Intersubjective Sensibilities: Memory, Experience, and Meaning in Natural History Interpretation

"I think the interpretive service is in the business of building memories." Maggie (full-time interpretive naturalist) In parks and preserves across the United States outdoor educators known as Interpretive Naturalists and visitors interact through directly experiencing natural and cultural phenomena. Social exchange of experiences and stories abound in this non-formal educative setting as these educators provide programs meant to foster engaged awareness in localized natural and cultural history. To this end their craft is an attempt to attend to both the direct experiences and affective memories of those whom they teach. Yet, in what ways are experiences and memories instrumental in the development of these naturalists? How do naturalists connect their own memories with the programs they create and the visitors they encounter? And what do naturalists hope result from the generation of affective memories? Within this ethnographic account, I explore the intersubjective dynamic between naturalists' own memories and their perceptions of building memories for visitors as part of their practice. My intention is to describe and interpret how early experiences and their associated memories are invested with significance for a group of naturalists at a mid-western state park in the United States. And further, how these interpretive naturalists connect these memories with their professional life. To understand this more acutely required a sustained interest, and sustained study in how naturalists reflected on their own experiences and memories and how they saw this informing their practice. Variously called Interpretive Naturalists, Interpreters, or Naturalists, these educators work within local, state, and national parks and preserves in the United States and across the globe. Their charge is to provide place-specific natural and cultural education programs to the public and interpret the complex language of environmental topics in applicable and approachable ways. In the United States there is a significant history of this form of nature study arising in the mid 1800s. In this work I use the term naturalist as it is the normative term used by those in the field and not only bridges interpretation work today to the early days of nature study, but further invites inclusivity for multiple disciplines, education levels, and experience (Hunter, 2014). What I found through the course of this study is that memory formation is not only important for their own development as naturalists, but subsequently, as a defining element of their practice. Experiences and memories rooted to a place become a facet of meaning making inherent in the experiences of these naturalists. These elements of experience, memory, and meaning become intertwined in the naturalists' world. In this way, memories of earlier times provide a motivation and connection for naturalists as they guide visitors to similar memories, in hopes this will ultimately lead to meaning making. While considerable focus has been paid to this process and subsequent outcomes for visitors little has been written about those whose charge is to engender place attachment and foster these positive memories (Hunter, 2012). By engaging in ethnographic field work and providing an exploration of cultural processes this account fills a needed gap in our understanding of perceptions and motivations of naturalists themselves as a unique group of educators. I begin this work with a short exploration of the research literature and provide a description of my research process. Subsequently, I offer representative data and interrogate two central findings; that these naturalists trace their present occupations to early memories, and that their practice is guided by fostering similar affective memories for others. Memories and Meaning: A Conceptual Lens Interpretation literature is brimming with examples and explanations of creating meaning and connections between audiences and place (Beck & Cable, 2002; Brochu & Merriman, 2002; Chen, 2003; Dec, 2004; Goldman, Chen, & Larsen, 2001; Knapp & Benton, 2004; Larsen, 2003; Mills, 1920; Tilden, 1977; Sobel, 2004; Turek, 2006; Zarki, 2004). …