أثر تكنولوجيا الانترنت على القيم

Texte intégral

(1)‫ا ر ا ا

(2) ا ا ا ‬ ‫وزارة ا ا و ا ا ‬ ‫ﺝﻡ ا ـــــ ا ـــج ‪#$‬ــــ ﺏﺕ‪%‬ـــ‬ ‫آ ا م ا‪+‬ﺝ* و ا م ا‪,-.‬ﻡ‬ ‫‪ * /0‬ا‪+‬ﺝع‬. ‫أ‪ 2‬ﺕ‪ %4‬ﺝ ا‪+‬ﻥ ﻥ‪ 7* 5‬ا ‬ ‫درا‪ -‬ﻡاﻥ ‪ 9‬ﻡه ا‪+‬ﻥ ﻥ‪ 5‬ﺏ‪ %‬ﺏﺕ‪%‬‬ ‫ر

(3) دة اآرا اع – ﺕ

(4) و –‬ ‫ﻡ; إ*ـــــــــاد‪:‬‬. ‫ﺕ‪ 5‬إﺵ اف ا‪-A‬ذ ا آر‪:‬‬. ‫ ـــــ‪ 7‬زروال‬. ‫راﺏـــــــــــ‪ C‬ﺡـــــــــــــــ وش‬. ‫أ*‪#‬ء ‪ %‬ا ‪:0%‬‬ ‫ا‪ -+‬و ا ‪K‬‬. ‫ا رﺝـــــــــــ‬. ‫ا ـــــ‪/-J‬‬. ‫ا ‪I‬ـــــــــــــــ‪H‬‬. ‫أ‪.‬د‪ .‬أﺡ ﺏذراع‬. ‫أ‪-‬ذ ا ا ‬. ‫ﺝﻡ ﺏﺕ‪%‬‬. ‫ر

(5) ‪/‬‬. ‫د‪ .‬راﺏ‪ C‬ﺡ وش‬. ‫أ‪-‬ذ ﻡﺽ ‬. ‫ﺝﻡ ﺏﺕ‪%‬‬. ‫ﻡ ر‬. ‫أ‪.‬د‪ .‬رﺵ زرواﺕ‬. ‫أ‪-‬ذ ا ا ‬. ‫ﺝﻡ ا ج‬. ‫*‪#‬ا‬. ‫أ‪.‬د‪ * .‬ﺏ*‪0%‬‬. ‫أ‪-‬ذ ا ا ‬. ‫ﺝﻡ ‪%N%/0‬‬. ‫*‪#‬ا‬. ‫أ‪.‬د‪ .‬ﺡ‪/‬ن ا ‪,‬ﻥ‬. ‫أ‪-‬ذ ا ا ‬. ‫ﺝﻡ ﺏ‪ 4/‬ة‬. ‫*‪#‬ا‬. ‫د‪.‬ا ‪4‬ﻡ ‪-‬ﻥ‬. ‫أ‪-‬ذ ﻡﺽ ‬. ‫ﺝﻡ ﺏﺕ‪%‬‬. ‫*‪#‬ا‬. ‫ا ‪ %/‬ا ﻡ ‪2010/2009‬‬.

(6) ‫إهــــــــــاء‬ ‫أهي ه‪Q‬ا ا ‪ P‬إ ‪7‬‬ ‫ﻡ; آﻥ ‪ K-‬وﺝدي ﺏ ا‪ * U‬و ﺝ‪ ،P‬ﻡ; د‪9‬ﻥ ‪S N‬‬ ‫ا ‪ ،‬ﻡ; ﺕ ﻡ; أﺝ‪ P‬راﺡ‪ ،‬روﺡ و * و ‪ 0‬وا ا‬ ‫ا ‪ 4‬ن‬ ‫إ ‪ 7‬ﺝﺕ و ﺝي ﺹﺡ‪ K‬ا ا ‪ +‬ﺕ ‬ ‫و ا ‪Q‬ي أ‪ -‬ﻡ; ﺡ‪ W4‬و إرادﺕ‪ W‬و أﺥ‪W0,‬‬ ‫و ﺕ ﺏ‪ W‬ا ‪ Y4‬‬ ‫إ ‪%- 7‬ا ‪ 9‬ه‪ [Q‬ا ة‪ ،‬أﺥا ا ان ﺹ‪,‬ح ا ;‬ ‫و ‪ ،\-‬دون أن أﻥ‪ 7/‬إﺏ; أﺥ هرون‬ ‫إ ‪ 7‬أﺥاﺕ ا ‪%‬ت‬ ‫و إ ‪ 7‬ﺝ^ ا ﺡ‪ ;Y‬ا ﻡ; ﺏ‪5I‬‬ ‫ ‪$‬ﻡ ا و ا ا ‬ ‫و إ ‪ 7‬آ‪ P‬ا ‪9‬ء ‪ 9‬ه‪Q‬ا ا ;‬.

(7) ‫ﺕ‪4‬ـــــــ ‬ ‫ﺏا أﺵ‪ 4‬ا‪ U‬ا ا ا ‪Q‬ي و‪. %9‬ﻥز‬ ‫ه‪Q‬ا ا ‪P‬‬ ‫و ‪2‬ﻥ أﺕم ﺏ ‪ 4‬ا ‪-_ P‬ذ ا آر راﺏ‪ C‬ﺡ وش ا ‪Q‬ي‬ ‫و ا ‪%‬ﺹ‪ C‬ا‪A‬ﻡ;‪،‬‬ ‫آن ا‪-A‬ذ و ا ف و ا ﺝ‪W‬‬ ‫ﺡ ‪0‬م آ‪ P‬ﻡ ‪ ;4‬أن ‪ P‬ه‪Q‬ا ا ‪ P‬آﻡ‪ ,‬ﻡ; ﺡ‬ ‫ا ‪ P4‬و ا ‪#‬ن‪ ،‬آ أﺵ‪ 4‬آ‪ P‬أ*‪#‬ء ‪ /0‬ا‪+‬ﺝع ﻡ; ه`‬ ‫ا ر‪ a‬و ا ‪ 0N‬ا‪.‬داري *‪ 7‬آ‪ P‬ﻡ ﻡﻥ‪A W‬ﺝ‪ P‬ه‪Q‬ا‬ ‫ا ‪/‬‬ ‫آ‪ c Q‬آ‪ P‬ا ‪ 4‬ﻡﺹل ‪ Hb‬ﻡ‪ /-J‬اﺕ‪+I‬ت ا ا

(8) و‬ ‫ا ا ‪ + * H‬ﺏﺕ‪%‬‬ ‫دون أن أﻥ‪ 7/‬أﺹب ﻡه ا‪+‬ﻥ ﻥ‪ 7* 5‬ا ‪*/‬ة ا ‬ ‫‪0‬ﻡه ‪A‬ﺝ‪ P‬إﻥز ه‪Q‬ا ا ‪P‬‬.

(9) ‫ﻡــــــــــت ا ــــــــــ‬ ‫ﻓﻬﺭﺱ ﺍﻝﺠــﺩﺍﻭل‬ ‫ﻤﻘﺩﻤــــــﺔ‬ ‫ﺍﻝﻔﺼل ﺍﻝﺘﻤﻬﻴﺩﻱ‪ :‬ﺍﻝﺘﻌﺭﻴﻑ ﺒﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ‬ ‫ﺘﻤﻬﻴــــﺩ‬ ‫ﻭﺼﻴﺎﻏﺘﻬﺎ‪…………………………………………………………………………..‬‬. ‫‪-1‬ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ‬. ‫‪-2‬ﺃﻫﻤﻴﺔ ﻭ ﺃﺴﺒﺎﺏ‬ ‫‪-3‬ﺃﻫﺩﺍﻑ‬. ‫ﺍﻝﺩﺭﺍﺴﺔ………………………………………………………………………………………‬. ‫‪-4‬ﻓﺭﻀﻴﺎﺕ‬ ‫‪-5‬ﺘﺤﺩﻴﺩ‬. ‫ﺍﻝﺩﺭﺍﺴﺔ‪…………………………………………………………………………….‬‬. ‫ﺍﻝﺩﺭﺍﺴﺔ‪…………………………………………………………………………………...‬‬. ‫‪06-02‬‬ ‫‪07‬‬ ‫‪08-07‬‬ ‫‪09‬‬. ‫ﺍﻝﻤﻔﺎﻫﻴﻡ‪………………………………………………………………………………………..‬‬. ‫‪18-09‬‬. ‫ﺴﺎﺒﻘﺔ‪……………………………………………………………………………………….‬‬. ‫‪23-18‬‬. ‫‪-6‬ﺩﺭﺍﺴﺎﺕ‬. ‫ﺍﻟﺠـــﺰﺀ ﺍﻟﻨﻈــــــﺮﻱ‬ ‫ﺍﻝﻔﺼل ﺍﻷﻭل‪ :‬ﺍﻝﺘﻭﺼﻴﻑ ﺍﻝﺘﻘﻨﻲ ﻝﻼﻨﺘﺭﻨﺕ‬ ‫ﺘﻤﻬﻴــــﺩ‬ ‫‪-1‬ﺍﻝﻤﺴﻴﺭﺓ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‬ ‫‪-2‬ﻤﻠﻜﻴﺔ ﻭ ﺇﺩﺍﺭﺓ‬. ‫ﻝﻼﻨﺘﺭﻨﺕ‪………………………………………………………………………..‬‬. ‫ﺍﻻﻨﺘﺭﻨﺕ‪…………………………………………………………………………….‬‬. ‫‪-3‬ﺍﻝﻌﻨﺎﺼﺭ ﻭ ﺍﻝﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻜﻭﻨﺔ‬ ‫‪ -4‬ﺁﻝﻴﺔ ﻋﻤل‬. ‫ﺍﻻﻨﺘﺭﻨﺕ………………………………………………………………………………‬. ‫‪-5‬ﻁﺭﻕ ﺍﻻﺘﺼﺎل‬. ‫ﺒﺎﻻﻨﺘﺭﻨﺕ‪…………………………………………………………………………..‬‬. ‫‪ -6‬ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﻤﺘﻌﺩﺩﺓ‬ ‫‪ -7‬ﻤﺤﺭﻜﺎﺕ‬. ‫ﻝﻼﻨﺘﺭﻨﺕ‪…………………………………………………………..‬‬. ‫ﻝﻼﻨﺘﺭﻨﺕ‪..……………………………………………………………………..‬‬. ‫ﺍﻝﺒﺤﺙ‪....................................................................................................‬‬. ‫‪29-25‬‬ ‫‪33-29‬‬ ‫‪48-33‬‬ ‫‪50-48‬‬ ‫‪52-50‬‬ ‫‪67-52‬‬ ‫‪81-67‬‬. ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‪ :‬ﺍﻝﻤﻌﺎﻝﺠﺔ ﺍﻝﻨﻅﺭﻴﺔ ﻝﻠﻘﻴﻡ‬ ‫ﺘﻤﻬﻴـــــﺩ‬ ‫‪ -1‬ﺘﻁﻭﺭ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺩﺭﺍﺴﺔ‬ ‫‪ -2‬ﺍﻝﻘﻴﻡ ﻓﻲ ﺍﻝﻤﻨﻅﻭﺭ‬. ‫ﺍﻝﻘﻴﻡ………………………………………………………………………‬. ‫ﺍﻝﺴﻭﺴﻴﻭﻝﻭﺠﻲ…‪…………………………………………………………......‬‬. ‫‪89-83‬‬ ‫‪123-89‬‬.

(10) ‫ﺍﻝﻘﻴﻡ……………‪……………………………………………………………………........‬‬. ‫‪ -3‬ﻤﻜﻭﻨﺎﺕ‬. ‫‪ -4‬ﺘﺼﻨﻴﻔﺎﺕ‬. ‫‪124-123‬‬. ‫ﺍﻝﻘﻴﻡ……‪..........................…………………………………………………….........‬‬. ‫‪140-124‬‬. ‫……………………………………………………‪…..‬‬. ‫‪148-140‬‬. ‫‪ -5‬ﻁﺒﻴﻌﺔ ﺍﻝﻘﻴﻡ ﻭ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺘﻲ ﺘﻤﻴﺯﻫﺎ‬ ‫‪-6‬ﻤﺼﺎﺩﺭ ﺍﻜﺘﺴﺎﺏ ﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﻤﻴﺯﻫﺎ‬. ‫‪……………………………….……………………………….‬‬. ‫‪ -7‬ﺃﻫﻤﻴﺔ ﺍﻝﻘﻴﻡ ﻭ ﺍﻝﻭﻅﺎﺌﻑ ﺍﻝﺘﻲ ﻴﺅﺩﻴﻬﺎ ﺍﻝﻨﺴﻕ‬. ‫ﺍﻝﻘﻴﻤﻲ………………………………………………‬. ‫‪170-148‬‬ ‫‪175-170‬‬. ‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ‪ :‬ﻭﺍﻗﻊ ﺍﻝﻘﻴﻡ ﻝﺩﻯ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻓﻲ ﻅل ﺍﻝﻌﻭﻝﻤﺔ‬ ‫ﺘﻤﻬﻴـــــﺩ‬ ‫‪ -I‬ﺍﻝﻌﻭﻝﻤﺔ ﻭ‬ ‫‪ -1‬ﻤﻔﻬﻭﻡ‬. ‫ﻤﺅﺴﺴﺎﺘﻬﺎ‪...............................................................................................‬‬. ‫ﺍﻝﻌﻭﻝﻤﺔ………………………………………………………‪…………………….‬‬. ‫‪182-177‬‬. ‫ﺍﻝﻌﻭﻝﻤﺔ………………‪.………………………………………………………….‬‬. ‫‪190-182‬‬. ‫‪ -2‬ﺘﺠﻠﻴﺎﺕ‬. ‫‪-3‬ﻤﺅﺴﺴﺎﺕ ﺍﻝﻌﻭﻝﻤﺔ ﻭﺁﻝﻴﺎﺘﻬﺎ ﺫﺍﺕ ﺍﻝﻁﺎﺒﻊ‬. ‫ﺍﻝﻤﺴﺘﻘل…………………………………………‬. ‫‪209-190‬‬. ‫‪ -II‬ﺍﻝﻘﻴﻡ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺭﺒﻲ ﻓﻲ ﻅل ﺍﻝﻌﻭﻝﻤﺔ‬ ‫‪ -1‬ﺴﻤﺎﺕ ﻭﻤﻘﻭﻤﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ‬ ‫‪-2‬ﻤﻘﻭﻤﺎﺕ ﺍﻝﺜﻘﺎﻓﺔ‬. ‫ﺍﻝﻌﺭﺒﻲ………………………………………………………‪.‬‬. ‫ﺍﻹﺴﻼﻤﻴﺔ‪………………………………………………………………...‬‬ ‫ﺍﻝﻌﺭﺒﻲ……………………………………………………‪...‬‬. ‫‪ -3‬ﻤﺼﺎﺩﺭ ﺍﻝﻘﻴﻡ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‬. ‫‪-4‬ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻘﻴﻤﻴﺔ ﺍﻝﺴﺎﺌﺩﺓ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‬ ‫‪-5‬ﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﻌﻭﻝﻤﺔ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ‬. ‫ﺍﻝﻌﺭﺒﻲ………………………………………‪....‬‬. ‫ﺍﻝﻌﺭﺒﻲ………………………………………………‪....‬‬. ‫‪-III‬ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻻﺘﺼﺎل ﻭ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﻭﻁﻥ‬. ‫‪-3‬ﻭﺍﻗﻊ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ‬. ‫ﺍﻝﻌﺭﺒﻲ………………………‪.‬‬. ‫ﺍﻝﻌﺭﺒﻲ………………………………………………………‪.‬‬. ‫ﺍﻝﺠﺯﺍﺌﺭ…………………………………………………………‪.…..‬‬. ‫ﺍﻟﺠـــﺰﺀ ﺍﻟﻤﻴﺪﺍﻧــــﻲ‬ ‫ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ‪ :‬ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ‬. ‫‪216-213‬‬ ‫‪227-216‬‬ ‫‪233-227‬‬ ‫‪238-233‬‬. ‫ﺍﻝﻌﺭﺒﻲ‪.....................................................‬‬. ‫‪-1‬ﺘﻁﻭﺭﺍﺕ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻻﺘﺼﺎل ﻭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻝﻭﻁﻥ‬ ‫‪-2‬ﻭﺍﻗﻊ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻝﻭﻁﻥ‬. ‫‪213-209‬‬. ‫‪243-238‬‬ ‫‪253-243‬‬ ‫‪259-253‬‬.

