{"id":221,"date":"2008-03-07T16:51:34","date_gmt":"2008-03-07T16:51:34","guid":{"rendered":""},"modified":"2016-10-24T11:22:46","modified_gmt":"2016-10-24T16:22:46","slug":"the-idea-of-peace-as-coubertins-vision-for-the-modern-olympic-movement-development-and-pedagogic-consequences","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/the-idea-of-peace-as-coubertins-vision-for-the-modern-olympic-movement-development-and-pedagogic-consequences\/","title":{"rendered":"The Idea of Peace as Coubertin’s Vision for the Modern Olympic Movement: Development and Pedagogic Consequences"},"content":{"rendered":"
Submitted by: Norbert M\u00fcller<\/div>\n

The Origin of the Idea of Peace in the Modern
\nOlympic Movement <\/strong><\/p>\n

The Olympic Games took place in ancient Greece 293 times from 776 B.C.
\nup to 393 A.D., i.e. over a period of almost 12 centuries, in contrast
\nto modern times without interruption.<\/p>\n

<\/p>\n

The term \u201cpeace\u201d was not used in ancient Greece with the
\nPanhellenic Games, but the Greek word Ekecheiria (ekeceiria),
\nwhich etymologically means \u201ctruce\u201d. Marc GOLDEN in his brand
\nnew Lexicon \u201cSport in the Ancient World from A to Z\u201d gives
\nthe following explanation:<\/p>\n

\u201cTruce (Greek ekecheiria, hieromenia, spondai<\/em> ). A period
\nbefore and after Greek festivals during which the territory of the host
\ncity was inviolate and competitors, spectators and others had safe passage
\nto and from it. The beginning of the truce was proclaimed by emissaries
\n(spondophoroi, theoroi<\/em>) to the major centres of the Greek world.
\nThe period of the truce varied. For the Olympics, it grew from one to
\ntwo months on either side of the festival; for the Pythian Games, it extended
\nfor a full year. In these cases and others, violations occurred. A writer
\non tactics even recommends attack during a festival and the Altis at Olympia
\nwas the site of a pitched battle during the festival in 364. It was sufficiently
\nwell known by the mid-fifth century to be used to schedule sacrifices
\non far-off Selinus, Sicily.\u201d <\/a><\/p>\n

The ancient Greeks would use the word \u201ceirene\u201d<\/em><\/strong>describing
\nthe modern term \u201cpeace.\u201d In 1795 the great German philosopher
\nImmanuel Kant published his treatise \u201cOn Eternal Peace\u201d (\u201cZum
\nEwigen Frieden\u201d). His conception of peace embraced philosophical,
\nhistorical, legal and political aspects.<\/p>\n

In the 19 th century the idea of worldwide peace became part and parcel
\nof general humanistic thinking. There were first attempts to put these
\nideas organizationally into practice.<\/p>\n

As the real beginning of the modern peace movement must be considered
\nBertha von Suttner\u2019s (1843-1914) novel \u201cDie Waffen Nieder\u201d
\n(Down with Weapons) published in 1889 and translated into many different
\nlanguages.<\/p>\n

Peace organizations were founded in many countries in Europe, a strong
\norganization in Great Britain and the USA, with people of all walks of
\nlife being active members.<\/p>\n

Pierre de Coubertin\u2019s Concept of Peace
\n<\/strong><\/p>\n

\"Pierre<\/p>\n

Pierre de Coubertin (1863-1937)<\/p>\n

As a young man, in 1892, Coubertin had the idea of renewing the ancient
\nOlympic Games, which duly took place in Athens in 1896. Whereas his educational
\naspirations had additionally been confined to France, the success of these
\nfirst Olympic Games marked, for COUBERTIN, the internationalization of
\nhis educational visions, where his main priority at first was the idea
\nof peace among nations<\/em>.<\/p>\n

