‫ﺍﻟﺷﺭﻛﺔ ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﻛﺎﻧﻭﻥ ﺃﻭﻝ‬

‫ﻟﻺﻋـﻼﻡ ﺍﻟﻌﻠﻣﻲ‬ ‫ﺩﻳﺳﻣﺑﺭ )‪ 2014‬ﻡ(‬

‫) ﺷﻌﺎﻉ (‬ ‫ﺻﻔﺭ )‪ 1436‬ﻫـ(‬

‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺍﻟﺳﻧـــﺔ ﺍﻟﺭﺍﺑﻌﺔ‬

‫ﺝ‪.‬ﻡ‪.‬ﻉ‬ ‫ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ‬

‫ﻧﺳﺧﺔ ﺇﻟﻛﺗﺭﻭﻧﻳﺔ ﻓﻘﻁ‬ ‫ﺍﻟــــﻌـﺩﺩ ‪48‬‬

‫‪editor@edara.com‬‬ ‫ﺭﺋﻴﺲ ﺍﻟﺘﺤﺮﻳﺮ ‪ :‬ﻧﺴﻴﻢ ﺍﻟﺼﻤﺎﺩﻱ‬ ‫‪www.edara.com‬‬

‫‪s‬‬
‫‪!π©aGh ..º∏©J‬‬
‫ﻛﻳﻑ ﺗﺿﻊ ﻣﻌﺭﻓﺗﻙ ﻣﻭﺿﻊ ﺍﻟﺗﻧﻔﻳﺫ‬
‫ﺗﺄﻟﻳﻑ‪ :‬ﻛﻳﻥ ﺑﻼﻧﺷﺎﺭﺩ ﻭﺑﻭﻝ ﻣﻳﻳﺭ ﻭﺩﻳﻙ ﺭﻭ‬

‫ﻫﺫﺍ ﺍﻟﻌﺩﺩ ﻣﺗﺎﺡ ﻓﻘﻁ ﻋﻠﻰ ‪www.edara.com‬‬

‫ﻭﻳﻛ ﱢﺩﺳﻭﻧﻬﺎ ﺃﻛﺛﺭ ﻣﻣﺎ ﻳﻬﺗﻣﻭﻥ ﺑﻭﺿﻊ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ‬ ‫‪≥«Ñ£àdGh áaô©ŸG ÚH IƒéØdG‬‬
‫ﻋﻣﻠﻳﺔ ﻟﺗﻁﺑﻳﻕ ﻣﺎ ﺗﻌﻠﻣﻭﻩ ﻓﻲ ﺣﻳﺎﺗﻬﻡ ﺍﻟﻳﻭﻣﻳﺔ‪.‬‬ ‫ً‬
‫ﻗﺎﺭﺋﺎ ﻣﻥ ﻗﺭﺍﺋﻪ‪ ،‬ﺃﺧﺑﺭﻩ‬ ‫ﺫﺍﺕ ﻳﻭﻡ‪ ،‬ﻗﺎﺑﻝ ﺃﺣﺩ ﺍﻟﻣﺅﻟﻔﻳﻥ‬
‫ﻣﻣﺗﺩﺣً ﺎ‪” :‬ﻟﻘﺩ ﻗﺭﺃﺕ ﺟﻣﻳﻊ ﻛﺗﺑﻙ ﻭﺃﺣﺑﺑﺗﻬﺎ ﻛﻠﻬﺎ‪ “.‬ﻭﻟﻣﺎ‬
‫‪IOƒ≤ØŸG á≤∏◊G‬‬
‫ﻛﺎﻥ ﻫﺫﺍ ﺍﻟﻣﺅﻟﻑ ﻳﺩﺭﻙ ﺃﻥ ﺍﻟﺗﻌﻠﻡ ﺍﻟﺣﻘﻳﻘﻲ ﻳﻧﻁﻭﻱ ﻋﻠﻰ‬
‫ﻣﻘﺎﻻ ﻋﻥ ﺭﺟﻝ ﺍﻷﻋﻣﺎﻝ‬ ‫ً‬ ‫ﻭﺫﺍﺕ ﻣﺳﺎء‪ ،‬ﻗﺭﺃ ﻫﺫﺍ ﺍﻟﻣﺅﻟﻑ‬
‫ﺗﻐﻳﻳﺭ ﺳﻠﻭﻛﻲ‪ ،‬ﺑﻝ ﻭﺃﻥ ﺍﻟﺗﻌﻠﻡ ﻣﺎ ﻫﻭ ﺇﻻ ﺭﺣﻠﺔ ﻟﻧﻘﻝ‬
‫”ﻓﻳﻝ ﻣﻭﺭﺍﻱ“ ﺍﻟﺫﻱ ﻳﻣﻠﻙ ﻋﺩﺓ ﺷﺭﻛﺎﺕ ﻧﺎﺟﺣﺔ ﻭﻳﺗﻣﻳﺯ‬
‫ﺍﻟﻣﻌﺭﻓﺔ ﺇﻟﻰ ﺣﻳﺯ ﺍﻟﺗﻁﺑﻳﻕ‪ ،‬ﻛﺎﻥ ﺇﺫﺍ ﻋﻠﱠﻕ ﺍﻟﻘﺎﺭﺉ ﻋﻠﻰ‬
‫ﺑﺳﻳﺭﺓ ﻧﺎﺻﻌﺔ ﻓﻲ ﻣﺟﺎﻝ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﺫﺍﺗﻳﺔ‪ .‬ﺃﻛﺛﺭ ﻣﺎ ﺟﺫﺏ‬
‫ﻣﻔﻬﻭﻡ ﻣﻌﻳﻥ ﺃﻋﺟﺑﻪ‪ ،‬ﺳﺄﻟﻪ ﺍﻟﻣﺅﻟﻑ ﻓﻭﺭً ﺍ‪” :‬ﻛﻳﻑ ﺗﻐﻳﺭﺕ‬
‫ﺍﻟﻣﺅﻟﻑ ﺇﻟﻳﻪ ﻫﻭ ﺗﻌﻠﻳﻘﺎﺕ ﺍﻟﻘﺭﺍء ﺍﻟﺫﻳﻥ ﺍ ﱠﺩﻋﻭﺍ ﺃﻥ ﺑﺭﺍﻣﺞ‬
‫ﺳﻠﻭﻛﻳﺎﺗﻙ ﺑﻌﺩ ﺃﻥ ﻋﺭﻓﺕ ﻫﺫﺍ ﺍﻟﻣﻔﻬﻭﻡ؟“ ﺃﻏﻠﺏ ﺍﻟﻧﺎﺱ‬
‫”ﻣﻭﺭﺍﻱ“ ﺍﻟﺗﺩﺭﻳﺑﻳﺔ ﻗﺩ ﻏﻳﱠﺭﺕ ﺣﻳﺎﺗﻬﻡ‪ .‬ﻓﺗﻌﺟﺏ ﺍﻟﻣﺅﻟﻑ‪:‬‬
‫ً‬ ‫ﻛﺎﻧﻭﺍ ﻳﺗﻬﺭﺑﻭﻥ ﻣﻥ ﺍﻹﺟﺎﺑﺔ ﺑﺗﻐﻳﻳﺭ ﻣﻭﺿﻭﻉ ﺍﻟﺣﺩﻳﺙ‪.‬‬
‫ﻓﻌﻼ ﻣﺎ ﺗﻌﻠﻣﻭﻩ!“‬ ‫”ﻟﻘﺩ ﻁﺑﻘﻭﺍ‬

‫ﻟﻬﺫﺍ ﻗﺭﺭ ﺍﻻﺗﺻﺎﻝ ﺑﻪ ﻟﺳﺅﺍﻟﻪ ﻋﻥ ﺍﻷﻣﺭ‪ ،‬ﻓﺄﺟﺎﺑﻪ‬ ‫ﺩﻓﻊ ﻫﺫﺍ ﺍﻟﻣﺅﻟﻑ ﺇﻟﻰ ﺍﺳﺗﻧﺗﺎﺝ ﻣﻬﻡ‪ :‬ﺃﻥ ﺍﻟﻔﺟﻭﺓ ﺷﺎﺳﻌﺔ‬
‫ﻛﻧﺕ ﻣﻬﺗﻣًﺎ ﺑﺣﻠﻘﺔ ﺍﻟﻭﺻﻝ‬‫ُ‬ ‫”ﻣﻭﺭﺍﻱ“ ﺑﻔﺭﺡ‪” :‬ﻟﻁﺎﻟﻣﺎ‬ ‫ﺑﻳﻥ ﻣﺎ ﻳﻌﺭﻓﻪ ﺍﻟﻧﺎﺱ )ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﺟﻣﻌﻭﻫﺎ‬
‫ﺍﻟﻣﻔﻘﻭﺩﺓ ﺑﻳﻥ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺗﻁﺑﻳﻕ‪ .‬ﻫﺫﺍ ﻣﺎ ﻳﻧﻘﺹ ﻋﻣﻠﻳﺔ‬ ‫ﻣﻥ ﺍﻟﻛﺗﺏ ﻭﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﺳﻣﻌﻳﺔ ﻭﺍﻟﻣﺭﺋﻳﺔ ﻭﺍﻟﺣﻠﻘﺎﺕ‬
‫ﺍﻟﺗﻌﻠﻡ ﻋﻧﺩﻣﺎ ﻧﻘﺭﺃ ﻛﺗﺎﺑًﺎ ﺃﻭ ﻧﺳﺗﻣﻊ ﺇﻟﻰ ﺃﺳﻁﻭﺍﻧﺔ ﺃﻭ‬ ‫ﺍﻟﺩﺭﺍﺳﻳﺔ ﻭﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺗﺩﺭﻳﺑﻳﺔ( ﻭﻣﺎ ﻳﻁﺑﻘﻭﻧﻪ )ﺗﻔﻌﻳﻠﻬﻡ‬
‫ﻧﺣﺿﺭ ﺩﻭﺭﺓ ﺗﺩﺭﻳﺑﻳﺔ ﺩﻭﻥ ﺃﻥ‬ ‫ﻟﻬﺫﻩ ﺍﻟﻣﻌﺭﻓﺔ(‪ .‬ﻭﻗﺩ ﺍﻧﺗﺷﺭ‬
‫ﻳﺻﺎﺣﺏ ﺫﻟﻙ ﺗﻁﺑﻳﻕ ﻟﻸﻓﻛﺎﺭ‬ ‫‘ ‪á°UÓÿG √òg‬‬ ‫ﻫﺫﺍ ﺍﻷﻣﺭ ﻛﺛﻳﺭً ﺍ ﺍﻟﻳﻭﻡ ﺑﻔﺿﻝ‬
‫ﺍﻟﺗﻘﺩﻡ ﺍﻟﺗﻛﻧﻭﻟﻭﺟﻲ ﺍﻟﻬﺎﺋﻝ ﺍﻟﺫﻱ ▼ ﺛﻼﺛﺔ ﺃﺳﺑﺎﺏ ﻭﺭﺍء ﻋﺩﻡ ﺗﻁﺑﻳﻕ ﺍﻟﻧﺎﺱ ﻣﺎ ﺗﻌﻠﻣﻭﻩ ﺍﻟﻣﺗﺿﻣﻧﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﻭﺳﺎﺋﻝ‪ .‬ﻓﺈﻗﻧﺎﻉ‬
‫ﺍﻟﻧﺎﺱ ﺑﺗﻁﺑﻳﻕ ﻣﺎ ﺗﻌﻠﻣﻭﻩ ﻳﺗﻁﻠﱠﺏ‬ ‫▼ ﻟﻣﺎﺫﺍ ﻳﺟﺏ ﺃﻥ ﻧﺗﻌﻠﻡ ﺃﻗﻝ‪ ،‬ﻭﻟﻳﺱ ﺃﻛﺛﺭ؟!‬
‫ﺟﻌﻝ ﺍﻟﻣﻌﺭﻓﺔ ﻣﺗﺎﺣﺔ ﻟﻠﺟﻣﻳﻊ‬
‫ﺗﻐﻳﻳﺭً ﺍ ﺳﻠﻭﻛﻳًﺎ‪ ،‬ﻭﺍﻟﺗﻐﻳﻳﺭ ﻟﻳﺱ‬ ‫ﺑﻛﻝ ﺳﻬﻭﻟﺔ‪ .‬ﻟﻘﺩ ﺻﺎﺭ ﺍﻟﻧﺎﺱ‬
‫▼ ﺃﺛﺭ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻹﻳﺟﺎﺑﻲ ﻓﻲ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ‬
‫ً‬
‫ﺳﻬﻼ ﺃﺑ ًﺩﺍ‪.‬‬ ‫ﻳﻛﻧﺯﻭﻥ ﺍﻟﻣﻌﺎﺭﻑ ﺍﻟﺟﺩﻳﺩﺓ‬
‫‪This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬
 ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺭﺍﺑـﻌـﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ ‪) -‬ﺩﻳﺳﻣﺑﺭ ‪48 - (2014‬‬ ‫ﻓﺈﻥ ﻣﺎ ﺃﻗﺻﺩﻩ ﻫﻭ »ﺍﻟﺗﻛﺭﺍﺭ ﺍﻟﻣﺗﺑﺎﻋﺩ«‪ .‬ﺇﻧﻪ ﺃﺳﻠﻭﺏ‬ ‫ﻫﻧﺎﻙ ﺛﻼﺛﺔ ﺃﺳﺑﺎﺏ ﻭﺭﺍء ﻋﺩﻡ ﺗﻁﺑﻳﻕ ﺍﻟﻧﺎﺱ ﻟﻣﺎ ﺍﻛﺗﺳﺑﻭﻩ‬
‫ﺗﻌﻠﻳﻣﻲ ﻳﺟﻌﻠﻙ ﻻ ﺗﻛﺗﻔﻲ ﺑﺗﻌﻠﻡ ﺷﻲء ﻣﺎ ﻣﻥ ﺟﻠﺳﺔ‬ ‫ﻣﻥ ﻣﻌﺎﺭﻑ‪ .‬ﺍﻟﺳﺑﺏ ﺍﻷﻭﻝ ﻫﻭ ﺍﻟﺗﻛﺩﺱ ﺍﻟﻣﻌﻠﻭﻣﺎﺗﻲ‪ ،‬ﺇﺫ‬
‫ﻭﺍﺣﺩﺓ ﻓﻘﻁ‪ ،‬ﺑﻝ ﻳﻘﺩﻡ ﻟﻙ ﺍﻟﻣﻌﻠﻭﻣﺔ ﻋﻠﻰ ﻧﺣﻭ ﺩﻭﺭﻱ‬ ‫ﻳﻔﺭﻁﻭﻥ ﻓﻲ ﺍﻛﺗﺳﺎﺏ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‪ .‬ﻭﻫﺫﺍ ﻓﺦ ﻛﺛﻳﺭً ﺍ ﻣﺎ‬
‫ﻭﻣﺗﻛﺭﺭ‪ ،‬ﺣﺗﻰ ﺗﺗﺭﺳﺦ ﻓﻲ ﺫﻫﻧﻙ‪ .‬ﺍﻟﺳﺑﺏ ﻓﻲ ﻫﺫﺍ ﺃﻥ‬ ‫ﻳﻘﻊ ﺍﻟﻧﺎﺱ ﻓﻳﻪ ﻷﻥ ﻣﻥ ﺍﻟﺳﻬﻝ ﻗﺭﺍءﺓ ﻛﺗﺎﺏ ﺟﺩﻳﺩ‪ ،‬ﺃﻭ‬
‫ً‬
‫ﻣﺅﻗﺗﺎ‪ ،‬ﻫﺫﺍ‬ ‫ﺍﻟﺟﻠﺳﺔ ﺍﻟﻭﺍﺣﺩﺓ ﺗُﺣ ِﺩﺙ ﻓﻲ ﺍﻟﻣﺭء ﺗﺄﺛﻳﺭً ﺍ‬ ‫ﺍﻻﺳﺗﻣﺎﻉ ﺇﻟﻰ ﺃﺳﻁﻭﺍﻧﺔ ﺟﺩﻳﺩﺓ‪ ،‬ﺃﻭ ﺍﻟﺫﻫﺎﺏ ﺇﻟﻰ ﺩﻭﺭﺓ‬
‫ﺇﻥ ﺣﺩﺙ ﻣﻥ ﺍﻷﺳﺎﺱ‪ .‬ﻟﺫﺍ ﻳﺟﺏ ﺗﻛﺭﺍﺭ ﺍﻟﻣﻌﻠﻭﻣﺔ ﺃﻛﺛﺭ‬ ‫ﺗﺩﺭﻳﺑﻳﺔ ﺟﺩﻳﺩﺓ‪ .‬ﻓﺎﻟﻣﻌﺭﻓﺔ ﻳﺳﻬﻝ ﺍﻛﺗﺳﺎﺑﻬﺎ‪ ،‬ﻭﻟﻛﻥ ﻫﺫﺍ ﻟﻥ‬
‫ﻣﻥ ﻣﺭﺓ ﻭﻋﻠﻰ ﻓﺗﺭﺍﺕ ﻣﺗﺑﺎﻋﺩﺓ ﺣﺗﻰ ﻳﻣﻛﻧﻬﺎ ﺃﻥ ﺗُﺣ ِﺩﺙ‬ ‫ﻳﺅﺩﻱ ﺑﺎﻟﺿﺭﻭﺭﺓ ﺇﻟﻰ ﺣﺩﻭﺙ ﺗﻐﻳﻳﺭ ﺳﻠﻭﻛﻲ‪.‬‬
‫ﺗﺄﺛﻳﺭً ﺍ ﺩﺍﺋﻣًﺎ ﻋﻠﻰ ﺍﻟﻣﺭء‪.‬‬
‫ﺍﻟﺳﺑﺏ ﺍﻟﺛﺎﻧﻲ ﻫﻭ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﺳﻠﺑﻲ‪ .‬ﻓﻣﻌﻅﻣﻧﺎ ﻳﻔﻛﺭ‬
‫ﺗﺳﺗﻐﻝ ﺷﺭﻛﺎﺕ ﺍﻟﺩﻋﺎﻳﺔ ﻫﺫﺍ ﺍﻷﺳﻠﻭﺏ ﻁﻭﺍﻝ ﺍﻟﻭﻗﺕ؛‬ ‫ﺑﺄﺳﻠﻭﺏ ﻫ ّﺩﺍﻡ؛ ﺇﺫ ﻛﻠﻣﺎ ﺗﻌﻠﻣﻧﺎ ﺃﻭ ﺍﻛﺗﺷﻔﻧﺎ ً‬
‫ﺷﻳﺋﺎ ﺇﻳﺟﺎﺑﻳًﺎ‪،‬‬
‫ﻓﺎﻟﻣﺳﺗﻬﻠﻛﻭﻥ ﻳﻧﺟﺫﺑﻭﻥ ﺇﻟﻰ ﻣﺎ ﺗﺑﻳﻌﻪ‪ ،‬ﻭﻳﺻﺑﺣﻭﻥ ﺃﻛﺛﺭ‬ ‫ﺣﺗﻰ ﻟﻭ ﻛﺎﻥ ﻋﻥ ﺃﻧﻔﺳﻧﺎ‪ ،‬ﺗﺟﺎﻫﻠﻧﺎﻩ ﻭﻗﻠﻠﻧﺎ ﻣﻥ ﻗﻳﻣﺗﻪ‪.‬‬
‫ﻣﻳﻼ ﺇﻟﻰ ﺷﺭﺍﺋﻪ‪ ،‬ﺑﺳﺑﺏ ﻣﺷﺎﻫﺩﺗﻬﻡ ﺇﻋﻼﻧﺎﺗﻬﺎ ﺑﺷﻛﻝ‬ ‫ً‬ ‫ﻫﺫﺍ ﺍﻟﻣﻭﻗﻑ ﺍﻟﺳﻠﺑﻲ ﻳﻘﻳﺩﻧﺎ ﻭﻳﻛﺑﻝ ﻗﺩﺭﺍﺗﻧﺎ‪ ،‬ﻭﺳﻠﻭﻙ‬
‫ﻣﺗﻛﺭﺭ‪ .‬ﻓﻛﺭ ﻓﻲ ﺍﻷﻣﺭ‪ .‬ﻣﻥ ﺍﻟﺻﻌﺏ ﺃﻥ ﺗﻘﻧﻊ ﺃﺣ ًﺩﺍ‬ ‫ﻛﻬﺫﺍ ﻳﺻﻌﺏ ﺗﻐﻳﻳﺭﻩ‪ .‬ﻭﻣﺎ ﺩﺍﻡ ﻣﻭﻗﻔﻧﺎ ﺗﺟﺎﻩ ﺍﻟﺣﻳﺎﺓ‬
‫ﺑﺗﻐﻳﻳﺭ ﻣﻌﺗﻘﺩﺍﺗﻪ‪ ،‬ﺃﻭ ﺃﻥ ﺗﺭﺳﻝ ﻧﺎﺧﺑًﺎ ﺇﻟﻰ ﺻﻧﺩﻭﻕ‬ ‫ﺑﺻﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺗﺟﺎﻩ ﺍﻟﺗﻌﻠﻡ ﺑﺻﻔﺔ ﺧﺎﺻﺔ‪ ،‬ﻣﻧﻐﻠﻕ ﻭﻏﻳﺭ‬
‫ﺍﻻﻗﺗﺭﺍﻉ‪ ،‬ﺃﻭ ﺃﻥ ﺗﺅﺛﺭ ﻋﻠﻰ ﺷﺧﺹ ﻟﻳﺗﺑﺭﻉ ﻟﻠﻣﺅﺳﺳﺎﺕ‬ ‫ﺇﻳﺟﺎﺑﻲ‪ ،‬ﻓﺈﻧﻧﺎ ﻟﻥ ﻧﻧﺟﺢ ﺃﺑ ًﺩﺍ ﻓﻲ ﺳﺩ ﺍﻟﻔﺟﻭﺓ ﺑﻳﻥ ﺍﻟﻣﻌﺭﻓﺔ‬
‫ﺍﻟﺧﻳﺭﻳﺔ‪ ،‬ﻣﻥ ﺃﻭﻝ ﻣﺭﺓ‪ .‬ﻟﻛﻥ ﺳﻳﺻﺑﺢ ﺗﺣﻘﻳﻕ ﺫﻟﻙ ﺃﻳﺳﺭ‬ ‫ﻭﺍﻟﺗﻁﺑﻳﻕ‪.‬‬
‫ﺇﺫﺍ ﻋﺭﺿﻧﺎ ﺍﻷﻣﺭ ﻋﻠﻳﻪ ﺑﺷﻛﻝ ﻣﺗﻛﺭﺭ ﻭﻋﻠﻰ ﺃﻭﻗﺎﺕ‬
‫ﻣﺗﻔﺭﻗﺔ‪ .‬ﻓﺎﻟﺭﺳﺎﻟﺔ ﺍﻟﻣﻬﻣﺔ ﺗﺗﻁﻠﺏ ﺩﺍﺋﻣًﺎ ﺗﻛﺭﺍﺭً ﺍ ﻣﻥ‬ ‫ﺃﻣﺎ ﺍﻟﺳﺑﺏ ﺍﻟﺛﺎﻟﺙ ﻓﻬﻭ ﻏﻳﺎﺏ ﺍﻟﻣﺗﺎﺑﻌﺔ‪ .‬ﻋﻠﻰ ﺳﺑﻳﻝ‬
‫ﻭﻗﺕ ﺇﻟﻰ ﺁﺧﺭ ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﻟﻬﺎ ﺃﻥ ﺗﺣﻘﻕ ﺍﻟﻧﺗﻳﺟﺔ ﺍﻟﻣﺭﺟﻭﺓ‬ ‫ﺍﻟﻣﺛﺎﻝ‪ :‬ﺟﻣﻳﻊ ﺍﻟﻣﺩﺧﻧﻳﻥ ﻳﻌﺭﻓﻭﻥ ﺃﺿﺭﺍﺭ ﺍﻟﺗﺩﺧﻳﻥ‪،‬‬
‫ً‬
‫ﻣﻭﻗﻔﺎ ﺇﻳﺟﺎﺑﻳًﺎ ﺗﺟﺎﻩ ﺍﻹﻗﻼﻉ ﻋﻥ ﻫﺫﻩ‬ ‫ﻭﻣﻌﻅﻣﻬﻡ ﻳﺗﺑﻧﻰ‬
‫ﻣﻧﻬﺎ‪“.‬‬
‫ﺍﻟﻌﺎﺩﺓ‪ ،‬ﻓﻠﻣﺎﺫﺍ ﺇﺫﻥ ﻻ ﻳﺗﻭﻗﻔﻭﻥ ﻋﻥ ﺍﻟﺗﺩﺧﻳﻥ؟! ﻷﻥ‬
‫‪:∫hC’G ÖÑ°ùdG‬‬ ‫ﺗﻐﻳﻳﺭ ﺍﻟﻌﺎﺩﺍﺕ ﺻﻌﺏ‪ .‬ﻓﺎﻟﻌﺎﺩﺍﺕ ﺗﻛﻭﻥ ﺟﺯءًﺍ ﻣﻥ ﻧﺳﻳﺞ‬
‫‪»JÉeƒ∏©ŸG ¢SóμàdG‬‬ ‫ً‬
‫ﻣﻛﺛﻔﺎ ﺑﺎﻟﻎ‬ ‫ﺣﻳﺎﺗﻧﺎ ﺍﻟﻳﻭﻣﻳﺔ‪ ،‬ﻭﺗﻐﻳﻳﺭﻫﺎ ﻳﺗﻁﻠﺏ ﻣﺟﻬﻭ ًﺩﺍ‬
‫َ‬
‫”ﺫﻛﺭﺕ ﺃﻥ ﺍﻟﺳﺑﺏ ﺍﻷﻭﻝ ﺍﻟﺫﻱ ﻳﻣﻧﻌﻧﺎ ﻣﻥ‬ ‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪:‬‬ ‫ﺍﻟﺻﻌﻭﺑﺔ‪ ،‬ﻟﻛﻥ ﻣﻌﻅﻡ ﺍﻟﻧﺎﺱ ﻻ ﻳﻌﺭﻓﻭﻥ ﻛﻳﻑ ﻳﺗﺎﺑﻌﻭﻥ‬
‫ﺗﻁﺑﻳﻕ ﻣﺎ ﺗﻌﻠﻣﻧﺎﻩ ﻫﻭ ﺃﻧﻧﺎ ﻧﻌﺎﻧﻲ ﻣﻥ ﺍﻟﺗﻛﺩﺱ ﺍﻟﻣﻌﻠﻭﻣﺎﺗﻲ‪.‬‬ ‫ﺗﻧﻔﻳﺫ ﻧﻭﺍﻳﺎﻫﻡ ﺍﻟﺣﺳﻧﺔ ﻟﻠﺗﺧﻠﺹ ﻣﻥ ﺳﻠﻭﻛﻳﺎﺗﻬﻡ ﻭﻋﺎﺩﺍﺗﻬﻡ‬
‫ﻓﻧﺣﻥ ﺑﺑﺳﺎﻁﺔ ﻧﻣﻳﻝ ﺇﻟﻰ ﺍﻛﺗﺳﺎﺏ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺃﻛﺛﺭ ﻣﻣﺎ‬ ‫ﺍﻟﺳﻳﺋﺔ‪.‬‬
‫ﻳﺗﺳﻊ ﻭﻗﺗﻧﺎ ﻟﺗﻁﺑﻳﻘﻬﺎ‪“.‬‬
‫ﻣﺎ ﺇﻥ ﻳﻔﻬﻡ ﺍﻟﻣﺭء ﻫﺫﻩ ﺍﻷﺳﺑﺎﺏ ﺍﻟﺛﻼﺛﺔ‪ ،‬ﺳﻳﻛﻭﻥ ﻗﺎﺩﺭً ﺍ‬
‫ﻓﻘﺎﻝ ”ﻓﻳﻝ“‪” :‬ﺻﺣﻳﺢ‪ .‬ﻭﻫﺫﻩ ﺍﻟﺗﺧﻣﺔ ﺍﻟﻣﻌﻠﻭﻣﺎﺗﻳﺔ ﺗﺛﻘﻝ‬ ‫ﻋﻠﻰ ﺗﺑﻧﻲ ﺍﻟﺗﻐﻳﻳﺭ ﺍﻟﻣﻁﻠﻭﺏ ﻓﻲ ﺣﻳﺎﺗﻪ ﻋﻥ ﻁﺭﻳﻕ‬
‫ﺧﻁﻭﺍﺗﻧﺎ‪ ،‬ﻭﺗﺻﻳﺑﻧﺎ ﺑﺭﻛﻭﺩ ﺍﻟﻔﻛﺭ ﻭﺍﻷﺩﺍء‪ ،‬ﻭﺗُ ِ‬
‫ﻌﺟﺯﻧﺎ‬ ‫ﺗﻁﺑﻳﻕ ﻣﺎ ﺗﻌﻠﻣﻪ ﻓﻲ ﺍﻟﻛﺗﺏ‪ ،‬ﻭﺍﻟﻣﺻﺎﺩﺭ ﺍﻟﺳﻣﻌﻳﺔ‬
‫ﻋﻥ ﺑﻠﻭﻍ ﺍﻟﻧﺗﻳﺟﺔ ﺍﻟﺗﻲ ﻧﺗﻌﻠﻡ ﻓﻲ ﺍﻷﺳﺎﺱ ﻣﻥ ﺃﺟﻠﻬﺎ‪“.‬‬ ‫ﻭﺍﻟﻣﺭﺋﻳﺔ‪ ،‬ﻭﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺗﺩﺭﻳﺑﻳﺔ‪ .‬ﺳﺭ ﺍﻟﻧﺟﺎﺡ ﻓﻲ ﻫﺫﺍ ﻫﻭ‬
‫ﺍﻟﺗﻛﺭﺍﺭ‪ ،‬ﺛﻡ ﺍﻟﺗﻛﺭﺍﺭ‪ ،‬ﺛﻡ ﺍﻟﺗﻛﺭﺍﺭ‪ .‬ﺇﻧﻪ ﺍﻟﺣﻠﻘﺔ ﺍﻟﻣﻔﻘﻭﺩﺓ‬
‫ُ‬
‫ﻭﺍﺟﻬﺕ ﻫﺫﻩ ﺍﻟﻣﺷﻛﻠﺔ ﻣﺅﺧﺭً ﺍ‬ ‫ً‬
‫ﻗﺎﺋﻼ‪” :‬ﻟﻘﺩ‬ ‫ﻗﺎﻁﻌﻪ ﺍﻟﻣﺅﻟﻑ‬ ‫ﺑﻳﻥ ﻣﺎ ﻳﻌﺭﻓﻪ ﺍﻟﻣﺭء ﻭﻣﺎ ﻳﻁﺑﻘﻪ ﺑﺎﻟﻔﻌﻝ‪“.‬‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﻓﻲ ﻣﺩﺭﺳﺔ ﻟﺗﻌﻠﻳﻡ ﺍﻟﺟﻭﻟﻑ‪ .‬ﻓﻘﺩ ﻗﺭﺭﺕ ﺍﻻﻟﺗﺣﺎﻕ‬

