رفعه معلم الموهوبين أ. محمد رجب

1. .................................................................................................... 
 ١٥٧
:
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺴﻼﻡ‬ ‫ﻭﺍﻟﺼﻼﺓ‬ ‫ﷲ‬ ‫ﺍﻟﺤﻤﺩ‬
،‫ﻭﺒﻌﺩ‬ ،
‫ﺒﻬﺎ‬ ‫ﺃﺅﻤﻥ‬ ‫ﺯﻟﺕ‬ ‫ﻤﺎ‬ ‫ﻋﻘﻴﺩﺓ‬ ،‫ﺤﻴﺎﺓ‬ ‫ﻤﻨﻬﺞ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬
‫ﻭﺤ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﺃﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻭﺃﺩﻋﻭ‬‫ﻟﺒﻴﺎﻥ‬ ‫ﺠﺎﺀ‬ ‫ﺇﻟﻬﻲ‬ ‫ﻲ‬
‫ﻓﺎﻟﺴﻨﺔ‬ ،‫ﻫﺩﺍﻴﺘﻬﺎ‬ ‫ﻭﻨﺒﺭﺍﺱ‬ ‫ﺍﻷﻤﺔ‬ ‫ﺩﺴﺘﻭﺭ‬ ‫ﻭﺍﻟﻘﺭﺁﻥ‬ ،‫ﺍﻟﻘﺭﺁﻥ‬
‫ﻓﻲ‬ ،‫ﺍﻷﻤﺔ‬ ‫ﺤﻴﺎﺓ‬ ‫ﻤﻨﻬﺞ‬ ‫ﻓﻬﻲ‬ ‫ﺍﻟﻬﺩﺍﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻔﺎﺼﻴل‬ ‫ﻓﻴﻬﺎ‬
‫ﻭﺍﻷﺨﻼﻕ‬ ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩ‬ ‫ﻭﺍﻟﺴﻴﺎﺴﺔ‬ ‫ﺍﻟﺘﺸﺭﻴﻊ‬.
‫ﺍﻟﻤﻨﻬ‬ ‫ﻫﺫﺍ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬‫ـ‬‫ﻴﺤﺘ‬ ‫ﺞ‬‫ـ‬‫ﻜﺒﻴ‬ ‫ﺠﻬﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻤﻨﺎ‬ ‫ﺎﺝ‬‫ـ‬‫ﺭ‬
*،‫ﻤﺴﺎﻋﺩ‬ ‫ﺃﺴﺘﺎﺫ‬‫ﻗﺴﻡ‬‫ﺍﻟﺩﻴﻥ‬ ‫ﺃﺼﻭل‬‫ﺍﻟﺩﺭﺍ‬ ‫ﻜﻠﻴﺔ‬ ،‫ﺍﻟﺒﻴﺕ‬ ‫ﺁل‬ ‫ﺠﺎﻤﻌﺔ‬ ،‫ﻭﺍﻟﻘﺎﻨﻭﻨﻴﺔ‬ ‫ﺍﻟﻔﻘﻬﻴﺔ‬ ‫ﺴﺎﺕ‬.
‫ﻭﺒﻴﺎﻥ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻨﺼﻭﺹ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻟﻠﻨﺎﺱ‬ ‫ﻹﺨﺭﺍﺠﻪ‬
‫ﺍﻨﺴﺠﺎﻤﻬﺎ‬‫ﺍﺜﻨﻴﻥ‬ ‫ﺒﺸﺭﻁﻴﻥ‬ ‫ﺍﻟﻌﺼﺭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻊ‬:‫ﺃﻭﻟﻬﻤﺎ‬
‫ﺃﻋﻨﺎﻕ‬ ‫ﻟﻲ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻻﻨﺴﺠﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺒﻴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻜﻠﻑ‬ ‫ﻋﺩﻡ‬
‫ﺍﻻﻨﺴﺠﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﻨﺼﻭﺹ‬.‫ﻴﺘﻁﻠﺏ‬ ‫ﻭﻫﺫﺍ‬
‫ﻭﻟﻌﻠﻭﻡ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻟﻨﺼﻭﺹ‬ ‫ﺩﻗﻴﻕ‬ ‫ﻓﻬﻡ‬‫ﺍﻟﻌﺼﺭ‬.‫ﻭﺍﻟﺜﺎﻨﻲ‬:‫ﻋﺩﻡ‬
‫ﻫﺫﻩ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺭﻏﺒﺔ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﺜﻭﺍﺒﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻨﺎﺯل‬
‫ﺍﻟﻤﻼﺌﻤﺔ‬.
‫ﺒﺈﺨﻼﻟﻪ‬ ‫ُﺘﻲ‬‫ﺃ‬ ‫ﺇﻨﻤﺎ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺘﻌﺜﺭ‬ ‫ﻤﻥ‬ ‫ﻭﻜل‬
‫ﻫﺯﻴل‬ ‫ﺒﺘﻨﺎﺯل‬ ‫ﺃﻭ‬ ‫ﻤﺨل‬ ‫ﺒﺘﻜﻠﻑ‬ ‫ﺇﻤﺎ‬ ‫ﺍﻟﺸﺭﻁﻴﻥ؛‬ ‫ﺒﺄﺤﺩ‬.
-- 
*
‫ﺍﻟﺒﺤﺙ‬ ‫ﻭﺼﻭل‬ ‫ﺘﺎﺭﻴﺦ‬:٢٨/٩/٢٠٠٦‫ﻡ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻗﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ‬:٢٨/٢/٢٠٠٧‫ﻡ‬
 
‫ﻓ‬ ‫ﺍﻟﻤﻠﺤﺔ‬ ‫ﺍﻟﻤﻭﺍﻀﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﻴﻌﺩ‬‫ﻓﻲ‬ ‫ﺃﺴﺎﺴﻲ‬ ‫ﺩﻭﺭ‬ ‫ﻟﻬﺎ‬ ‫ﺒﻔﺌﺔ‬ ‫ﻴﺘﻌﻠﻕ‬ ‫ﻷﻨﻪ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻲ‬
‫ﻟﻸﻤﻡ‬ ‫ﺍﻟﺤﻘﻴﻘﻲ‬ ‫ﺍﻟﺭﺼﻴﺩ‬ ‫ﻭﻫﻡ‬ ،‫ﺤﻀﺎﺭﺘﻬﺎ‬ ‫ﻭﺒﻨﺎﺀ‬ ‫ﺍﻷﻤﻡ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﺘﻜﻭﻴﻥ‬.
‫ﺫﺍﺘﻬﻡ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﻭﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻁﺎﻗﺎﺘﻬﻡ‬ ‫ﻟﺘﺴﺨﻴﺭ‬ ‫ﺘﻭﺠﻴﻬﻬﻡ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﺭﻋﺎﻴﺘﻬﻡ‬ ‫ﻭﻁﺭﻕ‬ ‫ﺒﺎﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻭﻟﻘﺩ‬
‫ﺜﺎﻨﻴ‬ ‫ﻭﺩﻴﻨﻬﻡ‬ ‫ﺃﻤﺘﻬﻡ‬ ‫ﻟﺨﺩﻤﺔ‬ ‫ﺜﻡ‬ ‫ﹰ‬‫ﻻ‬‫ﺃﻭ‬‫ﹰ‬‫ﺎ‬.
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺍﻷﻤﺔ‬ ‫ﺘﺎﺭﻴﺦ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺃﺒﺭﺯ‬ ‫ﻭﻤﻥ‬–‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬-‫ﺍﻷﻤﺔ‬ ‫ﻭﺤﺒﺭ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﺒﺘﺭﺠﻤﺎﻥ‬ ‫ﻟﻘﺏ‬ ‫ﻭﻟﺫﻟﻙ‬.
‫ﻭﺘﻁﻭﻴﺭﻫﺎ‬ ‫ﻭﺘﻨﻤﻴﺘﻬﺎ‬ ‫ﻤﻭﻫﺒﺘﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺴﺎﺴﻴ‬ ‫ﹰ‬‫ﺍ‬‫ﺩﻭﺭ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﻟﻠﺭﻋﺎﻴﺔ‬ ‫ﻭﻜﺎﻥ‬.
‫ﺍﻷﻭل‬ ،‫ﻤﺒﺎﺤﺙ‬ ‫ﻭﺜﻼﺜﺔ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺤﺜﻪ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺴﻡ‬ ‫ﻭﻗﺩ‬:‫ﻤﻔ‬‫ﺍﻟﺜﺎﻨﻲ‬ ،‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻭﺨﺼﺎﺌﺹ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻬﻭﻡ‬:‫ﺍﻟﺭﻋﺎﻴﺔ‬
‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻤﺒﺤﺙ‬ ،‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻟﻤﻭﻫﺒﺔ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬:‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺨﺎﺘﻤﺔ‬ ‫ﺜﻡ‬ ،‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﺴﺎﻫﻤﺔ‬ ‫ﻭﺍﻟﻌﻭﺍﻤل‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻭﻫﺒﺔ‬ ‫ﻭﺁﺜﺎﺭ‬ ‫ﺴﻤﺎﺕ‬
‫ﻭﻤﺘﻤﻴﺯ‬ ‫ﻭﺍﻀﺢ‬ ‫ﻤﻨﻬﺞ‬ ‫ﻭﻓﻕ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺃﻭﻟﺕ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﺃﻥ‬ ‫ﻭﻤﻨﻬﺎ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺘﻭﺼل‬.
Abstract
Taking care of those who are talented is an important subject in Educational Science because it
relates to a group who have important roles in developing the personality of the Nations and its
civilizations.
The tradition of the Prophet focused on how to take care of those who are talented and to use there
abilities and energies to develop themselves and to serve their Ummah and Faith. One of these people is
Ibn Abas as people called him 'The Interpreter of the Quran' and ' The Scholar of the Ummah'.
The Prophet (pbuh) played an important role in discovering his talent and developed it.
I have divided my subjects into introduction and three sections. In the first section, I spoke about the
concept of talent and the qualities of those who are talented. In the second section, the caring of the
Prophet to Ibn Abas. In the third section, the descriptions and the effects of the talent of Ibn Abas.
I conclude that the Prophet gave great attention to those who are talented.
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2. .................................................................................................... 
 ١٥٨
‫ﻭﺍﻟﻭﺤﻲ‬ ‫ﺍﻟﻌﻠﻡ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻭﺤﻘﻴﻘﺔ‬
‫ﺩﺭﺍ‬ ‫ﻓﻲ‬ ‫ﺍﺘﺒﻊ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﻤﻨﺎل‬ ‫ﺴﻬل‬ ،‫ﻋﻘﻠﻲ‬ ‫ﻓﻁﺭﻱ‬ ‫ﺘﻭﺍﻓﻕ‬‫ﺴﺘﻪ‬
‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬.
‫ﻤﺒﺩﺃ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬"‫ﺤﻴﺎﺓ‬ ‫ﻤﻨﻬﺞ‬ ‫ﺍﻟﺴﻨﺔ‬"‫ﻫﺫﺍ‬ ‫ﻴﺄﺘﻲ‬
‫ﺍﻟﺒﺤﺙ‬"‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬"‫ﺍﺒﻥ‬
‫ﻋﺒﺎﺱ‬–‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬–‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﺄﻜﻴﺩ‬ ،‫ﹰ‬‫ﺎ‬‫ﻨﻤﻭﺫﺠ‬
‫ﺜﻡ‬ ،‫ﺍﻹﻟﻬﻲ‬ ‫ﻭﺍﻟﻭﺤﻲ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺭﺍﺒﻁﺔ‬
‫ﺍﻷﻤﻡ‬ ‫ﺭﺼﻴﺩ‬ ‫ﻷﻨﻬﻡ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﻷﻫﻤﻴﺔ‬
‫ﺍﻟﺤﻘﻴﻘﻲ‬.‫ﺍﻷﺤﺎﺩﻴﺙ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ ‫ﺤﻴﺙ‬
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻤﻭﺍﻗﻑ‬-‫ﺍﻟﺫ‬‫ﺍﻷﻤﺔ‬ ‫ﺍﺘﻔﻘﺕ‬ ‫ﻱ‬
‫ﻭﻤﻭﻫﺒﺘﻪ‬ ‫ﺘﻔﻭﻗﻪ‬ ‫ﻋﻠﻰ‬-‫ﻤﻥ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺩﺭﺍﺴﺘﻬﺎ‬ ‫ﺜﻡ‬
‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺘﺼﺎﺹ‬ ‫ﺃﻫل‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺭﺠﻭﻉ‬ ‫ﺨﻼل‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬-)‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬(-.
‫ﻭﺨﺼﺎ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻥ‬‫ﻴ‬‫ﻭﺒ‬‫ﺌﺼﻪ‬
‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﻭﻭﺴﺎﺌل‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻭﻁﺭﻕ‬
‫ﻭﺨﺼﺎﺌﺹ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻤﻌﻠﻡ‬ ‫ﻭﺼﻔﺎﺕ‬ ،‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻟﻤﻭﻫﺒﺔ‬
‫ﺍﺒﻥ‬ ‫ﻤﻭﻫﺒﺔ‬ ‫ﻭﻨﺘﺎﺌﺞ‬ ‫ﻭﺁﺜﺎﺭ‬ ‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬
‫ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﻫﻡ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺫﻜﺭ‬ ‫ﺜﻡ‬ ،‫ﻋﺒﺎﺱ‬.
:
‫ﻴﺸﻌﺭ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻤﺘﺘﺒﻊ‬ ‫ﺇﻥ‬
‫ﺒﻭﺠﻭﺩ‬‫ﺍﻟﻭﺤﻲ‬ ‫ﻭﻋﻠﻭﻡ‬ ‫ﺍﻟﻤﻌﺎﺼﺭ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻋﻠﻡ‬ ‫ﺒﻴﻥ‬ ‫ﻓﺠﻭﺓ‬
)‫ﻭﺍﻟﺴﻨﺔ‬ ‫ﺍﻟﻘﺭﺁﻥ‬(‫ﻫﺫﻩ‬ ‫ﺘﺤﺎﻭل‬ ‫ﻫﻨﺎ‬ ‫ﻭﻤﻥ‬ ،‫ﻋﺩﺓ‬ ‫ﻷﺴﺒﺎﺏ‬
‫ﺍﻻﻨﺴﺠﺎﻡ‬ ‫ﻤﺩﻯ‬ ‫ﻭﻫﻭ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺘﺴﺎﺅل‬ ‫ﻋﻥ‬ ‫ﺘﺠﻴﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻭﺤﻲ؟‬ ‫ﻭﻋﻠﻭﻡ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻋﻠﻡ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻭﺍﻓﻕ‬!
‫ﺨﺎﺼﺔ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﺘﺤﺎﻭل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﻭﻫﻲ‬ ،‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬:‫ﺍﻟﻨﺒﻲ‬ ‫ﺍﻫﺘﻡ‬ ‫ﻫل‬‫ﺒ‬‫ﻭﻤﺎ‬ ‫ﺎﻟﻤﻭﻫﻭﺒﻴﻥ؟‬
‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻫﻲ‬ ‫ﻭﻤﺎ‬ ‫ﻟﺫﻟﻙ؟‬ ‫ﺍﻟﻤﺘﺒﻌﺔ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻫﻲ‬
‫ﻋﻠﻴﻬﺎ؟‬ ‫ﺍﻟﻤﺘﺭﺘﺒﺔ‬ ‫ﻭﺍﻵﺜﺎﺭ‬ ‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬!
:
‫ﺃ‬(‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻬﺩﻑ‬:
١-‫ﺍﻟﻭﺤﻲ‬ ‫ﺃﻥ‬ ‫ﺒﻴﺎﻥ‬)‫ﻭﺍﻟﺴﻨﺔ‬ ‫ﺍﻟﻘﺭﺁﻥ‬(‫ﻓﻲ‬ ‫ﺃﺴﺎﺴﻲ‬ ‫ﻤﺼﺩﺭ‬
‫ﻫﺫﺍ‬ ‫ﺨﺎﻟﻕ‬ ‫ﻫﻭ‬ ‫ﻭﺍﷲ‬ ،‫ﺍﷲ‬ ‫ﻋﻨﺩ‬ ‫ﻤﻥ‬ ‫ﻷﻨﻪ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬
‫ﻴﺼ‬ ‫ﺒﻤﺎ‬ ‫ﻭﺃﻋﻠﻡ‬ ‫ﺍﻹﻨﺴﺎﻥ‬‫ﻠﺤﻪ‬.
٢-‫ﻋﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻴﻁﺭﺡ‬ ‫ﻤﻤﺎ‬ ‫ﻜﺜﻴﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﻨﺴﺠﺎﻡ‬ ‫ﺇﻅﻬﺎﺭ‬
‫ﺃﻭ‬ ‫ﺘﻜﻠﻑ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺍﻟﻤﻌﺎﺼﺭ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﺩﻴﻥ‬ ‫ﺜﻭﺍﺒﺕ‬ ‫ﻋﻥ‬ ‫ﺘﻨﺎﺯل‬.
‫ﺏ‬(‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﻬﺩﻑ‬:‫ﺒﻔﺌﺔ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﺇﻅﻬﺎﺭ‬
‫ﻤﻭﺍﻫﺒﻬﻡ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺘﻭﺠﻴﻬﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺩﻭﺭﻫﺎ‬ ،‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬.
