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272
1.
٧٤١ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻠﺨﺺ: ﺍﳌﻌﺎﺻﺮ ﺍﻟﻜﻮﻳﱵ
ﺘﻤﻊﺍ ﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﺘﻨﺸﺌﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺴﻤﺎﺕ: ﺍﳌﺘﻮﺳﻄﺔ ﺍﳌﺮﺣﻠﺔ ﻃﻼﺏ ﻻﲡﺎﻫﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳋﻠﻔﻴﺎﺕ ﰲ ﺩﺭﺍﺳﺔ ﻟﻠﻮﺍﻟﺪﻳﻦ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻟﺘﻌﺎﻣﻞ ﺃﺳﻠﻮﺏ ﳓﻮ. ﺍﳊﺎﻟﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺮﺻﺪ، ﻟﻠﻮﺍﻟـﺪﻳﻦ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﻨﻬﺞ ﰲ ﺍﳌﺆﺛﺮﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﻠﻔﻴﺎﺕ ﺘﻤـﻊﺍ ﻗـﻲ ﺍﻟﺴﺎﺋﺪﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﺎﻟﻴﺐ ﺑﲔ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻻﲡﺎﻩ ﻭﺃﳘﻴﺔ ﻭﺯﻥ ﲢﺪﻳﺪ ﺇﱃ ﻭﺗﺴﻌﻰ ﺍﳌﻌﺎﺻﺮ ﺍﻟﻜﻮﻳﱵ.ﻭﺍﻟ ﺍﳉـﻨﺲ ﻣﺘﻐﲑﺍﺕ ﺗﺄﺛﲑ ﻟﺘﺤﺪﻳﺪ ﻭﻓﺮﺿﻴﺎﺕ ﺃﺳﺌﻠﺔ ﻣﻨﻈﻮﻣﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻨﻄﻠﻖﺘﻌﻠـﻴﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﰲ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﻟﻼﲡﺎﻩ ﺍﻷﺑﻮﻳﻦ ﳑﺎﺭﺳﺔ ﻣﺪﻯ ﰲ ﻭﺍﳌﻬﻨﺔ ﺍﳉﻐﺮﺍﰲ ﻭﺍﻻﻧﺘﻤﺎﺀ.ﺍﻋﺘﻤﺪﺕ ﻭﻗﺪ ﺃﺳﻠﻮﺏ ﰲ ﻭﺍﻟﺘﺴﻠﻄﻴﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻻﲡﺎﻫﺎﺕ ﻟﺘﺤﺪﻳﺪ ﻟﻸﻡ ﻭﺍﻵﺧﺮ ﻟﻸﺏ ﺃﺣﺪﳘﺎ ﻣﻘﻴﺎﺳﲔ ﺗﻀﻤﻨﺖ ﺍﺳﺘﺒﺎﻧﺔ ﺍﻟﻜﻮﻳﺖ ﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ. ﻋﺎﻡ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺃﺟﺮﻳﺖ٢٠٠٠ﺑﻠﻐﺖ ﻭﺍﺳﻌﺔ ﻋﻴﻨﺔ ﻋﻠﻰ٧٢٥ﻭﴰﻠـﺖ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳌﺮﺣﻠﺔ ﻃﻼﺏ ﻣﻦ ﻛﻮﻳﺘﻴﺔ ﳏﺎﻓﻈﺎﺕ ﺛﻼﺙ:ﺍﳉﻬﺮﺍﺀ ﻭﳏﺎﻓﻈﺔ ﺣﻮﱄ ﻭﳏﺎﻓﻈﺔ ﺍﻟﻌﺎﺻﻤﺔ.ﺍﻟﻌﻴﻨـﺔ ﰲ ﺍﻟـﺬﻛﻮﺭ ﻧﺴـﺒﺔ ﺑﻠﻐﺖ ٥٠,٣٤%ﻣﻘﺎﺑﻞ٤٩,٦٥%ﺍﻹﻧﺎﺙ ﻣﻦ.ﺍﻟﻌﻴﻨﺔ ﺃﻓﺮﺍﺩ ﺃﻋﻤﺎﺭ ﻣﺘﻮﺳﻂ ﺑﻠﻎ ﻭﻗﺪ١٢,٧٠ﻭﺍﳌﻨـﻮﺍﻝ١٢ ﻭﺍﻟﻮﺳﻴﻂ ﺳﻨﺔ١٣ﺳﻨﺔ. ﻭﺇﱃ ﻗﻴﺎﺳـﺎ ﻛـﺒﲑﺓ ﺃﳘﻴـﺔ ﻳﺄﺧﺬ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻷﺳﻠﻮﺏ ﺃﻥ ﻗﻮﺍﻣﻬﺎ ﻋﻠﻤﻴﺔ ﺑﻨﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺧﺮﺟﺖ ﻗﺪ ﺍﻟﻌﻤﺮﻳﺔ ﺍﳌﺮﺣﻠﺔ ﻫﺬﻩ ﰲ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﻏﲑ ﺍﻷﺳﺎﻟﻴﺐ.ﻣﺘﻐﲑﺍﺕ ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻴﻨﺖ ﻭﻗﺪ:ﻭﻣـﺘﻐﲑ ﺍﳉﻨﺲ ﻭﺍﲡ ﻣﺴﺎﺭ ﲢﺪﻳﺪ ﰲ ﺍﻷﺳﺮﺓ ﻭﺩﺧﻞ ﻟﻸﺑﻮﻳﻦ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﺘﻘﺴﻴﻤﺎﺕﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺎﻩ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ.ﺃﳘﻴﺔ ﺗﺆﻛﺪ ﺍﻟﱵ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﳎﺎﻝ ﰲ ﺍﳍﺎﻣﺔ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻣﻦ ﺑﻌﺪﺩ ﺍﻟﺪﺭﺍﺳﺔ ﺧﺮﺟﺖ ﻭﻗﺪ ﺍﻟـﱵ ﻭﺍﻟﺘﺮﺑﻮﻳـﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻌﻮﺍﻣﻞ ﻟﺘﺸﺨﻴﺺ ﺍﳌﺴﺄﻟﺔ ﳍﺬﻩ ﻭﺍﳌﻘﺎﺭﻧﺔ ﻬﺮﻳﺔﺍ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺒﺤﻮﺙ ﺇﺟﺮﺍﺀ ﺍﳌﻨﻄﻘﺔ ﰲ ﺍﻷﺑﻮﻳﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﺻﻞ ﰲ ﺗﻮﺟﺪ.ﺇﻋﻼﻣﻴـﺔ ﲪﻠـﺔ ﺗﻨﻈﻴﻢ ﺃﳘﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻫﺬﻩ ﺃﻛﺪﺕ ﻛﻤﺎ ﺍﻹﻧﺴﺎﻥ ﺑﻨﺎﺀ ﰲ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﻔﻌﻞ ﺃﳘﻴﺔ ﻣﻦ ﺍﻧﻄﻼﻗﺎ ﻭﺫﻟﻚ ﺩﳝﻘﺮﺍﻃﻴﺔ ﺃﺳﺲ ﻋﻠﻰ ﺍﻟﺘﻨﺸﺌﺔ ﺃﳘﻴﺔ ﻟﺘﺄﻛﻴﺪ ﺗﺮﺑﻮﻳﺔ ﺍﻟﺜﻘﺎﻓﻴـﺔ ﺍﻟﻌﻮﳌﺔ ﳊﺮﻛﺔ ﺍﻟﻀﺎﻏﻂ ﺍﻟﺘﺄﺛﲑ ﰲ ﺗﺘﺠﻠﻰ ﺍﻟﱵ ﺍﳌﻌﺎﺻﺮﺓ ﺍﳊﻀﺎﺭﻳﺔ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻣﻮﺍﺟﻬﺔ ﻋﻠﻰ ﺍﻟﻘﺎﺩﺭ ﻭﺍﻻﺟﺘﻤﺎﺍﳌﻌﺎﺻﺮﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺘﻤﻌﺎﺕﺍ ﺗﺸﻬﺪﻫﺎ ﺍﻟﱵ ﻋﻴﺔ.
2.
ﺃ.ﺩ.ﻭﻃﻔﺔ ﺍﺳﻌﺪ ﻋﻠﻲﺩ.ﺷﻬﺎﺏ
ﻋﻠﻲ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻻﺟﺘﻤﺎﻉ ﻋﻠﻢ ﺃﺳﺘﺎﺫﺍﻟﺘﺮﺑﻴﺔ ﻛﻠﻴﺔ ﰲ ﻣﺪﺭﺱ ﺩﻣﺸﻖ ﲜﺎﻣﻌﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻛﻠﻴﺔ ﰲﺍﻟﻜﻮﻳﺖ ﺟﺎﻣﻌﺔ ﺍﻟﺴﻤﺎﺕﺍﳌﻌﺎﺻﺮ ﺍﻟﻜﻮﻳﱵ ﺘﻤﻊﺍ ﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﺘﻨﺸﺌﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ: ﺍﳌﺘﻮﺳﻄﺔ ﺍﳌﺮﺣﻠﺔ ﻃﻼﺏ ﻻﲡﺎﻫﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳋﻠﻔﻴﺎﺕ ﰲ ﺩﺭﺍﺳﺔ ﻟﻠﻮﺍﻟﺪﻳﻦ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻟﺘﻌﺎﻣﻞ ﺃﺳﻠﻮﺏ ﳓﻮ. ﻣﻘﺪﻣﺔ: ﺍﳉـﺪ ﻋﺼـﺮ ﰲ ، ﺍﻟﻌﺎﺻﻔﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻐﲑﺍﺕ ﻧﺴﻖ ﻭﰲ ، ﺍﳉﺪﻳﺪﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺘﺤﻮﻻﺕ ﻏﻤﺮﺓ ﰲﺓ ﻭﺍﳋﻄـﻮﺭﺓ ﺍﳉﺪﺓ ﺑﺎﻟﻐﺔ ﺃﳘﻴﺔ ﺍﳌﺘﻨﻮﻋﺔ ﺑﺄﺳﺎﻟﻴﺒﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺗﺄﺧﺬ ﺍﳊﻀﺎﺭﻳﺔ ﻭﺍﻟﺼﺪﻣﺎﺕ ﻭﺍﻟﺰﻭﺍﻝ. ﻋﺼـﻒ ﺇﺯﺍﺀ ﻫﻮﻳﺘﻬﺎ ﺃﻃﺮﺍﻑ ﻭﺗﻠﻤﻠﻢ ﻭﺟﻮﺩﻫﺎ ﳐﺎﻃﺮ ﺗﺘﻠﻤﺲ ﻭﺍﻟﺸﻌﻮﺏ ﺍﻷﻣﻢ ﻓﻴﻪ ﺑﺪﺃﺕ ﺍﻟﺬﻱ ﺍﻟﺰﻣﻦ ﻓﻔﻲ ﺍ ﺍﻟﺘﺎﺭﳜﻲ ﺑﺪﻭﺭﻫﺎ ﺗﻄﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺑﺪﺃﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻟﺘﻐﲑﺍﺕﳝﻨﺢ ﻭﺃﻣﺎﻥ ﺃﻣﻦ ﻛﺼﻤﺎﻡ ﳉﺪﻳﺪ ﻭﺟﻪ ﰲ ﺍﳊﻀﺎﺭﻳﺔ ﻭﻗﻴﻤﻬﺎ ﺎﺫﺍ ﺇﻧﺘﺎﺝ ﻭﺇﻋﺎﺩﺓ ﻭﺟﻮﺩﻫﺎ ﻋﻠﻰ ﻭﺍﶈﺎﻓﻈﺔ ﻫﻮﻳﺘﻬﺎ ﺑﻨﺎﺀ ﻋﻠﻰ ﻣﺘﺠﺪﺩﺓ ﻗﺪﺭﺓ ﺍﻷﻣﻢ ﺍﳉﺪﻳﺪﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺘﺤﻮﻻﺕ.ﻗﻀـﻴﺔ ﺗﺘﻨﺎﻭﻝ ﺍﻟﱵ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻜﱪﻯ ﺍﻷﳘﻴﺔ ﺍﻟﻴﻮﻡ ﺗﺘﺒﺪﻯ ﺍﳌﺴﺎﺭ ﻫﺬﺍ ﻭﰲ ﺍﻟﺘﻨﺸ ﻋﻮﺍﻣﻞ ﺗﺮﺻﺪ ﻭﺍﻟﱵ ﺍﻹﻧﺴﺎﻥ ﺑﻨﺎﺀﺎﻭﻣﺘﻐﲑﺍ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺌﺔ. ﺍﻟﺘـﻮﺍﺯﻥ ﲢﻘﻴﻖ ﺃﻥ ، ﻋﻠﻤﻲ ﳓﻮ ﻭﻋﻠﻰ ، ﺗﺪﺭﻙ ﺍﳌﺘﻘﺪﻣﺔ ﺍﻷﻣﻢ ﺑﺪﺃﺕ ﺍﳊﺪﺍﺛﺔ ﺑﻌﺪ ﻭﻣﺎ ﺍﻟﻌﻮﳌﺔ ﻋﺼﺮ ﰲ ﺑﻮﺻـﻔﻬﺎ ﺎﺫﺍ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻃﺒﻴﻌﺔ ﰲ ﻭﺟﻮﻫﺮﻳﺔ ﻋﻤﻴﻘﺔ ﺗﻐﲑﺍﺕ ﺇﺣﺪﺍﺙ ﻳﻘﺘﻀﻲ ﺍﳌﻌﺎﺻﺮ ﺍﻟﻮﺟﻮﺩﻱ ﰲ ﺍﳊﻀﺎﺭﻱ ﺍﻟﺘﻮﺍﺯﻥ ﲢﻘﻖ ﲢﻘﻴﻖ ﰲ ﺘﻤﻊﺍ ﺃﺩﺍﺓﺍﳊﻀﺎﺭﻳﺔ ﺎﺑﺎﻫﺘﺰﺍﺯﺍ ﺍﳉﺪﻳﺪﺓ ﺍﻟﺘﺤﻮﻻﺕ ﻧﺴﻖ.ﻓﺄﺳﻠﻮﺏ ﺟﻬـﺔ ﻣـﻦ ﺍﻹﻧﺴـﺎﱐ ﻭﻟﻠﻤﺠﺘﻤﻊ ،ﺟﻬﺔ ﻣﻦ ﻟﻠﻔﺮﺩ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳍﻮﻳﺔ ﺑﺎﻟﻀﺮﻭﺭﺓ ﳛﺪﺩ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺍﳌﻴﺪﺍﻥ ﻫﺬﻩ ﰲ ﺍﳉﺎﺭﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﲝﺎﺙ ﺍﻟﺪﺭﺍﺳﺎﺕ ﳐﺘﻠﻒ ﺗﺆﻛﺪﻫﺎ ﺣﻘﻴﻘﺔ ﻭﻫﺬﻩ ،ﺃﺧﺮﻯ.ﻳﻌـﲏ ﻭﻫـﺬﺍ ﺃﻥ ﺑﺎﻟﻀﺮﻭﺭﺓﺍﻟﻘﺪﳝ ﺍﻟﺘﺮﺑﻴﺔﻟﻘـﻴﻢ ﺍﻷﺳﻄﻮﺭﻱ ﺪﺍﳌ ﺗﻮﺍﺟﻪ ﺃﻥ ﺍﻟﻴﻮﻡ ﺗﺴﺘﻄﻴﻊ ﻻ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺃﺳﺎﻟﻴﺒﻬﺎ ﺑﺄﺷﻜﺎﳍﺎ ﺔ ﻭﺗﺒﺪﺩﻫﺎ ﺍﻷﻣﻢ ﻣﻦ ﺃﻣﺔ ﺑﻜﻞ ﺍﳋﺎﺻﺔ ﺍﳉﻮﻫﺮﻳﺔ ﺍﻟﻘﻴﻢ ﻣﻨﻈﻮﻣﺔ ﺪﺩ ﺍﻟﱵ ﺍﻟﺰﺍﺣﻔﺔ ﺍﻟﻌﻮﳌﺔ. ﺍﻟﺘﻨﺸﺌﺔ ﻟﻘﻀﻴﺔ ﺍﳌﺘﻨﺎﻣﻴﺔ ﺍﻷﳘﻴﺔ ﻋﻠﻰ ﻭﺗﺄﺳﻴﺴﺎﺣﻀـﺎﺭﻳﺔ ﺣﺼـﺎﻧﺔ ﻣﻦ ﺗﻘﺪﻣﻪ ﺃﻥ ﳝﻜﻦ ﻭﻣﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻜـﻮﻳﱵ ﺘﻤـﻊﺍ ﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻭﺍﲡﺎﻫﺎﺕ ﻣﻀﺎﻣﲔ ﺣﻮﻝ ﺍﳊﺎﻟﻴﺔ ﺩﺭﺍﺳﺘﻨﺎ ﺗﺄﰐ ﻭﺍﻻﻧﺘﻤﺎﺀ ﻟﻠﻬﻮﻳﺔ ﺍﳌﻌﺎﺻﺮ.ﺍﻟﺘﺤﺘﻴـﺔ ﺍﻟـﺒﲎ ﲨﻴﻊ ﻳﺪﻣﺮ ﺃﻥ ﺣﻴﻨﻪ ﰲ ﺍﺳﺘﻄﺎﻉ ﺗﺎﺭﳜﻲ ﻋﺪﻭﺍﻥ ﺻﺪﻣﺔ ﻭﺍﺟﻪ ﺍﻟﺬﻱ ﺘﻤﻊﺍ ﻫﺬﺍ ﺇ ﻋﻠﻰ ﻳﻌﻤﻞ ﻭﺃﻥ ﻭﺍﻟﻔﻮﻗﻴﺔﺍﻟﻘﻴﻢ ﻣﻨﻈﻮﻣﺔ ﰲ ﻭﺟﻮﺩﻳﺔ ﻫﺰﺍﺕ ﺣﺪﺍﺙ. ﻭﻭﺻـﻮﻝ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻻﻧﻔﺘﺎﺡ ﺑﻔﻌﻞ ﺗﺎﺭﳜﻴﺎ ﻣﺮﺗﻌﺎ ﺍﻟﻜﻮﻳﺖ ﰲ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻟﻌﻮﳌﺔ ﻭﺟﺪﺕ ﻟﻘﺪ ﻣﻨﺎﺣﻴﻪ ﻣﻦ ﻣﻨﺤﻰ ﻛﻞ ﻭﰲ ﺘﻤﻊﺍ ﺯﻭﺍﻳﺎ ﻣﻦ ﺯﺍﻭﻳﺔ ﻛﻞ ﺇﱃ ﻭﺍﳌﻌﻠﻮﻣﺎﺗﻴﺔ ﺍﻻﺗﺼﺎﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ.ﻓﺎﻷﻧﺘﺮﻧﻴـﺖ
3.
