Page 1

‫ﮐﺎرﺑﺮ ﮔﺮاﻣﯽ‪..‬‬ ‫اﯾﻦ ﮐﺘﺎب از ﮐﺘﺎﺑﺨﺎﻧﻪ ﻣﺠﺎزی ﮐﺘﺎﺑﻼﯾﻦ داﻧﻠﻮد ﺷﺪه اﺳﺖ‪.‬ﺑﺮای درﯾﺎﻓﺖ راﯾﮕﺎن و ﺑﺪون ﻣﺤﺪودﯾﺖ اﻧﻮاع ﮐﺘﺎب‬ ‫اﻟﮑﺘﺮوﻧﯿﮑﯽ | ﺻﻮﺗﯽ و ﮐﺘﺎب ﻣﻮﺑﺎﯾﻞ ﺑﻪ آدرس زﯾﺮ ﻣﺮاﺟﻌﻪ ﮐﻨﯿﺪ‪).‬ﮐﺘﺎﺑﻼﯾﻦ را ﺗﻨﮫﺎ ﺑﺎ اﯾﻦ ﻧﺸﺎن و آدرس زﯾﺮ‬ ‫ﺑﺸﻨﺎﺳﯿﺪ(‬

‫‪www.Ketabline.com‬‬ ‫ﺗﻮﺟﻪ‪:‬‬ ‫ اﯾﻦ ﮐﺘﺎب راﯾﮕﺎن ﺑﻮده و ﺧﺮﯾﺪ ﯾﺎ ﻓﺮوش آن ﺑﻪ ھﺮ ﻧﺤﻮی ﻣﻤﻨﻮع اﺳﺖ‪.‬‬‫ ﺗﻤﺎﻣﯽ ﺣﻘﻮق ﻣﺎدی و ﻣﻌﻨﻮی اﯾﻦ اﺛﺮ ﺑﺮای ﻧﻮﯾﺴﻨﺪه‪/‬ﻧﺎﺷﺮ و ﮐﺘﺎﺑﺨﺎﻧﻪ ﻣﺠﺎزی ﮐﺘﺎﺑﻼﯾﻦ ﻣﺤﻔﻮظ‬‫اﺳﺖ‪.‬‬ ‫ در ﺻﻮرت وﺟﻮد اﺷﮑﺎل ﯾﺎ اﺷﺘﺒﺎه در ﺳﺎﺧﺘﺎر اﯾﻦ ﮐﺘﺎب ﯾﺎ ﮐﺘﺎﺑﺨﺎﻧﻪ ﻣﯿﺘﻮاﻧﯿﺪ ﻣﻮﺿﻮع را ﺑﻪ آدرس اﯾﻤﯿﻞ زﯾﺮ‬‫ارﺳﺎل ﻧﻤﺎﯾﯿﺪ ﺗﺎ در ﮐﻤﺘﺮ از ‪ 12‬ﺳﺎﻋﺖ ﻣﻮرد ﭘﯿﮕﯿﺮی ﻗﺮار ﮔﯿﺮد‪.‬‬ ‫‪Info@Ketabline.com‬‬ ‫ﻣﺠﻤﻮﻋﻪ ﮐﺘﺎﺑﺨﺎﻧﻪ ھﺎی ﮐﺘﺎﺑﻼﯾﻦ‪:‬‬ ‫ﮐﺘﺎﺑﺨﺎﻧﻪ ﻣﻮﺑﺎﯾﻞ‬ ‫‪mobilebook.ketabline.com‬‬

‫|‬ ‫|‬

‫ﮐﺘﺎﺑﺨﺎﻧﻪ ﺻﻮﺗﯽ‬ ‫‪audiobook.ketabline.com‬‬

‫|‬

‫ﮐﺘﺎﺑﺨﺎﻧﻪ اﻟﮑﺘﺮوﻧﯿﮑﯽ‬

‫|‬

‫‪ebook.Ketabline.com‬‬


Ebook.ketabline.com

w

w

w

.K

et

ab

lin

e.c

om

Ketabline.com


Ketabline.com

‫ ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬/ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟‬

w

w

.K

et

ab

lin

e.c

om

............................................................................. ...................................................................................................

w

٢

Ebook.ketabline.com


Ebook.ketabline.com

w

w

w

.K

et

ab

lin

e.c

om

Ketabline.com

١٣٢٢

‫ﭼﺎﭖ ﻧﺨﺴﺖ‬

١٣٢٤

‫ﭼﺎﭖ ﺩﻭﻡ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٤‬‬

‫ﺩﺭ ﭘﻴﺮﺍﻣﻮﻥ ﺍﻳﻦ ﺩﻓﺘﺮ‬ ‫ﺍﻳﻦ ﺩﺳﺘﮕﺎﻫﻲ ﻛﻪ ﻓﺮﻫﻨﮓ ﻧﺎﻣﻴﺪﻩ ﻣﻴﺸﻮﺩ‪ ،‬ﻳﻚ ﺩﺳﺘﮕﺎﻩ ﺍﺭﺟﺪﺍﺭ ﻭ ﻫﻨﺎﻳﻨﺪﻩ ﺍﻳﺴﺖ‪ .‬ﺩﺳﺘﮕﺎﻫﻴﺴﺖ ﻛﻪ ﺍﮔﺮ‬

‫‪om‬‬

‫ﻧﻴﻚ ﺑﺎﺷﺪ ﺗﻮﺍﻧﺪ ﺗﻮﺩﻩ ﺭﺍ ﭘﻴﺶ ﺑﺮﺩ ﻭ ﺑﺴﺮﻓﺮﺍﺯﻳﻬﺎ ﺭﺳﺎﻧﺪ ﻭ ﺍﮔﺮ ﺑﺪ ﺑﺎﺷﺪ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻧﻴﺴﺘﻲ ﻭ ﻧﺎﺑﻮﺩﻱ ﻛﺸﺎﻧﺪ‪.‬‬ ‫ﻓﺮﻫﻨﮓ ﺩﺳﺘﮕﺎﻫﻴﺴﺖ ﻛﻪ ﻣﺎ ﺳﺨﺖ ﺗﺮﻳﻦ ﻧﻴﺎﺯ ﺭﺍ ﺑﺂﻥ ﻣﻴﺪﺍﺭﻳﻢ‪.‬‬

‫‪e.c‬‬

‫ﻭﻟﻲ ﺟﺎﻱ ﺍﻓﺴﻮﺱ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﺩﺳﺘﮕﺎﻩ ﻓﺮﻫﻨﮕﻲ ﻛﻪ ﺍﻣﺮﻭﺯ ﺩﺭ ﺍﻳﺮﺍﻧﺴﺖ ﺑﺪ ﻣﻴﺒﺎﺷﺪ ﻭ ﺍﻳﻨﺴﺖ ﺯﻳﺎﻧﻤﻨﺪ‬

‫‪lin‬‬

‫ﻣﻴﺒﺎﺷﺪ‪ .‬ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﻣﺎ ﺍﮔﺮ ﺳﻮﺩ ﺁﻧﺮﺍ ﺑﺎ ﺯﻳﺎﻧﺶ ﺑﺴﻨﺠﻴﻢ ﺯﻳﺎﻧﺶ ﺑﻴﺸﺘﺮ ﺩﺭﻣﻴﺂﻳﺪ‪ ،‬ﻭ ﺩﻟﻴﻞ ﺍﻳﻦ ﺳﺨﻦ )ﭼﻨﺎﻧﻜﻪ ﺩﺭ‬ ‫ﻣﺘﻦ ﻛﺘﺎﺏ ﻧﻴﺰ ﻧﻮﺷﺘﻪ ﺷﺪﻩ( ﺁﻧﺴﺖ ﻛﻪ ﻣﺎ ﺍﮔﺮ ﻳﻚ ﺟﻮﺍﻥ ﺩﺍﻧﺸﻜﺪﻩ ﺩﻳﺪﻩ ﺭﺍ ﺑﺎ ﻳﻚ ﺭﻭﺳﺘﺎﻳﻲ ﻛﺸﺎﻭﺭﺯ ﺑﺮﺍﺑﺮ‬

‫‪ab‬‬

‫ﻳﻜﺪﻳﮕﺮ ﮔﺰﺍﺭﻳﻢ ﻭ ﺁﻧﺎﻥ ﺭﺍ ﺍﺯ ﺩﻳﺪﻩ ﺷﺎﻳﻨﺪﮔﻲ ﺑﺰﻧﺪﮔﺎﻧﻲ ﺑﺴﻨﺠﻴﻢ‪ ،‬ﺑﻴﮕﻤﺎﻥ ﺁﻥ ﺭﻭﺳﺘﺎﻳﻲ ﺑﺰﻧﺪﮔﺎﻧﻲ ﺷﺎﻳﻨﺪﻩ ﺗﺮ‬

‫‪et‬‬

‫ﻭ ﺑﻜﺸﻮﺭ ﻭ ﺗﻮﺩﻩ ﺳﻮﺩﻣﻨﺪﺗﺮ ﺍﺯ ﺍﻳﻦ ﺟﻮﺍﻥ ﻓﺮﻫﻨﮕﻲ ﻣﻴﺒﺎﺷﺪ ﻭ ﻣﻐﺰ ﻭ ﻧﻴﺮﻭﻫﺎﻱ ﺧﺪﺍﺩﺍﺩﻳﺶ ﻧﻴﺰ ﺩﺭﺳﺖ ﺗﺮ ﺍﺯ‬

‫‪.K‬‬

‫ﺍﻳﻨﺴﺖ‪ .‬ﺍﻳﻦ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﻫﻴﭽﻜﺲ ﺍﻧﻜﺎﺭ ﻧﺨﻮﺍﻫﺪ ﻛﺮﺩ ﻭ ﺧﻮﺩ ﺩﻟﻴﻞ ﺑﺴﻴﺎﺭ ﺍﺳﺘﻮﺍﺭﻱ ﺑﮕﻔﺘﻪ ﻣﺎﺳﺖ‪.‬‬

‫‪w‬‬

‫‪w‬‬

‫ﻣﺎ ﺩﺭﺑﺎﺭﻩ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﮔﻔﺘﺎﺭﻫﺎﻳﻲ ﺩﺭ ﭘﺮﭼﻢ ﻭ ﺩﻳﮕﺮ ﺟﺎﻫﺎ ﻧﻮﺷﺘﻪ ﺑﻮﺩﻳﻢ‪ ،‬ﻭ ﭼﻮﻥ ﺁﻧﻬﺎ ﭘﺮﺍﻛﻨﺪﻩ ﻣﻴﺒﻮﺩ‬ ‫ﻫﻤﻪ ﺳﺨﻨﺎﻥ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺩﻓﺘﺮﭼﻪ ﺩﺭ ﻳﻜﺠﺎ ﮔﺮﺩ ﺁﻭﺭﺩﻳﻢ‪ .‬ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻣﻴﺪﺍﻧﻨﺪ ﻛﻪ ﺩﺭ ﺯﻣﻴﻨﻪ ﺍﻱ ﺑﺎﻳﻦ‬

‫‪w‬‬

‫ﺑﺰﺭﮔﻲ‪ ،‬ﺍﻳﻦ ﺩﻓﺘﺮﭼﻪ ﻛﻮﭼﻚ ﻣﻴﺒﺎﺷﺪ‪ .‬ﻭﻟﻲ ﭼﻪ ﺑﺎﻳﺪ ﻛﺮﺩ ﻛﻪ ﻣﺮﺍ ﻓﺮﺻﺖ ﺑﻴﺸﺘﺮ ﺍﺯ ﺍﻳﻦ ﻧﻤﻴﺒﻮﺩ‪.‬‬ ‫ﺍﻳﻦ ﺭﺍ ﻫﻢ ﺑﺎﻳﺪ ﻧﻮﻳﺴﻢ ﻛﻪ ﻣﺎ ﺭﺍ ﺑﺎ ﻛﺎﺭﻛﻨﺎﻥ ﻓﺮﻫﻨﮓ ﺩﺷﻤﻨﻲ ﺩﺭ ﻣﻴﺎﻥ ﻧﻴﺴﺖ ﻭ ﺍﻳﻦ ﺳﺨﻨﺎﻥ ﺭﺍ ﻧﻪ ﺑﻨﺎﻡ‬ ‫ﺩﺷﻤﻨﻲ ﺑﺎ ﻛﺎﺭﻛﻨﺎﻥ ﻓﺮﻫﻨﮓ‪ ،‬ﺑﻠﻜﻪ ﺑﻨﺎﻡ ﺩﻟﺴﻮﺯﻱ ﺑﺎ ﺗﻮﺩﻩ ﻧﻮﺷﺘﻪ ﺍﻡ‪ .‬ﺍﻳﻨﺴﺖ ﺍﮔﺮ ﻛﺎﺭﻛﻨﺎﻥ ﻓﺮﻫﻨﮓ ﭘﺎﺳﺨﻲ‬ ‫ﺗﻮﺍﻧﻨﺪ ﺩﺍﺷﺖ ﻭ ﺑﻨﻮﻳﺴﻨﺪ‪ ،‬ﻣﺎ ﺭﺍ ﺭﻧﺠﺸﻲ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬ ‫ﻛﺴﺮﻭﻱ‬


‫‪Ketabline.com‬‬

‫‪Ebook.ketabline.com‬‬

‫ﺩﻳﺒﺎﭼﻪ ﺑﺮﺍﻱ ﭼﺎﭖ ﺩﻭﻡ‬ ‫ﺍﺯ ﭼﻴﺰﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺰﻳﺎﻥ ﺗﻮﺩﻩ ﺍﺳﺖ ﺩﺳﺘﮕﺎﻩ ﻓﺮﻫﻨﮕﺴﺖ‪ .‬ﻣﺎ ﺑﻔﺮﻫﻨﮓ ﻧﻴﺎﺯ ﺑﺴﻴﺎﺭ ﻣﻴﺪﺍﺭﻳﻢ‪ .‬ﻭﻟﻲ‬ ‫ﺍﻳﻦ ﺩﺳﺘﮕﺎﻩ ﺁﻧﭽﻪ ﻣﺎ ﻧﻴﺎﺯ ﻣﻴﺪﺍﺭﻳﻢ ﻧﻴﺴﺖ‪ .‬ﺍﻳﻦ ﺍﮔﺮ ﺳﻮﺩﻫﺎﻳﻲ ﻣﻴﺪﺍﺭﺩ ﺯﻳﺎﻧﻬﺎﻳﻲ ﻫﻢ ﻣﻴﺪﺍﺭﺩ‪ ،‬ﺭﻭﻳﻬﻤﺮﻓﺘﻪ‬ ‫ﺯﻳﺎﻧﻬﺎﻳﺶ ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻳﻜﻲ ﺍﺯ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺩﺳﺖ ﺑﺮﻳﺸﻪ ﺍﺵ ﺑﺮﺩ ﻭ ﺩﻳﮕﺮ ﮔﺮﺩﺍﻧﻴﺪ‪ .‬ﺩﺭ ﺍﻳﺮﺍﻥ‬ ‫ﻳﻜﻲ ﺍﺯ ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ ﺑﺎﻳﺪ ﺑﻮﺩ ﻫﻤﻴﻨﺴﺖ‪.‬‬

‫‪om‬‬

‫ﺩﺭ ﺍﻳﻦ ﺩﻩ ﻭ ﭼﻨﺪ ﺳﺎﻝ ﻛﻪ ﻣﺎ ﺑﻜﻮﺷﺶ ﺑﺮﺧﺎﺳﺘﻪ ﺍﻳﻢ ﻭ ﺑﺸﺎﻋﺮﺍﻥ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﺍﻳﺸﺎﻥ ﺍﻳﺮﺍﺩﻫﺎ ﻣﻴﮕﻴﺮﻳﻢ ﻭ ﺍﺯ‬

‫‪e.c‬‬

‫ﺻﻮﻓﻴﺎﻥ ﻭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺁﻧﺎﻥ ﺳﺨﻦ ﻣﻴﺮﺍﻧﻴﻢ‪ ،‬ﭼﻮﻥ ﺑﺎ ﻫﻤﻪ ﻫﺎﻳﻬﻮﻳﻬﺎ ﻛﻪ ﻣﻴﺸﻮﺩ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺟﺎ ﺩﺭ ﺩﻟﻬﺎ ﺑﺮﺍﻱ‬ ‫ﺧﻮﺩ ﺑﺎﺯ ﻣﻴﻜﻨﺪ‪ ،‬ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺧﻮﺩ ﺭﺍ ﻧﺎﭼﺎﺭ ﺩﻳﺪﻩ ﻭ ﻛﺘﺎﺑﻬﺎﻳﺶ ﺭﺍ ﺩﻳﮕﺮ ﮔﺮﺩﺍﻧﻴﺪﻩ‪.‬‬

‫‪lin‬‬

‫ﻭﻟﻲ ﺍﻳﻦ ﻛﺎﺭ ﺟﺰ ﺳﻨﮕﺮ ﻋﻮﺽ ﻛﺮﺩﻥ ﻧﺒﻮﺩﻩ‪ .‬ﻳﻜﺪﺳﺘﻪ ﭼﻮﻥ ﺍﺯ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻣﺎﻫﺎﻧﻪ ﻫﺎﻱ ﮔﺰﺍﻑ‬

‫‪ab‬‬

‫ﻣﻴﮕﻴﺮﻧﺪ ﺍﺯ ﻫﻴﭻ ﺭﻭ ﺧﺮﺳﻨﺪﻱ ﻧﻤﻴﺪﻫﻨﺪ ﺁﻥ ﺩﺳﺘﮕﺎﻩ ﺑﻬﻢ ﺧﻮﺭﺩ ﻭ ﺑﺮﺍﻱ ﻛﻮﺗﺎﻩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺯﺑﺎﻥ ﺍﻳﺮﺍﺩ ﮔﻴﺮﺍﻥ‬

‫‪et‬‬

‫ﻣﻴﺨﻮﺍﻫﻨﺪ ﺭﻭﻳﻪ ﻛﺎﺭﻳﻬﺎﻳﻲ ﻛﺮﺩﻩ ﺩﺭ ﺟﺎﻱ ﺧﻮﺩ ﭘﺎﻳﺪﺍﺭ ﻣﺎﻧﻨﺪ‪.‬‬

‫‪w‬‬

‫ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺧﺎﺳﺘﻪ ﻓﺮﻫﻨﮕﻲ ﺩﻳﮕﺮ ﺟﺎﻱ ﺁﻧﺮﺍ ﮔﻴﺮﺩ‪.‬‬

‫‪.K‬‬

‫ﻭﻟﻲ ﺍﻳﻦ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ‪ .‬ﺩﻭﺑﺎﺭﻩ ﻣﻴﮕﻮﻳﻢ‪ :‬ﻓﺮﻫﻨﮓ ﺍﺯ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺍﺯ ﺭﻳﺸﻪ ﺩﻳﮕﺮ ﮔﺮﺩﺩ‪ .‬ﺑﺎﻳﺪ ﺍﻳﻦ‬

‫‪w‬‬

‫ﺷﺪﻩ ﻣﺮﺩﻡ ﻣﻌﻨﻲ ﺭﺍﺳﺖ ﻓﺮﻫﻨﮓ ﻭ ﻧﺘﻴﺠﻪ ﺍﻱ ﺭﺍ ﻛﻪ ﺍﺯ ﺁﻥ ﺑﺎﻳﺪ ﺑﻮﺩ ﺑﺪﺍﻧﻨﺪ‪.‬‬

‫‪w‬‬

‫ﺑﺮﺍﻱ ﺍﻳﻦ ﻛﺎﺭ ﻫﻢ ﺑﺎﻳﺪ ﭘﻴﺶ ﺍﺯ ﻫﻤﻪ ﺯﻣﻴﻨﻪ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﺁﻣﺎﺩﻩ ﮔﺮﺩﺩ‪ .‬ﺑﺎﻳﺪ ﭘﻴﺶ ﺍﺯ ﻫﻤﻪ ﺁﻣﻴﻐﻬﺎ ﺭﻭﺷﻦ‬ ‫ﺑﺮﺍﻱ ﻫﻤﻴﻦ ﺧﻮﺍﺳﺖ ﺍﻳﻦ ﻛﺘﺎﺑﭽﻪ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﻭ ﭼﻮﻥ ﻧﺴﺨﻪ ﻫﺎﻱ ﭼﺎﭖ ﻧﺨﺴﺖ ﭘﺎﻳﺎﻥ ﭘﺬﻳﺮﻓﺘﻪ ﺑﻮﺩ ﺩﻭﺑﺎﺭﻩ‬ ‫ﺑﭽﺎﭖ ﺭﺳﻴﺪ ﻭ ﻣﺎ ﺍﻣﻴﺪﻣﻨﺪﻳﻢ ﻧﺰﺩﻳﻚ ﺑﺎﺷﺪ ﺁﻧﺮﻭﺯﻱ ﻛﻪ ﻧﺘﻴﺠﻪ ﺍﻳﻦ ﻛﻮﺷﺸﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺩﺳﺖ ﺩﺍﺭﻳﻢ‪.‬‬ ‫ﺩﻓﺘﺮ ﭘﺮﭼﻢ‬


‫‪Ketabline.com‬‬

‫‪Ebook.ketabline.com‬‬

‫ﻣﺎ ﺩﺭ ﻧﻮﺷﺘﻪ ﻫﺎﻱ ﺧﻮﺩ ﺑﺎﺭﻫﺎ ﻧﺎﻡ ﻓﺮﻫﻨﮓ ﺑﺮﺩﻩ ﺍﺯ ﺁﻥ ﻧﺎﺧﺸﻨﻮﺩﻱ ﻧﻤﻮﺩﻩ ﺍﻳﻢ‬ ‫ﻭ ﺍﻳﻨﻚ ﺩﺭ ﺍﻳﻨﺠﺎ ﻫﻤﻪ ﺳﺨﻨﺎﻥ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺁﻥ ﺑﺎﺭﻩ ﻣﻴﻨﻮﻳﺴﻴﻢ‪.‬‬

‫ﮔﻔﺘﺎﺭ ﻳﻜﻢ‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟‪..‬‬ ‫»ﻓﺮﻫﻨﮓ« ﺍﺯ ﻛﻠﻤﻪ ﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺑﺰﺑﺎﻧﻬﺎ ﺍﻓﺘﺎﺩﻩ ﻭ ﺍﻣﺮﻭﺯ ﺩﺳﺘﮕﺎﻩ ﺑﺰﺭﮔﻲ ﺩﺭ ﻛﺸﻮﺭ ﺑﺎ ﺍﻳﻦ ﻧﺎﻡ ﺧﻮﺍﻧﺪﻩ ﻣﻴﺸﻮﺩ‪ .‬ﻭﻟﻲ ﻣﻌﻨﺎﻱ‬

‫‪om‬‬

‫ﺭﻭﺷﻨﻲ ﺍﺯ ﺁﻥ ﺩﺭ ﻣﻴﺎﻥ ﻧﻴﺴﺖ‪ .‬ﺩﻳﮕﺮﺍﻥ ﺑﻤﺎﻧﻨﺪ‪ ،‬ﺷﻤﺎ ﺍﮔﺮ ﺑﻮﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺭﻭﻳﺪ ﻭ ﺳﺮﺍﻥ ﺁﻥ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﺭﺍ ﮔﺮﺩ ﺁﻭﺭﻳﺪ‪ ،‬ﻭ ﻳﺎ‬

‫‪e.c‬‬

‫ﺍﺳﺘﺎﺩﺍﻥ ﺩﺍﻧﺸﮕﺎﻩ ﺭﺍ ﻓﺮﺍﻫﻢ ﻧﺸﺎﻧﻴﺪ‪ ،‬ﻭ ﺍﺯ ﺁﻧﺎﻥ ﺑﭙﺮﺳﻴﺪ‪» :‬ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ ﻭ ﺑﺮﺍﻱ ﭼﻴﺴﺖ؟‪ ..‬ﭼﻪ ﭼﻴﺰﻫﺎﺳﺖ ﻛﻪ ﻓﺮﻫﻨﮓ ﻧﺎﻣﻴﺪﻩ‬ ‫ﺷﻮﺩ؟‪ ..‬ﭼﺮﺍ ﺑﺎﻳﺪ ﻫﺮ ﺧﺎﻧﺪﺍﻧﻲ ﻓﺮﺯﻧﺪﺍﻥ ﺧﻮﺩ ﺭﺍ ﺑﺪﺑﺴﺘﺎﻥ ﻭ ﺩﺑﻴﺮﺳﺘﺎﻥ ﻓﺮﺳﺘﻨﺪ؟‪ ..‬ﭼﺮﺍ ﺑﺎﻳﺪ ﺟﻮﺍﻧﺎﻥ ﺩﺭﺱ ﺧﻮﺍﻧﻨﺪ؟‪ ،«..‬ﺑﻬﻴﭽﻴﻜﻲ‬

‫‪lin‬‬

‫ﺍﺯ ﺍﻳﻦ ﭘﺮﺳﺸﻬﺎ ﭘﺎﺳﺦ ﺩﺭﺳﺘﻲ ﻧﺨﻮﺍﻫﻴﺪ ﺷﻨﻴﺪ‪.‬‬

‫‪ab‬‬

‫ﺑﺎﺭﻫﺎ ﺩﻳﺪﻩ ﺍﻡ ﭼﻮﻥ ﭼﻨﻴﻦ ﭘﺮﺳﺸﻲ ﺭﻓﺘﻪ ﺷﻨﻮﻧﺪﻩ ﺩﺭ ﺷﮕﻔﺖ ﺷﺪﻩ ﻭ ﭘﺎﺳﺦ ﺩﺍﺩﻩ‪ :‬ﻣﮕﺮ ﻣﻌﻨﻲ ﻓﺮﻫﻨﮓ ﺩﺍﻧﺴﺘﻪ ﻧﻴﺴﺖ؟!‪ ..‬ﻭ‬ ‫ﭼﻮﻥ ﮔﻔﺘﻪ ﺷﺪﻩ‪» :‬ﺍﮔﺮ ﺩﺍﻧﺴﺘﻪ ﺍﺳﺖ ﺷﻤﺎ ﻫﻢ ﺑﮕﻮﻳﻴﺪ«‪ ،‬ﺩﺭﻣﺎﻧﺪﻩ ﻭ ﺑﺨﺎﻣﻮﺷﻲ ﮔﺮﺍﻳﻴﺪﻩ‪ ،‬ﻭ ﻳﺎ ﭼﻨﻴﻦ ﮔﻔﺘﻪ‪» :‬ﺩﻳﮕﺮﺍﻥ ﻣﮕﺮ‬

‫‪et‬‬

‫ﻓﺮﻫﻨﮓ ﻧﺪﺍﺭﻧﺪ؟!‪ ..‬ﺁﻧﻬﺎ ﭼﻄﻮﺭ ﻣﺎ ﻫﻢ ﻫﻤﺎﻧﻄﻮﺭ!«‪ .‬ﺍﻳﻦ ﺑﻮﺩﻩ ﭘﺎﺳﺨﻲ ﻛﻪ ﺩﺍﺩﻩ ﺷﺪﻩ‪.‬‬

‫‪.K‬‬

‫ﺭﺍﺳﺘﻲ ﻫﻢ ﺁﻧﺴﺖ ﻛﻪ ﺍﻳﻨﺎﻥ ﭼﻮﻥ ﺷﻨﻴﺪﻩ ﺍﻧﺪ ﺩﺭ ﻣﻴﺎﻥ ﺩﻳﮕﺮ ﺗﻮﺩﻩ ﻫﺎ ﻭﺯﺍﺭﺗﻲ ﺑﻨﺎﻡ ﻓﺮﻫﻨﮓ ﻫﺴﺖ‪ ،‬ﺩﺑﺴﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ‬

‫‪w‬‬

‫ﻫﺴﺖ‪ ،‬ﻭ ﺩﺭﺳﻬﺎﻳﻲ ﺑﺒﭽﮕﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﺩﺍﺩﻩ ﻣﻴﺸﻮﺩ‪ ،‬ﺩﺭ ﺍﻳﻨﺠﺎ ﻧﻴﺰ ﻣﺎﻧﻨﺪﻩ ﺍﻱ ﺍﺯ ﺁﻧﺮﺍ ﭘﺪﻳﺪ ﺁﻭﺭﺩﻩ ﺍﻧﺪ ﺑﻲ ﺁﻧﻜﻪ ﻧﻴﻚ ﺑﻴﻨﺪﻳﺸﻨﺪ ﻭ‬

‫‪w‬‬

‫ﻣﻌﻨﻲ ﺭﺍﺳﺖ ﻓﺮﻫﻨﮓ ﻭ ﻧﺘﻴﺠﻪ ﺍﻱ ﺭﺍ ﻛﻪ ﺍﺯ ﺁﻥ ﺑﺎﻳﺪ ﮔﺮﻓﺖ ﺑﺪﺍﻧﻨﺪ ﻭ ﺑﻔﻬﻤﻨﺪ ﻭ ﺍﺯ ﺭﻭﻱ ﺑﻴﻨﺶ ﺑﻜﺎﺭ ﭘﺮﺩﺍﺯﻧﺪ‪) .‬ﺩﺭ ﺁﻥ ﻣﻴﺎﻥ‬

‫‪w‬‬

‫ﺑﺮﺧﻲ ﻧﻴﺮﻧﮕﻬﺎﻱ ﺑﺪﺧﻮﺍﻫﺎﻧﻪ ﻧﻴﺰ ﺩﺭ ﻣﻴﺎﻥ ﺑﻮﺩﻩ ﻭ ﺩﺭ ﭘﺪﻳﺪ ﺁﻭﺭﺩﻥ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﻛﺎﺭﮔﺮ ﺍﻓﺘﺎﺩﻩ ﺍﺳﺖ(‪.‬‬

‫ﺍﻳﻨﺴﺖ ﻣﺎ ﺧﻮﺩ ﺑﺎﻳﺪ ﻓﺮﻫﻨﮓ ﺭﺍ ﻣﻌﻨﻲ ﻛﻨﻴﻢ ﻭ ﻧﺘﻴﺠﻪ ﺍﻱ ﺭﺍ ﻛﻪ ﺍﺯ ﺁﻥ ﺑﺎﻳﺪ ﺑﻮﺩ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﻢ‪.‬‬

‫ﻓﺮﻫﻨﮓ ﺁﻧﺴﺖ ﻛﻪ ﺑﭽﻪ ﺍﻱ ﻛﻪ ﭘﺲ ﺍﺯ ﭼﻨﺪ ﺳﺎﻝ ﭘﺎ ﺑﻤﻴﺎﻥ ﻣﺮﺩﺍﻥ ﻳﺎ ﺯﻧﺎﻥ ﮔﺰﺍﺭﺩﻩ ﺩﺭ ﺯﻧﺪﮔﻲ ﻫﻤﭙﺎ ﺧﻮﺍﻫﺪ ﮔﺮﺩﻳﺪ‪ ،‬ﺑﺎﻳﺪ‬ ‫ﭼﻴﺰﻫﺎﻳﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﻧﻴﺎﺯ ﺑﺪﺍﻧﺴﺘﻦ ﺁﻧﻬﺎ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ ﻳﺎﺩ ﮔﻴﺮﺩ ﻛﻪ ﺑﺎ ﻳﻚ ﻣﻐﺰ ﺭﻭﺷﻦ ﭘﺎ ﺑﻤﻴﺎﻥ ﮔﺰﺍﺭﺩ‪ ،‬ﻭ ﺩﺭ ﻫﺮ‬ ‫ﺭﺷﺘﻪ ﺑﺎﻳﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺸﻨﺎﺳﺪ‪ .‬ﺍﻳﻨﺴﺖ ﻣﻌﻨﻲ ﻓﺮﻫﻨﮓ‪.‬‬ ‫ﺍﻛﻨﻮﻥ ﺑﺒﻴﻨﻴﻢ ﭼﻪ ﭼﻴﺰﻫﺎﺳﺖ ﻛﻪ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﻧﻴﺎﺯ ﺑﺪﺍﻧﺴﺘﻦ ﺁﻧﻬﺎ ﻫﺴﺖ؟‪ ..‬ﻳﻚ ﻓﻬﺮﺳﺖ ﻛﻮﺗﺎﻫﻲ ﺍﺯ ﺁﻧﻬﺎ ﻳﺎﺩ ﻛﻨﻴﻢ‪:‬‬ ‫ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﻳﻚ ﺑﭽﻪ ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﺧﻮﺍﻧﺪﻥ ﻭ ﻧﻮﺷﺘﻦ ﻳﺎﺩ ﮔﻴﺮﺩ‪ .‬ﺑﺨﻮﺍﻧﺪﻥ ﻭ ﻧﻮﺷﺘﻦ ﮔﺬﺷﺘﻪ ﺍﺯ ﺁﻧﻜﻪ ﺩﺭ ﻛﺎﺭ ﺯﻧﺪﮔﺎﻧﻲ‬ ‫ﻧﻴﺎﺯ ﻫﺴﺖ‪ ،‬ﻳﺎﺩ ﮔﺮﻓﺘﻦ ﺩﻳﮕﺮ ﭼﻴﺰﻫﺎ ﻧﻴﺰ ﺑﻲ ﺁﻥ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ ،‬ﺍﺯ ﺍﻳﻨﺮﻭ ﻧﺨﺴﺖ ﺑﺎﻳﺪ ﺑﺂﻥ ﭘﺮﺩﺍﺯﺩ‪ ،‬ﺳﭙﺲ ﺍﻧﺪﻛﻲ ﺟﻐﺮﺍﻓﻲ ﻭ ﺗﺎﺭﻳﺦ‬ ‫ﺑﺨﻮﺍﻧﺪ‪ ،‬ﻭ ﺍﺯ ﺩﺍﻧﺸﻬﺎ ﺍﻧﺪﻙ ﺁﮔﺎﻫﻲ ﺑﻴﻨﺪﻭﺯﺩ‪ ،‬ﺍﺯ ﺗﻨﺪﺭﺳﺘﻲ ﻭ ﺩﺳﺘﻮﺭ ﺁﻥ ﻧﺎﺁﮔﺎﻩ ﻧﻤﺎﻧﺪ‪ ،‬ﺩﺧﺘﺮﺍﻥ ﺧﺎﻧﻪ ﺩﺍﺭﻱ ﻭ ﺑﭽﻪ ﭘﺮﻭﺭﻱ ﻭ‬ ‫ﻛﺎﺭﻫﺎﻱ ﺩﺳﺘﻲ ﻭ ﭘﺨﺘﻦ ﻭ ﺩﻭﺧﺘﻦ ﻧﻴﺰ ﻳﺎﺩ ﺑﮕﻴﺮﻧﺪ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٧‬‬

‫ﺍﻳﻨﻬﺎ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺑﺮﺍﻱ ﻫﻤﮕﻴﺴﺖ ﻭ ﺑﺎﻳﺪ ﺩﺭ ﺩﺑﺴﺘﺎﻥ ﻓﺮﺍ ﮔﻴﺮﻧﺪ‪ .‬ﭘﺲ ﺍﺯ ﺩﺑﺴﺘﺎﻥ ﺍﺯ ﻳﻜﺴﻮ ﺁﻣﻴﻐﻬﺎﻳﻲ )ﺣﻘﺎﻳﻘﻲ(‬ ‫ﻫﺴﺖ ﻛﻪ ﻫﺮﻛﺴﻲ ﺑﺎﻳﺪ ﻳﺎﺩ ﮔﻴﺮﺩ‪ :‬ﺍﻳﻦ ﺟﻬﺎﻥ ﭼﻴﺴﺖ؟‪ ..‬ﺁﻧﺮﺍ ﻛﻪ ﻣﻴﮕﺮﺩﺍﻧﺪ؟‪ ..‬ﻣﺎ ﺩﺭ ﺁﻥ ﺑﻬﺮ ﭼﻪ ﺍﻳﻢ؟‪ ..‬ﺁﺩﻣﻲ ﭼﻴﺴﺖ؟‪ ..‬ﭼﻪ‬ ‫ﺟﺪﺍﻳﻲ ﻣﻴﺎﻧﻪ ﺁﻥ ﺑﺎ ﺩﻳﮕﺮ ﺟﺎﻧﻮﺭﺍﻧﺴﺖ؟‪ ..‬ﻫﺮﻛﺴﻲ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﭼﻪ ﺑﺎﻳﺎﻳﻲ ﺩﺍﺭﺩ؟‪ ..‬ﺗﻮﺩﻩ ﻫﺎ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﭼﮕﻮﻧﻪ ﺭﺍﻩ ﺭﻭﻧﺪ؟‪ ..‬ﺍﺯ‬ ‫ﭼﻪ ﺭﺍﻫﻬﺎﻳﻲ ﻣﻴﺘﻮﺍﻥ ﺍﺯ ﺑﺪﻳﻬﺎ ﻛﺎﺳﺖ؟‪ ..‬ﺍﺯ ﭼﻪ ﺭﺍﻫﻬﺎﻳﻲ ﻣﻴﺘﻮﺍﻥ ﺑﻬﺮﻩ ﻣﻨﺪﻱ ﻣﺮﺩﻡ ﺭﺍ ﺍﺯ ﺁﺳﺎﻳﺶ ﻭ ﺧﺮﺳﻨﺪﻱ ﺑﻴﺸﺘﺮ ﮔﺮﺩﺍﻧﻴﺪ؟‪..‬‬ ‫ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ )ﺣﻜﻮﻣﺖ( ﭼﻴﺴﺖ ﻭ ﭼﮕﻮﻧﻪ ﺑﺎﻳﺪ ﺑﻮﺩ؟‪ ..‬ﻛﺎﺭ ﻭ ﭘﻴﺸﻪ ﺑﻬﺮ ﭼﻴﺴﺖ؟‪ ..‬ﺑﺎﺯﺭﮔﺎﻧﻲ ﭼﻪ ﻣﻴﺒﺎﺷﺪ؟‪ ..‬ﻛﺸﺎﻭﺭﺯﻱ‬ ‫ﭼﮕﻮﻧﻪ ﺑﺎﻳﺪ ﺑﻮﺩ؟‪ ..‬ﺑﺎﻳﺎﻱ ﻣﺮﺩﺍﻥ ﺑﺎ ﺯﻧﺎﻥ ﭼﻴﺴﺖ؟‪ ..‬ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﮔﺮﺍﻧﻤﺎﻳﻪ ﻛﻪ ﻣﺎ »ﺩﻳﻦ« ﻳﺎ »ﺁﻣﻴﻐﻬﺎﻱ ﺯﻧﺪﮔﺎﻧﻲ«‬ ‫ﻣﻴﻨﺎﻣﻴﻢ‪.‬‬ ‫ﺍﺯ ﻳﻜﺴﻮ ﻫﻢ ﺍﺯ ﺩﻭﻳﺴﺖ ﻭ ﺳﻴﺼﺪ ﺳﺎﻝ ﭘﻴﺶ ﺩﺍﻧﺸﻬﺎﻳﻲ ـ ﺍﺯ ﻓﻴﺰﻳﻚ ﻭ ﺷﻴﻤﻲ ﻭ ﺭﻳﺎﺿﻴﺎﺕ ﻭ ﭘﺰﺷﻜﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ـ‬ ‫ﺭﻭﺍﺝ ﮔﺮﻓﺘﻪ‪ ،‬ﻭ ﻫﻨﺮﻫﺎﻳﻲ )ﺻﻨﺎﻳﻌﻲ( ﺍﺯ ﺁﻫﻦ ﮔﺪﺍﺯﻱ ﻭ ﻣﺎﺷﻴﻦ ﺳﺎﺯﻱ ﻭ ﺍﻓﺰﺍﺭﺳﺎﺯﻱ ﻭ ﻧﺨﺮﻳﺴﻲ ﻭ ﭘﺎﺭﭼﻪ ﺑﺎﻓﻲ ﻭ ﺭﺍﻩ ﻛﺸﻲ ﻭ‬

‫‪om‬‬

‫ﺧﺎﻧﻪ ﺳﺎﺯﻱ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ـ ﭘﺪﻳﺪ ﺁﻣﺪﻩ ﻛﻪ ﻣﺎ ﻧﻴﺎﺯ ﺳﺨﺘﻲ ﺑﺂﻧﻬﺎ ﻣﻴﺪﺍﺭﻳﻢ ﻭ ﺑﻲ ﺁﻧﻬﺎ ﺯﻧﺪﮔﻲ ﻧﺘﻮﺍﻧﻴﻢ ﻛﺮﺩ‪.‬‬ ‫ﺍﻳﻦ ﺩﻭ ﺭﺷﺘﻪ ﻧﻴﺰ ﺍﺯ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺑﻨﻮﺧﺎﺳﺘﮕﺎﻥ ﻳﺎﺩ ﺩﺍﺩﻩ ﺷﻮﺩ‪ .‬ﺁﻣﻴﻐﻬﺎﻱ ﺯﻧﺪﮔﺎﻧﻲ ﻳﺎ ﺣﻘﺎﻳﻖ ﺩﻳﻨﻲ ﺭﺍ ﺑﺎﻳﺪ ﻫﻤﮕﻲ‬

‫‪e.c‬‬

‫ﻳﺎﺩ ﮔﻴﺮﻧﺪ‪ ،‬ﻭﻟﻲ ﺑﺪﺍﻧﺸﻬﺎ ﻭ ﻫﻨﺮﻫﺎ ﻛﺴﺎﻧﻲ ﻛﻪ ﺧﻮﺍﻫﺎﻧﻨﺪ ﺑﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﺍﻳﻨﺴﺖ ﭘﺲ ﺍﺯ ﺩﺑﺴﺘﺎﻥ ﺑﺎﻳﺪ »ﺩﻳﻨﻜﺪﻩ« ﺍﻱ ﺑﺎﺷﺪ ﻛﻪ ﺁﻣﻴﻐﻬﺎﻱ‬ ‫ﺩﻳﻨﻲ ﺭﺍ ﻳﺎﺩ ﺩﻫﺪ ﻭ »ﺩﺍﻧﺸﻜﺪﻩ« ﻫﺎﻳﻲ ﺑﺎﺷﺪ ﻛﻪ ﺑﺪﺍﻭﻃﻠﺒﺎﻥ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺩ‪.‬‬

‫‪lin‬‬

‫ﺍﻳﻨﻬﺎﺳﺖ ﭼﻴﺰﻫﺎﻳﻲ ﻛﻪ ﺑﺒﭽﮕﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﺑﺎﻳﺪ ﺁﻣﻮﺧﺖ‪ .‬ﺍﻳﻨﻬﺎﺳﺖ ﭼﻴﺰﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﻧﻴﺎﺯ ﺑﺪﺍﻧﺴﺘﻨﺶ ﻣﻴﺒﺎﺷﺪ‪.‬‬

‫‪ab‬‬

‫ﺍﻳﻨﻬﺎﺳﺖ ﭼﻴﺰﻫﺎﻳﻲ ﻛﻪ ﻓﺮﻫﻨﮓ ﻧﺎﻣﻴﺪﻩ ﺷﻮﺩ‪.‬‬

‫ﺍﻛﻨﻮﻥ ﺷﻤﺎ ﻧﻴﻚ ﻧﮕﺮﻳﺪ ﻛﻪ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺍﻳﺮﺍﻥ ﺑﺒﭽﮕﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﺍﻳﻨﻬﺎ ﺭﺍ ﻣﻴﺂﻣﻮﺯﺩ؟‪ ..‬ﺍﺯ ﺩﺑﺴﺘﺎﻥ ﮔﺮﻓﺘﻪ ﺗﺎ ﺩﺍﻧﺸﻜﺪﻩ‬

‫‪.K‬‬

‫‪et‬‬

‫ﺑﺎﻻ ﺭﻭﻳﺪ‪ ،‬ﻭ ﺁﻧﭽﻪ ﻣﻴﺂﻣﻮﺯﻧﺪ ﻳﻜﺎﻳﻚ ﺑﺪﻳﺪﻩ ﮔﻴﺮﻳﺪ‪.‬‬

‫ﺩﺭ ﺩﺑﺴﺘﺎﻥ ﻧﻮﺷﺘﻦ ﻭ ﺧﻮﺍﻧﺪﻥ ﻳﺎﺩ ﻣﻴﺪﻫﻨﺪ )ﺍﮔﺮﭼﻪ ﺁﻥ ﻧﻴﺰ ﺍﺯ ﻳﻚ ﺭﺍﻩ ﻏﻠﻄﻴﺴﺖ‪ ،‬ﺯﻳﺮﺍ ﺯﺑﺎﻧﻲ ﻧﺪﺍﺭﻧﺪ ﺗﺎ ﺧﻮﺍﻧﺪﻥ ﻭ ﻧﻮﺷﺘﻦ‬

‫‪w‬‬

‫ﺑﻴﺎﻣﻮﺯﻧﺪ‪ .‬ﻳﻜﺰﺑﺎﻥ ﺳﺎﺧﺘﻪ ﺑﺴﻴﺎﺭ ﺑﺪﻱ ﺭﺍ )ﺯﺑﺎﻥ ﻛﻠﻴﻠﻪ ﻭ ﺩﻣﻨﻪ( ﺑﺮﺍﻱ ﺧﻮﺩ ﺑﺮﮔﺰﻳﺪﻩ ﺍﻧﺪ ﻭ ﻋﻤﺮﻫﺎﻱ ﺑﭽﮕﺎﻥ ﺭﺍ ﺑﺎ ﻳﺎﺩ ﺩﺍﺩﻥ ﺍﻣﻼﻱ‬

‫‪w‬‬

‫ﻛﻠﻤﻪ ﻫﺎﻱ ﻏﻠﻂ ﻋﺮﺑﻲ ﻫﺪﺭ ﻣﻴﮕﺮﺩﺍﻧﻨﺪ‪ .‬ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﻣﺎ ﺍﻳﺮﺍﺩ ﻧﮕﺮﻓﺘﻪ ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ ﺧﺸﻨﻮﺩﻱ ﻭ ﺧﺮﺳﻨﺪﻱ ﻣﻴﻨﻤﺎﻳﻴﻢ(‪ .‬ﺍﺯ ﺗﺎﺭﻳﺦ ﻭ‬

‫‪w‬‬

‫ﺟﻐﺮﺍﻓﻲ ﻭ ﺩﺍﻧﺸﻬﺎ ﻧﻴﺰ ﭼﻴﺰﻫﺎﻳﻲ ﻣﻴﺂﻣﻮﺯﻧﺪ‪ .‬ﺭﻭﻳﻬﻤﺮﻓﺘﻪ ﺩﺭ ﺑﺨﺶ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺩﺑﺴﺘﺎﻧﻲ‪ ،‬ﺍﮔﺮ ﺍﺯ ﺷﻌﺮﻫﺎﻱ ﺑﻴﻬﻮﺩﻩ ﻳﺎ ﺯﻳﺎﻧﻤﻨﺪ ﻛﻪ‬ ‫ﻣﻴﺂﻣﻮﺯﻧﺪ‪ ،‬ﻭ ﺍﺯ ﺳﺨﻨﺎﻥ ﺳﺴﺖ ﻭ ﺩﺭﻫﻤﻲ ﻛﻪ ﺑﻨﺎﻡ ﺍﺧﻼﻕ ﻣﻴﮕﻮﻳﻨﺪ‪ ،‬ﻭ ﺍﺯ ﭘﻨﺪﺍﺭﻫﺎﻱ ﭘﻮﭺ )ﺧﺮﺍﻓﺎﺕ( ﻛﻪ ﺑﻌﻨﻮﺍﻥ ﺩﻳﻦ ﻳﺎﺩ ﻣﻴﺪﻫﻨﺪ‬ ‫ﭼﺸﻢ ﭘﻮﺷﻴﻢ‪ ،‬ﺍﻳﺮﺍﺩ ﺑﺰﺭﮔﻲ ﻧﻤﻴﺪﺍﺭﻳﻢ‪.‬‬ ‫ﺩﺭ ﺩﺑﻴﺮﺳﺘﺎﻥ ﻧﻪ ﺗﻨﻬﺎ ﺷﺶ ﺳﺎﻝ ﻋﻤﺮ ﭘﺴﺮﺍﻥ ﻭ ﺩﺧﺘﺮﺍﻥ ﺭﺍ ﻫﺪﺭ ﻣﻴﮕﺮﺩﺍﻧﻨﺪ‪ ،‬ﻧﻴﺮﻭﻫﺎﻱ ﺧﺪﺍﺩﺍﺩﻩ ﻣﻐﺰﻱ ﺁﻧﺎﻥ ﺭﺍ ﻧﻴﺰ ﺍﺯ ﻛﺎﺭ‬ ‫ﻣﻴﺎﻧﺪﺍﺯﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﻛﻤﻲ ﺍﺯ ﺩﺍﻧﺸﻬﺎ ﻳﺎﺩ ﻣﻴﺪﻫﻨﺪ ﻛﻪ ﻧﻴﻜﺴﺖ‪ .‬ﻟﻴﻜﻦ ﺩﻩ ﺑﺮﺍﺑﺮ ﺁﻥ ﺳﺨﻨﺎﻥ ﺑﻴﻬﻮﺩﻩ ﻭ ﺯﻳﺎﻧﻤﻨﺪ ﺭﺍ ﺩﺭ ﻣﻐﺰﻫﺎﻱ ﺍﻳﺸﺎﻥ‬ ‫ﻣﻴﮕﻨﺠﺎﻧﻨﺪ‪ .‬ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﺍﮔﺮ ﺳﻮﺩﺵ ﻳﻜﻲ ﺑﺎﺷﺪ ﺯﻳﺎﻧﺶ ﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺍﻳﻦ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﺑﻴﻜﺒﺎﺭ ﻓﺰﻭﻧﻴﺴﺖ‪ .‬ﺯﻳﺮﺍ ﻳﻚ ﭘﺴﺮ ﻭ ﻳﺎ ﺩﺧﺘﺮ ﺍﮔﺮ »ﺳﻮﺍﺩ« ﻣﻴﺨﻮﺍﻫﻨﺪ‪ ،‬ﺁﻧﭽﻪ ﺩﺭ ﺩﺑﺴﺘﺎﻥ ﻳﺎﺩ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‬ ‫ﺑﺴﺴﺖ‪ .‬ﺍﮔﺮ ﺩﺍﻧﺸﻤﻨﺪﻱ ﻣﻴﺨﻮﺍﻫﻨﺪ ﺑﺎﻳﺪ ﺑﺪﺍﻧﺸﻜﺪﻩ ﻫﺎ ﺑﺮﻭﻧﺪ‪ .‬ﺍﻳﻦ ﺩﺑﻴﺮﺳﺘﺎﻥ ﺩﺭ ﻣﻴﺎﻧﻪ ﻓﺰﻭﻧﻴﺴﺖ ﻭ ﺩﻭﺑﺎﺭﻩ ﻣﻴﮕﻮﻳﻴﻢ ﻛﻪ ﺑﺴﻴﺎﺭ‬ ‫ﺯﻳﺎﻧﻤﻨﺪ ﺍﺳﺖ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٨‬‬