(11) ‫ﺘﻤﻬﻴـــﺩ‬ ‫‪-I‬ﺍﻝﺘﻌﺭﻴﻑ ﺒﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺔ )ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﻤﺩﻴﻨﺔ‬ ‫‪-1‬ﻨﺒﺫﺓ ﺘﺎﺭﻴﺨﻴﺔ ﻋﻥ ﻤﺩﻴﻨﺔ‬ ‫‪-2‬ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﻤﺩﻴﻨﺔ‬ ‫‪ -II‬ﺍﻝﻤﻨﻬﺞ ﻭﺍﻷﺩﻭﺍﺕ‬. ‫ﺒﺎﺘﻨﺔ(…‪………………………………....‬‬. ‫ﺒﺎﺘﻨﺔ‪…………………………………………………………….‬‬. ‫‪262-261‬‬. ‫ﺒﺎﺘﻨـﺔ‪………………………………………………………………..‬‬. ‫‪264-262‬‬. ‫ﺍﻝﻤﺴﺘﺨﺩﻤﺔ………………………………………………………………‪……..‬‬. ‫‪-1‬ﺍﻝﻤﻨﻬﺞ‪……………………………………………………………………………………….‬‬. ‫‪-2‬ﺍﻷﺩﻭﺍﺕ‬. ‫ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪……………………………………………………………………….‬‬. ‫‪-III‬ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ‬. ‫‪270-266‬‬. ‫ﺍﻝﺩﺭﺍﺴﺔ………………………………………………………………………………‬. ‫‪-1‬ﺸﺭﻭﻁ ﺍﺨﺘﻴﺎﺭ‬ ‫‪-2‬ﺨﺼﺎﺌﺹ‬. ‫‪266-264‬‬. ‫ﺍﻝﻌﻴﻨﺔ‪……………………………………………………………………….‬‬. ‫‪271-270‬‬. ‫ﺍﻝﻌﻴﻨـﺔ‪………………………………………………………………………....‬‬. ‫‪276-272‬‬. ‫ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ‪ :‬ﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﺘﻔﺴﻴﺭﻫﺎ ﻭ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫ﺘﻤﻬﻴــــﺩ‬ ‫‪ /I‬ﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭ‬. ‫ﺘﻔﺴﻴﺭﻫﺎ‪…………………………………………………………………………..‬‬ ‫ﺒﺎﻻﻨﺘﺭﻨﺕ‪………………………………………………………..‬‬. ‫‪285-278‬‬. ‫‪-1‬ﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺨﺎﺼﺔ‬. ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪………………………………………………………..‬‬. ‫‪296-285‬‬. ‫‪ /3‬ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻘﻴﻡ‬. ‫ﺍﻝﺩﻴﻨﻴﺔ‪…………………………………………………………….‬‬. ‫‪307-296‬‬. ‫‪ /4‬ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻘﻴﻡ‬. ‫ﺍﻷﺨﻼﻗﻴﺔ…………………………………………………………‬. ‫‪321-308‬‬. ‫‪/2‬ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻘﻴﻡ‬. ‫‪ /5‬ﺘﺤﻠﻴل ﺍﻝﻤﻘﺎﺒﻼﺕ ﻤﻊ ﺃﺼﺤﺎﺏ ﻤﻘﺎﻫﻲ‬ ‫‪ /II‬ﻨﺘﺎﺌﺞ‬. ‫ﺍﻻﻨﺘﺭﻨﺕ‪..................................................‬‬. ‫‪326-322‬‬. ‫ﺍﻝﺩﺭﺍﺴﺔ‪……………………………………………………………………………………….‬‬. ‫‪-1‬ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻌﺎﻤﺔ‬. ‫ﻝﻠﺩﺭﺍﺴﺔ‪...................................................................................‬‬. ‫‪334-327‬‬. ‫ﺍﻝﺩﺭﺍﺴﺔ‪.................................................................‬‬. ‫‪351-335‬‬. ‫‪-2‬ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺨﺎﺼﺔ ﺒﻔﺭﻀﻴﺎﺕ‬. ‫ﺨﺎﺘﻤﺔ‪…………………………………………………………………………………………………….‬‬. ‫ﻗﺎﺌﻤﺔ ﺍﻝﻤﺭﺍﺠـــــﻊ‬ ‫ﺍﻝﻤﻼﺤــــــــﻕ‬ ‫ﺍﻝﻤﻠﺨﺹ ﺒﺎﻝﻠﻐﺔ ﺍﻷﺠﻨﺒﻴﺔ‬.

(12) ‫ﻓﻬﺭﺴــﺕ ﺍﻝﺠـــﺩﺍﻭل‪:‬‬ ‫‪.I‬‬. ‫ﺍﻝﺠﺩﺍﻭل ﺍﻝﺨﺎﺼﺔ ﺒﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ‪:‬‬. ‫‪(1‬‬. ‫ﺍﻝﺠﺩﺍﻭل ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ‪:‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(01‬ﻴﺒﻴﻥ ﺠﻨﺱ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ‪272......................................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(02‬ﻴﺒﻴﻥ ﻓﺌﺎﺕ ﺍﻷﻋﻤﺎﺭ‪272................................................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(03‬ﻴﺒﻴﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻷﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‪273.......................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(04‬ﻴﺒﻴﻥ ﻤﺤل ﺍﻹﻗﺎﻤﺔ‪274..................................................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(05‬ﻴﺒﻴﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻤﻬﻨﻴﺔ‪275.................................................................................‬‬‫‪-‬ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(06‬ﻴﺒﻴﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪276...........................................................................‬‬. ‫‪(2‬‬. ‫ﺍﻝﺠﺩﺍﻭل ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻻﻨﺘﺭﻨﻴﺕ‪:‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(07‬ﻴﺒﻴﻥ ﻤﻠﻜﻴﺔ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ‪278......................................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(08‬ﻴﺒﻴﻥ ﺇﺠﺎﺩﺓ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭ ﺍﻻﻨﺘﺭﻨﻴﺕ‪278.....................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(09‬ﻴﺒﻴﻥ ﻁﺭﻕ ﺇﺠﺎﺩﺓ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻭ ﺍﻻﻨﺘﺭﻨﻴﺕ‪279............................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(10‬ﻴﺒﻴﻥ ﺍﻻﻨﺘﻅﺎﻡ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ‪280........................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(11‬ﻴﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﻓﻲ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ‪281..................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(12‬ﻴﺒﻴﻥ ﺍﻹﻨﻔﺎﻕ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ‪282..........................................................‬‬‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(13‬ﻴﺒﻴﻥ ﺃﺴﺒﺎﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ‪282................................................................‬‬‫‪-‬ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(14‬ﻴﺒﻴﻥ ﺃﺴﺒﺎﺏ ﺍﻝﺘﺭﺩﺩ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ‪283.................................................‬‬. ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(15‬ﻴﺒﻴﻥ ﻤﻠﻜﻴﺔ ﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‪284.....................................................................‬‬ ‫‪(3‬‬. ‫ﺍﻝﺠﺩﺍﻭل ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻘﻴﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬. ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(16‬ﻴﺒﻴﻥ ﻋﻼﻗﺔ ﻤﺘﺭﺩﺩﻱ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﺄﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ‪285............................................‬‬.

(13) ‫ا‪$‬ول ر‪:(17)%‬ی* ) أداء اا*ت آ ﺕ‪ $‬أ‪0‬ه‪286..........................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(18‬ﻴﺒﻴﻥ ﺍﻻﻤﺘﺜﺎل ﻝﻁﻠﺒﺎﺕ ﻭﺃﻭﺍﻤﺭ ﺍﻝﻭﺍﻝﺩﻴﻥ‪287......................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(19‬ﻴﺒﻴﻥ ﺍﻻﻤﺘﺜﺎل ﻋﻨﺩ ﻁﻠﺏ ﻋﺩﻡ ﺍﻝﺫﻫﺎﺏ ﺇﻝﻰ ﻤﻘﻬﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ‪288...........................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(20‬ﻴﺒﻴﻥ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺨﺼﺹ ﻝﻸﺴﺭﺓ‪289.................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(21‬ﻴﺒﻴﻥ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺨﺼﺹ ﻝﻸﺴﺭﺓ‪289....................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(22‬ﻴﺒﻴﻥ ﻨﻭﻉ ﺍﻝﺼﺩﺍﻗﺎﺕ‪290................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(23‬ﻴﺒﻴﻥ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺨﺼﺹ ﻝﺠﻤﺎﻋﺔ ﺍﻷﺼﺩﻗﺎﺀ‪291...................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(24‬ﻴﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﺼﺤﺒﺔ ﺍﻷﺼﺩﻗﺎﺀ‪292..................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(25‬ﻴﺒﻴﻥ ﺇﻗﺎﻤﺔ ﻋﻼﻗﺔ ﺼﺩﺍﻗﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ‪293.....................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(26‬ﻴﺒﻴﻥ ﺘﻔﻀﻴل ﺃﺼﺩﻗﺎﺀ ﺍﻝﻭﺍﻗﻊ ﺃﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ‪294..................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(27‬ﻴﺒﻴﻥ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺨﺼﺹ ﻝﻸﺼﺩﻗﺎﺀ‪295.........................‬‬‫‪(4‬‬. ‫ﺍﻝﺠﺩﺍﻭل ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻘﻴﻡ ﺍﻝﺩﻴﻨﻴﺔ‪:‬‬. ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(28‬ﻴﺒﻴﻥ ﺍﻝﺴﻥ ﺍﻝﺫﻱ ﺒﺩﺃ ﻓﻴﻪ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺼﻼﺓ‪296...........................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(29‬ﻴﺒﻴﻥ ﺴﺒﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﺼﻼﺓ‪297......................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(30‬ﻴﺒﻴﻥ ﺍﻝﺘﻌﻭﺩ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﺼﻼﺓ ﻓﻲ ﻭﻗﺘﻬﺎ‪298......................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(31‬ﻴﺒﻴﻥ ﺍﻝﺫﻫﺎﺏ ﻝﻠﺼﻼﺓ ﻋﻨﺩ ﺴﻤﺎﻉ ﺍﻷﺫﺍﻥ‪299.......................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(32‬ﻴﺒﻴﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺼﻼﺓ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ‪300..................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(33‬ﻴﺒﻴﻥ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﻭﻗﺕ ﺃﺩﺍﺀ ﺍﻝﺼﻼﺓ‪301.............................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(34‬ﻴﺒﻴﻥ ﻗﺭﺍﺀﺓ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﺒﺎﺴﺘﻤﺭﺍﺭ‪302.........................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(35‬ﻴﺒﻴﻥ ﺍﻷﻭﻗﺎﺕ ﺍﻝﻤﺤﺒﺫ ﻗﺭﺍﺀﺓ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﻓﻴﻬﺎ‪303..........................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(36‬ﻴﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻝﻘﺭﺍﺀﺓ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ‪304...........................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(37‬ﻴﺒﻴﻥ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﺩﻴﻨﻴﺔ‪305..........................................................‬‬.