:
‫ﺩﺭﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻗﻑ‬‫ﻤﺤﻤﺩ‬ ‫ﺭﺃﻓﺕ‬ ‫ﻟﻸﺴﺘﺎﺫ‬ ‫ﺴﺔ‬
‫ﺒﻌﻨﻭﺍﻥ‬ ،‫ﺍﻟﺠﺩﻴﺒﻲ‬ ‫ﻋﻠﻲ‬" :‫ﻅل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺭﻋﺎﻴﺔ‬
‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻨﻬﺞ‬"‫ﻓﻲ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺭﺴﺎﻟﺔ‬ ‫ﻭﻫﻲ‬ ،
‫ﺍﻟﻘﺭﻯ‬ ‫ﺃﻡ‬ ‫ﺒﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺒﻜﻠﻴﺔ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻗﺴﻡ‬
‫ﺴﻨﺔ‬ ‫ﻓﻲ‬ ‫ﻤﻁﺒﻭﻋﺔ‬ ‫ﻭﻫﻲ‬ ،‫ﺍﻟﻤﻜﺭﻤﺔ‬ ‫ﻤﻜﺔ‬ ‫ﻓﻲ‬١٤٢٥‫ﻫ‬/
٢٠٠٤‫ﻡ‬.
‫ﻋﻨﻭﺍﻥ‬ ‫ﺘﺤﺕ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺠﺯﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺘﻨﺎﻭل‬ ‫ﻭﻟﻘﺩ‬
"‫ﺍﻟﻤﻭﻫﻭﺒﺔ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻟﻠﻁﺎﻗﺎﺕ‬ ‫ﺍﻟﻤﺒﻜﺭﺓ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬"‫ﺭﻋﺎﻴﺔ‬
‫ﺍﻟﻨﺒﻲ‬‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻟﻤﻭﻫﺒﺔ‬-‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬-‫ﻓﻲ‬
‫ﺼﻔﺤﺎﺕ‬ ‫ﺃﺭﺒﻊ‬.
‫ﻤﺎ‬ ‫ﺃﻭﺍﺌل‬ ‫ﻤﻥ‬ ‫ﻜﻭﻨﻬﺎ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﺫﻩ‬
‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﺘﺴﺘﻭﻋﺏ‬ ‫ﻟﻡ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺇﻻ‬ ،‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﻜﺘﺏ‬
‫ﻓﻲ‬ ‫ﺫﻜﺭﻫﺎ‬ ‫ﺇﻨﻤﺎ‬ ‫ﺍﻟﻤﺅﻟﻑ‬ ‫ﻷﻥ‬ ،‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻟﻤﻭﻫﺒﺔ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬
‫ﺤ‬ ‫ﻤﻌﺭﺽ‬‫ﺭﻋﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻨﻬﺞ‬ ‫ﻋﻥ‬ ‫ﺩﻴﺜﻪ‬
‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻤﻥ‬ ‫ﻟﻜﺜﻴﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﺘﻁﺭﻕ‬ ‫ﻟﻡ‬ ‫ﻓﻠﺫﻟﻙ‬ ،‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻭﻫﺒﺔ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬.
:
‫ﺍﻷﺤﺎﺩﻴﺙ‬ ‫ﻟﺘﺘﺒﻊ‬ ‫ﺍﻻﺴﺘﻘﺭﺍﺌﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺘﺒﻊ‬
‫ﻜﺘﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻤﻭﺍﻗﻑ‬
‫ﻭﺩﺭ‬ ‫ﺒﺘﺤﻠﻴل‬ ‫ﻗﺎﻡ‬ ‫ﺜﻡ‬ ،‫ﺍﻟﺸﺭﻴﻑ‬ ‫ﺍﻟﺤﺩﻴﺙ‬‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻫﺫﻩ‬ ‫ﺍﺴﺔ‬
‫ﻜﺘﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺭﺠﻭﻉ‬ ‫ﺒﻌﺩ‬ ‫ﻭﻤﻁﺎﻟﺏ‬ ‫ﻤﺒﺎﺤﺙ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺼﻨﻴﻔﻬﺎ‬
‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺘﺼﺎﺹ‬ ‫ﺃﻫل‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬.
‫ﺒﻴﻥ‬ ‫ﻟﻠﻤﻭﺍﺯﻨﺔ‬ ‫ﺍﻟﻨﻘﺩﻱ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺘﺒﻊ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﻭﻤﻨﻬﺞ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻤﻨﺎﻫﺞ‬‫ﺭﻋﺎﻴﺔ‬ ‫ﻓﻲ‬
‫ﺒﻴﻨ‬ ‫ﻭﺍﻻﺨﺘﻼﻑ‬ ‫ﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﻤﺩﻯ‬ ‫ﻭﺒﻴﺎﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬‫ﻬﻤﺎ‬.
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3. .................................................................................................... 
 ١٥٩
:
 
:. 
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺭﻉ‬:‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬.
‫ﺍﻟﻤﻭﻫﻭﺏ‬:،‫ﻤﻭﻫﻭﺏ‬ ‫ﻓﻬﻭ‬ ‫ﻟﻙ‬ ‫ﻭﻫﺏ‬ ‫ﻤﺎ‬ ‫ﻜل‬
‫ﻭﺍﻟﻤﻭﻫﺒﺔ‬:‫ﻤﻭﺍﻫﺏ‬ ‫ﻭﺠﻤﻌﻬﺎ‬ ‫ﺍﻟﻬﺒﺔ‬)١(
‫ﹰ‬‫ﺎ‬‫ﺸﻴﺌ‬ ‫ﻟﻪ‬ ‫ﻭﻭﻫﺏ‬ ،
‫ﻋﻭﺽ‬ ‫ﺒﻼ‬ ‫ﺇﻴﺎﻩ‬ ‫ﺃﻋﻁﺎﻩ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﻫﺒ‬)٢(
‫ﻓﻲ‬ ‫ﺍﻟﺘﻬﻨﺌﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺠﺎﺀ‬ ،
‫ﻗ‬ ‫ﺍﻟﻤﻭﻟﻭﺩ‬‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻟﺤﺴﻥ‬ ‫ﻭل‬–‫ﺍﷲ‬ ‫ﺭﺤﻤﻪ‬–" :‫ﻟﻙ‬ ‫ﺒﻭﺭﻙ‬
‫ﻭﺭﺯﻗﺕ‬ ‫ﺃﺸﺩﻩ‬ ‫ﻭﺒﻠﻎ‬ ،‫ﺍﻟﻭﺍﻫﺏ‬ ‫ﻭﺸﻜﺭﺕ‬ ،‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻓﻲ‬
‫ﺒﺭﻩ‬")٣(
،‫ﺍﻟﻭﻟﺩ‬ ‫ﻫﻭ‬ ‫ﻭﺍﻟﻤﻭﻫﻭﺏ‬ ،‫ﺘﻌﺎﻟﻰ‬ ‫ﺍﷲ‬ ‫ﻫﻭ‬ ‫ﻓﺎﻟﻭﺍﻫﺏ‬ ،
‫ﺍﻟﻭﺴﻴﻁ‬ ‫ﺍﻟﻤﻌﺠﻡ‬ ‫ﻭﻓﻲ‬" :‫ﻟﺩﻯ‬ ‫ﺍﻟﻔﻁﺭﻱ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬
‫ﻨﺤﻭﻩ‬ ‫ﺃﻭ‬ ‫ﻓﻥ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺒﺭﺍﻋﺔ‬ ‫ﺍﻟﻤﺭﺀ‬")٤(
.‫ﺍﻤﺘﻠﻙ‬ ‫ﻟﻤﻥ‬ ‫ﻓﻴﻘﺎل‬
‫ﻤﺎ‬ ‫ﻤﻭﻫﺒﺔ‬:‫ﻤﻭﻫﻭﺏ‬.
‫ﻭﻭﺭﺩ‬‫ﻜﻠﻤﺔ‬ ‫ﺍﺴﺘﻌﻤﺎل‬ ‫ﺍﻟﺸﺭﻴﻑ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﻓﻲ‬)‫ﻋﺒﻘﺭﻱ‬(
‫ﺍﻟﺭﺅﻴﺎ‬ ‫ﺫﻜﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﻭﺍﻟﺒﺭﻭﺯ‬ ‫ﺍﻟﺘﻔﻭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻓﻲ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺭﺁﻫﺎ‬ ‫ﺍﻟﺘﻲ‬‫ﻭﻋﻤﺭ‬ ‫ﺒﻜﺭ‬ ‫ﺃﺒﻲ‬ ‫ﻓﻲ‬-‫ﺍﷲ‬ ‫ﺭﻀﻲ‬
‫ﻋﻨﻬﻤﺎ‬-‫ﻨﺯﻉ‬ ‫ﻭﺼﻑ‬ ‫ﻭﻓﻴﻪ‬ ،‫ﺒﺌﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺎﺀ‬ ‫ﻭﻨﺯﻋﻬﻤﺎ‬
‫ﻋﻤﺭ‬" :‫ﻓﺭﻴﻪ‬ ‫ﻴﻔﺭﻱ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﺒﻘﺭﻴ‬ ‫ﺃﺭ‬ ‫ﻓﻠﻡ‬")٥(
،
‫ﻗﻭ‬ ‫ﺍﻟﻔﺎﺭﺍﺒﻲ‬ ‫ﻋﻥ‬ ‫ﺤﺠﺭ‬ ‫ﺍﺒﻥ‬ ‫ﺍﻟﺤﺎﻓﻅ‬ ‫ﻭﻨﻘل‬‫ﻟﻪ‬" :‫ﻤﻥ‬ ‫ﺍﻟﻌﺒﻘﺭﻱ‬
‫ﺸﻲﺀ‬ ‫ﻓﻭﻗﻪ‬ ‫ﻟﻴﺱ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺭﺠﺎل‬"‫ﻜﺎﻥ‬ ‫ﻤﻭﻀﻊ‬ ‫ﻭﻋﺒﻘﺭ‬ ،
‫ﺃﻭ‬ ‫ﺠﻴﺩ‬ ‫ﺸﻲﺀ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﻓﺎﺴﺘﻌﻤل‬ ‫ﺍﻟﻤﻭﺸﻴﺔ‬ ‫ﺍﻟﺒﺴﻁ‬ ‫ﻓﻴﻪ‬ ‫ﻴﻨﺴﺞ‬
‫ﻓﺎﺌﻕ‬ ‫ﺸﻲﺀ‬ ‫ﻜل‬ ‫ﻓﻲ‬)٦(
.
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻔﺭﻉ‬:‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬.
‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻴﺘﺩﺍﺨل‬)Giftedness(‫ﻋﺩﺩ‬ ‫ﻤﻊ‬
‫ﻭﺍﻟﺘ‬ ‫ﻭﺍﻟﺘﻤﻴﺯ‬ ‫ﻜﺎﻟﻌﺒﻘﺭﻴﺔ‬ ‫ﺍﻟﻤﻘﺎﺭﺒﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﻥ‬‫ﻔﻭﻕ‬
‫ﺒﻴﻥ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺸﻴﺭ‬ ‫ﻭﺠﻤﻴﻌﻬﺎ‬ ،‫ﻭﺍﻻﺒﺘﻜﺎﺭ‬ ‫ﻭﺍﻹﺒﺩﺍﻉ‬
‫ﻴﻔﻭﻕ‬ ‫ﻤﺘﻤﻴﺯ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺼل‬ ‫ﺃﻥ‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻨﺎﺱ‬
‫ﺍﻵﺨﺭﻭﻥ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻭﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬)٧(
.
‫ﺘﻴﺭﻤﺎﻥ‬ ‫ﻭﻴﻌﺩ‬)١٩٢٥‫ﻡ‬(‫ﻤﺼﻁﻠﺢ‬ ‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﻤﻥ‬ ‫ﺃﻭل‬
،‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺸﻬﻭﺭﺓ‬ ‫ﺒﺩﺭﺍﺴﺘﻪ‬ ‫ﻗﺎﻡ‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻟﻤﻭﻫﺒﺔ‬
‫ﻫﻭﻟﻨﺠﻭ‬ ‫ﻟﻴﻨﺎ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﻠﺘﻪ‬ ‫ﺜﻡ‬‫ﺭﺕ‬)١٩٣١‫ﻡ‬(‫ﻭﺍﻟﺘﻲ‬ ،
‫ﻴﺘﻌﻠﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺫﻟﻙ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻋﺭﻓﺕ‬
،‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺒﻘﻴﺔ‬ ‫ﺘﻔﻭﻕ‬ ‫ﻭﺴﺭﻋﺔ‬ ‫ﺒﻘﺩﺭﺓ‬
‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻋﺎل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻟﺘﺩل‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﻓﺎﻟﻤﻭﻫﺒﺔ‬
‫ﻭﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻠﻰ‬)٨(
.
‫ﻟﻠﻤﻭﻫﺒﺔ‬ ‫ﺘﻌﺭﻴﻔﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺜﻭﻥ‬ ‫ﺍﺨﺘﻠﻑ‬ ‫ﻭﻟﻘﺩ‬
‫ﻻﺨ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻴﻌﻭﺩ‬ ،‫ﹰ‬‫ﺎ‬‫ﻭﺍﻀﺤ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺨﺘﻼﻓ‬‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﻼﻓﻬﻡ‬
‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﻨﻁﻠﻘﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬
‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻴﻌﺩﻭﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻔﻭﻕ‬ ‫ﻤﺠﺎﻻﺕ‬
‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﻜﺯ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﻓﺒﻌﺽ‬ ،‫ﺍﻟﻤﻭﻫﺒﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔ‬)‫ﺍﻟﺫﻜﺎﺀ‬(‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺭﻜﺯ‬ ‫ﺍﻵﺨﺭ‬ ‫ﻭﺒﻌﻀﻬﻡ‬ ،
‫ﺃ‬ ‫ﺍﻹﺒﺩﺍﻉ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﺃﻭ‬ ‫ﺍﻟﺨﺎﺼﺔ‬‫ﻋﻠﻰ‬ ‫ﻭ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺴﻤﺎﺕ‬ ‫ﺒﻌﺽ‬)٩(
.
‫ﺭﻴﻨﺯﻭﻟﻲ‬ ‫ﺠﻭﺯﻴﻑ‬ ‫ﺘﻌﺭﻴﻑ‬ ‫ﻭﻴﻌﺩ‬)١٩٧٨‫ﻡ‬(‫ﻤﻥ‬
‫ﺤﻴﻥ‬ ‫ﻟﻠﻤﻭﻫﺒﺔ‬ ‫ﺍﻟﻬﺎﻤﺔ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬‫ﺍﻟﺤﻠﻘﺎﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻗﺩﻡ‬
‫ﺘﻔﺎﻋل‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻭﺍﻟﺫﻱ‬ ،‫ﺍﻟﺜﻼﺙ‬
‫ﻫﻲ‬ ‫ﺜﻼﺙ‬ ‫ﺤﻠﻘﺎﺕ‬ ‫ﺒﻴﻥ‬:،‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻓﻭﻕ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬
‫ﻭﺍﻹﺒﺩﺍﻉ‬ ،‫ﻭﺍﻟﻤﺜﺎﺒﺭﺓ‬)١٠(
.
‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻭﺍﻟﻁﻔل‬:"‫ﺍﺴﺘﻌﺩﺍﺩﻩ‬ ‫ﻴﺯﻴﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻫﻭ‬
‫ﻋﻤﺭﻩ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻥ‬ ‫ﻭﺃﺩﺍﺅﻩ‬ ‫ﺍﻟﻌﻘﻠﻲ‬")١١(
.
‫ﺒﻘﻭﻟﻪ‬ ‫ﺁﺨﺭ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﻌﺭﻴﻔ‬ ‫ﺘﻭﺭﺍﻨﺱ‬ ‫ﺒﻭل‬ ‫ﻗﺩﻡ‬ ‫ﻭﻟﻘﺩ‬" :‫ﻫﻭ‬
‫ﻤﻥ‬ ‫ﻤﺠﺎل‬ ‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺍ‬‫ﻤﻤﺘﺎﺯ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻴﻅﻬﺭ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻁﻔل‬
‫ﻟﻠﻤﺠﺘﻤﻊ‬ ‫ﻤﻬﻡ‬ ‫ﺍﻹﻨﺴﺎﻨﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻤﺠﺎﻻﺕ‬")١٢(
.
: 
‫ﺘﻤﻴﺯﻫﻡ‬ ‫ﺒﺨﺼﺎﺌﺹ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻭﻥ‬ ‫ﻴﻤﺘﺎﺯ‬،‫ﻏﻴﺭﻫﻡ‬ ‫ﻋﻥ‬
‫ﻋﻠﻰ‬ ‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺒﺤﻭﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﺭﻜﺕ‬ ‫ﻭﻟﻘﺩ‬
‫ﹰ‬‫ﻼ‬‫ﻫﺎﺌ‬ ‫ﹰ‬‫ﺍ‬‫ﺭﺼﻴﺩ‬ ‫ﺍﻟﺜﻤﺎﻨﻴﻨﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻌﺸﺭﻴﻨﺎﺕ‬ ‫ﻤﻨﺫ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬
‫ﻭﻴﻤﻜﻥ‬ ،‫ﺘﻤﻴﺯﻫﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﻥ‬
‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺃﺒﺭﺯ‬ ‫ﻋﺭﺽ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬:‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬-‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬-
‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬‫ﻴﺔ‬-‫ﺍﻟﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬)١٣(
.