‫ﺩﺭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺠﻮﺍﻧﺎﻥ ﻓﻠﺴﻔﻪ ﻭ ﺷﻌﺮ ﻭ ﻣﻨﻄﻖ ﻭ ﺍﺻﻮﻝ ﻭ ﺍﻳﻨﮕﻮﻧﻪ ﭼﻴﺰﻫﺎ ﺭﺍ ﻳﺎﺩ ﻣﻴﺪﻫﻨﺪ‪ .‬ﺑﺎ ﺁﻧﻜﻪ ﻧﺎﻣﺶ‬ ‫ﺩﺍﻧﺸﻜﺪﻩ ﺍﺳﺖ ﺍﺯ ﺩﺍﻧﺸﻬﺎ ﺟﺰ ﺍﻧﺪﻛﻲ ﺩﺭ ﺑﺮﻧﻤﻴﺪﺍﺭﺩ‪ .‬ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺍﻳﺮﺍﻥ ﺑﺎﻳﺎﻱ ﺧﻮﺩ ﻣﻴﺸﻤﺎﺭﺩ ﻛﻪ ﺁﻧﭽﻪ ﺭﺍ ﻛﻪ ﺍﺯ ﺯﻣﺎﻧﻬﺎﻱ‬ ‫ﮔﺬﺷﺘﻪ ﺑﺎﺯﻣﺎﻧﺪﻩ ـ ﺍﺯ ﮔﻔﺘﻪ ﻫﺎﻱ ﻓﻴﻠﺴﻮﻓﺎﻥ ﻳﻮﻧﺎﻧﻲ‪ ،‬ﺭﺷﺘﻪ ﻫﺎﻱ ﺻﻮﻓﻴﺎﻥ‪ ،‬ﺗﻨﻴﺪﻩ ﻫﺎﻱ ﺧﺮﺍﺑﺎﺗﻴﺎﻥ‪ ،‬ﺳﺎﺧﺘﻪ ﻫﺎﻱ ﻣﻼﻳﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ـ‬ ‫ﺯﻧﺪﻩ ﻧﮕﻪ ﺩﺍﺭﺩ ﻭ ﻧﮕﺰﺍﺭﺩ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﻭﺩ‪ .‬ﺍﻳﻦ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﻭ ﻧﻮﺷﺘﻪ ﺍﻧﺪ‪ .‬ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﻭ ﺩﺍﻧﺸﺴﺮﺍﻫﺎ ﺑﺮﺍﻱ ﺍﻳﻨﺴﺖ‪ ،‬ﻭ‬ ‫ﺁﻧﭽﻪ ﺍﺯ ﺩﺍﻧﺸﻬﺎﻱ ﻧﻮﻳﻦ ﺍﺭﻭﭘﺎﻳﻲ ﺩﺭ ﺁﻧﻬﺎ ﺩﻳﺪﻩ ﻣﻴﺸﻮﺩ ﺑﻌﻨﻮﺍﻥ ﻧﻤﻮﻧﻪ‪ ،‬ﻳﺎ ﺑﺮﺍﻱ ﺟﻠﻮﮔﻴﺮﻱ ﺍﺯ ﺍﻳﺮﺍﺩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺩﺍﻧﺸﺴﺮﺍ ﻛﻪ ﻣﻦ ﮔﺎﻫﻲ ﺑﺂﻧﺠﺎ ﻣﻴﺮﻓﺘﻢ‪ ،‬ﭘﻨﺞ ﻳﺎ ﺷﺶ ﺭﺷﺘﻪ ﻓﻠﺴﻔﻪ ﻳﺎﺩ ﺩﺍﺩﻩ ﻣﻴﺸﺪ‪ :‬ﻓﻠﺴﻔﻪ ﺍﺷﺮﺍﻗﻲ‪ ،‬ﻓﻠﺴﻔﻪ ﻣﺸﺎﺋﻲ‪ ،‬ﻓﻠﺴﻔﻪ‬ ‫ﻣﻼﺻﺪﺭﺍ‪ ،‬ﻓﻠﺴﻔﻪ ﻧﻮﻳﻦ‪ ،‬ﻓﻠﺴﻔﻪ ﻋﺮﻓﺎﻥ )ﺻﻮﻓﻴﮕﺮﻱ(‪ .‬ﺩﺭ ﺩﺍﻧﺸﻜﺪﻩ ﻣﻌﻘﻮﻝ ﻭ ﻣﻨﻘﻮﻝ ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﻳﻦ ﻓﻠﺴﻔﻪ ﻫﺎ ﻭ ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﺻﻮﻝ‬ ‫ﻭ ﻣﻨﻄﻖ ﻭ ﺍﺩﺑﻴﺎﺕ ﻭ ﻗﺼﺎﻳﺪ ﻋﻨﺘﺮﻩ ﻭ »ﺍﻗﻮﺍﻝ ﻣﻌﺘﺰﻟﻪ ﻭ ﺍﺷﺎﻋﺮﻩ« ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﻳﻜﺪﺭﺱ ﻧﻴﺰ ﺑﻨﺎﻡ ﺗﺎﺭﻳﺦ ﺍﺩﻳﺎﻥ ﮔﺰﺍﺭﺩﻩ ﺷﺪﻩ ﺑﻮﺩ ﻛﻪ‬ ‫ﻳﻚ ﺍﺳﺘﺎﺩﻱ ﻣﻴﺂﻣﺪ ﻭ ﻫﻤﻪ ﭘﻨﺪﺍﺭﻫﺎﻱ ﭘﻮﭺ ﻭ ﺑﻴﭙﺎﻱ ﻣﺼﺮﻳﺎﻥ ﺑﺎﺳﺘﺎﻥ ﻭ ﻛﻠﺪﺍﻧﻴﺎﻥ ﻭ ﺁﺳﻮﺭﻳﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺩﺭ ﻣﻐﺰﻫﺎﻱ ﺟﻮﺍﻧﺎﻥ‬

‫‪om‬‬

‫ﺟﺎ ﻣﻴﺪﺍﺩ‪ .‬ﺭﻭﺯﻱ ﺩﻳﺪﻡ ﺍﺯ ﺷﺎﮔﺮﺩﺍﻥ ﭘﺮﺳﺸﻬﺎﻳﻲ ﻛﺮﺩﻩ ﺑﻮﺩ‪:‬‬ ‫‪ (١‬ﺍﻫﺮﻳﻤﻦ ﭼﻴﺴﺖ ﻭ ﺍﻗﺘﺪﺍﺭ ﺍﻭ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺳﺖ؟‪..‬‬

‫‪e.c‬‬

‫‪ (٢‬ﺗﻜﻠﻴﻒ ﻣﺎ ﺩﺭ ﺑﺮﺍﺑﺮ ﺍﻫﺮﻳﻤﻦ ﭼﻴﺴﺖ؟‪..‬‬

‫ﺗﻮ ﮔﻮﻳﻲ ﺍﻓﺴﺎﻧﻪ ﺍﻫﺮﻳﻤﻦ ﺭﺍﺳﺖ ﺑﻮﺩﻩ ﺍﺳﺖ ﻭ ﺍﻛﻨﻮﻥ ﻧﻴﺰ ﻫﺴﺖ ﻭ ﺩﺭ ﻛﺎﺭﻫﺎﻱ ﺟﻬﺎﻥ ﺩﺳﺖ ﻣﻴﺪﺍﺭﺩ ﻛﻪ ﺍﻳﻦ ﺍﺳﺘﺎﺩ‬

‫‪lin‬‬

‫ﺑﻴﺨﺮﺩ ﺟﻮﺍﻧﺎﻥ ﺭﺍ ﺑﺸﻨﺎﺧﺘﻦ ﺁﻥ ﻭ ﻛﺎﺭﻫﺎﻳﺶ ﻭ ﺍﻧﺪﻳﺸﻪ ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﻭﺍﻣﻴﺪﺍﺭﺩ‪.‬‬

‫‪ab‬‬

‫ﻳﻜﺮﻭﺯ ﺩﻳﮕﺮﻱ ﺩﺭ ﺩﺍﻧﺸﺴﺮﺍ ﺑﺎﻃﺎﻗﻲ ﺭﻓﺘﻢ ﺩﻳﺪﻡ ﻳﻚ ﺍﺳﺘﺎﺩﻱ )ﺍﺳﺘﺎﺩﻱ ﻛﻪ ﺍﺯ ﺩﺳﺘﻪ ﺩﺭﺑﺎﺭﻳﺎﻧﺴﺖ ﻭ ﺧﺎﻧﺴﺖ ﻭ ﺩﺭ‬ ‫ﺍﺭﻭﭘﺎ ﻧﻴﺰ ﺑﻮﺩﻩ ﻭ ﺳﻔﺎﺭﺕ ﻛﺮﺩﻩ( ﺍﺯ ﺗﻔﺴﻴﺮ ﺁﻳﻪ ﻗﺮﺁﻥ »ﻓﻠﻤﺎ ﺗﺠﻠﻲ ﺭﺑﻪ ﻟﻠﺠﺒﻞ« ﺑﺸﺎﮔﺮﺩﺍﻥ ﺳﺨﻦ ﻣﻴﺮﺍﻧﺪ‪ ،‬ﻭ ﻫﻤﭽﻮﻥ ﻳﻚ‬

‫‪et‬‬

‫ﭘﻴﺮﻩ ﺻﻮﻓﻲ ﺑﻴﻜﺮﺷﺘﻪ ﺑﺎﻓﻨﺪﮔﻴﻬﺎﻱ ﺩﻭﺭ ﻭ ﺩﺭﺍﺯﻱ ﻣﻴﭙﺮﺩﺍﺯﺩ‪.‬‬

‫‪.K‬‬

‫ﺍﻳﻨﻬﺎﺳﺖ ﺁﻧﭽﻪ ﺩﺭ ﺩﺑﺴﺘﺎﻧﻬﺎ ﻭ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﻭ ﺩﺍﻧﺸﺴﺮﺍﻫﺎ ﺑﺒﭽﮕﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﻳﺎﺩ ﺩﺍﺩﻩ ﻣﻴﺸﻮﺩ‪ ،‬ﻭ ﭼﻨﺎﻧﻜﻪ‬

‫‪w‬‬

‫ﻣﻴﺒﻴﻨﻴﺪ ﺍﺯ ﺁﻧﭽﻪ ﻣﺎ ﺩﺭ ﻣﻌﻨﻲ ﻓﺮﻫﻨﮓ ﮔﻔﺘﻴﻢ ﺑﺴﻴﺎﺭ ﺩﻭﺭ ﺍﺳﺖ‪ .‬ﮔﺬﺷﺘﻪ ﺍﺯ ﻫﻤﻪ ﭼﻴﺰ ﻣﺎ ﻣﻴﮕﻮﻳﻴﻢ ﺑﺎﻳﺪ ﺑﺠﻮﺍﻧﺎﻥ ﺁﻣﻴﻐﻬﺎﻱ‬

‫‪w‬‬

‫ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻳﻲ ﻛﻪ ﺑﺂﺧﺸﻴﺞ ﺁﻥ ﺁﻣﻴﻐﻬﺎﺳﺖ ﻫﺴﺖ‪.‬‬

‫‪w‬‬

‫ﺯﻧﺪﮔﺎﻧﻲ ﺭﺍ ﻳﺎﺩ ﺩﺍﺩ‪ ،‬ﻭ ﺩﺭ ﺍﻳﻦ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻧﻪ ﺗﻨﻬﺎ ﺍﺯ ﺁﻣﻴﻐﻬﺎ ﻧﺸﺎﻧﻲ ﻧﻴﺴﺖ )ﻭ ﻧﺘﻮﺍﻧﺴﺘﻲ ﺑﻮﺩ(‪ ،‬ﻳﻜﺮﺷﺘﻪ‬ ‫ﺩﺳﺘﻮﺭﻫﺎﻱ ﺯﻧﺪﮔﺎﻧﻲ ﻛﻪ ﺩﺭ ﺩﺑﺴﺘﺎﻧﻬﺎ ﻭ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﺑﺒﭽﮕﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﻳﺎﺩ ﺩﺍﺩﻩ ﻣﻴﺸﻮﺩ ﻫﻤﺎﻧﻬﺎﺳﺖ‬ ‫ﻛﻪ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ‪ ،‬ﺍﺯ ﻛﺘﺎﺑﻬﺎﻱ ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺧﻴﺎﻡ ﻭ ﻣﻮﻟﻮﻱ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﺸﺎﻥ ﺑﺮﺩﺍﺷﺘﻪ ﺷﺪﻩ‪ .‬ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺍﻳﻦ‬ ‫ﺷﺎﻋﺮﺍﻥ ﺭﺍ »ﻣﻔﺎﺧﺮ ﻣﻠﻲ« ﻣﻴﺸﻤﺎﺭﺩ ﻭ ﭘﻮﻟﻬﺎﻱ ﮔﺰﺍﻓﻲ ﺩﺭ ﺭﺍﻩ ﭼﺎﭖ ﻛﺮﺩﻥ ﻭ ﻓﺮﺍﻭﺍﻥ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻛﺘﺎﺑﻬﺎﻱ ﺁﻧﺎﻥ ﺑﻴﺮﻭﻥ‬ ‫ﻣﻴﺮﻳﺰﺩ‪ ،‬ﻭ ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﻳﻦ‪ ،‬ﮔﻔﺘﻪ ﻫﺎﻱ ﺁﻧﺎﻥ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﻬﺎﻱ ﺩﺭﺳﻲ ﺟﺎ ﺩﺍﺩﻩ ﺑﻨﻮﺁﻣﻮﺯﺍﻥ ﻳﺎﺩ ﻣﻴﺪﻫﺪ‪ ،‬ﺑﻠﻜﻪ ﺧﻮﺩ ﮔﻠﺴﺘﺎﻥ ﻭ‬ ‫ﺑﻮﺳﺘﺎﻥ ﺳﻌﺪﻱ ﺭﺍ ﺍﺯ ﻛﺘﺎﺑﻬﺎﻱ ﺩﺭﺳﻲ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺁﻥ ﺣﺎﻓﻈﻲ ﻛﻪ ﺑﺠﻬﺎﻥ ﺑﺎﻳﻦ ﺑﺰﺭﮔﻲ ﻭ ﺷﮕﻔﺘﻲ ﺍﺭﺝ ﻧﮕﺰﺍﺭﺩﻩ ﺑﺎ ﻳﻚ ﺑﻴﺒﺎﻛﻲ ﻣﻴﺴﺮﺍﻳﺪ‪:‬‬ ‫ﺟﻬﺎﻥ ﻭ ﻫﺮﭼﻪ ﺩﺭﻭ ﻫﺴﺖ ﻫﻴﭻ ﺩﺭ ﻫﻴﭽﺴﺖ‬

‫ﻫﺰﺍﺭ ﺑﺎﺭ ﻣﻦ ﺍﻳﻦ ﻧﻜﺘﻪ ﻛﺮﺩﻩ ﺍﻡ ﺗﺤﻘﻴﻖ‬

‫ﺁﻥ ﺣﺎﻓﻈﻲ ﻛﻪ ﺍﺯ ﻛﺎﺭ ﻭ ﻛﻮﺷﺶ ﺑﻪ ﻧﺘﻴﺠﻪ ﺍﻱ ﺑﺎﻭﺭ ﻧﻤﻴﺪﺍﺷﺘﻪ ﻭ ﺁﺷﻜﺎﺭﻩ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﺑﺮ ﻋﻤﻞ ﺗﻜﻴﻪ ﻣﻜﻦ ﺧﻮﺍﺟﻪ ﻛﻪ ﺩﺭ ﺭﻭﺯ ﺍﺯﻝ‬

‫ﺗﻮ ﭼﻪ ﺩﺍﻧﻲ ﻗﻠﻢ ﺻﻨﻊ ﺑﻨﺎﻣﺖ ﭼﻪ ﻧﻮﺷﺖ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٩‬‬

‫ﺁﻥ ﺣﺎﻓﻈﻲ ﻛﻪ ﮔﺪﺍﻳﻲ ﻭ ﺳﺮ ﺭﺍﻩ ﻧﺸﻴﻨﻲ ﺭﺍ ﻣﻴﺴﺘﺎﻳﺪ ﻭ ﺑﻴﺸﺮﻣﺎﻧﻪ ﭼﻨﻴﻦ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﺑﺨﻮﺍﺭﻱ ﻣﻨﮕﺮ ﺍﻱ ﻣﻨﻌﻢ ﺿﻌﻴﻔﺎﻥ ﻭ ﻓﻘﻴﺮﺍﻥ ﺭﺍ‬

‫ﻛﻪ ﺻﺪﺭ ﻣﺴﻨﺪ ﻋﺰﺕ ﮔﺪﺍﻱ ﺭﻩ ﻧﺸﻴﻦ ﺩﺍﺭﺩ‬

‫ﺁﻥ ﺣﺎﻓﻈﻲ ﻛﻪ ﭘﻴﺎﭘﻲ ﺩﻡ ﺍﺯ »ﺳﺮﻧﻮﺷﺖ« ﻭ »ﺑﺨﺖ« ﻭ »ﻗﻀﺎ ﻭ ﻗﺪﺭ« ﻣﻴﺰﻧﺪ‪ ،‬ﻭ ﺩﺭ ﺑﺮﺍﺑﺮ ﭘﺴﺘﻴﻬﺎ ﻭ ﻧﺎﭘﺎﻛﻴﻬﺎﻱ ﺧﻮﺩ ﺩﺳﺖ‬ ‫ﺑﺪﺍﻣﻦ ﺟﺒﺮﻳﮕﺮﻱ ﺯﺩﻩ ﻣﻴﺴﺮﺍﻳﺪ‪:‬‬ ‫ﻟﻴﻜﻦ ﭼﻪ ﭼﺎﺭﻩ ﺑﺎ ﺑﺨﺖ ﮔﻤﺮﺍﻩ‬

‫ﺁﻳﻴﻦ ﺗﻘﻮﻱ ﻣﺎ ﻧﻴﺰ ﺩﺍﺭﻳﻢ‬

‫ﺁﻥ ﺳﻌﺪﻱ ﻛﻪ ﺻﺪ ﺑﺪﺁﻣﻮﺯﻱ ﺭﺍ ﺩﺭ ﻫﻢ ﺁﻣﻴﺨﺘﻪ ﻭ ﺁﺷﻜﺎﺭﻩ ﺩﺍﺳﺘﺎﻥ ﻧﺎﭘﺎﻛﻴﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺮﺷﺘﻪ ﻧﻮﺷﺘﻦ ﻛﺸﻴﺪﻩ‪.‬‬ ‫ﺁﻥ ﺳﻌﺪﻱ ﻛﻪ ﻛﺎﻻﻳﺶ ﮔﺪﺍﻳﻲ ﻭ ﭼﺎﭘﻠﻮﺳﻲ ﻭ ﮔﺰﺍﻓﻪ ﮔﻮﻳﻲ ﻭ ﺑﻴﻜﺎﺭﻱ ﻭ ﻳﺎﻭﻩ ﺳﺮﺍﻳﻲ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺁﻥ ﺳﻌﺪﻱ ﻛﻪ ﻣﻦ ﺍﺯ ﺁﻭﺭﺩﻥ ﮔﻔﺘﻪ ﻫﺎﻱ ﺍﻭ ﺩﺭ ﺍﻳﻨﺠﺎ ﺷﺮﻡ ﻣﻴﻜﻨﻢ‪.‬‬ ‫ﺁﻥ ﺳﻌﺪﻱ ﻛﻪ ﺩﺭ ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﺯﻳﺴﺘﻪ ﻭ ﺁﻥ ﮔﺮﻓﺘﺎﺭﻳﻬﺎ ﻭ ﺑﺪﺑﺨﺘﻴﻬﺎﻱ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﺎ ﺩﻳﺪﻩ ﺩﻳﺪﻩ ﻭ ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﻛﻤﺘﺮﻳﻦ‬

‫‪om‬‬

‫ﻏﻤﺨﻮﺍﺭﻱ ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﻧﺪﺍﺩﻩ ﻭ ﻛﻤﺘﺮﻳﻦ ﻳﺎﺩﻱ ﺍﺯ ﺁﻥ ﺍﻧﺪﻭﻩ ﻫﺎﻱ ﺩﻟﮕﺪﺍﺯ ﺩﺭ ﮔﻔﺘﻪ ﻫﺎﻳﺶ ﻧﻴﺴﺖ‪ ،‬ﻛﻪ ﻣﻴﺒﺎﻳﺪ ﺳﺨﻦ ﺧﻮﺩﺵ‬ ‫ﺭﺍ ﺑﺨﻮﺩﺵ ﺑﺎﺯ ﮔﺮﺩﺍﻧﻴﺪ ﻭ ﮔﻔﺖ‪:‬‬

‫‪e.c‬‬

‫ﺗﻮ ﻛﺰ ﻣﺤﻨﺖ ﺩﻳﮕﺮﺍﻥ ﺑﻴﻐﻤﻲ‬

‫ﻧﺸﺎﻳﺪ ﻛﻪ ﻧﺎﻣﺖ ﻧﻬﻨﺪ ﺁﺩﻣﻲ‬

‫ﺁﻥ ﺳﻌﺪﻱ ﻛﻪ ﺳﺎﻝ ‪ ٦٥٦‬ﺭﺍ ﻛﻪ ﺗﺎﺭﻳﺦ ﻛﺸﺘﺎﺭ ﺑﻐﺪﺍﺩ ﻭ ﻋﺮﺍﻗﺴﺖ ﺳﺎﻝ ﺧﻮﺷﻲ ﺧﻮﺩ ﺷﻤﺮﺩﻩ ﻣﻴﮕﻮﻳﺪ‪:‬‬

‫‪lin‬‬

‫ﺩﺭ ﺁﻥ ﻣﺪﺕ ﻛﻪ ﻣﺎ ﺭﺍ ﻭﻗﺖ ﺧﻮﺵ ﺑﻮﺩ‬

‫ﺯ ﻫﺠﺮﺕ ﺷﺸﺼﺪ ﻭ ﭘﻨﺠﺎﻩ ﻭ ﺷﺶ ﺑﻮﺩ‬

‫‪ab‬‬

‫ﺁﻥ ﺳﻌﺪﻱ ﻛﻪ ﺑﻤﺮﺩﻡ ﺩﺭﺱ ﺑﻴﻐﻴﺮﺗﻲ ﺩﺍﺩﻩ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﭼﻮﻥ ﺯﻫﺮﻩ ﺷﻴﺮﺍﻥ ﺑﺪﺭﺩ ﻧﻌﺮﻩ ﻛﻮﺱ‬

‫‪et‬‬

‫ﺑﺎ ﻫﺮﻛﻪ ﺧﺼﻮﻣﺖ ﻧﺘﻮﺍﻥ ﻛﺮﺩ ﺑﺴﺎﺯ‬

‫ﺯﻳﻨﻬﺎﺭ ﻣﺪﻩ ﺟﺎﻥ ﮔﺮﺍﻣﻲ ﺑﻔﺴﻮﺱ‬ ‫ﺩﺳﺘﻲ ﻛﻪ ﺑﺪﻧﺪﺍﻥ ﻧﺘﻮﺍﻥ ﺑﺮﺩ ﺑﺒﻮﺱ‬

‫‪.K‬‬

‫ﺁﻥ ﺧﻴﺎﻣﻲ ﻛﻪ ﺑﺎ ﺻﺪ ﭘﺎﻓﺸﺎﺭﻱ ﻣﺮﺩﻡ ﺭﺍ ﺑﻤﺴﺘﻲ ﻭ ﺑﺎﺩﻩ ﺧﻮﺍﺭﻱ ﻣﻴﺨﻮﺍﻧﺪ ﻭ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﺁﻥ ﺧﻴﺎﻡ ﻛﻪ ﻛﻮﺷﺶ ﻭ ﭼﺎﺭﻩ ﺟﻮﻳﻲ ﺭﺍ ﺑﻴﻬﻮﺩﻩ ﺩﺍﻧﺴﺘﻪ ﺑﺎ ﺻﺪ ﺑﻴﺨﺮﺩﻱ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﺑﻮﺩﺳﺖ‬

‫ﭘﻴﻮﺳﺘﻪ ﻗﻠﻢ ﺯ ﻧﻴﻚ ﻭ ﺑﺪ ﻧﺎﺳﻮﺩ ﺍﺳﺖ‬

‫ﺗﻘﺪﻳﺮ ﺗﺮﺍ ﻫﺮ ﺁﻧﭽﻪ ﺑﺎﻳﺴﺖ ﺑﺪﺍﺩ‬

‫ﻏﻢ ﺧﻮﺭﺩﻥ ﻭ ﻛﻮﺷﻴﺪﻥ ﻣﺎ ﺑﻴﻬﻮﺩ ﺍﺳﺖ‬

‫‪w‬‬

‫ﭘﻴﻮﺳﺘﻪ ﻧﺸﺎﻥ‬

‫ﺑﻮﺩﻧﻴﻬﺎ‬

‫‪w‬‬

‫‪w‬‬

‫ﻣﻲ ﺧﻮﺭﺩﻥ ﻭ ﻣﺴﺖ ﺑﻮﺩﻥ ﺁﻳﻴﻦ ﻣﻨﺴﺖ‬

‫ﻓﺎﺭﻍ ﺑﻮﺩﻥ ﺯ ﻛﻔﺮ ﻭ ﺩﻳﻦ ﺩﻳﻦ ﻣﻨﺴﺖ‬

‫ﺁﻥ ﺧﻴﺎﻣﻲ ﻛﻪ ﺩﺭﺱ ﺑﻴﺪﺭﺩﻱ ﻭ ﺑﻴﻐﻴﺮﺗﻲ ﺩﺍﺩﻩ ﭘﺎﻓﺸﺎﺭﻱ ﻣﻴﻜﻨﺪ ﻛﻪ ﺑﺎﻳﺪ ﭘﺮﻭﺍﻱ ﮔﺬﺷﺘﻪ ﻧﻜﺮﺩ ﻭ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ﺁﻳﻨﺪﻩ ﻧﺒﻮﺩ ﻭ‬ ‫ﺟﺰ ﺑﺨﻮﺷﻲ ﻭ ﻣﺴﺘﻲ ﻧﻜﻮﺷﻴﺪ‪:‬‬ ‫ﺧﻮﺵ ﺑﺎﺵ ﻧﺪﺍﻧﻲ ﺯ ﻛﺠﺎ ﺁﻣﺪﻩ ﺍﻱ‬

‫ﻣﻲ ﺧﻮﺭ ﻛﻪ ﻧﺪﺍﻧﻲ ﺑﻜﺠﺎ ﺧﻮﺍﻫﻲ ﺭﻓﺖ‬

‫ﺁﻥ ﺧﻴﺎﻣﻲ ﻛﻪ ﺟﻬﺎﻥ ﺑﺎﻳﻦ ﺍﺭﺝ ﻭ ﺑﺰﺭﮔﻲ ﺭﺍ ﻫﻴﭻ ﻭ ﭘﻮﭺ ﭘﻨﺪﺍﺷﺘﻪ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﺍﻱ ﺑﻴﺨﺒﺮ ﺍﻳﻦ ﺷﻜﻞ ﻣﺠﺴﻢ ﻫﻴﭽﺴﺖ‬

‫ﺍﻳﻦ ﻃﺎﺭﻡ ﻧﻪ ﺳﭙﻬﺮ ﺍﺭﻗﻢ ﻫﻴﭽﺴﺖ‬

‫ﺁﻥ ﻣﻮﻟﻮﻱ ﻛﻪ ﮔﺮﻓﺘﺎﺭ ﭘﻨﺪﺍﺭ ﺑﻴﭙﺎﻱ »ﻭﺣﺪﺕ ﻭﺟﻮﺩ« ﮔﺮﺩﻳﺪﻩ‪ ،‬ﻭ ﺩﺳﺖ ﺍﺯ ﻛﺎﺭ ﻭ ﭘﻴﺸﻪ ﻛﺸﻴﺪﻩ ﻭ ﺩﺭ ﺁﻥ ﮔﻤﺮﺍﻫﻲ ﻭ‬ ‫ﺳﺮﮔﺮﺩﺍﻧﻲ ﭘﻴﺎﭘﻲ ﺑﺎﻓﻨﺪﮔﻴﻬﺎ ﻛﺮﺩﻩ ﺍﺳﺖ‪:‬‬ ‫ﺍﺯ ﻧﻴﺴﺘﺎﻥ ﺗﺎ ﻣﺮﺍ ﺑﺒﺮﻳﺪﻩ ﺍﻧﺪ‬

‫ﺍﺯ ﻧﻔﻴﺮﻡ ﻣﺮﺩ ﻭ ﺯﻥ ﻧﺎﻟﻴﺪﻩ ﺍﻧﺪ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٠‬‬

‫ﺁﻥ ﻣﻮﻟﻮﻱ ﻛﻪ ﺍﺯ ﻧﺎﺩﺍﻧﻲ ﻭ ﻧﺎﻓﻬﻤﻲ ﺭﻭﺷﻨﺎﻳﻲ ﻭ ﺗﺎﺭﻳﻜﻲ‪ ،‬ﻭ ﺳﺘﻢ ﻭ ﺩﺍﺩ‪ ،‬ﻭ ﮔﻤﺮﺍﻫﻲ ﻭ ﺭﺳﺘﮕﺎﺭﻱ‪ ،‬ﻣﻮﺳﻲ ﻭ ﻓﺮﻋﻮﻥ ﺭﺍ‬ ‫ﻳﻜﻲ ﻣﻴﺸﻤﺎﺭﺩ‪:‬‬ ‫ﻣﻮﺳﻴﻲ ﺑﺎ ﻣﻮﺳﻴﻲ ﺩﺭ ﺟﻨﮓ ﺷﺪ‬

‫ﭼﻮﻧﻜﻪ ﺑﻴﺮﻧﮕﻲ ﺍﺳﻴﺮ ﺭﻧﮓ ﺷﺪ‬

‫ﺍﻳﻨﺎﻥ ﻭ ﻫﻤﭽﻮﻥ ﺍﻳﻨﺎﻥ ﻛﻪ ﺧﻮﺩ ﮔﻤﺮﺍﻩ ﺑﻮﺩﻩ ﻭ ﺑﮕﻤﺮﺍﻩ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺩﻳﮕﺮﺍﻥ ﻧﻴﺰ ﻛﻮﺷﻴﺪﻩ ﺍﻧﺪ‪ ،‬ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ‬ ‫ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﻭ ﻣﻐﺰﻓﺮﺳﺎﻱ ﺁﻧﺎﻥ ﺭﺍ ﺳﺮﭼﺸﻤﻪ ﺁﻣﻮﺯﺷﻬﺎﻱ ﺧﻮﺩ ﮔﺮﺩﺍﻧﻴﺪﻩ ﺍﺳﺖ‪ ،‬ﻭ ﻧﻮﺧﺎﺳﺘﮕﺎﻧﻲ ﺭﺍ ﻛﻪ ﺑﺪﺳﺖ ﺍﻭ‬ ‫ﻣﻴﺴﭙﺎﺭﻧﺪ ﻣﻐﺰﻫﺎﺷﺎﻥ ﺭﺍ ﺁﮔﻨﺪﻩ ﺍﺯ ﺍﻳﻦ ﻧﺎﺩﺍﻧﻴﻬﺎﻱ ﭘﺴﺖ ﺑﻴﺨﺮﺩﺍﻧﻪ ﻣﻴﮕﺮﺩﺍﻧﺪ‪.‬‬ ‫ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺟﺎﻱ ﻳﻚ ﭘﺮﺳﺸﻲ ﺍﺯ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻫﺴﺖ‪ .‬ﺧﻴﺎﻡ ﻭ ﻣﻮﻟﻮﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺳﻌﺪﻱ ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﻳﻦ ﻛﻪ‬ ‫ﻫﺮﻳﻜﻴﺸﺎﻥ ﺧﻮﺩ ﮔﻤﺮﺍﻩ ﻭ ﮔﻔﺘﻪ ﻫﺎﺷﺎﻥ ﭘﺮ ﺍﺯ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﺳﺖ‪ ،‬ﻫﺮﻛﺪﺍﻡ ﺭﺍﻩ ﺩﻳﮕﺮﻱ ﺩﺍﺷﺘﻪ ﺍﻧﺪ‪ :‬ﺧﻴﺎﻡ ﺑﻨﻴﺎﺩﮔﺰﺍﺭ‬ ‫ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻳﺴﺖ‪ ،‬ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﻣﻴﮕﻔﺘﻨﺪ‪ :‬ﺍﻳﻦ ﺟﻬﺎﻥ ﻫﻴﭻ ﻭ ﭘﻮﭼﺴﺖ‪ ،‬ﻭ ﺑﺨﺪﺍ ﻭ ﺑﺪﺳﺘﮕﺎﻩ ﺁﻓﺮﻳﻨﺶ ﺍﻳﺮﺍﺩﻫﺎﻱ ﺑﺴﻴﺎﺭ ﻣﻴﮕﺮﻓﺘﻨﺪ‪ ،‬ﻭ‬

‫‪om‬‬

‫ﻛﺎﺭ ﻭ ﻛﻮﺷﺶ ﺭﺍ ﺑﻴﻬﻮﺩﻩ ﺩﺍﻧﺴﺘﻪ ﻣﻴﮕﻔﺘﻨﺪ‪ :‬ﻣﺎ ﺭﺍ ﺩﺭ ﺍﻳﻨﺠﻬﺎﻥ ﺍﺧﺘﻴﺎﺭﻱ ﻧﻴﺴﺖ‪ .‬ﻣﻴﮕﻔﺘﻨﺪ‪ :‬ﺑﺎﻳﺪ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ﮔﺬﺷﺘﻪ ﻧﺒﻮﺩ ﻭ ﭘﺮﻭﺍﻱ‬ ‫ﺁﻳﻨﺪﻩ ﻧﻜﺮﺩ ﻭ ﺩﻣﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﺁﻧﻴﻢ ﺑﺎ ﺧﻮﺷﻲ ﻭ ﻣﺴﺘﻲ ﺑﺴﺮ ﺑﺮﺩ ﻭ ﭘﺎﻓﺸﺎﺭﻱ ﺑﺴﻴﺎﺭ ﺩﺭ ﺳﺘﺎﻳﺶ ﻣﺴﺘﻲ ﻭ ﺑﺎﺩﻩ ﺧﻮﺍﺭﻱ ﻣﻴﻜﺮﺩﻧﺪ‪.‬‬

‫‪e.c‬‬

‫ﻣﻮﻟﻮﻱ ﺍﺯ ﺳﺮﺩﺳﺘﮕﺎﻥ ﺻﻮﻓﻴﺎﻥ ﺍﺳﺖ‪ .‬ﺻﻮﻓﻴﺎﻥ ﭼﻨﺎﻧﻜﻪ ﻣﻴﺪﺍﻧﻴﻢ ﺍﻳﻦ ﺟﻬﺎﻥ ﺭﺍ ﺧﻮﺍﺭ ﺩﺍﺷﺘﻪ ﻭ ﺑﻜﺎﺭ ﻭ ﭘﻴﺸﻪ ﺍﻱ‬ ‫ﻧﻤﻴﭙﺮﺩﺍﺧﺘﻪ ﺍﻧﺪ‪ ،‬ﻭ ﺩﺭ ﻛﻨﺠﻬﺎﻱ ﺧﺎﻧﻘﺎﻫﻬﺎ ﻧﺸﺴﺘﻪ ﺭﻭﺯﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺑﻴﻜﺎﺭﻱ ﺑﺴﺮ ﻣﻴﺒﺮﺩﻩ ﺍﻧﺪ‪ ،‬ﻭ ﻧﺎﻥ ﺍﺯ ﺩﺳﺘﺮﻧﺞ ﺩﻳﮕﺮﺍﻥ ﺧﻮﺭﺩﻩ‬

‫‪lin‬‬

‫ﺍﺯ ﮔﺪﺍﻳﻲ ﻧﻴﺰ ﺑﺎﻙ ﻧﻤﻴﺪﺍﺷﺘﻪ ﺍﻧﺪ‪.‬‬

‫‪ab‬‬

‫ﺣﺎﻓﻆ ﺍﮔﺮﭼﻪ ﺧﻮﺩ ﺧﺮﺍﺑﺎﺗﻴﺴﺖ ﻭﻟﻲ ﺩﺭ ﺷﻌﺮﻫﺎﻱ ﺧﻮﺩ ﺍﺯ ﺻﻮﻓﻴﮕﺮﻱ ﻭ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺩﻳﮕﺮ ﻧﻴﺰ ﺳﺨﻦ ﻣﻴﺮﺍﻧﺪ‪.‬‬ ‫ﺳﻌﺪﻱ ﺍﺯ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺷﻤﺮﺩﻩ ﻣﻴﺸﺪ ﻭﻟﻲ ﺩﺭ ﺳﺨﻨﺎﻥ ﺧﻮﺩ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺭﺍ ـ ﺍﺯ ﺻﻮﻓﻴﮕﺮﻱ ﻭ ﺟﺒﺮﻳﮕﺮﻱ ﻭ‬

‫‪et‬‬

‫ﭼﺎﭘﻠﻮﺳﻲ ﻭ ﺑﻴﻐﻴﺮﺗﻲ ﻭ ﮔﺰﺍﻓﻪ ﺩﻫﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ـ ﺑﻬﻢ ﺁﻣﻴﺨﺘﻪ ﺍﺳﺖ‪.‬‬

‫‪.K‬‬

‫ﺑﻬﺮﺣﺎﻝ ﺍﺯ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺑﺎﻳﺪ ﭘﺮﺳﻴﺪ‪ :‬ﺁﻳﺎ ﺷﻤﺎ ﻣﻴﺨﻮﺍﻫﻴﺪ ﺟﻮﺍﻧﺎﻥ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﺎ ﺻﻮﻓﻴﮕﺮﻱ ﻭ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﺑﺎﺭ ﺁﻭﺭﻳﺪ؟!‪..‬‬

‫‪w‬‬

‫ﺁﻳﺎ ﻓﺮﻫﻨﮓ )ﻳﺎ ﺗﺮﺑﻴﺖ( ﻛﻪ ﺷﻤﺎ ﺑﺮﺍﻱ ﻧﻮﺧﺎﺳﺘﮕﺎﻥ ﺍﻳﺮﺍﻥ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﺍﻳﺪ ﺍﻳﻨﻬﺎﺳﺖ؟!‪ ..‬ﺁﻳﺎ ﺻﻮﻓﻴﮕﺮﻱ ﻳﺎ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻳﻜﺮﺍﻩ‬

‫‪w‬‬

‫ﭘﺴﻨﺪﻳﺪﻩ ﺍﻱ ﺑﻮﺩﻩ ﺍﺳﺖ؟!‪ ..‬ﺁﻳﺎ ﺍﺯ ﻫﻴﭻ ﻭ ﭘﻮﭺ ﺷﻨﺎﺧﺘﻦ ﺟﻬﺎﻥ‪ ،‬ﻭ ﺑﻴﻬﻮﺩﻩ ﺩﺍﻧﺴﺘﻦ ﻛﻮﺷﺶ ﻭ ﺗﻼﺵ‪ ،‬ﻭ ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﺑﮕﺬﺷﺘﻪ ﻭ‬

‫‪w‬‬

‫ﺁﻳﻨﺪﻩ‪ ،‬ﻭ ﭘﺎﻓﺸﺎﺭﻱ ﺩﺭ ﺑﺎﺩﻩ ﺧﻮﺍﺭﻱ ﻛﻪ ﺩﺳﺘﻮﺭ ﺧﺮﺍﺑﺎﺗﻴﺴﺖ‪ ،‬ﻭ ﻳﺎ ﺍﺯ ﺧﻮﺍﺭ ﺩﺍﺷﺘﻦ ﺍﻳﻦ ﺯﻧﺪﮔﺎﻧﻲ‪ ،‬ﻭ ﺩﻭﺭﻱ ﮔﺰﻳﺪﻥ ﺍﺯ ﻛﺎﺭ ﻭ‬ ‫ﭘﻴﺸﻪ‪ ،‬ﻭ ﺩﺍﻣﻦ ﭼﻴﺪﻥ ﺍﺯ ﺯﻧﺎﺷﻮﻳﻲ ﻭ ﺯﻧﺪﮔﺎﻧﻲ ﺧﺎﻧﺪﺍﻧﻲ‪ ،‬ﻭ ﺭﻭﺯﻱ ﺧﻮﺭﺩﻥ ﺍﺯ ﺩﺳﺘﺮﻧﺞ ﺩﻳﮕﺮﺍﻥ ﻛﻪ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺻﻮﻓﻴﺎﻧﺴﺖ‬ ‫ﻧﺘﻴﺠﻪ ﻫﺎﻱ ﺳﺘﻮﺩﻩ ﺍﻱ ﺗﻮﺍﻥ ﺑﺮﺩﺍﺷﺖ؟!‪..‬‬ ‫ﺁﻳﺎ ﺑﺎ ﺍﻳﻦ ﺩﺳﺘﻮﺭﻫﺎ ﻭ ﺁﻣﻮﺯﺍﻛﻬﺎ‪ ،‬ﺯﻧﺪﮔﺎﻧﻲ ﻳﻚ ﺗﻮﺩﻩ ﭘﻴﺶ ﺗﻮﺍﻧﺪ ﺭﻓﺖ؟!‪ ..‬ﺁﻳﺎ ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ ﻛﻪ ﺗﻮﺩﻩ ﻫﺎ ﺳﺨﺖ ﺗﺮﻳﻦ‬ ‫ﻧﺒﺮﺩ ﺭﺍ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻣﻴﻜﻨﻨﺪ ﻭ ﻣﻴﺪﺍﻧﻬﺎﻱ ﺧﻮﻧﻴﻦ ﺳﻮﺍﺳﺘﺎﭘﻮﻝ ﻭ ﺍﺳﺘﺎﻟﻴﻨﮕﺮﺍﺩ ﺩﺭ ﻣﻴﺎﻧﻪ ﺑﺮﭘﺎ ﻣﻴﺸﻮﺩ‪ ،‬ﻛﺎﺭ ﻳﻜﺘﻮﺩﻩ ﺑﺎ ﺍﻳﻦ ﺩﺳﺘﻮﺭﻫﺎ ﻭ‬ ‫ﺁﻣﻮﺯﺍﻛﻬﺎ ﺑﻜﺠﺎ ﺗﻮﺍﻧﺪ ﻛﺸﻴﺪ؟!‪ ..‬ﺁﻳﺎ ﺩﺭ ﺭﻭﺯﮔﺎﺭﻱ ﻛﻪ ﺗﻮﺩﻩ ﻫﺎ ﺍﺯ ﺟﻮﺍﻧﺎﻥ ﺧﻮﺩ ﭼﺘﺮﺑﺎﺯﺍﻥ ﭘﺪﻳﺪ ﻣﻴﺂﻭﺭﻧﺪ‪ ،‬ﺑﻨﻮﺧﺎﺳﺘﮕﺎﻥ ﺍﻳﺮﺍﻥ‬ ‫ﺩﺭﺱ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻳﺎ ﺻﻮﻓﻴﮕﺮﻱ ﺩﺍﺩﻥ ﺟﺰ ﺑﺪﺧﻮﺍﻫﻲ ﺑﺎ ﺗﻮﺩﻩ ﻣﻌﻨﺎﻳﻲ ﺗﻮﺍﻧﺪ ﺩﺍﺷﺖ؟!‪..‬‬ ‫ﺁﻧﮕﺎﻩ ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﺻﻮﻓﻴﮕﺮﻱ ﺟﺰ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻳﺴﺖ‪ .‬ﺍﻳﻦ ﺩﻭ ﺭﺍﻩ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﻣﻴﺒﻮﺩﻩ‪ .‬ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﺑﺨﺪﺍ ﺑﺎﻭﺭﻱ ﻧﻤﻴﺪﺍﺷﺘﻨﺪ‬ ‫ﻭ ﺻﻮﻓﻴﺎﻥ ﻣﻴﮕﻔﺘﻨﺪ ﻣﺎ ﺧﺪﺍ ﺭﺍ ﺑﺎ ﺩﻳﺪﻩ ﻣﻴﺒﻴﻨﻴﻢ‪ .‬ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﻣﻴﮕﻔﺘﻨﺪ ﺑﺎﻳﺪ ﺑﺨﻮﺷﻲ ﻛﻮﺷﻴﺪ ﻭ ﺻﻮﻓﻴﺎﻥ ﻣﻴﮕﻔﺘﻨﺪ ﺑﺎﻳﺪ ﺍﺯ ﺧﻮﺷﻴﻬﺎ‬ ‫ﺩﻭﺭﻱ ﮔﺰﻳﺪ‪ .‬ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﺩﺭ ﺑﺎﺩﻩ ﺧﻮﺍﺭﻱ ﭘﺎﻓﺸﺎﺭﻱ ﻣﻴﻨﻤﻮﺩﻧﺪ ﻭ ﺻﻮﻓﻴﺎﻥ ﺍﺯ ﺑﺎﺩﻩ ﺳﺨﺖ ﻣﻴﭙﺮﻫﻴﺰﻳﺪﻧﺪ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١١‬‬

‫ﺁﺭﻱ ﺩﺭ ﺑﻲ ﭘﺮﻭﺍﻳﻲ ﺑﺰﻧﺪﮔﺎﻧﻲ ﻭ ﺩﺭ ﺗﻨﺒﻠﻲ ﻭ ﺳﺴﺘﻲ ﻭ ﺑﻴﻐﻴﺮﺗﻲ‪ ،‬ﺩﻭ ﺩﺳﺘﻪ ﻳﻜﻲ ﺑﻮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﺻﻮﻓﻴﺎﻥ ﺟﺰ‬ ‫ﺧﺮﺍﺑﺎﺗﻴﺎﻥ‪ ،‬ﻭ ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﺟﺰ ﺻﻮﻓﻴﺎﻥ ﺑﻮﺩﻩ ﺍﻧﺪ‪ ،‬ﻭ ﺑﺎﻳﺪ ﺍﺯ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺑﭙﺮﺳﻴﻢ ﭼﮕﻮﻧﻪ ﺁﻥ ﺩﻭ ﺭﺍ ﺑﻬﻢ ﺁﻣﻴﺨﺘﻪ؟!‪ ..‬ﭼﮕﻮﻧﻪ ﻫﺮ‬ ‫ﺩﻭ ﺭﺍ ﺑﺸﺎﮔﺮﺩﺍﻥ ﻳﺎﺩ ﻣﻴﺪﻫﺪ؟!‪..‬‬ ‫ﻣﻴﺪﺍﻧﻢ ﭘﺎﺳﺦ ﺩﺍﺩﻩ ﺧﻮﺍﻫﻨﺪ ﮔﻔﺖ‪» :‬ﻣﺎ ﻧﻤﻴﺨﻮﺍﻫﻴﻢ ﺟﻮﺍﻧﺎﻥ ﺭﺍ ﺑﺎ ﺻﻮﻓﻴﮕﺮﻱ ﺑﺎﺭ ﺁﻭﺭﻳﻢ‪ .‬ﻧﻤﻴﺨﻮﺍﻫﻴﻢ ﺁﻧﺎﻥ ﻫﻤﻪ ﮔﻔﺘﻪ ﻫﺎﻱ‬ ‫ﺧﻴﺎﻡ ﻭ ﻣﻮﻟﻮﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺳﻌﺪﻱ ﺭﺍ ﻳﺎﺩ ﮔﻴﺮﻧﺪ‪ .‬ﻣﺎ ﺗﻨﻬﺎ ﺳﺨﻨﺎﻥ ﺳﻮﺩﻣﻨﺪ ﺁﻥ ﺷﺎﻋﺮﺍﻥ ﺭﺍ ﻛﻪ ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯ ﺍﺳﺖ ﺑﺮﮔﺰﻳﺪﻩ‬ ‫ﺑﺸﺎﮔﺮﺩﺍﻥ ﺩﺭﺱ ﻣﻴﺪﻫﻴﻢ« ـ ﺑﻴﮕﻤﺎﻥ ﺑﭽﻨﻴﻦ ﭘﺎﺳﺨﻲ ﺧﻮﺍﻫﻨﺪ ﺑﺮﺧﺎﺳﺖ‪.‬‬ ‫ﻟﻴﻜﻦ ﺍﻳﻦ ﭘﺎﺳﺦ ﺩﺭﻭﻍ ﻭ ﺍﺯ ﭼﻨﺪ ﺭﺍﻩ ﺑﻴﺠﺎﺳﺖ‪:‬‬ ‫ﻧﺨﺴﺖ ﻣﺎ ﻣﻴﭙﺮﺳﻴﻢ‪ :‬ﺁﻳﺎ ﺧﻴﺎﻡ ﻭ ﺣﺎﻓﻆ ﺑﺎ ﺁﻥ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ‪ ،‬ﻭ ﻣﻮﻟﻮﻱ ﺑﺎ ﺁﻥ ﮔﻤﺮﺍﻫﻴﻬﺎﻱ ﺳﺮﺍﭘﺎ‬ ‫ﺯﻳﺎﻥ ﺻﻮﻓﻴﮕﺮﻱ‪ ،‬ﻭ ﺳﻌﺪﻱ ﺑﺎ ﺁﻥ ﺩﺭﻫﻤﮕﻮﻳﻴﻬﺎﻱ ﺯﻳﺎﻧﻤﻨﺪ ﻭ ﺑﺎ ﺁﻥ ﺑﻴﺸﺮﻣﻴﻬﺎﻱ ﺑﺎﺏ ﭘﻨﺠﻢ ﮔﻠﺴﺘﺎﻧﺶ‪ ،‬ﻛﺴﺎﻥ ﻧﻴﻚ ﻭ ﺑﺰﺭﮒ‬

