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‫ﺟﻤﻌﻪ ‪ 27‬ﻓﺮﻭﺭﺩﻳﻦﻣﺎﻩ ﺗﺎ ﭘﻨﺠﺸﻨﺒﻪ‪ 2‬ﺍﺭﺩﻳﺒﻬﺸﺖﻣﺎﻩ ‪1395‬ﺧﻮﺭﺷﻴﺪﻯ‬

‫ﺩﭼﺎﺭ ﺷﺪ ﻛﻪ ﺍﺣﺘﻤﺎﻝ ﺍﺑﺘﻼﻯ ﺑﻪ ﺁﻧﻬﺎ ﺩﺭ‬ ‫ﻧﮕﺎﻫﻰ ﺑﻪ ﻛﺘﺎﺏ »ﺯﻧﺪﮔﻰ ﻭ ﺯﻣﺎﻧﺔ ﺷﺎﻩ« ﻧﻮﺷﺘﺔ ﻏﻼﻣﺮﺿﺎ ﺍﻓﺨﻤﻰ)‪(1‬‬ ‫ﻧﮕﺎﺷﺘﻦ ﺭﻭﺍﻳﺘﻰ ﺟﺎﻣﻊ ﻭ ﻭﺍﻗﻊ ﺑﻴﻨﺎﻧﻪ‬
‫ﺟﺎﻣﻌﻪﺍﻯ ﺳﻨﺘﻰ ﺑﺮﺍﻯ ﻛﻮﺩﻛﺎﻥ ﻭﺟﻮﺩ‬ ‫ﺩﺭﺑﺎﺭﺓ ﺩﻭﺭﺍﻧﻰ ﻧﺰﺩﻳﻚ ﺑﻪ ﭼﻬﺎﺭ ﺩﻫﻪ ﺍﺯ‬
‫ﺩﺍﺭﺩ‪ . . . . .‬ﺍﻭ ﭼﻨﺪ ﻣﺎﻩ ﭘﻴﺶ ﺍﺯ ﻣﺮگ ﻭ‬ ‫ﺷﺨﺼﻴﺖ ﻛﻮﺩﻛﻰ ﻛﻪ ﻗﺮﺍﺭ ﺑﻮﺩ ﺗﺎﺝ ﺳﻠﻄﻨﺖ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﺮ‬ ‫ﺗﺎﺭﻳﺦ ﺳﻴﺎﺳﻰ ﻭ ﺍﺟﺘﻤﺎﻋﻰ ﻣﻌﺎﺻﺮ ﺍﻳﺮﺍﻥ‬
‫ﺩﺭ ﺧﻠﻮﺕ ﺍﺗﺎﻗﺶ ﺩﺭ ﻣﺼﺮ ﺑﻪ ﻛﺴﺎﻧﻰ ﻛﻪ‬ ‫ﺳﺮ ﮔﺬﺍﺭﺩ ﭼﮕﻮﻧﻪ ﺷﻜﻞ ﮔﺮﻓﺖ‬ ‫ﻛﺎﺭﻯ ﺍﺳﺖ ﺑﺲ ﺩﺷﻮﺍﺭ ﻭ ﺳﺘﺮگ‪ .‬ﺗﻨﻬﺎ‬
‫ﺑﻪ ﺩﻟﻴﻞ ﺍﻧﺘﺸﺎﺭ ﻛﺘﺎﺑﺶ ﺑﺎ ﻭﻯ ﻣﺼﺎﺣﺒﻪ‬ ‫ﻛﺴﺎﻧﻰ ﻣﻰﺗﻮﺍﻧﻨﺪ ﺍﺯ ﻋﻬﺪﺓ ﺍﻧﺠﺎﻡ ﭼﻨﻴﻦ‬
‫ﻣﻰﻛﺮﺩﻧﺪ ﺑﺎ ﺻﺪﺍﻗﺘﻰ ﺗﺮﺩﻳﺪﻧﺎﭘﺬﻳﺮ ﺍﻳﻦ‬ ‫ﻭ ﺧﻮﺍﻫﺮ ﺑﺰﺭگﺗﺮﺷﺎﻥ ﺷﻤﺲ ﺍﺯ ﺁﻧﻬﺎ‬ ‫ﻭ ﺭژﻳﻤﺶ ﺁﺳﻴﺐﭘﺬﻳﺮ ﻭ ﺷﻜﻨﻨﺪﻩ ﺑﻮﺩﻧﺪ‬ ‫ﮔﺮﻓﺘﻦ ﺍﻭﺿﺎﻉ ﻭ ﺍﺣﻮﺍﻝ ﺩﻭﺭﺍﻧﺶ‪ ،‬ﻳﻌﻨﻰ‬ ‫ﺩﻳﮕﺮ‪ ،‬ﺩﺭ ﺳﺎﻝ ‪ 1354‬ﺍﻳﺮﺍﻥ »ﺟﺎﺫﺏ‬ ‫ﻣﻬﻤﻰ ﺁﻥ ﮔﻮﻧﻪ ﻛﻪ ﺑﺎﻳﺴﺘﻪ ﺍﺳﺖ ﺑﺮﺁﻳﻨﺪ‬
‫ﻣﻄﺎﻟﺐ ﺭﺍ ﺑﺎﺯﮔﻔﺖ‪ .‬ﺩﺭ ﭘﺎﺳﺦ ﺑﻪ ﺗﺎﺭﻳﺦ‬ ‫ﻓﺮﻫﻨﮓ ﻋﺎﻣﻴﺎﻧﻪ ﺭﺍ ﻓﺮﺍ ﮔﺮﻓﺘﻨﺪ ﻭ ﻣﻄﺎﻟﺒﻰ‬ ‫ﻭ ﭼﺮﺍ ﻭ ﭼﮕﻮﻧﻪ ﺍﻧﻘﻼﺑﻴﺎﻥ ﭘﻴﺮﻭﺯ ﺷﺪﻧﺪ‪.‬‬ ‫ﻛﻨﺶ ﻭ ﻭﺍﻛﻨﺶ ﻭﻯ ﺑﺎ ﭘﻮﻳﺎﻳﻰ ﺳﻴﺎﺳﻰ‪،‬‬ ‫ﻣﻐﺰﻫﺎ« ﺷﺪﻩ ﺑﻮﺩ‪ ،‬ﻭﺿﻌﻰ ﻛﻪ ﺗﺎ ﺁﻥ‬ ‫ﻛﻪ ﺍﺯ ﺩﺍﻧﺶ ﻫﺎ ﻭ ﺁﮔﺎﻫﻰ ﻫﺎﻯ ﮔﺴﺘﺮﺩﻩ‬
‫ﮔﻔﺘﻪ ﺍﺳﺖ‪» :‬ﺍﺯ ﻧﻈﺮ ﻣﻦ ﺍﻋﺘﻘﺎﺩﺍﺕ‬ ‫ﺩﺭﺑﺎﺭﺓ ﺍﻣﻴﺮﺍﺭﺳﻼﻥ ﺭﻭﻣﻰ‪ ،‬ﺭﺳﺘﻢ‪[ ،‬‬ ‫ﺑﺨﺶ ﭘﻨﺠﻢ‪ ،‬ﺷﺎﻩ ﺩﺭ ﺗﺒﻌﻴﺪ‪ ،‬ﺷﺮﺡ‬ ‫ﺍﻗﺘﺼﺎﺩﻯ‪ ،‬ﺍﺟﺘﻤﺎﻋﻰ ﻭ ﻓﺮﻫﻨﮕﻰ ﻛﺸﻮﺭ‬ ‫ﺯﻣﺎﻥ ﺩﺭ ﺩﻧﻴﺎﻯ ﺳﻮﻡ ﺳﺎﺑﻘﻪ ﻧﺪﺍﺷﺖ‪.‬‬ ‫ﻭ ﺍﺯ ﺭﻭﺣﻴﺔ ﻋﻠﻤﻰ ﻭ ﭘﮋﻭﻫﺸﻰ ﻻﺯﻡ‬
‫ﺩﻳﻨﻰ ﺍﺻﻞ ﻭ ﺍﺳﺎﺱ ﺯﻧﺪﮔﻰ ﻣﻌﻨﻮﻯ‬ ‫ﺣﻀﺮﺕ ] ﻋﻠﻰ‪ ،‬ﺭﻫﺒﺮ ﻣﺆﻣﻨﺎﻥ ﻭ ﺻﺎﺣﺐ‬ ‫ﺭﻭﻳﺎﺭﻭﻳﻰ ﺍﻭ ﺑﺎ ﺑﻴﻤﺎﺭﻯ‪ ،‬ﺭﻓﺘﺎﺭ ﺩﻭﺳﺘﺎﻥ‬ ‫ﻭ ﺟﻬﺎﻧﻰ ﻛﻪ ﺩﺭ ﺁﻥ ﻣﻰﺯﻳﺴﺖ ﻭ ﻛﺎﺭ‬ ‫ﺭژﻳﻢ ﺟﺪﻳﺪ ﺗﻤﺎﻡ ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻯ ﺟﺎﻣﻌﺔ‬ ‫ﺑﻬﺮﻩ ﻣﻨﺪ ﺑﺎﺷﻨﺪ ﻭ ﺑﻪ ﻧﮕﻬﺪﺍﺭﻯ ﺟﺎﻧﺐ‬
‫ﺍﺳﺖ‪ .‬ﺗﻤﺎﻡ ﺟﻮﺍﻣﻊ ﺑﺪﻭﻥ ﺁﻥ ﺍﻋﺘﻘﺎﺩﺍﺕ‪،‬‬ ‫ﺫﻭﺍﻟﻔﻘﺎﺭ‪ ،‬ﻭ ﺍﻣﺎﻡ ﺣﺴﻴﻦ‪ ،‬ﺳﻴﺪﺍﻟﺸﻬﺪﺍ ﻭ‬ ‫ﭘﻴﺸﻴﻦ‪ ،‬ﺳﺮﮔﺮﺩﺍﻧﻰ‪ ،‬ﻭ ﺳﺮﺍﻧﺠﺎﻡ‪ ،‬ﺁﺧﺮﻳﻦ‬ ‫ﻣﻰﻛﺮﺩ‪ ،‬ﺩﺭ ﺻﺪﺩ ﭘﺎﺳﺨﮕﻮﻳﻰ ﺑﻪ ﺍﻳﻦ‬ ‫ﺍﻳﺮﺍﻧﻰ ﻃﻰ ﭘﻨﺠﺎﻩ ﺳﺎﻝ ﺣﻜﻮﻣﺖ ﭘﻬﻠﻮﻯ‬ ‫ﺍﻧﺼﺎﻑ ﻭ ﺩﻗﺖ ﻭ ﺻﺪﺍﻗﺖ ﻧﻴﺰ ﻣﻌﺘﻘﺪ ﻭ‬
