Environmental Interpretation: A Definition
Environmental interpretation is an educational communication activity
designed to forge emotional and intellectual connections between an audience
and the inherent meanings in natural resources. In other words, an interpreter
‘interprets’—makes complex or arcane information more understandable and
meaningful. Interpreters make use of a variety of techniques including, but not
limited to: tours, talks, exhibits, puppet shows, interactive displays, computer
programs, web sites, and film, video, and multi-media productions. Original
objects such as rocks, owl pellets, or live insects, and firsthand experience are
important components of interpretation. Interpretation often involves getting your
hands, shoes, and jeans dirty.
Environmental interpretation and environmental education are sometimes
used as synonyms. Just as often, they are considered to be completely different
activities. Interpretation is sometimes considered an aspect of environmental
education; the reverse is also true. The distinction, while seemingly of little
import, is of concern to environmental interpreters, if for no other reason than it is
useful to know what business you’re in.
Two main components seem to have relevance in determining whether a
specific activity qualifies as interpretation or education: the context within which
the activities are conducted, and expected outcomes.
Context
Environmental interpretation typically occurs in informal, leisure-time
settings with voluntary audiences—visitors to parks, nature centers, and wildlife
refuges and preserves—who have the freedom to come and go as they choose
and to select their level of involvement. Interpretive activities are most often oneshot experiences whose primary purpose is recreational.
Education tends to be associated with formal institutions, captive
audiences, and sequential learning occurring over an extended period of time.
Environmental education is part of a pedagogical system, with educational goals,
objectives, and curriculum designed hierarchically to build upon and reinforce
concepts.
However, the fields of interpretation and environmental education often
overlap. Good interpretation, like good education, is relevant, organized, and
thematic. Good interpreters teach; good teachers interpret. Further—and more
obvious—overlap occurs when teachers plan field trips to increase student
interest and extend student experience or when interpreters take their programs
into the schools (an increasingly common occurrence as school districts lose
funding for buses).
Expected outcomes
Interpretation plants the environmental education seed. Awareness of
environmental issues and appreciation (emotional and intellectual connections)
are the primary expected outcomes of interpretation. Therefore, interpretation
must be personal. If the interpreter cannot somehow relate the object being
interpreted to something within the personality or experience of the visitor, the
experience will be sterile—no connections will be made; no new awareness will
dawn; the seed will not be nurtured and cannot grow. Learning is a valuable and
expected outcome of interpretive activities, but recreational enhancement is often
of more concern to participants.
The aims of environmental education are wider: increased specialized
knowledge, attitude change, behavior change, stewardship development, and
environmental action. Time is a necessary element in the development of the
sensitivity, knowledge, and attitudes needed for a positive environmental ethic,
and time is a major advantage that environmental educators have over
interpreters.
Conclusion
The question, “How are environmental interpretation and environmental
education different?” may be a no-brainer, best answered with another question:
“Who cares?” If the world agreed tomorrow on the respective definitions, neither
‘interpreters’ nor ‘educators’ would be likely to report for work and do what they
do differently. And yet, when people cannot agree among themselves as to their
roles, misunderstandings become widespread and budgetary justifications
becomes difficult. So perhaps, while it doesn’t matter much to the audience
whether the naturalist thinks she is an interpreter or an educator, a clearer
definition is needed, after all.
Intended Audience:
1. Environmental interpreters, particularly those new to the profession
2. Educators, particularly those interested in incorporating environmental
education into their curriculum.