Treeple Interpretation

This week’s blog post is very important, as it requires us to reflect on what we have learned in this course and consider how this has shaped our beliefs as a nature interpreter. Writing this final blog post is a bittersweet task. I have thoroughly enjoyed this course because these blog posts have given us the opportunity to communicate our personal opinions on course themes, and they have allowed us to interact with each other and share our views on nature interpretation. Whether you are leading an interpretive hike or discussing ancient artifacts, this course has given us many tools that will be useful in the broad field of nature interpretation.

Brandywine Falls Provincial Park, British Columbia. Photo taken by me.

Ethics are defined as “moral principles that govern a person’s behaviour or the conducting of an activity” (Oxford Dictionary, n.d.). Each individual has a set of ethics that influence the decisions that they make in life. One’s ethics can change as they mature and encounter different experiences. It is important that nature interpreters acknowledge their personal ethics, and consider how their ethics may influence the delivery of their programs. Personally, I think it is important that my programs are inclusive and accessible to everybody who is interested in them, regardless of what their “invisible backpack” may hold. According to Peggy McIntosh, privilege is an “invisible knapsack of unearned assets” (McIntosh in Noel, 2000, p. 116). In unit three we learned about the role of privilege in achieving environmental education and how interpretative programs aren’t always accessible to everyone (Hooykaas, 2021). In the setting of nature interpretation, privilege can govern the experiences you have access to, the destinations you can travel to, and your level of comfort while participating. Thus, it is important to me that everyone who is in my interpretive program has access to the same experiences, regardless of their privilege. The role of a nature interpreter is to share their knowledge of the natural world with their audience, and this experience should not be affected by an individual’s age, race, gender, class, education, etc. 

Photo Retrieved from https://hbr.org/2021/03/implementing-inclusive-policies-across-a-global-organization

One way to make nature interpretation more accessible to a wider audience is by using different methods of delivery. For example, someone who does not have the resources to attend an interpretive program at a provincial park may be able to watch a youtube video on the same topic and receive nature education this way. Chapter eight of the textbook discussed how to interpret to the masses and reach a wider audience via radio, social media and other outlets online (Beck et al., 2018). Additionally, the current pandemic has forced interpreters to come up with new ways to reach their audience, which has made the online delivery of nature interpretation more prominent. Thus, alternative methods of delivery (such as social media, podcasts and online videos) have the benefit of being accessible to a bigger audience and being accessed remotely. 

Different methods of delivery are also advantageous because they can cater to different learning styles. In unit two, we learned about the diversity of learning styles and how to cater to audiences with different learning styles (Hooykaas, 2021). Personally, I am an auditory and tactile learner and I benefit from listening to someone explain a concept or idea. However, I think one of the major responsibilities of a nature interpreter is to acknowledge your audience’s learning style and adapt your programs to fit their needs (Hooykaas, 2021). In order to achieve this, it is helpful to use multiple learning theories in your programs to make your program suitable to a large diversity of learners (Beck et al., 2018). Approaches that I would include in my programs are items and artifacts that the audience can interact with, visual aids (such as diagrams) , auditory aids (such as a discussion) and activities that the audience can participate in. These approaches cater to auditory, visual and tactile learners (Hooykaas, 2021). According to Beck et al. (2018), multisensory learning is beneficial because it engages more senses which enhances learning. I think it is important to consider these things while developing interpretive programs in order to ensure that all participants can synthesize the information you are presenting. 

My friend and I on a hike in Algonquin Park. Photo taken by me. 

There are many responsibilities that come with being a nature interpreter. Primarily, I think it is important that you have all the first aid and safety qualifications required for your programs. For example, if you are leading a canoe trip it is critical that you have wilderness first aid training, ORCKA training, bear safety training, etc. As the trip leader and guide, you are responsible for the health and safety of your participants and need to be prepared for any situation. It is important that you can act well under pressure and know how to adapt to various dangers that may be encountered. Another major responsibility that interpreters have is to share accurate information with their audience. There is a lot of false information that circulates in the media, online platforms and social media. Thus, it is important that interpreters ensure that their audience is receiving correct information. When collecting information for my programs, I would use primary literature, and peer reviewed journals and have colleagues review my work to prevent the spread of false information. 

A photo of me collecting water samples in Algonquin Park. We are always required to wear PFDs while working near water and we receive extensive training before starting field work (WHMIS, Bear safety training, Workplace health and safety training). Photo taken by my co-worker. 

One of the elements of nature interpretation that I find particularly important is education on environmental conservation. It has been made evident that climate change is progressing, and this involves the simultaneous enhancement of environmental degradation. Therefore, it is critical that we, as interpreters, communicate accurate information regarding climate change to the largest audience possible, regardless of their “invisible backpack”. I have strong beliefs about how anthropogenic activities accelerate climate change, and environmental conservation is a topic that I am passionate about. Due to my beliefs, I will try to incorporate environmental education into my nature interpretation. As climate change proceeds, it becomes progressively important that environmental education and science education are synergistic (Wals et al., 2014). As a marine and freshwater biology student, it is my goal to spread awareness on climate change and how it impacts the health of aquatic ecosystems. This course has taught me how to use social media as an outlet to communicate my knowledge on climate change, and encourage my peers to get involved in making a difference.

My friend and I collecting zooplankton samples from the Woolwich Dam. This was used for our research project on the impact of dams (anthropogenic disturbances) on zooplankton alpha diversity in riverine systems. Photo taken by my group member.

Thank you for reading my post! 

Cassie

References 

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Chapter 6: How people learn. Interpreting cultural and natural heritage for a better world. (pp.105-111). Sagamore Venture.

Beck, L., Cable, T.T., & Knudson, D.M. (2018). Chapter 8: Interpreting to the masses. Interpreting cultural and natural heritage for a better world. (pp.165-182). Sagamore Venture.

Hooykaas, A. (2021). Unit 3: Risk Versus Reward in Interpretation [Course Website]. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2590559/View

Hooykaas, A. (2021). Unit 2: Teaching Learners [Course Website]. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2583079/View

McIntosh, P. (2000). White privilege: Unpacking the invisible knapsack. In J. Noel’s (Ed.). Notable selections in multicultural education (pp. 115-120). Guilford, CT. Dushkin/ McGraw-Hill.

