{"id":67459,"date":"2025-03-18T09:43:06","date_gmt":"2025-03-18T15:43:06","guid":{"rendered":"https:\/\/suzukiassociation.org\/?post_type=journalarticle&#038;p=67459"},"modified":"2025-08-28T11:55:07","modified_gmt":"2025-08-28T17:55:07","slug":"revisiting-nurturing","status":"publish","type":"journalarticle","link":"https:\/\/suzukiassociation.org\/es\/journalarticle\/revisiting-nurturing\/","title":{"rendered":"Revisar la crianza\u00a0"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">By Edmund Sprunger<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Editor\u2019s Note: This article is the first in the author\u2019s three-part series. Part two, \u201c<a href=\"https:\/\/suzukiassociation.org\/journalarticle\/nurturing-parents-by-love\/\" target=\"_blank\" rel=\"noreferrer noopener\">Nurturing Parents by Love<\/a>,\u201d appears in <\/em>ASJ <em>volume 53 number 3 (May 2025), and part three, &#8220;<a href=\"https:\/\/suzukiassociation.org\/journalarticle\/nurturing-the-childs-mind\/\" data-type=\"link\" data-id=\"https:\/\/suzukiassociation.org\/journalarticle\/nurturing-the-childs-mind\/\">Nurturing the Child&#8217;s Mind<\/a>,&#8221; appears in <\/em>ASJ <em>volume 53 number 4 (August 2025).<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n<style>.wp-block-kadence-spacer.kt-block-spacer-67459_e11b57-d2 .kt-block-spacer{height:19px;}.wp-block-kadence-spacer.kt-block-spacer-67459_e11b57-d2 .kt-divider{border-top-width:4px;border-top-color:#eee;width:80%;border-top-style:solid;}<\/style>\n<div class=\"wp-block-kadence-spacer aligncenter kt-block-spacer-67459_e11b57-d2\"><div class=\"kt-block-spacer kt-block-spacer-halign-center\"><hr class=\"kt-divider\"\/><\/div><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"has-text-align-center wp-block-paragraph\"><em>The man who views the world at 50 the same as he did at 20 has wasted 30 years of his life.<\/em><\/p>\n\n\n\n<p class=\"has-text-align-center wp-block-paragraph\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">&#8211; Muhammad Ali, interview from November 1975<\/p>\n\n\n\n<blockquote class=\"wp-block-quote has-medium-font-size is-layout-flow wp-block-quote-is-layout-flow\" style=\"border-style:none;border-width:0px;border-radius:0px;margin-top:0;margin-right:0;margin-bottom:0;margin-left:0;padding-top:0;padding-right:0;padding-bottom:0;padding-left:0\">\n<p class=\"wp-block-paragraph\"><\/p>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\">It was late at night on December 30th, 1981, when I first arrived in Matsumoto to study with Dr. Suzuki. I\u2019ve been studying with him ever since. The other day, for example, as I was doing the dishes, I had a conversation with him in which I said that I didn\u2019t think he always nurtured by love. I was quite blunt, gave him a specific example, and I filled him in on the details. He listened attentively because, well, since this conversation was in my imagination, he didn\u2019t have much of a choice.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">As I mulled over this imagined conversation, I realized that my confrontation of Suzuki-Sensei did not make me disloyal. In fact, the act of reflecting on what he had taught me, <em>how<\/em> he had taught me, and challenging all of it, was actually an act of loyalty that marked me as a Suzuki Teacher. A big aspect of Dr. Suzuki\u2019s work was thoughtful examination of the status quo. It\u2019s right there in the Suzuki Teachers\u2019 Pledge: \u201c\u2026We will continue to study teaching in the future with much reflection, and through this continuing study we will be better able to concentrate energies toward better teaching.\u201d<sup>1<\/sup> As the author of this pledge, Suzuki recognized, I think, that he was setting the Suzuki movement in motion, but that it was up to all of us to engage with his ideas and to extend them. <\/p>\n\n\n\n<figure class=\"wp-block-pullquote alignleft has-theme-palette-1-color has-text-color has-link-color has-medium-font-size wp-elements-6ec1b8ec0423f7dd04fd94fce15670d3\" style=\"font-style:normal;font-weight:600;line-height:1.3\"><blockquote><p>Suzuki recognized that he was setting the Suzuki movement in motion, but that it was up to all of us to engage with his ideas and to extend them.<\/p><\/blockquote><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cNurture by love\u201d is one of those ideas. Far too often, I encounter teachers and parents who think that \u201cnurturing by love\u201d means things such as constantly smiling and speaking chirpily, saying only positive things, playing games all the time, and\u2014what I consider dangerous\u2014pretending a child has accomplished something that they have not. In such scenarios as these, it\u2019s not uncommon for these same teachers to then turn around and malign the parents and students they work with\u2014frequently in bitter terms. At the lesson, they might smile and say to the child \u201cThat was a super job\u201d and then, when later speaking with a teacher who was observing the lesson, lambaste the child\u2019s rushing, intonation, attitude, etc. What troubles me the most about these examples is that while some of the specifics may have been accurate\u2014for example, the child really did have a beautifully round pinky and was also not at all amenable to playing it slower\u2014in the big picture, the teacher is seeing the child as made of parts. In their minds, they have not integrated the various aspects of what the child is doing into one whole person. That integration is a tall order, but nobody said this was an easy job. Far from it.