﻿{"id":71,"date":"2025-07-02T16:35:39","date_gmt":"2025-07-02T21:35:39","guid":{"rendered":"https:\/\/www.uqac.ca\/bonnespratiquesus\/?page_id=71"},"modified":"2025-11-24T14:33:31","modified_gmt":"2025-11-24T19:33:31","slug":"pour-aller-plus-loin-sur-la-pensee-historique","status":"publish","type":"page","link":"https:\/\/www.uqac.ca\/bonnespratiquesus\/pour-aller-plus-loin-sur-la-pensee-historique\/","title":{"rendered":"Pour aller plus loin (en pens\u00e9e historique)"},"content":{"rendered":"<h2>Entrevue avec:<\/h2>\n<h2>Suggestions de sites \u00e0 consulter:<\/h2>\n<h2>Listes des r\u00e9f\u00e9rences consult\u00e9es pour produire la fiche<\/h2>\n<p>Barnes, D., &amp; Shemilt, D. (1974). TRANSMISSION AND INTERPRETATION. <em>Educational Review<\/em>, <em>26<\/em>(3), 213\u2011228. <a href=\"https:\/\/doi.org\/10.1080\/0013191740260305\">https:\/\/doi.org\/10.1080\/0013191740260305<\/a><\/p>\n<p>Cariou, D. (2013). Comment construire un milieu et un jeu d\u2019apprentissage gagnant en histoire\u202f? Questions adress\u00e9es \u00e0 la probl\u00e9matisation en guise de r\u00e9ponse \u00e0 Sylvain Doussot. <em>\u00c9ducation et didactique<\/em>, <em>7<\/em>(3), 123\u2011128. <a href=\"https:\/\/doi.org\/10.4000\/educationdidactique.1832\">https:\/\/doi.org\/10.4000\/educationdidactique.1832<\/a><\/p>\n<p>Duquette, C. (2011). <em>Le rapport entre la pens\u00e9e historique et la conscience historique<\/em> [Th\u00e8se doctorale]. Universit\u00e9 Laval.<\/p>\n<p>Heyking, A. V. (2011). Historical Thinking in Elementary Education\u202f: A Review of Research. In P. Clark (\u00c9d.), <em>New Possibilities for the Past<\/em> (p. 175\u2011194). University of British Columbia Press. <a href=\"https:\/\/doi.org\/10.59962\/9780774820608-010\">https:\/\/doi.org\/10.59962\/9780774820608-010<\/a><\/p>\n<p>Lautier, N. (1994). La compr\u00e9hension de l\u2019histoire\u202f: Un mod\u00e8le sp\u00e9cifique. <em>Revue fran\u00e7aise de p\u00e9dagogie<\/em>, <em>106<\/em>(1), 67\u201177. <a href=\"https:\/\/doi.org\/10.3406\/rfp.1994.1274\">https:\/\/doi.org\/10.3406\/rfp.1994.1274<\/a><\/p>\n<p>Lautier, N., &amp; Allieu-Mary, N. (2008). La didactique de l\u2019histoire. <em>Revue fran\u00e7aise de p\u00e9dagogie<\/em>, <em>162<\/em>, 95\u2011131. <a href=\"https:\/\/doi.org\/10.4000\/rfp.926\">https:\/\/doi.org\/10.4000\/rfp.926<\/a><\/p>\n<p>Lautier, N., &amp; Richardot, S. (2004). Repr\u00e9sentation sociale du groupe-classe id\u00e9al\u202f: Position de l\u2019\u00e9l\u00e8ve et citoyennet\u00e9 au quotidien. <em>Spirale. Revue de recherches en \u00e9ducation<\/em>, <em>34<\/em>(1), 141\u2011156. <a href=\"https:\/\/doi.org\/10.3406\/spira.2004.1356\">https:\/\/doi.org\/10.3406\/spira.2004.1356<\/a><\/p>\n<p>Laville, C. (1979). Place et r\u00f4le de l\u2019enseignement de l\u2019histoire principalement dans l\u2019enseignement secondaire pour la formation de l\u2019homme du XXe si\u00e8cle. <em>Soci\u00e9t\u00e9 des professeurs d\u2019histoire du Qu\u00e9bec<\/em>, <em>17<\/em>(2), 30\u201135.