‫‪om‬‬

‫ﻣﻴﺒﻮﺩﻩ ﺍﻧﺪ ﻳﺎ ﻣﺮﺩﺍﻥ ﭘﺴﺖ ﻭ ﺑﻲ ﺍﺭﺝ؟!‪..‬‬

‫ﺍﮔﺮ ﻣﻴﮕﻮﻳﻴﺪ‪ :‬ﻛﺴﺎﻥ ﻧﻴﻚ ﻭ ﺑﺰﺭﮒ ﻣﻴﺒﻮﺩﻩ ﺍﻧﺪ‪ ،‬ﺍﻳﻦ ﺧﻮﺩ ﻧﺎﻓﻬﻤﻲ ﺑﺰﺭﮔﻲ ﺍﺯ ﺷﻤﺎﺳﺖ‪ .‬ﺁﺭﻱ ﻧﺎﻓﻬﻤﻲ ﺑﺰﺭﮔﻴﺴﺖ ﻛﻪ‬

‫‪e.c‬‬

‫ﻛﺴﺎﻧﻲ ﺭﺍ ﺑﺎ ﺁﻥ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻭ ﻧﺎﺩﺍﻧﻴﻬﺎ ﻧﻴﻚ ﻭ ﺑﺰﺭﮒ ﺷﻤﺎﺭﻳﺪ‪.‬‬ ‫ﺁﻳﺎ ﺍﻳﻦ ﺍﺯ ﻧﻴﻜﻲ ﻭ ﺑﺰﺭﮔﻲ ﻛﺴﻴﺴﺖ ﻛﻪ ﺟﻬﺎﻥ ﺭﺍ ﻫﻴﭻ ﻭ ﭘﻮﭺ ﺷﻤﺎﺭﺩ‪ ،‬ﻭ ﻛﻮﺷﺶ ﻭ ﻛﺎﺭ ﺭﺍ ﺑﻴﻬﻮﺩﻩ ﺩﺍﻧﺪ‪ ،‬ﻭ ﺑﻤﺮﺩﻡ ﺩﺭﺱ‬

‫‪lin‬‬

‫ﺗﻨﺒﻠﻲ ﻭ ﺳﺴﺘﻲ ﻭ ﻣﺴﺘﻲ ﺩﻫﺪ؟!‪ ..‬ﺁﻳﺎ ﺍﺯ ﻧﻴﻜﻲ ﻭ ﺑﺰﺭﮔﻲ ﻛﺴﻴﺴﺖ ﻛﻪ ﺯﻧﺪﮔﺎﻧﻲ ﺭﺍ ﺧﻮﺍﺭ ﮔﻴﺮﺩ‪ ،‬ﻭ ﺑﻴﻜﺎﺭﻱ ﻭ ﺗﻨﺒﻠﻲ ﻭ‬

‫‪ab‬‬

‫ﮔﻮﺷﻪ ﮔﻴﺮﻱ ﻭ ﻣﻔﺘﺨﻮﺍﺭﻱ ﺭﺍ ﻧﻴﻚ ﺷﻤﺎﺭﺩ؟!‪ ..‬ﺁﻳﺎ ﺍﺯ ﻧﻴﻜﻲ ﻭ ﺑﺰﺭﮔﻲ ﻛﺴﻴﺴﺖ ﻛﻪ ﻫﺮﭼﻪ ﺷﻨﻴﺪﻩ‪ ،‬ﺭﺍﺳﺖ ﻭ ﻛﺞ‪ ،‬ﺑﺮﺷﺘﻪ ﺷﻌﺮ‬ ‫ﻛﺸﺪ‪ ،‬ﻭ ﺑﺮﺍﻱ ﺗﺮﺩﺍﻣﻨﻲ ﻭ ﺑﻴﻨﺎﻣﻮﺳﻲ ﺑﺎﺑﻲ ﺩﺭ ﻛﺘﺎﺑﺶ ﺑﺎﺯ ﻛﻨﺪ؟!‪ ..‬ﻣﺎ ﻧﻤﻴﺪﺍﻧﻴﻢ ﺷﻤﺎ ﺑﺰﺭﮔﻲ ﻭ ﻧﻴﻜﻲ ﺭﺍ ﺑﭽﻪ ﻣﻌﻨﻲ ﻣﻴﮕﻴﺮﻳﺪ ﻛﻪ‬

‫‪et‬‬

‫ﻛﺴﺎﻧﻲ ﺭﺍ ﺑﺎ ﺍﻳﻨﻬﻤﻪ ﮔﻤﺮﺍﻫﻴﻬﺎ ﻭ ﺑﺪﻳﻬﺎ‪ ،‬ﻧﻴﻚ ﻭ ﺑﺰﺭﮒ ﻣﻴﺸﻤﺎﺭﻳﺪ؟!‪..‬‬

‫‪.K‬‬

‫ﺍﮔﺮ ﻣﻴﮕﻮﻳﻴﺪ‪ :‬ﺁﻧﺎﻥ ﻣﺮﺩﺍﻥ ﭘﺴﺖ ﻭ ﺑﻲ ﺍﺭﺝ ﺑﻮﺩﻩ ﺍﻧﺪ ﭘﺲ ﺁﻧﻬﻤﻪ ﺳﺘﺎﻳﺸﻬﺎ ﺑﺮﺍﻱ ﭼﻴﺴﺖ؟!‪ ..‬ﭼﺮﺍ ﮔﻮﺷﻬﺎﻱ ﺟﻮﺍﻧﺎﻥ ﺭﺍ ﭘﺮ‬

‫‪w‬‬

‫ﺍﺯ ﻧﺎﻣﻬﺎﻱ ﺁﻧﺎﻥ ﻣﻴﮕﺮﺩﺍﻧﻴﺪ؟!‪ ..‬ﭼﺮﺍ ﻛﺘﺎﺑﻬﺎﻱ ﺁﻧﺎﻥ ﺭﺍ ﭘﻴﺎﭘﻲ ﭼﺎﭖ ﻛﺮﺩﻩ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻣﻴﭙﺮﺍﻛﻨﻴﺪ؟!‪ ..‬ﭼﺮﺍ ﺁﻧﺎﻥ ﺭﺍ »ﻣﻔﺎﺧﺮ ﻣﻠﻲ«‬

‫‪w‬‬

‫ﺑﺪﺧﻮﺍﻫﻲ ﻭ ﺩﺷﻤﻨﻲ ﺑﺎ ﺗﻮﺩﻩ ﻭ ﻛﺸﻮﺭ ﻧﺎﻡ ﺩﻳﮕﺮﻱ ﺗﻮﺍﻧﺪ ﺩﺍﺷﺖ؟!‪..‬‬

‫‪w‬‬

‫ﻣﻴﻨﺎﻣﻴﺪ؟!‪ ..‬ﺑﺎ ﺍﻳﻦ ﺭﻓﺘﺎﺭﺗﺎﻥ ﺍﮔﺮ ﻣﺮﺩﻡ ﺷﻤﺎ ﺭﺍ ﺑﺪﺧﻮﺍﻫﺎﻥ ﺍﻳﻦ ﻛﺸﻮﺭ ﺷﻨﺎﺳﻨﺪ ﺁﻳﺎ ﺑﺠﺎ ﻧﺒﻮﺩﻩ؟!‪ ..‬ﺁﻳﺎ ﺍﻳﻦ ﻛﺎﺭﻫﺎﻱ ﺷﻤﺎ ﺟﺰ‬ ‫ﺍﮔﺮ ﺧﻮﺍﺳﺖ ﺷﻤﺎ ﺻﻮﻓﻲ ﻳﺎ ﺧﺮﺍﺑﺎﺗﻲ ﮔﺮﺩﺍﻧﻴﺪﻥ ﻣﺮﺩﻡ ﻧﻴﺴﺖ )ﻳﺎ ﺑﻬﺘﺮ ﮔﻮﻳﻢ‪ :‬ﻧﻤﻴﺨﻮﺍﻫﻴﺪ ﮔﻔﺘﻪ ﻫﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﺻﻮﻓﻴﺎﻥ ﻭ‬ ‫ﺧﺮﺍﺑﺎﺗﻴﺎﻥ ﺩﺭ ﻣﻐﺰﻫﺎﻱ ﺟﻮﺍﻧﺎﻥ ﺟﺎ ﺩﺍﺩﻩ ﺧﻮﻧﻬﺎﻱ ﺁﻧﺎﻥ ﺭﺍ ﺍﺯ ﺟﻮﺵ ﺑﻴﻨﺪﺍﺯﻳﺪ(‪ ،‬ﭘﺲ ﺑﺮﺍﻱ ﭼﻴﺴﺖ ﻛﻪ ﺍﻳﻨﻬﻤﻪ ﻛﺘﺎﺑﻬﺎﻱ ﺁﻧﺎﻥ ﺭﺍ‬ ‫ﭼﺎﭖ ﻛﺮﺩﻩ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻣﻴﭙﺮﺍﻛﻨﻴﺪ؟!‪ ..‬ﺑﺮﺍﻱ ﭼﻴﺴﺖ ﻛﻪ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺳﺎﻻﻧﻪ ﭘﻮﻝ ﮔﺰﺍﻓﻲ ﺩﺭ ﺍﻳﻨﺮﺍﻩ ﺑﻴﺮﻭﻥ ﻣﻴﺮﻳﺰﺩ؟!‪..‬‬ ‫ﻛﻮﺗﺎﻩ ﺳﺨﻦ‪ :‬ﺍﺯ ﺩﻭ ﺣﺎﻝ ﺑﻴﺮﻭﻥ ﻧﻴﺴﺖ‪ .‬ﺷﻤﺎ ﻳﺎ ﮔﻤﺮﺍﻫﻲ ﻭ ﻧﺎﺩﺍﻧﻲ ﺧﻴﺎﻡ ﻭ ﺣﺎﻓﻆ ﻭ ﻣﻮﻟﻮﻱ ﻭ ﺳﻌﺪﻱ ﻭ ﺩﻳﮕﺮ ﻣﺎﻧﻨﺪﮔﺎﻥ‬ ‫ﺍﻳﻨﺎﻥ ﺭﺍ ﻣﻴﺪﺍﻧﻴﺪ ﻭ ﺍﺯ ﺯﻳﺎﻥ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺯﻫﺮﺁﻟﻮﺩﺷﺎﻥ ﺁﮔﺎﻫﻴﺪ‪ ،‬ﻭ ﻳﺎ ﻧﻤﻴﺪﺍﻧﻴﺪ ﻭ ﺁﮔﺎﻩ ﻧﻤﻴﺒﺎﺷﻴﺪ‪ .‬ﺍﮔﺮ ﺁﻥ ﻳﻜﻴﺴﺖ ﺑﻲ ﭘﺮﻭﺍ ﺑﺎﻳﺪ‬ ‫ﮔﻔﺖ ﺑﻜﻨﺪﻥ ﺭﻳﺸﻪ ﺗﻮﺩﻩ ﺧﻮﺩ ﻣﻴﻜﻮﺷﻴﺪ‪ ،‬ﻭ ﺍﮔﺮ ﺍﻳﻦ ﻳﻜﻴﺴﺖ ﺑﺎﻳﺪ ﭘﻮﺷﻴﺪﻩ ﻧﺪﺍﺷﺖ ﻛﻪ ﺑﺴﻴﺎﺭ ﻧﺎﻓﻬﻤﻴﺪ‪ ،‬ﻭ ﺑﻬﺮ ﺩﻭ ﺣﺎﻝ ﺍﻳﻨﻜﻪ‬ ‫ﻣﻴﮕﻮﻳﻴﺪ‪» :‬ﻣﺎ ﺗﻨﻬﺎ ﺳﺨﻨﺎﻥ ﺳﻮﺩﻣﻨﺪ ﺁﻥ ﺷﺎﻋﺮﺍﻥ ﺭﺍ ﻛﻪ ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯ ﺍﺳﺖ ﺑﺮﮔﺰﻳﺪﻩ ﺑﺸﺎﮔﺮﺩﺍﻥ ﻳﺎﺩ ﻣﻴﺪﻫﻴﻢ«‪ ،‬ﺩﺭﻭﻍ ﻭ ﺑﻴﭙﺎﺳﺖ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٢‬‬

‫ﺍﺯ ﻫﺮ ﭼﻴﺰﻱ ﻣﻴﮕﺬﺭﻳﻢ‪ .‬ﺑﺂﻥ ﭼﻪ ﮔﻮﻳﻴﻢ ﻛﻪ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﮔﻠﺴﺘﺎﻥ ﺳﻌﺪﻱ ﺭﺍ ﻳﻜﻲ ﺍﺯ ﻛﺘﺎﺑﻬﺎﻱ ﺩﺭﺳﻲ ﮔﺮﺩﺍﻧﻴﺪﻩ‬ ‫ﺍﺳﺖ؟!‪ ..‬ﺑﺂﻥ ﭼﻪ ﮔﻮﻳﻴﻢ ﻛﻪ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮕﻲ ﻛﻪ ﺑﺎﻳﺪ ﺑﺠﻮﺍﻧﺎﻥ ﻭ ﻧﻮﺧﺎﺳﺘﮕﺎﻥ ﭘﺎﻛﺪﺍﻣﻨﻲ ﺁﻣﻮﺯﺩ ﻭ ﺁﻧﺎﻥ ﺭﺍ ﺍﺯ ﻫﺮ ﻟﻐﺰﺷﻲ ﺩﻭﺭ‬ ‫ﺩﺍﺭﺩ ﻛﺘﺎﺏ ﮔﻠﺴﺘﺎﻥ ﺭﺍ ﺗﺎ ﺑﺎﺏ ﭘﻨﺠﻤﺶ ﺑﺪﺳﺖ ﺁﻧﺎﻥ ﻣﻴﺪﻫﺪ؟!‪..‬‬ ‫ﺩﻭﻡ‪ :‬ﺩﺭ ﮔﻔﺘﻪ ﻫﺎﻱ ﺧﻴﺎﻡ ﻭ ﺣﺎﻓﻆ ﻭ ﻣﻮﻟﻮﻱ ﭼﻪ ﺳﺨﻦ ﺳﻮﺩﻣﻨﺪﻱ ﺗﻮﺍﻥ ﻳﺎﻓﺖ؟!‪ ..‬ﻛﺪﺍﻡ ﭘﻨﺪ ﻳﺎ ﺍﻧﺪﺭﺯ ﺩﺭ ﻣﻴﺎﻥ ﺁﻧﻬﺎ‬ ‫ﻫﺴﺖ؟!‪ ..‬ﺁﻧﭽﻪ ﺣﺎﻓﻆ ﻭ ﺧﻴﺎﻣﺴﺖ ﻫﻤﻪ ﮔﻔﺘﻪ ﻫﺎﺷﺎﻥ ﺩﺭ ﺯﻣﻴﻨﻪ ﺳﺘﺎﻳﺶ ﺑﺎﺩﻩ‪ ،‬ﻭ ﭘﺎﻓﺸﺎﺭﻱ ﺩﺭ ﺟﺒﺮﻳﮕﺮﻱ‪ ،‬ﻭ ﺧﺮﺩﻩ ﮔﻴﺮﻱ‬ ‫ﺑﺂﻓﺮﻳﺪﮔﺎﺭ‪ ،‬ﻭ ﻧﻜﻮﻫﺶ ﺑﺨﺮﺩ ﻭ ﺩﺍﻧﺶ‪ ،‬ﻭ ﻛﺸﺎﻛﺶ ﻭ ﺑﺪﮔﻮﻳﻲ ﺑﺎ ﺯﺍﻫﺪﺍﻥ ﻭ ﺻﻮﻓﻴﺎﻥ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎﺳﺖ‪ .‬ﺣﺎﻓﻆ ﭼﻮﻥ ﺧﻮﺍﺳﺘﺶ‬ ‫ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﻏﺰﻝ ﺳﺎﺧﺘﻦ ﻭ ﻗﺎﻓﻴﻪ ﺑﺎﻓﺘﻦ ﻣﻴﺒﻮﺩﻩ ﺑﻴﺸﺘﺮ ﺷﻌﺮﻫﺎﻳﺶ ﺑﻴﻜﺒﺎﺭ ﺑﻴﻤﻌﻨﻴﺴﺖ‪.‬‬ ‫ﺁﺭﻱ ﺷﻤﺎ ﭼﻴﺰﻫﺎﻳﻲ ﺭﺍ ﻧﻴﻚ ﻣﻴﺸﻤﺎﺭﻳﺪ‪ .‬ﻭﻟﻲ ﺁﻧﻬﺎ ﻧﻴﺰ ﺑﺪ ﺍﺳﺖ ﻭ ﺷﻤﺎ ﻧﻤﻴﻔﻬﻤﻴﺪ‪.‬‬ ‫ﺷﻌﺮ ﭘﺎﻳﻴﻦ ﺭﺍ ﺍﺯ ﺷﺎﻫﻜﺎﺭﻫﺎﻱ ﺣﺎﻓﻆ ﻣﻴﺸﻤﺎﺭﻧﺪ‪:‬‬ ‫ﻣﻦ ﺍﮔﺮ ﻧﻴﻜﻢ ﺍﮔﺮ ﺑﺪ ﺗﻮ ﺑﺮﻭ ﺧﻮﺩ ﺭﺍ ﺑﺎﺵ‬

‫‪om‬‬

‫ﻛﻪ ﮔﻨﺎﻩ ﺩﮔﺮﻱ ﺑﺮ ﺗﻮ ﻧﺨﻮﺍﻫﻨﺪ ﻧﻮﺷﺖ‬

‫ﻭﻟﻲ ﺁﻳﺎ ﺍﻳﻦ ﺳﺨﻦ ﻧﻴﻜﺴﺖ؟!‪ ..‬ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻱ ﻛﻪ ﻫﻤﻪ ﺑﺎ ﻫﻢ ﻣﻴﺪﺍﺭﻧﺪ ﻭ ﻧﻴﻚ ﻭ ﺑﺪ ﻫﺮﻛﺲ ﺑﺎ ﺩﻳﮕﺮﺍﻥ ﺑﻬﻢ ﺑﺴﺘﻪ‬

‫‪e.c‬‬

‫ﺍﺳﺖ ﻳﻜﻲ ﺭﺍ ﺳﺰﺩ ﮔﻔﺖ‪» :‬ﻣﻦ ﺍﮔﺮ ﻧﻴﻜﻢ ﺍﮔﺮ ﺑﺪ ﺗﻮ ﺑﺮﻭ ﺧﻮﺩ ﺭﺍ ﺑﺎﺵ« ؟!‪..‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﺷﻌﺮ ﭘﺎﻳﻴﻦ ﺍﺯ ﮔﻔﺘﻪ ﻫﺎﻱ ﺑﺮﮔﺰﻳﺪﻩ ﺣﺎﻓﻆ ﺷﻤﺮﺩﻩ ﻣﻴﺸﻮﺩ‪:‬‬

‫‪lin‬‬

‫ﺯ ﻫﺮﭼﻪ ﺭﻧﮓ ﺗﻌﻠﻖ ﭘﺬﻳﺮﺩ ﺁﺯﺍﺩ ﺍﺳﺖ‬

‫ﻏﻼﻡ ﻫﻤﺖ ﺁﻧﻢ ﻛﻪ ﺯﻳﺮ ﭼﺮﺥ ﻛﺒﻮﺩ‬

‫‪ab‬‬

‫ﻟﻴﻜﻦ ﺷﻤﺎ ﻧﻴﻚ ﺍﻧﺪﻳﺸﻴﺪ ﻛﻪ ﺍﮔﺮ ﻛﺴﻲ ﺍﺯ ﻫﺮ »ﻋﻼﻗﻪ ﺍﻱ« ﺧﻮﺩ ﺭﺍ ﺁﺯﺍﺩ ﮔﺮﺩﺍﻧﺪ ـ ﺯﻥ ﻧﮕﻴﺮﺩ‪ ،‬ﻓﺮﺯﻧﺪ ﻧﺪﺍﺭﺩ‪ ،‬ﺧﺎﻧﻪ ﻧﺴﺎﺯﺩ‪،‬‬ ‫ﺭﺧﺖ ﻧﭙﻮﺷﺪ‪ ،‬ﺩﺭ ﭘﻲ ﺭﻭﺯﻱ ﻧﺒﺎﺷﺪ‪ ،‬ﭼﻪ ﺗﻮﺍﻧﺪ ﺑﻮﺩ ﻭ ﭼﻪ ﺣﺎﻟﻲ ﺗﻮﺍﻧﺪ ﻳﺎﻓﺖ؟!‪ ..‬ﺁﻳﺎ ﺟﺰ ﻳﻚ ﺩﻳﻮﺍﻧﻪ ﻟﺨﺖ ﻭ ﮔﻠﺨﻦ ﺧﻮﺍﺏ ﻭ‬

‫‪.K‬‬

‫‪et‬‬

‫ﺩﺭﻳﻮﺯﻩ ﮔﺮﺩﻱ ﺗﻮﺍﻧﺪ ﺑﻮﺩ؟!‪..‬‬

‫ﺁﻧﭽﻪ ﻣﻮﻟﻮﻳﺴﺖ ﻫﻤﻪ ﮔﻔﺘﻪ ﻫﺎﻱ ﺍﻭ ﺩﺭ ﺯﻣﻴﻨﻪ »ﻭﺣﺪﺕ ﻭﺟﻮﺩ« ﺍﺳﺖ ﻭ ﺟﺰ ﺑﺎﻓﻨﺪﮔﻴﻬﺎﻱ ﺻﻮﻓﻴﺎﻧﻪ ﻧﻤﻴﺒﺎﺷﺪ‪ .‬ﺁﻥ ﺩﺍﺳﺘﺎﻧﻬﺎ ﻭ‬

‫‪w‬‬

‫ﺍﻓﺴﺎﻧﻪ ﻫﺎ ﻛﻪ ﺳﺮﻭﺩﻩ ﻫﻤﻪ ﺍﺯ ﺍﻳﻦ ﺑﺎﺭﻩ ﻣﻴﺒﺎﺷﺪ ﻭ ﻣﻦ ﻧﻤﻴﺪﺍﻧﻢ ﻛﺪﺍﻡ ﭘﻨﺪ ﻳﺎ ﺍﻧﺪﺭﺯﻱ ﺩﺭ ﺁﻧﻬﺎﺳﺖ؟!‪..‬‬ ‫ﻣﺜﻼ ﺷﻌﺮ ﭘﺎﻳﻴﻦ‪:‬‬ ‫ﺍﺳﺘﺎﺩ ﻣﻌﻠﻢ ﭼﻮ ﺑﻮﺩ ﻛﻢ ﺁﺯﺍﺭ‬

‫‪w‬‬

‫‪w‬‬

‫ﺁﺭﻱ ﺩﺭ ﻣﻴﺎﻥ ﮔﻔﺘﻪ ﻫﺎﻱ ﺳﻌﺪﻱ ﭘﻨﺪﻫﺎ ﻭ ﺍﻧﺪﺭﺯﻫﺎﻳﻲ ﻫﺴﺖ‪ .‬ﻭﻟﻲ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺁﻧﻬﺎ ﻧﻴﺰ ﻧﻴﻚ ﻣﻴﻨﻤﺎﻳﺪ ﻭ ﺧﻮﺩ ﺑﺪ ﺍﺳﺖ‪.‬‬ ‫ﺧﺮﺳﻚ ﺑﺎﺯﻧﺪ ﻛﻮﺩﻛﺎﻥ ﺩﺭ ﺑﺎﺯﺍﺭ‬

‫ﻳﺎ ﺷﻌﺮ ﭘﺎﻳﻴﻦ‪:‬‬ ‫ﻗﺮﺍﺭ ﺩﺭ ﻛﻒ ﺁﺯﺍﺩﮔﺎﻥ ﻧﮕﻴﺮﺩ ﻣﺎﻝ‬

‫ﭼﻮ ﺻﺒﺮ ﺩﺭ ﺩﻝ ﻋﺎﺷﻖ ﭼﻮ ﺁﺏ ﺩﺭ ﻏﺮﺑﺎﻝ‬

‫ﺍﻳﻨﻬﺎ ﺭﺍ ﻧﻴﻚ ﻣﻴﺸﻤﺎﺭﻧﺪ‪ .‬ﻭﻟﻲ ﺑﺴﻴﺎﺭ ﺑﺪ ﺍﺳﺖ‪ .‬ﺁﻧﮕﺎﻩ ﺳﻌﺪﻱ ﺧﻮﺍﺳﺘﺶ ﺟﺰ ﺳﺨﻦ ﺑﺎﻓﻲ ﻧﻤﻴﺒﻮﺩﻩ‪ ،‬ﻭ ﺍﻳﻨﺴﺖ ﻛﻤﺘﺮ ﺳﺨﻨﻲ‬ ‫ﺭﺍ ﺩﺭ ﺍﻳﻨﺠﺎ ﮔﻔﺘﻪ ﻛﻪ ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮ ﺁﺧﺸﻴﺠﺶ ﺭﺍ ﻧﮕﻔﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﺳﻮﻡ‪ :‬ﺍﻳﻦ ﺷﻴﻮﻩ ﻛﻪ ﺍﺯ ﮔﻔﺘﻪ ﻫﺎﻱ ﺧﻴﺎﻡ ﻭ ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﻣﻮﻟﻮﻱ ﻭ ﻣﺎﻧﻨﺪﮔﺎﻧﺸﺎﻥ ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯﻫﺎﻳﻲ ﺑﺮﮔﺰﻳﺪﻩ ﺷﻮﺩ‬ ‫ﺧﻮﺩ ﻏﻠﻄﺴﺖ‪ ،‬ﻛﻪ ﻧﻪ ﺗﻨﻬﺎ ﺳﻮﺩﻱ ﻧﺘﻮﺍﻧﺪ ﺩﺍﺩ ﺯﻳﺎﻥ ﻧﻴﺰ ﺩﺭ ﺑﺮ ﺗﻮﺍﻧﺪ ﺩﺍﺷﺖ‪ .‬ﺯﻳﺮﺍ ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯ ﺍﺯ ﻛﺴﻲ ﺳﺰﻧﺪﻩ ﺍﺳﺖ ﻛﻪ ﭘﺎﻙ‬ ‫ﺑﺎﺷﺪ ﻭ ﺧﻮﺩ ﺑﮕﻔﺘﻪ ﻫﺎﻳﺶ ﻛﺎﺭ ﺑﻨﺪﺩ‪ .‬ﻭﮔﺮﻧﻪ ﺍﮔﺮ ﺷﻤﺎ ﻣﻄﺮﺑﻲ ﺑﺮﺍﻱ ﺭﻗﺎﺻﻲ ﺑﻴﺎﻭﺭﻳﺪ ﻭ ﺍﻭ ﻧﻴﺰ ﺩﺭ ﻣﻴﺎﻥ ﺟﺴﺖ ﻭ ﺧﻴﺰﻫﺎﻳﺶ‬ ‫ﺳﺨﻨﺎﻥ ﭘﻨﺪﺁﻣﻴﺰ ﺳﺮﺍﻳﺪ‪ ،‬ﮔﺪﺍﻳﻲ ﻛﻪ ﺑﺪﻡ ﺩﺭ ﻣﻴﺂﻳﺪ ﺍﻭ ﻫﻢ ﺯﺑﺎﻥ ﺑﺎﻧﺪﺭﺯ ﻣﻴﮕﺸﺎﻳﺪ‪ ،‬ﻭ ﺗﺎﻛﻨﻮﻥ ﻛﻲ ﺷﺪﻩ ﻛﻪ ﻛﺴﻲ ﺍﺯ ﻣﻄﺮﺏ ﻳﺎ ﺍﺯ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٣‬‬

‫ﮔﺪﺍ ﭘﻨﺪ ﺁﻣﻮﺯﺩ ﻭ ﺍﻧﺪﺭﺯ ﻳﺎﺩ ﮔﻴﺮﺩ؟!‪ ..‬ﭘﻨﺪﺁﻣﻮﺯﻱ ﻣﻄﺮﺏ ﻭ ﮔﺪﺍ ﺑﻴﺶ ﺍﺯ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﻧﺘﻮﺍﻧﺪ ﺩﺍﺩ ﻛﻪ ﺍﺯ ﺍﺭﺝ ﻭ ﺑﻬﺎﻱ ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯ‬ ‫ﻛﺎﻫﺪ‪ .‬ﭘﻨﺪ ﻭ ﺍﻧﺪﺭﺯ ﮔﻔﺘﻦ ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺩﻳﮕﺮ ﺷﺎﻋﺮﺍﻥ ﻧﻴﺰ ﻫﻤﺎﻧﺤﺎﻝ ﺭﺍ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬

‫‪om‬‬ ‫‪e.c‬‬ ‫‪lin‬‬ ‫‪ab‬‬ ‫‪et‬‬ ‫‪.K‬‬ ‫‪w‬‬ ‫‪w‬‬ ‫‪w‬‬


‫‪Ketabline.com‬‬

‫‪Ebook.ketabline.com‬‬

‫ﮔﻔﺘﺎﺭ ﺩﻭﻡ‬ ‫ﻓﺮﻫﻨﮓ ﺩﺭ ﻣﻌﻨﻲ ﻭﺍﻻﺗﺮﺵ‬ ‫ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﻓﺮﻫﻨﮓ ﻳﺎ ﻳﺎﺩ ﺩﺍﺩﻥ ﺁﻣﻴﻐﻬﺎ ﻭ ﺩﺍﻧﺸﻬﺎ ﺑﺠﻮﺍﻧﺎﻥ ﺑﻬﺮ ﺍﻳﻨﺴﺖ ﻛﻪ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﺑﻴﻨﺎ ﺑﺎﺷﻨﺪ‪ .‬ﻟﻴﻜﻦ ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ‬ ‫ﻳﻚ ﻧﺘﻴﺠﻪ ﺑﺴﻴﺎﺭ ﮔﺮﺍﻧﻤﺎﻳﻪ ﺗﺮﻱ ﻧﻴﺰ ﺧﻮﺍﺳﺘﻪ ﻣﻴﺸﻮﺩ‪ ،‬ﻭ ﺁﻥ ﺍﻳﻨﻜﻪ »ﺭﻭﺍﻧﻬﺎ ﻧﻴﺮﻭﻣﻨﺪ ﮔﺮﺩﺩ ﻭ ﺑﻬﻮﺳﻬﺎ ﻭ ﺧﻮﻳﻬﺎﻱ ﭘﺴﺖ ﺟﺎﻧﻲ‬ ‫ﭼﻴﺮﻩ ﺑﺎﺷﺪ«‪ .‬ﺍﻳﻦ ﻳﻚ ﺧﻮﺍﺳﺖ ﺑﺰﺭﮔﺘﺮ ﺩﻳﮕﺮﻳﺴﺖ ﻭ ﻓﺮﻫﻨﮓ ﺩﺭ ﻣﻌﻨﻲ ﻭﺍﻻﺗﺮﺵ ﺑﻬﺮ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺍﻳﻦ ﺳﺨﻦ ﻧﻴﻚ ﺭﻭﺷﻦ ﮔﺮﺩﺩ ﺑﺎﻳﺪ ﺑﻴﺎﺩ ﺁﻭﺭﺩ ﮔﻮﻫﺮ ﺁﺩﻣﻲ ﻭ ﺳﺨﻨﺎﻧﻲ ﺭﺍ ﻛﻪ ﻣﺎ ﺩﺭﺑﺎﺭﻩ ﺁﻥ ﻧﻮﺷﺘﻪ ﺍﻳﻢ‪ .‬ﻣﺎ‬ ‫ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﺍﻳﻢ‪:‬‬ ‫ﺁﺩﻣﻲ ﺩﺍﺭﺍﻱ ﺩﻭ ﮔﻮﻫﺮ ﺍﺳﺖ‪ :‬ﮔﻮﻫﺮ ﺗﻦ ﻭ ﺟﺎﻥ ﺑﺎ ﻫﻮﺳﻬﺎﻱ ﮔﻮﻧﺎﮔﻮﻥ ﻭ ﺑﺎ ﺧﻮﻳﻬﺎﻱ ﭘﺴﺖ ﺧﻮﺩﺧﻮﺍﻫﻲ ﻭ ﺧﻮﺩﻧﻤﺎﻳﻲ ﻭ‬ ‫ﺁﺯ ﻭ ﺧﺸﻢ ﻭ ﻛﻴﻨﻪ ﻭ ﺑﺮﺗﺮﻳﻔﺮﻭﺷﻲ ﻭ ﮔﺮﺩﻧﻜﺸﻲ ﻭ ﺟﺪﺍﺳﺮﻱ ﻭ ﺳﺘﻢ ﻭ ﭼﺎﭘﻠﻮﺳﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ‪ ،‬ﻭ ﮔﻮﻫﺮ ﺭﻭﺍﻥ ﺑﺎ ﺧﺮﺩ ﻭ ﻓﻬﻢ ﻭ‬ ‫ﺁﻣﻴﻎ ﭘﮋﻭﻫﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ‪.‬‬

‫ﻫﻤﭽﻨﻴﻦ ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﺍﻳﻢ‪:‬‬

‫‪e.c‬‬

‫‪om‬‬

‫ﺍﻧﺪﻳﺸﻪ ﻭ ﻓﺮﺟﺎﺩ ﻭ ﺁﺯﺭﻡ ﻭ ﺷﺮﻡ ﻭ ﺑﺎ ﺳﻬﺸﻬﺎﻱ ﮔﺮﺍﻧﻤﺎﻳﻪ ﻧﻴﻜﺨﻮﺍﻫﻲ ﻭ ﻏﻤﺨﻮﺍﺭﻱ ﻭ ﺩﺍﺩ ﺩﻭﺳﺘﻲ ﻭ ﺁﺑﺎﺩﻳﺨﻮﺍﻫﻲ ﻭ‬

‫‪lin‬‬

‫ﺍﻳﻦ ﺩﻭ ﮔﻮﻫﺮ ﺑﺎ ﺁﻧﻜﻪ ﺗﻮﺃﻡ ﺍﺳﺖ ﺑﺂﺧﺸﻴﺞ ﻳﻜﺪﻳﮕﺮ ﻣﻴﺒﺎﺷﻨﺪ ﻭ ﻫﻤﻴﺸﻪ ﺑﺎ ﻫﻢ ﺩﺭ ﻛﺸﺎﻛﺸﻨﺪ ﻛﻪ ﻫﻤﭽﻮﻥ ﺩﻭ ﻛﻔﻪ ﺗﺮﺍﺯﻭ‪،‬‬ ‫ﺍﮔﺮ ﻳﻜﻲ ﺑﺎﻻ ﺭﻓﺖ ﺁﻧﺪﻳﮕﺮﻱ ﭘﺎﻳﻴﻦ ﺧﻮﺍﻫﺪ ﺍﻓﺘﺎﺩ‪.‬‬

‫‪ab‬‬

‫ﻫﻤﭽﻨﻴﻦ ﺑﺎﺭﻫﺎ ﮔﻔﺘﻪ ﺍﻳﻢ‪:‬‬

‫‪.K‬‬

‫ﺭﺍ ﻧﺎﺗﻮﺍﻥ ﺧﻮﺍﻫﺪ ﮔﺮﺩﺍﻧﻴﺪ‪.‬‬

‫‪et‬‬

‫ﺁﺩﻣﻲ ﺍﮔﺮ ﺑﺴﺮ ﺧﻮﺩ ﻣﺎﻧﺪ ﺑﻴﺸﺘﺮ ﺁﻧﺴﺖ ﻛﻪ ﮔﻮﻫﺮ ﺟﺎﻧﻲ ﭼﻴﺮﻩ ﺩﺭﺁﻣﺪﻩ ﻭ ﺭﻭﺍﻥ ﻭ ﺧﺮﺩ‪ ،‬ﻭ ﺩﻳﮕﺮ ﺳﻬﺸﻬﺎﻱ ﺳﺘﻮﺩﻩ ﺁﺩﻣﻲ‬ ‫ﺍﻳﻦ ﺧﻮﺩ ﺟﺴﺘﺎﺭ ﺑﺰﺭﮔﻴﺴﺖ ﻛﻪ ﺭﻭﺍﻥ ﻭ ﺧﺮﺩ ﺁﺩﻣﻲ ﭼﮕﻮﻧﻪ ﻭ ﺍﺯ ﭼﻪ ﺭﺍﻩ ﻧﻴﺮﻭﻣﻨﺪ ﺗﻮﺍﻧﺪ ﮔﺮﺩﻳﺪ؟!‪ ..‬ﺟﺴﺘﺎﺭﻳﺴﺖ ﻛﻪ ﺑﺎﻳﺪ‬

‫‪w‬‬

‫‪w‬‬

‫ﻣﺎ ﺩﺭ ﺍﻳﻦ ﺟﺴﺘﺎﺭ ﻧﻴﺰ ﺑﺴﺨﻦ ﭘﺮﺩﺍﺧﺘﻪ ﭘﺎﺳﺦ ﺍﻳﻦ ﭘﺮﺳﺶ ﺭﺍ ﺩﺍﺩﻩ ﺍﻳﻢ‪:‬‬

‫‪w‬‬

‫ﺑﺂﻥ ﺍﺭﺝ ﺑﺴﻴﺎﺭ ﮔﺰﺍﺷﺖ‪.‬‬

‫ﻣﺎﻳﻪ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺭﻭﺍﻥ ﻭ ﺧﺮﺩ‪ ،‬ﺑﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰﻱ‪ ،‬ﺷﻨﺎﺧﺘﻦ ﻣﻌﻨﻲ ﺟﻬﺎﻥ ﻭ ﺯﻧﺪﮔﺎﻧﻲ ﻭ ﭘﻲ ﺑﺮﺩﻥ ﺑﺂﻣﻴﻐﻬﺎﺳﺖ‪ .‬ﻛﺴﻴﻜﻪ‬ ‫ﻣﻌﻨﻲ ﺟﻬﺎﻥ ﻭ ﺯﻧﺪﮔﻲ ﺭﺍ ﻧﻴﻚ ﺑﺪﺍﻧﺪ ﻭ ﺁﻣﻴﻐﻬﺎ ﺭﺍ ﺩﺭﻳﺎﺑﺪ‪ ،‬ﻫﺮﺁﻳﻴﻨﻪ ﺭﻭﺍﻥ ﻭ ﺧﺮﺩﺵ ﺗﻮﺍﻧﺎ ﺧﻮﺍﻫﺪ ﮔﺮﺩﻳﺪ‪.‬‬ ‫ﭼﻨﺎﻧﻜﻪ ﻧﻴﻚ ﺧﻮﻳﻴﻬﺎ ﻧﻴﺰ ﺍﺯ ﺍﻳﻦ ﺭﺍﻫﺴﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﺍﻫﺴﺖ ﻛﻪ ﻛﺴﻲ ﺳﺘﻮﺩﻩ ﺧﻮ ﺗﻮﺍﻧﺪ ﮔﺮﺩﻳﺪ‪ .‬ﺯﻳﺮﺍ ﭼﻨﺎﻧﻜﻪ ﺩﺭ ﺑﺎﻻ‬ ‫ﻧﻮﺷﺘﻪ ﺍﻳﻢ ﺧﻮﻳﻬﺎﻱ ﺑﺪ ﺍﺯ ﺁﻥ ﮔﻮﻫﺮ ﺟﺎﻧﻲ ﻣﻴﺒﺎﺷﺪ‪ ،‬ﻭ ﭼﻮﻥ ﺭﻭﺍﻥ ﻧﻴﺮﻭ ﮔﻴﺮﺩ ﻧﺎﭼﺎﺭﻳﺴﺖ ﻛﻪ ﺁﻥ ﺧﻮﻳﻬﺎ ﻧﺎﺗﻮﺍﻥ ﮔﺮﺩﺩ ﻭ ﺩﺭ ﺯﻳﺮ‬ ‫ﻓﺮﻣﺎﻥ ﺧﺮﺩ ﺑﺎﺷﺪ‪.‬‬ ‫ﺍﻳﻨﺴﺖ ﻫﺮﻛﺴﻲ ﺑﺎﻳﺪ ﺁﻣﻴﻐﻬﺎﻱ ﺯﻧﺪﮔﻲ ﺭﺍ ﻳﺎﺩ ﮔﻴﺮﺩ ﻭ ﺟﻬﺎﻥ ﺭﺍ ﭼﻨﺎﻧﻜﻪ ﻫﺴﺖ ﺑﺸﻨﺎﺳﺪ ﻭ ﺍﺯ ﮔﻮﻫﺮ ﺁﺩﻣﻴﮕﺮﻱ ﻭ ﺍﺯ ﺑﺎﻳﺎﻱ‬ ‫ﺁﻥ ﺁﮔﺎﻫﻲ ﻳﺎﺑﺪ‪.‬‬ ‫ﻓﺮﻫﻨﮓ ﺩﺭ ﻣﻌﻨﻲ ﻭﺍﻻﺗﺮﺵ ﺍﻳﻨﺴﺖ‪ .‬ﺍﺯ ﺍﻳﻨﺠﺎﺳﺖ ﻣﻴﮕﻮﻳﻴﻢ‪ :‬ﻳﻚ ﻧﺘﻴﺠﻪ ﺑﺰﺭﮔﻲ ﻛﻪ ﺍﺯ ﻓﺮﻫﻨﮓ ﺑﺎﻳﺪ ﺑﺪﺳﺖ ﺁﻳﺪ‬ ‫ﻧﻴﺮﻭﻣﻨﺪﻱ ﺭﻭﺍﻧﻬﺎ ﻭ ﺧﺮﺩﻫﺎ ﻣﻴﺒﺎﺷﺪ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٥‬‬

‫ﻟﻴﻜﻦ ﺟﺎﻱ ﺍﻓﺴﻮﺳﺴﺖ ﻛﻪ ﻓﺮﻫﻨﮓ ﻛﻨﻮﻧﻲ ﺍﻳﺮﺍﻥ ﻧﻪ ﺗﻨﻬﺎ ﭼﻨﻴﻦ ﻧﺘﻴﺠﻪ ﺍﻱ ﻧﻤﻴﺪﻫﺪ ﻭ ﻣﺎﻳﻪ ﻧﻴﺮﻭﻣﻨﺪﻱ ﺭﻭﺍﻧﻬﺎ ﻭ ﺧﺮﺩﻫﺎ‬ ‫ﻧﻤﻴﮕﺮﺩﺩ‪ ،‬ﻧﺘﻴﺠﻪ ﻭﺍﺭﻭﻧﻪ ﺩﺍﺩﻩ ﺭﻭﺍﻧﻬﺎ ﻭ ﺧﺮﺩﻫﺎ ﺭﺍ ﻫﺮﭼﻪ ﻧﺎﺗﻮﺍﻧﺘﺮ‪ ،‬ﺑﻠﻜﻪ ﭘﺎﻙ ﺑﻴﻜﺎﺭﻩ ﻣﻴﮕﺮﺩﺍﻧﺪ ﻭ ﺧﻮﻳﻬﺎﻱ ﻧﺎﺳﺘﻮﺩﻩ ﺟﺎﻧﻲ ﻫﺮﭼﻪ‬ ‫ﭼﻴﺮﻩ ﺗﺮ ﻣﻴﺸﻮﺩ‪ .‬ﺯﻳﺮﺍ ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﺩﺭ ﺩﺑﺴﺘﺎﻧﻬﺎ ﻭ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﺑﺠﺎﻱ ﺁﻣﻴﻐﻬﺎﻱ ﺯﻧﺪﮔﺎﻧﻲ‪ ،‬ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺳﻌﺪﻱ‬ ‫ﻭ ﺣﺎﻓﻆ ﻭ ﺧﻴﺎﻡ ﻭ ﺩﻳﮕﺮ ﺷﺎﻋﺮﺍﻥ ﻭ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﺭﺍ ﻣﻴﺂﻣﻮﺯﻧﺪ‪ .‬ﺍﻳﻦ ﺑﺪﺁﻣﻮﺯﻳﻬﺎ ﻫﺮﻳﻜﻲ ﺩﺭ ﺗﻨﻬﺎﻳﻲ ﺯﻳﺎﻧﻬﺎﻳﻲ ﺭﺍ ﺩﺭ ﺑﺮ ﻣﻴﺪﺍﺭﺩ ﻭ‬ ‫ﻣﺎﻳﻪ ﮔﻤﺮﺍﻫﻲ ﺟﻮﺍﻧﺎﻥ ﻭ ﻧﻮﺧﺎﺳﺘﮕﺎﻥ ﻣﻴﮕﺮﺩﺩ‪ ،‬ﻭ ﭼﻮﻥ ﭼﻨﺪ ﺭﺷﺘﻪ ﺍﺯ ﺁﻧﻬﺎ ﺑﺎ ﻫﻢ ﺁﻣﻴﺨﺘﻪ ﻣﻴﺸﻮﺩ ﻫﻤﻴﻦ ﺩﺭﺁﻣﻴﺨﺘﮕﻲ ﻳﻚ ﺯﻳﺎﻥ‬ ‫ﺑﺰﺭﮒ ﺩﻳﮕﺮﻱ ﺭﺍ ﺩﺭ ﺑﺮ ﻣﻴﺪﺍﺭﺩ ﻭ ﻣﺎﻳﻪ ﺑﻴﻜﺎﺭﮔﻲ ﺧﺮﺩﻫﺎ ﻭ ﻓﻬﻤﻬﺎ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺑﺮﺍﻱ ﺑﻴﻜﺎﺭﮔﻲ ﻓﻬﻤﻬﺎ ﻭ ﺧﺮﺩﻫﺎ ﻫﻴﭻ ﭼﻴﺰﻱ‬ ‫ﻛﺎﺭﮔﺮﺗﺮ ﺍﺯ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺩﺭﻫﻢ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬ ‫ﺍﻳﻨﺴﺖ ﺟﻮﺍﻧﺎﻧﻲ ﻛﻪ ﺍﺯ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﺑﻴﺮﻭﻥ ﻣﻴﺂﻳﻨﺪ ﻣﻴﺒﻴﻨﻴﻢ ﺑﻴﺸﺘﺮ ﺁﻧﺎﻥ )ﺑﻴﺸﺘﺮﺷﺎﻥ ﻧﻪ ﻫﻤﮕﻴﺸﺎﻥ( ﺍﺯ ﻳﻜﺴﻮ‬ ‫ﺩﺭﻳﺎﻓﺘﻬﺎﻱ ﺳﺎﺩﻩ ﺧﺪﺍﺩﺍﺩﻩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﻫﺸﺘﻪ ﺍﻧﺪ‪ .‬ﻣﺜﻼ ﺁﻣﻴﻎ ﭘﮋﻭﻫﻲ )ﻳﺎ ﺭﺍﺳﺘﻲ ﭘﺮﺳﺘﻲ( ﻳﻜﻲ ﺍﺯ ﮔﻬﺮﻳﺘﺮﻳﻦ ﭼﻴﺰﻫﺎﻱ ﺁﺩﻣﻴﺴﺖ‪.‬‬

‫‪om‬‬

‫ﻫﺮ ﺁﺩﻣﻲ ﺑﺎ ﺩﺭﻳﺎﻓﺘﻬﺎﻱ ﺳﺎﺩﻩ ﺧﻮﺩ ﻫﻤﻴﺸﻪ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﺁﻣﻴﻐﻬﺎﺳﺖ ﻭ ﭼﻮﻥ ﺑﻴﻚ ﺁﻣﻴﻐﻲ ﺑﺮﺧﻮﺭﺩ ﺗﺸﻨﻪ ﻭﺍﺭ ﺁﻧﺮﺍ ﭘﺬﻳﺮﺩ ﻭ ﻓﺮﺍ‬ ‫ﮔﻴﺮﺩ ﻭ ﺑﻜﺎﺭ ﺑﻨﺪﺩ ﻭ ﺩﺭ ﺭﺍﻩ ﭘﻴﺸﺮﻓﺘﺶ ﺑﻜﻮﺷﺶ ﭘﺮﺩﺍﺯﺩ‪.‬‬

‫‪e.c‬‬

‫ﻭﻟﻲ ﺁﻧﺎﻥ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﺁﻣﻴﻐﻬﺎ ﻧﻤﻴﺒﺎﺷﻨﺪ ﻭ ﺁﻥ ﺁﻣﻮﺯﺍﻛﻬﺎﻱ ﺑﻴﭙﺎ ﻛﻪ ﻓﺮﺍ ﮔﺮﻓﺘﻪ ﺍﻧﺪ ﺩﺭ ﭘﺸﺖ ﺳﺮ ﺁﻧﻬﺎ‪ ،‬ﺑﭽﻴﺰ‬ ‫ﺩﻳﮕﺮﻱ ﺑﺎﻭﺭ ﻧﻤﻴﺪﺍﺭﻧﺪ‪ ،‬ﭼﻮﻥ ﻳﻚ ﺁﻣﻴﻐﻲ ﺭﺍ ﻣﻴﺸﻨﻮﻧﺪ ﻧﻤﻴﭙﺬﻳﺮﻧﺪ‪ ،‬ﻭ ﭼﻮﻥ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻟﻴﻞ ﺩﺭﻣﻴﻤﺎﻧﻨﺪ ﺁﻧﮕﺎﻩ ﻧﻴﺰ ﺍﺯ ﺭﺍﻩ ﺩﺷﻤﻨﻲ‬

‫‪lin‬‬

‫ﺩﺭﻣﻴﺂﻳﻨﺪ‪.‬‬

‫‪ab‬‬

‫ﺍﺯ ﻳﻜﺴﻮ ﻧﻴﺰ ﻓﻬﻤﻬﺎﺷﺎﻥ ﺑﻴﻜﺎﺭ ﮔﺮﺩﻳﺪﻩ ﻛﻪ ﺁﻧﭽﻪ ﺍﺯ ﻋﻨﻮﺍﻧﻬﺎﻱ ﺯﻧﺪﮔﻲ ﺭﺍ ﺷﻨﻴﺪﻩ ﺍﻧﺪ ﻣﻌﻨﺎﻱ ﺭﻭﺷﻨﻲ ﺍﺯ ﺁﻥ ﻧﻤﻴﻔﻬﻤﻨﺪ‪ ،‬ﻭ‬ ‫ﻣﻴﺒﺎﻳﺪ ﮔﻔﺖ ﺩﺭ ﻳﻚ ﺟﻬﺎﻥ ﻧﻴﻤﻪ ﺗﺎﺭﻳﻜﻲ ﺯﻧﺪﮔﻲ ﺑﺴﺮ ﻣﻴﺒﺮﻧﺪ‪ .‬ﻣﺜﻼ ﺗﻤﺪﻥ‪ ،‬ﺍﺩﺑﻴﺎﺕ‪ ،‬ﺍﺧﻼﻕ‪ ،‬ﺍﻧﻘﻼﺏ ﺍﺯ ﻋﻨﻮﺍﻧﻬﺎﻳﻴﺴﺖ ﻛﻪ ﺑﺴﺮ‬