\u201cWars break out because nations misunderstand each other. We shall
\nno have peace until the prejudices which now separate the different races
\nshall have been outlived. To attain this end, what better means than to
\nbring the youth of all countries periodically together for amicable trials
\nof muscular strength and agility? \u201c<\/a>
\n(Coubertin)<\/p>\n

<\/h4>\n

The quotation above shows his notion of peace. In these ambitions he
\nwas influenced by his paternal friend Jules Simon. Simon h ad been a co-founder
\nof the Interparliamentary Union, established in Paris in 1888, and the
\nInternational Peace Bureau, founded in 1892. <\/a><\/p>\n

80% of the honorary members of the IOC founding Congress 1894 in Paris
\nwere members of national peace movements. Five of those won later Nobel
\nPeace Prices.<\/a><\/p>\n

Coubertin was convinced that peace education could only be effective
\nif theoretical learning was accompanied by personal experience. Olympic
\nsport was the very means to achieve this aim. Sport in the sense should
\nbecome an instrument to reform economy and politics and thus society as
\na whole: \u201cThe Olympic Games will be a potent, if indirect factor
\nin securing universal peace\u201d.<\/a><\/p>\n

Pierre de Coubertin was primarily a pedagogue and his foremost aim was
\nto reform education. In 1925 he was one of the founders of the World Pedagogical
\nUnion (Union P\u00e9gagogique Universelle\/ U.P.U.) compiled a \u201cCharter
\nof Educational Reform\u201d and in 1926 he founded an \u201cInternational
\nCenter of Sports Education\u201d (Bureau International de P\u00e9dagogie
\nsportive\/B.I.P.S.). His great achievement was to combine and interweave
\nsports, education, and the idea of world-wide peace. Influenced by his
\nexperiences during several visits to England, especially by the study
\nof Thomas Arnold\u2019s (1795-1842) conception of education, Pierre de
\nCoubertin demanded ethical and moral values together with physical training
\n\u2013 sports being the basis and initiating source. Coubertin\u2019s
\nprogramme of modern sports education did not originate in ancient Greece
\nbut in the system of English public schools. The idea of universal peace
\nwas predominant in his thoughts on the beginning, a misunderstanding of
\nthe ancient notion of peace by Coubertin. The modern Olympic Games conceived
\nby Coubertin were built on the three pillars: elite sports, ethics and
\npeace.<\/p>\n

Evaluating and looking back on the Games of 1896 Coubertin writes in
\nmore realistic tones:<\/p>\n

\u201c One may be filled with a desire to see the colors of one\u2019s
\nclub or college triumph in a national meeting, but how much stronger is
\nthe feeling when the colours of one\u2019s own country are at stake!
\nIt was with these thoughts in mind that I sought to revive the Olympic
\ngames. I have succeeded after many efforts. [I hope] it may be a potent,
\nif indirect, factor in securing international peace.\u201d <\/a><\/p>\n

Coubertin\u2019s \u201cOde to Sport\u201d underlines the identification
\nof sport and peace in literary form:<\/p>\n

\u201cO Sport, You are Peace!<\/p>\n

You forge happy bonds between the peoples<\/p>\n

by drawing them together in reverence for strength<\/p>\n

which is controlled, organised and self disciplined.<\/p>\n

Trough you the young of the entire world<\/p>\n

learn to respect one another,<\/p>\n

and thus the diversity of national traits becomes a source<\/p>\n

of generous and peaceful<\/strong> emulation! \u201c <\/a><\/p>\n

In his early writings, he refers to international sporting encounters
\nas “the free trade of the future”<\/a>
\nseeing the participating athletes as “ambassadors of peace”<\/a>
\neven though by his own admission he still had to take care, at the time
\nof the founding of the IOC in 1894, not to say too much about this, not
\nwanting – as he says in a document that has come down to us – to ask too
\nmuch of sportsmen or to frighten the pacifists. With his ideas of peace,
\nhowever, Coubertin associated an ethical mission which, then as now, was
\ncentral to the Olympic Movement and – if it were to succeed – had to lead
\nto political education. On the threshold of the 20th century, Coubertin
\ntried to bring about enlightened internationalism by cultivating a non-chauvinistic
\nnationalism. <\/a><\/p>\n

