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‫ﺟﻤﻌﻪ ‪ 10‬ﺗﺎ ﭘﻨﺠﺸﻨﺒﻪ‪ 16‬ﺍﺭﺩﻳﺒﻬﺸﺖﻣﺎﻩ ‪1395‬ﺧﻮﺭﺷﻴﺪﻯ‬

‫ﺗﺎ ﭘﺎﻳﺎﻥ ﺯﻧﺪﮔﻰ ﺑﺎ ﺍﻭ ﺑﻮﺩ‪ .‬ﺍﻭ ﺑﺮ ﺭﻋﺎﻳﺖ‬ ‫ﻧﮕﺎﻫﻰ ﺑﻪ ﻛﺘﺎﺏ »ﺯﻧﺪﮔﻰ ﻭ ﺯﻣﺎﻧﺔ ﺷﺎﻩ« ﻧﻮﺷﺘﺔ ﻏﻼﻣﺮﺿﺎ ﺍﻓﺨﻤﻰ)‪(3‬‬ ‫ﺷﺎﻩ »ﺭﻭﺷﻨﻔﻜﺮ« ﺑﻪ ﺷﻤﺎﺭ ﻧﻤﻰﺁﻣﺪ‪.‬‬
‫ﺷﺮﻳﻌﺖ ﺍﺳﻼﻣﻰ ﺗﺄﻛﻴﺪ ﺩﺍﺷﺖ‪ .‬ﺍﻟﺘﺰﺍﻡ‬ ‫ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﺑﻴﺸﺘﺮ ﺑﻪ ﺷﻮﺧﻰ ﺭﻭﺷﻨﻔﻜﺮﻫﺎ‬
‫ﻭﻯ ﺑﻪ ﺩﻳﻦ ﺑﻴﺸﺘﺮ ﻋﺎﻃﻔﻰ ﺑﻮﺩ ﺗﺎ‬ ‫ﺑﺎﻭﺭﻫﺎ ﻭ ﺩﻳﺪﮔﺎﻫﻬﺎﻯ ﻣﺤﻤﺪﺭﺿﺎ ﺷﺎﻩ ﺩﺭﺑﺎﺭﻩ‬ ‫ﺭﺍ ﺗﺤﻘﻴﺮ ﻣﻰﻛﺮﺩ ﺍﻃﺮﺍﻓﻴﺎﻧﺶ ﺑﻪ‬
‫ﺍﺳﺘﺪﻻﻟﻰ‪ ،‬ﻫﺮ ﭼﻨﺪ ﺑﻨﺎ ﺑﻪ ﺍﺳﺘﺪﻻﻝ‬ ‫ﺩﻳﻦ‪ ،‬ﺭﻭﺷﻨﻔﻜﺮﻯ ﻭ ﺭﻭﺷﻨﻔﻜﺮﺍﻥ‬ ‫ﺩﺷﻮﺍﺭﻯ ﻣﻰﺗﻮﺍﻧﺴﺘﻨﺪ ﻣﻨﻈﻮﺭ ﺍﻭ‬
‫ﻭﻯ ﺩﻳﻦ ﺷﺎﻟﻮﺩﺓ ﺍﺧﻼﻕ ﺑﻮﺩ ﻭ ﺑﺪﻭﻥ‬ ‫ﺭﺍ ﺑﻔﻬﻤﻨﺪ‪ .‬ﺩﺭ ﺍﻭﺍﺋﻞ ﺯﻧﺪﮔﻰ ﻋﻼﻗﺔ‬
‫ﺁﻥ ﻣﻮﺍﺯﻳﻦ ﺍﺧﻼﻗﻰ ﻟﻨﮕﺮ ﻣﺤﻜﻤﻰ‬ ‫ﻧﮕﺎﺷﺘﻦ ﺭﻭﺍﻳﺘﻰ ﺟﺎﻣﻊ ﻭ ﻭﺍﻗﻊ ﺑﻴﻨﺎﻧﻪ ﺩﺭﺑﺎﺭﺓ ﺩﻭﺭﺍﻧﻰ ﻧﺰﺩﻳﻚ ﺑﻪ ﭼﻬﺎﺭ ﺩﻫﻪ ﺍﺯ ﺗﺎﺭﻳﺦ ﺳﻴﺎﺳﻰ ﻭ ﺍﺟﺘﻤﺎﻋﻰ‬ ‫ﺯﻳﺎﺩﻯ ﺑﻪ ﻣﺒﺎﺣﺚ ﺍﺩﺑﻰ ﻭ ﻓﻠﺴﻔﻰ‬
‫ﻧﺪﺍﺷﺘﻨﺪ‪ .‬ﺳﻴﺎﺳﺖ ﺷﺎﻩ ﺩﺭ ﺗﻤﺎﻡ ﻣﺪﺕ‬ ‫ﻧﺸﺎﻥ ﻣﻰﺩﺍﺩ‪ ،‬ﻭﻟﻰ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ‬
‫ﺣﻜﻮﻣﺘﺶ ﺗﻘﻮﻳﺖ ﺷﺎﻟﻮﺩﻩﻫﺎﻯ ﺩﻳﻦ‬ ‫ﻣﻌﺎﺻﺮ ﺍﻳﺮﺍﻥ ﻛﺎﺭﻯ ﺍﺳﺖ ﺑﺲ ﺩﺷﻮﺍﺭ ﻭ ﺳﺘﺮگ‪ .‬ﺗﻨﻬﺎ ﻛﺴﺎﻧﻰ ﻣﻰﺗﻮﺍﻧﻨﺪ ﺍﺯ ﻋﻬﺪﺓ ﺍﻧﺠﺎﻡ ﭼﻨﻴﻦ ﻣﻬﻤﻰ ﺁﻥ‬ ‫ﻛﻢﺭﻭ ﻭ ﺑﻰﺍﺩﻋﺎ ﺑﻮﺩ‪ .‬ﺩﺭ »ﻟﻮ ﺭﻭﺯﻩ« ﺑﺎ‬
‫ﺑﻮﺩ ﻭﻟﻰ ﺍﺯ ﻗﺪﺭﺕ ﺩﺍﺩﻥ ﺑﻪ ﺭﻭﺣﺎﻧﻴﺎﻥ‬ ‫ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﻓﺮﺍﻧﺴﻮﻯ ﻭ ﺍﻧﮕﻠﻴﺴﻰ ﺩﺭ‬
‫ﭘﺮﻫﻴﺰ ﻣﻰﻛﺮﺩ‪ .‬ﺣﻜﻮﻣﺖ ﺍﺳﻼﻣﻰ ﺩﺭ‬ ‫ﮔﻮﻧﻪ ﻛﻪ ﺑﺎﻳﺴﺘﻪ ﺍﺳﺖ ﺑﺮﺁﻳﻨﺪ ﻛﻪ ﺍﺯ ﺩﺍﻧﺶ ﻫﺎ ﻭ ﺁﮔﺎﻫﻰ ﻫﺎﻯ ﮔﺴﺘﺮﺩﻩ ﻭ ﺍﺯ ﺭﻭﺣﻴﺔ ﻋﻠﻤﻰ ﻭ ﭘﮋﻭﻫﺸﻰ ﻻﺯﻡ‬ ‫ﺣﺪﻭﺩﻯ ﻛﻪ ﺩﺭ ﺩﺑﻴﺮﺳﺘﺎﻥ ﺍﻣﻜﺎﻥ ﺩﺍﺭﺩ‬
‫ﺍﻧﺪﻳﺸﺔ ﺍﻭ ﺟﺎﻳﻰ ﻧﺪﺍﺷﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪،‬‬ ‫ﺁﺷﻨﺎ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﺣﺘﻰ ﺗﺮﺟﻤﺔ ﻓﺮﺍﻧﺴﻮﻯ‬
‫ﺩﺭ ﺩﻭ ﺩﻫﺔ ﻧﺨﺴﺖ ﺣﻜﻮﻣﺘﺶ ﻓﻜﺮ‬ ‫ﺑﻬﺮﻩ ﻣﻨﺪ ﺑﺎﺷﻨﺪ ﻭ ﺑﻪ ﻧﮕﻬﺪﺍﺭﻯ ﺟﺎﻧﺐ ﺍﻧﺼﺎﻑ ﻭ ﺩﻗﺖ ﻭ ﺻﺪﺍﻗﺖ ﻧﻴﺰ ﻣﻌﺘﻘﺪ ﻭ ﻣﺘﻌﻬﺪ‪ .‬ﻣﺆﻟﻒ ﻛﺘﺎﺏ ﺣﺎﺿﺮ‬ ‫ﺑﺮﺧﻰ ﺍﺯ ﺁﺛﺎﺭ ﺷﻜﺴﭙﻴﺮ‪ ،‬ﻣﺎﻧﻨﺪ »ﺭﻭﻣﺌﻮ‬
‫ﺣﻜﻮﻣﺖ ﺍﺳﻼﻣﻰ ﻫﺮﮔﺰ ﺑﻪ ﮔﻮﻧﻪﺍﻯ‬ ‫ﻭ ژﻭﻟﻴﺖ‪ «،‬ﺭﺍ ﻫﻢ ﺧﻮﺍﻧﺪﻩ ﺑﻮﺩ‪ .‬ﻭﻟﻰ‬
‫ﺟﺪﻯ ﻣﻄﺮﺡ ﻧﺸﺪ‪ .‬ﻭﻟﻰ ﺑﻪ ﺍﻋﺘﻘﺎﺩ‬ ‫ﺭﺍ ﺑﻪ ﺭﺍﺳﺘﻰ ﻣﻰﺗﻮﺍﻥ ﺩﺭ ﺷﻤﺎ ِﺭ ﺍﻧﺪﻙ ﭼﻨﻴﻦ ﻛﺴﺎﻥ ﺷﻤﺮﺩ‪ .‬ﻏﻼﻣﺮﺿﺎ ﺍﻓﺨﻤﻰ ﺩﺭ ﺳﺎﻝ ﻫﺎﻯ ﭘﻴﺶ ﺍﺯ ﺍﻧﻘﻼﺏ‬ ‫ﺗﺼﻮﺭ ﻣﻰﻛﺮﺩ ﺍﻇﻬﺎﺭ ﻓﻀﻞ ﺩﺭ ﭼﻨﻴﻦ‬
‫ﺷﺎﻩ ﺣﺘﻰ ﺩﻳﻦ ﻣﻮﺟﻮﺩ‪ ،‬ﻫﻤﺎﻥ ﻛﻪ‬ ‫ﻣﺒﺎﺣﺜﻰ ﻛﻪ ﺷﺎﻳﺪ ﺑﻪ ﻧﻈﺮ ﭘﺪﺭﺵ‬
‫ﺭﻳﺸﻪ ﺩﺭ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻰ ﺍﻳﺮﺍﻥ ﺩﺍﺷﺖ‪،‬‬ ‫ﺍﺳﻼﻣﻰ‪ ،‬ﻣﺴﺌﻮﻟﻴﺖ ﻫﺎﺋﻰ ﭼﻮﻥ ﺗﺪﺭﻳﺲ ﻋﻠﻮﻡ ﺳﻴﺎﺳﻰ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﻣ ّﻠﻰ‪ ،‬ﻣﻌﺎﻭﻧﺖ ﺩﺍﻧﺸﻜﺪﺓ ﺍﻗﺘﺼﺎﺩ ﻭ‬ ‫ﻣﺮﺩﺍﻧﻪ ﻧﺒﻮﺩ‪ ،‬ﻛﺎﺭ ﻋﺎﻗﻼﻧﻪﺍﻯ ﻧﻴﺴﺖ‪.‬‬
