨــﺔ دﻳﻨــﺎري« اﻟﻘﺎدﻣﺔ ﻣﻦ‬ ‫أﳌﺎﻧﻴــﺎ‪ ،‬واﻟﺘﻲ ﺗﺮﻏﺐ ﰲ ﺗﺤﻮﻳﻞ اﻟﻮﻛﺎﻟﺔ اﻟﻌﺘﻴﻘﺔ‬ ‫إﱃ ﻣﺮﻛﺰ ﻣﻮﺳــﻴﻘﻲ ﻋﺎﳌﻲ‪ ،‬واﻟﺘﻲ ﺗﺸــﻜﻚ ﰲ أن‬ ‫»اﳌﻮﺻــﲇ« ﻛﺎن ﰲ ﻳﻮﻣــﺎ ﻣﻮﺟﻮدا ﻣﻦ اﻷﺳــﺎس‪.‬‬ ‫ﻳﻮﺟــﺪ راﺑــﻂ ﺑــني »زﻳﻨــﺔ« و«ذاﻛــﺮ« ﺗــﻢ‬ ‫اﻟﻜﺸــﻒ ﻋﻨــﻪ ﰲ ﻧﻬﺎﻳــﺔ اﻟﺮواﻳــﺔ‪ ،‬ﻟــﻦ أﺣــﺮق‬ ‫اﻷﺣ ـﺪاث وأﻗــﻮل ﻣــﺎ ﻫــﻮ‪ ،‬ﻷﻧــﻪ ﻣــﻦ اﻷﺟ ـﺰاء‬ ‫اﳌﻔﻀﻠــﺔ ﺑﺎﻟﻨﺴــﺒﺔ ﱄ ﰲ اﻟﺮواﻳــﺔ‪.‬‬ ‫ﻋــﺪد ﺻﻔﺤــﺎت اﻟﺮواﻳــﺔ ﺣــﻮاﱄ ﻣﺎﺋﺘــﻲ‬

‫وﻋﴩﻳــﻦ ﺻﻔﺤــﺔ‪ ،‬ﺧــﻼل اﳌﺎﺋــﺔ ﺻﻔﺤــﺔ‬ ‫اﻷوﱃ مل ﺗﻨﺠــﺢ اﻟﺮواﻳــﺔ ﰲ إﺛــﺎرة ﻓﻀــﻮﱄ ﺣــﻮل‬ ‫اﻟﺸــﺨﺼﻴﺎت أو أن أﺗﻌﻠــﻖ ﺑﻬــﻢ‪ ،‬وﻟﻜــﻦ ﻣــﺎ‬ ‫ﺷــﺠﻌﻨﻲ ﻋﲆ اﻻﺳــﺘﻤﺮار ﻫﻮ أﺳــﻠﻮب اﻟﻜﺎﺗﺐ‬ ‫واﺳــﺘﺨﺪاﻣﻪ اﳌﺜﻘﻒ ﳌﻔﺮدات اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ .‬مل‬ ‫أﺷــﻌﺮ أﺑﺪا اﺳﺘﺴﻬﺎل ﰲ أﺳــﻠﻮﺑﻪ‪ ،‬ﺑﻞ ﻛﺎن ﻳﺮوي‬ ‫اﻷﺣﺪاث ﺑﻮﺻﻒ ﻓﺼﻴﺢ وﻣﺜري ﻟﻺﻋﺠــﺎب‪ .‬ﻛﺎن‬ ‫ميﻜﻨﻪ أن ﻳﻘﻮل ﺑﺒﺴــﺎﻃﺔ أن اﻟﻨﻬﺎر ذﻫﺐ وﺣﻞ‬ ‫اﻟﻠﻴــﻞ‪ ،‬وﻟﻜﻨﻪ ﻛﺎن ﻳﻘﻮل‪» ،‬اﺳــﺘﻠﻢ اﻟﻘﻤــﺮ وردﻳﺔ‬ ‫اﻟﻠﻴﻞ‪ «.‬ﻛﺎن ميﻜﻨﻪ ﺑﺒﺴﺎﻃﺔ أن ﻳﻘﻮل أن ﻳﻮﺳﻒ‬ ‫)أﺣــﺪ أﺑﻄــﺎل اﻟﺮواﻳــﺔ( اﻧﺤﻨــﻰ ﻟﻴﻔﻌﻞ ﺷــﺊ ﻣﺎ‪،‬‬ ‫وﻟﻜﻨــﻪ ﻗــﺎل »ﻣــﺎل ﺑﺠﺬﻋﻪ اﳌﻤﺸــﻮق‪«.‬‬ ‫ﺑﺎﺧﺘﺼــﺎر ميﻜﻨﻨــﻲ أن أﻗــﻮل أن »أﻣﻄــﺎر‬ ‫ﺻﻴﻔﻴﺔ« ﺷــﺠﻌﺘﻨﻲ ﻋــﲆ ﴍاء اﻟﻜﺘــﺐ ﻣﺠﺪدا‬ ‫ﻣــﻦ دار اﻟﻨــﴩ اﻟﺘــﻲ ﺗﺒﻨﺘﻬــﺎ‪ ،‬وﻫــﻲ اﻟــﺪار‬ ‫اﳌﴫﻳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ‪ ،‬ﻓﺒﺤﺴﺐ ﺑﺎﺋﻊ اﻟﻜﺘﺐ ﻧﻔﺴﻪ‬ ‫اﻟﺬي اﺷــﱰﻳﺖ ﻣﻨــﻪ اﻟﺮواﻳﺔ‪» ،‬ﻫــﻲ دار ﻣﺤﱰﻣﺔ‬ ‫وﺑﻴﻨﺰﻟـﻮا ﻛﺘﺐ ﻛﻮﻳﺴــﺔ‪..‬ﻣﺶ ﻫﺘﻨﺪﻣــﻲ!«‬ ‫ﻧــﺄيت اﻵن إﱃ اﻟﺮواﻳــﺔ اﻷﺧــﺮى‪» ،‬ﻣﻮﺳــﻢ ﺻﻴﺪ‬ ‫اﻟﻐــﺰﻻن« ﻷﺣﻤــﺪ ﻣـﺮاد ﺻﺎﺣــﺐ رواﻳــﺔ اﻟﻔﻴﻞ‬ ‫اﻷزرق اﻟﺘــﻲ ﺗﺤﻮﻟــﺖ ﻟﻔﻴﻠــﻢ ﺳــﻴﻨاميئ وﺗﺮاب‬ ‫اﳌــﺎس اﻟﺘــﻲ ﺳـرناﻫﺎ أﻳﻀــﺎ ﰲ اﻟﺴــﻴﻨام ﻗﺮﻳﺒﺎ‪.‬‬ ‫ﻗــﺮأت ﺣﺘــﻰ اﻵن ﺣــﻮاﱄ ﻣﺎﺋــﺔ ﺻﻔﺤــﺔ‬ ‫ﻣــﻦ ﺛﻠﺜامﺋــﺔ ﰲ ﻣﻮﺳــﻢ ﺻﻴــﺪ اﻟﻐــﺰﻻن‪ ،‬وﻗــﺪ‬ ‫ﻛﻨــﺖ ﻗـﺮأت ﻣــﻦ ﻗﺒــﻞ ﻛﻞ رواﻳــﺎت ﻣـﺮاد ﻣــﺎ‬ ‫ﻋــﺪا ﻓريﺗﻴﺠــﻮ‪ .‬أﻛــرث رواﻳــﺔ أﺣﺒﺒﺘﻬﺎ ﻫــﻲ ﺗﺮاب‬ ‫اﳌــﺎس‪ ،‬واﻟﺒﻘﻴــﺔ إن مل أﺣﺒﻬﻢ ﻓﻌﲆ اﻷﻗﻞ متﻜﻦ‬ ‫اﻟﻜﺎﺗــﺐ ﻣــﻦ أن ﻳﺠﻌﻠﻨــﻲ أﻗﺮأﻫــﻢ إﱃ اﻟﻨﻬﺎﻳﺔ‪.‬‬ ‫إﱃ اﻵن ﻣﻮﺳــﻢ ﺻﻴــﺪ اﻟﻐــﺰﻻن مل ﺗــرث إﻋﺠﺎيب‬ ‫ﻣﺜﻞ ﺗـﺮاب اﳌﺎس‪ ،‬ﻓﺒﺎﻟﻄﺒــﻊ‪ ،‬اﻟﻐﺰﻻن ﺗﺸــري إﱃ‬

‫اﻣـﺮأة ﺗﺪﻋــﻰ »ﺗﺎﻟﻴﺎ« )اﻟﻐـﺰال ﻳﻌﻨﻲ( ﻗﺪ ﺣﻠﻢ‬ ‫ﻧﺪﻳــﻢ‪ ،‬ﺑﻄــﻞ اﻟﺮواﻳــﺔ‪ ،‬ﺑﻬﺎ ﺛــﻢ ﻗﺎﺑﻠﻬــﺎ ﰲ اﻟﻮاﻗﻊ‪.‬‬ ‫ﻳ ـﺮاود ﺑﻄــﻞ اﻟﺮواﻳــﺔ اﻟﻜﺜــري ﻣــﻦ اﻟﺨﻴــﺎﻻت‬ ‫اﻟﺠﻨﺴــﻴﺔ ﺣﻮل »ﺗﺎﻟﻴﺎ« ﻓﻴﺴﻌﻰ إﱃ اﻟﻨﻴﻞ ﻣﻨﻬﺎ‬ ‫و«اﺻﻄﻴﺎدﻫــﺎ‪ «،‬وﻫــﻲ ﻗﺼﺔ ﻣﺒﺘﺬﻟــﺔ ﰲ رأﻳﻲ‪.‬‬ ‫ﺗــﺪور أﺣــﺪاث »ﺻﻴــﺪ اﻟﻐــﺰﻻن« ﰲ وﻗــﺖ‬ ‫ﺑﻌﻴــﺪ ﻏــري ﻣﺤــﺪد ﰲ اﳌﺴــﺘﻘﺒﻞ‪ ،‬ﻳﻨﺘﻘــﻞ ﻓﻴﻪ‬ ‫اﻟﻨــﺎس ﺑﺎﻟﻄﺎﺋــﺮات وﻳﺘﻮاﺟــﺪ اﻹﻧﺴــﺎن اﻵﱄ‬ ‫ﻛﺨــﺎدم ﰲ اﻟﺒﻴﻮت‪ .‬وﺻﻠﺖ اﻟﺒﴩﻳــﺔ إﱃ ﺗﻄﻮر‬ ‫ﺗﻜﻨﻮﻟﻮﺟــﻲ ﻏــري ﻣﺴــﺒﻮق ﺣﺘــﻰ ﰲ ﻣــﴫ‪.‬‬ ‫ذﻛﺮﺗﻨــﻲ ﻋــﺪة اﺧﱰاﻋــﺎت ﰲ اﻟﺮواﻳــﺔ ﺑﺎﻷﺟﻬــﺰة‬ ‫اﳌﻮﺟــﻮدة ﰲ ﻣﺴﻠﺴــﻞ »‪«.black mirror‬‬ ‫ﻳﻮﺟــﺪ ﺗﻄﺎﺑــﻖ ﺑني اﻟﺮواﻳﺔ واﳌﺴﻠﺴــﻞ ﻻ ميﻜﻦ‬ ‫ﺗﺠﺎﻫﻠﻪ‪.‬‬ ‫ﺑﺴــﺒﺐ ﺳــﻌﻲ »ﻧﺪﻳــﻢ« وراء »ﺗﺎﻟﻴــﺎ‪ «،‬أﻗﺤﻢ‬ ‫ﻧﻔﺴــﻪ ﰲ ﺗﺠﺮﺑــﺔ روﺣﺎﻧﻴــﺔ ﰲ ﺑﻴــﺖ ﺗﺪﻳــﺮه‬ ‫ﺗﺎﻟﻴــﺎ وزوﺟﻬــﺎ ﺗﺘﻜــﻮن ﻣــﻦ ﻋــﺪة ﻣﺮاﺣــﻞ‪ .‬ﻣﻦ‬ ‫اﳌﻔــﱰض أن ﺗﺤﻘــﻖ اﻟﺘﺠﺮﺑــﺔ ﻟــﻪ »اﻟﺴــﻼم‬ ‫اﻟﻨﻔــﴘ« وأن ﻳﺼــﻞ إﱃ ﻗــﺪرات ﻫﺎﺋﻠــﺔ مبﺨﻪ‪.‬‬ ‫ﺗﺬﻛــﺮت اﻵن ﺑﻄــﻞ اﻟﻔﻴــﻞ اﻷزرق واﻷﴎار‬ ‫اﻟﺘــﻲ ﺗﻮﺻﻞ ﻟﻬﺎ ﺑﻔﻀﻞ ﺣﺒــﺔ اﳌﺨــﺪر‪.DMT‬‬ ‫ﺗﺸــﺎﺑﻬﺖ اﻟﻘﺼــﺺ ﰲ ﻋـﻮامل رواﻳــﺎت أﺣﻤــﺪ‬ ‫ﻣـﺮاد‪ ،‬ﻟﻜﻨــﻲ ﻟــﻦ أﻧﻜــﺮ أين ﺳــﺄﻗﺮأ اﻟﺮواﻳــﺔ إﱃ‬ ‫اﻟﻨﻬﺎﻳﺔ‪.‬‬ ‫ورمبــﺎ ﺳــﺄﻧﻬﻲ ﻋــﺪة رواﻳــﺎت أﺧــﺮى ﻗﺒــﻞ‬ ‫اﻧﺘﻬــﺎء اﻟﻔﺼــﻞ اﻟــﺪراﳼ اﻟﺤــﺎﱄ‪ ،‬ﻓﻜﻠــام زادت‬ ‫ﻋﲆ اﻟﻀﻐﻮط ﺑﺴــﺒﺐ اﻟﺠﺎﻣﻌــﺔ‪ ،‬ﻛﻠام ﻫﺮﺑﺖ‬ ‫إﱃ اﻟﻘـﺮاءة‪ .‬وميﻜــﻦ أن ﻧﻌﺘــﱪ ﻫــﺬا أﺛــﺮ إﻳﺠﺎيب‬ ‫وﺣﻴــﺪ ﻟﻠﺘﻮﺗــﺮ اﻟﻌﺼﺒــﻲ اﻟــﺬي ﺗﻀﻌﻨــﻲ ﻓﻴــﻪ‬ ‫اﻟﺠﺎﻣﻌﺔ‪.‬‬

‫وانــا بتفــرج علــي ســوبرمان اعــدت افكــر هــي ليــه امريــكا عملــت‬ ‫ســوبرمان‪ .‬النــاس ديــه مــا بتعملــش حاجــه مــن غيــر ســبب‪.‬انا اقولــك‬ ‫ليــه‪ .‬اوال مــن ســوبرمان ده‪ .‬دا كائــن فضائــي جــاي مــن كوكــب تانــي و‬ ‫قاعــد يحــل يف مشــاكل كوكــب االرض‪ .‬و تالقيــه يف اي مشــكله جــاي‬ ‫يحلهــا مــن غيــر ماحــد يســاله و الغريــب تالقــي النــاس مبســوطه ‪.‬‬ ‫يعنــي لــو ســوبرمان لقــي خناقــه يف مصــر وجــه يحجــز ابســط حاجــه‬ ‫هتتقالــه انــت مالــك‪ .‬بعيــدا عــن اخليــال ده‪ ،‬امريــكا هــي ســوبرمان الــي‬ ‫فحياتنــا (اه والهــي)‪ .‬يعنــي امريــكا صحيــت مــن النــوم لقــت الشــرق‬ ‫الوســط مــش مبســوط النــاس بتخانــق مــع بعدهــا‪ .‬تســكت (اه محــدش‬ ‫طلــب منهــا تدخــل همــا شــويه و هيتصاحلــوا)‪ .‬ال ميكــن الزم تعمــل‬ ‫حاجــه‪ .‬طــب يــا ســتي حلــي مشــاكلك االول‪ ..‬ال ميكــن انــا حلفــت (انــا‬ ‫عارفــه مصلحتــك يــا بنــي )‪ .‬يــا ســالم شــوف اجلمــال مــع ان النــاس‬ ‫مــش فاضيــن و عندهــم الــي مكفيهــم لكــن ســابوا كل الــي وراهــم و جــم‬ ‫يســاعدونا ( انــا مــش عــارف النــاس بتكــره امريــكا ليــه )‪ .‬فاملفــروض‬ ‫احنــا زي مــا امريــكا مبســوطه ان ســوبرمان واحــد جــاي مــن كوكــب‬ ‫تانــي (وميكــن مــن مجــره تانيــه انــا مــش متابــع) جــاي يحللهــا مشــاكلها‪،‬‬ ‫املفــروض احنــا نكــون مبســوطن ان امريــكا بتدخــل يف شــوئنا و نحــب‬ ‫نقولهــا (علــي طريقــه اعــالن مستشــفي مجــدي يعقــوب) شــكرا‪.‬‬ ‫مـحـمـد بــــــدران‬

‫ربـاعـيـــات حــالوة‬ ‫هتكلم عن الصاحب اللي عمره ماخان‬ ‫الصاحب اللي دميآ بتديله األمان‬ ‫يف فرحك ويف حزنك جنبك ومعاك‬ ‫ويف وقت الشدة جدعنته تبان‬ ‫عمره يف يوم مايجرح فيك‬ ‫ولو مجروح يحاول يداويك‬ ‫ولو طلبو منه إنه يبيعك‬ ‫يبيع الدنيا ويشتريك‬ ‫الصحاب علي األيد بتتعد‬ ‫إختار اللي يشيلك وقت اجلد‬ ‫والصاحب اللي ملوش عازه‬ ‫إنساه وإعمل بينه وبينك سد‬ ‫إوعي تصاحب أي واحد‬ ‫صاحب األصيل ولو بس واحد‬ ‫أصل اللي الناس متعرفوش‬ ‫إن الواحد ‪ +‬واحد ممكن يساوي واحد‬ ‫مـحـمـود حـــــــالوة‬

‫إذا كنــت ترغــب ف ــي املشــاركة برأيــك جلريــدة‬ ‫القافلــة‪ ،‬ارســل لنــا علــى‬ ‫‪caravannews@aucegypt.edu‬‬

‫أو قم بزيارة مكتب التحرير‬ ‫‪jameel po28‬‬

‫فــن وأدب | ‪3‬‬

‫اﻷﺣﺪ ‪ ١٩‬ﻧﻮﻓﻤﱪ‪٢٠١٧ ،‬‬

‫األدب الــجـــاهلي مــن أهـــم حـــقبات الـــفن والـــثـقافـــة‬

‫ﺟﻮﻳﺎ اﻟﻌﺠﺎر‬

‫دراﺳﺔ اﻷدب اﻟﺠﺎﻫﲇ ﰲ اﻟﻘﺮن اﻟﻮاﺣﺪ وﻋﴩﻳﻦ‬ ‫تقرير ‪ :‬نوران العاشري‬

‫ﻓﻴﺘﻔﺮﻏﻮا ﻟــﻸدب و ﻣامرﺳــﺘﻪ‪.‬‬

‫ﻳﻌــﺪ اﻟﻌــﴫ اﻟﺠﺎﻫــﲇ ﻣــﻦ أﻗــﺪم اﻟﻌﺼــﻮر‬ ‫اﻟﺘــﻲ ﻧﺸــﺄ ﻓﻴﻬﺎ أﺷــﻜﺎل ﻣﺨﺘﻠﻔــﺔ ﻟــﻸدب ﻋﱪ‬ ‫ﺑﻬــﺎ اﻟﺠﺎﻫﻠﻴــﻮن ﻋــام ﻳﺤــﺪث ﺣﻮﻟﻬــﻢ ﻓﱰﻛﻮا‬ ‫ﻟﻨﺎ ﻓﻜــﺮة ﻋــﻦ اﻷدب اﻟﺠﺎﻫﲇ ﰲ ﻫــﺬا اﻟﻌﴫ‪.‬‬ ‫ﻳﺮﻣــﺰ اﻷدب اﻟﺠﺎﻫــﲇ ﻟﺒﻴﺌــﺔ ﻣﻌﻴﻨــﺔ ﺗﺄﺛﺮوا‬ ‫ﺑﻬــﺎ ﻓﻜﺎﻧــﺖ واﺿﺤــﺔ ﰲ أدﺑﻬــﻢ‪ .‬ﻓﻔــﻲ اﻟﻌﴫ‬ ‫اﻟﺠﺎﻫــﲇ‪ُ ،‬ﻋــﺮف اﳌﺠﺘﻤــﻊ ﺑﺎﻟﻘﺒﻴﻠــﺔ و اﻧﺘــامء‬ ‫اﻟﺠﺎﻫﻠﻴني ﻟﻘﺒﻴﻠﺘﻬﻢ و اﻟﺘﺄﺛﺮ ﺑﻬــﻢ‪ .‬أﺛﺮ اﻹﻧﺘامء‬ ‫اﻟﻘﺒﲇ ﻋــﲆ أدب اﻟﺠﺎﻫﻠﻴــني ﻓﺄﻋﻄﻰ اﻟﻔﺮﺻﺔ‬ ‫ﻟﻠﺸــﻌﺮاء أن ﻳﻌــﱪ ﻛﻞ ﻣﻨﻬــﻢ ﻋــﻦ اﻧﺘامﺋــﻪ‬ ‫ﻟﻘﺒﻴﻠﺘــﻪ و ﻳــﺬم اﻟﻘﺒﺎﺋــﻞ اﻷﺧــﺮى ﰲ ﺑﻌــﺾ‬ ‫اﻷﺣﻴــﺎن ﻟﻴﻔﺨــﺮ ﺑﻘﺒﻴﻠﺘــﻪ‪ .‬أﺻﺒــﺢ اﻟﺸــﻌﺮاء‬ ‫ﻳﺘﻨﺎزﻋــﻮا ﻹﺑــﺮاز ﻣﻮاﻫﺒﻬــﻢ اﻟﺸــﻌﺮﻳﺔ وﻛﺎن‬ ‫ﻟﻘﺒﻴﻠﺘﻬــﻢ ﺗﻠــﻚ دور ﻛﺒــري ﰲ ﻫــﺬا اﻟـﴫاع‪.‬‬ ‫أﺛــﺮت أﻳﻀـﺎً اﻟﺒﻴﺌــﺔ اﻟﻄﺒﻴﻌﻴــﺔ ﻋــﲆ اﻷدب‬ ‫اﻟﺠﺎﻫــﲇ ﻓﻜﺎﻧـﻮا ﻳﻌﻴﺸــﻮن ﰲ اﻟﺒﺎدﻳــﺔ ﺣﻴــﺚ‬ ‫ﺗﻘــﻞ اﳌـﻮارد و ﺗﻜرث اﻟﺒﻴﺌﺔ اﻟﻄﺒﻴﻌﻴﺔ ﻣــام أﺗﺎح‬ ‫اﻟﻔﺮﺻﺔ ﻟﻠﺸﻌﺮاء أن ﻳﺘﺄﻣﻠﻮا ﰲ ﺗﻠﻚ اﻟﻄﺒﻴﻌﺔ و‬ ‫ﻳﻌــﱪوا ﻋﻨﻬﺎ ﰲ أﺷــﻌﺎرﻫﻢ ﺑــﻞ و ﻳﺨﻠﻮ ذﻫﻨﻬﻢ‬

