Manar's Nature Intrepretation Blog

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Unit 10 - Reflecting on ethics, motives, and responsibilities

The prompt for this week was a very open ended, reflective question. I have been tasked with describing my personal ethic and responsibilities regarding natural interpretation. It can be hard to describe my ethics and approach to interpretation, but it is important to understand the source of my desire and ability to interpret as I progress as a naturalist. Understanding my own point of view as best as I can positions me better to share information and perspectives about the natural world, appreciating when I am sharing a set of facts instead of my own opinion/perspectives on an issue is not always so black and white. For instance, while it is a fact that the climate is changing rapidly due to human activity, it is simply an opinion that we should be doing something to prevent further climate change.

This prompt has really brought me back to unit 3 of this course where we discussed our invisible backpacks. I strongly believe that as an interpreter, I should be acutely aware of the categories that my knowledge falls into (fact, opinion, stories), and which categories I’m sharing. I am continuously coming to understand the privilege I’ve had throughout my life, which has played a large role in shaping my worldview and opinions on numerous subjects, which no doubt has implications on how I choose to share them (Gallavan, 2005). I’m fortunate that I’ve had the opportunity to work as an interpreter in the past, and I have experiences to reflect upon. I learned I have to stay aware of and challenge any assumptions I have about a topic or my audience’s knowledge of it. What may initially feel like common knowledge to me, an undergrad biology student in my 4th year who has spent many summers in the bush, my not be common knowledge to someone else. I found that one of the tools I would sometimes employ in my tours (and one that my employer wanted me to use) was some light humour with the purpose of keeping people interested and driving a couple points home. However, the place I was working was a very popular location. I met plenty of tourists and new Canadians who would not pick up on the joke, and in scenarios like this my humor could have the opposite effect that was intended, having people lose interest or not understand my point. 

Furthermore, I strongly believe that attitudes are contagious. In the context of interpretation, this means that an interpreter should convey a genuine interest and fascination with the topic to inspire similar attitudes among their audience, and young audiences are especially impressionable (Beck et al., Chapter 7, 2018; Rodenburg, 2019). While this is easier said than done, and a guide cannot show 100% enthusiasm every minute of every day (speaking from experience), I still think holding this attitude will point an interpreter in the right direction, to engage fully with visitors and provide a quality interaction. 

Personally, I believe members of the audience should be able to ask questions to their interpreter to facilitate a deeper understanding of the topic, and to satisfy their interests. To meet this end, it is the responsibility of the interpreter to become as educated on the topic as possible. It is best if the knowledge they possess is both scientific, and environmentally focussed, as defined by Wals et al., (2014). Linking scientific and environmental knowledge integrates society and sustainability and encouraging citizen science is a huge component of society becoming more sustainable (Wals et al., 2014), which is in line with my ethics that we (North American society) should live more sustainably than we currently do. I believe that encouraging questions fosters a scientific and curious mindset, the kind that we need for tackling the large issues that face loom in our futures (climate change, biodiversity loss, ocean acidification, etc..). 

I see interpreters as playing a key role in bringing people into the community of nature lovers, as they are positioned to communicate with people who may not have a deep understanding/relationship with nature. While an interpreter shouldn’t be expected to know everything about a topic, I think they are responsible to have a firm grasp on the basics of the topic they are sharing (Beck et al., Chapter 17, 2018). Sadly, I have seen (inexperienced) interpreters unintentionally crush a child’s curiosity by responding to an admittedly basic question with a simple “I don’t know”. For context, I was working at a natural history museum where every display consists of historic taxidermy from the past 160 years, and the question asked was “how do they put the animals in those poses?”. In my opinion my colleague should have had a better response to the child in that situation, it would have been easy for them to say, “I’m not sure, let me double check and get back to you”. We had numerous resources available that would’ve answered such a basic question at a taxidermy museum, and a better response would have fuelled the flame of curiosity for that kid and enhanced their experience, but in this case that didn’t happen.

I find that my approach to interpretation caters to visual learners. I am a visual learner, so this style comes very naturally to me. I like to have a set of photographs or props with me that serve as visual aids to emphasize my interpretive program (Beck et al., Chapter 6, 2018). Often, I would hand select the photos I brought with me, and I would be able to use the same photo in different contexts. As an example, there was a photo of an old cabin made by early settlers in the area where I worked, which was useful to give my audience an idea of what someone could have expected for living accommodations back in the day. However, I would also come back to that photo later in my tour to highlight the human impact on the area, since the landscape in the background was noticeably different from the landscape as it existed back then. Specifically, there were fewer trees on the landscape in the past, and due to fire exclusion and the near extinction of bison, trees have flooded the valley. This concept can hard for people to visualize, but having the photo helps, and using the same photo of the cabin builds an association in my audience’s mind about what it would have been like to be an early settler, not just in terms of living accommodation but also in a landscape devoid of human footprints.

This has been a very interesting course, and I will continue to reflect on the lessons I have learned and apply them to my past experiences to hopefully become a well-rounded interpreter.

That's all for now,

See you next time

Beck, L., Cable, T., & Knudson, D. (2018). Interpreting cultural and natural heritage: For a better world (1st ed.). Sagamore Pub.

Gallavan, N. P. (2005). Helping teachers unpack their “invisible knapsacks.” Multicultural Education, 13(1), 36. Gale Academic OneFile.

Rodenburg, J. (2019). Why environmental educators shouldn’t five up hope. Clearing Magazine.Org. Ares. https://clearingmagazine.org/archives/14300

Wals, A. E. J., 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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Hello Nolan, I really enjoyed reading your blog and learning about your approach. I like how you related this week’s prompt to unit 3 and how you recognize that what might be common knowledge to you might not be to others. I think that, as nature interpreters, recognizing our privileges is important as it helps us better connect with others and convey our ideas in suitable ways. For example, when addressing children, it is important to simplify our language to a level that is understandable to them. This is also true for adults who might not have had as much nature exposure and may require further guidance when attending natural landmarks or performing nature-related activities. Moreover, I agree with you that attitudes are contagious and that enthusiasm is a great trait for interpreters to have! As you stated, this can encourage listeners to ask more questions, which will ultimately enhance their experience. Besides a natural interpreter being enthusiastic, I read recently that what helps people gain the confidence to ask questions is the diction that the speaker uses. Specifically, it has been shown that people are more likely to ask questions when the speaker states “Ask me two questions”, rather than asking, “Does anyone have any questions."

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My development as an interpreter

As we near the end of a wonderful and thought-provoking semester, I would like to take it upon myself to reveal what I have been deeply contemplating over the past 10 weeks when being posed with the questions: “Who am I as an interpreter?”, “Who is my audience?”, and “How can I make this experience meaningful?”. As an interpreter, I believe I am a channel between nature and those who attempt to connect with it. It is my role to try and aid individuals in being able to appreciate the complexity and wonders of the natural world, all while attempting to inspire them in hopes that they take an initiative to maintain and preserve our earth. Having this role helps guide my interactions with the natural world by recognizing my values, beliefs, and principles that influence my actions which then help me to communicate with others about nature (Beck et al., 2018). To me, the ethics that I exhibit as a nature interpreter are all related to the appreciation and conservation of nature. These ethics allow me to feel like I have a certain responsibility, that I should continue to educate and protect nature around me for future generations of all kinds of species. Below I have attached an article that inspired me as it goes into depths of environmental ethics, I was especially inspired by the section that speaks about feminism in the environment. The section emphasizes the importance of feminism in regards to the environmental movement.

