DOCUMENT RESUME

ED 314 249 SE 051 106

TITLE Breaking the barriers: Linking Children and Nature.Report of the Forum (October 1988).

IN:7T1TUTION Roger Tory Peterson Inst. of Natural History, Inc.,Jamestown, NY.

PUB DAT: 89

NOTE 26p.; Photograpns may :ot reproduce well.PUB TYPE Collected Works - Conference Proceedings (021)

EDRS PRICE MF01/PCQ2 Plus Postage.DESCRIPTORS Biology; *Educational Objectives; *Educational

Planning; Elementary Education; *Elementary SchoolScience; *Environmental Education; Natural Resources;*Natural Sciences; Organizational Otjectives; PolicyFormation

ABSTRACTThe Roger Tory Peterson Institute is concerned with

creating experiences in which children face the mysteries and wondersof the natural world and understand their connection with nature. Thepurpose of the forum was to support the growth of these experiencesand the people who create them. The forum covered three broad topics:(1) visions for the relationship between children and nature; (2)

barriers to attaining those visions; and (3) specifi- strategies forovercoming the barriers. This document contains summaries of thethree sessions; proposals for change; creative ideas culled fromsmall group s-,sions; and lists of officers, trustees, staff,speakers, committee members, and participants. (CW)

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* Reproductions supplied by EDRS are the best that can be made *

. from the original document. .

BREAKING THE BARRIERS:Linking Children

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'PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCAIIONAL RESOURCESINFORMATION CENTER (ERIC)"

Roger Tory Peterson Instituteof Natural History

BEST COPY AVAILABLE

Breaking the Barriers:Linking Children

and Nature

Report Of The 1988 ForumSpormored 3y

Th e ROGER TORY PETERSON JINSTHTUTEof Natural History

CONTENTS

Our Commitment 2 Strategic Planning 10The "Flash of Gold" .3 Marshal Case 10Our Vision 4 Dean Steinhart 11Willard Jacobson 4 Ideas-Ideas-Ideas-Ideas 14John Ripley Forbes 5 We Share Vision and Passion 16Barriers or Challenges9 7 RTPI Officers, Trustees, Staff . 17Miriam Westervelt .7 Acknowledgements 18Judy Braus 8 Forum Participants 20

© 1989 / Roger Tory Peterson Institute of Natural History, Inc.110 Marvin Parkway, Jamestown, New York 14701RTPI is a not-for-profit corporation chartered in 1984 by the State of New York

OUR COMMITMENT

Confirmed and strengthened by the forum

Jeffrey B. FrokePrpsident

As the new president of the Roger Tory PetersonInstitute, it was a pleasure forme to host the forum,Breaking the Barriers: Linking Children andNature.

The results of the forum have affected the develop-ment of the Institute's program in a profoundmanner. The meeting affirmed my own convictionsand the advice 'f my mentor, Dr. Peterson, that we.yould focus on understanding and guiding theemotional connections of young children to natureas a necessary precursor to educating environmen-talists.

The mission and programs of the Institute areindeed illuminated by the career and philosophy ofRoger Tory Peterson who has stated,

"The philosophy that I have worked under most ofmy life is that the serious study of natural history isan activity which has far-reaching effects in everuaspect of a person's life. It ultimately makes peopleprotective of the environment in a very committedway. It is my opinion that the study of naturalhistory should be the primary avenue for creatingenvironmentalists..."

Roger Tory PetersonHonorary Chairman

New Institute programs focus squarely on investi-gating and promoting the emotional and intellec-tual linkages of people. and especially youngchildren (ages 4 through 10), to nature in a mannerthat will nurture lifelong curiosity, passion, andcaring for wild places and wild things.

'We will teach the teachers ."

The Ins'atute is committed J the pre-service andprofessional in-service nature education of teach-ers and naturalists. We will encourage greaterfamily and community involvement in nature studyfor young children, and serve to improve communi-

:.ion among nature study professionLls andcenters concerned with the outdoor education ofteachers, parents and young children.

The forum was an inspiring and telling event for theInstitute. I am grateful to all participants whoshared their ideas and ads ice with me. These havebeen germane to setting the course of the Institute'scurrent and future success.