‫ﻛــرثت اﻷﺳـﻮاق ﰲ اﻟﻌﴫ اﻟﺠﺎﻫــﲇ ﻷﻏﺮاض‬ ‫ﺗﺠﺎرﻳﺔ و ﻛﺎن ﺗﺠ ﱡﻤﻊ اﻟﻨﺎس ﰲ اﻷﺳـﻮاق ﻓﺮﺻﺔ‬ ‫ﻟﻴﻠﺘﻘــﻲ اﻟﺸــﻌﺮاء و ﻳﺴــﺘﻌﺮﺿﻮن ﻣﻮاﻫﺒﻬــﻢ‬ ‫اﻟﺸــﻌﺮﻳﺔ و ﻋﺮﻓــﺖ ﻫــﺬه اﻷﺳـﻮاق ﻣﺒــﺎرازات‬ ‫ﺷــﻌﺮﻳﺔ ﻋــﺪة‪ .‬ﻣــﻦ أﺷــﻬﺮ اﻷﺳــﻮاق اﻟﺘــﻲ‬ ‫وﺟــﺪت ﰲ ﻣﻜﺔ ﺣﻴﻨــﺬاك ﻫﻮ ﺳــﻮق ﻋﻜﺎظ و‬ ‫اﻟــﺬي اﻧﺘﴩت ﻓﻴﻪ اﳌﺒــﺎرازات اﻟﺸــﻌﺮﻳﺔ أﻳﻀﺎً‪.‬‬ ‫ﻋــﺮف اﻟﺠﺎﻫﻠﻴــﻮن ﻣﻌﺘﻘــﺪات و أﺳــﺎﻃري‬ ‫ﻣﺨﺘﻠﻔــﺔ آﻣﻨـﻮا ﺑﻬــﺎ و ﺗﺪاوﻟﻮﻫــﺎ ﻓﻴــام ﺑﻴﻨﻬــﻢ‬ ‫ﻓﻴــام ُﻋــﺮف ﺑﺎﳌﻴﺜﻮﻟﻮﺟﻴــﺎ‪ .‬آﻣــﻦ اﻟﺠﺎﻫﻠﻴــﻮن‬ ‫ﺑﺎﻟﺠــﻦ و ﻇﻨـﻮا أن ﻟﻜﻞ ﺷــﺎﻋﺮ ﻗﺮﻳﻨـﺎً ﻳﻠﻬﻤﻪ و‬ ‫ﻳﺴــﺎﻋﺪه ﰲ إﻧﺘــﺎج اﻷدب ﻣــام أﻋﻄــﻰ ﻣﻜﺎﻧــﺔ‬ ‫ﻛﺒــرية ﻟﻠﺸــﻌﺮ ﰲ ﻫــﺬا اﻟﺰﻣــﻦ ﻷﻧﻬﻢ ﻇﻨـﻮا أﻧﻪ‬ ‫ﺟــﺎء ﻣــﻦ اﻟﺴــامء ﻓﻼﺑﺪ ﻣــﻦ إﻋﻄﺎﺋــﻪ ﻣﻜﺎﻧﺘﻪ‬ ‫اﳌﺴﺘﺤﻘﺔ‪.‬‬ ‫ﻛﺎن ﻟﻠﺸــﺎﻋﺮ ﰲ اﻟﻌــﴫ ﻣﻜﺎﻧــﺔ ﻛﺒــرية ﻓﻜﺎن‬ ‫ﻳﺪاﻓــﻊ ﻋﻦ ﻗﺒﻴﻠﺘﻪ و ﻳﻔﺘﺨﺮ ﺑﻬــﺎ و ﻳﺬم اﻟﻘﺒﺎﺋﻞ‬ ‫اﻷﺧــﺮى ﻣــام أﻋﻄــﺎه ﻣﻨﺰﻟــﺔ ﻛﻤﻨﺰﻟــﺔ اﳌﻘﺎﺗــﻞ‬ ‫اﻟــﺬي ﻳﺪاﻓــﻊ ﻋــﻦ ﴍف و ﻋــﺮض اﻟﻘﺒﻴﻠــﺔ‪.‬‬

‫ُﻋــﺮف اﻟﺸــﻌﺮ اﻟﺠﺎﻫــﲇ ﰲ ﺑﺪاﻳــﺔ اﻷﻣــﺮ ﰲ‬ ‫ﺻــﻮرة ﻣﻘﻄﻮﻋــﺎت ﻗﺼــرية ﺣﺘــﻰ ﺗﻄــﻮر و‬ ‫ﺑــﺪأ ﻳﻈﻬــﺮ ﰲ ﺻــﻮرة ﻗﺼﺎﺋــﺪ أﻃــﻮل ﻋﻤﻮدﻳــﺔ‬ ‫و ﻣﻌﻠﻘﺎت‪ .‬متﺴــﻚ اﻟﺸــﺎﻋﺮ اﻟﺠﺎﻫــﲇ ﺑﻮﺣﺪة‬ ‫اﻟﺒﻴــﺖ اﻟﻮاﺣــﺪ و اﻟﺘــﺰم ﺑــﻮزن و ﻗﺎﻓﻴــﺔ واﺣﺪة‬ ‫ﰲ ﻛﻞ اﻷﺑﻴﺎت‪ .‬ﻋﺮف اﻟﺸﺎﻋﺮ اﻷوزان اﳌﻮﺳﻴﻘﻴﺔ‬ ‫و اﻟﺒﺤﻮر اﻟﺸــﻌﺮﻳﺔ و ﻗﺴــﻤﻬﻢ إﱃ ﺳــﺘﺔ ﻋﴩ‬ ‫وزﻧﺎً‪.‬‬ ‫ﰲ ﺑﻨــﺎء اﻟﻘﺼﻴــﺪة‪ ،‬ﺑــﺪأ اﻟﺸــﺎﻋﺮ اﻟﺠﺎﻫــﲇ‬ ‫ﺑﺎﻟﺒــﻜﺎء ﻋــﲆ اﻷﻃــﻼل و اﺳــﺘﻌﺮاض اﻟﺬﻛﺮﻳﺎت‬ ‫اﻟﻘﺪميــﺔ اﻟﺘﻲ ﻛﺎﻧــﺖ ﺗﺮﺑﻄﻪ ﺑﺄﻧــﺎس ﻋﺮﻓﻬﻢ ﰲ‬ ‫ﺗﻠــﻚ اﻟﺪﻳﺎر‪ .‬وﺻﻒ اﻟﺸــﺎﻋﺮ اﻟﺠﺎﻫﲇ رﺣﻠﺘﻪ و‬ ‫ﻧﺎﻗﺘــﻪ ﺑﻌــﺪ ذﻟــﻚ إﱃ أن ﻳــﺄيت ﻟﻠﻐﺮض اﻷﺳــﺎﳼ‬ ‫ﻣــﻦ اﻟﻘﺼﻴــﺪة و اﻟــﺬي ﻛﺎن ﻳﻌﺮﺿــﻪ ﰲ آﺧــﺮ‬ ‫اﻟﻘﺼﻴــﺪة ﻣام ﻳــﺪل ﻋﲆ ﻋﺪم أﻫﻤﻴــﺔ اﻟﻐﺮض‬ ‫اﻷﺳــﺎﳼ ﻟــﺪى اﻟﺸــﻌﺮاء اﻟﺠﺎﻫﻠﻴني‪.‬‬ ‫ﺗﻌــﺪدت اﻷﻏــﺮاض اﻟﺸــﻌﺮﻳﺔ ﻟﻠﻌــﴫ‬ ‫اﻟﺠﺎﻫــﲇ وﻓﻘـﺎً ﻟﺤﻴﺎة و ﺑﻴﺌــﺔ اﻟﺸــﻌﺮاء‪ .‬ﻋﺮﻓﻮا‬ ‫ﻣﻨﻬــﺎ اﻟﻐﺰل و ﻫﻮ وﺻﻒ ﻣﺤﺎﺳــﻦ اﳌﺤﺒﻮﺑﺔ و‬ ‫ذﻛﺮاﻫــﺎ و اﻟﻔﺨــﺮ و ﻛﺎن دامئـﺎًﻳﻌﱪ ﻋﻦ اﻟﻘﺒﻴﻠﺔ‬ ‫و اﻟﻬﺠــﺎء و ﻫــﻮ اﻟــﺬم ﰲ اﻟﻘﺒﺎﺋــﻞ اﻷﺧــﺮى و‬

‫اﻟﺮﺛــﺎء و ﻫــﻮ ذﻛﺮ ﻣﺤﺎﺳــﻦ اﳌﻴــﺖ‪ .‬ﻋﺮﻓﻮا ﺗﻠﻚ‬ ‫اﻷﻏـﺮاض و ﺑﻨـﻮا ﺷــﻌﺮﻫﻢ ﻋﻠﻴﻬــﺎ‪.‬‬ ‫مل ﻳﻜــﻦ اﻟﺸــﻌﺮ ﻫــﻮ اﻟﺼــﻮرة اﻟﻮﺣﻴــﺪة‬ ‫اﻟﺘــﻲ ﻋﺮﻓﻬــﺎ اﻟﺠﺎﻫﻠﻴــﻮن ﻟــﻸدب‪ .‬ﻣــﻦ أﻫــﻢ‬ ‫اﻟﺼــﻮر اﻷدﺑﻴــﺔ اﻟﺘــﻲ ﻋﺮﻓﻬــﺎ اﻟﺠﺎﻫﻠﻴــﻮن ﻫــﻮ‬ ‫اﻟﻨــرث اﻟﻌــﺮيب‪ .‬ﻇﻬــﺮ اﻟﻨــرث اﻟﺠﺎﻫــﲇ ﰲ ﺻــﻮر‬ ‫ﻣﺨﺘﻠﻔــﺔ‪ .‬أوﻟﻬــﺎ ﺳــﺠﻊ اﻟﻜﺎﻫــﻦ و ﻫــﻮ اﻟﻜﻼم‬ ‫اﻟــﺬي رواه اﻟﻜﻬــﺎن ﰲ ﺻﻮرة ﻏﺎﻣﻀﺔ و ﻳﺤﺘﻮي‬ ‫ﻋــﲆ ﻣﻮﺳــﻴﻘﻰ داﺧﻠﻴﺔ‪ .‬ﻋﺮﻓﻬــﺎ اﻟﺠﺎﻫﻠﻴﻮن ﳌﺎ‬ ‫ﺗﺄﺛــﺮوا ﺑــﻪ ﻣﻦ اﻟﺴــﺤﺮ و اﻟﺠــﻦ و ﺣــﺎزت ﻋﲆ‬ ‫ﺗﺼﻴــﺐ ﻛﺒــري ﻣــﻦ اﻟﻨــرث اﻟﺠﺎﻫــﲇ‪.‬‬ ‫اﻧﺘــﴩت اﻳﻀـﺎً ﺻﻮر اﺧــﺮى ﻟﻠﻨرث ﻛﺎﻟﺨﻄﺎﺑﺔ‬ ‫و ﻛﺎﻧــﺖ ﻣﻬﻤــﺔ و أﺳﺎﺳــﻴﺔ ﻟﺘﺤﻔﻴــﺰ اﻟﺠﻨــﻮد‬ ‫ﻋــﲆ اﳌﺤﺎرﺑــﺔ و اﻟﻨﴫ ﻛــام اﻧﺘﴩت اﻟﺨﻄﺐ‬ ‫اﻟﺴﻴﺎﺳــﻴﺔ‪ .‬ﻋــﺮف اﻟﺠﺎﻫﻠﻴــﻮن ﻓــﻦ اﻟﺮﺳــﺎﻟﺔ و‬ ‫ﻛﺎﻧــﺖ ﺗــﺪاول ﺑــني اﻟﻘــﺎدة ﻓﻌﺰزت ﻣــﻦ ﻣﻜﺎن‬ ‫اﻷدب اﻟﺠﺎﻫــﲇ‪.‬‬ ‫اﺷــﺘﻬﺮ اﻟﻌــﴫ اﻟﺠﺎﻫــﲇ ﺑﻮﺟــﻮد ﺣﻜــامء‬ ‫ﻛﺎن ﻟﻬﻢ ﻣﻜﺎﻧﺔ ﻋﻈﻴﻤﺔﻛﻤﻜﺎﻧﺔ اﻟﺸﺎﻋﺮ ﻓﻜﺎﻧﻮا‬ ‫ميــﺪون اﻟﻨــﺎس ﺑﺎﻟﻨﺼﺎﺋــﺢ و اﳌﻮاﻋــﻆ اﻟﻼزﻣــﺔ‬ ‫و اﻧﺘــﴩت ﰲ ﺗﻠــﻚ اﻟﻔــﱰة أدب اﻟﺤﻜــﻢ و‬ ‫اﻷﻣﺜــﺎل و ﻛﺎن ﻣــﻦ أﺷــﻬﺮ ﺣﻜامء ﻫــﺬا اﻟﻌﴫ‬ ‫ﻫــﻮ ﻟﻘــامن اﻟﺤﻜﻴــﻢ و اﻟــﺬي ذُﻛــﺮ ﰲ اﻟﻘـﺮآن‬ ‫اﻟﻜﺮﻳﻢ‪.‬‬ ‫ﺣﻈــﻰ اﻷدب ﻋــﲆ ﻣﻜﺎﻧــﺔ ﻛﺒــرية ﰲ اﻟﻌﴫ‬ ‫اﻟﺠﺎﻫــﲇ ﺗﺄﺛــﺮت ﺑﻈﻬــﻮر اﻹﺳــﻼم‪ .‬ﻓﻤﻊ ﻇﻬﻮر‬ ‫اﻹﺳــﻼم ﺗﺄﺛــﺮت اﻟﺒﻴﺌــﺔ اﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻔﺘﻮﺣــﺎت و‬ ‫اﻷﺧﺘﻼط ﺑﺎﻟﺸــﻌﻮب اﳌﺠﺎورة و ﺗﻐريت ﻣﻼﻣﺢ‬ ‫اﻟﻌــﴫ اﻟﺠﺎﻫــﲇ و ﺑــﺪأت ﻣﻼﻣــﺢ اﻟﻌــﴫ‬ ‫اﻹﺳــﻼﻣﻲ ﺑﺎﻟﻈﻬﻮر‪.‬‬ ‫أﺳــﺘﺨﺪم اﻷدب ﰲ ﺑﺪاﻳــﺔ اﻟﻌــﴫ اﻹﺳــﻼﻣﻲ‬ ‫ﻟﻠﻬﺠــﺎء ﻋــﲆ اﻟﺮﺳــﻮل و ﻋــﲆ اﻟﺪﻳــﻦ اﻟﺠﺪﻳــﺪ‬ ‫ﻣــام أﺿﻌــﻒ ﻣﻜﺎﻧــﺔ اﻟﺸــﻌﺮ ﰲ اﻟﻌــﴫ‬ ‫اﻹﺳــﻼﻣﻲ‪ .‬ﺑﻌــﺪ ذﻟــﻚ‪ ،‬ﺣﻈــﻰ اﻟﺸــﻌﺮ ﻋــﲆ‬ ‫ﻣﻜﺎﻧــﺔ أﻛــﱪ ﺣﻴــﺚ اﺳــﺘﺨﺪم ﻟﻨــﴩ اﻟﺪﻳــﻦ‬ ‫اﻟﺠﺪﻳــﺪ و ﺗﻌﻈﻴــﻢ اﻟﺮﺳــﻮل و ﺗﺤﻔﻴــﺰ اﻟﺠﻨﻮد‬ ‫ﻋﲆ اﻟﻔﺘﻮﺣﺎت ﻓﺄﺻﺒﺢ ﻟﻠﺸــﻌﺮ ﻣﻜﺎﻧﺔ أﻋﻀﻢ‪.‬‬ ‫ﻛﺎن ﻟﻠﻨــرث ﰲ اﻟﻌﴫ اﻹﺳــﻼﻣﻲ ﻧﺼﻴــﺐ أﻛﱪ‬ ‫ﻣﻦ اﻟﺸــﻌﺮ ﻓﻌﺮﻏــﺖ اﻟﺨﻄﺎﺑﺎت اﻟﺴﻴﺎﺳــﻴﺔ و‬ ‫اﻟﺮﺳــﺎﺋﻞ و اﻟﺤﻜــﻢ و أﻳــﺪ اﻟﻨــرث رﺳــﺎﻟﺔ اﻟﺪﻳــﻦ‬ ‫اﻹﺳــﻼﻣﻲ ﰲ ﻧﴩ اﻟﺤﻜــﻢ و اﻷﺧﻼق اﻟﺤﻤﻴﺪة‪.‬‬ ‫ﺗﺄﺛــﺮ اﻷدب اﻹﺳــﻼﻣﻲ ﺑﺎﻟﻨﺰﻋــﺔ اﻟﺪﻳﻨﻴــﺔ و‬ ‫اﺣﺘــﻮى ﻋــﲆ ﻗﻴــﻢ و أﺧــﻼق ﺣﺚ ﻋﻠﻴﻬــﺎ ﻫﺬا‬ ‫اﻟﺪﻳــﻦ و اﺧﺘﻔــﺖ اﻏـﺮاض ﻣﻌﻴﻨــﺔ ﻛﺎﻟﻐــﺰل و‬ ‫وﺻــﻒ اﻟﺨﺼــﻢ ﻟﺤﺮﻣﺎﻧﻴــﺔ ﺗﻠــﻚ اﻷﻏـﺮاض ﰲ‬ ‫اﻟﺪﻳــﻦ اﻹﺳــﻼﻣﻲ‪.‬‬

‫زينــب مبــارك تلقي «نظرة مــن الغربال»‬ ‫تقرير ‪ :‬نوران العاشري‬

‫ﻋــﻦ اﻟﻔــﻦ‪ ،‬اﻷدب‪ ،‬اﺳــﺘﺨﺪام اﻟﻠﻐــﺔ‬ ‫اﻟﻌﺮﺑﻴــﺔ وﻟﻬﺠﺎﺗﻬــﺎ اﳌﺨﺘﻠﻔــﺔ‪ ،‬دارت أﺣﺪاث‬ ‫ﻣﻨﺎﻗﺸــﺔ رواﻳــﺔ »ﻧﻈــﺮة ﻣــﻦ اﻟﻐﺮﺑــﺎل«‬ ‫أﻗﻴﻤــﺖ ﻣﻨﺎﻗﺸــﺔ رواﻳــﺔ »ﻧﻈــﺮة ﻣــﻦ‬ ‫اﻟﻐﺮﺑــﺎل« ﰲ اﻟﺜﺎﻣــﻦ ﻣــﻦ اﻟﺸــﻬﺮ اﻟﺠــﺎري‬ ‫ﰲ ﻣﻜﺘﺒــﺔ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﺳــﺘﻀﺎﻓﺔ‬ ‫زﻳﻨــﺐ ﻣﺒــﺎرك‪ ،‬ﻛﺎﺗﺒــﺔ اﻟﺮواﻳــﺔ‪.‬‬ ‫ﺗــﺪور أﺣــﺪاث اﻟﺮواﻳــﺔ ﺣــﻮل ﻓﺘــﺎة ﺗﻌــﺎين‬ ‫ﻣــﻦ ﺻﻤــﺖ ﺗﺎم ﺑﺴــﺒﺐ أﺣــﺪاث ﻣﺄﺳــﺎوﻳﺔ‬ ‫ﺗﻌﺮﺿــﺖ ﻟﻬــﺎ‪ ,‬وﻳﺤــﺎول ﻃﺒﻴــﺐ ﻧﻔــﴘ‬ ‫ﻣﻌﺎﻟﺠــﺔ اﻷﻣــﺮ ﻣﻦ ﺧــﻼل ﻣﺘﺎﺑﻌــﺔ اﻷﺣﺪاث‬ ‫اﻟﺘــﻲ أدت إﱃ ﺣﺎﻟﺘﻬــﺎ‪.‬‬ ‫ﺗﻘــﻮل ﻣﺒــﺎرك أن ﺧــﻼل رﺣﻠﺘﻨــﺎ ﰲ‬ ‫اﻟﺤﻴــﺎة‪ ،‬ﺗﻠﻘــﻲ اﻟﺤﻴــﺎة اﻟﺼﻌــﺎب واﻟﺸــﺪاﺋﺪ‬ ‫ﰲ ﻃﺮﻳﻘﻨــﺎ وﻗــﺪ ﺗﻀﻌــﻒ ﺗﻠــﻚ اﻟﺸــﺪاﺋﺪ‬ ‫أﺑﺼﺎرﻧــﺎ ﻓﻨﻌﺠــﺰ ﻋــﻦ رؤﻳــﺔ وﺗﻔﺴــري اﻷﻣﻮر‬ ‫ﺑﺸــﻜﻞ واﺿــﺢ‪ ،‬وﻣــﻦ ﻫﻨــﺎ ﺟــﺎءت ﻓﻜــﺮة‬ ‫ﻋﻨــﻮان اﻟﻜﺘــﺎب‪.‬‬ ‫ﴍﺣــﺖ ﻣﺒــﺎرك ﻧﺸــﺄة ﻗﺼــﺔ اﻟﺮواﻳــﺔ‬ ‫ﻟﻠﺤﺎﴐﻳــﻦ وﻗﺎﻟــﺖ أن اﻟﻔﻜــﺮة ﺟــﺎءت ﻋﻦ‬ ‫ﻃﺮﻳــﻖ اﻟﺼﺪﻓــﺔ ﺣﻴــﺚ ﺷــﻌﺮت ﺑﺄﻫﻤﻴــﺔ‬ ‫ﺗﺠﺴــﻴﺪ ﺷــﺨﺼﻴﺔ »ﺳــﻨﻴﺔ« اﻟﺼﺎﻣﺘــﺔ‬ ‫وﻋﺮﺿﻬــﺎ ﰲ أﺣــﺪاث اﻟﺮواﻳــﺔ‪.‬‬ ‫ﺑﺤﺜﺖ ﻣﺒــﺎرك ﰲ ﻋﻠﻢ اﻟﻨﻔﺲ ﻟﻴﺴــﺎﻋﺪﻫﺎ‬ ‫ﰲ ﺗﺤﻠﻴﻞ ﺷــﺨﺼﻴﺔ »ﺳــﻨﻴﺔ« ﺑﻄﻠــﺔ اﻟﺮواﻳﺔ‪،‬‬ ‫وﻗﺎﻟــﺖ أن ﻋﻤﻠﻴــﺔ اﻟﺒﺤــﺚ ﻣﻬﻤــﺔ ﻹﻳﺼــﺎل‬ ‫ﻣﻌﻠﻮﻣــﺎت وﺣﻘﺎﺋــﻖ دﻗﻴﻘــﺔ ﻟﻠﻘﺎرئ‪.‬‬ ‫أﺿﺎﻓــﺖ ﻣﺒــﺎرك‪» ،‬اﺳــﺘﻌﻨﺖ مبﺴــﺎﻋﺪة‬ ‫ﻃﺒﻴﺒﺔ ﻧﻔﺴــﻴﺔ وﴍﺣــﺖ ﻟﻬﺎ ﺣﺎﻟﺔ »ﺳــﻨﻴﺔ«‬ ‫ﰲ ﻣﺮﺣﻠــﺔ اﻟﻜﺘﺎﺑــﺔ‪«.‬‬ ‫أﻋﺮﺑــﺖ ﳌﻴــﺎء ﻋﻴﴗ‪ ،‬إﺣــﺪى اﻟﺤــﺎﴐات‪،‬‬ ‫ﻋــﻦ إﻋﺠﺎﺑﻬــﺎ ﺑﺎﻟﺮواﻳــﺔ اﻟﺘــﻲ ﻗﺮأﺗﻬــﺎ‬ ‫ﻣﺴــﺒﻘًﺎ‪ .‬ﻗﺎﻟــﺖ ﻋﻴــﴗ‪» ،‬أﺳــﻠﻮب اﻟﺮواﻳــﺔ‬ ‫ﺳــﻬﻞ وﻣﺒﺴــﻂ ومل أﺟــﺪ ﺻﻌﻮﺑــﺔ ﰲ رﺑــﻂ‬ ‫اﻷﺣــﺪاث ﺑﺒﻌﻀﻬــﺎ‪«.‬‬ ‫ﴍﺣــﺖ ﻋﻴــﴘ أﻧﻬــﺎ رأت رﺳــﺎﻟﺔ‬ ‫ﻧــﴩ اﻟﺤــﺐ واﺿﺤــﺔ ﰲ اﻟﺮواﻳــﺔ ﺣﻴــﺚ‬ ‫أن ﺑﺎﻟﻨﺴــﺒﺔ ﻟﻬــﺎ‪ ،‬ﺗ ُﺸــﻔﻰ »ﺳــﻨﻴﺔ« ﻋﻨــﺪ‬ ‫اﺳــﺘﻌﺎدة رواﺑــﻂ أﴎﻳــﺔ متﺪﻫــﺎ ﺑﺎﻟﺤــﺐ‪.‬‬ ‫ﻛــام ﻗــﺎل ﺻــﻼح ﺳــﻌﻮدي‪ ،‬أﺣــﺪ ﻣﻨﻈﻤﻲ‬ ‫اﳌﻨﺎﻗﺸــﺔ‪» ،‬رأﻳﺖ اﻟﺠﺎﻧــﺐ اﻟﻨﻔﴘ اﳌﺘﻨﺎول‬ ‫ﰲ اﻟﺮواﻳــﺔ ﻣﺜـ ًريا وﻣﻬـ ًـام ﺣﻴــﺚ ﻳﻌــﺎين ﻣﻨــﻪ‬ ‫اﻟﺠﻤﻴــﻊ وﻻ ﻳﺘﻨﺎوﻟــﻪ اﻟﻜﺜري‪«.‬‬ ‫ﻛــام أوﺿﺤــﺖ ﻣﺒــﺎرك أن ﻋﻤﻠﻴــﺔ اﻟﻜﺘﺎﺑــﺔ‬

