Keren

Since I began interpreting nature, I’ve found myself continually shaping my personal ethic, drawing from a wide range of beliefs and responsibilities. The resources that this class has brought me each have had their own impact on my opinions and views towards nature interpretation. At its core, my ethic revolves around having a deep respect and reverence for the natural world, recognizing it as a source of inspiration, wisdom, and connection.

One fundamental belief I bring to my practice is the notion of stewardship. I see myself as a student of the environment, entrusted with the responsibility of preserving and protecting it for future generations. This entails not only minimizing my own impact on the natural world but also advocating for sustainable practices and policies that promote conservation and biodiversity. Jacob Rodenburg's analogy of halting a rushing river with a teaspoon illustrates the enormity of our task, given issues like climate change and habitat destruction (2019). Rodenburg emphasizes nurturing a love for nature and guiding children towards acts of regeneration (2019). This highlights our connection to the environment and the need for action, ideas that I hope to impart on my students. Children are the future of our world so we must pass our knowledge and beliefs onto them in hopes that they can help us in our journey toward environmental restoration.

I believe in the power of education and awareness to teach others about environmental stewardship. As a nature interpreter, I see it as my duty to instill a love for nature in others, fostering empathy and understanding toward the life that surrounds us. Through engaging and immersive experiences, I aim to spark curiosity and appreciation for the natural world, inspiring individuals to become advocates for environmental conservation. The convergence between environmental education and science education, as highlighted in recent research, underscores the importance of incorporating interdisciplinary approaches in my interpretation efforts (Arjen et al., 2014). By leveraging citizen science initiatives supported by information and communications technology, I can facilitate meaningful interactions between people and their local environment, encouraging active participation in scientific studies and encouraging a deeper understanding of environmental issues (Wals et al., 2014). This integrative approach not only enhances environmental literacy but also empowers individuals to take informed action toward addressing sustainability challenges on both local and global scales.

In my approach to nature interpretation, I value authenticity and connection. Rather than simply relaying facts and figures, I strive to create meaningful experiences that resonate with people on a personal level. Whether through storytelling, guided walks, or interactive workshops, I aim to evoke a sense of wonder and awe, inviting participants to develop a deeper relationship with nature (Beck et al., 2018, p. 187). I hope to make all of my listeners and students comfortable in their environment and I feel strongly that making individual connections with them would help us get there. To do this, I will consider all learning styles and determine a teaching method that involves each of them. The goal of this is to allow people to succeed at learning and not make them feel like they are being excluded by a teacher who only considers one learning style in their teaching (Beck et al., 2018, p. 110).

Technology is at the forefront of our world and shapes nearly everything we do. While I don’t always appreciate its presence in everything we do, its influence is undeniable. I see the potential for technology to serve as a powerful tool in reconnecting people with the natural world. Along these same lines, I would like to combine art into my interpretation. Art is something that will always contribute largely to my enjoyment and growth in life and I want to be able to share that love with others. Perhaps I can develop an approach to interpretation that involves nature, technology and art, and apply it to my practice. Reconnecting with nature through open-ended artistic processes such as creative writing and collage making is one avenue to explore (van Boeckle, 2015). Arts-based environmental education offers a promising oppourtunity to engage with nature in novel ways (van Boeckle, 2015). Rather than relying solely on established knowledge, arts-based environmental education embraces a process of exploration, facilitating the emergence of multiple meanings (van Boeckle, 2015).

At the same time, I recognize the importance of humility and continuous learning. Nature is vast and complex, and there is always more to discover and understand. As I develop as a nature interpreter, I remain open to new perspectives and insights, humbly acknowledging that my understanding is but a fragment of the greater world. Much like history, interpretation is a life-long journey that is always evolving and changing (Beck et al., 2018, p. 42). History is a topic we touched on in this class that really interested me. History is a fascinating subject that provides us with a glimpse into the past and helps us understand how we got to where we are today. It can also tell us what’s in store for the future and how things change over time. It's important to keep learning about history, just as it's important to keep learning about nature, so that we can continue to grow as individuals.

In essence, my personal ethic as a nature interpreter is rooted in respect, stewardship, education, authenticity, and humility. Guided by these principles, I strive to fulfill my responsibilities with integrity and passion, fostering a deeper connection between people and the natural world, and nurturing a legacy of environmental stewardship for generations to come. For this reason, it’s especially important to approach teaching young minds with as much interest and potential for learning as we do adults. These are the minds of our future and I hope to incorporate them into my future interpreting endeavours! The lessons I have learned in this class will follow me throughout my experiences with nature and guide my learning moving forward. I didn’t even know what ‘nature interpretation’ really was before beginning this course but now I’ve found myself explaining it and the things I’ve learned from it to my friends.

