4-ناصر_مهدي_وموسى_حلس_-_دور_وسائل_الإعلام_للنشر.pdf

‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﺍﻝﻌﻠﻭﻡ‬ ‫ﺴﻠﺴﻠﺔ‬ ،‫ﺒﻐﺯﺓ‬ ‫ﺍﻷﺯﻫﺭ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻤﺠﻠﺔ‬
2010
‫ﺍﻝﻤﺠﻠ‬ ،
‫ﺩ‬
12
‫ﺍﻝﻌﺩﺩ‬ ،
2
‫ﺹ‬
135
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180
http://www.alazhar.edu.ps/arabic/Deanships/Higher_Edu/Higher_Education.htm
‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻰ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬
)
‫ﺍﻷﺯﻫﺭ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻵﺩﺍﺏ‬ ‫ﻜﻠﻴﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬
(
Mass media role in establishing social conscious among
Palestinian youth
‫ﺤﻠﺱ‬ ‫ﻋﺒﺩﺍﻝﺭﺤﻴﻡ‬ ‫ﻤﻭﺴﻰ‬
‫ﻤﻬﺩﻱ‬ ‫ﻋﻠﻲ‬ ‫ﻨﺎﺼﺭ‬
‫ﻗﺴﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻉ‬
‫ﺍﻷﺩ‬ ‫ﻜﻠﻴﺔ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻭﺍﻝﻌﻠﻭﻡ‬ ‫ﺍﺏ‬
‫ﺍﻷﺯﻫﺭ‬ ‫ﺠﺎﻤﻌﺔ‬
–
‫ﻏﺯﺓ‬
‫ﺍﻻﺠﺘﻤﺎﻉ‬ ‫ﻗﺴﻡ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻭﺍﻝﻌﻠﻭﻡ‬ ‫ﺍﻷﺩﺍﺏ‬ ‫ﻜﻠﻴﺔ‬
‫ﺍﻷﺯﻫﺭ‬ ‫ﺠﺎﻤﻌﺔ‬
–
‫ﻏﺯﺓ‬
‫ﺍﻻﺴﺘﻼﻡ‬ ‫ﺘﺎﺭﻴﺦ‬
3
/
2
/
2010
‫ﺍﻝﻘﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ‬
14
/
7
/
2010
‫ﺍﻝﻤﻠﺨﺹ‬
:
‫ﺍﻹﻋـﻼﻡ‬ ‫ﻭﺴـﺎﺌل‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺤﻅﻲ‬
،‫ﻭﺍﻷﻜـﺎﺩﻴﻤﻴﻴﻥ‬ ،‫ﺍﻝﻤﻔﻜـﺭﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻌﺩﻴﺩ‬ ‫ﺒﺎﻫﺘﻤﺎﻡ‬
‫ﻓ‬ ‫ﺩﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻝﻪ‬ ‫ﻝﻤﺎ‬ ‫ﻭﺍﻝﺒﺎﺤﺜﻴﻥ؛‬
‫ﺍﻫﺘﻤـﺎﻡ‬ ‫ﺇﺜـﺎﺭﺓ‬ ‫ﻲ‬
‫ﺍﻝﻤﻁﺭﻭﺤﺔ‬ ‫ﻭﺍﻝﻤﺸﻜﻼﺕ‬ ‫ﺒﺎﻝﻘﻀﺎﻴﺎ‬ ‫ﺍﻝﺠﻤﻬﻭﺭ‬
.
‫ﻝـﺫﺍ‬
‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻝﻠﺘﻌﺭﻑ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻨﻁﻠﻘﺕ‬
‫ﻝـﺩﻯ‬ ‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬
‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬
.
‫ﻓـﻲ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺘﻨﺒﻊ‬
‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻓﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺘﺴﻬﻡ‬ ‫ﻗﺩ‬ ‫ﺃﻨﻬﺎ‬
‫ـﺔ‬
‫ﻁﻠﺒـ‬ ‫ـﺩﻱ‬
‫ﻝـ‬ ‫ـﺎﻋﻲ‬
‫ﺍﻻﺠﺘﻤـ‬ ‫ـﻭﻋﻲ‬
‫ﺍﻝـ‬ ‫ـﻰ‬
‫ﻋﻠـ‬
‫ﺍﻝﺠﺎﻤﻌﺎﺕ‬
.
‫ﻭ‬
‫ﻤـﻨﻬﺞ‬ ‫ﺍﻝﺒﺎﺤـﺙ‬ ‫ﺍﺴﺘﺨﺩﻡ‬
"
‫ﺍﻝﻤـﺴﺢ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
"
‫ﺍﻝﺒﺤﺜﻴـﺔ‬ ‫ﺍﻝﻤﻨـﺎﻫﺞ‬ ‫ﺃﻨﺴﺏ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻩ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻝﻤﺜل‬
.
‫ﺒﺈﻋـﺩﺍﺩ‬ ‫ﺍﻝﺒﺎﺤﺜﺎﻥ‬ ‫ﻗﺎﻡ‬ ‫ﺤﻴﺙ‬
‫ﺍﻝﻤﺤـﻭﺭ‬ ‫ﺘـﻀﻤﻥ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﺜﻼﺜﺔ‬ ‫ﺸﻤﻠﺕ‬ ‫ﺍﺴﺘﺒﺎﻨﻪ‬
‫ﺒﻁـﻼﺏ‬ ‫ﺍﻝﺨﺎﺼـﺔ‬ ‫ﺍﻷﻭﻝﻴﺔ‬ ‫ﺍﻝﺒﻴﺎﻨﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻭل‬
‫ﺘﻌﺭﺽ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺘﻭﻯ‬ ‫ﻭﺍﻝﺜﺎﻨﻲ‬ ،‫ﺍﻵﺩﺍﺏ‬ ‫ﻜﻠﻴﺔ‬
‫ﻭﺍﻝﻤﺤـ‬ ،‫ﺍﻹﻋـﻼﻡ‬ ‫ﻝﻭﺴﺎﺌل‬ ‫ﺍﻝﺸﺒﺎﺏ‬
‫ﺍﻷﺨﻴـﺭ‬ ‫ﻭﺭ‬
‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝـﻭﻋﻲ‬ ‫ﻤﺩﻯ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺘﻭﻯ‬
Abstract : Mass media attracted
the interest of scholars, and
researchers as the former has its
own effects on the current
issue.
This study aims at exploring
the role of mass media in
constituting social awareness of
Palestinian youth. It gains its
importance from its
contribution in understanding
the nature of mass media. Its
effect on social awareness of
university students. The
researchers employ. “social
survey” method as it is the
most suitable for this research
purpose. A questionnaire was
prepared, including three points
of the initial data about the
students of faculty of arts,
measuring the exposure of
youth to mass media, and

‫ﻤﻬﺩﻱ‬ ‫ﻨﺎﺼﺭ‬ ،‫ﺤﻠﺱ‬ ‫ﻤﻭﺴﻰ‬
--------------------------------------------
)
136
(
--------
2010
‫ﺍﻝﻤﺠﻠﺩ‬ ،
12
1
‫ﻝﻠﺸﺒﺎﺏ‬
.
‫ﺒﻌﺩ‬ ‫ﺍﻹﺴﺘﺒﺎﻨﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻝﺒﺎﺤﺜﺎﻥ‬ ‫ﻭﻗﺎﻡ‬
‫ﻓﻌل‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ‬ ‫ﺼﺩﻗﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻝﺘﺄﻜﺩ‬
"
‫ﺜﺒﺎﺕ‬
‫ﺍﻹﻋﺎﺩﺓ‬
"
‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﻪ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻋﻠﻰ‬
"
219
"
‫ﻁﺎﻝـﺏ‬
.
‫ﺇﻝﻰ‬ ‫ﺍﻝﺘﻭﺼل‬ ‫ﺘﻡ‬ ‫ﺘﺤﻠﻴﻠﻬﺎ‬ ‫ﺜﻡ‬ ،‫ﺍﻝﺒﻴﺎﻨﺎﺕ‬ ‫ﺠﻤﻊ‬ ‫ﻭﺒﻌﺩ‬
‫ﻭﺘـﺸﻜﻴل‬ ‫ﺒﻠـﻭﺭﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻤﺩﻯ‬
‫ﺍ‬
‫ﺍﻝﺠﺎﻤﻌـﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﻭﻋﻲ‬
.
‫ﻜﻤـﺎ‬
،‫ﺁﻝﻴـﺎﺕ‬ ‫ﻭﻀـﻊ‬ ‫ﺃﻫﻤﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺒﺘﻭﺼﻴﺎﺕ‬ ‫ﺨﺭﺠﺕ‬
‫ﺍﻝﻤـﺎﺩﺓ‬ ‫ﻁﻭﻓﺎﻥ‬ ‫ﻝﻤﻭﺍﺠﻬﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﺇﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﻗـﻴﻡ‬ ‫ﺘﺴﺘﻬﺩﻑ‬ ‫ﻭﺍﻝﺘﻲ‬ ،‫ﻫﺎﺩﻓﺔ‬ ‫ﻭﺍﻝﻐﻴﺭ‬ ،‫ﺍﻹﻋﻼﻤﻴﺔ‬
‫ﻋﻠـﻰ‬ ‫ﻭﺍﻝﻌﻤـل‬ ،‫ﺍﻝﻔﻠـﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻭﻤﻔﺎﻫﻴﻡ‬
،‫ـﺎﻓﻲ‬
‫ﻭﺍﻝﺜﻘـ‬ ،‫ـﺴﻴﺎﺴﻲ‬
‫ﺍﻝـ‬ ‫ـﺒﺎﻉ‬
‫ﺍﻹﺸـ‬ ‫ـﻕ‬
‫ﺘﺤﻘﻴـ‬
‫ﻭﺍﻝﺘﺭﺒﻭﻱ‬ ،‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‬
.
finally measuring the social
awareness youth. The sample
includes 219 students gathering
and analyzing data, the role of
mass medial in forming the
social awareness of university
students is clear. There is
number of recommendations
such employing new strategies
and technique to manage such
how of media which targets the
concepts, values of the
Palestinian society to achieve
social, political, cultural, and
educational satisfaction.
‫ﻤﻘﺩﻤﺔ‬
‫ﺍﻝﺘﻘـﺩﻡ‬ ‫ﺒﻔـﻀل‬ ‫ﹰ‬
‫ﻼ‬‫ﻫﺎﺌ‬ ‫ﹰ‬
‫ﺍ‬‫ﺘﻁﻭﺭ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻝﺴﻨﻭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻌﺩﺩﺕ‬ ،‫ﺍﻻﺘﺼﺎل‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﻁﻭﺭﺕ‬
‫ﺍﻝﻌﺸﺭﻭﻥ‬ ‫ﺍﻝﻘﺭﻥ‬ ‫ﺸﻬﺩﻫﺎ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ‬ ‫ﻭﺍﻝﺜﻭﺭﺓ‬ ‫ﺍﻝﻌﻠﻤﻲ‬
.
‫ﺘﻤﺎﺭﺱ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻓﺄﺼﺒﺤﺕ‬
‫ﺒﺎﻝﻘﻀﺎﻴﺎ‬ ‫ﺍﻝﺠﻤﻬﻭﺭ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﺇﺜﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬
‫ﺎ‬‫ﺠﻭﻫﺭﻴ‬ ‫ﹰ‬
‫ﺍ‬‫ﺩﻭﺭ‬
‫ﻭﺴﺎﺌل‬ ‫ﺘﻌﺩ‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻝﻤﻁﺭﻭﺤﺔ‬ ‫ﻭﺍﻝﻤﺸﻜﻼﺕ‬
،‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻋﻥ‬ ‫ﻤﻌﻠﻭﻤﺎﺘﻪ‬ ‫ﺍﺴﺘﻘﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺠﻤﻬﻭﺭ‬ ‫ﺇﻝﻴﻪ‬ ‫ﻴﻠﺠﺄ‬ ‫ﹰ‬
‫ﺎ‬‫ﺭﺌﻴﺴ‬ ‫ﹰ‬
‫ﺍ‬‫ﻤﺼﺩﺭ‬ ‫ﺍﻹﻋﻼﻡ‬
‫ﻓﻬﻭ‬ ‫ﺍﻝﻭﺍﺴﻊ‬ ‫ﻭﺍﻨﺘﺸﺎﺭﻩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺘﻪ‬ ‫ﺒﺴﺒﺏ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ،‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬
–
‫ﺍﻹﻋﻼﻡ‬
–
‫ﺒﻘﺩﺭﺘﻪ‬
‫ﺍﻝﻤﺠﺘﻤﻌﻲ‬ ‫ﺍﻝﺘﻜﻭﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻋﻅﻡ‬ ‫ﺍﻝﻘﺴﻡ‬ ‫ﻭﻤﺨﺎﻁﺒﺔ‬ ‫ﺍﻝﺤﺭﺍﻙ‬ ‫ﻋﻠﻰ‬
‫ﺍﻝﺘـﺄﺜﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻤﻜﺎﻨﻴﺔ‬ ‫ﻴﻤﺘﻠﻙ‬ ،
،‫ﻤﺒﺎﺸـﺭﺓ‬ ‫ﻏﻴﺭ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺒﺘﺸﻜﻴل‬ ‫ﻴﻘﻭﻡ‬ ‫ﻭﺇﻨﻤﺎ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺼﻭﺭﺓ‬ ‫ﻴﺄﺨﺫ‬ ‫ﻻ‬ ‫ﺍﻝﺫﻱ‬
‫ﻤﻘﺩﻤﺎﺕ‬ ‫ﺩﻭﻥ‬ ‫ﻤﻠﺤﻭﻅﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺘﺴﺎﺭﻋﺔ‬ ‫ﻭﺒﻭﺜﻴﺭﺓ‬
.
‫ﺤﻴـﺎﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬
‫ﺍ‬‫ﻤﺅﺜﺭ‬ ‫ﹰ‬
‫ﺍ‬‫ﻋﻨﺼﺭ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻴﻤﺜل‬ ‫ﻜﻤﺎ‬
‫ﺒﻔﺎﻋﻠﻴﺔ‬ ‫ﻭﻴﺴﻬﻡ‬ ،‫ﻭﺍﻝﺜﻘﺎﻓﺔ‬ ‫ﻝﻠﻔﻜﺭ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﻭﺍﻝﻤﺭﻭﺝ‬ ،‫ﺍﻝﻨﺎﺸﺭ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻩ‬ ‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬
‫ﻋﻤﻠﻴـﺔ‬ ‫ﻓـﻲ‬
‫ﻭﺍﻝﻤﺅﺴـﺴﺎﺕ‬ ‫ﺍﻝﺘﻌﻠﻴﻤﻴـﺔ‬ ‫ﻭﺍﻝﻤﺅﺴﺴﺎﺕ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻝﻰ‬ ‫ﻝﻸﻓﺭﺍﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬
‫ﻭﺍﻝﺘـﺄﺜﻴﺭ‬ ‫ﺍﻝﺘﻔﺎﻋـل‬ ‫ﻁﺭﻴﻘﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻝﺜﻘﺎﻓﺔ‬ ‫ﻤﻨﺘﺠﻲ‬ ‫ﺃﺤﺩ‬ ‫ﺍﻝﻌﺎﻝﻡ‬ ‫ﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻜﺜﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺇﻨﻪ‬ ‫ﺒل‬ ‫ﺍﻝﻤﺩﻨﻴﺔ؛‬
‫ﺠﺩﻴﺩﺓ‬ ‫ﹰ‬
‫ﺍ‬‫ﺃﺒﻌﺎﺩ‬ ،‫ﺒﺎﺨﺘﻼﻓﻬﺎ‬ ،‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺍﻜﺘﺴﺒﺕ‬ ‫ﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻝﺴﻨﻭﺍﺕ‬ ‫ﻭﻓﻰ‬ ،‫ﺍﻝﻤﺘﺒﺎﺩل‬ ‫ﺍﻹﻨﺴﺎﻨﻲ‬
‫ﺯﺍ‬
‫ﻭﺍﻝﺠﻤﺎﻋﺎﺕ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺄﺜﻴﺭﻩ‬ ‫ﻗﻭﺓ‬ ‫ﻤﻥ‬ ‫ﺩﺕ‬
.
‫ﺒﺎﻋﺘﺒـﺎﺭﻩ‬ ‫ﺍﻹﻋـﻼﻡ‬ ‫ﺃﻥ‬ ‫ﺫﻝـﻙ‬ ‫ﺇﻝﻰ‬ ‫ﺃﻀﻑ‬
،‫ﻭﺴﻴﺎﺴـﻴﺔ‬ ،‫ﺍﻗﺘـﺼﺎﺩﻴﺔ‬ ‫ﻤـﻀﺎﻤﻴﻥ‬ ‫ﻴﺤﻤل‬ ‫ﺍﻝﺒﺸﺭﻴﺔ‬ ‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻫﺎﻤﺔ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﺅﺴﺴﺔ‬

