‫اﺧﻼق ﺣﺮﻓﻪ ای در سازمان - PDF

‫اﺧﻼق ﺣﺮﻓﻪ ای‬ ‫درﺳﺎزﻣﺎن‬  ‫ﻓـــﻬﺮﺳــﺖ‬ ‫ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ‪1...................................................................................................................................................................‬‬ ‫ﻣ...

‫اﺧﻼق ﺣﺮﻓﻪ ای‬ ‫درﺳﺎزﻣﺎن‬  ‫ﻓـــﻬﺮﺳــﺖ‬ ‫ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ‪1...................................................................................................................................................................‬‬ ‫ﻣﻔﻬﻮﻡ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ‪1......................................................................................................................................................‬‬ ‫ﻫﻔﺖ ﺭﻭﺵ ﺁﺳﺎﻥ ﺑﺮﺍﻱ ﺑﺮﻗﺮﺍﺭﻱ ﺳﺮﻳﻊ ﺗﺮ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻓﺮﺍﺩ ‪2............................................................................................‬‬ ‫ﻣﺴﺎﺋﻞ ﺍﺧﻼﻗﻲ ﺳﺎﺯﻣﺎﻥ ﻭ ﻓﻨﻮﻥ ﺣﻞ ﺁﻧﻬﺎ ‪4........................................................................................................................‬‬ ‫ﺍﺧﻼﻕ ﺩﺭ ﻭﺭﻃﻪ ﻋﻤﻞ ‪5.........................................................................................................................................................‬‬ ‫ﻣﻮﺍﻧﻊ ﺭﺷﺪ ﺍﺧﻼﻕ ﺣﺮﻓﻪﺍﻱ ‪6................................................................................................................................................‬‬ ‫ﺣﻞ ﻣﺴﺎﻳﻞ ﺍﺧﻼﻗﻲ ﺑﺎ ﺭﻭﻳﻜﺮﺩ ﺧﻼﻕ ‪9.............................................................................................................................‬‬ ‫ﻓﻨﻮﻥ ﻣﻮﺍﺟﻬﻪ ﺑﺎ ﺗﻌﺎﺭﺿﺎﺕ ﺍﺧﻼﻗﻲ ‪10...............................................................................................................................‬‬ ‫ﮔﺬﺍﺭ ﺍﺯ ﺩﻭﮔﺎﻧﮕﻲ ﺍﺧﻼﻗﻲ ﺑﺎ ﺭﻭﻳﻜﺮﺩ ﺧﻼﻕ‪11...................................................................................................................‬‬ ‫ﺭﺍﻩﻫﺎﻱ ﺣﻞ ﺗﻌﺎﺭﺽ ﺩﺭ ﻣﺤﻴﻂ ﻛﺎﺭ ‪12...............................................................................................................................‬‬ ‫ﺍﻧﻮﺍﻉ ﺗﻌﺎﺭﺽ ‪12......................................................................................................................................................................‬‬ ‫ﻋﻮﺍﻣﻞ ﺗﻌﺎﺭﺽﺯﺍ ‪13................................................................................................................................................................‬‬ ‫ﺭﻭﺵﻫﺎﻱ ﺣﻞ ﺗﻌﺎﺭﺽ ‪14.....................................................................................................................................................‬‬ ‫ﭘﻴﺎﻣﺪﻫﺎﻱ ﻣﺜﺒﺖ ﺗﻌﺎﺭﺽ ‪15.................................................................................................................................................‬‬ ‫ﻣﻼﻙﻫﺎﻱ ﺍﺧﻼﻕ ‪16.............................................................................................................................................................‬‬ ‫ﭼﮕﻮﻧﻪ ﺑﻪ ﺗﺮﻭﻳﺞ ﺍﺧﻼﻕ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻛﻤﻚ ﻛﻨﻴﻢ ‪17........................................................................................................‬‬  ‫ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ‬ ‫ﺍﺧﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ ﻋﺒـﺎﺭﺕ ﺍﺳـﺖ ﺍﺯ ﻣﺠﻤﻮﻋـﻪ ﺍﺻـﻮﻝ ﻭ ﻗﻮﺍﻋـﺪ ﺭﻓﺘـﺎﺭﻱ ﻭ ﺍﺧﻼﻗـﻲ ﻛـﻪ ﺣﺮﻓـﻪ ﻫـﺎﻱ ﻣﺨﺘﻠـﻒ‬ ‫ﺑﻪ ﻫﻨﮕﺎﻡ ﺍﻳﻔﺎﻱ ﻧﻘﺶ ﺣﺮﻓﻪ ﺍﻱ ﺧـﻮﺩ ﻣﻜﻠـﻒ ﺑـﻪ ﺭﻋﺎﻳـﺖ ﺁﻥ ﻫـﺎ ﻣـﻲ ﺑﺎﺷـﻨﺪ؛ ﺍﻛﻨـﻮﻥ ﺳـﻮﺍﻝ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ‬ ‫ﺑﻪ ﺭﺍﺳﺘﻲ ﻣﻮﻟﻔﻪ ﻫـﺎ ﻭ ﺍﺑﻌـﺎﺩ ﻣﻬـﻢ ﺍﺧـﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ ﻛﺪﺍﻣﻨـﺪ؟ ﺑﺴـﺘﺮﻫﺎ ﻭ ﻋﻮﺍﻣـﻞ ﺯﻣﻴﻨـﻪ ﺳـﺎﺯ ﺑـﺮﺍﻱ ﺭﺷـﺪ ﻭ‬ ‫ﺗﻮﺳــﻌﻪ ﺍﺧــﻼﻕ ﺣﺮﻓــﻪ ﺍﻱ ﺩﺭ ﺳــﺎﺯﻣﺎﻥ ﻫــﺎ ﻛﺪﺍﻣﻨــﺪ؟ ﻭ ﺳــﻮﺍﻝ ﺩﻳﮕــﺮ ﺍﻳﻨﻜــﻪ ﺭﻋﺎﻳــﺖ ﺍﺻــﻮﻝ ﻭ ﻗﻮﺍﻋــﺪ ﺍﺧــﻼﻕ‬ ‫ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻫﺎ ﻭ ﻣﺤﻴﻂ ﻛﺴﺐ ﻭﻛﺎﺭ ﭼﻪ ﺗﺒﻠﻴﻐﺎﺕ ﻣﺜﺒﺘﻲ ﺑﻪ ﻫﻤﺮﺍﻩ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ؟‬ ‫ﺭﻭﺍﺝ ﺍﺻــﻄﻼﺡ ﺍﺧــﻼﻕ ﺣﺮﻓــﻪ ﺍﻱ ﺩﺭ ﺍﺩﺑﻴــﺎﺕ ﺳﻴﺎﺳــﻲ‪ ،‬ﺍﻗﺘﺼــﺎﺩﻱ ﻭ ﺍﺟﺘﻤــﺎﻋﻲ ﻧﻮﻳﺴــﻨﺪﮔﺎﻥ ﺑــﻪ ﻗــﺮﻥ ‪ 18‬ﻭ‬ ‫‪ 19‬ﻣــﻴﻼﺩﻱ ﻣﻨﺘﺴــﺐ ﻣــﻲ ﺑﺎﺷــﺪ‪.‬ﺍﻳــﻦ ﺍﺻــﻄﻼﺡ ﺑــﻪ ﻋﻨــﻮﺍﻥ ﻳﻜــﻲ ﺍﺯ ﻭﻳﮋﮔــﻲ ﻫــﺎﻱ ﺳــﺮﻣﺎﻳﻪ ﻱ ﺍﻧﺴــﺎﻧﻲ ﻭ‬ ‫ﻣﻌﻨﻮﻱ ﻫﺮ ﺟﺎﻣﻌـﻪ‪ ،‬ﺑـﻪ ﻣﺜﺎﺑـﻪ ﻧـﻮﻋﻲ ﺗﻌﻬـﺪ ﻭ ﻭﺟـﺪﺍﻥ ﻛـﺎﺭﻱ ﻧﺴـﺒﺖ ﺑـﻪ ﻭﻇـﺎﻳﻒ ﻣﺤﻮﻟـﻪ‪ ،‬ﺑـﻪ ﺳـﺮﻋﺖ ﺟـﺎﻱ‬ ‫ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻫﺎ ﺑﺎﺯ ﻛﺮﺩ‪.‬‬ ‫ﻣﻔﻬﻮﻡ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ‬ ‫ﺩﺭ ﺍﺑﺘﺪﺍ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﺑﻪ ﻣﻌﻨﺎﻱ ﺍﺧـﻼﻕ ﻛـﺎﺭ ﻭ ﺍﺧـﻼﻕ ﻣﺸـﺎﻏﻞ ﺑـﻪ ﻛـﺎﺭ ﻣـﻲ ﺭﻓـﺖ‪.‬ﺍﻣـﺮﻭﺯﻩ ﻧﻴـﺰ ﻋـﺪﻩ ﺍﻱ‬ ‫ﺍﺯ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﺍﺧﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ‪ ،‬ﺍﺯ ﻣﻌﻨـﺎﻱ ﻧﺨﺴـﺘﻴﻦ ﺍﻳـﻦ ﻣﻔﻬـﻮﻡ ﺑـﺮﺍﻱ ﺗﻌﺮﻳـﻒ ﺁﻥ ﺍﺳـﺘﻔﺎﺩﻩ ﻣـﻲ ﻛﻨﻨـﺪ‪.‬ﺍﺯ‬ ‫ﻣﻌﻨــــﺎﻱ ﻧﺨﺴــــﺘﻴﻦ ﺍﻳــــﻦ ﻣﻔﻬــــﻮﻡ ﺑــــﺮﺍﻱ ﺗﻌﺮﻳــــﻒ ﺁﻥ ﺍﺳــــﺘﻔﺎﺩﻩ ﻣــــﻲ ﻛﻨﻨــــﺪ‪.‬ﺍﺻــــﻄﻼﺣﺎﺗﻲ‬ ‫ﻣﺎﻧﻨــﺪ ‪ workethics‬ﻳــﺎ ‪ professionalethics‬ﻣﻌــﺎﺩﻝ ﺍﺧــﻼﻕ ﻛــﺎﺭﻱ ﻳــﺎ ﺍﺧــﻼﻕ ﺣﺮﻓــﻪ ﺍﻱ ﺩﺭ ﺯﺑــﺎﻥ‬ ‫ﻓﺎﺭﺳﻲ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﻣﻲ ﺗـﻮﺍﻥ ﺍﻳـﻦ ﻃـﻮﺭ ﺑﻴـﺎﻥ ﻧﻤـﻮﺩ ﻛـﻪ ﻣﻔﻬـﻮﻡ ﺍﺧـﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ ﻣﺠﻤﻮﻋـﻪ ﻱ ﻗـﻮﺍﻧﻴﻦ ﺍﺧﻼﻗـﻲ ﺭﺍ ﺩﺭ‬ ‫ﺑﺮﻣــﻲ ﮔﻴــﺮﺩ ﻛــﻪ ﺍﺻــﻮﻻ ﺍﺯ ﻣﺎﻫﻴــﺖ ﻳــﻚ ﺣﺮﻓــﻪ ﺍﺳــﺘﺨﺮﺍﺝ ﺷــﺪﻩ ﺍﻧــﺪ‪.