Oxford Dictionary. (n.d.). Retrieved March 28, 2021, from https://languages.oup.com/google-dictionary-en/

I really enjoyed reading your post, and wow, what cool jobs you’ve been doing, I loved the pictures!

All this time that I’ve been thinking of what an interpreter should bring to the table I never really considered the safety certifications. You’re completely right when you say that having your first aid is imperative if you want to lead a group of people into the wilderness!

When you were talking about encouraging conservation as a responsibility as an interpreter it made me think about our text, when it was mentioned that by creating a passion for the natural world there almost always follows a desire to protect it (Beck et al, 2018). This idea comes up in many chapters. So my question for you is: is it as important to prioritize educating people on why the environment should be protected, or is it more important to first share the passion for what currently exists around them? I do know that both are equally important in the long run, but if you could only give a presentation on one (conservation or the wonders of what you ultimately want to conserve) which would you prioritize, personally?

Thanks for the wonderful post!

Katie the Treehugger

I want to start off by saying thank you guys for the great semester!  This course has been one of my favourites I have taken in my undergrad.  I am so grateful to be able to have these discussions with my peers to help make the time through Covid not feel so alone.

I remember being thrilled when I first found out we were making a Tumblr instead of just posts on a discussion board.  Probably because in 2014 I was on Tumblr all the time so it took me back to looking at my old posts I used to make on my personal account.  I was also excited that this course was going to let me be able to take all my passions and put them together. I get the scientific aspect that most of my courses are but I also get to take my passion for writing, poetry, photography, and the arts in general.  This balance let me continue to learn about myself and grow as a student.  It also allowed me to look into future career paths including not only nature interpretation but potentially scientific writing.

For this week’s prompt when it comes to personal ethics and nature interpretation, I wanted to first look at some of my own ethics in general.  That includes the following traits:

Loyalty

Empathy

Respect

Honesty

Equality

Humility

Selflessness

Integrity

These qualities I use in everyday decisions including the actions I make.  These are extremely important to look at because they help shape your leadership role whether that is through school, work, or a simple interaction. Through these qualities, my leadership type would be a mix of the Visionary leadership style as well as the Servant leadership style (Indeed, 2021).  This means when looking at the Visionary leadership style my qualities of optimism, innovativeness, being magnetic, risk-taking, and being strategic can help bring change by inspiring others and earning a deep-rooted trust (Indeed, 2021).  

On the other hand, when looking at the Servant leadership type my qualities of personally caring about others, excellent communication skills, and empathy can help those around me feel personally fulfilled and raise morale (Indeed, 2021).  Being aware of your leadership style is crucial.  It allows me to be self-aware of my strengths when working with others and to be mindful of my weaknesses that come with them. For example, when looking at the Visionary leadership style I know I think “big picture.”  I now know to be careful to not skim over small details that I could potentially miss and balance not only my future-orientated goals but my current ones (Indeed, 2021).  Also, when looking at my Servant leadership style I now know to now burn myself out with others’ emotional needs and am also learning to be more authoritative (Indeed, 2021).

What is your leadership style? Watch this YouTube video to figure it out!

So you might be wondering, what does this have to do with nature interpretation? 

As I mentioned before, figuring out who you are as a person is important when looking at nature interpretation (Hooykaas, 2021).  Your strengths, weakness, and problem-solving skills make you the person you are today.  It essentially helps you figure out the question, “Who Am I As an Interpreter (Hooykaas, 2021)?” It not only helps with that question but also how to lead depending on your audience (Hooykaas, 2021).  Even though I know my “go-to” leadership style when it comes to different situations, I should be able to adjust it depending on what the problem is.  By also being aware, I can understand others’ leadership styles to be able to make a more cohesive team experience.

Have you ever had a time where you needed to change your approach to a situation because of someone else’s problem-solving approach?

So let’s take my personal ethics and apply them to nature interpretation and working in the field.

Cait’s Guide to Ethics and Applying Them to Real Life:

Loyalty: I will take pride in my work.  I will work as hard as I can and work to the overall success of my place of work.  I will always put my best work forward.

Empathy: I will take others’ concerns and thoughts into consideration.  I will actively listen and ask questions about others’ problems.  I will not make presumptions about others.

Respect: I will treat others with kindness.  I will encourage others to express their opinions and viewpoints.  I will listen to what others have to say before expressing my own viewpoint.  

Honesty: I will keep my word and deliver on my promises.  I will keep to my commitments.  I will take responsibility for my actions. 

Equality: I will include everyone.  I will identify and prevent any unconscious biases.  I will be aware of any indirect discrimination.

Humility: I will apologize when I am in the wrong.  I will acknowledge other’s limitations and strengths.  I will appreciate other’s contributions.

Selflessness: I will learn to let go.  I will practice giving things I want for myself to others.  I will get out of my own head.  

Integrity: I will be respectful during conflict.  I will be a positive example.  I will practice accountability.  

This code of personal ethics allows me to bring my own set of guidelines to the nature interpretation field.  By doing this I have a certain amount of responsibility to uphold.  If I did not uphold these guidelines it would ruin my self-esteem, self-worth, and self-image.  Not upholding your personal ethics, in general, makes you question your morals and who you are as a person.  It is important under all circumstances to remind yourself who you really are and do what is best for your own being.

Have you ever had to go against your own morals?  Why did you have to? How did it make you feel?

All the best with the rest of the semester,

Cait :)

Here’s one last picture of me at Lake Laurentian Conservation Area!

References:

Hooykaas, A. (2021). Unit 10: Nature Interpretation’s Role in Environmental Sustainability [Course Website]. University of Guelph Courselink. https://courselink.uoguelph.ca/d2l/le/content/666945/viewContent/2597605/View

Wow! What a great video idea and self reflection! I’ve known that in order to teach, or even just present information to others, you have to have some leadership skills, but I’ve never connected the dots between that and needing to understand your own leadership style. After watching the video you posted I think that I might be a mix of a servant and democratic leader: I care deeply for the people I work with (both in professional and personal levels), and I tend to not feel satisfied until I know that everyone on my team is happy with the decisions we are making. This leads me to feel burnt out, and frequently ignore my own opinions on matters in order to find a happy medium for other people. I’ve never had words to describe this before, as I never thought of it as leading, but rather mediating and helping drive productive communication between people with differing ideas on project management. Thinking of this as a leadership style definitely gives me a sense of pride at how naturally I have undertaken these roles in the past, but also helps me understand why my input doesn’t always seem effective. I never weighed my own interaction in the conversation as leading.