ﺍﻻﻗﺘﺼ ﻭﺍﻟﺮﺧﺎﺀ ﺍﻟﻔﻀﺎﺋﻴﺔ
ﻭﺍﻟﺸﺒﻜﺎﺕﺑﻨﻴـﺔ ﰲ ﻭﺟﻮﻫﺮﻳﺔ ﺃﺳﺎﺳﻴﺔ ﲰﺎﺕ ﺍﻟﻴﻮﻡ ﺗﺸﻜﻞ ﺍﻟﺼﺤﺎﻓﺔ ﻭﺣﺮﻳﺔ ﺎﺩﻱ ﻣـﻦ ﺟﺪﻳﺪﺍ ﻧﺴﻘﺎ ﻭﺗﺸﻜﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﳊﻴﺎﺓ ﻭﻣﻈﺎﻫﺮ ﺍﻟﻘﻴﻢ ﲟﻨﻈﻮﻣﺔ ﺗﻌﺼﻒ ﺑﺪﻭﺭﻫﺎ ﻭﻫﻲ ﺍﻟﻜﻮﻳﱵ ﺘﻤﻊﺍ ﺍﻟﻮﺟﺪﺍﻥ ﻭﲤﺘﺤﻦ ﺍﻟﻌﻘﻞ ﺎﺟﻢ ﺍﻟﱵ ﻭﺍﻟﻔﻠﺴﻔﺎﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﻌﺎﱐ ﺍﻟﺘﺼﻮﺭﺍﺕ. ﺍﻟﺪﺍﳘ ﺍﻷﺳﻄﻮﺭﻳﺔ ﺍﻟﺘﺤﻮﻻﺕ ﻫﺬﻩ ﻇﻞ ﻭﰲﰲ ﻳﺘﻨـﺎﻣﻰ ، ﻭﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﳍﻮﻳﺔ ﺪﺩ ﺍﻟﱵ ، ﺔ ﳝﻜﻨـﻬﺎ ﺩﳝﻘﺮﺍﻃﻴﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺗﻨﺸﺌﺔ ﻭﻣﻨﺎﻫﺞ ﺟﺪﻳﺪﺓ ﺗﺮﺑﻮﻳﺔ ﺃﺳﺎﻟﻴﺐ ﻟﺘﻄﻮﻳﺮ ﺍﻟﻜﺒﲑﺓ ﺍﻷﳘﻴﺔ ﻭﺍﻟﻮﺟﺪﺍﻥ ﺍﻟﻌﻘﻞ ﺍﻧﺘﻤﺎﺋﻬﺎ ﻭﺻﻔﺎﺀ ﻭﺟﻮﺩﻫﺎ ﻣﻜﻮﻧﺎﺕ ﻋﻠﻰ ﺍﳊﻔﺎﻅ ﺳﺒﻴﻞ ﰲ ﻟﻸﻣﺔ ﺍﳊﺼﲔ ﺍﳊﺼﻦ ﺗﺸﻜﻞ ﺃﻥ.ﻭﻫﻨـﺎ ﻣـﻦ ﺗﻄﺮﺡ ﺑﺎﻟﺬﺍﺕﺍﳋﺼﻮﺻـﻴﺔ ﺑﺎﻟﻐﺔ ﺗﺮﺑﻮﻳﺔ ﺳﻴﺎﺳﻴﺔ ﺇﺷﻜﺎﻟﻴﺔ ﻧﻔﺴﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻗﻀﻴﺔ.ﻫـﺬﺍ ﰲ ﻋﻤﻴﻘـﺎ ﲢﻠـﻴﻼ ﺗﺘـﻮﺧﻰ ﺍﻟﱵ ﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩ ﺇﺟﺮﺍﺀ ﰲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺮﻏﺒﺔ ﻬﻧﻀﺖ ﺍﻟﺮﺅﻳﺔ ﻫﺬﻩ ﻇﻞ ﻭﰲ ﺍﻟﺴﻴﺎﻕ ﺍ ﻣﻜـﺎﻣﻦ ﲢﺪﻳﺪ ﺇﱃ ﺃﻳﻀﺎ ﺗﺴﻌﻰ ﻭﺍﻟﱵ ، ﺍﻟﻜﻮﻳﱵ ﺘﻤﻊﺍ ﰲ ﺍﻟﺴﺎﺋﺪﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻻﲡﺎﻫﺎﺕﻟﻘـﻮﺓ ﺍﻷﻃﻔﺎﻝ ﺗﻨﺸﺌﺔ ﰲ ﻭﺍﻷﻣﻬﺎﺕ ﺍﻵﺑﺎﺀ ﻳﻌﺘﻤﺪﻫﺎ ﺗﺮﺑﻮﻳﺔ ﺃﺳﺎﻟﻴﺐ ﻣﻦ ﺳﺎﺋﺪ ﻫﻮ ﻣﺎ ﻃﺒﻴﻌﺔ ﰲ ﻭﺍﻟﻀﻌﻒ. ﺍﻟﺘﻨﺸـﺌﺔ ﻣﻴـﺪﺍﻥ ﰲ ﺍﻟﻨﻮﻋﻴـﺔ ﺍﻷﲝـﺎﺙ ﰲ ﻛﺒﲑﺍ ﳕﻮﺍ ﺗﺸﻬﺪ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﺎﺣﺔ ﺑﺪﺃﺕ ﺍﳌﻨﻄﻠﻖ ﻫﺬﺍ ﻭﻣﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ.ﺍﻟﻜﺒﲑ ﺍﻷﳘﻴﺔ ﻋﻦ ﺗﻌﺒﲑﺍ ﺍﳌﻴﺪﺍﻥ ﻫﺬﺍ ﰲ ﺍﳌﻠﺤﻮﻅ ﺍﻟﻨﻤﻮ ﻫﺬﺍ ﻭﻳﺄﰐﻗﻀـﻴﺔ ـﺎ ﺗﺘﻤﻴﺰ ﺍﻟﱵ ﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ. ﺃﻭﻻ:ﺍﻟﺪﺭﺍﺳﺔ ﻣﻔﺎﻫﻴﻢ: ١/١:ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻣﻔﻬﻮﻡ ﰲ: ﺑﻮﺻﻔﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻑﺮﺗﻌ"ﲟـﺎ ﺛﻘﺎﻓﺘـﻪ ﻧﻘﻞ ﰲ ﺘﻤﻊﺍ ﻳﻌﺘﻤﺪﻫﺎ ﺍﻟﱵ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻣﻦ ﻣﻨﻈﻮﻣﺔ ﺃﻓﺮ ﺇﱃ ﻭﺗﻘﺎﻟﻴﺪ ﻭﻋﺎﺩﺍﺕ ﻭﻗﻴﻢ ﻣﻔﺎﻫﻴﻢ ﻣﻦ ﺍﻟﺜﻘﺎﻓﺔ ﻫﺬﻩ ﻋﻠﻴﻪ ﺗﻨﻄﻮﻱﺍﺩﻩ)(١ .ﺍﻟﱵ ﺍﻟﻌﻤﻠﻴﺔ ﺃﺧﺮﻯ ﺑﻌﺒﺎﺭﺓ ﻭﻫﻲ ﺍﻟﻔﺮﺩ ﺃﻋﻤﺎﻕ ﰲ ﺘﻤﻊﺍ ﺛﻘﺎﻓﺔ ﻭﺩﻣﺞ ﺘﻤﻊﺍ ﺛﻘﺎﻓﺔ ﰲ ﺍﻟﻔﺮﺩ ﺩﻣﺞ ﻓﻴﻬﺎ ﻳﺘﻢ. ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻣﻔﻬﻮﻡ ﺍﺳﺘﺨﺪﻡ ﻣﻦ ﺃﻭﻝ ﺩﻭﺭﻛﻬﺎﱘ ﻳﻌﺪSocialisationﺍﻟﺘﺮﺑﻮﻱ ﲟﻌﻨﺎﻩ)(٢ .ﻣـﻦ ﻭﺃﻭﻝ ﺍﻟﺘﻨﺸﺌﺔ ﻟﻨﻈﺮﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻼﻣﺢ ﺻﻮﻍ ﻋﻠﻰ ﻋﻤﻞﺍﻟﺼـﺪﺩ ﻫـﺬﺍ ﰲ ﺩﻭﺭﻛﻬﺎﱘ ﻳﻘﻮﻝ ، ﺍﻻﺟﺘﻤﺎﻋﻴﺔ" :ﺇﻥ ﻋﻠـﻰ ﺍﻹﻧﺴﺎﻥ ﺑﻞ ﺍﻟﻄﺒﻴﻌﺔ ﺃﻭﺩﻋﺘﻪ ﻣﺎ ﻏﺮﺍﺭ ﻋﻠﻰ ﺍﻹﻧﺴﺎﻥ ﻫﻮ ﻟﻴﺲ ﻓﻴﻨﺎ ﲢﻘﻘﻪ ﺃﻥ ﺍﻟﺘﺮﺑﻴﺔ ﺗﺮﻳﺪ ﺍﻟﺬﻱ ﺍﻹﻧﺴﺎﻥ ﺘﻤﻊﺍ ﻳﺮﻳﺪﻩ ﻣﺎ ﻏﺮﺍﺭ)(٣ .ﺑﻌﺪ ﺗﺮﺷﺪ ﱂ ﺍﻟﱵ ﺍﻷﺟﻴﺎﻝ ﰲ ﺍﻟﺮﺍﺷﺪﺓ ﺍﻷﺟﻴﺎﻝ ﲤﺎﺭﺳﻪ ﺍﻟﺬﻱ ﺍﻟﺘﺄﺛﲑ ﻫﻲ ﻓﺎﻟﺘﺮﺑﻴﺔ ﻭ ﻭﺗﻜﻤﻦﺍﻻﺟﺘﻤـﺎﻋﻲ ﺍﻟﺴـﻠﻮﻙ ﻣﻦ ﳕﺎﺫﺝ ﻟﺼﺎﱀ ﺍﻟﻄﻔﻞ ﻧﻔﺴﻴﺔ ﻣﻦ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ ﺍﳉﺎﻧﺐ ﺇﺯﺍﺣﺔ ﰲ ﻇﻴﻔﺘﻬﺎ ﺍﳌﻨﻈﻢ)(٤ .،ﺩﻭﺭﻛﻬﺎﱘ ﻳﻨﻈﺮ،ﻭﻣﻴـﻞ ﻭﻫﲑﺑـﺎﺭﺕ ﻭﻛﺎﻧﺖ ﺳﺒﻨﺴﺮ ﺧﻼﻑ ﻋﻠﻰﺍﻟﺘﺮﺑﻴـﺔ ﺇﱃ»ﻛﺸـﻲﺀ ﺍﺟﺘﻤﺎﻋﻲ«ﺁﺧﺮ ﺳﻴﺎﻕ ﰲ ﻭﻳﻌﺮﻓﻬﺎ»ﺍﻟﺮﺍﺷﺪﻳﻦ ﺃﺟﻴﺎﻝ ﲤﺎﺭﺳﻬﺎ ﺍﳉﺪﻳﺪ ﻟﻠﺠﻴﻞ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺗﻨﺸﺌﺔ ﺎﺑﺄ«)(٥ . ﻓﺎﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻜﺎﺋﻦ ﻫﻮ ﺟﺪﻳﺪﺍ ﻛﺎﺋﻨﺎ ﺍﻹﻧﺴﺎﻥ ﺩﺍﺧﻞ ﰲ ﻥﻮﻳﻜ ﺘﻤﻊ،،ﺩﻭﺭﻛﻬﺎﱘ ﻋﻨﺪ ﻭﺍﻟﺘﺮﺑﻴﺔﻋﻤﻠﻴـﺔ ﺗﻮﺍﺻـﻠﻬﺎ ﺿـﻤﺎﻥ ﺃﺟﻞ ﻣﻦ ﻭﺫﻟﻚ ،ﺑﻌﺪ ﺗﺮﺷﺪ ﱂ ﺍﻟﱵ ﺍﻷﺟﻴﺎﻝ ﻋﻠﻰ ﺍﻟﺮﺍﺷﺪﺓ ﺍﻷﺟﻴﺎﻝ ﲤﺎﺭﺳﻬﺎ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻲ.ﺍﻟﺘﺮﺑﻴﺔ ﻭﺑﺎﺧﺘﺼﺎﺭ»ﺍﳉﺪﻳﺪ ﻟﻠﺠﻴﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻋﻤﻠﻴﺔ ﻫﻲ«)(٦ .
4.
ﻭﻋﻋﻠﻰ ﻓﺮﻭﻳﺪ ﻳﺮﻛﺰ
ﺩﻭﺭﻛﻬﺎﱘ ﺧﻼﻑ ﻠﻰﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻋﻤﻠﻴﺔ ﰲ ﺍﻟﺘﻘﻤﺺ ﺃﻭ ﺍﻟﺘﻮﺣﺪ ﺃﳘﻴﺔ ﻣـﻦ ﺧﺎﺻﺔ ﺃﻭ ﺍﻵﺧﺮ ﻣﻈﺎﻫﺮ ﻣﻦ ﻣﻈﻬﺮﺍ ﺍﻟﻔﺮﺩ ﻓﻴﻬﺎ ﻳﺘﻤﺜﻞ ﻧﻔﺴـﻴﺔ ﻋﻤﻠﻴـﺔ ﺑﺄﻧـﻪ ﺍﻟﺘﻘﻤـﺺ ﻭﻳﻌـﺮﻑ ﺻﻔﺎﺗـﻪ ﻣﻦ ﺻﻔﺔ ﺃﻭ ﺧﻮﺍﺻﻪ)(٧ .ﻭﺃﻥ ﺟﺪﻳـﺪﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺃﺩﻭﺍﺭﺍ ﻳﺘﻤﺜﻞ ﺃﻥ ﻟﻠﻔﺮﺩ ﺍﻟﺘﻘﻤﺺ ﻋﻤﻠﻴﺔ ﻭﺗﺘﻴﺢ ﻣـﻦ ﺳﻠﺴـﻠﺔ ﻋـﱪ ﻭﺫﻟﻚ ،ﻓﻴﻪ ﻳﻌﻴﺶ ﺍﻟـﺬﻱ ـﺘﻤﻊﺍ ﻗﻴـﻢ ﻭ ﻭﺗﺼـﻮﺭﺍﺕ ﻣﻔـﺎﻫﻴﻢ ﻳﺴـﺘﺒﻄﻦ ﺍﻷﺷﺨﺎﺹ ﻣﻊ ﺍﻟﻔﺮﺩ ﻳﻘﻴﻤﻬﺎ ﺍﻟﱵ ﺍﻟﻌﻼﻗـﺎﺕﺗﻘﻤﺼﻪ ﻣﻮﺿﻮﻉ ﻳﺸﻜﻠﻮﻥ ،ﻭﺍﻟﺬﻳﻦ ﺑـﻪ ﳛـﻴﻄﻮﻥ ﺍﻟـﺬﻳﻦ ﻟﺴﻠﻮﻛﻪ ﳕﺎﺫﺝ ﺃﻭ.ﺃﻭﺍﻟﻴﺎﺕ ﻭﺗﱪﺯﻣﻜﻮﻧـﺎﺕ ﺣﻮﻝ ﻧﻈﺮﻳﺘﻪ ﰲ ﻓﺮﻭﻳـﺪ ﻋﻨـﺪ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻟﺘﻨﺸـﺌﺔ ﺟﺪﻝ ﻭﰲ ﺍﻟﺸﺨﺼﻴﺔﺍﳉﺎﻧـﺐ ﺑـﲔ ﺍﻟﻌﻼﻗﺔ ﺃﳘﻴﺔ ﻳﱪﺯ ﺍﻟﺬﻱ ﺍﳌﻜﻮﻧﺎﺕ ﻫﺬﻩ ﺑﻴـﻦ ﺍﻟﻘﺎﺋﻤـﺔ ﺍﻟﻌﻼﻗـﺎﺕ ﺍﻻﺟﺘﻤـﺎﻋﻲ ﺍﳉـﺎﻧﺐ ﻭ ﺍﻟﺒﻴﻮﻟﻮﺟـﻲ:ﻓـﺎﳍﻮLe çaﺍﻟﻔﻄﺮﻳﺔ ﺍﳊﺎﻟﺔ ﻋﻠﻰ ﻳﻨﻄﻮﻱﺍﻟﻜﺎﺋﻦ ﻋﻨﺪ ﺍﻷﻭﻟﻴـﺔ ﺍﻷﻋﻠﻰ ﺍﻷﻧﺎ ﻳﺸﻜﻞ ﺑﻴﻨﻤﺎLe sur-moiﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﳉﺎﻧﺐﺇﱃ ﻭﻳﺮﻣــﺰ ﺍﻟﻔـﺮﺩ ﺷـﺨﺺ ﻓـﻲ ﺍﻟﺜﻘـﺎﰲ ﺍﳉﻤﻌﻴﺔ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﺍﻟﻌﺎﺩﺍﺕﺘﻤﻊﺍ ﰲ ﺍﻟﺴﺎﺋﺪﺓ. ﻭﳝﺜﻞ ﺍﻷﻧﺎ ﺗﺪﺧﻞ ﻋﱪ ﻭﺍﳍﻮ ﺍﻷﻋﻠﻰ ﺍﻷﻧﺎ ﺑﲔ ﻳﺘﻢ ﺍﻟﺬﻱ ﺍﻟﺘﻔﺎﻋﻞ ﻓﺈﻥ ﺑﺎﻟﺘـﺎﱄﺍﻷﺳﺎﺳـﻲ ﺍﳉـﺎﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻋﻤﻠﻴﺔ ﰲ.ﻋﻀﻮﻳﺔ ﺑﲔ ﺗﻔﺎﻋﻞ ﻃﺮﻳﻖ ﻭﻋﻦﺘﻤﻊﺍ ﻭﺛﻘﺎﻓﺔ ﺍﻟﻜـﺎﺋﻦﺃﻥ ﺍﻟﻔﺮﺩ ﻳﺴﺘﻄﻴﻊ ﺑﻌﻀﻮﻳﺔ ﳛﻈﻰ ﻭﺍﻥ ﺍﺟﺘﻤﺎﻋﻴﺎ ﻳﺘﻜﻮﻥﺍﳉﻤﺎﻋﺔ. ﺑﻴـﻦ ﺍﻟﻌﻼﻗـﺔ ﰲ ﺩﻭﺭﻛﻬﺎﱘ ﻭﻧﻈﺮﻳﺔ ﻓﺮﻭﻳﺪ ﻧﻈﺮﻳﺔ ﺑﲔ ﻛﺒﲑﺍ ﺗﻘﺎﺭﺑﺎ ﺍﳉﺎﻧﺐ ﻫـﺬﺍ ﻓـﻲ ﻭﻧﻼﺣـﻆ ﺷﺨﺼﻴﺔ ﻳﺸﻜﻞ ﺍﻟﺬﻱ ﺍﳉﻤﻌﻲ ﺍﻟﻌﻘﻞ ﺑﻴـﻦ ، ﻭﺍﻻﺟﺘﻤـﺎﻋﻲ ﺍﻟﺒﻴﻮﻟﻮﺟـﻲﻭﺑﲔ ﺩﻭﺭﻛﻬﺎﱘ ﻋﻨﺪ ﺍﻟﻔـﺮﺩ ﳝﺜﻞ ﺍﻟﺬﻱ ﺍﻷﻋﻠﻰ ﺍﻷﻧﺎﰲ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﳉﺎﻧﺐﺍﻟﺘﺒـﺎﻳﻦ ﻭﻳﻜﻤـﻦ ، ﻓﺮﻭﻳـﺪ ﻋﻨـﺪ ﺍﻟﻔـﺮﺩ ﺷـﺨﺼﻴﺔ ﺃﳘﻴﺔ ﰲ ﺍﻟﻨﻈﺮﻳﺘﲔ ﺑﲔ ﺍﻷﺳﺎﺳﻲﺍﻟﺘﻨﺸﺌﺔ ﻋﻤﻠﻴﺔ ﰲ ﺍﳌﺼﺪﺭ.ﻋﻠﻰ ﺩﻭﺭﻛﻬﺎﱘ ﻓﻴﻪ ﻳﺮﻛﺰ ﺍﻟﺬﻱ ﺍﻟﻮﻗﺖ ﻓﻔﻲ ﺍﳉﺎﻧﺐﰲ ﻳﺘﻤﺜﻞ ﺍﻟﺬﻱ ﺍﳉﻤﺎﻋﺔ ﳊﻴﺎﺓ ﺍﻟﻔﺮﺩ ﻭﺇﻋﺪﺍﺩ ﺗﻜﻮﻳﻦ ﻓـﻲ ﺍﳋـﺎﺭﺟﻲ ﺍﻻﺟﺘﻤـﺎﻋﻲ"ﺍﻟﻀﻤـﲑ ﺍﳉﻤـﺎﻋﻲ"ﻋﻤﻠﻴﺔ ﻓﺎﻥ ، ﺍﻷﻓﺮﺍﺩ ﺿﻤـﺎﺋﺮ ﻋـﻠﻰ ﺇﻛﺮﺍﻫﺎ ﳝـﺎﺭﺱ ﺍﻟـﺬﻱﺍﻟﺘﻨﺸـﺌﺔﻓــﻲ ﺗﺘــﻢ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻔﺮﺩﻱ ﺑﲔ ﺍﻟﻌﻼﻗﺔ ﺟﺪﻝ ﰲ ﻣﺎﺛﻠﺔ ﻧﻔﺴﻴﺔ ﺩﺍﺧﻠﻴﺔ ﺃﻭﺍﻟﻴﺎﺕ ﻭﻓﻖ ﻓﺮﻭﻳﺪ ﻧﻈﺮﻳـﺔ. ١/٢:ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺍﲡﺎﻫﺎﺕ ﻣﻔﻬﻮﻡ: ﻧﻈ ﻫﻲ ﺑﻞ ﺍﻟﻄﺮﻑ ﻭﺣﻴﺪ ﺍﲡﺎﻫﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺗﺄﺧﺬ ﻻﻭﺍﳌﺘﺪﺍﺧﻠﺔ ﺍﳌﺮﻛﺒﺔ ﺍﻟﺘﻀﺎﺭﻳﺲ ﻣﻦ ﺎﻡ.ﻭﻣﻦ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﰲ ﳐﺘﻠﻔﺔ ﻭﻃﺮﺍﺋﻖ ﻭﺃﺳﺎﻟﻴﺐ ﺍﲡﺎﻫﺎﺕ ﻋﺪﺓ ﺑﲔ ﺍﻟﺒﺎﺣﺜﻮﻥ ﳝﻴﺰ ﻫﻨﺎ.ﻣـﻦ ﻋـﺪﺩ ﻓﻬﻨﺎﻙ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﲡﺎﻫﺎﺕ ﺍﳌﺘﺴﻠﻄﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﲡﺎﻫﺎﺕ.ﺍﻟﺘﻨﺸـﺌﺔ ﻻﲡﺎﻫـﺎﺕ ﺍﻟﻌـﺎﻡ ﺍﻟﻄـﺎﺑﻊ ﲢﺪﻳﺪ ﻭﻗﺒﻞ ﻫﺬ ﰲ ﻋﻠﻴﻨﺎ ﻳﺘﺮﺗﺐ ﺍﻻﺟﺘﻤﺎﻋﻴﺔﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﰲ ﺍﻟﻮﺍﻟﺪﻳﺔ ﺍﻻﲡﺎﻫﺎﺕ ﻣﻔﻬﻮﻡ ﲢﺪﻳﺪ ﺍﳌﻮﻗﻒ ﺍ. ﺍﻟﻮﺍﻟﺪﻳﺔ ﺍﻻﲡﺎﻫﺎﺕ ﺗﻌﺮﻳﻒ ﳝﻜﻦ"ﺍﻟـﱵ ﺍﳋﱪﺍﺕ ﺧﻼﻝ ﻣﻦ ﺍﻟﻮﺍﻟﺪﺍﻥ ﺍﻛﺘﺴﺒﻬﺎ ﺍﻟﱵ ﺍﻟﻨﻔﺴﻴﺔ ﺑﺎﻟﺘﻨﻈﻴﻤﺎﺕ ﺍﻷﺑﻨﺎﺀ ﻣﻊ ﺗﻌﺎﻣﻠﻬﻢ ﺃﺳﺎﻟﻴﺐ ﳍﻢ ﲢﺪﺩ ﲝﻴﺚ ﺎ ﻭﺍﺮﻣ")(٨ .ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺍﲡﺎﻫﺎﺕ ﻣﻔﻬﻮﻡ ﻭﻳﺸﲑﺇﱃ ﺃﺑﻨـﺎﺋﻬﻢ ﺗﺮﺑﻴﺔ ﰲ ﺍﻵﺑﺎﺀ ﻳﻌﺘﻤﺪﻫﺎ ﺍﻟﱵ ﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺇﱃ ﻭﺗﻨﺸﺌﺘﻪ ﺍﻟﻄﻔﻞ ﺗﺮﺑﻴﺔ ﰲ ﺍﳌﺘﺒﻌﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻷﺳﺎﻟﻴﺐ )(٩ .ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﻭﺍﻻﲡﺎﻩ ﺍﻟﺘﺴﻠﻂ ﺍﲡﺎﻫﻲ ﺇﱃ ﻳﺸﺎﺭ ﺍﻻﲡﺎﻫﺎﺕ ﻫﺬﻩ ﺃﺑﺮﺯ ﻭﻣﻦ.
