Applied Interpretation

So what DOES promote environmental stewardship? There certainly hasn’t been a lack of studies attempting to answer that question. However, the results are often derived from short term investigations that offer variables that certainly may be important but are not actually “tested” through a time span that would truly reflect lifelong value and behavior changes [the author has his share of these types of products]. The closest look at influences on lifestyle changes comes from a series of studies based on significant life experiences. The notion and rationale for investigating significant life experiences comes from an explanation by the founding expert in this area Dr. Thomas Tanner:

A venerable premise of the environmental education community is that the education of youth should produce adults committed to environmental quality, adults whose behaviors consistently evidence that commitment in their life roles. There is a growing body of studies which aim to identify formative influences in the lives of persons who more or less approximate that ideal. The rationale for such research is simple: if we find that certain kinds of experiences that were important in shaping such adults, perhaps, environmental educators [and interpreters] can replicate those experiences. (1998, p. 365)

Hence several researchers, including Tanner, interviewed adults who demonstrated pro-environmental tendencies – individuals who had careers or life-long patterns of promoting and practicing stewardship. All of the research related to this approach offered similar answers:

• positive experiences in natural areas

• adult role models

• environmental organizations

• education

• negative experiences (first-hand) of environmental degradation.

In particular, experiences with peers or adults in the outdoors, at an early age, for a long period of time, seems to be one of the more influential variables. This took the form of repeated camping trips with families, spending childhood time in outdoor pursuits such as hunting, fishing, and formal camping programs.

Are these surprising results? In answering this question, take the time to recall how you acquired your interest in the outdoors and its stewardship. Chances are it was gained in a similar fashion. Just ask this question:

Did I become a steward of the environment because of a field trip to a park, or because of a ranger led program, or a talk with an interpreter?

If your answer is no, then more than likely you are among the majority who gained their environmental “ethics” through a longer, more substantial approach – such as childhood / family experiences.