‫ﻫــﻲ ﻋﻤﻠﻴــﺔ إﺑﺪاﻋﻴــﺔ ﻻ ﺗﺘﻄﻠــﺐ ﺗﻔﻜــري‬ ‫وﺗﺤﻠﻴــﻞ ﻛﺒــري ﺣــﻮل اﻟﻔﻜــﺮ واﻟﺸــﺨﺼﻴﺎت‪،‬‬ ‫ﻫــﻲ ﻓﻘــﻂ ﺗﺸــﻌﺮ ﺑﺎﻟﺸــﺨﺼﻴﺎت و ﺗﻘــﻮم‬ ‫ﺑﺘﺠﺴــﻴﺪﻫﺎ ﰲ إﻃــﺎر ﻗﺼــﴢ‪.‬‬ ‫رﻏــﻢ أن دراﺳــﺘﻬﺎ مل ﺗﺘﻌﻠــﻖ ﺑﺎﻟﻜﺘﺎﺑــﺔ‬ ‫واﻹﺑــﺪاع اﻟﻔﻨــﻲ‪ ،‬أﺣﺒــﺖ ﻣﺒــﺎرك اﻟﻜﺘﺎﺑــﺔ‬ ‫ﺑﻌــﺪ ﺗﺨﺮﺟﻬــﺎ وﻋﻤﻠــﺖ ﻋــﲆ اﻟﺘﻄﻮﻳــﺮ‬ ‫ﻣــﻦ ذاﺗﻬــﺎ ﻟﺘﺘﻤﻜــﻦ ﻣــﻦ ﻣامرﺳــﺔ اﻟﻜﺘﺎﺑــﺔ‬ ‫وإﺻــﺪار ﻛﺘــﺐ ﻣﺨﺘﻠﻔــﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ ﻣﺒــﺎرك‪» ،‬ﺑــﺪأت رﺣﻠﺘــﻲ ﻣــﻊ‬ ‫اﻟﻜﺘﺎﺑــﺔ ﺑﻌــﺪ ﺗﺨﺮﺟــﻲ ﺣﻴــﺚ ﻋﻤﻠــﺖ‬ ‫ﻋــﲆ إﻧﺸــﺎء ﻋــﺮوض د ُﻣــﻰ ﻣﴪﺣﻴــﺔ ﻣــﻊ‬ ‫أﺻﺪﻗــﺎيئ ﻗﻤــﺖ ﺑﻮﺿــﻊ اﻟﻨﺼــﻮص ﻟﻬــﺎ‬ ‫وﺗﺄﻟﻴــﻒ اﻷﻏﻨﻴــﺎت‪«.‬‬ ‫ﻧﺎﻗــﺶ اﻟﺤــﺎﴐون ﻣــﻊ اﻟﻜﺎﺗﺒــﺔ ﺑﻌــﺾ‬ ‫اﻟﻨﻘــﺎط اﻟﺘــﻲ ﺗﺨــﺺ اﻷدب ﺑﺸــﻜﻞ ﻋــﺎم‬ ‫وﻣﻨﻬــﺎ اﻟﻜﺘﺎﺑــﺔ ﺑﺎﻟﻠﻬﺠــﺔ اﻟﻌﺎﻣﻴــﺔ وﻗﺎﻟــﺖ‬ ‫ﻣﺒــﺎرك أن أﺣــﺪاث اﻟﺮواﻳــﺔ ﺗُﺮوى ﺑﺎﻟﻔﺼﺤﻰ‬ ‫ﺑﻴﻨام ﻇﻬــﺮت اﻟﺤـﻮارات ﰲ اﻟﻠﻬﺠﺔ اﻟﻌﺎﻣﻴﺔ‪.‬‬ ‫ﻓــﴪت ذﻟــﻚ ﺑﺄﻧﻬــﺎ ﺷــﻌﺮت أن ﺣـﻮارات‬ ‫اﻟﻔﺼﺤــﻰ ﺳــﺘﻀﻊ ﺣﺎﺟـ ًﺰا ﺑني اﻟﺸــﺨﺼﻴﺎت‬ ‫وﺑﻌﻀﻬــﺎ وﺑني اﻟﺸــﺨﺼﻴﺎت واﻟﻘـﺮاء‪.‬‬ ‫أﻋﺮﺑــﺖ ﻣﺒــﺎرك أﻳﻀً ــﺎ ﻋﻦ ﺳــﻬﻮﻟﺔ اﻟﻠﻬﺠﺔ‬ ‫اﳌﴫﻳــﺔ وﺗﺪاوﻟﻬــﺎ ﺑــني اﻟﺸــﻌﻮب اﻟﻌﺮﺑﻴــﺔ‬ ‫اﳌﺨﺘﻠﻔــﺔ ﻣــام ﻳﺠﻌﻠﻬﺎ أﻛــرث ﺟﺎذﺑﻴــﺔ ﻟﻠﻘﺮاء‬ ‫اﻟﻌــﺮب ﺑﺸــﻜﻞ ﻋﺎم‪.‬‬ ‫ﻋﻨــﺪ ﺳــﺆال إﺣــﺪى اﻟﺤــﺎﴐات ﻟﻬــﺎ‬ ‫إذا ﻛﺎﻧــﺖ ﺗﻔﻜــﺮ ﰲ ﺗﺮﺟﻤــﺔ »ﻧﻈــﺮة ﻣــﻦ‬ ‫اﻟﻐﺮﺑــﺎل‪ «,‬أﺟﺎﺑــﺖ ﺑﺄﻧﻬــﺎ ﺗــﻮد أن ﺗﺤﻮﻟﻬــﺎ‬ ‫إﱃ ﻧــﺺ إﻧﺠﻠﻴــﺰي رﻏــﻢ ﻋﻠﻤﻬــﺎ أن ﻋﻤﻠﻴــﺔ‬ ‫ﺗﺮﺟﻤــﺔ ﻧﺼﻮﺻﻬــﺎ اﻟﺨﺎﺻــﺔ ﻫــﻲ ﻋﻤﻠﻴــﺔ‬ ‫ﺻﻌﺒــﺔ وﻗــﺪ ﺗﻜــﻮن ﺧﺎدﻋــﺔ ﰲ ﺑﻌــﺾ‬ ‫اﻷوﻗــﺎت‪.‬‬ ‫ﻗــﺎل ﺳــﻌﻮدي أﻧــﻪ أُﻋﺠــﺐ ﺑﺴــرية ﻣﺒﺎرك‬ ‫اﻟﺬاﺗﻴــﺔ وﻋﻤﻠﻬﺎ مبﺠــﺎﻻت ﻣﺨﺘﻠﻔــﺔ ﻛام أﻧﻪ‬ ‫أﻋﺠﺒﺘــﻪ ﺑﻌــﺾ اﳌﻮﺿﻮﻋــﺎت اﻟﺘــﻲ ﺗﻨﺎوﻟﺘﻬــﺎ‬ ‫اﳌﻨﺎﻗﺸــﺔ ﻛﺎﻟﺤﺪﻳــﺚ ﻋــﻦ اﻟﻠﻬﺠــﺔ اﻟﻌﺎﻣﻴــﺔ‬ ‫اﳌﴫﻳﺔ‪.‬‬ ‫ﺗﺨﺮﺟــﺖ ﻣﺒــﺎرك ﻣﻦ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة وﺣﺼﻠــﺖ ﻋــﲆ ﺷــﻬﺎدة ﰲ ﻋﻠــﻮم‬ ‫اﻹﻧﺴــﺎن وﺗﺨﺼــﺺ ﻓﺮﻋــﻲ ﰲ اﳌــﴪح‪.‬‬ ‫ﻳﺬﻛــﺮ أن زﻳﻨــﺐ ﻣﺒــﺎرك ﻗــﺪ ﻋﻤﻠــﺖ ﰲ‬ ‫ﻣﺠــﺎل ﺗﺮﺟﻤــﺔ اﻟﻨﺼــﻮص واﻷﻏــﺎين ﳌــﺪة‬ ‫ﻃﻮﻳﻠــﺔ ﻛــام أﻧــﻪ ﺗﺮﺟﻤــﺖ اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫اﻟﻨﺼــﻮص ﻟﴩﻛــﺔ »دﻳــﺰين« اﻟﻌﺎﳌﻴــﺔ ﻣﻨــﺬ‬ ‫ﻋــﺎم ‪.١٩٩٧‬‬

‫بعد إعجاب اجلمهور‪ ،‬سيما اونطة‪« ...‬مش عايزين فلوسنا»‬ ‫تقرير‪ :‬جويا العجار‬

‫ﻗــﺪم ﻓﺮﻳﻖ اﻟﺘﻤﺜﻴــﻞ ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة ﻣﴪﺣﻴــﺔ ﺳــﻴام أوﻧﻄــﺔ اﻟﺘــﻲ‬ ‫ﻛﺘﺒﻬــﺎ اﻟﺮاﺣــﻞ ﻧﻌــامن ﻋﺎﺷــﻮر ﰲ ‪١٩٥٨‬‬ ‫وﻣﻨﻌــﺖ ﻣــﻦ اﻟﻌــﺮض ﺑﺴــﺒﺐ ﻇﻬــﻮر‬ ‫اﻟﻮﺳــﻂ اﻟﻔﻨــﻲ ﺑﻄﺮﻳﻘــﺔ ﻏــري ﻣﺤﺒﺒــﺔ ﻣﻦ‬ ‫ﻗﺒــﻞ اﻟﻌﺎﻣﻠــني ﻓﻴــﻪ‪.‬‬ ‫ﺑــﺪأ أول ﻋــﺮض ﻟﻠﻤﴪﺣﻴــﺔ ﰲ اﻟﺮاﺑــﻊ‬ ‫ﻋــﴩ ﻣــﻦ ﻧﻮﻓﻤــﱪ وﺳﻴﺴــﺘﻤﺮ ﺣﺘــﻰ‬ ‫اﻟﻮاﺣــﺪ واﻟﻌﴩﻳــﻦ ﻣــﻦ ﻫــﺬا اﻟﺸــﻬﺮ‪.‬‬ ‫اﻣﺘــﻸ ﻣــﴪح ﻣﻠــﻚ ﺟــﱪ ﺑﺎﻟﺠﻤﻬــﻮر‬ ‫وﺗﻌﺎﻟــﺖ ﺿﺤﻜﺎﺗﻬــﻢ ﺧــﻼل اﳌﴪﺣﻴــﺔ‪.‬‬ ‫ﺗﺘﻠﺨــﺺ ﻗﺼــﺔ اﳌﴪﺣﻴــﺔ ﰲ ﻇﻬــﻮر‬ ‫ﻣﺎﻳﺤــﺪث ﰲ ﻋــﺎمل اﻟﺴــﻴﻨام وﻻ ﻳﻌــﺮف‬ ‫ﻋﻨﻬــﺎ اﻟﺠﻤﻬــﻮر‪.‬‬ ‫وﺗﺤــيك ﻗﺼــﺔ رﺟــﻞ ﻳﺪﻋــﻰ ﺳــﻤري‬ ‫ﻓﺨــﺮي واﻟــﺬي ﻟﻌــﺐ دوره )ﻛﺮﻳــﻢ اﻟﺪﻳــﻦ‬ ‫اﻷﻟﻔــﻲ( وﻫــﻮ ﻛﺎن ﻳﻌﻤــﻞ ﻛﺴــﺎﺋﻖ ﺗﺎﻛﴘ‬ ‫ﺛــﻢ أﺻﺒــﺢ ﻣﻦ أﻛــﱪ اﳌﻨﺘﺠني اﻟﺴــﻴﻨامﺋﻴني‬ ‫ﰲ ﻣــﴫ‪ ،‬واﻟــﺬي ﻳﺴــﺘﻐﻞ اﳌﻤﺜــﻼت‬ ‫اﻟﺸــﺎﺑﺎت اﻟﺬﻳــﻦ ﻳــﺮدون أن ﻳﺪﺧــﻞ ﻣﺠﺎل‬ ‫اﻟﻔــﻦ ﺑﻌﺮﺿــﻪ ﻟﻬــﻦ ﺑﻌــﺾ اﻷﻓــﻼم إذا‬ ‫واﻓﻘــﻮ ﻋــﲆ ﻣامرﺳــﺔ اﻟﺠﻨــﺲ ﻣﻌــﻪ‪.‬‬ ‫ﻳﻈﻬــﺮ ﻫــﺬا اﻟﺸــﺎب راﺟــﻲ ﺣﻤــﻮد‬ ‫واﻟــﺬي ﻟﻌــﺐ دوره )أﺣﻤــﺪ ﻫــﺎين‬ ‫إﺳــامﻋﻴﻞ( اﻟــﺬي درس اﻹﺧــﺮاج ﰲ‬ ‫ﻓﺮﻧﺴــﺎ وﻳﻌــﻮد ﻟﺒــﻼده ﻟﻴﻨﺘــﺞ ﻓــﻦ ﻣــﻦ‬ ‫ﻧــﻮع ﻣﺨﺘﻠــﻒ ﺑﻌﻴــﺪا ً ﻋــﻦ ﻛﻞ ﻣــﺎ ﻫــﻮ‬ ‫ﻣﻮﺟــﻮد ﰲ ﺳــﻮق اﻟﺴــﻴﻨام اﳌﴫﻳــﺔ‬ ‫وﻟﻜﻨــﻪ ﺳــﻴﺼﺪم ﻣــﻦ ﻛــﻢ اﻟﺘﺠــﺎوزات‬ ‫اﻟﺘــﻲ ﺗﺤــﺪث ﻣــﻊ اﳌﻤﺜــﻼت وﻛﻴــﻒ ﻳﻬﺘﻢ‬ ‫اﳌﻨﺘﺠــﻮن ﺑﻨــﻮع اﻷﻓــﻼم اﻟﺘــﻲ ﺗﺠﻠــﺐ‬ ‫ﻟﻬــﻢ اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻷﻣــﻮال ﺑــﺪون اﻟﻨﻈــﺮ‬ ‫إﱃ ﻗﻴﻤــﺔ اﻟﺮﺳــﺎﻟﺔ اﻟﺘــﻲ ﻳﺮﻳــﺪ أن ﻳﺮﺳــﻠﻬﺎ‬ ‫اﻟﻔﻴﻠــﻢ‪.‬‬ ‫وﺗﻈﻬــﺮ ﰲ ﺣﻴــﺎة ﺣﻤــﻮد ﻓﺘــﺎة ﺗﺪﻋــﻰ‬ ‫ﻓﺘﺤﻴــﺔ واﻟﺘــﻲ ﻟﻌﺒــﺖ دورﻫــﺎ )ﻧﻮرﻫــﺎن‬ ‫ﻋﻄﺎﻟﻠــﻪ( وﻫــﻲ ﻓﺘــﺎة ﰲ ﺳــﻨﺔ أوﱃ ﺣﻘﻮق‬ ‫وﺗﺮﻳــﺪ أن ﺗﺪﺧــﻞ ﻋــﺎمل اﻟﻔــﻦ ﻟﺘﺼﺒــﺢ‬

‫ﻣﻤﺜﻠــﺔ وﻧﺼﺤﻬــﺎ ﺣﻤــﻮد ﺑــﺄن ﺗﺴــﺘﻜﻤﻞ‬ ‫ﺗﻌﻠﻴﻤﻬــﺎ ﺛــﻢ ﺗﺒــﺪأ ﻣﺠــﺎل اﻟﻔــﻦ وﻟﻜﻨﻬــﺎ‬ ‫ﺗﺮﻓــﺾ وﺗﺄﺧــﺬ اﻟﻄﺮﻳــﻖ اﻷﻗــﴫ وﺗﺬﻫــﺐ‬ ‫ﻟﻔﺨــﺮي ﰲ ﻣﻜﺘﺒــﻪ وﺗﻘﺎﺑــﻞ ﻫﻨــﺎك ﻋﻤﻬــﺎ‬ ‫ﻋــﺎم ﺷــﺎﻓﻌﻲ واﻟــﺬي ﻟﻌــﺐ دوره )أﺣﻤــﺪ‬ ‫ﺳــﻤري اﳌﻠــﻮك( واﻟــﺬي ميﻨﻌﻬــﺎ ﺑﺸــﺘﻰ‬ ‫اﻟﻄــﺮق ﻣــﻦ اﻟﺪﺧــﻮل ﳌﻜﺘــﺐ ﻓﺨــﺮي‬ ‫وﻟﻜﻨﻬــﺎ ﺗﺼﻤــﻢ ﻋــﲆ رأﻳﻬــﺎ‪.‬‬ ‫ﻳﺒــﺪأ ﻣﺴــﺎﻋﺪ ﻓﺨــﺮي اﻻﺳــﺘﺎذ أ‪.‬م‪.‬‬ ‫واﻟــﺬي ﻟﻌــﺐ دوره )ﺷــﺎدي رﻣــﺰي( ﰲ‬ ‫إﻋﻄــﺎء ﻓﺘﺤﻴــﺔ ﻓﻴﻠــﻢ ﻟﺘﻘــﺮأه ﺣﺘــﻰ ﻳــﺄيت‬ ‫ﻓﺨــﺮي إﱃ اﳌﻜﺘــﺐ وﻳﺤــﺎول اﻟﺘﻘــﺮب‬ ‫ﻣﻨﻬــﺎ وﻟﻜﻨﻬــﺎ ﺗﺼــﺪه‪.‬‬ ‫وﺣــني ﻳــﺄيت ﻓﺨــﺮي ﺳــﻴﱰك اﻟﺠﻤﻴــﻊ‬ ‫اﳌﻜﺘــﺐ وﺳــﻴﺒﻘﻮا مبﻔﺮدﻫﻢ وﻫﻨــﺎ ﺗﻨﻘﻠﺐ‬ ‫أﺣــﺪاث اﳌﴪﺣﻴــﺔ ﻷﻧــﻪ ﻳﺤــﺎول اﻏﺘﺼﺎﺑﻬﺎ‬ ‫وﻟﻜﻨﻬــﺎ ﺗﺒــﺪأ ﰲ اﻟـﴫاخ واﻟﻬــﺮوب ﻣﻨــﻪ‪.‬‬ ‫وإذ ﻳﻠﻌــﺐ اﻟﻘــﺪر ﻟﻌﺒﺘــﻪ ﻣﻌﻬــﺎ‬ ‫وﻳــﺄيت ﺣﻤــﻮد وﻋــﻢ ﺷــﺎﻓﻌﻲ وﻣﺤﻤــﺪ‬ ‫ﺷــﻠﻀﻢ وﻫــﻮ أﺣــﺪ ﻋﺎﻣــﲇ ﴍﻛــﺔ ﻓﺨــﺮي‬ ‫اﻹﻧﺘﺎﺟﻴــﺔ ﻷﺧــﺬ ﻗﺼــﺔ ﻗــﺪ ﻗﺪﻣﻬــﺎ ﺣﻤــﻮد‬ ‫ﻟﻔﺨــﺮي ﻣــﻦ أﻛــرث ﻣــﻦ ﻋﺎﻣــني وﻣــﻦ‬ ‫اﻟﻘــﺪر ﻳﻜــﻮن إﻧﻘــﺎذ ﻓﺘﺤﻴــﺔ ﻣــﻦ ﻳــﺪ‬ ‫ﻓﺨــﺮي‪.‬‬ ‫ﺗﻜﺘﺸــﻒ ﻓﺘﺤﻴــﺔ ﰲ ﺗﻠــﻚ اﻟﻠﺤﻈــﺔ أن‬ ‫ﻧﺼﻴﺤــﺔ ﺣﻤــﻮد ﻟﻬــﺎ ﻛﺎﻧــﺖ ﻋﲆ ﺣــﻖ وأن‬ ‫ﻣﺠــﺎل اﻟﻔــﻦ ﻣﺎﻫــﻮ إﻻ ﺗﻨــﺎزﻻت ﻳﻘﺪﻣﻬــﺎ‬ ‫اﳌﻤﺜﻠــﻮن واﳌﺨﺮﺟــﻮن وأﻳﻀــﺎً اﻟﻜﺘــﺎب‬ ‫ﻟــﴩﻛﺎت اﻹﻧﺘــﺎج‪.‬‬ ‫ﻣﺸــﻬﺪ ﻣﺤﺎوﻟــﺔ اﻻﻏﺘﺼــﺎب ﻳﻌــﺪ ﻣــﻦ‬ ‫أﻫــﻢ اﳌﺸــﺎﻫﺪ ﰲ اﳌﴪﺣﻴــﺔ ﺣﻴــﺚ ﻛﺎن‬ ‫ﻓﺨــﺮي ﻳﻠﻌــﺐ اﻟــﺪور ﺑﺘﻤﻜــﻦ وأﻳﻀــﺎً‬ ‫ﻛﺎﻧــﺖ ﻧﻈــﺮات اﻟﺨــﻮف‬ ‫ﰲ أﻋــني ﻓﺘﺤﻴــﺔ ﻛﺎﻓﻴــﺔ ﺑﻈﻬــﻮر‬ ‫ﻣﺸــﺎﻋﺮﻫﺎ وﻫــﺬا دﻟﻴــﻞ ﻋــﲆ ﻣــﺪى‬ ‫متﻜﻨﻬــﻢ ﻣــﻦ أداء أدوارﻫــﻢ‪.‬‬ ‫ﻗــﺎل ﻣﺎﻳــﻜﻞ اﻟﻌــﺪوي ‪ ،٢٤٬‬رﺟــﻞ أﻋامل‬ ‫»مل أﻛــﻦ أﺗﻮﻗــﻊ أن أرى ﻫــﺬا اﻷداء‬ ‫اﻟﺘﻤﺜﻴﲇ‪ ،‬ﻓﻔﻲ ﻣﺸــﻬﺪ اﻻﻏﺘﺼﺎب ﺷــﻌﺮت‬ ‫ﺑﺨــﻮف اﻟﻔﺘﺎة وأﻳﻀـﺎً ﻟﻌﺒﺖ اﻹﺿــﺎءة دور‬

‫ﺣــﺎزت اﳌﴪﺣﻴــﺔ ﻋــﲆ إﻋﺠــﺎب ﻛﺒــري ﻣــﻦ اﻟﺠﻤﻬــﻮر‬

‫ﻣﻤﺘــﺎز ﰲ ﻫــﺬا اﳌﺸــﻬﺪ‪ .‬ﻓﻌـﻼً إﻧــﻪ ﻋﻤــﻞ‬ ‫راﺋــﻊ‪«.‬‬ ‫ﺗﻜﺎﺛــﺮت أراء اﻟﺠﻤﻬــﻮر ﺣــﻮل اﻷداء‬ ‫اﻟﺘﻤﺜﻴــﲇ ﳌﻤﺜﻠــني وﻛــﻢ ﻛﺎﻧــﻮ ﻣﺘﻤﻜﻨــني‬ ‫ﻣــﻦ أدوارﻫــﻢ وأﻳﻀـﺎً ﻋﻠﻖ اﻟﺠﻤﻬــﻮر ﻋﲆ‬ ‫اﻟﻄﺎﺑــﻊ اﻟﻜﻮﻣﻴــﺪي اﻟــﺬي وﺿﻌــﻪ اﳌﺨــﺮج‬ ‫وﻟﻴــﺪ ﺣــامد ﰲ اﳌﴪﺣﻴــﺔ‪.‬‬ ‫ﻟﻴــﺲ ﻓﻘــﺪ اﻷداء اﻟﺘﻤﺜﻴــﲇ اﻟــﺬي ﻋﻠــﻖ‬

‫ﻋﻠﻴــﻪ اﻟﺠﻤﻬــﻮر وﻟﻜــﻦ أﻳﻀ ـﺎً اﻹﺿــﺎءة‬ ‫ووﺿــﻮح اﻟﺼــﻮت ﺑﺎﻟﺮﻏــﻢ ﻣــﻦ ﻋــﺪم‬ ‫وﺟــﻮد ﻣﻴﻜﺮوﻓﻮﻧﺎت ﻣﺘﻌﻠﻘــﺔ ﰲ ﻣﻼﺑﺲ‬ ‫ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ‪ ،‬وأﻳﻀ ـﺎً ﻣﻼﺑــﺲ ﻓﺮﻳــﻖ‬ ‫اﻟﻌﻤــﻞ واﻟﺘــﻲ ﺗﻼﺋــﻢ اﻟﻮﻗــﺖ اﻟــﺬي‬ ‫ﻛﺘــﺐ ﻓﻴــﻪ اﳌﴪﺣﻴــﺔ‪.‬‬ ‫أﺟــﺎب ﺣــامد ﻋــﲆ اﻟﺴــﺆال اﳌﻮﺟــﻪ‬ ‫ﻟــﻪ ﻋــﲆ ﺗﺄﺛــري اﳌﴪﺣﻴــﺔ ﻋــﲆ اﻟﺠﻤﻬﻮر‬