‫ﻫﺮ ﻗﺪﺭ ﺍﺯ ﻧﻈﺮ ﻣﺎﺩﻯ ﭘﻴﺸﺮﻓﺘﻪ ﺑﺎﺷﻨﺪ‪،‬‬ ‫ﺷﺨﺼﻴﺖ ﺍﺻﻠﻰ ﺩﺭ ﻣﺮﺍﺳﻢ ﺷﻜﻮﻫﻤﻨﺪ‬ ‫ﺍﺳﺘﺮﺍﺣﺘﮕﺎﻫﻰ ﺍﺳﺖ ﻛﻪ ﺩﻭﺳﺘﺶ‪ ،‬ﺍﻧﻮﺭ‬ ‫ﺭﺍ ﻧﺎﭼﻴﺰ ﺷﻤﺮﺩ‪ ،‬ﻣﺠﻤﻮﻋﺔ ﻋﻮﺍﻣﻞ ﺿﺮﻭﺭﻯ‬ ‫ﻣﺘﻌﻬﺪ‪ .‬ﻣﺆﻟﻒ ﻛﺘﺎﺏ ﺣﺎﺿﺮ ﺭﺍ ﺑﻪ ﺭﺍﺳﺘﻰ‬
‫ﺑﻪ ﺑﻴﺮﺍﻫﻪ ﻣﻰﺭﻭﻧﺪ‪ .‬ﺍﻳﻤﺎﻥ ﺣﻘﻴﻘﻰ‬ ‫ﻛﺮﺑﻼ‪ ،‬ﺁﻣﻮﺧﺘﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺍﻓﺴﺎﻧﻪﻫﺎ‪،‬‬ ‫ﺳﺎﺩﺍﺕ‪ ،‬ﺩﺭ ﻣﺼﺮ ﺩﺭ ﺍﺧﺘﻴﺎﺭﺵ ﮔﺬﺍﺷﺖ‪.‬‬ ‫ﭘﺮﺳﺶﻫﺎ ﺍﺳﺖ‪.‬‬ ‫ﺭﺍ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺳﺎﻝﻫﺎ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ‬ ‫ﻣﻰﺗﻮﺍﻥ ﺩﺭ ﺷﻤﺎ ِﺭ ﺍﻧﺪﻙ ﭼﻨﻴﻦ ﻛﺴﺎﻥ‬
‫ﺑﻬﺘﺮﻳﻦ ﺿﻤﺎﻧﺖ ﺑﺮﺍﻯ ﺳﻼﻣﺖ ﺍﺧﻼﻗﻰ‬ ‫ﻛﺘﺎﺏ ﺩﺭ ﭘﻨﺞ ﺑﺨﺶ‪ ،‬ﺷﺎﻣﻞ ‪26‬‬ ‫ﺷﻤﺮﺩ‪ .‬ﻏﻼﻣﺮﺿﺎ ﺍﻓﺨﻤﻰ ﺩﺭ ﺳﺎﻝ ﻫﺎﻯ‬
‫ﻭ ﻗﺪﺭﺕ ﻣﻌﻨﻮﻯ ﺍﺳﺖ‪ .‬ﺍﻳﻤﺎﻥ ﻭﺍﻗﻌﻰ‬ ‫ﭘﻴﺶ ﺍﺯ ﺍﻧﻘﻼﺏ ﺍﺳﻼﻣﻰ‪ ،‬ﻣﺴﺌﻮﻟﻴﺖ‬
‫ﺩﺭ ﺍﻧﺴﺎﻥ ﺣﻤﺎﻳﺘﻰ ﺑﻰﻧﻈﻴﺮ ﺩﺭ ﻓﺮﺍﺯ‬ ‫ﺩﻛﺘﺮ ﻫﺮﻣﺰ ﺣﻜﻤﺖ‬ ‫ﺩﻛﺘﺮ ﻏﻼﻣﺮﺿﺎ ﺍﻓﺨﻤﻰ‬ ‫ﻫﺎﺋﻰ ﭼﻮﻥ ﺗﺪﺭﻳﺲ ﻋﻠﻮﻡ ﺳﻴﺎﺳﻰ ﺩﺭ‬
‫ﻭ ﻧﺸﻴﺐ ﺯﻧﺪﮔﻰ ﺍﺳﺖ؛ ﺑﺮﺍﻯ ﻫﺮ ﻣﻠﺖ‬ ‫ﺩﺍﻧﺸﮕﺎﻩ ﻣ ّﻠﻰ‪ ،‬ﻣﻌﺎﻭﻧﺖ ﺩﺍﻧﺸﻜﺪﺓ ﺍﻗﺘﺼﺎﺩ‬
‫ﻫﻢ ﺣﺎﻣﻰ ﻣﻌﻨﻮﻯ ﻗﺪﺭﺗﻤﻨﺪﻯ ﺍﺳﺖ‪«.‬‬ ‫ﺯﻣﺎﻥ ﺍﻧﻌﻄﺎﻑﭘﺬﻳﺮ ﻭ ﺗﺎﺭﻳﺦ ﺩﺭ ﻫﻢ‬ ‫ﭘﺪﺭ ﻭ ﭘﺴﺮ* * *‬ ‫ﻓﺼﻞ‪ ،‬ﺗﻨﻈﻴﻢ ﺷﺪﻩ ﺍﺳﺖ‪ :‬ﭘﺪﺭ ﻭ ﭘﺴﺮ‪،‬‬ ‫ﺑﻮﺩ ﭘﺮﺍﻛﻨﺪﻩ ﺳﺎﺧﺖ‪ ،‬ﻓﺮﻫﻨﮓ ﺗﻮﺳﻌﻪ ﻭ‬ ‫ﻭ ﻋﻠﻮﻡ ﺳﻴﺎﺳﻰ ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ‪ ،‬ﺩﺑﻴﺮﻛﻠ ّﻰ‬
‫‪. . . .‬ﺩﺭ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻰ‪ ،‬ﻫﻴﭻ‬ ‫ﺑﻮﺩ‪ ،‬ﻣﻠﻰﮔﺮﺍﻳﻰ ﻭ ﺷﻴﻌﻰﮔﺮﻯ ﺑﻪ ﻫﻢ‬ ‫ﺩﻭﺭﺍﻥ ﺩﺷﻮﺍﺭ‪ ،‬ﺩﻭﺭﺍﻥ ﺷﻜﻮﻓﺎﺋﻰ‪ ،‬ﺍﻧﻘﻼﺏ‬ ‫ﭘﻴﺸﺮﻓﺖ ﺭﺍ ﺑﻰﺍﺭﺯﺵ ﺟﻠﻮﻩ ﺩﺍﺩ‪ ،‬ﻭ ﺟﻠﺐ‬ ‫ﻛﻤﻴﺘﺔ ﻣﻠّﻰ ﺑﺮﻧﺎﻣﺔ ﺟﻬﺎﻧﻰ ﺳﻮﺍﺩﺁﻣﻮﺯﻯ‬
‫ﺩﺧﺘﺮﻯ ﺟﺰ ﺍﺷﺮﻑ ﺩﻭﺭ ﻭ ﺑﺮ ﻣﺤﻤﺪﺭﺿﺎ‬ ‫ﻣﻰﺁﻣﻴﺨﺘﻨﺪ‪ .‬ﺩﺭ ﺁﻥ ﻗﺼﻪﻫﺎ ﺭﺳﺘﻢ ﻛﻪ‬ ‫ﻣﺤﻤﺪﺭﺿﺎ ﻧﻮﺭ ﭼﺸﻢ ﭘﺪﺭﺵ ﺑﻮﺩ‪ .‬ﺗﻮﻟﺪ‬ ‫ﻭ ﻃﻨﺰ‪ ،‬ﻭ ﺗﺒﻌﻴﺪ‪ .‬ﺭﻭﺍﻳﺖ ﺑﺎ ﺗﺠﺮﺑﻪﻫﺎﻯ‬ ‫ﻣﻐﺰﻫﺎ ﺭﺍ ﺑﺎﺭ ﺩﻳﮕﺮ ﺑﻪ ﻓﺮﺍﺭ ﻣﻐﺰﻫﺎ ﺗﺒﺪﻳﻞ‬ ‫ﻭ ﻣﻌﺎﻭﻧﺖ ﻭﺯﺍﺭﺕ ﻛﺸﻮﺭ ﺭﺍ ﺑﺮﻋﻬﺪﻩ‬
‫ﻧﺒﻮﺩ‪ ،‬ﺗﺎﺯﻩ ﺍﺷﺮﻑ ﻫﻢ ﺑﻪ ﺩﻟﻴﻞ ﺷﺨﺼﻴﺖ‬ ‫ﺩﺭ ﺩﻭﺭﺍﻥ ﺍﺳﻄﻮﺭﻩﺍﻯ ﻭ ﭘﻴﺶ ﺍﺯ ﺯﺭﺗﺸﺖ‬ ‫ﺍﻭ ﺩﺭ ﻣﺤﻴﻂ ﺧﺎﻧﻪ ﻫﻤﻪ ﭼﻴﺰ‪ ،‬ﺣﺘﻰ ﺧﻮﺍﻫﺮ‬ ‫ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻰ ﻣﺤﻤﺪ ﺭﺿﺎ ﺁﻏﺎﺯ ﻣﻰﺷﻮﺩ‬ ‫ﻛﺮﺩ‪ .‬ﺟﻨﮓ ﺍﻳﺮﺍﻥ ﻭ ﻋﺮﺍﻕ‪ ،‬ﻛﻪ ﺩﻳﭙﻠﻤﺎﺳﻰ‬ ‫ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﻫﻤﻴﻦ ﺳﺎﻝ ﻫﺎ ﺑﻮﺩ ﻛﻪ ﺍﻭ‬