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">When thinking about \u201cnurturing by love,\u201d I like to quote Maya Angelou\u2019s saying that when she speaks of love, \u201cI don\u2019t mean mush.\u201d In this respect it\u2019s helpful to think about the English title of one of Suzuki\u2019s books: <em>Where Love is Deep<\/em>. Nurturing requires deep reflection.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">What is it that we\u2019re nurturing? I think we\u2019re nurturing development. Development of musical skills, for sure, but also what we commonly call \u201ccharacter.\u201d \u201cCharacter,\u201d in the sense that I am using it, does not refer to inborn temperaments, which have been well-researched by scholars such as Jerome Kagan, Alexander Thomas, Stella Chess, and Alicia Lieberman. I think of \u201ccharacter\u201d as the development of what is sometimes called \u201cthe self\u201d and sometimes called \u201cthe personality.\u201d This development can occur for all three points in the triangle: the teacher, the parent, and the child. Three themes will weave throughout this three-part series. One theme will be to think about what nurturing means. Another will be clarifying who is nurtured, and the third theme will be how we actually nurture.&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>The Teacher<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">A teacher who wants to nurture by love first needs to nurture herself, the teacher. A teacher nurtures herself in a variety of ways. One of the first ways is by being very clear that she can not look to the parents and children she works with to nurture her. Nurturing is simply not their role. When these roles become confused and teachers seek nurturing from parents and students, all kinds of bad feelings emerge. Because this important point is easily misunderstood, it merits further elaboration.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><\/strong>Most parents and children silently appreciate their teacher\u2019s efforts. This appreciation\u2014spoken or unspoken\u2014can provide the teacher with validation or affirmation of competence. The teacher can sense \u201cAs long as nobody\u2019s complaining, I must be doing a good job.\u201d However, ungrateful students and parents are likely to force a teacher to confront her invisible wish to be appreciated and adored.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Especially in Suzuki circles, I think we teachers often like to think of ourselves as selfless, devoted helpers of appreciative students and parents. We offer understanding, insight, information, caring, and affirmation, but we hope to receive gratitude and appreciation for our efforts. We commonly get enough gratitude and appreciation naturally so that everything flows smoothly. However, we occasionally encounter certain students and\/or parents who not only seem indifferent towards our efforts, they thwart them at every turn. (More about this phenomenon when I discuss how we nurture parents.) The point of our work is not to win the gratitude of parents and students, but to increase their sense of understanding, to promote a growth process, and to add beauty to the world.&nbsp;&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cStill,\u201d as psychoanalyst Glen Gabbard, MD, says, \u201cnone of us is a saint, and we yearn for a touch of gratitude.\u201d It is a challenge to teach ungrateful people, and when we\u2019re in such a situation, it can feel difficult to go back to the studio. Some of the most difficult moments in lessons come from ingratitude and its impact on the teacher.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Because these difficult moments are incredibly painful and create powerful obstacles, we benefit from considering the demands they place on us and how we might prepare for them in an attempt to avoid them, and how we might process them when they occur.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">&nbsp;A teacher can fortify her resistance to such situations through ongoing professional training. Workshops, institutes, festivals, etc., all give teachers an opportunity to get information from pedagogy sessions, to observe students and parents, and to converse with colleagues. Online forums are another source of connecting with colleagues.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Speaking with professional colleagues, even informally, can be a great place to get teaching ideas as well as to complain, to commiserate, and to process. These conversations are the place to say \u201cI\u2019m about to pull my hair out!