{"id":4980,"date":"2026-04-18T12:29:33","date_gmt":"2026-04-18T12:29:33","guid":{"rendered":"https:\/\/deniztuncalp.com\/?p=4980"},"modified":"2026-04-18T12:43:23","modified_gmt":"2026-04-18T12:43:23","slug":"okul-saldirilarinda-kolay-aciklamalardan-uzak-durmali","status":"publish","type":"post","link":"https:\/\/deniztuncalp.com\/?p=4980&lang=tr","title":{"rendered":"Kolay A\u00e7\u0131klamalardan Uzak Durmal\u0131"},"content":{"rendered":"\n

T\u00fcrkiye\u2019de okul sald\u0131r\u0131lar\u0131n\u0131n ard\u0131ndan kurulan c\u00fcmleler, olay kadar d\u00fcnyay\u0131 anlama bi\u00e7imlerimizi de ele veriyor. Birka\u00e7 tan\u0131d\u0131k a\u00e7\u0131klama hemen dola\u015f\u0131ma girdi: akran zorbal\u0131\u011f\u0131, sosyal medya, aile sorunlar\u0131, oyunlar, teknoloji. Sonra herkes bunlardan i\u015fine gelen, ruhunu ok\u015fayan birine sar\u0131l\u0131yor. Bu refleks bu tip durumlarda bilinen bir yayg\u0131n durum. <\/p>\n\n\n\n

Peter Langman, 2009’da yay\u0131nlanan Why Kids Kill adl\u0131 \u00e7al\u0131\u015fmas\u0131nda [1] okul sald\u0131r\u0131lar\u0131n\u0131n ard\u0131ndan kamuoyu ve medyan\u0131n ayr\u0131nt\u0131l\u0131 fail incelemesinden \u00e7ok kolay ta\u015f\u0131nan a\u00e7\u0131klamalara y\u00f6neldi\u011fini s\u00f6yl\u00fcyor. \u0130ntikam hikayesi bunlar\u0131n en rahat\u0131. \u0130nsanlar onu anl\u0131yor, ona tutunuyor, korkuyu onun i\u00e7inden konu\u015fuyor. Kendini ve \u00e7ocu\u011funu g\u00f6nl\u00fcn\u00fc rahatlatmay\u0131 umarak temize \u00e7\u0131kar\u0131yor. <\/p>\n\n\n\n

Ama \u00e7al\u0131\u015fmalar g\u00f6steriyor ki, okul sald\u0131r\u0131lar\u0131n\u0131 a\u00e7\u0131klayan basit bir form\u00fcl yok. \u201cA + B + C = okul sald\u0131rgan\u0131\u201d diye bir denklem kuram\u0131yoruz. Eksikli\u011fimiz yaln\u0131zca daha dikkatli bir psikolojik analiz yapman\u0131n \u00f6tesinde, \u00e7ok boyutlu bu problemi ele al\u0131rken daha geni\u015f bir kavray\u0131\u015f g\u00f6sterememek. <\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Geni\u015f toplum kesimleri art\u0131k \u00e7ocuklar\u0131n ve ergenlerin ya\u015fad\u0131\u011f\u0131 d\u00fcnyan\u0131n neye benzedi\u011fini bilmiyor. \u0130nternet hala tek par\u00e7a, bulan\u0131k, genel bir alan gibi d\u00fc\u015f\u00fcn\u00fcl\u00fcyor. Oysa gen\u00e7lerin g\u00fcndelik hayat\u0131 birbirinden \u00e7ok farkl\u0131 platformlar\u0131n farkl\u0131 mant\u0131klar\u0131 i\u00e7inde ak\u0131yor. O \u00e7ocuklar\u0131n Interneti ile sizin kulland\u0131\u011f\u0131n\u0131 Internet farkl\u0131. Reddit ba\u015fka bir iklim, 4chan ba\u015fka, Discord ba\u015fka, oyun topluluklar\u0131 ba\u015fka. Her birinin dili, ritmi, mizah\u0131, sertli\u011fi, a\u015fa\u011f\u0131lanma bi\u00e7imi ve aidiyet d\u00fczeni farkl\u0131. Dolay\u0131s\u0131yla birka\u00e7 tanesini yasaklamak da problemi \u00e7\u00f6zmeyecek. Bug\u00fcn\u00fcn gen\u00e7leri yaln\u0131zca aile, okul, mahalle ve \u00fclke i\u00e7inde b\u00fcy\u00fcm\u00fcyor. Ayn\u0131 anda ulus \u00f6tesi bir dijital k\u00fclt\u00fcr\u00fcn i\u00e7inde b\u00fcy\u00fcyor. Mizah da oradan geliyor, utan\u00e7 da, \u00f6fke de, performans da, yabanc\u0131la\u015fma da.<\/p>\n\n\n\n