‫‪et‬‬

‫ﺯﺑﺎﻥ ﻣﻴﺪﺍﺭﻧﺪ‪ ،‬ﻭ ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﺍﮔﺮ ﺷﻤﺎ ﺑﭙﺮﺳﻴﺪ ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﺍﺯ ﻫﻴﭽﻴﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﻣﻌﻨﻲ ﺭﻭﺷﻨﻲ ﺩﺭ ﺩﻝ ﻧﻤﻴﺪﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﭼﻴﺰﻳﺴﺖ‬

‫‪.K‬‬

‫ﻛﻪ ﻣﺎ ﺁﺯﻣﻮﺩﻩ ﺍﻳﻢ ﻭ ﭼﻮﻥ ﻣﻦ ﻣﻴﺨﻮﺍﻫﻢ ﺯﻳﺎﻥ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﺭﺍ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺭﻭﺷﻦ ﺩﺭ ﭘﻴﺶ ﭼﺸﻤﻬﺎ ﻧﻤﻮﺩﺍﺭ ﮔﺮﺩﺍﻧﻢ ﻧﺎﭼﺎﺭﻡ ﺩﺭ‬

‫‪w‬‬

‫ﺍﻳﻨﺠﺎ ﺑﺮﺧﻲ ﺍﺯ ﺁﺯﻣﺎﻳﺸﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺩﺍﺳﺘﺎﻧﻬﺎﻱ ﺁﻧﻬﺎ ﻳﺎﺩ ﻛﻨﻢ‪:‬‬

‫‪w‬‬

‫ﺁﻧﺴﺎﻝ ﻛﻪ ﺗﺎﺯﻩ ﺑﻜﻮﺷﺶ ﺑﺮﺧﺎﺳﺘﻴﻢ ﻭ ﺍﺯ ﺍﺭﻭﭘﺎﻳﻴﮕﺮﻱ ﻧﻜﻮﻫﺶ ﻣﻴﻨﻮﺷﺘﻴﻢ‪ ،‬ﺩﺳﺘﻪ ﺑﺰﺭﮔﻲ ﺍﺯ ﺍﻳﻦ ﺩﺭﺳﺨﻮﺍﻧﺪﮔﺎﻥ ﻭ ﺩﺭﺱ‬

‫‪w‬‬

‫ﮔﻮﻳﻨﺪﮔﺎﻥ ﺑﻬﻴﺎﻫﻮ ﺑﺮﺧﺎﺳﺘﻪ ﭼﻨﻴﻦ ﻣﻴﮕﻔﺘﻨﺪ‪» :‬ﺑﺎ ﺗﻤﺪﻥ ﺿﺪﻳﺖ ﻣﻴﻜﻨﺪ«‪ .‬ﺍﺯ ﻫﻤﻴﻦ ﮔﻔﺘﻪ ﺷﺎﻥ ﭘﻴﺪﺍ ﻣﻴﺒﻮﺩ ﻛﻪ ﻣﻌﻨﻲ ﺗﻤﺪﻥ ﺭﺍ‬ ‫ﻧﻤﻴﺪﺍﻧﻨﺪ ﻭ ﻣﺎ ﺑﺮﺍﻱ ﺁﺯﻣﺎﻳﺶ ﺑﭙﺮﺳﺶ ﺑﺮﺧﺎﺳﺘﻴﻢ‪» :‬ﺗﻤﺪﻥ ﭼﻴﺴﺖ؟!‪ ،«..‬ﻭ ﺩﻳﺪﻳﻢ ﻛﻪ ﺩﺭ ﭘﺎﺳﺦ ﺩﺭﻣﺎﻧﺪﻧﺪ ﻭ ﺳﺨﻨﻲ ﻧﺘﻮﺍﻧﺴﺘﻨﺪ‪.‬‬ ‫ﺳﭙﺲ ﻧﻮﺑﺖ ﺑﺎﺩﺑﻴﺎﺕ ﺭﺳﻴﺪ‪ .‬ﭼﻮﻥ ﺍﺯ ﻳﺎﻭﻩ ﮔﻮﻳﻴﻬﺎﻱ ﺷﺎﻋﺮﺍﻥ ﺑﺪ ﻣﻴﻨﻮﺷﺘﻴﻢ ﻫﺎﻳﻬﻮﻱ ﻣﻴﻨﻤﻮﺩﻧﺪ ﻛﻪ ﻣﻴﺨﻮﺍﻫﺪ »ﺍﺩﺑﻴﺎﺕ« ﺭﺍ ﺑﺮﺩﺍﺭﺩ‪،‬‬ ‫ﻭ ﭼﻮﻥ ﭘﺮﺳﻴﺪﻳﻢ‪» :‬ﺍﺩﺑﻴﺎﺕ ﭼﻴﺴﺖ؟!‪ ،«..‬ﺩﺭ ﺍﻳﻨﺠﺎ ﻧﻴﺰ ﺩﺭﻣﺎﻧﺪﻧﺪ ﻭ ﺑﺨﺎﻣﻮﺷﻲ ﮔﺮﺍﻳﻴﺪﻧﺪ‪.‬‬ ‫ﺑﺎﺭﻫﺎ ﺭﺧﺪﺍﺩﻩ ﻛﻪ ﻳﻜﻲ ﮔﻔﺘﺎﺭﻱ ﻧﻮﺷﺘﻪ ﻭ ﺁﻭﺭﺩﻩ ﻣﺎ ﺑﭽﺎﭖ ﺭﺳﺎﻧﻴﻢ‪ .‬ﭘﺮﺳﻴﺪﻩ ﺍﻡ ﺩﺭ ﭼﻪ ﺯﻣﻴﻨﻪ ﺍﺳﺖ؟!‪ ..‬ﮔﻔﺘﻪ‪» :‬ﺩﺭ ﺯﻣﻴﻨﻪ‬ ‫ﺍﺧﻼﻕ«‪ .‬ﮔﻔﺘﻪ ﺍﻡ‪ :‬ﺑﻬﺘﺮ ﺍﺳﺖ ﻧﺨﺴﺖ ﺍﺧﻼﻕ ﺭﺍ ﻣﻌﻨﻲ ﻛﻨﻴﺪ ﺗﺎ ﺑﺪﺍﻧﻴﻢ ﭼﻴﺴﺖ؟!‪ ..‬ﮔﻔﺘﻪ‪» :‬ﻣﮕﺮ ﻣﻌﻨﻲ ﺁﻥ ﺩﺍﻧﺴﺘﻪ ﻧﻴﺴﺖ؟!‪.«..‬‬ ‫ﮔﻔﺘﻪ ﺍﻡ‪ :‬ﺍﮔﺮ ﺩﺍﻧﺴﺘﻪ ﺍﺳﺖ ﺷﻤﺎ ﻫﻢ ﺑﮕﻮﻳﻴﺪ‪ ،‬ﻭ ﺍﺯ ﭘﺎﺳﺦ ﺩﺭﻣﺎﻧﺪﻩ ﻭ ﺳﺮ ﭘﺎﻳﻴﻦ ﺍﻧﺪﺍﺧﺘﻪ‪.‬‬ ‫ﭼﻮﻥ ﺍﻳﻦ ﺩﺍﺳﺘﺎﻥ ﻧﻤﻮﻧﻪ ﻧﻴﻜﻲ ﺍﺯ ﻫﻴﭻ ﻧﺪﺍﻧﻲ ﺍﻳﻦ ﭘﺮﻭﺭﺩﮔﺎﻥ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺍﺳﺖ ﻣﻴﻨﻮﻳﺴﻢ‪ :‬ﺩﻭ ﺳﺎﻝ ﭘﻴﺶ ﻣﺎ ﭼﻮﻥ‬ ‫ﺭﻭﺯﻧﺎﻣﻪ ﭘﺮﭼﻢ ﺭﺍ ﺁﻏﺎﺯ ﻛﺮﺩﻳﻢ ﻭ ﺩﺭ ﮔﻔﺘﺎﺭﻫﺎ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺑﺎﻭﺭﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻛﻪ ﺳﺮﭼﺸﻤﻪ ﺑﺪﺑﺨﺘﻴﻬﺎﺳﺖ ﺳﺨﻦ‬ ‫ﺭﺍﻧﺪﻩ ﺯﻳﺎﻧﻬﺎﻱ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎﺯ ﻣﻴﻨﻤﻮﺩﻳﻢ‪ ،‬ﻛﺴﺎﻧﻲ ﺍﺯ ﺟﻮﺍﻧﺎﻥ ﺑﻨﺰﺩ ﻣﻦ ﺁﻣﺪﻩ ﭼﻨﻴﻦ ﻣﻴﮕﻔﺘﻨﺪ‪» :‬ﺷﻤﺎ ﻛﻨﺪ ﻣﻴﺮﻭﻳﺪ‪ .‬ﻣﺎ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﻋﻘﺐ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٦‬‬

‫ﻣﺎﻧﺪﻩ ﺍﻳﻢ‪ ،‬ﺑﺎﻳﺪ ﺗﻨﺪ ﺑﺮﻭﻳﻢ«‪ .‬ﺍﺯ ﺍﻳﻦ ﮔﻔﺘﻪ ﺷﺎﻥ ﺩﺭ ﺷﮕﻔﺖ ﺷﺪﻩ ﻣﻴﭙﺮﺳﻴﺪﻡ‪» :‬ﭼﮕﻮﻧﻪ ﺗﻨﺪ ﺭﻭﻳﻢ؟‪ ..‬ﭼﻜﺎﺭ ﻛﻨﻴﻢ ﻛﻪ ﺗﻨﺪ ﺭﻓﺘﻦ‬ ‫ﺑﺎﺷﺪ؟‪ ،«..‬ﻣﻴﺪﻳﺪﻡ ﺩﺭﻣﺎﻧﺪﻧﺪ ﻭ ﭘﺎﺳﺨﻲ ﻧﺘﻮﺍﻧﺴﺘﻨﺪ‪ .‬ﺳﺨﻦ ﺭﺍ ﺭﻭﺷﻨﺘﺮ ﮔﺮﺩﺍﻧﻴﺪﻩ ﻣﻴﮕﻔﺘﻢ‪» :‬ﻣﺎ ﺭﺍﺳﺘﻲ ﺭﺍ ﺑﺴﻔﺮ ﻧﻤﻴﺮﻭﻳﻢ ﻭ ﺭﺍﻩ‬ ‫ﻧﻤﻲ ﭘﻴﻤﺎﻳﻴﻢ ﻛﻪ ﺑﺸﺘﺎﺑﻴﻢ ﻭ ﻳﺎ ﺑﺪﻭﻳﻢ ﻭ ﺗﻨﺪﺭﻭﻱ ﺷﻤﺮﺩﻩ ﺷﻮﺩ‪ .‬ﻛﻮﺷﺶ ﻣﺎ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺍﺳﺖ ﻛﻪ ﺑﮕﺮﻓﺘﺎﺭﻳﻬﺎﻱ ﺗﻮﺩﻩ ﭼﺎﺭﻩ ﻛﻨﻴﻢ‪،‬‬ ‫ﺁﻳﺎ ﺗﻨﺪﺭﻭﻱ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﭼﻴﺴﺖ؟‪ ..‬ﺩﻭﺑﺎﺭﻩ ﻣﻴﮕﻮﻳﻢ‪ ،‬ﭼﻜﺎﺭ ﻛﻨﻴﻢ ﻛﻪ ﺗﻨﺪﺭﻭﻱ ﺷﻤﺮﺩﻩ ﺷﻮﺩ؟‪ .«..‬ﻣﻴﺪﻳﺪﻡ ﺩﺭﻣﺎﻧﺪﻧﺪ ﻭ ﭘﺎﺳﺨﻲ‬ ‫ﻧﻤﻴﺘﻮﺍﻧﻨﺪ‪ .‬ﺭﺍﺳﺘﻲ ﻫﻢ ﺍﻳﻨﺎﻥ ﻫﻴﭻ ﻧﻤﻴﺪﺍﻧﻨﺪ ﺩﺭﺩ ﺍﻳﻦ ﺗﻮﺩﻩ ﭼﻴﺴﺖ ﻭ ﭼﺎﺭﻩ ﺁﻥ ﭼﻪ ﺑﺎﻳﺪ ﺑﻮﺩ‪ ،‬ﻭ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺩﺭ ﻛﻮﺷﺸﻬﺎﻱ ﺧﻮﺩ‬ ‫ﺑﺪﺭﺩ ﺗﻮﺩﻩ ﺯﻭﺩﺗﺮ ﺑﻪ ﻧﺘﻴﺠﻪ ﺭﺳﻴﻢ ﭼﻪ ﺑﺎﻳﺪ ﻛﻨﻴﻢ‪ .‬ﻛﻤﺘﺮﻳﻦ ﺩﺍﻧﺸﻲ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﻫﺎ ﻧﻤﻴﺪﺍﺭﻧﺪ‪ .‬ﺗﻨﻬﺎ ﺩﻭ ﻛﻠﻤﻪ »ﺗﻨﺪ« ﻭ »ﻛﻨﺪ« ﺭﺍ‬ ‫ﻣﻴﺪﺍﻧﻨﺪ ﻭ ﺑﻜﺎﺭ ﻣﻴﺒﺮﻧﺪ ﻭ ﭼﻮﻥ ﭘﺮﺳﺶ ﻣﻴﻜﻨﻴﻢ ﺩﺭﻣﻴﻤﺎﻧﻨﺪ‪.‬‬ ‫ﮔﺎﻫﻲ ﻫﻢ ﻛﺴﺎﻧﻲ ﭘﺎﺳﺦ ﺩﺍﺩﻩ ﻣﻴﮕﻔﺘﻨﺪ‪» :‬ﺑﺎﻳﺪ ﮔﻔﺘﺎﺭﻫﺎﻱ ﺁﺗﺸﻴﻦ ﻧﻮﺷﺖ‪ .‬ﺑﺎﻳﺪ ﻋﻴﺒﻬﺎﻱ ﺩﻭﻟﺖ ﺭﺍ ﮔﻔﺖ‪ ،«...‬ﻛﻪ ﻣﻴﺪﺍﻧﺴﺘﻴﻢ‬ ‫ﺗﻨﺪﺭﻭﻱ ﺩﺭ ﺍﻧﺪﻳﺸﻪ ﺍﻳﺸﺎﻥ ﺳﺨﻨﺎﻥ ﺗﻨﺪ ﻧﻮﺷﺘﻦ ﻭ ﺑﺪﻭﻟﺖ ﻭ ﺑﻜﺎﺭﻫﺎﻱ ﺁﻥ ﺗﺎﺧﺖ ﺑﺮﺩﻧﺴﺖ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺧﻮﺩ ﺁﻧﺎﻥ ﻫﻤﻴﻦ ﺭﻓﺘﺎﺭ ﺭﺍ‬

‫‪om‬‬

‫ﻣﻴﻜﻨﻨﺪ ﻭ ﻫﺮﻛﺪﺍﻡ ﻛﻪ ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﻣﻴﺪﺍﺭﻧﺪ ﻳﮕﺎﻧﻪ ﺑﺎﻳﺎﻳﻲ ﻛﻪ ﺑﺮﺍﻱ ﺧﻮﺩ ﻣﻴﺸﻨﺎﺳﻨﺪ ﺍﻳﻨﺴﺖ ﻛﻪ ﺑﺪﻭﻟﺖ ﺍﻳﺮﺍﺩ ﮔﻴﺮﻧﺪ ﻭ ﻫﺎﻳﻬﻮ‬ ‫ﻛﻨﻨﺪ ﻭ ﺳﺨﻨﺎﻥ ﺗﻨﺪ ﻧﻮﻳﺴﻨﺪ ﻭ ﮔﻠﻪ ﻭ ﻧﺎﻟﻪ ﺭﺍﻩ ﺍﻧﺪﺍﺯﻧﺪ‪ .‬ﺍﻳﻦ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﻫﻤﻪ ﻣﻴﺪﺍﻧﻨﺪ‪.‬‬

‫‪e.c‬‬

‫ﺑﺎﺭﻫﺎ ﺩﻳﺪﻩ ﺍﻡ ﻛﺴﺎﻧﻲ ﺍﺯ ﺁﻧﺎﻥ ﻣﻴﺂﻳﻨﺪ ﻭ ﻣﻴﻨﺸﻴﻨﻨﺪ ﻭ ﭼﻨﻴﻦ ﻣﻴﮕﻮﻳﻨﺪ‪» :‬ﺑﺎﻳﺪ ﻣﺮﺩﻡ ﺭﺍ ﻧﺮﻧﺠﺎﻧﻴﺪ‪ .‬ﺑﺎﻳﺪ ﻛﺎﺭﻱ ﻛﺮﺩ ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ‬ ‫ﺑﺴﺮ ﺧﻮﺩ ﮔﺮﺩ ﺁﻭﺭﺩ ﻭ ﻗﻮﻩ ﺭﺍ ﺑﺪﺳﺖ ﮔﺮﻓﺖ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﻫﺮ ﻛﺎﺭﻱ ﻣﻴﺸﻮﺩ ﻛﺮﺩ«‪ .‬ﮔﻔﺘﻪ ﺍﻡ‪ :‬ﭘﺲ ﺷﻤﺎ ﻣﻌﻨﻲ »ﻧﻴﺮﻭ« )ﻳﺎ ﻗﻮﻩ( ﺭﺍ‬

‫‪lin‬‬

‫ﻧﻤﻴﺪﺍﻧﻴﺪ‪ .‬ﻧﻴﺮﻭ ﺁﻥ ﻧﻴﺴﺖ ﻛﻪ ﻳﻜﺪﺳﺘﻪ ﻣﺮﺩﻡ ﺑﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﺑﺴﺮﻛﺴﻲ ﻳﺎ ﺩﺭ ﻳﻜﺠﺎ ﮔﺮﺩ ﺁﻳﻨﺪ‪ .‬ﻳﻜﺪﺳﺘﻪ ﻣﺮﺩﻡ ﺑﺎ‬

‫‪ab‬‬

‫ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ‪ ،‬ﺍﮔﺮ ﺻﺪ ﻣﻠﻴﻮﻥ ﺑﺎﺷﻨﺪ ﺩﺍﺭﺍﻱ ﻧﻴﺮﻭﻳﻲ ﻧﺨﻮﺍﻫﻨﺪ ﺑﻮﺩ‪ .‬ﻧﻴﺮﻭ ﺟﺰ ﺩﺭ ﻧﺘﻴﺠﻪ ﻫﻢ ﺍﻧﺪﻳﺸﻪ ﻭ ﻫﻤﺪﺳﺖ ﺑﻮﺩﻥ‬ ‫ﭘﺪﻳﺪ ﻧﻴﺎﻳﺪ‪ .‬ﺍﻳﻦ ﻣﻴﺰ‪ ،‬ﺍﻳﻨﻚ ﺩﺭ ﺟﻠﻮ ﻣﻦ‪ ،‬ﻣﺎ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺍﻳﻦ ﺭﺍ ﺍﺯ ﺟﺎﻳﺶ ﺑﻠﻨﺪ ﻛﻨﻴﻢ ﺑﻴﻚ ﻧﻴﺮﻭﻱ ﭼﻬﺎﺭ ﺗﻨﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺍﺳﺖ‪ ،‬ﻭ‬

‫‪et‬‬

‫ﺍﻳﻦ ﻧﻴﺮﻭ ﻫﻨﮕﺎﻣﻲ ﭘﺪﻳﺪ ﺁﻳﺪ ﻛﻪ ﭼﻬﺎﺭ ﺗﻦ‪ ،‬ﻫﺮ ﭼﻬﺎﺭﺷﺎﻥ ﺑﺨﻮﺍﻫﻨﺪ ﺁﻧﺮﺍ ﺑﻠﻨﺪ ﻛﻨﻨﺪ‪ ،‬ﻭ ﻫﺮ ﭼﻬﺎﺭﺷﺎﻥ ﺩﺭ ﻳﻜﺒﺎﺭ ﺑﻤﻴﺰ ﺑﭽﺴﺒﻨﺪ ﻭ‬

‫‪.K‬‬

‫ﺩﺭ ﻳﻜﺒﺎﺭ ﺁﻧﺮﺍ ﺑﻠﻨﺪ ﮔﺮﺩﺍﻧﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻨﺮﻭ ﻫﺴﺖ ﻛﻪ ﻧﻴﺮﻭ ﭘﺪﻳﺪ ﺗﻮﺍﻧﺪ ﺁﻣﺪ‪.‬‬

‫‪w‬‬

‫ﺑﻬﺘﺮﻳﻦ ﺩﻟﻴﻞ ﺑﻪ ﺍﻳﻨﻜﻪ ﺍﺯ ﮔﺮﺩ ﺁﻣﺪﻥ ﻣﺮﺩﻡ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪﻳﺸﻪ ﻧﻴﺮﻭ ﭘﺪﻳﺪ ﻧﻴﺎﻳﺪ ﺣﺎﻝ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻧﺴﺖ‪ .‬ﺍﻳﻦ ﻣﺮﺩﻡ ﺑﻴﺴﺖ ﻣﻠﻴﻮﻥ‬

‫‪w‬‬

‫ﻭ ﺧﻮﺍﺳﺘﻬﺎﺷﺎﻥ ﭘﺮﺍﻛﻨﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪w‬‬

‫ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﮔﺮﺩ ﻫﻤﻨﺪ ﻭ ﺩﺭ ﺯﻳﺮ ﻧﺎﻡ ﺍﻳﺮﺍﻧﻴﮕﺮﻱ ﺑﻬﻤﺒﺴﺘﮕﻲ ﻣﻴﺪﺍﺭﻧﺪ‪ ،‬ﻭ ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﻧﻴﺮﻭﻳﻲ ﺩﺭ ﻣﻴﺎﻥ ﻧﻴﺴﺖ‪ ،‬ﭼﺮﺍ ﻛﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎ‬ ‫ﺷﻤﺎ ﺩﻳﺪﻳﺪ ﻛﻪ ﺭﺿﺎﺷﺎﻩ ﻫﻤﮕﻲ ﻣﺮﺩﻡ ﺭﺍ ﺑﺴﺮ ﺧﻮﺩ‪ ،‬ﺑﻠﻜﻪ ﺩﺭ ﺯﻳﺮ ﺩﺳﺖ ﺧﻮﺩ ﻣﻴﺪﺍﺷﺖ ﻭ ﻫﻤﻪ ﭼﻴﺰ ﻛﺸﻮﺭ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺍﻭ‬ ‫ﻣﻴﺒﻮﺩ‪ .‬ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﺁﻳﺎ ﺭﺿﺎﺷﺎﻩ ﻧﻴﺮﻭ ﻣﻴﺪﺍﺷﺖ؟!‪ ..‬ﺍﮔﺮ ﻧﻴﺮﻭ ﻣﻴﺪﺍﺷﺖ ﭘﺲ ﺁﻥ ﺭﺳﻮﺍﻳﻴﻬﺎﻱ ﺍﻓﺴﻮﺱ ﺍﻧﮕﻴﺰ ﺷﻬﺮﻳﻮﺭ ‪ ١٣٢٠‬ﭼﺮﺍ‬ ‫ﭘﻴﺶ ﺁﻣﺪ؟!‪..‬‬ ‫ﺍﻳﻦ ﺟﻮﺍﻧﺎﻥ ﭼﻨﺪﺍﻥ ﮔﻴﺠﻨﺪ ﻛﻪ ﮔﻨﺎﻩ ﺁﻥ ﺭﺳﻮﺍﻳﻴﻬﺎ ﺭﺍ ﺑﮕﺮﺩﻥ ﺭﺿﺎﺷﺎﻩ ﻣﻴﺎﻧﺪﺍﺯﻧﺪ‪ .‬ﻭﻟﻲ ﻧﻤﻴﺪﺍﻧﻨﺪ ﮔﻨﺎﻩ ﺍﺯ ﻧﺎﺗﻮﺍﻧﻲ ﻛﺸﻮﺭ‬ ‫ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺷﻤﺎ ﺩﺭ ﺯﻣﺎﻥ ﺭﺿﺎﺷﺎﻩ ﺁﻥ ﻣﺎﻧﻮﺭﻫﺎ ﺭﺍ ﻣﻴﺪﻳﺪﻳﺪ ﻭ ﺁﻥ ﺩﺳﺘﻪ ﻫﺎﻱ ﺳﭙﺎﻩ ﺭﺍ ﻛﻪ ﭘﺎﻳﻜﻮﺑﺎﻥ ﻭ ﺧﻮﺩﻧﻤﺎﻳﺎﻥ ﻣﻴﮕﺬﺷﺘﻨﺪ‬ ‫ﺗﻤﺎﺷﺎ ﻣﻴﻜﺮﺩﻳﺪ ﻭ ﭼﻨﻴﻦ ﻣﻴﺪﺍﻧﺴﺘﻴﺪ ﺍﻳﺮﺍﻥ ﺩﺍﺭﺍﻱ ﻧﻴﺮﻭ ﮔﺮﺩﻳﺪﻩ‪ .‬ﻭﻟﻲ ﺑﻬﺘﺮ ﺑﻮﺩﻱ ﺍﮔﺮ ﺑﺪﻟﻬﺎﻱ ﺁﻥ ﺳﭙﺎﻫﻴﺎﻥ ﻧﻴﺰ ﻣﻴﻨﮕﺮﻳﺴﺘﻴﺪ‪ .‬ﺑﻬﺘﺮ‬ ‫ﺑﻮﺩﻱ ﺍﮔﺮ ﺍﺯ ﺑﺎﻭﺭﻫﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺳﺮﻛﺮﺩﮔﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ﺁﮔﺎﻩ ﻣﻴﺒﻮﺩﻳﺪ‪ .‬ﺍﺯ ﺻﺪ ﻫﺰﺍﺭ ﺳﭙﺎﻩ ﺁﺭﺍﺳﺘﻪ ﺍﻳﺮﺍﻥ ﺩﻩ ﺗﻦ ﺳﺮﻛﺮﺩﻩ‬ ‫ﺩﺍﺭﺍﻱ ﻳﻚ ﺍﻧﺪﻳﺸﻪ ﻭ ﻳﻚ ﺧﻮﺍﺳﺖ ﻧﻤﻴﺒﻮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﻳﻜﻲ ﺷﻴﻌﻴﺴﺖ ﻭ ﺑﺎﻭﺭﺵ ﺍﻳﻨﺴﺖ ﻛﻪ ﺗﺎ ﻋﻠﻤﺎ ﻓﺘﻮﺍ ﻧﺪﻫﻨﺪ ﺟﻨﮓ ﻧﺒﺎﻳﺪ ﻛﺮﺩ‬ ‫ﻭ ﺍﮔﺮ ﻛﺴﻲ ﺩﺭ ﺟﻨﮕﻬﺎﻱ ﺩﻭﻟﺘﻲ ﻛﺸﺘﻪ ﺷﻮﺩ »ﻣﺮﺗﺪ« ﺍﺯ ﺟﻬﺎﻥ ﺭﻓﺘﻪ‪ .‬ﺁﻧﺪﻳﮕﺮﻱ ﺻﻮﻓﻴﺴﺖ ﻛﻪ ﻛﺸﺘﻦ ﻭ ﻛﺸﺘﻪ ﺷﺪﻥ ﺭﺍ ﺩﺭ ﻫﺮ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٧‬‬

‫ﺭﺍﻫﻲ ﻛﻪ ﺑﺎﺷﺪ ﺑﺪ ﻣﻴﺸﻤﺎﺭﺩ‪ .‬ﺁﻧﺪﻳﮕﺮﻱ ﺑﻬﺎﻳﻴﺴﺖ ﻛﻪ ﻭﻳﺮﺍﻧﻲ ﺍﻳﺮﺍﻥ ﺭﺍ ﻳﻜﻲ ﺍﺯ ﺁﺭﺯﻭﻫﺎﻱ ﺧﻮﺩ ﻣﻴﺸﻤﺎﺭﺩ‪ .‬ﺁﻧﺪﻳﮕﺮﻱ ﻣﺎﺩﻳﺴﺖ‬ ‫ﻛﻪ ﻏﻴﺮﺕ ﻭ ﻣﺮﺩﺍﻧﮕﻲ ﻭ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﺭﺍ ﺑﻴﻤﻌﻨﻲ ﻣﻴﺸﻨﺎﺳﺪ ﻭ ﺯﻧﺪﮔﻲ ﺭﺍ ﺟﺰ ﭘﻮﻝ ﮔﺮﺩ ﺁﻭﺭﺩﻥ ﻭ ﺧﻮﺵ ﺯﻳﺴﺘﻦ‬ ‫ﻧﻤﻴﺨﻮﺍﻫﺪ‪ .‬ﺁﻧﺪﻳﮕﺮﻱ ﻛﻪ ﺍﺯ ﻫﻤﻪ ﭼﻴﺰ ﻧﻮﻣﻴﺪ ﺍﺳﺖ ﻭ ﺍﻳﺮﺍﻥ ﺭﺍ ﻧﺎﺑﻮﺩ ﺷﺪﻧﻲ ﻣﻴﺸﻨﺎﺳﺪ ﻭ ﺑﻬﻴﭻ ﻛﻮﺷﺸﻲ ﻧﻴﺎﺯ ﻧﻤﻴﺒﻴﻨﺪ‪ .‬ﺍﺯ ﺩﻩ ﺗﻦ‬ ‫ﻳﻜﻲ ﻧﻴﺴﺖ ﻛﻪ ﺍﺯ ﺩﺭﻭﻥ ﺩﻝ ﻛﺸﻮﺭ ﻭ ﺗﻮﺩﻩ ﺭﺍ ﺑﺨﻮﺍﻫﺪ ﻭ ﺑﺮﺍﻱ ﺟﺎﻧﺒﺎﺯﻱ ﺩﺭ ﺍﻳﻦ ﺭﺍﻩ ﺁﻣﺎﺩﻩ ﺑﺎﺷﺪ‪.‬‬ ‫ﺍﻳﻦ ﺣﺎﻝ ﺳﺮﻛﺮﺩﮔﺎﻥ ﺳﭙﺎﻩ ﺍﺳﺖ‪ .‬ﺍﻛﻨﻮﻥ ﺑﺘﻮﺩﻩ ﺑﻴﺎﻳﻴﻢ‪ :‬ﺷﻤﺎ ﻧﻴﻚ ﺍﻧﺪﻳﺸﻴﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺗﻮﺩﻩ‪ ،‬ﺍﺭﻣﻨﻲ‪ ،‬ﺁﺳﻮﺭﻱ‪ ،‬ﺟﻬﻮﺩ‪،‬‬ ‫ﻛﺮﺩ‪ ،‬ﺑﺨﺘﻴﺎﺭﻱ‪ ،‬ﻗﺸﻘﺎﻳﻲ‪ ،‬ﻟﺮ‪ ،‬ﻋﺮﺏ ﻛﻪ ﻫﺮﻳﻜﻲ ﮔﺮﻭﻫﻲ ﺍﺯ ﺍﻳﻦ ﺗﻮﺩﻩ ﺍﻧﺪ ﺩﺭ ﭼﻪ ﺣﺎﻟﻲ ﻣﻴﺒﺎﺷﻨﺪ ﻭ ﺍﻧﺪﻭﻩ ﻭ ﺩﻟﺒﺴﺘﮕﻴﺸﺎﻥ ﺑﻜﺸﻮﺭ‬ ‫ﻭ ﺍﺳﺘﻘﻼﻝ ﻛﺸﻮﺭ ﺗﺎ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺳﺖ‪ .‬ﻧﻴﻚ ﺍﻧﺪﻳﺸﻴﺪ ﻛﻪ ﺑﻬﺎﻳﻴﺎﻥ‪ ،‬ﻭ ﺻﻮﻓﻴﺎﻥ‪ ،‬ﻭ ﻋﻠﻲ ﺍﻟﻠﻬﻴﺎﻥ‪ ،‬ﻭ ﺍﺳﻤﺎﻋﻴﻠﻴﺎﻥ ﻛﻪ ﺩﺭ ﻫﻤﻪ ﺟﺎﻱ‬ ‫ﻛﺸﻮﺭ ﭘﺮﺍﻛﻨﺪﻩ ﺍﻧﺪ ﺑﺎ ﭼﻪ ﺩﻳﺪﻩ ﺍﻱ ﺑﺎﻳﻦ ﻛﺸﻮﺭ ﻣﻴﻨﮕﺮﻧﺪ‪ .‬ﭘﺲ ﺍﺯ ﻫﻤﻪ ﻣﻼﻳﺎﻥ ﻭ ﭘﻴﺮﻭﺍﻥ ﻛﻴﺶ ﺷﻴﻌﻲ ﺭﺍ ﻛﻪ ﺩﺳﺘﻪ ﺍﻧﺒﻮﻩ ﻣﺮﺩﻣﻨﺪ‬ ‫ﺑﻴﺎﺩ ﺁﻭﺭﻳﺪ ﻛﻪ ﺩﺭﺑﺎﺭﻩ ﻛﺸﻮﺭﺩﺍﺭﻱ ﭼﻪ ﺑﺎﻭﺭﻱ ﻣﻴﺪﺍﺭﻧﺪ‪ .‬ﺑﻴﺎﺩ ﺁﻭﺭﻳﺪ ﻛﻪ ﺁﺷﻜﺎﺭﻩ ﺑﺎ ﺩﻭﻟﺖ ﻭ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ ﻭ ﻣﺸﺮﻭﻃﻪ ﺩﺷﻤﻨﻲ‬

‫‪om‬‬

‫ﻛﺮﺩﻩ ﺑﺎﺳﺘﻘﻼﻝ ﻛﻤﺘﺮﻳﻦ ﺍﺭﺟﻲ ﻧﻤﻴﮕﺰﺍﺭﻧﺪ‪.‬‬

‫ﺑﺎ ﺁﻧﺤﺎﻝ ﺳﺮﻛﺮﺩﮔﺎﻥ ﺳﭙﺎﻩ ﻭ ﺑﺎ ﺍﻳﻨﺤﺎﻝ ﺗﻮﺩﻩ ﻣﺮﺩﻡ‪ ،‬ﺁﻳﺎ ﺭﺿﺎﺷﺎﻩ ﺟﻨﮕﻲ ﺗﻮﺍﻧﺴﺘﻲ ﻛﺮﺩ؟!‪ ..‬ﻧﻤﻴﮕﻮﻳﻢ ﺑﺎ ﺩﻭﻟﺘﻬﺎﻱ ﺑﺰﺭﮒ‬

‫‪e.c‬‬

‫ﺍﻧﮕﻠﻴﺲ ﻭ ﺭﻭﺱ ﻧﻪ ﺗﻮﺍﻧﺴﺘﻲ‪ .‬ﺍﻳﻦ ﭼﻴﺰﻳﺴﺖ ﻛﻪ ﺩﺭ ﺧﻮﺭ ﮔﻔﺘﮕﻮ ﻧﻴﺴﺖ‪ .‬ﻣﻴﮕﻮﻳﻢ‪ :‬ﺑﺎ ﻳﻚ ﺩﻭﻟﺖ ﻛﻮﭼﻜﻲ ﻧﻴﺰ ﺟﻨﮓ‬ ‫ﻧﺘﻮﺍﻧﺴﺘﻲ‪ .‬ﺯﻳﺮﺍ ﻧﻪ ﺳﺮﻛﺮﺩﮔﺎﻥ ﺁﻥ ﻣﻴﺒﻮﺩﻧﺪ ﻛﻪ ﺟﺎﻧﻔﺸﺎﻧﻲ ﻛﻨﻨﺪ ﻭ ﻛﺎﺭﻱ ﭘﻴﺶ ﺑﺮﻧﺪ ﻭ ﻧﻪ ﻣﺮﺩﻡ ﺁﻥ ﻣﻴﺒﻮﺩﻧﺪ ﻛﻪ ﺑﺴﺨﺘﻴﻬﺎﻱ‬

‫‪lin‬‬

‫ﺟﻨﮓ ﺗﺎﺏ ﺁﻭﺭﻧﺪ‪.‬‬

‫‪ab‬‬

‫ﺑﮕﻔﺘﻦ ﻣﻦ ﭼﻪ ﻧﻴﺎﺯ ﺍﺳﺖ؟!‪ ..‬ﺁﻥ ﺳﺮﻛﺮﺩﮔﺎﻥ ﺑﻮﺩﻧﺪ ﻛﻪ ﺁﺯﻣﺎﻳﺶ ﺧﻮﺩ ﺭﺍ ﺩﺍﺩﻧﺪ‪ ،‬ﻭ ﺟﺰ ﭼﻨﺪ ﺗﻦ ﺍﻧﮕﺸﺖ ﺷﻤﺎﺭ ﻛﻪ‬ ‫ﻣﺮﺩﺍﻧﮕﻲ ﻧﻤﻮﺩﻧﺪ ﻭ ﺑﻴﺸﺘﺮﺷﺎﻥ ﻛﺸﺘﻪ ﺷﺪﻧﺪ ﻭ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺘﻨﺪ‪ ،‬ﺩﻳﮕﺮﺍﻥ ﻫﻤﮕﻲ ﭘﺴﺘﻲ ﻭ ﺑﻴﻐﻴﺮﺗﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ‪ .‬ﺑﻠﻜﻪ ﺑﺮﺧﻲ ﺍﺯ ﺁﻧﺎﻥ‬

‫‪et‬‬

‫ﺳﻴﺎﻫﻜﺎﺭﻱ ﻧﻴﺰ ﻛﺮﺩﻩ ﺗﻔﻨﮕﻬﺎ ﻭ ﺷﺼﺖ ﺗﻴﺮﻫﺎ ﺭﺍ ﺩﺭ ﺑﻴﺎﺑﺎﻥ ﺩﺭ ﺩﺳﺘﺮﺱ ﺩﺯﺩﺍﻥ ﻭ ﺭﺍﻫﺰﻧﺎﻥ ﮔﺰﺍﺭﺩﻧﺪ‪ .‬ﺍﻳﻨﻬﻢ ﻣﺮﺩﻡ ﺑﻮﺩﻧﺪ ﻛﻪ‬

‫‪.K‬‬

‫ﻫﻤﺎﻧﻜﻪ ﺍﻧﺪﻙ ﻧﺎﺗﻮﺍﻧﻲ ﺩﺭ ﺳﻮﻱ ﺩﻭﻟﺖ ﻓﻬﻤﻴﺪﻩ ﺷﺪ ﻫﺮ ﮔﺮﻭﻫﻲ ﺑﺂﺷﻮﺑﻜﺎﺭﻱ ﺩﻳﮕﺮﻱ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﺁﻥ ﻛﺮﺩﺍﻥ ﺑﻮﺩﻧﺪ ﻛﻪ ﺑﺘﺎﺭﺍﺝ‬

‫‪w‬‬

‫ﭘﺮﺩﺍﺧﺘﻨﺪ ﻭ ﺑﺴﺮ ﺳﭙﺎﻩ ﺍﻳﺮﺍﻥ ﺭﻓﺘﻪ ﮔﺰﻧﺪ ﻭ ﺭﺳﻮﺍﻳﻲ ﺩﺭﻳﻎ ﻧﺪﺍﺷﺘﻨﺪ‪ .‬ﺁﻥ ﻟﺮﻫﺎ ﻭ ﻋﺮﺑﻬﺎ ﺑﻮﺩﻧﺪ ﻛﻪ ﺑﺮﺍﻫﺰﻧﻲ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﺁﻥ‬

‫‪w‬‬

‫ﺭﻭﺳﺘﺎﻳﻴﺎﻥ ﺑﻮﺩﻧﺪ ﻛﻪ ﺑﺴﺮ ﺭﺍﻫﻬﺎ ﺭﻳﺨﺘﻨﺪ ﻭ ﺭﺍﻩ ﺁﻫﻦ ﺭﺍ ﺗﺎﺭﺍﺝ ﻛﺮﺩﻧﺪ‪ .‬ﺁﻥ ﺍﺭﻣﻨﻴﺎﻥ ﻭ ﺁﺳﻮﺭﻳﺎﻥ ﺑﻮﺩﻧﺪ ﻛﻪ ﺁﺷﻜﺎﺭﺍ ﺑﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ‬

‫‪w‬‬

‫ﺩﺷﻤﻨﻲ ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ‪ .‬ﺁﻥ ﺑﻠﻬﻮﺳﺎﻥ ﺗﺒﺮﻳﺰ ﺑﻮﺩﻧﺪ ﺩﺭ ﭼﻨﺎﻥ ﻫﻨﮕﺎﻣﻲ ﺑﻨﻐﻤﻪ ﺗﺮﻙ ﻭ ﻓﺎﺭﺱ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﺁﻥ ﻣﻼﻳﺎﻥ ﺑﻮﺩﻧﺪ ﻛﻪ ﻓﺮﺻﺖ‬ ‫ﻳﺎﻓﺘﻪ ﺩﺭ ﻫﻤﻪ ﺟﺎ ﺑﻪ »ﺍﻣﺮ ﺑﻤﻌﺮﻭﻑ ﻭ ﻧﻬﻲ ﺍﺯ ﻣﻨﻜﺮ« ﺑﺮﺧﺎﺳﺘﻨﺪ‪ .‬ﺁﻥ ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﻳﺴﺎﻥ ﺑﻮﺩﻧﺪ ﻛﻪ ﻫﻤﻪ ﭼﻴﺰ ﺭﺍ ﻓﺮﺍﻣﻮﺵ ﮔﺮﺩﺍﻧﻴﺪﻩ‬ ‫ﺑﻴﻜﺒﺎﺭ ﻟﮕﺎﻡ ﮔﺴﻴﺨﺘﮕﻲ ﺁﻏﺎﺯ ﻛﺮﺩﻧﺪ‪.‬‬ ‫ﺍﻳﻦ ﻳﻚ ﻣﺜﻞ ﺍﺳﺖ ﻭ ﻣﻴﺨﻮﺍﻫﻢ ﺷﻤﺎ ﺑﺪﺍﻧﻴﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﺍﻳﻦ ﺗﻮﺩﻩ ﺑﻴﺴﺖ ﻣﻠﻴﻮﻧﻲ ﺩﺍﺭﺍﻱ ﻧﻴﺮﻭﻳﻲ ﻧﻴﺴﺖ ﻭ ﺍﺯ ﮔﺮﺩ ﺁﻣﺪﻥ‬ ‫ﺍﻳﻦ ﻣﺮﺩﻡ ﭘﺮﺍﻛﻨﺪﻩ ﺑﺴﺮﻛﺴﻲ‪ ،‬ﺁﻥ ﻛﺲ ﻧﻴﺮﻭﻣﻨﺪ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪ .‬ﻣﻴﺨﻮﺍﻫﻢ ﺑﺪﺍﻧﻴﺪ ﻛﻪ ﺷﻤﺎ ﻣﻌﻨﻲ ﻧﻴﺮﻭ ﺭﺍ ﻧﻤﻴﺪﺍﻧﻴﺪ ﻭ ﻧﺎﺩﺍﻧﺴﺘﻪ ﻭ‬ ‫ﻧﺎﻓﻬﻤﻴﺪﻩ ﺳﺨﻨﺎﻧﻲ ﻣﻴﮕﻮﻳﻴﺪ‪.‬‬ ‫ﺍﻣﺎ ﺁﻧﻜﻪ ﻣﻴﮕﻮﻳﻴﺪ‪ :‬ﺑﺎﻳﺪ ﻣﺮﺩﻡ ﺭﺍ ﻧﺮﻧﺠﺎﻧﻴﺪ‪ .‬ﺁﻥ ﻧﻴﺰ ﻧﺎﻓﻬﻤﻲ ﺩﻳﮕﺮﻱ ﺍﺯ ﺷﻤﺎﺳﺖ‪ .‬ﻳﻜﻤﺮﺩﻣﻲ ﺳﺮﺍﭘﺎ ﮔﻤﺮﺍﻫﻲ ﻭ ﺳﺮﺍﭘﺎ‬ ‫ﭘﺮﺍﻛﻨﺪﮔﻲ‪ ،‬ﺍﮔﺮ ﻣﺎ ﻣﻴﺨﻮﺍﻫﻴﻢ ﺑﺪﺭﺩﺷﺎﻥ ﭼﺎﺭﻩ ﻛﻨﻴﻢ ﻭ ﺑﺮﺍﻫﺸﺎﻥ ﺁﻭﺭﻳﻢ‪ ،‬ﺑﺎﻳﺪ ﺑﺎﻛﻲ ﺍﺯ ﺭﻧﺠﻴﺪﮔﻲ ﺍﻳﺸﺎﻥ ﻧﺪﺍﺭﻳﻢ‪ .‬ﺍﻳﻦ ﻣﺮﺩﻡ ﺑﺪﻭ‬ ‫ﺩﺳﺘﻪ ﺍﻧﺪ‪ :‬ﻳﻜﺪﺳﺘﻪ ﺁﻧﺎﻧﻜﻪ ﺧﺮﺩﻫﺎ ﻭ ﻓﻬﻤﻬﺎﺷﺎﻥ ﺑﻴﻜﺎﺭﻩ ﻧﮕﺮﺩﻳﺪﻩ ﻭ ﺁﻣﻴﻐﻬﺎ ﺭﺍ ﺗﻮﺍﻧﻨﺪ ﺩﺭﻳﺎﻓﺖ‪ .‬ﺁﻧﺎﻥ ﺍﺯ ﻣﺎ ﻧﺨﻮﺍﻫﻨﺪ ﺭﻧﺠﻴﺪ‪ ،‬ﺑﻠﻜﻪ‬ ‫ﮔﺮﺍﻳﻴﺪﻩ ﻫﻤﺪﺳﺘﻲ ﺧﻮﺍﻫﻨﺪ ﻛﺮﺩ‪ .‬ﻳﻜﺪﺳﺘﻪ ﺁﻧﺎﻧﻜﻪ ﺧﺮﺩﻫﺎ ﻭ ﻓﻬﻤﻬﺎﺷﺎﻥ ﺑﻴﻜﺎﺭﻩ ﮔﺮﺩﻳﺪﻩ ﻭ ﻳﺎ ﭼﻨﺪﺍﻥ ﭘﺴﺖ ﻧﻬﺎﺩ ﻭ ﻫﻮﺳﻤﻨﺪﻧﺪ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٨‬‬

‫ﻛﻪ ﺑﺂﻣﻴﻐﻬﺎ ﻓﻬﻤﻴﺪﻩ ﻭ ﺩﺍﻧﺴﺘﻪ ﮔﺮﺩﻥ ﻧﻤﻴﮕﺰﺍﺭﻧﺪ‪ .‬ﺁﻧﺎﻥ ﺩﺷﻤﻨﺎﻥ ﺍﻳﻦ ﻛﺸﻮﺭﻧﺪ ﻭ ﻣﺎ ﺑﺎﻳﺪ ﺑﺎ ﺍﻳﺸﺎﻥ ﺍﺯ ﻫﺮ ﺭﺍﻫﻲ ﻧﺒﺮﺩ ﻛﻨﻴﻢ ﻭ ﺍﺯ‬ ‫ﻣﻴﺎﻧﺸﺎﻥ ﺑﺮﺩﺍﺭﻳﻢ ﻭ ﺍﺯ ﺭﻧﺠﻴﺪﮔﻴﺸﺎﻥ ﺑﺎﻛﻲ ﻧﻨﻤﺎﻳﻴﻢ‪ .‬ﺍﻳﻦ ﺁﻳﻴﻦ ﻫﻤﻴﺸﮕﻴﺴﺖ‪ .‬ﻫﺮ ﺯﻣﺎﻥ ﻛﻪ ﺩﺭ ﻛﺸﻮﺭﻱ ﺗﻜﺎﻧﻲ ﭘﻴﺪﺍ ﺷﺪﻩ ﺭﺍﻩ ﺟﺰ‬ ‫ﺍﻳﻦ ﻧﺒﻮﺩﻩ ﺍﺳﺖ‪ ،‬ﻭ ﺍﻳﻨﻜﻪ ﻣﺮﺩﻡ ﺭﺍ ﻧﺒﺎﻳﺪ ﺭﻧﺠﺎﻧﻴﺪ‪ ،‬ﻳﻚ ﺁﺭﺯﻭﻱ ﻧﺎﻓﻬﻤﺎﻧﻪ ﺍﻱ ﺍﺯ ﺷﻤﺎﺳﺖ‪.‬‬ ‫ﺍﺯ ﺯﻣﻴﻨﻪ ﺧﻮﺩ ﺩﻭﺭ ﺍﻓﺘﺎﺩﻳﻢ‪ .‬ﮔﻔﺘﮕﻮ ﺍﺯ ﺟﻮﺍﻧﺎﻧﺴﺖ ﻛﻪ ﻫﻴﭻ ﻋﻨﻮﺍﻧﻲ ﺭﺍ ﺍﺯ ﻋﻨﻮﺍﻧﻬﺎﻱ ﺯﻧﺪﮔﺎﻧﻲ ﺑﻤﻌﻨﻲ ﺭﺍﺳﺖ ﻭ ﺩﺭﺳﺘﺶ‬ ‫ﻧﻤﻴﻔﻬﻤﻨﺪ ﻭ ﺍﺯ ﻫﺮﻳﻜﻲ ﺍﺯ ﺁﻧﻬﺎ ﺟﺰ ﻳﻚ ﻣﻌﻨﻲ ﺗﺎﺭﻳﻚ ﻭ ﻛﻮﺗﺎﻫﻲ ﺩﺭ ﺩﻝ ﻧﻤﻴﺪﺍﺭﻧﺪ‪ .‬ﻳﻜﻲ ﺍﺯ ﻳﺎﺭﺍﻥ ﻣﺎ )ﺁﻗﺎﻱ ﻣﺤﻤﺪ ﻋﻠﻲ ﺍﻣﺎﻡ(‬ ‫ﻣﻴﮕﻮﻳﺪ‪ :‬ﺩﺭ ﺑﻮﺷﻬﺮ ﻛﻪ ﻣﻴﺒﻮﺩﻳﻢ ﻭ ﺭﻭﺯﻫﺎﻱ ﭘﻨﺠﺸﻨﺒﻪ ﻧﺸﺴﺘﻬﺎﻱ »ﭘﺮﻭﺭﺵ ﺍﻓﻜﺎﺭ« ﺑﺮﭘﺎ ﻣﻴﮕﺮﺩﻳﺪ ﻭ ﺩﺑﻴﺮﺍﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﺩﺑﻴﺮﺳﺘﺎﻧﻲ‬ ‫ﻫﺮ ﻫﻔﺘﻪ ﻳﻜﻲ ﺳﺨﻦ ﻣﻴﺮﺍﻧﺪ‪ ،‬ﺭﻭﺯﻱ ﻳﻜﻲ ﺍﺯ ﺁﻧﺎﻧﻜﻪ ﺍﺯ ﺳﻌﺪﻱ ﻭ ﺷﻌﺮﻫﺎﻳﺶ ﮔﻔﺘﮕﻮ ﻣﻴﺪﺍﺷﺖ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﭼﻨﻴﻦ ﻣﻴﮕﻔﺖ‪:‬‬ ‫»ﺳﻌﺪﻱ ﺑﺴﻴﺎﺭ ﻣﻴﻬﻦ ﭘﺮﺳﺖ ﺑﻮﺩﻩ ﻭ ﺍﻳﻨﺴﺖ ﺷﻌﺮﻫﺎ ﺩﺭ ﺳﺘﺎﻳﺶ ﺷﻴﺮﺍﺯ ﺳﺮﻭﺩﻩ«‪ .‬ﻫﻔﺘﻪ ﺁﻳﻨﺪﻩ ﺟﻮﺍﻧﻲ ﺩﻳﮕﺮ ﻛﻪ ﺍﺯ ﺣﺎﻓﻆ ﻭ‬ ‫ﺷﻌﺮﻫﺎﻳﺶ ﺳﺨﻦ ﻣﻴﺮﺍﻧﺪ ﺍﻭ ﻧﻴﺰ ﺣﺎﻓﻆ ﺭﺍ ﺑﻤﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺳﺘﻮﺩ ﻭ ﺷﻌﺮﻫﺎﻱ ﺍﻭ ﺭﺍ ﺩﺭﺑﺎﺭﻩ »ﺟﻌﻔﺮﺁﺑﺎﺩ« ﻭ »ﻣﺼﻠﻲ« ﺩﻟﻴﻞ ﺁﻭﺭﺩ‪.‬‬

