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‫ﺟﻤﻌﻪ ‪ 8‬ﺗﺎ ﭘﻨﺠﺸﻨﺒﻪ ‪ 14‬ﻣﻰ ‪2015‬‬

‫ﺍﻣﺎ ﺯﻣﺎﻧﻰ ﻛﻪ ﻳﻜﻰ ﺍﺯ ﻃﺮﻓﻴﻦ ﺍﻳﻦ‬ ‫ﻭ ﺩﺭ ﻭﺍﻗﻊ ﻣﺎ ﺗﻘﺮﻳﺒﺎ ﺑﺎ ‪ 5‬ﻧﺴﻞ )ﺍﺯ ﭘﺪﺭ‪/‬‬ ‫ﻭ ﺩﻭﻟﺖ ﻧﻘﺸﻰ ﮔﺎﻩ ﻣﺴﺎﻭﻯ ﺩﺭ ﺁﻣﻮﺯﺵ‬ ‫ﺷﻬﺮﻭﻧﺪﺍﻥ ﺍﺯ ﻃﺮﻳﻖ ﻓﺮﺯﻧﺪﺍﻥ ﺁﻧﻬﺎ‬ ‫ﺷﻮﺭﺍﻯ ﺍﺳﻼﻣﻰ ﺭﺍ ﺟﺪﺍ ﺍﺯ ﺭﻭﻧﺪﻫﺎﻯ‬ ‫ﺩﺭ ﻃﻮﻝ ﺳﺎﻝﻫﺎﻯ ﮔﺬﺷﺘﻪ‬
‫ﻗﺮﺍﺭﺩﺍﺩ ﺑﻪ ﺩﻭﻟﺖ ﺷﻜﺎﻳﺖ ﻣﻰﺑﺮﺩ‪،‬‬ ‫ﻣﺎﺩﺭ ﺑﺰﺭگ ﺗﺎ ﻧﻮﻩ( ﻭ ﺩﺭ ﻳﻚ ﻓﺎﺻﻠﻪ‬ ‫ﻓﺮﺯﻧﺪﺍﻥ ﺑﺮﻋﻬﺪﻩ ﻣﻰﮔﻴﺮﻧﺪ‪.‬‬ ‫ﺍﻋﻤﺎﻝ ﻣﻰﻛﻨﺪ‪.‬‬ ‫ﻃﻰ ﺷﺪﻩ ﺳﻴﺎﺳﺖﻫﺎﻯ ﺟﻤﻬﻮﺭﻯ‬ ‫ﺳﻴﺎﺳﺖﻫﺎﻯ ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﺑﺮﺍﻯ‬
‫ﺩﻭﻟﺖ ﺑﻪ ﺍﺟﺒﺎﺭ ﺁﻧﺠﺎ ﺭﺍ ﻗﺎﻧﻮﻧﻤﻨﺪ‬ ‫ﺍﺳﻼﻣﻰ ﺩﺭ ﺳﺎﻝﻫﺎﻯ ﮔﺬﺷﺘﻪ ﻧﺪﺍﻧﺴﺘﻪ‬ ‫ﺧﺎﻧﻪﻧﺸﻴﻦ ﻛﺮﺩﻥ ﺯﻧﺎﻥ ﺩﺭ ﺷﻜﻞﻫﺎﻯ‬
‫ﺯﻣﺎﻧﻰ ‪ 150‬ﺳﺎﻟﻪ ﺭﻭﺑﺮﻭ ﻫﺴﺘﻴﻢ«‪.‬‬ ‫ﺣﺴﻦ ﻣﻜﺎﺭﻣﻰ ﺩﺭ ﺍﺩﺍﻣﻪ ﮔﻔﺘﮕﻮﻯ‬ ‫ﺍﻳﻦ ﻃﺮﺡ ﻧﻴﺰ ﺩﺭ ﻫﻤﻴﻦ ﺭﺍﺳﺘﺎ ﻗﺮﺍﺭ‬ ‫ﻭ ﻣﻰﮔﻮﻳﺪ‪» :‬ﺩﺭ ﻃﻮﻝ ﺳﺎﻝﻫﺎﻯ‬
‫ﻣﻰﻛﻨﺪ‪.‬‬ ‫ﺣﺴﻦ ﻣﻜﺎﺭﻣﻰ ﺩﺭ ﺍﺩﺍﻣﻪ ﺍﻳﻦ ﮔﻔﺘﮕﻮ‬ ‫ﺧﻮﺩ ﺑﺎ ﻛﻴﻬﺎﻥ ﻟﻨﺪﻥ ﺑﺎ ﺍﺷﺎﺭﻩ ﺑﻪ ﺍﻳﻨﻜﻪ‬ ‫ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻌﻨﻰ ﻛﻪ ﻧﻈﺎﻡ ﺩﻳﮕﺮ‬ ‫ﮔﺬﺷﺘﻪ ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﺍﺯ ﺍﻭﻟﻴﻦ‬ ‫ﮔﻮﻧﺎﮔﻮﻥ ﭘﻴﮕﺮﻯ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﻣﺎ ﺳﻮﻯ ﺩﻳﮕﺮ ﺍﻳﻦ ﻧﻘﺶ ﺭﺍ ﺑﺎﻳﺪ ﺍﺯ‬ ‫ﭘﻴﺮﺍﻣﻮﻥ ﻧﻘﺶ ﺧﺎﻧﻮﺍﺩﻩ‪ ،‬ﺟﺎﻣﻌﻪ ﻭ ﺩﻭﻟﺖ‬ ‫ﺍﺑﺘﺪﺍ ﺑﺎﻳﺪ ﺗﻌﺮﻳﻒ ﺩﻗﻴﻘﻰ ﺍﺯ ﺣﻮﺯﻩ‬ ‫ﻧﻤﻰﺗﻮﺍﻧﺪ ﺑﺮ ﻣﺒﻨﺎﻯ ﻧﻈﺎﻡ ﺍﻳﻤﺎﻧﻰ ﻭ‬ ‫ﺭﻭﺯﻫﺎﻳﻰ ﻛﻪ ﭘﺎﻳﻪﻫﺎﻯ ﺣﻜﻮﻣﺘﻰ ﺧﻮﺩ‬ ‫ﺑﺎ ﺳﻠﺐ ﺑﺮﺧﻰ ﺣﻘﻮﻕ ﺍﺯ ﺯﻧﺎﻥ‬
‫ﺯﻣﺎﻧﻰ ﺑﺮﺭﺳﻰ ﻛﺮﺩ ﻛﻪ ﻧﻄﻔﻪﺍﻯ ﺑﺴﺘﻪ‬ ‫ﺩﺭ ﺗﺮﺑﻴﺖ ﻓﺮﺯﻧﺪﺍﻥ ﻣﻰﮔﻮﻳﺪ‪» :‬ﺳﺎﺧﺘﺎﺭ‬ ‫ﺷﺨﺼﻰ ﻭ ﺣﻮﺯﻩ ﺧﺎﻧﻮﺍﺩﮔﻰ ﺩﺍﺷﺖ‪،‬‬ ‫ﺑﺎﻭﺭﻣﻨﺪ ﺑﻪ ﺍﻫﺪﺍﻑ ﺧﻮﺩ ﺩﺭ ﺯﻣﻴﻨﻪ‬ ‫ﺭﺍ ﺑﻨﺎ ﻧﻬﺎﺩﻩ ﺍﺳﺖ‪ ،‬ﺩﻭ ﻣﺴﻴﺮ ﺭﺍ ﻃﻰ‬ ‫ﻋﺮﺻﻪﻫﺎﻯ ﻓﻌﺎﻟﻴﺖ ﺁﻧﻬﺎ ﺭﺍ ﺗﻨﮓﺗﺮ‬
‫ﻣﻰﺷﻮﺩ ﻭ ﺯﻥ ﺗﺒﺪﻳﻞ ﺑﻪ ﻣﺎﺩﺭ ﻣﻰﺷﻮﺩ‬ ‫ﺍﺻﻠﻰ ﺭﻭﺍﻥ ﻭ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻓﺮﺯﻧﺪ ﺗﺎ ﺳﻦ‬ ‫ﻣﻰﮔﻮﻳﺪ‪» :‬ﺑﺮﺍﻯ ﻧﮕﺎﻩ ﺑﻪ ﻧﻘﺶ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﺩﺧﺎﻟﺖ ﺩﺭ ﺯﻧﺪﮔﻰ ﺷﻬﺮﻭﻧﺪﺍﻥ ﺑﭙﺮﺩﺍﺯﺩ‪،‬‬ ‫ﻭ ﺑﺎ ﺳﻴﺎﺳﺖﻫﺎﻯ ﺗﺒﻠﻴﻐﺎﺗﻰ ﺧﻮﺩ‬
‫ﻭ ﺁﻧﺠﺎﺳﺖ ﻛﻪ ﻧﻘﺶ ﺍﻧﺴﺎﻧﻰ ﺩﻭﻟﺖ‬ ‫»ﺯﻥ ﺧﻮﺏ« ﺭﺍ ﺯﻧﻰ ﻧﺸﺎﻥ ﻣﻰﺩﻫﻨﺪ‬
‫ﺑﻪ ﻣﻴﺎﻥ ﻣﻰﺁﻳﺪ ﺗﺎ ﺑﺮﺍﻯ ﺩﻓﺎﻉ ﺍﺯ ﺁﻥ‬ ‫ﺍﻓﺰﺍﻳﺶ ﺟﻤﻌﻴﺖ ﺑﺪﻭﻥ ﻛﻴﻔﻴﺖ‪ ،‬ﺩﺭ ﮔﻔﺘﮕﻮ ﺑﺎ‬ ‫ﻛﻪ »ﻭﻇﻴﻔﻪ ﻣﻘﺪﺱ ﺧﺎﻧﻪﺩﺍﺭﻯ«‬
‫ﻧﻄﻔﻪ ﺍﻗﺪﺍﻣﺎﺗﻰ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‬ ‫ﺩﻛﺘﺮ ﺣﺴﻦ ﻣﻜﺎﺭﻣﻰ‬ ‫ﺭﺍ ﺑﻪ ﺧﻮﺑﻰ ﺍﻧﺠﺎﻡ ﺩﻫﺪ‪ .‬ﺍﻣﺎ ﻫﻤﻪ‬
‫ﺍﻳﻨﺠﺎ ﺩﻭﻟﺖ ﻭﻇﻴﻔﻪ ﺩﺍﺭﺩ ﻛﻪ ﻣﺴﺌﻠﻪ‬ ‫ﺍﻳﻦ ﻣﺤﺪﻭﺩﻳﺖﻫﺎﻯ ﻗﺎﻧﻮﻧﻰ ﻭ‬