Signing off,

Uma

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

Rodenburg, J. (2019). Why Environmental Educators Shouldn’t Give Up Hope. Clearing Magazine. https://clearingmagazine.org/archives/14300

van Boeckle, J. (2015). At the heart of art and earth: an exploration of practices in arts-based environmental education. Environmental Education Research, 21(5), 801–802. 10.1080/13504622.2014.959474

Wals, A. E. J., Brody, M., Dillon, J., Stevenson, R. B. (2014). Convergence Between Science and Environmental Education. Science, 344(6184), 583-584. 10.1126/science.1250515

Describe your personal ethic as you develop as a nature interpreter. What beliefs do you bring? What responsibilities do you have? What approaches are most suitable for you as an individual?

As I develop as a nature interpreter, my personal ethic has evolved. The beliefs I bring, the responsibilities I have, and my personal approaches have certainly been shaped after nearly completing this course. 

My personal ethic is rooted in wanting to inspire people to act pro-environmentally. I’ve always known that my purpose is to motivate change toward sustainability. I wish to encourage others to foster a relationship with nature and value it for its innate worth, as I do. I strongly believe that shaping values and attitudes toward nature care, compassion and connection will encourage sustainable practices and facilitate this necessary societal-wide change.

As I graduate from my undergrad and begin my master's at UBC (where I will study K-12 school children’s understanding of and connection to the climate crisis), I will remember important lessons from this course. For one, through ENVS3000, I have learned that knowledge and emotion are powerful tools for promoting personal growth and inspiring action. According to the textbook, a prime objective of a nature interpreter is to “provoke the discovery of personal meaning and forge personal connections with things, places, people and concepts.” (Beck et al., 2018, p. 6). As I develop as a nature interpreter, I will remember that interpretation is always personal. Personalizing programs to consider diverse socio-demographic groups or place is key in interpretation. 

Going into this course, I would have said that knowledge alone can catalyze change. I now believe that knowledge can only take you so far — emotion and connection are key motivators in fostering the development of environmental stewards. But there are other moderators to consider in promoting this change — such as the role of privilege, past experiences and learning styles. 

I have learned that privilege (i.e., an inherent advantage that exists for particular people or groups) plays a significant role in shaping individuals’ experiences of nature (Beck et al., 2018, p. 132). As explained in Chapter 7 of the textbook, specific barriers faced by minority/underprivileged groups can discourage participation in interpretive programs. For this reason, underprivileged groups may have fundamentally different experiences with nature (Beck et al., 2018, p. 133). I recognize the role privilege played in my nature experiences. As a city dweller, I gained nature experience due to certain privileges I possess, and conversely, was privileged to have such experiences. My privilege and past experiences play a significant role in my current connection to nature. Therefore, the role of privilege should not be overlooked when formulating and executing interpretive programs. 

Participants of interpretive programs also possess differential learning styles. In the textbook, we learned that people generally operate within three learning domains — the cognitive domain, the affective domain and the kinesthetic domain (Beck et al., 2018, p. 106). The cognitive domain involves using the rational mind to process information (where intellectual knowledge is held) and interpreters can reach this domain with lecturing or written materials for example (Beck et al., 2018, p. 106). The affective domain relates to learning through feelings and can be reached by expressing attitudes or sentiments (Beck et al., 2018, p. 106). The kinaesthetic domain involves the use of motor skills and can be reached by physical movement or skill development (Beck et al., 2018, p. 106). Employing the use of all three domains will likely enhance the learning experience for all participants. Although there were different learning styles and multiple intelligences communicated in the course content (e.g., verbal, auditory and tactile) (Beck et al., 2018), I felt that the three domains of learning encapsulate what makes interpretive programs stand independent from traditional lecture-style educating … because it is exploratory, active, personal and emotional in addition to intellectual. The learning domains will certainly be a concept I consider in my graduate thesis project. 

I hope to one day serve as a model or mentor to others. At the beginning of the course, I read part of the textbook that stuck with me: the principles and associated gifts (Beck et al., 2018, p. 85). The authors defined 15 “gifts” or guiding principles for interpreters, such as the gift of revelation which states that “the purpose of interpretation goes beyond providing information to reveal deeper meanings and truth”, or the gift of beauty which states “interpretation should instil people the ability, and desire, to sense the beauty in their surroundings” (Beck et al., 2018, p. 85). As I grow as an interpreter I will remember these principles and internalize them. I hope I provide these gifts to those I wish to inspire. In my opinion, a strong mentor helps learners uncover deeper meanings and promote personal growth by providing these gifts. 

