Social-Psychological
Features of Marginality
N. Hakobyan
PhD in Psychology
At the present stage of mankind’s
evolution, when unprecedented events and immense changes take place in the world,
interest in the research on marginalization, marginal phenomena and their
display gradually increases. In contemporary conditions, marginalization is
mainly related to globalization, crises in society, constructional changes, and
social mobility, even though it also exists in comparatively stable
socio-cultural situations.
The importance of a thorough study of marginal phenomena, especially transitional periods and reformation, where as a result of political, economic, social and cultural improvements all public constructions, systems of social relations--that were steady in former times--are dissolved and their components--social institutions, social groups and individuals-- appear in a marginal, intermediate, transitional situation.
The collapse of the foundations of social, cultural, ideo-political and economic life, their simplification, evident lawlessness and uncertainty contribute to the display of mass marginal phenomena. In some sense, marginalization becomes one of the main characteristic features of the reforming society. It terms of general crisis, the process of marginalization of nearly all the fields develop rapidly. The peculiarity of it is that marginal individuals and groups act every where comprising almost all spheres of life. If the marginal phenomena are monitored in stable societies and are even regulated in some way, in transitional societies, undergoing the process of reformation, the processes of marginalization often have a spontaneous, unpredictable, uncontrolled nature. For example, as G. A. Poghosyan says, it is characteristic of the transformational structure of transitive Armenian society that the share of marginal social groups should increase in the population. These are, first of all, numerous groups of refugees, members of incomplete families, families of soldiers killed in the war or victims of the earthquake, people who lost their savings, homes and properties during economical reforms, drug-addicts, prostitutes, demoralized and declassed elements[1]. In a reforming society, extraordinary and odd situations, the unusual contents of social processes and spontaneous changes in the lives of people directly affect the socio-psychological sphere of the society – the mood of the people, the way they feel, their principles, evaluations, stands and behavior. In the new condition, the psychology of people begins to alter gradually. First of all the system of personal values and estimations as well as the social, ethnic and professional similarity of individuals and groups alters.
The sharp change in the traditional socio-cultural context puts doubts in the individual.
People confront such existential questions as: “Who am I?” “What am I?” “What am I able to do?” “Who can I trust?” “How should I live?” etc.. These questions require not only immediate but also unconventional answers.
The collision between values and norms that regulate the behavior of people in a stable society and those that are introduced into a reforming society bring forth conflicts at certain stages in the development process. The multitude of the clashing values, uncertainty and the problems connected with possible choices of behavior create an entirely new social and psychological situation. The marginalization in a transitional society is displayed not only on the level of external social conflicts touching upon consciousness and socio-legal relations, but also, on the level of interpersonal and intrapersonal conflicts. The uncertainty, distrust, pessimism, aggression, alarm, and fear, and the feeling of psychological dissatisfaction become “the socio-psychological diseases” of the people living in a transitional society. The pessimistic moods, decrease of self-esteem, tension, distrust of the future, unfulfilling nature of expectations, depression, frustrations, stresses and conflicts, nihilistic attitude towards any idea and realities, reorientation to adventurous profit-seeking and time-serving activities form the socio-psychological image of the transitional society.
The priority target of the humanities
including socio-psychology is to analyze, give meaning, and appreciate the
ongoing changes, the socio-psychological results of the new realities, to make
conclusions and predictions, and work out new paradigms for investigation. It is difficult to imagine a society without
marginal phenomena, marginal groups and marginal people, without marginal
social role as well as without manifestation of marginal consciousness and
behavior. Individuals, social and ethnic groups and strata of society appear to
be the bearers of marginal features in every society. In other words,
marginality is a socio-cultural and social-psychological phenomenon, which has
always been the indivisible companion of various historical and different types
of societies.
The formation of marginality depends on numerous factors. We can differentiate external—objective--and internal—subjective--reasons for formation of marginality. The external reasons are basically the social processes going on in society that touch upon the bases of people’s existence within reasonable limits. The collapse of the Soviet political system, rapture of economic and cultural ties, mass unemployment, ethnic conflicts and wars, deportation, immigration etc, are the favorable factors of marginalization in post-totalitarian societies. Value conflicts, social and ethnic discrimination, social discontent, role tension, search for a sense of life, wish for self-determination by means of alternative status etc., can also be factors for formation of marginality.
Marginality, under the circumstances, can be static, when changes take place without physical move of groups or individuals, and dynamic which is a consequence of social mobility and physical move of individuals.
The
followings are types of marginality: structural
/social/ marginality, cultural /ethno-cultural/ marginality, marginality of
social role.
Based on our research on marginality, we came to the following conclusion.-
Marginality presumes the existence of social mobility. Marginality emerges in case of certain changes in society, or when society transfers into another social system during which there is a change of public type and social relations. That is, the phenomenon of marginality is directly connected with social mobility, and refers to perpendicular as well as horizontal socio-cultural ties and relations functioning in the community. Social mobility is the move of people from one group to another, which can not be connected with structural changes in the community. Marginality of social groups deals with changes in the social structure and reconstruction processes. In such a case, the elements of the old and new structural ties are combined in a social marginal object, in the result of which the marginal object gains contradictory status[2].
If the marginal processes become of continual nature, it inevitably leads to the growth of social tension, causes confusion and chaos, mass disorder. Mass lumpenalization, anomie, revolt and revolution can be the final results of that process.
Marginality assumes unfitness /inadaptability/ to new socio-cultural conditions. In the result, the marginal appears in an uncertain and unstable state, it is ousted to the extreme of the social structure, to the lower strata of the social scale or finds itself “between two fires”. The contradictory nature, uncertainty and imperfectness of the social processes find their reflection also on psychology of people creating adequate subjective realities.
In conditions of unfitness, the marginal person uses protective and non-protective mechanisms, carries out adequate time-serving strategy, displays a number of recompensive counteractions. A. Nalchajyan differentiates the following types of adaptive activity[3].-
a. Strategy of unification. Persons of the same state in the society unify and create their community to solve their vital problems.
b. Specific professional orientation. The essence of this strategy is that the marginal persons, taking advantage of their status and position, get certain professions (e.g. interpreters, brokers).
c. Partition of activities. Marginal personalities divide their life and activities, and keep isolated. Acting in structures of different ethnic and social groups, they become different personalities.
d. Strategy of withdrawal. Some marginal people, once finding themselves in an unpleasant situation, choose the strategy of withdrawal, i.e.; they avoid such situations.
e. Adventurism. Marginal personalities, mainly culturally marginal, having been rejected by the referential structures prevailing in certain societies, take to adventurism never worrying about the probable loss of their status.
f. Anti-ennoblement /abasement of behavior. Some marginal people become alcoholics, drug addicts or criminals.
g. Innovative strategy. Some marginal personalities become creative and make innovations in different spheres of human activities.
Marginality assumes existence of declination /anomie. It can be a result of inner emotional state of a marginal group. In the cultural sphere anomie is often connected with creative innovations.
Marginality assumes presence of breaking-off social, cultural, domestic-traditional ties and relations. Ties between an individual and a group, community and society are ruptured in the process of marginalization.
Marginality also presumes presence of difference, contradiction and conflict. Certainly, not all the differences, contradictions and conflicts can serve a ground for causing marginality. Differences and contradictions do not create marginality by themselves. Those differences and contradictions which are incompatible with general orientation of a person, can lead to anxiety and trouble. Contradiction does not always grow into a conflict, but there is always a conflict in every contradiction. In order to come to marginality, the conflict must change into a social-psychological reality.
