Interpreting Nature

Wecome to my interpretive blog for ENVS*3000! By: Alayna Paolini

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Final Post

Hey everyone, can't believe we're already at the end of the road, it feels like I just posted my first post yesterday!

This post is supposed to be all about us, and everything we've learned over the course. It's about how we ourselves would conduct ourselves as nature interpreters.

As a nature interpreter, my personal ethic would be deeply rooted in respect for the environment, and at my core, I wish to promote that I have an unwavering dedication to accuracy and honesty in interpretation, in connection to science.

The role of a nature interpreter means that we have a responsibility to be accurate to the most recent information, while also maintaining the integrity of the natural environmental narrative, which is extremely important when describing and presenting natural history (Beck et al., 2018). There are a lot of responsibilities involved in making sure the interpretation is both accurate and engaging. Therefore, as a nature interpreter, my primary responsibility is to convey accurate information about the natural world in an engaging and accessible manner, helping others develop a deeper understanding and appreciation for biodiversity and ecological processes.

When trying to keep interpretation accurate, in my thoughts, that requires an understanding of, and a connection to science. However, science and interpretation have a tumultuous relationship (Wals et al., 2014). What this means, is that as both a scientist and a nature interpreter, my responsibilities are going to build up between the two, in order to provide the best experience to those I’m teaching. In my eyes, I think my role should be to not only providing information but also to encourage individuals to take meaningful action for conservation. This might involve promoting sustainable behaviors, supporting conservation initiatives, or advocating for environmental policies that protect natural resources. It can also mean encouraging individuals to participate in citizen science projects, support local conservation initiatives, in order to promote support for the environment.

Me personally as an individual, I think the best approach for myself would be a combination of science and nature interpretation. I think an approach that involves collection, sampling, and dissection, all while explaining the importance of what we’re collecting. I also think that something like learning about tracking animals is the perfect way to combine ecological science and nature interpretation.

Tracks from the class trip we took. Left is a photo of squirrel tracks, right is a possible coyote track!

Observing animal tracks is a long studied tradition, that has remained a consistent practice for a very long time. It requires a deep familiarity with the land around you, and a understanding of the species that live alongside you. I recently had the chance to learn about it a little bit in one of my classes, and one of the biggest lessons I learned was that I needed to get way more familiar with my surroundings, because you can find so many things if you just look hard enough.

In conclusion, my approach to nature interpretation would be to integrate it with science, because that’s what I know best.

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage :for a better world. Sagamore Venture.

Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Science education. Convergence between science and environmental education. Science (American Association for the Advancement of Science), 344(6184), 583–584. https://doi.org/10.1126/science.1250515

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Hi Tamara, 

Great post! 

I especially resonated with the sentence “in my eyes, I think my role should be to not only provide information but also to encourage individuals to take meaningful action for conservation.” I also agree that a nature interpreter should inspire and promote conservation. Through this mechanism, people with weaker environmental mindsets can adopt the values, beliefs and attitudes of those with stronger pro-environmental mindsets. 

You also said that you believe the best approach for yourself would be a combination of science and nature interpretation. You mentioned that this is because you know science well after your undergraduate degree. I feel similarly and believe that ecological science education is important in interpretive programs if we want learners to understand the world we wish for them to care for. Knowledge is power, and knowledge can lead to care and compassion if communicated effectively (and without doom and gloom narratives that dominate today!). 

Overall, thanks for sharing your insights. I feel that we have all gained something unique from this course and it’s nice to hear how self-aware many of my peers are. 

Alayna

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Unit 10 (Final) Post

As we approach the end of the semester, it feels nice to take an opportunity to reflect on all that we have learned about both nature interpretation and ourselves throughout the duration of this course. The concept of nature interpretation, which once felt quite abstract, is something which I now feel much more comfortable discussing, as I now understand that it is one of the reasons I so greatly enjoy talking about the environment and science to others.

The thing that has always stood out to me when having nature interpreted for me, or when interpreting nature myself, is the feeling of awe, getting a renewed sense of wonder about the world and all of its inhabitants. I love the experience of learning things that make me feel as if my understanding of the world has become even just a bit clearer, discovering more and more about how interconnected each natural occurrence and process truly is.

When I engage in nature interpretation, whether it be making posts on social media or simply speaking to people, my primary motivation is to ignite that feeling of wonder in them, not only because it is a wonderful feeling, but also because I know it deepens one's reverence for the natural world. Like stated by Beck et al., "by gaining more knowledge about the cultural or natural resources of an area, [one's visit] becomes more meaningful", and I think encouraging the development of people's connection to the planet is currently more important than ever (Beck et al., 2018, pp. 42).

In the modern day, people have become increasingly disconnected from nature, both physically and mentally. It is a common sentiment for people to have that climate change is not an important issue to them as, "they will be dead when it happens", and aside from this simply being untrue, it saddens me to realize how little attachment some people feel towards our planet and the animals which live upon it. An important aspect in interpreting nature for me is to help inspire people to connect with nature, to show them that there is something to care about, not just for future generations or other species, but for themselves too.

I believe that feeling of awe is a great catalyst in developing a respect for nature and its beauty, as who could listen to the stories of how the animals in a fossil ended up immortalized there, to listen to the strong waves crashing against a rocky shore, or to see a vast forested mountainscape without feeling as if there is something there worth protecting. It is my hope, and I believe also my responsibility, to encourage people to feel a sense of wonder towards nature, and to help them understand why some people feel that it is so important to protect it.

"One of the key features of interpretation is to promote stewardship of our cultural and natural resources", says Beck et al., and I do believe this to be true, as it is one of my goals to encourage stewardship and conservation efforts with my nature interpretation (Beck et al., 2018, pp. 96). I hope that with technology, we can work on encouraging interconnectedness, to share the beauty of nature with others and to inspire change, rather than letting it continue to drive us apart from each other and the natural world.

Reference

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore-Venture Publishing.

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Hi Max,

Very well-written post! 

I simply loved the paragraph that began with “people have become increasingly disconnected from nature, both physically and mentally…”. Indeed, people are so disconnected from the climate crisis in both an intellectual sense (they don’t understand what is truly going on) and a spiritual sense (have no compassion for what will happen to the species on this planet). This saddens me as well. I also agree with the statement that an important part of interpreting nature is to inspire people to connect with it and show them that there is something to care about. And yes, not just for future generations or other species, but for themselves — as people living on the planet. This was beautifully said and I resonated with this comment. 

For my thesis this semester I am studying how environmental values can translate into pro-environmental behaviours. When I read the sentence, “I believe that feeling of awe is a great catalyst in developing a respect for nature and its beauty”, this reminded me of my project. This feeling of awe is essentially valuing nature for its innate worth, rather than valuing it for how we can utilize it. This indeed is an important catalyst in promoting behavioural change. I too feel it is my responsibility to induce this. Thank you for bringing this to light. 