I believe the perfect way to express my ethics is through education (Beck et al., 2018). Educating others on ecological, environmental, and social values of the earth’s natural resources as well as the ways to mitigate the adverse effects are great ways to educate (Beck et al., 2018). In order for this approach to be considered effective, it must exhibit humility, willingness to acquire knowledge, and open mindedness (University of Florida institute of food and agricultural sciences., n.d.). Through these characteristics, individuals are able to participate in a form of communication which allows them to further understand why protecting nature is truly fundamental (University of Florida institute of food and agricultural sciences., n.d.). Each and every day as I become more aware of my surroundings, I find myself becoming more interested and intrigued by the nature that surrounds me and I enjoy sharing these thoughts and experiences with people around me, especially if it helps them gain knowledge and appreciation (Beck et al., 2018). I constantly strive to inspire individuals around me so that they are able to evolve a deep connection with nature and influence others by taking action in what they are passionate about. By taking a comprehensive approach to interpreting nature, I am able to recognize the relationship between all living things and the value of protecting our ecosystem (Beck et al., 2018). Effective ways to maximize this approach vary from using visual aids such as videos and photos to interactive activities such as quizzes and games (University of Florida institute of food and agricultural sciences., n.d.). One approach I particularly find effective and enjoyable is the art of storytelling as it provides the aspect of experiential learning which is a common and powerful technique that humans engage in (Clearing magazine, 2020). By explaining to others what I have experienced, it allows them to become conscious of the impacts we as humans have on the natural world and hopefully influences them to take the proper steps to minimize their impacts such as their carbon footprint. Interpretation requires a compelling story that provokes thought and curiosity (Beck et al., 2018) and this is ultimately the goal that I work towards as a nature interpreter. I believe that my personal ethics come from a part of me that I have always had since I a child which is the interconnectedness of all living things on our planet. By protecting the balance of nature, we are protecting the interconnectedness of nature as every living thing has value. Unfortunately, as sad as it is, many species all around the globe are being negatively impacted by the actions of humans which is why I believe that the knowledge and understanding of powerful tools can induce a positive change in humanity (Clearing magazine, 2020). We all have the ability and potential to use our voices when advocating protection, but in order to do so, we must recognize the beauty and complexity of nature first. From my experience, a major approach to nature interpretation is exhibiting as empathy and authenticity. Personally, I have noticed that when I strive to connect with my audience, I become more aware of their experiences and point of views. This allows me to grow and create a more meaningful experience for others by providing inclusivity. By being inclusive and relatable, individuals are more likely to feel comfortable and motivated to appreciate nature as well as create their own experiences (Beck et al., 2018). When it comes to the responsibilities I have as an interpreter, I believe the most important ones are being an effective educator and communicator (University of Florida institute of food and agricultural sciences., n.d.). By exhibiting these characteristics, I am able to connect with my audience so that they feel I am providing them with information that is engaging and accessible (Beck et al., 2018). Without these responsibilities that conquer my beliefs and approaches, I would not be able to properly communicate and connect with my audience.

References

Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage for a Better World. Sagamore Venture.

Clearing Magazine. (2020). Environmental Education in Action: Introducing a New Tool to Teach About Climate Change. https://clearingmagazine.org/archives/14300

University of Florida Institute of Food and Agricultural Sciences. (n.d.). Insects and Diseases that Attack Strawberry. EDIS, 2(6), 20-23. https://edis.ifas.ufl.edu/publication/UW182

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Hello,

I enjoyed reading your blog and found it insightful and reflective. I read parts of the environmental ethics article you included and found it really informative and enjoyable. Reading the part regarding feminism in the environment, I can see why you found it inspiring. This section of the article offers a new and nuanced perspective on the connection between the feminine theory and the environment that I personally had not come across before. In particular, I found the part discussing how “human exploitation of nature may be seen as a manifestation and extension of the oppression of women” (Elisa et al., 2021) to be interesting, and I certainly agree with it. As an example, I can see that similarly to how certain unfair actions performed by men towards women are wrongly justified, society’s unfair actions towards the environment are justified in a similar way. This leads me to think that perhaps we need to destroy society’s wrong environmental actions in the same way that we have been destroying society’s patriarchal views. Moreover, I agree with you that one of the perfect ways to express ethics is through education! This can be done by educating others on important values as you suggested, as well as experiential learning. I believe that experiential learning is an important form of education that can be just as effective as sharing information to, for example, mitigate the adverse effects of climate change. In a form of experiential learning, this can look like taking a class of students on a field trip to a site that has been directly impacted by climate change.

Elisa et al., (2021, December 03). Environmental Ethics.

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The Ethics of Nature Interpretation

As nature interpreters, we each have different motivational factors, ethics, and approaches; however, we all have the same singular goal of preserving nature for future generations. As I develop as a nature interpreter, I’m recognizing that my personal ethics are centered around discipline rather than motivation. While I am motivated to learn about and explore various aspects of nature, on days that I am not, I find that being disciplined is what helps me continue on my learning and advocacy journey. In this context, I define discipline as the ability to advocate for nature-related issues like climate change, even on days when my efforts seem futile. 

Moreover, my discipline mainly stems from the immense responsibility and pressure I feel to protect and conserve nature for generations to come.

I agree with Louv in that, as environmentalists, we must not underestimate the role present-day children will play in shaping the environment in the future (Hooykaas, 2023). Louv suggests that, in the future, children’s choices when voting for policies will be greatly influenced by their personal experiences (Hooykaas, 2023). As a result, my goal is to educate children in meaningful ways that will lead them to make the best choices in the future.

Personally, my approach to achieving this goal focuses on experiential learning as I believe it is the most impactful and memorable when it comes to environmental education and children’s learning styles. An article titled “Why Environmental Educators Shouldn’t Give Up Hope” highlights the many barriers that prevent children from being exposed to nature (Martin, 2019). One barrier is the school system that favours keeping children indoors for the sake of avoiding liability should a child incurs an injury. However, as school systems make an effort to keep children “safe”, they inadvertently endanger them by depriving them of natural exposure (Martin, 2019). Hence, I believe that it is critical to expose children in their formative ages to nature as much as possible. Whether it is through field trips to the park across from their schools or to a famous river across the city, the point is to strengthen children’s relationship with nature. There is only so much that we, as educators, can make information regarding nature interesting. In twenty years, the children we teach are more likely to remember a field trip to the park rather than a forty-minute lecture about that park.

Therefore, my personal approach centers around advocating for today’s children to experience nature as it is meant to be experienced - outside rather than inside. 

Moreover, as I develop as a nature interpreter, I intend to act morally and ethically, not only with other individuals I am teaching and/or interacting with but also with every environmental element. The Philosopher Paul Christopher Taylor does a great job of outlining how we should treat nature morally. I particularly resonate with his life-centred theory, which consists of three environmental ethics components as outlined in his “The Ethics of Respect for Nature” essay (Taylor, 1981). To summarize, the components are that 1) humans exist on earth in the same capacity that nonhuman members are. (2) Both human and non-human species are interconnected and dependent on each other for survival. (3) Each organism is unique and has different advantages (Taylor, 1981). Using these three components, Taylor argues that all living and nonliving species are equal; and hence they are all worthy of equal moral consideration (Taylor, 1981). 

As a nature interpreter, I plan to integrate Taylor’s teachings as I interact with mentors, peers, students, plants, and animals. We must treat nature and its components with respect, in the same way that we treat each other. Taylor’s second component mentioned above highlights the fact that all species on earth depend on one another. In the simplest interpretation of this component, we would have no food to survive without the presence of animals and plants; so why are we treating these species with less moral consideration? This view is also true for wildlife animals, as they, too, belong to an ecosystem, and their abuse and ultimate decline can negatively impact other species. 

