Page 5 - (کیهان لندن - سال سى و دوم ـ شماره ۳۸ (دوره جديد

‫ﺻﻔﺤﻪ ‪ 5‬ـ ‪ Page 5‬ـ ﺷﻤﺎﺭﻩ ‪38‬‬ ‫ﭘﺰﺷﻚ ﻭ ﭘﮋﻭﻫﺸﮕﺮ ﺍﻳﺮﺍﻧﻰ ﺑﺮﻧﺪﻩ‬
‫ﺟﻤﻌﻪ ‪ 11‬ﺗﺎ ﭘﻨﺠﺸﻨﺒﻪ ‪ 17‬ﺩﺳﺎﻣﺒﺮ ‪2015‬‬ ‫ﺟﺎﻳﺰﻩ »ﺁﻳﻨﺪﻩ ﺁﻟﻤﺎﻥ« ﺷﺪ‬

‫ﺩﺍﻭﻭﺩ ﭘﮋﻣﺎﻥ ﺩﺭ ﮔﻔﺘﮕﻮ ﺑﺎ ﻛﻴﻬﺎﻥ ﻟﻨﺪﻥ‪:‬‬

‫ﺭگ ﺭگ ﻭﺟﻮﺩﻡ ﺑﺎ ﺑﺎﺭﺑﺪ ﻭ ﻧﻜﻴﺴﺎ ﻋﺠﻴﻦ ﺍﺳﺖ‬

‫ﺳﺎﻣﺎﻧﻰ ﺑﻪ ﻫﺮﺍﺕ ﻭ ﺑﺎﺩﻏﻴﺲ ﺍﻣﺮﻭﺯﻯ‬ ‫ﺩﻭﺵﺩﻳﺪﻡﻛﻪﻣﻼﺋﻚﺩﺭﻣﻴﺨﺎﻧﻪﺯﺩﻧﺪ‬ ‫ﭘﺴﺮ ﻣﺎﻧﻨﺪ ﻣﻦ ﺑﻴﺰﺍﺭ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﭼﻮﻥ ﻫﺮ‬ ‫ﺭﻭﺷﻨﻚ ﺁﺳﺘﺮﻛﻰ‪ -‬ﺩﺍﻭﻭﺩ ﭘﮋﻣﺎﻥ‬ ‫ﺩﻛﺘﺮﺍﺭﺩﺷﻴﺮﻏﻔﺮﺍﻧﻰﻭﻫﻤﻜﺎﺭﺍﻧﺶﺩﺭﻛﻨﺎﺭﻳﻮﺁﺧﻴﻢﮔﺎﻙﺭﻳﻴﺲﺟﻤﻬﻮﺭﻯﺁﻟﻤﺎﻥ‬
‫ﻭ ﺑﺮﮔﺸﺖﺷﺎﻥ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﺑﺨﺎﺭﺍ ﻭ‬ ‫ﮔﻞ ﺍﺩﻡ ﺑﺴﺮﺷﺘﻨﺪ ﻭ ﺑﻪ ﭘﻴﻤﺎﻧﻪ ﺯﺩﻧﺪ‬ ‫ﺷﺐ ﺗﻌﺪﺍﺩﻯ ﺍﺯ ﻣﺠﺎﻫﺪﻳﻦ ﺑﻪ ﺩﺭﻭﺍﺯﻩ‬ ‫ﺧﻮﺍﻧﻨﺪﻩ ﺟﻮﺍﻥ ﺍﻓﻐﺎﻧﺴﺘﺎﻧﻰ ﺍﺳﺖ ﻛﻪ‬
‫ﺳﻤﺮﻗﻨﺪ‪ .‬ﻭﻟﻰ ﺍﻣﺮﻭﺯ ﻣﺎ ﺍﺯ ﻫﻢ ﭘﺎﺷﻴﺪﻩ‬ ‫ﺟﻨﮓﻫﻔﺘﺎﺩﻭﺩﻭﻣﻠﺖﻫﻤﻪﺭﺍﻋﺬﺭﺑﻨﻪ‬ ‫ﺧﺎﻧﻪﻣﺎﻥ ﻣﻰﺁﻣﺪﻧﺪ ﻭ ﻣﺮﺍ ﺑﺎﺧﻮﺩﺷﺎﻥ‬ ‫ﻣﺤﺒﻮﺑﻴﺖ ﺯﻳﺎﺩﻯ ﺩﺭ ﻣﻴﺎﻥ ﻓﺎﺭﺳﻰﺯﺑﺎﻧﺎﻥ‬ ‫ﺍﻳﻦ ﺩﺍﺭﻭ ﮔﻔﺘﻪ ﺍﺳﺖ ﻣﻴﺰﺍﻥ ﺑﻘﺎ ﺩﺭ‬ ‫ﭘﺮﻭﻓﺴﻮﺭ ﺍﺭﺩﺷﻴﺮ ﻏﻔﺮﺍﻧﻰ ﻓﻮﻕ‬
‫ﻫﺴﺘﻴﻢ‪ ،‬ﻭﻗﺘﻰ ﺩﺭ ﺳﺎﻝ ‪ 2011‬ﺩﺭ‬ ‫ﭼﻮﻥﻧﺪﻳﺪﻧﺪﺣﻘﻴﻘﺖﺭﻫﻰﺍﻓﺴﺎﻧﻪﺯﺩﻧﺪ‬ ‫ﻣﻰﺑﺮﺩﻧﺪ ﺗﺎ ﻧﻴﻤﻪ ﺷﺐﻫﺎ ﺑﺎﻳﺪ ﺑﺮﺍﻳﺸﺎﻥ‬ ‫ﺩﺍﺭﺩ‪ .‬ﻭﻳﺪﺋﻮﻫﺎﻯ ﺍﻭ ﺩﺭ ﻳﻮﺗﻴﻮﺏ ﺑﺎﺯﺩﻳﺪ‬ ‫ﻣﻴﺎﻥ ﻛﺴﺎﻧﻰ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺗﺤﻘﻴﻖ ﺳﻪ‬ ‫ﺗﺨﺼﺺ ﺭﻳﻪ ﻛﻪ ﺭﻳﺎﺳﺖ ﺗﻴﻢ ﻋﺮﻭﻗﻰ‬
‫ﺟﺸﻨﻮﺍﺭﻩ ﺗﺮﺍﻧﻪﻫﺎﻯ ﺷﺮﻕ ﺩﺭ ﺷﻬﺮ‬ ‫ﺁﻭﺍﺯ ﻣﻰﺧﻮﺍﻧﺪﻡ ﻭ ﻫﺮ ﺷﺐ ﭘﺪﺭﻡ ﻳﺎ‬ ‫ﺯﻳﺎﺩﻯ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﺷﺒﻜﻪﻫﺎﻯ ﺍﺟﺘﻤﺎﻋﻰ‬ ‫ﻣﺮﺣﻠﻪﺍﻯ ﺷﺮﻛﺖ ﻛﺮﺩﻩﺍﻧﺪ ﺩﺭ ﺩﻭﺭﻩ‬ ‫ﭘﺰﺷﻜﻰ ﺩﺍﻧﺸﮕﺎﻩ ﮔﻴﺴﻦ ﺁﻟﻤﺎﻥ ﺭﺍ ﺑﻪ‬
‫ﺯﻳﺒﺎﻯ ﺳﻤﺮﻗﻨﺪ ﺷﺮﻛﺖ ﻛﺮﺩﻡ ﻭ‬ ‫ﻭ ﺑﻪ ﻣﻌﻨﺎ ﻭ ﻣﻔﻬﻮﻡ ﺍﻳﻦ ﺍﺷﻌﺎﺭ ﻧﮕﺎﻩ‬ ‫ﻳﻜﻰ ﺍﺯ ﺧﻮﻳﺶ ﻭ ﺗﺒﺎﺭ ﺑﺎﻳﺪ ﻫﻤﺮﺍﻫﻢ‬ ‫ﻧﻪ ﺗﻨﻬﺎ ﺗﻮﺳﻂ ﺍﻓﻐﺎﻧﺴﺘﺎﻧﻰﻫﺎ‪ ،‬ﺑﻠﻜﻪ‬ ‫ﺑﻴﺶ ﺍﺯ ﻳﻜﻰ ﺩﻭ ﺳﺎﻟﻪ ﺑﻴﻦ ‪ 90‬ﺗﺎ ‪95‬‬ ‫ﻋﻬﺪﻩ ﺩﺍﺭﺩ ﻭ ﻫﻤﻜﺎﺭﺍﻧﺶ ﺟﺎﻳﺰﻩ ‪2015‬‬
‫ﻭﺿﻌﻴﺖ ﻫﻢﺯﺑﺎﻧﺎﻥ ﺧﻮﺩ ﺭﺍ ﺁﻧﺠﺎ ﺩﻳﺪﻡ‬ ‫ﻣﻰﻛﻨﻢ ﻣﻰﮔﻮﻳﻢ ﺁﻩ ﺧﺪﺍﻯ ﻣﻦ ﺍﻳﻦ‬ ‫ﻣﻰﺑﻮﺩ ﭼﻮﻥ ﺍﺯ ﭼﻬﺮﻩﻫﺎﻯ ﻧﺎﻣﻼﻳﻢﺷﺎﻥ‬ ‫ﺗﻮﺳﻂ ﻓﺎﺭﺳﻰﺯﺑﺎﻧﺎﻥ ﺩﻳﮕﺮ ﻛﺸﻮﺭﻫﺎ ﺑﻪ‬ ‫ﺩﺭﺻﺪ ﺑﻮﺩﻩ ﺍﺳﺖ ﺩﺭ ﺣﺎﻟﻰ ﻛﻪ ﭘﻴﺶ‬
‫ﺍﺷﻚ ﺭﻳﺨﺘﻢ ﻛﻪ ﺩﺍﺭﻧﺪ ﭼﻪ ﻣﻰﻛﺸﻨﺪ‪.‬‬ ‫ﺁﺩﻡﻫﺎ ﭼﮕﻮﻧﻪ ﺫﻫﻨﻰ ﺩﺍﺷﺘﻨﺪ؟ ﻣﻰﺁﻳﻨﺪ‬ ‫ﻣﻰﺗﺮﺳﻴﺪﻡ‪ .‬ﺍﻣﺎ ﺑﻪ ﻣﻮﺳﻴﻘﻰ ﺩﺭ ﺁﻥ‬ ‫ﺍﺯ ﺁﻥ ﺍﻳﻦ ﺭﻗﻢ ﺑﻴﻦ ‪ 50‬ﺗﺎ ‪ 70‬ﺩﺭﺻﺪ‬ ‫»ﺁﻳﻨﺪﻩ ﺁﻟﻤﺎﻥ« ﺭﺍ ﻛﺴﺐ ﻛﺮﺩﻧﺪ‪.‬‬
‫‪‬ﻣﻮﺳﻴﻘﻰ ﺗﺒﺪﻳﻞ ﻳﻚ ﺭﻭﺡ ﺑﻪ‬ ‫ﻭ ﻫﻤﻪ ﻫﺴﺘﻰ ﺭﺍ ﺯﻳﺮ ﺳﻮﺍﻝ ﻣﻰﺑﺮﻧﺪ ﻭ‬ ‫ﺍﺷﺘﺮﺍﻙ ﮔﺬﺍﺷﺘﻪ ﻣﻰﺷﻮﺩ‪.‬‬ ‫»ﺁﻳﻨﺪﻩ ﺁﻟﻤﺎﻥ« ﻳﻜﻰ ﺍﺯ ﻣﻌﺘﺒﺮﺗﺮﻳﻦ‬
