Interpreters Role in Sustainability
As a nature interpreter, it often feels overwhelming being faced with the tasks of educating children about the many complex and pressing issues affecting our planet. From climate change to habitat destruction, ocean pollution to endanger species. The list of environmental concerns can seem endless, and exposing children to the harsh realities is daunting and may cause more harm than good for their developing minds. Additionally, being in the field of environmental interpretation has become increasingly difficult in this ever-changing technological world. With little guidance available to us interpreters on how to educate children, their parents, and the public, correctly and effectively on environmental catastrophes and prevention (Rodenburg and Martin, 2019).
Considering these challenges, we face. It is still important to consider how we can develop effective and meaningful approaches to teaching children about the environment. A key issue encountered is the limited opportunities that today’s children have to experience nature firsthand. Either growing up in cities, having overprotective parents, or the distraction of today’s technology. Children’s outdoor exposure is minuscule compared to what their grandparents experienced during their childhood (Louv, 2019). Additionally, with liability and safety concerns these days, schools and other organisations are hesitant to take children outdoors due to the risks. They have gone from embracing risk (R+) in the 1960s, to being risk adverse (R-) today (Hahn, 2020). A major reason for this is because of the rare but unfortunate events that have occurred in the past involving the death or injuring of children (Globe and Mail, 1978). Despite this, as us interpreters know, it is essential to provide children with opportunities to connect with the natural world. Not only does this help foster a sense of wonder and appreciation for the environment, but it also helps children understand their place in the world as living beings who share the world with everyone and everything on it.
To be effective interpreters, we must develop appropriate approaches that considers the different ways that child learn and grow. While teenagers are ready to learn about complex and depressing issues like climate change, younger children are best introduced to the natural world though positive storytelling and exploration (Beck et al. 2019 pg.107). By providing children with repeated exposure to the outdoors, we can help them develop a relationship with nature, and cultivate a sense of intimacy with the natural world that will last a lifetime.
An effective approach to teaching younger children about the environment stems from having child build a sense of connection with specific meaningful places (Rodenburg and Martin, 2019). By exploring local ecosystems and learning about the stories of the land and how it came to be, children can start to develop a deep appreciation for the natural world. For example, by introducing children to the nest a bird has built in a tree, we can help them develop a personal connection to the bird and the sense of responsibility for protecting her young. This will also allow the children to value nature and experience the love in the world (showing positivity).
Another effective interpretive strategy for children is to focus on microenvironments. Rather than only showing children the view of a valley, we may encourage them to explore the world of insects and other small creatures that live in the grasses and soils within that valley (Rodenburg and Martin, 2019). By encouraging children to focus on the small and often overlooked aspects of the natural world, we can help them to develop a sense of curiosity and wonder.
Ultimately, our goal as nature interpreters is to help children (and people of all ages!) to develop a deep and abiding love for nature, and to inspire them to take action to protect and restore the planet. By fostering a sense of connection and intimacy with nature, we can help people understand their role in the larger ecosystem and empower them to make a positive difference in the world. Whether through storytelling, exploration, or discovery, there are many ways in which we can engage children with the natural world and inspire them to become passionate and committed stewards of the environment.
As nature interpreters in training, it is important to consider the ethical and philosophical beliefs that make up the foundation of our work. For me, this means recognising that all living beings are interconnected and that all our actions have impact on the larger ecosystem. Just like the squirrel in the trees I am a part of the ecosystem. This also means acknowledging the unique perspectives and experiences of individuals and tailoring my teaching strategies to meet their needs and interests. Despite it being much easier to follow a one size fits all model.
I also feel that following the path to become a nature interpreter, I have a sense of responsibility to help our next generation develop that sense of connection with the natural world. This will involve me not only teaching them about the issues currently facing the planet (which is very uncomfortable to talk to children about), but also inspiring them to take the action required to protect and restore the environment to how it should be. By fostering this sense of wonder, awe, and curiosity in the children, I can help them develop a lifelong love for nature and a commitment to environmental stewardship.
