#nature interpretation
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Nature is art and we, (yes you!) are nature 🖼️🌷🫂(U4)
I was never necessarily interested in going to art galleries as a kid, but man, did I beg to go to the museum. A building with a collection of natures finest treasures and cryptic oddities sounded like a fun place the second I learned what it was, but I guess the beautiful art of paintings and sculptures didn’t quite do it for me. Even now, I much prefer museums to galleries (incoming likely an extremely controversial take🚨🚨🚨), with my personal trips to the Toronto ROMs natural history exhibit and my experience of seeing the Mona Lisa and other works in Paris’ Louvre being almost equally as exciting. (I will accept any science nerd comments with dignity, I know my truth.)
Thinking about who I am to interpret both nature through art and the gift of beauty, I’ve learned to notice that my perspective in nature interpretation sits on the intersection of science and art. In my opinion, it’s crucial to recognize that when interpreting, you don’t have to pick one or the other since they often compliment each other tremendously. In this week’s readings, I thought the quote “Our ability to perceive quality in nature begins, as in art, with the pretty,” is a perfect summary of how I feel I was initially drawn to nature; but I suspect my strong personal preference to the living art comes from the many why’s and how’s to be asked of it. While the answer “because the artist thought so” is perfectly acceptable to me in most cases when inquiring about a painting or something, the questions begging to be asked by nature- like where it comes from or why it does something- inspire me to take part on a much deeper level. Furthermore, with an ongoing education in zoology, concepts like evolutionary theory sort of promote the “everything has happened for a reason” ideology in a sense , since the evolution of a trait had to have been advantageous to persist, making everything so much more incredible. To be so in love with nature is of course to understand not everyone is on the same page, as I could spend my whole life trying to convince others that the gift of beauty is in everything outdoors, but I’ll stick to just you guys for now 😊
To me, the gift of beauty that’s to be found in nature is so much more than aesthetic appreciation, and I’ll try my best to explain using the lens of ecological interconnectedness. If you immerse ourselves in the natural world to truly appreciate its beauty, you begin to grasp the intricate web of life that surrounds you and unveil the many interdependencies between species, ecosystems, and the environment as a whole. The beauty within a vibrant rainforest or a flourishing coral reef isn’t just about the “ooooooh so pretty” but is a reflection of an immeasurable amount of ecological relationships at play. For example, the relationship between pollinators and flowers where the bright colours and variety of shapes have evolved to attract specific bees, butterflies, bats, or birds. The beauty in this relationship is not solely for our visual pleasure, but a testament to the natural worlds dedication to live!
I really do think there's beauty in everything in nature, from the mundane to the exotic, whether common or rare almost simply for existing and so I wonder if there's a word in a language somewhere for this specific appreciation that I'm talking about?
Till next time!
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Finding Music in Nature
Hey everyone, welcome back:) This week I am going to dive into analyzing nature interpretation through music.
Where is music in nature? I think in order to answer this question we must first understand what defines music to be considered music. The Oxford dictionary defines music as “the art of combining various sounds to produce beauty of form, harmony, and expression of emotion” and this ties nicely with Gray, P. et al (2001) definition; music can evoke “emotional, social, cultural, and cognitive responses from patterns of sound varying in pitch and time”. I think the main takeaway from these two definitions shows how music is simply any form of frequency loud enough to be heard, that in some way or not elicits some type of emotional response. This thought can be backed up from the thoughts of Silene (2021), who states, “when we hear music we first get a feeling and then thoughts''. When I first read that quote, it made me realize how true it was and how many times that happens to me when I’m in nature. And so, I think music in nature is found in any audible frequencies whether that be leaves blowing in the wind, the sound of rain hitting the floor, or the abundance of wildlife calling throughout the night, that makes you conscious take time out of your day to pause and listen; to feel before you think.
A well-timed hike and bright sunshine = listening to the amazing sounds of lake trout splashing their way up stream
Where is nature in music? Similar to many factors of life, I believe nature is a precursor for the creation of music. The latter can not be perceived until the former creates tangible vessels for which the latter can be heard from. This thought can be explained from a more literal standpoint to a subjective one, i.e., music without words could not have been created without the tangible resources of nature (literally). While subjectively, nature provides inspiration of sounds that can be translated through an instrument or voice. Gray, P. et al (2001) references how closely tied a modern-day orchestra is to the ambient sounds of an environment; “the voice of each creature (or flora) has its own frequency, amplitude and duration…to which occupies a unique niche among other musicians”. I think this quote sums up nicely how nature is found in music, each organism is its own unique instrument, some can be grouped together but have different pitches and forms, similar to the plethora of brass instruments producing different pitches and sounds, such as baritones and trumpets.
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While speaking of nature and music, I can’t help but think of times when music has enhanced my own experience with nature. One song that immediately pops into my mind when I think of being immersed in nature is “Pure Imagination” sung by Gene Wilder. At first glance, the song does not necessarily reference nature, but it is the context of where I listened to it that matters. It was on a warm summer's night, accompanied by four of my closest friends, lying down under a flowering crabapple tree at 2am in the morning. The combination of my environment just transformed my experience listening to this song. Feelings of nostalgia, being a kid again, not having a worry in the world but focusing on the warm summer air and the fragrant perfumes of the crabapple flowers. I will forever remember that feeling of pure bliss as the music and ground coarse through my body.
References:
Gray, P. M., Krause, B., Atema, J., Payne, R., Krumhansl, C., & Baptista, L. (2001). The Music of Nature and the Nature of Music. Science, 291(5501), 52. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A69270354/AONE?u=guel77241&sid=bookmark-AONE&xid=fb9366a8
Hooykaas, A. (2024). Unit 7: Nature interpretation through music. University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/858004/viewContent/3640021/View
Oxford languages and google - english. Oxford Languages. (n.d.). https://languages.oup.com/google-dictionary-en/
Silene, A. (2021, February 20). Spiritual values of protected areas of Europe: Workshop proceedings. [pages 129-132] https://www.silene.ong/en/documentation-centre/spiritual-values-of-protected-areas-of-europe-workshop-proceedings#Proceedings_Spiritual%20Values_PAs_Europe.pdf
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Blog 03: Privilege in Nature Interpretation
Hi everyone! Welcome back to my third blog revolving around nature interpretation! This week’s blog is focussing on privilege and the role it has to play in nature interpretation. In a quite literal context and according to the Merriam-Webster Dictionary, privilege is defined as “a right or immunity granted as a peculiar benefit, advantage, or favor” (Merriam-Webster, n.d.). This remains similar to my own definition of privilege since to me privilege is defined as the special advantages that an individual receives due to their status, family, or other factors. By having privilege, you are able to experience a different perspective than individuals who don’t. However, I think that in this world we all have our own forms of privilege that influence our experiences. Even if we may consider others to be “less” privileged than us, there are still ways that they may be more privileged than we think since we all have our own experiences, perspectives, and world views. By acknowledging this privilege it helps us recognize that in some way we have our own biases that make us view others as more or less privileged. To unpack my “invisible backpack”, I am south asian, middle class, educated, was born and raised in Canada, and able to receive a university education through a scholarship. As a south asian woman, having been born and raised in Canada has been such a great privilege since I am able to fulfill my dreams and goals without worrying about societal expectations that a woman born and raised in India might have. However, I also recognize that there are some privileges that people born in India have that I do not. I know that for my family a lot of us view the family members back home as not as privileged since Canada is a more developed nation. However, there are still privileges that they have back home that me, my siblings, or cousins who were born and raised here do not.