5.
١/٣/ﺍﻟﺘﺴﻠﻂ ﺍﲡﺎﻩ:Authoritarism: ﺗﺮﺑﻮﻱ ﺃﺳﻠﻮﺏﻭﺍﻹ
ﺍﻹﻟﺰﺍﻡ ﻣﺒﺎﺩﺉ ﻋﻠﻰ ﻳﻘﻮﻡﺗﺮﺑﻴـﺔ ﰲ ﺍﻷﺑﻮﻳـﺔ ﺍﻟﺴﻠﻄﺔ ﺍﺳﺘﺨﺪﺍﻡ ﰲ ﻭﺍﻹﻓﺮﺍﻁ ﻛﺮﺍﻩ ﻭﺗﻨﺸﺌﺘﻬﻢ ﺍﻷﻃﻔﺎﻝ.ﻭﺍﻷﺑﻨﺎﺀ ﺍﻵﺑﺎﺀ ﺑﲔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﻣﺒﺪﺃ ﻋﻠﻰ ﺍﻻﲡﺎﻩ ﻫﺬﺍ ﻭﻳﺮﺗﻜﺰ.ﻫـﺬﻩ ﻭﺗﺄﺧـﺬ ﻭﺍﳉﺴﺪﻳﺔ ﻭﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺑﺄﺷﻜﺎﻟﻪ ﺍﻟﻌﻨﻒ ﺻﻮﺭﺓ ﺍﻟﻌﻼﻗﺎﺕ.ﻋﻠﻴﻬﺎ ﻳﻘﻮﻡ ﺍﻟﱵ ﺍﳌﺒﺎﺩﺉ ﺃﻫﻢ ﲢﺪﻳﺪ ﻭﳝﻜﻦ ﺍﻟﺘﺴﻠﻄﻲ ﺍﻟﺴﻠﻮﻙﻭﻫﻲ: -ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺮﻣﺰﻳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺄﺷﻜﺎﻟﻪ ﺍﻟﻌﻨﻒ ﻣﺒﺪﺃ. -ﻛﺒﲑﺓ ﻭﺗﺮﺑﻮﻳﺔ ﻧﻔﺴﻴﺔ ﺣﻮﺍﺟﺰ ﺑﻮﺟﻮﺩ ﺫﻟﻚ ﻭﻳﺘﻤﺜﻞ ﻭﺍﻷﺑﻨﺎﺀ ﺍﻵﺑﺎﺀ ﺑﲔ ﻭﺍﻟﻌﺎﻃﻔﻴﺔ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﺎﻓﺎﺓﺍ ﻣﺒﺪﺃ ﺍﻟﻮﺍﺣﺪﺓ ﺍﻷﺳﺮﺓ ﺃﻓﺮﺍﺩ ﺑﲔ. -ﻭ ﻢﺍﻧﺘﻘﺎﺩﺍ ﺗﻮﺟﻴﻪ ﺃﻭ ﺁﺭﺍﺋﻬﻢ ﺑﺈﺑﺪﺍﺀ ﺍﻷﺳﺮﺓ ﺩﺍﺧﻞ ﻟﻸﺑﻨﺎﺀ ﻳﺴﻤﺢ ﻻﺍﻵﺭﺍﺀ ﻫـﺬﻩ ﻓﺈﻥ ﺫﻟﻚ ﺣﺪﺙ ﺇﻥ ﳍﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻭﻋﻘﺎﺏ ﺳﺨﺮﻳﺔ ﻣﺼﺪﺭ ﺗﻜﻮﻥ ﻗﺪ ﻭﺍﻻﻧﺘﻘﺎﺩﺍﺕ. ﺗﺮﺑﻴـﺔ ﰲ ﺃﺩﻧﺎﻫـﺎ ﺇﱃ ﺍﻟﺸـﺪﺓ ﺃﻗﺼﻰ ﻣﻦ ﺗﺘﺪﺭﺝ ﺃﺳﺎﻟﻴﺐ ﺍﳌﺘﺴﻠﻄﺔ ﺍﻷﺳﺮ ﺇﻃﺎﺭ ﰲ ﺍﻵﺑﺎﺀ ﻭﻳﺴﺘﺨﺪﻡ ﺃﻃﻔﺎﳍﻢ.ﻣﺜـﻞ ﺍﻟﻨﻔﺴـﻲ ﺍﻟﻘﻤﻊ ﺃﺳﺎﻟﻴﺐ ﺇﺣﺪﺍﳘﺎ ﺗﻀﻢ ﳎﻤﻮﻋﺘﲔ ﺑﲔ ﺍﻟﺼﺪﺩ ﻫﺬﺍ ﰲ ﳕﻴﺰ ﺃﻥ ﻟﻨﺎ ﻭﳝﻜﻦ: ﺍﻟﻨﺎﺑﻴـﺔ ﺍﻷﻟﻔـﺎﻅ ﻭﺗﻮﺟﻴﻪ ﺍﻟﺪﻭﻧﻴﺔ ﻭﺃﺣﻜﺎﻡ ﻭﺍﻟﺘﺒﺨﻴﺲ ﻭﺍﻟﺘﻬﻜﻢ ﻭﺍﻟﺴﺨﺮﻳﺔ ﻭﺍﻻﻣﺘﻬﺎﻥ ﻭﺍﻻﺣﺘﻘﺎﺭ ﺍﻻﺯﺩﺭﺍﺀ ﻋﻠﻰ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﻟﺘﺴﻠﻄﻲ ﺍﻻﲡﺎﻩ ﻭﻳﻨﻄﻮﻱ ﻭﺍﻟﻨﻬﻲ ﻛﺎﻟﺰﺟﺮ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳊﺮﻣﺎﻥ ﻭﺃﺳﺎﻟﻴﺐ ،ﺍﻟﺘﺨﻮﻳﻒ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻷﻃﻔﺎﻝ ﻋﻠﻰ ﺗﻔﺮﺽ ﺍﻟﱵ ﺍﻟﺼﺎﺭﻣﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻟﻨﻮﺍﻫﻲ ﺍﻷﻭﺍﻣﺮ ﻣﻦ ﳎﻤﻮﻋﺔﺍﻷﺳـﺮﺓ ﺩﺍﺧﻞ ﰲ ﻭﺍﻟﻨﺎﺷﺌﺔ ﻭﺍﻟﻨﻮﺍﻫﻲ ﺍﳊﺪﻭﺩ ﻫﺬﻩ ﻳﺘﺠﺎﻭﺯ ﻣﻦ ﻛﻞ ﻋﻠﻰ ﺍﻟﻌﻘﺎﺏ ﺇﻧﺰﺍﻝ ﻳﺘﺮﺗﺐ ﺣﻴﺚ. ١/٤/ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻻﲡﺎﻩDemocratisation: ﻳﺸﲑﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻋﻤﻠﻴﺎﺕ ﻣﻦ ﻣﻨﻈﻮﻣﺔ ﺇﱃ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﻟﺪﳝﻘﺮﺍﻃﻲ ﺍﻻﲡﺎﻩ ﻣﻔﻬﻮﻡﻣﻦ ﺗﻨﻄﻠﻖ ﺍﻟﱵ ﺍﻟﺘﺮﺑﻮﻳـﺔ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﻭﺍﻟﺘﺒﺼﺮ ﻭﺍﳊﻮﺍﺭ ﻭﺍﳌﺸﺎﺭﻛﺔ ﻭﺍﳌﺴﺎﻧﺪﺓ ﻭﺍﻟﺪﻋﻢ ﻭﺍﻟﺘﻌﺰﻳﺰ ﻭﺍﻟﺘﻌﺎﻃﻒ ﺍﳊﺐ ﻗﻴﻢ.ﻭﻫـﻲ ﺍﻟﻌﻨﻒ ﺃﺷﻜﺎﻝ ﻛﻞ ﻣﻊ ﻭﺗﺘﻨﺎﰱ ﻭﺃﺑﻨﺎﺋﻬﻢ ﺍﻵﺑﺎﺀ ﺑﲔ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺼﺎﺭﻣﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳊﺪﻭﺩ ﻓﻴﻬﺎ ﺗﺴﻘﻂ ﺍﻟﱵ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻹﻛﺮﺍﻩ. ﺍﻟ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﻮﻥ ﺍﻵﺑﺎﺀ ﻳﻌﺘﻤﺪﻭﻳﺘﺒﻨﻮﻥ ﻢﻭﻣﺸﻜﻼ ﺍﻷﻃﻔﺎﻝ ﻟﻄﺒﻴﻌﺔ ﺍﻟﻌﻤﻴﻖ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﻟﺘﻔﻬﻢ ﺘﺒﺼﺮ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﳊﺪﻳﺜﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳌﺒﺎﺩﺉ.ﻓﺎﻟﻄﻔﻞ ﺍﻟﻄﻔﻞ ﻣﺮﻛﺰﻳﺔ ﻋﻠﻰ ﺗﻌﺘﻤﺪ ﺍﻟﱵ ﺍﳊﺮﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻫﻲ ﻟﺪﻳﻬﻢ ﻓﺎﻟﺘﺮﺑﻴﺔ ﻭﻏﺎﻳﺘﻬﺎ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻣﺮﻛﺰ ﻫﻮ.ﺍﻟ ﺍﻟﻨﻤﻮ ﻣﺒﺪﺃ ﺗﻌﺘﻤﺪ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺃﻥ ﺍﻟﺒﻴﺎﻥ ﻋﻦ ﻭﻏﲏﺍﳊـﺮ ﺬﺍﰐ ﻫـﺬﻩ ﺍﻋﺘﺒـﺎﺭﻩ ﰲ ﻳﺄﺧـﺬ ﺃﻥ ﺍﳌـﺮﰊ ﻭﻋﻠﻰ ﻭﺍﳉﺴﺪﻳﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺧﺼﻮﺻﻴﺘﻪ ﻟﻠﻄﻔﻞ ﻭﺃﻥ ﻟﻠﻄﻔﻞ ﺍﻟﻄﺒﻴﻌﻲ ﺍﳋﺼﻮﺻﻴﺔ.ﺃﳘﻬﺎ ﺍﳌﺒﺎﺩﺉ ﻣﻦ ﻣﻨﻈﻮﻣﺔ ﻋﻠﻰ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺗﻘﻮﻡ:
6.