١(‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬:
‫ﺘﻤﻴﺯ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺼﻔﺎﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺍﻟﺼﻔﺎﺕ‬ ‫ﺘﻌﺩ‬
‫ﻭﻫﺫﺍ‬ ،‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻏﻴﺭﻩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺘﻔﻭﻕ‬‫ﻓﻲ‬ ‫ﻴﻅﻬﺭ‬
‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻤﻌﺩل‬ ‫ﻋﻥ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻤﻌﺩل‬ ‫ﺍﺭﺘﻔﺎﻉ‬
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4. .................................................................................................... 
 ١٦٠
‫ﻋﻘﻠﻲ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻭﻴﺼل‬ ،‫ﺍﻟﻌﺎﺩﻱ‬ ‫ﻟﻠﻁﻔل‬
‫ﻴﺼل‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻤﻥ‬ ‫ﺃﻋﻠﻰ‬‫ﻗﺭﻴﻨﻪ‬ ‫ﺇﻟﻴﻪ‬.
‫ﻓﻲ‬ ‫ﺃﻗﺭﺍﻨﻪ‬ ‫ﻴﻔﻭﻕ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻘﺩﺭﺓ‬ ‫ﻭﻴﺘﺼﻑ‬
‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻭﺠﻭﺩﺓ‬ ‫ﺍﻟﻤﺘﻌﺩﺩﺓ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺘﻪ‬
‫ﻋﻠﻰ‬ ‫ﻏﻴﺭﻩ‬ ‫ﻤﻥ‬ ‫ﺃﻗﺩﺭ‬ ‫ﻭﻫﻭ‬ ،‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻋﻨﺎﺼﺭ‬
‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻨﻅﻴﻡ‬)١٤(
‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﻘﺩﺭﺓ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻴﻤﺘﺎﺯ‬ ‫ﻜﻤﺎ‬ ،
‫ﺍﺒﺘﻜﺎ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻭﻟﺩﻴﻪ‬ ،‫ﺍﻟﻤﻨﻁﻘﻲ‬ ‫ﻭﺍﻻﺴﺘﺩﻻل‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻠﻰ‬‫ﺭﻴﺔ‬
،‫ﺍﻟﺭﻓﻴﻊ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻷﺩﺍﺀﺍﺕ‬ ‫ﺒﺠﺎﻨﺏ‬ ،‫ﻋﺎﻟﻴﺔ‬
‫ﻏﻴﺭ‬ ‫ﺇﺒﺩﺍﻋﻴﺔ‬ ‫ﺒﻁﺭﻕ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻋﻠﻰ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻤﻊ‬
‫ﻭﺤﺏ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﻭﻋﻤﻕ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺩﻗﺔ‬ ‫ﻭﻴﻤﺘﻠﻙ‬ ،‫ﻤﺄﻟﻭﻓﺔ‬
‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ،‫ﺍﻟﺠﺩﻴﺩ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﺒﺤﺙ‬ ‫ﺍﻻﻜﺘﺸﺎﻑ‬
‫ﺍﻟﻤﺘﻘﺩﻤﺔ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬)١٥(
.
٢(‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬:
‫ﺍﻟﻤﺨ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺃﺸﺎﺭﺕ‬‫ﺍﻟﺠﺴﻤﺎﻨﻲ‬ ‫ﺍﻟﺘﻜﻭﻴﻥ‬ ‫ﺃﻥ‬ ‫ﺘﻠﻔﺔ‬
‫ﺍﻟﺠﺴﻤﺎﻨﻲ‬ ‫ﺍﻟﺘﻜﻭﻴﻥ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﻼ‬‫ﻗﻠﻴ‬ ‫ﺃﻓﻀل‬ ‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﻟﻠﻤﺘﻔﻭﻗﻴﻥ‬
‫ﻟﻠﻌﺎﺩﻴﻴﻥ‬)١٦(
.‫ﻴﺴﻴﺭ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻟﻬﺫﻩ‬ ‫ﻭﺍﻟﺤﺭﻜﻲ‬ ‫ﺍﻟﺠﺴﻤﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻭﺃﻥ‬
‫ﹰ‬‫ﻼ‬‫ﻗﻠﻴ‬ ‫ﺃﻜﺒﺭ‬ ‫ﺒﻤﻌﺩل‬-‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻔﺔ‬-‫ﺒﻴﻥ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻤﻌﺩل‬ ‫ﻋﻥ‬
‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬)١٧(
‫ﻭﻴﺘﻤﺘﻌﻭﻥ‬ ‫ﻭﺍﻟﺒﺼﺭ‬ ‫ﺍﻟﺴﻤﻊ‬ ‫ﻋﻴﻭﺏ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻭﻴﻘل‬ ،
‫ﺴﻠﻴﻤﺔ‬ ‫ﺼﺤﻴﺔ‬ ‫ﺒﻌﺎﺩﺍﺕ‬)١٨(
.‫ﻭﻟﻜﻥ‬‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻭﻕ‬
‫ﻗﺩ‬ ‫ﺒل‬ ،‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻜل‬ ‫ﻋﻠﻰ‬ ‫ﻴﻨﻁﺒﻕ‬ ‫ﻻ‬ ‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬
‫ﻤﻤﺎ‬ ،‫ﻀﻌﻴﻔﺔ‬ ‫ﺠﺴﻤﻴﺔ‬ ‫ﺒﻨﻴﺔ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺒﻌﺽ‬ ‫ﻴﻜﻭﻥ‬
‫ﺒﻬﺎ‬ ‫ﻴﺘﻤﻴﺯﻭﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺠﺴﻤﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺸﻴﺭ‬
‫ﻟﻬﺎ‬ ‫ﻤﺼﺎﺤﺒﺔ‬ ‫ﻭﺇﻨﻤﺎ‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﻼ‬‫ﺩﻟﻴ‬ ‫ﻟﻴﺴﺕ‬)١٩(
.
٣(‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬:
‫ﺨﺼ‬ ‫ﻋﺩﺓ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺃﻅﻬﺭﺕ‬‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺎﺌﺹ‬
‫ﻤﻨﻬﺎ‬ ‫ﻟﻠﻤﻭﻫﻭﺏ‬:،‫ﻤﺭﺘﻔﻊ‬ ‫ﺍﺠﺘﻤﺎﻋﻲ‬ ‫ﺘﻭﺍﻓﻕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﺃﻥ‬
‫ﻭﻫﻭ‬ ،‫ﻭﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻊ‬ ‫ﻨﺎﺠﺤﺔ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﻋﻼﻗﺎﺕ‬
‫ﻗﺩﺭﺓ‬ ‫ﻟﺩﻴﻪ‬ ،‫ﻤﻨﻪ‬ ‫ﺍﻟﻤﻘﺭﺒﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﺸﺩﻴﺩ‬ ،‫ﺒﺎﻟﺜﻘﺔ‬ ‫ﺠﺩﻴﺭ‬
‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻤﻊ‬ ،‫ﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺎﻟﻴﺔ‬
‫ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺇﺤﺴﺎﺱ‬ ‫ﻭﻟﺩﻴﻪ‬ ،‫ﻭﺍﻟﻨﻘﺎﺵ‬ ‫ﺍﻟﺤﻭﺍﺭ‬ ‫ﻭﺇﺩﺍﺭﺓ‬)٢٠(
.
٤(‫ﺍ‬‫ﺍﻟﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﻟﺨﺼﺎﺌﺹ‬:
‫ﻟﻠﻤﻭﻫﻭﺏ‬ ‫ﺍﻟﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺃﻫﻡ‬ ‫ﺘﻠﺨﻴﺹ‬ ‫ﻴﻤﻜﻥ‬
‫ﻴﺄﺘﻲ‬ ‫ﻓﻴﻤﺎ‬:
‫ﺃ‬-‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﺍﻟﺼﺤﺔ‬ ‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﻤﻥ‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﻴﺘﻤﺘﻊ‬ ‫ﺃﻨﻪ‬
‫ﺃﻗﺭﺍﻨﻪ‬ ‫ﺘﻔﻭﻕ‬ ‫ﺒﺩﺭﺠﺔ‬.
‫ﺏ‬-‫ﻭﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﻤﻊ‬ ‫ﺒﺴﺭﻋﺔ‬ ‫ﻴﺘﻭﺍﻓﻕ‬
‫ﺍﻟﺠﺩﻴﺩﺓ‬.
‫ﺝ‬-‫ﻭﺍﻹﺤﺒﺎﻁ‬ ‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﺴﻭﺀ‬ ‫ﺃﺸﻜﺎل‬ ‫ﺒﻌﺽ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻲ‬
‫ﺍﻟ‬ ‫ﺍﻟﻔﺭﺹ‬ ‫ﻨﻘﺹ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺤﻴﺎﻨ‬‫ﻤﺘﺎﺤﺔ‬.
‫ﺩ‬-‫ﻭﻻ‬ ‫ﺍﻻﻨﻔﻌﺎﻟﻲ‬ ‫ﺍﻻﺘﺯﺍﻥ‬ ‫ﻤﻥ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻴﺘﺤﻠﻰ‬
‫ﻤﻥ‬ ‫ﻏﻴﺭﻫﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﻤﺎﻡ‬ ‫ﻴﻀﻁﺭﺏ‬
‫ﺃﻥ‬ ‫ﺍﻟﺒﻌﺙ‬ ‫ﻭﻴﺫﻜﺭ‬ ،‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬
‫ﻭﻻ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻋﻨﺩ‬ ‫ﺒﻌﻀﻬﺎ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺼﻔﺎﺕ‬ ‫ﺘﻠﻙ‬
‫ﻤﻥ‬ ‫ﻭﻟﻴﺱ‬ ،‫ﻭﺍﺤﺩﺓ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﺠﺘﻤﺎﻋﻬﺎ‬ ‫ﻴﺸﺘﺭﻁ‬
‫ﺍﻟﺼﻔﺎﺕ‬ ‫ﺒﻬﺫﻩ‬ ‫ﻴﺘﺼﻑ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻀﺭﻭﺭﻱ‬
‫ﻤﻭﻫ‬ ‫ﹰ‬‫ﻼ‬‫ﻁﻔ‬‫ﻴﻤﻴﻠﻭﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﹰ‬‫ﺎ‬‫ﻭﺒ‬
‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺒﻬﺫﻩ‬ ‫ﻟﻼﺘﺼﺎﻑ‬ ‫ﻜﻤﺠﻤﻭﻋﺔ‬)٢١(
.
:
 
:
 
‫ﺍﻟﻨﺒﻲ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺨﻭﺽ‬ ‫ﻗﺒل‬‫ﺍﺒﻥ‬ ‫ﻟﻤﻭﻫﺒﺔ‬
‫ﺃﺫﻜﺭ‬ ‫ﺃﻥ‬ ‫ﺃﺭﺩﺕ‬ ‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬ ‫ﻋﺒﺎﺱ‬‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﺩﻻﺌل‬
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻭﻫﺒﺔ‬ ‫ﻋﻠﻰ‬-‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬-‫ﺘﻔﻭﻗﻪ‬ ‫ﻹﺜﺒﺎﺕ‬
‫ﻴﺯﻴﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺃﻥ‬ ‫ﻟﻨﺎ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻭﻟﻘﺩ‬ ،‫ﻭﺒﺭﻭﺯﻩ‬
‫ﻴﻔﻭﻕ‬ ‫ﻭﺃﻨﻪ‬ ،‫ﻋﻤﺭﻩ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻥ‬ ‫ﻭﺃﺩﺍﺅﻩ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﻩ‬
‫ﻴﺠﺩ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻟﺴﻴﺭﺓ‬ ‫ﻭﺍﻟﻤﺘﺄﻤل‬ ،‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻗﺩﺭﺍﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺃﻗﺭﺍﻨﻪ‬
‫ﻗ‬ ‫ﻓﻲ‬ ‫ﻭﻻﺴﻴﻤﺎ‬ ‫ﺍﻷﺼﺎﻏﺭ‬ ‫ﻗﺒل‬ ‫ﺍﻷﻜﺎﺒﺭ‬ ‫ﻓﺎﻕ‬ ‫ﻗﺩ‬ ‫ﺃﻨﻪ‬‫ﺩﺭﺍﺘﻪ‬
‫ﻭﺇﺫﺍ‬ ‫ﺍﻟﺨﺼﻭﺹ‬ ‫ﻭﺠﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻤﻨﺎ‬‫ﺴﻨﺔ‬ ‫ﻋﺸﺭﺓ‬ ‫ﺜﻼﺙ‬ ‫ﻋﻤﺭﻩ‬ ‫ﻜﺎﻥ‬)٢٢(
‫ﺍﻟﻨﺒﻲ‬ ‫ﻭﻓﺎﺓ‬ ‫ﻋﻨﺩ‬،‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻔﻭﻗﻪ‬ ‫ﻤﺩﻯ‬ ‫ﻟﻨﺎ‬ ‫ﺘﺒﻴﻥ‬ ،
‫ﺍﻟﺒﺨﺎﺭﻱ‬ ‫ﺃﺨﺭﺠﻪ‬ ‫ﻤﺎ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺩل‬ ‫ﻭﻻ‬)٢٣(
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻋﻥ‬
‫ﻗﺎل‬" :‫ﺒﻌﻀﻬﻡ‬ ‫ﻓﻜﺄﻥ‬ ،‫ﺒﺩﺭ‬ ‫ﺃﺸﻴﺎﺥ‬ ‫ﻤﻊ‬ ‫ﻴﺩﺨﻠﻨﻲ‬ ‫ﻋﻤﺭ‬ ‫ﻜﺎﻥ‬
‫ﻓﻘ‬ ،‫ﻨﻔﺴﻪ‬ ‫ﻓﻲ‬ ‫ﻭﺠﺩ‬‫ﺎل‬:‫ﻤﺜﻠﻪ؟‬ ‫ﺃﺒﻨﺎﺀ‬ ‫ﻭﻟﻨﺎ‬ ‫ﻤﻌﻨﺎ‬ ‫ﻫﺫﺍ‬ ‫ﺘﺩﺨل‬ ‫ﻟﻡ‬
‫ﻋﻤﺭ‬ ‫ﻓﻘﺎل‬:‫ﻓﺄﺩﺨﻠﻪ‬ ‫ﻴﻭﻡ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺩﻋﺎﻩ‬ ،‫ﻋﻠﻤﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺃﻨﻪ‬
‫ﻗﺎل‬ ،‫ﻟﻴﺭﻴﻬﻡ‬ ‫ﺇﻻ‬ ‫ﻴﻭﻤﺌﺫ‬ ‫ﺩﻋﺎﻨﻲ‬ ‫ﺃﻨﻪ‬ ‫ﺭﺃﻴﺕ‬ ‫ﻓﻤﺎ‬ ،‫ﻤﻌﻬﻡ‬:‫ﻤﺎ‬
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5. .................................................................................................... 
 ١٦١
‫ﻗﺎل‬:‫ﺘﻌﺎﻟﻰ‬ ‫ﺍﷲ‬ ‫ﻗﻭل‬ ‫ﻓﻲ‬ ‫ﺘﻘﻭﻟﻭﻥ‬ ‫ﻤﺎ‬:ِ‫ﻪ‬‫ﱠ‬‫ﻠ‬‫ﺍﻟ‬ ‫ﺭ‬‫ﺼ‬‫ﹶ‬‫ﻨ‬ ‫ﺎﺀ‬‫ﺠ‬ ‫ﹶﺍ‬‫ﺫ‬ِ‫ﺇ‬
‫ﺢ‬‫ﹾ‬‫ﺘ‬‫ﹶ‬‫ﻔ‬‫ﹾ‬‫ﻟ‬‫ﺍ‬‫ﻭ‬]١:‫ﺍﻟﻨﺼﺭ‬[‫ﺒﻌﻀﻬﻡ‬ ‫ﻓﻘﺎل‬ ،:‫ﺍﷲ‬ ‫ﻨﺤﻤﺩ‬ ‫ﺃﻤﺭﻨﺎ‬
‫ﺇﺫﺍ‬ ‫ﻭﻨﺴﺘﻐﻔﺭﻩ‬‫ﻴﻘل‬ ‫ﻓﻠﻡ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﻭﺴﻜﺕ‬ ،‫ﻋﻠﻴﻨﺎ‬ ‫ﻭﻓﺘﺢ‬ ‫ﻨﺼﺭﻨﺎ‬
‫ﻟﻲ‬ ‫ﻓﻘﺎل‬ ،‫ﹰ‬‫ﺎ‬‫ﺸﻴﺌ‬:‫ﻓﻘﻠﺕ‬ ‫ﻋﺒﺎﺱ؟‬ ‫ﺍﺒﻥ‬ ‫ﻴﺎ‬ ‫ﺘﻘﻭل‬ ‫ﺃﻜﺫﺍﻙ‬:،‫ﻻ‬
‫ﻗﺎل‬:‫ﻗﻠﺕ‬ ‫ﺘﻘﻭل؟‬ ‫ﻓﻤﺎ‬:‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﺃﺠل‬ ‫ﻫﻭ‬،‫ﻟﻪ‬ ‫ﺃﻋﻠﻤﻪ‬
‫ﻗﺎل‬:‫ﺢ‬‫ﹾ‬‫ﺘ‬‫ﹶ‬‫ﻔ‬‫ﹾ‬‫ﻟ‬‫ﺍ‬‫ﻭ‬ ِ‫ﻪ‬‫ﱠ‬‫ﻠ‬‫ﺍﻟ‬ ‫ﺭ‬‫ﺼ‬‫ﹶ‬‫ﻨ‬ ‫ﺎﺀ‬‫ﺠ‬ ‫ﹶﺍ‬‫ﺫ‬ِ‫ﺇ‬]١:‫ﺍﻟﻨﺼﺭ‬[‫ﻭﺫﻟﻙ‬ ،
‫ﺃﺠﻠﻙ‬ ‫ﻋﻼﻤﺔ‬.ِ‫ﺇ‬ ‫ﻩ‬‫ﺭ‬ِ‫ﻔ‬‫ﹾ‬‫ﻐ‬‫ﹶ‬‫ﺘ‬‫ﺴ‬‫ﺍ‬‫ﻭ‬ ‫ﻙ‬‫ﺒ‬‫ﺭ‬ ِ‫ﺩ‬‫ﻤ‬‫ﺤ‬ِ‫ﺒ‬ ‫ﺢ‬‫ﺒ‬‫ﺴ‬‫ﹶ‬‫ﻓ‬‫ﻥ‬‫ﹶﺎ‬‫ﻜ‬ ‫ﻪ‬‫ﱠ‬‫ﻨ‬
‫ﹰ‬‫ﺎ‬‫ﺍﺒ‬‫ﻭ‬‫ﹶ‬‫ﺘ‬]٣:‫ﺍﻟﻨﺼﺭ‬[‫ﻋﻤﺭ‬ ‫ﻓﻘﺎل‬:‫ﺘﻘﻭل‬ ‫ﻤﺎ‬ ‫ﺇﻻ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺃﻋﻠﻡ‬ ‫ﻤﺎ‬."