In terms of nature interpretation, privilege involves being able to explore different countries which develop one’s perspective with nature. Since I have family here, I have been privileged enough to visit family across Canada and experience different cities that are surrounded by nature. By visiting different parts of Canada, it has allowed me to broaden my perspective that even though we are all Canadians, we all have different privileges. For individuals that live in more rural parts, they are able to experience the fresh air and beautiful night skies, whereas Canadians in the urban part get to experience the nightlife and bustling city life. Being able to visit different parts of the world is a key part of nature interpretation but also a privilege that many do not have which is caused by economic differences. For many people, ensuring they have their needs met in terms of food, clothing, shelter, or education are a major priority. Whereas travelling to other countries which is involved in nature interpretation is more of a luxury that may be an afterthought, rather than a necessity that must be met.
References
Merriam-Webster. (n.d.). Privilege. In Merriam-Webster.com dictionary. Retrieved January 28, 2024, from https://www.merriam-webster.com/dictionary/privilege
#envs3000#nature interpretation#nature#envrionment#environmental science#ecology#interpretation#world
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My Dream Role as an Environmental Interpreter
Growing up, I loved opportunities to go on camping trips to various provincial parks in Ontario. I remember visiting Balsam Lake, Sibbald Point, Six Mile Lake, Killbear and Wasaga Beach Provincial Park. I loved exploring these natural areas and discovering new landscapes and environments within Ontario.
A picture I took at Cape Breton Highlands National Park in Nova Scotia.
My ideal role as an environmental interpreter would be as a park interpreter at a provincial or national park within Canada. My role as park interpreter would involve assisting visitors to explore park trails and swimming areas while providing informational programs safely and respectfully. I would love to run programs such as nature journaling, biodiversity hikes or games such as Wolf Prowl which allows kids to take on roles as animals in an ecosystem. I would also like to help run evening programs that permit visitors to safely explore the trails in the dark which they might not do on their own. As a park interpreter, I would like to focus some programs on establishing people's relationships with nature and sustainability.
The job of an environmental interpreter would require a variety of skills to deliver effective and meaningful interpretation. The skills I first thought of included plant and animal identification and knowledge of ecology, geology, and environmental stewardship. Additional skills in mapping, GPS, and first aid would also be crucial in a role as a park interpreter. Skills in these areas will allow me to be a reliable source of information that visitors can trust with their questions regarding the natural heritage of conservation areas. These areas of knowledge and skills I have listed are essential for environmental interpretation, however, I do not think they are the most important.
A picture I took of a Japanese beetle (Popillia japonica) on a hike on the Brook Trail in Uxbridge.
Before having the opportunity to work in outdoor education and to read the textbook, Interpreting Cultural and Natural Heritage: For A Better World, I thought knowledge of the environment would be the most important skill to have as an interpreter. However, you could have all the knowledge of nature possible but if you cannot communicate with individuals then you will not be able to effectively share the beauty of nature with others. As described by Beck et al. (2019), communication is the core of cultural and natural interpretation.
In an environmental interpreter role, I would need to be skilled in applying different learning theories and styles to communicate natural surroundings to a diverse group of people. Having the ability to use the Cognitive Development Theory through numerous interpretation forums will allow me to interact with different age groups (Beck et al., 2019). Also, having skills working with multiple intelligences will allow me to connect with a variety of people who learn in different ways (Beck et al., 2019).
A photograph I took in British Columbia at a Natural heritage site.
As an outdoor education intern, I saw many kids with different interests and ways of learning. Some kids connected better to lessons involving games such as Predator-Prey where they got to run around but still learnt about ecosystem functions. Other kids preferred to explore ecosystems through nature journaling or nature photography programs. All kids were able to leave the outdoor education center with new knowledge and new feelings toward the environment through different pathways.
By utilizing my knowledge of the environment with communication and teaching skills I could succeed as an interpreter at a natural heritage site such as provincial or national parks. Communicating my understanding of different environments and sharing my passion for nature would allow me to guide people to form their own connections and ideas of nature.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.
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Blog 3
The idea of privilege is significant yet often overlooked in the fields of environmental research and nature interpretation. To define privilege, I would suggest it is a complicated combination of unfair advantages that people may accumulate during their lives. It covers a wide range of social benefits, frequently categorized by country, race, gender, socioeconomic background, and level of education.The understanding of nature is not exempt from the effects of privilege. It has a big impact on the stories we tell about the natural world and who gets to have a say in them. There is an uneven distribution of access to natural areas. Many people are unable to take advantage of the peace and educational possibilities that nature offers due to geographical and economic constraints. For example, those who live in urban or low-income neighborhoods have a difficult time getting to green spaces since they are frequently few or ones too distant from their homes. The feeling of safety and belonging in nature extends well beyond easy access. Another factor such as a person's degree of education frequently determines how deeply they connect with their surroundings. Higher education, especially in environmental science-related fields, gives people the skills necessary to analyze ecological phenomena, comprehend conservation issues, and participate in academic discussions. This is a privilege that can improve one's advocacy for and appreciation of nature, but it is not available to everyone.
When I consider my personal experiences, I see how my privileges influence how I engage with the natural world. Since I am physically able to, I can walk through harsh terrain that would be impassable for someone with a physical disability. Given my training in environmental science, I would also be able to understand the complexities of ecosystems, which makes spending time in nature both a spiritual and intellectual experience. Being fluent in English gives me the opportunities to express my opinions and access a wide range of scientific material, which deepens my comprehension and makes it possible for me to take part in international discussions regarding conservation. The goal of acknowledging these benefits is to raise awareness of the discrepancies that exist. Those of us who work in the field of nature interpretation have a responsibility to utilize our privilege to promote diversity and close inequalities in society. This means appreciating the ecological wisdom of all cultures, establishing venues where a range of views are acknowledged and heard, and providing fair access to natural regions. Adopting this kind of inclusion enhances environmental research as a whole and makes it possible for a larger community to enjoy and share nature's advantages and beauty.
To summarise, while we investigate the natural world and our position within it, we must constantly reflect. By doing this, we may work to lower the obstacles that stand in the way of people enjoying nature's beauty and make sure that our perceptions of the surrounding landscape are as varied and complex as the ecosystems we study. This understanding is the first step towards an interpretation of nature that is more just and equal and that honours all viewpoints and experiences.
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Blog post 7
Where is music in nature? Where is nature in music?
As a follow-up (focus on the above two before you tackle this one), what song takes you immediately back to a natural landscape? What is the context? Share it with us – I would imagine many of these ideas may have similar underpinnings of a campfire, road trip, backpacking journey, etc.!
