‫ﺍﻟﺷﺭﻛﺔ ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺗﺷﺭﻳﻥ ﺍﻷﻭﻝ‬

‫ﻟﻺﻋـﻼﻡ ﺍﻟﻌﻠﻣﻲ‬ ‫ﺃﻛﺗﻭﺑﺭ )‪ 2012‬ﻡ(‬

‫) ﺷﻌﺎﻉ (‬ ‫ﺫﻭ ﺍﻟﻘﻌﺩﺓ )‪ 1433‬ﻫـ(‬

‫ﺍﻟﻘﺎﻫﺭﺓ‬ ‫ﺍﻟﺳﻧـﺔ ﺍﻟﻌﺷﺭﻭﻥ‬

‫ﺝ‪.‬ﻡ‪.‬ﻉ‬ ‫ﺍﻟـﻌـﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ‬

‫ﻟﻠﻣﺷﺗﺭﻛﻳﻥ ﻓﻘﻁ‬ ‫ﺍﻟــــﻌـﺩﺩ ‪493‬‬

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‫ﺇﺩﺍﺭﺓ ﺍﻟﻣﻌﺭﻓﺔ‬

‫‪áYöùH ÒμØàdG‬‬
‫‪!A§ÑH ÒμØàdGh‬‬
‫ﺗﺄﻟﻳﻑ‪ :‬ﺩﺍﻧﻳﻝ ﻛﺎﻧﻣﺎﻥ‬

‫ﺍﻟﻣﺭﻳﺽ ﻧﻅﺭﺓ ﻭﺍﺣﺩﺓ ﻓﻳﺳﺗﻁﻳﻊ ﻣﻥ ﺧﻼﻟﻬﺎ ﺗﺷﺧﻳﺹ ﺣﺎﻟﺗﻪ‬ ‫‪?á«¡jóH IÈN ΩCG AGÈN á¡jóH‬‬
‫ﺑﺩﻗﺔ‪ .‬ﺗﺑﻬﺭﻧﺎ ﺑﺩﻳﻬﺔ ﺍﻟﺧﺑﺭﺍء ﻭﻛﺄﻧﻬﺎ ﺿﺭﺏ ﻣﻥ ﺿﺭﻭﺏ‬
‫ﺍﻟﺳﺣﺭ‪ ،‬ﻏﻳﺭ ﺃﻧﻬﺎ ﻟﻳﺳﺕ ﻛﺫﻟﻙ‪ .‬ﻓﻔﻲ ﺍﻟﻭﺍﻗﻊ‪ ،‬ﻟﺩﻳﻧﺎ ﺟﻣﻳﻌًﺎ‬ ‫ﺣﻳﻥ ﺗُﺳﺄﻝ ﻋﻣﺎ ﻳﺟﻭﻝ ﺑﺧﺎﻁﺭﻙ‪ ،‬ﻗﺩ ﺗﺟﻳﺏ ﺩﻭﻥ ﺃﻥ ﺗﻔﻛﺭ؛‬
‫ﺧﺑﺭﺓ ﺑﺩﻳﻬﻳﺔ ﺗﺟﻌﻠﻧﺎ ﻧُﻅﻬﺭ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﺍﻻﺳﺗﺛﻧﺎﺋﻳﺔ‬ ‫ﻷﻧﻙ ﺗﻌﺗﻘﺩ ﺃﻧﻙ ﻋﻠﻰ ﻋﻠﻡ ﺑﺎﻷﻓﻛﺎﺭ ﺍﻟﺗﻲ ﺗﺩﻭﺭ ﻓﻲ ﺫﻫﻧﻙ‪،‬‬
‫ﻛﻝ ﻳﻭﻡ‪ .‬ﻭﻣﻌﻅﻣﻧﺎ ﻳﺳﺗﻁﻳﻊ ﺑﺳﻬﻭﻟﺔ ﺍﺳﺗﺷﻌﺎﺭ ﺭﻧﺔ ﺍﻟﻐﺿﺏ‬ ‫ﻭﺍﻟﺗﻲ ﺗﺗﻛﻭﻥ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﻣﻥ ﻓﻛﺭﺓ ﺇﺩﺭﺍﻛﻳﺔ ﺗﻘﻭﺩ ﺑﺄﺳﻠﻭﺏ‬
‫ً‬
‫ﺑﺩﺍﻳﺔ ﻣﻥ ﺃﻭﻝ ﻛﻠﻣﺔ‬ ‫ﻓﻲ ﺻﻭﺕ ﺍﻟﻁﺭﻑ ﺍﻵﺧﺭ ﻋﺑﺭ ﺍﻟﻬﺎﺗﻑ‬ ‫ﻣﻧﻅﻡ ﺇﻟﻰ ﻓﻛﺭﺓ ﺃﺧﺭﻯ‪ .‬ﺇﻻ ﺃﻥ ﻫﺫﺍ ﻟﻳﺱ ﻫﻭ ﺍﻷﺳﻠﻭﺏ ﺍﻟﻭﺣﻳﺩ‬
‫ﻳﻧﻁﻕ ﺑﻬﺎ‪ ،‬ﻛﻣﺎ ﻧﺳﺗﻁﻳﻊ ﻣﻼﺣﻅﺔ ﺃﻧﻧﺎ ﻛﻧﺎ ﻣﻭﺿﻭﻉ ﻣﺣﺎﺩﺛﺔ‬ ‫ﺃﻭ ﺍﻟﻣﻌﺗﺎﺩ ﺍﻟﺫﻱ ﻳﻌﻣﻝ ﺑﻪ ﺍﻟﻌﻘﻝ‪ ،‬ﻓﻣﻌﻅﻡ ﺍﻷﻓﻛﺎﺭ ﻭﺍﻻﻧﻁﺑﺎﻋﺎﺕ‬
‫ﻣﺎ ﺑﻣﺟﺭﺩ ﺃﻥ ﻧﺩﺧﻝ ﺍﻟﻐﺭﻓﺔ ﺍﻟﺗﻲ ﺷﻬﺩﺕ ﺗﻠﻙ ﺍﻟﻣﺣﺎﺩﺛﺔ‪،‬‬ ‫ﺗﻧﺷﺄ ﺧﻼﻝ ﺗﺟﺭﺑﺗﻙ ﺍﻹﺩﺭﺍﻛﻳﺔ ﺩﻭﻥ ﺃﻥ ﺗﺩﺭﻱ ﻛﻳﻑ ﻭﺻﻠﺕ‬
‫ﺃﻳﺿﺎ ﺍﻻﺳﺗﺟﺎﺑﺔ ﺑﺳﺭﻋﺔ ﺇﻟﻰ ﺍﻹﺷﺎﺭﺍﺕ ﺍﻟﺑﺳﻳﻁﺔ‬ ‫ﻭﻧﺳﺗﻁﻳﻊ ً‬
‫ﺇﻟﻰ ﻫﺫﺍ ﺍﻟﻣﻛﺎﻥ‪ .‬ﻭﺑﺎﻟﺗﺎﻟﻲ‪ ،‬ﻓﻠﻥ ﺗﺳﺗﻁﻳﻊ ﺃﻥ ﺗﺣﺩﺩ ﻛﻳﻑ ﺃﺗﺎﻙ‬
‫ﺍﻟﺗﻲ ﺗﺅﻛﺩ ﺃﻥ ﺳﺎﺋﻕ ﺍﻟﺳﻳﺎﺭﺓ ﺍﻟﺗﻲ ﺗﻣﺭ ﺑﺟﻭﺍﺭﻧﺎ ﻳﺷﻛﻝ ﺧﻁﺭً ﺍ‬ ‫ﺍﻻﻋﺗﻘﺎﺩ ﺑﺄﻥ ﻫﻧﺎﻙ ﻣﺻﺑﺎﺣً ﺎ ﻋﻠﻰ ﺍﻟﻣﻛﺗﺏ ﺍﻟﺫﻱ ﺗﺟﻠﺱ ﻋﻠﻳﻪ‪،‬‬
‫ﻋﻠﻳﻧﺎ‪ .‬ﺇﻥ ﻗﺩﺭﺍﺗﻧﺎ ﺍﻟﺑﺩﻳﻬﻳﺔ ﺍﻟﺗﻲ ﻧﻣﺎﺭﺳﻬﺎ ﻛﻝ ﻳﻭﻡ ﻟﻳﺳﺕ ﺃﻗﻝ‬ ‫ﺃﻭ ﻛﻳﻑ ﺍﺳﺗﺷﻌﺭﺕ ﺭﻧﺔ ﺍﻟﻐﺿﺏ ﻓﻲ ﺻﻭﺕ ﺯﻭﺟﺗﻙ ﺣﻳﻥ‬
‫ﺇﺛﺎﺭ ًﺓ ﻟﻺﻋﺟﺎﺏ ﻣﻥ ﻗﺩﺭﺍﺕ ﻣﺣﺗﺭﻑ ﺍﻟﺷﻁﺭﻧﺞ ﺃﻭ ﺍﻟﻁﺑﻳﺏ‬ ‫ﻛﻧﺕ ﺗﺗﺣﺩﺙ ﻣﻌﻬﺎ ﻋﺑﺭ ﺍﻟﻬﺎﺗﻑ‪ ،‬ﺃﻭ ﻛﻳﻑ ﺍﺳﺗﻁﻌﺕ ﺗﺟﻧﺏ‬
‫ﺍﻟﺧﺑﻳﺭ‪ ،‬ﻭﻟﻛﻧﻬﺎ ﺃﻛﺛﺭ ﺷﻳﻭﻋً ﺎ ﻓﺣﺳﺏ‪.‬‬ ‫ﺍﻟﺗﻌﺭﺽ ﻟﺧﻁﺭ ﻣﺎ ﻋﻠﻰ ﺍﻟﻁﺭﻳﻕ ﻗﺑﻝ ﺃﻥ ﺗﺩﺭﻙ ﻭﺟﻭﺩﻩ‪.‬‬
‫ﻭﺍﻟﺳﺑﺏ ﻓﻲ ﺫﻟﻙ ﺃﻥ ﺍﻟﻌﻘﻝ ﻳﻌﻣﻝ ﻓﻲ ﺻﻣﺕ ﻛﻲ ﻳﻧﺗﺞ‬
‫ﻻ ﺗﺗﺿﻣﻥ ﺍﻟﺗﺭﻛﻳﺑﺔ ﺍﻟﻧﻔﺳﻳﺔ ﻟﻠﺑﺩﻳﻬﺔ ﺍﻟﺳﻠﻳﻣﺔ ﺃﻱ ﺳﺣﺭ‪.‬‬ ‫ﺍﻧﻁﺑﺎﻋﺎﺗﻙ ﻭﺃﻓﻛﺎﺭﻙ ﺍﻟﺑﺩﻳﻬﻳﺔ ﻭﺍﻟﻌﺩﻳﺩ ﻣﻥ ﻗﺭﺍﺭﺍﺗﻙ‪.‬‬
‫ﻭﻟﻌﻝ ﺃﻓﺿﻝ ﻭﺃﻗﺻﺭ ﻭﺻﻑ ﻟﻬﺎ ﻫﻭ‬
‫ﺫﺍﻙ ﺍﻟﺫﻱ ﻗﺩﻣﻪ ”ﻫﻳﺭﺑﺭﺕ ﺳﻳﻣﻭﻥ“‬ ‫ﺳﻣﻌﻧﺎ ﺟﻣﻳﻌًﺎ ﺗﻠﻙ ﺍﻟﻘﺻﺹ ﺍﻟﺗﻲ‬
‫ﺣﻳﻥ ﺃﺟﺭﻯ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻰ ﻣﺣﺗﺭﻓﻲ‬ ‫‘ ‪á°UÓî`dG √òg‬‬
‫ﺗﺗﺣﺩﺙ ﻋﻥ ﺍﻟﺑﺩﻳﻬﺔ ﺍﻟﺗﻲ ﻳﺗﻣﺗﻊ ﺑﻬﺎ‬
‫ﺍﻟﺷﻁﺭﻧﺞ ﻭﺛﺑﺕ ﻟﻪ ﺃﻥ ﺁﻻﻑ ﺍﻟﺳﺎﻋﺎﺕ‬ ‫▼ ﺗﻌﺭﻑ ﻋﻠﻰ ﺃﻧﻣﺎﻁ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﻣﺧﺗﻠﻔﺔ‬ ‫ﺍﻟﺧﺑﺭﺍء‪ ،‬ﻛﻘﺻﺔ ﻣﺣﺗﺭﻑ ﺍﻟﺷﻁﺭﻧﺞ‬
‫ﺍﻟﺗﻲ ﺗﺩﺭﺑﻭﺍ ﺧﻼﻟﻬﺎ ﺟﻌﻠﺗﻬﻡ ﻳﻧﻅﺭﻭﻥ‬ ‫▼ ﻛﻳﻑ ﻧﺻﺩﺭ ﺍﻷﺣﻛﺎﻡ؟‬ ‫ﺍﻟﺫﻱ ﻳﻣﺭ ﻋﻠﻰ ﺃﺷﺧﺎﺹ ﻳﻣﺎﺭﺳﻭﻥ‬
‫ﺇﻟﻰ ﻟﻭﺣﺔ ﺍﻟﺷﻁﺭﻧﺞ ﺑﺄﺳﻠﻭﺏ‬ ‫▼ ﺍﻟﻌﻭﺍﻗﺏ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻟﻺﺩﺭﺍﻙ ﺍﻟﻣﺗﺄﺧﺭ‬ ‫ﺗﻠﻙ ﺍﻟﻠﻌﺑﺔ ﻭﻳﺗﻧﺑﺄ ﺑﺎﻟﻌﺩﻳﺩ ﻣﻥ ﺗﺣﺭﻛﺎﺗﻬﻡ‬
‫ﻣﺧﺗﻠﻑ‪ .‬ﻧﺳﺗﻁﻳﻊ ﻣﻼﺣﻅﺔ ﺗﻠﻬﻑ‬ ‫ﺍﻟﺗﺎﻟﻳﺔ ﺃﻭ ﺍﻟﻁﺑﻳﺏ ﺍﻟﺫﻱ ﻳﻧﻅﺭ ﺇﻟﻰ‬
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 ‫ﺍﻟﺳﻧﺔ ﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ‪) -‬ﺃﻛﺗﻭﺑﺭ ‪493 - (2012‬‬ ‫‪A»£H ÊÉãdG §ªædG‬‬ ‫”ﺳﻳﻣﻭﻥ“ ﺇﻟﻰ ﺗﻔﺳﻳﺭ ﺧﺭﺍﻓﺔ ﺑﺩﻳﻬﺔ ﺍﻟﺧﺑﻳﺭ ﺣﻳﻥ ﻗﺎﻝ‪” :‬ﻳﺗﻠﻘﻰ‬
‫ﺍﻟﺧﺑﻳﺭ ﺇﺷﺎﺭﺓ ﺧﻼﻝ ﻣﻭﻗﻑ ﻣﺎ؛ ﺗﻠﻙ ﺍﻹﺷﺎﺭﺓ ﻫﻲ ﺍﻟﺗﻲ ﺗﻣﻛﻧﻪ‬
‫ﻣﻥ ﺍﻟﻁﺑﻳﻌﻲ ﺃﻥ ﺗﻛﻭﻥ ﻣﺳﺄﻟﺔ ﺍﻟﻣﺷﻲ ﻭﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﺁﻥ ﻭﺍﺣﺩ‬ ‫ﻣﻥ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﺧﺯﻧﺔ ﻓﻲ ﺫﺍﻛﺭﺗﻪ‪ ،‬ﻭﺍﻟﺗﻲ‬
‫ﺳﻬﻠﺔ ﻭﻣﻣﺗﻌﺔ‪ ،‬ﻭﻟﻛﻥ ﻳﺑﺩﻭ ﺃﻥ ﻫﺫﻳﻥ ﺍﻟﻧﺷﺎﻁﻳﻥ ﻣﻥ ﺍﻷﻧﺷﻁﺔ‬ ‫ﺗﻣﻛﻧﻪ ﺑﺩﻭﺭﻫﺎ ﻣﻥ ﺍﻟﺗﻭﺻﻝ ﺇﻟﻰ ﺍﻟﺣﻝ‪ .‬ﻭﺑﺫﻟﻙ‪ ،‬ﺍﻟﺑﺩﻳﻬﺔ ﻣﺎ‬
‫ﺍﻟﺗﻲ ﺗﺗﻧﺎﻓﺱ ﻋﻠﻰ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺣﺩﻭﺩﺓ ﻟﻠﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ‪ .‬ﻭﻳﻣﻛﻧﻙ‬ ‫ﻫﻲ ﺇﻻ ﺣﺎﻟﺔ ﺇﺩﺭﺍﻙ‪ “.‬ﻟﻥ ﻧُﻔﺎﺟﺄ ﺇﺫﻥ ﺣﻳﻥ ﻳﻧﻅﺭ ﻁﻔﻝ ﻋﻣﺭﻩ‬
‫ﺍﻟﺗﺄﻛﺩ ﻣﻥ ﻫﺫﺍ ﺍﻻﺩﻋﺎء ﻣﻥ ﺧﻼﻝ ﺗﺟﺭﺑﺔ ﺑﺳﻳﻁﺔ‪ .‬ﻓﺣﻳﻥ‬ ‫ﻋﺎﻣﺎﻥ ﺇﻟﻰ ﻛﻠﺏ ﻭﻳﺗﻌﺭﻑ ﻋﻠﻳﻪ ﻷﻧﻧﺎ ﺗﻌﻭﺩﻧﺎ ﻋﻠﻰ ﻣﻌﺟﺯﺓ‬
‫ﺗﺗﻧﺯﻩ ﺳﻳﺭً ﺍ ﻋﻠﻰ ﺍﻷﻗﺩﺍﻡ ﻣﻊ ﺻﺩﻳﻘﻙ ﻭﺗﻁﻠﺏ ﻣﻧﻪ ﺇﺟﺭﺍء‬ ‫ﺍﻷﻁﻔﺎﻝ ﺍﻟﺫﻳﻥ ﻳﺗﻌﻠﻣﻭﻥ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺷﻳﺎء ﻭﺃﺳﻣﺎﺋﻬﺎ‪.‬‬
‫ﻋﻣﻠﻳﺔ ﺣﺳﺎﺑﻳﺔ ﻓﻲ ﺍﻟﺣﺎﻝ‪ ،‬ﻓﻐﺎﻟﺑًﺎ ﺳﺗﺟﺩ ﺃﻧﻪ ﺗﻭﻗﻑ ﻋﻥ ﺍﻟﺳﻳﺭ‬ ‫ﻳﻘﺻﺩ ”ﺳﻳﻣﻭﻥ“ ﻣﻥ ﺍﻟﺗﻌﺭﻳﻑ ﺍﻟﺳﺎﺑﻕ ﺃﻥ ﺍﻟﻣﻌﺟﺯﺍﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ‬
‫ﻹﺟﺭﺍﺋﻬﺎ‪ .‬ﻣﻌﻧﻰ ﺫﻟﻙ ﺃﻧﻧﺎ ﻧﺳﺗﻁﻳﻊ ﺍﻟﺗﻔﻛﻳﺭ ﺣﻳﻥ ﻧﺗﻧﺯﻩ‬ ‫ﺑﺑﺩﻳﻬﺔ ﺍﻟﺧﺑﺭﺍء ﺫﺍﺕ ﻁﺑﻳﻌﺔ ﻭﺍﺣﺩﺓ‪ ،‬ﺇﺫ ﺗﻧﺷﺄ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺑﺩﻳﻬﻳﺔ‬
‫ﺳﻳﺭً ﺍ ﻋﻠﻰ ﺍﻷﻗﺩﺍﻡ ﻭﻟﻛﻧﻧﺎ ﻻ ﻧﺳﺗﻁﻳﻊ ﺍﻻﻧﺧﺭﺍﻁ ﻓﻲ ﺃﻧﺷﻁﺔ‬ ‫ﺍﻟﺳﻠﻳﻣﺔ ﺣﻳﻥ ﻳﺗﻌﻠﻡ ﺍﻟﺧﺑﺭﺍء ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺄﻟﻭﻓﺔ‬
‫ﻋﻘﻠﻳﺔ ﺗﺷﻛﻝ ً‬
‫ﻋﺑﺋﺎ ﻛﺑﻳﺭً ﺍ ﻋﻠﻰ ﺍﻟﺫﺍﻛﺭﺓ ﻗﺻﻳﺭﺓ ﺍﻟﻣﺩﻯ‪ .‬ﻓﺈﻥ‬ ‫ﻓﻲ ﻣﻭﻗﻑ ﺟﺩﻳﺩ ﻭﺍﻟﺗﺻﺭﻑ ﺑﻧﺎ ًء ﻋﻠﻰ ﺫﻟﻙ‪ .‬ﺑﺎﻟﺗﺎﻟﻲ‪ ،‬ﻓﺈﻥ‬
‫ﻛﺎﻥ ﻻ ﺑﺩ ﻣﻥ ﺣﻝ ﻣﺳﺄﻟﺔ ﻣﻌﻘﺩﺓ ﻓﻲ ﻭﻗﺕ ﻗﺻﻳﺭ‪ ،‬ﺳﻧﻔﺿﻝ‬ ‫ﺍﻟﻔﻛﺭﺓ ﺍﻟﺑﺩﻳﻬﻳﺔ ﺍﻟﺳﻠﻳﻣﺔ ﺗﻁﺭﺃ ﻋﻠﻰ ﻋﻘﻭﻟﻬﻡ ﺑﻧﻔﺱ ﺍﻟﺳﺭﻋﺔ‬
‫ﺍﻟﺗﻭﻗﻑ ﻋﻥ ﺍﻟﺳﻳﺭ ﻭﺍﻟﺟﻠﻭﺱ ﻋﻥ ﺍﻟﻭﻗﻭﻑ‪ .‬ﺇﻧﻣﺎ ﺑﺎﻟﻁﺑﻊ ﻻ‬ ‫ﺍﻟﺗﻲ ﻳﺗﻌﺭﻑ ﺑﻬﺎ ﺍﻟﻁﻔﻝ ﻋﻠﻰ ﺃﻱ ﺷﻳﺊ ﻭﻳﻧﻁﻕ ﺍﺳﻣﻪ‪.‬‬
‫ﺗﺗﻁﻠﺏ ﻛﻝ ﺣﺎﻻﺕ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﺑﻁﻲء ﻫﺫﺍ ﺍﻟﺷﻛﻝ ﻣﻥ ﺍﻟﺗﺭﻛﻳﺯ‬
‫ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﺍﻟﻣﺟﻬﺩﺓ‪ ،‬ﺇﺫ ﻳﺗﻭﻗﻑ ﺣﺟﻡ ﺍﻟﻣﺟﻬﻭﺩ ﻋﻠﻰ‬ ‫‪¿É£‰ ÒμØà∏d‬‬
‫ﻣﺩﻯ ﺻﻌﻭﺑﺔ ﺣﻝ ﺍﻟﻠﻐﺯ‪.‬‬
‫ﻟﻌﺩﺓ ﻋﻘﻭﺩ‪ ،‬ﺃﺑﺩﻯ ﻋﻠﻣﺎء ﺍﻟﻧﻔﺱ ﺍﻫﺗﻣﺎﻣًﺎ ﺷﺩﻳ ًﺩﺍ ﺑﻧﻣﻁﻲ ﺗﻔﻛﻳﺭ‬
‫‪±õæà°ùeh ∫ƒ¨°ûe ÊÉãdG §ªædG‬‬ ‫ﻭﺃﻁﻠﻘﻭﺍ ﻋﻠﻳﻬﻣﺎ ﺃﺳﻣﺎء ﻋﺩﺓ‪ .‬ﻭﺳﻧﺗﺣﺩﺙ ﺍﻵﻥ ﻋﻥ ﻫﺫﻳﻥ‬
‫ﺍﻟﻧﻣﻁﻳﻥ ﻣﻁﻠﻘﻳﻥ ﻋﻠﻳﻬﻣﺎ ﺍﺳﻣﻲ ”ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ“ ﻭ”ﺍﻟﻧﻣﻁ‬
‫ﻛﻝ ﻣﻥ ﺍﻟﺗﺣﻛﻡ ﻓﻲ ﺍﻟﻧﻔﺱ ﻭﺍﻟﻣﺟﻬﻭﺩ ﺍﻟﻣﻌﺭﻓﻲ ﻋﻣﻠﻳﺗﻳﻥ‬ ‫ﻳﻌﺗﺑﺭ ﱞ‬
‫ﺍﻟﺛﺎﻧﻲ“‪:‬‬
‫ﻋﻘﻠﻳﺗﻳﻥ‪ .‬ﻭﺍﻟﻧﺎﺱ ﺍﻟﺫﻳﻥ ﻳﻭﺍﺟﻬﻭﻥ ﺗﺣﺩﻳًﺎ ﺣﻳﻥ ﻳﺗﻌﻳﻥ ﻋﻠﻳﻬﻡ‬
‫ﺇﻧﺟﺎﺯ ﻣﻬﻣﺔ ﻣﻌﺭﻓﻳﺔ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﻳﻼﺣﻘﻬﻡ ﻓﻳﻪ ﺃﺣﺩ‬ ‫❂ ﻳﻌﻣﻝ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ﺳﺭﻳﻌًﺎ ﻭﺗﻠﻘﺎﺋﻳًﺎ‪ ،‬ﺑﻣﺟﻬﻭﺩ ﺑﺳﻳﻁ ﺃﻭ‬
‫ﺍﻹﻏﻭﺍءﺍﺕ ﺗﺗﺯﺍﻳﺩ ﺍﺣﺗﻣﺎﻻﺕ ﺍﺳﺗﺟﺎﺑﺗﻬﻡ ﻟﻬﺫﺍ ﺍﻹﻏﻭﺍء‪ .‬ﺗﺧﻳﻝ‬ ‫ﺩﻭﻥ ﻣﺟﻬﻭﺩ ﻳﺫﻛﺭ ﺃﻭ ﺇﺣﺳﺎﺱ ﺑﺎﻟﺭﻏﺑﺔ ﻓﻲ ﺍﻟﺳﻳﻁﺭﺓ‬
‫ﺃﻧﻙ ﻣﻁﺎﻟﺏ ﺑﺎﻻﺣﺗﻔﺎﻅ ﻓﻲ ﺫﺍﻛﺭﺗﻙ ﺑﻘﺎﺋﻣﺔ ﺗﺗﻛﻭﻥ ﻣﻥ ﺳﺑﻌﺔ‬ ‫ﻋﻠﻳﻪ‪.‬‬
‫ﺃﺭﻗﺎﻡ ﻟﻣﺩﺓ ﺩﻗﻳﻘﺔ ﺃﻭ ﺩﻗﻳﻘﺗﻳﻥ‪ ،‬ﻭﺃﻧﻙ ﺃُﺧﺑﺭﺕ ﺑﺄﻥ ﺗﻠﻙ ﺍﻟﻣﻬﻣﺔ‬ ‫❂ ﺃﻣﺎ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ‪ ،‬ﻓﻳﺭﻛﺯ ﻋﻠﻰ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻌﻘﻠﻳﺔ ﺍﻟﻣﺟﻬﺩﺓ‬
‫ﻫﻲ ﺃﻭﻟﻰ ﺃﻭﻟﻭﻳﺎﺗﻙ‪ ،‬ﻭﻓﻲ ﺃﺛﻧﺎء ﺗﺭﻛﻳﺯﻙ ﻟﻛﻝ ﺍﻧﺗﺑﺎﻫﻙ ﻋﻠﻰ‬ ‫ﺍﻟﺗﻲ ﺗﺗﻁﻠﺑﻪ ﻛﺎﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ ﺍﻟﻣﻌﻘﺩﺓ‪ .‬ﻭﻏﺎﻟﺑًﺎ ﻣﺎ‬
‫ﺗﻠﻙ ﺍﻷﺭﻗﺎﻡ ﻳُﻘ ﱠﺩﻡ ﻟﻙ ﻁﺑﻘﺎ ﺣﻠﻭﻯ ﺗﺧﺗﺎﺭ ﻣﻥ ﺑﻳﻧﻬﻣﺎ )ﻛﻳﻙ‬ ‫ﺗﺭﺗﺑﻁ ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺫﺍ ﺍﻟﻧﻣﻁ ﺑﺎﻟﺧﺑﺭﺍﺕ ﺍﻟﺫﺍﺗﻳﺔ‬
‫ﺍﻟﺷﻳﻛﻭﻻﺗﺔ ﺍﻟﺩﺳﻡ ﻭﺳﻠﻁﺔ ﺍﻟﻔﻭﺍﻛﻪ ﺍﻟﺧﻔﻳﻔﺔ(‪ .‬ﺗﺷﻳﺭ ﺍﻷﺩﻟﺔ ﺇﻟﻰ‬
‫ﻟﻺﺭﺍﺩﺓ ﻭﺍﻻﺧﺗﻳﺎﺭ ﻭﺍﻟﺗﺭﻛﻳﺯ‪.‬‬
‫ﺃﻧﻙ ﻣﻥ ﺍﻟﻣﺭﺟﺢ ﺃﻥ ﺗﺧﺗﺎﺭ ﻛﻳﻙ ﺍﻟﺷﻳﻛﻭﻻﺗﺔ ﺣﻳﻥ ﻳﻛﻭﻥ ﻋﻘﻠﻙ‬
‫ﻣﺯﺩﺣﻣًﺎ ﺑﺗﻠﻙ ﺍﻷﺭﻗﺎﻡ‪ ،‬ﻭﻳﺭﺟﻊ ﺫﻟﻙ ﺇﻟﻰ ﺃﻥ ﻧﻣﻁ ﺍﻟﺗﻔﻛﻳﺭ‬ ‫ﻋﻧﺩﻣﺎ ﻧﻔﻛﺭ ﻓﻲ ﺃﻧﻔﺳﻧﺎ ﻧﻔﻛﺭ ً‬
‫ﻭﻓﻘﺎ ﻟﻠﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ‪ ،‬ﻓﺎﻹﺩﺭﺍﻙ‬
‫ﺍﻷﻭﻝ ﻟﻪ ﺗﺄﺛﻳﺭ ﺃﻛﺑﺭ ﻋﻠﻰ ﺍﻟﺳﻠﻭﻙ ﺣﻳﻥ ﻳﻛﻭﻥ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ‬
‫ً‬ ‫ﻳﺳﺗﻣﻊ ﺇﻟﻰ ﺍﻟﻧﻔﺱ ﺑﻣﻌﺗﻘﺩﺍﺗﻬﺎ ﻭﻳﺗﻭﺻﻝ ﺇﻟﻰ ﺍﺧﺗﻳﺎﺭﺍﺕ‪،‬‬
‫ﻣﻧﺷﻐﻼ‪ ،‬ﻛﻣﺎ ﺃﻧﻪ ﻳﻣﻳﻝ ﺇﻟﻰ ﺍﺧﺗﻳﺎﺭ ﺍﻟﺣﻠﻭﻯ ﺍﻟﺗﻲ ﺗﺣﺗﻭﻱ ﻋﻠﻰ‬
‫ﻭﻳﻘﺭﺭ ﻣﺎ ﻳﺟﺏ ﺃﻥ ﻳﻔﻛﺭ ﻓﻳﻪ ﻭﻣﺎ ﻳﺟﺏ ﺃﻥ ﻳﻔﻌﻠﻪ‪ .‬ﻭﺭﻏﻡ ﺃﻥ‬
‫ﻧﺳﺑﺔ ﺳﻛﺭﻳﺎﺕ ﺃﻛﺑﺭ‪.‬‬
‫ﻫﺫﺍ ﺍﻟﻧﻣﻁ ﻳﻌﺗﻘﺩ ﺃﻧﻪ ﻣﺭﺗﺑﻁ ﺑﺎﻟﻔﻌﻝ‪ ،‬ﻓﺎﻟﻧﻣﻁ ﺍﻟﺗﻠﻘﺎﺋﻲ ﺍﻷﻭﻝ‬
‫ﻫﻭ ﻣﺣﻭﺭ ﻫﺫﺍ ﺍﻟﻔﻌﻝ‪ ،‬ﺇﺫ ﻳﻭﺻﻑ ﺑﺄﻧﻪ ﻣﺻﺩﺭ ﺍﻻﻧﻁﺑﺎﻋﺎﺕ‬
‫ﻣﻥ ﺍﻟﻣﺣﺗﻣﻝ ً‬
‫ﺃﻳﺿﺎ ﺃﻥ ﻳﺗﺧﺫ ﺍﻷﺷﺧﺎﺹ ﺍﻟﻣﻧﺷﻐﻠﻭﻥ ﻣﻌﺭﻓﻳًﺎ‬
‫ﻭﺍﻟﻣﺷﺎﻋﺭ ﺍﻟﺗﻲ ﺗﻌﺗﺑﺭ ﺍﻟﻣﺻﺎﺩﺭ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻠﻣﻌﺗﻘﺩﺍﺕ‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻟﻐﺔ ﺗﻣﻳﺯ ﺑﻳﻥ ﺍﻟﺟﻧﺳﻳﻥ‪،‬‬‫ً‬ ‫ﻗﺭﺍﺭﺍﺕ ﺃﻧﺎﻧﻳﺔ‪ ،‬ﻭﻳﺳﺗﺧﺩﻣﻭﺍ‬