Alayna

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Unit 10: Personal Ethic in Nature Interpretation

Describe your personal ethic as you develop as a nature interpreter. What beliefs do you bring? What responsibilities do you have? What approaches are most suitable for you as an individual?

As I develop as a nature interpreter, my personal ethic has evolved. The beliefs I bring, the responsibilities I have, and my personal approaches have certainly been shaped after nearly completing this course. 

My personal ethic is rooted in wanting to inspire people to act pro-environmentally. I’ve always known that my purpose is to motivate change toward sustainability. I wish to encourage others to foster a relationship with nature and value it for its innate worth, as I do. I strongly believe that shaping values and attitudes toward nature care, compassion and connection will encourage sustainable practices and facilitate this necessary societal-wide change.

As I graduate from my undergrad and begin my master's at UBC (where I will study K-12 school children’s understanding of and connection to the climate crisis), I will remember important lessons from this course. For one, through ENVS3000, I have learned that knowledge and emotion are powerful tools for promoting personal growth and inspiring action. According to the textbook, a prime objective of a nature interpreter is to “provoke the discovery of personal meaning and forge personal connections with things, places, people and concepts.” (Beck et al., 2018, p. 6). As I develop as a nature interpreter, I will remember that interpretation is always personal. Personalizing programs to consider diverse socio-demographic groups or place is key in interpretation. 

Going into this course, I would have said that knowledge alone can catalyze change. I now believe that knowledge can only take you so far — emotion and connection are key motivators in fostering the development of environmental stewards. But there are other moderators to consider in promoting this change — such as the role of privilege, past experiences and learning styles. 

I have learned that privilege (i.e., an inherent advantage that exists for particular people or groups) plays a significant role in shaping individuals’ experiences of nature (Beck et al., 2018, p. 132). As explained in Chapter 7 of the textbook, specific barriers faced by minority/underprivileged groups can discourage participation in interpretive programs. For this reason, underprivileged groups may have fundamentally different experiences with nature (Beck et al., 2018, p. 133). I recognize the role privilege played in my nature experiences. As a city dweller, I gained nature experience due to certain privileges I possess, and conversely, was privileged to have such experiences. My privilege and past experiences play a significant role in my current connection to nature. Therefore, the role of privilege should not be overlooked when formulating and executing interpretive programs. 

Participants of interpretive programs also possess differential learning styles. In the textbook, we learned that people generally operate within three learning domains — the cognitive domain, the affective domain and the kinesthetic domain (Beck et al., 2018, p. 106). The cognitive domain involves using the rational mind to process information (where intellectual knowledge is held) and interpreters can reach this domain with lecturing or written materials for example (Beck et al., 2018, p. 106). The affective domain relates to learning through feelings and can be reached by expressing attitudes or sentiments (Beck et al., 2018, p. 106). The kinaesthetic domain involves the use of motor skills and can be reached by physical movement or skill development (Beck et al., 2018, p. 106). Employing the use of all three domains will likely enhance the learning experience for all participants. Although there were different learning styles and multiple intelligences communicated in the course content (e.g., verbal, auditory and tactile) (Beck et al., 2018), I felt that the three domains of learning encapsulate what makes interpretive programs stand independent from traditional lecture-style educating … because it is exploratory, active, personal and emotional in addition to intellectual. The learning domains will certainly be a concept I consider in my graduate thesis project. 

I hope to one day serve as a model or mentor to others. At the beginning of the course, I read part of the textbook that stuck with me: the principles and associated gifts (Beck et al., 2018, p. 85). The authors defined 15 “gifts” or guiding principles for interpreters, such as the gift of revelation which states that “the purpose of interpretation goes beyond providing information to reveal deeper meanings and truth”, or the gift of beauty which states “interpretation should instil people the ability, and desire, to sense the beauty in their surroundings” (Beck et al., 2018, p. 85). As I grow as an interpreter I will remember these principles and internalize them. I hope I provide these gifts to those I wish to inspire. In my opinion, a strong mentor helps learners uncover deeper meanings and promote personal growth by providing these gifts. 

As an individual, I believe a dominant strength of mine is my emotional capacity. I have strong values and morals that guide my intentions and actions. Therefore, I believe my approach to interpretation would emphasize valuing nature and communicating why we should want to protect it. I would take a more personalized approach and help others understand what value nature brings to them by allowing for experiential and exploratory learning. 

In a time when socio-ecological issues are worsening, it will become harder to teach children about these issues. I feel the role of environmental grief/anxiety/pessimism will play a large role in the future of interpretation. When the climate has warmed past tipping points, biodiversity loss has reached frightening levels (if they haven’t already) and global conflict increases due to resource scarcity, individuals will feel as if their small actions have minimal purpose or power to create change. Therefore, knowledge surrounding the state of the climate crisis could promote inaction. For this reason, an emotional connection to nature could serve to promote action. We don’t wish to see our loved ones suffer, so if we love and care for nature in the same capacity, this could create the behavioural changes required for sustainability transformations. My personal ethic is rooted in fostering care, compassion and connection to encourage this fundamental transformation.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing. 

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Embracing Nature's Diversity: Exploring Its Most Incredible Phenomenon

In a world often consumed by the rush of daily life, it is easy to overlook nature's breathtaking diversity. Today, I will shine a spotlight on what I believe to be the most remarkable phenomenon in the natural world: its unparalleled diversity. Join me on a journey as we celebrate the astonishing variety of life on Earth and discover how each of us can forge a deep connection with its wonders.

Nature's diversity is nothing short of incredible and inspiring. From the majestic redwoods of California, reaching skyward and touching the clouds, to the vibrant coral reefs of the Great Barrier Reef, pulsating with life beneath the waters, our planet is home to millions of extraordinary ecosystems, each a masterpiece in its own right. This rich abundance of biodiversity paints a vivid portrait of nature's ingenuity and resilience, captivating our imagination and inviting us to explore its boundless wonders.

Here are some photos from a weekend getaway in Niagara Falls, ON. Look at the diverse array of colours!

There is something for everyone to connect with within this vast assortment of life. Whether it is the graceful flight of a hummingbird or the gentle sway of a towering palm tree, nature speaks to each of us in its unique language. Nature's boundless diversity ensures that there is something for everyone, regardless of age, expertise, or background, inviting all citizens to explore, learn, and connect with its wonders (Beck et al., 2018). In these moments of connection, we find comfort, wonder, and a profound sense of belonging in the world around us.