As an individual, I believe a dominant strength of mine is my emotional capacity. I have strong values and morals that guide my intentions and actions. Therefore, I believe my approach to interpretation would emphasize valuing nature and communicating why we should want to protect it. I would take a more personalized approach and help others understand what value nature brings to them by allowing for experiential and exploratory learning. 

In a time when socio-ecological issues are worsening, it will become harder to teach children about these issues. I feel the role of environmental grief/anxiety/pessimism will play a large role in the future of interpretation. When the climate has warmed past tipping points, biodiversity loss has reached frightening levels (if they haven’t already) and global conflict increases due to resource scarcity, individuals will feel as if their small actions have minimal purpose or power to create change. Therefore, knowledge surrounding the state of the climate crisis could promote inaction. For this reason, an emotional connection to nature could serve to promote action. We don’t wish to see our loved ones suffer, so if we love and care for nature in the same capacity, this could create the behavioural changes required for sustainability transformations. My personal ethic is rooted in fostering care, compassion and connection to encourage this fundamental transformation.

Thanks for sharing your thoughts in this post. I think it is incredible that you have the plan of taking action towards creating a more sustainable world. I'm sure that through your upcoming masters you will learn several strategies to implement your findings. Since you plan on teaching children, you may find that storytelling would be a useful tool for you (Beck et al., 2018). Storytelling is powerful because it can convey messages about both cultural and natural heritage (Beck et al., 2018). 

Having strong morals and ethics is necessary as an environmental interpreter. As you mentioned, our world is currently subject to numerous socio-ecological issues. Accurate interpretation of this to children can shed a light on these issues and encourage others to take part in conservation efforts (Beck et al., 2018). I agree with you that interpretation is not only based on knowledge alone, but it is combined with how you choose to present this knowledge to an audience. A key belief I have now after taking this course is that interpretation is priceless considering it includes our memories, emotions, and experiences. All of these things are truly more precious than what money could ever buy. As you grow as an environmental interpreter in the future, I hope you continue your personal ethic of compassion and integrity. 

Hi everyone! 

I can't believe it's already time for our final blog post! It's crazy to think how quickly time has flown by. It feels like just yesterday we began this journey of exploring nature interpretation. As I reflect on my journey, I'm excited to share with you my personal ethics as I continue to develop as a nature interpreter. This journey has been one of self-discovery, filled with moments of inspiration and growth. So, let's dive into what beliefs I bring, the responsibilities I hold, and the approaches I find most suitable.  

Earlier in the semester, I remember watching a podcast that really stuck with me: “Flow, the secret to happiness” by Mihaly Csikszentmihalyi. He introduced the concept of "flow," a state of optimal experience where individuals are fully immersed and engaged in their activities, leading to feelings of clarity and fulfillment (Csikszentmihalyi, 2004). Overall, the message encourages viewers to seek activities and experiences that bring them into a state of flow, where they can find joy and purpose in their lives (Csikszentmihalyi, 2004). 

Just as Csikszentmihalyi discusses finding happiness and meaning through activities that lead to a state of flow, nature interpretation encourages individuals to immerse themselves in nature in a way that promotes a similar sense of engagement and connection. Whether it's through guided hikes, wildlife observation, or hands-on conservation activities, nature interpretation provides avenues for individuals to enter a state of flow where they feel fully absorbed and connected to their surroundings. As I continue to develop as a nature interpreter, I am committed to creating experiences that enable individuals – peer, family or friends – to immerse themselves in nature, find joy and purpose in their interactions with the natural world, and cultivate a deeper connection with the environment. 

For someone like me, who is passionate about nature and working with kids, the importance of educating the next generation to stay in touch with nature as well as conservation is crucial. This belief is deeply ingrained in my personal ethics and the responsibilities I feel as a nature interpreter. Through my journey in the Arts and Science program, where I'm minoring in both biology and family and child studies, I've come to recognize the profound importance of nature in a child's development.  

Children are naturally curious and eager to explore the world around them. By fostering a connection with nature from a young age, we can instill in them a lifelong appreciation for the environment and a sense of responsibility for its protection. As a nature interpreter, it is my responsibility to provide opportunities for children to engage with the natural world in meaningful ways.  