<\/p>\n<p>Laville, C. (2011). Que (re)viendrait faire la m\u00e9moire dans l\u2019enseignement de l\u2019histoire? <em>Encounters in Theory and History of Education<\/em>, <em>3<\/em>.<\/p>\n<p>Lee, P. (s.\u00a0d.). <em>Em dire\u00e7\u00e3o a um conceito de literacia hist\u00f3rica<\/em>.<\/p>\n<p>Lee, P. (2011). Por que aprender Hist\u00f3ria\u202f? Why learn History? <em>Educar em Revista<\/em>, <em>42<\/em>, 19\u201142.<\/p>\n<p>Lee, P. (2016). Literacia hist\u00f3rica e hist\u00f3ria transformativa. <em>Educar em Revista<\/em>, <em>60<\/em>, 107\u2011146. <a href=\"https:\/\/doi.org\/10.1590\/0104-4060.45979\">https:\/\/doi.org\/10.1590\/0104-4060.45979<\/a><\/p>\n<p>Lee, P. (2018). Heroes and Cowards\u202f: Genealogy, Subjectivity and War in the Twenty-First Century. <em>Genealogy<\/em>, <em>2<\/em>(2), 15. <a href=\"https:\/\/doi.org\/10.3390\/genealogy2020015\">https:\/\/doi.org\/10.3390\/genealogy2020015<\/a><\/p>\n<p>Lee, P., &amp; Shemilt, D. (2003). A scaffold, not a cage\u202f: Progression and progression models in history. <em>Teaching History<\/em>, <em>113<\/em>.<\/p>\n<p>Lee, P., &amp; Shemilt, D. (2011). The concept that dares not speak its name\u202f: Should empathy come out of the closet? <em>Teaching History<\/em>, <em>143<\/em>, 39\u201149.<\/p>\n<p>L\u00e9vesque, S. (2011). What It Means to Think Historically. In <em>New possibilities for the past<\/em><em>\u202f<\/em><em>: Shaping history education in Canada<\/em> (Penny Clarck, p. 115\u2011138). UBC Press.<\/p>\n<p>Lowenthal, D. (1975). Past Time, Present Place\u202f: Landscape and Memory. <em>Geographical Review<\/em>, <em>65<\/em>(1), 1. <a href=\"https:\/\/doi.org\/10.2307\/213831\">https:\/\/doi.org\/10.2307\/213831<\/a><\/p>\n<p>Lowenthal, D. (2011). Why the Past Matters. <em>Heritage &amp; Society<\/em>, <em>4<\/em>(2), 159\u2011172. <a href=\"https:\/\/doi.org\/10.1179\/hso.2011.4.2.159\">https:\/\/doi.org\/10.1179\/hso.2011.4.2.159<\/a><\/p>\n<p>Lowenthal, D. (2012). The Past Made Present. <em>Historically Speaking<\/em>, <em>13<\/em>(4), 2\u20116. <a href=\"https:\/\/doi.org\/10.1353\/hsp.2012.0040\">https:\/\/doi.org\/10.1353\/hsp.2012.0040<\/a><\/p>\n<p>Martineau, R. (1997). <em>L\u2019\u00e9chec de l\u2019apprentissage de la pens\u00e9e historique \u00e0 l\u2019\u00e9cole secondaire<\/em><em>\u202f: Contribution <\/em><em>\u00e0 l<\/em><em>\u2019\u00e9laboration de fondements didactiques pour enseigner l<\/em><em>\u2019histoire<\/em> [Th\u00e8se de doctorat]. Universit\u00e9 Laval.<\/p>\n<p>Martineau, R. (2010). Les fondements \u00e9pist\u00e9mologiques. In <em>Fondements et pratiques de l\u2019enseignement de l\u2019histoire \u00e0 l\u2019\u00e9cole<\/em><em>\u202f: Trait<\/em><em>\u00e9 de didactique<\/em> (p. 324). Les Presses de l\u2019Universit\u00e9 du Qu\u00e9bec.<\/p>\n<p>Martineau, R., &amp; Laville, C. (2000). L\u2019histoire, voie royale vers la citoyennet\u00e9? In <em>Non-violence et citoyennet\u00e9<\/em><em>\u202f: Un vivre ensemble qui s<\/em><em>\u2019apprend<\/em> (p. 51\u201163). \u00c9dition Multimonde.