‫ﭘﺴﺮﺍﻧﻪ ﻭ ﺻﻤﻴﻤﻴﺖ ﻃﺒﻴﻌﻰ ﺑﺎ ﺑﺮﺍﺩﺭﺵ‬ ‫ﺣﺎﻓﻆ ﺷﺎﻫﺎﻥ ﺑﻮﺩ‪ ،‬ﺩﺭ ﺩﻓﺎﻉ ﺍﺯ ﻋﻠﻰ ﺍﺑﻦ‬ ‫ﻫﻤﺰﺍﺩﺵ ﺍﺷﺮﻑ ﺭﺍ ﺗﺤﺖﺍﻟﺸﻌﺎﻉ ﻗﺮﺍﺭ ﺩﺍﺩ‪.‬‬ ‫ﻛﻪ ﺑﻪ ﺷﻜﻞﮔﻴﺮﻯ ﺷﺨﺼﻴﺖ ﻭ ﺧﻠﻖ ﻭ‬ ‫ﻭ ﻗﺪﺭﺕ ﻧﻈﺎﻣﻰ ﺍﻳﺮﺍﻥ ﺗﺎ ﭘﻴﺶ ﺍﺯ ﺍﻧﻘﻼﺏ‬ ‫ﺍﺯ ﻧﺰﺩﻳﻚ ﺑﺎ ﺷﻴﻮﻩ ﻫﺎﻯ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻯ‬
‫ﺍﻏﻠﺐ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺯﻭﺭ ﺑﻪ ﺍﻳﻦ ﭘﺴﺮﻫﺎ‬ ‫ﺍﺑﻴﻄﺎﻟﺐ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﺷﻤﻨﺎﻥ ﺍﺳﻼﻡ ﺷﻤﺸﻴﺮ‬ ‫ﺍﺷﺮﻑ ﺳﺎﻝﻫﺎ ﺑﻌﺪ ﻫﻨﻮﺯ ﺑﻪ ﺧﺎﻃﺮ‬ ‫ﺧﻮﻯ ﺍﻭ ﻛﻤﻚ ﻛﺮﺩ‪ ،‬ﻭ ﺍﺯ ﻫﻤﻪ ﻣﻬﻤﺘﺮ‬ ‫ﺁﻥ ﺭﺍ ﻧﺎﻣﺤﺘﻤﻞ ﻛﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﻛﺸﻮﺭ ﺭﺍ‬ ‫ﺳﻴﺎﺳﻰ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ ﺁﺭﻣﺎﻥ ﻫﺎ ﻭ ﺍﻫﺪﺍﻑ‬
‫ﺗﺤﻤﻴﻞ ﻣﻰﻛﺮﺩ‪ .‬ﺭﻓﺘﺎﺭ ﻣﺎﺩﺭ ﻭ ﺧﻮﺍﻫﺮ‬ ‫ﻣﻰﻛﺸﻴﺪ‪ .‬ﺳﺎﻝﻫﺎ ﺑﻌﺪ ﺍﺷﺮﻑ ﺩﺍﻳﻪﺍﻯ ﺭﺍ‬ ‫ﻣﻰﺁﻭﺭﺩ‪» :‬ﭘﺪﺭ ﺍﻭ ﺭﺍ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﺩﻭﺳﺖ‬ ‫ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻧﻔﻮﺫ ﭘﺪﺭﺵ ﺑﺮ ﺍﻭ‪ ،‬ﻭ‬ ‫ﻭﻳﺮﺍﻥ ﺳﺎﺧﺖ‪ .‬ﺩﺭ ﺣﺎﻟﻰ ﻛﻪ ﺩﺭ ﺩﻭﺭﺓ‬
‫ﺑﺰﺭگ ﺍﺷﺮﻑ ﻳﻌﻨﻰ ﺷﻤﺲ‪ ،‬ﻛﻪ ﺷﺎﻩ‬ ‫ﺑﻪ ﻳﺎﺩ ﻣﻰﺁﻭﺭﺩ ﻛﻪ ﺩﺍﺳﺘﺎﻥﻫﺎﻳﻰ ﺍﺯ ﺟﻦﻫﺎ‬ ‫ﺩﺍﺷﺖ ﻭ ﺗﺴﻠﻴﻢ ﺧﻮﺍﺳﺘﻪﻫﺎﻯ ﺍﻭ ﺑﻮﺩ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ ﺗﺄﺛﻴﺮ ﺩﺍﻳﺔ ﺍﻳﺮﺍﻧﻰ‪ ،‬ﻣﻌﻠﻢ‬ ‫‪ 15‬ﺳﺎﻟﺔ ﭘﻴﺶ ﺍﺯ ﺍﻧﻘﻼﺏ ﺩﺭﺁﻣﺪ ﺳﺮﺍﻧﺔ‬ ‫ﺷﺎﻩ ﻭ ﻣﺸﺎﻭﺭﺍﻥ ﻧﺰﺩﻳﻜﺶ ﺁﺷﻨﺎ ﺷﺪ‪.‬‬
‫ﻭ ﻣﻠﻜﻪ ﻋﻼﻗﺔ ﺧﺎﺻﻰ ﺑﻪ ﺍﻭ ﺩﺍﺷﺘﻨﺪ‪،‬‬ ‫ﻭ ﺩﻳﻮﻫﺎ ﻭ ﺍژﺩﻫﺎﻳﻰ ﻛﻪ ﺍﺯ ﻧﻔﺴﺶ ﺁﺗﺶ‬ ‫ﺳﺎﻝﻫﺎ ﺑﻌﺪ ﺑﻪ ﻫﻨﮕﺎﻡ ﺗﺒﻌﻴﺪ ﺧﺎﻃﺮﺍﺗﻰ‬ ‫ﺳﺮﺧﺎﻧﺔ ﻓﺮﺍﻧﺴﻮﻯ‪ ،‬ﻭ ﺗﺤﺼﻴﻞ ﺩﺭ ﻟﻮ ﺭﻭﺯﻩ‬ ‫ﺍﻳﺮﺍﻧﻴﺎﻥ ‪ 12‬ﺑﺮﺍﺑﺮ ﺷﺪﻩ ﻭ ﺍﺯ ‪ 195‬ﺩﻻﺭ‬ ‫ﭘﺲ ﺍﺯ ﺗﺮﻙ ﺍﻳﺮﺍﻥ‪ ،‬ﻛﺘﺎﺑﻰ ﻛﻪ‪ ،‬ﺑﻪ‬
‫ﻧﺴﺒﺖ ﺑﻪ ﺍﺷﺮﻑ ﺧﻮﺏ ﻧﺒﻮﺩ‪ .‬ﻣﺤﻤﺪﺭﺿﺎ‬ ‫ﺑﻴﺮﻭﻥ ﻣﻰﺁﻣﺪ‪ ،‬ﺗﻌﺮﻳﻒ ﻣﻰﻛﺮﺩ ﻭ ﺧﻮﺍﻫﺮ‬ ‫ﺭﺍ ﻛﻪ ﺍﺯ ﭘﺪﺭﺵ ﺩﺍﺷﺖ ﺑﻪ ﻳﺎﺩ ﻣﻰﺁﻭﺭﺩ‬ ‫ﺳﻮﻳﺲ ﺍﺳﺖ‪ .‬ﺑﺨﺶ ﺩﻭﻡ ﺑﻪ ﻧﺨﺴﺘﻴﻦ‬ ‫ﺩﺭ ﺳﺎﻝ ‪ 1342‬ﺑﻪ ﺗﻘﺮﻳﺒﺎً ‪ 2400‬ﺩﻻﺭ‬ ‫ﺍﻧﮕﻠﻴﺴﻰ‪ ،‬ﺩﺭ ﺑﺎﺭﻩ ﺍﻧﻘﻼﺏ ﺍﻳﺮﺍﻥ ﻧﻮﺷﺖ‬