Additionally, as we delve deeper into the complexities of nature interpretation, I recognize the importance of addressing difficult issues that may arise. Incorporating the importance of addressing difficult issues into my personal ethics as a nature interpreter is essential for fostering a comprehensive understanding of the natural world and its complexities. As the textbook emphasizes, interpretive sites often grapple with critical issues that may span historical, environmental, cultural, and social domains (Beck et al., 2018, p. 94). It is the responsibility of interpreters to engage visitors in meaningful conversations about these topics, providing accurate information, fostering dialogue, and promoting critical thinking. 

This dedication to confronting challenging topics is consistent with my belief that activism and education can bring about constructive change. In my role as a nature interpreter, I understand the importance of giving people context, a different point of view, and chances for reflection regarding matters like social justice, degradation of the environment, civil rights, and racial tensions. Interpreters can help individuals form stronger bonds with their surroundings by exploring these difficult subjects. As well as inspiring people to think about how they can contribute to the future of our planet. 

Moreover, my background in both biology and family and child studies has equipped me with a holistic understanding of the interconnectedness of natural and human systems. This interdisciplinary perspective enables me to approach difficult issues from multiple angles, considering their implications for both ecological and social well-being. By integrating scientific knowledge with principles of child development, I strive to create educational experiences that resonate with diverse audiences and inspire them to become agents of positive change in their communities. 

As a nature interpreter, I consider myself a conversation starter who pushes people to face hard realities and imagine a future that is more equitable and sustainable. I aim to enable people to make informed decisions and tackle urgent environmental and social issues by sharing information based on science and fostering critical thinking. 

I am filled with a sense of purpose and optimism for the future as I wrap up this post. Through my journey in nature interpretation, I have come to recognize the transformative power of immersive experiences, storytelling, and education in fostering a deep connection with the natural world, particularly among children—the next generation who will care for and protect environmental. 

My approach to nature interpretation is based on a commitment to providing meaningful and profound experiences that develop a lifetime love for environment and a sense of responsibility for its conservation, from embracing the idea of flow to fostering children's natural curiosity and sense of wonder. By tackling challenging topics and offering precise information based on empathy and science, my goal is to enable people to become advocates for social justice and the environment. 

Thank you to all of you who took the time to read my posts throughout the semester! I thoroughly enjoyed reading all of yours. I wish each and every one of you all the best!  

- Zeina :) 

References  

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For A Better World (pp. 94). Sagamore Publishing. 

I also find that through this blogging experience I have been able to experience personal growth, and a change in my ethics. In your post you discussed Mihaly Csikszentmihalyi’s concept of flow, or a state of happiness. I believe that spending time in nature would be a suitable way to become familiar with ‘flow’. We are privileged to live in an area where we have access to green space, so we should take the initiative to immerse ourselves in what nature has to offer. I would say that similarly to you, I am passionate about both nature and working with children. I have previously worked with young children who are still at the early stages of development. I agree with you that it is in these early stages where it is most important to introduce children to nature and the outside world. This is especially necessary in today’s world with rapid technological advancements. Your study background of both biology and child development would greatly prepare you for a role in interpreting nature to children. This would be no simple task, since as you mentioned there are several environment related disasters we are currently facing, including habitat degradation. However, as interpreters we must uphold our personal ethics, responsibilities, and beliefs to our audience to the best of our ability. 

Welcome nature enthusiasts to my blog and prepare to be mesmerized! 

Have you ever just opened up a travel brochure and seen beautiful pictures of islands with clear blue water or glowing beaches at night? Well, imagine this, a warm summer night with you standing right by the shore with your toes digging into the sand and waves gently rushing towards your feet. The moon is the only bright thing in sight, until suddenly the water starts to glow a bright blue, illuminating the darkness. What you are imagining isn’t a scene from a disney movie but one of nature’s most amazing displays. 

Bioluminescent waves spotted at Long Beach in California (https://www.usatoday.com/story/news/nation/2024/01/04/bioluminescence-beach-waves-orange-county-california/72102677007/ )

Bioluminescence is one of the most mesmerizing phenomena nature has to offer. If this rings a bell or you’re not sure what it is let me backtrack and refresh your memory. Bioluminescence is when living organisms produce light (US Department of Commerce, 2010). Bioluminescent creatures exist in places like the deepest parts of the ocean to the dense woodlands. Each creature is unique in the way it emits light (US Department of Commerce, 2010). You’ve probably seen or noticed some of these organisms and never realized they are known to be bioluminescent like fireflies (US Department of Commerce, 2010)! One of the most iconic examples consist of marine organisms where an abundance of tiny dinoflagellates cause the ocean to glow, also known as bioluminescent bays. 

