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Disclaimer
This blog was created for ENVS*3000, University of Guelph.
The opinions expressed here represent my own and not those of the University of Guelph.
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Unit 10 Blog Post
This is a big question to answer. I believe that my personal ethic is not really one individual thing or trait, but a network of traits and actions that ultimately work together to form the person I am today. This is not to say that my beliefs and ethics are “complete” however, and I would say that they are constantly evolving, changing and forming into other new ideas as well. What I do know is that I believe strongly in the right for everyone to have access to nature and nature areas. Being surrounded by nature as a child made me ultimately who I am today and my continued time spent outdoors currently changes who I am. In the reading for this week, Rodenburg explains that leaving children indoors and not exposing them to nature and everything that comes with it, harms them in the long run (2019). I believe this to be true, especially in my own case. As a kid, we never went on big trips on a plane anywhere. We never went to Florida as many of the other kids would on March break. We never went to Europe or anywhere else. But what we did do, was camping and spending time outside, and A LOT of it! Instead of going to Florida, we went up north and went ice fishing or snowmobiling. Instead of going to Europe in the summer, we would start the truck up and drive through Ontario towards Thunder Bay and camp all along the way. Would it have been nice to go on big trips like Florida or Europe growing up? Of course, it would have, however, I don’t blame my parents for not taking us there, as the time we spent outside in Canada was much more memorable and long-lasting.
I have attached a picture from my Alberta October 2022 trip. This was taken in Jasper National Park. If you look closely, you can see that the stop sign is bent towards the one way. This is because just mere moments before this picture was taken, a car slammed right into the ditch, right into the stop sign. It was this driver's very first time driving in the winter in Canada, and his SUV was stuck in the ditch. Long story short, he tasked me with driving his SUV out of the ditch back onto the road and I accepted! This was such a wacky and weird scenario, here I was in this completely random person's car driving it up a 45-degree angle just hoping I could get it unstuck (I was just as clueless as him about whether this would work or not). I eventually got his vehicle back up on the road, and he was extremely grateful. I often think of this story because of two reasons. Firstly, I would have never had this super odd but memorable experience unless I had gone on this adventure out west in the first place, which would have never happened unless I was taught to enjoy nature from a young age. Second, although this person got his car stuck in a snowbank, he was doing exactly what I have been preaching, just getting out there! This was a huge step for this man, and he even told me that he had never done anything like this before, and he took the leap! I’m sure this was a very stressful time for him, but in the end, it worked out just fine, no one got injured and surprisingly there was no damage to his vehicle.
I believe that my personal ethics and beliefs as a nature interpreter would be to enable more people to just get out there and face their fears involving the outdoors. Imagine if we lived in a world where 9 out of 10 kids had extended exposure to the outdoors. Their future mindsets towards environmental policy and conservation would be instilled in them since they were young. I believe that as environmental interpreters, we are responsible for instructing kids and showing them nature at a young age. Many kids have a fascination with nature, it's in their blood! But many parents do not and just don’t have the social, and economic means or knowledge to satisfy their child's need for time in the wilderness. I do also understand that it just isn’t feasible for everyone to go out on detailed multi day camping trips. However, spending time at a local park or conservation authority could be just as helpful. Enough time spent in low-key settings may motivate individuals to take the leap and go on their first multi-day camping trip.
Personally, if I were to do nature interpretation as a career, I would have to be in person, helping them every step of the way. I am an extremely hands-on person and communicate best in person around other people. It just isn’t the same as trying to explain something on the phone or through text. This is how I would conduct my interpretation. I truly believe that most people in the world would like to have a positive connection with their natural environment, they just simply do not know how. Public education is key in this concept, as they may not even know what they are missing out on!
As this course comes to a close, I am grateful for what I have learned regarding public education and how to convey information correctly. I am unsure if I will ever take on a job in the nature interpretation field, but after taking this class it seems very appealing! I appreciate blogging with everyone this semester and everyone takes care!
Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. https://clearingmagazine.org/archives/14300
Hey Ethan!
Thank you so much for sharing your final thoughts as the course comes to an end! It was refreshing to hear how your views are constantly evolving rather than being set in stone. Part of our role as nature interpreters is to continue learning about the world around us so that we may serve diverse audiences as best as possible. This also includes learning from our audience and being attentive to their needs because like you said, not everyone has the opportunity to go far. Nevertheless, your trip to Jasper was fascinating to hear! The driver who got stuck in the ditch reminds me of risk vs. reward. Even though he had never done anything like this before, he took a big leap of faith and thankfully didn’t get injured or damage his car. As much as I love nature, I also have many fears like getting a tick bite or getting lost. However, your story has inspired me to just get out there because who knows what the rewards will be! As a hands-on person as well, your approach of being in-person really resonated with me. Unfortunately, people are spending more and more time in front of their screens instead of going outside. While I’m usually cautious of technology, there’s a lot of great apps that can enhance your experience in nature. For example, you can check out this list of “12 Apps that Will Turn You Into a Nature Expert”. All the best going forward! Olivea
UNIT 10 BLOG POST
As I develop as a nature interpreter, I am driven by the belief that everyone should have the opportunity to access and appreciate nature, regardless of where they live or the resources available to them. I find profound beauty not only in vast, untouched landscapes but also in the pockets of green in urban spaces, like city parks and community gardens. To me, nature exists wherever there is life, growth, and connection. I believe that helping people see this, showing them that nature is not just a remote wilderness but something within reach, can foster a more inclusive and widespread love for the natural world.
https://wwf.ca/stories/nature-based-cities
I recognize that privilege often dictates who has access to vast natural areas, shaping whose experiences are enriched by nature’s presence. Many people may never see a national park or wilderness reserve, but this doesn’t mean they should miss out on the lessons and joys nature can offer. For those living in cities, for example, urban parks and gardens are opportunities for connection with the outdoors, and it’s my mission to help people see these spaces as valuable, accessible natural areas.
My goal as an interpreter is to bridge this gap, making nature both accessible and relatable. Breaking down barriers means meeting people where they are, whether that’s through guided walks in a city park or providing virtual content like videos and podcasts that bring nature to them. It’s about reshaping the idea of what nature can be and expanding the places where people feel connected to it.
Another pillar of my ethic is the responsibility to protect and restore natural areas. I believe our relationship with nature impacts us deeply, not only for the ecosystem services that sustain human life (like clean air and water) but also for the emotional and spiritual benefits we gain. Nature has a unique power to ground us, to remind us to slow down and reconnect with ourselves and the world around us.
https://runwildmychild.com/sit-spotting-nature-meditation
I see it as my duty to help others understand this, especially the role that conservation plays in preserving these spaces for future generations. Teaching people about the benefits of clean air, water, and biodiversity, and helping them see how protecting nature is a form of self-care, can inspire actions that support both personal well-being and environmental sustainability.
I feel a deep responsibility to convey the importance of nature and conservation in a way that resonates with diverse audiences. This isn’t about simply telling people what they should feel or believe, but rather about opening doors for them to develop their own relationships with nature. Whether it’s taking people on guided hikes, leading them in reflective activities, or creating accessible content, I strive to be a resource and a guide.