‫‪om‬‬

‫ﻣﻴﺨﻮﺍﻫﻢ ﺷﻤﺎ ﺍﺯ ﺍﻳﻦ ﺩﺍﺳﺘﺎﻥ ﻧﺨﺴﺖ ﭼﮕﻮﻧﮕﻲ »ﭘﺮﻭﺭﺵ ﺍﻓﻜﺎﺭ« ﺭﺍ ﺑﺪﺍﻧﻴﺪ‪ .‬ﺩﺳﺘﮕﺎﻫﻲ ﻛﻪ ﺑﺎ ﺁﻥ ﻫﺎﻳﻬﻮﻱ ﺭﺍﻩ ﺍﻓﺘﺎﺩﻩ‪ ،‬ﻭ‬ ‫ﺩﺭ ﻫﻤﻪ ﺷﻬﺮﻫﺎ ﺑﺎﻳﺴﺘﻲ ﻫﻔﺘﻪ ﺍﻱ ﻳﻜﺒﺎﺭ ﺑﺎ ﺑﻮﺩﻥ ﺳﺮﺍﻥ ﺍﺩﺍﺭﻩ ﻫﺎ ﻧﺸﺴﺖ ﺑﺮﭘﺎ ﺷﻮﺩ‪ ،‬ﻧﻮﺩ ﺩﺭﺻﺪ ﮔﻔﺘﮕﻮﻫﺎ ﺍﺯ ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ‬

‫‪e.c‬‬

‫ﺧﻴﺎﻡ ﻭ ﻣﻮﻟﻮﻱ ﻭ ﺷﻴﺦ ﻋﻄﺎﺭ ﻭ ﺟﺎﻣﻲ ﻭ ﺍﻧﻮﺭﻱ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﻣﻴﺒﻮﺩ‪.‬‬ ‫ﺩﻭﻡ ﺷﻤﺎ ﺑﺒﻴﻨﻴﺪ ﻛﻪ ﺍﻳﻦ ﺟﻮﺍﻧﺎﻥ ﺍﺯ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﭼﻪ ﻣﻌﻨﺎﻳﻲ ﻣﻴﻔﻬﻤﻨﺪ‪» .‬ﻣﻴﻬﻦ« ﺭﺍ ﺗﻨﻬﺎ ﺧﺎﻙ ﻭ ﺯﻣﻴﻦ ﺷﻨﺎﺧﺘﻪ ﻭ ﺁﻧﺮﺍ ﺗﺎ‬

‫‪lin‬‬

‫ﺑﻴﻚ ﺷﻬﺮ ﻛﻮﭼﻚ ﻣﻴﮕﺮﺩﺍﻧﻨﺪ‪ .‬ﺭﻭﺷﻨﺘﺮ ﮔﻮﻳﻢ‪ :‬ﻣﻴﻬﻦ ﺭﺍ ﺟﺰ ﺑﻤﻌﻨﻲ »ﺯﺍﺩﮔﺎﻩ« ﻧﻤﻴﺸﻤﺎﺭﻧﺪ‪» .‬ﭘﺮﺳﺘﺶ« ﺭﺍ ﻧﻴﺰ »ﺩﻟﺒﺴﺘﮕﻲ ﻧﻤﻮﺩﻥ ﺑﺎ‬

‫‪ab‬‬

‫ﺯﺑﺎﻥ« ﭘﻨﺪﺍﺷﺘﻪ ﺑﺸﻌﺮ ﺳﺮﻭﺩﻥ ﺍﺭﺟﻲ ﻣﻴﮕﺰﺍﺭﻧﺪ ﻭ ﺩﺭ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺑﺂﻥ ﺑﺲ ﻣﻴﻜﻨﻨﺪ‪.‬‬ ‫ﺍﻳﻨﺴﺖ ﻧﻤﻮﻧﻪ ﺍﻱ ﺍﺯ ﺁﮔﺎﻫﻲ ﺍﻳﻦ ﭘﺮﻭﺭﺩﮔﺎﻥ ﻓﺮﻫﻨﮓ‪» .‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ« ﻛﻪ ﻳﻚ ﻋﻨﻮﺍﻥ ﺑﺴﻴﺎﺭ ﺍﺭﺟﺪﺍﺭﻱ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ‬

‫‪et‬‬

‫ﺍﻣﺮﻭﺯﻳﺴﺖ‪ ،‬ﺍﻳﻨﺎﻥ ﺍﺯ ﻣﻌﻨﻲ ﺁﻥ ﺑﻴﻜﺒﺎﺭ ﻧﺎﺁﮔﺎﻫﻨﺪ‪ ،‬ﻭ ﭼﻮﻥ ﻧﺎﻣﺶ ﺭﺍ ﺷﻨﻴﺪﻩ ﺍﻧﺪ ﺍﺯ ﭘﻴﺶ ﺧﻮﺩ ﻳﻚ ﻣﻌﻨﺎﻱ ﺑﺴﻴﺎﺭ ﭘﺴﺘﻲ ﺑﺂﻥ‬

‫‪.K‬‬

‫ﺩﺍﺩﻩ ﺍﻧﺪ‪.‬‬

‫‪w‬‬

‫ﺑﺎﺭﻫﺎ ﺩﻳﺪﻩ ﺍﻡ ﻛﺴﺎﻧﻲ ﺍﺯ ﺍﻳﺸﺎﻥ ﻣﻴﺂﻳﻨﺪ ﻭ ﻣﻴﻨﺸﻴﻨﻨﺪ ﻭ ﻣﻦ ﻣﻴﺒﻴﻨﻢ ﭼﻮﻥ ﻣﻌﻨﻲ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺭﺍ ﻧﻤﻴﺪﺍﻧﻨﺪ‪ ،‬ﺯﺑﺎﻥ ﺑﺎﻳﺮﺍﺩ ﺑﺎﺯ‬

‫‪w‬‬

‫ﻛﺮﺩﻩ ﻣﻴﮕﻮﻳﻨﺪ‪» :‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺍﺯ ﺗﻌﺼﺐ ﺍﺳﺖ‪ .‬ﻭﮔﺮﻧﻪ ﭼﻪ ﻓﺮﻕ ﺩﺍﺭﺩ ﺁﺩﻡ ﺩﺭ ﺍﻳﺮﺍﻥ ﺯﻧﺪﮔﻲ ﻛﻨﺪ ﻳﺎ ﺩﺭ ﻋﺮﺍﻕ‪ .«...‬ﺑﺎﺭﻫﺎ ﻧﺎﭼﺎﺭ‬

‫‪w‬‬

‫ﺷﺪﻩ ﺍﻡ ﺟﻠﻮ ﺳﺨﻨﺸﺎﻥ ﺭﺍ ﮔﺮﻓﺘﻪ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺭﺍ ﺑﺮﺍﻳﺸﺎﻥ ﻣﻌﻨﻲ ﻛﻨﻢ‪ .‬ﮔﻔﺘﻪ ﺍﻡ‪ :‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺑﺎﻳﻦ ﻣﻌﻨﺎﻱ ﭘﺴﺘﻲ ﻛﻪ ﺷﻤﺎ‬ ‫ﻣﻴﻔﻬﻤﻴﺪ ﻧﻴﺴﺖ‪ .‬ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺁﻧﺴﺖ ﻛﻪ ﺑﻴﺴﺖ ﻣﻠﻴﻮﻥ ﻣﺮﺩﻣﻲ ﻛﻪ ﺩﺭ ﻳﻚ ﻛﺸﻮﺭ ﻣﻴﺰﻳﻨﺪ ﻧﺨﺴﺖ ﺩﺭ ﻣﻴﺎﻥ ﺍﻳﺸﺎﻥ ﭘﻴﻤﺎﻧﻲ ﺑﺎﺷﺪ‬ ‫ﻛﻪ ﻫﻤﺪﺳﺘﻲ ﻧﻤﺎﻳﻨﺪ ﻭ ﺩﺭ ﭘﻴﺸﺂﻣﺪﻫﺎ ﭘﺸﺘﻴﺒﺎﻥ ﻳﻜﺪﻳﮕﺮ ﺑﺎﺷﻨﺪ‪ .‬ﺍﮔﺮ ﺑﻜﺮﻣﺎﻧﻲ ﻳﺎ ﺧﻮﺯﺳﺘﺎﻧﻲ ﺁﺳﻴﺒﻲ ﺭﺳﻴﺪ‪ ،‬ﺁﺫﺭﺑﺎﻳﺠﺎﻧﻲ ﻭ ﮔﻴﻼﻧﻲ‬ ‫ﻭ ﻫﻤﮕﻲ ﺩﻳﮕﺮﺍﻥ ﻫﻤﺪﺭﺩﻱ ﻧﻤﺎﻳﻨﺪ ﻭ ﺍﮔﺮ ﺩﺭ ﺧﺮﺍﺳﺎﻥ ﮔﺮﻓﺘﺎﺭﻱ ﭘﻴﺶ ﺁﻣﺪ ﻣﺎﺯﻧﺪﺭﺍﻧﻲ ﻭ ﮔﻴﻼﻧﻲ ﻭ ﻫﻤﮕﻲ ﺩﻳﮕﺮﺍﻥ ﺑﻴﺎﺭﻱ‬ ‫ﺷﺘﺎﺑﻨﺪ‪ ،‬ﻫﻤﮕﻲ ﺍﻳﻦ ﻛﺸﻮﺭ ﺭﺍ ﺧﺎﻧﻪ ﺧﻮﺩ ﺷﻨﺎﺧﺘﻪ ﺩﺳﺖ ﺑﻬﻢ ﺩﺍﺩﻩ ﺑﺂﺑﺎﺩﻱ ﺁﻥ ﻛﻮﺷﻨﺪ‪ ،‬ﻭ ﺩﺭ ﺭﺍﻩ ﻧﮕﻬﺪﺍﺭﻳﺶ ﺍﺯ ﺟﺎﻧﻔﺸﺎﻧﻲ‬ ‫ﺑﺎﺯ ﻧﺎﻳﺴﺘﻨﺪ‪ .‬ﺑﻨﻴﺎﺩ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﺁﻥ »ﻭﺭﺟﺎﻭﻧﺪ ﭘﻴﻤﺎﻥ ﺑﺎ ﻫﻢ ﺯﻳﺴﺘﻦ« ﺍﺳﺖ ﻛﻪ ﻣﺮﺩﻡ ﻫﺮ ﻛﺸﻮﺭﻱ ﺑﺎﻳﺪ ﺑﺎ ﻫﻢ ﺩﺍﺭﻧﺪ ﻭ ﺍﻳﻦ ﻳﻜﭽﻴﺰ‬ ‫ﺑﺴﻴﺎﺭ ﺍﺭﺟﺪﺍﺭﻳﺴﺖ ﻛﻪ ﺁﺑﺎﺩﻱ ﻛﺸﻮﺭ ﻭ ﺁﺳﺎﻳﺶ ﻣﻠﻴﻮﻧﻬﺎ ﺧﺎﻧﺪﺍﻧﻬﺎ ﺟﺰ ﺩﺭ ﺳﺎﻳﻪ ﺁﻥ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬ ‫ﺍﻳﻦ ﺩﺍﺳﺘﺎﻧﻬﺎ ﺭﺍ ﻣﻴﻨﻮﻳﺴﻢ ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺑﻴﻤﺎﻳﮕﻲ ﺍﻳﻦ ﺟﻮﺍﻧﺎﻥ ﺑﺪﺳﺖ ﺁﻳﺪ‪ .‬ﺑﺮﺍﻱ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺳﺨﻦ ﺧﻮﺩ ﺭﺍﻫﻲ ﺑﻬﺘﺮ ﺍﺯ‬ ‫ﻧﻮﺷﺘﻦ ﺍﻳﻦ ﺩﺍﺳﺘﺎﻧﻬﺎ ﻧﻤﻴﺒﻴﻨﻢ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪١٩‬‬

‫ﻳﻚ ﮔﻮﺍﻩ ﻧﻴﻚ ﺩﻳﮕﺮﻱ ﺑﺎﻳﻦ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﻳﺴﻲ ﺍﻳﺸﺎﻥ ﺍﺳﺖ‪ .‬ﻳﻜﻲ ﺍﺯ ﭼﻴﺰﻫﺎﻳﻲ ﻛﻪ ﺑﺴﻴﺎﺭ ﻫﻮﺱ ﻣﻴﻜﻨﻨﺪ‬ ‫ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﺷﺘﻨﺴﺖ‪ .‬ﻭﻟﻲ ﺁﻳﺎ ﻣﻌﻨﻲ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﻣﻴﺪﺍﻧﻨﺪ؟‪ ..‬ﻣﻌﻨﻲ ﭼﻪ ﭼﻴﺰ ﺭﺍ ﻣﻴﺪﺍﻧﻨﺪ ﻛﻪ ﻣﻌﻨﻲ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺩﺍﻧﻨﺪ‪.‬‬ ‫ﻣﺎ ﻧﺎﭼﺎﺭﻳﻢ ﻣﻌﻨﻲ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺍﻳﻨﺠﺎ ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﻢ ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺩﻭﺭﻱ ﺁﻧﺎﻥ ﺍﺯ ﺁﻥ ﻣﻌﻨﻲ ﺷﻨﺎﺧﺘﻪ ﮔﺮﺩﺩ‪ .‬ﺑﺎﻳﺪ ﺩﺍﻧﺴﺖ‬ ‫ﺭﻭﺯﻧﺎﻣﻪ ﻫﻤﭽﻮﻥ ﺧﻮﺩ »ﻧﺎﻣﻪ« ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻧﺎﻣﻪ ﻫﺎ ﻛﻪ ﻣﺎ ﺑﻴﻜﺪﻳﮕﺮ ﻣﻴﻨﻮﻳﺴﻴﻢ ﺧﻮﺩ ﻳﻚ ﺧﻮﺍﺳﺘﻲ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﻧﻴﺴﺖ‪ .‬ﺑﻠﻜﻪ‬ ‫ﺍﻓﺰﺍﺭﻱ ﺑﺮﺍﻱ ﺧﻮﺍﺳﺘﻬﺎﻱ ﺩﻳﮕﺮﻱ ﻣﻴﺒﺎﺷﺪ‪ .‬ﻧﺎﻣﻪ ﺑﺮﺍﻱ ﻓﻬﻤﺎﻧﻴﺪﻥ ﺳﺨﻨﺎﻧﻲ ﺍﺳﺖ ﻛﻪ ﻧﺎﻣﻪ ﻧﻮﻳﺲ ﺩﺭ ﺩﻝ ﻣﻴﺪﺍﺭﺩ ﻭ ﻣﻴﺨﻮﺍﻫﺪ ﺑﻴﻚ‬ ‫ﻛﺴﻲ ﻛﻪ ﺩﻭﺭ ﺍﺯﻭﺳﺖ ﺑﻔﻬﻤﺎﻧﺪ‪ .‬ﻣﻦ ﺳﺨﻨﺎﻧﻲ ﻣﻴﺪﺍﺭﻡ ﻭ ﻣﻴﺨﻮﺍﻫﻢ ﺑﻔﻼﻥ ﺁﺷﻨﺎﻱ ﺧﻮﺩ ﺩﺭ ﻗﺰﻭﻳﻦ ﻳﺎ ﺩﺭ ﺭﺷﺖ ﺑﺮﺳﺎﻧﻢ‪ .‬ﺍﻳﻦ ﻛﺎﺭ‬ ‫ﻳﻜﺒﺎﺭ ﺑﺎ ﺗﻠﻔﻮﻥ ﻳﺎ ﺗﻠﮕﺮﺍﻑ ﺗﻮﺍﻧﺪ ﺑﻮﺩ‪ ،‬ﻳﻜﺒﺎﺭ ﻧﻴﺰ ﺑﺎ ﻧﺎﻣﻪ ﻧﻮﻳﺴﻲ‪.‬‬ ‫ﺑﻬﺮﺣﺎﻝ ﻧﺎﻣﻪ ﻧﻮﻳﺴﻲ ﺑﻬﺮ ﺭﺳﺎﻧﻴﺪﻥ ﺳﺨﻨﺎﻧﻴﺴﺖ‪ ،‬ﻭ ﺍﻳﻨﺴﺖ ﺗﺎ ﺳﺨﻨﺎﻧﻲ ﻧﺒﺎﺷﺪ ﻧﺎﻣﻪ ﻧﺒﺎﻳﺪ ﻧﻮﺷﺖ‪ .‬ﻭﻟﻲ ﺍﮔﺮ ﻛﺴﻲ ﺧﻮﺩ ﻧﺎﻣﻪ‬ ‫ﺭﺍ ﺧﻮﺍﺳﺘﻲ ﺑﺸﻨﺎﺳﺪ ﻭ ﺑﻲ ﺁﻧﻜﻪ ﺳﺨﻨﺎﻧﻲ ﺑﺮﺍﻱ ﺭﺳﺎﻧﻴﺪﻥ ﺩﺭ ﻣﻴﺎﻥ ﺑﺎﺷﺪ ﺧﺎﻣﻪ ﺍﻱ ﺑﺪﺳﺖ ﮔﻴﺮﺩ ﻭ ﺭﻭﻱ ﻛﺎﻏﺬ ﺭﺍ ﺳﻴﺎﻩ ﮔﺮﺩﺍﻧﺪ‬

‫‪om‬‬

‫)ﻳﻜﺠﺎ ﭘﻴﻜﺮﻩ ﺩﻳﻮ ﻛﺸﺪ‪ ،‬ﻳﻜﺠﺎ ﺗﺼﻨﻴﻔﻲ ﻧﻮﻳﺴﺪ‪ ،‬ﻳﻜﺠﺎ ﺍﻓﺴﺎﻧﻪ ﺑﺒﺎﻓﺪ( ﻭ ﺑﺮﺍﻱ ﻳﻜﻲ ﺍﺯ ﺧﻮﻳﺸﺎﻥ ﻭ ﻳﺎ ﺁﺷﻨﺎﻳﺎﻧﺶ ﺑﻔﺮﺳﺘﺪ ﻭ ﺍﻳﻦ‬ ‫ﻛﺎﺭ ﺭﺍ ﭘﻴﺎﭘﻲ ﻛﻨﺪ‪ ،‬ﺁﻳﺎ ﺍﻭ ﺭﺍ ﺩﻳﻮﺍﻧﻪ ﻧﺘﻮﺍﻥ ﺷﻨﺎﺧﺖ؟!‪..‬‬

‫‪e.c‬‬

‫ﺭﻭﺯﻧﺎﻣﻪ ﻧﻴﺰ ﻫﻤﻴﻦ ﺣﺎﻝ ﺭﺍ ﺩﺍﺭﺩ‪ .‬ﺧﻮﺩ ﺁﻥ ﺧﻮﺍﺳﺘﻲ ﻧﻴﺴﺖ‪ .‬ﺭﻭﺯﻧﺎﻣﻪ ﺑﺮﺍﻱ ﺁﻧﺴﺖ ﻛﻪ ﻛﺴﻲ ﻳﺎ ﮔﺮﻭﻫﻲ ﻳﻜﺮﺍﻫﻲ ﻳﺎ‬ ‫ﻳﻜﺮﺷﺘﻪ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻳﻲ ﺭﺍ ﺑﺮﮔﺰﻳﺪﻩ ﺍﻧﺪ‪ ،‬ﻭ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺭﺍﻩ ﻭ ﻳﺎ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺪﻳﮕﺮﺍﻥ ﺑﻔﻬﻤﺎﻧﻨﺪ ﻭ ﺁﻧﺮﺍ ﻣﻴﺎﻥ ﻣﺮﺩﻡ‬

‫‪lin‬‬

‫ﺑﭙﺮﺍﻛﻨﻨﺪ ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﻳﺎ ﻣﻬﻨﺎﻣﻪ ﺍﻱ ﺑﺮﭘﺎ ﻣﻴﻜﻨﻨﺪ ﻛﻪ ﺩﺭ ﺷﻤﺎﺭﻩ ﻫﺎﻱ ﺁﻥ ﺳﺨﻦ ﺍﺯ ﺭﺍﻩ ﺧﻮﺩ ﺭﺍﻧﺪﻩ ﻛﻢ ﻛﻢ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﻣﻐﺰﻫﺎﻱ‬ ‫ﺳﺨﻨﻲ ﺭﺍ ﻛﻪ ﻣﻴﻨﻮﻳﺴﺪ ﺗﺎ ﺑﻨﺘﻴﺠﻪ ﻧﺮﺳﺎﻧﻴﺪﻩ ﺩﻧﺒﺎﻟﺶ ﻛﻨﺪ‪.‬‬

‫‪et‬‬

‫‪ab‬‬

‫ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﺟﺎ ﺩﻫﻨﺪ‪ .‬ﺭﻭﺯﻧﺎﻣﻪ ﺑﺮﺍﻱ ﭼﻨﻴﻦ ﺧﻮﺍﺳﺘﻲ ﺑﺎﺷﺪ‪ ،‬ﻭ ﭘﻴﺪﺍﺳﺖ ﻛﻪ ﻳﻚ ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﻳﺲ ﺑﺎﻳﺪ ﺍﺯ ﺭﺍﻩ ﺧﻮﺩ ﺑﻴﺮﻭﻥ ﻧﺮﻭﺩ ﻭ‬ ‫ﻭﻟﻲ ﺍﻳﻦ ﭘﺮﻭﺭﺩﮔﺎﻥ ﻓﺮﻫﻨﮓ ﺍﺯ ﺍﻳﻦ ﻣﻌﻨﻲ ﻧﺎﺁﮔﺎﻫﻨﺪ‪ .‬ﺍﮔﺮ ﭼﻨﻴﻦ ﺳﺨﻨﻲ ﺭﺍ ﻫﻢ ﺷﻨﻴﺪﻩ ﺍﻧﺪ‪ ،‬ﻓﺮﺍ ﻧﮕﺮﻓﺘﻪ ﻭ ﺑﺎﻭﺭ ﻧﺪﺍﺷﺘﻪ ﺍﻧﺪ‪.‬‬

‫‪.K‬‬

‫ﺍﻳﻨﺴﺖ ﺍﺯ ﻧﺎﻓﻬﻤﻲ‪ ،‬ﺧﻮﺩ ﺭﻭﺯﻧﺎﻣﻪ ﻳﺎ ﻣﻬﻨﺎﻣﻪ ﺭﺍ »ﺧﻮﺍﺳﺘﻲ« ﻣﻴﺸﻤﺎﺭﻧﺪ‪ ،‬ﻭ ﺍﺯ ﻳﻜﻲ ﻛﻪ ﻣﻴﺨﻮﺍﻫﺪ ﺭﻭﺯﻧﺎﻣﻪ ﺑﻨﻴﺎﺩ ﮔﺰﺍﺭﺩ‪ ،‬ﺍﮔﺮ ﺷﻤﺎ‬

‫‪w‬‬

‫ﻫﺮ ﻛﺸﻮﺭﻱ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﺑﺎﺷﺪ ﻭ ﻣﻨﻬﻢ ﻣﻴﺨﻮﺍﻫﻢ ﻳﻜﻲ ﺭﺍ ﺑﻨﻴﺎﺩ ﮔﺰﺍﺭﻡ‪.‬‬

‫‪w‬‬

‫ﺑﭙﺮﺳﻴﺪ‪ :‬ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺑﺮﺍﻱ ﭼﻪ ﺧﻮﺍﻫﻲ ﻧﻮﺷﺖ‪ ،‬ﺍﺯ ﺍﻳﻦ ﭘﺮﺳﺶ ﺑﺪﺵ ﺁﻣﺪﻩ ﺧﻮﺍﻫﺪ ﮔﻔﺖ‪ :‬ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺑﺮﺍﻱ ﭼﻪ ﻧﻮﻳﺴﻨﺪ؟!‪ ..‬ﺩﺭ‬

‫‪w‬‬

‫ﺩﺭ ﻧﺘﻴﺠﻪ ﻫﻤﻴﻦ ﻧﺎﻓﻬﻤﻴﺴﺖ ﻛﻪ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﻛﻪ ﻣﻴﻨﻮﻳﺴﻨﺪ ﺗﻨﻬﺎ ﺧﻮﺍﺳﺘﺸﺎﻥ ﭘﺮ ﻛﺮﺩﻥ ﺳﺘﻮﻧﻬﺎﺳﺖ ﺍﺯ ﻫﺮﭼﻪ ﺑﻮﺩ ﺑﻮﺩﻩ‪ .‬ﺍﺯ‬ ‫ﺭﻣﺎﻥ‪ ،‬ﺷﻌﺮ‪ ،‬ﺩﺷﻨﺎﻡ‪ ،‬ﺭﻳﺸﺨﻨﺪ‪ ،‬ﻛﺎﺭﻳﻜﺎﺗﻮﺭ‪ ،‬ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ‪ .‬ﺑﺎﺭﻫﺎ ﻣﻴﺒﻴﻨﻴﺪ ﺩﺭ ﺍﻳﻦ ﺳﺘﻮﻥ ﺳﺨﻦ ﺍﺯ ﺩﻳﻦ ﺭﺍﻧﺪﻩ ﻭ ﺩﺭ ﺳﺘﻮﻥ ﺩﻳﮕﺮﻱ‬ ‫ﺍﺯ ﻓﻠﺴﻔﻪ ﻣﺎﺩﻱ ﻧﻮﺷﺘﻪ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﭘﻨﺪ ﺩﺭﺳﺘﻜﺎﺭﻱ ﺩﺍﺩﻩ ﺩﺭ ﺟﺎﻱ ﺩﻳﮕﺮﻱ ﺍﺯ ﺯﻳﺮﻙ ﺑﻮﺩﻥ ﻭ ﭘﻮﻝ ﺩﺭﺁﻭﺭﺩﻥ ﻭ ﭘﺮﻭﺍﻱ ﻛﺴﻲ ﻭ‬ ‫ﻫﻴﭽﻲ ﻧﻜﺮﺩﻥ ﺳﺨﻦ ﺭﺍﻧﺪﻩ‪ .‬ﺍﻣﺮﻭﺯ ﺩﺭ ﺍﻳﻦ ﺷﻤﺎﺭﻩ ﮔﻔﺘﮕﻮ ﺍﺯ ﺩﻟﺒﺴﺘﮕﻲ ﺑﻜﺸﻮﺭ ﻭ ﺩﻭﻟﺖ ﻛﺮﺩﻩ‪ ،‬ﻭ ﻓﺮﺩﺍ ﺳﺘﺎﻳﺸﻲ ﮔﺰﺍﻓﻪ ﺁﻣﻴﺰ ﺍﺯ‬ ‫ﻓﻼﻥ ﺣﺠﻪ ﺍﻻﺳﻼﻡ )ﺣﺠﻪ ﺍﻻﺳﻼﻣﻲ ﻛﻪ ﺩﻭﻟﺖ ﺭﺍ ﺟﺎﺋﺮ ﻭ ﻣﺎﻟﻴﺎﺕ ﭘﺮﺩﺍﺧﺘﻦ ﻭ ﺳﺮﺑﺎﺯ ﺩﺍﺩﻥ ﺑﺂﻧﺮﺍ ﺣﺮﺍﻡ ﻣﻴﺸﻤﺎﺭﺩ( ﻧﻮﺷﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺑﺪﺗﺮ ﺍﺯ ﻫﻤﻪ ﺁﻧﻜﻪ ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﺭﺍ ﻛﻪ ﺑﺪﻳﻨﺴﺎﻥ ﻣﻴﻨﻮﻳﺴﻨﺪ ﺁﻧﺮﺍ ﻳﻚ ﻛﺎﺭ ﻧﻴﻚ ﻭ ﺳﻮﺩﻣﻨﺪﻱ ﻣﻴﭙﻨﺪﺍﺭﻧﺪ‪ ،‬ﻭ ﺍﻳﻨﺠﺎ ﻭ ﺁﻧﺠﺎ‬ ‫ﻧﺸﺴﺘﻪ ﮔﺮﺩﻥ ﻣﻴﻔﺮﺍﺯﻧﺪ ﻭ ﺑﺎ ﻳﻚ ﺑﻴﺨﺮﺩﻱ ﺑﻴﻤﺎﻧﻨﺪﻱ ﺑﺰﺑﺎﻥ ﻣﻴﺂﻭﺭﻧﺪ‪» :‬ﻣﻄﺒﻮﻋﺎﺕ ﺭﺍﻫﻨﻤﺎﻱ ﺍﻓﻜﺎﺭ ﺟﺎﻣﻌﻪ ﺍﺳﺖ« ﻛﻪ ﺑﺎﻳﺪ ﮔﻔﺖ‪:‬‬ ‫ﺍﻱ ﺑﻴﭽﺎﺭﮔﺎﻥ!‪ ..‬ﺍﻱ ﺑﻴﭽﺎﺭﮔﺎﻥ!‪..‬‬ ‫ﺭﻭﺯﻱ ﻳﻜﻲ ﺍﺯ ﺁﻧﺎﻥ ﭼﻨﻴﻦ ﻻﻓﻲ ﻣﻴﺴﺮﻭﺩ‪ ،‬ﻣﻦ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻪ ﻣﻌﻨﻲ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺑﺪﺍﻧﺴﺎﻥ ﻛﻪ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﺎﺯ ﻧﻤﻮﺩﻳﻢ ﺑﺮﺍﻳﺶ‬ ‫ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻡ‪ .‬ﺑﺎ ﻳﻚ ﺳﺘﺒﺮﺭﻭﻳﻲ ﭼﻨﻴﻦ ﮔﻔﺖ‪» :‬ﺍﻳﻨﻬﺎ ﺭﺍ ﻣﺎ ﻧﻴﺰ ﻣﻴﺪﺍﻧﻴﻢ‪ .‬ﻭﻟﻲ ﺭﻭﺯﻧﺎﻣﻪ ﺑﺎﻳﺪ ﻣﻮﺍﻓﻖ ﺍﺣﺴﺎﺳﺎﺕ ﻣﺮﺩﻡ ﺑﺎﺷﺪ ﺗﺎ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٠‬‬

‫ﺑﺨﺮﻧﺪ ﻭ ﺻﺮﻑ ﻛﻨﻨﺪ‪ .«...‬ﮔﻔﺘﻢ‪ :‬ﺷﻤﺎ ﻧﻪ ﺗﻨﻬﺎ ﻣﻌﻨﻲ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﻧﻤﻴﺪﺍﻧﻴﺪ‪ ،‬ﻣﻌﻨﻲ »ﺩﺍﻧﺴﺘﻦ« ﺭﺍ ﻫﻢ ﻧﻤﻴﺪﺍﻧﻴﺪ‪ .‬ﺷﻤﺎ ﻫﺮ ﭼﻴﺰﻱ ﻛﻪ‬ ‫ﺑﻴﺶ ﻳﺎ ﻛﻢ ﺑﮕﻮﺷﺘﺎﻥ ﺧﻮﺭﺩﻩ ﺁﻧﺮﺍ »ﺩﺍﻧﺴﺘﻦ« ﻣﻴﺸﻤﺎﺭﻳﺪ‪ .‬ﺍﻳﻨﺴﺖ ﻫﺮﻛﺲ ﻫﺮﭼﻪ ﺑﮕﻮﻳﺪ ﺧﻮﺍﻫﻴﺪ ﮔﻔﺖ‪» :‬ﻣﺎ ﻧﻴﺰ ﻣﻴﺪﺍﻧﻴﻢ«‪ .‬ﻭﻟﻲ‬ ‫ﺩﺍﻧﺴﺘﻦ ﺁﻧﺴﺖ ﻛﻪ ﻛﺴﻲ ﺳﺨﻨﻲ ﺭﺍ ﻛﻪ ﻣﻴﺸﻨﻮﺩ ﻧﻴﻚ ﻓﺮﺍ ﮔﻴﺮﺩ ﻭ ﺭﺍﺳﺖ ﻭ ﻛﺞ ﺁﻧﺮﺍ ﺑﻔﻬﻤﺪ ﻭ ﺍﮔﺮ ﺭﺍﺳﺖ ﺷﻨﺎﺧﺖ ﺑﺪﻝ ﺳﭙﺎﺭﺩ‬ ‫ﻭ ﺑﺎﻭﺭ ﻛﻨﺪ ﻭ ﺁﻧﺮﺍ ﺑﻜﺎﺭ ﺑﻨﺪﺩ‪ .‬ﺷﻤﺎ ﺍﮔﺮ ﻣﻌﻨﻲ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺑﺪﺍﻧﺴﺎﻥ ﻛﻪ ﻣﻦ ﺑﺎﺯ ﻧﻤﻮﺩﻡ ﻣﻴﺪﺍﻧﻴﺪ ﭘﺲ ﭼﮕﻮﻧﻪ ﺑﻜﺎﺭ ﻧﻤﻴﺒﻨﺪﻳﺪ؟!‪..‬‬ ‫ﺩﺍﺳﺘﺎﻥ ﺷﻤﺎ ﺩﺍﺳﺘﺎﻥ ﺁﻥ ﻛﺮﺩ ﺍﺳﺖ ﻛﻪ ﻣﻴﮕﻔﺖ‪» :‬ﺯﺍﻧﻢ ﺣﻤﺎﻣﺴﺖ ﻣﻴﭙﺮﺳﻢ ﺧﺎﻧﻪ ﻛﻴﺴﺖ؟!‪ .«..‬ﺍﻳﻨﻜﻪ ﻣﻴﮕﻮﻳﻴﺪ‪» :‬ﺭﻭﺯﻧﺎﻣﻪ ﺑﺎﻳﺪ‬ ‫ﻣﻮﺍﻓﻖ ﺍﺣﺴﺎﺳﺎﺕ ﻣﺮﺩﻡ ﺑﺎﺷﺪ ﺗﺎ ﺑﺨﺮﻧﺪ‪ «...‬ﺑﻬﺘﺮﻳﻦ ﺩﻟﻴﻠﺴﺖ ﻛﻪ ﻣﻌﻨﻲ ﺁﻧﺮﺍ ﻧﻤﻴﺪﺍﻧﻴﺪ ﻭ ﺩﺭﻭﻍ ﻣﻴﮕﻮﻳﻴﺪ ﻛﻪ ﻣﻴﺪﺍﻧﻴﺪ‪ .‬ﻛﺴﻴﻜﻪ‬ ‫ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺑﻤﻌﻨﻲ ﺭﺍﺳﺘﺶ ﻣﻴﺸﻨﺎﺳﺪ ﻭ ﺩﺭ ﻣﻌﻨﻲ ﺭﺍﺳﺘﺶ ﻣﻴﻨﻮﻳﺴﺪ‪ ،‬ﺩﺭ ﺑﻨﺪ ﻓﺮﻭﺵ ﻭ ﺳﻮﺩ ﺁﻥ ﻧﺒﺎﻳﺪ ﺑﻮﺩ ﻭ ﺑﺮﺍﻱ ﻓﺰﻭﻧﻲ ﻓﺮﻭﺵ‬ ‫ﺍﺯ ﺳﺨﻦ ﺧﻮﺩ ﻧﺒﺎﻳﺪ ﺩﺭﮔﺬﺭﺩ‪.‬‬ ‫ﺍﺯ ﺯﻣﻴﻨﻪ ﺧﻮﺩ ﺩﻭﺭ ﻧﻴﻔﺘﻴﻢ‪ .‬ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﮔﻮﺍﻫﻴﻬﺎ ﺑﺴﻴﺎﺭ ﻓﺮﺍﻭﺍﻧﺴﺖ ﻭ ﺟﺎﻱ ﻫﻴﭻ ﺷﮕﻔﺘﻲ ﻧﻤﻴﺒﺎﺷﺪ‪ .‬ﺯﻳﺮﺍ ﺍﻳﻨﻬﺎ ﻛﻪ ﻣﻴﺸﻤﺎﺭﻳﻢ ﻭ‬

‫‪om‬‬

‫ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺑﺎﻳﺪ ﺁﻣﻴﻐﻬﺎﻳﻲ ﺭﺍ ﺩﺭ ﺯﻣﻴﻨﻪ ﺁﻧﻬﺎ ﺑﺠﻮﺍﻧﺎﻥ ﺩﺭ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻳﺎ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ ﻳﺎﺩ ﺩﻫﻨﺪ‪ ،‬ﻭ ﭼﻮﻥ ﻳﺎﺩ ﺩﺍﺩﻩ‬ ‫ﻧﻤﻴﺸﻮﺩ ﻧﺎﭼﺎﺭﻳﺴﺖ ﻛﻪ ﺍﺯ ﻣﻌﻨﻲ ﺭﺍﺳﺖ ﺁﻧﻬﺎ ﺁﮔﺎﻩ ﻧﺒﻮﺩﻩ‪ ،‬ﻭ ﺍﺯ ﭘﻴﺶ ﺧﻮﺩ ﺑﻬﺮ ﻛﺪﺍﻡ ﻣﻌﻨﻲ ﭘﺴﺖ ﻭ ﺑﻲ ﺍﺭﺟﻲ ﺑﺪﻫﻨﺪ ﻭ ﻫﺮﻳﻜﻲ‬

‫‪e.c‬‬

‫ﺭﺍ ﺑﺎ ﻫﻮﺳﻬﺎﻱ ﺧﻮﺩ ﺳﺎﺯﮔﺎﺭ ﮔﺮﺩﺍﻧﻨﺪ‪.‬‬

‫ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﻧﻤﻮﻧﻪ ﺍﻱ ﺍﺯ ﺩﺭﺳﻬﺎﻳﻲ ﻛﻪ ﺍﻳﻦ ﺟﻮﺍﻧﺎﻥ ﺩﺭ ﺁﻣﻮﺯﺷﮕﺎﻫﻬﺎ ﻓﺮﺍ ﻣﻴﮕﻴﺮﻧﺪ ﺩﺭ ﺩﺳﺖ ﺑﺎﺷﺪ‪ ،‬ﺩﺭ ﭘﺎﻳﺎﻥ ﮔﻔﺘﺎﺭ ﺩﺍﺳﺘﺎﻥ‬

‫‪lin‬‬

‫ﺩﻳﮕﺮﻱ ﺭﺍ ﻣﻴﺂﻭﺭﻳﻢ‪ :‬ﺟﻮﺍﻧﻲ ﻛﻪ ﺩﺍﻧﺸﻜﺪﻩ ﻣﻌﻘﻮﻝ ﻭ ﻣﻨﻘﻮﻝ ﺭﺍ ﺑﭙﺎﻳﺎﻥ ﺭﺳﺎﻧﻴﺪﻩ ﻭ »ﺭﺳﺎﻟﻪ ﺧﺘﻢ ﺗﺤﺼﻴﻞ« ﻧﻮﺷﺘﻪ‪ ،‬ﻧﺴﺨﻪ ﺍﻱ ﺍﺯ‬

‫‪ab‬‬

‫ﺭﺳﺎﻟﻪ ﺍﺵ ﺩﺭ ﺩﺳﺖ ﻣﻨﺴﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﺳﺎﻟﻪ ﮔﻔﺘﮕﻮ ﻣﻴﻜﻨﺪ ﺍﺯ »ﺗﺄﺛﻴﺮ ﻓﺘﻨﻪ ﻣﻐﻮﻝ ﺩﺭ ﺍﺩﺑﻴﺎﺕ ﺍﻳﺮﺍﻥ«‪ .‬ﭼﻴﺮﮔﻲ ﻣﻐﻮﻻﻥ ﻛﻪ ﺍﺯ‬ ‫ﺩﻟﮕﺪﺍﺯﺗﺮﻳﻦ ﺩﺍﺳﺘﺎﻧﻬﺎﺳﺖ‪ ،‬ﻭ ﺩﺭ ﺁﻥ ﭘﻴﺸﺂﻣﺪ ﻣﻠﻴﻮﻧﻬﺎ ﺍﻳﺮﺍﻧﻴﺎﻥ ﻛﺸﺘﻪ ﺷﺪﻧﺪ‪ ،‬ﻭ ﻣﻠﻴﻮﻧﻬﺎ ﺩﺧﺘﺮﺍﻥ ﺑﺒﺮﺩﮔﻲ ﺍﻓﺘﺎﺩﻧﺪ‪ ،‬ﻫﺰﺍﺭﻫﺎ ﺁﺑﺎﺩﻱ‬

‫‪et‬‬

‫ﻭﻳﺮﺍﻥ ﮔﺮﺩﻳﺪ‪ ،‬ﻭ ﺧﻮﻳﻬﺎ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻛﻪ ﭘﺴﺖ ﻣﻴﺒﻮﺩ ﻫﺮﭼﻪ ﭘﺴﺖ ﺗﺮ ﺷﺪ‪ ،‬ﻫﺮ ﻛﺴﻴﻜﻪ ﺁﻥ ﺩﺍﺳﺘﺎﻧﻬﺎ ﺭﺍ ﺩﺭ ﺗﺎﺭﻳﺦ ﺑﺨﻮﺍﻧﺪ ﺑﺎﻳﺪ‬

‫‪.K‬‬

‫ﭘﻴﺶ ﺍﺯ ﻫﻤﻪ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﺷﻮﻧﺪﻫﺎﻱ ﺁﻥ ﺑﺎﺷﺪ‪ .‬ﺑﺎﻳﺪ ﺟﺴﺘﺠﻮ ﻛﻨﺪ ﻛﻪ ﭼﻪ ﺑﻮﺩﻩ ﻛﻪ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺁﻥ ﺯﺑﻮﻧﻲ ﻭ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺭﺍ ﺩﺭ‬

‫‪w‬‬

‫ﺑﺮﺍﺑﺮ ﺩﺷﻤﻦ ﺧﻮﻧﺨﻮﺍﺭ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺍﻧﺪ‪ .‬ﭼﻪ ﺑﻮﺩﻩ ﻛﻪ ﺳﻲ ﻫﺰﺍﺭ ﺗﻦ ﺍﺯ ﻳﻜﺴﺮ ﻛﺸﻮﺭ ﭘﻬﻨﺎﻭﺭ ﻭ ﺑﺰﺭﮔﻲ ﻛﺸﺘﺎﺭﻛﻨﺎﻥ ﺩﺭﺁﻣﺪﻩ ﻭ ﺍﺯ‬

‫‪w‬‬

‫ﺍﻳﻦ ﺳﺮﺵ ﺑﻴﺮﻭﻥ ﺭﻓﺘﻪ ﺍﻧﺪ‪ .‬ﺑﺎﻳﺪ ﻫﺮﻛﺴﻲ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺍﻳﻨﺮﺍ ﺑﺠﻮﻳﺪ‪ .‬ﭼﻨﻴﻦ ﺩﺍﺳﺘﺎﻥ ﺳﺮﺍﭘﺎ ﺩﻟﮕﺪﺍﺯﻱ ﺟﻮﺍﻥ ﺩﺍﻧﺸﻜﺪﻩ ﺩﻳﺪﻩ ﺗﻨﻬﺎ‬

‫‪w‬‬

‫ﺟﺴﺘﺠﻮﻱ ﺍﻳﻦ ﻛﺮﺩﻩ ﻛﻪ »ﺍﺩﺑﻴﺎﺕ« )ﻳﺎ ﺑﻬﺘﺮ ﮔﻮﻳﻢ‪ :‬ﻳﺎﻭﻩ ﮔﻮﻳﻲ ﺷﺎﻋﺮﺍﻥ ﻛﻪ ﺁﻧﺎﻥ ﻧﺎﻣﺶ ﺭﺍ »ﺍﺩﺑﻴﺎﺕ« ﮔﺰﺍﺭﺩﻩ ﺍﻧﺪ( ﺩﺭ ﺑﺮﺧﻮﺭﺩ‬ ‫ﺑﺂﻥ ﺩﺍﺳﺘﺎﻥ ﭼﻪ ﺣﺎﻟﻲ ﭘﻴﺪﺍ ﻛﺮﺩﻩ‪ ،‬ﻭ ﺍﺯ ﺟﺴﺘﺠﻮﻫﺎﻱ ﺧﻮﺩ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺍ ﮔﺮﻓﺘﻪ »ﻛﻪ ﭼﻮﻥ ﺧﺎﻧﺎﻥ ﻣﻐﻮﻝ ﺑﺸﻨﻴﺪﻥ ﻣﺪﺍﻳﺢ ﻭ ﺗﺮﺑﻴﺖ‬ ‫ﺷﻌﺮ ﻭ ﺷﺎﻋﺮ ﻣﺪﻳﺤﻪ ﮔﻮ ﻋﺎﺩﺕ ﻧﺪﺍﺷﺘﻪ ﺍﻧﺪ ﺍﻳﻨﺴﺖ ﺟﺰ ﻳﻜﻲ ﺩﻭ ﻧﻔﺮ ﻣﺎﻧﻨﺪ ﺳﻠﻤﺎﻥ ﺳﺎﻭﺟﻲ ﻭ ﺍﺛﻴﺮﺍﻟﺪﻳﻦ ﺍﻭﻣﺎﻧﻲ ﻛﻪ ﺁﻧﻬﺎ ﻧﻴﺰ‬ ‫ﻫﺮﮔﺰ ﺑﺎ ﻗﺼﻴﺪﻩ ﺳﺮﺍﻳﺎﻥ ﻋﺼﺮﻫﺎﻱ ﭘﻴﺶ ﻧﻤﻴﺘﻮﺍﻧﺴﺘﻨﺪ ﺑﺮﺍﺑﺮﻱ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺩﻳﮕﺮ ﺷﺎﻋﺮ ﻧﺎﻣﻲ ﻗﺼﻴﺪﻩ ﮔﻮ ﺩﺭ ﺍﻳﻦ ﻋﺼﺮ ﺑﻮﺟﻮﺩ ﻧﻴﺎﻣﺪﻩ‬ ‫ﺑﺨﻼﻑ ﻏﺰﻝ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻧﻬﺎﻳﺖ ﻗﻮﺱ ﺻﻌﻮﺩ ﺧﻮﺩ ﺭﺍ ﭘﻴﻤﻮﺩﻩ ﻭ ﺑﺎﻭﺝ ﺗﺮﻗﻲ ﺭﺳﻴﺪ‪ .«...‬ﺟﻮﺍﻥ ﺩﺭﻣﺎﻧﺪﻩ ﺑﺴﺨﻨﺎﻥ ﺩﺭﺍﺯ‬ ‫ﻣﻴﭙﺮﺩﺍﺯﺩ ﺩﺭ ﺁﻥ ﺯﻣﻴﻨﻪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ »ﻏﺰﻟﻬﺎﻱ ﻋﺮﻓﺎﻧﻲ« ﺳﺮﻭﺩﻩ ﮔﺮﺩﻳﺪﻩ ﻭ ﺑﺎ ﺻﺪ ﺑﻴﺨﺮﺩﻱ ﭼﻨﻴﻦ ﻣﻴﻨﻮﻳﺴﺪ‪» :‬ﺩﺭ ﺍﻳﻦ ﻋﺼﺮ‬ ‫ﺍﻣﺜﺎﻝ ﺣﺎﻓﻆ ﻭ ﻣﻮﻟﻮﻱ ﻭ ﺟﺎﻣﻲ ﻇﻬﻮﺭ ﻛﺮﺩﻩ ﻭ ﻣﻀﺎﻣﻴﻦ ﻟﻄﻴﻒ ﻋﺮﻓﺎﻧﻲ ﺭﺍ ﺩﺭ ﺑﻬﺘﺮﻳﻦ ﻟﺒﺎﺱ ﻧﻈﻢ ﺑﻌﺎﺷﻘﺎﻥ ﻋﻠﻢ ﻭ ﻣﻌﺮﻓﺖ ﻧﺸﺎﻥ‬ ‫ﺩﺍﺩﻩ ﻭ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﺑﺼﻔﺎﻱ ﻗﺮﻳﺤﻪ ﺑﻌﺎﻟﻢ ﺍﺩﺏ ﻣﻌﺮﻓﻲ ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﻣﻴﺘﻮﺍﻥ ﮔﻔﺖ ﻳﮕﺎﻧﻪ ﻋﻠﺖ ﺍﺻﻠﻲ ﺑﺮﺍﻱ ﺭﻭﺍﺝ ﺍﻳﻦ ﻋﻘﻴﺪﻩ ﻫﻤﺎﻧﺎ‬ ‫ﺣﻤﻠﻪ ﻭ ﺍﺳﺘﻴﻼﻱ ﻣﻐﻮﻝ ﻭ ﻭﺍﺭﺩ ﺷﺪﻥ ﺻﺪﻣﺎﺕ ﻭ ﺑﻼﻳﺎ ﺑﻤﺮﺩﻡ ﺑﻮﺩﻩ ﻛﻪ ﺩﻭﺳﺘﺎﻥ ﺧﺪﺍ ﻋﻨﺎﻥ ﺍﺧﺘﻴﺎﺭ ﺍﺯ ﺩﺳﺖ ﻧﺪﺍﺩﻩ ﻭ ﺻﺒﺮ ﻭ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢١‬‬