When the dinoflagellates are disturbed or they sense movement, they respond by creating trails of light wherever they go (The Ocean Portal Team, 2023). Imagine canoeing through these waters at night (although I do not recommend it) while trailing your hand and watching as the water comes alive with shimmering light under your fingertips! It truly feels like a scene straight out of a fairytale. For example, bright waves traveling with the movement of dolphins spotted at Huntington and Newport beach in California. It’s not just the ocean but high in the treetops at the Kirstenbosch National Botanical Garden in South Africa where you’ll see enchanting fireflies. Or in depths of caves like the Waitomo Glowworm caves in New Zealand where the darkness is disrupted by the light from glowworms (Watkins et al., 2018). These insects found in dark and damp caves, emit a green light to attract prey or potential mates (Watkins et al., 2018). 

An image of the caves in New Zealand lit up due to the glowworms (https://www.nationalgeographic.co.uk/travel-and-adventure/2019/01/see-natures-amazing-glow-in-the-dark-spectacles)

Did you believe these organisms only light up to claim the title of the coolest creatures around? There’s more to it than meets the eye! Some bioluminescent organisms attract prey using their light like the glowworms (Watkins et al., 2018). Others use it to camouflage with their environment (The Ocean Portal Team, 2023). Most often it is used for communication like how fireflies flash their lights to attract mates (The Ocean Portal Team, 2023). Animals like jellyfish use their ability to defend themselves by scaring their predators (The Ocean Portal Team, 2023). 

The magic of bioluminescence doesn’t stop there! Scientists are still discovering new species and finding out how and why these organisms produce light. From glowing fish to fireflies high up in the sky, there is a diverse variety of bioluminescence. So next time you look out into the ocean or gaze out at the night sky, think of all the glowing organisms. Hopefully, after reading today’s blog, I’ve gotten my message across and brought the experience directly to you!  

The Ocean Portal Team. (2023a, May 11). Bioluminescence. Smithsonian Ocean. https://ocean.si.edu/ocean-life/fish/bioluminescence 

US Department of Commerce, N. O. and A. A. (2010, February 12). What is bioluminescence?. NOAA’s National Ocean Service. https://oceanservice.noaa.gov/facts/biolum.html#:~:text=Bioluminescence%20is%20the%20production%20and,surface%20to%20the%20deep%20seafloor. 

Another species that I found to emit bioluminescence would be fungi. Bioluminescent fungi are able to give off light using different molecule parings and biochemistry (Ke & Tsai, 2022). The protein luciferase facilitates the oxidation of luciferin substrates, which triggers light emission (Ke & Tsai, 2022). Due to their diversity, it is possible that luciferases underwent convergent evolution. The light released may serve the function to warn off predators (Ke & Tsai, 2022). 

The Atlantic Forest in Brazil is a great example of where you could see unique endemic species, including bioluminescent fungi (Rellihan, 2023). These mushrooms are found inside caves within the lush zone (Rellihan, 2023). Nighttime treks in August and September into the forest are led by staff from the University of Sao Paulo (Rellihan, 2023). These expeditions would be a great opportunity for an interpreter to share information with an audience, and educate them about the biodiversity of the forest (Beck et al., 2018). 

Overall, your post beautifully captures the magic of bioluminescence, and you were able to describe this perfectly using descriptive imagery. Great work! 

References 

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage: For A Better World. Sagamore Publishing.

Ke, H., & Tsai, I. J. (2022). Understanding and Using Fungal Bioluminescence – Recent Progress and Future Perspectives. Current Opinion in Green and Sustainable Chemistry, 33, 100570. https://doi.org/10.1016/j.cogsc.2021.100570

Hi everyone!

Welcome back to our exploration of the incredible world of nature interpretation. For this blog post, we will be exploring the connection between music and nature.

The combination of music and environment becomes a powerful tool that cuts beyond traditional barriers in the quest for effective environmental interpretation.The interaction between these components can have a significant effect on the audience's sense of connection to nature, whether it is expressed verbally or through musical expression.

As seen in the textbook, interpreters are urged to explore storytelling and go beyond conventional advertising strategies (Beck et al., 2018). The chapter supports events that change the audience's perspective and promote a closer bond with nature in addition to providing entertainment. Crucially, according to Beck et al., music is positioned as a potent weapon for interpreters, able to evoke strong emotional responses in the audience. The chapter supports events that change the audience's perspective and promote a closer bond with nature in addition to providing entertainment (Beck et al., 2018). Crucially, music is positioned as a potent weapon for interpreters, able to evoke strong emotional responses in the audience (Beck et al., 2018).