‫ﺑﺩﻭﺭﺓ ﺗﺩﺭﻳﺑﻳﺔ ﻣﻛﺛﻔﺔ ﺗﺳﺗﻣﺭ ﻟﻣﺩﺓ ﺛﻼﺛﺔ ﺃﻳﺎﻡ ﺑﻬﺩﻑ‬ ‫‪QGôμàdG ÒKCÉJ‬‬
‫ﺗﺣﺳﻳﻥ ﺃﺩﺍﺋﻲ ﻓﻲ ﺍﻟﻠﻌﺏ‪ ،‬ﻭﻟﻛﻧﻲ ﺣﺻﻠﺕ ﻋﻠﻰ ﻧﺗﻳﺟﺔ‬ ‫ﺑﻌﺩ ﻫﺫﻩ ﺍﻟﻣﻛﺎﻟﻣﺔ ﺑﺄﺳﺑﻭﻋﻳﻥ‪ ،‬ﻛﺎﻥ ﺍﻟﻣﺅﻟﻑ ﺟﺎﻟﺳً ﺎ ﻓﻲ‬
‫ﻋﻛﺳﻳﺔ‪ ،‬ﻭﺯﺍﺩ ﺃﺩﺍﺋﻲ ﺳﻭءًﺍ؛ ﻓﻘﺩ ﻛﻧﺕ ﺃﺗﻠﻘﻰ ﺍﻟﻛﺛﻳﺭ‬ ‫ً‬
‫ﻗﺎﺋﻼ‪” :‬ﻟﻘﺩ‬ ‫ﻏﺭﻓﺔ ﺍﻟﻣﻌﻳﺷﺔ ﺑﺑﻳﺕ ”ﻓﻳﻝ ﻣﻭﺭﺍﻱ“‪ ،‬ﻭﻳﺣﺩﺛﻪ‬
‫ﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‪ .‬ﻭﻋﻧﺩﻣﺎ ﻋﺩﺕ ﺇﻟﻰ ﺍﻟﺑﻳﺕ ﻭﺟﺭﺑﺕ ﺃﻥ‬ ‫ﺃﺧﺑﺭﺗﻧﻲ ﺧﻼﻝ ﻣﻧﺎﻗﺷﺗﻧﺎ ﻋﺑﺭ ﺍﻟﻬﺎﺗﻑ ﺃﻥ ﺍﻟﺗﻛﺭﺍﺭ ﻫﻭ‬
‫ﺃﻟﻌﺏ‪ ،‬ﻭﺟﺩﺕ ﻧﻔﺳﻲ ﺃﺣﺎﻭﻝ ﺗﻁﺑﻳﻕ ﻛﻝ ﻣﺎ ﺗﻌﻠﻣﺗﻪ ﻓﻲ‬ ‫ﺍﻟﺳﺑﻳﻝ ﺇﻟﻰ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻰ ﺍﻷﺳﺑﺎﺏ ﺍﻟﺛﻼﺛﺔ ﺍﻟﺗﻲ ﺗﻌﻭﻕ‬
‫ﺃﺧﺑﺭﻧﻲ ﺍﻵﻥ‪ ،‬ﺑﺎﻟﻧﻅﺭ ﺇﻟﻰ ﻣﺎ‬ ‫ِ‬ ‫ﻭﻗﺕ ﻭﺍﺣﺩ‪ ،‬ﻓﻔﺷﻠﺕ‪.‬‬ ‫ﺍﻟﻧﺎﺱ ﻋﻥ ﺗﻁﺑﻳﻕ ﻣﺎ ﺗﻌﻠﻣﻭﻩ“‪.‬‬
‫ﺗﻌﺭﻓﻪ ﻋﻥ ﻣﺷﻛﻠﺔ ﺍﻟﺗﻛﺩﺱ ﺍﻟﻣﻌﻠﻭﻣﺎﺗﻲ‪ ،‬ﻣﺎ ﻓﺎﺋﺩﺓ ﻗﺭﺍءﺓ‬
‫ﻛﺗﺎﺏ ﻣﻥ ﺑﻌﺩ ﻛﺗﺎﺏ‪ ،‬ﺃﻭ ﺣﺿﻭﺭ ﺩﻭﺭﺓ ﺗﺩﺭﻳﺑﻳﺔ ﻣﻥ‬ ‫ً‬
‫ﻗﺎﺋﻼ‪” :‬ﺑﻝ ﻗﻠﺕ ﺍﻟﺗﻛﺭﺍﺭ ﺛﻡ ﺍﻟﺗﻛﺭﺍﺭ‬ ‫ﺃﺻﺭ ”ﻣﻭﺭﺍﻱ“‬
‫‪2‬‬ ‫ﺑﻌﺩ ﺃﺧﺭﻯ؟“‬ ‫ﺛﻡ ﺍﻟﺗﻛﺭﺍﺭ‪ .‬ﻭﻋﻧﺩﻣﺎ ﺃﺷ ﱢﺩﺩ ﻋﻠﻰ ﺍﻟﺗﻛﺭﺍﺭ ﺑﻬﺫﻩ ﺍﻟﻁﺭﻳﻘﺔ‪،‬‬

‫‪This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬
 ‫ً‬
‫”ﻓﻌﻼ‪ .‬ﻟﻘﺩ‬ ‫ﺑﻳﻥ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺗﻁﺑﻳﻕ‪ “.‬ﻓﺄﺟﺎﺑﻪ ﺍﻟﻣﺅﻟﻑ‪:‬‬ ‫ﺃﺟﺎﺏ ”ﻣﻭﺭﺍﻱ“‪” :‬ﻻ ﻣﺷﻛﻠﺔ ﻓﻲ ﻗﺭﺍءﺓ ﺍﻟﻛﺗﺏ ﺃﻭ‬

‫ﺍﻟﺳﻧـﺔ ﺍﻟﺭﺍﺑـﻌـﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ ‪) -‬ﺩﻳﺳﻣﺑﺭ ‪48 - (2014‬‬