‫ﺑﻬﺪﺍﺷﺖ ﻣﺎﺩﺭ‪ ،‬ﺭﻓﺘﺎﺭﻫﺎﻯ ﺧﺎﻧﻮﺍﺩﮔﻰ‬ ‫‪ 7‬ﻳﺎ ‪ 8‬ﺳﺎﻟﮕﻰ ﺳﺎﺧﺘﻪ ﻣﻰﺷﻮﺩ ﻭ ﺩﺭ‬ ‫ﺩﻛﺘﺮ ﺣﺴﻦ ﻣﻜﺎﺭﻣﻰ ﺭﻭﺍﻧﻜﺎﻭ ﺑﺎﻟﻴﻨﻰ ﻭ ﭘﮋﻭﻫﺸﮕﺮ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺳﻮﺭﺑﻦ‬ ‫ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﺑﺘﺪﺍ ﺭﻭﺣﺎﻧﻴﻮﻥ ﺷﻴﻌﻪ‬ ‫ﺳﺨﺖﮔﻴﺮﻯﻫﺎﻯ ﺍﺟﺘﻤﺎﻋﻰ ﺑﺎﻋﺚ‬
‫)ﻧﻘﺶ ﭘﺪﺭ( ﻭ ﻣﺴﺎﺋﻠﻰ ﺍﺯ ﺍﻳﻦ ﺩﺳﺖ ﺭﺍ‬ ‫ﺍﻳﻦ ﺩﻭﺭﺍﻥ ﺍﺳﺖ ﻛﻪ ﺁﻣﻮﺯﺵ ﻭﺍﻟﺪﻳﻦ‬ ‫ﺑﺎﻭﺭﻣﻨﺪ ﺑﻪ ﻭﻻﻳﺖ ﻓﻘﻴﻪ ﺑﻪ ﺩﻧﺒﺎﻝ ﺑﻪ‬ ‫ﺗﻮﻗﻒ ﺭﺷﺪ ﺯﻧﺎﻥ ﺩﺭ ﺟﺎﻣﻌﻪ ﻧﺸﺪﻩ‬
‫ﻧﻈﺎﺭﺕ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺗﺎ ﺑﺘﻮﺍﻧﺪ ﺷﺮﺍﻳﻄﻰ‬ ‫ﻭ ﺑﺨﺼﻮﺹ ﻣﺎﺩﺭ ﻭ ﺁﻣﻮﺯﺵ ﺑﻪ ﺯﺑﺎﻥ‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﺑﺎﻳﺪ ﺑﻪ ‪ 40‬ﻫﺰﺍﺭ ﺳﺎﻝ ﭘﻴﺶ‬ ‫ﺑﻪ ﻫﻤﻴﻦ ﻣﻨﻈﻮﺭ ﺑﻪ ﺳﺮﺍﻍ ﻳﻚ ﻧﻈﺎﻡ‬ ‫ﺩﺳﺖ ﮔﺮﻓﺘﻦ ﻣﺪﻳﺮﻳﺖ ﺟﺎﻣﻌﻪ ﺩﺭ‬ ‫ﺍﺳﺖ‪ .‬ﺯﻣﺎﻧﻰ ﻛﻪ ﺭﻫﺒﺮ ﺟﻤﻬﻮﺭﻯ‬
‫ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩ ﻛﻪ ﺩﺭ ‪ 18‬ﺳﺎﻟﮕﻰ ﻳﻚ‬ ‫ﻭ ﻣﻨﺸﺎء ﺁﻥ ﺑﺎﺯﮔﺸﺖ ﻭ ﺑﺤﺚ ﺑﺴﻴﺎﺭ‬ ‫ﻗﺎﻧﻮﻧﻰ ﻣﻰﺭﻭﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺑﺎ ﻳﻚ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺳﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺑﻮﺩﻧﺪ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ‬ ‫ﺍﺳﻼﻣﻰ ﺍﻓﺰﺍﻳﺶ ﺟﻤﻌﻴﺖ ﺭﺍ ﺑﻪ ﻣﻨﻈﻮﺭ‬
‫ﺷﻬﺮﻭﻧﺪ ﺳﺎﻟﻢ ﺭﺍ ﺑﻪ ﺟﺎﻣﻌﻪ ﺟﻤﻌﻴﺘﻰ‬ ‫ﻣﺎﺩﺭﻯ ﻧﻘﺶ ﻋﻤﺪﻩ ﺍﻯ ﺩﺍﺭﺩ‪.‬‬ ‫ﻣﻔﺼﻞ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺍﮔﺮ ﺑﻪ ﺍﻟﺰﺍﻣﺎﺕ ﺿﺮﻭﺭﺕ‬ ‫ﺍﺟﺘﻤﺎﻋﻰ‪ ،‬ﺍﺑﺰﺍﺭﻯ ﺭﺍ ﺗﻮﻟﻴﺪ ﻣﻰﻛﻨﺪ ﻛﻪ‬ ‫ﺑﻪ ﺩﻧﺒﺎﻝ ﻫﺪﺍﻳﺖ ﺟﺎﻣﻌﻪ ﺩﺭ ﺷﻜﻞﻫﺎﻯ‬ ‫ﺑﺎﻻ ﺑﺮﺩﻥ »ﺍﻗﺘﺪﺍﺭ ﻣﻠﻰ« ﻭ »ﺍﻳﺠﺎﺩ ﻭ‬
‫ﻓﻌﺎﻝ ﺧﻮﺩ ﺍﺿﺎﻓﻪ ﻛﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﺩﻭﻟﺖ‬ ‫ﺍﻣﺎ ﭘﺲ ﺍﺯ ﺍﻳﻦ ﺩﻭﺭﻩ ﺯﻣﺎﻧﻰ ﺍﺳﺖ ﻛﻪ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﻧﮕﺎﻩ ﻛﺮﺩﻩ ﻭ ﻣﺴﻴﺮ ﺗﻜﺎﻣﻞ ﺁﻥ‬ ‫ﺑﻪ ﻓﺮﺩ ﻏﻴﺮ ﺑﺎﻭﺭﻣﻨﺪ‪ ،‬ﻓﺸﺎﺭ ﻭﺍﺭﺩ ﻛﻨﺪ ﺗﺎ‬ ‫ﮔﻮﻧﺎﮔﻮﻥ ﺁﻥ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﺗﻤﺎﻡ‬ ‫ﺣﻔﺎﻇﺖ ﻧﻈﺎﻡ ﺍﺳﻼﻣﻰ« ﺍﻋﻼﻡ ﻛﺮﺩ‪،‬‬
‫ﺩﺭ ﻭﺍﻗﻊ ﻫﻢ ﺑﺎ ﻗﺎﻧﻮﻥ ﺑﻪ ﺣﻮﺯﻩ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﺟﺎﻣﻌﻪ ﻭ ﺑﻪ ﺷﻜﻞ ﺩﻳﮕﺮ ﺩﻭﻟﺖ ﺑﻪ ﻛﻤﻚ‬ ‫ﺭﺍ ﺑﺮﺭﺳﻰ ﻛﻨﻴﻢ ﺑﻪ ﺗﻌﺒﻴﺮﻯ ﻛﻪ ﺧﻮﺩ‬ ‫ﺗﻼﺵ ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﺟﺎﻣﻌﻪ ﺑﺮﺍﻯ‬ ‫ﺑﺮﺍﻯ ﺑﺨﺸﻰ ﺍﺯ ﻣﺠﺬﻭﺑﺎﻥ ﻭﻻﻳﺖ ﻛﻪ ﺑﺮ‬
‫ﻭﺍﺭﺩ ﻣﻰﺷﻮﺩ ﻭ ﻫﻢ ﺑﻪ ﺭﺷﺪ ﺁﻥ ﻛﻤﻚ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﺁﻣﺪﻩ ﻭ ﻣﺴﺌﻠﻪ ﺁﻣﻮﺯﺵ ﺭﺍ‬ ‫ﺷﻤﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩﻳﺪ ﻣﻰﺗﻮﺍﻥ ﺑﻪ ﻳﻚ‬ ‫ﻓﺮﺯﻧﺪﺍﻥ ﺑﻴﺸﺘﺮﻯ ﺗﻮﻟﻴﺪ ﻛﻨﺪ«‪.‬‬ ‫ﺗﺴﻠﻂ ﻭ ﻣﺪﻳﺮﻳﺖ ﻛﺎﻣﻞ ﺑﺮ ﺍﺭﺗﺶ‪،‬‬ ‫ﺻﻨﺪﻟﻰﻫﺎﻯ ﻣﺠﻠﺲ ﺷﻮﺭﺍﻯ ﺍﺳﻼﻣﻰ‬