<\/p>\n<p>M\u00e9vel, Y., &amp; Tutiaux-Guillon, N. (2014). Les choix didactiques sont des choix politiques. <em>Cahiers d\u2019histoire. Revue d\u2019histoire critique<\/em>, <em>122<\/em>, 101\u2011108. <a href=\"https:\/\/doi.org\/10.4000\/chrhc.3415\">https:\/\/doi.org\/10.4000\/chrhc.3415<\/a><\/p>\n<p>Morton, T. (2011). The Complexity of Teaching. In <em>New possibilities for the past<\/em><em>\u202f<\/em><em>: Shaping history education in Canada<\/em> (Clark, Penny, p. 195\u2011209). UBC Press.<\/p>\n<p>Seixas, P. (1994). Preservice teachers assess students\u2019 prior historical understanding. <em>Social Studies<\/em>, <em>85<\/em>(2).<\/p>\n<p>Seixas, P. (1994a). Students\u2019 Understanding of Historical Significance. <em>Theory and Research in Social Education<\/em>, <em>22<\/em>(3), 281\u2011304.<\/p>\n<p>Seixas, P. (1994b). When Psychologist Discuss Historical Thinking\u202f: A Historian\u2019s Perpective. <em>Educational Psychologist<\/em>, <em>29<\/em>(2), 107\u2011109.<\/p>\n<p>Seixas, P. (2012). Progress, Presence and Historical Consciousness\u202f: Confronting Past, Present And Future In Postmodern Time. <em>Paedagogica Historica<\/em>, <em>48<\/em>(6), 859\u2011872. <a href=\"https:\/\/doi.org\/10.1080\/00309230.2012.709524\">https:\/\/doi.org\/10.1080\/00309230.2012.709524<\/a><\/p>\n<p>Seixas, P. (2017). A Model of Historical Thinking. <em>Educational Philosophy and Theory<\/em>, <em>49<\/em>(6), 593\u2011605. <a href=\"https:\/\/doi.org\/10.1080\/00131857.2015.1101363\">https:\/\/doi.org\/10.1080\/00131857.2015.1101363<\/a><\/p>\n<p>Seixas, P., &amp; Morton, T. (2013). Les six concepts de la pens\u00e9e historique. Groupe Modulo.<\/p>\n<p>Seixas, P., Peck, C., &amp; Poyntz, S. (2011). \u2019But we didn\u2019t live in those times\u2019\u202f: Canadian students negotiate past and present in a time of war. <em>Education as Change<\/em>, <em>15<\/em>(1), 47\u201162. <a href=\"https:\/\/doi.org\/10.1080\/16823206.2010.543089\">https:\/\/doi.org\/10.1080\/16823206.2010.543089<\/a><\/p>\n<p>Shemilt, D. (1976). Formal Operational Thought In History. <em>Teaching History<\/em>, <em>4<\/em>(15), 237\u2011243.<\/p>\n<p>Shemilt, D. (1983). The Devil\u2019s Locomotive. <em>History and Theory<\/em>, <em>22<\/em>(4), 1. <a href=\"https:\/\/doi.org\/10.2307\/2505213\">https:\/\/doi.org\/10.2307\/2505213<\/a><\/p>\n<p>Shemilt, D. (2018). Assessment of Learning in History Education\u202f: Past, Present, and Possible Futures. In S. A. Metzger &amp; L. M. Harris (\u00c9ds.), <em>The Wiley International Handbook of History Teaching and Learning<\/em> (1<sup>re<\/sup> \u00e9d., p. 449\u2011471). Wiley. <a href=\"https:\/\/doi.org\/10.1002\/9781119100812.ch17\">https:\/\/doi.org\/10.1002\/9781119100812.ch17<\/a><\/p>\n<p>Tutiaux-Guillon, N. (s.\u00a0d.-a). <em>Civic, Legal and Social Education in French Secondary School<\/em><em>\u202f<\/em><em>: Questions About a New Subject<\/em>.