-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- We’ve discussed how nature is interpreted through art a few weeks ago, and I mentioned how the relationship between the two often go hand in hand. For that prompt I mainly looked at the visual arts and photography side of art. However, music is one of the greatest forms of arts, as it has the power to convey emotions and tell stories through sound. As we know, music has a major influence in our world today and has had played a crucial role in shaping cultures throughout history.
So, let’s talk about where music is in nature.
If you look at any of these pictures I took, you can probably just hear/imagine what they sound like.
I think you can find music in all aspects of nature, as nature itself is a symphony of sounds. You can hear music in the sounds of the water flowing, leaves rustling, or through the sounds of the wind. Some more obvious sounds may be from crickets and cicadas or birds chirping. There are so many unique sounds of nature. While these sounds may not seem like ‘music’ separately, it’s when you hear them together, where nature really starts to sound like music. So, if you find yourself putting on headphones when you go on walks, try to take them off and listen to the sounds of nature instead. The music of nature can have a therapeutic effect, so it’s important to get outside and just listen for a minute.
Now as for nature in music.
This may not be as simple to find, but a lot of songs will have nature sounds incorporated into them, even if you don't notice at first. By adding nature elements to songs, artists can enhance the overall atmosphere, or like this week's reading says it can "change the way people see, think, and feel". One of the first examples of this that comes to mind is “Good Days” by SZA. While she makes multiple references to nature in her lyrics and video, what I feel enhanced the ambiance is the sounds of nature, such as the birds chirping and water flowing. The use of nature elements gives a relaxing and therapeutic feeling, which is why this song reminds me of going for road trips or hanging out at a park with friends during summer. Another example of an artist that uses the sounds of nature is Frank Ocean. For example, he uses the sounds of birds chirping and flowing water in both “Seigfried” and “Skyline to”. “Skyline to” exudes a sense of calm, whereas “Seigfried” has more of a dramatic tone. This is interesting since both songs use similar nature elements, however the way they are used conveys distinct emotions/atmospheres. While “Skyline to” makes me think of going on a walk or sitting outside early in the morning, “Siegfried” reminds me of going on a walk late in the evening.
Generally, incorporating sounds of nature into music can allow the artist to invoke certain emotions in the listener and can transport the listener to a specific landscape.
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Unveiling the Underwater Symphony: The Marvels of Coral Reef Symbiosis🐠
Hey fellow nature lovers! Today, I'm thrilled to share with you one of the most extraordinary marvels of the natural world that never fails to fill me with wonder: the intricate dance of symbiosis in coral reefs.
Imagine plunging beneath the surface of the ocean, into a vibrant underwater world teeming with life. Here, nestled among the coral colonies, exists a delicate balance of cooperation and mutual benefit that has evolved over millions of years (National Oceanic and Atmospheric Administration [NOAA], 2024; NOAA, n.d.)
At the heart of this underwater paradise are the corals themselves, tiny organisms that build intricate calcium carbonate skeletons, forming the backbone of the reef ecosystem (Lippsett, 2018). But what truly sets coral reefs apart is their mutualistic relationship with algae known as zooxanthellae (NOAA, n.d.). You can catch a glimpse of these symbiotic organisms in the image below:
Direct photograph link: https://www.tetiaroasociety.org/biosphere-tetiaroa/zooxanthellae :)
These microscopic algae live safely within the tissues of the coral, harnessing the power of sunlight to photosynthesize and produce energy (NOAA, n.d.). In return, they provide the coral with essential nutrients like glucose, helping to fuel their growth and survival (NOAA, n.d.). It's a partnership so vital that without it, coral reefs as we know them would cease to exist (NOAA, n.d.).
But the wonders of symbiosis don't stop there. Coral reefs are also home to a dazzling array of marine life, from colourful fish and graceful sea turtles to elusive lobsters and enchanting seahorses (NOAA, 2024). Each species plays a unique role in the reef ecosystem, contributing to its resilience and diversity.
What's truly remarkable about coral reefs is their ability to adapt and thrive in some of the most challenging environments on Earth (Harvey et al., 2018). From the crystal-clear waters of the tropics to the murky depths of the deep sea, corals have evolved a remarkable array of shapes, sizes, and colours to ✨ thrive and survive ✨ (Harvey et al., 2018).
But perhaps the most exciting aspect of coral reef interpretation lies in its potential to inspire action and conservation (NOAA, 2024). As we continue to explore and understand these underwater wonders, we uncover not only the secrets of the ocean but also the urgent need to protect and preserve it for future generations (NOAA, 2024).
Direct photograph link: https://www.couriermail.com.au/news/queensland/whitsunday/reef-protest-surprises-mp/news-story/c8ba89c08b93307b13bb913ae7ac3894 :)
Imagine a future where every person, young and old, feels a deep connection to the ocean and understands the vital role that coral reefs play in sustaining life on Earth. A future where conservation efforts are driven not only by scientific research but also by a shared sense of awe and wonder at the beauty and complexity of the natural world. This embodies the "bright future of interpretation" Beck et al. (2018, p. 457) envisioned – a future where every discovery, every moment of awe, fuels our passion for understanding and protecting the wonders of the natural world.
So, the next time you find yourself daydreaming about the ocean, take a moment to marvel at the intricate dance of symbiosis unfolding beneath the waves. And remember, the wonders of nature are all around us, just waiting to be discovered and appreciated! Until next time :)
Madison B.
References:
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing.
Harvey, B. J., Nash, K. L., Blanchard, J. L., & Edwards, D. P. (2018). Ecosystem‐based management of coral reefs under climate change. Ecology and Evolution, 8(12), 6354–6368. https://doi.org/10.1002%2Fece3.4146
Lippsett, L. (2018, November 12). How Do Corals Build Their Skeletons? Oceanus. https://www.whoi.edu/oceanus/feature/how-do-corals-build-their-skeletons/
National Oceanic and Atmospheric Administration. (n.d.). Zooxanthellae … What's That?. National Ocean Service. https://oceanservice.noaa.gov/education/tutorial_corals/coral02_zooxanthellae.html#:~:text=The%20corals%20and%20these%20special,the%20coral%20to%20remove%20wastes.
National Oceanic and Atmospheric Administration. (2024, January 18). What species live in and around coral reefs?. National Ocean Service. https://oceanservice.noaa.gov/facts/coral_species.html#:~:text=Millions%20of%20species%20live%20in%20and%20around%20coral%20reefs&text=Fish%2C%20corals%2C%20lobsters%2C%20clams,thousands%20of%20years%20of%20history.
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Interpreting Nature for Me and (maybe) for You
The connection between this week’s prompt and the concept of learning styles really guided my thought process for this one. The idea that people learn in different ways is not novel, but it shouldn’t be cast aside, either.
Initially, in my imagined life as an interpreter, I envisioned myself outdoors, delivering nature-oriented activities to a variety of audiences.
The more I thought about it though, I came to some realizations.
First of all, even if I think a particular activity is engaging and worthwhile, there is no guarantee that everyone in the audience would agree. There is a huge chance that some people engage way more than others with the activities, and there are many reasons this might be.
