Her canl\u0131 gibi insanlarda da amaca y\u00f6nelik her hareketin engellenmesi, belirli bir hayal k\u0131r\u0131kl\u0131\u011f\u0131 ve gerilim yarat\u0131r. \u00c7ok \u00e7e\u015fitli kaynaklara ba\u011fl\u0131 olarak ortaya \u00e7\u0131kan bu gerilimlerin birikimi sonucunda sald\u0131rganl\u0131k duygular\u0131 olu\u015fur. Toplumsal yap\u0131n\u0131n dengeli ve d\u00fczenli i\u015fledi\u011fi bir toplumda, m\u00fcmk\u00fcn oldu\u011fu \u00f6l\u00e7\u00fcde toplumsal gerilim olu\u015fumu \u00f6nlenirken, bir bi\u00e7imde meydana gelen sald\u0131rganl\u0131k enerjileri de \u00f6zellikle \u00e7ocuk ve gen\u00e7lerin e\u011fitiminde yap\u0131c\u0131 etkinliklere kanalize edilir.<\/p>\n
\u00c7o\u011fu inan\u00e7 ve hukuk sistemlerinde, hayal k\u0131r\u0131kl\u0131\u011f\u0131 yaratan haks\u0131z eylemlere kar\u015f\u0131, en az\u0131ndan bu etkiyi durdurmay\u0131 sa\u011flayacak \u00f6l\u00e7\u00fcde kar\u015f\u0131l\u0131k vermek, \u201cme\u015fru m\u00fcdafaa\u201d olarak kabul edilir. Bunun d\u0131\u015f\u0131nda, \u00f6znesi hangi ki\u015fi ve kurum olursa olsun, her haks\u0131z, hukuksuz ve zarar verici sald\u0131r\u0131 bir \u015fiddettir.<\/p>\n
\u0130stenmeyen bir davran\u0131\u015f bi\u00e7imi olarak \u015fiddet kapsam\u0131na giren her eylemin, bu eyleme denk gelecek \u00f6l\u00e7\u00fcde cezaland\u0131r\u0131lmas\u0131 gerekir. Yeterince cezaland\u0131r\u0131lmayan ki\u015fi, \u00f6rg\u00fct veya resm\u00ee kurulu\u015flar\u0131n \u015fiddet eylemleri, toplumsal katmanlarda geni\u015fleyerek toplumsal d\u00fczenin bozulmas\u0131na yol a\u00e7ar. Ayr\u0131ca, toplumda yayg\u0131n bir adaletsizli\u011fin olmas\u0131 h\u00e2linde, yeterince cezaland\u0131r\u0131lmayan her k\u00f6t\u00fcl\u00fck ve su\u00e7, \u00f6zellikle k\u0131zg\u0131nl\u0131k ve \u00f6fke kontrol\u00fc hen\u00fcz geli\u015fmeyen \u00e7ocuk ve gen\u00e7lerde birer \u015fiddet \u00f6zendiricisi rol\u00fc oynar.<\/p>\n
Bat\u0131 medeniyetinin insan \u2013do\u011fa- Tanr\u0131 ili\u015fkileriyle ilgili zihin kal\u0131plar\u0131 bak\u0131m\u0131ndan evren tasavvurunda \u201cher insan\u0131n g\u00fcnahk\u00e2r olarak d\u00fcnyaya geldi\u011fi \u201canlay\u0131\u015f\u0131 \u00f6nemli bir yer tutar. Bu y\u00fczden, Bat\u0131l\u0131 toplumlarda, insanlar aras\u0131nda g\u00f6r\u00fclen \u015fiddetin kayna\u011f\u0131n\u0131n insan do\u011fas\u0131n\u0131n \u00f6nemli bir par\u00e7as\u0131 oldu\u011fu bi\u00e7iminde yakla\u015f\u0131mlar ve g\u00f6r\u00fc\u015fler, uzun bir s\u00fcre egemen olmu\u015ftur.<\/p>\n