Yeti\u015fkin d\u00fcnya bu alan\u0131 tan\u0131m\u0131yor. Tan\u0131mad\u0131\u011f\u0131 halde onun hakk\u0131nda rahat\u00e7a konu\u015fuyor. Birka\u00e7 sembole, birka\u00e7 kelimeye, birka\u00e7 ekran g\u00f6r\u00fcnt\u00fcs\u00fcne bak\u0131p b\u00fcy\u00fck h\u00fck\u00fcmler kuruyor. Yasaklama ve denetleme refleksi de buradan \u00e7\u0131k\u0131yor. Kar\u0131\u015f\u0131k gelen \u015feyi anlamaya \u00e7al\u0131\u015fmak yerine kapatmak daha kolay geliyor. Bu y\u00fczden okul sald\u0131r\u0131s\u0131 gibi sars\u0131c\u0131 olaylar\u0131n ard\u0131ndan \u00e7o\u011fu zaman panik temelli, sorunu \u00e7\u00f6zmekten \u00e7ok karma\u015f\u0131kla\u015ft\u0131racak acil tedbir talepleri dola\u015f\u0131ma giriyor.<\/p>\n\n\n\n

Burada \u00f6zellikle erkek \u00e7ocuklar\u0131n \u00e7evrimi\u00e7i d\u00fcnyas\u0131na bakmam\u0131z gerek. Kesin bir dil, incel s\u00f6ylemi, alt-right esteti\u011fi, ironiye yaslanan nefret, sertlik g\u00f6sterisi, kad\u0131n d\u00fc\u015fman\u0131 ve \u0131rk\u00e7\u0131 motiflerin dola\u015f\u0131m\u0131, kendini alaya al\u0131rken ba\u015fkas\u0131n\u0131 da a\u015fa\u011f\u0131layan \u00e7evrimi\u00e7i performanslar ergenlerin g\u00fcnl\u00fck online deneyiminin do\u011fal par\u00e7alar\u0131 haline geldi. \u00dcstelik bunlar tek par\u00e7a, disiplinli bir ideolojik blok da olu\u015fturmuyor. Daha da\u011f\u0131n\u0131k, daha \u00e7eli\u015fkili, daha par\u00e7al\u0131 bir erkeklik krizi \u00fcretiyor. S\u00fcrekli \u00e7evrimi\u00e7i ya\u015fayan, g\u00fc\u00e7s\u00fczl\u00fc\u011f\u00fcn\u00fc a\u00e7\u0131k bi\u00e7imde ta\u015f\u0131yamayan, k\u0131r\u0131lganl\u0131\u011f\u0131n\u0131 alayc\u0131l\u0131kla \u00f6rten, a\u015fa\u011f\u0131lanmay\u0131 sald\u0131rganl\u0131\u011fa \u00e7eviren gen\u00e7 erkek \u00f6znelikleri ortaya \u00e7\u0131k\u0131yor. D\u0131\u015far\u0131dan bak\u0131nca bunun bir k\u0131sm\u0131 \u015faka gibi duruyor. Ama bazen bu dil yaln\u0131zl\u0131\u011fa, \u00f6fkeye, y\u0131k\u0131m fantezisine haz\u0131r bir s\u00f6zl\u00fck sa\u011fl\u0131yor.<\/p>\n\n\n\n

Bu \u00e7evrimi\u00e7i s\u00f6zl\u00fck bo\u015flukta olu\u015fmuyor. Aileden okula, ekonomiden siyasete uzanan bir s\u0131k\u0131\u015fman\u0131n i\u00e7ine d\u00fc\u015f\u00fcyor. Geleceksizlik, de\u011fersizlik hissi, k\u00f6t\u00fc e\u011fitim, sosyal mobilite kayb\u0131, bask\u0131c\u0131 aile yap\u0131lar\u0131, yaln\u0131zl\u0131k, a\u015fa\u011f\u0131lanma korkusu, kimlik krizi, otoriter siyasal iklim. Bunlar zaten a\u011f\u0131r bir zemin kuruyor. Dijital k\u00fclt\u00fcr bu zeminin \u00fcst\u00fcne bi\u00e7im veriyor, jest veriyor, d\u00fc\u015fman veriyor. Bazen de bu \u00e7ocuklara sahte bir cemaat aidiyeti duygusu sunuyor. B\u00f6ylece \u00e7evrimi\u00e7i alan toplumsal krizi ta\u015f\u0131yan bir ekosisteme d\u00f6n\u00fc\u015f\u00fcyor.<\/p>\n\n\n\n

