Wow, we’ve made it to our final blog posts. As I write this, I reflect on my journey as a nature interpreter, how my understanding of nature and my connection to it have evolved. Before this course, I thought my relationship with nature was simple: I just had to go somewhere secluded, surrounded by nothing but trees and green leaves to feel connected to nature. But blogging and engaging with course content showed me that my connection with nature is much deeper than that. I don’t have to be in the middle of a forest to connect with it. I can engage with nature right where I am and inspire others to do the same!
As a biological sciences major, I never considered working in environmental science, but this course sparked my interest in environmental education. As I’ve explored opportunities to work in environmental education organizations, I can now imagine myself taking on a role that involves advocating for sustainability, community building, and environmental justice. My work would focus on building connections between youth and their local ecosystems, offering educational programs that are hands-on and impactful, aiming to inspire future leaders in environmental stewardship.
When navigating my ethics as an interpreter, I inevitably step into the role of an educator. Interpretation does more than cultivate personal appreciation for nature; it creates a ripple effect, inspiring others to see and share that beauty as well. By helping others form meaningful connections with the natural world, I empower them to inspire and educate others in turn. In my role within environmental organizations, I would focus on helping young people see the importance of sustainable living and environmental advocacy.
Beck and Cable’s concept of the “gift of beauty” reinforces this idea, emphasizing that interpretation should not only communicate knowledge but also promote a deep appreciation for the beauty around us (Beck et al., 2018, Chapter 5). This could mean helping youth appreciate their local green spaces and understand the importance of protecting urban ecosystems, even in areas that don’t immediately appear ‘wild.’
A major part of my ethics also involves recognizing privilege. Privilege, whether tied to race, socioeconomic status, education, or physical ability, shapes how we connect with nature and with each other (Beck et al., 2018, Chapter 6). If we ignore this, we risk making interpretation exclusive rather than inclusive. Acknowledging privilege means making a conscious effort to ensure accessibility for all audiences. This could involve creating programs that engage youth from diverse backgrounds and offering them opportunities to take leadership roles in sustainability projects.
There are several responsibilities highlighted for nature interpreters in our course. Beck and Cable say it is our responsibility to be peacemakers (Beck et al., 2018, Chapter 20). By interpreting cultural and natural heritage, we can help eliminate prejudice, promote appreciation for diverse cultures, and encourage stewardship. This ability to bridge differences makes interpreters agents of peace, helping create a more connected world. In a role where I work with communities and youth, I would be responsible for fostering inclusive programs that connect diverse groups with nature, promoting both environmental and social awareness.
I also have a responsibility to consider different learning approaches. Not everyone processes information the same way, so as a nature interpreter, I have to accommodate diverse learning styles (Beck et al., 2018, Chapter 6). In practice, this could mean using storytelling, hands-on activities, art projects, and even community gardening to make environmental education more engaging. Connecting new information with participants’ prior experiences helps deepen their understanding and appreciation of the natural world, encouraging them to apply these lessons in their daily lives.
For me, the most suitable approach to nature interpretation is one that blends storytelling with interactive learning. I connect best when I hear things from others, and I know I’m not alone in that. That’s why I believe in using stories to help people see themselves in nature and relate to it on a personal level. Whether it’s through spoken narratives, visual art, or community-based storytelling events, this approach would make interpretation more memorable and emotionally resonant for youth and community members alike (Beck et al., 2018, Chapter 6).
At the same time, I want to make learning active. I’ve learned that people engage best when they can interact with what they’re learning—whether that means participating in clean-up efforts, starting community gardens, or working on sustainability projects. By making interpretation immersive, I can encourage people to take what they’ve learned and apply it beyond the program—whether in their homes, schools, or local communities.
This approach is reflected in Rodenburg’s article, which suggests that nature interpretation should not only focus on the “what” but also on the “why” and “how” of nature (Rodenburg, 2020). For example, I envision helping youth explore local environmental challenges like waste reduction or climate change and guide them through the process of finding community-driven solutions. Rodenburg (2020) stresses that the act of engagement, not just observation, stimulates empathy and care for the environment—something that aligns perfectly with my mission in these organizations.
Beck, L., Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a Better World.
Rodenburg, K. (2020, December 1). What makes great nature interpretation? CLEARING: Environmental Education Curriculum Clearinghouse. https://clearingmagazine.org/archives/14300