‫ﻣﺎﻧﻊ ﭘﻴﺸﺮﻓﺖ ﺍﻳﺮﺍﻥ ﻣﻰﺷﺪ‪ .‬ﺑﺎ ﻭﺟﻮﺩ‬ ‫ﻣﻬﺎﺭﺕ ﺩﺭ ﺍﺳﺐﺳﻮﺍﺭﻯ‪ ،‬ﻓﻮﺗﺒﺎﻝ ﻭ‬
‫ﺍﻳﻦ ﺍﺳﻼﻡ ﺩﻳﻨﻰ ﺗﺜﺒﻴﺖ ﺷﺪﻩ ﺑﻮﺩ‬ ‫ﻋﻠﻮﻡ ﺳﻴﺎﺳﻰ ﺍﻳﻦ ﺩﺍﻧﺸﮕﺎﻩ‪ ،‬ﺩﺑﻴﺮﻛﻠ ّﻰ ﻛﻤﻴﺘﺔ ﻣ ّﻠﻰ ﺑﺮﻧﺎﻣﺔ ﺟﻬﺎﻧﻰ ﺳﻮﺍﺩﺁﻣﻮﺯﻯ ﻭ ﻣﻌﺎﻭﻧﺖ ﻭﺯﺍﺭﺕ ﻛﺸﻮﺭ ﺭﺍ‬ ‫ﻣﺎﺷﻴﻦﺭﺍﻧﻰ ﺑﺮﺍﻯ ﺑﺮﺍﻧﮕﻴﺨﺘﻦ ﺳﺘﺎﻳﺶ‬
‫ﻭ ﺭﻭﺣﺎﻧﻴﺎﻥ ﺑﺮ ﻣﺮﺩﻡ ﻧﻔﻮﺫ ﺩﺍﺷﺘﻨﺪ‬ ‫ﭘﺪﺭ ﺭﺍﻩ ﻣﻄﻤﺌﻦﺗﺮﻯ ﻣﻰﻧﻤﻮﺩ‪ .‬ﭘﺲ ﺍﺯ‬
‫ﻭ ﺍﺯ ﻗﺪﺭﺕ ﺳﻴﺎﺳﻰ ﭼﺸﻤﮕﻴﺮﻯ‬ ‫ﺑﺮﻋﻬﺪﻩ ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﻫﻤﻴﻦ ﺳﺎﻝ ﻫﺎ ﺑﻮﺩ ﻛﻪ ﺍﻭ ﺍﺯ ﻧﺰﺩﻳﻚ ﺑﺎ ﺷﻴﻮﻩ ﻫﺎﻯ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻯ ﺳﻴﺎﺳﻰ ﺩﺭ ﺍﻳﺮﺍﻥ ﻭ‬ ‫ﺩﻭﺭ ﺷﺪﻥ ﺭﺿﺎﺷﺎﻩ ﻭﺿﻊ ﺍﻭ ﻓﺮﻕ ﻛﺮﺩ‬
‫ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩﻧﺪ‪ .‬ﺷﺎﻩ ﺍﻳﻦ ﺭﺍ ﻋﺎﻣﻠﻰ‬ ‫ﻭﻟﻰ ﺩﺭ ﺯﻣﻴﻨﻪﻫﺎﻯ ﻳﺎﺩﺷﺪﻩ ﻫﻨﻮﺯ ﻫﻢ‬
‫ﻣﻬﻢ ﺩﺭ ﻣﻌﺎﺩﻟﺔ ﻗﺪﺭﺕ ﻛﺸﻮﺭ ﺑﻪ‬ ‫ﺁﺭﻣﺎﻥ ﻫﺎ ﻭ ﺍﻫﺪﺍﻑ ﺷﺎﻩ ﻭ ﻣﺸﺎﻭﺭﺍﻥ ﻧﺰﺩﻳﻜﺶ ﺁﺷﻨﺎ ﺷﺪ‪.‬‬ ‫ﺑﻰﺍﺩﻋﺎ ﺑﻮﺩ‪ .‬ﺩﺭﺑﺎﺭﺓ ﻣﺒﺎﺣﺚ ﺳﻴﺎﺳﻰ‬
‫ﺷﻤﺎﺭ ﻣﻰﺁﻭﺭﺩ ﻭ ﻧﺎﺩﻳﺪﻩ ﮔﺮﻓﺘﻦ ﺁﻥ ﺭﺍ‬ ‫ﺑﻰﭘﺮﻭﺍ ﺳﺨﻦ ﻣﻰﮔﻔﺖ ﻭﻟﻰ ﺩﺭ ﻣﻮﺍﺭﺩﻯ‬
‫ﻣﺨﺎﻃﺮﻩﺁﻣﻴﺰ ﻣﻰﺩﺍﻧﺴﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﻪ‬ ‫ﭘﺲ ﺍﺯ ﺗﺮﻙ ﺍﻳﺮﺍﻥ‪ ،‬ﻛﺘﺎﺑﻰ ﻛﻪ ﺑﻪ ﺍﻧﮕﻠﻴﺴﻰ‪ ،‬ﺩﺭ ﺑﺎﺭﻩ ﺍﻧﻘﻼﺏ ﺍﻳﺮﺍﻥ ﻧﻮﺷﺖ ﻧﺨﺴﺘﻴﻦ ﺗﺤﻠﻴﻞ ﺟﺎﻣﻊ ﻭ ﻭﺍﻗﻊ‬ ‫ﻛﻪ ﻧﻴﺎﺯ ﺑﻪ ﺗﺤﺼﻴﻼﺕ ﺩﺍﻧﺸﮕﺎﻫﻰ‬
‫ﺷﻜﻠﻰ ﺗﺰﻟﺰﻝﻧﺎﭘﺬﻳﺮ ﺩﺭ ﺭﻋﺎﻳﺖ ﺁﻧﭽﻪ ﺑﻪ‬ ‫ﺩﺍﺷﺖ ﭼﻨﻴﻦ ﻧﺒﻮﺩ‪ .‬ﺍﻭ ﺑﻪ ﻫﺮ ﺣﺎﻝ‬
‫ﺍﻋﺘﻘﺎﺩ ﻭﻯ ﺭﻭﺡ ﺍﺳﻼﻡ ﺑﻮﺩ ﻣﻰﻛﻮﺷﻴﺪ‬ ‫ﺑﻴﻨﺎﻧﻪ ﺍﺯ ﺍﻧﻘﻼﺑﻰ ﺑﻮﺩ ﻛﻪ ﺍﺑﻌﺎﺩ ﭘﻴﺎﻣﺪﻫﺎﻯ ﻓﺎﺟﻌﻪ ﺑﺎﺭﺵ ﺑﺮﺍﻯ ﺍﻳﺮﺍﻥ ﻫﻤﭽﻨﺎﻥ ﻏﻴﺮﻗﺎﺑﻞ ﻭﺻﻒ ﻭ ﺷﻤﺎﺭﺵ ﻣﺎﻧﺪﻩ‬
‫ﻭ ﺍﺯ ﻫﺮ ﭼﻪ ﺑﺎ ﺷﺮﻳﻌﺖ ﺍﺳﻼﻡ ﻭ ﺍﺣﻜﺎﻡ‬ ‫ﻣﺸﺘﺎﻕ ﻳﺎﺩﮔﻴﺮﻯ ﺑﻮﺩ‪.‬‬
‫ﻗﺮﺁﻥ ﺩﺭ ﺗﻀﺎﺩ ﺑﻮﺩ ﻣﻰﭘﺮﻫﻴﺰﻳﺪ‪.‬‬ ‫ﺍﺳﺖ‪ .‬ﻭﺍﻗﻌﻴﺖ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺳﻪ ﺩﻫﺔ ﮔﺬﺷﺘﻪ ﺍﻓﺨﻤﻰ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﭘﻰ ﮔﺮﺩﺁﻭﺭﺩﻥ ﻣﻨﺎﺑﻊ ﻭ ﻣﺂﺧﺬ ﻣﻌﺘﺒﺮ‬ ‫ﺩﺭ ﺯﻣﺎﻧﻰ ﻛﻪ ﻫﻨﻮﺯ ﻭﻟﻴﻌﻬﺪ ﺑﻮﺩ‬
‫ﺭﺅﺳﺎﻯ ﺩﻭﻟﺖﻫﺎ ﻣﻌﺘﻘﺪ ﺑﻮﺩﻧﺪ ﻛﻪ‬ ‫ﺷﻬﺮﺕ ﺩﺍﻧﺸﻤﻨﺪ ﺑﺰﺭگ ﻋﻼﻣﻪ ﻣﺤﻤﺪ‬
‫ﻳﻜﻰ ﺍﺯ ﺭﺍﻩﻫﺎﻯ ﻣﻬﺎﺭ ﻛﺮﺩﻥ ﺭﻭﺣﺎﻧﻴﺎﻥ‬ ‫ﭘﮋﻭﻫﺸﻰ ﺑﺮﺍﻯ ﺗﻮﺍﻧﺎ ﺷﺪﻥ ﺑﻪ ﻧﮕﺎﺭﺵ ﺭﻭﺍﻳﺘﻰ ﻣﻌﺘﺒﺮ ﺩﺭ ﺑﺎﺭﺓ ﺷﺎﻩ ﻭ ﺩﻭﺭﺍﻧﺶ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺗﻼﺵ ﻭﻯ ﺑﺮﺍﻯ‬ ‫ﻗﺰﻭﻳﻨﻰ ﺑﻪ ﮔﻮﺷﺶ ﺭﺳﻴﺪﻩ ﺑﻮﺩ‪ .‬ﻣﺪﺗﻰ‬
‫ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺁﻥﻫﺎ ﺭﺍ ﺑﺎ ﭘﻮﻝ ﺑﺨﺮﻧﺪ ﻭ‬ ‫ﺁﺭﺯﻭ ﺩﺍﺷﺖ ﺑﺎ ﺍﻳﻦ ﻣﺮﺩ ﻓﺮﻫﻴﺨﺘﻪ‬