‫ﺑﺮﻋﻬﺪﻩ ﻣﻰﮔﻴﺮﺩ ﻭ ﻫﺮﭼﻪ ﺍﺯ ﺍﻳﻦ ﺩﻭﺭﻩ‬ ‫ﺷﺎﺧﺺ ﻛﻠﻰ ﺩﺳﺖ ﭘﻴﺪﺍ ﻛﺮﺩ ﻭ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﺻﺪﺍ ﻭ ﺳﻴﻤﺎ‪ ،‬ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﻭ ﻣﺴﺎﺟﺪ‬ ‫ﺗﻜﻴﻪ ﺯﺩﻩﺍﻧﺪ ﻓﺮﺻﺘﻰ ﻓﺮﺍﻫﻢ ﻛﺮﺩ ﺗﺎ‬
‫ﻣﻰﻛﻨﺪ«‪.‬‬ ‫ﻧﺨﺴﺘﻴﻦ‪ ،‬ﺩﻭﺭ ﺗﺮ ﺷﻮﻳﻢ‪ ،‬ﻧﻘﺶ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﺭﺍ ﺩﺭ ﺟﻮﺍﻣﻊ ﮔﻮﻧﺎﮔﻮﻥ ﺑﺮ ﻣﺒﻨﺎﻯ ﺁﻥ‬ ‫ﻣﺴﺌﻮﻟﻴﺖ ﭘﺮﻭﺭﺵ ﻓﺮﺯﻧﺪ ﺑﺎ‬ ‫ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻛﻨﻴﺪ‪ ،‬ﺩﺭ ﻣﺮﺣﻠﻪ ﺍﻭﻝ ﺗﻤﺎﻡ‬ ‫ﺗﻤﺎﻡ ﺳﻴﺎﺳﺖﻫﺎﻯ ﺗﺒﻠﻴﻐﻰ ﺳﺎﻝﻫﺎﻯ‬
‫ﻛﻢﺭﻧﮓﺗﺮ ﻣﻰﺷﻮﺩ‪ .‬ﺍﻟﺒﺘﻪ ﺩﺭ ﺑﺮﺧﻰ ﺍﺯ‬ ‫ﺳﻨﺠﻴﺪ‪ .‬ﺍﻳﻦ ﺷﺎﺧﺺ ﻣﻰﺗﻮﺍﻧﺪ ﻣﺬﻫﺒﻰ‪،‬‬ ‫ﺗﻼﺵ ﺑﻪ ﺭﻭﻯ ﻣﺪﻳﺮﻳﺖ ﺍﻳﻦ ﻧﻬﺎﺩﻫﺎ‬ ‫ﮔﺬﺷﺘﻪ ﺑﺮﺍﻯ ﺍﻳﺮﺍﻥ ‪ 150‬ﻣﻴﻠﻴﻮﻧﻰ ﺭﺍ‬
‫ﻛﻤﻴﺖ ﺑﺪﻭﻥ ﻛﻴﻔﻴﺖ‬ ‫ﺧﺎﻧﻮﺍﺩﻩﻫﺎ ﺍﻳﻦ ﻧﻘﺶ ﺣﻤﺎﻳﺘﻰ ﺩﻭﻟﺖ‬ ‫ﺑﺮ ﻣﺒﻨﺎﻯ ﺑﻴﺎﻧﻴﻪ ﺟﻬﺎﻧﻰ ﺣﻘﻮﻕ ﺑﺸﺮ ﻭ‬ ‫ﻛﻴﺴﺖ؟ ﺧﺎﻧﻮﺍﺩﻩ‪ ،‬ﺟﺎﻣﻌﻪ ﻳﺎ‬ ‫ﺑﻮﺩﻩ ﺍﺳﺖ ﺍﻣﺎ ﭘﺲ ﺍﺯ ﺁﻥ ﺗﻤﺎﻡ ﺍﻳﻦ‬ ‫ﻗﺎﻧﻮﻧﻰ ﻛﻨﻨﺪ‪ .‬ﺳﻴﺎﺳﺖﻫﺎﻳﻰ ﻛﻪ ﺩﺭ‬
‫ﻭ ﺟﺎﻣﻌﻪ ﺍﺯ ﻫﻤﺎﻥ ﺍﺑﺘﺪﺍﻯ ﻛﻮﺩﻛﻰ‬ ‫ﻳﺎ ﺣﺘﻰ ﻳﻚ ﻧﻈﺎﻡ ﻋﺮﻓﻰ ﺑﺎﺷﺪ ﻛﻪ ﺧﻮﺩ‬ ‫ﺳﺎﺯﻣﺎﻥﻫﺎ ﻭ ﺍﺭﮔﺎﻥﻫﺎﻯ ﻣﺪﻳﺮﻳﺖ ﺷﺪﻩ‬ ‫ﺳﺨﻨﺮﺍﻧﻰﻫﺎﻯ ﻣﺬﻫﺒﻰ ﻏﻴﺮ ﺭﺳﻤﻰ‬
‫ﺩﺭ ﭘﺎﻳﺎﻥ ﺍﻳﻦ ﮔﻔﺘﮕﻮ ﺣﺴﻦ‬ ‫ﺁﻏﺎﺯ ﻣﻰﺷﻮﺩ‪ ،‬ﺟﺎﻳﻰ ﻛﻪ ﻛﻮﺩﻙ ﺑﻪ‬ ‫ﺟﺎﻣﻌﻪ ﺑﻪ ﺗﻮﻟﻴﺪ ﺁﻥ ﭘﺮﺩﺍﺧﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻣﺎ‬ ‫ﺩﻭﻟﺖ؟‬ ‫ﺑﻪ ﺳﻤﺖ ﻫﺪﻓﻰ ﻫﺪﺍﻳﺖ ﻣﻰﺷﻮﻧﺪ ﻛﻪ‬ ‫ﺭﻭﺣﺎﻧﻴﻮﻥ ﺷﻴﻌﻪ ﺑﻪ ﺧﻄﺮ ﻛﺎﻫﺶ‬
‫ﻣﻜﺎﺭﻣﻰ ﭘﻴﺮﺍﻣﻮﻥ ﻛﻠﻴﺖ »ﻃﺮﺡ‬ ‫ﺷﻴﺮﺧﻮﺍﺭﮔﺎﻩ‪ ،‬ﻣﻬﺪﻛﻮﺩﻙ ﻭ ﻛﻮﺩﻛﺴﺘﺎﻥ‬ ‫ﺑﻪ ﻫﺮ ﺻﻮﺭﺕ ﺩﺭ ﺍﻳﻦ ﻣﺴﻴﺮ ﻃﻮﻻﻧﻰ‬ ‫ﻣﻮﺭﺩ ﻧﻈﺮ ﻻﻳﻪﺍﻯ ﺍﺯ ﻣﻌﻤﻤﻴﻦ ﺷﻴﻌﻪ‬
‫ﺟﺎﻣﻊ ﺟﻤﻌﻴﺖ ﻭ ﺗﻌﺎﻟﻰ ﺧﺎﻧﻮﺍﺩﻩ«‬ ‫ﻣﻰﺭﻭﺩ ﺩﺭ ﻭﺍﻗﻊ ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﺩﻭﻟﺖ ﺑﺎ ﻫﻢ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﺷﻜﻞﻫﺎﻯ ﻣﺘﻔﺎﻭﺗﻰ ﺭﺍ ﺑﻪ ﺧﻮﺩ‬ ‫ﻣﻮﺿﻮﻉ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻛﻮﺩﻛﺎﻥ‬ ‫ﺟﻤﻌﻴﺖ ﺷﻴﻌﻪ ﺍﺷﺎﺭﻩ ﻣﻰﻛﻨﻨﺪ‪.‬‬
‫ﻭ ﻧﺘﺎﻳﺞ ﺁﻥ ﻣﻰﮔﻮﻳﺪ‪» :‬ﺍﻳﻦ ﻃﺮﺡ‬ ‫ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﻳﻌﻨﻰ ﻳﻚ ﭘﺪﺭ‪ ،‬ﻳﻚ ﻣﺎﺩﺭ‬ ‫ﻭ ﻧﻮﺟﻮﺍﻧﺎﻥ ﻭ ﺟﻮﺍﻧﺎﻥ ﺩﺭ ﻛﺸﻮﺭﻫﺎﻯ‬ ‫ﺑﺎﻭﺭﻣﻨﺪ ﺑﻪ ﻭﻻﻳﺖ ﻓﻘﻴﻪ ﺍﺳﺖ«‪.‬‬ ‫ﻧﺎﺻﺮ ﺭﻓﻴﻌﻰ ﺍﺯ ﺳﺨﻨﺮﺍﻧﺎﻥ‬
‫ﻧﻴﺰ ﺩﺭ ﻭﺍﻗﻊ ﺩﻭ ﺑﺨﺶ ﺩﺍﺭﺩ‪ .‬ﻳﻜﻰ‬ ‫ﺗﺮﺑﻴﺖ ﻓﺮﺯﻧﺪ ﺭﺍ ﺑﺮﻋﻬﺪﻩ ﺩﺍﺭﻧﺪ‪.‬‬ ‫ﻭ ﻓﺮﺯﻧﺪﺍﻥ ﻛﻨﺎﺭ ﻫﻢ ﺯﻧﺪﮔﻰ ﻣﻰﻛﻨﻨﺪ ﺗﺎ‬ ‫ﮔﻮﻧﺎﮔﻮﻥ ﺷﻜﻞﻫﺎﻯ ﻣﺘﻔﺎﻭﺗﻰ ﺑﻪ ﺧﻮﺩ‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﺁﻧﭽﻪ ﺩﺭ ﺳﺎﻝﻫﺎﻯ ﮔﺬﺷﺘﻪ‬ ‫ﻣﻨﺎﺳﺒﺖﻫﺎﻯ ﻣﺬﻫﺒﻰ ﺑﻴﺖ ﺭﻫﺒﺮ‬
‫ﺍﺯ ﺑﺨﺶﻫﺎﻯ ﺁﻥ ﻛﻪ ﻣﻰﺗﻮﺍﻧﺪ ﻣﻔﻴﺪ‬ ‫ﻳﻚ ﻧﻘﺶ ﺩﻳﮕﺮ ﻫﻢ ﺍﺯ ﺳﻮﻯ ﺩﻭﻟﺖ‬ ‫ﺍﻳﻨﻜﻪ ﻓﺮﺯﻧﺪ ﺑﻪ ﺍﺳﺘﻘﻼﻝ ﺑﺮﺳﺪ ﻭ ﺍﺯ ﺍﻳﻦ‬ ‫ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺍﺯ ﺳﻦ ﺁﻏﺎﺯ‬ ‫ﺩﺭ ﻧﻈﺎﻡ ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﺟﺮﻳﺎﻥ‬ ‫ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﺩﺭ ﺟﻤﻊ ﻣﺒﻠﻐﺎﻥ‬