For those who may be less able to explore natural spaces on their own, perhaps due to physical limitations or other barriers, I’m committed to finding alternative ways for them to experience nature. This might involve creating content that’s accessible to all, like podcasts, social media stories, or even documentary-style videos that showcase the beauty and resilience of nature. By bringing nature to people in these ways, I hope to inspire them to seek their own outdoor experiences when possible.
I am passionate about getting out into nature as often as I can, fishing, camping and hiking are all big parts of my life. I find that physically interfacing with nature is one of the best ways to manage the stress of university life. There’s something about being in the woods, away from deadlines and to-do lists, that allows me to reset. The rhythm of nature, with its slower pace and its reminders of resilience, teaches me to be patient and trust in life’s cycles. This personal experience gives me a sense of responsibility to share this source of calm and balance with others.
Whether it’s taking a quick study break in my backyard or spending an entire day fishing on a remote lake, nature has a way of bringing clarity and peace that I think everyone deserves to experience. And as an interpreter, I’m in a unique position to make this possible for people from all backgrounds.
From my personal experience I believe that hands on, immersive experiences are the most effective way for me to connect with people. I feel as though guiding individuals and groups in natural settings would be most suited to my abilities. In these face-to-face settings, there’s an energy that comes from shared discovery, from spotting an unexpected animal or seeing the beauty of a plant up close.
https://www.skilouise.com/explore-summer/guided-hikes
However, I also know that not everyone can join these in-person experiences. For these audiences, creating digital content is essential, and easier than ever before. I am drawn to developing social media posts, podcasts, and videos that can spark curiosity and encourage people to explore on their own. I want to help them feel connected to nature, even if that connection is happening from a screen.
As I continue to grow in this field, I’m committed to being adaptable in my approach. Everyone comes to nature with different perspectives, experiences, and needs. For some, a short walk in a city park might be enough to find peace, while others may need the challenge of a backcountry trail. As a nature interpreter, it’s my job to honor these differences, provide multiple ways of connecting, and celebrate nature in all its forms and locations.
Through every method I use, whether it’s guiding hikes, sharing stories online, or simply helping others see nature as an essential part of life, I hope to foster a love for nature that feels personal and possible for everyone. And ultimately, I believe that by making nature accessible and meaningful to people of all backgrounds, I’m contributing to a future where more people will care about protecting the world around them.
Hi Evan,
I loved reading about your personal ethic as a nature interpreter! The points you made about privilege and accessing vast landscapes really resonated with me. As a first-generation immigrant, I never went camping or to the cottage with my family. However, my parents always took us to the park growing up, which is where some of my best memories rest. Even now, I’m hit with waves of nostalgia whenever I pass through these remnants of my childhood. While parks and other ‘pockets of green’ in urban settings may seem small to us, they’re the perfect places for children to connect with nature. In this article, the author gives several great teaching tips, one being that “young children love micro environments”. For instance, he describes how children are more likely to be amazed by ants than the view of a valley (Rodenburg, 2019).
Another great point you made is the importance of digital content in connecting audiences to nature. Documentaries and other types of informative media are also an effective way of raising awareness when it comes to environmental issues. In high school, I watched Before the Flood and Cowspiracy, which sparked my interest and led me to pursuing a degree in Environmental Governance. This semester, I’ve also watched lots of great documentaries that I would highly recommend:
Merchants of Doubt - Talks about the spread of climate disinformation.
Angry Inuk - Reveals the impacts of the anti-seal hunt movement on Inuit communities.
Kiss the Ground - Explores how we can address climate change by improving soil quality.
References Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. https://clearingmagazine.org/archives/14300
Week 10 - Nature Interpretation's Role in Environmental Sustainability
As a bright-eyed, 18-year-old who wanted to change the world, I couldn’t wait to study environmental governance when I got to university. In my mind, there was nothing more important than saving the planet for future generations. Although I still feel like that four years later, my once fiery passion dwindled throughout my undergrad. The more I learned about all the horrible ways humans were destroying the environment, the more hopeless I felt. My spiral into nihilism and cynicism often left me with unanswered questions like “what’s the point of it all?”. Part of my frustration came from the fact that half of my university degree was spent online. How could I truly learn about nature from the confining walls of my bedroom? It almost felt like teaching a medical student how to perform surgery by playing Operation.
Nevertheless, I know that I wasn’t alone in this universally isolating experience. The world was hit with a pandemic, and we got through it as best as we could. COVID showed us how to adapt by doing everything online–work, school, shopping, you name it. However, the impacts of this technological transition still linger, namely due to “Nature-Deficit Disorder”. Coined by Richard Louv in 2005, this term refers to how people (especially children) spend a lot less time outdoors than previously (Hooykaas, Unit 8, 2024). For example, schools today provide very limited opportunities for children to go outside due to liability concerns (Rodenbrug, 2019). While there are risks of being outside, I would argue that there’s more risks of staying inside. Aside from the mental and physical health impacts, learning how to respectfully coexist with nature is a lost skill among many of us.
Western culture has reduced the various parts of nature to simplified commodities: a tree is viewed as timber, a fish is viewed as food, a mountaintop is viewed as a mine, etc. This narrow way of thinking is what led to extractive colonialism, and it’s why economic profit is still prioritized over environmental sustainability. On the other hand, governments have set aside huge swaths of land in national parks and other areas to protect nature. While national parks serve many recreational purposes, they have been historically used to dispossess Indigenous peoples of their traditional territories. These parks and other areas of “pristine wilderness” are also places of privilege, which shift the responsibility of sustainability to out there instead of right here, at home. This duality of nature is presented in William Cronon’s essay called “The Trouble with Wilderness; or, getting back to the wrong nature”. He argues that the idea of untouched, “pristine wilderness” is a socially constructed myth because Indigenous communities have in fact shaped the environment for millenia. They were able to do so sustainably because of an ethical relationship to the land based on respect and reciprocity. My personal ethic as a nature interpreter begins with ensuring that I don’t reproduce the myth of “pristine wilderness” or that “all humans are bad for the environment”. As described by Cronon (1995), this is important because:
“The wilderness dualism tends to cast any use as abuse, and thereby denies us a middle ground in which responsible use and non-use might attain some kind of balanced, sustainable relationship.”
So how do we find this middle ground, and how can we help children explore it too?
It starts by accepting that humans are a part of the natural systems around us (Rodenburg, 2019). With every breath and bite we take, humans are dependent on all the plants, animals, microorganisms, and nonliving entities that sustain us. Look no further than your own microbiome, backyard, or community garden. Places close to home offer the most opportunity for sustainably. While many environmental issues like climate change are global, place-based identity also plays an important role in determining our relationship to nature (Wals et al., 2014).
To achieve true sustainability, however, this relationship to nature must be based on something other than its use. Therefore, another responsibility as a nature interpreter is to foster deeper connections to nature through different means, like music and art. For children, relationship building is all about storytelling (Rodenburg, 2019). It’s about enabling them to be leaders of their own discovery and letting their imaginations fill in the gaps. To give a plant or animal a name and a story is much more powerful than simply referring to it as an “it”. Giving children the opportunity to care for a plant or animal themselves can also empower them to build lifelong connections with nature. Further, establishing a relationship to nature is about building relationships with the people who share it with you. This can start with your friends and family, but can also extend to your neighbourhood and community. In this video, Richard Louv gives the example of ‘Family Nature Clubs’, which started with one family and has grown to over 700.
