يقدم المعهد الأمريكي للسلام منهجاً تعليمياُ لمعلمي المرحلة الثانوية لتقديم مادة في صناعة السلام والتعايش مع الآخرين بصورة متكاملة

1. ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﳌﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬
GLOBAL PEACEBUILDING CENTER
United States
Institute of Peace
2301 Constitution Ave., NW
Washington, DC 20037
www.usip.org
UNITED STATES INSTITUTE OF PEACE
‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻟﻠﻤﺴﺎﻋﺪﺓ‬ ‫ﺃﺟﻠﻬﻢ‬ ‫ﻭﻣﻦ‬ ‫ﺍﳌﻌﻠﻤﲔ‬ ‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﰎ‬
‫ﻭﺁﺧﺮ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ‬ ‫ﻟﻠﻤﺪﺍﺭﺱ‬ ‫ﻭﺍﺣﺪ‬ - ‫ﻠﺪﺍﻥ‬‫ﺍ‬ ‫ﻭﻳﺘﻀﻤﻦ‬ .‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﳉﻴﻞ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻋﻠﻰ‬
‫ﺃﻋﻤﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻭﻣﻬﺎﺭﺍﺕ‬ ‫ﻣﻮﺍﺿﻴﻊ‬ ‫ﺗﻄﺮﺡ‬ ‫ﺗﻔﺎﻋﻠﻴﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﺭﻭﺳ‬ - ‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﻟﻠﻤﺪﺍﺭﺱ‬
.‫ﺍﻟﺘﻮﺍﻟﻲ‬ ‫ﻋﻠﻰ‬‫ﹰ‬‫ﺎ‬‫ﻋﺎﻣ‬ ١٨-١٤‫ﻭ‬ ١٣-١١
:‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻣﺠﺎﻝ‬ ‫ﻓﻲ‬ ‫ﺃﺳﺎﺳﻴﺔ‬ ‫ﺃﻓﻜﺎﺭ‬ ‫ﺛﻼﺙ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﻨﻈﻴﻢ‬ ‫ﰎ‬
.‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ •
.‫ﺍﻟﻌﻨﻴﻒ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ‬ •
.‫ﺳﻼﻡ‬ ‫ﺻﺎﻧﻊ‬ ‫ﻟﺘﺼﺒﺢ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﻫﻨﺎﻙ‬ •
‫ﺑﺎﻷﺳﺎﻟﻴﺐ‬ ‫ﺍﻟﻌﻬﺪ‬ ‫ﺣﺪﻳﺜﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﻣﻔﺼﻠﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺧﻄﻄ‬ ‫ﺗﻘﺪﻡ‬ ‫ﺍﻟﺘﻲ‬ ،‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﺘﻀﻤﻦ‬
‫ﺍﻟﺘﺤﺪﻳﺎﺕ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﻮﺟﻬﺔ‬ ‫ﺇﺭﺷﺎﺩﻳﺔ‬ ‫ﻭﺃﻧﺸﻄﺔ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﻭﻣﻮﺍﺭﺩ‬ ‫ﻧﺸﺮﺍﺕ‬ ،‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬
‫ﻭﺑﻨﺎﺀ‬ ،‫ﺍﻻﺗﺼﺎﻻﺕ‬ ‫)ﻣﺜﻞ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﻄﻮﺭ‬ .‫ﺍﻟﻌﺎﳌﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻭﺃﻫﻤﻴﺔ‬
‫ﻓﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺓ‬ ‫ﺑﺪﻭﺭ‬ ‫ﺍﻟﻘﻴﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻗﺪﺭﺍﺗﻬﻢ‬ (‫ﻭﺍﻟﻮﺳﺎﻃﺔ‬ ،‫ﻭﺍﻟﺘﻔﺎﻭﺽ‬ ،‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻭﲢﻠﻴﻞ‬ ،‫ﺍﻟﻌﻼﻗﺎﺕ‬
.‫ﺍﻷﻛﺒﺮ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﻭﻓﻲ‬ ‫ﻣﺠﺘﻤﻌﺎﺗﻬﻢ‬
‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﺒﻨﺎﺀ‬ ‫ﺍﻟﻌﺎﳌﻲ‬ ‫ﺍﳌﺮﻛﺰ‬ ‫ﺇﺻﺪﺍﺭﺍﺕ‬ ‫ﺃﺣﺪ‬ ‫ﻟﻠﻤﻌﻠﻤﲔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
.‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﳌﻌﻬﺪ‬ ‫ﺍﻟﺘﺎﺑﻊ‬
www.buildingpeace.org ‫ﺑﺰﻳﺎﺭﺓ‬ ‫ﺗﻔﻀﻞ‬ ،‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺰﻳﺪ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮﻝ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬‫ﺍﳌﺪﺍﺭﺱ‬‫ﺇﺻﺪﺍﺭ‬‫ﻟﻠﻤﻌﻠﻤﲔ‬‫ﺍﻟﺴﻼﻡ‬‫ﺑﻨﺎﺀ‬‫ﺃﺩﻭﺍﺕ‬‫ﻣﺠﻤﻮﻋﺔ‬
=spine
“0.5938
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2. ‫ﺇﻟﻰ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻳﺘﻮﺟﻪ‬
.‫ﺍﻟﺴﺨﻲ‬ ‫ﺩﻋﻤﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻓﻴﺮﺍﻳﺰﻭﻥ‬ ‫ﻣﺆﺳﺴﺔ‬
.‫ﺩ‬ ‫ﺟﻮﻥ‬ ‫ﻣﺆﺳﺴﺔ‬ ‫ﺑﻮﺍﺳﻄﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﻳﻀ‬ ‫ﺍﻟﺘﻤﻮﻳﻞ‬ ‫ﺗﻢ‬
.‫ﺁﺭﺛﺮ‬ ‫ﻣﺎﻙ‬ .‫ﺕ‬ ‫ﻭﻛﺎﺛﺮﻳﻦ‬
iStockPhoto.com © :‫ﺍﻟﻐﻼﻑ‬ ‫ﺻﻮﺭﺓ‬
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3. ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
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4. GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 2GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 2 15/01/2013 07:19:2215/01/2013 07:19:22

5. ‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺩﺭﻭﺱ‬
‫ﻣﻴﻠﻮﻓﺴﻜﻲ‬ ‫ﺃﻟﻴﺴﻮﻥ‬ ‫ﺗﺤﺮﻳﺮ‬
‫ﻣﻊ‬ ‫ﺑﺎﻟﺘﻌﺎﻭﻥ‬
‫ﺑﻴﺮﺩﺍﻥ‬ ‫ﻛﺮﻳﺴﺘﻴﻨﺎ‬
‫ﺑﻴﻔﺮ‬ ‫ﺳﺎﺭﺓ‬
‫ﻏﻮﻟﺪﺑﻴﺮﻍ‬ ‫ﺩﺍﻧﻴﻴﻞ‬
‫ﻏﻮﺭﺩﻭﻥ‬ ‫ﻧﻮﺭﺍ‬
‫ﻻﻧﻜﺴﺘﺮ‬ ‫ﺇﻳﻼﻧﺎ‬
‫ﻣﻮﺭﻓﻲ‬ ‫ﺃﺩﺭﻳﺎﻧﺎ‬
‫ﺗﺮﻳﺒﻴﻠﻜﻮﻙ‬ ‫ﺗﻴﺮﻳﺰ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻣﻄﺒﻌﺔ‬
‫ﺍﻟﻌﺎﺻﻤﺔ‬‫ـﻨﻄﻦ‬‫ﻭﺍﺷـ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
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6. ISBN (Arabic HS edation): 978-1-60127-149-5
٩٧٨-١-٦٠١٢٧-١٤٩-٥ :(‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺑﺎﻟﻠﻐﺔ‬ ‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫)ﺇﺻﺪﺍﺭ‬ ‫ﺭﺩﻣﻚ‬
.‫ﻣﺤﻔﻮﻇﺔ‬ ‫ﺍﻟﺤﻘﻮﻕ‬ ‫ﺟﻤﻴﻊ‬ .‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﻭﺍﻟﺘﺄﻟﻴﻒ‬ ‫ﺍﻟﻄﺒﻊ‬ ‫ﺣﻘﻮﻕ‬ ‫ﺗﻌﻮﺩ‬ ٢٠١١ ©
‫ﻣﻌﻬﺪ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺔ‬ ‫ﻋﻦ‬ ‫ﺑﺎﻟﻀﺮﻭﺭﺓ‬ ‫ﺗﻌﺒﺮ‬ ‫ﻭﻻ‬ .‫ـﻂ‬‫ﻓﻘـ‬ ‫ﺍﻟﻤﺆﻟﻔﻴﻦ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺔ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ـﻮﺍﺭﺩﺓ‬‫ﺍﻟـ‬ ‫ﺍﻵﺭﺍﺀ‬ ‫ـﺮ‬‫ﺗﻌﺒـ‬
.‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬
2301 Constitution Avenue NW
Washington, DC 20037
www.usip.org
٢٠١١ ‫ﻋﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‬ ‫ﺑﺎﻟﻠﻐﺔ‬ ‫ﻣﺮﺓ‬ ‫ﻷﻭﻝ‬ ‫ﻧﺸﺮ‬
.‫ﻣﺤﻔﻮﻇﺔ‬ ‫ﺍﻟﺤﻘﻮﻕ‬ ‫ﺟﻤﻴﻊ‬ .‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﻭﺍﻟﺘﺄﻟﻴﻒ‬ ‫ﺍﻟﻄﺒﻊ‬ ‫ﺣﻘﻮﻕ‬ ‫ﺗﻌﻮﺩ‬ ٢٠١١ ©
.‫ﺍﻷﻣﻴﺮﻛﻴﺔ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺇﺻﺪﺍﺭ‬ ‫ﻃﺒﻊ‬ ‫ﺗﻢ‬
٢٠١٢ ‫ﻋﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺗﺮﺟﻢ‬
First published in English in 2011
© 2011 by the Endowment of the United States Institute of Peace. All rights reserved.
Printed in the United States of America
The views expressed in this book are those of the authors alone. They do not necessarily
reflect views of the United States Institute of Peace.
UNITED STATES INSTITUTE OF PEACE
2301 Constitution Avenue NW
Washington, DC 20037
www.usip.org
Library of Congress Cataloging-in-Publication Data
Peacebuilding toolkit for educators: high school lessons / Alison Milofsky, editor;
with contributions by Kristina Berdan . . . [et al.].
p. cm.
ISBN 978-1-60127-106-8 (alk. paper)
1. Peace-building—Study and teaching (Secondary) 2. Conflict management—
Study and teaching (Secondary) 3. Peace-building—Study and teaching (Secondary)—
Activity programs. 4. Conflict management—Study and teaching (Secondary)—
Activity programs. I. Milofsky, Alison. II. Berdan, Kristina.
JZ5534.P435 2011
303.6'60712—dc23
2011029996
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7. ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
٧................................................................................................................................................. ‫ﻣﻘﺪﻣﺔ‬
٧ ............................................................................................................................‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺣﻮﻝ‬
٧........................................................................................................................................................‫ﺗﺮﺣﻴﺐ‬ ‫ﺭﺳﺎﻟﺔ‬ :‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﺇﻟﻰ‬
٨.....................................................................‫ﻋﻠﻴﻬﺎ؟‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﻢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬ :‫ﺍﻟﻤﻨﻈﻤﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
٨.......................................................................................... ‫ﺍﻷﺩﻭﺍﺕ؟‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺴﺘﻬﺪﻓﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺠﻤﻬﻮﺭ‬ ‫ﻫﻮ‬ ‫ﻣﻦ‬ :‫ﺍﻟﺠﻤﻬﻮﺭ‬
٨...................................................................................... ‫ﺍﻟﺒﺪﺀ؟‬ ‫ﻗﺒﻞ‬ ‫ﺗﻌﺮﻓﻪ‬ ‫ﺃﻥ‬ ‫ﺗﺤﺘﺎﺝ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
٩ .........................................................................................................................‫ﺍﻟﻤﻌﺎﻳﻴﺮ؟‬ ‫ﻣﻊ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺘﻮﺍﻓﻖ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
١٠.............................................................................‫ﻭﺍﻟﻨﺰﺍﻉ؟‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺑﺘﻘﻴﻴﻢ‬ ‫ﺗﻘﻮﻡ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﺘﻘﻴﻴﻢ‬
١٠................................................................................................................. ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻟﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺘﻮﺟﻴﻬﻴﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