<\/p>\n<p>Tutiaux-Guillon, N. (s.\u00a0d.-b). O Paradoxo Franc\u00eas\u202f: Cultura hist\u00f3rica significativa e did\u00e1tica da hist\u00f3ria incerta. <em>Educa\u00e7\u00e3o &amp; Realidade<\/em>, <em>36<\/em>(1), 15\u201137.<\/p>\n<p>Tutiaux-Guillon, N. (2004, octobre 19). <em>Les conceptions de l\u2019apprentissage auxquelles se r\u00e9f\u00e8rent les enseignants<\/em><em>\u202f: Un facteur d<\/em><em>\u2019inertie disciplinaire<\/em>. Journ\u00e9e d\u2019\u00e9tude didactique de l\u2019histoire, de la g\u00e9ographie et de l\u2019\u00e9ducation \u00e0 la citoyennet\u00e9, IUFM Basse-Normandie Caen, France.<\/p>\n<p>Tutiaux-Guillon, N., &amp; Consid\u00e8re, S. (2010). L\u2019\u00e9ducation au d\u00e9veloppement durable\u202f: Entre injonctions minist\u00e9rielles et obstacles didactiques. <em>Swiss Journal of Educational Research<\/em>, <em>32<\/em>(2), 193\u2011212. <a href=\"https:\/\/doi.org\/10.24452\/sjer.32.2.4832\">https:\/\/doi.org\/10.24452\/sjer.32.2.4832<\/a><\/p>\n<p>Breakstone, J., Smith, M., &amp; Wineburg, S. (2013). Beyond the Bubble in History\/Social Studies Assessments. <em>Phi Delta Kappan<\/em>, <em>94<\/em>(5), 53\u201157. <a href=\"https:\/\/doi.org\/10.1177\/003172171309400512\">https:\/\/doi.org\/10.1177\/003172171309400512<\/a><\/p>\n<p>Fournier, J. E., &amp; Wineburg, S. S. (1997). Picturing the Past\u202f: Gender Differences in the Depiction of Historical Figures. <em>American Journal of Education<\/em>, <em>105<\/em>(2), 160\u2011185. <a href=\"https:\/\/doi.org\/10.1086\/444151\">https:\/\/doi.org\/10.1086\/444151<\/a><\/p>\n<p>Reisman, A., &amp; Wineburg, S. (2008). Teaching the Skill of Contextualizing in History. <em>The Social Studies<\/em>, <em>99<\/em>(5), 202\u2011207. <a href=\"https:\/\/doi.org\/10.3200\/TSSS.99.5.202-207\">https:\/\/doi.org\/10.3200\/TSSS.99.5.202-207<\/a><\/p>\n<p>Sam, W., &amp; Reisman, A. (2015). Disciplinary Litteracy in History\u202f: A Toolkit for Digital Citizenship. <em>Journal of Adolescent &amp; Adult Literacy<\/em>, <em>58<\/em>(8), 636\u2011639.<\/p>\n<p>Smith, M., Breakstone, J., &amp; Wineburg, S. (2019). History Assessments of Thinking\u202f: A Validity Study. <em>Cognition and Instruction<\/em>, <em>37<\/em>(1), 118\u2011144. <a href=\"https:\/\/doi.org\/10.1080\/07370008.2018.1499646\">https:\/\/doi.org\/10.1080\/07370008.2018.1499646<\/a><\/p>\n<p>Stevens, R., Wineburg, S., Herrenkohl, L. R., &amp; Bell, P. (2005). Comparative Understanding of School Subjects\u202f: Past, Present, and Future. <em>Review of Educational Research<\/em>, <em>75<\/em>(2), 125\u2011157. <a href=\"https:\/\/doi.org\/10.3102\/00346543075002125\">https:\/\/doi.org\/10.3102\/00346543075002125<\/a><\/p>\n<p>Wilson, S. M., &amp; Wineburg, S. S. (1993). Wrinkles in Time and Place\u202f: Using Performance Assessments to Understand the Knowledge of History Teachers. <em>American Educational Research Journal<\/em>, <em>30<\/em>(4), 729\u2011769.