‫ﺷﻜﻴﺒﺎﻳﻲ ﺭﺍ ﺷﻌﺎﺭ ﺧﻮﺩ ﺳﺎﺧﺘﻪ ﻭ ﺩﻧﻴﺎ ﺭﺍ ﺑﺪﻳﺪﻩ ﺗﺤﻘﻴﺮ ﻧﻈﺮ ﻛﺮﺩﻩ ﻭ ﺑﻴﻮﻓﺎﻳﻲ ﺁﻧﺮﺍ ﻣﺪ ﻧﻈﺮ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻭ ﺍﺣﺴﺎﺳﺎﺕ ﭘﺎﻙ ﺧﻮﺩ ﺭﺍ‬ ‫ﻧﻈﻤﹰﺎ ﺍﻇﻬﺎﺭ ﺩﺍﺷﺘﻪ ﺍﻧﺪ«‪.‬‬ ‫ﺩﺭ ﻫﻤﻴﻦ ﺭﺳﺎﻟﻪ ﻳﻜﺮﺷﺘﻪ ﺟﺴﺘﺠﻮﻫﺎﻳﻲ ﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻛﻪ ﺁﻳﺎ ﺩﺭ ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﺑﺮﺧﻲ »ﺗﺸﺒﻴﻬﺎﺕ ﺟﺪﻳﺪﻩ« ﭘﻴﺪﺍ ﺷﺪﻩ‪،‬‬ ‫ﻭ ﺷﻨﻴﺪﻧﻴﺘﺮ ﺁﻧﺴﺖ ﻛﻪ ﺭﻭﺯﻱ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺍﻳﻦ ﺭﺳﺎﻟﻪ ﺍﺯ ﺩﻳﺪﻩ ﺍﺳﺘﺎﺩﺍﻥ ﺑﮕﺬﺭﺩ‪ ،‬ﻣﻦ ﺑﺮﺍﻱ ﻛﺎﺭﻱ ﺑﺪﺍﻧﺸﺴﺮﺍ ﺭﻓﺘﻪ ﺑﻮﺩﻡ ﻭ ﺩﻳﺪﻡ‬ ‫ﮔﻔﺘﮕﻮ ﺩﺭ ﻣﻴﺎﻧﺴﺖ‪ ،‬ﻭ ﻳﻜﻲ ﺍﺯ ﺍﺳﺘﺎﺩﺍﻥ ﻛﻪ ﭘﻴﺮﻣﺮﺩ ﺍﺳﺖ ﺑﺎ ﻳﻚ ﺧﺸﻤﻲ ﭼﻨﻴﻦ ﻣﻴﮕﻮﻳﺪ‪» :‬ﺑﺎﻳﺪ ﺧﻮﺩﺵ ﺑﻴﺎﻳﺪ ﻭ ﺗﻮﺿﻴﺤﺎﺕ‬ ‫ﺩﻫﺪ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﻣﻴﻨﻮﻳﺴﺪ ﺗﺸﺒﻴﻪ ﺯﻟﻒ ﺑﻤﺎﺭ ﺩﺭ ﺯﻣﺎﻥ ﻣﻐﻮﻝ ﭘﻴﺪﺍ ﺷﺪﻩ‪ ،‬ﭘﺲ ﺑﺎﻳﻦ ﺷﻌﺮ ﻋﺒﺪﺍﻟﻮﺍﺳﻊ ﺟﺒﻠﻲ ﭼﻪ ﻣﻴﮕﻮﻳﺪ؟‪ .«..‬ﺍﻳﻨﺴﺖ‬ ‫ﻧﻤﻮﻧﻪ ﺍﻱ ﺍﺯ ﺩﺍﻧﺸﻬﺎﻱ ﺍﺳﺘﺎﺩﺍﻥ ﻭ ﺁﻧﭽﻪ ﺑﺠﻮﺍﻧﺎﻥ ﻳﺎﺩ ﻣﻴﺪﻫﻨﺪ‪.‬‬

‫‪om‬‬ ‫‪e.c‬‬ ‫‪lin‬‬ ‫‪ab‬‬ ‫‪et‬‬ ‫‪.K‬‬ ‫‪w‬‬ ‫‪w‬‬ ‫‪w‬‬


‫‪Ketabline.com‬‬

‫‪Ebook.ketabline.com‬‬

‫ﮔﻔﺘﺎﺭ ﺳﻮﻡ‬ ‫ﺍﺯ ﻛﺎﺭ ﻭﺍﺭﻭﻧﻪ ﺟﺰ ﻧﺘﻴﺠﻪ ﻭﺍﺭﻭﻧﻪ ﺑﺮﻧﺨﻴﺰﺩ‬ ‫ﻧﺘﻴﺠﻪ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺩﺭ ﮔﻔﺘﺎﺭ ﮔﺬﺷﺘﻪ ﺁﻧﺴﺖ ﻛﻪ ﻓﺮﻫﻨﮓ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺭﻭﺍﻧﻬﺎﻱ ﺟﻮﺍﻧﺎﻥ ﺭﺍ ﻧﻴﺮﻭﻣﻨﺪ ﮔﺮﺩﺍﻧﻴﺪﻩ‪ ،‬ﻓﻬﻤﻬﺎ ﻭ‬ ‫ﺧﺮﺩﻫﺎﻱ ﺍﻳﺸﺎﻥ ﺭﺍ ﺑﻜﺎﺭ ﺍﻧﺪﺍﺯﺩ‪ ،‬ﻭﺍﺭﻭﻧﻪ ﺁﻧﺮﺍ ﻧﺘﻴﺠﻪ ﺩﺍﺩﻩ ﺭﻭﺍﻧﻬﺎﻱ ﺟﻮﺍﻧﺎﻥ ﺭﺍ ﻫﺮﭼﻪ ﻧﺎﺗﻮﺍﻧﺘﺮ ﮔﺮﺩﺍﻧﻴﺪﻩ‪ ،‬ﺧﺮﺩﻫﺎ ﻭ ﻓﻬﻤﻬﺎﻱ ﺁﻧﺎﻥ‬ ‫ﺭﺍ ﺑﻴﻜﺎﺭﻩ ﻣﻴﮕﺮﺩﺍﻧﺪ‪.‬‬ ‫ﺍﻛﻨﻮﻥ ﻣﻴﺨﻮﺍﻫﻴﻢ ﺑﮕﻮﻳﻴﻢ ﻛﻪ ﻧﺘﻴﺠﻪ ﺍﻳﻦ ﻛﺎﺭ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺁﻥ ﻣﻴﺸﻮﺩ ﻛﻪ ﺟﻮﺍﻧﺎﻧﻲ ﻛﻪ ﺍﺯ ﺩﺑﻴﺮﺳﺘﺎﻧﻬﺎ ﻭ ﺩﺍﻧﺸﻜﺪﻩ ﻫﺎ‬ ‫ﺑﻴﺮﻭﻥ ﻣﻴﺂﻳﻨﺪ ﻭ ﺩﺭ ﻣﻴﺎﻥ ﺗﻮﺩﻩ ﺯﻧﺪﮔﻲ ﺁﻏﺎﺯ ﻣﻴﻜﻨﻨﺪ ﺑﻴﺸﺘﺮ ﺍﻳﺸﺎﻥ )ﻧﻪ ﻫﻤﮕﻴﺸﺎﻥ(‪ ،‬ﺭﺍﻫﻨﻤﺎﺷﺎﻥ ﺩﺭ ﺯﻧﺪﮔﻲ ﺟﺰ ﻫﻮﺱ ﻭ‬ ‫ﺧﻮﺩﺧﻮﺍﻫﻲ ﻧﻴﺴﺖ‪ ،‬ﻭ ﺍﻳﻦ ﺧﻮﺩ ﺯﻳﺎﻥ ﺑﺲ ﺑﺰﺭﮔﻴﺴﺖ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺑﺮﺍﻱ ﮔﻔﺘﮕﻮ ﺍﺯ ﺁﻥ ﻛﺘﺎﺏ ﺑﺰﺭﮔﻲ ﻧﻮﺷﺘﻪ ﺷﻮﺩ‪ ،‬ﻭﻟﻲ ﻣﻦ‬ ‫ﻧﺎﭼﺎﺭ ﺧﻮﺍﻫﻢ ﺑﻮﺩ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﻜﻮﺗﺎﻫﻲ ﺳﺨﻦ ﺭﺍﻧﻢ‪.‬‬

‫‪om‬‬

‫ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﭼﻮﻥ ﻳﻜﺴﺮﻩ ﺑﻮﺍﺭﻭﻧﻪ ﺑﺎﻳﺎﻱ ﺧﻮﺩ ﺭﻓﺘﺎﺭ ﻣﻴﻜﻨﺪ‪ ،‬ﻧﺎﭼﺎﺭﻳﺴﺖ ﻛﻪ ﺍﺯ ﻛﺎﺭﺵ ﻧﺘﻴﺠﻪ ﻭﺍﺭﻭﻧﻪ ﭘﺪﻳﺪ ﺁﻳﺪ‪،‬‬ ‫ﻧﺎﭼﺎﺭﻳﺴﺖ ﻛﻪ ﺑﺠﺎﻱ ﺳﻮﺩ‪ ،‬ﺯﻳﺎﻥ ﺩﺭ ﺩﺳﺖ ﺑﺎﺷﺪ‪ .‬ﻣﻦ ﺍﻳﻨﻚ ﺯﻣﻴﻨﻪ ﺭﺍ ﺭﻭﺷﻦ ﺧﻮﺍﻫﻢ ﮔﺮﺩﺍﻧﻴﺪ‪:‬‬

‫‪e.c‬‬

‫ﺳﻲ ﻭ ﻫﺸﺖ ﺳﺎﻝ ﭘﻴﺶ ﺩﺭ ﺍﻳﺮﺍﻥ ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﻲ ﭘﺪﻳﺪ ﺁﻣﺪ ﻭ ﭘﺲ ﺍﺯ ﻛﺸﺎﻛﺸﻬﺎ ﻭ ﺧﻮﻧﺮﻳﺰﻳﻬﺎ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﻦ‬

‫‪lin‬‬

‫ﻛﺸﻮﺭ ﭘﺬﻳﺮﻓﺘﻪ ﮔﺮﺩﻳﺪ‪ .‬ﺍﻳﻦ ﭘﻴﺸﺂﻣﺪ ﺑﺮﺍﻱ ﺍﻳﺮﺍﻥ ﺑﺴﻴﺎﺭ ﺍﺭﺟﻤﻨﺪ ﻣﻴﺒﻮﺩ‪ .‬ﺯﻳﺮﺍ ﻣﺸﺮﻭﻃﻪ ﺑﻬﺘﺮﻳﻦ ﮔﻮﻧﻪ ﺍﺯ ﮔﻮﻧﻪ ﻫﺎﻱ‬ ‫ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻳﺴﺖ‪ .‬ﭼﻴﺰﻳﻜﻪ ﻫﺴﺖ ﻣﺸﺮﻭﻃﻪ ﭘﺬﻳﺮﻓﺘﻦ ﻳﻚ ﻛﺸﻮﺭ ﺗﻨﻬﺎ ﺑﺎ ﺁﻥ ﻧﻴﺴﺖ ﻛﻪ ﻳﻚ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ ﻧﻮﺷﺘﻪ ﺷﻮﺩ ﻭ ﻳﻚ‬

‫‪ab‬‬

‫ﭘﺎﺭﻟﻤﺎﻧﻲ ﺑﺎﺯ ﺷﻮﺩ‪ .‬ﺑﺮﺍﻱ ﭘﺎﻳﺪﺍﺭ ﮔﺮﺩﻳﺪﻥ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﻳﻚ ﻛﺸﻮﺭ‪ ،‬ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ‪ ،‬ﺑﺎﻳﺪ ﺗﻮﺩﻩ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺑﻔﻬﻤﺪ ﻭ ﺁﻧﺮﺍ‬

‫‪et‬‬

‫ﺑﺨﻮﺍﻫﺪ ﻭ ﺧﻮﺩ ﺭﺍ ﺷﺎﻳﻨﺪﻩ ﺁﻥ ﮔﺮﺩﺍﻧﺪ‪ .‬ﺯﻧﺪﮔﺎﻧﻲ ﺩﺭ ﺯﻳﺮ ﻳﻮﻍ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺧﻮﺩﻛﺎﻡ ﺑﺎ ﺯﻧﺪﮔﻲ ﺁﺯﺍﺩ ﺩﺭ ﻳﻚ ﻛﺸﻮﺭ ﻣﺸﺮﻭﻃﻪ‬

‫‪.K‬‬

‫ﺩﻭﺗﺎﺳﺖ‪ .‬ﺑﺮﺍﻱ ﺍﻳﻦ ﺷﺎﻳﺴﺘﮕﻲ ﺩﻳﮕﺮﻱ ﻣﻴﺨﻮﺍﻫﺪ‪ .‬ﻣﺮﺩﻣﻲ ﻛﻪ ﺑﺸﻮﺭﺵ ﺑﺮﺧﺎﺳﺘﻪ ﺑﺎ ﭘﺎﺩﺷﺎﻩ ﺧﻮﺩﻛﺎﻡ ﻣﻴﺠﻨﮕﻨﺪ ﻭ ﻣﺸﺮﻭﻃﻪ‬ ‫ﻣﻴﺨﻮﺍﻫﻨﺪ‪ ،‬ﺍﻳﻦ ﺟﻨﮓ ﻭ ﺷﻮﺭﺵ ﻣﻌﻨﺎﻳﺶ ﺁﻧﺴﺖ ﻛﻪ ﻣﻴﺨﻮﺍﻫﻨﺪ ﺩﺳﺖ ﺁﻥ ﭘﺎﺩﺷﺎﻩ ﺭﺍ ﻛﻮﺗﺎﻩ ﮔﺮﺩﺍﻧﻴﺪﻩ‪ ،‬ﻣﺮﺩﻡ ﺧﻮﺩﺷﺎﻥ ﻛﺸﻮﺭ‬

‫‪w‬‬

‫ﺭﺍ ﺭﺍﻩ ﺑﺮﻧﺪ‪ .‬ﺍﻳﻨﺴﺖ ﺩﺭ ﻛﺸﻮﺭ ﻣﺸﺮﻭﻃﻪ ﺑﺎﻳﺪ ﻫﺮﻳﻜﻲ ﺍﺯ ﺟﻮﺍﻥ ﻭ ﭘﻴﺮ‪ ،‬ﺯﻥ ﻭ ﻣﺮﺩ‪ ،‬ﺗﻮﺍﻧﮕﺮ ﻭ ﻛﻤﭽﻴﺰ‪ ،‬ﻭ ﺷﻬﺮﻱ ﻭ ﺭﻭﺳﺘﺎﻳﻲ‪،‬‬

‫‪w‬‬

‫ﺧﻮﺩ ﺭﺍ ﭘﺎﺳﺨﺪﻩ ﻧﮕﻬﺪﺍﺭﻱ ﺁﻥ ﻛﺸﻮﺭ ﺑﺸﻨﺎﺳﺪ ﻭ ﻛﻮﺷﺶ ﺑﺂﺑﺎﺩﻱ ﺁﻧﺮﺍ ﺑﺎﻳﺎﻱ ﺧﻮﺩ ﺑﺪﺍﻧﺪ‪ .‬ﭼﻨﺎﻧﻜﻪ ﺩﺭ ﻣﻌﻨﻲ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﮔﻔﺘﻢ‬

‫‪w‬‬

‫ﺑﺎﻳﺪ ﺩﺭ ﻣﻴﺎﻧﻪ ﭘﻴﻤﺎﻥ ﻭﺭﺟﺎﻭﻧﺪﻱ ﺑﻨﺎﻡ »ﻫﻢ ﺯﻳﺴﺘﻦ« ﺑﺎﺷﺪ‪.‬‬

‫ﺍﻳﻨﻬﺎﺳﺖ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ‪ .‬ﻭﻟﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﭼﻮﻥ ﺟﻨﺒﺶ ﺑﺮﺧﺎﺳﺖ ﺍﻳﻦ ﺳﺨﻨﺎﻥ ﺑﻤﻴﺎﻥ ﻧﻴﺎﻣﺪ‪ .‬ﺷﻮﺭﺵ ﻣﺸﺮﻭﻃﻪ ﺧﻮﺍﻫﻲ ﺩﺭ‬ ‫ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ‪ ،‬ﺟﻨﮓ ﺩﺍﺩﺧﻮﺍﻫﻲ ﺑﺎ ﺳﺘﻤﮕﺮﻱ ﻣﻴﺒﻮﺩ‪ .‬ﺍﻳﻨﺴﺖ ﻣﻌﻨﻲ ﺩﺭﺳﺖ ﻣﺸﺮﻭﻃﻪ ﺑﻤﺮﺩﻡ ﻓﻬﻤﺎﻧﻴﺪﻩ ﻧﺸﺪ ﻭ ﻫﻨﻮﺯ ﭘﺲ ﺍﺯ‬ ‫ﺳﻲ ﻭ ﻫﺸﺖ ﺳﺎﻝ ﻳﻜﻲ ﺍﺯ ﻫﺰﺍﺭ ﻣﺮﺩﻡ ﻣﻌﻨﻲ ﺭﺍﺳﺖ ﺁﻧﺮﺍ ﻧﻤﻴﺪﺍﻧﺪ‪.‬‬ ‫ﺍﺯ ﺁﻧﺴﻮﻱ ﺍﻳﺮﺍﻧﻴﺎﻥ ﭼﻨﺪ ﻫﺰﺍﺭ ﺳﺎﻝ ﺩﺭ ﺯﻳﺮ ﻳﻮﻍ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺯﻳﺴﺘﻪ ﻛﺘﺎﺑﻬﺎﺷﺎﻥ ﻭ ﺩﻟﻬﺎﺷﺎﻥ ﭘﺮ ﺍﺯ ﭘﻨﺪﺍﺭﻫﺎﻱ ﭘﺴﺖ ﺷﺎﻩ ﭘﺮﺳﺘﻲ‬ ‫ﻭ ﺩﺳﺘﻮﺭﻫﺎﻱ ﺯﻳﺮﺩﺳﺘﻲ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ﺑﻮﺩ ﻛﻪ ﭘﺲ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﺑﺎﻳﺴﺘﻲ ﺍﺯ ﻣﻴﺎﻥ ﺭﻭﺩ ﻭ ﺑﺎﺯ ﻧﻤﺎﻧﺪ‪ .‬ﻳﻜﺘﻮﺩﻩ ﺍﻱ ﻛﻪ ﺑﺰﻧﺪﮔﺎﻧﻲ ﺁﺯﺍﺩ‬ ‫ﺩﻣﻮﻛﺮﺍﺳﻲ ﭘﺎ ﻣﻴﮕﺰﺍﺭﻧﺪ‪ ،‬ﺑﺎﻳﺪ ﺍﻧﺪﻳﺸﻪ ﻭ ﺳﻬﺸﻬﺎﻱ ﺁﻧﺎﻥ ﻧﻴﺰ ﺩﻳﮕﺮ ﮔﺮﺩﺩ‪.‬‬ ‫ﺍﺯ ﺍﻳﻨﺮﻭ ﻳﻜﻲ ﺍﺯ ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﻧﺠﺎﻡ ﮔﻴﺮﺩ ﺍﻳﻦ ﻣﻴﺒﻮﺩ ﻛﻪ ﺁﻥ ﭘﻨﺪﺍﺭﻫﺎﻱ ﻛﻬﻦ ﺯﻣﺎﻧﻬﺎﻱ ﮔﺬﺷﺘﻪ ﺍﺯ ﻣﻴﺎﻥ‬ ‫ﺭﻭﺩ ﻭ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﺍﺯ ﺩﺳﺖ ﻣﺮﺩﻡ ﮔﺮﻓﺘﻪ ﺷﻮﺩ‪ .‬ﻣﺜﻼ ﻓﺮﺩﻭﺳﻲ ﺧﻮﺩ ﻣﺮﺩ ﻧﻴﻜﻲ ﺑﻮﺩﻩ ﻭﻟﻲ ﺳﺨﻨﺎﻥ ﺍﻭ ﻛﻪ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺳﺘﺎﻳﺶ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٣‬‬

‫ﭘﺎﺩﺷﺎﻫﺎﻥ ﺧﻮﺩﻛﺎﻡ ﻭ ﺩﺭﺑﺎﺭﻫﺎﻱ ﺍﻳﺸﺎﻧﺴﺖ ﺩﺭ ﺍﻳﻦ ﺭﻭﺯﮔﺎﺭ ﺳﺮﺍﭘﺎ ﺯﻳﺎﻧﺴﺖ ﻭ ﺑﺎﻳﺴﺘﻲ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺧﻴﺰﺩ‪ .‬ﺍﺯ ﻛﺘﺎﺏ ﻓﺮﺩﻭﺳﻲ ﺗﻨﻬﺎ‬ ‫ﺩﺭ ﺯﻣﻴﻨﻪ ﺯﺑﺎﻥ ﻣﻴﺸﻮﺩ ﺳﻮﺩﺟﻮﻳﻲ ﻛﺮﺩ‪.‬‬ ‫ﻫﻨﻮﺯ ﺍﻳﻦ ﻓﺮﺩﻭﺳﻴﺴﺖ ﻛﻪ ﺧﻮﺩ ﻣﺮﺩ ﻧﻴﻜﻲ ﻣﻴﺒﻮﺩﻩ‪ ،‬ﭼﻪ ﺭﺳﺪ ﺑﺪﻳﮕﺮﺍﻥ ﻛﻪ ﺳﺮﺍﭘﺎ ﭘﺴﺘﻲ ﻭ ﺁﻟﻮﺩﮔﻲ ﻣﻴﺒﻮﺩﻩ ﺍﻧﺪ‪ ،‬ﻭ‬ ‫ﮔﻔﺘﻪ ﻫﺎﺷﺎﻥ ﭘﺮ ﺍﺯ ﺳﺘﺎﻳﺶ ﺷﺎﻫﺎﻥ ﺧﻮﺩﻛﺎﻡ ﻭ ﺩﺳﺘﻮﺭﻫﺎﻱ ﭘﺴﺖ ﺑﺮﺩﮔﻲ ﻭ ﺯﻳﺮﺩﺳﺘﻴﺴﺖ‪.‬‬ ‫ﻳﻜﻲ ﺍﺯ ﺍﻳﺸﺎﻥ ﻧﻈﺎﻣﻴﺴﺖ ﻛﻪ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺍﻭ ﺭﺍ »ﺣﻜﻴﻢ ﻧﻈﺎﻣﻲ« ﻣﻴﺨﻮﺍﻧﺪ‪ .‬ﺍﻳﻨﻤﺮﺩ ﭼﻨﺪﺍﻥ ﭘﺴﺖ ﻣﻴﺒﻮﺩﻩ ﻛﻪ ﺯﻧﺪﮔﺎﻧﻲ‬ ‫ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺳﺘﺎﻳﺶ ﺷﺎﻫﺎﻥ ﻛﻮﭼﻚ ﻭ ﺑﻲ ﺍﺭﺝ ﺯﻣﺎﻥ ﺧﻮﺩ ﮔﺬﺭﺍﻧﻴﺪﻩ ﻭ ﺑﻨﺎﻣﻬﺎﻱ ﺍﻳﺸﺎﻥ ﻣﺜﻨﻮﻳﻬﺎ ﺳﺮﻭﺩﻩ‪ ،‬ﻭ ﭼﺎﭘﻠﻮﺳﻲ ﻭ ﺑﻴﺮﮔﻲ ﺭﺍ‬ ‫ﺗﺎ ﺑﺂﻧﺠﺎ ﺭﺳﺎﻧﻴﺪﻩ ﻛﻪ ﺩﺭ ﺑﺮﺍﺑﺮ ﻳﻚ ﺑﻬﺮﺍﻣﺸﺎﻩ ﻛﻮﭼﻜﻲ ﺧﻮﺩ ﺭﺍ ﺳﮓ )ﺑﻠﻜﻪ ﻛﻤﺘﺮ ﺍﺯ ﺳﮓ( ﮔﺮﺩﺍﻧﻴﺪﻩ ﻭ ﺍﺯﻭ ﺍﺳﺘﺨﻮﺍﻥ ﺧﻮﺍﺳﺘﻪ‬ ‫ﺍﺳﺖ‪:‬‬ ‫ﺑﺎ ﻓﻠﻚ ﺁﻧﺪﻡ ﻛﻪ ﻧﺸﻴﻨﻲ ﺑﺨﻮﺍﻥ‬

‫ﭘﻴﺶ ﻣﻦ ﺍﻓﻜﻦ ﻗﺪﺭﻱ ﺍﺳﺘﺨﻮﺍﻥ‬

‫ﻛﺎﺧﺮ ﻻﻑ ﺳﮕﻴﺖ ﻣﻴﺰﻧﻢ‬

‫ﻣﻴﺰﻧﻢ‬

‫ﺩﺑﺪﺑﻪ‬

‫‪om‬‬

‫ﺑﻨﺪﮔﻴﺖ‬

‫ﺩﺭ ﺩﻳﺪﻩ ﺍﻳﻨﻤﺮﺩ ﺑﻬﺮﺍﻣﺸﺎﻩ ﻛﻪ ﻓﺮﻣﺎﻧﺮﻭﺍﻱ ﻳﻚ ﺷﻬﺮ ﺍﺭﺳﻨﺠﺎﻥ ﺑﻴﺶ ﻧﻤﻴﺒﻮﺩﻩ‪ ،‬ﺷﺒﻬﺎ ﺑﺎ ﻓﻠﻚ ﻫﻤﻨﺸﻴﻦ ﻣﻴﺸﺪﻩ ﻭ ﺭﻭﺯﻱ‬

‫‪e.c‬‬

‫ﺑﻤﺮﺩﻡ ﻣﻴﺒﺨﺸﻴﺪﻩ‪ ،‬ﻭ ﺍﻳﻨﺴﺖ ﺑﺮﺍﻱ ﺧﻮﺩ ﻛﻪ ﻻﻑ ﺳﮕﻲ ﺑﻬﺮﺍﻣﺸﺎﻩ ﺭﺍ ﻣﻴﺰﺩ ﺍﺳﺘﺨﻮﺍﻥ ﺧﻮﺍﺳﺘﻪ‪ .‬ﺗﻔﻮ ﺑﺮ ﺗﻮ ﺍﻱ ﻣﺮﺩﻙ ﭘﺴﺖ‬ ‫ﺑﻴﺮﮒ!‪..‬‬

‫‪lin‬‬

‫ﻫﻤﻴﻦ ﻣﺮﺩ ﺩﺭ ﺳﺘﺎﻳﺶ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺧﻮﺩﻛﺎﻣﻪ ﻣﻴﺴﺮﺍﻳﺪ‪:‬‬

‫‪ab‬‬

‫ﭘﻴﺶ ﺧﺮﺩ ﺷﺎﻫﻲ ﻭ ﭘﻴﻐﻤﺒﺮﻱ‬

‫ﭼﻮﻥ ﺩﻭ ﻧﮕﻴﻨﻨﺪ ﺑﻴﻚ ﺍﻧﮕﺸﺘﺮﻱ‬

‫ﺁﻥ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺧﻮﺩﻛﺎﻡ ﻫﻮﺳﺒﺎﺯ ﺑﺎ ﺑﺮﺍﻧﮕﻴﺨﺘﮕﺎﻥ ﺧﺪﺍ ﺩﺭ ﻳﻚ ﺷﻤﺎﺭ ﻣﻴﺒﻮﺩﻩ ﺍﻧﺪ!‪..‬‬

‫‪et‬‬

‫ﺩﻳﮕﺮﻱ ﺍﺯ ﺍﻳﺸﺎﻥ ﺳﻌﺪﻳﺴﺖ‪ .‬ﺩﺭ ﺩﻟﺒﺴﺘﮕﻲ ﺍﻳﻨﻤﺮﺩ ﺑﭙﺎﺩﺷﺎﻫﺎﻥ ﺧﻮﺩﻛﺎﻡ ﻭ ﺑﻲ ﭘﺮﻭﺍﻳﻴﺶ ﺑﺘﻮﺩﻩ ﻭ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻱ ﻫﻤﻴﻦ‬

‫‪.K‬‬

‫ﺑﺲ ﻛﻪ ﻣﻐﻮﻻﻥ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﻋﺮﺍﻕ ﻭ ﺩﻳﮕﺮ ﺟﺎﻫﺎ ﺧﻮﻧﻬﺎﻱ ﻣﻠﻴﻮﻧﻬﺎ ﻣﺮﺩﺍﻥ ﺭﺍ ﺭﻳﺨﺘﻪ ﻭ ﮔﻠﻮﻫﺎﻱ ﻫﺰﺍﺭﺍﻥ ﻛﻮﺩﻛﺎﻥ ﺷﻴﺮﺧﻮﺍﺭ‬

‫‪w‬‬

‫ﺭﺍ ﻓﺸﺮﺩﻩ‪ ،‬ﻭ ﻣﻠﻴﻮﻧﻬﺎ ﺩﺧﺘﺮﺍﻥ ﻭ ﺯﻧﺎﻥ ﺭﺍ ﺑﺒﺮﺩﮔﻲ ﺑﺮﺩﻧﺪ‪ ،‬ﺳﻌﺪﻱ ﻛﻪ ﺧﻮﺩ ﻫﻤﺰﻣﺎﻥ ﻣﻴﺒﻮﺩ ﻛﻤﺘﺮﻳﻦ ﻳﺎﺩﻱ ﺍﺯ ﺍﻳﻦ ﺩﺍﺳﺘﺎﻧﻬﺎﻱ‬

‫‪w‬‬

‫ﭘﺮﺩﺍﺧﺘﻪ ﻭ ﺁﺳﻤﺎﻥ ﺭﺍ ﺧﻮﻥ ﮔﺮﻳﺎﻧﻴﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪w‬‬

‫ﺩﻟﮕﺪﺍﺯ ﺩﺭ ﮔﻔﺘﻪ ﻫﺎﻱ ﺍﻭ ﻧﻴﺴﺖ‪ ،‬ﻭﻟﻲ ﭼﻮﻥ ﻣﺴﺘﻌﺼﻢ ﺧﻠﻴﻔﻪ ﺑﻲ ﺍﺭﺝ ﻋﺒﺎﺳﻲ ﻛﺸﺘﻪ ﺷﺪﻩ ﺳﻌﺪﻱ ﭘﺴﺖ ﻧﻬﺎﺩ ﺑﺴﻮﮔﻮﺍﺭﻱ‬ ‫ﺍﻳﻦ ﻣﺮﺩ ﺩﺳﺘﻮﺭﻫﺎﻳﺶ ﻫﻤﻪ ﺍﺯ ﺭﻭﻱ ﭘﺴﺘﻲ ﻭ ﭼﺎﭘﻠﻮﺳﻴﺴﺖ‪» :‬ﭘﺎﺩﺷﺎﻫﺎﻥ ﺍﺯ ﺑﺮﺍﻱ ﻣﺼﻠﺤﺖ ﺻﺪ ﺧﻮﻥ ﻛﻨﻨﺪ«‪» ،‬ﻫﺮ ﻋﻴﺐ ﻛﻪ‬ ‫ﺳﻠﻄﺎﻥ ﺑﭙﺴﻨﺪﺩ ﻫﻨﺮ ﺍﺳﺖ«‪» ،‬ﺻﻼﺡ ﻣﻤﻠﻜﺖ ﺧﻮﻳﺶ ﺧﺴﺮﻭﺍﻥ ﺩﺍﻧﻨﺪ«‪» ،‬ﻗﺮﺍﺭ ﺩﺭ ﻛﻒ ﺁﺯﺍﺩﮔﺎﻥ ﻧﮕﻴﺮﺩ ﻣﺎﻝ«‪» ،‬ﺩﺳﺘﻲ ﻛﻪ‬ ‫ﺑﺪﻧﺪﺍﻥ ﻧﺘﻮﺍﻥ ﺑﺮﺩ ﺑﺒﻮﺱ«‪.‬‬ ‫ﺍﻳﻨﻤﺮﺩ ﺩﺭ ﺩﻟﺒﺴﺘﮕﻲ ﺑﺪﺭﺑﺎﺭﻫﺎﻱ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻭ ﺧﺸﻨﻮﺩﻱ ﺍﺯ ﺳﺘﻤﮕﺮﻳﻬﺎﻱ ﺁﻧﺎﻥ ﺗﺎ ﺟﺎﻳﻲ ﭘﻴﺶ ﺭﻓﺘﻪ ﻛﻪ ﺧﺪﺍ ﺭﺍ ﻧﻴﺰ ﻣﺎﻧﻨﺪ‬ ‫ﻳﻚ ﭘﺎﺩﺷﺎﻩ ﺳﺘﻤﮕﺮ ﺧﻮﺩﻛﺎﻣﻲ ﺷﻨﺎﺧﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻳﻜﻲ ﺍﺯ ﻛﺎﺭﻫﺎﻱ ﺑﺴﻴﺎﺭ ﺑﻴﺨﺮﺩﺍﻧﻪ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺧﻮﺩﻛﺎﻡ ﻭ ﻫﻮﺳﺒﺎﺯ ﻣﻴﺒﻮﺩ ﻛﻪ‬ ‫ﺭﻭﺯﻱ ﺭﺍ ﺑﺮﺍﻱ ﺧﻮﻧﺮﻳﺰﻱ ﻭ ﺧﺸﻤﺮﺍﻧﻲ ﺧﻮﺩ ﺑﺮﮔﺰﻳﺪﻧﺪﻱ ﻭ ﺩﺭ ﺁﻥ ﺭﻭﺯ ﺟﺎﻣﻪ ﺳﺮﺥ ﺑﺘﻦ ﻛﺮﺩﻩ ﺑﺒﻬﺎﻧﻪ ﻫﺎﻱ ﻛﻮﭼﻜﻲ ﺧﻮﻧﻬﺎ ـ‬ ‫ﺍﺯ ﺑﺎ ﮔﻨﺎﻫﺎﻥ ﻭ ﺑﻴﮕﻨﺎﻫﺎﻥ ـ ﺭﻳﺨﺘﻨﺪﻱ‪ .‬ﻳﻜﺮﻭﺯ ﻧﻴﺰ ﻛﻪ ﺩﺳﺘﮕﺎﻩ ﺑﺎﺩﻩ ﺧﻮﺍﺭﻱ ﻭ ﻣﻄﺮﺏ ﺑﺎﺯﻱ ﺑﺮﭘﺎ ﻛﺮﺩﻧﺪﻱ ﺑﺎﻳﻦ ﻭ ﺁﻥ ﭘﻮﻟﻬﺎ‬ ‫ﺩﺍﺩﻧﺪﻱ ﻭ ﻫﺮ ﮔﻨﺎﻫﻜﺎﺭﻱ ﺭﺍ ﻛﻪ ﺧﻮﺍﺳﺘﻨﺪﻱ ﺁﻣﺮﺯﻳﺪﻧﺪﻱ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٤‬‬

‫ﺁﻥ ﺭﻭﺯ ﺧﺸﻤﺸﺎﻥ ﻣﻴﺒﻮﺩﻱ ﻭ ﺍﻳﻦ ﺭﻭﺯ ﺩﻫﺸﺸﺎﻥ‪ .‬ﺳﻌﺪﻱ ﺑﻴﺨﺮﺩ ﭼﻨﻴﻦ ﺩﺳﺘﮕﺎﻫﻲ ﺭﺍ ﺑﺮﺍﻱ ﺧﺪﺍ ﻧﻴﺰ ﺁﺭﺯﻭ ﻛﺮﺩﻩ ﺍﺳﺖ ﻭ‬ ‫ﺩﺭ ﻣﻴﺎﻥ ﺷﻴﺮﻳﻦ ﺯﺑﺎﻧﻴﻬﺎﻱ ﺧﻮﺩ ﭼﻨﻴﻦ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﺑﺘﻬﺪﻳﺪ ﺍﮔﺮ ﺑﺮﻛﺸﺪ ﺗﻴﻎ ﺣﻜﻢ‬

‫ﺑﻤﺎﻧﻨﺪ ﻛﺮﻭﺑﻴﺎﻥ ﺻﻢ ﻭ ﺑﻜﻢ‬

‫ﻭﮔﺮ ﺩﺭ ﺩﻫﺪ ﻳﻚ ﺻﻼﻱ ﻛﺮﻡ‬

‫ﻋﺰﺍﺯﻳﻞ ﮔﻮﻳﺪ ﻧﺼﻴﺒﻲ ﺑﺮﻡ‬

‫ﺟﻠﻮ ﺧﺎﻣﻪ ﺭﺍ ﺑﮕﻴﺮﻳﻢ‪ :‬ﻳﻜﻲ ﺍﺯ ﻛﺎﺭﻫﺎﻳﻲ ﻛﻪ ﻣﻴﺒﺎﻳﺴﺖ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺍﻧﺠﺎﻡ ﺩﻫﺪ ﺍﻳﻦ ﻣﻴﺒﻮﺩ ﻛﻪ ﺩﺭ ﻣﻴﺎﻥ ﺩﺭﺳﻬﺎﻱ ﺧﻮﺩ‬ ‫ﺍﺯ ﺩﺑﺴﺘﺎﻥ ﮔﺮﻓﺘﻪ ﺗﺎ ﺩﺍﻧﺸﻜﺪﻩ‪ ،‬ﻣﻌﻨﻲ ﺯﻧﺪﮔﺎﻧﻲ ﺁﺯﺍﺩ ﺩﻣﻮﻛﺮﺍﺳﻲ ﻭ ﺳﻮﺩﻫﺎﻱ ﺁﻧﺮﺍ ﺑﻨﻮﺭﺳﺎﻥ ﻳﺎﺩ ﺩﻫﺪ ﻭ ﺍﻧﺪﻳﺸﻪ ﻫﺎ ﻭ ﺳﻬﺸﻬﺎﻱ‬ ‫ﺁﻧﺎﻥ ﺭﺍ ﺑﺎ ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻭ ﺩﻟﺒﺴﺘﮕﻲ ﺑﻜﺸﻮﺭ ﻭ ﺯﻧﺪﮔﺎﻧﻲ ﺗﻮﺩﻩ ﺍﻱ ﺑﭙﺮﻭﺭﺩ‪ ،‬ﻭ ﺑﺎﻳﺎﻳﻲ ﺭﺍ ﻛﻪ ﻫﺮﻛﺴﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﻛﺸﻮﺭ ﻭ ﺗﻮﺩﻩ‬ ‫ﻣﻴﺪﺍﺭﺩ ﺑﺂﻧﺎﻥ ﺑﻔﻬﻤﺎﻧﺪ‪ .‬ﺍﺯ ﺁﻧﺴﻮ ﻫﻤﻴﺸﻪ ﺩﺭ ﻛﻮﺷﺶ ﺑﺎﺷﺪ ﻛﻪ ﭘﻨﺪﺍﺭﻫﺎﻱ ﭘﺴﺖ ﻛﻬﻦ ﺭﺍ ﻛﻪ ﺩﺭ ﻛﺘﺎﺑﻬﺎ ﻭ ﺩﻟﻬﺎ ﺁﮔﻨﺪﻩ ﺷﺪﻩ ﺍﺯ‬ ‫ﻣﻴﺎﻥ ﺑﺮﺩ‪ .‬ﺟﻠﻮ ﭼﺎﭖ ﺁﻥ ﻛﺘﺎﺑﻬﺎ ﺭﺍ ﮔﺮﻓﺘﻪ ﺑﺠﺎﻱ ﺁﻧﻬﺎ ﻛﺘﺎﺑﻬﺎﻳﻲ ﺭﺍ ﻛﻪ ﺑﺎ ﺯﻧﺪﮔﺎﻧﻲ ﻧﻮﻳﻦ ﻣﺸﺮﻭﻃﻪ ﻭ ﺩﻣﻮﻛﺮﺍﺳﻲ ﺳﺎﺯﮔﺎﺭ ﺑﺎﺷﺪ‬

‫‪om‬‬

‫ﭼﺎﭖ ﻛﺮﺩﻩ ﺭﻭﺍﺝ ﺩﻫﺪ‪.‬‬

‫ﺍﻳﻦ ﻣﻴﺒﻮﺩ ﻳﻜﻲ ﺍﺯ ﻛﺎﺭﻫﺎﻱ ﺍﺭﺟﺪﺍﺭﻱ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺍﻧﺠﺎﻡ ﮔﻴﺮﺩ‪ .‬ﻭﻟﻲ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺩﺭﺳﺖ ﺑﻮﺍﺭﻭﻧﻪ ﺍﻳﻦ ﺭﻓﺘﺎﺭ ﻛﺮﺩﻩ‬

‫‪e.c‬‬

‫ﺍﺳﺖ‪ .‬ﺍﺯ ﻳﻜﺴﻮ ﺷﻤﺎ ﺩﺭ ﺳﺮﺍﺳﺮ ﺩﺭﺳﻬﺎﻳﻲ ﻛﻪ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺑﻨﻮﺭﺳﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﻣﻴﺂﻣﻮﺯﺩ‪ ،‬ﻳﺎﺩﻱ ﺍﺯ ﻣﻌﻨﻲ ﻣﺸﺮﻭﻃﻪ ﻭ‬ ‫ﻣﻴﻬﻦ ﭘﺮﺳﺘﻲ ﻭ ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﭼﻴﺰﻫﺎ ﻧﺘﻮﺍﻧﻴﺪ ﻳﺎﻓﺖ‪ .‬ﺁﻧﭽﻪ ﻣﺎ ﻣﻴﺪﺍﻧﻴﻢ ﺩﺭ ﺩﺍﻧﺸﻜﺪﻩ ﺣﻘﻮﻕ ﺍﺳﺖ ﻛﻪ ﭼﻮﻥ ﺑﺎﻳﺪ ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ‬

‫‪lin‬‬

‫)ﺣﻜﻮﻣﺖ( ﻭ ﮔﻮﻧﻪ ﻫﺎﻱ ﺁﻧﺮﺍ ﺩﺭﺱ ﺩﻫﻨﺪ‪ ،‬ﺩﺭ ﺁﻧﻤﻴﺎﻥ ﻳﺎﺩﻱ ﻧﻴﺰ ﺍﺯ ﻣﺸﺮﻭﻃﻪ ﻛﺮﺩﻩ ﻣﻴﺸﻮﺩ‪ .‬ﺩﺭ ﺩﻳﮕﺮ ﺟﺎﻫﺎ ﭼﻨﻴﻦ ﺩﺭﺳﻬﺎ ﻧﻴﺴﺖ‪.‬‬

‫‪ab‬‬

‫ﺍﺯ ﺍﻳﻨﺴﻮﻱ ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻳﮕﺎﻧﻪ ﺑﺎﻳﺎﻳﻲ ﻛﻪ ﺑﺮﺍﻱ ﺧﻮﺩ ﺷﻨﺎﺧﺘﻪ ﺍﻳﻦ ﺑﻮﺩﻩ ﻛﻪ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﻛﻬﻦ ﻭ ﺳﺮﺍﭘﺎ‬ ‫ﺯﻳﺎﻥ ﺯﻣﺎﻧﻬﺎﻱ ﺗﻴﺮﻩ ﻭ ﭘﺮﻳﺸﺎﻧﮕﻮﻳﻴﻬﺎﻱ ﺷﺎﻋﺮﺍﻥ ﭼﺎﭘﻠﻮﺱ ﺩﺭﺑﺎﺭﻫﺎﻱ ﺧﻮﺩﻛﺎﻣﮕﻲ ﺭﺍ )ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺩﻩ ﺷﻮﺩ( ﻧﮕﻪ ﺩﺍﺭﺩ ﻭ‬

‫‪et‬‬

‫ﺭﻭﺍﺟﺶ ﺭﺍ ﺑﻴﺸﺘﺮ ﮔﺮﺩﺍﻧﺪ‪ ،‬ﻭ ﻣﻐﺰﻫﺎﻱ ﺟﻮﺍﻧﺎﻥ ﻭ ﻧﻮﺭﺳﺎﻥ ﺭﺍ ﺑﺎ ﺁﻧﻬﺎ ﺑﻴﺎﮔﻨﺪ‪.‬‬

‫‪.K‬‬

‫ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺁﺷﻜﺎﺭ ﻣﻴﮕﻮﻳﺪ‪» :‬ﺍﻳﻦ ﻛﺎﺭ ﺑﺎﻳﺎﻱ ﺍﻭﺳﺖ«‪ ،‬ﻭ ﻣﺎ ﻧﻴﻚ ﻣﻴﺪﺍﻧﻴﻢ ﺍﻳﻦ ﺑﺎﻳﺎ ﺭﺍ ﺑﻬﺮ ﺁﻥ ﻛﻪ ﺑﺮﮔﺰﻳﺪﻩ ﻭ‬

‫‪w‬‬

‫ﺍﺳﺖ‪ ،‬ﺑﺎﺷﺪ‪.‬‬

‫‪w‬‬

‫ﺳﺮﭼﺸﻤﻪ ﺍﻳﻦ ﻛﺎﺭ ﭼﻪ ﺑﻮﺩﻩ‪ ،‬ﻭﻟﻲ ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﮕﻔﺘﮕﻮ ﻧﻴﺎﺯﻱ ﻧﻤﻴﺒﻴﻨﻴﻢ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﺳﺨﻦ ﺍﺯ ﻧﺘﻴﺠﻪ ﺍﺳﺖ ﻭ ﺳﺮﭼﺸﻤﻪ ﻫﺮﭼﻪ ﺑﻮﺩﻩ‬

‫‪w‬‬

‫ﻣﻴﺨﻮﺍﻫﻴﻢ ﺑﮕﻮﻳﻴﻢ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺍﺯ ﻫﺮ ﺑﺎﺭﻩ ﺑﻮﺍﺭﻭﻧﻪ ﺑﺎﻳﺎﻱ ﺧﻮﺩ ﺭﻓﺘﺎﺭ ﻛﺮﺩﻩ ﻭ ﺍﻳﻨﺴﺖ ﻧﺘﻴﺠﻪ ﺍﺯ ﻫﺮ ﺑﺎﺭﻩ ﻭﺍﺭﻭﻧﻪ‬ ‫ﺩﺭﺁﻣﺪﻩ‪ .‬ﺑﺎﻳﻦ ﻣﻌﻨﻲ ﺟﻮﺍﻧﺎﻥ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﺭﺍﻩ ﺯﻧﺪﮔﺎﻧﻲ ﻳﺎﺩ ﮔﻴﺮﻧﺪ‪ ،‬ﺁﻧﺮﺍ ﺑﻴﻜﺒﺎﺭ ﮔﻢ ﻣﻴﻜﻨﻨﺪ‪ .‬ﺭﻭﺍﻧﻬﺎ ﻛﻪ ﺑﺎﻳﺴﺘﻲ ﻧﻴﺮﻭﻣﻨﺪ ﮔﺮﺩﺩ‬ ‫ﺑﻴﻜﺒﺎﺭ ﺍﺯ ﻧﻴﺮﻭ ﻣﻴﺎﻓﺘﺪ ﻭ ﻓﻬﻤﻬﺎ ﻭ ﺧﺮﺩﻫﺎ ﺑﻴﻜﺎﺭﻩ ﻣﻴﺸﻮﺩ‪.‬‬ ‫ﺍﺯ ﺍﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺟﻮﺍﻧﺎﻥ ﻛﻪ ﺍﺯ ﺩﺑﻴﺮﺳﺘﺎﻥ ﻳﺎ ﺩﺍﻧﺸﻜﺪﻩ ـ ﺑﺎ ﻣﻐﺰﻫﺎﻱ ﻓﺮﺳﻮﺩﻩ ﻭ ﻧﺎﺗﻮﺍﻥ ـ ﺑﻴﺮﻭﻥ ﻣﻴﺂﻳﻨﺪ‪ ،‬ﺍﺯ ﻳﻜﺴﻮ ﻓﺮﻳﻔﺘﻪ‬ ‫ﺧﻮﺩ ﻣﻴﺒﺎﺷﻨﺪ ﻭ ﻫﺮﻳﻜﻲ ﺍﺯ ﺍﻳﺸﺎﻥ ﺁﻥ ﭼﻴﺰﻫﺎﻱ ﺩﺭﻫﻢ ﻭ ﺑﻴﻬﻮﺩﻩ ﺍﻱ ﺭﺍ ﻛﻪ ﺍﺯ ﺩﺭﺳﻬﺎ ﻳﺎﺩ ﮔﺮﻓﺘﻪ ﻭ ﻳﺎ ﺍﺯ ﺍﻳﻦ ﺭﻭﺯﻧﺎﻣﻪ ﻭ ﺁﻥ ﻣﻬﻨﺎﻣﻪ‬ ‫ﺑﺪﺳﺖ ﺁﻭﺭﺩﻩ ﺑﺮﺍﻱ ﺳﺮﻣﺎﻳﻪ ﺯﻧﺪﮔﺎﻧﻲ ﺑﺲ ﻣﻴﺸﻤﺎﺭﺩ ﻭ ﻫﻴﭽﮕﻮﻧﻪ ﻧﻴﺎﺯﻱ ﺑﻴﺎﺩ ﮔﺮﻓﺘﻦ ﭼﻴﺰﻫﺎﻳﻲ ﺩﺭ ﺧﻮﺩ ﻧﻤﻴﺸﻨﺎﺳﺪ‪ ،‬ﺑﺠﺎﻱ ﺧﻮﺩ‬ ‫ﻛﻪ ﻣﻴﺨﻮﺍﻫﺪ »ﺟﺎﻣﻌﻪ« ﺭﺍ »ﺗﺮﺑﻴﺖ« ﻛﻨﺪ‪ ،‬ﻭ ﻧﺘﻴﺠﻪ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻥ ﺧﻮﺩ ﺭﺍ ﺟﺰ ﻫﻤﻴﻦ ﻧﻤﻴﺸﻨﺎﺳﺪ ﻛﻪ ﺑﺮﺍﻫﻨﻤﺎﻳﻲ ﺗﻮﺩﻩ ﺑﺮﺧﻴﺰﺩ ﻭ ﺍﺯ‬ ‫ﻫﻤﺎﻥ ﮔﺎﻡ ﻧﺨﺴﺖ ﺧﻮﺩﺳﺮﺍﻧﻪ ﺑﻜﻮﺷﺸﻬﺎﻳﻲ ﻣﻴﭙﺮﺩﺍﺯﺩ‪ ،‬ﻭ ﮔﻔﺘﺎﺭﻫﺎ ﻣﻴﻨﻮﻳﺴﺪ ﻭ ﻳﺎ ﺭﻭﺯﻧﺎﻣﻪ ﺑﺮﭘﺎ ﻣﻴﻜﻨﺪ‪ .‬ﺍﺯ ﻳﻜﺴﻮ ﻧﻴﺰ ﺩﺭ ﺳﺎﻳﻪ‬ ‫ﻧﺎﺗﻮﺍﻧﻲ ﺭﻭﺍﻥ ﻭ ﺑﻴﻜﺎﺭﮔﻲ ﺧﺮﺩ ﺩﺭ ﻫﻤﻪ ﻛﺎﺭﻫﺎ ﻭ ﻛﻮﺷﺸﻬﺎ ﺭﺍﻫﻨﻤﺎﻱ ﺍﻳﺸﺎﻥ ﺟﺰ ﻫﻮﺱ ﻭ ﺁﺯ ﻭ ﺧﻮﺩﺧﻮﺍﻫﻲ ﻭ ﺳﺮﻛﺸﻲ ﻧﻴﺴﺖ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٥‬‬