To promote this view, as a nature interpreter, I plan on taking an educator’s role. I specifically plan on promoting Taylor’s views regarding humans’ obligations to treat all living and nonliving species equally (Taylor, 1981). This can be done through preparing comprehensive lectures that can be eventually integrated as a part of schools’ curriculum or as nature interpreters acting as guest lecturers. 

Therefore, as a nature interpreter, I value discipline, and I consider it to be the most potent character trait when it comes to advocating for change and positively influencing future generations. I believe that investing our resources to increase children’s natural exposure will yield numerous benefits in the future. This is because the more positive their experience with nature is, the more likely they are to take action to conserve its resources in the future. I also believe that experiential learning is the most effective way to create a strong and positive relationship with nature. However, I also value taking an educator’s role when necessary. 

To conclude, I believe that no matter what approach you take, it will eventually yield positive results as long as you are disciplined enough to follow through with it. More importantly, you will see positive outcomes when you are treating all species respectfully and ethically. With each environmental action you take, always ask yourself the question: “Does this action have the capacity to harm any living or non-living species?” If your answer is yes, change your plan of action!

References 

Hooykaas, A. (2023). Nature Interpretation's Role in Environmental Sustainability. Personal Collection of Hooykaas, A. University of Guelph, Guelph, Ontario.

Jim Martin. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. https://clearingmagazine.org/archives/14300

Paul Taylor. (1981). The Ethics of Respect for Naturehttps://rintintin.colorado.edu/~vancecd/phil308/Taylor.pdf

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Aurora Borealis

One of the most interesting things I believe nature has to offer is the phenomena of the northern lights. The northern lights which go by the scientific name of aurora borealis, have had me captivated since I was a child. Although I have never been able to experience the colourful display of lights, I plan on attempting to observe them at one point in my life as they are, to my interpretation, one of the most intriguing and mesmerizing natural wonders in the world. The correlation between nature and interpretation has multiple advantages to our society (Beck et al., 2018). Since many individuals enjoy spending their time in nature, the experiences that they believe are interesting are all up to their specific interpretation (Beck et al., 2018). Everyone’s perceptions are unique; therefore everyone’s opinions should be validated (Beck et al., 2018). Since I have felt a connection to the northern lights for a long period of my life, I am inclined to believe that they are the most exciting aspect in nature. Writing this blog and being able to share my perception with everyone reading it is a privilege that I extremely grateful for. Having said that, allow me to elucidate on what makes this occurrence so fascinating in my eyes. First and foremost, the northern lights have had an impact on hundreds of thousands of individuals across the world, including myself. The aurora borealis can be described as an awe-inspiring presentation of lights that arise from the occurrence of charged particles when the sun and earth’s magnetic fields collide (Lund, 2016). This phenomenon has not only inspired scientists to study and discover the science behind the lights, but it has also inspired curious individuals such as myself. By interpreting the nature of the lights, I have come to understand more about them. Being given the opportunity to connect with nature all while simultaneously appreciating the complexity of an aspect truly reminds me that every person individually, is a part of a larger system that impacts the rest of the world (Beck et al., 2018). Society today is not the only group of people that were intrigued by the lights. In ancient times, certain civilizations believed that the lights represented the armor of fallen soldiers of female warriors known as the Valkyries (Lund, 2016). What is extremely fascinating to me is that even certain cultures have their own interpretations which makes the topic all the more interesting. I find inspiration in the lights every so often when I am reminded of them through witnessing other people’s experiences. This then motivates me to get out and attempt to make a plan and see the lights to fulfil one of my long-term dreams! If you are interested in planning a trip to view the northern lights like I am, you are in luck! Our very own country is one of the only countries in the world where the lights are visible! (Lund, 2016). Visibility of the lights can be spectacular although it depends on choosing a location with clear skies and minimal pollution (Lund, 2016). This is a reminder that we as a community should find importance in taking care of the environment as it will help us preserve our planets natural phenomena’s (Beck et al., 2018). To conclude, the northern lights are a captivating aspect of nature that have the ability to remind an individual of the power and beauty of nature. Below I have included a blog that includes all sorts of information if you are interested in ever observing these natural occurring dancing lights!  

 

How To Plan A Trip To See The Northern Lights | 6 Bonus Tips

Get expert advice on how to plan a trip to see the Northern Lights in Canada from our local Canadian travel experts at Canadian Train Vacati

References

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

Canadian Train Vacations. (n.d.). How to plan a trip to see the Northern Lights. https://canadiantrainvacations.com/blog/how-to-plan-trip-to-see-northern-lights

Lund, K. A. (2016). Chasing the lights: Darkness, tourism and the northern lights. Green Ice: Tourism Ecologies in the European High North, 49-71.

[maenvs3000winter23]

Hello,

This is a really interesting blog! I truly enjoyed learning about aurora borealis as I did not know much about them other than being some sort of light. I like how you talked about how northern lights are interpreted differently by different people. I certainly agree with you that different cultures and civilizations perceive different natural phenomena in their unique way. I believe that this is one of nature’s most wondrous traits - being perceived as one thing on one side of the world and as another on the other side. For example, you mention that “certain civilizations believed that the lights represented [....] female warriors known as the Valkyries”, and I definitely agree that makes learning about aurora borealis even more interesting. I also believe that your writing about how ancient civilizations viewed this phenomenon is extremely important as it showcases your ability to provide your audience with historical context, which is an important trait for nature interpreters to have. As we learned, interpretation requires telling a compelling story that provokes thought and curiosity, which you successfully do by talking about the Valkyries (Beck et al., 2018). Your blog exemplifies the integration of nature and historical interpretation. On a different note, Taylor Swift has a song that I think you will enjoy called "Snow on the Beach". This song compares aurora borealis and the green colour that they produce to the sight of seeing someone you love!

References

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

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Lavender and Heart Health

As I reflected on the most amazing thing I know about nature, I realized that it is not necessarily the tallest mountain or the most beautiful ocean in the world. Instead, I realized that it is nature’s wondrous ability to improve my mental health. My current favourite natural landmark and the most amazing thing I know about nature is a farm called Kelso Lavender. 

Kelso Lavender. Milton, Ontario.

I originally visited this farm around two years ago in a particularly stressful time in my life, and I remember leaving the farm feeling so rejuvenated - and much more alive! Since then, I have been frequenting this farm whenever I’m feeling stressed or anxious. Whether it is to walk around the field or to aimlessly look into the beautiful colour of lavender, this farm never fails to make me feel better.

I especially like this farm as lavender is one of my favourite plants. Aside from its beautiful colour, lavender contains many benefits. A study investigating the relationship between lavender and stress levels concluded that participants who used lavender showcased a significant reduction in stress levels (Ghavami et al., 2022). Lavender has many uses that include lavender candles, oils, and soap bars. 

Lavender Products.

I believe that a significant part of what makes nature so amazing is its healing ability. As Mills states, “nature may heal and cheer and give strength to body and soul” (Beck et al., 2018). Hence, it is important to find joy in a natural landmark that is close to you - whether it is a close lake, farm, or park! The point is to dedicate an amount of time, no matter how small, to interpreting nature and absorbing its benefits. Living in urbanized environments that are filled with stressors, many of us are more prone to experiencing stress and heart-related problems (Yao et al., 2020). The good news is that walking around the park across from your house can do wonders! A meta-analysis study showcased that increased natural exposure is associated with a decrease in the stress hormone cortisol, anxiety levels, self-reported stress, and both systolic and diastolic blood pressures (Yao et al., 2020). 

Therefore, the most important thing I know about nature is its healing ability. As stress can be a perpetrator of a series of diseases, I find that interacting with nature is the least we can do to protect and heal ourselves. I discovered Kelso Lavender through working there in the summer two years ago - which was my first time working at a farm. Hadn’t I taken the chance to work somewhere out of my comfort zone, I would have never discovered it! So, this is your sign to say “yes” more to new opportunities because you never know what amazing things are in store for you.