-----
-
-
----
--
-------
‫ﺍﻝﺠﺎﻤﻌﺎﺕ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬
2010
12
1
----------
)
137
(
‫ﺇﻝـﻰ‬ ‫ﺘـﺅﺩﻱ‬ ‫ﻓﺈﻨﻬﺎ‬ ،‫ﻭﻫﻭﻴﺘﻪ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﺘﺭﺴﻴﺦ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻘﺩﺭﺓ‬ ‫ﻝﻬﺎ‬ ‫ﺘﻜﻥ‬ ‫ﻝﻡ‬ ‫ﺇﻥ‬ ‫ﻭﺃﻴﺩﻴﻭﻝﻭﺠﻴﺔ‬
‫ﺍﻝﻌﻘﻭل‬ ‫ﻭﺇﻓﺴﺎﺩ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺯﻴﻴﻑ‬
.
]
‫ﻤﻭﺴﻲ‬
،
1988
،
‫ﺹ‬
243
-
‫ﺹ‬
[268
‫ﺍﻝﻐﺯﻭ‬ ‫ﺒﻌﻤﻠﻴﺎﺕ‬ ‫ﹰ‬
‫ﺍ‬‫ﺘﺄﺜﺭ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻓﺌﺎﺕ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻫﻭ‬ ‫ﺍﻝﻌﺭﺒﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﺒﺄﻥ‬ ‫ﺍﻻﻋﺘﺭﺍﻑ‬ ‫ﻤﻥ‬ ‫ﺒﺩ‬ ‫ﻭﻻ‬
‫ﻭﺒﺎﻝـﺫﺍﺕ‬ ،‫ﺍﻝﺠﻤﺎﻫﻴﺭﻴـﺔ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻭﺘﻁﻭﺭ‬ ،‫ﺍﻝﻬﺎﺌل‬ ‫ﺍﻝﻤﻌﺭﻓﻲ‬ ‫ﻝﻼﻨﻔﺠﺎﺭ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﺍﻝﺜﻘﺎﻓﻲ؛‬
،‫ﺍﺠﺘﻤﺎﻋﻴﺎ‬ ‫ﹰ‬
‫ﺍ‬‫ﻤﺘﻐﻴﺭ‬ ‫ﺘﻤﺜل‬ ‫ﺇﺫﺍ‬ ‫ﺍﻝﺭﺍﻫﻥ‬ ‫ﺒﻭﺼﻔﻬﺎ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﻭﺼﻑ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻔﻀﺎﺌﻴﺎﺕ‬
‫ﹰ‬
‫ﺎ‬‫ﻭﺜﻘﺎﻓﻴ‬
‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻤﺼﺎﺩﺭ‬ ‫ﺃﺤﺩ‬ ‫ﻭﻫﻭ‬ ‫ﻭﺍﻝﺘﻌﻠﻡ‬ ‫ﻝﻠﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻝﺭﺌﻴﺱ‬ ‫ﺍﻝﻤﺼﺩﺭ‬ ‫ﻓﻬﻭ‬ ،‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬
‫ﺎ‬‫ﻤﻬﺎﻤ‬
‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻝﻌﻭﻝﻤﺔ‬ ‫ﻋﺼﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬
.
]
،‫ﺤﻠﺱ‬
2003
‫ﺹ‬،
[177
‫ﺍﻝﺴﺎﺒﻘﺔ‬ ‫ﺍﻝﺩﺭﺍﺴﺎﺕ‬
:
‫ﻝـﺒﻌﺽ‬ ‫ﻨﻌـﺭﺽ‬ ‫ﻝﻬﺎ‬ ‫ﻝﻠﺘﺼﺩﻱ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺘﺴﻌﻰ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻹﺸﻜﺎﻝﻴﺔ‬ ‫ﻤﻼﻤﺢ‬ ‫ﺍﺴﺘﻌﺭﺍﺽ‬ ‫ﻭﻗﺒﻴل‬
‫ﺍﻝﺴﺎﺒ‬ ‫ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻹﺸﻜﺎﻝﻴﺔ‬ ‫ﻝﻬﺫﻩ‬ ‫ﺍﻝﺘﺼﺩﻱ‬ ‫ﻤﻨﻬﺠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺒﺎﺤﺜﻴﻥ‬ ‫ﺘﻔﻴﺩ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻘﺔ‬
:
‫ﺘـﺸﻜﻴل‬ ‫ﻓـﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﺒﺘﻨﺎﻭل‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻤﺒﺎﺸﺭﺓ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬ ‫ﺃﻨﻪ‬ ‫ﺍﻝﻭﺍﻗﻊ‬
‫ﺒـﻪ‬ ‫ﺘﻘـﻭﻡ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﺩﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺜﻤﺔ‬ ‫ﻭﺇﻨﻤﺎ‬ ،‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻝﻭﻋﻰ‬
‫ﻋ‬ ‫ﺍﻝﺘﺄﺜﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻔﻀﺎﺌﻴﺎﺕ‬ ‫ﻻﺴﻴﻤﺎ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬
‫ﺍﻝﺩﻭﺭ‬ ‫ﺃﻭ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺍﻝﺩﻴﻨﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﺍﻝﻬﻭﻴﺔ‬ ‫ﻠﻰ‬
‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﻤﻥ‬ ‫ﻤﺎ‬ ‫ﺒﻘﻀﻴﺔ‬ ‫ﺍﻝﺘﻭﻋﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺘﻠﻌﺒﻪ‬ ‫ﺍﻝﺫﻱ‬
..
‫ﺒﺘﻨﺎﻭل‬ ‫ﺘﺴﻤﺢ‬ ‫ﻻ‬ ‫ﺍﻝﺒﺤﺙ‬ ‫ﻤﺴﺎﺤﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻝﻤﺎ‬ ‫ﻭ‬
‫ﺍﻝﺘﺎﻝﻲ‬ ‫ﺍﻝﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺫﻝﻙ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻗﻠﻴﻠﺔ‬ ‫ﻨﻤﺎﺫﺝ‬ ‫ﺘﻨﺎﻭل‬ ‫ﻓﻴﻤﻜﻥ‬ ‫ﺍﻝﺩﺭﺍﺴﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻜل‬
:
‫ﻨﺠﻡ‬ ‫ﺩﺭﺍﺴﺔ‬
)
1989
(
:
‫ﻭﺍﻝﺘﻲ‬
‫ﺍ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻝﻌﻼﻗﺔ‬ ‫ﻋﻥ‬ ‫ﻝﻠﻜﺸﻑ‬ ‫ﺍﻝﺴﻌﻲ‬ ‫ﺇﻝﻰ‬ ‫ﻫﺩﻓﺕ‬
‫ﺍﻝﻤـﺴﻴﻁﺭﺓ‬ ‫ﻝﻁﺒﻘﺔ‬
‫ﺨﻠـﺼﺕ‬ ‫ﺤﻴـﺙ‬ ‫ﺍﻝﺠﻤﺎﻫﻴﺭﻱ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺯﻴﻴﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﺴﺘﺨﺩﻤﻬﺎ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻭﺍﻷﺴﺎﻝﻴﺏ‬
‫ﺘﺤﺩﻴـﺩ‬ ‫ﻓـﻲ‬ ‫ﹰ‬
‫ﺍ‬‫ﺩﻭﺭ‬ ‫ﺘﻠﻌـﺏ‬ ‫ﻝﻸﻓﺭﺍﺩ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻭﺍﻝﻅﺭﻭﻑ‬ ،‫ﺍﻝﻤﺎﺩﻱ‬ ‫ﺍﻝﻭﺠﻭﺩ‬ ‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﹰ‬
‫ﺎ‬‫ﻭﺃﻴـﻀ‬ ،‫ﺍﻝﺠﻤﺎﻋﻴـﺔ‬ ‫ﺍﻝﻘﻴﺎﺩﺓ‬ ‫ﻤﺒﺎﺩﺉ‬ ‫ﺘﺭﺴﻴﺦ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻷﻴﺩﻴﻭﻝﻭﺠﻴﺔ‬ ‫ﺘﺅﺩﻱ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻭﻋﻴﻬﻡ‬
‫ﻭﺴﺎﺌل‬ ‫ﹸﺤﺩﺙ‬
‫ﺘ‬
‫ﻋﻠـﻰ‬ ‫ﺒـﺎﻝﻎ‬ ‫ﻭﺘﺄﺜﻴﺭﻫـﺎ‬ ‫ﻤﻌـﻪ‬ ‫ﺍﻝﺘﻌﺎﻤل‬ ‫ﻴﺼﻌﺏ‬ ‫ﹰ‬
‫ﺍ‬‫ﻤﺤﺩﻭﺩ‬ ‫ﹰ‬
‫ﺍ‬‫ﻗﺎﺼﺭ‬ ‫ﹰ‬
‫ﺎ‬‫ﻭﻋﻴ‬ ‫ﺍﻹﻋﻼﻡ‬
‫ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﻋﻔﻴﻔﻲ‬ ‫ﺍﻝﺴﻴﺩ‬ ‫ﺩﺭﺍﺴﺔ‬
)
1990
(
:
‫ﺍﻝـﻭﻋﻲ‬ ‫ﺘـﺩﻨﻰ‬ ‫ﺃﺴـﺒﺎﺏ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻝﺘﻌﺭﻑ‬ ‫ﺇﻝﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻭﺍﻝﺘﻲ‬
‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻭﻗﻀﺎﻴﺎﻩ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺸﺌﻭﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻤﺸﺎﺭﻜﺔ‬ ‫ﻭﺍﻨﺨﻔﺎﺽ‬ ،‫ﺍﻝﺴﻴﺎﺴﻲ‬
‫ﺍﻹﻗ‬ ‫ﻗﻠﻴﻠﻲ‬ ‫ﺍﻝﻁﻠﺒﺔ‬ ‫ﻝﺩﻱ‬ ‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺩﻨﻰ‬
‫ﻭﺴـﺎﺌل‬ ‫ﺘﻘﺩﻤﻬﺎ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻝﺒﺭﺍﻤﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎل‬

--------------------------------------------
)
138
(
--------
2010
12
1
،
‫ﻗـﺭﺍﺀﺓ‬ ‫ﻨـﺴﺒﺔ‬ ‫ﻭﺘﺩﻨﻲ‬ ،‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﺘﺴﺘﻘﻁﺏ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺒﺭﺍﻤﺞ‬ ‫ﺒﻜﻔﺎﻴﺔ‬ ‫ﺍﻝﻁﺎﻝﺏ‬ ‫ﺍﻗﺘﻨﺎﻉ‬ ‫ﻭﻋﺩﻡ‬
‫ﺍﻝﻤﺭﺘﺒـﺔ‬ ‫ﻭﺍﻝﻤﺠﻼﺕ‬ ‫ﺍﻝﺼﺤﻑ‬ ‫ﻝﻘﺎﺭﺉ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻭﺍﺤﺘﻼل‬ ،‫ﻭﺍﻝﻤﺠﻼﺕ‬ ‫ﺍﻝﺼﺤﻑ‬
‫ﻝﻸﺤ‬ ‫ﺍﻻﻨﺘﻤﺎﺀ‬ ‫ﻀﻌﻑ‬ ‫ﺇﻝﻰ‬ ‫ﻴﺅﺩﻱ‬ ‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻀﻌﻑ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻷﺨﻴﺭﺓ‬
‫ﺒﻴﻥ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺯﺍﺏ‬
‫ﺍﻝﺠﺎﻤﻌﺎﺕ‬ ‫ﻁﻼﺏ‬
.
‫ﺍﻝﺒﻴﻭﻤﻲ‬ ‫ﻓﻬﻤﻲ‬ ‫ﻋﺎﺩل‬ ‫ﺩﺭﺍﺴﺔ‬
)
1995
(
:
‫ﺍﻝﺠﺭﻴﻤﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺤﻴﺙ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﻝﻤﺭﺍﻫﻘﻴﻥ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ‫ﻴﻘﺩﻤﻬﺎ‬ ‫ﻜﻤﺎ‬
‫ﻴﻤ‬ ‫ﻭﺃﻨﻪ‬ ،‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﻤﺴﺘﻭﻯ‬ ‫ﺍﻝﻤﺸﺎﻫﺩﺓ‬ ‫ﺩﺍﻓﻌﻴﻪ‬ ‫ﺒﻴﻥ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺍﻝﺩﺭﺍﺴﺔﺇﻝﻰ‬ ‫ﻭﺘﻭﺼﻠﺕ‬
‫ﺃﻥ‬ ‫ﻜﻥ‬
‫ﻭﺘﻭﺼل‬ ،‫ﺘﻔﻜﻴﺭ‬ ‫ﺒﺩﻭﻥ‬ ‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ‫ﻋﺎﻝﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻤﺘﻀﻤﻨﺔ‬ ‫ﻭﺍﻝﻤﻌﺎﺭﻑ‬ ‫ﺍﻝﻘﻴﻡ‬ ‫ﺘﻠﻙ‬ ‫ﺍﻝﻤﺭﺍﻫﻕ‬ ‫ﻴﺘﻘﺒل‬
‫ﻤﻌﺎﺭﻓﻬﻡ‬ ‫ﺘﺤﺼﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻝﺠﻤﺎﻫﻴﺭﻱ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﺘﻤﺩﻭﻥ‬ ‫ﺍﻝﻤﺭﺍﻫﻘﻴﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺒﺎﺤﺙ‬
.
‫ﺍﻋﻲ‬ ‫ﺨﺯ‬ ‫ﺤﺴﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬
)
2001
(
:
‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ‫ﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﻌﺭﻑ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻫﺩﻓﺕ‬
‫ﺒﺎﺴﺘﺨ‬ ‫ﺍﻝﺼﺤﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻓﻲ‬
‫ﺍﻝﻤﻔـﺭﺩﺍﺕ‬ ‫ﻤـﻥ‬ ‫ﻋﻴﻨـﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﺤﻠﻴﻠﻲ‬ ‫ﺍﻝﻭﺼﻔﻲ‬ ‫ﺍﻝﻤﻨﻬﺞ‬ ‫ﺩﺍﻡ‬
‫ﺘﺯﻭﻴـﺩﻫﻥ‬ ‫ﻓـﻲ‬ ‫ﺃﺴﺎﺴـﻰ‬ ‫ﻤـﺼﺩﺭ‬ ‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺍﻷﺭﺩﻨﻲ‬ ‫ﻝﻠﻤﺠﺘﻤﻊ‬
‫ﻴﻠﻌﺏ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻝﺼﺤﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻨﺸﺭ‬ ‫ﻓﻲ‬ ‫ﻓﺎﻋﻠﺔ‬ ‫ﻭﺴﻴﻠﺔ‬ ‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ‫ﻭﻴﻌﺘﺒﺭ‬ ،‫ﺍﻝﺼﺤﻴﺤﺔ‬ ‫ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻝﺼﺤﻴﺔ‬ ‫ﺍﻝﺒﺭﺍﻤﺞ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻴﻔﻲ‬ ‫ﹰ‬
‫ﺎ‬‫ﻫﺎﻤ‬ ‫ﹰ‬
‫ﺍ‬‫ﺩﻭﺭ‬ ‫ﺒﺎﻻﺘﺼﺎل‬ ‫ﺍﻝﻘﺎﺌﻤﻭﻥ‬
.
‫ﺩﺭﺍﺴ‬
‫ﺤﺴﻴﻥ‬ ‫ﺒﻜﺭ‬ ‫ﺠﻤﻴﻠﺔ‬ ‫ﺔ‬
)
2001
(
:
‫ﺍﻝـﻭﻋﻲ‬ ‫ﻤﻔﻬـﻭﻡ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻝﺘﻌـﺭﻑ‬ ‫ﺇﻝﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻭﺍﻝﺘﻲ‬
‫ﺃﻓـﺭﺍﺩ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻭﻤـﺩﻯ‬ ‫ﺍﻝﻁﺒﻘﻲ‬ ‫ﻝﻠﺒﻌﺩ‬ ‫ﹰ‬
‫ﺎ‬‫ﻭﻓﻘ‬ ‫ﺍﺨﺘﻼﻓﻪ‬ ‫ﻭﻤﺩﻱ‬ ،‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺤﺎﻻﺕ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﺃﺘـﻰ‬ ‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻝﻤﺸﻜﻼﺘﻬﻡ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺒﺄﺒﻌﺎﺩﻩ‬ ‫ﺍﻝﻤﺼﺭﻱ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻝﺨﺼﻭﺼﻴﺔ‬ ‫ﹰ‬
‫ﺎ‬‫ﺍﻨﻌﻜﺎﺴ‬
‫ﻤـﻥ‬ ‫ﹰ‬
‫ﺎ‬‫ﺍﺠﺘﻤﺎﻋﻴـ‬ ‫ﻴﻭﻋﻲ‬ ‫ﻷﻨﻪ‬ ‫ﺍﻝﻤﺘﻨﺎﻗﺽ؛‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺨﻠﻕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﻤل‬ ‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ‫ﻭﺃﻥ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺃﺨﺭﻯ‬ ‫ﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﻬﺩﻡ‬ ‫ﻭﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻗﻴﻡ‬ ‫ﻭﻴﺩﻋﻡ‬ ‫ﻨﺎﺤﻴﺔ‬
.
‫ﻤﻜﺎﺭﻡ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻝﺤﻜﻴﻡ‬ ‫ﻋﺒﺩ‬ ‫ﺩﺭﺍﺴﺔ‬
)
2003
(
:
‫ﺍﻝﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﻌﺭﻑ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻫﺩﻓﺕ‬
‫ﺍﻝﺴ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺒﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺍﻝﺫﻱ‬
‫ﺍﻝﻴﻤﻨـﻲ‬ ‫ﺍﻝﺠـﺎﻤﻌﻲ‬ ‫ﺍﻝـﺸﺒﺎﺏ‬ ‫ﻝﺩﻯ‬ ‫ﻴﺎﺴﻲ‬
‫ﺍﻝﻤـﺴﺢ‬ ‫ﻨﻬـﺞ‬ ‫ﺒﺎﺴـﺘﺨﺩﺍﻡ‬ ‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﻭﺍﻝﺴﻠﻭﻙ‬ ‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﺒﺎﻹﺩﺭﺍﻙ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬ ‫ﻭﻋﻼﻗﺔ‬
‫ﻭﺍﻝﺘﻁﺒﻴﻕ‬
.
،‫ﹰ‬
‫ﺎ‬‫ﻋﺭﺒﻴ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﺒﻤﺘﺎﺒﻌﺔ‬ ‫ﻴﻬﺘﻡ‬ ‫ﺍﻝﺠﺎﻤﻌﻲ‬ ‫ﻝﻤﺜﻘﻑ‬ ‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬
‫ﻋﻠﻴﻬ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻭﺴﺎﺌل‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ‫ﻭﺠﺎﺀ‬ ،‫ﹰ‬
‫ﺎ‬‫ﻭﺩﻭﻝﻴ‬ ً
،‫ﻭﻤﺤﻠﻴﺎ‬
‫ﻭﺃﺸـﺎﺭﺕ‬ ،‫ﺍﻝـﺸﺒﺎﺏ‬ ‫ﺎ‬