(14) ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(38‬ﻴﺒﻴﻥ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻝﻘﻴﻡ ﺍﻝﻘﺭﺁﻨﻴﺔ‪306...................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(39‬ﻴﺒﻴﻥ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ‪307....................................‬‬ ‫‪(5‬‬. ‫ﺍﻝﺠﺩﺍﻭل ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻘﻴﻡ ﺍﻷﺨﻼﻗﻴﺔ‪:‬‬. ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(40‬ﻴﺒﻴﻥ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﻤﺤﺒﺫ ﺍﻝﺩﺨﻭل ﺇﻝﻴﻬﺎ‪308..........................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(41‬ﻴﺒﻴﻥ ﺍﻝﺩﺨﻭل ﻋﻠﻰ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻹﺒﺎﺤﻴﺔ‪309.......................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(42‬ﻴﺒﻴﻥ ﺭﺩﺓ ﺍﻝﻔﻌل ﺘﺠﺎﻩ ﺍﻝﺼﻭﺭ ﺍﻝﻤﺜﻴﺭﺓ ﻷﻭل ﻤﺭﺓ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ‪310......‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(43‬ﻴﺒﻴﻥ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻹﺒﺎﺤﻴﺔ ﺒﺼﺤﺒﺔ ﺍﻷﺼﺩﻗﺎﺀ‪311............................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(44‬ﻴﺒﻴﻥ ﺍﻝﺘﺄﺜﺭ ﺒﻤﺤﺘﻭﻯ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﺩﻴﻨﻴﺔ‪312......................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪:(45‬ﻴﺒﻴﻥ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺀ‪313..........................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(46‬ﻴﺒﻴﻥ ﺍﻝﺘﻌﻭﺩ ﻋﻠﻰ ﺍﻝﻜﺫﺏ‪314.....................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(47‬ﻴﺒﻴﻥ ﺍﻝﺼﺩﻕ ﻤﻊ ﺍﻝﻭﺍﻝﺩﻴﻥ ﻋﻨﺩ ﺍﻝﺫﻫﺎﺏ ﺇﻝﻰ ﻤﻘﻬﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ‪315.....................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(48‬ﻴﺒﻴﻥ ﺍﻝﺼﺩﻕ ﻋﻨﺩ ﺍﻝﺴﺅﺍل ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﻲ ﺘﻡ ﺘﺼﻔﺤﻬﺎ‪316..................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(49‬ﻴﺒﻴﻥ ﺇﻋﻁﺎﺀ ﻤﻌﻠﻭﻤﺎﺕ ﻜﺎﺫﺒﺔ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ‪317..........................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(50‬ﻴﺒﻴﻥ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺼﺩﻕ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ‪318...................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(51‬ﻴﺒﻴﻥ ﺴﻠﺒﻴﺎﺕ ﺍﻻﻨﺘﺭﻨﻴﺕ‪319......................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(52‬ﻴﺒﻴﻥ ﺍﻴﺠﺎﺒﻴﺎﺕ ﺍﻻﻨﺘﺭﻨﻴﺕ‪320...................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(53‬ﻴﺒﻴﻥ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻝﻠﻘﻀﺎﺀ ﻋﻠﻰ ﺴﻠﺒﻴﺎﺕ‪321.................................................‬‬ ‫ﺍﻝﺠـــﺩﺍﻭل ﺍﻝﺨﺎﺼﺔ ﺒﻔﺭﻀﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(01‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﺭﺩﺩ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭﺃﺩﺍﺀ ﺍﻝﻭﺍﺠﺒﺎﺕ ﻜﺎﻤﻠﺔ ﺘﺠﺎﻩ ﺃﻓﺭﺍﺩ‬ ‫ﺍﻷﺴــﺭﺓ‪335................................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(02‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻻﻤﺘﺜﺎل ﻋﻨﺩ ﻁﻠﺏ ﻋﺩﻡ ﺍﻝﺫﻫﺎﺏ ﺇﻝﻰ ﻤﻘﻬﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺍﻝﺘﺭﺩﺩ‬ ‫ﻋﻠﻴﻬــــــﺎ‪336.......................................................................................................‬‬.

(15) ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(03‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﺃﻤﺎﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺒﻴﻥ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺘﺨﺼﺹ‬ ‫ﻝﻸﺴـــــﺭﺓ‪336.......................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(04‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﺃﻤﺎﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﺼﺤﺒﺔ‬ ‫ﺍﻷﺼﺩﻗﺎﺀ‪337......................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(05‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﻗﻀﺎﺅﻫﺎ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺨﺼﺹ‬ ‫ﻝﻸﺼﺩﻗﺎﺀ‪338.................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ : (6‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻝﻭﻗﺕ‬ ‫ﺍﻝﻤﺨﺼﺹ ﻝﻸﺼﺩﻗﺎﺀ‪339...............................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(7‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺍﻝﺘﻌﻭﺩ ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﺼﻼﺓ ﻓﻲ‬ ‫ﻭﻗﺘﻬﺎ‪341....................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ : (8‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﺭﺩﺩ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺍﻝﻘﻴﺎﻡ ﻝﻠﺼﻼﺓ ﻋﻨﺩ ﺴﻤﺎﻉ ﺍﻵﺫﺍﻥ ﻓﻲ ﻤﻘﻬﻰ‬ ‫ﺍﻻﻨﺘﺭﻨﻴﺕ‪341....................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(9‬ﻴﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﻭﻗﺕ‬ ‫ﺍﻝﺼﻼﺓ‪342...............................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(10‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﺃﻤﺎﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﻗﺭﺍﺀﺓ ﺍﻝﻘﺭﺍﻥ ﺍﻝﻜﺭﻴﻡ‬ ‫ﺒﺎﺴﺘﻤﺭﺍﺭ‪343..........................................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل‬. ‫ﺭﻗﻡ‬. ‫ﻴﺒﻴﻥ‬. ‫)‪:(11‬‬. ‫ﺍﻝﻌﻼﻗﺔ‬. ‫ﺒﻴﻥ‬. ‫ﺍﻻﻫﺘﻤﺎﻡ‬. ‫ﺒﻘﺭﺍﺀﺓ‬. ‫ﺍﻝﻘﺭﺍﻥ‬. ‫ﺍﻝﻜﺭﻴﻡ‬. ‫ﻭ‬. ‫ﺍﻻﻝﺘﺯﺍﻡ‬. ‫ﺒﺎﻝﻘﻴﻡ‬. ‫ﺍﻝﺩﻴﻨﻴـﺔ‪343...........................................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(12‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﻗﻀﺎﺌﻬﺎ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺒﻘﺭﺍﺀﺓ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ‪343.........................................................................‬‬ ‫ﺍﻝﺠﺩﻭل‬. ‫ﺭﻗﻡ‬. ‫)‪(13‬‬. ‫‪:‬‬. ‫ﻴﺒﻴﻥ‬. ‫ﺍﻝﻌﻼﻗﺔ‬. ‫ﺒﻴﻥ‬. ‫ﺍﻝﺘﺭﺩﺩ‬. ‫ﻋﻠﻰ‬. ‫ﻤﻘﺎﻫﻲ‬. ‫ﺍﻻﻨﺘﺭﻨﻴﺕ‬. ‫ﻭ‬. ‫ﺍﻝﺩﺨﻭل‬. ‫ﻋﻠﻰ‬. ‫ﺍﻝﻤﻭﺍﻗﻊ‬. ‫ﺍﻹﺒﺎﺤﻴﺔ‪346............................................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(14‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﺩﺩ ﺍﻝﺴﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻘﻀﻰ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺍﻝﺘﺄﺜﺭ ﺒﻤﺤﺘﻭﻯ ﺍﻝﻤﻭﺍﻗﻊ‬ ‫ﺍﻹﺒﺎﺤﻴﺔ‪346.................................................................................................................‬‬.

(16) ‫ﺍﻝﺠﺩﻭل‬. ‫ﺭﻗﻡ‬. ‫)‪:(15‬‬. ‫ﻴﺒﻴﻥ‬. ‫ﺍﻝﻌﻼﻗﺔ‬. ‫ﺒﻴﻥ‬. ‫ﺍﻝﺩﺨﻭل‬. ‫ﻋﻠﻰ‬. ‫ﺍﻝﻤﻭﺍﻗﻊ‬. ‫ﺍﻹﺒﺎﺤﻴـﺔ‬. ‫ﻭﺘﺄﺜﻴــﺭ‬. ‫ﺍﻻﻨﺘﺭﻨﻴـﺕ‬. ‫ﻋﻠﻰ‬. ‫ﺍﻝﺤﻴﺎﺀ‪347..............................................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(16‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﺭﺩﺩ ﻋﻠﻰ ﻤﻘﻬﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺍﻝﺘﻌﻭﺩ ﻋﻠﻰ ﺍﻝﻜﺫﺏ‪347................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ :(17‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﺭﺩﺩ ﻋﻠﻰ ﻤﻘﺎﻫﻲ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺍﻝﺼﺩﻕ ﻤﻊ ﺍﻝﻭﺍﻝﺩﻴﻥ ﻋﻨﺩ ﺍﻝﺫﻫﺎﺏ‬ ‫ﺇﻝﻴﻬﺎ‪348.................................................................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ :(18‬ﻴﺒﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺼﺩﻕ ﻋﺘﺩ ﺍﻝﺴﺅﺍل ﻋﻥ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﻲ ﺘﻡ ﺘﺼﻔﺤﻬﺎ ﻋﺒﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ‬. ‫ﻭ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ‬. ‫ﻋﻠﻰ ﻗﻴﻤﺔ ﺍﻝﺼﺩﻕ‪349.....................................................................................‬‬ ‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ )‪ (19‬ﻴﺒﻴﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺇﻋﻁﺎﺀ ﻤﻌﻠﻭﻤﺎﺕ ﻜﺎﺫﺒﺔ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﻋﻠﻰ ﻗﻴﻤﺔ‬ ‫ﺍﻝﺼﺩﻕ‪349......................................................................................................................‬‬.