‫ﺑﺎ ﺯﻭﺭ ﻣﺮﻋﻮﺏ ﻛﻨﻨﺪ‪ .‬ﺷﺎﻩ ﻣﻰﺍﻧﺪﻳﺸﻴﺪ‬ ‫ﻫﺮﭼﻪ ﻏﻨﻰ ﺗﺮ ﺳﺎﺧﺘﻦ ﺁﺭﺷﻴﻮ ﺗﺎﺭﻳﺦ ﺷﻔﺎﻫﻰ ﺑﻨﻴﺎﺩ ﻣﻄﺎﻟﻌﺎﺕ‪ ،‬ﻭ ﻭﻳﺮﺍﺳﺘﺎﺭﻯ ‪ 9‬ﺗﻚ ﻧﮕﺎﺭﻯ ﭘﺮﻣﺎﻳﻪ ﺩﺭ ﺑﺎﺭﺓ‬ ‫ﺩﻳﺪﺍﺭﻯ ﻛﻨﺪ ﻭ ﻭﻗﺘﻰ ﺷﺎﻩ ﺷﺪ ﻫﻤﭽﻨﺎﻥ‬
‫ﻋﻮﺍﻣﻠﻰ ﻏﻴﺮ ﺍﺯ ﭘﻮﻝ ﻫﻢ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺍﺳﺖ‪.‬‬ ‫ﺍﺯ ﻭﺯﺭﺍﻯ ﺩﺭﺑﺎﺭ ﺧﻮﺩ ﺩﺭﺧﻮﺍﺳﺖ ﻣﻰﻛﺮﺩ‬
‫ﺭژﻳﻢ ﺑﺎﻳﺪ ﺭﻭﺣﺎﻧﻴﺎﻥ ﺭﺍ ﺩﺭ ﺣﺪ ﻣﻤﻜﻦ‬ ‫ﺗﻮﺳﻌﻪ ﻭ ﻋﻤﺮﺍﻥ ﺍﻳﺮﺍﻥ ﺩﺭ ﺩﻭﺭﺍﻥ ﭘﻬﻠﻮﻯ‪ ،‬ﺑﻪ ﻣﺼﺎﺣﺒﻪ ﻫﺎﻯ ﮔﺴﺘﺮﺩﻩ ﺑﺎ ﺷﻤﺎﺭﻯ ﺍﺯ ﻣﺪﻳﺮﺍﻥ‪ ،‬ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﺍﻥ‬ ‫ﻗﺰﻭﻳﻨﻰ ﺭﺍ ﺑﻪ ﻛﺎﺥ ﺩﻋﻮﺕ ﻛﻨﻨﺪ‪ .‬ﻗﺰﻭﻳﻨﻰ‬
‫ﺗﺤﺒﻴﺐ ﻣﻰﻛﺮﺩ‪ .‬ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﺳﻴﺎﺳﺖ ﺗﺎ‬ ‫ﻛﻪ ﻣﺮﺩﻯ ﻓﺮﻭﺗﻦ ﻭ ﮔﻮﺷﻪﮔﻴﺮ ﺑﻮﺩ ﺍﺯ‬
‫ﺯﻣﺎﻧﻰ ﻛﺎﺭﺁﻳﻰ ﻣﻰﺗﻮﺍﻧﺴﺖ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‬ ‫ﻭ ﺳﺎﺯﻧﺪﮔﺎﻥ ﺍﻳﺮﺍ ِﻥ ﺁﻥ ﺩﻭﺭﺍﻥ‪ ،‬ﺍﺯ ﺳﻮﺋﻰ‪ ،‬ﻭ ﻣﺨﺎﻟﻔﺎﻥ ﻭ ﻣﻨﺘﻘﺪﺍﻥ ﺷﺎﻩ‪ ،‬ﺍﺯ ﺳﻮﻯ ﺩﻳﮕﺮ‪ ،‬ﻧﻴﺰ ﭘﺮﺩﺍﺧﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺁﻣﺪﻥ ﺑﻪ ﻛﺎﺥ ﺧﻮﺩﺩﺍﺭﻯ ﻛﺮﺩﻩ ﻭ ﮔﻔﺘﻪ‬
‫ﻛﻪ ﺑﻪ ﺑﺎﺝﺩﻫﻰ ﺗﺒﺪﻳﻞ ﻧﺸﺪﻩ ﺑﺎﺷﺪ‪،‬‬ ‫ﺑﻮﺩ ﻣﻦ ﻓﻘﻂ ﻣﺤﻘﻘﻰ ﻣﻌﻤﻮﻟﻰ ﻫﺴﺘﻢ‬
‫ﺷﺮﻃﻰ ﻛﻪ ﺩﺭ ﺣﺪ ﺯﻳﺎﺩﻯ ﺑﻪ ﺭﻓﺘﺎﺭ‬ ‫ﺍﻳﻦ ﻫﻤﻪ ﺭﺍ ﺑﺎﻳﺪ ﺗﻨﻬﺎ ﺑﺨﺸﻰ ﺍﺯ ﺳﺮﭼﺸﻤﻪ ﻫﺎﻯ ﺁﺷﻨﺎﺋﻰ ژﺭﻑ ﻭ ﮔﺴﺘﺮﺩﺓ ﺍﻭ ﺑﺎ ﺭﻭﻳﺪﺍﺩﻫﺎ ﻭ ﺩﮔﺮﮔﻮﻧﻰ ﻫﺎﻯ‬ ‫ﻭ ﻭﻗﺖ ﺷﺎﻩ ﺑﻴﺶ ﺍﺯ ﺁﻥ ﺍﺭﺯﺵ ﺩﺍﺭﺩ‬
‫ﻛﻪ ﺁﻥ ﺭﺍ ﺑﺎ ﻣﻦ ﺑﮕﺬﺭﺍﻧﺪ‪» .‬ﺍﻋﻠﻴﺤﻀﺮﺕ‬
‫ﻃﺮﻑ ﻣﻘﺎﺑﻞ ﻭﺍﺑﺴﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺳﻴﺎﺳﻰ‪ ،‬ﺍﻗﺘﺼﺎﺩﻯ ﻭ ﻓﺮﻫﻨﮕﻰ ﺍﻳﺮﺍ ِﻥ ﺁﻥ ﺩﻭﺭﺍﻥ ﺷﻤﺮﺩ‪ .‬ﻣﻨﺎﺑﻊ ﻭ ﻣﺮﺍﺟﻊ ﺩﺳﺖ ﺍﻭﻝ ﻭ ﻣﺼﺎﺣﺒﻪ ﻫﺎﻯ ﻣﺘﻌﺪﺩ‬ ‫ﻟﻄﻒ ﻛﺮﺩﻩﺍﻧﺪ ﻭﻟﻰ ﺍﻳﻦ ﺑﺎﻋﺚ ﻧﻤﻰﺷﻮﺩ‬
‫ﺳﻴﺎﺳﺖ ﺷﺎﻩ ﺩﺭ ﻣﻮﺭﺩ ﺍﻓﺮﺍﺩﻯ ﻣﺎﻧﻨﺪ‬ ‫ﻛﻪ ﻣﻦ ﺍﺯ ﺣﺪﻭﺩ ﺧﻮﺩ ﺗﺠﺎﻭﺯ ﻛﻨﻢ‪«.‬‬
‫ﺁﻳﺖﺍﷲ ﺑﺮﻭﺟﺮﺩﻯ‪ ،‬ﻣﺮﺟﻊ ﻣﻄﻠﻖ ﺗﻘﻠﻴﺪ‬ ‫ﺑﺎ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﺧﻮﻳﺸﺎﻥ‪ ،‬ﻧﺰﺩﻳﻜﺎﻥ ﻭ ﺩﻭﺳﺘﺎﻥ ﻣﺤﻤﺪﺭﺿﺎ ﺷﺎﻩ ﻧﻴﺰ ﺍﺯ ﺑﻦ ﻣﺎﻳﻪ ﻫﺎﻯ ﺍﺻﻠﻰ ﻛﺘﺎﺏ ﺍﻭ ﺑﻮﺩﻩ ﺍﻧﺪ‪.‬‬ ‫ﻭﺯﺭﺍ ﺩﺳﺖ ﺑﻪ ﺩﺍﻣﻦ ﻗﺎﺳﻢ ﻏﻨﻰ‪ ،‬ﺩﻭﺳﺖ‬
‫ﺩﺭ ﺳﺎﻝﻫﺎﻯ ﺷﻜﻞﮔﻴﺮﻯ ﺣﻜﻮﻣﺖ‬ ‫ﻗﺰﻭﻳﻨﻰ‪ ،‬ﺷﺪﻧﺪ ﻛﻪ ﺳﺮﺍﻧﺠﺎﻡ ﺗﻮﺍﻧﺴﺖ‬
‫ﺷﺎﻩ‪ ،‬ﻣﺆﺛﺮ ﺑﻮﺩ‪ .‬ﺑﺮﻭﺟﺮﺩﻯ ﻣﻮﺍﻓﻖ‬ ‫ﺭﺍﺳﺘﻰ ﻛﻪ ﻛﺘﺎﺏ ﺍﻓﺨﻤﻰ ﺍﺯ ﺑﺎﻭﺭﻫﺎ ﻭ ﮔﻤﺎﻥ ﭘﺮﻭﺭﻯﻫﺎﻯ ﺭﺍﻳﺞ ﺩﺭ ﻣﻰﮔﺬﺭﺩ ﻭ ﺑﺮﭘﺎﻳﺔ ﻣﻨﺎﺑﻊ ﻭ ﺍﺳﻨﺎﺩ ﻣﻌﺘﺒﺮ‬ ‫ﭘﻴﺮﻣﺮﺩ ﺭﺍ ﻗﺎﻧﻊ ﻛﻨﺪ ﻛﻪ ﺑﻪ ﺩﻳﺪﺍﺭ ﺷﺎﻩ‬
‫ﺍﺳﻼﻣﻰ ﻧﺒﻮﺩ ﻛﻪ ﺍﺯ ﻧﻈﺮ ﺳﻴﺎﺳﻰ‬
‫ﻣﺘﺠﺎﻭﺯ ﺑﺎﺷﺪ‪ .‬ﻣﻄﺎﻟﻌﺎﺕ ﻭﻯ ﺩﺭﺑﺎﺭﺓ‬ ‫ﺭﻭﺍﻳﺘﻰ ﺟ ّﺬﺍﺏ ﻭ ﺟﺎﻣﻊ ﺍﺯ ﺩﻭﺭﺍﻧﻰ ﻣﻬﻢ ﺍﺯ ﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﻣﻰﺩﻫﺪ؛ ﺩﻭﺭﺍﻧﻰ ﻛﻪ ﻣﻰﺭﻓﺖ ﺳﺮﻧﻮﺷﺖ‬ ‫ﺟﻮﺍﻥ ﺭﺿﺎﻳﺖ ﺩﻫﺪ‪.‬‬
‫ﺷﺎﻩ ﻣﻰﺩﺍﻧﺴﺖ ﻛﻪ ﭼﻨﺪ ﺗﻦ ﺩﻳﮕﺮ‬