The Notion of Peace in the Olympic Charter <\/strong><\/p>\n

 <\/p>\n

Society, world-political relations and ethical norms etc. have changed
\ngradually or radically since Coubertin, but the Olympic Charter of today
\nstill comprises as an essential part Coubertin\u2019s philosophy. He
\nhas described his imaginations concerning the relationships between sport,
\nOlympism, and peace in the Olympic Charter. From the nine Fundamental
\nPrinciples the following two are especially relevant:<\/p>\n

Art. 3. \u201cThe goal of Olympism is to place everywhere sport at
\nthe service of the harmonious development of man, with a view to encouraging
\nthe establishment of a peaceful society concerned with the preservation
\nof human dignity. To this effect, the Olympic Movement engages, alone
\nor in cooperation with other organizations and within the limits of its
\nmeans, in action to promote peace.\u201d<\/a><\/p>\n

Art. 6. \u201cThe goal of the Olympic Movement is to contribute to
\nbuilding a peaceful and better world by educating youth through sport
\npractised without discrimination of any kind and in the Olympic spirit,
\nwhich requires mutual understanding with a spirit of friendship, solidarity
\nand fair play.\u201d<\/a><\/p>\n

The Olympic rings combining the five continents are also a symbol of
\npeace and international understanding; the colors symbolizing the colors
\nof all national flag are indirect representing the world wide nations.<\/p>\n

The Cooperation between the IOC and the UN <\/strong><\/p>\n

 <\/p>\n

In the 20 th century the Olympic Ideal of peace was repeatedly violated
\n(e.g. by the two World-Wars, Munich 1972). But the continuity of the ideal
\nwas maintained and enforced, especially after the presidency of Avery
\nBrundage.<\/p>\n

The IOC and the UN became congenial partners:<\/p>\n

Kofi Annan, General Secretary of the United Nations in 2000:<\/p>\n

\u201cOlympic Ideals are also United Nations ideals: tolerance, equality,
\nfair play and, most of all, peace together, the Olympics and the United
\nNations can be a winning team. But the contest will not be won easily.
\nWar, intolerance and deprivation continue to stalk the earth. We must
\nfight back, Just as athletes strive for world records, so must we strive
\nfor world peace.” <\/a><\/p>\n

The ancient concept of Olympism was revived. The UN declared 1994 as
\nthe \u201cInternational Year of Sport and the Olympic Ideal\u201d. General
\nSecretary Boutros Boutros-Ghali emphasized the close connection between
\nthe Olympic ethos and the fundamental principles of the UN.<\/p>\n

In January 1994 International Olympic Committee President Juan Antonio
\nSamaranch proclaimed an \u201cOlympic Truce\u201d: All wars the world
\nover should be interrupted 7 days before and after the Winter Games in
\nLillehammer.<\/p>\n

In 1994 Samaranch travelled to Sarajevo during the Olympic Truce, to
\nexpress his solidarity with the host town of the 1984 Olympic Winter Games.
\nIn 1995 the resolution of Olympic Peace was renewed during the Olympic
\nSummer Games in Atlanta, as well as in 1999 for Sydney, but very restricted
\nin November 2001 concerning the time of the Salt Lake City Winter Games.<\/p>\n

In 1995 it was for the first time in the history of the Olympic Movement
\nthat the IOC President spoke before the General Assembly of the UN.<\/p>\n

Peace Education <\/strong><\/p>\n

The field of peace education varies from studying the causes of human
\nviolence to studying the causes of war. The study of human violence involves
\nthe human psyche and aspects of aggression, while the study of war focuses
\non the behaviour of armies and nation-states. In between these two poles
\nlies a vast academic domain that included the study of conditions of survival,
\nproblems of communication, international relations, legal theory and environmental
\nawareness.<\/p>\n