(17) ‫ﻤﻘﺩﻤـــــﺔ‪:‬‬ ‫ـﻲ‬ ‫ـﺎﺕ ﺍﻝﺘـ‬ ‫ـﻡ ﺍﻵﻝﻴـ‬ ‫ـﺩ ﺃﻫـ‬ ‫ـل ﺃﺤـ‬ ‫ـﺭﺓ ﺘﻤﺜـ‬ ‫ـﺎﻻﺕ ﺍﻝﻤﻌﺎﺼـ‬ ‫ـﺎ ﺍﻻﺘﺼـ‬ ‫ـﻪ ﺃﻥ ﺘﻜﻨﻭﻝﻭﺠﻴـ‬ ‫ـﻙ ﻓﻴـ‬ ‫ـﺎ ﻻ ﺸـ‬ ‫ﻤﻤـ‬ ‫ـﻴﺱ‬ ‫ـﺭﺓ ﻭﻝـ‬ ‫ـﺔ ﺍﻝﻤﻌﺎﺼـ‬ ‫ـﻭﻻﺕ ﺍﻝﻌﺎﻝﻤﻴـ‬ ‫ـﻲ ﺍﻝﺘﺤـ‬ ‫ـﺔ ﻓـ‬ ‫ـﺎﻝﻎ ﺍﻷﻫﻤﻴـ‬ ‫ـﺭﺍ ﺒـ‬ ‫ـﺏ ﺩﻭﺭﺍ ﻜﺒﻴـ‬ ‫ـﺕ ﺘﻠﻌـ‬ ‫ـﺕ ﻭ ﻤﺎﺯﺍﻝـ‬ ‫ﻝﻌﺒـ‬ ‫ـﻜل‬ ‫ـﺕ ﺒﺸـ‬ ‫ـﺎﻡ ﻭﺍﻻﻨﺘﺭﻨﻴـ‬ ‫ـﻜل ﻋـ‬ ‫ـﺎﻻﺕ ﺒﺸـ‬ ‫ـﺎ ﺍﻻﺘﺼـ‬ ‫ـﺄﻥ ﺘﻜﻨﻭﻝﻭﺠﻴـ‬ ‫ـل ﺒـ‬ ‫ـﺎﻥ‪ ،‬ﺇﺫﺍ ﻗﻴـ‬ ‫ـﺎ ﻜـ‬ ‫ـﺔ ﺒﻤـ‬ ‫ـﻥ ﺍﻝﻤﺒﺎﻝﻐـ‬ ‫ﻤـ‬ ‫ـﻭﻯ‬ ‫ـﻲ ﺘﻌـﺩ ﺃﻗـ‬ ‫ـﺎﺏ ﺍﻝﻌﻭﻝﻤـﺔ‪ ،‬ﺍﻝﺘـ‬ ‫ـﻲ ﺍﻝﺘﺄﺴـﻴﺱ ﻭ ﺍﻝـﺩﻋﻭﻯ ﻝﺨﻁـ‬ ‫ـﺕ ﺩﻭﺭﺍ ﻤﺤﻭﺭﻴـﺎ ﻓـ‬ ‫ﺨـﺎﺹ ﻗـﺩ ﻝﻌﺒـ‬ ‫ـﺔ‬ ‫ـﺎﺩﺍﺕ ﺍﻝﻤﻭﺠﻬـ‬ ‫ـﻡ ﺍﻻﻨﺘﻘـ‬ ‫ـﺎﻓﻲ‪ ،‬ﻭ ﺭﻏـ‬ ‫ـﺎﺭ ﺍﻝﺜﻘـ‬ ‫ـﺔ ﺍﻻﻨﺘﺸـ‬ ‫ـﻕ ﻋﻤﻠﻴـ‬ ‫ـﻰ ﺒﺘﺤﻘﻴـ‬ ‫ـﻲ ﺘﻌﻨـ‬ ‫ـﺔ ﺍﻝﺘـ‬ ‫ـﺎﺕ ﺍﻝﻌﺎﻝﻤﻴـ‬ ‫ﺍﻵﻝﻴـ‬ ‫ﻝﺨﻁــﺎﺏ ﺍﻝﻌﻭﻝﻤــﺔ ﻭﻤﻤﺎﺭﺴــﺘﻬﺎ ﻓــﻲ ﺁﻥ ﻭﺍﺤــﺩ‪ .‬ﺇﻻ ﺃﻨــﻪ ﻻ ﻴﻤﻜــﻥ ﺘﺠﺎﻫــل ﺍﻝﺘــﺄﺜﻴﺭﺍﺕ ﺍﻝﻬﺎﺌﻠــﺔ‬ ‫ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺜﻭﺭﺓ ﺍﻝﻤﻌﻠﻭﻤـﺎﺕ ﺍﻝﺘـﻲ ﺘﻤﺜـل ﺴـﻤﺔ ﺃﺴﺎﺴـﻴﺔ ﻤـﻥ ﺴـﻤﺎﺕ ﺍﻝﻌﺼـﺭ ﺍﻝـﺫﻱ ﻴﻌﻴﺸـﻪ ﺍﻝﻌـﺎﻝﻡ‬ ‫ﻓــﻲ ﺍﻝﻭﻗــﺕ ﺍﻝــﺭﺍﻫﻥ ﻓﻠﻘــﺩ ﺃﺼــﺒﺢ ﺍﻝﺼــﺭﺍﻉ ﺤــﻭل ﺍﻤــﺘﻼﻙ ﺍﻝﻤﻌﻠﻭﻤــﺎﺕ ﺒــﺩﻴﻼ ﻝﻠﺼــﺭﺍﻋﺎﺕ‬ ‫ﺍﻝﻌﺴﻜﺭﻴﺔ ﺒـﻴﻥ ﺍﻝـﺩﻭل‪ .‬ﻭﺍﺘﺠﻬـﺕ ﺍﻝـﺩﻭل ﺍﻝﻤﺘﻘﺩﻤـﺔ ﺇﻝـﻰ ﺇﺘﺒـﺎﻉ ﺃﺴـﻠﻭﺏ ﺠﺩﻴـﺩ ﻹﺤﻜـﺎﻡ ﺍﻝﻬﻴﻤﻨـﺔ ﻭ‬ ‫ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺩﻭل ﺍﻝﺠﻨـﻭﺏ ﺍﻝﻔﻘﻴـﺭ ﻤـﻥ ﺨـﻼل ﺇﻀـﺎﻓﺔ ﺒﻌـﺩ ﺠﺩﻴـﺩ ﺇﻝـﻰ ﺃﺒﻌـﺎﺩ ﺍﻝﺴـﻴﻁﺭﺓ ﺍﻝﺴـﺎﺒﻘﺔ‬ ‫ـﺩ‬ ‫ـﺩ ﺍﻝﺠﺩﻴـ‬ ‫ـﻙ ﺍﻝﺒﻌـ‬ ‫ـل ﺫﻝـ‬ ‫ـﺙ ﻴﺘﻤﺜـ‬ ‫ـﻜﺭﻴﺔ ﺤﻴـ‬ ‫ـﻴﺔ ﻭ ﺍﻝﻌﺴـ‬ ‫ـﺎﺩﻴﺔ ﻭ ﺍﻝﺴﻴﺎﺴـ‬ ‫ـﺎﺩ ﺍﻻﻗﺘﺼـ‬ ‫ـﻲ ﺍﻷﺒﻌـ‬ ‫ـﺔ ﻓـ‬ ‫ﺍﻝﻤﺘﻤﺜﻠـ‬ ‫ﻓﻲ ﺍﻝﺠﺎﻨﺏ ﺍﻝﺜﻘﺎﻓﻲ ﻝﻠﻤﺠﺘﻤﻌﺎﺕ‪.‬‬ ‫ﻭ ﺘﻌﺩ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﻤـﺎ ﻝﻬـﺎ ﻤـﻥ ﻗـﺩﺭﺓ ﻓﺎﺌﻘـﺔ ﻋﻠـﻰ ﺘﺠـﺎﻭﺯ ﺤـﺩﻭﺩ ﺍﻝﺯﻤـﺎﻥ ﻭﺍﻝﻤﻜـﺎﻥ ﺃﺤـﺩ‬ ‫ـﻥ‬ ‫ـﺭﻩ ﻤـ‬ ‫ـﺎ ﺘﻨﺸـ‬ ‫ـﺩ ﺒﻤـ‬ ‫ـﺎﺘﻲ ﺍﻝﺠﺩﻴـ‬ ‫ـﻊ ﺍﻝﻤﻌﻠﻭﻤـ‬ ‫ـﻪ ﺍﻝﻤﺠﺘﻤـ‬ ‫ـل ﻭﺠـ‬ ‫ـﻲ ﺘﻤﺜـ‬ ‫ـﺎﻓﻲ ﻓﻬـ‬ ‫ـﺩ ﺍﻝﺜﻘـ‬ ‫ـﻡ ﺃﺩﻭﺍﺕ ﺍﻝﺒﻌـ‬ ‫ﺃﻫـ‬ ‫ﻋﺎﺩﺍﺕ ﻭ ﺘﻘﺎﻝﻴﺩ ﻭﻗﻴﻡ ﻭﺜﻘﺎﻓﺔ ﺨﺎﺼﺔ ‪.‬‬ ‫ـﺩﺙ‬ ‫ـﻰ ﺃﺤـ‬ ‫ـﻼﻉ ﻋﻠـ‬ ‫ـﺭﺍﺩ ﻝﻺﻁـ‬ ‫ـﺩﻭل ﻭ ﺍﻷﻓـ‬ ‫ـﺨﻤﺔ ﻝﻠـ‬ ‫ـﺎ ﻀـ‬ ‫ـﻴﺢ ﻓﺭﺼـ‬ ‫ـﺕ ﺘﺘـ‬ ‫ـﺕ ﺍﻻﻨﺘﺭﻨﻴـ‬ ‫ﻭﺇﺫﺍ ﻜﺎﻨـ‬ ‫ـﺩﺩﺓ‪،‬‬ ‫ـﺎﺩﺭ ﻤﺘﻌـ‬ ‫ـﻥ ﻤﺼـ‬ ‫ـﺎﺕ ﻤـ‬ ‫ـﻰ ﻤﻌﻠﻭﻤـ‬ ‫ـﻭل ﻋﻠـ‬ ‫ـﺎﻝﻡ‪ .‬ﻭﺍﻝﺤﺼـ‬ ‫ـﻲ ﺍﻝﻌـ‬ ‫ـﺔ ﻓـ‬ ‫ـﻭﺭﺓ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴـ‬ ‫ـﺯﺍﺕ ﺍﻝﺜـ‬ ‫ﻤﻨﺠـ‬ ‫ﺇﻻ ﺃﻥ ﺍﻝﺘﻌﺎﻤـل ﻤﻌﻬـﺎ ﻴﻨﻁـﻭﻱ ﻋﻠـﻰ ﻤﺨـﺎﻁﺭ ﻫﺎﺌﻠـﺔ ﻻﺴـﻴﻤﺎ ﺘﻠـﻙ ﺍﻝﺘـﻲ ﺘﺘﻌﻠـﻕ ﺒﺎﻝﺠﺎﻨـﺏ ﺍﻝﻘﻴﻤـﻲ‬ ‫ﻝﻠﻤﺠﺘﻤﻌﺎﺕ ﺫﺍﺕ ﺍﻝﺨﺼﻭﺼـﻴﺔ ﺍﻝﺜﻘﺎﻓﻴـﺔ ﺍﻝﻤﺘﻭﺍﺭﺜـﺔ‪ ،‬ﻫـﺫﻩ ﺍﻷﺨﻴـﺭﺓ ﺍﻝﺘـﻲ ﺒـﺩﺃﺕ ﺘﻠﺤـﻅ ﺇﻨﻬﻴـﺎﺭﺍ ﻓـﻲ‬ ‫ﻗﻴﻤﻬﺎ‪ ،‬ﻋﺎﺩﺍﺘﻬﺎ ﻭﺘﻘﺎﻝﻴﺩﻫﺎ ﺍﻝﺘﻲ ﺘﻀﺒﻁ ﺍﻝﺘﻔﺎﻋل ﻭ ﺍﻝﺴﻠﻭﻙ ﻓﻲ ﻤﺨﺘﻠﻑ ﻤﺠﺎﻻﺕ ﺍﻝﺤﻴﺎﺓ‪.‬‬ ‫ـﺭ‬ ‫ـﻜل ﺨﻁﻴـ‬ ‫ـﺎﻋﺩ ﺒﺸـ‬ ‫ـﺕ ﺴـ‬ ‫ـﺭ ﺍﻻﻨﺘﺭﻨﻴـ‬ ‫ـل ﻋﺒـ‬ ‫ـﺎل ﻭ ﺍﻝﺘﻭﺍﺼـ‬ ‫ـﺔ ﺍﻻﺘﺼـ‬ ‫ـﻬﻭﻝﺔ ﻭﻜﺜﺎﻓـ‬ ‫ـﺙ ﺃﻥ ﺴـ‬ ‫ﺤﻴـ‬ ‫ﻋﻠﻰ ﺘﻌﻤﻴﻕ ﺍﻝﺸـﻌﻭﺭ ﺒﻌـﺩﻡ ﺠـﺩﻭﻯ ﻓﺎﻋﻠﻴـﺔ ﺍﻝﻘـﻴﻡ ﺍﻝﺘﻘﻠﻴﺩﻴـﺔ ﺍﻝﺘـﻲ ﺘﻌﺘﺒـﺭ ﺘﻁـﻭﺭﺍ ﻋﺎﻤـﺎ ﻭ ﻤﺠـﺭﺩﺍ‬ ‫ـﺘﻭﻴﺎﺕ‬ ‫ـﻡ ﻤﺴـ‬ ‫ـﻴﺢ ﻝﻬـ‬ ‫ـﺎﻝﻲ ﻭﻴﺘـ‬ ‫ـﺎﻁ ﺍﻨﻔﻌـ‬ ‫ـﻭﻩ ﺒﺎﺭﺘﺒـ‬ ‫ـﺔ ﻨﺤـ‬ ‫ـﺔ ﺍﻻﺠﺘﻤﺎﻋﻴـ‬ ‫ـﺎﺀ ﺍﻝﺠﻤﺎﻋـ‬ ‫ـﻌﺭ ﺃﻋﻀـ‬ ‫ـﻠﻭﻙ ﻴﺸـ‬ ‫ﻝﻠﺴـ‬ ‫ﻝﻠﺤﻜﻡ ﻋﻠﻰ ﺍﻷﻓﻌﺎل ﻭﺍﻷﻫﺩﺍﻑ ﺍﻝﺨﺎﺼﺔ ‪.‬‬ ‫ﻤــﺎﻴﻌﻨﻲ ﺃﻥ ﺍﻻﻨﺘﺭﻨﻴــﺕ ﺯﺍﺩﺕ ﻤــﻥ ﻓــﺭﺹ ﺍﻻﻁــﻼﻉ ﻋﻠــﻰ ﺃﺴــﺎﻝﻴﺏ ﺍﻝﺤﻴــﺎﺓ ﻭﺃﻨﻤــﺎﻁ ﺍﻝﺴــﻠﻭﻙ‬ ‫ﻭﺍﻝﻌــﺎﺩﺍﺕ ﺍﻝﺘــﻲ ﺘﻨﺘﺸــﺭ ﻓــﻲ ﺍﻝﻤﺠﺘﻤﻌــﺎﺕ ﺍﻷﺨــﺭﻯ ﻭﺒﺎﻝﺘــﺎﻝﻲ ﺇﻤﻜــﺎﻥ ﺍﻻﺴــﺘﻌﺎﺭﺓ ﻭﺍﻝﻤﺤﺎﻜــﺎﺓ‬.

(18) ‫ﻭﺍﻝﺘﻘﻠﻴﺩ ﻭﺘﻜﻭﻴﻥ ﻋـﺎﺩﺍﺕ ﺠﺩﻴـﺩﺓ ﻗـﺩ ﺘﺘﻨـﺎﻗﺽ ﻤـﻊ ﺍﻝﺘﻘﺎﻝﻴـﺩ ﺍﻝﺴـﺎﺌﺩﺓ ﻓـﻲ ﺍﻝﻤﺠﺘﻤـﻊ‪ ،‬ﻭﻤـﻊ ﺍﻝﻌـﺎﺩﺍﺕ‬ ‫ـﺎﺭ‬ ‫ـﺭﻓﺎﺕ ﻭﺍﻷﻓﻜـ‬ ‫ـﻠﻭﻙ ﻭﺍﻝﺘﺼـ‬ ‫ـﻴﻥ ﺍﻝﺴـ‬ ‫ـل ﺒـ‬ ‫ـﺔ ﺘﻔﺼـ‬ ‫ـﻭﺍﺕ ﻋﻤﻴﻘـ‬ ‫ـﺫﻝﻙ ﻓﺠـ‬ ‫ـﺭﺕ ﺒـ‬ ‫ـﻠﻴﺔ ﻭﻅﻬـ‬ ‫ـﻴﻡ ﺍﻷﺼـ‬ ‫ﻭ ﺍﻝﻘـ‬ ‫ـﺎ ﻭ‬ ‫ـﺕ ﻭﻤﺤﺘﻭﻴﺎﺘﻬـ‬ ‫ـل ﺍﻻﻨﺘﺭﻨﻴـ‬ ‫ـﻥ ﻗﺒـ‬ ‫ـﻪ ﻤـ‬ ‫ـﻊ ﻝـ‬ ‫ـﺫﻱ ﺘﺨﻀـ‬ ‫ـﺄﺜﻴﺭ ﺍﻝـ‬ ‫ـﻕ ﺍﻝﺘـ‬ ‫ـﻥ ﻁﺭﻴـ‬ ‫ـﺒﺔ ﻋـ‬ ‫ـﺩﺓ ﺍﻝﻤﻜﺘﺴـ‬ ‫ﺍﻝﺠﺩﻴـ‬ ‫ﻤﻀﺎﻤﻴﻨﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭ ﺒﻴﻥ ﺃﻨﺴﺎﻕ ﺍﻝﻘﻴﻡ ﺍﻝﻤﺘﻭﺍﺭﺜﺔ ﺍﻝﺩﻴﻨﻴﺔ ﻤﻨﻬﺎ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﺨﻼﻗﻴﺔ‪.‬‬ ‫ﻭﻫﻜﺫﺍ ﺘﺅﺜﺭ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺒﺸﻜل ﺃﻜﺒﺭ ﻭﺃﺴﺭﻉ ﻓﻲ ﺤﻴﺎﺓ ﺍﻹﻓﺭﺍﺩ ﻭ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻭ ﻫﻲ ﺍﻝﻴﻭﻡ ﻤﻥ ﺃﻫﻡ ﺍﻝﻌﻭﺍﻤل‬ ‫ﺍﻝﺘﻲ ﺘﻘﻴﺩ ﺘﺸﻜﻴل ﺨﻴﺎﺭﺍﺕ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻝﺠﻤﺎﻋﺎﺕ ﺍﻝﺜﻘﺎﻓﻴﺔ ﻭﺍﻝﺴﻠﻭﻜﻴﺔ ﻭﺍﻝﺫﻭﻗﻴﺔ‪ ،‬ﻭﺍﻝﻌﺎﻝﻡ ﻓﻲ ﻅﻠﻬﺎ ﺃﺼﺒﺢ ﻋﺎﻝﻤﺎ‬ ‫ﺇﻝﻜﺘﺭﻭﻨﻴﺎ ﺒﺘﺠﺎﻭﺯ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻭﺍﻗﻌﻲ ﻭﻫﻲ ﺘﺸﻜل ﺒﺫﻝﻙ ﻨﻭﻋﺎ ﻤﻥ ﺍﻝﻤﻭﺍﻁﻨﻴﺔ ﺍﻝﻜﻭﻨﻴﺔ ﺍﻝﺠﺩﻴﺩﺓ ﻤﻥ ﺨﻼل ﺍﻝﺘﺄﺜﺭ ﻭﺍﻝﺘﺄﺜﻴﺭ‬ ‫ﻭ ﺍﻝﺘﻔﺎﻋل ﻤﻥ ﺨﻼل ﻝﻐﺘﻬﺎ ﻭﺩﻻﻻﺘﻬﺎ ﺍﻝﻤﺴﺘﻤﺭﺓ ﻤﻌﻬﺎ ﻭﻫﻲ ﺒﺼﺩﺩ ﺘﻨﻤﻴﻁ ﺍﻷﺫﻭﺍﻕ‬ ‫ﻭﺭﻤﻭﺯﻫﺎ‪.‬‬. ‫ﻭ ﺍﻝﺘﻔﻀﻴﻼﺕ ﻭ ﺍﻝﺘﻭﺠﻬﺎﺕ‬.