The cultural value of music in storytelling across numerous cultures is emphasized in the Unit 07 content. Stories, songs, poems, dances, and other musical compositions have all contributed to celebration, amusement, education, and knowledge (Hooykaas, 2024). The unit pushes interpreters to create events that transcend entertainment and become life-changing experiences by skillfully fusing the arts and knowledge. The intention is to arouse strong feelings in viewers, which will ultimately motivate them to take care of natural areas (Hooykaas, 2024).

Inspired by wildlife Djing discussed in the course, interpreters can produce innovative auditory experiences. Through the use of animal sounds, calls, and songs in musical performances, the audience and elusive wildlife are brought closer together. The incorporation of natural sounds into music becomes a powerful idea. By using this method, interpreters can connect people with the sounds of nature even when they are not physically present in those locations, creating a realistic and immersive experience (Beck et al., 2018). The world's natural noises are incorporated into musical compositions to create a harmonic combination that evokes strong memories and emotions in listeners (Beck et al., 2018). Through the universal language of music, this technique fosters a connection with nature through a unique and compelling interpretation that goes beyond standard spoken words (Beck et al., 2018).

When I consider the relationship between music and the natural world, I am taken back to the pleasant memories of a group trip. It left from the bustling streets of San Francisco, traveling through the tranquil settings of Lake Tahoe, down the scenic coast, and experiencing the vibrant atmosphere of Los Angeles, San Diego, and more. Our group created a parody of Bruno Mars' "The Lazy Song" amidst the varied scenery, making it the music of our incredible journey. Now, every time I hear the song, it brings me back to the amazing memories made and the natural settings we visited, weaving a colorful tapestry of canyons, Lake Tahoe, and the lively scenes from the San Diego Zoo.

I'll be attaching photos from my adventure, and I'd love to see the beauty of the landscapes that you guys have witnessed! Until next time :)

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

I agree with you that music and nature are both powerful tools that transcend cultural/geographical barriers, and we should utilize them as interpreters. It is important to remember that music is not only associated in the context of celebration, but it can also be used to educate and inspire. From studying different music forms and types, we can receive insightful information. 

I loved reading about the trip you took. I can imagine you have vivid memories of all the scenic landscapes you must have seen during your vacation. While you were at the San Diego Zoo, I'm sure you would have been able to hear various animal sounds, which in itself would be a form of music. I personally have never been anywhere in California but after hearing about your travels, it makes me eager to visit myself one day. “The Lazy Song” definitely gives me some nostalgia as well. I remember hearing that song often on the radio when it was first popular. I'm glad you are able to associate music with exciting experiences from your adventure.  

A question I have for you is: what have you learned from your trip that would help you in your journey as an interpreter? 

Thanks again!

Welcome to another week of nature interpretation my friends! I hope you’ve taken time to enjoy nature recently! This week I thought we’d dissect a thought provoking quote by Edward Hyams:

“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)

While this quote is rather complex (I know I had to read it a few times), I’m going to break it down and provide some examples. 

First of all, I totally agree with the sentiment of the statement, which I interpret to mean that our current conditions are predicated on all the past that came before it, and that to truly describe something as it is now, you need to know about its past.

This principle is relevant to me as an interpreter. To convey a fully meaningful story to visitors I will necessarily reference the past. For example, if I was leading a fall hike through a forest, any complete story about the beautiful fall colors would refer to dynamic seasonal changes: the trees are not red, orange, and yellow year-round. Our present moment is shaped by everything that came before, and this is absolutely true of our ever dynamic natural world. 

It is also consistent with some of the primary goals of interpretation as stated by the self-taught nature interpretation Enos Mills. The goal that comes to mind is “to give biographies rather than classifications” (Beck et al, Chapter 5, Guiding Principles). By delving into the unique stories in nature, we maintain the integrity of the natural world, by recognizing that its past intricacies contribute to its present.

It also reminds me of British Columbia, standing in front of a Douglas Fir tree. Part of their beauty and intrigue is not only their massive size, but also in their ancient age. They remind us of the past, and make us ponder which world events took place while the tree was alive. This tree - this singular thing - is part of the world as we know it now with our modern technology and conveniences, but was also part of the world when it was radically different. All of these things, the past and the present are wrapped up and represented in this one ancient tree. I am certain a good interpreter could craft an excellent story tying these trees to ancient history. They could connect Canadian history with the present, breathing life and meaning into past events through these ancient trees (Beck et al, Chapter 15, Interpreting History).