‫ﺃﺧﺑﺭﻧﻲ ﺃﻥ ﺍﻟﻧﺎﺱ ﻳﺟﺏ ﺃﻥ ﺗﺗﻌﻠﻡ ﺃﻗﻝ‪ ،‬ﻭﻟﻳﺱ ﺃﻛﺛﺭ‪ .‬ﻣﺎ‬ ‫ﺣﺿﻭﺭ ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺗﺩﺭﻳﺑﻳﺔ‪ ،‬ﻓﻬﺫﻩ ﺃﺩﻭﺍﺕ ﺗﻌﻠﻳﻣﻳﺔ‬
‫ﺭﺃﻳﻙ ﻓﻲ ﻓﻠﺳﻔﺗﻪ؟“‬ ‫ﺃﺳﺎﺳﻳﺔ ﻻ ﻳﻣﻛﻥ ﺃﻥ ﻧﺳﺗﻐﻧﻲ ﻋﻧﻬﺎ‪ ،‬ﻟﻛﻥ ﺗﻧﺷﺄ ﺍﻟﻣﺷﻛﻠﺔ‬
‫ﻋﻧﺩﻣﺎ ﻧﺣﺎﻭﻝ ﻁﻭﺍﻝ ﺍﻟﻭﻗﺕ ﺍﻛﺗﺳﺎﺏ ﻣﻌﻠﻭﻣﺎﺕ‬
‫”ﻗﺑﻝ ﺃﻥ ﺃﻋﻣﻝ ﻣﻊ »ﻓﻳﻝ«‪ ،‬ﻛﻧﺕ ﻣﺩﻳﺭ ﺗﺩﺭﻳﺏ ﺗﻘﻠﻳﺩﻳًﺎ؛‬ ‫ﻭﻣﻌﺎﺭﻑ ﺟﺩﻳﺩﺓ ﺩﻭﻥ ﺃﻥ ﻧﺗﻭﻗﻑ ﻟﺑﺭﻫﺔ ﻟﻧﺩﻣﺟﻬﺎ ﻣﻊ ﻣﺎ‬
‫ﺑﺎﺣﺛﺎ ﻋﻥ ﻣﻔﻬﻭﻡ ﺇﺩﺍﺭﻱ ﺟﺩﻳﺩ ً‬
‫ﺑﺩﻻ ﻣﻥ‬ ‫ً‬ ‫ﺃﻗﺿﻲ ﺟﻝ ﻭﻗﺗﻲ‬ ‫ﻧﻌﺭﻓﻪ ﺑﺎﻟﻔﻌﻝ ﻭﻧﺑﺩﺃ ﻓﻲ ﺗﻁﺑﻳﻘﻬﺎ‪ .‬ﺇﺫﺍ ﻭﺍﺻﻠﻧﺎ ﻋﻣﻝ ﺫﻟﻙ‪،‬‬
‫ﻣﺗﺎﺑﻌﺔ ﻣﺩﻯ ﻓﺎﻋﻠﻳﺔ ﻣﺎ ﻋﻠﱠﻣﺗﻪ ﻟﻠﻣﻭﻅﻔﻳﻥ‪ .‬ﻭﻛﻧﺕ ﺃﺣﻛﻡ‬ ‫ﻓﺳﻳﺗﻛﺩﺱ ﻋﻘﻠﻧﺎ ﺑﺎﻟﻣﻌﻠﻭﻣﺎﺕ ﺩﻭﻥ ﺍﺳﺗﻔﺎﺩﺓ ﺣﻘﻳﻘﻳﺔ ﻣﻧﻬﺎ‪.‬‬
‫ﻋﻠﻰ ﻧﺟﺎﺡ ﺑﺭﻧﺎﻣﺟﻲ ﺍﻟﺗﺩﺭﻳﺑﻲ ﻣﻥ ﺧﻼﻝ ﺍﺳﺗﻣﺎﺭﺍﺕ‬
‫ﺗﻘﻳﻳﻡ ﻳﻣﻠﺅﻫﺎ ﺍﻟﻣﺗﺩﺭﺑﻭﻥ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﺑﺭﻧﺎﻣﺞ ﺣﻭﻝ‬ ‫ﺷﻳﺋﺎ ﻣﺎ ﺇﻟﻰ ﺩﺭﺟﺔ ﺍﻹﺗﻘﺎﻥ‪ ،‬ﻣﻥ ﺍﻟﺿﺭﻭﺭﻱ‬ ‫ﻟﻛﻲ ﻧﺟﻳﺩ ً‬
‫ﻣﺩﻯ ﺇﻋﺟﺎﺑﻬﻡ ﺑﻪ‪ .‬ﻛﺎﻧﺕ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ ﺩﺍﺋﻣًﺎ ﻓﻲ ﺻﺎﻟﺣﻲ‪،‬‬ ‫ﺃﻥ ﺗﺳﺗﻭﻋﺑﻪ ﻋﻘﻭﻟﻧﺎ ﺟﻳ ًﺩﺍ ﺣﺗﻰ ﻳﺻﺑﺢ ﺟﺯءًﺍ ﻣﻥ ﺃﻓﻌﺎﻟﻧﺎ‬
‫ﻭﻟﻛﻥ ﺟﻠﺳﺎﺕ ﺍﻟﺗﺩﺭﻳﺏ ﻟﻡ ﺗﻛﻥ ﺑﺎﻟﻔﺎﻋﻠﻳﺔ ﺍﻟﺗﻲ ﺗﻭﻗﻌﺗﻬﺎ‬ ‫ﺍﻟﺗﻠﻘﺎﺋﻳﺔ‪ .‬ﻓﺗﺭﻛﻳﺑﻧﺎ ﺍﻟﻌﻘﻠﻲ ﻳﺗﺄﺛﺭ ﺑﺷﻛﻝ ﺇﻳﺟﺎﺑﻲ ﺑﺎﻟﻧﺯﺭ‬
‫ﻭﺍﻧﺗﻅﺭﺗﻬﺎ‪ .‬ﻓﺎﻟﻣﺗﺩﺭﺑﻭﻥ ﻟﻡ ﻳﻁﺑﻘﻭﺍ ﻣﺎ ﻋﻠﱠﻣﺗﻬﻡ ﺇﻳﺎﻩ‪.‬‬ ‫ﺍﻟﻳﺳﻳﺭ ﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺫﻱ ﻧﺣﺎﻭﻝ ﺇﺟﺎﺩﺗﻪ ﻋﻥ ﻁﺭﻳﻕ‬
‫ﺍﻟﺗﻛﺭﺍﺭ ﺍﻟﻣﺗﺑﺎﻋﺩ‪ ،‬ﺃﻛﺛﺭ ﻣﻣﺎ ﻳﺗﺄﺛﺭ ﺑﻘﺭﺍءﺓ ﻋﺷﺭﻳﻥ ﻛﺗﺎﺑًﺎ‬
‫ﻭﻋﻧﺩﻣﺎ ﻋﺭﻓﺕ ﻣﻥ »ﻓﻳﻝ« ﺃﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻘﻠﻳﻠﺔ‬ ‫ﻣﺭﺓ ﻭﺍﺣﺩﺓ‪.‬‬
‫ُ‬
‫ﺑﺩﺃﺕ ﺍﻟﺗﺭﻛﻳﺯ‬ ‫ﺍﻟﻣﻘﺩﻣﺔ ﺑﺷﻛﻝ ﻣﺗﻛﺭﺭ ﻫﻲ ﺃﻓﺿﻝ ﻁﺭﻳﻕ‪،‬‬
‫ﻋﻠﻰ ﺑﺿﻌﺔ ﻣﻔﺎﻫﻳﻡ ﺭﺋﻳﺳﻳﺔ ﻛﺎﻥ ﻣﻥ ﺍﻟﺿﺭﻭﺭﻱ ﺃﻥ‬ ‫ﺍﻟﻌﻘﻝ ﺍﻟﺑﺷﺭﻱ ﻣﺷﻐﻭﻝ ﺩﺍﺋﻣًﺎ ﺑﺗﻧﻔﻳﺫ ﺇﺣﺩﻯ ﻋﻣﻠﻳﺗﻳﻥ‪:‬‬
‫ﻳﺗﻌﻠﻣﻬﺎ ﺍﻟﻣﻭﻅﻔﻭﻥ‪ .‬ﻭﻫﻛﺫﺍ ﺃﺻﺑﺢ ﺍﻟﺗﻛﺭﺍﺭ ﺍﻟﻣﺗﺑﺎﻋﺩ‬ ‫ً‬
‫ﺷﻳﺋﺎ‪،‬‬ ‫ﺇﻣﺎ ﺗﻌﻠﻡ ﺷﻲء ﺟﺩﻳﺩ‪ ،‬ﺃﻭ ﺍﻟﻧﺳﻳﺎﻥ‪ .‬ﺇﺫﺍ ﺗﺟﺎﻫﻠﻧﺎ‬
‫ﺃﺳﻠﻭﺑﻲ ﻓﻲ ﺍﻟﺗﺩﺭﻳﺏ‪ .‬ﺻﺭﺕ ﺃﻋﻠﻣﻬﻡ ﺍﻟﻣﻔﺎﻫﻳﻡ ﺍﻟﻣﻬﻣﺔ‬ ‫ﺳﺭﻋﺎﻥ ﻣﺎ ﺳﻧﻧﺳﺎﻩ‪ ،‬ﻭﻟﻛﻧﻧﺎ ﻋﻧﺩﻣﺎ ﻧﺭﻛﺯ ﻋﻠﻳﻪ ﺧﻼﻝ‬
‫ﻣﺭﺍﺕ ﻭﻣﺭﺍﺕ ﺣﺗﻰ ﺗﻧﻌﻛﺱ ﻓﻲ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﻳﻔﻛﺭﻭﻥ‬ ‫ﻓﺗﺭﺍﺕ ﻣﺗﺑﺎﻋﺩﺓ‪ ،‬ﻓﺈﻧﻪ ﻳﻅﻝ ﻣﺣﻔﻭﺭً ﺍ ﻓﻲ ﺫﺍﻛﺭﺗﻧﺎ‪.‬‬
‫ﻭﻳﺗﺻﺭﻓﻭﻥ ﺑﻬﺎ‪“.‬‬
‫ﺇﻟﻳﻙ ﻣﺎ ﺃﻓﻌﻠﻪ‪ :‬ﺧﻼﻝ ﺍﻟﻣﺭﺓ ﺍﻷﻭﻟﻰ ﺍﻟﺗﻲ ﺃﻗﺭﺃ ﻓﻳﻬﺎ ﻛﺗﺎﺑًﺎ‬
‫ﺑﺩﺍ ﺍﻷﻣﺭ ﺭﺍﺋﻌًﺎ‪ ،‬ﻭﻟﻛﻥ ﺍﻟﻣﺅﻟﻑ ﻟﻡ ﻳﺻﺩﻕ ﺃﻧﻪ ﻣﻣﻛﻥ‬ ‫ﺷﻳﺋﺎ‪ ،‬ﻓﺈﻧﻧﻲ ﺃﻗﺭﺅﻩ ﻗﺭﺍءﺓ ﻋﺎﺑﺭﺓ‬ ‫ً‬ ‫ﺃﺭﻳﺩ ﺃﻥ ﺃﺗﻌﻠﻡ ﻣﻧﻪ‬
‫ً‬
‫ﻣﺛﺎﻻ؟“‬ ‫ﺍﻟﺣﺩﻭﺙ‪ ،‬ﻓﺳﺄﻟﻪ‪” :‬ﻫﻝ ﺑﺈﻣﻛﺎﻧﻙ ﺃﻥ ﺗﻌﻁﻳﻧﻲ‬ ‫ﻷﻋﺭﻑ ﻋﻣﺎ ﻳﺩﻭﺭ ﻭﻁﺭﻳﻘﺔ ﻋﺭﺿﻪ ﻭﻣﺎ ﺳﺄﻭﺍﺟﻬﻪ‬
‫ﻓﻳﻪ‪ .‬ﻭﺧﻼﻝ ﺍﻟﻣﺭﺓ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﺗﻲ ﺃﻗﺭﺅﻩ ﻓﻳﻬﺎ‪ ،‬ﻓﺈﻧﻧﻲ ﺃﺿﻊ‬
‫ﻗﺎﻝ ”ﺩﻭﻳﻥ“‪” :‬ﺑﺎﻟﺗﺄﻛﻳﺩ‪ .‬ﻣﻧﺫ ﺑﺿﻊ ﺳﻧﻭﺍﺕ‪ ،‬ﻗﺭﺭﻧﺎ‬ ‫ﺧﻁﺎ ﺗﺣﺕ ﺍﻟﻣﻔﺎﻫﻳﻡ ﺍﻟﺭﺋﻳﺳﻳﺔ‪ .‬ﻭﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺛﺎﻟﺛﺔ‪،‬‬ ‫ً‬
‫ﺗﻁﻭﻳﺭ ﻗﺳﻡ ﺧﺩﻣﺔ ﺍﻟﻌﻣﻼء‪ ،‬ﻟﻛﻥ ﻫﺩﻓﻧﺎ ﻟﻡ ﻳﻛﻥ ﻣﺟﺭﺩ‬ ‫ﺃﺳﺟﻝ ﻣﻼﺣﻅﺎﺗﻲ‪ .‬ﻭﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺭﺍﺑﻌﺔ‪ ،‬ﻗﺩ ﺃﻗﺭﺅﻩ ﻣﻊ‬
‫ﺇﺭﺿﺎء ﺍﻟﻌﻣﻳﻝ‪ ،‬ﺑﻝ ﺃﺭﺩﻧﺎ ﺃﻥ ﻳﺣﺻﻝ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﻣﻥ‬ ‫ﺃﺣﺩ‪ .‬ﺍﻟﻣﻬﻡ ﺃﻥ ﻳﺗﻡ ﻛﻝ ﻫﺫﺍ ﻋﻠﻰ ﻓﺗﺭﺍﺕ ﻣﺧﺗﻠﻔﺔ‪“.‬‬
‫ﺍﻟﺧﺩﻣﺔ ﻟﻥ ﻳﺣﺻﻝ ﻋﻠﻳﻪ ﻓﻲ ﺃﻱ ﻣﻛﺎﻥ ﺁﺧﺭ؛ ﻷﻧﻙ ﻋﻧﺩﻣﺎ‬
‫ﺗﻔﻌﻝ ﻫﺫﺍ‪ ،‬ﺳﻳﻧﺑﻬﺭ ﺍﻟﻌﻣﻼء ﻟﺩﺭﺟﺔ ﺃﻧﻬﻡ ﺳﻳﻔﺗﺧﺭﻭﻥ‬ ‫ﺳﺄﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻛﻳﻑ ﺃﺛّﺭ ﻫﺫﺍ ﻋﻠﻰ ﻁﺭﻳﻘﺗﻙ ﻓﻲ ﺗﺩﺭﻳﺏ‬
‫ﺃﻣﺎﻡ ﺍﻟﺟﻣﻳﻊ ﺑﺗﻌﺎﻣﻠﻬﻡ ﻣﻌﻙ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻳﺻﺑﺣﻭﻥ ﺟﺯءًﺍ‬ ‫ﻣﻭﻅﻔﻳﻙ؟“‬
‫ﻣﻥ ﻓﺭﻳﻕ ﻣﺑﻳﻌﺎﺗﻙ ﻭﻳﺭﻭﱢ ﺟﻭﻥ ﻟﻙ ﻓﻲ ﻛﻝ ﻣﻛﺎﻥ‪ .‬ﻗﺭﺭﻧﺎ‬
‫ً‬ ‫”ﻟ َﻡ ﻻ ﺗﺗﻭﺟﻪ ﺇﻟﻰ ﺷﺭﻛﺗﻲ ﻭﺗﺗﺣﺩﺙ ﺇﻟﻰ ”ﺩﻭﻳﻥ ﻫﺎﺭﺑﺭ“‪،‬‬
‫ﻣﺗﻭﺍﺻﻼ‪ .‬ﻟﺫﺍ ﺍﻋﺗﻣﺩﻧﺎ ﻋﻠﻰ‬ ‫ﺃﻥ ﻳﻛﻭﻥ ﻫﺫﺍ ﻣﺟﻬﻭ ًﺩﺍ‬
‫ﻣﺩﻳﺭ ﺍﻟﺗﺩﺭﻳﺏ ﻭﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﺑﺷﺭﻳﺔ‪ ،‬ﻟﻛﻲ ﺗﻛﺗﺷﻑ ﺇﺟﺎﺑﺔ‬
‫ﺃﺳﻠﻭﺏ ﺗﺩﺭﻳﺑﻲ ﻏﻳﺭ ﺗﻘﻠﻳﺩﻱ‪،‬‬
‫ﺇﻟﻲ ﺑﻌﺩ‬
‫ّ‬ ‫ﻫﺫﺍ ﺍﻟﺳﺅﺍﻝ؟ ﻋُ ﺩ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﻓﻘﺩﻣﻧﺎ ﻟﻔﺭﻳﻘﻧﺎ ﻣﻌﻠﻭﻣﺎﺕ ﻗﻠﻳﻠﺔ‬