Marginality assumes crisis of identity /originality/, presence of contradiction between different models of identity. The group, that doesn’t have clear or more or less stable social or ethnic identity, is marginal. The group finds itself in a marginal state, when contradiction is created between two or more models of its members’ identity. The social identity of a marginal group undergoes certain changes in the result of social mobility.
Marginalization assumes presence of collapse of general I-conception, I-image and numerous I-conceptions and I-images, in the result of which we face breach of unity and harmony of their elements, formation of different sorts of dissonance such as cognitive, moral and ethnic. In this sense, especially liable to marginalization are those groups and people whose general I-conception is not striking by its inner unity.
It’s necessary to mention, that those factors and features, taken separately, are not enough to explain the phenomenon of marginality of groups. Marginality is synthesis of all those factors, features, situations and emotional experience. Taken together they are sufficient and necessary for making complete notion about the phenomenon of marginality. Such an approach is valuable in methodological respect, as it allows to (a) overcome the confusion referring to marginality that exists in literature, (b) present the essence of that phenomenon and possible forms of its manifestation more clearly, and (c) combine / integrate the study of sociological, socio-psychological, cultural and other aspects of the problem.
Footnotes
[1]
Poghosyan , G. A. (2003). Armenian
society in transformation.
[2]
Hakobyan, N. (2000). Marginality and psychological adaptation.
[3]
Nalchajyan, A. (2001). Ethnic psychology.
A Brief Look at Culture and
Nutrition and its Effects on Health and Psychological Functioning
With 170 million malnourished children in the world, the topic of food and nutrition is a vital consideration for any society. The occupation with food production, gathering, and preparation consume many hours in the daily lives of world’s people. But many people do not necessarily, actively consider health and nutrition when making daily food choices. Factors such as availability, accessibility, and cultural beliefs affect what types of food a child will be fed and later chooses himself.
There are many cultural and familial influences on the food choices made by children and adolescents. Cultures differ in their food preferences, beliefs about the good and bad effects of certain foods, and the availability of certain choices. Children tend to model these food preferences and choices after adult family members. These familial eating preferences influence a child’s choices, therefore affecting their overall health.
Even parental feeding behaviors effect the child’s development. For example, in some cultures, a mother’s feeding behavior is guided by a child’s interest or disinterest in a certain food, where as in other cultures, force feeding is the common practice among mothers. The time and place which a child is fed, whether is by only by the parents or with a large family, also effect his food behavior and pattern of choices later in life. Even the amount of food a child is to be fed is effected by cultural beliefs. A common belief among a culture could be that because children do not work, they don’t need as much food, thereby limiting their food amount, which could effect their health later on.