So, how can we nurture this connection with nature? It begins with simply taking the time to pause, observe, and appreciate the world around us. Whether embarking on a hike through a lush forest or simply marvelling at the intricacies of a single flower, there are countless opportunities to immerse ourselves in nature. By doing so, we enrich our lives and deepen our appreciation for the beauty and complexity of the natural world (Beck et al., 2018).

Moreover, embracing nature's diversity is not just about personal enrichment but also about recognizing our role as stewards of the planet. As we witness the devastating impacts of climate change and habitat destruction, it is more important than ever to take action to protect and preserve our precious natural spaces. Whether supporting conservation initiatives, advocating for environmental policies, or simply making sustainable choices in our daily lives, we have the power to make a difference.

In essence, nature's diversity is its most incredible phenomenon, offering us a window into the richness and complexity of life on Earth. By honouring its magnificence and embracing our connection to it, we not only enrich our own lives but also contribute to the collective well-being of our planet. Let us step outside with open hearts and eager spirits, embarking on a journey of discovery and appreciation amidst the captivating beauty of nature's diverse wonders.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing. 

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Hi Brody! 

WOW, what a beautiful post. You broadened my perspective on what I love about nature — there is something so lovely about diversity. And there is something so special about taking the time to pause and observe it. Even within species and/or within an ecosystem, I find myself questioning how it all came to be. How did this tree grow differently than this one? How did these mosses grow independently in two different micro-ecosystems? And I always wonder how interactions originated … “What is this species' evolutionary history” is a question I commonly ask myself. 

I sense that you also appreciate the intricacies of nature. When I read this sentence: “Whether it is the graceful flight of a hummingbird or the gentle sway of a towering palm tree, nature speaks to each of us in its unique language,” I understood your appreciation of the natural world. I also use colourful language like this when I describe my observations of nature (to myself LOL). By the way many students in this class describe nature, I sense we all have a similar, yet unique, connection to it. 

What is the most diverse ecosystem you’ve visited? I have always wanted to visit the Amazon Rainforest — hopefully I can embark on this trip soon. Canadian forest ecosystems are less diverse, but nonetheless special. Observing the diversity in a Canadian forest is something uniquely beautiful. 

- Alayna 

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Unit 09: Sense-Making of Nature Interpretation

Q: Interpret the most amazing thing you know about nature – get us excited. This is your blog – your audience isn’t out in the field with you so bring the field to your armchair reader.

Nature is so amazing for so many reasons. Throughout my undergrad, I’ve adopted a special interest in evolution — particularly in how species are rapidly evolving amid the climate crisis. I think evolution is THE MOST fascinating aspect of nature. It explains how it came to be, so how can we talk about “nature” without talking about evolution? 

Species have been adapting and changing to environmental conditions since the first earthly lifeforms came to be (which was a simple prokaryotic species dating back to 3.5 billion years ago; scientists refer to this organism as LUCA, or the Last Universal Common Ancestor)! I find it so interesting how we know about organisms from millions to billions of years ago due to the fossil record. The fossil record is proof that species have changed over time. I also think it is so interesting that there is proof in the fossil record that species rapidly evolved during periods of intense warming or cooling (climate change). Lately, I have been thinking about what species might survive this climate crisis and why … if I had to put money on any species, I don’t foresee Canadian squirrels going extinct anytime soon — they seem to be all over!

I think it is also important to note that most species have had hundreds to millions of years to evolve into what they are today. In the era of the climate crisis and worsening land destruction/exploitation, species are facing novel challenges due to rapidly changing ecosystems. In my BIOL*3130 class, I learned that some species have been adapting by shifting their ranges to higher altitudes or latitudes where conditions are more suitable. Other species have evolved new traits to cope with changing weather systems, such as Soay Sheep who have been evolving smaller body sizes to cope with warmer temperatures. 

This process of rapid adaption and evolution highlights the incredible resilience of life on Earth! It gives me hope that many species will persist despite a rapidly changing climate. However, there MUST be more effort by humans to facilitate the various processes required for evolution. In BIOL*3130, I also learned that the United States and Canada have attempted to create “nature corridors” to help species migrate northward. If more conservation efforts like this could be made, humans could help as many species survive as possible. 

My apologies if this post ended up “doom and gloom” … this was not my intention. However, I’m finding it more and more difficult to talk about nature without discussing it’s future on earth. The species on this planet will evolve or go extinct. It’s sad to say aloud, but it is true — unless we take radical action NOW. But until that happens, I think it’s important to come to terms with reality and I don’t think we should ever avoid talking about the climate crisis when we talk about nature and evolution.

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Unit 7: Music in nature, Nature in music

Music surrounds us, it's everywhere. We listen to music when we drive, go for walks, study or cook. There are many types of music, like classical or pop, but some are less common or thought of, such as birds or whales singing. Before this unit, I hadn't put much thought into how there is music in nature. 

What even is music? When I think of music, I think of an arrangement of sounds used as a form of self-expression. In this unit, we defined music as sound patterns varying in pitch and time produced for emotional, social, cultural and cognitive purposes (Gray et al., 2001). This definition proves how versatile music is and how many uses it can have. 

I want to dive deeper into how music and nature are interconnected. I want to discuss where music is in nature and where nature is in music. 

Music is everywhere in nature, from animals singing and communicating to the sound of wind through windchimes. It is simple for me to hear music in nature in the form of birds. I have studied bird calls and songs in some courses throughout my undergrad and analyzed their differences to help ID different species. However, I know how easy it is to tune out these sounds in our busy world, with the sounds of cars driving by honking the horn and trucks reversing. If you have ever gone to a remote location and sat and listened, you would agree it is impossible to ignore and drown out the natural music that fills your ears—the changing songs from season to season and from hour to hour. As I write this, I think about the hot summer with cicadas humming their tune. I remember the sounds of birds singing at 5 am while spring peepers and crickets fill the night with their tune. All together, creating a symphony of sounds. Each piece of nature creates its tune and rhythm just as an orchestra or band would with a guitarist and drummer. All are capable of making their own distinct music. When played in harmony, it creates its song and its music. The music that fills your ears when you sit in that remote spot just listening. It is said that those who live amongst nature have a more comprehensive range of sounds than those who live in industrialized societies (Gray et al., 2001). The distinction between these two examples demonstrates this effectively. 

It is clear that music is everywhere in nature, but where is nature in music? My interpretation of this is varied. Nature is in music through song and lyrics. I have discussed this in a past post where The Tragically Hip often writes about Canada's landscape and paints a picture of the beauty and nature. There is also the example of Yoiks, an oral tradition of the Sami where they repeat nonsense syllables about an aspect of nature. This places nature into music; however, I think this can have more meaning. My other interpretation is that nature is what creates the music. Without nature, music would not exist. The animals with specialized structures to make sounds, repeated rhymes, and sound patterns wouldn't exist. Nature is vital in music.