Most importantly, my approach as a nature interpreter is to try to remain optimistic…despite recent election results. This is especially challenging since “we’ve been going backwards” ever since the beginning of the environmental movement, and have been “fighting the same battles” for decades (DavidSuzukiFDN, 2012). Aside from needing a paradigm shift, our biggest setback is our negative perception of the future, not unlike dystopian movies (DavidSuzukiFDN, 2012). Indeed, many representations of the future climate often present doomsday scenarios. We are continuously fed stories of destruction and despair that are not balanced with stories of regeneration and resilience. How can we leave a better world for future generations if we don’t even believe in it?
There have been countless times when I wanted to give up, but that would ultimately be a dishonour to myself and future generations. Rather than dumping all this pressure on children, my responsibility is to leave them with the tools that I never had; to show them that humans have the potential to do good for the environment, not just bad. But for now, let them enjoy being children (in nature, of course).
And so, I leave you with this:
(Pett, 2012)
References
Cronon, W. (1995). The Trouble with Wilderness; or, getting back to the wrong nature. https://www.williamcronon.net/writing/Trouble_with_Wilderness_Main.html
DavidSuzukiFDN. (2012, July 20). David Suzuki and Richard Louv @AGO [Video]. YouTube. https://www.youtube.com/watch?v=F5DI1Ffdl6Y&t=5s
Hooykaas, A. (2024). Unit 08: The Role of Technology in Nature Interpretation. CourseLink. https://courselink.uoguelph.ca/d2l/le/content/898489/viewContent/3863610/View
Rodenburg, J. (2019, June 17). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. 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
Unit 9 Blog Post
The sun dips low over the savannah as a herd of elephants moves across the plain, with the oldest female leading the way. The matriarch is unmistakable, her steady pace guiding the group. Her position at the front is no coincidence; it’s a result of years of experience and accumulated wisdom. This role is central to the herd’s survival—her knowledge of the land and resources, as well as the intricate social dynamics, allows her to lead the group with unmatched authority.
Matriarchs are the emotional anchors of the herd, not only navigating physical landscapes but also providing emotional support to each member. The younger elephants, particularly the calves, follow her closely, responding to her subtle cues with instinctive trust. When she shifts direction, they follow without question. The herd’s cohesiveness is tied to her leadership, and the silent communication she shares with them—flicks of her ears or a slight tilt of her head—are all signals that guide the entire group.
As they walk, the youngest elephants extend their trunks toward the matriarch in affectionate gestures. These tactile interactions go beyond simple communication; they are expressions of affection, reassurance, and deep social connection. The elephant trunk, an incredibly sensitive appendage, is central to bonding. It is used not only for practical tasks like feeding and drinking but for emotional exchanges as well, strengthening the ties between individuals. These moments, marked by gentle touches, reaffirm the herd’s social bonds.
The herd pauses in a clearing, and there, in the grass, lies the skeletal remains of a deceased elephant. The matriarch steps forward, and the rest of the herd follows her in a slow, deliberate procession. Each elephant, one by one, approaches the bones, touching them gently with their trunks. This ritual, quiet yet deeply significant, is an expression of mourning, a behaviour observed across elephant populations. Elephants have been known to grieve, and their mourning behaviours are some of the most complex seen in the animal kingdom. The herd surrounds the remains in a moment of silent contemplation, paying their respects in a way that speaks to their emotional intelligence.
The matriarch’s role becomes even more evident in this moment. As the emotional center of the herd, she leads the group through this ritual of grief, providing stability. The herd relies on her not only for practical guidance but also for emotional support, demonstrating their understanding of loss. The act of mourning, communicated through soft touches and extended trunks, is a profound display of empathy and emotional depth.
This intricate web of communication—both tactile and emotional—highlights the intelligence of elephants and their complex social structure. The matriarch is central to maintaining harmony, ensuring the herd remains united in times of joy and sorrow alike. Her leadership is not just about directing the group physically, but also about nurturing their emotional well-being, keeping the herd connected even in the face of loss. The social bonds of elephants are deeply rooted in their ability to communicate and support each other, making them one of the most emotionally intelligent species on Earth.
This information was shared with me during a visit to Maasai communities, where I had the unique opportunity to learn from the Maasai people about the profound connections they have observed in elephants over generations. Their insights into elephant behaviour were eye-opening, and witnessing these incredible creatures firsthand left a lasting impact on me. It became clear that elephants' social dynamics are far more complex than I had imagined, and this knowledge ignited a deep desire to contribute to their conservation. In my search for ways to support elephants, I discovered the Sheldrick Wildlife Trust, an organization that rescues and rehabilitates orphaned elephant calves across Africa. Understanding how vital it is for calves to grow up in a supportive elephant family, I strongly believe in the work they do. The trust’s efforts to reunite orphans with wild herds are not only crucial for their physical rehabilitation but for their emotional and social growth as well. If you are interested in checking out the work they do you can follow this link https://www.sheldrickwildlifetrust.org/projects
Hi Kate,
What an engaging, educational, and inspiring post! I loved the way you used storytelling to describe the most amazing thing you know about nature. Your use of imagery, both in the form of words and photos, transported me to the African savanna. Elephants are one of the most intelligent animals on earth, but I didn’t know that they are led by matriarchs. The emotional intelligence they exhibit is something lacking in patriarchal, human societies. Women are often seen as too “emotional” to lead, but the importance of emotional intelligence you described is necessary for social connections, support systems, and empathy. I was also deeply touched by the mourning rituals that elephants partake in, which remind me of the funerals that humans attend.
There are several other species that follow matriarchies in the animal kingdom. Perhaps the most well-known example is queen bees, which are the only females that can reproduce (The Guardian, 2022). They're the most important bee in the colony, and can lay up to 1500 eggs a day (The Guardian, 2022). Another example is lions, which live in groups of mostly females (The Guardian, 2022). Although lions are referred to as the “kings of the jungle”, it’s actually the females who are the “breadwinners” since they’re responsible for hunting and providing for the group (The Guardian, 2022). Other examples include, orcas, spotted hyenas, lemurs, and bonobos. By learning about these matriarchies, I think the animal kingdom can teach us a lot about challenging gender roles in society!
References The Guardian. (2022, June 3). From orcas to hyenas: Meet the queens of the animal kingdom. https://www.theguardian.com/artanddesign/2022/jun/03/from-orcas-to-hyenas-meet-the-queens-of-the-animal-kingdom
Week 9 - Trees Talk!
“What we think we know, is that there’s some kind of electrochemical communication between the roots of the trees. Like the synapses between neurons. Each tree has ten to the fourth connections to the trees around it, and there are ten to the twelfth trees on Pandora“.
– Dr Grace Augustine, Avatar (2009)
As a kid, watching Avatar for the first time completely captivated me. It’s the highest grossing movie of all time, known for its revolutionary 3D effects, its Na’vi people, and its magical trees. After rewatching it as an adult, I can now see the clear parallels between environmentalism, extractive colonialism, and perhaps some White saviorism. Nevertheless, there’s another clear connection to the real-life world, which is that trees can talk.