References

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

Ghavami, T., Kazeminia, M., & Rajati, F. (2022). The effect of lavender on stress in individuals: A systematic review and meta-analysis. Complementary Therapies in Medicine, 68, 102832. https://doi.org/10.1016/j.ctim.2022.102832 

Kelso Lavender Farm. (2023). Flickr. Retrieved from https://www.flickr.com/photos/29658006@N08/50122735482. 

Lavender Products. (2023). Blueberrypatch. Retrieved from https://www.blueberrypatch.ca/products/i-love-lavender-ultimate-collection. 

Yao, W., Zhang, X., & Gong, Q. (2021). The effect of exposure to the natural environment on stress reduction: A meta-analysis. Urban Forestry & Urban Greening, 57, 126932. https://doi.org/10.1016/j.ufug.2020.126932 

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MUSIC AND NATURE

Music is present in virtually all human cultures.  We use it to share our feelings, our stories, points of view, sometimes just to sound nice, and many more reasons that I can’t hope to exhaustively list here. When we hear music it is hard to avoid experiencing emotions and feelings in response to the song, and even forming clearer thoughts and opinions in response to a song is not uncommon (Mallarach et al., 2012). However, it is important to ask if music is something exclusive to human communities, or if it exists elsewhere in nature.

While the sound of wind rustling through the branches of a tall tree, or the gentle bubbling noises from a creek may sound like music to some of our ears, these sounds may lack the types of purposeful repetitions and the intention behind it that some would argue is necessary for a sound to be musical. I’m sure we are all somewhat familiar with the enchanting sound of whale songs. But whales possess an intelligence that certainly rivals that of humans and may surpass it in some ways. Both whales and humans possess a lobe in our brains called the “insular cortex” which is responsible for a number of functions that range from pain detection, speech production, and processing social emotions (Nieuwenhuys, 2012). However, some species of whales, such as orcas, have larger insular cortexes than humans do, which suggests their capacity to feel emotions may be even more complex than ours (Zeppetelli-Bédard, 2021). This forces me to ask if the songs that whales sing may convey emotions that are so intense that a human bran could not comprehend the depth of meaning behind it. I’ve included a video of humpback whales singing so you can ponder this idea with me.

Stunning audiovisual recording of humpback whales singing

This stunning audiovisual recording of humpback whales in the South Pacific ocean communicating through a unique song.Photographer Mike Koro

In human music, examples of nature can be found all throughout. I would like to recognise the fact that the human voice is a product of nature and evolution, and the sound of a human voice is as natural as birds chirping and even whales whistling in the ocean. Furthermore, while there are many examples of songs that emphasize appreciating and protecting the natural systems on earth, I would argue that songs about nature can encompass a broader set of songs. Music that reflects human emotions of love, loneliness, anger, and confusion are also examples of nature in music, since emotions are a natural phenomenon that occur in countless animal species. Going beyond the messages in our songs, even the rhythmns and notes that we are accustomed to like can be considered an element of nature, since other groups of animals like whales and birds will use similar tones and timing in their music (Gray, 2001).

Lastly, I would like to include a song that I find very meaningful, and maybe some of you will as well. It is called “Free in the Harbour” by Stan Rogers, and it makes strong references to the cycles of natural exploitation that humans fall into, and how nature is resilient when we learn to live in harmony with it. He draws parallels between overfishing in the Maritimes and oil drilling in Alberta, and how the whales must appreciate the decline of whaling in favor of drilling. I'd encourage you to give it a listen for yourself.

That's all for now,

See you next time 

Works Cited:

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

Mallarach, J.-M., Mallarach i Carrera, J. M., & Internationale Naturschutzakademie Insel Vilm (Eds.). (2012). Spiritual values of protected areas of Europe workshop proceedings: Workshop held from 2 - 6 November 2011 at the International Academy for Nature Conservation on the Isle of Vilm, Germany. Bundesamt für Naturschutz, BfN.

Nieuwenhuys, R. (2012). The insular cortex. In Progress in Brain Research (Vol. 195, pp. 123–163). Elsevier. https://doi.org/10.1016/B978-0-444-53860-4.00007-6

Zeppetelli-Bédard, L. (2021). What Do We Know About Intelligence In Whales And Dolphins? Whale Scientists. https://whalescientists.com/intelligence-whales-dolphins/

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Hello Nolan,

Great post! I really enjoyed reading your explanation of the “insular cortex” and how its function varies between species. Due to whales having a larger insular cortex, you ask whether whales sing so intensely that we cannot comprehend the depth behind their songs. I don’t believe that there is necessarily a yes or no answer to your question as it can be a combination of both. While we cannot always accurately interpret the meaning behind the sounds different animals make, we are free to interrupt them in our own unique way. I believe that a part of being a good nature interpreter is to be able to interrupt nature in creative ways! For example, for me personally, whales' ability to make a much more intense sound than humans makes me think of their anatomy, evolution, and adaptations. It makes me ask the questions like, "why do they have a larger insular cortex?" and "How does this provide them with an advantage over humans?" Lastly, I enjoyed listening to “Free in the Harbour” and I believe that it is a great example of how music can act as a medium to advocate for better sustainable practices. Songs have the advantage of making words stick to the minds of listeners and hence they can be extremely effective at conveying a certain message (Beck et al., 2018). For example, the line “​​And they wave to a town that is dying” from the song you provided, has the ability to elicit strong and memorable emotions as it uses death imagery to symbolize a town that has been decimated due to the decline of the whaling industry.

References

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

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The Dichotomy of Entertainment and Learning and Its Connection to Music in Nature

We often think of Entertainment and Learning as completely different concepts that cannot overlap. When we hear the word learning, we think of lectures, assignments, and studying. On the other hand, when we hear the word entertainment, we think of concerts, games, and trips.

This divide can deprive us of the many benefits that the union of entertainment and learning can provide us with. For example, when I was in elementary and middle school, I refused to study while listening to any kind of music. I would think of music as a reward and would only allow myself to listen to my favourite songs during study breaks. It was only by accident that I discovered that listening to music while doing homework helped me concentrate for longer periods. This is just one example of how concealing the dichotomy between entertainment and learning can be productive!

Similarly, due to us associating the concept of nature interpretation with learning and the concept of music with entertainment, we view nature and music as two completely separate concepts.

However, the sound of rain, thunderstorms and birds are just a few examples of how not only is music in nature but also how nature is in music. Hearing a musical note that is inspired by the sound of rain in a symphony is an example of nature in music. On the other hand, music in nature is when the sound of a thunderstorm reminds us of this very musical note.

Now that we have bridged the gap between nature and music, you might be wondering, why is this relevant? And the answer is that this union between nature and music can help us become better nature interpreters.

For example, a nature interpreter might decide to use music from a particular time period to better explain the historical context behind a certain place (Beck et al., 2018). Think about it, are you more likely to remember that a certain place was established in 1855 or a distinctive and unique musical sound from that century?

Moreover, music in nature does not have to be made up of distinct sounds and no lyrics. Songs with lyrics are just as effective at being memorable as lyrics can be effective in making dense information more enjoyable and memorable (Beck et al., 2018). (You can probably still recite the periodic table song we learned many years ago!) 

Songs can also help paint a picture in one's imagination, or listening to a certain song can simply bring us back to that time period and place (Beck et al., 2018). A song that connects me to a specific time period and place is one called “The Lakes” by Taylor Swift. This particular song was first released in July of 2021, and it uses descriptive language to set the scene of wisteria plants growing near a lake. During this time, we were still in partial lockdown and walking around my neighbourhood listening to this song was my main medium of connecting with nature. Not only did listening to this song make walking and interpreting nature more enjoyable, but also it introduced me to the plant wisteria, which I did not know anything about. 