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2010
12
1
----------
)
139
(
‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﻤﻥ‬ ‫ﻏﻴﺭﻫﺎ‬ ‫ﻋﻥ‬ ‫ﺍﻝﻌﺭﺒﻴﺔ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﺘﻘﺩﻡ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬
.
‫ﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺒﺘﺄﺜﻴﺭﺍﺕ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺴﺎﺒﻘﺔ‬ ‫ﻝﻠﺩﺭﺍﺴﺎﺕ‬ ‫ﻋﺭﻀﻨﺎ‬ ‫ﻀﻭﺀ‬ ‫ﻋﻠﻲ‬
‫ﺃﻥ‬ ‫ﻝﺩﺭﺍﺴـﺘﻨﺎ‬ ‫ﻴﻤﻜـﻥ‬ ‫ﻭﺍﻝﻤﻌﺭﻓﻴﺔ‬ ‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﻭﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺘﺄﺜﻴﺭﺍﺘﻬﺎ‬ ‫ﻭﻜﺫﻝﻙ‬ ‫ﺍﻝﺠﻤﻬﻭﺭ‬
‫ﺍﻝﻤﻨﻬﺠ‬ ‫ﻤﻥ‬ ‫ﺘﺴﺘﻔﻴﺩ‬
‫ﺍﻝـﻭﻋﻲ‬ ‫ﻗﻴـﺎﺱ‬ ‫ﻜﻴﻔﻴـﺔ‬ ‫ﺍﻝﺩﺭﺍﺴـﺎﺕ‬ ‫ﻫـﺫﻩ‬ ‫ﺒﻬﺎ‬ ‫ﺘﻨﺎﻭﻝﺕ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻤﺨﺘﻠﻔﺔ‬ ‫ﻴﺎﺕ‬
‫ﻴﻤﻜـﻥ‬ ‫ﻭﻜـﺫﻝﻙ‬ ، ‫ﺍﻝـﺸﺒﺎﺏ‬ ‫ﻋﻠـﻲ‬ ‫ﺴﻴﻤﺎ‬ ‫ﻻ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻝﻭﺴﺎﺌل‬ ‫ﺍﻝﻤﻌﺭﻓﻴﺔ‬ ‫ﻭ‬ ‫ﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﻭﺍﻝﺘﺄﺜﻴﺭﺍﺕ‬
‫ﺍﻷﺒﻌـﺎﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﻌﺭﻑ‬ ‫ﻤﻥ‬ ‫ﻤﺯﻴﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺩﺭﺍﺴﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺇﻝﻴﻬﺎ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ‬
‫ﺍﻻ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﻤﻔﻬﻭﻡ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻝﻤﻔﻬﻭﻡ‬ ‫ﺍﻝﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻝﺘـﻲ‬ ‫ﺍﻷﺴﺎﺴـﻴﺔ‬ ‫ﺍﻝﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻭﻏﻴﺭﻫﺎ‬ ‫ﺠﺘﻤﺎﻋﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺘﺘﻨﺎﻭﻝﻬﺎ‬
*
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬
:
‫ﺍﻝﺘﺎﻝﻲ‬ ‫ﺍﻝﺭﺌﻴﺱ‬ ‫ﺍﻝﺘﺴﺎﺅل‬ ‫ﻓﻲ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﺘﺤﺩﺩ‬
:
‫ﺘـﺸﻜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻤﺎ‬
‫ﺍﻝﻭﺴـﺎﺌل‬ ‫ﻤﻥ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺇﻥ‬ ‫ﺤﻴﺙ‬ ، ‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ؟‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻝﺩﻱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
‫ﺍﻻﺠ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻝﻤﺅﺜﺭﺓ‬
‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﺘﻤﺎﻋﻲ‬
.
‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺒﺎﺤﺜﻴﻥ‬ ‫ﺫﻝﻙ‬ ‫ﺩﻓﻊ‬ ‫ﻭﻗﺩ‬
‫ﻭﻤﻀﺎﻤﻴﻨﻬﺎ‬ ،‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ‬ ‫ﺘﺘﺭﻜﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻵﺜﺎﺭ‬ ‫ﻭﺘﺘﺒﻊ‬ ،‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﻘﺩﻤﻪ‬ ‫ﺒﻤﺎ‬
‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻤﻘﺩﻤﺘﻬﻡ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻝﻤﺸﺎﻫﺩ‬ ‫ﺍﻝﺠﻤﻬﻭﺭ‬ ‫ﻭﺴﻠﻭﻙ‬ ،‫ﺘﻔﻜﻴﺭ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﻓﻲ‬
.
‫ﺘﺄﺜ‬ ‫ﻭﺩﺭﺍﺴﺔ‬ ،‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﺘﺘﺒﻊ‬ ‫ﻴﺤﺎﻭل‬ ‫ﺍﻝﺒﺤﺙ‬ ‫ﻓﺈﻥ‬ ‫ﻝﻬﺫﺍ‬
‫ﺍﻝـﻭﻋﻲ‬ ‫ﻋﻠـﻰ‬ ‫ﻴﺭﻫـﺎ‬
،‫ﺍﻝﻤﺭﺌﻴـﺔ‬ ‫ﻝﻠﻭﺴـﺎﺌل‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻤﺸﺎﻫﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻤﺘﺭﺘﺒﺔ‬ ‫ﺍﻝﻨﺘﺎﺌﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻭﻗﻭﻑ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ؛‬
‫ﻷﻫـﻡ‬ ‫ﻭﺍﻝﻤﻴﺩﺍﻨﻴﺔ‬ ،‫ﺍﻝﻤﻭﻀﻭﻋﻴﺔ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻋﺒﺭ‬ ‫ﻭﻋﻤﻠﻴﺔ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺘﻭﺼل‬ ‫ﺃﺩﻕ‬ ‫ﻭﺒﻤﻌﻨﻲ‬
‫ﺍﻝـﺴﻠﻭﻙ‬ ‫ﻭﺃﻨﻤـﺎﻁ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﻭﺍﻝﻔﻌﺎﻝﻴـﺎﺕ‬ ‫ﺍﻝﻨﺎﺱ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺇﻓﺭﺍﺯﺍﺕ‬
‫ﺍﻻﺠﺘﻤﺎ‬
‫ﺫﻝﻙ‬ ‫ﻋﻥ‬ ‫ﺍﻝﻨﺎﺘﺠﺔ‬ ‫ﺍﻝﺴﻠﺒﻴﺔ‬ ‫ﺍﻝﻅﻭﺍﻫﺭ‬ ‫ﻤﻭﺍﺠﻪ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ،‫ﻋﻲ‬
.
‫ﻤـﺸﻜﻠﺔ‬ ‫ﺘﻭﻀـﻴﺢ‬ ‫ﻭﻴﻤﻜـﻥ‬
‫ﺍﻝﺘﺎﻝﻲ‬ ‫ﺍﻝﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻓﺭﻋﻴﺔ‬ ‫ﺘﺴﺎﺅﻻﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻝﺭﺌﻴﺱ‬ ‫ﺍﻝﺘﺴﺎﺅل‬ ‫ﺃﻓﺭﺯﻩ‬ ‫ﻤﺎ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬
.
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺘﺴﺎﺅﻻﺕ‬
:
1
-
‫؟‬ ‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻝﻬﺎ‬ ‫ﻴﺘﻌﺭﺽ‬ ‫ﻭﺍﻝﺘﻲ‬ ‫ﹰ‬
‫ﺎ‬‫ﺸﻴﻭﻋ‬ ‫ﺍﻷﻜﺜﺭ‬ ‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻝﻭﺴﺎﺌل‬ ‫ﻤﺎ‬
2
-
‫ﺍﻷ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﺘﻌﺭﺽ‬ ‫ﺤﺠﻡ‬ ‫ﻤﺎ‬
‫ﺯﻫﺭ‬
–
‫؟‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻝﻭﺴﺎﺌل‬ ‫ﻏﺯﺓ‬ ‫ﻓﻲ‬
3
-
‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝـﻭﻋﻲ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻝﺘﺄﺜﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺒﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﺩﻭﺭ‬ ‫ﺤﻘﻴﻘﺔ‬ ‫ﻤﺎ‬
‫ﺍﻷﺯﻫﺭ؟‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﻝﻁﻼﺏ‬

--------------------------------------------
)
140
(
--------
2010
12
1
4
-
‫ﻭﻋﻼﻗﺘﻬـﺎ‬ ،‫ﺍﻝﻤﺭﺌﻴﺔ‬ ‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﻝﻠﻭﺴﺎﺌل‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﺘﻌﺭﺽ‬ ‫ﻭﻤﺩﻯ‬ ،‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﺸﻜﺎل‬ ‫ﻫﻲ‬ ‫ﻤﺎ‬
‫ﺍﻝﻤﺠﺘﻤﻌﻴﺔ‬ ‫ﺒﺎﻝﻘﻀﺎﻴﺎ‬ ‫ﻭﻭﻋﻴﻬﻡ‬ ،‫ﻤﻌﺭﻓﺘﻬﻡ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺒﻠﻭﺭﺓ‬ ‫ﻓﻲ‬
5
-
‫ﻤﺴﺘﻭﻱ‬ ‫ﻤﺎ‬
‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ؟‬ ‫ﻭﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺒﺎﻝﻔﺭﺩ‬ ‫ﺍﻝﺨﺎﺼﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﻝﻠﻘﻀﺎﻴﺎ‬ ‫ﺍﻝﻁﻼﺏ‬ ‫ﺇﺩﺭﺍﻙ‬
6
-
‫؟‬ ‫ﺍﻝﺠﺎﻤﻌﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻤﺸﺎﻫﺩﺘﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻘﺒل‬
‫ﻴ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻭﺍﻝﺒﺭﺍﻤﺞ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻤﺎ‬
7
-
،‫ﻭﺍﻝﻤﻌﺎﻴﻴﺭ‬ ،‫ﺍﻝﻘﻴﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻤﺘﻤﺜل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﺘﺭﺍﺙ‬ ‫ﻨﻘل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻤﺎ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ؟‬ ‫ﻭﺍﻝﺘﻘﺎﻝﻴﺩ‬
*
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﺩﺍﻑ‬
:
‫ﺍﻝﺩﺭ‬ ‫ﻫﺩﻓﺕ‬
‫ﺘﺤﻘﻴﻕ‬ ‫ﺇﻝﻰ‬ ‫ﺍﺴﺔ‬
:
1
-
‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﺘﺸﻜﻴل‬ ‫ﺒﻠﻭﺭﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﻌﺭﻑ‬ ‫ﺇﻝﻲ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ،‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ،‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﻭﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺍﻝﻔﺭﺩ‬ ‫ﺒﻘﻀﺎﻴﺎ‬ ‫ﺍﻝﺠﺎﻤﻌﺔ‬ ‫ﻝﻁﻼﺏ‬
.
2
-
،‫ﺍﻝﻤﺭﺌﻴﺔ‬ ‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﻝﻠﻭﺴﺎﺌل‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﺘﻌﺭﺽ‬ ‫ﻭﻤﺩﻯ‬ ،‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﺸﻜﺎل‬ ‫ﻋﻥ‬ ‫ﺍﻝﻜﺸﻑ‬ ‫ﻤﺤﺎﻭﻝﺔ‬
‫ﻤﺴﺘﻭ‬ ‫ﺒﻠﻭﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬
‫ﺍﻝﻤﺠﺘﻤﻌﻴﺔ‬ ‫ﺒﺎﻝﻘﻀﺎﻴﺎ‬ ‫ﻭﻭﻋﻴﻬﻡ‬ ،‫ﻤﻌﺭﻓﺘﻬﻡ‬ ‫ﻯ‬
.
3
-
‫ﺍﻝﻁﺎﻝـﺏ‬ ‫ﻝـﺩﻯ‬ ‫ﻭﺍﻝﺠﻤﺎﻋﻴـﺔ‬ ،‫ﺍﻝﻔﺭﺩﻴـﺔ‬ ‫ﺍﻝﺫﻫﻨﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻤﺘﺨﺯﻨﺔ‬ ‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﺃﻭﻝﻭﻴﺎﺕ‬ ‫ﺭﺼﺩ‬
‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﺘﻠﻙ‬ ‫ﺤﻴﻭﻴﺔ‬ ‫ﻭﻤﺩﻯ‬ ،‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺠﺎﻤﻌﻲ‬
.
4
-
‫ﻋﻠـﻰ‬ ‫ﺍﻝﻔﻠـﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﺠﺎﻤﻌﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻴﺤﺭﺹ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺍﻝﻤﻭﺍﺩ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻌﺭﻓﺔ‬
‫ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﺍﻝﻤﻭﺍﺩ‬ ‫ﻫﺫﻩ‬ ‫ﻭﻨﻭﻋﻴﺔ‬ ‫ﻤﺸﺎﻫﺩﺘﻬﺎ‬
.
5
-
،‫ﺍﻝﻘﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺃﺜﺭﻫﺎ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﺘﺭﺍﺙ‬ ‫ﻨﻘل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻥ‬ ‫ﺍﻝﻜﺸﻑ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻝﺘﻘﺎﻝﻴﺩ‬ ‫ﻭﺍﻝﻤﻌﺎﻴﻴﺭ‬
.
*
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬
:
‫ﻝـﺩﻯ‬ ‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝـﻭﻋﻲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻓﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﻜﻤﻥ‬
‫ﺍﻝﺠﺎﻤﻌﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬
.
‫ﺨﺎ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻨﻁﻭﻱ‬ ‫ﻋﻠﻴﻪ‬ 
‫ﺀ‬‫ﻭﺒﻨﺎ‬
‫ﻤﻥ‬ ‫ﺍﻝﻌﺩﻴﺩ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺤﻴﺙ‬ ‫ﺼﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻀﻴﻑ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻤﺒﺭﺭﺍﺕ‬
.
‫ﺍﻝﻔﻜـﺭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺃﻫﻤﻴﺔ‬
"
‫ﺍﻝﻌﻠﻤـﻲ‬
"
‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺃﺨﺭﻯ‬
"
‫ﺍﻝﻌﻤﻠﻲ‬
"
‫ﻴﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺃﺒﺭﺯﻫﺎ‬ ‫ﻭﻴﺘﻠﺨﺹ‬
:
1
-
‫ﺍﻝﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﻫﻤﻴﺔ‬
)
‫ﺍﻝﻔﻜﺭ‬ ‫ﻤﺴﺘﻭﻱ‬ ‫ﻋﻠﻲ‬
:(
‫ﺃ‬
-
‫ﺍﻝﻤﺠ‬ ‫ﻴﺸﻬﺩﻫﺎ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺘﻐﻴﺭﺍﺕ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﻭﺴﺎﺌﻠﻪ‬ ‫ﺍﻹﻋﻼﻤﻲ‬ ‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﺘﺤﻠﻴل‬
‫ﺍﻝﻔﻠـﺴﻁﻴﻨﻲ‬ ‫ﺘﻤـﻊ‬

-----
-
-
----
--
-------
2010
12
1
----------
)
141
(
‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻝﺩﻱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻲ‬ ،‫ﺍﻝﻤﺭﺌﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻴﻠﻌﺒﻪ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﺩﻭﺭ‬ ‫ﻭﺭﺼﺩ‬
.
‫ﺏ‬
-
،‫ﺍﻝـﺴﻴﺎﺴﻴﺔ‬ ‫ﺒﺎﻝﻘـﻀﺎﻴﺎ‬ ‫ﺍﻝﻔﻠـﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﺠـﺎﻤﻌﻲ‬ ‫ﺍﻝـﺸﺒﺎﺏ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﻌﺭﻑ‬
‫ﹰ‬
‫ﺎ‬‫ﻭﺨﺎﺭﺠﻴ‬ ،‫ﹰ‬
‫ﺎ‬‫ﺩﺍﺨﻠﻴ‬ ‫ﺤﻭﻝﻪ‬ ‫ﻴﺩﻭﺭ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻫﺘﻤﺎﻤﻪ‬ ‫ﻭﻤﺩﻯ‬ ،‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
.
‫ﺝ‬
-
‫ﺍﻻ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻤﺤﺘﻭﻴﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻝﻜﺸﻑ‬
‫ﻭﺘﺸﺨﻴﺹ‬ ‫ﺭﺼﺩ‬ ‫ﻭﻜﺫﺍ‬ ،‫ﺍﻝﺠﺎﻤﻌﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻝﺩﻱ‬ ‫ﺠﺘﻤﺎﻋﻲ‬
‫ﻭﺍﻝﻤﻭﻀﻭﻉ‬ ‫ﺍﻝﺫﺍﺕ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﻭﺠﻬﺎﺕ‬
"
‫ﺍﻹﻋـﻼﻡ‬ ‫ﻭﺴﺎﺌل‬
"
‫ﺇﻝـﻲ‬ ‫ﻭﺍﻝﻭﺼـﻭل‬
‫ﺍﻝﺨﺎﺼﺔ‬ ‫ﺍﻝﻤﺼﻠﺤﺔ‬ ‫ﺤﻭل‬ ‫ﺍﻝﺘﻤﺤﻭﺭ‬ ‫ﺩﺭﺠﺔ‬ ‫ﹰ‬
‫ﺎ‬‫ﻭﺃﻴﻀ‬ ‫ﺍﻝﻌﺎﻤﺔ‬ ‫ﺒﺎﻝﻤﺼﻠﺤﺔ‬ ‫ﺍﻻﻝﺘﺯﺍﻡ‬ ‫ﺩﺭﺠﻪ‬
.
2
-
‫ﺍﻝﻌﻠﻤﻴﺔ‬ ‫ﺍﻷﻫﻤﻴﺔ‬
)
‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻲ‬
:(
‫ﺃ‬
-
‫ﺇﻝ‬ ‫ﺍﻝﻭﺼﻭل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﺄﻜﻴﺩ‬
‫ﻝﻺﻋﻼﻡ‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻝﻬﺩﻑ‬ ‫ﻝﺘﺤﻘﻴﻕ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻰ‬
‫ﺨﻼل‬ ‫ﻤﻥ‬
‫ﺇﻋﻼﻤﻴﺔ‬ ‫ﺴﻴﺎﺴﺔ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﻭﺼﻭل‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻝﺤﺎﻀﺭﺓ؛‬ ‫ﻝﻺﻤﻜﺎﻨﺎﺕ‬ ‫ﺍﻝﺭﺸﻴﺩ‬ ‫ﺍﻻﺴﺘﻐﻼل‬
‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﻗﻀﺎﻴﺎﻩ‬ ‫ﺘﺠﺎﻩ‬ ‫ﻭﻋﻴﻪ‬ ‫ﺼﻘل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﻌﻤل‬ ،‫ﻭﺍﻝﻤﺠﺘﻤﻊ‬ ،‫ﺍﻝﻔﺭﺩ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﻫﺎﺩﻓﺔ‬
.
‫ﺏ‬
-
‫ﺤﺎﺠﻪ‬ ‫ﻤﻊ‬ ‫ﹰ‬
‫ﺎ‬‫ﺘﻤﺸﻴ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻭﺘﺄﺘﻲ‬
‫ﻤﻥ‬ ‫ﺍﻝﻨﻭﻋﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻝﻤﺜل‬ ‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ‬
.
‫ﺝ‬
-
‫ﺍﻝﻘﻴﻡ‬ ‫ﺘﺸﻜﻴل‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﻠﻌﺒﻪ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﺩﻭﺭ‬ ‫ﻋﻥ‬ ‫ﻝﻠﻜﺸﻑ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺘﺄﺘﻲ‬ ‫ﻜﻤﺎ‬
‫ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬
،
‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﺒﻌﻴﻥ‬ ‫ﺍﻷﺨﺫ‬ ‫ﺃﻭ‬ ،‫ﺍﻝﺴﻴﺎﺴﺎﺕ‬ ‫ﻭﻀﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻘﺎﺌﻤﻴﻥ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﻤﻤﺎ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‬
.
‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ‬
:
1
-
‫ﺍﻹﻋﻼﻡ‬ ‫ﻤﻔﻬﻭﻡ‬
:
*
‫ﻴﻌ‬
‫ﺒﺄﻨﻪ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﺭﻑ‬
" :
‫ﺒﺼﻭﺭﺓ‬ ‫ﻭﺍﻝﻭﻗﺎﺌﻊ‬ ،‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ،‫ﻝﻸﺨﺒﺎﺭ‬ ‫ﻭﺍﻝﻤﻭﻀﻭﻋﻲ‬ ‫ﺍﻝﺤﺭ‬ ‫ﺍﻝﻨﻘل‬
‫ﺫﺍﺘﻪ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﺴﻭﻱ‬ ‫ﻏﺭﺽ‬ ‫ﻷﻱ‬ ‫ﻴﻬﺩﻑ‬ ‫ﻭﻻ‬ ،‫ﺍﻝﻌﻘل‬ ‫ﹰ‬‫ﺎ‬‫ﻤﺴﺘﻬﺩﻓ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺒﺈﺤﺩﻯ‬ ‫ﺼﺤﻴﺤﺔ‬
‫ﺍﻝﺩﻋﺎﻴﺔ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺒﻴﻨﻪ‬ ‫ﺍﻝﺘﻤﻴﺯ‬ ‫ﻝﻐﺭﺽ‬
) . "
، ‫ﺘﺭﻜﻲ‬
1984
‫ﺹ‬ ،
227
(
*
‫ﻫﻭ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﺃﻥ‬ ‫ﻴﺭﻱ‬ ‫ﻤﻥ‬ ‫ﻭﻫﻨﺎﻙ‬
" :
‫ﻴﺘﺭ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻌﻤﻠﻴﺔ‬
‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ،‫ﺍﻷﺨﺒﺎﺭ‬ ‫ﻨﺸﺭ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺘﺏ‬
،‫ﺍﻝﺴﺎﻤﻴﺔ‬ ‫ﻭﻋﻭﺍﻁﻔﻬﻡ‬ ،‫ﺍﻝﺠﻤﺎﻫﻴﺭ‬ ‫ﻋﻘﻭل‬ ‫ﻭﻤﺨﺎﻁﺒﺔ‬ ،‫ﻭﺍﻝﺼﺭﺍﺤﺔ‬ ‫ﺍﻝﺼﺩﻕ‬ ‫ﻋﻠﻲ‬ ‫ﺘﺭﻜﺯ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺩﻗﻴﻘﺔ‬
‫ﻭﺨـﺩﺍﻋﻬﻡ‬ ‫ﺘﺨـﺩﻴﺭﻫﻡ‬ ‫ﻻ‬ ‫ﻭﺘﺜﻘـﻴﻔﻬﻡ‬ ،‫ﺘﻨﻭﻴﺭﻫﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺒﻬﻡ‬ ‫ﻭﺍﻻﺭﺘﻘﺎﺀ‬
) .
،‫ﻤﻁـﺭ‬
2003
،
‫ﺹ‬
118
(
*
‫ﻌﺭﻑ‬
‫ﻴ‬‫ﻭ‬
)
‫ﺠﺭﺕ‬ ‫ﺃﻭﺘﻭ‬
(
OTT GROTH
"
‫ﻋ‬ ‫ﺍﻝﻤﻭﻀﻭﻋﻲ‬ ‫ﺍﻝﺘﻌﺒﻴﺭ‬ ‫ﺒﺄﻨﻪ‬
‫ﻋﻘﻠﻴﺔ‬ ‫ﻥ‬