The culture, society, and environment in which a child is enveloped effects their overall health. For example, an overweight problem is starting to appear among urban women in developing countries of the world. The opposite situation is true in poorer countries where many women, along with many other health problems, experience physical shortness because of poor diets in their youth. Their survival into adulthood is not always a blessing. The lives of their malnourished children later on will be affected not only in the physical sense but also the mental one as well. These include poor performance in school, fear of unfamiliar things, less persistence at solving problems, and less sociable behavior.
In these cases, quick solutions might not be the answer. Simply increasing food intake during pregnancy as a solution could be toxic to the unborn child, with too much bulk destroying a child’s appetite. According to Abound (2003), specific nutrients along with psychological stimulation present the best situation for a child’s successful development.
The cost of a poor diet is enormous. The lack of essential nutrients can lead to physical and mental developmental shortcomings. Children that are underweight because of malnutrition suffer long term mental problems such as impairment in aspects of their ability to learn as well as social and emotional difficulties.
As an example, the most severe psychological problems can be found in newborns with iodine deficient mothers. Iodine, affecting the body through the thyroid and thymus glands, is essential for brain development early on in a child’s life and is thought to be the main cause of reduced brain capacity. Lacking this nutrient in a diet could be the unfortunate result of not having it contained in the soil in which society lives (Abound 2003).
Food accessibility is vital to a child’s choices. The freshness of fruits and vegetables for children growing up on farms, for example, contributes to many aspects of their mental and physical health including Vitamin A, Iron, Iodine, and Zinc.
Meal portion size is yet another aspect of food intake that is influenced by culture, effecting overall and long term health of the individual. Having access to big portions can override a person’s natural sense of fullness. This leads the body, chemically, into confusion as to how much is enough. The acceptability of portion sizes links directly to many values and beliefs within a culture.
In American culture for example, DeAngelis (2004) in the recent issue of Monitor on Psychology, reports that “The big portions trend demonstrates the convergence of two uniquely American forces—the importance that Americans place on value and marketers’ capitalizing on this tendency.”
An accurate and thorough evaluation and knowledge of cultural context is essential when studying the effects of health, nutrition, or any other aspect of the human condition and experience.
Works Cited