"I want to watch wisteria grow right over my bare feet" - Lyrics from "The Lakes".

Therefore, the sooner we begin to recognize the importance of integrating music and nature, the better we will become at interpreting nature!

References

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

Wisteria Plant . (n.d.). Wallpaper Flare. Retrieved March 6, 2023, from https://www.wallpaperflare.com/white-wisteria-tree-oriental-cherry-twilight-flowering-lake-wallpaper-snvp. 

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Unit 06: Nature Interpretation through History

Preserving Memories of the Past

“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

This quote by Edward Hyams describes how the past as an individual unit holds no quantified goodness. Instead, there is goodness in integrity, which means to uphold pieces of the past and to bring forth these memories and concepts to the future. By ignoring the memories of the past, it is as if they never existed. 

Preserving memories of the past should hold high value as stories of the past can guide how lives are lived in the present. Both good and tragic memories of the past hold high importance and neither should be neglected—especially tragic memories. Tragic stories such as the struggle for equal rights for women, and civil rights movements for minorities, are important stories to tell as survivors are able to share their stories and become important figures in agents for change (Beck et a., 2018). For example, WWII Holocaust Museums and concentration camps around the world allow humanity to acknowledge the millions of victims lost, and help educate the world and prevent history from repeating itself. By preserving these experiences and memories, acts for change in social issues as described earlier are more likely to be conducted and acknowledged. 

An important factor in keeping the integrity of the past is through interpretation. Interpretation allows for past stories and artifacts to be shared with humankind. Without interpretation, artifacts are simply old objects, historical sites are ordinary pieces of land and traditional celebrations and ceremonies are purely sources of entertainment (Beck et al., 2018). Interpretation brings life and meaning into the past, where people may have not been able to acknowledge otherwise. It also provides us with explanations on why certain practices and traditions are prevalent in the present. With this knowledge and integrity of the past, ultimately it makes life more meaningful. 

My first experience with nature interpretation that focused on history includes Black Creek Pioneer Village, which is a history museum in Toronto, Ontario. Growing up in Vaughan, it was inevitable that my elementary school would make a trip to this site. This heritage museum contains 40 historic buildings, representing life in the 1860s (Smith, 2013). Some buildings in this attraction remain on their original sites, however many were brought over between the 1950s and 1980s to add to the preservation of the mid-19th-century rural and village life in Ontario (Smith, 2013). It was here where my class went through a walk-through of ‘a day in the life’ living in the 1800s. We were educated on mid-19th century artifacts, and were taken through the daily tasks and careers of a pioneer villager. With this experience, it gave me a better understanding of how individuals lived back then and how changes in technology greatly affected the world we live in today. With this experience, I recognized how important it is to educate children on the integrity of history and historical sites, which ultimately leads to a more educated generation and gives life purpose. 

Image of building from Black Creek Pioneer Village 

References

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

Smith, D. (2013, January 20). Toronto feature: Black Creek Pioneer Village. The Canadian Encyclopedia. Retrieved February 13, 2023, from https://www.thecanadianencyclopedia.ca/en/article/toronto-feature-black-creek-pioneer-village#:~:text=Black%20Creek%20Pioneer%20Village%20contains,late%201950s%20and%20early%201980s. 

Image taken from: https://blackcreek.ca/

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Hello Catherine,

Very insightful blog! I found reading about your experience visiting Black Creek Pioneer Village and its relation to nature interpretation to be really interesting. As someone who has never heard of this museum, I appreciate you explaining what Black Creek Pioneer Village is and providing quick important characteristics regarding its structure, like it containing 40 historic paintings. You state that “this experience gave [you] a better understanding of how individuals lived back then and how changes in technology greatly affected the world we live in today.” Do you believe that this newly acquired knowledge has inspired you to take actions that are aimed toward building a better world? In other words, do you feel as though having more access to technology has made us better advocates for change?

In my experience, having more access to advanced technology, for example, has let me continuously engage in political discussions taking place on various platforms, share resources I find important, and spread information about issues like systemic racism and climate change.

Going back to the topic of nature interpretation and its linkage with historical interpretation, I believe that there is no doubt that the two are connected. Using your experience as an example, by simply visiting a museum and learning about and from its history, we have integrated both nature and historical interpretation. This further highlights the importance of offering both history interpretation and nature interpretation at the same site (Beck et al., 2018).

References 

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

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Nature Interpreters as Historians

In Chapter 7 of the Gift of Interpretation, Edward Hyams writes: “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.”

Through this quote, I believe that Hyams attempts to highlight the importance of learning from a particular landmark or event rather than simply acknowledging that they exist. Hence, Hyams defines an excellent historical interpreter as one that views historical events as a medium to advocate for change. Viewing events and places as more than a “railway station” that existed in our minds for a few seconds is one of the first steps to start learning from our history. It is also the first step to start viewing survivors’ stories as less than stories and more as agents for change.

A great example of how survivors' stories can act as agents for change is Rosa Parks’ story, which many of you might be already familiar with. As a quick recap, Rosa Parks was a 42-year-old African American living in Alabama, US., in 1951 (Human Gene, 2023). At the time, a discriminatory law existed that stated that White people and Black people are to be seated separately on the bus (Human Gene, 2023). In December of 1951, as Parks rode the bus, she was asked by the bus driver to give up her seat in order for white passengers to sit in the front (Human Gene, 2023). Instead of moving to the back row, Parks moved towards the window seat, resulting in her getting arrested (Human Gene, 2023). Her action caused more than 40,000 black commuters to walk to their schools and work for 382 days (Human Gene, 2023). From this, the black movement was born, and Rosa Parks was called the “Mother of the Modern-Day Civil Rights Movement” (Human Gene, 2023).

Rosa Parks sitting on a bus

In today’s world, Rosa Parks' story continues to act as an agent for change - because we view it as way more than a story of a woman arrested due to disobeying the bus driver’s instructions. A great historical interpreter will make sure to explain the context of the story, the revolution it caused in 1951, and the change it continues to spark. An excellent historical interpreter will make sure to discuss the relevance of this story by outlining the struggles that the black community continues to experience due to racism. 

You might already have started to notice the similarities between the roles of nature and historical interpreters. Both interpreters need to explain the context and the importance of a particular landmark to connect with their audiences. The fact that every natural site contains history, and every historical site contains natural resources further integrates the roles of Nature Interpreters and Historians (Beck et al., 2018). 

A nature interpreter explaining the geology of a particular geographic site near where Rosa Parks was arrested is unlikely to influence his/her audience in a meaningful way. On the other hand, a nature interpreter integrating historical interpretation by mentioning Rosa Parks and her unfair arrest is more likely to influence the audience in a meaningful way.

Therefore, since natural resources and history stories are often linked, it is important for historical interpretation and nature interpretation to be offered at the same site (Beck et al., 2018).

References

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

The woman who changed the world by sitting on a bus. Human Gene. (n.d.). Retrieved February 16, 2023, from https://humangene.org/en/article/the-woman-who-changed-the-world-by-sitting-on-a-bus 

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Nature Interpretation & Science

This week we focused on nature interpretation through science. Now, this is something I am more familiar with as I am a student studying both biology and psychology. To be more specific, I have studied nature in ecological contexts throughout my time as a Gryphon. There are many ways that we interpret nature through science, whether that be the process that take place in nature or the patterns and relationships that take place. For example, gardening can be seen as a specific science known as botany which focuses on plants and their genetics and environment. Gardening is something I myself do not take part in, but my grandpa as I have stated before is consumed by gardening and crops. Since I was a little girl our home in Bosnia is surrounded by grape vines, cherry trees, figs, tomatoes, watermelon, etc. When I get there, all the hard work is already over and it is just harvest season. I did not witness the extensive work that was put into the proper growth of a crop. For example, in order for a fig to grow properly, the company of female bee’s is significant as they lay eggs inside the fruit in order for the fig to ripen. Sometimes, we have a habit of just looking at our surroundings in nature, but not understanding how these things come to be. Whether it be from a continental drift, a seed that grew into a tree, or a burrow that is a home to a groundhog. Another example that I would like to touch on is a waterfall that is right outside of my home in Bosnia. The waterfall/water is called Duman and according to my family it has always been there. It is one of the main water sources in Livno and is the best drinking water.