Jeffrey B. FrokePresident

THE "FLASH OF GOLD"

A world of natural wonder awaits our children

c 1

Roger Tory Peterson--his life's work beganat age 11 when, he says, 'The natural worldbecame my real world."

"What should be the relationship betweenchildren and natui e?"

"How do you envision this relationship inan ideal world?"

"What are our aoals for the future?"

These questions opened the forum Breaking theBarriers: Linking Children and Nature spon-sored by the Roger Tory Peterson Institute in Octo-ber 1988 in support of its overall mission:

'To inform society about the natural worldthrough the study and teaching

of natural history."

Roger Tory Peterson, the world-renowned artist.writer and educator who transformed watchingbirds from the academic pursuit of a few to theavocation of millions, is fond of recalling the twolife-changing events of his childhood. When he was

11 years old, he touched what he thought was adead bird on the side of a tree, and a flicker explodedin a flash of gold, setting a spark in his heart andmind that burns to this day. Then, quite fatefully,his seventh grade teacher, Miss Blanche --lornbeck,started a Junior Audubon Club, and recruitedyoung Roger to its front ranks.

The Roger Tory Peterson Institute is concernedabout creating experiences in which children facethe mysteries and wonder of the natural world andunderstand their connection with it. The purposeof this two-day forum was to support the growth ofthese experiences and the people who create them,and it represented a first step by the Institute tocreate an on-going dialogue about the relationshipbetween children and nature.

The 90 forum participants, all leaders in naturalhistory and environmental education, came fromAlaska, Florida, Maine, California, Ontario, BritishColumbia and points in between. They includedteachers, administrators, college faculty, writers,and nature centerstaff. Some were representativesof national organizations such as the NationalAudubon Society, the National Wildlife Federation,the American Nature Study Society, and the BoyScouts of Ames _ca. Ninety-five percent of the par-ticipants work directly with children.

Structured to take maximum advantage of theexperience and expertise of the participants throughan interactive format of speakers and small groupdiscussion, the forum covered three broad topics:VISIONS for the the relationship between childrenand nature, BARRIERS to attaining those visions.and specific STRATEGIES for overcoming the bar-riers. Preceding each group urk session, nationalleaders shared their views on the topics of visions,barriers, and strategies.

OUR VISION

To nurture a passionate and caring generation

The first session of the forum focused on partici-pants' goals fur linking children and nature byaddressing the questions,

"What should be therelationship between children and

nature?"

"How do you envision thisrelationship in an ideal world?"

What are our goals for thefuture?"

Through plenary presentations, Dr. Willard Jacob-son, Professor of Natural Sciences and former Chairof Science Education at Columbia University, a.-idJohn Ripley Forbes, founder and Chairman of theBoard of the N atural Science for Yo uth Foundation,sent a challenge to the partic 'pants: "Wh,- t are yourvisions for linking children and nature?"

There are more than 5 billion Homo sapiens nowinhabiting our planet home. The children in yourclassrooms will probably live in a world in whichthere will be twice as many people as there aretoday. For most of the times of humans on Earth,the population grew very slowly, possibly doublingevery 1,000 years. A major reason was that, in gen-erations past, most children would die early in lifebefore they reached the age of reproduction. Now,the human population doubles about every 40years.

Our hope is that our children will begin to recognizethe stake that we have in maintaining a diversity oforganisms that co-inhabit the habitats in which welive. We must share resources with all the other or-ganisms living in our biosphere. We must alsoshare resources with other human beings.

It is possible to walk through a forest or across a flatfield and not see anything. It is possible to be outin the night and not see the constellations of stars,the bright planets, or the configurations on the fullmoon as it rises in the east. The child in the city maywalk the concrete sidewalks and see little. And wemay decry the barren environment in which ourchild of the city lives. But, even here then_ areexciting possibilities for those who see.

Can we teach curiosity? Maybe! It may be difficultto stimulate curiosity, but children are better en-dowed with native curiosity than those of us whoare older. When children are curious, somethingprecious is occurring. Nourish it!

Willard Jacobson

"What we really want people to do

in our society is to anticipate the

consequences of their decisions

before taking action."