Aboud, F.E. (2002). Cultural perspectives on the interactions between nutrition, health, and psychological functioning. In W.J. Lonner, D.L. Dinnel, S.A. Hayes, and D.N. Satter (Eds.), Online Readings in Psychology and Culture (Unit 7, Chapter 2), (http://www.wwu.edu/~culture), Center for Cross-Cultural Research, Western Washington University, Bellingham, Washington USA.
DeAngelis, T. (2004). Family sized portions for one.
Monitor on Psychology, 35 (1), 50-51.
زð¶ÆܲÈàôÂÚ²Ü êàòƲÈ-Ðය´²Ü²Î²Ü
вîÎàôÂÚàôÜܺðÀ
Ü.
è. вÎà´Ú²Ü
Ðá·»µ³Ý³Ï³Ý
·ÇïáõÃÛáõÝÝ»ñÇ Ã»ÏݳÍáõ,
ÐÐ
å»ï³Ï³Ý ϳé³í³ñÙ³Ý ³Ï³¹»Ùdz
سñ¹ÏáõÃÛ³Ý ½³ñ·³óÙ³Ý Ý»ñϳ ÷áõÉáõÙ, »ñµ ³ß˳ñÑáõÙ ï»ÕÇ »Ý áõÝ»ÝáõÙ ³Ýݳ˳¹»å Çñ³¹³ñÓáõÃÛáõÝÝ»ñ áõ Ëáßáñ³Ù³ëßï³µ ÷á÷áËáõÃÛáõÝÝ»ñ, Ñ»ï½Ñ»ï» ³×áõÙ ¿ Ñ»ï³ùñùñáõÃÛáõÝÁ Ù³ñ·ÇݳÉáõÃÛ³Ý, Ù³ñ·ÇÝ³É »ñ¨áõÛÃÝ»ñÇ áõ ¹ñë¨áñáõÙÝ»ñÇ áõëáõÙݳëÇñáõÃÛ³Ý Ýϳïٳٵ: ijٳݳϳÏÇó å³ÛÙ³ÝÝ»ñáõÙ Ù³ñ·ÇݳÉáõÃÛáõÝÁ ÑÇÙݳϳÝáõ٠ϳåíáõÙ ¿ ѳٳß˳ñѳóÙ³Ý /·Éáµ³Éǽ³óÇáÝ/ ·áñÍÁÝóóÝ»ñÇ, ѳë³ñ³ÏáõÃÛ³Ý Ù»ç ׷ݳųٻñÇ, ϳéáõóí³Íù³ÛÇÝ ÷á÷áËáõÃÛáõÝÝ»ñÇ, ëáóÇ³É³Ï³Ý ß³ñÅáõÝáõÃÛ³Ý ·áñÍÁÝóóÝ»ñÇ Ñ»ï, û¨ ³éѳë³ñ³Ï ³ÛÝ ·áÛáõÃÛáõÝ áõÝÇ Ý³¨ ѳٻٳﳵ³ñ ϳÛáõÝ ëáóÇáÙß³ÏáõóÛÇÝ Çñ³¹ñáõÃÛáõÝÝ»ñáõÙ:
سñ·ÇݳÉáõÃÛ³Ý
»ñ¨áõÛÃÇ
ѳٳÏáÕÙ³ÝÇ áõëáõÙݳëÇñáõÃÛ³Ý Ý߳ݳÏáõÃÛáõÝÁ ٻͳÝáõÙ ¿ ѳïϳå»ë
³ÝóáõÙ³ÛÇÝ ßñç³Ý ³åñáÕ, ÷á˳ϻñåíáÕ Ñ³ë³ñ³ÏáõÃÛáõÝÝ»ñáõÙ, áñï»Õ ù³Õ³ù³Ï³Ý, ïÝï»ë³Ï³Ý, ëáóÇ³É³Ï³Ý ¨ Ùß³ÏáõóÛÇÝ ³ñÙ³ï³Ï³Ý µ³ñ»÷áËáõÙÝ»ñÇ Ñ»ï¨³Ýùáí ϳ½Ù³ÉáõÍíáõÙ
»Ý ݳËÏÇÝáõ٠ϳÛáõÝ Ñ³ë³ñ³Ï³Ï³Ý µáÉáñ ϳéáõóí³ÍùÝ»ñÁ, ëáóÇ³É³Ï³Ý Ñ³ñ³µ»ñáõÃÛáõÝÝ»ñÇ Ñ³Ù³Ï³ñ·Á, ¨
¹ñ³Ýó ï³ññ»ñÁª ëáóÇ³É³Ï³Ý ÇÝëïÇïáõïÝ»ñÁ, ëáóÇ³É³Ï³Ý ËÙµ»ñÁ ¨ ³ÝѳïÝ»ñÁ, ѳÛïÝíáõÙ »Ý ë³ÑٳݳÛÇÝ, ÙÇç³ÝÏÛ³É, ³ÝóáõÙ³ÛÇÝ
íÇ׳ÏáõÙ: êáódzɳϳÝ, Ùß³ÏáõóÛÇÝ, ·³Õ³÷³ñ³-ù³Õ³ù³Ï³Ý ¨ ïÝï»ë³Ï³Ý
ÏÛ³ÝùÇ ÑÇÙù»ñÇ ÷Éáõ½áõÙÁ,
¹ñ³Ýó å³ñ½áõݳϳóáõÙÁ /³ñ˳ǽ³ódzÝ/ ¨ ѳٳï³ñ³Í ³ÝÇß˳ÝáõÃÛáõÝÁ ¨ ³ÝáñáßáõÃÛáõÝÁ Ýå³ëï³íáñ ÙÇç³í³Ûñ »Ý ëï»ÕÍáõÙ Ù³ëë³Û³Ï³Ý Ù³ñ·ÇÝ³É »ñ¨áõÛÃÝ»ñÇ ¹ñë¨áñÙ³Ý Ñ³Ù³ñ: àñáß ÇÙ³ëïáí Ù³ñ·ÇݳÉáõÃÛáõÝÁ ¹³éÝáõÙ ¿ ÷á˳ϻñåíáÕ Ñ³ë³ñ³ÏáõÃÛ³Ý ÑÇÙÝ³Ï³Ý µÝáõó·ñ»ñÇó
Ù»ÏÁ: гÙÁݹѳÝáõñ ׷ݳųÙÇ å³ÛÙ³ÝÝ»ñáõÙ ³ñ³·áñ»Ý
ÁÝóÝáõÙ ¿ ѳë³ñ³ÏáõÃÛ³Ý ·ñ»Ã» µáÉáñ áÉáñïÝ»ñÇ Ù³ñ·ÇݳɳóÙ³Ý
·áñÍÁÝóóÁ: ¸ñ³ ³é³ÝÓݳѳïÏáõÃÛáõÝÝ ³ÛÝ ¿, áñ
Ù³ñ·ÇÝ³É ³ÝÓÇÝù ¨ ËÙµ»ñÁ ·áñÍáõÙ
»Ý áã ÙdzÛÝ ëáóÇ³É³Ï³Ý ·áñÍáõÝ»áõÃÛ³Ý
ͳÛñ³Ù³ë»ñáõÙ, ³Ûɨ ³Ù»Ýáõñª
Áݹ·ñÏ»Éáí ÏÛ³ÝùÇ ·ñ»Ã» µáÉáñ
áÉáñïÝ»ñÁ: ºÃ» ϳÛáõÝ
ѳë³ñ³ÏáõÃÛáõÝÝ»ñáõÙ Ù³ñ·ÇݳɳóÙ³Ý »ñ¨áõÛÃÝ»ñÁ í»ñ³ÑëÏíáõÙ
»Ý, ÇÝã-áñ ï»Õ ÝáõÛÝÇëÏ Ï³ñ·³íáñíáõÙ »Ý, ³å³ ³ñ³·ÁÝóó ÷á˳ϻñåáõÙÝ»ñÇ Ù»ç ·ïÝíáÕ ³ÝóáõÙ³ÛÇÝ Ñ³ë³ñ³ÏáõÃÛáõÝÝ»ñáõÙ
Ù³ñ·ÇݳɳóÙ³Ý ·áñÍÁÝóóÝ»ñÁ Ñ³×³Ë áõÝ»ÝáõÙ »Ý ï³ñ»ñ³ÛÇÝ, ³ÝϳÝ˳ï»ë»ÉÇ áõ
³Ýí»ñ³ÑëÏ»ÉÇ µÝáõÛÃ: úñÇݳÏ, ÇÝãå»ë
ÝßáõÙ ¿ ¶.².äáÕáëÛ³ÝÁ. §öá˳ϻñåíáÕ
ѳÛÏ³Ï³Ý Ñ³ë³ñ³ÏáõÃÛ³Ý ïñ³ÝëýáñÙ³óÇáÝ Ï³éáõóí³ÍùÇ Ñ³Ù³ñ ß³ï µÝáñáß ¿ ÁݹѳÝáõñ µÝ³ÏãáõÃÛ³Ý Ï³éáõóí³ÍùáõÙ Ù³ñ·ÇݳÉ
ëáóÇ³É³Ï³Ý ËÙµ»ñÇ ÏïñáõÏ
³×Á, áñï»Õ µ³ó³ë³Ï³Ý ¹»ñ ¿ ˳ճó»É ݳ¨ ÙÇ·ñ³óÇ³Ý ¨, áñÇ ³ñ¹ÛáõÝùáõÙ Ýϳï»ÉÇáñ»Ý ³×»É
»Ý áã ÉñÇí ÁÝï³ÝÇùÝ»ñÇ, ųٳݳϳíáñ³å»ë ϳ٠ÁݹÙÇßï Éù³Í ïÕ³Ù³ñ¹Ï³Ýó-Ï»ñ³ÏñáÕÝ»ñÇ ÃÇíÁ£ ²Û¹åÇëÇ ¹Çëï³Ýï³ÛÇÝ
ÁÝï³ÝÇùÝ»ñÁ ¹³éÝáõÙ »Ý Ù³ñ·ÇÝ³É ß»ñï»ñÇ í»ñ³ñï³¹ñáÕÝ»ñ, Éñ³óÝ»Éáí ëáódzɳå»ë ûï³ñí³Í ϳﻷáñdzݻñÇ
ß³ñù»ñÁ¦[1]£
²í³Ý¹³Ï³Ý
ëáóÇáÙß³ÏáõóÛÇÝ Ñ³Ù³ï»ùëïÇ ÏïñáõÏ
÷á÷áËáõÃÛáõÝÁ ³ÝѳïÇÝ ¹ÝáõÙ ¿ ͳÝñ »ñÏÁÝïñ³ÝùÝ»ñÇ ¨ ϳëϳÍÝ»ñÇ ³éç¨: سñ¹Ï³Ýó
³éç¨ Í³é³ÝáõÙ »Ý ¿Ï½Çëï»ÝóÇ³É µÝáõÛÃÇ ³ÛÝåÇëÇ Ñ³ñó»ñ,
ÇÝãåÇëÇù »Ýª á±í »Ù »ë, DZÝã ϳñáÕ »Ù ³Ý»É, á±õ٠ϳñáÕ »Ù
íëï³Ñ»É, ÇÝãå»±ë åÇïÇ ³åñ»Ù
¨ ³ÛÉÝ, áñáÝù å³Ñ³ÝçáõÙ »Ý áã
ÙdzÛÝ ³Ýѳå³Õ, ³Ûɨ áã³í³Ý¹³Ï³Ý å³ï³ë˳ÝÝ»ñ: γÛáõÝ Ñ³ë³ñ³ÏáõÃÛ³Ý Ù»ç Ù³ñ¹Ï³Ýó
í³ñù³·ÇÍÁ ϳñ·³íáñáÕ ³ñÅ»ùÝ»ñÇ