Even though Duman was not manmade, it is up to the people who visit and native people to the town who choose to keep it clean and take care of it. In other words, science is the explanation for the waterfall or magic as some may believe. Almost everything that exists has a reason for existing and can be explained through science, whether that be people or the reason for the weeds growing on your grass. Sometimes this can be evident when looking at a tree in a forest, it may have a spotted or moldy texture to it as it was affected by a fungus or disease. That can happen to things in nature just as it happens to us. Lastly, I want to make mention the relationship that humans and nature have with one another. When you look at a numerical scale of the human and of a plant, there are many similarities that we share. Whether it be the need for oxygen or the similar epidermal layer under a microscope, we would be unable to exist without nature. Thankfully, us humans are able to understand some of these similarities, differences, benefits, and precautions

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Hello!

I really enjoyed reading your blog and watching the video you provided! I like that you brought up gardening as I have not read a blog mentioning this activity in relation to nature! I think that gardening is a great way to connect with nature and an exceptional hobby to have.....because not only does it allow gardeners to connect with nature on a daily basis, but also it grants them an active role in building a suitable and healthy environment. I personally had a part job as part of the agriculture department where I worked a few shifts on a farm - and I can definitely say that it was a positive and enjoyable experience. Furthermore, I agree that "it is up to the people who visit and native people to the town [....] to keep it clean". As humans, we are responsible to take care of nature as it is essential to us in so many different ways! Participating in naturalist programs, which we read about in this week's readings, can be a great way to obtain an active role in nature conservation. This is because naturalist programs train individuals about plants, animals, and ecosystems. As a result, these programs produce knowledgeable individuals that volunteer their time to conserve nature.

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Eudaimonia and Naturalist Programs 

You might be wondering what is eudaimonia, and what does it have to do with nature interpretation?

Eudaimonia is a Greek word that literally translates to “good spirit.” Commonly, it is taken to mean “happiness” or “well-being” (Pritchard et al., 2019).

To a certain extent, we are all aware that a direct relationship between happiness and nature exposure exists, in that the more you interact with nature, the happier you are!

However, we tend not to further question what kind of happiness is provided by simply walking near a lake or by simply visiting a natural landmark. Is it the kind of happiness that increases one’s productivity or is it the kind of happiness where one is overwhelmed with feelings of gratitude and comfort?

A study investigating the relationship between nature connectedness and eudaimonic well-being concluded that individuals who are more exposed to nature tend to have greater eudaimonic well-being (Pritchard et al., 2019). For the purposes of this study, eudaimonic well-being was measured using indicators that assess autonomy, meaning, personal growth, and vitality (Pritchard et al., 2019). Specifically, the study concluded that individuals who are more connected to nature have higher levels of self-reported personal growth (Pritchard et al., 2019).

Therefore, the more time we spend outside, the more we are open to new ideas and experiences, and the more we grow! But why is determining the kind of happiness derived from connecting with nature important?

It is important because even with the many benefits of nature, naturalist programs still experience a lack of participants. 

Naturalist programs specialize in providing natural history and conservation science training for adults (Merenlender et al., 2016). As a result, participants increase their knowledge about ecosystems and go on to volunteer to assist in conserving nature (Merenlender et al., 2016). Individuals state that the main barrier to not participating in naturalist programs is not having enough time due to being occupied with advancing their careers (Merenlender et al., 2016).

I believe that the number of participants in naturalist programs can be greatly increased if participants were aware that nature connectedness will not waste their time and instead will advance their careers by increasing eudaimonic well-being! 

Hence, determining the specific type of happiness we attain from interacting with nature is important as it can act as a motivating factor to further connect with and interpret nature.

More specifically, I believe that we need to integrate information about the specific benefits of nature connectedness into our curriculums. The more people are aware of how their eudaimonic well-being and personal growth are increased by interacting with nature, the more they are likely to participate in naturalist programs and help build a more sustainable world.

References

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 Pritchard, A.,

Richardson, M., Sheffield, D., & McEwan, K. (2019). The relationship between nature connectedness and eudaimonic well-being: A meta-analysis. Journal of Happiness Studies, 21(3), 1145–1167. https://doi.org/10.1007/s10902-019-00118-6

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The Gift Of Beauty

“The gift of beauty” is the ability of individuals to not only acknowledge the beauty of nature, but to form a connection with it (appreciate it, protect it, so on) (Beck et al., 2018). This is done through interpretation. I don’t think it is possible to separate art and nature when interpreting them. To me, nature is art! However, there are many forms to interpret nature such as through paintings and photographs. Translating the beauty of nature into these mediums can peak the interest of different groups, and ultimately ignite a passion for nature in individuals who may not have experienced it before (Beck et al., 2018). For example, an individual who loves nature but hates being outdoors may connect with the art of photography. This would allow them to connect with their environment from the comfort of their own home. To them, nature interpretation might be best done through admiring beautiful landscapes on blogs (like the class of ENVS*3000) rather than going back-country camping and interacting with them physically. Nature photography can even be done by average people who don’t photograph for a living. They do this because it is fulfilling, and makes them happy. The textbook talks about this, being Maslow’s concept of self-actualization (Beck et al., 2018). This concept basically says that people do things purely for their own joy and fulfillment. People can take pictures of nature, such as sunsets or a forest, on their phones because it brings them joy, regardless of how others may interact with it. Personally, I love taking pictures of the plants in my room. I feel like photographing them helps me express myself and show off a part of my personality to people who otherwise would have never gotten the chance to go to my room and see them, and having photography as a medium to share my feelings is very important (Beck et al., 2018). I also really enjoy looking back on how much they’ve grown overtime, and showing it to my friends. I don’t sell these pictures, or profit in any way from them, but continue to take them and interpret them to my loved ones. I like to teach those around me about the different species of plants I own, some fun facts about them, and their temperament. For example, below you can see a picture of some of the plants in my room.  Photography is one of my favourite ways to interpret nature because it is not overwhelming for people to interact with. It’s easier to click out of a picture than it is to uncanoe a rough terrain! 

My favourite plant is the monstera, which is the huge plant that dominates the picture (in the middle of all the plants). A fun fact is that it is also called a swiss cheese plant because the holes in the leaves look like holes in swiss cheese! I’d like to hear how you guys interpret everyday beauties of nature through photography. Does anybody have a spam or a photography account that they use to show off this medium? I’d love to follow it!

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

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Hello!

I really enjoyed reading your blog and seeing a picture of your plants! I like how you made the connection between nature and photography. I believe that most people, including myself, when we hear a medium connecting nature and art, we think of paintings by famous artists. However, you showcased how this medium does not have to exclusively be a painting and that it can simply be a photograph taken by one’s phone. Moreover, I certainly agree with you that individuals who hate being outdoors can enjoy connecting with nature through photography. As someone who did not grow up with much interaction with nature, I specifically remember enjoying seeing pictures of snow and people skiing as I grew up in a warm country. I also believe that photography is a great medium to connect with nature as, for example, taking a picture of your plants to express a part of your personality can be the particular character of the site that distinguishes it and helps you connect with it on a personal level (Beck et al., 2018). This concept is referred to as genius loci, in which, in your case, The place (locus) is your house where your plants are located, and the distinctive nature (genius), which the significance of the place is you being able to express yourself through your plants (Beck et al., 2018). This also grants you a unique experience of being able, like you said, to assess your plants’ growth, further enhancing your connection with nature.