William F. Hammond

The most important thing that we as naturalistsand teachers and educators can do is to strengthenan ailing education situation and an ailing naturecenter picture. The strongest answer to some of theproblems we face today is making the nature centeras important as the church and as the school.Every community should have one.

A aature center has to be run like a business. Youcan't be afraid to ask people for money. You've gotto handle a nature center with computers, withbusiness practices.

Those of you who do not work with teenagers aremissing a fabulous opportunity. These kids canreally do things, and many of them, I am happy tosay. go on to become future nature center directors,excellent teachers and naturalists.

We are looking for dedicated people, people whowant to make a difference. I wish we could havemore nature center educators and directors whocared about kids. The thing that thrills rue aooutthe nature center field is that I believe strongly inkids. Kids are wonderful! I maintain that ifyou cangive almost any normal kid a wholescme environ-ment, he will get turned on to the kinds of things wedo. But you've got to do it, you've got to be theleader.

One of the things needed more than anything in thenature center field is enthusiasm. Have enthusi-asm, and don't be deterred by minor problems.

John Ripley Forbes

There was much sharing of information and anatmosphere ofgetting down to hard work as partici-pants convened in their nine small groups. Thefacilitated groups were diverse, highly interactive,and sometimes argumentative as ideas emerged,were discussed, and evolved with input from manyviewpoints. These groups stayed together through-out the forum, providing continuity as ideas wereexplored, strategies formed, and informal personalrelationships fostered.

When participants reconvened following their smallgroup cessions, it was clear that a vision of a worldfor children was shared among them. Collectively,five broad views of a profoundly different worldemerged from the dialogue.

WE ENVISION A WORLD

. . . in which children bond physically,emotionally and mentally with nature.

To have a relationship with nature, young childrenmust have meaningful personal experiences withnatural elements and other species. These inter-actions should evoke a sense of wonder, magic, andconnection with the world, as well as a feeling ofkinship and interrelation with other beings. Theintensity of the relationship, physically, emotion-ally, and mentally, is the foundation for caring forthe world and the basis for responsible action.

. . . in which children learn andunderstand the interdependenceof life

It is critical that these experiences also build knowl-edge and skills for interaction with the naturalworld. Ideally, children should comprehend howhuman beings are dependent on other life forms. Itis this knowledge which leads to an understandingof why we must live in harmony with nature, froma pragmatic and ethical perspective. A knowledgeof ecological principles, ecosystem concepts, andenvironmental ethics allows children to assess andexamine their own values in order to make impor-tant decisions in their lives. To develop an ecologi-cal world view, education needs to be more interdis-ciplinary, acknowledging the diversity and interre-lationships inherent in knowledge and in life itself.

. . . where children are given hope andconfidence, and where they are empoweredwith responsibility and reverence for thewell-being of our world.

Parents need to take a primary role in fostering theself-esteem and confidence of their children. Inaddition to offering knowledge, educators must findways to give children the chance to articulate andbe challenged by their feelings, attitudes, and worldviews. By engaging children in local projects, edu-cators create opportunities for them to understandthe dynamics of power and action, and, we hope,provide them with a global vision. Children will beempowered to take constructive action if theyunderstand the impact of local actions and per-ceive whi..th actions may be detrimental to theenvironment and to society.

. . . in which children enjoy discovery andlearning.

Linking children and nature through education canonly happen if learning is fun and meaningful! Inaddition to possfssing a cognitive understanding,children need to know nature through all of theirsenses. They need experiences which instill aneagerness to be life-long learners, problem solvers,and activists.

. . . in which political andeducational institutions support anecological view of the world.

Political systems need to recognize that a healthyecological system is a prerequisite for a healthyeconomic system. By restructuring schools towards"holistic" thinking across boundaries, interdiscipli-nary education will allow people to become environ-mentally literate.

To have a lasting and meaningful relationship withnature, children must spend more time outdoors.They need stimulation from a variety of naturalhabitats. Children from cities, suburbs and ruralareas need ready access to natural settings wherethey can explore and experience other life forms.Young people should not have to "go there" toexperience non-human aspects of the world. Aspositive nature experiences are reinforced bycommunity groups, the media, teachers and otheradults, opportunities for direct involvement withnature will expand for children. This, literally, willremove the barriers bel.ween children and nature.