‫ﻭﻟﻛﻥ ﺑﺷﻛﻝ ﻣﺗﻛﺭﺭ‪.‬‬ ‫‪?√ƒª∏©J Ée ¢SÉædG ≥Ñu £j ’ GPÉŸ‬‬ ‫ﻣﻘﺎﺑﻠﺗﻪ ﻟﻛﻲ ﻧﺗﻧﺎﻭﻝ ﺍﻟﻐﺩﺍء‬
‫ﻧﺣﻥ ﻧﺣﺗﻔﻅ ﺑﻘﺩﺭ ﺻﻐﻳﺭ ﻟﻠﻐﺎﻳﺔ ﻣﻣﺎ ﻧﻘﺭﺅﻩ ﺃﻭ ﻧﺳﻣﻌﻪ‬ ‫ﻣﻌًﺎ‪“.‬‬
‫ﻣﺭﺓ ﻭﺍﺣﺩﺓ‪ .‬ﻟﻬﺫﺍ‪ ،‬ﻳﺟﺏ ﺃﻥ ﻧﻘﺭﺃ ﻭﻧﺗﻌﻠﻡ ﺃﻗﻝ‪ ،‬ﻭﻟﻳﺱ ﻭﻗﺩ ﺷﻬﺩﻧﺎ ﻧﺗﺎﺋﺞ ﺇﻳﺟﺎﺑﻳﺔ‬
‫ﺷﻳﺋﺎ‪ ،‬ﻋﻠﻳﻧﺎ ﺃﻥ ﻧﺭﻛﺯ ﻋﻠﻰ ﺑﺿﻌﺔ ﻣﻠﺣﻭﻅﺔ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺭﺿﺎ‬ ‫ﺃﻛﺛﺭ‪ .‬ﻟﻛﻲ ﻧﺗﻘﻥ ً‬ ‫‪..πbCG º s∏©J‬‬
‫ﻣﻔﺎﻫﻳﻡ ﺭﺋﻳﺳﻳﺔ‪ ،‬ﻭﻧﻛﺭﺭﻫﺎ ﻋﻠﻰ ﻣﺩﺍﺭ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﻧﺣﻔﺭﻫﺎ ﺍﻟﻌﻣﻼء ﻭﺍﻟﻣﻭﻅﻔﻳﻥ‪ .‬ﻭﻣﺎ ﻓﺗﺋﻧﺎ‬ ‫‪!ÌcCG ¢ù«dh‬‬
‫ﻗﺎﺑﻝ ”ﺩﻭﻳﻥ ﻫﺎﺭﺑﺭ“ ﺍﻟﻣﺅﻟﻑ ﻓﻲ ﺭﺅﻭﺳﻧﺎ‪ ،‬ﻭﻧﺗﻌﻣﻕ ﻓﻲ ﺩﺭﺍﺳﺗﻬﺎ‪ .‬ﺍﻟﺗﻛﺭﺍﺭ ﺍﻟﻣﺗﺑﺎﻋﺩ ﻧﺩﺭﺏ ﻣﻭﻅﻔﻳﻧﺎ ﻭﻧﻁﺭﺡ ﻋﻠﻳﻬﻡ‬
‫ﻓﻲ ﻣﻛﺗﺑﻪ ﺑﺗﺣﻳﺔ ﻭﺩﻭﺩﺓ‪ ،‬ﺛﻡ ﻫﻭ ﺍﻟﺳﺑﻳﻝ ﺇﻟﻰ ﻛﻝ ﺫﻟﻙ‪ .‬ﻭﻣﺎ ﺇﻥ ﻧﺻﻝ ﺇﻟﻰ ﺩﺭﺟﺔ ﺃﻓﻛﺎﺭً ﺍ ﺟﺩﻳﺩﺓ ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﺗﻘﺩﻳﻡ‬
‫ﺳﺄﻟﻪ‪” :‬ﻋﺭﻓﺕ ﺃﻥ »ﻓﻳﻝ« ﺍﻹﺗﻘﺎﻥ‪ ،‬ﻧﺻﺑﺢ ﺃﻛﺛﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺑﺗﻛﺎﺭ ﻭﺗﺣﻘﻳﻕ ﺃﻓﺿﻝ ﻣﺳﺗﻭﻯ ﻣﻥ ﺍﻟﺧﺩﻣﺔ‬
‫ﻟﻠﻌﻣﻳﻝ‪ ،‬ﺣﺗﻰ ﺇﺫﺍ ﻅﻬﺭ ﻣﻔﻬﻭﻡ‬ ‫ﺗﺣﺩﺙ ﻣﻌﻙ ﻋﻥ ﺳﺩ ﺍﻟﻔﺟﻭﺓ ﺇﻧﺟﺎﺯﺍﺕ ﻛﺑﺭﻯ‪.‬‬
‫‪3‬‬
‫‪This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬
 ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺭﺍﺑـﻌـﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ ‪) -‬ﺩﻳﺳﻣﺑﺭ ‪48 - (2014‬‬ ‫ﺃﺟﺎﺏ ”ﻓﻳﻝ“‪” :‬ﺑﻠﻰ‪ ،‬ﻭﻟﻛﻥ ﻟﻳﺱ ﺩﻭﻥ ﺍﻟﺗﻌﺯﻳﺯ ﺍﻹﻳﺟﺎﺑﻲ‬ ‫ﺃﻭ ﺍﺗﺟﺎﻩ ﺟﺩﻳﺩ ﻓﻲ ﻣﺟﺎﻝ ﺧﺩﻣﺔ ﺍﻟﻌﻣﻼء‪ ،‬ﻛﻧﺎ ﻧﺩﻣﺟﻪ‬
‫ﺃﻳﺿﺎ‪ .‬ﻓﻌﻧﺩﻣﺎ ﻻ ﻳﺷﺟﻊ ﺍﻵﺧﺭﻭﻥ ﺇﻧﺟﺎﺯﺍﺗﻧﺎ ﻭﻣﺎ ﻧﻔﻌﻠﻪ‬ ‫ً‬ ‫ً‬
‫ﺑﺩﻻ ﻣﻥ ﺃﻥ ﻧﺷﺗﺗﻬﻡ ﻭﻧﺳﻳﺭ ﺑﻬﻡ‬ ‫ﻓﻳﻣﺎ ﻳﻣﺎﺭﺳﻭﻧﻪ ﺑﺎﻟﻔﻌﻝ‪،‬‬
‫ﺻﻭﺍﺑًﺎ‪ ،‬ﻧﻔﻘﺩ ﺍﻟﺛﻘﺔ ﻓﻲ ﻗﺩﺭﺍﺗﻧﺎ ﻭﻓﻲ ﺍﻵﺧﺭﻳﻥ‪ ،‬ﺛﻡ ﻧﺑﻧﻲ‬ ‫ﻓﻲ ﺍﺗﺟﺎﻩ ﻣﺧﺗﻠﻑ‪“.‬‬
‫ﺃﺳﻭﺍﺭً ﺍ ﺩﻓﺎﻋﻳﺔ ﻧﺣﺗﻣﻲ ﻭﺭﺍءﻫﺎ ﻣﻥ ﺃﻱ ﻧﻘﺩ ﺃﻭ ﻫﺟﻭﻡ ﺃﻭ‬
‫ﺷﻌﻭﺭ ﺑﺎﻟﺧﺟﻝ‪ .‬ﻭﻫﻛﺫﺍ ﻧﺑﺩﺃ ﻓﻲ ﺗﺣﺭﻳﻑ ﻛﻝ ﻣﺎ ﻳﺻﻝ‬ ‫ﺷﻛﺭ ﺍﻟﻣﺅﻟﻑ ”ﺩﻭﻳﻥ“ ﻭﻋﺎﺩ ﺇﻟﻰ ﺑﻳﺕ ”ﻓﻳﻝ“‪.‬‬
‫ﺇﻟﻰ ﻋﻘﻭﻟﻧﺎ ﺍﻟﺗﻲ ﻳﺳﻳﻁﺭ ﻋﻠﻳﻬﺎ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﺳﻠﺑﻲ‪ ،‬ﻭﻧﺗﺑﻧﻰ‬
‫ﻣﻭﺍﻗﻑ ﺍﻧﺗﻘﺎﺩﻳﺔ‪ ،‬ﻭﺗﺻﺑﺢ ﻧﻅﺭﺗﻧﺎ ﺇﻟﻰ ﺍﻟﺣﻳﺎﺓ ﻣﺗﺄﺛﺭﺓ‬
‫‪»Ñ∏°ùdG ÒμØàdG :ÊÉãdG ÖÑ°ùdG‬‬
‫ﺑﺎﻟﺧﻭﻑ ﻣﻥ ﺍﻟﻔﺷﻝ ﻭﺍﻹﺣﺑﺎﻁ‪“.‬‬ ‫ﻟﺩﻯ ﺟﻠﻭﺱ ﺍﻟﻣﺅﻟﻑ ﻭ”ﻓﻳﻝ“ ﻟﺗﻧﺎﻭﻝ ﺍﻟﻐﺩﺍء‪ ،‬ﻗﺎﻝ‬
‫ﺍﻟﻣﺅﻟﻑ‪” :‬ﺃﻋﺗﻘﺩ ﺃﻧﻧﻲ ﺃﻓﻬﻡ ﺍﻵﻥ ﻛﻳﻑ ﻳﺅﺩﻱ ﺍﻟﺗﺭﻛﻳﺯ‬
‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻟﻁﺎﻟﻣﺎ ﺃﺣﺳﻥ ﻭﺍﻟﺩﺍﻱ ﻣﻌﺎﻣﻠﺗﻲ‪ ،‬ﻭﻣﻊ‬ ‫ﻭﺍﻟﺗﻛﺭﺍﺭ ﺇﻟﻰ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻰ ﺍﻟﺳﺑﺏ ﺍﻷﻭﻝ ﻭﺭﺍء ﻋﺩﻡ‬
‫ً‬
‫ﻭﺧﺎﺋﻔﺎ ﻭﻏﻳﺭ ﻭﺍﺛﻕ ﻣﻥ ﻗﺩﺭﺍﺗﻲ‪“.‬‬ ‫ﻫﺫﺍ ﻧﺷﺄﺕ ﻣﺗﺭﺩ ًﺩﺍ‬ ‫ﺗﻁﺑﻳﻕ ﺍﻟﻧﺎﺱ ﻟﻣﺎ ﻳﺗﻌﻠﻣﻭﻧﻪ‪ .‬ﺃﻧﺎ ﻣﺳﺗﻌﺩ ﻟﻣﻌﺭﻓﺔ ﺍﻟﺳﺑﺏ‬
‫ﺍﻟﺛﺎﻧﻲ‪“.‬‬
‫ﺳﺄﻟﻪ ”ﻓﻳﻝ“‪” :‬ﻭﻛﻳﻑ ﺣﺩﺙ ﻫﺫﺍ؟“‬
‫ﺍﺑﺗﺳﻡ ”ﻓﻳﻝ“ ﻭﻗﺎﻝ‪” :‬ﻏﺎﻟﺑًﺎ ﻣﺎ ﻳﻛﻭﻥ ﺗﻔﻛﻳﺭ ﺍﻟﻧﺎﺱ ﺳﻠﺑﻳًﺎ‬
‫”ﺭﺑﻣﺎ ﺑﺳﺑﺏ ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﻓﻣﺳﺗﻭﺍﻱ ﺍﻟﺩﺭﺍﺳﻲ ﻛﺎﻥ‬
‫ﻭﻫ ﱠﺩﺍﻣًﺎ‪ ،‬ﻣﻣﺎ ﻳﺟﻌﻝ ﻧﻅﺎﻡ ﻣﻌﺎﻟﺟﺔ ﻭﻓﻠﺗﺭﺓ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﺑﺎﻗﻲ ﺯﻣﻼﺋﻲ‪ ،‬ﻭﻏﺎﻟﺑًﺎ ﻣﺎ ﻛﻧﺕ ﺃ َﻣ ﱡﻝ ﻣﻥ‬
‫ً‬ ‫ً‬
‫ﺿﻌﻳﻔﺎ‬
‫ﻟﺩﻳﻬﻡ ﻣﻌﻳﺑًﺎ‪ .‬ﻭﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﺳﻠﺑﻲ ﺷﺎﺋﻊ ﺑﻳﻥ ﺍﻟﻧﺎﺱ ﺃﻛﺛﺭ‬
‫ﺍﻟﻣﺩﺭﺳﺔ‪ .‬ﻭﻫﺫﺍ ﻛﺎﻥ ﻳﻌﺭﺿﻧﻲ ﻟﻠﻣﺷﻛﻼﺕ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ‬
‫ﻣﻥ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻹﻳﺟﺎﺑﻲ‪ .‬ﺃﻋﺗﻘﺩ ﻷﻧﻧﺎ ﻣﺟﺑﻭﻟﻭﻥ ﻋﻠﻰ ﻫﺫﺍ‪.‬‬
‫ﺫﻟﻙ‪ ،‬ﻟﻡ ﺃﻛﻥ ﺃﺟﻳﺩ ﺍﻟﻘﺭﺍءﺓ‪ ،‬ﻭﺑﻌﺽ ﺍﻟﻣﺩﺭﺳﻳﻥ ﻛﺎﻧﻭﺍ‬
‫ﻓﻌﻧﺩﻣﺎ ﻧﺄﺗﻲ ﺇﻟﻰ ﺍﻟﺣﻳﺎﺓ‪ ،‬ﻧﻌﺗﻣﺩ ﺍﻋﺗﻣﺎ ًﺩﺍ ﻛﻠﻳًﺎ ﻋﻠﻰ ﺁﺑﺎﺋﻧﺎ‬
‫ﻳﺟﺑﺭﻭﻧﻧﻲ ﻋﻠﻰ ﺍﻟﻘﺭﺍءﺓ ﺃﻣﺎﻡ ﺍﻟﻔﺻﻝ ﻛﻠﻪ‪ .‬ﻛﺎﻥ ﺍﻷﻣﺭ‬
‫ﺃﻭ ﻣﻥ ﻳﺗﻭﻟﻭﻥ ﺗﺭﺑﻳﺗﻧﺎ‪ ،‬ﺃﺿﻑ ﺇﻟﻰ ﻫﺫﺍ ﺃﻧﻧﺎ ﻻ ﻧﺧﺗﺎﺭﻫﻡ‬
‫ﻣﻬﻳ ًﻧﺎ ﻟﻠﻐﺎﻳﺔ ﻭﻣﺣﺭﺟً ﺎ‪“.‬‬
‫ﻭﻻ ﻧﺧﺗﺎﺭ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺗﻲ ﻧﻧﺷﺄ ﻓﻳﻬﺎ‪.‬‬
‫”ﻛﻳﻑ ﺃﺻﺑﺣﺕ ﺗﻣﺗﻬﻥ ﺍﻟﻛﺗﺎﺑﺔ ﺇﺫﻥ؟!“‬
‫ﻭﻣﻧﺫ ﻧﻌﻭﻣﺔ ﺃﻅﻔﺎﺭﻧﺎ‪ ،‬ﻧﺑﺣﺙ ﺟﻣﻳﻌًﺎ ﻋﻥ ﺣﺏ ﻏﻳﺭ‬
‫”ﺗﻠﻘﻳﺕ ﺩﻭﺭﺓ ﺗﺩﺭﻳﺑﻳﺔ ﻓﻲ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﻳﺎﺩﺓ ﻟﺩﻯ ﺃﺣﺩ‬ ‫ﻣﺷﺭﻭﻁ‪ .‬ﻓﻧﺣﻥ ﻻ ﻧﺭﻳﺩ ﺃﻥ ﻳﺣﺑﻧﺎ ﺃﺣﺩ ”ﺑﺷﺭﻭﻁ“‪،‬‬
‫ﺃﺳﺎﺗﺫﺗﻲ‪ .‬ﻭﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﺩﻭﺭﺓ‪ ،‬ﻁﻠﺏ ﻣﻧﻲ ﺃﻥ ﺃﺳﺎﻋﺩﻩ‬ ‫ﺣﺳﺏ ﻣﺎ ﻧﻔﻌﻠﻪ ﺃﻭ ﻧﻘﻭﻟﻪ‪ ،‬ﺑﻝ ﻧﺭﻳﺩ ﺃﻥ ﻳﺣﺑﻧﺎ ﺍﻵﺧﺭﻭﻥ‬
‫ﻓﻲ ﺗﺄﻟﻳﻑ ﻛﺗﺎﺏ‪ .‬ﻛﺎﻥ ﺃﻭﻝ ﺷﺧﺹ ﻳﺛﻧﻲ ﻋﻠﻰ ﻛﺗﺎﺑﺗﻲ‪.‬‬ ‫ﻛﻣﺎ ﻧﺣﻥ‪ ،‬ﺩﻭﻥ ﺗﺻﻧﻊ ﺃﻭ ﺗﻅﺎﻫﺭ ﻣﻥ ﺃﺟﻝ ﺇﺭﺿﺎﺋﻬﻡ‪.‬‬
‫ﻭﺳﺭﻋﺎﻥ ﻣﺎ ﺃﺩﺭﻛﺕ ﺃﻥ ﺟﻣﻳﻊ ﺍﻷﻣﻭﺭ ﺍﻟﺳﻠﺑﻳﺔ ﺍﻟﺗﻲ‬ ‫ﻟﻛﻥ ﻟﻸﺳﻑ‪ ،‬ﻛﻝ ﺍﻟﻣﺣﻳﻁﻳﻥ ﺑﻧﺎ – ﺁﺑﺎﺋﻧﺎ ﻭﻏﻳﺭﻫﻡ‬
‫ﻗﺎﻟﻬﺎ ﺍﻵﺧﺭﻭﻥ ﻋﻧﻲ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ ﻟﻡ ﻳﻛﻥ ﻟﻬﺎ ﺃﻱ ﺃﺳﺎﺱ‬ ‫ﻣﻥ ﺍﻟﻛﺑﺎﺭ – ﻟﻡ ﻳﺣﻅﻭﺍ ﻫﻡ ﺃﻧﻔﺳﻬﻡ ﺑﻬﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ‬
‫ً‬
‫ﺑﺎﺭﺯﺍ‬ ‫ﻣﻥ ﺍﻟﺻﺣﺔ‪ .‬ﻓﺑﻣﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ ،‬ﺃﺻﺑﺣﺕ ﻛﺎﺗﺑًﺎ‬ ‫ﺍﻟﺣﺏ‪ ،‬ﻣﻣﺎ ﻳﺟﻌﻠﻬﻡ ﻋﺎﺟﺯﻳﻥ ﻋﻥ ﻣﻧﺣﻪ‪ ،‬ﻓﻔﺎﻗﺩ ﺍﻟﺷﻲء‬
‫ﻭﻛﺗﺑﻲ ﺗﺣﻘﻕ ﺃﻋﻠﻰ ﺍﻟﻣﺑﻳﻌﺎﺕ‪“.‬‬ ‫ﻻ ﻳﻌﻁﻳﻪ‪ .‬ﻭﺑﺎﻟﺗﺎﻟﻲ‪ ،‬ﻳﺣﺑﻭﻧﻧﺎ ﻛﻣﺎ ﺃﺣﺑﻬﻡ ﺁﺑﺎﺅﻫﻡ‪ ،‬ﺣﺑًﺎ‬
‫ً‬
‫ﻣﺷﺭﻭﻁﺎ‪ ،‬ﺑﺣﺳﺏ ﺳﻠﻭﻛﻳﺎﺗﻧﺎ‪ ،‬ﻭﻫﺫﺍ ﻳﺟﻌﻠﻧﺎ ﺩﺍﺋﻣًﺎ ﻧﺣﺎﻭﻝ‬
‫ﺳﺄﻟﻪ ”ﻓﻳﻝ“‪” :‬ﻟﻛﻥ ﻻ ﺑﺩ ﺃﻧﻙ ﻗﺩ ﺍﺳﺗﻐﺭﻗﺕ ﺑﻌﺽ ﺍﻟﻭﻗﺕ‬ ‫ﺃﻥ ﻧﻔﻌﻝ ﻣﺎ ﻳﺭﺿﻳﻬﻡ‪“.‬‬
‫ﺣﺗﻰ ﺗﺗﻐﻠﺏ ﻋﻠﻰ ﺍﻻﻧﺗﻘﺎﺩﺍﺕ ﺍﻟﺳﻠﺑﻳﺔ‪ ،‬ﺃﻟﻳﺱ ﻛﺫﻟﻙ؟“‬
‫ﺳﺄﻟﻪ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻣﺎ ﻋﻼﻗﺔ ﻫﺫﺍ ﺑﺎﻟﺗﻔﻛﻳﺭ ﺍﻟﺳﻠﺑﻲ؟“‬
‫ّ‬
‫ﻭﺍﻟﺩﻱ ﻛﺎﻧﺎ ﻳﻌﺯﺯﺍﻥ‬ ‫”ﺃﻋﺗﻘﺩ ﺃﻧﻙ ﻣﺣﻕ‪ .‬ﻓﺭﻏﻡ ﺃﻥ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﻭﻳﺩﻋﻣﺎﻥ ﺍﻟﺟﺎﻧﺏ ﺍﻹﻳﺟﺎﺑﻲ ﻓﻲ ﺷﺧﺻﻳﺗﻲ‪ ،‬ﻓﺈﻥ ﻋﺩ ًﺩﺍ‬ ‫”ﻭﻧﺣﻥ ﺻﻐﺎﺭ‪ ،‬ﻛﻧﺎ ﻧﺣﺎﻭﻝ ﺃﻥ ﻧﺟﺫﺏ ﺍﻫﺗﻣﺎﻡ ﺁﺑﺎﺋﻧﺎ‬
‫ﻣﻥ ﺍﻷﺷﺧﺎﺹ ﻓﻲ ﺍﻟﻣﺩﺭﺳﺔ ﺃﻣﻁﺭﻭﻧﻲ ﺑﺗﻌﻠﻳﻘﺎﺗﻬﻡ‬ ‫ﻣﻥ ﺧﻼﻝ ﺗﺣﻘﻳﻕ ﺑﻌﺽ ﺍﻹﻧﺟﺎﺯﺍﺕ‪ ،‬ﻭﻛﻧﺎ ﻧﻧﺗﻅﺭ ﻣﻧﻬﻡ‬
‫ﺍﻟﺳﻠﺑﻳﺔ ﺑﺳﺑﺏ ﺿﻌﻑ ﻣﻬﺎﺭﺍﺗﻲ ﻓﻲ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ‪“.‬‬ ‫ﻛﻠﻣﺎﺕ ﺍﻟﺛﻧﺎء ﻭﺍﻟﻣﺩﺡ‪ ،‬ﻟﻛﻧﻬﻡ ﻛﺎﻧﻭﺍ ﻳﻣﻳﻠﻭﻥ ﺇﻟﻰ ﺍﻟﺗﺭﻛﻳﺯ‬
‫ﻋﻠﻰ ﺍﻟﺟﻭﺍﻧﺏ ﺍﻟﺳﻠﺑﻳﺔ ﺃﻛﺛﺭ ﻣﻥ ﺍﻹﻳﺟﺎﺑﻳﺔ‪ .‬ﻓﻌﻧﺩﻣﺎ ﻛﻧﺎ‬
‫ﺍﺑﺗﺳﻡ ”ﻓﻳﻝ“‪ ،‬ﺛﻡ ﻗﺎﻝ‪” :‬ﻣﺛﻠﻣﺎ ﻳﺗﺿﺢ ﻣﻥ ﺗﺟﺭﺑﺗﻙ‬
‫ﻧﺣﺳﻥ ﺍﻟﺗﺻﺭﻑ‪ ،‬ﻛﺎﻥ ﻫﺫﺍ ﺃﻣﺭً ﺍ ﻁﺑﻳﻌﻳًﺎ ﻭﻣﺗﻭﻗﻌًﺎ‪،‬‬
‫ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﻓﺈﻧﻙ ﻟﻭ ﻛﻧﺕ ﺍﺳﺗﻣﻌﺕ ﻟﻛﻝ ﺍﻷﻣﻭﺭ ﺍﻟﺳﻠﺑﻳﺔ‬
‫ﻭﺑﺎﻟﺗﺎﻟﻲ ﻟﻡ ﻳﺛﻧﻭﺍ ﻋﻠﻳﻧﺎ‪ .‬ﻭﻟﻛﻧﻧﺎ ﻋﻧﺩﻣﺎ ﻧﺳﻲء ﺍﻟﺗﺻﺭﻑ‪،‬‬
‫ﺍﻟﺗﻲ ﻗﺎﻟﻬﺎ ﺍﻟﻧﺎﺱ ﻋﻧﻙ ﻭﺻﺩﻗﺗﻬﺎ‪ ،‬ﻟﻣﺎ ﺣﻘﻘﺕ ﻧﺻﻑ ﻣﺎ‬
‫ﻛﺎﻧﻭﺍ ﻳﺛﻭﺭﻭﻥ ﻋﻠﻳﻧﺎ ﻭﻳﻌﺎﻗﺑﻭﻧﻧﺎ‪“.‬‬
‫ﺣﻘﻘﺗﻪ‪ .‬ﻟﻘﺩ ﺣﺎﻟﻔﻙ ﺍﻟﺣﻅ‪ ،‬ﻭﺫﻟﻙ ﻋﻠﻰ ﻋﻛﺱ ﺃﺷﺧﺎﺹ‬

‫‪4‬‬ ‫ﻛﺛﻳﺭﻳﻥ ﻳﻧﺎﻝ ﻣﻧﻬﻡ ﺍﻹﺣﺑﺎﻁ ﻟﺩﺭﺟﺔ ﺗﺟﻌﻠﻬﻡ ﻳﺗﺟﺎﻫﻠﻭﻥ‬

‫ﺃﻱ ﺗﻘﻳﻳﻡ ﺇﻳﺟﺎﺑﻲ ﻣﻭﺟﻪ ﺇﻟﻳﻬﻡ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻻ ﻳﺳﺗﻐﻠﻭﻥ‬
‫ﺳﺄﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻭﻟﻛﻥ ﺃﻻ ﺗﺭﻯ ﺃﻧﻪ ﻣﻥ ﺍﻟﺿﺭﻭﺭﻱ‬
‫ﺗﻭﺟﻳﻪ ﺍﻷﻁﻔﺎﻝ ﻋﻧﺩﻣﺎ ﻳﺧﻁﺋﻭﻥ؟“‬

‫‪This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬
 ‫❂ ﺗﺳﺗﻣﻊ ﺩﻭﻥ ﺗﺣﻳﺯﺍﺕ ﺃﻭ ﺃﻓﻛﺎﺭ ﻣﺳﺑﻘﺔ؛‬ ‫ﻛﺎﻣﻝ ﺇﻣﻛﺎﻧﺎﺗﻬﻡ‪ ،‬ﻭﻳﻘﺑﻠﻭﻥ ﺑﻘﺩﺭ ﺿﺋﻳﻝ ﻣﻥ ﺍﻟﻧﺟﺎﺡ‪،‬‬

‫ﺍﻟﺳﻧـﺔ ﺍﻟﺭﺍﺑـﻌـﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ ‪) -‬ﺩﻳﺳﻣﺑﺭ ‪48 - (2014‬‬