‫ﻣﺎﺩﻩ ﺍﺳﺖ‪ ،‬ﻳﻚ ﺭﻭﺡ ﺍﺯ ﺩﺭﻭﺍﺯﻩ‬ ‫ﺁﻧﭽﻪ ﻣﻦ ﻣﻰﺩﺍﻧﻢ ﺭﺍ ﺑﻪ ﺍﻧﺴﺎﻥ ﺑﻮﺩﻥ‬ ‫ﺯﻣﺎﻥ ﺍﺩﺍﻣﻪ ﺩﺍﺩﻡ ﻭ ﺩﻟﺴﺮﺩ ﻧﺸﺪﻡ‪.‬‬ ‫ﺍﻭ ﻣﺘﻮﻟﺪ ﺳﺎﻝ ‪ 1362‬ﺧﻮﺭﺷﻴﺪﻯ ﺩﺭ‬ ‫ﺑﻮﺩ‪.‬‬
‫ﻣﻮﺳﻴﻘﻰ ﺑﺮ ﺟﺎﻥﻫﺎ ﻣﻰﻭﺯﺩ‪ ،‬ﺭﻭﺡ‬ ‫ﺗﺎﻛﻴﺪ ﻣﻰﻛﻨﻨﺪ ﻧﻪ ﻓﺮﻗﻪ ﻭ ﮔﺮﺍﻳﺸﻰ‪ .‬ﻳﺎ‬ ‫‪‬ﻣﺸﻜﻼﺕ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻓﺎﺭﺳﻰ‬ ‫ﺑﺪﺧﺸﺎﻥ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺍﺳﺖ‪ .‬ﺳﺎﺯ ﻣﻨﺤﺼﺮ‬ ‫ﺟﻮﺍﻳﺰ ﺟﺎﻣﻌﻪ ﻋﻠﻤﻰ ﺁﻟﻤﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﺷﻤﺎ ﺳﺎﻛﻦ ﻛﺪﺍﻡ ﺷﻬﺮ ﺍﺳﺖ؟ ﺁﻳﺎ‬ ‫ﻭﻗﺘﻰ ﻣﻦ ﺷﻌﺮ »ﻣﺮﺯ« ﺳﺮﻭﺩﻩ ﺩﻭﺳﺖ‬ ‫ﺑﻪ ﻓﺮﺩ ﺍﻭ »ﻗﺸﻘﺎﺭﭼﻪ« ﻧﺎﻡ ﺩﺍﺭﺩ ﻛﻪ ﻳﻚ‬ ‫ﺩﻛﺘﺮ ﺍﺭﺩﺷﻴﺮ ﻏﻔﺮﺍﻧﻰ‬ ‫ﺑﻪ ﮔﺰﺍﺭﺵ ﻭﺑﺴﺎﻳﺖ »ﺭﻳﻴﻞ ﺍﻳﺮﺍﻥ«‬
‫ﻣﻰﺷﻮﺩ ﮔﻔﺖ ﺑﺎ ﺑﺎﺭﺑﺪ ﻭ ﻧﻜﻴﺴﺎ‬ ‫ﺧﻮﺑﻢ ﻧﺠﻴﺐ ﺑﺎﺭﻭﺭ ﺭﺍ ﺩﻳﺪﻡ ﺧﻮﺷﻢ‬ ‫ﺯﺑﺎﻥ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭼﻴﺴﺖ؟‬ ‫ﺳﺎﺯ ﺯﻫﻰ ﺍﺳﺖ‪ .‬ﺩﺍﻭﻭﺩ ﭘﮋﻣﺎﻥ ﭼﻨﺪﻳﻦ‬ ‫ﺟﺎﻳﺰﻩ »ﺁﻳﻨﺪﻩ ﺍﻟﻤﺎﻥ« ﺩﺭ ﺳﺎﻝ‬ ‫ﺗﻴﻢ ﺑﺮﻧﺪﻩ ﺍﻳﻦ ﺟﺎﻳﺰﻩ ﺩﺭ ﺳﺎﻝ ‪2015‬‬
‫ﻭ ﺭﻭﺩﻛﻰ ﻭ ﺧﻴﺎﻡ ﻭ ﻓﺮﺩﻭﺳﻰ‬ ‫ﺁﻣﺪ ﻭ ﺁﻧﭽﻪ ﺩﺭ ﺗﻮﺍﻧﻢ ﺑﻮﺩ ﺯﻣﺰﻣﻪ ﻛﺮﺩﻡ‪.‬‬ ‫‪-‬ﻣﺸﻜﻼﺕ ﺯﻳﺎﺩﻯ ﻓﺮﺍ ﺭﺍﻩ ﻫﻨﺮﻣﻨﺪﺍﻥ‬ ‫ﻛﻨﺴﺮﺕ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ ﺗﺎﺟﻴﻜﺴﺘﺎﻥ‬ ‫‪ 1997‬ﺗﺎﺳﻴﺲ ﺷﺪﻩ ﻭ ﻫﺪﻑ ﺁﻥ‬ ‫ﻣﻴﻼﺩﻯ ﺁﻥ ﺭﺍ ﺑﻪ ﺩﻟﻴﻞ ﺳﺎﺧﺘﻦ‬
‫ﭼﻮﻥ ﺷﻌﺮ ﺍﻭ ﺑﺮﺍﻳﻢ ﺑﻴﺎﻧﮕﺮ ﻳﻚ ﺩﺭﺩ‬ ‫ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺁﻧﭽﻪ ﻣﻦ‬ ‫ﺑﺮﮔﺰﺍﺭ ﻛﺮﺩﻩ ﺍﺳﺖ ﻭ ﺩﺭ ﭼﻨﺪﻳﻦ ﻣﺴﺎﺑﻘﻪ‬ ‫ﺷﻨﺎﺳﺎﻳﻰ ﭘﺮﻭژﻩﻫﺎﻯ ﺗﺤﻘﻴﻘﺎﺗﻰ ﺑﺪﻳﻊ‬ ‫ﺩﺍﺭﻭﻳﻰ ﺑﺮﺍﻯ ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﺑﻴﻤﺎﺭﻯ‬
‫ﻫﻢﻧﺸﻴﻦ ﺍﺳﺖ؟‬ ‫ﺑﺰﺭگ ﺍﺳﺖ‪ .‬ﺟﺒﺮ ﺗﺎﺭﻳﺦ ﻣﺎ ﺭﺍ ﺍﺯ ﻫﻢ‬ ‫ﻣﻰﺩﺍﻧﻢ ﻣﻮﺳﻴﻘﻰ ﺩﺭ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ‬ ‫ﻣﻮﺳﻴﻘﻰ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻣﻘﺎﻡ ﺁﻭﺭﺩﻩ‬ ‫ﺍﻓﺰﺍﻳﺶ ﻓﺸﺎﺭ ﺧﻮﻥ ﺭﻳﻮﻯ ﺳﺎﺧﺘﻪ‬
‫‪-‬ﺍﻳﻦ ﭘﺮﺳﺶ ﻣﻮﻫﺎﻯ ﺑﺪﻧﻢ ﺭﺍ ﺧﻴﺰﺍﻧﺪ‬ ‫ﺟﺪﺍ ﺳﺎﺧﺘﻪ ﻭ ﺑﻪ ﺍﻳﻦ ﻟﺤﺎﻅ ﺑﺮﺍﻯ ﻣﻦ‬ ‫ﻫﻤﻴﺸﻪ ﻣﻮﺭﺩ ﺳﺮﺯﻧﺶﻫﺎﻳﻰ ﺑﻪ ﻭﺳﻴﻠﻪ‬ ‫ﺍﺳﺖ‪ .‬ﺩﺍﻭﻭﺩ ﭘﮋﻣﺎﻥ ﻛﻪ ﻣﻌﻤﻮﻻ ﺑﺎ ﻟﺒﺎﺱ‬ ‫ﻭ ﻧﻮﺁﻭﺭﺍﻧﻪ ﺍﺳﺖ‪.‬‬
‫ﻭ ﺍﺷﻚﻫﺎﻳﻢ ﺭﺍ ﺟﺎﺭﻯ ﻛﺮﺩ‪ .‬ﺑﻠﻪ ﺭﻭﺡ ﻣﻦ‬ ‫ﻗﺎﺑﻞ ﺍﻫﻤﻴﺖ ﺍﺳﺖ‪ ،‬ﭼﻮﻥ ﭘﻴﺎﻡ ﺩﺍﺭﺩ ﻭ‬ ‫ﺳﻨﺖﻫﺎ ﻭ ﺑﺮﺩﺍﺷﺖﻫﺎﻯ ﺩﻳﻨﻰ ﺑﻮﺩﻩ ﻭ‬ ‫ﻣﺤﻠﻰ ﺑﻪ ﺭﻭﻯ ﺳﻦ ﻣﻰﺭﻭﺩ ﻭ ﻗﺸﻘﺎﺭﭼﻪ‬ ‫ﺍﺭﺯﺵ ﻧﻘﺪﻯ ﺍﻳﻦ ﺟﺎﻳﺰﻩ ‪250‬‬ ‫ﺍﺳﺖ‪.‬‬
‫ﺯﻧﺪﮔﻰ ﻣﻦ ﺑﺎ ﺍﺷﻌﺎﺭ ﻣﻮﻻﻧﺎ‪ ،‬ﺭﻭﺩﻛﻰ‪،‬‬ ‫ﭘﻴﺎﻡﺍﺵ ﻫﻢ ﻭﺍﺿﺢ ﺍﺳﺖ ﻭ ﻣﻰﮔﻮﻳﺪ‬ ‫ﺍﻛﺜﺮ ﺍﻫﻞ ﻣﻮﺳﻴﻘﻰ ﺩﺭ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﺍﺯ‬ ‫ﺩﺭ ﺩﺳﺖ ﻣﻰﻧﻮﺍﺯﺩ ﻭ ﻣﻰﺧﻮﺍﻧﺪ‪ ،‬ﺍﺯ‬ ‫ﻫﺰﺍﺭ ﻳﻮﺭﻭ ﺍﺳﺖ ﻭ ﺟﺎﻳﺰﻩ ﺍﻣﺴﺎﻝ ﺩﺭ‬ ‫ﺍﻓﺰﺍﻳﺶ ﻓﺸﺎﺭ ﺧﻮﻥ ﺭﻳﻮﻯ ﻭ ﻳﺎ ﻓﺸﺎﺭ‬