áõ ÝáñÙ»ñÇ
µ³ËáõÙÁ ÷á˳ϻñåíáÕ Ñ³ë³ñ³ÏáõÃÛ³Ý Ù»ç Ý»ñÙáõÍíáÕ ³ñÅ»ùÝ»ñÇ áõ ÝáñÙ»ñÇ Ñ»ï ½³ñ·³óÙ³Ý áñáß³ÏÇ ÷áõÉáõÙ ëï»ÕÍáõÙ
¿ ÏáÝýÉÇÏï³ÛÇÝ Çñ³íÇ׳Ï: ´³ËíáÕ ³ñÅ»ùÝ»ñÇ µ³½Ù³ù³Ý³ÏáõÃÛáõÝÁ, ³ÝáñáßáõÃÛáõÝÁ ¨ í³ñùÇ Ñݳñ³íáñ
ÁÝïñáõÃÛ³Ý Ñ»ï ϳåí³Í ËݹÇñÝ»ñÁ
ëï»ÕÍáõÙ »Ý ëáóÇ³É³Ï³Ý áõ Ñá·»µ³Ý³Ï³Ý µáÉáñáíÇÝ Ýáñ Çñ³íÇ׳Ï: ²ÝóáõÙ³ÛÇÝ
ѳë³ñ³ÏáõÃÛ³Ý Ù»ç Ù³ñ·ÇݳÉáõÃÛáõÝÁ ¹ñë¨áñíáõÙ ¿ áã
ÙdzÛÝ Ñ³ë³ñ³Ï³Ï³Ý ·Çï³ÏóáõÃÛáõÝÁ ¨ ëáódzÉ-Çñ³í³Ï³Ý ѳñ³µ»ñáõÃÛáõÝÝ»ñÁ ßáß³÷áÕ ³ñï³ùÇÝ ëáóÇ³É³Ï³Ý ÏáÝýÉÇÏïÝ»ñÇ, ³Ûɨ ÙÇç³ÝÓݳÛÇÝ ¨ Ý»ñ³ÝÓݳÛÇÝ ÏáÝýÉÇÏïÝ»ñÇ Ù³Ï³ñ¹³ÏáõÙ:
²ÝóáõÙ³ÛÇÝ
ѳë³ñ³ÏáõÃÛáõÝáõÙ ³åñáÕ Ù³ñ¹Ï³Ýó ëáódzÉ-Ñá·»µ³Ý³Ï³Ý §ÑÇí³Ý¹áõÃÛáõÝÝ»ñÇó¦ »Ý ¹³éÝáõÙ ³ÝáñáßáõÃÛáõÝÁ, ³Ýíëï³ÑáõÃÛáõÝÁ, Ñáé»ï»ëáõÃÛáõÝÁ,
³·ñ»ëdzÝ, ﳷݳåÝ áõ í³ËÁ, Ñá·»µ³Ý³Ï³Ý
³Ýµ³í³ñ³ñí³ÍáõÃÛ³Ý ½·³óáõÙÁ: Ðáé»ï»ë³Ï³Ý
ïñ³Ù³¹ñáõÃÛáõÝÝ»ñ, å³ïí³ëÇñáõÃÛ³Ý ³ÝÏáõÙ, ɳñí³ÍáõÃÛáõÝ, ³Ýíëï³ÑáõÃÛáõÝ í³Õí³
ûñí³ Ýϳïٳٵ, ëå³ëáõÙÝ»ñÇ ãÇñ³Ï³Ý³óáõÙ,
ÁÝÏ×í³ÍáõÃÛáõÝ, ýñáõëïñ³ódzݻñ, ëÃñ»ëÝ»ñ áõ ÏáÝýÉÇÏïÝ»ñ,
ÝÇÑÇÉÇï³Ï³Ý í»ñ³µ»ñÙáõÝù
ó³Ýϳó³Í ·³Õ³÷³ñÇ ¨ ÇñáÕáõÃÛáõÝÝ»ñÇ
ѳݹ»å, í»ñ³ÏáÕÙÝáñáßáõÙ ¹»åÇ ³ñϳͳËݹñ³Ï³Ý, û·ï³å³ßï³Ï³Ý ¨ å³ï»Ñ³å³ßï³Ï³Ý ·áñÍáõÝ»áõÃÛáõÝÁ - ³Ñ³° ³ÝóáõÙ³ÛÇÝ
ѳë³ñ³ÏáõÃÛ³Ý ëáódzÉ-Ñá·»µ³Ý³Ï³Ý å³ïÏ»ñÇ áã ÉñÇí µÝáõó·ÇñÁ:
ÐáõÙ³ÝÇï³ñ
·ÇïáõÃÛáõÝÝ»ñÇ, ³Û¹ ÃíáõÙ ëáódzÉ-Ñá·»µ³ÝáõÃÛ³Ý ³é³çݳѻñÃ
ËݹÇñÝ ¿ ¹³éÝáõÙ í»ñÉáõÍ»É,
ÇÙ³ëï³íáñ»É ¨ ·Ý³Ñ³ï»É ϳï³ñíáÕ ÷á÷áËáõÃÛáõÝÝ»ñÇ, Ýáñ ÇñáÕáõÃÛáõÝÝ»ñÇ ëáódzÉ-Ñá·»µ³Ý³Ï³Ý ѻ勉ÝùÝ»ñÁ,
³Ý»É ÁݹѳÝñ³óáõÙÝ»ñ áõ ϳÝ˳ï»ëáõÙÝ»ñ,
Ùß³Ï»É Ñ»ï³½áï³Ï³Ý Ýáñ ѳñ³óáõÛóÝ»ñ:
¸Åí³ñ ¿ å³ïÏ»ñ³óÝ»É áñ¨¿
ëáóÇáõÙ ³é³Ýó Ù³ñ·ÇÝ³É »ñ¨áõÛÃÝ»ñÇ, ³é³Ýó Ù³ñ·ÇÝ³É ËÙµ»ñÇ áõ Ù³ñ·ÇÝ³É Ù³ñ¹Ï³Ýó, ³é³Ýó Ù³ñ·ÇÝ³É ëáóÇ³É³Ï³Ý ¹»ñ»ñÇ, Ù³ñ·ÇÝ³É ·Çï³ÏóáõÃÛ³Ý áõ
í³ñù³·ÍÇ ¹ñë¨áñáõÙÝ»ñÇ: ²Ù»Ý ÙÇ Ñ³ë³ñ³ÏáõÃÛ³Ý Ù»ç áñå»ë Ù³ñ·ÇݳÉáõÃÛ³Ý Ñ³ïÏáõÃÛáõÝÝ»ñÇ
ÏñáÕÝ»ñ ѳݹ»ë »Ý ·³ÉÇë ³ÝѳïÝ»ñÁ,
ëáóÇ³É³Ï³Ý áõ ¿ÃÝÇÏ³Ï³Ý ËÙµ»ñÁ
¨ ëáóÇ³É³Ï³Ý ß»ñï»ñÁ: ²ÛÉ
Ï»ñå ³ë³Í, Ù³ñ·ÇݳÉáõÃÛáõÝÁ ëáóÇáÙß³ÏáõóÛÇÝ ¨
ëáódzÉ-Ñá·»µ³Ý³Ï³Ý ÙÇ »ñ¨áõÛà ¿, áñÁ
Ùßï³å»ë »Õ»É ¿ å³ïÙ³Ï³Ý ½³Ý³½³Ý ѳë³ñ³ÏáõÃÛáõÝÝ»ñÇ,
ëáódzɳϳÝáõÃÛ³Ý ï³ñµ»ñ ïÇå»ñÇ
³Ýµ³Å³Ý áõÕ»ÏÇóÁ:
سñ·ÇݳÉáõÃÛ³Ý ³é³ç³óáõÙÁ å³Ûٳݳíáñí³Í
¿ µ³½Ù³ÃÇí ·áñÍáÝÝ»ñáí:
γñáÕ »Ýù ï³ñµ»ñ³Ï»É Ù³ñ·ÇݳÉáõÃÛ³Ý ³é³ç³óÙ³Ý ³ñï³ùÇÝ
/ûµÛ»ÏïÇí/ ¨ Ý»ñùÇÝ /ëáõµÛ»ÏïÇí/
å³ï׳éÝ»ñ: ²ñï³ùÇÝ å³ï׳éÝ»ñÁ ÑÇÙݳϳÝáõÙ
ѳë³ñ³ÏáõÃÛ³Ý Ù»ç ÁÝóóáÕ ëáóÇ³É³Ï³Ý ·áñÍÁÝóóÝ»ñÝ
»Ý, áñáÝù ³Ûë ϳ٠³ÛÝ ã³÷áí ßáß³÷áõÙ »Ý Ù³ñ¹Ï³Ýó
·áÛáõÃÛ³Ý ÑÇÙù»ñÁ:
²ÝóáõÙ³ÛÇÝ Ñ»ï³ÙµáÕç³ïÇñ³Ï³Ý ѳë³ñ³ÏáõÃÛáõÝÝ»ñáõÙ
Ù³ñ·ÇݳɳóÙ³Ý Ýå³ëïáÕ ·áñÍáÝÝ»ñÇó
»Ýª ËáñÑñ¹³ÛÇÝ ëáódzÉ-ù³Õ³ù³Ï³Ý ѳٳϳñ·Ç ÷Éáõ½áõÙÁ, ïÝï»ë³Ï³Ý
áõ Ùß³ÏáõóÛÇÝ Ï³å»ñÇ
˽áõÙÁ, Ù³ëë³Û³Ï³Ý ·áñͳ½ñÏáõÃÛáõÝÁ, ¿ÃÝÇÏ³Ï³Ý ÏáÝýÉÇÏïÝ»ñÝ áõ å³ï»ñ³½ÙÝ»ñÁ, µéݳ·³ÕÃÁ, Ý»ñ·³ÕÃÁ ¨ ³ÛÉÝ: سñ·ÇݳɳóÙ³Ý ³é³ç³óÙ³Ý ·áñÍáÝÝ»ñÇó ϳñáÕ »Ý ÉÇÝ»É
³ñÅ»ù³ÛÇÝ ÏáÝýÉÇÏïÁ, ëáóÇ³É³Ï³Ý áõ
¿ÃÝÇÏ³Ï³Ý Ëïñ³Ï³ÝáõÃÛáõÝÁ, ëáóÇ³É³Ï³Ý ³Ýµ³í³ñ³ñí³ÍáõÃÛáõÝÁ, ¹»ñ³ÛÇÝ
ɳñí³ÍáõÃÛáõÝÁ, ÏÛ³ÝùÇ ÇÙ³ëïÇ áñáÝáõÙÝ»ñÁ, ³ÛÉÁÝïñ³Ýù³ÛÇÝ Ï³ñ·³íÇ׳ÏÝ»ñÇ ÙÇçáóáí
ÇÝùݳѳëï³ïí»Éáõ ó³ÝÏáõÃÛáõÝÁ ¨ ³ÛÉÝ:
سñ·ÇݳÉáõÃÛáõÝÁ, ϳËí³Í Çñ³íÇ׳ÏÝ»ñÇó, ϳñáÕ ¿ ÉÇÝ»É ëï³ïÇÏ, »ñµ ÷á÷áËáõÃÛáõÝÝ»ñÁ ï»ÕÇ »Ý áõÝ»ÝáõÙ ³é³Ýó ËÙµ»ñÇ ¨ ³ÝѳïÝ»ñÇ ýǽÇÏ³Ï³Ý ï»Õ³ß³ñÅÙ³Ý, ¨ ¹ÇݳÙÇÏ,
áñÁ ëáóÇ³É³Ï³Ý ÙáµÇÉáõÃÛ³Ý, ³ÝѳïÝ»ñÇ ýǽÇÏ³Ï³Ý ï»Õ³ß³ñÅ»ñÇ Ñ»ï¨³Ýù ¿:
îµ»ñ³ÏíáõÙ ¿ Ù³ñ·ÇݳÉáõÃÛ³Ý Ñ»ï¨Û³É ïÇå»ñÁª
³/ ϳéáõóí³Íù³ÛÇÝ /ëáódzɳϳÝ/
Ù³ñ·ÇݳÉáõÃÛáõÝ,
µ/ Ùß³ÏáõóÛÇÝ /¿ÃÝáÙß³ÏáõóÛÇÝ/
Ù³ñ·ÇݳÉáõÃÛáõÝ,
·/ ëáóÇ³É³Ï³Ý ¹»ñ»ñÇ
Ù³ñ·ÇݳÉáõÃÛáõÝ:
سñ·ÇݳÉáõÃÛ³Ý ÑÇÙݳËݹñÇ ßáõñç Ù»ñ ϳï³ñ³Í ѻﳽáïáõÃÛáõÝÝ»ñÇ
ßÝáñÑÇí ѳݷ»É »Ýù Ñ»ï¨Û³É
»½ñ³Ï³óáõÃÛ³Ý.
1.