Of course, I don’t mean that in the literal sense, like the fighting trees in The Wizard of Oz . Nor do I mean that trees possess intelligence or consciousness, as critiqued by some (Grant, 2018). Instead, I mean that trees can communicate through underground, fungal webs called mycorrhizal networks (Schueman, 2024). Trees release sugar in the ground which supplies the fungi energy, and in return the fungi serves as a vast network where trees can exchange important nutrients through their roots (Schueman, 2024). The symbiotic relationship between trees and fungi is also a great example of mutualism in nature.
Suzanne Simard, a forest ecologist who grew up studying the massive, old-growth trees of British Columbia, was one of the first scientists to make this discovery (Schueman, 2024). She refers to the largest trees as “mother trees”, which act as the central hub in a mycorrhizal network by helping seedlings grow (Schueman, 2024). These trees remind me of ‘Hometree’ in Avatar, which is where the Omaticaya clan live (Bee, 2020). One of the most devastating scenes in the movie is when Hometree is destroyed to extract ‘unobtanium’, a valuable element to the Resources Development Administration (RDA). Obviously, Hometree serves a greater purpose than the material value of ‘unobtanium', however the RDA destroys everything (and everyone) in its path to extract it. Sounds a little familiar, right?
Aside from old-growth logging and deforestation, climate change poses one of the biggest threats to mycorrhizal networks (Schueman, 2024). The fungi that connect the roots of trees together are especially vulnerable to temperature rise, and without this connection the forests would die (Schueman, 2024). This would have catastrophic impacts on ecosystems and humans, since we depend on trees for oxygen, food, shade, paper, and other materials. Trees are also important for our cultural, mental and spiritual well-being. The ‘Tree of Souls’ in Avatar symbolizes this spiritual significance as it connects the Na’vi to Eywa (their deity) and to the memories of their ancestors (Bee, 2020).
In real-life, trees hold stories in their rings that communicate the climatic conditions of the past. Their leaves tell us the time of the year, and bring forth change and new beginnings. When trees endure more wildfires and pest outbreaks, they are telling us that something has gone wrong. Trees not only talk to each other, but also to humans so long as we listen.
References
Bee. (2020, August 18). Plant science in avatar. Fronds with Benefits. https://frondswithbenefits.co.uk/2020/05/17/plant-science-in-avatar/
Grant, R. (2018, March 1). Do trees talk to each other?. Smithsonian Magazine. https://www.smithsonianmag.com/science-nature/the-whispering-trees-180968084/#:~:text=Trees%20share%20water%20and%20nutrients,Scientists%20call%20these%20mycorrhizal%20networks.
Schueman, L. J. (2024, May 22). How Suzanne Simard uncovered the secret conversations of Forests. One Earth. https://www.oneearth.org/environmental-hero-suzanne-simard/#:~:text=Simard%20was%20able%20to%20demonstrate,to%20one%20of%20cooperative%20interdependence.
Week 7 Blog
Where is music in nature? Where is nature in music? What song takes you immediately back to a natural landscape? What is the context?
Music is omnipresent in nature, and nature is deeply embedded in music. Whether it's rhythm, melodies, or metaphors, a simple walk outside reveals the symphony of birds singing and the myriad ways artists have drawn inspiration from the natural world for centuries.
If you shuffle play a playlist of the one hundred best songs of all time, you can be certain that within the first three tracks, there will be references to elements of nature. Just as in visual art, nature inspires artists to express their emotions in ways that resonate universally with listeners. Even someone who has never physically experienced nature can grasp concepts like being "pretty as a vine" or "sweet as a grape." Such similes and metaphors create a strong and familiar connection, allowing nature to serve as a conduit for expressing complex feelings in song. For instance, when a song likens one’s love to the depth of the ocean, it conveys a profound emotional vastness that humans can visualize and understand. Without nature, how could one replace the metaphor of the ocean? Perhaps with something less evocative like a "man-made hole" or a "sewer system"? The comparison pales in significance and highlights our reliance on the natural world to articulate emotions.
Conversely, the presence of music in nature is equally compelling. However, unlike the way music often guides listeners through metaphors, appreciating the music of nature requires active listening. Birds, for example, are renowned for their vocalizations, which serve various purposes such as attracting mates, warning of predators, or simple communication. Similarly, whales communicate through melodic sounds that can travel astonishing distances—some songs can reach up to 10,000 miles (Olympic Coast National Marine Sanctuary, 2022). It’s also common for people to listen to recordings of whale songs or birdsong as a form of white noise, further emphasizing the musicality inherent in nature.
One song that evokes the essence of nature for me is "To Someone From A Warm Climate (Uiscefhuaraithe)" by Hozier. This track is my go-to when I need to clear my mind and immerse myself in nature, particularly during walks on scenic trails. The title itself, "Uiscefhuaraithe," encapsulates a unique feeling often associated with natural settings. As Hozier explains, it refers to "the feel of coolness only water brings." I interpret these lyrics as an invitation to be fully present, to embrace the sensation of coldness that is distinct to natural bodies of water, whether a river, a waterfall, or the ocean. While one might associate this experience with man-made sources like showers, I personally resonate more with the beauty of natural water. This duality exemplifies the power of Hozier’s work and the natural world: each listener can derive personal meaning and lessons from both.
References
Hozier. (2023). To Someone From A Warm Climate (Uiscefhuaraithe) [Song]. On Unreal Unearth. Rubyworks Records.
National Oceanic and Atmospheric Administration. (2022). Unraveling Mysteries of Humpback Whale Song at Olympic Coast National Marine Sanctuary. Retrieved from https://sanctuaries.noaa.gov/news/sep22/mysteries-of-humpback-whale-song.html
Hi Hunter,
Your post caught my attention from the first five words! I love the way you described the omnipresence of music - how it exists all around us in multiple forms. Even if you can’t hear it, you can always feel it. For instance, our own bodies depend on the rhythm of our heartbeats. While maybe less rhythmic, mother nature’s heartbeat is also dependent on the music found in the environment. Rachel Carson’s Silent Spring is a powerful example of how its absence can be an indicator that something is unnaturally wrong.
You also discussed the ways in which nature can convey universal emotions in music, a point that deeply resonated with me. Whenever I experience the difficult feelings associated with change (e.g. loss), I can’t help but think of the different seasons, especially fall. Moreover, the example you brought up about comparing “one’s love to the depth of the ocean” reminds me of “ocean eyes” by Billie Eillish. This is one of the first songs that launched her career, and I don’t think it would’ve been as popular if she replaced “ocean” with some other blue thing. On a different note, I didn’t know that whale songs could travel that far! Their music has astonished humans for centuries, to the point where scientists are now learning how to communicate with them through AI. This speaks to your earlier point about the universality of music in nature, and how you don’t have to be human to understand it. Thanks,
Olivea
Week 7 - Nature Interpretation Through Music
As we step outside, away from the noisy distractions of modern life, we are introduced to a whole new world of sound.
We search for serene spots of silence in nature, but instead we’re met with rustling leaves, trickling water, and chatty animals. Can these natural sounds be considered music?
According to Gray et al. (2001), “music has been defined as patterns of sound varying in pitch and time produced for emotional, social, cultural, and cognitive purposes”. By this definition, certain animals create music that has extraordinary parallels to the music humans compose (Gray et al., 2001). For instance, we have literally classified an entire suborder of avians as songbirds. We also can’t forget about the deep, melodic vocalizations of whales.
