{"id":607,"date":"2010-10-22T13:02:52","date_gmt":"2010-10-22T17:02:52","guid":{"rendered":"http:\/\/www.sabusense.com\/?p=607"},"modified":"2010-10-23T07:38:01","modified_gmt":"2010-10-23T11:38:01","slug":"making-sense-of-nonsense","status":"publish","type":"post","link":"http:\/\/www.sabusense.com\/?p=607","title":{"rendered":"Making Sense of “Nonsense”"},"content":{"rendered":"

Once again I find unique \u201cvalue\u201d in the Answer Sheet<\/em> — the Washington Post\u2019s education blog shepherded by Valerie Strauss. But it\u2019s not in its \u201canswers\u201d … but instead its the \u201cquestions\u201d it forces me to raise.<\/p>\n

As an example, its October 9 posting \u2013 \u201cThe bankrupt ‘school reform manifesto’ of Rhee, Klein, etc.<\/span>\u201d correctly (I believe) identified some of the apparent \u201cnonsense\u201d at the core of recent national attempts to focus public attention on the urgent need to \u201cfix urban public schools\u201d \u2013 in particular:<\/p>\n

\u2022 the \u201cHow to fix our schools\u201d Manifesto<\/em><\/span> issued by 15 \u201curban\u201d school system leaders who acknowledge being \u201cresponsible for educating nearly 2 1\/2 million students in America,\u201d<\/p>\n

\u2022 the \u201cWaiting for Superman<\/em>\u201d film,<\/p>\n

\u2022 the \u201cSuperwoman\u201d <\/em>focus on the seemingly-appropriate and acceptable actions of one temporary leader — Michelle Rhee, and<\/p>\n

\u2022 the federal \u201cRace-to-the-Top\u201d<\/em> initiative.<\/p>\n

But as I read Strauss\u2019 posting about the \u201cwrongness\u201d seemingly-communicated by the Manifesto, Superman<\/em>, and the Race-to-the-Top<\/em>\u2026\u00a0 I found critical differences in our conclusions about what to do to make them \u201cright\u201d \u2026 and I began to wonder why?<\/p>\n

My guess was that it had to do with the nature of the experiences that shaped what we each believed about what we currently see happening today in schools.<\/p>\n

I know my own suspicions about the validity and usefulness of the Manifesto<\/em> were raised when I saw who its authors were, and then, because of my beliefs about \u201cthe actual problem\u201d they are fruitlessly trying to deal with (which I\u2019ll get to below), I found their reliance on what appears to be \u201cintellectual dishonesty and scapegoating\u201d actually illustrating the ironic paradox underlying the first two words embedded in the Manifesto\u2019s title: <\/strong>\u201c<\/em>HOW TO <\/span><\/em> fix our schools.\u201d<\/span><\/p>\n

We\u2019re living in a time of unlimited access to information, yet most of our leaders really don\u2019t know what to do<\/em>\u2026and more critical is that many of them don\u2019t know they don\u2019t know<\/em>.<\/p>\n

The Manifesto\u2019<\/em>s \u201cMust\u201d list (below) illustrates the consequences created by this paradox. To emphasize the urgency required by the problems \u201curban\u201d schools must deal with, they converted the goals that \u201cshould\u201d be achieved (if the problem is to be effectively solved) into \u201cmusts\u201d and \u201chave-to\u2019s.\u201d But something\u2019s missing: the answer to Deming\u2019s question to everyone who proposed noble goals \u2013 \u201cBy What Method?\u201d<\/em> And in their case, this requires knowing ways to do them all<\/span><\/em> — a systemic \u201cgiven\u201d for a system leader\/CEO\/Superintendent. And, sadly, the success records of many of its leader\/authors suggest they have yet to figure out how to do that.<\/p>\n

How can that be? How can so many people who are paid to be \u201cright\u2019 continually be so \u201cwrong?\u201d How can it be that this group of the \u201cbest and the brightest\u201d urban school leaders don\u2019t know<\/span> how to fulfill their role\u2019s primary systemic <\/em>requirement?<\/p>\n