As a follow-up, I wanted to talk about my experience with music and nature. The song Bobcagon by The Tragically Hip immediately takes me back to the cottage. I imagine a dock on the water surrounded by trees. This association is from hearing it played at cottages while growing up! It's a beautiful song if you haven't heard it before!  

This Picture was taken in Algonquin and shows what I imagine when hearing this song.

References:

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8

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Hi Olivia!

Great blog this week. I appreciate that you delved into various facets of the music of nature. You discussed how when birds, crickets, cicadas and peepers make sounds collectively it sounds like a symphony. I loved this interpretation. I also enjoy hearing these sounds — it makes me feel at peace, similar to how certain human-made music makes me feel. I also like that you said nature lives in the lyrics of a song. I also love The Tragically Hip because of how they can paint a landscape with the lyrics they sing. If I had read your post before writing my blog I likely would have also said a Hip song brings me back to nature. The song “Wheat Kings” is one of my all-time favourites. I love that the song opens with nature sounds — it immediately relaxes me. I think that is what their music does best — it makes me feel the same sense of peace I feel as when I’m far from the city. Do you feel the same way? 

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Unit 07: Interpreting Nature through Music

Where is music in nature? Where is nature in music? As a follow-up, what song takes you immediately back to a natural landscape? What is the context?

The paper “The Music of Nature and the Nature of Music” by Gray et al. (2001) is a good source to utilize for the first question in this week's prompt. The authors answer the first question, “where is music in nature”, by explaining that music is created by other species, such as whales and birds. They write that whales and birds demonstrate musical language and expression. Both use musical sounds to communicate and bond within and across species. Humpback whale songs are similar to human music in the tone and timbre of the notes they sing. Whales are capable of singing a range of seven octaves and repeat and build on their material in the same way human composers do. Similarly, when birds compose songs they often use similar pitch relationships, rhythmic variations, musical arrangements, and combinations of notes as human composers. Birds also use instruments — some birds hold a stick with their foot and drum on a log as part of a courtship ritual. The authors suggest that because whale, bird and human music have so much in common (even though our evolutionary intersect is traced back to 60 million years ago), music may have come before humans — that rather than inventing it, we may have come to discover it through nature.  

To answer the second part of the question, “where is nature in music”, the article by Virpi Sahi (2011) entitled “Folk Music as a Tool of Expressing the Spiritual Values of Nature” provides a good explanation, using folk music as an example. According to Sahi, music can help us realize and experience the beauty, goodness and sacredness of nature. As music evokes emotion, the beauty of nature can be realized through lyrics expressing sacred human-nature relations. For example, folk music has been used as a tool to spread awareness of nature’s powers and our spiritual connection to it. Additionally, music about nature can transfer knowledge and wisdom about the ways humans once lived symbiotically with nature. Such lessons regarding connection and cooperation are ones we should bring into the modern day. Songs about nature can help strengthen our spiritual connections to it through the emotions we feel about it. 

A song that brings me back to nature is “Take Me Home Country Roads” by John Denver. When I hear this song I am brought back to one particular moment in time. When I was in high school, I went on a one-week camping trip with my class. “Take Me Home Country Roads” was the class’s favoured song this week — we would play it all the time. This trip was the first longer camping experience I had had, so I associate this song with discovering my relationship with nature. The vibe of the song and the memories that go along with it immediately take me back to the natural landscape. I’m curious if anyone else will write about this song. 

References:

Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8 

Sahi, V. (2011). Folk Music as a Tool of Expressing the Spiritual Values of Nature. Spiritual Values of Protected Areas of Europe, 2, 129

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Nature Interpretation Through History: Exploring the Depths of Integrity and Connection 🍂

This week, we are tasked with unpacking a thought-provoking quote from Edward Hyams (Chapter 7, The Gifts of Interpretation). He said, "There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things…. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it."

Wow, right? Hyams really hits the nail on the head with this one. He's diving deep into the importance of integrity, not just in history but inadvertently in how we interpret nature too. Let's break it down a bit further!

First off, Hyams dismisses the idea that ancient things have inherent value just because they're old. Instead, he hones in on integrity. He's saying that what really matters is keeping the parts of a whole together. Think of it like a puzzle. If the pieces are scattered everywhere, it's hard to see the big picture. This idea resonates strongly with what we've learned in class about the challenges of interpreting history accurately and authentically (Beck et al., 2018). Without maintaining the integrity of the past, our understanding of it becomes fragmented and incomplete.

Just as each piece of a puzzle contributes to the complete image, understanding nature through the lens of history requires piecing together various elements – ecological, cultural, and historical – to grasp the full picture.

Hyams also emphasizes the importance of knowledge and memory when it comes to maintaining integrity, especially with ancient things. This is where things really start to click with nature interpretation. Just as we need to remember and understand history to make sense of the present, we also need to do the same with nature. It's about connecting the dots between what was, what is, and what could be.

And then there's Hyams' analogy of the railway station, which I absolutely love. He says that thinking the past is done with is like believing the station only existed while our train was in it. It's a powerful reminder that the past is not some distant land we've left behind; it's still here with us, shaping our journey forward.

So, what does all of this mean for us nature enthusiasts? Well, it's a reminder to cherish the integrity of both history and nature. By understanding and respecting the past, we can better appreciate the present and make more informed decisions for the future. Just as we strive to preserve the integrity of ecosystems and landscapes, we must also honour the integrity of historical narratives. As future nature interpreters, this can be achieved via meticulous research, embracing diverse viewpoints, and presenting historical narratives in a manner that respects their intricacy and depth, as exemplified in the video featuring Robert Sutton, Chief Historian of the National Park Service (C-SPAN, 2012).

Direct Video Link: National Park Service Chief Historian Robert Sutton on Historical Interpretation in Parks (C-SPAN, 2012).

So, next time you're out in nature, take a moment to think about the ancient stories it holds. And remember, just like those stories, the past isn't something we've left behind. It's part of the journey, guiding us every step of the way!🦋 Until next time,

Madison B.

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For A Better World. Sagamore Publishing.

C-SPAN. (2012, May 2). National Park Service Chief Historian Robert Sutton on Historical Interpretation in Parks [Video]. YouTube. https://www.youtube.com/watch?v=tZ9DM-MoTXA

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Hi Madison!

Great post this week! I enjoyed your analogy of the puzzle and how the pieces are “scattered everywhere”, making it difficult to put together the bigger picture. This is exactly what the beginning part of Hyams quote meant, and your analogy helped me understand it to a greater degree.  I also appreciate that you discussed how the quote emphasizes the knowledge and memory of history (something I failed to do in my post). I agree that an existing knowledge about and memory of nature is what helps us understand its history (e.g., in a ecological, cultural and social context). Finally, I love that you addressed that we must honour the integrity of historical narratives… in my post, I had touched on how Indigenous peoples and white settlers have different narratives and truths. Post-modern truth is something this quote did not address, however is so important in a historical context! Although understanding the past is important, it is equally important to consider the lens by which we understand it. Do you have any opinions on this point? Do you feel there is anything else Hyams failed to touch on? 