--------------------------------------------
)
142
(
--------
2010
12
1
‫ﻭﺍﺘﺠﺎﻫﺎﺘﻪ‬ ‫ﻭﻤﻴﻭﻝﻬﺎ‬ ‫ﻭﺭﻭﺤﻬﺎ‬ ‫ﺍﻝﺠﻤﺎﻫﻴﺭ‬
) "
،‫ﻋﺒﻴﺩ‬
2002
‫ﺹ‬ ،
18
(
2
-
‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻤﻔﻬﻭﻡ‬
:
*
‫ﺍﻹﻋﻼﻡ‬ ‫ﺒﻭﺴﺎﺌل‬ ‫ﻴﻘﺼﺩ‬
Mass media
‫ﺍﻝﺠﻤﺎﻫﻴﺭ‬ ‫ﺇﻝﻲ‬ ‫ﺘﻨﻘل‬ ‫ﺍﻝﺘﻲ‬ ‫ﻭﺍﻷﺩﻭﺍﺕ‬ ‫ﺍﻝﻭﺴﺎﺌل‬ ‫ﺠﻤﻴﻊ‬
‫ﻭﺍﻝﺒﺼﺭ‬ ‫ﺍﻝﺴﻤﻊ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﻋﻥ‬ ‫ﺤﻭﻝﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻴﺠﺭﻱ‬ ‫ﻤﺎ‬ ‫ﺍﻝﻤﺘﻠﻘﻴﺔ‬
) .
،‫ﻤﺫﻜﻭﺭ‬
1975
‫ﺹ‬ ،
64
(
*
‫ﻭﺴﺎﺌل‬ ‫ﺃﻥ‬ ‫ﻴﺭﻱ‬ ‫ﻤﻥ‬ ‫ﻭﻫﻨﺎﻙ‬
‫ﻫﻲ‬ ‫ﺍﻹﻋﻼﻡ‬
" :
،‫ﻭﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬ ،‫ﺍﻝﺭﺍﺩﻴﻭ‬ ‫ﻓﻲ‬ ‫ﺘﺘﺠﺴﺩ‬ ‫ﺍﻝﺘﻲ‬
‫ﻭﺍﻹﻋﻼﻥ‬ ،‫ﻭﺍﻝﺴﻴﻨﻤﺎ‬ ،‫ﻭﺍﻝﻜﺘﺏ‬ ،‫ﻭﺍﻝﻤﺠﻼﺕ‬ ‫ﻭﺍﻝﺼﺤﻑ‬
.
‫ﺍﻝﻤﺭﺠﻌﻴﺔ‬ ‫ﺍﻝﻤﺅﺴﺴﺎﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻭﻫﻲ‬
‫ﺍﻝﺒﻌﻴﺩ‬ ‫ﺍﻷﻤﺩ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻭﻤﻤﺎﺭﺴﺎﺕ‬ ،‫ﻭﺃﻓﻜﺎﺭ‬ ،‫ﻭﻗﻴﻡ‬ ،‫ﺸﺨﺼﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺅﺜﺭ‬ ‫ﺍﻝﺘﻲ‬
.
)
،‫ﺍﻝﺤﺴﻥ‬
1998
‫ﺹ‬ ،
100
(
3
-
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻤﻔﻬﻭﻡ‬
:
‫ﻤﺼﻁﻠﺢ‬ ‫ﻴﻌﺭﻑ‬
‫ﺃﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
" :
‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻭﺴﻼﻤﻪ‬ ‫ﺍﻝﻔﻬﻡ‬
"
-
‫ﺒﺄﻨﻪ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﻴﻌﺭﻑ‬
" :
‫ﻋﻘﻠﻲ‬ ‫ﺍﺘﺠﺎﻩ‬
‫ﹶﻥ‬
‫ﻜ‬‫ﻴﻤ‬
‫ﺒـﻪ‬ ‫ﺍﻝﻤﺤﻴﻁـﺔ‬ ‫ﻭﺍﻝﺒﻴﺌـﺔ‬ ‫ﻨﻔﺴﻪ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻔﺭﺩ‬
‫ﻭﺍﻝﺘﻌﻘﻴﺩ‬ ‫ﺍﻝﻭﻀﻭﺡ‬ ‫ﻤﻥ‬ ‫ﻤﺘﻔﺎﻭﺘﺔ‬ ‫ﺒﺩﺭﺠﺎﺕ‬
) . "
،‫ﻤﺫﻜﻭﺭ‬
1975
‫ﺹ‬ ،
644
(
-
‫ﺒﺄﻨﻪ‬ ‫ﺍﻝﺒﺭﻴﻁﺎﻨﻴﺔ‬ ‫ﺍﻝﻤﻌﺎﺭﻑ‬ ‫ﺩﺍﺌﺭﺓ‬ ‫ﻓﻲ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﻴﻌﺭﻑ‬
" :
‫ﺍﻝﻔﻬـﻡ‬ ‫ﻫﻭ‬
‫ﻭﺴـﻼﻤﺔ‬
‫ﻓﻴـﻪ‬ ‫ﻴﻌـﻴﺵ‬ ‫ﺍﻝـﺫﻱ‬ ‫ﻭﺍﻝﻤﺠﺘﻤـﻊ‬ ،‫ﻝﻨﻔـﺴﻪ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﻫﻨﺎ‬ ‫ﺒﺎﻹﺩﺭﺍﻙ‬ ‫ﻭﻴﻘﺼﺩ‬ ،‫ﺍﻹﺩﺭﺍﻙ‬
"
)
dictionary
،
1984
،
p.310
(
،
‫ﺒﺄﻨﻪ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﻴﻌﺭﻑ‬ ‫ﻜﻤﺎ‬
" :
‫ﻤـﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬
،‫ﻤﻌﻴﻨـﻪ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻝﺸﺎﺌﻌﺔ‬ ‫ﻭﺍﻝﻤﻌﺘﻘﺩﺍﺕ‬ ‫ﻭﺍﻵﺭﺍﺀ‬ ‫ﻭﺍﻝﺘﺼﻭﺭﺍﺕ‬ ‫ﺍﻝﻤﻔﺎﻫﻴﻡ‬
‫ﺍﻝﺒﺩﺍﻴ‬ ‫ﻓﻲ‬ ‫ﺘﻅﻬﺭ‬ ‫ﻭﺍﻝﺘﻲ‬
‫ﺘﻡ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻝﺩﻯ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺔ‬
‫ﻹﻗﻨـﺎﻋﻬﻡ‬ ‫ﺍﻵﺨﺭﻭﻥ؛‬ ‫ﺘﺒﻨﻴﻬﺎ‬
‫ﻤﻭﻗﻔﻬﻡ‬ ‫ﻋﻥ‬ ‫ﺘﻌﺒﺭ‬ ‫ﺒﺄﻨﻬﺎ‬
) "
،‫ﺼﺎﺒﺭ‬ ،‫ﺤﻠﺱ‬
2002
‫ﺹ‬ ،
87
-
91
(
*
‫ﻝﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻝﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬
:
‫ﺍﻝـﺸﺒﺎﺏ‬ ‫ﻝﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻨﺎﻭﻝﺕ‬
‫ﻓﻠﺴﻁﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺠﺎﻤﻌﻲ‬
.
‫ﻋﻠﻰ‬ ‫ﺍﻝﻨﻅﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﺍﺸﺘﻤل‬ ‫ﻭﻗﺩ‬
‫ﻴﻠﻲ‬ ‫ﻤﺎ‬
:
-
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﻠﻭﻋﻲ‬ ‫ﺍﻝﻤﻔﺴﺭﺓ‬ ‫ﺍﻝﻨﻅﺭﻴﺔ‬ ‫ﺍﻝﺭﺅﻯ‬
-
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﺘﺸﻜﻴل‬ ‫ﺍﻹﻋﻼﻡ‬
-
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﺸﻜﺎل‬
-
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻝﺘﻨﺸﺌﺔ‬ ‫ﺍﻹﻋﻼﻡ‬
-
‫ﻭﺍﻝﺸﺒﺎﺏ‬ ‫ﺍﻹﻋﻼﻡ‬

-----
-
-
----
--
-------
2010
12
1
----------
)
143
(
-
‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻭﻗﻀﺎﻴﺎ‬ ‫ﺍﻹﻋﻼﻡ‬
‫ﹰ‬
‫ﻻ‬‫ﺃﻭ‬
:
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﻠﻭﻋﻲ‬ ‫ﺍﻝﻤﻔﺴﺭﺓ‬ ‫ﺍﻝﻨﻅﺭﻴﺔ‬ ‫ﺍﻝﺭﺅﻯ‬
1
-
‫ﺍﻝﻜﻼﺴﻴ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
‫ﻜﻴﺔ‬
‫ﺃ‬
(
‫ﺍﻝﻭﻅﻴﻔﻴﺔ‬ ‫ﺍﻝﺒﻨﺎﺌﻴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
.
-
‫ﺍﻻﺘﺠـﺎﻩ‬ ‫ﻓﻰ‬ ‫ﺍﻝﺒﺎﺤﺜﻴﻥ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺴﺘﺤﻭﺫﺕ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻗﺼﻴﺔ‬ ‫ﺘﻌﺩ‬
‫ﺍﻝـﺴﻭﺴﻴﻭﻝﻭﺠﻲ‬ ‫ﺍﻝﻔﻜـﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻨﺘﺸﺎﺭ‬ ‫ﻭﺍﺴﻌﺔ‬ ‫ﺍﻝﻭﻅﻴﻔﻴﺔ‬ ‫ﻓﺎﻝﻨﻅﺭﻴﺔ‬ ‫ﺒﻨﺎﺌﻴﺔ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻭﻭﻗﻔﻭﺍ‬
‫ﺒﺎ‬ ‫ﺒﻌﺽ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻝﻭﺠﻭﺩ‬ ‫ﺃﺴﺎﺱ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺒﺄﻥ‬ ‫ﺘﺴﻠﻴﻤﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻝﻐﺭﻡ‬
‫ﻓﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺩﻭﺭ‬ ‫ﻴﺘﺠﺎﻫﻠﻭﻥ‬ ‫ﺤﺜﻴﻬﺎ‬
‫ﺍﻹﻨﺴﺎﻨﻲ‬ ‫ﻝﻠﻭﺍﻗﻊ‬ ‫ﺍﻝﻔﻌﻠﻴﺔ‬ ‫ﺍﻝﻤﺴﺎﺭﺍﺕ‬ ‫ﺘﺤﺩﻴﺩ‬
)
‫ﺍﻭﺭﻴﺩل‬ ‫ﻜﻭﻝﺴﻭﻥ‬
1987
‫ﺹ‬
48
(
،
‫ﻨﺠﺩ‬ ‫ﺃﻨﻨﺎ‬ ‫ﻜﻤﺎ‬
‫ﺍﻥ‬ ‫ﺍﻓﺘﺭﺍﺽ‬ ‫ﺇﻝﻰ‬ ‫ﻭﻴﺴﺘﻨﺩﻭﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻝﻠﻅﻭﺍﻫﺭ‬ ‫ﺍﻝﻨﻔﺴﻲ‬ ‫ﺍﻝﻁﺎﺒﻊ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺅﻜﺩﻭﻥ‬ ‫ﺍﻝﻭﻅﻴﻔﻴﻴﻥ‬ ‫ﺍﻥ‬
‫ﻭﺃﻥ‬ ‫ﻓﻜﺭﻴـﺔ‬ ‫ﻁﺒﻴﻌـﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻅـﻭﺍﻫﺭ‬ ‫ﺇﻻ‬ ‫ﻫﻲ‬ ‫ﻤﺎ‬ ‫ﺍﻝﺒﺸﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻝﻘﺎﺌﻤﺔ‬ ‫ﺍﻝﻌﻼﻗﺎﺕ‬ ‫ﺴﺎﺌﺭ‬
‫ﺍﻝـﻭﻋﻲ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻝﺜﻘﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﻭﻴﺘﻤﺜل‬ ‫ﺍﻝﺭﻭﺍﺒﻁ‬ ‫ﺘﻠﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
)
‫ﺴـﺎﻝﻡ‬
1990
‫ﺹ‬
72
73
.(
‫ﺘﺘﺠﻠﻰ‬ ‫ﺒﺩﺃﺕ‬ ‫ﻗﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻤﺤﺩﺩﺍﺕ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﺄﻜﻴﺩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺘﻘﺩﻡ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺒﻨﺎﺀﺍ‬
‫ﺍﻝﺒﻨـﺎﺀ‬ ‫ﻭﻋﻨﺎﺼﺭ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻝﻌﻼﻗﺔ‬ ‫ﻝﺘﺤﺩﻴﺩ‬ ‫ﺍﻝﻨﻅﺭﻴﺔ‬ ‫ﻤﺤﺎﻭﻻﺘﻪ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺩﻭﺭﻜﺎﻴﻡ‬ ‫ﻓﻜﺭ‬ ‫ﻓﻲ‬
‫ﻭﺃﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺒل‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﺸﻜﺎل‬ ‫ﺘﻔﺭﺽ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻭﺤﻴﺩﺓ‬ ‫ﻝﻴﺴﺕ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻝﻌﻭﺍﻤل‬
‫ﻫﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﺍﻥ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻝﺘﻭﺤﺩ‬ ‫ﻭﺍﻝﺘﻤﺎﺜل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻝﻠﻌﻭﺍﻤل‬ ‫ﺩﻭﺭ‬
‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﻝﺫﻝﻙ‬ ‫ﻭﺍﻻﻝﺘﺯﺍﻡ‬ ‫ﺍﻝﺨﻀﻭﻉ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﻠﻭﺍﻗﻊ‬ ‫ﻤﺭﻜﺯﻴﺔ‬ ‫ﺍﻝﻤﺤﺩﺩﺍﺕ‬ ‫ﺃﻜﺜﺭ‬
‫ﺍﻻﺠﺘﻤ‬ ‫ﺍﻝﺤﻴﺎﺓ‬ ‫ﻭﺃﻥ‬ ‫ﻓﻴﻪ‬ ‫ﻭﺍﻝﺘﺄﻗﻠﻡ‬
‫ﺍﻝﺘﺼﻭﺭﺍﺕ‬ ‫ﻭﺍﻥ‬ ‫ﺍﻝﺠﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻝﺒﻨﻴﺔ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﺇﻻ‬ ‫ﻫﻲ‬ ‫ﻤﺎ‬ ‫ﺎﻋﻴﺔ‬
‫ﺍﻝﻔﺭﺩﻴﺔ‬ ‫ﺍﻝﺘﺼﻭﺭﺍﺕ‬ ‫ﻤﻬﺒﻁ‬ ‫ﻫﻲ‬ ‫ﺍﻝﺠﻤﻌﻴﺔ‬
)
‫ﺇﺴﻤﺎﻋﻴل‬
1994
‫ﺹ‬
43
44
(
‫ﺃﺨﺭ‬ ‫ﺠﺎﻨﺏ‬ ‫ﻭﻤﻥ‬
‫ﻴﻌﻴـﺩ‬ ‫ﺃﻥ‬ ‫ﻴﺤﺎﻭل‬ ‫ﺃﻥ‬ ‫ﻴﺭﻯ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﻌﻠﻡ‬ ‫ﻋﻥ‬ ‫ﺘﺼﻭﺭﻩ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺒﻤﺴﺄﻝﺔ‬ ‫ﺒﺎﺭﺴﻭﻨﺯ‬ ‫ﺍﻫﺘﻡ‬
‫ﻭ‬ ‫ﺒﻴﻨﻬﻤﺎ‬ ‫ﺍﻝﺨﻠﻁ‬ ‫ﻴﺠﺏ‬ ‫ﻭﻻ‬ ‫ﺘﺼﻭﺭﻩ‬ ‫ﺭﻤﻭﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻌﺘﻤﺩﺍ‬ ‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﺒﻨﺎﺀ‬
‫ﺍﻝﻤﻠﻤﻭﺱ‬ ‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﺒﻴﻥ‬
)
‫ﺠﻰ‬
،‫ﺭﻭﺸﻴﻪ‬
1981
‫ﺹ‬ ،
49
(
‫ﺏ‬
(
‫ﺍﻝﻤﺎﺭﻜﺴﻴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
:
‫ﻭﺍﻝﻤـﻨﻬﺞ‬ ‫ﻭﺇﻨﺠﻠﺯ‬ ‫ﻤﺎﺭﻜﺱ‬ ‫ﺃﻋﻤﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﻠﻭﻋﻲ‬ ‫ﺍﻝﻤﺎﺩﻴﺔ‬ ‫ﺍﻝﺭﺅﻴﺔ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﻴﻤﻜﻥ‬
‫ﺍﻝﻨﻅﺭﻱ‬ ‫ﺍﻝﺘﺭﺍﺙ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻭﺍﻀﺢ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺘﺤﻠﻴﻼﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺍﻋﺘﻤﺩ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﺠﺩﻝﻲ‬
‫ﻭﻴﺨﺼﺹ‬ ‫ﻴﺤﺩﺩ‬ ‫ﻝﻡ‬ ‫ﻤﺎﺭﻜﺱ‬ ‫ﺃﻥ‬
‫ﻗـﺩﻡ‬ ‫ﻭﻝﻜﻨﻪ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻤﻥ‬ ‫ﺃﻋﻤﺎﻝﻪ‬ ‫ﻤﻥ‬ ‫ﻤﺴﺘﻘﻠﺔ‬ ‫ﺃﺠﺯﺍﺀ‬
‫ﻋـﻥ‬ ‫ﺍﻝـﻭﺍﺭﺩﺓ‬ ‫ﺍﻹﺤﺴﺎﺴﺎﺕ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻓﻌﻠﻰ‬ ‫ﺍﻝﻌﺎﻤﺔ‬ ‫ﻨﻅﺭﻴﺎﺘﻪ‬ ‫ﺇﻁﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻘﻀﻴﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺤﻭل‬ ‫ﺘﺼﻭﺭ‬