In conclusion as a developing nature interpreter, I feel personally responsible to teach the next generation about our natural world. Not only are they our future, but they are the ones inheriting the world we are giving them. We need to provide them with the mistakes and lessons we have learned to provide them with the best future possible.
Citations:
Beck, Larry, et al. Interpreting Cultural and Natural Heritage: For A Better World. Sagamore Publishing, 2019.
Hahn, K. “Six Declines of Modern Youth” Outwardbound, 2020 . https://www.outwardbound.org/blog/kurt-hahn-six-declines-of-modern-youth/
Louv, R. “What Is Nature-Deficit Disorder? - Richard Louv.” Richard Louv Blog Full Posts Atom 10, Richard Louv, 2019 https://richardlouv.com/blog/what-is-nature-deficit-disorder/.
Rodenburg, J., and Martin, J. “Why Environmental Educators Shouldn't Give up Hope.” CLEARING, 2019 https://clearingmagazine.org/archives/14300.
“Parents Pray While Waiting for names 12 boys, teacher drown on canoe trip 18 survivors due out today” The Globe and Mail, June 13, 1978, Canoe Trip Tragedy. https://www.proquest.com/docview/387072296/BB73CABC60F249E6PQ/1?accountid=11233&parentSessionId=NmPV0HvcX%2FJkv8SgvaQNAeShVAIT1WhBxPiuG3CPWuk%3D “
“Not only does this help foster a sense of wonder and appreciation for the environment, but it also helps children understand their place in the world as living beings who share the world with everyone and everything on it.” – Very true!
I agree that having children be involved with the outdoors makes them appreciate it more holistically. Not only in a self-benefitting way (“I care about nature because it makes me happy”) but also a selfless way (“I care about nature because it benefits all living beings around me”).
I like your examples of ways to get kids involved. One example you mention stood out to me: building a sense of connection with specific locations. A value of protecting our environment stems from our belief that we should protect the environment. And where does this belief come from? From experiences that show us why we should care about the environment and what’s at stake. Building a meaningful connection with nature makes us want to save it, ensuring it is there forever so we can return back there again and again. This can be as simple as taking a picnic by a nice tree in a nearby park, or something more complex like taking a yearly hike up an isolated mountain. Forming a connection with these unique spaces makes us want to take steps to protect them.
It is important to not only instill these experiences and beliefs in todays youth, but to give them the tools to actually protect! It’s unlikely for us to take a fifth grader on a hike, not tell them anything about what’s happening to the landscape, and expect them to fix the world’s problems. Rather, as nature interpreters, we must foster this belief and advocate for positive change in the world by giving steps for our audience to climb. For example, I would tell the fifth grader that they shouldn’t litter because it can pollute the natural landscape and mess with local ecosystems. I’d also give examples, like saying that raccoons love to snack so they would eat the scraps off their wrappers and might ingest plastic material, which is bad for their digestive system.
Following that example, I’ve written out a guideline of my proposed method of instilling curiosity and passion for the environment in youth:
“Why should I care?” Explain why it is important to take care of the environment, for OURselves. Perhaps we enjoy hiking that trail because we get to see a pretty view!
“Why should we care?” Explain how this environment impacts those around you. Do other people like hiking there? Are there animals that live there?
“What should we do?” Explain what you as an individual can do to maintain the environment around you. In the example above, I talked about littering. However, it can be even be as simple as not straying off the trail path so as not to trample vegetative areas.
“Why should we do it?” Explain what can happen if these actions aren’t taken. As mentioned above, maybe raccoons will get a tummy ache. Maybe pretty flowers won’t go if they’re stomped on.
Laying out the motivations behind our actions and their consequences helps acknowledge the unique benefits and challenges that are present within each landscape. It can help individuals form a connection to their environment, understand what’s happening within it, and foster a need to protect it. As nature interpreters, that’s all we can really hope for!
PS: Where was that last picture taken? Cool view