\u201d or \u201cI want to fire them!\u201d The crucial point here is that there\u2019s no action, just words. It\u2019s often helpful to have an empathic ear to share our feelings with, and the act of saying something out loud can help generate a different response than the one that\u2019s on a loop in our heads. Please note that many of these conversations are best held in private, out of earshot of parents and children, because overhearing such teacher conversations may cause needless worry for parents and\/or children, even if they study with another teacher.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Some conversations are too important and\/or too delicate to be had in a caf\u00e9, and may benefit from a professional consultation with another teacher. Such consultations are very common for psychotherapists and psychoanalysts, who contract with a trusted colleague to discuss a case in confidence. Since this form of professional development is helpful, I have been advocating for it and offering online consultations. I recently began following the fee structure that is common with psychoanalysts\u2014the teacher who is consulting pays the consultant [me, in this case] whatever the teacher\u2019s hourly rate is. If it\u2019s $30.00, she pays $30.00; if it\u2019s $300.00, she pays $300.00.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Boundaries&nbsp;<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Another way teachers nurture themselves is by having clear boundaries. We can\u2019t expect people to respect our boundaries if they don\u2019t know what they are.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One of the most important ways we communicate these boundaries is through our written policies, where we specify how fees are to be paid, the attendance requirements are for studio events (e.g., group classes and concerts), how we handle missed lessons, the best ways for parents and students to communicate with us outside of lessons, what to do if they want to transfer to another teacher, how to terminate lessons, etc.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I think it\u2019s safe to assume that parents do not read these policies, even if they sign them. Most of us, in fact, don\u2019t carefully read things we\u2019re asked to sign\u2014forms in a healthcare facility, licensing agreements for software, credit card applications, etc. And if we do read them, it\u2019s not likely that we remember the details. We \u201cagree\u201d quickly so that we can click on the thing we were originally after.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote alignleft has-text-align-center has-theme-palette-1-color has-text-color has-link-color has-medium-font-size wp-elements-41ec16dcf07c2d8f93a49bafceb73f62\" style=\"font-style:normal;font-weight:600\"><blockquote><p>Policies are not abstract and separated from our day-to-day teaching; they contain our pedagogical ideals, and the way we teach communicates those ideals.<\/p><\/blockquote><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Even if parents don\u2019t fully absorb our policies from reading them, our clarity with ourselves about them helps us communicate them clearly to parents, as these policies are primarily for the teacher to self-reflect on what she is and is not willing to do: it is not a policy until the teacher has to act on it. For example, most people will pay tuition on time. But the teacher has to be clear about what she is willing to do when a parent doesn\u2019t.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Policies are not abstract and separated from our day-to-day teaching; they contain our pedagogical ideals, and the way we teach communicates those ideals. Stated another way, since it\u2019s likely that parents and students will not have digested them, policies primarily get communicated through the teacher\u2019s action or lack of action. For example, our policies say \u201cdaily review is important,\u201d but if we never cover review at a lesson, we\u2019re actually communicating that review is <em>maybe<\/em> important.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Regardless of what is and isn\u2019t in our policy statement, people will request all kinds of things from us, and we have the right to say no. One example is the parent who asks us to make a special practice video for their child. You may not have a specific policy about that and have to decide on the spot how to respond to that request. If we make such a video outside of lesson time, we are communicating to the parent that we are available for that kind of thing and that they can expect it of us. Alternatively, we might say \u201cGreat idea! We\u2019ll put that together at the next lesson\u201d or \u201cI see that there\u2019s a time crunch right now, so I\u2019m happy to get that to you today, but in the future, this is the kind of thing that we do at lessons.\u201d (If there\u2019s <em>always<\/em> \u201ca time crunch,\u201d you\u2019ve got a different issue to address.)