‫ﺣﺎﻓﻆ‪ ،‬ﻧﺎﺻﺮ ﺧﺴﺮﻭ ﻛﻪ ﺣﺠﺖ ﻣﻦ‬ ‫ﻫﻰ ﻣﺮﺩﻡ ﻫﻮﺷﻴﺎﺭ ﺷﻮﻳﺪ ﻣﺎ ﻳﻜﻰ‬ ‫ﻃﺒﻘﻪﻫﺎﻯ ﭘﺎﺋﻴﻦ ﺍﻳﻦ ﺟﺎﻣﻌﻪ ﻣﺤﺴﻮﺏ‬ ‫ﭼﻨﺎﻥ ﻣﺤﺒﻮﺑﻴﺘﻰ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ ﻛﻪ‬ ‫ﻣﺮﺍﺳﻤﻰ ﺗﻮﺳﻂ ﻳﻮﺍﺧﻴﻢ ﮔﺎﻙ ﺭﺋﻴﺲ‬ ‫ﺧﻮﻥ ﺑﺎﻻ ﺩﺭ ﺭﻳﻪﻫﺎ ﺑﻴﻤﺎﺭﻯ ﻧﺎﺩﺭﻯ‬
‫ﺍﺳﺖ‪ ،‬ﻓﺮﺩﻭﺳﻰ ﻭ ﺩﻳﮕﺮﺍﻥ ﺁﻣﻴﺨﺘﻪ‬ ‫ﻫﺴﺘﻴﻢ‪ ،‬ﻓﺮﻕ ﻧﻤﻰﻛﻨﺪ ﻛﻪ ﺑﻪ ﻛﺪﺍﻡ‬ ‫ﻣﻰﮔﺮﺩﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﻭﻗﺘﻰ ﻣﻦ‬ ‫ﻣﺬﻫﺐ ﺷﺎﻩ ﻇﻬﻮﺭﻯ‪ ،‬ﺷﺎﻋﺮ ﺍﻓﻐﺎﻧﺴﺘﺎﻧﻰ‬ ‫ﺟﻤﻬﻮﺭﻯ ﺁﻟﻤﺎﻥ ﺑﻪ ﺑﺮﻧﺪﮔﺎﻥ ﺍﻫﺪﺍ ﺷﺪ‪.‬‬ ‫ﺍﺳﺖ ﻛﻪ ﻣﻰﺗﻮﺍﻧﺪ ﺑﺴﻴﺎﺭ ﺧﻄﺮﻧﺎﻙ‬
‫ﺍﺳﺖ ﻭ ﺭگ ﺭگ ﻭﺟﻮﺩﻡ ﺑﺎ ﺑﺎﺭﺑﺪ ﻭ‬ ‫ﮔﻮﺷﻪ ﺩﻧﻴﺎ ﻫﺴﺘﻴﻢ ﻭ ﺍﻳﻦ ﻣﺮﺯﻫﺎﻯ‬ ‫ﺍﺯ ﺩﺍﻧﺸﮕﺎﻩ ﻓﺎﺭﻍ ﺷﺪﻡ ﺩﻳﮕﺮ ﻧﺘﻮﺍﻧﺴﺘﻢ‬ ‫ﺩﺭ ﻭﺻﻒ ﭘﻨﺠﻪ ﻭ ﺻﺪﺍﻯ ﺍﻭ ﺷﻌﺮﻯ‬ ‫ﺑﻪ ﮔﺰﺍﺭﺵ ﻛﻴﻬﺎﻥ ﻟﻨﺪﻥ‪ ،‬ﺩﻛﺘﺮ‬ ‫ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻧﻮﻉ ﺑﻴﻤﺎﺭﻯ ﺷﺮﻳﺎﻥﻫﺎﻯ‬
‫ﻧﻜﻴﺴﺎ ﻋﺠﻴﻦ ﺍﺳﺖ‪ .‬ﺍﻳﻨﻬﺎ ﻫﺴﺘﻨﺪ ﻛﻪ‬ ‫ﻟﻌﻨﺘﻰ ﻧﻤﻰﺗﻮﺍﻧﻨﺪ ﻣﺎ ﺭﺍ ﺟﺪﺍ ﺳﺎﺧﺘﻪ‬ ‫ﺑﻪ ﻛﺎﺭﻡ ﺍﺩﺍﻣﻪ ﺑﺪﻫﻢ ﭼﻮﻥ ﺩﻳﺪﮔﺎﻩﻫﺎ‬ ‫ﺍﺭﺩﺷﻴﺮ ﻏﻔﻮﺭﻯ ﭘﺲ ﺍﺯ ﺩﺭﻳﺎﻓﺖ ﺟﺎﻳﺰﻩ‬ ‫ﻣﻮﺟﻮﺩ ﺩﺭ ﺭﻳﻪﻫﺎ ﻭ ﻧﻴﺰ ﻣﻮﻳﺮگﻫﺎﻯ‬
‫ﻣﺎ ﻫﺴﺘﻴﻢ ﻭ ﺗﺎ ﻫﺴﺘﻢ ﺑﺎ ﺍﻳﻨﻬﺎ ﻧﻔﺲ‬ ‫ﻭ ﺑﻴﺎﺋﻴﺪ ﺣﺮﻑ ﻛﻮﻻﺏ ﻭ ﺳﻤﺮﻗﻨﺪ ﻭ‬ ‫ﺑﻪ ﻣﻮﺳﻴﻘﻰ ﺍﺯ ﺑﺎﻻ ﺑﻪ ﭘﺎﻳﻴﻦ ﺑﻮﺩ‪ .‬ﺍﻳﻦ‬ ‫ﺳﺮﻭﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺳﺨﻨﺎﻥ ﻛﻮﺗﺎﻫﻰ ﺩﺭﺑﺎﺭﻩ ﺩﺍﺭﻭﻯ‬ ‫ﺁﻧﻬﺎ ﺑﺎﺭﻳﻚ‪ ،‬ﻣﺴﺪﻭﺩ ﻭ ﻳﺎ ﺗﺨﺮﻳﺐ‬
‫ﻣﻰﻛﺸﻢ ﻭ ﺯﺑﺎﻧﻢ ﺩﺭ ﺩﺭﻳﺴﺖ‪ .‬ﺑﻪ ﮔﻔﺖ‬ ‫ﺣﺎﻟﺖ ﺑﺮﺍﻯ ﻣﻦ ﻗﺎﺑﻞ ﻗﺒﻮﻝ ﻧﺒﻮﺩ‪.‬‬ ‫ﻛﻴﻬﺎﻥ ﻟﻨﺪﻥ ﻣﺼﺎﺣﺒﻪﺍﻯ ﺍﺧﺘﺼﺎﺻﻰ‬ ‫ﻳﺎﺩﺷﺪﻩ ﺗﻮﺿﻴﺤﺎﺗﻰ ﺩﺍﺩ ﻭ ﺍﺯ ﻛﺴﺎﻧﻰ‬ ‫ﻣﻰﺷﻮﻧﺪ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﻭﺿﻌﻴﺘﻰ ﻋﺒﻮﺭ‬
‫ﺳﺮ ﭘﻞ ﺑﺰﻧﻴﻢ‪.‬‬ ‫ﻫﻤﻴﺸﻪ ﻓﻜﺮ ﻣﻰﻛﻨﻨﺪ ﺁﻭﺍﺯﺧﻮﺍﻥ ﺍﺯ‬ ‫ﺑﺎ ﺩﺍﻭﻭﺩ ﭘﮋﻣﺎﻥ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﺍﺳﺖ ﻛﻪ ﺩﺭ‬ ‫ﻛﻪ ﻣﺸﻮﻕ ﻭﻯ ﺑﻮﺩﻩﺍﻧﺪ ﺍﺯ ﺟﻤﻠﻪ‬ ‫ﺟﺮﻳﺎﻥ ﺧﻮﻥ ﺩﺭ ﺷﺶﻫﺎ ﺩﺷﻮﺍﺭ‬
‫ﺣﺠﺖ ﺧﺮﺍﺳﺎﻥ‪:‬‬ ‫ﻧﺎﻻﻳﻖﺗﺮﻳﻦ ﻭ ﻓﺎﺳﺪﺗﺮﻳﻦ ﺍﻓﺮﺍﺩ ﺟﺎﻣﻌﻪ‬ ‫ﻣﻰﺷﻮﺩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻓﺸﺎﺭ ﺧﻮﻥ‬
‫ﻣﻦ ﺁﻧﻢ ﻛﻪ ﺩﺭ ﭘﺎﻯ ﺧﻮﻛﺎﻥ ﻧﺮﻳﺰﻡ‬ ‫‪ ‬ﻣﻰﺧﻮﺍﺳﺘﻢ ﺑﻪ ﻫﻤﻴﻦ ﺷﻌﺮ‬ ‫ﺍﺳﺖ ﻛﻪ ﭼﻮﻥ ﻛﺎﺭ ﺩﻳﮕﺮﻯ ﺍﺯ ﺩﺳﺘﺶ‬ ‫ﺍﺩﺍﻣﻪ ﻣﻰﺧﻮﺍﻧﻴﺪ‪:‬‬ ‫ﻫﻤﻜﺎﺭﺍﻥ ﻭ ﺧﺎﻧﻮﺍﺩﻩﺍﺵ ﺗﺸﻜﺮ ﻛﺮﺩ‪.‬‬ ‫ﺩﺭ ﺭﻳﻪﻫﺎ ﺑﺎﻻ ﻣﻰﺭﻭﺩ‪ .‬ﺩﺭ ﭘﺎﺳﺦ ﺑﻪ‬
‫ﺍﺷﺎﺭﻩ ﻛﻨﻢ؛ »ﻫﺮ ﻛﺠﺎ ﻣﺮﺯ ﻛﺸﻴﺪﻧﺪ‪،‬‬ ‫ﺑﺮ ﻧﻴﺎﻣﺪﻩ‪ ،‬ﺑﻪ ﻣﻮﺳﻴﻘﻰ ﺭﻭﻯ ﺁﻭﺭﺩﻩ‬ ‫‪ ‬ﺷﺎﻳﺪ ﺍﻭﻟﻴﻦ ﭘﺮﺳﺸﻰ ﻛﻪ‬ ‫ﺍﻓﺰﺍﻳﺶ ﻓﺸﺎﺭ ﺧﻮﻥ ﺩﺭ ﺷﺮﻳﺎﻥ ﻫﺎﻯ‬
‫ﻣﺮ ﺍﻳﻦ ﻗﻴﻤﺘﻰ ﺩﺭ ﻟﻔﻆ ﺩﺭﻯ ﺭﺍ‬ ‫ﺷﻤﺎ ﭘﻞ ﺑﺰﻧﻴﺪ« ﺍﺯ ﺟﻤﻠﻪ ﻛﺎﺭﻫﺎﻯ‬ ‫ﺍﺳﺖ‪ .‬ﻣﻦ ﻛﻪ ﻫﻨﺮ ﺭﺍ ﺧﻴﻠﻰ ﺩﻭﺳﺖ‬ ‫ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻣﺎ ﻣﺎﻳﻞﺍﻧﺪ ﺑﺪﺍﻧﻨﺪ‬ ‫ﺭﻳﻮﻯ‪ ،‬ﻗﻠﺐ ﺑﺎﻳﺪ ﺳﺨﺖﺗﺮ ﻭ ﺑﺎ ﻗﺪﺭﺕ‬