‫ﻫﻢ ﺑﺎﺷﺪ ﺟﺎﻳﻰ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻣﺴﺌﻠﻪ‬ ‫ﺑﺨﺼﻮﺹ ﺩﺭ ﺟﻮﺍﻣﻌﻰ ﻛﻪ ﺍﻧﻘﻼﺏ‬ ‫ﻛﺎﻧﻮﻥ ﺧﺎﺭﺝ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ‬ ‫ﭘﻴﺶ ﺩﺑﺴﺘﺎﻧﻰ ﻭ ﺑﻌﺪ ﺍﺯ ﺁﻥ ﺁﻏﺎﺯ ﻭ ﺗﺎ‬ ‫ﺩﺍﺷﺘﻪ ﺍﺳﺖ ﺗﻼﺷﻰ ﻣﻜﺮﺭ ﺑﺮﺍﻯ‬ ‫ﺩﻳﻨﻰ ﮔﻔﺘﻪ ﺍﺳﺖ‪» :‬ﻣﺮﺍﺟﻊ ﻋﻈﺎﻡ‬
‫ﺁﻣﻮﺯﺵ ﻓﺮﺯﻧﺪﺍﻥ ﺗﻮﺟﻪ ﻣﻰﻛﻨﺪ‪.‬‬ ‫ﺻﻨﻌﺘﻰ ﺭﺥ ﺩﺍﺩﻩ ﺍﺳﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺁﻥ‬ ‫ﺁﻣﻮﺯﺵﻫﺎ ﻭ ﺧﺪﻣﺎﺕ ﺟﺎﻧﺒﻰ ﺍﺩﺍﻣﻪ‬ ‫ﻭﺭﻭﺩ ﺑﻪ ﺣﻮﺯﻩ ﺷﺨﺼﻰ ﺷﻬﺮﻭﻧﺪﺍﻥ‬ ‫ﺗﻘﻠﻴﺪ ﻭ ﻋﻠﻤﺎ ﻧﺴﺒﺖ ﺑﻪ ﻛﺎﻫﺶ‬
‫ﻭﻟﻰ ﺩﺭ ﺑﺨﺸﻰ ﺩﻳﮕﺮ ﭘﺎ ﺭﺍ ﺍﺯ ﻋﺮﺻﻪ‬ ‫ﻧﻘﺶ ﻧﻈﺎﺭﺗﻰ ﺑﺮ ﻣﺴﺌﻠﻪ ﺧﺎﻧﻮﺍﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﻣﺴﺌﻠﻪ ﻋﻤﺪﻩ ﻧﻘﺶ‬ ‫ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻧﻈﺎﻡ ﭘﺲ ﺍﺯ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺟﻤﻌﻴﺖ ﺷﻴﻌﻪ ﺍﻇﻬﺎﺭ ﻧﮕﺮﺍﻧﻰ ﻛﺮﺩﻩﺍﻧﺪ‬
‫ﻛﻴﻔﻴﺖﻫﺎﻯ ﺯﻧﺪﮔﻰ ﺑﻴﺮﻭﻥ ﻣﻰﮔﺬﺍﺭﺩ‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﺍﺯ ﻫﻤﺎﻥ ﺍﺑﺘﺪﺍ ﺩﻭﻟﺖ ﺑﻪ ﻭﺍﺳﻄﻪ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﺩﺭ ﺗﺮﺑﻴﺖ ﻓﺮﺯﻧﺪﺍﻥ ﺍﺳﺖ‪ .‬ﺍﻣﺎ‬ ‫ﻛﺎﻣﻞ ﻓﻀﺎﻯ ﻋﻤﻮﻣﻰ ﻭ ﺷﻜﺴﺖ ﺩﺭ‬ ‫ﺑﻨﺎ ﺑﺮﺍﻳﻦ ﺷﻤﺎ ﻣﺒﻠﻐﺎﻥ ﺳﻪ ﻣﻮﺿﻮﻉ‬
‫ﻭ ﻭﺍﺭﺩ ﺣﻮﺯﻩ ﻛﻤﻴﺖ ﻣﻰﺷﻮﺩ‪ .‬ﺯﻣﺎﻧﻰ‬ ‫ﻣﺪﺩﻛﺎﺭﺍﻥ ﺍﺟﺘﻤﺎﻋﻰ ﻭ ﺷﻬﺮﺩﺍﺭﻯﻫﺎ ﻭ ﻳﺎ‬ ‫ﺳﻴﺎﺳﺖﻫﺎﻯ ﺗﺒﻠﻴﻐﻰ‪ -‬ﺗﺸﻮﻳﻘﻰ ﺧﻮﺩ‬ ‫ﻣﻬﻢ ﻳﻌﻨﻰ ﺗﺸﻜﻴﻞ ﺧﺎﻧﻮﺍﺩﻩ‪ ،‬ﺗﺤﻜﻴﻢ‬
‫ﻛﻪ ﺍﻳﻦ ﻃﺮﺡ ﺑﻪ ﺭﻭﺷﻨﻰ ﺷﺎﺧﺺ‬ ‫ﻧﻬﺎﺩﻫﺎﻯ ﻣﺸﺎﺑﻪ ﻧﻘﺸﻰ ﺑﻴﺸﺘﺮ ﺍﺯ ﺻﺮﻓﺎ‬ ‫ﺑﺪﻭﻥ ﺷﺮﺡ‬ ‫ﺩﺭ ﻋﺮﺻﻪ ﺧﺼﻮﺻﻰ‪ ،‬ﺣﺎﻝ ﺗﻼﺵ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﺗﻮﻟﻴﺪ ﻧﺴﻞ ﺭﺍ ﺩﺭ ﻣﺠﺎﻟﺲ‬
‫ﻋﺪﺩﻯ ﺑﺮﺍﻯ ﺟﻤﻌﻴﺖ ﻣﺸﺨﺺ‬ ‫ﻳﻚ ﻧﻘﺶ ﺁﻣﻮﺯﺷﻰ ﺑﺮﻋﻬﺪﻩ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ‬ ‫ﻣﻰﻛﻨﺪ ﺳﻴﺎﺳﺖﻫﺎﻯ ﺍﺟﺒﺎﺭﻯ ﺧﻮﺩ‬
‫ﻣﻰﻛﻨﺪ ﻭ ﺣﺪﺍﻗﻞ ﺩﻭ ﻓﺮﺯﻧﺪ ﺭﺍ ﺑﻪ‬ ‫ﻧﻘﺶ ﺑﻪ ﻭﺍﺳﻄﻪ ﻛﻤﻚﻫﺎﻯ ﻣﺎﻟﻰ ﻛﻪ‬ ‫ﺗﻌﺮﻳﻒ ﻋﺎﻡ ﻭ ﺳﻨﺘﻰ ﺍﺯ ﺧﺎﻧﻮﺍﺩﻩ ﻣﻰﺗﻮﺍﻥ‬ ‫ﺩﺭ ﻣﻮﺭﺩ ﺍﻳﻦ ﻧﻘﺶ ﺑﺤﺚﻫﺎﻯ ﺑﺴﻴﺎﺭﻯ‬ ‫ﺭﺍ ﺑﻪ ﺯﻧﺪﮔﻰ ﺷﻬﺮﻭﻧﺪﺍﻥ ﺗﺤﻤﻴﻞ‬ ‫ﺗﺒﻠﻴﻐﻰ ﺧﻮﺩ ﻣﺘﺬﻛﺮ ﺷﻮﻳﺪ«‪.‬‬
‫ﺍﺯﺍﻯ ﻫﺮ ﻣﺎﺩﺭ ﺩﺭ ﻧﻈﺮ ﻣﻰﮔﻴﺮﺩ ﺗﺎ ﺑﺎ‬ ‫ﺑﻪ ﺍﺯﺍﻯ ﻫﺮ ﻓﺮﺯﻧﺪ ﭘﺮﺩﺍﺧﺖ ﻣﻰﺷﻮﺩ‬ ‫ﺩﺭ ﻧﻈﺮ ﺩﺍﺷﺖ‪ .‬ﻃﺒﻴﻌﺘﺎ ﺧﻮﺩ ﻭﺍﻟﺪﻳﻦ‬ ‫ﺩﺭ ﺟﺮﻳﺎﻥ ﺍﺳﺖ‪ ،‬ﺍﺯ ﻳﻚ ﺧﺎﻧﻮﺍﺩﻩ ﻭ‬ ‫ﻛﻨﺪ‪ .‬ﺣﺴﻦ ﻣﻜﺎﺭﻣﻰ ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﺑﻪ‬ ‫ﺑﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺑﺎﻳﺴﺘﻰ ﺗﻮﺟﻪ‬
‫ﺭﺷﺪ ﺟﻤﻌﻴﺘﻰ ﻣﺜﺒﺖ ﺑﻪ ﺍﻫﺪﺍﻑ ﺧﻮﺩ‬ ‫ﺑﻪ ﺣﻮﺯﻩ ﺷﺨﺼﻰ ﺧﺎﻧﻮﺍﺩﻩ ﻭﺍﺭﺩ ﺷﺪﻩ ﻭ‬ ‫ﺍﻳﻦ ﻛﺎﻧﻮﻥ ﻧﻴﺰ ﭘﺪﺭﻯ ﻭ ﻣﺎﺩﺭﻯ ﺩﺍﺭﻧﺪ‬ ‫ﺟﺎﻣﻌﻪ ﺳﻨﺘﻰ ﻛﻪ ﻧﻘﺶ ﺍﺻﻠﻰ ﺗﺮﺑﻴﺖ ﺑﺎ‬ ‫ﻛﻴﻬﺎﻥ ﻟﻨﺪﻥ ﻣﻰﮔﻮﻳﺪ‪» :‬ﻃﺒﻴﻌﺘﺎ ﺍﻳﻦ‬ ‫ﺩﺍﺷﺖ ﻛﻪ ﺩﺭ ﺳﺎﻝﻫﺎﻯ ﮔﺬﺷﺘﻪ ﻧﺮﺥ‬