‫ﺍﻟﺨﻁﺎﺏ‬ ‫ﺒﻥ‬ ‫ﻋﻤﺭ‬ ‫ﺃﻥ‬ ‫ﺘﺭﻯ‬ ‫ﻭﺃﻨﺕ‬‫ﻴﺩﺭﻙ‬ ‫ﻜﺎﻥ‬
‫ﻤﻊ‬ ‫ﻴﺩﺨﻠﻪ‬ ‫ﻜﺎﻥ‬ ‫ﻓﻠﺫﻟﻙ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻭﻫﺒﺔ‬ ‫ﻤﻌﺎﻟﻡ‬
‫ﺍﻟﻘﻭﻡ‬ ‫ﺃﻜﺎﺒﺭ‬)‫ﺒﺩﺭ‬ ‫ﺃﺸﻴﺎﺥ‬(‫ﺍﺒﻥ‬ ‫ﺒﺈﺩﺨﺎل‬ ‫ﻋﻠﻴﻪ‬ ‫ﺍﺤﺘﺠﻭﺍ‬ ‫ﻓﻠﻤﺎ‬ ،
‫ﺃﺠﺎﺒﻬﻡ‬ ،‫ﺃﺒﻨﺎﺌﻬﻡ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﻜﺒﺎﺭ‬ ‫ﻤﺠﺎﻟﺱ‬ ‫ﺇﻟﻰ‬ ‫ﻋﺒﺎﺱ‬)‫ﻤﻥ‬ ‫ﺃﻨﻪ‬
‫ﻋﻠﻤﺘﻡ‬ ‫ﺤﻴﺙ‬(‫ﺜﻡ‬ ،‫ﻭﺤﻜﻤﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﻠﻤ‬ ‫ﺃﺒﻨﺎﺀﻜﻡ‬ ‫ﻓﺎﻕ‬ ‫ﻗﺩ‬ ‫ﺃﻨﻪ‬ ‫ﺃﻱ‬ ،
‫ﻁﻠﺏ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻭﻫﺒﺔ‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﺒﺎﻟﺩﻟﻴل‬ ‫ﻟﻬﻡ‬ ‫ﺃﺜﺒﺕ‬
‫ﺍﻵﻴﺔ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﻓﺴﺭ‬ ‫ﻓﻠﻤﺎ‬ ،‫ﺍﷲ‬ ‫ﻜﺘﺎﺏ‬ ‫ﻤﻥ‬ ‫ﺁﻴﺔ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﻬﻡ‬
‫ﺍﻟﻐﻼﻡ‬ ‫ﺫﺍﻙ‬ ‫ﺒﺭﺯ‬ ،‫ﺍﻵﺨﺭﻭﻥ‬ ‫ﻭﺴﻜﺕ‬ ‫ﻅﺎﻫﺭﻫﺎ‬ ‫ﻋﻠﻰ‬
‫ﻭﺩﻨﻭ‬ ‫ﺍﻟﻔﺘﺢ‬ ‫ﺒﻴﻥ‬ ‫ﺒﺭﺒﻁﻪ‬ ،‫ﹰ‬‫ﺎ‬‫ﺭﺍﺌﻌ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻔﺴﻴﺭ‬ ‫ﻓﻔﺴﺭﻫﺎ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬
‫ﺍﻟﻨ‬ ‫ﺃﺠل‬‫ﺒﻲ‬،‫ﻤﻭﻫﺒﺘﻪ‬ ‫ﻭﺃﻴﻘﻨﻭﺍ‬ ‫ﺒﺭﻭﺯﻩ‬ ‫ﺫﻟﻙ‬ ‫ﺤﻴﻥ‬ ‫ﻋﻠﻤﻭﺍ‬ ،
‫ﻋﻥ‬ ‫ﻭﺭﺩ‬ ‫ﻓﻠﺫﻟﻙ‬ ،‫ﺍﻷﺼﺎﻏﺭ‬ ‫ﻗﺒل‬ ‫ﺍﻷﻜﺎﺒﺭ‬ ‫ﻓﺎﻕ‬ ‫ﻗﺩ‬ ‫ﻭﺃﻨﻪ‬
‫ﻓﻴﻪ‬ ‫ﻴﻘﻭل‬ ‫ﻜﺎﻥ‬ ‫ﺃﻨﻪ‬ ‫ﻋﻤﺭ‬" :‫ﻟﺴﺎﻥ‬ ‫ﻟﻪ‬ ‫ﺍﻟﻜﻬﻭل‬ ‫ﻓﺘﻰ‬ ‫ﺫﺍﻜﻡ‬
‫ﻋﻘﻭل‬ ‫ﻭﻗﻠﺏ‬ ‫ﺴﺅﻭل‬")٢٤(
.
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻭﻫﺒﺔ‬ ‫ﺩﻻﺌل‬ ‫ﻭﻤﻥ‬‫ﺒﻥ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﻗﻭل‬
‫ﻤﺴﻌﻭﺩ‬" :‫ﻤﻨﺎ‬ ‫ﻋﺸﺭﻩ‬ ‫ﻤﺎ‬ ‫ﺃﺴﻨﺎﻨﻨﺎ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺃﺩﺭﻙ‬ ‫ﻟﻭ‬
‫ﺃﺤﺩ‬"،"‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﺘﺭﺠﻤﺎﻥ‬ ‫ﻭﻟﻨﻌﻡ‬")٢٥(
‫ﻭﻫﺫﻩ‬ ،
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﺼﺤﺎﺒﺔ‬ ‫ﺃﻋﻠﻡ‬ ‫ﻤﻥ‬ ‫ﺼﺤﺎﺒﻲ‬ ‫ﻤﻥ‬ ‫ﺸﻬﺎﺩﺓ‬
‫ﺃﺩﺭﻜﻭﺍ‬ ‫ﻤﺎ‬ ‫ﺃﺩﺭﻙ‬ ‫ﻟﻭ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺃﻥ‬ ‫ﻟﻭ‬ ‫ﻴﺫﻜﺭ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻤﻊ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﻤﻊ‬‫ﻋﻠﻤﻪ‬ ‫ﻴﺒﻠﻐﻭﺍ‬ ‫ﻟﻡ‬ ،‫ﺃﺴﻨﺎﻨﻬﻡ‬ ‫ﻟﻜﺒﺭ‬.
:
 
‫ﻏﻴﺭ‬ ‫ﺃﻤﺭ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﺇﻥ‬‫ﻟﺫﺍ‬ ،‫ﻴﺴﻴﺭ‬
‫ﻭﻓﻲ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﻔﻭﻕ‬ ‫ﻟﻤﻌﻨﻰ‬ ‫ﻨﻅﺭﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺎﺤﺜﻭﻥ‬ ‫ﺍﺨﺘﻠﻑ‬
‫ﻓﻲ‬ ‫ﻭﺍﻟﻁﺭﻕ‬ ‫ﺍﻟﻭﺴﺎﺌل‬ ‫ﻓﻲ‬ ‫ﺍﺨﺘﻠﻔﻭﺍ‬ ‫ﻭﻜﺫﻟﻙ‬ ،‫ﺘﺤﺩﻴﺩﻩ‬
‫ﻋﻠﻴﻪ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬ ‫ﺘﺸﺨﻴﺼﻪ‬)٢٦(
.
‫ﺍﻟﻜﺸﻑ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺠﻤﻌﻭﻥ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﻴﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬
‫ﻤﻥ‬ ‫ﻴﻤﺘﻠﻜﻭﻨﻪ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺭﻑ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺒﻜﺭ‬
‫ﻟﻠﻤﻌﻨ‬ ‫ﻴﺘﻴﺢ‬ ‫ﻤﻤﺎ‬ ،‫ﻭﺨﺎﺼﺔ‬ ‫ﻋﺎﻤﺔ‬ ‫ﻋﻘﻠﻴﺔ‬ ‫ﻗﺩﺭﺍﺕ‬‫ﻤﻭﺍﺠﻬﺔ‬ ‫ﻴﻴﻥ‬
‫ﻭﺍﺴﺘﻌﺩﺍﺩﺍﺘﻬﻡ‬ ‫ﺇﻤﻜﺎﻨﺎﺘﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ‬ ‫ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ‬
‫ﻭﻗﺩﺭﺍﺘﻬﻡ‬)٢٧(
.
‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻋﻥ‬ ‫ﻟﻠﻜﺸﻑ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﻋﺩﺓ‬ ‫ﻭﻫﻨﺎﻙ‬
‫ﻗﻴﺎﺱ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﺍﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺀ‬‫ﺴﻭﺍ‬
‫ﻭﻨﺤﻭﻫﺎ‬ ‫ﺍﻟﺘﺭﺸﻴﺢ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻭﺍﻟﺴﻤﺎﺕ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬.
‫ﻋﺒﺎﺱ‬ ‫ﺒﻥ‬ ‫ﺍﷲ‬ ‫ﻭﻋﺒﺩ‬-‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬-‫ﻋﺎﺵ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﻤﻊ‬‫ﻤﻊ‬ ‫ﺍﻨﺘﻘل‬ ‫ﻷﻨﻪ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺴﻨﺘﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻴﻘﺎﺭﺏ‬ ‫ﻤﺎ‬
‫ﺍﻟﻔﺘﺢ‬ ‫ﺴﻨﺔ‬ ‫ﺍﻟﻬﺠﺭﺓ‬ ‫ﺩﺍﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺒﻭﻴﻪ‬)٢٨(
.‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻓﻲ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﺩﺭﻙ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﺴﺒﻴ‬ ‫ﺍﻟﻘﺼﻴﺭﺓ‬ ‫ﺍﻟﺯﻤﻨﻴﺔ‬‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻤﻼﻤﺢ‬
‫ﻴﺄﺘﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﻨﺠﻤﻠﻬﺎ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻋﺩﺓ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬:
١(‫ﺍﻟﻤﻼﺤﻅﺔ‬:
‫ﻋﻠ‬ ‫ﻟﻠﺤﺼﻭل‬ ‫ﹰ‬‫ﺎ‬‫ﺨﺼﺒ‬ ‫ﹰ‬‫ﺍ‬‫ﻤﻭﺭﺩ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺘﻌﺘﺒﺭ‬‫ﻰ‬
‫ﺘﺸﺨﻴﺹ‬ ‫ﻓﻲ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺴﺎﻫﻡ‬ ‫ﻭﺒﻴﺎﻨﺎﺕ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻴﻬﺘﻡ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺤﺴﺏ‬ ،‫ﺍﻟﻤﻭﻫﺒﺔ‬
‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻴﺘﻀﻤﻥ‬ ،‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻟﻅﺎﻫﺭﺓ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﺍﻟﻭﻀﻊ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻤﻼﺤﻅﺔ‬)٢٩(
.
‫ﻤﻬﻤﺔ‬ ‫ﻭﺴﻴﻠﺔ‬ ‫ﻭﺃﺤﻜﺎﻤﻬﻡ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻭﻤﻼﺤﻅﺔ‬
‫ﻭﺘﻤﻴﺯﻫﻡ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻟﺘﺸﺨﻴﺹ‬‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﻏﻴﺭﻫﻡ‬ ‫ﻋﻥ‬
‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬)٣٠(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﻓﻴﻬﻤﺎ‬ ‫ﻻﺤﻅ‬ ‫ﻤﻭﻗﻔﻴﻥ‬ ‫ﻨﺫﻜﺭ‬ ‫ﻭﻫﻨﺎ‬‫ﺒﻭﺍﺩﺭ‬
‫ﺍﻟﻔﺎﻋﻠﺔ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬
‫ﻫﻭ‬ ‫ﻤﻥ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺃﻥ‬ ‫ﻴﻨﺩﺭ‬ ،‫ﺍﻟﻌﻤﻴﻕ‬ ‫ﻭﺍﻟﻔﻬﻡ‬ ‫ﺍﻟﺒﺩﻴﻬﺔ‬ ‫ﻭﺴﺭﻋﺔ‬
‫ﺴﻨﻪ‬ ‫ﻤﺜل‬ ‫ﻓﻲ‬.
‫ﺃ‬-‫ﺃﺤﻤﺩ‬ ‫ﺍﻹﻤﺎﻡ‬ ‫ﺭﻭﺍﻩ‬ ‫ﻤﺎ‬)٣١(
‫ﻗﺎل‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻋﻥ‬" :‫ﺃﺘﻴﺕ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬‫ﺁﺨ‬ ‫ﻤﻥ‬‫ﺒﻴﺩﻱ‬ ‫ﻓﺄﺨﺫ‬ ،‫ﺨﻠﻔﻪ‬ ‫ﻓﺼﻠﻴﺕ‬ ‫ﺍﻟﻠﻴل‬ ‫ﺭ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﺃﻗﺒل‬ ‫ﻓﻠﻤﺎ‬ ،‫ﺤﺫﺍﺀﻩ‬ ‫ﻓﺠﻌﻠﻨﻲ‬ ‫ﻓﺠﺭﻨﻲ‬‫ﻋﻠﻰ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﻓﺼﻠﻰ‬ ،‫ﺨﻨﺴﺕ‬ ‫ﺼﻼﺘﻪ‬‫ﺍﻨﺼﺭﻑ‬ ‫ﻓﻠﻤﺎ‬ ،
‫ﻟﻲ‬ ‫ﻗﺎل‬:‫ﻓﻘﻠﺕ‬ ‫ﻓﺘﺨﻨﺱ؟‬ ‫ﺤﺫﺍﺌﻲ‬ ‫ﺃﺠﻌﻠﻙ‬ ‫ﺸﺄﻨﻲ‬ ‫ﻤﺎ‬:‫ﻴﺎ‬
‫ﻭﺃﻨﺕ‬ ‫ﺤﺫﺍﺀﻙ‬ ‫ﻴﺼﻠﻲ‬ ‫ﺃﻥ‬ ‫ﻷﺤﺩ‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﺃﻭ‬ ،‫ﺍﷲ‬ ‫ﺭﺴﻭل‬
‫ﺍﷲ‬ ‫ﺃﻋﻁﺎﻙ‬ ‫ﺍﻟﺫﻱ‬ ،‫ﺍﷲ‬ ‫ﺭﺴﻭل‬!!‫ﻗﺎل‬" :‫ﺍﷲ‬ ‫ﻓﺩﻋﺎ‬ ‫ﻓﺄﻋﺠﺒﺘﻪ‬
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6. .................................................................................................... 
 ١٦٢
‫ﹰ‬‫ﺎ‬‫ﻭﻓﻬﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﻠﻤ‬ ‫ﻴﺯﻴﺩﻨﻲ‬ ‫ﺃﻥ‬."
