At the beginning of this semester, I was tasked with creating a blog. That was ten weeks ago. I wasn’t familiar with the field of nature interpretation. I enrolled in this class because it seemed interesting, and not having to commute to campus was a bonus. Little did I know how transformative this experience would be. I have connected my personal experiences to broader environmental themes, shared stories, and explored new perspectives. I grew not just as a student but as an aspiring nature interpreter. As I write my last blog post, I’m reflecting on how this journey has shaped my ethics, responsibilities, and approach to interpretation.
My evolving philosophy as a nature interpreter is shaped by the belief that environmental education is more than just delivering facts; it’s about creating emotional connections, inspiring curiosity, and encouraging respect for the natural world. As Becket al. (2018) write, “Interpreters should embody enthusiasm, knowledge, and adaptability, all while conveying a sense of humility and humour.” This quote resonates with me, reminding me of the need to improve myself, as well as inspire others continually.
A central belief that guides me as a nature interpreter is that nature should be accessible to everyone. We all bring different perspectives, shaped by our backgrounds and experiences, to our interactions with the environment. This idea aligns with the concept of multicultural education as well as the idea of the “invisible knapsack” of privilege and cultural influence that each person carries (Gallavan, 2003). Understanding this concept allows me to approach interpretation with humility, recognizing both my privileges and the diverse perspectives of my audience. By being aware of these dynamics, I aim to create an inclusive environment where everyone feels welcome to explore nature.
Another guiding principle for me is the power of emotional engagement through the arts. Arts-based environmental education allows for a deeper connection to nature. As van Boeckel (2013) discusses in At the Heart of Art and Earth, “arts-based methods in environmental education can make content more memorable and enjoyable.” Art helps to bridge he gap between scientific knowledge and personal experience. Additionally, as Gray et al. (2001) explore in The Music of Nature and the Nature of Music, music and natural sounds are powerful conduits in environmental education, bridging science with personal experience. This approach is meaningful to me as a creative individual who values storytelling, music, and visual expression. By integrating artistic elements into my interpretation, I aim to create memorable, emotionally resonant experiences that make environmental messages more accessible and impactful
As a nature interpreter, I feel a strong ethical responsibility to present information accurately, inclusively, and thoughtfully. One of my primary duties is to foster a genuine curiosity about the natural world, going beyond facts to help others appreciate its complexity and interconnectedness. Merenlender et al. (2016) emphasize the importance of environmental education programs that inspire action, not just knowledge. Through my work, I hope to not only educate people about nature but also motivate them to protect it.
In addition, I feel responsible for balancing realism with hope. Environmental issues can be daunting, and it’s easy for audiences to feel overwhelmed. As Rodenburg (2019) highlights, educators have a duty to instill hope, reminding audiences that positive change is possible. My role involves fostering empowerment and offering realistic views of environmental challenges while emphasizing the impact each person can have through small actions.
Given my belief in inclusivity and emotional engagement, storytelling has become a cornerstone of my interpretation approach. Stories allow me to convey scientific information in ways that are both memorable and relatable. For example, incorporating folklore or traditional stories, as Sahi (2010) describes in their discussion of Finnish folk music, can help convey the sacredness and interconnectedness of nature in a way that resonates across cultural backgrounds. Storytelling allows audiences to connect to the universality of nature’s beauty and the specificity of individual places.
Furthermore, I strive to adapt my approach based on the needs of my audience. Wals et al. (2014) argue that effective environmental education should be responsive to different learning styles and preferences. For young children, I incorporate interactive elements and simplified language, focusing on hands-on activities that nurture their innate sense of wonder. For adults, I might delve deeper into complex ecological relationships or discuss specific actions they can take to support conservation efforts. This flexibility allows me to connect with diverse audiences, ensuring that everyone feels engaged and empowered.
As I continue to develop as a nature interpreter, I am aware of areas where I can grow. One challenge I encounter is the temptation to overload audiences with information. Given my passion for sharing what I love, I sometimes feel compelled to share too much, which can overwhelm or disengage visitors. Learning to simplify and focus on key messages, as Csikszentmihalyi’s (2008) concept of “flow” suggests, will help me create more cohesive and enjoyable experiences.
As the semester ends, it is easy to become disheartened by the challenges facing our environment, but as nature interpreters, we have a duty to inspire hope and resilience. “Interpretation, properly carried out, serves as an indispensable tool to achieve successful cultural and natural resource stewardship. Interpretation takes people from passive appreciation to exciting understanding of the cultural and natural environments they experience” (Beck et al., 2018). This means balancing the realities of environmental issues with messages of empowerment, reminding audiences of the positive impact their actions can have. Ten weeks is a short time in our long life but have had one of the major impacts. To develop as an effective interpreter, I recognize that continuous reflection and adaptation are essential. Interpretation is not static; it requires a willingness to learn and evolve
My beliefs, responsibilities and ethics have been altered for the better. My blog posts may have come to an end, but my story continues, I hope I continue to develop as a nature interpreter. I hope to help others in our natural world's ever-changing landscape.
(Myself at Grosse Mountain, Vancouver)
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World.(pp.13). Sagamore Publishing.
Csikszentmihalyi, M. (2004). Flow, the secret to happiness.
Gallavan, N. P. (2003). Helping teachers unpack their "invisible knapsacks". Multicultural Education.
Merenlender, A. M., Crall, A. W., Drill, S., et al. (2016). Evaluating environmental education, citizen science, and stewardship through naturalist programs. Conservation Biology.
Rodenburg, J. (2019). Why environmental educators shouldn’t give up hope. Clearing Magazine.
Sahi, V. (2010). Using folk traditional music to communicate the sacredness of nature in Finland. Workshop Proceedings: Spiritual Values of Protected Areas of Europe.
van Boeckel, J. (2013). At the heart of art and earth: An exploration of practices in arts-based environmental education. Environmental Education Research.
Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science.