Whether working to achieve immediate or long-range objectives, peace
\neducation has ten main goals formulated by I. Harris:<\/p>\n

    \n
  1. To appreciate the richness of the concept of peace<\/li>\n
  2. to address fear<\/li>\n
  3. to provide information about defence systems<\/li>\n
  4. to understand war behaviour<\/li>\n
  5. to develop intercultural understanding<\/li>\n
  6. to provide a future orientation<\/li>\n
  7. to teach peace as a process<\/li>\n
  8. to promote a concept of peace accompanied by social justice<\/li>\n
  9. to stimulate a respect for life and<\/li>\n
  10. to end violence. <\/a><\/li>\n<\/ol>\n

    The famous English author H.G. Wells (1866-1946)<\/a>
    \nstated the urgency of peace education in his famous statement, that human
    \nbeings are embarked upon \u201ca race between education and catastrophe\u201d.<\/p>\n

    According to O. Grupe and the author the following pedagogic educational
    \nconcepts can be described from Coubertin\u2019s ideas:<\/p>\n

      \n
    1. the self-awareness through sports<\/li>\n
    2. the harmony of physical and spiritual training<\/li>\n
    3. the idea of human perfection with the help of physical achievement<\/li>\n
    4. sports deliberately based upon ethics as the leading principle<\/li>\n
    5. respect for and tolerance of competitors<\/li>\n
    6. understanding brought about by sport practice<\/li>\n
    7. the idea of peace and international and interracial understanding<\/li>\n
    8. The promotion of emancipatory developments in and through sports.<\/li>\n<\/ol>\n

      Within the peace education field, human rights education is normally
      \nviewed as a subject of peace education. Yet the Declaration adopted at
      \nthe World Conference on Human Rights in Vienna 1993 views human rights
      \neducation as an all-embracing concept. Article II.d of the Declaration
      \nruns as follows:<\/p>\n

      \u201cHuman Rights Education should include peace, democracy, development
      \nand social justice, as set forth in international and regional human rights
      \ninstruments in order to achieve common understanding and awareness with
      \na view to strengthening universal commitment to human rights…The proclamation
      \nof a United Nations decade for human rights education in order to promote,
      \nencourage and focus these educational activities should be considered.\u201d
      \n      <\/a><\/p>\n

      This way of defining human rights education causes it to overlap with
      \npeace education.<\/p>\n

      Peace Education as Learning Principle in School Education<\/p>\n

       <\/p>\n

      All idealistic objectives and goodwill proclamations are useless if
      \nthey are not effectively put into practice. Gandhi\u2019s quotation shows
      \nthe way by emphasizing the necessity of starting peace education with
      \nthe young ones. Ethical principles should be acquired, based upon and
      \ntested in everyday life and therefore in different social contexts. For
      \nman as a social being educational objective is the realization of the
      \nnotion of peace.<\/p>\n

      As to school education the following principles will help to promote
      \npeace:<\/p>\n

        \n
      1. practice of personal courage,<\/li>\n
      2. respect of the dignity of others,<\/li>\n
      3. acknowledgement of religious values,<\/li>\n
      4. responsible use of freedom,<\/li>\n
      5. fight against prejudices,<\/li>\n
      6. fairness,<\/li>\n
      7. tolerance and<\/li>\n
      8. intercultural understanding.<\/li>\n<\/ol>\n

        Children must learn to solve quarrels without violence.<\/p>\n

        Conclusion <\/strong><\/p>\n

        It is precisely the relationship between nationalism and international
        \npeace – a one-sided one hitherto, because invariably regarded as a contradiction
        \nin terms – that forms the challenging peace ethos and fascination of Olympism.
        \nFrom the beginning, Coubertin’s sights were set upon interplay between
        \nnations united by enthusiasm for peace and an internationalism that would
        \nset a ceremonial seal on their peaceful ambitions.<\/p>\n