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)
144
(
--------
2010
12
1
‫ﺘﻠﻙ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻝﻤﻭﻀﻭﻋﻲ‬ ‫ﺍﻝﻭﺠﻪ‬ ‫ﺫﻝﻙ‬ ‫ﺒﺩﻭﻥ‬ ‫ﻭﺍﻝﺘﺼﻭﺭﺍﺕ‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬ ‫ﺍﻝﻤﺩﺭﻜﺎﺕ‬ ‫ﺘﺘﺸﻜل‬ ‫ﺍﻝﻤﺎﺩﻱ‬ ‫ﺍﻝﻌﺎﻝﻡ‬
‫ﻓﻌﻠﻰ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻋﻘل‬ ‫ﺩﺍﺨل‬ ‫ﺘﺘﻜﻭﻥ‬ ‫ﺍﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺍﻻﻨﻌﻜﺎﺴﺎﺕ‬
‫ﺒﻬـﺫﺍ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺒﺄﻥ‬ ‫ﻝﻠﻌﻘل‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺫﻝﻙ‬
‫ﻨﺘـﺎﺝ‬ ‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻓﺈﻥ‬ ‫ﺫﻝﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺒﻨﺎﺀﺍ‬ ‫ﺒﻴﻪ‬ ‫ﺍﻝﻤﺤﻴﻁ‬ ‫ﺍﻝﻌﺎﻝﻡ‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﻋﻥ‬ ‫ﻤﺴﺘﻘﻼ‬ ‫ﺍﻹﻨﺘﺎﺝ‬
‫ﻤـﺎ‬ ‫ﺒـﺎﻝﻭﻋﻲ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻭﺫﻫﻨﻴﺔ‬ ‫ﻓﻜﺭﻴﺔ‬ ‫ﺼﻭﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﺠﻭﺩ‬ ‫ﺒﻘﻴﺎﺱ‬ ‫ﺘﺎﺭﻴﺨﻲ‬ ‫ﺍﺠﺘﻤﺎﻋﻲ‬
‫ﺍﻝﻔﻌﻠ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻫﻭ‬ ‫ﺍﻝﻨﺎﺱ‬ ‫ﻭﻭﺠﻭﺩ‬ ‫ﺍﻝﻭﺍﻋﻲ‬ ‫ﺍﻝﻭﺠﻭﺩ‬ ‫ﺴﻭﻯ‬ ‫ﺁﺨﺭ‬ ‫ﺸﻴﺌﺎ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻥ‬ ‫ﻴﻤﻜﻥ‬
‫ﺍﻝﻭﺍﻗﻌﻴـﺔ‬ ‫ﻴﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻝﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﺩﻭﺭﻩ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﺴﺘﻨﺩ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺒﺎﻷﺴﺎﺱ‬ ‫ﺒﻌﻼﻗﺎﺘﻪ‬ ‫ﻴﺭﺘﺒﻁ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﻁﻭﺭ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﺍﻝﻔﻜﺭﻱ‬ ‫ﻭﺇﻨﺘﺎﺠﻬﻡ‬ ‫ﺘﻔﻜﻴﺭﻫﻡ‬ ‫ﻴﻁﻭﺭﻭﻥ‬ ‫ﻓﺄﻨﻬﻡ‬ ‫ﺍﻝﻤﺎﺩﻴﺔ‬ ‫ﻝﻤﻨﺘﺠﺎﺘﻬﻡ‬ ‫ﺘﻁﻭﻴﺭﻫﻡ‬ ‫ﺒﺠﺎﻨﺏ‬ ‫ﺍﻝﻨﺎﺱ‬ ‫ﺃﻥ‬ ‫ﺃﻭ‬
)
Marx& angles.1976.p36
(
‫ﺍﻝﻔﻠـﺴﻔﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﻥ‬ ‫ﺴﺒﻕ‬ ‫ﻤﻤﺎ‬ ‫ﻭﻴﺘﻀﺢ‬
‫ﻫ‬ ‫ﺍﻝﻤﺎﺭﻜﺴﻴﺔ‬
‫ﻝﻬـﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﻠﻭﺠﻭﺩ‬ ‫ﻭﺍﻨﻌﻜﺎﺴﺎ‬ ‫ﺘﻌﺒﻴﺭﺍ‬ ‫ﻭﻴﻜﻭﻥ‬ ‫ﻭﻓﺌﺎﺘﻪ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﻭﻋﻲ‬ ‫ﻭ‬
‫ﺒـل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻝﺫﻝﻙ‬ ‫ﹰ‬
‫ﺎ‬‫ﺍﻨﻌﻜﺎﺴ‬ ‫ﺒﻤﺜﺎﺒﺔ‬ ‫ﻭﺜﻘﺎﻓﺔ‬ ‫ﻨﻀﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻘﻭﻤﻲ‬ ‫ﺍﻝﺒﻨﺎﺀ‬ ‫ﻤﻜﻭﻨﺎﺕ‬ ‫ﻭﺘﻌﺘﺒﺭ‬
‫ﻋﻨﻪ‬ ‫ﻭﻴﻌﺒﺭ‬
.
‫ﺏ‬
(
‫ﺍﻝﻤﻌﺎﺼﺭﺓ‬ ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
:
‫ﺃ‬
(
‫ﺍﻝﺠﺩﺩ‬ ‫ﺍﻝﻤﺎﺭﻜﺴﻴﻭﻥ‬
:
‫ﺍﻝﺠﺩﻴﺩﺓ‬ ‫ﺍﻝﻤﺎﺭﻜﺴﻴﺔ‬ ‫ﺘﻨﻁﻠﻕ‬
‫ﻭﺘﺄﺘﻲ‬ ‫ﺍﻝﻜﻼﺴﻴﻜﻴﺔ‬ ‫ﻝﻠﻤﺎﺭﻜﺴﻴﺔ‬ ‫ﻭﺍﻝﻤﻨﻬﺠﻲ‬ ‫ﺍﻝﺘﺼﻭﺭﻱ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻤﻥ‬
‫ﺍﻝﻨﻭﻋﻴـﺔ‬ ‫ﺍﻝﻘﻭﺍﻨﻴﻥ‬ ‫ﻋﻤل‬ ‫ﻤﺴﺎﺭ‬ ‫ﺇﻅﻬﺎﺭ‬ ‫ﻭﻤﺤﺎﻭﻝﺔ‬ ‫ﺍﻝﻤﺎﺭﻜﺴﻴﺔ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺘﻌﻴﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺤﺩﺍﺜﺘﻬﺎ‬
‫ﻫـﺫﺍ‬ ‫ﻓـﻲ‬ ‫ﺍﻝﻤﺘﻐﻴﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﻴﻔﺭﻫﺎ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻤﻌﻁﻴﺎﺕ‬ ‫ﺨﻼل‬ ‫ﻭﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﻠﺘﻁﻭﺭ‬
‫ﻏﻴﺭﻩ‬ ‫ﺃﻭ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬
)
J: speacack, 1982 p 12
(
‫ﻭﺘ‬
‫ﺍﻝﻨﻘـﺩﻱ‬ ‫ﺒﺎﻷﺴـﻠﻭﺏ‬ ‫ﻤﻭﺍﻗﻔﻬـﺎ‬ ‫ﺘﻤﻴـﺯ‬
‫ﻭﺍﻷﻴـﺩﻝﻭﺠﻲ‬ ‫ﺍﻝﻤﻌﺭﻓـﻲ‬ ‫ﺍﻹﻁـﺎﺭ‬ ‫ﻋﻥ‬ ‫ﺘﺨﺭﺝ‬ ‫ﻝﻡ‬ ‫ﻭﻝﻜﻨﻬﺎ‬ ‫ﺤﻘﺎﺌﻕ‬ ‫ﻤﺅﺴﺴﻭﻫﺎ‬ ‫ﻭﻗﺩﻡ‬ ‫ﺍﻝﺭﺍﺩﻴﻜﺎﻝﻲ‬
‫ﺍﻝﻜﻼﺴﻴﻜﻴﺔ‬ ‫ﺍﻝﻤﺎﺭﻜﺴﻴﺔ‬ ‫ﻝﻠﻨﻅﺭﻴﺔ‬
)
‫ﺍﻝﻤﻌﻁﻲ‬ ‫ﻋﺒﺩ‬
1981
‫ﺹ‬
208
.(
‫ﺫﻝـﻙ‬ ‫ﺠﺭﺍﻤـﺸﻲ‬ ‫ﺍﺭﺠـﻊ‬ ،‫ﺍﻝﺘﻁﻭﻴﺭ‬ ‫ﺫﻝﻙ‬ ‫ﻭﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﺍﻝﺜﻭﺭﻱ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺘﻁﻭﻴﺭ‬ ‫ﻤﺠﺎل‬ ‫ﻭﻓﻲ‬
‫ﻋﻤﻠﻴ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻝﻸﻓﻜﺎﺭ‬
،‫ﺍﻝﻤﺜﺎﻝﻴﻴﻥ‬ ‫ﻓﺸل‬ ‫ﺠﺭﺍﻤﺸﻲ‬ ‫ﻭﺍﺭﺠﻊ‬ ،‫ﺍﻝﻔﻌﻠﻲ‬ ‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﺔ‬
‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻝﻙ‬ ‫ﻝﻠﻅﻠﻡ‬ ‫ﺍﻝﺤﻘﻴﻘﻴﺔ‬ ‫ﻭﺍﻝﻘﻭﺓ‬ ‫ﺍﻝﻘﻬﺭ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻝﻙ‬ ،‫ﺃﺨﺭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻁﺒﻘﺔ‬ ‫ﺴﻴﻁﺭﺓ‬ ‫ﺇﻝﻰ‬
‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻲ‬ ‫ﻨﺸﺭﻫﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻋﻠﻰ‬ ‫ﺫﻝﻙ‬ ‫ﻓﻲ‬ ‫ﻭﺘﻌﺘﻤﺩ‬ ،‫ﺍﻝﻤﻀﻠﻠﺔ‬ ‫ﺍﻷﻜﺎﺫﻴﺏ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻝﺒﺭﺠﻭﺍﺯﻴﺔ‬ ‫ﻝﻸﻴﺩﻴﻭﻝﻭﺠﻴﺎ‬ ‫ﺍﻝﻌﺎﻤﻠﺔ‬ ‫ﺍﻝﻁﺒﻘﺔ‬ ‫ﺨﻀﻭﻉ‬
)
‫ﺍﻝﻤﻌﻁﻲ‬ ‫ﻋﺒﺩ‬
1981
‫ﺹ‬
215
216
.(
‫ﺭﺅﻴـﺔ‬ ‫ﻫـﻭ‬ ‫ﻓﺎﻷﻭل‬ ،‫ﻭﺍﻻﻴﺩﻭﻝﻭﺠﻴﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺒﻴﻥ‬ ‫ﺘﻤﻴﻴﺯﻩ‬ ‫ﻓﻲ‬ ‫ﺠﻭﻝﺩﻤﺎﻥ‬ ‫ﻭﻴﺫﻫﺏ‬
‫ﺒﻁﺒﻘﺔ‬ ‫ﺨﺎﺹ‬ ‫ﻤﺸﻭﻫﻪ‬ ‫ﺠﺯﺌﻴﺔ‬ ‫ﺭﺅﻴﺔ‬ ‫ﻭﺍﻷﻴﺩﻴﻭﻝﻭﺠﻴﺎ‬ ‫ﻗﻭﺘﻬﺎ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺃﻋﻠﻰ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻁﺒﻘﺔ‬ ‫ﺘﻀﻊ‬ ‫ﺸﺎﻤﻠﺔ‬

-----
-
-
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2010
12
1
----------
)
145
(
‫ﻗـﺩ‬ ‫ﺍﻝﺘـﻲ‬ ‫ﻭﺍﻹﻋﻼﻤـﻲ‬ ‫ﺍﻝﺠﻤﺎﻫﻴﺭﻱ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﺴﺎﻝﻴﺏ‬ ‫ﺨﻁﻭﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺠﻭﻝﺩﻤﺎﻥ‬ ‫ﻭﺤﺫﺭ‬ ،‫ﻀﻌﻴﻔﺔ‬
‫ﺘﺤﺩﺙ‬
‫ﺘﻘﺩﻤـﻪ‬ ‫ﻤﺎ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻤﺴﺘﻘﺒﻼ‬ ‫ﻤﻌﻪ‬ ‫ﺍﻝﺘﻌﺎﻤل‬ ‫ﻭﻴﺼﻌﺏ‬ ،‫ﻭﻤﺤﺩﻭﺩﺍ‬ ‫ﻗﺎﺼﺭﺍ‬ ‫ﻝﻭﺍﻗﻊ‬ ‫ﻭﻏﻴﺎﺏ‬
‫ﻤﻌﻴﻨﺔ‬ ‫ﻁﺒﻘﺎﺕ‬ ‫ﺘﺨﺩﻡ‬ ‫ﺯﺍﺌﻔﺔ‬ ‫ﻤﻀﻠﻠﺔ‬ ‫ﺭﺅﻯ‬ ‫ﻤﻥ‬
)
،‫ﺃﺤﻤﺩ‬
1997
‫ﺹ‬،
414
. (
‫ﺏ‬
(
‫ﺍﻝﻔﻴﻨﻭﻤﻴﻨﻭﻝﻭﺠﻲ‬ ‫ﺍﻻﺘﺠﺎﻩ‬
:
‫ﻭﻤﺴﻠﻤﺎﺘﻬﺎ‬ ‫ﺍﻹﻨﺴﺎﻨﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﺩﻋﺎﺌﻡ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻝﺒﻨﻲ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﻝﻅﺎﻫﺭﺘﻴﺔ‬ ‫ﺍﻝﻤﺩﺭﺴﺔ‬ ‫ﺘﻬﺘﻡ‬
‫ﺍﻝﻌﺎ‬ ‫ﺃﻥ‬ ‫ﻫﻲ‬ ‫ﺍﻝﺭﺌﻴﺴﻴﺔ‬
‫ﺭﺅﻭﺴـﻨﺎ‬ ‫ﺃﻭ‬ ‫ﻭﻋﻴﻨـﺎ‬ ‫ﻓﻲ‬ ‫ﻤﺼﻨﻭﻉ‬ ‫ﻋﺎﻝﻡ‬ ‫ﻓﻴﻪ‬ ‫ﻨﻌﻴﺵ‬ ‫ﺍﻝﺫﻱ‬ ‫ﻝﻡ‬
)
Berger
Schutg 1979, pp 160
(
‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﻌﺎﻝﻡ‬ ‫ﺫﻝﻙ‬ ‫ﺍﻝﺨﺎﺭﺠﻲ‬ ‫ﺍﻝﻌﺎﻝﻡ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﻥ‬ ‫ﺫﻜﺭ‬ ‫ﺍﻝﺴﺨﻑ‬ ‫ﻭﻤﻥ‬ ،
‫ﻤﻥ‬ ‫ﺍﻝﺒﺸﺭ‬ ‫ﺼﻨﻊ‬ ‫ﻓﻬﻡ‬ ‫ﺍﻝﻌﻠﻤﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺘﻌﻴﻥ‬ ‫ﻭﻝﺫﺍ‬ ،‫ﺒﻪ‬ ‫ﻭﻋﻴﻨﺎ‬ ‫ﺁﻭ‬ ‫ﺇﺩﺭﺍﻜﻨﺎ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺇﻻ‬ ‫ﻝﻪ‬ ‫ﻤﻌﻨﻰ‬ ‫ﻻ‬
‫ﺒﺎﻝﺘﺨﻠﻲ‬ ‫ﺫﻝﻙ‬ ‫ﻭﻴﺘﺤﻘﻕ‬ ‫ﻤﻌﻨﻰ‬ ‫ﺫﻭ‬ ‫ﻋﺎﻝﻡ‬ ،‫ﻋﺎﻝﻤﻬﻡ‬
‫ﻴﺘﺒـﻊ‬ ‫ﺒل‬ ،‫ﺒﻤﻌﺭﻓﺘﻪ‬ ‫ﺍﻻﻋﺘﻘﺎﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺩﺭﺠﻨﺎ‬ ‫ﻋﻤﺎ‬
‫ﺇﻝﻴﻬﺎ‬ ‫ﻭﺼﻭﻝﻨﺎ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺃﺼﻭل‬
)
، ‫ﺴﻜﺭﻴﺏ‬
1999
‫ﺹ‬ ،
148
-
149
.(
‫ﺍﻝـﺫﺍﺕ‬ ‫ﺃﻭ‬ ‫ﻭﺃﻓﻜـﺎﺭﻩ‬ ‫ﺒﺎﻝـﺸﻌﻭﺭ‬ ‫ﺍﻝﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻫﻭ‬ ‫ﺍﻻﺘﺠﺎﻩ‬ ‫ﺫﻝﻙ‬ ‫ﺩﻋﺎﺌﻡ‬ ‫ﻭﺃﺤﺩ‬
‫ﺇﻥ‬ ‫ﻤﻌﻨﻰ‬ ‫ﺃﻱ‬ ‫ﻝﻠﻤﻌﺭﻓﺔ‬ ‫ﻝﻴﺱ‬ ‫ﺍﻨﻪ‬ ‫ﺍﻝﻨﻅﺭﻴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻨﺭﻯ‬ ‫ﻜﻤﺎ‬ ‫ﻭﺘﺨﻴل‬ ‫ﻭﻭﺠﺩﺍﻥ‬ ‫ﺃﺩﺭﺍﻙ‬ ‫ﻤﻥ‬ ‫ﻭﺨﺒﺭﺍﺘﻬﺎ‬
‫ﺍﻝﻅﻭﺍﻫﺭ‬ ‫ﻋﺎﻝﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻭﺨﺒﺭﺍﺕ‬ ‫ﻭﺇﺩﺭﺍﻜﺎﺕ‬ ‫ﻭﺃﻓﻜﺎﺭ‬ ‫ﺘﺼﻭﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻨﺎﺒﻌﺔ‬ ‫ﺘﻜﻥ‬ ‫ﻝﻡ‬
)
،‫ﺯﺍﻴـﺩ‬
1996
‫ﺹ‬ ،
39
(
‫ﺁﻭ‬ ‫ﺍﻻﻨﺘﻅﺎﻡ‬ ‫ﺁﻭ‬ ‫ﺍﻝﺘﺭﺍﻜﻡ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺘﻔﺴﻴﺭﻩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﻥ‬ ‫ﺁﺨﺭ‬ ‫ﺒﻤﻌﻨﻰ‬ ،
‫ﻭﺍﻝﺤﻘﺎﺌﻕ‬ ‫ﻤﻭﻀﻭﻋﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻝﺤﺱ‬ ‫ﻤﺘﻨﺎﻭل‬ ‫ﻓﻲ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺒﻤﺎ‬ ‫ﺒﺎﺭﺘﺒﺎﻁﻪ‬ ‫ﻴﻔﺴﺭ‬ ‫ﺇﻨﻤﺎ‬ ،‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﺃﺴﺱ‬
.
‫ﺝ‬
(
‫ﺍﻝﻨﻘﺩﻱ‬ ‫ﺍﻻﺘﺠﺎﻩ‬
:
‫ﻜﺎﻨﺕ‬
‫ﺍﻝﻔﻜـﺭ‬ ‫ﻤـﺴﺘﻭﻯ‬ ‫ﻋﻠـﻰ‬ ‫ﹰ‬
‫ﺍ‬‫ﺍﻨﺘـﺸﺎﺭ‬ ‫ﻭﺃﻜﺜـﺭ‬ ‫ﻭﺼﻼﺒﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺍﻝﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻝﻨﺯﻋﺔ‬
‫ﻋﻠـﻡ‬ ‫ﺒﺭﺠـل‬ ‫ﺍﻝﻤﻨـﻭﻁ‬ ‫ﺍﻝﻭﺍﺠـﺏ‬ ‫ﻫﻭ‬ ‫ﺍﻝﻘﺎﺌﻡ‬ ‫ﺍﻝﺭﺃﺴﻤﺎﻝﻲ‬ ‫ﺍﻝﻨﻅﺎﻡ‬ ‫ﻋﻥ‬ ‫ﻓﺎﻝﺩﻓﺎﻉ‬ ،‫ﺍﻝﺴﻭﺴﻴﻭﻝﻭﺠﻲ‬
‫ﺍﻝﻜﻼﺴﻴﻜﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻉ‬
).
R- Collins,1985, p.189
(
‫ﺍﻻﺠﺘ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﻋﻥ‬ ‫ﺍﻝﻜﻼﺴﻴﻜﻴﺔ‬ ‫ﺍﻝﻤﻬﻤﺔ‬ ‫ﺘﻠﻙ‬ ‫ﻝﻴﻠﻐﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻨﻘﺩﻱ‬ ‫ﺍﻝﺘﻴﺎﺭ‬ ‫ﻭﺠﺎﺀ‬
‫ﺤﻴـﺙ‬ ،‫ﻤﺎﻉ‬
‫ﺍﻝﻨﻘـﺩﻱ‬ ‫ﻝﻠﺘﻴـﺎﺭ‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﺘﻴﺎﺭﺍﺕ‬ ‫ﻭﻻﺩﺓ‬ ‫ﻭﺸﻜل‬ ،‫ﺍﻝﻜﻼﺴﻴﻜﻲ‬ ‫ﻝﻠﺘﻴﺎﺭ‬ ‫ﹰ‬
‫ﺎ‬‫ﻤﻭﺍﺯﻴ‬ ‫ﺍﻝﺘﻴﺎﺭ‬ ‫ﺫﻝﻙ‬ ‫ﺃﻀﺤﻰ‬
‫ﻋﺎﻡ‬ ‫ﺒﻭﺠﻪ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
).
،‫ﺤﺠﺎﺯﻱ‬
1998
‫ﺹ‬ ،
120
(
‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺘﻴﺎﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﺍﺘﻔﻕ‬ ‫ﻭﻗﺩ‬
‫ﻓﺎﻋـل‬ ‫ﺩﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻝﻪ‬ ‫ﻝﻤﺎ‬ ،‫ﺍﻝﺒﺸﺭﻴﺔ‬ ‫ﻝﻠﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‬ ‫ﺍﻝﺒﻨﺎﺌﻴﺔ‬ ‫ﺍﻝﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻨﺴﺎﻨﻲ‬ ‫ﺍﻝﻤﺤﻭﺭ‬
‫ﺘﺸﻜﻴ‬ ‫ﻓﻲ‬
‫ﻓـﻰ‬ ‫ﺍﻝﺫﺍﺕ‬ ‫ﻋﻨﺼﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺃﻜﺩﻭﺍ‬ ،‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻝﺘﺤﺭﻴﺭ‬ ‫ﺍﻝﻤﺅﺩﻯ‬ ‫ﺍﻝﻨﺎﻗﺩ‬ ‫ﺍﻹﻨﺴﺎﻨﻲ‬ ‫ﺍﻝﻌﻘل‬ ‫ل‬
‫ﺇﻁﻼﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻘﺎﺩﺭ‬ ‫ﻫﻭ‬ ‫ﺍﻝﺘﺎﺭﻴﺨﻲ‬ ‫ﺍﻝﺫﺍﺘﻲ‬ ‫ﻓﺎﻝﻭﻋﻲ‬ ،‫ﺍﻝﺫﺍﺘﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻝﻭﺍﻗﻌﻲ‬ ‫ﺍﻝﻨﺸﺎﻁ‬
،‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﺍﻝﻭﺍﻗﻊ‬ ‫ﻷﺯﻤﺔ‬ ‫ﺍﻝﺒﺩﻴل‬ ‫ﻫﻭ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﻭﺃﺸﺎﺭﻭﺍ‬ ،‫ﻝﻺﻨﺴﺎﻥ‬ ‫ﺍﻝﻤﺤﺩﻭﺩﺓ‬ ‫ﺍﻝﻘﺩﺭﺍﺕ‬