‫ﺑﺎﺷﺪ ﻛﻪ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻧﺪﺍﻧﻨﺪ ﺭﺍﻫﻨﻤﺎﻳﻲ ﺁﺯ ﻭ ﺧﻮﺩﺧﻮﺍﻫﻲ ﻭ ﻫﻮﺱ ﭼﻪ ﻣﻴﺒﺎﺷﺪ ﻭ ﻣﺎ ﺍﺯ ﺍﻳﻦ ﺟﻤﻠﻪ ﭼﻪ ﻣﻴﺨﻮﺍﻫﻴﻢ‪ .‬ﺍﻳﻨﺴﺖ‬ ‫ﺑﺮﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪﻥ ﺁﻥ ﭘﺮﺩﺍﺧﺘﻪ ﻣﻴﮕﻮﻳﻴﻢ‪ :‬ﺯﻳﺴﺘﻦ ﺑﺪﻭ ﮔﻮﻧﻪ ﺗﻮﺍﻧﺪ ﺑﻮﺩ‪ :‬ﻳﻜﻲ ﺍﺯ ﺭﻭﻱ ﻓﻬﻢ ﻭ ﺧﺮﺩ‪ ،‬ﻭ ﺩﻳﮕﺮﻱ ﺍﺯ ﺭﺍﻩ ﻫﻮﺱ ﻭ‬ ‫ﺧﻮﺩﺧﻮﺍﻫﻲ‪ .‬ﺩﺭ ﺯﻳﺴﺘﻦ ﺍﺯ ﺭﻭﻱ ﻓﻬﻢ ﻭ ﺧﺮﺩ‪ ،‬ﺁﺩﻣﻲ ﺑﻬﺮ ﻛﺎﺭﻱ ﻛﻪ ﺁﻏﺎﺯ ﻛﻨﺪ ﻧﺨﺴﺖ ﺩﺭ ﻧﻴﻚ ﻭ ﺑﺪ ﺁﻥ ﺍﻧﺪﻳﺸﺪ ﻭ ﻧﺘﻴﺠﻪ ﺍﻱ‬ ‫ﺍﺯ ﭘﺸﺖ ﺳﺮ ﺁﻥ ﻛﺎﺭ ﺑﺮﺍﻱ ﺧﻮﺩ ﻳﺎ ﺑﺮﺍﻱ ﺩﻳﮕﺮﺍﻥ ﺑﺪﻳﺪﻩ ﮔﻴﺮﺩ‪ .‬ﻭﻟﻲ ﺩﺭ ﺯﻳﺴﺘﻦ ﺍﺯ ﺭﺍﻩ ﻫﻮﺱ ﻭ ﺧﻮﺩﺧﻮﺍﻫﻲ ﺍﻳﻨﻬﺎ ﺷﺮﻁ ﻧﻴﺴﺖ‬ ‫ﻭ ﻧﺘﻴﺠﻪ ﺍﻱ ﺍﺯ ﻛﺎﺭﻫﺎ ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻪ ﻧﺸﻮﺩ‪.‬‬ ‫ﺍﻛﻨﻮﻥ ﺷﻤﺎ ﻛﺎﺭﻫﺎﻱ ﺍﻳﻦ ﭘﺮﻭﺭﺩﮔﺎﻥ ﻓﺮﻫﻨﮓ ﺭﺍ ﺑﺴﻨﺠﻴﺪ ﻛﻪ ﺁﻳﺎ ﺍﺯ ﺭﻭﻱ ﻓﻬﻢ ﻭ ﺍﻧﺪﻳﺸﻪ ﺍﺳﺖ ﻭ ﻧﺘﻴﺠﻪ ﺍﻱ ﺍﺯ ﺁﻧﻬﺎ‬ ‫ﻣﻴﺨﻮﺍﻫﻨﺪ؟!‪ ..‬ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﺷﺘﻨﺸﺎﻥ ﺭﺍ‪ ،‬ﻛﺘﺎﺏ ﭼﺎﭖ ﻛﺮﺩﻧﺸﺎﻥ ﺭﺍ‪ ،‬ﮔﻔﺘﺎﺭ ﻧﻮﺷﺘﻨﺸﺎﻥ ﺭﺍ‪ ،‬ﺣﺰﺏ ﺳﺎﺧﺘﻨﺶ ﺭﺍ ﻳﻜﺎﻳﻚ ﺍﺯ ﺩﻳﺪﻩ‬ ‫ﮔﺬﺭﺍﻧﻴﺪ‪ .‬ﺁﻳﺎ ﻛﺪﺍﻣﻴﻜﻲ ﺍﺯ ﺭﺍﻩ ﺳﻮﺩﺟﻮﻳﻲ ﻭ ﺧﻮﺩﻧﻤﺎﻳﻲ ﻧﻴﺴﺖ؟!‪ ..‬ﺍﺯ ﻛﺪﺍﻣﻴﻜﻲ ﻧﺘﻴﺠﻪ ﺩﺭﺳﺘﻲ ﺧﻮﺍﺳﺘﻪ ﻣﻴﺸﻮﺩ؟!‪..‬‬ ‫ﺩﺭﺑﺎﺭﻩ ﺭﻭﺯﻧﺎﻣﻪ ﻣﻦ ﻧﺸﺎﻥ ﺩﺍﺩﻡ ﻛﻪ ﺍﻳﻨﺎﻥ ﻣﻌﻨﻲ ﺁﻧﺮﺍ ﻧﺪﺍﻧﺴﺘﻪ ﺧﻮﺩ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺧﻮﺍﺳﺘﻲ ﻣﻴﺸﻤﺎﺭﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻧﺎﻓﻬﻤﻲ‬

‫‪om‬‬

‫ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﺭﺍ ﻛﻪ ﺑﺮﭘﺎ ﻣﻴﻜﻨﻨﺪ ﺗﻨﻬﺎ ﺑﺮﺍﻱ ﺁﻧﺴﺖ ﻛﻪ ﻧﺎﻣﻲ ﺩﺭﺁﻭﺭﻧﺪ‪ ،‬ﻭ ﻣﻴﺪﺍﻧﻲ ﺩﺍﺷﺘﻪ ﻫﻮﺱ ﮔﻔﺘﺎﺭﻧﻮﻳﺴﻲ ﺧﻮﺩ ﺭﺍ ﺑﻜﺎﺭ ﺑﻨﺪﻧﺪ‪،‬‬ ‫ﺑﻬﺮﻛﺴﻲ ﺧﻮﺍﺳﺘﻨﺪ ﺩﺷﻨﺎﻡ ﺩﻫﻨﺪ‪ ،‬ﺭﻳﺸﺨﻨﺪ ﻛﻨﻨﺪ‪ ،‬ﺑﺪ ﻧﻮﻳﺴﻨﺪ‪ ،‬ﻭ ﻳﮕﺎﻧﻪ ﻫﻨﺮ ﻛﻪ ﺩﺭ ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﻳﺴﻲ ﺷﻨﺎﺧﺘﻪ ﺍﻧﺪ ﺁﻧﺴﺖ ﻛﻪ‬

‫‪e.c‬‬

‫ﺑﺪﻭﻟﺖ ﺗﺎﺧﺖ ﺑﺮﻧﺪ ﻭ ﺑﻴﻜﺎﻳﻚ ﻭﺯﻳﺮﺍﻥ ﺯﺷﺖ ﻧﻮﻳﺴﻨﺪ‪ ،‬ﻭ ﺍﻳﻦ ﻫﻨﺮ ﻧﺎﻣﺶ ﺩﺭ ﭘﻴﺶ ﺍﻳﺸﺎﻥ ﺗﻨﺪ ﺭﻓﺘﻨﺴﺖ‪.‬‬ ‫ﺍﻳﻦ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﻛﻪ ﭘﺲ ﺍﺯ ﺯﻣﺎﻥ ﻣﺸﺮﻭﻃﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﭘﺮﺍﻛﻨﺪﻩ ﺷﺪﻩ ﻳﻜﻲ ﺍﺯ ﺷﻮﻧﺪﻫﺎﻱ ﺑﺪﺑﺨﺘﻲ ﻣﺮﺩﻣﺴﺖ‪ .‬ﺯﻳﺮﺍ ﺍﻳﻨﻬﺎ ﻛﻪ‬

‫‪lin‬‬

‫ﺟﺰ ﭘﺮﻳﺸﺎﻥ ﻧﻮﻳﺴﻲ ﻧﻤﻴﺸﻨﺎﺳﻨﺪ ﻭ ﻫﻴﭽﻴﻜﻲ ﺭﺍﻫﻲ ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ‪ ،‬ﺑﭙﺮﻳﺸﺎﻧﻲ ﺑﺎﻭﺭﻫﺎ ﻭ ﭘﻨﺪﺍﺭﻫﺎﻱ ﻣﺮﺩﻡ ﺍﻓﺰﻭﺩﻩ ﺍﺳﺖ‪.‬‬

‫‪ab‬‬

‫ﺩﺭ ﻛﺘﺎﺏ ﻧﻮﻳﺴﻲ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺮﻣﺎﻥ ﻣﻴﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﺯﻳﺮﺍ ﻛﺎﺭﻳﺴﺖ ﺑﻴﺮﻧﺞ ﻭ ﻣﺎﻳﻪ ﺍﺵ ﺟﺰ ﺑﺎﻓﻨﺪﮔﻲ ﻧﻴﺴﺖ ﻭ ﺍﺯ ﺁﻧﺴﻮﻱ‬ ‫ﺳﺨﻦ ﺍﺯ ﺩﻧﺒﺎﻝ ﻛﺮﺩﻥ ﺯﻧﺎﻥ ﻭ ﺁﻣﻴﺰﺵ ﺑﺎ ﺁﻥ ﺑﺎ ﺳﻬﺸﻬﺎﻱ ﺟﻮﺍﻧﻲ ﺑﺴﻴﺎﺭ ﺳﺎﺯﮔﺎﺭ ﺍﺳﺖ‪ ،‬ﻭ ﭘﺲ ﺍﺯ ﻫﻤﻪ ﭘﻮﻝ ﻧﻴﺰ ﺩﺭﻣﻴﺂﻳﺪ‪ .‬ﺍﻳﻨﺴﺖ‬

‫‪et‬‬

‫ﺩﺭ ﺳﺎﻟﻬﺎﻱ ﺍﺧﻴﺮ ﻛﻪ ﭘﺮﻭﺭﺩﮔﺎﻥ ﻓﺮﻫﻨﮓ ﺑﻴﺸﺘﺮ ﺑﻮﺩﻩ ﺍﻧﺪ‪ ،‬ﺷﻤﺎﺭﻩ ﺭﻣﺎﻥ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﻲ ﺍﺯ ﺍﻧﺪﺍﺯﻩ ﮔﺬﺷﺘﻪ ﺍﺳﺖ‪ ،‬ﻭ ﺍﺯ ﺁﻧﺴﻮﻱ‬

‫‪.K‬‬

‫ﺩﺭ ﺍﻳﻦ ﺳﻲ ﻭ ﻫﺸﺖ ﺳﺎﻝ ﺯﻣﺎﻥ ﻣﺸﺮﻭﻃﻪ ﻛﻤﺘﺮ ﻛﺘﺎﺏ ﺳﻮﺩﻣﻨﺪﻱ ﺩﺭ ﺯﻣﻴﻨﻪ ﺩﺍﻧﺸﻬﺎ ﺩﺭ ﻓﺎﺭﺳﻲ ﺑﭽﺎﭖ ﺭﺳﻴﺪﻩ ﺍﺳﺖ‪.‬‬

‫‪w‬‬

‫ﺷﮕﻔﺘﺮ ﺍﺯ ﻫﻤﻪ ﺣﺰﺏ ﺳﺎﺧﺘﻦ ﺍﻳﺸﺎﻧﺴﺖ‪ .‬ﺣﺰﺏ )ﻳﺎ ﺑﺎﻫﻤﺎﺩ( ﺍﺯ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﻣﺎ ﺍﺯ ﺍﺭﻭﭘﺎ ﮔﺮﻓﺘﻪ ﺍﻳﻢ‪ .‬ﻳﻚ ﺣﺰﺏ ﺑﺎﻳﺪ‬

‫‪w‬‬

‫ﺳﻴﺎﺳﺘﻲ ﺭﺍ ﺑﺮﺍﻱ ﻛﺸﻮﺭ ﺑﺎﻧﺪﻳﺸﻪ ﮔﻴﺮﺩ ﻳﺎ ﻳﻜﺮﺷﺘﻪ ﭘﻴﺮﺍﻳﺸﻬﺎﻳﻲ ﺭﺍ ﺩﺭ ﺗﻮﺩﻩ ﺩﻧﺒﺎﻝ ﻛﻨﺪ‪ .‬ﺑﻬﺮﺣﺎﻝ ﺑﺎﻳﺪ ﺑﺮﺍﻱ ﻳﻚ ﺧﻮﺍﺳﺖ ﺑﺴﻴﺎﺭ‬

‫‪w‬‬

‫ﺑﺰﺭﮔﻲ ﺑﺎﺷﺪ‪ ،‬ﻭ ﺍﻳﻨﺴﺖ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻱ ﺑﺰﺭﮒ ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﺩﺭ ﻫﺮﻳﻜﻲ ﺑﻴﺶ ﺍﺯ ﺩﻭ ﻳﺎ ﺳﻪ ﺣﺰﺏ ﻧﺘﻮﺍﻥ ﻳﺎﻓﺖ‪.‬‬ ‫ﻭﻟﻲ ﺍﻳﻨﺎﻥ ﺍﺯ ﺣﺰﺏ ﺟﺰ ﺍﻳﻦ ﺭﺍ ﻧﻔﻬﻤﻴﺪﻩ ﺍﻧﺪ ﻛﻪ ﻫﺮ ﺯﻣﺎﻥ ﻛﻪ »ﺍﻧﺘﺨﺎﺑﺎﺕ« ﭘﻴﺶ ﺁﻣﺪ ﻭ ﻳﺎ ﻛﺎﺭ ﺩﻳﮕﺮﻱ ﺩﺭ ﻣﻴﺎﻥ ﺑﻮﺩ‪ ،‬ﺩﻩ ﺗﻦ‬ ‫ﺑﻴﺸﺘﺮ ﻳﺎ ﻛﻤﺘﺮ‪ ،‬ﮔﺮﺩ ﻫﻢ ﺁﻳﻨﺪ ﻭ ﻳﻚ ﻧﺎﻣﻲ ﺑﺮﻭﻱ ﺧﻮﺩ ﮔﺰﺍﺭﺩﻩ‪ ،‬ﻭ ﭼﻨﺪ ﺟﻤﻠﻪ ﺍﻱ ﺭﺍ ﺑﻬﻢ ﺑﺎﻓﺘﻪ »ﻣﺮﺍﻣﻨﺎﻣﻪ« ﮔﺮﺩﺍﻧﻨﺪ‪ ،‬ﻭ ﺍﮔﺮ‬ ‫ﮔﺎﻣﻲ ﻫﻢ ﻓﺮﺍﺗﺮ ﮔﺰﺍﺭﺩﻩ ﺭﻭﺯﻧﺎﻣﻪ ﺍﻱ ﻫﻢ ﺑﺮﭘﺎ ﻛﻨﻨﺪ ﻭ ﺑﺎ ﻫﻤﻴﻦ ﭼﻨﺪ ﻛﺎﺭ »ﺣﺰﺏ« ﺭﺍ ﭘﺪﻳﺪ ﺁﻣﺪﻩ ﺷﻨﺎﺳﻨﺪ ﻭ ﭼﻨﺪ ﺯﻣﺎﻧﻲ ﺑﻴﺎﻳﻨﺪ ﻭ‬ ‫ﺑﺮﻭﻧﺪ ﻭ ﺑﺎ ﻫﻢ ﺑﻨﺸﻴﻨﻨﺪ ﻭ ﺩﺭ ﭘﻲ ﺳﻮﺩﺟﻮﻳﻴﻬﺎﻱ ﭘﺴﺘﻲ ﺑﺎﺷﻨﺪ ﻭ ﺳﭙﺲ ﭘﺮﺍﻛﻨﺪﻩ ﮔﺮﺩﻳﺪﻩ ﭘﻲ ﻛﺎﺭﻫﺎﻱ ﺧﻮﺩ ﺭﻭﻧﺪ‪.‬‬ ‫ﺣﺰﺏ ﺳﺎﺯﻱ ﻳﻜﻲ ﺍﺯ ﺭﺳﻮﺍﻳﻴﻬﺎ ﺷﺪﻩ‪ .‬ﻫﺮ ﺯﻣﺎﻥ ﻛﻪ ﻓﺮﺻﺖ ﻣﻴﻴﺎﺑﻨﺪ ﺩﻳﺪﻩ ﻣﻴﺸﻮﺩ ﻛﻪ ﺻﺪ ﺣﺰﺏ ﭘﺪﻳﺪ ﻣﻴﺂﻳﺪ ﻭ ﻫﻤﻴﻦ ﻛﻪ‬ ‫ﻳﻚ ﺳﺨﺘﮕﻴﺮﻱ ﺍﺯ ﺳﻮﻱ ﺩﻭﻟﺖ ﻣﻴﺸﻮﺩ ﻫﻤﮕﻲ ﺭﻫﺎ ﻛﺮﺩﻩ ﭘﻲ ﻛﺎﺭ ﺧﻮﺩ ﻣﻴﺮﻭﻧﺪ‪.‬‬ ‫ﺁﻥ ﺟﻤﻠﻪ ﻫﺎ ﻛﻪ ﺩﺭ »ﻣﺮﺍﻣﻨﺎﻣﻪ« ﻫﺎﺷﺎﻥ ﻣﻴﻨﻮﻳﺴﻨﺪ ﺷﻤﺎ ﺍﮔﺮ ﺑﭙﺮﺳﻴﺪ ﻣﻌﻨﺎﻳﺶ ﻫﻢ ﻧﻤﻴﺪﺍﻧﻨﺪ‪ .‬ﻣﺜﻼ »ﻭﺣﺪﺕ ﻣﻠﻲ«‪ .‬ﺷﻤﺎ ﺍﮔﺮ‬ ‫ﺑﭙﺮﺳﻴﺪ‪» :‬ﺧﻮﺍﺳﺘﺸﺎﻥ ﭼﻴﺴﺖ؟!‪ ،«..‬ﻳﺎ ﺑﭙﺮﺳﻴﺪ‪» :‬ﺩﺭ ﺍﻳﺮﺍﻥ ﻛﻪ ﭼﻨﺪ ﺯﺑﺎﻥ‪ ،‬ﻭ ﺑﻴﺶ ﺍﺯ ﺩﻩ ﻛﻴﺶ‪ ،‬ﺭﻭﺍﺝ ﻣﻴﺪﺍﺭﺩ ﻭ ﺩﺳﺘﻪ ﺑﻨﺪﻳﻬﺎﻱ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٦‬‬

‫ﮔﻮﻧﺎﮔﻮﻥ ﺩﻳﮕﺮ ﺩﺭ ﻣﻴﺎﻧﺴﺖ‪ ،‬ﺍﺯ ﭼﻪ ﺭﺍﻫﻲ ﻣﻴﺘﻮﺍﻥ ﺍﻳﻦ ﭘﺮﺍﻛﻨﺪﮔﻴﻬﺎ ﺭﺍ ﺍﺯ ﻣﻴﺎﻥ ﺑﺮﺩﺍﺷﺖ ﻭ ﻣﺮﺩﻡ ﺭﺍ ﻳﻜﻲ ﮔﺮﺩﺍﻧﻴﺪ؟!‪ «..‬ﻳﻚ‬ ‫ﭘﺎﺳﺦ ﺩﺭﺳﺘﻲ ﻧﺨﻮﺍﻫﻴﺪ ﺷﻨﻴﺪ‪ .‬ﺍﻳﻨﻬﺎ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﺁﻧﻬﺎ ﻧﮕﺬﺷﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺍﻳﻦ ﺣﺰﺑﻬﺎ ﻛﻪ ﺍﻛﻨﻮﻥ ﻫﺴﺖ ﺷﻤﺎ ﺍﮔﺮ ﺍﺯ ﺳﺮﺍﻥ ﺁﻧﻬﺎ ﺑﭙﺮﺳﻴﺪ‪» :‬ﺁﻳﻨﺪﻩ ﺍﻳﺮﺍﻥ ﭼﻪ ﺑﺎﻳﺪ ﺑﻮﺩ؟‪ ..‬ﺍﺯ ﭼﻪ ﺭﺍﻫﻲ ﺍﻳﺮﺍﻥ ﺧﻮﺍﻫﺪ‬ ‫ﺗﻮﺍﻧﺴﺖ ﺍﺯ ﺍﻳﻦ ﺩﺭﻣﺎﻧﺪﮔﻲ ﺑﻴﺮﻭﻥ ﺁﻳﺪ‪ ،‬ﺍﺯ ﭼﻪ ﺭﺍﻫﻲ ﺧﻮﺍﻫﺪ ﺗﻮﺍﻧﺴﺖ ﭘﻨﺠﻪ ﻫﻤﺴﺎﻳﮕﺎﻥ ﻧﻴﺮﻭﻣﻨﺪ ﺭﺍ ﺍﺯ ﺧﻮﺩ ﺑﺎﺯ ﮔﺮﺩﺍﻧﺪ؟‪،«..‬‬ ‫ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪ ﺍﻳﻨﻬﺎ ﭼﻴﺰﻫﺎﻳﻴﺴﺖ ﻛﻪ ﻫﻴﭽﮕﺎﻩ ﺍﺯ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﺍﻳﺸﺎﻥ ﻧﮕﺬﺷﺘﻪ‪ ،‬ﻭ ﺧﻮﺩ ﺟﺎﻱ ﺩﺭﻳﻐﺴﺖ ﻛﻪ ﭼﻨﻴﻦ ﺳﺨﻨﺎﻧﻲ ﺑﺎ ﭼﻨﺎﻥ‬ ‫ﻧﺎﺩﺍﻧﺎﻧﻲ ﺑﻤﻴﺎﻥ ﺁﻭﺭﺩﻩ ﺷﻮﺩ‪ .‬ﺁﻧﺎﻥ ﺣﺰﺑﻲ ﻛﻪ ﺳﺎﺧﺘﻪ ﺍﻧﺪ ﺟﺰ ﺑﺮﺍﻱ ﻫﻮﺱ ﻭ ﺧﻮﺩﻧﻤﺎﻳﻲ ﻧﻴﺴﺖ ﻭ ﺁﻧﭽﻪ ﺩﺭ ﻣﻴﺎﻧﺸﺎﻥ ﻧﺘﻮﺍﻥ ﻳﺎﻓﺖ‬ ‫ﺍﻧﺪﻳﺸﻪ ﺩﺭﺑﺎﺭﻩ ﺁﻳﻨﺪﻩ ﻛﺸﻮﺭ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫ﻳﻚ ﺩﺭﺩ ﺑﺰﺭﮒ ﺍﻳﻨﺎﻥ ﺟﺪﺍﺳﺮﻱ ﻭ ﮔﺮﺩﻧﻜﺸﻴﺸﺎﻥ ﻣﻴﺒﺎﺷﺪ‪ .‬ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻢ ﻫﺮﻳﻜﻲ ﺍﺯ ﺁﻧﺎﻥ‪ ،‬ﭼﻴﺰﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﺑﻴﺴﺮ ﻭ‬ ‫ﺑﻨﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﺁﻣﻮﺯﺷﮕﺎﻩ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ ﻭ ﻳﺎ ﺩﺭ ﺑﻴﺮﻭﻥ ﺍﺯ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﻭ ﺍﺯ ﺯﺑﺎﻧﻬﺎ ﻓﺮﺍ ﮔﺮﻓﺘﻪ ﺳﺮﻣﺎﻳﻪ ﺍﺭﺟﺪﺍﺭﻱ ﻣﻴﺸﻤﺎﺭﺩ ﻭ ﻫﻴﭻ‬

‫‪om‬‬

‫ﻛﻤﻲ ﺩﺭ ﺧﻮﺩ ﺳﺮﺍﻍ ﻧﻤﻴﺪﺍﺭﺩ‪ ،‬ﻭ ﺍﻳﻨﺴﺖ ﻫﺮﻳﻜﻲ ﺩﺭ ﺁﻥ ﺁﺭﺯﻭﺳﺖ ﻛﻪ ﺑﺘﻮﺩﻩ ﺭﺍﻫﻨﻤﺎﻳﻲ ﻛﻨﺪ‪ ،‬ﻭ ﺍﻳﻦ ﺑﺎﻭ ﺑﺴﻴﺎﺭ ﮔﺮﺍﻧﺴﺖ ﻛﻪ‬ ‫ﺑﻴﻚ ﺁﻣﻴﻐﻲ ﮔﺮﺩﻥ ﮔﺰﺍﺭﺩ ﻭ ﻳﺎ ﺍﺯ ﻳﻜﺮﺍﻫﻲ ﭘﻴﺮﻭﻱ ﻧﻤﺎﻳﺪ‪.‬‬

‫‪e.c‬‬

‫ﺷﻤﺎ ﺍﮔﺮ ﺑﺂﻧﺎﻥ ﺑﮕﻮﻳﻴﺪ‪» :‬ﻫﺮ ﺗﻮﺩﻩ ﺍﻱ ﺑﺎﻳﺪ ﺩﺭ ﺯﻧﺪﮔﻲ ﻳﻜﺮﺍﻫﻲ ﺭﺍ ﭘﻴﺶ ﮔﻴﺮﺩ ﻛﻪ ﻫﻤﮕﻲ ﺁﻧﺮﺍ ﺑﭙﺬﻳﺮﻧﺪ ﻭ ﭘﻴﺮﻭﻱ ﻧﻤﺎﻳﻨﺪ«‪،‬‬ ‫ﺍﻳﻦ ﺁﻣﻴﻎ ﺑﺴﻴﺎﺭ ﺭﻭﺷﻦ ﺑﺂﻧﺎﻥ ﺩﺷﻮﺍﺭ ﺧﻮﺍﻫﺪ ﺍﻓﺘﺎﺩ ﻭ ﺁﻧﭽﻪ ﻧﺨﻮﺍﻫﻨﺪ ﭘﺬﻳﺮﻓﺖ ﻫﻤﻴﻦ ﺁﻣﻴﻎ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺯﻳﺮﺍ ﺁﻧﺎﻥ ﺩﺭ ﺳﺮﻛﺸﻲ ﻭ‬

‫‪lin‬‬

‫ﺧﻮﺩﺧﻮﺍﻫﻲ ﺗﺎ ﺑﺠﺎﻳﻲ ﺍﻓﺘﺎﺩﻩ ﺍﻧﺪ ﻛﻪ ﺑﻴﺸﺘﺮﺷﺎﻥ ﺑﭙﺪﺭﺍﻥ ﻭ ﻣﺎﺩﺭﺍﻧﺸﺎﻥ ﻧﻴﺰ ﺍﺭﺟﻲ ﻧﻤﻴﻨﻬﻨﺪ ﻭ ﺁﻧﺎﻥ ﺭﺍ ﺧﻮﺍﺭ ﻣﻴﺪﺍﺭﻧﺪ‪ .‬ﺩﻳﻮ‬

‫‪ab‬‬

‫ﺟﺪﺍﺳﺮﻱ ﻭ ﮔﺮﺩﻧﻜﺸﻲ ﺩﺭ ﻣﻐﺰﻫﺎﻱ ﺁﻧﺎﻥ ﻣﻴﺪﺍﻧﺪﺍﺭﻱ ﻣﻴﻜﻨﺪ‪.‬‬

‫ﻳﻜﺮﻓﺘﺎﺭ ﺑﺴﻴﺎﺭ ﺯﺷﺘﻲ ﻛﻪ ﻣﺎ ﺍﺯ ﺍﻳﻨﺎﻥ ﺩﻳﺪﻳﻢ ﺁﻧﺴﺖ ﻛﻪ ﺳﺨﻦ ﺍﺭﺟﺪﺍﺭﻱ ﺭﺍ ﻛﻪ ﺍﺯ ﻛﺴﻲ ﻣﻴﺸﻨﻮﻧﺪ ﺑﺠﺎﻱ ﭘﺬﻳﺮﻓﺘﻦ ﻭ‬

‫‪et‬‬

‫ﮔﺮﺩﻥ ﮔﺰﺍﺭﺩﻥ ﻫﻤﺎﻥ ﺭﺍ ﮔﺮﻓﺘﻪ ﺑﻨﺎﻡ ﺧﻮﺩ ﮔﻔﺘﺎﺭ ﻣﻴﮕﺮﺩﺍﻧﻨﺪ ﻭ ﺑﺨﻮﺩﻧﻤﺎﻳﻲ ﻣﻴﭙﺮﺩﺍﺯﻧﺪ‪.‬‬

‫‪.K‬‬

‫ﻳﻚ ﭼﻴﺰ ﺁﺯﻣﻮﺩﻧﻴﺴﺖ ﻛﻪ ﺑﻴﺸﺘﺮ ﺁﻧﺎﻥ ﻛﻤﺘﺮﻳﻦ ﺩﻟﺒﺴﺘﮕﻲ ﺑﻜﺸﻮﺭ ﻭ ﺗﻮﺩﻩ ﻧﻤﻴﺪﺍﺭﻧﺪ ﻭ ﺍﻳﻨﻜﻪ ﻧﺎﻡ ﻛﺸﻮﺭ ﻭ ﺗﻮﺩﻩ ﻣﻴﺒﺮﻧﺪ ﻭ‬

‫‪w‬‬

‫ﺩﻟﺒﺴﺘﮕﻲ ﻣﻴﻨﻤﺎﻳﻨﺪ‪ ،‬ﺟﺰ ﺍﺯ ﺭﺍﻩ ﻫﻮﺳﺒﺎﺯﻱ ﻭ ﺧﻮﺩﻧﻤﺎﻳﻲ ﻭ ﺳﻮﺩﺟﻮﻳﻲ ﻧﻴﺴﺖ‪ .‬ﺑﺮﺍﻱ ﺁﺯﻣﺎﻳﺶ ﺷﻤﺎ ﺍﮔﺮ ﺁﻧﺎﻥ ﺭﺍ ﮔﺮﺩ ﺁﻭﺭﻳﺪ ﻭ‬

‫‪w‬‬

‫ﻳﻜﺮﺍﻫﻲ ﭘﻴﺸﻨﻬﺎﺩ ﻛﺮﺩﻩ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺑﺴﻴﺎﺭ‪ ،‬ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪ ﻛﻪ ﺳﻮﺩ ﻛﺸﻮﺭ ﻭ ﺗﻮﺩﻩ ﺩﺭ ﻫﻤﺪﺳﺘﻲ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻭ ﭘﻴﺮﻭﻱ ﺍﺯ ﻳﻜﺮﺍﻩ‬

‫‪w‬‬

‫ﻣﻴﺒﺎﺷﺪ‪ ،‬ﺑﻴﮕﻤﺎﻥ ﻧﺨﻮﺍﻫﻨﺪ ﭘﺬﻳﺮﻓﺖ‪ .‬ﺯﻳﺮﺍ ﻛﻪ ﺩﺭﺁﻣﺪﻥ ﺑﻴﻜﺮﺍﻩ ﻭ ﻫﻤﺪﺳﺘﻲ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺑﺎ ﻫﻮﺳﺒﺎﺯﻳﻬﺎﻱ ﺁﻧﺎﻥ ﺳﺎﺯﮔﺎﺭ ﻧﺨﻮﺍﻫﺪ‬ ‫ﺑﻮﺩ‪.‬‬

‫ﺍﺯ ﺍﻳﻦ ﺷﮕﻔﺘﺮ ﺩﺍﺳﺘﺎﻥ ﻛﺎﺭ ﻭ ﭘﻴﺸﻪ ﺍﻳﺸﺎﻧﺴﺖ‪ .‬ﺩﺭﺱ ﺭﺍ ﺗﻨﻬﺎ ﺑﺮﺍﻱ ﺁﻥ ﻣﻴﺨﻮﺍﻧﻨﺪ ﻛﻪ ﭼﻮﻥ ﺍﺯ ﺩﺑﻴﺮﺳﺘﺎﻥ ﻳﺎ ﺍﺯ ﺩﺍﻧﺸﻜﺪﻩ‬ ‫ﺩﺭﺁﻣﺪﻧﺪ ﺍﺯ ﺩﻭﻟﺖ ﻛﺎﺭ ﺑﺨﻮﺍﻫﻨﺪ‪ ،‬ﻭ ﻛﻤﺘﺮ ﻳﻜﻲ ﺍﺯ ﺁﻧﺎﻥ ﻣﻌﻨﻲ ﺭﺍﺳﺖ ﻛﺎﺭ ﻭ ﭘﻴﺸﻪ ﺭﺍ ﻣﻴﺪﺍﻧﺪ‪ ،‬ﻭ ﻛﻤﺘﺮ ﻳﻜﻲ ﻣﻴﺨﻮﺍﻫﺪ ﺑﻜﺎﺭﻱ‬ ‫ﭘﺮﺩﺍﺯﺩ ﻛﻪ ﺳﻮﺩﻱ ﺑﺘﻮﺩﻩ ﺑﺮﺳﺎﻧﺪ‪ .‬ﭘﺴﺮ ﺳﺒﺰﻳﻔﺮﻭﺵ ﻭ ﭼﻴﺖ ﻓﺮﻭﺵ ﻛﻪ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ‪ ،‬ﻛﻤﻲ ﺧﻮﺩ ﻣﻴﺸﻤﺎﺭﺩ ﻛﻪ ﺑﻜﺎﺭ ﭘﺪﺭﺵ‬ ‫ﭘﺮﺩﺍﺯﺩ‪.‬‬ ‫ﺷﻤﺎ ﺍﮔﺮ ﻛﺴﺎﻧﻲ ﺭﺍ ﺍﺯ ﺁﻧﺎﻥ ﻓﺮﺍﻫﻢ ﻧﺸﺎﻧﺪﻩ ﻭ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺑﺴﻴﺎﺭ‪ ،‬ﺭﻭﺷﻦ ﮔﺮﺩﺍﻧﻴﺪ ﻛﻪ ﺭﻓﺘﻦ ﺑﻔﻼﻥ ﺩﻳﻪ ﻭ ﺁﻧﺠﺎ ﺭﺍ ﺁﺑﺎﺩ‬ ‫ﮔﺮﺩﺍﻧﻴﺪﻥ ﻫﻢ ﺑﺮﺍﻱ ﺗﻮﺩﻩ ﻭ ﻫﻢ ﺑﺮﺍﻱ ﺧﻮﺩﺷﺎﻥ ﺳﻮﺩﻣﻨﺪ ﺍﺳﺖ‪ ،‬ﺑﻴﮕﻤﺎﻥ ﻧﺨﻮﺍﻫﻨﺪ ﭘﺬﻳﺮﻓﺖ‪ .‬ﺯﻳﺮﺍ ﻛﺸﺎﻭﺭﺯﻱ ﺭﺍ ﺳﺰﻧﺪﻩ ﺧﻮﺩ‬ ‫ﻧﻤﻴﺸﻤﺎﺭﺩ‪ .‬ﺁﻧﺎﻥ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ ﺍﻧﺪ ﻛﻪ ﺩﺭ ﺷﻬﺮ ﺑﺎﺷﻨﺪ ﻭ ﺩﺭ ﭘﺸﺖ ﻣﻴﺰ ﻧﺸﻴﻨﻨﺪ‪ ،‬ﻣﻔﺖ ﺧﻮﺭﻧﺪ‪ ،‬ﺭﻭﺯﻧﺎﻣﻪ ﻧﻮﻳﺴﻨﺪ‪ ،‬ﺭﻣﺎﻥ ﺑﺎﻓﻨﺪ ﻭ‬ ‫ﺣﺰﺏ ﺳﺎﺯﻧﺪ‪ .‬ﻳﻚ ﺩﺭﺳﺨﻮﺍﻧﺪﻩ ﻛﺎﺭﺵ ﺍﻳﻨﻬﺎ ﺑﺎﻳﺪ ﺑﻮﺩ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٧‬‬

‫ﺩﺭ ﻫﻤﻴﻨﺠﺎﺳﺖ ﻛﻪ ﺯﻳﺎﻧﻤﻨﺪﻱ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﻧﻴﻚ ﺩﺍﻧﺴﺘﻪ ﻣﻴﺸﻮﺩ‪ .‬ﺯﻳﺮﺍ ﺷﻤﺎ ﺍﮔﺮ ﻳﻚ ﺟﻮﺍﻥ ﺩﺭﺳﺨﻮﺍﻧﺪﻩ ﺭﺍ ﺑﺎ ﻳﻚ‬ ‫ﺭﻭﺳﺘﺎﻳﻲ ﺑﻴﺴﻮﺍﺩ ﺑﺴﻨﺠﺶ ﮔﺰﺍﺭﻳﺪ ﻭ ﺍﺯ ﺩﻳﺪﻩ ﺷﺎﻳﻨﺪﮔﻲ ﺑﺰﻧﺪﮔﺎﻧﻲ ﺑﺪﻳﺪﻩ ﮔﻴﺮﻳﺪ‪ ،‬ﺑﻴﮕﻤﺎﻥ ﺁﻥ ﺭﻭﺳﺘﺎﻳﻲ ﺑﻴﺴﻮﺍﺩ ﺷﺎﻳﻨﺪﻩ ﺗﺮ ﺍﺯ‬ ‫ﺍﻳﻦ ﺟﻮﺍﻥ ﺩﺭﺳﺨﻮﺍﻧﺪﻩ ﺍﺳﺖ‪ .‬ﺭﺍﺳﺘﺴﺖ ﻛﻪ ﺁﻥ ﺭﻭﺳﺘﺎﻳﻲ ﺟﻐﺮﺍﻓﻲ ﻧﻤﻴﺪﺍﻧﺪ‪ ،‬ﺍﺯ ﺗﺎﺭﻳﺦ ﻧﺎﺁﮔﺎﻫﺴﺖ‪ ،‬ﺍﺯ ﺩﺍﻧﺸﻬﺎ ﺑﻴﻜﺒﺎﺭ ﺑﻲ ﺑﻬﺮﻩ‬ ‫ﻣﻴﺒﺎﺷﺪ‪ ،‬ﻭ ﺍﻳﻨﻬﺎ ﻛﻤﻴﻬﺎﻱ ﺍﻭﺳﺖ‪ .‬ﻟﻴﻜﻦ ﺩﺭ ﻫﻤﺎﻧﺤﺎﻝ ﺑﺎﻧﺪﺍﺯﻩ ﺗﻮﺍﻧﺎﻳﻲ ﺑﺒﺴﻴﺞ ﺧﻮﺍﺭﻭﺑﺎﺭ ﻭ ﺩﻳﮕﺮ ﺩﺭﺑﺎﻳﺴﺘﻬﺎ ﻛﻤﻚ ﻣﻴﻜﻨﺪ ﻭ‬ ‫ﺑﺘﻮﺩﻩ ﻭ ﻛﺸﻮﺭ ﺳﻮﺩﻣﻨﺪ ﻣﻴﺒﺎﺷﺪ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﺟﻮﺍﻥ ﺩﺭﺳﺨﻮﺍﻧﺪﻩ ﻣﻔﺘﺨﻮﺍﺭ ﺍﺳﺖ ﻭ ﺟﺰ ﺑﻜﺎﺭ ﻣﻔﺘﺨﻮﺍﺭﻱ ﻧﺘﻮﺍﻧﺪ ﺧﻮﺭﺩ‪.‬‬ ‫ﺁﻧﮕﺎﻩ ﺁﻥ ﺭﻭﺳﺘﺎﻳﻲ ﻣﻐﺰﺵ ﻧﻴﺮﻭﻣﻨﺪ ﻭ ﻧﻴﺮﻭﻫﺎﻱ ﺧﺪﺍﺩﺍﺩﻳﺶ ﺩﺳﺖ ﻧﺨﻮﺭﺩﻩ ﺍﺳﺖ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﺟﻮﺍﻥ ﻣﻐﺰﺵ ﻓﺮﺳﻮﺩﻩ ﻭ‬ ‫ﻧﻴﺮﻭﻫﺎﻳﺶ ﺗﺒﺎﻩ ﺷﺪﻩ ﻣﻴﺒﺎﺷﺪ‪.‬‬ ‫ﺁﻥ ﺭﻭﺳﺘﺎﻳﻲ ﺍﮔﺮ ﺑﻴﻚ ﻛﺎﺭ ﺑﺪﻱ ﺑﺮﺧﺎﺳﺖ ﻭ ﺷﻤﺎ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻴﺪ‪ ،‬ﺷﺮﻡ ﻛﻨﺪ ﻭ ﺳﺮﺵ ﭘﺎﻳﻴﻦ ﺍﻧﺪﺍﺯﺩ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﺟﻮﺍﻥ‬ ‫ﺩﺭﺳﺨﻮﺍﻧﺪﻩ ﺑﺮﺍﻱ ﺑﺪﻛﺎﺭﻳﻬﺎﻱ ﺧﻮﺩ ﻓﻠﺴﻔﻪ ﺗﺮﺍﺷﺪ ﻭ ﺑﺎ ﺷﻤﺎ ﺑﭽﺨﺶ ﭘﺮﺩﺍﺯﺩ‪ .‬ﺍﻳﻦ ﻳﻚ ﻫﻨﺮ ﺑﺰﺭﮔﻲ ﺍﺯ ﺍﻳﺸﺎﻧﺴﺖ‪.‬‬

‫‪om‬‬

‫ﺍﻳﻨﺴﺖ ﻧﺘﻴﺠﻪ ﺍﻱ ﻛﻪ ﺍﺯ ﺳﻨﺠﻴﺪﻥ ﻳﻚ ﺟﻮﺍﻥ ﺩﺭﺳﺨﻮﺍﻧﺪﻩ ﺑﺎ ﻛﺸﺎﻭﺭﺯﺍﻥ ﻭ ﺭﻭﺳﺘﺎﻳﻴﺎﻥ ﺑﺪﺳﺖ ﻣﻴﺂﻳﺪ‪ ،‬ﻭ ﺑﺴﻴﺎﺭ ﺟﺎﻱ‬ ‫ﺍﻓﺴﻮﺳﺴﺖ ﻛﻪ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺑﺂﺭﺯﻭﻱ »ﺗﻌﻠﻴﻤﺎﺕ ﻋﻤﻮﻣﻲ« ﺍﻓﺘﺎﺩﻩ ﻣﻴﺨﻮﺍﻫﺪ ﺁﻥ ﺭﻭﺳﺘﺎﻳﻴﺎﻥ ﻭ ﻛﺸﺎﻭﺭﺯﺍﻥ ﺭﺍ ﻧﻴﺰ ﺑﺤﺎﻝ ﺍﻳﻦ‬

‫‪e.c‬‬

‫ﺟﻮﺍﻧﺎﻥ ﺍﻧﺪﺍﺯﺩ‪.‬‬

‫ﭼﻨﺎﻧﻜﻪ ﮔﻔﺘﻴﻢ ﺍﻳﻦ ﻫﻨﺮ ﺑﺰﺭﮔﻲ ﺍﺯ ﭘﺮﻭﺭﺩﮔﺎﻥ ﻓﺮﻫﻨﮕﺴﺖ ﻛﻪ ﺑﺮﺍﻱ ﻫﻮﺳﺒﺎﺯﻳﻬﺎ ﻭ ﺑﺪﻛﺎﺭﻳﻬﺎﻱ ﺧﻮﺩ ﻓﻠﺴﻔﻪ ﺑﺒﺎﻓﻨﺪ‪ ،‬ﻭ ﭼﻮﻥ‬

‫‪lin‬‬

‫ﺍﻳﻦ ﻛﺎﺭ ﻳﻚ ﮔﻨﺎﻩ ﺑﺰﺭﮔﻲ ﺍﺯ ﺍﻳﺸﺎﻧﺴﺖ ﻭ ﺧﻮﺩ ﻧﺸﺎﻧﻲ ﺍﺯ ﺗﺒﺎﻫﻲ ﺁﻧﺎﻥ ﻣﻴﺒﺎﺷﺪ‪ ،‬ﺩﺭ ﺍﻳﻨﺠﺎ ﺍﺯ ﺁﻥ ﺳﺨﻦ ﺭﺍﻧﺪﻩ ﻭ ﻳﻚ ﺩﺍﺳﺘﺎﻧﻲ ﺭﺍ‬

‫‪ab‬‬

‫ﻛﻪ ﺑﺘﺎﺯﮔﻲ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺭﺥ ﺩﺍﺩﻩ ﻳﺎﺩ ﻣﻴﻜﻨﻢ‪:‬‬

‫ﭼﻨﺎﻧﻜﻪ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻣﻴﺪﺍﻧﻨﺪ ﻣﺎ ﺩﺭﺑﺎﺭﻩ ﺷﻌﺮ ﺳﺨﻨﺎﻥ ﺑﺴﻴﺎﺭﻱ ﺭﺍﻧﺪﻩ ﻭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺭﺍ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﺍﺳﺘﻮﺍﺭﻱ ﺭﻭﺷﻦ‬

‫‪et‬‬

‫ﮔﺮﺩﺍﻧﻴﺪﻩ ﺍﻳﻢ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﺯ ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺩﻳﮕﺮﺍﻥ ﺳﺨﻦ ﺭﺍﻧﺪﻩ ﺯﻳﺎﻧﻬﺎﻱ ﺑﺴﻴﺎﺭ ﺷﻌﺮﻫﺎﻱ ﺁﻧﺎﻥ ﺭﺍ ﺑﺎ ﺩﻟﻴﻠﻬﺎﻱ ﻓﺮﺍﻭﺍﻥ ﺑﺎﺯ‬

‫‪.K‬‬

‫ﻧﻤﻮﺩﻩ ﺍﻳﻢ‪ .‬ﻛﻮﺗﺎﻫﺸﺪﻩ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺁﻧﺴﺖ ﻛﻪ ﺷﻌﺮ ﺳﺨﻦ ﺍﺳﺖ ﻭ ﻛﺴﻴﻜﻪ ﺳﺨﻨﻲ ﻣﻴﺪﺍﺭﺩ‪ ،‬ﻣﻴﺨﻮﺍﻫﺪ ﺁﻧﺮﺍ ﺑﺎ ﺷﻌﺮ ﮔﻮﻳﺪ ﻳﺎ‬

‫‪w‬‬

‫ﻣﻴﺨﻮﺍﻫﺪ ﺑﺎ ﻧﺜﺮ ﮔﻮﻳﺪ‪ .‬ﭼﻴﺰﻳﻜﻪ ﻫﺴﺖ ﺳﺨﻦ ـ ﭼﻪ ﺷﻌﺮ ﻭ ﭼﻪ ﻧﺜﺮ ـ ﺑﺎﻳﺪ ﺍﺯ ﺭﺍﻩ ﻧﻴﺎﺯ ﺑﺎﺷﺪ‪ .‬ﺳﺨﻨﻲ ﻛﻪ ﺍﺯ ﺭﻭﻱ ﻧﻴﺎﺯ ﻧﺒﺎﺷﺪ‬

‫‪w‬‬

‫ﻳﺎﻭﻩ ﮔﻮﻳﻴﺴﺖ ﻭ ﺧﺮﺩ ﺍﺯ ﺁﻥ ﺑﻴﺰﺍﺭ ﺑﺎﺷﺪ‪ .‬ﮔﻔﺘﻪ ﺍﻳﻢ‪ :‬ﺍﻳﻨﮕﻮﻧﻪ ﺷﻌﺮﮔﻮﻳﻲ ﻛﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﻭﺍﺝ ﻳﺎﻓﺘﻪ ﻭ ﻛﺴﺎﻧﻲ ﺑﻲ ﺁﻧﻜﻪ ﺑﺴﺨﻨﻲ‬