        Coubertin’s plans thus extended from the outset beyond the organizing
        \nof Olympic Games every four years. He wanted mankind in the 20th century
        \nto experience sport in the harmonious interplay of physical and intellectual
        \nskills, so that – set in an artistic, aesthetic frame – it would make
        \nan important contribution to human happiness.<\/em>        <\/a><\/p>\n

        <\/a> London & New York, Routledge,
        \n2004, p.169. See also the important explication of ekecheiria<\/em>
        \nby ROUGEMONT,G.: La hi\u00e9rom\u00e9nie des Pythia et les \u00ab\u00a0tr\u00eaves
        \nsacr\u00e9es\u00a0\u00bb d\u2019Eleusis, de Delphes et d\u2019Olympie.
        \nIn: BCH 97(1937)75-106.<\/p>\n

        <\/a> Coubertin, P. de: The Olympic games
        \nof 1896. In: The century Illustrated Monthly Magazine, Vol.LIII, New Series,
        \nVol.XXXXI, November 1896 to April 1897, p.53.Reprinted in: M\u00fcller,
        \nN. (ed.): Pierre de Coubertin.Olympism. Lausanne, IOC, 2000, p.360.<\/p>\n

        <\/a> Ibidem, pp. 170-178.<\/p>\n

        <\/a> Cf.Quanz, D.: Civic Pacifism and
        \nSports-Based Internationalism. Framework for the Founding of the IOC.
        \nIn: Olympika.Int.Journal of Olympic Studies, 2(1993), pp.1-23.<\/p>\n

        <\/a> Ibidem<\/p>\n

        <\/a> Coubertin. Selected Writings, ibidem,
        \np .360.<\/p>\n

        <\/a> Quoted from M\u00fcller, N. (ed.):
        \nPierre de Coubertin.Olympism.Selected Writings. Lausanne, IOC, 2000, p.360.
        \nThe French version is: \u201eO Sport, tu es la Paix. Tu \u00e9tablis
        \ndes rapports heureux entre les peuples en les rapprochant dans le culte
        \nde la force contr\u00f4l\u00e9e. organis\u00e9e et ma\u00eetresse
        \nd\u2019elle-m\u00eame. Par toi la jeunesse universelle apprend \u00e0
        \nse respecter et ainsi la diversit\u00e9 des qualit\u00e9s nationales
        \ndevient la source d\u2019une g\u00e9n\u00e9reuse et pacifique \u00e9mulation.
        \n\u201c, quoted from Coubertin, P. de: \u201aOde au Sport\u2019. In:
        \nCDI (ed.): L\u2019id\u00e9e olympique. Cologne 1966, p. 39.<\/p>\n

        <\/a> Coubertin: Physical Exercises in
        \nthe Modern World. Lecture Given at the Sorbonne (November 1892). In: M\u00fcller,
        \nN. (Ed.): Olympism. Selected Writings of Pierre de Coubertin. Lausanne,
        \nIOC, 2000, p.297.<\/p>\n

        <\/a> Coubertin\u00a0: L\u2019athl\u00e9tisme.
        \nSon r\u00f4le et son histoire. In\u00a0: La Revue Athl\u00e9tique 2
        \n(1891), 204.<\/p>\n

        <\/a> cf. Quanz, D.R.\u00a0: Formkraft
        \nder IOC-Gr\u00fcndung\u00a0: Die zeitgen\u00f6ssische Friedensbewegung.
        \nIn: Schaller,H.J.\/Pache,D. (Eds.): Sport als Lebenschance und Bildungsreform.
        \nSchorndorf 1995, pp.165-173.<\/p>\n

        <\/a> International Olympic Committee:
        \nOlympic Charter . 2003, p. 9.<\/p>\n

        <\/a> Ibidem<\/p>\n

        <\/a> Extract of Kofi Annan\u2019s
        \nmessage on the Games in Sydney, 15th September until 1st October 2000,
        \ncf. website: http:\/\/olympic.org\/uk\/organisation\/missions\/truce\/initiative_uk.asp
        \n(16.07.2002)<\/p>\n