Think of a bubbly kid with a big personality — they are likely to present the thoughts and questions that pop into their head. In contrast, a timid but equally as interested kid might not have the same inclination to voice their ideas, despite fostering a seedling of grand enthusiasm within them. I can relate to the quiet kids in the corner who may be hesitant to push their way to the front, where the “best view” might be.
images from Pinterest
While I think offering something tactile, something auditory, and something visual is a decent catch-all strategy, it doesn’t entirely solve the problem. Beyond that, my learning style shapes the way I see the world, and the respective value of the ideas I have.
I tend to fall into the category of “auditory learner” — having someone explain things to me has always felt the most effective. Along with that, I think I understand things best when they feel like a sort of story — that kind of logical flow just makes sense to me and sticks with me the most, especially when I’ve also had time alone to reflect.
This had me rethinking my ideal role, because ideally, I would be able to offer a personal, individual experience to everyone in the audience. So, instead of focusing on trying to accomplish everything all at once, I think we can approach things differently.
I understand, somewhat, the way in which I learn, the types of activities that feel engaging to me. As such, if we each focus on honing that understanding and translating it into our work as interpreters, those who learn and engage similarly will have access to a truly valuable experience.
Personally, I really love the idea of combining my love for nature with my love for the visual arts. For example, in Lab Studies in Ornithology (course code is ZOO 4920 and I highly recommend btw), I loved the field notebook assignment. In short, we were asked to get outside, find some birds, observe them, jot down thoughtful questions and include sketches, then go home and do some research to answer the questions that came up in the field.
a collage of some of my field notebook entries from ZOO 4920
The general premise is one that natural historians employed, before snapping pictures and googling things on the spot was possible or feasible. It leaves you with a record of observations and information about the things that you are personally interested in.
My ideal role as an environmental interpreter, then, would involve developing a guided nature journal or field notebook, complete with relatively general (but also creativity-sparking) prompts and blank spaces to fill with observational sketches.
📜For example...
Go to your favourite outdoor space and make an entry about a plant or natural feature that you tend to overlook.
or
Make an entry from an urban area near you. How is nature incorporated into this type of space? Try to spot and identify 5 species in this area.
In my mind, this fulfills my ideals offering others the chance to:
🌿get outside
✌have a personalized experience
📚capture experiences and observations, such that they can be reflected upon and shared with others if desired
A challenge I anticipate coming up would be parsing through my ideas to pick out the gems among the rubble, figuring out which ideas would actually be interesting to a wide enough audience while still being sort of niche. Either way, I think the fact that almost anyone, anywhere could pick up the journal and fill it with their own interpretation of their own surroundings.
Can’t wait to read about everyone else’s amazing aspirations!!
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Unit 10: My beliefs & role as a nature interpreter
Through this course we have learned what it is to be a nature interpreter. To be insightful, to guide others and to inform curious minds about the beauty of nature while maintaining our own beliefs on what the role entails. My beliefs as a nature interpreter could be determined as ethical based, where I understand that every non-human being within our planet has moral rights. Every plant that grows has the right to be undisturbed, protected and advocated for. Insect that marches the forest has the right to explore, interact and live without being disrupted. Every mammal, reptile, avian, fish and amphibian has the right to be as they are, while remaining a source of education for us. Elements such as soil, sun, wind and rocks have the right to be as they are, undisturbed.
My beliefs are that all of these non-human beings have no ways of verbal communication and therefore we must be their active voice. We are nature interpreters who have the ultimate role of informing people about nature and allowing them to understand the importance of conservation and protection of our beautiful planet. To fight for the rights of animals, plants and the environment. In such a way we are activists for nature.
As I reflect on our semester together, I am reminded that everyone has very unique outlooks on nature. Perception plays a key role in nature interpretation because some people may have a different view on nature’s importance. To me, I believe that we are visitors on this planet and we must leave things as we have found them. We don't get another planet so I think it's essential to provide care for our planet and all its inhabitants, whether that be through conservation, animal rehabilitation or education. Nature has a lot to offer, through music, art, and education but we must all understand that we cannot take advantage of it. It's a gift to be surrounded by such natural beauty. Sometimes, I think we forget that the forest behind our house is not just a boring old forest. It's an ecosystem that houses many animals, insects and plants. A rotting tree trunk can be a new source of life for bacteria and fungi, while a pond can be a home to frogs, ducks, fish and more. Learning to appreciate what we are surrounded with can help understand the importance of it.
We have learned that teaching others about nature’s wonders is a gift. We are provided with information to be passed on to others through interpretive walks, blog posts, and podcasts. As interpreters, we are tasked with the duty of enriching people’s experience with nature (Beck et al., 2018). Interpretation allows people’s cognitive domain to be activated which affects the way people process information, affective domain which is the way people feel towards a subject, and kinetic domain which is the way people use their motor skills to learn (Beck et al., 2018). Adapting our teaching styles to the various learning styles can help a variety of people. For example, if I was to conduct an interpretive walk through the arboretum to learn about different tree species, I would point out the different leaves shapes, colours and textures. I would let learners touch the leaves or bark to actively teach the difference and I would talk about what makes each species unique. All of these things cater to the three learning styles, visual, kinetic and auditory (Beck et al., 2018). It's important to understand that not everyone learns the same as ourselves so catering to others will help get a broader range of learners.
While teaching about nature, it's important to understand how inclusivity plays a role. Remaining inclusive to age, gender, soci-economic status, learning-styles and disability is key to delivering information to learners in a safe space. By doing so, we are letting people know that they are welcome in nature and it can be a safe space for each. Additionally, we must reflect on our experience with privilege and how it contributes to the learner’s experience to remove barriers. We must not forget that we constantly carry around an invisible backpack with our experiences and knowledge, adding to privilege. Some people may not have the biological science or environmental science background as we do so we should always remain inclusive by reducing the scientific terms, including metaphors, using easy to understand language, and answering questions.
This course has taught me that risk versus reward is an important piece in nature interpretation (Beck et al., 2018). Learning to take safe risks while remaining vigilant of the imposing threats. Would it be safe to wander from the trail during an interpretive nature walk? Or could there be threats like poison ivy. Is there a way to make risk taking more effective to the learning experience without putting learners at health risk. Some risks are not worth taking, simply for the educational experience. Clearly communicating impending risks to learners is essential. Educating people on the dangers we might be exposed to and how to avoid them can further promote their experience and let them feel part of a safe environment.
I believe that my responsibility as a future nature interpreter is to grow the curious minds of learners. I would like to invite people to step out of their comfort zones and learn about nature’s wonders. I want to add some thrill and excitement to nature while being informative about its inhabitants like plants and animals. It's important to notice that science and environmental science can be intertwined into an art form of nature teaching (Wals et al., 2014). The combination of both allows people to understand the science behind current issues like climate change while educating them on the importance of maintaining food webs and ecosystems during climate change. We can inspire people to see the issues nature currently faces and push them towards being part of the resolution.