‫ﻋﻼﻣﻪ ﻗﺰﻭﻳﻨﻰ‬ ‫ﻫﺮﻣﺰ ﺣﻜﻤﺖ‬ ‫ﺍﻳﺮﺍﻥ ﻭ ﻣﺴﻴﺮ ﺩﮔﺮﮔﻮﻧﻰ ﺟﻮﺍﻣﻊ ﺧﺎﻭﺭﻣﻴﺎﻧﻪ ﺭﺍ ﺁﺭﻣﺎﻥﮔﻮﻧﻪ ﺭﻗﻢ ﺯﻧﺪ‪.‬‬ ‫ﺍﺯ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺟﻠﺴﻪﻫﺎﻯ ﻣﻨﻈﻤﻰ‬
‫ﺑﺎ ﻗﺰﻭﻳﻨﻰ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍﻭ ﺑﻪ ﻋﻼ‪ ،‬ﻭﺯﻳﺮ‬
‫ﺗﺎﺭﻳﺦ ﻣﻌﺎﺻﺮ‪ ،‬ﺑﻪﻭﻳﮋﻩ ﺗﺎﺭﻳﺦ ﺍﻧﻘﻼﺏ‬ ‫ﺍﻳﻦ ﻣﻔﻬﻮﻡ ﺭﺍ ﺑﻪ ﺻﻮﺭﺗﻰ ﺷﺎﻋﺮﺍﻧﻪ‬ ‫ﻓﺨﺮ ﻣﻰﻓﺮﻭﺧﺖ‪ .‬ﺯﻣﺎﻧﻰ ﺑﻪ ﻣﻠﻚ ﺣﺴﻴﻦ‪،‬‬ ‫»ﺑﺎﺯﺷﻜﺎﻓﺎﻧﻪ« ﺭﺍ ﻛﻪ ﺑﻪ ﻫﻴﭻ ﺳﺎﺯﻧﺪﮔﻰ‬ ‫ﺩﺭﻳﺎﻓﺘﻢ ﻛﻪ ﺳﺮﺍﭘﺎ ﺍﺣﺴﺎﺱ ﺍﺳﺖ‪«.‬‬ ‫ﺩﺭﺑﺎﺭ‪ ،‬ﮔﻔﺖ ﻛﻪ ﻣﺎﻳﻞ ﺍﺳﺖ ﻫﺮ ﻫﻔﺘﻪ‬
‫ﻣﺸﺮﻭﻃﻪ‪ ،‬ﺑﻪ ﺍﻭ ﺁﻣﻮﺧﺘﻪ ﺑﻮﺩ ﻛﻪ ﺍﺳﻼﻡ‬ ‫ﺑﻴﺎﻥ ﻛﻨﺪ ﻭﻟﻰ ﻧﻤﻰﺗﻮﺍﻧﺴﺖ‪ .‬ﺍﺯ ﺯﺑﺎﻥ‬ ‫ﭘﺎﺩﺷﺎﻩ ﺍﺭﺩﻥ‪ ،‬ﻓﺨﺮ ﻓﺮﻭﺧﺘﻪ ﺑﻮﺩ ﻛﻪ‬ ‫ﻣﺜﺒﺖ ﻣﻨﺘﻬﻰ ﻧﺸﻮﺩ ﺑﻪ ﻫﻴﭻ ﺭﻭﻯ‬ ‫ﺩﺭ ﺩﻫﻪﻫﺎﻯ ‪ 1340‬ﻭ ‪ 1350‬ﺷﺎﻩ‬ ‫ﻳﻚ ﺭﻭﺯ ﺑﻌﺪﺍﺯﻇﻬﺮ ﺭﺍ ﺑﺎ ﮔﺮﻭﻩ ﻗﺰﻭﻳﻨﻰ‬
‫ﺳﻴﺎﺳﻰ ﺧﺴﺎﺭﺍﺗﻰ ﺑﻪ ﺑﺎﺭ ﻣﻰﺁﻭﺭﺩ ﻭ‬ ‫ﺍﻗﺘﺼﺎﺩﻯ ﻭ ﻓﻨﻰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰﻛﺮﺩ ﻛﻪ‬ ‫ﻓﺮﻳﺪﻭﻥ ﻫﻮﻳﺪﺍ »ﺳﻔﻴﺮ ﻣﺎ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬ ‫ﻫﻨﻮﺯ ﻫﻢ ﺍﺯ ﺍﻳﻦ ﻛﻪ ﺍﻓﺮﺍﺩﻯ ﻛﻪ ﺩﺳﺘﻰ‬ ‫ﺑﮕﺬﺭﺍﻧﺪ‪ .‬ﺷﺎﻩ ﮔﻔﺖ‪» :‬ﺍﻳﻦ ﺑﺮﺍﻯ ﻣﻦ‬
‫ﺑﻪ ﭘﻴﺎﻣﺪﻫﺎﻳﻰ ﻧﺎﺧﻮﺍﺳﺘﻪ ﻣﻰﺍﻧﺠﺎﻣﺪ‪.‬‬ ‫ﺑﺮ ﺁﻥ ﺗﺴﻠﻂ ﺩﺍﺷﺖ‪ .‬ﮔﺎﻫﻰ ﻫﻢ ﺍﻧﺪﻛﻰ‬ ‫ﻣﻠﻞ« ﻧﻮﻳﺴﻨﺪﻩ ﻭ ﻣﻨﺘﻘﺪ ﺳﻴﻨﻤﺎﻳﻰ ﺍﺳﺖ‪.‬‬ ‫ﺳﻮﺩﻣﻨﺪ ﻧﻤﻰﺩﺍﻧﺴﺖ‪.‬‬ ‫ﺩﺭ ﺭﻭﺷﻨﻔﻜﺮﻯ ﺩﺍﺷﺘﻨﺪ ﺩﻭﺭ ﻭ ﺑﺮﺵ‬ ‫ﻏﺬﺍﻯ ﺭﻭﺡ ﺍﺳﺖ‪ «.‬ﻭ ﻓﻮﺭﻯ ﺍﻓﺮﺍﺩﻯ‬
‫ﺍﺯ ﺳﻮﻯ ﺩﻳﮕﺮ ﺍﻧﺘﻈﺎﺭ ﺷﺎﻩ ﺍﺯ ﺍﺳﻼﻡ‬ ‫ﻏﻠﻮ ﺭﺍ ﺟﺎﻳﮕﺰﻳﻦ ﺯﺑﺎﻥ ﺷﺎﻋﺮﺍﻧﻪ ﻣﻰﻛﺮﺩ‪.‬‬ ‫ﺷﺎﻩ ﺗﺼﻮﺭ ﻣﻰﻛﺮﺩ ﭼﻨﻴﻦ ﺍﻓﺮﺍﺩﻯ ﺑﺮﺍﻯ‬ ‫ﺷﺎﻩ ﺑﺎ ﻧﻈﺮﻳﻪﻫﺎﺋﻰ ﻛﻪ ﺳﻠﻄﺔ‬ ‫ﺑﺎﺷﻨﺪ ﻟﺬﺕ ﻣﻰﺑﺮﺩ‪ ،‬ﻫﺮ ﭼﻨﺪ ﺧﻮﺩﺵ‬ ‫ﺭﺍ ﻛﻪ ﻣﻰﺧﻮﺍﺳﺖ ﺩﺭ ﺍﻳﻦ ﺟﻠﺴﻪﻫﺎ‬
‫ﺑﺮ ﺍﺳﺎﺱ ﺗﻌﺒﻴﺮﻯ ﺑﻮﺩ ﻛﻪ ﺧﻮﺩ ﺍﺯ‬ ‫ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﺷﺎﻩ ﮔﺮﭼﻪ ﻓﻦﺳﺎﻻﺭﺍﻥ‬ ‫ﺍﻳﺮﺍﻥ ﺁﺑﺮﻭ ﻭ ﺣﻴﺜﻴﺖ ﺑﻪ ﺑﺎﺭ ﻣﻰﺁﻭﺭﻧﺪ‬ ‫ﻓﺮﻫﻨﮕﻰ ﻏﺮﺏ ﺭﺍ ﺗﻬﺪﻳﺪﻯ ﻧﺴﺒﺖ ﺑﻪ‬ ‫ﺑﻪ ﻧﺪﺭﺕ ﺩﺭ ﻓﻌﺎﻟﻴﺖﻫﺎﻯ ﺁﻧﻬﺎ ﺷﺮﻛﺖ‬ ‫ﺣﻀﻮﺭ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻧﺎﻡ ﺑﺮﺩ ﻭ ﻋﻼ‬
‫ﻣﺒﺎﻧﻰ ﺍﺧﻼﻗﻰ ﺁﻥ ﺩﺍﺷﺖ‪ .‬ﺍﺯ ﻧﻈﺮ‬ ‫ﺭﺍ ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﺍﻫﻞ ﺍﺩﺏ ﻧﻤﻰﺳﺘﻮﺩ‪ ،‬ﺑﺎ ﺁﻧﻬﺎ‬ ‫ﺯﻳﺮﺍ »ﺭﻧﮓ ﻭ ﺑﻮﻯ ﺭﻭﺷﻨﻔﻜﺮﻯ« ﺩﺍﺷﺘﻨﺪ‪.‬‬ ‫ﻫﻮﻳﺖ ﻣﻠﻰ ﺍﻳﺮﺍﻥ ﻣﻰﺷﻤﺮﺩ ﺁﺷﻨﺎ ﺑﻮﺩ ﻭ‬ ‫ﺩﺍﺷﺖ‪ .‬ﺍﺳﺪﺍﷲ ﻋﻠﻢ‪ ،‬ﺩﻭﺳﺖ ﺷﺎﻩ‪ ،‬ﺗﻤﺎﻳﻞ‬ ‫ﻫﻢ ﻫﻤﺎﻥﮔﻮﻧﻪ ﻛﻪ ﺭﺳﻢ ﺩﺭﺑﺎﺭ ﺑﻮﺩ‬
‫ﺷﺎﻩ ﺍﺳﻼﻡ ﺩﻭ ﺑﻌﺪ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻫﻢ‬ ‫ﻫﻤﻴﻦ ﺍﺣﺴﺎﺳﺎﺕ ﺩﺭ ﻧﮕﺮﺵ ﻣﺜﺒﺖ ﺍﻭ‬ ‫ﮔﻬﮕﺎﻩ ﺑﺤﺚﻫﺎﺋﻰ ﺭﺍ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺑﺎﺭﻩ ﺩﺭ‬ ‫ﺯﻳﺎﺩﻯ ﺑﻪ ﺍﻳﻦ ﺩﺍﺷﺖ ﻛﻪ ﻛﻼﻣﺶ ﺭﺍ ﺑﻪ‬ ‫ﺍﺳﻢ ﻫﻤﻪ ﺭﺍ ﻫﻤﺎﻥ ﻃﻮﺭ ﻛﻪ ﺷﺎﻩ ﮔﻔﺘﻪ‬