<\/p>\n<p>Wineburg, S. (1997). Beyond \u201cbreadth and depth\u201d\u202f: Subject matter knowledge and assessment. <em>Theory Into Practice<\/em>, <em>36<\/em>(4), 255\u2011261. <a href=\"https:\/\/doi.org\/10.1080\/00405849709543776\">https:\/\/doi.org\/10.1080\/00405849709543776<\/a><\/p>\n<p>Wineburg, S. (1998). Reading Abraham Lincoln\u202f: An Expert\/Expert Study in the Interpretation of Historical Texts. <em>Cognitive Science<\/em>, <em>22<\/em>(3), 319\u2011346. <a href=\"https:\/\/doi.org\/10.1207\/s15516709cog2203_3\">https:\/\/doi.org\/10.1207\/s15516709cog2203_3<\/a><\/p>\n<p>Wineburg, S. (1999). Historical Thinking and other Unnatural Acts. <em>Phi Delta Kappan<\/em>, <em>80<\/em>(47), 81\u201194. <a href=\"https:\/\/doi.org\/10.1177\/003172171009200420\">https:\/\/doi.org\/10.1177\/003172171009200420<\/a><\/p>\n<p>Wineburg, S. (2004). Crazy for History. <em>Journal of American History<\/em>, <em>90<\/em>(4), 1401. <a href=\"https:\/\/doi.org\/10.2307\/3660360\">https:\/\/doi.org\/10.2307\/3660360<\/a><\/p>\n<p>Wineburg, S. (2010). Historical Thinking and other Unnatural Acts. <em>Phi Delta Kappan<\/em>, <em>92<\/em>(4), 81\u201194. <a href=\"https:\/\/doi.org\/10.1177\/003172171009200420\">https:\/\/doi.org\/10.1177\/003172171009200420<\/a><\/p>\n<p>Wineburg, S. (2012). <em>Historical Thinking<\/em> (Vol. 1\u20111 online resource). WorldCat. <a href=\"https:\/\/app.kortext.com\/borrow\/3133293\">https:\/\/app.kortext.com\/borrow\/3133293<\/a><\/p>\n<p>Wineburg, S. (2021). The silence of the ellipses\u202f: Why history can\u2019t be about telling our children lies. <em>Phi Delta Kappan<\/em>, <em>102<\/em>(5), 8\u201111. <a href=\"https:\/\/doi.org\/10.1177\/0031721721992558\">https:\/\/doi.org\/10.1177\/0031721721992558<\/a><\/p>\n<p>Wineburg, S., &amp; Gottlieb, E. (2011). Historians Meet Thanksgiving\u202f: What Would George Do? <em>Historically Speaking<\/em>, <em>12<\/em>(5), 6\u20118. <a href=\"https:\/\/doi.org\/10.1353\/hsp.2011.0071\">https:\/\/doi.org\/10.1353\/hsp.2011.0071<\/a><\/p>\n<p>Wineburg, S., &amp; Martin, D. (2004). Reading and Rewriting History. <em>Education Ledership<\/em>, <em>62<\/em>(1), 42\u201145.<\/p>\n<p>Wineburg, S., &amp; Monte-Sano, C. (2008). Who is a Famous American? Charting Historical Memory across the Generations. <em>Phi Delta Kappan<\/em>, <em>89<\/em>(9), 643\u2011648. <a href=\"https:\/\/doi.org\/10.1177\/003172170808900907\">https:\/\/doi.org\/10.1177\/003172170808900907<\/a><\/p>\n<p>Wineburg, S., Mosborg, S., Porat, D., &amp; Duncan, A. (2007a). Common Belief and the Cultural Curriculum\u202f: An Intergenerational Study of Historical Consciousness. <em>American Educational Research Journal<\/em>, <em>44<\/em>(1), 40\u201176. <a href=\"https:\/\/doi.org\/10.3102\/0002831206298677\">https:\/\/doi.org\/10.3102\/0002831206298677<\/a><\/p>\n<p>Wineburg, S., Mosborg, S., Porat, D., &amp; Duncan, A. (2007b). Common Belief and the Cultural Curriculum\u202f: An Intergenerational