What a great quote to look at! That’s all for this week folks. I’ve been slowly developing my writing, and I hope it shows (Beck et al, Chapter 14, Interpretation and the Written World). 

I hope writing is capable of showing my passion for these topics. As the famous interpreter Freeman Tilden said, “Whatever is written without enthusiasm, will be read without interest.” (Tilden, Interpreting Our Heritage)

References:

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

I love the example you chose to share of leaves changing during the fall season, and how we can only understand the beauty of this phenomenon once we collectively consider all the other seasons in a year. Your illustration of how the Douglas Fir tree in British Columbia has lived through several modern and technological advancements allowed me to reflect deeper on the connection between the past and present. 

Great work and thanks for sharing!

References 

I have always been obsessed with marine animals, especially killer whales ever since I watched the movie Free Willy, back in grade two. And of course, since there is no prompt this week, I thought what better way to conclude this week by talking about Northern Resident Killer Whales (NRKW) and the ongoing efforts for their wildlife conservation. 

To provide some background, NRKW can only be found in Canada, specifically, on the coast of British Columbia, as well as some parts of Washington State and Alaska. They are under the Species at Risk Act as there are only 332 NRKWs remaining in the entire world as of 2022 (Fisheries and Oceans Canada). Back in the late 1900’s, NRKW populations used to grow by the hundreds but their life expectancy has been slowly declining due to a decrease in prey, impacting their survival rates (Fisheries and Oceans Canada). Having said that, they only feed on chinook salmon but it is not always available due to commercial fishing, climate change and river blockage (Fisheries and Oceans Canada). This results in the NRKWs traveling away from their natural habitat (Fisheries and Oceans Canada). Since then, there has been an increase in conservation efforts towards NRKWs as they play a critical role in the ecosystem. 

Raincoast Conservation Foundation, a non profit based at the University of Victoria has been working for years to educate the public via science and through courts to help the NRKW population thrive once again. They have led many legal battles against businesses like fishery companies in Federal Court to protect killer whales. One of their most notable cases which they won was against the company Kinder Morgan and their TransMountain Expansion through the Salish sea where these killer whales reside. 

A petition led by Dr. Lance Barrett-Lennard, an alumni of UofG, proposed ideas for protecting killer whale populations. Suggestions included increasing chinook salmon in critical habitats. This can be achieved by eliminating commercial fishing in feeding areas important to the killer whales (Rainforest Conservation Foundation). Using various scientific models, they were able to prove if fisheries were closed, it would improve their populations (Rainforest Conservation Foundation). If measures were taken to reduce physical and acoustic disturbances by prohibiting commercial and recreational whale watching at critical times of the year would allow NRKW to forage food (Rainforest Conservation Foundation). As well, establishing 200m distance and speed reductions for whale watching vessels in key foraging areas would allow killer whales to freely hunt and not be driven away (Rainforest Conservation Foundation). Measures like such would gradually present an increase in killer whale populations and allow their species to thrive. 

In all, many environmental groups and government agencies are understanding the impact of losing killer whale populations native to Canada. Experts like Dr. Barrett-Lennard and many other research collaborators used their experiences and scientific observations to draw out conservation plans which they presented to the government of Canada. They proposed emergency measures based on available science which Fisheries and Oceans Canada have been educated upon, resulting in an increased effort to preserve killer whale populations in Canada. 

Fisheries and Oceans Canada. (n.d.). Population status update for the northern resident killer … https://publications.gc.ca/collections/collection_2023/mpo-dfo/fs70-7/Fs70-7-2023-031-eng.pdf 

Interpreting nature via art has been a transforming experience for me, especially on a recent camping trip to my cottage in the Haliburton area up north. As an interpreter, I've seen that including artistic elements into environmental interpretation improves the whole experience for both myself and others, allowing us to connect deeper with the environment (Dr. Hooykaas, n.d.).

The Haliburton wilderness offered a canvas rich with diverse landscapes, from dense forests to sparkling lakes, providing ample opportunities for exploration and interpretation. Inspired by Aldo Leopold's concept of promoting perception (Beck et al., 2018), I embarked on this camping trip with the intention of helping my friends who came with me to perceive more acutely the wonders of nature around us. Through hikes and storytelling sessions, I aimed to instill a sense of wonder and appreciation for the natural world, encouraging resource preservation (Beck et al., 2018; Dr. Hooykaas, n.d.).

