Unit 10 Blog Post: My Interpretive Ethic
Throughout this course, I have really enjoyed learning about different interpretation styles and approaches. As it is coming to an end, this is a great time to reflect on my personal ethic as a nature interpreter. I have spent time this week reflecting on my beliefs and responsibilities as an interpreter, and how these things will influence how I approach interpreting nature for others.
One of my main beliefs as an interpreter is that everyone should have the right to get outdoors. There is a very real disconnect in our modern world between people and the environment (van Boeckel, 2015), and I think this is a driving force behind some of the environmental issues that we are battling. It is easy to overlook the impacts that our actions have on the environment when it is a distant, hypothetical concept, and most of our time is spent indoors. Through offering audiences a sense of place, or a way to connect with the beauty and significance of natural environments, I believe nature interpretation is a powerful tool that can be used to fight this disconnect, described in the textbook as “nature-deficit disorder” (Knudson et al., 2018).
As valuable as interpretation can be, I also think that it is the responsibility of interpreters to acknowledge other barriers, such as privilege, that prevent people from accessing the natural world. The lack of nature within our cities and backyards is not the only factor fueling our environmental disconnect. Visiting natural areas, such as national parks and wildlife reserves, can be expensive, requiring access to a car and proper hiking or camping gear. When people arrive at these natural areas, language barriers and other factors can also prevent them from making the most of their experience (Gallavan, 2005). It is the responsibility of interpreters to work to understand how these differences in privilege affect their audiences, and take an active role in making interpretive experiences as accessible as possible. This could be as small as modifying a hike for a participant in a wheelchair, or more widespread, such as organizing hiking and camping trips for children who may not be able to afford these experiences otherwise. Privilege is something that impacts our lives every day, and interpreters should try to understand this privilege and how it influences the views and perspectives of their audiences.
Language barriers can make signage in nature, such as trail signs, less accessible.
Another belief that I have about nature interpretation is that it should be centered around joy. I know that there are a lot of major issues threatening our natural world today. Climate change is altering ecosystem function and throwing essential systems out of balance. Pollution is degrading even the most pristine environments, and making our air and water less safe to breathe and drink. While nature interpreters have a responsibility to educate people about these issues and be a driver of change, I do not think this should be the main focus of an interpretive experience. I have attended many lectures and presentations about climate change and environmental issues, and most of the time I do not leave feeling empowered. Instead, it leaves me feeling hopeless and discouraged. However, I have noticed that after I spend time appreciating the beauty of nature, and have an outdoor experience that allows me to connect to the environment in a hands-on way, I feel more empowered to try to tackle these issues. I think interpretation should focus on creating these joyful outdoor experiences that bring audiences closer to the natural world. While a “takeaway” message of an interpretive experience can focus on conservation and environmental issues, I think creating an emotional and kinesthetic connection with the environment can be more empowering for audiences than a factual, “doom and gloom” approach to tackling these issues.
So how does this relate to how I would approach nature interpretation? I think these beliefs and responsibilities that I have addressed will help me tailor interpretive programs to become more impactful. First of all, although there are many ways to bring nature to audiences through technology, such as podcasts and blogs, I think I prefer a more personal approach. In my previous experience interpreting nature at Point Pelee National Park, I realized the importance of interacting directly with audiences to foster a connection with the natural world. One example of this was when I was monitoring turtle nests, and releasing turtle hatchlings from our protected nests into the marsh. Many visitors had never seen a turtle before, and watching their faces light up when I showed them the hatchlings and answered their questions was such a rewarding experience. I was able to see first-hand the connection that I was helping them make with their environment. I also think that I would like to focus on connecting with audiences through emotional and kinesthetic learning styles. These are mentioned in the textbook, which describes emotional learning as targeting emotions and feelings, and kinesthetic as focusing on hands-on activities (Knudson et al., 2018). I learn better and personally relate to things when I can try them myself, and think that incorporating these activities into an interpretive experience can make it more memorable and impactful.
Showing turtle hatchlings to visitors was one of my favourite parts of my job at Point Pelee National Park.
A quote that resonated with me from this week’s reading was one by environmental educator Jacob Rodenburg. When talking about challenges in interpretation today, Rodenburg said, “I’m trying hard not to get discouraged. Being an environmental educator in today’s world feels like you are asked to stop a rushing river armed only with a teaspoon.” (Knudson et al., 2018). There are so many challenges facing the environment, and interpreters, today. The inaccessibility of nature makes it difficult to foster a connection between people and the natural environment, and the seriousness of the environmental issues that the world is facing make learning about nature intimidating. However, I believe that nature interpretation can increase the accessibility of natural experiences, and be utilized as a tool to bring the joy of connecting with nature back to the modern world.
Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks.” Multicultural Education, 13(1).
Knudson, D. M., Beck, L., Cable, T. T. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669
van Boeckel, J. (2015). At the heart of art and earth: an exploration of practices in arts-based environmental education. Environmental Education Research, 21(5). https://doi.org/10.1080/13504622.2014.959474