.7"

'717-

s.,

BARRIERS OR CHALLENGES?

Our commitment and enthusiasm are vital

"What are the barriers to achieving ourgoals?"

"What conditions political, economic,attitudinal, imaginal, environmental

stand in our way?"

Based on my research, it looks like the problems weface as educators are not insurmountable. Theresearch gives us a clearer understanding of whatthe problems are and ways we can surmount them.

The first challenge is to develop teaching strategiesthat deal with the fact that kids relate to the natu-ral world very differently, depending on how oldthey are, their gender, and where they live. Theeffectiveness of our education programs may haveto do with how well we have accommodated forthose differences.

The second challenge has not to do with differencesin the way kids relate to wildlife, but with a com-monality that we found. Most children relate towildlife invery anthropomorphic ways. We call thatthe humanistic attitude. The succe:. of our efforts,particularly with very young children, may have todo with the extent to which we are willing to appealto this humanistic side. The caution is that, oncewe have their attention, the process has to movebeyond that affection toward more ecologicalunderstandings. Otherwise, the learning processcan get stuck in a humanistic mode as it has withmost adults in this country.

The third challenge has to do with expandingurbanization and the effects it has on the way kidsrelate to wildlife. The results of our research survey

The second session of the forum focused on barri-ers to achieving the goals expressed in the firstround on visions.

Miriam Westervelt, Coordinator of Project Wild andNatural Resources Management of the U.S. Fishand Wildlife Service, and Judy Braus, Director ofSchool Programs for the National Wildlife Federa-tion, outlined key issues they see as barriers tolinking children and nature.

indicate that this rapidly expanding group of urbankids needs serious focus. Why? Because by virtueof its size, it will be the urban electorate, educatedin urban areas, that will determine the future ofwildlife.

Let's talk about another challenge. The young girlsreached by the survey had the highest humanisticscores, the lowest levels of interest in wildlife, theywere mor,: fearful of wildlife than the boys, and theyscored lower than boys on every knowledge ques-tion we asked. So the challenge is to teach them tobe more like boys, right? I suggest that it isn't. Weneed to resist the inclination to regard girls ashaving less motivation to become wildlife oriented,just because they appear to be less hungry for facts.Conceptual understandings are also important,and young girls may have a natural bias towardunderstanding ecological relationships and ourkinship with all life.

Regardless of all the data we collect, there is reallyonly one key ingredient for a successful naturalhistory education program: passion. How success-ful we are in communicating that passion willdepend on how much time we take to know ouraudience and how well we have been willing toaccommodate for the differences in the educationalneeds that they have.

Miriam Westervelt

When I thought about barriers, I grouped them intothree major sections. The first one I have called"snags in the system," which are barriers in theeducational system itself. The second group is achange in life-styles, brought about by social andtechnological changes. The third deals with a lackof leadership at the top. These are barriers thatresult from a lack of local, state and federal man-dates for implealfmting effective environmentaleducation programs.

A real problem in education is a crammed curricu-lum. Teachers don't see how they can fit anythingelse in, and environmental education is on the backburner.

Another educational system barrier is a lack ofteacher training, both at the pre-service and in-service levels.

A third barrier is the amount of science, naturalhistory, and technological information that teach-ers have to sort through. Even teachers that aretrained to teach science and environmental educa-tion often feel overwhelmed by the amount of mate-rial. With all this information, how does a teacherdecide what is important?

Another barrier is "infusion confusion." Most schoolsdo not integrate environmental education into thecurriculum. We are asking the teachers to do theintegrating for us, something that is tough to do.

I see two major problems related to the evaluationof environmental education. One involves schoolaccountability, or the "teaching for the test" prob-lem. The other has to do with how effective we arewith our programs. We can say that we reach30,000 teachers with our materials and programs,but what is the I;ottom line? What are kids reallygetting out of it?