‬ﺑــﺪﻳﻦ ﺗﺮﺗﻴــﺐ ﻧﺨﺴــﺘﻴﻦ ﻭﻇﻴﻔــﻪ ﻱ‬ ‫ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﺗﺪﻭﻳﻦ ﻗﻮﺍﻧﻴﻨﻲ ﺑﺮ ﭘﺎﻳﻪ ﻱ ﺍﺧﻼﻕ ﺩﺭ ﺣﺮﻓﻪ ﻣﺨﺘﻠﻒ ﺍﺳﺖ‪.‬‬ ‫ﺻــﺎﺣﺒﺎﻥ ﺣﺮﻓــﻪ ﺍﺯ ﺍﺧــﻼﻕ ﺩﻭ ﺗﻮﻗــﻊ ﺩﺍﺭﻧــﺪ‪ :‬ﻳﻜــﻲ ﺑﻴــﺎﻥ ﻧﻈــﺎﻡ ﻣﻨــﺪ ﻣﺴــﺌﻮﻟﻴﺖ ﻫــﺎﻱ ﺍﺧﻼﻗــﻲ ﺩﺭ ﺣﺮﻓــﻪ ﻭ‬ ‫ﺩﻳﮕﺮﻱ ﺗﺸﺨﻴﺺ ﺩﻗﻴﻖ ﻭ ﺣﻞ ﺍﺛﺮﺑﺨﺶ ﻣﺴﺎﺋﻞ ﺍﺧﻼﻕ ﺣﺮﻓﻪ‪.‬‬ ‫ﺩﺭ ﺗﻌﺮﻳﻒ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﺑﻪ ﻣﻮﺍﺭﺩ ﺯﻳﺮ ﺍﺷﺎﺭﻩ ﺷﺪﻩ ﺍﺳﺖ‪:‬‬ ‫‪ ‬ﺭﻓﺘﺎﺭﻱ ﻣﺘﺪﺍﻭﻝ ﺩﺭ ﻣﻴﺎﻥ ﺍﻫﻞ ﻳﻚ ﺣﺮﻓﻪ‪.‬‬ ‫‪ ‬ﻣﺪﻳﺮﻳﺖ ﺭﻓﺘﺎﺭ ﻭ ﻛﺮﺩﺍﺭ ﺁﺩﻣﻲ ﻫﻨﮕﺎﻡ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻥ ﻛﺎﺭﻫﺎﻱ ﺣﺮﻓﻪ ﺍﻱ‪.‬‬ ‫‪ ‬ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﺭﺷﺘﻪ ﺍﻱ ﺍﺯ ﺩﺍﻧﺶ ﺍﺧﻼﻕ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ﺭﻭﺍﺑﻂ ﺷﻐﻠﻲ ﻣﻲ ﭘﺮﺩﺍﺯﺩ‪.‬‬ ‫‪ ‬ﻣﺠﻤﻮﻋﻪ ﺍﻱ ﺍﺯ ﻗﻮﺍﻧﻴﻦ ﻛﻪ ﺩﺭ ﻭﻫﻠﻪ ﺍﻭﻝ ﺍﺯ ﻣﺎﻫﻴﺖ ﺣﺮﻓﻪ ﻭ ﺷﻐﻞ ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻳﺪ‪.‬‬ ‫‪1‬‬  ‫ﻫﻔﺖ ﺭﻭﺵ ﺁﺳﺎﻥ ﺑﺮﺍﻱ ﺑﺮﻗﺮﺍﺭﻱ ﺳﺮﻳﻊ ﺗﺮ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﺍﻓﺮﺍﺩ‬ ‫ﺍﻣــﺮﻭﺯﻩ ﻧﺸﺴــﺖ ﻭ ﺑﺮﺧﺎﺳــﺖ ﺑــﺎ ﺍﻓــﺮﺍﺩﻱ ﻛــﻪ ﺁﻧﻬــﺎ ﺭﺍ ﺍﺯ ﻗﺒــﻞ ﻧﻤــﻲ ﺷﻨﺎﺳــﻴﻢ‪ ،‬ﺑــﻪ ﻳﻜــﻲ ﺍﺯ ﻋــﺎﺩﺍﺕ ﺿــﺮﻭﺭﻱ ﻭ‬ ‫ﺑﺪﻳﻬﻲ ﺯﻧﺪﮔﻲ ﻣﺎﻥ ﺗﺒﺪﻳﻞ ﺷﺪﻩ ﺍﺳـﺖ‪.‬ﺩﺭ ﺑﻌﻀـﻲ ﺍﺯ ﻣﺸـﺎﻏﻞ ﺍﻓـﺮﺍﺩ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﻳـﻚ ﻣﺸـﺘﺮﻱ ﻳـﺎ ﻫﻤﻜـﺎﺭ ﺑـﻪ‬ ‫ﺍﺷــﺨﺎﺹ ﻏﺮﻳﺒــﻪ ﻣﻌﺮﻓــﻲ ﻣــﻲ ﺷــﻮﻧﺪ ﻭ ﺩﺭ ﺑﺮﺧــﻲ ﺩﻳﮕــﺮ ﻛــﻪ ﺷــﺒﻜﻪ ﻫــﺎﻱ ﺍﺭﺗﺒــﺎﻃﻲ ﭘﻴﺸــﺮﻓﺘﻪ ﺍﻱ ﺩﺍﺭﻧــﺪ‪،‬‬ ‫ﺍﺭﺗﺒﺎﻁ ﻣﻮﺛﺮ ﻭ ﺳﺎﺯﻧﺪﻩ ﺑﺎ ﻏﺮﻳﺒﻪ ﻫﺎ ﻫﺪﻑ ﺍﺻﻠﻲ ﻣﺤﺴﻮﺏ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫ﺣﺘﻲ ﺩﺭ ﻣﺠـﺎﻟﺲ ﺻـﻤﻴﻤﻲ‪ ،‬ﺧـﺎﻧﻮﺍﺩﮔﻲ ﻭ ﺩﻭﺳـﺘﺎﻧﻪ ﻧﻴـﺰ ﻃـﺮﺯ ﺍﺭﺗﺒـﺎﻁ ﺑﺮﻗـﺮﺍﺭ ﻛـﺮﺩﻥ ﺑـﺎ ﺩﻳﮕـﺮﺍﻥ ﺗﻨﻬـﺎ ﺭﻭﺵ‬ ‫ﺩﺭ ﺟﺬﺏ ﺣﺎﺿﺮﻳﻦ ﻭ ﭘﻴﺪﺍ ﻛﺮﺩﻥ ﺩﻭﺳﺘﺎﻥ ﺑﻴﺸﺘﺮ ﺍﺳﺖ‪.‬‬ ‫ﺍﮔﺮ ﻧﮕﺎﻫﻲ ژﺭﻑ ﻭ ﺑﺮﻭﻥ ﮔـﺮﺍ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﻴﺪ ﺧﻮﺍﻫﻴـﺪ ﻓﻬﻤﻴـﺪ ﻛـﻪ ﻣﻼﻗـﺎﺕ ﺑـﺎ ﻏﺮﻳﺒـﻪ ﻫـﺎ ﻳـﻚ ﻓﺮﺻـﺖ ﻓـﻮﻕ‬ ‫ﺍﻟﻌﺎﺩﻩ ﻭ ﻫﻴﺠﺎﻥ ﺍﻧﮕﻴﺰ ﺑـﺮﺍﻱ ﺗﻌﺎﻣـﻞ ﻭ ﺍﺭﺗﺒـﺎﻁ ﺑﻴﺸـﺘﺮ ﺑـﺎ ﺟﺎﻣﻌـﻪ ﺍﺳـﺖ؛ ﺍﻣـﺎ ﻣﻌﻤـﻮﻻً ﺍﻛﺜـﺮ ﻣـﺎ ﺩﺭ ﺑﺮﺧـﻮﺭﺩ ﺑـﺎ‬ ‫ﺍﻓﺮﺍﺩ ﻏﺮﻳﺒﻪ ﺩﭼﺎﺭ ﺍﻧﺪﻛﻲ ﺗﺮﺱ ﻭ ﺍﻇﻄﺮﺍﺏ ﻣﻲ ﺷﻮﻳﻢ‪.‬‬ ‫ﺷﻤﺎ ﻫﻴﭽﮕـﺎﻩ ﻓﺮﺻـﺖ ﺩﻭﺑـﺎﺭﻩ ﺍﻱ ﺑـﺮﺍﻱ ﺍﺻـﻼﺡ ﺗـﺄﺛﻴﺮ ﺑﺮﺧـﻮﺭﺩ ﺍﻭﻝ ﺗـﺎﻥ ﺑـﺎ ﻳـﻚ ﺷـﺨﺺ ﻧﺨﻮﺍﻫﻴـﺪ ﺩﺍﺷـﺖ؛‬ ‫ﺍﻳﻦ ﻳﻚ ﻗﺎﻧﻮﻥ ﺍﺳﺖ‪.‬ﺩﺭ ﺍﺩﺍﻣﻪ ﺷﻤﺎ ﺑـﺎ ﺗﺮﻓﻨـﺪﻫﺎﻳﻲ ﺁﺷـﻨﺎ ﻣـﻲ ﺷـﻮﻳﺪ ﺗـﺎ ﺑﺘﻮﺍﻧﻴـﺪ ﺩﺭ ﺑﺮﺧـﻮﺭﺩ ﺑـﺎ ﻛﺴـﺎﻧﻲ ﻛـﻪ‬ ‫ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﻗﺒـﻞ ﻧﻤـﻲ ﺷﻨﺎﺳـﻴﺪ‪ ،‬ﺑـﺎ ﺁﺭﺍﻣـﺶ ﻭ ﺍﻋﺘﻤـﺎﺩ ﺑـﻪ ﻧﻔـﺲ ﺑﻴﺸـﺘﺮﻱ ﺍﺭﺗﺒـﺎﻁ ﺑﺮﻗـﺮﺍﺭ ﻛـﺮﺩﻩ ﻭ ﭘﻨﺠـﺮﻩ ﺍﻱ‬ ‫ﺟﺪﻳﺪ ﺩﺭ ﺭﻭﺍﺑﻂ ﺧﻮﺩ ﺑﺎ ﺳﺎﻳﺮﻳﻦ ﺑﺎﺯ ﻛﻨﻴﺪ‪.‬‬ ‫‪ ‬ﻟﺒﺨﻨﺪ ﺑﺰﻧﻴﺪ‬ ‫ﺍﻫﻤﻴﺖ ﻟﺒﺨﻨـﺪ ﺯﺩﻥ ﺑـﺮ ﻛﺴـﻲ ﭘﻮﺷـﻴﺪﻩ ﻧﻴﺴـﺖ ‪ ،‬ﻣـﺜﻼً ﻫﻨﮕـﺎﻣﻲ ﻛـﻪ ﺑـﺎ ﻳـﻚ ﻓـﺮﺩ ﻏﺮﻳﺒـﻪ ﻗـﺪﻡ ﻣـﻲ ﺯﻧﻴـﺪ‪،‬‬ ‫ﻟﺒﺨﻨﺪ ﺭﻭﻱ ﭼﻬﺮﻩ ﺷﻤﺎ ﺑﻪ ﺳﺮﻋﺖ ﻣﻲ ﺗﻮﺍﻧﺪ ﻓﻀﺎ ﺭﺍ ﮔﺮﻡ ﻛﺮﺩﻩ ﻭ ﻧﮕﺎﻩ ﺗﺎﻥ ﺭﺍ ﺩﻭﺳﺘﺎﻧﻪ ﻭ ﻧﺰﺩﻳﻜﺘﺮ ﻛﻨﺪ‪.‬‬ ‫ﺍﻳﻦ ﻟﺒﺨﻨﺪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺟﻮ ﻣﺜﺒﺘﻲ ﺭﺍ ﺩﺭ ﺗﻌـﺎﻣﻼﺕ ﺷـﻤﺎ ﺍﻳﺠـﺎﺩ ﻛـﺮﺩﻩ ﻭ ﻧﺸـﺎﻥ ﺩﻫـﺪ ﻛـﻪ ﺷـﻤﺎ ﻓـﺮﺩ ﺧـﻮﺏ ﻭ ﺑـﺎ‬ ‫ﻣﺤﺒﺘــﻲ ﻫﺴــﺘﻴﺪ‪.‬ﻫﻤﭽﻨــﻴﻦ ﺍﻳﻨﻜــﺎﺭ ﻣــﻲ ﺗﻮﺍﻧــﺪ ﻣﻐــﺰ ﺷــﻤﺎ ﺭﺍ ﻭﺍﺩﺍﺭ ﺑــﻪ ﺁﺯﺍﺩﺳــﺎﺯﻱ ﻣــﻮﺍﺩ ﺷــﻴﻤﻴﺎﻳﻲ ﺑﻨــﺎﻡ‬ ‫ﺳﺮﺗﻮﻧﻴﻦ ﻛﻨﺪ ﺗﺎ ﺷﻤﺎ ﺍﺣﺴﺎﺱ ﺧﻮﺷﺎﻳﻨﺪﻱ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ‪.‬‬ ‫ﺑﺎ ﺍﻳﻦ ﻛﺎﺭ ﺳـﺎﺩﻩ‪ ،‬ﺷـﻤﺎ ﻫـﻢ ﺗﻮﺍﻧﺴـﺘﻪ ﺍﻳـﺪ ﮔﻔﺘﮕـﻮﻱ ﺩﻭﺳـﺘﺎﻧﻪ ﻭ ﺷـﺎﺩﺗﺮﻱ ﺑـﺎ ﺳـﺎﻳﺮﻳﻦ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﻴﺪ ﻭ ﻫـﻢ‬ ‫ﺍﻳﻨﻜﻪ ﺩﺭ ﺗﻌﺎﻣﻼﺗﺎﻥ ﻓﺮﺩﻱ ﺩﻭﺳﺖ ﺩﺍﺷﺘﻨﻲ ﺗﺮ ﺑﻪ ﻧﻈﺮ ﺑﺮﺳﻴﺪ‪.‬‬ ‫‪ ‬ﺣﺪﺍﻗﻞ ﻳﻜﺒﺎﺭ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﺍﺳﻢ ﻛﻮﭼﻚ ﺻﺪﺍ ﺑﺰﻧﻴﺪ‬ ‫ﻣﺮﺩﻡ ﺩﻳﺮﺟﻮﺵ ﺩﻭﺳـﺖ ﺩﺍﺭﻧـﺪ ﻛـﻪ ﺩﻳﮕـﺮﺍﻥ ﻧـﺎﻡ ﻛﻮﭼﻜﺸـﺎﻥ ﺭﺍ ﺻـﺪﺍ ﺑﺰﻧﻨـﺪ‪.‬ﺳـﻌﻲ ﻛﻨﻴـﺪ ﻫﻨﮕـﺎﻣﻲ ﻛـﻪ ﻧـﺎﻡ‬ ‫ﻳﻚ ﻓﺮﺩ ﻏﺮﻳﺒﻪ ﺭﺍ ﻓﻬﻤﻴﺪﻳﺪ‪ ،‬ﺩﺭ ﻃﻮﻝ ﻣﻜﺎﻟﻤﻪ ﺗـﺎﻥ ﭼﻨـﺪﻳﻦ ﺑـﺎﺭ ﺁﻧﻬـﺎ ﺭﺍ ﺑـﻪ ﺍﺳـﻢ ﻛﻮﭼـﻚ ﺻـﺪﺍ ﺑﺰﻧﻴـﺪ) ﺍﻟﺒﺘـﻪ‬ ‫ﺧﻴﻠـﻲ ﻃﺒﻴﻌــﻲ!(‪.‬ﻣﻄﻤﺌﻨـﺎً ﺍﻳﻨﻜـﺎﺭ ﻧــﻪ ﺗﻨﻬــﺎ ﺿــﺮﺭﻱ ﻧـﺪﺍﺭﺩ ﺑﻠﻜــﻪ ﺑﻌــﺪ ﺍﺯ ﭼﻨــﺪ ﺩﻗﻴﻘـﻪ ﻣﻜﺎﻟﻤــﻪ‪ ،‬ﻃــﺮﻑ ﺷــﻤﺎ‬ ‫ﺍﺣﺴﺎﺱ ﺧﻮﺷﺎﻳﻨﺪ‪ ،‬ﺩﻭﺳﺘﺎﻧﻪ ﻭ ﺭﺍﺣـﺖ ﺗـﺮﻱ ﺑـﺎ ﺷـﻤﺎ ﺧﻮﺍﻫـﺪ ﻛـﺮﺩ‪.‬ﻫﻤﭽﻨـﻴﻦ ﺗﻜـﺮﺍﺭ ﻧـﺎﻡ ﺍﻭ ﺑﺎﻋـﺚ ﻣـﻲ ﺷـﻮﺩ‬ ‫ﺗــﺎ ﺍﻭ ﺭﺍ ﺑﺨــﺎﻃﺮ ﺳــﭙﺮﺩﻩ ﻭ ﺩﺭ ﺑﺮﺧــﻮﺭﺩ ﺑﻌــﺪﻱ ﺍﺯ ﺍﻳﻨﻜــﻪ ﺍﺳــﻢ ﺍﻭ ﺭﺍ ﺍﺷــﺘﺒﺎﻩ ﺻــﺪﺍ ﺑﺰﻧﻴــﺪ‪ ،‬ﺍﺣﺴــﺎﺱ ﺷــﺮﻣﻨﺪﮔﻲ‬ ‫ﻧﻜﻨﻴﺪ‪.‬‬ ‫‪2‬‬  ‫‪ ‬ﺳﺮﺩﻱ ﺭﺍﺑﻄﻪ ﺭﺍ ﺑﺎ ﺷﻮﺧﻲ ﻫﺎﻱ ﺑﻪ ﺟﺎ ﺍﺯ ﺑﻴﻦ ﺑﺒﺮﻳﺪ‬ ‫ﺑﻪ ﻳﺎﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ ﺍﮔﺮ ﺗﻤـﺎﻳﻠﻲ ﺑـﻪ ﺍﺳـﺘﻔﺎﺩﻩ ﺍﺯ ﺑﺤـﺚ ﻫـﺎﻱ ﻛﻮﭼـﻚ ﺑـﺮﺍﻱ ﺑـﺎﺯ ﻛـﺮﺩﻥ ﺻـﺤﺒﺖ ﺑـﺎ ﺩﻳﮕـﺮﺍﻥ‬ ‫ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ‪ ،‬ﺷﺮﻭﻉ ﻳﻚ ﻣﻜﺎﻟﻤـﻪ ﺑﺮﺍﻳﺘـﺎﻥ ﺑﺴـﻴﺎﺭ ﺩﺷـﻮﺍﺭ ﺧﻮﺍﻫـﺪ ﺑـﻮﺩ‪.‬ﺑﺤـﺚ ﻫـﺎﻱ ﭘـﻴﺶ ﭘـﺎ ﺍﻓﺘـﺎﺩﻩ ﻟﺰﻭﻣـﺎً‬ ‫ﺑﺪ ﻧﻴﺴﺘﻨﺪ؛ ﺣـﺮﻑ ﺯﺩﻥ ﺩﺭﻣـﻮﺭﺩ ﺁﺏ ﻭ ﻫـﻮﺍ ﻳـﺎ ﻫـﺮ ﻣﻮﺿـﻮﻉ ﺩﺭ ﺩﺳـﺘﺮﺱ ﺩﻳﮕـﺮ‪ ،‬ﻳـﻚ ﺭﻭﺵ ﻋـﺎﻟﻲ ﺑـﺮﺍﻱ ﺑـﺎﺯ‬ ‫ﻛﺮﺩﻥ ﺣﺮﻑ ﺍﺳﺖ ﺍﻣﺎ ﺍﮔﺮ ﺑﺘﻮﺍﻧﻴﺪ ﺍﺯ ﻳﻚ ﺟﻮﻙ ﻳﺎ ﺷﻮﺧﻲ ﺑﻪ ﺟﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻴﺪ‪ ،‬ﻣﻌﺠﺰﻩ ﻣﻲ ﻛﻨﺪ‪.‬‬ ‫ﻓــﻦ ﺑﻴــﺎﻥ ﺧــﻮﺩ ﺭﺍ ﺗﻘﻮﻳــﺖ ﻛــﺮﺩﻩ ﻭ ﻫﻤــﻮﺍﺭﻩ ﻳﻜــﻲ ﺩﻭ ﺟﻤﻠــﻪ ﻃﻨــﺰ ﺁﻣﻴــﺰ ﺩﺭ ﺁﺳــﺘﻴﻦ ﺩﺍﺷــﺘﻪ ﺑﺎﺷــﻴﺪ‪.‬ﺳــﻌﻲ‬ ‫ﻛﻨﻴﺪ ﺩﺭ ﻃـﻮﻝ ﻣﻌﺎﺷـﺮﺕ ﺧـﻮﺩ‪ ،‬ﺑـﻪ ﺑﻬﺘـﺮﻳﻦ ﺷـﻜﻞ ﺍﺯ ﺁﻥ ﺑﻬـﺮﻩ ﺑﺒﺮﻳـﺪ‪.‬ﺣﺘـﻲ ﺍﮔـﺮ ﻟﻄﻴﻔـﻪ ﻫﺎﻳﺘـﺎﻥ ﺑـﻲ ﻣـﺰﻩ‬ ‫ﺑﺎﺷﻨﺪ‪ ،‬ﻣﻬـﻢ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ ﻓـﺮﺩﻱ ﻛـﻪ ﺁﻥ ﺭﺍ ﺍﺯ ﺯﺑـﺎﻥ ﺷـﻤﺎ ﻣـﻲ ﺷـﻨﻮﺩ‪ ،‬ﺑﺨﻨـﺪﺩ ﻭ ﺷـﻤﺎ ﺭﺍ ﺩﻭﺳـﺖ ﺩﺍﺷـﺘﻪ‬ ‫ﺑﺎﺷﺪ‪.‬ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﺭﻭﺵ ﺭﺍ ﺑﺎ ﺣﺮﻑ ﻫﺎﻱ ﺳﺒﻚ ﻭ ﻣﺴﺨﺮﻩ ﺧﺮﺍﺏ ﻧﻜﻨﻴﺪ‪.‬‬ ‫‪ ‬ﺍﺯ ﺯﺑﺎﻥ ﺍﻧﺪﺍﻡ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻤﺎﻳﻴﺪ‬ ‫ﻫﻤﻪ ﺍﻓﺮﺍﺩ ﺁﻳﻴﻨﻪ ﺍﻱ ﺑﺮﺍﻱ ﺯﺑـﺎﻥ ﺍﻧـﺪﺍﻡ ﺩﺭ ﻃـﺮﻑ ﻣﻘﺎﺑﻠﺸـﺎﻥ ﻫﺴـﺘﻨﺪ‪.‬ﺯﺑـﺎﻥ ﺑـﺪﻥ ﺧـﻮﺩ ﺭﺍ ﺗﻘﻮﻳـﺖ ﻛﻨﻴـﺪ ﺯﻳـﺮﺍ‬ ‫ﺗــﺄﺛﻴﺮ ﺭﻓﺘــﺎﺭ ﻭ ﺣﺮﻛــﺎﺕ ﺑــﺪﻥ ﺷــﻤﺎ ﺑــﻪ ﻣﺮﺍﺗــﺐ ﺑﻴﺸــﺘﺮ ﺍﺯ ﻟﺤــﻦ ﻛﻠﻤــﺎﺕ ﺍﺳــﺖ‪.‬ژﺳــﺖ ﻫــﺎﻱ ﺯﻳﺒــﺎ‪ ،‬ﭼﺸــﻢ‬ ‫ﺩﻭﺧﺘﻦ ﺑﻪ ﻧﮕﺎﻩ ﻃﺮﻑ ﻣﻘﺎﺑﻞ ﻭ ﻃﺮﺯ ﺍﻳﺴﺘﺎﺩﻥ ﺑـﺪﻥ ﺷـﻤﺎ ﻣـﻲ ﺗﻮﺍﻧـﺪ ﺑـﻪ ﻳـﻚ ﺷـﺨﺺ ﻏﺮﻳﺒـﻪ ﻛﻤـﻚ ﻛﻨـﺪ ﺗـﺎ‬ ‫ﺑﺪﻭﻥ ﺗﻮﺟﻪ ﺑﻪ ﺁﻧﭽﻪ ﻣﻲ ﮔﻮﻳﻴﺪ‪ ،‬ﺍﺯ ﺷﻤﺎ ﺧﻮﺷﺶ ﺑﻴﺎﻳﺪ ﻳﺎ ﺧﻴﺮ‪.‬‬ ‫ﻳﻜﻲ ﺍﺯ ﺑﻬﺘﺮﻳﻦ ﺗﺮﻓﻨـﺪ ﻫـﺎ ﺑـﺮﺍﻱ ﺩﺍﺷـﺘﻦ ﺯﺑـﺎﻥ ﺑـﺪﻧﻲ ﺧـﻮﺏ ﺩﺭ ﻃـﻮﻝ ﻣﻜﺎﻟﻤـﻪ ﺗـﺎﻥ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ ﺩﺳـﺖ‬ ‫ﻫﺎﻱ ﺧـﻮﺩ ﺭﺍ ﺍﺯ ﺟﻴﺒﺘـﺎﻥ ﺩﺭﺁﻭﺭﺩﻩ ﻭ ﻓﺎﺻـﻠﻪ ﭘﺎﻫـﺎﻱ ﺧـﻮﺩ ﺭﺍ ﺑﻴﺸـﺘﺮ ﻛﻨﻴـﺪ ﺗـﺎ ﻗﺪﺭﺗﻤﻨـﺪ ﺗـﺮ ﺑـﻪ ﻧﻈـﺮ ﺑﺮﺳـﻴﺪ‪.