(19) ‫* ﺘﻤﻬﻴــﺩ‬ ‫‪-1‬ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ ﻭﺼﻴﺎﻏﺘﻬﺎ‬ ‫‪-2‬ﺃﻫﻤﻴﺔ ﻭ ﺃﺴﺒﺎﺏ ﺍﻝﺩﺭﺍﺴﺔ‬ ‫‪-3‬ﺃﻫــﺩﺍﻑ ﺍﻝﺩﺭﺍﺴــﺔ‬ ‫‪-4‬ﻓﺭﻀﻴـﺎﺕ ﺍﻝﺩﺭﺍﺴــﺔ‬ ‫‪-5‬ﺘﺤﺩﻴــﺩ ﺍﻝﻤﻔﺎﻫﻴــﻡ‬ ‫‪-6‬ﺩﺭﺍﺴــﺎﺕ ﺴﺎﺒﻘــﺔ‬.

(20) ‫ﺗﻤﻬﻴــــﺪ‪:‬‬. ‫ﻝﻡ ﻴﺸﻬﺩ ﺍﻝﺘﻘﺩﻡ ﺍﻝﺒﺸﺭﻱ ﻗﻔﺯﺓ ﻋﻠﻤﻴﺔ ﺘﻘﻨﻴﺔ ﻜﺎﻝﺘﻲ ﺸﻬﺩﻫﺎ ﻓﻲ ﺍﻝﻌﻘﺩ ﺍﻷﺨﻴﺭ ﻤﻥ ﺍﻝﻘﺭﻥ‬ ‫ﺍﻝﻤﻨﺼﺭﻡ ﻓﻲ ﻤﺩﺍﻫﺎ ﺍﻝﻭﺍﺴﻊ ﻭ ﺍﻨﻔﺘﺎﺤﻬﺎ ﺍﻝﺸﻤﻭﻝﻲ ﻋﻠﻰ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺩﺍﺭﻙ ﺍﻝﺒﺸﺭﻴﺔ ﺤﻴﺙ ﻏﻤﺭﺕ‬ ‫ﺘﻘﻨﻴﺔ ﺍﻻﻨﺘﺭﻨﺕ ﺍﻝﻤﺤﻴﻁ ﺍﻝﻌﺎﻝﻤﻲ ﺒﻁﻭﻓﺎﻨﻬﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺘﻲ ﻭ ﺃﺼﺒﺤﺕ ﻓﻲ ﻤﺘﻨﺎﻭل ﺍﻝﻘﺎﺼﻲ ﻭ ﺍﻝﺩﺍﻨﻲ‬ ‫ﻋﻠﻰ ﺤﺩ ﺴﻭﺍﺀ ﻭ ﻓﻲ ﺍﻝﻠﺤﻅﺔ ﺫﺍﺘﻬﺎ ﺘﻘﺭﻴﺒﺎ ﻝﻡ ﻴﻌﺩ ﺍﻝﻔﺎﺼل ﺍﻝﺯﻤﻨﻲ ﺒﻴﻥ ﺍﻹﻨﺴﺎﻥ ﻓﻲ ﻨﻘﻁﺔ ﻤﺎ ﻤﻥ‬ ‫ﺍﻝﻌﺎﻝﻡ ﻭ ﺒﻴﻥ ﺇﻨﺴﺎﻥ ﺁﺨﺭ ﻓﻲ ﺃﻗﺼﻰ ﻨﻘﻁﺔ ﺘﻘﺎﺒﻠﻪ ﻤﻥ ﺍﻝﻌﺎﻝﻡ ﻴﺘﺠﺎﻭﺯ ﺜﻭﺍﻨﻲ ﺃﻭ ﺭﺒﻤﺎ ﻁﺭﻓﺔ ﻋﻴﻥ‬ ‫ﺒﺸﺭﻴﺔ ﻤﺠﺭﺩﺓ ﺇﺫ ﺃﻥ ﺍﻝﻤﺴﺎﻓﺎﺕ ﺃﺼﺒﺤﺕ ﺘﻘﺎﺱ ﺒﺎﻝﺯﻤﻥ ﺜﻭﺍﻥ ﻤﻌﺩﻭﺩﺍﺕ ﻭ ﺍﻝﺘﻘﺩﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺘﻲ‬ ‫ﻓﺭﺽ ﻋﻠﻰ ﺍﻝﻌﺎﻝﻡ ﻭﺍﺴﻁﺘﻪ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭ ﺍﻷﺩﻭﺍﺘﻴﺔ "ﻤﻌﻨﻰ ﻭ ﻤﺒﻨﻰ" ﺒﺸﻜل ﻤﺘﻘﻁﻊ ﺍﻝﻨﻅﻴﺭ ﻓﻲ ﻤﺴﺎﺭ‬ ‫ﺍﻝﺘﻁﻭﺭ ﺍﻝﺒﺸﺭﻱ ﺒﺭﻤﺘﻪ ﻤﻨﺫ ﺃﻥ ﻅﻬﺭ ﻫﺫﺍ ﺍﻝﻜﺎﺌﻥ ﺍﻝﻌﺎﻗل ﻋﻠﻰ ﻭﺠﻪ ﺍﻷﺭﺽ ﻭ ﺇﻝﻰ ﻫﺫﺍ ﺍﻝﻴﻭﻡ ﺍﻷﻤﺭ‬ ‫ﺍﻝﺫﻱ ﺘﻜﺎﺩ ﺘﻌﺠﺯ ﻋﻨﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ‬. ‫ﻭ ﺍﻝﺒﺤﻭﺙ ﻓﻲ ﻤﺘﺎﺒﻌﺔ ﺃﻭ ﺤﺘﻰ ﻤﻼﺤﻅﺔ ﺘﻁﻭﺭﺍﺘﻪ‪ .‬ﻭ ﺭﺼﺩ‬. ‫ﺍﻨﻘﻼﺒﺎﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ ﻭ ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺠﺩﺍ‪.‬‬.

(21) ‫‪-1‬ﺘﺤﺩﻴﺩ ﺍﻹﺸﻜﺎﻝﻴﺔ ﻭ ﺼﻴﺎﻏﺘﻬﺎ‪:‬‬ ‫ﻻﺸﻙ ﻓﻲ ﺃﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﻌﺎﺼﺭ ﺸﻬﺩ ﻭ ﻻ ﻴﺯﺍل ﻴﺸﻬﺩ ﺘﻐﻴﺭﺍﺕ ﺴﺭﻴﻌﺔ ﻭ ﻤﺘﻨﺎﻤﻴﺔ ﻝﻴﺱ ﻓﻘﻁ ﻋﻠﻰ ﺍﻝﺼﻌﻴﺩﻴﻥ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭ ﺍﻝﺴﻴﺎﺴﻲ ﻭ ﻝﻜﻥ ﻋﻠﻰ ﺍﻝﺼﻌﻴﺩﻴﻥ ﺍﻝﺜﻘﺎﻓﻲ ﻭ ﺍﻷﻴﺩﻴﻭﻝﻭﺠﻲ ﺃﻴﻀﺎ ﻭ ﻜﺫﻝﻙ ﻓﻲ ﻤﺠﺎل ﺍﻻﺘﺼﺎل ﻭ‬ ‫ﺍﻹﻋﻼﻡ‪ ،‬ﻭ ﻝﻘﺩ ﺘﺠﺴﺩﺕ ﺘﻠﻙ ﺍﻝﺘﻐﻴﺭﺍﺕ ﻓﻴﻤﺎ ﺃﻁﻠﻕ ﻋﻠﻴﻪ ﺒﻅﺎﻫﺭﺓ ﺍﻝﻌﻭﻝﻤﺔ ﻭ ﺍﻝﺘﻲ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺠﺩل ﺍﻝﺫﻱ ﺃﺜﻴﺭ‬ ‫ﺤﻭﻝﻬﺎ ﻭ ﺤﻭل ﻤﻌﻨﺎﻫﺎ ﻭ ﺩﻻﻻﺘﻬﺎ ﻭ ﺃﺒﻌﺎﺩﻫﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺇﻻ ﺃﻥ ﺜﻤﺔ ﺍﺘﻔﺎﻗﺎ ﺒﻴﻥ ﻤﻌﻅﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭ ﺍﻝﻤﻬﺘﻤﻴﻥ ﻋﻠﻰ‬ ‫ﺍﺨﺘﻼﻑ ﺘﺨﺼﺼﺎﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ ﻭ ﺘﻭﺠﻬﺎﺘﻬﻡ ﺍﻝﻔﻜﺭﻴﺔ ﻭ ﺍﻝﻨﻅﺭﻴﺔ ﻭ ﺍﻷﻴﺩﻴﻭﻝﻭﺠﻴﺔ ﻋﻠﻰ ﺃﻥ ﺍﻝﻌﻭﻝﻤﺔ ﺃﺼﺒﺤﺕ ﺘﻤﺜل‬ ‫ﻭﺍﻗﻌﺎ ﻤﻠﻤﻭﺴﺎ ﺘﻌﻴﺸﻪ ﺠﻤﻴﻊ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﻌﺎﺼﺭﺓ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﻤﺴﺘﻭﻴﺎﺕ ﺘﻘﺩﻤﻬﺎ ﻭ ﺘﻁﻭﺭﻫﺎ ﻜﻤﺎ ﺃﻥ ﻫﺫﻩ‬ ‫ﺍﻝﻅﺎﻫﺭﺓ ﺘﺘﻀﻤﻥ ﺠﻭﺍﻨﺏ ﻭ ﺃﺒﻌﺎﺩ ﻤﺨﺘﻠﻔﺔ ﺘﺘﺴﻡ ﺒﺎﻝﺘﺩﺍﺨل ﻭ ﺍﻝﺘﺸﺎﺒﻙ ﻭ ﺃﻨﻪ ﻤﻥ ﺍﻝﺼﻌﻭﺒﺔ ﻓﻬﻡ ﻭ ﺘﺤﻠﻴل ﺃﻱ ﻤﻨﻬﺎ‬ ‫ﺒﻤﻌﺯل ﻋﻥ ﺍﻷﺒﻌﺎﺩ ﺍﻷﺨﺭﻯ ﺴﻭﺍﺀ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺃﻭ ﺍﻝﺴﻴﺎﺴﻴﺔ ﺃﻭ ﺍﻝﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭ ﻤﻥ ﺠﺎﻨﺏ ﺁﺨﺭ ﺘﻤﺜل ﺍﻝﻌﻭﻝﻤﺔ ﻭﺴﻴﻠﺔ‬ ‫ﺠﺩﻴﺩﺓ ﻤﻥ ﺁﻝﻴﺎﺕ ﺍﻝﻘﻭﻯ ﺍﻝﺭﺃﺴﻤﺎﻝﻴﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺴﻴﻁﺭﺓ ﻭ ﺍﻝﻬﻴﻤﻨﺔ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺎﻝﻤﻲ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻭ‬ ‫ﻝﺘﺤﻘﻴﻕ ﻫﺫﺍ ﺍﻝﻬﺩﻑ ﻝﺠﺄﺕ ﺘﻠﻙ ﺍﻝﻘﻭﻯ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺩﻭﺍﺕ ﻭ ﻭﺴﺎﺌل ﻜﺜﻴﺭﺓ ﻭ ﻤﺘﻨﻭﻋﺔ ﺃﻫﻤﻬﺎ ﺍﻻﻨﺘﺭﻨﺕ ﺍﻝﺘﻲ ﻝﻡ ﻴﻌﺩ‬ ‫ﺍﻝﻌﺎﻝﻡ ﺒﻔﻀﻠﻬﺎ ﻤﺴﻜﻨﺎ ﻝﻜﻴﺎﻨﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻤﻔﺼﻭﻝﺔ ﻋﻥ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ ﺒل ﺼﺎﺭﺕ ﻤﺘﺭﺍﺒﻁﺔ ﺒﺼﻭﺭﺓ ﻋﻔﻭﻴﺔ‬ ‫ﺍﻝﻜﺘﺭﻭﻨﻴﺎ‪ ،‬ﻭ ﻫﻲ ﺍﻝﺘﻲ ﺍﺭﺘﺒﻁ ﻭﺠﻭﺩﻫﺎ ﺘﺎﺭﻴﺨﻴﺎ ﺒﺎﻝﻤﺠﺎل ﺍﻝﻌﺴﻜﺭﻱ ﻭ ﻤﻥ ﺜﻡ ﻭ ﺒﻌﺩ ﻓﺘﺭﺓ ﻤﻥ ﺍﻝﺯﻤﻥ ﺍﻗﺘﻀﺕ‬ ‫ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﻭﻀﻌﻬﺎ ﻗﻴﺩ ﺍﻻﺴﺘﻌﻤﺎﻻﺕ ﺍﻝﻤﺩﻨﻴﺔ ﺨﺎﺼﺔ ﻭ ﺃﻨﻬﺎ ﺘﺸﻜل ﺘﻭﻝﻴﻔﺔ ﻝﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﻭ‬ ‫ﺘﺭﻜﻴﺒﺘﻬﺎ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﺘﺨﺘﻠﻑ ﻋﻥ ﻏﻴﺭﻫﺎ ﻤﻥ ﻤﻜﻭﻨﺎﺕ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺍﻻﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﻷﺨﺭﻯ ﺍﻝﺘﻲ ﺘﻡ ﺘﺠﻤﻴﻌﻬﺎ ﻓﻲ‬ ‫ﻨﻅﺎﻡ ﻤﺘﻜﺎﻤل ﻴﺴﻤﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻤﻜﻭﻨﺎﺘﻪ ﺍﻝﺤﺎﺴﻭﺏ‪ ،‬ﺍﻝﻜﻭﺍﺒل ﺍﻝﻤﺤﻭﻴﺔ‪ ،‬ﺍﻝﻤﻭﺩﺍﻡ‪ ،‬ﺍﻝﻤﻴﻜﺭﻭﻭﻴﻑ‪ ،‬ﺍﻷﻝﻴﺎﻑ ﺍﻝﺒﺼﺭﻴﺔ ﻭ‬ ‫ﺨﻁ ﻫﺎﺘﻔﻲ ﺤﻴﺙ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﻋﻤل ﺘﺒﺎﺩل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﺒﺎﺸﺭﺓ ﺒﺈﺠﺭﺍﺀ ﺍﻻﺘﺼﺎﻻﺕ ﻤﻊ ﺍﻝﻌﻠﻡ‬ ‫ﺃﻥ ﻫﻨﺎﻙ ﺃﺭﺒﻊ ﻁﺭﻕ ﺘﻤﻜﻥ ﻤﻥ ﺍﻝﻭﻝﻭﺝ ﻝﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺍﻻﺘﺼﺎل ﺍﻝﺩﺍﺌﻡ ﺍﻝﻤﺒﺎﺸﺭ‪ ،‬ﻋﻨﺩ ﺍﻝﻁﻠﺏ‬ ‫ﺒﺎﻝﻭﺍﺴﻁﺔ ﻭ ﺃﺨﻴﺭﺍ ﺍﻻﺘﺼﺎل ﺍﻝﺒﺭﻴﺩﻱ ﻭ ﺍﻝﻔﺭﻕ ﺒﻴﻨﻬﻤﺎ ﻴﻅﻬﺭ ﻓﻲ ﻤﺩﻯ ﺴﺭﻋﺔ ﻨﻘل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ‪،‬‬ ‫ﻭ ﻫﻜﺫﺍ ﻭ ﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺍﻝﺩﺨﻭل ﺇﻝﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻭ ﻴﺘﺤﻘﻕ ﺍﻻﻨﺘﻤﺎﺀ ﺇﻝﻰ ﻤﺠﺘﻤﻌﻬﺎ ﻴﻜﻭﻥ ﻓﻲ ﻤﻘﺩﻭﺭ ﻜل ﻤﺸﺘﺭﻙ‬ ‫ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﻭﺍﺴﻌﺔ ﻭ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻜﺎﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‪ ،‬ﺍﻝﺩﺭﺩﺸﺔ‪ ،‬ﻤﻨﺘﺩﻴﺎﺕ ﺍﻝﺤﻭﺍﺭ ﻭ ﺨﺩﻤﺔ‬ ‫ﺍﻝﺸﺒﻜﺔ ﺍﻝﻌﻨﻜﺒﻭﺘﻴﺔ‪ ،‬ﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﺍﻝﺘﻲ ﺸﻜل ﻅﻬﻭﺭﻫﺎ ﻤﻊ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺤﺎﺼﻠﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻜﻭﻤﺒﻴﻭﺘﺭ‬ ‫ﻭ ﺒﺭﺍﻤﺠﻪ ﻀﺭﻭﺭﺓ ﺤﺘﻤﻴﺔ ﻹﻨﺸﺎﺀ ﻭ ﺇﻴﺠﺎﺩ ﺠﻤﻠﺔ ﻤﻥ ﺍﻝﻤﻭﺍﻗﻊ‬. ‫ﻭ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﻋﻥ‬. ‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺘﺭﺍﻜﻤﺔ ﺒﺸﻜل ﻤﻁﺭﺩ ﻋﻠﻰ ﺍﻻﻨﺘﺭﻨﺕ ﻭ ﻤﻥ ﺃﻫﻤﻬﺎ‪ :‬ﻴﺎﻫﻭ‪ ،‬ﻗﻭﻗل‪ ،‬ﺍﻝﻨﺎﻓﻴﺴﺘﺎ‪ ...‬ﻭ ﻏﻴﺭﻫﺎ ﻭ ﻫﻲ ﺍﻝﺘﻲ‬ ‫ﻴﻁﻠﻕ ﻋﻠﻴﻬﺎ ﺒﻤﺤﺭﻜﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭ ﺍﻝﻤﻌﻁﻴﺎﺕ ﻭ ﻴﻌﺎﺩ ﺒﻨﺎﺀﻫﺎ ﺒﺸﻜل ﻤﻨﺘﻅﻡ ﻭ ﻫﺫﺍ ﻤﺎ‬ ‫ﻴﺠﻌل ﻤﻥ ﺍﻻﻨﺘﺭﻨﻴﺕ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﺘﺼﺎﻝﻴﺔ ﺫﺍﺕ ﻗﺩﺭﺍﺕ ﻋﺎﻝﻴﺔ ﺘﺤﻤل ﻓﻲ ﻁﻴﺎﺘﻬﺎ ﻜل ﻋﻨﺎﺼﺭ ﺍﻝﺘﻔﻭﻕ ﺍﻝﺘﻲ ﺘﺒﺭﺯ‬.