‫ﺍﺷﺮﻑ ﺭﺍ ﺩﻭﺳﺖ ﺩﺍﺷﺖ ﻭ ﺑﺮﺍﻯ ﺣﻔﺎﻇﺖ‬ ‫ﻭ ﺑﺮﺍﺩﺭﻫﺎﻳﺶ ﺍﺯ ﺗﺮﺱ ﻣﻰﻟﺮﺯﻳﺪﻧﺪ‪ .‬ﺍﻳﻦ‬ ‫ﻭ ﻣﻰﮔﻔﺖ‪ :‬ﻫﺮﮔﺰ ﺍﺯ ﺍﻭ ﻧﻤﻰﺗﺮﺳﻴﺪﻡ‪،‬‬ ‫ﺩﻫﺔ ﻧﺸﺴﺘﻦ ﺷﺎﻩ ﺑﺮ ﺗﺨﺖ ﺳﻠﻄﻨﺖ‬ ‫ﺩﺭ ﺳﺎﻝ ‪ 1357‬ﺭﺳﻴﺪﻩ ﺑﻮﺩ‪ ،‬ﭘﺲ ﺍﺯ ﺁﻥ‬ ‫ﻧﺨﺴﺘﻴﻦ ﺗﺤﻠﻴﻞ ﺟﺎﻣﻊ ﻭ ﻭﺍﻗﻊ ﺑﻴﻨﺎﻧﻪ ﺍﺯ‬
‫ﺍﺯ ﻭﻯ ﺩﺭ ﺑﺮﺍﺑﺮ ﺑﻰﺍﻧﺼﺎﻓﻰﻫﺎﻳﻰ ﻛﻪ ﺑﺮ‬ ‫ﻛﺎﺭﻫﺎ ﺭﺍﻳﺞ ﺑﻮﺩ؛ ﺩﺭ ﺍﻳﻦ ﻗﺼﻪﻫﺎ ﻗﻬﺮﻣﺎﻧﺎﻥ‬ ‫ﻭﻟﻰ ﺑﺮﺍﻯ ﺍﻭ ﺍﺣﺘﺮﺍﻣﻰ ﺑﺴﻴﺎﺭ ﻗﺎﺋﻞ ﺑﻮﺩﻡ‪.‬‬ ‫ﺍﺧﺘﺼﺎﺹ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪ :‬ﺁﻣﻮﺯﺵ ﻋﻤﻠﻰ‬ ‫ﺑﻪ ﺷﺪﺕ ﺍﻓﺖ ﻛﺮﺩ ﻭ ﺩﺭ ﺳﺎﻝ ‪،1383‬‬ ‫ﺍﻧﻘﻼﺑﻰ ﺑﻮﺩ ﻛﻪ ﺍﺑﻌﺎﺩ ﭘﻴﺎﻣﺪﻫﺎﻯ ﻓﺎﺟﻌﻪ‬
‫ﺩﻧﻴﺎﻯ ﻛﻮﭼﻚ ﻭﻯ ﺣﺎﻛﻢ ﺑﻮﺩ‪ ،‬ﺍﺯ ﻧﻔﻮﺫ‬ ‫ﺷﻴﻌﻪ ﺑﺎ ﺳﺮﻧﻮﺷﺖ ﻏﻤﺒﺎﺭﺷﺎﻥ ﺑﺎ ﻗﻬﺮﻣﺎﻧﺎﻥ‬ ‫ﺩﺭﺳﺖ ﻣﺜﻞ ﭘﺪﺭ ﻭ ﭘﺴﺮﻫﺎﻯ ﺩﻳﮕﺮ ﺑﺎ‬ ‫ﻭﻯ ﺩﺭ ﻫﻨﺮ ﭘﺎﺩﺷﺎﻫﻰ ﺩﺭ ﺩﻭﺭﻩﺍﻯ ﻛﻪ‬ ‫ﺑﻴﺴﺖﻭﭘﻨﺞ ﺳﺎﻝ ﭘﺲ ﺍﺯ ﺍﻧﻘﻼﺏ‪ ،‬ﻫﻨﻮﺯ‬ ‫ﺑﺎﺭﺵ ﺑﺮﺍﻯ ﺍﻳﺮﺍﻥ ﻫﻤﭽﻨﺎﻥ ﻏﻴﺮﻗﺎﺑﻞ‬
‫ﺧﻮﺩ ﺩﺭ ﻣﻘﺎﻡ ﻭﻟﻴﻌﻬﺪ ﺳﻮﺩ ﻣﻰﺟﺴﺖ‪.‬‬ ‫ﺷﺎﻫﻨﺎﻣﻪ‪ ،‬ﺩﺭ ﺯﻣﺎﻥﻫﺎ ﻭ ﻣﻜﺎﻥﻫﺎﻯ‬ ‫ﻫﻢ ﻭﻗﺖ ﻣﻰﮔﺬﺭﺍﻧﺪﻳﻢ‪ .‬ﺍﻭ ﺭﻭﻯ ﺯﺍﻧﻮ ﺧﻢ‬ ‫ﻭﻯ ﺑﺎ ﭼﺎﻟﺶﻫﺎﻯ ﺍﺷﻐﺎﻝ ﺍﻳﺮﺍﻥ‪ ،‬ﺟﻨﺒﺶ‬ ‫ﻭﺻﻒ ﻭ ﺷﻤﺎﺭﺵ ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﻭﺍﻗﻌﻴﺖ‬
‫ﺍﺷﺮﻑ ﺑﻌﺪﻫﺎ ﮔﻔﺖ‪» :‬ﺩﺭ ﺁﻥ ﺳﺎﻝﻫﺎ ﺍﻭ‬ ‫ﻣﺨﺘﻠﻒ ﺑﺎ ﻫﻢ ﺭﻭﺑﻪﺭﻭ ﻣﻰﺷﺪﻧﺪ ﻭ ﺑﺎ‬ ‫ﻣﻰﺷﺪ ﻭ ﺍﺩﺍﻯ ﺍﺳﺐ ﺭﺍ ﺩﺭ ﻣﻰﺁﻭﺭﺩ ﻭ‬ ‫ﺟﺪﺍﻳﻰﻃﻠﺐ ﺩﺭ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ‪ ،‬ﻣﻠﻰ ﻛﺮﺩﻥ‬ ‫ﻛﻤﺘﺮ ﺍﺯ ‪ 2400‬ﺩﻻﺭ ﺑﻮﺩ‪. . . . .‬‬ ‫ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺳﻪ ﺩﻫﺔ ﮔﺬﺷﺘﻪ‬
‫ﻧﺎﺟﻰ ﻣﻦ ﺑﻮﺩ ﻭ ﻫﻤﻮﺍﺭﻩ ﻣﻰﺧﻮﺍﺳﺖ‬ ‫ﺧﻴﻞ ﺑﺰﺭﮔﻰ ﺍﺯ ﻣﺨﻠﻮﻗﺎﺗﻰ ﻏﻴﺒﻰ ﺩﺭ ﻫﻢ‬ ‫ﻣﻦ ﺭﻭﻯ ﭘﺸﺘﺶ ﻣﻰﻧﺸﺴﺘﻢ ﻭ ﺩﺭ ﺣﺎﻝ‬ ‫ﻧﻔﺖ‪ ،‬ﻭ ﻛﻮﺩﺗﺎ ﺭﻭﺑﺮﻭ ﺷﺪ‪ .‬ﺑﺨﺶ ﺳﻮﻡ‬ ‫ﺑﺮﺭﺳﻰ ﺑﻰﻏﺮﺿﺎﻧﺔ ﺯﻧﺪﮔﻰ ﻭ ﺯﻣﺎﻧﺔ‬ ‫ﺍﻓﺨﻤﻰ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﭘﻰ ﮔﺮﺩﺁﻭﺭﻥ ﻣﻨﺎﺑﻊ‬
‫ﻣﻰﺁﻣﻴﺨﺘﻨﺪ‪ .‬ﻏﻤﻨﺎﻣﺔ ﻛﺮﺑﻼ ﻛﻪ ﺩﺭ ﺁﻥ‬ ‫ﺳﻮﺍﺭﻯ ﻭﺍﻧﻤﻮﺩ ﻣﻰﻛﺮﺩﻡ ﻛﻪ ﺑﻪ ﺍﻭ ﺷﻼﻕ‬ ‫ﺑﺎ ﻗﺮﺍﺭﺩﺍﺩ ﻛﻨﺴﺮﺳﻴﻮﻡ ﺁﻏﺎﺯ ﻣﻰﺷﻮﺩ ﻭ‬ ‫ﺷﺎﻩ ﺑﻪ ﺩﺭﻙ ﭼﮕﻮﻧﮕﻰ ﺑﺮﺁﻣﺪﻥ ﻭ ﺯﻭﺍﻝ‬ ‫ﻭ ﻣﺂﺧﺬ ﻣﻌﺘﺒﺮ ﭘﮋﻭﻫﺸﻰ ﺑﺮﺍﻯ ﺗﻮﺍﻧﺎ‬
‫ﺷﺎﻧﺲ ﺟﻨﮕﻴﺪﻥ ﺭﺍ ﺑﻪ ﻣﻦ ﺑﺪﻫﺪ‪«.‬‬ ‫ﺍﻣﺎﻡ ﺣﺴﻴﻦ‪ ،‬ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﻳﺎﺭﺍﻧﺶ ﺭﺍ ﻛﻪ‬ ‫ﺩﺭ ﭘﻰ ﺁﻥ ﺑﻪ ﺳﺎﻝﻫﺎﻯ ﻣﻮﻓﻘﻴﺖﺁﻣﻴﺰﻯ‬ ‫ﻧﻈﺎﻡ ﻫﺎ ﺑﻪ ﻣﺎ ﻛﻤﻚ ﻣﻰﻛﻨﺪ‪ ،‬ﺍ ّﻣﺎ ﺑﻪﻳﺎﺩ‬ ‫ﺷﺪﻥ ﺑﻪ ﻧﮕﺎﺭﺵ ﺭﻭﺍﻳﺘﻰ ﻣﻌﺘﺒﺮ ﺩﺭ‬