‫ﺩﺍﺷﺖ‪ :‬ﺍﻳﻤﺎﻥ ﺑﻪ ﺧﺪﺍ ﻭ ﭘﻴﺎﻣﺒﺮﺍﻥ‬ ‫ﺭﺍﺣﺖﺗﺮ ﺑﻮﺩ‪.‬‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺍﻣﻴﺮ ﻋﺒﺎﺱ ﻫﻮﻳﺪﺍ‪ ،‬ﺑﺮﺍﺩﺭ‬ ‫ﺭﺳﺎﻧﻪﻫﺎ ﻣﻄﺮﺡ ﻣﻰﺷﺪ ﺩﻧﺒﺎﻝ ﻣﻰﻛﺮﺩ‪ ،‬ﺍﺯ‬ ‫ﺷﻌﺮ ﺑﻴﺎﺭﺍﻳﺪ ﻭ ﭼﻨﺪ ﺩﻭﺳﺖ »ﺭﻭﺷﻨﻔﻜﺮ«‬ ‫ﺑﻮﺩ ﻳﺎﺩﺩﺍﺷﺖ ﻛﺮﺩ‪ .‬ﻧﺨﺴﺘﻴﻦ ﺟﻠﺴﻪ‬
‫ﺍﻭ ﻛﻪ ﺧﻴﺮﺧﻮﺍﻩ ﻭ ﺩﻟﺴﻮﺯ ﺑﻮﺩﻧﺪ ﻭ‬ ‫ﺭﻭﺡ ﺯﻣﺎﻧﻪ ﺑﻪ ﮔﻮﻧﻪﺍﻯ ﻧﺒﻮﺩ ﻛﻪ ﺷﻌﺮ‬ ‫ﻓﺮﻳﺪﻭﻥ‪ ،‬ﻣﺆﺛﺮ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺩﻭﺭﺍﻥ ﺣﻜﻮﻣﺖ‬ ‫ﺟﻤﻠﻪ ﻣﻨﺎﻇﺮﻩﻫﺎﺋﻰ ﻛﻪ ﺑﻴﻦ ﺳﻴﺪ ﺣﺴﻴﻦ‬ ‫ﺩﺍﺷﺖ ﻛﻪ ﺍﻳﺪﻩﻫﺎﻯ ﺭﺍﻳﺞ ﺑﻴﻦ ﺍﺩﺑﺎ ﺭﺍ ﺩﺭ‬ ‫ﺩﺭ ﻛﺎﺥ ﺗﺎﺑﺴﺘﺎﻧﻰ ﺳﻌﺪﺁﺑﺎﺩ ﺗﺸﻜﻴﻞ‬
‫ﻣﺠﻤﻮﻋﻪﺍﻯ ﺍﺯ ﻣﻮﺍﺯﻳﻦ ﺍﻋﺘﻘﺎﺩﻯ ﻛﻪ‬ ‫ﻭ ﺷﺎﻋﺮﻯ ﺭﺍ ﺩﺭ ﺍﻣﻮﺭ ﺩﻭﻟﺘﻰ ﺑﺮ ﺗﺎﺑﺪ‪.‬‬ ‫ﺷﺎﻩ ﻃﻮﻻﻧﻰﺗﺮﻳﻦ ﺩﻭﺭﺍﻥ ﻧﺨﺴﺖ ﻭﺯﻳﺮﻯ‬ ‫ﻧﺼﺮ ﻭ ﺍﺣﺴﺎﻥ ﻧﺮﺍﻗﻰ ﺩﺭﺑﺎﺭﺓ ﺩﻳﻦ ﻭ‬ ‫ﺍﺧﺘﻴﺎﺭ ﺍﻭ ﻣﻰﮔﺬﺍﺷﺘﻨﺪ‪ .‬ﻧﻘﻞ ﻛﺮﺩﻥ ﺷﻌﺮ‬ ‫ﺷﺪ‪ .‬ﺑﻪ ﮔﻔﺘﺔ ﻏﻨﻰ‪ ،‬ﺷﺎﻩ ﻭﺍﺭﺩ ﺍﺗﺎﻕ‬
‫ﺍﺯ ﻧﻈﺮ ﻣﻌﻨﻮﻯ ﻭ ﺍﺧﻼﻗﻰ ﺍﻓﺮﺍﺩ ﻭ‬ ‫ﺍﻣﻴﺮﻋﺒﺎﺱ ﻫﻮﻳﺪﺍ‪ ،‬ﻧﺨﺴﺖ ﻭﺯﻳﺮ ﺍﻭ‪،‬‬ ‫ﺩﻧﻴﺎ ﺩﺭ ﻓﺮﻫﻨﮓ ﺍﻳﺮﺍﻧﻰ ﺩﺭ ﺩﻫﺔ ‪1350‬‬ ‫ﺷﺪ‪ ،‬ﺑﺎ ﻫﻤﻪ ﺩﺳﺖ ﺩﺍﺩ ﻭ ﺑﺎ ﺗﺮﺩﻳﺪ‬
‫ﺣﻜﻮﻣﺖ ﺭﺍ ﺗﺸﻮﻳﻖ ﻣﻰﻛﺮﺩ ﻣﻬﺮﺑﺎﻥ‬ ‫ﺑﺎﻻﻯ ﻣﻴﺰ ﻧﺸﺴﺖ‪ .‬ﭼﻨﺪ ﻟﺤﻈﻪ ﺩﺭ‬
‫ﺑﺎﺷﻨﺪ ﻭ ﺑﻪ ﺩﻳﮕﺮﺍﻥ ﻛﻤﻚ ﻛﻨﻨﺪ ﺯﻳﺮﺍ‬ ‫ﺷﺎﻩ ﺩﺭ ﺳﻔﺮ ﺣﺞ‬ ‫ﺳﻜﻮﺕ ﮔﺬﺷﺖ ﻭ ﺑﻌﺪ ﺷﺎﻩ ﮔﻔﺖ‪» :‬ﻣﻦ‬
‫ﻫﻤﻪ ﺁﻓﺮﻳﺪﺓ ﺧﺪﺍ ﻭ ﺩﺭ ﻧﻈﺮ ﺍﻭ ﺑﺮﺍﺑﺮﻧﺪ‪.‬‬ ‫ﻣﻰﺩﺍﻧﻢ ﻛﻪ ﺷﻤﺎ ﺁﻗﺎﻳﺎﻥ ﻣﺮﺗﺐ ﺩﻭﺭ ﻫﻢ‬
‫ﺍﻧﺴﺎﻥﻫﺎ ﻧﻴﺎﺯﻫﺎ ﻭ ﺣﻘﻮﻗﻰ ﺩﺍﺷﺘﻨﺪ ﻛﻪ‬ ‫ﻣﻰﺗﻮﺍﻧﺴﺖ ﺩﺭﺑﺎﺭﺓ ﺍﻧﻘﻼﺏ ﻓﺮﺍﻧﺴﻪ ﻭ‬ ‫ﺭﺍ ﮔﺬﺭﺍﻧﺪ‪.‬‬ ‫ﺍﺯ ﺗﻠﻮﻳﺰﻳﻮﻥ ﭘﺨﺶ ﺷﺪ‪ .‬ﺍﻭ ﺍﺻﻄﻼﺡ‬ ‫ﺩﺭ ﻛﻼﻡ ﻛﺎﺭﻯ ﺳﻨﺘﻰ ﺑﻮﺩ ﻭ ﺍﻳﻦ ﻧﻜﺘﻪ‬ ‫ﺟﻤﻊ ﻣﻰﺷﻮﻳﺪ ﻭ ﺩﺭﺑﺎﺭﺓ ﻣﺒﺎﺣﺚ ﺍﺩﺑﻰ‬
‫ﺑﺎ ﮔﺬﺷﺖ ﺯﻣﺎﻥ ﺗﻐﻴﻴﺮ ﻣﻰﻛﺮﺩﻧﺪ‪ .‬ﺍﮔﺮ‬ ‫ﺧﻠﻘﻴﺎﺕ ﻓﺮﺩﻯ ﺳﻦ ژﻭﺳﺖ ﺑﻪ ﺑﺤﺜﻰ‬ ‫ﮔﻮﻧﺎﺭ ﻣﻴﺮﺩﺍﻝ)‪(Gunnar Myrdal‬‬ ‫ﻏﺮﺏﺯﺩﻩ ﺭﺍ ﺑﻪ ﻣﻌﻨﺎﻯ ﺗﺤﻘﻴﺮﺁﻣﻴﺰ ﺁﻥ‬ ‫ﺭﺍ ﺑﻪ ﺩﻳﮕﺮﺍﻥ ﺍﻟﻘﺎ ﻣﻰﻛﺮﺩ ﻛﻪ ﮔﻮﻳﻨﺪﻩ‬ ‫ﻭ ﻋﻠﻤﻰ ﺑﺤﺚ ﻣﻰﻛﻨﻴﺪ‪ .‬ﻣﻦ ﺩﺍﻧﺶ‬
‫ﺭﻭﺣﺎﻧﻴﺎﻥ ﺍﻫﻤﻴﺖ ﭘﻴﺸﺮﻓﺖ ﺑﺎ ﺯﻣﺎﻥ ﺭﺍ‬ ‫ﻋﻠﻤﻰ ﺑﭙﺮﺩﺍﺯﺩ‪ .‬ﺍﻭ ﺣﺘﻰ ﻣﻰﺗﻮﺍﻧﺴﺖ‬ ‫‪ ،‬ﻣﺘﻔﻜﺮ ﺳﻮﺋﺪﻯ ﻭ ﺑﺮﻧﺪﻩ ﺟﺎﻳﺰﺓ ﻧﻮﺑﻞ ﺩﺭ‬ ‫ﺑﻪ ﻛﺎﺭ ﻣﻰﺑﺴﺖ‪ ،‬ﻭﻟﻰ ﺑﺎ ﻣﻔﻬﻮﻡ ﻓﻠﺴﻔﻰ‬ ‫ﺑﺎ ﻓﺮﻫﻨﮓ ﻓﺎﺭﺳﻰ ﺍﺭﺗﺒﺎﻃﻰ ﻗﻮﻯ ﺩﺍﺭﺩ‪.‬‬ ‫ﻛﺎﻓﻰ ﻧﺪﺍﺭﻡ ﻛﻪ ﻋﻀﻮ ﮔﺮﻭﻩ ﺷﻤﺎ ﺷﻮﻡ‬
‫ﻧﻤﻰﻓﻬﻤﻴﺪﻧﺪ‪ ،‬ﺟﺎﻣﻌﻪ ﺑﻪ ﺁﻧﻬﺎ ﻧﻴﺎﺯﻯ‬ ‫ﭼﻨﺪ ﺑﻴﺖ ﺍﺯ ﺁﺛﺎﺭ ﻫﻮﮔﻮ ﻳﺎ ﺑﻮﺩﻟِﺮ ﺭﺍ ﺍﺯ‬ ‫ﺍﻗﺘﺼﺎﺩ‪ ،‬ﭘﺲ ﺍﺯ ﺁﻧﻜﻪ ﺑﻪ ﻫﻤﺮﺍﻩ ﻫﻤﺴﺮﺵ‬ ‫ﺍﻳﻦ ﺍﺻﻄﻼﺡ ﺁﺷﻨﺎ ﻧﺒﻮﺩ‪ ،‬ﻭ ﺗﺎ ﺁﻧﺠﺎ ﻛﻪ‬ ‫ﻭﻟﻰ ﺍﻳﻦ ﻛﺎﺭ ﻣﻄﺎﺑﻖ ﺳﻠﻴﻘﺔ ﺍﻓﺮﺍﺩ ﻣﺪﺭﻥ‬ ‫ﻳﺎ ﺩﺭ ﺑﺤﺚﻫﺎﻯ ﺷﻤﺎ ﺷﺮﻛﺖ ﻛﻨﻢ‪.‬‬
‫ﻧﺪﺍﺷﺖ ﺯﻳﺮﺍ ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻓﻘﻂ‬ ‫ﺑﺮ ﺑﺨﻮﺍﻧﺪ‪ ،‬ﻭﻟﻰ ﻫﺮﮔﺰ ﻛﺴﻰ ﻧﺸﻨﻴﺪ ﻛﻪ‬ ‫ﺑﻪ ﺩﻳﺪﺍﺭ ﺷﺎﻩ ﻭ ﺷﻬﺒﺎﻧﻮ ﻓﺮﺡ ﺭﻓﺖ‪ ،‬ﺷﺎﻩ ﺭﺍ‬ ‫ﻧﺰﺩﻳﻜﺎﻧﺶ ﻣﻰﺩﺍﻧﻨﺪ ﻛﺘﺎﺏﻫﺎﻳﻰ ﺍﺯ‬ ‫ﻧﺒﻮﺩ‪ .‬ﺍﻓﺮﺍﺩ ﻣﺪﺭﻥ ﻋﻘﻴﺪﻩ ﺩﺍﺷﺘﻨﺪ ﻛﻪ‬ ‫ﻭﻟﻰ ﺑﺴﻴﺎﺭ ﻣﺎﻳﻠﻢ ﺑﻪ ﺣﺮﻑﻫﺎﻯ ﺷﻤﺎ‬