‫ﺍﻟﺻﺭﻳﺣﺔ ﻭﺍﻟﺧﻳﺎﺭﺍﺕ ﺍﻟﻣﺗﻌﻣﺩﺓ ﺍﻟﺗﻲ ﺗﻧﺷﺄ ﻣﻥ ﺧﻼﻝ ﺍﻟﻧﻣﻁ‬
‫ﻭﻳﺻﺩﺭﻭﺍ ﺃﺣﻛﺎﻣًﺎ ﺳﻁﺣﻳﺔ ﻓﻲ ﺍﻟﻣﻭﺍﻗﻑ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‪ ،‬ﻭﺫﻟﻙ‬ ‫ً‬
‫ﺃﻧﻣﺎﻁﺎ ﻣﻌﻘﺩﺓ‬ ‫ﺍﻟﺛﺎﻧﻲ‪ .‬ﺗُﻧﺷﺊ ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺗﻠﻘﺎﺋﻳﺔ ﻟﻠﻧﻣﻁ ﺍﻷﻭﻝ‬
‫ﻷﻥ ﺣﻔﻅ ﺍﻷﺭﻗﺎﻡ ﻭﺍﺳﺗﺭﺟﺎﻋﻬﺎ ﻳﺟﻌﻝ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﻳﻔﻘﺩ‬
‫ﻣﻥ ﺍﻷﻓﻛﺎﺭ ﺑﺻﻭﺭﺓ ﻣﻔﺎﺟﺋﺔ‪ ،‬ﻭﻭﺣﺩﻩ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﺍﻷﻛﺛﺭ‬
‫ﺍﻟﺳﻳﻁﺭﺓ ﻋﻠﻰ ﺍﻟﺳﻠﻭﻙ‪ ،‬ﻭﻟﻛﻥ ﺍﻻﻧﺷﻐﺎﻝ ﺍﻟﻣﻌﺭﻓﻲ ﻟﻳﺱ‬
‫ﺑﻁﺋﺎ ﻫﻭ ﺍﻟﻘﺎﺩﺭ ﻋﻠﻰ ﺗﻛﻭﻳﻥ ﺍﻷﻓﻛﺎﺭ ﺑﺧﻁﻭﺍﺕ ﻣﺭﺗﺑﺔ‪ .‬ﻭﻫﻧﺎﻙ‬‫ً‬
‫ﺍﻟﺳﺑﺏ ﺍﻟﻭﺣﻳﺩ ﻓﻲ ﺿﻌﻑ ﺍﻟﺳﻳﻁﺭﺓ ﻋﻠﻰ ﺍﻟﺳﻠﻭﻙ ﺑﺎﻟﻁﺑﻊ‪،‬‬
‫ﻓﺎﻻﺳﺗﻳﻘﺎﻅ ﻟﻳﻭﻣﻳﻥ ﻣﺗﻭﺍﺻﻠﻳﻥ‪ ،‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ ،‬ﻟﻪ ﻧﻔﺱ‬ ‫ﺑﻌﺽ ﺍﻷﺣﻭﺍﻝ ﺍﻟﺗﻲ ﻳﺗﻐﻠﺏ ﻓﻳﻬﺎ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﻋﻠﻰ ﺍﻟﻧﻣﻁ‬
‫ً‬ ‫ً‬
‫ﻣﺗﺟﺎﻭﺯﺍ ﺣﻭﺍﻓﺯﻩ ﺍﻟﻁﻠﻳﻘﺔ ﻭﻛﻝ ﻣﺎ ﻳﺭﺗﺑﻁ ﺑﻪ‪ .‬ﺑﺎﻟﺗﺎﻟﻲ‪،‬‬ ‫ﺍﻷﻭﻝ‬
‫ﻓﺿﻼ ﻋﻥ ﺫﻟﻙ‪ ،‬ﻳﻌﺎﻧﻲ ﺃﺻﺣﺎﺏ ﺍﻟﺷﺧﺻﻳﺎﺕ‬ ‫ﺍﻟﺗﺄﺛﻳﺭ‪.‬‬
‫ﺍﻟﻧﻬﺎﺭﻳﺔ ﻣﻥ ﺿﻌﻑ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺗﺣﻛﻡ ﻓﻲ ﺍﻟﻧﻔﺱ ﻟﻳﻼً‬ ‫ﻳﺟﺏ ﻋﻠﻳﻧﺎ ﺃﻥ ﻧﻧﻅﺭ ﺇﻟﻰ ﻫﺫﻳﻥ ﺍﻟﻧﻣﻁﻳﻥ ﻋﻠﻰ ﺃﻧﻬﻣﺎ ﻋﺎﻣﻼﻥ‬
‫ﻭﺍﻟﻌﻛﺱ ﺻﺣﻳﺢ ﺑﺎﻟﻧﺳﺑﺔ ﺇﻟﻰ ﺃﺻﺣﺎﺏ ﺍﻟﺷﺧﺻﻳﺎﺕ ﺍﻟﻠﻳﻠﻳﺔ‪،‬‬ ‫ﻣﺧﺗﻠﻔﺎﻥ ﺑﻘﺩﺭﺍﺗﻬﻣﺎ ﺍﻟﻔﺭﺩﻳﺔ‪ ،‬ﻭﺃﻭﺟﻪ ﻗﺻﻭﺭﻫﻣﺎ‪ ،‬ﻭﻭﻅﺎﺋﻔﻬﻣﺎ‪،‬‬
‫ً‬
‫‪2‬‬ ‫ﻛﻣﺎ ﺃﻥ ﺍﻟﺗﺭﻛﻳﺯ ﺍﻟﺷﺩﻳﺩ ﻋﻠﻰ ﺟﻭﺩﺓ ﻣﺳﺗﻭﻯ ﺃﺩﺍء ﺍﻟﻣﺭء ﻟﻣﻬﻣﺔ‬ ‫ﻭﻓﻘﺎ ﻟﻣﺩﻯ ﺗﻌﻘﻳﺩﻫﺎ‪.‬‬ ‫ﻣﻊ ﺗﺭﺗﻳﺑﻬﺎ ﺟﻣﻳﻌًﺎ ﺗﺭﺗﻳﺑًﺎ ﺻﺎﺭﻣًﺎ‬

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 ‫ﻋﻠﻳﻬﺎ ﺍﺳﻡ ﺗﻧﺷﻳﻁ ﺗﺩﺍﻋﻲ ﺍﻟﻣﻌﺎﻧﻲ‪ ،‬ﺑﻣﻌﻧﻰ ﺃﻥ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺗﻲ‬ ‫ﻣﺎ ﻳﺧﻝ ﺑﺄﺩﺍﺋﻬﺎ ﺑﺳﺑﺏ ﺗﻌﺑﺋﺔ ﺍﻟﺫﺍﻛﺭﺓ ﻗﺻﻳﺭﺓ ﺍﻷﻣﺩ ﺑﺄﻓﻛﺎﺭ‬

‫ﺍﻟﺳﻧﺔ ﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ‪) -‬ﺃﻛﺗﻭﺑﺭ ‪493 - (2012‬‬