سñ·ÇݳÉáõÃÛáõÝÁ
»Ýó¹ñáõÙ ¿ ëáóÇ³É³Ï³Ý ÙáµÇÉáõÃÛ³Ý ³éϳÛáõÃÛáõÝ: سñ·ÇݳɳóáõÙÁ
³é³ç³ÝáõÙ ¿ ³ÛÝ ¹»åùáõÙ, »ñµ ѳë³ñ³ÏáõÃÛ³Ý Ù»ç ï»ÕÇ »Ý áõÝ»ÝáõÙ
÷á÷áËáõÃÛáõÝÝ»ñ, ϳ٠»ñµ ѳë³ñ³ÏáõÃÛáõÝÁ ³ÝóáõÙ ¿
ϳï³ñáõÙ ÙÇ ëáóÇ³É³Ï³Ý Ñ³Ù³Ï³ñ·Çó ÙÛáõëÇÝ, áñÇ ÁÝóóùáõÙ ÷á÷áËíáõÙ »Ý
ëáódzɳϳÝáõÃÛ³Ý ïÇåÁ ¨ ëáóÇ³É³Ï³Ý Ñ³ñ³µ»ñáõÃÛáõÝÝ»ñÁ: ²ÛëÇÝùݪ
Ù³ñ·ÇݳÉáõÃÛ³Ý »ñ¨áõÛÃÁ ³ÝÙÇç³Ï³Ýáñ»Ý ϳåí³Í ¿
ëáóÇ³É³Ï³Ý ÙáµÇÉáõÃÛ³Ý Ñ»ï, ¨ í»ñ³µ»ñáõÙ ¿ ѳë³ñ³ÏáõÃÛ³Ý Ù»ç ·áñÍáÕ ÇÝãå»ë áõÕճѳ۳ó, ³ÛÝå»ë ¿É ÑáñǽáÝ³Ï³Ý ëáóÇáÙß³ÏáõóÛÇÝ
ϳå»ñÇÝ áõ ѳñ³µ»ñáõÃÛáõÝÝ»ñÇÝ: êáóÇ³É³Ï³Ý ÙáµÇÉáõÃÛáõÝÁ Ù³ñ¹Ï³Ýó ß³ñÅáõÙÝ ¿ ÙÇ ËÙµÇó
¹»åÇ ÙÛáõë ËáõÙµÁ, áñÁ ϳñáÕ ¿ ϳåí³Í ãÉÇÝ»É Ñ³Ù³Ï³ñ·áõ٠ϳéáõóí³Íù³ÛÇÝ ÷á÷áËáõÃÛáõÝÝ»ñÇ Ñ»ï: êáóÇ³É³Ï³Ý ËÙµÇ
Ù³ñ·ÇݳÉáõÃÛáõÝÁ ϳåí³Í ¿ ëáóÇ³É³Ï³Ý Ï³éáõóí³ÍùÇ ÷á÷áËáõÃÛáõÝÝ»ñÇ, í»ñ³Ï³éáõóáÕ³Ï³Ý ·áñÍÁÝóóÝ»ñÇ Ñ»ï: ÜÙ³Ý ¹»åùáõÙ ëáóÇ³É³Ï³Ý Ù³ñ·ÇÝ³É ûµÛ»Ïïáõ٠ѳٳï»ÕíáõÙ »Ý ÑÇÝ ¨ Ýáñ ϳéáõóí³Íù³ÛÇÝ Ï³å»ñÇ ï³ññ»ñÁ, áñÇ ³ñ¹ÛáõÝùáõÙ Ù³ñ·ÇÝ³É ûµÛ»ÏïÁ Ó»éù
¿ µ»ñáõ٠ѳϳë³Ï³Ý ëáóÇ³É³Ï³Ý Ï³ñ·³íÇ׳Ï[2]:
гë³ñ³ÏáõÃÛ³Ý Ù»ç Ù³ñ·ÇݳɳóÙ³Ý
·áñÍÁÝóóÝ»ñÁ »Ã» ï¨³Ï³Ý µÝáõÛÃ
»Ý ëï³ÝáõÙ, ³å³ ¹³ ³ÝËáõë³÷»ÉÇáñ»Ý ѳݷ»óÝáõÙ ¿ ëáódzɳϳÝ
ɳñí³ÍáõÃÛ³Ý ³×ÇÝ, ³é³ç³óÝáõ٠˳éݳß÷áÃáõÃÛáõÝ áõ
ù³áë, Ù³ëë³Û³Ï³Ý ³Ýϳñ·áõÃÛáõÝ: ²Û¹ ·áñÍÁÝóóÇ í»ñçݳϳÝ
³ñ¹ÛáõÝùÝ»ñÇó ϳñáÕ »Ý ÉÇÝ»É Ù³ëë³Û³Ï³Ý ÉÛáõÙå»Ý³óáõÙÁ, ³ÝáÙdzÝ, ËéáíáõÃÛáõÝÁ
¨ ѻճ÷áËáõÃÛáõÝÁ:
2.
سñ·ÇݳÉáõÃÛáõÝÁ
»Ýó¹ñáõÙ ¿ ³ÝѳñÙ³ñí³ÍáõÃÛáõÝ /áã
³¹³åï³óí³ÍáõÃÛáõÝ/ ëáóÇáÙß³ÏáõóÛÇÝ Ýáñ å³ÛÙ³ÝÝ»ñÇÝ, áñÇ Ñ»ï¨³Ýùáí Ù³ñ·ÇݳÉÁ
ѳÛïÝíáõÙ ¿ ³Ýáñáß áõ ³ÝϳÛáõÝ íÇ׳ÏáõÙ, ³ñï³ÙÕíáõÙ
ëáóÇ³É³Ï³Ý Ï³éáõóí³ÍùÇ Í³Ûñ³Ù³ë, ëáóÇ³É³Ï³Ý ³ëïÇ׳ݳϳñ·Ç ëïáñÇÝ
ß»ñï ϳ٪ ѳÛïÝíáõÙ »ñÏáõ
§Ïñ³ÏǦ ³ñ³ÝùáõÙ: êáóÇ³É³Ï³Ý ·áñÍÁÝóóÝ»ñÇ
ѳϳë³Ï³ÝáõÃÛáõÝÁ, ³ÝáñáßáõÃÛáõÝÝ áõ ³Ý³í³ñïáõÃÛáõÝÁ Çñ»Ýó ³ñï³óáÉáõÙÝ »Ý ·ïÝáõ٠ݳ¨ Ù³ñ¹Ï³Ýó Ñ᷻ϳÝáõÙª ëï»ÕÍ»Éáí ѳٳå³ï³ëË³Ý ëáõµÛ»ÏïÇí ÇñáÕáõÃÛáõÝÝ»ñ:
²ÝѳñÙ³ñí³ÍáõÃÛ³Ý å³ÛÙ³ÝÝ»ñáõÙ Ù³ñ·ÇÝ³É ³ÝÓÁ û·ï³·áñÍáõÙ ¿ å³ßïå³Ý³Ï³Ý ¨ áã å³ßïå³Ý³Ï³Ý ٻ˳ÝǽÙÝ»ñ, Ùß³ÏáõÙ ¿ ѳٳå³ï³ë˳Ý
ѳñÙ³ñíáÕ³Ï³Ý é³½Ù³í³ñáõÃÛáõÝÝ»ñ, ¹ñë¨áñáõÙ ÙÇ ß³ñù ÷áËѳïáõóáÕ Ñ³Ï³½¹áõÙÝ»ñ:
². ܳÉã³çÛ³ÝÁ ³é³ÝÓݳóÝáõÙ ¿ Ù³ñ·ÇݳÉÝ»ñÇ
ѳñÙ³ñíáÕ³Ï³Ý ·áñÍáõÝ»áõÃÛ³Ý Ñ»ï¨Û³É ïÇå»ñÁ[3].