‫ﻛﻠﻳﺔ ﻋﻠﻰ ﺗﻔﻛﻳﺭﻫﻡ ﺍﻟﺳﻠﺑﻲ ﻭﻋﻘﻠﻳﺗﻬﻡ‬ ‫ً‬ ‫ﻭﻳﻌﺗﻣﺩﻭﻥ‬
‫❂ ﺗﺳﺗﻣﻊ ﺑﻣﻭﻗﻑ ﻣُﺣﺏ ﻟﻠﺗﻌﻠﻡ ﻭﻣﺗﺣﻣﺱ ﻟﻠﻣﻌﻠﻭﻣﺎﺕ‬
‫ﺍﻟﺟﺩﻳﺩﺓ؛‬ ‫ﺍﻟﻣﻧﻐﻠﻘﺔ‪ ،‬ﻭﻳﺭﺗﺩﻭﻥ ﺛﻭﺏ ﺍﻟﻘﺎﺿﻲ ﻓﻲ ﻛﻝ ﻣﺭﺓ ﻳﻘﺭﺅﻭﻥ‬
‫ً‬
‫ﺷﻳﺋﺎ‪ ،‬ﻭﻫﻭ ﻣﺎ ﻳُﻌﺗﺑﺭ‬ ‫ﺃﻭ ﻳﺳﻣﻌﻭﻥ ﺃﻭ ﻳﺷﺎﻫﺩﻭﻥ ﻓﻳﻬﺎ‬
‫❂ ﺗﺳﺗﻣﻊ ﺑﺗﻭﻗﻌﺎﺕ ﺇﻳﺟﺎﺑﻳﺔ؛‬ ‫ً‬
‫ﻣﺟﺣﻔﺎ ﻟﻌﻘﻭﻟﻬﻡ ﻭﻗﻠﻭﺑﻬﻡ ﻭﻣﺳﺗﻘﺑﻠﻬﻡ‪“.‬‬
‫❂ ﺗﺳﺗﻣﻊ ﻭﻓﻲ ﻳﺩﻙ ﻗﻠﻡ ﻟﺗﺳﺟﻳﻝ ﻣﻼﺣﻅﺎﺗﻙ؛‬
‫❂ ﺗﺳﺗﻣﻊ ﻟﻳﺱ ﻓﻘﻁ ﻟﻣﺎ ﻳُﻘﺎﻝ‪ ،‬ﻭﻟﻛﻥ ً‬
‫ﺃﻳﺿﺎ ﻟﻣﺎ ﻳﻣﻛﻥ ﺃﻥ‬ ‫ﺳﺄﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻭﻛﻳﻑ ﺗﺅﺛﺭ ﺍﻟﻌﻘﻠﻳﺔ ﺍﻟﻣﻧﻐﻠﻘﺔ ﻭﺍﻟﺗﻔﻛﻳﺭ‬
‫ﻳﺛﻳﺭﻩ ﻓﻲ ﺧﻳﺎﻟﻙ؛‬ ‫ﺍﻟﺳﻠﺑﻲ ﻋﻠﻰ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻡ؟“‬
‫❂ ﺗﺳﺗﻣﻊ ﻭﻟﺩﻳﻙ ﺍﻟﺭﻏﺑﺔ ﻓﻲ ﺍﻟﺗﻁﺑﻳﻕ‪.‬‬ ‫ً‬
‫ﺿﺋﻳﻼ ﻟﻠﻐﺎﻳﺔ ﻣﻥ‬ ‫”ﻣﺎ ﻳﺣﺩﺙ ﻫﻭ ﺃﻧﻧﺎ ﻻ ﻧﺗﺫﻛﺭ ﺇﻻ ﻗﺩﺭً ﺍ‬
‫ﺑﻬﺫﻩ ﺍﻟﻁﺭﻳﻘﺔ‪ ،‬ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﺭﺑﻁ ﺑﻳﻥ ﻣﻌﻠﻭﻣﺎﺗﻙ ﺍﻟﻘﺩﻳﻣﺔ‬ ‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﻧﺳﺗﻘﺑﻠﻬﺎ‪ ،‬ﻛﻣﺎ ﺃﻥ ﻧﺳﺑﺔ ﺃﻗﻝ ﻣﻧﻬﺎ ﺗﺗﺑﻘﻰ‬
‫ً‬
‫ﺃﺿﻌﺎﻓﺎ ﻣﺿﺎﻋﻔﺔ‪ .‬ﻭﺑﻧﺎ ًء‬ ‫ﻭﺗﻠﻙ ﺍﻟﺟﺩﻳﺩﺓ‪ ،‬ﻟﺗﺯﻳﺩ ﻣﻌﺎﺭﻓﻙ‬ ‫ً‬
‫ﻓﻌﻼ‬ ‫ﻓﻲ ﻋﻘﻠﻧﺎ ﺍﻟﻼﻭﺍﻋﻲ‪ ،‬ﻭﻫﻲ ﺍﻟﺗﻲ ﻧﻘﺑﻠﻬﺎ ﻭﻧﺳﺗﺧﺩﻣﻬﺎ‬
‫ﻋﻠﻳﻪ‪ ،‬ﻓﺈﻧﻙ ﻻ ﺗﻔﻙ ﺍﻻﺧﺗﻧﺎﻕ ﺍﻟﻣﺭﻭﺭﻱ ﻓﺣﺳﺏ‪ ،‬ﺑﻝ ﺇﻧﻙ‬ ‫ً‬
‫ﺗﺳﺟﻳﻼ ﺻﻭﺗﻳًﺎ‪،‬‬ ‫ﻓﻲ ﺣﻳﺎﺗﻧﺎ‪ .‬ﻋﻧﺩﻣﺎ ﻧﻘﺭﺃ ﻛﺗﺎﺑًﺎ‪ ،‬ﺃﻭ ﻧﺳﻣﻊ‬
‫ﻁﺭﻗﺎ ﺟﺩﻳﺩﺓ ً‬
‫ﺃﻳﺿﺎ‪ .‬ﻫﺫﻩ ﻫﻲ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﻣﺛﻠﻰ ﺍﻟﺗﻲ‬ ‫ً‬ ‫ﺗﻔﺗﺢ‬ ‫ﺃﻭ ﻧﺷﺎﻫﺩ ﻣﻘﻁﻌًﺎ ﻣﺻﻭﺭً ﺍ‪ ،‬ﺃﻭ ﻧﺣﺿﺭ ﺩﻭﺭﺓ ﺗﺩﺭﻳﺑﻳﺔ‪،‬‬
‫ﻳﻣﻛﻧﻧﺎ ﺃﻥ ﻧﺗﻌﻠﻡ ﺑﻬﺎ‪.‬‬ ‫ﻓﺈﻧﻧﺎ ﻧﻔﻌﻝ ﺫﻟﻙ ﺑﻣﻭﻗﻔﻧﺎ ﺍﻟﻌﻘﻠﻲ ﺍﻟﺣﺎﻟﻲ ﺍﻟﺫﻱ ﻳﺭﻛﺯ‬
‫ﻋﻠﻰ ﺍﻟﻘﻠﻕ ﻭﺍﻟﺗﺭﺩﺩ ﻭﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﺳﻠﺑﻲ ﻭﺍﻷﺣﻛﺎﻡ ﺍﻟﻣﺳﺑﻘﺔ‬
‫ﻟﻛﻥ ﻳﺟﺏ ﺃﻥ ﺗﺗﺫﻛﺭ ﺃﻧﻪ ﺣﺗﻰ ﻓﻲ ﻭﺟﻭﺩ ﻋﻘﻠﻳﺔ ﺇﻳﺟﺎﺑﻳﺔ‪،‬‬
‫ﻭﺍﻟﺗﺷﺑﺙ ﺑﺎﻟﺭﺃﻱ‪ .‬ﻓﻲ ﻅﻝ ﻫﺫﻩ ﺍﻟﻌﻘﻠﻳﺔ ﺍﻟﻣﻧﻐﻠﻘﺔ‪ ،‬ﻋﻧﺩﻣﺎ‬
‫ﻻ ﺑﺩ ﺃﻥ ﻧﺳﺗﺧﺩﻡ ﺍﻟﺗﻛﺭﺍﺭ‪ .‬ﻣﻥ ﺍﻟﻼﻓﺕ ﺃﻥ ﺗﻛﺭﺍﺭ‬
‫ﺗﺻﻁﺩﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﻧﺳﻣﻌﻬﺎ ﺃﻭ ﻧﻘﺭﺅﻫﺎ ﺑﺎﻟﺗﻛﺩﺱ‬
‫ﻣﻌﻠﻭﻣﺔ ﺃﻭ ﺳﻠﻭﻙ ﻣﺎ ﺳﺕ ﻣﺭﺍﺕ ﻫﻭ ﺃﺳﺎﺱ ﻧﺟﺎﺡ‬
‫ﺍﻟﻣﻌﻠﻭﻣﺎﺗﻲ ﺍﻟﻣﻭﺟﻭﺩ ﻓﻲ ﻋﻘﻠﻧﺎ ﺍﻟﻼﻭﺍﻋﻲ ﺍﻟﺫﻱ ﺗﺗﻣﺛﻝ‬
‫ﻋﻣﻠﻳﺔ ﺍﻟﺗﻛﺭﺍﺭ ﺍﻟﻣﺗﺑﺎﻋﺩ‪ .‬ﻓﻌﻧﺩﻣﺎ ﻳﻭﺍﺟﻪ ﺍﻟﻣﺭء ﻓﻛﺭﺓ‬
‫ﻭﻅﻳﻔﺗﻪ ﻓﻲ ﺗﻘﺑﻝ ﻫﺫﻩ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻻﻗﺗﻧﺎﻉ ﺑﻬﺎ ﻭﻓﻬﻣﻬﺎ‬
‫ﺟﺩﻳﺩﺓ ﻷﻭﻝ ﻣﺭﺓ‪ ،‬ﻓﺈﻧﻪ ﻳﺭﻓﺿﻬﺎ؛ ﻷﻧﻬﺎ ﺗﺗﻌﺎﺭﺽ ﻣﻊ‬
‫ﻭﺗﻁﺑﻳﻘﻬﺎ ﺑﺷﻛﻝ ﻋﻣﻠﻲ‪ ،‬ﻓﺈﻥ ‪ ٪10‬ﻓﻘﻁ ﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬
‫ﺃﻓﻛﺎﺭﻩ ﺍﻟﻣﺳﺑﻘﺔ‪ .‬ﻭﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺛﺎﻧﻳﺔ ﺍﻟﺗﻲ ﻳﻭﺍﺟﻪ ﻓﻳﻬﺎ‬ ‫ﻫﻭ ﻣﺎ ﻳﺳﺗﻁﻳﻊ ﺍﻟﻣﺭﻭﺭ‪ ،‬ﻭﺍﻟﺑﺎﻗﻲ ﻻ‪ ،‬ﻓﺗﻛﻭﻥ ﺍﻟﻧﺗﻳﺟﺔ‬
‫ﻧﻔﺱ ﺍﻟﻔﻛﺭﺓ‪ ،‬ﻓﺈﻧﻪ ﻳﻘﺎﻭﻣﻬﺎ؛ ﻷﻧﻪ ﻻ ﻳﺳﺗﻁﻳﻊ ﻗﺑﻭﻟﻬﺎ‪.‬‬ ‫ً‬
‫ﺍﺧﺗﻧﺎﻗﺎ ﻣﻌﻠﻭﻣﺎﺗﻳًﺎ‪“.‬‬ ‫ً‬
‫ﺍﺧﺗﻧﺎﻗﺎ ﻣﺭﻭﺭﻳًﺎ‪ ،‬ﺃﻭ ﺑﺎﻷﺣﺭﻯ‬
‫ﺃﻣﺎ ﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺛﺎﻟﺛﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻘﺑﻠﻬﺎ ﺟﺯﺋﻳًﺎ ﻭﻟﻛﻥ ﺗﻅﻝ‬
‫ﻟﺩﻳﻪ ﺗﺣﻔﻅﺎﺕ ﺗﺟﺎﻩ ﺗﻁﺑﻳﻘﻬﺎ‪ .‬ﻭﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺭﺍﺑﻌﺔ‪ ،‬ﻳﻘﺑﻠﻬﺎ‬ ‫”ﺃﺟﻝ‪ .‬ﻓﻘﺩ ﺍﺯﺩﺣﻡ ﺍﻟﻌﻘﻝ‪ .‬ﻟﻛﻥ‪ ،‬ﺃﻣﺎ ﻣﻥ ﺳﺑﻳﻝ ﻟﻔﻙ ﻫﺫﺍ‬
‫ً‬ ‫ﺍﻻﺧﺗﻧﺎﻕ ﻟﺗﺣﻘﻳﻕ ﺍﻟﺳﻳﻭﻟﺔ ﺍﻟﻣﺭﻭﺭﻳﺔ ﻣﺟﺩ ًﺩﺍ؟“‬
‫ﻛﻠﻳﺔ؛ ﻷﻧﻪ ﻳﺭﻯ ﺃﻧﻬﺎ ﺗﻌﺑﱢﺭ ﻋﻥ ﺃﻓﻛﺎﺭﻩ‪ .‬ﻭﻓﻲ ﺍﻟﻣﺭﺓ‬
‫ﺍﻟﺧﺎﻣﺳﺔ‪ ،‬ﻳﺳﺗﻭﻋﺑﻬﺎ ﺟﺯﺋﻳًﺎ ﻋﻥ ﻁﺭﻳﻕ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ‬ ‫ً‬
‫ﻛﻠﻳﺔ‪“.‬‬ ‫”ﺑﻠﻰ‪ .‬ﻭﻫﻲ ﻣﻬﺎﺭﺓ ﻳﻣﻛﻥ ﺃﻥ ﺗﻐﻳﱢﺭ ﺣﻳﺎﺗﻙ‬
‫ﺑﻧﻔﺳﻪ‪ .‬ﻭﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺳﺎﺩﺳﺔ‪ ،‬ﻳﺳﺗﻭﻋﺑﻬﺎ ﺗﻣﺎﻣًﺎ ﻋﻥ‬
‫‪á«HÉéjEG á«∏≤©H ´Éªà°S’G‬‬
‫ﻁﺭﻳﻕ ﺗﺑﻧﻳﻬﺎ ﻭﻧﻘﻠﻬﺎ ﺇﻟﻰ ﺍﻵﺧﺭﻳﻥ‪“.‬‬
‫”ﺇﻥ ﺍﻟﺳﺑﻳﻝ ﺇﻟﻰ ﺍﻻﺣﺗﻔﺎﻅ ﺑﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻫﻭ‬
‫ﺳﺄﻟﻪ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻫﻝ ﻣﻥ ﺍﻟﻼﺯﻡ ﺩﺍﺋﻣًﺎ ﺃﻥ ﻧﻣﺭ ﺑﻬﺫﻩ‬ ‫ﺍﻻﺳﺗﻣﺎﻉ ﺑﻌﻘﻠﻳﺔ ﺇﻳﺟﺎﺑﻳﺔ ﻭﻣﻧﻔﺗﺣﺔ‪ .‬ﻟﺗﺣﻘﻳﻕ ﻫﺫﺍ‪ ،‬ﻳﺟﺏ‬
‫ﺍﻟﻣﺭﺍﺣﻝ ﺍﻟﺳﺕ؟“‬ ‫ﺃﻥ‪:‬‬

‫‪ÜÉ©«à°S’G á∏Môe ≈dEG ¢†aôdG á∏Môe øe ∫É≤àf’G‬‬

‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫”ﺃﺭﻓﺿﻬﺎ ﻷﻧﻬﺎ ﺗﺗﻌﺎﺭﺽ ﻣﻊ ﺃﻓﻛﺎﺭﻱ ﺍﻟﻣﺳﺑﻘﺔ‪“.‬‬ ‫ﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻷﻭﻟﻰ‪ :‬ﺃﺭﻓﺽ ﺍﻟﻔﻛﺭﺓ‪.‬‬

‫”ﺇﻧﻧﻲ ﺃﻓﻬﻣﻬﺎ‪ ،‬ﻭﻟﻛﻥ ﻻ ﻳﻣﻛﻧﻧﻲ ﻗﺑﻭﻟﻬﺎ‪“.‬‬ ‫ﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺛﺎﻧﻳﺔ‪ :‬ﺃﻗﺎﻭﻣﻬﺎ‪.‬‬

‫”ﺃﺗﻔﻕ ﻣﻊ ﺍﻟﻔﻛﺭﺓ‪ ،‬ﻭﻟﻛﻥ ﻟﺩﻱﱠ ﺑﻌﺽ ﺍﻟﺗﺣﻔﻅﺎﺕ ﻋﻠﻰ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ‪“.‬‬ ‫ﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺛﺎﻟﺛﺔ‪ :‬ﺃﻗﺑﻠﻬﺎ ﺟﺯﺋﻳًﺎ‪.‬‬

‫”ﺗﻠﻙ ﺍﻟﻔﻛﺭﺓ ﺗﻌﺑﺭ ﻋﻥ ﻁﺭﻳﻘﺗﻲ ﻓﻲ ﺍﻟﺗﻔﻛﻳﺭ‪“.‬‬ ‫ﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺭﺍﺑﻌﺔ‪ :‬ﺃﻗﺑﻠﻬﺎ ﻛﻠﻳًﺎ‪.‬‬

‫”ﺍﺳﺗﺧﺩﻣﺕ ﺗﻠﻙ ﺍﻟﻔﻛﺭﺓ ﺍﻟﻳﻭﻡ‪ ،‬ﻭﻭﺟﺩﺗﻬﺎ ﺭﺍﺋﻌﺔ ﻭﻋﻣﻠﻳﺔ!“‬ ‫ﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺧﺎﻣﺳﺔ‪ :‬ﺃﺳﺗﻭﻋﺑﻬﺎ ﺟﺯﺋﻳًﺎ‪.‬‬