‫اﻷﻗــﻞ ﻣــﻦ ‪ ١٨‬ﺳــﻨﺔ ﺣﻴــﺚ ﻳﻮﺟــﺪ‬ ‫ﺑﺎﳌﴪﺣﻴــﺔ ﻣﺸــﺎﻫﺪ ﴍب ﺧﻤــﺮ وﻛﺜــري‬ ‫ﻣــﻦ ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ ﻳﺘﻨــﺎزل ﻋــﻦ أﺷــﻴﺎء‬ ‫ﻟﻠﻮﺻــﻮل ﻷﻫﺪاﻓﻬــﻢ وأﻳﻀــﺎً ﻣﺸــﺎﻫﺪ‬ ‫ﻣﺤــﺎوﻻت إﻏﺘﺼــﺎب‪.‬‬ ‫»ﻷ‪ ،‬ﻷن ﻣﻌﻈــﻢ ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ ﰲ‬ ‫اﳌﴪﺣﻴــﺔ ﻳﺘﺴــﻤﻮن ﺑﺎﻟﻴــﺄس وﻫــﺬا‬ ‫ﻣــﺎ ﻳﺠﻌﻠﻬــﻢ ﻳﺘﴫﻓــﻮن ﺗﴫﻓــﺎت ﻏــري‬

‫ﻣﺤﻜﻮﻣــﺔ وﺗــﺆدي إﱃ ﻛﺎرﺛــﺔ وﻫــﺬا واﺿﺢ‬ ‫ﻣــﻦ اﻟﻨــﺺ وﻫــﺬا ﻳﺸــﺠﻊ اﻟﺠﻤﻬــﻮر ﻋــﲆ‬ ‫اﻟﺘﻔﻜــري ﻗﺒــﻞ اﺗﺨــﺎذ أي ﻗـﺮار ﰲ ﺣﻴﺎﺗﻬﻢ‪«.‬‬ ‫وأﺿــﺎف ﺣــامد أن ﻟﻴــﺲ ﻫﻨــﺎك ﻫــﺪف‬ ‫واﺣــﺪ ﻣــﻦ اﳌﴪﺣﻴــﺔ وﻟﻜــﻦ ﻛﻞ ﺷــﺨﺺ‬ ‫ﻣــﻦ ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ ﻣــﻦ اﳌﻤﻜــﻦ أن‬ ‫ﻳﺮﺗﺒــﻂ ﻟﺠﻤﻬــﻮر ﰲ ﻣﺸــﺎﻛﻞ ﻳﻮاﺟﻬﻮﻧﻬــﺎ‬ ‫ﰲ ﺣﻴﺎﺗﻬــﻢ‪.‬‬

‫‪ | 2‬أخــبار و تـقــارير‬ ‫أزمة زواج القاصرات مبصر‪ :‬هل حتتاج الى تعديل قانوني أم تغيير فـي ثقافة املجتمع؟‬ ‫اﻷﺣﺪ ‪ ١٩‬ﻧﻮﻓﻤﱪ‪٢٠١٧ ،‬‬

‫أﻧﻄﻼق ﺣﻤﻠﺔ ﺟﺪﻳﺪة ﺿﺪ زواج اﻟﻘﺎﴏات‬ ‫تقرير‪ :‬سارة محمد‬

‫مل ﻳﺸــﻔﻊ ﻟﻬــﺎ ِﺻﻐﺮ ِﺳــﻨﻬﺎ وﻧﻌﻮﻣــﺔ أﻇﺎﻓﺮﻫﺎ ﰲ‬ ‫أن ﺗﺘﺤــﻮل ﺑني ﻟﻴﻠﺔ وﺿُ ﺤﺎﻫﺎ ﻟﺮﻓﻴﻘﺔ ﺣﻴــﺎة وأﻣﺎً‬ ‫ﺗﺘﺤﻤﻞ ﻣﺴــﺆوﻟﻴﺎت ﺟﻤﺔ ُﻣﻠﻘــﺎة ﻋﲆ ﻋﺎﺗﻘﻬﺎ‪،‬‬ ‫ﻟﺘﺼﺒﺢ ﻣﺜــﻞ اﻟﻜﺜري ﻣﻦ اﻟﻔﺘﻴــﺎت اﻟــﻼيت وﻗﻌﻦ‬ ‫ﺗﺤﺖ وﻃــﺄة ﻇﺎﻫــﺮة زواج اﻟﻘــﺎﴏات‪.‬‬ ‫رﺻــﺪ اﻟﺠﻬــﺎز اﳌﺮﻛــﺰي ﻟﻠﺘﻌﺒﺌــﺔ اﻟﻌﺎﻣــﺔ‬ ‫واﻹﺣﺼــﺎء )‪ ١١٩(CAPMAS‬أﻟــﻒ ﺣﺎﻟــﺔ زواج‬ ‫ﻟﻔﺘﻴــﺎت أﻗــﻞ ﻣــﻦ‪ ١٨‬ﺳــﻨﺔ‪ ،‬ومتُ ﺜــﻞ ﺣــﺎﻻت‬ ‫زواج اﻟﻘــﺎﴏات‪ ١٥‬ﺑﺎﳌﺎﺋــﺔ ﻣــﻦ إﺟــامﱄ ﺣﺎﻻت‬ ‫اﻟــﺰواج ﰲ ﻣــﴫ ﻟﻌــﺎم‪.٢٠١٧‬‬ ‫وﺣــﻮل ﺗﻠــﻚ اﻟﻈﺎﻫــﺮة‪ ،‬ﺑﺪأ اﳌﺠﻠــﺲ اﻟﻘﻮﻣﻲ‬ ‫ﻟﻠﻤ ـﺮأة ﻳــﻮم‪ ١٥‬أﻛﺘﻮﺑــﺮ ﺑﺈﻃــﻼق ﺣﻤﻠــﺔ »ﻻ‬ ‫ﻟــﺰواج اﻟﻘــﺎﴏات«‪ ،‬واﻟﺘﻲ ﺗﻬﺪف ﳌﺤﺎرﺑــﺔ زواج‬ ‫اﻟﻘــﺎﴏات‪ ،‬واﻟﺘﻮﻋﻴﺔ ﺑﴬورة اﺳــﺘﻜامل ﻣﺮاﺣﻞ‬ ‫اﻟﺘﻌﻠﻴــﻢ ﻟﻠﻔﺘــﺎة‪ ،‬واﻟﺤﻔــﺎظ ﻋــﲆ ﺻﺤــﺔ اﳌـﺮأة‬ ‫وﻣﺤﺎرﺑﺔ اﻟﺰواج اﳌﺒﻜﺮ‪ ،‬وذﻟﻚ مبﺸــﺎرﻛﺔ ﻣﻌﻨﻴني‬ ‫ﻣــﻦ ﻣﺪﻳﺮﻳــﺔ اﻷوﻗــﺎف ورﺟﺎل اﻟﻜﻨﻴﺴــﺔ‪.‬‬ ‫وﻗﺎﻟــﺖ ﻧــﺪى ﻧﺸــﺄت‪ ،‬ﻣﺴــﺆوﻟﺔ اﻟﺪﻓــﺎع‬

‫وﻛﺴــﺐ اﻟﺘﺄﻳﻴﺪ مبﺆﺳﺴــﺔ ﻗﻀﺎﻳﺎ اﳌﺮأة اﳌﴫﻳﺔ‬ ‫)‪» ،(CEWLA‬اﻟﻈﺎﻫــﺮة ﻣﻨﺘــﴩة ﰲ اﻟﻘــﺮى‬ ‫واﻟﻨﺠــﻮع‪ ،‬إذ ﺗﻘــﻮم اﻟﻌﺎﺋﻼت ﺑﻜﺘﺎﺑﺔ ﻋﻘــﺪ زواج‬ ‫ﻋــﺮﰲ ﻟﻠﻔﺘﻴــﺎت ﻣــﻦ دون أن ﻳﺒﻠﻐــﻦ اﻟﺴــﻦ‬ ‫اﻟﻘﺎﻧــﻮين‪ ،‬وﻣــﻦ دون ﺗﻮﺛﻴــﻖ رﺳــﻤﻲ ﰲ اﻟﺪوﻟــﺔ‪.‬‬ ‫وﻋﻨﺪﻣــﺎ ﻳﺒﻠﻐــﻦ اﻟﺴــﻦ اﻟﻘﺎﻧــﻮين‪ ،‬ﻳﻘــﻮم اﻟــﺰوج‬ ‫ﺑﺈﺷــﻬﺎر اﻟــﺰواج رﺳــﻤﻴﺎً ﰲ ﺳــﺠﻼت اﻟﺪوﻟــﺔ‪«.‬‬ ‫ﻛــام ﺗﻨــﺺ اﳌــﺎدة‪ ١٧‬ﻣــﻦ ﻗﺎﻧــﻮن رﻗــﻢ‬ ‫‪ ١‬ﻟﻸﺣــﻮال اﻟﺸــﺨﺼﻴﺔ ﻟﻌــﺎم‪ ،٢٠٠٢‬أن زواج‬ ‫اﻟﻘــﺎﴏات اﻟــﻼيت ﻳﺘﺰوﺟــﻦ ُﻋﺮﻓﻴـﺎً ﻟﻴــﺲ ﻟﻬــﻦ‬ ‫ﺣﻘــﻮق ﴍﻋﻴﺔ ﺳـﻮاء ﻧﻔﻘﺔ أو ﻣﺴــﻜﻦ زوﺟﻴﺔ‪،‬‬ ‫وإﺛﺒــﺎت اﻟﻨﺴــﺐ ﻳﺘــﻢ ﺳ ـﻮاء ﺑﺎﻟﻌﻘــﺪ اﻟ ُﻌــﺮﰲ‬ ‫أو ِﻓ ـﺮاش اﻟﺰوﺟﻴــﺔ أو ﺷــﻬﺎدة ﺷــﻬﻮد ﻋﻴــﺎن أو‬ ‫ﺗﺤﻠﻴﻞ اﻟﻨﺴــﺐ‪.‬‬ ‫وﺑﺸــﺄن ﻫﺬا اﻟﻘﺎﻧﻮن‪ ،‬أﺷﺎرت ﻧﺸﺄت أن ﻋﻨﺪﻣﺎ‬ ‫ﻳــﱰك اﻟــﺰوج اﻟﻔﺘــﺎة ﻟﺴــﺒﺒﺎًﻣــﺎ‪ ،‬ﻻ ﻳﻮﺟــﺪ إﺛﺒﺎت‬ ‫اﻟﻄــﻼق‪» ،‬ﺑﺎﻟﺘﺎﱄ ﻋﻨﺪﻣﺎ ﺗﺘﺰوج اﻟﻔﺘــﺎة ﻣﻦ رﺟﻼً‬ ‫آﺧــﺮ‪ ،‬ﺑﺈﻣــﻜﺎن اﻟﺮﺟــﻞ أن ﻳﺮﻓــﻊ ﻗﻀﻴــﺔ ﺗﻌــﺪد‬ ‫ازواج ﻋــﲆ اﻟﻔﺘــﺎة ﺣﺘــﻰ إذا ﻛﺎﻧــﺖ ﻻ ﺗﺘﻌــﺪى‬ ‫‪ ١٣‬ﺳــﻨﺔ‪«.‬‬

‫وأﺿﺎﻓــﺖ ﻧﺸــﺄت‪» ،‬ﻳﻌﺎﻗﺐ اﻟﻘﺎﻧــﻮن اﳌﴫي‬ ‫اﻟﻔﺘــﺎة ﻋــﲆ ﺟﺮميــﺔ ﻫــﻰ ﰲ اﻷﺻــﻞ اﳌﻈﻠﻮﻣــﺔ‬ ‫ﻓﻴﻬــﺎ‪ ،‬وﻻ ﻳﺘﻢ ﻣﻌﺎﻗﺒــﺔ اﳌﺬﻧﺒني اﻟﺤﻘﻴﻘني وﻫﻢ‬ ‫اﻷﻫــﻞ‪«.‬‬ ‫ﺟــﺎءت ﻓﻌﺎﻟﻴﺎت اﻟﺤﻤﻠﺔ ﰲ أﻋﻘﺎب ﻣﻨﺎﺷــﺪة‬ ‫اﻟﺮﺋﻴــﺲ ﻋﺒــﺪ اﻟﻔﺘــﺎح اﻟﺴــﻴﴘ ﰲ‪ ٣٠‬ﺳــﺒﺘﻤﱪ‬ ‫اﳌــﺎﴈ ﺧــﻼل اﺣﺘﻔﺎﻟﻴــﺔ اﻟﺘﻌـﺪاد اﻟﺴــﻜﺎين إﱃ‬ ‫ﴐورة ﻣﻮاﺟﻬــﺔ زواج ِﺻﻐــﺎر ِ‬ ‫اﻟﺴــﻦ ﻋﺮﻓﻴــﺎً‪،‬‬ ‫واﻟﺤﻔــﺎظ ﻋــﲆ اﻟﺒﻨﺎت اﻟﻘــﺎﴏات ﻣــﻦ ﻇﺎﻫﺮة‬ ‫اﻟــﺰواج اﳌﺒﻜــﺮ‪.‬‬ ‫أﻓﺼﺤــﺖ ﻧﺸــﺄت أن ﺑﻌﺾ اﻟﻨــﺎس ﺗﺪﻓﻌﻬﻢ‬ ‫ﺛﻘﺎﻓﺎﺗﻬــﻢ ﻟﺘﺰوﻳــﺞ ﺑﻨﺎﺗﻬــﻢ زواج ﰲ ﺳــﻦ ﻣﺒﻜﺮ‬ ‫اﻟﺴﱰة وﺗﺠﻨﺐ اﻟﻌﺎر‪ ،‬أو اﻟﺘﺨﻠﺺ‬ ‫ﻷﺳــﺒﺎب ﻣﺜﻞ ُ‬ ‫ﻣــﻦ اﻷﻋﺒــﺎء اﳌﺎﻟﻴﺔ اﳌﺠﻬﺪة‪ ،‬أو ﻟﻌــﺪم اﻟﺮﻏﺒﺔ ﰲ‬ ‫ﺗﻌﻠﻴﻢ اﻟﺒﻨﺎت‪ .‬ﻻ ﺗﻘﺘﴫ ﻗﻀﻴﺔ زواج اﻟﻘﺎﴏات‬ ‫ﻋــﲆ ﻫــﺬه اﻷﺳــﺒﺎب ﻓﻘﻂ‪ ،‬ﺑﻞ أﺷــﺎرت ﻧﺸــﺄت‬ ‫أن ﰲ ﺑﻌــﺾ اﻟ ُﻘــﺮى ﰲ ﻣــﴫ‪ ،‬ﻳﺘــﻢ إﺳــﺘﺨﺪام‬ ‫زواج اﻟﻘــﺎﴏات ﻛﻨــﻮع ﻣــﻦ أﻧــﻮاع اﻟﺘﺠــﺎرة‪،‬‬ ‫ﺣﻴــﺚ ﺗُــﺰوج اﻟﻌﺎﺋــﻼت ﺑﻨﺎﺗِﻬﻢ ﻣﺆﻗﺘـﺎًﻟﻸﺛﺮﻳﺎء‪،‬‬ ‫ﺧﺼﻮﺻـﺎًاﻟﻌﺮب ﻣﻦ اﻟﺨﻠﻴﺞ‪ ،‬ﰲ ُﻣﻘﺎﺑــﻞ ﻣﺎدي‪.‬‬

‫ﻗــﺎل وﻟﻴــﺪ اﻟﺒﺴــﻴﻮين‪ ،‬أﺳــﺘﺎذ ﻃــﺐ أﻣ ـﺮاض‬ ‫ﻧﺴــﺎء وﺗﻮﻟﻴــﺪ وﻋﻘــﻢ ﺑﺠﺎﻣﻌــﺔ ﻋــني ﺷــﻤﺲ‪،‬‬ ‫»ﺗﻌﺘــﱪ اﻟﺒﻨــﺖ ﻓﺴــﻴﻮﻟﻮﺟﻴﺎً ﻣﺆﻫﻠﺔ ﻟﺤــﺪوث‬ ‫ﻋﻼﻗــﺔ ﺟﻨﺴــﻴﺔ أو ﺣﻤﻞ ﻋﻨﺪﻣــﺎ ﺗﺄﺗﻴﻬﺎ اﻟــﺪورة‬ ‫اﻟﺸــﻬﺮﻳﺔ ﻣــﻦ ﺳــﻦ‪ ١١‬إﱃ‪ ١٤‬ﺳــﻨﺔ‪ .‬وﺑﻌــﺪ أول‬ ‫دورة ﺷــﻬﺮﻳﺔ‪ ،‬ﻳﺠــﺐ أن ﻳﻜــﻮن َﻣﺮ ﻣﻦ ﺳــﻨﺘني‬ ‫إﱃ ﺛﻼﺛــﺔ أﻋـﻮام ﻋــﲆ ﺑﻠﻮغ اﻟﻔﺘــﺎة اﳌﻘﺒﻠﺔ ﻋﲆ‬ ‫اﻟــﺰواج‪ ،‬ﻟﻴﺘﻢ اﻧﺘﻈــﺎم اﻟــﺪورة واﻟﺘﺒﻮﻳﺾ ﻟﺪﻳﻬﺎ‪«.‬‬ ‫وأﺿــﺎف‪» ،‬ﻣــام ﻻ ﺷــﻚ ﻓﻴــﻪ أن اﻟﻨﻤــﻮ‬ ‫اﻟﺠﺴــﺪي ﻳﻌﺘــﱪ ﻣــﻦ أﺑــﺮز اﻟﻌﻮاﻣــﻞ اﳌﺆﻫﻠــﺔ‬ ‫ﻟﻠــﺰواج واﻟﺤﻤــﻞ واﻟــﻮﻻدة‪ ،‬ﺣﻴــﺚ ﺗﺘﻮﻗــﻒ‬ ‫ﺟﻤﻴــﻊ أﻋﻀﺎء اﻟﻔﺘﺎة ﻋﻦ اﻟﻨﻤﻮ ﻋﻨﺪﻣﺎ ﺗﺒﻠــﻎ‪١٦‬‬ ‫ﺳــﻨﺔ‪ ،‬ﻣــام ﻳﺠﻌﻞ اﻟﺒﻨــﺖ ﻓﺴــﻴﻮﻟﻮﺟﻴﺎًﻣﺆﻫﻠﺔ‬ ‫ﻟﻠــﺰواج ﻋﻨــﺪ ُﻋﻤــﺮ ﻳﻨﺎﻫــﺰ‪ ١٦‬ﻋﺎﻣـﺎً‪«.‬‬ ‫وﻳﺆﻛــﺪ ﺑﺴــﻴﻮين أن مثــﺔ ﺗﺒﻌﺎت ﺻﺤﻴﺔ ﺗﻨﺘﺞ‬ ‫ﻋــﻦ اﻟــﺰواج ﰲ ﺳــﻦ ُﻣﺒﻜــﺮ‪ ،‬وﺗﺸــﻤﻞ‪ :‬ﺣــﺪوث‬ ‫ﺗﻬﺘــﻜﺎت ﰲ اﻟﺠﻬــﺎز اﻟﺘﻨﺎﺳــﲇ ﻋﻨــﺪ ﻣامرﺳــﺔ‬ ‫اﻟﻌﻼﻗــﺔ اﻟﺰوﺟﻴــﺔ ﻣﺒﻜـﺮاً‪ ،‬ﻧﺰﻳــﻒ ﻗــﺪ ﻳﺘﻄــﻮر‬ ‫ﻣﺴﺘﻮاه إﱃ اﻟﺤﺎد ﰲ اﻷﻋﻀﺎء اﻟﺘﻨﺎﺳﻠﻴﺔ‪ ،‬ﻧﻘﺺ ﰲ‬ ‫اﻟﻌﻨﺎﴏ اﻟﻐﺬاﺋﻴﺔ اﻷﺳﺎﺳــﻴﺔ ﻟﻨﻤﻮ اﻟﺠﻨني ﺧﻼل‬ ‫اﻟﺤﻤــﻞ‪ ،‬ﻧﻘﺺ اﻟﻮﻋــﻲ اﻟــﻜﺎﰲ ﰲ ﻣﺠﺎل ﺗﻨﻈﻴﻢ‬ ‫اﻟﺤﻤــﻞ ﻣــام ﻳﺰﻳــﺪ ﻣــﻦ اﺣﺘــامﻻت اﻟــﻮﻻدة‬ ‫اﳌﺘﻜــﺮرة ﺑــﺪون ﻓﺎﺻــﻞ زﻣﻨــﻲ ﺑــني اﻟــﻮﻻدات‬ ‫وﻳﺸــﻜﻞ ﻋﺒﺌﺎً ﺟﺴــﺪﻳﺎً وﻧﻔﺴــﻴﺎً ﻋﲆ اﻟﻔﺘــﺎة‪«.‬‬ ‫واﺳــﺘﻄﺮد‪» ،‬إن ﻋﺪم اﻛﺘــامل وﻋﻲ اﻷم وﻧﻘﺺ‬ ‫ﺧﱪﺗﻬــﺎ ﰲ ﺗﺮﺑﻴــﺔ أﺑﻨﺎﺋﻬﺎ وﺟﻬﻠﻬــﺎ ﻻﺣﺘﻴﺎﺟﺎﺗﻬﻢ‬ ‫اﻟﻨﻔﺴﻴﺔواﻟﺼﺤﻴﺔواﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬ﻛﻠﻬﺎﻋﻮاﻣﻞﺗﺆﺛﺮ‬ ‫ﺳــﻠﺒﻴﺎًﻋﲆ أﺳــﻠﻮب رﻋﺎﻳﺘﻬﺎ وﺗﺮﺑﻴﺘﻬﺎ ﻟﻬﻢ‪ ،‬ﻣام‬ ‫ﻳُﻌــﺮض اﻷﺑﻨــﺎء أﻳﻀـﺎًإﱃ ﻣﺨﺎﻃــﺮ ﺻﺤﻴــﺔ ﻛﺜرية‬ ‫ﻣﺜﻞ ﻏﻴﺎب اﻟﺘﻐﺬﻳﺔ اﻟﺴــﻠﻴﻤﺔ وﻋﺪم إمتــﺎم ﻓﱰة‬ ‫اﻟﺮﺿﺎﻋﺔ اﻟﻜﺎﻓﻴﺔ ﻟﻠﻄﻔﻞ‪«.‬‬ ‫وﻋــﲆ اﻟﺠﺎﻧــﺐ اﻵﺧــﺮ‪ ،‬ﻗــﺎل أﺣﻤــﺪ ﺻﺎﺑــﺮ‪،‬‬ ‫اﺳﺘﺸــﺎري اﻟﻄﺐ اﻟﻨﻔﴘ مبﺴﺘﺸــﻔﻰ اﻟﺪﻛﺘﻮر‬ ‫ﻋﻜﺎﺷــﺔ ﻟﻠﻄﺐ اﻟﻨﻔﴘ‪» ،‬اﻻﺳــﺘﻌﺪاد اﻟﺠﺴﺪي‬ ‫ﻟﻠﻤﺮأة ﻻ ﻳﻌﻨﻲ اﺑﺪا ًأن اﻟﻔﺘﺎة ﻣﺴــﺘﻌﺪة ﻟﻠﺰواج‪،‬‬ ‫وﻟﻜــﻦ اﻷﻫﻢ ﻫﻮ اﻻﺳــﺘﻌﺪاد اﻟﻌﻘﲇ واﻟﻨﻔﴘ‪«.‬‬ ‫وأﺿﺎف ﺻﺎﺑﺮ‪«،‬اﻟﺰواج ﻳﻌﻨﻲ ﻣﺴــﺆوﻟﻴﺔ ﻫﺎﺋﻠﺔ‬ ‫وﺿﻐﻮﻃــﺎت ﺷــﺎﻗﺔ‪ ،‬وﻳُﻌــﺮض اﻟﻔﺘــﺎة ﻟﺘﻐـريات‬ ‫ﻫﺮﻣﻮﻧﻴــﺔ‪ ،‬و ﻓﻴﺰﻳﺎﺋﻴــﺔ‪ ،‬وﻧﻔﺴــﻴﺔ ﺣــﺎدة ﺗﻔــﻮق‬ ‫ﻗــﺪرة ﺗﺤﻤﻠﻬــﺎ ﰲ ﻫﺬا اﻟﺴــﻦ اﻟﺼﻐــري‪«.‬‬ ‫ﺑﺤﺴﺐ ﻧﺘﺎﺋﺞ ﺑﺤﺚ اﻟﺪﻛﺘﻮر ﻳﺎﻧﻴﻚ ﺳﺘﻴﻔﺎن‬ ‫ﺑﻌﻨـﻮان » ُﻋﻤــﺮ اﻟـﺬات وﺗﻨﻤﻴــﺔ اﻟﺸــﺨﺼﻴﺔ«‪،‬‬ ‫ﺗﺴــﺘﻤﺮ ﺷــﺨﺼﻴﺔ اﻟﻄﻔﻞ ﰲ منﻮ ُﻣﺴﺘﻤﺮ ﺣﺘﻰ‬ ‫ﻳﺒﻠــﻎ‪ ١٨‬ﺳــﻨﺔ‪ ،‬وﻋﻨــﺪ ﺑﻠﻮغ ﻫـﺬا ِ‬ ‫اﻟﺴــﻦ ﻓﻘﻂ‬ ‫ُميﻜــﻦ اﻟﺘﺸــﺨﻴﺺ ﻣــﻦ ِﻗﺒــﻞ اﻟﻄــﺐ اﻟﻨﻔــﴘ‬ ‫ﺑﺄﻣﺮاض اﺿﻄﺮﺑﺎت اﻟﺸــﺨﺼﻴﺔ‪.‬‬ ‫وأﺿــﺎف ﺻﺎﺑــﺮ أن ﺑﺴــﺒﺐ ﻋــﺪم ﻧُﻀــﺞ‬ ‫ﺷﺨﺼﻴﺔ اﻟﻔﺘﺎة ﺑﺎﻟﺸﻜﻞ اﻟﻜﺎﰲ‪ ،‬ﻳﺘﺴﺒﺐ اﻟﺰواج‬ ‫اﳌ ُﺒﻜــﺮ مبﻌﺎﻧﺎﺗﻬــﺎ ﻣــﻦ اﻟﺤﺮﻣــﺎن ﻣــﻦ ﻋﻴــﺶ‬