I am eternally grateful for a course like this that has opened my eyes to my upcoming role as a nature interpreter. It has allowed me to find my passions while teaching me how to communicate my beliefs effectively to listeners. Ive included some pictures of my favourite experiences in nature. I look forward to having more
Bye for now.
Lea
References:
Beck, L., Cable, T. T., Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.
Wals, A. E. J., Brody, M., Dillon, J., Stevenson, R. B. (2014). Convergence Between Science and Environmental Education. Science, 344(6184), 583-584. https://doi.org/10.1126/science.1250515
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Ethics Manifesto
For this final blog post I am willing to risk sounding devout when referring to nature. We have been asked to describe our developing ethics as a nature interpreter. Ethics are something that are constantly guiding my days, as I hope is true with everyone. As described by the Government of Canada; ethics are derived from the Greek word “ethos”, which means “way of living”, ethics is a branch of philosophy that is concerned with human conduct, more specifically the behaviour of individuals in society. Ethics examines the rational justification for our moral judgments; it studies what is morally right or wrong, just or unjust. (Government of Canada, 2015).
I have always known my love for water, trees, and the Earth with all its magic. In the past few years I have tried to use my inner child to dictate where my life path goes. Some of my most cherished moments were making mud pies and playing in the temporary ponds that the spring floods would bring to the ditches beside the dirt road I grew up on. If I think hard enough I can still smell the mud and see the long yellow grasses swirling in the water. I want to take this feeling and use it as a way to build my nature interpreter ethics, and on a greater scale my life ethics. What is important to me is that I am using my time wisely to be true to the earth and nature as best I can. I want to be respectful of the life I have and the incredible array of life all around me. I strive to be curious and dedicated to the betterment of all. These are my ethics.
Life is a beautiful and precious thing and as an interpreter we are given the gift of encouraging others to discover that. However our modern global society seems hellbent on using up every last resource and causing a wake of destruction in the process. My ethics are tied to the preservation, protection and rehabilitation of the Earth as well as the just and humane treatment of all people. I know that I would not be able to interpret at a site that actively props up industries such as big oil, mining or some forms of forestry. It is part of my responsibilities as a nature interpreter to speak up and protect the Earth.The ethics behind those responsibilities are imperative. Understanding that in order to be a good environmental steward, I am not always able to toe the line. As the textbook states; meaningful and convincing communication also requires belief in the importance of the subject matter. If the interpreter isn’t enthused and truly enthralled by the subject matter then the audience won’t be either (Knudson et al., 2018). This is true for ethics in interpretation as well, if the interpreter does not stand behind the messaging then the message will be lost.
It is important to remember that everyone comes to interpretation sites from different angles and this needs to be taken into consideration when projecting a message. The textbook reveals that a key to interpreting lies in the understanding that different learning processes, stages, and styles can operate, the message may come across to all (Knudson et al., 2018). I think that the interpretive approach which best suits me is the modern constructivist. Modern constructivists often suggest keeping classroom lecturing to a minimum and individual interaction with problems and real objects to a maximum (Knudson et al., 2018). I have found that whenever I have truly learned something, it is from discovering it on my own in nature, and then taking the time to learn about it after the fact. I think that by taking the time to explore the material physically is incredibly important. Yes, audio and other forms of media can get your message across and reach many more people. There is undoubtedly value in that. However, I believe that in order to be tied to an interpretive subject in a truly connected and lasting way we need to interact with it intimately.
This semester as we developed our podcast scripts I realized my role as a nature interpreter distinctly. When it was needed, I spoke up for the environment. I made sure the wording was correct so that what we were describing was ethical and environmentally sound. I felt protective of those that were listening. This was partially because I knew that I could not show those listening in a tactile way what the key message components were. It simply would have been easier to get the message across in a physical environment instead of creating an audio environment. I recognized edits that needed to be made in order to interpret and educate in a truthful and impactful way. Notably for the children’s podcast, I wanted to instill a dynamic that was not fearful. I made sure that words such as gross, scary, yucky were scrubbed from the script. I do not want messaging that I helped put out into the world to cause fear, instill unjust ideals, or cause harm. For adults, I wanted to engage in a sense of wonder. To bring them back to that moment of awe that we remember from our childhoods. I want to be able to show them that they too have their own swirly waters to pull from. Adults need to be reminded that learning doesn’t have to be painful, that it can be fun and rewarding. Interpretation is a step towards this, and in my mind a bridge between citizens, and scientists. Perhaps good nature interpretation could even develop a future citizen scientist.
In closing, for me sticking to my environmental ethos is incredibly important as a nature interpreter. My responsibilities are to protect both the earth and its inhabitants - including people. My audience is from a variety of backgrounds and come to nature interpretation for all kinds of reasons, and this needs to be taken into account when developing programming for them. I would make the experience meaningful by being passionate, truthful, and allowing for folks to interact with the subjects intimately. I learned a lot from my role as interpreter within this course and look forward to applying it to my future endeavours.
References:
Government of Canada. (2015, July, 23). What is ethics? https://www.canada.ca/en/treasury-board-secretariat/services/values-ethics/code/what-is-ethics.html
Knudson, L.B.T.T.C.D. M. (2018). Interpreting Cultural and Natural Heritage: For a Better World. Sagamore Publishing LLC. https://bookshelf.vitalsource.com/books/9781571678669
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What do I bring as an Interpreter?
Some beliefs I may bring to the table...
One thing I have been effortlessly passionate about is conservation and ending extinction. In the textbook by Knudson et al. (2018), interpreters are required to have "depth in both subject matter and delivery skills". With this being said, passion plays a huge role in conveying information in a manner that teaches but also engages learners. I feel my passion for the natural world helps to enhance my want to teach my own interpretations. I believe every living thing plays a large role in this world, whether it be local or worldwide, and with species going endangered and then extinct we lose biodiversity and a role that that species played in the world. For example, we all know the dangers of honey bee declines as proven in many articles such as that by M.E. Watanabe in 1994 which covers the previous and growing fears of honey bee decline on farmers crops and the high demand for said crops. I couldn't agree more that the decline in honey bee populations due to many factors is causing a huge issue in our high demand for crops. Among this, I have a huge passion for the decline in lions in the world due to poaching which is highlighted in an article by Becker et al. (2012), which covers the decline in male lions in Zambia of approximately 30% over two decades due to trophy-hunting by poaching. While this may not be a world-wide issue, the decline in lion population poses a very large threat to biodiversity within Africa and other animals that habituate the land. This is just a small portion of decline in biodiversity in our world that I feel needs to be taught and I feel that my passion for maintaining wild animal populations is something that I can gladly bring forth in interpreting nature and teaching this. Below is just a sample of one of my paintings to try and bring awareness to the beauty of male lions and the horrible truth about poaching and caged hunts within Africa.
Responsibilities I have as an interpreter...