‫ﺍﺧﻴﺮ ﺷﻤﺎ ﺑﻮﺩ ﻛﻪ ﺑﺴﻴﺎﺭ ﻣﻮﺭﺩ‬ ‫ﺩﺍﺭﻡ ﭼﻮﻥ ﻫﻮﻳﺖ ﻣﻦ ﺩﺭ ﺩﺍﺷﺘﻪﻫﺎﻯ‬ ‫ﺍﻳﻨﺴﺖ ﻛﻪ ﺩﺍﻭﻭﺩ ﭘﮋﻣﺎﻥ‪ ،‬ﭼﮕﻮﻧﻪ‬ ‫ﺑﻴﺸﺘﺮﻯ ﻛﺎﺭ ﻛﺮﺩﻩ ﻭ ﺧﻮﻥ ﺭﺍ ﺑﻪ ﺩﺍﺧﻞ‬
‫‪ ‬ﺷﻤﺎ ﺍﻫﻞ ﺟﺎﻳﻰ ﻫﺴﺘﻴﺪ ﻛﻪ‬ ‫ﺍﺳﺘﻘﺒﺎﻝ ﻗﺮﺍﺭ ﮔﺮﻓﺖ‪ .‬ﺍﻳﻦ »ﭘﻞ«‬ ‫ﻫﻨﺮﻯﺍﻡ ﻧﻬﻔﺘﻪ ﺍﺳﺖ ﻭﻟﻰ ﺟﺎﻣﻌﻪ‬ ‫ﻭ ﺍﺯ ﭼﻪ ﺯﻣﺎﻧﻰ ﻭﺍﺭﺩ ﻋﺮﺻﻪ ﻫﻨﺮ‬ ‫ﺷﺮﻳﺎﻥﻫﺎﻯ ﺭﻳﻮﻯ ﭘﻤﭙﺎژ ﻛﻨﺪ‪ .‬ﺗﻨﮕﻰ‬
‫ﺧﻴﺎﻡ ﻭ ﻧﺎﺻﺮ ﺧﺴﺮﻭ ﻭ ﺭﻭﺩﻛﻰ‬ ‫ﻫﻤﺎﻥ ﻭﺣﺪﺕ ﺍﺳﺖ؟ ﻭﺣﺪﺕ ﺑﺮ‬ ‫ﺍﻳﻦﮔﻮﻧﻪ ﻧﻤﻰﺍﻧﺪﻳﺸﺪ‪ .‬ﻣﻦ ﻣﺠﺒﻮﺭ ﺷﺪﻡ‬ ‫ﻧﻔﺲ‪ ،‬ﺳﺮﮔﻴﺠﻪ‪ ،‬ﺑﻴﻬﻮﺵ ﺷﺪﻥ ﻭ‬
‫ﺍﺯ ﺁﻥ ﺩﻳﺎﺭ ﺑﺮﺧﺎﺳﺘﻪﺍﻧﺪ‪ ،‬ﺑﻪ ﻧﻈﺮ‬ ‫ﺍﺯ ﻣﻮﺳﻴﻘﻰ ﻭ ﺩﺭﺳﻰ ﻛﻪ ﺧﻮﺍﻧﺪﻩ ﺑﻮﺩﻡ‬ ‫ﺷﺪﻩ ﺍﺳﺖ؟‬ ‫ﻭﺭﻡ ﭘﺎﻫﺎ ﺍﺯ ﺟﻤﻠﻪ ﻋﻼﺋﻢ ﺍﺑﺘﻼ ﺑﻪ ﺍﻳﻦ‬
‫ﻣﻰﺭﺳﺪ ﺩﺍﻭﻭﺩ ﭘﮋﻣﺎﻥ ﻧﻴﺰ ﺍﻣﺮﻭﺯ‬ ‫ﻛﻨﺎﺭ ﺑﮕﻴﺮﻡ ﻭ ﺭﻓﺘﻢ ﻛﺎﺭﻫﺎﻯ ﺩﻳﮕﺮﻯ‬ ‫‪-‬ﺑﺮﺍﻯ ﭘﺎﺳﺦ ﺑﻪ ﭘﺮﺳﺶ ﺷﻤﺎ ﺑﺎﻳﺪ‬
‫ﺍﺯ ﻫﻤﺎﻥ ﺑﺎﺩﻩ ﻭﺣﺪﺕ ﻫﻔﺖ ﻫﺰﺍﺭ‬ ‫ﻛﺮﺩﻡ ﭼﻮﻥ ﻣﻰﺍﻧﺪﻳﺸﻴﺪﻡ ﻭﻗﺘﻰ ﻛﺎﺭ‬ ‫ﺑﮕﻮﻳﻢ ﻛﻪ ﻣﻦ ﺩﺭ ﻳﻚ ﺩﻫﻜﺪﻩ ﺩﻭﺭ ﺩﺭ‬ ‫ﺑﻴﻤﺎﺭﻯ ﺍﺳﺖ‪.‬‬
‫ﺧﻮﺑﻰ ﺑﺮﺍﻯ ﻫﻮﻳﺘﻢ ﻧﻤﻰﺗﻮﺍﻧﻢ ﺑﻜﻨﻢ‪،‬‬ ‫ﻧﻮﺍﺣﻰ ﺭﻭﺩ ﺁﻣﻮ ﻫﻢﻣﺮﺯ ﺑﺎ ﺗﺎﺟﻜﺴﺘﺎﻥ‬ ‫ﺩﺍﺭﻭﻳﻰ ﻛﻪ ﺗﻮﺳﻂ ﺩﻛﺘﺮ ﻏﻔﻮﺭﻯ ﻭ‬
‫ﻧﺒﺎﻳﺪ ﻛﺎﺭ ﻧﺎﺩﺭﺳﺘﻰ ﻫﻢ ﺍﻧﺠﺎﻡ ﺑﺪﻫﻢ‬ ‫ﺩﺭ ﻳﻚ ﺧﺎﻧﻮﺍﺩﻩ ﻛﺸﺎﻭﺭﺯ ﻭﻟﻰ ﻧﺴﺒﺘﺎ‬ ‫ﻫﻤﻜﺎﺭﺍﻥ ﺍﻭ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻓﺸﺎﺭ‬
‫ﭼﻮﻥ ﺑﺮﺩﺍﺷﺖ ﺍﻛﺜﺮ ﺟﺎﻣﻌﻪ ﺍﻳﻦﮔﻮﻧﻪ‬ ‫ﺁﺷﻨﺎ ﺑﻪ ﺩﺭﺱ ﻭ ﺗﻌﻠﻴﻢ ﺩﻳﺪﻩ ﺑﻪ ﺟﻬﺎﻥ‬ ‫ﺧﻮﻥ ﺑﺎﻻﻯ ﺭﻳﻮﻯ ﺭﺍ ﻛﻨﺘﺮﻝ ﻭ ﺑﻪ‬
‫ﺑﻮﺩ ﻛﻪ ﻣﻦ ﺑﻴﺎﻳﻢ ﺩﺭ ﻣﺤﺎﻓﻠﻰ ﻛﻪ ﺁﻧﺠﺎ‬ ‫ﮔﺸﻮﺩﻡ ﻛﻪ ﭘﺪﺭﻡ ﺑﻪ ﻧﺎﻡ ﻣﻴﺮﺯﺍ ﺷﺎﻩ‬ ‫ﺯﻧﺪﮔﻰ ﺳﺎﻟﻢﺗﺮ ﻭ ﻃﻮﻻﻧﻰﺗﺮ ﺑﻴﻤﺎﺭﺍﻥ‬
‫ﻳﺎ ﺩﺧﺘﺮ ﻳﺎ ﭘﺴﺮ ﺑﺎﺷﺪ ﻭ ﻣﻦ ﻣﻮﺳﻴﻘﻰ‬ ‫ﻏﺮﻳﺐ ﺩﺭ ﺳﻤﺮﻗﻨﺪ ﻭ ﺑﺨﺎﺭﺍ ﺁﻣﻮﺯﺵﻫﺎﻯ‬
‫ﻣﻼﻳﻰ ﺭﺍ ﺩﻳﺪﻩ ﺑﻮﺩ ﻭ ﻛﺘﺎﺏﻫﺎﻯ‬ ‫ﻛﻤﻚ ﻣﻰﻛﻨﺪ‪.‬‬
‫ﺑﻨﻮﺍﺯﻡ ﻛﻪ ﺍﻳﻦ ﻗﺎﺑﻞ ﻗﺒﻮﻝ ﻣﻦ ﻧﺒﻮﺩ‪.‬‬ ‫ﺩﺳﺖﻧﻮﻳﺴﻰ ﺍﺯ ﺍﻭ ﺑﻪ ﻣﺎ ﺑﻪ ﻳﺎﺩﮔﺎﺭ‬ ‫ﭘﺮﻭﻓﺴﻮﺭ ﻏﻔﻮﺭﻯ ﺩﺭﺑﺎﺭﻩ ﺗﺎﺛﻴﺮ‬
‫ﻭﺿﻌﻴﺖ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﻓﺎﺭﺳﻰ ﺯﺑﺎﻥ‬ ‫ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﻭﻗﺘﻰ ﺩﻳﺪﻩ ﮔﺸﻮﺩﻡ‬
‫ﺩﺭ ﻧﻤﺎﻳﺸﮕﺎﻩ ﺑﻴﻦﺍﻟﻤﻠﻠﻰ ﻛﺘﺎﺏ ﻓﺮﺍﻧﻜﻔﻮﺭﺕ‪ ،‬ﺍﻛﺘﺒﺮ ‪2015‬‬ ‫ﻣﺎﻧﻨﺪ ﻣﻦ ﭼﻨﺪﺍﻥ ﺧﻮﺏ ﻧﻴﺴﺖ‪ .‬ﺩﺭ‬ ‫ﺍﻃﺮﺍﻓﻢ ﺭﺍ ﻛﻮﻩﻫﺎﻯ ﺑﻠﻨﺪ ﺍﺣﺎﻃﻪ ﻛﺮﺩﻩ‬ ‫‪ 14‬ﻫﺰﺍﺭ ﺩﺍﻧﺶﺁﻣﻮﺯ ‪ 6‬ﺗﺎ ‪ 10‬ﺳﺎﻝ‬
‫ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﻛﻪ ﺟﺒﺮﺍ ﺑﺮﺍﻯ ﻣﺎ ﺗﺤﻤﻴﻞ‬ ‫ﻭ ﺭﻭﺩ ﺑﺰﺭگ ﺁﻣﻮ ﺍﺯ ﻛﻨﺎﺭﻡ ﺩﺭ ﺧﺮﻭﺵ‬ ‫ﺑﺎﺯ ﻣﺎﻧﺪﻩ ﺍﺯ ﺗﺤﺼﻴﻞ ﺩﺭ ﻫﺮﻣﺰﮔﺎﻥ‬
‫ﺳﺎﻟﻪﺍﻯ ﻛﻪ ﺧﻴﺎﻡ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﻛﺮﺩﻩ‬ ‫ﻓﺮﺍﺯ ﻣﺮﺯﻫﺎﻯ ﻣﺼﻨﻮﻋﻰ ﻛﻪ ﺑﺮ ﻣﺎ‬ ‫ﺷﺪ‪ ،‬ﻫﻤﻴﺸﻪ ﺩﻳﺪﮔﺎﻩ ﻗﺒﻴﻠﻪﺍﻯ ﻧﺴﺒﺖ‬ ‫ﺑﻮﺩ‪ .‬ﺩﺭ ﺳﻦ ﭘﻨﺞ ﻳﺎ ﺷﺶ ﺳﺎﻟﮕﻰ ﺑﻪ‬