‬‬ ‫ﭼﺸﻢ ﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺭﺍﺳـﺘﺎﻱ ﻧﮕـﺎﻩ ﻓـﺮﺩ ﻣﻘﺎﺑـﻞ ﺧـﻮﺩ ﺗﻨﻈـﻴﻢ ﻛﻨﻴـﺪ؛ ﺩﺍﺷـﺘﻦ ﻳـﻚ ﺗﻤـﺎﺱ ﭼﺸـﻤﻲ ﺧـﻮﺏ‬ ‫ﺑﺴﻴﺎﺭ ﻣﻮﺛﺮ ﺍﺳﺖ‪.‬‬ ‫‪ ‬ﺩﺭ ﺿﻤﻦ ﺣﺮﻑ ﺯﺩﻥ‪ ،‬ﺩﺳﺖ ﻭ ﺳﺮ ﺧﻮﺩ ﺭﺍ ﺣﺮﻛﺖ ﺩﻫﻴﺪ‬ ‫ژﺳﺖ ﮔﺮﻓﺘﻦ ﻳﻚ ﻧـﻮﻉ ﺍﺭﺗﺒـﺎﻁ ﻏﻴـﺮ ﻛﻼﻣـﻲ ﺍﺳـﺖ ﻛـﻪ ﺩﺭ ﺁﻥ ﺍﺯ ﺣﺮﻛـﺎﺕ ﺑـﺪﻥ ﻣﺎﻧﻨـﺪ ﺩﺳـﺖ ﻫـﺎ ﻭ ﺑـﺎﺯﻭ ﻫـﺎ‬ ‫ﺑﺮﺍﻱ ﺍﻧﺘﻘـﺎﻝ ﭘﻴـﺎﻡ ﺍﺳـﺘﻔﺎﺩﻩ ﻣـﻲ ﺷـﻮﻧﺪ‪.‬ﻣـﺜﻼً ﺍﺷـﺎﺭﻩ ﻳـﻚ ﺍﻧﮕﺸـﺖ ﺑـﺮﺍﻱ ﺗﺎﻛﻴـﺪ ﺑـﺮ ﻣﻮﺿـﻮﻋﻲ ﺧـﺎﺹ‪ ،‬ﻣـﻲ‬ ‫ﺗﻮﺍﻧﺪ ﺗﺄﺛﻴﺮ ﺑﻴﺸﺘﺮﻱ ﺍﺯ ﻳﻚ ﺟﻤﻠﻪ ﺁﻭﺍﻳﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﺍﻧﺠﺎﻡ ﺍﻳﻦ ﻛﺎﺭ ﺑﺎﻋﺚ ﻣﻲ ﺷـﻮﺩ ﺷـﻤﺎ ﺩﺭ ﻃـﻮﻝ ﻣﻜﺎﻟﻤـﻪ ﺗـﺎﻥ ﺟـﺬﺍﺏ ﺗـﺮ ﺑـﻪ ﻧﻈـﺮ ﺑﺮﺳـﻴﺪ ﺯﻳـﺮﺍ ﮔـﺮﻓﺘﻦ ژﺳـﺖ‬ ‫ﻣﻨﺎﺳﺐ‪ ،‬ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﺍﻧـﺮژﻱ ﻭ ﺷـﻮﺭ ﻭ ﺷـﻮﻕ ﺷـﻤﺎ ﺧﻮﺍﻫـﺪ ﺑـﻮﺩ‪.‬ﻫﻤﭽﻨـﻴﻦ ﻫـﺮ ﻗـﺪﺭ ﻣﺘﺤـﺮﻙ ﺗـﺮ ﺑـﻪ ﻧﻈـﺮ‬ ‫ﺑﺮﺳﻴﺪ‪ ،‬ﻣﺮﺩﻡ ﻣﺜﺒﺖ ﺍﻧﺪﻳﺶ ﺑﻴﺸﺘﺮﻱ ﺭﺍ ﺟﺬﺏ ﺣﺮﻛﺎﺕ ﻭ ﺭﻓﺘﺎﺭ ﺧﻮﺩ ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ‪.‬‬ ‫‪ ‬ﺑﻪ ﻃﺮﻑ ﻣﻘﺎﺑﻞ ﺍﺟﺎﺯﻩ ﺩﻫﻴﺪ ﺩﺭﻣﻮﺭﺩ ﺧﻮﺩﺵ ﺣﺮﻑ ﺑﺰﻧﺪ‬ ‫ﻣﺮﺩﻡ ﻋﺎﺷﻖ ﺍﻳﻦ ﻫﺴـﺘﻨﺪ ﻛـﻪ ﺳـﺎﻋﺖ ﻫـﺎ ﺩﺭ ﻣـﻮﺭﺩ ﺧﻮﺩﺷـﺎﻥ ﺣـﺮﻑ ﺑﺰﻧﻨـﺪ؛ ﻣﺨﺼﻮﺻـﺎً ﺩﺭ ﻣـﻮﺭﺩ ﺍﺣﺴﺎﺳـﺎﺕ‬ ‫‪3‬‬ ‫ﺧﻮﺩ ﻧﺴـﺒﺖ ﺑـﻪ ﻣﻮﺿـﻮﻋﺎﺕ ﻣﺨﺘﻠـﻒ‪.‬ﻳﻜـﻲ ﺍﺯ ﺑﻬﺘـﺮﻳﻦ ﺭﻭﺵ ﻫـﺎ ﺑـﺮﺍﻱ ﻋﻼﻗﻤﻨـﺪ ﻛـﺮﺩﻥ ﺷـﺨﺺ ﻏﺮﻳﺒـﻪ ﺑـﻪ‬ ‫ﺧﻮﺩ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺍﻭ ﺳﻮﺍﻻﺕ ﺯﻳﺎﺩﻱ ﺩﺭﺑﺎﺭﻩ ﺧﻮﺩﺵ ﺑﭙﺮﺳﻴﺪ‪.‬‬ ‫ﺳﻌﻲ ﻛﻨﻴـﺪ ﺑـﻪ ﻃـﺮﺯ ﻣﺎﻫﺮﺍﻧـﻪ ﺍﻱ ﻣﻜﺎﻟﻤـﻪ ﺭﺍ ﺑـﻪ ﺳـﻤﺘﻲ ﭘـﻴﺶ ﺑﺒﺮﻳـﺪ ﻛـﻪ ﺁﻧﻬـﺎ ﺍﺣﺴﺎﺳـﺎﺕ ﻭﺍﻗﻌـﻲ ﺧـﻮﺩ ﺭﺍ‬ ‫ﻧﺴﺒﺖ ﺑـﻪ ﻣﺴـﺎﺋﻞ ﻣﺨﺘﻠـﻒ ﺯﻧـﺪﮔﻲ ﺑﻴـﺎﻥ ﻛﻨﻨـﺪ؛ ﺳـﭙﺲ ﺗـﺎ ﺟـﺎﻳﻲ ﻛـﻪ ﻣﻤﻜـﻦ ﺍﺳـﺖ ﺑﺤـﺚ ﺭﺍ ﺑـﻪ ﻣﻮﺿـﻮﻉ‬ ‫ﻣﻮﺭﺩ ﻧﻈﺮﺗﺎﻥ ﺭﺑﻂ ﺩﻫﻴﺪ‪.‬ﺑـﻪ ﺣـﺮﻑ ﻫﺎﻳﺸـﺎﻥ ﺗﻮﺟـﻪ ﻛﻨﻴـﺪ‪ ،‬ﺳـﻮﺍﻻﺕ ﺩﺭﺳـﺖ ﻭ ﺑﺠـﺎ ﺍﺯ ﺁﻧﻬـﺎ ﺑﭙﺮﺳـﻴﺪ ﻭ ﺍﻟﺒﺘـﻪ‬ ‫ﺗﺎ ﺯﻣﺎﻧﻲ ﻛﻪ ﺍﺯ ﺷﻤﺎ ﻧﺨﻮﺍﺳﺘﻨﺪ‪ ،‬ﻭﺍﺭﺩ ﺣﺮﻳﻢ ﺧﺼﻮﺻﻲ ﺁﻧﻬﺎ ﻧﺸﻮﻳﺪ‪.‬‬ ‫‪ ‬ﺻﺤﺒﺖ ﺑﺎ ﻫﻤﻪ‪ ،‬ﺩﺭ ﺗﻤﺎﻡ ﺯﻣﺎﻥ ﻫﺎ‬ ‫ﺍﻳﻦ ﺭﻭﺵ ﻛﻤﻲ ﻣﺘﻔﺎﻭﺕ ﺍﺯ ﺑﻘﻴـﻪ ﺍﺳـﺖ ﺯﻳـﺮﺍ ﺍﻳـﻦ ﻛـﺎﺭ ﻳـﻚ ﺗﺮﻓﻨـﺪ ﻳﻜﺒـﺎﺭ ﻣﺼـﺮﻑ ﻧﻴﺴـﺖ ﻛـﻪ ﺑﻼﻓﺎﺻـﻠﻪ ﺩﺭ‬ ‫ﺯﻣـﺎﻥ ﻧﺨﺴـﺘﻴﻦ ﻣﻼﻗﺎﺗﺘـﺎﻥ ﺑـﺎ ﺍﻓـﺮﺍﺩ ﺍﺯ ﺁﻥ ﺍﺳـﺘﻔﺎﺩﻩ ﻧﻤﺎﻳﻴـﺪ‪.‬ﺑﻠﻜـﻪ ﺑﺎﻳـﺪ ﺑـﻪ ﻣـﺮﻭﺭ ﺯﻣـﺎﻥ ﻭ ﺗـﻼﺵ‪ ،‬ﺁﻥ ﺭﺍ ﺑــﻪ‬ ‫ﻋﻨﻮﺍﻥ ﻳﻚ ﻋﺎﺩﺕ ﺩﺭ ﺯﻧﺪﮔﻲ ﺭﻭﺯﺍﻧﻪ ﺧﻮﺩ ﻧﻬﺎﺩﻳﻨﻪ ﻛﻨﻴﺪ‪.‬‬ ‫ﻫﻤــﻮﺍﺭﻩ ﺳــﻌﻲ ﻛﻨﻴــﺪ ﺑــﺎ ﺍﻓــﺮﺍﺩ ﻏﺮﻳﺒــﻪ ﺩﺭ ﻫــﺮ ﺟــﺎ ﻭ ﻫــﺮ ﺯﻣــﺎﻥ ﺍﺯ ﻗﺒﻴــﻞ ﺍﺗﻮﺑــﻮﺱ‪ ،‬ﺭﺳــﺘﻮﺭﺍﻥ ﻭ ﻏﻴــﺮﻩ ﺑــﺮﺍﻱ‬ ‫ﺗﺒـﺎﺩﻝ ﺍﻳـﺪﻩ ﻫـﺎ ﻭ ﺍﻃﻼﻋـﺎﺕ ﻣﻌﺎﺷـﺮﺕ ﻛﻨﻴـﺪ‪.‬ﺍﻳــﻦ ﻛـﺎﺭ ﭼﻨـﺪﻳﻦ ﻓﺎﻳـﺪﻩ ﺑﺮﺍﻳﺘـﺎﻥ ﺧﻮﺍﻫـﺪ ﺩﺍﺷـﺖ؛ ﺍﻭﻝ ﺍﻳﻨﻜــﻪ‬ ‫ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﺧـﻮﺩ ﺭﺍ ﺑﻬﺘـﺮ ﻣﻌﺮﻓـﻲ ﻛـﺮﺩﻩ‪ ،‬ﺣﺮﻓـﻲ ﺑـﺮﺍﻱ ﮔﻔـﺘﻦ ﺩﺭ ﻣﺠـﺎﻟﺲ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﻴﺪ ﻭ ﺭﻭﺍﺑـﻂ ﻋﻤـﻮﻣﻲ‬ ‫ﺧﻮﺩ ﺭﺍ ﺗﻘﻮﻳﺖ ﺑﺒﺨﺸﻴﺪ‪.‬‬ ‫ﺩﻭﻡ ﺍﻳﻨﻜﻪ ﺗـﺮﺱ ﻭ ﺩﻟﻬـﺮﻩ ﺷـﻤﺎ ﺍﺯ ﻧﺰﺩﻳـﻚ ﺷـﺪﻥ ﺑـﻪ ﺩﻳﮕـﺮﺍﻥ ﻭ ﻣﻌﺎﺷـﺮﺕ ﺑـﺎ ﺁﻧـﺎﻥ ﺍﺯ ﺑـﻴﻦ ﻣـﻲ ﺭﻭﺩ‪.‬ﺍﻳﻨﻜـﻪ‬ ‫ﺑﺨﻮﺍﻫﻴﺪ ﺗﺄﺛﻴﺮ ﺧﻮﺑﻲ ﺩﺭ ﺑﺮﺧـﻮﺭﺩ ﺍﻭﻝ ﺑـﺎ ﻳـﻚ ﺷـﺨﺺ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﻴﺪ‪ ،‬ﺁﺳـﺎﻧﺘﺮ ﺍﺯ ﭼﻴـﺰﻱ ﺍﺳـﺖ ﻛـﻪ ﻓﻜـﺮﺵ‬ ‫ﺭﺍ ﻛﻨﻴــﺪ؛ ﻛــﺎﻓﻲ ﺍﺳ ـﺖ ﺗﻤﺮﻛــﺰ ﺧــﻮﺩ ﺭﺍ ﺭﻭﻱ ﻟﺤــﻦ ﻭ ﺟﻬــﺖ ﻣﻜﺎﻟﻤــﻪ ﺗــﺎﻥ ﺑﮕﺬﺍﺭﻳــﺪ‪.‬ﺑﺨــﺎﻃﺮ ﺩﺍﺷــﺘﻪ ﺑﺎﺷــﻴﺪ‬ ‫ﻫﻤﺎﻥ ﺍﻧﺪﺍﺯﻩ ﻛﻪ ﺩﻳﮕـﺮﺍﻥ ﺑـﺮﺍﻱ ﺷـﻤﺎ ﻏﺮﻳﺒـﻪ ﺍﻧـﺪ‪ ،‬ﺷـﻤﺎ ﻧﻴـﺰ ﺑـﺮﺍﻱ ﺁﻧﻬـﺎ ﻏﺮﻳﺒـﻪ ﻣﺤﺴـﻮﺏ ﻣـﻲ ﺷـﻮﻳﺪ‪.‬ﺣﺘـﻲ‬ ‫ﻣﻤﻜﻦ ﺍﺳﺖ ﺁﻧﻬﺎ ﻧﻴﺰ ﺍﺯ ﺍﻳﻦ ﺗﺮﻓﻨﺪ ﻫﺎ ﺑﺮﺍﻱ ﺟﺬﺏ ﺷﻤﺎ ﺑﻪ ﺧﻮﺩﺷﺎﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻨﺪ‬ ‫ﻣﺴﺎﺋﻞ ﺍﺧﻼﻗﻲ ﺳﺎﺯﻣﺎﻥ ﻭ ﻓﻨﻮﻥ ﺣﻞ ﺁﻧﻬﺎ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺑﻪ ﻋﻨـﻮﺍﻥ ﺷﺨﺼـﻴﺖ ﺣﻘـﻮﻗﻲ ﺩﺭ ﺣﻴـﺎﺕ ﺳـﺎﺯﻣﺎﻧﻲ ﺧـﻮﺩ ﺑـﺎ ﻣﺴـﺎﺋﻞ ﺍﺧﻼﻗـﻲ ﻓﺮﺍﻭﺍﻧـﻲ ﻣﻮﺍﺟـﻪ ﺍﺳـﺖ‪.‬‬ ‫ﺩﻏﺪﻏﻪﻫﺎﻱ ﺍﺧﻼﻗﻲ ﺩﺭ ﺯﻧـﺪﮔﻲ ﺷـﻐﻠﻲ ﻏﺎﻟﺒـﺎ ﺩﺭ ﻣﻘـﺎﻡ ﺗﺼـﻤﻴﻢﮔﻴـﺮﻱ ﺑـﺮﻭﺯ ﻣـﻲﻛﻨـﺪ ﻭ ﻓـﺮﺩ ﺧـﻮﺩ ﺭﺍ ﺍﺧﻼﻗـﺎ‬ ‫ﺑﻼﺗﻜﻠﻴﻒ ﻣﻲﻳﺎﺑﺪ ﻭ ﺍﺯ ﺧﻮﺩ ﻣـﻲﭘﺮﺳـﺪ ﺗﻜﻠﻴـﻒ ﺍﺧﻼﻗـﻲ ﻣـﻦ ﭼﻴﺴـﺖ‪ ،‬ﺑـﻪ ﻋﺒـﺎﺭﺕ ﺩﻳﮕـﺮ‪ ،‬ﻣﺴـﺌﻠﻪ ﺩﺭ ﺍﺧـﻼﻕ‬ ‫ﺣﺮﻓﻪﺍﻱ ﺑﻼﺗﻜﻠﻴﻔﻲ ﺍﺧﻼﻗﻲ ﺍﺳﺖ‪ :‬ﻧﻤـﻲﺩﺍﻧـﻴﻢ ﭼـﻪ ﺑﺎﻳـﺪ ﺑﻜﻨـﻴﻢ ﻳـﺎ ﻧﻤـﻲﺩﺍﻧـﻴﻢ ﺑـﻪ ﺁﻧﭽـﻪ ﺑﺎﻳـﺪ ﺍﻧﺠـﺎﻡ ﺩﻫـﻴﻢ‬ ‫ﭼﮕﻮﻧــﻪ ﺑﺮﺳــﻴﻢ‪.‬ﻣﻮﺿــﻮﻉ ﻣﺴــﺎﺋﻞ ﺍﺧﻼﻗــﻲ‪ ،‬ﺍﺷــﻴﺎء ﻭ ﺍﻓــﺮﺍﺩ ﻧﻴﺴــﺘﻨﺪ ﺑﻠﻜــﻪ ﺍﻗــﺪﺍﻡﻫــﺎ ﻭ ﺭﻓﺘﺎﺭﻫــﺎﻱ ﺍﺭﺗﺒــﺎﻃﻲ‪،‬‬ ‫ﻳﻌﻨــﻲ ﺭﻓﺘــﺎﺭ ﺍﺭﺗﺒــﺎﻃﻲ ﺍﻓــﺮﺍﺩ ﺍﺳــﺖ‪ :‬ﻓــﺮﺩ ﺩﺭ ﺷــﻐﻞ ﻭ ﺧــﻮﺩ ﺳــﺎﺯﻣﺎﻥ‪ :‬ﻫــﺮ ﺩﻭ ﺑــﺎ ﺧــﻮﺩ ﻳــﺎ ﺑــﺎ ﻣﺤــﻴﻂ‪.‬‬ ‫ﻣﺴــﺎﺋﻞ ﺍﺧﻼﻗــﻲ ﺑﻨﮕــﺎﻩ ﻭﻳﮋﮔــﻲﻫــﺎﺋﻲ ﺩﺍﺭﺩ‪.‬ﺁﻧﻬــﺎ ﺑﺴــﻴﺎﺭ ﻓﺮﺍﮔﻴــﺮ ﻫﺴ ـﺘﻨﺪ ﻭ ﻫﻤــﻪ ﺍﺑﻌــﺎﺩ ﺳــﺎﺯﻣﺎﻥ ﺭﺍ ﺷــﺎﻣﻞ‬ ‫ﻣﻲﺷـﻮﻧﺪ‪.‬ﺩﺭ ﭘـﺲ ﻫـﺮ ﺍﻗـﺪﺍﻡ ﻭ ﺩﺭ ﺑـﻦ ﻫـﺮ ﺗﺼـﻤﻴﻢ ﻣـﺪﻳﺮﻳﺘﻲ ﻭ ﻫـﺮ ﻓﻌﺎﻟﻴـﺖ ﺳـﺎﺯﻣﺎﻧﻲ‪ ،‬ﺍﻧﺒـﻮﻫﻲ ﺍﺯ ﻣﺴـﺎﺋﻞ‬ ‫‪4‬‬ ‫ﺍﺧﻼﻗﻲ ﺭﺍ ﻣﻲﺗﻮﺍﻥ ﺭﺻـﺪ ﻛـﺮﺩ ﺯﻳـﺮﺍ ﺑـﺎ ﺣﻘـﻮﻕ ﺍﻓـﺮﺍﺩ ﮔﻮﻧـﺎﮔﻮﻥ ﭼـﻮﻥ ﻣﺸـﺘﺮﻳﺎﻥ‪ ،‬ﻣﺎﻟﻜـﺎﻥ‪ ،‬ﻛﺎﺭﻛﻨـﺎﻥ ﻭ ﻛﻠﻴـﻪ‬ ‫ﺫﻱ ﻧﻔﻌــﺎﻥ ﺍﺭﺗﺒــﺎﻁ ﺩﺍﺭﺩ‪.‬ﺑﺴــﺘﺮ ﻣﺴــﺎﺋﻞ ﺍﺧﻼﻗــﻲ ﺭﻳﺸــﻪ ﺩﺭ ﺧــﺎﺭﺝ ﺍﺯ ﺳــﺎﺯﻣﺎﻥ ﺩﺍﺭﺩ ﻭ ﺯﻣﻴﻨــﻪﻫــﺎﻱ ﺗﺮﺑﻴﺘــﻲ‪،‬‬ ‫ﺧــﺎﻧﻮﺍﺩﮔﻲ‪ ،‬ﻓﺮﻫﻨــﮓ ﺍﺟﺘﻤــﺎﻋﻲ‪ ،‬ﻣﻴــﺮﺍﺙ ﺗــﺎﺭﻳﺨﻲ‪ ،‬ﻧﻬﺎﺩﻫــﺎﻱ ﺩﻳﻨــﻲ ﻭ ‪...‬ﺩﺭ ﺁﻥ ﻧﻘــﺶ ﺩﺍﺭﻧــﺪ‪.‬ﺑــﺪﻳﻦ ﺟﻬــﺖ‬ ‫ﺍﺳــﺖ ﻛــﻪ ﺳــﻨﺦ ﺍﻳــﻦ ﻣﺴــﺎﺋﻞ ﺩﺭ ﺟﻮﺍﻣــﻊ ﻭ ﻛﺸــﻮﺭﻫﺎ ﻣﺘﻔــﺎﻭﺕ ﺍﺳــﺖ ﻧﺘــﺎﻳﺞ ﻭ ﺁﺛــﺎﺭ ﻭ ﺗﺒﻌــﺎﺕ ﻣﺴــﺎﺋﻞ ﻭ‬ ‫ﺗﺼﻤﻴﻢﻫﺎﻱ ﺍﺧﻼﻗﻲ ﻣﻌﻤﻮﻻ ﻧﺎﭘﻴﺪﺍﺳـﺖ ﻭ ﺑﻨـﺎﺑﺮﺍﻳﻦ ﺍﻧﺴـﺎﻥﻫـﺎ ﻭ ﺳـﺎﺯﻣﺎﻥﻫـﺎ ﺳـﻮﺩ ﻛﻮﺗـﺎﻩ ﻣـﺪﺕ ﺭﺍ ﻣـﻲﺑﻴﻨﻨـﺪ‬ ‫ﻭ ﭼﺸﻢ ﺑـﺮ ﺿـﺮﺭ ﺑﻠﻨـﺪ ﻣـﺪﺕ ﻣـﻲﺑﻨﺪﻧـﺪ ‪ ،‬ﺭﺷـﻮﻩ ﺑـﺪﻩ ﻭ ﻛـﺎﻻﻱ ﻭﺍﺭﺩ ﺷـﺪﻩ ﺭﺍ ﺑـﻪ ﺳـﺮﻋﺖ ﺩﺭﻳﺎﻓـﺖ ﻛـﻦ! ﺩﻭ‬ ‫ﺩﻓﺘﺮ ﻣﺎﻟﻲ ﺗﺪﻭﻳﻦ ﻛـﻦ ﻭ ﺍﺯ ﭘﺮﺩﺍﺧـﺖ ﻣﺎﻟﻴـﺎﺕ ﺑﮕﺮﻳـﺰ! ﺑـﺎ ﭼﺎﭘﻠﻮﺳـﻲ ﻭ ﺯﻳـﺮﺁﺏ ﺯﻧـﻲ ﻭ ﻧﻔـﺎﻕ ﺧـﻮﺩ ﺭﺍ ﺟـﺎ ﺑـﺰﻥ‬ ‫ﻭ ﺭﺷــﺪ ﻛــﻦ! ﺩﺭ ﺣــﺎﻟﻲ ﻛــﻪ ﻫــﺮ ﺭﻓﺘــﺎﺭ ﻏﻴﺮﺍﺧﻼﻗــﻲ ﻣﺎﻧﻨــﺪ ﺳ ـﻮﺭﺍﺧﻲ ﻛــﻪ ﻣــﻮﺵ ﺩﺭ ﺍﻧﺒــﺎﺭ ﮔﻨــﺪﻣﻲ ﺍﻳﺠــﺎﺩ‬ ‫ﻣــﻲﻛﻨــﺪ‪ ،‬ﻣﺴــﺎﺋﻞ ﺍﺧﻼﻗــﻲ ﺑــﻪ ﺩﻟﻴــﻞ ﭘﻴﭽﻴــﺪﮔﻲ‪ ،‬ﺍﺯ ﺟــﺎﻳﮕﺰﻳﻦﻫــﺎﻱ ﻣﺨﺘﻠــﻒ ﺑﺮﺧﻮﺭﺩﺍﺭﻧــﺪ ﻭ ﺗﻠﻘــﻲ ﭘﺎﺳــﺦ‬ ‫ﺻﺮﻳﺢ ﻭ ﺩﻭﮔﺎﻧﻪ ﺧﻴﺮ ﻳﺎ ﺁﺭﻱ ﺍﺯ ﺁﻧﻬﺎ ﺑـﻦ ﺑﺴـﺖ ﻣﻮﻫـﻮﻡ ﺍﺳـﺖ ﻛـﻪ ﻏﺎﻟﺒـﺎ ﻧﻴـﺰ ﻋﺎﻣـﻞ ﺳـﻮﻕ ﺍﻓـﺮﺍﺩ ﺑـﻪ ﺍﻧﺘﺨـﺎﺏ‬ ‫ﻗﺎﻋــﺪﻩ ﺩﻓــﻊ ﺍﻓﺴــﺪ ﺑــﻪ ﻓﺎﺳــﺪ ﻭ ﺍﻗــﺪﺍﻡ ﻏﻴﺮﺍﺧﻼﻗــﻲ ﻣــﻲﮔــﺮﺩﺩ‪.‬ﺩﺭ ﺣــﺎﻟﻲ ﻛــﻪ ﻳــﻚ ﺍﻧﺘﺨــﺎﺏ ﺍﺧﻼﻗــﻲ ﺻــﺮﻓﺎ‬ ‫ﮔﺰﻳﻨﺶ ﻳﻚ ﻃﺮﻑ ﻭ ﻓﺮﻭﻧﻬﺎﺩﻥ ﻃـﺮﻑ ﺩﻳﮕـﺮ ﻧﻴﺴـﺖ ﺑﻠﻜـﻪ ﻓـﺮﻭ ﻧﻬـﺎﺩﻥ ﻣﻮﻟﻔـﻪﻫـﺎﻱ ﻓـﺮﺍﻭﺍﻥ ﺩﻳﮕـﺮ ﺍﺳـﺖ ﻛـﻪ‬ ‫ﺁﺛــﺎﺭ ﻭ ﺗﺒﻌــﺎﺕ ﺑــﻪ ﻫــﻢ ﺗﻨﻴــﺪﻩﺍﻱ ﺩﺍﺭﺩ‪.