Yery\u00fcz\u00fcnde s\u00f6m\u00fcrgecili\u011fin \u00f6rg\u00fctl\u00fc mucidi olan \u0130ngiliz k\u00fclt\u00fcr\u00fcn\u00fcn tan\u0131nm\u0131\u015f ismi Thomas Hobbes’a (1588-1679) atfedilen “\u0130nsan insan\u0131n kurdudur.” s\u00f6z\u00fc, insanlar\u0131n do\u011fas\u0131nda di\u011fer insanlara zarar verebilecek potansiyelin oldu\u011funa i\u015faret eder. Asl\u0131nda bu yakla\u015f\u0131m, ayn\u0131 zamanda \u0130ngiliz s\u00f6m\u00fcrgecili\u011finin \u015fiddetine kar\u015f\u0131 bir me\u015fruiyet kazand\u0131rma kurnazl\u0131\u011f\u0131d\u0131r. Sigmund Freud (1856-1939), Avrupa k\u0131tas\u0131n\u0131n \u015fiddet sarmal\u0131na girdi\u011fi toplumsal d\u00fczensizlik ortam\u0131nda, insan\u0131n do\u011fas\u0131nda \u015fiddet bulundu\u011funu savunarak i\u015fin i\u00e7inden s\u0131yr\u0131lmaya \u00e7al\u0131\u015f\u0131r.<\/p>\n
Bat\u0131 medeniyetinde ak\u0131lc\u0131 d\u00fc\u015f\u00fcnce ve bilimsel zihniyet anlay\u0131\u015f\u0131 y\u00fckseldik\u00e7e artan \u00e7ok say\u0131da bilimsel ara\u015ft\u0131rma bulgular\u0131yla birlikte, insandaki \u015fiddet duygusunun \u00e7o\u011funlukla i\u00e7inde ya\u015fan\u0131lan toplumsal s\u00fcre\u00e7lerden edinildi\u011fi ile ilgili yakla\u015f\u0131mlarda bir art\u0131\u015f g\u00f6zlenir. Toplum bilimleri alan\u0131nda, \u00f6zellikle toplumcu d\u00fc\u015f\u00fcnceye sahip olan d\u00fc\u015f\u00fcn\u00fcrler ile bilim insanlar\u0131, \u015fiddetin as\u0131l kayna\u011f\u0131n\u0131n, iktidar ili\u015fkilerinde ve toplumsal s\u00fcre\u00e7lerde ya\u015fanan yayg\u0131n adaletsizlik, e\u015fitsizlik ve hayal k\u0131r\u0131kl\u0131klar\u0131 oldu\u011funa i\u015faret ederler.<\/p>\n
\u015eiddet olgular\u0131 hakk\u0131nda yap\u0131lan g\u00f6zlem ve ara\u015ft\u0131rmalar\u0131n b\u00fcy\u00fck bir k\u0131sm\u0131nda, \u015fiddet olay\u0131n\u0131n as\u0131l kaynaklar\u0131ndan \u00e7ok, olu\u015f tarz\u0131 ve sonu\u00e7lar\u0131 \u00fczerinde birtak\u0131m yorum ve de\u011ferlendirmeler yap\u0131ld\u0131\u011f\u0131 g\u00f6r\u00fcl\u00fcyor. E\u011fer, \u015fiddete kar\u0131\u015fan ki\u015filerin bu davran\u0131\u015f\u0131 do\u011fu\u015ftan gelmeyip sonradan \u00f6\u011frenilen veya edinilen davran\u0131\u015flar ise -ki g\u00fcn\u00fcm\u00fczde bilimsel ara\u015ft\u0131rmalar \u00e7o\u011funlukla b\u00f6yle oldu\u011funu s\u00f6yl\u00fcyor- o zaman bu y\u0131k\u0131c\u0131 enerjiyi do\u011furan ve bilin\u00e7alt\u0131nda biriktiren as\u0131l etkenler nelerdir? Davran\u0131\u015f bilimleri teorilerine g\u00f6re, insanlar i\u00e7in kar\u015f\u0131lanmayan her ihtiya\u00e7, ula\u015f\u0131lmayan her ama\u00e7, engellenmi\u015f olan her hayal ve kaybedilen her umut, ki\u015filerin zihninde ba\u015fl\u0131 ba\u015f\u0131na bir k\u0131zg\u0131nl\u0131k ve \u00f6fke birikimine yol a\u00e7ar. Normal yollardan ifade edilemeyen ya da d\u0131\u015far\u0131ya aktar\u0131lamayan bu bast\u0131r\u0131lm\u0131\u015f k\u0131zg\u0131nl\u0131k