‫ﻣﺴﺖ ﺍﺳﺖ‪.‬‬ ‫ﺗﺤﻤﻴﻞ ﺷﺪﻩ؟‬ ‫ﺑﻪ ﻓﺎﺭﺳﻰﺯﺑﺎﻧﺎﻥ ﺑﻪ ﮔﻮﻧﻪ ﻭﺣﺸﺖﺑﺎﺭﻯ‬ ‫ﻣﻜﺘﺐ ﺩﻫﻜﺪﻩﻣﺎﻥ ﺷﺎﻣﻞ ﺷﺪﻡ‪ ،‬ﺯﻣﺎﻥ‬ ‫ﻣﺴﻮﻭﻻﻥ ﭘﻴﺶﺗﺮ ﺍﻋﻼﻡ ﻛﺮﺩﻩﺍﻧﺪ‬ ‫ﻣﺪﻳﺮ ﻛﻞ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺍﺳﺘﺎﻥ‬
‫ﺍﺳﺖ ﻭ ﻫﺮﮔﺎﻩ ﻣﺎ ﻣﻰﮔﻮﻳﻴﻢ ﻣﻨﻰ ﻛﻪ ﺩﺭ‬ ‫ﺟﻨﮓﻫﺎﻯ ﻣﺠﺎﻫﺪﻳﻦ ﺑﻮﺩ‪ ،‬ﺍﺯ ﺩﺭﺱ ﻭ‬ ‫ﺑﻴﺸﺘﺮﻳﻦ ﺗﻌﺪﺍﺩ ﺑﻰ ﺳﻮﺍﺩﺍﻥ ﺩﺭ ﺭﺩﻩ‬ ‫ﻫﺮﻣﺰﮔﺎﻥ ﻣﻰﮔﻮﻳﺪ ﺣﺪﻭﺩ ‪ 14‬ﻫﺰﺍﺭ‬
‫‪-‬ﺑﻠﻪ‪ ،‬ﻣﻦ ﺍﺯ ﺣﻮﺯﻩ ﺧﺮﺍﺳﺎﻥ ﺑﺰﺭگ‬ ‫‪-‬ﻫﻤﺎﻥ ﻃﻮﺭ ﻛﻪ ﺍﺷﺎﺭﻩ ﻛﺮﺩﻡ ﻣﺎ‬ ‫ﺑﺪﺧﺸﺎﻥ ﺯﻧﺪﮔﻰ ﻛﺮﺩﻡ ﻭ ﺍﻛﺜﺮﺍ ﺑﺎ ﻭﺍژﻩﻫﺎ‬ ‫ﺗﻌﻠﻴﻢ ﺧﺒﺮﻯ ﻧﺒﻮﺩ‪ ،‬ﻧﻪ ﻛﺘﺎﺑﻰ ﺩﺍﺷﺘﻴﻢ‪،‬‬ ‫ﺳﻨﻰ ﺑﺎﻻﻯ ‪ 35‬ﺳﺎﻝ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺮ‬ ‫ﺩﺍﻧﺶﺁﻣﻮﺯ ﺑﺎﺯﻣﺎﻧﺪﻩ ﺍﺯ ﺗﺤﺼﻴﻞ ﺩﺭ ﺭﺩﻩ‬
‫ﻭ ﺍﺯ ﻳﻚ ﺩﻫﻜﺪﻩ ﺧﻴﻠﻰ ﺩﻭﺭ ﻭ ﭘﺮ ﺍﺯ‬ ‫ﺍﺯ ﺍﻳﻦ ﻣﺮﺯﻫﺎﻯ ﺟﺒﺮﻯ ﺩﻟﮕﻴﺮ ﺷﺪﻳﻢ‬ ‫ﻭ ﮔﻮﻳﺶ ﺯﺑﺎﻧﻢ ﻓﺮﻕ ﻣﻰﻛﻨﺪ‪ ،‬ﻣﺮﺍ ﻣﺘﻬﻢ‬ ‫ﻧﻪ ﻣﺪﺍﺩﻯ ﻭ ﻧﻪ ﻟﺒﺎﺱ ﻭ ﭘﺎﻯﭘﻮﺷﻰ‬ ‫ﺍﺳﺎﺱ ﺑﺮﻧﺎﻣﻪ ﭘﻨﺠﻢ ﺗﻮﺳﻌﻪ ﺗﺎ ﭘﺎﻳﺎﻥ‬ ‫ﺳﻨﻰ ‪ 6‬ﺗﺎ ‪ 10‬ﺳﺎﻝ ﺩﺭ ﺍﻳﻦ ﺍﺳﺘﺎﻥ‬
‫ﻣﺸﻘﺖ ﺑﺮﺧﺎﺳﺘﻢ‪ .‬ﺧﺮﺍﺳﺎﻥ ﺑﺰﺭگ ﺭﺍ‬ ‫ﭼﻮﻥ ﺑﺎ ﮔﺬﺍﺷﺘﻦ ﺍﻳﻦ ﻣﺮﺯﻫﺎ ﻣﺎ ﺭﺍ ﺍﺯ‬ ‫ﺑﻪ ﺍﻳﻦ ﻣﻰﻛﻨﻨﺪ ﻛﻪ ﺗﻮ ﺗﺎﺟﻴﻚ ﻫﺴﺘﻰ‬ ‫ﺑﺮﺍﻯ ﺯﻧﺪﮔﻰ‪ .‬ﺧﻮﺏ ﺑﻪ ﻳﺎﺩ ﺩﺍﺭﻡ ﻭﻗﺘﻰ‬ ‫ﺳﺎﻝ ‪1394‬ﺑﻰﺳﻮﺍﺩﻯ ﺑﺎﻳﺪ ﺩﺭ ﻣﻴﺎﻥ‬
‫ﺩﺩﻣﻨﺸﺎﻥ ﺑﺎ ﺧﻨﺠﺮ ﻛﻴﻨﻪ ﻭ ﺗﻌﺼﺐ ﺍﺯ‬ ‫ﻫﻢ ﭘﺎﺷﻴﺪﻧﺪ ﻭ ﭼﻨﺎﻥ ﺗﺨﻢ ﻧﻔﺎﻕ ﺑﻴﻦ‬ ‫ﻭ ﺩﻭﺳﺘﺎﻥ ﻫﺮﺍﺗﻰﺍﻡ ﺭﺍ ﻣﺘﻬﻢ ﻣﻰﻛﻨﻨﺪ‬ ‫ﺍﺯ ﻣﻜﺘﺐ ﻣﻰﺁﻣﺪﻡ ﻭ ﻣﻰﺭﻓﺘﻢ ﭘﻴﺶ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﻫﻢ ﺩﺭﻳﺪﻧﺪ ﻭ ﻣﺎ ﺭﺍ ﺗﻜﻪ ﺗﻜﻪ ﻛﺮﺩﻩ ﻭ‬ ‫ﻣﺎ ﺍﻧﺪﺍﺧﺘﻨﺪ ﻛﻪ ﺩﺭ ﺑﻌﻀﻰ ﻣﻮﺍﻗﻊ ﺍﺯ‬ ‫ﺷﻤﺎ ﺍﻳﺮﺍﻧﻰ ﻫﺴﺘﻴﺪ؛ ﺩﺭ ﺣﺎﻟﻰ ﻛﻪ ﻣﺎ‬ ‫ﭘﺪﺭﻡ ﺳ ِﺮ ﺯﻣﻴﻦﻫﺎ‪ ،‬ﭘﺪﺭﻡ ﺑﻪ ﺭﻭﻯ‬ ‫ﺍﻓﺮﺍﺩ ‪ 10‬ﺗﺎ ‪ 49‬ﺳﺎﻟﻪ ﺭﻳﺸﻪﻛﻦ ﺷﻮﺩ‪.‬‬ ‫ﺧﺒﺮﮔﺰﺍﺭﻯ ﻣﻬﺮ ﻫﻤﭽﻨﻴﻦ ﺑﺎ ﺍﺳﺘﻨﺎﺩ‬
‫ﺑﻪ ﻫﺮ ﺳﻮ ﺍﻧﺪﺍﺧﺘﻨﺪ ﺍﻣﺎ ﺍﻳﻦ ﺑﻰﺧﺮﺩﺍﻥ‬ ‫ﻳﻜﺪﻳﮕﺮ ﺑﻴﺰﺍﺭﻳﻢ‪ .‬ﻣﺎ ﻓﺮﺯﻧﺪﺍﻥ ﺍﻳﺮﺝ‬ ‫ﺟﺴﻢ ﺟﺪﺍ ﺍﻓﺘﺎﺩﻩ ﻭﻟﻰ ﺩﺭﻳﻚ ﺭﻭﺡ‬ ‫ﺯﻣﻴﻨﻰ ﻛﻪ ُﻗﻠ َﺒﻪ ﺷﺪﻩ ﺑﻮﺩ* ﻧﻮﺷﺘﻪ‬ ‫ﮔﺰﺍﺭﺵ ﺳﺎﺯﻣﺎﻥ ﻧﻬﻀﺖ ﺳﻮﺍﺩﺁﻣﻮﺯﻯ‬ ‫ﺑﻪ ﺁﺧﺮﻳﻦ ﺳﺮﺷﻤﺎﺭﻯ ﻛﺸﻮﺭ ﺩﺭ‬
‫ﻧﺪﺍﻧﺴﺘﻨﺪ ﺗﺎ ﻭﻗﺘﻰ ﻛﻪ ﻧﺎﺻﺮ ﺧﺴﺮﻭ‪،‬‬ ‫ﻭ ﺗﻬﻤﻴﻨﻪ ﻫﺴﺘﻴﻢ ﻭ ﺻﺪﺍﻯ ﻣﻦ‬ ‫ﻫﺴﺘﻴﻢ ﻓﺮﻗﻰ ﻧﻤﻰﻛﻨﺪ ﻛﻪ ﺍﻳﺮﺍﻥ ﺑﺎﺷﺪ‪،‬‬ ‫ﻣﻰﻛﺮﺩ‪» :‬ﺁﺏ« ﻭ ﻣﻦ ﺍﻣﻼ ﻛﺎﺭ ﻣﻰﻛﺮﺩﻡ‪.‬‬ ‫ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ ﻛﻪ ﺍﺳﺘﺎﻥﻫﺎﻯ‬ ‫ﺳﺎﻝ ‪ 90‬ﻧﻮﺷﺘﻪ ﺍﺳﺖ ﻛﻪ ﺑﺮ ﺍﺳﺎﺱ‬
‫ﺭﻭﺩﻛﻰ‪ ،‬ﺧﻴﺎﻡ‪ ،‬ﻣﻮﻻﻧﺎ ﻭ ﺩﻳﮕﺮﺍﻥ‬ ‫ﺻﺪﺍﻳﻴﺴﺖ ﻛﻪ ﺑﺮﺍﻯ ﻧﺴﻞ ﺑﻌﺪ ﻛﻪ ﻓﺮﻳﺎﺩ‬ ‫ﺑﻠﻪ ﻣﻦ ﻧﻮﺷﺘﻦ ﺭﺍ ﺑﻪ ﺭﻭﻯ ﺧﺎﻙ ﻳﺎﺩ‬ ‫ﻣﺎﺯﻧﺪﺭﺍﻥ‪ ،‬ﺳﻤﻨﺎﻥ‪ ،‬ﺍﺻﻔﻬﺎﻥ‪ ،‬ﺍﻟﺒﺮﺯ‪،‬‬ ‫ﺍﻳﻦ ﺳﺮﺷﻤﺎﺭﻯ ﺣﺪﻭﺩ ‪ 212‬ﻫﺰﺍﺭ‬