‬ﺿــﻤﻦ ﺁﻧﻜــﻪ ﻣﺎﻫﻴــﺖ ﺁﻥ ﻣﺴــﺎﺋﻞ ـ ﻧﻈﻴــﺮ ﭘﺪﻳــﺪﻩ ﺍﻋﺘﻴــﺎﺩ ﺩﺭ‬ ‫ﻛﺎﺭﺧﺎﻧﺠﺎﺕ ﺑﺎ ﻛـﻢ ﻛـﺎﺭﻱ ﻭ ﻣﺎﻧﻨـﺪ ﺁﻥ ـ ﭼﻨـﺪ ﺗﺒـﺎﺭﻱ ﺍﺳـﺖ ﻭ ﺑـﺎ ﺳـﺎﺩﻩﺍﻧﮕـﺎﺭﻱ ﻗﺎﺑـﻞ ﺣـﻞ ﻧﻴﺴـﺖ ﻭ ﺍﺻـﻮﻻ‬ ‫ﺗﺸــﺨﻴﺺ ﻭ ﺣــﻞ ﺁﻥ ﺑﺴــﻴﺎﺭ ﻣﺸــﻜﻞ ﺍﺳــﺖ ﻭ ﻧﻴــﺎﺯ ﺑــﻪ ﻣﺮﺍﺟﻌــﻪ ﺑــﻪ ﻣﺘﺨﺼﺼــﺎﻥ ﻓــﻦ ﺍﺧــﻼﻕ ﺣﺮﻓــﻪﺍﻱ ﺩﺭ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺩﺍﺭﺩ‪.‬‬ ‫ﺍﺧﻼﻕ ﺩﺭ ﻭﺭﻃﻪ ﻋﻤﻞ‬ ‫ﺍﺧــﻼﻕ‪ ،‬ﺻــﺮﻓﺎ ﺑــﻪ ﻣﺠﻤﻮﻋــﻪ ﺍﻋﺘﻘــﺎﺩﺍﺕ ﺫﻫﻨــﻲ ﻭ ﺑﺎﻭﺭﻫــﺎ ﻭ ﺍﺭﺯﺵ ﺩﺍﻭﺭﻱﻫــﺎﻱ ﺍﻧﺘﺰﺍﻋــﻲ ﻣﺤــﺪﻭﺩ ﻧﻤــﻲﺷــﻮﺩ‬ ‫ﺑﻠﻜـﻪ ﻓﺮﺍﺗـﺮ ﺍﺯ ﺁﻧﻬــﺎ‪ ،‬ﻧﺤـﻮﻩ ﺧﺎﺻــﻲ ﺍﺯ ﺯﻧـﺪﮔﻲ ﺍﺳــﺖ‪.‬ﺭﻓﺘﺎﺭﻫـﺎﻱ ﺍﺧﻼﻗــﻲ ﺩﺭ ﻭﺍﻗـﻊ ﺷــﻴﻮﻩ ﻣﻌﻴﻨـﻲ ﺍﺯ ﺯﻳﺴــﺘﻦ‬ ‫ﺍﺳــﺖ‪.‬ﺻــﺮﻑ ﺗﻮﺻــﻴﻪ ﺍﻓــﺮﺍﺩ ﺑــﻪ ﺧــﻮﺏ ﻋﻤــﻞ ﻛــﺮﺩﻥ ﻭ ﺍﺧــﻼﻕ ﺣﺴــﻨﻪ ﺩﺍﺷــﺘﻦ‪ ،‬ﺁﻧﻬــﺎ ﺭﺍ ﻣﺘﺨﻠــﻖ ﻧﻤــﻲﻛﻨــﺪ‪:‬‬ ‫ﺍﺧﻼﻗــﻲ ﺑــﻮﺩﻥ ﻳــﻚ ﺳــﺎﺯﻣﺎﻥ‪ ،‬ﺩﺭ ﻭﺍﻗــﻊ‪ ،‬ﺑــﻪ ﺳــﺒﻚ ﺧﺎﺻــﻲ ﺍﺯ ﺯﻧــﺪﮔﻲ ﺁﻥ ﺳــﺎﺯﻣﺎﻥ ﺍﺷــﺎﺭﻩ ﺩﺍﺭﺩ‪.‬ﺍﺧﻼﻗــﻲ‬ ‫ﺑــﻮﺩﻥ ﺷــﺮﻛﺖ ﻫﺮﮔــﺰ ﺑــﻪ ﻣﺠﻤﻮﻋــﻪ ﺑﺎﻭﺭﻫــﺎﻱ ﺍﺧﻼﻗــﻲ ﻛــﻪ ﺩﺭ ﻣﻨﺸــﻮﺭ ﺍﺧﻼﻗــﻲ ﺷــﺮﻛﺖ ﺁﻣــﺪﻩ ﻣﺤــﺪﻭﺩ‬ ‫ﻧﻤــﻲﺷــﻮﺩ ﺑﻠﻜــﻪ ﺷــﺮﻛﺘﻲ ﺍﺧﻼﻗــﻲ ﺍﺳــﺖ ﻛــﻪ ﺯﻧــﺪﮔﻲ ﺁﻥ ﻭ ﺳــﺒﻚ ﺗﻌﺎﻣــﻞ ﺁﻥ ﺑــﺎ ﻣﺤــﻴﻂ ﻭ ﺣﻴــﺎﺕ ﮔﺮﻭﻫــﻲ‬ ‫ﺍﻋﻀﺎﻱ ﺁﻥ ﺩﺭ ﻫﻤﻪ ﻟﺤﻈـﻪﻫـﺎ‪ ،‬ﺍﺧﻼﻗـﻲ ﺑﺎﺷـﺪ‪.‬ﺍﺧﻼﻕ ﺣﺮﻓـﻪﺍﻱ ﭼﻴـﺰﻱ ﺟـﺰ ﺭﻋﺎﻳـﺖ ﺣﻘـﻮﻕ ﻣـﺮﺩﻡ ﺩﺭ ﻛﺴـﺐ‬ ‫ﻭ ﻛﺎﺭ ﻧﻴﺴﺖ ﻭ ﻣﻬﻤﺘﺮﻳﻦ ﺣﻖ ﻣﺮﺩﻡ ﺍﺣﺘﺮﺍﻡ ﺍﺻﻴﻞ ﻭ ﻧﺎﻣﺸﺮﻭﻁ ﺁﻧﻬﺎﺳﺖ‪.‬‬ ‫‪5‬‬  ‫ﻣﻮﺍﻧﻊ ﺭﺷﺪ ﺍﺧﻼﻕ ﺣﺮﻓﻪﺍﻱ‬ ‫‪.1‬ﻓﻘﺪﺍﻥ ﻧﮕﺮﺵ ﺭﺍﻫﺒﺮﺩﻱ ﺑﻪ ﺍﺧﻼﻕ ﺣﺮﻓﻪﺍﻱ‬ ‫ﺍﺧﻼﻕ ﺣﺮﻓـﻪﺍﻱ ﺩﺭ ﻧﮕـﺮﺵ ﺭﺍﻫﺒـﺮﺩﻱ‪ ،‬ﻣﺴـﺌﻮﻟﻴﺖ ﭘـﺬﻳﺮﻱ ﺳـﺎﺯﻣﺎﻥ ﺩﺭ ﻗﺒـﺎﻝ ﺣﻘـﻮﻕ ﻫﻤـﻪ ﻋﻨﺎﺻـﺮ ﻣﺤﻴﻄـﻲ‬ ‫ﺍﻋــﻢ ﺍﺯ ﺩﺍﺧﻠــﻲ ﻭ ﺧــﺎﺭﺟﻲ ﺍﺳــﺖ ﻛــﻪ ﻧﻘﺸــﻲ ﺭﺍﻫﺒــﺮﺩﻱ ﺩﺭ ﻣﻮﻓﻘﻴــﺖ ﻣﻌﻄــﻮﻑ ﺑــﻪ ﺁﻳﻨــﺪﻩ ﺳــﺎﺯﻣﺎﻥ ﺩﺍﺭﺩ‪.‬‬ ‫ﻧﮕﺮﺵ ﻏﻴﺮ ﺭﺍﻫﺒﺮﺩﻱ‪ ،‬ﺗﺼـﻮﺭﻱ ﻧـﺎﻗﺺ‪ ،‬ﻧﺎﺭﺳـﺎ ﻭ ﺣـﺪﺍﻗﻞ ﮔﺮﺍﻳﺎﻧـﻪ ﺍﺯ ﺍﺧـﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ ﺍﺳـﺖ ﻛـﻪ ﺟﺎﻣﻌﻴـﺖ ﺭﺍ‬ ‫ﺍﺯ ﺁﻥ ﻣــﻲ ﺳــﺘﺎﻧﺪ ﻭ ﺁﻥ ﺭﺍ ﺑــﻪ ﺳــﻄﺢ ﻣﺴــﺌﻮﻟﻴﺖ ﺍﺧﻼﻗــﻲ ﻓــﺮﺩ ﺩﺭ ﺷــﻐﻞ ﭘــﺎﻳﻴﻦ ﻣــﻲﺁﻭﺭﺩ‪.‬ﺩﺭ ﺍﻳــﻦ ﺻــﻮﺭﺕ‬ ‫ﺭﻭﻳﻜﺮﺩ ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ ﺍﻧﺴﺎﻧﻲ ﺑﻪ ﺍﺧﻼﻕ ﺣﺮﻓﻪﺍﻱ‪ ،‬ﺟﺎﻳﮕﺰﻳﻦ ﺭﻭﻳﻜﺮﺩ ﺭﺍﻫﺒﺮﺩﻱ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪.2‬ﺗﺤﻮﻳﻠﻲ ﻧﮕﺮﻱ‬ ‫ﺗﺤﻮﻳﻠﻲﻧﮕﺮﻱ ﻋﻤﺪﻩﺗﺮﻳﻦ ﻣﺎﻧﻊ ﺭﺷـﺪ ﺍﺧﻼﻗـﻲ ﺳـﺎﺯﻣﺎﻥﻫﺎﺳـﺖ‪.‬ﺗﺤـﻮﻳﻠﻲﻧﮕـﺮﻱ ﻧﮕـﺮﺵ ﻳـﻚ ﺑﻌـﺪﻱ ﻭ ﺗﺤﻮﻳـﻞ‬ ‫ﻭ ﺗﻘﻠﻴﻞ ﻳﻚ ﭘﺪﻳﺪﻩ ﭼﻨﺪ ﻭﺟﻬﻲ ﻭ ﭼﻨﺪ ﺿـﻠﻌﻲ ﺑـﻪ ﻳـﻚ ﻭﺟـﻪ ﻳـﺎ ﺿـﻠﻊ ﺁﻥ ﻭ ﺗﺤﻮﻳـﻞ ﻳـﻚ ﺷـﻜﻞ ﺑـﻪ ﺟﺰﺋـﻲ‬ ‫ﺍﺯ ﺁﻥ ﻭ ﺗﺤﻮﻳــﻞ ﻳــﻚ ﭘﺪﻳــﺪﺍﺭ ﺑــﻪ ﻣﻘﻄﻌــﻲ ﺍﺯ ﺗــﺎﺭﻳﺦ ﺁﻥ ﺍﺳــﺖ‪.‬ﺭﻭﺵ ﺷﻨﺎﺳــﻲ ﻋﻠــﻮﻡ ﺗﺠﺮﺑــﻲ ﻛــﻪ ﺧﺼــﻠﺖ‬ ‫ﮔﺰﻳﻨﺸــﻲ ﺩﺍﺭﺩ ﻭ ﺗﻨﻬــﺎ ﺑﻌــﺪﻱ ﺍﺯ ﭘﺪﻳــﺪﺍﺭ ﺭﺍ ﻣــﻮﺭﺩ ﺍﻣﻌ ـﺎﻥ ﻧﻈــﺮ ﻗــﺮﺍﺭ ﻣــﻲﺩﻫــﺪ ﺩﺭ ﺭﻭﺍﺝ ﺗﺤــﻮﻳﻠﻲ ﮔــﺮﻱ ﺩﺭ‬ ‫ﺩﻭﺭﺍﻥ ﻣﺪﺭﻧﻴﺴــﻢ ﺗــﺎﺛﻴﺮ ﺗــﺎﻡ ﺩﺍﺷــﺘﻪ ﺍﺳــﺖ‪.‬ﺗﺨﺼــﺺ ﮔﺮﺍﺋــﻲ ﻧﻴــﺰ ﻣﺰﻳــﺪ ﺑــﺮ ﻋﻠــﺖ ﺷــﺪ ﻭ ﺑــﻪ ﺭﻭﺍﺝ ﺗﺤــﻮﻳﻠﻲ‬ ‫ﻧﮕﺮﻱ ﻛﻤﻚ ﻛﺮﺩ‪.‬ﺗﺤﻮﻳﻠﻲﻧﮕـﺮﻱ ﻣـﺎﻧﻊ ﺩﻳـﺪﻥ ﺟـﺎﻣﻊ ﻣﺸـﻜﻼﺕ ﻣـﻲﺷـﻮﺩ‪ ،‬ﻣﻬـﺎﺭﺕ ﺗﺸـﺨﻴﺺ ﻭ ﺣـﻞ ﻣﺴـﺌﻠﻪ‬ ‫ﺭﺍ ﺩﭼﺎﺭ ﺍﻧﺤﺮﺍﻑ ﻣـﻲﻛﻨـﺪ‪.‬ﺩﺍﺷـﺘﻦ ﺗﻔﻜـﺮ ﺗﺤـﻮﻳﻠﻲﻧﮕـﺮﻱ ﺑﺎﻋـﺚ ﺗﺼـﻤﻴﻢﺳـﺎﺯﻱ ﻭ ﺗﺼـﻤﻴﻢﮔﻴـﺮﻱ ﻏﻴﺮﺍﺧﻼﻗـﻲ‬ ‫ﺩﺭ ﺣﻞ ﻣﺸﻜﻼﺕ ﺍﺧﻼﻗﻲ ﺳﺎﺯﻣﺎﻥ ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺭﺍﻩ ﺩﺭﻣﺎﻥ ﺗﺤﻮﻳﻠﻲ ﻧﮕـﺮﻱ‪ ،‬ﺗـﺮﻭﻳﺞ ﺍﻟﮕﻮﻫـﺎﻱ ﻣﻴـﺎﻥ ﺭﺷـﺘﻪﺍﻱ ﺑـﺮﺍﻱ ﻛﺸـﻒ ﻭ ﺣـﻞ ﻣﺴـﺎﺋﻞ ﻭ ﺍﻓـﺰﺍﻳﺶ ﻣﻬـﺎﺭﺕ‬ ‫ﺗﻔﻜﺮ ﺳﻴﺴﺘﻤﻲ ﺍﺳﺖ‪.‬ﻧﺪﺍﺷـﺘﻦ ﻣﻬـﺎﺭﺕ ﺗﻔﻜـﺮ ﺳﻴﺴـﺘﻤﻲ ﺧﻄـﺮ ﺗﺤـﻮﻳﻠﻲﻧﮕـﺮﻱ ﺭﺍ ﺍﻓـﺰﺍﻳﺶ ﻣـﻲﺩﻫـﺪ‪.‬ﻋـﻼﻭﻩ‬ ‫ﺑــﺮ ﺁﻥ ﺍﻧﺘﺼــﺎﺏ ﺍﺳﺘﺮﺍﺗﮋﻳﺴــﺖﻫــﺎ‪ ،‬ﻭ ﻧــﻪ ﻛﺴــﺎﻧﻲ ﻛــﻪ ﻧﮕــﺮﺵ ﻋﻤﻠﻴــﺎﺗﻲ ﺩﺍﺭﻧــﺪ‪ ،‬ﺑــﻪ ﺳــﻤﺖﻫــﺎﻱ ﺭﺍﻫﺒــﺮﺩﻱ‬ ‫ﻣﻲﺗﻮﺍﻧﺪ ﺩﺭ ﻛﻢ ﺭﻧﮓ ﺷﺪﻥ ﺗﻔﻜﺮ ﺗﺤﻮﻳﻠﻲﻧﮕﺮﻱ ﻣﻮﺛﺮ ﺑﺎﺷﺪ‪.‬‬ ‫‪.3‬ﻓﺮﺍﻓﻜﻨﻲ‬ ‫ﻓﺮﺍﻓﻜﻨــﻲ‪ ،‬ﻧﺎﺩﻳــﺪﻩ ﻧﻘــﺶ ﺧــﻮﺩ ﻭ ﺗﺎﻛﻴــﺪ ﺷــﺪﻳﺪ ﺑــﺮ ﻧﻘــﺶ ﻋﻮﺍﻣــﻞ ﻣﺤﻴﻄــﻲ ﺍﺳــﺖ‪.‬ﻧﺒﺎﻳــﺪ ﻣﺴــﺌﻮﻟﻴﺖﻫــﺎﻱ‬ ‫ﺍﺧﻼﻗﻲ ﺭﺍ ﻣﺘﻮﻗﻒ ﺑﺮ ﺍﺧﻼﻗﻲﺑﻮﺩﻥ ﺩﻳﮕـﺮﺍﻥ ﻛـﺮﺩ‪.‬ﻣﺸـﺘﺮﻳﺎﻥ ﺣﺘـﻲ ﺍﮔـﺮ ﺧـﻮﺩ ﺍﺧﻼﻗـﻲ ﻧﺒﺎﺷـﻨﺪ ﺍﻧﺘﻈـﺎﺭ ﺩﺍﺭﻧـﺪ‬ ‫ﻛﻪ ﺳﺎﺯﻣﺎﻥ ﺑﺎ ﺁﻧﻬﺎ ﺑﺮﺧﻮﺭﺩ ﺍﺧﻼﻗـﻲ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﺪ‪.‬ﺑﻨـﺎﺑﺮﺍﻳﻦ ﻫـﺮ ﻓـﺮﺩ ﻭ ﻫـﺮ ﺳـﺎﺯﻣﺎﻧﻲ ﺑﺎﻳـﺪ ﺗﻐﻴﻴـﺮ ﻭ ﺗﺤـﻮﻝ ﻭ‬ ‫ﺍﺧﻼﻗﻲ ﺑﻮﺩﻥ ﺭﺍ ﺧﻮﺩ ﺁﻏﺎﺯ ﻛﻨﺪ‪.‬‬ ‫‪.4‬ﻣﺸﺘﺮﻱ ﻣﺪﺍﺭﻱ ﺍﺑﺰﺍﺭ ﺍﻧﮕﺎﺭ ﻭ ﻧﻪ ﺍﺻﻴﻞ‬ ‫ﻣﺸـﺘﺮﻱ ﻣـﺪﺍﺭﻱ ﺍﺑـﺰﺍﺭ ﺍﻧﮕـﺎﺭ ﻳﻌﻨـﻲ ﻧﮕـﺎﻩ ﻛـﺮﺩﻥ ﺑــﻪ ﻣﺸـﺘﺮﻱ ﺑـﻪ ﻋﻨـﻮﺍﻥ ﺍﺑـﺰﺍﺭ ﺳـﻮﺩ‪.‬ﭼﻨـﻴﻦ ﻧﮕـﺎﻫﻲ ﻧــﻮﻋﻲ‬ ‫‪6‬‬ ‫ﺗﺤﻮﻳﻠﻲ ﻧﮕﺮﻱ ﺍﺳﺖ ﻛـﻪ ﻣﺸـﺘﺮﻱ ﺭﺍ ﺗـﺎ ﺳـﻄﺢ ﻳـﻚ ﺍﺑـﺰﺍﺭ ﭘـﺎﻳﻴﻦ ﻣـﻲﺁﻭﺭﺩ‪.‬ﺑـﺎ ﺍﻳـﻦ ﻧﮕـﺮﺵ‪ ،‬ﺍﮔـﺮ ﺳـﻮﺩﻱ ﺩﺭ‬ ‫ﻛﺎﺭ ﻧﺒﺎﺷﺪ ﻳـﺎ ﺍﺣﺘﻤـﺎﻝ ﺯﻳـﺎﻧﻲ ﻣﺘﺼـﻮﺭ ﺑﺎﺷـﺪ‪ ،‬ﺑﻨﮕـﺎﻩ ﻧﻴـﺰ ﺧـﻮﺩ ﺭﺍ ﻣﻠـﺰﻡ ﺑـﻪ ﭘـﺎﻱﺑﻨـﺪﻱ ﺑـﻪ ﺣﻘـﻮﻕ ﻣﺸـﺘﺮﻱ‬ ‫ﻧﻤﻲﺩﺍﻧﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻲ ﻛـﻪ ﺩﺭ ﻣﺸـﺘﺮﻱ ﻣـﺪﺍﺭﻱ ﺍﺻـﻴﻞ‪ ،‬ﻣﺸـﺘﺮﻱ ﺍﺯ ﺣﻘـﻮﻕ ﺍﺻـﻴﻞ ﺑﺮﺧـﻮﺭﺩﺍﺭ ﺍﺳـﺖ ﻛـﻪ ﺭﻋﺎﻳـﺖ‬ ‫ﺁﻧﻬﺎ ﺩﺭ ﮔﺮﻭ ﺳﻮﺩ ﻭ ﺯﻳﺎﻥ ﺷـﺮﻛﺖ ﻧﻴﺴـﺖ‪.‬ﺩﺭ ﺍﻳـﻦ ﺣﺎﻟـﺖ ﻣﺸـﺘﺮﻱ ﻣـﺪﺍﺭﻱ ﺍﻧﮕﻴـﺰﻩ ﺩﺭﻭﻧـﻲ ﺩﺍﺭﺩ ﻭ ﻣﻨـﻮﻁ ﺑـﻪ‬ ‫ﻫﻴﭻ ﭼﺸﻢﺩﺍﺷﺘﻨﻲ ﻧﻴﺴﺖ؛ ﻣﺎﻧﻨﺪ ﺍﺣﺘﺮﺍﻡ ﻭﺍﻟﺪﻳﻦ ﺑﻪ ﻓﺮﺯﻧﺪ ﻳﻚ ﻃﺮﻓﻪ ﺍﺳﺖ‪.‬‬ ‫‪.5‬ﻓﻘﺪﺍﻥ ﺍﻧﮕﻴﺰﺵ‬ ‫ﺍﻧﮕﻴﺰﺵ ﻭ ﺍﺧـﻼﻕ ﻫﻤﺒﺴـﺘﮕﻲ ﺩﺍﺭﻧـﺪ‪.‬ﻓﻘـﺪﺍﻥ ﺍﻧﮕﻴـﺰﺵ ﻣـﺎﻧﻊ ﺍﺯ ﺗـﺮﻭﻳﺞ ﺍﺧـﻼﻕ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ ﻣـﻲﺷـﻮﺩ‪ ،‬ﻧﺘـﺎﻳﺞ‬ ‫ﻏﻴﺮﺍﺧﻼﻗــﻲ ﺩﺍﺭﺩ ﻭ ﺍﻧﮕﻴــﺰﻩ ﺍﺧﻼﻗــﻲ ﺑــﻮﺩﻥ ﺭﺍ ﺍﺯ ﺑــﻴﻦ ﻣــﻲﺑــﺮﺩ‪ ،‬ﺯﻳــﺮﺍ ﺗﻮﺟﻴــﻪ ﺑﺴــﻴﺎﺭﻱ ﺍﺯ ﻣــﺪﻳﺮﺍﻥ ﻭ ﺍﻓــﺮﺍﺩ‬ ‫ﺟﺎﻣﻌﻪ ﺑﺮﺍﻱ ﺍﻋﻤـﺎﻝ ﻏﻴﺮﺍﺧﻼﻗـﻲﺷـﺎﻥ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ ﺟﺎﻣﻌـﻪ ﻭ ﺍﻧﺴـﺎﻥﻫـﺎ ﺍﺧﻼﻗـﻲ ﻧﻴﺴـﺘﻨﺪ‪.‬ﺳﻠﺴـﻠﻪ ﻣﺮﺍﺗـﺐ‬ ‫ﻧﻴﺎﺯﻫــﺎﻱ ﻣــﺎﺯﻟﻮ‪ :‬ﻧﻴﺎﺯﻫــﺎﻱ ﺍﺭﺿــﺎ ﻧﺸــﺪﻩ ﺍﻧﺴــﺎﻥ ﺭﺍ ﻣﻨﺒــﻊ ﺍﺻــﻠﻲ ﺍﻧﮕﻴــﺰﺵ ﻣــﻲﺩﺍﻧــﺪ‪.‬ﺍﻳــﻦ ﺳﻠﺴــﻠﻪ ﻣﺮﺍﺗــﺐ ﺍﺯ‬ ‫ﺳــﻄﺢ ﭘــﺎﻳﻴﻦ ﺑــﻪ ﺑــﺎﻻ ﻋﺒــﺎﺭﺕ ﺍﺳــﺖ ﺍﺯ‪ :‬ﻧﻴﺎﺯﻫــﺎﻱ ﺯﻳﺴــﺘﻲ‪ ،‬ﺍﻳﻤﻨــﻲ‪ ،‬ﺍﺟﺘﻤــﺎﻋﻲ )ﺍﺣﺴــﺎﺱ ﺗﻌﻠــﻖ(‪ ،‬ﺷــﻬﺮﺕ ﻭ‬ ‫ﺍﻋﺘﺒﺎﺭ )ﻋﺰﺕ ﻧﻔﺲ( ﻭ ﺧﻮﺩ ﺷﻜﻮﻓﺎﺋﻲ‪.‬‬ ‫‪.6‬ﻧﺎﺭﺿﺎﻳﺘﻲ ﺷﻐﻠﻲ‬ ‫ﺭﺿﺎﻳﺖ ﺷﻐﻠﻲ‪ ،‬ﺍﺣﺴـﺎﺱﻫـﺎ ﻭ ﻧﮕـﺮﺵﻫـﺎﻳﻲ ﺍﺳـﺖ ﻛـﻪ ﻫـﺮ ﻛـﺲ ﺑـﻪ ﺷـﻐﻞ ﺧـﻮﺩ ﺩﺍﺭﺩ‪.‬ﺗﻌﻬـﺪ ﺳـﺎﺯﻣﺎﻧﻲ ﺍﻣـﺎ‪،‬‬ ‫ﻧﮕﺮﺵ ﻭ ﺍﺣﺴﺎﺱﻫﺎﻱ ﻛﺎﺭﻛﻨـﺎﻥ ﺩﺭﺑـﺎﺭﻩ ﻛـﻞ ﺳـﺎﺯﻣﺎﻥ ﺍﺳـﺖ‪.‬ﺗﻠﻘـﻲ ﺟﺪﻳـﺪ ﺍﺯ ﺍﻣﻨﻴـﺖ ﺷـﻐﻠﻲ‪ ،‬ﺭﻳﺸـﻪ ﺁﻥ ﺭﺍ ﺍﺯ‬ ‫ﺩﺭﻭﻥ ﻣﻲﺩﺍﻧﺪ ﻧﻪ ﺍﺯ ﻣﻘـﺮﺭﺍﺕ ﻭ ﺧـﻂﻣﺸـﻲﻫـﺎ ﻭ ﺭﻭﻳـﻪﻫـﺎﻱ ﻗـﺎﻧﻮﻧﻲ‪.‬ﺍﮔـﺮ ﺭﻭﺯﺁﻣـﺪ ﺑﺎﺷـﻴﻢ‪ ،‬ﺍﮔـﺮ ﻳـﺎﺩ ﺑﮕﻴـﺮﻳﻢ ﻭ‬ ‫ﺧﻮﺏ ﻋﻤﻞ ﻛﻨﻴﻢ‪ ،‬ﺍﮔﺮ ﺩﺭ ﺗﺨﺼﺺ ﻭ ﻛـﺎﺭ ﺧـﻮﺩ ﺍﻋﺘﺒـﺎﺭ ﻭ ﺍﺭﺯﺵ ﺑﻴـﺎﺑﻴﻢ ﻭ ﺍﮔـﺮ ﺑـﻪ ﺍﻣـﻮﺭ ﺷـﺮﻛﺖ ﺁﮔـﺎﻩ ﺑﺎﺷـﻴﻢ‬ ‫ﻭ ﺍﮔــﺮ ﺑــﺮﺍﻱ ﺍﺭﺍﺋــﻪ ﻛــﺎﺭﻱ ﺑــﺎ ﺍﺭﺯﺵ‪ ،‬ﻛﻮﺷﺸــﻲ ﻣﺴــﺘﻤﺮ ﺩﺍﺷــﺘﻪ ﺑﺎﺷــﻴﻢ‪ ،‬ﺑــﺮﺍﻱ ﺧــﻮﺩ ﺍﻣﻨﻴــﺖ ﺷــﻐﻠﻲ ﺍﻳﺠــﺎﺩ‬ ‫ﻛﺮﺩﻩﺍﻳﻢ‪.