ve \u00f6fke duygular\u0131, Do\u011fan C\u00fccelo\u011flu\u2019nun metaforik ifadesiyle s\u00fcngerin su ta\u015f\u0131ma kapasitesini a\u015fan miktarda suya maruz kald\u0131\u011f\u0131nda d\u0131\u015far\u0131ya ta\u015fmas\u0131 gibi, ama\u00e7s\u0131z bir bi\u00e7imde d\u0131\u015far\u0131ya vurulur. Asl\u0131nda, muhtemel olumsuz sonu\u00e7lar\u0131ndan \u00e7ekinildi\u011fi i\u00e7in as\u0131l kayna\u011f\u0131na aktar\u0131lmayan a\u015f\u0131r\u0131 k\u0131zg\u0131nl\u0131k ve \u00f6fke patlamas\u0131, \u00e7o\u011fu zaman ba\u015fka alanlara yans\u0131t\u0131l\u0131r veya kayd\u0131r\u0131l\u0131r.<\/p>\n
Toplumsal adaletsizlik ve haks\u0131zl\u0131\u011f\u0131n a\u015f\u0131r\u0131 oldu\u011fu, s\u0131n\u0131f \u00e7eli\u015fkilerinin fazla oldu\u011fu, hukuk sisteminin \u00e7arp\u0131k i\u015fledi\u011fi, \u201ckeyfe ma ye\u015fa\u201d (keyfine g\u00f6re) y\u00f6netim anlay\u0131\u015f\u0131 kapsam\u0131nda hak edilmeyen servetlerin ve stat\u00fclerin da\u011f\u0131t\u0131ld\u0131\u011f\u0131, yoksullu\u011fun ve i\u015fsizli\u011fin kitleselle\u015fti\u011fi, aile i\u00e7i s\u00fcrt\u00fc\u015fmelerin ya\u015fand\u0131\u011f\u0131, insanlar\u0131n \u00e7aresizlik ve k\u0131st\u0131r\u0131lm\u0131\u015fl\u0131k duygusuyla ba\u015far\u0131l\u0131 olma umutlar\u0131n\u0131 kaybetti\u011fi toplumlarda; \u00f6zellikle \u00e7ocuklar\u0131n ve gen\u00e7lerin toplumsal \u00f6fke patlamalar\u0131 \u00e7ok s\u0131kl\u0131kla g\u00f6r\u00fclen \u015fiddet eylemleridir. Bu arada, toplumda su\u00e7 say\u0131lan eylemlerle ilgili cezas\u0131zl\u0131k alg\u0131s\u0131, ter\u00f6r ve su\u00e7 \u00f6rg\u00fctleri eleba\u015flar\u0131n\u0131 y\u00fcceltici s\u00f6ylemler ve g\u00f6rseller, televizyon dizileri ve sosyal medya i\u00e7eriklerinin olu\u015fumu, \u00e7ocuklardaki \u015fiddet duygusunu \u00f6zendiriyor ve harekete ge\u00e7iriyor. S\u00f6z gelimi, Albert Bandura ile ba\u015flayan sald\u0131rganl\u0131kla ilgili bir dizi g\u00f6zlem ve deneysel ara\u015ft\u0131rmalar sonucunda, \u00e7ocuklar\u0131n \u201ctaklit\u201d ve \u201cmodel alma\u201d yoluyla \u015fiddet davran\u0131\u015f\u0131n\u0131 sonradan \u00f6\u011frendiklerine dair bulgulara ula\u015f\u0131lm\u0131\u015ft\u0131r (Bandura, A., Ross, D., Ross, S. A.; 575\u2013582; 1961)<\/p>\n
Toplumda, ama\u00e7lar\u0131na ula\u015fma konusunda s\u0131kl\u0131kla \u015fiddet yolunu se\u00e7en ki\u015fi ve \u00f6rg\u00fctlerin avantaj sa\u011flad\u0131klar\u0131na ve k\u00f6t\u00fcl\u00fck yapanlar\u0131n yeterince cezaland\u0131r\u0131lmad\u0131\u011f\u0131na dair yayg\u0131n bir alg\u0131 varsa, ya\u015flar\u0131na g\u00f6re \u00e7ok fazla hayal k\u0131r\u0131kl\u0131\u011f\u0131 ya\u015fayan \u00e7ocuklar\u0131n ve gen\u00e7lerin, \u015fiddeti