And more important, because of the urgency of the problems they must<\/em> deal with, apparently do not know <\/span>there already are working models for how-to-do-it-systemically<\/em>–in-education<\/em> that might meet their present needs.<\/p>\n

Here\u2019s their \u201cMusts\u201d<\/em> and \u201cHave-to\u2019s <\/em>list:<\/em>\u201d<\/p>\n

\u2022 (\u201cAs educators, superintendents, chief executives and chancellors\u201d ..the task of reforming the country’s public schools begins with us.\u201d)\u00a0 \u2026 and we must<\/span> be accountable for how our schools perform.<\/p>\n

\u2022 \u2026 must start<\/span> \u201cwith the basics\u2026. the quality of the teacher.\u201d<\/p>\n

\u2022 \u2026 must first<\/span> shed some of the entrenched practices that have held back our education system, practices that have long favored adults, not children. These practices are wrong, and they have to<\/span> end now.<\/p>\n

\u2022 \u2026 have to<\/span> change the rules to professionalize teaching<\/p>\n

\u2022 \u2026 must<\/span> equip educators with the best technology available to make instruction more effective and efficient. By better using technology to collect data on student learning and shape individualized instruction, we can help transform our classrooms and lessen the burden on teachers’ time.<\/p>\n

\u2022 \u2026 must<\/span> also eliminate arcane rules such as “seat time,”<\/p>\n

\u2022 \u2026 must<\/span> give teachers and schools the capability and flexibility to meet the needs of students<\/p>\n

\u2022\u00a0 \u2026 also must<\/span> make charter schools a truly viable option<\/p>\n

My reading of this list of the Manifesto\u2019s \u201cmethodless\u201d systemic answers left me with 3 related questions:<\/p>\n

(1) why does there appear to be so much seeming \u201cnonsense\u201d from those who \u201cshould know\u201d from their experiences what\u2019s right for the kids whose capacities for 21st<\/sup> century success they<\/span> are responsible for developing?<\/p>\n

(2) why can\u2019t they think the \u201cunthinkable?\u201d \u2013 Get outside the \u201cbox\u201d created by the nature and urgency of the \u201cproblem\u201d they\u2019ve been asked to solve and discover the \u201cright now\u201d answers available there?\u00a0 And what is it that enables others dealing with similar conditions to apparently do it?\u00a0 Then,<\/p>\n

(3) What were they thinking<\/span>?\u00a0 And here is where their \u201cnonsense\u201d began to make sense to me.\u00a0 The underlying issue here is not \u201cwhat,\u201d but how<\/span> they were thinking, and why<\/span>.<\/p>\n

I\u2019m going to suggest an answer to all three that at first may seem illogical and more \u201cnonsense.\u201d\u00a0 That\u2019s because it seems like common sense to think of the \u201cproblem\u201d our society as a whole is trying to solve as an \u201curban\u201d one. With scarce resources and time, we believe that\u2019s where we must first \u201cfix\u201d the education \u201csystem.\u201d It\u2019s the practical, common sense approach called Triaging<\/em> \u2013 \u201cfirst stop the bleeding.\u201d<\/p>\n

But…<\/p>\n

(1) what if the problems causing the bleeding are more deeply embedded in all<\/span><\/em> school systems?\u00a0 And<\/p>\n

(2) what if the \u201cblinders\u201d created by a focus only on urban school systems keep them (and those who hire or try to help them) from seeing effective \u201chow-to\u2019s<\/em>\u201d that can directly and effectively address the conditions in their \u201curban musts\u201d list?<\/p>\n

**********<\/p>\n

So, returning to my original thought that what Valerie and I were each taking away from the Manifesto<\/em> might be influenced by our belief-shaping experiences, here\u2019s where the nature of my experience (as a foundation-, government-, and professional association-supported \u201cchange agent\u201d with school systems of all sizes and nature from rural up though state education agencies) created a different systemic perspective that suggests positive answers to those two \u201cWhat if\u2026?\u201d<\/em> questions.<\/p>\n