‬‬ ‫‪.7‬ﻓﻘﺪﺍﻥ ﻣﻬﺎﺭﺕ ﺗﺼﻤﻴﻢ ﮔﻴﺮﻱ‬ ‫ﻣــﺪﻳﺮﻳﺖ ﻫﻨــﺮ ﺗﺼــﻤﻴﻢﮔﻴــﺮﻱ ﺍﺳــﺖ‪.‬ﺿــﻌﻒ ﺩﺭ ﺗﺼــﻤﻴﻢﮔﻴــﺮﻱ ﺑﺎﻋــﺚ ﺑــﺮﻭﺯ ﺭﻓﺘــﺎﺭ ﻏﻴﺮﺍﺧﻼﻗــﻲ ﺩﺭ ﺳــﺎﺯﻣﺎﻥ‬ ‫ﻣﻲﺷﻮﺩ‪.‬ﺗﺼﻤﻴﻢﮔﻴﺮﻱ ﻓﺮﺁﻳﻨـﺪﻱ ﺍﺳـﺖ ﻣﺤﺼـﻮﻝ ﺍﻟﮕﻮﻫـﺎﻱ ﻣﻮﺍﺟﻬـﻪ ﺑـﺎ ﻣﺸـﻜﻞ‪ ،‬ﺗﺒـﺪﻳﻞ ﻣﺸـﻜﻞ ﺑـﻪ ﻣﺴـﺌﻠﻪ‬ ‫ﻭ ﺣــﻞ ﺍﺛــﺮﺑﺨﺶ ﻣﺴــﺌﻠﻪ‪.‬ﺗﺼــﻤﻴﻢﮔﻴــﺮﻱ ﺍﺧﻼﻗــﻲ ﺑــﻪ ﺷــﺶ ﺍﺻــﻞ ﻭﻓــﺎﺩﺍﺭ ﺍﺳــﺖ‪ :‬ﺍﻋﺘﻤــﺎﺩ‪ ،‬ﻛﺮﺍﻣــﺖ ﺍﻧﺴــﺎﻧﻲ‪،‬‬ ‫ﻣﺴﺌﻮﻟﻴﺖﭘﺬﻳﺮﻱ‪ ،‬ﺍﻧﺼﺎﻑ‪ ،‬ﭘﺎﻱﺑﻨﺪﻱ ﺑﻪ ﻣﻨﺶ ﺷﻬﺮﻭﻧﺪﻱ ﻭ ﻣﺮﺍﻗﺒﺖ ﻭ ﺗﻮﺟﻪ ﻧﺴﺒﺖ ﺑﻪ ﺩﻳﮕﺮﺍﻥ‪.‬‬ ‫‪.8‬ﺑﻼﺗﻜﻠﻴﻔﻲ ﻳﺎ ﺗﻌﺎﺭﺿﺎﺕ ﺍﺧﻼﻗﻲ‬ ‫ﺍﺯ ﻋﻤﺪﻩﺗﺮﻳﻦ ﻣﻮﺍﻧﻊ ﺭﺷـﺪ ﺍﺧـﻼﻕ ﺣﺮﻓـﻪﺍﻱ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ ﺑﻼﺗﻜﻠﻴﻔـﻲ ﺳـﺎﺯﻣﺎﻧﻲ ﺍﺳـﺖ‪.‬ﭘﻴﭽﻴـﺪﻩﺗـﺮﻳﻦ ﻭﺿـﻌﻴﺖ‬ ‫ﺑﻼﺗﻜﻠﻔﻴﻲ ﺍﺧﻼﻗﻲ‪ ،‬ﺗﻌﺎﺭﺿـﺎﺕ ﺍﺧﻼﻗـﻲ ﺍﺳـﺖ‪ ،‬ﻳﻌﻨـﻲ ﻭﺿـﻌﻴﺘﻲ ﻛـﻪ ﻓـﺮﺩ ﻳـﺎ ﺳـﺎﺯﻣﺎﻥ ﺑـﺎ ﺩﻭ ﺭﺍﻫـﻪﺍﻱ ﻣﻮﺍﺟـﻪ‬ ‫‪7‬‬ ‫ﻣﻲﺷﻮﺩ ﻭ ﺭﺍﻩ ﺳﻮﻣﻲ ﻧﻤﻲﻳﺎﺑـﺪ ﻭ ﻫـﺮ ﺩﻭ ﺭﺍﻩ ﻧﻴـﺰ ﻏﻴﺮﺍﺧﻼﻗـﻲﺍﻧـﺪ‪.‬ﺑﻨـﺎﺑﺮﺍﻳﻦ ﺗﻌـﺎﺭﺽ ﺍﺧﻼﻗـﻲ ﻋﺒـﺎﺭﺕ ﺍﺳـﺖ ﺍﺯ‬ ‫ﺭﻓﺘﺎﺭﻱ ﻛﻪ ﺍﻧﺠﺎﻡ ﺁﻥ ﺍﺯ ﺟﻬﺘﻲ ﺍﺧﻼﻗﺎ ﺯﺷﺖ ﻭ ﺗﺮﻙ ﺁﻥ ﺍﺯ ﺟﻬﺖ ﺩﻳﮕﺮ ﻧﺎﺭﻭﺍﺳﺖ‪.‬‬ ‫‪.9‬ﻓﻘﺪﺍﻥ ﻧﻈﺎﻡ ﻫﺎﻱ ﺟﺎﻣﻊ ﻭ ﺍﺧﻼﻗﻲ‬ ‫ﻓﻘـﺪﺍﻥ ﻧﻈــﺎﻡﻫــﺎﻱ ﺟـﺎﻣﻊ ﻭ ﺍﺧﻼﻗــﻲ ﺩﺭ ﺯﻣﻴﻨــﻪﻫـﺎﻱ ﻣﺨﺘﻠــﻒ ﻧﻈﻴــﺮ ﺟـﺬﺏ ﻭ ﺍﺳــﺘﺨﺪﺍﻡ‪ ،‬ﭘﺮﺩﺍﺧــﺖ ﺣﻘــﻮﻕ ﻭ‬ ‫ﻣﺰﺍﻳــﺎ ﻭ ﭘــﺎﺩﺍﺵ ﻭ ﺗﺸــﻮﻳﻖ‪ ،‬ﺍﻧﺘﺼــﺎﺏ ﻭ ﺍﺭﺗﻘــﺎء‪ ،‬ﺍﻃــﻼﻉﺭﺳــﺎﻧﻲ‪ ،‬ﻧﻈــﺎﺭﺕ ﻭ ﺍﺭﺯﻳــﺎﺑﻲ ﺍﺯ ﺟﻤﻠــﻪ ﻣﻮﺍﻧــﻊ ﺭﺷــﺪ‬ ‫ﺍﺧﻼﻗــﻲ ﺩﺭ ﺳــﺎﺯﻣﺎﻥﻫﺎﺳــﺖ‪.‬ﻧﻈــﺎﻡﻣﻨــﺪ ﻛــﺮﺩﻥ ﻫﻤــﻪ ﺍﻣــﻮﺭ ﻣــﺎﻧﻊ ﺭﻓﺘﺎﺭﻫــﺎﻱ ﺳــﻠﻴﻘﻪﺍﻱ ﻭ ﻣــﻮﺭﺩﻱ ﻭ ﻭﺟــﻮﺩ‬ ‫ﺁﺋﻴﻦﻧﺎﻣﻪﻫﺎﻱ ﭘﺮﺍﻛﻨﺪﻩ ﻣﻲﺷﻮﺩ‪.‬ﺻﺮﻑ ﻭﺟـﻮﺩ ﻗـﺎﻧﻮﻥ ﻭ ﺁﺋـﻴﻦﻧﺎﻣـﻪ ﺩﺭ ﺍﻓـﺰﺍﻳﺶ ﭘـﻴﺶﺑﻴﻨـﻲﭘـﺬﻳﺮﻱ‪ ،‬ﻛـﻪ ﻋﺎﻣـﻞ‬ ‫ﻣﻬﻢ ﺍﻋﺘﻤﺎﺩﺳﺎﺯﻱ ﻭ ﻣﻮﻓﻘﻴﺖ ﺳﺎﺯﻣﺎﻥ ﺍﺳـﺖ‪ ،‬ﻛـﺎﻓﻲ ﻧﻴﺴـﺖ ﺑﻠﻜـﻪ ﻧﻈـﺎﻡﻣﻨـﺪ ﺳـﺎﺧﺘﻦ ﺳـﺒﺐ ﻣـﻲﺷـﻮﺩ ﻗـﺎﻧﻮﻥ‬ ‫ﭼﻨﺎﻥ ﺗﻘﻮﻳﺖ ﺷﻮﻧﺪ ﻛﻪ ﺍﻣﻜﺎﻥ ﺩﻭﺭ ﺯﺩﻥ ﻗﺎﻧﻮﻥ ﻛﺎﻫﺶ ﻳﺎﺑﺪ‪.‬‬ ‫‪.10‬ﺿﺮﻭﺭﺕ ﺗﺮﻭﻳﺞ ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‬ ‫ﺗﻮﺳــﻌﻪ ﺳــﺎﺯﻣﺎﻧﻲ ﺗﻼﺷــﻲ ﭘــﻲ ﮔﻴــﺮ‪ ،‬ﻣﻨﺴــﺠﻢ ﻭ ﻛــﺎﻣﻼً ﺑﺮﻧﺎﻣــﻪ ﺭﻳــﺰﻱ ﺷــﺪﻩ ﺍﺳــﺖ ﻛــﻪ ﺑــﻪ ﻣﻨﻈــﻮﺭ ﺑﻬﺒــﻮﺩ ﻭ‬ ‫ﻧﻮﺳﺎﺯﻱ ﻧﻈﻢ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬ ‫ﻫﺪﻑ ﺍﺯ ﺗﻮﺳﻌﻪ ﺳﺎﺯﻣﺎﻧﻲ‪ ،‬ﻫﻢ ﺑﻬﺒﻮﺩ ﺯﻧﺪﮔﻲ )ﺷﻐﻠﻲ( ﻓﺮﺩ ﻭ ﻫﻢ ﺑﻬﺒﻮﺩ ﻛﺎﺭﻛﺮﺩ ﺳﺎﺯﻣﺎﻥ ﺍﺳﺖ‪.‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻫﻤﻴـﺖ ﺍﺧـﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ ﺩﺭ ﺗﻮﺳـﻌﻪ ﺳـﺎﺯﻣﺎﻥ‪ ،‬ﻻﺯﻡ ﺍﺳـﺖ ﺩﺭ ﺗﻌﻴـﻴﻦ ﺍﺛﺮﺑﺨﺸـﻲ )ﻣﻴـﺰﺍﻥ ﺗﺤﻘـﻖ‬ ‫ﺍﻫــﺪﺍﻑ ﺳــﺎﺯﻣﺎﻧﻲ( ﻭﻫــﺪﺍﻳﺖ ﻣﻨــﺎﺑﻊ )ﺍﺯ ﺟﻤﻠــﻪ ﻣﻨــﺎﺑﻊ ﺍﻧﺴــﺎﻧﻲ( ﺑــﻪ ﻣﻴــﺰﺍﻥ ﺁﻣــﻮﺯﺵ ﺍﺧــﻼﻕ ﺣﺮﻓــﻪ ﺍﻱ ﺩﺭ ﻫــﺮ‬ ‫ﺳﺎﺯﻣﺎﻥ‪ ،‬ﺟﻬﻞ ﻭ ﻧﺎﺁﺷﻨﺎﻳﻲ ﻛﺎﺭﻛﻨﺎﻥ ﺍﺯ ﺍﺧﻼﻗﻴﺎﺕ ﺷﻐﻞ ﻭ ﺳﺎﺯﻣﺎﻥ ﺑﻴﺎﻥ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺍﻣﺮﻭﺯﻩ ﻫﻴﭻ ﺳﺎﺯﻣﺎﻧﻲ ﻗﺎﺩﺭ ﻧﻴﺴﺖ ﺑﺪﻭﻥ ﺁﻣﻮﺯﺵ ﺗﻮﺳﻌﻪ ﻳﺎﺑﺪ‪.‬‬ ‫ﻻﺯﻡ ﺍﺳــﺖ ﺩﺭ ﺳــﺎﺯﻣﺎﻥ ﻫــﺎ ﺍﻓــﺰﻭﻥ ﺑــﺮ ﺁﻣــﻮﺯﺵ ﺗﺨﺼــﺺ ﻫــﺎ ﻭ ﻣﻬــﺎﺭﺕ ﻫــﺎﻱ ﻣــﻮﺭﺩ ﻧﻴــﺎﺯ ﻫــﺮ ﺷــﻐﻞ ﺑــﻪ‬ ‫ﻛﺎﺭﻛﻨﺎﻥ‪ ،‬ﺍﻳﺠـﺎﺩ ﺭﻭﺣﻴـﻪ ﺗﻌـﺎﻭﻥ‪ ،‬ﻛـﺎﺭ ﻣﺸـﺘﺮﻙ ﻭ ﺩﺳـﺘﻪ ﺟﻤﻌـﻲ ﻭ ﺑـﻪ ﻭﻳـﮋﻩ ﺍﺧـﻼﻕ ﺍﺩﺍﺭﻱ ﻭ ﺳـﺎﺯﻣﺎﻧﻲ ﺟـﺰﻭ‬ ‫ﺑﺮﻧﺎﻣــﻪ ﻫــﺎﻱ ﺁﻣــﻮﺯﺵ ﺩﺭ ﺳــﺎﺯﻣﺎﻥ ﻗــﺮﺍﺭ ﮔﻴــﺮﺩ‪.‬ﺍﺯ ﺁﻧﺠــﺎ ﻛــﻪ ﻣﻨﺸــﻮﺭ ﺍﺧﻼﻗــﻲ ﺩﺭ ﻫــﺮ ﺳــﺎﺯﻣﺎﻥ ﻃــﻲ ﻓﺮﺍﻳﻨــﺪ‬ ‫ﮔﻔﺖ ﻭ ﮔﻮ ﻭ ﻣﺸﺎﺭﻛﺖ ﺗﻤـﺎﻣﻲ ﻛﺎﺭﻛﻨـﺎﻥ ﻭ ﺭﺋﻴﺴـﺎﻥ ﺑـﻪ ﻭﺟـﻮﺩ ﺁﻣـﺪﻩ ﺍﺳـﺖ‪ ،‬ﺑـﻪ ﻣﻨﺰﻟـﻪ ﻳـﻚ ﻣﻴﺜـﺎﻕ ﻋﻤـﻮﻣﻲ‬ ‫ﺳﺎﺯﻣﺎﻥ ﭘﺬﻳﺮﻓﺘﻪ ﺷـﺪﻩ ﺍﺳـﺖ‪.‬ﺑـﻪ ﺗـﺪﺭﻳﺞ ﺳـﺎﺯﻣﺎﻥ ﮔﺴـﺘﺮﺵ ﺍﻳـﻦ ﺍﺻـﻮﻝ ﺭﺍ ﺟـﺰﻭ ﺍﻫـﺪﺍﻑ ﺧـﻮﺩ ﻣـﻲ ﭘـﺬﻳﺮﺩ‪.‬‬ ‫ﺑﺪﻳﻦ ﻣﻨﻈﻮﺭ‪ ،‬ﺷﻴﻮﻩ ﻫﺎﻱ ﻣﺨﺘﻠﻔـﻲ ﺑـﺮﺍﻱ ﺁﻣـﻮﺯﺵ ﺍﺧـﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ ﻫـﺎ ﺑـﻪ ﻭﺟـﻮﺩ ﺁﻣـﺪﻩ ﺍﺳـﺖ‬ ‫ﻛﻪ ﻳﺎﺩﮔﻴﺮﻱ ﻣﺴـﺘﻘﻴﻢ‪ ،‬ﺭﺍﻳـﺞ ﺗـﺮﻳﻦ ﺁﻧﻬﺎﺳـﺖ؛ ﺍﻣـﺎ ﺍﻳـﻦ ﺷـﻴﻮﻩ ﻧﺸـﺎﻥ ﺩﺍﺩﻩ ﺍﺳـﺖ ﻛـﻪ ﻛـﺎﺭﺁﻳﻲ ﻻﺯﻡ ﺭﺍ ﻧـﺪﺍﺭﺩ‬ ‫ﭘﺲ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻨﻜﻪ ﺗـﺮﻭﻳﺞ ﺍﺧـﻼﻕ ﺩﺭ ﺳـﺎﺯﻣﺎﻥ‪ ،‬ﺑـﻪ ﻣﻌﻨـﺎﻱ ﻳـﺎﺩﮔﻴﺮﻱ ﺳـﺒﻚ ﺧﺎﺻـﻲ ﺍﺯ ﺯﻧـﺪﮔﻲ ﺳـﺎﺯﻣﺎﻧﻲ‬ ‫ﺍﺳــﺖ‪ ،‬ﺑﺎﻳــﺪ ﺑــﻪ ﺷــﻴﻮﻩ ﻫــﺎﻱ ﻏﻴﺮﻣﺴــﺘﻘﻴﻢ ﻣﺎﻧﻨــﺪ ﺁﻣــﻮﺯﺵ ﻫــﺎﻱ ﺣــﻴﻦ ﻋﻤــﻞ ﻭ ﺁﻣــﻮﺯﺵ ﻫــﺎﻱ ﺍﺟﺘﻤــﺎﻋﻲ ﻭ‬ ‫ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺗﻮﺟﻪ ﺑﻴﺸﺘﺮﻱ ﺷـﻮﺩ‪.‬ﺍﻣـﺎ ﺟـﺪﺍﻱ ﺍﺯ ﻧـﻮﻉ ﺁﻣـﻮﺯﺵ‪ ،‬ﺑـﻪ ﻣﻨﻈـﻮﺭ ﺗﻌﻴـﻴﻦ ﻣﺤﺘـﻮﺍﻱ ﺁﻣﻮﺯﺷـﻲ‪ ،‬ﺳـﺎﺯﻣﺎﻥ‬ ‫ﺑﺎﻳﺪ ﻧﻴﺎﺯﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺭﺍ ﺍﺯ ﻣﻘﺎﻳﺴﻪ ﻣﻴﺎﻥ ﻭﺿـﻊ ﻣﻮﺟـﻮﺩ ﻭ ﻭﺿـﻊ ﻣﻄﻠـﻮﺏ )ﺑـﺎ ﺁﻧﭽـﻪ ﻻﺯﻣـﻪ ﭘﺎﺳـﺦ ﮔـﻮﻳﻲ ﺑـﻪ‬ ‫‪8‬‬ ‫ﻣﻨﺸــﻮﺭ ﺍﺧﻼﻗــﻲ ﻭ ﺍﻫــﺪﺍﻑ ﺳــﺎﺯﻣﺎﻥ ﺍﺳــﺖ( ﻣﺸــﺨﺺ ﻛﻨــﺪ‪.‬ﺑــﺮﺍﻱ ﺗﻌﻴــﻴﻦ ﻭﺿــﻊ ﻣﻮﺟــﻮﺩ )ﻣﻴــﺰﺍﻥ ﭘﺎﻳﺒﻨــﺪﻱ‬ ‫ﻛﺎﺭﻛﻨﺎﻥ ﺑﻪ ﺍﺧﻼﻕ ﺣﺮﻓـﻪ ﺍﻱ ﺳـﺎﺯﻣﺎﻥ( ﻭ ﺣﺘـﻲ ﺑـﺮﺍﻱ ﺗﻌﻴـﻴﻦ ﻭﺿـﻊ ﻣﻄﻠـﻮﺏ )ﺩﻳـﺪﮔﺎﻩ ﻛﺎﺭﻛﻨـﺎﻥ ﺑـﻪ ﻋﻨـﻮﺍﻥ‬ ‫ﺍﻓــﺮﺍﺩﻱ ﺁﮔــﺎﻩ ﺑــﻪ ﺷــﺮﺍﻳﻂ ﺳــﺎﺯﻣﺎﻧﻲ ﺑــﺮﺍﻱ ﺍﺭﺍﺋــﻪ ﻣﺆﻟﻔــﻪ ﻫــﺎﻳﻲ ﻛــﺎﺭﺑﺮﺩﻱ( ﻻﺯﻡ ﺍﺳــﺖ ﺍﺯ ﺗﺤﻘﻴﻘــﺎﺕ ﺩﺭﺑــﺎﺭﻩ‬ ‫ﺍﺧﻼﻕ ﺣﺮﻓﻪ ﺍﻱ ﺣﻤﺎﻳـﺖ ﻛـﺮﺩ ‪.‬ﻣﻨﺸـﻮﺭ ﺍﺧﻼﻗـﻲ ﻫـﺮ ﺳـﺎﺯﻣﺎﻧﻲ‪ ،‬ﺍﺯ ﺍﺷـﺘﺮﺍﻙ ﻋﻤـﻮﻣﻲ ﻫﻤـﻪ ﺍﻋﻀـﺎﻱ ﺳـﺎﺯﻣﺎﻥ‬ ‫ﺩﺭ ﻣــﻮﺭﺩ ﺍﺻــﻮﻝ ﻭ ﻗﻮﺍﻋــﺪ ﺍﺧﻼﻗــﻲ ﺧﺎﺻــﻲ ﻛــﻪ ﺩﺭ ﺟﻬــﺖ ﺑﻬﺒــﻮﺩ ﻭ ﺗﻮﺳــﻌﻪ ﻓﻌﺎﻟﻴــﺖ ﻫــﺎﻱ ﺳــﺎﺯﻣﺎﻧﻲ ﺍﺳــﺖ‬ ‫ﺑﺪﺳﺖ ﻣﻲ ﺁﻳﺪ‪.‬‬ ‫ﺩﺭ ﺻــﻮﺭﺗﻲ ﻛــﻪ ﺍﮔــﺮ ﺑﺨــﻮﺍﻫﻴﻢ ﺍﺭﺯﺵ ﻫــﺎﻱ ﺧﺎﺻــﻲ ﺭﺍ ﺑــﻪ ﺻــﻮﺭﺕ ﭘــﺬﻳﺮﺵ ﻫﻤﮕــﺎﻧﻲ ﺩﺭ ﺁﻭﺭﻳــﻢ‪ ،‬ﺑﺎﻳــﺪ ﺩﺭ‬ ‫ﺍﺑﺘﺪﺍ ﺍﺯ ﺗﻮﺳﻌﻪ ﺁﮔﺎﻫﻲ ﻫﺎ ﻭ ﺩﺍﻧﺶ ﻫـﺎﻱ ﻣـﺮﺗﺒﻂ ﺷـﺮﻭﻉ ﻛﻨـﻴﻢ‪.‬ﺳـﭙﺲ ﺑـﻪ ﺗـﺪﺭﻳﺞ ﻧﮕـﺮﺵ ﻫـﺎ ﺭﺍ ﺗﻐﻴﻴـﺮ‪ ،‬ﻭ ﺩﺭ‬ ‫ﻧﻬﺎﻳﺖ ﺑﻪ ﻋﻨﻮﺍﻥ ﺧﺮﻭﺟﻲ‪ ،‬ﺭﻓﺘﺎﺭﻫﺎ ﺭﺍ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬ ‫ﺣﻞ ﻣﺴﺎﻳﻞ ﺍﺧﻼﻗﻲ ﺑﺎ ﺭﻭﻳﻜﺮﺩ ﺧﻼﻕ‬ ‫ﻣﻲ ﺗﻮﺍﻥ ﺗﻌﺎﺭﺽ ﺍﺧﻼﻗـﻲ ﺭﻭ ﺍﻳـﻦ ﺟـﻮﺭﻱ ﺗﻌﺮﻳـﻒ ﻛـﺮﺩ‪ :‬ﺯﻣـﺎﻧﻲ ﻛـﻪ ﺷﺨﺼـﻲ ﻛـﻪ ﺩﻏﺪﻏـﻪ ﺍﺧﻼﻗـﻲ ﺩﺍﺭﺩﻱ‬ ‫ﺑـﺮ ﺳـﺮ ﺩﻭﺭﺍﻫـﻲ ﻗـﺮﺍﺭ ﺑﮕﻴـﺮﺩ ﻛـﻪ ﻫـﺮ ﺩﻭ ﺭﺍﻩ ﺭﺍ ﻏﻴـﺮ ﺍﺧﻼﻗـﻲ ﻣـﻲ ﻳﺎﺑـﺪ‪.‬ﺩﺭ ﺍﻳـﻦ ﺻـﻮﺭﺕ ﺍﺯ ﻟﺤـﺎﻅ ﺍﺧﻼﻗـﻲ‬ ‫ﺍﺣﺴﺎﺱ ﺑﻼﺗﻜﻠﻴﻔﻲ ﻣﻲ ﻛﻨﺪ‪.‬ﺑﻪ ﺍﻳﻦ ﺑﻼﺗﻜﻠﻴﻔﻲ‪ ،‬ﺗﻌﺎﺭﺿﺎﺕ ﺍﺧﻼﻗﻲ ﻣﻲ ﮔﻦ‪.‬‬ ‫ﺑﺮﺍﻱ ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﺍﻳـﻦ ﻣﻌﻀـﻼﺕ ﺍﺧﻼﻗـﻲ ﻣـﻦ ﺭﻭﺵ ﺑﺎﺯﮔﺸـﺖ ﺑـﻪ ﺍﺻـﻮﻝ ﺭﺍ ﭘﻴﺸـﻨﻬﺎﺩ ﻣـﻲﻛـﻨﻢ‪.‬ﻳﻌﻨـﻲ ﭼـﻲ؟‬ ‫ﻳﻌﻨﻲ ﺍﻳﻦ ﻛﻪ ﻣـﺎ ﻳـﻚ ﺳـﺮﻱ ﺍﺻـﻮﻟﻲ ﺩﺍﺭﻳـﻢ ﻛـﻪ ﻗﺎﺑـﻞ ﺍﺗﻜـﺎ ﻫﺴـﺘﻨﺪ‪.‬ﺍﺯ ﻧﻈـﺮ ﻣـﻦ ﺍﻳـﻦ ‪ 3‬ﺍﺻـﻞ ﻣـﻲ ﺗﻮﺍﻧـﺪ‬ ‫ﻣﺒﺎﻧﻲ ﺗﺤﻠﻴﻞ ﻣﻌﻀﻼﺕ ﺍﺧﻼﻗﻲ ﺑﺎﺷﺪ!‬ ‫‪ ‬ﺍﺻﻞ ﻗﺎﻋﺪﻩ ﻃﻼﻳﻲ ﺍﺧﻼﻕ‪ :‬ﻫﺮ ﭼﻪ ﺑﺮﺧﻮﺩ ﻣﻲ ﭘﺴﻨﺪﻱ ﺑﺮ ﺩﻳﮕﺮﺍﻥ ﻫﻢ ﺑﭙﺴﻨﺪ!‬ ‫ﺍﻳﻦ ﺍﺻﻞ ﺗﻌﺒﻴﺮ ﺩﻳﮕﺮﻱ ﺍﺳﺖ ﺍﺯ ﺳـﺨﻦ ﺣﻀـﺮﺕ ﺍﻣﻴـﺮ‪ ،‬ﻛـﻪ ﺩﺭ ﭼﻨـﺪ ﺟـﺎﻱ ﻧﻬـﺞ ﺍﻟﺒﻼﻏـﻪ ﺗﻜـﺮﺍﺭ ﺷـﺪﻩ ﺍﺳـﺖ‪.