I would like to address changing life-styles. Thefirst problem I have outlined is increasing urbani-

Following these speakers, the small groups recon-vened to outline the barriers which block theirvisions for the future. Their lists were similar in theassessment of where barriers lie: in the educationalsystem, the teaching profession, our culture andsociety, the political systems, and in communica-

zation. Many kids just don't h.,ve r-n opportunity toget in touch with the out-of-doors, and many urbanareas aren't naturally awe inspiring.

Yet anotherbarrier is changing family life. Workingparents and busy schedules mean there's not asmuch time for hikes, picnics and family vacations.

Yet another problem is changing values. There hasbeen more emphasis on material goods, and thereseems to be more parental emphasis on raisingsuper-achievers. Not only is nature not valued inour society, but teaching and knowledge fog thesake of knowledge are not valued.

Our growing addiction to technology presents aproblem. High tech seems to have taken over ourlives. Kids really are glued in front of TV screens,video screens and computer screens. How cantechnology be used to promote outdoor discovery?

Environmental education has not always takencultural and ethnic diversity into L.:count. How dowe make environmental education relevant to allaudiences, and what are the strategies to get minor-ity leaders more involved?

The last barrier I want to address is that there is noleadership at the top, a lack of support for environ-mental education at the federal level. The lack of anational manuate has often hindered efforts at thestate and local levels as well. Do we need a nationalmandate?

It is important to remember that, given a chance,kids really do connect to the natural world. We asenvironmental educators can harness their naturalcuriosity and enthusiasm and encourage outdcorexperiences, which in turn will lead to the develop-ment of an environmental ethic and a commitmentto action.

Judy Braus

tion between organizations working to link childrenand nature.

Four sources of barriers emerged from the groupwork. each with specific conditions which stand inthe way of linking children and nature.

WE ARE CHALLENGED BY . . .

our current educational system

Teachers -Ind administrators give environmentaleducation low priority in an educational structurethat is fragmented. crowded, and overstressed.Resources such as good curricula materials andaccess to the outdoors are either non-existent orinaccessible. Nature is viewed as a content area,rather than as something relevant to every subject.Educators do not recognize the interdisciplinarycharacter of "science" and prevent the infusion ofenvironmental education into other curricula.Education today fosters a factual approach to learn-ing rather than a problem-solvinL; and conceptualapproach. Passion and enthusiasm for learningareessential elements for children and teachers en-gaged in nature discoveries.

ill-prepared and overstressed teachers

Teachers are not adequately prepared to teachchildren about natural history. They lack propertroining, exciting materials, personal experiences.networking opportunities, rewards. and incentivesfor teaching environmental education. Withoutpreparation, teachers resist and fear teaching eco-logical principles. Pre- service and in-service envi-ronmental education training opportunities forteachers are crucial. There has been a failure toattract and keep people in the field of environ-mental education. Appropriate salaries, reducedstress and promotion opportunities are needed.

.."'"or

.4:711.

the social and political climate

Our cultural, social and political values have placednatural history low in priority and visibility in thenational agenda. Many people feel separate fromnature or dominant over nature, failing to perceivethemselves as an integral part of the natural world.Passive attitudes underlie our failure to recognizethat the responsibility lies with us to provide betterexperiences for teachers and children by enhancingand changing our current system. As proponents ofa world view based :n natural history, we have notbeen sophisticated in using the media or accessingleadership about the importance of re-linking peopleand nature. We have not nurtured new leadershipto plan and think more comprehensively and towork toward our goals. Active leadership is lackingat the local, state and national levels.

the need for better communication amongourselves

There has been a lack of communication and net-working among people working to ltrac children andnature. We lnck a clear mission for environmentaleducation, and we do not have consensus about itsscope and content. Without clear understandingand appreciation of the differences and similaritieswithin the field, our diversity will not be presentedto the outside world in a positive way. Collectiveefforts are needed to obtain and use power effec-tively to achieve our goals.

ta.4.

STRATEGIC PLANNING

The ultimate challenge

The final session of the forum focused on develop-ing strategies to achieve the previously statedvisions for linking children and nature.

"What strategies can we propose anddevelop to overcome the barriers

and reach our goals?"

Marshal Case. Vice President for Education of theNational Audubon Society. and Dean Steinhart,Director of Environmental Education for the Penn-sylvania State Education Department. discussoddirections educators can and should take to improveenvironmental education and chi:dren's relation-ships with nature.