As animals, humans are no doubt a part of nature, and there is evidence (e.g. prehistoric flutes) that our ancestors were as musically-inclined as we are (Gray et al., 2001). However, present-day humans are obviously different from Neanderthals, just like how songbirds are very different from whales. Nevertheless, music appears to be a common denominator that connects members of the animal kingdom across time and space. Is music an inherent part of nature, rather than something that’s coincidently found in it?
To answer this, I’d like to focus on the second half of the definition of music, which describes its purpose for production. At its core, music is an artistic form of communication. For example, male birds sing to attract mates, and whales use songs to locate each other. Memorizing and recognizing musical patterns is therefore necessary for survival, and these learned behaviours are passed on through traditions (Gray et al., 2001). Humans look to music for survival as well, whether it improves your mental wellbeing or you’re earning a wage as a musician.
Music can also educate its audience through subtle or explicit messages. For instance, themes in song lyrics vary from love to growing up to social justice. Although nature is commonly found in music, it is usually secondary to other themes. In my own playlists, many songs are centered around seasonality, such as summer love or fall melancholy. However, very few songs focus solely on nature. Perhaps because they're not as entertaining to most people, which could explain why “Earth Song” by Michael Jackson is much less popular than “Thriller”.
Other forms of music can still have powerful messaging without the use of lyrics. For example, the iconic mockingjay whistle in The Hunger Games can be interpreted as a symbol of rebellion. A real-life case is New York's “wildlife DJ”, Ben Mirin. He uses samples of animal sounds in his beatboxing performances to connect his audience to nature, no matter where they are (GrrlScientist, 2016).
One of my favourite nature-inspired songs is the cover of “What A Wonderful World” by Israel Kamakawiwo’ole. Even though I’ve never traveled to Hawaii before, the banjo and descriptive lyrics immediately transport me to the breathtaking beaches there. The song also reminds me of certain people, shows, and moments in my life. Clearly, the interpretive nature of music speaks volume about its power.
References
GrrlScientist. (2016, September 21). Music As A Gateway To Nature. Forbes. https://www.forbes.com/sites/grrlscientist/2016/09/21/music-as-a-gateway-to-nature/#17360a44549e 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/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8
Unit 6 Blog
“There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.” - (Edward Hyams, Chapter 7, The Gifts of Interpretation).
After learning about historical interpretation in this unit, I have gained a much stronger understanding of the meaning behind this quote by Edward Hyams. This quote acknowledges the importance of honouring our past and using it to guide the present and future. While ancient artifacts, locations and buildings still remain, their age isn’t the reason why we collect, preserve and place value in them. In other words, they hold no “merit” unless we give them an educational meaning. It is the job of the interpreter to connect visitors with the memories and experiences associated with these remnants, while presenting a ‘so what?’ factor that connects the past with the present. In this case, “merit in integrity” relates to our ability, as both historians and interpreters, to show respect for what came before us by constructing a morally accurate and authentic interpretation of past events.
The quote also mentions how "integrity entails the keeping together of the parts of any whole". Reconstructing pieces from the past to broaden our historical knowledge can help give meaning to why we’re here today. To visualize this, think of a jigsaw puzzle. It’s impossible to assign meaning to each individual piece until you can bring them all together to form a full image. Integrity involves the understanding that each piece of that puzzle is important; otherwise, the image wouldn’t exist in its true form. Interpreters need to account for the moral takeaway of an interpretive experience. Why are things so different today? What has the past taught us about right and wrong? According to our readings, a popular way to guide visitors through the experiences of historical figures is through first-person or third-person living history.
As the quote implies, what’s in the past isn’t just in the past – it also shapes the morals, privileges, and actions of the present and future. The quote uses the metaphor of a railway station to explain this. We can’t forget that the station ever existed as soon as we pass through it, because if it wasn’t there at all, our train wouldn’t be in the same place it is now. We needed the railway station, an artifact of the past, to guide our train on its track.
When we think of historical interpretation, we need to be mindful of where we are today, and the deep connection we have with our past. Interpreters can help visitors explore that connection, which will help them navigate through present challenges and contribute to a healthier and more responsible modern society.
Hi there!
I really enjoyed reading your interpretation of the quote by Edward Hyams! You unpacked why and how merit is given to historical things, and described the role of nature interpreters during this process.
In particular, I really like how you compared the reconstruction of history to a jigsaw puzzle. This was a helpful way to visualize why every piece of the puzzle is integral to the whole story. Your metaphor also reminded me of the ways in which scientists reconstruct the past climate. For instance, tree rings not only tell us the age of a tree, but also what the climatic conditions were like during each year of growth. Of course, this doesn’t tell us everything as it only reveals what the recent, local climate was like. Therefore, scientists look to more long-term and global indicators of climate like ice cores to understand what the atmosphere was like thousands of years ago (you can learn more about paleoclimatology here). Together, all these natural artifacts tell a larger story, which is that the current rate of climate change is unprecedented.
Like you mentioned, understanding the past is important for shaping the present and the future. Although we don’t have much control of the past (aside from the way we interpret it), we have control over our present actions, which determine the future. In a previous course, I learned about representative concentration pathways that tell different scenarios of the future climate based on political, economic, and social factors. We have the choice to slow down this train of destruction, but unfortunately those in power are motivated by short-term profit rather than long-term sustainability.
Week 6 - Nature Interpretation through History
Hello and welcome back! I can’t believe we’re already halfway through the semester!
For this week’s blog prompt, I’m going to try and unpack the quote below:
“There is no peculiar merit in ancient things, but there is merit in integrity, and integrity entails the keeping together of the parts of any whole, and if these parts are scattered throughout time, then the maintenance of integrity entails a knowledge, a memory, of ancient things. …. To think, feel or act as though the past is done with, is equivalent to believing that a railway station through which our train has just passed, only existed for as long as our train was in it.”
~ (Edward Hyams, Chapter 7, The Gifts of Interpretation)
Growing up, I always found history to be the most boring subject in school. As the quote states, I didn’t find any “merit” in learning about ancient Greece or Rome. Now, I would argue that learning about ancient civilizations is important because they’ve paved the way for modern society. More curiously, however, I’ve always wondered how we’ve come to know about ancient history. Sure, there are physical remnants of the past like written records, artifacts, and architecture. But how can we be certain of the details of past events? After all, there’s always “two sides to every story”. Of course, one side may try and twist or omit certain facts to make themselves appear better. Historical integrity involves being accurate and authentic, however there are many challenges with this when it comes to nature interpretation.
In Canada and the United States, governments still lack integrity when telling the history of colonialism in North America. In this video, for example, National Park Service Chief Historian Robert Sutton discusses how the military and the Cherokee have two very different stories when it comes to the union victory in Pea Ridge Park. The Trail of Tears, which refers to the forced displacement of Indigenous peoples, runs directly through the park, and isn’t mentioned anywhere on the official website. Instead, the website presents the story of “the battle that saved Missouri”, and omits the thousand Cherokee Indians who fought for the confederacy. Chief historian Robert Sutton suggests visiting the territory of the Cherokee to learn more about the park’s history. However, this puts the “maintenance of integrity” in the hands of communities rather than the government, who should be mainly responsible for educating the public on the history of colonialism in national parks.