‬‬ ‫ﺩﺭ ﻧﺎﻣﻪﺍﻱ ﻛﻪ ﺁﻥ ﺍﻣﺎﻡ ﻫﻤﺎﻡ ﺑـﻪ ﺍﻣـﺎﻡ ﺣﺴـﻦ )ﻉ( ﻧﻮﺷـﺘﻪﺍﻧـﺪ ﺁﻣـﺪﻩ ﺍﺳـﺖ‪» :‬ﭘﺴـﺮﻛﻢ! ﺧـﻮﺩ ﺭﺍ ﻣﻴـﺎﻥ ﺧـﻮﻳﺶ‬ ‫ﻭ ﺩﻳﮕﺮﻱ ﻣﻴﺰﺍﻧﻲ ﺑﺸﻤﺎﺭ‪ ،‬ﭘﺲ ﺁﻧﭽﻪ ﺑﺮﺍﻱ ﺧـﻮﺩ ﺩﻭﺳـﺖ ﻣـﻲﺩﺍﺭﻱ ﺑـﺮﺍﻱ ﺟـﺰ ﺧـﻮﺩ ﺩﻭﺳـﺖ ﺑـﺪﺍﺭ‪.‬ﻭ ﺁﻧﭽـﻪ ﺗـﻮ‬ ‫ﺭﺍ ﺧﻮﺵ ﻧﻴﺎﻳـﺪ ﺑـﺮﺍﻱ ﺍﻭ ﻧـﺎﺧﻮﺵ ﺑﺸـﻤﺎﺭ‪.‬ﻭ ﺳـﺘﻢ ﻣﻜـﻦ ﭼﻨﺎﻧﻜـﻪ ﺩﻭﺳـﺖ ﻧـﺪﺍﺭﻱ ﺑـﺮ ﺗـﻮ ﺳـﺘﻢ ﺭﻭﺩ‪ ،‬ﻭ ﻧﻴﻜـﻲ‬ ‫ﻛﻦ ﭼﻨﺎﻧﻜﻪ ﺩﻭﺳﺖ ﻣﻲﺩﺍﺭﻱ ﺑـﻪ ﺗـﻮ ﻧﻴﻜـﻲ ﻛﻨﻨـﺪ‪.‬ﻭ ﺁﻧﭽـﻪ ﺍﺯ ﺟـﺰ ﺧـﻮﺩ ﺯﺷـﺖ ﻣـﻲﺩﺍﺭﻱ ﺑـﺮﺍﻱ ﺧـﻮﺩ ﺯﺷـﺖ‬ ‫ﺑـﺪﺍﻥ‪ ،‬ﻭ ﺍﺯ ﻣـﺮﺩﻡ ﺑـﺮﺍﻱ ﺧـﻮﺩ ﺁﻥ ﺭﺍ ﺑﭙﺴـﻨﺪ ﻛـﻪ ﺍﺯ ﺧـﻮﺩ ﻣـﻲﭘﺴـﻨﺪﻱ ﺩﺭ ﺣـﻖ ﺁﻧـﺎﻥ؛ ﻭ ﻣﮕـﻮﻱ ـ ]ﺑـﺪﻳﮕﺮﺍﻥ‬ ‫ﺁﻧﭽـﻪ ﺧـﻮﺵ ﻧـﺪﺍﺭﻱ ﺷـﻨﻴﺪﻥ ﺁﻥ[ ـ‪ ،‬ﻭ ﻣﮕـﻮ ﺁﻧﭽـﻪ ﺭﺍ ﻧـﺪﺍﻧﻲ‪ ،‬ﻫﺮﭼﻨـﺪ ﺍﻧـﺪﻙ ﺑـﻮﺩ ﺁﻧﭽـﻪ ﻣـﻲﺩﺍﻧـﻲ‪ ،‬ﻭ ﻣﮕـﻮ‬ ‫ﺁﻧﭽــﻪ ﺭﺍ ﺩﻭﺳــﺖ ﻧــﺪﺍﺭﻱ ﺑــﻪ ﺗــﻮ ﮔﻮﻳﻨــﺪ« )ﻧﻬــﺞ ﺍﻟﺒﻼﻏــﻪ‪ ،‬ﻧﺎﻣــﻪﻱ ‪31‬؛ ﺗﺮﺟﻤــﻪ ﺩﻛﺘــﺮ ﺷــﻬﻴﺪﻱ‪) ،‬ﺗﻬــﺮﺍﻥ‪:‬‬ ‫ﺷﺮﻛﺖ ﺍﻧﺘﺸﺎﺭﺍﺕ ﻋﻠﻤﻲ ﻭ ﻓﺮﻫﻨﮕﻲ‪(1380 ،‬‬ ‫‪9‬‬  ‫‪ ‬ﺍﺻﻞ ﻋﺪﻡ ﺗﻮﺟﻴﻪ ﻭﺳﻴﻠﻪ ﺍﺯ ﻃﺮﻳﻖ ﻫﺪﻑ‪:‬‬ ‫ﭘﻴﺮﻭﺯﻱ ﻳﺎﺑﻨﺪﻩ ﺑﻪ ﻭﺳـﻴﻠﻪ ﺷـﺮ‪ ،‬ﻣﻐﻠـﻮﺏ ﺍﺳـﺖ! ﭼﻨﺎﻧﻜـﻪ ﺣﻀـﺮﺕ ﺍﻣﻴـﺮ ﻣـﻲﻓﺮﻣﺎﻳـﺪ‪» :‬ﺍﻟﻐﺎﻟـﺐ ﺑﺎﻟﺸّـﺮ ﻣﻐﻠـﻮﺏ«‬ ‫)ﻧﻬــﺞ ﺍﻟﺒﻼﻏــﻪ‪ :‬ﻛﻠﻤــﻪﻱ ﻗﺼــﺎﺭ ‪ ،(372‬ﻳﻌﻨــﻲ »ﻛﺴــﻲ ﻛــﻪ ﺍﺯ ﺭﺍﻩ ﺷــﺮ ﺑــﻪ ﭘﻴــﺮﻭﺯﻱ ﺩﺳــﺖ ﻳﺎﺑــﺪ ﺩﺭ ﺣﻘﻴﻘــﺖ‬ ‫ﻣﻐﻠﻮﺏ ﺍﺳﺖ«‬ ‫‪ ‬ﺍﺻﻞ ﺍﻻﻫﻢ ﻓﺎﻻﻫﻢ ﻭ ﺍﺻﻞ ﺩﻓﻊ ﺍﻓﺴﺪ ﺑﻪ ﻓﺎﺳﺪ‬ ‫ﺍﻟﺒﺘﻪ ﺍﺻﻞ ﺩﻓﻊ ﺍﻓﺴﺪ ﺑﻪ ﻓﺎﺳﺪ ﺗﻨﻬـﺎ ﺩﺭ ﺻـﻮﺭﺗﻲ ﻗﺎﺑـﻞ ﺍﺟـﺮﺍ ﺍﺳـﺖ ﻛـﻪ ﻣﺴـﺄﻟﻪ ﺿـﺮﻭﺭﺕ ﺩﺭ ﺑـﻴﻦ ﺑﺎﺷـﺪ؛ ﻣـﺜﻼً‬ ‫ﺩﺭ ﺍﺻﻞ ﺧﻮﺭﺩﻥ ﻣﺮﺩﺍﺭ ﺣﺮﺍﻡ ﺍﺳﺖ‪ ،‬ﺍﻣـﺎ ﺯﻣـﺎﻧﻲ ﻛـﻪ ﮔﺮﺳـﻨﮕﻲ ﻓﺸـﺎﺭ ﺗـﺎ ﺳـﺮﺣﺪ ﻣـﺮگ ﺁﻭﺭﺩ‪ ،‬ﻣـﻲﺗـﻮﺍﻥ ﻣـﺮﺩﺍﺭ‬ ‫ﺧﻮﺍﺭﻱ ﻛﺮﺩ‪.‬ﺍﺯ ﺍﻳـﻦﺭﻭ ﻫﻤـﻮﺍﺭﻩ ﺍﻣـﺮ ﻣﻬـﻢ ﻓـﺪﺍﻱ ﺍﻣـﺮ ﻣﻬـﻢﺗـﺮ ﻣـﻲﺷـﻮﺩ‪.‬ﺍﻣـﺎ ﻧﻜﺘـﻪ ﻣﻬـﻢ ﺁﻥ ﺍﺳـﺖ ﻛـﻪ ﭼـﻪ‬ ‫ﻛﺴﻲ ﺍﻓﺴﺪ ﺑﻮﺩﻥ ﻳﺎ ﻓﺎﺳﺪ ﺑﻮﺩﻥ ﺍﻣـﺮﻱ ﺭﺍ ﺗﺸـﺨﻴﺺ ﻣـﻲﺩﻫـﺪ؟ ﭼـﻪ ﺑﺴـﺎ ﺷﺨﺼـﻲ »ﺍﻟـﻒ« ﺭﺍ ﺍﻓﺴـﺪ ﺑﺪﺍﻧـﺪ ﻭ‬ ‫»ﺏ« ﺭﺍ ﻓﺎﺳــﺪ ﻭ ﺷــﺨﺺ ﺩﻳﮕــﺮﻱ ﺑــﺮﻋﻜﺲ »ﺍﻟــﻒ« ﺭﺍ ﻓﺎﺳــﺪ ﺑﺪﺍﻧــﺪ ﻭ »ﺏ« ﺭﺍ ﺍﻓﺴــﺪ؛ ﺩﺭ ﭼﻨــﻴﻦ ﻣــﻮﺍﺭﺩﻱ‬ ‫ﻣﻴﺰﺍﻥ ﻋﻘـﻞ ﺟﻤﻌـﻲ ﺩﺍﻧﺎﻳـﺎﻥ ﺍﻣـﺮ ﺍﺳـﺖ؛ ﻭ ﺩﻳﮕـﺮ ﺍﻳـﻦ ﻛـﻪ ﻛﺴـﻲ ﻛـﻪ ﺗﻌﻴـﻴﻦ ﺿـﺮﻭﺭﺕ ﻣـﻲﻛﻨـﺪ‪ ،‬ﻛﻴﺴـﺖ؟‬ ‫ﺩﺍﻧﺴﺘﻦ ﺍﻳﻦ ﺍﻣﺮ ﻛﻪ ﻛﺎﺭ ﺑـﻪ ﺣـﺪ ﺿـﺮﻭﺭﺕ ﺭﺳـﻴﺪﻩ ﻳـﺎ ﺧﻴـﺮ‪ ،‬ﺧـﻮﺩ ﺑﺴـﻴﺎﺭ ﻣﻬـﻢ ﺍﺳـﺖ‪.‬ﭼـﻪ ﺑﺴـﺎ ﻧـﺰﺩ ﻓـﺮﺩﻱ‬ ‫ﺿــﺮﻭﺭﺕ ﺍﻗﺘﻀــﺎ ﻛﻨــﺪ ﻛــﻪ ﺧــﻮﺩ ﺭﺍ ﺑــﻪ ﻫﻼﻛــﺖ ﺑﺮﺳــﺎﻧﺪ ﺗــﺎ ﺩﻳﮕــﺮﺍﻥ ﺭﺍﺣــﺖ ﺑﺎﺷــﻨﺪ؛ ﻟﻜــﻦ ﺩﻳﮕــﺮﺍﻥ )ﺩﺍﻧﺎﻳـﺎﻥ‬ ‫ﻣﻮﺿﻮﻉ( ﺍﻳﻦ ﺭﺍ ﺗﺎ ﺑﻪ ﺍﻳـﻦ ﺣـﺪ ﺿـﺮﻭﺭﺕ ﻧﭙﻨﺪﺍﺭﻧـﺪ‪.‬ﭘـﺲ ﺗﺸـﺨﻴﺺ ﺿـﺮﻭﺭﻱ ﺑـﻮﺩﻥ ﻣﺴـﺄﻟﻪ ﺑـﻪ ﺍﻧﺪﻳﺸـﻪ ﻓـﺮﺩ‬ ‫ﺧﺎﺻﻲ ﻭﺍﺑﺴﺘﻪ ﻧﻴﺴـﺖ‪.‬ﺑﻨـﺎﺑﺮﺍﻳﻦ ﻫـﻢ ﺩﺭ ﺗﻌﻴـﻴﻦ ﺍﻓﺴـﺪ ﻭ ﻓﺎﺳـﺪ ﻭ ﻫـﻢ ﺩﺭ ﺗﻌﻴـﻴﻦ ﺿـﺮﻭﺭﺕ ﺁﻥ ﻣﻴـﺰﺍﻥ ﺣﻜـﻢ‬ ‫ﺩﺍﻧﺎﻳﺎﻥ ﺍﺳﺖ‪.‬ﺩﺭ ﺁﻥ ﺻﻮﺭﺕ ﺁﻧﭽﻪ ﺭﺍ ﺁﻧﺎﻥ ﺣﻜﻢ ﻛﻨﻨﺪ‪ ،‬ﺷﺮﻉ ﻧﻴﺰ ﺟﺎﻳﺰ ﻣﻲﺩﺍﻧﺪ‪.‬‬ ‫ﻓﻨﻮﻥ ﻣﻮﺍﺟﻬﻪ ﺑﺎ ﺗﻌﺎﺭﺿﺎﺕ ﺍﺧﻼﻗﻲ‬ ‫ﺣﺎﻻ ﺑﺮﺍﻱ ﺣﻞ ﺍﻳﻦ ﻣﻌﻀﻞ ﺍﺧﻼﻗﻲ ﺑﺒـﻴﻦ ﻛـﺪﺍﻡ ﻳـﻚ ﺍﺯ ﺍﻳـﻦ ﺍﺻـﻮﻝ ﻣـﻲ ﺗﻮﻧـﻪ ﻛﻤﻜـﺖ ﻛﻨـﻪ! ﻳـﺎ ﺷـﺎﻳﺪ ﺑﻬﺘـﺮ‬ ‫ﺑﺎﺷﻪ ﻛـﻪ ﺑﺒﻴﻨـﻲ ﺍﻭﻥ ﺁﺩﻡ ﻫـﺎﻱ ﺧـﻮﺑﻲ ﻛـﻪ ﻣـﻲ ﮔـﻲ ﺑـﺮ ﺍﺳـﺎﺱ ﻛـﺪﺍﻡ ﻳـﻚ ﺍﺯ ﺍﻳـﻦ ﺍﺻـﻮﻝ ﺍﺧﻼﻗـﻲ‪ ،‬ﺭﻓﺘـﺎﺭ‬ ‫ﺧﻮﺩﺷـﻮﻥ ﺭﻭ ﺗﻨﻈـﻴﻢ ﻛـﺮﺩﻩ ﺍﻧـﺪ‪.‬ﻣـﺜﻼ ﻣﻤﻜﻨـﻪ ﻛـﻪ ﺍﺧﻼﻗﺸــﻮﻥ ﺭﻭ ﺑـﺮ ﺍﺳـﺎﺱ ﻗﺎﻋـﺪﻩ ﺩﻓـﻊ ﺍﻓﺴـﺪ ﺑـﻪ ﻓﺎﺳــﺪ‬ ‫ﺗﻨﻈﻴﻢ ﻛﺮﺩﻩ ﺍﻧﺪ‪.‬ﻳﻌﻨﻲ ﺑﻴﻦ ﺩﻭ ﺷﺮ‪ ،‬ﺍﻟﻘﺎء ﻣﺨﻔﻲ ﻧﻈـﺮﺍﺕ ﺧـﻮﺩ ﺭﺍ ﺑﻬﺘـﺮ ﻣـﻲ ﺩﺍﻧﻨـﺪ ﻫـﺮ ﭼﻨـﺪ ﻛـﻪ ﻣـﻲ ﺩﺍﻧﻨـﺪ‬ ‫ﺍﻳﻦ ﻛﺎﺭ ﺷﺎﻳﺪ ﭼﻨـﺪﺍﻥ ﺧـﻮﺏ ﻧﺒﺎﺷـﺪ‪.‬ﻣـﻦ ﻳـﻪ ﺁﺩﻡ ﺧـﻮﺏ ﺭﺍ ﻣـﻲ ﺷﻨﺎﺳـﻢ ﻛـﻪ ﺍﺯ ﺍﻳـﻦ ﻗﺎﻋـﺪﻩ ﺑـﺮﺍﻱ ﭘﻴﺸـﺒﺮﺩ‬ ‫ﻛﺎﺭ ﺧﻴﺮ ﺑﻪ ﻭﻓﻮﺭ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﻛﻨﻪ ﻭ ﺑﻪ ﺧـﻮﺏ ﺑـﻮﺩﻧﺶ ﻫـﻢ ﺷـﻚ ﻧﻤـﻲ ﻛـﻨﻢ‪.‬ﺍﻟﺒﺘـﻪ ﻣﻤﻜﻨـﻪ ﺑـﻪ ﺗﺸﺨﻴﺼـﺶ‬ ‫ﺩﺭ ﺑﺮﺧﻲ ﻣﻮﺍﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻳﻦ ﻗﺎﻋﺪﻩ ﻧﻘﺪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻢ‪.‬ﺍﻣﺎ ﺩﺭ ﻣﺠﻤﻮﻉ ﺭﻓﺘﺎﺭ ﺍﻭ ﺭﺍ ﺍﺧﻼﻗﻲ ﻣﻲ ﺩﺍﻧﻢ‪.‬‬ ‫ﺑﻪ ﺍﻳﻦ ﻓﻜﺮ ﻛـﻦ ﻛـﻪ ﺩﺭﻭﻍ ﺑـﺪ ﺍﺳـﺖ ﺍﻣـﺎ ﺩﺭﻭﻍ ﻣﺼـﻠﺤﺘﻲ ﺩﺭ ﺟـﺎﻳﻲ ﻛـﻪ ﺿـﺮﻭﺭﺗﻲ ﺍﻳﺠـﺎﺏ ﻣـﻲﻛﻨـﺪ‪ ،‬ﻣﺎﻧﻨـﺪ‬ ‫ﺟﻠــﻮﮔﻴﺮﻱ ﺍﺯ ﺟــﺪﺍﻳﻲ ﺯﻥ ﻭ ﺷــﻮﻫﺮ ﻭ ﻗﺘــﻞ ﻳــﺎ ﺍﺻــﻼﺡ ﺑــﻴﻦ ﺩﻭﻧﻔــﺮ ﺩﺭ ﺻــﻮﺭﺗﻲ ﻛــﻪ »ﺗﻮﺭﻳ ـﻪ« )ﺳــﺨﻨﻲ ﻛــﻪ‬ ‫ﻗﺼﺪ ﮔﻮﻳﻨﺪﻩ ﻏﻴﺮ ﺍﺯ ﺁﻥ ﭼﻪ ﺷﻨﻮﻧﺪﻩ ﻣﻲ ﻓﻬﻤﺪ ﺑﺎﺷﺪ( ﻣﻤﻜﻦ ﻧﺒﺎﺷﺪ ﻣﺎﻧﻌﻲ ﻧﺪﺍﺭﺩ ﻭ ﮔﻨﺎﻩ ﻧﻴﺴﺖ‪.‬‬ ‫ﺍﻣﺎﻡ ﺻﺎﺩﻕ)ﻋﻠﻴﻪ ﺍﻟﺴﻼﻡ( ﻣﻲ ﻓﺮﻣﺎﻳﺪ‪» :‬ﺍﺯ ﻫـﺮ ﺩﺭﻭﻏـﻲ ﻳـﻚ ﺭﻭﺯﻱ ﺑﺎﺯﭘﺮﺳـﻲ ﻣـﻲ ﺷـﻮﺩ‪ ،‬ﺟـﺰ ﺍﺯ ﺳـﻪ ﻧﻔـﺮ ﻛـﻪ‬ ‫‪10‬‬ ‫ﻳﻜﻲ ﺍﺯ ﺁﻥ ﺳﻪ ﻧﻔﺮ ﺍﻳﻦ ﺍﺳﺖ‪ :‬ﻣﺮﺩﻱ ﻛﻪ ﻣﻴـﺎﻥ ﺩﻭ ﻧﻔـﺮ ﺍﺻـﻼﺡ ﻛﻨـﺪ ﺑـﺎ ﺍﻳـﻦ ﺑﺮﺧـﻮﺭﺩ ﻛﻨـﺪ ﺑـﻪ ﮔﻮﻧـﻪ ﺍﻱ ﻛـﻪ‬ ‫ﺑﺎ ﻓﺮﺩ ﺩﻳﮕﺮ ﻃﻮﺭ ﺩﻳﮕـﺮ ﺑﺮﺧـﻮﺭﺩ ﻣـﻲ ﻛﻨـﺪ ]ﺗـﺎ ﺍﺻـﻼﺡ ﺍﻳﺠـﺎﺩ ﻛﻨـﺪ‪ ;[.‬ﺩﺭ ﺟـﺎﻱ ﺩﻳﮕـﺮ ﻣـﻲ ﻓﺮﻣﺎﻳـﺪ‪» :‬ﺻـﻠﺢ‬ ‫ﺩﻫﻨــﺪﻩ‪ ،‬ﺩﺭﻭﻍ ﮔــﻮ ﻧﻴﺴــﺖ‪ ،‬ﺑﻠﻜــﻪ ﺳــﺨﻦ ﺍﻭ ﺻــﻠﺢ ﺍﺳــﺖ‪ «.‬ﺧﻼﺻــﻪ ﺁﻥ ﻛــﻪ ﺩﺭﻭﻏــﻲ ﻛــﻪ ﺍﺯ ﻫــﺮ ﺟﻬــﺖ ﺩﺍﺭﺍﻱ‬ ‫ﻣﺼﻠﺤﺖ ﺑﺎﺷﺪ ﻭ ﺗﻮﺭﻳـﻪ ﻫـﻢ ﺍﻣﻜـﺎﻥ ﻧﺪﺍﺷـﺘﻪ ﺑﺎﺷـﺪ‪ ،‬ﺍﻳـﺮﺍﺩﻱ ﻧـﺪﺍﺭﺩ‪ ،‬ﻭﻟـﻲ ﺍﮔـﺮ ﺩﺭﻭﻍ ﮔﻔـﺘﻦ‪ ،‬ﺍﺯ ﺟﻬﺘـﻲ ﻧﻔﻌـﻲ‬ ‫ﺩﺍﺷﺘﻪ ﻭ ﺍﺯ ﺟﻬﺖ ﺩﻳﮕﺮﻱ ﺿﺮﺭ ﺩﺍﺭﺩ‪ ،‬ﻣﺎﻧﻨﺪ ﺁﻥ ﻛـﻪ ﺑـﻪ ﻣﺼـﻠﺤﺖ ﺧـﻮﺩ ﺍﻧﺴـﺎﻥ ﺑـﻮﺩﻩ‪ ،‬ﻭﻟـﻲ ﺑـﻪ ﺿـﺮﺭ ﺩﻳﮕـﺮﺍﻥ‬ ‫ﺑﺎﺷﺪ‪ ،‬ﺍﻳﻦ ﺭﺍ ﺩﺭﻭﻍ ﻣﺼﻠﺤﺘﻲ ﻧﻤـﻲ ﮔﻮﻳﻨـﺪ‪ ،‬ﺯﻳـﺮﺍ ﻫﻤـﻪ ﺩﺭﻭﻍ ﻫـﺎ ﺍﺯ ﻫﻤـﻴﻦ ﻗﺒﻴـﻞ ﺍﺳـﺖ ﻛـﻪ ﺑـﺮﺍﻱ ﺩﺭﻭﻍ ﮔـﻮ‬ ‫ﻣﻨﻔﻌﺖ ﺩﺍﺭﺩ‪ ،‬ﻭﻟﻲ ﺑﻪ ﺿﺮﺭ ﺩﻳﮕﺮﺍﻥ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﻣﻮﺭﺩ ﺍﺻﻞ ﺩﻓﻊ ﺍﻓﺴﺪ ﺑﻪ ﻓﺎﺳﺪ ﻣﻮﺍﺭﺩ ﺯﻳﺮ ﺭﺍ ﺩﻭﺑﺎﺭﻩ ﺗﺎﻛﻴﺪ ﻣﻲ ﻛﻨﻢ‪:‬‬ ‫‪ ‬ﻣﻨﻔﻌﺖ ﻭ ﻣﺼﻠﺤﺖ ﻧﺒﺎﻳﺪ ﻳﻚ ﻃﺮﻓﻪ ﺑﻪ ﻧﻔﻊ ﺧﻮﺩﺕ ﺑﺎﺷﺪ ﻭ ﺿﺮﺭﻫﺎ ﺑﺮﺍﻱ ﺩﻳﮕﺮﺍﻥ‪.‬‬ ‫‪ ‬ﻓﺎﺳﺪ ﻭ ﺍﻓﺴﺪ ﺭﺍ ﺑﺮ ﺍﺳﺎﺱ ﺧﺮﺩ ﺩﺍﻧﺎﻳﺎﻥ ﻭ ﺍﻫﻞ ﻓﻦ ﺑﺎﻳﺪ ﺳﻨﺠﻴﺪ‪.‬‬ ‫‪ ‬ﺿــﺮﻭﺭﺕ ﺍﻧﺘﺨــﺎﺏ ﺑــﻴﻦ ﺍﻓﺴــﺪ ﻭ ﻓﺎﺳــﺪ ﺭﺍ ﺑﺎﻳــﺪ ﺩﻗﻴــﻖ ﺑﺮﺭﺳــﻲ ﻛــﺮﺩ‪.‬ﺷــﺎﻳﺪ ﺍﻛﻨــﻮﻥ ﻻﺯﻡ ﻧﺒﺎﺷــﺪ ﻛــﻪ‬ ‫ﺑﻴﻦ ﺍﻳﻦ ﺩﻭ ﺍﻧﺘﺨﺎﺑﻲ ﺻﻮﺭﺕ ﮔﻴﺮﺩ )ﻣﺎﻧﻨﺪ ﮔﺮﺳﻨﮕﻲ ﺍﻣﺎ ﻧﻪ ﺩﺭ ﺣﺪ ﻓﺸﺎﺭ ﺯﻳﺎﺩ(‪.‬‬ ‫‪ ‬ﺍﺧﻼﻗﻲ ﻧﻴﺴﺖ ﻛﻪ ﺑﺮﺍﻱ ﺭﺍﺣﺖ ﺑـﻮﺩﻥ ﻫـﺮ ﺍﻣـﺮﻱ ﺭﺍ ﺑـﻪ ﺩﻓـﻊ ﺍﻓﺴـﺪ ﺑـﻪ ﻓﺎﺳـﺪ ﺗﺤﻠﻴـﻞ ﻛﻨـﻴﻢ‪.‬ﻋـﺎﺩﺕ‬ ‫ﻛﺮﺩﻥ ﺑﻪ ﺍﻳﻦ ﻗﺎﻋﺪﻩ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﺎﻋﺚ ﺧـﻮ ﮔـﺮﻓﺘﻦ ﺍﻧﺴـﺎﻥ ﺑـﻪ ﻓﺎﺳـﺪ ﺷـﻮﺩ‪.‬ﻣـﺜﻼ ﺑﺎﻳـﺪ ﻣﻮﺍﻇـﺐ ﺑـﻮﺩ‬ ‫ﻛﻪ ﺩﺭﻭﻍ ﻣﺼﻠﺤﺘﻲ ﺩﺭ ﺑﻠﻨﺪﻣـﺪﺕ ﺑـﻪ ﺩﺭﻭﻍ ﻣﻨﻔﻌﺘـﻲ ﺗﺒـﺪﻳﻞ ﻧﺸـﻮﺩ‪.‬ﻳـﺎ ﺍﻳـﻦ ﻛـﻪ ﺩﺭﺧﻮﺍﺳـﺖ ﺧـﻮﺩ ﺭﺍ‬ ‫ﺍﺯ ﺳﻤﺖ ﺩﻳﮕﺮ ﺑﻴﺎﻥ ﻛﺮﺩﻥ ﺑﻪ ﺭﺫﻳﻠﺖ ﺧﻮﺩﺧﻮﺍﻫﻲ ﭘﻨﻬﺎﻥ ﺗﺒﺪﻳﻞ ﻧﺸﻮﺩ‪.‬‬ ‫‪ ‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻗﺎﻋﺪﻩ ﺩﻓـﻊ ﺍﻓﺴـﺪ ﺑـﻪ ﻓﺎﺳـﺪ ﻧﺒﺎﻳـﺪ ﻣـﺎ ﺭﺍ ﺑـﺮﺍﻱ ﻳـﺎﻓﺘﻦ ﺭﺍﻩ ﻫـﺎﻱ ﺩﻳﮕـﺮ )ﺭﺍﻩ ﺳـﻮﻡ( ﺗﻨﺒـﻞ‬ ‫ﻛﻨﺪ‪.‬ﺍﻳﻦ ﻣﻮﺿﻮﻋﻲ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺑﻨﺪ ﺑﻌﺪ ﺗﻮﺿﻴﺢ ﻣﻲ ﺩﻫﻢ‪.