‫ﺑﺮﺳﺪ ﺩﺭ ﻣﻮﺭﺩ ﺗﺒﻌﺎﺕ ﺁﻥ ﻭ ﻳﺎ ﺣﺘﻰ‬ ‫ﻣﺤﻴﻂ ﺯﻧﺪﮔﻰ ﻓﺮﺯﻧﺪﺍﻥ ﻭ ﺣﺘﻰ ﻛﻴﻔﻴﺖ‬ ‫ﻛﻪ ﺗﺪﺍﻭﻡ ﻧﺴﻞ ﻫﺎ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰﺩﻫﺪ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﺍﺳﺖ ﺗﺎ ﺟﺎﻣﻌﻪﺍﻯ ﻛﻪ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﻣﺪﻳﺮﻳﺖ ﺍﺯ ﺣﻮﺯﻩ ﻛﻮﭼﻚ ﺩﻭ ﻧﻔﺮ ﺁﻏﺎﺯ‬ ‫ﺭﺷﺪ ﺟﻤﻌﻴﺖ ﺍﻳﺮﺍﻥ ﺭﻭﻧﺪﻯ ﻛﺎﻫﺸﻰ‬
‫ﺗﺒﻌﺎﺕ ﻋﺪﻡ ﺍﺟﺮﺍﻯ ﺍﻳﻦ ﺳﻴﺎﺳﺖ ﻭ‬ ‫ﺁﻥ ﺭﺍ ﺑﺮﺭﺳﻰ ﻣﻰﻛﻨﺪ‪ .‬ﻣﺸﺮﻭﻁ ﻛﺮﺩﻥ‬ ‫ﻭ ﺑﻪ ﻳﻚ ﺟﻤﻌﻴﺖ ‪ 76‬ﻣﻴﻠﻴﻮﻧﻰ ﺗﻌﻤﻴﻢ‬ ‫ﺭﺍ ﻃﻰ ﻛﺮﺩﻩ ﺍﺳﺖ‪) .‬ﺟﺪﻭﻝ ﺷﻤﺎﺭﻩ‬
‫ﺑﻪ ﻃﺒﻊ ﺁﻥ ﺍﻓﺖ ﺟﻤﻌﻴﺖ ﺳﻜﻮﺕ‬ ‫ﻛﻤﻚﻫﺎﻯ ﺩﻭﻟﺘﻰ ﺑﻪ ﺷﺮﺍﻳﻂ ﻣﻨﺎﺳﺐ‬ ‫ﺩﺍﺩﻩ ﻣﻰﺷﻮﺩ‪ .‬ﺍﻣﺎ ﻭﻗﺘﻰ ﺑﺤﺚ ﻣﺪﻳﺮﻳﺖ‬ ‫‪ (1‬ﺩﺭ ﺍﻳﻦ ﻣﻴﺎﻥ ﻧﻤﺎﻳﻨﺪﮔﺎﻥ ﻣﺠﻠﺲ‬
‫ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺳﻮﻳﻰ ﺩﻳﮕﺮ ﻣﺸﺨﺺ‬ ‫ﻣﺤﻴﻂ ﻣﻨﺰﻝ‪ ،‬ﻭﺟﻮﺩ ﺣﺪﺍﻗﻞﻫﺎﻯ‬ ‫ﺣﻮﺯﻩ ﺷﺨﺼﻰ ﻣﻄﺮﺡ ﺍﺳﺖ ﺑﺎﺯ ﻫﻢ‬ ‫ﺷﻮﺭﺍﻯ ﺍﺳﻼﻣﻰ ﻭ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻭﺍﺑﺴﺘﻪ‬
‫ﻧﻤﻰﻛﻨﺪ ﺍﻳﻦ ﺭﺷﺪ ﻛﻤﻰ ﺑﺎ ﭼﻪ‬ ‫ﺑﻬﺪﺍﺷﺘﻰ ﺑﺮﺍﻯ ﺭﺷﺪ ﺳﺎﻟﻢ ﻛﻮﺩﻙ‬ ‫ﻫﻤﻴﻦ ﺭﻭﻧﺪ ﻛﺎﺭﻯ ﺍﺯ ﺳﻮﻯ ﺟﻤﻬﻮﺭﻯ‬ ‫ﺑﻪ ﺣﻜﻮﻣﺖ ﺑﻪ ﺟﺎﻯ ﺑﺮﺭﺳﻰ ﺩﻻﻳﻞ‬
‫ﻛﻴﻔﻴﺘﻰ ﺑﺎﻳﺪ ﺣﺎﺻﻞ ﺷﻮﺩ ﺑﻪ ﺑﻴﺎﻧﻰ‬ ‫ﻭ ﻣﻮﺍﺭﺩﻯ ﺍﺯ ﺍﻳﻦ ﺩﺳﺖ ﺭﺍ ﻣﻰﺗﻮﺍﻥ‬ ‫ﺍﺳﻼﻣﻰ ﺍﺟﺮﺍ ﻣﻰﺷﻮﺩ‪ .‬ﻳﻌﻨﻰ ﺍﺑﺘﺪﺍ‬ ‫ﺁﻥ ﻭ ﺍﺭﺗﺒﺎﻁ ﺩﻗﻴﻖ ﻋﻠﺖﻫﺎ‪ ،‬ﺑﻪ ﺩﻧﺒﺎﻝ‬
‫ﺩﻳﮕﺮ ﻣﺸﺨﺺ ﻧﻤﻰﻛﻨﺪ ﻛﻪ ﺍﻓﺰﺍﻳﺶ‬ ‫ﺩﺧﺎﻟﺖ ﻣﺜﺒﺖ ﺩﻭﻟﺖ ﺩﺭ ﺣﻮﺯﻩ ﺷﺨﺼﻰ‬ ‫ﺁﻥ ﺭﺍ ﺑﻪ ﺍﺷﻜﺎﻝ ﮔﻮﻧﺎﮔﻮﻥ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺍﻓﺰﺍﻳﺶ ﺩﺳﺘﻮﺭﻯ ﺟﻤﻌﻴﺖ ﺭﻓﺘﻪﺍﻧﺪ‪.‬‬
‫ﺟﻤﻌﻴﺖ ﺩﺭ ﺍﻳﺮﺍﻥ ﺩﺭ ﺳﺎﻝﻫﺎﻯ‬ ‫ﻣﻰﻛﻨﺪ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﻭﺍﺭﺩ ﺣﻮﺯﻩ‬ ‫»ﻃﺮﺡ ﺟﺎﻣﻊ ﺟﻤﻌﻴﺖ ﻭ ﺗﻌﺎﻟﻰ‬
‫ﺁﻳﻨﺪﻩ ﺑﺎ ﭼﻪ ﻓﺮﺁﻳﻨﺪﻯ ﺑﺮ ﺍﻗﺘﺼﺎﺩ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﻧﺎﻡ ﻧﻬﺎﺩ«‪.‬‬ ‫ﻫﺪﺍﻳﺖ ﻣﻰﺷﻮﺩ‪ .‬ﺩﺭ ﻣﺪﻳﺮﻳﺖ ﺣﻮﺯﻩ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ« ﻛﻪ ﭘﺲ ﺍﺯ ﻧﺰﺩﻳﻚ ﺑﻪ ‪2‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺗﺎﺛﻴﺮﮔﺬﺍﺭ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﺗﺎ‬ ‫ﺷﺨﺼﻰ ﻧﻴﺰ ﺩﺭ ﻭﺍﻗﻊ ﻣﺎ ﺑﻪ ﺻﻮﺭﺕ‬ ‫ﺳﺎﻝ ﻣﺠﺪﺩﺍ ﺩﺭ ﻧﻮﺑﺖ ﺑﺮﺭﺳﻰ ﻣﺠﻠﺲ‬
‫ﻣﻮﺿﻮﻉ ﺑﻬﺪﺍﺷﺖ ﻭ ﺁﻣﻮﺯﺵ ﺁﻥ ﺭﺍ‬ ‫ﺩﺧﺎﻟﺖ ﻣﻮﺛﺮ ﺩﻭﻟﺖ ﺩﺭ‬ ‫ﺳﻨﺘﻰ ﺑﺎ ﻣﺴﺌﻠﻪ ﺍﻳﻤﺎﻥ ﻭ ﺑﻪ ﺻﻮﺭﺕ‬ ‫ﺷﻮﺭﺍﻯ ﺍﺳﻼﻣﻰ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ ﺍﺯ ﺟﻤﻠﻪ‬
‫ﻧﻴﺰ ﺑﺮﺭﺳﻰ ﻛﻨﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺍﻳﻦ ﻃﺮﺡ‬ ‫ﺯﻧﺪﮔﻰ ﺷﺨﺼﻰ‬ ‫ﻋﺮﻓﻰ ﺑﺎ ﻣﺴﺌﻠﻪ ﺑﺎﻭﺭ ﺭﻭﺑﺮﻭ ﻫﺴﺘﻴﻢ‪.‬‬ ‫ﺍﻗﺪﺍﻣﺎﺗﻰ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺩﺭ‬