In addition to all this self-reflection, your post made me think about how the leaders in my life have acted, and what type of styles they have employed. I find that I have been most happy under leaders that are visionary, and I am unhappy under leaders that are autocratic or bureaucratic. This is because I like flexibility and the feeling that my peers and I are being heard in a discussion. Following rules mindlessly does not fit my ideal at all.

As nature interpreters it is so important to think about yourself as a teacher and a learner at all times, which also means considering yourself both a leader and a follower, moving fluidly between roles. Understanding my own preferred styles of leading and following, and why each method has its pros and cons, is really opening my eyes to how and why certain people have being influential interpreters in my life. This is also showing me what type of leader I want to embody.  

Thanks for your post, what a great thought exercise to wrap up the blogs!

Hello all!

This final blog post was such an amazing way of reflecting on how this course has change the way I view nature interpretation, and how I approach the communication of information in general. I am definitely someone who learns best by doing, I like to touch things, or see them in action! I learned this during one of our first units, when discussing how to teach to the different learning types and the difference between tangible and intangible elements (Beck et al., 2018). The reason I am bringing this up again is one component of the prompt we were given: Describe your personal ethic as you develop as a nature interpreter. The answer to this is deeply entwined with the rest of the prompt, but I’ll return to that later. The biggest ethic I believe in when it comes to nature interpretation is that everyone deserves the opportunity to understand the nature that they are surrounded by. This does not mean that that we should all have access to the same free online resources, though it does help, but instead that we are all given the chance to learn in a way that aligns with our needs.

 *Photo taken by me of my two friends crossing a frozen lake in Garibaldi Park, BC*

I started a program at UoG in 2014, graduated with a general Science, and went to Fleming college for Arboriculture, before returning to UoG to upgrade my degree. I learned that all of the book-reading in the world won’t help me retain knowledge the way that listening to a respected instructor, or physically applying my knowledge does. If I had been taught this at a younger age, I might have approached my education differently. This is why I deeply believe that we need to expand public resources surrounding environmental education so that it is not only given to those who can afford a college education, or courses from a private institution. Physical learners need to be given attention just as their counterparts are: starting in early childhood and throughout their developmental years. We need to break down the stigma that those who don’t retain well from intangible learning aren’t smart.  

 *Photo taken by me during a mushroom hunt and information share with my coworker in Coquitlam, BC*

So many of the people that I know who are in outdoor or environmentally central trades/professions stumbled into it later in life, usually due to the many physical faucets that this field has. They are some of the most well-educated people I have ever met, without spending much time at all in a classroom! My beliefs within nature interpretation are that by focusing on diversifying teaching methods we are able to connect more people to our cause. Opening up learning to everyone, despite their location, background, financial position, abilities, or personal beliefs would create a wonderfully inclusive culture around one thing that every human being shares: a reliance on the environment.

*Photo taken by me of a coworker pruning trees in White Rock, BC*

Our responsibilities as nature interpreters are to make this inclusivity possible, to be open to conversing with people, showing them what we know, whether or not they hold the same views as us. We should not argue with anyone, or try to change their minds, because everyone comes to love this earth in their own way, from their own place, as discussed between David Suzuki and Richard Louv in the video we were provided (Suzuki and Louv, 2012). All we have to do is open the door, and hope that they walk through on their own.  

 *Photo taken by me of a coworker pruning a tree in Langley, BC*

I am an arborist by trade, which means that I climb trees in order to identify diseases or hazards within them, prune for aesthetics and/or safety, and am often involved in tree removal. I entered this trade from a place of environmental consciousness, believing I was going to become a “tree doctor”, who identified issues and fixed them, only removing living trees if it was absolutely necessary. This is not the reality of my profession. I have seen many more trees cut down for urban development or due to unwise planting decisions than I had anticipated when I first began my career. I realized early on that people don’t see the benefit in their trees, such as reduced energy bills due to shading their houses on hot days, the way that they act as a sound barrier for roadways, the decreased likelihood of lawn flooding due to their roots up-taking water, and so much more. All they see are extra leaves to rake off their lawns. My coworkers often don’t see trees, especially big ones, as living beings, but instead as a fun challenge to kill that you can brag about later.

*Photo taken by me of a coworker removing a tree in Surrey, BC* 

Through this course I’ve learned that we are all interpreters for each other, we’ve all seen and learned things that others haven’t. Sometimes by listening to other people’s experiences we learn about things we’ve never encountered, and sometimes our own piece of knowledge can help other’s connect the dots on how something works. At my job most of the people I work with don’t understand tree biology but have many more years of practical experience than I do. So when they remark on how a growth on a tree, that I probably never would have noticed, is “weird” or “cool”, I get the opportunity to explain the probably cause of it, and why the tree responds to certain stimuli the way it does. I hope that eventually this mutual enlightenment leads to a deeper appreciation for trees in both of us.

 *photo taken my me, of a cool tree graft found in Victoria, BC*

In conclusion, this course hasn’t changed the way I see nature, instead it has shown me different ways to communicate my own view with others, and the value of listening to their response. There is no “one size fits all” when it comes to learning or interpreting, and, since we are all both interpreters and students, we need to have patience with each other, and try to see through the eyes of others. Only through connection to each other can we communicate our passions.

*Photo of my dog and I frolicking in Tofino, BC*

My questions for you are: have you realized through this course that someone in your life was a nature interpreter for you, and you never noticed? How have you been an interpreter for others before this course, and will your methods change now that it’s over?

Thank you to all of my classmates and our instructors, you’ve all taught me so much this semester!

Katie the Treehugger

*Photo of my dog and I looking forward to our next adventure!*

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. Urbana, IL: Sagamore Publishing.