‬‬ ‫ﮔﺬﺍﺭ ﺍﺯ ﺩﻭﮔﺎﻧﮕﻲ ﺍﺧﻼﻗﻲ ﺑﺎ ﺭﻭﻳﻜﺮﺩ ﺧﻼﻕ‬ ‫ﺍﻣﺎ ﻳﻚ ﻧﻜﺘﻪ ﻣﻬﻢ ﺩﺭ ﻣﻮﺭﺩ ﻗﺎﻋﺪﻩ ﺩﻓﻊ ﺍﻓﺴـﺪ ﺑـﻪ ﻓﺎﺳـﺪ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ ﺗﺎﺟـﺎﻳﻲ ﻛـﻪ ﻣـﻲ ﺗـﻮﺍﻥ ﺭﻭﺵ ﺩﻓـﻊ‬ ‫ﺍﻓﺴﺪ ﺑﻪ ﻓﺎﺳﺪ ﺭﺍ ﺑﺎﻳـﺪ ﺗـﺎ ﺁﺧـﺮﻳﻦ ﺯﻣـﺎﻥ ﺑـﻪ ﺗﻌﻮﻳـﻖ ﺍﻧـﺪﺍﺧﺖ ﻭ ﺍﮔـﺮ ﺩﺭ ﻧﻬﺎﻳـﺖ ﻫـﻴﭻ ﺭﺍﻫـﻲ ﻳﺎﻓـﺖ ﻧﺸـﺪ‪ ،‬ﺑـﻪ‬ ‫ﻧﺎﭼﺎﺭ ﺍﺯ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ‪.‬ﺍﺯ ﺍﻳـﻦ ﺭﻭ‪ ،‬ﺭﻭﺵ ﺩﻓـﻊ ﺍﻓﺴـﺪ ﺑـﻪ ﻓﺎﺳـﺪ‪ ،‬ﺭﻭﺵ ﺗﻨﺒـﻞ ﻫـﺎ ﺍﺳـﺖ‪.‬ﺯﻳـﺮﺍ ﺳـﺎﺩﻩ ﻭ ﻛـﻢ‬ ‫ﻫﺰﻳﻨﻪ ﺍﺳﺖ‪.‬‬ ‫ﺑﺮﺧــﻲ ﻣﻮﺍﻗــﻊ ﺭﺍﻩ ﺣــﻞ ﺭﺍ ﺑﺎﻳــﺪ ﺩﺭ ﻣﻨﺤــﻞ ﻛــﺮﺩﻥ ﺩﻭﮔــﺎﻧﮕﻲ ﻭ ﺟﺴــﺘﺠﻮﻱ ﺭﺍﻩ ﺳــﻮﻡ ﻳﺎﻓــﺖ‪.‬ﭼﻴﻨــﻲ ﻫــﺎ ﻣــﻲ‬ ‫ﮔﻮﻳﻨـﺪ ﺍﮔــﺮ ﺩﻭ ﺭﺍﻩ ﭘـﻴﺶ ﺭﻭ ﺩﺍﺭﻱ ﺳــﻮﻣﻲ ﺭﺍ ﺑﺮﮔـﺰﻳﻦ! ﺩﺭ ﺧﻴﻠــﻲ ﺍﺯ ﻣﻮﻗﻌﻴـﺖ ﻫــﺎ ﺑﺎﻳـﺪ ﺍﺯ ﺑــﻦ ﺑﺴـﺖ ﻣﻮﻫــﻮﻡ‬ ‫»ﻳﺎ« ﮔﺬﺭ ﻛﺮﺩ‪.‬ﻳﺎ ‪ X‬ﻳـﺎ ‪ Y‬ﻳـﻚ ﺑـﻦ ﺑﺴـﺖ ﺫﻫﻨـﻲ ﺍﺳـﺖ‪.‬ﻣـﻲ ﺗـﻮﺍﻥ ﻭ ﺑﺎﻳـﺪ ﺩﺭ ﻫﻤـﻪ ﺗﻌﺎﺭﺿـﺎﺗﻲ ﻛـﻪ ﻭﺟـﻮﺩ‬ ‫ﺩﺍﺭﺩ ﺭﺍﻩ ﻫﺎﻱ ﺳﻮﻣﻲ ﺭﺍ ﻛﺸﻒ ﻳﺎ ﺧﻠﻖ ﻛﺮﺩ‪.‬‬ ‫ﺍﻳﻦ ﺟﺎﺳﺖ ﻛﻪ ﭘـﺎﻱ ﺧﻼﻗﻴـﺖ ﺑـﻪ ﺯﻧـﺪﮔﻲ ﺍﺧﻼﻗـﻲ ﺑـﺎﺯ ﻣـﻲ ﺷـﻮﺩ‪.‬ﺑـﺮﺍﻱ ﺍﺧﻼﻗـﻲ ﺑـﻮﺩﻥ ﻭ ﺍﺧﻼﻗـﻲ ﻣﺎﻧـﺪﻥ‬ ‫‪11‬‬ ‫ﺑﺎﻳﺪ ﺧﻼﻗﻴﺖ ﺩﺍﺷـﺖ ﺗـﺎ ﺩﺭ ﺩﺍﻡ ﺑـﻦ ﺑﺴـﺖ ﻫـﺎﻱ ﻣﻮﻫـﻮﻡ ﻭ ﭘﻨـﺪﺍﺭﻱ ﻧﻴﺎﻓﺘـﺎﺩ‪.‬ﻟـﺬﺍ ﻣـﻲ ﺗـﻮﺍﻥ ﻧﺘﻴﺠـﻪ ﮔﺮﻓـﺖ‬ ‫ﻛﻪ ﻛﺴﺐ ﻭ ﭘﺮﻭﺭﺵ ﺧﻼﻗﻴﺖ ﻳﻚ ﺑﺎﻳﺪ ﺍﺧﻼﻗﻲ ﺍﺳﺖ‪.‬‬ ‫ﺭﺍﻩﻫﺎﻱ ﺣﻞ ﺗﻌﺎﺭﺽ ﺩﺭ ﻣﺤﻴﻂ ﻛﺎﺭ‬ ‫ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻣﻌﺘﻘﺪﻧﺪ ﻣﻬﻤﺘﺮﻳﻦ ﺳﺮﻣﺎﻳﻪ ﻫﺮ ﺳﺎﺯﻣﺎﻥ ﻧﻴﺮﻭﻱ ﺍﻧﺴﺎﻧﻲ ﺁﻥ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺳﺎﻝﻫﺎﻱ ﺍﺧﻴﺮ ﺗﻮﺟﻪ ﺑﻪ ﻧﻴـﺮﻭﻱ ﺍﻧﺴـﺎﻧﻲ‪ ،‬ﺑﺨـﺶ ﻋﻈﻴﻤـﻲ ﺍﺯ ﺯﻣـﺎﻥ ﻭ ﺳـﺮﻣﺎﻳﻪ ﺳـﺎﺯﻣﺎﻥﻫـﺎﻱ ﭘﻴﺸـﺮﻭ ﺭﺍ ﺑـﻪ‬ ‫ﺧﻮﺩ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺍﻳﻦ ﺩﺭ ﺣﺎﻟﻲ ﺍﺳﺖ ﻛﻪ ﻛﻨـﺎﺭ ﻫـﻢ ﻗـﺮﺍﺭ ﮔـﺮﻓﺘﻦ ﺍﻓـﺮﺍﺩ ﻣﺨﺘﻠـﻒ ﺑـﺎ ﻭﻳﮋﮔـﻲﻫـﺎﻱ ﺷﺨﺼـﻴﺘﻲ‪ ،‬ﻧﻴﺎﺯﻫـﺎ‪ ،‬ﺑﺎﻭﺭﻫـﺎ ﻭ‬ ‫ﺍﻧﺘﻈﺎﺭﺍﺕ ﻣﺘﻔﺎﻭﺕ ﺑﺎﻋﺚ ﻣﻲﺷﻮﺩ ﺑﺮﻭﺯ ﺗﻌﺎﺭﺽ ﺩﺭ ﺳﺎﺯﻣﺎﻥﻫﺎ ﺍﺟﺘﻨﺎﺏﻧﺎﭘﺬﻳﺮ ﮔﺮﺩﺩ‪.‬‬ ‫ﺷﻤﺎ ﻫﻴﭻ ﺩﻭ ﻧﻔﺮﻱ ﺭﺍ ﭘﻴﺪﺍ ﻧﻤﻲﻛﻨﻴﺪ ﻛﻪ ﻛـﺎﻣﻼً ﺷـﺒﻴﻪ ﺑـﻪ ﻫـﻢ ﺑﺎﺷـﻨﺪ‪ ،‬ﺑـﻪ ﻫﻤـﻴﻦ ﺩﻟﻴـﻞ ﻭﺟـﻮﺩ ﺗﻔـﺎﻭﺕﻫـﺎﻱ‬ ‫ﻓﺮﺩﻱ ﺩﻭﺭ ﺍﺯ ﺍﻧﺘﻈﺎﺭ ﻧﻴﺴﺖ‪.‬‬ ‫ﺍﻳﻦ ﺗﻔﺎﻭﺕﻫﺎ ﻣﻤﻜﻦ ﺍﺳﺖ ﺩﺭ ﻧﻬﺎﻳﺖ ﺑﻪ ﺗﻌﺎﺭﺽ ﻭ ﺍﺧﺘﻼﻑ ﺑﻴﺎﻧﺠﺎﻣﺪ‪.‬‬ ‫ﺍﺳــﺘﻴﻔﻦ ﺭﺍﺑﻴﻨــﺰ ﻣــﻲﮔﻮﻳــﺪ ﺗﻌــﺎﺭﺽ ﺭﻓﺘــﺎﺭﻱ ﺍﺳــﺖ ﻛــﻪ ﺑــﻪ ﻭﺳــﻴﻠﻪ ﺑﺮﺧــﻲ ﺍﺯ ﺍﻋﻀــﺎﻱ ﺳــﺎﺯﻣﺎﻥ ﺩﺭ ﺟﻬــﺖ‬ ‫ﻣﺨﺎﻟﻒ ﺑﺎ ﺩﻳﮕﺮ ﺍﻋﻀﺎ ﺻﻮﺭﺕ ﻣﻲﮔﻴـﺮﺩ‪.‬ﻳـﺎ ﺗﻌـﺎﺭﺽ ﻓﺮﺍﻳﻨـﺪﻱ ﺍﺳـﺖ ﻛـﻪ ﺯﻣـﺎﻧﻲ ﺑـﻪ ﻭﺟـﻮﺩ ﻣـﻲﺁﻳـﺪ ﻛـﻪ ﻳـﻚ‬ ‫ﻃﺮﻑ ﭼﻨﻴﻦ ﺩﺭﻙ ﻣﻲﻛﻨﺪ ﻛﻪ ﻃﺮﻑ ﻣﻘﺎﺑـﻞ ﺩﺭ ﭘـﻲ ﻣﻘﺎﺑﻠـﻪ ﺑـﺎ ﺍﻭﺳـﺖ ﻳـﺎ ﻣـﻲﺧﻮﺍﻫـﺪ ﻣـﺎﻧﻊ ﺭﺳـﻴﺪﻥ ﻭﻱ ﺑـﻪ‬ ‫ﻫﺪﻑ ﺩﻟﺨﻮﺍﻫﺶ ﺷﻮﺩ‪.‬‬ ‫ﺍﻧﻮﺍﻉ ﺗﻌﺎﺭﺽ‬ ‫ﺍﮔﺮ ﭼﻪ ﺗﻌﺎﺭﺽ ﺑﻪ ﻣﻌﻨﺎﻱ ﺍﺧﺘﻼﻑ ﻧﻈﺮ ﺍﺳﺖ ﻭﻟﻲ ﻫﺮ ﺍﺧﺘﻼﻑ ﻧﻈﺮﻱ ﺗﻌﺎﺭﺽ ﻣﺤﺴﻮﺏ ﻧﻤﻲﺷﻮﺩ‪.‬‬ ‫ﻣﺜﻼً ﻣﻤﻜـﻦ ﺍﺳـﺖ ﻳﻜـﻲ ﺍﺯ ﻣﻌﻠـﻢ ﻫـﺎ ﻣﻌﺘﻘـﺪ ﺑﺎﺷـﺪ ﻛـﻪ ﺗﻨﺒﻴـﻪ ﻓﻴﺰﻳﻜـﻲ ﺭﻭﺵ ﺧـﻮﺑﻲ ﺑـﺮﺍﻱ ﻛﻨﺘـﺮﻝ ﺭﻓﺘـﺎﺭ‬ ‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺍﺳﺖ ﻭ ﻳﻚ ﻣﻌﻠﻢ ﺩﻳﮕﺮ ﺑﺎ ﺍﻳﻦ ﺷﻴﻮﻩ ﻣﺨﺎﻟﻒ ﺑﺎﺷﺪ ﻭ ﻧﺴﺒﺖ ﺑﻪ ﺁﻥ ﻭﺍﻛﻨﺶ ﻧﺸﺎﻥ ﺩﻫﺪ‪.‬‬ ‫ﺍﺻﻮﻻً ﺗﻌﺎﺭﺽ ﺭﺍ ﺑﻪ ﭼﻬﺎﺭ ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻣﻲﻛﻨﻨﺪ‪:‬‬ ‫‪ ‬ﺗﻌﺎﺭﺽ ﺩﺭﻭﻥ ﻓﺮﺩﻱ‬ ‫ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ ﻛﻪ ﻓﺮﺩ ﺑﺎ ﺧﻮﺩﺵ ﺍﺧﺘﻼﻑ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﻓـﺮﺩﻱ ﺭﺍ ﺗﺼـﻮﺭ ﻛﻨﻴـﺪ ﻛـﻪ ﻣﺠﺒـﻮﺭ ﺍﺳـﺖ ﺍﺯ ﺩﻭ ﻛﺎﺭﺧﺎﻧـﻪ ﻛـﻪ ﻳﻜـﻲ ﺣﻘـﻮﻕ ﺧـﻮﺏ ﻣـﻲﺩﻫـﺪ‬ ‫ﻭﻟﻲ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﻧﻴﺴﺖ ﻭ ﺩﻳﮕﺮﻱ ﭘﻮﻝ ﻛﻤﺘﺮﻱ ﻣﻲﺩﻫﺪ ﺍﻣﺎ ﺷﻬﺮﺕ ﺩﺍﺭﺩ ﻳﻜﻲ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﺪ‪.‬‬ ‫ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻭﻱ ﺑﺎ ﺗﻌﺎﺭﺽ ﺩﺭﻭﻥ ﻓﺮﺩﻱ ﺭﻭﺑﺮﻭﺳﺖ‪.‬‬ ‫‪12‬‬  ‫‪ ‬ﺗﻌﺎﺭﺽ ﻣﻴﺎﻥ ﺍﻓﺮﺍﺩ‬ ‫ﺯﻣﺎﻧﻲ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲﺁﻳﺪ ﻛﻪ ﺩﻭ ﻓﺮﺩ ﺩﺭ ﻣﻮﺭﺩ ﻫـﺪﻑﻫـﺎﻳﻲ ﻛـﻪ ﺩﻧﺒـﺎﻝ ﻣـﻲﻛﻨﻨـﺪ‪ ،‬ﺭﺍﻩﻫـﺎﻳﻲ ﻛـﻪ ﺑﺎﻳـﺪ ﺩﺭ ﭘـﻴﺶ‬ ‫ﺑﮕﻴﺮﻧﺪ‪ ،‬ﺍﺭﺯﺵﻫﺎ ﻭ ﻧﮕﺮﺵﻫﺎﻳﻲ ﻛﻪ ﺩﺍﺭﻧﺪ ﺑﻪ ﺗﻔﺎﻫﻢ ﻧﺮﺳﻨﺪ‪.‬‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺩﻭ ﻫﻤﻜﺎﺭ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﺪ ﻛﻪ ﺩﺭ ﺷﺮﻛﺘﻲ ﻛﺎﺭ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﺍﻭﻟﻲ ﻃﺮﺯ ﻟﺒﺎﺱ ﭘﻮﺷﻴﺪﻥ‪ ،‬ﻃـﺮﺯ ﺣـﺮﻑ ﺯﺩﻥ ﻳـﺎ ﺭﻓﺘﺎﺭﻫـﺎﻱ ﺩﻭﻣـﻲ ﺭﺍ ﺩﻭﺳـﺖ ﻧـﺪﺍﺭﺩ ﻭ ﺩﻭﻣـﻲ ﻧﻴـﺰ ﺍﺯ ﺍﻳـﻦ ﻛـﻪ‬ ‫ﺍﻭﻟﻲ ﺑﺎ ﺩﻳﺪﻩ ﺑﺪﮔﻤﺎﻧﻲ ﺑـﻪ ﻗـﻮﺍﻧﻴﻦ ﻣـﻲﻧﮕـﺮﺩ ﻭ ﻣﻘـﺮﺭﺍﺕ ﺳـﺎﺯﻣﺎﻥ ﺭﺍ ﺯﻳـﺮ ﭘـﺎ ﻣـﻲﮔـﺬﺍﺭﺩ ﺩﻝ ﺧﻮﺷـﻲ ﻧـﺪﺍﺭﺩ ﻭ‬ ‫ﻣﻌﺘﺮﺽ ﺍﺳﺖ‪.‬‬ ‫ﺗﻔﺎﻫﻢ ﻧﺪﺍﺷﺘﻦ ﺍﻳﻦ ﺩﻭ ﻧﻔﺮ‪ ،‬ﺩﺭ ﻣﻮﻗﻌﻴﺖﻫﺎﻱ ﻣﺘﻌﺪﺩ ﺧﻮﺩﺵ ﺭﺍ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ‪.‬‬ ‫‪ ‬ﺗﻌﺎﺭﺽ ﺩﺭﻭﻥ ﮔﺮﻭﻫﻲ‬ ‫ﺍﻋﻀﺎﻱ ﻳﻚ ﮔﺮﻭﻩ ﺍﺻـﻠﻲ ﺍﺯ ﻟﺤـﺎﻅ ﻓﻜـﺮﻱ ﻳـﺎ ﺭﻓﺘـﺎﺭﻱ ﺑـﻪ ﺩﻭ ﻳـﺎ ﭼﻨـﺪ ﮔـﺮﻭﻩ ﻓﺮﻋـﻲ ﺗﻘﺴـﻴﻢ ﻣـﻲﺷـﻮﻧﺪ ﻭ ﺩﺭ‬ ‫ﻣﺴﺎﺋﻞ ﻣﺨﺘﻠﻒ ﻛﺎﺭ ﺑﺎ ﻫﻢ ﺍﺧﺘﻼﻑ ﭘﻴﺪﺍ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﺍﮔﺮ ﺍﻳﻦ ﺍﺧﺘﻼﻑﻫﺎ ﺣﻞ ﻧﺸﻮﺩ ﻣﻤﻜـﻦ ﺍﺳـﺖ ﺑـﻪ ﺩﺷـﻤﻨﻲ ﻭ ﺧﺸـﻮﻧﺖ ﺗﺒـﺪﻳﻞ ﮔﺸـﺘﻪ ﻭ ﺣﺘـﻲ ﺯﻣﻴﻨـﻪ ﺍﻧﺤـﻼﻝ‬ ‫ﮔﺮﻭﻩ ﺭﺍ ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩ‬ ‫‪ ‬ﺗﻌﺎﺭﺽ ﺑﻴﻦ ﮔﺮﻭﻩﻫﺎ‬ ‫ﺯﻣﺎﻧﻲ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲﺁﻳﺪ ﻛﻪ ﺩﻭ ﻳﺎ ﭼﻨﺪ ﮔﺮﻭﻩ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺍﺧﺘﻼﻑ ﭘﻴﺪﺍ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫ﻋﻮﺍﻣﻞ ﺗﻌﺎﺭﺽﺯﺍ‬ ‫‪ ‬ﺷﺨﻴﺼﺖ ﺍﻓﺮﺍﺩ‬ ‫ﺗﺤﻘﻴﻘــﺎﺕ ﻓــﺮﺍﻭﺍﻥ ﻧﺸــﺎﻥ ﻣــﻲﺩﻫــﺪ ﻛــﻪ ﺷﺨﺼــﻴﺖ ﺍﻓــﺮﺍﺩ ﺑــﺮ ﭘﻴــﺪﺍﻳﺶ ﻛﺸــﻤﻜﺶﻫــﺎﻱ ﻧﺎﻫﻨﺠــﺎﺭ ﻛــﺎﻣﻼً‬ ‫ﺗﺎﺛﻴﺮﮔﺬﺍﺭ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﻭﺍﻗﻊ ﺑﺮﺧﻲ ﻭﻳﮋﮔﻲﻫﺎﻱ ﺷﺨﺼـﻴﺘﻲ ﺳـﺒﺐ ﺑـﺮﻭﺯ ﺗﻤـﺎﻳﻼﺕ ﺧﺎﺻـﻲ ﻣـﻲﺷـﻮﺩ ﻛـﻪ ﻣﻤﻜـﻦ ﺍﺳـﺖ ﺑـﺎ ﻧﻈـﺮ ﻭ‬ ‫ﺧﻮﺍﺳﺘﻪ ﺍﻓﺮﺍﺩ ﻣﺠﺎﻭﺭ‪ ،‬ﺩﺭ ﻧﺎﺳﺎﺯﮔﺎﺭﻱ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑــﻪ ﻃــﻮﺭ ﻛﻠــﻲ ﺩﺭ ﺑ‪‬ﻌــﺪ ﺍﺧــﻼﻕ ﺷﺨﺼــﻲ‪ ،‬ﻣــﻮﺍﺭﺩﻱ ﻛــﻪ ﻣﻨﺠــﺮ ﺑــﻪ ﭘﻴــﺪﺍﻳﺶ ﻳــﺎ ﺗﺸــﺪﻳﺪ ﺗﻌــﺎﺭﺽ ﻣــﻲﺷــﻮﺩ‬ ‫ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪ :‬ﺧﻮﺩﺧﻮﺍﻫﻲ‪ ،‬ﺩﻧﻴﺎﮔﺮﺍﻳﻲ‪ ،‬ﺗﻜﺒﺮ‪ ،‬ﺧﺸﻢ‪ ،‬ﺣﺴﺪ‪ ،‬ﻛﻴﻨﻪ‪ ،‬ﻏﻴﺒﺖ‪ ،‬ﻃﻤﻊ ﻭ ﺑﺨﻞ ﻭﺭﺯﻳﺪﻥ‪.