١٠................................................................................................................................. ‫ﺍﻟﻌﺎﻟﻤﻲ؟‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻳﺘﻢ‬ ‫ﻟﻤﺎﺫﺍ‬
١٠......................................................................................‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬
١٢................................................................................................................................................‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻋﻦ‬ ‫ﻧﺒﺬﺓ‬
١٢.........................................................................................................................................................................‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﺃﻧﺸﻄﺔ‬
١٣...................................................................................... ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﺍﻟﺘﺎﺑﻊ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﺣﻮﻝ‬
١٥ ........................................................................ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ :١ ‫ﺍﻟﻘﺴﻢ‬
١٧......................................................................................................................................................... ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﻌﺮﻳﻒ‬ :١-١ ‫ﺍﻟﺪﺭﺱ‬
٢٧.....................................................................................................................................‫ﺍﻟﺴﻼﻡ‬ ‫ﺣﻮﻝ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ :٢-١ ‫ﺍﻟﺪﺭﺱ‬
٣٣ .................................................................................... ‫ﺍﻟﻌﻨﻴﻒ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﺇﻣﻜﺎﻧﻴﺔ‬ :٢ ‫ﺍﻟﻘﺴﻢ‬
٣٥...............................................................................................................................‫ﺛﻘﺔ‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺤﺎﻓﻈﺔ‬ :١-٢ ‫ﺍﻟﺪﺭﺱ‬
٣٩.....................................................................................................................................................‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﺤﺪﻳﺪ‬ :٢-٢ ‫ﺍﻟﺪﺭﺱ‬
٤٥.............................................................................................................................................‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻋﻨﺎﺻﺮ‬ ‫ﺗﺤﺪﻳﺪ‬ :٣-٢ ‫ﺍﻟﺪﺭﺱ‬
٤٩........................................................................................................................‫ﺑﻚ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺃﺳﻠﻮﺏ‬ ‫ﺗﺤﺪﻳﺪ‬ :٤-٢ ‫ﺍﻟﺪﺭﺱ‬
٥٧.........................................................................................................................................‫ﺍﻟﺸﻔﻬﻲ‬ ‫ﻏﻴﺮ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ‬ :٥-٢ ‫ﺍﻟﺪﺭﺱ‬
٦٥.....................................................................................................................................................‫ﺍﻟﻔﻌﺎﻝ‬ ‫ﺍﻹﺻﻐﺎﺀ‬ :٦-٢ ‫ﺍﻟﺪﺭﺱ‬
٧١....................................................................................................................................................‫ﺍﻟﺘﻔﺎﻭﺽ‬ ‫ﻋﻤﻠﻴﺔ‬ :٧-٢ ‫ﺍﻟﺪﺭﺱ‬
٧٩......................................................................................................................................‫ﺍﻟﺘﻔﺎﻭﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻟﻌﺐ‬ :٨-٢ ‫ﺍﻟﺪﺭﺱ‬
٨٥..............................................................................................................................................‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻮﺳﺎﻃﺔ‬ :٩-٢ ‫ﺍﻟﺪﺭﺱ‬
٩٥..................................................................................................................................‫ﺍﻟﻤﺘﻘﺪﻡ‬ ‫ﺍﻟﻮﺳﺎﻃﺔ‬ ‫ﺗﻤﺮﻳﻦ‬ :١٠-٢ ‫ﺍﻟﺪﺭﺱ‬
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8. ١٠٥..................................................... ‫ﺳﻼﻡ‬ ‫ﺻﺎﻧﻊ‬ ‫ﻟﺘﺼﺒﺢ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﻫﻨﺎﻙ‬ :٣ ‫ﺍﻟﻘﺴﻢ‬
١٠٧.................................................................................................‫ﺳﻼﻡ؟‬ ‫ﺻﺎﻧﻊ‬ ‫ﻟﺘﺼﺒﺢ‬ ‫ﺍﻷﻣﺮ‬ ‫ﻳﺴﺘﻠﺰﻣﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :١-٣ ‫ﺍﻟﺪﺭﺱ‬
١١٥...........................................................................................................‫ﺍﻟﺴﻼﻡ‬ ‫ﺃﺟﻞ‬ ‫ﻣﻦ‬ ‫ﺗﻌﻤﻞ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻨﻈﻤﺎﺕ‬ :٢-٣ ‫ﺍﻟﺪﺭﺱ‬
١١٩...................................................................................................................................‫ﺳﻼﻡ‬ ‫ﺻﺎﻧﻊ‬ ‫ﺗﺼﺒﺢ‬ ‫ﻛﻴﻒ‬ :٣-٣ ‫ﺍﻟﺪﺭﺱ‬
‫ﺍﻟﻤﻠﺤﻖ‬
١٢٩.....................................................................................................................................................................‫ﺍﻟﺘﻌﻠﻴﻘﺎﺕ‬ ‫ﻧﻤﻮﺫﺝ‬
١٣١........................................................................................................................................................................ ‫ﺍﻟﻤﺴﺎﻫﻤﻴﻦ‬ ‫ﺣﻮﻝ‬
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9. ٧ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺗﺮﺣﻴﺐ‬ ‫ﺭﺳﺎﻟﺔ‬ :‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﺇﻟﻰ‬
‫ﻟﺰﻳﺎﺩﺓ‬ ‫ﺍﻟﻜﻮﻧﻐﺮﺱ‬ ‫ﺃﺳﺴﻬﺎ‬ ‫ﺣﺰﺑﻴﺔ‬ ‫ﻏﻴﺮ‬ ‫ـﺘﻘﻠﺔ‬‫ﻣﺴـ‬ ‫ـﺔ‬‫ﻣﺆﺳﺴـ‬ ‫ﻫﻮ‬ (USIP) ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻣﻌﻬﺪ‬
‫ﺗﺰﻭﻳﺪ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ،‫ﺎ‬‫ﹰ‬‫ﺟﺰﺋﻴ‬ ،‫ﺑﺬﻟﻚ‬ ‫ﻭﻧﻘﻮﻡ‬ .‫ﺍﻟﻌﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻠﺠﻮﺀ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﻭﻟﺔ‬ ‫ﻗﺪﺭﺓ‬
‫ﺗﺜﻘﻴﻒ‬ ‫ﻭﻳﻌﺪ‬ .‫ـﺎﺕ‬‫ﺍﻟﻨﺰﺍﻋـ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺑﻔﻌﺎﻟﻴﺔ‬ ‫ـﺎﺭﻛﺔ‬‫ﻟﻠﻤﺸـ‬ ‫ﻭﺍﻟﻤﻮﺍﺭﺩ‬ ،‫ـﺎﺭﺍﺕ‬‫ﻭﺍﻟﻤﻬـ‬ ،‫ﺑﺎﻟﻤﻌﺮﻓﺔ‬ ‫ـﻦ‬‫ﺍﻵﺧﺮﻳـ‬
‫ﻣﻬﻤﺘﻨﺎ‬ ‫ﻣﻦ‬ ‫ﺍ‬‫ﹰ‬‫ﺟﺰﺀ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻭﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ‬ ‫ﺣﻮﻝ‬ ،‫ﻣﻨﻪ‬ ‫ـﺒﺎﺏ‬‫ﺍﻟﺸـ‬ ‫ﻭﺧﺎﺻﺔ‬ ،‫ـﻮﺭ‬‫ﺍﻟﺠﻤﻬـ‬
.‫ﺍﻷﺳﺎﺳﻴﺔ‬
.‫ﻟﻠﺴﻼﻡ‬ ‫ﻛﺼﺎﻧﻌﻴﻦ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﻋﻤﻞ‬ ‫ﻟﺪﻋﻢ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﺗﻢ‬
‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻌﺮﻑ‬ ،‫ﻭﻛﻤﺠﺘﻤﻊ‬ ‫ﻛﺄﻓﺮﺍﺩ‬ ،‫ﻫﺎﺋﻠﺔ‬ ‫ﻗﺪﺭﺍﺕ‬ ‫ـﺒﺎﺏ‬‫ﺍﻟﺸـ‬ ‫ﻟﺪﻯ‬ ‫ﺃﻥ‬ ‫ﻧﺆﻣﻦ‬ ‫ﻭﻧﺤﻦ‬
‫ﻛﻤﺎ‬ .‫ﺇﻳﺠﺎﺑﻴﺔ‬ ‫ﺑﺄﺳﺎﻟﻴﺐ‬ ‫ﻭﺣﻤﺎﺳﻬﻢ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻃﺎﻗﺔ‬ ‫ﺗﻮﺟﻴﻪ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﺑﺈﻣﻜﺎﻥ‬ ‫ﻭﺃﻥ‬ ،‫ﻓﻴﻬﺎ‬ ‫ﻭﺍﻟﻤﺴﺎﻫﻤﺔ‬
‫ﺑﺈﻧﺸﺎﺀ‬ ‫ﻗﻤﻨﺎ‬ ‫ﻭﻗﺪ‬ .‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﺒﻨﺎﺀ‬ ‫ﺍﻟﻤﻌﻘﺪﺓ‬ ‫ﺑﺎﻟﻄﺒﻴﻌﺔ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﻭﺍﻟﻤﻮﺍﺩ‬ ‫ﺑﺎﻹﺭﺷﺎﺩﺍﺕ‬ ‫ﺗﺰﻭﻳﺪﻙ‬ ‫ﻓﻲ‬ ‫ﻧﺄﻣﻞ‬
‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﻤﺮﻛﺰ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ـﻲ‬‫ﺍﻹﻟﻜﺘﺮﻭﻧـ‬ ‫ﺑﺎﻟﻤﻮﻗﻊ‬ ‫ﺎ‬ ‫ﹰ‬‫ـﻤ‬‫ﻗﺴـ‬ ‫ﻭﺧﺼﺼﻨﺎ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ـﺔ‬‫ﻣﺠﻤﻮﻋـ‬
‫ﺣﻮﺍﺭﻱ‬ ‫ﻭﻣﻨﺘﺪﻯ‬ ،‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬ ،‫ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻹﻋﺪﺍﺩﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻟﻄﻠﺒﺔ‬ ‫ﻭﺍﻟﺪﺭﻭﺱ‬ ‫ﺍﻟﻤﻮﺍﺩ‬ ‫ﻟﺘﻮﻓﻴﺮ‬
.‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﻓﺼﻠﻚ‬ ‫ﻓﻲ‬ ‫ﻄﺮﺡ‬‫ﹸ‬‫ﺗ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﻋﻦ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻮﻝ‬ ‫ﻳﻤﻜﻨﻚ‬ ‫ﺣﻴﺚ‬
.‫ﻭﺩﻋﻤﻪ‬ ،‫ﻭﺗﻌﺰﻳﺰﻩ‬ ،‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻧﻌﻠﻢ‬ ‫ﻷﻧﻨﺎ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺪﻭﺭ‬
‫ﻹﺩﺍﺭﺓ‬ ‫ﺍﻹﻳﺠﺎﺑﻴﺔ‬ ‫ـﺎﺫﺝ‬‫ﺍﻟﻨﻤـ‬ ‫ﻭﺇﺑﺮﺍﺯ‬ ‫ـﻼﻡ‬‫ﻟﻠﺴـ‬ ‫ﻛﺼﺎﻧﻌﻴﻦ‬ ‫ـﺒﺎﺏ‬‫ﺍﻟﺸـ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ـﺎﻋﺪﺓ‬‫ﺍﻟﻤﺴـ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻧﻬﺪﻑ‬
.‫ﺍﻟﻌﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﺗﻠﺠﺄ‬ ‫ﻻ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬
‫ـﺠﻴﻌﻬﻢ‬‫ﺗﺸـ‬ ‫ﺑﻞ‬ ،‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻔﻜﻴﺮ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﻓﺮﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻣﻦ‬ ‫ـﺮﺽ‬‫ﺍﻟﻐـ‬ ‫ـﻦ‬‫ﻳﻜﻤـ‬ ‫ﻻ‬
‫ﻓﻲ‬ ‫ﺍﻟﻤﻘﺪﻣﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺑﺄﻥ‬ ‫ﻭﻧﺆﻣﻦ‬ .‫ﻓﻴﻪ‬ ‫ﻭﻣﻜﺎﻧﺘﻬﻢ‬ ‫ﺣﻮﻟﻬﻢ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ـﻰ‬‫ﻋﻠـ‬
‫ﺍﻟﻮﺳﻄﺎﺀ‬ ‫ﻳﺴﺘﺨﺪﻣﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻓﺈﻥ‬ .‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﻄﺒﻴﻖ‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬
‫ﻣﻊ‬ ‫ﻛﺒﻴﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬ ‫ـﺎﺑﻪ‬‫ﺗﺘﺸـ‬ ‫ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻹﻋﺪﺍﺩﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺣﻞ‬ ‫ﺑﺮﺍﻣﺞ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻦ‬‫ﻣـ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻔﺎﻭﺿﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺪﻭﻝ‬ ‫ﻭﺭﺅﺳﺎﺀ‬ ‫ﺍﻟﺪﺑﻠﻮﻣﺎﺳﻴﻴﻦ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺑﻌﺾ‬
‫ﻓﻲ‬ ‫ﺗﺘﻤﺜﻞ‬ ‫ﺍﻟﺘﻲ‬ ،‫ـﻴﺔ‬‫ﺍﻷﺳﺎﺳـ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﺈﻥ‬ ،‫ﺍ‬‫ﹰ‬‫ﺗﻌﻘﻴﺪ‬ ‫ﺃﻛﺜﺮ‬ ‫ـﺔ‬‫ﺍﻟﺪﻭﻟﻴـ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﻜﻮﻥ‬ ‫ﻣﺎ‬ ‫ﺎ‬‫ﹰ‬‫ﻏﺎﻟﺒ‬ ‫ـﺎ‬‫ﻭﻓﻴﻤـ‬
‫ﺑﺸﻜﻞ‬ ‫ﻣﻘﺒﻮﻟﺔ‬ ‫ﺣﻠﻮﻝ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻠﻮﺻﻮﻝ‬ ‫ﻣﺘﻀﺎﻓﺮ‬ ‫ﺑﺸﻜﻞ‬ ‫ﻭﺍﻟﻌﻤﻞ‬ ،‫ﻟﻠﻌﻼﻗﺎﺕ‬ ‫ﻭﺑﻨﺎﺀ‬ ،‫ﺍﻹﻳﺠﺎﺑﻲ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬
.‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻄﺒﻴﻘﻬﺎ‬ ‫ﻳﻤﻜﻦ‬ ،‫ﺍﻷﻃﺮﺍﻑ‬ ‫ﺑﻴﻦ‬ ‫ﻣﺘﺒﺎﺩﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺣﻮﻝ‬
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10. ٨‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
،‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺑﻨﻬﺎﻳﺔ‬ ‫ﺍﻟﻤﻮﺟﻮﺩ‬ ‫ـﺘﺒﻴﺎﻥ‬‫ﺍﻻﺳـ‬ ‫ﻋﺒﺮ‬ ‫ﺑﺘﻌﻠﻴﻘﺎﺗﻚ‬ ‫ﺗﺰﻭﻳﺪﻧﺎ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺧﺬ‬ ‫ﺑﺮﺟﺎﺀ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺑﺈﺟﺮﺍﺀ‬ ‫ﻭﺗﻘﻮﻡ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬ ‫ـﻒ‬‫ﺗﺴﺘﻜﺸـ‬ ‫ﺑﻴﻨﻤﺎ‬ ،‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﺒﺮ‬ ‫ﺃﻭ‬
‫ﺍﻟﺘﺤﺴﻴﻨﺎﺕ‬ ‫ﻭﺇﺿﻔﺎﺀ‬ ‫ﺩﺭﻭﺳﻨﺎ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻓﻲ‬ ،‫ﻣﻌﻠﻤﻴﻦ‬ ‫ﻛﻤﺠﺘﻤﻊ‬ ،‫ﻭﻧﺴﺘﻤﺮ‬ .‫ـﻲ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﻓﺼﻠﻚ‬ ‫ﻓﻲ‬ ‫ﺪﺭﺱ‬‫ﹸ‬‫ﺗ‬
.‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺗﻚ‬ ‫ﺧﺒﺮ‬ ‫ﻋﻠﻰ‬ ‫ﺍ‬‫ﹰ‬‫ﺑﻨﺎﺀ‬ ‫ﻋﻠﻴﻬﺎ‬
‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﻢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬ :‫ﺍﻟﻤﻨﻈﻤﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﻋﻠﻴﻬﺎ؟‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻣﺠﺎﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺑﻌﺾ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺪﻭﺭ‬
١.‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
‫ﻣﻦ‬‫ﻃﺒﻴﻌﻲ‬‫ﺟﺰﺀ‬‫ﺃﻧﻪ‬‫ﻛﻤﺎ‬.‫ﺍﻟﻤﺠﺘﻤﻊ‬‫ﻓﻲ‬‫ﻋﻠﻴﻪ‬‫ﺍﻟﻘﻀﺎﺀ‬‫ﻳﻤﻜﻦ‬‫ﻻ‬‫ﻭﺑﺎﻟﺘﺎﻟﻲ‬،‫ﺎ‬‫ﹰ‬‫ﻃﺒﻴﻌﻴ‬‫ﹰ‬‫ﺎ‬‫ﺷﻴﺌ‬‫ﺍﻟﻨﺰﺍﻉ‬‫ﻳﻌﺪ‬
‫ﻳﺠﻌﻞ‬ ‫ﻭﻣﺎ‬ .‫ﻭﺍﻻﺯﺩﻫﺎﺭ‬ ‫ﺑﺎﻟﺘﻌﺪﺩﻳﺔ‬ ‫ـﻢ‬‫ﺗﺘﺴـ‬ ‫ﺩﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ﻇﻞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻴﺶ‬ ‫ﻣﻦ‬ ‫ﻭﺟﺰﺀ‬ ‫ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬
‫ﺑﻴﻦ‬ ‫ﺑﺎﻟﺨﻼﻓﺎﺕ‬ ‫ـﻤﺎﺡ‬‫ﻭﺍﻟﺴـ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺪﺭﺗﻪ‬ ‫ﻫﻮ‬ ،‫ﺎ‬‫ﹰ‬‫ﻧﺎﺟﺤ‬ ‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻲ‬ ‫ـﻊ‬‫ﺍﻟﻤﺠﺘﻤـ‬
.‫ﺍﻟﺨﻼﻓﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﻤﺘﻌﺎﺭﺿﺔ‬ ‫ﻭﺁﺭﺍﺋﻬﻢ‬ ‫ﺍﻷﺷﺨﺎﺹ‬
٢..‫ﺍﻟﻌﻨﻴﻒ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﻳﻤﻜﻦ‬
.‫ﺍﻟﻌﻨﻴﻔﺔ‬‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬‫ﻣﻨﻊ‬‫ﻳﻤﻜﻦ‬‫ﻭﻟﻜﻦ‬.‫ﺍﻟﻌﻨﻒ‬‫ﻣﺮﺣﻠﺔ‬‫ﺇﻟﻰ‬‫ﻳﺘﺼﺎﻋﺪ‬‫ﻋﻨﺪﻣﺎ‬‫ﻣﺸﻜﻠﺔ‬‫ﺍﻟﻨﺰﺍﻉ‬‫ﻳﺼﺒﺢ‬
‫ﺃﻓﻜﺎﺭﻫﻢ؛‬ ‫ـﻰ‬‫ﻋﻠـ‬ ‫ﻭﺍﻻﻧﻔﺘﺎﺡ‬ ‫ـﻦ‬‫ﺍﻵﺧﺮﻳـ‬ ‫ـﺮﺍﻡ‬‫ﺍﺣﺘـ‬ ‫ﻣﻊ‬ ‫ﺑﺂﺭﺍﺋﻬﻢ‬ ‫ـﻚ‬‫ﺍﻟﺘﻤﺴـ‬ ‫ـﺎ‬‫ﻃﻠﺒﺘﻨـ‬ ‫ـﻢ‬‫ﺗﻌﻠﻴـ‬ ‫ـﺎ‬‫ﻳﻤﻜﻨﻨـ‬
‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﺤﺘﺎﺝ‬ ‫ﻻ‬ .‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻮﺍﺟﻬﺔ‬ ‫ﻋﻨﺪ‬ ‫ﺑﻤﺴﺆﻭﻟﻴﺔ‬ ‫ﻭﺍﻟﺘﺼﺮﻑ‬ ‫ﻭﺍﻫﺘﻤﺎﻡ؛‬ ‫ﺑﺤﺮﺹ‬ ‫ـﺘﻤﺎﻉ‬‫ﻭﺍﻻﺳـ‬
‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺃﻃﺮﺍﻑ‬ ‫ﻳﺴﺘﺨﺪﻡ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺎ‬‫ﹰ‬‫ﻣﻤﻜﻨ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻭﻳﻜﻮﻥ‬ .‫ﺍﻟﻌﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻷﺣﻤﺮ‬ ‫ﺍﻟﺨﻂ‬ ‫ﺗﺨﻄﻲ‬ ‫ﺇﻟﻰ‬
.‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻛﺎﻥ‬ ‫ﺳﻮﺍﺀ‬ ،‫ﺧﻼﻓﺎﺗﻬﻢ‬ ‫ﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬
٣..‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬ ‫ﻣﻦ‬‫ﹰ‬‫ﺍ‬‫ﻭﺍﺣﺪ‬ ‫ﺗﺼﺒﺢ‬ ‫ﻟﻜﻲ‬ ‫ﻛﺜﻴﺮﺓ‬ ‫ﻃﺮﻕ‬ ‫ﻫﻨﺎﻙ‬
‫ﻳﻤﻜﻦ‬ ‫ﻭﺑﺬﻟﻚ‬ ‫ﺍﻛﺘﺴﺎﺑﻬﺎ‬ ‫ﻳﻤﻜﻦ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺘﻮﺟﻬﺎﺕ‬ ،‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ،‫ﺍﻟﻤﻌﺮﻓﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻳﻌﺘﻤﺪ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‬ ‫ﺍﺗﺨﺎﺫ‬ ‫ﻳﺘﻀﻤﻦ‬ ‫ﹴ‬‫ﻉ‬‫ﻭﺍ‬ ‫ـﺎﺭ‬‫ﺍﺧﺘﻴـ‬ ‫ﻭﻟﻜﻨﻪ‬ .‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺻﻨﺎﻉ‬ ‫ﻣﻦ‬‫ﹰ‬‫ﺍ‬‫ﻭﺍﺣﺪ‬ ‫ﻳﺼﺒﺢ‬ ‫ﺃﻥ‬ ‫ـﺨﺺ‬‫ﺷـ‬ ‫ﻟﻜﻞ‬
.‫ﺍ‬‫ﹰ‬‫ﺟﻬﺪ‬ ‫ﺗﺘﻄﻠﺐ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﺍﻷﺩﻭﺍﺕ؟‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺴﺘﻬﺪﻓﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺠﻤﻬﻮﺭ‬ ‫ﻫﻮ‬ ‫ﻣﻦ‬ :‫ﺍﻟﺠﻤﻬﻮﺭ‬
‫ﺣﺘﻰ‬ ‫ـﻊ‬‫ﺍﻟﺘﺎﺳـ‬ ‫ﻣﻦ‬ ‫ـﻴﺔ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﺍﻟﺼﻔﻮﻑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻦ‬ ‫ﻋﺎﻡ‬ ‫ﻟﺠﻤﻬﻮﺭ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ـﺔ‬‫ﻣﺠﻤﻮﻋـ‬ ‫ـﺖ‬‫ﻤﻤـ‬ ‫ﹸ‬‫ﺻ‬
‫ﺗﻌﺪﻳﻞ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻛﻤﺎ‬ ،‫ﺎ‬‫ﹰ‬‫ـﻨ‬‫ﺳـ‬ ‫ﺍﻷﻛﺒﺮ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﻤﺤﺘﻮﻯ‬ ‫ﺗﻌﺪﻳﻞ‬ ‫ﻭﻳﻤﻜﻦ‬ .(١٨-١٤ ‫ـﺎﺭ‬‫)ﺍﻷﻋﻤـ‬ ‫ـﺮ‬‫ﻋﺸـ‬ ‫ﺍﻟﺜﺎﻧﻲ‬
‫ﻟﻠﺤﺪﻳﺚ‬ ‫ﻣﺜﺎﻟﻴﺔ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻃﻠﺒﺔ‬ ‫ﻭﻳﻌﺘﺒﺮ‬ .‫ﺎ‬‫ﹰ‬‫ﺳﻨ‬ ‫ﺍﻷﺻﻐﺮ‬ ‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﻤﺤﺘﻮﻯ‬ ‫ﺑﻌﺾ‬
‫ﺗﺄﺛﻴﺮ‬ ‫ﻹﺣﺪﺍﺙ‬ ‫ـﻬﻢ‬‫ﺃﻧﻔﺴـ‬ ‫ﻭﻹﻋﺪﺍﺩ‬ ،‫ـﺎﺕ‬‫ﻟﻠﻌﻼﻗـ‬ ‫ﻣﺘﻄﻮﺭ‬ ‫ﻛﻨﻈﺎﻡ‬ ‫ـﻢ‬‫ﺍﻟﻌﺎﻟـ‬ ‫ﻭﻟﺮﺅﻳﺔ‬ ،‫ـﺰﺍﻉ‬‫ﻭﺍﻟﻨـ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻋﻦ‬
‫ﺑﻤﺰﻳﺪ‬ ‫ﻭﺗﺰﻭﻳﺪﻫﺎ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻭﺗﻢ‬ .‫ﻭﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﻭﺃﻋﻤﺎﻟﻬﻢ‬ ‫ﺍﺧﺘﻴﺎﺭﺍﺗﻬﻢ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺇﻳﺠﺎﺑﻲ‬
‫ﻋﻠﻰ‬ ‫ﺗﻌﻤﻞ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‬ ‫ﺑﺎﻟﻄﺮﻕ‬ ‫ﺍﻟﻌﻬﺪ‬ ‫ﺍﻟﺤﺪﻳﺜﻲ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﻣﻔﻴﺪﺓ‬ ‫ﻟﺘﺼﺒﺢ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﻣﻦ‬
.‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺇﺷﺮﺍﻙ‬
‫ﺗﻌﺮﻓﻪ‬ ‫ﺃﻥ‬ ‫ﺗﺤﺘﺎﺝ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﺒﺪﺀ؟‬ ‫ﻗﺒﻞ‬
‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺎﻣﺔ‬ ‫ﻧﻈﺮﺓ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﻹﺩﺭﺍﻙ‬ ‫ﺑﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﺠﻊ‬‫ﺗﺸـ‬ ‫ﺗﻔﺎﻋﻠﻴﺔ‬‫ﹰ‬‫ﺎ‬‫ـ‬‫ﺩﺭﻭﺳـ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺘﻀﻤﻦ‬
‫ﻟﻴﺲ‬ ‫ﻣﻌﻠﻢ‬ ‫ﺃﻭ‬ ‫ﺟﺪﻳﺪ‬ ‫ﻟﻤﻌﻠﻢ‬ ‫ﹴ‬‫ﻛﺎﻑ‬ ‫ﺑﺸﻜﻞ‬ ‫ﻣﻔﺼﻠﺔ‬ ‫ﻟﺘﻜﻮﻥ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺼﻤﻴﻢ‬ ‫ﻭﺗﻢ‬ .‫ـﻜﻼﺕ‬‫ﺍﻟﻤﺸـ‬ ‫ﻭﺣﻞ‬
‫ﺍﻟﻐﺮﺽ‬ ‫ﻟﺘﺤﻘﻴﻖ‬ ‫ـﺘﺨﺪﻣﻬﺎ‬‫ﻭﻳﺴـ‬ ‫ـﺘﻮﻋﺒﻬﺎ‬‫ﻳﺴـ‬ ‫ﻟﻜﻲ‬ ‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ـﺎﻟﻴﺐ‬‫ﺑﺎﻷﺳـ‬ ‫ﺩﺭﺍﻳﺔ‬ ‫ـﻰ‬‫ﻋﻠـ‬
.‫ﻣﻨﻬﺎ‬ ‫ﺍﻟﻤﺮﺟﻮ‬
:‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻜﻮﻧﺎﺕ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻳﺘﻀﻤﻦ‬
‫ﻭﺃﻫﻤﻴﺔ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻐﺮﺽ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺤﺪﺩ‬ ‫ﺍﻟﺪﺭﺱ؟‬ ‫ﻫﺬﺍ‬ ‫ـﺘﺨﺪﺍﻡ‬‫ﺍﺳـ‬ ‫ـﺒﺎﺏ‬‫ﺃﺳـ‬ ‫ﻣﺎ‬ :‫ﺍﻷﺳــﺒﺎﺏ‬ ‫ﻋﺮﺽ‬
.‫ﻣﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺗﻤﺖ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬
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11. ٩ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻘﺪﻣﺔ‬
.‫ﺍﻟﺪﺭﺱ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﺘﻮﻗﻌﺔ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺗﺤﻘﻴﻘﻪ؟‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻫﺬﺍ‬ ‫ﻳﻬﺪﻑ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﻘﻮﻣﻲ‬ ‫ﺍﻟﻤﺠﻠﺲ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ﻣﻮﺿﻮﻋﺎﺕ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ﺗﻘﺪﻡ‬ ‫ـﺮ؟‬‫ﺍﻟﻤﻌﺎﻳﻴـ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﻳﺘﻮﺍﻓﻖ‬ ‫ـﻒ‬‫ﻛﻴـ‬ :‫ﺍﻟﻤﻌﺎﻳﻴــﺮ‬
.‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻓﻲ‬ ‫ﺃﺳﺎﺳﻴﺔ‬ ‫ﻛﻤﻔﺎﻫﻴﻢ‬ ‫ﺗﺤﺪﻳﺪﻫﺎ‬ ‫ﺗﻢ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﻭﺍﻟﻤﻮﺍﺭﺩ‬ ‫ﺍﻟﻨﺸﺮﺍﺕ‬ ‫ﺍﻟﻤﺠﺎﻝ‬ ‫ﻫﺬﺍ‬ ‫ﻳﻮﺿﺢ‬ ‫ﺍﻟﺪﺭﺱ؟‬ ‫ﻫﺬﺍ‬ ‫ﻻﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺍﺣﺘﺎﺝ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻣﺎ‬ :‫ﺍﻟﻤﻮﺍﺩ‬
‫ﺎ‬‫ﹰ‬‫ﻣﻄﻠﻮﺑ‬ ‫ﻳﻜﻮﻥ‬ ‫ﻗﺪ‬ ‫ﻟﻠﺪﺭﺱ‬ ‫ﻣﺴﺒﻖ‬ ‫ﺗﺤﻀﻴﺮ‬ ‫ﺃﻱ‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ﺟﻤﻌﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻌﻠﻤﻮﻥ‬ ‫ـﻴﺤﺘﺎﺝ‬‫ﺳـ‬ ‫ﺍﻟﺘﻲ‬
.(‫ﻗﻄﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﺸﺮﺓ‬ ‫ﺗﻘﺴﻴﻢ‬ ،‫ﺍﻟﻤﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫)ﻋﻠﻰ‬
‫ﺟﻤﻴﻊ‬ ‫ﻹﻛﻤﺎﻝ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﻣﻦ‬ ‫ﺎ‬‫ﹰ‬‫ﺇﺟﻤﺎﻟﻴ‬ ‫ﺍ‬‫ﹰ‬‫ﻣﻘﺪﺍﺭ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﻘﺪﻡ‬ ‫ﺍﻟﺪﺭﺱ؟‬ ‫ﺳﻴﺴﺘﻐﺮﻕ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﻣﻦ‬ ‫ﻛﻢ‬ :‫ﺍﻟﻮﻗﺖ‬
‫ﻓﻲ‬ ‫ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﺍﻟﺤﺼﺺ‬ ‫ﻓﺘﺮﺍﺕ‬ ‫ﺃﻥ‬ ‫ﺣﻴﺚ‬ ‫ﻟﻠﻔﺼﻞ‬ ‫ﻣﺤﺪﺩﺓ‬ ‫ﻓﺘﺮﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺴﺘﻨﺪ‬ ‫ﻻ‬ ‫ﻭﻫﻲ‬ .‫ﺍﻟﺪﺭﺱ‬ ‫ﻣﺤﺘﻮﻳﺎﺕ‬
‫ﺍﻟﺪﺭﺱ‬ ‫ـﺎﺕ‬‫ﻟﻤﺤﺘﻮﻳـ‬ ‫ﺍﻷﻭﻗﺎﺕ‬ ‫ـﺺ‬‫ﺗﺨﺼﻴـ‬ ‫ﺗﻢ‬ ‫ـﺪ‬‫ﻓﻘـ‬ .‫ﺍﻟﻄﻮﻝ‬ ‫ـﻲ‬‫ﻓـ‬‫ﹰ‬‫ﺍ‬‫ﻛﺜﻴﺮ‬ ‫ـﺎﻭﺕ‬‫ﺗﺘﻔـ‬ ‫ـﺔ‬‫ﺍﻟﺜﺎﻧﻮﻳـ‬ ‫ـﺪﺍﺭﺱ‬‫ﺍﻟﻤـ‬
.‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﺑﺎﺳﺘﺜﻨﺎﺀ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬
.‫ﺑﺨﻄﻮﺓ‬ ‫ﺧﻄﻮﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺇﻛﻤﺎﻝ‬ ‫ـﺔ‬‫ﻋﻤﻠﻴـ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫ﹰ؟‬‫ﺎ‬‫ﻋﻤﻠﻴ‬ ‫ﺍﻟﺪﺭﺱ‬ ‫ﺃﻃﺒﻖ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻹﺟــﺮﺍﺀﺍﺕ‬
‫ﻓﻲ‬ ‫ﻭﻳﻮﺟﺪ‬ .‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ـﺎﻝ‬‫ﺇﻛﻤـ‬ ‫ﻓﻲ‬ ‫ﺎ‬‫ﹰ‬‫ﻣﺨﺘﻠﻔ‬ ‫ـﺎ‬‫ـ‬‫ﹰ‬‫ﻧﻬﺠ‬ ‫ﺗﺘﺒﻊ‬ ‫ﺑﺪﻳﻠﺔ‬ ‫ﺧﻄﺔ‬ ‫ـﺮ‬‫ﺗﻈﻬـ‬ ‫ﻗﺪ‬ ،‫ـﺔ‬‫ﻣﻌﻴﻨـ‬ ‫ﺩﺭﻭﺱ‬ ‫ـﻲ‬‫ﻭﻓـ‬
.‫ﺇﺑﺮﺍﺯﻫﺎ‬ ‫ﺃﻭ‬ ‫ﺗﻨﺎﻭﻟﻬﺎ‬ ‫ﻳﺠﺐ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻓﻜﺎﺭ/ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﺃﻭ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺠﺎﻧﺒﻲ‬ ‫ﺍﻟﺸﺮﻳﻂ‬
‫ﻹﺟﺮﺍﺀ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﺗﻀﻤﻴﻦ‬ ‫ـﻢ‬‫ﻳﺘـ‬ ‫ـﻤﻲ؟‬‫ﺭﺳـ‬ ‫ﻏﻴﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﺗﻌﻠﻢ‬ ‫ﺗﻘﻴﻴﻢ‬ ‫ﻳﻤﻜﻨﻨﻲ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﻟﻤﻌﺮﻓﺔ‬ ١٠ ‫ﺹ‬ ‫)ﺍﻧﻈﺮ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﻣﺘﻄﻠﺒﺎﺕ‬ ‫ـﺲ‬‫ﺗﻌﻜـ‬ ‫ﺃﻥ‬ ‫ﻭﻳﺠﺐ‬ ‫ﺫﺍﺗﻴﺔ‬‫ﹰ‬‫ﺍ‬‫ﺃﻓﻜﺎﺭ‬ ‫ﺗﻜﻮﻥ‬ ‫ﻟﻜﻨﻬﺎ‬ ،‫ـﻢ‬‫ﺍﻟﺘﻘﻴﻴـ‬
.(‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺗﻨﺎﻭﻝ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻤﺰﻳﺪ‬
‫ﺍﻟﻤﻮﺿﻮﻉ؟‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺇﺷﺮﺍﻙ‬ ‫ﺧﻼﻟﻬﺎ‬ ‫ﻣﻦ‬ ‫ﻳﻤﻜﻨﻨﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺧﺮﻯ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﻣﺎ‬ :‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬
‫ﻣﻮﺿﻮﻉ‬ ‫ﻻﺳﺘﻜﺸﺎﻑ‬ ‫ﺍﻟﻔﺮﺻﺔ‬ ‫ﺗﺘﻴﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﻣﻦ‬ ‫ﺃﻛﺜﺮ‬ ‫ﺃﻭ‬‫ﹰ‬‫ﹰ‬‫ﺎ‬‫ﻧﺸﺎﻃ‬ ‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻳﺘﻀﻤﻦ‬
.‫ﺃﻭﺿﺢ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﺪﺭﺱ‬
‫ﺍﻟﻤﻌﺎﻳﻴﺮ؟‬ ‫ﻣﻊ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺘﻮﺍﻓﻖ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
‫ﺍﻟﻔﺼﻮﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻣﻔﺎﻫﻴﻢ‬ ‫ﺑﻴﻦ‬ ‫ـﺎﻕ‬‫ﺍﻻﺗﺴـ‬ ‫ﻣﻦ‬ ‫ـﺘﻮﻯ‬‫ﻣﺴـ‬ ‫ﻭﺟﻮﺩ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ـﺘﺨﺪﺍﻡ‬‫ﺍﺳـ‬ ‫ﻳﺘﻢ‬
،‫ﺗﻘﻴﻴﺪﻳﺔ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ﺗﺒﺪﻭ‬ ‫ﺑﻴﻨﻤﺎ‬ .‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﻧﻔﺲ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﻴﺔ‬‫ﺍﻟﺪﺭﺍﺳـ‬
‫ﺑﺎﻟﻤﺮﻭﻧﺔ‬ (NCSS) ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ـﺎﺕ‬‫ﻟﻠﺪﺭﺍﺳـ‬ ‫ﺍﻟﻘﻮﻣﻲ‬ ‫ﺍﻟﻤﺠﻠﺲ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﻮﺿﺤﺔ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ـﻢ‬‫ﺗﺘﺴـ‬
.‫ﺍﻟﻤﺤﺘﻮﻯ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻼﺑﺘﻜﺎﺭ‬ ‫ﺍﻟﻤﺠﺎﻝ‬ ‫ﻭﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺗﺴﻤﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻼﺯﻣﺔ‬
‫ﺍﻟﻘﻮﻣﻲ‬ ‫ﺍﻟﻤﺠﻠﺲ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﻣﻮﺿﺤﺔ‬ ‫ﺃﻓﻜﺎﺭ‬ ‫ﻋﺸﺮ‬ ‫ﻣﻊ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺘﻮﺍﻓﻖ‬
:‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺪﺭﺍﺳﺎﺕ‬
١.‫ﺍﻟﺜﻘﺎﻓﺔ‬
٢.‫ﻭﺍﻟﺘﻐﻴﻴﺮ‬ ،‫ﻭﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‬ ،‫ﺍﻟﻮﻗﺖ‬
٣.‫ﻭﺍﻟﺒﻴﺌﺎﺕ‬ ،‫ﻭﺍﻷﻣﺎﻛﻦ‬ ،‫ﺍﻷﺷﺨﺎﺹ‬
٤.‫ﻭﺍﻟﻬﻮﻳﺔ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﺗﻨﻤﻴﺔ‬
٥.‫ﻭﺍﻟﻤﺆﺳﺴﺎﺕ‬ ،‫ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ،‫ﺍﻷﻓﺮﺍﺩ‬
٦.‫ﻭﺍﻟﺤﻜﻢ‬ ،‫ﻭﺍﻟﺴﻠﻄﺔ‬ ،‫ﺍﻟﻘﻮﺓ‬
٧.‫ﻭﺍﻻﺳﺘﻬﻼﻙ‬ ،‫ﻭﺍﻟﺘﻮﺯﻳﻊ‬ ،‫ﺍﻹﻧﺘﺎﺝ‬
٨.‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ،‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬ ،‫ﺍﻟﻌﻠﻮﻡ‬
٩.‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺮﻭﺍﺑﻂ‬
١٠.‫ﺍﻟﻤﺪﻧﻴﺔ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﺗﻄﺒﻴﻖ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﺍﻟﺨﺼﻮﺹ‬ ‫ﻭﺟﻪ‬ ‫ـﻰ‬‫ﻋﻠـ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬ ‫ـﻖ‬‫ﺗﻨﻄﺒـ‬
‫ﻗﻢ‬ ،‫ﻣﻌﻴﺎﺭ‬ ‫ﻛﻞ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﻣﻦ‬ ‫ﻟﻤﺰﻳﺪ‬ .‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻣﺤﺘﻮﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻋﻼﻩ‬ ‫ـﻮﺭﺓ‬‫ﺍﻟﻤﺬﻛـ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
h p://www.socialstudies.org/standards/strands. :‫ﺍﻹﻟﻜﺘﺮﻭﻧﻲ‬ ‫ﺍﻟﻤﻮﻗﻊ‬ ‫ﺑﺰﻳﺎﺭﺓ‬
GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 9GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 9 15/01/2013 07:19:2515/01/2013 07:19:25

12. ١٠‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺑﺘﻘﻴﻴﻢ‬ ‫ﺗﻘﻮﻡ‬ ‫ﻛﻴﻒ‬ :‫ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﻭﺍﻟﻨﺰﺍﻉ؟‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬
‫ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﺍﻟﺘﻘﻴﻴﻤﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺑﺘﻄﺒﻴﻖ‬ ‫ﺍﻟﺪﻟﻴﻞ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ـﻤﺢ‬‫ﺗﺴـ‬ ‫ﻻ‬
‫ـﺨﺼﻲ‬‫ﺍﻟﺸـ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ـﻠﻮﺏ‬‫ﺃﺳـ‬ ‫ﺗﻌﻜﺲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺤﺎﺩﺛﺎﺕ‬ ‫ـﻢ‬‫ﺗﻘﻴﻴـ‬ ‫ـﺐ‬‫ﺍﻟﺼﻌـ‬ ‫ﻓﻤﻦ‬ .‫ـﺎﺭﺍﺕ‬‫ﺍﻻﺧﺘﺒـ‬ ‫ـﻰ‬‫ﻋﻠـ‬
‫ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻳﺄﺧﺬ‬ ‫ﻣﺎ‬ ‫ﻭﻋﺎﺩﺓ‬ .‫ﺍﻟﻜﻤﻴﺔ‬ ‫ﺍﻟﻤﻘﺎﻳﻴﺲ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﻤﺘﻌﺪﺩﺓ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﻓﻬﻢ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺗﺴﺎﻋﺪ‬
،‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﻟﻤﺸﺎﺭﻛﺔ‬ ‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ،‫ﺍﻟﻤﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫ﻋﻠﻰ‬ ،‫ﺫﺍﺗﻴﺔ‬ ‫ﺃﻛﺜﺮ‬‫ﹰ‬‫ﺎ‬‫ﻃﺎﺑﻌ‬
‫ﺩﺭﺱ‬ ‫ﻛﻞ‬ ‫ﻳﻘﺪﻡ‬ .‫ﺍﻟﻔﺮﺩﻱ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ﺑﺄﻛﻤﻠﻪ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ـﺎﺕ‬‫ﻭﻣﻨﺎﻗﺸـ‬ ،‫ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬
‫ﺇﻟﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻪ‬‫ﺗﻌﻠﻤـ‬ ‫ﻣﺎ‬ ‫ﻟﺘﻘﻴﻴﻢ‬ ‫ـﺮﻕ‬‫ﺍﻟﻄـ‬ ‫ﺃﻓﻀﻞ‬ ‫ﻗﺮﺍﺭ‬ ‫ـﻊ‬‫ﻳﻘـ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﻟﻠﺘﻘﻴﻴﻢ‬ ‫ـﻜﺎﺭ‬‫ﺍﻷﻓـ‬ ‫ﻣﻦ‬ ‫ـﺔ‬‫ﻣﺠﻤﻮﻋـ‬
‫ﺗﻘﻴﻴﻢ‬ ‫ﻓﻲ‬ ‫ﻳﺴﺎﻋﺪﻙ‬ ‫ﻗﺪ‬ ‫ﺍﻟﻤﺸﺎﺭﻛﺔ‬ ‫ﻟﻘﺴﻢ‬‫ﹰ‬‫ﺎ‬‫ﻧﻤﻮﺫﺟ‬ ،‫ﺍﻟﻤﻼﺣﻖ‬ ‫ـﻢ‬‫ﻗﺴـ‬ ‫ﻓﻲ‬ ،‫ـﺘﺠﺪ‬‫ﺳـ‬ .‫ﺍﻟﻔﺮﺩﻱ‬ ‫ﺍﻟﻤﻌﻠﻢ‬
.‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﺸﺎﺭﻛﺔ‬ ‫ﻣﺴﺘﻮﻯ‬
‫ﻟﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺘﻮﺟﻴﻬﻴﺔ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬
‫ﺍﻟﻌﺎﻟﻤﻲ؟‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻳﺘﻢ‬ ‫ﻟﻤﺎﺫﺍ‬
‫ﻳﺪﺭﻛﻮﻥ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ـﻦ‬‫ﺍﻟﻌﺎﻟﻤﻴﻴـ‬ ‫ﺍﻟﻤﻮﺍﻃﻨﻴﻦ‬ ‫ـﺮﺍﻙ‬‫ﻭﺇﺷـ‬ ‫ﺗﻌﻠﻴﻢ‬ ‫ـﻮﻝ‬‫ﺣـ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ـﺪﻭﺭ‬‫ﻳـ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺑﺈﺩﺍﺭﺓ‬ ‫ـﻮﻥ‬‫ﻳﻠﺘﺰﻣـ‬ ‫ﻭﺍﻟﺬﻳﻦ‬ ،‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﻭﺣﻴﺎﺓ‬ ‫ﺣﻴﺎﺗﻬﻢ‬ ‫ﺑﻴﻦ‬ ‫ـﻂ‬‫ﺍﻟﺘﺮﺍﺑـ‬
‫ﺑﺎﻟﺨﻄﻂ‬ ‫ﻃﻠﺒﺘﻨﺎ‬ ‫ـﻼﻡ‬‫ﺇﻋـ‬ ‫ﻳﻤﻜﻨﻨﺎ‬ ،‫ـﻲ‬‫ﺍﻟﻌﺎﻟﻤـ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﺧﻼﻝ‬ ‫ـﻦ‬‫ﻭﻣـ‬ .‫ـﺘﻮﻳﺎﺕ‬‫ﺍﻟﻤﺴـ‬ ‫ﺟﻤﻴﻊ‬