Throughout the camping trip, art was an important part of my interpretive efforts. As we travelled through the harsh terrain, I encouraged my friends to document their experiences through artistic means such as sketching, and photography (Beck et al., 2018). By combining art and science, we were able to discover hidden patterns and detailed features in the terrain, developing a stronger connection with our surroundings.

This relates to documentary on the Group of Seven paintings since it illustrates how art can shape national identity and evoke emotional responses to wilderness (Dr. Hooykaas, n.d.). Despite the absence of human figures in many artworks, they convey powerful narratives about humanity's relationship with nature (Beck et al., 2018). This highlights the importance of art in fostering appreciation for wilderness and conservation efforts.

In terms of interpretive planning, I carefully examined risk management, particularly in an outdoor location like Haliburton ( Dr. Hooykaas, n.d.). I ensured that our camping activities were carried out securely, taking into account potential hazards such as wildlife encounters and bad weather (Beck et al., 2018). By prioritizing participant safety, I was able to create an environment in which everyone felt at ease and engaged in the interpretive experience.

Overall, my camping vacation to the Haliburton area demonstrated the transforming power of nature interpretation through art (Beck et al., 2018; Dr. Hooykaas, n.d.). By promoting perception, including artistic elements, and efficiently managing hazards, I was able to create a meaningful and enjoyable experience for myself and my fellow campers, establishing a stronger connection to the natural environment.

This experience confirmed my view in the value of nature interpretation in developing respect, stewardship, and a sense of belonging to the environment. It emphasized the role of art in portraying nature's beauty and relevance, as well as the value of incorporating multisensory experiences to engage various audiences in meaningful ways. As an interpreter, I am dedicated to further exploring and sharing the beauty of the natural world through art and narrative, motivating others to connect with and safeguard our planet's unique resources.

References:

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting Cultural and Natural Heritage for a Better World (1st ed.). Sagamore Publishing. https://www.sagamorepub.com/products/interpreting-cultural-and-natural-heritage-better-world

Q: What role does “privilege” play in nature interpretation? Please include your working definition of privilege.

In the context of nature interpretation, privilege plays a significant role in shaping individuals’ experiences of nature. As explained by McIntosh (2000, p. 116), privilege can be viewed as "an invisible knapsack of unearned assets ... of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks.” In life, these assets or characteristics include a combination of particular social categorizations such as age, gender, race, wealth status, mental and physical well-being, educational background, sexuality, language, etc (Gallavan, 2005). For example, those with a heavy knapsack might be white, male, heterosexual, and/or middle class. Such groups are born with privileges that those of other social categorizations or groups do not possess. Various combinations of such social categorizations have the potential to exacerbate experiences of oppression and disadvantage for certain groups in society. Due to these considerations, my working definition of privilege is "an inherent advantage that exists for particular people or groups."

As explained in Chapter 7 of the textbook, specific barriers have been found to discourage attendance and participation in interpretive programs by minority/underprivileged groups. These barriers include economic barriers (e.g., lack of personal vehicle), cultural barriers (e.g., preferences relating to family structure, history, and values), communication barriers (e.g., being non-English), lack of knowledge (e.g., just not knowing about park accommodations), and fear (e.g., fear of wildlife, getting lost, general safety concerns, discrimination or poor service) (Beck et al., 2018, pp. 133-134). Not only do these barriers make interpretive programs less inclusive/diverse (and more white, rich, able-bodied, etc.), but will perpetuate the declined participation of these underprivileged groups (as minority groups may feel uncomfortable and underrepresented in such a setting). Therefore, privilege plays a significant role in access to, interest and engagement levels, and participation in interpretative programs. 

As mentioned by Gallavan (2005), privilege is something that is often not recognized. When interpreters recognize the social and personal privileges they possess, they can then work to create diverse opportunities and experiences for those who do not possess the same privileges. For example, an interpreter can work to eliminate psychological, physical and social barriers to participation and tailor their programs to/for certain demographics (e.g., young children vs. adolescents). If an interpreter unpacks their “invisible knapsack”, they can then work to foster empathy and understanding of their audience. Understanding how different groups have different relations to nature can inform how to create more inclusive environments in interpretative programs.  

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

Gallavan, N. P. (2005). Helping teachers unpack their "invisible knapsacks". Multicultural Education, 13(1), 36. https://link-gale-com.subzero.lib.uoguelph.ca/apps/doc/A137921591/AONE?u=guel77241&sid=bookmark-AONE&xid=9fe2f151