During the second unit of the course I learned about the different types of learning types. When completing the reflection for the podcast I discovered that certain individuals can actually display different learning types in different situations. The podcast itself is more catered towards auditory learners (Hooykaas, 2021, Unit 2). However, we also used an activity within the podcast to also allow active learners retain the information as well. In addition to this, the use of the script/transcript also allows verbal learners to retain information through a written component as they learn best with the use of words (Hooykaas, 2021, Unit 2). Given different situations, I noticed I can exhibit different learning styles.

You be mention that not everyone should access the same free information. I’d have to disagree with this. Open sourced information, such as open sourced peer reviewed journals are an excellent source of information to learn more about a subject. In nature interpretation one of the goals I’ve noticed is being able to teach the audience about nature. The use of the open source peer review journals can help a nature interpreter develop a program for their learners. In addition to this, if the audience asks to have access to information used during the nature interpretation it allows it to be more accessible by all. Not everyone has the same access to nature and economic barriers can prevent an individual from participating in nature interpretation (Beck et al., 2018, Chapter 21). One of my beliefs in nature interpretation is that everyone has the same access to nature. As a nature interpreter we need to serve a diverse audience and should strive to also include the underserved population as well (Beck et al., 2018, Chapter 21).

After completing this course I believe nature interpretation does more than just guide an individual to enjoy nature. I believe nature interpretation helps an individual find their “sense of place”.

To answer your first question I’ve have a lot of individuals in my life act like nature interpreters. From grandparents to high school environmental teachers to professors in post secondary. All of these individuals have taught me different aspects about nature that has helped to shape my relationship with nature. I’ve always been aware of nature interpretation so I have been fortunate enough to recognize the different people using interpretation. Prior to this course I have participated in teaching youth about the environment through activities. In doing so, I was actually using nature interpretation.

References

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Chapter 21: The Bright Future of Interpretation. In Interpreting cultural and natural heritage: For a better world (pp. 457-478). Urbana, Illinois; Sagamore-Venture Publishing.

I think I might have written part of my blog post poorly! I did not mean that we shouldn’t have universal access to online resources, rather that those resources shouldn’t be the only ones freely accessible to us. Finding videos and articles on nature and nature interpretation online is as excellent way to learn about the natural world, but some people have an extremely hard time absorbing information in this format. In my post I wanted to emphasize my stance that physical opportunities to interact with nature, with a guide/interpreter, should be more freely available, as many are currently attached to an enrollment fee.

I’m so glad that you took the time to read to my post, and I really enjoyed reading your response! 

Thanks!

Hello all!

This final blog post was such an amazing way of reflecting on how this course has change the way I view nature interpretation, and how I approach the communication of information in general. I am definitely someone who learns best by doing, I like to touch things, or see them in action! I learned this during one of our first units, when discussing how to teach to the different learning types and the difference between tangible and intangible elements (Beck et al., 2018). The reason I am bringing this up again is one component of the prompt we were given: Describe your personal ethic as you develop as a nature interpreter. The answer to this is deeply entwined with the rest of the prompt, but I’ll return to that later. The biggest ethic I believe in when it comes to nature interpretation is that everyone deserves the opportunity to understand the nature that they are surrounded by. This does not mean that that we should all have access to the same free online resources, though it does help, but instead that we are all given the chance to learn in a way that aligns with our needs.

 *Photo taken by me of my two friends crossing a frozen lake in Garibaldi Park, BC*

I started a program at UoG in 2014, graduated with a general Science, and went to Fleming college for Arboriculture, before returning to UoG to upgrade my degree. I learned that all of the book-reading in the world won’t help me retain knowledge the way that listening to a respected instructor, or physically applying my knowledge does. If I had been taught this at a younger age, I might have approached my education differently. This is why I deeply believe that we need to expand public resources surrounding environmental education so that it is not only given to those who can afford a college education, or courses from a private institution. Physical learners need to be given attention just as their counterparts are: starting in early childhood and throughout their developmental years. We need to break down the stigma that those who don’t retain well from intangible learning aren’t smart.  

 *Photo taken by me during a mushroom hunt and information share with my coworker in Coquitlam, BC*

So many of the people that I know who are in outdoor or environmentally central trades/professions stumbled into it later in life, usually due to the many physical faucets that this field has. They are some of the most well-educated people I have ever met, without spending much time at all in a classroom! My beliefs within nature interpretation are that by focusing on diversifying teaching methods we are able to connect more people to our cause. Opening up learning to everyone, despite their location, background, financial position, abilities, or personal beliefs would create a wonderfully inclusive culture around one thing that every human being shares: a reliance on the environment.

*Photo taken by me of a coworker pruning trees in White Rock, BC*

Our responsibilities as nature interpreters are to make this inclusivity possible, to be open to conversing with people, showing them what we know, whether or not they hold the same views as us. We should not argue with anyone, or try to change their minds, because everyone comes to love this earth in their own way, from their own place, as discussed between David Suzuki and Richard Louv in the video we were provided (Suzuki and Louv, 2012). All we have to do is open the door, and hope that they walk through on their own.  

 *Photo taken by me of a coworker pruning a tree in Langley, BC*

I am an arborist by trade, which means that I climb trees in order to identify diseases or hazards within them, prune for aesthetics and/or safety, and am often involved in tree removal. I entered this trade from a place of environmental consciousness, believing I was going to become a “tree doctor”, who identified issues and fixed them, only removing living trees if it was absolutely necessary. This is not the reality of my profession. I have seen many more trees cut down for urban development or due to unwise planting decisions than I had anticipated when I first began my career. I realized early on that people don’t see the benefit in their trees, such as reduced energy bills due to shading their houses on hot days, the way that they act as a sound barrier for roadways, the decreased likelihood of lawn flooding due to their roots up-taking water, and so much more. All they see are extra leaves to rake off their lawns. My coworkers often don’t see trees, especially big ones, as living beings, but instead as a fun challenge to kill that you can brag about later.

*Photo taken by me of a coworker removing a tree in Surrey, BC* 

Through this course I’ve learned that we are all interpreters for each other, we’ve all seen and learned things that others haven’t. Sometimes by listening to other people’s experiences we learn about things we’ve never encountered, and sometimes our own piece of knowledge can help other’s connect the dots on how something works. At my job most of the people I work with don’t understand tree biology but have many more years of practical experience than I do. So when they remark on how a growth on a tree, that I probably never would have noticed, is “weird” or “cool”, I get the opportunity to explain the probably cause of it, and why the tree responds to certain stimuli the way it does. I hope that eventually this mutual enlightenment leads to a deeper appreciation for trees in both of us.