‫‪w‬‬

‫ﻧﻴﺎﺯ ﺑﺎﺷﺪ‪ ،‬ﺑﻨﺎﻡ ﻗﺎﻓﻴﻪ ﺑﺎﻓﻲ ﺷﻌﺮ ﻣﻴﮕﻮﻳﻨﺪ‪ ،‬ﻛﺎﺭ ﺑﻴﺨﺮﺩﺍﻧﻪ ﺍﻳﺴﺖ‪ .‬ﮔﻔﺘﻪ ﺍﻳﻢ‪ :‬ﺳﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺧﻴﺎﻡ ﻭ ﺩﻳﮕﺮﺍﻥ ﮔﺬﺷﺘﻪ ﺍﺯ ﺍﻳﻨﻜﻪ‬ ‫ﻳﺎﻭﻩ ﺑﺎﻓﻲ ﻛﺮﺩﻩ ﺍﻧﺪ‪ ،‬ﺩﺭ ﻣﻴﺎﻥ ﺷﻌﺮﻫﺎﻱ ﺧﻮﺩ ﭼﻨﺪ ﺭﺷﺘﻪ ﺑﺪﺁﻣﻮﺯﻳﻬﺎﻱ ﺯﻫﺮﺁﻟﻮﺩ ﺭﺍ ـ ﺍﺯ ﺟﺒﺮﻳﮕﺮﻱ ﻭ ﺧﺮﺍﺑﺎﺗﻴﮕﺮﻱ ﻭ‬ ‫ﺑﺎﺩﻩ ﺧﻮﺍﺭﻱ ﻭ ﭼﺎﭘﻠﻮﺳﻲ ﻭ ﺳﺎﺩﻩ ﺑﺎﺯﻱ ﻭ ﻣﺎﻧﻨﺪ ﺍﻳﻨﻬﺎ ـ ﺭﻭﺍﺝ ﺩﺍﺩﻩ ﺍﻧﺪ‪.‬‬ ‫ﺍﻳﻨﻬﺎﺳﺖ ﻓﺸﺮﺩﻩ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺩﺭﺑﺎﺭﻩ ﺷﻌﺮ ﻭ ﺷﺎﻋﺮﺍﻥ‪ .‬ﺳﺨﻨﺎﻧﻲ ﺑﺎﻳﻦ ﺍﺳﺘﻮﺍﺭﻱ‪ ،‬ﭼﻮﻥ ﭘﺮﻭﺭﺩﮔﺎﻥ ﻓﺮﻫﻨﮓ ﻧﻤﻴﺨﻮﺍﻫﻨﺪ‬ ‫ﺩﺳﺖ ﺍﺯ ﻳﺎﻭﻩ ﮔﻮﻳﻲ ﺑﻜﺸﻨﺪ‪ ،‬ﺩﺭ ﺑﺮﺍﺑﺮ ﻣﺎ ﺍﻳﺴﺘﺎﺩﻩ ﻫﺮ ﺯﻣﺎﻥ ﻓﻠﺴﻔﻪ ﺑﻴﺨﺮﺩﺍﻧﻪ ﺩﻳﮕﺮﻱ ﺑﺮﺍﻱ ﻫﻮﺳﺒﺎﺯﻱ ﺧﻮﺩ ﻣﻴﺘﺮﺍﺷﻨﺪ‪ .‬ﺑﺘﺎﺯﮔﻲ ﻧﻴﺰ‬ ‫ﺩﻛﺘﺮﻱ ﻛﻪ ﺧﻮﺩ ﺷﺎﻋﺮ ﺍﺳﺖ ﺩﺭ ﻣﻬﻨﺎﻣﻪ ﺭﺳﻤﻲ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﺩﺭ ﺑﺮﺍﺑﺮ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺑﺴﺨﻨﺎﻥ ﭘﻮﭺ ﺑﻴﻔﺮﻫﻨﮕﺎﻧﻪ ﺍﻱ ﭘﺮﺩﺍﺧﺘﻪ‬ ‫ﻭ ﺍﺯ ﺟﻤﻠﻪ ﭼﻨﻴﻦ ﻧﻮﺷﺘﻪ ﺍﺳﺖ‪» :‬ﺑﺎﻳﺪ ﻳﻘﻴﻦ ﺩﺍﺷﺖ ﻛﻪ ﺩﺭ ﺑﺎﺏ ﺷﻌﺮ ﺩﺭ ﺍﺷﺘﺒﺎﻫﻨﺪ ﻭ ﻫﻨﻮﺯ ﺑﺘﻔﺎﻭﺕ ﻃﺮﺯ ﻓﻜﺮ ﻭ ﺑﻴﺎﻥ ﺷﺎﻋﺮﺍﻧﻪ ﺑﺎ‬ ‫ﺭﻭﺵ ﮔﻔﺘﺎﺭ ﻓﻠﺴﻔﻲ ﻭ ﺩﻳﻨﻲ ﻭ ﺍﺧﻼﻗﻲ ﻭ ﻋﻠﻤﻲ ﭘﻲ ﻧﺒﺮﺩﻩ ﺍﻧﺪ«‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٨‬‬

‫ﻧﻴﻚ ﺍﻧﺪﻳﺸﻴﺪ ﻛﻪ ﺍﻳﻦ ﺩﻛﺘﺮ ﭼﻪ ﻣﻴﮕﻮﻳﺪ ﻭ ﺑﺮﺍﻱ ﻳﺎﻭﻩ ﺑﺎﻓﻲ ﺧﻮﺩﺵ ﻭ ﺩﻳﮕﺮﺍﻥ ﭼﻪ ﺑﻬﺎﻧﻪ ﺍﻱ ﻣﻴﺘﺮﺍﺷﺪ؟!‪ ..‬ﺍﻳﻦ ﻣﻴﮕﻮﻳﺪ‪:‬‬ ‫ﺳﺨﻨﺎﻧﻲ ﻛﻪ ﺷﻤﺎ ﺩﺭﺑﺎﺭﻩ ﺷﻌﺮ ﻭ ﺷﺎﻋﺮﺍﻥ ﻣﻴﮕﻮﻳﻴﺪ ﺳﺨﻨﺎﻥ ﺩﻳﻨﻲ ﻭ ﻓﻠﺴﻔﻲ ﺍﺳﺖ ﻭ ﺷﺎﻋﺮ ﺍﻧﺪﻳﺸﻪ ﺍﺵ ﺟﺰ ﺍﻧﺪﻳﺸﻪ ﻫﺎﻱ ﻓﻠﺴﻔﻲ ﻳﺎ‬ ‫ﺩﻳﻨﻲ ﻳﺎ ﻣﺎﻧﻨﺪ ﺁﻧﻬﺎﺳﺖ‪.‬‬ ‫ﺑﺎﻳﺪ ﮔﻔﺖ‪ :‬ﻣﺎ ﻫﻴﭽﮕﺎﻩ ﻧﺎﻣﻲ ﺍﺯ ﻓﻠﺴﻔﻪ ﻳﺎ ﺩﻳﻦ ﻧﺒﺮﺩﻩ ﺍﻳﻢ ﻭ ﻧﻤﻴﺒﺮﻳﻢ‪ .‬ﺁﻧﭽﻪ ﻣﺎ ﮔﻔﺘﻴﻢ ﻳﻜﺮﺷﺘﻪ ﺁﻣﻴﻐﻬﺎﻳﻴﺴﺖ ﻛﻪ ﻫﺮ ﺑﺎﺧﺮﺩﻱ‬ ‫ﺑﺎﻳﺪ ﺁﻧﺮﺍ ﭘﺬﻳﺮﺩ‪ .‬ﻣﺎ ﻣﻴﮕﻮﻳﻴﻢ‪ :‬ﺩﺭ ﺟﻬﺎﻥ ﺁﻣﻴﻐﻬﺎﻳﻲ ﻫﺴﺖ ﻭ ﺧﺪﺍ ﺑﻬﺮﻛﺴﻲ ﺧﺮﺩ ﺩﺍﺩﻩ ﻛﻪ ﺁﻥ ﺁﻣﻴﻐﻬﺎ ﺭﺍ ﺩﺭﻳﺎﺑﺪ‪ .‬ﻣﻴﮕﻮﻳﻴﻢ‪:‬‬ ‫ﻫﺮﻛﺴﻲ ﺑﺎﻳﺪ ﺩﺭ ﺯﻧﺪﮔﺎﻧﻲ ﭘﻴﺮﻭﻱ ﺍﺯ ﺧﺮﺩ ﻛﻨﺪ ﻭ ﻫﻴﭽﻜﺴﻲ ﺁﺯﺍﺩ ﻧﻴﺴﺖ ﺩﻧﺒﺎﻝ ﻫﻮﺳﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﮔﻴﺮﺩ‪ .‬ﻛﺴﺎﻧﻴﻜﻪ ﻣﻴﺨﻮﺍﻫﻨﺪ‬ ‫ﭘﻴﺮﻭﻱ ﺍﺯ ﺧﺮﺩ ﻧﻨﻤﻮﺩﻩ ﺩﺭ ﻫﻮﺳﺒﺎﺯﻱ ﺁﺯﺍﺩ ﺑﺎﺷﻨﺪ‪ ،‬ﺑﺎﻳﺪ ﺑﺮﻭﻧﺪ ﻫﻤﭽﻮﻥ ﮔﺮﮔﺎﻥ ﻭ ﺷﻐﺎﻻﻥ ﺩﺭ ﻛﻮﻫﻬﺎ ﻭ ﺩﺭﻩ ﻫﺎ ﺑﺘﻨﻬﺎﻳﻲ ﺯﻧﺪﮔﻲ‬ ‫ﻛﻨﻨﺪ‪ .‬ﺩﺭ ﻣﻴﺎﻥ ﺗﻮﺩﻩ ﻫﻴﭽﻜﺲ ﺩﺭ ﻫﻮﺳﺒﺎﺯﻱ ﺁﺯﺍﺩ ﻧﺘﻮﺍﻧﺪ ﺑﻮﺩ‪.‬‬ ‫ﮔﻔﺘﻪ ﺁﻗﺎﻱ ﺩﻛﺘﺮ ﻫﻴﭻ ﻣﻌﻨﺎﻳﻲ ﻧﻤﻴﺪﺍﺭﺩ ﻭ ﺟﺰ ﺟﻤﻠﻪ ﻫﺎﻱ ﭘﻮﭼﻲ ﻧﻴﺴﺖ‪ .‬ﺁﻣﻴﻐﻬﺎ ﻧﭽﻴﺰﻳﺴﺖ ﻛﻪ ﺷﺎﻋﺮ ﻭ ﻓﻴﻠﺴﻮﻑ ﻭ ﺩﻳﻨﺪﺍﺭ‬

‫‪om‬‬

‫ﻭ ﺩﺍﻧﺸﻤﻨﺪ ﺩﺭ ﺑﺮﺍﺑﺮ ﺁﻥ ﺟﺪﺍﻳﻲ ﭘﻴﺪﺍ ﻛﻨﻨﺪ‪ .‬ﻫﻨﮕﺎﻣﻴﻜﻪ ﮔﻔﺘﻪ ﻣﻴﺸﻮﺩ‪» :‬ﺳﺨﻦ ﺑﻲ ﻧﻴﺎﺯﺍﻧﻪ ﻳﺎﻭﻩ ﮔﻮﻳﻴﺴﺖ« ﺑﺎﻳﺪ ﺷﺎﻋﺮ ﻭ ﻓﻴﻠﺴﻮﻑ ﻭ‬ ‫ﺩﻳﻨﺪﺍﺭ ﻭ ﺩﺍﻧﺸﻤﻨﺪ ﻭ ﺩﻳﮕﺮﺍﻥ ﻫﻤﮕﻲ ﺁﻧﺮﺍ ﺑﭙﺬﻳﺮﻧﺪ‪ ،‬ﻭ ﺑﺴﻴﺎﺭ ﺳﺨﻦ ﭘﻮﭼﻴﺴﺖ ﻛﻪ ﻛﺴﻲ ﺑﮕﻮﻳﺪ ﺷﺎﻋﺮ ﺟﺪﺍ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺍﺳﺖ‪.‬‬

‫‪e.c‬‬

‫ﭼﻨﻴﻦ ﺳﺨﻨﻲ ﺟﺰ ﺍﺯ ﻣﻐﺰ ﭘﻮﭺ ﻳﻚ ﻳﺎﻭﻩ ﺑﺎﻑ ﻧﺘﻮﺍﻧﺪ ﺗﺮﺍﻭﻳﺪ‪ .‬ﭼﺸﺪﻩ ﻛﻪ ﺷﺎﻋﺮ ﺟﺪﺍ ﺍﺯ ﺩﻳﮕﺮﺍﻥ ﺑﺎﺷﺪ ﻭ ﺁﻣﻴﻐﻬﺎ ﺭﺍ ﻧﭙﺬﻳﺮﺩ؟!‪..‬‬ ‫ﺁﻧﮕﺎﻩ ﺍﮔﺮ ﻫﻤﻴﻦ ﺑﻬﺎﻧﻪ ﺭﺍ ﺩﻳﮕﺮ ﺑﺪﻛﺎﺭﺍﻥ ﻧﻴﺰ ﺑﻴﺎﻭﺭﻧﺪ ـ ﻣﺜﻼ ﻗﻤﺎﺭﺑﺎﺯﺍﻥ‪ ،‬ﺍﻧﺒﺎﺭﺩﺍﺭﺍﻥ‪ ،‬ﺭﺍﻫﺰﻧﺎﻥ‪ ،‬ﺗﺎﺭﺍﺟﮕﺮﺍﻥ‪ ،‬ﺟﻴﺐ ﺑﺮﺍﻥ‪،‬‬

‫‪lin‬‬

‫ﻫﻤﻴﻦ ﺑﻬﺎﻧﻪ ﺭﺍ ﺁﻭﺭﺩﻩ ﻣﺜﻼ ﻣﺎ ﻛﻪ ﺑﻘﻤﺎﺭﺑﺎﺯﻱ ﺍﻳﺮﺍﺩ ﮔﺮﻓﺘﻪ ﻣﻴﮕﻮﻳﻴﻢ ﻛﺎﺭ ﺑﺪ ﺍﺳﺖ‪ ،‬ﻗﻤﺎﺭﺑﺎﺯﺍﻥ ﭘﺎﺳﺦ ﺩﺍﺩﻩ ﺑﮕﻮﻳﻨﺪ‪» :‬ﻫﻨﻮﺯ ﺷﻤﺎ‬

‫‪ab‬‬

‫ﺑﺘﻔﺎﻭﺕ ﻃﺮﺯ ﻓﻜﺮ ﻗﻤﺎﺭﺑﺎﺯﺍﻧﻪ ﺑﺎ ﺭﻭﺵ ﻭ ﮔﻔﺘﺎﺭ ﻓﻠﺴﻔﻲ ﻭ ﺩﻳﻨﻲ ﻭ ﺍﺧﻼﻗﻲ ﻭ ﻋﻠﻤﻲ ﭘﻲ ﻧﺒﺮﺩﻩ ﺍﻳﺪ« ـ ﺁﻳﺎ ﺷﻤﺎ ﺩﻛﺘﺮ ﭼﻪ ﭘﺎﺳﺨﻲ‬ ‫ﺑﺂﻧﺎﻥ ﺧﻮﺍﻫﻴﺪ ﺩﺍﺷﺖ؟!‪ ..‬ﻗﻤﺎﺭﺑﺎﺯ ﺑﺎ ﻗﺎﻓﻴﻪ ﺑﺎﻑ ﭼﻪ ﺟﺪﺍﻳﻲ ﻣﻴﺪﺍﺭﺩ ﻛﻪ ﺍﻳﻦ ﺩﺭ ﻫﻮﺳﺒﺎﺯﻱ ﺁﺯﺍﺩ ﺑﺎﺷﺪ ﻭ ﺁﻥ ﻧﺒﺎﺷﺪ؟!‪ ..‬ﺑﮕﻮﻳﻴﺪ ﺗﺎ‬

‫‪.K‬‬

‫‪et‬‬

‫ﻣﺎ ﻫﻢ ﺑﺪﺍﻧﻴﻢ‪.‬‬

‫ﺍﻳﻦ ﻳﻚ ﻧﻤﻮﻧﻪ ﺍﻳﺴﺖ ﻛﻪ ﭼﮕﻮﻧﻪ ﺍﻳﻦ ﺟﻮﺍﻧﺎﻥ ﻧﻴﺮﻭﻫﺎﻱ ﺳﺎﺩﻩ ﺧﺪﺍﺩﺍﺩﻱ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻩ ﺍﻧﺪ ﻛﻪ ﺍﺯ ﻛﺎﺭﻫﺎﻱ ﺑﺪ ﺧﻮﺩ ﻧﻪ‬

‫‪w‬‬

‫ﺗﻨﻬﺎ ﺳﺮﺍﻓﻜﻨﺪﻩ ﻧﻤﻴﺸﻮﻧﺪ‪ ،‬ﺍﺯ ﺭﺍﻩ ﺳﺮﻛﺸﻲ ﺩﺭﺁﻣﺪﻩ ﻓﻠﺴﻔﻪ ﻧﻴﺰ ﺑﺮﺍﻱ ﺁﻧﻬﺎ ﻣﻴﺒﺎﻓﻨﺪ‪.‬‬

‫‪w‬‬

‫ﻳﻚ ﭼﻴﺰ ﺑﻴﻢ ﺁﻭﺭﺗﺮ ﺩﺭﺑﺎﺭﻩ ﺍﻳﻦ ﺟﻮﺍﻧﺎﻥ )ﻳﺎ ﻣﺮﺩﺍﻥ( ﺁﻧﻜﻪ ﭼﻮﻥ ﺳﺮﭼﺸﻤﻪ ﺟﻮﺵ ﻭ ﺟﻨﺒﺸﺎﻥ ﺟﺰ ﻫﻮﺳﺒﺎﺯﻱ ﻭ ﺧﻮﺩﻧﻤﺎﻳﻲ‬ ‫ﺧﻮﺭﺩ ﻭ ﺑﺂﺳﺎﻧﻲ ﺍﻓﺰﺍﺭ ﺩﺳﺖ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺗﻮﺍﻧﻨﺪ ﺑﻮﺩ‪.‬‬

‫‪w‬‬

‫ﻭ ﺳﻮﺩﺟﻮﻳﻲ ﻧﻴﺴﺖ ﻭ ﺩﺭ ﻫﻴﭻ ﻛﺎﺭﻱ ﺑﺎﻧﺪﻳﺸﻪ ﻧﻤﻴﭙﺮﺩﺍﺯﻧﺪ ﻭ ﺩﺭﺑﺎﺭﻩ ﺁﻳﻨﺪﻩ ﻛﻤﺘﺮﻳﻦ ﭘﺮﻭﺍﻳﻲ ﻧﻤﻴﺪﺍﺭﻧﺪ‪ ،‬ﺑﺂﺳﺎﻧﻲ ﻓﺮﻳﺐ ﺗﻮﺍﻧﻨﺪ‬ ‫ﺑﻠﻜﻪ ﺭﺍﺳﺘﻲ ﺁﻧﺴﺖ ﻛﻪ ﺍﻳﻨﺎﻥ ﺑﺎ ﺣﺎﻟﻴﻜﻪ ﻣﻴﺪﺍﺭﻧﺪ ﻭ ﻫﻤﻴﺸﻪ ﺩﺭ ﭘﻲ ﺩﺳﺘﺎﻭﻳﺰﻫﺎﻳﻲ ﻣﻴﺒﺎﺷﻨﺪ ﻛﻪ ﺑﺨﻮﺩﻧﻤﺎﻳﻲ ﭘﺮﺩﺍﺯﻧﺪ‪ ،‬ﺧﻮﺩ‬ ‫ﺩﺭ ﭘﻲ ﺑﻴﮕﺎﻧﮕﺎﻥ ﻭ ﺑﺪﺧﻮﺍﻫﺎﻧﻨﺪ ﻭ ﻧﻴﺎﺯﻱ ﺑﺂﻧﻜﻪ ﻛﺴﻲ ﻓﺮﻳﺒﺸﺎﻥ ﺩﻫﺪ ﻧﻴﺴﺖ‪.‬‬ ‫ﺍﻳﻨﺎﻥ ﺑﺎ ﺁﻥ ﻛﻤﻲ ﻣﺎﻳﻪ ﻫﻴﭻ ﻧﻤﻴﺪﺍﻧﻨﺪ ﺁﻳﻨﺪﻩ ﻛﺸﻮﺭ ﭼﻪ ﺑﺎﻳﺪ ﺑﻮﺩ ﻭ ﻫﺮﻛﺴﻲ ﺑﭽﻪ ﺑﺎﻳﺪ ﻛﻮﺷﺪ‪ ،‬ﻭ ﻳﻜﺮﺍﻩ ﺭﻭﺷﻨﻲ ﺩﺭ ﭘﻴﺶ ﭘﺎ‬ ‫ﻧﻤﻴﺪﺍﺭﻧﺪ‪ ،‬ﻭ ﺩﺭ ﺳﺎﻳﻪ ﻫﻮﺳﻤﻨﺪﻱ‪ ،‬ﺑﺎ ﻫﺮ ﺁﻭﺍﺯﻱ ﺗﻜﺎﻥ ﻣﻴﺨﻮﺭﻧﺪ ﻭ ﺑﺎ ﻫﺮ ﻧﻮﺍﻳﻲ ﺑﺮﻗﺺ ﻣﻴﭙﺮﺩﺍﺯﻧﺪ‪.‬‬ ‫ﻳﻚ ﺭﻭﺯﻱ ﺩﺭ ﺍﺭﻭﭘﺎ ﻫﻴﺘﻠﺮﻱ ﭘﻴﺪﺍ ﻣﻴﺸﻮﺩ ﻭ ﻧﺎﻣﻲ ﺩﺭﻣﻴﺂﻭﺭﺩ‪ ،‬ﻭ ﻧﺎﮔﻬﺎﻥ ﺍﻳﻨﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺘﻜﺎﻥ ﻣﻴﺂﻳﻨﺪ ﻭ ﻫﻮﺍﺩﺍﺭﻳﻬﺎ ﺍﺯ ﻭﻱ‬ ‫ﻣﻴﻜﻨﻨﺪ ﻭ ﺑﺎ ﺻﺪ ﺑﻴﺨﺮﺩﻱ ﭼﻨﻴﻦ ﻣﻴﮕﻮﻳﻨﺪ‪» :‬ﺍﮔﺮ ﺁﻟﻤﺎﻥ ﻏﻠﺒﻪ ﻛﻨﺪ ﻣﺎ ﻫﻢ ﻧﺠﺎﺕ ﺧﻮﺍﻫﻴﻢ ﻳﺎﻓﺖ«‪ .‬ﻳﻜﺮﻭﺯ ﻣﻴﺒﻴﻨﻲ ﺑﺎﺯﮔﺸﺘﻪ ﺍﻧﺪ ﻭ‬ ‫ﺑﻲ ﺁﻧﻜﻪ ﺑﺪﺍﻧﻨﺪ ﻛﻤﻮﻧﻴﺴﺘﻬﺎ ﭼﻪ ﻣﻴﮕﻮﻳﻨﺪ ﺩﻡ ﺍﺯ ﻛﻤﻮﻧﻴﺴﺘﻲ ﻣﻴﺰﻧﻨﺪ‪ ،‬ﻭ ﻳﺎ ﺍﺯ ﻳﻜﺪﺳﺘﻪ ﺩﻳﮕﺮﻱ ﻫﻮﺍﺩﺍﺭﻱ ﻧﺸﺎﻥ ﻣﻴﺪﻫﻨﺪ‪ .‬ﺑﺎ ﺻﺪ‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫‪٢٩‬‬

‫ﺑﻴﺨﺮﺩﻱ ﺍﻳﻦ ﺑﻬﺎﻧﻪ ﺭﺍ ﺑﺰﺑﺎﻥ ﻣﻴﺂﻭﺭﻧﺪ‪» :‬ﻣﺎ ﭼﻮﻥ ﺿﻌﻴﻔﻴﻢ ﺑﺎﻳﺪ ﺑﻴﻜﻲ ﺍﺯ ﺩﻭﻟﺘﻬﺎﻱ ﺑﺰﺭﮒ ﺍﺳﺘﻨﺎﺩ ﻛﻨﻴﻢ«‪ .‬ﻳﮕﺎﻧﻪ ﭼﻴﺰﻱ ﻛﻪ ﺑﺎﻧﺪﻳﺸﻪ‬ ‫ﺍﻳﻦ »ﺳﻴﺎﺳﻲ ﺩﺍﻧﺎﻥ ﺑﻴﺨﺮﺩ ﻣﻴﺮﺳﺪ ﻫﻤﻴﻦ ﺍﺳﺖ‪ .‬ﺑﻲ ﺁﻧﻜﻪ ﻛﺴﻲ ﺑﺮﻗﺼﺎﻧﺪﺷﺎﻥ ﺧﻮﺩ ﻣﻴﺮﻗﺼﻨﺪ‪.‬‬ ‫ﺍﻳﻦ ﺩﻟﺒﺴﺘﮕﻲ ﻛﻪ ﺟﻮﺍﻧﺎﻥ ﻭ ﺩﻳﮕﺮﺍﻥ ﺑﺴﻌﺪﻱ ﻭ ﺣﺎﻓﻆ ﻭ ﺩﻳﮕﺮ ﺷﺎﻋﺮﺍﻥ ﻧﺸﺎﻥ ﻣﻴﺪﻫﻨﺪ ﻭ ﺩﺭ ﺁﻥ ﭘﺎﻓﺸﺎﺭﻱ ﺭﺍ ﺍﺯ ﺍﻧﺪﺍﺯﻩ‬ ‫ﻣﻴﮕﺬﺭﺍﻧﻨﺪ‪ ،‬ﺳﺮﭼﺸﻤﻪ ﺍﻳﻦ ﻛﺎﺭ ﺁﻧﺴﺖ ﻛﻪ ﭼﻨﺪ ﺗﻦ ﺍﺯ ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﻛﻪ ﺧﻮﺩ ﺍﺯ ﻛﺎﺭﻛﻨﺎﻥ ﺳﻴﺎﺳﻲ ﺩﻭﻟﺘﻬﺎﻱ ﻏﺮﺑﻲ ﻣﻴﺒﺎﺷﻨﺪ‪،‬‬ ‫ﻛﺘﺎﺑﻬﺎ ﺩﺭﺑﺎﺭﻩ ﺍﻳﻦ ﺷﺎﻋﺮﺍﻥ ﻧﻮﺷﺘﻪ ﻭ ﺳﺘﺎﻳﺸﻬﺎ ﺍﺯ ﺁﻧﺎﻥ ﻛﺮﺩﻩ ﺍﻧﺪ‪ ،‬ﻭ ﺍﻳﻨﺎﻥ ﻛﻪ ﺧﻮﺩ ﻓﻬﻢ ﻭ ﺧﺮﺩ ﺩﺭﺳﺘﻲ ﺑﺮﺍﻱ ﺷﻨﺎﺧﺘﻦ ﻧﻴﻚ ﻭ ﺑﺪ‬ ‫ﻭ ﺭﺍﺳﺖ ﻭ ﺩﺭﻭﻍ ﻧﻤﻴﺪﺍﺭﻧﺪ‪ ،‬ﻭ ﺧﻮﺩ ﺍﺯ ﻫﻮﺳﻤﻨﺪﻱ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﻋﻨﻮﺍﻧﻲ ﺑﺮﺍﻱ ﺟﻨﺐ ﻭ ﺟﻮﺵ ﻣﻴﺒﺎﺷﻨﺪ‪ ،‬ﺍﺯ ﻫﻤﺎﻥ ﻧﻮﺷﺘﻪ ﻫﺎﻱ‬ ‫ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﺑﺘﻜﺎﻥ ﺁﻣﺪﻩ ﺍﻧﺪ ﻭ ﺩﻳﺪﻧﻴﺴﺖ ﻛﻪ ﭼﻪ ﺩﻟﺒﺴﺘﮕﻲ ﺑﺸﺎﻋﺮﺍﻥ ﻣﻴﻨﻤﺎﻳﻨﺪ‪ ،‬ﻭ ﭼﻪ ﺑﺎﻓﻨﺪﮔﻴﻬﺎﻳﻲ ﺩﺭ ﺁﻥ ﺑﺎﺭﻩ ﻣﻴﻜﻨﻨﺪ‪.‬‬ ‫ﻫﻤﻴﻦ ﺩﺍﺳﺘﺎﻥ ﺑﻬﺘﺮﻳﻦ ﻧﻤﻮﻧﻪ ﺍﺯ ﺑﻴﻜﺎﺭﮔﻲ ﻓﻬﻤﻬﺎ ﻭ ﺧﺮﺩﻫﺎﻱ ﺁﻧﺎﻥ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺑﺒﻴﻨﻴﺪ ﺑﺎ ﭼﻪ ﺁﺳﺎﻧﻲ ﺗﻮﺍﻥ ﺁﻧﺎﻥ ﺭﺍ ﺍﺯ ﺭﺍﻩ ﺑﺮﺩ‪ .‬ﺑﺎ‬ ‫ﭼﻪ ﺁﺳﺎﻧﻲ ﺗﻮﺍﻥ ﻛﻠﻨﮓ ﺑﺪﺳﺘﺸﺎﻥ ﺩﺍﺩ ﻭ ﺑﻜﻨﺪﻥ ﺑﻨﻴﺎﺩ ﺧﻮﺩﺷﺎﻥ ﻭﺍﺩﺍﺷﺖ‪.‬‬

‫‪om‬‬

‫ﻫﻤﮕﻲ ﻣﻴﺪﺍﻧﻴﻢ ﺩﺭ ﺍﻳﺮﺍﻥ ﭘﻴﺶ ﺍﺯ ﻣﺸﺮﻭﻃﻪ‪ ،‬ﺷﺎﻋﺮﺍﻥ ﺟﺎﻳﮕﺎﻫﻲ ﻧﻤﻴﺪﺍﺷﺘﻨﺪ ﻭ ﺍﺭﺟﻲ ﺑﺂﻧﻬﺎ ﮔﺰﺍﺭﺩﻩ ﻧﻤﻴﺸﺪ‪ .‬ﺳﭙﺲ ﺩﺭ‬ ‫ﺟﻨﺒﺶ ﻣﺸﺮﻭﻃﻪ‪ ،‬ﻫﺮﭼﻪ ﺧﻮﺍﺭﺗﺮ ﻭ ﺑﻲ ﺍﺭﺟﺘﺮ ﮔﺮﺩﻳﺪﻧﺪ ﻭ ﻳﻜﻲ ﺍﺯ ﺳﺨﻨﺎﻧﻲ ﻛﻪ ﺑﺰﺑﺎﻧﻬﺎ ﺍﻓﺘﺎﺩﻩ ﺑﻮﺩ ﻣﺎﻳﻪ ﺑﺪﺑﺨﺘﻲ ﺑﻮﺩﻥ ﺷﺎﻋﺮﺍﻥ‬

‫‪e.c‬‬

‫ﭼﺎﭘﻠﻮﺱ ﻭ ﺳﺘﺎﻳﺸﮕﺮ ﻣﻴﺒﻮﺩ ﻭ ﮔﻔﺘﻪ ﻫﺎﻱ ﺳﻌﺪﻱ ﻭ ﺩﻳﮕﺮﺍﻥ ﺩﺭﺑﺎﺭﻩ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺑﺎ ﺭﻳﺸﺨﻨﺪ ﻳﺎﺩ ﻣﻴﺸﺪ‪.‬‬ ‫ﻟﻴﻜﻦ ﺳﭙﺲ ﻛﻪ ﭘﺮﻭﻓﺴﻮﺭ ﺑﺮﺍﻭﻥ ﻭ ﺩﻳﮕﺮ ﺷﺮﻗﺸﻨﺎﺳﺎﻥ ﺑﺴﺘﺎﻳﺸﻬﺎﻳﻲ ﺍﺯ ﺁﻥ ﺷﺎﻋﺮﺍﻥ ﭘﺮﺩﺍﺧﺘﻨﺪ ﻭ ﭼﻨﺪ ﻛﺘﺎﺑﻲ ﻧﻮﺷﺘﻨﺪ‪ ،‬ﺩﺭ‬

‫‪lin‬‬

‫ﺍﻧﺪﻙ ﺯﻣﺎﻧﻲ ﺩﺭ ﺷﻬﺮﻫﺎﻱ ﺍﻳﺮﺍﻥ ﺗﻜﺎﻧﻲ ﭘﻴﺪﺍ ﻭ ﺩﻟﺒﺴﺘﮕﻲ ﺑﺸﺎﻋﺮﺍﻥ ﭘﺪﻳﺪ ﺁﻣﺪ‪ ،‬ﻭ ﻫﻤﺎﻥ ﺷﺎﻋﺮﺍﻥ ﻳﺎﻭﻩ ﮔﻮ ﺍﺯ ﺑﺰﺭﮔﺎﻥ ﺷﻤﺎﺭﺩﻩ‬

‫‪ab‬‬

‫ﺷﺪﻧﺪ ﻭ ﻧﺎﻡ »ﻣﻔﺎﺧﺮ ﻣﻠﻲ« ﭘﻴﺪﺍ ﻛﺮﺩﻧﺪ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﺁﻧﻬﺎ ﺑﻨﻴﺎﺩ ﻓﺮﻫﻨﮓ ﺍﻳﺮﺍﻥ ﮔﺮﺩﻳﺪ‪.‬‬ ‫ﺩﺭ ﺍﻳﻨﺠﺎ ﺳﺨﻦ ﺑﺴﻴﺎﺭ ﺍﺳﺖ ﻭ ﻣﻦ ﭼﻮﻥ ﻓﺮﺻﺖ ﻧﻤﻴﺪﺍﺭﻡ ﺗﻨﻬﺎ ﺑﻴﻚ ﻣﺜﻠﻲ ﺑﺲ ﻣﻴﻜﻨﻢ‪ :‬ﻣﻴﮕﻮﻳﻨﺪ ﻛﺴﻲ ﺭﺍ ﺍﺳﺒﻲ ﻣﻴﺒﻮﺩ‪،‬‬

‫‪et‬‬

‫ﻻﻏﺮ ﻭ ﺗﻨﺒﻞ ﻭ ﭘﻴﺮ ﻭ ﭼﻤﻮﺵ ﻛﻪ ﺍﺯ ﺩﺳﺖ ﺁﻥ ﺑﺘﻨﮓ ﺁﻣﺪﻩ ﺑﻮﺩ‪ .‬ﺭﻭﺯﻱ ﺁﻧﺮﺍ ﺑﺒﺎﺯﺍﺭ ﺑﺮﺩ ﻛﻪ ﺑﻔﺮﻭﺷﺪ ﻭ ﺧﻮﺩ ﺭﺍ ﺁﺳﻮﺩﻩ ﮔﺮﺩﺍﻧﺪ‪.‬‬

‫‪.K‬‬

‫ﺩﺭ ﺑﺎﺯﺍﺭ ﺩﻻﻝ ﺳﻮﺍﺭ ﺍﺳﺐ ﮔﺮﺩﻳﺪﻩ ﺑﺎ ﺯﻭﺭ ﺗﺎﺯﻳﺎﻧﻪ ﺁﻧﺮﺍ ﭼﻨﺪﻱ ﺩﻭﺍﻧﻴﺪ ﻭ ﺑﺎﻧﮓ ﺑﺮﺩﺍﺷﺘﻪ ﭼﻨﻴﻦ ﮔﻔﺖ‪» :‬ﻛﻴﺴﺖ ﺑﺨﺮﺩ ﺍﺳﺒﻲ ﺭﺍ‬

‫‪w‬‬

‫ﻭ ﮔﻔﺖ‪» :‬ﺍﮔﺮ ﭼﻨﻴﻦ ﺍﺳﺖ ﭼﺮﺍ ﺑﻔﺮﻭﺷﻢ؟!‪ «..‬ﻭ ﺍﺳﺐ ﺭﺍ ﺑﺨﺎﻧﻪ ﺑﺎﺯ ﮔﺮﺩﺍﻧﻴﺪ‪.‬‬

‫‪w‬‬

‫ﻛﻪ ﺟﻮﺍﻧﺴﺖ ﻭ ﭼﺎﺑﻚ ﻭ ﺭﺍﻫﻮﺍﺭ‪ ،«...‬ﻭ ﺍﺯ ﺍﻳﻨﮕﻮﻧﻪ ﺳﺘﺎﻳﺸﻬﺎ ﭼﻨﺪﺍﻥ ﺳﺮﻭﺩ ﻛﻪ ﺩﺍﺭﻧﺪﻩ ﺍﺳﺐ ﺧﻮﺩ ﭘﻴﺶ ﺁﻣﺪﻩ ﺟﻠﻮﺵ ﺭﺍ ﮔﺮﻓﺖ‬

‫‪w‬‬

‫ﺳﺨﻦ ﺭﺍ ﺑﭙﺎﻳﺎﻥ ﻣﻴﺮﺳﺎﻧﻢ‪ .‬ﻣﻴﺪﺍﻧﻢ ﻛﺴﺎﻧﻲ ﺧﻮﺍﻫﻨﺪ ﮔﻔﺖ‪» :‬ﭼﻪ ﺑﺎﻳﺪ ﻛﺮﺩ؟‪ ..‬ﺁﻳﺎ ﺷﻤﺎ ﻣﻴﺨﻮﺍﻫﻴﺪ ﻓﺮﻫﻨﮕﻲ ﻧﺒﺎﺷﺪ؟‪.«..‬‬ ‫ﻣﻴﮕﻮﻳﻢ‪ :‬ﻣﺎ ﭼﻨﻴﻦ ﺳﺨﻨﻲ ﻧﻤﻴﮕﻮﻳﻴﻢ‪ .‬ﻣﺎ ﺑﻔﺮﻫﻨﮓ ﻧﻴﺎﺯ ﺑﺴﻴﺎﺭ ﻣﻴﺪﺍﺭﻳﻢ‪ .‬ﭼﻴﺰﻱ ﻛﻪ ﻫﺴﺖ ﻓﺮﻫﻨﮓ ﺑﺎﻳﺪ ﺑﻤﻌﻨﻲ ﺭﺍﺳﺘﺶ ﺑﺎﺷﺪ‬ ‫)ﺑﺪﺍﻧﺴﺎﻥ ﻛﻪ ﺑﺎﺯ ﻧﻤﻮﺩﻳﻢ(‪.‬‬ ‫ﺧﻮﺍﻫﻨﺪ ﮔﻔﺖ‪ :‬ﭘﺲ ﺑﺎ ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﭼﻪ ﺑﺎﻳﺪ ﻛﺮﺩ؟‪ ..‬ﺁﻳﺎ ﻧﺘﻮﺍﻥ ﺁﻧﺮﺍ »ﺍﺻﻼﺡ« ﻛﺮﺩ؟!‪ ..‬ﻣﻴﮕﻮﻳﻢ‪ :‬ﺍﻳﻦ ﻓﺮﻫﻨﮓ ﺩﺭ ﺧﻮﺭ‬ ‫ﭘﻴﺮﺍﺳﺘﻦ )ﻳﺎ ﺑﮕﻔﺘﻪ ﺷﻤﺎ ﺍﺻﻼﺡ ﻛﺮﺩﻥ( ﻧﻴﺴﺖ ﻭ ﺑﺎﻳﺪ ﺍﺯ ﺭﻳﺸﻪ ﻋﻮﺽ ﮔﺮﺩﺩ‪.‬‬ ‫ﺁﺭﻱ ﺍﺯ ﺭﻭﺯﻳﻜﻪ ﻣﺎ ﺑﻜﻮﺷﺶ ﺑﺮﺧﺎﺳﺘﻪ ﺍﻳﻢ ﻭ ﻫﺮ ﺯﻣﺎﻥ ﺍﻳﺮﺍﺩﻫﺎ ﺑﺸﺎﻋﺮﺍﻥ ﻭ ﻛﺘﺎﺑﻬﺎﻱ ﺍﻳﺸﺎﻥ ﮔﺮﻓﺘﻪ ﻭ ﭘﺲ ﺍﺯ ﻫﺎﻳﻬﻮﻳﻲ‬ ‫ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﺩﺭ ﺩﻟﻬﺎ ﺟﺎ ﺑﺎﺯ ﻛﺮﺩﻩ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻧﺎﭼﺎﺭ ﺷﺪﻩ ﻛﺘﺎﺑﻬﺎﻱ ﺧﻮﺩ ﺭﺍ ﺩﻳﮕﺮ ﮔﺮﺩﺍﻧﺪ‪ .‬ﻭﻟﻲ ﺍﻳﻦ ﻛﺎﺭ ﺟﺰ ﺑﻨﺎﻡ ﺳﻨﮕﺮ‬ ‫ﻋﻮﺽ ﻛﺮﺩﻥ ﻧﺒﻮﺩﻩ‪ .‬ﭼﻮﻥ ﻳﻜﺪﺳﺘﻪ ﺩﺭ ﻭﺯﺍﺭﺕ ﻓﺮﻫﻨﮓ ﻣﺎﻫﺎﻧﻪ ﻫﺎﻱ ﮔﺰﺍﻓﻲ ﻣﻴﺒﺮﻧﺪ ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﺩﺳﺘﺸﺎﻥ ﺍﺯ ﺁﻥ ﭘﻮﻟﻬﺎ ﻛﻮﺗﺎﻩ‬ ‫ﻧﮕﺮﺩﺩ‪ ،‬ﻫﺮ ﺯﻣﺎﻥ ﺑﺮﻭﻳﻪ ﻛﺎﺭﻳﻬﺎﻳﻲ ﭘﺮﺩﺍﺧﺘﻪ ﺍﻧﺪ ﻛﻪ ﺧﻮﺍﺳﺘﺸﺎﻥ ﺟﺰ ﻓﺮﻳﺐ ﻧﻤﻴﺒﻮﺩﻩ‪ .‬ﺍﮔﺮ ﺁﻧﻜﺴﺎﻥ ﻣﺮﺩﺍﻥ ﺩﻟﺴﻮﺯﻱ ﺑﻮﺩﻧﺪﻱ‬ ‫ﺑﺎﻳﺴﺘﻲ ﺩﺭ ﺍﻳﻦ ﭼﻨﺪ ﺳﺎﻝ ﺑﺎ ﮔﻔﺘﻪ ﻫﺎﻱ ﻣﺎ ﻛﻪ ﻫﻤﻪ ﺁﻣﻴﻎ ﺍﺳﺖ‪ ،‬ﻫﻢ ﺁﻭﺍﺯ ﮔﺮﺩﻧﺪ ﻭ ﻫﻤﻴﻦ ﺁﻣﻴﻐﻬﺎ ﺭﺍ ﭘﺎﻳﻪ ﻓﺮﻫﻨﮓ ﮔﺮﺩﺍﻧﻨﺪ‪.‬‬


‫‪Ebook.ketabline.com‬‬ ‫ﻓﺮﻫﻨﮓ ﭼﻴﺴﺖ؟ ‪ /‬ﺍﺣﻤﺪ ﻛﺴﺮﻭﻱ‬

‫‪Ketabline.com‬‬

‫‪............................................................................. ...................................................................................................‬‬

‫ﺁﺯ ـ ﺣﺮﺹ‬

‫ﺧﺎﻣﻪ ـ ﻗﻠﻢ‬

‫ﺁﺯﺭﻡ ـ ﺷﺮﻑ‬

‫ﺧﻮﻱ ـ ﻋﺎﺩﺕ ‪ ،‬ﺁﻧﭽﻪ ﺁﺩﻣﻲ ﺳﭙﺲ ﻳﺎﺩ ﮔﻴﺮﺩ‬

‫ﺁﮔﻨﺪﻥ ـ ﭘﺮ ﻛﺮﺩﻥ‬

‫ﺧﻴﻢ ـ ﺧﺼﻠﺖ ‪ ،‬ﺁﻧﭽﻪ ﺁﺩﻣﻲ ﺍﺯ ﮔﻮﻫﺮ ﺧﻮﺩ ﺩﺍﺭﺩ‬

‫ﺁﮔﻨﺪﻩ ـ ﭘﺮ‬

‫ﺩﺭﺁﻣﺪﻥ ـ ﻭﺍﺭﺩ ﺷﺪﻥ‬

‫ﺁﻣﻮﺯﺍﻙ ـ ﺁﻧﭽﻪ ﺁﻣﻮﺯﻧﺪ ‪ ،‬ﺗﻌﻠﻴﻤﺎﺕ‬

‫ﺩﺭﺑﺎﻳﺴﺖ ـ ﻻﺯﻡ‬

‫ﺁﻣﻴﻎ ـ ﺣﻘﻴﻘﺖ‬

‫ﺩﺳﺘﺎﻭﻳﺰ ـ ﺑﻬﺎﻧﻪ‬

‫ﺁﻭﺍﺯ ـ ﺻﺪﺍ‬

‫ﺩﻫﺶ ـ ﻋﻄﺎ‬

‫ﺍﺭﺝ ـ ﺍﺭﺯﺵ‬

‫‪om‬‬

‫ﺁﺧﺸﻴﺞ ـ ﺿﺪ‬

‫ﭼﻴﺮﻩ ـ ﻣﺴﻠﻂ ‪ ،‬ﻏﺎﻟﺐ‬

‫ﺑﺎﻫﻤﺎﺩ ـ ﺟﻤﻌﻴﺖ ‪ ،‬ﺣﺰﺏ‬

‫ﺩﻳﻪ ـ ﺩﻩ ‪ ،‬ﺭﻭﺳﺘﺎ‬ ‫ﺭﻭﻳﻪ ـ ﻇﺎﻫﺮ ‪ ،‬ﺻﻮﺭﺕ‬ ‫ﺭﻭﻳﻪ ﻛﺎﺭﻱ ـ ﻇﺎﻫﺮﺳﺎﺯﻱ‬

‫‪ab‬‬

‫‪lin‬‬

‫ﺑﺎﺯ ﻧﻤﻮﺩﻥ ـ ﺑﻴﺎﻥ ﻛﺮﺩﻥ‬

‫‪e.c‬‬

‫ﺍﺭﺟﺪﺍﺭ ـ ﺍﺭﺯﺷﻤﻨﺪ‬

‫ﺩﻳﺪﻩ ـ ﭼﺸﻢ‬

‫ﺑﺴﻴﺞ ـ ﺗﺪﺍﺭﻙ‬

‫ﺳﺰﻧﺪﻩ ؛ ﺳﺰﺍ ـ ﺭﻭﺍ ‪ ،‬ﺟﺎﻳﺰ‬

‫ﺑﻬﺮ ـ ﺑﺮﺍﻱ‬

‫ﺳﺰﻳﺪﻥ ـ ﺭﻭﺍ ﺑﻮﺩﻥ ‪ ،‬ﺟﺎﻳﺰ ﺑﻮﺩﻥ‬

‫ﺑﻴﻜﺒﺎﺭ ؛ ﺑﻴﻜﺒﺎﺭﻩ ـ ﺑﻜﻠﻲ ‪ ،‬ﻳﻜﺪﻓﻌﻪ‬

‫ﺳﻬﺶ ـ )ﻫﻤﭽﻮﻥ ﺟﻬﺶ( ﺍﺣﺴﺎﺱ ﺩﺭﻭﻧﻲ‬

‫ﭘﺮﻭﺍ ـ ﺗﻮﺟﻪ‬

‫ﺷﺎﻳﻨﺪﻩ ؛ ﺷﺎﻳﺎ ـ ﺷﺎﻳﺴﺘﻪ‬

‫ﭘﻴﺮﺍﻳﺶ ـ ﭘﻴﺮﺍﺳﺘﻦ ‪ ،‬ﺍﺯ ﺁﻟﻮﺩﮔﻴﻬﺎ ﭘﺎﻙ ﮔﺮﺩﺍﻧﻴﺪﻥ‬

‫ﺷﺎﻳﻨﺪﮔﻲ ـ ﺷﺎﻳﺴﺘﮕﻲ‬

‫ﭘﻴﻜﺮﻩ ـ ﻋﻜﺲ‬

‫ﺷﻮﻧﺪ ـ )ﻫﻤﭽﻮﻥ ﺑﻠﻨﺪ( ﺳﺒﺐ ‪ ،‬ﻋﻠﺖ‬

‫ﺟﺪﺍﺳﺮ ـ ﻣﺴﺘﻘﻞ‬

‫ﻓﺮﺟﺎﺩ ـ )ﻫﻤﭽﻮﻥ ﻓﺮﻫﺎﺩ( ﻭﺟﺪﺍﻥ‬

‫ﺟﺪﺍﺳﺮﻱ ـ ﺍﺳﺘﻘﻼﻝ‬

‫ﮔﻮﻫﺮ ـ ﺍﺻﻞ ‪ ،‬ﺫﺍﺕ‬

‫ﺟﺴﺘﺎﺭ ـ )ﻫﻤﭽﻮﻥ ﮔﻔﺘﺎﺭ( ﻣﺒﺤﺚ‬

‫ﻧﺎﻣﻲ ـ ﻣﺸﻬﻮﺭ‬

‫ﭼﺨﺶ ـ )ﻫﻤﭽﻮﻥ ﺟﻬﺶ( ﻣﺠﺎﺩﻟﻪ‬

‫ﻧﻤﻮﺩﻥ ـ ﻧﺸﺎﻥ ﺩﺍﺩﻥ‬

‫ﭼﻨﺪﺍﻥ ـ ﺁﻧﻘﺪﺭ‬

‫ﻭﺭﺟﺎﻭﻧﺪ ـ ﻣﻘﺪﺱ ‪ ،‬ﺧﺪﺍﻳﻲ‬

‫ﭼﻨﺪﻳﻦ ـ ﺍﻳﻨﻘﺪﺭ‬

‫ﻫﻨﺎﻳﺶ ـ ﺍﺛﺮ‬

‫ﭼﻴﺮﮔﻲ ـ ﺗﺴﻠﻂ ‪ ،‬ﻏﻠﺒﻪ‬

‫ﻫﻨﺎﻳﻨﺪﻩ ؛ ﻫﻨﺎﻳﺎ ـ ﻣﺆﺛﺮ‬

‫‪w‬‬

‫‪w‬‬

‫‪w‬‬

‫‪.K‬‬

‫‪et‬‬

‫ﺑﺪﻳﺪﻩ ﮔﺮﻓﺘﻦ ـ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻦ‬

‫ﺳﺮﺭﺷﺘﻪ ﺩﺍﺭﻱ ـ ﺣﻜﻮﻣﺖ‬

‫‪٣٠‬‬


farhang-chist[Ketabline.com]  

farhang-chist[Ketabline.com]

Advertisement
Read more
Read more
Similar to
Popular now
Just for you