I

TIN

When it comes to nal or, study. natural sciences.and environmental education, we are really dealingwith a huge percentage of teachers who do not haveany kind of background in the subject matter. Itbecomes our responsibility to do everything pos-sible to make them comfortable with integratingthis subject matter and to encourage them to makethese topics exciting and fun, as well as a greatlearning opportunity for children.

We need to see how television and video matc-ialscan relate to the clat sroom teacher and students.We simply must make renewed efforts to get in-volved in this market, and to turn kids back tonature while maintaining our excellent outdoorprograms through parks. nature centers and wild-life refuges. This gives us 'he opportunity to buildthe importance of natural history and the fact thatthere are a lot of exciting things to study outside ofthe home, the school building and the IV box.

It takes some time and effort to discover things inthe natural world. It takes patience. it takesobservation, and it often takes a good teacher tospark the interest of a child.

Which colleges and universities today are equippedto teach our teachers and leader- in nature study?What has happened to focused programs on envi-ronmental education? Who is teaching our futurenature center directors. park personnel and othersabout nature study? Where is the program to keepan outstanding environmental education and na-ture study program alive and viable at academic

,) institutions, so that our children might follow in ourfootsteps? Betteryet. what are we goillg 10 do aboutit?

Marshal Case

The driving force for environmental education inPennsylvania is the Master Plan written in 1984.This ambitious and comprehensive document out-lines str Ategies to direct the focus of our efforts atthe state level, A key ingredient of the Master Planis to establish networks, with the Office of Environ-mental Education at the center. From this struc-ture many interagency activities have becomeestablished. A special committee exists that meetsregularly to exchange ideas, outline new programsand seek cooperation in publishing new materialfor the field. All of Pennsylvania's agencies, publicorprivate, with an interest in conservation, are partof this committee.

Several strategies are currently in place in Pennsyl-vania, and I will outline them for you.

We strive to identify exemplary envi-ronmental education programs, andwe maintain a data base of qualityoutdoor education programs.

An "envirothon" for high schoolstudents is run each year as compe-tition in five areas: wildlife, forestry,aquatics, soil, and a current issuesuch as acid deposition.

Each summer, conservation schoolsare sponsored. Summer curricu-lum conferences stress school sitedevelopment.

Following these presentations, the groups recon-vened to develop strategies to overcome barriersand realize their visions. This was the ultimatechallenge to the participants. Eacn brought knowl-edge of issues related to children and nature; eachhad both positive and negative experiences in waysto link them: and each had devoted energy tofinding new ways to bring children and naturetogether. This session was an opportunity to takeall those person-years of work and thought, and tobring forward a series of strategies to achieve the

We utilize graduate schools to ob-tain hard data on environmentaleducation.

Each year a special topic is ad-dressed for environmental educa-tion week throughout schools in theCommonwealth.

In-service and pre-service (collegeseniors) teacher training is provided.

Inner city nature programs basedon Project Learning Tree and reach-ing thousands of children are of-fered in Philadelphia.

Penn Link, an electronic mail sys-tem, is used for communicationsacross the state of Pennsylvania.

The state system of higher educa-tion is looking at requiring environ-mental literacy for all students.

These strategies and more are in place in Pennsyl-vania, and they are working. We have a long way togo, and we will continue to monitor schools in theCommonwealth.

Dean Steinhart

visions of a different and more interconnectedworld.

Proposals were developed which detailed the pur-pose, resources, responsibilities, and action plansfor specific strategies. Several of the groups' strate-gies were similar, reflecting consensus about whatneeds to be done and what resources can beengaged. They can be summarized into the sixmajor points that follow.

WE PROPOSE THESE STRATEGIES

Understand and change the dominantworld view which disassociates peoplefrom nature

Our dominant world view perceives humankind asseparate from nature, rather than part of it. Wemust develop a better understanding of our con-nection with the natural world. In doing so, we willcultivate new attitudes and build a fresh, integratedglobal perspective. This can be done by providingopportunities for children and adults to discoverthe natural world around them. We should usechildren's curiosity, and apply existing curriculaand media in new ways at the earliest possible age.By stimulating educators both to reflect on ourcurrent world view and to find their own place innature, their understanding will grow. We cancreate incentives and rewards for thinking andacting in a more caring and holistic way.