‫ﻭﻟﻴﻌﻬﺪ ﺗﺤﺼﻴﻼﺕ ﺍﺑﺘﺪﺍﻳﻰ ﺭﺍ ﺩﺭ‬ ‫ﺍﺯ ﺑﺎﻭﺭﻫﺎ ﻭ ﺣﻘﻮﻗﺸﺎﻥ ﺩﻓﺎﻉ ﻣﻰﻛﺮﺩﻧﺪ‪،‬‬ ‫ﻭ ﻣﻬﻤﻴﺰ ﻣﻰﺯﻧﻢ‪«. . . .‬‬ ‫ﻣﻰﭘﺮﺩﺍﺯﺩ ﻛﻪ ﺩﺭ ﺁﻥ ﺍﻳﺮﺍﻥ ﺑﻪ ﻧﻤﻮﻧﺔ‬ ‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ ﻛﻪ ﺑﺎﺯﻧﮕﺮﻯ ﮔﺬﺷﺘﻪ ﺍﮔﺮ‬ ‫ﺑﺎﺭﺓ ﺷﺎﻩ ﻭ ﺩﻭﺭﺍﻧﺶ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺗﻼﺵ‬
‫ﻣﺪﺭﺳﻪﺍﻯ ﻧﻈﺎﻣﻰ ﻛﻪ ﻓﻘﻂ ﺑﻪ ﻫﻤﻴﻦ‬ ‫ﺑﻪ ﺷﻜﻠﻰ ﻓﺠﻴﻊ ﻛﺸﺘﻨﺪ‪ ،‬ﻫﻤﻮﺍﺭﻩ ﺍﺷﻚ‬ ‫ﺭﺿﺎﺧﺎﻥ ﻓﺮﺍﻳﺾ ﺩﻳﻨﻰ ﺭﺍ ﺑﺠﺎ‬ ‫ﺑﺎﺭﺯ ﭘﻴﺸﺮﻓﺖ ﻭ ﺗﻮﺳﻌﻪ ﻭ ﺑﻪ ﻗﺪﺭﺕ‬ ‫ﺑﺎ ﻭﺍﻗﻊ ﺑﻴﻨﻰ ﻫﻤﺮﺍﻩ ﻧﺒﺎﺷﺪ ﻣﺎ ﺭﺍ ﺗﻨﻬﺎ‬ ‫ﻭﻯ ﺑﺮﺍﻯ ﻫﺮﭼﻪ ﻏﻨﻰ ﺗﺮ ﺳﺎﺧﺘﻦ‬
‫ﻣﻨﻈﻮﺭ ﺩﺭ ﻣﺤﻮﻃﺔ ﺩﺭﺑﺎﺭ ﺗﺄﺳﻴﺲ ﺷﺪﻩ‬ ‫ﻧﻤﻰﺁﻭﺭﺩ؛ ﺍﻣﺎ ﺧﺮﺍﻓﻪﻫﺎﻯ ﺩﻳﻨﻰ ﺟﺰﺋﻰ‬ ‫ﺍﺻﻠﻰ ﻣﻨﻄﻘﻪ ﺑﺪﻝ ﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ‬ ‫ﺑﻪ ﭘﻴﺶﺑﻴﻨﻰ ﻭﺍﻗﻌﻪ ﭘﺲ ﺍﺯ ﻭﻗﻮﻉ‪ ،‬ﻭ ﻧﻪ‬ ‫ﺁﺭﺷﻴﻮ ﺗﺎﺭﻳﺦ ﺷﻔﺎﻫﻰ ﺑﻨﻴﺎﺩ ﻣﻄﺎﻟﻌﺎﺕ‪،‬‬
‫ﺑﻮﺩ ﺑﻪ ﭘﺎﻳﺎﻥ ﺭﺳﺎﻧﺪ‪ ،‬ﺩﺭ ﺁﻥ ﻣﺪﺭﺳﻪ‬ ‫ﺑﭽﻪﻫﺎ ﺭﺍ ﺳﺮﺍﺯﻳﺮ ﻣﻰﻛﺮﺩ‪. . . .‬‬ ‫ﺍﺯ ﺍﻳﻤﺎﻥ ﻣﺮﺩﻡ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻮﺩ ﻭ ﭘﺴﺮﺍﻥ‬ ‫ﺍﺯ ﺟﻤﻠﻪ ﺑﺮﺩﺍﺷﺖ ﺷﺎﻩ ﺍﺯ ﻋﺪﺍﻟﺖ ﻭ‬ ‫ﺍﻟﺰﺍﻣﺎً ﺑﻪ ﻋﻠﺖﻳﺎﺑﻰ ﻭﺍﻗﻌﻪ‪ ،‬ﺗﻮﺍﻧﺎ ﻣﻰﻛﻨﺪ‪. .‬‬ ‫ﻭ ﻭﻳﺮﺍﺳﺘﺎﺭﻯ ‪ 9‬ﺗﻚ ﻧﮕﺎﺭﻯ ﭘﺮﻣﺎﻳﻪ ﺩﺭ‬
‫ﺁﻣﻮﺯﮔﺎﺭﺍﻥ ﻣﺠ ّﺮﺏ ﺑﻪ ﺍﻭ ﻭ ﺑﻴﺴﺖ ﺗﻦ‬ ‫ﮔﺮﺍﻳﺶ ﻣﺤﻤﺪﺭﺿﺎ ﻧﺴﺒﺖ ﺑﻪ ﺩﻳﻦ‬ ‫ﻭ ﺩﺧﺘﺮﺍﻥ ﺍﻭ ﻫﻢ ﺍﺯ ﺁﻧﻬﺎ ﺩﺭ ﺍﻣﺎﻥ‬ ‫ﺩﻳﺪﮔﺎﻩ ﺍﻭ ﺩﺭ ﻣﻮﺭﺩ ﺁﻳﻨﺪﻩ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ‬ ‫‪ . .‬ﭼﮕﻮﻧﻪ ﻭ ﭼﺮﺍ ﻗﺪﺭﺗﻰ ﻛﻪ ﻳﻪ ﺍﻳﻦ ﺷ ّﺪﺕ‬ ‫ﺑﺎﺭﺓ ﺗﻮﺳﻌﻪ ﻭ ﻋﻤﺮﺍﻥ ﺍﻳﺮﺍﻥ ﺩﺭ ﺩﻭﺭﺍﻥ‬
‫ﺍﺯ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺩﻳﮕﺮ ﻛﻪ ﺑﻪ ﺩﻗﺖ ﺍﺯ‬ ‫ﺷﺎﻳﺪ ﻫﻢ ﻧﺎﺷﻰ ﺍﺯ ﺟﺜﺔ ﺗﺮﻛﻪ ﻭ ﺑﺎﺭﻳﻜﻰ‬ ‫ﻧﺒﻮﺩﻧﺪ‪ .‬ﺩﺭ ﺧﺎﻧﻮﺍﺩﺓ ﺭﺿﺎﺧﺎﻥ ﻫﻢ ﻣﺜﻞ‬ ‫ﻣﻮﺍﺿﻊ ﺳﻴﺎﺳﻰ ﻭ ﺧﻂﻣﺸﻰﻫﺎﻯ ﻭﻯ‬ ‫ﺩﺭ ﺷﺎﻩ ﻣﺘﺠﻠﻰ ﺑﻮﺩ ﺑﻪ ﺁﺳﺎﻧﻰ‪ ،‬ﻭ ﭼﻨﻴﻦ‬ ‫ﭘﻬﻠﻮﻯ‪ ،‬ﺑﻪ ﻣﺼﺎﺣﺒﻪ ﻫﺎﻯ ﮔﺴﺘﺮﺩﻩ ﺑﺎ‬
‫ﻣﻴﺎﻥ ﭘﺴﺮﺍﻥ ﺍﻓﺴﺮﺍﻥ ﻧﻈﺎﻣﻰ ﻭ ﻣﻘﺎﻣﺎﺕ‬ ‫ﺑﻮﺩ ﻛﻪ ﺍﻭ ﻭ ﺧﻮﺍﻫﺮ ﻭ ﺑﺮﺍﺩﺭﺍﻧﺶ ﺍﺯ ﻣﺎﺩﺭ‬ ‫ﺧﺎﻧﻮﺍﺩﻩﻫﺎﻯ ﺩﻳﮕﺮ ﺧﺪﻣﺘﻜﺎﺭﺍﻥ ﻭ ﺩﺍﻳﻪﻫﺎ‬ ‫ﺩﺭ ﻋﺮﺻﻪﻫﺎﻯ ﺩﺍﺧﻠﻰ ﻭ ﺑﻴﻦﺍﻟﻤﻠﻠﻰ‬ ‫ﺩﻭﺭ ﺍﺯ ﺍﻧﺘﻈﺎﺭ‪ ،‬ﺍﺯ ﻫﻢ ﻓﺮﻭ ﭘﺎﺷﻴﺪ؟ ﭼﺮﺍ‬ ‫ﺷﻤﺎﺭﻯ ﺍﺯ ﻣﺪﻳﺮﺍﻥ‪ ،‬ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﺍﻥ ﻭ‬