Study of Historical Consciousness. <em>American Educational Research Journal<\/em>, <em>44<\/em>(1), 40\u201176. <a href=\"https:\/\/doi.org\/10.3102\/0002831206298677\">https:\/\/doi.org\/10.3102\/0002831206298677<\/a><\/p>\n<p>Wineburg, S., Mosborg, S., Porat, D., &amp; Duncan, A. (2007c). <em>Forrest Gump<\/em> and the Future of Teaching the Past. <em>Phi Delta Kappan<\/em>, <em>89<\/em>(3), 168\u2011177. <a href=\"https:\/\/doi.org\/10.1177\/003172170708900305\">https:\/\/doi.org\/10.1177\/003172170708900305<\/a><\/p>\n<p>Wineburg, S. S. (1991a). Historical Problem Solving\u202f: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence. <em>Journal of Educational Psychology<\/em>, <em>83<\/em>(1), 73\u201187.<\/p>\n<p>Wineburg, S. S. (1991b). On the Reading of Historical Texts\u202f: Notes on the Breach Between School and Academy. <em>American Educational Research Journal<\/em>, <em>28<\/em>(3), 495\u2011519.<\/p>\n<p>Wineburg, S. S., &amp; Wilson, S. M. (1991). Models of Wisdom in the Teaching of History. <em>The History Teacher<\/em>, <em>24<\/em>(4), 395. <a href=\"https:\/\/doi.org\/10.2307\/494699\">https:\/\/doi.org\/10.2307\/494699<\/a><\/p>\n<p>Wineburg, S., &amp; Schneider, J. (2010). Was Bloom\u2019s Taxonomy Pointed in the Wrong Direction? <em>Phi Delta Kappan<\/em>, <em>91<\/em>(4), 56\u201161. <a href=\"https:\/\/doi.org\/10.1177\/003172171009100412\">https:\/\/doi.org\/10.1177\/003172171009100412<\/a><\/p>\n<p>Wineburg, S., Smith, M., &amp; Breakstone, J. (2018). What Is Learned in College History Classes? <em>Journal of American History<\/em>, <em>104<\/em>(4), 983\u2011993. <a href=\"https:\/\/doi.org\/10.1093\/jahist\/jax434\">https:\/\/doi.org\/10.1093\/jahist\/jax434<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Entrevue avec: Suggestions de sites \u00e0 consulter: Listes des r\u00e9f\u00e9rences consult\u00e9es pour produire la fiche Barnes, D., &amp; Shemilt, D. (1974). TRANSMISSION AND INTERPRETATION. Educational Review, 26(3), 213\u2011228. https:\/\/doi.org\/10.1080\/0013191740260305 Cariou, D. (2013). Comment construire un milieu et un jeu d\u2019apprentissage gagnant en histoire\u202f? Questions adress\u00e9es \u00e0 la probl\u00e9matisation en guise de r\u00e9ponse \u00e0 Sylvain Doussot. [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"domaine":[],"class_list":["post-71","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/71","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/comments?post=71"}],"version-history":[{"count":4,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/71\/revisions"}],"predecessor-version":[{"id":301,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/pages\/71\/revisions\/301"}],"wp:attachment":[{"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/media?parent=71"}],"wp:term":[{"taxonomy":"domaine","embeddable":true,"href":"https:\/\/www.uqac.ca\/bonnespratiquesus\/wp-json\/wp\/v2\/domaine?post=71"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}