‫ﺗﻁﺭﺃ ﻋﻠﻰ ﺫﻫﻧﻙ ﺗﺳﺗﺣﺙ ﻅﻬﻭﺭ ﺃﻓﻛﺎﺭ ﺃﺧﺭﻯ ﻋﺩﻳﺩﺓ ﻋﺑﺭ‬
‫ﺷﻼﻝ ﻣﻧﺗﺷﺭ ﻭﻣﺗﺩﻓﻕ ﻣﻥ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻌﻘﻠﻳﺔ‪ .‬ﻭﺍﻟﺳﻣﺔ ﺍﻟﺭﺋﻳﺳﺔ‬
‫ﺍﻧﺗﺑﺎﻫﺎ ﻭﻣﺟﻬﻭ ًﺩﺍ‪ ،‬ﻭﺑﺫﻟﻙ ﻓﺈﻥ ﺍﻟﺳﻳﻁﺭﺓ ﻋﻠﻰ ﺍﻷﻓﻛﺎﺭ‬
‫ﻟﺗﻠﻙ ﺍﻟﻣﺟﻣﻭﻋﺔ ﺍﻟﻣﻌﻘﺩﺓ ﻣﻥ ﺃﺣﺩﺍﺙ ﺍﻟﻌﻘﻝ ﻫﻲ ﺍﻟﺗﺭﺍﺑﻁ‬
‫ﺍﻟﻣﻧﻁﻘﻲ ﺑﻳﻧﻬﺎ‪ .‬ﻓﻛﻝ ﻋﻧﺻﺭ ﻓﻳﻬﺎ ﻣﺗﺻﻝ ﺑﻐﻳﺭﻩ ﻣﻥ ﺍﻟﻌﻧﺎﺻﺭ‬
‫ﻭﻛﻝ ﻣﻧﻬﻡ ﻳﻌﺯﺯ ﻭﻳﺩﻋﻡ ﺍﻵﺧﺭ‪ .‬ﺗﺳﺗﺛﻳﺭ ﺍﻟﻛﻠﻣﺔ ﺍﻟﺫﻛﺭﻳﺎﺕ‬
‫ﺍﻟﺗﻲ ﺗﺣﻔﺯ ﺍﻻﻧﻔﻌﺎﻻﺕ ﻭﺍﻟﺗﻲ ﺗﺣﻔﺯ ﺑﺩﻭﺭﻫﺎ ﺗﻌﺑﻳﺭﺍﺕ ﺍﻟﻭﺟﻪ‬
‫ﻭﻏﻳﺭﻫﺎ ﻣﻥ ﺭﺩﻭﺩ ﺍﻷﻓﻌﺎﻝ ﻛﺎﻟﺗﻭﺗﺭ ﺍﻟﻌﺎﻡ ﻭﺍﻟﻣﻳﻝ ﺇﻟﻰ ﺗﺟﻧﺏ‬
‫ﺍﻷﻣﺭ‪ .‬ﻭﺗﻌﺯﺯ ﺭﺩﻭﺩ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺳﺎﺑﻘﺔ ﺍﻟﻣﺷﺎﻋﺭ ﺍﻟﻣﺭﺗﺑﻁﺔ‬
‫ﺑﻬﺎ‪ ،‬ﻛﻣﺎ ﺃﻥ ﺍﻟﻣﺷﺎﻋﺭ ﺗﻌﺯﺯ ﺍﻷﻓﻛﺎﺭ ﺍﻟﻣﺗﻭﺍﻓﻘﺔ ﻣﻌﻬﺎ‪ .‬ﻳﺣﺩﺙ‬
‫ﻛﻝ ﺫﻟﻙ ﺑﺳﺭﻋﺔ ﻭﻓﻲ ﺍﻟﻭﻗﺕ ﻧﻔﺳﻪ‪ ،‬ﻓﻳﻧﺗﺞ ﻋﻧﻪ ﻧﻣﻁ ﻣﻥ ﺭﺩﻭﺩ‬
‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻣﻌﺭﻓﻳﺔ ﻭﺍﻟﻌﺎﻁﻔﻳﺔ ﻭﺍﻟﺟﺳﺩﻳﺔ‪ ،‬ﻭﻳﻌﺯﺯ ﻧﻔﺳﻪ ﺑﻧﻔﺳﻪ‬
‫ﻭﻳﺗﺳﻡ ﺑﺎﻟﺗﻛﺎﻣﻝ ﻭﺍﻟﺗﻧﻭﻉ‪ .‬ﻳﻁﻠﻕ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻧﻣﻁ ﺍﺳﻡ ﻧﻣﻁ‬
‫ﺍﻟﺗﺭﺍﺑﻁ ﻭﺍﻟﺗﻣﺎﺳﻙ‪.‬‬
‫ﺍﻟﻛﺭﻳﻬﺔ ﻭﺍﻻﺷﻣﺋﺯﺍﺯ‪ ،‬ﻭﺍﻻﺳﺗﺟﺎﺑﺔ ﺇﻟﻳﻬﺎ‪ ،‬ﻛﻣﺎ ﺃﻥ ﻟﺩﻳﻙ‬
‫ﻟﻘﺩ ﺍﺳﺗﻁﻌﺕ ﻓﻲ ﺛﺎﻧﻳﺔ ﻭﺍﺣﺩﺓ ﺗﻘﺭﻳﺑًﺎ ﺇﻧﺟﺎﺯ ﻋﻣﻝ ﺗﻠﻘﺎﺋﻲ‬
‫ﻭﻻﻭﺍﻉ ﻣﻣﻳﺯ‪ ،‬ﻓﺑﺩءًﺍ ﻣﻥ ﺣﺩﺙ ﻟﻡ ﻳﻛﻥ ﻣﺗﻭﻗﻌًﺎ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪،‬‬
‫ﺍﺳﺗﻁﺎﻉ ﻧﻣﻁﻙ ﺍﻷﻭﻝ ﻓﻬﻡ ﺍﻟﻣﻭﻗﻑ ﻗﺩﺭ ﺍﻹﻣﻛﺎﻥ‪ ،‬ﻓﻘﺩ ﻛﺎﻧﺕ‬
‫ﻟﺩﻳﻪ ﻛﻠﻣﺗﺎﻥ ﺑﺳﻳﻁﺗﺎﻥ ﻣﺗﺟﺎﻭﺭﺗﺎﻥ ﺑﺷﻛﻝ ﻏﻳﺭ ﻣﺄﻟﻭﻑ ﻣﻥ‬
‫ﺧﻼﻝ ﻗﺻﺔ ﺭﺑﻁﺕ ﺑﻳﻧﻬﻣﺎ ﺳﺑﺑﻳًﺎ‪ ،‬ﻓﻘﻳﻡ ﻣﻥ ﺧﻼﻟﻬﺎ ﺍﻟﺧﻁﺭ‬
‫ً‬
‫ﺑﺳﻳﻁﺎ ﺃﻡ ﻣﺣﺩﻭﺩ ﺍﻟﻣﺩﻯ(‪ ،‬ﻭﺃﻧﺷﺄ ﺇﻁﺎﺭً ﺍ‬ ‫ﺍﻟﻣﺣﺗﻣﻝ )ﺳﻭﺍء ﺃﻛﺎﻥ‬
‫ﻟﻠﺗﻁﻭﺭﺍﺕ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﻣﻥ ﺧﻼﻝ ﺍﺳﺗﻌﺩﺍﺩﻙ ﻷﺣﺩﺍﺙ ﺃﺻﺑﺣﺕ‬
‫ﺃﻳﺿﺎ ﺇﻁﺎﺭً ﺍ ﻟﻠﺣﺩﺙ‬ ‫ً‬
‫ﺍﺣﺗﻣﺎﻻ‪ ،‬ﻭﻗﺩ ﺃﻧﺷﺄ ﻫﺫﺍ ﺍﻟﻧﻣﻁ ً‬ ‫ﻟﻠﺗﻭ ﺃﻛﺛﺭ‬
‫ﺍﻟﺟﺎﺭﻱ ﻣﻥ ﺧﻼﻝ ﺗﻘﻳﻳﻡ ﻋﻧﺻﺭ ﺍﻟﻣﻔﺎﺟﺄﺓ ﻓﻳﻪ‪ .‬ﻭﻗﺩ ﺍﻧﺗﻬﻰ‬
‫ﺑﻙ ﺍﻟﻣﻁﺎﻑ ﺑﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ ﺍﻟﻣﺎﺿﻲ ﻭﺍﺳﺗﻌﺩﺍﺩ ﻟﻠﻣﺳﺗﻘﺑﻝ‬
‫ﻣﺯﻋﺟﺔ ﺑﻼ ﻓﺎﺋﺩﺓ‪ .‬ﻭﺍﻟﻧﺗﻳﺟﺔ ﻭﺍﺿﺣﺔ‪ :‬ﻳﺗﻁﻠﺏ ﺍﻟﺗﺣﻛﻡ ﻓﻲ‬
‫ً‬
‫ﺍﻟﻧﻔﺱ‬
‫ﻭﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﻣﻥ ﺍﻟﻣﻬﺎﻡ ﺍﻟﺗﻲ ﻳﺅﺩﻳﻬﺎ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ‪.‬‬
‫‪§HôdG ádBG :∫hC’G §ªædG‬‬
‫ﺣﻳﻥ ﺗﺳﺗﻣﻊ ﺇﻟﻰ ﻛﻠﻣﺗﻲ ”ﻣﻭﺯ“ ﻭ”ﻏﺛﻳﺎﻥ“‪ ،‬ﻳﻔﺗﺭﺽ ﻋﻘﻠﻙ‬
‫ﺑﺻﻭﺭﺓ ﺁﻟﻳﺔ ﻭﺟﻭﺩ ﻋﻼﻗﺔ ﺗﺗﺎﺑﻊ ﺯﻣﻧﻲ ﻭﻋﻼﻗﺔ ﺳﺑﺑﻳﺔ ﺑﻳﻥ‬
‫ﻫﺎﺗﻳﻥ ﺍﻟﻛﻠﻣﺗﻳﻥ‪ ،‬ﻣﻣﺎ ﻳﺟﻌﻠﻙ ﺗﺻﻭﻍ ﺳﻳﻧﺎﺭﻳﻭ ﻣﺑﺩﺋﻳًﺎ ﻓﻛﺭﺗﻪ‬
‫ﺃﻥ ﺍﻟﻣﻭﺯ ﻳﺳﺑﺏ ﺍﻟﻐﺛﻳﺎﻥ‪ .‬ﻭﻧﺗﻳﺟﺔ ﻟﺫﻟﻙ‪ ،‬ﺳﺗﺷﻌﺭ ﺑﻧﻔﻭﺭ‬
‫ﻣﺅﻗﺕ ﻣﻥ ﺍﻟﻣﻭﺯ )ﻭﻟﻛﻧﻪ ﺷﻌﻭﺭ ﻋﺎﺑﺭ ﻻ ﻳﺳﺗﺩﻋﻲ ﺍﻟﻘﻠﻕ(‪.‬‬
‫ﺗﻐﻳﺭﺕ ﺣﺎﻟﺔ ﺫﺍﻛﺭﺗﻙ ﺑﻁﺭﻕ ﺃﺧﺭﻯ؛ ﻓﻠﺩﻳﻙ ﺍﻻﺳﺗﻌﺩﺍﺩ ﺍﻵﻥ‬
‫ﻟﻠﺗﻌﺭﻑ ﻋﻠﻰ ﺃﺷﻳﺎء ﻭﻣﻔﺎﻫﻳﻡ ﻣﺭﺗﺑﻁﺔ ﺑـ”ﺍﻟﻐﺛﻳﺎﻥ“‪ ،‬ﻛﺎﻟﺭﺍﺋﺣﺔ‬
‫ﺍﻻﺳﺗﻌﺩﺍﺩ ﻟﺭﺑﻁ ﺑﻌﺽ ﺍﻟﻛﻠﻣﺎﺕ ﻭﺍﻟﻌﺑﺎﺭﺍﺕ ﺑـ”ﺍﻟﻣﻭﺯ“ ﻛﺎﻟﻠﻭﻥ‬
‫ﻓﺿﻼ ﻋﻥ ﺫﻟﻙ‪،‬‬‫ً‬ ‫ﺍﻷﺻﻔﺭ ﻭﺍﻟﻔﺎﻛﻬﺔ ﺃﻭ ﺭﺑﻣﺎ ﺍﻟﺗﻔﺎﺡ ﻭﺍﻟﻛﺭﻳﺯ‪.‬‬
‫ﺳﻳﻼﺣﻅ ﻧﻣﻁﻙ ﺍﻷﻭﻝ ﺃﻥ ﻭﺿﻊ ﺍﻟﻛﻠﻣﺗﻳﻥ ﻣﺗﺟﺎﻭﺭﺗﻳﻥ ﻏﻳﺭ‬
‫ﻣﺄﻟﻭﻑ‪ ،‬ﻓﻣﻥ ﺍﻟﻣﺣﺗﻣﻝ ﺃﻧﻙ ﻟﻡ ﺗﺻﺎﺩﻓﻬﻣﺎ ﺑﻬﺫﺍ ﺍﻟﺷﻛﻝ ﻣﻥ‬
‫ً‬
‫ﺑﺳﻳﻁﺔ‪.‬‬ ‫ﻗﺑﻝ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﻓﻘﺩ ﺗﻠﻘﻳﺕ ﻣﻔﺎﺟﺄ ًﺓ‬
‫ﺣﺩﺛﺕ ﻫﺫﻩ ﺍﻟﻣﺟﻣﻭﻋﺔ ﺍﻟﻣﻌﻘﺩﺓ ﻣﻥ ﺭﺩﻭﺩ ﺍﻷﻓﻌﺎﻝ ﺑﺳﺭﻋﺔ‬
‫ﻭﺗﻠﻘﺎﺋﻳﺔ ﻭﺩﻭﻥ ﻣﺟﻬﻭﺩ‪ .‬ﻟﻡ ﺗﺧﻁﻁ ﻟﻬﺎ ﻭﻟﻡ ﺗﺳﺗﻁﻊ ﺇﻳﻘﺎﻓﻬﺎ‪،‬‬
‫ﻓﻘﺩ ﻛﺎﻧﺕ ﺇﺣﺩﻯ ﻋﻣﻠﻳﺎﺕ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ‪ .‬ﻭﻭﻗﻌﺕ ﺗﻠﻙ ﺍﻷﺣﺩﺍﺙ‬
‫ﻷﻧﻙ ﺭﺃﻳﺕ ﺃﻥ ﺍﻟﻛﻠﻣﺗﻳﻥ ﺗﺻﺎﺩﻓﺗﺎ ﻣﻥ ﺧﻼﻝ ﻋﻣﻠﻳﺔ ﻳﻁﻠﻕ‬