‫ﹰ‬‫ﺎ‬‫ﺭﺃﻳ‬ ‫ﻭﺃﻥ‬ ‫ﺁﺭﺍﺋﻬﻢ‬ ‫ﻟﻬﻢ‬ ‫ـﻪ‬‫ﺑﺄﻧـ‬ ‫ﻭﺍﻟﺘﻮﻋﻴﺔ‬ ،‫ﺑﺎﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺗﺰﻭﻳﺪﻫﻢ‬ ،‫ﺍﻟﻤﺪﻧﻴﺔ‬ ‫ـﺎﺭﻛﺔ‬‫ﺍﻟﻤﺸـ‬ ‫ـﺔ‬‫ﻟﻤﻤﺎﺭﺳـ‬ ‫ﺍﻟﻔﻌﺎﻟﺔ‬
.‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﻓﻲ‬ ‫ﺎ‬‫ﹰ‬‫ﻓ‬‫ﺍﺧﺘﻼ‬ ‫ﻳﺤﺪﺙ‬ ‫ﻗﺪ‬‫ﹰ‬‫ﺍ‬‫ﻭﺍﺣﺪ‬
.‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﺘﺪﺭﻳﺲ‬ ‫ﺍﻟﺨﺎﺻﺔ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬
‫ﻓﻲ‬ ‫ﺃﺧﺬﻫﺎ‬ ‫ﻳﺠﺐ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﻴﺎﺀ‬‫ﺍﻷﺷـ‬ ‫ﺑﻌﺾ‬ ‫ﻫﻨﺎﻙ‬ ،‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻟﺘﺪﺭﻳﺲ‬ ‫ﻣﺤﺪﺩﺓ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﻳﻮﺟﺪ‬ ‫ﻻ‬ ‫ـﺎ‬‫ﺑﻴﻨﻤـ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺮﻑ‬ ‫ـﻴﺘﻢ‬‫ﺳـ‬ .‫ـﻲ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﻣﻨﻬﺠﻚ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻘﺪﺓ‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻣﺜﻞ‬ ‫ﺩﻣﺞ‬ ‫ﻋﻨﺪ‬ ‫ـﺎﺭ‬‫ﺍﻻﻋﺘﺒـ‬
‫ﺇﺩﺍﺭﺓ‬ ‫ﺳﻴﺎﻕ‬ ‫ﻓﻲ‬ ‫ﺗﺄﻛﻴﺪﺍﺕ‬ ‫ﺗﺤﻤﻞ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ،‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻓﻲ‬ ‫ﺟﻴﺪﺓ‬ ‫ﻛﻤﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬
.‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬
.‫ﻭﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﻤﺤﻠﻴﺔ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻟﺮﺑﻂ‬
.‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺑﺤﻴﺎﺓ‬ ‫ﺍﻟﺮﺑﻂ‬
،‫ﻳﻔﻜﺮﻭﻥ‬ ‫ﻓﻘﺪ‬ .‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺒﻌﺪ‬ ‫ﻛﻞ‬ ‫ﺑﻌﻴﺪﺓ‬ ‫ﺗﺒﺪﻭ‬ ‫ﻗﺪ‬ ‫ﺣﻴﺚ‬ ‫ﺎ‬‫ﹰ‬‫ﺻﻌﺒ‬ ‫ﺍ‬‫ﹰ‬‫ﺃﻣﺮ‬ ‫ﺩﻭﻟﻴﺔ‬ ‫ﻣﺴﺎﻟﺔ‬ ‫ﺃﻱ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻳﻌﺪ‬
‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺑﺤﻴﺎﺓ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺴﺎﺋﻞ‬ ‫ﺑﺮﺑﻂ‬ "‫ﺑﻬﺎ؟‬ ‫ﺃﻫﺘﻢ‬ ‫"ﻟﻤﺎﺫﺍ‬ ‫ﺃﻭ‬ "‫ﺍﻟﺪﻭﻟﻴﺔ؟‬ ‫ـﺄﻟﺔ‬‫ﺍﻟﻤﺴـ‬ ‫ﺑﻬﺬﻩ‬ ‫ﻋﻼﻗﺘﻲ‬ ‫"ﻣﺎ‬
‫ﺎ‬‫ﹰ‬‫ﻣﺤﻠﻴ‬ ‫ﻳﺤﺪﺙ‬ ‫ﻣﺎ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻻﺭﺗﺒﺎﻁ‬ ‫ﻋﻦ‬ ‫ـﻒ‬‫ﺍﻟﻜﺸـ‬ ‫ﻳﻤﻜﻨﻨﺎ‬ ،‫ﻳﻌﻴﺸﻮﻧﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺤﺎﻟﻲ‬ ‫ﻭﺍﻟﻮﺍﻗﻊ‬ ،‫ـﺨﺼﻴﺔ‬‫ﺍﻟﺸـ‬
‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ـﺎﺋﻞ‬‫ﻟﻠﻤﺴـ‬ ‫ﺗﺼﺒﺢ‬ ،‫ﻟﻄﻠﺒﺘﻨﺎ‬ ‫ـﻂ‬‫ﻭﺍﻟﺮﻭﺍﺑـ‬ ‫ﺍﻟﺘﻮﺍﺻﻞ‬ ‫ـﻮﺭ‬‫ﺟﺴـ‬ ‫ﻧﺒﻨﻲ‬ ‫ﻋﻨﺪﻣﺎ‬ .‫ﺎ‬‫ﹰ‬‫ﻋﺎﻟﻤﻴ‬ ‫ـﺪﺙ‬‫ﻳﺤـ‬ ‫ـﺎ‬‫ﻭﻣـ‬
.‫ﺃﻛﺒﺮ‬ ‫ﻭﺻﺪﻯ‬ ‫ﺟﺪﻳﺪﺓ‬ ‫ﺃﻫﻤﻴﺔ‬
‫ﺍﻟﻤﺘﻌﺪﺩﺓ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﺗﺄﻛﻴﺪ‬
.‫ﻣﺨﺘﻠﻔﺔ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ـﻢ‬‫ﻭﺗﻌﻠـ‬ ‫ﺑﺘﺠﺮﺑﺔ‬ ‫ﻣﺨﺘﻠﻔﺔ‬ ‫ﻣﻮﺿﻮﻋﺎﺕ‬ ‫ـﻮﻝ‬‫ﺣـ‬ ‫ﺗﺪﻭﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﻮﺍﺭﺍﺕ‬ ‫ﻟﻨﺎ‬ ‫ـﻤﺢ‬‫ﺗﺴـ‬
‫ﺑﺎﻟﻔﻌﻞ‬ ‫ـﺘﻤﺎﻉ‬‫ﻭﺍﻻﺳـ‬ ‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺻﻐﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻟﻄﻠﺒﺘﻨﺎ‬ ‫ﺍﻟﻤﻬﻢ‬ ‫ﻣﻦ‬ ‫ﻳﻜﻮﻥ‬ ،‫ـﻲ‬‫ﻭﺑﺎﻟﺘﺎﻟـ‬
.‫ﻳﻘﻮﻟﻮﻧﻪ‬ ‫ﻣﺎ‬ ‫ﺇﻟﻰ‬
‫ﻭﺟﻬﺎﺕ‬ ‫ﻟﺘﻮﺿﻴﺢ‬ ‫ﻓﺮﺻﺔ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﻤﻨﺢ‬ ‫ﺍﻻﺧﺘﻼﻑ‬ ‫ﻫﺬﺍ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﺍﻟﺤﻮﺍﺭ‬ ‫ـﺎﺀ‬‫ﺃﺛﻨـ‬ ‫ﺍﺧﺘﻼﻑ‬ ‫ﺣﺪﻭﺙ‬ ‫ﺍﻟﻮﺍﺭﺩ‬ ‫ـﻦ‬‫ﻭﻣـ‬
‫ـﻲﺀ‬‫ﺷـ‬ ‫ﻓﺎﻻﺧﺘﻼﻑ‬ .‫ﺍﻵﺭﺍﺀ‬ ‫ﺗﺜﺮﻱ‬ ‫ﻗﺪ‬ ‫ﺍﻵﺧﺮﻳﻦ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﺃﻥ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻷﺧﺬ‬ ‫ـﺨﺼﻴﺔ‬‫ﺍﻟﺸـ‬ ‫ﻧﻈﺮﻫﻢ‬
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13. ١١ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺣﻮﻝ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ـﺔ‬‫ﻛﻴﻔﻴـ‬ ‫ﺗﻌﻠﻢ‬ ‫ﻳﺪﻭﺭ‬ ‫ﻣﺎ‬ ‫ـﺎﺩﺓ‬‫ﻭﻋـ‬ .‫ﺍﻟﺤﻮﺍﺭ‬ ‫ﻣﻦ‬ ‫ﺎ‬‫ﹰ‬‫ﺇﻳﺠﺎﺑﻴ‬ ‫ﺍ‬‫ﹰ‬‫ـﺰﺀ‬‫ﺟـ‬ ‫ﺍﻋﺘﺒﺎﺭﻩ‬ ‫ﻭﻳﺠﺐ‬ ‫ـﻲ‬‫ﻃﺒﻴﻌـ‬
.‫ﻋﻨﻒ‬ ‫ﺇﻟﻰ‬ ‫ﻳﺘﺼﺎﻋﺪ‬ ‫ﺃﻥ‬ ‫ﻗﺒﻞ‬ ‫ﺍﻻﺧﺘﻼﻑ‬ ‫ﻣﻊ‬ ‫ﺑﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬
.‫ﺍﻟﺤﻮﺍﺭ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﺪﺭﻳﺲ‬
.‫ﺍﻟﻤﻌﻘﺪﺓ‬ ‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻣﻨﺎﻗﺸﺔ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ﻓﻲ‬ ‫ﻳﺪﻭﺭ‬ ‫ﺗﻌﻠﻴﻤﻲ‬ ‫ﺗﺪﺭﻳﺐ‬ ‫ﻋﻦ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﻤﻨﺎﻇﺮﺓ‬
‫ﻓﺘﻘﻮﻡ‬ ،‫ـﻲ‬‫ﺍﻟﺪﺭﺍﺳـ‬ ‫ﺍﻟﻔﺼﻞ‬ ‫ـﺎﺥ‬‫ﻣﻨـ‬ ‫ﺗﻐﻴﻴﺮ‬ ‫ﻓﻲ‬ ‫ﻛﺒﻴﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬ ‫ﺍﻟﺤﻮﺍﺭ‬ ‫ـﺔ‬‫ﻋﻤﻠﻴـ‬ ‫ـﺎﻫﻢ‬‫ﺗﺴـ‬ ‫ﻗﺪ‬ ،‫ﺫﻟﻚ‬ ‫ـﻊ‬‫ﻭﻣـ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻨﺎﻇﺮﺓ‬ ‫ﻋﻜﺲ‬ ‫ﻭﻋﻠﻰ‬ .‫ـﻂ‬‫ﺍﻟﻨﺸـ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﻭﺗﻨﻤﻴﺔ‬ ‫ـﺘﻨﻴﺮﺓ‬‫ﺍﻟﻤﺴـ‬ ‫ﺍﻟﻌﻘﻮﻝ‬ ‫ـﺠﻴﻊ‬‫ﺑﺘﺸـ‬
،‫ﺍﻟﻤﻌﺎﺭﺽ‬ ‫ﺣﺠﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺜﻐﺮﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﺗﺘﻀﻤﻦ‬ ‫ﺍﻷﻃﺮﺍﻑ‬ ‫ﺃﺣﺪ‬ ‫ﺑﻔﻮﺯ‬ ‫ﺗﻨﺘﻬﻲ‬
‫ﺇﺩﺭﺍﻙ‬ ‫ﺗﻌﺰﻳﺰ‬ ‫ﺇﻟﻰ‬ ‫ـﻮﺍﺭ‬‫ﺍﻟﺤـ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ـﺘﻤﺎﻉ‬‫ﺍﻻﺳـ‬ ‫ﻭﻳﻬﺪﻑ‬ .‫ـﺮ‬‫ﺧﺎﺳـ‬ ‫ﺃﻭ‬ ‫ﺭﺍﺑﺢ‬ ‫ﻭﺟﻮﺩ‬ ‫ﻳﻔﺘﺮﺽ‬ ‫ﻻ‬ ‫ﺍﻟﺤﻮﺍﺭ‬ ‫ـﺈﻥ‬‫ﻓـ‬
.‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻷﺣﺪ‬ ‫ﺍﻟﺸﺨﺺ‬
.‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﺗﺸﺠﻴﻊ‬
‫ﻭﻳﺘﺴﻢ‬ ،‫ﻭﻣﻼﺋﻢ‬ ،‫ﻭﺷﺨﺼﻲ‬ ،‫ﺩﻗﻴﻖ‬ ‫ﺗﻌﻠﻴﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺟﻤﻴﻊ‬ ‫ﺣﺼﻮﻝ‬ ‫ﻧﻀﻤﻦ‬ ‫ﻟﻜﻲ‬ ‫ﻧﺴﻌﻰ‬ ‫ﺃﻥ‬ ‫ﻳﺠﺐ‬
‫ﺗﺴﻤﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻣﻦ‬ ‫ﻭﺍﺣﺪﺓ‬ ‫ﻣﺠﺮﺩ‬ ‫ﻫﻮ‬ ‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﺇﻥ‬ .‫ﺍﻷﻛﺎﺩﻳﻤﻴﺔ‬ ‫ﺍﻟﻨﺎﺣﻴﺔ‬ ‫ﻣﻦ‬ ‫ﺑﺎﻟﻤﺸﺎﺭﻛﺔ‬
:‫ﺑـ‬ ‫ﻟﻠﻄﻠﺒﺔ‬
◆‫ﺍﻟﻤﺨﺘﻠﻔﺔ؛‬ ‫ﺍﻟﻤﻮﺍﻗﻒ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﺳﺘﻨﺒﺎﻃﻲ‬ ‫ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‬ ‫ﺍﻻﺳﺘﻨﺘﺎﺝ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
◆‫ﺍﻹﺟﻤﺎﻟﻴﺔ؛‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮﻝ‬ ‫ﺍﻟﻜﻞ‬ ‫ﺃﺟﺰﺍﺀ‬ ‫ﺗﻔﺎﻋﻞ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﺗﺤﻠﻴﻞ‬
◆‫ﻓﻌﺎﻝ؛‬ ‫ﺑﺸﻜﻞ‬ ‫ﻭﺍﻟﻤﻌﺘﻘﺪﺍﺕ‬ ،‫ﻭﺍﻻﺩﻋﺎﺀﺍﺕ‬ ،‫ﻭﺍﻟﺤﺠﺞ‬ ،‫ﺍﻷﺩﻟﺔ‬ ‫ﻭﺗﻘﻴﻴﻢ‬ ‫ﺗﺤﻠﻴﻞ‬
◆‫ﺍﻟﺒﺪﻳﻠﺔ؛‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﻭﺗﻘﻴﻴﻢ‬ ‫ﺗﺤﻠﻴﻞ‬
◆‫ﺑﻴﻨﻬﺎ؛‬ ‫ﺍﻟﺮﻭﺍﺑﻂ‬ ‫ﻭﺇﻗﺎﻣﺔ‬ ‫ﻭﺍﻟﺤﺠﺞ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻟﺠﻤﻊ‬
◆‫ﻭ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ؛‬ ‫ﺃﻓﻀﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﻮﺻﻮﻝ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺗﻔﺴﻴﺮ‬
◆.‫ﻧﻘﺪﻱ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﺘﻌﻠﻢ‬ ‫ﻭﻋﻤﻠﻴﺎﺕ‬ ‫ﺗﺠﺎﺭﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮ‬
‫ﻟﻠﻄﻠﺒﺔ‬ ‫ﺍﻟﻔﺮﺹ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﺇﺗﺎﺣﺔ‬ ‫ـﺐ‬‫ﻭﻳﺠـ‬ ،‫ﺍﻟﻨﻘﺪﻳﻴﻦ‬ ‫ﺍﻟﻤﻔﻜﺮﻳﻦ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻴﻮﻡ‬ ‫ﺍﻟﻤﺘﻐﻴﺮ‬ ‫ﻋﺎﻟﻤﻨﺎ‬ ‫ـﺎﺝ‬‫ﻳﺤﺘـ‬
.‫ﺃﻗﺮﺍﻧﻬﻢ‬ ‫ﻣﻊ‬ ‫ﻭﺍﻟﺘﻔﺎﻋﻞ‬ ،‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﺣﻞ‬ ،‫ﺎ‬‫ﹰ‬‫ﻓﻌﻠﻴ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺸﺎﺭﻛﺔ‬ ‫ﻣﻦ‬ ‫ﻟﻴﺘﻤﻜﻨﻮﺍ‬
.‫ﺇﺑﺪﺍﻉ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﺸﺎﺭﻛﺔ‬
.‫ﺍﻟﻤﺘﻌﻠﻤﻴﻦ‬ ‫ﺑﻴﻦ‬ ‫ـﻞ‬‫ﺍﻟﺘﻔﺎﻋـ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻓﻲ‬ ‫ـﺘﺨﺪﻣﺔ‬‫ﺍﻟﻤﺴـ‬ ‫ـﺎﻟﻴﺐ‬‫ﺍﻷﺳـ‬ ‫ﺗﺮﻛﺰ‬
‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻟﺪﺭﻭﺱ‬ ‫ﺗﺴﺘﺨﺪﻡ‬ ،‫ﻭﺑﺎﻟﺘﺎﻟﻲ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ‫ﻭﻣﻨﺎﻗﺸﺎﺕ‬ ،‫ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬ ‫ـﻄﺔ‬‫ﻭﺍﻷﻧﺸـ‬ ،‫ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻭﻋﻤﻞ‬ ،‫ﺍﻷﺩﻭﺍﺭ‬ ‫ﻟﻌﺐ‬ ‫ﺗﺘﻀﻤﻦ‬
،‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ﻛﺒﻴﺮ‬ ‫ﻋﺪﺩ‬ ‫ﻟﺘﻠﺒﻴﺔ‬ ‫ـﺎﺩﺍﺕ‬‫ﺍﻹﺭﺷـ‬ ‫ﺗﻨﻮﻳﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻫﺬﻩ‬ ‫ـﺪﻑ‬‫ﺗﻬـ‬ .‫ـﺮﺓ‬‫ﺍﻟﻜﺒﻴـ‬
‫ﺍﻟﺘﻔﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﺨﻄﻂ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﻭﻧﺴﻌﻰ‬ .‫ﻭﻣﺸﺎﺭﻛﺘﻬﻢ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺗﺮﻛﻴﺰ‬ ‫ﻋﻠﻰ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺃﻳﻀ‬ ‫ﺍﻟﺤﻔﺎﻅ‬ ‫ﻣﻊ‬ ‫ﻭﻟﻜﻦ‬
‫ﻛﻴﻔﻴﺔ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻘﺮﺍﺭﺍﺕ‬ ‫ﺍﺗﺨﺎﺫ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﺠﻴﻊ‬‫ﺑﺘﺸـ‬ ‫ﺍﻟﻌﻤﻠﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮﻱ‬ ‫ـﻲﺀ‬‫ﺍﻟﺸـ‬ ‫ﻣﻦ‬ ‫ﺍﻻﻧﺘﻘﺎﻝ‬ ‫ﺇﻟﻰ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻟﻤﻮﺍﺟﻬﺔ‬ ‫ﻋﻤﻠﻪ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻭﻣﺎ‬ ،‫ﻧﺰﺍﻉ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻮﻗﻮﻉ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﺘﺼﺮﻑ‬
‫ﺃﺷﺨﺎﺹ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺎﺕ‬ ‫ﺗﺮﺟﻤﺔ‬ .‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﻋﻦ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺗﻤﺎﻣ‬ ‫ﺑﻌﻴﺪﺓ‬ ‫ﺗﺒﺪﻭ‬ ‫ـﺎﺋﻞ‬‫ﻣﺴـ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺘﺤﺪﺙ‬ ‫ﻋﻨﺪ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﻟﻠﻐﺎﻳﺔ‬ ‫ﻓﻌﺎﻟﺔ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺎﺕ‬ ‫ﺗﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ﻳﻤﻜﻦ‬