‫ﻣﺮﺣﻠــﺔ اﻟﻄﻔﻮﻟــﺔ‪ ،‬ﻣــام ﻳــﺆدي ‪-‬ﻋﻨــﺪ ﺗﻌﺮﺿﻬــﺎ‬ ‫ﻟﻀﻐــﻮط‪ -‬إﱃ ﺣــﺪوث ارﺗ ـﺪاد ﻟﻬــﺬه اﳌﺮﺣﻠــﺔ‬ ‫ﰲ ﺻــﻮرة اﺿﻄﺮاﺑــﺎت ﻧﻔﺴــﻴﺔ ﻣﺜــﻞ ﻛــﺮب‬ ‫ﻣﺎﺑﻌﺪ اﻟﺼﺪﻣــﺔ )‪ ،(PTSD‬واﻻﻛﺘﺌــﺎب‪ ،‬واﻟﻘﻠﻖ‪،‬‬ ‫واﺿﻄﺮاﺑــﺎت اﻟﺸــﺨﺼﻴﺔ‪.‬‬ ‫وﻓﻘﺎًﳌﻨﻈﻤﺔ اﻟﺼﺤﺔ اﻟﻌﺎﳌﻴﺔ )‪ ،(WHO‬ﻳﻌﺪ‬ ‫زواج اﻷﻃﻔــﺎل إﻧﺘﻬــﺎﻛﺎًﻟﺤﻘــﻮق اﻹﻧﺴــﺎن ﺣﻴﺚ‬ ‫أﻧــﻪ ﻳﺤﺮم اﻟﻔﺘﻴــﺎت ﻣﻦ ﺣﻘﻮﻗﻬــﻦ ﰲ اﻟﺘﻌﻠﻴﻢ ‪،‬‬ ‫وﻳﺆﺛﺮ ﻋﻠﻴﻬﻢ ﺻﺤﻴﺎً وﻧﻔﺴــﻴﺎً‪ ،‬وﻳﺤﻤﻠﻬﻢ أﺛﻘﺎل‬ ‫ﻣﺴــﺆوﻟﻴﺎت اﻟــﺰواج واﻷﻣﻮﻣﺔ ﻗﺒــﻞ اﻷوان‪.‬‬ ‫ﻃﺒﻘﺎًﻟﺘﻘﺮﻳﺮ وﻓﻴﺎت اﻷﻣﻮﻣﺔ ﳌﻨﻈﻤﺔ اﻟﺼﺤﺔ‬ ‫اﻟﻌﺎﳌﻴــﺔ ﻟﻌــﺎم‪ ،٢٠١٦‬اﻟﺴــﺒﺐ اﻷول ﰲ وﻓﻴــﺎت‬ ‫اﻟﻔﺘﻴــﺎت ﳌﻦ ﻫــﻢ ﰲ ﺳــﻦ اﳌﺮاﻫﻘﺔ ﻫﻮ اﻟﺤﻤﻞ‬ ‫واﻟــﻮﻻدة‪ ،‬وأن‪ ٧١‬ﰲ اﳌﺌــﺔ ﻣﻤــﻦ ﻳﺘﺰوﺟــﻦ ﻗﺒــﻞ‬ ‫‪ ١٨‬ﺳــﻨﺔ ﻳﺘﻌﺮﺿﻦ ﳌ ُﻀﺎﻋﻔﺎت ﺻﺤﻴــﺔ ﺧﻄرية‪.‬‬ ‫وأﺷــﺎرت إﺣﺼﺎﺋﻴــﺎت اﻟﺘﻘﺮﻳــﺮ أن‪ ١٢‬ﺑﺎﳌﺎﺋــﺔ‬ ‫ﻳﺘﻌﺮﺿــﻦ ﻟﻺﺟﻬــﺎض‪ ،‬و‪ ١٩‬ﺑﺎﳌﺎﺋــﺔ ﻣﻨﻬــﻦ‬ ‫ﺑﺎﻟﻨﺰﻳــﻒ‪ ،‬و‪ ٤٩‬ﺑﺎﳌﺎﺋــﺔ ﻣــﻦ اﻟﺤــﺎﻻت ﺗﺼــﺎب‬ ‫ﺑﻌــﴪ ﰲ اﻟــﻮﻻدة‪ ،‬و‪ ٨٨‬ﺑﺎﳌﺎﺋــﺔ ﻳﺼنب ﺑﺎﻟﻨﺎﺳــﻮر‬ ‫اﻟﺒــﻮﱄ‪.‬‬ ‫ﰲ ﻣﺤﺎوﻟــﺔ ﻟﻠﻘﻀــﺎء ﻋــﲆ ﻇﺎﻫــﺮة زواج‬ ‫اﻟﻘــﺎﴏات‪ ،‬ﻗــﺎل وزﻳــﺮ اﻟﺼﺤــﺔ واﻟﺴــﻜﺎن‬ ‫اﻟﺪﻛﺘــﻮر أﺣﻤــﺪ ﻋــامد اﻟﺪﻳــﻦ‪ ،‬ﰲ ﺑﻴــﺎن ﻟــﺔ ﻳﻮم‬ ‫ﻟﻠﺴــﻜﺎن أوﺷﻚ‬ ‫‪ ١٢‬أﻛﺘﻮﺑﺮ‪ ،‬أن اﳌﺠﻠﺲ اﻟﻘﻮﻣﻲ ُ‬ ‫ﻋــﲇ اﻻﻧﺘﻬــﺎء ﻣﻦ إﻋـﺪاد ﺗﴩﻳﻊ ﻟﺘﺠﺮﻳــﻢ زواج‬ ‫اﻷﻃﻔﺎل‪ ،‬ﺑﺎﻟﺘﻨﺴــﻴﻖ واﻟﺘﻌــﺎون ﻣــﻊ وزارة اﻟﻌﺪل‬ ‫واﻟﻨﻴﺎﺑــﺔ اﻟﻌﺎﻣــﺔ واﳌﺠﻠــﺲ اﻟﻘﻮﻣﻲ ﻟﻠﻤـﺮأة‪.‬‬ ‫ﺗﻀﺎرﺑــﺖ اﻵراء ﺣــﻮل ﻫﺬا اﻟﺘﴩﻳﻊ ﺑــني أﻓﺮاد‬ ‫اﳌﺠﺘﻤﻊ اﳌﴫي‪ ،‬واﻋﱰﺿﺖ ﻧﺸــﺄت‪ ،‬ﻣﺴــﺆوﻟﺔ‬ ‫اﻟﺪﻓــﺎع وﻛﺴــﺐ اﻟﺘﺄﻳﻴﺪ مبﺆﺳﺴــﺔ ﻗﻀﺎﻳــﺎ اﳌﺮأة‬ ‫اﳌﴫﻳــﺔ )‪» ،(CEWLA‬إذا ﻛﺎﻧــﺖ اﻟﺤﻜﻮﻣــﺔ‬ ‫اﳌﴫﻳــﺔ ﺗﺴــﻌﻰ ﻟﺘﻄﻮﻳــﻖ زواج اﻟﻘــﺎﴏات ﰲ‬ ‫ﻣــﴫ‪ ،‬ﻓﻠﻴﺲ ﺗﻌﺪﻳــﻞ اﻟﻘﺎﻧــﻮن ﻫﻮ اﻟﺤــﻞ‪«.‬‬ ‫وﺗﺎﺑﻌــﺖ ﻧﺸــﺄت‪» ،‬اﻟﺤــﻞ ﰲ ﺗﻮﻓــري اﻟﻌﺪﻳــﺪ‬ ‫ﻣــﻦ اﳌـﺪارس ﰲ اﻟﻘﺮى ﺣﻴــﺚ أن ﻳﻮﺟﺪ اﻟﻘﻠﻴﻞ‬ ‫ﻫﻨــﺎك‪ ،‬ﻣام ﻳﺪﻓﻊ اﻷﻫــﺎﱄ ﰲ زواج ﺑﻨﺎﺗﻬﻢ ﻣﺒﻜﺮا ً‬ ‫ﺑــﺪﻻً ﻣﻦ إرﺳــﺎﻟﻬﻢ ﻟﻠﺘﻌﻠﻴﻢ ﰲ ﻣــﻜﺎن ﺑﻌﻴﺪ‪«.‬‬ ‫وأﺿﺎﻓــﺖ أن ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ اﺳــﺘﻐﻼل‬ ‫ﺑﻌــﺾ رﺟــﺎل اﻟﺪﻳــﻦ ﺗﺄﺛريﻫــﻢ ﻋــﲆ اﳌﺠﺘﻤــﻊ‬ ‫واﺳــﺘﻤﺮارﻫﻢ ﰲ ﻧــﴩ ﻓﺘــﺎوى دﻳﻨﻴــﺔ ﻟﺘﺤﻠﻴــﻞ‬ ‫زواج اﻟﻘــﺎﴏات ﰲ اﻹﺳــﻼم واﳌﺴــﻴﺤﻴﺔ‪ ،‬وﻟﻜــﻦ‬ ‫ﻻ ﻳﻮﺟــﺪ ﺟﻬــﻮد ﻣﻦ اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ ﻟﻮﺿﻊ‬ ‫ﺣــﺪ ﻟﻬــﺬه اﳌﺸــﻜﻠﺔ‪.‬‬ ‫وأﻓﺼﺤــﺖ ﻧﺸــﺄت ﻟﻠﻘﺎﻓﻠــﺔ‪» ،‬ﺳــﻴﻜﻮن‬ ‫ﻣﺼــري ﻗﺎﻧــﻮن ﺗﺠﺮﻳــﻢ زواج اﻟﻘــﺎﴏات ﻣﻄﺎﺑﻖ‬ ‫ﳌﺼــري ﻗﺎﻧــﻮن اﻟﺘﺤــﺮش ﰲ ﻣــﴫ‪ ،‬وﻫــﻮ ﻋــﺪم‬ ‫اﻟﺘﻄﺒﻴــﻖ… ﺗﺘﺠــﻪ اﻟﻔﺘﻴــﺎت ﺑﺸــﻜﻞ ﻳﻮﻣــﻲ‬ ‫ﻟﻠﴩﻃــﺔ ﻟﻌﻤــﻞ ﻣﺤــﴬ ﺗﺤــﺮش ﺿــﺪ اﻟﺮﺟﺎل‬ ‫وﻛﺜـريا ًﻣــﺎ ﻳﺘــﻢ ﺗﺠﺎﻫﻠﻬــﻢ ﻣــﻦ رﺟــﺎل اﻟﴩﻃﺔ‬

‫ﺑﺎﻟﻘﺴﻢ‪«.‬‬ ‫ﻋــﲆ ﺻﻌﻴــﺪ آﺧــﺮ‪ ،‬ﴏﺣــﺖ أﺣــﻼم ﺣﻨﻔــﻲ‪،‬‬ ‫ﻣﻘﺮر ﻟﺠﻨﺔ اﻟﺼﺤﺔ واﻟﺴﻜﺎن ﺑﺎﳌﺠﻠﺲ اﻟﻘﻮﻣﻰ‬ ‫ﻟﻠﻤـﺮأة‪ ،‬ﻟﻠﻘﺎﻓﻠــﺔ أن اﻟﻘﺎﻧــﻮن اﻟــﺬي ﻳﻌﺪ ﻋﺮﺿﻪ‬ ‫ﻋــﲆ اﻟﱪﳌﺎن ﺧــﻼل دور اﻻﻧﻌﻘــﺎد اﻟﺜﺎﻟﺚ ﻳﻨﺺ‬ ‫ﻋــﲆ ﻣﻌﺎﻗﺒﺔ اﳌــﺄذون اﻟﴩﻋــﻲ إذا ﻗــﺎم ﺑﺘﺰوﻳﺞ‬ ‫اﻟﻘــﺎﴏ‪ ،‬وﻳﻨــﺺ ﻋــﲆ ﻣﻌﺎﻗﺒــﺔ دﻛﺘــﻮر اﻟﺼﺤﺔ‬ ‫اﳌﺨﺼﺺ ﻟﻠﺘﺴــﻨني وﻋﻨﺪﻣــﺎ ﻳﺘﻢ ﺗﴩﻳــﻊ ذﻟﻚ‬ ‫ﺳــﻮف ﻳﱰاﺟــﻊ اﳌﻌــﺪل ﻧﺤــﻮ ﻫــﺬه اﻟﻈﺎﻫــﺮة‬ ‫ﻟﺨﻮف ﺟﻤﻴﻊ أﻓـﺮاد اﳌﺴــﺆوﻟﺔ ﰲ زواج اﻟﻘﺎﴏ‪.‬‬ ‫وﻗﺎﻟــﺖ‪» ،‬أﻧــﺎ ﻣﺘﻔﺎﺋﻠــﺔ ﻟﻠﻐﺎﻳــﺔ ﺑﺸــﺄن ﻫـﺬا‬ ‫اﻟﺘﴩﻳــﻊ‪ ،‬ﺣﻴــﺚ أن اﻟﻘﺎﻧــﻮن ﻳﻄﺒــﻖ ﻋﻘﻮﺑــﺔ‬ ‫ﻏﻠﻴﻈــﺔ ﻋــﲆ ﻣﻜﺎﺗــﺐ اﻟﺼﺤﺔ ﻷﻧﻬﺎ ﺳــﺘﺼﺒﺢ‬ ‫ُﻣﺠــﱪة أن ﺗﺮﺗﺒــﻂ أﻛــرث ﺑﺘﺴــﺠﻴﻞ اﻟﻮﻓﻴــﺎت‬ ‫واﻟــﻮﻻدات ﻣﻦ ﺧﻼل اﻟﺘﻌﺒﺌــﺔ واﻹﺣﺼــﺎء‪ ،‬وﻫﺬا‬ ‫ﻳُﻌﻴﻖ ﻋﻤﻠﻴﺔ ﺗﺴــﺠﻴﻞ أﻃﻔــﺎل ﻫــﺆﻻء اﻷﻣﻬﺎت‬ ‫اﻟﺼﻐ ـريات‪«.‬‬ ‫ﻛــام أﺿﺎﻓــﺖ ﺣﻨﻔــﻲ أن اﳌﺠﻠــﺲ اﻟﻘﻮﻣــﻲ‬ ‫ﻟﻠﻤـﺮأة ﻳﺘﻌــﺎون ﻣﻊ اﻟــﻮزارة ﻧﺤــﻮ ﻫﺬه اﻟﻘﻀﻴﺔ‬ ‫ﻣــﻦ ﺧــﻼل اﻟﺘﻮﻋﻴــﺔ ﺣﻴــﺚ أن ﺗــﻢ إﻃــﻼق‬ ‫ﻣﺒﺎدرة ﺑﺎﻟﺘﻌﺎون ﻣﻊ اﳌﺠﻠﺲ اﻟﻘﻮﻣﻲ ﻟﻠﺴــﻜﺎن‬ ‫وﻧﻘﺎﺑــﺔ اﻟﺼﻴﺎدﻟــﺔ ﰲ أﻛﺘﻮﺑــﺮ اﳌــﺎﴈ‪ ،‬ﳌﻮاﺟﻬــﺔ‬ ‫زواج اﻟﻘــﺎﴏات‪.‬‬ ‫وﻗﺎﻟــﺖ ﺣﻨﻔﻲ‪ » ،‬ﻗﻤﻨــﺎ ﺑﺎﻻﺗﻔﺎق ﻣﻊ ﺟﻤﻴﻊ‬ ‫اﻟﺼﻴﺎدﻟــﺔ ﻋــﲆ ﻧــﴩ اﻟﺘﻮﻋﻴــﺔ ﺿــﺪ اﻟــﺰواج‬ ‫اﳌ ُﺒﻜــﺮ ﻣــﻦ ﺧــﻼل ﺗﻘﺪﻳﻢ ﻛُﺘﻴﺒــﺎت ﻟــﻜﻞ زاﺋﺮ‬ ‫ﰲ أي ﺻﻴﺪﻟﻴــﺔ ﻳﻔﻴــﺪ مبﺨﺎﻃــﺮ اﻟــﺰواج اﳌﺒﻜــﺮ‬ ‫ﻟﻠﻘــﺎﴏات وﻃــﺮق ﻣﻮاﺟﻬﺘــﻪ‪ ،‬ﻛام ﻗﻤﻨــﺎ أﻳﻀﺎً‬ ‫ﺑﻌﻤــﻞ دورات ﺗﺪرﻳﺒﻴــﺔ ﻣﻌﻬــﻢ ﺣــﻮل زواج‬ ‫اﻟﻘــﺎﴏات وﻣﺨﺎﻃــﺮ‪«.‬‬ ‫أﻓﺼﺤــﺖ ﺣﻨﻔــﻲ ﻟﻠﻘﺎﻓﻠــﺔ أن اﻟﺤــﻞ اﻷﻣﺜﻞ‬ ‫ﻟﻜﺒــﺢ زواج اﻟﺼﻐـريات ﻫﻮ ﺗﻘﺪﻳــﻢ اﻟﺨﺪﻣﺎت‬ ‫اﻟﺘﻌﻠﻴﻤﻴــﺔ واﻟﺼﺤﻴــﺔ اﳌﻨﺎﺳــﺒﺔ ﻟﻠﻔﺘﻴــﺎت‪،‬‬ ‫وﺷــﺪدت ﻋــﲆ أﻧــﻪ إذا ﺗــﻢ ﺗﻘﺪﻳــﻢ ﻫــﺬه‬ ‫اﻷﺳــﺎﻟﻴﺐ ﺑﺸﻜﻞ ﻣﻨﺎﺳﺐ ﻟﻠﺠﻤﻴﻊ ﺳﻴﺘﻢ ﺣﻞ‬ ‫ﺟﻤﻴــﻊ اﳌﺸــﺎﻛﻞ ﰲ ﻣــﴫ مبــﺎ ﰲ ذﻟــﻚ ﻗﻀﻴﺔ‬ ‫اﻟﺴــﻜﺎﻧﻴﺔ‪.‬‬ ‫اﻟﺰﻳﺎدة ُ‬ ‫وﺑﺸــﺄن ﺗﻮﻓري اﻟﺨﺪﻣــﺎت اﻟﺼﺤﻴﺔ ﻟﻠﻔﺘﻴﺎت‪،‬‬ ‫أﻃﻠﻘــﺖ ﻟﺠﻨــﺔ اﻟﺼﺤــﺔ ﺑﺎﳌﺠﻠــﺲ اﻟﻘﻮﻣــﻲ‬ ‫ﻟﻠﻤـﺮأة ﻳــﻮم‪ ٢٧‬ﺳــﺒﺘﻤﱪ‪ ،‬ﺑﺎﻟﺘﻌــﺎون ﻣــﻊ وزارة‬ ‫اﻟﺼﺤﺔ واﻟﺴــﻜﺎن‪ ،‬وﺑﻴﺖ اﻟﺰﻛﺎة‪ ،‬واﻟﻠﺠﻨﺔ اﻟ ُﻌﻠﻴﺎ‬ ‫ﳌ ُﻜﺎﻓﺤــﺔ اﻟﻔريوﺳــﺎت اﻟﻜﺒﺪﻳــﺔ‪ ،‬ﻣﺒــﺎدرة »ﺣﻲ‬ ‫اﻷﺳــﻤﺮات ﺧــﺎﱄ ﻣــﻦ ﻓــريوس ﳼ«‪ ،‬وﻗﺎﻣــﺖ‬ ‫اﻟﺤﻤﻠــﺔ ﺑﺈﺟــﺮاء اﻟﺘﺤﺎﻟﻴــﻞ اﻟﻄﺒﻴــﺔ اﻟﻼزﻣــﺔ‬ ‫ﻟﻠﻜﺸــﻒ ﻋــﻦ ﻓــريوس ﳼ ﻟﻔﺘﻴــﺎت اﻟﺤــﻲ‪.‬‬ ‫وﻋﻠﻘــﺖ ﺣﻨﻔــﻲ‪ » ،‬أﺻﺒــﺢ اﻵﺑــﺎء واﻷﻣﻬــﺎت‬ ‫أﻛــرث إدراﻛﺎ ﺑﺎﳌﻀﺎﻋﻔــﺎت اﻟﺼﺤﻴــﺔ‪ ،‬وﻫــﺬا ﻛﻠﻪ‬ ‫ﻳﺮﺟــﻊ ﻹﻧﺠﺎزات اﻟﺮﺋﻴﺲ ﻋﺒﺪ اﻟﻔﺘﺎح اﻟﺴــﻴﴘ‬ ‫ﺑﻌــﺪ اﻫﺘامﻣﻪ ﺑﻘﻀﻴــﺔ اﳌـﺮأة ﰲ‪«.٢٠١٧‬‬

‫جامعة الطفل‪ :‬محاولة نحو مستقبل أفضل للنهوض بالتعليم املصري‬ ‫تقرير‪ :‬نوران سليم‬