(22) ‫ﻁﺒﻴﻌﺔ ﺍﻝﺩﻭﺭ ﺍﻹﻴﺠﺎﺒﻲ ﺍﻝﺫﻱ ﺘﻘﻭﻡ ﺒﻪ ﻜﻭﺍﻗﻊ ﻴﺒﺸﺭ ﺒﻤﺴﺘﻘﺒل ﺠﺩﻴﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻹﻨﺠﺎﺯ ﺍﻻﺘﺼﺎﻝﻲ ﻭ ﺍﻝﻤﻌﻠﻭﻤﺎﺘﻲ‬ ‫ﻋﻠﻰ ﺤﺩ ﺴﻭﺍﺀ‪.‬‬ ‫ﺇﻻ ﺃﻥ ﺍﻝﻭﺍﻗﻊ ﺍﻷﻜﻴﺩ ﻻ ﻴﻭﺤﻲ ﻓﻘﻁ ﺒﻤﺎ ﺘﺩﺭﻩ ﺍﻝﺘﻘﻨﻴﺔ ﻤﻥ ﺇﻴﺠﺎﺒﻴﺎﺕ ﺒل ﺘﺅﻜﺩ ﺼﺭﺍﺤﺔ ﻋﻠﻰ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺴﻠﺒﻴﺔ‬ ‫ﺍﻝﺘﻲ ﺘﺸﻴﺭ ﺇﻝﻰ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﻅﻠﻡ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺎﻝﻤﺤﺘﻭﻯ ﺍﻝﻘﻴﻤﻲ ﺍﻝﻤﻐﻴﺏ ﺃﺼﻼ ﻻﺴﻴﻤﺎ ﻓﻲ ﺍﻝﻤﺤﺘﻭﻴﺎﺕ ﺍﻝﺘﺭﻓﻴﻬﻴﺔ‬ ‫ﻝﻼﻨﺘﺭﻨﺕ‪.‬‬ ‫ﺘﻠﻙ ﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﺃﺴﺎﺴﺎ ﻓﻲ ﻤﺠﻤﻭﻉ ﺍﻝﻤﻌﺘﻘﺩﺍﺕ ﺤﻭل ﺍﻝﻐﺎﻴﺎﺕ ﻭ ﺃﺸﻜﺎل ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﻔﻀﻠﺔ ﻝﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‬ ‫ﻭ ﺍﻝﺘﻲ ﺘﻌﻤل ﻜﻤﻭﺠﻪ ﻝﻤﺸﺎﻋﺭﻫﻡ ﻭ ﺘﻔﻜﻴﺭﻫﻡ ﻭ ﻤﻭﺍﻗﻔﻬﻡ‪ ،‬ﻭ ﺍﺨﺘﻴﺎﺭﺍﺘﻬﻡ ﺃﻱ ﺃﻨﻬﺎ ﺃﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﻴﺨﺘﺎﺭﻫﺎ ﻭ ﻴﻔﻀﻠﻬﺎ‬ ‫ﺍﻷﻓﺭﺍﺩ ﺒﺩﻴﻼ ﻋﻥ ﻏﻴﺭﻫﺎ ﻭﻓﻘﺎ ﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺠﻤﺎﻋﺔ ﻭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺒﻴﺌﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭ ﻫﻲ ﻓﻲ ﻜل ﻋﺼﺭ ﻤﻥ ﺍﻝﻌﺼﻭﺭ‬ ‫ﺘﺨﻀﻊ ﻝﻤﺠﻤﻭﻋﺔ ﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻷﻭﻀﺎﻉ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭ ﺍﻝﺜﻘﺎﻓﻴﺔ‬. ‫ﻭ ﺍﻝﺩﻴﻨﻴﺔ ﻭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ ﻭ ﻫﻲ‬. ‫ﺒﺫﻝﻙ ﻤﺴﺄﻝﺔ ﻨﺴﺒﻴﺔ ﺘﺘﻔﺎﻭﺕ ﺤﺴﺏ ﺍﻷﻫﻤﻴﺔ ﻭ ﺍﻝﺸﺩﺓ ﻷﻨﻬﺎ ﺘﺨﺘﻠﻑ ﻤﻥ ﻤﺠﺘﻤﻊ ﻵﺨﺭ ﺒل ﺘﺨﺘﻠﻑ ﻝﺩﻯ ﺍﻝﺸﺨﺹ ﻨﻔﺴﻪ‬ ‫ﺒﺎﻝﻨﺴﺒﺔ ﻝﻨﻭﻉ ﺤﺎﺠﺎﺘﻪ ﻭ ﺭﻏﺒﺎﺘﻪ ﻭ ﻤﻜﺎﻨﺘﻪ ﻭ ﺃﺩﻭﺍﺭﻩ‪.‬‬ ‫ﻭ ﻝﻘﺩ ﺤﻅﻴﺕ ﺍﻝﻘﻴﻤﺔ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻔﻼﺴﻔﺔ ﻭ ﺍﻝﻤﻔﻜﺭﻴﻥ ﻻﺴﻴﻤﺎ ﻋﻠﻤﺎﺀ ﺍﻻﺠﺘﻤﺎﻉ ﺍﻝﺫﻴﻥ ﻋﻠﻰ ﺍﺨﺘﻼﻑ‬ ‫ﻤﺩﺍﺭﺴﻬﻡ ﻭ ﺘﻌﺩﺩ ﺘﻭﺠﻬﺎﺘﻬﻡ ﻗﺩﻤﻭﺍ ﺤﻠﻭﻻ ﻭ ﺘﻔﺎﺴﻴﺭ ﻝﻠﻘﻴﻤﺔ ﻭ ﺃﺤﻜﺎﻤﻬﺎ ﻭ ﻤﺼﺎﺩﺭﻫﺎ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﺘﻠﻙ ﺍﻻﺘﺠﺎﻫﺎﺕ‬ ‫ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ ﺘﺭﺘﺒﻁ ﺒﺸﻜل ﻭﺜﻴﻕ ﺍﻝﺼﻠﺔ ﺒﺎﻝﺘﻔﺎﻋﻼﺕ ﺍﻝﻭﺍﻗﻌﻴﺔ ﺍﻝﺘﻲ ﺘﻜﻭﻥ ﺇﻤﺎ ﺃﻨﻬﺎ ﺘﻘﺭﺭ ﻗﻴﻤﺎ ﺠﺩﻴﺩﺓ ﺃﻭ ﺘﻌﻤل ﻋﻠﻰ‬ ‫ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ ﻗﻴﻡ ﻗﺩﻴﻤﺔ ﺃﻭ ﺘﺨﻠﻕ ﺼﺭﺍﻋﺎ ﺒﻴﻥ ﺍﻝﻘﻴﻡ ﺍﻝﺠﺩﻴﺩﺓ ﻭ ﺍﻝﻘﻴﻡ ﺍﻝﺤﺩﻴﺜﺔ ﻭ ﺍﻷﻜﻴﺩ ﺃﻥ ﺒﻠﻭﺭﺓ ﻤﻔﻬﻭﻡ ﺍﻝﻘﻴﻤﺔ‬ ‫ﻭ ﺩﺭﺍﺴﺘﻬﺎ ﻓﻲ ﺇﻁﺎﺭ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺍﺭﺘﺒﻁ ﺒﻤﺤﺎﻭﻝﺔ ﺘﺤﺩﻴﺩ ﻤﻼﻤﺢ ﻫﺫﺍ ﺍﻝﻌﻠﻡ ﻭ ﺘﻁﻭﺭ ﻨﻅﺭﻴﺎﺘﻪ‪.‬‬ ‫ﻭ ﻴﻌﺘﺒﺭ ﺍﻻﺘﺠﺎﻩ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻨﺘﺎﺠﺎ ﻝﺘﺭﺍﻜﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺠﻬﻭﺩ ﺍﻝﺒﺎﺭﺯﺓ ﻓﻲ ﻤﺠﺎل ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﺴﻴﻭﻝﻭﺠﻴﺔ ﻭ‬ ‫ﻤﻥ ﺃﺒﺭﺯ ﺍﻝﻌﻠﻤﺎﺀ ﺍﻝﺫﻴﻥ ﺃﺴﻬﻤﻭﺍ ﻓﻲ ﺘﻁﻭﺭ ﻫﺫﺍ ﺍﻻﺘﺠﺎﻩ ﺩﻭﺭﻜﺎﻴﻡ ﻭ ﺒﺎﺭﺴﻭﻨﺯ ﻭ ﻓﻴﺒﺭ‪...‬‬. ‫ﻭ ﻏﻴﺭﻫﻡ ﻭ ﻴﺼﺭﻑ‬. ‫ﺍﻝﻨﻅﺭ ﻋﻥ ﺘﺒﺎﻴﻥ ﺭﺅﻴﺔ ﻜل ﻤﻨﻬﻡ ﻝﻠﻘﻴﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﺈﻥ ﺜﻤﺔ ﻤﻘﻭﻻﺕ ﺃﺴﺎﺴﻴﺔ ﺸﻜﻠﺕ ﺍﻝﻤﻨﻁﻠﻘﺎﺕ ﺍﻝﻨﻅﺭﻴﺔ ﻭ ﺍﻝﻔﻜﺭﻴﺔ‬ ‫ﻝﺭﺅﻴﺘﻬﻡ ﻤﻨﻬﺎ ﺃﻥ ﺘﻤﺜل ﺍﻝﻘﻴﻡ ﻴﻌﺘﺒﺭ ﻋﻤﻠﻴﺔ ﺘﺭﺍﻜﻤﻴﺔ ﺘﻜﺘﺴﺏ ﻋﺒﺭ ﺍﻝﺘﻔﺎﻋﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﻔﺭﺩ ﺨﻼل‬ ‫ﻋﻤﻠﻴﺔ ﺍﻝﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺠﻤﺎﻋﺎﺕ ﻭ ﻓﻲ ﻤﻘﺩﻤﺘﻬﺎ ﺍﻷﺴﺭﺓ‪ ،‬ﻭ ﺃﻥ ﺍﻝﻭﻅﻴﻔﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻠﻘﻴﻡ ﺘﺘﻤﺜل‬ ‫ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻝﺘﻭﺍﺯﻥ ﻭ ﺍﻝﺘﻤﺎﺴﻙ ﺒﻴﻥ ﺍﻝﺠﻤﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﻤﺜل ﺃﺴﺎﺴﺎ ﻝﻠﺘﻤﺎﺴﻙ ﻓﻲ ﺍﻝﺒﻨﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭ ﺃﻥ ﺍﻝﻘﻴﻡ ﺘﺩﺭﺱ‬ ‫ﻤﻥ ﺨﻼل ﺴﻠﻭﻙ ﺍﻝﻨﺎﺱ ﻭ ﺃﻓﻌﺎﻝﻬﻡ‪ ،‬ﻜﻤﺎ ﺘﺩﺭﺱ ﻤﻥ ﺨﻼل ﺃﻗﻭﺍﻝﻬﻡ ﻭ ﺭﻤﻭﺯﻫﻡ ﺍﻝﻠﻐﻭﻴﺔ ﻭ ﺍﻝﺜﻘﺎﻓﻴﺔ‪.‬‬ ‫ﺃﻤﺎ ﺍﺘﺠﺎﻩ ﺍﻝﺒﻨﺎﺌﻲ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻬﻭ ﺍﻝﺫﻱ ﻴﻨﻁﻠﻕ ﻤﻥ ﻤﻘﻭﻻﺕ ﺃﺴﺎﺴﻴﺔ ﺒﺎﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺃﻥ ﺍﻝﻭﺠﻭﺩ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻠﻨﺎﺱ‬ ‫ﺴﺎﺒﻕ ﻋﻠﻰ ﻭﻋﻴﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭ ﻤﺎ ﻴﺭﺘﺒﻁ ﻤﻥ ﻗﻴﻡ ﻭ ﺃﻥ ﻫﺫﺍ ﺍﻝﻭﺠﻭﺩ ﻴﺘﺤﺩﺩ ﻤﻥ ﺨﻼل ﻭﻀﻌﻬﻡ ﺍﻝﻁﺒﻴﻌﻲ‬ ‫ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻝﺫﻱ ﺘﺤﺩﺩﻩ ﻭ ﺘﺸﻜﻠﻪ ﻅﺭﻭﻑ ﻨﻤﻁ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻨﻤﺎﻁ ﺍﻹﻨﺘﺎﺠﻴﺔ ﺍﻝﻤﺘﺩﺍﺨﻠﺔ‬. ‫ﻭ ﺍﻝﻤﻨﻔﺼﻠﺔ‬. ‫ﺍﻝﺘﻜﻭﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻓﻲ ﻤﺭﺤﻠﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﻤﺭﺍﺤل ﺘﻁﻭﺭﻩ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻭ ﻫﻭ ﻴﺭﻯ ﺒﺄﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻝﻴﺱ‬.