Interestingly, my understanding of the common systemic nature of the work of schooling that urban districts share with all others<\/em> began locally with the D.C. Public Schools. This initial experience came in 1968 as a national Ford Foundation project I directed (that had engaged me with urban superintendents from Philadelphia, Minneapolis, San Francisco, Rochester NY, the New Jersey State superintendent and a Washington DC Board member) was winding down.\u00a0 I was asked to serve as the Chair of the Working Party on Instructional Materials<\/span> for the Executive Study Group for a Model Urban School System for the District of Columbia. <\/em>Our purpose was to give further study, and recommend actions to implement the recommendations contained in the \u201cPassow Report<\/em>\u201d \u2013 Columbia University\u2019s comprehensive 1967 study of the D.C. Public Schools.<\/p>\n

In subsequent years, as the DC system became more and more dysfunctional — regardless of internal and external attempts to \u201cfix\u201d it — I continued to interact in a variety of roles with Board members, teachers, central administrators, and principals. And my most important take-away product of that personal interaction was a realization that my perceptions of the individuals I experienced didn\u2019t seem to match the ways the public perceived them. They were people with \u201cwill<\/em>,\u201d but without \u201cway.\u201d <\/em>They wanted<\/span> to make a difference for kids \u2026but the schools had no sustainable ways to tap it. So, when the public saw them not<\/span> doing what\u2019s best for kids they concluded that they didn\u2019t want<\/em> to, when the truth was that they couldn\u2019t.<\/em><\/p>\n

I\u2019ll fast-forward now to the present through a time span of learning experiences that included my work as Associate Executive Director of the \u201cother\u201d national organization that represents the needs of public school systems\u2019 leaders \u2013 the AASA, (which brought me into direct interaction with the leadership needs of all size school systems), and finally to the past 12 years when I have been an embedded observer of the ways the Montgomery County MD Public Schools seems to have been addressing the common systemic needs all<\/span> school districts must address. (And just received one of the Broad Foundation’s 2010 awards for doing it.)<\/p>\n

This decades-separated time span is relevant because it frames the state of my present understanding. From one experience — in \u201curban\u201d DC — I took away a theory<\/em> that made sense about the systemic scope and nature of a school district. From the other — in \u201csuburban\u201d Montgomery County \u2013 I\u2019ve been taking away practical insights about how that \u201ctheory\u201d translates into systemic practice <\/em>regardless of a community\u2019s demographics. For 12 years I\u2019ve been using theory to\u00a0 \u201ccatch them doing something right\u201d<\/em> in practice, and as a by-product, discovering another, \u201cmissing,\u201d level of theory emerging from it.<\/p>\n

It related back to the \u201cwill\u201d<\/em> with no \u201cway\u201d<\/em> earlier observation. Here was a school system developing \u201cways\u201d<\/em> to work systemicall<\/span>y by effectively engaging the \u201cwill\u201d<\/em> of all of its employees and stakeholders \u2013 <\/em>specifically, their personal need to make a difference for kids whose lives they touch today.\u00a0 What\u2019s the evidence? In a recent letter to the editor, a (usually despised) \u201cunion\u201d leader and moreover, one who represents employees who in many districts aren\u2019t considered \u201ceducators\u201d \u2013 service employees — noted how<\/p>\n

\n

\u2026.\u201cevery adult who interacts with a student in any way understands he or she has an opportunity to make a difference for that student, be it as a role model, a shoulder to lean on, an example of pride in good work, or simply a smiling face\u2026 our relationship (with the system) has always been based on what’s right for the kids, and we’ve always known our ties are only as strong as our commitment to a system that produces exceptional results.\u201d<\/em><\/p>\n<\/blockquote>\n

******<\/p>\n

\u201cBut enough about me<\/em>\u201d\u2026 responses to Answer Sheet\u2019s <\/em>postings often capture <\/em>the frustrations of those who feel that everything-seems-connected-to-everything-else, but don\u2019t have ways to make sense of the disconnected \u201cnonsense.\u201d Can the perspective that frames the knowledge on this site make it easier to deal with it?<\/p>\n