‫”ﻗﺩﻣﺕ ﺍﻟﻔﻛﺭﺓ ﻷﺣﺩ ﻋﻣﻼﺋﻲ ﺃﻣﺱ‪ .‬ﺃﻧﺎ ﺍﻵﻥ ﺃﻋﻳﺷﻬﺎ ﺑﻛﻝ ﻣﻌﻧﻰ ﺍﻟﻛﻠﻣﺔ‪“.‬‬ ‫ﻓﻲ ﺍﻟﻣﺭﺓ ﺍﻟﺳﺎﺩﺳﺔ‪ :‬ﺃﺳﺗﻭﻋﺑﻬﺎ ﺑﺎﻟﻛﺎﻣﻝ‪.‬‬
‫‪5‬‬
‫‪This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬
 ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺭﺍﺑـﻌـﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ ‪) -‬ﺩﻳﺳﻣﺑﺭ ‪48 - (2014‬‬ ‫ﺳﻠﻭﻛﺎ ﻭﺗﺣﺻﻝ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ‬‫ً‬ ‫ﺇﺫﺍ ﺃﺭﺩﺕ ﺃﻥ ﺗﻐﻳﱢﺭ‬ ‫ﺃﺟﺎﺏ ”ﻓﻳﻝ“‪” :‬ﻻ‪ ،‬ﻫﻧﺎﻙ ﻁﺭﻳﻕ ﻣﺧﺗﺻﺭ‪ .‬ﻓﻛﻠﻣﺎ ﺧﺿﺕ‬
‫ﺗﺭﻳﺩﻫﺎ‪ ،‬ﻓﺄﻧﺕ ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﺧﺑﺭﺓ ﺍﻟﻣﻧﻘﻭﻟﺔ‪ ،‬ﻭﺍﻟﺩﻋﻡ‬ ‫ﺗﺟﺎﺭﺏ ﺇﻳﺟﺎﺑﻳﺔ ﺑﺗﻔﻛﻳﺭ ﺇﻳﺟﺎﺑﻲ‪ ،‬ﺃﺻﺑﺣﺕ ﻗﺎﺩﺭً ﺍ ﻋﻠﻰ‬
‫ﺍﻟﻣﻌﻧﻭﻱ‪ ،‬ﻭﺗﺣﻣﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ‪ .‬ﻭﻣﺎ ﺳﻳﺳﺎﻋﺩﻙ ﻓﻲ‬ ‫ﺍﺟﺗﻳﺎﺯ ﺍﻟﻣﺭﺍﺣﻝ ﺍﻟﺳﺕ ﺑﺷﻛﻝ ﺗﻠﻘﺎﺋﻲ ﻭﺩﻭﻥ ﺃﻱ ﻣﺟﻬﻭﺩ‪.‬‬
‫ﺫﻟﻙ ﻫﻭ ﺃﻥ ﺗﺑﺩﺃ ﻣﻣﺎﺭﺳﺔ ﻣﺎ ﺗﻌﻠﻣﺗﻪ ﻋﻠﻰ ﺍﻟﻔﻭﺭ‪ .‬ﻛﻠﻣﺎ‬ ‫ً‬
‫ﻣﺗﻔﺎﺋﻼ‪ ،‬ﻓﺗﺗﺻﻭﺭ‬ ‫ﺷﺧﺻﺎ‬
‫ً‬ ‫ﻭﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻣﻁﺎﻑ ﺗﺻﺑﺢ‬
‫ً‬
‫ﺣﺩﻳﺛﺎ‪ ،‬ﺯﺍﺩﺕ‬ ‫ﺃﺳﺭﻋﺕ ﻓﻲ ﺍﺳﺗﺧﺩﺍﻡ ﻣﻬﺎﺭﺓ ﺍﻛﺗﺳﺑﺗﻬﺎ‬ ‫ﺃﻥ ﺍﻟﻌﺎﻟﻡ ﻛﻠﻪ ﻗﺩ ﺗﺣﺎﻟﻑ ﻟﻳﻘﺩﻡ ﻟﻙ ﺍﻟﺧﻳﺭ ﻓﻘﻁ‪“.‬‬
‫ﺍﺣﺗﻣﺎﻻﺕ ﻗﺩﺭﺗﻙ ﻋﻠﻰ ﺇﺗﻘﺎﻧﻬﺎ‪“.‬‬
‫ً‬
‫ﻣﺛﺎﻻ ﻟﺷﺧﺹ ﻛﺎﻥ ﻳﺗﺳﻡ‬ ‫ﻗﺎﻝ ﻟﻪ ﺍﻟﻣﺅﻟﻑ‪” :‬ﺃﻋﻁﻧﻲ‬
‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﺇﻥ ﻣﺎ ﺗﻘﻭﻟﻪ ﻋﻥ ﺿﺭﻭﺭﺓ ﺍﻟﻣﻣﺎﺭﺳﺔ‬ ‫ً‬
‫ﻣﺗﻔﺎﺋﻼ‪“.‬‬ ‫ً‬
‫ﺳﺎﺑﻘﺎ ﺛﻡ ﺃﺻﺑﺢ‬ ‫ﺑﺎﻟﻧﻅﺭﺓ ﺍﻟﺳﻠﺑﻳﺔ‬
‫ﺍﻟﻔﻭﺭﻳﺔ ﻷﻳﺔ ﻣﻬﺎﺭﺓ ﺟﺩﻳﺩﺓ ﻳﺫﻛﺭﻧﻲ ﺑﺎﻟﻣﺩﺭﺳﺔ‪ .‬ﻻ‬
‫ﺃﺳﺗﻁﻳﻊ ﺃﻥ ﺃﺣﺻﻲ ﻟﻙ ﻋﺩﺩ ﺍﻟﻣﺭﺍﺕ ﺍﻟﺗﻲ ﺍﺿﻁﺭﺭﺕ‬ ‫”ﺇﻧﻬﺎ »ﺳﻭﺯﺍﻥ ﺃﻟﻛﻭﺕ« ﻣﺩﻳﺭﺓ ﺍﻟﺗﺷﻐﻳﻝ ﻓﻲ ﺷﺭﻛﺗﻲ‪.‬‬
‫ﻓﻳﻬﺎ ﺇﻟﻰ ﺣﺷﻭ ﺭﺃﺳﻲ ﺑﺎﻟﻣﻌﻠﻭﻣﺎﺕ ﻓﻲ ﺍﻟﻠﺣﻅﺎﺕ ﺍﻷﺧﻳﺭﺓ‬ ‫ﻟ َﻡ ﻻ ﺗﺫﻫﺏ ﻭﺗﺗﺣﺩﺙ ﻣﻌﻬﺎ؟“‬
‫ﻗﺑﻝ ﺍﻣﺗﺣﺎﻥ ﻣﺎ‪ .‬ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻣﻥ ﺃﻧﻧﻲ ﻟﻭ ﺍﻫﺗﻣﻣﺕ ﺑﺻﻔﺔ‬
‫‪Iójó÷G QÉμaC’G ó«jCÉJ‬‬
‫ﻳﻭﻣﻳﺔ ﺑﻘﺭﺍءﺓ ﺍﻟﻣﻼﺣﻅﺎﺕ ﺍﻟﺗﻲ ﺃﺩﻭﻧﻬﺎ‪ ،‬ﻟﻣﺎ ﻓﻌﻠﺕ ﺫﻟﻙ‪.‬‬
‫ﻋﻧﺩﻣﺎ ﻭﺻﻝ ﺍﻟﻣﺅﻟﻑ ﺇﻟﻰ ﻣﻛﺗﺏ ”ﺳﻭﺯﺍﻥ ﺃﻟﻛﻭﺕ“‪،‬‬
‫ﻟﻡ ﻳﻛﻥ ﺃﺩﺍﺋﻲ ﻳﺗﺣﺳﻥ ﺇﻻ ﻋﻧﺩﻣﺎ ﺃﺣﺭﺹ ﻋﻠﻰ ﻣﺗﺎﺑﻌﺔ‬
‫ﻭﺟﺩ ﺍﻣﺭﺃﺓ ﻓﻲ ﻣﻘﺗﺑﻝ ﺍﻟﻌﻣﺭ ﺗﺗﺳﻡ ﺑﺎﻟﻧﺷﺎﻁ ﻭﺍﻟﺫﻛﺎء‪ ،‬ﻭﻗﺩ‬
‫ً‬
‫ﺃﻭﻻ ﺑﺄﻭﻝ‪“.‬‬ ‫ﻣﺎ ﺗﻌﻠﻣﺗﻪ‬
‫ﺗﺣﻣﺳﺕ ﻟﺗﺣﻛﻲ ﺗﺟﺭﺑﺗﻬﺎ‪:‬‬
‫ً‬
‫ﻗﺎﺋﻼ‪” :‬ﺇﺫﺍ ﻟﻡ ﻳﺟﺩ ﺍﻷﻓﺭﺍﺩ ﻣﺎ ﻳﺣﻔﺯﻫﻡ ﻋﻠﻰ‬ ‫ﺃﻳﺩﻩ ”ﻓﻳﻝ“‬ ‫”ﻟﻘﺩ ﺍﻋﺗﺩﺕ ﻣﻌﺎﺭﺿﺔ ﻛﻝ ﻓﻛﺭﺓ ﺟﺩﻳﺩﺓ‪ ،‬ﺣﺗﻰ ﺍﺟﺗﻣﻊ‬
‫ﺗﻌﻠﻡ ﺷﻲء ﻣﺎ ﻭﻭﺿﻌﻭﺍ ﺧﻁﺔ ﻟﺗﻁﺑﻳﻘﻪ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ‪،‬‬ ‫ﺃﻧﺕ ﺃﺣﺩ ﺃﻓﺿﻝ‬ ‫ﺑﻲ »ﻓﻳﻝ« ﻭﻗﺎﻝ ﻟﻲ‪» :‬ﺳﻭﺯﺍﻥ«‪ِ ،‬‬
‫ﻓﻣﻥ ﺍﻷﺭﺟﺢ ﺃﻧﻬﻡ ﻟﻥ ﻳﻭﺍﺻﻠﻭﺍ ﻣﻣﺎﺭﺳﺗﻪ ﻭﻟﻥ ﻳﺣﺎﻭﻟﻭﺍ‬ ‫ﻓﺄﻧﺕ ﺗﻔﻬﻣﻳﻥ ﻋﻣﻠﻙ‬‫ِ‬ ‫ﺭﺅﺳﺎء ﺍﻷﻗﺳﺎﻡ ﺍﻟﺫﻳﻥ ﻋﺭﻓﺗﻬﻡ‪،‬‬
‫ﺇﺗﻘﺎﻧﻪ‪ .‬ﻟﻘﺩ ﺍﺳﺗﻌﻧﺎ ﺑﺗﻠﻙ ﺍﻟﺧﻁﻭﺓ ﺍﻹﻳﺟﺎﺑﻳﺔ ﺍﻟﻣﻬﻣﺔ ﻋﻧﺩ‬ ‫ﺟﻳ ًﺩﺍ‪ ،‬ﻭﻳﻣﻛﻧﻧﻲ ﺃﻥ ﺃﺛﻕ ﺑﻙ ﻭﺃﻋﺗﻣﺩ ﻋﻠﻳﻙ ﻓﻲ ﺗﻧﻔﻳﺫ‬
‫ﺗﺩﺭﻳﺏ ﻣﻭﻅﻔﻲ ﺷﺭﻛﺗﻧﺎ‪ .‬ﻳﺭﺟﻊ ﺍﻟﻔﺿﻝ ﻓﻲ ﺫﻟﻙ ﺇﻟﻰ‬ ‫ﺍﻟﻣﻬﺎﻡ‪ .‬ﻭﻟﻛﻥ ﻋﻘﻠﻳﺗﻙ ﺍﻟﺳﻠﺑﻳﺔ ﺗﺛﻳﺭ ﻏﺿﺑﻲ ﺃﻧﺎ ﻭﺑﺎﻗﻲ‬
‫ﻣﺩﻳﺭ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺑﺷﺭﻳﺔ – ”ﻫﻳﺭﺏ ﺟﻭﺩﺳﻭﻥ“ – ﺍﻟﺫﻱ‬ ‫ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ‪ .‬ﺃﺭﻳﺩﻙ ﺃﻥ ﺗﻐﻳﺭﻱ ﺗﻠﻙ ﺍﻟﻌﻘﻠﻳﺔ‪ .‬ﻣﻥ ﺍﻟﻳﻭﻡ‬
‫ﺃﺻﺭ ﻋﻠﻰ ﺇﺿﺎﻓﺗﻬﺎ ﺇﻟﻰ ﺑﺭﺍﻣﺟﻧﺎ ﺍﻟﺗﺩﺭﻳﺑﻳﺔ‪ .‬ﻭﺑﻔﺿﻝ‬ ‫ﻛﻧﺕ ﺃﺣﺩ ﺍﻟﺣﺎﺿﺭﻳﻥ‬ ‫ِ‬ ‫ﻓﺻﺎﻋ ًﺩﺍ‪ ،‬ﻛﻠﻣﺎ ﺍﺟﺗﻣﻌﻧﺎ ﻣﻌًﺎ ﺃﻭ‬
‫ﺃﻳﺿﺎ‪ ،‬ﺻﺭﻧﺎ ﻧﺳﺗﺧﺩﻡ ﺍﻵﻥ ﺛﻼﺛﺔ ﺃﺳﺎﻟﻳﺏ ﻛﻲ‬ ‫”ﻫﻳﺭﺏ“ ً‬ ‫ﻓﻲ ﺃﻱ ﺍﺟﺗﻣﺎﻉ ﺑﺎﻟﺷﺭﻛﺔ‪ ،‬ﺃﺭﻳﺩﻙ ﺃﻥ ﺗﺗﻭﻟﻲ ﻣﺳﺅﻭﻟﻳﺔ‬
‫ﻧﺳﺎﻋﺩ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻰ ﻣﺷﻛﻠﺔ ﻋﺩﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ‪.‬‬ ‫ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﻣﺅﻳﱢﺩ‪ .‬ﻋﻧﺩﻣﺎ ﻳﻘﺩﻡ ﺃﺣﺩﻫﻡ ﻓﻛﺭﺓ ﺟﺩﻳﺩﺓ ﻓﻲ‬
‫ﻓﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﺯﻭﻳﺩﻫﻡ ﺑﻛﻝ ﻣﺎ ﻫﻭ ﺿﺭﻭﺭﻱ ﻣﻥ‬ ‫ﺍﺟﺗﻣﺎﻉ ﻣﺎ‪ ،‬ﺳﺗﻛﻭﻥ ﻣﻬﻣﺗﻙ ﻫﻲ ﺍﻟﻣﺑﺎﺩﺭﺓ ﺑﻣﻧﺎﻗﺷﺔ‬
‫ﺧﺑﺭﺍﺕ ﻣﻧﻘﻭﻟﺔ ﻭﺗﺣﻣﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﺗﺟﺎﻩ ﺃﺩﺍﺋﻬﻡ‪ ،‬ﻓﺈﻥ‬
‫ﺇﻳﺟﺎﺑﻳﺎﺕ ﺗﻠﻙ ﺍﻟﻔﻛﺭﺓ‪.‬‬
‫ﺧﻁﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ ﺑﺷﺭﻛﺗﻧﺎ ﺗﺗﺿﻣﻥ ﺩﻋﻣﻬﻡ ﻣﻌﻧﻭﻳًﺎ ﺑﻭﺍﺳﻁﺔ‬
‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺟﻭﺍﻧﺏ ﺍﻹﻳﺟﺎﺑﻳﺔ ﻓﻳﻣﺎ ﻳﻔﻌﻠﻭﻧﻪ‪“.‬‬ ‫ﻟﻘﺩ ﺣﺛﻧﻲ ﻋﻠﻰ ﺍﻟﻧﻅﺭ ﺇﻟﻰ ﺃﻓﺿﻝ ﺍﻟﺟﻭﺍﻧﺏ ﻓﻲ ﺃﻳﺔ ﻓﻛﺭﺓ‬
‫ﻗﺑﻝ ﺍﻟﺗﺣﺩﺙ ﻋﻥ ﻋﻳﻭﺑﻬﺎ‪ .‬ﻓﻲ ﺍﻟﺑﺩﺍﻳﺔ‪ ،‬ﻛﻧﺕ ﺃﺣﺎﻭﻝ‬
‫‪á«HÉéjE’G ÖfGƒ÷G ≈∏Y õ«cÎdG‬‬ ‫ﻣﻘﺎﻭﻣﺔ ﻫﺫﺍ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻹﻳﺟﺎﺑﻲ‪ ،‬ﻭﻟﻛﻥ ﺑﻌﺩ ﻓﺗﺭﺓ ﻗﺻﻳﺭﺓ‬
‫ﻓﻲ ﻣﻛﺗﺏ ”ﻫﻳﺭﺏ“‪ ،‬ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻟﻘﺩ ﺃﺧﺑﺭﻧﻲ »ﻓﻳﻝ«‬
‫ﻣﻥ ﺍﻟﻭﻗﺕ‪ ،‬ﺗﻐﻳﺭ ﺫﻟﻙ ﺍﻟﺷﻌﻭﺭ‪ ،‬ﺑﺳﺑﺏ ﻛﺛﺭﺓ ﺗﺭﻛﻳﺯﻱ‬
‫ﺃﻧﻙ ﻭﺍﺟﻬﺗﻪ ﺑﻐﻳﺎﺏ ﺍﻟﺩﻋﻡ ﺍﻟﻣﻌﻧﻭﻱ ﻓﻲ ﺍﻟﺷﺭﻛﺔ‪ ،‬ﻛﻣﺎ‬
‫ﻋﻠﻰ ﺍﻹﻣﻛﺎﻧﺎﺕ ﺍﻹﻳﺟﺎﺑﻳﺔ‪“.‬‬
‫ﺃﺧﺑﺭﻧﻲ ﺃﻥ ﺃﺳﻠﻭﺏ ﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﺫﻱ ﺗﺳﺗﺧﺩﻣﻪ ﺍﻵﻥ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫ﻳﻘﻭﻡ ﻋﻠﻰ ﻓﻛﺭﺓ ﺗﺷﺟﻳﻊ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻭﻫﻡ ﻳﺅﺩﻭﻥ ﺍﻟﻣﻬﺎﻡ‬ ‫‪á©HÉàŸG ÜÉ«Z :ådÉãdG ÖÑ°ùdG‬‬
‫ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ‪ .‬ﺃﻧﺎ ﻣﻬﺗﻡ ﺑﻣﻌﺭﻓﺔ ﻭﺟﻬﺔ ﻧﻅﺭﻙ‪“.‬‬ ‫ﻓﻲ ﺍﻟﺻﺑﺎﺡ ﺍﻟﺗﺎﻟﻲ‪ ،‬ﻭﺻﻝ ﺍﻟﻣﺅﻟﻑ ﺇﻟﻰ ﻣﻛﺗﺏ ”ﻓﻳﻝ“‬
‫ً‬
‫ﻗﺎﺋﻼ‪” :‬ﺃﻧﺎ ﻣﺳﺗﻌﺩ‬ ‫ﻓﻲ ﺷﺭﻛﺗﻪ‪ ،‬ﻭﺃﺧﺭﺝ ﻗﻠﻣﻪ ﻭﻣﻔﻛﺭﺗﻪ‬
‫”ﺃﻭﻻ‪ ،‬ﺩﻋﻧﻲ ﺃﻋﻁﻳﻙ ﻓﻛﺭﺓ ﺑﺳﻳﻁﺔ‬ ‫ً‬ ‫ﻗﺎﻝ ”ﻫﻳﺭﺏ“‪:‬‬ ‫ﻟﻠﺳﺑﺏ ﺍﻟﺛﺎﻟﺙ ﻭﺍﻷﺧﻳﺭ ﺍﻟﺫﻱ ﻳﻌﻭﻕ ﺍﻟﻧﺎﺱ ﻋﻥ ﺗﻁﺑﻳﻕ‬
‫ﻋﻥ ﺍﻷﺳﻠﻭﺏ ﺍﻟﻣﺗﺑﻊ ﻓﻲ ﺍﻟﺷﺭﻛﺔ‪ .‬ﻧﺣﻥ ﻧﻬﺗﻡ ﺑﺗﻌﻳﻳﻥ‬ ‫ﻣﺎ ﺗﻌﻠﻣﻭﻩ‪“.‬‬
‫ﻧﻭﻋﻳﻥ ﻣﻥ ﺍﻟﻣﻭﻅﻔﻳﻥ‪ :‬ﺍﻟﻔﺎﺋﺯﻳﻥ‪ ،‬ﻭﺍﻟﻔﺎﺋﺯﻳﻥ ﺍﻟﻣﺣﺗﻣﻠﻳﻥ‪.‬‬
‫ﺍﻟﻔﺎﺋﺯﻭﻥ ﻫﻡ ﺍﻟﻣﻭﻅﻔﻭﻥ ﺍﻟﺫﻳﻥ ﻳﺗﻣﺗﻌﻭﻥ ﺑﺧﺑﺭﺓ ﻭﺍﺳﻌﺔ‬ ‫ﺃﺟﺎﺏ ”ﻓﻳﻝ“‪” :‬ﺑﻌﺽ ﺍﻟﻧﺎﺱ‪ ،‬ﺑﻌﺩ ﻣﺻﺎﺩﻓﺗﻬﻡ ﻣﻌﻠﻭﻣﺔ‬
‫ﻓﻲ ﺍﻟﻣﺟﺎﻝ ﺍﻟﺫﻱ ﻗﻣﻧﺎ ﺑﺗﻌﻳﻳﻧﻬﻡ ﻣﻥ ﺃﺟﻠﻪ‪ ،‬ﻭﺳﺟﻝ‬ ‫ﺟﺩﻳﺩﺓ‪ ،‬ﻻ ﻳﺿﻌﻭﻥ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﻟﺗﻁﺑﻳﻕ ﺍﻟﻣﻌﺭﻓﺔ‬

‫‪6‬‬ ‫ﺇﻧﺟﺎﺯﺍﺗﻬﻡ ﺣﺎﻓﻝ‪ ،‬ﻭﺃﺩﺍﺅﻫﻡ ﻣﻣﺗﺎﺯ‪ .‬ﻛﻝ ﻣﺎ ﻳﺣﺗﺎﺟﻭﻥ‬

‫ﺇﻟﻳﻪ ﺇﺫﺍ ﻛﺎﻧﻭﺍ ﺟﺩ ًﺩﺍ ﺑﺎﻟﺷﺭﻛﺔ ﻫﻭ ﻓﻬﻡ ﻁﺑﻳﻌﺔ ﻋﻣﻠﻧﺎ‬
‫ﺍﻟﺟﺩﻳﺩﺓ‪ .‬ﺧﻣﱢﻥ ﻣﺎﺫﺍ ﻳﺣﺩﺙ ﻧﺗﻳﺟﺔ ﻟﺫﻟﻙ؟ ﻳﻧﺗﻛﺳﻭﻥ‪.‬‬
‫ﻳَﺭﺗﱠﺩﻭﻥ ﺇﻟﻰ ﻋﺎﺩﺍﺗﻬﻡ ﺍﻟﻘﺩﻳﻣﺔ‪.‬‬

‫‪This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬
 ‫ﻳﻛﻭﻧﻭﻥ ﻣﻭﺟﻭﺩﻳﻥ ﻓﻲ ﺃﻏﻠﺏ ﺍﻷﺣﻳﺎﻥ ﻋﻧﺩﻣﺎ ﻳﺣﺎﻭﻝ‬ ‫ﻭﺛﻘﺎﻓﺗﻧﺎ ﺍﻟﻣﺅﺳﺳﻳﺔ‪ ،‬ﻛﻣﺎ ﻳﺣﺗﺎﺟﻭﻥ ﺇﻟﻰ ﺃﻥ ﻳﻌﺭﻓﻭﺍ‬

‫ﺍﻟﺳﻧـﺔ ﺍﻟﺭﺍﺑـﻌـﺔ ‪ -‬ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ ‪) -‬ﺩﻳﺳﻣﺑﺭ ‪48 - (2014‬‬