١/٤/١/ﺍﳊﺮﻳﺔ ﻣﺒﺪﺃ: ﺻﻴﻐ ﺍﳌﺒﺪﺃ
ﻫﺬﺍ ﻭﻳﺄﺧﺬ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻭﺍﳋﱪ ﺍﳌﺒﺘﺪﺃ ﺍﳊﺮﻳﺔ ﻣﺒﺪﺃ ﻳﻌﺪﺍﻟﻨﻔﺴﻴﺔ ﺍﳊﺮﻳﺔ ﺃﺑﺮﺯﻫﺎ ﻣﺘﻨﻮﻋﺔ ﺎ ﺍﻟﻌﻘﻠﻴﺔ ﺍﳊﺮﻳﺔ ﰒ ﺍﳉﺴﺪﻳﺔ ﻓﺎﳊﺮﻳﺔ ﻟﻠﻄﻔﻞ.ﻣﻮﺍﻗـﻒ ﺗـﺒﲏ ﻋﻠﻰ ﺍﻟﻄﻔﻞ ﻳﻜﺮﻩ ﻻ ﺃﻥ ﺍﻟﻨﻔﺴﻴﺔ ﺑﺎﳊﺮﻳﺔ ﻭﻧﻌﲏ ﺣﺮﻳـﺔ ﻟﻠﻄﻔـﻞ ﻳﺘﺮﻙ ﻭﺃﻥ ﻭﺍﻟﻨﻔﻮﺭ ﻭﺍﻟﻜﺮﺍﻫﻴﺔ ﺍﳊﻘﺪ ﻣﺸﺎﻋﺮ ﻣﺜﻞ ﻣﻨﻬﺎ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺧﺎﺻﺔ ﺍﻧﻔﻌﺎﻟﻴﺔ ﻭﺍﲡﺎﻫﺎﺕ ﻗﻮﺍﻣ ﻣﻮﺿﻮﻋﻴﺔ ﳌﻌﺎﻳﲑ ﻭﻓﻘﺎ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺘﻜﻮﻥﻭﺍﻟﻌﻄﺎﺀ ﻭﺍﻟﺘﻀﺤﻴﺔ ﺍﻟﺘﺴﺎﻣﺢ ﻬﺎ. ١/٤/٢/ﺍﳊﺐ ﻣﺒﺪﺃ: ﻭﺍﺯﺩﻫـﺎﺭﻩ ﳕﻮﻩ ﻣﻨﻄﻠﻖ ﺗﺸﻜﻞ ﻭﻫﻲ ﺍﻹﻧﺴﺎﱐ ﺍﻟﻌﻤﻖ ﰲ ﺟﺬﻭﺭﻫﺎ ﺗﻀﺮﺏ ﺃﺻﻴﻠﺔ ﺇﻧﺴﺎﻧﻴﺔ ﺣﺎﺟﺔ ﺍﳊﺐ ﺍﻹﻧﺴﺎﻥ ﳛﻴﺎ ﺑﺎﳊﺐ ﻗﻴﻞ ﻭﻗﺪﳝﺎ.ﺣﻴـﺎﺓ ﺗﺼﺒﺢ ﺩﻭﻧﻪ ﻭﻣﻦ ﺇﻧﺴﺎﻧﻴﺔ ﻭﺻﲑﻭﺭﺓ ﻭﺗﻜﻮﻥ ﺍﺯﺩﻫﺎﺭ ﻋﺎﻣﻞ ﻭﺍﳊﺐ ﺍﻹ ﻣﻜﺎﻣﻦ ﻓﻴﻪ ﻳﻘﺘﻞ ﺟﺤﻴﻤﺎ ﺍﻹﻧﺴﺎﻥﻭﺍﻟﻌﻄﺎﺀ ﺑﺪﺍﻉ.ﻣﻊ ﻭﺗﺘﻨﺎﰱ ﺎ ﻭﺗﻨﻤﻮ ﺍﳊﺮﻳﺔ ﺗﻌﺎﻧﻖ ﺇﻧﺴﺎﻧﻴﺔ ﻗﻴﻤﺔ ﻭﺍﳊﺐ ﺍﻷﻃﻔﺎﻝ ﻗﻠﻮﺏ ﰲ ﻭﺗﻨﻤﻴﻪ ﺍﻟﺸﺎﻣﻞ ﺍﳊﺐ ﺗﻨﺸﺪ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻓﺈﻥ ﻫﻨﺎ ﻭﻣﻦ ﻭﺍﻹﻛﺮﺍﻩ ﺍﻟﻘﺴﻮﺓ ﺻﻴﻎ ﻛﻞ ﺧﻼﻗﺔ ﺩﳝﻘﺮﺍﻃﻴﺔ ﺗﺮﺑﻴﺔ ﺃﻳﺔ ﰲ ﺍﻟﺰﺍﻭﻳﺔ ﻭﺣﺠﺮ ﺍﻷﺳﺎﺳﻲ ﺍﻟﺮﻛﻦ ﺗﺸﻜﻞ ﻷﻬﻧﺎ ﺣﺪﻭﺩ ﺑﻼ ﺑﻪ ﻭﲢﻴﻄﻬﻢ. ١/٤/٣/ﺍﳊﻮﺍﺭ ﻣﺒﺪﺃ: ﻣﺒـﺪﺃ ﻋﻠﻰ ﻳﻘﻮﻡ ﺍﻟﺬﻱ ﺍﳊﻮﺍﺭ ﻭﻫﻮ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﺘﻮﺍﺻﻞ ﻋﻤﻠﻴﺔ ﰲ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺘﺠﺮﺑﺔ ﻣﻨﻄﻠﻖ ﺍﳊﻮﺍﺭ ﻳﻌﺪ ﻭﺍﻹﺭﻫﺎﺏ ﻭﺍﻟﻮﺟﻞ ﻭﺍﳋﻮﻑ ﺍﳋﺠﻞ ﻗﻴﻢ ﻋﻦ ﺑﻌﻴﺪﺍ ﺍﻟﺮﺃﻱ ﻭﺇﺑﺪﺍﺀ ﺍﻟﻨﻘﺪ ﺣﺮﻳﺔ.ﺁﺭﺍﺋﻬﻢ ﻋﻦ ﻳﻌﻠﻨﻮﻥ ﻓﺎﻷﻃﻔﺎﻝ ﻣﺘﻜﺎﻣﻠﻪ ﺣﺮﺓ ﺃﺟﻮﺍﺀ ﰲ ﺃﺳﺌﻠﺘﻬﻢ ﻭﻳﻄﺮﺣﻮﻥ ﻢﻭﺍﻧﺘﻘﺎﺩﺍ ﻭﻗﻴﻤﻬﻢﻧﻔﺴﻴﺎ ﻭﺍﻟﻌﻄﺎﺀ ﺍﻟﻨﻤﻮ ﻣﻦ ﻣﺰﻳﺪ ﺇﱃ ﻢ ﺗﺪﻓﻊ ﻭﻋﻘﻠﻴﺎ. ١/٤/٤ﺍﳌﺴﺆﻭﻟﻴﺔ ﻣﺒﺪﺃ: ﺭﻗﺎﺑﺔ ﺃﻭ ﻗﻴﻮﺩ ﺩﻭﳕﺎ ﺍﳋﺎﺻﺔ ﲟﺴﺆﻭﻟﻴﺎﺗﻪ ﻋﻤﻴﻘﺎ ﺇﺣﺴﺎﺳﺎ ﺍﻷﺳﺮﺓ ﺃﻓﺮﺍﺩ ﻣﻦ ﻓﺮﺩ ﻛﻞ ﳝﻨﺢ ﺍﻟﺬﻱ ﺍﳌﺒﺪﺃ ﻭﻫﻮ ﺍﻟﻨﻔﺲ ﰲ ﺍﻟﺮﺍﺳﺨﺔ ﻭﺍﻟﻘﻨﺎﻋﺎﺕ ﺍﻟﻀﻤﲑ ﺭﻗﺎﺑﺔ ﻏﲑ.ﺍﻹﻧ ﺍﻟﺬﺍﺕ ﻣﻦ ﻳﻨﺒﻊ ﻫﻨﺎ ﺍﻟﺴﻠﻮﻙ ﺃﻥ ﻳﻌﲏ ﻭﻫﺬﺍﻭﺃﻥ ﺴﺎﻧﻴﺔ ﻋﻠـﻰ ﻗـﺎﺩﺭﺓ ﻟﺸﺨﺼﻴﺎﺕ ﻭﺑﻨﺎﺀ ﺧﻠﻖ ﻫﺬﺍ ﻭﰲ ﻭﺍﳋﻮﻑ ﺍﻟﺮﻗﺎﺑﺔ ﺃﺷﻜﺎﻝ ﻛﻞ ﻋﻦ ﺑﻌﻴﺪﺍ ﺫﺍﺗﻪ ﳛﻘﻖ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻟﺘﻔﻮﻕ ﺍﻻﻧﺘﺼﺎﺭﺍﺕ ﺗﺴﻄﲑ. ،ﻭﺍﳊﻨﺎﻥ ﺍﳊﺐ ﺇﱃ ﺍﳊﺎﺟﺔ ﻭﻫﻲ ﻟﻺﻧﺴﺎﻥ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳊﺎﺟﺎﺕ ﺗﻠﺒﻴﺔ ﺇﱃ ﺗﺴﻌﻰ ﺗﺮﺑﻴﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﻓﺎﻟﺘﺮﺑﻴﺔ ﺍﳊﺎﺟﺔ ،ﺍﻟﺘﻘﺪﻳﺮ ﺇﱃ ﺍﳊﺎﺟﺔﺑﻨـﺎﺀ ﺇﱃ ﻭﺍﳊﺎﺟـﺔ ،ﺑﺎﻻﻧﺘﻤﺎﺀ ﺍﻹﺣﺴﺎﺱ ﺇﱃ ﺍﳊﺎﺟﺔ ،ﺑﺎﻷﻣﻦ ﺍﻹﺣﺴﺎﺱ ﺇﱃ ﻭﺍﻟﻮﺟﻮﺩ ﺑﺎﻷﳘﻴﺔ ﺍﻹﺣﺴﺎﺱ ﻭﺃﺧﲑﺍ ،ﺍﻟﺬﺍﺗﻴﺔ ﺍﻟﺘﺠﺮﺑﺔ.ﺑﺎﳍﻮﻳـﺔ ﺍﻹﺣﺴـﺎﺱ ﻗـﻮﺍﻡ ﺍﳊﺎﺟﺎﺕ ﻫﺬﻩ ﻭﲤﺜﻞ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻣﻘﻮﻣﺎﺕ ﻭﺍﻟﻮﺟﻮﺩ.
7.
ﺛﺎﻧﻴﺎ:ﺃﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺔ ﻧﻈﺮﻳﺔ ﻣﻘﺪﻣﺎﺕ: ﺑﺪﺭ
ﺍﻷﻧﺘﺮﻭﺑﻮﻟﻮﺟﻴﻮﻥ ِﻒﻐُﺷ،ﺑﺪﺍﺋﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺗﻌﻴﺶ ﻣﺎﺯﺍﻟﺖ ﺍﻟﱵ ﺍﻟﻘﺒﺎﺋﻞ ﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻃﺒﻴﻌﺔ ﺍﺳﺔ ﺘﻤﻌﺎﺕﺍ ﻫﺬﻩ ﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻭﻃﺒﻴﻌﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺴﻠﻄﺔ ﻭﺿﻌﻴﺔ ﺭﺻﺪ ﺃﺟﻞ ﻣﻦ ﻭﺫﻟﻚ. ﺍﻟﺘﺮﺑ ﰲ ﺍﻟﺴﻠﻄﺔ ﳑﺎﺭﺳﺔ ﻃﺒﻴﻌﺔ ﰲ ﺍﳊﻀﺎﺭﺓ ﺗﺄﺛﲑ ﻣﻌﺮﻓﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﳍﺬﻩ ﺍﻷﺳﺎﺳﻲ ﺍﳍﺪﻑ ﻭﻳﺘﻤﺤﻮﺭﻴـﺔ ﺍﳌﺎﺩﻳﺔ ﺍﳊﻀﺎﺭﺓ ﻋﻠﻰ ﺍﻟﺴﺎﺑﻘﺔ ﺘﻤﻌﺎﺕﺍ ﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻨﺸﺌﺔ.ﺑﺄﻥ ﺃﻋﻠﻦ ﺃﻥ ﺭﻭﺳﻮ ﺟﺎﻙ ﳉﺎﻥ ﺳﺒﻖ ﻟﻘﺪ ﻛﺎﻧﺖ ﺍﻟﻔﻄﺮﺓ ﺣﺎﻟﺔ ﰲ ﺗﻌﻴﺶ ﻛﺎﻧﺖ ﺍﻟﱵ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺘﻤﻌﺎﺕﺍ ﻭﺃﻥ ﺍﳌﺪﻧﻴﺔ ﻣﻊ ﺗﻮﻟﺪ ﻇﺎﻫﺮﺓ ﻭﺍﻹﻛﺮﺍﻩ ﺍﻟﻘﺴﺮ ﺃﻓ ﻓﻜﺮﺓ ﻫﻲ ﻭﺗﻠﻚ ﺛﻘﺎﻓﻴﺔ ﻇﺎﻫﺮﺓ ﻓﺎﻟﻘﻬﺮ ،ﻗﻬﺮ ﻭﻻ ﻓﻴﻬﺎ ﻇﻠﻢ ﻻ ﺧﲑﺓﻗﺪﳝﺔ ﻼﻃﻮﻧﻴﺔ)(١٠ .ﺩﻭﺭﻛﻬﺎﱘ ﺇﻥ ﺣﱴ ﺍﻟﺒﺪﺍﺋﻴﺔ ﺘﻤﻌﺎﺕﺍ ﰲ ﳍﺎ ﺃﺛﺮ ﻻ ﺍﻟﻌﻘﻮﺑﺎﺕ ﺃﻥ ﺇﱃ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻛﺘﺎﺑﻪ ﰲ ﹼﺢﳌ ﻗﺪ:»ﻗﺒﺎﺋﻞ ﺭﺋﻴﺲ ﺍﻋﺘﱪ ﻟﻘﺪ ﺃﻭﻻﺩﻫﻢ ﻳﻀﺮﺑﻮﻥ ﻷﻬﻧﻢ ﻣﺘﻮﺣﺸﻮﻥ ﺍﻟﺒﻴﺾ ﺃﻥ ﺳﻴﻮ« )(١١ .ﻳﻌﺘﻘﺪ ،ﻛﻤﺎ ﻳﻌﲏ ﻭﻫﺬﺍﺍﻟﺘﺴـﻠﻂ ،ﺃﻥ ﺩﻭﺭﻛﻬﺎﱘ ﻣﺮﻛﺒﺔ ﳎﺘﻤﻌﺎﺕ ﺇﱃ ﺑﺴﻴﻄﺔ ﳎﺘﻤﻌﺎﺕ ﻣﻦ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺘﻤﻌﺎﺕﺍ ﲢﻮﻝ ﻣﻊ ﺃﺗﺖ ﺛﻘﺎﻓﻴﺔ ﻇﺎﻫﺮﺓ. ﰲ ﻣﺘﺴـﺎﳏﺔ ﺗﺮﺑﻮﻳﺔ ﺃﺳﺎﻟﻴﺐ ﺗﻌﺘﻤﺪ ﺍﻟﺒﺪﺍﺋﻴﺔ ﺍﻟﻘﺒﺎﺋﻞ ﺃﻏﻠﺐ ﺃﻥ ﺍﳉﺎﺭﻳﺔ ﺍﻷﻧﺘﺮﻭﺑﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻷﲝﺎﺙ ﻭﺗﺒﲔ ﻓﻘﺒﺎﺋﻞ ،ﺃﺑﻨﺎﺋﻬﺎ ﺗﺮﺑﻴﺔﺍﻷﻭﻛﻴﻨﺎﻭﺍOkinawaﺩﺭﺳﺖ ﺍﻟﱵﻣﻮﻟﻮﱐ ﻗﺒﻞ ﻣﻦMolonyﺍﻟﺘﺸﺎﻣﺒﻮﱄ ﻭﻗﺒﺎﺋﻞ ،Tschambulie ﻣﻴﺪ ﻣﺎﺭﻏﺮﻳﺖ ﻗﺒﻞ ﻣﻦ ﺩﺭﺳﺖ ﺍﻟﱵM.Meadﺍﻟﻜﻮﻣﺎﻧﺶ ﻭﻗﺒﺎﺋﻞ ،Comanchesﻛﺎﺭﺩﻳﻨﲑ ﻗﺒﻞ ﻣﻦ ﺩﺭﺳﺖ ﺍﻟﱵ Kardinerﺍﻟﺮﺿﺎﻋﺔ ﻣﺮﺣﻠﺔ ﰲ ﻭﻻﺳﻴﻤﺎ ﻟﻠﻄﻔﻞ ﺍﻟﻐﺬﺍﺋﻴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﲟﺴﺄﻟﺔ ﻳﺘﻌﻠﻖ ﻓﻴﻤﺎ ﹰﺍﺟﺪ ﻣﺘﺴﺎﳏﺔ ﻗﺒﺎﺋﻞ ﻫﻲ ،. ﺫﻟﻚ ﺧﻼﻑ ﻋﻠﻰﺍﳌﻮﻧﺪﻭﻏﻮﻣﺮ ﻗﺒﺎﺋﻞ ﻓﺈﻥMundugumorﻣـﻦ ﻛﻔﺎﻳﺘﻬﻢ ﻋﻠﻰ ﺍﳊﺼﻮﻝ ﺃﺟﻞ ﻣﻦ ﻳﻨﺎﺿﻠﻮﻥ ﺍﻟﻐﺬﺍﺀ.ﻏﺬﺍﺋﻪ ﺃﻭ ﺭﺿﻌﺘﻪ ﻋﻠﻰ ﳛﺼﻞ ﺃﻥ ﺃﺟﻞ ﻣﻦ ﺍﻟﺒﺎﺭﺩﺓ ﺍﻷﺭﺽ ﻋﻠﻰ ﻇﻬﺮﻩ ﻋﻠﻰ ﻳﻮﺿﻊ ﻓﺎﻟﻄﻔﻞ. ﺇﱃ ﺗـﺆﺩﻱ ﺍﻟﻄﻔـﻞ ﺣﻴﺎﺓ ﻣﻦ ﻣﺒﻜﺮﺓ ﻣﺮﺣﻠﺔ ﰲ ﺗﺘﻢ ﺍﻟﱵ ﺍﳌﻌﺎﻣﻠﺔ ﺃﻥ ﺗﺒﲔ ﺍﳉﺎﺭﻳﺔ ﻭﺍﻷﲝﺎﺙ ﻓﺎﻟﺪﺭﺍﺳﺎﺕ ﻛﺒﲑ ﺇﺣﺒﺎﻃﺎﺕﺍﻟﻄﻔﻞ ﻟﺸﺨﺼﻴﺔ ﻣﺪﻣﺮﺓ ﺗﻜﻮﻥ ﻗﺪ ﺓ( )12 ﺳﺘﻜﻮﻥ ﻭﺍﳊﻴﺎﺓ ﺍﻟﻜﻮﻥ ﺇﱃ ﺍﻟﻄﻔﻞ ﻧﻈﺮﺓ ﻓﺈﻥ ﻭﺑﺎﻟﺘﺎﱄ ﺑﻨﻤﻮﺫﺝ ﹰﺎﺃﻳﻀ ﻣﺮﻫﻮﻧﺔﺍﳌﺮﺣﻠﺔ ﻫﺬﻩ ﰲ ﺗﻠﻘﺎﻫﺎ ﺍﻟﱵ ﺍﳌﻌﺎﻣﻠﺔ.ﺗﺘﻤﻴـﺰ ﺭﺍﺷـﺪﻳﻦ ﻳﺼـﺒﺤﻮﻥ ﺍﳌﻮﻧﺪﻭﻏﻮﻣﻮﺭ ﻓﺄﻃﻔﺎﻝ ﻳﺘﻤﻴﺰ ﺍﻟﺬﻳﻦ ﺍﻷﺭﺍﺑﻴﺶ ﺃﻃﻔﺎﻝ ﺧﻼﻑ ﻋﻠﻰ ﻭﺫﻟﻚ ﺩﺍﺋﻤﺔ ﻛﺴﻤﺔ ﻭﺍﻟﺘﻮﺗﺮ ﺑﺎﻟﻘﻠﻖ ﻢﺷﺨﺼﻴﺎﻣﻦ ﻋﺎﻟﻴﺔ ﺑﺪﺭﺟﺔ ﹰﺎﻻﺣﻘ ﻭﻥ ﺑﺎﻟﻨﻔﺲ ﺍﻟﺜﻘﺔ)(١٣ . ﻣﻴـﺪ ﻣﺎﺭﻏﺮﻳـﺖ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺍﻷﻧﺘﺮﻭﺑﻮﻟﻮﺟﻴﺔ ﺍﻟﺒﺎﺣﺜﺔ ﺎﺃﺟﺮ ﺍﻟﱵ ﺍﻷﲝﺎﺙ ﻧﺘﺎﺋﺞ ﺗﺒﲔMargeret Meadﰲ ﺍﳌﺸﻬﻮﺭ ﺎﻛﺘﺎ ﰲ ﻧﺘﺎﺋﺠﻬﺎ ﻋﺮﺿﺖ ﻭﺍﻟﱵ ،ﺍﳉﺪﻳﺪﺓ ﻏﻴﻨﻴﺎ ﰲ ﺁﺳﻴﺎ ﺷﺮﻕ ﺟﻨﻮﺏ"ﺛﻼﺛﺔ ﰲ ﻭﺍﻟﻄﺒﺎﺋﻊ ﺍﳉﻨﺲ ﺑﺪﺍﺋﻴﺔ ﳎﺘﻤﻌﺎﺕ"ﺍﻷﳘﻴ ،ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﻠﻮﺏ ﻭﺑﲔ ﺍﻟﻄﺒﺎﻉ ﺑﲔ ﺗﺮﺑﻂ ﺍﻟﱵ ﺍﳉﻮﻫﺮﻳﺔ ﻟﻠﻌﻼﻗﺔ ﺍﻟﻜﺒﲑﺓ ﺔ ﺍﳌﺒﻜﺮﺓ ﺍﻟﻄﻔﻮﻟﺔ ﻣﺮﺣﻠﺔ ﺃﺛﻨﺎﺀ ﰲ)(١٤ . ﺑﻨـﺎﺀ ﰲ ﺍﻟﻄﺮﻳﻘـﺔ ﻫـﺬﻩ ﺗﺄﺛﲑ ﻭﻣﺪﻯ ﺍﻷﻃﻔﺎﻝ ﺇﺭﺿﺎﻉ ﺎ ﻳﺘﻢ ﺍﻟﱵ ﺍﻟﻄﺮﻳﻘﺔ ﺃﳘﻴﺔ ﻣﻴﺪ ﺩﺭﺍﺳﺎﺕ ﻭﺗﺒﲔ ﻣﺘﺴﺎﳏﺔ ﺃﻭ ﻋﺪﻭﺍﻧﻴﺔ ﺷﺨﺼﻴﺎﺕ.ﺍﺧﺘﻼﻑ ﻭﺟﻮﺩ ﻣﻴﺪ ﻻﺣﻈﺖ ﻟﻘﺪﻗﺒﻴﻠﱵ ﰲ ﺍﻟﺮﺍﺷﺪﻳﻦ ﺷﺨﺼﻴﺔ ﺑﲔ ﻛﺒﲑ ﻭﺍﳌﻮﻧﺪﻭﻏﻮﻣﻮﺭ ﺍﻵﺭﺍﺑﻴﺶ:ﻭﺍﻟﻮﺩﺍﻋـﺔ ﻭﺍﻟﻨﻌﻮﻣﺔ ﺍﻟﺮﻗﺔ ﺑﺴﻤﺎﺕ ﻳﺘﻤﻴﺰﻭﻥ ﺍﻵﺭﺍﺑﻴﺶ ﻗﺒﻴﻠﺔ ﰲ ﻭﺍﻟﻨﺴﺎﺀ ﻓﺎﻟﺮﺟﺎﻝ ﻭﺍﻟﻔﻈﺎﻇـﺔ ﻭﺍﻟﺼـﺮﺍﻣﺔ ﺑﺎﻟﺸﺪﺓ ﺍﳌﻮﻧﺪﻭﻏﻤﻮﺭ ﻗﺒﻴﻠﺔ ﻭﻧﺴﺎﺀ ﺭﺟﺎﻝ ﻳﺘﻤﻴﺰ ﺑﻴﻨﻤﺎ ،ﻭﺍﻟﺘﻔﺎﺅﻝ ﻭﺍﻟﺼﺪﻕ ﻭﺍﻟﻄﻴﺒﺔ ﻭﺻﻴﺎﺩ ﳊﻮﻡ ﺃﻛﻠﺔ ﺇﻬﻧﻢ ،ﺍﻟﻘﻠﺐ ﻭﻗﺴﻮﺓﺭﺅﻭﺱ ﻭ)(١٥ .ﺑـﺎﻟﻌﻮﺩﺓ ﺍﻟﻈﺎﻫﺮﺓ ﻫﺬﻩ ﺗﻔﺴﺮ ﺃﻥ ﺍﻟﺒﺎﺣﺜﺔ ﻭﺍﺳﺘﻄﺎﻋﺖ
8.