Like the empty “railway station” in the quote, the most common misconception about history is that it’s over. Yes, interpreting nature through history allows us to acknowledge and preserve the memories and events of a particular place. As nature interpreters, however, it’s vital to avoid saying “when Indigenous peoples lived here” since they still do (Beck et al., 2018). If possible, it’s also important to consult communities when planning interpretive programs and retelling their stories (Beck et al., 2018). Ultimately, the most accurate and authentic sources of history are primary ones.
References
Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better World. (1st ed.). Sagamore Publishing. C-SPAN. (2012, May 2). National Park Service Chief Historian Robert Sutton on Historical Interpretation in Parks. [Video]. YouTube. https://www.youtube.com/watch?v=tZ9DM-MoTXA
Unit 05 - Field Journaling: Squirrels in Queens Park
For this week’s free prompt, I chose to focus on Chapter 14 of the textbook which details how writing can be effectively utilized as an interpretive tool for education, entertainment, and persuasion (Beck et al., 2018, p. 304). This topic stood out to me since I’ve been an avid reader and writer since I was a little kid, so it was personally very interesting to learn about how certain styles of writing can be tweaked to serve a specific purpose in nature interpretation. The text defines interpretive writing as its own standalone genre due to its distinct style and deliberate goal of inspiring connections between the reader and the resource on an intellectual and emotional level (Beck et al., 2018, p. 304). I believe that for people to develop an emotional connection to things external to themselves, they must first start by trying to understand them. In other words, intellectual connections are foundational to emotional ones. Journalling is also discussed as a fun and creative way that nature interpreters can urge people to see and think about their surroundings in a different light by recording their observations using writing and/or drawing (Beck et al., 2018, p. 320).
These ideas inspired me to visit my local park here in Toronto and sit down with my iPad to create a field journal of my observations. Instead of taking a traditional approach, as an artist it felt more comfortable to organize my thoughts using a drawing of a particular squirrel who lingered near me. Just as the text predicted, the process compelled me to focus more closely and I found myself noticing things about the squirrel that I hadn’t given much thought to before (Beck et al., 2018, p. 320). Since Queen’s Park is right in the heart of UofT’s campus, there were tons of students walking to and from class in addition to the standard foot traffic common in urban parks. I noticed that the squirrels were incredibly comfortable approaching people and begging for food, which seemingly goes against their natural instincts as prey animals? After seeing quite a few lucky squirrels score some chips from a group of students sitting at a picnic table, I went home and looked up the bylaws of feeding wildlife. As it turns out, the feeding of wildlife is prohibited on both public and private property because it causes animals to become too comfortable approaching people and conditions them to expect food every time they see a person (Toronto, 2024). This makes them more of a threat/nuisance to people who don’t like wildlife, thus putting them in danger while also stripping them of basic survival skills.
This inspired me to use interpretive writing to create a funny sign that could be placed in Queen’s Park to discourage people from feeding the squirrels (no matter how cute they are!). By using humour and simplified language, people are more likely to take photos of the sign and share it on social media – making its educational purpose more effective! It could look something like this:
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Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://sagamore.vitalsource.com/books/9781571678669
Toronto. (2024). Wildlife in the City - Feeding Wildlife. City of Toronto. Retrieved from: https://www.toronto.ca/community-people/animals-pets/wildlife-in-the-city/feeding-wildlife/#:~:text=Feeding%20wildlife%20may%20seem%20harmless,people%20and%20animals%20at%20risk.
Hey Sophie,
Wow!! What an informative and artistic post! You are incredibly talented, both through verbal and visual communication. Your field entry journal looks like it’s straight out of a science textbook, and I was convinced that the sign you made was actually real. Great work!
When people think of journaling, they usually think of writing down their feelings in a diary. While that’s beneficial for your mental health, field journaling can be such a useful tool for biologists. I remember I had to do it in an ecology course and it was a much more engaging experience than simply taking a photo. However, I will note that the proportions may not be as accurate if you’re like me and can’t draw very well. There is also the risk of completely misinterpreting the species, but I think that’s besides the point if you’re doing it for yourself.
Queen’s park isn’t the most typical location for a field journal, but I love how you were able to turn it into an educational experience. I’ve noticed that squirrels are also very comfortable begging for food on campus here. The issues you mentioned with this demonstrates how urbanization continues to threaten wildlife and humans as a result. However, I also love the comedic approach you took in making the sign! People are more likely to listen to humour compared to fear tactics, and I think more cities should adopt this approach.
Thank you so much for sharing your amazing work and I hope you have a great Thanksgiving!
Best, Olivea
Week 5 - Nature Interpretation through Science
“For we are always inclined to love and care for that which we know.” ~ Washington Wachira
In his Ted Talk For the Love of Birds, Kenyan conservationist Washington Wachira talks about his passion for birds. He tells the story of him and his high school friends rescuing an augur buzzard when he was 14. He describes what makes birds so unique, and yet how they share so many similarities with us. He emphasizes the importance of birds for humans and the environment, and lists all the challenges they face. He explains how people can help birds by becoming citizen scientists, and gives examples of free mobile apps (e.g. BirdLasser) that collect mapping data from consumers. He concludes by encouraging the audience to spread the value of birds within their communities, as the love of birds can be a “gateway to appreciating all forms of nature”.
(How cool is this bird??)
Personally, I’ve never understood the appeal of bird watching. I lack the patience for it, I’m horrible at species identification, and frankly it seems boring to me (however, I’ve never actually tried it, so I can’t quite say for sure). Nevertheless, Washington Wachira’s enthusiasm is contagious, and I’ve been (almost) convinced to go buy a pair of binoculars, find a nice trail, and see what beautiful birds I can spot. I was already passionate about nature before watching his Ted Talk, but the storytelling techniques he implemented helped me develop a newfound appreciation for birds. He didn’t bog the talk down with scientific jargon, nor did he bore the audience by going into detail about his research. Instead, he told anecdotes and made the topic relatable. He brought a feather all the way from Kenya on the stage, and chose strong images to help convey his message. By spreading knowledge through effective communication, he demonstrates that citizen science can foster both appreciation and action when it comes to helping birds and nature overall.
(I spotted a heron at my local marsh)
Through some of the biology courses I’ve taken in the past, I’ve become a bit of a citizen scientist myself. For a couple assignments, I had to download iNaturalist on my phone to track and identify which species I saw outside. This was a great way to get me outside (especially during COVID) and it helped me connect more with the natural world around me. However, I’m learning now in my “Media, Digital Technology, and Environment” course that citizen science also comes with several risks. For example, apps that collect scientific data are simultaneously tracking your location, therefore there are privacy concerns. Having more data does not necessarily lead to better governance. Further, sharing the location of unique habitats/species online can make them more vulnerable to overcrowding and exploitation. In general, spending more time online also comes with a plethora of mental health risks. Why take a picture with your phone when you can use a camera, or even your memory? While there are many opportunities with citizen science, more research is required to fully understand all the challenges.