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06: Interpreting Nature through History 

Q: Unpack this quote: 

“There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it. (Edward Hyams, Chapter 7, The Gifts of Interpretation)”

I appreciate that the prompt for this week is to unpack this quote. I believe a lot can be said about it. Ultimately, I believe this quote advises the importance of valuing the past for the sake of its inherent integrity and how it builds a larger, more accurate picture to help us understand the present. 

If I unpack this quote in chunks, I would begin with the first section of the first sentence: “There is no peculiar merit in ancient things, but there is merit in integrity...” To me, this quote signifies that the value in ancient things (e.g., artifacts existing before the eldest humans) does not lie in it’s age alone, but in the truth it tells. In the context of nature interpretation, interpreting natural history can provide insights into the unique truths of a group or community's relations and experiences with nature.  For example, Indigenous people’s history with nature is different from that of a white colonizer's (Beck et al., 2018, p. 341). 

“…integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things” … this part of the quote suggests that connecting the units of a larger entity is what will maintain its structure and integrity. To achieve an informed understanding of historical stories, we must connect the smaller pieces together. And if these pieces are spread across temporal and spatial scales, it becomes even more important to remember the context, origin and significance of such bits in order to achieve a better understanding of the whole story being told. 

Finally, the last part of the quote says “… To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.” This metaphor emphasizes how disregarding the past is foolish and ignorant. Believing that the railway station only exists if the train exists in it is equivalent to discarding the past just because it passed. It also emphasizes that the train exists before coming into and after going out of the station, implying that the past carries into our future. The past continuously shapes the present and future. It is important to remember this when considering the legacies of colonization and how groups remain affected by it. As the textbook says “By exposing and elevating the stories of the oppressed and the victimized, difficult histories in museums and historical sites become tools for advocacy, civility, and education” (Beck et al., 2018, p. 342). This can be important to remember.

Overall, this quote addresses the importance of maintaining a connection with the past. Understanding how smaller parts make up a larger whole is how we come to understand history. In the context of nature interpretation, it is important to understand how history can be interpreted differently depending on the person or group doing the interpretation. As Chapter 15 in the textbook suggests, “for reasons of both celebration and introspection, we must not forget our past.”

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.

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Unit 5: Bits and Bobs 

Reading there was no prompt this week was thrilling! I'm not as enthused after trying to rewrite this post 3 times, each with different topics. Taking a break from this weekly task, I scrolled through my camera roll as I do pretty often. I enjoy making albums on my phone like I do Spotify playlists. Scrolling through the albums today, I looked at one I do from time to time titled Bits and Bobs. 

In the hustle and bustle of my life, I don't recall sitting and having a moment for myself, jumping between school, sports practices, volunteering, school clubs, homework, dinner and sleep. Repeat. My weeks were a cycle I could not escape. When I reached Grade 12, I was burnt out. My mind was consumed by how I was possibly going to write my IB exams worth 80% of my grade and balance all of the extracurriculars overflowing on my plate. Then, on March 13, 2020, everything in my life halted. For the first time since I was 5, I had no obligations! I could do ANYTHING I wanted, yet nothing crossed my mind. To be fair, like most people, my options were limited to my neighbourhood. For the first 3 months, I watched TV like it was my job. Honestly, it was ideal that I finally took a break to sit down and relax. However, once summer rolled around, and I quit my job as a couch potato, I enjoyed being outside the most, partly because I had spent 3 months indoors watching TV and partly because I had never had the opportunity to spend much time outside before. Whether riding my bike with my mom or going to the Escarpment with my dad, it was so far removed from anything I had ever done before. In this slower-paced environment, I discovered activities I had not realized I enjoyed. Further from these activities, I started to find value in being present, acknowledging the time and place I occupied, and taking everything in like a sponge. Importantly, what I can see, hear, touch, smell and taste. These became my bits and bobs.

Since embarking on university, it has been challenging to pause and catch my breath when my thoughts are racing with the numerous assignments I have to complete. In times like midterm season, I can't help but think how common it is for people to get caught up in the routine of their daily lives without taking the time to savor the present moment truly. Writing this blog post now and reflecting on 2020 reminds me that it is important to value the small moments of peace and contentment that I encounter day to day. For me, these seemingly insignificant "bits and bobs" are reminders to pause and reflect, urging me to slow down and find peace in the simple moments of life.

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Hi Emily! 

This was such a sweet post. I like that you talked about “bits and bobs” — this is something I’ve never heard about before. I have a similar story to yours. In elementary and high school I scarcely had time for myself. My life was quite go go go, and I made the start of my university experience the same. I am only now learning how to take moments for myself (and trying to make these moments not revolve around time on my phone). Learning how to be present and grounding yourself through your senses is such a beautiful thing! I feel like this is why I have such a strong connection to nature. Being in nature is like a constant “bit and bob” moment for me where I feel calm and at peace. Do you feel the same way? Based on the photo you added to your post I would assume so! Thank you for sharing this week — you wrote about important lessons we all must work to actualize. 

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05: The importance of environmental education!

Q: Feel free to write about anything 

This is a perfect week for me to write about anything because environmental education is one of my favourite topics! In fact, I am currently writing an undergraduate thesis on how outdoor environmental education can promote environmental values and behaviours and facilitate sustainability transformations. A reading assigned this week entitled “Evaluating environmental education, citizen science, and stewardship through naturalist programs” is an article I read for my literature review! Odd coincidences like this have been happening to me lately … I’m unsure want spiritual interventions are occurring, but it must be a sign of luck!

With my research, I asked three questions: 1. Can K-12 outdoor environmental education encourage pro-environmental values?; 2. Do pro-environmental values easily translate into pro-environmental behaviours (what values/behaviours)?; and 3. How can pro-environmental values and behaviours facilitate sustainability transformations? 

I have noticed three common themes emerge from my research thus far: 1. Outdoor environmental education can promote environmental values, but research is unclear on the power it holds in influencing environmental behaviours; 2. School-age children (particularly ages 7-12) are a special group whose values, beliefs, attitudes, mindsets, etc. are most flexible; 3. Fostering a connection to nature is an important first step in promoting pro-environmental behavioural change. 