 *photo taken my me, of a cool tree graft found in Victoria, BC*

In conclusion, this course hasn’t changed the way I see nature, instead it has shown me different ways to communicate my own view with others, and the value of listening to their response. There is no “one size fits all” when it comes to learning or interpreting, and, since we are all both interpreters and students, we need to have patience with each other, and try to see through the eyes of others. Only through connection to each other can we communicate our passions.

*Photo of my dog and I frolicking in Tofino, BC*

My questions for you are: have you realized through this course that someone in your life was a nature interpreter for you, and you never noticed? How have you been an interpreter for others before this course, and will your methods change now that it’s over?

Thank you to all of my classmates and our instructors, you’ve all taught me so much this semester!

Katie the Treehugger

*Photo of my dog and I looking forward to our next adventure!*

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage: For a better world. Urbana, IL: Sagamore Publishing.

On of the main pieces of feedback we got from Professor Hookyas this semester was that our blog post are a little dry, and we often spend too much time trying to jam is as much information as possible rather than sharing our unique voices. You did the opposite in this post! I really heard your voice and I feel like I know you more after reading this. It was your ability to be raw and express yourself that compelled me to reply to your post. One thing that really stuck me though was when you said “this course hasn’t changed the way I see nature, instead it has shown me different ways to communicate my own view with others, and the value of listening to their response.” I was having trouble finding the words to explain how this class has impacted me - but you summarize it here perfectly. 

My boyfriend is also an arborist and he shares a lot of the same views you do and so we have conversations about trees a lot. For some background context, he does a lot of work pruning and cutting down trees that are growing and interfering with powerlines, and he likes to say “to a hydro worker a tree is an inconvenience, but to an arborist a tree is a life”. I think this simple idea represents some key underlying messages in this class about perspective. Your perspective on things is controlled by what you know. An arborist knows everything about trees, and they often personify them in a way because they understand that each tree is a unique living individual. A powerline worker on the other hand knows everything there is to know about energy, but may not know anything about trees. To them, maybe they see all trees as the same and when one is growing in the way of powerlines they cut it down because ‘its just a tree’ and there are thousands of other trees. This does not make them evil tree killers. We can’t assume that everyone has the same background or degree of knowledge that we do, and maybe they just don’t have the same perspective on something that you do. 

As nature interpreters, we have the power to shift people’s perspectives. A persons perspective is controlled by their beliefs and their understanding. Although we do not have the power to change someone’s beliefs, we do have the ability to advance their understanding. We can be interpreters in our everyday lives, and we shouldn’t only use our skills if we become professional interpreter’s. We can use our new skills to make our conversations about nature effective and impactful. I think we can be nature interpreters no matter who we are talking to, just like how you said you have conversations at work about diseased trees. This class has taught us to gauge our audience, and change the way we communicate to be most effective for the listener. I know that I have a certain learning style, and I used to talk to people as if I was trying to teach myself. But now I know now that teaching techniques that make concepts understandable for me may not work for others. Also, someone may not have the same emotional connection with some facet of nature like I do. So, I have also learned that I need to establish some form of connection with the thing I’m talking about if I expect the person I’m talking with to actually care about what I’m saying. And so just like you said, how I see nature and the things I know about it haven’t changed because of this course, but I now know how to express my love for it and pass on my knowledge to others in a meaningful and impactful way - so that they can see and love nature the way I do. 

I’m curious to know the answer to your own question: have you realized through this course that someone in your life was a nature interpreter for you, and you never noticed? Mine is probably John Bello. I only know who he is through YouTube, I watched a video about how him and his wife have lived off-grid for 50 years. They bought over 200 acres of a lumber company after it was clear cut to regrow the land and manage it properly this time. If you watch the video you’ll notice recurring themes of sense of place and I think he has taught me more about sustainable forest management than any other class or person every has - I think you would enjoy it (he LOVES trees). You can watch it here: https://www.youtube.com/watch?v=2qcsWajivnI - I would start at 18:00 minutes if you just want to watch the parts about trees and forest management. 

Thanks you so much for your wonderful response, I felt so happy reading it! I love knowing that there are other people with the same passion for trees out there, and the way you described utility/powerline workers compared to professional arborists was so eloquent and thought out! It’s hard to communicate with people who have polar opposite passions and lenses from  which they view the object of your passion (trees in  my case). I feel like we could have had some great discussions if we were actually in a classroom :P 

I watched the video you sent and did really enjoy it! Living off grid or in a way that is almost completely self-sustained is a dream of mine, and I love watching videos like these to get an idea of how others have managed it. Since you watched and remembered this video I was wondering if you hope to live off grid one day?

I learned through this course that a lot of the people in my home town were nature interpreters, although I never acknowledged them as such. I grew up in a small town in Nova Scotia, and there was a big culture around fishing, hunting, and forestry. I never really interacted with this culture, as I was a studious little nerd/hippy who hated the idea of hunting and mostly engaged with nature on hikes or by walking the beach. Looking back now I wish that I could have picked their brains, as they had so much practical experience interacting with forests and wildlife, there was so much knowledge that I never tapped into!

Anyway, thanks again for your post, it made my day!

Hey folks!  Today I am going to teach you all about my favourite bird, which is one that I’m sure you are all quite familiar with.  Crows!  Although they may not seem too impressive (they don’t have brightly coloured plumage, or sing loudly to attract mates from afar), they are remarkably smart animals, and I hope to help you gain an appreciation for them too!

American crow, the species of bird that we are lucky enough to live alongside!  Photo by All About Birds.

Crows are a member of the Corvidae family, alongside ravens, magpies, rooks, and even blue jays!  All of these birds are very intelligent – in fact, despite their relatively tiny brains, their intelligence is considered equivalent to that of a 7-year-old human (Andrews, 2018)!  Crows have a higher concentration of neurons than we or any other mammal do, and it shows: they have been documented using passing cars to crack open hard nutshells for them, they can make tools, and they even enjoy playing (Andrews, 2014).  Check out the video below of a crow sliding down a roof using a mayonnaise jar lid as a sled!