References Wachira, W. (2017, August). For the love of birds. TEDGlobal. https://www.ted.com/talks/washington_wachira_for_the_love_of_birds?subtitle=en
Unit 04: Nature Interpretation through Art
Methods of interpretation vary for everyone depending on various factors such as background knowledge, values, and interests. Interpretation through art depends on what one’s personal definition of art may be, and some may find it difficult to approach nature with art in mind. In my opinion, to interpret through art is to mold your perception through emotional and intellectual value, while also allowing it to be changed and influenced by the imagination of yourself and others. This specific change is important in the realm of art, since it is a type of interpretation in its own right. For example, if a group is given a landscape to paint, each painting will turn out different; be it different artistic style, different scenes, different colours, etc.
Relating art to natural heritage and global citizenship requires historical/cultural context, as well as an openness for inspiration and education to be added to already-established perspectives. In one of my other classes, we have placed great emphasis on interpreting environmental sustainability from varying perspectives, one being those of indigenous peoples. The artistic perspectives we have delved into take all kinds of forms, varying from art, to music, to poetry. Bruce King’s Moment in Flight is an example of nature interpretation that not only paints a beautiful portrait, but also emphasizes the cultural perspective of how plants and animals came to Earth from a different point of view. These instances are important to consider as they not only broaden our horizons but also uplift an inclusive approach.
Interpreting the gift of beauty is entirely subjective and does not require extensive artistic knowledge to perform. As mentioned in our reading, when interpretating nature it is important to consider heritage, cultures, and communities among the natural environments we find ourselves upon. The gift of beauty is one thing that can be translated across any language and culture, especially in nature. Considering this, we can promote the discussion of important topics regarding climate change. To see a beautiful scene in nature decline over time sends a message stronger than any statistic we read; we are witnessing the beauty of nature diminish right before our eyes!
Hahn’s concept of Social Declines of Modern Youth made me think about how we are affected by how the world around us changes. Specifically, his concept of declining memory, imagination and compassion. This can be related to the interpretation of natural beauty in our society by diminishing the respect we have for natural resources and their intrinsic value for not only practical use, but also personal enjoyment. Without memory, we cannot consider the drastic changes the world around us has experienced and fail to see through the bustle of our daily lives. Without imagination, we cannot interpret the artistic value of scenes we come across in nature. Finally, lack of compassion destroys the value of land’s history, as well as concern for the future of said land.
Hi Amelia,
I really enjoyed reading your post for this week! I especially like how you mentioned that interpreting art also requires historical and cultural contexts, such as Bruce King’s Moment in Flight. In one of my other classes, we read the first chapter from Braiding Sweetgrass by Robin Wall Kimmerer where she tells the story of Skywoman falling, which is what’s being depicted in Bruce King’s painting. For some Indigenous communities, it also tells the creation story of Turtle Island, where the exchange of gifts between the animals and Skywoman helped create the earth through dance.
While some pieces of art don’t necessarily have much context behind them, more and more exhibits are organizing artwork to reveal a theme and offer the artist's retrospective (Beck et al., 2018). When I visited the Natural Gallery of Canada this past summer, I was blown away by Shelley Niro’s exhibit. There was so much art yet it was all so diverse–there were paintings, collages, photographs, films, poems, and more. Many of the pieces of art also had a short description beside them, which helped my understanding of them and enhanced my overall experience. Shelley Niro’s poem titled Strawberries actually tells the story of Skywoman and Turtle Island through words instead of paint. This shows how art can tell the same story through different forms, making it that much more powerful.
Thanks, Olivea
References Beck, L., Cable, T.T., & Knudson, D.M. (2018). Interpreting Cultural and Natural Heritage for a Better World. (1st ed.). Sagamore Publishing.
Week 4 - Nature Interpretation through Art
“The arts are a medium for the gentle awakening of the unconscious good people and we desperately need more unconscious good people becoming conscious.” (Beck & Cable, 2010)
Art is an incredibly powerful tool that is capable of evoking change. For instance, 19th century artists painted landscapes that persuaded Congress to protect nature for future generations (Beck et al., 2018). When I look at these paintings, I too am captivated by their beauty. There is no doubt that a great deal of talent went into them, talent that I in no way possess. However, there is one fundamental flaw in these visual works of art: there are no people in them. As I learned in a course called Philosophy of the Environment, this idea of “pristine wilderness” is extremely problematic from a colonial standpoint. The nature “protected” by Congress and the creation of national parks were the result of displacing and dispossessing Indigenous communities from their traditional territories. Landscape paintings often reinforce the unconscious, Western notion that humans are separate from nature and to protect it, we must isolate ourselves from it. This is not true of course, since Indigenous peoples have been environmental stewards for thousands of years.
Indigenous paintings vary from Western ones not only in style, but also in content. They often display the interconnectedness of the human and non-human worlds. While I once resonated more with typical landscape paintings, I interpret Indigenous works of art as more holistic representations of nature. The gift of beauty in these paintings reflects values of harmony and reciprocity that have woken me from my unconsciousness.
(Mirror Lake by Franklin Carmichael and Prayers by the Lake by Pam Cailloux)
“If the songs are not sung and the stories are not told, the land will die.” (Beck et al., 2018)
There are many types of art besides visual arts, such as storytelling, poetry, theatre, music, dance, etc. The art of photography is one that I’m somewhat well-versed in after teaching it to children for my first two Co-op jobs. What I learned is that a photo is never just a photo, just like how art is never simply just art. As noted by Beck et al. (2018), “the arts are a means, but rarely an end”. In the case of my Co-op, photography was a means to connect kids to nature, which was the end goal. Nature photography is an immersive experience that gets people outside and off their screens. It helps you develop a newfound appreciation for nature by allowing you to focus on details that you might’ve otherwise missed.
Art is the in-between between humans and nonhumans. It tells the story of those who can’t talk to those of us who are willing to listen.
unit 03 blog post
The significance of privilege cannot be understated in the field of environmental interpretation, as it helps in navigating and communicating the relationship between humans and nature.
Privilege refers to the unearned benefits or rights that people enjoy, which can have a big impact on their experience and capacity to interact with environment.
I've learned that privilege has a significant impact on how we engage with the natural world as a biology student. As I think back on my journey, I see how my background has allowed me access to opportunities that not everyone may have.
I had the privilege of growing up in Scotland, a place well known for its enormous natural landscapes and rugged beauty. Growing up there exposed me to everything from the tranquil lochs and coastal districts to the rolling hills of the Highlands. This upbringing, coupled with a culture that places a high importance on outdoor activities, gave me a strong early passion for nature. Having access to these kinds of places is a privilege that many people may not have, particularly those who live in cities.
As well at being raised in Scotland, my appreciation and comprehension of nature has been enhanced by the concepts I've learned in ecology and environmental science during my undergraduate education. I now see how my interpretation of natural landscapes and my ability to convey their significance to others are shaped by this academic advantage. It stands in sharp contrast to friends who, despite having similar enthusiasm for the outdoors, frequently interpret their experiences differently due to differences in their educational backgrounds.
To sum up, acknowledging the significance of privilege in the perception of the environment is essential. My life experiences—from my Scottish childhood to my biological education at university—have demonstrated to me the ways in which different types of privilege influence how we engage with the natural world. I now recognize that my privileges come with duties, thanks to these observations. I'm determined to use my advantages as I pursue my career in environmental interpretation to promote more accessibility and understanding for everybody.