‫ﻣﺎﻧﻊ ﭘﻴﺸﺮﻓﺖ ﻣﻰﺷﺪﻧﺪ‪ .‬ﺍﻛﺜﺮﻳﺘﻰ ﺍﺯ‬ ‫ﺍﻭ ﺑﻴﺘﻰ ﺍﺯ ﺷﻌﺮﺍﻯ ﺍﻳﺮﺍﻧﻰ ﺭﺍ ﻧﻘﻞ ﻛﻨﺪ‪.‬‬ ‫ﻓﺮﺩﻯ ﺷﮕﻔﺖﺁﻭﺭ ﺧﻮﺍﻧﺪ‪ .‬ﺷﺎﻩ ﻭ ﻣﻴﺮﺩﺍﻝ‬ ‫ﻧﻮﻳﺴﻨﺪﮔﺎﻧﻰ ﻣﺜﻞ ﺁﻝﺍﺣﻤﺪ ﺭﺍ‪ ،‬ﻛﻪ ﺍﻳﻦ‬ ‫ﻓﺮﻫﻨﮓ ﻓﺎﺭﺳﻰ ﺷﻌﺮ ﺭﺍ ﺟﺎﻳﮕﺰﻳﻦ‬ ‫ﮔﻮﺵ ﺑﺪﻫﻢ ﻭ ﭼﻴﺰ ﻳﺎﺩ ﺑﮕﻴﺮﻡ‪ .‬ﺑﻪ ﺍﻳﻦ‬
‫ﺭﻭﺣﺎﻧﻴﺎﻥ ﻣﻰﻓﻬﻤﻴﺪﻧﺪ ﺷﺎﻩ ﺑﻪ ﺩﻧﺒﺎﻝ‬ ‫ﺷﺎﻳﺪ ﺍﻳﻦ ﺧﺼﻮﺻﻴﺖ ﺍﻏﻠﺐ ﻓﻦﺳﺎﻻﺭﺍﻥ‬ ‫ﻣﺘﻘﺎﺑ ًﻼ ﺳﺘﺎﻳﺶ ﻳﻜﺪﻳﮕﺮ ﺭﺍ ﺑﺮﺍﻧﮕﻴﺨﺘﻨﺪ‪.‬‬ ‫ﺍﺻﻄﻼﺡ ﺭﺍ ﺑﻴﻦ ﻣﺮﺩﻡ ﺭﻭﺍﺝ ﺩﺍﺩ‪ ،‬ﻧﺨﻮﺍﻧﺪﻩ‬ ‫ﻣﻨﻄﻖ ﻛﺮﺩﻩ ﺍﺳﺖ ﻭ ﻧﻘﻞ ﺷﻌﺮ ﺩﺭ ﻛﻼﻡ‬ ‫ﺩﻟﻴﻞ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺷﻤﺎ ﺧﻮﺍﻫﺶ ﻛﺮﺩﻩﺍﻡ‬
‫ﭼﻴﺴﺖ ﻭ ﺁﻥ ﺭﺍ ﺗﺄﻳﻴﺪ ﻧﻤﻰﻛﺮﺩﻧﺪ‪.‬‬ ‫ﺍﻳﺮﺍﻧﻰ ﺑﻮﺩ‪ .‬ﺷﺎﻩ ﻫﻢ ﻫﻤﻴﻦ ﺧﺼﻮﺻﻴﺖ‬ ‫ﺩﻳﺪﺍﺭ ﺁﻧﻬﺎ ﺑﺮﺍﻯ ﺻﺮﻑ ﻧﻬﺎﺭﻯ ﺧﺼﻮﺻﻰ‬ ‫ﺑﻮﺩ‪ .‬ﺁﺷﻨﺎﻳﻰ ﺍﻭ ﺑﺎ ﺍﻳﻦ ﮔﻮﻧﻪ ﺍﺻﻄﻼﺣﺎﺕ‬ ‫ﺍﮔﺮ ﻧﻪ ﺩﻟﻴﻞ‪ ،‬ﺩﺳﺖ ﻛﻢ ﻧﺸﺎﻧﺔ ﺍﻧﺪﻳﺸﻪﺍﻯ‬ ‫ﮔﺎﻫﮕﺎﻫﻰ ﺟﻠﺴﻪﻫﺎﻯ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺧﺎﻧﺔ‬
‫ﻣﺨﺎﻟﻔﺖ ﺭﻭﺣﺎﻧﻴﺎﻥ ﺷﺎﻩ ﺭﺍ ﻣﻰﺁﺯﺭﺩ ﻭﻟﻰ‬ ‫ﺭﺍ ﺩﺍﺷﺖ‪ .‬ﻭﻟﻰ ﺩﻳﮕﺮﺍﻧﻰ ﻣﺜﻞ ﻋﻠﻢ ﻫﻢ‬ ‫ﻭ ﻛﻮﺗﺎﻩ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻯ ﺷﺪﻩ ﺑﻮﺩ‪ ،‬ﻭﻟﻰ‬ ‫ﺍﺯ ﺭﺍﻩ ﮔﺰﺍﺭﺵﻫﺎﻳﻰ ﺑﻮﺩ ﻛﻪ ﺩﺭﻳﺎﻓﺖ‬ ‫ﺑﻰﺣﺎﺻﻞ ﺍﺳﺖ ﻛﻪ ﻣﺎﻳﺔ ﻋﻘﺐﻣﺎﻧﺪﮔﻰ‬ ‫ﻣﻦ ﺗﺸﻜﻴﻞ ﺩﻫﻴﺪ ﻭ ﺍﻳﻨﺠﺎ ﺭﺍ ﺧﺎﻧﺔ‬
‫ﻧﻤﻰﺗﺮﺳﺎﻧﺪ‪ .‬ﺗﺎ ﺁﻧﺠﺎ ﻛﻪ ﺑﻪ ﺷﺎﻩ ﻣﺮﺑﻮﻁ‬ ‫ﺑﻮﺩﻧﺪ ﻛﻪ ﺷﻌﺮﻫﺎﻳﻰ ﺑﺮﺍﻯ ﻫﺮ ﻣﻮﻗﻌﻴﺘﻰ‬ ‫ﭼﻨﺪ ﺳﺎﻋﺖ ﭘﺲ ﺍﺯ ﺁﻧﻜﻪ ﺷﻬﺒﺎﻧﻮ ﻭ‬ ‫ﻣﻰﻛﺮﺩ ﻭ ﺩﺭ ﺁﻧﻬﺎ ﺍﻳﻦ ﮔﻮﻧﻪ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ‬ ‫ﺍﻳﺮﺍﻧﻰﻫﺎﺳﺖ ﻭ ﺍﻓﺮﺍﺩ ﺟﺪﻯ ﻧﺒﺎﻳﺪ ﺑﻪ ﺟﺎﻯ‬ ‫ﺧﻮﺩ ﺑﺪﺍﻧﻴﺪ‪ .‬ﻣﻦ ﻣﻰﻧﺸﻴﻨﻢ ﻭ ﮔﻮﺵ‬
‫ﻣﻰﺷﺪ ﺭﻭﺣﺎﻧﻴﺎﻥ ﺍﺯ ﺭﻭﻧﻖ ﺍﻓﺘﺎﺩﻩ ﻭ ﺑﻪ‬ ‫ﺑﻪ ﺧﺎﻃﺮ ﻣﻰﺁﻭﺭﺩﻧﺪ‪ .‬ﻋﻠﻢ ﺩﺭ ﮔﻔﺘﮕﻮ ﺑﺎ‬ ‫ﺧﺎﻧﻢ ﻣﻴﺮﺩﺍﻝ ﻣﻴﺰ ﺭﺍ ﺗﺮﻙ ﻛﺮﺩﻧﺪ ﺍﺩﺍﻣﻪ‬ ‫ﺍﺯ ﻧﻈﺮ ﺍﻳﺪﺋﻮﻟﻮژﻳﻜﻰ ﻣﺒﻬﻢ ﻭ ﺍﺯ ﻧﻈﺮ ﺭﻭﺍﻧﻰ‬ ‫ﺍﺳﺘﺪﻻﻝ ﻣﻨﻄﻘﻰ ﺩﺭ ﭘﺲ ﻇﺎﻫﺮ ﻋﺎﻃﻔﻰ‬ ‫ﻣﻰﺩﻫﻢ‪ .‬ﻣﻦ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﻣﺎﻳﻠﻢ ﻫﻴﭻ‬
‫ﺯﺑﺎﻟﻪﺩﺍﻥ ﺗﺎﺭﻳﺦ ﭘﻴﻮﺳﺘﻪ ﺑﻮﺩﻧﺪ ﻭﻟﻰ‬ ‫ﺷﺎﻩ ﻫﻢ ﺍﺯ ﺍﻳﻦ ﺷﻌﺮﻫﺎ ﺳﻮﺩ ﻣﻰﺟﺴﺖ‪ ،‬ﻭ‬ ‫ﻳﺎﻓﺖ‪ .‬ﺷﺎﻩ ﺑﺎ ﺁﺛﺎﺭ ﻣﻴﺮﺩﺍﻝ ﺩﺭﺑﺎﺭﺓ ﻣﺴﺎﺋﻞ‬ ‫ﻧﺎﻣﺘﻌﺎﺩﻝ ﺧﻮﺍﻧﺪﻩ ﻣﻰﺷﺪﻧﺪ‪ .‬ﻣﺴﺄﻟﻪ ﺧﻮﺩ‬ ‫ﻧﻘﻞ ﺷﻌﺮ ﺩﺭ ﻛﻼﻡ ﺧﻮﺩ ﭘﻨﺎﻩ ﮔﻴﺮﻧﺪ‪. . . .‬‬ ‫ﺗﺸﺮﻳﻔﺎﺗﻰ ﺩﺭ ﻣﻴﺎﻥ ﻧﺒﺎﺷﺪ‪ ،‬ﻭ ﻣﺎ ﻣﺜﻞ‬
‫ﺧﻮﺩﺷﺎﻥ ﻭ ﺑﺮﺧﻰ ﺍﺯ ﻣﺮﺩﻡ ﺍﺯ ﺍﻳﻦ ﺍﻣﺮ‬ ‫ﺷﺎﻩ ﻫﻢ ﻟﺬﺕ ﻣﻰﺑﺮﺩ‪ .‬ﺟﻤﺸﻴﺪ ﺁﻣﻮﺯﮔﺎﺭ‪،‬‬ ‫ﻧﮋﺍﺩﻯ ﺩﺭ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﺓ ﺍﻣﺮﻳﻜﺎ ﻭ ﻓﻘﺮ‬ ‫ﺷﺎﻩ ﺑﺎ ﻏﺮﺑﺰﺩﮔﻰ ﺗﻤﺎﻳﻞ ﺑﻴﺶ ﺍﺯ ﺣﺪ ﺑﻪ‬ ‫ﺑﻪ ﻫﺮ ﺣﺎﻝ ﻣﺮﺍﺩ ﺍﻭ ﻓﺮﻫﻴﺨﺘﮕﺎﻧﻰ‬