‫ﻫﻴﭻ ﺑﺮﻧﺎﻣﻪﺍﻯ ﺑﺮﺍﻯ ﻛﻴﻔﻴﺖ ﺁﻥ ﺭﺷﺪ‬ ‫ﻳﻌﻨﻰ ﺗﺎ ﺯﻣﺎﻧﻰ ﻛﻪ ﻓﺮﺩ ﺍﻳﻤﺎﻥ ﻭ ﻳﺎ ﺑﺎﻭﺭ‬
‫ﺩﺭ ﺟﻮﺍﻣﻊ ﮔﻮﻧﺎﮔﻮﻥ ﺑﺤﺚ ﻣﻴﺰﺍﻥ‬ ‫ﺑﻪ ﻗﺮﺍﺋﺖ ﺭﺳﻤﻰ ﻣﻄﺮﺡ ﺷﺪﻩ ﺍﺯ ﺳﻮﻯ‬ ‫ﺣﺎﻝ ﺍﻧﺠﺎﻡ ﺍﺳﺖ‪.‬‬
‫ﺟﻤﻌﻴﺘﻰ ﺩﺭ ﻧﻈﺮ ﻧﮕﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺍﻣﻜﺎﻥ ﺩﺧﺎﻟﺖ ﺩﻭﻟﺖ ﺩﺭ ﺣﻮﺯﻩ ﻓﺮﺩﻯ‬ ‫ﻧﻈﺎﻡ ﺭﺍ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻛﺎﺭ ﻭﺍﺩﺍﺷﺘﻦ‬ ‫ﺩﺭ ﺍﻳﻦ ﻃﺮﺡ ﻛﻪ ﺑﻪ ﻣﻨﻈﻮﺭ‬
‫ﺑﺮﺍﻯ ﻣﺜﺎﻝ ﺑﺎﻳﺪ ﺑﻪ ﻣﻮﺿﻮﻉ ﻣﺮگ‬ ‫ﻣﻮﺿﻮﻉ ﺑﺴﻴﺎﺭ ﻣﻬﻤﻰ ﺍﺳﺖ‪ .‬ﺑﺮﺧﻰ ﺑﺮ‬ ‫ﺍﻳﻦ ﻓﺮﺩ ﺑﻪ ﺭﻋﺎﻳﺖ ﺍﺻﻮﻝ ﺣﺎﻛﻢ ﺑﺮ‬ ‫ﺩﺳﺖﻳﺎﺑﻰ ﺑﻪ ﻧﺮﺥ ﺑﺎﺭﻭﺭﻯ ‪ 5/2‬ﺩﺭﺻﺪ‬
‫ﻛﻮﺩﻛﺎﻥ ﺯﻳﺮ ‪ 5‬ﺳﺎﻝ ﺍﺷﺎﺭﻩ ﻛﺮﺩ ﻛﻪ‬ ‫ﺍﻳﻦ ﺑﺎﻭﺭﻧﺪ ﻛﻪ ﻭﻇﻴﻔﻪ ﺩﻭﻟﺖ ﺣﻀﻮﺭ ﺩﺭ‬ ‫ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﻣﺸﻜﻞ ﺍﺳﺖ‪ .‬ﺍﺯ‬ ‫ﻛﻤﻰ ﺟﻤﻌﻴﺖ ﺗﺎ ﺳﺎﻝ ‪ 1404‬ﺗﻮﺍﻡ‬
‫ﺩﺭ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﻛﺸﻮﺭﻫﺎ ﺑﻪ ﻋﻨﻮﺍﻥ‬ ‫ﺣﻮﺯﻩ ﺧﺎﻧﻮﺍﺩﮔﻰ ﻭ ﺣﻤﺎﻳﺖ ﻗﺎﻧﻮﻧﻰ ﺍﺯ ﺁﻥ‬ ‫ﺳﻮﻳﻰ ﺩﻳﮕﺮ ﻣﻰﺗﻮﺍﻥ ﻣﺸﺎﻫﺪﻩ ﻛﺮﺩ‬ ‫ﺑﺎ ﺍﺭﺗﻘﺎﻯ ﻛﻴﻔﻰ ﺟﻤﻌﻴﺖ ﻭ ﺗﺜﺒﻴﺖ‬
‫ﻳﻜﻰ ﺍﺯ ﻣﻬﻢﺗﺮﻳﻦ ﻣﻌﻴﺎﺭﻫﺎﻯ ﺑﻬﺪﺍﺷﺖ‬ ‫ﺍﺳﺖ ﻭ ﺍﺯ ﺳﻮﻳﻰ ﺩﻳﮕﺮ ﺑﺮﺧﻰ ﻣﺴﻴﺮﻯ‬ ‫ﻛﻪ ﻛﻤﺘﺮ ﻛﺴﻰ ﺧﺎﺭﺝ ﺍﺯ ﺣﻮﺯﻩ ﺷﻴﻌﻪ‬ ‫ﺁﻥ ﺗﺎ ﺳﺎﻝ ‪ 1430‬ﺗﻬﻴﻪ ﺷﺪﻩ‪ ،‬ﺁﻣﺪﻩ‬
‫ﻋﻤﻮﻣﻰ ﻭ ﺍﺯ ﺳﻮﻳﻰ ﺩﻳﮕﺮ ﺛﺒﺎﺕ ﺟﺎﻣﻌﻪ‬ ‫ﻛﺎﻣﻼ ﻣﺘﻔﺎﻭﺕ ﺭﺍ ﻣﻰﭘﺬﻳﺮﻧﺪ‪ .‬ﻣﺴﻴﺮﻯ‬ ‫ﻭﻻﻳﺖ ﻓﻘﻴﻬﻰ ﺑﻪ ﺳﻤﺖ ﺭﻋﺎﻳﺖ ﻛﺎﻣﻞ‬ ‫ﺍﺳﺖ‪» :‬ﺟﻤﻌﻴﺖ ﻣﻄﻠﻮﺏ ﺗﺮﻛﻴﺐ‬
‫ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻰﺷﻮﺩ‪ .‬ﺍﻣﺎﻧﻮﺋﻞ ﺗﻮﺕ‬ ‫ﻛﻪ ﺩﺭ ﺁﻥ ﺩﻭﻟﺖ ﺑﻪ ﻫﻴﭻ ﺷﻜﻠﻰ ﺍﻣﻜﺎﻥ‬ ‫ﺩﺳﺘﻮﺭﻫﺎﻯ ﻛﺎﺭﻛﺮﺩﻯ ﺍﻳﻦ ﻧﮕﺮﺵ ﮔﺎﻡ‬ ‫ﺩﻭ ﻣﻮﻟﻔﻪ ﻛﻤﻰ ﻭ ﻛﻴﻔﻰ ﺍﺳﺖ ﻛﻪ‬
‫]ﺟﺎﻣﻌﻪﺷﻨﺎﺱ ﻓﺮﺍﻧﺴﻮﻯ[ ‪ 10‬ﺳﺎﻝ‬ ‫ﺣﻀﻮﺭ ﻗﺎﻧﻮﻧﻰ ﺩﺭ ﺯﻧﺪﮔﻰ ﺧﺎﻧﻮﺍﺩﮔﻰ ﺭﺍ‬ ‫ﺑﺮ ﻣﻰﺩﺍﺭﺩ‪ .‬ﺑﻨﺎ ﺑﺮ ﺍﻳﻦ ﻧﻈﺎﻡ ﻓﻜﺮﻯ‬ ‫ﻛﻤﻴﺖ ﻭ ﻧﺮﺥ ﺁﻥ ﺑﺎ ﻣﻴﺰﺍﻥ ﺑﻪ ﻓﻌﺎﻟﻴﺖ‬
‫ﭘﻴﺶ ﺍﺯ ﻓﺮﻭﭘﺎﺷﻰ ﺍﺗﺤﺎﺩ ﺟﻤﺎﻫﻴﺮ‬ ‫ﻧﺪﺍﺭﺩ ﻭ ﺗﻤﺎﻡ ﻋﺮﺻﻪﻫﺎ ﺗﺎ ﺯﻣﺎﻧﻰ ﻛﻪ ﻓﺮﺩ‬ ‫ﻣﻮﺟﻮﺩ ﺗﻨﻬﺎ ﺍﺑﺰﺍﺭ ﻻﺯﻡ ﺑﺮﺍﻯ ﻣﺪﻳﺮﻳﺖ‬ ‫ﺭﺳﺎﻧﺪﻥ ﺍﻣﻜﺎﻧﺎﺕ ﺑﺎﻟﻘﻮﻩ ﺯﻳﺴﺘﻰ‬
‫ﺷﻮﺭﻭﻯ ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻰ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬ ‫ﻧﻴﺎﺯ ﺑﻪ ﻛﻤﻚ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺧﺎﺭﺝ ﺍﺯ‬ ‫ﺣﻮﺯﻩ ﺷﺨﺼﻰ ﺭﺍ ﺩﺭ ﺍﻳﻤﺎﻥ ﻣﺬﻫﺒﻰ‬ ‫ﺍﻋﻢ ﺍﺯ ﻣﺎﺩﻯ ﻭ ﻣﻌﻨﻮﻯ ﻣﺘﻨﺎﺳﺐ‬
‫ﺁﻣﺎﺭ ﺑﺎﻻﻯ ﻣﺮگ ﻛﻮﺩﻛﺎﻥ ﺯﻳﺮ ‪ 5‬ﺳﺎﻝ‬ ‫ﺍﻓﺮﺍﺩ ﺟﺴﺘﺠﻮ ﻣﻰﻛﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ‬ ‫ﺑﺎ ﺳﻄﺢ ﻧﻴﺎﺯﻫﺎ ﻭ ﺍﻧﺘﻈﺎﺭﺍﺕ ﺑﺮﺍﺑﺮﻯ‬
‫ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﻭ ﺗﻮﺍﺑﻊ ﺁﻥ‪ ،‬ﻓﺮﻭﭘﺎﺷﻰ‬ ‫ﻭﻇﺎﻳﻒ ﺩﻭﻟﺖ ﻣﺤﺴﻮﺏ ﻣﻰﺷﻮﺩ‪.‬‬ ‫ﻧﻴﺰ ﻣﻰﺑﺎﻳﺴﺖ ﺗﻮﺟﻪ ﺩﺍﺷﺖ ﻛﻪ ﻣﺮﺯﻯ‬ ‫ﻛﻨﺪ ﺑﻪ ﻟﺤﺎﻅ ﻛﻴﻔﻴﺖ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ‬