E\u011fitim kurumunun a\u015f\u0131nmas\u0131 bu y\u00fczden birincil bir mesele. Okul uzun s\u00fcredir bilgi ile gelecek aras\u0131nda inand\u0131r\u0131c\u0131 bir ba\u011f kuram\u0131yor. \u00c7ocuklara oku, \u00e7al\u0131\u015f, kendini geli\u015ftir deniyor; ama ayn\u0131 toplum onlara eme\u011fin kar\u015f\u0131l\u0131k buldu\u011funu, liyakatin i\u015fledi\u011fini, iyi e\u011fitimin ger\u00e7ekten kap\u0131 a\u00e7t\u0131\u011f\u0131n\u0131 g\u00f6stermiyor. Torpil, \u00e7evre, aile sermayesi ve kay\u0131rmac\u0131l\u0131k daha ger\u00e7ek g\u00f6r\u00fcn\u00fcyor. B\u00f6yle bir yerde okul ufuk a\u00e7an bir kurum olmak yerine, mecburiyetten ge\u00e7irilmesi gereken bir prosed\u00fcr gibi alg\u0131lan\u0131yor. Hocan\u0131n otoritesi de burada binbir \u00e7e\u015fit veli kar\u015f\u0131s\u0131nda, ekonomik zorluklar ve yetersiz imkanlar alt\u0131nda eriyor. S\u0131n\u0131f\u0131 susturmak yerine, \u00f6\u011frencide sayg\u0131 olu\u015fturacak bilgi ve karakter otoritesinden s\u00f6z ediyorum. \u00d6\u011fretmen bir\u00e7ok gen\u00e7 i\u00e7in art\u0131k hayata de\u011fen bir fig\u00fcr olmaktan \u00e7\u0131kt\u0131. Bu ki\u015filer s\u00f6z\u00fc, d\u0131\u015far\u0131daki hayat taraf\u0131ndan s\u00fcrekli bo\u015fa d\u00fc\u015f\u00fcr\u00fclen “bo\u015f konu\u015fan”<\/em> bir g\u00f6revli gibi g\u00f6r\u00fcl\u00fcyor.<\/p>\n\n\n\n

Bir de buna anti-entelekt\u00fcel kamusal dil ekleniyor. D\u00fc\u015f\u00fcnmek, okumak, dikkatle anlamaya \u00e7al\u0131\u015fmak, derinle\u015fmek, bilmedi\u011fini kabul etmek art\u0131k g\u00fc\u00e7l\u00fc bir toplumsal sayg\u0131nl\u0131k \u00fcretmiyor. H\u0131zl\u0131 kanaat, slogan, haz\u0131r yorum ve g\u00f6steri\u015fli \u00f6zg\u00fcven daha kolay dola\u015f\u0131ma giriyor. Yapay zeka da bu iklimin i\u00e7ine yerle\u015fiyor. \u201cZaten sorar\u0131z, s\u00f6yler\u201d mant\u0131\u011f\u0131 yaln\u0131zca teknolojik rahatl\u0131k gibi g\u00f6r\u00fcnm\u00fcyor. Edilgen, \u00f6\u011frenmekten vazge\u00e7en bir yapay zeka kullan\u0131m\u0131 \u00f6\u011frenme zahmetinden uzakla\u015fan bir toplumun anlay\u015f\u0131n\u0131 yans\u0131t\u0131yor. Bilgi, insan\u0131n i\u00e7ine yerle\u015fen bir \u015fey olmaktan \u00e7\u0131k\u0131p ihtiya\u00e7 an\u0131nda \u00e7ekilen bir hizmet gibi g\u00f6r\u00fclmeye ba\u015fl\u0131yor. Kavramsal d\u00fc\u015f\u00fcnme imkan\u0131 bilgisizle\u015fmeyi se\u00e7en bireyler i\u00e7in ortadan kalk\u0131yor.<\/p>\n\n\n\n

