Abstract In this article I respond to my fellow contributors’ thoughts on trigger warnings, and expand the conversation in terms of trigger warnings’ effect on pedagogy and practice in the classroom. I parse out some definitions that make the debate difficult to negotiate, separate TWs from microaggressions, and apply this analysis to the dialogic classroom. I call for a civil discussion on this controversial topic, and challenge colleagues from all reaches of the ideological spectrum to approach the topic with respect for each other.

中文翻译：

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触发警告，有机教室和公民言论

摘要在本文中，我回应了我的同事对触发警告的想法，并从触发警告对教学法和课堂实践的影响方面展开了讨论。我解析了一些定义，这些定义使辩论难以进行谈判，将TW与微侵略分开，并将此分析应用于对话课堂。我呼吁就这个有争议的话题进行一次民间讨论，并向各意识形态领域的同事发起挑战，要求他们互相尊重。