‬‬ ‫‪ ‬ﺍﺳﺘﺮﺱ‬ ‫ﺗﻌــﺎﺭﺽ ﻧﺎﺷــﻲ ﺍﺯ ﺍﺳــﺘﺮﺱ ﻣــﻲﺗﻮﺍﻧــﺪ ﺍﺯ ﻣﻨــﺎﺑﻊ ﺑﻴﺮﻭﻧــﻲ ﺑﺎﺷــﺪ ﻣﺜــﻞ ﺳــﺎﺧﺘﺎﺭ ﺳــﺎﺯﻣﺎﻧﻲ ﺿــﻌﻴﻒ ﻭ ﻳــﺎ ﻓﻘــﺪﺍﻥ‬ ‫ﻭﺟﻮﺩ ﻛﺎﺭ ﮔﺮﻭﻫﻲ‬ ‫‪13‬‬  ‫‪ ‬ﻗﻀﺎﻭﺕ ﻛﺮﺩﻥ‬ ‫ﻗﻀﺎﻭﺕ ﻛﺮﺩﻥ ﻣﻲﺗﻮﺍﻧﺪ ﻳﻚ ﻣﺎﻧﻊ ﺍﺭﺗﺒﺎﻃﻲ ﻭ ﺗﻌﺎﺭﺿﻲ ﻣﺤﺴﻮﺏ ﺷﻮﺩ‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪ ،‬ﻫﻤﻜـﺎﺭ ﺷـﻤﺎ ﻛـﺎﺭ ﺧﺎﺻـﻲ ﺍﻧﺠـﺎﻡ ﻣـﻲﺩﻫـﺪ ﻭ ﺷـﻤﺎ ﻃﺒـﻖ ﺫﻫﻨﻴـﺖ ﺧـﻮﺩ‪ ،‬ﻋﻤﻠﻜـﺮﺩ ﺍﻭ ﺭﺍ ﺯﻳـﺮ‬ ‫ﺫﺭﻩﺑﻴﻦ ﻣﻲﺑﺮﻳﺪ ﻭ ﺩﺭ ﺁﺧﺮ ﻧﺘﻴﺠﻪﺍﻱ ﻣﻲﮔﻴﺮﻳﺪ ﻛﻪ ﺭﺍﺑﻄﻪ ﺷﻤﺎ ﻭ ﺍﻭ ﺭﺍ ﺷﻜﺮﺍﺏ ﻣﻲﻛﻨﺪ‬ ‫ﺍﺯ ﺩﻳﮕﺮ ﺳﺮﭼﺸﻤﻪﻫﺎﻱ ﺑﺮﻭﺯ ﺭﻧﺠﺶ ﻭ ﻛﺪﻭﺭﺕ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﺍﻳﻦ ﻣﻮﺍﺭﺩ ﺍﺷﺎﺭﻩ ﻛﺮﺩ ‪:‬‬ ‫‪ ‬ﻛﻤﺒﻮﺩ ﺍﻃﻼﻋﺎﺗﻲ‬ ‫‪ ‬ﻧﺎﺳﺎﺯﮔﺎﺭﻱ ﻧﻘﺶ‬ ‫‪ ‬ﻓﺸﺎﺭ ﻣﺤﻴﻄﻲ‬ ‫ﺭﻭﺵﻫﺎﻱ ﺣﻞ ﺗﻌﺎﺭﺽ‬ ‫ﺭﻓﻊ ﺗﻌﺎﺭﺽ ﺩﺭ ﻣﺮﺍﺣﻞ ﺍﻭﻟﻴﻪ ﺑﺴـﻴﺎﺭ ﺳـﺎﺩﻩﺗـﺮ ﺍﺳـﺖ ﺯﻳـﺮﺍ ﻫﻨـﻮﺯ ﻫـﻴﭻ ﺟﺒﻬـﻪﮔﻴـﺮﻱ ﻭ ﺍﺣﺴﺎﺳـﺎﺕ ﻣﻨﻔـﻲ ﺑـﻪ‬ ‫ﻭﺟﻮﺩ ﻧﻴﺎﻣﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﻣﻴﺎﻧــﻪ ﺭﺍﻩ ﺍﻓــﺮﺍﺩﻱ ﻛــﻪ ﺩﺭ ﺗﻌــﺎﺭﺽ ﻗــﺮﺍﺭ ﺩﺍﺭﻧــﺪ ﺷــﺎﻳﺪ ﻧﺘﻮﺍﻧﻨــﺪ ﻣﺸــﻜﻼﺕ ﺧــﻮﺩ ﺭﺍ ﺗﻮﺳــﻂ ﻣــﺬﺍﻛﺮﻩ ﺣــﻞ‬ ‫ﻛﻨﻨﺪ ﻭ ﺍﺣﺘﻤﺎﻻً ﺑﻪ ﻳﻚ ﻭﺍﺳﻄﻪ ﻳﺎ ﺩﺍﻭﺭ ﻧﻴﺎﺯ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪.‬‬ ‫ﺍﻛﻨــﻮﻥ ﺑــﻪ ﺳــﺮﺍﻍ ﻣﻮﺿــﻮﻉ ﺍﺻــﻠﻲ ﻣــﻲﺭﻭﻳــﻢ ﻭ ﺁﻥ ﺍﻳــﻦ ﻛــﻪ‪ :‬ﻭﻗﺘــﻲ ﺑــﺎ ﻫﻤﻜﺎﺭﻣــﺎﻥ ﺩﺭ ﺳــﺎﺯﻣﺎﻥ ﺑــﻪ ﺗﻌــﺎﺭﺽ‬ ‫ﺑﺮﻣﻲﺧﻮﺭﻳﻢ‪ ،‬ﺑﻬﺘﺮﻳﻦ ﻭﺍﻛﻨﺶ ﭼﻴﺴﺖ ﻭ ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮﺍﻧﻴﻢ ﺑﺮ ﺍﻳﻦ ﭼﺎﻟﺶ ﻓﺎﺋﻖ ﺁﻳﻴﻢ؟‬ ‫ﺩﺭ ﺍﻳﻨﺠﺎ ﺑﻪ ﺑﺮﺧﻲ ﺷﻴﻮﻩﻫﺎﻱ ﻣﺪﻳﺮﻳﺖ ﻭ ﺣﻞ ﺗﻌﺎﺭﺽ ﺍﺷﺎﺭﻩ ﻣﻲﺷﻮﺩ ‪:‬‬ ‫‪ ‬ﺍﺟﺘﻨﺎﺏ ﺍﺯ ﺑﺤﺚ‬ ‫ﻭﺍﻛﻨﺶ ﺍﺟﺘﻨﺎﺏ ﻳﻌﻨﻲ ﺧﻮﺩﺩﺍﺭﻱ ﺍﺯ ﺑﺤﺚ ﺩﺭﺑﺎﺭﻩ ﻣﻮﻗﻌﻴﺖ ﺗﻌﺎﺭﺿﻲ‬ ‫ﺍﺷﺨﺎﺻﻲ ﻛﻪ ﺍﻳﻦ ﺭﻭﺵ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻣـﻲﻛﻨﻨـﺪ ﺗـﺮﺟﻴﺢ ﻣـﻲﺩﻫﻨـﺪ ﺩﺭﮔﻴـﺮ ﻧﺸـﻮﻧﺪ ﻭ ﺍﺯ ﺩﺍﻣـﻦ ﺯﺩﻥ ﺑـﻪ ﺗﻌـﺎﺭﺽ‬ ‫ﺑﭙﺮﻫﻴﺰﻧﺪ‬ ‫ﺍﻳــﻦ ﺭﻭﺵ ﺑﺎﻋــﺚ ﻣــﻲﺷــﻮﺩ ﭘﻴﺮﺍﻣــﻮﻥ ﻣﻮﺿــﻮﻉ ﻣــﻮﺭﺩ ﺍﺧــﺘﻼﻑ‪ ،‬ﻏﻮﻏــﺎﻱ ﻛﻼﻣــﻲ ﺑــﻪ ﻭﺟــﻮﺩ ﻧﻴﺎﻳــﺪ ﻭ ﻃــﺮﻓﻴﻦ‬ ‫ﻓﺮﺻﺖ ﺁﺭﺍﻡﺗﺮﻱ ﺑﺮﺍﻱ ﻓﻜﺮ ﻛﺮﺩﻥ ﺩﺭ ﺍﻳﻦ ﺧﺼﻮﺹ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‬ ‫‪ ‬ﺗﻮﺍﻓﻖ‬ ‫ﻭﻗﺘــﻲ ﺩﻭ ﻃــﺮﻑ ﻗﺒــﻮﻝ ﻣــﻲﻛﻨﻨــﺪ ﻛــﻪ ﻧﻤــﻲﺗﻮﺍﻧﻨــﺪ ﻧﻴﺎﺯﻫ ـﺎﻱ ﻳﻜــﺪﻳﮕﺮ ﺭﺍ ﺑــﺮﺁﻭﺭﺩﻩ ﺳــﺎﺯﻧﺪ‪ ،‬ﺑــﺎ ﻫــﻢ ﺗﻮﺍﻓــﻖ‬ ‫ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﺑﻪ ﺻﻮﺭﺕ ﺑﻴﻨﺎﺑﻴﻨﻲ ﻳﺎ ﺑﻪ ﺳﻮﺩ ﮔﺮﻭﻩ ﻣﻘﺎﺑﻞ ﻭ ﺿﺮﺭ ﺧﻮﺩ ﻋﻤﻞ ﻛﻨﻨﺪ‬ ‫ﺁﻧﻬﺎ ﺭﻭﻱ ﻋﻮﺍﻣﻠﻲ ﻛﻪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺗﻮﺍﻓﻖ ﻛﺮﺩﻩﺍﻧﺪ ﺗﺎﻛﻴﺪ ﻣﻲﻭﺭﺯﻧﺪ‬ ‫‪14‬‬  ‫‪ ‬ﺗﻐﻴﻴﺮ ﻣﻜﺎﻥ‬ ‫ﺩﺭ ﻣﻴﺎﻥ ﺍﻓﺮﺍﺩ ﻭ ﮔﺮﻭﻩﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﻣﺠﺎﻭﺭﺕ ﻳﻜﺪﻳﮕﺮ ﻓﻌﺎﻟﻴﺖ ﻣﻲﻛﻨﺪ‪ ،‬ﺗﻌﺎﺭﺽ ﺑﻴﺸﺘﺮ ﺭﺥ ﻣﻲﺩﻫﺪ‬ ‫ﺑﻨــﺎﺑﺮﺍﻳﻦ ﺟﺎﺑﺠــﺎﻳﻲ ﮔــﺮﻭﻩﻫــﺎﻱ ﺩﺭﮔﻴــﺮ ﺩﺭ ﺗﻌــﺎﺭﺽ‪ ،‬ﻳﻜــﻲ ﺍﺯ ﺍﻭﻟــﻴﻦ ﺭﻭﺵﻫــﺎﻱ ﻣــﺪﻳﺮﻳﺖ ﺍﻳــﻦ ﭼــﺎﻟﺶ‬ ‫ﻣﺤﺴﻮﺏ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪ ‬ﺩﺍﻭﺭﻱ ﺷﺨﺺ ﺛﺎﻟﺚ‬ ‫ﺩﺭ ﺍﻳﻦ ﺭﻭﺵ ﻛﻪ ﻣﻴﺎﻧﺠﻴﮕﺮﻱ ﻫـﻢ ﻧـﺎﻡ ﺩﺍﺭﺩ‪ ،‬ﺷـﺨﺺ ﺛﺎﻟـﺚ ﻣـﻲﻛﻮﺷـﺪ ﺑـﻪ ﻃـﺮﻓﻴﻦ ﺩﺭﮔﻴـﺮ ﺑـﺮﺍﻱ ﻳـﺎﻓﺘﻦ ﺭﺍﻩ‬ ‫ﺣﻞ ﻛﻤﻚ ﻛﻨﺪ‬ ‫‪ ‬ﺗﺨﺼﻴﺺ ﻣﻨﺎﺑﻊ‬ ‫ﺑﺮﺧــﻲ ﺗﻌــﺎﺭﺽﻫــﺎ ﺑــﻪ ﺩﻟﻴــﻞ ﻣﺤــﺪﻭﺩ ﺑــﻮﺩﻥ ﻣﻨــﺎﺑﻊ )ﺍﺯ ﻗﺒﻴــﻞ ﺑﻮﺩﺟــﻪ‪ ،‬ﺳــﺎﺧﺘﻤﺎﻥ‪ ،‬ﻧﻴــﺮﻭﻱ ﺍﻧﺴــﺎﻧﻲ ﻭ …(‬ ‫ﺷﻜﻞ ﻣﻲﮔﻴﺮﺩ‬ ‫ﻣﺪﻳﺮ ﺳﺎﺯﻣﺎﻥ ﻣﻲﺗﻮﺍﻧﺪ ﺑﺎ ﺗﺨﺼﻴﺺ ﻣﻨﺎﺑﻊ‪ ،‬ﺍﻳﻦ ﻣﺸﻜﻞ ﺭﺍ ﺣﻞ ﻛﻨﺪ‬ ‫‪ ‬ﻣﺬﺍﻛﺮﻩ‬ ‫ﺩﺭ ﺍﻳــﻦ ﺭﻭﺵ‪ ،‬ﮔــﺮﻭﻩﻫــﺎ ﻳــﺎ ﺍﻓــﺮﺍﺩ ﺩﺭﮔﻴــﺮ ﺩﻭﺭ ﻫــﻢ ﺟﻤــﻊ ﺷــﺪﻩ ﻭ ﺑــﺎ ﺑﺤــﺚ ﻭ ﻣــﺬﺍﻛﺮﻩ ﻣــﻲﻛﻮﺷــﻨﺪ ﺗﻌــﺎﺭﺽ‬ ‫ﻣﻮﺟﻮﺩ ﺭﺍ ﺣﻞ ﻭ ﻓﺼﻞ ﻛﻨﻨﺪ‬ ‫ﭘﻴﺎﻣﺪﻫﺎﻱ ﻣﺜﺒﺖ ﺗﻌﺎﺭﺽ‬ ‫ﺗﺎ ﺍﻳﻨﺠﺎ ﺍﺯ ﺑـﺪﻱﻫـﺎﻱ ﺗﻌـﺎﺭﺽ ﺩﺍﺩ ﺳـﺨﻦ ﺩﺍﺩﻳـﻢ ﻭﻟـﻲ ﺟﺎﻟـﺐ ﺍﺳـﺖ ﺑﺪﺍﻧﻴـﺪ ﻛـﻪ ﺗﻌـﺎﺭﺽ ﻫﻤﻴﺸـﻪ ﻧـﺎﻣﻄﻠﻮﺏ‬ ‫ﻧﻴﺴﺖ ﻭ ﺑﺴﺘﻪ ﺑﻪ ﺷﺮﺍﻳﻂ ﻭ ﺑﻨﺎ ﺑﻪ ﻋﻠﻞ ﻣﻮﻟﺪ ﺁﻥ ﻣﻲﺗﻮﺍﻧﺪ ﻣﻔﻴﺪ ﻭ ﻣﺜﺒﺖ ﻫﻢ ﺑﺎﺷﺪ ‪ ،‬ﺯﻳﺮﺍ ﺗﻌﺎﺭﺽ‪:‬‬ ‫‪ ‬ﺑﻪ ﺣﻞ ﻣﺸﻜﻼﺕ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ ‬ﺑﺎﻋﺚ ﻣﻲﺷﻮﺩ ﺯﻣﺎﻥ ﻭ ﺍﻧﺮژﻱ ﺑﻪ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻬﻢ ﻭ ﺩﺭ ﺧﻮﺭ ﺗﻮﺟﻪ ﺻﺮﻑ ﺷﻮﺩ‪.‬‬ ‫‪ ‬ﺑــﻪ ﺍﻓــﺮﺍﺩ ﺍﻧﮕﻴــﺰﻩ ﻫﻤﻜــﺎﺭﻱ ﻣــﻲﺩﻫــﺪ ﻭ ﺩﺭ ﺷﻨﺎﺳــﺎﻳﻲ ﺗﻔــﺎﻭﺕﻫــﺎ ﻭ ﺑﻬــﺮﻩﮔﻴــﺮﻱ ﺍﺯ ﻧﺎﺳــﺎﺯﮔﺎﺭﻱﻫــﺎ‬ ‫ﻛﻤﻚﺷﺎﻥ ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ ‬ﺑﻌﻀﺎً ﺑﺎﻋﺚ ﺷﻜﻮﻓﺎﻳﻲ ﺍﺳﺘﻌﺪﺍﺩﻫﺎ ﺩﺭ ﺣﻞ ﻣﺸﻜﻼﺕ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪ ‬ﺑﺎﻋﺚ ﻭﺭﺯﻳﺪﻩ ﺷﺪﻥ ﻧﻴﺮﻭﻫﺎ ﺩﺭ ﻣﺤﻴﻂﻫﺎﻱ ﺭﻗﺎﺑﺘﻲ ﻣﻲﮔﺮﺩﺩ‪.‬‬ ‫‪ ‬ﻣﻮﺟﺐ ﺧﻼﻗﻴﺖ ﻭ ﻛﻨﺠﻜﺎﻭﻱ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪ ‬ﻣﺒﺎﺣﺚ ﻭ ﺍﻫﺪﺍﻑ ﺭﺍ ﺭﻭﺷﻦ ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ ‬ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﻬﺘﺮ ﻭ ﻣﻨﺎﺳﺐﺗﺮﻱ ﺭﺍ ﻣﻤﻜﻦ ﻣﻲﺳﺎﺯﺩ ﻭ‪...‬‬ ‫‪15‬‬ ‫‪ ‬ﺩﺭ ﭘﺎﻳﺎﻥ ﺍﮔﺮ ﺩﺭ ﺳﺎﺯﻣﺎﻧﻲ ﺗﻌﺎﺭﺽ ﺑﺴـﻴﺎﺭ ﺷـﺪﻳﺪ ﺑﺎﺷـﺪ‪ ،‬ﮔـﺮﻭﻩ ﻫـﺎ ﺍﺯ ﻳﻜـﺪﻳﮕﺮ ﺗﻨﻔـﺮ ﭘﻴـﺪﺍ ﻣـﻲﻛﻨﻨـﺪ ﻭ‬ ‫ﺗﻤﺎﻳﻠﻲ ﺑﻪ ﺗﻐﻴﻴﺮ ﺍﺯ ﺧﻮﺩ ﻧﺸﺎﻥ ﻧﻤﻲﺩﻫﻨﺪ‪.‬‬ ‫‪ ‬ﺑﺎ ﺍﻳﻦ ﻫﻤﻪ ﺁﻥ ﭼﻪ ﮐﻪ ﺩﺭ ﺯﻣﻴﻨﻪ ﺗﻌﺎﺭﺽ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ‪ ،‬ﻧﺤﻮﻩ ﺭﻭﻳﺎﺭﻭﻳﻲ ﺑﺎ ﺁﻥ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺣﻞ ﺗﻌﺎﺭﺽ‪ ،‬ﺍﺑﺘﺪﺍ ﺑﺎﻳـﺪ ﺑـﻪ ﺗﺠﺰﻳـﻪ ﻭ ﺗﺤﻠﻴـﻞ ﺁﻥ ﭘﺮﺩﺍﺧـﺖ ﺳـﭙﺲ ﺍﺯ ﻓﻨـﻮﻥ ﻣﺨﺘﻠﻔـﻲ ﻛـﻪ ﺩﺭ ﺍﻳـﻦ ﺯﻣﻴﻨـﻪ‬ ‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﺍﺯ ﻗﺒﻴﻞ ﻣﺬﺍﻛﺮﻩ‪ ،‬ﻣﻴﺎﻧﺠﻴﮕﺮﻱ ﻭ … ﺑﺮﺍﻱ ﺣﻞ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ‪.‬‬ ‫ﻣﻼﻙﻫﺎﻱ ﺍﺧﻼﻕ‬ ‫ﻣــﻼﻙﻫــﺎ ﻭ ﺗﺮﺍﺯﻭﻫــﺎﻱ ﻣﺨﺘﻠﻔــﻲ ﺩﺭ ﻧﻈــﺎﻡﻫــﺎﻱ ﺍﺧﻼﻗــﻲ ﺑــﺮﺍﻱ ﺍﺭﺯﺵ ﺩﺍﻭﺭﻱ ﻭﺟــﻮﺩ ﺩﺍﺭﺩ‪.‬ﺍﻳــﻦ ﻣــﻼﻙﻫــﺎ‪،‬‬ ‫ﻣﻼﻙ ﻧﻬـﺎﻳﻲ ﺍﺧـﻼﻕ ﺍﺳـﺖ ﻳﻌﻨـﻲ ﭼﻴـﺰﻱ ﻛـﻪ ﺧـﻮﺏ ﺑـﻮﺩﻥ ﺁﻥ ﻣﺤﺘـﺎﺝ ﺑـﻪ ﺍﻣـﺮ ﻓﺮﺍﺗـﺮ ﺍﺯ ﺧـﻮﺩ ﻧﻴﺴـﺖ‪.‬ﺩﺭ‬ ‫ﺍﺧﻼﻗﻲ ﺑﻮﺩﻥ ﻫﺮ ﺍﻗـﺪﺍﻡ ﻣـﻲﺗـﻮﺍﻥ "ﭼـﺮﺍ" ﻣﻄـﺮﺡ ﻛـﺮﺩ ﻭ ﺑـﻪ ﺻـﻮﺭﺕ ﺯﻧﺠﻴـﺮﻩ ﺍﺳـﺘﺪﻻﻝ ﺧـﻮﺍﻫﻲ ﺑـﻪ ﻣـﻼﻙ‬ ‫ﻧﻬــﺎﻳﻲ ﺭﺳــﻴﺪ‪.‬ﻣــﻼﻙ ﻧﻬــﺎﻳﻲ ﻣﻌﻨــﺎﺑﺨﺶ ﻫﻤــﻪ ﺍﻗــﺪﺍﻡﻫــﺎﻱ ﺍﺧﻼﻗــﻲ ﺍﺳــﺖ ﻭ ﺧــﻮﺩ ﻣﺤﺘــﺎﺝ ﻣﻌﻨــﺎ ﻧﻴﺴــﺖ‪.‬‬ ‫ﻗﺪﻳﻤﻲﺗﺮﻳﻢ ﻧﻈﺎﻡ ﺍﺧﻼﻗﻲ‪ ،‬ﻧﻈﺎﻡ ﺍﺧﻼﻗـﻲ ﺍﺭﺳـﻄﻮﻳﻲ ﺍﺳـﺖ ﻛـﻪ ﺑـﺮ ﺍﺳـﺎﺱ ﭼﻬـﺎﺭ ﻣﻘﻮﻟـﻪ ﻧﺎﺷـﻲ ﺍﺯ ﭼﻬـﺎﺭ ﻗـﻮﻩ‬ ‫)ﺷﻬﻮﻱ‪ ،‬ﻏﻀﺒﻲ‪ ،‬ﻋﺎﻣﻠـﻪ ﻭ ﻋﺎﻗﻠـﻪ( ﺑـﻪ ﭼﻬـﺎﺭ ﻓﻀـﻴﻠﺖ ﻋﻤـﺪﻩ )ﻋﻔـﺖ‪ ،‬ﺣﻜﻤـﺖ‪ ،‬ﻋـﺪﺍﻟﺖ ﻭ ﺷـﺠﺎﻋﺖ( ﻭ ﻫﺸـﺖ‬ ‫ﺭﺫﻳﻠــﺖ )ﻃــﺮﻑﻫــﺎﻱ ﺍﻓــﺮﺍﻁ ﻭ ﺗﻔــﺮﻳﻂ ﭼﻬــﺎﺭ ﻓﻀــﻴﻠﺖ( ﻣــﻲﺭﺳــﺪ‪.‬ﺭﻓﺘﺎﺭ ﺍﺧﻼﻗــﻲ ﺩﺭ ﺳــﺎﺯﻣﺎﻥ ﻣﻨــﻮﻁ ﺑــﻪ‬ ‫ﺷـﻨﺎﺧﺖ ﺍﺭﺯﺵﻫـﺎ ﻭ ﺿـﺪ ﺍﺭﺯﺷﻬﺎﺳـﺖ‪.‬ﺍﻣــﺮﻭﺯﻩ ﭘـﻨﺞ ﻧﻈـﺎﻡ ﻋﻤـﺪﻩ ﺍﺧﻼﻗــﻲ ﺩﺭ ﺑﻴـﺎﻥ ﺍﺧـﻼﻕ ﺣﺮﻓـﻪﺍﻱ ﻭﺟــﻮﺩ‬ ‫ﺩﺍﺭﺩ‪.‬ﻣــﻼﻙ ﻣﻘﺒﻮﻟﻴــﺖ ﺁﻧﻬــﺎ ﺗﻮﺍﻧــﺎﻳﻲ ﺩﺭ ﺑﻴــﺎﻥ ﺳﻴﺴــﺘﻤﻲ ﻓﻀــﺎﺋﻞ ﻭ ﺭﺫﺍﺋــﻞ ﺍﺧﻼﻗــﻲ ﻭ ﺍﺭﺍﺋــﻪ ﻧﻈــﺎﻡ ﺳــﺎﺯﮔﺎﺭ‪،‬‬ ‫ﻓﺮﺍﮔﻴﺮ ﻭ ﻛﺎﺭﺁﻣﺪ ﺍﺳﺖ‪:‬‬ ‫‪ ‬ﻧﻈﺎﻡ ﻓﺎﻳﺪﻩ ﮔﺮﺍ )ﺳﻮﺩﺍﻧﮕﺎﺭﻱ(‬ ‫‪ ‬ﻧﻈﺎﻡ ﻭﻇﻴﻔﻪ ﮔﺮﺍ‬ ‫‪ ‬ﻧﻈﺎﻡ ﻋﺪﺍﻟﺖ ﮔﺮﺍ‬ ‫‪ ‬ﻧﻈﺎﻡ ﺁﺯﺍﺩﻱگ ﺭﺍ‬ ‫‪ ‬ﻧﻈﺎﻡ ﺧﻴﺮﮔﺮﺍ )ﺩﻳﻨﻲ(‬ ‫ﺩﺭ ﻧﻈﺎﻡ ﻓﺎﻳﺪﻩ ﮔﺮﺍ‪ ،‬ﺑـﺎﻻﺗﺮﻳﻦ ﺳـﻮﺩ ﺑـﺮﺍﻱ ﺑﻴﺸـﺘﺮﻳﻦ ﺍﻓـﺮﺍﺩ ﻫﻤـﺮﺍﻩ ﺑـﺎ ﻛﻤﺘـﺮﻳﻦ ﺯﻳـﺎﻥ ﻣـﻮﺭﺩ ﻧﻈـﺮ ﺍﺳـﺖ‪.‬ﻓﺎﻳﺪﻩ‬ ‫ﺍﻧﮕﺎﺭﻱ ﻣﻔﻬﻮﻣﺎ ﺑﻪ ﺑﻬـﺮﻩﻭﺭﻱ ﻧﺰﺩﻳـﻚ ﺍﺳـﺖ‪ :‬ﺑـﺎﻻﺗﺮﻳﻦ ﺳـﻮﺩ ﺑـﺎ ﻛﻤﺘـﺮﻳﻦ ﻫﺰﻳﻨـﻪ ﺑـﺮﺍﻱ ﺑﻴ?