‫أﺛــﺎرت اﻻﻧﺘﻘــﺎدات واﻟﺸــﻜﺎوى اﳌﺘﻌﻠﻘــﺔ‬ ‫ﺑﺘﺪﻫــﻮر ﻧﻈــﺎم اﻟﺘﻌﻠﻴــﻢ اﳌــﴫي ﻣﺒــﺎدرات‬ ‫ﺗﻬــﺪف إﱃ ﺗﻄﻮﻳﺮ أﺳــﺎﻟﻴﺐ اﻟﺘﻌﻠﻴــﻢ وﺗﻌﺰﻳﺰ‬ ‫ﻗــﺪرات اﻷﻃﻔﺎل وﺗﺸــﺠﻴﻌﻬﻢ ﻋــﲆ اﻻﺑﺘﻜﺎر‪،‬‬ ‫وﻣــﻦ أﻫﻤﻬــﺎ ﺟﺎﻣﻌــﺔ اﻟﻄﻔــﻞ ﺗﺤــﺖ إﴍاف‬ ‫ومتﻮﻳــﻞ ﻣــﻦ أﻛﺎدميﻴــﺔ اﻟﺒﺤــﺚ اﻟﻌﻠﻤــﻲ‬ ‫واﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﺑﺎﻟﺘﻌــﺎون ﻣــﻊ ‪ ٣٣‬ﺟﺎﻣﻌــﺔ‬ ‫ﻣﴫﻳــﺔ ﻣﻦ اﻹﺳــﻜﻨﺪرﻳﺔ إﱃ ﺟﻨﻮب اﻟـﻮادي‪.‬‬ ‫ﺗﺘﻮاﺟــﺪ ﻓﻜــﺮة ﺟﺎﻣﻌــﺔ اﻟﻄﻔــﻞ ﰲ ﻣﻌﻈﻢ‬ ‫أﻧﺤــﺎء اﻟﻌــﺎمل‪ ،‬وﺗﻀــﻢ ﻫــﺬه اﳌﺒــﺎدرة ﻃــﻼب‬ ‫اﳌــﺪارس ﻣــﻦ ﺳــﻦ‪ ١٥-٩‬ﺳــﻨﺔ ﻟﻠﺘﻌــﺮف‬ ‫ﻋــﲆ ﺗﺠﺮﺑــﺔ اﻟﺠﺎﻣﻌــﺎت ﻣــﻦ ﺧــﻼل اﻻﻟﺘﻘﺎء‬ ‫ﺑﺄﺳــﺎﺗﺬة‪ ،‬واﻛﺘﺴــﺎب ﻣﻬــﺎرات ﺧﺎﺻــﺔ‬ ‫مبﺆﻫــﻼت اﻟﺠﺎﻣﻌــﺎت‪.‬‬ ‫ﻗﺎﻟــﺖ ﺟﻴﻨــﺎ اﻟﻔﻘــﻲ اﳌﺪﻳــﺮ اﻟﺘﻨﻔﻴــﺬي‬ ‫ﻟﱪﻧﺎﻣــﺞ ﺟﺎﻣﻌﺔ اﻟﻄﻔﻞ ﻣــﻦ أﻛﺎدميﻴﺔ اﻟﺒﺤﺚ‬ ‫اﻟﻌﻠﻤــﻲ واﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪» :‬اﻟﻬــﺪف ﻣﻦ ﺟﺎﻣﻌﺔ‬ ‫اﻟﻄﻔــﻞ ﻫــﻮ ﺧﻠﻖ ﻣﺜــﻞ أﻋــﲆ أﻛﺎدميــﻲ ﻋﻨﺪ‬ ‫اﻟﻄــﻼب ﰱ ﺳــﻦ ﻣﺒﻜــﺮة‪ ،‬وذﻟــﻚ ﻣــﻦ ﺧــﻼل‬ ‫اﺣﺘﻜﺎﻛﻬــﻢ ﺑﺄﺳــﺎﺗﺬة اﻟﺠﺎﻣﻌــﺔ واﳌﻌﺎﻣــﻞ‬ ‫وﻋﻤﻠﻴــﺔ اﻟﺒﺤﺚ واﻻﻛﺘﺸــﺎف‪ .‬ﻓﺎﳌﺜــﻞ اﻷﻋﲆ‬ ‫ﻻ ﻳﻘﺘــﴫ ﻋــﲆ اﻟﻔﻨﺎﻧــني واﳌﻐﻨﻴــني«‪.‬‬ ‫وﺗﻬــﺪف أﻳﻀً ــﺎ ﺟﺎﻣﻌــﺔ اﻟﻄﻔــﻞ ﻻﻛﺘﺸــﺎف‬ ‫اﳌﻮاﻫــﺐ ﰲ ﺳــﻦ ﻣﺒﻜــﺮة وﺗﻮﺟﻴــﻪ اﻷﻃﻔــﺎل‬ ‫اﳌﻮﻫﻮﺑــني إﱃ اﳌﺴــﺎر اﻟﺼﺤﻴــﺢ‪ .‬وﻳﺸــﻤﻞ‬ ‫اﻟﱪﻧﺎﻣــﺞ اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﻜﻠﻴــﺎت‪ ،‬ﺑﺤﻴــﺚ‬ ‫ﻳﺘﻤﻜــﻦ ﻛﻞ ﻃﻔــﻞ ﻣــﻦ اﺧﺘﻴﺎر أﻋﻀــﺎء ﻫﻴﺌﺔ‬ ‫اﻟﺘﺪرﻳــﺲ اﻟﺬﻳــﻦ ﻳﺘﻨﺎﺳــﺒﻮن ﻣــﻊ اﻫﺘامﻣﺎﺗــﻪ‬ ‫وﻗﺪراﺗــﻪ‪ ،‬وﻟﻜــﻦ ﺗﺨﺘﻠــﻒ اﻟﻜﻠﻴــﺎت اﳌﺘﺎﺣــﺔ‬ ‫ﺑﻨــﺎء ﻋــﲆ ﺗﻮاﻓﺮﻫــﺎ ﰲ اﻟﺠﺎﻣﻌــﺔ اﻟﺘﻲ ﻳﻠﺘﺤﻖ‬ ‫ﺑﻬــﺎ اﻟﻄﻔــﻞ‪.‬‬ ‫ﻗﺎﻟــﺖ راﻧــﺪا ﻋﺒــﺪ اﻟﻌﻠﻴــﻢ اﳌــﴩف اﻟﻌــﺎم‬ ‫ﻟﻠﱪﻧﺎﻣــﺞ ﰲ ﺟﺎﻣﻌــﺔ ﻗﻨــﺎة اﻟﺴــﻮﻳﺲ وأﺳــﺘﺎذ‬ ‫ﻣﺴــﺎﻋﺪ ﳌﻨﺎﻫــﺞ اﻟﻄﻔﻞ‪» ،‬ﻟﺪﻳﻨــﺎ مثﺎين ﻛﻠﻴﺎت‬ ‫وﻫــﻰ‪ :‬ﻛﻠﻴــﺔ اﻟﻄــﺐ‪ ،‬واﻟﻬﻨﺪﺳــﺔ‪ ،‬واﻟﺼﻴﺪﻟﺔ‪،‬‬

‫واﻟﺰراﻋــﺔ‪ ،‬واﻟﺴــﻴﺎﺣﺔ واﻟﻔﻨــﺎدق‪ ،‬واﻟﱰﺑﻴــﺔ‪،‬‬ ‫واﻟﻌﻠــﻮم‪ ،‬واﻵداب«‪.‬‬ ‫ﺷــﺎرﻛﺖ ﺟﺎﻣﻌﺔ ﻗﻨﺎة اﻟﺴــﻮﻳﺲ ﰲ اﳌﻮﺳﻢ‬ ‫اﻷول ﻣــﻦ ﺟﺎﻣﻌــﺔ اﻟﻄﻔــﻞ وذﻟــﻚ ﻋــﺎم‬ ‫‪ ٢٠١٦-٢٠١٥‬وﺗﺴﺘﻤﺮ ﰲ اﳌﺸﺎرﻛﺔ ﺣﺘﻰ اﻵن‪،‬‬ ‫وأﺿﺎﻓــﺖ ﻋﺒــﺪ اﻟﻌﻠﻴﻢ أن اﻟﺠﺎﻣﻌﺔ ﺗﺴــﺘﻘﺒﻞ‬ ‫ﻃﻔــﻼ ﻣــﻦ ﺳــﻦ ‪-٩‬‬ ‫ﰲ ﻫــﺬه اﳌﺮﺣﻠــﺔ ‪ً ١٥‬‬ ‫‪١٠‬ﺳــﻨﻮات اﳌﺴــﺘﻮى اﻷول ‪ ،‬و ‪ ٣٢‬ﻃﻔـ ًـﻼ ﻣــﻦ‬ ‫ﺳــﻦ ‪ ١٣-١٢‬ﺳــﻨﺔ اﳌﺴــﺘﻮى اﻟﺜﺎين ‪ ،‬وﺗﺴــﺘﻤﺮ‬ ‫اﻟﻔﻌﺎﻟﻴــﺎت ﻋــﲆ ﻣــﺪار مثﺎﻧﻴــﺔ أﺳــﺎﺑﻴﻊ ﻳــﻮم‬ ‫اﻟﺴــﺒﺖ ﻣــﻦ ﻛﻞ أﺳــﺒﻮع ﺣﺘــﻰ اﻟﺴــﺒﺖ‬ ‫اﳌﻮاﻓــﻖ ‪ ١٦‬دﻳﺴــﻤﱪ ‪.٢٠١٧‬‬ ‫وﺗﻘــﻮم أﻛﺎدميﻴــﺔ اﻟﺒﺤــﺚ اﻟﻌﻠﻤــﻲ‬ ‫واﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﺑﻮﺿــﻊ اﳌــﺎدة اﻟﻌﻠﻤﻴــﺔ‬ ‫وﺗﺤﺪﻳﺪﻫــﺎ وذﻟــﻚ ﻋــﲆ أﺳــﺎس اﻟﻔﺌــﺎت‬ ‫اﻟﻌﻤﺮﻳــﺔ‪ ،‬ﻓــﻜﻞ ﺳــﻦ ﻟــﻪ اﳌﻨﻬــﺞ اﻟﺨــﺎص‬ ‫اﻟــﺬي ﻳﺴــري ﻋــﲆ أﺳﺎﺳــﻪ‪.‬‬ ‫ﻻ ﻳﻘــﻮم اﻟﱪﻧﺎﻣــﺞ ﺑﺸــﻜﻞ ﻣﺨﺼــﺺ ﻋــﲆ‬ ‫زﻳــﺎدة اﳌﻌﻠﻮﻣــﺎت ﻋﻨﺪ اﻟﻄﻔﻞ أو اﺧﺘﺒــﺎره ﰲ‬ ‫اﳌﺠــﺎﻻت اﻟﻌﺪﻳــﺪة اﻟﺘــﻲ ﻳﺪرﺳــﻬﺎ ﺑــﻞ ﻳﻠﻘﻲ‬ ‫اﻟﻀــﻮء ﻋــﲆ ﻣﻬــﺎرات اﻟﺘﻔﻜــري واﻛﺘﺸــﺎف‬ ‫اﻟــﺬات‪.‬‬ ‫ﻗﺎﻟــﺖ اﻟﻔﻘــﻲ‪» :‬ﰲ ﺟﺎﻣﻌﺔ اﻟﻄﻔﻞ ﻧﺴــﻌﻰ‬ ‫إﱃ ﺗﻐﻴــري ﻃﺮﻳﻘــﺔ اﻟﺘﻔﻜــري ﻟــﺪى اﻟﻄﻔــﻞ‪،‬‬ ‫ﻓﻨﺴــﻠﻂ اﻟﻀــﻮء ﻋــﲆ ﻣﻬــﺎرات ﻣﻌﻴﻨــﺔ‬ ‫ﻛﺎﻟﺘﻔﻜــري واﻟﺘﺤﻠﻴــﻞ اﻟﻨﻘــﺪي وﻣﻌﺎﻟﺠــﺔ‬ ‫اﻟﺒﻴﺎﻧــﺎت«‪.‬‬ ‫ﻳﺴــﺎﻋﺪ اﻟﱪﻧﺎﻣــﺞ اﻷﻃﻔــﺎل ﻋــﲆ ﺗﺤﺪﻳــﺪ‬ ‫اﻟﻜﻠﻴــﺎت اﻟﺘــﻲ ﻳﺮﻏﺒﻮن ﰲ اﻻﻟﺘﺤــﺎق ﺑﻬﺎ ﺑﻌﺪ‬ ‫ﺗﻌﺮﺿﻬــﻢ ﳌﺠــﺎﻻت ﻣﺨﺘﻠﻔــﺔ ﻣــام ﻳﺴــﻬﻞ‬ ‫ﻋﻠﻴﻬــﻢ ﻗـﺮار اﺧﺘﻴــﺎر اﻟﺠﺎﻣﻌﺔ واﻟﻜﻠﻴــﺔ اﻟﺘﻲ‬ ‫ﻳﺮﻏﺒــﻮن ﰲ اﻻﻟﺘﺤــﺎق ﺑﻬــﺎ ﻣــﻊ ﻧﻬﺎﻳــﺔ ﻓــﱰة‬ ‫اﻟﺜﺎﻧﻮﻳــﺔ اﻟﻌﺎﻣﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ راﻧﻴــﺎ ﻋﺒــﺪ اﻟﺪاﻳــﻢ‪ ،‬إﺣــﺪى أوﻟﻴــﺎء‬ ‫اﻷﻣــﻮر ﻷﺣــﺪ اﳌﻠﺘﺤﻘــني ﺑﺠﺎﻣﻌــﺔ اﻟﻄﻔــﻞ‪:‬‬ ‫»اﻟﻔﻜــﺮة ﰲ ﻏﺎﻳــﺔ اﻷﻫﻤﻴــﺔ ﺣﻴــﺚ ﺗﻌﻄــﻲ‬ ‫ﻟﻠﻄﻔــﻞ اﳌﺠــﺎل ﻟﻠﺘﻌــﺮف ﻋــﲆ اﻟﻜﻠﻴــﺎت‬

‫اﳌﺨﺘﻠﻔــﺔ ﻓﻴﺄﺧــﺬ ﻧﺒــﺬة ﻋﺎﻣــﺔ ﻣــﻦ ﺧــﻼل‬ ‫ﺣﻀــﻮره اﳌﺤــﺎﴐات ﻟــﻜﻞ ﻛﻠﻴــﺔ ﻣام ﻳﻮﺳــﻊ‬ ‫ﻣــﻦ آﻓﺎﻗــﻪ«‪.‬‬ ‫ﻳﺘــﻢ ﺗﻘﻴﻴــﻢ اﻟﻄﺎﻟــﺐ ﺑﺸــﻜﻞ ﻣﺴــﺘﻤﺮ‬ ‫ﻣــﻦ اﻟﺪﻛﺎﺗــﺮة واﳌﺪرﺳــني اﳌﺴــﺌﻮﻟني ﻋــﻦ‬ ‫اﳌﺤــﺎﴐات اﳌﺨﺘﻠﻔــﺔ ﰲ اﻟﺠﺎﻣﻌــﺔ‪.‬‬ ‫وأﺿﺎﻓــﺖ ﻋﺒــﺪ اﻟﻌﻠﻴــﻢ‪ » ،‬ﻧُْﻘﻴﱢــﻢ اﻟﻄﻠﺒــﺔ‬ ‫ﻣــﻦ ﺧــﻼل أﺟﻨــﺪة ﻳﻮﻣﻴــﺔ واﻟــﺬي ﻳﻜﺘــﺐ‬ ‫ﻓﻴﻬــﺎ اﳌــﺪرس ﻣــﻊ ﻧﻬﺎﻳــﺔ ﻛﻞ ﻣﺤــﺎﴐة ﻋــﻦ‬ ‫ﺳــﻠﻮك اﻟﻄﺎﻟــﺐ وﻣــﺪى ﺗﻔﺎﻋﻠــﻪ ﰲ اﻟﻔﺼــﻞ‬ ‫وﻣــﺪى اﺳــﺘﺠﺎﺑﺘﻪ ﻟﻠــامدة«‪.‬‬ ‫ﺗﺒﺤــﺚ ﻋﺒــﺪ اﻟﺪاﻳﻢ ﻋام ﻳﺘﻤﻴﺰ ﺑــﻪ أﺑﻨﺎؤﻫﺎ‬ ‫ﻋــﻦ ﻏريﻫــﻢ وﻟﺬﻟــﻚ ﻗــﺮرت أن ﺗﺴــﺠﻞ‬ ‫ﻻﺑﻨﻴﻬــﺎ ﰲ ﺟﺎﻣﻌــﺔ اﻟﻄﻔــﻞ ﻟﻠﻌﺎم اﻟﺜــﺎين ﻋﲆ‬ ‫اﻟﺘــﻮاﱄ‪ .‬وﻗﺎﻟــﺖ‪» :‬أمتﻨــﻰ أن ﺗﻄﺒــﻖ ﻫــﺬه‬ ‫اﻟﻔﻜﺮة ﺑﺸــﻜﻞ ﺻﺤﻴــﺢ وﻓﻌﺎل ﰲ ﻣــﴫ ﻷين‬ ‫ﻗـﺮأت ﻋــﻦ ﺷــﻬﺮﺗﻬﺎ اﻟﻌﺎﻟﻴــﺔ ﰲ ﺑــﻼد أﺧــﺮى‬ ‫ﺧﺎﺻـ ًﺔ أن ﻣــﴫ ﻛﺎﻧــﺖ أول دوﻟﺔ ﺗﻄﺒﻘﻬﺎ ﰲ‬ ‫اﻟــﴩق اﻷوﺳــﻂ«‪.‬‬ ‫ﺗﺴــﺎﻫﻢ ﺟﺎﻣﻌــﺔ اﻟﻄﻔــﻞ ﰲ ﺑﻨــﺎء ﻋﻘــﻮل‬ ‫اﻷﻃﻔــﺎل اﳌﴫﻳــني ﻣــﻦ ﺧــﻼل ﺗﻌﺰﻳــﺰ‬ ‫اﻫﺘامﻣﻬــﻢ ﺑﺎﻟﻌﻠــﻮم ﻣــﻊ اﻟﱰﻛﻴــﺰ ﺑﺸــﻜﻞ‬ ‫ﺧــﺎص ﻋــﲆ أﻫﻤﻴــﺔ اﻟﺒﺤــﺚ اﻟﻌﻠﻤــﻲ‬ ‫وﺗﻄﻮﻳــﺮ اﳌﻬــﺎرات اﻟﻌﻠﻤﻴــﺔ‪.‬‬ ‫ﺣﻴــﺚ ﻗﺎﻟــﺖ ﻋﺒــﺪ اﻟﻌﻠﻴــﻢ ‪«:‬ﻧﺮﺳــﻞ‬ ‫اﻟﻄﻼب اﳌﺘﻔﻮﻗــني ﻷﻛﺎدميﻴﺔ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ‬ ‫وﻣﻨﻬــﻢ ﻣﻦ ﻳﺸــﺎرك مبﻌــﺮض اﻟﻘﺎﻫــﺮة اﻟﺪوﱄ‬ ‫ﻟﻼﺑﺘــﻜﺎر واﻟــﺬي ﻳﻌــﺮض ﻓﻴــﻪ ﻣــﴩوع‬ ‫اﻟﻄﺎﻟــﺐ وﻳﺤﺼــﻞ ﻋــﲆ ﻣﻜﺎﻓــﺄة ﻣﺎﻟﻴــﺔ«‪.‬‬ ‫ﻣــﻊ ﻧﻬﺎﻳــﺔ اﻟﱪﻧﺎﻣــﺞ‪ ،‬ﻋــﲆ ﻛﻞ ﻃﻔــﻞ‬ ‫اﻟﻌﻤــﻞ ﻋــﲆ ﺑﺤــﺚ ﻋﻠﻤﻲ وﻳﺤﺼــﻞ اﻟﻄﻔﻞ‬ ‫اﻟﻔﺎﺋــﺰ ﻣــﻦ ﻛﻞ ﻫﻴﺌــﺔ ﺗﺪرﻳــﺲ ﻋﲆ ﺷــﻬﺎدة‬ ‫ﻣﻌﺘﻤــﺪة إﱃ ﺟﺎﻧــﺐ ﺟﺎﺋــﺰة ﻣﺎﻟﻴــﺔ‪.‬‬ ‫وﻋﻠﻘــﺖ ﻋﺒــﺪ اﻟﻌﻠﻴــﻢ‪» ،‬وﻟﻜــﻦ أﻏﻠــﺐ‬ ‫اﻟﻄــﻼب ﻻ ﻳﻨﺘﻈﻤــﻮن ﺑﺴــﺒﺐ اﻧﺸــﻐﺎﻟﻬﻢ ﰲ‬ ‫اﻟﺪراﺳــﺔ اﳌﺪرﺳــﻴﺔ أو ﻳﺴﺘﺴــﻬﻠﻮن ﻋﻤﻠﻴــﺔ‬ ‫اﻟﺒﺤــﺚ وﻳﻘﻮﻣــﻮن ﺑﻨﻘــﻞ اﳌﻌﻠﻮﻣــﺎت ﻣــﻦ‬

‫ﻓﺮﺻــﺔ ﺗﺠﺮﺑــﺔ ﺟﺎﻣﻌﻴــﺔ ﺟﺪﻳــﺪة ﻟﻄــﻼب اﳌــﺪارس‬

‫اﻻﻧﱰﻧــﺖ‪ ،‬وﻟﻜــﻦ ﻟﻴــﺲ ﻫــﺬا ﻫــﻮ اﳌﻄﻠــﻮب‬ ‫ﻋــﲆ اﻹﻃــﻼق«‪.‬‬ ‫اﻟﺘﻘﺪﻳــﻢ ﻋــﲆ ﺟﺎﻣﻌــﺔ اﻟﻄﻔﻞ ﻫــﻮ ﺗﻘﺪﻳﻢ‬ ‫إﻟﻜــﱰوين ﻣﻦ ﺧﻼل ﺻﻔﺤــﺔ أﻛﺎدميﻴﺔ اﻟﺒﺤﺚ‬ ‫اﻟﻌﻠﻤﻲ واﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺷــﻬﺮ ﻣﺎرس ﻣﻦ ﻛﻞ‬ ‫ﻋــﺎم‪ ،‬وﺗﻘــﻮم ﻣﺮﺣﻠــﺔ اﺧﺘﻴــﺎر اﻷﻃﻔــﺎل ﻣــﻦ‬ ‫ﺣﻴــﺚ أﺳــﺒﻘﻴﺔ اﻟﺘﻘﺪﻳــﻢ وﻟﻴﺲ ﻋﲆ أﺳــﺎس‬ ‫ﻣﺴــﺘﻮى اﳌﺪرﺳــﺔ اﻟﺘــﻲ ﻳــﺄيت ﻣﻨﻬــﺎ اﻟﻄﺎﻟــﺐ‬ ‫ﺳـﻮاء ﺧﺎﺻــﺔ أو ﺣﻜﻮﻣﻴــﺔ‪.‬‬

‫أﺿﺎﻓــﺖ اﻟﻔﻘــﻲ‪» ،‬ﻧﻌﻠــﻢ ﺟﻴـﺪًا أن ﻫﻨــﺎك‬ ‫اﺧﺘﻼﻓًــﺎ ﻛﺒ ـ ًريا ﺑــني اﻟﻔــﺮص اﻟﺘــﻲ ﻳﺤﻈــﻰ‬ ‫ﺑﻬــﺎ اﻟﻄﻔــﻞ ﰲ اﳌﺪرﺳــﺔ اﻟﺪوﻟﻴــﺔ واﻟﻄﻔــﻞ ﰲ‬ ‫اﳌﺪرﺳــﺔ اﻟﺤﻜﻮﻣﻴﺔ وﻟﺬﻟﻚ ﻧﻌﻤــﻞ ﺟﺎﻫﺪﻳﻦ‬ ‫ﻋــﲆ إﺗﺎﺣــﺔ أﻛــﱪ ﻓــﺮص ﺗﻌﻠﻴﻤﻴــﺔ ﻟﻠﻄــﻼب‬ ‫ﻏــري اﻟﻘﺎدرﻳــﻦ«‪.‬‬ ‫وأﻛــﺪت اﻟﻔﻘــﻲ ﻋــﲆ أن ﻛﻞ ﻃﻔــﻞ ﰲ‬ ‫اﻟﻌــﺎمل ﻟــﻪ ﻣــﺎ ميﻴــﺰه‪ ،‬ﻓﺠﺎﻣﻌــﺔ اﻟﻄﻔــﻞ ﻻ‬ ‫ﺗﺒﺤــﺚ ﻋــﻦ اﻷﻃﻔــﺎل اﳌﻤﻴﺰﻳــﻦ ﻷﻧﻬــﺎ ﻋــﲆ‬