Buraya kadar anlatmaya \u00e7al\u0131\u015ft\u0131\u011f\u0131m durumlar, geni\u015f toplumsal ve dijital k\u00f6rl\u00fc\u011f\u00fcm\u00fcze ili\u015fkin. Ama yaln\u0131zca bu \u00e7er\u00e7eve de yetmiyor. \u00c7\u00fcnk\u00fc failin zihinsel dokusunu a\u00e7\u0131klam\u0131yor. Langman\u2019\u0131n \u00e7al\u0131\u015fmas\u0131 biraz eskimi\u015f olsa da bu a\u00e7\u0131dan de\u011ferli. \u00c7al\u0131\u015fma, okul sald\u0131rgan\u0131n\u0131 tek bir toplumsal kategoriye yerle\u015ftirmiyor. Bu \u00e7ocuklar\u0131n \u00e7o\u011fu \u201cokulun d\u0131\u015f\u0131na d\u00fc\u015fm\u00fc\u015f, g\u00f6r\u00fcnmez, kimseyle ili\u015fkisi olmayan\u201d \u00e7ocuklar olmad\u0131\u011f\u0131n\u0131 g\u00f6r\u00fcyoruz. \u00c7al\u0131\u015fman\u0131n inceledi\u011fi vakalarda sald\u0131rganlar\u0131n \u00f6nemli bir k\u0131sm\u0131 okuldan t\u00fcm\u00fcyle kopmam\u0131\u015f. Baz\u0131lar\u0131 derslerde ortalama \u00fcst\u00fc performans g\u00f6steriyor. Baz\u0131lar\u0131 spor yap\u0131yor, m\u00fczikle u\u011fra\u015f\u0131yor, okul i\u00e7i etkinliklere kat\u0131l\u0131yor. Hatta sald\u0131rganlar\u0131n bir k\u0131sm\u0131 i\u00e7in okul, yaln\u0131zca nefret edilen bir yer olmad\u0131\u011f\u0131 halde, hatta zekalar\u0131n\u0131n fark edildi\u011fi bir alan olabilidi\u011fi halde sald\u0131rgan olabilmi\u015fler. Langman bu y\u00fczden \u201cokuluyla ba\u011f\u0131 olmayan yabanc\u0131la\u015fm\u0131\u015f \u00f6\u011frenci\u201d kli\u015fesinin yeterli olmad\u0131\u011f\u0131n\u0131 belirtiyor.<\/p>\n\n\n\n

Yaln\u0131zl\u0131k konusunda da benzer bir d\u00fczeltme getiriyor. Langman\u2019\u0131n inceledi\u011fi on sald\u0131rgandan dokuzu depresyon ve intihar d\u00fc\u015f\u00fcnceleri ta\u015f\u0131yor. Ama yaln\u0131zca biri ger\u00e7ek anlamda patalojik bir yaln\u0131zl\u0131k i\u00e7inde. Di\u011ferlerinin arkada\u015flar\u0131, tan\u0131d\u0131klar\u0131, birlikte vakit ge\u00e7irdikleri insanlar var. Demek ki toplumsal g\u00f6r\u00fcn\u00fcrl\u00fck ile i\u00e7 d\u00fcnyadaki \u00e7\u00f6k\u00fc\u015f aras\u0131nda do\u011frudan ba\u011f yok. \u00c7ocuk bir grubun i\u00e7inde olabilir, okulda tan\u0131n\u0131yor olabilir, etkinliklere kat\u0131l\u0131yor olabilir. Buna ra\u011fmen i\u00e7eriden da\u011f\u0131lm\u0131\u015f, sevgisiz, de\u011fersiz ve \u00e7aresiz hissedebilir. Langman\u2019\u0131n verisi, \u201cyaln\u0131z \u00e7ocuk\u201d kli\u015fesini ciddi bi\u00e7imde zay\u0131flat\u0131yor. Sorun sosyal yokluk olmak yerine fark edilmeyen duygusal \u00e7\u00f6k\u00fc\u015ften kaynaklanabiliyor.<\/p>\n\n\n\n