A video of a crow using a mayonnaise jar lid as a sled - effectively proving that crows have the ability to ‘play’, or do non-useful tasks just for fun!  Video via https://www.youtube.com/watch?v=3dWw9GLcOeA.

Crows also have an incredible ability to distinguish between and remember human faces.  A study was done out of the University of Washington that involved wearing specific masks while catching and banding a few crows in Seattle (Andrews, 2018).  Those masks were then worn again through the banding areas at various time frames – one walk-through was done two weeks after the initial banding, during which time 26% of crows recognized and held a grudge against the masked people (Andrews, 2018).  Another walk-through was done 15 months later, and that number had grown to 30.4% (Andrews, 2018).  Three years later?  66% (Andrews, 2018)!  This clearly demonstrates that these birds are able to communicate extensively with each other, and that they are capable of passing down their wariness of people with those specific ‘faces’ through generations (Andrews, 2018).  

A slightly horrifying and slightly hilarious photo of the sampling done with the University of Washington in an attempt to understand crows’ facial recognition capabilities.  Photo by David P. Craig.

Although crows’ ability to remember and even hold a grudge against you may seem a little intimidating, it is worth noting that it goes both ways!  Crows remember those that have done nice things for them, and often pay them back (Nosowitz, 2015).  Many anecdotes float around the internet about this ‘currency system’.  One example involves Gabi Mann, an eight-year-old girl who regularly fed the crows in her neighbourhood (Nosowitz, 2015). In exchange, they brought her countless trinkets – sea glass, buttons, paper clips, you name it (Nosowitz, 2015). One day Gabi was out taking pictures a considerable distance away from her home and dropped her lens cap, and sure enough, it was returned to her by her friendly neighbourhood crows (Nosowitz, 2015).  A coincidence, or were they keeping an eye on her?  You tell me, but I definitely lean towards the latter.

Gabi Mann’s growing collection of treasure left for her by the crows in her neighbourhood.  Photo by Katy Sewall.

As is stressed over and over again in Interpreting Cultural and Natural Heritage: For a Better World, birding is an incredible way to connect yourself to the world around you (Beck et al. 2018).  For me, what started out as simply feeding chickadees out in the Wye Marsh has taken off into a passion for birds that I absolutely cherish.  Do you have any specific bird-related memories, or a favourite avian species?  Or, moving away from birds, do you have a type of animal that you’re passionate about? I’d love to hear all about it!

Thanks for reading,

Annika

References:

Andrews, C. (2014). Video: A Crow Invents A Sled. Good Nature Travel, via https://www.nathab.com/blog/video-a-crow-invents-a-sled/

Andrews, C. (2018). Crows are as Intelligent as a Seven-Year-Old Child. Good Nature Travel, via https://www.nathab.com/blog/crows-are-as-intelligent-as-a-seven-year-old-child/

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

I personally really love woodpeckers, pileated are the only ones that I could identify off hand, but I just think that they’re super fascinating! My job has me dealing with trees every day, both alive and dead, so we see a lot of different birds. Woodpeckers really stand out to me for their distinctive noise (when they’re foraging) and the way that they gather food. As someone who often has to stab my feet (with sharp spurs) into bark I can truly appreciate the dedication that it must take to piece that with your face.... 

I was watching the video of the crow snowboarding and started to wonder if that bird “invented” sledding for birds, or if it was copying something that it had seen humans do? If it had invented it all on it’s own that would be pretty smart of it, but if it was learning from the behavior of a difference species and adapting our way of “play” into it’s own that would also be super neat! Which do you think it was? 

Some more questions for you: Do you find that your bird watching led to your love of nature, or the other way around? What is your favorite place to go birding?

Thanks so much for your post, I really enjoyed reading it, it was highly educational and entertaining!

Katie the Treehugger

Music is everywhere in nature, there are so many sounds you can notice in the world around you all year round, everywhere you go. Based on the definition given by Gray et al. (2001), sounds varying in pitch and time are defined to be music if they are produced for emotional, social, cultural and cognitive purposes. Nature also holds significance to humanity for this reason, hasn’t that been the common theme throughout the course? Nature is always within reach, and helping others interpret their surroundings in a way to invoke emotions, enhanced cognition, connections to society and culture is one of the most important functions of nature. Music shares this function, it is created with the goal of evoking an emotional response, or a deeper connection to society and culture. 

Nature’s connection with culture is beautifully demonstrated by the cultures of the Indigenous peoples in Canada. It is a common belief among these cultures that there is unity between all living things, that means nature and humanity are interconnected and I think that is an amazing frame through which to interact with the natural world. When we appreciate the interconnectedness of the world around us, we have a better understanding of our place in that unified system and how our paths in life can improve the world. Music is a form of interpretation used commonly by indigenous peoples of Canada as well, and this often is used as a tool to interpret nature and the world as a whole. The holistic view of the world held by many indigenous Canadian cultures and their ability to use various strategies often including music as a way to inspire others to experience nature and learn more about the world we all share (Doetzel, 2018).

Photo by Sam Moqadam on Unsplash (2020)

From an interpretation standpoint, music is a powerful tool because everyone has their own lens through which they perceive the world around them which comes from their unique lived experiences and background. While everyone is physically experiencing the same things, we all have different interpretations of those experiences and I think that is a powerful way to reach a diverse audience. This is clear in the story of the blind men and the elephant which really resonated with me for that very reason (Hooykaas, 2021). Each individual could not see the aspects of the elephant that the others did, because they experienced the animal in their own individual way, and that is the way interpretation works. 

As interpreters or guides, we do not have the power to show people the world in the exact way we see it because our audiences do not share the same lived experiences. Instead, as with music, it is important to share what stirs up emotion for ourselves, and allow our audiences to form unique opinions and interpretations with our guidance. Using music is a great way to foster unique and individual opinions because it is a form of modern media that has the power to reach such large numbers of people which means a higher chance to reach a more diverse audience (Beck et al. 2019).