‫ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺭﺍ ﭘﻴﺶﺑﻴﻨﻰ ﻛﺮﺩﻩ ﺑﻮﺩ‪.‬‬ ‫ﺣﺴﻦ ﻣﻜﺎﺭﻣﻰ ﭘﻴﺮﺍﻣﻮﻥ ﺣﻮﺯﻩ‬ ‫ﺑﺴﻴﺎﺭ ﻇﺮﻳﻒ ﻣﻴﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻓﺮﺩﻯ ﻭ‬ ‫ﻛﻴﻔﻰ ﺯﻧﺪﮔﻰ ﻣﺘﻨﺎﺳﺐ ﺍﺯ ﻗﺒﻴﻞ‬
‫ﺍﮔﺮ ﺍﻳﻦ ﺩﻭ ﻣﺤﻮﺭ )ﻛﻤﻴﺖ ﻭ‬ ‫ﺩﺧﺎﻟﺖ ﺩﻭﻟﺖ ﺩﺭ ﺯﻧﺪﮔﻰ ﺷﺨﺼﻰ ﻭ‬ ‫ﻣﺪﻳﺮﻳﺖ ﺍﺟﺘﻤﺎﻋﻰ )ﻫﺴﺘﻪﻫﺎﻯ ﺑﻴﺶ‬ ‫ﺑﻬﺪﺍﺷﺖ‪ ،‬ﻣﺴﻜﻦ‪ ،‬ﺭﻓﺎﻩ‪ ،‬ﺗﺤﺼﻴﻞ‪،‬‬
‫ﻛﻴﻔﻴﺖ( ﺭﺍ ﻛﻨﺎﺭ ﺑﮕﺬﺍﺭﻳﻢ‪ ،‬ﺑﺎﻳﺪ ﺩﺭ ﻧﻈﺮ‬ ‫ﺧﺎﻧﻮﺍﺩﮔﻰ ﺑﻪ ﻛﻴﻬﺎﻥ ﻟﻨﺪﻥ ﻣﻰﮔﻮﻳﺪ‪:‬‬ ‫ﺍﺯ ﺩﻭ ﻧﻔﺮ( ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺑﺮﺍﻯ ﻣﺜﺎﻝ‬ ‫ﺗﺮﺑﻴﺖ‪ ،‬ﺷﻐﻞ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻣﺒﺎﻧﻰ‬
‫ﺩﺍﺷﺖ ﻛﻪ ﺍﮔﺮ ﻫﻤﻪ ﻣﻔﺮﻭﺿﺎﺕ ﺍﻳﻦ‬ ‫»ﺍﻳﻨﺠﺎ ﺩﻭ ﻣﻮﺿﻮﻉ ﻛﺎﻣﻼ ﻣﺘﻔﺎﻭﺕ‬ ‫ﻭﻗﺘﻰ ﺣﻜﻮﻣﺖ ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺑﺮﺳﺪ‬ ‫ﻭ ﻣﻨﺎﺑﻊ ﺩﻳﻨﻰ‪ ،‬ﺑﺘﻮﺍﻧﻨﺪ ﺑﻴﺸﺘﺮﻳﻦ‬
‫ﻃﺮﺡ ﺑﻪ ﺩﺭﺳﺘﻰ ﺍﺟﺮﺍ ﺷﻮﺩ ﻭ ﺳﻴﺴﺘﻢ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ؛ ﻳﻜﻰ ﻣﺴﻮﻟﻪ ﺧﻮﺩ ﺧﺎﻧﻮﺍﺩﻩ‬ ‫ﻛﻪ ﻓﺮﺩ ”ﭼﻮﻥ ﺑﻪ ﺧﻠﻮﺕ ﻣﻰﺭﻭﺩ‬ ‫ﺯﻣﻴﻨﻪ ﺭﺷﺪ ﺍﺟﺘﻤﺎﻋﻰ ﻭ ﺗﻌﺎﻟﻰ ﺍﻟﻬﻰ‬
‫ﺑﻪ ﺻﻮﺭﺕ ﻛﺎﻣﻞ ﺍﻧﺠﺎﻡ ﻭﻇﻴﻔﻪ ﻛﻨﺪ‬ ‫ﺍﺳﺖ ﻭ ﺩﻳﮕﺮﻯ ﻣﺴﺌﻠﻪ ﺗﺮﺑﻴﺖ ﻓﺮﺯﻧﺪﺍﻥ‬ ‫ﺁﻥ ﻛﺎﺭ ﺩﻳﮕﺮ ﻣﻰﻛﻨﺪ“ ﺑﻨﺎ ﺑﺮ ﺍﻳﻦ‬ ‫ﺭﺍ ﭘﻴﺪﺍ ﻛﻨﻨﺪ«‪ .‬ﺑﺎ ﻭﺟﻮﺩ ﺍﻳﻦ ﺩﺭ ﻃﺮﺡ‬
‫ﺩﺭ ﺁﻳﻨﺪﻩ ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ ﻃﺮﺡ ﺗﻌﺪﺍﺩ‬ ‫ﻛﻪ ﺑﺎﻳﺪ ﺑﻪ ﻃﻮﺭ ﻛﺎﻣﻼ ﺟﺪﺍﮔﺎﻧﻪ ﺑﺮﺭﺳﻰ‬ ‫ﺑﺮﺍﻯ ﻣﺪﻳﺮﻳﺖ ﺣﻮﺯﻩ ﺷﺨﺼﻰ ﺍﻣﻜﺎﻥ‬ ‫ﻫﻴﭻ ﺑﺮﻧﺎﻣﻪ ﻣﺸﺨﺼﻰ ﺑﺮﺍﻯ ﺍﻓﺰﺍﻳﺶ‬
‫ﻛﺴﺎﻧﻰ ﻛﻪ ﺑﻪ ﭘﺎﻳﻪﻫﺎﻯ ﺍﻋﺘﻘﺎﺩﻯ ﻧﻈﺎﻡ‬ ‫ﺷﻮﺩ‪ .‬ﺗﺎ ﻣﺮﺯﻯ ﻛﻪ ﻓﺮﺯﻧﺪ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪،‬‬ ‫ﻣﺴﺘﻘﻴﻢ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﻣﻰﺩﻫﺪ ﻭ‬ ‫ﻛﻴﻔﻴﺖ ﺯﻧﺪﮔﻰ ﻣﻄﺮﺡ ﻧﺸﺪﻩ ﺍﺳﺖ ﻭ‬
‫ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﻭﺍﺑﺴﺘﻪﺍﻧﺪ ﺑﻴﺸﺘﺮ‬ ‫ﺩﻭﻟﺖ ﺑﻪ ﻫﻴﭻ ﻋﻨﻮﺍﻥ ﻧﺒﺎﻳﺪ ﺩﺧﺎﻟﺘﻰ‬ ‫ﺗﻼﺵ ﻣﻰﻛﻨﺪ ﺁﻥ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻏﻴﺮ‬ ‫ﺍﻛﺜﺮﻳﺖ ﻣﻮﺍﺩ ﺍﻳﻦ ﻃﺮﺡ ﺑﻪ ﺍﻓﺰﺍﻳﺶ‬
‫ﺧﻮﺍﻫﺪ ﺷﺪ ﭼﺮﺍ ﻛﻪ ﻛﺎﺩﺭ ﺩﻭﻟﺘﻰ‬ ‫ﺩﺭ ﺣﻮﺯﻩ ﺧﺎﻧﻮﺍﺩﻩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﭼﺮﺍﻛﻪ‬ ‫ﻣﺴﺘﻘﻴﻢ ﺍﻋﻤﺎﻝ ﻛﻨﺪ‪ .‬ﺑﺮﺍﻯ ﻣﺜﺎﻝ ﻭﻗﺘﻰ‬
‫ﺍﻣﻜﺎﻥ ﺣﻀﻮﺭ ﺩﺭ ﻣﺠﻤﻮﻋﻪ ﺣﻜﻮﻣﺘﻰ‬ ‫ﺧﺎﻧﻮﺍﺩﻩ ﻭ ﺭﻭﺍﺑﻂ ﺁﻥ ﻳﻚ ﻣﺴﺌﻠﻪ ﻛﺎﻣﻼ‬ ‫ﺍﺯ ﺩﺍﻧﺶﺁﻣﻮﺯﻯ ﺳﻮﺍﻝ ﻣﻰﺷﻮﺩ ﻛﻪ‬ ‫ﻛﻤﻰ ﺟﻤﻌﻴﺖ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ‪.‬‬
‫ﻓﺮﺩﻯ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺩﺭ ﻫﻤﻴﻦ ﻣﺴﺌﻠﻪ ﻧﻴﺰ‬ ‫ﻭﺍﻟﺪﻳﻦ ﺍﻭ ﺩﺭ ﻣﻨﺰﻝ ﻧﻤﺎﺯ ﻣﻰﺧﻮﺍﻧﻨﺪ‬ ‫ﭘﺲ ﺍﺯ ﺍﺑﻼﻍ ﺳﻴﺎﺳﺖﻫﺎﻯ‬