‫ﺍﻟﻨﺒﻲ‬ ‫ﻟﻤﺱ‬ ‫ﺍﻟﺤﻭﺍﺭ‬ ‫ﻫﺫﺍ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬‫ﺍﻻﺴﺘﻌﺩﺍﺩﺍﺕ‬
‫ﺒﺭﺭ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺃﻥ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻭﺍﻟﻘﺩﺭﺍﺕ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺤﻀﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﺒﺎﺴﺘﺼﻐﺎﺭ‬ ‫ﺸﻌﻭﺭﻩ‬‫ﻗﺎل‬ ‫ﻟﻤﺎ‬
)‫ﺨﻨﺴﺕ‬(‫ﺍﺼﻁﻔﺎﻩ‬ ‫ﻤﻥ‬ ‫ﺒﻤﺤﺎﺫﺍﺓ‬ ‫ﻴﻘﻑ‬ ‫ﻤﺜﻠﻲ‬ ‫ﻟﻐﻼﻡ‬ ‫ﻜﻴﻑ‬ ‫ﺃﻨﻪ‬ ،
‫ﻟﺭﺴﺎﻟﺘﻪ‬ ‫ﺍﷲ‬.‫ﺍﻟﺫﺍ‬ ‫ﺍﺴﺘﺼﻐﺎﺭ‬ ‫ﺃﻥ‬ ‫ﻭﻋﺎﺩﺓ‬‫ﺴﻨﻪ‬ ‫ﻓﻲ‬ ‫ﻫﻭ‬ ‫ﻟﻤﻥ‬ ‫ﺕ‬
،‫ﺍﻟﻠﻴل‬ ‫ﺁﺨﺭ‬ ‫ﻓﻲ‬ ‫ﺃﻨﻪ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﺴﺘﻭﺤﺎﺸ‬ ‫ﺃﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﺨﻭﻓ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻗﺩ‬
‫ﻟﻤﻘﺎﻡ‬ ‫ﻭﺍﺤﺘﺭﺍﻤﻪ‬ ‫ﻓﻘﻬﻪ‬ ‫ﻤﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻓﻌل‬ ‫ﺇﻨﻤﺎ‬ ‫ﺃﻨﻪ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻓﻠﻤﺎ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻋﺠﺏ‬ ‫ﺍﻟﻨﺒﻭﺓ‬‫ﺒﺯﻴﺎﺩﺓ‬ ‫ﻟﻪ‬ ‫ﻭﺩﻋﺎ‬ ،‫ﺇﺠﺎﺒﺘﻪ‬ ‫ﺒﺤﺴﻥ‬
‫ﹰ‬‫ﺎ‬‫ﻭﻓﻘﻬ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﻠﻤ‬ ‫ﻤﻨﻪ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻜﺄﻥ‬ ،‫ﻭﻋﻠﻤﻪ‬ ‫ﻓﻘﻬﻪ‬.
‫ﺒﻤﺜل‬ ‫ﻁﻔل‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﺇﻥ‬
‫ﻟ‬ ‫ﺴﻨﻪ‬‫ﻴﻘﻑ‬ ‫ﺃﻥ‬ ‫ﻨﻔﺴﻪ‬ ‫ﺍﺴﺘﺼﻐﺭ‬ ‫ﺃﻨﻪ‬ ‫ﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻨﺒﻭﺓ‬ ‫ﻤﻘﺎﻡ‬
‫ﺍﻟﻨﺒﻭﺓ‬ ‫ﺭﺤﻤﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﺍﻟﻤﻘﺎﻡ‬ ‫ﻫﺫﺍ‬ ‫ﺼﺎﺤﺏ‬ ‫ﺒﺠﻭﺍﺭ‬
‫ﺒﻭﺴﻴﻠﺔ‬ ‫ﺍﻟﻨﺒﻭﻱ‬ ‫ﺍﻟﺘﻌﺯﻴﺯ‬ ‫ﻓﻜﺎﻥ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺫﻟﻙ‬ ‫ﺍﺴﺘﻭﻋﺒﺕ‬
‫ﻭﺍﻟﻌﻠﻡ‬ ‫ﺍﻟﻔﻬﻡ‬ ‫ﺒﺯﻴﺎﺩﺓ‬ ‫ﺍﻟﺩﻋﺎﺀ‬.
‫ﺏ‬.‫ﺍﻟﺒﺨﺎﺭﻱ‬ ‫ﺍﻹﻤﺎﻡ‬ ‫ﺭﻭﻯ‬)٣٢(
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻋﻥ‬" :‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬
‫ﻗﺎل‬ ‫ﹰ‬‫ﺍ‬‫ﻭﻀﻭﺀ‬ ‫ﻟﻪ‬ ‫ﻓﻭﻀﻌﺕ‬ ،‫ﺍﻟﺨﻼﺀ‬ ‫ﺩﺨل‬" :‫ﻭﻀﻊ‬ ‫ﻤﻥ‬
‫ﻫﺫﺍ؟‬"ُ‫ﺄ‬‫ﻓ‬‫ﻓﻘﺎل‬ ،‫ﺨﺒﺭ‬" :‫ﺍﻟﺩﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻪ‬‫ﻬ‬‫ﹼ‬‫ﻘ‬‫ﹶ‬‫ﻓ‬ ‫ﺍﻟﻠﻬﻡ‬."
‫ﻟﻠﻨﺒﻲ‬ ‫ﺍﻟﻭﻀﻭﺀ‬ ‫ﻟﻭﻀﻊ‬ ‫ﺍﻟﻐﻼﻡ‬ ‫ﻤﺒﺎﺩﺭﺓ‬ ‫ﺇﻥ‬‫ﺩﻭﻥ‬
‫ﻤﻼﺤﻅﺘﻪ‬ ‫ﻭﺩﻗﺔ‬ ،‫ﻓﻘﻬﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻼﻤﺔ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻨﻪ‬ ‫ﻴﻁﻠﺏ‬ ‫ﺃﻥ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﻴﺤﺘﺎﺠﻪ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺘﺭﻜﻴﺯﻩ‬ ‫ﻭﻗﻭﺓ‬‫ﺍﻟﻨﺒﻲ‬ ‫ﺴﺄل‬ ‫ﻭﻟﺫﻟﻙ‬ ،
‫ﻫﺫﺍ؟‬ ‫ﻭﻀﻊ‬ ‫ﻤﻥ‬!‫ﺍﻟﻜﺒﺎﺭ‬ ‫ﺃﺤﺩ‬ ‫ﺫﻟﻙ‬ ‫ﻴﺼﻨﻊ‬ ‫ﺃﻥ‬ ‫ﻭﺍﻟﻌﺎﺩﺓ‬
‫ﻴﺒﺎﺩﺭ‬ ‫ﺃﻥ‬ ‫ﺃﻤﺎ‬ ،‫ﺃﺼﺤﺎﺏ‬ ‫ﺃﻭ‬ ‫ﺃﻫل‬ ‫ﻤﻥ‬‫ﻟﻤﺜل‬ ‫ﺼﻐﻴﺭ‬ ‫ﻏﻼﻡ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﻓﺒﺎﺩﺭﻩ‬ ،‫ﻨﺒﻭﻏﻪ‬ ‫ﻋﻼﻤﺔ‬ ‫ﻓﻬﺫﻩ‬ ،‫ﺍﻟﺘﺼﺭﻑ‬ ‫ﻫﺫﺍ‬
‫ﺍﺴﺘﻌﺩﺍﺩ‬ ‫ﻤﻥ‬ ‫ﺭﺃﻯ‬ ‫ﻟﻤﺎ‬ ،‫ﺍﻟﺩﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻘﻪ‬ ‫ﻓﻲ‬ ‫ﻟﻪ‬ ‫ﺒﺎﻟﺩﻋﺎﺀ‬
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻔﻘﻪ‬ ‫ﻟﻠﻌﻠﻡ‬ ‫ﺫﺍﺘﻲ‬.
٢(‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬ ‫ﻗﻴﺎﺱ‬:
‫ﻤﻥ‬ ‫ﺴﻠﺴﻠﺔ‬ ‫ﺒﺄﻨﻬﺎ‬ ‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻨﻔﺴﺭ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬
‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﺭﺍﺤل‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬‫ﺍﻟﻤﺒﺩﻉ‬ ‫ﺍﻟﺸﺨﺹ‬
‫ﻭﺍﻟﻌﻤل‬ ‫ﻭﺘﺤﺩﻴﺩﻫﺎ‬ ‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﺘﻭﻀﻴﺤﻪ‬ ‫ﻋﻨﺩ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﺒﻌﻤﻠﻬﺎ‬
‫ﺤل‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻌﻤل‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻭﺼﻭل‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ،‫ﻋﻠﻴﻬﺎ‬
‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺘﻭﻀﺢ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﻴﻀ‬ ‫ﻜﺫﻟﻙ‬ ،‫ﺍﻟﻤﺸﻜﻠﺔ‬
‫ﹰ‬‫ﺎ‬‫ﻨﺴﺒﻴ‬ ‫ﺴﺭﻴﻊ‬ ‫ﺇﺩﺭﺍﻜﻲ‬ ‫ﺘﻐﻴﺭ‬ ‫ﺒﺄﻨﻬﺎ‬)٣٣(
.
‫ﺃﻭ‬ ‫ﺍﻻﺒﺘﻜﺎﺭﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺃﻭ‬ ‫ﺍﻹﺒﺩﺍﻉ‬ ‫ﻤﻘﺎﻴﻴﺱ‬ ‫ﻭﺘﻌﺩ‬
‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻭﺍﻫﺏ‬‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻤﻘﺎﻴﻴﺱ‬ ‫ﻤﻥ‬
‫ﺇﺤﺩﻯ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﻓﺎﻟﻘﺩﺭﺓ‬ ،‫ﺍﻟﻤﻔﺤﻭﺹ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬
‫ﺍﻟﻔﺭﺩ‬ ‫ﻴﻌﺩ‬ ‫ﻜﻤﺎ‬ ،‫ﻭﺍﻟﺘﻔﻭﻕ‬ ‫ﻟﻠﻤﻭﻫﺒﺔ‬ ‫ﺍﻟﻤﻜﻭﻨﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻟﻌﻤﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻪ‬ ‫ﺍﻟﻤﻨﺎﻅﺭﻴﻥ‬ ‫ﺃﻗﺭﺍﻨﻪ‬ ‫ﻋﻥ‬ ‫ﺘﻤﻴﺯ‬ ‫ﺇﺫﺍ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻭﻫﻭﺒ‬
‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﻗﺩﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺯﻤﻨﻲ‬
‫ﺘﻌ‬ ‫ﺍﻹﺒﺩﺍﻋﻲ‬‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺴﺎﺴﻴ‬ ‫ﹰ‬‫ﺍ‬‫ﻤﺅﺸﺭ‬ ‫ﺩ‬)٣٤(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﻁﻠﺏ‬ ‫ﺤﺎﺩﺜﺔ‬ ‫ﻭﻓﻲ‬‫ﺍﻟﺘﻘﺎﻁ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻥ‬
‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻅﻬﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﻤﺎ‬ ‫ﺍﻟﺠﻤﺎﺭ‬ ‫ﺤﺼﻰ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬ ‫ﻨﻌﻨﻲ‬ ‫ﻭﻻ‬ ،‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬‫ﻫﺫﻩ‬ ‫ﻴﻘﻴﺱ‬ ‫ﺃﻥ‬ ‫ﺃﺭﺍﺩ‬
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺇﺒﺩﺍﻉ‬ ‫ﻅﻬﻭﺭ‬ ‫ﻭﻟﻜﻥ‬ ،‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﻭﺇﻗﺭﺍﺭ‬‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ،‫ﻟﺫﻟﻙ‬‫ﻭﺭﺍﺀ‬ ‫ﻤﻭﻫﺒﺔ‬
‫ﺍﻟﺘﺼﺭﻑ‬ ‫ﺫﻟﻙ‬.
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻓﻌﻥ‬-‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬-‫ﻗﺎل‬:‫ﻟﻲ‬ ‫ﻗﺎل‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬‫ﺠﻤﻊ‬ ‫ﻏﺩﺍﺓ‬)‫ﻤﺯﺩﻟﻔﺔ‬ ‫ﻴﻌﻨﻲ‬" :(‫ﺃﻟﻘﻁ‬ ‫ﻫﻠﻡ‬
‫ﻟﻲ‬"‫ﺍﻟﺨﺫﻑ‬ ‫ﺤﺼﻰ‬ ‫ﻫﻥ‬ ‫ﺤﺼﻴﺎﺕ‬ ‫ﻟﻪ‬ ‫ﻓﻠﻘﻁﺕ‬ ،)٣٥(
‫ﻓﻠﻤﺎ‬ ،
‫ﻗل‬ ‫ﻴﺩﻩ‬ ‫ﻓﻲ‬ ‫ﻭﻀﻌﻬﻥ‬" :‫ﻭﺍﻟﻐﻠﻭ‬ ‫ﻭﺇﻴﺎﻜﻡ‬ ،‫ﻫﺅﻻﺀ‬ ‫ﺒﺄﻤﺜﺎل‬ ،‫ﻨﻌﻡ‬
‫ﺍﻟﺩﻴ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻐﻠﻭ‬ ‫ﻗﺒﻠﻜﻡ‬ ‫ﻜﺎﻥ‬ ‫ﻤﻥ‬ ‫ﻫﻠﻙ‬ ‫ﻓﺈﻨﻤﺎ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﻓﻲ‬‫ﻥ‬")٣٦(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﺇﻗﺭﺍﺭ‬ ‫ﺇﻥ‬‫ﻟﺤﺠﻡ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻻﺨﺘﻴﺎﺭ‬
‫ﺍﺴﺘﺸﻬﺎﺩﻩ‬ ‫ﻭﻓﻲ‬ ‫ﺒل‬ ،‫ﺍﻟﺠﻤﺎﺭ‬ ‫ﻟﺭﻤﻲ‬ ‫ﺘﺴﺘﻌﻤل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﺼﻰ‬
‫ﻭﻫﻲ‬ ‫ﺃﻻ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺨﻁﻴﺭﺓ‬ ‫ﻗﻀﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﻟﻬﺫﺍ‬
‫ﻭﻜل‬ ‫ﻓﻴﻤﺎ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻨﺠﺎﺡ‬ ‫ﻋﻠﻰ‬ ‫ﻟﺩﻟﻴل‬ ،‫ﻭﺍﻟﻐﻠﻭ‬ ‫ﺍﻟﺘﻁﺭﻑ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬ ‫ﺴﻴﻤﺎ‬ ‫ﻭﻻ‬ ،‫ﺒﻪ‬،‫ﺍﻟﺤﺼﻴﺎﺕ‬ ‫ﺤﺠﻡ‬ ‫ﻟﻪ‬ ‫ﻴﺒﻴﻥ‬ ‫ﻟﻡ‬
‫ﻋﺒ‬ ‫ﺍﺒﻥ‬ ‫ﻭﺇﺒﺩﺍﻉ‬‫ﻤﻥ‬ ‫ﻏﻴﺭﻩ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺤﺼﻰ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺎﺱ‬
‫ﺍﻷﻜﺒﺭ‬ ‫ﺍﻟﺤﺼﻰ‬ ‫ﺴﻴﺨﺘﺎﺭ‬ ‫ﻤﻨﻪ‬ ‫ﺃﻜﺒﺭ‬ ‫ﻫﻭ‬ ‫ﻭﻤﻥ‬ ‫ﺒل‬ ‫ﺃﻗﺭﺍﻨﻪ‬
‫ﺇﻟﻰ‬ ‫ﺒﻪ‬ ‫ﺃﺩﻯ‬ ‫ﺍﻟﻐﻼﻡ‬ ‫ﻓﻘﻪ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﺘﻘﻠﻴﺩﻱ‬ ‫ﺤل‬ ‫ﻭﻫﻭ‬ ،‫ﹰ‬‫ﺎ‬‫ﺤﺠﻤ‬
‫ﻤﻨﺎﺴﻙ‬ ‫ﻤﻥ‬ ‫ﻤﻨﺴﻙ‬ ‫ﻷﺩﺍﺀ‬ ‫ﺍﻟﺤﺎﺠﺔ‬ ‫ﺒﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﻤﺎ‬ ‫ﻴﺨﺘﺎﺭ‬ ‫ﺃﻥ‬
‫ﻋﻠﻰ‬ ‫ﺘﺨﻁﺭ‬ ‫ﻻ‬ ‫ﻗﺩ‬ ‫ﻗﻀﻴﺔ‬ ‫ﺃﺩﺭﻙ‬ ‫ﺃﻨﻪ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻥ‬ ‫ﻭﺃﺒﻌﺩ‬ ،‫ﺍﻟﺤﺞ‬
‫ﻭﺘﺸ‬ ‫ﻏﻠﻭ‬ ‫ﺍﻟﺤﺼﻰ‬ ‫ﺘﻜﺒﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺃﻥ‬ ‫ﻭﻫﻲ‬ ،‫ﺒﺎل‬‫ﺩﺩ‬-‫ﻴﻁﻠﺒﻪ‬ ‫ﻟﻡ‬
‫ﺍﻟﻜﺭﻴﻡ‬ ‫ﺍﻟﺸﺎﺭﻉ‬-،‫ﺍﻟﻴﺴﻴﺭﺓ‬ ‫ﺍﻟﻘﻀﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﻓﻲ‬ ‫ﻭﻟﻭ‬ ،
‫ﺘﺼﺒﺢ‬ ‫ﺃﻥ‬ ‫ﺘﻠﺒﺙ‬ ‫ﻤﺎ‬ ‫ﺜﻡ‬ ‫ﻴﺴﻴﺭ‬ ‫ﺒﺴﻠﻭﻙ‬ ‫ﺘﺒﺩﺃ‬ ‫ﺍﻟﻐﻠﻭ‬ ‫ﺒﺫﺭﺓ‬ ‫ﻷﻥ‬
‫ﹰ‬‫ﺎ‬‫ﻭﺩﻴﻨ‬ ‫ﺜﻘﺎﻓﺔ‬.،‫ﺍﻟﺤﺼﻰ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺒﻭﻱ‬ ‫ﺍﻹﻗﺭﺍﺭ‬ ‫ﻓﺠﺎﺀ‬
‫ﺤﺎﻟﻪ‬ ‫ﻭﻟﺴﺎﻥ‬‫ﺍﻟﻤﻘﺎل‬ ‫ﻭﻟﺴﺎﻥ‬ ،‫ﺍﻻﺨﺘﻴﺎﺭ‬ ‫ﺃﺤﺴﻨﺕ‬ ‫ﻴﻘﻭل‬:
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7. .................................................................................................... 