--------------------------------------------
)
146
(
--------
2010
12
1
‫ﻫ‬ ‫ﻭﺘﺯﻴﻔﻪ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻏﻴﺎﺏ‬ ‫ﻭﺇﻥ‬
‫ﺍﻝﺭﺃﺴﻤﺎﻝﻲ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺃﺯﻤﺔ‬ ‫ﻝﺏ‬ ‫ﻭ‬
) .
،‫ﺤﺠﺎﺯﻱ‬
1998
‫ﺹ‬ ،
141
(
‫ﹰ‬
‫ﺎ‬‫ﺜﺎﻨﻴ‬
:
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﺘﺸﻜﻴل‬ ‫ﺍﻹﻋﻼﻡ‬
:
‫ﺒﺠﻤﻴـﻊ‬ ‫ﺍﻹﻨـﺴﺎﻥ‬ ‫ﺘﺯﻭﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻌﻤل‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻻﺘﺼﺎﻝﻴﺔ‬ ‫ﺍﻝﻨﺸﺎﻁ‬ ‫ﺃﻭﺠﻪ‬ ‫ﺠﻤﻴﻊ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻴﺸﻤل‬
‫ﻴـﺅﺩﻱ‬ ‫ﺒﺤﻴﺙ‬ ‫ﻝﻠﻤﺠﺘﻤﻊ‬ ‫ﻤﺤﺭﻜﺔ‬ ‫ﻗﻭﺓ‬ ‫ﻫﻭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺃﻥ‬ ‫ﺒﺎﻋﺘﺒﺎﺭ‬ ،‫ﺍﻝﻤﻌﺭﻓﻴﺔ‬ ‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻝﺤﻘﺎﺌﻕ‬
‫ﺍﻝﻤﺠ‬ ‫ﺤﺭﻜﺔ‬ ‫ﺇﻝﻰ‬
‫ﻓﻲ‬ ‫ﻭﺘﺠﺭﻱ‬ ،‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﺎﻻﺘﺼﺎل‬ ،‫ﻭﻤﺘﺄﺜﺭﺓ‬ ‫ﻤﺅﺜﺭﺓ‬ ‫ﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺤﺭﻜﺔ‬ ‫ﺘﻤﻊ‬
‫ﻭﺍﻝﻤﺠﺘﻤـﻊ‬ ‫ﺍﻻﺘـﺼﺎل‬ ‫ﺒـﻴﻥ‬ ‫ﺘﻔﺎﻋـل‬ ‫ﻭﻫﻨـﺎﻙ‬ ،‫ﺒﻬﺎ‬ ‫ﻭﺘﺘﺄﺜﺭ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺘﺅﺜﺭ‬ ،‫ﻤﻌﻴﻨﻪ‬ ‫ﺒﻴﺌﺔ‬
) .
،‫ﻨﺠـﻡ‬
1989
‫ﺹ‬،
153
(
‫ﻴﺘﻭﻗﻑ‬ ،‫ﺍﻹﻋﻼﻡ‬ ‫ﺒﻪ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﺩﻭﺭ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﺍﻝﻤﻌﻁﻲ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻝﺒﺎﺴﻁ‬ ‫ﻋﺒﺩ‬ ‫ﻭﻴﻠﻔﺕ‬
‫ﺒﻴﻨﻪ‬ ‫ﺍﻝﻌﻼﻗﺔ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻋﻠﻰ‬
‫ﺒﻠﺩ‬ ‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺴﺎﺌﺩﻴﻥ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‬ ،‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﺍﻝﻨﻅﺎﻤﻴﻥ‬ ‫ﻭﺒﻴﻥ‬
) .
‫ﻋﺒـﺩ‬
،‫ﺍﻝﻤﻌﻁﻲ‬
1979
‫ﺹ‬ ،
9
-
11
. (
‫ﺨـﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻝﻌﻤﻠﻴﺔ‬ ‫ﺃﻥ‬ ‫ﺤﻘﻴﻘﺔ‬ ‫ﺇﻝﻲ‬ ‫ﺍﻝﺒﻌﺽ‬ ‫ﻭﻴﺸﻴﺭ‬
‫ﻫـﻲ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻓﺄﻴﺩﻴﻭﻝﻭﺠﻴﺔ‬ ،‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺃﻴﺩﻴﻭﻝﻭﺠﻴﺔ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺘﺘﺤﺭﻙ‬ ‫ﻭﺍﻝﺜﻘﺎﻓﺔ‬ ،‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬
‫ﻝﻠﺘﻴﺎﺭﺍ‬ ‫ﹰ‬
‫ﺎ‬‫ﻭﻓﻘ‬ ‫ﻴﺘﺤﺩﺩ‬ ‫ﺃﻨﻪ‬ ‫ﺒﻤﻌﻨﻲ‬ ،‫ﻤﺘﻐﻴﺭ‬ ‫ﻤﻔﻬﻭﻡ‬
،‫ﺍﻝـﺴﻴﺎﺴﻴﺔ‬ ‫ﻭﺍﻻﺘﺠﺎﻫـﺎﺕ‬ ،‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﺍﻝﻔﻜﺭﻴﺔ‬ ‫ﺕ‬
‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬
) .
،‫ﺍﻝﺒﻁﺭﻴﻕ‬
1989
‫ﺹ‬ ،
24
-
25
(
‫ﻭﻴﺭﻱ‬
"
‫ﻤﺎﻜﻠﻭﻫـﺎﻥ‬ ‫ﻤﺎﺭﺸﺎل‬
" :
‫ﺃﻥ‬
‫ﺍﻝﻤـﺸﺎﻋﺭ‬ ‫ﻭﻋﻠـﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﺘﻨﻅﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﻭﺍﻀﺢ‬ ‫ﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﻝﻬﺎ‬ ‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺘﺤﻭﻻﺕ‬
‫ﺍﻝﺘﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻨﻅﺎﻡ‬ ‫ﻭﻴﺘﺤﺩﺩ‬ ،‫ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫ﻋﻤﻠﻴـﺔ‬ ‫ﺨﻼﻝﻬـﺎ‬ ‫ﻤﻥ‬ ‫ﺘﺘﻡ‬
‫ﺇﻝﻰ‬ ‫ﺍﻝﻭﺼﻭل‬ ‫ﻨﺴﺘﻁﻴﻊ‬ ‫ﻻ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺒﻤﻘﺘﻀﺎﻩ‬ ‫ﺘﻌﻤل‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻹﺴﻠﻭﺏ‬ ‫ﻓﻬﻡ‬ ‫ﻓﺒﺩﻭﻥ‬ ،‫ﺍﻻﺘﺼﺎل‬
‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻁﺭﺃ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻝﺘﻐﻴﺭﺍﺕ‬ ‫ﻝﻜﻴﻔﻴﺔ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬
) .
،‫ﻨﺠﻡ‬
1989
،
‫ﺹ‬
154
(
‫ﻤﻌﻠﻭﻤـﺎﺘﻬﻡ‬ ‫ﻭﺯﻴـﺎﺩﺓ‬ ‫ﺍﻷﻓـﺭﺍﺩ‬ ‫ﻭﻋـﻲ‬ ‫ﺘﻨﻤﻴـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺩﻭﺭ‬ ‫ﻭﻴﺘﺯﺍﻴﺩ‬
‫ﻭﺘﻁ‬
‫ﻤﻨﻪ‬ ‫ﻨﺄﺨﺫ‬ ‫ﻤﺼﺩﺭ‬ ‫ﻭﺃﻫﻡ‬ ‫ﺒل‬ ،‫ﹰ‬
‫ﺍ‬‫ﻤﺼﺩﺭ‬ ،‫ﺍﻝﺭﺍﻫﻥ‬ ‫ﺍﻝﻭﻗﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻭﺴﺎﺌل‬ ‫ﺘﻠﻙ‬ ‫ﻭﺘﻌﺩ‬ ،‫ﻠﻌﺎﺘﻬﻡ‬
‫ﻭﻋـﻲ‬ ‫ﺘـﺸﻜﻴل‬ ‫ﻓـﻲ‬ ‫ﹰ‬
‫ﺍ‬‫ﻤـﺅﺜﺭ‬ ‫ﹰ‬
‫ﺍ‬‫ﺩﻭﺭ‬ ‫ﺘﻠﻌﺏ‬ ‫ﻓﻬﻲ‬ ،‫ﺒﻨﺎ‬ ‫ﺍﻝﻤﺤﻴﻁ‬ ‫ﺍﻝﻌﺎﻝﻡ‬ ‫ﻋﻥ‬ ‫ﻭﻤﻌﻠﻭﻤﺎﺘﻨﺎ‬ ‫ﻤﻌﺎﺭﻓﻨﺎ‬
‫ﻜﻤـﺎ‬ ،‫ﻭﺍﻷﻤـﻭﺭ‬ ‫ﺍﻷﻓـﺭﺍﺩ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺩﺭﻙ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻁﺭﻴﻘﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻭﺴﺎﺌل‬ ‫ﻫﺫﻩ‬ ‫ﺘﺅﺜﺭ‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻝﻤﻭﺍﻁﻨﻴﻥ‬
‫ﻝﺩﻯ‬ ‫ﺍﻝﺫﻫﻨﻴﺔ‬ ‫ﺍﻝﺼﻭﺭﺓ‬ ‫ﻭﺘﺭﺴﻡ‬
‫ﻭﺍﻷﺤﺩﺍﺙ‬ ،‫ﻭﺍﻝﻘﻀﺎﻴﺎ‬ ،‫ﻭﺍﻝﻤﻭﺍﻗﻑ‬ ،‫ﺍﻝﺩﻭل‬ ‫ﻋﻥ‬ ‫ﺍﻷﻓﺭﺍﺩ‬
).
،‫ﺍﻝﻌﺎﻗـﺩ‬
1997
‫ﺹ‬ ،
68
-
280
(
‫ﺍﻻﺠﺘﻤﺎﻉ‬ ‫ﻋﺎﻝﻡ‬ ‫ﻭﻴﺒﺭﺯ‬
"
‫ﻤﻴﻠﺯ‬
Mills
"
‫ﺍﻝﺠﻤﺎﻫﻴﺭﻴـﺔ‬ ‫ﺍﻹﻋـﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺨﻁﻭﺭﺓ‬
Mass
communication
،‫ﺁﺭﺍﺌﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻝﺘﺄﺜﻴﺭ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺃﻓﻜﺎﺭ‬ ‫ﻭﺘﺸﻜﻴل‬ ،‫ﺼﻴﺎﻏﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﻭﻜﻴﻔﻴﺔ‬
‫ﻗﺎل‬ ‫ﺤﻴﺙ‬ ،‫ﻭﻋﻴﻬﻡ‬ ‫ﻭﺘﻜﻭﻴﻥ‬
" :
‫ﺠﺎﻨ‬ ‫ِﻥ‬
‫ﺇ‬
‫ﻋـﻥ‬ ‫ﺍﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﺤﻘﺎﺌﻕ‬ ‫ﻤﻥ‬ ‫ﺘﻌﺭﻓﻪ‬ ‫ﻤﻤﺎ‬ ‫ﻓﻘﻁ‬ ‫ﹰ‬
‫ﻼ‬‫ﻀﺌﻴ‬ ‫ﹰ‬
‫ﺎ‬‫ﺒ‬

-----
-
-
----
--
-------
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1
----------
)
147
(
‫ﻭﺍﻻﺘـﺼﺎل‬ ،‫ﺍﻹﻋـﻼﻡ‬ ‫ﻭﺴـﺎﺌل‬ ‫ﻁﺭﻴﻘﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻷﻜﺒﺭ‬ ‫ﻭﺍﻝﺠﺎﻨﺏ‬ ،‫ﺒﺄﻨﻔﺴﻨﺎ‬ ‫ﺇﻝﻴﻪ‬ ‫ﺘﻭﺼﻠﻨﺎ‬ ‫ﻗﺩ‬ ‫ﺍﻝﻌﺎﻝﻡ‬
‫ﺍﻝﺠﻤﺎﻫﻴﺭﻱ‬
"
)
p311
.
1969
mills,
.(
‫ﺘـﺸﻜﻴل‬ ‫ﻋﻠـﻲ‬ ‫ﻭﺍﻀﺤﺔ‬ ‫ﺘﺄﺜﻴﺭ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻝﻺﻋﻼﻡ‬ ‫ﺃﻥ‬ ‫ﻨﺠﺩ‬ ‫ﻭﻫﻜﺫﺍ‬
‫ﻝﻠﻤﺠﺘﻤﻊ‬ ‫ﺍﻹﻋﻼﻤﻲ‬ ‫ﺍﻝﻨﻅﺎﻡ‬ ‫ﻴﻌﻤل‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
‫ﺍﺘﺠﺎﻫـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﻴﺘﺒﻨﺎﻩ‬ ‫ﻤﺎ‬ ‫ﺨﻼل‬
‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻋﻠﻰ‬ ‫ﺫﻝﻙ‬ ‫ﻭﻴﻌﺘﻤﺩ‬ ،‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻭﻋﻰ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻁﺒﻘﻴﺔ‬ ،‫ﻭﺃﻴﺩﻴﻭﻝﻭﺠﻴﺔ‬ ،‫ﻓﻜﺭﻴﺔ‬
‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻝﺭﺴﺎﻝﺔ‬ ‫ﻤﻌﺎﻝﺠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻭﺴﺎﺌل‬ ‫ﺘﻠﻙ‬ ‫ﻭﺃﺴﺎﻝﻴﺏ‬ ،‫ﻨﻔﺴﻬﺎ‬
) .
،‫ﺤﻠـﺱ‬
2003
‫ﺹ‬ ،
182
-
184
(
‫ﹰ‬
‫ﺎ‬‫ﺜﺎﻝﺜ‬
:
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﺸﻜﺎل‬
:
‫ﺃ‬
-
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
:
‫ﻋﺎ‬ ‫ﻭﻋﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
‫ﺍﻝﻘﻀﺎﻴﺎ‬ ‫ﺒﻤﺠﻤل‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺇﺤﺎﻁﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺸﺘﻤل‬ ‫ﻡ‬
‫ﻓﻲ‬ ‫ﺩﺨل‬ ‫ﻝﻬﺎ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻌﻠﻤﻴﺔ‬ ‫ﻭﺤﺘﻰ‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ،‫ﻭﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺤﻴﺎﺘﻬﻡ‬
.
]
،‫ﺒﻭﺠﻼل‬
1991
‫ﺹ‬،
42
-
‫ﺹ‬
[ 45
‫ﺏ‬
-
‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
:
،‫ﺍﻝﺴﻴﺎﺴﺔ‬ ‫ﺇﻝﻰ‬ ‫ﺒﺤﺎﺠﺔ‬ ‫ﻓﻬﻭ‬ ،‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻓﻴﻪ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﻤﻜﺎﻥ‬ ‫ﻫﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻝﺤﻴﺎﺓ‬ ‫ﺇﻥ‬
‫ﺍﻹﻨﺴﺎ‬ ‫ﻓﻲ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻓﺎﻝﺤﻜﻡ‬
‫ﺨﻠﺩﻭﻥ‬ ‫ﺍﺒﻥ‬ ‫ﻴﻘﻭل‬ ‫ﻜﻤﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻉ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻤﻥ‬ ‫ﻓﻴﻪ‬ ‫ﻝﻤﺎ‬ ‫ﻥ‬
" :
‫ﻤﻥ‬ ‫ﺒﺩ‬ ‫ﻓﻼ‬
‫ﺍﻝﺒﺸﺭﻱ‬ ‫ﺍﻝﻌﻤﺭﺍﻥ‬ ‫ﺃﻤﺭ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻨﺘﻅﻡ‬ ‫ﺴﻴﺎﺴﻴﺔ‬ ‫ﻨﻅﻡ‬
) "
،‫ﺨﻠﺩﻭﻥ‬ ‫ﺍﺒﻥ‬
1965
‫ﺹ‬ ،
711
-
712
(
‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺸﺌﻭﻥ‬ ‫ﺃﺠل‬ ‫ﻤﻥ‬ ‫ﻨﺤﺘﺎﺠﻬﺎ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺨﺒﺭﺓ‬ ‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﻓﺎﻝﻭﻋﻲ‬
.
‫ﺍﻝﺴﻴﺎﺴﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻴﻠﻌﺏ‬ ‫ﻜﻤﺎ‬
‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﻝﻠﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻝﻁﺭﻴﻕ‬ ‫ﺇﻨﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﹰ‬
‫ﺍ‬‫ﺩﻭﺭ‬
.
‫ﺝ‬
-
‫ﺍﻝﻭﻋﻲ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ‬
:
‫ﻤﺜل‬ ‫ﻭﺍﻝﻴﻭﻤﻴﺔ‬ ‫ﺍﻝﻨﻅﺭﻴﺔ‬ ‫ﺍﻝﺘﺼﻭﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻨﻔﺴﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻴﻌﺒﺭ‬
:
‫ﺘﻨﻅﻴﻡ‬
،‫ﺍﻹﻨﺘﺎﺝ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺭﻭﺍﺒﻁﻬﻡ‬ ‫ﺍﻝﺒﺸﺭ‬ ‫ﻭﻓﺎﻋﻠﻴﻪ‬ ،‫ﺍﻝﻤﺴﺘﻭﻱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻨﺘﺎﺝ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻭﺇﺩﺍﺭﺓ‬
‫ﻭﺍﻻﺴﺘﻬﻼﻙ‬ ،‫ﻭﺍﻝﺘﺒﺎﺩل‬ ،‫ﻭﺍﻝﺘﻭﺯﻴﻊ‬
.
]
curran
،
1979
[
‫ﺩ‬
-
‫ﺍﻝﺩﻴﻨﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
:
‫ﺍ‬ ‫ﻤﻥ‬ ‫ﻴﺘﺠﺯﺃ‬ ‫ﻻ‬ ‫ﹰ‬
‫ﺍ‬‫ﺠﺯﺀ‬ ‫ﺍﻝﺩﻴﻥ‬ ‫ﻴﻤﺜل‬
‫ﻤـﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻩ‬ ‫ﺇﻝﻴﻪ‬ ‫ﻭﻴﻨﻅﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻝﺴﻠﻭﻙ‬
‫ﻭﻤـﺴﺘﻭﻴﺎﺕ‬ ‫ﻭﺩﺭﺠﺎﺕ‬ ‫ﺃﺸﻜﺎل‬ ‫ﻓﻲ‬ ‫ﺘﺅﺜﺭ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻭﺍﻝﻌﻘﺎﺏ‬ ‫ﻭﺍﻝﺜﻭﺍﺏ‬ ،‫ﻭﺍﻝﺸﻌﺎﺌﺭ‬ ‫ﺍﻹﻝﻬﻴﺔ‬ ‫ﺍﻝﻤﻌﺘﻘﺩﺍﺕ‬
‫ﻭﺍﻝﺠﻤﺎﻋﻲ‬ ‫ﺍﻝﻔﺭﺩﻱ‬ ‫ﺍﻝﻭﻋﻲ‬
) .
،‫ﺍﻝﻤﻌﻁﻲ‬ ‫ﻋﺒﺩ‬
1989
‫ﺹ‬ ،
7
-
8
(