References

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

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Nature Imitates Art

In the essay, The Decay of Lying, Oscar Wilde wrote that “life imitates art far more than art imitates life” (The Westologist, 2023). Through this sentence, Wilde suggests that our perception of art greatly impacts how we view the world around us (The Westologist, 2023). 

We often hear the phrase “Life imitates art” being used as a way to encapsulate the notion that real-life events were inspired by art. Using this notion, a great painting would be one that personally resonates with its viewers by eliciting emotions and memories. 

But if life imitates art, does that not mean that nature imitates art too?

I believe that nature imitates art as art can also greatly impact how we view nature. Similarly to how Wilde suggests that our perception of art greatly impacts how we view the world around us, I believe that our perception of nature through art greatly impacts how we view both the world and nature.

Mills, who is a writer, resort owner and nature guide, insists that the best form of nature guiding is one that elicits emotions, is more inspirational than informational, and one that appeals to both imagination and reason (Beck et al., 2018). These guidelines can easily be fulfilled through various art forms like paintings and poetry. 

An extraordinary painting would be one that expresses nature by connecting with its viewers on a personal level. An example of such a painting is one called The Hain Wain by John Constable. 

The Hain Wain by John Constable

This painting captures Constable’s childhood home in Flatford Mill, Suffolk (Every Picture, 2023). From the first look, one can sense the rural sense that can provoke emotions of nostalgia within viewers. This provocation of nostalgic emotions can act as the initial step to connecting nature and humans. This is because driven by the emotion of nostalgia and perhaps their own childhood memories, viewers will be interested in the painting. As a result, viewers will be more motivated to ask questions like “Where does this scene take place?" further connecting them with nature. 

This exemplifies what Ham describes as the “focal point for provocation,” which is a concept that emphasizes the importance of the audience forming their own thoughts about a particular nature landmark rather than those of the artist (Beck et al., 2018). In the case of Constable's painting, instead of viewers thinking about Constable’s childhood memories and the fact that he was thinking about his own childhood home, they will reminisce about their own childhood memories and homes.

Furthermore, genius loci is a concept that refers to a particular character of a site that distinguishes it from other sites and increases its significance (Beck et al., 2018). Personally, I interpret the gift of beauty in relation to nature as a site having a distinctive memorable element. This memorable element can be a painting reminding me of my childhood home or a poem that is so descriptive that it reminds me of a site I once visited. 

Therefore, I believe that not only does nature imitate art but also, art imitates nature.

Do you believe certain forms of art are able to better connect you to nature than others? If so, which ones?

References

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

The Hay Wain by constable: Every-picture. every. (n.d.). Retrieved February 5, 2023, from https://www.everypicture.org/the-hay-wain-by-constable 

Westologist, T. (n.d.). Oscar Wilde - life imitates art. The Westologist. Retrieved February 5, 2023, from http://www.thewestologist.com/ideas/when-life-imitates-art 

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Decolonizing Nature Interpretation - The Importance of Recognizing and Addressing Privilege

Privilege refers to the benefits and advantages that some individuals or groups have in society, not earned by merit or effort but as a result of societal systems and biases based on factors such as race, gender, class, and sexuality. In the context of nature interpretation, privilege plays a significant role by influencing an individual's experiences and understanding of the natural world.

People from privileged backgrounds may have the enhanced ability to access, experience, and appreciate the natural world. As a result, these people may have considerable influence on conservation efforts and decision-making leading to a lack of representation of marginalized communities and their needs in conservation and environmental policies.

Moreover, privilege can also shape the way in which the natural world is interpreted and presented to the public. Historically, nature has often been portrayed as untouched and pristine, with Indigenous peoples and other marginalized communities erased from the narrative; this fails to acknowledge how these communities have interacted with and cared for the land for generations, perpetuating harmful stereotypes.

Individuals from marginalized communities may not have the same access to nature as those from privileged communities. Whether it be due to a lack of resources, such as transportation or financial means, or a lack of representation in the field of nature interpretation, these individuals may have a limited understanding or appreciation of the natural world, which can impact their ability to engage with and protect it. In addition, privilege and nature accessibility are not just about race and class but also physical ability. People with disabilities may face barriers such as limited access to nature trails, lack of resources to adapt to their specific needs, and lack of representation in nature interpretation.

To promote fairness and inclusivity in nature interpretation, we must recognize and address the role of privilege. Increasing representation and access for marginalized communities and actively working to decolonize and decenter dominant narratives in nature interpretation is essential. In addition, we can create programs that provide access to nature for marginalized communities, promoting diversity and representation in nature interpretation and conservation fields and actively seeking out and amplifying the voices and perspectives of marginalized communities in conservation and environmental policies.

In conclusion, privilege plays a significant role in nature interpretation by shaping who has access to the natural world and how that world is represented and understood by the public. It is critical to address and challenge privilege to create a more inclusive and equitable understanding of nature and to ensure that conservation and environmental policies are inclusive and equitable.

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Hello Anisa! Very Insightful post!

I like that not only did you define privilege, but also offered solutions to address the problems that arise from it. I specifically agree that we need to create programs that provide access to nature for marginalized communities. This is because recognizing and acknowledging that marginalized communities are underprivileged when it comes to nature is only the first step in beginning to address this issue. Unfortunately, mere recognition will not solve many of the issues that include fears of wildlife encounters and fears of discrimination, which marginalized communities experience (Beck et al., 2018). This is why I think having specific programs devoted to concealing the gap that privilege creates is really useful. For example, these programs can consist of questionnaires created by nature interpreters to assess the prior knowledge of their audience as well as any difficulties that they may experience. Nature interpreters can use the results of these surveys to customize the ways they intend to convey their information to underprivileged individuals. As an example, a questionnaire question can be "do you have a fear of getting lost?". Should an individual reply with yes, the nature interpreter would know to provide extra directional support to this individual to prevent their nature interpretation journey from being ruined by fear.

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The Link between Privilege, Nature Interpretation, and Children's Development 

Privilege is almost always defined as a certain group or person having an exclusive advantage that no other group and/or person has access to.

Personally, I disagree with the definition stated above as it sheds more light on advantaged groups rather than disadvantaged ones. It sparks the question: “Who are these groups, and how are they advantaged?”. Attempting to find answers to this question is often unproductive as it offers no real solutions to the issues caused by privilege. 

As a result, I define privilege as a certain group or person having a disadvantage that no other group and/or person has access to.

I prefer this definition as it emphasizes disadvantaged groups and sparks the question: “Who are these groups, and how are they disadvantaged?”. This question, contrary to the one stated previously, is productive as it has the potential to generate solutions to issues like systemic racism that, for example, disadvantaged groups experience when applying for employment. 

But how will answering this question make us better nature interpreters?

Since a major role of nature interpreters is to reach a wide audience, the best way to do so is to know this audience well (Beck et al., 2018). A critical part of knowing an audience is knowing if and/or how they are disadvantaged and how their disadvantage impacts their relationship with nature.

For example, a group of kids belonging to an ethnic minority and who grew up in an unsafe environment should not be treated the same as a group of kids who grow up hiking and going on camping trips. This is because, as someone who grew up in an unsafe environment where shootings often occurred during my formative years, I did not spend much time outside exploring nature. 