y\u00fcceltici bir davran\u0131\u015f olarak g\u00f6rmelerine ortam haz\u0131rlanm\u0131\u015f olunur. S\u00f6z gelimi, T\u00fcrkiye\u2019de k\u0131rk y\u0131l\u0131 a\u015fk\u0131n binlerce masum insan\u0131n katili ter\u00f6r \u00f6rg\u00fct\u00fc eleba\u015f\u0131, resm\u00ee a\u011f\u0131zlardan bile \u201ckurucu \u00f6nder\u201d olarak tan\u0131mlanarak y\u00fcceltiliyorsa; yer alt\u0131 d\u00fcnyas\u0131n\u0131n eleba\u015flar\u0131n\u0131n birtak\u0131m resm\u00ee ki\u015filerle yan yana foto\u011fraflar\u0131 \u00e7\u0131k\u0131yorsa; b\u00fcy\u00fck emeklerle al\u0131nan diploma ile ama\u00e7lanan hayat d\u00fczeyine ula\u015f\u0131lam\u0131yorsa; e\u011fitim yoluyla \u00fclke insanlar\u0131na mill\u00ee bir ba\u015far\u0131 misti\u011fi kazand\u0131r\u0131lam\u0131yorsa; okullar gelece\u011fe dair umut verici yollar\u0131 g\u00f6steremiyorsa; b\u00f6yle bir psikososyolojik ortamda, a\u00e7\u0131ktan \u015fiddet k\u0131nanm\u0131\u015f olsa bile, \u00e7ocuklar\u0131n ve gen\u00e7lerin bir k\u0131sm\u0131n\u0131n bilin\u00e7alt\u0131nda \u015fiddet e\u011filimlerinin artt\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmelidir.<\/p>\n
G\u00fcn\u00fcm\u00fczde, ya\u015fanan \u00e7ocuk, kad\u0131n, ya\u015fl\u0131 ve di\u011fer canl\u0131lara y\u00f6nelik \u015fiddet olaylar\u0131nda temel sorun, toplumsal adaletsizli\u011fin ve kurals\u0131z g\u00fc\u00e7 g\u00f6sterilerinin yol a\u00e7t\u0131\u011f\u0131 toplumsal kaos ortam\u0131d\u0131r. \u00c7o\u011fu insan ve canl\u0131, do\u011frudan kendilerinin neden olmad\u0131\u011f\u0131 bir\u00e7ok \u00f6fke patlamalar\u0131na ve \u00f6l\u00fcmc\u00fcl sald\u0131r\u0131lara maruz kal\u0131yor. Toplumda, kendisine veya ba\u015fkalar\u0131na haks\u0131zl\u0131k yap\u0131ld\u0131\u011f\u0131n\u0131 alg\u0131layan ve bir\u00e7ok ki\u015finin de hak etmedi\u011fi servet ve stat\u00fcye kavu\u015fturuldu\u011funu d\u00fc\u015f\u00fcnen \u00e7o\u011fu yeti\u015fkin insan, korku ve kayg\u0131yla bu d\u00fc\u015f\u00fcncelerini ifade etmekten \u00e7ekinse de derinden derine b\u00fcy\u00fck k\u0131zg\u0131nl\u0131k ve \u00f6fke duymaktad\u0131r. Toplumsal adaletsizlikleri alg\u0131layan ve bundan dolay\u0131 k\u0131zg\u0131n ve \u00f6fkeli olan insanlar, duygu ve d\u00fc\u015f\u00fcncelerini \u2013 sonu\u00e7lar\u0131ndan \u00e7ekindikleri i\u00e7in- kamuya a\u00e7\u0131klayam\u0131yor. Ancak bu t\u00fcr duygu ve d\u00fc\u015f\u00fcncelerini, kendilerine herhangi bir zarar gelmeyece\u011finden emin olduklar\u0131 yak\u0131n \u00e7evre i\u00e7inde konu\u015fuyorlar. Bu durum, aile i\u00e7inde \u00f6zellikle ergen \u00e7ocuklar ile gelecekten umudunu kesmi\u015f gen\u00e7lerde \u00e7ok b\u00fcy\u00fck travmalara yol a\u00e7\u0131yor.<\/p>\n