This prompt rather stumped me at first as I never considered what responsibilities I personally have as a nature interpreter. Upon reading the provided article by Rodenburg (2019), I felt a connection with teaching young minds by promoting curiosity, as kids are driven by curiosity. While I'm not a huge fan of children myself, interpretation seems to stem from a young mind by encouraging questions driven by curiosity and using anything as a teachable moment. By encouraging children to ask questions about the natural world and making this exciting, nature interpreters can stem from just about anywhere. From there, like myself, children can learn their own passions for interpretation and from there continue to share with family and friends. I feel that I share this responsibility to teach colleagues and perhaps young children in my own life such as nephews and nieces about the wonders of the world and how we can help it. I feel this stemmed from learning from my uncle as a child, as stated in my first blog post. My uncle created an exciting learning environment in the natural world and encouraged me to ask questions and always have an open and curious mind. I can only hope to share this with my peers, colleagues, and potentially young minds that I have the opportunity to teach.
What now?
My biggest question moving forward is how I can use what I already know and what I have now learned through this course. Will I teach this in a school setting? A more natural setting such as a campsite? Or will I use my interpretation of nature and connect it to our every day world? Will I continue to paint and draw animals that I feel need vast attention and interpret nature in that sense? Being a soft spoken person, I feel like I will always revert to the latter and share my voice in an artistic manner. In the textbook by Knudson et al. (2018), it is mentioned in chapter 10 that 'Artists of the 19th century created paintings that convinced Congress to set aside wilderness landscapes to protect them from future generations'. This is inspiring to me as I know art has been used to capture wildlife and its beauty for many decades and I can only hope that my art can do the same. By creating paintings and drawings that interpret what I see and how I feel, I can only hope to capture the attention of a handful of young and/or wise minds and create a positive change for our future whether that be through conservation or continued education.
I can only hope that these blog posts alone potentially reach some minds and inspire them to interpret and conserve our world. Until then, happy interpreting.
References
Knudson, L.B., Ted, T.C., Douglas, M. Interpreting Cultural and Natural Heritage: For a Better World. Available from: Sagamore Publishing LLC, Sagamore Publishing LLC, 2018
Watanabe, M. E. (1994). Pollination worries rise as honey bees decline. Science, 265(5176), 1170. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A15798932/AONE?u=guel77241&sid=bookmark-AONE&xid=ac077013
Becker, M. S., Watson, F. G. R., Droge, E., Leigh, K., Carlson, R. S., & Carlson, A. A. (2012). Estimating past and future male loss in three Zambian lion populations. The Journal of Wildlife Management, 77(1), 128–142. https://doi.org/10.1002/jwmg.446
Rodenburg, J. (2019). Why Environmental Educators Shouldn't Give Up Hope. Clearing. Available from: https://clearingmagazine.org/archives/14300
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Launching Into Nature Interpretation
Hey Everyone! My name is Evan, in my last semester here at Guelph. Welcome to my blog:)
My current relationship with nature seems to be transitioning from a purely physical perspective to one that strives to learn more about the ins and outs of what makes things possible, and the purpose behind it. Why do certain trees grow in certain environments? Why are certain plants and mushrooms edible and others poisonous? Did we really go through thousands of generations with people eating a certain plant, dying as a result, and now being taught not to eat that certain plant through word of mouth? These are some of the types of questions I ponder as my current relationship with nature grows.
Besides this, my physical relationship with nature now consists of going on hikes with friends, foraging or just finding different shrubs, trees, or fungi, and since the completion of my program, viewing the natural landscape as a medium for sustainable designs. I just finished my program in Landscape Architecture and now finishing up electives. My hope is that I can take what I have gained and apply that knowledge to interpreting nature for others. At this point in my life I feel so educated about nature and at the same time feel like I have barely scratched the surface.
I discovered these little guys on a walk when I was living in my student house in Guelph. Based on the fact that it was during winter months and growing on a dead piece of hardwood, I'm fairly certain these are Flammulina velutipes, commonly known as velvet shank or enoki mushrooms (they are edible and choice but I'm only a beginner so I just got this cool picture instead)
The wonderful thing about my current relationship with nature is that I never used to think this way. As a kid, I never thought about the purpose behind things in nature, I just assumed a thing is a thing because it grows and that’s it. I believe my perspective towards nature has evolved through experience. Experiencing climbing trees, falling off trees, trying to catch frogs in a local pond, or using a torch to burn a leach off my leg because I was trying to catch frogs in a local pond. I was fortunate enough to grow up in a middle-class household, and so my old home used to back onto a small ravine and mixed deciduous forest.
Every day after school, my brother and I would put on our waterproof boots, maybe pack a granola bar in the pocket for a snack later, and we would just walk. Walk into the forest, straying away from any desired lines, making your own path, jumping in puddles, listening to birds chirping, or getting hit in the face with a buckthorn branch because your brother didn’t wait for you. We would just walk and talk until there was no more forest to be found or until we stumbled upon the next subdivision of neighborhoods. I truly believe this is where my appreciation and curiosity for nature was born.
A little blurry but I think it still gets the point across lol. My brother on the right and myself on the left after one of the many afterschool hikes.
When thinking about how one develops a sense of place, it typically can happen in more than one setting, and even under different contexts. For me, my sense of place stems from two major experiences in my life so far. The first, already mentioned above, but I really found such bliss going on hikes and walking in the forest behind my childhood home. It’s hard to describe the feeling, but it feels like you are transported into an entirely new world, where you experience taking your first steps past the forest edge, the wind no longer hitting your face and this calm silence grows until it becomes a peaceful white noise. I really felt like this forest was part of my home; I used to call it my backyard when I was younger because it really allowed me to find comfort in nature.
The second experience is going to my cottage every year. For context, my cottage sits on the shores of Georgian Bay, in Lion’s Head, Ontario. My grandad’s father bought the property in 1939, where they moved their little old trailer onto, and built the most vintage-looking bungalow which I now call my cottage. Georgian Bay is an incredible location, I may be biased but if you haven’t been there I highly suggest it. Connected to the Bruce trails and a part of the Niagara Escarpment, this environment offered a radically different landscape than where I grew up, even though it’s only about four hours northwest. The rocky limestones coupled with blue shale make this environment unforgettable and have allowed me to experience having a sense of place in a completely different environment than what I’m used to. Thanks for reading and see you on the next blog:)
View of the Niagara Escarpment at Lion's Head Provincial Park, Ontario
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09. Teach me something!... Ecological Succession
Throughout our course we've attempted to understand ways in which we can engage an audience in their surrounding environment. As we near the end of the semester I am excited to present information I've learnt during my university career, that I find especially interesting in a way that showcases my ability to interpret and extend my knowledge successfully.
Conservation and restoration is a frequented topic as a landscape architecture major, and its something of an interest of mine. While we explore ways to influence and manage ecological functions to improve or maintain conditions we also recognize the sheer strength and power nature has to restore and regenerate itself, and in doing so we are often assisting natural processes as they progress.
A house fire can leave a home unsalvageable, impossible for restoration without extensive and laborious work. It would be incredible detrimental to the structure of the home and its inhabitants. A forest fire could be just as detrimental. Plants destroyed and animals displaced, yet a forest has one major advantage to a house, it can regenerate, albeit after a considerable amount of time, but if left alone and protected ecological succession will allow the landscape to heal from the disturbance.