After reading the articles assigned this week, I began to consider other dimensions I might incorporate into my paper. For example, the article by Wals et al. (2014) explains that more research attention is being allotted to understanding the learning processes and capacities of individuals, along with the cognitive and emotional responses to environmental issues. This article stressed the importance of place and identity and explained the “identity-protective cognition theory,” which indicates that people's positions on climate change are largely shaped by their political and religious identities. This theory might be something I consider exploring further for my paper. 

I also might consider looking into the importance of linking EE and SE, along with linking scientific knowledge with other forms of knowledge (i.e., indigenous knowledge and local (place-based) understanding). This article made me consider how outdoor environmental education and traditional ecological knowledge can go hand in hand in formal education. I may add a section about the importance of traditional and place-based knowledge to my discussion section.

Finally, the article by Merenlender et al. (2016) helped me understand how ecological knowledge acquisition (particularly regarding conservation efforts) can encourage behavioural change. The paper argued that those who were most engaged in citizen science had the strongest positive attitudes toward the environment. This resource helped me consider the power ecological knowledge has in shaping values. I may work to find more sources on knowledge's relationship to values. 

Overall, this was a perfect week for free writing. Being able to read and discuss this content in the context of my research helped me develop my research ideas. This course has truly helped me with my thesis and I’m grateful I took it this semester. 

Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating Environmental Education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737

Wals, A. E., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515

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The Art of Interpretation: Beauty in Nature

Who am I to interpret nature through art? I’m a student currently studying biological science.  In this field of study, there is often a lack of traditionally artistic expression, such as music, painting, dance etc. Yet, even so there is art to be found in studying biology. To me, the creative endeavor of understanding and deciphering nature takes on a creative artistic element. I am a curious student trying to unravel the intricacies of nature through the combination of science and creativity. There is often beauty when learning something and a ‘lightbulb moment’ occurs and you understand something new about the natural world! I would argue that there is a creative and artistic element to this process, even within the ‘hard sciences’ such as biology. 

That being said, I also enjoy connecting to nature through other forms of artistic expression. I appreciate paintings because they allow me to understand diverse perspectives on how nature is interpreted. I also appreciate paintings for another reason: they can let us see how we change. For example, you can return to the same painting every few years and realize that you interpret it in a completely different way. The painting is the same, but my life experiences are different and I have changed. There is something I really love about that. It’s like watching a movie from your childhood and figuring out all the jokes or themes or emotions you couldn’t understand because you were a kid. It is an opportunity to see the changes in yourself that you do not notice on a day-to-day basis, but accumulate over time. In the context of nature interpretation, it can allow you to see how your interpretation of nature has changed over time. 

Anyone who cares about their relationship with the natural world and people has the tools to interpret art through nature and find the connection between their emotions and the physical world through a variety of mediums. Everyone has a particular preference in the art that they prefer and what aspects of the natural world they enjoy the most. As long as you explore what they are, many connections between art and nature can be forged.

Even though I don't paint regularly, I did go to a painting tutorial back in High School! I completely forgot that I have painted nature in the past!

The ‘gift of beauty’ is a personal talent that allows the interpreter to instill in visitors the ability and desire to sense the splendor of nature, fostering a deep connection between the observer, the artist, and the natural world (Beck et al., 2018; p. 85). Each individual will have a subjective experience of natural beauty and its presence in the world around us. For me, I experience the beauty of the natural world in remote regions where it feels like there’s a distinct separation of distance between myself and the human world. Particularly, I enjoy being near the water along a beach. So, being in a remote location on a beach is where I most experience the beauty of nature. The strength of this experience often makes me introspective and sometimes even existential. It often invokes in me reflection on humanity's long standing connection to nature. I look out along the shoreline and imagine how people for tens of thousands of years have walked along similar shores, and what they might have thought about the expensive and beautiful world. I also enjoy documenting these locations with basic photography, and it has produced some of the photos that I most enjoy reflecting on.

References

All photos are my own

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. SAGAMORE Publishing.

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Hi Michael!

This was quite a beautiful post. When you said “the strength of this experience often makes me introspective and sometimes even existential”, this hit hard. This made me think about how connection to nature and ecoart take on new dimensions due to climate change (especially as a member of Gen Z). The fear of losing this connection and the sadness of losing this beauty bring another important element to interpretation that was not discussed in the text. 

I find it interesting that you come from a science background yet you have such a strong appreciation for the arts. This tells me that anyone and everyone can derive something from art. I took note of when you said you appreciate paintings because our reaction to them over time gives us a glimpse into how we've changed. This was a powerful sentence. I found this important because it tells us how everyone has a unique reaction to art — even your own reaction can be different depending on what point you’re at in your life history. 

Finally, I absolutely adored when you said that art connects emotions and the physical world through various mediums. Art physically exists, yet it is more emotional than anything. This made me consider how art and nature are similar in this sense. Nature is art in itself. What are your thoughts on this?

Again, great post and beautiful pictures. 

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04: Interpreting Nature through Art

Q: Who are you to interpret nature through art? How do you interpret “the gift of beauty”?

Who am I to interpret nature through art? I felt this to be a confusing prompt at first glance. Considering all humans can interpret nature through art, I did not quite understand why the question was asked this way. However, I now realize that the prompt encourages us to consider how our individual experiences, knowledge, and skills (i.e., who we are) shape our distinctive lens of nature through the arts. Chapter 10 of the textbook expresses that each person should have an individual response to and interpretation of the significance of an artwork (Beck et al., 2018). Therefore, to answer the question who are you to interpret nature through art, I would say that I am a white, middle-class, university-educated woman who deeply cares about the planet and has a strong appreciation for art. The trajectory of life, along with my privileges, has led me to develop unique interpretations of nature through art. 

Simultaneously, it is important to consider how the arts act as a medium to share one another’s truth. Chapter 10 of the textbook explains that art elicits sympathy and conjures empathy, and that these emotions are requisites for a kind, kinned society (Beck et al., 2018). To interpret nature through art is both to understand your unique interpretation of implicit messages and to recognize how others may interpret these messages differently. For example, people with different educational backgrounds (e.g., biology, history, politics, sociology, etc.) will have different interpretations of art. Interpreting nature through art means attempting to recognize the various disciplines, dimensions and voices incorporated into a piece. It's personal yet social.

As explained in Chapter 5, “the gift of beauty” is “the ability, and the desire, to sense the beauty in one’s surroundings—to provide spiritual uplift and to encourage resource preservation” (Beck et al., 2018, p. 85). The latter part of this sentence particularly resonated with me. Both nature and the arts have a unique ability to provide spiritual uplift — to speak to our soul and make the unconscious conscious. Therefore, the two together can create an exceptional emotional impact. Encouraging resource preservation begins with fostering care for the natural world. “The gift of beauty” is a crucial component in interpretation as it can evoke emotion and foster care. I personally use the gift of beauty as motivation to live sustainability. 