‫‪ÒμØàdG »£‰ ≈∏Y á∏ãeCG‬‬

‫‪ÊÉãdG §ªædG‬‬ ‫‪∫hC’G §ªædG‬‬

‫ﻳﺭﻛﺯ ﻋﻠﻰ ﺻﻭﺕ ﺷﺧﺹ ﻣﺣﺩﺩ ﺩﺍﺧﻝ ﻏﺭﻓﺔ ﻣﺯﺩﺣﻣﺔ‬
‫ﻳﺣﺩﺩ ﺃﻥ ﺟﺳﻣًﺎ ﺃﺑﻌﺩ ﻣﻥ ﺍﻵﺧﺭ‪.‬‬
‫ﻭﺻﺎﺧﺑﺔ‪.‬‬
‫ﻳﺑﺣﺙ ﻋﻥ ﺍﻣﺭﺃﺓ ﺫﺍﺕ ﺷﻌﺭ ﺃﺑﻳﺽ‪.‬‬ ‫ﻳﺣﺩﺩ ﻣﺻﺩﺭ ﺍﻟﺻﻭﺕ ﺍﻟﻣﻔﺎﺟﺊ‪.‬‬
‫ﻳﺳﺗﻛﻣﻝ ﺍﻟﺟﻣﻝ ﺍﻟﻣﺄﻟﻭﻓﺔ ﻛﺎﻷﻣﺛﺎﻝ ﻭﺍﻟﺣﻛﻡ ﺣﻳﻥ ﻳﺳﺗﻣﻊ ﺇﻟﻰ‬
‫ﻳﻔﺗﺵ ﻓﻲ ﺍﻟﺫﺍﻛﺭﺓ ﻟﻠﺗﻌﺭﻑ ﻋﻠﻰ ﺻﻭﺕ ﻣﻔﺎﺟﺊ‪.‬‬
‫ﺟﺯء ﻣﻧﻬﺎ‪.‬‬
‫ﻳﺿﺎﻋﻑ ﺳﺭﻋﺗﻙ ﻓﻲ ﺍﻟﻣﺷﻲ ﻣﻘﺎﺭﻧﺔ ﺑﺳﺭﻋﺗﻙ ﺍﻟﻣﻌﺗﺎﺩﺓ‪.‬‬ ‫ﻳﺟﻌﻝ ”ﻭﺟﻭﻫﻧﺎ ﻣﺷﻣﺋﺯﺓ“ ﺣﻳﻥ ﻧﺭﻯ ﺻﻭﺭﺓ ﻣﺭﻳﻌﺔ‪.‬‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻳﺭﺍﻗﺏ ﻣﺩﻯ ﻣﻼءﻣﺔ ﺳﻠﻭﻛﻙ ﻓﻲ ﺍﻟﻣﻭﺍﻗﻑ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‪.‬‬ ‫ﻳﺳﺗﺷﻌﺭ ﻧﺑﺭﺓ ﺍﻟﻌﺩﺍء ﻓﻲ ﺃﺻﻭﺍﺕ ﺍﻵﺧﺭﻳﻥ‪.‬‬
‫ﻳﻌﺩ ﺍﻟﻣﺭﺍﺕ ﺍﻟﺗﻲ ﻭﺭﺩ ﻓﻳﻬﺎ ﺣﺭﻑ ﻣﺎ ﺩﺍﺧﻝ ﻓﻘﺭﺓ ﺃﻭ ﺻﻔﺣﺔ‪.‬‬ ‫ﻳﺣﻝ ﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺣﺳﺎﺑﻳﺔ‪.‬‬
‫ﻳﺧﺑﺭ ﺍﻵﺧﺭﻳﻥ ﺑﺭﻗﻡ ﻫﺎﺗﻔﻙ‪.‬‬ ‫ﻳﻘﺭﺃ ﺍﻟﻣﻛﺗﻭﺏ ﻋﻠﻰ ﺍﻟﻠﻭﺣﺎﺕ ﺍﻹﻋﻼﻧﻳﺔ ﺍﻟﺿﺧﻣﺔ‪.‬‬
‫ﻳﺻﻑ ﺳﻳﺎﺭﺗﻙ ﻓﻲ ﻣﺳﺎﺣﺔ ﺿﻳﻘﺔ )ﻳﻧﻁﺑﻕ ﺍﻷﻣﺭ ﻋﻠﻰ‬
‫ﺧﺎﻝ‪.‬‬
‫ﻳﻘﻭﺩ ﺍﻟﺳﻳﺎﺭﺓ ﻋﻠﻰ ﻁﺭﻳﻕ ٍ‬
‫ﻣﻌﻅﻡ ﺍﻟﻧﺎﺱ ﻋﺩﺍ ﻋﻣﺎﻝ ﺍﻟﺟﺭﺍﺟﺎﺕ(‬
‫ً‬ ‫ﻳﺧﺗﺎﺭ ﺍﻟﺧﻁﻭﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ﻓﻲ ﻟﻌﺑﺔ ﺍﻟﺷﻁﺭﻧﺞ )ﺇﺫﺍ ﻛﻧﺕ ﻣﻣﻥ‬
‫ﻣﻘﺎﺭﻧﺔ ﺷﺎﻣﻠﺔ‪.‬‬ ‫ﻳﻘﺎﺭﻥ ﻏﺳﺎﻟﺗﻳﻥ ﻛﻬﺭﺑﺎﺋﻳﺗﻳﻥ‬
‫ﻳﺑﺭﻋﻭﻥ ﻓﻳﻬﺎ(‪.‬‬
‫ﻳﻌﺑﺊ ﺍﺳﺗﻣﺎﺭﺓ ﺍﻟﺿﺭﺍﺋﺏ‪.‬‬ ‫ﻳﻔﻬﻡ ﺍﻟﺟﻣﻝ ﺍﻟﺑﺳﻳﻁﺔ‪.‬‬
‫ﻳﺭﺑﻁ ﺑﻳﻥ ﺳﻣﺎﺕ ﺷﺧﺻﻳﺔ ﻣﻌﻳﻧﺔ ﻭﺍﻟﻭﻅﻳﻔﺔ ﺍﻟﻣﺗﻼﺋﻣﺔ ﻣﻌﻬﺎ‪ .‬ﻳﺗﺣﻘﻕ ﻣﻥ ﺻﺣﺔ ﺣﺟﺔ ﻣﻧﻁﻘﻳﺔ ﻣﻌﻘﺩﺓ‪.‬‬
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 ‫ﺍﻟﺳﻧﺔ ﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ‪) -‬ﺃﻛﺗﻭﺑﺭ ‪493 - (2012‬‬ ‫ﺑﺻﻭﺭﺓ ﻣﺧﺗﻠﻔﺔ‪ ،‬ﻓﻬﻭ ﻳﺭﺍﻗﺏ ﺑﺎﺳﺗﻣﺭﺍﺭ ﻣﺎ ﻳﺣﺩﺙ ﺩﺍﺧﻝ‬ ‫ﺑﻘﺩﺭ ﺍﻹﻣﻛﺎﻥ‪ .‬ﻭﻣﻥ ﺍﻟﺳﻣﺎﺕ ﻏﻳﺭ ﺍﻟﻣﺄﻟﻭﻓﺔ ﻟﻣﺎ ﺣﺩﺙ ﺃﻥ‬
‫ﻭﺧﺎﺭﺝ ﺍﻟﻌﻘﻝ‪ ،‬ﻭﻳﻘﻳّﻡ ﺑﺎﺳﺗﻣﺭﺍﺭ ﻣﺧﺗﻠﻑ ﺟﻭﺍﻧﺏ ﺍﻟﻣﻭﻗﻑ‬ ‫ﻧﻣﻁﻙ ﺍﻷﻭﻝ ﺗﻌﺎﻣﻝ ﻣﻊ ﻣﺟﺭﺩ ﺍﻟﺭﺑﻁ ﺑﻳﻥ ﺍﻟﻛﻠﻣﺗﻳﻥ ﻋﻠﻰ ﺃﻧﻪ‬
‫ﺩﻭﻥ ﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺟﺎﻧﺏ ﻣﺣﺩﺩ ﻭﺑﻣﺟﻬﻭﺩ ﺑﺳﻳﻁ ﺃﻭ ﺩﻭﻥ‬ ‫ﺃﻣﺭ ﻭﺍﻗﻊ‪ .‬ﻭﻗﺩ ﺍﺳﺗﺟﺎﺏ ﺟﺳﻣﻙ ﻣﻥ ﺧﻼﻝ ﻧﺳﺧﺔ ﻣﺧﻔﻔﺔ ﻣﻥ‬
‫ﺟﻬﺩ ﻳُﺫﻛﺭ‪ .‬ﻭﺗﻠﻌﺏ ﺗﻠﻙ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ ﺍﻷﺳﺎﺳﻳﺔ ﺩﻭﺭً ﺍ ﻣﻬﻣًﺎ ﻓﻲ‬ ‫ﻧﻔﺱ ﺭﺩ ﻓﻌﻠﻙ ﻓﻲ ﺣﺎﻟﺔ ﺗﻌﺭﺿﻙ ﻟﻬﺫﺍ ﺍﻟﻣﻭﻗﻑ ﺑﺎﻟﻔﻌﻝ‪ ،‬ﻛﻣﺎ‬
‫ﺇﺻﺩﺍﺭ ﺍﻷﺣﻛﺎﻡ ﺍﻟﺑﺩﻳﻬﻳﺔ ﻷﻧﻪ ﻣﻥ ﺍﻟﺳﻬﻝ ﺍﺳﺗﺑﺩﺍﻟﻬﺎ ﺑﺄﺳﺋﻠﺔ‬ ‫ﺃﻥ ﺍﺳﺗﺟﺎﺑﺗﻙ ﺍﻻﻧﻔﻌﺎﻟﻳﺔ ﻭﻧﻔﻭﺭﻙ ﺍﻟﺟﺳﺩﻱ ﻛﺎﻧﺎ ﺟﺯءًﺍ ﻣﻥ‬
‫ﺃﻛﺛﺭ ﺻﻌﻭﺑﺔ‪ .‬ﺗﻠﻙ ﻫﻲ ﺍﻟﻔﻛﺭﺓ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻣﻧﻬﺞ ﺍﻻﺳﺗﺩﻻﻝ‬ ‫ﺗﻔﺳﻳﺭ ﺍﻟﺣﺩﺙ‪ ،‬ﻭﻗﺩ ﺃﻛﺩ ﺃﺣﺩ ﺍﻟﺑﺎﺣﺛﻳﻥ ﺍﻟﻣﻌﺭﻓﻳﻳﻥ ﻓﻲ ﺍﻟﺳﻧﻭﺍﺕ‬
‫ﻭﺍﻟﺗﺣﻳﺯ‪ .‬ﻭﻫﻧﺎﻙ ﺳﻣﺗﺎﻥ ﺃﺧﺭﻳﺎﻥ ﻟﻠﻧﻣﻁ ﺍﻷﻭﻝ ً‬
‫ﺃﻳﺿﺎ ﺗﺩﻋﻣﺎﻥ‬ ‫ﺍﻷﺧﻳﺭﺓ ﺃﻥ ﺍﻟﻣﻌﺭﻓﺔ ﻣﺟﺳﺩﺓ‪ ،‬ﻷﻥ ﺍﻹﻧﺳﺎﻥ ﻻ ﻳﻔﻛﺭ ﺑﻌﻘﻠﻪ‬
‫ﺍﺳﺗﺑﺩﺍﻝ ﺣﻛﻡ ﺑﺂﺧﺭ‪ .‬ﻭﺍﺣﺩﺓ ﻣﻥ ﻫﺎﺗﻳﻥ ﺍﻟﺳﻣﺗﻳﻥ ﻫﻲ ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﺣﺳﺏ‪ ،‬ﻭﺇﻧﻣﺎ ﺑﺟﺳﺩﻩ ً‬
‫ﺃﻳﺿﺎ‪.‬‬
‫ﻋﻠﻰ ﺗﺭﺟﻣﺔ ﺍﻟﻘﻳﻡ ﻣﻥ ﺧﻼﻝ ﺃﺑﻌﺎﺩ‪ ،‬ﻭﻫﺫﺍ ﻫﻭ ﻣﺎ ﺗﻔﻌﻠﻪ ﺣﻳﻥ‬
‫ﺗﺟﻳﺏ ﻋﻥ ﺍﻟﺳﺅﺍﻝ ﺍﻟﺗﺎﻟﻲ ﺍﻟﺫﻱ ﻳﻌﺗﻘﺩ ﻣﻌﻅﻡ ﺍﻟﻧﺎﺱ ﺃﻧﻪ ﺳﻬﻝ‪:‬‬ ‫‪äBÉLÉØeh óYGƒb‬‬
‫”ﻫﻝ ﻳﻭﺍﺯﻱ ﻁﻭﻝ ﺳﺎﻣﻲ ﺫﻛﺎءﻩ‪ ،‬ﻭﻛﻡ ﺳﻭﻑ ﻳﺻﺑﺢ ﻁﻭﻟﻪ؟“‬
‫ﻭﺃﺧﻳﺭً ﺍ‪ ،‬ﻫﻧﺎﻙ ﺃﺳﻠﻭﺏ ﻋﻘﻠﻲ ﺍﺳﺗﻬﺩﺍﻓﻲ‪ .‬ﻭﻫﻭ ﻳﺷﻳﺭ ﺇﻟﻰ ﺃﻥ‬ ‫ﺍﻟﻭﻅﻳﻔﺔ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻠﻧﻣﻁ ﺍﻷﻭﻝ ﻫﻲ ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ ﻧﻣﻭﺫﺝ‬
‫ﺭﻏﺑﺔ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﻓﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻥ ﺳﺅﺍﻝ ﻣﺣﺩﺩ ﺃﻭ ﺗﻘﻳﻳﻡ‬
‫ﺍﻟﻌﺎﻟﻡ ﺍﻟﺧﺎﺹ ﺑﻙ ﺑﻣﻛﻭﻧﺎﺗﻪ ﺍﻟﻌﺎﺩﻳﺔ ﻭﺗﺣﺩﻳﺛﻪ‪ .‬ﻳﻧﺷﺄ ﻫﺫﺍ‬
‫ﺳﻣﺔ ﻣﺣﺩﺩﺓ ﻣﻥ ﺳﻣﺎﺕ ﺍﻟﻣﻭﻗﻑ ﺗﺅﺩﻱ ﺗﻠﻘﺎﺋﻳًﺎ ﺇﻟﻰ ﻋﻣﻠﻳﺎﺕ‬
‫ﺍﻟﻧﻣﻭﺫﺝ ﻣﻥ ﺧﻼﻝ ﻭﺻﻼﺕ ﺗﺭﺑﻁ ﺑﻳﻥ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺧﺎﺻﺔ‬
‫ﺣﺳﺎﺑﻳﺔ ﺃﺧﺭﻯ ﻣﻥ ﺿﻣﻧﻬﺎ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ ﺍﻷﺳﺎﺳﻳﺔ‪.‬‬
‫ﺑﺎﻟﻅﺭﻭﻑ ﻭﺍﻷﺣﺩﺍﺙ ﻭﺍﻷﻓﻌﺎﻝ ﻭﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺗﺣﺩﺙ ﻣﻌًﺎ‬
‫ﺑﻘﺩﺭ ﻣﻥ ﺍﻻﻧﺗﻅﺎﻡ ﺳﻭﺍء ﻓﻲ ﺍﻟﻭﻗﺕ ﻧﻔﺳﻪ ﺃﻭ ﺧﻼﻝ ﻓﺗﺭﺓ‬
‫‪á«FÉ°üME’Gh á«ÑÑ°ùdG ΩÉμMC’G‬‬
‫ﺯﻣﻧﻳﺔ ﻗﺻﻳﺭﺓ‪ .‬ﻭﻋﻧﺩﻣﺎ ﺗﺗﺷﻛﻝ ﺗﻠﻙ ﺍﻟﺭﻭﺍﺑﻁ ﻭﺗﻘﻭﻯ‪ ،‬ﻳﻅﻬﺭ‬
‫ﻧﻣﻁ ﺍﻷﻓﻛﺎﺭ ﺍﻟﻣﺗﺭﺍﺑﻁﺔ ﻟﻳﻣﺛﻝ ﻫﻳﻛﻝ ﺍﻷﺣﺩﺍﺙ ﻓﻲ ﺣﻳﺎﺗﻙ‪،‬‬
‫ﺃﻅﻬﺭﺕ ﺇﺣﺩﻯ ﺍﻟﺩﺭﺍﺳﺎﺕ ﺍﻟﺗﻲ ﺃﺟﺭﻳﺕ ﻋﻠﻰ ﻣﻘﺎﻁﻌﺎﺕ‬
‫ﻭﻳﺣﺩﺩ ﻧﻅﺭﺗﻙ ﺇﻟﻰ ﺍﻟﺣﺎﺿﺭ‪ ،‬ﻭﺗﻭﻗﻌﺎﺗﻙ ﺣﻭﻝ ﺍﻟﻣﺳﺗﻘﺑﻝ‪.‬‬
‫”ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ“ ﺍﻟﺑﺎﻟﻎ ﻋﺩﺩﻫﺎ ‪ 3141‬ﻟﻠﺗﺣﻘﻕ ﻣﻥ ﺣﺟﻡ‬
‫ً‬ ‫ً‬ ‫ﻳﻌﺗﺑﺭ ﺍﻻﺳﺗﻌﺩﺍﺩ ﻟﻠﻣﻔﺎﺟﺂﺕ ﻋﻧﺻﺭً ﺍ ﺭﺋﻳﺳً ﺎ ﻣﻥ ﻋﻧﺎﺻﺭ‬
‫ﻻﻓﺗﺎ ﻟﻠﻧﻅﺭ‪ ،‬ﻓﺄﻛﺛﺭ‬ ‫ﻧﻣﻁﺎ‬ ‫ﺍﻧﺗﺷﺎﺭ ﻣﺭﺽ ﺳﺭﻁﺎﻥ ﺍﻟﻛﻠﻰ‬
‫ً‬ ‫ﺍﻟﺣﻳﺎﺓ ﺍﻟﻌﻘﻠﻳﺔ‪ ،‬ﻭﺍﻟﻣﻔﺎﺟﺄﺓ ﻓﻲ ﺣﺩ ﺫﺍﺗﻬﺎ ﺃﻛﺛﺭ ﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫ﺍﻧﺧﻔﺎﺿﺎ ﻓﻲ ﺣﺎﻻﺕ ﺍﻹﺻﺎﺑﺔ ﺭﻳﻔﻳﺔ‪ ،‬ﻭﺗﻌﺩﺍﺩﻫﺎ‬ ‫ﺍﻟﻣﻘﺎﻁﻌﺎﺕ‬
‫ﺍﻟﺳﻛﺎﻧﻲ ﻣﻧﺧﻔﺽ‪ ،‬ﻭﺗﻘﻊ ﻓﻲ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﺗﻲ ﻳﺣﻛﻣﻬﺎ ﺍﻟﺣﺯﺏ‬ ‫ﺍﻟﺣﺳﺎﺳﺔ ﺍﻟﺗﻲ ﺗﺷﻳﺭ ﺇﻟﻰ ﻣﺩﻯ ﻓﻬﻣﻧﺎ ﻟﻌﺎﻟﻣﻧﺎ ﻭﻣﺎ ﻧﺗﻭﻗﻌﻪ ﻣﻧﻪ‪.‬‬
‫ﺍﻟﺟﻣﻬﻭﺭﻱ ﻓﻲ ﺍﻟﻐﺭﺏ ﺍﻷﻭﺳﻁ ﻭﺍﻟﺟﻧﻭﺏ ﻭﺍﻟﺷﺭﻕ‪ .‬ﻓﻣﺎ‬ ‫ﻭﻫﻧﺎﻙ ﻧﻭﻋﺎﻥ ﺭﺋﻳﺳﻳﺎﻥ ﻣﺧﺗﻠﻔﺎﻥ ﻣﻥ ﺍﻟﻣﻔﺎﺟﺂﺕ‪ ،‬ﻓﺑﻌﺽ‬
‫ﺍﻟﺫﻱ ﻧﻔﻬﻣﻪ ﻣﻥ ﻛﻝ ﺫﻟﻙ؟‬ ‫ﺍﻟﺗﻭﻗﻌﺎﺕ ﻗﺎﺋﻣﺔ ﺑﺎﻟﻔﻌﻝ ﻭﺗﺩﺧﻝ ﻓﻲ ﻧﻁﺎﻕ ﺍﻟﻭﻋﻲ‪ ،‬ﻛﺎﻧﺗﻅﺎﺭﻙ‬
‫ﻟﺣﺩﺙ ﻣﻌﻳﻥ ﻷﻧﻙ ﺗﻌﺭﻑ ﺃﻧﻪ ﺳﻳﺣﺩﺙ‪ ،‬ﻭﺣﻳﻥ ﻳﻘﺗﺭﺏ ﻣﻳﻌﺎﺩ‬
‫ً‬
‫ﻧﺷﻳﻁﺎ ﻟﻠﻐﺎﻳﺔ ﺧﻼﻝ ﺍﻟﺛﻭﺍﻧﻲ ﺍﻟﻘﻠﻳﻠﺔ ﺍﻟﻣﺎﺿﻳﺔ‪.‬‬ ‫ﻛﺎﻥ ﻋﻘﻠﻙ‬ ‫ﺍﻟﺣﺩﺙ‪ ،‬ﻗﺩ ﺗﺗﻭﻗﻊ ﺳﻣﺎﻉ ﻁﺭﻕ ﻋﻠﻰ ﺍﻟﺑﺎﺏ ﺣﻳﻥ ﻳﻌﻭﺩ ﺍﺑﻧﻙ‬
‫ﻭﺗﻠﻙ ﺍﻟﻌﻣﻠﻳﺔ ﺗﺎﺑﻌﺔ ﻓﻲ ﺍﻷﺳﺎﺱ ﻟﻠﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ‪ ،‬ﻓﻘﺩ ﻋﻣﺩﺕ‬ ‫ﻣﻥ ﺍﻟﻣﺩﺭﺳﺔ‪ ،‬ﻭﺣﻳﻥ ﻳُﻔﺗﺢ ﺍﻟﺑﺎﺏ ﻓﺈﻧﻙ ﺗﺗﻭﻗﻊ ﺳﻣﺎﻉ ﺻﻭﺕ‬
‫ﺇﻟﻰ ﺍﻟﺑﺣﺙ ﻓﻲ ﺫﺍﻛﺭﺍﺗﻙ ﻭﻛﻭﻧﺕ ﺇﺣﺩﻯ ﺍﻟﻔﺭﺿﻳﺎﺕ‪ ،‬ﻭﻗﺩ‬ ‫ﻣﺄﻟﻭﻑ ﺑﺎﻟﻧﺳﺑﺔ ﺇﻟﻳﻙ‪ ،‬ﻣﻣﺎ ﻳﺟﻌﻠﻙ ﺗُﻔﺎﺟﺄ ﺇﺫﺍ ﻛﺎﻥ ﻫﻧﺎﻙ ﺣﺩﺙ‬
‫ً‬
‫ﻗﺎﺑﻼ ﻟﻠﻘﻳﺎﺱ‪،‬‬ ‫ﺗﺿﻣﻥ ﺍﻷﻣﺭ ﻗﺩﺭً ﺍ ﻣﻥ ﺍﻟﻣﺟﻬﻭﺩ ﻭﺍﻟﺗﺭﻛﻳﺯ‬ ‫ﻣﺗﻭﻗﻊ ﺑﺷﺩﺓ ﻭﻟﻛﻧﻪ ﻟﻡ ﻳﺣﺩﺙ‪ .‬ﻓﻲ ﺣﻳﻥ ﺃﻥ ﻫﻧﺎﻙ ﻣﺟﻣﻭﻋﺔ‬
‫ﻋﺎﻁﻼ ﻓﻲ ﺗﻠﻙ ﺍﻷﺛﻧﺎء‪ ،‬ﺇﺫ‬‫ً‬ ‫ﻭﻟﻛﻥ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ﻟﻡ ﻳﻛﻥ‬ ‫ﻛﺑﻳﺭﺓ ﻣﻥ ﺍﻷﺣﺩﺍﺙ ﺍﻟﺗﻲ ﻻ ﺗﺗﻭﻗﻌﻬﺎ؛ ﺃﻱ ﺃﻧﻙ ﻻ ﺗﻧﺗﻅﺭﻫﺎ‪،‬‬
‫ﺗﻌﺗﻣﺩ ﻋﻣﻠﻳﺔ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﻋﻠﻰ ﺍﻟﺣﻘﺎﺋﻕ ﻭﺍﻻﻗﺗﺭﺍﺣﺎﺕ ﺍﻟﺗﻲ‬ ‫ﻭﻟﻛﻧﻙ ﻻ ﺗُﻔﺎﺟﺄ ﺣﻳﻥ ﺗﺣﺩﺙ‪ .‬ﺗﻠﻙ ﻫﻲ ﺍﻷﺣﺩﺍﺙ ﺍﻟﺗﻲ ﺗﻌﺗﺑﺭ‬
‫ﺍﺳﺗﺭﺟﻌﺕ ﻣﻥ ﺍﻟﺫﺍﻛﺭﺓ ﺍﻻﺭﺗﺑﺎﻁﻳﺔ‪ .‬ﻭﻣﻥ ﺍﻟﻣﺭﺟﺢ ﺃﻧﻙ‬ ‫ﻁﺑﻳﻌﻳﺔ ﻓﻲ ﺍﻟﻣﻭﺍﻗﻑ ﺍﻟﺗﻲ ﺗﻅﻬﺭ ﻓﻳﻬﺎ‪ ،‬ﺭﻏﻡ ﺃﻧﻬﺎ ﻟﻳﺳﺕ‬
‫ﺭﻓﺿﺕ ﻓﻛﺭﺓ ﺃﻥ ﺳﻳﺎﺳﺎﺕ ﺍﻟﺣﺯﺏ ﺍﻟﺟﻣﻬﻭﺭﻱ ﺗﻭﻓﺭ ﺍﻟﺣﻣﺎﻳﺔ‬ ‫ﻣﺭﺟﺣﺔ ﺑﺻﻭﺭﺓ ﻛﺎﻓﻳﺔ ﻛﻲ ﺗﺗﻭﻗﻌﻬﺎ ﻓﻲ ﻧﻁﺎﻕ ﺍﻟﻭﻋﻲ‪.‬‬
‫ﻣﻥ ﻣﺭﺽ ﺳﺭﻁﺎﻥ ﺍﻟﻛﻠﻰ‪ .‬ﻭﻣﻥ ﺍﻟﻣﺣﺗﻣﻝ ﺃﻧﻪ ﺍﻧﺗﻬﻰ ﺑﻙ‬
‫ﻣﺭﻛﺯﺍ ﻋﻠﻰ ﺣﻘﻳﻘﺔ ﺃﻥ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺍﻟﺗﻲ ﺗﻧﺧﻔﺽ‬ ‫ً‬ ‫ﺍﻟﻣﻁﺎﻑ‬ ‫‪?ΩÉμMC’G Qó°üf ∞«c‬‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻓﻳﻬﺎ ﻧﺳﺑﺔ ﺍﻹﺻﺎﺑﺔ ﺑﻬﺫﺍ ﺍﻟﻣﺭﺽ ﻣﻌﻅﻣﻬﺎ ﺭﻳﻔﻳﺔ‪ .‬ﻭﻣﻥ‬

‫ﺍﻟﺳﻬﻝ ﻭﺍﻟﻣﻐﺭﻱ ﺍﺳﺗﻧﺗﺎﺝ ﺃﻥ ﺍﻧﺧﻔﺎﺽ ﻣﻌﺩﻻﺕ ﺇﺻﺎﺑﺔ ﺳﻛﺎﻥ‬ ‫ﻻ ﺣﺩﻭﺩ ﻟﻌﺩﺩ ﺍﻷﺳﺋﻠﺔ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻙ ﺍﻹﺟﺎﺑﺔ ﻋﻧﻬﺎ‪ ،‬ﺳﻭﺍء‬
‫ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺍﻟﺭﻳﻔﻳﺔ ﺑﺎﻟﺳﺭﻁﺎﻥ ﺳﺑﺑﻬﺎ ﺍﻟﻣﺑﺎﺷﺭ ﺍﻟﺣﻳﺎﺓ ﺍﻟﻧﻅﻳﻔﺔ‬ ‫ﺃﻛﺎﻧﺕ ﺗﻠﻙ ﺍﻷﺳﺋﻠﺔ ﻣﻭﺟﻬﺔ ﺇﻟﻳﻙ ﻣﻥ ﻁﺭﻑ ﺁﺧﺭ ﺃﻡ ﺗﻭﺟﻬﻬﺎ‬
‫ﺍﻟﺗﻲ ﻳﺗﻣﻳﺯ ﺑﻬﺎ ﺍﻟﺭﻳﻑ‪ ،‬ﺣﻳﺙ ﺇﻧﻪ ﻻ ﻳﻌﺎﻧﻲ ﻣﻥ ﺗﻠﻭﺙ ﺍﻟﻬﻭﺍء‬ ‫ﺃﻧﺕ ﺇﻟﻰ ﻧﻔﺳﻙ‪ .‬ﻭﻻ ﻳﻭﺟﺩ ﺣﺩ ً‬
‫ﺃﻳﺿﺎ ﻟﻌﺩﺩ ﺍﻟﺻﻔﺎﺕ ﺍﻟﺗﻲ‬
‫ﺃﻭ ﺍﻟﻣﺎء ﻭﻳﺗﻧﺎﻭﻝ ﺃﻫﻠﻪ ﺍﻟﻁﻌﺎﻡ ﺩﻭﻥ ﺇﺿﺎﻓﺔ ﻣﻭﺍﺩ ﺣﺎﻓﻅﺔ ﻟﻪ‪،‬‬ ‫ﻳﻣﻛﻧﻙ ﺗﻘﻳﻳﻣﻬﺎ‪ ،‬ﻓﺑﺎﺳﺗﻁﺎﻋﺗﻙ ﻋﺩ ﺍﻟﺣﺭﻭﻑ ﺍﻟﻣﺩﻭﻧﺔ ﻋﻠﻰ ﻫﺫﻩ‬
‫ﻭﻟﻌﻝ ﻫﺫﺍ ﺍﻻﺳﺗﻧﺗﺎﺝ ﻣﻧﻁﻘﻲ ﻟﻠﻐﺎﻳﺔ‪.‬‬ ‫ﺍﻟﻭﺭﻗﺔ‪ ،‬ﻭﺍﻟﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺍﺭﺗﻔﺎﻉ ﻧﺎﻓﺫﺓ ﻣﻧﺯﻟﻙ ﻭﺍﻟﻧﺎﻓﺫﺓ ﺍﻟﺗﻲ‬
‫ﺗﻭﺍﺟﻬﻬﺎ‪ ،‬ﻭﺗﻘﻳﻳﻡ ﺍﻵﻓﺎﻕ ﺍﻟﺳﻳﺎﺳﻳﺔ ﻷﺣﺩ ﺍﻟﺯﻋﻣﺎء ﺍﻟﺳﻳﺎﺳﻳﻳﻥ‬
‫ﻭﺍﻵﻥ‪ ،‬ﻓﻠﻧﻧﺗﻘﻝ ﺇﻟﻰ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺍﻟﺗﻲ ﺗﺭﺗﻔﻊ ﻓﻳﻬﺎ ﻧﺳﺏ‬ ‫ً‬
‫ﻭﻭﺻﻭﻻ ﺇﻟﻰ ﺍﻟﻛﺎﺭﺛﻳﺔ‪.‬‬ ‫ﻭﺗﺻﻧﻳﻔﻬﺎ ﺗﺩﺭﻳﺟﻳًﺎ ﺑﺩءًﺍ ﺑﺎﻟﻭﺍﻋﺩﺓ‬
‫ﺍﻹﺻﺎﺑﺔ‪ ،‬ﻓﻣﻌﻅﻣﻬﺎ ﺭﻳﻔﻲ‪ ،‬ﻭﻋﺩﺩ ﺳﻛﺎﻧﻬﺎ ﻣﻧﺧﻔﺽ‪ ،‬ﻛﻣﺎ‬ ‫ﺗﻭﺟﻪ ﺗﻠﻙ ﺍﻷﺳﺋﻠﺔ ﺇﻟﻰ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﺍﻟﺫﻱ ﻳﺭﻛﺯ ﻋﻠﻰ‬
‫‪4‬‬ ‫ﺃﻧﻬﺎ ﺗﻘﻊ ﻓﻲ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﺗﻲ ﻳﺣﻛﻣﻬﺎ ﺍﻟﺣﺯﺏ ﺍﻟﺟﻣﻬﻭﺭﻱ ﻓﻲ‬
‫ﺍﻟﻐﺭﺏ ﺍﻷﻭﺳﻁ ﻭﺍﻟﺟﻧﻭﺏ ﻭﺍﻟﻐﺭﺏ‪ .‬ﺗﻠﻙ ﻫﻲ ﺍﻟﻣﻔﺎﺭﻗﺔ!‬
‫ﺍﻟﺑﺣﺙ ﻋﻥ ﺍﻹﺟﺎﺑﺎﺕ ﻓﻲ ﺍﻟﺫﺍﻛﺭﺓ‪ .‬ﺃﻣﺎ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ‪ ،‬ﻓﻳﻌﻣﻝ‬

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 ‫ﺗﺧﺗﻠﻑ ﻣﺷﻛﻠﺔ ﺍﻹﺻﺎﺑﺔ ﺑﺳﺭﻁﺎﻥ ﺍﻟﻛﻠﻰ ﻣﻥ ﻣﻘﺎﻁﻌﺔ ﺇﻟﻰ‬ ‫ﻓﻣﻥ ﺍﻟﺳﻬﻝ ﺍﺳﺗﻧﺗﺎﺝ ﺃﻥ ﺍﺭﺗﻔﺎﻉ ﻣﻌﺩﻻﺕ ﺇﺻﺎﺑﺔ ﺳﻛﺎﻥ‬

‫ﺍﻟﺳﻧﺔ ﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ‪) -‬ﺃﻛﺗﻭﺑﺭ ‪493 - (2012‬‬