ﻭﻭﺩﺍﻋـﺔ ﺑﺮﻗﺔ ﻳﻌﺎﻣﻞ
ﺍﻵﺭﺍﺑﻴﺶ ﰲ ﺍﻟﻄﻔﻞ ﺃﻥ ﻓﻮﺟﺪﺕ ﺍﻟﻘﺒﻴﻠﺘﲔ ﻛﻠﺘﺎ ﰲ ﺍﻟﺴﺎﺋﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺃﺳﻠﻮﺏ ﺩﺭﺍﺳﺔ ﺇﱃ ﻃﻔﻠﻬﺎ ﺗﺮﺿﻊ ﻭﺍﻷﻡ ،ﻛﻔﻴﻪ ﻋﻠﻰ ﳛﻤﻠﻪ ﻣﻦ ﺩﺍﺋﻤﺎ ﳚﺪ ﻓﻬﻮ ﺍﻷﺑﻮﻳﻦ ﻗﺒﻞ ﻣﻦ ﻓﺎﺋﻘﺔ ﺑﻌﻨﺎﻳﺔ ﻭﳛﻈﻰ ،ﺟﺪﺍ ﻣﺘﻨﺎﻫﻴﺔ ﳊﻈ ﻛﻞ ﰲﺃﻥ ﰲ ﺩﺍﺋﻤﺎ ﻣﺘﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻪ ﻭﺗﺘﺮﻙ ،ﺍﻷﻡ ﺛﺪﻱ ﻣﻦ ﻗﺮﻳﺒﺎ ﻋﺎﺩﺓ ﻭﻳﻮﺿﻊ ﺣﺎﺟﺘﻪ ﻋﻦ ﻓﻴﻬﺎ ﻳﻌﻠﻦ ﺔ ﻋﻠﻰ ﻳﻜﺮﻩ ﻭﻻ ﻓﻀﻼﺗﻪ ﳜﺮﺝ ﻋﻨﺪﻣﺎ ُﻌﻨﻒﻳ ﻻ ﻭﻫﻮ ،ﺟﺪﻳﺪ ﻣﻦ ﻭﻳﻌﺎﻭﺩ ﻭﻳﺮﺗﺎﺡ ﻟﻴﺒﺘﺴﻢ ﺍﻟﺮﺿﺎﻉ ﻋﻦ ﻳﺘﻮﻗﻒ ﻃﻮﻳﻞ ﺃﻣﺪ ﺑﻌﺪ ﺇﻻ ﻳﻔﻄﻢ ﻭﻻ ،ﺳﲑﻩ ﻣﻮﻋﺪ ﳛﲔ ﻋﻨﺪﻣﺎ ﺇﻻ ﺍﻟﺴﲑ)(١٦ .ﻗﺒﻴﻠـﺔ ﰲ ﺍﻟﻄﻔﻞ ﺃﻣﺎﺍﳌﻮﻧـﺪﻭﻏﻮﻣﻮﺭ Mundugumor )(١٧ .ﻣﻦ ﺑﺎﻟﺮﺿﺎﻉ ﻟﻪ ﻳﺴﻤﺢ ﻭﻻ ،ﻓﺠﺄﺓ ﻓﻄﺎﻣﻪ ﻳﺘﻢ ﺣﻴﺚ ﻭﺍﻟﺘﺴﻠﻂ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻣﺒﺪﺃ ﻋﻠﻰ ﻓﲑﰉ ،ﺍﻟﺮﺍﺣـﺔ ﻣﻦ ﻗﺴﻄﺎ ﻟﻴﺄﺧﺬ ﻓﻴﻬﺎ ﻳﺘﻮﻗﻒ ﳊﻈﺔ ﺃﻳﺔ ﰲ ﺃﻣﻪ ﺛﺪﻱ ﻋﻦ ﻭﻳﻄﺮﺩ ،ﺟﺪﺍ ﻗﺼﲑﺓ ﻟﻔﺘﺮﺓ ﺇﻻ ﺃﻣﻪ ﺛﺪﻱ ﲢﺮ ﻣﻦ ﺫﻟﻚ ﺃﺛﻨﺎﺀ ﰲ ﺍﻟﻄﻔﻞ ﻭﳝﻨﻊ ﻭﻗﻮﻓﺎ ﺃﻃﻔﺎﳍﻦ ﻳﺮﺿﻌﻦ ﻭﺍﻷﻣﻬﺎﺕﺍﻟﺴـﻠﺔ ﺇﱃ ﺑﺴـﺮﻋﺔ ﻭﻳﺒﻌﺪ ﻳﺪﻳﻪ ﻳﻚ ﻓﻴﻬﺎ ﻳﻮﺿﻊ ﺍﻟﱵ ﺍﳋﺸﺒﻴﺔ.ﻭﳊﻈـﺎﺕ ،ﻭﺍﻟﻌﻨـﺎﺀ ﻭﺍﻟﻘﻬـﺮ ﺑﺎﻟﻌﻨﻒ ﻣﺸﺤﻮﻧﺔ ﺍﻟﻘﺒﻴﻠﺔ ﻫﺬﻩ ﰲ ﺍﻟﻄﻔﻞ ﻓﺤﻴﺎﺓ ﺍﳌﻮﻧﺪﻭﻏﻤﻮﺭ ﻟﺸﺨﺼﻴﺔ ﺍﻻﻏﺘﺮﺍﺑﻴﺔ ﺍﳌﻈﺎﻫﺮ ﺃﺻﻞ ﰲ ﻳﻜﻤﻦ ﻭﻫﺬﺍ ،ﻭﺷﻘﺎﺀ ﺑﺆﺱ ﳊﻈﺎﺕ ﻫﻲ ﺍﻟﺮﺿﺎﻋﺔ. ﺗﻨﻘﻞ ﺍﻟﱵ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﻘﻴﻤﻲ ﺍﶈﺘﻮﻯ ﻋﻦ ﺍﻟﻨﻈﺮ ﻭﺑﻐﺾ ﻫﺬﺍﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﻠﻮﺏ ﻳﻠﻌﺐ ،ﺍﻷﻓﺮﺍﺩ ﺇﱃ ﺍﻟﺸﺨﺼﻴﺔ ﺑﻨﻴﺔ ﰲ ﺇﳚﺎﺑﺎ ﺃﻭ ﺳﻠﺒﺎ ﺍﻟﺘﺄﺛﲑ ﰲ ﻛﺒﲑﺍ ﺩﻭﺭﺍ.ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻷﺳﻠﻮﺏ ﳝﻜﻦ ﺃﻧﻪ ﻳﻌﲏ ﻭﻫﺬﺍ ﺍﻟﺸﺨﺼـﻴﺔ ﳕـﺎﺀ ﻟﺘﺤﻘﻴـﻖ ،ﺍﳌﺒﺪﺃ ﺣﻴﺚ ﻣﻦ ، ﻛﻔﺎﻳﺔ ﺃﻛﺜﺮ ﻳﻜﻮﻥ ﺃﻥ ﺍﻟﺒﺪﺍﺋﻴﺔ ﺍﻟﻘﺒﺎﺋﻞ ﺑﻌﺾ ﺗﻌﺘﻤﺪﻩ ﺍﻟﺬﻱ ﺇﱃ ﺑﺎﻟﻘﻴﺎﺱ ﻭﺫﻟﻚ ﻭﺗﻄﻮﺭﻫﺎﺣﻀﺎﺭﻳﺎ ﺍﳌﺘﻘﺪﻣﺔ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺗﻌﺘﻤﺪﻫﺎ ﺍﻟﱵ ﺍﻷﺳﺎﻟﻴﺐ.ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﺎﻟﻴﺐ ﻭﺗﺘﻤﺎﻳﺰ ﺑﻨـﺎﺀ ﰲ ﺍﻟﻌﻠﻤﻴـﺔ ﺍﻷﺳﺎﻟﻴﺐ ﻋﻠﻰ ﺍﻋﺘﻤﺎﺩﻫﺎ ﻣﺪﻯ ﻭﰲ ،ﺍﳌﺴﺘﺨﺪﻣﺔ ﺍﻟﺸﺪﺓ ﺩﺭﺟﺔ ﰲ ﺍﳌﻌﺘﻤﺪﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺗﺮﺑﻴﺘﻬﻢ ﺍﻷﻓﺮﺍﺩ ﺷﺨﺼﻴﺔ. ﻭﺑﺎﺍﻟﻘﻮﻝ ﳝﻜﻦ ﺧﺘﺼﺎﺭ:ﺍﻻﻋﺘﺒﺎﻃﻴ ﺍﻟﺘﺴﻠﻄﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﺎﻟﻴﺐ ﺇﻥﺇﱃ ﻋﺎﻣﺔ ﺑﺼﻮﺭﺓ ﺗﺆﺩﻱ ﺔ ﻭﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﳌﻌﺘﺪﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺗﻌﻤﻞ ﺫﻟﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ،ﺎﻭﺍﻏﺘﺮﺍ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻫﺪﻡ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺸﺨﺼﻴﺎﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﺘﺠﺮﺑﺔ ﻣﻌﻄﻴﺎﺕ ﻣﻦ ﺗﻨﻄﻠﻖ ﺍﻟﱵ. ﺟﻴﲏ ﺳﻠﻔﺎﺩﻭﺭ ﻳﻘﻮﻝ ﺍﻟﺴﻴﺎﻕ ﻫﺬﺍ ﻭﰲ"ﺗﺴﻠﻄﻪ ﻣﺴﺘﻮﻯ ﰲ ﻭﺁﺧﺮ ﳎﺘﻤﻊ ﺑﲔ ﺗﺒﺎﻳﻦ ﻫﻨﺎﻙ ﻳﻜﻮﻥ ﻋﻨﺪﻣﺎ ﺍﻟﺴﺎﺋﺪﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﳕﺎﻁ ﺇﱃ ﻳﻌﻮﺩ ﺫﻟﻚ ﻓﺈﻥ ،ﺍﳉﻤﺎﻟﻴﺔ ﺃﻭ ،ﺍﻟﻔﻠﺴﻔﻴﺔ ﻧﻈﺮﺗﻪ ﻣﻨﺎﺣﻲ ﰲ ﺃﻭ ،ﻭﺗﺴﺎﳏﻪ ﻓﻴﻪ)(١٨ . ﺍﻹﺳﺮﺍﻑ ﺗﻌﺘﻤﺪ ﺍﻟﱵ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﺎﻟﻴﺐ ﺇﻥ ﺍﻟﻘﻮﻝ ﳝﻜﻦ ﻋﺎﻣﺔ ﻭﺑﺼﻮﺭﺓﺃﻭ ﺍﻟﺸﺪﺓ ﺍﺳﺘﺨﺪﺍﻡ ﰲ ﻣﺘﻜﺎﻣﻠﺔ ﻭﻏﲑ ﺿﻌﻴﻔﺔ ﺍﻏﺘﺮﺍﺑﻴﺔ ﺷﺨﺼﻴﺎﺕ ﺑﻨﺎﺀ ﺇﱃ ﺗﺆﺩﻱ ،ﺍﻟﺘﺴﺎﻫﻞ.ﳓـﻮ ﺍﻷﺳـﺎﻟﻴﺐ ﻫﺬﻩ ﺍﲡﻬﺖ ﻭﻛﻠﻤﺎ ﻣﺘﻜﺎﻣﻠﺔ ﺳﻠﻴﻤﺔ ﺷﺨﺼﻴﺎﺕ ﺑﻨﺎﺀ ﻋﻠﻰ ﻗﺪﺭﺓ ﺃﻛﺜﺮ ﻛﺎﻧﺖ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﰲ ﺍﻟﻌﻠﻤﻲ ﺍﳌﻨﻄﻖ ﺍﻋﺘﻤﺎﺩ)(١٩ . ﻭﺃﺭﺑﻌﲔ ﺳﺒﻌﺎ ﺗﻨﺎﻭﻟﺖ ﺍﻟﱵ ﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺗﺸﲑﻓﺤﺴﺐ ﺑﻴﻨﻬﺎ ﺛﻘﺎﻓﺘﲔ ﻫﻨﺎﻙ ﺃﻥ ﳐﺘﻠﻔﺔ ﺛﻘﺎﻓﺔ ﰲ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻟﻄﺒﻘﺎﺕ ﻋﻨﺪ ﺍﻟﺴﺎﺋﺪ ﺍﻟﺘﺮﺑﻮﻱ ﻟﻠﻨﻤﻮﺫﺝ ﻭﻓﻘﺎ ﻭﺫﻟﻚ ﺍﻷﻃﻔﺎﻝ ﺗﺮﺑﻴﺔ ﰲ ﺍﻟﺼﺎﺭﻡ ﺍﻷﺳﻠﻮﺏ ﺗﻌﺘﻤﺪ ﺍﻟﻐﺮﺑﻴﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ ﺍﻟﺒﻠﺪﺍﻥ.ﺗﻌﺰﺯﻫﺎ ﺃﺳﺎﺳﻴﺔ ﺧﺼﺎﺋﺺ ﺗﺴﻊ ﺍﳌﻴﺪﺍﻥ ﻫﺬﺍ ﰲ ﺍﳉﺎﺭﻳﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻫﺬﻩ ﺑﻴﻨﺖ ﻭﻗﺪ ﻳﻘﺎﺑﻠﻬﺎ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻟﺘﺮﺑﻴﺔﻭﻫﻲ ﺍﳌﺘﺴﻠﻄﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺗﻐﺮﺯﻫﺎ ﺧﺼﺎﺋﺺ ﺗﺴﻊ).(٢٠ :
9.