(23) ‫ﺜﺎﺒﺘﺎ ﻭ ﺇﻨﻤﺎ ﻴﺘﻐﻴﺭ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻨﺘﻴﺠﺔ ﻝﺘﻐﻴﺭ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺎﺩﻴﺔ ﻭ ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻨﻤﻁ ﺍﻹﻨﺘﺎﺝ‬ ‫ﻤﻥ ﺍﻝﺫﻴﻥ ﺃﺴﻬﻤﻭﺍ ﻓﻲ ﻫﺫﺍ ﺍﻻﺘﺠﺎﻩ ﺨﺎﺼﺔ ﻤﻥ ﺍﻝﺤﺩﺍﺜﻴﻴﻥ ﻤﺩﺭﺴﺔ ﻓﺭﺍﻨﻜﻔﻭﺭﺕ‬ ‫ﺍﻝﺫﻱ ﻴﺅﻜﺩ ﻋﻠﻰ ﺃﻥ ﺍﻷﺤﻜﺎﻡ ﺍﻷﺨﻼﻗﻴﺔ ﻭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻫﻲ ﻭﺴﺎﺌل ﻝﺼﻴﺎﻏﺔ‬. ‫ﻭ ﻋﻼﻗﺎﺕ ﺍﻹﻨﺘﺎﺝ‪ .‬ﻭ‬. ‫ﻭ ﺒﺸﻜل ﺨﺎﺹ ﻫﺎﻴﺭﻤﺎﺱ‬ ‫ﻭ ﺇﻋﺎﺩﺓ ﺇﻨﺘﺎﺝ ﺍﻝﻘﻴﻡ ﺍﻝﺜﻘﺎﻓﻴﺔ ﻭ‬. ‫ﺍﻝﻘﻭﺍﻋﺩ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺁﻝﻴﺎﺕ ﺍﻝﺘﻨﺸﺌﺔ‪ .‬ﻭ ﺃﻥ ﺍﻷﺤﻜﺎﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻴﺫﻫﺏ ﻓﻴﻬﺎ ﺍﻻﺘﺼﺎل ﺇﻝﻰ ﻤﺩﻯ ﺃﺒﻌﺩ ﻤﻥ ﺍﻷﺤﻜﺎﻡ‬ ‫ﺍﻷﺨﻼﻗﻴﺔ ﺒﻤﺎ ﺃﻨﻪ ﻴﺴﺘﻨﺩ ﺇﻝﻰ ﺸﺭﻁ ﺇﻨﺴﺎﻨﻲ ﺫﻭ ﻁﺒﻴﻌﺔ ﻜﻭﻨﻴﺔ ﻭ ﻫﻭ ﻴﺅﻜﺩ ﻋﻠﻰ ﺃﻥ ﺍﻝﺘﻭﺍﺼل ﺍﻝﺼﻭﺕ ﺍﻝﻭﺤﻴﺩ ﺍﻝﻘﺎﺩﺭ‬ ‫ﻋﻠﻰ ﺘﻭﺤﻴﺩ ﻋﺎﻝﻡ ﻓﻘﺩ ﻜل ﻤﺭﺠﻌﻴﺎﺘﻪ ﻝﻴﺘﻭﺍﺼل ﺒﺎﻷﺩﻭﺍﺕ‬. ‫ﻭ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻀﻌﻑ ﺍﻝﺘﻭﺍﺼل ﻨﻔﺴﻪ‪ ،‬ﺃﻱ ﺃﻥ‬. ‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻋﻤﺩﺕ ﺇﻝﻰ ﺇﺤﻴﺎﺀ ﺍﻝﻘﻴﻡ ﺍﻝﻤﺭﻜﺯﻴﺔ ﻝﻠﺘﻭﺍﺼل ﺇﻻ ﺃﻨﻪ ﻓﻲ ﺍﻝﻭﻗﺕ ﺫﺍﺘﻪ ﺃﺼﺒﺢ ﺍﻝﻌﺎﻝﻡ ﻴﻌﺎﻨﻲ ﻓﻴﻪ‬ ‫ﻤﻥ ﺍﻝﻼﺘﻭﺍﺼل ﺤﻴﺙ ﻴﻌﺎﻨﻲ ﺍﻹﻨﺴﺎﻥ ﺍﻝﺤﺩﻴﺙ ﻤﻥ ﺍﻝﻌﺯﻝﺔ ﻭ ﺍﻨﺩﺜﺎﺭ ﺍﻝﻘﻴﻡ‪.‬‬ ‫ﻭ ﺍﻷﻜﻴﺩ ﺃﻥ ﺘﻠﻙ ﺍﻝﻘﻴﻡ ﻭ ﻏﻴﺭﻫﺎ ﻝﻬﺎ ﻤﺼﺎﺩﺭ ﺘﺴﺘﻘﻰ ﻤﻨﻬﺎ ﻭ ﻫﻲ ﻤﺨﺘﻠﻔﺔ ﺒﺎﺨﺘﻼﻑ ﺜﻘﺎﻓﺎﺕ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬. ‫ﻭ‬. ‫ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﻨﺘﻤﻭﻥ ﺇﻝﻴﻬﺎ ﻭ ﻜل ﻤﺼﺩﺭ ﻤﻥ ﺍﻝﻤﺼﺎﺩﺭ ﻴﺨﺘﻠﻑ ﺒﺎﺨﺘﻼﻑ ﺘﻭﺠﻬﺎﺕ ﺃﺼﺤﺎﺒﻬﺎ ﻭ ﺭﻏﻡ ﺍﻻﺨﺘﻼﻑ ﺇﻻ‬ ‫ﺃﻥ ﻫﻨﺎﻙ ﺍﺘﻔﺎﻕ ﺤﻭل ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻲ ﻤﻥ ﺨﻼﻝﻬﺎ ﻴﻤﻜﻥ ﺍﻜﺘﺴﺎﺏ ﺍﻝﻘﻴﻡ ﻭ ﺘﺘﻤﺜل ﺨﺎﺼﺔ ﻓﻲ ﺍﻷﺴﺭﺓ ﺍﻝﺘﻲ ﺘﺒﻘﻰ ﺩﺍﺌﻤﺎ‬ ‫ﻤﺼﺩﺭﺍ ﻝﻸﺨﻼﻕ ﻭ ﺍﻝﺩﻋﺎﻤﺔ ﺍﻷﻭﻝﻰ ﻝﻠﻀﺒﻁ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭ ﺍﻹﻁﺎﺭ ﺍﻝﺫﻱ ﻴﺘﻠﻘﻰ ﻓﻴﻪ ﺍﻹﻨﺴﺎﻥ ﺃﻭل ﺩﺭﻭﺱ ﺍﻝﺤﻴﺎﺓ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭ ﻜﺫﻝﻙ ﺍﻝﺩﻴﻥ ﺍﻝﺫﻱ ﻴﻌﺩ ﺃﻫﻡ ﻤﺼﺩﺭ ﺨﺎﺼﺔ ﻭ ﺃﻨﻪ ﻴﻤﺎﺭﺱ ﺘﺄﺜﻴﺭﺍ ﻗﻭﻴﺎ ﻋﻠﻰ ﺒﻘﻴﺔ ﺍﻷﻨﺴﺎﻕ ﺍﻷﺨﺭﻯ‬ ‫ﻻﺴﻴﻤﺎ ﺃﻨﻪ ﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻝﻌﻘﺎﺌﺩ ﻭ ﺍﻝﻌﺒﺎﺩﺍﺕ‪ ،‬ﻭ ﺘﺴﺘﻘﻰ ﻤﻨﻪ ﻤﺤﺩﺩﺍﺕ ﺍﻝﻘﻴﻡ ﻭ ﻗﻭﺍﻋﺩ ﺍﻝﺴﻠﻭﻙ ﻭ ﺃﻥ ﺠﻭﻫﺭ ﺍﻝﻘﻴﻡ‬ ‫ﺍﻷﺨﻼﻗﻴﺔ ﺘﻜﻤﻥ ﻓﻴﻪ‪.‬‬ ‫ﻭ ﻜل ﻫﺫﺍ ﻴﺅﻜﺩ ﻋﻠﻰ ﺃﻥ ﻝﻠﻘﻴﻡ ﺃﻫﻤﻴﺔ ﻜﺒﺭﻯ ﺘﻜﻤﻥ ﺃﺴﺎﺴﺎ ﻓﻲ ﺨﻁﻭﺭﺓ ﺩﻭﺭﻫﺎ ﻓﻲ ﺒﻨﺎﺀ ﺍ؟ﻹﻨﺴﺎﻥ ﻭ ﺘﻜﻭﻴﻥ‬ ‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺨﺎﺼﺔ ﻭ ﺃﻨﻬﺎ ﺘﻌﻤل ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﻨﻭﻉ ﻤﻥ ﺍﻝﺘﻭﺍﺯﻥ ﻝﻠﺤﻴﺎﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺘﻜﻭﻥ ﻤﺴﺘﺤﻴﻠﺔ ﺩﻭﻨﻬﺎ ﻭ‬ ‫ﻭﺠﻭﺩﻫﺎ ﻜﻤﻌﻴﺎﺭ ﺇﻨﺴﺎﻨﻲ ﻴﻭﺠﻪ ﺍﻝﺴﻠﻭﻙ ﻨﺤﻭ ﻫﺩﻑ ﻤﺸﺘﺭﻙ ﻜﻤﺎ ﺘﻘﻭﻡ ﺒﺘﺯﻭﻴﺩ ﺃﻋﻀﺎﺀ ﺍﻝﻤﺠﺘﻤﻊ ﺒﻤﻌﻨﻰ ﺍﻝﺤﻴﺎﺓ ﻭ‬ ‫ﺒﺎﻝﻬﺩﻑ ﺍﻝﺫﻱ ﻴﺠﻤﻌﻬﻡ ﻭ ﻴﻭﺤﺩﻫﻡ ﻤﻥ ﺃﺠل ﺍﻝﺒﻘﺎﺀ ﻓﻲ ﻤﺠﺘﻤﻊ ﻤﺤﻜﻭﻡ ﺒﻤﻨﻅﻭﻤﺔ ﻗﻴﻡ ﺘﺤﺩﺩ ﻁﺒﻴﻌﺔ ﻋﻼﻗﺔ ﺃﻓﺭﺍﺩﻩ‬ ‫ﺒﻌﻀﻬﻡ ﺒﺒﻌﺽ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﺘﻠﻙ ﺍﻝﻤﻨﻅﻭﻤﺔ ﺍﻝﺘﻲ ﺘﺤﻔﻅ ﺒﻘﺎﺀﻩ ﺨﺎﺼﺔ ﻓﻲ ﻅل ﺍﻝﺘﻁﻭﺭ‬ ‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﺍﻝﺤﺎﺼل ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻌﺎﻝﻡ‪.‬‬ ‫ﻭ ﻴﻌﺘﺒﺭ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺭﺒﻲ ﺃﻜﺜﺭ ﺃﺠﺯﺍﺀ ﺍﻝﻌﺎﻝﻡ ﺘﻌﺭﻀﺎ ﻝﺘﺄﺜﻴﺭﺍﺕ ﺘﻠﻙ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺘﻲ ﺠﺎﺀﺕ ﺒﻬﺎ ﺍﻝﻌﻭﻝﻤﺔ‪ ،‬ﻫﺫﻩ‬ ‫ﺍﻷﺨﻴﺭﺓ ﺍﻝﺘﻲ ﻋﻤﻠﺕ ﻋﻠﻰ ﺇﺯﺍﻝﺔ ﺍﻝﺤﺩﻭﺩ ﻭ ﺍﻝﺤﻭﺍﺠﺯ ﺒﻴﻥ ﺍﻷﻤﻡ ﻭ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻭ ﺃﺩﺕ ﺇﻝﻰ ﺇﻨﺴﻴﺎﺒﻴﺔ ﺍﻝﻘﻴﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻝﺩﻴﻨﻴﺔ ﻭ ﺘﻔﺴﺦ ﻓﻲ ﺍﻝﻘﻴﻡ ﺍﻷﺨﻼﻗﻴﺔ ﺒﻔﻀل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻭ ﺍﻝﺘﻘﺩﻡ ﻓﻲ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺍﻝﺘﻲ ﻻ ﻴﺯﺍل‬ ‫ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺭﺒﻲ ﻤﺘﻠﻘﻴﺎ ﻝﻬﺎ ﺒﺸﻜل ﻋﺎﻡ ﺤﻴﺙ ﻴﺴﺘﻭﺭﺩ ﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﺒﺴﻠﺒﻴﺔ ﻓﺎﻀﺤﺔ ﺩﻭﻥ ﺤﺴﻥ ﺍﺴﺘﻴﻌﺎﺒﻬﺎ ﺃﻭ ﺍﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻷﻤﺜل ﻝﻬﺎ‪ ،‬ﺫﻝﻙ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﻋﻠﻰ ﻤﺨﺯﻭﻥ ﻀﺨﻡ ﻤﻥ ﺍﻝﻘﻴﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻻﺴﻴﻤﺎ ﻗﻴﻤﺔ ﺍﻝﻌﻀﻭﻴﺔ ﻓﻲ‬ ‫ﺍﻝﺠﻤﺎﻋﺔ ﺴﻭﺍﺀ ﺠﻤﺎﻋﺔ ﺍﻷﺼﺩﻗﺎﺀ ﺃﻭ ﺍﻷﺴﺭﺓ‪ ،‬ﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﻓﻴﻬﺎ ﻗﻴﻤﺔ ﺍﻝﻌﻀﻭﻴﺔ ﻋﻠﻰ ﺭﺍﺒﻁﺔ ﺍﻝﺩﻡ‪ ،‬ﺍﻝﺘﻲ‬.