،‫ﹰ‬‫ﺎ‬‫ـﺨﺼﻴ‬‫ﺷـ‬ ‫ﻭﻧﺠﻌﻠﻪ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﻋﻠﻰ‬ ‫ـﺎﻧﻲ‬‫ﺍﻹﻧﺴـ‬ ‫ﺍﻟﻄﺎﺑﻊ‬ ‫ـﻲ‬‫ﻭﻧﻀﻔـ‬ ‫ﺍﻷﺭﻗﺎﻡ‬ ‫ـﺎﻭﺯ‬‫ﻧﺘﺠـ‬ ‫ﺃﻥ‬ ‫ـﺪ‬‫ﻧﺮﻳـ‬ ،‫ـﺔ‬‫ﺍﻟﻄﻠﺒـ‬
٣٠٠،٠٠٠ ‫ﺣﻮﺍﻟﻲ‬ ‫ﻭﺟﻮﺩ‬ ‫ﺑﺘﻘﺪﻳﺮ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﺃﺣﺪ‬ ‫ﻳﻘﻮﻡ‬ ‫ﻋﻨﺪﻣﺎ‬ ،‫ﺍﻟﻤﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫ﻋﻠﻰ‬ .‫ﻭﺍﻗﻌﻴﺔ‬ ‫ﺃﻛﺜﺮ‬ ‫ﻭﺑﺎﻟﺘﺎﻟﻲ‬
h p://www.cfr.org/ ‫ـﺔ‬‫ﺍﻟﺨﺎﺭﺟﻴـ‬ ‫ـﺎﺕ‬‫ﺍﻟﻌﻼﻗـ‬ ‫)ﻣﺠﻠﺲ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺩﻭﻟﺔ‬ ‫ﺛﻼﺛﻴﻦ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﻃﻔﻞ‬ ‫ـﺪﻱ‬‫ﺟﻨـ‬
‫ـﻌﺮ‬‫ﻭﻧﺸـ‬ ‫ﺍﻷﺭﻗﺎﻡ‬ ‫ﻣﻦ‬ ‫ﺑﺎﻟﺬﻫﻮﻝ‬ ‫ﻧﺼﺎﺏ‬ ‫ﻗﺪ‬ ،(human-rights/child-soldiers-around-world/p9331
‫ـﻴﺮﺍﻟﻴﻮﻥ‬‫ﺳـ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺍﻟﺠﻨﻮﺩ‬ ‫ﺗﺠﺮﺑﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻧﺘﻌﺮﻑ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﻭﻟﻜﻦ‬ .‫ـﻲﺀ‬‫ﺷـ‬ ‫ﺃﻱ‬ ‫ﻓﻌﻞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺑﻌﺪﻡ‬
‫ـﺒﻞ‬‫ﺳـ‬ ‫ﻭﻣﻌﺮﻓﺔ‬ ‫ﻣﺤﻨﺘﻬﻢ‬ ‫ﻓﻬﻢ‬ ‫ـﺪﺀ‬‫ﺑـ‬ ‫ﻳﻤﻜﻨﻨﺎ‬ ،‫ـﺮﺏ‬‫ﺍﻟﺤـ‬ ‫ﺑﻌﺪ‬ ‫ـﺮﻫﻢ‬‫ﺃﺳـ‬ ‫ﻋﻠﻰ‬ ‫ـﻮﺭ‬‫ﺍﻟﻌﺜـ‬ ‫ـﻮﻥ‬‫ﻳﺤﺎﻭﻟـ‬ ‫ـﻦ‬‫ﺍﻟﺬﻳـ‬
h p://www.un.org/ ‫ﺳﻴﺮﺍﻟﻴﻮﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺍﻟﺠﻨﻮﺩ‬ ‫ﻳﺤﺪﺙ؟‬ ‫ﻣﺎﺫﺍ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫)ﺍﻷﻣﻢ‬ ‫ـﺎﻋﺪﺗﻬﻢ‬‫ﻣﺴـ‬
.(works/ goingon/soldiers/goingon_soldiers.html
GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 11GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 11 15/01/2013 07:19:2615/01/2013 07:19:26

14. ١٢‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
.‫ﺍﻟﻮﺍﻗﻌﻴﺔ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ﻣﺸﺎﺭﻛﺔ‬
‫ﻣﻦ‬ ‫ﺇﻧﺴﺎﻧﻲ‬ ‫ﺑﻄﺎﺑﻊ‬ ‫ﺇﺣﺼﺎﺋﻴﺎﺕ‬ ‫ﺗﻘﺪﻳﻢ‬ ‫ﻳﻤﻜﻦ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﺇﺣﺪﻯ‬ ‫ﺍﻟﻮﺍﻗﻌﻴﺔ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ﻣﺸﺎﺭﻛﺔ‬ ‫ﺗﻤﺜﻞ‬
‫ﺃﻥ‬ ‫ﻭﻳﺠﺐ‬ ،‫ﺑﺎﻟﻨﺰﺍﻉ‬ ‫ـﻢ‬‫ﺣﻴﺎﺗﻬـ‬ ‫ﺗﺄﺛﺮﺕ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ـﺨﺎﺹ‬‫ﺍﻷﺷـ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﺘﻤﻊ‬‫ﻳﺴـ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻀﺮﻭﺭﻱ‬ ‫ﻣﻦ‬ .‫ﺧﻼﻟﻬﺎ‬
‫ﻧﺠﺎﺡ‬ ‫ﻗﺼﺺ‬ ‫ﺇﻟﻰ‬ ‫ـﺔ‬‫ﺍﻟﻄﻠﺒـ‬ ‫ـﺘﻤﻊ‬‫ﻳﺴـ‬ ‫ﺃﻥ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺃﻳﻀ‬ ‫ﺍﻟﻤﻬﻢ‬ ‫ﻣﻦ‬ .‫ﺍﻟﻌﻤﻠﻲ‬ ‫ـﻰ‬‫ﺇﻟـ‬ ‫ﺍﻟﻨﻈﺮﻱ‬ ‫ـﻲﺀ‬‫ﺍﻟﺸـ‬ ‫ﻳﺘﺨﻄﻮﺍ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺣﻞ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺪﻧﻴﻴﻦ‬ ‫ﺍﻟﻌﺴﻜﺮﻳﻴﻦ‬ ‫ﺑﻤﺸﺎﺭﻛﺔ‬ ‫ﻗﺎﻡ‬ ‫ﻭﻛﻴﻒ‬ ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻣﻌﻬﺪ‬
‫ﺇﺣﺪﻯ‬ ‫ﻓﻲ‬ ‫ﻃﺎﻟﺐ‬ ‫ﻳﺪﻫﺶ‬ ‫ـﺪ‬‫ﻗـ‬ .‫ـﺘﺮﻛﺔ‬‫ﺍﻟﻤﺸـ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ‬ ‫ﺗﻮﺿﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ﻣﻦ‬ ‫ﺭﻭﺍﺑﻂ‬ ‫ﺧﻠﻖ‬ ‫ـﻦ‬‫ﻭﻳﻤﻜـ‬
‫ﻣﻨﺪﻫﺶ‬ ‫ﻧﺰﺍﻉ—ﻓﻬﻮ‬ ‫ﻣﻨﻄﻘﺔ‬ ‫ﻓﻲ‬ ‫ـﺎﺏ‬‫ﺷـ‬ ‫ﻭﺍﻫﺘﻤﺎﻣﺎﺕ‬ ‫ﻫﻮﺍﻳﺎﺕ‬ ‫ـﻤﺎﻉ‬‫ﺳـ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻣﺪﺍﺭﺱ‬
‫ﺍﻟﺸﺨﺺ‬ ‫ﻫﺬﺍ‬ ‫ﻭﺃﺻﺒﺢ‬ .‫ﺎ‬ ‫ﹰ‬‫ﺣﺠﻤ‬ ‫ﺃﺻﻐﺮ‬ ‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﺻﺒﺢ‬ ،‫ﻣﻔﺎﺟﺊ‬ ‫ﻧﺤﻮ‬ ‫ﻭﻋﻠﻰ‬ .‫ﻣﺘﺸﺎﺑﻬﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻣﺎﺕ‬ ‫ﻷﻥ‬
،‫ﻏﺎﻣﻀﺔ‬ ‫ﺗﺒﺪﻭ‬ ‫ﻗﺪ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﺗﻮﺿﻴﺢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ـﺎﻋﺪ‬‫ﺗﺴـ‬ ‫ﻛﻤﺎ‬ .‫ﺍ‬‫ﹰ‬‫ﺑﻌﺪ‬ ‫ﻭﺃﻗﻞ‬ ‫ﻏﺮﺑﺔ‬ ‫ﺃﻗﻞ‬ ‫ﺍﻵﺧﺮ‬
‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺃﺛﺮ‬ ‫ﺍﻟﻮﺍﻗﻌﻴﺔ‬ ‫ـﺺ‬‫ﺍﻟﻘﺼـ‬ ‫ﺗﻨﻘﻞ‬ ،‫ﺃﻋﻤﻖ‬ ‫ـﺘﻮﻯ‬‫ﻣﺴـ‬ ‫ﻭﻋﻠﻰ‬ .‫ﻭﺍﻗﻊ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮﻱ‬ ‫ﺍﻟﺠﺎﻧﺐ‬ ‫ـﻞ‬‫ﺑﺘﺤﻮﻳـ‬
‫ﺃﺻﺒﺤﺖ‬ ،‫ﺍﻟﻘﺼﺺ‬ ‫ـﻖ‬‫ﻃﺮﻳـ‬ ‫ﻓﻌﻦ‬ .‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻒ‬‫ﺗﻌﺎﻃـ‬ ‫ـﺘﻐﻼﻝ‬‫ﺍﺳـ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﺣﻴﺎﺓ‬ ‫ـﻰ‬‫ﺇﻟـ‬ ‫ـﺔ‬‫ﺍﻟﺪﻭﻟﻴـ‬
‫ﺎ‬‫ﹰ‬‫ﺩﻭﻟﻴ‬ ‫ﺎ‬‫ﹰ‬‫ﻧﺰﺍﻋ‬ ‫ﻭﺣﺪﻫﺎ‬ ‫ﺍﻟﻘﺼﺺ‬ ‫ـﺎﺭﻛﺔ‬‫ﻣﺸـ‬ ‫ﺗﺤﻞ‬ ‫ﻭﻟﻦ‬ .‫ﺎ‬‫ﹰ‬‫ﻭﺿﻮﺣ‬ ‫ﺃﻛﺜﺮ‬ "‫ﺃﻫﺘﻢ؟‬ ‫"ﻟﻤﺎﺫﺍ‬ ‫ـﺆﺍﻝ‬‫ﺍﻟﺴـ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺟﺎﺑﺔ‬
‫ﻓﻬﻢ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺇﺣﺪﻯ‬ ‫ـﺨﺎﺹ—ﻭﻫﻮ‬‫ﺍﻷﺷـ‬ ‫ـﺮﺍﻙ‬‫ﺇﺷـ‬ ‫ﻳﻜﻔﻲ‬ ‫ﻭﻟﻜﻦ‬ ،‫ﺍ‬‫ﹰ‬‫ـﺮ‬‫ﻛﺒﻴـ‬
.‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
.‫ﺑﺎﻟﺪﻋﻢ‬ ‫ﺍﻟﺸﻌﻮﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﺴﺎﻋﺪﺓ‬
،‫ـﺎﻧﻴﺔ‬‫ﺇﻧﺴـ‬ ‫ﻣﻌﺎﻧﺎﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻨﻄﻮﻱ‬ ‫ﺍﻟﺘﻲ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﺜﻞ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﻟﻠﻤﻮﺿﻮﻋﺎﺕ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ـﻦ‬‫ﻳﻤﻜـ‬
‫ﺍﻻﺿﻄﺮﺍﺑﺎﺕ‬ ‫ـﻲ‬‫ﺗﻔﺸـ‬ ‫ﻣﺜﻞ‬ ،‫ﺟﺪﻳﺪ‬ ‫ﻣﻮﺿﻮﻉ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﺘﻌﺮﻑ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﻋﺎﺩﺓ‬ .‫ﻓﺮﺩ‬ ‫ﺃﻱ‬ ‫ﻋﻠﻰ‬ ‫ﺎ‬‫ﹰ‬‫ﻗﻮﻳ‬ ‫ﺍ‬‫ﹰ‬‫ﺗﺄﺛﻴﺮ‬
‫ﺗﺘﺮﻙ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺛﺮﻭﺓ‬ ‫ﻳﻜﺘﺴﺒﻮﻥ‬ ‫ﻓﺈﻧﻬﻢ‬ ،‫ﺃﻓﺮﻳﻘﻴﺎ‬ ‫ﻓﻲ‬ ‫ﻻﺟﺌﻴﻦ‬ ‫ﺃﺯﻣﺔ‬ ‫ﻭﺟﻮﺩ‬ ‫ﺃﻭ‬ ،‫ﺍﻷﻭﺳﻂ‬ ‫ﺍﻟﺸﺮﻕ‬ ‫ﻓﻲ‬
‫ﻟﺘﺨﻔﻴﻒ‬ ‫ﺷﻲﺀ‬ ‫ﺃﻱ‬ ‫ﻓﻌﻞ‬ ‫ﻳﻤﻜﻨﻬﻢ‬ ‫ﻻ‬ ‫ﺣﻴﺚ‬ ‫ﻋﻠﻴﻬﻢ‬ ‫ﺍﻟﻤﻮﻗﻒ‬ ‫ﺻﻌﻮﺑﺔ‬ ‫ﻭﺑﻤﺪﻯ‬ ،‫ﺑﺎﻟﻴﺄﺱ‬‫ﹰ‬‫ﺍ‬‫ﺷﻌﻮﺭ‬ ‫ﻟﺪﻳﻬﻢ‬
‫ﺣﻮﻝ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ـﺎﻡ‬‫ﺍﻫﺘﻤـ‬ ‫ﺗﺄﻛﻴﺪ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺑﻌﻨﺎﻳﺔ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ـﻦ‬‫ﺍﻟﻤﻌﻠﻤﻴـ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺠﺐ‬ .‫ـﻜﻠﺔ‬‫ﺍﻟﻤﺸـ‬ ‫ـﺪﺓ‬‫ﺣـ‬
‫ﺗﺨﻔﻒ‬ ‫ﺃﻥ‬ ‫ﻭﻳﻤﻜﻦ‬ .‫ﺣﻠﻮﻝ‬ ‫ﺇﻳﺠﺎﺩ‬ ‫ﻭﺭﺍﺀ‬ ‫ﻭﻳﺴﻌﻮﻥ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫ﻳﺘﺨﺬﻭﻥ‬ ‫ﻭﺃﻧﻬﻢ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ـﺎﺋﻞ‬‫ﺑﺎﻟﻤﺴـ‬ ‫ﺍﻟﻌﺎﻟﻢ‬
‫ﻣﻊ‬ ‫ﺍﻟﻤﻌﻠﻤﻮﻥ‬ ‫ﻳﻌﻤﻞ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻫﻢ‬ ‫ﻣﻦ‬ ،‫ﻭﻟﻜﻦ‬ ،‫ﺑﺎﻟﻴﺄﺱ‬ ‫ـﻌﻮﺭﻫﻢ‬‫ﺷـ‬ ‫ﻣﻦ‬ ‫ﻭﺍﻹﻳﺠﺎﺑﻴﺔ‬ ‫ﺍﻟﻤﺎﺩﻳﺔ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ـﺬﻩ‬‫ﻫـ‬
‫ﻛﺠﻤﺎﻋﺎﺕ‬ ‫ﺃﻭ‬ ‫ﻛﺄﻓﺮﺍﺩ‬ ‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬ ‫ﺍﺗﺨﺎﺫ‬ ‫ﺑﺈﻣﻜﺎﻧﻬﻢ‬ ‫ﺃﻧﻪ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺃﻳﻀ‬ ‫ﻭﻹﻋﻼﻣﻬﻢ‬ ،‫ﺑﺎﻟﺪﻋﻢ‬ ‫ـﻌﺎﺭﻫﻢ‬‫ﻹﺷـ‬ ‫ﺍﻟﻄﻠﺒﺔ‬
.‫ﻓﺎﺭﻕ‬ ‫ﺇﺣﺪﺍﺙ‬ ‫ﺑﺈﻣﻜﺎﻧﻬﻢ‬ ‫ﺃﻧﻪ‬ ‫ﻭﻛﻤﺎ‬ ،‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﻣﻦ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻣﻌﻬﺪ‬ ‫ﻋﻦ‬ ‫ﻧﺒﺬﺓ‬
‫ﻭﻳﻘﻮﻡ‬ ‫ـﻬﺎ‬‫ﺃﺳﺴـ‬ ،‫ـﺘﻘﻠﺔ‬‫ﻣﺴـ‬ ‫ﺣﺰﺑﻴﺔ‬ ‫ﻏﻴﺮ‬ ‫ﻭﻃﻨﻴﺔ‬ ‫ـﺔ‬‫ﻣﺆﺳﺴـ‬ ‫ﻫﻮ‬ (USIP) ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ـﺪ‬‫ﻣﻌﻬـ‬
:‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺎﻋﺪﺓ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻳﻬﺪﻑ‬ .‫ﺍﻟﻜﻮﻧﺠﺮﺱ‬ ‫ﺑﺘﻤﻮﻳﻠﻬﺎ‬
◆‫ﻭﺗﺴﻮﻳﺘﻬﺎ؛‬ ‫ﺍﻟﻌﻨﻴﻔﺔ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻨﻊ‬
◆‫ﺍﻟﻨﺰﺍﻉ؛‬ ‫ﺑﻌﺪ‬ ‫ﻣﺎ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﺳﺘﻘﺮﺍﺭ‬ ‫ﺗﻌﺰﻳﺰ‬
◆.‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﻜﺮﻱ‬ ‫ﺍﻟﻤﺎﻝ‬ ‫ﻭﺭﺃﺱ‬ ،‫ﻭﺃﺩﻭﺍﺗﻪ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬ ‫ﺯﻳﺎﺩﺓ‬
‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ـﻮﺍﺭﺩ‬‫ﻭﺍﻟﻤـ‬ ،‫ـﺎﺭﺍﺕ‬‫ﻭﺍﻟﻤﻬـ‬ ،‫ﺑﺎﻟﻤﻌﺮﻓﺔ‬ ‫ـﻦ‬‫ﺍﻵﺧﺮﻳـ‬ ‫ـﻢ‬‫ﺑﺪﻋـ‬ ‫ﺫﻟﻚ‬ ‫ـﺒﻴﻞ‬‫ﺳـ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻬﺪ‬ ‫ـﻮﻡ‬‫ﻳﻘـ‬
.‫ﺍﻟﻌﺎﻟﻢ‬ ‫ﺃﻧﺤﺎﺀ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺟﻬﻮﺩ‬ ‫ﻓﻲ‬ ‫ﻣﺒﺎﺷﺮﺓ‬ ‫ﺇﺷﺮﺍﻛﻬﻢ‬
‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﺃﻧﺸﻄﺔ‬
.‫ﺍﻟﺘﺪﺭﻳﺐ‬ ،‫ﺍﻟﺘﺪﺭﻳﺲ‬ ،‫ﺍﻟﻔﻌﻞ‬ ،‫ﺍﻟﺘﻔﻜﻴﺮ‬ — ‫ﺭﺋﻴﺴﻴﺔ‬ ‫ﻃﺮﻕ‬ ‫ﺃﺭﺑﻌﺔ‬ ‫ﻋﻤﻠﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﻳﻨﺘﻬﺞ‬
،‫ـﺎﺕ‬‫ﺍﻟﻤﻤﺎﺭﺳـ‬ ‫ﺃﻓﻀﻞ‬ ‫ﻭﻧﺤﺪﺩ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﻟﻠﻨﺰﺍﻋﺎﺕ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﻲ‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﻷﺑﺤﺎﺙ‬ ‫ﺑﺈﺟﺮﺍﺀ‬ ‫ﻧﻘﻮﻡ‬ :‫ﺍﻟﺘﻔﻜﻴﺮ‬
.‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺧﻄﻂ‬ ‫ﻭﻧﻄﻮﺭ‬
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15. ١٣ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺣﻴﺜﻤﺎ‬ ‫ﻭﺇﺩﺍﺭﺗﻪ‬ ‫ـﺰﺍﻉ‬‫ﺍﻟﻨـ‬ ‫ﻟﻤﻨﻊ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻨﺎﻃﻖ‬ ‫ـﻲ‬‫ﻓـ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺨﺒﺮﺓ‬ ‫ﻣﻦ‬ ‫ـﻮﺩ‬‫ﻋﻘـ‬ ‫ﻋﻠﻰ‬ ‫ـﺪ‬‫ﻧﻌﺘﻤـ‬:‫ﺍﻟﻔﻌﻞ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ‬ ‫ﻭﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺮﻭﺏ‬ ‫ﻣﻦ‬ ‫ﺍﻻﻧﺘﻘﺎﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻧﺴﺎﻋﺪ‬ ،‫ﻳﻨﺸﺄ‬
.‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﺃﺭﺽ‬