--------------------------------------------
)
148
(
--------
2010
12
1
‫ﻫـ‬
-
‫ﺍﻝﺜﻘﺎﻓﻲ‬ ‫ﺍﻝﻭﻋﻲ‬
:
‫ﺒﺎ‬ ‫ﻴﺭﻗﻰ‬ ‫ﺒﻬﻤﺎ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻭﺃﻥ‬ ‫ﻭﺍﻝﺘﻌﻠﻴﻡ‬ ‫ﺍﻝﻤﻌﺭﻓﺔ‬ ‫ﻫﻲ‬ ‫ﻤﺠﻤﻠﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺜﻘﺎﻓﺔ‬
‫ﻤـﺴﺘﻭﻱ‬ ‫ﺇﻝـﻰ‬ ‫ﻝﻔﺭﺩ‬
‫ﻭﺘﻘﺎﻝﻴﺩ‬ ‫ﻋﺎﺩﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻴﺸﻤل‬ ‫ﺒﻤﺎ‬ ‫ﺍﻝﻴﻭﻤﻴﺔ‬ ‫ﺒﺎﻝﺤﻴﺎﺓ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﻴﻌﻨﻲ‬ ‫ﺍﻝﺜﻘﺎﻓﻲ‬ ‫ﻭﺍﻝﻭﻋﻲ‬ ،‫ﺃﻓﻀل‬ ‫ﺍﺠﺘﻤﺎﻋﻲ‬
‫ﺍﻝﻤﻨﻅﻡ‬ ‫ﺍﻝﺘﻠﻘﺎﺌﻲ‬ ‫ﺍﻝﻌﺎﻡ‬ ‫ﺍﻝﻨﺸﺎﻁ‬ ‫ﻭﺼﻭﺭ‬ ‫ﻭﺘﻔﺎﻋل‬ ‫ﻭﺃﺤﻜﺎﻡ‬ ‫ﻭﺘﺩﻴﻥ‬ ‫ﻭﺃﻋﺭﺍﻑ‬
.
‫ﺃﺨﺭﻱ‬ ‫ﺃﺸﻜﺎل‬ ‫ﻭﻫﻨﺎﻙ‬
‫ﻭﺍﻝـﻭﻋﻲ‬ ،‫ﺍﻝﻌﻠﻤـﻲ‬ ‫ﻭﺍﻝﻭﻋﻲ‬ ،‫ﺍﻝﻘﺎﻨﻭﻨﻲ‬ ‫ﻭﺍﻝﻭﻋﻲ‬ ‫ﺍﻷﺨﻼﻗﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ،‫ﻭﻫﻲ‬ ‫ﺍﻝﻭﻋﻲ‬ ‫ﺃﺸﻜﺎل‬ ‫ﻤﻥ‬
‫ﺍﻝﺠﻤﺎﻫ‬
‫ﺍﻝﻁﺒﻘﻲ‬ ‫ﻭﺍﻝﻭﻋﻲ‬ ،‫ﺒﺎﻝﺫﺍﺕ‬ ‫ﻭﺍﻝﻭﻋﻲ‬ ،‫ﻴﺭﻱ‬
.
]
،‫ﻤﺤﻤﺩ‬
1980
‫ﺹ‬ ،
222
[
‫ﹰ‬
‫ﺎ‬‫ﺭﺍﺒﻌ‬
:
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻝﺘﻨﺸﺌﺔ‬ ‫ﺍﻹﻋﻼﻡ‬
:
‫ﻋﻠـﻰ‬ ‫ﻓﺘﻌﻤل‬ ،‫ﺃﺤﻀﺎﻨﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻔﺭﺩ‬ ‫ﻴﻨﺸﺄ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻷﻭﻝﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻝﺨﻠﻴﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﺘﻌﺘﺒﺭ‬
‫ﺘﻨﻘل‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﻫﻭﻴﺘﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻝﺤﻔﺎﻅ‬ ،‫ﺒﺎﻝﺤﺎﻀﺭ‬ ‫ﻭﻭﻋﻴﻪ‬ ،‫ﻭﻗﻴﻤﺔ‬ ،‫ﻭﺭﻏﺒﺎﺘﻪ‬ ،‫ﺤﺎﺠﺎﺘﻪ‬ ‫ﺇﺸﺒﺎﻉ‬
‫ﻝﻪ‬
‫ﺒﺜﻘـﺎﻓﺘﻬﻡ‬ ‫ﺍﻻﺭﺘﻘﺎﺀ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﻭﺍﻝﻤﺴﺘﻘﺒل‬ ‫ﺒﺎﻝﺤﺎﻀﺭ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﻭﻋﻲ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ،‫ﺍﻝﻜﺒﻴﺭﺓ‬ ‫ﺍﻷﺠﻴﺎل‬ ‫ﻤﻥ‬
‫ﺍﻝﺘﻨـﺸﺌﺔ‬ ‫ﻋﻤﻠﻴـﺎﺕ‬ ‫ﺨـﻼل‬ ‫ﻤـﻥ‬ ‫ﺘﺤﻘﻴﻘﻬـﺎ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻓﺘﺴﻌﻲ‬ ‫ﻏﺎﻴﺔ‬ ‫ﻭﺘﻠﻙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
) .
،‫ﻤﻬﺩﻯ‬ ،‫ﺤﻠﺱ‬
2005
‫ﺹ‬ ،
142
(
‫ﻋﻤﻠﻴـﺎﺕ‬ ‫ﺘﺘـﻀﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﻓﺎﻝﺘﻨﺸﺌﺔ‬
‫ﻭﺍ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻝﺘﻌﻠﻡ‬ ‫ﺃﻫﻤﻬﺎ‬ ‫ﻤﺘﻌﺩﺩﺓ‬
‫ﻭﻫـﻲ‬ ،‫ﺍﻝﺜﻘـﺎﻓﻲ‬ ‫ﻭﺍﻻﻨﺘﻘﺎل‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻝﺘﻭﺍﻓﻕ‬ ‫ﻝﺘﺜﻘﻴﻑ‬
‫ﻋﺩﻴـﺩﺓ‬ ‫ﻤﺅﺴـﺴﺎﺕ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﹰ‬
‫ﺎ‬‫ﻭﻗﻴﻤ‬ ،‫ﹰ‬
‫ﺍ‬‫ﻭﻤﻌﺎﻴﻴﺭ‬ ‫ﹰ‬
‫ﺎ‬‫ﺴﻠﻭﻜ‬ ‫ﹰ‬
‫ﺍ‬‫ﺭﺍﺸﺩ‬ ‫ﺃﻭ‬ ،‫ﹰ‬
‫ﻼ‬‫ﻁﻔ‬ ‫ﺍﻝﻔﺭﺩ‬ ‫ﺇﻜﺴﺎﺏ‬ ‫ﹰ‬
‫ﺎ‬‫ﺃﻴﻀ‬
‫ﻭﺜﻘﺎﻓﻴﺔ‬ ،‫ﻭﺩﻴﻨﻴﺔ‬ ،‫ﻭﺘﺭﺒﻭﻴﺔ‬ ،‫ﺃﺴﺭﻴﺔ‬
) ...
،‫ﺍﻝﺒﻴﺎﺘﻲ‬
2001
‫ﺹ‬ ،
113
(
‫ﺍﻝﺘﻨـﺸ‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﻓـﻲ‬ ‫ﺒـﺎﺭﺯ‬ ‫ﺒﺩﻭﺭ‬ ‫ﻝﺘﻘﻭﻡ‬ ‫ﺍﻝﺤﺩﻴﺙ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻭﺘﺄﺘﻲ‬
‫ﺌﺔ‬
،‫ﺍﻝﺘﻘﻨـﻲ‬ ‫ﻭﺘﻁﻭﺭﻫـﺎ‬ ،‫ﺍﻝﻭﺴـﺎﺌل‬ ‫ﻫﺫﻩ‬ ‫ﺒﺎﻨﺘﺸﺎﺭ‬ ‫ﹰ‬
‫ﺍ‬‫ﻭﺘﺄﺜﻴﺭ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻴﺯﺩﺍﺩ‬ ‫ﺍﻝﺩﻭﺭ‬ ‫ﻭﻫﺫﺍ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻝﻔﺎﻋل‬ ‫ﻭﻗﺒﻭﻝﻬﺎ‬ ،‫ﺍﻝﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻝﺤﻴﺎﺓ‬ ‫ﻝﺠﻬﺎﺕ‬ ‫ﻭﺍﺨﺘﺭﺍﻗﻬﺎ‬
‫ﻭﺍﻝﺸﺒﺎﺏ‬
.
‫ﺍﻝﻘـﻴﻡ‬ ‫ﻏـﺭﺱ‬ ‫ﻓـﻲ‬ ‫ﺩﻭﺭ‬ ‫ﻓﻠﻬﺎ‬ ،‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﺅﺴﺴﺔ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﻭﻭﺴﺎﺌﻠﻪ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﺃﻥ‬ ‫ﻭﺒﺎﻋﺘﺒﺎﺭ‬
‫ﺍﻻﺠﺘﻤ‬
‫ﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺍﻝﺸﺨﺼﻴﺔ‬ ‫ﻭﺼﻘل‬ ‫ﺎﻋﻴﺔ‬
) .
،‫ﻤﻭﺴﻰ‬
1988
‫ﺹ‬ ،
244
(
‫ﻭﻴﺭﻱ‬
"
‫ﺭﺍﻭ‬
Rao
" :
‫ﺍﻝﻁـﺭﻕ‬ ‫ﻤـﻥ‬ ‫ﺍﻝﺴﻬل‬ ‫ﻝﻼﻨﺘﻘﺎل‬ ‫ﹰ‬
‫ﺍ‬‫ﻤﻴﺴﺭ‬ ‫ﹰ‬
‫ﻼ‬‫ﻋﺎﻤ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺃﻥ‬
‫ﻭﻴﻘﻭل‬ ،‫ﺍﻝﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻝﻌﺼﺭﻴﺔ‬ ‫ﺍﻝﻁﺭﻕ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‬
":
‫ﺸﺭﺍﻡ‬
"
‫ﻜل‬ ‫ﻓﻲ‬ ‫ﺘﺸﺎﺭﻙ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺇﻥ‬
‫ﻭﺍﻻ‬ ،‫ﺍﻝﻔﻜﺭﻴــﺔ‬ ‫ﺍﻝﺜــﻭﺭﺍﺕ‬ ‫ﻤﺜــل‬ ‫ﺍﺠﺘﻤــﺎﻋﻲ‬ ‫ﺘﻐﻴﻴــﺭ‬
‫ﻭﺍﻝــﺴﻴﺎﺴﻴﺔ‬ ،‫ﺠﺘﻤﺎﻋﻴــﺔ‬
".
)
P462
.
1982
.
Gumpertg
(