³/ Ùdzíáñí»Éáõ
é³½Ù³í³ñáõÃÛáõÝ. ¹ñ³Ý ¹ÇÙáõÙ »Ý ïíÛ³É Ñ³ë³ñ³ÏáõÃÛ³Ý Ù»ç ÝáõÛݳÝÙ³Ý íÇ׳ÏáõÙ
·ïÝíáÕ Ù³ñ·ÇÝ³É ³ÝÓÇÝù, áñáÝù
Çñ»Ýó Ï»Ýë³Ï³Ý ËݹÇñÝ»ñÁ ÉáõÍ»Éáõ
ѳٳñ ÙdzíáñíáõÙ ¨ ëï»ÕÍáõÙ
»Ý Çñ»Ýó ѳÝñáõÛÃÁ:
µ/ Ù³ëݳ·Çï³Ï³Ý Ûáõñ³Ñ³ïáõÏ ÏáÕÙÝáñáßáõÙÝ»ñ. ³Ûë é³½Ù³í³ñáõÃÛ³Ý ÇÙ³ëïÝ ³ÛÝ ¿, áñ Ù³ñ·ÇÝ³É ³ÝÓÇÝù, û·ïí»Éáí Çñ»Ýó
Ûáõñ³Ñ³ïáõÏ Ï³ñ·³íÇ׳ÏÇó áõ ¹ÇñùÇó, Ó»éù »Ý µ»ñáõÙ áñáß³ÏÇ
Ù³ëݳ·ÇïáõÃÛáõÝÝ»ñ /ûñÇݳÏ, óñ·Ù³ÝÇãÝ»ñ, ³é¨ïñ³Ï³Ý ÙÇçÝáñ¹Ý»ñ/:
·/ Ï»Ýë³·áñÍáõÝ»áõÃÛ³Ý Ù³ëݳïáõÙ.
Ù³ñ·ÇÝ³É ³ÝÓÇÝù Çñ»Ýó
ÏÛ³ÝùÝ áõ ·áñÍáõÝ»áõÃÛáõÝÁ Ù³ëݳïáõÙ ¨ ¹ñ³Ýù Çñ³ñÇó Ù»Ïáõë³óÝáõÙ »Ý: î³ñµ»ñ
¿ÃÝÇÏ³Ï³Ý ¨ ëáóÇ³É³Ï³Ý ËÙµ»ñÇ Ï³½ÙáõÙ ·áñÍ»ÉÇë Ýñ³Ýù ¹³éÝáõÙ »Ý ï³ñµ»ñ
³ÝÓݳíáñáõÃÛáõÝÝ»ñ:
¹/ ݳѳÝçÇ é³½Ù³í³ñáõÃÛáõÝ. áñáß Ù³ñ·ÇÝ³É ³ÝÓÇÝù ÙÇ ³Ý·³Ù ѳÛïÝí»Éáí
ïÑ³× Çñ³íÇ׳ÏáõÙ, ³ÛÝáõÑ»ï¨ ÁÝïñáõÙ
»Ý ݳѳÝçÇ é³½Ù³í³ñáõÃÛáõÝ, ³ÛëÇÝùݪ Çñ»Ýó Ñ»éáõ »Ý å³ÑáõÙ ÝÙ³Ý
Çñ³íÇ׳ÏÝ»ñÇó:
»/ ³ñϳͳËݹñáõÃÛáõÝ. Ù³ñ·ÇݳÉ
³ÝÓÇÝù, ÑÇÙݳϳÝáõÙ Ùß³ÏáõóÛÇÝ Ù³ñ·ÇݳÉÝ»ñÁ, Ù»ñÅí³Í
ÉÇÝ»Éáí ïíÛ³É Ñ³ë³ñ³ÏáõÃÛ³Ý Ù»ç ·»ñÇßËáÕ
é»ý»ñ»Ýï³ÛÇÝ Ï³éáõÛóÝ»ñÇ ÏáÕÙÇó,
¹ÇÙáõÙ »Ý ³ñϳͳËݹñáõÃ۳ݪ µÝ³í ãÙï³Ñá·í»Éáí Çñ»Ýó ϳñ·³íÇ׳ÏÇ Ñݳñ³íáñ Ïáñëïáí:
½/ ѳϳí»Ñ³óáõÙ /í³ñùÇ ëïáñ³óáõÙ/.
áñáß Ù³ñ·ÇݳÉÝ»ñ ¹³éÝáõÙ »Ý ѳñµ»óáÕÝ»ñ,
ÃÙñ³ÙáÉÝ»ñ, ѳÝó³·áñÍÝ»ñ:
Á/ Ýáñ³ñ³ñ³Ï³Ý é³½Ù³í³ñáõÃÛáõÝ. áñáß Ù³ñ·ÇÝ³É ³ÝÓÇÝù ¹³éÝáõÙ »Ý ëï»Õͳ·áñÍáÕÝ»ñ
¨ Ýáñ³ÙáõÍáõÃÛáõÝÝ»ñ »Ý ϳï³ñáõÙ Ù³ñ¹Ï³ÛÇÝ ·áñÍáõÝ»áõÃÛ³Ý
ï³ñµ»ñ áÉáñïÝ»ñáõÙ:
3.
سñ·ÇݳÉáõÃÛáõÝÁ
»Ýó¹ñáõÙ ¿ ß»ÕÙ³Ý /³ÝáÙdzÛÇ/ ³éϳÛáõÃÛáõÝ: ²ÝáÙÇ³Ý Ï³ñáÕ ¿ ÉÇÝ»É
Ù³ñ·ÇÝ³É ³ÝÓÇ Ý»ñùÇÝ Ñá·»íÇ׳ÏÇ
³ñ¹ÛáõÝù: Øß³ÏáõÛÃÇ áÉáñïáõÙ ³ÝáÙÇ³Ý Ñ³×³Ë Ï³åíáõÙ ¿ ëï»Õͳ·áñÍ³Ï³Ý Ýáñ³ÙáõÍáõÃÛáõÝÝ»ñÇ
Ñ»ï: سñ·ÇݳÉáõÃÛáõÝ »Ýó¹ñáõÙ ¿ ëáódzɳϳÝ,
Ùß³ÏáõóÛÇÝ, ÁÝï³Ý»Ï³Ý-³í³Ý¹³Ï³Ý ϳå»ñÇ áõ ѳñ³µ»ñáõÃÛáõÝÝ»ñÇ Ë½Ù³Ý ³éϳÛáõÃÛáõÝ: سñ·ÇݳɳóÙ³Ý ·áñÍÁÝóóáõÙ
˽íáõÙ »Ý ϳå»ñÁ ³ÝѳïÇ ¨ ËÙµÇ, ѳÝñáõÛÃÇ,
ѳë³ñ³ÏáõÃÛ³Ý ÙÇç¨: سñ·ÇݳÉáõÃÛáõÝ »Ýó¹ñáõÙ ¿ ݳ¨ ï³ñµ»ñáõÃÛ³Ý,
ѳϳëáõÃÛ³Ý ¨ ÏáÝýÉÇÏïÇ ³éϳÛáõÃÛáõÝ:
²Ýßáõßï, áã µáÉáñ ï³ñµ»ñáõÃÛáõÝÝ»ñÁ, ѳϳëáõÃÛáõÝÝ»ñÁ ¨ ÏáÝýÉÇÏïÝ»ñÝ »Ý, áñ ϳñáÕ »Ý ÑÇÙù ѳݹÇë³Ý³É Ù³ñ·ÇݳÉáõÃÛ³Ý ³é³ç³óÙ³Ý Ñ³Ù³ñ: î³ñµ»ñáõÃÛáõÝÝ»ñÁ ¨ ѳϳëáõÃÛáõÝÝ»ñÁ ÇÝùÝÇÝ ã»Ý
³é³ç³óÝáõÙ Ù³ñ·ÇݳÉáõÃÛáõÝ. ËáëùÁ í»ñ³µ»ñáõÙ ¿ ³ÛÝ ï³ñµ»ñáõÃÛáõÝÝ»ñÇÝ áõ ѳϳëáõÃÛáõÝÝ»ñÇÝ, áñáÝù ³Ýѳٳï»Õ»ÉÇ »Ý ³ÝÓÇ
ÁݹѳÝáõñ ÏáÕÙÝáñáßÙ³Ý Ñ»ï ¨ ϳñáÕ »Ý ëï»ÕÍ»É ï³·Ý³å, ³ÝѳݷëïáõÃÛáõÝ: гϳëáõÃÛáõÝÁ áã ÙÇßï ¿ í»ñ³ÍíáõÙ
ÏáÝýÉÇÏïÇ, µ³Ûó ³Ù»Ý ÙÇ ÏáÝýÉÇÏïÇ
ÑÇÙùáõÙ ÁÝÏ³Í ¿ ÉÇÝáõÙ
áñáß³ÏÇ Ñ³Ï³ëáõÃÛáõÝ: ÎáÝýÉÇÏïÝ ¿É, áñå»ë½Ç ѳݷ»óÝÇ Ù³ñ·ÇݳÉáõÃÛ³ÝÁ,
å»ïù ¿ í»ñ³ÍíÇ
ëáódzÉ-Ñá·»µ³Ý³Ï³Ý ÇñáÕáõÃÛ³Ý:
4.