‫ﺍﺧﺗﻼﻓﺎ ﻣﻧﻬﺟﻳًﺎ‪ ،‬ﻓﺎﻟﺗﻔﺳﻳﺭﺍﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﻣﻁﺭﻭﺣﺔ‬‫ً‬ ‫ﺃﺧﺭﻯ‬ ‫ﺗﻠﻙ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺑﺎﻟﺳﺭﻁﺎﻥ ﻗﺩ ﻳﻛﻭﻥ ﺳﺑﺑﻪ ﺍﻟﻣﺑﺎﺷﺭ ﺣﻳﺎﺓ‬
‫ﻋﺑﺎﺭﺓ ﻋﻥ ﻧﺗﺎﺋﺞ ﻣﺑﺎﻟﻎ ﻓﻳﻬﺎ )ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺎﺭﺗﻔﺎﻉ ﻭﺍﻧﺧﻔﺎﺽ‬ ‫ﺍﻷﺭﻳﺎﻑ ﺍﻟﻔﻘﻳﺭﺓ‪ ،‬ﺣﻳﺙ ﺗﻐﻳﺏ ﺍﻟﺭﻋﺎﻳﺔ ﺍﻟﺻﺣﻳﺔ ﺍﻟﺳﻠﻳﻣﺔ‬
‫ﻧﺳﺏ ﺍﻹﺻﺎﺑﺔ( ﻭﺗﺯﺩﺍﺩ ﻧﺳﺑﺔ ﻅﻬﻭﺭﻫﺎ ﻓﻲ ﺍﻟﻌﻳﻧﺎﺕ ﺍﻟﺻﻐﻳﺭﺓ‬ ‫ﻣﻊ ﺍﻋﺗﻣﺎﺩ ﺍﻟﺳﻛﺎﻥ ﻋﻠﻰ ﺍﻷﻏﺫﻳﺔ ﺍﻟﺩﺳﻣﺔ ﻭﺍﺯﺩﻳﺎﺩ ﻣﻌﺩﻻﺕ‬
‫ﻋﻥ ﺍﻟﻌﻳﻧﺎﺕ ﺍﻟﻛﺑﻳﺭﺓ‪ ،‬ﻭﻫﺫﺍ ﺍﻟﺗﻔﺳﻳﺭ ﻟﻳﺱ ﺳﺑﺑﻳًﺎ‪ ،‬ﻓﺎﻧﺧﻔﺎﺽ‬ ‫ﺍﻟﻣﺩﺧﻧﻳﻥ ﺑﻳﻧﻬﻡ‪ .‬ﻫﻧﺎﻙ ﺳﺑﺏ ﻣﺎ ﻻﺭﺗﻔﺎﻉ ﺃﻭ ﺍﻧﺧﻔﺎﺽ‬
‫ﻋﺩﺩ ﺳﻛﺎﻥ ﻣﻘﺎﻁﻌﺔ ﻣﺎ ﻻ ﻳﺗﺳﺑﺏ ﻓﻲ ﺍﻹﺻﺎﺑﺔ ﺑﻣﺭﺽ‬ ‫ﻧﺳﺏ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻟﻣﺭﺽ ﻁﺑﻌًﺎ‪ ،‬ﻭﻟﻛﻥ ﻧﻣﻁ ﺍﻟﺣﻳﺎﺓ ﺍﻟﺭﻳﻔﻳﺔ‬
‫ﺍﻟﺳﺭﻁﺎﻥ ﻭﻻ ﻳﺣﻭﻝ ﺩﻭﻧﻬﺎ‪ ،‬ﺑﻝ ﺃﻧﻪ ﻳﺗﺳﺑﱠﺏ ﻓﻘﻁ ﻓﻲ ﺇﻅﻬﺎﺭ‬ ‫ﻣﺳﺅﻭﻻ ﻋﻥ ﺍﺭﺗﻔﺎﻉ ﺃﻭ ﺍﻧﺧﻔﺎﺽ ﺗﻠﻙ ﺍﻟﻧﺳﺏ‪.‬‬ ‫ً‬ ‫ﻟﻳﺱ‬
‫ﻧﺳﺏ ﺍﻹﺻﺎﺑﺔ ﻋﻠﻰ ﺃﻧﻬﺎ ﻣﺭﺗﻔﻌﺔ ﻟﻠﻐﺎﻳﺔ ﺃﻭ ﻣﻧﺧﻔﺿﺔ ﻟﻠﻐﺎﻳﺔ‬
‫ﻋﻥ ﺍﻟﻧﺳﺏ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺫﺍﺕ ﺍﻟﺗﻌﺩﺍﺩﺍﺕ‬ ‫ﺍﻟﻌﺎﻣﻝ ﺍﻟﺭﺋﻳﺱ ﻫﻧﺎ ﻟﻳﺱ ﺃﻥ ﺗﻠﻙ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺭﻳﻔﻳﺔ ﺃﻭ‬
‫ﺍﻟﺳﻛﺎﻧﻳﺔ ﺍﻷﻛﺑﺭ‪ .‬ﻭﺍﻟﺣﻘﻳﻘﺔ ﺍﻟﺧﻔﻳﺔ ﻫﻲ ﺃﻧﻪ ﻻ ﻳﻭﺟﺩ ﺗﻔﺳﻳﺭ‬ ‫ﺟﻣﻬﻭﺭﻳﺔ‪ ،‬ﺑﻝ ﺇﻥ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺍﻟﺭﻳﻔﻳﺔ ﺗﻌﺩﺍﺩﻫﺎ ﺍﻟﺳﻛﺎﻧﻲ‬
‫ﻟﺗﻔﺎﻭﺕ ﺗﻠﻙ ﺍﻟﻧﺳﺏ‪ ،‬ﻓﻣﻌﺩﻻﺕ ﺍﻹﺻﺎﺑﺔ ﻻ ﺗﺭﺗﻔﻊ ﺃﻭ ﺗﻧﺧﻔﺽ‬ ‫ﻣﻧﺧﻔﺽ‪ .‬ﻭﺍﻟﺩﺭﺱ ﺍﻟﻣﻔﻳﺩ ﻫﻧﺎ ﻻ ﻋﻼﻗﺔ ﻟﻪ ﺑﻌﻠﻡ ﺍﻷﻣﺭﺍﺽ‪،‬‬
‫ﻋﻥ ﺍﻟﺣﺩ ﺍﻟﻁﺑﻳﻌﻲ ﻓﻲ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺫﺍﺕ ﺍﻟﺗﻌﺩﺍﺩ ﺍﻟﺳﻛﺎﻧﻲ‬ ‫ﺑﻝ ﺇﻧﻪ ﻳﺭﺗﺑﻁ ﺑﺎﻟﻌﻼﻗﺔ ﺍﻟﺻﻌﺑﺔ ﺑﻳﻥ ﻋﻘﻭﻟﻧﺎ ﻭﺍﻹﺣﺻﺎءﺍﺕ‪.‬‬
‫ﺍﻟﻣﻧﺧﻔﺽ‪ ،‬ﻭﻟﻛﻧﻬﺎ ﺗﺑﺩﻭ ﻛﺫﻟﻙ ﻓﺣﺳﺏ ﻓﻲ ﻋﺎﻡ ﻣﺣﺩﺩ ﺑﺳﺑﺏ‬ ‫ﻳﺗﺳﻡ ﻧﻣﻁ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻷﻭﻝ ﺑﺄﻧﻪ ﺷﺩﻳﺩ ﺍﻟﻣﻬﺎﺭﺓ ﻓﻲ ﺷﻛﻝ ﻭﺍﺣﺩ‬
‫ﺍﻟﺧﻁﺄ ﻓﻲ ﻣﺳﺢ ﺍﻟﻌﻳﻧﺎﺕ‪ .‬ﻟﺫﻟﻙ‪ ،‬ﻓﺈﺫﺍ ﺃُﻋﻳﺩ ﺍﻟﺗﺣﻠﻳﻝ ﻓﻲ ﺍﻟﻌﺎﻡ‬ ‫ﻣﻥ ﺃﺷﻛﺎﻝ ﺍﻟﺗﻔﻛﻳﺭ‪ ،‬ﻓﻬﻭ ﻳﺭﺑﻁ ﺳﺑﺑﻳًﺎ ﺑﻳﻥ ﺍﻷﺣﺩﺍﺙ ﺑﺗﻠﻘﺎﺋﻳﺔ‬
‫ﺍﻟﺫﻱ ﻳﻠﻳﻪ‪ ،‬ﻓﺳﻧﻼﺣﻅ ﻧﻔﺱ ﺍﻟﻧﻣﻁ ﺍﻟﻌﺎﻡ ﻣﻥ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺑﺎﻟﻎ‬ ‫ﻭﺩﻭﻥ ﺃﺩﻧﻰ ﻣﺟﻬﻭﺩ‪ ،‬ﺣﺗﻰ ﺇﺫﺍ ﻛﺎﻧﺕ ﻻ ﺗﻭﺟﺩ ﺻﻠﺔ ﺣﻘﻳﻘﻳﺔ‬
‫ﻓﻳﻬﺎ ﻓﻲ ﺍﻟﻌﻳﻧﺎﺕ ﺍﻟﺻﻐﻳﺭﺓ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺍﻟﺗﻲ ﺍﺭﺗﻔﻌﺕ‬ ‫ﺑﻳﻧﻬﺎ ﻓﻲ ﺑﻌﺽ ﺍﻷﺣﻳﺎﻥ‪ ،‬ﻓﻌﻧﺩﻣﺎ ﺍﺳﺗﻣﻌﺕ ﺇﻟﻰ ﺧﺑﺭ ﺗﻠﻙ‬
‫ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺍﻟﺗﻲ ﺗﺭﺗﻔﻊ ﻓﻳﻬﺎ ﻧﺳﺏ ﺍﻹﺻﺎﺑﺔ‪ ،‬ﺍﻓﺗﺭﺿﺕ ﻋﻠﻰ‬
‫ﻓﻳﻬﺎ ﻧﺳﺏ ﺍﻹﺻﺎﺑﺔ ﻓﻲ ﺍﻟﻌﺎﻡ ﺍﻟﻣﺎﺿﻲ ﻟﻥ ﻳﻅﻬﺭ ﻓﻳﻬﺎ ﺍﺭﺗﻔﺎﻉ‬
‫ﺍﻟﻔﻭﺭ ﺃﻧﻬﺎ ﺗﺧﺗﻠﻑ ﻋﻥ ﻏﻳﺭﻫﺎ ﻟﺳﺑﺏ ﻣﺎ‪ ،‬ﻭﺃﻧﻪ ﻻ ﺑﺩ ﻣﻥ‬
‫ﻓﻲ ﻧﺳﺏ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻟﺿﺭﻭﺭﺓ ﻫﺫﺍ ﺍﻟﻌﺎﻡ‪ .‬ﻭﻓﻲ ﺗﻠﻙ ﺍﻟﺣﺎﻟﺔ‪،‬‬
‫ﻭﺟﻭﺩ ﺳﺑﺏ ﻳﺑﺭﺭ ﻫﺫﺍ ﺍﻻﺧﺗﻼﻑ‪ .‬ﻟﺫﻟﻙ‪ ،‬ﻓﻧﻣﻁ ﺍﻟﺗﻔﻛﻳﺭ‬
‫ﻟﻥ ﻳُﻧﻅﺭ ﺇﻟﻰ ﺍﻻﺧﺗﻼﻓﺎﺕ ﻓﻲ ﻧﺳﺏ ﺍﻹﺻﺎﺑﺔ ﺍﻟﺗﻲ ﻅﻬﺭﺕ‬
‫ﺍﻷﻭﻝ ﻻ ﻳﺟﻳﺩ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﺍﻟﺣﻘﺎﺋﻕ ”ﺍﻹﺣﺻﺎﺋﻳﺔ ﺍﻟﺑﺣﺗﺔ“ ﺍﻟﺗﻲ‬
‫ﺑﻳﻥ ﺍﻟﻣﻘﺎﻁﻌﺎﺕ ﺫﺍﺕ ﺍﻟﺗﻌﺩﺍﺩ ﺍﻟﺳﻛﺎﻧﻲ ﺍﻟﻣﺭﺗﻔﻊ ﻭﺍﻟﻣﻘﺎﻁﻌﺎﺕ‬
‫ﺫﺍﺕ ﺍﻟﺗﻌﺩﺍﺩ ﺍﻟﻣﻧﺧﻔﺽ ﻋﻠﻰ ﺃﻧﻬﺎ ﺣﻘﻳﻘﻳﺔ‪ ،‬ﻷﻧﻬﺎ ﺗﻌﺗﺑﺭ ً‬ ‫ﺗﻐﻳﺭ ﺍﺣﺗﻣﺎﻻﺕ ﺍﻟﻧﺗﺎﺋﺞ ﻭﻟﻛﻧﻬﺎ ﻻ ﺗﺗﺳﺑﺏ ﻓﻲ ﺣﺩﻭﺛﻬﺎ‪.‬‬
‫ﻭﻓﻘﺎ‬

‫‪∫ƒ°ùc ÊÉãdG §ªædG‬‬

‫ﻣﻥ ﺍﻟﻭﻅﺎﺋﻑ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻠﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﻣﺭﺍﻗﺑﺔ ﺍﻷﻓﻛﺎﺭ ﻭﺍﻷﻓﻌﺎﻝ ﺍﻟﺗﻲ ”ﻳﻘﺗﺭﺣﻬﺎ“ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ﻭﺍﻟﺗﺣﻛﻡ ﻓﻳﻬﺎ‪ ،‬ﻣﻣﺎ ﻳﺳﻣﺢ ﻟﺑﻌﺿﻬﺎ‬
‫ﺑﺎﻟﻅﻬﻭﺭ ﺑﺻﻭﺭﺓ ﻣﺑﺎﺷﺭﺓ ﻣﻥ ﺧﻼﻝ ﺍﻟﺳﻠﻭﻙ ﻭﻳﻘﻣﻊ ﺑﻌﺿﻬﺎ ﺃﻭ ﻳﻌﻣﻝ ﻋﻠﻰ ﺗﻌﺩﻳﻠﻬﺎ‪ .‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ :‬ﺍﺳﺗﻣﻊ ﺇﻟﻰ ﺍﻟﻠﻐﺯ ﺍﻟﺗﺎﻟﻲ‬
‫ﺩﻭﻥ ﺃﻥ ﺗﺣﺎﻭﻝ ﺣﻠﻪ‪ ،‬ﺑﻝ ﺍﺳﺗﻣﻊ ﺇﻟﻰ ﺑﺩﻳﻬﺗﻙ‪:‬‬
‫❂ ﺗﺑﻠﻎ ﺗﻛﻠﻔﺔ ﺍﻟﻣﺿﺭﺏ ﺍﻟﺭﻳﺎﺿﻲ ﻭﺍﻟﻛﺭﺓ ‪ 1,10‬ﺩﻭﻻﺭ‪.‬‬
‫❂ ﻭﻳﺯﻳﺩ ﺳﻌﺭ ﺍﻟﻣﺿﺭﺏ ﻋﻥ ﺍﻟﻛﺭﺓ ﺑﻣﻘﺩﺍﺭ ﺩﻭﻻﺭ‪.‬‬

‫ﻓﻛﻡ ﻳﺑﻠﻎ ﺳﻌﺭ ﺍﻟﻛﺭﺓ؟‬

‫ﺑﻌﺩ ﺃﻥ ﺍﺳﺗﻣﻌﺕ ﺇﻟﻰ ﺍﻟﻠﻐﺯ‪ ،‬ﺳﺗﺟﺩ ﺃﻥ ﺍﻟﺭﻗﻡ ‪ 10‬ﻗﺩ ﻁﺭﺃ ﻋﻠﻰ ﺫﻫﻧﻙ‪ ،‬ﺃﻱ ﺃﻥ ﺗﻛﻠﻔﺔ ﺍﻟﻛﺭﺓ ‪ 10‬ﺳﻧﺗﺎﺕ‪ ،‬ﻓﺎﻟﺳﻣﺔ ﺍﻟﻣﻣﻳﺯﺓ ﻟﻬﺫﺍ‬
‫ﺍﻟﻠﻐﺯ ﺍﻟﺳﻬﻝ ﻫﻲ ﺃﻥ ﺇﺟﺎﺑﺗﻪ ﺑﺩﻳﻬﻳﺔ ﻭﺟﺫﺍﺑﺔ ﻭﻟﻛﻧﻬﺎ ﺧﺎﻁﺋﺔ‪ .‬ﻭﻻﻛﺗﺷﺎﻑ ﺍﻟﺧﻁﺄ‪ ،‬ﻋﻠﻳﻙ ﺑﺈﺟﺭﺍء ﻋﻣﻠﻳﺔ ﺣﺳﺎﺑﻳﺔ ﻻﺣﺗﺳﺎﺏ ﺍﻟﻔﺭﻕ‪.‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻧﺕ ﺗﻛﻠﻔﺔ ﺍﻟﻛﺭﺓ ‪ 10‬ﺳﻧﺗﺎﺕ‪ ،‬ﻓﺳﺗﺑﻠﻎ ﺍﻟﺗﻛﻠﻔﺔ ﺍﻟﻛﻠﻳﺔ ‪ 1,20‬ﺩﻭﻻﺭ )‪ 10‬ﺳﻧﺗﺎﺕ ﻟﻠﻛﺭﺓ ﻭ‪ 1,10‬ﻟﻠﻣﺿﺭﺏ(؛ ﺃﻱ ﺃﻥ ﺍﻟﺗﻛﻠﻔﺔ‬
‫ﺍﻟﻛﻠﻳﺔ ﻟﻥ ﺗﺻﺑﺢ ‪ 1,10‬ﺩﻭﻻﺭ‪ .‬ﻟﺫﻟﻙ‪ ،‬ﻓﺎﻹﺟﺎﺑﺔ ﺍﻟﺻﺣﻳﺣﺔ ﻫﻲ ﺃﻥ ﺗﻛﻠﻔﺔ ﺍﻟﻛﺭﺓ ‪ 5‬ﺳﻧﺗﺎﺕ‪ .‬ﻣﻥ ﺍﻟﻣﻔﺗﺭﺽ ﺃﻥ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺑﺩﻳﻬﻳﺔ ﻗﺩ‬
‫ﺃﻳﺿﺎ ﻋﻠﻰ ﺫﻫﻥ ﻫﺅﻻء ﺍﻟﺫﻳﻥ ﻧﺟﺣﻭﺍ ﻓﻲ ﺍﻟﺗﻭﺻﻝ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺻﺣﻳﺣﺔ ﻓﻲ ﺍﻟﻧﻬﺎﻳﺔ‪ ،‬ﻭﻗﺩ ﺗﻭﺻﻠﻭﺍ ﺇﻟﻳﻬﺎ ﺣﻳﻥ ﺍﺳﺗﻁﺎﻋﻭﺍ‬ ‫ﻁﺭﺃﺕ ً‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﺑﻁﺭﻳﻘﺔ ﻣﺎ ﻣﻘﺎﻭﻣﺔ ﺑﺩﻳﻬﺗﻬﻡ‪.‬‬