‫ﺻﻮرة ﻟﻠﻨﴩ ﻣﻦ الأﻛﺎدميﻴﺔ‬ ‫ﻳﻘــني أﻧﻬــﺎ ﺳــﻮف ﺗﺴــﺘﺨﺮج ﻣــﻦ ﻛﻞ ﻃﻔــﻞ‬ ‫ﻣــﺎ ميﻴــﺰه‪.‬‬ ‫وﻳﺬﻛــﺮ أن أﻛﺎدميﻴــﺔ اﻟﺒﺤــﺚ اﻟﻌﻠﻤــﻲ‬ ‫واﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﻗﺪ ﺑــﺪأت اﻟﻌﻤــﻞ ﰲ اﳌﴩوع‬ ‫ﻋــﲆ ﻧﻄــﺎق ﻋــﺎم ﰲ ‪ ٢٠٠١‬وﻟﻜــﻦ ﺑــﺪأ ﻓﻌﻠﻴٍّﺎ‬ ‫دﻣﺠــﻪ ﰲ ﺟﺎﻣﻌــﺎت ﻣــﴫ ﻋــﺎم ‪ .٢٠١٥‬وﻗــﺪ‬ ‫ﺣﺼﻠــﺖ ﺟﺎﻣﻌــﺔ اﻟﻄﻔــﻞ ﻋــﲆ اﳌﺮﻛــﺰ اﻷول‬ ‫اﻟﻌــﺎم اﳌــﺎﴈ ﰲ ﻣﻌــﺮض اﻟﻘﺎﻫــﺮة اﻟــﺪوﱄ‬ ‫ﻟﻼﺑﺘــﻜﺎر اﻟﺜﺎﻟﺚ‪.‬‬

‫مشــكله زواج القاصرات يف مصر‬

‫ص‪٢‬‬

‫مســرحيه ســيما اوطنه‬

‫ص‪٣‬‬

‫اليمــن‪ :‬الـــحرب املجهــول و يتيــم العــرب‬

‫ص‪٤‬‬

‫اﻷﺣﺪ ‪ ١٩‬ﻧﻮﻓﻤﱪ‪ ٢.١٧ ،‬اﳌﺠﻠﺪ ‪ ٩٩‬اﻟﻌﺪد ‪٧‬‬

‫خطة مستقبلية لتحويل احلرم اجلامعي ملكان خالي من التدخني‬

‫أﻗﻴﻤــﺖ ﻣﻨﺎﻗﺸــﺎت ﻋﺪﻳــﺪة ﺣــﻮل ﻣﻨــﻊ اﻟﺘﺪﺧــني ﻣــﻦ اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‬ ‫تقرير‪ :‬فريق القافلة‬

‫ﰲ اﻟﻮﻗــﺖ اﻟــﺬي ﺗﺤــﺎول ﻓﻴــﻪ ﺑﻌــﺾ‬ ‫اﻟﺠﺎﻣﻌــﺎت ﻣﻨــﻊ اﻟﺘﺪﺧــني ﻧﻬﺎﺋﻴٍّــﺎ‬ ‫داﺧﻠﻬــﺎ‪ ،‬ﺗــﺰداد ﻋــﺎدة اﻟﺘﺪﺧــني ﰲ ﺣــﺮم‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‪.‬‬ ‫أﻋﻠﻨــﺖ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺒــريوت‬ ‫أن ﺣﺮﻣﻬــﺎ ﺳــﻴﻜﻮن ﺧﺎﻟﻴًــﺎ متﺎ ًﻣــﺎ ﻣــﻦ‬ ‫اﻟﺘﺒــﻎ ﺑﺪاﻳــﺔ ﻣــﻦ اﻟﻌــﺎم اﻟﻘــﺎدم‪ .‬وﺗﺴــري‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة ﻋــﲇ‬ ‫ﻧﻔــﺲ اﻟﺨﻄــﻲ ﻟﻜــﻦ ﺑﺪاﻳــﺔ ﻣــﻦ ﻋــﺎم‬

‫‪.٢٠١٩‬‬ ‫وأﻗﺎﻣــﺖ اﻟﺠﺎﻣﻌــﺔ ﻣﻨﺎﻗﺸــﺔ ﻋــﻦ‬ ‫ﻛﻴﻔﻴــﺔ ﺗﻄﺒﻴــﻖ ﻫــﺬه اﻟﻼﺋﺤــﺔ ﰲ‬ ‫ﺣﻀــﻮر ﻣﻤﺜﻠــني ﻋــﻦ ﻣﺠﺘﻤــﻊ اﻟﺠﺎﻣﻌــﺔ‬ ‫واﻟﺨــﱪاء ﰲ اﻟﺼﺤــﺔ اﻟﻌﺎﻣــﺔ ﻣــﻦ‬ ‫ﺟﺎﻣﻌــﺔ ﻧﻴﻮﻳــﻮرك ﺳــﻜﻮت ﺷــريﻣﺎن‬ ‫وﻋﻤــﺮ اﻟﺸــﻬﺎوي‪.‬‬ ‫وﺗﻌــﺪ اﻟﺼﺤــﺔ ﺟﺰ ًءاﻣــﻦ ﺣﻴــﺎة‬ ‫اﻟﻄﺎﻟــﺐ ﺑﺎﻟﺠﺎﻣﻌــﺔ‪ ،‬ﻟﺬﻟــﻚ ﻗــﺎل رﺋﻴــﺲ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻓﺮاﻧﺴــﻴﺲ رﻳﺘﺸــﺎردوين ‪ :‬إﻧــﻪ‬ ‫ﻳﺮﻳــﺪ اﻟﺘﺤــﻮل »ﻣــﻦ اﻟﺠﻴــﺪ ﻟﻸﻓﻀــﻞ«‪.‬‬

‫ﺟﻮﻳﺎ اﻟﻌﺠﺎر‬

‫وﻳﻌــﺪ اﻟﻬــﺪف اﻟﺮﺋﻴــﴘ ﻣــﻦ اﳌﻨﺎﻗﺸــﺔ‬ ‫ﻫــﻮ وﺿــﻊ اﻟﺨﻄــﻮات اﻷﺳﺎﺳــﻴﺔ ﻟﺘﻄﺒﻴﻖ‬ ‫اﻟﻼﺋﺤــﺔ وﺗﻔﻌﻴــﻞ ﻓﺮﻳــﻖ ﻋﻤــﻞ ﻣﻜــﻮن‬ ‫ﻣــﻦ ﻃــﻼب وأﺳــﺎﺗﺬة وﻣﻮﻇﻔــني ﻣــﻦ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻟﺘﺴــﻬﻴﻞ ﻋﻤﻠﻴــﺔ اﻻﻧﺘﻘــﺎل‪.‬‬ ‫وﻗــﺎل ﻣــﺎيك ﺣﺒﻴــﺐ أﺳــﺘﺎذ اﻟﻬﻨﺪﺳــﺔ‬ ‫‪«:‬ﻫــﺬه ﻣﺸــﻜﻠﺔ ﻛﻠﻴــﺔ وﻳﺠــﺐ ﻋﻠﻴﻨــﺎ‬ ‫ﻛﻤﺠﺘﻤــﻊ ‪-‬أن ﻧﺘﻌﺎﻣــﻞ ﺟﻤﻴ ًﻌــﺎ ﻣــﻊ‬‫ﻫــﺬه اﻟﻘﻀﻴــﺔ«‪.‬‬ ‫وأوﺿــﺢ اﺳــﺘﺒﻴﺎن ﺷــﻤﻞ ‪ ٧٠٠‬ﻋﻀــﻮ‬ ‫ﻣــﻦ ﻣﺠﺘﻤــﻊ اﻟﺠﺎﻣﻌــﺔ ﻣﻨــﺬ ﻋــﺪة‬

‫ﺳــﻨﻮات أن ﻣﻌــﺪل اﻟﺘﺪﺧــني ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫أﻋــﲆ ﻣــﻦ ﻣﻌــﺪل اﻟﺘﺪﺧــني ﰲ ﻣــﴫ‪.‬‬ ‫ووﺿــﺢ اﻻﺧﺘــﻼف ﻋــﻦ ﻣــﴫ ﰲ‬ ‫ﻣﻌــﺪل ﺗﺪﺧــني اﻟﺴــﻴﺪات‪.‬‬ ‫وﻗﺎﻟــﺖ أﺳــﺘﺎذة ﻋﻠــﻢ اﻟﻨﻔــﺲ ﻛــريي‬ ‫ﻓــﻮردن ‪ «:‬ﻣﻌــﺪل ﺗﺪﺧــني اﻟﺴــﻴﺪات ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻋــﺎ ٍل ﺟـﺪٍّا ﻋــﲇ ﻋﻜــﺲ ﻣــﴫ‪،‬‬ ‫ﻟﺬﻟــﻚ ﻳﺠــﺐ ﻋﻠﻴﻨــﺎ اﻷﺧــﺬ ﺑﺎﻻﻋﺘﺒــﺎر‬ ‫أﻧﻨــﺎ ﻣــﻦ اﳌﻤﻜــﻦ ان ﻧﻮاﺟــﻪ ﻣﺸــﻜﻠﺔ‬ ‫ﰲ اﻟﻨــﻮع«‪.‬‬ ‫وﻳﻌــﺪ اﳌــﱪر اﻟﺮﺋﻴــﴘ ﻟﻠﺘﺪﺧــني ﻫــﻮ‬ ‫اﻟﺘﻌــﺮض ﻟﻠﻀﻐﻮﻃــﺎت‪ ،‬ﻟﺬﻟــﻚ ﺗﺤــﺎول‬ ‫اﻟﺠﺎﻣﻌــﺔ أن ﺗﺠــﺪ ﺑﺪاﺋــﻞ ﻟﺤــﻞ ﻣﺸــﻜﻠﺔ‬ ‫اﻟﻀﻐــﻮط ﻣﺜــﻞ ﺗﻮﻓــري ﺟﻠﺴــﺎت اﻟﻴﻮﺟــﺎ‬ ‫واﻟﺮﻳﺎﺿــﺔ‪.‬‬ ‫وﻗــﺎل رﺋﻴــﺲ اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ ﻣﺤﻤــﺪ‬ ‫ﺟــﺎد اﻟﻠــﻪ ‪«:‬ﻻ ﺗ ُﻮ َﺟــﺪ ﻋﻮاﻣــﻞ ﻣﺸــﺠﻌﺔ‬ ‫ﻟﻮﻗــﻒ اﻟﺘﺪﺧــني وإذا ُو ِﺟ ـﺪَت ﺳــﺘﻜﻮن‬ ‫ﻗﻠﻴﻠــﺔ ﻷﻧــﻪ ﻳُﻮ َﺟــﺪ ﻣﺪﺧﻨــﻮن ﻛﺎﻧــﻮا‬ ‫ﻳﺪﺧﻨــﻮن ﻣــﻦ اﻟﻌــﺎﴍة ﻣــﻦ ﻋﻤﺮﻫــﻢ«‪.‬‬ ‫ﺟﺎداﻟﻠــﻪ ﺑﺎﻟﺘﻌــﺎون ﻣــﻊ أﺳــﺘﺎذة‬ ‫اﻹﻋــﻼم ﻣريﻓــﺖ أﺑــﻮ ﻋــﻮف اﻗﱰﺣــﻮا‬ ‫ﺗﺨﺼﻴــﺺ ﻣﻨﻄﻘــﺔ ﻣﻤﻴــﺰة ﻟﻠﻤﺪﺧﻨــني‬ ‫وﻳﺘﻮاﺟــﺪ ﺑﻬــﺎ إﺧﺼﺎﺋﻴــﻮن ﻧﻔﺴــﻴﻮن‬ ‫وأﻃﺒــﺎء ﻹﻗﻨــﺎع اﻟﻨــﺎس ﺑﺎﻹﻗــﻼع«‪.‬‬ ‫»ﻧﻔﺴــﻴٍّﺎ‪ ،‬ﻳﺘــﻢ ﻛــﴪ اﻟﻌــﺎدة ﻋﻨﺪﻣــﺎ‬ ‫ﺗﺠﻌــﻞ اﻟﻨــﺎس ﺗﺘﺠــﻪ ﳌــﻜﺎن ﻣــﺎ ﳌﺠــﺮد‬ ‫أﻧﻬــﻢ ﻣﺪﻣﻨــﻮن ﺷــﻴﺌًﺎ«‪.‬‬ ‫وﻃﺒﻘًــﺎ ﻟﻠﻘﺎﻧــﻮن اﳌــﴫي‪ ،‬ﻣﻤﻨــﻮع‬ ‫ﻧﻬﺎﺋﻴٍّــﺎ اﻟﺘﺪﺧــني داﺧــﻞ ﻣﺆﺳﺴــﺔ‬ ‫ﺗﻌﻠﻴﻤﻴــﺔ ‪.‬‬ ‫أﺑــﻮ ﻋــﻮف اﺳــﺘﺨﺪﻣﺖ ﻓﻜــﺮة‬ ‫»اﻟﻌﻘﻴــﺪة اﳌﻔﺮﻃــﺔ« اﻟﺘــﻲ أوﺿﺤــﺖ‬ ‫أﻧــﻪ ﻻ ميﻜــﻦ ﻟﺸــﺨﺺ اﻟﺘﻌــﺪي ﻋــﲆ‬ ‫ﺣﺮﻳــﺔ ﺷــﺨﺺ آﺧــﺮ ﰲ ﻛﻴﻔﻴــﺔ ﺗﻨﻔﻴــﺬ‬ ‫اﻟﻼﺋﺤــﺔ‪.‬‬ ‫وأﺿﺎﻓــﺖ‪» :‬ﻫــﺬا ﻏــري ﻗﺎﻧــﻮين ﻟﻜــﻦ‬ ‫ﻳﺠــﺐ ﻋﻠﻴﻨــﺎ اﻟﺘﻮاﺻــﻞ ﻟﻠﺘﻌﺎﻣــﻞ ﻣــﻊ‬ ‫اﳌﻮﻗــﻒ«‪.‬‬

‫وأﺷــﺎر ﺣﺒﻴــﺐ إﱃ أن اﻟﻘﻮاﻋــﺪ‬ ‫اﻟﺤﺎﻟﻴــﺔ اﳌﻄﺒﻘــﺔ ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة ﻫــﻲ ﻣــﻦ ﻻﺋﺤــﺔ« ﻣﻨــﻊ‬ ‫اﻟﺘﺪﺧــني«‪ ،‬ﻣﺸــ ًريا إﱃ أن اﻟﻘﻀﻴــﺔ‬ ‫اﳌﻄﺮوﺣــﺔ ﻫــﻲ ﰲ اﻟﻮاﻗــﻊ ﺗﻨﻔﻴــﺬ‪.‬‬ ‫وأﺿــﺎف ﺣﺒﻴــﺐ‪«،‬ﻻ أﻋﻠــﻢ ﳌــﺎذا‬ ‫ﻧﺘﺠﻨــﺐ اﻟﻌﻘﻮﺑــﺎت‪ ،‬ﺑﻐــﺾ اﻟﻨﻈــﺮ‬ ‫ﻋــﻦ ﻣﺠﺘﻤﻌﻨــﺎ ﻓﺎﻟﻌﻘﻮﺑــﺎت ﻫــﻲ اﻟﺤــﻞ‬ ‫اﻟﻮﺣﻴــﺪ ﻟﺘﻄﺒﻴــﻖ ﻻﺋﺤــﺔ«‪.‬‬ ‫ﻋــﲇ اﻟﺮﻏــﻢ ﻣــﻦ ﺷــﻜﻮك ﺑﻘﻴــﺔ اﻟﻨــﺎس‬ ‫ﻋــﻦ ﻛﻴﻔﻴــﺔ ﺗﻨﻔﻴــﺬ ﻓﻜــﺮة اﻟﻌﻘﻮﺑــﺎت‪،‬‬ ‫ﻟﺬﻟــﻚ ﻓــﺈن ﺗﻄﺒﻴﻘﻬــﺎ ﻟــﻦ ﻳﻜــﻮن ﺗﻌﺎوﻧًــﺎ‬ ‫ﺑﻴﻨﻨــﺎ‪.‬‬ ‫وﻗــﺎل ﻋﻀــﻮ ﰲ ﻣﺠﻠــﺲ اﻵﺑــﺎء ‪:‬‬ ‫»إن اﻟﻌﻘﻮﺑــﺎت ﻟﻬــﺎ ﺗﻮاﺑــﻊ ﺳــﻠﺒﻴﺔ ﻷن‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻣﻮﺟــﻮدة ﻟﻠﻤﺴــﺎﻋﺪة وﻟﻴــﺲ‬ ‫ﻟﻠﻌﻘﻮﺑــﺎت وﻟﺬﻟــﻚ ﻳﺠــﺐ أن ﻳﻜــﻮن‬ ‫ﺗﻄﺒﻴــﻖ اﻟﻘﺎﻧــﻮن ﻋــﲇ ﻣﺮاﺣــﻞ«‪.‬‬ ‫وﻫــﺬه اﳌﺮﺣﻠــﺔ ﺗﺴــﻤﻰ‪ :‬اﻟﺘﻌــﻮد ﻣــام‬ ‫ﻳﺠﻌــﻞ اﳌﺪﺧــﻦ ﻳﺘﻌــﻮد ﻋــﲆ ﻣﺮﺣﻠــﺔ‬ ‫ﺟﺪﻳــﺪة ﰲ ﺣﻴﺎﺗــﻪ‪.‬‬ ‫واﺿــﺎف ‪«:‬وﻳﺠــﺐ أﻳﻀً ــﺎ أن ﻳﺘــﻢ‬ ‫إﻇﻬــﺎر اﻟﺘﻮاﺑــﻊ اﻹﻳﺠﺎﺑﻴــﺔ ﻋــﲇ ﻏــري‬ ‫اﳌﺪﺧﻨــني‪ ،‬ﻷﻧﻬــﻢ اﻟﻘــﺎدرون ﻋــﲇ‬ ‫اﳌﺴــﺎﻋﺪة«‪.‬‬ ‫وﻗــﺎل اﻟﺸــﻬﺎوي إن اﳌﻌﺎدﻟــﺔ ﺑــني‬ ‫اﻟﻌﻘﻮﺑــﺎت و اﻟﺪواﻓــﻊ اﻹﻳﺠﺎﺑﻴــﺔ ﻫــﻲ‬ ‫اﻟﺤــﻞ ﻟﺘﺸــﺠﻴﻊ اﳌﺪﺧﻨــني ﻋــﲇ اﻹﻗــﻼع‪.‬‬ ‫وﻗﺎﻟــﺖ رﺋﻴﺴــﺔ ﻣﺠﻠــﺲ اﻵﺑــﺎء ﻣﻨــﻲ‬ ‫ﻧﺎﺻــﻒ‪» :‬ﻳﺠــﺐ ﻋﻠﻴﻨــﺎ أﺧــﺬ اﻟﺠﺎﻣﻌــﺔ‬ ‫مبﻨﻈــﻮر ﻣﺨﺘﻠــﻒ ﻷﻧــﻪ إذا ﺗﺤﺪﺛﻨــﺎ ﻋــﻦ‬ ‫اﳌﻨــﺎخ ﰲ ﻣﻌــﺪل اﻟﺘﻠــﻮث ﰲ ﻣــﴫ ﻓﻬــﻮ‬ ‫ﻣــﻦ أﻋــﲆ اﳌﻌــﺪﻻت ﻋﺎﳌ ٍّﻴــﺎ«‪.‬‬ ‫اﻟﺘﻌﻠﻴــﻢ ﺷــﺊ ﻣﻬــﻢ ﰲ اﻟﻮﻻﻳــﺎت‬ ‫اﳌﺘﺤــﺪة‪ .‬ﻫﻨــﺎك ﻳﺼﺪﻣــﻮن اﻟﻄــﻼب‬ ‫ﺑﺎﻹﻋﻼﻧــﺎت‪ .‬ﻟﻜــﻦ ﰲ ﻣــﴫ ﻻ ﻳﺴــﺘﻮﻋﺐ‬ ‫اﻟﻄــﻼب ﻣــﺪى ﺧﻄــﻮرة اﻟﺘﻮاﺑــﻊ‬ ‫اﻟﺼﺤﻴــﺔ ﻣــﻦ اﻟﺘﺪﺧــني«‪.‬‬ ‫وﻣــﻊ ذﻟــﻚ‪ ،‬ﻛﺎن ﻣﻤﺜﻠــﻮ اﻟﻄــﻼب‬

‫اﻟﺬﻳــﻦ ﺣــﴬوا اﳌﻨﺎﻗﺸــﺔ ﻳﺴــﺎرﻋﻮن إﱃ‬ ‫اﻹﺷــﺎرة إﱃ أن ﻫــﺬا ﻟﻴــﺲ ﻫــﻮ اﻟﺤــﺎل‬ ‫ﺑﺎﻟــﴬورة‪.‬‬ ‫وأﺿﺎﻓــﺖ ﻓــﻮردن‪» ،‬ميﻜﻨﻨــﺎ إﻇﻬــﺎر‬ ‫ﻣﺸــﺎﻛﻞ ﺻﺤﻴــﺔ ﻣﻌﻴﻨــﺔ ﻷﻧــﻪ ﻣــﻦ‬ ‫اﻟﻮاﺿــﺢ أن ﻣﻌﻈــﻢ اﳌﺪﺧﻨــني ﻳﻌﺮﻓــﻮن‬ ‫ﻣــﺪى اﻟﺨﻄــﻮرة اﻟﺼﺤﻴــﺔ ﺟﻴــﺪًا«‪.‬‬ ‫وﻗــﺎل ﻋﻤﻴــﺪ ﻛﻠﻴــﺔ اﻟﻌﻠــﻮم واﻟﻬﻨﺪﺳــﺔ‬ ‫ﺣﺴــﻦ اﻟﻔــﻮال‪» :‬ﻣﻌﻈــﻢ اﻟﻄــﻼب‬ ‫ﻣﻘﻴــﺪون ﺑﺎﻟﻀﻐــﻂ اﻻﺟﺘامﻋــﻲ‬ ‫مبﺨﺘﻠــﻒ اﻟﻄﺒﻘــﺎت اﻻﺟﺘامﻋﻴــﺔ‪ .‬ﻷﻧــﻚ‬ ‫ﻋﻨﺪﻣــﺎ ﺗﺬﻫــﺐ إﱃ أي ﻣــﻜﺎن ﻋــﺎم ﺗﺠــﺪ‬ ‫اﻟﺠﻤﻴــﻊ ‪-‬أﻃﻔــﺎﻻً وﺑﺎﻟﻐــني‪ -‬ﻳﺪﺧﻨــﻮن‬ ‫اﻟﺸﻴﺸــﺔ‪ .‬مل ﻳﻜــﻦ ﻫــﺬا اﻟﺤــﺎل ﻣﻮﺟــﻮدًا‬ ‫ﻣــﻦ أرﺑﻌــني ﺳــﻨﺔ«‪.‬‬ ‫وأﺛﺒﺘــﺖ اﻟﺪراﺳــﺎت اﻟﺘــﻲ أﻗﺎﻣﺘﻬــﺎ‬ ‫ﻓــﻮردن أن اﳌﺪﺧﻨــني ميﻜﻨﻬــﻢ اﻻﻣﺘﺜــﺎل‬ ‫ﻋﻨﺪﻣــﺎ ﻳُﻄﻠَــﺐ ﻣﻨﻬــﻢ إﻃﻔــﺎء اﻟﺴــﻴﺠﺎرة‬ ‫ﻣــﻦ ﺷــﺨﺺ ﻏــري ﻣﺪﺧــﻦ ﻟﻜــﻦ اﻟﺨــري‬ ‫ﻳﺮﻫــﺐ اﻟﻀﻐــﻂ اﻻﺟﺘامﻋــﻲ‪.‬‬ ‫وأﺿﺎﻓــﺖ ﻓــﻮردن إﻧــﻪ ﻣــﻦ أﺣــﺪ‬ ‫اﻟﺤﻠــﻮل ﻫــﻮ ﺗﺸــﺠﻴﻊ ﻏــري اﳌﺪﺧﻨــني‬ ‫ﻋــﲇ اﻟﺘﺤــﺪث‪.‬‬ ‫وﻣــﻦ ﻣﺸــﺎﻛﻞ اﻟﺘﺪﺧــني أﻳﻀً ــﺎ أن‬ ‫ﺑﻌــﺾ اﻟﻄــﻼب اﻟﺠــﺪد ﻳﻜﺘﺴــﺒﻮن ﻋــﺎدة‬ ‫اﻟﺘﺪﺧــني ﻋﻨــﺪ دﺧﻮﻟﻬــﻢ اﻟﺠﺎﻣﻌــﺔ‪.‬‬ ‫وﻗــﺎل ﻋﻤﻴــﺪ اﻟﻄــﻼب ﺟــﻮرج ﻣــﺎريك‬ ‫‪«:‬ﻋﻨــﺪ دﺧــﻮل اﻟﻄﺎﻟــﺐ ﰲ اﻟﺴــﻨﺔ اﻷوﱃ‬ ‫ﻟــﻪ ﻳﺠــﺪ ﻣﻌﻈــﻢ اﻟﻄــﻼب اﳌﺤﻴﻄــني ﺑــﻪ‬ ‫ﻏــري ﻣﺪﺧﻨــني ﻋــﲇ ﻋﻜــﺲ ﻗﺎدﺗﻬــﻢ ﻣــﻦ‬ ‫اﻟﻄــﻼب«‪.‬‬ ‫وأﺿــﺎف ﻣﺎرﻛﻴــﻪ أﻧــﻪ ﻗــﺎم ﺑﺎﻻﺟﺘــامع‬ ‫ﻣــﻊ ﻣﻌﻈﻤﻬــﻢ ﻟﻠﺘﺸــﺪﻳﺪ ﻋــﲇ أﻫﻤﻴــﺔ‬ ‫ﻋــﺪم اﻟﺘﺪﺧــني أﻣــﺎم اﻟﻄﻠﺒــﺔ اﻟﺠــﺪد‪.‬‬ ‫وﻗﺎﻟــﺖ رﺋﻴﺴــﺔ ﻗﺴــﻢ ﻋﻠــﻢ اﻟﻨﻔــﺲ‬ ‫ﻣﻨــﻲ ﻋﺎﻣــﺮ إﻧــﻪ ﻳﻮﺟــﺪ ﻣﺪﺧﻨــﻮن ﻣــﻦ‬ ‫اﻷﺳــﺎﺗﺬة ﻓﻴﺠــﺐ ﺗﻔﻌﻴــﻞ ﺣﻤــﻼت‬ ‫ﺗﺴــﺘﻬﺪف ﺟﻤﻴــﻊ أﻃﻴــﺎف ﻣﺠﺘﻤــﻊ‬ ‫اﻟﺠﺎﻣﻌــﺔ‪.‬‬

