Warnick Bryan R, Johnson Benjamin A, Rocha Samuel
School of Educational Policy and Leadership, The Ohio State University.
Educ Theory. 2010;60(3):371-90. doi: 10.1111/j.1741-5446.2010.00364.x.
School shootings are traumatic events that cause a community to question itself, its values, and its educational systems. In this article Bryan Warnick, Benjamin Johnson, and Samuel Rocha explore the meanings of school shootings by examining three recent books on school violence. Topics that grow out of these books include (1) how school shootings might be seen as ceremonial rituals, (2) how schools come to be seen as appropriate places for shootings, and (3) how advice to educators relating to school shootings might change the practice of teaching. The authors present various ways of understanding school shootings that may eventually prove helpful, but they also highlight the problems, tensions, and contradictions associated with each position. In the end, the authors argue, the circumstances surrounding school shootings demonstrate the need for the "tragic sense" in education. This need for the tragic sense, while manifest in many different areas of schooling, is exemplified most clearly in targeted school shootings.
校园枪击案是创伤性事件，会让一个社区审视自身、其价值观以及教育体系。在本文中，布莱恩·沃尼克、本杰明·约翰逊和塞缪尔·罗查通过研究最近三本关于校园暴力的书籍来探讨校园枪击案的意义。这些书籍引发的话题包括：（1）校园枪击案如何可能被视为仪式性活动；（2）学校如何会被视为枪击的合适场所；（3）给教育工作者提供的与校园枪击案相关的建议如何可能改变教学实践。作者们提出了各种理解校园枪击案的方式，这些方式最终可能被证明是有帮助的，但他们也强调了与每种观点相关的问题、紧张关系和矛盾之处。作者们认为，最终，校园枪击案的相关情况表明教育需要“悲剧意识”。这种对悲剧意识的需求虽然在学校教育的许多不同领域都有体现，但在有针对性的校园枪击案中最为明显。