‫ﻭﺍﻵﻥ‪ ،‬ﺣﺎﻥ ﻭﻗﺕ ﺍﻹﺟﺎﺑﺔ ﻋﻥ ﻫﺫﺍ ﺍﻟﺳﺅﺍﻝ‪ :‬ﺇﻟﻰ ﺃﻱ ﻣﺩﻯ ﻳﺭﺍﻗﺏ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﺍﻗﺗﺭﺍﺣﺎﺕ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ؟ ﻣﻥ ﺍﻟﻣﻌﻠﻭﻡ ﺃﻥ ﻫﺅﻻء‬
‫ﺍﻟﺫﻳﻥ ﺃﺟﺎﺑﻭﺍ ﺑﺄﻥ ﺗﻛﻠﻔﺔ ﺍﻟﻛﺭﺓ ‪ 10‬ﺳﻧﺗﺎﺕ ﻟﻡ ﻳﺗﺣﻘﻘﻭﺍ ﻣﻥ ﺻﺣﺔ ﺇﺟﺎﺑﺎﺗﻬﻡ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺍﻋﺗﻣﺩ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺑﺩﻳﻬﻳﺔ ﺍﻟﺗﻲ ﻛﺎﻥ‬
‫ﺃﻳﺿﺎ ﺃﻥ ﻫﺅﻻء ﺍﻟﺫﻳﻥ ﺃﺟﺎﺑﻭﺍ ﺍﻋﺗﻣﺎ ًﺩﺍ ﻋﻠﻰ ﺑﺩﻳﻬﺗﻬﻡ ﻟﻡ ﻳﺩﺭﻛﻭﺍ‬ ‫ً‬
‫ﺑﺳﻳﻁﺎ‪ .‬ﻭﻣﻥ ﺍﻟﻣﻌﻠﻭﻡ ً‬ ‫ﻟﻳﺭﻓﺿﻬﺎ ﺇﺫﺍ ﺑﺫﻝ ﺻﺎﺣﺏ ﺍﻟﺣﻝ ﻣﺟﻬﻭ ًﺩﺍ‬
‫ﺇﺷﺎﺭﺓ ﺍﺟﺗﻣﺎﻋﻳﺔ ﻭﺍﺿﺣﺔ؛ ﻓﻘﺩ ﻛﺎﻥ ﻳﺟﺏ ﻋﻠﻳﻬﻡ ﺃﻥ ﻳﺗﺳﺎءﻟﻭﺍ ﻟِ َﻡ ﻗﺩ ﻳﺭﻏﺏ ﺃﻱ ﺷﺧﺹ ﻓﻲ ﻭﺿﻊ ﺳﺅﺍﻝ ﺑﻣﺛﻝ ﺗﻠﻙ ﺍﻟﺳﺫﺍﺟﺔ ﺩﺍﺧﻝ‬
‫ﻓﺛﻭﺍﻥ ﻣﻌﺩﻭﺩﺓ ﻣﻥ ﺍﻟﺗﻔﻛﻳﺭ ﻛﺎﻥ ﻣﻥ‬‫ٍ‬ ‫ﺍﺳﺗﻘﺻﺎء‪ .‬ﺗﻘﺻﻳﺭﻫﻡ ﻓﻲ ﺍﻟﺗﺣﻘﻕ ﻣﻥ ﺍﻹﺟﺎﺑﺔ ﻣﻠﺣﻭﻅ ﻷﻥ ﺗﻛﻠﻔﺔ ﺍﻟﺗﺣﻘﻕ ﺑﺳﻳﻁﺔ ﻟﻠﻐﺎﻳﺔ‪،‬‬
‫ﺷﺄﻧﻬﺎ ﺃﻥ ﺗﺟﻧﺑﻬﻡ ﻣﺛﻝ ﻫﺫﺍ ﺍﻟﺧﻁﺄ ﺍﻟﻣﺣﺭﺝ‪ ،‬ﻟﻛﻥ ﻗﺩ ﺗﺑﺩﻭ ﻣﺳﺄﻟﺔ ﺍﻟﺗﻔﻛﻳﺭ ﺻﻌﺑﺔ ﻧﺳﺑﻳًﺎ ﻣﻊ ﺗﻭﺗﺭ ﺍﻟﻌﺿﻼﺕ ﻭﺍﻟﺗﺭﻛﻳﺯ ﺍﻟﺷﺩﻳﺩ ﻓﻲ‬
‫ﺃﺛﻧﺎء ﺍﻹﺟﺎﺑﺔ‪ .‬ﻭﻳﺑﺩﻭ ﺃﻥ ﻫﺅﻻء ﺍﻟﺫﻳﻥ ﻗﺎﻟﻭﺍ ﺇﻥ ﺗﻛﻠﻔﺔ ﺍﻟﻛﺭﺓ ‪ 10‬ﺳﻧﺗﺎﺕ ﻣﻥ ﺍﻷﺗﺑﺎﻉ ﺍﻟﻣﺗﻌﺻﺑﻳﻥ ﻟﻘﺎﻧﻭﻥ »ﺍﺑﺫﻝ ﻣﺟﻬﻭ ًﺩﺍ ﺃﻗﻝ«‪،‬‬
‫ً‬
‫ﻧﺷﺎﻁﺎ‪.‬‬ ‫ﺃﻣﺎ ﻫﺅﻻء ﺍﻟﺫﻳﻥ ﺗﺟﻧﺑﻭﺍ ﺗﻠﻙ ﺍﻹﺟﺎﺑﺔ‪ ،‬ﻓﻠﺩﻳﻬﻡ ﻋﻘﻭﻝ ﺃﻛﺛﺭ‬
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 ‫ﺍﻟﺳﻧﺔ ﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ‪) -‬ﺃﻛﺗﻭﺑﺭ ‪493 - (2012‬‬ ‫ﻧﻅﺭﺗﻧﺎ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻡ ﻛﻲ ﻧﺗﻛﻳﻑ ﻣﻊ ﺗﻠﻙ ﺍﻟﻣﻔﺎﺟﺄﺓ‪ .‬ﺗﺧﻳﻝ ﺃﻧﻙ‬ ‫ﻟﻭﺻﻑ ﺍﻟﻌﻠﻣﺎء ﺣﻘﺎﺋﻕ ﻣﺯﻳﻔﺔ‪ ،‬ﺃﻱ ﻣﻼﺣﻅﺎﺕ ﺃُﺻﺩﺭﺕ‬
‫ﺗﺷﺎﻫﺩ ﻣﺑﺎﺭﺍﺓ ﻛﺭﺓ ﻗﺩﻡ ﺑﻳﻥ ﻓﺭﻳﻘﻳﻥ ﻟﺩﻳﻬﻣﺎ ﻧﻔﺱ ﻋﺩﺩ ﻣﺭﺍﺕ‬ ‫ﺑﺎﻻﻋﺗﻣﺎﺩ ﺍﻟﺗﺎﻡ ﻋﻠﻰ ﺟﺎﻧﺏ ﻭﺍﺣﺩ ﻣﻥ ﺟﻭﺍﻧﺏ ﻣﻧﻬﺟﻳﺔ‬
‫ﺍﻟﻔﻭﺯ ﻭﺍﻟﺧﺳﺎﺭﺓ‪ ،‬ﻓﺑﻌﺩ ﺍﻧﺗﻬﺎء ﺍﻟﻣﺑﺎﺭﺍﺓ ﻭﻓﻭﺯ ﺃﺣﺩﻫﻣﺎ ﻋﻠﻰ‬ ‫ﺍﻟﺑﺣﺙ‪ ،‬ﻭﻫﺫﺍ ﺍﻟﺟﺎﻧﺏ ﻓﻲ ﻫﺫﻩ ﺍﻟﺣﺎﻟﺔ ﻫﻭ ﺍﻻﺧﺗﻼﻓﺎﺕ ﺑﻳﻥ‬
‫ﺍﻵﺧﺭ‪ ،‬ﺳﺗﺭﺍﺟﻊ ﻧﻅﺭﺗﻙ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻡ ﻷﻧﻙ ﺍﻵﻥ ﺗﻌﺗﻘﺩ ﺃﻥ‬ ‫ﺣﺟﻡ ﻋﻳﻧﺎﺕ ﺍﻟﺑﺣﺙ‪.‬‬
‫ﺍﻟﻔﺭﻳﻕ ﺍﻟﻔﺎﺋﺯ ﺃﻗﻭﻯ ﻛﺛﻳﺭً ﺍ ﻣﻥ ﺍﻟﻔﺭﻳﻕ ﺍﻟﺧﺎﺳﺭ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ‪،‬‬
‫ﻓﺳﺗﺗﺑﺩﻝ ﻧﻅﺭﺗﻙ ﺇﻟﻰ ﺍﻟﻣﺎﺿﻲ ﻭﻛﺫﻟﻙ ﺍﻟﻣﺳﺗﻘﺑﻝ ﺑﻔﺿﻝ ﻫﺫﺍ‬ ‫‪∫ƒ≤©dG ´GóN‬‬
‫ﺍﻟﺗﺻﻭﺭ ﺍﻟﺟﺩﻳﺩ‪ .‬ﻭﺍﻟﻔﻛﺭﺓ ﻫﻲ ﺃﻥ ﺍﻟﺗﻌﻠﻡ ﻣﻥ ﺍﻟﻣﻔﺎﺟﺂﺕ ﺃﻣﺭ‬
‫ﻣﻘﺑﻭﻝ‪ ،‬ﻭﻟﻛﻧﻪ ﻗﺩ ﻳﻛﻭﻥ ﻟﻪ ﺑﻌﺽ ﺍﻟﻌﻭﺍﻗﺏ ﺍﻟﺧﻁﻳﺭﺓ‪.‬‬ ‫ﻓﻲ ﻛﺗﺎﺑﻪ ”ﺍﻟﺑﺟﻌﺔ ﺍﻟﺳﻭﺩﺍء“‪ ،‬ﺗﻌﺭﺽ ”ﻧﺳﻳﻡ ﻁﺎﻟﺏ“ ﻟﻧﻅﺭﻳﺔ‬
‫ﺍﻟﻘﺻﺹ ﺍﻟﺧﺎﺩﻋﺔ ﻛﻲ ﻳﺷﺭﺡ ﺍﻟﻛﻳﻔﻳﺔ ﺍﻟﺗﻲ ﺗﺷﻛﻝ ﺑﻬﺎ ﻗﺻﺹ‬
‫ﻣﻥ ﺿﻣﻥ ﺃﻭﺟﻪ ﺍﻟﻘﺻﻭﺭ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻘﻝ ﺍﻟﺑﺷﺭﻱ ﻋﺟﺯﻩ ﻋﻥ‬ ‫ﺍﻟﻣﺎﺿﻲ ﺍﻟﻣﺯﻳﻔﺔ ﻧﻅﺭﺗﻧﺎ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻡ ﻭﺗﻭﻗﻌﺎﺗﻧﺎ ﺣﻭﻝ ﺍﻟﻣﺳﺗﻘﺑﻝ‪.‬‬
‫ﺇﻋﺎﺩﺓ ﺗﺷﻛﻳﻝ ﻣﻌﺎﺭﻓﻪ ﺣﻭﻝ ﺍﻟﻣﺎﺿﻲ ﺃﻭ ﺍﻋﺗﻘﺎﺩﺍﺗﻪ ﺍﻟﺗﻲ ﻁﺭﺃ‬ ‫ﻻ ﺑﺩ ﺃﻥ ﺗﻅﻬﺭ ﺗﻠﻙ ﺍﻟﻘﺻﺹ ﻓﻲ ﺃﺛﻧﺎء ﻣﺣﺎﻭﻻﺗﻧﺎ ﺍﻟﻣﺳﺗﻣﺭﺓ‬
‫ﻋﻠﻳﻬﺎ ﺍﻟﺗﻐﻳﻳﺭ‪ ،‬ﻓﺑﻣﺟﺭﺩ ﺃﻥ ﻳﺗﺑﻧﻰ ﺍﻟﻣﺭء ﻧﻅﺭﺓ ﺟﺩﻳﺩﺓ ﺇﻟﻰ‬ ‫ﻟﻔﻬﻡ ﺍﻟﻌﺎﻟﻡ‪ .‬ﻭﺗﺗﺳﻡ ﺗﻠﻙ ﺍﻟﺭﻭﺍﻳﺎﺕ ﺍﻟﺗﻔﺳﻳﺭﻳﺔ ﺍﻟﺗﻲ ﻧﺷﻌﺭ‬
‫ﺍﻟﻌﺎﻟﻡ )ﺃﻭ ﺇﻟﻰ ﺃﻱ ﺟﺯء ﻣﻧﻪ(‪ ،‬ﻳﻔﻘﺩ ﻓﻲ ﺍﻟﺣﺎﻝ ﺟﺯءًﺍ ﻛﺑﻳﺭً ﺍ‬ ‫ﺑﺄﻧﻬﺎ ﻣﻘﻧﻌﺔ ﺑﻛﻭﻧﻬﺎ ﺑﺳﻳﻁﺔ ﻭﻣﻠﻣﻭﺳﺔ ﺃﻛﺛﺭ ﻣﻧﻬﺎ ﻣﺟﺭﺩﺓ‪ ،‬ﻛﻣﺎ‬
‫ﻣﻥ ﻗﺩﺭﺗﻪ ﻋﻠﻰ ﺗﺫﻛﺭ ﺍﻋﺗﻘﺎﺩﺍﺗﻪ ﺍﻟﻘﺩﻳﻣﺔ‪ .‬ﻳﻌﻛﻑ ﺍﻟﻌﺩﻳﺩ‬ ‫ﺃﻧﻬﺎ ﺗﺳﻧﺩ ﺩﻭﺭً ﺍ ﻛﺑﻳﺭً ﺍ ﺇﻟﻰ ﺍﻟﻣﻭﻫﺑﺔ ﻭﻣﺳﺗﻭﻯ ﺍﻟﺫﻛﺎء ﻭﺍﻟﻧﻭﺍﻳﺎ‬
‫ﻣﻥ ﻋﻠﻣﺎء ﺍﻟﻧﻔﺱ ﺇﻟﻰ ﺍﻵﻥ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﻣﺎ ﻳﺣﺩﺙ ﺣﻳﻥ‬ ‫ﻭﻟﻳﺱ ﺍﻟﺣﻅ‪ ،‬ﻭﺗﺭﻛﺯ ﻋﻠﻰ ﺍﻟﻘﻠﻳﻝ ﻣﻥ ﺍﻷﺣﺩﺍﺙ ﺍﻟﻼﻓﺗﺔ ﺍﻟﺗﻲ‬
‫ﻳﻐﻳﺭ ﺍﻟﻧﺎﺱ ﺁﺭﺍءﻫﻡ‪ .‬ﻓﻌﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ :‬ﻳﺧﺗﺎﺭ ﺍﻟﻌﺎِﻟﻡ‬ ‫ً‬
‫ﻭﻭﻓﻘﺎ‬ ‫ﻭﻗﻌﺕ ﻭﻟﻳﺱ ﻋﻠﻰ ﺃﺣﺩﺍﺙ ﻟﻡ ﺗﺣﺩﺙ ﻻ ﺣﺻﺭ ﻟﻬﺎ‪.‬‬
‫ﺍﻟﺫﻱ ﻳﺟﺭﻱ ﺍﻟﺗﺟﺭﺑﺔ ﻣﻭﺿﻭﻋً ﺎ ﻻ ﻳﻭﺟﺩ ﺭﺃﻱ ﻗﺎﻁﻊ ﺣﻭﻟﻪ‪،‬‬ ‫ﻟـ”ﻁﺎﻟﺏ“‪ ،‬ﺃﻱ ﺣﺩﺙ ﺑﺎﺭﺯ ﻣﻥ ﺍﻟﻣﻣﻛﻥ ﺃﻥ ﻳﺻﺑﺢ ﻧﻭﺍﺓ ﻟﻘﺻﺔ‬
‫ﻛﻌﻘﻭﺑﺔ ﺍﻹﻋﺩﺍﻡ‪ ،‬ﻭﻳﻌﻣﺩ ﺇﻟﻰ ﻗﻳﺎﺱ ﺳﻠﻭﻛﻳﺎﺕ ﺍﻟﻧﺎﺱ ﺗﺟﺎﻩ ﻫﺫﺍ‬ ‫ﺗﻔﺳﻳﺭﻳﺔ‪ .‬ﻓﻬﻭ ﻳﺷﻳﺭ ﺇﻟﻰ ﺃﻧﻧﺎ ﻧﺧﺩﻉ ﺃﻧﻔﺳﻧﺎ ﺣﻳﻥ ﻧﺣﻳﻙ‬
‫ﺍﻟﻣﻭﺿﻭﻉ ﺑﺣﺭﺹ‪ ،‬ﻭﺑﻌﺩ ﺫﻟﻙ ﺗﻭﺟﻪ ﺇﻟﻰ ﺍﻟﻣﺷﺎﺭﻛﻳﻥ ﺭﺳﺎﻟﺔ‬ ‫ﻗﺻﺻﺎ ﻣﻬﻠﻬﻠﺔ ﺣﻭﻝ ﺍﻟﻣﺎﺿﻲ ﺛﻡ ﻧﺻﺩﻗﻬﺎ‪.‬‬ ‫ً‬
‫ﻣﺭﺋﻳﺔ ﺃﻭ ﻣﺳﻣﻭﻋﺔ ﻹﻗﻧﺎﻋﻬﻡ ﺑﺗﻠﻙ ﺍﻟﻔﻛﺭﺓ ﺃﻭ ﺑﻣﻌﺎﺭﺿﺗﻬﺎ‪ ،‬ﺛﻡ‬
‫ﻳﻘﻳﺱ ﺍﻟﻌﺎِﻟﻡ ﺳﻠﻭﻛﻳﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﺗﺟﺭﺑﺔ ﻣﻥ ﺟﺩﻳﺩ‪ .‬ﻭﻓﻲ ﺍﻟﻌﺎﺩﺓ‬ ‫ﺗﻘﺩﻡ ﺗﻠﻙ ﺍﻟﻘﺻﺹ ﺍﻟﻣﺣﺑﻭﻛﺔ ﺗﻔﺳﻳﺭﺍﺕ ﺑﺳﻳﻁﺔ ﻭﻣﻘﻧﻌﺔ ﺣﻭﻝ‬
‫ﺗﻅﻬﺭ ﺳﻠﻭﻛﻳﺎﺗﻬﻡ ﺍﺳﺗﺟﺎﺑﺔ ﻟﻠﺭﺳﺎﻟﺔ ﺍﻟﺗﻲ ﺍﺳﺗﻣﻌﻭﺍ ﺇﻟﻳﻬﺎ‪ .‬ﻭﻓﻲ‬ ‫ﺃﻓﻌﺎﻝ ﺍﻟﺑﺷﺭ ﻭﻧﻭﺍﻳﺎﻫﻡ‪ .‬ﻓﻧﺣﻥ ﺩﺍﺋﻣًﺎ ﻋﻠﻰ ﺍﺳﺗﻌﺩﺍﺩ ﻟﺗﻔﺳﻳﺭ‬
‫ﺍﻟﻧﻬﺎﻳﺔ‪ ،‬ﻳﺗﺣﺩﺙ ﺃﻓﺭﺍﺩ ﺍﻟﺗﺟﺭﺑﺔ ﻋﻥ ﺁﺭﺍﺋﻬﻡ ﺍﻟﺳﺎﺑﻘﺔ ﺣﻭﻝ‬ ‫ﺍﻟﺳﻠﻭﻛﻳﺎﺕ ﻛﺩﻟﻳﻝ ﻋﻠﻰ ﻣﻳﻭﻟﻧﺎ ﺍﻟﻌﺎﻣﺔ ﻭﺻﻔﺎﺗﻧﺎ‪ ،‬ﻭﻫﻲ ﺃﺳﺑﺎﺏ‬
‫ﻋﻘﻭﺑﺔ ﺍﻹﻋﺩﺍﻡ‪ ،‬ﻭﻗﺩ ﻳﺷﻌﺭﻭﻥ ﺑﺄﻥ ﺗﻠﻙ ﺍﻟﻣﻬﻣﺔ ﺻﻌﺑﺔ ﻷﻧﻬﻡ‬ ‫ﻳﻣﻛﻧﻧﺎ ﺑﺳﻬﻭﻟﺔ ﻣﺿﺎﻫﺎﺗﻬﺎ ﺑﺎﻟﻧﺗﺎﺋﺞ‪ .‬ﻭﻳﺳﺎﻫﻡ ﺍﻷﺛﺭ ﺍﻟﺫﻱ‬
‫ﺃﻋﺎﺩﻭﺍ ﺗﺷﻛﻳﻝ ﺗﻠﻙ ﺍﻵﺭﺍء‪ ،‬ﻣﻣﺎ ﻳﺟﻌﻠﻬﻡ ﻳﺳﺗﺭﺟﻌﻭﻥ ﺁﺭﺍءﻫﻡ‬ ‫ﺗﺧﻠﻘﻪ ﺍﻟﺟﺎﺫﺑﻳﺔ ﺍﻟﺷﺧﺻﻳﺔ ﺍﻟﺗﻲ ﺗﻁﻐﻰ ﻋﻠﻰ ﺃﺑﻁﺎﻝ ﺃﻭ ﺃﺣﺩﺍﺙ‬
‫ﺑﺩﻻ ﻣﻥ ﺍﻟﺳﺎﺑﻘﺔ‪ ،‬ﺃﻱ ﺃﻧﻬﻡ ﻳﺟﺭﻭﻥ ﻋﻣﻠﻳﺔ ﺇﺣﻼﻝ‬ ‫ً‬ ‫ﺍﻟﺣﺎﻟﻳﺔ‬ ‫ﺗﻠﻙ ﺍﻟﻘﺻﺹ ﻓﻲ ﺇﻗﻧﺎﻋﻧﺎ ﺑﻬﺎ؛ ﻷﻧﻬﺎ ﺗﺟﻌﻠﻧﺎ ﻧﻣﻳﻝ ﺇﻟﻰ ﻣﻘﺎﺭﻧﺔ‬
‫ﻭﺗﺑﺩﻳﻝ‪ ،‬ﻭﻳُﺫﻫﻝ ﺍﻟﻛﺛﻳﺭ ﻣﻧﻬﻡ ﻣﻥ ﺃﻧﻬﻡ ﻛﺎﻥ ﻟﺩﻳﻬﻡ ﺷﻌﻭﺭ‬ ‫ﻭﺟﻬﺎﺕ ﻧﻅﺭﻧﺎ ﺣﻭﻝ ﺟﻣﻳﻊ ﺳﻣﺎﺕ ﺷﺧﺹ ﻣﺎ ﺑﺣﻛﻣﻧﺎ ﻋﻠﻰ‬
‫ﻣﺧﺗﻠﻑ ﺗﺟﺎﻩ ﺗﻠﻙ ﺍﻟﻣﺳﺄﻟﺔ ﻣﻥ ﻗﺑﻝ‪.‬‬ ‫ﺳﻣﺔ ﻣﺣﺩﺩﺓ ﺑﺎﺭﺯﺓ ﻣﻥ ﺳﻣﺎﺗﻪ‪ .‬ﻭﺑﺎﻟﺗﺎﻟﻲ‪ ،‬ﻓﺈﺫﺍ ﺍﻋﺗﻘﺩﻧﺎ ﺃﻥ ﺃﺣﺩ‬
‫ﻻﻋﺑﻲ ﻛﺭﺓ ﺍﻟﻘﺩﻡ ﻭﺳﻳﻡ ﻭﺭﻳﺎﺿﻲ‪ ،‬ﻓﻣﻥ ﺍﻟﻣﺣﺗﻣﻝ ﺃﻥ ﻧﻌﺗﺑﺭﻩ‬
‫‪k‬‬
‫‪áàHÉãdG ≠«°üdÉH áfQÉ≤e‬‬ ‫‪á¡jóÑdG‬‬ ‫ﺃﻳﺿﺎ ﺃﻓﺿﻝ ﻻﻋﺏ‪ .‬ﻭﻟﺗﻠﻙ ﺍﻟﺟﺎﺫﺑﻳﺔ ً‬
‫ﺃﻳﺿﺎ ﺃﺛﺭ ﺳﻠﺑﻲ‪ ،‬ﻓﺈﺫﺍ‬ ‫ً‬
‫ﺍﻋﺗﻘﺩﻧﺎ ﺃﻥ ﺃﺣﺩ ﺍﻟﻼﻋﺑﻳﻥ ﺩﻣﻳﻡ‪ ،‬ﻓﺳﻧﻧﻅﺭ ﺇﻟﻰ ﻗﺩﺭﺍﺗﻪ ﺍﻟﺭﻳﺎﺿﻳﺔ‬
‫ﻓﻠﻧﻔﺗﺭﺽ ﺃﻧﻙ ﺻﺎﺣﺏ ﺷﺭﻛﺔ ﻭﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺗﻭﻅﻳﻑ ﻣﻧﺩﻭﺏ‬ ‫ﻋﻠﻰ ﺃﻧﻬﺎ ﻣﺗﺩﻧﻳﺔ‪ .‬ﺗﺳﺎﻋﺩ ﺍﻟﺟﺎﺫﺑﻳﺔ ﺍﻟﺷﺧﺻﻳﺔ ﻋﻠﻰ ﺍﻟﺣﻔﺎﻅ‬
‫ﻣﺑﻳﻌﺎﺕ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺕ ﺭﻏﺑﺗﻙ ﺟﺎﺩﺓ ﻓﻲ ﺗﻌﻳﻳﻥ ﺃﻓﺿﻝ ﺷﺧﺹ‬ ‫ﻋﻠﻰ ﺑﺳﺎﻁﺔ ﻭﻣﻧﻁﻘﻳﺔ ﺍﻟﻘﺻﺹ ﺍﻟﺗﻔﺳﻳﺭﻳﺔ ﻣﻥ ﺧﻼﻝ ﺍﻟﻣﺑﺎﻟﻐﺔ‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻟﻣﻧﺻﺏ‪ ،‬ﻓﺗﻠﻙ ﻫﻲ ﻣﻬﻣﺗﻙ ﺍﻟﺗﻲ ﻳﺟﺏ ﺃﻥ ﺗﻌﻣﻝ‬ ‫ﻓﻲ ﺍﺗﺳﺎﻕ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ‪ :‬ﻓﺎﻟﻁﻳﺑﻭﻥ ﻓﻲ ﺗﻠﻙ ﺍﻟﻘﺻﺹ ﺻﺎﻟﺣﻭﻥ‬
‫ﺃﻭﻻ‪ ،‬ﺍﺧﺗﺭ ﺑﻌﺽ ﺍﻟﺻﻔﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻧﺟﺎﺡ ﻓﻲ‬ ‫ً‬ ‫ﻣﻥ ﺃﺟﻠﻬﺎ‪.‬‬ ‫ﻋﻠﻰ ﻁﻭﻝ ﺍﻟﺧﻁ‪ ،‬ﺃﻣﺎ ﺍﻷﺷﺭﺍﺭ ﻓﻁﺎﻟﺣﻭﻥ ﻋﻠﻰ ﻁﻭﻝ ﺍﻟﺧﻁ‪.‬‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻫﺫﺍ ﺍﻟﻣﻧﺻﺏ )ﻛﺎﻟﻣﻬﺎﺭﺓ ﺍﻟﻔﻧﻳﺔ ﻭﺍﻟﻣﺳﺅﻭﻟﻳﺔ ﻭﺍﻟﻣﻭﺛﻭﻗﻳﺔ ﻭﻣﺎ‬
‫ﺇﻟﻰ ﺫﻟﻙ(‪ .‬ﻭﻟﻛﻥ ﻻ ﺗﺑﺎﻟﻎ ﻓﻲ ﻋﺩﺩ ﺍﻟﺻﻔﺎﺕ ﺍﻟﻣﻁﻠﻭﺑﺔ‪ ،‬ﺳﺕ‬
‫ﺻﻔﺎﺕ ﺗﻛﻔﻲ‪ .‬ﻭﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﻛﻝ ﺻﻔﺔ ﻣﻥ ﺗﻠﻙ ﺍﻟﺻﻔﺎﺕ‬
‫ﻣﺳﺗﻘﻠﺔ ﻋﻥ ﺍﻷﺧﺭﻯ ﻗﺩﺭ ﺍﻹﻣﻛﺎﻥ‪ ،‬ﻛﻣﺎ ﻳﺟﺏ ﺃﻥ ﺗﺷﻌﺭ ﺑﺄﻧﻙ‬
‫ﺣﻘﺎ ﺗﻘﻳﻳﻣﻬﺎ ﻣﻥ ﺧﻼﻝ ﺑﻌﺽ ﺍﻷﺳﺋﻠﺔ ﺍﻟﻌﻣﻠﻳﺔ‪ .‬ﺑﻌﺩ‬ ‫ﺗﺳﺗﻁﻳﻊ ً‬
‫ﺫﻟﻙ‪ ،‬ﻋﻠﻳﻙ ﺑﺈﻋﺩﺍﺩ ﻗﺎﺋﻣﺔ ﺑﺗﻠﻙ ﺍﻷﺳﺋﻠﺔ ﻭﺍﻟﺳﻣﺎﺕ ﺍﻟﺗﻲ ﺗﺭﻣﺯ‬
‫ﺇﻟﻳﻬﺎ ﻭﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ ﻛﻳﻔﻳﺔ ﺗﻭﺯﻳﻊ ﺍﻟﺩﺭﺟﺎﺕ ﻋﻠﻳﻬﺎ‪ .‬ﻳﻣﻛﻧﻙ‪،‬‬
‫ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ ،‬ﺗﺧﺻﻳﺹ ﺧﻣﺱ ﺩﺭﺟﺎﺕ ﻟﺧﻣﺳﺔ ﺃﺳﺋﻠﺔ‪.‬‬
‫ﻭﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﻟﺩﻳﻙ ﻓﻛﺭﺓ ﻋﻣﺎ ﻳﻣﻛﻧﻙ ﺃﻥ ﺗﻌﺗﺑﺭﻩ ”ﺟﻳ ًﺩﺍ‬
‫ً‬
‫‪6‬‬ ‫”ﺳﻳﺋﺎ ﺟ ًﺩﺍ“ ﻓﻲ ﺃﺛﻧﺎء ﻋﻣﻠﻳﺔ ﺍﻟﺗﻘﻳﻳﻡ‪.‬‬ ‫ﺟ ًﺩﺍ“ ﺃﻭ‬
‫ﺷﺧﺻﺎ ﺷﺭﻳﺭً ﺍ ﻳﺣﺏ‬
‫ً‬ ‫ﺑﺎﻟﺗﺎﻟﻲ‪ ،‬ﺳﻧﺷﻌﺭ ﺑﺎﻟﺻﺩﻣﺔ ﺇﺫﺍ ﺳﻣﻌﻧﺎ ﺃﻥ‬
‫ﺍﻷﻁﻔﺎﻝ ﺃﻭ ﻳﺣﺏ ﺍﻟﺣﻳﻭﺍﻧﺎﺕ ﻣﻬﻣﺎ ﺑﻠﻎ ﻋﺩﺩ ﻣﺭﺍﺕ ﺍﺳﺗﻣﺎﻋﻧﺎ‬
‫ﺇﻟﻰ ﺗﻠﻙ ﺍﻟﻣﻌﻠﻭﻣﺔ‪ ،‬ﻷﻥ ﺃﻱ ﻟﻣﺳﺔ ﺣﻧﺎﻥ ﻳﻅﻬﺭﻫﺎ ﺳﺗﺧﺎﻟﻑ‬
‫ﺗﻭﻗﻌﺎﺗﻧﺎ ﺍﻟﺗﻲ ﻛﻭﻧﺎﻫﺎ ﻋﻧﻪ ﺗﺄﺛﺭً ﺍ ﺑﻣﺩﻯ ﺟﺎﺫﺑﻳﺗﻪ‪ ،‬ﻛﻣﺎ ﺃﻥ ﻋﺩﻡ‬
‫ﺍﻻﺗﺳﺎﻕ ﻓﻲ ﺗﻘﻳﻳﻣﻪ ﻳﺷﻭﺵ ﺃﻓﻛﺎﺭﻧﺎ ﻭﻣﺷﺎﻋﺭﻧﺎ‪.‬‬
‫‪ôNCÉàŸG ∑GQOEÓd á«YɪàL’G ÖbGƒ©dG‬‬
‫ﻳﻌﺗﺑﺭ ﺍﻟﻌﻘﻝ ﺍﻟﺫﻱ ﻳﺧﺗﻠﻕ ﺍﻟﺭﻭﺍﻳﺎﺕ ﺣﻭﻝ ﺍﻟﻣﺎﺿﻲ ﻋﺿﻭًﺍ‬
‫ﻣﻔﻛﺭً ﺍ‪ .‬ﻓﺣﻳﻥ ﻳﻘﻊ ﺣﺩﺙ ﻏﻳﺭ ﻣﺗﻭﻗﻊ‪ ،‬ﺳﺭﻋﺎﻥ ﻣﺎ ﻧﻌﺩﻝ‬