Nature interpretation through the arts is about entertaining, educating, conveying culture, and creating emotional impacts (Beck et al., 2018, p. 221). To achieve this, interpreters must integrate various perspectives into their art to create rich experiences for all (Beck et al., 2018, p. 230). Anyone can enjoy art and derive something from it. Therefore, understanding how one’s life history has shaped their lens and recognizing that we all have unique lenses is how we can“interpret nature through art” and “interpret ‘the gift of beauty’”. 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.

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Unit 03: Role of privilege in nature interpretation

This week's blog post explores some heavy topics about understanding the importance of managing risks, recognizing our privilege and unpacking our invisible backpacks. As nature interpreters, we must acknowledge how privilege can impact one's ability to interpret our environment. Reflecting on our privileges will allow us to recognize these advantages to help build equality in access to nature interpretation.

Peggy McIntosh discusses how privilege is defined as a construct of beliefs and practices that are taken for granted by people throughout society and in education (Gallavan, 2005). Further, privilege, power and dominance are not earned but simply exist and come from being white, male, heterosexual and middle-class (Gallavan, 2005). However, privilege is much deeper than just these characteristics, and applies to an abundance of attributes including, culture, language, religion, disability, age and much more (Gallavan, 2005). While privilege is so prevalent and can be applied to many aspects of our lives it is also often left unacknowledged (Gallavan, 2005).

My working definition of privilege is similar in that privilege isn't earned but something you inherently have that influences your opportunities and achievements. The invisible backpack of unearned aspects as Mclntosh describes, helps us recognize our own maps, tools, provisions and more that come from the privileges we have (Gallavan, 2005). To reflect on my own invisible backpack I am white, speak English, and am a Canadian middle-class student, receiving a University education. I've had the privilege of receiving a good education in Canada, in both English and French, not because I had to learn another language but just because I could. I've also had the privilege of being a competitive swimmer from a young age and attend outdoor summer camps. Both of which have given me many life tools and advantages, such as being a lifeguard and camp counsellor.

Privilege plays a role in nature interpretation by impacting access to opportunities in nature due to accessibility, geographical location, education, economic/financial status, cultural identity, or time restrictions. Let's break these down. Not all outdoor activities are inclusive to people with disabilities especially if establishments such as ski resorts, boat rentals, water sports, outdoor education programs or more, don't provide accessible options. This discourages people with disabilities from pursuing opportunities to interpret nature since they have limited options to begin with. Secondly, a geographical restriction can impact one's access to nature like living in dense urban areas with little green spaces. As well as being able to access nature interpretation opportunities by having your own personal outdoor space such as a backyard is a privilege. Having an educational or financial advantage also influences people's wants when accessing nature, this could be because of an interest in nature from past knowledge or by having the finances to go somewhere nice. Furthermore, cultural identity also impacts our interpretation of nature by shaping how we appreciate and value the environment. Viewing nature through different cultural lenses changes drastically how one understands, treats and observes the environment and approaches nature opportunities. Lastly, being able to spend time in nature and pursue opportunities to interpret and explore the environment is a large privilege. Many people have to work and can't often set aside time to get outside to really be able to experience and perceive what's around them.

I hope my post this week gives some insight into the role of privilege in nature interpretation!

References:

Gallavan, Nancy P. "Helping teachers unpack their 'invisible knapsacks'." Multicultural Education, vol. 13, no. 1, fall 2005, p. 36. Gale Academic OneFile, link.gale.com/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151. Accessed 24 Jan. 2024.

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Hi Alysia ! 

I enjoyed reading your blog post. I thought it made sense to begin by discussing Peggy McIntosh's definition of privilege. I believe that this paragraph in Gallavan’s article was a good way to view and understand privilege. The ‘invisible knapsack’ analogy really stuck with me. I thought it interesting that in my own definition of privilege, I also used the word ‘inherent’. At its core, privilege is what you were born into. I can see you recognize this as well. 

In your postIn your post you noted that you had the privilege of attending outdoor summer camps. I hadn’t thought of privilege in the sense of the ability to have experiences in nature. This sentence made me consider how being exposed to nature from a young age must be a significant factor in the context of privilege and nature interpretation. I like that you highlighted that, “many people have to work and can't often set aside time to get outside to really be able to experience and perceive what's around them.” This sentence opened my eyes to how economic status and general time availability can play a role in personal relations to nature. Do you have any additional thoughts on this? 

You had also mentioned that other demographic, cultural and personal variables play a role in nature interpretation. Do you believe some variables can be more limiting than others? In your view, what are the primary social categorizations or ‘privileges’ that may encourage certain groups to participate in interpretative programs and other groups to avoid them? 

Great post and beautiful picture you added! 

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03: The role of privilege in nature interpretation

Q: What role does “privilege” play in nature interpretation? Please include your working definition of privilege.

In the context of nature interpretation, privilege plays a significant role in shaping individuals’ experiences of nature. As explained by McIntosh (2000, p. 116), privilege can be viewed as "an invisible knapsack of unearned assets ... of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.” In life, these assets or characteristics include a combination of particular social categorizations such as age, gender, race, wealth status, mental and physical well-being, educational background, sexuality, language, etc (Gallavan, 2005). For example, those with a heavy knapsack might be white, male, heterosexual, and/or middle class. Such groups are born with privileges that those of other social categorizations or groups do not possess. Various combinations of such social categorizations have the potential to exacerbate experiences of oppression and disadvantage for certain groups in society. Due to these considerations, my working definition of privilege is "an inherent advantage that exists for particular people or groups."

As explained in Chapter 7 of the textbook, specific barriers have been found to discourage attendance and participation in interpretive programs by minority/underprivileged groups. These barriers include economic barriers (e.g., lack of personal vehicle), cultural barriers (e.g., preferences relating to family structure, history, and values), communication barriers (e.g., being non-English), lack of knowledge (e.g., just not knowing about park accommodations), and fear (e.g., fear of wildlife, getting lost, general safety concerns, discrimination or poor service) (Beck et al., 2018, pp. 133-134). Not only do these barriers make interpretive programs less inclusive/diverse (and more white, rich, able-bodied, etc.), but will perpetuate the declined participation of these underprivileged groups (as minority groups may feel uncomfortable and underrepresented in such a setting). Therefore, privilege plays a significant role in access to, interest and engagement levels, and participation in interpretative programs. 

As mentioned by Gallavan (2005), privilege is something that is often not recognized. When interpreters recognize the social and personal privileges they possess, they can then work to create diverse opportunities and experiences for those who do not possess the same privileges. For example, an interpreter can work to eliminate psychological, physical and social barriers to participation and tailor their programs to/for certain demographics (e.g., young children vs. adolescents). If an interpreter unpacks their “invisible knapsack”, they can then work to foster empathy and understanding of their audience. Understanding how different groups have different relations to nature can inform how to create more inclusive environments in interpretative programs.  