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">So, one way we nurture ourselves is by being the guardians of our time. Here\u2019s another example of how we do that. If our policy is that we stick to a schedule, then when people show up late to a lesson, we stop the lesson at the scheduled stop time. This does not make us monsters. (If there\u2019s a monster, it\u2019s the reality of how time and space work\u2014something to take up with Einstein, and not the music teacher.)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One of the most difficult issues in the time category is what to do about missed lessons. It is common for teachers to have a \u201cno makeup lessons\u201d policy, and it is also common for parents in those studios\u2014especially new parents\u2014to announce that they will miss a lesson and then ask when the lesson will be made up. Such a scenario brings us back to the gratitude and appreciation issue, as the teacher is likely feeling some variation of \u201cYou were supposed to read my policies! I hate who I feel I am when I have to clarify this, because I want to be seen as all kind and nurturing!\u201d A teacher nurtures herself by knowing that in sticking to her policy, she is, again, not a monster. She is protecting herself, because protecting herself is not the job of the parent or child. Over time, parents catch on, but if we want the parent to take care of us by not asking\u2026so that we don\u2019t feel bad\u2026we\u2019re into psychological manipulation and back to those noxious role reversals.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A final example that is about the topic of time is the issue of people showing up late for lessons or not showing up at all without giving any kind of notice. It\u2019s rare for people to do this, but it\u2019s not unheard of. Of course, it\u2019s courteous if they let you know, but there can be all kinds of reasons for why they don\u2019t. My point here is that as long as they have paid for the lesson time, it is theirs to do with as they wish. If someone misses a lesson because they are sick, they should probably be calling their doctor. If they miss because their bridge broke, then they need to call the luthier. (In the case of the bridge, they would be smart to contact me to find out that we could have a lesson anyway.) The fact that I&#8217;m not a person they call when something unexpected comes up is likely not about respect as much as them being overwhelmed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Most parents are able to work with their teachers in a collegial, collaborative ways. If they are unable to engage with their teacher in that way, the situation can sometimes be remedied. However, if the parent can\u2019t or won\u2019t engage with the teacher in this way, then that says a lot about the personality structure of that person, and is outside of the work of the violin teacher.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Just as we are not owed a phone call,&nbsp; students don&#8217;t owe us gratitude and appreciation in the form of presents, although presents are common\u2014especially around the December holidays\u2014and I enjoy them very much. Similarly, they don&#8217;t owe us progress, they don&#8217;t owe us enthusiasm, and they don&#8217;t need to tell us how marvelous they think we are. They also don\u2019t owe us practice. [If we have a practice requirement, that is a separate topic outside of what we are \u201cowed.\u201d]&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Are all of those things nice? Absolutely! But they are not required. For the most part, what is required is that we are paid. Although there are typically plenty of healthy, naturally occurring sources of gratification for a teacher, our primary source should be money, for reasons I have outlined above.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In this brief article, I have hoped to outline a few of the main ways in which a teacher can nurture herself in a loving way. In the next installment of this series, I\u2019ll write about how to approach parents in a way that \u201cnurtures by love.&#8221;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">When I first arrived in Japan, I was only twenty years old and I didn\u2019t know anything about Japan or the Suzuki Method. I had just spent Christmas in Hiroshima, viewing the impact of the atomic bomb. Learning about Suzuki\u2019s philosophy, what he thought about the world, and what he wanted to do with music education pointed my life in a direction. I have spent the last four decades exploring what \u201cnurture by love\u201d means and how it might change the world.