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 ‫ﺃﻳﺿﺎ ﻳﻘﺩﻡ ﺇﺣﺻﺎءﺍﺕ ﺳﻠﻳﻣﺔ ﻣﻧﺗﻅﻣﺔ‬‫ﻭﻟﻛﻥ ﻏﻳﺭﻩ ﻣﻥ ﺍﻷﻟﻌﺎﺏ ً‬ ‫ﺳﺗﺳﺗﻐﺭﻕ ﺗﻠﻙ ﺍﻹﻋﺩﺍﺩﺍﺕ ﻧﺻﻑ ﺳﺎﻋﺔ ﻣﻥ ﻭﻗﺗﻙ ﺗﻘﺭﻳﺑًﺎ‪.‬‬

‫ﺍﻟﺳﻧﺔ ﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ‪) -‬ﺃﻛﺗﻭﺑﺭ ‪493 - (2012‬‬

‫ﻳﻣﻛﻧﻬﺎ ﺃﻥ ﺗﺻﻘﻝ ﺗﻠﻙ ﺍﻟﻣﻭﻫﺑﺔ‪ .‬ﺍﻷﻁﺑﺎء ﻭﺍﻟﻣﻣﺭﺿﻭﻥ‬ ‫ﻟﺫﻟﻙ‪ ،‬ﻓﻬﻲ ﺍﺳﺗﺛﻣﺎﺭ ﺻﻐﻳﺭ ﻣﻥ ﺷﺄﻧﻪ ﺗﺣﻘﻳﻕ ﺍﺧﺗﻼﻑ ﻛﺑﻳﺭ‬
‫ﺃﻳﺿﺎ ﻣﻭﺍﻗﻑ ﺻﻌﺑﺔ‬ ‫ﻭﺍﻟﺭﻳﺎﺿﻳﻭﻥ ﻭﺍﻹﻁﻔﺎﺋﻳﻭﻥ ﻳﻭﺍﺟﻬﻭﻥ ً‬ ‫ﻓﻲ ﺟﻭﺩﺓ ﺍﻟﻣﻭﻅﻔﻳﻥ ﺍﻟﺟﺩﺩ‪ .‬ﻭﻟﻛﻲ ﺗﺗﺟﻧﺏ ﺍﻟﺗﺄﺛﺭ ﺑﺎﻟﺟﺎﺫﺑﻳﺔ‬
‫ﻭﻟﻛﻧﻬﺎ ﻣﻧﺗﻅﻣﺔ ﺑﻁﺑﻳﻌﺗﻬﺎ‪ .‬ﺗﺗﺣﻘﻕ ﺍﻟﺑﺩﻳﻬﺔ ﺍﻟﺩﻗﻳﻘﺔ ﻣﻥ ﺧﻼﻝ‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‪ ،‬ﻣﻥ ﺍﻟﺿﺭﻭﺭﻱ ﺃﻥ ﺗﺟﻣﻊ ﻣﻌﻠﻭﻣﺎﺕ ﺣﻭﻝ‬
‫ﺇﺷﺎﺭﺍﺕ ﺳﻠﻳﻣﺔ ﻣﻥ ﺗﻠﻙ ﺍﻟﺗﻲ ﺗﻌﻠﻡ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ﻟﻠﻌﻘﻝ ﺍﻟﺧﺑﻳﺭ‬ ‫ﺍﻟﺻﻔﺎﺕ ﺍﻟﺗﻲ ﺍﺧﺗﺭﺗﻬﺎ ﻛﻲ ﺗﺧﺻﺹ ﻟﻬﺎ ﺍﻟﺩﺭﺟﺎﺕ ﻭﺍﺣﺩﺓ ﺗﻠﻭ‬
‫ﺍﺳﺗﺧﺩﺍﻣﻬﺎ‪ ،‬ﺣﺗﻰ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﻻ ﻳﺳﺗﻁﻳﻊ ﺇﻁﻼﻕ ﺍﺳﻡ‬ ‫ﺍﻷﺧﺭﻯ‪ ،‬ﻭﻟﻛﻥ ﻻ ﺗﺗﻌﺟﻝ ﻓﻲ ﺍﻟﺗﻘﻳﻳﻡ‪ .‬ﻭﻷﻧﻙ ﻣﺳﺅﻭﻝ ﻋﻥ‬
‫ﻋﻠﻳﻬﺎ‪ .‬ﻭﻋﻠﻰ ﻋﻛﺱ ﺫﻟﻙ‪ ،‬ﻳﻌﻣﻝ ﻣﺳﺗﺷﺎﺭﻭ ﺍﻷﺳﻬﻡ ﻭﺍﻟﻌﻠﻣﺎء‬ ‫ﺍﻟﻘﺭﺍﺭ ﺍﻟﻧﻬﺎﺋﻲ‪ ،‬ﻳﺟﺏ ﺃﻻ ”ﺗﻐﺽ ﺍﻟﻁﺭﻑ“ ﻋﻥ ﺃﻱ ﺷﻲء‪.‬‬
‫ﺍﺗﺧﺫ ﻗﺭﺍﺭً ﺍ ﺻﺎﺭﻣًﺎ ﺑﺄﻧﻙ ﺳﺗﻭﻅﻑ ﺍﻟﻣﺗﻘﺩﻡ ﺍﻟﺫﻱ ﻳﺣﺭﺯ‬
‫ﻭﺍﻟﺳﻳﺎﺳﻳﻭﻥ ﻓﻲ ﺑﻳﺋﺔ ﻻ ﻳﻣﻛﻥ ﺍﻟﺗﺣﻘﻕ ﻣﻧﻬﺎ ﻋﻠﻰ ﺍﻹﻁﻼﻕ‪.‬‬
‫ﺩﺭﺟﺎﺕ ﺃﻋﻠﻰ‪ ،‬ﺣﺗﻰ ﺇﺫﺍ ﻛﻧﺕ ﺗﻔﺿﻝ ﻣﺗﻘﺩﻣًﺎ ﺁﺧﺭ‪ .‬ﺣﺎﻭﻝ‬
‫ﻭﻳﻌﻛﺱ ﻓﺷﻠﻬﻡ ﻁﺑﻳﻌﺔ ﺗﻠﻙ ﺍﻷﺣﺩﺍﺙ ﺍﻟﺗﻲ ﻳﺣﺎﻭﻟﻭﻥ ﺍﻟﺗﻧﺑﺅ ﺑﻬﺎ‬
‫ً‬ ‫ﺃﻥ ﺗﻘﻭﱢﻡ ﺭﻏﺑﺗﻙ ﻓﻲ ﺍﺧﺗﻼﻕ ﺣﺟﺔ ﻟﺗﺑﺩﻳﻝ ﺗﺭﺗﻳﺏ ﺍﻟﻣﺗﻘﺩﻣﻳﻥ‪.‬‬
‫ﻣﺳﺗﺣﻳﻼ‪.‬‬ ‫ﻭﺍﻟﺗﻲ ﻳﻌﺗﺑﺭ ﺗﻭﻗﻌﻬﺎ ﺃﻣﺭً ﺍ‬
‫ﻫﻧﺎﻙ ﻋﺩﺩ ﺿﺧﻡ ﻣﻥ ﺍﻷﺑﺣﺎﺙ ﺍﻟﻭﺍﻋﺩﺓ ﻓﻲ ﻫﺫﺍ ﺍﻟﺻﺩﺩ‪،‬‬
‫ﻭﺍﻟﺗﻲ ﺗﺷﻳﺭ ﺇﻟﻰ ﺃﻥ ﺍﺣﺗﻣﺎﻝ ﺃﻥ ﺗﻌﺛﺭ ﻋﻠﻰ ﺍﻟﻣﺗﻘﺩﻡ ﺍﻷﻓﺿﻝ‬
‫ﺗﻭﺟﺩ ﺑﻳﺋﺎﺕ ﺃﺳﻭﺃ ﻣﻥ ﺍﻟﺑﻳﺋﺎﺕ ﻏﻳﺭ ﺍﻟﻣﻧﺗﻅﻣﺔ‪ ،‬ﻭﻣﻥ ﺍﻟﻣﻣﻛﻥ‬
‫ﺇﺫﺍ ﺍﺳﺗﺧﺩﻣﺕ ﻫﺫﺍ ﺍﻹﺟﺭﺍء ﻳﻔﻭﻕ ﺍﺣﺗﻣﺎﻝ ﺃﻥ ﺗﻌﺛﺭ ﻋﻠﻳﻪ ﺇﺫﺍ‬
‫ﻭﺻﻑ ﺗﻠﻙ ﺍﻟﺑﻳﺋﺎﺕ ﺑﺄﻧﻬﺎ ”ﻓﺎﺳﺩﺓ“‪ ،‬ﻓﻣﻥ ﺍﻟﻣﺣﺗﻣﻝ ﺃﻥ ﻳﺗﻌﻠﻡ‬ ‫ﻓﻌﻠﺕ ﻣﺎ ﻳﻔﻌﻠﻪ ﺍﻟﻧﺎﺱ ﻋﺎﺩ ًﺓ ﻓﻲ ﻣﺛﻝ ﻫﺫﺍ ﺍﻟﻣﻭﻗﻑ‪ ،‬ﺣﻳﺙ‬
‫ﺍﻟﻣﺣﺗﺭﻓﻭﻥ ﺍﻟﺩﺭﻭﺱ ﺍﻟﺧﺎﻁﺋﺔ ﻣﻥ ﺧﻼﻝ ﺧﺑﺭﺍﺗﻬﻡ ﺍﻟﺗﻲ‬ ‫ﺇﻧﻬﻡ ﻳﺫﻫﺑﻭﻥ ﺇﻟﻰ ﺍﻟﻣﻘﺎﺑﻠﺔ ﻭﻫﻡ ﻏﻳﺭ ﻣﺳﺗﻌﺩﻳﻥ‪ ،‬ﻭﻳﺗﺧﺫﻭﻥ‬
‫ﻳﻛﺗﺳﺑﻭﻧﻬﺎ ﻣﻥ ﺧﻼﻟﻬﺎ‪ .‬ﻭﻣﻥ ﺍﻷﻣﺛﻠﺔ ﻋﻠﻰ ﺫﻟﻙ‪ ،‬ﺣﺎﻟﺔ ﻁﺑﻳﺏ‬ ‫ﻗﺭﺍﺭﺍﺗﻬﻡ ﺣﻳﺎﻝ ﺍﻟﻣﺗﻘﺩﻣﻳﻥ ﺑﺎﻻﻋﺗﻣﺎﺩ ﺍﻟﺗﺎﻡ ﻋﻠﻰ ﺃﺣﻛﺎﻣﻬﻡ‬
‫ﻳﻧﺗﻣﻲ ﺇﻟﻰ ﺍﻟﻘﺭﻥ ﺍﻟﻌﺷﺭﻳﻥ ﻛﺎﻧﺕ ﻟﺩﻳﻪ ﻋﺎﺩ ًﺓ ﺃﻓﻛﺎﺭ ﺑﺩﻳﻬﻳﺔ‬ ‫ﺍﻟﺑﺩﻳﻬﻳﺔ ‪ ،‬ﻟﺫﻟﻙ ﺗﺟﺩﻫﻡ ﻳﻘﻭﻟﻭﻥ ﺇﻧﻬﻡ ”ﺷﻌﺭﻭﺍ ﺑﺄﻥ ﻫﺫﺍ ﻫﻭ‬
‫ﺣﻭﻝ ﺍﻟﻣﺭﺿﻰ ﺍﻟﺫﻳﻥ ﻛﺎﻧﻭﺍ ﻋﻠﻰ ﻭﺷﻙ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻟﺗﻳﻔﻭﺩ‪.‬‬ ‫ﺍﻟﺷﺧﺹ ﺍﻟﻣﻧﺎﺳﺏ“‪.‬‬
‫ﻭﻟﺳﻭء ﺍﻟﺣﻅ‪ ،‬ﺍﻋﺗﺎﺩ ﺍﻟﺭﺟﻝ ﺃﻥ ﻳﺧﺗﺑﺭ ﺍﻹﺣﺳﺎﺱ ﺍﻟﺩﺍﺧﻠﻲ‬
‫ﻟﻠﻣﺭﻳﺽ ﺑﺎﻟﻛﺷﻑ ﻋﻠﻰ ﻟﺳﺎﻧﻪ ﺑﺎﻟﻠﻣﺱ ﻭﻟﻡ ﻳﻛﻥ ﻳﻐﺳﻝ ﻳﺩﻩ‬ ‫‪:AGÈÿG á¡jóH‬‬
‫ﺑﻳﻥ ﺍﻟﻛﺷﻑ ﻋﻠﻰ ﻣﺭﻳﺽ ﻭﺁﺧﺭ‪ .‬ﻭﺣﻳﻥ ﺃﺻﻳﺏ ﺍﻟﻣﺭﺿﻰ‬ ‫‪?É¡H ≥ãf ¿CG ™«£à°ùf ≈àe‬‬
‫ﺑﺎﻟﻣﺭﺽ ﻭﺍﺣ ًﺩﺍ ﺗﻠﻭ ﺍﻵﺧﺭ‪ ،‬ﺷﻌﺭ ﺍﻟﻁﺑﻳﺏ ﺑﻧﺟﺎﺣﻪ ﺍﻟﻁﺑﻲ‬
‫ﺍﻟﻣﺅﻛﺩ‪ .‬ﻛﺎﻧﺕ ﺗﻧﺑﺅﺍﺗﻪ ﺩﻗﻳﻘﺔ ﻭﻟﻛﻥ ﻟﻳﺱ ﺍﻟﺳﺑﺏ ﻓﻲ ﺫﻟﻙ‬ ‫ً‬
‫ﺩﻟﻳﻼ ﺳﻠﻳﻣًﺎ ﻋﻠﻰ ﺻﺣﺔ ﺁﺭﺍﺋﻬﻡ‪.‬‬ ‫ﺛﻘﺔ ﺍﻟﻧﺎﺱ ﺑﺑﺩﻳﻬﺗﻬﻡ ﻟﻳﺳﺕ‬
‫ﻣﻣﺎﺭﺳﺗﻪ ﻟﻠﺑﺩﻳﻬﺔ ﺍﻟﻣﻬﻧﻳﺔ!‬ ‫ﺑﻌﺑﺎﺭﺓ ﺃﺧﺭﻯ‪ :‬ﻻ ﺗﺛﻕ ﺑﺄﻱ ﺷﺧﺹ‪ ،‬ﻭﻻ ﺣﺗﻰ ﻧﻔﺳﻙ ﻓﻲ‬
‫ﺍﻟﺣﻛﻡ ﻋﻠﻰ ﺍﻷﺷﻳﺎء‪.‬‬
‫‪ÉfÒμØJ É£‰‬‬
‫‪ÉæJGhP »ÑfÉL øY ¿GÈ©j‬‬ ‫ﺇﺫﺍ ﻛﻧﺎ ﻟﻥ ﻧﺛﻕ ﻓﻲ ﺣﻛﻣﻧﺎ ﺍﻟﺷﺧﺻﻲ ﻋﻠﻰ ﺍﻷﺷﻳﺎء‪ ،‬ﻓﻛﻳﻑ ﻧﻘﻳﻡ‬
‫ﺍﺣﺗﻣﺎﻝ ﺻﺣﺔ ﺃﺣﺩ ﺃﺣﻛﺎﻣﻧﺎ ﺍﻟﺑﺩﻳﻬﻳﺔ؟ ﻣﺗﻰ ﺗﻌﻛﺱ ﺃﺣﻛﺎﻣﻧﺎ‬
‫ﺧﺑﺭﺍﺗﻧﺎ ﺍﻟﺣﻘﻳﻘﻳﺔ؟ ﻭﻣﺗﻰ ﻧﻧﺧﺩﻉ ﺣﻭﻝ ﺻﺣﺗﻬﺎ؟ ﺗﺭﺗﺑﻁ‬
‫ﻧﻣﻁ ﺗﻔﻛﻳﺭﻧﺎ ﺍﻟﺛﺎﻧﻲ ﺍﻟﻣﻧﺗﺑﻪ ﻳﺷﻣﻝ ﻧﻅﺭﺗﻧﺎ ﺇﻟﻰ ﺃﻧﻔﺳﻧﺎ‪.‬‬
‫ﺇﺟﺎﺑﺔ ﺍﻷﺳﺋﻠﺔ ﺍﻟﺳﺎﺑﻘﺔ ﺑﺷﺭﻁﻳﻥ ﺃﺳﺎﺳﻳﻳﻥ ﻻﻛﺗﺳﺎﺏ ﺍﻟﻣﻬﺎﺭﺓ‪:‬‬
‫ﻭﻳﺻﺩﺭ ﻫﺫﺍ ﺍﻟﻧﻣﻁ ﺍﻷﺣﻛﺎﻡ ﻛﻣﺎ ﻳﺗﺧﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﻭﻟﻛﻧﻪ ﻏﺎﻟﺑًﺎ‬
‫ﻣﺎ ﻳﺻﺎﺩﻕ ﻋﻠﻰ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺗﻲ ﺍﺑﺗﻛﺭﻫﺎ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ً‬
‫ﺃﻭﻻ‪ .‬ﻗﺩ‬
‫❂ ﺗﻭﺍﻓﺭ ﺑﻳﺋﺔ ﻣﻧﺗﻅﻣﺔ ﺑﺩﺭﺟﺔ ﻛﺎﻓﻳﺔ ﻟﻛﻲ ﻧﺳﺗﻁﻳﻊ ﺍﻟﺗﻧﺑﺅ ﺑﻬﺎ‬
‫ﻻ ﺗﻌﻠﻡ ﺃﻧﻙ ﻣﺗﻔﺎﺋﻝ ﺑﺄﺣﺩ ﺍﻟﻣﺷﺭﻭﻋﺎﺕ ﻷﻥ ً‬
‫ﺷﻳﺋﺎ ﻣﺎ ﻓﻲ ﻣﺩﻳﺭﻩ‬
‫❂ ﻭﺟﻭﺩ ﻓﺭﺻﺔ ﻟﻠﺗﻌﻠﻡ ﻣﻥ ﻫﺫﺍ ﺍﻻﻧﺗﻅﺎﻡ ﻣﻥ ﺧﻼﻝ ﺍﻟﻣﻣﺎﺭﺳﺔ‬
‫ﻳﺫﻛﺭﻙ ﺑﺄﺧﺗﻙ ﺍﻟﺣﺑﻳﺑﺔ‪ ،‬ﻭﻗﺩ ﺗﻛﺭﻩ ﺃﺣﺩ ﺍﻷﺷﺧﺎﺹ ﻟﻭﺟﻭﺩ‬ ‫ﺍﻟﻣﺳﺗﻣﺭﺓ‬
‫ﺷﺑﻪ ﻣﺎ ﺑﻳﻧﻪ ﻭﺑﻳﻥ ﻁﺑﻳﺏ ﺃﺳﻧﺎﻧﻙ‪ .‬ﻭﺇﺫﺍ ﺳُ ﺋﻠﺕ ﻋﻥ ﺗﻔﺳﻳﺭ‬ ‫ﻋﻧﺩﻣﺎ ﻳﺗﺣﻘﻕ ﻫﺫﺍﻥ ﺍﻟﺷﺭﻁﺎﻥ‪ ،‬ﻣﻥ ﺍﻟﻣﻣﻛﻥ ﺻﻘﻝ ﺍﻟﺑﺩﻳﻬﺔ‪.‬‬
‫ﺫﻟﻙ‪ ،‬ﻓﺳﺗﻔﺗﺵ ﻓﻲ ﺫﺍﻛﺭﺗﻙ ﻋﻥ ﺃﺳﺑﺎﺏ ﻣﻘﺑﻭﻟﺔ ﻭﺳﺗﻌﺛﺭ ﻋﻠﻰ‬
‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫ﻓﺎﻟﺷﻁﺭﻧﺞ‪ ،‬ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ‪ ،‬ﻟﻌﺑﺔ ﺑﻳﺋﺗﻬﺎ ﻣﻧﺗﻅﻣﺔ ﻟﻠﻐﺎﻳﺔ‪،‬‬