‫ﻛﺸﻮﺭﻯ ﺑﺮﮔﺰﻳﺪﻩ ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﺩﺭﺱ‬ ‫ﺧﻮﺩ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩﻩ ﺑﻮﺩﻧﺪ ﻭ ﻫﻤﭽﻨﻴﻦ‬ ‫ﺩﺍﺳﺘﺎﻥﻫﺎ‪ ،‬ﻗﺼﻪﻫﺎ ﻭ ﺍﻓﺴﺎﻧﻪﻫﺎﻳﻰ ﺑﺎ‬ ‫ﻣﻄﺮﺡ ﻣﻰﺷﻮﺩ‪ .‬ﺑﺨﺶ ﭼﻬﺎﺭﻡ ﺑﻪ ﺑﺤﺚ‬ ‫ﺷﺎﻩ ﺑﺎ ﺁﻥ ﻫﻤﻪ ﺗﺠﺮﺑﻪ ﺩﺭ ﺍﻣﺮ ﻣﻤﻠﻜﺘﺪﺍﺭﻯ‬ ‫ﺳﺎﺯﻧﺪﮔﺎﻥ ﺍﻳﺮﺍ ِﻥ ﺁﻥ ﺩﻭﺭﺍﻥ‪ ،‬ﺍﺯ ﺳﻮﺋﻰ‪،‬‬
‫ﻣﻰﺩﺍﺩﻧﺪ‪ .‬ﺁﻣﻮﺯﺵ ﻧﻈﺎﻣﻰ ﻫﻢ ﺑﺨﺸﻰ‬ ‫ﻧﺎﺷﻰ ﺍﺯ ﺍﺑﺘﻼﻳﺶ ﺑﻪ ﺑﻴﻤﺎﺭﻯ ﻫﺎﻯ‬ ‫ﺗﻪﻣﺎﻳﻪﻫﺎﻳﻰ ﺍﺯ ﻓﺮﻫﻨﮓ ﺩﻳﻨﻰ ﻭ ﺣﻤﺎﺳﻰ‬ ‫ﺩﺭﺑﺎﺭﺓ ﺷﺎﻩ ﻭ ﺍﻧﻘﻼﺏ ﻣﻰﭘﺮﺩﺍﺯﺩ‪ :‬ﭼﺮﺍ ﺍﻭ‬ ‫ﭼﻨﻴﻦ ﺷﻜﻨﻨﺪﻩ ﻭ ﺁﺳﻴﺐﭘﺬﻳﺮ ﺷﺪﻩ ﺑﻮﺩ؟‬ ‫ﻭ ﻣﺨﺎﻟﻔﺎﻥ ﻭ ﻣﻨﺘﻘﺪﺍﻥ ﺷﺎﻩ‪ ،‬ﺍﺯ ﺳﻮﻯ‬
‫ﺍﺯ ﺑﺮﻧﺎﻣﺔ ﺩﺭﺳﻰ ﺑﻮﺩ ﻭ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ‬ ‫ﮔﻮﻧﺎﮔﻮﻥ‪ .‬ﺍﻭ ﺗﻘﺮﻳﺒﺎً ﺑﻪ ﺗﻤﺎﻡ ﺑﻴﻤﺎﺭﻯﻫﺎﻳﻰ‬ ‫ﺗﻌﺮﻳﻒ ﻣﻰﻛﺮﺩﻧﺪ‪ .‬ﻣﺤﻤﺪﺭﺿﺎ‪ ،‬ﺍﺷﺮﻑ‬ ‫ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﺎ ﺑﺮﺭﺳﻰ ﺷﺎﻩ ﻭ ﺩﺭ ﻧﻈﺮ‬ ‫ﺩﻳﮕﺮ‪ ،‬ﻧﻴﺰ ﭘﺮﺩﺍﺧﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻫﻤﻪ‬
‫ﻛﻪ ﻓﻘﻂ ﺷﺶ ﻳﺎ ﻫﻔﺖ ﺳﺎﻝ ﺩﺍﺷﺘﻨﺪ‪،‬‬ ‫ﺭﺍ ﺑﺎﻳﺪ ﺗﻨﻬﺎ ﺑﺨﺸﻰ ﺍﺯ ﺳﺮﭼﺸﻤﻪ ﻫﺎﻯ‬
‫ﺑﺎ ﻟﺒﺎﺱ ﻧﻈﺎﻣﻰ ﺩﺭ ﺁﻥ ﻛﻼﺱﻫﺎ ﺣﻀﻮﺭ‬ ‫ﺁﺷﻨﺎﺋﻰ ژﺭﻑ ﻭ ﮔﺴﺘﺮﺩﺓ ﺍﻭ ﺑﺎ ﺭﻭﻳﺪﺍﺩﻫﺎ‬
‫ﻣﻰﻳﺎﻓﺘﻨﺪ‪ .‬ﺭﺿﺎﺷﺎﻩ ﺩﺳﺘﻮﺭ ﺩﺍﺩﻩ ﺑﻮﺩ ﻛﻪ‬ ‫ﻭ ﺩﮔﺮﮔﻮﻧﻰ ﻫﺎﻯ ﺳﻴﺎﺳﻰ‪ ،‬ﺍﻗﺘﺼﺎﺩﻯ ﻭ‬
‫ﺑﺎ ﭘﺴﺮﺵ ﻣﺜﻞ ﺩﻳﮕﺮﺍﻥ ﺭﻓﺘﺎﺭ ﻛﻨﻨﺪ‪،‬‬ ‫ﻓﺮﻫﻨﮕﻰ ﺍﻳﺮﺍ ِﻥ ﺁﻥ ﺩﻭﺭﺍﻥ ﺷﻤﺮﺩ‪ .‬ﻣﻨﺎﺑﻊ‬
‫ﺍﻣﺎ ﺍﻳﻦ ﺩﺳﺘﻮﺭ ﺗﻨﻬﺎ ﺗﺎ ﺣﺪﻭﺩﻯ ﻣ ًﻮﺛﺮ‬ ‫ﻭ ﻣﺮﺍﺟﻊ ﺩﺳﺖ ﺍﻭﻝ ﻭ ﻣﺼﺎﺣﺒﻪ ﻫﺎﻯ‬
‫ﺑﻮﺩ‪ ،‬ﺯﻳﺮﺍ ﻫﻤﻪ ﻣﻰﺩﺍﻧﺴﺘﻨﺪ ﻛﻪ ﻭﻟﻴﻌﻬﺪ‬ ‫ﻣﺘﻌﺪﺩ ﺑﺎ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﺧﻮﻳﺸﺎﻥ‪ ،‬ﻧﺰﺩﻳﻜﺎﻥ‬
‫ﻓﺮﺯﻧﺪ ﺩﻟﺒﻨﺪ ﺷﺎﻩ ﺍﺳﺖ ﻭ ﻫﻴﭻ ﻣﻴﺰﺍﻧﻰ‬ ‫ﻭ ﺩﻭﺳﺘﺎﻥ ﻣﺤﻤﺪﺭﺿﺎ ﺷﺎﻩ ﻧﻴﺰ ﺍﺯ ﺑﻦ‬
‫ﺍﺯ ﻫﺸﺪﺍﺭ ﻭ ﮔﻮﺷﺰﺩ ﺍﻳﻦ ﻭﺍﻗﻌﻴﺖ‬
‫ﺭﺍ ﺗﻐﻴﻴﺮ ﻧﻤﻰﺩﺍﺩ‪ .‬ﺷﺎﻫﺰﺍﺩﺓ ﺟﻮﺍﻥ‬ ‫ﻣﺎﻳﻪ ﻫﺎﻯ ﺍﺻﻠﻰ ﻛﺘﺎﺏ ﺍﻭ ﺑﻮﺩﻩ ﺍﻧﺪ‪.‬‬
‫ﺩﺍﻧﺶﺁﻣﻮﺯﻯ ﺳﺎﻋﻰ ﻭ ﺟﺪﻯ‪ ،‬ﭘﺮﺍﻧﺮژﻯ‬ ‫ﺭﺍﺳﺘﻰ ﻛﻪ ﻛﺘﺎﺏ ﺍﻓﺨﻤﻰ ﺍﺯ ﺑﺎﻭﺭﻫﺎ ﻭ‬
‫ﻭ ﮔﺎﻫﻰ ﺷﻴﻄﺎﻥ ﺑﻮﺩ‪ .‬ﺍ ّﻣﺎ ﻫﺮﮔﺰ ﺷﺮﺍﺭﺕ‬ ‫ﮔﻤﺎﻥ ﭘﺮﻭﺭﻯ ﻫﺎﻯ ﺭﺍﻳﺞ ﺩﺭ ﻣﻰﮔﺬﺭﺩ‬
‫ﻧﻤﻰﻛﺮﺩ‪ .‬ﺩﺭ ﻭﺭﺯﺵ ﺑﺎﺍﺳﺘﻌﺪﺍﺩ ﺑﻮﺩ ﻭ‬ ‫ﻭ ﺑﺮﭘﺎﻳﺔ ﻣﻨﺎﺑﻊ ﻭ ﺍﺳﻨﺎﺩ ﻣﻌﺘﺒﺮ ﺭﻭﺍﻳﺘﻰ‬
‫ﻛﺸﺘﻰ ﺭﺍ‪ ،‬ﻛﻪ ﻭﺭﺯﺷﻰ ﻣﻠﻰ ﺑﻮﺩ‪ ،‬ﺩﻭﺳﺖ‬ ‫ﺟ ّﺬﺍﺏ ﻭ ﺟﺎﻣﻊ ﺍﺯ ﺩﻭﺭﺍﻧﻰ ﻣﻬﻢ ﺍﺯ ﺗﺎﺭﻳﺦ‬