Ecological Succession is the process by which natural communities succeed one another over time. While there are two types of ecological succession, primary and secondary, I'll be discussing secondary succession, being that its more common and what occurs when a forest fire or large-scale deforestation takes place. Secondary succession happens when a climax or intermediate community is impacted by a disturbance.
Following an event such as a fire, decomposing plant matter aids in soil formation and nutrients for larger plants to then germinate and spread. Eventually enough soil and nutrients is available in the landscape that it reaches a point known as a "climax community" which could be a mature oak forest or an established prairie which tend to remain in relative equilibrium until a disturbance restarts the succession process. This rehabilitation can happen almost completely without human influence, isn't that beautiful?!
As counterintuitive as it may sound forest fires are actually crucial to the health and long-term vitality of forests. These fire-dependent ecosystems are balanced by frequent and controlled fires which regulate organismal traits, population sizes, species interactions, community composition, carbon and nutrient cycling and ecosystem functions. Ecosystems also run the risk of catastrophic fires that leave lasting affects if they go too long without occasional necessary burns. Coniferous forests, for example, rely on forest fires to maintain tree species. The growth of many conifers that populate the woodlands of western North America are contingent on their exposure to sunlight during their early stages, however as saplings grow into towering adults they create a shade canopy that prevents new growth in the area. Forest fires clear old growth and rejuvenate the landscape to allow for new growth!
So from the death of an old ecosystem comes the birth of a new...
I really like that ecological succession is a perfectly packaged visualization of how nature is a constant cycle of death and rebirth that is able to rebalance itself. I think it also puts into perspective our place in nature and how both influential we can be yet inconsequential at the same time.
Thanks for listening!
References:
Schulz, J. (2016). Why certain naturally occurring wildfires are necessary. Ted-Ed-YouTube. https://www.youtube.com/watch?v=cNVZEVq3KzY
Witynski, M. (2021). Ecological succession, explained. UChicago News. https://news.uchicago.edu/explainer/what-is-ecological-succession
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Learning, growing, and sharing the passion🐛🦋(U10)
Reflecting on my journey of developing my personal stance as a nature interpreter, I realize my ethos is deeply rooted in storytelling. While I would absolutely consider myself smart and capable of any challenge thrown my way, I wouldn't claim to be the one to ask for a perfectly articulated summary of a concept, or a history (or stats oh gosh...)) But! I am your girl if you want to talk about animals or nature with the same excitement and perception shifts you had as a kid; when learning about something like dinosaurs or other planets for the very first time and feeling like your mind was blown, or maybe even that the person was just making stuff up because of how wild it seemed.
At it’s core, my passion sings when having the chance to discuss niche topics with open-minds that delve into things like evolution, coming from the perspective that there are so many mysteries out there that could be unraveled if you only cared to look.
Just this week, some of these topics for me and some peers have included trying to understand bird tetrachromacy (how and why they can see in UV), mammals returning to the water like whales and dolphins, or how?? Literally how??? lemurs got to Madagascar.
To me, it's not just about sharing information, but having fun in the process and getting to share what you learn about the animals and their exploits in ways that would rival the wildest fantasy stories.
[Saw-whet owl wing under UV💡 ]
[OG whale💪🏻 ]
I've been playfully dubbed the "zookeeper of knowledge" by a friend in this context, after spending far too many hours working on a project because we kept getting side-tracked and discussing things not necessarily needed, but so incredibly interesting. (And it’s probably a title I'd gladly claim if it weren't so corny to be honest.) Regardless, it summarizes my commitment to becoming a curator of the captivating craziness that the animal kingdom has to offer. With a bias but passionate zoological perspective, I strive to share my spark of curiosity. ✨
Beyond my zoology lens, I strive for a focus on eco-consciousness in the work that I do, hoping to bridge the gap between science and the public and to foster stronger connection with Mother Nature.
As for translating these passions to children, I’m a firm believer in both transparency and honesty. While it’s almost guaranteed they won’t enjoy their first climate change lesson, I think forming traits of environmental stewardship and the understanding that actions have environmental consequences in children is critical if we want our passion for nature to be held by future generations. I remember my first lonely polar bear on a drifting ice berg video, and yes I was sad….but it left a vivid mark on my consciousness, shaping my understanding of the environmental challenges we face and it very likely brought me to where I am today.
Speaking of inspiring children, I cannot hold myself back as I have to show you guys what I found last week!
[Zoologist Barbie!!!!!!!!💗💗💗💗💗💗💗💗💗💗💗💗💗💗💗]
I'm not even that much of a Barbie fan but I think now I have to be! I would have exploded with joy if I had this as I kid! I mean, if Barbie is doing it, I can't even imagine how many little girls will now be exposed to the possibility of studying zoology or similar topics and I won't lie...I could cry 🥹 (not to mention how close the koala is to a lemur and my personal goals regarding that....interesting......verrry interesting 🔮)
Though I still think going outside with curiosity in mind is the number one way to develop a relationship with nature, I’d consider things and representations like this even more important in places like cities, where natural spaces are becoming less and less accessible due to never-ending infrastructure and the digital domination of screens and virtual experiences.
The allure of video games and online platforms often out-win outdoor activities at least in my own anecdotal experience, raising concerns about the disconnect between the younger generation and the natural world. I think environmental educators are becoming more and more important in schools, and I believe they play a pivotal role in counteracting this trend, as they offer opportunities for a child to focus on wonders within the natural world. I had a hard time myself trying to sound reasonable to many of my friends and family as a kid when saying I wanted to study animals and nature since technology was progressing so quickly and I was viewed as looking backwards.
and so I think this doll (or things similar) can reinspire or hold that flame when kids aren't yet to sure if they'll find a nice outdoor spot to explore, an educator excited to answer questions, or a community like Guelph that embraces natural sciences so much.
In my opinion, harsh climate crisis truths can surely be sugar-coated for young minds to an extent, but to completely wait until their old enough to ‘actually understand’ is just providing the perfect opportunity for a child to become a distracted or oblivious teenager or adult. Again, this is my opinion but at this point in time, in a current climate crisis with almost no signs of slowing down, being an adult in a country like Canada and purposely ignoring it is NOT cool!!
Now, we don’t have to live every moment with the weight of the world on our shoulders, and I don’t wish that on anyone! But I believe the absolute bare minimum is to consider our actions in relation to nature and provide the next generation the building blocks and exposure they'll need to make environmentally conscious choices. Concepts like reusable water bottles over disposable plastic ones, not littering, and realizing our planet belongs to others too aren’t scary things and if anything, promote cultures of care and community. These seemingly simple ideas start to lay the foundation for responsible and conscious individuals to gladly carry the torch of environmental awareness into the future!