Our experiences have so much power to shape our perception and that makes for the most interesting conversations. Have you ever experienced something like the blind men did with the elephant, where you took away an entirely different message than others did after experiencing the same event? 

References

Beck, L., Cable, T. T., & Knudson, D. M. (2019). Interpreting cultural and natural heritage: For a better world. Urbana: Sagamore Publishing.

Doetzel, N.-A. (2018). Cultivating Spiritual Intelligence: Honoring Heart Wisdom and First Nations Indigenous Ways of Knowing. Interchange, 49(4), 521–526.

Hooykaas, A. (2021). Unit 6: Nature Interpretation Through History. Lecture Notes Retrieved, February 23, 2021

I really enjoyed reading your post, and the various quotes and perspectives you covered. Regarding your question about the blind men, I have experienced this many times throughout my life, usually when I am entering a new environment, or experiencing a new culture. Sometimes I think that as we grow and are able to accept that other people are just as correct (and incorrect) as we become less ignorant and more empathetic. Yet, is making your initial interpretation, without comparing it to others or educating yourself, inherently harmful? (What do you think?) 

My opinion is that the biggest mistake that the blind men made was to fight with each other instead of revisiting the elephant and trying to experience it as the others had, and trying to create a multi-lens/layer idea of what it was. Instead they created conflict over it. We so often do this as we interpret and interact with the world, trying to justify why we decided that a concept is a certain way, and rather than being accountable for our ignorance and taking ownership when we are shown that we did not understand the whole truth, we become defensive. I know I am extremely guilty of doing this, and try to improve myself (though I am a definite work in progress). What would you have said to the blind men if you were there to help them discuss their own impressions of the animal?

You discussed a few types of Canadian music in your post, have you ever had an “elephant” moment with music moment in your life? One where you didn’t see the whole picture until someone told you about theirs?

Thanks for reading, and I hope to hear from you soon!

“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)

GIF from: nitratediva

When reading this week’s quote it reminds me that we may not know everything about the past but we recount memories of historical times through stories, artefacts and past experiences. Although we will never be able to truly know what life was like years back we can use our sense of interpretation to relive past experiences. In nature there are many examples to teach us how people and species lived before us.

GIF from: annamachtart

Egyptian hieroglyphics was used as a formal writing system in ancient Egypt. Hieroglyphics combines logographic, syllabic and alphabetic elements with distinct characters. The use of hieroglyphics rose in popularity around 32nd century BC far before any of us were on earth. Egyptians developed a mature writing system used for monumental inscription, story telling and for people in the future to see. Although we live centuries after this writing was done, we can still today decipher the meanings. Historians recount the images used on tombs, papyrus paper, wooden boards and stone and use them as a reliable way to recount and record information connected with religion, government and record-keeping. Without artefacts from the past it would make it almost impossible to understand what life was like before us.

Image from: https://www.britannica.com/topic/hieroglyph

Another example of records from history developed from nature is fossils. Fossils are formed when a plant or animal dies near a watery environment and its buried in mud and silt. The soft tissues decompose leaving behind the hard bones or shells. This is an example of how we can use nature to tell a story about history and make inferences about how certain species evolved. Fossils help us to decipher parts of earth we may not have been present for and help to tell us things like how old the earth is, what species evolved from other species and more.

Image from: https://aeon.co/ideas/the-missing-fossils-matter-as-much-as-the-ones-we-have-found

Another way to recount the past is through stories and pictures. When I was younger I loved listening to my Grandma’s stories and looking at scrapbooks from the past. Specifically, I liked listening about her time during the war and how she had to flee to Canada for safety. I think it is amazing that only 2 generations back life was so different. I am very thankful to live during the time we do, but also am grateful we can look at history from the past and learn from it.

Image from: https://www.toronto.ca/city-government/accountability-operations-customer-service/access-city-information-or-records/city-of-toronto-archives/whats-online/web-exhibits/your-home-our-city/your-home-our-city-wartime-housing/

Can you think of any other examples of how we learn about the past?

Beck, L., Cable, T. T., & Knudson, D. M. (2018). Interpreting cultural and natural heritage for a better world. Urbana, Illinois; Sagamore-Venture Publishing.

I can’t actively think of any other way we learn about the past except for maybe by landmarks and physical forms of life and history. Usually this is also done by examining records about the area, or listening to stories, so I’m afraid it might not count!

Its amazing how culture and way of life change in just a generation or two. Your grandmother must have been very brave! It makes me think of the power of history and interpretation of history when you bring up WWII, as the lens that we see history through shapes our actions. Interpretation of human behavior and mitigation of the risks of repeating our mistakes will hopefully see us through never having a generation live through that kind of horror again. 

Do you think that the lens which we view history changes the way we see nature? How about the people around us?

Thank you for demonstrating the many ways that interpretation can be used and how it impacts us all!

My love for nature has always walked hand in hand with my love for art. While I am not an amazing artist, I do put effort into my work and I find peace while I do it. As I spent time outdoors the beauty inspired me constantly, as the world has endless wonders to look at. My imagination always surpasses my skills, but I love to imagine humans intertwined with nature. This has made me see the how intricate and detailed the nature can be, from the scales of a butterfly to the veins in a leaf.

I think that my love for insects has also improved my capabilities when it comes to interpreting nature through art. I say this because I think that insects are greatly overlooked, and if you take the time to examine them, you see how gorgeous they can be. I have only been collecting insects for a few years now, and still people are amazed at what I show them. There are so many amazing and complex insects out there, and people do not even know they exist. They can be neon green or neon pink, they can have spots or stripes, be large or small, intricate, or simple. I have found that people are often surprised or amazed at what insects I show them because they are something they have never stopped to look at before. I love that I have a crew of older men working in a cemetery looking out for cool insects or interesting thing outside to show me. I work with a team of older men as groundskeepers at a large cemetery, and after annoying them with bug facts and bringing bugs into the breakroom, they fell under the influence of seeing what nature has to offer.

I loved your post, finding the beauty in all things is a huge part of appreciating nature. I had to do an insect collection once in college and I was so overwhelmed by their beauty and individuality that I had a hard time a) picking which ones I wanted to focus my project on, and b) actually collecting, killing, and pinning them. They are so wonderfully adapted to their environment and can tell you so much about where they evolved just by their physiology. They are tiny nature interpreters with their entire being. I also just finished the Apiculture course at UoG and was blown away again by the wonder that is bees!