Zorbal\u0131k konusunda da benzer bir temkinlilik gerekiyor. T\u00fcrkiye\u2019de olaylar konu\u015fulurken en kolay anlat\u0131 intikam anlat\u0131s\u0131 oluyor. Biri d\u0131\u015flanm\u0131\u015ft\u0131r, a\u015fa\u011f\u0131lanm\u0131\u015ft\u0131r, sonra patlam\u0131\u015ft\u0131r. Bu hikaye kula\u011fa tan\u0131d\u0131k geliyor. Langman, bunun neden yetersiz oldu\u011funu \u00e7ok a\u00e7\u0131k anlat\u0131yor. Milyonlarca \u00e7ocuk zorbal\u0131\u011fa u\u011fruyor, ama \u00f6ld\u00fcrm\u00fcyor. \u00dcstelik sald\u0131rganlar \u00e7o\u011fu zaman kendilerini hedef alan ki\u015fileri tek tek vurmuyor; kalabal\u0131\u011fa ate\u015f a\u00e7\u0131yor, rastgele insanlar\u0131 hedef al\u0131yor. Sorun maruz kal\u0131nan davran\u0131\u015f\u0131n hangi k\u0131r\u0131lgan yap\u0131da, hangi fantezi d\u00fcnyas\u0131nda, hangi ruhsal bozulmayla birle\u015fti\u011finde \u00f6l\u00fcmc\u00fcl hale geldi\u011finde.<\/p>\n\n\n\n

Medya ve \u015fiddet i\u00e7eri\u011fi tart\u0131\u015fmas\u0131nda da ayn\u0131 denge gerekiyor. \u201cVideo oyunlar\u0131 y\u00fcz\u00fcnden oldu\u201d c\u00fcmlesi rahatlat\u0131c\u0131 olabilir, ama sorunu a\u00e7\u0131klam\u0131yor. Langman da b\u00f6yle bir basitle\u015ftirmeye gitmiyor. Milyonlarca insan\u0131n \u015fiddet i\u00e7erikli medya t\u00fcketti\u011fini, buna ra\u011fmen cinayet i\u015flemedi\u011fini hat\u0131rlat\u0131yor. Yine de baz\u0131 gen\u00e7ler i\u00e7in \u015fiddet i\u00e7eri\u011finin rol modeli, senaryo ve prova i\u015flevi g\u00f6rebildi\u011fini; sald\u0131rganlara bir eylem s\u00f6zl\u00fc\u011f\u00fc sundu\u011funu s\u00f6yl\u00fcyor. Bu tespit bug\u00fcn daha da \u00f6nemli. \u00c7\u00fcnk\u00fc art\u0131k yaln\u0131zca film ve oyun yok. Imageboard\u2019lar, Discord \u00e7evreleri, meme zincirleri, ironiye yaslanan sald\u0131rgan dil ve \u00e7evrimi\u00e7i erkeklik performanslar\u0131 var. K\u00fclt\u00fcrel malzeme haz\u0131r \u00f6fkeye \u015fekil veriyor. Langman bunu bug\u00fcnk\u00fc platformlarla yazmad\u0131, ama \u00f6nerdi\u011fi mant\u0131k bug\u00fcn\u00fc anlamak i\u00e7in hala g\u00fc\u00e7l\u00fc.<\/p>\n\n\n\n

Langman\u2019\u0131n bir ba\u015fka \u00f6nemli katk\u0131s\u0131, sald\u0131rganlar\u0131 tek tipe toplamamas\u0131. Psikopatik, psikotik ve travmatize \u00f6r\u00fcnt\u00fclerden s\u00f6z ediyor. Depresyonun bir\u00e7ok vakada bulundu\u011funu, ama tek ba\u015f\u0131na a\u00e7\u0131klay\u0131c\u0131 olmad\u0131\u011f\u0131n\u0131 da \u00f6zellikle belirtiyor. Bu da bug\u00fcnk\u00fc tart\u0131\u015fmaya \u00f6nemli bir s\u0131n\u0131r koyuyor. \u201c\u00dczg\u00fcn \u00e7ocuk\u201d, \u201czorbal\u0131k ma\u011fduru \u00e7ocuk\u201d, \u201coyun ba\u011f\u0131ml\u0131s\u0131 \u00e7ocuk\u201d gibi tekil \u015femalar yetmiyor. Ki\u015filik yap\u0131s\u0131, travma, psikotik \u00e7\u00f6z\u00fclme, narsistik yaralanma, a\u015fa\u011f\u0131lanma, \u00f6fke ve fantezi farkl\u0131 bile\u015fimler kuruyor. Failin zihnine yakla\u015fmadan, yaln\u0131zca \u00e7evresel fakt\u00f6rleri s\u0131ralayarak a\u00e7\u0131klama kurulamaz.<\/p>\n\n\n\n