سñ·ÇݳÉáõÃÛáõÝÁ
»Ýó¹ñáõÙ ¿ ³ÝÓÇ ÝáõÛݳϳÝáõÃÛ³Ý /ÇÝùÝáõÃÛ³Ý/ ׷ݳųÙ, ÝáõÛݳϳÝáõÃÛ³Ý
ï³ñµ»ñ Ùá¹»ÉÝ»ñÇ ÙÇç¨
ѳϳëáõÃÛ³Ý ³éϳÛáõÃÛáõÝ: سñ·ÇÝ³É ¿ ³ÛÝ Ù³ñ¹Á, áñÁ
ãáõÝÇ Ñëï³Ï ϳ٠ùÇã û ß³ï
ϳÛáõÝ ëáóÇ³É³Ï³Ý Ï³Ù ¿ÃÝÇÏ³Ï³Ý ÝáõÛݳϳÝáõÃÛáõÝ: ²ÝÓÁ ѳÛïÝíáõÙ ¿ Ù³ñ·ÇݳÉ
íÇ׳ÏáõÙ ³ÛÝ ¹»åùáõÙ, »ñµ Çñ
ÇÝùÝáõÃÛ³Ý »ñÏáõ ¨ ³í»ÉÇ Ùá¹»ÉÝ»ñÇ
ÙÇç¨ ëï»ÕÍíáõÙ
¿ ѳϳëáõÃÛáõÝ: êáóÇ³É³Ï³Ý ÙáµÇÉáõÃÛ³Ý Ñ»ï¨³Ýùáí ÷á÷áËáõÃÛáõÝÝ»ñÇ ¿ »ÝóñÏíáõÙ Ù³ñ·ÇÝ³É ³ÝÓÇ ëáóÇ³É³Ï³Ý ÝáõÛÝáõÃÛáõÝÁ:
5.
سñ·ÇݳɳóáõÙÁ
»Ýó¹ñáõÙ ¿ ÁݹѳÝñ³Ï³Ý ºë-ÏáÝó»åódzÛÇ, ºë-Ï»ñå³ñÇ
÷Éáõ½áõÙ ¨ µ³½Ù³ÃÇí ºë-ÏáÝó»åódzݻñÇ
áõ Ï»ñå³ñÝ»ñÇ ³éϳÛáõÃÛáõÝ,
áñÇ Ñ»ï¨³Ýùáí ˳ËïíáõÙ ¹ñ³Ýó ï³ññ»ñÇ
ÙdzëÝáõÃÛáõÝÝ áõ Ý»ñ¹³ßݳÏáõÃÛáõÝÁ, ³é³ç³ÝáõÙ ¿ ï³ñµ»ñ
ϳñ·Çª ÇÙ³ó³Ï³Ý, µ³ñá۳ϳÝ, ¿ÃÝÇÏ³Ï³Ý ¹ÇëáݳÝëÝ»ñ: ²Ûë ÇÙ³ëïáí Ù³ñ·ÇݳóÙ³ÝÁ
»Ýóϳ »Ý ¹³éÝáõ٠ѳïϳå»ë ³ÛÝ Ù³ñ¹ÇÏ, áñáÝó
ÁݹѳÝñ³Ï³Ý ºë-ÏáÝó»åóÇ³Ý ³ãùÇ ãÇ
ÁÝÏÝáõÙ Çñ Ý»ñùÇÝ ÙdzëÝáõÃÛ³Ùµ áõ
³Ýѳϳë³Ï³ÝáõÃÛ³Ùµ:
гñÏ ¿ Ýß»É, áñ ³é³ÝÓÇÝ - ³é³ÝÓÇÝ í»ñóñ³Í ³Ûë
·áñÍáÝÝ»ñÝ áõ ѳïϳÝÇßÝ»ñÁ ¹»é µ³í³ñ³ñ ã»Ý µ³ó³ïñ»Éáõ Ù³ñ·ÇݳÉáõÃÛ³Ý »ñ¨áõÛÃÁ: سñ·ÇݳÉáõÃÛáõÝÁ ³Û¹ µáÉáñ
·áñÍáÝÝ»ñÇ, ѳïÏáõÃÛáõÝÝ»ñÇ, íÇ׳ÏÝ»ñÇ áõ
³åñáõÙÝ»ñÇ Ñ³Ù³¹ñáõÃÛáõÝÝ ¿: ØdzëÇÝ í»ñóñ³Í ¹ñ³Ýù µ³í³ñ³ñ ¨ ³ÝÑñ³Å»ßï
»Ý ³ÙµáÕç³Ï³Ý å³ïÏ»ñ³óáõ٠ϳ½Ù»Éáõ Ù³ñ·ÇݳÉáõÃÛ³Ý »ñ¨áõÛÃÇ Ù³ëÇÝ: ²ÛëåÇëÇ Ùáï»óáõÙÁ Ù»Ãá¹³µ³Ý³Ï³Ý ³éáõÙáí ³ñÅ»ù³íáñ ¿, áñáíÑ»ï¨ ÃáõÛÉ
¿ ï³ÉÇë, ݳË, ѳÕóѳñ»É Ù³ñ·ÇݳÉáõÃÛ³Ý í»ñ³µ»ñÛ³É
·ñ³Ï³ÝáõÃÛ³Ý Ù»ç ³éϳ ˳éݳß÷áÃáõÃÛáõÝÁ, »ñÏñáñ¹, ³í»ÉÇ Ñëï³Ï Ý»ñϳ۳óÝ»Éáõ ³Û¹ »ñ¨áõÛÃÇ µáí³Ý¹³ÏáõÃÛáõÝÝ
áõ ¹ñë¨áñÙ³Ý Ñݳñ³íáñ Ó¨»ñÁ,
»ññáñ¹, ѳٳï»Õ»Éáõ ÑÇÙݳËݹñÇ áõëáõÙݳëÇñáõÃÛ³Ý
ëáóÇáÉá·Ç³Ï³Ý, ëáódzÉ-Ñá·»µ³Ý³Ï³Ý, Ùß³Ïáõóµ³Ý³Ï³Ý ¨ ³ÛÉ ÏáÕÙ»ñÁ:
¶ð²Î²ÜàôÂÚàôÜ
[1]
Ã.À.Ïîãîñÿí, Àðìÿíñêîå îáùåñòâî â òðàíñôîðìàöèè.
Èçä-âî “Ëóñàáàö”. Åðåâàí, n003, ñòð. 269
[2]
Ü.гÏáµÛ³Ý, سñ·ÇݳÉáõÃÛáõÝ ¨ Ñá·»µ³Ý³Ï³Ý
ѳñÙ³ñáõÙ, ºñ., 2003, ¿ç 61
[3]
². ܳÉã³çÛ³Ý, ¾ÃÝÇÏ³Ï³Ý Ñá·»µ³ÝáõÃÛáõÝ,
ºñ., 2001, ¿ç 402-406