\u00c7ocuklar\u0131n ve gen\u00e7lerin kar\u0131\u015ft\u0131\u011f\u0131 her \u015fiddet olay\u0131nda, yetkililerin ya da uzmanlar\u0131n \u00e7o\u011funun, su\u00e7u b\u00fcy\u00fck \u00f6l\u00e7\u00fcde aileye, sosyal medyaya ve televizyon dizilerine bulduklar\u0131 g\u00f6r\u00fcl\u00fcyor. Bu t\u00fcr \u00e7evresel etkenler, istenmeyen \u015fiddet olaylar\u0131n\u0131n meydana geli\u015finde daha \u00e7ok bir arac\u0131l\u0131k rol\u00fc oynuyor. Bu olaylara yol a\u00e7an sald\u0131rganl\u0131k duygusunun as\u0131l kayna\u011f\u0131, toplumda apa\u00e7\u0131k g\u00f6r\u00fclen toplumsal adaletsizlik alg\u0131s\u0131, haks\u0131zl\u0131k ve e\u015fitsizlik duygular\u0131n\u0131n birikimi olan toplumsal gerilimin y\u00fcksekli\u011fidir. Toplumda ya\u015fanan haks\u0131zl\u0131k ve e\u015fitsizlikler konusunda, yeti\u015fkinlerin nispeten duyumsamazl\u0131k ve ald\u0131rmazl\u0131klar\u0131na kar\u015f\u0131l\u0131k, \u00e7ocuklar\u0131n zihin ve vicdanlar\u0131 daha duyarl\u0131d\u0131r. Bu y\u00fczden, \u00e7o\u011funlukla toplumsal gerilimlerin ma\u011fdurlar\u0131 ise ne yaz\u0131k ki \u015fiddet olaylar\u0131n\u0131n faili ve kurbanlar\u0131 durumuna d\u00fc\u015fen \u00e7ocuklar olmaktad\u0131r. Akran \u015fiddetiyle ilgili ortaya \u00e7\u0131kan su\u00e7lar\u0131n g\u00f6r\u00fcn\u00fcr faillerinin hukuki takibi yap\u0131l\u0131rken, su\u00e7 i\u015fleme eyleminin do\u011fu\u015funa neden olan psikososyal etkenler de irdelenmelidir.<\/p>\n
Varsay\u0131m olarak toplumsal adalet ve e\u015fitlik sa\u011flansa, liyakatli y\u00f6neticiler sayesinde toplumsal sorunlar \u00e7\u00f6z\u00fclse, \u00e7ocuk ve gen\u00e7lerin gelecekte ba\u015far\u0131l\u0131 olabileceklerine dair umutlar\u0131 y\u00fcksek olsa; o zaman aile i\u00e7inde \u00f6fke birikmez, sosyal medyada \u00e7arp\u0131k mesaj ve g\u00f6rseller nispeten azal\u0131r ve belki de televizyon dizilerindeki kurgu ve g\u00f6rsellerde daha estetik de\u011ferler ilgi \u00e7eker.<\/p>\n
Sonu\u00e7 olarak, T\u00fcrk y\u00f6netim d\u00fc\u015f\u00fcncesinin k\u00f6k de\u011ferleri olan toplumsal adalet ve liyakat anlay\u0131\u015f\u0131na yeniden d\u00f6n\u00fclmelidir. T\u00fcrk e\u011fitim sistemi, pop\u00fcler k\u00fclt\u00fcr malzemeli arabesk bir bak\u0131\u015f a\u00e7\u0131s\u0131yla y\u00fcr\u00fct\u00fclen siyasal y\u00f6nelimli uygulamalar\u0131 derh\u00e2l sonland\u0131rmal\u0131d\u0131r. Atat\u00fcrk\u2019\u00fcn cumhuriyetin ba\u015flang\u0131c\u0131nda temel ilke olarak ald\u0131\u011f\u0131 ak\u0131l, bilim ve etik de\u011ferlere sayg\u0131l\u0131 ve nitelikli insan yeti\u015ftirme programlar\u0131na yeniden d\u00f6n\u00fclmelidir. T\u00fcrk \u00e7ocuklar\u0131n\u0131n, akranlar\u0131yla serbest oyunla vakit ge\u00e7irmeleri, enerjilerini yeteneklerine g\u00f6re \u00e7e\u015fitli sanat ve spor etkinlikleriyle yap\u0131c\u0131 alanlarda harcamalar\u0131 sa\u011flanacak d\u00fczenlemeler yap\u0131lmal\u0131d\u0131r.<\/p>\n