Bug\u00fcn bizim i\u00e7in bu iki dikkat bi\u00e7imi eksik: Birincisi, gen\u00e7lerin ya\u015fad\u0131\u011f\u0131 dijital ve toplumsal d\u00fcnyay\u0131 ger\u00e7ekten tan\u0131maya d\u00f6n\u00fck merak. \u0130kincisi, faili anlamaya d\u00f6n\u00fck psikolojik sab\u0131r. Yaln\u0131zca ilkine yaslan\u0131rsak her \u015feyi toplumsal \u00e7\u00fcr\u00fcme diye anlat\u0131r\u0131z ve failin zihinsel dokusunu kaybederiz. Yaln\u0131zca ikincisine yaslan\u0131rsak e\u011fitim, aile, gelecek ve dijital k\u00fclt\u00fcr krizini k\u00fc\u00e7\u00fclt\u00fcr\u00fcz. Oysa ya\u015fad\u0131\u011f\u0131m\u0131z \u015fey bu iki hatt\u0131n birle\u015fiminde olu\u015fuyor: kurumsal a\u015f\u0131nma, geleceksizlik, anti-entelekt\u00fcel iklim, \u00e7evrimi\u00e7i sertlik ekonomisi ve k\u0131r\u0131lgan fail psikolojisi.<\/p>\n\n\n\n

Gen\u00e7lerin ya\u015fad\u0131\u011f\u0131 d\u00fcnya de\u011fi\u015fti. Yeti\u015fkinlerin elindeki kavramlar ise \u00e7o\u011fu durumda hi\u00e7 geli\u015fmedi. O y\u00fczden \u00e7ok konu\u015fuyor, az anl\u0131yoruz. G\u00fcr\u00fclt\u00fc b\u00fcy\u00fck, kavray\u0131\u015f\u0131m\u0131z zay\u0131f. Konu karma\u015f\u0131k. Basit m\u00fcdahalelerin konuyu daha da i\u00e7inden \u00e7\u0131k\u0131lmaz hale getirmesi muhtemel.<\/p>\n\n\n\n

[1] Peter Langman, Why Kids Kill: Inside the Minds of School Shooters<\/em> (2009). <\/a>
<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

T\u00fcrkiye\u2019de okul sald\u0131r\u0131lar\u0131n\u0131n ard\u0131ndan kurulan c\u00fcmleler, olay kadar d\u00fcnyay\u0131 anlama bi\u00e7imlerimizi de ele veriyor. Birka\u00e7 tan\u0131d\u0131k a\u00e7\u0131klama hemen dola\u015f\u0131ma girdi: akran zorbal\u0131\u011f\u0131, sosyal medya, aile sorunlar\u0131, oyunlar, teknoloji. Sonra herkes bunlardan i\u015fine gelen, ruhunu ok\u015fayan birine sar\u0131l\u0131yor. Bu refleks bu tip durumlarda bilinen bir yayg\u0131n durum. Peter Langman, 2009’da yay\u0131nlanan Why Kids Kill adl\u0131 \u00e7al\u0131\u015fmas\u0131nda […]<\/p>\n","protected":false},"author":1,"featured_media":4986,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[16,41,45],"tags":[],"class_list":["post-4980","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ekosistem-tr","category-pol-tr","category-tekno"],"yoast_head":"\nKolay A\u00e7\u0131klamalardan Uzak Durmal\u0131 - DenizTuncalp.com<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/deniztuncalp.com\/?p=4980&lang=tr\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Kolay A\u00e7\u0131klamalardan Uzak Durmal\u0131 - DenizTuncalp.com\" \/>\n<meta property=\"og:description\" content=\"T\u00fcrkiye\u2019de okul sald\u0131r\u0131lar\u0131n\u0131n ard\u0131ndan kurulan c\u00fcmleler, olay kadar d\u00fcnyay\u0131 anlama bi\u00e7imlerimizi de ele veriyor. Birka\u00e7 tan\u0131d\u0131k a\u00e7\u0131klama hemen dola\u015f\u0131ma girdi: akran zorbal\u0131\u011f\u0131, sosyal medya, aile sorunlar\u0131, oyunlar, teknoloji. Sonra herkes bunlardan i\u015fine gelen, ruhunu ok\u015fayan birine sar\u0131l\u0131yor. Bu refleks bu tip durumlarda bilinen bir yayg\u0131n durum. 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