‫ﺍﻟﻣﺗﺩﺭﺑﻭﻥ ﺗﻁﺑﻳﻕ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﺟﺩﻳﺩﺓ ﻟﻠﻣﺭﺓ ﺍﻷﻭﻟﻰ‪.‬‬ ‫ﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﻁﻠﻭﺑﺔ ﻣﻧﻬﻡ‪ .‬ﺑﻣﺟﺭﺩ ﺃﻥ ﻳﻌﺭﻓﻭﺍ ﻁﺑﻳﻌﺔ‬
‫ﺍﻟﻌﻣﻝ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺷﺭﻛﺔ ﻭﻣﻌﺎﻳﻳﺭﻫﺎ‪ ،‬ﻓﺈﻧﻪ ﻟﻳﺱ ﻋﻠﻳﻬﻡ‬
‫ﻟﻛﻥ ﺫﻟﻙ ﻣﺎ ﻧﺭﻳﺩ ﺗﺟﻧﺑﻪ‪ ،‬ﻓﻧﺣﻥ ﻧﺭﻳﺩ ﺍﻟﻣﻌﻠﻣﻳﻥ ﺍﻷﻛﻔﺎء‬
‫ﺃﻥ ﻳﺗﻠﻘﻭﺍ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﺗﺩﺭﻳﺏ‪ ،‬ﺑﻝ ﻳﺣﺗﺎﺟﻭﻥ ﺣﻳﻧﺋ ٍﺫ ﺇﻟﻰ‬
‫ﺑﺷﺭﻛﺗﻧﺎ – ﺳﻭﺍء ﺃﻛﺎﻧﻭﺍ ﻣﺩﻳﺭﻳﻥ ﺃﻡ ﻻ – ﺃﻥ ﻳﻧﺗﺑﻬﻭﺍ ﺇﻟﻰ‬ ‫ً‬
‫ﺑﺩﻻ ﻣﻥ ﺍﻟﻣﻌﻠﻣﻳﻥ ﺍﻷﻛﻔﺎء‪“.‬‬ ‫ﻣﺷﺟﻌﻳﻥ‬
‫ﺍﻟﻣﺗﺩﺭﺑﻳﻥ ﺍﻟﺫﻳﻥ ﻳُﺣﺗﻣﻝ ﺃﻥ ﻳﺻﺑﺣﻭﺍ ﻣﻥ ﻓﺋﺔ ﺍﻟﻔﺎﺋﺯﻳﻥ‪،‬‬
‫ﻭﺑﺧﺎﺻﺔ ﻋﻧﺩﻣﺎ ﻳﺣﺎﻭﻟﻭﻥ ﻟﻠﻣﺭﺓ ﺍﻷﻭﻟﻰ ﺃﻥ ﻳﻁﺑﻘﻭﺍ ﻣﺎ‬ ‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﺃﺧﺑﺭﻧﻲ ﺑﻣﺎ ﺗﻔﻌﻠﻭﻧﻪ ﻣﻊ ﺍﻟﻔﺎﺋﺯﻳﻥ‬
‫ﺗﻌﻠﻣﻭﻩ‪.‬‬ ‫ﺍﻟﻣﺣﺗﻣﻠﻳﻥ‪“.‬‬

‫ﻫﻧﺎﻙ ﺷﻲء ﺁﺧﺭ ﻣﻬﻡ‪ ،‬ﻭﻫﻭ ﺃﻧﻧﺎ ﻻ ﻧﻘﻭﻡ ﺑﺧﻁﻭﺍﺕ‬ ‫ﻗﺎﻝ ”ﻫﻳﺭﺏ“‪” :‬ﻫﺅﻻء ﻫﻡ ﺍﻟﻣﻭﻅﻔﻭﻥ ﺍﻟﺫﻳﻥ ﻧﻌﺗﻘﺩ ﺃﻧﻬﻡ‬
‫ﺍﻟﻣﺗﺎﺑﻌﺔ ﺍﻟﺗﻲ ﺫﻛﺭﺗﻬﺎ ﻟﻙ ﻣﻧﺫ ﻗﻠﻳﻝ ﺇﻟﻰ ﺍﻷﺑﺩ‪ .‬ﻓﺑﻣﺭﻭﺭ‬ ‫ﻣﻥ ﺍﻟﻣﻣﻛﻥ ﺃﻥ ﻳﺻﺑﺣﻭﺍ ﻣﻥ ﻓﺋﺔ ﺍﻟﻔﺎﺋﺯﻳﻥ ﺇﺫﺍ ﻗﻣﻧﺎ‬
‫ﺍﻟﻭﻗﺕ‪ ،‬ﻳﺟﺏ ﺃﻥ ﻳﺗﻐﻳﺭ ﺍﻷﺳﻠﻭﺏ ﻟﻳﺻﺑﺢ ﺑﺎﻟﺻﻭﺭﺓ‬ ‫ﺑﺗﺩﺭﻳﺑﻬﻡ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ‪ ،‬ﻟﻛﻥ ﺃﻫﻡ ﺷﻲء ﻧﺭﻳﺩ ﺍﻟﺗﺄﻛﺩ‬
‫ﺍﻟﺗﺎﻟﻳﺔ‪ :‬ﺍﻟﺳﺅﺍﻝ‪ ،‬ﺛﻡ ﺇﻋﻁﺎء ﺍﻟﻣﻭﻅﻑ ﻓﺭﺻﺔ ﻟﻠﺗﺟﺭﺑﺔ‬ ‫ﺃﻭﻻ ﻫﻭ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻟﺩﻳﻬﻡ ﻣﻭﻗﻑ ﺇﻳﺟﺎﺑﻲ ﺗﺟﺎﻩ‬‫ً‬ ‫ﻣﻧﻪ‬
‫ﺃﺧﻳﺭﺍ ﺍﻟﻣﺩﺡ‪“.‬‬
‫ً‬ ‫ﻛﻲ ﻳﻼﺣﻅﻪ ﻣﺩﻳﺭﻩ‪ ،‬ﺛﻡ‬ ‫ﺍﻟﺗﻌﻠﻡ ﺃﻡ ﻻ‪ .‬ﻳﺻﺭ »ﻓﻳﻝ« ﻋﻠﻰ ﺃﻥ ﻧﺧﺗﺑﺭ ﺗﻔﻛﻳﺭ ﻛﻝ‬
‫ﺷﺧﺹ ﻧﻘﻭﻡ ﺑﺗﻌﻳﻳﻧﻪ ﻛﻲ ﻧﺗﺧﻠﺹ ﻣﻥ ﺃﻱ ﻣﻳﻝ ﻟﺩﻳﻪ‬
‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻭﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ‪ ،‬ﻳﺟﺏ ﺃﻥ ﻳﺗﺣﻭﻝ ﻫﺫﺍ‬ ‫ﻧﺣﻭ ﺍﻟﺳﻠﺑﻳﺔ‪ .‬ﻭﺑﻣﺟﺭﺩ ﺃﻥ ﻧﻌﺭﻑ ﺃﻧﻧﺎ ﱠ‬
‫ﻭﻅﻔﻧﺎ ﺍﻷﺷﺧﺎﺹ‬
‫ﺍﻷﺳﻠﻭﺏ ﺇﻟﻰ‪ :‬ﻣﺭﺍﺟﻌﺔ ﺍﻟﻣﻭﻅﻑ ﻣﺎ ﺗﻌﻠﻣﻪ‪ ،‬ﺛﻡ ﺗﻧﻔﻳﺫ‬
‫ً‬ ‫ﺍﻟﻣﻧﺎﺳﺑﻳﻥ ﺍﻟﺫﻳﻥ ﺗﻧﻁﺑﻕ ﻋﻠﻳﻬﻡ ﺷﺭﻭﻁﻧﺎ‪ ،‬ﻧﺑﺩﺃ ﻓﻲ ﺗﺻﻣﻳﻡ‬
‫ﻭﺃﺧﻳﺭﺍ ﺍﻟﺗﻌﺑﻳﺭ ﻋﻥ ﺳﻌﺎﺩﺗﻪ ﺑﻣﺎ‬
‫ً‬ ‫ﻭﻓﻘﺎ ﻟﺫﻟﻙ‪،‬‬ ‫ﺍﻟﻌﻣﻝ‬
‫ﺑﺭﻧﺎﻣﺞ ﺗﺩﺭﻳﺑﻲ ﻣﺧﺻﺹ ﻻﺣﺗﻳﺎﺟﺎﺗﻬﻡ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ‬
‫ﺣﻘﻘﻪ ﻣﻥ ﺇﻧﺟﺎﺯ‪ ،‬ﺃﻭ ﺗﻭﺟﻳﻪ ﺃﺩﺍﺋﻪ ﻧﺣﻭ ﺍﻷﺩﺍء ﺍﻟﻣﺗﻣﻳﺯ“‪.‬‬
‫ﺇﻟﻰ ﺍﻟﺑﺭﻧﺎﻣﺞ ﺍﻟﺗﺩﺭﻳﺑﻲ ﺍﻟﺫﻱ ﻧﺗﻌﺎﻗﺩ ﻋﻠﻳﻪ ﻣﻥ ﺧﺎﺭﺝ‬
‫ﻗﺎﻝ ”ﻫﻳﺭﺏ“‪” :‬ﺩﻭﻥ ﺷﻙ‪ .‬ﻓﻧﺣﻥ ﻻ ﻧﺭﻳﺩ ﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ‬ ‫ﺍﻟﺷﺭﻛﺔ‪ ،‬ﻭﺫﻟﻙ ﻟﻣﺳﺎﻋﺩﺗﻬﻡ ﻓﻲ ﺑﺩء ﺍﻟﺗﻌﻠﻡ ﺑﻧﺟﺎﺡ‪“.‬‬
‫ﺇﻻ ﺃﻥ ﻳﺻﺑﺢ ﺍﻟﻣﺗﺩﺭﺑﻭﻥ ﺃﻛﻔﺎء ﻓﻳﻣﺎ ﻳﺅﺩﻭﻧﻪ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ‬
‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻫﻝ ﺗﻠﻙ ﻫﻲ ﺍﻟﻧﻘﻁﺔ ﺍﻟﺗﻲ ﺗﺑﺩﺃ ﺑﻬﺎ ﻟﺗﻁﺑﻳﻕ‬
‫ﻳﻣﻛﻧﻬﻡ ﺃﻥ ﻳﻌﻣﻠﻭﺍ ﺑﺄﺳﻠﻭﺏ ﺍﻟﺗﻔﻭﻳﺽ؛ ﺣﻳﺙ ﻳﺩﻋﻬﻡ‬
‫ﻣﺩﻳﺭﻫﻡ ﻳﺗﺣﻣﻠﻭﻥ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ‪ .‬ﻭﺑﻬﺫﻩ ﺍﻟﻁﺭﻳﻘﺔ‪ ،‬ﻳﻣﻛﻧﻬﻡ‬ ‫ﺃﺳﻠﻭﺏ ﺍﻟﻣﺗﺎﺑﻌﺔ؟“‬
‫ﺃﻥ ﻳﺩﻳﺭﻭﺍ ﺃﻧﻔﺳﻬﻡ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﺩﺭﻳﺏ ﺍﻵﺧﺭﻳﻥ‪“.‬‬
‫ﻗﺎﻝ ”ﻫﻳﺭﺏ“‪” :‬ﻧﻌﻡ‪ .‬ﻓﻛﻝ ﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﺫﻱ ﻧﻘﺩﻣﻪ ﻳﻬﺩﻑ‬
‫ﺳﺄﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﺇﺫﻥ‪ ،‬ﻧﺳﺗﺧﻠﺹ ﻣﻥ ﺫﻟﻙ ﺃﻥ ﺧﻁﺔ‬ ‫ﺇﻟﻰ ﺃﻥ ﻳﺗﺧﻁﻰ ﺍﻟﻣﺗﺩﺭﺑﻭﻥ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﻧﻅﺭﻳﺔ ﺍﻟﻣﺟﺭﺩﺓ‪،‬‬
‫ﺑﺩﻻ ﻣﻥ ﺫﻟﻙ ﻋﻠﻰ ﺍﻟﻔﺭﺹ ﺍﻟﻣﺗﺎﺣﺔ ﻟﻬﻡ‬ ‫ً‬ ‫ﻭﺍﻟﺗﺭﻛﻳﺯ‬
‫ﺍﻟﻣﺗﺎﺑﻌﺔ ﺍﻟﺑﺳﻳﻁﺔ ﺗﻠﻙ ﻫﻲ ﻛﻝ ﻣﺎ ﻳﺗﻁﻠﺑﻪ ﺍﻷﻣﺭ ﻟﺳﺩ‬
‫ﺍﻟﻔﺟﻭﺓ ﺑﻳﻥ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺗﻁﺑﻳﻕ؟“‬ ‫ﻟﺗﻁﺑﻳﻕ ﻣﺎ ﻳﺗﻌﻠﻣﻭﻧﻪ ﺑﺷﻛﻝ ﻋﻣﻠﻲ‪ .‬ﻟﻬﺫﺍ ﺗﺗﻛﻭﻥ ﺧﻁﺔ‬
‫ﺍﻟﻣﺗﺎﺑﻌﺔ ﻟﺩﻳﻧﺎ ﻣﻥ‪ :‬ﺍﻟﺷﺭﺡ‪ ،‬ﻭﺍﻟﺗﻭﺿﻳﺢ‪ ،‬ﻭﺇﻋﻁﺎء‬
‫ﺃﺟﺎﺏ ”ﻫﻳﺭﺏ“‪” :‬ﻻ ﺗﺳﺗﻬﻥ ﺑﺎﻷﻣﺭ‪ .‬ﻋﺩﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻫﻭ‬ ‫ﻓﺭﺻﺔ ﻟﻠﺗﺟﺭﺑﺔ‪ ،‬ﻭﺍﻟﻣﻼﺣﻅﺔ‪ ،‬ﻭﻣﺩﺡ ﺍﻟﺗﻘﺩﻡ ﺍﻟﺫﻱ‬
‫ﺃﺻﻌﺏ ﻋﺎﺋﻕ ﻋﻠﻳﻧﺎ ﺍﻟﺗﻐﻠﺏ ﻋﻠﻳﻪ ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺃﻥ ﻧﻁﺑﻕ ﻣﺎ‬ ‫ﻳﺣﺭﺯﻩ ﺍﻟﻣﺗﺩﺭﺏ‪ ،‬ﻭ‪ /‬ﺃﻭ ﺍﻟﺗﻭﺟﻳﻪ‪“.‬‬
‫ﺗﻌﻠﻣﻧﺎﻩ‪ .‬ﻟﻬﺫﺍ‪ ،‬ﻟﺩﻳﻧﺎ ﻓﻲ ﺷﺭﻛﺗﻧﺎ ﺃﺳﺎﻟﻳﺏ ﻋﺩﻳﺩﺓ ﻟﻠﻣﺗﺎﺑﻌﺔ‬
‫ﻟﻠﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻳﻁﺑﻘﻭﻥ ﻣﻌﺭﻓﺗﻬﻡ ﺍﻟﺟﺩﻳﺩﺓ‪“.‬‬ ‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‪” :‬ﻭﻟﻛﻥ ﻟﻛﻲ ﻳﺗﻠﻘﻰ ﺍﻟﻣﻭﻅﻑ ﺍﻟﻣﺩﺡ ﺃﻭ‬
‫ﺍﻟﺗﻭﺟﻳﻪ‪ ،‬ﻻ ﺑﺩ ﺃﻥ ﻳﻛﻭﻥ ﻣﺩﻳﺭﻩ ﻣﻭﺟﻭ ًﺩﺍ ﻟﻳﺭﻯ ﻋﻣﻠﻪ‪“.‬‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

‫‪:á«dhDƒ°ùeh ºYOh IÈN‬‬

‫‪á«dÉãŸG ÖjQóàdG ádOÉ©e‬‬ ‫ﻗﺎﻝ ”ﻫﻳﺭﺏ“‪” :‬ﺃﻧﺕ ﻋﻠﻰ ﺣﻕ‪ .‬ﻟﻣﺩﺡ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺃﻭ‬
‫ً‬
‫ﻭﺍﺻﻝ ”ﻫﻳﺭﺏ“‪” :‬ﺳﺄﻋﻁﻳﻙ ﻣﺛﺎﻻ ﻋﻠﻰ ﺫﻟﻙ ﻣﻥ‬ ‫ﺗﻭﺟﻳﻬﻬﻡ‪ ،‬ﻻ ﺑﺩ ﺃﻥ ﻳﻛﻭﻥ ﺍﻟﻣﺩﻳﺭ ﻣﻭﺟﻭ ًﺩﺍ ﻟﻣﻼﺣﻅﺔ ﻣﺩﻯ‬
‫ﺩﺍﺧﻝ ﺷﺭﻛﺗﻧﺎ‪ .‬ﻓﻘﺩ ﻁﻠﺑﻧﺎ ﻣﻥ ﻛﻝ ﻣﺩﻳﺭ ﺃﻥ ﻳﺟﺗﻣﻊ‬ ‫ﺍﻟﺗﻘﺩﻡ ﺍﻟﺫﻱ ﺃﺣﺭﺯﻭﻩ‪ .‬ﻓﻲ ﺍﻟﻣﺎﺿﻲ‪ ،‬ﻛﺎﻥ ﺍﻟﻣﺗﺩﺭﺑﻭﻥ‬
‫ﻣﺭﺓ ﻛﻝ ﺃﺳﺑﻭﻋﻳﻥ ﻣﻊ ﻣﻭﻅﻔﻳﻪ‬ ‫ﻳﻌﻣﻠﻭﻥ ﺗﺣﺕ ﺇﺷﺭﺍﻑ ﻣﻌﻠﻡ‬
‫ﻟﻣﺩﺓ ﺗﺗﺭﺍﻭﺡ ﺑﻳﻥ ‪ 15‬ﻭ‪30‬‬ ‫‪™eh‬‬ ‫‪,∞XƒŸGh‬‬ ‫‪ôjóŸG‬‬ ‫‪á«dhD‬‬ ‫‪ƒ‬‬ ‫‪°ùe‬‬ ‫”‪º«∏©àdG‬‬
‫ﻛﻑء ﻳﻼﺣﻅ ﻛﻝ ﻣﺎ ﻳﻔﻌﻠﻭﻧﻪ‪،‬‬
‫‪áaô©ŸG‬‬ ‫‪QOÉ°üe‬‬ ‫‪ô‬‬ ‫‪t‬‬
‫‪aƒJh‬‬ ‫‪IÉ«◊G‬‬ ‫‪IÒJh‬‬ ‫‪´QÉ°ùJ‬‬
‫ﺩﻗﻳﻘﺔ‪ .‬ﺍﻟﻣﻭﻅﻔﻭﻥ ﺃﻧﻔﺳﻬﻡ ﻫﻡ‬ ‫ﻭﻟﻛﻥ ﺍﻟﻳﻭﻡ ﻓﻲ ﻏﻣﺭﺓ ﺍﻟﺣﻳﺎﺓ‬
‫ﻣﻥ ﻳﺣﺩﺩﻭﻥ ﺍﻟﻣﻭﺿﻭﻋﺎﺕ‬ ‫‪∂à«dhD‬‬ ‫‪ƒ‬‬ ‫‪°ùe‬‬ ‫‪íÑ°üJ‬‬ ‫‪,äɨ∏dG‬‬ ‫‪πμH‬‬ ‫‪áMƒàØŸG‬‬
‫ﺍﻟﻣﺯﺩﺣﻣﺔ ﺑﻣﺋﺎﺕ ﺍﻟﻣﻬﺎﻡ‪،‬‬
‫ﺍﻟﺗﻲ ﺳﺗﺗﻡ ﻣﻧﺎﻗﺷﺗﻬﺎ ﻓﻲ ﻫﺫﻩ‬ ‫‪“.ÈcC‬‬ ‫‪G‬‬ ‫‪∞Xƒªc‬‬

‫ﺍﻻﺟﺗﻣﺎﻋﺎﺕ‪ ،‬ﻭﺍﻟﺗﻲ ﻋﺎﺩ ًﺓ ﻣﺎ‬

‫‪…Oɪ°üdG‬‬ ‫‪º«°ùf‬‬
‫ﺗﺗﺣﺭﻙ ﻋﺟﻠﺔ ﺍﻟﻌﻣﻝ ﺑﺳﺭﻋﺔ‬
‫ﻓﺎﺋﻘﺔ ﻟﺩﺭﺟﺔ ﺃﻥ ﺍﻟﻣﺩﻳﺭﻳﻥ ﻻ‬
‫‪7‬‬
‫‪This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬
 48 - (2014 ‫ )ﺩﻳﺳﻣﺑﺭ‬- ‫ ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ﻋﺷﺭ‬- ‫ﺍﻟﺳﻧـﺔ ﺍﻟﺭﺍﺑـﻌـﺔ‬ ‫ﺗﺩﻭﺭ ﺣﻭﻝ ﻛﻳﻔﻳﺔ ﺗﺣﻘﻳﻘﻬﻡ ﺃﻫﺩﺍﻑ ﺍﻟﺷﺭﻛﺔ ﻭﻧﻭﻉ ﺍﻟﻣﺳﺎﻋﺩﺓ‬
“.‫ﺍﻟﺗﻲ ﻳﺣﺗﺎﺟﻭﻧﻬﺎ‬