-----
-
-
----
--
-------
2010
12
1
----------
)
149
(
‫ﻭﺴـﺎﺌل‬ ‫ﺘـﺄﺜﻴﺭ‬ ‫ﺒﻔﻌل‬ ‫ﺠﺩﻴﺩ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻝﺘﻘﻭﻝﺏ‬ ‫ﻝﻠﺘﻐﻴﺭ‬ ‫ﻤﻌﺭﻀﻪ‬ ‫ﻭﻭﻅﺎﺌﻔﻬﺎ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻭﻷﻥ‬
‫ﺘﺠـﺎﻩ‬ ‫ﺍﻷﺴـﺭﺓ‬ ‫ﻷﻓﺭﺍﺩ‬ ‫ﻜﺜﻴﺭﺓ‬ ‫ﻭﻅﺎﺌﻑ‬ ‫ﻭﺘﻬﻤل‬ ‫ﺘﺘﻘﻠﺹ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻝﻌﻼﻤﺎﺕ‬ ‫ﻓﺘﺘﻐﻴﺭ‬ ،‫ﺍﻝﻤﺭﺌﻴﺔ‬ ‫ﺍﻹﻋﻼﻡ‬
‫ﺘﻐﻴﻴﺭ‬ ‫ﺇﻝﻰ‬ ‫ﻴﺩﻓﻊ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻷﻤﺭ‬ ،‫ﺒﻪ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻨﺯﻋﻪ‬ ‫ﻓﺭﺩ‬ ‫ﻝﻜل‬ ‫ﻭﺘﺼﺒﺢ‬ ‫ﺒﻌﻀﻬﻡ‬
‫ﻤﻥ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﻤﺸﺎﻜل‬
‫ﻭﺘﺭﺍﺒﻁﺎﺘﻬﺎ‬ ،‫ﻷﻭﺼﺎﻝﻬﺎ‬ ‫ﻓﺎﻗﺩﺓ‬ ‫ﻤﻐﺘﺭﺒﺔ‬ ‫ﺃﺴﺭﺓ‬ ‫ﺇﻝﻰ‬ ‫ﺴﻜﻥ‬ ‫ﻓﻴﻤﺎ‬ ‫ﻤﺘﺭﺍﺒﻁﺔ‬ ‫ﺃﺴﺭﺓ‬
.
‫ﻭﻨﻘﻭل‬ ‫ﻤﻌﻴﻨﻪ‬ ‫ﻨﻘﻁﻪ‬ ‫ﻋﻨﺩ‬ ‫ﻨﻘﻑ‬ ‫ﻭﻝﻜﻨﻨﺎ‬
:
‫ﻓﻌﻠﻬﺎ‬ ‫ﺘﻔﻌل‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ،‫ﺍﻝﻤﺭﺌﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ِﻥ‬
‫ﺇ‬
،‫ﻤﻼﺌﻡ‬ ‫ﺍﺴﺘﻘﺒﺎل‬ ‫ﻫﻨﺎﻙ‬ ‫ﻜﺎﻥ‬ ‫ﻝﻭ‬ ‫ﺍﻷﺴﻭﺃ‬ ‫ﺇﻝﻰ‬ ‫ﻭﻭﻅﺎﺌﻔﻬﺎ‬ ‫ﺒﻨﺎﺌﻬﺎ‬ ‫ﻭﺘﻐﻴﺭ‬ ‫ﺍﻷﺴﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻫﺫﺍ‬ ‫ﺍﻝﻤﺅﺜﺭ‬
‫ﻤﻨ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻡ‬
‫ﻝﻬﺎ‬ ‫ﺎﺴﺏ‬
).
،‫ﺒﻭﺠﻼل‬
1991
‫ﺹ‬ ،
40
-
58
(
‫ﹰ‬
‫ﺎ‬‫ﺨﺎﻤﺴ‬
:
‫ﻭﺍﻝﺸﺒﺎﺏ‬ ‫ﺍﻹﻋﻼﻡ‬
:
،‫ﻭﺍﻝـﺴﻴﺎﺴﻴﺔ‬ ،‫ﻭﺍﻻﻗﺘـﺼﺎﺩﻴﺔ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻝﺸﺭﻭﻁ‬ ‫ﻤﻥ‬ ‫ﺒﺠﻤﻠﺔ‬ ‫ﺍﻹﻋﻼﻤﻲ‬ ‫ﺍﻝﻨﺸﺎﻁ‬ ‫ﻴﺭﺘﺒﻁ‬
‫ﺍﻝﻤﺘﺤﻜﻤـﺔ‬ ‫ﺍﻝﻘﻭﻯ‬ ‫ﻤﺼﺎﻝﺢ‬ ‫ﻭﻴﺨﺩﻡ‬ ‫ﻴﻌﺒﺭ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﻔﻜﺭ‬ ‫ﻭﺘﻭﺠﻬﺎﺕ‬ ‫ﺒﻨﻭﻉ‬ ‫ﺘﺼﺒﻐﻪ‬ ‫ﻭﺍﻝﺘﻲ‬ ،‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬
‫ﺍﻝﻘﻭل‬ ‫ﹶ‬
‫ﺎ‬‫ﺒﺩﻴﻬﻴ‬ ‫ﻴﺼﺒﺢ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ،‫ﻓﻴﻪ‬
:
‫ﺍﻹ‬ ‫ﺍﻝﻤﺅﺴﺴﺔ‬ ‫ﺃﻥ‬
‫ﺇﻻ‬ ‫ﺘﻌﻤـل‬ ‫ﻭﻻ‬ ،‫ﻓﺭﺍﻍ‬ ‫ﻤﻥ‬ ‫ﺘﻨﺸﺄ‬ ‫ﻻ‬ ‫ﻋﻼﻤﻴﺔ‬
‫ﺍﻝﺴﻴﺎﻕ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻓﻲ‬ ،‫ﺘﺤﻘﻴﻘﻬﺎ‬ ‫ﺇﻝﻰ‬ ‫ﺘﺴﻌﻲ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻭﻭﻓﻕ‬ ،‫ﻝﻬﺎ‬ ‫ﺍﻝﻤﺭﺴﻭﻡ‬ ‫ﺍﻝﻌﺎﻡ‬ ‫ﺍﻹﻁﺎﺭ‬ ‫ﻀﻤﻥ‬
،‫ﺇﻝﻴﺔ‬ ‫ﻴﻨﺘﻤﻲ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺒﺎﻝﻤﺠﺘﻤﻊ‬ ‫ﻴﺘﺄﺜﺭ‬ ‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﻝﻠﻤﺅﺴﺴﺔ‬ ‫ﺍﻹﻋﻼﻤﻲ‬ ‫ﺍﻝﺨﻁﺎﺏ‬ ‫ﺃﻥ‬ ‫ﺇﻝﻰ‬ ‫ﺍﻝﺘﻨﺒﻴﻪ‬ ‫ﻴﺠﺏ‬
‫ﻭﺘﺴﻬ‬ ،‫ﻭﺍﺘﺠﺎﻫﺎﺕ‬ ،‫ﻭﺃﻓﻜﺎﺭ‬ ،‫ﻗﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻫﺫﺍ‬ ‫ﻴﺤﻤﻠﻪ‬ ‫ﻭﺒﻤﺎ‬
‫ﺸـﻜل‬ ‫ﺘﺤﺩﻴـﺩ‬ ‫ﻓـﻲ‬ ‫ﺠﻤﻴﻌﻬﺎ‬ ‫ﻡ‬
‫ﺍﻝﺠﻤﺎﻫﻴﺭ‬ ‫ﺇﻝﻰ‬ ‫ﻭﺼﻭﻝﻪ‬ ‫ﻋﺒﺭ‬ ‫ﺍﻹﻋﻼﻤﻲ‬ ‫ﺍﻝﺨﻁﺎﺏ‬ ‫ﻭﻤﻀﻤﻭﻥ‬
) .
،‫ﺤﻨﻭﺵ‬
1995
‫ﺹ‬ ،
46
-
49
(
‫ﺍﻝـﺸﺒﺎﺏ‬ ‫ﻴﻭﺍﺠﻪ‬ ‫ﺤﻴﺙ‬ ،‫ﺒﺎﻝﺘﻐﻴﻴﺭ‬ ‫ﻴﺴﻤﻲ‬ ‫ﻤﺎ‬ ‫ﺃﺯﻤﺔ‬ ‫ﺍﻝﻌﺭﺒﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻴﻌﻴﺵ‬ ،‫ﺍﻷﻤﺭ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻓﻲ‬
‫ﻤـﻥ‬ ‫ﺠﻤﻠﺔ‬ ‫ﺘﺴﻭﺩﻩ‬ ‫ﺍﻝﺫﻱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺒﺎﻝﻤﺤﻴﻁ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﺴﻠﺒﻴﺔ‬ ‫ﺍﻝﻅﻭﺍﻫﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻌﺩﻴﺩ‬ ‫ﺍﻝﻌﺭﺒﻲ‬
‫ﺍﻝﺭﺩﻴ‬ ‫ﺍﻝﻘﻴﻡ‬
‫ﺒﻜل‬ ‫ﻭﺍﻻﻨﺤﺭﺍﻑ‬ ،‫ﻭﺍﻝﺘﺴﻠﻁ‬ ،‫ﻭﺍﻝﻔﻘﺭ‬ ،‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻭﺍﻝﻔﻭﻀﻰ‬ ،‫ﺍﻝﺜﻘﺎﻓﻲ‬ ‫ﻭﺍﻝﺘﻨﺎﻗﺽ‬ ،‫ﺌﺔ‬
‫ﺒﺙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻭﺸﺒﻜﺎﺕ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻓﻴﻪ‬ ‫ﺘﺘﺯﺍﺤﻡ‬ ‫ﻋﺼﺭ‬ ‫ﻓﻲ‬ ،‫ﻭﺃﻨﻭﺍﻋﻪ‬ ‫ﻭﺃﺸﻜﺎﻝﻪ‬ ‫ﺼﻭﺭﻩ‬
‫ﺍﻹﻋـﻼﻡ‬ ‫ﻋـﺼﺭ‬ ‫ﻭﻓﻲ‬ ‫ﺍﻻﻨﻔﺘﺎﺡ‬ ‫ﺴﻴﺎﺴﺔ‬ ‫ﻅل‬ ‫ﻭﻓﻲ‬ ‫ﺍﻝﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻤﻜﻥ‬ ‫ﻗﺩﺭ‬ ‫ﺃﻜﺒﺭ‬
‫ﻴ‬ ‫ﻤﺎ‬ ‫ﻭﻤﺘﺎﺒﻌﺔ‬ ‫ﻤﺸﺎﻫﺩﺓ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻝﻤﻌﻭﻝﻡ‬
‫ﺍﻝﻘـﻭﺓ‬ ‫ﺃﺼـﺤﺎﺏ‬ ‫ﻤﺤـﺎﻭﻻﺕ‬ ‫ﻅل‬ ‫ﻭﻓﻲ‬ ،‫ﺒﺴﻬﻭﻝﺔ‬ ‫ﺠﺭﻱ‬
‫ﺍﻝﻤﺘﻼﻁﻤـﺔ‬ ‫ﻝﻠﺘﻴﺎﺭﺍﺕ‬ ‫ﻋﺭﻀﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﺃﺼﺒﺢ‬ ،‫ﺘﻭﺠﻬﺎﺘﻬﻡ‬ ‫ﻭﺘﺴﻭﻴﻕ‬ ‫ﺃﻓﻜﺎﺭﻫﻡ‬ ‫ﻨﺸﺭ‬ ‫ﻭﺍﻝﻨﻔﻭﺫ‬
‫ﺍﺘﻬـﻡ‬ ‫ﺨﻴـﺎﺭ‬ ‫ﺘﺤﺩﻴـﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺘﻬﻡ‬ ‫ﺃﺼﺎﺒﺕ‬ ‫ﺍﻝﺘﻲ‬ ‫ﺍﻝﻤﺘﺠﺩﺩﺓ‬ ‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻝﻤﺘﻨﺎﻗﻀﺔ‬ ‫ﻭﺍﻷﻓﻜﺎﺭ‬
‫ﻭﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ‬ ‫ﻤﺠﺘﻤﻌﻬﻡ‬ ‫ﻭﺃﻭﻝﻭﻴﺎﺕ‬
.
‫ﺍﻝـﺴﻤﺎﻭ‬ ‫ﻫـﺫﻩ‬ ‫ﻤﻥ‬ ‫ﻴﺴﺘﻤﺩﻭﻥ‬ ‫ﻴﺠﻌﻠﻬﻡ‬ ‫ﻤﻤﺎ‬
،‫ﺍﻝﻤﻔﺘﻭﺤـﺔ‬ ‫ﺍﺕ‬
‫ﺍﻝﺤﻴـﺎﺓ‬ ‫ﻝﻤﻅـﺎﻫﺭ‬ ‫ﻭﺍﻝﻤﺤﺎﻜﺎﺓ‬ ‫ﺍﻝﺘﻘﻠﻴﺩ‬ ‫ﻴﺼﺒﺢ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻭﺃﺴﻠﻭﺏ‬ ،‫ﺘﻔﻜﻴﺭﻫﻡ‬ ‫ﻭﻨﻤﻁ‬ ،‫ﺴﻠﻭﻜﻬﻡ‬
‫ﺍﻝﺘﺜﻘﻴـﻑ‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﻓﻲ‬ ‫ﹰ‬
‫ﺍ‬‫ﻤﺘﺤﻀﺭ‬ ‫ﹰ‬
‫ﺎ‬‫ﻭﺴﻠﻭﻜ‬ ،‫ﺍﻝﻴﻭﻤﻴﺔ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﹰ‬
‫ﺍ‬‫ﺴﺎﺌﺩ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺎ‬ ‫ﹰ‬
‫ﺎ‬‫ﻨﻤﻁ‬ ‫ﺍﻝﻐﺭﺒﻴﺔ‬
.

--------------------------------------------
)
150
(
--------
2010
12
1
)
،‫ﺍﻝﺒﻴﺎﺘﻲ‬
2001
‫ﺹ‬ ،
116
.(
‫ﻋـﻥ‬ ‫ﺍﻵﻥ‬ ‫ﺤﺘﻰ‬ ‫ﻋﺎﺠﺯﺓ‬ ‫ﻅﻠﺕ‬ ‫ﺍﻝﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﺨﻁ‬ ‫ﺒﻠﻭﺭﺓ‬
‫ﺍﻝـﺫﻱ‬ ‫ﺍﻝﻬـﺎﻡ‬ ‫ﻝﻠﺩﻭﺭ‬ ‫ﺠﺩﻴﺩﺓ‬ ‫ﻭﺭﺅﻯ‬ ‫ﻤﻔﺎﻫﻴﻡ‬ ‫ﺒﻠﻭﺭﺓ‬ ‫ﻤﻥ‬ ‫ﻴﻨﻁﻠﻕ‬ ،‫ﻝﻠﺸﺒﺎﺏ‬ ‫ﺇﻋﻼﻤﻲ‬ ‫ﺎﺏ‬
‫ﻤﻥ‬ ‫ﹰ‬
‫ﻼ‬‫ﻫﺎﺌ‬ ‫ﹰ‬
‫ﺎ‬‫ﻜﻤ‬ ‫ﺒﻌﺭﺽ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺍﻝﻭﺴﺎﺌل‬ ‫ﺘﻠﻙ‬ ‫ﺇﻥ‬ ‫ﺒل‬ ،‫ﺍﻝﻔﻠﺴﻁﻴﻨﻲ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻭﻝﻌﺒﺔ‬ ‫ﻴﻠﻌﺒﻪ‬
‫ﺍﻝﺘﻨﻤﻭﻴـﺔ‬ ‫ﺍﻝﺤﺎﺠـﺎﺕ‬ ‫ﻋـﻥ‬ ‫ﻴﺨﺘﻠﻑ‬ ‫ﹰ‬
‫ﺎ‬‫ﺘﻭﺠﻬ‬ ‫ﻤﺠﻤﻭﻋﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺘﻌﻜﺱ‬ ‫ﺍﻝﺘﻲ‬ ‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻝﺒﺭﺍﻤﺞ‬
‫ﺍ‬ ‫ﻝﻠﻤﺠﺘﻤﻊ‬ ‫ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﺴﺘﻬﻼﻜﻴﺔ‬ ‫ﺜﻘﺎﻓﺔ‬ ‫ﺘﻌﻜﺱ‬ ‫ﻓﻬﻲ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻓﺌﺔ‬ ‫ﻭﺨﺎﺼﺔ‬ ،‫ﻝﻔﻠﺴﻁﻴﻨﻲ‬
‫ﺍﻝﻔﺠـﻭﺓ‬ ‫ﺯﻴـﺎﺩﺓ‬ ‫ﺇﻝـﻲ‬ ‫ﻴﺅﺩﻱ‬ ‫ﻤﻤﺎ‬ ،‫ﻭﻗﻀﺎﻴﺎﻩ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻋﻥ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻝﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺘﺭﻭﺝ‬ ‫ﻋﺎﺩﻴﺔ‬
‫ﻭﻤﺠﺘﻤﻌﻪ‬ ‫ﺍﻝﺸﺒﺎﺏ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻝﻬﻭﺓ‬
) .
،‫ﻤﻁﺭ‬
2003
‫ﺹ‬ ،
115
-
152
(
‫ﻋـﻥ‬ ‫ﻤﺴﺘﻘل‬ ‫ﺒﺸﻜل‬ ‫ﻭﻭﻅﻴﻔﺘﻬﺎ‬ ‫ﺩﻭﺭﻫﺎ‬ ‫ﺘﻤﺎﺭﺱ‬ ‫ﻻ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺇﻥ‬ ‫ﺍﻝﻘﻭل‬ ‫ﻴﻤﻜﻨﻨﺎ‬ ‫ﹰ‬
‫ﺍ‬‫ﻭﺃﺨﻴﺭ‬
‫ﻭﻤﺅ‬
‫ﻓـﻲ‬ ‫ﻋﻴﻭﺏ‬ ‫ﺒﻭﺠﻭﺩ‬ ‫ﻜﺒﻴﺭ‬ ‫ﺤﺩ‬ ‫ﺇﻝﻰ‬ ‫ﻤﺭﻫﻭﻥ‬ ‫ﺍﻝﺴﻠﺒﻲ‬ ‫ﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﻓﺈﻥ‬ ‫ﺒﺎﻝﺘﺎﻝﻲ‬ ‫ﻭ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﺴﺴﺎﺕ‬
‫ﺍﻹﻋﻼﻡ‬ ‫ﻝﻭﺴﺎﺌل‬ ‫ﺍﻝﺜﻘﺎﻓﻲ‬ ‫ﺍﻝﻤﻀﻤﻭﻥ‬
.
‫ﹰ‬
‫ﺎ‬‫ﺴﺎﺩﺴ‬
:
‫ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻭﻗﻀﺎﻴﺎ‬ ‫ﺍﻹﻋﻼﻡ‬
:
‫ﺘﺤـﻭل‬ ‫ﻅﺎﻫﺭﺓ‬ ‫ﺍﻝﻜﻭﻨﻲ‬ ‫ﺍﻝﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻻﺘﺼﺎل‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻝﺘﻘﻨﻴﺎﺕ‬ ‫ﺍﻝﻬﺎﺌل‬ ‫ﺍﻝﺘﻁﻭﺭ‬ ‫ﺃﻓﺭﺯ‬
‫ﺍﻻﺴﺘ‬ ‫ﻭﻤﺠﺘﻤﻊ‬ ‫ﺍﻝﺼﻨﺎﻋﻲ‬ ‫ﺍﻝﻌﺼﺭ‬ ‫ﻴﺘﺭﻙ‬ ‫ﺒﺤﻴﺙ‬ ،‫ﺤﻀﺎﺭﻱ‬
‫ﻴﺴﻤﻲ‬ ‫ﻝﻤﺎ‬ ‫ﻤﻜﺎﻨﻬﻤﺎ‬ ‫ﹰ‬
‫ﺎ‬‫ﺘﺩﺭﻴﺠﻴ‬ ‫ﻬﻼﻙ‬
" :
‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﺠﺘﻤﻊ‬
."
‫ﺍﻝﻤﺘﺤـﺩﺓ‬ ‫ﺍﻝﻭﻻﻴـﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻝﻘﺎﺩﻡ‬ ‫ﻭﺍﻝﺜﻘﺎﻓﻲ‬ ‫ﺍﻹﻋﻼﻤﻲ‬ ‫ﺍﻝﺘﺩﻓﻕ‬ ‫ﻫﺫﺍ‬ ‫ﺃﺜﺎﺭ‬ ‫ﻭﻝﻘﺩ‬
‫ﺍﻝﺜﻘﺎﻓﻲ‬ ‫ﻝﻸﻤﻥ‬ ‫ﹰ‬
‫ﺍ‬‫ﺘﻬﺩﻴﺩ‬ ‫ﺍﻝﻅﻭﺍﻫﺭ‬ ‫ﺃﺨﻁﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻝﻅﺎﻫﺭﺓ‬ ‫ﺒﺎﻋﺘﺒﺎﺭ‬ ،‫ﻋﺎﻝﻤﻴﺔ‬ ‫ﻗﻠﻌﺔ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬
‫ﺍ‬ ‫ﺍﻹﻗﻠﻴﻡ‬ ‫ﺩﺍﺨل‬ ‫ﺍﻝﻘﻭﻤﻴﺔ‬ ‫ﻭﺍﻝﻬﻭﻴﺔ‬ ‫ﻭﺍﻝﻭﺤﺩﺓ‬ ،‫ﻭﺍﻷﻴﺩﻴﻭﻝﻭﺠﻲ‬
‫ﻝﻠﺩﻭﻝـﺔ‬ ‫ﻝـﻭﻁﻨﻲ‬
) .
،‫ﻝﺒﻴـﺏ‬
1994
،
‫ﺹ‬
41
-
42
(
‫ﺃ‬
-
‫ﺍﻹﺘﺼﺎﻝﻴﺔ‬ ‫ﺍﻝﻌﻭﻝﻤﺔ‬
:
‫ﻭﺒﺎﻝﺒﻴﺌـﺔ‬ ،‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬ ،‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﻭﺒﺎﻝﺒﻴﺌﺔ‬ ،‫ﺍﻝﺩﻭﻝﻴﺔ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‬ ‫ﺒﺎﻝﺒﻴﺌﺔ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻴﺭﺘﺒﻁ‬
‫ﺒﻤﺜﺎﺒﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺍﺠﺘﻤﺎﻋﻲ‬ ‫ﻨﺴﻕ‬ ‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺃﻥ‬ ‫ﺍﻝﺘﻨﻤﻭﻱ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﻭﺘﺭﻯ‬ ،‫ﺍﻝﺜﻘﺎﻓﻴﺔ‬
‫ﺍﻝﻭﻜﻴل‬ ‫ﺃﻭ‬ ،‫ﺍﻝﺭﺌﻴﺱ‬ ‫ﻭﺍﻝﻌﺎﻤل‬ ‫ﺍﻝﻤﺅﺸﺭ‬
‫ﺍﻹﻋﻼﻡ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻤﻥ‬ ‫ﺍﻝﻤﺘﻭﻗﻊ‬ ‫ﻤﻥ‬ ‫ﻓﺈﻨﻪ‬ ‫ﻭﻫﻜﺫﺍ‬ ،‫ﻓﻴﻪ‬ ‫ﻝﻠﺘﻐﻴﻴﺭ‬
‫ﺍﻝﺘﻐﻴﺭ‬ ‫ﻝﻌﻤﻠﻴﺔ‬ ‫ﻭﺍﻝﻀﺭﻭﺭﻱ‬ ‫ﺍﻝﻤﻬﻡ‬ ‫ﺍﻝﻨﻔﺴﻲ‬ ‫ﺍﻝﺤﺭﺍﻙ‬ ‫ﺃﻭ‬ ،‫ﺍﻝﺘﻭﺤﺩ‬ ‫ﻭﺘﻌﻠﻴﻤﻬﻡ‬ ‫ﺍﻝﻨﺎﺱ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﻐﻴﻴﺭ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
) .
،‫ﺍﻝﺩﻴﻥ‬ ‫ﻋﻠﻡ‬
1999
‫ﺹ‬ ،
109
(
‫ﻫﻭ‬ ‫ﺍﻝﺤﺎﻀﺭ‬ ‫ﺍﻝﻭﻗﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﻋﺎﻝﻡ‬
:
‫ﻷﻥ‬ ،‫ﻭﻁـﻥ‬ ‫ﻭﺒـﻼ‬ ،‫ﺃﻤـﺔ‬ ‫ﻭﺒـﻼ‬ ،‫ﺩﻭﻝﺔ‬ ‫ﺒﻼ‬ ‫ﻋﺎﻝﻡ‬
‫ﻓﻘﺩﺕ‬ ‫ﺍﻝﺤﻜﻭﻤﺎﺕ‬
‫ﺍﻝﺫﻱ‬ ‫ﺍﻝﻤﻜﺎﻥ‬ ‫ﻫﻭ‬ ‫ﺍﻝﻼﻤﺤﺩﻭﺩ‬ ‫ﺍﻝﻔﻀﺎﺀ‬ ‫ﻭﺃﺼﺒﺢ‬ ،‫ﺍﻝﺠﻭﻱ‬ ‫ﻓﻀﺎﺌﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻝﺴﻴﻁﺭﺓ‬
‫ﻴﺸﻜل‬ ‫ﻻ‬ ‫ﺃﻨﻪ‬ ‫ﻨﺠﺩ‬ ،‫ﺍﻝﻌﻭﻝﻤﺔ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻋﻼﻡ‬ ‫ﺇﻝﻰ‬ ‫ﻨﻅﺭﻨﺎ‬ ‫ﻭﺇﺫﺍ‬ ،‫ﺍﻹﻋﻼﻤﻴﺔ‬ ‫ﺍﻝﻌﻭﻝﻤﺔ‬ ‫ﻓﻴﻪ‬ ‫ﺘﺘﺤﺭﻙ‬

4-ناصر_مهدي_وموسى_حلس_-_دور_وسائل_الإعلام_للنشر.pdf

4-ناصر_مهدي_وموسى_حلس_-_دور_وسائل_الإعلام_للنشر.pdf

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