Hi Lucy,
It's so cool how you got to grow up in Scotland! I really enjoyed reading how that’s impacted the way you see the environment. I’ve always wanted to travel to Scotland and explore its beauty. My brother is currently doing his masters over there, and he’s sent me the most amazing pictures of its landscapes and cities. My hope is to visit him in the Spring and then perhaps do some travelling around Europe. Of course, being able to travel alone comes with huge privileges, and I’ve been saving up a lot to do it.
Nevertheless, where we live also comes with huge privileges. Growing up in Mississauga, I was fortunate to have a lot of local parks and trails around me. I would go on bike rides with my friends or simply go on walks whenever I needed to clear my head. However, people who grow up in extremely busy cities like Toronto may not have the same amount of privilege. These cities also have a lot of air and noise pollution, which can impact your physical and mental well-being.
As you mentioned, education also plays a huge role in determining privilege when it comes to nature interpretation. I’m in my last year of the Environmental Governance program, and I’ve taken courses in all sorts of disciplines, such as geography, political science, economics, sociology, environmental science, and more. Having an interdisciplinary education has completely changed my perspective on the environment, as well as the way I interpret it to others.
Thanks,
Olivea
Week 3 - Privilege and Nature Interpretation
This week’s topic is about the role of privilege in nature interpretation. As discussed in previous posts, I had the privilege of being a nature interpreter during my first two Co-op terms. After doing some reflecting, I’ve come to realize that I was presented with a lot of unique opportunities that allowed me to work the job. Before I get into my personal experience and how it connects to the general role of privilege in nature interpretation, I will first do my best to try and define privilege.
Privilege is the special set of unearned opportunities that is presented to a particular group. It comes in many forms, and is associated with race, gender, education, socioeconomic status, health, geographical location, and more. These factors are often intersected, which can result in some people having more privilege than others. It is important to be aware of your own privilege, as well as potential biases towards others that may not have as much.
My privilege allowed me to enroll in a university program that has a Co-op option, which led me to becoming a nature interpreter for 8 months. For reference, I worked with a non-profit organization and led nature photography workshops in schools and camps. I had to move to Guelph where I was able to pay my own rent from saving up as a lifeguard (thanks to swimming lessons). However, the job also required having your own car, something that was very difficult to obtain at the start.
Nevertheless, I mostly traveled to schools in the Guelph/Wellington region, but at times I also went around Waterloo and Peel. The workshops required a lot of resources, such as cameras and laptops. Therefore, they cost the schools money, which meant that not every class got to do them. The classes who did were privileged that their school was able to afford the workshop, or that the costs were covered from a donor. The workshops were only conducted in English, which meant that they were difficult to understand if a student didn’t speak it as their first language. A big part of the workshop was also going outside to take photos. Some schools were located next to beautiful trails, where students were able to take a diverse range of photos. Other schools only had the back field, which meant there was less to photograph. The workshops were also conducted year-round. Students who got to do workshops in the Spring were sometimes presented with more opportunities compared to those who did it in the Winter.
When it comes to the general role of privilege in nature interpretation, the first question I ask myself is about its accessibility. Are you located near nature? Do you have a means of getting there? The second question I ask is about education and safety. Are there signs to guide you on the trail? Do you know which plants and organisms to avoid? As a nature interpreter, you have a unique privilege to educate others about the importance of the environment.
An Ideal Environmental Interpreter
After learning about the role of an environmental interpreter form the text, I began reflecting on my own experiences with guided tours. One memory that stands out is a tour I took for one of my university classes on the Wild Goose Trail in the Arboretum. Even though I had walked that trail many times before, the tour guide asked questions and provided insights that made us think critically about the natural environment. It wasn’t just about identifying trees and plants but also asking deeper questions, like why certain species thrive in specific areas. For example, the Freeman maple, a hybrid between a red maple and a silver maple, is impressive because hybrids typically don’t survive in nature. Not only does it exist, but it thrives in wet areas on the trail where its roots are completely submerged. That level of engagement made me realize the value of an interpreter’s role. They can take familiar surroundings and make them feel new again, sparking curiosity and leading visitors (like myself) to seek out more information later on.
In reflecting on this, I realized that my ideal role as an environmental interpreter would be one where I help people see nature with fresh eyes. Not just in places they’ve seen before, but also by helping them appreciate new details in the landscape, things they might not have noticed before. I would aim to create a learning environment that encourages curiosity and makes people feel safe to ask questions, even if they’re unsure. A positive and open attitude is essential for this, so people feel comfortable guessing or asking questions, even if they’re wrong.
To me, an interpreter can also be a researcher. Constantly observing nature and interacting with visitors brings about new research questions naturally. I would want to be someone who not only educates but also continues to learn and grow. This role would blend education and research, deepening my understanding while sharing knowledge with others. Which having a background in biology, ecology, or environmental science is crucial for this role, but strong communication skills are just as important. It’s not just about knowing the facts; it’s about engaging visitors in a way that’s approachable and fun. I remember as a kid, guides would make learning enjoyable, one even handed me a plant, joking that it was poison ivy (it wasn’t!) but used the moment to teach us about plant identification. That playful approach left a lasting impact on me.
I’d love to work in natural areas like forests or wetlands, whether in conservation areas or national parks. Ideally, I’d be working in diverse ecosystems with a variety of plant and animal life. A role that incorporates physical activities like hiking, canoeing, or even rock climbing alongside environmental education sounds like a perfect fit. Combining physical activity with learning is a great way to help people connect with nature on multiple levels—mentally and physically—while growing practical skills like wildlife identification and first aid. Which an environmental interpreter should definitely know the dangers in the area and be prepared since nature is ever unpredictable. While I love that active approach, I also believe it’s important to have accessible tours for people with different abilities so everyone has the chance to fall in love with nature.
Finally, I believe an environmental interpreter must be aware of the diverse beliefs within their audience. While I personally care deeply about sustainability and reducing my carbon footprint, not everyone shares the same views on topics like climate change or evolution. It’s crucial to be respectful of those differences and to frame information in a way that encourages open-mindedness, rather than pushing personal or political beliefs.
Hi Alexia,
Thank you for sharing your insights! The point you made about asking deeper questions is very important for keeping your audience engaged, especially if they don’t have any prior scientific knowledge. Asking questions is also important for the interpreter to help them get to know their audience better and create that two-way dialogue. If it’s only the interpreter talking the entire time, then the audience might become bored and uninterested in the subject (e.g. some museum tours…). When it comes to nature interpretation, sometimes words don’t need to be spoken to learn about your surroundings. For my first two Co-ops, I led nature photography works in schools and would sometimes play the “listening game” with students. I’d ask everyone to close their eyes and count how many sounds they hear. It was a great way to help them become more present and in tune with nature, especially for auditory learners.
What you said about helping people view nature with “fresh eyes” is also very important. The nature walks we would go on during these photography workshops were often places that the students have already visited, such as the schoolyard or local park. However, by giving them cameras, we asked them to search for certain elements and focus on subjects up close. Students began to slow down and take in all their surroundings, which allowed them to appreciate things like patterns on a leaf. Interpreting nature through a camera lens sparked fascination for the seemingly mundane things we overlook everyday.
Thanks,
Olivea