‫ﺭﺍ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪.‬‬ ‫ﺑﺎﻳﺴﺘﻰ ﺗﻮﺟﻪ ﺩﺍﺷﺖ ﻛﻪ ﺩﻭ ﻧﻔﺮ ﺑﻪ ﻫﺮ‬ ‫ﻭ ﻳﺎ ﺗﻠﻮﻳﺰﻳﻮﻥ ﻧﮕﺎﻩ ﻣﻰﻛﻨﻨﺪ‪ ،‬ﺍﻳﻦ‬ ‫ﺟﻤﻌﻴﺘﻰ ﺍﺯ ﺳﻮﻯ ﺭﻫﺒﺮ ﺟﻤﻬﻮﺭﻯ‬
‫ﺣﺎﺻﻞ ﺁﻧﻜﻪ ﺍﮔﺮ ﺍﻳﻦ ﻃﺮﺡ ﻣﻮﻓﻖ‬ ‫ﻧﻮﻋﻰ ﻛﻪ ﺑﺎ ﻫﻢ ﺯﻧﺪﮔﻰ ﻣﻰﻛﻨﻨﺪ‪ ،‬ﺩﺭ‬ ‫ﺩﺧﺎﻟﺖ ﻏﻴﺮﻣﺴﺘﻘﻴﻤﻰ ﺍﺳﺖ ﻛﻪ ﻧﻈﺎﻡ‬ ‫ﺍﺳﻼﻣﻰ‪ ،‬ﻃﺮﺡ ﻣﺠﻠﺲ ﺑﺮ ﺍﺳﺎﺱ‬
‫ﺷﻮﺩ‪ ،‬ﺍﺯ ﻳﻚ ﺳﻮ ﺧﻮﺩﻯﻫﺎﻯ ﺟﻤﻬﻮﺭﻯ‬ ‫ﻭﺍﻗﻊ ﺗﺎﺑﻊ ﮔﻮﻧﻪﺍﻯ ﻗﺮﺍﺭﺩﺍﺩ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻓﻜﺮﻯ ﺣﺎﻛﻢ‪ ،‬ﺑﺮﺍﻯ ﻣﺪﻳﺮﺕ ﺯﻧﺪﮔﻰ‬ ‫ﭼﻬﺎﺭﭼﻮﺏﻫﺎﻯ ﺷﻮﺭﺍﻯ ﻋﺎﻟﻰ ﺍﻧﻘﻼﺏ‬
‫ﺍﺳﻼﻣﻰ ﭘﺮﺟﻤﻌﻴﺖﺗﺮ ﺷﺪﻩ ﻭ ﻏﻴﺮ‬ ‫ﺍﻳﻦ ﻗﺮﺍﺭﺩﺍﺩ ﺑﻴﻦ ﺁﻧﻬﺎ ﺗﺎ ﺯﻣﺎﻧﻰ ﻛﻪ ﻳﻜﻰ‬ ‫ﻓﺮﻫﻨﮕﻰ ﺗﻐﻴﻴﺮ ﻛﺮﺩﻩ ﻭ ﻃﺮﺣﻰ ‪51‬‬
‫ﺧﻮﺩﻯﻫﺎ ﻓﺮﺯﻧﺪﺍﻥ ﻛﻤﺘﺮﻯ ﺧﻮﺍﻫﻨﺪ‬ ‫ﺍﺯ ﻃﺮﻓﻴﻦ ﻧﺴﺒﺖ ﺁﻥ ﺷﻜﺎﻳﺘﻰ ﻧﺪﺍﺷﺘﻪ‬ ‫ﻣﺎﺩﻩﺍﻯ ﻭ ﺑﻮﺩﺟﻪﺍﻯ ﺑﺎﻟﻎ ﺑﺮ ‪ 12‬ﻫﺰﺍﺭ‬
‫ﺩﺍﺷﺖ ﻭ ﺍﺯ ﺳﻮﻯ ﺩﻳﮕﺮ ﻫﻴﭻ ﺿﻤﺎﻧﺖ‬ ‫ﺑﺎﺷﺪ ﺑﺎﺯ ﻫﻢ ﺑﻪ ﺩﻭﻟﺖ ﻣﺮﺑﻮﻁ ﻧﻴﺴﺖ‬
‫ﺍﺟﺮﺍﻳﻰ ﺩﺭ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻯ ﺷﺎﺧﺺﻫﺎﻯ‬ ‫ﻣﻴﻠﻴﺎﺭﺩ ﺗﻮﻣﺎﻥ ﺗﻬﻴﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻛﻴﻔﻰ‪ ،‬ﺑﻬﺪﺍﺷﺖ‪ ،‬ﺳﻼﻣﺘﻰ ﺟﺴﻤﻰ‬ ‫ﺍﺭﺍﺋﻪ ﺍﻳﻦ ﻃﺮﺡ ﺑﺎ ﻓﺮﺍﺯ ﻭ ﻧﺸﻴﺐﻫﺎﻯ‬
‫ﻭ ﺭﻭﺍﻧﻰ‪ ،‬ﺁﻣﻮﺯﺵ‪ ،‬ﻓﺮﻫﻨﮓ‪ ،‬ﺭﻓﺎﻩ ﻭ‬ ‫ﺑﺴﻴﺎﺭ ﻭ ﭼﻨﺪﻳﻦ ﺑﺎﺭ ﺗﻼﺵ ﺑﺮﺍﻯ‬
‫ﺗﻔﺮﻳﺢ ﻛﻮﺩﻛﺎﻥ ﺣﺎﺻﻞ ﺍﺯ ﺍﺯﺩﻳﺎﺩ‬ ‫ﺑﺮﺭﺳﻰ ﺁﻥ ﺩﺭ ﺻﺤﻦ ﻋﻠﻨﻰ ﺑﻪ ﺩﻟﻴﻞ‬
‫ﺟﻤﻌﻴﺖ ﻣﻨﻈﻮﺭ ﺍﻳﻦ ﻃﺮﺡ‪ ،‬ﻭﺟﻮﺩ‬ ‫ﻣﺨﺎﻟﻔﺖﻫﺎﻯ ﻣﻮﺟﻮﺩ ﺩﺭ ﺧﻮﺩ ﻣﺠﻠﺲ‬
‫ﻭ ﻳﺎ ﺩﻭﻟﺖ ﺗﺎ ﺑﻪ ﺍﻣﺮﻭﺯ ﺍﻣﻜﺎﻥ ﺑﺮﺭﺳﻰ‬
‫ﻧﺨﻮﺍﻫﺪ ﺩﺍﺷﺖ«‪.‬‬ ‫ﻧﻬﺎﻳﻰ ﺭﺍ ﭘﻴﺪﺍ ﻧﻜﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﺭ‬
‫ﺍﺭﺍﺋﻪ ﭼﻨﻴﻦ ﻃﺮﺡﻫﺎﻳﻰ ﺍﻟﺒﺘﻪ ﻭﻳﮋﻩ‬ ‫ﺣﺎﻟﻰ ﺍﺳﺖ ﻛﻪ ﺍﻣﻀﺎ ﻛﻨﻨﺪﮔﺎﻥ ﺍﻳﻦ‬
‫ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﻧﻴﺴﺖ‪ .‬ﺩﺭ ﺗﻤﺎﻣﻰ‬ ‫ﻃﺮﺡ ﺍﺻﺮﺍﺭ ﺩﺍﺭﻧﺪ ﺩﺭ ﻧﺒﻮﺩ ﻳﻚ ﺑﺮﻧﺎﻣﻪ‬
‫ﺣﻜﻮﻣﺖﻫﺎﻯ ﺍﻳﺪﺋﻮﻟﻮژﻳﻚ ﻃﺮﺡﻫﺎﻳﻰ‬ ‫ﺩﻗﻴﻖ ﺑﺮﺍﻯ »ﺍﺟﺮﺍﻯ ﻣﻨﻮﻳﺎﺕ ﺭﻫﺒﺮﻯ«‬
‫ﻣﺸﺎﺑﻪ ﺑﺮﺍﻯ ﻛﻨﺘﺮﻝ ﺟﺎﻣﻌﻪ ﻭ ﭘﺮﻭﺭﺵ‬ ‫ﺍﺯ ﺳﻮﻯ ﺩﻭﻟﺖ‪ ،‬ﺑﺮﺭﺳﻰ ﻧﻬﺎﻳﻰ ﺍﻳﻦ‬
‫ﻧﺴﻞﻫﺎﻳﻰ ﻛﻪ ﺑﻪ ﺍﻳﺪﺋﻮﻟﻮژﻯ ﺣﺎﻛﻢ‬
‫ﻭﻓﺎﺩﺍﺭ ﻭ ﺧﺪﻣﺘﮕﺰﺍﺭ ﺑﺎﺷﻨﺪ ﺍﺭﺍﺋﻪ ﻭ‬ ‫ﻃﺮﺡ ﺿﺮﻭﺭﻯ ﺍﺳﺖ‪.‬‬
‫ﺣﺘﻰ ﺑﺮﺍﻯ ﺍﺟﺮﺍﻯ ﺁﻧﻬﺎ ﺍﻗﺪﺍﻡ ﺷﺪﻩ‬ ‫ﺑﺮﺍﻯ ﺑﺮﺭﺳﻰ ﺍﺑﻌﺎﺩ ﮔﻮﻧﺎﮔﻮﻥ ﺍﻳﻦ‬
‫ﺍﺳﺖ‪ .‬ﺳﻮﺧﺖ ﻭ ﺟﻮﺍﻣﻊ ﻭ ﺯﻧﺪﮔﻰ‬ ‫ﻃﺮﺡ ﺑﺎ ﺩﻛﺘﺮ ﺣﺴﻦ ﻣﻜﺎﺭﻣﻰ ﺭﻭﺍﻧﻜﺎﻭ‬
‫ﺍﺟﺘﻤﺎﻋﻰ ﺍﻣﺎ ﺑﻪ ﮔﻮﻧﻪﺍﻯ ﺍﺳﺖ ﻛﻪ‬ ‫ﺑﺎﻟﻴﻨﻰ ﻭ ﭘﮋﻭﻫﺸﮕﺮ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ‬
‫ﺑﻪ ﭼﻨﻴﻦ ﻃﺮﺡﻫﺎﻯ ﺍﺭﺍﺩﻩﮔﺮﺍﻳﺎﻧﻪ‬
‫ﺍﻣﻜﺎﻥ ﻣﻮﻓﻘﻴﺖ ﻧﻤﻰﺩﻫﺪ‪ .‬ﻧﺘﻴﺠﻪ‬ ‫ﺳﻮﺭﺑﻦ ﺑﻪ ﮔﻔﺘﮕﻮ ﻧﺸﺴﺘﻴﻢ‪.‬‬
‫ﺁﻧﻜﻪ ﺟﺎﻣﻌﻪ ﺭﺍﻩ ﺧﻮﺩ ﺭﺍ ﺭﻓﺖ ﻭ ﺁﻥ‬
‫ﺣﻜﻮﻣﺖﻫﺎ ﻭ ﻃﺮﺡﻫﺎﻳﺸﺎﻥ ﺑﻪ ﺗﺎﺭﻳﺦ‬ ‫ﻭﺭﻭﺩ ﻗﺎﻧﻮﻧﻤﻨﺪ ﺑﻪ ﺣﻮﺯﻩ‬
‫ﺷﺨﺼﻰ‬
‫ﺳﭙﺮﺩﻩ ﺷﺪﻧﺪ‪.‬‬
‫ﺩﻛﺘﺮ ﻣﻜﺎﺭﻣﻰ ﺩﺭ ﺍﺑﺘﺪﺍﻯ ﺍﻳﻦ‬
‫ﻣﺼﺎﺣﺒﻪ ﺍﺭﺍﺋﻪ ﺍﻳﻦ ﻃﺮﺡ ﺩﺭ ﻣﺠﻠﺲ‬

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