‫ﺍﻃﻼﻉ ﻧﺪﺍﺷﺘﻨﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻭﻗﺘﻰ ﻻﺯﻡ‬ ‫ﻣﺬﺍﻛﺮﻩﻛﻨﻨﺪﺓ ﺟﺪﻯ ﻭ ﺳﺨﺖﮔﻴﺮ ﺍﻭﭘﻚ‬ ‫ﺩﺭ ﺟﻨﻮﺏ ﺁﺳﻴﺎ ﺁﺷﻨﺎ ﺑﻮﺩ‪ .‬ﻣﻴﺮﺩﺍﻝ ﭘﺲ‬ ‫ﺗﺴﻠﻴﻢ ﺷﺪﻥ ﺩﺭ ﺑﺮﺍﺑﺮ ﻏﺮﺏ ﻭ ﭘﺪﻳﺪﻩﻫﺎﻯ‬ ‫ﻧﺒﻮﺩ ﻛﻪ ﺑﺎ ﺍﻭ ﻳﺎ ﺭژﻳﻤﺶ ﻣﺨﺎﻟﻒ‬ ‫ﺩﻭﺳﺖ ﺑﺎ ﻫﻢ ﺭﻓﺘﺎﺭ ﻛﻨﻴﻢ‪«.‬‬
‫ﻧﺒﻮﺩ‪ ،‬ﻧﻪ ﻣﻰﺑﺎﻳﺴﺘﻰ ﺑﺎ ﺁﻧﻬﺎ ﻣﺨﺎﻟﻔﺖﻛﺮﺩ‬ ‫ﻫﻢ ﺩﺭ ﺧﻮﺍﻧﺪﻥ ﺍﺷﻌﺎﺭ ﺳﻨﺘﻰ ﻓﺎﺭﺳﻰ‬ ‫ﺍﺯ ﺟﺪﺍ ﺷﺪﻥ ﺍﺯ ﺷﺎﻩ ﺩﺭﺑﺎﺭﺓ ﺍﻭ ﮔﻔﺖ ﺍﮔﺮ‬ ‫ﻏﺮﺑﻰ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺑﺮﺧﻰ ﺍﺯ ﺍﻃﺮﺍﻓﻴﺎﻧﺶ‪ ،‬ﻳﺎ‬ ‫ﺑﻮﺩﻧﺪ‪ ،‬ﻳﺎ ﻛﺴﺎﻧﻰ ﻛﻪ ﺍﺳﺘﺪﻻﻝﻫﺎﻳﻰ‬ ‫ﺑﺎ ﮔﺬﺷﺖ ﺯﻣﺎﻥ‪ ،‬ﺷﺎﻩ ﻛﻪ ﺩﺭ‬
‫ﻭ ﻧﻪ ﺑﻪ ﺁﻧﻬﺎ ﺑﻴﺶ ﺍﺯ ﻧﻴﺎﺯ ﺁﺯﺍﺩﻯ ﻋﻤﻞﺩﺍﺩ‪.‬‬ ‫ﻣﻬﺎﺭﺕ ﺩﺍﺷﺖ‪ ،‬ﻭﻟﻰ ﻣﺜﻞ ﺑﺴﻴﺎﺭﻯ‬ ‫ﻣﻰﭘﺬﻳﺮﻓﺘﻢ ﻛﻪ ﺯﻣﺎﻧﻰ ﻳﻚ ﻓﻴﻠﺴﻮﻑ‪-‬‬ ‫ﺑﺮﺧﻰ ﺍﺯ ﺍﻓﺮﺍﺩ ﺭژﻳﻢ‪ ،‬ﻳﺎ ﺩﺭ ﺑﺮﺧﻰ ﺍﺯ ﺍﻓﺮﺍﺩ‬ ‫ﺧﺎﺹ ﻣﻰﻛﺮﺩﻧﺪ ﺗﺎ ﻧﺸﺎﻥ ﺩﻫﻨﺪ ﻛﻪ‬ ‫ﻧﺨﺴﺘﻴﻦ ﺟﻠﺴﻪﻫﺎ ﺍﻏﻠﺐ ﺳﺎﻛﺖ‬
‫ﭼﻴﺰﻫﺎﻯ ﺩﻳﮕﺮ‪ ،‬ﺷﻌﺮ ﻭ ﺷﺎﻋﺮﻯ ﺭﺍ‬ ‫ﺷﺎﻩ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ‪ ،‬ﻣﻰﮔﻔﺘﻢ ﺷﺎﻩ ﻫﻤﺎﻥ‬ ‫ﺟﻨﺎﺡ ﻣﺨﺎﻟﻒ‪ ،‬ﻣﺜﻞ ﺟﺒﻬﺔ ﻣﻠﻰ‪ ،‬ﺍﺣﺴﺎﺱ‬ ‫ﺳﻴﺎﺳﺖﻫﺎﻯ ﺍﻭ ﺩﺭﺳﺖ ﻧﻴﺴﺖ‪ .‬ﺍﻭ‬ ‫ﻣﻰﻧﺸﺴﺖ‪ ،‬ﺩﻳﮕﺮ ﻧﺨﺴﺘﻴﻦ ﻛﺴﻰ‬
‫»ﺩﻧﺒﺎﻟﻪ ﺩﺍﺭﺩ«‬ ‫ﻫﻢ ﺑﺮﺍﻯ ﺧﻠﻮﺕ ﺧﻮﺩ ﺣﻔﻆ ﻣﻰﻛﺮﺩ‪.‬‬ ‫ﻣﻰﻛﺮﺩ‪ ،‬ﻭ ﺑﻪ ﻧﻈﺮ ﺍﻭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺑﻪ ﻣﻌﻨﺎﻯ‬ ‫ﺑﻴﺸﺘﺮ ﻛﺴﺎﻧﻰ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺩﺍﺷﺖ ﻛﻪ ﺑﺎ‬ ‫ﺑﻮﺩ ﻛﻪ ﻟﺐ ﺑﻪ ﺳﺨﻦ ﻣﻰﮔﺸﻮﺩ ﻭ‬
‫ﻧﺨﺴﺘﻴﻦ ﺑﺎﺭﻯ ﻛﻪ ﻣﺮﺩﻡ ﺷﻨﻴﺪﻧﺪ ﻛﻪ‬ ‫ﻓﻴﻠﺴﻮﻑ‪-‬ﺷﺎﻩ ﺍﺳﺖ‪.‬‬ ‫ﺿﻌﻴﻒ ﺑﻮﺩﻥ ﺣﺲ ﻣﻴﻬﻦﭘﺮﺳﺘﻰ ﻭ ﻏﺮﻭﺭ‬ ‫ﺭژﻳﻢ ﻫﻤﻜﺎﺭﻯ ﻣﻰﻛﺮﺩﻧﺪ ﻭﻟﻰ ﺍﻣﻜﺎﻧﺎﺕ‬ ‫ﺑﺤﺚ ﺭﺍ ﻣﻌﻤﻮﻻً ﺑﺎ ﭘﺮﺳﺸﻰ ﺧﻄﺎﺏ ﺑﻪ‬
‫ﺍﻭ ﺷﻌﺮﻯ ﺭﺍ ﺍﺯ ﺑﺮ ﻣﻰﺧﻮﺍﻧﺪ ﺩﺭ ﺳﺎﻝ‬ ‫ﺷﺎﻩ ﻛﺴﺎﻧﻰ ﺭﺍ ﻛﻪ ﺍﺯ ﻧﻈﺮ ﻓﻜﺮﻯ ﺩﺭ‬ ‫ﻣﻮﺟﻮﺩ ﻛﺸﻮﺭ ﺭﺍ ﺟﺪﻯ ﻧﻤﻰﮔﺮﻓﺘﻨﺪ‪ .‬ﺍﻭ‬ ‫ﻗﺰﻭﻳﻨﻰ ﺁﻏﺎﺯ ﻣﻰﻛﺮﺩ‪ ،‬ﻛﻪ ﻗﺰﻭﻳﻨﻰ ﻫﻢ‬
‫‪ 1356‬ﺑﻮﺩ‪ ،‬ﻭﻗﺘﻰ ﺩﺭ ﻣﺠﻠﺲ ﺑﺮﺍﻯ‬ ‫ﺣﺪ ﻣﻴﺮﺩﺍﻝ ﺑﻮﺩﻧﺪ ﻣﻰﺳﺘﻮﺩ‪ ،‬ﺑﻪ ﻭﻳﮋﻩ ﺍﮔﺮ‬ ‫ﻣﻠﻰ ﺑﻮﺩ‪.‬‬ ‫ﺧﻮﺩﺵ ﺟﺪﻯ ﺑﻮﺩ‪ .‬ﺍﻭ ﺗﺼﻮﺭ ﻣﻰﻛﺮﺩ‬ ‫ﻳﺎ ﺧﻮﺩﺵ ﺑﺤﺚ ﺭﺍ ﺷﺮﻭﻉ ﻣﻰﻛﺮﺩ ﻳﺎ‬
‫ﮔﺮﻓﺘﻦ ﺭﺃﻯ ﺍﻋﺘﻤﺎﺩ ﺍﺯ ﺑﺮﻧﺎﻣﺔ ﺩﻭﻟﺖ‬ ‫ﻣﺜﻞ ﻟﺌﻮﭘﻮﻟﺪ ﺳﺪﺍﺭ ﺳﻨﮕﻮﺭ )‪Leopold‬‬ ‫ﺍﻭ ﺑﻪ ﻫﺮ ﭼﻪ ﺍﻳﺮﺍﻧﻰ ﺍﺳﺖ ﺑﺴﻴﺎﺭ‬ ‫ﺍﮔﺮ ﺍﻳﺮﺍﻧﻰﻫﺎ ﺍﺯ ﻃﺮﺡ ﻫﺎﻯ ﭘﻴﺸﻨﻬﺎﺩﻯ‬ ‫ﭘﺎﺳﺦ ﺭﺍ ﺑﻪ ﻳﻜﻰ ﺍﺯ ﺩﻭﺳﺘﺎﻥ ﺣﺎﺿﺮ ﺩﺭ‬
‫ﺩﺭ ﺣﺎﻝ ﺗﺸﻜﻴﻞ ﺧﻮﺩ ﺩﻓﺎﻉ ﻣﻰﻛﺮﺩ‪.‬‬ ‫‪ (Sedar Senghor‬ﺩﻭﻟﺘﻤﺮﺩ ﻫﻢ‬ ‫ﻣﺒﺎﻫﺎﺕ ﻣﻰﻛﺮﺩ ﻭ ﺣﺘﻰ ﻣﻜﺪﺭ ﻣﻰﺷﺪ‬ ‫ﺍﻭ ﺑﺮﺍﻯ ﭘﺮﺗﺎﺏ ﻣﻤﻠﻜﺖ ﺑﻪ ﻗﺮﻥ ﺑﻴﺴﺖ‬ ‫ﺟﻠﺴﻪ ﻭﺍ ﻣﻰﮔﺬﺍﺷﺖ‪ .‬ﺍﻳﻦ ﺟﻠﺴﻪﻫﺎ‬
‫ﺗﺴﻠﻂ ﺁﻣﻮﺯﮔﺎﺭ ﺑﻪ ﺷﻌﺮ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻥ‬ ‫ﺑﻮﺩﻧﺪ؛ ﺷﺎﻩ ﺳﻨﮕﻮﺭ ﺭﺍ ﺑﻪ ﺧﺎﻃﺮ ﮔﺮﺍﻳﺶ‬ ‫ﺍﺯ ﺍﻳﻦ ﻛﻪ ﺑﻴﮕﺎﻧﮕﺎﻥ ﺟﻨﺒﺶﻫﺎﻯ ﺍﻳﺮﺍﻧﻰ‬ ‫ﻭ ﻳﻜﻢ ﺑﺎ ﺟﺪﻳﺖ ﺣﻤﺎﻳﺖ ﻛﻨﻨﺪ‪ ،‬ﺁﻧﻬﺎ‬ ‫ﭼﻨﺪ ﺳﺎﻝ ﺍﺩﺍﻣﻪ ﻳﺎﻓﺖ‪ ،‬ﺑﺤﺚﻫﺎ ﻫﻢ‬