(24) ‫ﺘﺘﻌﺯﺯ ﺒﺎﻝﺘﻜﺎﻤل ﺍﻝﻌﻀﻭﻱ ﻭ ﺍﻝﻌﺎﻁﻔﻲ ﻭ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻔﻌﻠﻴﺔ ﻭ ﺍﻝﻤﻌﻨﻭﻴﺔ ﻭ ﺍﻝﻨﺯﻋﺔ ﻨﺤﻭ ﺍﻻﻤﺘﺜﺎل ﻭ ﺍﻝﻁﺎﻋﺔ ﻭ ﺘﻜﻭﻥ‬ ‫ﻓﻴﻬﺎ ﺍﻝﻌﻼﻗﺎﺕ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻭﻥ ﻭ ﺍﻻﻝﺘﺯﺍﻡ ﺍﻝﻐﻴﺭ ﻤﺸﺭﻭﻁ‪.‬‬ ‫ﺃﻤﺎ ﺍﻝﻘﻴﻡ ﺍﻝﺩﻴﻨﻴﺔ ﻓﺎﻷﻜﻴﺩ ﺃﻥ ﺍﻷﺼل ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺭﺒﻲ ﺃﻨﻪ ﻴﻘﻭﻡ ﻋﻠﻰ ﺍﻝﻘﻴﻡ ﺍﻝﺩﻴﻨﻴﺔ ﺍﻝﺫﻱ ﻴﻌﺩ ﺍﻝﺩﻴﻥ‬ ‫ﺍﻹﺴﻼﻤﻲ ﻤﺼﺩﺭﺍ ﻝﻬﺎ ﻝﺫﻝﻙ ﻜﺎﻥ ﻝﺯﺍﻤﺎ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﺎ ﻭ ﺘﻌﺘﺒﺭ ﺍﻝﻌﺒﺎﺩﺍﺕ ﺃﻫﻡ ﺘﻠﻙ ﺍﻝﻘﻴﻡ ﻜﺎﻝﺼﻼﺓ ﻭ‬ ‫ﺍﻝﺫﻜﺭ ﻻﺴﻴﻤﺎ ﻗﺭﺍﺀﺓ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ‪ ،‬ﺃﻤﺎ ﺍﻷﺨﻼﻕ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺭﺒﻲ ﻓﺘﻌﺘﺒﺭ ﻗﻭﺓ ﺇﻨﺴﺎﻨﻴﺔ ﺘﻨﻤﻭ ﻓﻭﻕ ﺃﻱ ﻤﺫﻫﺏ‬ ‫ﺴﻭﺍﺀ ﺃﻜﺎﻥ ﺍﻗﺘﺼﺎﺩﻴﺎ ﺃﻭ ﺴﻴﺎﺴﻴﺎ ﺃﻭ ﻓﻠﺴﻔﻲ‪ ،‬ﻷﻨﻬﺎ ﺘﻨﺎﻤﺕ ﻓﻭﻕ ﻜل ﺍﻷﻋﺭﺍﻑ ﻭ ﺍﻝﺘﻘﺎﻝﻴﺩ ﺨﺎﺼﺔ ﻭ ﺃﻨﻬﺎ ﺘﻌﺩ ﺍﻝﻤﻭﺠﻪ‬ ‫ﻨﺤﻭ ﺍﻝﻔﻀﻴﻠﺔ ﻭ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻴﺠﺎﺒﻲ ﻜﺎﻝﺤﻴﺎﺀ ﺍﻝﺫﻱ ﻴﻌﺩ ﻗﻴﻤﺔ ﺩﺍﻓﻌﺔ ﻝﻜل ﺨﻴﺭ ﻭ ﺍﻝﺘﺠﺭﺩ ﻤﻨﻪ ﻴﺭﻓﻊ ﺍﻝﻀﻭﺍﺒﻁ ﺍﻝﺘﻲ‬ ‫ﺘﻤﻨﻊ ﻤﻥ ﺍﺭﺘﻜﺎﺏ ﺍﻝﻤﺤﻀﻭﺭ‪ .‬ﺃﻤﺎ ﻗﻴﻤﺔ ﺍﻝﺼﺩﻕ ﻓﻬﻲ ﺍﻝﺘﻲ ﺘﻌﺩ ﺩﻋﺎﻤﺔ ﻤﺘﻴﻨﺔ ﻓﻲ ﺨﻠﻕ ﺍﻝﻔﺭﺩ ﺍﻝﻤﺴﻠﻡ ﻝﺩﻋﻡ ﺒﻨﺎﺀ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ‪.‬‬ ‫ﺇﻻ ﺃﻥ ﺍﻝﻭﺍﻗﻊ ﺍﻷﻜﻴﺩ ﻴﺸﻴﺭ ﺇﻝﻰ ﺃﻥ ﺍﻝﻘﻴﻡ ﺍﻝﺴﺎﻝﻔﺔ ﺍﻝﺫﻜﺭ ﺒﺩﺃﺕ ﺘﻬﺘﺯ ﻭ ﺘﺘﺭﺍﺠﻊ ﺒﻌﺩﻤﺎ ﺘﻌﺯﺯﺕ ﺍﻝﺘﺒﻌﻴﺔ ﻝﻠﻐﺭﺏ‬ ‫ﻭ ﺒﻌﺩ ﺃﻥ ﺘﻡ ﺩﻤﺞ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺭﺒﻲ ﻓﻲ ﺍﻝﻨﻅﺎﻡ ﺍﻝﻌﺎﻝﻤﻲ ﺍﻝﺭﺃﺴﻤﺎﻝﻲ ﻭ ﻤﺎ ﺘﺒﻊ ﺫﻝﻙ ﻤﻥ ﻫﻴﻤﻨﺘﻪ ﻓﻲ ﻜل ﺠﻭﺍﻨﺏ‬ ‫ﺍﻝﺤﻴﺎﺓ ﺒﺴﺒﺏ ﺘﺄﺜﻴﺭﺍﺕ ﺘﻠﻙ ﺍﻝﻌﻭﻝﻤﺔ ﻭ ﺁﻝﻴﺎﺘﻬﺎ ﺨﺎﺼﺔ ﺍﻻﻨﺘﺭﻨﺕ ﺍﻝﺘﻲ ﺒﺩﺃ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻌﺭﺒﻲ ﻭ ﺍﻝﺘﻲ ﻻ‬ ‫ﻴﺯﺍل ﻤﺘﺄﺨﺭﺍ ﻋﻥ ﺍﻝﺭﻜﺏ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻲ ﺒﺸﻜل ﻜﺒﻴﺭ ﻻﺴﻴﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﺴﺘﺜﻤﺎﺭ ﺇﻤﻜﺎﻨﺎﺘﻬﺎ ﻭ ﺨﺩﻤﺎﺘﻬﺎ ﺭﻏﻡ ﻭﺠﻭﺩ‬ ‫ﺍﻝﻤﺅﺸﺭﺍﺕ ﻭ ﺍﻹﺤﺼﺎﺀﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭ ﻗﺩ ﻜﺎﻥ ﺍﺭﺘﺒﺎﻁ ﺍﻷﻗﻁﺎﺭ ﺍﻝﻌﺭﺒﻴﺔ ﺨﻼل ﺍﻝﺴﻨﻭﺍﺕ ﺍﻷﺨﻴﺭﺓ ﺒﺎﻻﻨﺘﺭﻨﺕ ﺇﻤﺎ‬ ‫ﺒﺸﻜل ﻜﺎﻤل ﺒﺤﻴﺙ ﺘﺴﺘﺜﻤﺭ ﻜل ﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﻭ ﺇﻤﺎ ﺒﺎﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ‬. ‫ﻭ ﺍﺴﺘﺨﺩﺍﻤﺎﺘﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﺃﻤﺎ ﻤﻥ ﺤﻴﺙ‬. ‫ﻨﺴﺒﺔ ﺍﻨﺘﺸﺎﺭﻫﺎ ﻓﻼ ﺘﺯﺍل ﺃﻗل ﻤﻥ ﺍﻝﻤﻌﺩﻻﺕ ﺍﻝﺩﻭﻝﻴﺔ‪ .‬ﻭ ﺘﺒﻘﻰ ﺃﻋﺩﺍﺩ ﺍﻝﻤﺴﺘﺨﺩﻤﻴﻥ ﻀﺌﻴﻠﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺄﺠﺯﺍﺀ ﺃﺨﺭﻯ ﻤﻥ‬ ‫ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﻘﺩﻡ ﺤﻴﺙ ﻻ ﻴﺯﻴﺩ ﻋﻥ‬. ‫‪ % 0,3‬ﻤﻥ ﺇﺠﻤﺎﻝﻲ ﺍﻝﺸﻌﻭﺏ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺒﺎﻝﻎ ﻋﺩﺩﻫﺎ ﺃﻜﺜﺭ‬. ‫ﻤﻥ ‪ 300‬ﻤﻠﻴﻭﻥ ﻨﺴﻤﺔ‪.‬‬ ‫ﺃﻤﺎ ﺍﻝﺠﺯﺍﺌﺭ ﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ ﻤﻥ ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺘﺄﺨﺭﺓ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﻻﺴﻴﻤﺎ ﻤﻥ ﺤﻴﺙ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺤﻴﺙ‬ ‫ﺒﺩﺃﺕ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻋﺎﻡ ‪ 1993‬ﻡ ﻋﻥ ﻁﺭﻴﻕ ﻤﺭﻜﺯ ﺍﻝﺒﺤﺙ ﻝﻠﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭ ﺍﻝﺘﻘﻨﻴﺔ ‪CERIST‬‬. ‫ﻭ ﻫﻭ ﻤﺭﻜﺯ‬. ‫ﺘﺎﺒﻊ ﻝﻠﺩﻭﻝﺔ‪ .‬ﻭ ﻓﻲ ﻋﺎﻡ ‪1998‬ﻡ ﺍﻝﺫﻱ ﺒﻤﻭﺠﺒﻪ ﺼﺩﺭ ﺍﻝﻤﺭﺴﻭﻡ ﺍﻝﻭﺯﺍﺭﻱ ﺭﻗﻡ ‪265‬ﻡ ﻝﻌﺎﻡ ‪1998‬ﻡ ﺍﻝﺫﻱ ﺒﻤﻭﺠﺒﻪ‬ ‫ﺃﻨﻬﻰ ﺍﺤﺘﻜﺎﺭ ﺨﺩﻤﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻤﻥ ﺍﻝﺩﻭﻝﺔ ﻭ ﺴﻤﺢ ﻝﻠﺸﺭﻜﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺘﻘﺩﻴﻡ ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ ﺒﻴﺩ ﺃﻥ ﻫﺫﺍ ﺍﻝﻤﺭﺴﻭﻡ‬ ‫ﺍﺸﺘﺭﻁ ﻋﻠﻰ ﺍﻝﺫﻴﻥ ﻴﺭﻴﺩﻭﻥ ﻫﺫﻩ ﺍﻝﺨﺩﻤﺔ ﻷﻏﺭﺍﺽ ﺘﺠﺎﺭﻴﺔ ﺃﻥ ﻴﻜﻭﻨﻭﺍ ﺠﺯﺍﺌﺭﻱ ﺍﻝﺠﻨﺴﻴﺔ ﻭ ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻝﻁﻠﺒﺎﺕ‬ ‫ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﻭﺯﻴﺭ ﺍﻻﺘﺼﺎﻻﺕ ﻭ ﻓﻲ ﻋﺎﻡ ‪1998‬ﻡ ﻅﻬﺭﺕ ﺃﻭﻝﻰ ﺸﺭﻜﺎﺕ ﺍﻝﺘﺯﻭﻴﺩ ﺍﻝﺨﺎﺼﺔ ﻭ ﺍﺭﺘﻔﻌﺕ ﺃﻋﺩﺍﺩ‬ ‫ﺍﻝﺸﺭﻜﺎﺕ ﺍﻝﺘﻲ ﺘﺯﻭﺩ ﺍﻝﺯﺒﺎﺌﻥ ﺇﻝﻰ ‪ 18‬ﺸﺭﻜﺔ ﺒﺤﻠﻭل ﺸﻬﺭ ﻤﺎﺭﺱ ﻋﺎﻡ ‪ ،2000‬ﻭ ﻗﺩ ﺍﺭﺘﻔﻊ ﺍﻝﻌﺩﺩ ﻝﻴﺼل ﺇﻝﻰ ‪60‬‬ ‫ﻤﻤﻭﻻ ﻋﺒﺭ ﺍﻝﻘﻁﺭ ﺍﻝﺠﺯﺍﺌﺭﻱ‪.‬‬.