I believe it can…not just for the Manifesto<\/em>, but also for \u201cWaiting for Superman<\/em>,\u201d which unfortunately leaves the impression that there are singular causes (unions and bureaucracies) and singular solutions (charter schools and individual teachers who \u201creally\u201d care) to the \u201curban\u201d schooling problems\u2026\u00a0 and about Michelle Rhee<\/em>, whose fate was determined from the start, not by the good things she \u201cknew<\/em>\u201d about \u201cteachers,\u201d but by the essential things she \u201cdidn\u2019t know<\/em>\u201d about the district’s accountability for the connected \u201cteaching process\u201d that\u2019s required for them to successfully perform their necessary role every day… and who unfortunately \u201cdidn\u2019t know she didn\u2019t know it<\/em>\u201d\u2026 and, judging by her departing comments, most likely still doesn\u2019t.<\/p>\n

At the same time, I also know how this way-of-thinking can be a frustration-adder because its hard to suggest better answers to questions that aren\u2019t being asked \u2026 and recognizing why.\u00a0 I sometimes try to relieve it through venting in blogs like Answer Sheet<\/em>. But most of it has been poured into this new web\/blog site — www.sabusense.com<\/a> — a work-in-progress developed with help from two national organizations committed to \u201cre-thinking.\u201d It\u2019s for those trying to make sense of the disconnected \u201cnonsense\u201d swirling around schooling today who are seeking to \u201cget out of the box\u201d that limits their thinking and \u201cconnect the dots\u201d in ways that make better sense.<\/p>\n

The previous posting focused on the thinking<\/em> crisis that continues to paralyze America\u2019s school reforms and offers a good example of why. \u201cThe School Reform Game<\/a><\/span>\u201d\u00a0cites Robert J. Samuelson\u2019s 9\/6\/10 Newsweek<\/span> article, \u201cWhy School \u2018Reform\u2019 Fails: Student motivation is the problem<\/a>\u201d as an example of the nature of the thinking problem, why we don\u2019t think about it, and what can be done to re-think it.<\/p>\n

Samuelson\u2019s article presents an accurate picture of the playing field on which the \u201dschool reform\u201d game is being played. He correctly identifies all the players involved \u00a0\u2013 adults and children\u2026 noting that it\u2019s a game no one is winning\u2026 and then concludes that once more no one will.<\/p>\n

But the hole in his analysis is his assumption that we know what \u201cgame\u201d is being played. That\u2019s where the posting draws on actual school system practice this site has been documenting to suggest what happens when everybody in a school system understands the purpose of the game their team is playing, and works from the same game plan.<\/p>\n

I\u2019ll continue to use this sense-making platform to address in more detail some of the \u201cnonsense\u201d about \u201cSuperman,\u201d <\/em>\u201csuperwoman\u201d \u2013 Michelle Rhee, and the Race-to-the-Top. <\/em><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 For example, one upcoming posting has a working title: \u201c22,026 Supermen\u2026No Waiting!\u201d<\/span><\/em><\/strong> It\u2019s probes the Superman metaphor as a way for describing the \u201chope\u201d that for decades has driven reformers (and practitioners) in a fruitless search for someone or something with \u201cenough power to save us\u201d so we can make the differences in kids lives that we want<\/span> to make. (Sarason once called this belief:\u00a0 \u201cSomeday there will be enough\u2026\u201d) <\/em><\/p>\n

But before trying to find the Superman (or Wonder Woman) <\/em>we\u2019re waiting for — someone with the power to do what \u201cordinary\u201d people here on earth apparently can\u2019t — it reminds us what we already know about the original \u201cSuperman.\u201d He was only \u201csuper\u201d on Earth. Back on his home planet \u2013 Krypton \u2013 everyone<\/span><\/em> had his power to make a difference.<\/p>\n

Based on that principle, it points to MCPS\u2019 experience helping 22,026 individuals develop a way-of-thinking that releases their power to make a difference everyday, and suggests that what the films producer says he actually was looking for when he started to make the documentary can<\/span> exist outside the limited universe of charter schools that people believe first have to be freed from \u201crestraining control\u201d of bureaucracies and unions.<\/p>\n