‫ﻫﺴﺘﻨﺪ‪ ،‬ﻣﺎ ﺯﻧﺪﻩ ﻫﺴﺘﻴﻢ ﻭ ﻫﺮ ﺭﻭﺯﻯ‬ ‫ﻣﻰﺯﻧﻢ ﺑﻪ ﭘﺎﺧﻴﺰﻳﺪ ﻭ ﺩﻳﮕﺮ ﻧﮕﺬﺍﺭﻳﺪ ﺑﻪ‬ ‫ﺗﺎﺟﻜﺴﺘﺎﻥ ﺑﺎﺷﺪ ﻳﺎ ﺟﺎﻯ ﺩﻳﮕﺮﻯ‪.‬‬ ‫ﮔﺮﻓﺘﻢ‪ .‬ﺩﺭ ﻋﻴﻦ ﺣﺎﻝ ﻭﻗﺘﻰ ﻧﺎﻭﻗﺖ‬ ‫ﺗﻬﺮﺍﻥ‪ ،‬ﻳﺰﺩ‪ ،‬ﮔﻴﻼﻥ‪ ،‬ﺧﺮﺍﺳﺎﻥ ﺭﺿﻮﻯ‪،‬‬ ‫ﻧﻔﺮ ﺑﻴﺴﻮﺍﺩ ‪ 6‬ﺳﺎﻝ ﺑﻪ ﺑﺎﻻ ﺩﺭ ﺍﺳﺘﺎﻥ‬
‫ﻛﻪ ﺩﺭ ﺗﺎﺭﻳﺦ ﻣﻰﮔﺬﺭﺩ ﺍﻫﻤﻴﺖ ﺑﻪ ﻫﻢ‬ ‫ﺑﻪ ﺧﺎﻧﻪ ﺑﺮ ﻣﻰﮔﺸﺘﻴﻢ‪ ،‬ﺳﺘﺎﺭﻩﻫﺎﻯ‬ ‫ﻓﺎﺭﺱ‪ ،‬ﻣﺮﻛﺰﻯ ﻭ ﻗﻢ ﺍﺯ ﻧﻈﺮ ﺳﻄﺢ‬
‫ﺭﺳﻴﺪﻥ ﻣﺎ ﺑﻴﺸﺘﺮ ﻣﻰﺷﻮﺩ‪ .‬ﺑﻠﻪ ﻣﻦ ﺍﺯ‬ ‫ﻫﺮ ﻧﻮﻋﻰ ﺷﻤﺎ ﺭﺍ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﺳﺎﺯﻧﺪ‪.‬‬ ‫‪‬ﺑﻪ ﻧﻈﺮ ﻣﻰﺭﺳﺪ ﺷﻤﺎ ﺩﺭ ﺍﻧﺘﺨﺎﺏ‬ ‫ﺩﻫﻜﺪﻩﻣﺎﻥ ﭘﺮ ﻧﻮﺭ ﻣﻰﺩﺭﺧﺸﻴﺪﻧﺪ‬ ‫ﺳﻮﺍﺩ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﺳﺘﺎﻥﻫﺎﻯ ﺑﺎﻻﺗﺮ ﺍﺯ‬ ‫ﻫﺮﻣﺰﮔﺎﻥ ﻗﺮﺍﺭ ﺩﺍﺷﺘﻪﺍﻧﺪ‪.‬‬
‫ﻫﻤﺎﻥ ﺑﺎﺩﻩ ﻫﻔﺖ ﻫﺰﺍﺭ ﺳﺎﻟﻪﺍﻯ ﻛﻪ ﺧﻴﺎﻡ‬ ‫ﺍﺷﻌﺎﺭ ﻫﻢ ﺣﺴﺎﺳﻴﺖ ﺩﺍﺭﻳﺪ ﻭ‬ ‫ﭼﻮﻥ ﻫﻮﺍﻯ ﭘﺎﻛﻰ ﺩﺍﺷﺖ ﺑﺎﺯ ﭘﺪﺭﻡ ﺭﺑﺎﺏ‬ ‫ﻣﻴﺎﻧﮕﻴﻦ ﻛﺸﻮﺭﻯ‪ ،‬ﺍﺳﺘﺎﻥﻫﺎﻯ ﻫﻤﺪﺍﻥ‪،‬‬ ‫ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ ﮔﺰﺍﺭﺵ ﺍﺯ ﺍﻳﻦ ﺗﻌﺪﺍﺩ‬
‫ﺑﺰﺭگ ﻳﺎﺩ ﻣﻰﻛﻨﺪ‪ ،‬ﺍﺯ ﻫﻤﺎﻥ ﺟﻮﻯ ﭘﺮ‬ ‫‪»‬ﺑﻮﻯ ﺟﻮﻯ ﻣﻮﻟﻴﺎﻥ ﺁﻳﺪ ﻫﻤﻰ‪،‬‬ ‫ﻫﻤﻴﺸﻪ ﺍﺷﻌﺎﺭﻯ ﭘﺮ ﻣﻌﻨﻰ ﺭﺍ ﻛﺎﺭ‬ ‫ﭘﺎﻣﻴﺮﻯﺍﺵ ﺑﺮ ﻣﻰﺩﺍﺷﺖ ﻭ ﻣﻰﻧﻮﺍﺧﺖ‬ ‫ﺧﺮﺍﺳﺎﻥ ﺟﻨﻮﺑﻰ‪ ،‬ﺯﻧﺠﺎﻥ‪ ،‬ﻗﺰﻭﻳﻦ‪،‬‬ ‫‪ 89‬ﻫﺰﺍﺭ ﻧﻔﺮ ﺩﺭ ﮔﺮﻭﻩ ﺳﻨﻰ ‪ 10‬ﺗﺎ ‪49‬‬
‫ﻳﺎﺩ ﻳﺎﺭ ﻣﻬﺮﺑﺎﻥ ﺁﻳﺪ ﻫﻤﻰ«‪ ،‬ﺁﻗﺎﻯ‬ ‫ﻭ ﻣﻦ ﻛﻪ ﻣﺸﺘﺎﻕ ﺷﻨﻴﺪﻥ ﺑﻮﺩﻡ ﺩﻑ‬ ‫ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﺷﺮﻗﻰ‪ ،‬ﺍﻳﻼﻡ‪ ،‬ﭼﻬﺎﺭﻣﺤﺎﻝ‬ ‫ﺳﺎﻝ ﺑﻮﺩﻩﺍﻧﺪ ﻛﻪ ﺣﺪﻭﺩ ‪ 24‬ﻫﺰﺍﺭ ﻧﻔﺮ‬
‫ﮔﻬﺮ ﺁﺏ ﻣﻰﻧﻮﺷﻢ ﻭ ﺯﻧﺪﻩ ﻫﺴﺘﻢ‪.‬‬ ‫ﭘﮋﻣﺎﻥ‪ ،‬ﺍﻳﻦ ﻫﻢ ﻳﻜﻰ ﺍﺯ ﻛﺎﺭﻫﺎﻯ‬ ‫ﻣﻰﻛﻨﻴﺪ‪ .‬ﻋﻠﺖ ﭼﻴﺴﺖ؟‬ ‫ﺭﺍ ﺑﺮ ﻣﻰﮔﺮﻓﺘﻢ ﻭ ﺗﺎ ﻧﻴﻤﻪ ﺷﺐ ﺑﻪ‬ ‫ﻭ ﺑﺨﺘﻴﺎﺭﻯ‪ ،‬ﻛﺮﻣﺎﻧﺸﺎﻩ‪ ،‬ﮔﻠﺴﺘﺎﻥ‪،‬‬ ‫ﺍﺯ ﺍﻧﻬﺎ ﺑﺎ ﺷﺮﻛﺖ ﺩﺭ ﻛﻼﺱﻫﺎﻯ ﻧﻬﻀﺖ‬
‫ﻣﻌﺮﻭﻑ ﺷﻤﺎﺳﺖ ﻛﻪ ﻓﺎﺭﺳﻰﺯﺑﺎﻧﺎﻥ‬ ‫‪-‬ﻣﻦ ﺑﻌﺪ ﺍﺯ ﺧﺘﻢ ﺧﻮﺍﻧﺪﻥ ﻗﺮﺁﻥ‪،‬‬ ‫ﻫﻤﺮﺍﻩ ﭘﺪﺭﻡ ﻣﻮﺳﻴﻘﻰ ﻣﻰﻧﻮﺍﺧﺘﻴﻢ ﺗﺎ‬ ‫ﻫﺮﻣﺰﮔﺎﻥ‪ ،‬ﺍﺭﺩﺑﻴﻞ‪ ،‬ﻛﻬﮕﻴﻠﻮﻳﻪ ﻭ‬
‫‪‬ﻭ ﻛﻼﻡ ﺁﺧﺮ؟‬ ‫ﺗﻮﺟﻪ ﺯﻳﺎﺩﻯ ﺑﻪ ﺁﻥ ﺩﺍﺷﺘﻨﺪ‪ .‬ﻫﻤﻪ‬ ‫ﺩﻭﻣﻴﻦ ﻛﺘﺎﺑﻰ ﻛﻪ ﺧﻮﺍﻧﺪﻡ ﺩﻳﻮﺍﻥ ﺣﺎﻓﻆ‬ ‫ﺍﻓﺴﺮﺩﮔﻰ ﺭﻭﺯ ﺍﺯ ﻳﺎﺩﻣﺎﻥ ﻣﻰﺭﻓﺖ ﻭ‬ ‫ﺑﻮﻳﺮﺍﺣﻤﺪ‪ ،‬ﺑﻮﺷﻬﺮ ﻭ ﺧﻮﺯﺳﺘﺎﻥ ﺑﻪ‬ ‫ﺳﻮﺍﺩﺍﻣﻮﺯﻯ ﺑﺎ ﺳﻮﺍﺩ ﺷﺪﻩﺍﻧﺪ‪.‬‬
‫‪-‬ﺩﺭ ﻗﺪﻡ ﺍﻭﻝ ﺳﭙﺎﺳﮕﺰﺍﺭﻯ ﻣﻰﻛﻨﻢ‬ ‫ﻣﺎ ﺍﻳﺮﺍﻧﺸﻬﺮﻯﻫﺎ‪ ،‬ﻳﻌﻨﻰ ﻫﻤﻪ ﻣﺎ ﭼﻪ‬ ‫ﺑﺰﺭﮔﻮﺍﺭ ﺑﻮﺩ‪ ،‬ﺑﻌﺪﺵ ﻳﻮﺳﻒ ﻭ ﺯﻟﻴﺨﺎﻯ‬ ‫ﻫﻤﻴﺸﻪ ﻫﻤﺴﺎﻳﻪﻫﺎﻯ ﻣﺎ ﺗﺎ ﻧﻴﻤﻪ ﺷﺐ‬ ‫ﻋﻨﻮﺍﻥ ﺍﺳﺘﺎﻥﻫﺎﻯ ﺩﺭ ﺣﺪ ﻣﻴﺎﻧﮕﻴﻦ‬ ‫ﺑﻪ ﻧﻮﺷﺘﻪ ﺍﻳﻦ ﺧﺒﺮﮔﺰﺍﺭﻯ ﺩﺭ ﺧﺼﻮﺹ‬
‫ﺍﺯ ﺷﻤﺎ ﻛﻪ ﺍﻳﻦ ﻓﺮﺻﺖ ﻣﻬﻴﺎ ﻛﺮﺩﻳﺪ ﺗﺎ‬ ‫ﺁﻧﻜﻪ ﺩﺭ ﺧﺮﺍﺳﺎﻥ ﺑﺰﺭگ ﻧﺸﺴﺘﻪ‬ ‫ﺍﺭﺳﻼﻥ ﺭﻭﻣﻰ؛ ﺍﺷﻌﺎﺭ ﺟﺎﻣﻰ ﻭ ﻣﻮﻻﻧﺎ‬ ‫ﺧﺎﻧﻪ ﻣﺎ ﺑﻮﺩﻧﺪ ﻭ ﻣﻮﺳﻴﻘﻰ ﻣﻰﺷﻨﻴﺪﻧﺪ‪.‬‬ ‫ﻛﺸﻮﺭﻯ ﻭ ﺍﺳﺘﺎﻥﻫﺎﻯ ﺧﺮﺍﺳﺎﻥ‬ ‫ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﺑﻰﺳﻮﺍﺩﻯ ﻛﻮﺩﻛﺎﻥ ‪ 6‬ﺗﺎ ‪10‬‬