‫ﺩﺍﺷﺖ‪ .‬ﭼﺎﺑﻚ ﺑﻮﺩ ﻭ ﺗﻨﺪ ﻣﻰﺩﻭﻳﺪ‪. . . .‬‬ ‫ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﻣﻰﺩﻫﺪ؛ ﺩﻭﺭﺍﻧﻰ‬
‫ﺩﺭ ﻫﻤﻴﻦ ﺍﻭﺍﻥ ﺭﺿﺎﺷﺎﻩ ﻳﻚ ﺧﺎﻧﻢ‬ ‫ﻛﻪ ﻣﻰﺭﻓﺖ ﺳﺮﻧﻮﺷﺖ ﺍﻳﺮﺍﻥ ﻭ ﻣﺴﻴﺮ‬
‫ﻓﺮﺍﻧﺴﻮﻯ ﺭﺍ ﻛﻪ ﺩﺭ ﭘﺎﺭﻳﺲ ﺑﺎ ﻣﺮﺩﻯ‬ ‫ﺩﮔﺮﮔﻮﻧﻰ ﺟﻮﺍﻣﻊ ﺧﺎﻭﺭﻣﻴﺎﻧﻪ ﺭﺍ ﺁﺭﻣﺎﻥ‬
‫ﺍﻳﺮﺍﻧﻰ ﺑﻪ ﻧﺎﻡ ﺍﺭﻓﻊ ﺍﺯﺩﻭﺍﺝ ﻛﺮﺩﻩ ﻭ‬ ‫ﮔﻮﻧﻪ ﺭﻗﻢ ﺯﻧﺪ‪ .‬ﻫﺮﻣﺰ ﺣﻜﻤﺖ‬
‫ﺑﺎ ﺍﻭ ﺑﻪ ﺍﻳﺮﺍﻥ ﺁﻣﺪﻩ ﺑﻮﺩ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻛﺮﺩ ﺗﺎ ﺑﻪ ﻭﻟﻴﻌﻬﺪ ﻭ ﺩﻳﮕﺮ ﻓﺮﺯﻧﺪﺍﻧﺶ‬ ‫******‬
‫ﻓﺮﺍﻧﺴﻪ‪ ،‬ﻳﺎ ﺑﻪ ﻗﻮﻝ ﺧﻮﺩﺵ »ﭼﻴﺰﻫﺎﻯ‬ ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬
‫ﻇﺮﻳﻒﺗﺮ ﺯﻧﺪﮔﻰ« ﺭﺍ ﻳﺎﺩ ﺑﺪﻫﺪ‪ . .‬ﻣﺎﺩﺍﻡ‬
‫ﺍﺭﻓﻊ ﺯﻧﻰ ﺑﺮﺍﺯﻧﺪﻩ‪ ،‬ﻓﺮﻫﻴﺨﺘﻪ‪ ،‬ﺩﺍﺭﺍﻯ‬ ‫ﺍﻧﻘﻼﺏ ﺳﺎﻝ ‪ 1357‬ﺍﻳﺮﺍﻥ ﻧﻘﻄﺔ‬
‫ﺍﺣﺴﺎﺱ ﻣﻴﻬﻦﭘﺮﺳﺘﻰ ﺍﻓﺮﺍﻃﻰ ﻧﺴﺒﺖ‬ ‫ﻋﻄﻔﻰ ﺩﺭ ﺗﺎﺭﻳﺦ ﺩﻧﻴﺎ ﺑﻮﺩ‪ ،‬ﺍﻟﺒﺘﻪ ﻧﻪ ﺩﺭ‬
‫ﺑﻪ ﻓﺮﺍﻧﺴﻪ‪ ،‬ﻭ ﻣﺎﻧﻨﺪ ﺍﻏﻠﺐ ﻓﺮﺍﻧﺴﻮﻳﺎﻥ‬ ‫ﺭﺍﺳﺘﺎﻯ ﺗﺼﻮﺭﻯ ﻛﻪ ﺻﺎﺣﺐﻧﻈﺮﺍﻥ ﺍﺯ‬
‫ﺁﻥ ﺩﻭﺭﻩ ﻣﺨﺎﻟﻒ ﺁﻟﻤﺎﻥ‪ ،‬ﺑﻮﺩ‪ .‬ﺍﻭ ﻳﻜﺴﺮﻩ‬ ‫ﺟﻬﺖ ﺣﺮﻛﺖ ﺗﺎﺭﻳﺦ ﺩﺍﺷﺘﻨﺪ‪ .‬ﻛﻤﺘﺮ‬
‫»ﭼﻴﺰﻫﺎﻯ ﻓﺮﺍﻧﺴﻮﻯ« ﺑﻪ ﺍﻳﻦ ﻛﻮﺩﻛﺎﻥ‬ ‫ﻛﺴﻰ ﮔﻤﺎﻥ ﻣﻰﺑﺮﺩ ﻛﻪ ﺍﻧﻘﻼﺑﻰ ﺑﻪ‬
‫ﻳﺎﺩ ﻣﻰﺩﺍﺩ‪ ،‬ﭼﻴﺰﻫﺎﻳﻰ ﻛﻪ ﺗﺎ ﭘﺎﻳﺎﻥ ﻋﻤﺮ‬ ‫ﻇﺎﻫﺮ ﻣﺮﺩﻣﻰ ﺳﺮﺁﻏﺎﺯ ﺣﻜﻮﻣﺘﻰ ﺩﻳﻨﻰ‬
‫ﺩﺭ ﺫﻫﻦ ﺁﻧﻬﺎ ﻣﺎﻧﺪ‪ .‬ﻣﺤﻤﺪﺭﺿﺎﻯ ﺟﻮﺍﻥ‬ ‫ﺑﺎﺷﺪ‪ .‬ﺍ ّﻣﺎ ﭼﻨﻴﻦ ﺷﺪ‪ .‬ﺧﻤﻴﻨﻰ ﺷﻜﻠﻰ‬
‫ﻫﻢ ﺍﺯ ﻣﺎﺩﺍﻡ ﺍﺭﻓﻊ ﺩﺭﺑﺎﺭﺓ ﻓﻀﻴﻠﺖﻫﺎﻯ‬ ‫ﺍﺯ ﻣﺸﺮﻭﻋﻴﺖ ﺭﺍ ﺑﻪ ﻣﺮﺩﻡ ﺍﻳﺮﺍﻥ ﺗﺤﻤﻴﻞ‬
‫ﺩﻣﻮﻛﺮﺍﺳﻰ ﺳﺮﭼﺸﻤﻪ ﮔﺮﻓﺘﻪ ﺍﺯ ﺍﻓﻜﺎﺭ‬ ‫ﻛﺮﺩ ﻛﻪ ﻧﻪ ﺑﺎ ﺳﻨﺖ ﻫﻤﺨﻮﺍﻧﻰ ﺩﺍﺷﺖ‬
‫ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﻧﻘﻼﺏ ﻓﺮﺍﻧﺴﻪ‪ ،‬ﻣﻄﺎﻟﺐ ﺯﻳﺎﺩﻯ‬ ‫ﻭ ﻧﻪ ﺑﺎ ﺗﺠﺪﺩ – ﻧﻮﻋﻰ ﺳﺎﻣﺎﻥ ﺳﻴﺎﺳﻰ‬
‫ﺁﻣﻮﺧﺖ‪ .‬ﻣﺎﺩﺍﻡ ﺍﺭﻓﻊ ﺑﺎ ﻣﺤﻤﺪﺭﺿﺎ ﺩﺭﺑﺎﺭﺓ‬ ‫ﻭ ﺁﺭﻣﺎﻧﻰ ﻛﻪ ﺩﺭ ﺁﻥ ﻛﻼﻡ ﺍﻟﻬﻰ ﺑﻪ‬
‫ﻣﻮﻧﺘﺴﻜﻴﻮ‪ ،‬ﻭﻟﺘﺮ ﻭ ﺭﻭﺳﻮ‪ ،‬ﻭ ﻫﻤﭽﻨﻴﻦ‬ ‫ﺧﻮﺍﺳﺖ ﻣﺮﺩﻡ ﺑﺪﻝ ﺷﺪ‪ ،‬ﻭ ﺍﻭ ﺩﺭ ﻣﻘﺎﻡ‬
‫ﺩﺭﺑﺎﺭﺓ ﻧﺎﭘﻠﺌﻮﻥ‪ ،‬ﭘﻄﺮ ﻭ ﻛﺎﺗﺮﻳﻦ ﺳﺨﻦ‬ ‫ﻓﻘﻴﻪ ﻣﻔﺴﺮ ﻛﻼﻡ ﺍﻟﻬﻰ ﺷﺪ‪ .‬ﺍﻭ ﺍﻳﻤﺎﻥ ﺭﺍ‬
‫ﻣﻰﮔﻔﺖ‪ ،‬ﻭ ﺩﺭﺑﺎﺭﺓ ﺍﻳﻨﻜﻪ ﺷﺎﻫﺎﻥ ﻭ‬ ‫ﺟﺎﻧﺸﻴﻦ ﺁﺯﺍﺩﻯ ﻛﺮﺩ ﻭ ﺍﺯ ﺍﻳﻦ ﺭﺍﻩ ﻣﻔﻬﻮﻡ‬
‫ﺭﻫﺒﺮﺍﻥ ﺑﺰﺭگ ﭼﻪ ﻛﺎﺭﻫﺎﻳﻰ ﺑﺎﻳﺪ ﺑﺮﺍﻯ‬ ‫ﺟﻨﮓ ﺭﺍ ﺑﻪ ﺟﻬﺎﺩ‪ ،‬ﺳﺮﺑﺎﺯ ﺭﺍ ﺑﻪ ﺷﻬﻴﺪ‪،‬‬
‫ﻛﺸﻮﺭﺷﺎﻥ ﺑﻜﻨﻨﺪ‪ .‬ﻣﺎﺩﺍﻡ ﺍﺭﻓﻊ ﺍﻳﻦ ﻧﻜﺘﻪ‬ ‫ﻭ ﻣﺮگ ﺭﺍ ﺑﻪ ﺭﺳﺘﮕﺎﺭﻯ ﺗﻐﻴﻴﺮ ﺩﺍﺩ‪ .‬ﺍﻭ‬