‫‪ÉæJGOÉ≤àYG øe ≥≤ëàf ’ »c ÉæYóîj Éæ∏≤Y‬‬

‫ﺻﻣﻡ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ﻛﻲ ﻳﻘﻔﺯ ﺇﻟﻰ ﺍﻻﺳﺗﻧﺗﺎﺟﺎﺕ ﺍﺳﺗﻧﺎ ًﺩﺍ ﺇﻟﻰ ﺃﺩﻟﺔ ﺿﻌﻳﻔﺔ‪ ،‬ﻛﻣﺎ ﺃﻧﻪ ﻟﻡ ﻳﺻﻣﱠﻡ ﻟﻣﻌﺭﻓﺔ ﺣﺟﻡ ﺗﻠﻙ ﺍﻟﻘﻔﺯﺍﺕ‪ .‬ﻛﻝ ﻣﺎ‬ ‫ُ‬
‫ﻳﻬﻣﻪ ﻫﻭ ﺍﻷﺩﻟﺔ ﺍﻟﺗﻲ ﺑﻳﻥ ﻳﺩﻳﻪ‪ ،‬ﻭﻷﻥ ﺍﻻﺗﺳﺎﻕ ﻳﺩﻋﻡ ﺍﻟﺛﻘﺔ‪ ،‬ﻓﺈﻥ ﺛﻘﺗﻧﺎ ﺍﻟﻭﻫﻣﻳﺔ ﺍﻟﺗﻲ ﻧﺿﻌﻬﺎ ﻓﻲ ﺁﺭﺍﺋﻧﺎ ﺗﻌﻛﺱ ﺍﺗﺳﺎﻕ ﺍﻟﻘﺻﺔ ﺍﻟﺗﻲ‬
‫ﺣﺎﻛﻬﺎ ﺍﻟﻧﻣﻁﺎﻥ ﺍﻷﻭﻝ ﻭﺍﻟﺛﺎﻧﻲ‪ .‬ﺃﻣﺎ ﻛﻡ ﺍﻷﺩﻟﺔ ﻭﺟﻭﺩﺗﻬﺎ‪ ،‬ﻓﻼ ﻳﻠﻌﺑﺎﻥ ﺩﻭﺭً ﺍ ﻛﺑﻳﺭً ﺍ ﻷﻥ ﺍﻷﺩﻟﺔ ﺍﻟﺿﻌﻳﻔﺔ ﻗﺩ ﺗﺗﺷﻛﻝ ﻣﻥ ﺧﻼﻟﻬﺎ ﻗﺻﺔ‬
‫ﺷﺩﻳﺩﺓ ﺍﻟﺣﺑﻛﺔ‪ ،‬ﻓﻠﻳﺱ ﻟﺩﻳﻧﺎ ﺩﻟﻳﻝ ﻋﻠﻰ ﺍﻹﻁﻼﻕ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﺑﻌﺽ ﻣﻥ ﺍﻋﺗﻘﺎﺩﺍﺗﻧﺎ ﺑﺎﻟﻐﺔ ﺍﻷﻫﻣﻳﺔ‪ ،‬ﻓﻳﻣﺎ ﻋﺩﺍ ﺃﻥ ﺃﺣﺑﺎءﻧﺎ ﻣﻭﺿﻊ ﺛﻘﺗﻧﺎ‬
‫ﻟﺩﻳﻬﻡ ﻧﻔﺱ ﺍﻻﻋﺗﻘﺎﺩﺍﺕ‪ .‬ﻭﺑﺎﻟﻣﻘﺎﺭﻧﺔ ﺑﻛﻡ ﻣﻌﻠﻭﻣﺎﺗﻧﺎ ﺍﻟﺿﺋﻳﻝ‪ ،‬ﻓﺈﻥ ﺛﻘﺗﻧﺎ ﻓﻲ ﺍﻋﺗﻘﺎﺩﺍﺗﻧﺎ ﻏﻳﺭ ﻣﻧﻁﻘﻳﺔ ـــ ﻭﻟﻛﻧﻬﺎ ً‬
‫ﺃﻳﺿﺎ ﺿﺭﻭﺭﻳﺔ‪.‬‬

‫‪7‬‬
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 ‫ﺍﻟﺳﻧﺔ ﺍﻟﻌﺷﺭﻭﻥ ‪ -‬ﺍﻟﻌﺩﺩ ﺍﻟﺗﺎﺳﻊ ﻋﺷﺭ ‪) -‬ﺃﻛﺗﻭﺑﺭ ‪493 - (2012‬‬ ‫ﺑﻌﺽ ﻣﻧﻬﺎ ﺑﺎﻟﺗﺄﻛﻳﺩ‪ ،‬ﻭﻟﻛﻧﻙ ﺳﺗﺻﺩﻕ ﺗﻠﻙ ﺍﻟﻘﺻﺔ ﺍﻟﺗﻲ ﺍﺧﺗﻠﻘﺗﻬﺎ‪.‬‬
‫ﻻ ﻳﻠﻌﺏ ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﺩﻭﺭ ﺍﻟﻣﺩﺍﻓﻊ ﻋﻥ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ﻭﺣﺳﺏ‪،‬‬
‫ﺃﻳﺿﺎ ﻳﻣﻧﻊ ﺍﻟﺗﻌﺑﻳﺭ ﺍﻟﺻﺭﻳﺢ ﻋﻥ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻷﻓﻛﺎﺭ ﺍﻟﺣﻣﻘﺎء‬ ‫ﻓﻬﻭ ً‬
‫ﻭﺍﻟﺑﻭﺍﻋﺙ ﻏﻳﺭ ﺍﻟﻣﻧﺎﺳﺑﺔ‪ .‬ﻭﻳﺣﺳﻥ ﺍﺳﺗﺛﻣﺎﺭ ﺗﺭﻛﻳﺯ ﺍﻷﺩﺍء ﻓﻲ‬
‫ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻷﻧﺷﻁﺔ‪ ،‬ﻛﻘﻳﺎﺩﺓ ﺍﻟﺳﻳﺎﺭﺓ ﻋﻠﻰ ﻁﺭﻳﻕ ﺿﻳﻕ ﺣﻳﻥ‬
‫ﻳﻛﻭﻥ ﺍﻟﻌﻘﻝ ﺷﺎﺭ ًﺩﺍ‪ ،‬ﻛﻣﺎ ﺃﻧﻪ ﺿﺭﻭﺭﻱ ﻹﻧﺟﺎﺯ ﺑﻌﺽ ﺍﻟﻣﻬﺎﻡ‪،‬‬
‫ﻭﻣﻥ ﺿﻣﻧﻬﺎ ﺍﻟﻣﻘﺎﺭﻧﺔ ﻭﺍﻻﺧﺗﻳﺎﺭ ﻭﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﻣﻧﻅﻡ‪ ،‬ﻭﻟﻛﻥ‬
‫‪ájõ«∏‚E’Gh á«Hô©dG Úà¨∏dÉH Iôaƒàe á°UÓÿG √òg‬‬ ‫ﺍﻟﻧﻣﻁ ﺍﻟﺛﺎﻧﻲ ﻟﻳﺱ ﻧﻣﻭﺫﺟً ﺎ ﻣﺛﺎﻟﻳًﺎ ﻟﻠﻌﻘﻼﻧﻳﺔ‪ ،‬ﻓﻘﺩﺭﺍﺗﻪ ﻣﺣﺩﻭﺩﺓ‪،‬‬
‫‪This publication is available in both Arabic & English‬‬ ‫ﻭﻛﺫﻟﻙ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﻳﻣﻛﻧﻪ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻬﺎ؛ ﻭﺫﻟﻙ ﻷﻧﻧﺎ ﻻ‬
‫ﻧﻔﻛﺭ ﺑﺄﺳﻠﻭﺏ ﻣﺑﺎﺷﺭ ﺩﺍﺋﻣًﺎ‪ ،‬ﻛﻣﺎ ﺃﻥ ﺃﺧﻁﺎءﻧﺎ ﻟﻳﺳﺕ ﺩﺍﺋﻣًﺎ ﻧﺗﺎﺟً ﺎ‬
‫‪:øY Qó°üJ ájô¡°T ∞°üf Iöûf‬‬
‫ﻟﺑﺩﻳﻬﺗﻧﺎ ﺍﻟﻔﺿﻭﻟﻳﺔ ﺍﻟﺧﺎﻁﺋﺔ‪ ،‬ﺑﻝ ﺇﻧﻧﺎ ﻧﺭﺗﻛﺏ ﺍﻷﺧﻁﺎء ﻷﻧﻧﺎ )ﺃﻱ‬
‫‪z´É©°T{ »ª∏©dG ΩÓYEÓd á«Hô©dG ácöûdG‬‬ ‫ً‬
‫ﺗﺻﺭﻓﺎ ﺃﻓﺿﻝ ﻣﻣﺎ ﺃﻗﺩﻣﻧﺎ ﻋﻠﻳﻪ‪.‬‬ ‫ﻧﻣﻁﻧﺎ ﺍﻟﺛﺎﻧﻲ( ﻟﻡ ﻧﻛﻥ ﻧﻌﺭﻑ‬

‫ﻭﻟﻛﻥ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ ﻫﻭ ﻣﺻﺩﺭ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺃﺧﻁﺎﺋﻧﺎ‪ ،‬ﻛﻣﺎ ﺃﻧﻪ‬

‫ً‬
‫ﺃﻳﺿﺎ ﻣﺻﺩﺭ ﺃﻓﻌﺎﻟﻧﺎ ﺍﻟﺳﻠﻳﻣﺔ‪ ،‬ﻭﺍﻟﺗﻲ ﺗﺷﻛﻝ ﻣﻌﻅﻡ ﺳﻠﻭﻛﻳﺎﺗﻧﺎ‪ ،‬ﺇﺫ‬
‫‪(äÉ°UÓN) ‘ ∑GΰTÓd‬‬
‫ﺗﺗﺣﺭﻙ ﺃﻓﻛﺎﺭﻧﺎ ﻭﺃﻓﻌﺎﻟﻧﺎ ﺑﺻﻭﺭﺓ ﺭﻭﺗﻳﻧﻳﺔ ﻣﻥ ﺧﻼﻝ ﺍﻟﻧﻣﻁ ﺍﻷﻭﻝ‬
‫‪¢ShDhô``e hCG ¢ù«Fôd É¡FGógE’ hCG ºμà°ù°SDƒŸ hCG ºμd‬‬
‫ﺍﻟﺫﻱ ﻳﺣﺭﻛﻬﺎ ﺑﺷﻛﻝ ﻋﺎﻡ ﻓﻲ ﺍﻹﻁﺎﺭ ﺍﻟﺻﺣﻳﺢ‪ .‬ﻭﻣﻥ ﻋﺟﺎﺋﺏ‬
‫‪º```μæμÁ ;π```«ªY hCG π``«eõd É`¡Áó≤àd hCG‬‬
‫ﻫﺫﺍ ﺍﻟﻧﻣﻁ ﺃﻧﻪ ﻳﺟﻌﻝ ﺫﺍﻛﺭﺗﻧﺎ ﺍﻻﺭﺗﺑﺎﻁﻳﺔ ﺗﺣﺗﻔﻅ ﺑﻧﻣﻭﺫﺝ ﻋﺎﻟﻣﻧﺎ‬
‫‪.ø`«cΰûŸG äÉeóN IQGOEÉH ∫É``°üJ’G‬‬
‫ﺍﻟﻐﻧﻲ ﺍﻟﻣﻠﻲء ﺑﺎﻟﺗﻔﺎﺻﻳﻝ‪ ،‬ﻭﺍﻟﺫﻱ ﻳﻣﻳﺯ ﺍﻷﺣﺩﺍﺙ ﺍﻟﻌﺎﺩﻳﺔ ﻣﻥ‬
‫‪IôgÉ≤dG : á«Hô©dG öüe ájQƒ¡ªL‬‬ ‫ﺍﻟﻣﻔﺎﺟﺂﺕ ﻓﻲ ﺃﻗﻝ ﻣﻥ ﺍﻟﺛﺎﻧﻳﺔ‪ ،‬ﻓﻳﺷﻛﻝ ﻓﻲ ﺍﻟﺣﺎﻝ ﻓﻛﺭﺓ ﻋﻣﺎ ﻛﺎﻥ‬
‫‪+ 2 02 24025324 - 24036657 - 22633897 : ∞JÉg‬‬ ‫ﻳﺟﺏ ﺃﻥ ﻳﺣﺩﺙ ً‬
‫ﺑﺩﻻ ﻣﻥ ﺍﻟﻣﻔﺎﺟﺄﺓ‪ ،‬ﺛﻡ ﻳﺑﺣﺙ ﺑﺗﻠﻘﺎﺋﻳﺔ ﻋﻥ ﺗﻔﺳﻳﺭ‬
‫‪+2 02 22612521 : ¢ùcÉa‬‬ ‫ﺳﺑﺑﻲ ﻣﻧﻁﻘﻲ ﻟﺗﻠﻙ ﺍﻟﻣﻔﺎﺟﺂﺕ ﻭﺍﻷﺣﺩﺍﺙ‪.‬‬
‫‪‘ ÉæÑJÉμe øe …CÉH ∫É°üJÓd‬‬
‫‪âjƒμdGh øª«dGh ¿OQC’Gh äGQÉeE’Gh ájOƒ©°ùdGh ÉjQƒ°S‬‬
‫‪,á«Hô©dG ∫hódG »bÉHh‬‬
‫‪:Éæ©bƒe IQÉjõH ΩôμàdG AÉLôdG‬‬ ‫‪∞`dDƒ``ª`dG‬‬
‫‪www.edara.com‬‬ ‫ﺩﺍﻧﻳﺎﻝ ﻛﺎﻧﻣﺎﻥ‬
‫‪k G “´É©°T” øY Qó°üJ‬‬
‫‪ÉàjQhO É°†jC‬‬ ‫ً‬
‫ﺃﺳﺗﺎﺫﺍ ﻓﻲ ﻋﻠﻡ ﺍﻟﻧﻔﺱ ﺗﺎﺑﻌًﺎ ﻟﻣﻧﺣﺔ ”ﻳﻭﺟﻳﻥ‬ ‫ﻳﻌﻣﻝ ”ﺩﺍﻧﻳﺎﻝ ﻛﺎﻧﻣﺎﻥ“‬
‫‪…QGOE’G QÉàîŸG‬‬ ‫ً‬
‫ﻫﻳﺟﻧﺯ“ ﺑﺟﺎﻣﻌﺔ ”ﺑﺭﻳﻧﺳﺗﻭﻥ“‪ ،‬ﻭﺃﺳﺗﺎﺫﺍ ﻓﻲ ﻋﻠﻡ ﺍﻟﻧﻔﺱ ﻭﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﻟﻌﺎﻣﺔ ﻓﻲ ﻛﻠﻳﺔ ”ﻭﻭﺩﺭﻭ ﻭﻳﻠﺳﻭﻥ ﻟﻠﻌﻼﻗﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺩﻭﻟﻳﺔ“ ﺑﺎﻟﺟﺎﻣﻌﺔ‬
‫‪äÉbÓYh‬‬ ‫ﺫﺍﺗﻬﺎ‪ .‬ﻭﻗﺩ ﺣﺻﻝ ﻋﻠﻰ ﺟﺎﺋﺯﺓ ﻧﻭﺑﻝ ﻓﻲ ﻋﻠﻭﻡ ﺍﻻﻗﺗﺻﺎﺩ ﻋﺎﻡ ‪2002‬‬
‫ﻟﻌﻣﻠﻪ ﺍﻟﺭﻳﺎﺩﻱ ﻓﻲ ﻋﻠﻭﻡ ﺻﻧﻊ ﺍﻟﻘﺭﺍﺭ‪.‬‬
‫‪™aódGh ∑GΰT’G ɪFGO‬‬
‫‪k‬‬ ‫‪ºμæμÁ‬‬
‫‪:Éæ©bƒe ≈∏Y É«k fhÎμdEG‬‬
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‫ﺧﻼﺻﺎﺕ ﻛﺗﺏ ﺍﻟﻣﺩﻳﺭ ﻭﺭﺟﻝ ﺍﻷﻋﻣـﺎﻝ‬

‫‪ÜÉ`````à`μ`dG‬‬
‫‪(äÉ°UÓN) Qó°üJ‬‬
‫‪Author:‬‬ ‫‪Daniel Kahneman‬‬
‫‪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 ‫‪Title:‬‬ ‫‪Thinking Fast and Slow‬‬
‫‪±ó``¡`J .…QGOE’G ô`μ``Ø∏d G kójó`L ∞`«`°†J »`à`dGh É`©``«``Ñ`e‬‬
‫‪k‬‬ ‫‪Ì``cC’G‬‬ ‫‪Publisher: Farrar, Straus and Giroux; 1 edition (October 25,‬‬
‫)‪ájQGOE’G äÉjô¶ædGh äÉ°SQɪŸG ÚH Iƒ```éØdG ó°S ¤EG (äÉ``°UÓN‬‬ ‫)‪2011‬‬
‫‪ô``aƒJ å«M ;á```«Hô©dG IQGOE’G á```Ä«Hh ,á````eó≤àŸG ∫hódG ‘ á``ãjó◊G‬‬ ‫‪ISBN:‬‬ ‫‪978-0-374-27563-1‬‬
‫›‪.≥````«Ñ£à∏d á```∏HÉbh á```Hô‬‬
‫‪q‬‬ ‫‪á````jQGOEG áaô©e º```¡d‬‬
‫‪Pages:‬‬ ‫‪512‬‬
‫‪ÖcôŸG åëÑdG ∑ôfi ∫ÓN øe É¡JÉjƒàfi πc ‘ åëÑdG øμÁh‬‬
‫‪.Éæ©bƒe ≈∏Y‬‬

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