 ١٦٣
"‫ﻓ‬ ‫ﺒﺎﻟﻠﻐﻭ‬ ‫ﻗﺒﻠﻜﻡ‬ ‫ﻜﺎﻥ‬ ‫ﻤﻥ‬ ‫ﺃﻫﻠﻙ‬ ‫ﻓﺈﻨﻤﺎ‬ ‫ﻭﺍﻟﻐﻠﻭ‬ ‫ﺇﻴﺎﻜﻡ‬‫ﻲ‬
‫ﺍﻟﺩﻴﻥ‬"‫ﺇﻻ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻤﺎ‬ ،ً‫ﹰ‬‫ﻻ‬‫ﻤﻌﺘﺩ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺴﻁﻴ‬ ‫ﺍﺨﺘﻴﺎﺭﻙ‬ ‫ﻓﻜﺎﻥ‬ ،
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻴﺎ‬ ‫ﻟﻔﻘﻬﻙ‬.
٣(‫ﺍﻟﺘﺭﺸﻴﺢ‬)‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺘﺭﺸﻴﺢ‬:(
‫ﻭﻤﻌﺭﻓﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻟﺘﺼﺎﻗ‬ ‫ﺍﻷﺸﺨﺎﺹ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻴﻌﺩ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺤﻜﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺤﻜﻡ‬ ‫ﻴﻌﺩ‬ ‫ﻭﻟﺫﻟﻙ‬ ،‫ﺒﺎﻟﻁﻠﺒﺔ‬
‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻨﺘﻘﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺒﻜﺜﺭﺓ‬ ‫ﺘﺴﺘﺨﺩﻡ‬)٣٧(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﺩﻋﺎﺀ‬ ‫ﺘﻜﺭﺭ‬ ‫ﻭﻟﻘﺩ‬‫ﺒﺯﻴﺎﺩﺓ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬
‫ﻭﻤﻥ‬ ،‫ﻤﻌﻨﺎ‬ ‫ﺭ‬‫ﻤ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﺤﻜﻤﺔ‬ ‫ﻭﺘﺤﺼﻴل‬ ‫ﻭﺍﻟﻔﻘﻪ‬ ‫ﺍﻟﻌﻠﻡ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺩﻋﺎﺀ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﻠﻭﻡ‬‫ﺩﻋﺎﺀﻩ‬ ‫ﺃﻥ‬ ‫ﺜﻡ‬ ،‫ﻤﺴﺘﺠﺎﺏ‬ ‫ﺩﻋﺎﺀ‬
‫ﻤﺎ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻜﺎﻥ‬ ‫ﻭﺇﻨﻤﺎ‬ ‫ﻓﺭﺍﻍ‬ ‫ﻤﻥ‬ ‫ﻴﺄﺕ‬ ‫ﻟﻡ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬
‫ﻓﺩﻋﺎﺀ‬ ،‫ﻭﺍﻀﺤﺔ‬ ‫ﻋﻘﻠﻴﺔ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻐﻼﻡ‬ ‫ﺃﻅﻬﺭﻩ‬
‫ﺍﻟﻨﺒﻲ‬‫ﻭﺍﻟﺘﻔﻭﻕ‬ ‫ﺍﻟﺒﺭﻭﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻪ‬ ‫ﺸﻬﺎﺩﺓ‬.
‫ﺃ‬ ‫ﻭﻴﻤﻜﻥ‬‫ﺘﺭﺸﻴﺢ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﻨﻀﻴﻑ‬ ‫ﻥ‬
‫ﺃﻜﺎﺒﺭ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬ ‫ﺸﻬﺩ‬ ‫ﻓﻘﺩ‬ ،‫ﻟﻪ‬ ‫ﺍﻟﺼﺤﺎﺒﺔ‬
‫ﻤﺴﻌﻭﺩ‬ ‫ﺍﺒﻥ‬ ‫ﻗﻭل‬ ‫ﺫﻟﻙ‬ ‫ﻭﻤﻥ‬ ‫ﺒﺎﻟﻌﻠﻡ‬ ‫ﺘﻤﻴﺯﻭﺍ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻟﺼﺤﺎﺒﺔ‬
" :‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺍﻟﻘﺭﺁﻥ‬ ‫ﺘﺭﺠﻤﺎﻥ‬ ‫ﻨﻌﻡ‬")٣٨(
‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ،
‫ﻋﻠﻴﻪ‬ ‫ﻴﻁﻠﻕ‬"‫ﺍﻟﺯﻤﻼﺀ‬ ‫ﺘﺭﺸﻴﺢ‬"‫ﺃﻭ‬"‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﺘﻘﺩﻴﺭ‬")٣٩(
.
 :   
 
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻋﺎﺵ‬ ‫ﻟﻘﺩ‬‫ﺍﻟﻌﻠﻡ‬ ‫ﺘﻘﺩﺭ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻓﻲ‬
‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻴﺭﻓﺽ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺠﺩﻴﺩ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﺒﻴﺌﺔ‬ ،‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﺘﺤﻔﺯ‬
‫ﻟﻭﺍﺀ‬ ‫ﺤﻤل‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺩﻴﻥ‬ ،‫ﺍﻵﺒﺎﺀ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻭﺭﻭﺙ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻱ‬
‫ﺘﻌﺎﻟﻰ‬ ‫ﺒﻘﻭﻟﻪ‬ ‫ﺍﻟﻌﻠﻡ‬:ْ‫ﺃ‬‫ﺭ‬‫ﹾ‬‫ﻗ‬‫ﺍ‬]١:‫ﺍﻟﻌﻠﻕ‬[‫ﺘﻌﺎﻟﻰ‬ ‫ﻭﻗﻭﻟﻪ‬ ،:‫ﺎ‬‫ﻤ‬‫ﱠ‬‫ﻨ‬ِ‫ﺇ‬
‫ﺎﺀ‬‫ﻤ‬‫ﹶ‬‫ﻠ‬‫ﻌ‬‫ﹾ‬‫ﻟ‬‫ﺍ‬ ِ‫ﻩ‬ِ‫ﺩ‬‫ﺎ‬‫ﺒ‬ِ‫ﻋ‬ ‫ﻥ‬ِ‫ﻤ‬ ‫ﻪ‬‫ﱠ‬‫ﻠ‬‫ﺍﻟ‬ ‫ﹶﻰ‬‫ﺸ‬‫ﹾ‬‫ﺨ‬‫ﻴ‬]٢٨:‫ﻓﺎﻁﺭ‬[‫ﻨﺒﻴﻪ‬ ‫ﻭﺠﻌل‬ ،
‫ﻭﺍﻟﻔﻘﻪ‬ ‫ﺒﺎﻟﻌﻠﻡ‬ ‫ﻤﻘﺭﻭﻨﺔ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﻫﺫﺍ‬ ‫ﺃﺘﺒﺎﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺨﻴﺭﻴﺔ‬
‫ﻓﻘﺎل‬" :‫ﺍﻟﺩﻴﻥ‬ ‫ﻓﻲ‬ ‫ﻴﻔﻘﻬﻪ‬ ‫ﹰ‬‫ﺍ‬‫ﺨﻴﺭ‬ ‫ﺒﻪ‬ ‫ﺍﷲ‬ ‫ﻴﺭﺩ‬ ‫ﻤﻥ‬")٤٠(
.
‫ﺩ‬ ‫ﻭﺘﺭﻯ‬.‫ﻓﻲ‬ ‫ﺭﺌﻴﺱ‬ ‫ﺩﻭﺭ‬ ‫ﻟﻠﺒﻴﺌﺔ‬ ‫ﺃﻥ‬ ‫ﺴﺭﻭﺭ‬ ‫ﻨﺎﺩﻴﺎ‬
‫ﻴﺘﻔﺎﻋل‬ ‫ﺤﻴﺙ‬ ،‫ﻟﻠﻤﺘﻤﻴﺯ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﺘﻁﻭﺭ‬
‫ﺒ‬ ‫ﻭﺍﻟﻨﻤﻭ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻤﻜﻥ‬ ‫ﺍﻟﺫﻜﻲ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻤﻌﻬﺎ‬‫ﺸﻜل‬
‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺒﺘﻔﺎﻋل‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻭﺃﻥ‬ ،‫ﻤﻨﺎﺴﺏ‬
‫ﺩﻭﻥ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﺒﻌﻴﻥ‬ ‫ﻴﺅﺨﺫ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻟﻠﺘﻤﻴﺯ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺒﺎﻟﺩﺭﺠﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬)٤١(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﻴﻘﻭﺩﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﺩﻴﻨﺔ‬ ‫ﻟﺒﻴﺌﺔ‬ ‫ﻜﺎﻥ‬ ‫ﻭﻟﻘﺩ‬
‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺘﻬﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻭﺍﻀﺢ‬ ‫ﺍﻷﺜﺭ‬
‫ﺍﻟ‬ ‫ﺍﻟﺘﻔﺎﻋل‬‫ﻅﻬﻭﺭ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻨﻔﺴﻲ‬
‫ﻨﺒﻭﻴﺔ‬ ‫ﺘﺭﺒﻭﻴﺔ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ،‫ﺇﺒﺩﺍﻋﻪ‬ ‫ﻭﺒﺭﻭﺯ‬ ‫ﻤﻭﺍﻫﺒﻪ‬
‫ﺒﺄﺴﺎﻟﻴﺏ‬ ‫ﻭﺍﻟﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻟﻠﺠﻭﺍﻨﺏ‬
‫ﻤﻁﺎﺒﻘﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻟﻥ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﻫﺫﻩ‬ ‫ﺃﻥ‬ ‫ﺸﻙ‬ ‫ﻭﻻ‬ ،‫ﻤﺘﻌﺩﺩﺓ‬
‫ﺃﻨﻬﺎ‬ ‫ﺇﻻ‬ ،‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻟﺭﻋﺎﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﻟﻸﺴﺎﻟﻴﺏ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﻤﺎﻤ‬
‫ﺘﻤﺎﺜل‬ ‫ﺍﻟﺠﻭﻫﺭﻴﺔ‬ ‫ﺍﻟﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬‫ﻭﻟﻜﻥ‬ ‫ﺍﻟﻤﻌﺎﺼﺭﺓ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬
‫ﺍﻟﺯﻤﺎﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺒﺸﻜﻠﻬﺎ‬.
‫ﺃ‬(‫ﺍﺒﻥ‬ ‫ﻟﻤﻭﻫﺒﺔ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻟﻠﺠﻭﺍﻨﺏ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﻭﺴﺎﺌل‬
‫ﻋﺒﺎﺱ‬:
١-‫ﻤﻭﻫﺒﺘﻪ‬ ‫ﺒﺈﻅﻬﺎﺭ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬ ‫ﺍﻟﻔﺭﺹ‬ ‫ﺇﺘﺎﺤﺔ‬.
‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻷﻫﻡ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺨﻁﻭﺓ‬ ‫ﻟﻌل‬
‫ﺩ‬ ‫ﻭﺘﺭﻯ‬ ،‫ﻤﻭﻫﺒﺘﻪ‬ ‫ﻹﻅﻬﺎﺭ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺒﺈﻋﻁﺎﺌﻪ‬ ‫ﺘﻜﻭﻥ‬.
‫ﻋ‬ ‫ﺃﻥ‬ ‫ﺸﻘﻴﺭ‬ ‫ﺯﻴﻨﺏ‬‫ﺍﻷﺒﻨﺎﺀ‬ ‫ﻟﻤﻭﺍﻫﺏ‬ ‫ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﺍﻜﺘﺭﺍﺙ‬ ‫ﺩﻡ‬
‫ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﺘﻘﺒل‬ ‫ﻋﺩﻡ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺒﻴﺕ‬ ‫ﻓﻲ‬ ‫ﻴﺯﻜﻴﻬﺎ‬ ‫ﻤﺎ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻭﻋﺩﻡ‬
،‫ﺍﻟﻤﺘﻔﻭﻕ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﻘﻠﻴﺩﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻐﺭﻴﺒﺔ‬ ‫ﻟﻸﻓﻜﺎﺭ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺃﻭ‬
‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﺸﻜل‬ ‫ﻟﻠﻤﺘﻔﻭﻕ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﻨﻅﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻼﻤﺔ‬
‫ﻹﺒﺭﺍﺯ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﺎﺌﻘ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬ ،‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻓﻲ‬ ‫ﺃﺴﺎﺴﻴﺔ‬
‫ﺒﻌﺩ‬ ‫ﻓﻴﻤﺎ‬ ‫ﻤﻭﻫﺒﺘﻪ‬)٤٢(
.
‫ﻭﻗ‬‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺤﺩﻴﺙ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻤﻌﻨﺎ‬ ‫ﺭ‬‫ﻤ‬ ‫ﺩ‬-‫ﻗﺎل‬:
"‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﺘﻴﺕ‬‫ﺒﻴﺩﻱ‬ ‫ﻓﺄﺨﺫ‬ ،‫ﺨﻠﻔﻪ‬ ‫ﻓﺼﻠﻴﺕ‬ ‫ﺍﻟﻠﻴل‬ ‫ﺁﺨﺭ‬ ‫ﻤﻥ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﺃﻗﺒل‬ ‫ﻓﻠﻤﺎ‬ ،‫ﺤﺫﺍﺀﻩ‬ ‫ﻓﺠﻌﻠﻨﻲ‬ ‫ﻓﺠﺭﻨﻲ‬‫ﻋﻠﻰ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﻓﺼﻠﻰ‬ ،‫ﺨﻨﺴﺕ‬ ‫ﺼﻼﺘﻪ‬‫ﺍﻨﺼﺭﻑ‬ ‫ﻓﻠﻤﺎ‬ ،
‫ﻓﻘﻠﺕ‬ ‫ﻓﺘﺨﻨﺱ؟‬ ‫ﺤﺫﺍﺌﻲ‬ ‫ﺃﺠﻌﻠﻙ‬ ‫ﺸﺄﻨﻲ‬ ‫ﻤﺎ‬ ‫ﻟﻲ‬ ‫ﻗﺎل‬:‫ﻴﺎ‬
،‫ﺤﺫﺍﺀﻙ‬ ‫ﻴﺼﻠﻲ‬ ‫ﺃﻥ‬ ‫ﻷﺤﺩ‬ ‫ﺃﻭﻴﻨﺒﻐﻲ‬ ،‫ﺍﷲ‬ ‫ﺭﺴﻭل‬‫ﻭﺃﻨﺕ‬
‫ﺍﷲ‬ ‫ﺃﻋﻁﺎﻙ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﷲ‬ ‫ﺭﺴﻭل‬!!‫ﻗﺎل‬" :‫ﺍﷲ‬ ‫ﻓﺩﻋﺎ‬ ‫ﻓﺄﻋﺠﺒﺘﻪ‬
‫ﹰ‬‫ﺎ‬‫ﻭﻓﻬﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﻠﻤ‬ ‫ﻴﺯﻴﺩﻨﻲ‬ ‫ﺃﻥ‬."
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬ ‫ﺘﺭﻯ‬ ‫ﻓﺄﻨﺕ‬-‫ﻓﻲ‬ ‫ﻟﻠﻐﻼﻡ‬ ‫ﺍﻟﻌﻨﺎﻥ‬ ‫ﺃﻁﻠﻕ‬
‫ﻟﻪ‬ ‫ﺒﺎﻟﺩﻋﺎﺀ‬ ‫ﻭﻜﺎﻓﺄﻩ‬ ‫ﺒل‬ ‫ﺠﻭﺍﺒﻪ‬ ‫ﻴﻜﺒﺕ‬ ‫ﻭﻟﻡ‬ ،‫ﺫﺍﺘﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬.
‫ﻗﺎل‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻋﻥ‬ ‫ﺁﺨﺭ‬ ‫ﺤﺩﻴﺙ‬" :‫ﻤﻊ‬ ‫ﺩﺨﻠﺕ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬‫ﺍﻟﻭﻟ‬ ‫ﺒﻥ‬ ‫ﻭﺨﺎﻟﺩ‬ ‫ﺃﻨﺎ‬‫ﻤﻴﻤﻭﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﻓﺸﺭﺏ‬ ‫ﻟﺒﻥ‬ ‫ﻓﻴﻪ‬ ‫ﺒﺈﻨﺎﺀ‬ ‫ﻓﺠﺎﺀﺘﻨﺎ‬‫ﻋﻠﻰ‬ ‫ﻭﺃﻨﺎ‬
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8. .................................................................................................... 