١-ﻭﺍﻟﺘﺒﻌﻴﺔ ﺍﻻﺳﺘﻘﻼﻝ:ﻋﺎﻟﻴـﺔ ﺩﺭﺟﺔ
ﻣﻨﺎﺯﳍﻢ ﺗﺴﻮﺩ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﻳﻈﻬﺮﻩ ﻟﻼﺳﺘﻘﻼﻝ ﻛﺒﲑ ﻣﻴﻞ ﻫﻨﺎﻙ ﻭﺍﳋﻀﻮﻉ ﺍﻟﺘﺒﻌﻴﺔ ﺇﱃ ﻧﺰﻋﺔ ،ﻣﺘﺴﻠﻄﺔ ﺑﻴﺌﺔ ﰲ ﺗﺮﻋﺮﻋﻮﺍ ﺍﻟﺬﻳﻦ ،ﺍﻷﻃﻔﺎﻝ ﻳﺒﺪﻱ ﺫﻟﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ،ﺍﳊﺮﻳﺔ ﻣﻦ ﺟﺪﺍ ﻛﺒﲑﺓ ﺑﺪﺭﺟﺔ. ٢-ﺍﻟﱰﻋﺔﺍﻟﻌﺰﻟﺔ ﺇﱃ ﻭﺍﳌﻴﻞ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ:ﺍﻷﻃﻔـﺎﻝ ﻭﻣﻴﻞ ﺍﻷﺳﺮﻳﺔ ﺍﻟﺘﺴﺎﻣﺢ ﺃﺟﻮﺍﺀ ﺑﲔ ﻛﺒﲑ ﺗﺮﺍﺑﻂ ﻫﻨﺎﻙ ﺍﻵﺧﺮﻳﻦ ﻣﻊ ﺍﻟﻔﻌﺎﻝ ﺍﻟﺘﻌﺎﻭﻥ ﺇﱃ:ﺇﱃ ﻛـﺒﲑﺓ ﻧﺰﻋـﺔ ﻳﺒﺪﻭﻥ ﻣﺘﺴﺎﳏﺔ ﺑﻴﺌﺎﺕ ﻣﻦ ﻳﺘﺤﺪﺭﻭﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺍ ﻳﺒﺪﻱ ﺫﻟﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ،ﻭﺍﻟﺘﻜﻴﻒ ﻭﺍﳌﺒﺎﺩﻫﺔ ﻭﺍﳌﺒﺎﺩﺭﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳊﻴﺎﺓ ﰲ ﺍﳌﺸﺎﺭﻛﺔﺍﻟـﺬﻳﻦ ﻷﻃﻔـﺎﻝ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻌﺰﻟﺔ ﺍﻗﺘﻔﺎﺀ ﺇﱃ ﻛﺒﲑﺍ ﻣﻴﻼ ﻗﺎﺳﻴﺔ ﺗﺮﺑﻴﺔ ﺧﱪﻭﺍ. ٣-ﻭﺍﻹﺣﺒﺎﻁ ﺍﳌﻮﺍﻇﺒﺔ:ﻋﻠـﻰ ﻗـﺎﺩﺭ ﺍﻟﺸﺨﺼـﻴﺔ ﻣﻦ ﳕﻮﺫﺝ ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺃﺳﻠﻮﺏ ﻳﻌﻤﻞ ﻓﻌﺎﻟﺔ ﺑﺼﻮﺭﺓ ﺍﳌﺸﻜﻼﺕ ﺔﳎﺎ ﰲ ﺍﻟﺬﻫﻨﻴﺔ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﻭﻋﻠﻰ ،ﻣﺘﻮﺍﺯﻧﺔ ﻃﺎﻗﺔ ﺗﻮﻇﻴﻒ.ﺫﻟﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ﻳﻔﻌﻞﺍﻟﺘﺮﺍﺟـﻊ ﺇﱃ ﺍﻹﺣﺒـﺎﻁ ﻫـﺬﺍ ﻭﻳـﺪﻓﻌﻬﻢ ﻗﺎﺳﻴﺔ ﺑﻴﺌﺔ ﰲ ﺍﻟﻨﺎﺷﺌﲔ ﺍﻷﻃﻔﺎﻝ ﺳﻠﻮﻙ ﰲ ﻓﻌﻠﻪ ﺍﻹﺣﺒﺎﻁ ﺍﻟﺼﻌﺒﺔ ﺍﳌﻮﺍﻗﻒ ﺇﺯﺍﺀ ﻭﺍﻻﺳﺘﺴﻼﻡ. ٤-ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﻭﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺬﺍﺕ ﺿﺒﻂ:ﺗﻮﻇﻴـﻒ ﻋﻠﻰ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻳﻌﺘﻤﺪ ﺍﻟﺴﻤﺔ ﻫﺬﻩ ﻗﻴﺎﺱ ﺃﺟﻞ ﻣﻦ ﺩﺭ ﻳﺄﺧﺬ ﺍﻟﺬﺍﺕ ﺿﺒﻂ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺑﻴﻨﺖ ﻭﻗﺪ ﺍﻹﺣﺒﺎﻁ ﺍﺧﺘﺒﺎﺭﻳﻨﺤـﺪﺭﻭﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﻋﻨﺪ ﻋﺎﻟﻴﺔ ﺟﺔ ﺩﳝﻘﺮﺍﻃﻴﺔ ﺃﺳﺮ ﻣﻦ.ﻗﻠﻤـﺎ ﻣﺘﺼـﻠﺐ ﺃﺳـﺮﻱ ﻭﺳﻂ ﰲ ﻋﺎﺷﻮﺍ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻥ ﺍﳌﻼﺣﻈﺔ ﳝﻜﻦ ﻭﺑﺎﻟﺘﺎﱄ ﺑﻴﺌـﺔ ﰲ ﻋﺎﺷـﻮﺍ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﻋﻨﺪ ﺗﻮﺟﺪ ﺍﻟﱵ ﻧﻔﺴﻬﺎ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻹﺣﺒﺎﻃﻴﺔ ﺍﻟﺼﺪﻣﺎﺕ ﲢﻤﻞ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺩﳝﻘﺮﺍﻃﻴﺔ. ٥-ﺍﻟﺴﻠﱯ ﻭﺍﳉﻤﻮﺩ ﺍﻹﳚﺎﰊ ﺍﻻﻧﺪﻓﺎﻉ:ﺍﻟﻄﺎﻗـﺔ ﺗﻜﺒـﺖ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻷﲝﺎﺙ ﺗﻈﻬﺮ ﻛﻤﺎ ﺍﻟﺼﺎﺭﻣﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻛـﻞ ﻋـﻦ ﻭﺍﻻﺑﺘﻌﺎﺩ ﻭﺍﻟﻜﺴﻞ ﺍﻟﺘﺪﺍﻋﻲ ﺇﱃ ﺍﻣﻴﻞ ﺃﻬﻧﻢ ﻳﻼﺣﻆ ﺣﻴﺚ ﺳﻠﺒﻴﺔ ﲨﻮﺩ ﺣﺎﻟﺔ ﺇﱃ ﺍﻷﻃﻔﺎﻝ ﻭﺗﺪﻓﻊ ﺣﻴﻮﻳﺔ ﻭﻃﺎﻗﺔ ﺇﳚﺎﺑﻴﺔ ﻟﱰﻋﺔ ﺑﺎﻣﺘﻼﻛﻬﻢ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻟﺒﻴﺌﺎﺕ ﺃﻃﻔﺎﻝ ﻳﺘﻤﻴﺰ ﺫﻟﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ؛ ﺍﻹﳚﺎﺑﻴﺔ ﺍﳌﻨﺎﺷﻂ ﻭ ﺍﻟﻨﺸﺎﻁ ﰲﺍﻹﳚﺎﰊ ﺍﻟﺴﻠﻮﻙ ﺃﳕﺎﻁ ﳐﺘﻠﻒ ﻭﰲ ﺍﻟﻠﻌﺐ. ٦-ﻭﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻹﺑﺪﺍﻉ:ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺇﺣﺪﻯ ﺗﺒﲔ ﺣﻴﺚ ﺃﺷﺪﻩ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﻫﺬﺍ ﰲ ﺍﻟﺘﺒﺎﻳﻦ ﻳﻜﻮﻥ٢١ ﺃﻥ ٣٣%ﻫﻨﺎﻙ ﻭﺃﻥ ﺍﳊﺮﻳﺔ ﺑﺄﺟﻮﺍﺀ ﻣﺘﻤﻴﺰﺓ ﺃﻭﺳﺎﻁ ﰲ ﻋﺎﺷﻮﺍ ﺍﳌﺒﺪﻋﲔ ﻣﻦ٢%ﺇﱃ ﻳﻨﺘﻤﻮﻥ ﺍﻟﺬﻳﻦ ﺍﳌﺒﺪﻋﲔ ﻣﻦ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﻣﺘﺼﻠﺒﺔ ﻋﺎﺋﻼﺕ. ٧-ﻭﺍﻟﻌﺪﺍﻭﺓ ﺍﳌﻮﺩﺓ:ﺃﻭﻟﺌﻚ ﻣﻦ ﺃﻛﱪ ﻋﺪﻭﺍﻧﻴﺔ ﻳﻈﻬﺮﻭﻥ ﺍﻟﺘﺮﺑﻮﻱ ﻟﻠﻘﺴﺮ ﺗﻌﺮﺿﻮﺍ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝـﺬﻳﻦﺍﻟـ ﲡﺎﻩ ﺍﻹﳚﺎﺑﻴﺔ ﺍﳌﺸﺎﻋﺮ ﻣﻦ ﻋﺎﻟﻴﺔ ﺩﺭﺟﺔ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻷﺳﺮ ﺃﺑﻨﺎﺀ ﺍﻷﻃﻔﺎﻝ ﻭﻳﻈﻬﺮ ﻫﺬﺍ ،ﻣﺘﺴﺎﳏﺔ ﺑﻴﺌﺎﺕ ﰲ ﻋﺎﺷﻮﺍ ﺍﻵﺧﺮﻳﻦ. ٨-ﺑﺎﻟﻘﻠﻖ ﻭﺍﻹﺣﺴﺎﺱ ﺑﺎﻷﻣﻦ ﺍﻹﺣﺴﺎﺱ:ﻭﺑﺼﻮﺭ ﻭﺍﺿﺤﺎ ﺫﻟﻚ ﻳﺒﺪﻭﻟﻠﺒﻴﺌﺔ ﻭﻓﻘﺎ ﺍﻷﻃﻔﺎﻝ ﺑﲔ ﺻﺎﺭﺧﺔ ﺓ ﺇﻟﻴﻬﺎ ﻳﻨﺘﻤﻮﻥ ﺍﻟﱵ:ﺧﻼﻑ ﻭﻋﻠﻰ ،ﻭﺍﻻﺳﺘﻘﺮﺍﺭ ﺑﺎﻷﻣﻦ ﻣﺘﻌﺎﻇﻤﺎ ﺇﺣﺴﺎﺳﺎ ﳝﻠﻜﻮﻥ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺒﻴﺌﺎﺕ ﺃﻃﻔﺎﻝ ﻭﺍﻟﺘﻮﺗﺮ ﺑﺎﻟﻘﻠﻖ ﺍﻟﺼﺎﺭﻣﺔ ﺍﻷﺳﺮ ﺃﺑﻨﺎﺀ ﻳﺸﻌﺮ ﺫﻟﻚ.
10.
٩-ﻭﺍﻟﻔﺮﺡ ﺍﳊﺰﻥ:ﻫﻲ ﺍﻟﺴﻌﺎﺩﺓ
ﻛﺎﻧﺖ ﻣﺘﺴﺎﳏﺔ ﺃﺳﺮ ﺇﱃ ﺍﻻﻧﺘﻤﺎﺀ ﺳﻠﻢ ﰲ ﺍﻷﻃﻔﺎﻝ ﺗﺪﺭﺝ ﻛﻠﻤﺎﺍﻟﺴﻤﺔ ﺻﺤﻴﺢ ﻭﺍﻟﻌﻜﺲ ﻭﻭﺟﻮﺩﻫﻢ ﳊﺮﻛﺘﻬﻢ ﺍﻷﺳﺎﺳﻴﺔ. ﺍﳌﻴﺪﺍﻥ ﻫﺬﺍ ﰲ ﺍﳉﺎﺭﻳﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﺣﺪﻯ ﻭﺗﺒﲔ ﻫﺬﺍ)(٢٢ ﻣﺘﺼﻠﺒﺔ ﺃﻭﺳﺎﻁ ﰲ ﻳﻌﻴﺸﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻥ ﺍﻵﺗﻴﺔ ﺍﳌﺸﻜﻼﺕ ﻣﻦ ﻳﻌﺎﻧﻮﻥ ﺗﺮﺑﻮﻳﺎ: ١-ﺍﻵﺧﺮﻳﻦ ﻣﻊ ﻢﻋﻼﻗﺎ ﰲ ﻭﺍﳋﻮﻑ ﺍﳋﺠﻞ ﻣﻦ ﻳﻌﺎﻧﻮﻥ. ٢-ﻣﻌﻠﻤﻴﻬﻢ ﺇﺭﺿﺎﺀ ﳛﺎﻭﻟﻮﻥ. ٣-ﻋﻼﻭﺍﻻﻧﻄﻮﺍﺋﻴﺔ ﺑﺎﳋﺠﻞ ﻣﺸﺤﻮﻧﺔ ﺯﻣﻼﺋﻬﻢ ﻣﻊ ﻢﻗﺎ. ٤-ﻭﺍﻟﻔﺸﻞ ﺑﺎﻹﺣﺒﺎﻁ ﺗﺼﺎﺏ ﺍﻟﻌﺎﻃﻔﻴﺔ ﻢﻋﻼﻗﺎ ﺃﻏﻠﺐ. ٥-ﺑﺎﻟﺬﻧﺐ ﺍﻹﺣﺴﺎﺱ ﻭﻣﺸﺎﻋﺮ ﻭﺍﻟﺘﻮﺗﺮ ﺍﻟﻘﻠﻖ ﻣﻦ ﲟﺰﻳﺪ ﻳﺸﻌﺮﻭﻥ. ٦-ﺍﻟﺒﻜﺎﺀ ﺇﱃ ﻭﺍﳌﻴﻞ ﻭﺍﻟﺒﺆﺱ ﺍﻟﺸﻘﺎﺀ ﻭﺃﺣﺎﺳﻴﺲ ﻣﺸﺎﻋﺮ ﻣﻦ ﻣﺰﻳﺪ. ٧-ﺍﻟﻮﺍﻟﺪﻳﻦ ﲡﺎﻩ ﺑﺎﻟﺘﺒﻌﻴﺔ ﺍﻹﺣﺴﺎﺱ ﻣﻦ ﻣﺰﻳﺪ. ﻓﺄﻣﺆﺳﺴﺎﺗﻪ ﻭﰲ ﺘﻤﻊﺍ ﰲ ﺍﳌﻮﻇﻔﺔ ﺍﻟﺴﻠﻄﺔ ﺃﺳﺎﻟﻴﺐ ﺗﻌﻜﺲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺳﺎﻟﻴﺐ)(٢٣ .ﻳﻌﲏ ﻭﻫﺬﺍ ﻓـﺒﻌﺾ ،ﻭﺩﺭﺟﺘـﻬﺎ ﺍﻷﻃﻔﺎﻝ ﺗﺮﺑﻴﺔ ﰲ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺍﻟﺴﻠﻄﺔ ﺑﻨﻮﻉ ﻣﺮﻫﻮﻧﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﺎﻟﻴﺐ ﺃﻥ ﻭﻫﺬﺍ ،ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﰲ ﻭﺍﻟﺘﺨﻮﻳﻒ ﻭﺍﻟﺘﺴﻠﻂ ﺍﻟﻌﻘﺎﺏ ﺃﺳﺎﻟﻴﺐ ﺗﻌﺘﻤﺪ ﺘﻤﻌﺎﺕﺍﻣﻦﰲ ﺍﻟﺘـﺄﺛﲑ ﺷﺄﻧﻪ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺗﻨﺸﺌﺘﻬﻢ ﰲ ﺍﻟﺸﺪﺓ ﻷﺳﻠﻮﺏ ﳜﻀﻌﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻓﺮﺍﺩ ﺷﺨﺼﻴﺔ ﻭﰲ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻣﻀﻤﻮﻥ. ﺗﺆﺩﻱ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻭﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﺘﺴﻠﻄﻴﺔ ﺍﻷﺳﺎﻟﻴﺐ ﺃﻥ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﻣﻴﺪﺍﻥ ﰲ ﺍﳉﺎﺭﻳﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺗﺒﲔ ﻟﻠﺸﺨﺼ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺒﻨﻴﺔ ﻫﺪﻡ ﺇﱃﺍﻷﻃﻔﺎﻝ ﻋﻨﺪ ﻴﺔ.ﻫـﺬﻩ ﺗـﺒﲔ ﺫﻟـﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ﻳﺘﻤﻴـﺰﻭﻥ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺗﻌﺘﻤﺪ ﺃﺳﺮﻳﺔ ﺃﻭﺳﺎﻁ ﰲ ﻳﻌﻴﺸﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﳚﺎﺑﻴﺔ ﻣﻨﺘﻬﻰ ﰲ ﺑﺴﻤﺎﺕ)(٢٤ : ﺛﺎﻟﺜﺎ:ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ: ﻛﺒ ﻟﻌﺪﺩ ﺍﻟﺰﻣﲏ ﺍﳌﻮﻃﻦ ،ﺍﻟﻌﺸﺮﻳﻦ ﺍﻟﻘﺮﻥ ﻣﻦ ﺍﻷﺧﲑﺓ ﺍﻟﻌﻘﻮﺩ ﺷﻜﻠﺖ ﻟﻘﺪﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺒﺤﻮﺙ ﻣﻦ ﲑ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﻌﻤﻠﻴﺔ ﰲ ﻭﺍﻟﺘﺴﻠﻂ ﺍﻟﺘﺴﺎﻣﺢ ﻗﻀﻴﺔ ﺗﻨﺎﻭﻟﺖ ﺍﻟﱵ ،ﻭﺍﻷﻧﺘﺮﺑﻮﻟﻮﺟﻴﺔ.ﻋﻦ ﺍﳌﺘﺘﺎﺑﻌﺔ ﺍﻟﺒﺤﻮﺙ ﻫﺬﻩ ﱪﻌﻭﺗ ﺍﻟﻌﻠﻤﻴﺔ ﺎﻻﺕﺍ ﳐﺘﻠﻒ ﰲ ﻭﺷﺎﻣﻞ ﻋﻤﻴﻖ ﺟﺪﻝ ﺑﺆﺭﺓ ﺷﻜﻠﺖ ﺍﻟﱵ ﺍﻟﻈﺎﻫﺮﺓ ﻫﺬﻩ ﻣﻦ ﺍﳌﻮﻗﻒ ﺇﺷﻜﺎﻟﻴﺔ ﻋﻤﻖ ﺍﻹﻧﺴﺎﻧﻴ ﻟﻠﻤﺠﺘﻤﻌﺎﺕ ﻭﺍﻷﻳﺪﻳﻮﻟﻮﺟﻴﺔﺍﳌﻌﺎﺻﺮﺓ ﺔ.ﺗﺸﻜﻞ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻭﺍﳊﺮﻳﺔ ﺍﻟﺴﻠﻄﺔ ﻗﻀﻴﺔ ﺃﻥ ﺍﻟﺒﻴﺎﻥ ﻋﻦ ﻭﻏﲏ ﺃﳘﻬﺎ ﻣﺘﻌﺪﺩﺓ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻟﻘﻀﺎﻳﺎ ﺍﻧﻌﻜﺎﺳﺎ:ﻭﻗﻀـﻴﺔ ،ﺍﳌﻌﺮﻓﺔ ﻭﻧﻈﺮﻳﺔ ﺍﳌﻌﺮﻓﺔ ﻭﻗﻀﻴﺔ ،ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻟﻄﺒﻴﻌﺔ ﻣﺴﺄﻟﺔ ﻧﻔﺴﻪ ﺍﻟﻮﻗﺖ ﰲ ﻭﻣﺄﺳﺎﺗﻪ ﺍﻟﻌﺼﺮ ﻗﻀﻴﺔ ﺯﺍﻟﺖ ﻣﺎ ﺍﻟﱵ ﻭﺍﻟﻌﻨﻒ ﺍﻟﻌﺪﻭﺍﻥ ﺃﺻﻞ ﻭﻗﻀﻴﺔ ،ﺍﻟﺴﻴﺎﺳﻴﺔ ﺍﻟﺴﻠﻄﺔ.
11.