T\u00fcrk \u00e7ocuklar\u0131na, toplumsal sorumluluk sahibi olmay\u0131 ve mill\u00ee ba\u015far\u0131 misti\u011fini a\u015f\u0131layan \u201cAnd\u0131m\u0131z\u201d, yeniden zorunlu olarak okullarda okutulmal\u0131d\u0131r. T\u00fcrk \u00e7ocuklar\u0131 ve gen\u00e7leri, T\u00fcrk medeniyetinin \u00f6z\u00fcn\u00fc olu\u015fturan insan ve do\u011fa merkezli evren tasavvuruna g\u00f6re yeti\u015ftirilmeli ve e\u011fitilmelidir.<\/p>\n
<\/p>\n
Bandura, A., Ross, D., Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63(3), 575\u2013582.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
\u00c7ocuklar\u0131n ve gen\u00e7lerin kar\u0131\u015ft\u0131\u011f\u0131 her \u015fiddet olay\u0131nda, yetkililerin ya da uzmanlar\u0131n \u00e7o\u011funun, su\u00e7u b\u00fcy\u00fck \u00f6l\u00e7\u00fcde aileye, sosyal medyaya ve televizyon dizilerine bulduklar\u0131 g\u00f6r\u00fcl\u00fcyor. Bu t\u00fcr \u00e7evresel etkenler, istenmeyen \u015fiddet olaylar\u0131n\u0131n meydana geli\u015finde daha \u00e7ok bir arac\u0131l\u0131k rol\u00fc oynuyor. <\/p>\n","protected":false},"author":187,"featured_media":19687,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_ef_editorial_meta_date_first-draft-date":"","_ef_editorial_meta_paragraph_assignment":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[2],"tags":[3342,1103,1133,3341,2594,79],"coauthors":[2225],"class_list":["post-19685","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-genel","tag-esitsizlik","tag-kadina-siddet","tag-siddet","tag-toplumsal-siddet","tag-turk-yonetim-dusuncesi","tag-yonetim"],"_links":{"self":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts\/19685","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/users\/187"}],"replies":[{"embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/comments?post=19685"}],"version-history":[{"count":1,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts\/19685\/revisions"}],"predecessor-version":[{"id":19686,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/posts\/19685\/revisions\/19686"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/media\/19687"}],"wp:attachment":[{"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/media?parent=19685"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/categories?post=19685"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/tags?post=19685"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/millidusunce.com\/misak\/wp-json\/wp\/v2\/coauthors?post=19685"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}