‫ﺩﺭ ﺟﻠﺴﻪ ﺭﺳﻤﻰ ﺣﻜﻮﻣﺘﻰ ﻧﻤﺎﻳﻨﺪﮔﺎﻥ‬ ‫ﺍﺩﺑﻰ ﻭ ﻓﻠﺴﻔﻰﺍﺵ ﻣﻰﺳﺘﻮﺩ ﻭ ﺷﻴﻔﺘﺔ‬ ‫ﺭﺍ ﻛﻪ ﻫﺪﻓﺸﺎﻥ ﺳﺮﻧﮕﻮﻧﻰ ﺭژﻳﻢ ﺍﻭ ﺑﻮﺩ‬ ‫ﻣﻮﻓﻖ ﻣﻰﺷﻮﻧﺪ‪ .‬ﺭﻭﺷﻨﻔﻜﺮﺍﻥ ﺭژﻳﻢ‬ ‫ﺣﻮﻝ ﻣﻮﺿﻮﻉﻫﺎﻳﻰ ﮔﻮﻧﺎﮔﻮﻥ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ‬
‫ﺭﺍ ﺑﻪ ﺣﻴﺮﺕ ﺍﻧﺪﺍﺧﺖ‪ .‬ﺩﺭ ﻋﻴﻦ ﺣﺎﻝ‪،‬‬ ‫ﺑﺤﺚ ﺍﻭ ﺑﻮﺩ ﺩﺭﺑﺎﺭﺓ »‪،«negritude‬‬ ‫ﺩﺳﺖ ﻛﻢ ﺑﮕﻴﺮﻧﺪ ﻳﺎ ﺗﺤﻘﻴﺮ ﻛﻨﻨﺪ‪.‬‬ ‫ﺑﺮﺍﻯ ﺧﺎﻟﻰ ﻧﺒﻮﺩﻥ ﻋﺮﻳﻀﻪ ﻛﺎﺭﻫﺎﻳﻰ‬ ‫ﻓﻠﺴﻔﻪ‪ ،‬ﺗﺎﺭﻳﺦ ﻭ ﺷﻌﺮ‪ ،‬ﺩﻭﺭ ﻣﻰﺯﺩﻧﺪ‪.‬‬
‫ﺷﻨﺎﺧﺖ ﺁﻣﻮﺯﮔﺎﺭ ﺍﺯ ﺣﺎﻓﻆ ﻭ ﺳﻌﺪﻯ‬ ‫ﻭﻳﮋﮔﻰ ﺳﻴﺎﻩ ﭘﻮﺳﺖ ﺑﻮﺩﻥ‪ ،‬ﻭ ﻧﻴﺰ ﺩﺭﺑﺎﺭﺓ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺍﻭ ﻗﺪﺭ ﺩﺍﻧﺸﻤﻨﺪﺍﻧﻰ ﺭﺍ ﻛﻪ‬ ‫ﺍﻧﺠﺎﻡ ﻣﻰﺩﺍﺩﻧﺪ ﻭﻟﻰ ﺑﺮﺍﺳﺘﻰ ﺑﻪ ﺗﻼﺵ ﻭ‬ ‫ﻳﻜﺒﺎﺭ ﻛﻪ ﻏﺰﻟﻰ ﺍﺯ ﺣﺎﻓﻆ ﺭﺍ ﺑﺮﺍﻯ ﺍﻭ‬
‫ﻭ ﺭﻭﻣﻰ ﺑﺎﻋﺚ ﺗﺤﺴﻴﻦ ﻭ ﺗﺤﺒﻴﺐ ﻭﻯ‬ ‫»‪ ،«iranité‬ﻭﻳﮋﮔﻰ ﺍﻳﺮﺍﻧﻰ ﺑﻮﺩﻥ‬ ‫ﺯﻧﺪﮔﻰ ﺧﻮﺩ ﺭﺍ ﺻﺮﻑ ﻣﻄﺎﻟﻌﻪ‪ ،‬ﺍﻧﺪﻳﺸﻪ‬ ‫ﺟﺪﻳﺖ ﺍﻋﺘﻘﺎﺩ ﻧﺪﺍﺷﺘﻨﺪ‪ .‬ﺍﺯ ﻧﻈﺮ ﺷﺎﻩ ﺁﻧﻬﺎ‬ ‫ﺧﻮﺍﻧﺪﻧﺪ‪ ،‬ﺑﺴﻴﺎﺭ ﻣﺘﺄﺛﺮ ﺷﺪ ﻭ ﺍﻇﻬﺎﺭ‬
‫ﺷﺪ‪ .‬ﺁﺷﻜﺎﺭﺍ‪ ،‬ﺍﺯ ﺯﻣﺎﻧﻰ ﻛﻪ ﺷﺎﻫﺎﻥ ﺷﻌﺮ‬ ‫)ﺍﻳﺮﺍﻧﻴﺖ(‪ ،‬ﻛﻪ ﺳﻨﮕﻮﺭ ﺁﻥ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ‬ ‫ﻭ ﻧﻮﺷﺘﻦ ﻣﻰﻛﺮﺩﻧﺪ ﻣﻰﺩﺍﻧﺴﺖ ﻭ ﺑﻪ‬ ‫ﻣﻨﻔﻰﺑﺎﻑ ﺑﻮﺩﻧﺪ‪ ،‬ﻣﺨﺎﻟﻒﺧﻮﺍﻥﻫﺎﻳﻰ ﻛﻪ‬ ‫ﺩﺍﺷﺖ ﻛﻪ ﻫﺮ ﭼﻨﺪ ﺩﺭ ﺯﻣﻴﻨﺔ ﺍﺩﺑﻴﺎﺕ‬
‫ﻣﻰﮔﻔﺘﻨﺪ ﺍﻭﺿﺎﻉ ﺑﺴﻴﺎﺭ ﻓﺮﻕ ﻛﺮﺩﻩ ﺑﻮﺩ‪.‬‬ ‫ﻣﻔﻬﻮﻣﻰ ﺑﺮﺍﻯ ﺗﺒﻴﻴﻦ ﻫﻮﻳﺖ ﺍﻳﺮﺍﻥ‬ ‫ﺁﻧﻬﺎ ﺍﺣﺘﺮﺍﻡ ﻣﻰﮔﺬﺍﺷﺖ‪ ،‬ﺩﻭﺳﺖ ﺩﺍﺷﺖ‬ ‫ﻧﻪ ﻋﻘﻞ ﻭ ﻫﻮﺵ ﺁﻥ ﺭﺍ ﺩﺍﺷﺘﻨﺘﺪ ﻛﻪ ﺭﺍﻩ‬ ‫ﺷﺎﻋﺮﺍﻧﺔ ﻓﺎﺭﺳﻰ ﺍﻃﻼﻋﺎﺕ ﺯﻳﺎﺩﻯ ﻧﺪﺍﺭﺩ‪،‬‬
‫ﻫﻤﭽﻮﻥ ﭘﻞ ﻓﺮﻫﻨﮕﻰ ﭘﻮﻳﺎﺋﻰ ﻛﻪ ﻏﺮﺏ ﻭ‬ ‫ﺑﺎ ﺁﻧﻬﺎ ﻫﻤﻨﺸﻴﻨﻰ ﻛﻨﺪ ﻭ ﺍﻏﻠﺐ ﺑﻪ‬ ‫ﺩﻳﮕﺮﻯ ﻋﺮﺿﻪ ﺩﺍﺭﻧﺪ ﻭ ﻧﻪ ﺷﻬﺎﻣﺖ ﺍﻳﻦ‬ ‫ﺗﺒﺤﺮ ﺷﺎﻋﺮ ﻭ ﺯﻳﺒﺎﺋﻰ ﻛﻼﻡ ﻭ ژﺭﻓﺎﻯ‬
‫***‬ ‫ﺷﺮﻕ ﺭﺍ ﺩﺭ ﻳﻚ ﺩﻳﮕﺮ ﻣﻰﺁﻣﻴﺨﺖ ﻣﻄﺮﺡ‬ ‫ﺑﻴﮕﺎﻧﮕﺎﻥ ﺩﺭﺑﺎﺭﺓ ﺍﻓﺮﺍﺩﻯ ﺩﺭ ﺭژﻳﻢ ﺧﻮﺩ‬ ‫ﺭﺍ ﻛﻪ ﺧﻮﺩ ﺭﺍ ﻛﻨﺎﺭ ﺑﻜﺸﻨﺪ‪ .‬ﺷﺎﻩ ﺍﻧﺘﻘﺎﺩ‬ ‫ﻣﻌﻨﻮﻯ ﺷﻌﺮ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﻏﺰﻝ ﺣﺲ‬
‫ﺍﻋﺘﻘﺎﺩﺍﺕ ﺩﻳﻨﻰ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻰ ﺷﺎﻩ‬ ‫ﻣﻰﻛﺮﺩ‪ .‬ﺷﺎﻳﺪ ﺷﺎﻩ ﺩﻟﺶ ﻣﻰﺧﻮﺍﺳﺖ‬ ‫ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ ﺭﻭﺷﻨﻔﻜﺮ ﺑﻪ ﺷﻤﺎﺭ ﻣﻰﺁﻭﺭﺩ‬ ‫ﻣﻰﻛﻨﺪ‪ .‬ﭘﺲ ﺍﺯ ﺁﻥ ﻗﺰﻭﻳﻨﻰ ﺑﻪ ﻏﻨﻰ‬
‫ﮔﻔﺖ ﻛﻪ ﻋﺸﻖ ﺷﺎﻩ ﺩﺭ ﺩﻟﺶ ﺭﻳﺸﻪ‬
‫ﺩﻭﺍﻧﺪﻩ ﺍﺳﺖ ﺯﻳﺮﺍ ﺑﻪ ﺍﻋﺘﻘﺎﺩ ﺍﻭ ﻫﺮ ﻓﺮﺩﻯ‬
‫ﻛﻪ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﺷﻌﺮ ﺧﻮﺏ ﻗﺮﺍﺭ ﻧﮕﻴﺮﺩ‬
‫ﻣﺜﻞ ﺳﻨﮓ ﺑﻰﺍﺣﺴﺎﺱ ﺍﺳﺖ‪» ،‬ﻭﻟﻰ‬
‫ﺍﻣﺮﻭﺯ ﻣﺘﻮﺟﻪ ﺷﺪﻡ ﻛﻪ ﺍﻳﻦ ﻣﺮﺩ ﺟﻮﺍﻥ‬
‫ﭼﮕﻮﻧﻪ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﺷﻌﺮ ﻗﺮﺍﺭ ﮔﺮﻓﺖ ﻭ‬