What was the filmmaker looking for?\u00a0 In interviews and articles he\u2019s claimed he started out looking for places where \u201ceach<\/span> child gets a good teacher; \u2026 the school is safe; and the principal has high expectations for every<\/span> kid.\u201d<\/em> And soon found that he was looking for schools with processes that apparently put children first<\/span>. Processes that kept teachers \u201cbright and focused.\u201d<\/em> That created \u201crelationships between a child and teacher<\/em>\u201d and which left \u201ckids walking to class with a sense of purpose and an excitement for learning<\/em>.\u201d And underlying it all he was looking for places that recognized that even if they didn\u2019t know exactly how to do it, they knew they had to impact all<\/span> children, not just some, and had to<\/span> start now<\/span>.<\/p>\n

The posting will then focus his original lens on MCPS as a way of understanding the nature of what a school district can do to develop for all<\/span> what a Charter School can only offer to some. And especially the critical roles the \u201cunions\u201d and the \u201cbureaucracy\u201d play in it.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A second posting in the works \u2013 \u201cIf you don\u2019t know what you Need<\/em>\u2026 then any superintendent can get you there!<\/span>\u201d <\/strong>addresses the immediate need faced by both the Montgomery County and Washington DC schools to find new a new leader who can sustain and move beyond what\u2019s already been achieved.<\/p>\n

To illustrate the nature of the knowledge their Boards need in order to establish appropriate criteria, it notices DC\u2019s tradition of \u201cThrowing out the Babies with the Bathtub<\/em>.\u201d This recurring event seems caused by the lack of systemic awareness that every time they throw out a superintendent (six of the \u201cbest and brightest\u201d in the last decade,) they also throw out the \u201cbathtub\u201d in which DC\u2019s children are immersed every day — the structure of supportive processes and practices that keep people throughout the system \u201cafloat.\u201d<\/p>\n

It will raise questions about the school district as \u201cBathtub\u201d \u2013 the necessary container that is created with a single purpose (develop the learning capacities of all kids)<\/span>,\u2026<\/p>\n

— and which must hold everybody<\/em> (the children and adults) and everything<\/em> (what they do alone and together in learning and teaching) needed to achieve that purpose\u2026<\/p>\n

— and within which trust<\/em> is the \u201cwater\u201d they float in \u2013 the medium that makes it possible to create and sustain supportive relationships required to achieve their individual and collective purposes.<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A third posting under development \u2013 \u201cRacing to the Top without a Race Car<\/em><\/span>\u201d<\/strong> — addresses the current \u201cnonsense\u201d-producing aspects of the \u201cRace-to-the-Top\u201d<\/em> initiative\u2019s communications. And how, in the end, the school system or district is the only interconnected \u201cvehicle\u201d that can \u201cwin\u201d the race.<\/p>\n

That\u2019s because as a national strategy, it\u2019s intended to impact the quality of learning and teaching in ALL classrooms and its only that strategic scope that gives sense-making meaning to it’s seemingly-separate tactics. Unfortunately, Obama and Duncan are contributing to the \u201cnonsense\u201d by failing to communicate that connection. That may be why the words seem to have different meanings for them than for their critics \u2026 and when it comes to making sense of the effort, that difference makes all the difference.<\/p>\n

For example, from that strategic perspective, I like their approach.\u00a0 it makes sense to start with \u201cstates\u201d because their policies and practices create the \u201cstructures\u201d and \u201cprocesses\u201d that in the end must support the development of the learning capacities of EACH child regardless of what classroom, in what school, in what district they are in.<\/p>\n

That makes the fundamental unit of \u201cturnaround\u201d not the \u201cschool\u201d\u2026 but the school \u201csystem\u201d \u2026 the \u201cBathtub\u201d in which can be embedded the sustained capacity to develop EACH child’s learning capacity. A capacity, as we can now see in MCPS, is represented by a functional collaboration of adults who share responsibility<\/em> for that development, and who have the information and support to fulfill their personal accountabilities<\/em> in doing it. But it is the district that’s accountable for those \u201cteaching\u201d processes.<\/p>\n