٣/١/ﻏﺮﺑﻴﺔ ﺩﺭﺍﺳﺎﺕ: ﺍﻟﱵ ﺍﻟﺪﺭﺍﺳﺔ
ﰲﺃﺟﺮﺍﻫﺎﺍﻧﺪﻳﺮﺳﻮﻥ ﺑﻴﺘﻮﻥ ﺟﻮﻥAndersonJohnﺍﻵﺑـﺎﺀ ﻋﻨﺪ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻷﳕﺎﻁ ﺣﻮﻝ ،ﻭﺍﻷﺑﻨﺎﺀﺃﻧﺪﻳﺮﺳﻮﻥ ﻃﻠﺐﻃﻠﺐ ﰒ ،ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺫﻭﻳﻬﻢ ﻃﺮﺍﺋﻖ ﲢﺪﻳﺪ ﺍﻷﻃﻔﺎﻝ ﻣﻦ ﻛﺒﲑﺓ ﻋﻴﻨﺔ ﻣﻦﺗﻘﻴـﻴﻢ ﺍﻟﻘﺎﻋﺔ ﰲ ﻭﻣﻌﻠﻤﻴﻪ ﺯﻣﻼﺋﻪ ﻵﺭﺍﺀ ﻭﻓﻘﺎ ﺍﻟﻌﻴﻨﺔ ﺃﻓﺮﺍﺩ ﻣﻦ ﻃﻔﻞ ﻛﻞ ﺳﻠﻮﻙ.ﻳﻠـﻲ ﻣـﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻴﻨﺖ ﻭﻻﺣﻘﺎ: ﻭﻋﺼﺎﺑﻴﻮﻥ ﻣﺸﺎﻛﺴﻮﻥ ﺑﺄﻬﻧﻢ ﺯﻣﻼﺋﻬﻢ ﻗﺒﻞ ﻣﻦ ،ﻗﻤﻌﻴﺔ ﻋﺎﺋﻠﻴﺔ ﺃﻭﺳﺎﻁ ﰲ ﻳﻌﻴﺸﻮﻥ ﺍﻟﺬﻳﻦ ،ﺍﻟﺘﻼﻣﻴﺬ ُﺻﻒﻭ ُﺻﻔﻮﺍﻭ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻣﺎ ،ﻋﺪﻭﺍﻧﻴﺎ ﺳﻠﻮﻛﺎ ﻭﻳﻈﻬﺮﻭﻥ ﺑﺴﻬﻮﻟﺔ ﻭﻳﺜﺎﺭﻭﻥﻛﺎﻧﻮﺍ ﻭﻣﺒﺘﻬﺠﻮﻥ ﺗﻌﺎﻭﻧﻴﻴﻮﻥ ﺑﺄﻬﻧﻢ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻣﺘﺴﺎﳏﻮﻥ ﺑﺄﻬﻧﻢ ﺁﺑﺎﺀﻫﻢ ﻭﺻﻔﻮﺍ ﻗﺪ)(٢٥ . ﺑﺎﻟﻐـﺔ ﻭﻣـﺘﻐﲑﺍﺕ ،ﺍﻟﻮﺍﻟـﺪﻳﻦ ﺭﻋﺎﻳﺔ ﺩﺭﺟﺔ ﺑﲔ ﺍﻟﻌﻼﻗﺔ ﺃﳘﻴﺔ ﺗﺮﺻﺪ ﺃﻥ ﺍﳉﺎﺭﻳﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﺳﺘﻄﺎﻋﺖ ﻣﺜﻞ ﻭﺍﻟﺸﻤﻮﻝ ﺍﻻﺗﺴﺎﻉ:ﻭﺍﻟﺘﻮﺍﻓـﻖ ،ﺍﻟـﺬﺍﺕ ﻭﺗﻘـﺪﻳﺮ ،ﻭﺍﻹﳒـﺎﺯ ،ﻭﺍﻹﺑﺪﺍﻉ ،ﺑﺎﻟﻨﻔﺲ ﻭﺍﻟﺜﻘﺔ ،ﺍﻟﺬﻛﺎﺀ ﺍﻻﺟﻭﺍﻻﻧﻄﻮﺍﺀ ،ﻭﺍﻻﻧﺒﺴﺎﻁ ،ﺘﻤﺎﻋﻲ.ﺍﻟـﱵ ﺍﻟﻮﺍﻟﺪﻳـﺔ ﺍﻟﺮﻋﺎﻳـﺔ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻫﺬﻩ ﺗﺆﻛﺪ ﺍﻟﺴﻴﺎﻕ ﻫﺬﺍ ﻭﰲ ﻭﺍﻟﺘﺒﺎﺩﻝ ،ﻭﺍﻻﻫﺘﻤﺎﻡ ،ﻭﺍﻻﺳﺘﻘﻄﺎﺏ ،ﺍﻟﻘﺒﻮﻝ ﻭﻋﻼﻗﺎﺕ ،ﺩﳝﻘﺮﺍﻃﻲ ﺇﻃﺎﺭ ﺩﺍﺧﻞ ﺍﳌﻮﺩﺓ ﻋﻼﻗﺎﺕ ﻋﻠﻰ ﺗﺸﺘﻤﻞ ﺍﻟﺴﺎﺑﻘﺔ ﺍﳌﺘﻐﲑﺍﺕ ﻣﺴﺘﻮﻯ ﺗﻌﺰﻳﺰ ﺇﱃ ﻳﺆﺩﻱ ،ﺍﻟﺘﺴﻠﻂ ﻭﻏﻴﺎﺏ ،ﻭﺍﻟﻮﺟﺪﺍﱐ ﺍﻻﻧﻔﻌﺎﱄ. ﻭﺑﺎﻟﺪﻭﻳﻦ ﺩﺭﺍﺳﺔ ﺇﱃ ﺍﻹﺷﺎﺭﺓ ﳝﻜﻦBaldwinﻣﻦ ﻋﻴﻨﺔ ﻋﻠﻰ ﺃﺟﺮﻳﺖ ﺍﻟﱵ ﻭﻣﺴﺎﻋﺪﻳﻪ١٢٥ﰲ ﻃﻔـﻼ ﺃﻋﻤﺎﺭﻫﻢ ﻣﺘﻮﺳﻂ ﺑﻠﻎ ﺗﻠﺰ ﻣﻌﻬﺪ١٤ﺃﺳـﺮ ﺇﱃ ﻳﻨﺘﻤﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩ ﺑﻴﻨﺖ ﻭﻗﺪ ﺳﻨﺔ ﻭﺍﻟﺘﺨﻄـ ﺍﻟﺰﻋﺎﻣـﺔ ﺇﱃ ﺍﻟﱰﻋﺔ ﻭﻣﻦ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﺘﻮﺍﻓﻖ ﻣﻦ ﻋﺎﻟﻴﺔ ﺑﺪﺭﺟﺔ ﻳﺘﻤﻴﺰﻭﻥ ،ﺩﳝﻘﺮﺍﻃﻴﺔﻭﺣـﺐ ﻴﻂ ﺍﻟﺴﻴﻄﺮﺓ)(٢٦ .ﻟﺒﺎﻟﺪﻭﻳﻦ ﺃﺧﺮﻯ ﺩﺭﺍﺳﺔ ﻭﺗﺒﲔBaldwinﻋﻠﻰ ،ﺃﺟﺮﺍﻫﺎ٦٧ﺃﻥ ،ﺍﻟﻌﻤـﺮ ﻣﻦ ﺍﻟﺮﺍﺑﻌﺔ ﰲ ﺗﻠﻤﻴﺬﺍ ﺍﻟﺰﻋﺎﻣـﺔ ﺇﱃ ﻭﺍﳌﻴﻞ ﻭﺍﻻﻧﻄﻼﻕ ﻭﺍﳌﻨﺎﻓﺴﺔ ﺑﺎﻟﻨﺸﺎﻁ ﻳﺘﻤﻴﺰﻭﻥ ﺩﳝﻘﺮﺍﻃﻴﺔ ﺃﺳﺮ ﺇﱃ ﻳﻨﺘﻤﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ.ﻭﺃﻥ ﻭﺍ ﺍﻻﻣﺘﺜﺎﻝ ﺇﱃ ﳝﻴﻠﻮﻥ ﺗﺴﻠﻄﻴﺔ ﺃﺳﺮ ﺇﱃ ﻳﻨﺘﻤﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝﻭﺍﻟﻌـﺪﻭﺍﻥ ﻭﺍﻟﻌﺼﻴﺎﻥ ﳌﻄﺎﻭﻋﺔ).(٢٧ ﻭﻳﺸـﲑ ﻋﻼﻗﺔ ﻫﻨﺎﻙ ﺃﻥ ﺍﳌﺪﺭﺳﻴﺔ ﺍﳌﺮﺣﻠﺔ ﻗﺒﻞ ﻣﺎ ﺃﻃﻔﺎﻝ ﻋﻠﻰ ﺍﳉﺎﺭﻳﺔ ﺍﻷﲝﺎﺙ ﻟﺒﻌﺾ ﺍﺳﺘﻌﺮﺍﺿﻪ ﰲ ﺃﻭﻟﺴﻮﻥ ﻭﻳﻼﺭﺩ ﺍﻟﺘﺴـﺎﻣﺢ ﺃﺳـﻠﻮﺏ ﻭﺑﲔ ﺍﻟﻮﺍﻗﻊ ﻣﻮﺍﺟﻬﺔ ﻋﺪﻡ ﺇﱃ ﺍﻟﻄﻔﻞ ﻭﻧﺰﻋﺔ ﺍﳉﺴﺪﻳﺔ ﺍﻟﻌﻘﻮﺑﺎﺕ ﺃﺳﻠﻮﺏ ﺑﲔ ﻭﻃﻴﺪﺓ ﻟﻠﻄﻔﻞ ﺍﳉﺬﺍﺑﺔ ﻭﺍﻟﺸﺨﺼﻴﺔ)(٢٨ . ﺍﻹﺷﺎ ﻭﳝﻜﻦﻭﺍﺗﺴﻦ ﻛﻮﺩﻭﺍﻥ ﺩﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺼﺪﺩ ﻫﺬﺍ ﰲ ﺭﺓ(Goodwin watson)ﻣﻨﻬﺞ ﻋﻠﻰ ﺑﻨﺎﺀ ،ﺗﺸﲑ ﺍﻟﱵ ﻭﺍﻟـﺬﻳﻦ ﺍﻟﻮﺍﻟﺪﻳـﺔ ﺍﻷﻭﺍﻣﺮ ﻣﻦ ﻣﺰﻳﺪﺍ ﻳﺘﻠﻘﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻥ ﺇﱃ ،ﺍﳊﻀﺎﻧﺔ ﻣﺪﺍﺭﺱ ﰲ ﺍﳌﺒﺎﺷﺮﺓ ﺍﳌﻼﺣﻈﺔ ﻟﺘ ﻳﺘﻌﺮﺿـﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻣﺎ ،ﺍﻟﻌﺪﻭﺍﻥ ﺇﱃ ﳝﻴﻠﻮﻥ ﺍﳌﺴﺘﻤﺮ ﺫﻭﻳﻬﻢ ﺗﺪﺧﻞ ﻣﻦ ﻳﻌﺎﻧﻮﻥﺫﻭﻳﻬـﻢ ﺄﻧﻴـﺐ ﺍﻵﺧﺮﻳﻦ ﺍﻷﻃﻔﺎﻝ ﻣﻦ ﺃﻛﱪ ﺑﺪﺭﺟﺔ ﺍﻟﺒﻜﺎﺀ ﺇﱃ ﳝﻴﻠﻮﻥ ﻭﺍﻟﺘﺪﺧﻞ ﻭﺍﻟﺘﻬﺪﻳﺪ ﻭﺍﻟﻌﻘﻮﺑﺎﺕ)(٢٩ . ﻳﻌﻴﺸـﻮﻥ ﺍﻟﺬﻳﻦ ﺍﻷﻃﻔﺎﻝ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻴﻨﺖ ،ﺍﳊﻀﺎﻧﺔ ﻣﺪﺭﺳﺔ ﺃﻃﻔﺎﻝ ﺣﻮﻝ ﻟﻪ ﺩﺭﺍﺳﺔ ﰲ ﺩﻭﻧﻮﻓﺎﻥ ﻭﻳﻌﻠﻦ ﺍﻟﺴﻠ ﻣﻦ ﻭﻳﻌﺎﻧﻮﻥ ﺍﳌﻨﺎﻓﺴﺔ ﺭﻭﺡ ﻣﻦ ﻭﻗﻠﻴﻼ ﺍﻟﺴﻠﺒﻴﺔ ﻣﻦ ﻣﺰﻳﺪﺍ ﻳﻈﻬﺮﻭﻥ ﻣﺘﺴﻠﻄﺔ ﺃﺳﺮ ﺩﺍﺧﻞﺍﳔﻔﺎﺽ ﻭﻣﻦ ﺒﻴﺔ ﺍﻵﺧﺮﻳﻦ ﻣﻊ ﺑﺴﻬﻮﻟﺔ ﺍﻟﺘﻜﻴﻒ ﻋﻠﻰ ﻭﺍﻟﻘﺪﺭﺓ ﻭﺍﶈﺒﺔ ﻭﺍﳌﻮﺩﺓ ﺍﻟﻄﻤﻮﺡ ﻣﺴﺘﻮﻯ.ﻓﺄﻃﻔﺎﻝ ﺫﻟﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ﺃﳘﻴﺔ ﻭﺃﻛﺜﺮ ﺗﻨﺎﻓﺴﺎ ﺃﻛﺜﺮ ﻭﻓﻌﺎﻟﻴﺔ ﻧﺸﺎﻃﺎ ﺃﻛﺜﺮ ﻛﺎﻧﻮﺍ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻷﺳﺮ)(٣٠ .
12.
ﻭﻭﺍﻟﺘﺮﺯ ﺑﺎﻧﺪﻭﺭﺍ ﻳﺮﻯ
ﻛﻤﺎ ﻭﺍﻟﻄﻔﻞ ﺍﻷﺏ ﺑﲔ ﺍﻟﻌﻼﻗﺔ ﺗﺸﻜﻞ)Bandura&Walters(ﰲ ﻣﺮﻛﺰﻳﺔ ﻧﻘﻄﺔ ﻣﻊ ﺍﻷﺏ ﻳﻘﻀﻴﻬﺎ ﺍﻟﱵ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻔﺘﺮﺓ ﻋﻠﻰ ﺃﺑﺪﺍ ﻳﺘﻮﻗﻒ ﻻ ﺍﻟﻌﻼﻗﺔ ﻫﺬﻩ ﺗﺄﺛﲑ ﻓﺈﻥ ﻭﺑﺎﻟﺘﺎﱄ ﺍﻟﻄﻔﻞ ﺷﺨﺼﻴﺔ ﺑﻨﺎﺀ ﻭﺍﳊﻨﺎﻥ ﻭﺍﻟﺪﻑﺀ ﻭﺍﻟﻮﺩ ﺍﻟﺘﻘﺒﻞ ﲟﺸﺎﻋﺮ ﺎﺗﺸﺒﻌﺎ ﻭﻣﺪﻯ ﺍﻟﻌﻼﻗﺔ ﻫﺬﻩ ﻧﻮﻉ ﻭﻋﻠﻰ ﺑﻞ ﻓﺤﺴﺐ ﺍﻟﻄﻔﻞ.ﻭﻣﺜـﻞ ﺍﻟﻄﻔ ﺷﺨﺼﻴﺔ ﺑﻨﺎﺀ ﰲ ﺭﺋﻴﺴﺎ ﻣﻨﻄﻠﻘﺎ ﺗﺸﻜﻞ ﺍﻟﻌﻼﻗﺔ ﻫﺬﻩﻭﺍﺟﺘﻤﺎﻋﻴﺎ ﻭﻋﻘﻠﻴﺎ ﺟﺴﻤﻴﺎ ﻞ.ﺗﺸـﲑ ﻛﻤﺎ ﻓﺎﻷﺏ ﲟﺎ ﻓﺎﻷﺏ ،ﻭﺗﻘﻠﻴﺪﻩ ﳏﺎﻛﺎﺗﻪ ﻋﻠﻰ ﺍﻷﺑﻨﺎﺀ ﻳﻌﻤﻞ ﻭﻋﺎﻃﻔﻴﺎ ﺍﺟﺘﻤﺎﻋﻴﺎ ﳕﻮﺫﺟﺎ ﻳﺸﻜﻞ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻏﻠﺐ ،ﺍﻷﻃﻔـﺎﻝ ﺑـﻪ ﳛﺘﺬﻱ ﺍﻟﺬﻱ ﺍﻷﻋﻠﻰ ﻭﺍﳌﺜﻞ ﺍﻟﻨﻤﻮﺫﺝ ﳝﺜﻞ ﻭﺟﺎﺫﺑﻴﺔ ،ﻭﺩﺭﺍﻳﺔ ﻭﺧﱪﺓ ﻭﻗﻮﺓ ﺳﻠﻄﺔ ﻣﻦ ﳝﻠﻚ ﻭﺗﺼﺮﻓﺎﺗﻪ ﺳﻠﻮﻛﻪ ﻋﱪ ﻭﺫﻟﻚ)(٣١ .ﻭﺳﲑﺯ ﺩﺭﺍﺳﺎﺕ ﺇﱃ ﺃﻳﻀﺎ ﺍﳌﺴﺘﻮﻯ ﻫﺬﺍ ﰲ ﻳﺸﺎﺭSearsﺃﻥ ﺗﺆﻛـﺪ ﺍﻟﱵ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻨﻔﺴﻲ ﺗﻮﺍﻓﻘﻬﻢ ﺳﻮﻳﺔ ﻣﻦ ﺗﺮﻓﻊ ﻭﺍﻵﺑﺎﺀ ﺍﻷﺑﻨﺎﺀ ﺑﲔ ﻭﺍﻹﳚﺎﺑﻴﺔ ﺍﻟﺪﺍﻓﺌﺔ ﺍﻟﻌﻼﻗﺔ)(٣٢ . ﻫﻨـﺎﻙ ﻭﺃﻥ ،ﻭﺗﻘﺒﻠﻬﻢ ﺍﻷﺑﻨﺎﺀ ﻋﻨﺪ ﺍﻟﺬﺍﺕ ﺗﻘﺪﻳﺮ ﺑﲔ ﻭﺛﻴﻘﺔ ﻋﻼﻗﺔ ﻭﺟﻮﺩ ﺇﱃ ﻻﻣﺐ ﺩﺭﺍﺳﺔ ﺃﻳﻀﺎ ﻭﺗﺸﲑ ﺗﻘﺪﻳ ﺑﲔ ﺳﻠﺒﻴﺔﺍﻵﺑﺎﺀ ﻭﻧﺒﺬ ﺍﻟﺬﺍﺕ ﺮ).(٣٣ ﺑـﲔ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺑﺎﻟﻨﻔﺲ ﺍﻟﺜﻘﺔ ﻣﻔﻬﻮﻡ ﻋﻠﻰ ﺫﻟﻚ ﻭﻳﻨﺴﺤﺐ ﻫﻮﻓﻤﺎﻥ ﻧﺘﺎﺋﺞ ﺇﻟﻴﻪ ﺗﺸﲑ ﻣﺎ ﻭﻫﺬﺍ ،ﻭﺃﺑﻴﻪ ﺍﻻﺑﻦHoffmanﻭﺁﺑـﺎﺋﻬﻢ ﺍﻷﻭﻻﺩ ﺑﲔ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻹﳚﺎﺑﻴﺔ ﻓﺎﻟﻌﻼﻗﺔ ﺍﻻﺟﺘ ﺍﻟﺘﻮﺍﺻﻞ ﺟﺬﻭﺭ ﺑﻨﺎﺀ ﰲ ﺍﻷﻃﻔﺎﻝ ﻓﺎﻋﻠﻴﺔ ﻣﻦ ﻭﺗﺰﻳﺪ ﺑﺎﻟﻨﻔﺲ ﺍﻟﺜﻘﺔ ﻣﺸﺎﻋﺮ ﺗﻮﻟﺪ،ﺍﻵﺧـﺮﻳﻦ ﻣـﻊ ﻤﺎﻋﻲ ﻟﻸﺑﻨﺎﺀ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻨﻤﻮ ﻣﺴﺎﺭ ﰲ ﺳﻠﺒﺎ ﻳﺆﺛﺮ ﺍﻟﻌﻼﻗﺔ ﻫﺬﻩ ﻏﻴﺎﺏ ﻓﺈﻥ ﻭﺑﺎﻟﺘﺎﱄ)(٣٤ . ﺍﻵﺑـﺎﺀ ﻣﻦ ﳎﻤﻮﻋﺘﲔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻨﻔﺲ ﻋﻠﻤﺎﺀ ﺃﺣﺪ ﻗﺎﻡ ﺍﳍﺎﻣﺔ ﺗﺎﺏ ﺑﻴﲑ ﺩﺭﺍﺳﺔ ﰲ:ﺇﺣـﺪﺍﳘﺎ ﺗﺘﺼـﻒ ﺍ ﻣﻦ ﳎﻤﻮﻋﺔ ﻛﻞ ﺃﻃﻔﺎﻝ ﺧﺼﺎﺋﺺ ﺑﺪﺭﺍﺳﺔ ﻗﺎﻡ ﰒ ، ﺑﺎﻟﺘﺴﺎﻣﺢ ﻭﺍﻷﺧﺮﻯ ﺑﺎﻟﺘﺴﻠﻂﻤﻮﻋﺘﲔ.