‫ﺗﻄﻮﻳﺮ‬ ‫ﻭﻓﻲ‬ ،‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺴﺎﺋﻞ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻨﻘﺪﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻊ‬ ‫ﻧﺸﺘﺮﻙ‬ :‫ﺍﻟﺘﺪﺭﻳﺲ‬
.‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺑﺘﺤﺪﻳﺎﺕ‬ ‫ﻋﺮﻳﺾ‬ ‫ﺟﻤﻬﻮﺭ‬ ‫ﺑﺘﻌﺮﻳﻒ‬ ‫ﻧﻘﻮﻡ‬ .‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻣﻬﺎﺭﺍﺕ‬
‫ﻗﺎﺩﺓ‬ ‫ﻣﻦ‬ ‫ﺍ‬‫ﹰ‬‫ﺑﺪﺀ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﺎﻃﻖ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻷﻓﺮﺍﺩ‬ ‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﺍﻟﻮﻻﻳﺎﺕ‬ ‫ﻓﻲ‬ ‫ـﻴﻦ‬‫ﺍﻟﻤﻤﺎﺭﺳـ‬ ‫ﺑﺘﺪﺭﻳﺐ‬ ‫ﻧﻘﻮﻡ‬ :‫ﺍﻟﺘﺪﺭﻳﺐ‬
‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﻋﻠﻰ‬ ،‫ﺍﻟﻤﺘﺤﺪﺓ‬ ‫ﻟﻸﻣﻢ‬ ‫ﺍﻟﺘﺎﺑﻌﺔ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺣﻔﻆ‬ ‫ﻗﻮﺍﺕ‬ ‫ﺇﻟﻰ‬‫ﹰ‬‫ﻻ‬‫ﻭﻭﺻﻮ‬ ‫ﺍﻟﻤﺪﻧﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬
.‫ﻭﺇﺩﺍﺭﺗﻪ‬ ‫ﺍﻟﺪﻭﻟﻲ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻟﻤﻨﻊ‬ ‫ﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﻭﺍﺗﺒﺎﻉ‬ ‫ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﻤﻌﻬﺪ‬ ‫ﺍﻟﺘﺎﺑﻊ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﺣﻮﻝ‬
‫ـﻴﺔ‬‫ﺍﻟﺮﺋﻴﺴـ‬ ‫ﺍﻟﻤﻘﺮﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺗﻌﻠﻴﻤﻲ‬ ‫ـﺰ‬‫ﻭﻣﺮﻛـ‬ ‫ﻟﻠﻌﺮﺽ‬ ‫ـﺎﺣﺔ‬‫ﻣﺴـ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ـﻦ‬‫ﻳﺘﻀﻤـ‬
‫ﻭﻳﺐ‬ ‫ﻣﻮﻗﻊ‬ ‫ﻓﻲ‬ ‫ـﻲ‬‫ﻓﻌﻠـ‬ ‫ﻣﻜﺎﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ،‫ـﺔ‬‫ﺍﻟﻌﺎﺻﻤـ‬ ‫ـﻨﻄﻦ‬‫ﻭﺍﺷـ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻣﻴﺮﻛﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻟﻤﻌﻬﺪ‬
‫ﻭﺍﻷﻧﺸﻄﺔ‬ ‫ﻭﺍﻟﻤﻮﺍﺭﺩ‬ ،‫ﺍﻟﻤﻌﻬﺪ‬ ‫ﺩﺍﺧﻞ‬ ‫ﺗﻘﺪﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﺒﺮﺍﻣﺞ‬ ‫ﺍﻟﻤﻌﺎﺭﺽ‬ ‫ﺧﻼﻝ‬ ‫ﻓﻤﻦ‬ .‫ﻣﺨﺼﺺ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺑﺎﻟﻤﻔﺎﻫﻴﻢ‬ ‫ﺍﻟﺰﺍﺋﺮﻳﻦ‬ ‫ﺑﺘﻌﺮﻳﻒ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﻳﻘﻮﻡ‬ ،‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﺘﺎﺣﺔ‬
‫ﻓﻤﻊ‬ .‫ﻭﺣﻠﻬﺎ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺴﻠﻤﻴﺔ‬ ‫ﻭﺍﻟﻤﻨﺎﻫﺞ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‬ ‫ﻟﻠﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺭﺍﻛﻬﻢ‬ ‫ﻳﻌﺰﺯ‬ ‫ﻣﻤﺎ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﻟﺒﻨﺎﺀ‬
‫ﻣﻦ‬ ‫ﺍﻟﻘﺎﺩﻡ‬ ‫ﺍﻟﺠﻴﻞ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻟﻤﻲ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻣﺮﻛﺰ‬ ‫ﻳﺴﺎﻫﻢ‬ ،‫ﻭﺍﻟﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‬
.‫ﺍﻟﺴﻼﻡ‬ ‫ﺻﻨﺎﻉ‬
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17. ١‫ﺍﻟﻘﺴﻢ‬
.‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
‫ﺃﻥ‬ ‫ﻳﻤﻜﻦ‬ ،‫ﺑﻔﻌﺎﻟﻴﺔ‬ ‫ﺗﻨﺎﻭﻟﻪ‬ ‫ﻳﺘﻢ‬ ‫ﻭﻋﻨﺪﻣﺎ‬ .‫ﺣﻴﺎﺗﻨﺎ‬ ‫ﻣﻦ‬ ‫ﻃﺒﻴﻌﻲ‬ ‫ﺟﺰﺀ‬ ‫ﻫﻮ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻭﻟﻜﻦ‬ ،‫ـﻠﺒﻲ‬‫ﺳـ‬ ‫ـﻲﺀ‬‫ﺷـ‬ ‫ﺃﻧﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻳﺘﻢ‬ ‫ﻣﺎ‬ ‫ﻋﺎﺩﺓ‬
‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ﻟﻠﻤﺠﺘﻤﻌﺎﺕ‬ ‫ـﻦ‬‫ﻭﻳﻤﻜـ‬ .‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ـﺪﻭﻝ‬‫ﺍﻟـ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺗﻘﻮﻡ‬ ‫ﺍﻟﺬﻱ‬ ‫ـﺎﺱ‬‫ﺍﻷﺳـ‬ ‫ﻫﻮ‬ ‫ﻓﺎﻟﻨﺰﺍﻉ‬ .‫ﻭﺍﻟﻨﻤﻮ‬ ‫ﻟﻠﺘﻌﻠﻢ‬ ‫ﻫﺎﻣﺔ‬‫ﹰ‬‫ﺎ‬‫ـ‬‫ﻓﺮﺻـ‬ ‫ـﺢ‬‫ﻳﺘﻴـ‬
‫ﻭﺍﻟﺨﻼﻓﺎﺕ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻭﻳﻤﻜﻨﻬﻢ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻭﺍﻟﻤﻨﻈﻤﺎﺕ‬ ،‫ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ،‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻳﻘﺮ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ـﺮ‬‫ﺗﺰﺩﻫـ‬ ‫ﺃﻥ‬ ‫ـﺔ‬‫ﺍﻟﺘﻌﺪﺩﻳـ‬
،‫ﺍﻟﺴﻠﻄﺎﺕ‬ ‫ﻭﻓﺼﻞ‬ ،‫ﺍﻟﻤﺆﺳﺴﺎﺕ‬ ‫ﻗﻮﺓ‬ ‫ﺑﻔﻀﻞ‬ ‫ـﻠﻤﻴﺔ‬‫ﺳـ‬ ‫ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻫﺬﺍ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ـﺘﻄﻴﻊ‬‫ﻭﺗﺴـ‬ .‫ﻣﺜﻤﺮ‬ ‫ـﻜﻞ‬‫ﺑﺸـ‬
‫ﻹﺷﺮﺍﻙ‬ ‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﻓﺮﺹ‬ ‫ﻭﺇﺗﺎﺣﺔ‬ ‫ﻣﻨﺘﻈﻤﺔ‬ ‫ﺍﻧﺘﺨﺎﺑﺎﺕ‬ ‫ﺇﺟﺮﺍﺀ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ـﺎﺀﻟﺔ‬‫ﻭﺍﻟﻤﺴـ‬ ،‫ﺍﻟﺤﺮﺓ‬ ‫ﻭﺍﻟﺼﺤﺎﻓﺔ‬ ،‫ﺍﻟﻤﺪﻧﻲ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ،‫ﺍﻟﻘﺎﻧﻮﻥ‬ ‫ـﻴﺎﺩﺓ‬‫ﻭﺳـ‬
.‫ﺍﻟﺤﻜﻮﻣﺔ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻤﻮﺍﻃﻨﻴﻦ‬
‫ﺑﻌﺪ‬ ‫ﺑﻬﻢ‬ ‫ﺧﺎﺻﺔ‬ ‫ـﺎﺕ‬‫ﺗﻌﺮﻳﻔـ‬ ‫ﺑﺘﻜﻮﻳﻦ‬ ‫ـﻴﻘﻮﻣﻮﻥ‬‫ﻭﺳـ‬ .‫ﻭﺍﻟﻨﺰﺍﻉ‬ ‫ـﻼﻡ‬‫ﺍﻟﺴـ‬ ‫ﻟﻬﻢ‬ ‫ﻳﻤﺜﻞ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺑﺎﻟﺘﻔﻜﻴﺮ‬ ،‫ـﻢ‬‫ﺍﻟﻘﺴـ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ،‫ﺍﻟﻄﻠﺒﺔ‬ ‫ـﻴﻘﻮﻡ‬‫ﺳـ‬
‫ﻣﻦ‬ ‫ﻭﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﻘﺴﻤﻴﻦ‬ ‫ﻟﻔﻬﻢ‬ ‫ـﺎﺱ‬‫ﺍﻷﺳـ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺳﻴﺨﻠﺼﻮﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ـﺘﻨﺘﺎﺟﺎﺕ‬‫ﺍﻻﺳـ‬ ‫ﻭﺳﺘﻤﺜﻞ‬ .‫ﺍﻟﻤﺘﻌﺪﺩﺓ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﻭﺟﻬﺎﺕ‬ ‫ـﺘﻌﺮﺍﺽ‬‫ﺍﺳـ‬
‫ﺇﺩﺍﺭﺓ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻓﻲ‬ ‫ـﻮﺩﺓ‬‫ﺍﻟﻤﻮﺟـ‬ ‫ﺍﻟﻌﺪﻳﺪﺓ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ـﺘﺨﺪﺍﻡ‬‫ﻭﺍﺳـ‬ ،‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ـﻮﻥ‬‫ﺳﻴﺪﺭﺳـ‬ ‫ﺣﻴﺚ‬ ،‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ـﺔ‬‫ﻣﺠﻤﻮﻋـ‬
.‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬
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18. GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 16GPC_EducatorToolkit-(HighSchool)_2012 reprint_ar.indd 16 15/01/2013 07:19:3215/01/2013 07:19:32

19. ١٧ ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻷﺳﺒﺎﺏ‬ ‫ﻋﺮﺽ‬
‫ﺍﻟﺘﻌﺮﻑ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﻳﻦ‬ ‫ﻳﻜﻮﻧﻮﺍ‬ ‫ﺃﻥ‬ ‫ﻳﺠﺐ‬ ،‫ﺇﺩﺍﺭﺗﻪ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻨﻊ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﺒﺪﺃ‬ ‫ﺃﻥ‬ ‫ﻗﺒﻞ‬
‫ﻭﺍﺳﺘﻌﺮﺍﺽ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺑﺘﻌﺮﻳﻒ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﻫﺬﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻭﻳﺒﺪﺃ‬ .‫ﻟﻠﻨﺰﺍﻉ‬ ‫ﺗﻌﺮﻳﻒ‬ ‫ﺑﻮﺿﻊ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﺒﺪﺃ‬ .‫ﻋﻠﻴﻪ‬
.‫ﻟﻠﻤﻮﺿﻮﻉ‬ ‫ﻓﻬﻤﻬﻢ‬ ‫ﻟﺘﻌﺰﻳﺰ‬ ‫ﻟﻪ‬ ‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﺗﻔﺴﻴﺮﺍﺕ‬
‫ﺍﻷﻫﺪﺍﻑ‬
١..‫ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﺣﻮﻝ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﻧﻈﺮ‬ ‫ﻭﺟﻬﺔ‬ ‫ﻟﺘﻜﻮﻳﻦ‬ ‫ﻛﺴﺒﻴﻞ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻭﺗﻔﺴﻴﺮﺍﺕ‬ ‫ﺗﻌﺮﻳﻔﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﻈﺮ‬
٢..‫ﺣﻴﺎﺗﻨﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺩﻭﺭ‬ ‫ﺍﺳﺘﻜﺸﺎﻑ‬
‫ﺍﻟﻤﻌﺎﻳﻴﺮ‬
◆‫ﺍﻟﺜﻘﺎﻓﺔ‬
◆‫ﻭﺍﻟﻤﺆﺳﺴﺎﺕ‬ ،‫ﻭﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ،‫ﺍﻷﻓﺮﺍﺩ‬
◆‫ﺍﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﺍﻟﺮﻭﺍﺑﻂ‬
◆‫ﺍﻟﻤﺪﻧﻴﺔ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﻤﺒﺎﺩﺉ‬
‫ﻭﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻷﻭﻝ‬ ‫ﻟﻠﺠﺰﺃﻳﻦ‬ ‫ﺩﻗﻴﻘﺔ‬ ١١٠ :‫ﺍﻟﻮﻗﺖ‬
‫ﺍﻟﻤﻮﺍﺩ‬
❑‫ﺑﻴﺎﻧﻲ‬ ‫ﺭﺳﻢ‬ ‫ﻭﺭﻕ‬
❑‫ﺗﻤﻴﻴﺰ‬ ‫ﺃﻗﻼﻡ‬
❑،‫ﻭﺍﻟﻤﺤﻠﻴﺔ‬ ،‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﻮﺿﺢ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺘﻨﻮﻋﺔ‬ ‫ﻭﺍﻟﻤﺠﻼﺕ‬ ‫ﺍﻟﺼﺤﻒ‬ ‫ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﻭﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻷﻋﺪﺍﺩ‬ .‫ﻟﻠﻤﺮﺍﻫﻘﻴﻦ‬ ‫ﺗﺎﻳﻤﺰ‬ ‫ﻧﻴﻮﻳﻮﺭﻙ‬ ‫ﺟﺮﻳﺪﺓ‬ :‫ﻣﺤﺘﻤﻞ‬ ‫)ﻣﺼﺪﺭ‬ .‫ﻭﺍﻟﺪﻭﻟﻴﺔ‬ ،‫ﻭﺍﻟﻮﻃﻨﻴﺔ‬
h p://teacher.scholas c.com/scholas cnews/indepth/ :‫ﻣﻮﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻧﺘﺮﻧﺖ‬ ‫ﻋﻠﻰ‬ ‫ﻣﺘﺎﺣﺔ‬
(upfront/index.asp
❑‫ﺃﺟﺰﺍﺀ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺇﺩﺍﺭﺗﻬﺎ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺳﺘﺸﻬﺎﺩﺍﺕ‬ ‫ﻧﺸﺮﺓ‬ ‫ﺗﻘﻄﻴﻊ‬ ‫ﻳﺘﻢ‬
❑‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻭﺻﻒ‬‫ﻋﻤﻞ‬ ‫ﻭﺭﻗﺔ‬
❑‫ﻭﺍﻟﻔﻴﻞ‬ ‫ﺍﻟﺒﺼﺮ‬ ‫ﻣﻜﻔﻮﻑ‬ ‫ﺍﻟﻤﻠﺤﻘﺔ‬ ‫ﺍﻟﻨﺸﺮﺓ‬
١-١ ‫ﺍﻟﺪﺭﺱ‬
‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﻌﺮﻳﻒ‬
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20. ١٨‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻤﺪﺍﺭﺱ‬ ‫ﺇﺻﺪﺍﺭ‬ | ‫ﻟﻠﻤﻌﻠﻤﻴﻦ‬ ‫ﺍﻟﺴﻼﻡ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﻣﺠﻤﻮﻋﺔ‬
‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﺠﺰﺀ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ‬
(‫ﺩﻗﻴﻘﺔ‬ ٣٠) ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﻌﺮﻳﻒ‬
١.‫ﻭﺍﻃﻠﺐ‬ .‫ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ﺍﻟﺮﺳﻢ‬ ‫ﻭﺭﻗﺔ‬ /‫ﺍﻟﻀﻮﺋﻲ‬ ‫ﺍﻟﻌﺮﺽ‬ ‫ﺟﻬﺎﺯ‬ /‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﻭﺳﻂ‬ ‫ﻓﻲ‬ "‫"ﻧﺰﺍﻉ‬ ‫ﻛﻠﻤﺔ‬ ‫ﺃﻛﺘﺐ‬
‫ﻳﺸﺎﺭﻛﻮﺍ‬ ‫ﻭﺃﻥ‬ ،‫ﻭﺭﻗﺔ‬ ‫ﻋﻠﻰ‬ "‫"ﻧﺰﺍﻉ‬ ‫ﺑﻜﻠﻤﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﻟﻬﺎ‬ ‫ﺃﻥ‬ ‫ﻳﻌﺘﻘﺪﻭﻥ‬ ‫ﻛﻠﻤﺎﺕ‬ ‫ﺧﻤﺲ‬ ‫ﻛﺘﺎﺑﺔ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻦ‬
/ ‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻧﺰﺍﻉ‬ ‫ﻛﻠﻤﺔ‬ ‫ﻣﻦ‬ ‫ﺗﺘﻔﺮﻉ‬ ‫ﺷﺒﻜﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺿﻊ‬ ،‫ﺃﻛﺜﺮ‬ ‫ﺃﻭ‬ ‫ﺑﻜﻠﻤﺔ‬ ‫ﺍﻵﺧﺮﻳﻦ‬
‫ﻣﺠﻤﻮﻋﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺮﺩﻭﺩ‬ ‫ـﻢ‬‫ﺗﻨﻈﻴـ‬ ‫ﺣﺎﻭﻝ‬ ،‫ﺍﻟﻮﻗﺖ‬ ‫ﻧﻔﺲ‬ ‫ﻓﻲ‬ .‫ـﻢ‬‫ﺍﻟﺮﺳـ‬ ‫ﻭﺭﻗﺔ‬ /‫ﺍﻟﻀﻮﺋﻲ‬ ‫ﺍﻟﻌﺮﺽ‬ ‫ـﺎﺯ‬‫ﺟﻬـ‬
‫ﺃﻧﺤﺎﺀ‬ ‫ﻓﻲ‬ ‫ﻣﻨﺸﻮﺭﺓ‬ ‫ـﺒﻜﺔ‬‫ﺍﻟﺸـ‬ ‫ﺍﺑﻖ‬ .‫ـﺨﺼﻲ"،ﺍﻟﺦ‬‫ﻭ"ﺍﻟﺸـ‬ ،"‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﻭ"ﺍﻷﺣﺪﺍﺙ‬ ،"‫ـﺎﻋﺮ‬‫"ﺍﻟﻤﺸـ‬ ‫ﻣﺜﻞ‬
.‫ﺍﻟﻤﻨﺎﻗﺸﺔ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﻭﺍﻟﺮﺟﻮﻉ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺍﻹﺿﺎﻓﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻳﺘﻤﻜﻦ‬ ‫ﺣﺘﻰ‬ ‫ﺍﻟﻔﺼﻞ‬
٢.:‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻷﺳﺌﻠﺔ‬ ‫ﺟﻤﻴﻊ‬ ‫ﺃﻭ‬ ‫ﺑﻌﺾ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺷﺒﻜﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﺳﺘﺨﻠﺺ‬
◆‫ـﺎﺑﻪ‬‫ﺍﻟﺘﺸـ‬ ‫ﻫﺬﺍ‬ ‫ـﻴﺮ‬‫ﺗﻔﺴـ‬ ‫ﻣﺎ‬ ‫ﺍﻟﻤﻄﺮﻭﺣﺔ؟‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺑﻴﻦ‬ ‫ـﻼﻑ‬‫ﻭﺍﻻﺧﺘـ‬ ‫ـﺎﺑﻪ‬‫ﺍﻟﺘﺸـ‬ ‫ﺃﻭﺟﻪ‬ ‫ﻫﻲ‬ ‫ـﺎ‬‫ﻣـ‬
‫ﻭﺍﻻﺧﺘﻼﻑ؟‬
◆(‫ﻟﻤﺎﺫﺍ؟‬ ‫ﺳﻠﺒﻲ؟‬ ‫ﺃﻡ‬ ‫ﺇﻳﺠﺎﺑﻲ‬ ‫)ﺗﻌﺒﻴﺮ‬ ‫ﺍﻟﻨﺰﺍﻉ؟‬ ‫ﺣﻴﺎﻝ‬ ‫ﺷﻌﻮﺭﻙ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺗﻌﺒﺮ‬ ‫ﻛﻴﻒ‬
◆‫ـﺘﺠﺎﺑﺔ‬‫ﻟﻼﺳـ‬ ‫ـﺨﺎﺹ‬‫ﺍﻷﺷـ‬ ‫ﻣﻴﻞ‬ ‫ﻃﺮﻳﻘﺔ‬ ‫ﺗﻌﻜﺲ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﺠﺎﻩ‬ ‫ﺍﻟﻤﻮﺍﻗﻒ‬ ‫ﻟﻬﺬﻩ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻛﻴﻒ‬
‫ﺣﻴﺎﺗﻚ‬ ‫ﻓﻲ‬ ‫ﻟﻬﺎ‬ ‫ﺍﺳﺘﺠﺎﺑﺘﻚ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﺗﺠﺎﻩ‬ ‫ﻣﻮﻗﻔﻚ‬ ‫ﻳﺆﺛﺮ‬ ‫ﻗﺪ‬ ‫ﻛﻴﻒ‬ ‫ﺍﻟﻨﺰﺍﻉ؟‬ ‫ﺇﻟﻰ‬
‫ﺍﻟﺨﺎﺻﺔ؟‬
◆‫ﻭﺍﺣﺪ؟‬ ‫ﻭﻗﺖ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻣﺘﻨﻮﻋﺔ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻭﺍﺣﺪ‬ ‫ﻳﻌﻜﺲ‬ ‫ﻗﺪ‬ ‫ﻛﻴﻒ‬
◆‫ﻭﻧﻔﻬﻤﻪ؟‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻋﻠﻰ‬ ‫ﻧﺘﻌﺮﻑ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻬﻢ‬ ‫ﻣﻦ‬ ‫ﺃﻧﻪ‬ ‫ﺗﻌﺘﻘﺪ‬ ‫ﻟﻤﺎﺫﺍ‬
٣.‫ﻭﺟﺰﺀ‬ ‫ﺣﺘﻤﻲ‬ ‫ﺃﻣﺮ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻭﺟﻮﺩ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺷﺎﺭﺓ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﺑﺘﻠﺨﻴﺺ‬ ‫ﻗﻢ‬ :‫ﺍﻟﻤﻌﻠﻢ‬ ‫ﻳﻌﺪﻩ‬ ‫ﻣﻠﺨﺺ‬
،‫ﺍﻟﻤﻨﺰﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ـﻪ‬‫ﻧﻮﺍﺟـ‬ ‫ﻓﻨﺤﻦ‬ .‫ـﺎﻧﻴﺔ‬‫ﺍﻹﻧﺴـ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﺟﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ﻃﺒﻴﻌﻲ‬
‫ﻳﺠﺐ‬ ‫ﺎ‬‫ﹰ‬‫ﻭﺷﻴﺌ‬ ،‫ﺎ‬‫ﹰ‬‫ـﻠﺒﻴ‬‫ﺳـ‬ ‫ﺎ‬‫ﹰ‬‫ـﻴﺌ‬‫ﺷـ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ـﺨﺎﺹ‬‫ﺍﻷﺷـ‬ ‫ﻳﺮﻯ‬ ‫ﻣﺎ‬ ‫ﻭﻋﺎﺩﺓ‬ .‫ـﺎﺭﻉ‬‫ﻭﺍﻟﺸـ‬ ،‫ﻭﺍﻟﻌﻤﻞ‬ ،‫ـﺔ‬‫ﻭﺍﻟﻤﺪﺭﺳـ‬
‫ﻫﺬﺍ‬ ‫ﻭﻳﺮﺟﻊ‬ .‫ﻭﺍﻟﻨﻤﻮ‬ ،‫ﻭﺍﻟﺘﻐﻴﻴﺮ‬ ،‫ﻟﻠﺘﻌﻠﻢ‬ ‫ﻓﺮﺻﺔ‬ ‫ﻳﺮﻭﻧﻪ‬ ‫ـﺔ‬‫ﻗﻠﻴﻠـ‬ ‫ﺃﺣﻮﺍﻝ‬ ‫ﻭﻓﻲ‬ ،‫ﻟﻠﺤﺮﻭﺏ‬ ‫ﺎ‬‫ﹰ‬‫ـﺒﺒ‬‫ﻭﺳـ‬ ،.‫ﺗﺠﻨﺒﻪ‬
‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻳﻌﺘﺒﺮ‬ ‫ﻻ‬ ،‫ﺫﻟﻚ‬ ‫ﻭﻣﻊ‬ .‫ﺑﻨﺎﺀ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﻃﺮﻕ‬ ‫ﺍ‬‫ﹰ‬‫ﺃﺑﺪ‬ ‫ﻣﻌﻈﻤﻨﺎ‬ ‫ﻳﺘﻌﻠﻢ‬ ‫ﻟﻢ‬ ‫ﺃﻧﻪ‬ ‫ﺇﻟﻰ‬
‫ﻗﻴﻤﺔ‬ ‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻳﻌﺎﻧﻮﻥ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ﺍﻷﺷﺨﺎﺹ‬ ‫ﻳﺤﺪﺩ‬ .‫ﻣﺤﺎﻳﺪ‬ ‫ﻓﻬﻮ‬ ،‫ﹰ‬‫ﺎ‬‫ﺇﻳﺠﺎﺑﻴ‬ ‫ﺃﻭ‬‫ﹰ‬‫ﺎ‬‫ﺳﻠﺒﻴ‬ ‫ﺫﺍﺗﻪ‬ ‫ﺣﺪ‬ ‫ﻓﻲ‬
‫ﺃﻥ‬ ‫ﺎ‬ ‫ﹰ‬‫ﺃﻳﻀ‬ ‫ﻭﻻﺣﻆ‬ .‫ﹰ‬‫ﺎ‬‫ﻫﺪﺍﻣ‬ ‫ﺃﻡ‬ ‫ﹰ‬‫ـﺎﺀ‬‫ﺑﻨـ‬ ‫ﻛﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ﻣﺎ‬ ‫ﻟﻠﺘﻔﺎﻋﻞ‬ ‫ﺍﺧﺘﻴﺎﺭﻫﻢ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ـﺪﺩ‬‫ﻭﺗﺤـ‬ ،‫ﺍﻟﻨﺰﺍﻋﺎﺕ‬ ‫ـﺬﻩ‬‫ﻫـ‬
،‫ﺍﻟﻤﺤﻠﻲ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺍﻟﻤﺴﺘﻮﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺃﻥ‬ ‫ﻓﻴﻤﻜﻦ‬ .‫ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﻋﺪﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺤﺪﺙ‬ ‫ﻗﺪ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
‫ﻫﺬﻩ‬ ‫ﻣﻦ‬ ‫ـﺘﻮﻯ‬‫ﻣﺴـ‬ ‫ﻛﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻨﺰﺍﻉ‬ ‫ﺃﻣﺜﻠﺔ‬ ‫ـﻢ‬‫ﺗﻘﺪﻳـ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻃﻠﺐ‬ .‫ـﻲ‬‫ﺍﻟﺪﻭﻟـ‬ ‫ﺃﻭ‬ ،‫ـﻲ‬‫ﺍﻟﻮﻃﻨـ‬ ‫ﺃﻭ‬
.‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬
٤.‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﺗﺸﻜﻞ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻜﻮﻧﺎﺕ‬ ‫ﻟﺘﺤﺪﻳﺪ‬ ‫ﺎ‬‫ﹰ‬‫ﺳﻮﻳ‬ ‫ﺑﺎﻟﻌﻤﻞ‬ ‫ﺳﻴﻘﻮﻣﻮﻥ‬ ‫ﺃﻧﻬﻢ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺍﺧﺒﺮ‬
.‫ﺃﻓﺮﺍﺩ‬ ‫ﺃﺭﺑﻌﺔ‬ ‫ﺃﻭ‬ ‫ﺛﻼﺛﺔ‬ ‫ﻣﻦ‬ ‫ﺗﺘﻜﻮﻥ‬ ‫ﻣﺠﻤﻮﻋﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﺑﺘﻘﺴﻴﻢ‬ ‫ﻗﻢ‬ .‫ﻟﻪ‬ ‫ﺗﻌﺮﻳﻒ‬ ‫ﺗﺤﺪﻳﺪ‬
٥.‫ﻣﻌﻨﻰ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻔﻜﻴﺮ‬ ‫ـﻢ‬‫ﻣﻨﻬـ‬ ‫ﻭﺍﻃﻠﺐ‬ .‫ﻟﻠﻨﺰﺍﻉ‬ ‫ـﻲ‬‫ﻋﻤﻠـ‬ ‫ﺗﻌﺮﻳﻒ‬ ‫ﺗﻘﺪﻳﻢ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻛﻞ‬ ‫ـﻦ‬‫ﻣـ‬ ‫ـﺐ‬‫ﺍﻃﻠـ‬
‫ﺗﺴﺎﻋﺪ‬ ‫ﺃﻥ‬ ‫ﺷﺄﻧﻬﺎ‬ ‫ﻣﻦ‬ ‫ﺻﻠﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺃﺧﺮﻯ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﻭﺃﻳﺔ‬ ،‫ﺣﺪﻭﺛﻪ‬ ‫ﻭﻣﻜﺎﻥ‬ ،‫ﻭﻣﻈﻬﺮﻩ‬ ،‫ﻭﺷﻜﻠﻪ‬ ،‫ﺍﻟﻨﺰﺍﻉ‬
.‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻟﻤﻌﻨﻰ‬ ‫ﻭﺻﻒ‬ ‫ﻛﺘﺎﺑﺔ‬ ‫ﻓﻲ‬
‫ﺍﻻﺳﺘﻔﻬﺎﻡ‬‫ﺃﺩﻭﺍﺕ‬‫ﻣﻊ‬،‫ﺍﻟﺴﺒﻮﺭﺓ‬‫ﻋﻠﻰ‬"‫ﺍﻟﻨﺰﺍﻉ‬‫"ﻣﻜﻮﻧﺎﺕ‬‫ﻛﻠﻤﺔ‬‫ﺍﻛﺘﺐ‬،‫ﺑﻌﻤﻠﻬﻢ‬‫ﻳﻘﻮﻣﻮﻥ‬‫ﺑﻴﻨﻤﺎ‬ .‫ﺃ‬
.‫ﻟﻤﺎﺫﺍ‬ ،‫ﺃﻳﻦ‬ ،‫ﻣﺘﻰ‬ ،‫ﻣﺎﺫﺍ‬ ،‫ﻣﻦ‬ :‫ﻟﻬﻢ‬‫ﹰ‬‫ﺎ‬‫ﺗﻮﺟﻴﻬ‬ ‫ﻟﺘﻜﻮﻥ‬ ‫ﻳﻠﻴﻬﺎ‬ ‫ﺳﻄﺮ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺨﻤﺴﺔ‬
.‫ﺍﻟﻀﻮﺋﻲ‬ ‫ﺍﻟﻌﺮﺽ‬ ‫ﺟﻬﺎﺯ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻭ‬ ‫ﺑﻴﺎﻧﻲ‬ ‫ﺭﺳﻢ‬ ‫ﻭﺭﻗﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﺮﻳﻔﻬﺎ‬ ‫ﺗﻜﺘﺐ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻛﻞ‬ ‫ﺍﺟﻌﻞ‬ .‫ﺏ‬
‫ﺑﺪﻋﻮﺓ‬ ‫ﻗﻢ‬ .‫ﺗﻌﺮﻳﻔﻬﺎ‬ ‫ـﺎﺭﻙ‬‫ﻭﺗﺸـ‬ ‫ﺍﻟﻐﺮﻓﺔ‬ ‫ﻣﻘﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫ﻟﺘﺄﺗﻲ‬ ‫ﺍ‬‫ﹰ‬‫ﺩﻭﺭ‬ ‫ـﺬ‬‫ﺗﺄﺧـ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻛﻞ‬ ‫ـﻞ‬‫ﺍﺟﻌـ‬ .‫ﺝ‬
‫ﺟﻬﺎﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻧﺸﺮﻩ‬ ‫ﺃﻭ‬ ‫ـﺒﻮﺭﺓ‬‫ﺍﻟﺴـ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺮﻳﻒ‬ ‫ﺑﺘﺴﺠﻴﻞ‬ ‫ﻟﻴﻘﻮﻡ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻛﻞ‬ ‫ﻣﻦ‬ ‫ـﺨﺺ‬‫ﺷـ‬
‫ﺍﻃﻠﺐ‬ ،‫ﺍﻟﺘﻌﺮﻳﻒ‬ ‫ﺑﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻤﺴﺠﻞ‬ ‫ﺍﻟﺸﺨﺺ‬ ‫ﻳﻘﻮﻡ‬ ‫ﺑﻴﻨﻤﺎ‬ .‫ﺑﻘﺮﺍﺀﺗﻪ‬ ‫ﻭﻳﻘﻮﻡ‬ ،‫ﺍﻟﻀﻮﺋﻲ‬ ‫ﺍﻟﻌﺮﺽ‬
‫ﻭﻗﻢ‬ ‫ـﺔ‬‫ﺍﻟﺨﻤﺴـ‬ ‫ـﺌﻠﺔ‬‫ﺍﻷﺳـ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺠﻴﺐ‬ ‫ـﻴﺔ‬‫ﺃﺳﺎﺳـ‬ ‫ﻛﻠﻤﺎﺕ‬ ‫ﺗﺤﺪﻳﺪ‬ ‫ﺍﻷﺧﺮﻯ‬ ‫ﺍﻟﻤﺠﻤﻮﻋﺎﺕ‬ ‫ﻣﻦ‬
.‫ﺍﻟﺴﺒﻮﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻘﺎﺑﻠﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺴﺆﺍﻝ‬ ‫ﺃﺳﻔﻞ‬ ‫ﻛﻠﻤﺔ‬ ‫ﻛﻞ‬ ‫ﺑﻜﺘﺎﺑﺔ‬
١ ‫ﺍﻹﺿﺎﻓﻲ‬ ‫ﺍﻟﻨﺸﺎﻁ‬
‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻟﻐﺔ‬ ‫ﻓﻬﻢ‬
‫ﺍﻻﺳﺘﻌﺎﺭﺍﺕ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬
‫ﺃﻣﺜﻠﺔ‬ ‫ﻭﺗﻘﺪﻳﻢ‬ ‫ﺍﻻﺳﺘﻌﺎﺭﺓ‬ ‫ﺗﻌﺮﻳﻒ‬ ‫ﺍﻟﻄﻠﺒﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻃﻠﺐ‬
‫ﻓﻴﻪ‬ ‫ﺑﻠﻴﻎ‬ ‫ﺗﺸــﺒﻴﻪ‬ ‫"ﻫﻲ‬ :‫ﺍﻟﺘﻌﺮﻳﻔﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺃﺣﺪ‬ .‫ﻟﻬــﺎ‬
‫ﻳﺸــﺘﺮﻛﺎﻥ‬ ‫ﻣﺨﺘﻠﻔﻴﻦ‬ ‫ﺷــﻴﺌﻴﻦ‬ ‫ﺑﻴﻦ‬ ‫ﺿﻤﻨﻴﺔ‬ ‫ﻣﻘﺎﺭﻧﺔ‬
".‫ﻣﺎ‬ ‫ﺷﻲﺀ‬ ‫ﻓﻲ‬ ‫ﺑﺎﻟﻔﻌﻞ‬
‫ﻓﻲ‬ ‫ﺷﺎﺋﻊ‬ ‫ﺑﺸــﻜﻞ‬ ‫ﺍﻻﺳﺘﻌﺎﺭﺍﺕ‬ ‫ﺍﺳــﺘﺨﺪﺍﻡ‬ ‫ﻭﻻﺣﻆ‬
‫ﺃﺷــﻴﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﻣﺎﺩﻳﺔ‬ ‫ﺻﻔﺎﺕ‬ ‫ﻹﺿﻔﺎﺀ‬ ‫ﺍﻟﻴﻮﻣﻴــﺔ‬ ‫ﻟﻐﺘﻨﺎ‬
‫ﺃﻭ‬ ،‫ﺍﻟﺴﻼﻡ‬ ‫ﺣﻮﻝ‬ ‫ﺁﺭﺍﺅﻧﺎ‬ ‫ﺍﻟﻤﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫ﻋﻠﻰ‬ ،‫ﻣﺎﺩﻳﺔ‬ ‫ﻏﻴﺮ‬
.‫ﻟﻠﻌﺎﻟﻢ‬ ‫ﻧﻈﺮﺗﻨﺎ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
‫)ﻋﻠﻰ‬ ‫ﺍﻟﻨﺰﺍﻉ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻻﺳﺘﻌﺎﺭﺍﺕ‬ ‫ﺑﻤﺸــﺎﺭﻛﺔ‬ ‫ﻗﻢ‬
‫ﺍﻟﺮﺳــﻢ‬ ‫ﺍﻟﻀﻮﺋــﻲ/ﻭﺭﻕ‬ ‫ﺍﻟﻌــﺮﺽ‬ ‫ﺍﻟﺴــﺒﻮﺭﺓ/ﺟﻬﺎﺯ‬
:(‫ﺍﻟﺒﻴﺎﻧﻲ‬
◆‫ﻟﻄﺮﻑ‬‫ﹰ‬‫ﺎ‬‫ﺣﻠﻴﻔ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺍﻟﻨﺼﺮ‬ ‫ﻳﻜﻮﻥ‬ ‫ﻣﻌﺮﻛﺔ‬ ‫ﺍﻟﻨــﺰﺍﻉ‬
.‫ﻓﻘﻂ‬ ‫ﻭﺍﺣﺪ‬
◆.‫ﻣﺨﺮﺝ‬ ‫ﺩﻭﻥ‬ ‫ﻣﺘﺎﻫﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
◆.‫ﻟﻠﺤﻮﺍﺭ‬ ‫ﺩﻋﻮﺓ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
◆.‫ﺭﺍﻗﺼﺔ‬ ‫ﺣﻔﻠﺔ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
◆‫ﺃﺛﻨﺎﺀ‬ ‫ﻭﺭﻗﻴﺔ‬ ‫ﻟﻄﺎﺋــﺮﺓ‬ ‫ﺍﻟﺮﻳﺢ‬ ‫ﻣﻘﺎﻭﻣــﺔ‬ ‫ﻫﻮ‬ ‫ﺍﻟﻨــﺰﺍﻉ‬
.‫ﺭﺣﻠﺘﻬﺎ‬
◆‫ﻟﺆﻟﺆﺓ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻳﻨﺘــﺞ‬ ،‫ﻣﺤﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺭﻣﻞ‬ ‫ﺣﺒﺔ‬ ‫ﺍﻟﻨــﺰﺍﻉ‬
.‫ﹰﺎ‬‫ﻧ‬‫ﺃﺣﻴﺎ‬
◆‫ﺑﻮﺟﻮﺩ‬ ‫ﻳﺨﺒﺮﻧﺎ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺃﺟﺴﺎﺩﻧﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻟﻢ‬ ‫ﻫﻮ‬ ‫ﺍﻟﻨﺰﺍﻉ‬
.‫ﺇﻟﻴﻪ‬ ‫ﺍﻻﻧﺘﺒﺎﻩ‬ ‫ﻳﺠﺐ‬ ‫ﺷﻲﺀ‬
◆،‫ﻟﻠﺘﺪﻣﻴﺮ‬ ‫ﺍ‬‫ﹰ‬‫ﻣﺼــﺪﺭ‬ ‫ﺗﻜــﻮﻥ‬ ‫ﺃﻥ‬ ‫ﻳﻤﻜﻦ‬ ،‫ﻧــﺎﺭ‬ ‫ﺍﻟﻨــﺰﺍﻉ‬
.‫ﻭﺍﻹﺿﺎﺀﺓ‬ ‫ﻟﻠﺘﺪﻓﺌﺔ‬ ‫ﺍ‬‫ﹰ‬‫ﻭﻣﺼﺪﺭ‬
(‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻓﻲ‬ ‫)ﺗﺎﺑﻊ‬
‫ﺩﻗﻴﻘﺔ‬ ٦٠
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