 ١٦٤
‫ﻟﻲ‬ ‫ﻓﻘﺎل‬ ،‫ﺸﻤﺎﻟﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺨﺎﻟﺩ‬ ‫ﻴﻤﻴﻨﻪ‬:‫ﻓﺈﻥ‬ ،‫ﻟﻙ‬ ‫ﺍﻟﺸﺭﺒﺔ‬
‫ﻓﻘﻠﺕ‬ ،‫ﹰ‬‫ﺍ‬‫ﺨﺎﻟﺩ‬ ‫ﺒﻬﺎ‬ ‫ﺁﺜﺭﺕ‬ ‫ﺸﺌﺕ‬" :‫ﻋﻠﻰ‬ ‫ﺃﻭﺜﺭ‬ ‫ﻜﻨﺕ‬ ‫ﻤﺎ‬
‫ﹰ‬‫ﺍ‬‫ﺃﺤﺩ‬ ‫ﺴﺅﺭﻙ‬"...)٤٣(
.
‫ﻓﺎﻟﻨﺒﻲ‬‫ﻴﻤﻴﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻜﺎﻥ‬ ‫ﻷﻨﻪ‬ ‫ﺍﻟﻐﻼﻡ‬ ‫ﻴﺴﺘﺄﺫﻥ‬
‫ﻷﻨﻪ‬ ‫ﺒﺎﻟﺸﺭﺏ‬ ‫ﺍﻟﻭﻟﻴﺩ‬ ‫ﺒﻥ‬ ‫ﻟﺨﺎﻟﺩ‬ ‫ﺒﺎﻟﺴﻤﺎﺡ‬‫ﺇﻻ‬ ،‫ﹰ‬‫ﺎ‬‫ﺴﻨ‬ ‫ﻤﻨﻪ‬ ‫ﺃﻜﺒﺭ‬
‫ﻻ‬ ‫ﺃﻨﻪ‬ ‫ﻭﻫﻭ‬ ،‫ﻤﻭﻫﺒﺘﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺩل‬ ‫ﺇﺠﺎﺒﺔ‬ ‫ﻴﺠﻴﺏ‬ ‫ﺍﻟﻐﻼﻡ‬ ‫ﺃﻥ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺒﺭﻜﺔ‬ ‫ﻋﻥ‬ ‫ﻴﺘﻨﺎﺯل‬‫ﺴﺅﺭﻩ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺸﺭﺏ‬.
‫ﺍﻟﻨﺒﻲ‬ ‫ﻴﻘﻤﻊ‬ ‫ﻟﻡ‬ ‫ﺍﻟﻤﻘﺎﺒل‬ ‫ﻭﻓﻲ‬‫ﺠﻭﺍﺒﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻐﻼﻡ‬
‫ﻨﻠﺤﻅ‬ ‫ﺃﻥ‬ ‫ﻭﻟﻨﺎ‬ ‫ﺠﻭﺍﺒﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻗﺭﻩ‬ ‫ﺒل‬ ،‫ﻋﻠﻴﻪ‬ ‫ﻴﻌﻨﻔﻪ‬ ‫ﻭﻟﻡ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺴﻠﻭﻙ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻐﻼﻡ‬ ‫ﻤﻊ‬
‫ﻭﺴﻠ‬‫ﻫﺫﺍ‬ ‫ﺃﻥ‬ ‫ﺒﺩﻋﻭﻯ‬ ‫ﻫﺫﺍ‬ ‫ﻤﺜل‬ ‫ﻓﻲ‬ ‫ﺍﻵﺒﺎﺀ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻭﻙ‬
‫ﻤﻭﻀﻭﻉ‬ ‫ﻭﻋﻥ‬ ،‫ﺍﻟﺘﻘﺎﻟﻴﺩ‬ ‫ﺃﻭ‬ ‫ﻟﻶﺩﺍﺏ‬ ‫ﻤﺨﺎﻟﻑ‬ ‫ﺍﻟﺘﺼﺭﻑ‬
‫ﻴﻘﻭل‬ ‫ﺇﺒﺩﺍﻋﻪ‬ ‫ﻹﻅﻬﺎﺭ‬ ‫ﻟﻠﻤﺒﺩﻉ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﺇﺘﺎﺤﺔ‬ ‫ﻀﺭﻭﺭﺓ‬
‫ﻜﺭﻭﺒﻠﻲ‬ ‫ﺁﺭﺜﺭ‬:"‫ﺍﻟﻁﺎﻗﺎﺕ‬ ‫ﺍﻜﺘﺸﺎﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺸل‬ ‫ﺇﻥ‬
‫ﻋﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﻨﺎﺸﺌ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻨﻔﻭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﺎﻤﻨﺔ‬ ‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬
‫ﻟﺸﺨﺼﻴﺎﺘ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﻟﻠﺒﻴﺌﺔ‬ ‫ﺘﻌﺭﻀﻬﻡ‬ ‫ﻋﺩﻡ‬‫ﺇﺘﺎﺤﺔ‬ ‫ﻋﺩﻡ‬ ‫ﺃﻭ‬ ‫ﻬﻡ‬
‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻹﻅﻬﺎﺭ‬ ‫ﻟﻬﻡ‬ ‫ﺍﻟﻔﺭﺼﺔ‬")٤٤(
.
٢-‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬ ‫ﺍﻹﺒﺩﺍﻋﻴﺔ‬ ‫ﺍﻟﻤﻴﻭل‬ ‫ﺘﻨﻤﻴﺔ‬:
‫ﻤﻬﻤﺔ‬ ‫ﺨﻁﻭﺓ‬ ‫ﻭﻤﻴﻭﻟﻪ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺍﻫﺘﻤﺎﻤﺎﺕ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﺇﻥ‬
‫ﻟﻪ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺃﻥ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﺒﻪ‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺭﻋﺎﻴﺘﻪ‬ ‫ﻨﺤﻭ‬
‫ﻤﻥ‬ ‫ﺒﻔﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﻤﻥ‬ ‫ﺒﻨﻭﻉ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺍﻫﺘﻤﺎﻤﺎﺕ‬
‫ﻤﺤﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺒﺩﻉ‬ ‫ﻤﻴﻭل‬ ‫ﻭﺇﻫﻤﺎل‬ ،‫ﺍﻟﻔﻨﻭﻥ‬‫ﻗﺩ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﻭﻟﺔ‬
‫ﻟﺭﻏﺒﺔ‬ ‫ﺇﺸﺒﺎﻉ‬ ‫ﻫﻲ‬ ‫ﺃﺴﺎﺴﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻷﻥ‬ ،‫ﻤﻭﻫﺒﺘﻪ‬ ‫ﻴﻘﺘل‬
‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻋﻨﺩ‬ ‫ﺫﺍﺘﻴﺔ‬.‫ﺘﻡ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﺍﻫﺘﻤﺎﻤﺎﺕ‬ ‫ﻭﻷﻫﻤﻴﺔ‬
‫ﻴﻌﺭﻑ‬ ‫ﻤﺎ‬ ‫ﺇﻋﺩﺍﺩ‬"‫ﺍﻻﻫﺘﻤﺎﻤﺎﺕ‬ ‫ﻨﻤﻭﺫﺝ‬"‫ﻗﺒل‬ ‫ﻴﺴﺘﺨﺩﻡ‬ ‫ﺍﻟﺫﻱ‬
‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻭﻤﻴﻭل‬ ‫ﺍﻫﺘﻤﺎﻤﺎﺕ‬ ‫ﻋﻥ‬ ‫ﻟﻠﻜﺸﻑ‬ ‫ﺍﻟﻤﻨﻬﺎﺝ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﺃﻋﺩﻩ‬ ‫ﺍﻟﺫﻱ‬)‫ﺭﻨﻭﺯﻟﻲ‬()٤٥(
.
‫ﻭﻓﻲ‬‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﺩﺭﻙ‬ ‫ﺤﺎﺩﺜﺔ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬‫ﺍﻫﺘﻤﺎﻤﺎﺕ‬
‫ﺍﻟﻔﻘﻪ‬ ‫ﺒﺯﻴﺎﺩﺓ‬ ‫ﻟﻪ‬ ‫ﻴﺩﻋﻭ‬ ‫ﻓﺘﺭﺍﻩ‬ ‫ﻭﺍﻟﻔﻘﻬﻴﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻗﺎل‬ ،‫ﺍﻟﺤﻜﻤﺔ‬ ‫ﻭﺘﺤﺼﻴل‬ ‫ﻭﺍﻟﻌﻠﻡ‬" :‫ﺍﻟﻨﺒﻲ‬ ‫ﻀﻤﻨﻲ‬
‫ﻭﻗﺎل‬ ‫ﺼﺩﺭﻩ‬ ‫ﺇﻟﻰ‬" :‫ﺍﻟﺤﻜﻤﺔ‬ ‫ﻋﻠﻤﻪ‬ ‫ﺍﻟﻠﻬﻡ‬"‫ﻭﻗﺎل‬ ،":‫ﺍﻟﻠﻬﻡ‬
‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻋﻠﻤﻪ‬")٤٦(
.‫ﺍﻟﻨﺒﻲ‬ ‫ﺩﻋﺎﺀ‬ ‫ﺴﺒﻕ‬ ‫ﻭﻗﺩ‬" :‫ﻓﻘﻬﻪ‬ ‫ﺍﻟﻠﻬﻡ‬
‫ﺍﻟﺩﻴﻥ‬ ‫ﻓﻲ‬"‫ﻭﻀ‬ ‫ﺒﻌﺩ‬‫ﻟﻠﻨﺒﻲ‬ ‫ﺍﻟﻭﻀﻭﺀ‬ ‫ﻌﻪ‬.
٣-‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺒﺤل‬ ‫ﺘﻜﻠﻴﻔﻪ‬:
‫ﺤل‬ ‫ﺘﻌﻠﻡ‬ ‫ﺍﻹﺒﺩﺍﻉ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻁﺭﻕ‬ ‫ﻤﻥ‬
‫ﻋﻠﻰ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻴﺘﻡ‬ ،‫ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺴﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺘﻤﺜﻠﺔ‬ ،‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﺨﻁﻭﺍﺕ‬
‫ﻭﻁﺭﺡ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺠﻤﻊ‬ ‫ﻭﻓﻬﻤﻬﺎ‬ ‫ﻭﺘﻌﺭﻴﻔﻬﺎ‬ ‫ﻟﻠﻤﺸﻜﻠﺔ‬
‫ﻟﺘﻘﻴﻴﻡ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﻭﻀﻊ‬ ‫ﻟﻠﺤل‬ ‫ﺍﻷﻓﻜﺎﺭ‬‫ﺍﻟﻔﻜﺭﺓ‬ ‫ﻭﺒﻠﻭﺭﺓ‬
‫ﺍﻷﻤﺜل‬ ‫ﺍﻟﺤل‬ ‫ﻭﺘﻨﻔﻴﺫ‬ ‫ﺍﻷﻓﻀل‬)٤٧(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﻜﻠﻑ‬ ‫ﻭﻟﻘﺩ‬‫ﺍﻟﺤﺼﻰ‬ ‫ﺍﻟﺘﻘﺎﻁ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺤل‬
‫ﺍﻟﺤﺼﻰ‬ ‫ﻟﻪ‬ ‫ﻴﻠﻘﻁ‬ ‫ﺃﻥ‬ ‫ﻤﻨﻪ‬ ‫ﻁﻠﺏ‬ ‫ﻋﻨﺩﻤﺎ‬ ،‫ﺍﻟﺤﺞ‬ ‫ﻓﻲ‬)٤٨(
،
‫ﺒﺫﻟﻙ‬ ‫ﻜﻠﻑ‬ ‫ﺤﻴﻥ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻤﻭﻗﻑ‬ ‫ﻨﺘﺼﻭﺭ‬ ‫ﺃﻥ‬ ‫ﻭﻟﻨﺎ‬
‫ﺍﻟﺤﺼﻰ؟‬ ‫ﻴﺭﻴﺩ‬ ‫ﻟﻤﺎﺫﺍ‬ ‫ﺨﻠﺩﻩ‬ ‫ﻓﻲ‬ ‫ﺩﺍﺭﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﺴﺎﺅﻻﺕ‬
‫ﺃﻴﻬ‬ ‫ﺍﻟﺤﺼﻰ؟‬ ‫ﺤﺠﻡ‬ ‫ﻫﻭ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺤﺼﻰ؟‬ ‫ﻋﺩﺩ‬ ‫ﻜﻡ‬‫ﺃﻨﺴﺏ‬ ‫ﻤﺎ‬
‫ﺍﻟﺤل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺼل‬ ‫ﺜﻡ‬ ‫ﺍﻟﺼﻐﻴﺭﺓ؟‬ ‫ﺃﻡ‬ ‫ﺍﻟﻜﺒﻴﺭﺓ‬" :‫ﺤﺼﻰ‬ ‫ﺇﻨﻬﺎ‬
‫ﺍﻟﺨﺫﻑ‬"‫ﺍﻟﻤﻨﺴﻙ‬ ‫ﻫﺫﺍ‬ ‫ﻷﺩﺍﺀ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﻓﻬﻲ‬!!‫ﺠﺎﺀ‬ ‫ﻭﻋﻨﺩﻤﺎ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺒﻬﺎ‬‫ﻗﺎل‬" :‫ﻫﺅﻻﺀ‬ ‫ﺒﺄﻤﺜﺎل‬ ،‫ﻨﻌﻡ‬...‫ﺍﻟﺤﺩﻴﺙ‬."
٤-‫ﺍﻹﺜﺭﺍﺀ‬)Enrichment:(
‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﺘﺯﻭﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻷﺴﻠﻭﺏ‬ ‫ﻫﺫﺍ‬ ‫ﻴﻬﺩﻑ‬
‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺒﺨﺒﺭﺍﺕ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬‫ﻓﻲ‬ ‫ﻭﻤﻌﻤﻘﺔ‬ ‫ﻭﺠﺩﻴﺩﺓ‬
‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻟﻠﺘﻼﻤﻴﺫ‬ ‫ﻴﻘﺩﻡ‬ ‫ﻤﺎ‬ ‫ﺘﻔﻭﻕ‬ ‫ﻭﻨﺸﺎﻁﺎﺕ‬ ‫ﻤﻭﻀﻭﻋﺎﺕ‬
‫ﺍﻟﻌﺎﺩﻴﺔ‬ ‫ﺍﻟﺼﻔﻭﻑ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻤﻨﺎﻫﺞ‬ ‫ﻤﻥ‬)٤٩(
.
‫ﺍﻹﺜﺭﺍﺀ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﺤﻘﻴﻘﺔ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻋﻠﻰ‬:‫ﻟﻠﻁﻔل‬ ‫ﻴﻘﺩﻡ‬ ‫ﺃﻥ‬
‫ﺃﻗﺭﺍﻨﻪ‬ ‫ﻴﻔﻭﻕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﻩ‬ ‫ﻴﻨﺎﺴﺏ‬ ‫ﻤﺎ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬
‫ﺫﺍﺘﻪ‬ ‫ﻴﺤﻘﻕ‬ ‫ﺤﺘﻰ‬.
‫ﺍﻟﻨﺒﻲ‬ ‫ﻭﺼﻴﺔ‬ ‫ﻭﻓﻲ‬‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬-‫ﺭﻀﻲ‬‫ﺍﷲ‬
‫ﻋﻨﻬﻤﺎ‬-‫ﻗﻀﺎﻴﺎ‬ ‫ﻋﻥ‬ ‫ﺭﺍﻕ‬ ‫ﺒﺄﺴﻠﻭﺏ‬ ‫ﻴﺨﺎﻁﺒﻪ‬ ‫ﺃﻥ‬ ‫ﺘﺠﺩﻩ‬
‫ﻜﺎﻟﺩﻋﺎﺀ‬ ‫ﻭﻤﺴﺘﻠﺯﻤﺎﺘﻪ‬ ‫ﺒﺎﷲ‬ ‫ﻜﺎﻹﻴﻤﺎﻥ‬ ‫ﻜﺒﺭﻯ‬ ‫ﻭﺠﻭﺩﻴﺔ‬
‫ﺒﺎﻟﻘﺩﺭ‬ ‫ﻭﺍﻹﻴﻤﺎﻥ‬ ،‫ﻭﺍﻟﺴﺅﺍل‬.
‫ﺍﻟﻨﺒﻲ‬ ‫ﻴﺨﺎﻁﺏ‬ ‫ﻜﻴﻑ‬ ‫ﻴﺘﺴﺎﺀل‬ ‫ﺍﻟﻭﺼﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻴﺴﻤﻊ‬ ‫ﻭﻤﻥ‬
‫ﺍﻟﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺒﻤﺜل‬ ‫ﹰ‬‫ﺎ‬‫ﻏﻼﻤ‬!!‫ﺍﻟﻨﺒﻲ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﺇﻥ‬ ‫ﺇﻻ‬
‫ﻫ‬ ‫ﻤﺜل‬ ‫ﻟﻘﺒﻭل‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻻﺴﺘﻌﺩﺍﺩ‬،‫ﺍﻟﻭﺼﻴﺔ‬ ‫ﺫﻩ‬
‫ﻴﺨﺼﻪ‬ ‫ﺠﻌﻠﻪ‬-‫ﻏﻴﺭﻩ‬ ‫ﺩﻭﻥ‬-‫ﺍﻟﻭﺼﻴﺔ‬ ‫ﺒﻬﺫﻩ‬ ‫ﺍﻟﻐﻠﻤﺎﻥ‬ ‫ﻤﻥ‬.