Anyways, that's what's up with me, and so I hope you've found at least one thing on my blog that made you think about, reconsider, or learn something, and maybe even want to go hug a tree 💝🐛
Works cited
Johnson, N. A., Lahti, D. C., & Blumstein, D. T. (2012). Combating the Assumption of Evolutionary Progress: Lessons from the Decay and Loss of Traits. Evolution Education & Outreach, 5(1), 128–138. https://doi.org/10.1007/s12052-011-0381-y
Northern saw-whet owl outstretched wing under blacklight, by Seabrook Leckie, Attribution-NonCommercal-NoDerivs 2.0 Generic license, https://www.flickr.com/photos/rustyblackbird/
#nature interpretation#envs 3000#nature#zoology#zoologist barbie#climate change#environmental outreach#environmental education#barbie
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Role of Nature Interpretation in Environmental Stewardship
Before starting this course and my placement as an Outdoor Education Intern, I put greater emphasis on scientific evidence as one of the most important ways to get people to care about environmental issues. I thought that if everyone knew the alarming facts of climate change or the rapid decline of wildlife, people would strive to make the drastic changes needed to address these issues. However, by focusing on only the science many people become disinterested or so overwhelmed that they feel powerless. Whether at a National Park, school or online forums, nature interpretation programs allow people to build emotional connections to nature while learning about the natural world and the importance of sustaining the earth's resources.
While working as an Outdoor Education Intern at the Etobicoke Outdoor Education Centre (EOEC) for my first 4-month co-op placement, I got to work with Toronto District School Board kids from grades 4-8. School groups would visit EOEC for three days where they got to take place in curriculum-based outdoor programs. Additionally, during the school trips students participated in an ecological footprint challenge that focused on reducing food waste and water and energy conservation.
A picture I took of the main classroom at the Etobicoke Outdoor Education Centre.
At the start of my placement, I remember feeling disheartened by the number of kids who showed little interest and even apathy for being outdoors. I would wonder how these kids could not love being surrounded by the beautiful natural world. I quickly realized that many of these kids had never spent extended periods outdoors. This was due to limited access to the outdoors because of location, financial reasons and other limitations. These kids had little opportunity to gain a connection to nature, so it only made sense that few of the students had positive feelings toward natural environments. However, every week during this co-op placement, I got to help students with varying levels of outdoor experience explore new activities and gain a greater appreciation for nature, which was truly fulfilling.
A picture of a school group cross-country skiing at EOEC. This was many of the student's first-time cross-country skiing.
This course has allowed me to reflect on my time as an outdoor education intern and better understand the significance of nature interpretation in Environmental Education. As emphasized by Beck et al. (2019), interpreters work to communicate to people the importance of resources in a way that forges emotional and intellectual connections. Environmental education should provide emotional context that allows people to think ethically, creatively, and critically about environmental issues, solutions, and personal environmental stewardship (Wals et al., 2014). Environmental education is a form of nature interpretation that connects people emotionally with nature while providing them with tools to better understand environmental problems and solutions.
Connecting scientific knowledge with place-based and indigenous knowledge is essential for getting people to actively engage in sustainability (Wals et al., 2014). Nature interpretation programs such as those at outdoor education centres and National Parks create positive emotions toward nature and provide people with a sense of place (Beck et al., 2019). Nature interpretation provides individuals with the emotional connections and curiosity that allow people to appreciate the environment. Through interpretation, people may be inspired to learn more about nature and find ways to participate in environmental stewardship daily.
This is a board students used to track their class's eco-footprint challenge results while at EOEC. Students tracked the amount of food waste produced at the end of each meal, how many lights were left on before each program and water usage.
Additionally, nature interpretation programs that supply individuals with chances to engage in stewardship efforts on their own help people continue to build strong relationships with the environment. For example, in Washington Wachira’s Ted Talk, For the Love of Birds, he conveys to the audience the beauty and significance of birds by touching on the formative experiences that led him to his passion for birds (2017). Near the end of the TED Talk, Wachira tells the audience about citizen science programs around the world that people can take part in to help bird conservation efforts. This is an excellent way to show people that they too, have the power to help protect wildlife.
Citizen science enables people to participate in environmental stewardship by assisting with scientific research within their communities (Merenlender et al., 2016). Citizen science is a part of environmental education that further develops a person's scientific knowledge and sense of place in a fulfilling way (Merenlender et al., 2016). Like the eco-footprint challenge students participate in at EOEC, citizen science allows people to feel like they can take part in meaningful environmental stewardship efforts that make a difference.
Providing people with profound experiences outdoors through nature interpretation, environmental education, and citizen science is vital to environmental preservation. Nature interpretation provides the spark of inspiration needed to see the beauty in nature and the desire to preserve the environment that science alone cannot provide.
References
Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting cultural and natural heritage: For A Better World. Sagamore Publishing.
Merenlender, A. M., Crall, A. W., Drill, S., Prysby, M., & Ballard, H. (2016). Evaluating Environmental Education, citizen science, and stewardship through naturalist programs. Conservation Biology, 30(6), 1255–1265. https://doi.org/10.1111/cobi.12737
Wachira, W. (2017, August). For the love of birds. Washington Wachira: For the love of birds | TED Talk. https://www.ted.com/talks/washington_wachira_for_the_love_of_birds
Wals, A. E., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515
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Blog 6: Unpacking Edward Hyams Quote
With the following thought-provoking quote from the book "The Gifts of Interpretation", Edward Hyams makes a strong case for the importance of history and the necessity of integrity. "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." To fully grasp the significance of this verse, which is full of implications and meaning, it is worth delving further.
Hyams begins by refuting the idea that objects that are ancient are valuable just because of their age. Rather, he turns the emphasis to integrity, characterizing it as a structural need that sustains the many constituents of any organism across time, as well as a moral virtue. In this sense, integrity encompasses not just personal qualities but also the collective consciousness and knowledge of the community as a whole. It follows that society's integrity is maintained by ongoing, shared remembrance and comprehension of its history.
The comparison of a train station perfectly captures the spirit of Hyams' argument. The past does not become irrelevant as time goes on, just as a train station does not vanish the instant a train leaves. It is a misperception of time and existence to think that history is meaningless once it has been lived. History is a continuum that both shapes and is shaped by the present, not a collection of discrete occurrences. Our comprehension of the present is shaped by the past, which also directs our future course of action. This perspective challenges us to reevaluate how we relate to the past. It implies that a society's integrity is preserved by its capacity to recall, comprehend, and incorporate its past into its current identity in addition to its outward accomplishments and inventions. In order to achieve this integration, the past must be actively engaged with and acknowledged for its effect on the present and future.
The quotation from Hyams is an appeal for a more in-depth study of history as a vital component of leading an honorable life rather than just as an academic exercise. It inspires us to view history as an essential component of our shared identity rather than as a burden or an outmoded relic. We may safeguard the integrity of society and become better equipped to handle the problems of the present and the future by accepting our historical consciousness.
By dissecting Hyams' quotation, we are reminded of how important history is to maintaining social order. It pushes us to see history as a dynamic, breathing aspect of our shared identity that influences both the present and the future, rather than merely a chronicle of past occurrences. Recognising the ongoing significance of the past is crucial to preserving our society's integrity and making sure we proceed with discernment and wisdom.
References:
Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World. Sagamore-Venture Publishing.
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