‫ﭼﻨﺪﻧﻜﺎﺕ ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﺷﻜﺴﺘﻪ ﺧﻮﺩ ﺭﺍ‬ ‫ﻭ ﭼﻪ ﺩﺭ ﻗﻔﻘﺎﺯ ﻭ ﭼﻪ ﻣﻴﺎﻥﺭﻭﺩﺍﻥ‬ ‫ﻫﻢ ﻫﻤﻴﺸﻪ ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ﻣﺎ ﺯﻣﺰﻣﻪ‬ ‫ﺑﻌﺪﻫﺎ ﺧﻮﺩﻡ ﻧﻮﺍﺧﺘﻦ ﺭﺑﺎﺏ ﺭﺍ ﺗﻤﺮﻳﻦ‬ ‫ﺷﻤﺎﻟﻰ‪ ،‬ﻛﺮﻣﺎﻥ‪ ،‬ﻟﺮﺳﺘﺎﻥ‪ ،‬ﻛﺮﺩﺳﺘﺎﻥ‪،‬‬ ‫ﺳﺎﻝ ﻭﺯﺍﺭﺕ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺩﺭ‬
‫ﺑﺎ ﺷﻤﺎ ﺷﺮﻳﻚ ﺑﺴﺎﺯﻡ‪ .‬ﺩﺭ ﭘﺎﻳﺎﻥ ﺑﺎﻳﺪ‬ ‫ﻭ ﭼﻪ ﺩﺭ ﺗﻬﺮﺍﻥ ﻭ ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﺑﺎ‬ ‫ﻣﻰﺷﺪ‪ .‬ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﻛﻪ ﻛﻮﺩﻙ ﺑﻮﺩﻡ‬ ‫ﻛﺮﺩﻡ ﻭ ﻳﺎﺩ ﮔﺮﻓﺘﻢ‪ .‬ﺷﺎﻳﺪ ﺩﺭ ﺳﻦ ﺩﻩ‬ ‫ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﻏﺮﺑﻰ ﻭ ﺳﻴﺴﺘﺎﻥ ﻭ‬ ‫ﺧﺼﻮﺹ ﺁﻣﻮﺯﺵ ﺍﻓﺮﺍﺩ ﺩﻩ ﺗﺎ ‪ 49‬ﺳﺎﻝ‬
‫ﺑﮕﻮﻳﻢ ﻛﻪ ﺍﻳﻦ ﻭﻇﻴﻔﻪ ﻫﺮ ﻳﻚ ﻣﺎﺳﺖ‬ ‫ﺍﻳﻦ ﺷﻌﺮ ﺑﻪ ﻳﻚ ﻭﺣﺪﺕ ﺩﻋﻮﺕ‬ ‫ﭼﻴﺰﻯ ﻫﻢ ﺍﺯ ﻣﻌﻨﺎ ﻭ ﻣﺤﺘﻮﺍﻯ ﺷﻌﺮ‬ ‫ﺳﺎﻟﮕﻰ ﺑﺎﺯ ﭘﺪﺭﻡ ﺑﺮﺍﻳﻢ ﺩﻑ ﻣﻰﻧﻮﺍﺧﺖ‬ ‫ﺑﻠﻮﭼﺴﺘﺎﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﺳﺘﺎﻥﻫﺎﻯ‬
‫ﻭ ﻭﻗﺖ ﺁﻥ ﺭﺳﻴﺪﻩ ﻛﻪ ﻫﻤﺪﻳﮕﺮ ﺭﺍ ﺑﻬﺘﺮ‬ ‫ﻣﻰﺷﻮﻳﻢ؛ ﺷﻤﺎ ﺍﻳﻦ ﺣﺲ ﻭﺣﺪﺕ‬ ‫ﻧﻤﻰﺩﺍﻧﺴﺘﻢ ﻭﻟﻰ ﺍﻳﻦ ﺷﻌﺮﻫﺎ ﺭﺍ ﺑﺎﺭﻫﺎ‬ ‫ﻭ ﻣﻦ ﻣﻰﺧﻮﺍﻧﺪﻡ ﻭ ﻣﻰﺗﻮﺍﻧﻢ ﺑﮕﻮﻳﻢ‬ ‫ﭘﺎﻳﻴﻦﺗﺮ ﺍﺯ ﻣﻴﺎﻧﮕﻴﻦ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩﺍﻧﺪ‪.‬‬ ‫ﻧﻬﻀﺖ ﺳﻮﺍﺩﺁﻣﻮﺯﻯ ﻣﺴﻮﻭﻟﻴﺖ ﺩﺍﺭﺩ‪.‬‬
‫ﺑﺸﻨﺎﺳﻴﻢ ﻭ ﻣﺮﺯﻫﺎ ﺭﺍ ﺑﺸﻜﻨﻴﻢ ﻭ ﺑﻴﺎﻳﻴﻢ‬ ‫ﻣﻰﺧﻮﺍﻧﺪﻳﻢ ﻭ ﻋﻼﻗﻪ ﺩﺍﺷﺘﻴﻢ ﺑﺨﻮﺍﻧﻴﻢ‬ ‫ﺁﻏﺎﺯﻳﻦ ﺗﺸﻮﻳﻖﮔﺮ ﻣﻦ ﺩﺭ ﻋﺮﺻﻪ‬ ‫ﺑﺮ ﺍﺳﺎﺱ ﺁﻣﺎﺭﻫﺎﻯ ﻣﻮﺟﻮﺩ ﺣﺪﻭﺩ‬
‫ﭘﻰ ﺍﺻﻞ ﺧﻮﻳﺶ ﻛﻪ ﻣﺎ ﻛﻰ ﺑﻮﺩﻳﻢ ﻭ‬ ‫ﺭﺍ ﺩﺍﺭﻳﺪ؟‬ ‫ﻭﻟﻰ ﺁﻥ ﺯﻣﺎﻥ ﺩﺳﺘﺮﺳﻰ ﺑﻪ ﻛﺘﺎﺏﻫﺎﻯ‬ ‫ﻫﻨﺮ ﭘﺪﺭﻡ ﺑﻮﺩ‪ .‬ﺑﻌﺪ ﺩﺭ ﺳﺎﻝ ‪1382‬‬ ‫ﺩﻩ ﻣﻴﻠﻴﻮﻥ ﻧﻔﺮ )‪ 15‬ﺩﺭﺻﺪ ﺟﻤﻌﻴﺖ‬
‫ﻛﻰ ﻫﺴﺘﻴﻢ ﻭ ﭼﺮﺍ ﺍﻣﺮﻭﺯ ﺑﻪ ﻫﺮ ﺳﻮ‬ ‫‪-‬ﺁﻥ ﮔﻮﻧﻪ ﻛﻪ ﺷﻤﺎ ﺧﻮﺏ ﻣﻰﺩﺍﻧﻴﺪ‬ ‫ﺷﺎﻋﺮﺍﻥ ﻣﻌﺎﺻﺮ ﻧﺒﻮﺩ‪ .‬ﺭﻭﻯ ﻫﻤﻴﻦ‬ ‫ﺧﻮﺭﺷﻴﺪﻯ ﺑﻌﺪ ﺍﺯ ﺳﭙﺮﻯ ﻛﺮﺩﻥ‬ ‫ﻛﺸﻮﺭ( ﺑﻰﺳﻮﺍﺩ ﻫﺴﺘﻨﺪ‪ .‬ﺁﻥﻃﻮﺭ ﻛﻪ‬
‫ﭘﺮﺍﻛﻨﺪﻩ ﺷﺪﻳﻢ ﻭ ﺑﻪ ﻧﺎﻡﻫﺎﻯ ﻣﺨﺘﻠﻔﻰ‬ ‫ﻧﻮﺍﺣﻰ ﻛﻮﻩﻫﺎﻯ ﻫﻨﺪﻭﻛﺶ ﻛﻪ ﻣﻦ‬ ‫ﻣﻨﻈﻮﺭ ﺑﻮﺩﻩ ﻛﻪ ﻣﻦ ﻋﻼﻗﻪ ﺟﺪﻯ ﺑﻪ‬ ‫ﺁﺯﻣﻮﻥ ﻛﻨﻜﻮﺭ ﻭﺍﺭﺩ ﺩﺍﻧﺸﻜﺪﻩ ﻣﻮﺳﻴﻘﻰ‬
‫ﻳﺎﺩ ﻣﻰﺷﻮﻳﻢ‪ .‬ﺑﺮﺍﻯ ﻣﻦ ﻣﻬﻢ ﻧﻴﺴﺖ‬ ‫ﺯﺍﺩﻩ ﻫﻤﺎﻥ ﺩﻳﺎﺭ ﻫﺴﺘﻢ ﻧﻘﻄﻪ ﭘﻴﺪﺍﻳﺶ‬ ‫ﺍﺷﻌﺎﺭ ﺷﺎﻋﺮﺍﻥ ﻛﻼﺳﻴﻚ ﺩﺍﺷﺘﻢ ﻭ ﺩﺍﺭﻡ‬ ‫ﻫﻨﺮﻫﺎﻯ ﺯﻳﺒﺎﻯ ﺩﺍﻧﺸﮕﺎﻩ ﻛﺎﺑﻞ ﺷﺪﻡ ﻭ‬
‫ﻛﻪ ﻻﻳﻖ ﺷﻴﺮﻋﻠﻰ ﺩﺭ ﺗﺎﺟﻴﻜﺴﺘﺎﻥ‬ ‫ﭘﻴﺸﺪﺍﺩﻳﺎﻥ ﻣﺎ ﺑﻮﺩﻩ‪ ،‬ﻳﻌﻨﻰ ﺁﺭﻳﺎﻳﻰﻫﺎﻳﻰ‬ ‫ﭼﻮﻥ ﺍﺣﺴﺎﺱ ﻣﻰﻛﻨﻢ ﺷﺎﻋﺮﺍﻥ ﺍﻣﺮﻭﺯﻯ‬
‫ﺑﻪ ﺩﻧﻴﺎ ﺁﻣﺪﻩ ﻳﺎ ﻓﺮﻳﺪﻭﻥ ﻣﺸﻴﺮﻯ ﺩﺭ‬ ‫ﻛﻪ ﺁﻥ ﺯﻣﺎﻥ ﺯﻳﺮ ﻳﻚ ﺟﻐﺮﺍﻓﻴﺎ ﺑﻪ ﻧﺎﻡ‬ ‫ﺩﺭ ﺁﻥ ﺟﺎﻳﮕﺎﻩ ﻛﻪ ﻣﻮﻻﻧﺎ‪ ،‬ﺣﺎﻓﻆ‪ ،‬ﻧﺎﺻﺮ‬ ‫ﺩﺭ ﺭﺷﺘﻪ ﻣﻮﺳﻴﻘﻰ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻡ‪.‬‬