‫بعــد عــام مــن التعومي‪...‬عودة املدربني األجانــب للكرة املصرية‬ ‫تقرير‪ :‬أحمد زادة‬

‫ﺳــﺎد اﻟﻐﻤــﻮض ﻣﺼــري اﳌﺪرﺑــني اﻷﺟﺎﻧــﺐ‬ ‫ﰲ اﻟــﺪوري اﳌــﴫي ﺑﻌــﺪ أزﻣــﺔ ﺗﺤﺮﻳــﺮ‬ ‫ﺳــﻌﺮ اﻟــﴫف ﻟﻠﻌﻤﻠــﺔ اﻷﺟﻨﺒﻴــﺔ ﰲ اﻟﻌــﺎم‬ ‫اﳌــﺎﴈ وأﺟــﱪ اﻷﻧﺪﻳــﺔ ﻋــﲇ اﻟﺘﻌﺎﻗــﺪ ﻣــﻊ‬ ‫ﺑﺪﻳــﻞ ﻣﺤــﲇ‪.‬‬ ‫ﻓﻔــﻲ ذﻟــﻚ اﻟﻮﻗــﺖ ﻗﻔــﺰ ﺳــﻌﺮ اﻟــﺪوﻻر‬ ‫ﻟﻴﺼــﻞ ل‪ ٢٠‬ﺟﻨﻴــﻪ ﰲ اﻟﺒﻨــﻮك اﻟﺮﺳــﻤﻴﺔ‬ ‫ﺑﻌــﺪ أن ﻛﺎن ﻣﺘــﺪاوﻻ ﺑﺘﺴــﻌﺔ ﺟﻨﻴﻬــﺎت‪.‬‬ ‫اﻷزﻣــﺔ ﺣﻴﻨــﺬاك مل ﺗﻜــﻦ ﻓﻘــﻂ اﻟﺴــﻌﺮ ﺑﻞ‬ ‫ﻇﻬــﺮت اﻷزﻣــﺔ ﰲ ﻛﻴﻔﻴــﺔ إﻳﺠــﺎد اﻟﻌﻤﻠــﺔ‬ ‫اﻟﺼﻌﺒــﺔ وﺗﻮﻓريﻫــﺎ ﻣــام ﺳــﺒﺐ أزﻣــﻪ ﻛﺒريه‬ ‫ﻟﻠﺠﻤﻴﻊ ‪.‬‬ ‫وﻣــﻊ ﻣــﺮور اﻟﻮﻗــﺖ أﺻﺒــﺢ اﻟــﺪوﻻر‬ ‫ﺛﺎﺑــﺖ ﻋﻨــﺪ ‪ ١٧‬وﻧﺼــﻒ ﺟﻨﻴﻬــﺎ ﻣــام أﻋــﺎد‬ ‫اﻻﺳــﺘﻘﺮار ﺑﻌــﺾ اﻟﺸــﺊ ﻟﻸﻧﺪﻳــﺔ ﻟﻜــﻦ مل‬ ‫ﻳﻜــﻦ ﻫــﺬا ﻓﻘــﻂ ﻫــﻮ اﻟﺴــﺒﺐ ﺑــﻞ ﻋﻮاﻣﻞ‬ ‫أﺧــﺮى ﻛﺎن ﻟﻬــﺎ دور ﰲ اﳌﺴــﺎﻋﺪة ﻋــﲆ‬ ‫اﻻﺳــﺘﻘﺮار‪.‬‬

‫اﻋﻼﻣﻴــﺔ أﻋﻠــﻦ ﻓﻴﻬــﺎ أن ﻣﺪرﺑــﻪ ﻛﺎذب‬ ‫وﻏــري ﻋــﺎدل ‪.‬‬ ‫اﻳﻀــﺎ ﰲ ﻧــﺎدي اﻷﻫــﲇ اﻟﻐﺮﻳــﻢ اﻟﺘﻘﻠﻴﺪي‬ ‫ﻛﺎﻧــﺖ ﻫﻨــﺎك أزﻣــﺎت ﻋﺪﻳــﺪة ﺑــني اﳌﺪﻳــﺮ‬ ‫اﻟﻔﻨــﻲ ﺣﺴــﺎم اﻟﺒــﺪري وﻣﻬﺎﺟــﻢ اﻟﻔﺮﻳــﻖ‬ ‫ﻋــامد ﻣﺘﻌــﺐ ﺑﺴــﺒﺐ اﺳــﺘﺒﻌﺎد ﻣﺘﻌــﺐ‬ ‫اﻟﺪاﺋــﻢ ﻣــﻦ اﳌﺒﺎرﻳــﺎت‪.‬‬

‫الطموح‬

‫اﻛــرث ﻣــﺎ ﻳﻌﻴــﺐ اﳌﺪﻳــﺮ اﻟﻔﻨــﻲ اﳌــﴫي‬ ‫ﻫــﻮ ﻧﻘــﺺ اﻟﻄﻤــﻮح ﻓﻬــﻮ ﻻ ﻳﺴــﻌﻰ‬ ‫ﻟﻠﻤﻐﺎﻣــﺮة ﺑــﻞ اﻟﻠﻌــﺐ ﻋــﲇ اﳌﻀﻤــﻮن‪.‬‬ ‫ﻣﺮﺗــﴤ ﻣﻨﺼــﻮر رﺋﻴــﺲ ﻧــﺎدي اﻟﺰﻣﺎﻟــﻚ‬ ‫ﻛﺎن داﺋــﻢ اﻟﻬﺠــﻮم ﻋــﲇ ﻣﺤﻤــﺪ ﺣﻠﻤــﻲ‬ ‫اﳌﺪﻳــﺮ اﻟﻔﻨــﻲ ﻟﻠﺰﻣﺎﻟــﻚ ﰲ ذاك اﻟﻮﻗــﺖ‬ ‫ﺑﺴــﺒﺐ اﺗﺒﺎﻋــﻪ أﺳــﻠﻮب دﻓﺎﻋــﻲ ﺑﺤــﺖ‬ ‫ﻣــام وﺿــﻊ اﻟﻔﺮﻳــﻖ ﰲ ﻣﺆﺧــﺮة اﻟﺒﻄﻮﻟــﻪ‪.‬‬ ‫ﻓﺘﺤــﻰ ﻧﺼــري اﳌﺤــﺎﴐ اﻟــﺪوﱄ ﺗﺤــﺪث‬ ‫ﻟﻠﻘﺎﻓﻠــﻪ ﻋــﻦ ﻫــﺬه اﻟﻨﻘﻄــﺔ ﻗﺎﺋــ ًﻼ »‬ ‫أﻏﻠــﺐ اﳌﺪرﺑــني اﳌﴫﻳــني ﻳﺨﺎﻓــﻮن ﻣــﻦ‬ ‫عــدم القــدرة علــى فرض الهيمنة ﻫﺠــﻮم اﻷﻋــﻼم ﻋﻠﻴﻬــﻢ ﰲ ﺣﺎﻟــﺔ اﺗﺒــﺎع‬ ‫اﺳــﻠﻮب ﻟﻌــﺐ ﻣﻌــني ﺑﺎﻷﺧــﺺ ﻋﻨﺪﻣــﺎ‬ ‫املطلقة‬ ‫ﻳﺘﻮﻟــﻮن ﻣﻬﻤــﺔ ﻧــﺎدي ﻗﻤــﻪ وﻧﺘﻴﺠــﺔ ﻟﻬــﺬا‬ ‫مل ﻳﻘــﺪر اﳌﺪرﺑــني اﳌﴫﻳــني ﺧﺼﻮﺻــﺎً ﻳﺴﺘﺴــﻠﻤﻮن ﻟﻠــﺮأي اﻟﻌــﺎم‪«.‬‬ ‫ﰲ أﻧﺪﻳــﺔ اﻟﻘﻤــﺔ ﻋــﲇ ﻓــﺮض ﺷــﺨﺼﻴﺘﻪ‬ ‫ﻋــﲇ اﻟﻼﻋﺒــني ﻓﻤﺤﻤــﺪ ﺣﻠﻤــﻲ اﳌــﺪرب الـمجاملة‬ ‫اﻟﺴــﺎﺑﻖ ﻟﻨــﺎدي اﻟﺰﻣﺎﻟــﻚ دﺧــﻞ ﰲ ﻛﺜــري‬ ‫ﻣــﻦ اﳌﺸــﺎﻛﻞ ﻣــﻊ اﻟﻼﻋﺒــني أﺑﺮزﻫــﻢ ﻗﺎﺋــﺪ ﻛﺜـريا ﻣــﺎ ﻧﺴــﻤﻊ ﻋــﻦ ﻣﺪرﺑــني ﻳﺨﺎﻓــﻮن‬ ‫ﻣــﻦ ﻻﻋﺒــﻲ اﻟﻔﺮﻳــﻖ و وﻳﺘــﻢ وﻣﺠﺎﻣﻠﺘﻬــﻢ‬ ‫اﻟﻔﺮﻳــﻖ ﻣﺤﻤــﻮد ﺷــﻴﻜﺎﺑﺎﻻ‪.‬‬ ‫ﺑــﺪأت اﳌﺸــﺎدة ﻋﻨﺪﻣــﺎ أﺳــﺘﺒﻌﺪ ﺣﻠﻤــﻲ ﻋــﲇ ﺣﺴــﺎب ﻻﻋﺒــني آﺧﺮﻳــﻦ‪.‬‬ ‫ﺷــﻴﻜﺎﺑﺎﻻ ﻣــﻦ ﻟﻘــﺎء اﻟﺴــﻮﺑﺮ أﻣــﺎم اﻷﻫــﲇ إﺳــامﻋﻴﻞ ﻳﻮﺳــﻒ رﺋﻴــﺲ ﻗﻄــﺎع اﻟﻜــﺮة‬ ‫ﺑﺪاﻋــﻲ ﻋــﺪم اﻟﺠﺎﻫﺰﻳــﺔ ﻣــام أرﻏــﻢ ﺑﻨــﺎدي اﻟﺰﻣﺎﻟــﻚ ﻗــﺎل »أﻛــرث ﻣــﺎ ﻳﻌﻴــﺐ‬ ‫ﺷــﻴﻜﺎﺑﺎﻻ ﻋــﲇ اﻟﺨــﺮوج ﺑﺘﴫﻳﺤــﺎت اﳌــﺪرب اﳌــﴫي اﺳــﻠﻮﺑﻪ ﰲ اﻟﺘﻌﺎﻣــﻞ ﻣــﻊ‬

‫اﻟﻼﻋﺒــني ﻓﻤﻨــﺬ وﻓــﺎة اﻟﻜﺎﺑــنت ﻣﺤﻤــﻮد‬ ‫اﻟﺠﻮﻫــﺮي و اﻟﻌﺎﻣــﻞ اﻟﻨﻔــﴘ أﺻﺒــﺢ ﳾء‬ ‫ﻏــري ﻣﻬــﻢ ﺑﺎﻟﻨﺴــﺒﺔ ﻟﻠﻤــﺪرب اﳌــﴫي‬ ‫ﻓــﻜﺎن ﻣﺤﻤــﻮد اﻟﺠﻮﻫــﺮي داﺋــﻢ اﻟﺠﻠــﻮس‬ ‫ﻣــﻊ اﻟﻼﻋﺒــني و ﻛﺎن ﺻــﺎرم ﻋﻜــﺲ ﻣﺪرﺑني‬ ‫اﻟﺠﻴــﻞ اﻟﺤــﺎﱄ اﻟﺬﻳــﻦ ﻳﺨﺎﻓــﻮن ﻋــﲇ‬ ‫ﻣﻨﺎﺻﺒﻬــﻢ ﻣــام ﻳﺮﻏﻤﻬــﻢ ﻋــﲇ اﻟﻘــﺮب ﻣﻦ‬ ‫اﻟﻼﻋﺒــني اﻟﻜﺒــﺎر ﰲ اﻟﻔﺮﻳــﻖ‪«.‬‬ ‫ﻳﻮﺳــﻒ ﺗﺤــﺪث ﻋــﻦ ﻣﻌﺎﴏﺗــﻪ ﻟﺠﻬــﺎز‬ ‫اﻟﱪﺗﻐــﺎﱄ ﻓريﻳ ـﺮا ﰲ اﻟﺰﻣﺎﻟــﻚ » ﻓريﻳ ـﺮا ﻛﺎن‬ ‫ﺑﺮوﻓﻴﺴــﻮر ﻧﻔــﴘ ﻛﺎن اﺣﺘﻴﺎﻃــﻲ اﻟﻔﺮﻳــﻖ‬ ‫ﻳﺤﺒﻮﻧــﻪ اﻛــرث ﻣــﻦ اﻷﺳﺎﺳــﻴني ﻓــﻜﺎن ﻣﻘﻨﻊ‬ ‫ﻟﻠﻐﺎﻳــﺔ و ﻋــﺎدل ﻣــام اﻋﻄــﻲ اﻟﻼﻋﺒــني ﺛﻘﺔ‬ ‫و ﻓــﺎز اﻟﺰﻣﺎﻟــﻚ ﺑــﺪوري و ﻛﺎس ‪«.٢٠١٥‬‬ ‫اﻳﻀــﺎ ﺗﺤــﺪث ﻟﻠﻘﺎﻓﻠــﺔ اﳌﻮﻧﺘﻴﻨﻴﻐــﺮي‬ ‫ﻧﻴﺒﻮﺷــﺎ اﳌﺪﻳــﺮ اﻟﻔﻨــﻲ اﻟﺤــﺎﱄ ﻟﻠﺰﻣﺎﻟــﻚ »‬ ‫دامئــﺎ ﻣــﺎ اﺣــﺎول اﺣﺘــﻮي اﻟﻼﻋﺒــني ﺑﻘــﺪر‬ ‫اﳌﺴــﺘﻄﺎع ﻓﺄﻧــﺎ ﻛﻨــﺖ ﻻﻋــﺐ ﺳــﺎﺑﻖ و‬ ‫اﻋــﺮف ﻣﺘــﻰ ﻳﻐﻀــﺐ اﻟﻼﻋــﺐ و ﻛﻴــﻒ‬ ‫متﺘــﺺ اﻟﻐﻀــﺐ‪«.‬‬ ‫وأﺿــﺎف‪ » ،‬ﻓﻜــﺮي ﻟﻴــﺲ ﻣﺠــﺮد ﺧﻄــﺔ‬ ‫ﺗﻨﻔــﺬ ﰲ اﳌﻠﻌــﺐ ﻻ ﻓﺄﻧــﺎ اﺳــﺘﻤﻊ ﳌﺸــﺎﻛﻞ‬ ‫اﻟﻼﻋــﺐ وأﺷــﺠﻌﻪ ﻋــﲇ اﻟﺘﻄــﻮر و اﻛرث ﻣﻦ‬ ‫اﻟﺠﻠﺴــﺎت اﳌﻨﻔــﺮدة ﻣــﻊ ﻛﻞ اﻟﻼﻋﺒــني ﻟﻜﻦ‬ ‫ﰲ أﺧــﺮ اﻟﻴــﻮم اﻟــﻜﻞ ﺳﻮاﺳــﻴﺔ وﻫــﺬا ﻣــﺎ‬ ‫ﻳﺨﻠــﻖ اﻟﻌــﺪل وﻳﺸــﺠﻊ اﻟﻼﻋﺒــني‪«.‬‬ ‫ﻧﻴﺒﻮﺷــﺎ أﺿــﺎف أﻧــﻪ ﻋﻨﺪﻣﺎ ﺟــﺎء ﻟﺘﺪرﻳﺐ‬ ‫اﻟﺰﻣﺎﻟــﻚ ﻛﺎن ﻳﻌﻠــﻢ أﺳــﻢ اﻟﻔﺮﻳــﻖ ﻓﻘــﻂ‬ ‫ﻟﻜــﻦ ﻛﺎن ﻻ ﻳﻌﻠــﻢ اﻟﻼﻋﺒــني و ﻣــﻦ وﺟﻬــﺔ‬ ‫ﻧﻈــﺮه ﻫﺬا ﻣــﺎ ﻳﺮﻏــﻢ اﻷﻧﺪﻳﺔ ﻋــﲇ اﻟﺘﻌﺎﻗﺪ‬ ‫ﻣــﻊ ﻣﺪرﺑــني أﺟﺎﻧــﺐ ﻣــﻦ أﺟــﻞ ﻣﻨــﻊ‬ ‫اﻟﻔــﻮﴇ وااﳌﺠﺎﻣــﻼت‪.‬‬ ‫أﺣــﺪ اﻟﻼﻋﺒــني اﻟﺴــﺎﺑﻘني ﰲ ﻧــﺎدي‬ ‫اﻟﺰﻣﺎﻟــﻚ رﻓــﺾ ذﻛــﺮ اﺳــﻤﻪ ﺗﺤــﺪث‬

‫ﻋﻬــﺪ ﺟﺪﻳــﺪ ﻣــﻦ اﻟﺘﺪررﻳﺒــﺎت اﻟﻜﺮوﻳــﺔ‬

‫ﻟﻠﻘﺎﻓﻠــﺔ أن أﺣــﺪ اﳌﺪرﺑــني اﳌﴫﻳــني ﻛﺎن‬ ‫داﺋــﻢ اﳌﺠﺎﻣﻠــﻪ ﻟﺜــﻼث ﻻﻋﺒــني وﻛﺎن ﺻﺎﺑـﺮا‬ ‫ﻋﻠﻴﻬــﻢ رﻏــﻢ ﺳــﻮء ﻣﺴــﺘﻮاﻫﻢ‪«.‬‬ ‫ﻛﺎن ﻳﺴــﺘﻮﺟﺐ ﻣﻨــﺎ ﻛﻼﻋﺒــني ان ﻧﻘــﺪس‬ ‫ﻫــﺆﻻء وﻧﻘــﺮب ﻣﻨﻬــﻢ ﻣــﻦ أﺟــﻞ اﻟﻠﻌــﺐ‬ ‫ﻟﻜــﻦ ﻛﺎﻧــﻮا ﻳﻌﺎﻣﻠﻮﻧﻨــﺎ ﺑﺸــﻜﻞ ﻣﻬــني و‬ ‫اﺳــﻠﻮب ﻻ ﻳﻠﻴــﻖ ﺑﻨــﺎدي ﻋﺮﻳــﻖ ﻣﺜــﻞ‬ ‫اﻟﺰﻣﺎﻟــﻚ و ﺗﻌﺠﺒــﺖ ﻣ ـﺮارا و ﺗﻜ ـﺮارا ﻣــﻦ‬ ‫ﻋــﺪم ﺗﺪﺧــﻞ اﳌﺪﻳــﺮ اﻟﻔﻨــﻲ ﻟﺤــﻞ أزﻣــﻪ‬ ‫ﻫــﻮ ﻋــﲇ دراﻳــﻪ ﻣﻨﻬــﺎ ﻟﻜﻨﻨــﻲ ﻋﻠﻤــﺖ‬

‫أﻧــﻪ ﻣــﻦ ﻣﺤﺒــﻲ اﻟﺸــﻬﺮة واﳌــﺎل ﻓﻘــﺮرت‬ ‫اﻟﺮﺣﻴــﻞ ﺣﻔﺎﻇــﺎ ﻋــﲇ ﻛﺮاﻣﺘــﻲ‪«.‬‬ ‫ﺑﻐــﺾ اﻟﻨﻈــﺮ ﻋــﻦ آراء اﳌﺴــﺌﻮﻟني‬ ‫واﻟﻼﻋﺒــني ﻓﻤﻨــﺬ ﻧﺸــﺄة اﻟــﺪوري اﳌــﴫي‬ ‫ﻋــﺎم ‪ ١٩٤٨‬و اﳌــﺪرب اﻻﺟﻨﺒــﻲ ﻫﻮ اﻟﻌﺮف‬ ‫اﻟﺴــﺎﺋﺪ ﰲ ﻣــﴫ‪ .‬اﻟﻨــﺎدي اﻷﻫــﲇ ﺻﺎﺣــﺐ‬ ‫أﻋــﲆ رﺻﻴــﺪ ﻣــﻦ اﻟﺒﻄــﻮﻻت اﳌﺤﻠﻴــﻪ‬ ‫واﻻﻓﺮﻳﻘﻴــﻪ ﰲ اﻟﻘــﺎرة ﻳﺪﻳــﻦ ﺑﺎﻟﻔﻀــﻞ‬ ‫ﻟﻌــﺪد ﻛﺒــري ﻣــﻦ اﳌﺪرﺑــني أﺑﺮزﻫــﻢ ﻣﺎﻧﻮﻳﻞ‬ ‫ﺟﻮزﻳــﻪ اﻟﱪﺗﻐــﺎﱄ اﻟــﺬي ﺣﺼــﺪ ‪ ٢٢‬ﺑﻄﻮﻟــﺔ‬

‫ﻣــﻊ اﻷﻫــﲇ‪ .‬اﻣــﺎ اﻟﺰﻣﺎﻟــﻚ اﻟﱪﺗﻐــﺎﱄ ﻓريﻳـﺮا‬ ‫ﻫــﻮ ﻣــﻦ اﻋــﺎد اﻷﻣﺠــﺎد ﻟــﻪ ﺑﻌــﺪ ﻏﻴــﺎب‬ ‫ﻋــﴩ ﺳــﻨﻮات اﻟﱪﺗﻐــﺎﱄ ﻓريﻳ ـﺮا اﺳــﺘﻄﺎع‬ ‫اﻟﺠﻤــﻊ ﺑــني ﻛﺎس ﻣــﴫ و اﻟــﺪوري ﰲ‬ ‫إﻧﺠــﺎز ﺗﺎرﻳﺨــﻲ ﻟﻠﺰﻣﺎﻟــﻚ مل ﻳﺘﻜــﺮر ﻣﻨــﺬ‬ ‫‪ .١٩٥٧‬أﻣــﺎ ﻋــﻦ اﻟﺤــﺎﴐ ﻧﺎدي اﻷﺳــامﻋﻴﲇ‬ ‫ﻳﻌﺘــﲇ ﺻــﺪارة اﻟــﺪوري اﻷن ﺗﺤــﺖ ﻗﻴــﺎدة‬ ‫اﻟﻔﺮﻧــﴘ ﺳﻴﺒﺎﺳــﺘﻴﺎن دﻳﺴــﺎﺑﺮ‪ .‬اﻷﺳــﺒﺎب‬ ‫اﺻﺒﺤــﺖ واﺿﺤــﺔ اﻻن ﻧﺘﺎﺋــﺞ ﺗﺠﻴــﺐ ﻋﲇ‬ ‫ﺳــﺆاﻟﻨﺎ وﻟﻴــﺲ ﳾء أﺧــﺮ‪.‬‬