<\/p>\n\n\n<style>.wp-block-kadence-spacer.kt-block-spacer-67459_37c16c-41 .kt-block-spacer{height:60px;}.wp-block-kadence-spacer.kt-block-spacer-67459_37c16c-41 .kt-divider{border-top-width:1px;height:1px;border-top-color:#eee;width:80%;border-top-style:solid;}<\/style>\n<div class=\"wp-block-kadence-spacer aligncenter kt-block-spacer-67459_37c16c-41\"><div class=\"kt-block-spacer kt-block-spacer-halign-center\"><hr class=\"kt-divider\"\/><\/div><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Notes<\/strong><\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>The entire Suzuki Teachers\u2019 Pledge can be found here: <a href=\"https:\/\/suzukiassociation.org\/teachers\/teacher-trainers\/teacher-trainers\/suzuki-teachers-pledge\/\">https:\/\/suzukiassociation.org\/teachers\/teacher-trainers\/teacher-trainers\/suzuki-teachers-pledge\/<\/a>&nbsp;<\/li>\n<\/ol>\n\n\n<style>.wp-block-kadence-spacer.kt-block-spacer-67459_747ec7-f9 .kt-block-spacer{height:60px;}.wp-block-kadence-spacer.kt-block-spacer-67459_747ec7-f9 .kt-divider{border-top-width:1px;height:1px;border-top-color:#eee;width:80%;border-top-style:solid;}<\/style>\n<div class=\"wp-block-kadence-spacer aligncenter kt-block-spacer-67459_747ec7-f9\"><div class=\"kt-block-spacer kt-block-spacer-halign-center\"><hr class=\"kt-divider\"\/><\/div><\/div>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"373\" height=\"491\" src=\"https:\/\/suzukiassociation.org\/wp-content\/uploads\/2025\/03\/sprunger.jpg\" alt=\"\" class=\"wp-image-67460\" style=\"width:123px;height:auto\" srcset=\"https:\/\/suzukiassociation.org\/wp-content\/uploads\/2025\/03\/sprunger.jpg 373w, https:\/\/suzukiassociation.org\/wp-content\/uploads\/2025\/03\/sprunger-228x300.jpg 228w, https:\/\/suzukiassociation.org\/wp-content\/uploads\/2025\/03\/sprunger-9x12.jpg 9w\" sizes=\"auto, (max-width: 373px) 100vw, 373px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\"><strong>Edmund Sprunger<\/strong>, Missouri. BA in music from Goshen College, MSW from the University of Michigan (with a minor in administration), and extensive training at the St. Louis Psychoanalytic Institute. In addition to his teaching, he is a psychotherapist and psychoanalyst in private practice, and the author of two books. His diverse set of skills and experiences includes having studied in Japan with Dr. Suzuki, as well as in China in the early 1980s. He serves as the Director of Community Education at the St. Louis Psychoanalytic Institute, and recently completed a term as a Board member for the Suzuki Association of the Americas.&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Por Edmund Sprunger Nota del editor: Este art\u00edculo es el primero de una serie de tres partes. La segunda parte, \"Nutrir a los padres con amor\", aparece en ASJ volumen 53 n\u00famero 3 (mayo de 2025), y la tercera parte, \"Nutrir la mente del ni\u00f1o\", aparece en ASJ volumen 53 n\u00famero 4 (agosto de 2025). El hombre que ve el mundo a los 50...<\/p>","protected":false},"featured_media":67460,"template":"","meta":{"_acf_changed":false,"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"pmpro_default_level":"","_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_price":"","_stock":"","_tribe_ticket_header":"","_tribe_default_ticket_provider":"","_tribe_ticket_capacity":"0","_ticket_start_date":"","_ticket_end_date":"","_tribe_ticket_show_description":"","_tribe_ticket_show_not_going":false,"_tribe_ticket_use_global_stock":"","_tribe_ticket_global_stock_level":"","_global_stock_mode":"","_global_stock_cap":"","_tribe_rsvp_for_event":"","_tribe_ticket_going_count":"","_tribe_ticket_not_going_count":"","_tribe_tickets_list":"[]","_tribe_ticket_has_attendee_info_fields":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"narrow","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":""},"article-tag":[1009,781,1008,787,809,1010],"journalsection":[],"class_list":["post-67459","journalarticle","type-journalarticle","status-publish","has-post-thumbnail","hentry","article-tag-nurturing","article-tag-parents-education","article-tag-policy","article-tag-suzuki-philosophy","article-tag-suzuki-triangle","article-tag-teachers","pmpro-has-access"],"acf":[],"taxonomy_info":{"article-tag":[{"value":1009,"label":"Nurturing"},{"value":781,"label":"Parents and Parent Education"},{"value":1008,"label":"Policy"},{"value":787,"label":"Suzuki Philosophy"},{"value":809,"label":"Suzuki Triangle"},{"value":1010,"label":"Teachers"}]},"featured_image_src_large":["https:\/\/suzukiassociation.org\/wp-content\/uploads\/2025\/03\/sprunger.jpg",373,491,false],"author_info":[],"comment_info":"","_links":{"self":[{"href":"https:\/\/suzukiassociation.org\/es\/wp-json\/wp\/v2\/journalarticle\/67459","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/suzukiassociation.org\/es\/wp-json\/wp\/v2\/journalarticle"}],"about":[{"href":"https:\/\/suzukiassociation.org\/es\/wp-json\/wp\/v2\/types\/journalarticle"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/suzukiassociation.org\/es\/wp-json\/wp\/v2\/media\/67460"}],"wp:attachment":[{"href":"https:\/\/suzukiassociation.org\/es\/wp-json\/wp\/v2\/media?parent=67459"}],"wp:term":[{"taxonomy":"article-tag","embeddable":true,"href":"https:\/\/suzukiassociation.org\/es\/wp-json\/wp\/v2\/article-tag?post=67459"},{"taxonomy":"journalsection","embeddable":true,"href":"https:\/\/suzukiassociation.org\/es\/wp-json\/wp\/v2\/journalsection?post=67459"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}