“.‫ ”ﻫﺫﺍ ﺩﻋﻡ ﻣﻌﻧﻭﻱ ﺣﻘﻳﻘﻲ‬:‫ﻗﺎﻝ ﺍﻟﻣﺅﻟﻑ‬

،‫ﺃﻳﺿﺎ ﺍﻟﺧﺑﺭﺓ ﺇﻟﻳﻬﻡ‬ ً ‫ ”ﻛﻣﺎ ﺃﻧﻪ ﻳﻧﻘﻝ‬:“‫ﻗﺎﻝ ”ﻫﻳﺭﺏ‬

‫ ﻓﻧﻅﺭً ﺍ ﺇﻟﻰ‬.‫ﻭﻳﺣﻔﺯﻫﻡ ﻋﻠﻰ ﺗﺣﻣﻝ ﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﺗﺟﺎﻩ ﺃﺩﺍﺋﻬﻡ‬
‫ ﻣﺭﺓ ﻓﻲ‬26 ‫ﺃﻥ ﺍﻟﻣﺩﻳﺭﻳﻥ ﻳﻠﺗﻘﻭﻥ ﻣﻊ ﺟﻣﻳﻊ ﻣﻭﻅﻔﻳﻬﻡ‬
ájõ«∏‚E’Gh á«Hô©dG Úà¨∏dÉH Iôaƒàe á°UÓÿG √òg
.‫ ﻓﺈﻥ ﺫﻟﻙ ﻳﺅﺩﻱ ﺇﻟﻰ ﺗﺑﺎﺩﻝ ﺍﻟﻣﺯﻳﺩ ﻣﻥ ﺍﻟﺧﺑﺭﺍﺕ‬،‫ﺍﻟﻌﺎﻡ‬
This publication is available in both Arabic & English ‫ ﻻ ﺗﻅﻬﺭ ﺃﻳﺔ ﻣﻔﺎﺟﺂﺕ‬،‫ﻭﺑﺳﺑﺏ ﻫﺫﻩ ﺍﻻﺟﺗﻣﺎﻋﺎﺕ ﺍﻟﻣﺗﻛﺭﺭﺓ‬
‫ ﻣﻣﺎ ﻳﻛﻭﻥ ﻟﻪ‬،‫ﻋﻧﺩ ﺇﺟﺭﺍء ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﺳﻧﻭﻱ ﻷﺩﺍء ﺍﻟﻣﻭﻅﻑ‬
:øY Qó°üJ ájô¡°T Iöûf ‫ﺗﺄﺛﻳﺭ ﺇﻳﺟﺎﺑﻲ ﻫﺎﺋﻝ ﻋﻠﻰ ﺃﺩﺍء ﺍﻟﺷﺭﻛﺔ ﻛﻛﻝ ﻭﺍﻻﺣﺗﻔﺎﻅ‬
“´É©°T” »ª∏©dG ΩÓYEÓd á«Hô©dG ácöûdG “.‫ﺑﺎﻟﻣﻭﻅﻔﻳﻥ ﺫﻭﻱ ﺍﻷﺩﺍء ﺍﻟﺟﻳﺩ‬

‫ ﺛﻡ‬،‫ﺷﻛﺭ ﺍﻟﻣﺅﻟﻑ ”ﻫﻳﺭﺏ“ ﻋﻠﻰ ﻣﺎ ﻣﻧﺣﻪ ﻣﻥ ﻭﻗﺗﻪ ﺍﻟﺛﻣﻳﻥ‬

.‫ﻋﺎﺩ ﺇﻟﻰ ﻣﻛﺗﺏ ”ﻓﻳﻝ“ ﻟﻳﺷﻛﺭﻩ ﻣﺭﺓ ﺃﺧﻳﺭﺓ‬
(äÉ°UÓN) ‘ ∑GΰTÓd
IôHÉãŸÉH ΩƒYóe õ«côJ
¢ShDhô``e hCG ¢ù«Fôd É¡FGógE’ hCG ºμà°ù°SDƒŸ hCG ºμd
‫ﻗﻠﻳﻝ ﻣﻥ ﺍﻟﻧﺎﺱ ﺳﻳﺗﻐﻳﺭﻭﻥ ﻭﻳﺑﺩﻟﻭﻥ ﺳﻠﻭﻛﻳﺎﺗﻬﻡ ﺇﺫﺍ ﻗﺭﺅﻭﺍ‬
º```μæμÁ ;π```«ªY hCG π``«eõd É`¡Áó≤àd hCG
‫ ﺃﻭ‬،‫ ﺃﻭ ﺷﺎﻫﺩﻭﺍ ﻣﻘﻁﻊ ﻓﻳﺩﻳﻭ‬،‫ ﺃﻭ ﺍﺳﺗﻣﻌﻭﺍ ﻷﺳﻁﻭﺍﻧﺔ‬،‫ﻛﺗﺎﺑًﺎ‬
.ø`«cΰûŸG äÉeóN IQGOEÉH ∫É``°üJ’G
‫ ﻟﻛﻥ ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﺃﺳﻠﻭﺑﻙ ﻓﻲ‬.‫ﺣﺿﺭﻭﺍ ﺩﻭﺭﺓ ﺗﺩﺭﻳﺑﻳﺔ‬
IôgÉ≤dG :á«Hô©dG öüe ájQƒ¡ªL ‫ ﻟﻛﻲ ﺗﻣﺭﱢ ﺭ ﺑﻌﺩ ﺫﻟﻙ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬،‫ﺍﻟﺗﻌﻠﻡ ﻗﺎﺋﻣًﺎ ﻋﻠﻰ ﺍﻟﺗﺭﻛﻳﺯ‬
+ 2 02 24025324 - 24036657 - 22633897 : ∞JÉg ‫ ﻭﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ ﺗﺿﻊ ﺧﻁﺔ‬،‫ﺍﻟﺟﺩﻳﺩﺓ ﻋﺑﺭ ﻋﻘﻠﻳﺔ ﺇﻳﺟﺎﺑﻳﺔ‬
+2 02 22612521 : ¢ùcÉa .‫ﻟﻠﻣﺗﺎﺑﻌﺔ ﻭﺗﻁﺑﻳﻕ ﻣﺎ ﺗﻌﻠﻣﺗﻪ ﻓﻭﺭً ﺍ‬
‘ ÉæÑJÉμe øe …CÉH ∫É°üJÓd
‫ﺍﻟﺳﻣﺔ ﺍﻷﺳﺎﺳﻳﺔ ﺍﻟﺗﻲ ﺗﻣﻳﺯ ﺣﻳﺎﺓ ﻛﻝ ﺷﺧﺹ ﻧﺎﺟﺢ ﻫﻲ‬
¿ÉªY áæ£∏°Sh øª«dGh ¿OQC’Gh äGQÉeE’Gh ájOƒ©°ùdGh ÉjQƒ°S
,á«Hô©dG ∫hódG »bÉHh ô£bh ‫ ﺑﻁﺭﻳﻘﺔ‬.‫ﺍﻟﺗﺭﻛﻳﺯ ﺍﻟﻣﺩﻋﻭﻡ ﺑﺎﻟﻣﺛﺎﺑﺭﺓ ﻭﺍﻟﺛﺑﺎﺕ ﻭﺍﻹﺻﺭﺍﺭ‬
:Éæ©bƒe IQÉjõH ΩôμàdG AÉLôdG ‫ ﻓﺈﻥ ﻛﻝ ﺷﺧﺹ ﺣﻘﻕ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻹﻧﺟﺎﺯﺍﺕ‬:‫ﺃﻭ ﺑﺄﺧﺭﻯ‬
‫ ﺩﻭﻥ‬،‫ﻳﺗﻣﺗﻊ ﺑﺎﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻣﺛﺎﺑﺭﺓ ﻭﺍﻟﺑﻘﺎء ﻓﻲ ﻧﻔﺱ ﻣﺳﺎﺭﻩ‬
www.edara.com
.‫ ﺣﺗﻰ ﻳﺻﻝ ﺇﻟﻰ ﻫﺩﻓﻪ ﻭﻣﺑﺗﻐﺎﻩ‬،‫ﺃﻥ ﻳﺣﻳﺩ ﻋﻧﻪ ﺃﻭ ﻳﻠﻬﻳﻪ ﺷﻲء‬
k G “´É©°T” øY Qó°üJ
:äÉjQhO É°†jC
∫ɪYC’G πLQh ôjóŸG Öàc äÉ°UÓN
äÉ`````bÓY
…QGOE’G QÉàîŸG
ΩÉ©dG QGóe ≈∏Y ΩÉ¡dEG
∞dDƒŸG
IQÉ«°ùdG ‘ IQGOE’G :á«Jƒ°üdG á∏°ù∏°ùdG
‫ﻛﻳﻥ ﺑﻼﻧﺷﺎﺭﺩ‬
™aódGh ∑GΰT’G ɪFGO ºμæμÁ ‫ ﻭﻗﺩ ﺃﻟّﻑ ﻭﺷﺎﺭﻙ ﻓﻲ‬،“‫ﻫﻭ ﺭﺋﻳﺱ ﻣﺟﻣﻭﻋﺔ ﺷﺭﻛﺎﺕ ”ﻛﻳﻥ ﺑﻼﻧﺷﺎﺭﺩ‬
k
:Éæ©bƒe ≈∏Y É«k fhÎμdEG .“‫ ﺃﺷﻬﺭﻫﺎ ﻛﺗﺎﺏ ”ﻣﺩﻳﺭ ﺍﻟﺩﻗﻳﻘﺔ ﺍﻟﻭﺍﺣﺩﺓ‬،‫ ﻛﺗﺎﺑًﺎ‬40 ‫ﺗﺄﻟﻳﻑ ﺃﻛﺛﺭ ﻣﻥ‬
‫ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ‬

www.edara.com
(äÉ°UÓN) Qó°üJ ÜÉ`````àμ`dG
á`«ŸÉ©dG ÖàμdG π°†aCG ,á«Hô©dG á¨∏dÉH ¢üî∏Jh 1993 ΩÉY ™∏£e òæe
ÖàμdG ≈∏Y õ````«cÎdG ™``e ,∫É```ªYC’G ∫É````LQh ø````jôjóª∏d á`¡LƒŸG Authors: Ken Blanchard, Paul Meyer, & Dick Ruhe
±ó``¡`J .…QGOE’G ô`μ``Ø∏d G kójó`L ∞`«`°†J »`à`dGh É`©``«``Ñ`e
k Ì``cC’G
ájQGOE’G äÉjô¶ædGh äÉ°SQɪŸG ÚH Iƒ```éØdG ó°S ≈dEG (äÉ``°UÓN) Title: Know Can Do!: Put Your Know-How into
Action
ô``aƒJ å«M ;á```«Hô©dG IQGOE’G á```Ä«Hh ,á````eó≤àŸG ∫hódG ‘ á``ãjó◊G
.≥````«Ñ£à∏d á```∏HÉbh á```Hô›
q á````jQGOEG áaô©e º```¡d Publisher: Berrett-Koehler Publishers (October 1, 2007)
ÖcôŸG åëÑdG ∑ôfi ∫ÓN øe É¡JÉjƒàfi πc ‘ åëÑdG øμÁh
.Éæ©bƒe ≈∏Y ISBN: 978-1576754689
6454 : ´GójE’G ºbQ Pages: 115

8 ISSN: 110/2357

This copy is licensed to: ehab@aswaqfathalla.com Edara.com User: 307098 and is not to be shared. Any illegal sharing constitutes infringement
of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.
 ‫‪C‬‬ ‫ﺣﻘﻮق اﻟﻤﻠﻜﻴﺔ‬
‫ﻣﺤﻔﻮﻇﺔ ﻟﻠﺸﺮﻛﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻋﻼم اﻟﻌﻠﻤﻲ‬

‫ﺣﻘﻮق اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ ﻟﻬﺬا اﻟﻌﺪد وﻟﻜﻞ اﻋﺪاد واﻟﻜﺘﺐ اﻟﻜﺘﺮوﻧﻴﺔ واﻟﺼﻮﺗﻴﺔ اﻟﻤﻨﺸﻮرة‬
‫ﻋﻠﻰ ﻣﻮﻗﻌﻨﺎ ‪ www.edara.com‬ﺗﻌﻮد ﻟﻠﺸﺮﻛﺔ اﻟﻌﺮﺑﻴﺔ ﻟ‪+‬ﻋﻼم اﻟﻌﻠﻤﻲ »ﺷﻌﺎع«‪ .‬وﻋﻠﻴﻪ‬
‫ﻓﺈﻧﻨﺎ ﻧﺘﻮﻗﻊ ﻣﻨﻜﻢ اﻻﻟﺘﺰام ﺑﺎﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺣﻘﻮﻗﻨﺎ ﻛﺎﻣﻠﺔ وذﻟﻚ ﺑﻌﺪم ﻧﺴﺦ أو رﻓﻊ أو‬
‫إرﺳﺎل أﻋﺪادﻧﺎ ﺧﺎرج ﺣﺪود اﺳﺘﺨﺪاﻣﻜﻢ اﻟﺸﺨﺼﻲ واﻟﻤﻬﻨﻲ واﻟﻤﺆﺳﺴﻲ دون ﻣﻮاﻓﻘﺔ‬
‫ﺧﻄﻴﺔ ﻣﻨﺎ‪ .‬ﻋﻠﻰ أﻧﻨﺎ ﻧﺴﻤﺢ ﻟﻠﻤﺸﺘﺮﻛﻴﻦ ﺑﺤﻔﻆ وﻃﺒﺎﻋﺔ اﻋﺪاد ﻟﻼﺳﺘﺨﺪام اﻟﺪاﺧﻠﻲ ﻓﻘﻂ‪.‬‬
‫وﻋﻠﻴﻪ‪ ،‬ﻧﺮﺟﻮ أن ﻳﺘﻌﻬﺪ اﻟﺠﻤﻴﻊ ﺑﻌﺪم ﻧﻘﻞ أو ﺗﻤﺮﻳﺮ أو ﻣﺸﺎرﻛﺔ ا‪P‬ﺧﺮﻳﻦ ﻓﻲ ﺣﻘﻮﻗﻨﺎ ﻫﺬه‪.‬‬
‫ً‬
‫وﻓﻘﺎ ﻟﻘﻮاﻧﻴﻦ اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ اﻟﻤﺤﻠﻴﺔ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻧﻨﺎ ﺳﻨﻘﺎﺿﻲ ﻛﻞ ﻣﻦ ﻻ ﻳﺤﺘﺮم ﻫﺬا اﻟﺘﻌﻬﺪ‬
‫ً‬
‫واﻗﻠﻴﻤﻴﺔ واﻟﺪوﻟﻴﺔ‪.‬‬

‫ﺃﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺸﻬﺮ‬

‫ﺧﻼﺻﺎت‬

‫ﺧﻼﺻﺔ ”ﻛﺘﺐ اﻟﱰﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ“‬ ‫ﺧﻼﺻﺔ ”ﻛﺘﺐ اﳌﺪﻳﺮ“‬ ‫ﺧﻼﺻﺔ ”ﻛﺘﺐ اﳌﺪﻳﺮ“‬
‫رﻗﻢ‪48 :‬‬ ‫رﻗﻢ‪546 :‬‬ ‫رﻗﻢ‪545 :‬‬

‫اﻟﻌﺼﺮ اﻟﺜﺎﻧﻲ ﻟﻶﻟﺔ‬ ‫ﻣﻦ ﺻﻔﺮ إﻟﻰ واﺣﺪ‬

‫ﺗﻌ ﱠﻠﻢ‪ ..‬واﻓﻌﻞ!‬
‫ﺗﺄﻟﻴﻒ‪ :‬إرﻳﻚ ﺑﺮﻳﻨﺠﻮﻟﻔﺴﻮن وأﻧﺪرو ﻣﻜﺎﰲ‬
‫ﺗﺄﻟﻴﻒ‪ :‬ﻛني ﺑﻼﻧﺸﺎرد وﺑﻮل ﻣﻴري ودﻳﻚ رو‬ ‫ﺗﺄﻟﻴﻒ‪ :‬ﺑﻴﱰ ﺛﻴﻞ وﺑﻠﻴﻚ ﻣﺎﺳﱰز‬

‫ﻣﻦ ﻣﻘﺎﻻت ”ﻋﻼﻗـــــﺎت“ ﻫﺬا اﻟﺸﻬﺮ‬ ‫ﻣﻘﺎﻻت ”اﻟﻤﺨﺘﺎر اداري“ ﻫﺬا اﻟﺸﻬﺮ‬

‫❂ أﴎار اﻟﻨﺠﺎح ﻋﲆ املﻮاﻗﻊ اﻻﺟﺘﻤﺎﻋﻴﺔ ﰲ ‪2015‬‬ ‫❂ ﻣﺴﺘﻘﺒﻞ اﻷﻋﻤﺎل ﰲ اﻟﻌﺎﻟﻢ‬

‫❂ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻌﻤﻴﻞ اﻟﺼﻌﺐ‬
‫❂ ‪ 10‬ﻣﻬﺎرات ﰲ رﺟﻞ اﻷﻋﻤﺎل اﻟﻨﺎﺟﺢ‬
‫❂ اﻟﻌﻤﻞ اﻟﺨريي ﻣﻬﻢ ملﴩوﻋﻚ اﻟﺘﺠﺎري‬
‫❂ ﻣﺎ ﻳﺠﺐ أن ﺗﻌﺮف ﻗﺒــﻞ أن ﺗُﺮ ﱢﻗﻲ ﻣﻮﻇﻔﻴﻚ‬
‫❂ ﻣﺪﻳﺮ اﻟﺘﺴﻮﻳﻖ اﻟﺘﻜﻨﻮﻟﻮﺟﻲ‪ ..‬وﻇﻴﻔﺔ اﻟﻌﺎم اﻟﺠﺪﻳﺪ‬
‫❂ ﻣﻜﺘﺐ املﺪﻳﺮ ﻣﺜﻞ ﻣﻜﺘﺐ املﻮﻇﻒ‬ ‫❂ ﻣﻘــــﻮﻻت اﻟﻘﻴـــــﺎدة‬
‫اﻟﻌﺪد ‪96‬‬ ‫اﻟﻌﺪد ‪156‬‬
‫❂ املﺤﺘﻮى اﻹﻟﻜﱰوﻧﻲ املﻔﻀﻞ ﻟﺪى ”ﺟﻮﺟﻞ“‬ ‫❂ ‪ 30‬ﺗﺤﺖ اﻟـ ‪30‬‬
‫❂ ﻣﺎ ﺑني اﻟﻔﺮص واملﺨﺎوف‪ :‬اﻟﻘﺎرة اﻟﺴﻮداء ﺗﺤﺎول اﻟﻨﻬﻮض‬
‫❂ ‪ 4‬ﻃﺮق راﺋﻌﺔ ﻟﺘﺨﺘﻢ ﺧﻄﺎﺑﻚ‬
‫❂ ﻣﺪﻳﺮ أم ﺻﺪﻳﻖ؟!‬
‫❂ ﻋﻨﺪﻣﺎ ﺗﻐﲇ اﻟﻀﻔﺎدع!‬ ‫❂ ﻣﻘﺘﻄﻔـﺎت ﻣﻦ أﻓﻀﻞ ﺧﻼﺻﺎﺗﻨﺎ ﰲ ‪2014‬‬

‫❂ ‪ 8‬ﻓــﻮاﺋــﺪ ﻟﻠﺘﺴــﻮﻳــــﻖ ﻋــــﻦ ﻃﺮﻳـــﻖ اﻟﻔﻴﺪﻳــــﻮ‬ ‫❂ ﻃﺮﻳﻘﺔ ﺟﺪﻳﺪة ﻟﻠﺤﺪ ﻣﻦ ﺿﺠﻴﺞ اﻟﻄﺎﺋﺮات‬

‫‪This copy is licensed to: ehab@aswaqfathalla.com‬‬ ‫‪www.edara.com‬‬ ‫ﻣﻮﻗﻌﻨﺎ‬

‫‪Edara.com User: 307098‬‬ ‫زوروا ‪and‬‬
‫ﻟﻼﺷﺘﺮاك ‪is not‬‬
‫‪to be shared. Any illegal sharing constitutes infringement‬‬
‫‪of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.‬‬