Nature interpreters need to remember the negative consequences of not interacting with nature at formative ages. In 2019, a nationwide study covering >900,000 individuals concluded that “children who grew up with the lowest levels of green space had up to 55% higher risk of developing a psychiatric disorder ” (Engemann et al., 2019).

To emphasize the importance of nature exposure on children’s development, Burbank states that “Every child should have mud pies, waterbugs [...] and any child who has been deprived of these has been deprived of the best part of his education” (Beck et al., 2018).

Hence, nature interpreters must consider this when exploring the ways they wish to convey their knowledge. Nature interpreters can decide to take a group of elementary school students on a camping trip to provide them with real-life exposure to nature-related concepts such as ecosystem interactions. However, for children with minimal to no prior experience of such a prolonged interaction with nature, this might be a daunting experience. How will they react to spending days in the wilderness? How will this impact their already compromised mental health?

Since it is almost impossible to answer these questions, I believe that nature interpreters have a duty to minimize the impact that those children experience due to their disadvantage by slowly exposing these kids to nature. Instead of taking them on camping trips, slow steps need to be taken that can include taking short walking trips at national parks. 

What other tactics do you believe interpreters can utilize to conceal the gap between privileged and underprivileged children? 

References

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

Engemann, K., Pedersen, C. B., Arge, L., Tsirogiannis, C., Mortensen, P. B., & Svenning, J.-C. (2019). Residential green space in childhood is associated with lower risk of psychiatric disorders from adolescence into adulthood. Proceedings of the National Academy of Sciences, 116(11), 5188–5193. https://doi.org/10.1073/pnas.1807504116 

[ajenvs3000w23]

ENVS*3000 Entry 2: Teaching Learners

I am very aware of my incredibly strong passion for teaching people about what I love, especially animals (movies as well). My ideal position for teaching people about animals would be either driving the Zoomobile at the Toronto Zoo (and narrating the tour) or leading wildlife tours in Algonquin for a company called Voyageur Quest. The head of Voyageur Quest lives on my street and offered me a position when he heard my passion talking about animals, which was just incredibly. Unfortunately, I still need to get my Wilderness Advanced First Aid certification and my Bronze Cross before I can have the position. Still, getting those certifications will be worth it. It would be a dream come true for me to lead people through the wilderness and teach them about black bears and wolves, or to sit on the back of the Zoomobile and talk about the zoo. Obviously, these are short term jobs and not necessarily careers, but I still think that they would serve as fun and fantastic starting points. Beyond the certifications listed above, I believe two obvious requirements for such positions would be patience and confidence. However, I also stress charisma to be a very important, yet slightly underrated quality. People who attempt to teach others really need to be able to engage and hold the attention of their audience. Upon review of the list of multiple intelligences in Beck, Cable & Knudson 2018, I think I would have the strongest appeal in the area of linguistic intelligence. I do well by learning from story telling, and story telling is also how I love to teach others (it is also something I just like to do). In my opinion, providing examples through telling stories is incredibly effective for hammering a point home. In my previous blog post, I briefly touched on the importance of not making people feel judge or shamed for being less knowledgeable than me about nature. I believe one weakness of mine that may present a challenge for me is how bothered I can be by people's failure to understand certain things about nature. One little anecdote I will use to support this point regards when I was on a Zoom meeting for a lab during the W21 semester. One of the people in my small Zoom group said that she used to work at Algonquin Park, and one evening she received a phone call from a park visitor who asked, "What time do you release the animals?" She clearly found such a question annoying and ridiculous, as did I, and this is why I acknowledge the importance of patience when attempting to interpret nature to others, especially when trying to stress the concept that nature does not belong to humans, nor is it there for our amusement. Whoever reads this post may consider it healthy and/or wise on my part to immediately acknowledge my flaw of being so bothered by, well, this type of ignorance. Even so, this is why I also advocate that any teacher, nature interpreter or otherwise, should possess the skill of impulse control so that even if something like this bothers them, it is not made apparent to the audience and therefore the audience feels no judgement or shame.

References

Algonquin Park Career Opportunities with Voyageur Quest https://www.voyageurquest.com/jobs-opportunities/

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

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Hello!

I really enjoyed reading your blog! I also have a passion for teaching what I love. Personally, I enjoy teaching science, math, and English. As a result, I tutored an elementary school student in these subjects for three years. I strongly agree with you that patience and confidence are critical traits to have when teaching others. The years I spent tutoring required a great amount of patience, specifically when the student does not understand the concept right away. This is the point where I believe the roles of environmental interpreters and teachers overlap, as they both need to be patient and find different ways to convey their ideas! This is also where confidence comes into play - as one needs to be confident in their abilities before attempting to spread their knowledge. However, I also believe that another critical trait is adaptability. Environmental interpreters, like teachers, need to adapt to teaching different ages and different concepts. For example, what might work for teaching elementary school students might not work for teaching a group of seniors. I also agree with you that people teaching others need to hold their attention. I believe that this can be a difficult part, however, it is manageable if educators possessed the trait of resilience- which is another trait that I believe is important. When educators are resilient, they are more likely to be patient and more open to changing the ways they tend to teach to best fit the needs of their audience!

What other ways do you believe that speakers can utilize to help hold the attention of their audience?

[maenvs3000winter23]

Environmental Interpreters and Teachers; Two Sides of the Same Coin?

The more I think about the role of environmental interpreters and the core skills required to effectively fulfill this role, the more similarities I notice between their role and that of teachers. Therefore, I decided that to better explain the skills and the role of ideal environmental interpreters, I will compare them to teachers.

To best interpret nature, I believe that ideal environmental interpreters must have a rich education background in, for example, environmental or natural sciences. Similarly, teachers must also have an extensive education background in a certain area that they are responsible to teach.

However, while having the necessary knowledge is critical to the roles of both environmental interpreters and teachers, without effectively conveying this knowledge, it is considered useless. Should Tilden, who possessed great knowledge about the basis of interpretation, never have had the skills required to teach Dabney, his knowledge would not have been transferred over generations (Beck et al., 2018).

However, what makes a great educator? How to best convey information?

Teachers need to possess excellent adaptability skills to teach students of different ages, educational backgrounds, and learning styles. For example, an auditory learner might prefer to listen to recorded lectures, while a visual learner might prefer to learn from diagrams. Hence, the educator needs to have different forms of the same content prepared to convey the most information to the most number of students if not all. 

An image summarizing the main learning styles.

Similarly, I believe that an ideal environmental interpreter will be faced with scenarios where they will need to convey information to individuals of different ages and different needs. As an example, an environmental interpreter might need to explain his interpretation of a natural landmark to a class of grade four students. Clearly, in this case, the interpreter would need to alter his/her language to a level understandable by elementary school students. To better convey their message, ideal interpreters will use metaphors to simplify nature-related concepts. For example, they might compare the impact of pollution on nature to Harry's struggle against Lord Voldemort in the Harry Potter movies.

However, when it comes to adult audiences, both educators and nature interpreters need to be charismatic to better convey their message. Ham recommends making connections between tangible things and intangible meanings (Beck et al., 2018). John Burdee, who is an on-site interpreter, employed this concept by using pain to describe the day’s events (Beck et al., 2018). Since pain is a universal emotion, one can easily elicit emotions within audiences, leading them to better understand the speaker’s main message. Hence, it is critical to elicit universal emotions like sadness and joy.

An example of a diagram that might be useful to a group of mathematicians.

Lastly, I believe that ideal interpreters should know their audiences well. For example, to appeal to an audience of mathematicians, it is best to use diagrams and statistics when describing the history of a certain natural landmark. 

Therefore, I believe that ideal environmental interpreters need to possess excellent educational backgrounds and teaching skills.

Do you agree that teachers and nature interpreters are two sides of the same coin? Why or why not.

References

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