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.

Gallavan, N. P. (2005). Helping teachers unpack their "invisible knapsacks". Multicultural Education, 13(1), 36. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151

McIntosh, P. (2000). White privilege: Unpacking the invisible knapsack. In J. Noel's (Ed.). Guilford, CT. Dushkin/ McGraw-Hill.

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Blog 2: My role in the environment 

My role in the environment 

*I have highlighted captions that introduce some of the paragraphs content* 

Although I do not plan to pursue a career in environmental interpretation, I will discuss how I will apply environmental interpretation techniques to my relationship with the environment and potentially to my future professional endeavors in this post. 

I don’t want to cause harm when fixing a problem 

As an environmental interpreter, my ideal job would be to offer a humanist perspective on the earth, since it is incapable of defending or speaking for itself. In this instance, the terms "humanist" and "humanism" refer to the advocacy of an ethical life approach toward the natural environment. Consider if a solution would negatively impact other beings.  

Be aware of what is being done 

Processes regarding the protection of the environment seem to be overlooked by the general public. I don’t mean to say the current situation is perfect, but efforts are made to conserve and mitigate impacts. Finding a realistic co-existence of human (we already do this but the thought behind the comments is based on the context of exchange) and natural environment.  

Ask questions. How do you understand the topic? Consider all outcomes. 

What actions are required of humans by the environment? achieving more carbon neutrality? Moving away from energy sources that produce emissions? What is eco-friendly's cost-benefit ratio? Do solar panels produce more waste than energy that is efficient? Every option and alternative needs to be considered. These questions should be asked of anyone who is passionate about the environment. Being an environmental activist and advocate involves more than just picketing; it also involves raising awareness and coming up with solutions. I became aware of the extent to which lobbyist groups influence the political process and, consequently, the potential impact of environmental stewardship through my involvement with an environmental consultant. Those who are environmental activists tend to ignore this element.  

In natural interpretation, it's critical to identify environmental issues and devise remedies that will both enhance the situation of a particular problem and avoid having a detrimental effect on others. 

Manage expectations, be realistic, be critical

As a Canadian I also try to be aware of the realism of popular solutions and how effective they can be in Canada. An example I’ll use is the use of EVs (Electric Vehicles) many Canadian cities are very far apart which can cause an issue with charging availability and another looked-over factor some parts of Canada are too cold for EVs to start. In a role as a natural interpreter I believe it is not only important to understand science but also to understand the socio-economics and reality of how humans make improvements for the environment. 

In my approach of natural interpretation I want to include understanding the livelihood of others when coming up with solutions.

This concludes the second blog on how I see my role as an interpreter. Please let me know if you relate on some topics and how you see your role.

Thank you :)

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Hi Daphne!

I really enjoyed the creativity behind your post. The use of captions to introduce subtopics made the read more engaging. I especially liked the caption “I don’t want to cause harm when fixing a problem” and the paragraph that followed. I don’t recall any other blog posts discussing the harms of nature interpretation … especially how common-knowledge “solutions” to environmental problems (which an environmental interpreter may preach) can negatively impact human beings. Would you be able to expand on this? Are you referring to how such “solutions” can affect marginalized and/or Indigenous communities? 

I also liked that you addressed the importance of emphasizing environmental issues to your audience. However, do you believe that the doom and gloom of such information (especially in this day and age) can impair the opportunity to foster pro-environmental attitudes and behaviours?

In your post you mentioned that you do not plan on becoming an environmental interpreter. However, if you were to educate friends and family about what you have learned in post-secondary ecology courses (say on a hike, for example) what methods would you employ to help them understand, connect to, and enjoy nature? What would you do to try to foster pro-environmental attitudes and behaviours? 

Overall, great blog post! You helped me consider the importance of effectively communicating both environmental and humanist issues to your audience. 

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02: Becoming an Environmental Interpreter

Q: Describe your ideal role of environmental interpreter. What might it entail? Where might it be? What skills might you need?

Regardless of what my future career may be, I hope that I can inspire others to develop a positive relationship with nature. For most of my life, I have envisioned myself as a public school teacher (particularly teaching children >11 years old, which, as chapter 6 in the textbook explains, includes those in the formal operations stage of Piaget’s stages of cognitive development). As a childhood/adolescence educator, I imagine I would prioritize outdoor and environmental education. I believe that such education carries the aptitude to shape the values of the next generation and encourage them to live sustainable lives. Ultimately, the opportunity to promote pro-environmental mindsets and behaviours during pivotal developmental years is what attracts me to outdoor/environmental educating.

As an environmental educator, my primary role would be to help children understand, connect to and enjoy nature through “designing rich, memorable experiences appropriate to the purposes of the place, and by promoting perception, enriching recreation, adding meaning, and deepening understanding” (Beck, 2018; p. 13). I can facilitate this understanding, connection and enjoyment by exhibiting various charismatic traits, such as enthusiasm, a strong ability to communicate, humility, a pleasant demeanour, a gentle sense of humour, strong group management skills, and adaptability (Beck, 2014). In addition, I would consider different learning styles, such as auditory, visual and tactile learning, and aim to include all approaches in my teaching methods. 

In chapter five of the textbook, I was intrigued by the TORE model by Ham (2013). This model provides the cornerstones of the interpretive approach to communication: T (thematic with a focus on the main message conveyed) O (organized to provide structure and meaning) R (relevant to the audience) E (enjoyable for the audience). I feel that TORE provides a strong framework for environmental educators and is something I would actively refer back to in my career. I could use this model to help me improve my communication skills and adapt lessons for my audience. 

Environmental education can happen in a classroom setting, outdoors, in nature, or other settings. Therefore, it is also important to adapt curriculum to the setting your lesson will take place. Due to this locale variability, traditional teaching methods (i.e., “instructing” or “lecture-style”) may not be suitable for all environmental/outdoor education programs. As an environmental educator, I would aim to consider the location to inform my teaching methods and structure.

I aspire to become an environmental interpreter in a career context and in my daily life. As explained in chapter 6, an effective environmental interpreter has a memorable personality who creates a comfortable environment for their audience, pushes the audience to learn through self-discovery, and uses a variety of approaches to make the experience more interesting and challenging. I hope that I can use my knowledge, love of ecology, and creativity to employ such characteristics and inspire others to feel as passionately about the natural world as I do.

References:

Beck, L. (2014). Authenticity of landscape and interpretation: A celebration. Legacy, 25(6), 24–28.

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.

Ham, S. (2013). Interpretation: Making a difference on purpose. Golden, CO: Fulcrum Publishing.