        <\/a> cf. Harris, I.: The goals of
        \npeace education. 1988, n.p.<\/p>\n

        <\/a> quoted from: Harris, I.: The
        \ngoals of peace education. 1988, n.p. <\/strong><\/p>\n

        <\/a> cf. Brock-Utne, B.: Peace education.
        \n2000, p. 134.<\/p>\n

        <\/a> Concerning this paper see also
        \nGERLING, J.: Der Friedensgedanke in der modernen Olympischen Bewegung:
        \nUrsprung, Entwicklung und p\u00e4dagogische Folgerungen. Staatsexamensarbeit.
        \nMainz, Fachbereich Sport, 2002. (unpublished)<\/p>\n","protected":false},"excerpt":{"rendered":"

        Submitted by: Norbert Müller<\/div>\n

        The Origin of the Idea of Peace in the Modern
        \n Olympic Movement <\/strong><\/p>\n

        The Olympic Games took place in ancient Greece 293 times from 776 B.C.
        \n up to 393 A.D., i.e. over a period of almost 12 centuries, in contrast
        \n to modern times without interruption. <\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[290,296],"tags":[27,8,70,71],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-3z","jetpack-related-posts":[{"id":392,"url":"https:\/\/thesportjournal.org\/article\/introduction-to-the-international-olympic-academy\/","url_meta":{"origin":221,"position":0},"title":"Introduction to the International Olympic Academy","date":"August 10, 2010","format":false,"excerpt":"Anne Kent Rush, Editor ### IOA Today The International Olympic Academy (IOA) established in Olympia, Greece, serves a multi-national community as an International Academic Centre for Olympic Studies. 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At least one\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":92,"url":"https:\/\/thesportjournal.org\/article\/frequently-asked-questions-about-the-ancient-olympic-games\/","url_meta":{"origin":221,"position":2},"title":"FAQs – Frequently Asked Questions about the Ancient Olympic Games","date":"February 14, 2008","format":false,"excerpt":"Submitted by: Perseus Project at Tufts University Where did the Olympic games come from? Why were they held at Olympia? Were there other contests like the Olympics? Who could compete in the Olympics? Were women allowed at the Olympics? How were the athletes trained? 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Two world wars, countless civil wars, the\u2026","rel":"","context":"In "Sports History"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":418,"url":"https:\/\/thesportjournal.org\/article\/introduction-to-the-vision-mission-and-history-of-the-international-olympic-academy\/","url_meta":{"origin":221,"position":4},"title":"Introduction to the Vision, Mission and History of the International Olympic Academy","date":"June 28, 2011","format":false,"excerpt":"**To Explore and Enhance the Contribution of Olympism to Humanity in the 21st Century** \u201cDefending and promoting the Olympic Ideal from both the sporting and the cultural point of view must be a task that we all share.\u201d \u2013Jacques Rogge, President of the IOC ### Vision The International Olympic Academy\u2026","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":255,"url":"https:\/\/thesportjournal.org\/article\/book-review-historical-dictionary-of-the-olympic-movement-3rd-edition\/","url_meta":{"origin":221,"position":5},"title":"Book Review: Historical Dictionary of the Olympic Movement (3rd Edition)","date":"March 14, 2008","format":false,"excerpt":"Reviewed by: David Gargone The third edition of the Historical Dictionary of the Olympic Movement presents readers with a comprehensive reference guide covering the modern Olympic movement, including chronologies, dictionary entries, appendixes, and references.","rel":"","context":"In "Contemporary Sports Issues"","img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/221"}],"collection":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/comments?post=221"}],"version-history":[{"count":3,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/221\/revisions"}],"predecessor-version":[{"id":4675,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/posts\/221\/revisions\/4675"}],"wp:attachment":[{"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/media?parent=221"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/categories?post=221"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesportjournal.org\/wp-json\/wp\/v2\/tags?post=221"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}