‫ﺍﻳﺮﺍﻥ‪ .‬ﭼﻮﻥ ﻫﺮ ﺩﻭ ﺍﻳﻨﻬﺎ ﺭﻭﺡ ﻣﻦ ﻭ‬ ‫ﺧﺮﺍﺳﺎﻥ ﺯﻧﺪﮔﻰ ﻣﻰﻛﺮﺩﻧﺪ ﺍﻣﺎ ﺑﻌﺪﻫﺎ‬ ‫ﺧﺴﺮﻭ ﻭ ﺩﻳﮕﺮﺍﻥ ﺑﻮﺩﻧﺪ‪ ،‬ﻗﺮﺍﺭ ﻧﺪﺍﺭﻧﺪ‪.‬‬
‫ﺑﻴﺎﻧﮕﺮ ﻫﻮﻳﺘﻢ ﻫﺴﺘﻨﺪ‪ .‬ﺩﻳﮕﺮ ﻓﺮﻗﻰ‬ ‫ﺗﻮﺍﻧﺴﺘﻨﺪ ﻣﺎ ﺭﺍ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﺑﺴﺎﺯﻧﺪ‬ ‫ﻣﻦ ﻭﻗﺘﻰ ﺍﺷﻌﺎﺭ ﺷﺎﻋﺮﺍﻥ ﻛﻼﺳﻴﻚ‬ ‫‪‬ﻭﺿﻌﻴﺖ ﻣﻮﺳﻴﻘﻰ ﺩﺭ ﺩﻭﺭﺍﻥ‬
‫ﻧﻤﻰﻛﻨﺪ ﻛﻪ ﺩﺭ ﻛﺪﺍﻡ ﮔﻮﺷﻪ ﺩﻧﻴﺎ ﺑﻪ‬ ‫ﻭ ﺑﻪ ﻧﺎﻡﻫﺎﻯ ﮔﻮﻧﺎﮔﻮﻧﻰ ﻳﺎﺩ ﺑﻜﻨﻨﺪ‬ ‫ﺭﺍ ﻣﻰﺧﻮﺍﻧﻢ ﺩﺭ ﺩﻧﻴﺎﻯ ﻧﺎﻣﻌﻠﻮﻣﻰ‬ ‫ﻃﺎﻟﺒﺎﻥ ﭼﮕﻮﻧﻪ ﺑﻮﺩ ﻭ ﺍﻻﻥ ﻧﺴﺒﺖ‬
‫ﻛﻪ ﺍﻣﺮﻭﺯ ﻫﻢ ﺟﺮﻳﺎﻥ ﺩﺍﺭﺩ‪ .‬ﺑﺎ ﺍﻳﻦ‬ ‫ﻏﺮﻕ ﻣﻰﺷﻮﻡ ﺍﻳﻦ ﺍﺷﻌﺎﺭ ﺁﻧﻘﺪﺭ ﺑﻠﻨﺪ ﻭ‬ ‫ﺑﻪ ﮔﺬﺷﺘﻪ ﭼﻪ ﺗﻐﻴﻴﺮﺍﺗﻰ ﺻﻮﺭﺕ‬
‫ﺩﻧﻴﺎ ﺁﻣﺪﻩﺍﻧﺪ‪.‬‬ ‫ﻣﻘﺪﻣﻪ ﺑﺎﻳﺪ ﺑﮕﻮﻳﻢ ﺁﺭﻯ‪ ،‬ﭼﺮﺍ ﻛﻪ‬ ‫ﺑﺎﻣﻔﻬﻮﻡ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﻦ ﺧﻮﺩﻡ ﺭﺍ ﮔﻢ‬
‫ﻧﻪ‪ ،‬ﻣﻦ ﺑﻪ ﺍﻳﻦ ﻭﺣﺪﺕ ﻭ ﻳﻜﭙﺎﺭﭼﮕﻰ‬ ‫ﻣﻰﻛﻨﻢ ﻭﻟﻰ ﺍﺷﻌﺎﺭ ﺷﺎﻋﺮﺍﻥ ﺍﻣﺮﻭﺯﻯ‬ ‫ﮔﺮﻓﺘﻪ؟‬
‫‪‬ﺑﺎ ﺳﭙﺎﺱ ﺍﺯ ﺷﻤﺎ ﺑﻪ ﺧﺎﻃﺮ ﻭﻗﺘﻰ‬ ‫ﺍﻳﻤﺎﻥ ﺩﺍﺭﻡ ﻭ ﻫﺮﮔﺎﻩ ﺍﻳﻦ ﺷﻌﺮ ﺭﻭﺩﻛﻰ‬ ‫ﺍﻛﺜﺮﺍ ﻣﺤﺘﻮﺍﻯ ﺩﺭ ﺧﻮﺭ ﺳﺘﺎﻳﺶ ﺭﺍ‬ ‫‪-‬ﺧﺪﺍ ﺭﺍ ﺷﻜﺮ ﻛﻪ ﺩﺭ ﺯﻣﺎﻥ ﻃﺎﻟﺒﺎﻥ‬
‫ﻛﻪ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻛﻴﻬﺎﻥ ﻟﻨﺪﻥ ﻗﺮﺍﺭ‬ ‫ﺑﺰﺭگ ﺭﺍ ﻣﻰﺷﻨﻮﻡ ﻧﺎﺧﻮﺩ ﺁﮔﺎﻩ ﻳﺎﺩ‬ ‫ﻧﺪﺍﺭﻧﺪ‪ .‬ﭼﻮﻥ ﺑﻪ ﻋﻘﻴﺪﻩ ﻣﻦ ﻫﺮﮔﺎﻩ‬ ‫ﺳﻴﺎﻩﺍﻧﺪﻳﺶ ﻣﻦ ﺩﺭ ﺩﻫﻜﺪﻩ ﻭ ﻣﺘﻌﻠﻢ‬
‫ﺯﻣﺎﻥ ﺳﺎﻣﺎﻧﻰﻫﺎ ﻭ ﺁﻣﺪﻥ ﺍﺑﻮﺍﻟﻨﺼﺮ‬ ‫ﻳﻚ ﺷﻌﺮ ﺯﻳﺒﺎ ﻭ ﺑﺎﻣﻔﻬﻮﻡ ﺩﺭ ﻗﺎﻟﺐ ﻳﻚ‬ ‫]ﺩﺍﻧﺶ ﺁﻣﻮﺯ[ ﺑﻮﺩﻡ ﻭ ﻫﻴﭻ ﺭﻭﻯ‬
‫ﺩﺍﺩﻳﺪ‪.‬‬ ‫ﻣﻮﺳﻴﻘﻰ ﺟﺎﺑﺠﺎ ﻣﻰﺷﻮﺩ ﻣﻰﺗﻮﺍﻧﺪ ﺑﺮﺍﻯ‬ ‫ﻛﺜﻴﻒﺷﺎﻥ ﺭﺍ ﻧﺪﻳﺪﻡ ﻭﻟﻰ ﮔﻔﺘﻪ ﻣﻰﺗﻮﺍﻧﻢ‬
‫ﺍﺟﺘﻤﺎﻉ ﭘﻴﺎﻡﺁﻭﺭ ﺧﻴﻠﻰ ﺑﺰﺭﮔﻰ ﺑﺎﺷﺪ ﻭ‬ ‫ﻛﻪ ﺳﻴﺎﻩﺗﺮﻳﻦ ﺩﻭﺭﺍﻥ ﻣﻮﺳﻴﻘﻰ ﺩﺭ ﺯﻣﺎﻥ‬
‫ﻫﺮﮔﺎﻩ ﺍﺷﻌﺎﺭ ﺑﻰﻣﺎﻫﻴﺖ ﺭﺍ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﺭژﻳﻢ ﻃﺎﻟﺒﺎﻥ ﺑﻮﺩ ﻛﻪ ﺍﺯ ﻣﻮﺳﻴﻘﻰ ﻳﺎﺩﻯ‬
‫ﻣﻰﻛﻨﻴﻢ ﺟﺎﻣﻌﻪ ﺭﺍ ﺑﻪ ﺳﻮﻯ ﻧﺎﺑﻮﺩﻯ‬ ‫ﻧﻤﻰﺷﺪ ﻭ ﻫﺮﮔﺎﻩ ﻛﺴﺎﻧﻰ ﻛﻪ ﻣﻮﺳﻴﻘﻰ‬
‫ﻣﻰﻛﺸﺎﻧﺪ‪ .‬ﻭﻗﺘﻰ ﻏﺰﻟﻰ ﺍﺯ ﻣﻮﻻﻧﺎﻯ‬ ‫ﻣﻰﺷﻨﻴﺪﻧﺪ ﻭ ﻳﺎ ﻛﺎﺳﺖﻫﺎﻯ ﻣﻮﺳﻴﻘﻰ‬
‫ﺩﺭ ﺧﺎﻧﻪﻫﺎﻳﺸﺎﻥ ﭘﻴﺪﺍ ﻣﻰﺷﺪ ﻣﻮﺭﺩ‬
‫ﺑﺰﺭگ ﻣﻰﺧﻮﺍﻧﻢ ﻛﻪ ﻣﻰﮔﻮﻳﺪ‪:‬‬
‫ﻣﺠﺎﺯﺍﺕ ﻗﺮﺍﺭ ﻣﻰﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﭼﻪ ﺗﺪﺑﻴﺮ ﺍﻯ ﻣﺴﻠﻤﺎﻧﺎﻥ ﻛﻪ ﻣﻦ‬ ‫ﺩﺭ ﺯﻣﺎﻥ ﺣﻜﻮﻣﺖ ﻃﺎﻟﺒﺎﻥ‪ ،‬ﺑﺪﺧﺸﺎﻥ‬
‫ﺧﻮﺩ ﺭﺍ ﻧﻤﻰﺩﺍﻧﻢ‬ ‫ﻭ ﻗﺴﻤﺘﻰ ﺍﺯ ﺍﺳﺘﺎﻥ ﺗﺨﺎﺭ ﺯﻳﺮ ﺍﺩﺍﺭﻩ‬
‫ﺣﻜﻮﻣﺖ ﻣﺠﺎﻫﺪﻳﻦ ﺑﻮﺩ‪ .‬ﺩﺭ ﺯﻣﺎﻥ‬
‫ﻧﻪ ﺗﺮﺳﺎ ﻭ ﻳﻬﻮﺩﻡ ﻣﻦ ﻧﻪ ﮔﺒﺮﻡ ﻧﻪ‬ ‫ﻣﺠﺎﻫﺪﻳﻦ ﻛﻪ ﻣﻦ ﺗﺎﺯﻩ ﺷﺎﻣﻞ ﻣﻜﺘﺐ‬
‫ﻣﺴﻠﻤﺎﻧﻢ‬ ‫ﺷﺪﻩ ﺑﻮﺩﻡ ﻭ ﺑﻪ ﻣﻮﺳﻴﻘﻰ ﻋﻼﻗﻪ ﺩﺍﺷﺘﻢ‬
‫ﺧﻴﻠﻰ ﺁﺯﺍﺭ ﺩﻳﺪﻡ ﺣﺘﺎ ﺧﺎﻧﻮﺍﺩﻩ ﺍﺯ ﺩﺍﺷﺘﻦ‬
‫ﻳﺎ ﺷﻌﺮﻯ ﺍﺯ ﺣﺎﻓﻆ ﻛﻪ ﻣﻰﮔﻮﻳﺪ‪:‬‬