Most of my adult life has been dedicated to learning about plants, more specifically trees. I find trees so amazing. They tell you the story of their life through their growth form, where was there sunlight and when, their rings, what years were particularly good for growing, and how they’ve been damaged, where are the decay pockets and how were they formed. Old haggard trees are a sculpture of a location’s history, created in real time. 

Thank you so much for sharing your perspective on insects and nature. I really enjoyed reading and responding to it!

I have to admit I thought your perspective on privilege was very intriguing. To answer your question, I do believe that not knowing your privileges can make you a higher risk in nature, but possibly in a different way then you have.

While I’m not a First Nation, my interest in nature has led me to meet several First Nations people in Ontario and throughout Canada. During a Council of Canadians conference in Toronto one of the speakers (who was First Nation) shared one of the main beliefs held by her community. That no one can own land or any of its gifts. It’s what we come from and eventually return to, but during our time here we are simply living amongst the land. Yes we borrow from it and some of us alter it but no one can ever own it. Instead it’s our duty to give back to it, using it and enjoying it in a respectful way, during our short amount of time on it. While this can be controversial, it’s a concept that has always stuck with me and one I firmly believe in. It’s led me to think that the real danger of ignoring your privileges can harm nature itself. Mostly by ignoring your education of it and its importance by choosing to still harm it (ex: littering, polluting etc.), or not using your privileges to protect it.

As you mentioned, you’re worried of how the true owners may perceive our actions of conservation areas and view them as negative. While I cannot speak for any First Nations people, I’m curious what you think of this belief.

Can’t wait to hear back from you!

Nice to hear from a fellow tree-hugger! Thank you for responding, I definitely see your point, I should be using a word more like steward rather than owner, because the earth doesn’t “belong” to humanity.

 Thanks again for the thoughtful response!

The first thoughts that come to mind when hearing the word “privilege” are special advantages or rights that are granted to individuals depending on their race, gender, ethnicity, education, gender identity, religion, sexuality, ability (mental and physical), socio-economic status and many more (Media Smarts, 2014). As mentioned in our textbook, these groups of people that are separated by “some demographic characteristic” are labeled as “underserved populations or audiences”. Privilege allows certain individuals to believe they are more entitled to specific opportunities and experiences due to special pre-existing conditions that have been determined by society. 

The term “privilege” holds a different meaning for each person because everyone has experienced or witnessed different kinds of privilege throughout their lives. I am a half Trinidadian and half Chinese woman who grew up in Canada. I was raised in a home with two, full-time, successful working parents that love and support myself and my older brother. They have always provided us with everything we have ever needed, including clean water, clothes, food, a well-rounded education, a roof over our head and other luxuries including electronics, vacations, etc. All of the things that have been provided to me by my family have always seemed to be a basic right because it is all I have ever known and been exposed to; however, this is not the case for many people. I recognize the privilege that I do have because of the family I was born into and the status they hold in society. However, I am also able to recognize the opportunities and experiences I have lost or were not considered for because of the privilege I do not have due to the fact that I am a mixed woman of colour. 

This is a picture of my two parents, my brother and I in Mexico in 2008. This picture was taken by my grandma.

To be completely honest, I never considered the term privilege in the sense of nature or nature interpretation before reading the prompt for this blog post. However, I came to realize that privilege plays a major role in one’s interpretation of nature because the opportunities we were fortunate enough to experience in our life influences the way we think and interpret the world around us. The places I was able to visit and the beauty of nature that I was able to experience in those places were made available to me because of the privilege provided to me by my family. Although one does not need to partake in extravagant trips in order to experience the beauty that nature has to offer, I think that these experiences do influence the way in which we interpret nature. I believe that every experience or opportunity we have encountered in our lives will change the way we interpret interactions, objects, challenges, opportunities and more. I think that without the privilege I do have, my interpretation of nature would be extremely different. 

My questions to you are: 

- How old were you when you realized how privileged you were? Was there a specific moment, interaction or experience that opened your eyes? 

- How have you changed the way you lived your life or the way you look at your life once you realized your privilege? 

Thanks for reading and I am looking forward to any comments! 

- Victoria 

I really enjoyed reading your take on privilege and nature interpretation. I never directly associated privilege with nature interpretation. However, from a previous class I have taken I did know that privilege comes in different forms and can be linked to many aspects of life. It did not surprise me that this concept could be associated with nature interpretation, it helped to open my eyes more about new topics that privilege could be applied to.

I would have to say I was around 13 years old when I realized I was not privileged. I am part indigenous, so I was always dealing with others associating my race with drugs and alcohol. Due to these stereotypes, I constantly was picked last for everything and was constantly told i would be a nobody. Having to deal with this constantly did not stop me from achieving what I wanted in life, it just made things harder than what others were faced with. Things that may have been far easier for others was much harder for me to complete. 

I am really enjoying this thought experiment and reading everyone’s opinions and experiences in regards to privilege. Your post was so interesting to read and well written! Thank you for posting :D

I’m a middle class white woman, who was raised in a small town in Nova Scotia. Speaking bluntly I have been both privileged and sheltered for most of my life. My ignorance as a child started to dissipate when we began talking about the First Nations of Canada and residential schools. Growing up in an extremely white town had blinded me to so much, and learning about the heritage of the land I had always taken for granted really shook me. When I first came to Guelph and began forming friendships with people with different backgrounds from me, be it socioeconomic, ethnic, or anything else, the ignorance I’d clung to for comfort became a weight instead, holding me back from being a good friend to people. I started to acknowledge my privilege for what it was, and am always trying to become a better ally. Everyone has privileges and disadvantages in life, but instead of trying to make it into a competition for who has it “worst”, it is better to use your energy to try to raise everyone’s quality of life and improve their treatment by yourself and others. For me this has often meant just being a better listener, trying to stand up for others, and not taking away the voices of people who need to speak out. 

I will be learning how to be a good ally for the rest of my life, as it constantly changes and evolves as the world does, just as I will always be learning about more ways in which I have been privileged. 

Thanks for the excellent prompts!