And it makes sense right now<\/em> to add \u201ccharter schools\u201d to their mix because unfortunately that\u2019s the only seemingly-manageable unit today where people can \u201csee\u201d results in terms of the positive actions of actual kids and teachers. There have been few \u201cdistrict\u201d models that can support that kind of emotional understanding evoked by \u201cWaiting for Superman<\/em>.\u201d<\/p>\n

\u2022\u2022\u2022\u2022\u2022\u2022\u2022<\/p>\n

I\u2019ll conclude with my initial thought about Answer Sheet\u2019s <\/em>value for me as a \u201cnonsense-destroying\u201d question <\/em>generator. And especially when it leads to fundamental questions for which there are<\/span> answers\u2026 but which are questions not<\/span> being asked.<\/p>\n

A fundamental premise of this Sabusense<\/em> website is that underlying all the seeming nonsense today there is, as Sherlock Holmes might say, a \u201cdog not barking.”<\/em> When he faced a dilemma like education\u2019s where none of the answers to what seemed to be the problem made sense, he pointed to something there all along that wasn\u2019t being noticed — a \u201cdog\u201d that didn\u2019t bark.<\/span>\u201d An \u201cX-factor,\u201d or as lawyers say, \u201cfacts not in evidence.\u201d And he asked, \u201cWhy?\u201d Why couldn\u2019t it be heard or seen?<\/p>\n

The nature of that \u201cX-factor\u201d can be found embedded under several of the \u201cbuttons\u201d on this site\u2019s home page as well as in several prior postings. It\u2019s the one that Peter Senge identified when he observed:<\/p>\n

\u201cMany confronting the deeper nature of our problems cry out that the solution lies in \u201cfixing education.\u201d But you cannot \u201cfix\u201d a structure that was never designed for <\/em>learning in the first place.\u201d<\/em><\/p><\/blockquote>\n

Is Senge’s observation more \u201cnonsense,\u201d or does it have implications for the current, disconnected efforts at national reform that may once again only produce incremental, non-sustainable change in the fundamental ways<\/em> that schools make a difference for all <\/em>children?<\/p>\n

And on the ground of \u201cright now\u201d local practice, how might it explain the Montgomery County schools success developing what seem to outside observers to be effective systemic \u201canswers\u201d <\/em>by creating processes that enable the right people to be asking the \u201cright questions<\/em>\u201d at the right time, and then providing the support to discover and develop \u201canswers<\/em>\u201d that work for them?<\/p>\n

I\u2019d welcome anyone interested in exploring the seeming incongruity of this up-to-now missing piece in the sense-making jigsaw puzzle to join me here.<\/p>\n","protected":false},"excerpt":{"rendered":"

Once again I find unique \u201cvalue\u201d in the Answer Sheet — the Washington Post\u2019s education blog shepherded by Valerie Strauss. But it\u2019s not in its \u201canswers\u201d … but instead its the \u201cquestions\u201d it forces me to raise. As an example, its October 9 posting \u2013 \u201cThe bankrupt ‘school reform manifesto’ of Rhee, Klein, etc.\u201d correctly […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[4],"tags":[],"_links":{"self":[{"href":"http:\/\/www.sabusense.com\/index.php?rest_route=\/wp\/v2\/posts\/607"}],"collection":[{"href":"http:\/\/www.sabusense.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/www.sabusense.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/www.sabusense.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/www.sabusense.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=607"}],"version-history":[{"count":8,"href":"http:\/\/www.sabusense.com\/index.php?rest_route=\/wp\/v2\/posts\/607\/revisions"}],"predecessor-version":[{"id":613,"href":"http:\/\/www.sabusense.com\/index.php?rest_route=\/wp\/v2\/posts\/607\/revisions\/613"}],"wp:attachment":[{"href":"http:\/\/www.sabusense.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=607"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/www.sabusense.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=607"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/www.sabusense.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=607"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}