‫ﺭﺍ ﻫﻢ ﻫﻤﻮﺍﺭﻩ ﺑﺎ ﻇﺮﺍﻓﺖ ﺑﻪ ﭘﺴﺮ ﺟﻮﺍﻥ‬ ‫ﺑﺎ ﺗﻔﺴﻴﺮﻯ ﺩﮔﺮ ﺍﺯ ﺍﺳﻼﻡ ﺗﻌﺮﻳﻔﻰ ﺩﮔﺮ‬
‫ﺍﻟﻘﺎ ﻣﻰﻛﺮﺩ ﻛﻪ ﭘﺪﺭﺵ ﺣﻖ ﺩﺍﺷﺖ ﻛﻪ‬ ‫ﺍﺯ ﺳﻌﺎﺩﺕ ﺑﺸﺮ‪ ،‬ﭘﻴﺸﺮﻓﺖ ﺍﺟﺘﻤﺎﻋﻰ‪،‬‬
‫ﺷﻜﻮﻩ ﻭ ﻋﻈﻤﺖ ﮔﺬﺷﺘﺔ ﺍﻳﺮﺍﻥ ﺭﺍ ﺍﻟﮕﻮﻳﻰ‬ ‫ﺗﻮﺳﻌﺔ ﺍﻗﺘﺼﺎﺩﻯ‪ ،‬ﺁﺯﺍﺩﻯ ﻓﺮﺩﻯ ﻭ‬
‫ﺑﺮﺍﻯ ﺷﻜﻮﻩ ﺍﻳﻦ ﻛﺸﻮﺭ ﺩﺭ ﺁﻳﻨﺪﻩ ﺑﺪﺍﻧﺪ‪،‬‬ ‫ﺣﺎﻛﻤﻴﺖ ﻣﺮﺩﻡ ﺑﻪ ﺩﺳﺖ ﺩﺍﺩ‪. . . .‬‬
‫ﻭﻟﻰ ﻓﺮﻫﻨﮓ ﻭ ﺗﻤﺪﻥ ﺍﺭﺯﺷﻰ ﺑﻴﺸﺘﺮ‬ ‫ﺍ ّﻣﺎ ﺍﻳﻦ ﺳﺎﻣﺎﻥ ﺟﺪﻳﺪ‪ ،‬ﺿﺮﺑﺔ ﺳﺨﺘﻰ‬
‫ﺍﺯ ﻗﺪﺭﺕ ﻭ ﺯﻭﺭ ﺧﺸﻚ ﻭ ﺧﺎﻟﻰ ﺩﺍﺭﺩ‪.‬‬ ‫ﺑﺮ ﺑﻨﻴﺎﺩ ﺍﻧﺴﺎﻧﻰ ﻭ ﻣﺎ ّﺩﻯ ﺗﻮﺳﻌﻪﺍﻯ ﻛﻪ‬
‫ﺷﺎﻳﺪ ﻣﺎﺩﺍﻡ ﺍﺭﻓﻊ ﻧﻔﻮﺫ »ﺯﻧﺎﻧﺔ« ﺯﻳﺎﺩﻯ‬ ‫ﺩﺭ ﺩﻭﺭﺍﻥ ﭘﻨﺠﺎﻩ ﺳﺎﻟﺔ ﭘﻴﺶ ﺍﺯ ﺍﻧﻘﻼﺏ‬
‫ﺑﺮ ﻣﺤﻤﺪﺭﺿﺎ ﻣﻰﮔﺬﺍﺷﺖ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ‬ ‫ﺩﺭ ﺍﻳﺮﺍﻥ ﺟﺮﻳﺎﻥ ﻳﺎﻓﺘﻪ ﺑﻮﺩ‪ ،‬ﻭﺍﺭﺩ ﺁﻭﺭﺩ‪.‬‬
‫ﺩﻟﻴﻞ ﺭﺿﺎﺷﺎﻩ‪ ،‬ﻛﻪ ﭘﺲ ﺍﺯ ‪ 9‬ﺳﺎﻟﮕﻰ‬ ‫‪ . . .‬ﺩﺭ ﻣﻴﺎﻧﺔ ﺩﻫﺔ ‪ 1350‬ﺍﻳﺮﺍﻥ ﺑﻪ‬
‫ﻣﺤﻤﺪﺭﺿﺎ‪ ،‬ﺑﻪ ﻏﺬﺍ ﺧﻮﺭﺩﻥ ﺭﻭﺯﺍﻧﻪ ﺑﺎ‬ ‫ﻧﻤﻮﻧﺔ ﺑﺎﺭﺯ ﭘﻴﺸﺮﻓﺖ ﺩﺭ ﻣﻴﺎﻥ ﻛﺸﻮﺭﻫﺎﻯ‬
‫ﭘﺴﺮﺵ ﺍﻫﻤﻴﺖ ﻣﻰﺩﺍﺩ‪ ،‬ﺗﺼﻤﻴﻢ ﮔﺮﻓﺖ‬ ‫ﺟﻬﺎﻥ ﺳﻮﻡ ﺑﺪﻝ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﻳﻜﻰ ﺍﺯ‬
‫ﻛﻪ ﻭﻟﻴﻌﻬﺪ ﺑﻪ ﻫﻤﻨﺸﻴﻨﻰ ﺑﺎ ﺭﻭﺣﻴﺎﺕ‬ ‫ﺑﺎﻻﺗﺮﻳﻦ ﻧﺮﺥﻫﺎﻯ ﺭﺷﺪ ﺍﻗﺘﺼﺎﺩﻯ ﺭﺍ‬
‫ﻣﺮﺩﺍﻧﻪﺗﺮ ﻧﻴﺎﺯ ﺩﺍﺭﺩ ﻭ ﺑﺮﺍﻯ ﺍﻭ ﺁﻣﻮﺯﺵ‬ ‫ﺩﺍﺷﺖ‪ .‬ﺍﺯ ﻧﻈﺮ ﺧﺪﻣﺎﺕ ﺍﺟﺘﻤﺎﻋﻰ ﺩﺭ‬
‫ﻣﻄﻠﻘﺎً ﻧﻈﺎﻣﻰ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺖ‪ .‬ﺍﻟﺒﺘﻪ‬ ‫ﺳﻄﺤﻰ ﺑﺴﻴﺎﺭ ﺑﺎﻻ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺑﻮﺩ‪ .‬ﻣﻬﻢ‬
‫ﺑﻌﺪﻫﺎ ﺳﻮﻳﺲ ﺑﻪ ﭘﺮﻭﺭﺵ ﺑﺬﺭﻯ ﻛﻪ‬ ‫ﺗﺮ ﺍﺯ ﻫﻤﻪ‪ ،‬ﺑﻪ ﻣﺠﻤﻮﻋﻪ ﻫﺎﻯ ﺿﺮﻭﺭﻯ‬
‫ﻣﺮﺑﻰ ﻓﺮﺍﻧﺴﻮﻯ ﻛﺎﺷﺘﻪ ﺑﻮﺩ‪ ،‬ﻛﻤﻚ‬ ‫ﺑﺮﺍﻯ ﺟﻬﺶ ﺩﺭ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﺯﻣﻴﻨﻪ‬
‫ﻛﺮﺩ‪ .‬ﻣﺤﻤﺪﺭﺿﺎ »ﺧﻮﺩ ﺭﺍ ﺑﺮﺍﻯ ﻫﻤﻴﺸﻪ‬ ‫ﻫﺎ ﻛﻪ ﺭﻩ ﻧﺸﺎﻧ ًﻪ ﭘﻴﺸﺮﻓﺖ ﺷﻨﺎﺧﺘﻪ‬
‫ﻣﺪﻳﻮﻥ ﺍﻳﻦ ﺧﺎﻧﻢ ]ﻣﻰﺩﺍﻧﺴﺖ[« ﻛﻪ ﺩﺭ‬ ‫ﺷﺪﻩ ﺍﻧﺪ‪ ،‬ﺍﺯ ﺣﻘﻮﻕ ﺯﻧﺎﻥ ﻭ ﺣﻤﺎﻳﺖ ﺍﺯ‬
‫ﻣﺤﻴﻂ ﺯﻳﺴﺖ ﮔﺮﻓﺘﻪ ﺗﺎ ﻋﻠﻮﻡ ﻭ ﻓﻨﺎﻭﺭﻯ‪،‬‬
‫ﺳﺎﻝ ‪ 1959‬ﺩﺭ ﻓﺮﺍﻧﺴﻪ ﺩﺭﮔﺬﺷﺖ‪.‬‬ ‫ﻣﻨﺎﺳﺒﺎﺕ ﻣﻴﺎﻥ ﻓﺮﻫﻨﮕﻰ ﻭ ﻓﺮﺍ ﻓﺮﻫﻨﮕﻰ‬
‫ﻭ ﺑﺎﺳﻮﺍﺩﻯ ﻭ ﺁﻣﻮﺯﺵ ﻏﻴﺮ ﺭﺳﻤﻰ ﺩﺭ‬
‫»ﺩﻧﺒﺎﻟﻪ ﺩﺍﺭﺩ«‬ ‫ﺳﺮﺍﺳﺮ ﺯﻧﺪﮔﻰ‪ ،‬ﺩﺳﺖ ﻳﺎﻓﺘﻪ ﺑﻮﺩ‪ .‬ﺩﺭ‬
‫ﻧﺘﻴﺠﺔ ﺍﻳﻦ ﭘﻴﺸﺮﻓﺖﻫﺎ ﻭ ﺩﮔﺮﮔﻮﻧﻰﻫﺎﻯ‬

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