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻗﺎل‬-‫ﻋﻨﻬﻤﺎ‬ ‫ﺍﷲ‬ ‫ﺭﻀﻲ‬-‫ﺨﻠﻑ‬ ‫ﺭﻜﺏ‬ ‫ﺃﻨﻪ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﻟﻪ‬ ‫ﻓﻘﺎل‬ ‫ﹰ‬‫ﺎ‬‫ﻴﻭﻤ‬" :‫ﺇﻨﻲ‬ ‫ﻏﻼﻡ‬ ‫ﻴﺎ‬
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9. .................................................................................................... 
 ١٦٥
‫ﻜﻠﻤﺎﺕ‬ ‫ﻤﻌﻠﻤﻙ‬:،‫ﺘﺠﺎﻫﻙ‬ ‫ﺘﺠﺩﻩ‬ ‫ﺍﷲ‬ ‫ﺍﺤﻔﻅ‬ ،‫ﻴﺤﻔﻅﻙ‬ ‫ﺍﷲ‬ ‫ﺍﺤﻔﻅ‬
‫ﻭ‬ ،‫ﺒﺎﷲ‬ ‫ﻓﺎﺴﺘﻌﻥ‬ ‫ﺍﺴﺘﻌﻨﺕ‬ ‫ﻭﺇﺫﺍ‬ ‫ﺍﷲ‬ ‫ﻓﺎﺴﺄل‬ ‫ﺴﺄﻟﺕ‬ ‫ﻭﺇﺫﺍ‬‫ﺃﻥ‬ ‫ﺍﻋﻠﻡ‬
‫ﺒﺸﻲﺀ‬ ‫ﺇﻻ‬ ‫ﻴﻀﺭﻭﻙ‬ ‫ﻟﻡ‬ ‫ﻴﻀﺭﻭﻙ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺠﺘﻤﻌﻭﺍ‬ ‫ﻟﻭ‬ ‫ﺍﻷﻤﺔ‬
‫ﺍﻟﺼﺤﻑ‬ ‫ﻭﺠﻔﺕ‬ ‫ﺍﻷﻗﻼﻡ‬ ‫ﺭﻓﻌﺕ‬ ،‫ﻋﻠﻴﻙ‬ ‫ﺍﷲ‬ ‫ﻜﺘﺒﻪ‬ ‫ﻗﺩ‬")٥٠(
.
‫ﺍﻟﺘﺴﺭﻴﻊ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﻨﺤﻭﻩ‬)‫ﺍﻟﺘﻜﺒﻴﺭ‬) (Acceleration.(
‫ﻟﻸﻁﻔﺎل‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺴﻨﻭﺍﺕ‬ ‫ﺍﺨﺘﺼﺎﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻴﻬﺩﻑ‬
‫ﺍﻟﻁﻔل‬ ‫ﻴﺘﻤﻜﻥ‬ ‫ﺒﺤﻴﺙ‬ ،‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬
‫ﺇ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻭﻫﻭﺏ‬‫ﺯﻤﻨﻴﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻨﻬﺎﺀ‬
‫ﺍﻟﻌﺎﺩﻱ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻴﺴﺘﻐﺭﻗﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﺘﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺃﻗل‬)٥١(
.
‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺍﻟﺨﻁﺎﺏ‬ ‫ﺒﻥ‬ ‫ﻋﻤﺭ‬ ‫ﺇﺩﺨﺎل‬ ‫ﻗﺼﺔ‬ ‫ﻭﻓﻲ‬
‫ﺒﻘﻭﻟﻬﻡ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻜﺒﺎﺭ‬ ‫ﻭﺍﻋﺘﺭﺍﺽ‬ ،‫ﺍﻟﻜﺒﺎﺭ‬ ‫ﻤﺠﺎﻟﺱ‬ ‫ﺇﻟﻰ‬:
"‫ﻤﺜﻠﻪ‬ ‫ﺃﺒﻨﺎﺀ‬ ‫ﻭﻟﻨﺎ‬ ‫ﻤﻌﻨﺎ‬ ‫ﻫﺫﺍ‬ ‫ﺘﺩﺨل‬ ‫ﻟﻡ‬"...)٥٢(
‫ﺇﻟﻰ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻤﺎ‬
‫ﻋﻤ‬ ‫ﻷﻥ‬ ‫ﺍﻟﻔﻜﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﺠﻭﻫﺭ‬ ‫ﺘﻁﺒﻴﻕ‬‫ﺍﺒﻥ‬ ‫ﻴﻠﺤﻕ‬ ‫ﺃﻥ‬ ‫ﺃﺭﺍﺩ‬ ‫ﺭ‬
‫ﺃﻋﻠﻡ‬ ‫ﻭﺍﷲ‬ ،‫ﺍﻟﻜﺒﺎﺭ‬ ‫ﻋﻠﻡ‬ ‫ﺒﻤﺠﺎﻟﺱ‬ ‫ﻋﺒﺎﺱ‬.
‫ﺏ‬(‫ﺍﻻﺠﺘﻤﺎﻋﻴ‬ ‫ﻟﻠﺠﻭﺍﻨﺏ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﻭﺴﺎﺌل‬‫ـ‬‫ﻻﺒﻥ‬ ‫ﺔ‬
‫ﻋﺒﺎﺱ‬
‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﻟﻸﻁﻔﺎل‬ ‫ﺇﻥ‬
‫ﺒﻤﻌﻨﻰ‬ ،‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻟﻬﻡ‬ ‫ﺃﻋﻁﻴﺕ‬ ‫ﺇﻥ‬ ‫ﺍﻟﺴﻠﻴﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻤﻌﺎﻤﻠﺔ‬ ‫ﻋﻭﻤﻠﻭﺍ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﺴﻠﻴﻡ‬ ‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺃﻥ‬
‫ﻤﻨﺎﺴﺒﺔ‬)٥٣(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻅﻬﺭ‬ ‫ﻭﻟﻘﺩ‬‫ﻋﺒﺎﺱ‬ ‫ﺒﺎﺒﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺨﺎﺼ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻫﺘﻤﺎﻤ‬
‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻓﻲ‬ ‫ﻴﺸﺭﻜﻪ‬ ‫ﻓﻬﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ‬ ‫ﻓﻲ‬
‫ﺒل‬ ،‫ﺘﻨﻘﻼﺘﻪ‬ ‫ﻓﻲ‬ ‫ﻭﻴﺭﺍﻓﻘﻪ‬ ‫ﻤﻌﺎﺸﺭﺘﻪ‬ ‫ﻭﻴﺤﺴﻥ‬ ‫ﺯﻴﺎﺭﺍﺘﻪ‬
‫ﺒﻴﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﻴﺕ‬ ‫ﻓﻲ‬ ‫ﻟﻪ‬ ‫ﻭﻴﺄﺫﻥ‬.
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻜﻴﻑ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻨﺒﻭﻴﺔ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻋﺩﺓ‬ ‫ﻭﻨﻠﻤﺢ‬
‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬:
١-‫ﺍﻟﻌ‬ ‫ﻭﺤﺴﻥ‬ ‫ﺍﻟﻤﺨﺎﻟﻁﺔ‬‫ﺸﺭﺓ‬:
‫ﺍﻟﻨﺒﻲ‬ ‫ﻤﻊ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﻟﺤﻴﺎﺓ‬ ‫ﺍﻟﻤﺘﺘﺒﻊ‬ ‫ﺇﻥ‬‫ﺃﻨﻬﺎ‬ ‫ﻴﺩﺭﻙ‬
‫ﺍﻟﻤﺠﺎﻟﺱ‬ ‫ﻓﻲ‬ ‫ﻴﺭﺍﻓﻘﻪ‬ ‫ﻜﺎﻥ‬ ‫ﻓﻠﺫﻟﻙ‬ ،‫ﺒﺎﺒﻨﻪ‬ ‫ﺍﻟﻭﺍﻟﺩ‬ ‫ﻋﻼﻗﺔ‬
‫ﺭﺴﻭل‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻴﺩ‬ ‫ﺃﺸﻬﺩﺕ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺴﺌل‬ ‫ﻓﻘﺩ‬ ،‫ﻭﺍﻟﻤﺤﺎﻓل‬
‫ﺍﷲ‬‫ﻗﺎل‬ ‫؟‬:‫ﻟﺼﻐﺭﻱ‬ ‫ﺸﻬﺩﺘﻪ‬ ‫ﻤﺎ‬ ‫ﻤﻨﻪ‬ ‫ﻤﻜﺎﻨﻲ‬ ‫ﻭﻟﻭﻻ‬ ،‫ﻨﻌﻡ‬...
‫ﺍﻟﺤﺩﻴﺙ‬")٥٤(
.
‫ﺼﻐ‬ ‫ﻓﺭﻏﻡ‬‫ـ‬‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ‫ﺴﻨﻪ‬ ‫ﺭ‬‫ﺍﺼﻁ‬‫ﺇﻟﻰ‬ ‫ﺤﺒﻪ‬
‫ﺍﻟﺨﺼﻭﺼﻴﺔ‬ ‫ﺒﻬﺫﻩ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺃﺤﺴﻥ‬ ‫ﻭﻗﺩ‬ ،‫ﺍﻟﻌﻴﺩ‬ ‫ﺼﻼﺓ‬
‫ﻗﺎل‬ ‫ﻓﻠﺫﻟﻙ‬" :‫ﻤﻨﻪ‬ ‫ﻤﻜﺎﻨﻲ‬ ‫ﻟﻭﻻ‬."
‫ﺸﺭﺏ‬ ‫ﻗﺼﺔ‬ ‫ﻓﻲ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺤﺩﻴﺙ‬ ‫ﺴﺒﻕ‬ ‫ﻭﻤﻤﺎ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﻤﺭﺍﻓﻘﺘﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﻤﻤﺎ‬ ،‫ﺍﻟﻭﻟﻴﺩ‬ ‫ﺒﻥ‬ ‫ﺨﺎﻟﺩ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻠﺒﻥ‬
‫ﺍﻟﻤﺠﺎﻟﺱ‬ ‫ﺤﻀﻭﺭ‬ ‫ﻓﻲ‬)٥٥(
.
٢-‫ﻟﻠﻨﺒﻲ‬ ‫ﻤﺸﺎﺭﻜﺘﻪ‬‫ﺘﻨﻘﻠﻪ‬ ‫ﻓﻲ‬:
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺤﺩﺙ‬ ‫ﻜﻤﺎ‬‫ﻴﺭﺩﻓﻪ‬ ‫ﻜﺎﻥ‬
‫ﺩﺍﺒﺘﻪ‬ ‫ﻋﻠﻰ‬)٥٦(
.
٣-‫ﺍﻟﻨﺒﻲ‬ ‫ﺒﻴﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﻴﺕ‬:
‫ﺍﻟﻨﺒﻲ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﺤﺴﻥ‬ ‫ﻭﻤﻥ‬‫ﺃﺫﻥ‬ ‫ﺃﻨﻪ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬
‫ﺃﺨﺒﺭﻩ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺃﻥ‬ ‫ﻜﺭﻴﺏ‬ ‫ﻓﻌﻥ‬ ،‫ﺒﻴﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺒﻴﺕ‬ ‫ﻓﻲ‬ ‫ﻟﻪ‬
‫ﻭﻫﻲ‬ ‫ﻤﻴﻤﻭﻨﻪ‬ ‫ﻋﻨﺩ‬ ‫ﺒﺎﺕ‬ ‫ﺃﻨﻪ‬-‫ﺨﺎﻟﺘﻪ‬-‫ﻓﻲ‬ ‫ﻓﺎﻀﻁﺠﻌﺕ‬
‫ﺍﷲ‬ ‫ﺭﺴﻭل‬ ‫ﻭﺍﻀﻁﺠﻊ‬ ،‫ﺍﻟﻭﺴﺎﺩﺓ‬ ‫ﻋﺭﺽ‬‫ﻓﻲ‬ ‫ﻭﺃﻫﻠﻪ‬
‫ﻁﻭﻟﻬﺎ‬...‫ﺍﻟﺤﺩﻴﺙ‬)٥٧(
‫ﺍ‬ ‫ﻭﺫﻜﺭ‬ ،‫ﺃﺨﺭﻯ‬ ‫ﺭﻭﺍﻴﺔ‬ ‫ﺤﺠﺭ‬ ‫ﺒﻥ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬ ‫ﻭﻓﻴﻬﺎ‬‫ﻓﻘﺎل‬ ،‫ﺍﻟﻤﺒﻴﺕ‬ ‫ﻤﻨﻪ‬ ‫ﻁﻠﺏ‬" :‫ﺒﺕ‬ ‫ﺒﻨﻲ‬ ‫ﻴﺎ‬
‫ﻋﻨﺩﻨﺎ‬ ‫ﺍﻟﻠﻴﻠﺔ‬"....)٥٨(
.
‫ﺝ‬(‫ﺍﻟﻭﺠﺩﺍﻨﻴﺔ‬ ‫ﻟﻠﺠﻭﺍﻨﺏ‬ ‫ﺍﻟﻨﺒﻭﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﺔ‬ ‫ﻭﺴﺎﺌل‬:
‫ﻟﻠﻤﻭﻫﻭﺒﻴﻥ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﺍﻟﻤﻨﺎﺥ‬ ‫ﺘﻬﻴﺌﺔ‬ ‫ﺇﻥ‬
‫ﻤﻥ‬ ‫ﻟﻴﺘﻤﻜﻨﻭﺍ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻭﺍﺤﺘﺭﺍﻡ‬ ‫ﻭﺍﻻﺴﺘﻘﺭﺍﺭ‬ ‫ﺒﺎﻷﻤﻥ‬ ‫ﻴﺸﻌﺭﻫﻡ‬
‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺇﻨﺠﺎﺯﺍﺘﻬﻡ‬ ‫ﺘﺩﻋﻴﻡ‬‫ﻁﻤﻭﺤﺎﺘﻬﻡ‬)٥٩(
.
‫ﺍﻟﻨﺒﻲ‬ ‫ﺴﻠﻙ‬ ‫ﻭﻟﻘﺩ‬‫ﺍﻟﻤﻨﺎﺥ‬ ‫ﻟﺘﻬﻴﺌﺔ‬ ‫ﻁﺭﻕ‬ ‫ﻋﺩﺓ‬
‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺒﺎﺱ‬ ‫ﻻﺒﻥ‬ ‫ﺍﻟﻭﺠﺩﺍﻨﻲ‬ ‫ﺍﻟﻨﻔﺴﻲ‬:
١-‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬:
‫ﻨﻅﺭﻴﺔ‬ ‫ﺃﻥ‬ ‫ﺫﻜﺭﻨﺎ‬ ‫ﺃﻥ‬ ‫ﺴﺒﻕ‬)‫ﺭﻴﻨﻭﺯﻟﻲ‬(‫ﺍﻟﻤﻭﻫﺒﺔ‬ ‫ﻓﻲ‬
‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ،‫ﻟﻬﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺴﺎﺴﻴ‬ ‫ﹰ‬‫ﺎ‬‫ﻤﻜﻭﻨ‬ ‫ﻭﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﺍﻟﻤﺜﺎﺒﺭﺓ‬ ‫ﺠﻌل‬ ‫ﺤﻴﺙ‬
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻥ‬ ‫ﻨﺠﺩ‬ ‫ﺍﻟﻤﺠﺎل‬‫ﺩ‬ ‫ﻴﻨﻤﻲ‬‫ﻤﻥ‬ ‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺍﻓﻌﻴﺔ‬
‫ﻤﻭﻀﻊ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﻋﺎﺀ‬ ‫ﺃﺴﻠﻭﺏ‬ ‫ﺨﻼل‬"‫ﻓﻲ‬ ‫ﻓﻘﻬﻪ‬ ‫ﺍﻟﻠﻬﻡ‬
‫ﺍﻟﺩﻴﻥ‬" "‫ﺍﻟﺤﻜﻤﺔ‬ ‫ﻋﻠﻤﻪ‬ ‫ﺍﻟﻠﻬﻡ‬" "‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻋﻠﻤﻪ‬ ‫ﺍﻟﻠﻬﻡ‬."
‫ﺍﻟﻨﺒﻲ‬ ‫ﺃﻅﻬﺭ‬ ‫ﻜﻤﺎ‬‫ﻜﻤﺎ‬ ،‫ﻋﺒﺎﺱ‬ ‫ﺍﺒﻥ‬ ‫ﺒﻤﻭﻫﺒﺔ‬ ‫ﺇﻋﺠﺎﺒﻪ‬
‫ﻴﻘﻭل‬" :‫ﹰ‬‫ﺎ‬‫ﻭﻓﻬﻤ‬ ‫ﹰ‬‫ﺎ‬‫ﻋﻠﻤ‬ ‫ﻴﺯﻴﺩﻨﻲ‬ ‫ﺃﻥ‬ ‫ﺍﷲ‬ ‫ﻓﺩﻋﺎ‬ ‫ﻓﺄﻋﺠﺒﺘﻪ‬")٦٠(
.
٢-‫ﺍﻟﺫﺍﺕ‬ ‫ﺘﺤﻘﻴﻕ‬:
‫ﻴﻌﺩ‬"‫ﺍﻟﺫ‬ ‫ﺘﺤﻘﻴﻕ‬‫ﺍﺕ‬"‫ﺃﺴ‬‫ـ‬‫ﺍﻟﻤﻭﻫﻭﺏ‬ ‫ﻭﺠﺩﺍﻥ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﺎﺴ‬
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