ﺃﻥ ﻭﺟﺪ ﻭﻗﺪ ﻭﺧﺠـﻼ ﻋﺪﻭﺍﻧﻴـﺔ ﺃﻛﺜـﺮ ﻛﺎﻧﻮﺍ ﻭﻟﻜﻨﻬﻢ ، ﻭﻧﻈﺎﻓﺔ ﻭﺧﻀﻮﻋﺎ ﺗﺄﺩﺑﺎ ﺃﻛﺜﺮ ﻛﺎﻧﻮﺍ ﺍﳌﺘﺴﻠﻄﲔ ﺍﻵﺑﺎﺀ ﺃﻃﻔﺎﻝ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻼﺿﻄﺮﺍﺑﺎﺕ ﺗﻌﺮﺿﺎ ﻭﺃﻛﺜﺮ ،ﺍﻻﻧﻘﻴﺎﺩ ﺇﱃ ﻭﻣﻴﻼ ،ﺍﻟﺬﺍﺕ ﻋﻠﻰ ﻭﺍﻧﻐﻼﻗﺎ.ﺍﺗﺼﻒ ﺫﻟﻚ ﺧﻼﻑ ﻭﻋﻠﻰ ﺑﺄﻬﻧ ،ﺍﳊﺮﻳﺔ ﻣﻦ ﻣﺰﻳﺪﺍ ،ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﻳﻌﺘﻤﺪﻭﻥ ﺍﻟﺬﻳﻦ ﺃﺑﻨﺎﺀﲤـﺮﺩﺍ ﻭﺃﻛﺜﺮ ،ﻟﻺﺫﻋﺎﻥ ﻣﻴﻼ ﻭﺃﻗﻞ ﻋﺪﻭﺍﻧﻴﻮﻥ ﻢ ﺍﳊﺮﻳﺔ ﺇﱃ ﻣﻴﻼ ﻭﺃﻛﺜﺮ ﺍﻟﺘﻌﺒﲑ ﻋﻠﻰ ﻗﺪﺭﺓ ﻭﺃﻛﺜﺮ ﺑﺎﻟﻨﻔﺲ ﺛﻘﺔ ﺃﻛﺜﺮ ﺃﻳﻀﺎ ﻛﺎﻧﻮﺍ ﻭﻟﻜﻨﻬﻢ ،ﻟﻠﻄﻌﺎﻡ ﺭﻓﻀﺎ ﻭﺃﻛﺜﺮ ﻭﺍﻻﺳﺘﻘﻼﻝ)(٣٥ . ﻣـﻦ ﻛﻞ ﺃﺟﺮﺍﻫﺎ ﺍﻟﱵ ﺍﻟﻮﺍﺳﻌﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﺣﺪﻯ ﰲ)Robert Sears) (Eleanor Maccoby(ﻭ)Harry levin( ﺍ ﺣﻮﻝﺍﻷﻃﻔﺎﻝ ﻋﻨﺪ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻨﻤﺎﺫﺝ)Patterns of child reaning(ﺑﻮﺳـﱳ ﻣﻘﺎﻃﻌﺔ ﰲ ﺃﺟﺮﻳﺖ ﺩﺭﺍﺳﺔ ﻭﻫﻲ ، ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﺿﺒﻂ ﰲ ﺍﻟﻌﻘﺎﺏ ﺗﺄﺛﲑ ﻋﻦ ﻟﻠﺒﺤﺚ.ﻫﻲ ﺍﳉﺴﺪﻱ ﻟﻠﻌﻘﺎﺏ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺇﺣﺪﻯ ﺃﻥ ﳍﻢ ﻭﺗﺒﲔ ﻭﺍﳋﻮﻑ ﻭﺍﻟﻘﻠﻖ ﺍﳊﺼﺎﺭ.ﻳﻜﻔ ﻳﺮﺍﻓﻘﻬﺎ ﺍﻟﺬﻱ ﻭﺍﻟﺸﻌﻮﺭ ﻧﻔﺴﻬﺎ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻓﺈﻥ ﻭﺑﺎﺧﺘﺼﺎﺭﺇﱃ ﻤـﺎﺫﺍ ﲝﺪ ﻴﺎﻥ ﺍﻟﻘﻠﻖ ﻭﻻﺩﺓ.ﺑﻘﻮﺓ ﺗﻨﻔﺠﺮ ﺃﻥ ﺗﻠﺒﺚ ﻻ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﻟﻜﻦ ﻭ ،ﺍﻟﻌﻨﻒ ﺣﺎﻻﺕ ﺑﻌﺾ ﺿﺒﻂ ﺇﱃ ﻳﺆﺩﻱ ﻗﺪ ﻓﺎﻟﻌﻘﺎﺏ ﻻﺣﻘﺎ ﻫﺎﺋﻠﺔ.ﺍﳉﺴـﺪﻱ ﺍﻟﻌﻘـﺎﺏ ﺇﱃ ﻳﻠﺠﺆﻭﻥ ﺍﻟﺬﻳﻦ ﻫﺆﻻﺀ ﺳﻴﻤﺎ ﻭﻻ ،ﺃﻃﻔﺎﳍﻢ ﻳﻌﺎﻗﺒﻮﻥ ﺍﻟﺬﻳﻦ ﻓﺎﻵﺑﺎﺀ ﻓﻴﻪ ﳛﺎﻭﻟﻮﻥ ﺍﻟﺬﻱ ﺍﻟﻮﻗﺖ ﰲ ﻟﻠﻌﺪﻭﺍﻧﻴﺔ ﺣﻴﺎ ﳕﻮﺫﺟﺎ ﻳﻘﺪﻣﻮﻥﺍﳌﻌﲏ ﻭﺍﻟﻄﻔﻞ ،ﻋﺪﻭﺍﻧﻴﺎ ﻳﻜﻮﻥ ﺃﻻ ﺍﻟﻄﻔﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻄﺮﻳﻘﺔ ﳍﺬﻩ ﻭﻓﻘﺎ ﺍﻟﻌﺪﻭﺍﻧﻴﺔ ﺩﺭﻭﺱ ﻣﻨﻬﻤﺎ ﻭﻳﺄﺧﺬ ﻭﺍﻟﺪﻳﻪ ﳛﺎﻛﻲ)(٣٦ . ﺑﻮﺳﱳ ﰲ ﺃﺟﺮﻳﺖ ﺍﻟﱵ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﺘﻮﺍﻓﻖ)Boston(ﻭﺳﺘﺸﻴﺴـﺘﺮ ﰲ ﺃﺟﺮﻳﺖ ﺍﻟﱵ ﻫﺬﻩ ﻣﻊ)Westchester( ﺍﻟ ﺍﻟﻄﺒﻘﺔ ﻣﻦ ﺍﻷﻣﺮﻳﻜﻴﲔ ﺍﻵﺑﺎﺀ ﺃﻥ ﻣﻔﺎﺩﻫﺎ ﺑﻨﺘﻴﺠﺔ ﺧﺮﺟﺖ ﻭﺍﻟﱵﰲ ﻣﺘﺴـﺎﳏﲔ ﻏـﲑ ﻋﺎﻣﺔ ﻛﺎﻧﻮﺍ ﻮﺳﻄﻰ
13.
ﺍﻟﺘﺮﺑﻴﺔ.ﺍﻟﺘﺮﺑﻴـﺔ ﻣﻘﻴﺎﺱ ﰲ
ﺍﻟﻮﺳﻂ ﺍﳌﻜﺎﻥ ﳛﺘﻠﻮﻥ ﺍﻵﺑﺎﺀ ﻏﺎﻟﺒﻴﺔ ﺃﻥ ﺇﱃ ﺎﻝﺍ ﻫﺬﺍ ﰲ ﺍﳉﺎﺭﻳﺔ ﺍﻷﲝﺎﺙ ﻭﺗﺸﲑ ﺍﻟﺘﺴﺎﻣﺢ ﺃﻗﺼﻰ ﺇﱃ ﺍﻟﺸﺪﺓ ﺃﻗﺼﻰ ﻣﻦ ﺍﳌﺘﺪﺭﺝ.ﺃﻓـﺮﺍﺩ ﻏﺎﻟﺒﻴﺔ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻛﺸﻔﺖ ﺑﺎﻟﻌﺪﻭﺍﻧﻴﺔ ﻳﺘﻌﻠﻖ ﻭﻓﻴﻤﺎ ﻭﺍﻟﺒﺎﻟﻐﺔ ﺍﳌﺪﺭﻭﺳﺔ ﺍﻟﻌﻴﻨﺔ٣٧٩ﺍﻟﺘﺴـﺎﻣﺢ ﲟﻘﻴـﺎﺱ ﺍﳋﺎﺹ ﺍﳌﺘﺴﺎﳏﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺳﻠﻢ ﺧﺎﺭﺝ ﻣﻜﺎﻧﺎ ﻳﺄﺧﺬﻥ ،ﺃﻣﺎ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺍﳌﻌﺘﻤﺪ. ﺳﻴﻤﻮﻧﺪ ﺑﲑﺳﻴﻔﺎﻝ ﻟﻨﺎ ﻳﺮﺳﻢ)Percival Symond(ﻗﺎﺋﻤـﺔ ﻭﺍﻷﻃﻔﺎﻝ ﺍﻵﺑﺎﺀ ﺑﲔ ﺍﻟﻌﻼﻗﺔ ﺣﻮﻝ ﻟﻪ ﺩﺭﺍﺳﺔ ﰲ ﺍﳌﺘﺴﻠﻄﲔ ﺑﺎﻵﺑﺎﺀ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺴﻤﺎﺕ.ﺃﺑﻨﺎﺋﻬﻢ ﺧﻀﻮﻉ ﺃﳘﻴﺔ ﻳﺆﻛﺪﻭﻥ ﺍﳌﺘﺴﻠﻄﻮﻥ ﻓﺎﻵﺑﺎﺀﺍﳌﻄﻠﻖ ﳍﻢ ﺍﳌﻄﻠﻖ ﺑﺼﻮﺭﺓ ﻭﻫﻢ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﻳﺰﻋﺠﻮﻬﻧﻢ ﺗﻮﻗﻒ ﺩﻭﻥ ﻣﻦ ﻭﻳﻌﺎﻗﺒﻮﻬﻧﻢ ،ﻷﻃﻔﺎﳍﻢ ﺍﻟﺪﺍﺋﻢ ﺍﻟﻨﻘﺪ ﻭﻳﻮﺟﻬﻮﻥ ،ﻷﺑﻨﺎﺋﻬﻢ ﺃﺫﻯ ﻛﻞ ﻣﻦ ﺃﻃﻔﺎﳍﻢ ﲪﺎﻳﺔ ﻋﻠﻰ ﺟﺪﺍ،ﻳﻌﻤﻠﻮﻥ ﻗﻠﻘﻮﻥ ﻋﺎﻣﺔ.ﺍﻟـﱵ ﺍﻟﺴـﻤﺎﺕ ﺑﻌﺾ ﺍﻟﻘﺎﺋﻤﺔ ﻫﺬﻩ ﻭﺗﺘﻀﻤﻦ ﺑﺎﻟﻮﺿﻊ ﺍﳌﻌﻨﻴﲔ ﺍﻵﺑﺎﺀ ﺍﻫﺘﻤﺎﻡ ﻭﻫﻲ ﻣﺎ ﺣﺪ ﺇﱃ ﺇﳚﺎﺑﻴﺔ ﺗﺒﺪﻭﺑﺎﳉﻮﺍﻧﺐ ﺃﻳﻀﺎ ﻭﺍﻫﺘﻤﺎﻣﻬﻢ ،ﻷﻃﻔﺎﳍﻢ ﺍﻟﺪﺭﺍﺳﻲ ﻫـﺆﻻﺀ ﻋﻨﺎﻳﺔ ﰒ ﻭﻣﻦ ،ﺍﳋﺎﺭﺟﻲ ﻭﻣﻈﻬﺮﻩ ﺍﻟﻄﻔﻞ ﺑﺘﻐﺬﻳﺔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﰲ ﺫﻟﻚ ﻭﻳﺘﺠﻠﻰ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺃﻃﻔﺎﳍﻢ ﳊﻴﺎﺓ ﺍﻟﺮﻭﺣﻴﺔ ﺍﳌﺜﺎﻟﻴﺔ ﺍﳉﻮﺍﻧﺐ ﻋﻠﻰ ﺑﺎﻟﺘﺮﻛﻴﺰ ﺍﻵﺑﺎﺀ. ٣/٢/ﻋﺮﺑﻴﺔ ﺩﺭﺍﺳﺎﺕ: ﺗﺆﻛ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻮﺍﻗﻊ ﻣﺘﺄﻧﻴﺔ ﻧﻈﺮﺓ ﺇﻥﺍﳌﺪﺭﺳـﺔ ﻣﺴﺘﻮﻯ ﻋﻠﻰ ﻭﺫﻟﻚ ﺗﻘﻠﻴﺪﻳﺘﻬﺎ ﰲ ﻣﻐﺮﻗﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺃﻥ ﺪ ﺍﻟﺘﺮﺑﻴﺔ ﻫﺬﻩ ﻣﻼﻣﺢ ﻧﺼﻒ ﻳﻠﻲ ﻭﻓﻴﻤﺎ ﺍﻷﺳﺮﺓ ﻣﺴﺘﻮﻯ ﻭﻋﻠﻰ: ١-ﻭﺍﻹﻛﺮﺍﻩ ﺍﻟﺘﺴﻠﻂ ﻋﻠﻰ ﻳﻌﺘﻤﺪ ﺗﻘﻠﻴﺪﻱ ﺃﺳﻠﻮﺏ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﻠﻮﺏ. ٣-ﻭﺍﻷﺳﺮﺓ ﺍﳌﺪﺭﺳﺔ ﰲ ﺍﳉﺴﺪﻱ ﻭﺍﻟﻌﻘﺎﺏ ﺍﻟﻀﺮﺏ ﺃﺳﻠﻮﺏ ﻳﺴﻮﺩ. ٤-ﻭﺍﻹ ﺍﻟﺘﺤﻘﲑ ﺃﺳﻠﻮﺏ ﻳﺴﻮﺩﻭﺍﳌﺪﺭﺳﺔ ﺍﻷﺳﺮﺓ ﰲ ﻭﺍﻻﺯﺩﺭﺍﺀ ﺫﻻﻝ. ٥-ﺍﻟﺰﺍﺋـﺪﺓ ﻭﺍﳊﻤﺎﻳـﺔ ﻭﺍﻟﺘﺮﻙ ﻭﺍﶈﺎﺑﺎﺓ ﻭﺍﻟﺘﺬﺑﺬﺏ ﺍﻟﺸﺪﺓ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﻨﺸﺌﺔ ﺃﺳﺎﻟﻴﺐ ﰲ ﺗﺘﺪﺍﺧﻞ ﳐﺘﻠﻔﺔ ﺑﻨﺴﺐ. ٦-ﻭﻣﻨﻬﺎ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳌﺒﺎﺩﺉ ﻋﻠﻰ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺗﻌﺘﻤﺪ: -ﺷﺮﻳﺮﺓ ﻧﺰﻋﺔ ﻋﻠﻰ ﻳﻨﻄﻮﻱ ﺍﻟﻄﻔﻞ-ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﺗﻘﺪﱘﺍﻟﺘﺮﺑﻴﺔ-ﺻﻐﲑ ﺭﺍﺷﺪ ﺍﻟﻄﻔﻞ-ﺇﻋـﺪﺍﺩ ﺍﻟﺘﺮﺑﻴﺔ ﺍﳊﻴﺎﺓ ﻫﻲ ﻭﻟﻴﺴﺖ ﻟﻠﺤﻴﺎﺓ-ﲢﺮﻳﺮﺍ ﻭﻟﻴﺴﺖ ﺗﺮﻭﻳﺾ ﺍﻟﺘﺮﺑﻴﺔ.ﺑﻜـﻞ ﺍﻹﺣﺴﺎﺱ ﺍﻹﻧﺴﺎﻥ ﺩﻮﺗﻌ ﺍﻟﺘﺮﺑﻴﺔ ﻭﻫﺬﻩ ﺑﺎﻟﺬﻧﺐ ﻭﺍﻹﺣﺴﺎﺱ ﻭﺍﻟﺪﻭﻧﻴﺔ ﻭﺍﻟﻘﺼﻮﺭ ﻭﺍﻟﻨﻘﺺ ﺍﻟﻀﻌﻒ ﻣﺸﺎﻋﺮ٣٧ . ﺍﻟﺪﻛﺘﻮﺭﺓ ﺎﺃﺟﺮ ﺍﻟﱵ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﺣﺪﻯ ﺑﻴﻨﺖ ﻟﻘﺪﻣ ﰲ ﺍﻟﺪﻣﺮﺩﺍﺵ ﳏﻤﺪ ﺇﺣﺴﺎﻥﻋـﺎﻡ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺼﺮ ١٩٨٠ﺍﻟﺸﺪﺓ ﺃﺳﻠﻮﺏ ﻭﻫﻮ ﺍﻷﻃﻔﺎﻝ ﺗﺮﺑﻴﺔ ﰲ ﺍﻟﻘﺪﱘ ﺍﻟﺘﻘﻠﻴﺪﻱ ﺍﻷﺳﻠﻮﺏ ﻳﻌﺘﻤﺪﻥ ﺍﳌﺼﺮﻳﺎﺕ ﺍﻷﻣﻬﺎﺕ ﺃﻥ ﺑﻮﺻﻔﻬﺎ ﻭﺍﳌﻨﺎﻗﺸﺔ ﺍﻟﺘﻌﺒﲑ ﰲ ﺍﻟﻄﻔﻞ ﺣﺮﻳﺔ ﺇﱃ ﺗﻨﻈﺮ ﺍﳌﺼﺮﻳﺔ ﺍﻷﻡ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﻫﺬﻩ ﻭﺃﻛﺪﺕ ﺍﻷﻃﻔﺎﻝ ﺗﺮﺑﻴﺔ ﰲ ﺍﻟﺘﻮﺻ ﺣﺪ ﺇﱃ ﺍﻵﺑﺎﺀ ﻭﺫﻫﺐ ، ﺎ ﻳﺴﻤﺤﻦ ﻻ ﺷﺪﻳﺪﺓ ﺟﺮﺃﺓﻣﻈـﺎﻫﺮ ﻣﻦ ﻧﺸﺎﻫﺪﻩ ﻣﺎ ﻷﻥ ﺍﻟﻀﺮﺏ ﲟﺒﺪﺃ ﻴﺔ ﺍﻟﻄﻔﻮﻟﺔ ﻣﺮﺣﻠﺔ ﰲ ﻭﺍﳊﺮﺓ ﺍﳌﺘﺴﺎﻫﻠﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺇﱃ ﺑﺮﺃﻳﻬﻢ ﻳﻌﻮﺩ ﻣﺮﺿﻴﺔ٣٨ .
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