Our resources include experts in nature educationwho can teach us successful ways of providingchildren with experiences in the natural environ-ment. Conferences, retreats and vision quests,workshops on curricula development, and net-works can help educators better understand thecontradiction between the existing world view anoour place in nature. Neighborhood and grassrootsorganizations and television may all be importantin helpingto educate people about the diversity andinterconnectedness that exists within our speciesand within the larger ecosystem.

Create networks and an umbrellaorganization to fa( ilitate communicationamong our diverse programs

Many groups have developed successful solutionsand strategies for linking children and nature.Unfortunately,. the public-at-large, educators, andeven our participants are unaware of many of thesestrategies. In fact, many of us who work in the fieldof natural history and environmental education arenot even aware of each other, with the result thatwe are wastingvaluable time and energy "re-invent-ing the wheel."

We need an existing institution of national promi-nence and credibility, which is perceived as non-competitive and non-threatening, to be an um-

brelia organization. This organization can thenbring to the forefront already existing environ-mental education programs which have been suc-cessful on a local, regional, national or interna-tional level. The Roger Tory Peterson Institute hasbeen suggested to take over this role. The groupsincluded "under the umbrella" might be environ-mental educat ion groups. grassroots organizations/citizen groups, schools and universities, profes-sional societies and networks, and nature centers.

Develop and work for a collaborativepolitical agenda

Our public vision does not have a strong environ-mental ethic. The public vision can be alteredthrough a political agenda which emphasizes envi-ronmental concerns. To do so we must use existingstructures, situations, and strategies differentlyfrom the ways we do now.

We can use our existing political structures as aneffective means to influence political leadershipand put the environment back on the nationalagenda. This can be achieved through environ-mental leadership conferences, candidate forums,political lobbying and by electing leaders with sharedvalues.

With the environment as a nolitical priority, we canactively work for economic development that com-bines sustainable growth and ecological principles.We can start by using the current environmentalcrisis as an opportunity to educate the public andfoster change. Local, state, and national govern-ments and private industry can work together (1) tocreate legislation that reduces waste, producessmaller cars, promotes reforestation, more greenspace, and energy conservation; and (2) to establishmandates that put environmental education intoschool curricula.

Engage in creative planning andenvironmental design

Much of the public does not ha physical access toa healthy natural environment. The ways welandscape, develop and redevelop land limit ourpassageway to natural areas. Being prohibited fromexperiencing nature fosters a poor understanding,

alienation, and fear of the natural world. We musttherefore set up better and more creative planningand zoning practices that will allow everyone tohave easy access to natural areas.

Special task groups of professionals and concernedcitizens can develop zoning and planning guide-lines to create more open space in the master plansof cities and suburbs that give equal priority to the"green structure " These groups can also advisecity planning departments about new ways of usingnon-traditional !and resources such as vacant lots.roof-tops, and managed plots of ground. to providecity dwellers with a multitude of very accessiblenatural areas. Municipalities can then sponsorevents to "celebrate nature" in these new areas tohelp city and suburban people enjoy and learnabout the diversity and wonders of the naturalworld.

Develop an educational agenda thatintegrates natural history throughout theeducational experience

We must influence our educational syster i to rec-ognize the importance of environmental educationand to integrate natural history throughout theeducational experience. As the initial step. we mustuse national and state bodies to lobby for a man-date to incorporate environmental education intoall school curricula. We must then support thatmandate by developing integrated, holistic, experi-entially-based school curricula To follow through.we will acknowledge and disseminate the exem-plary programs.

We will form better ties between formal school andother natural history programs suchas those at na-ture centers and in Scouting. We can use localnature "experts" (found in nature centers, retirt.es,youth leaders, service organizations) to help teach-ers in the classroom and in leading children out-

doors. Special groups of nature experts could alsobe created for this purpose. In addition, we mustcreate more accessible natural areas for childrenthrough new zoning and planning.

Improve teacher training and teachersunport

We must provide much better pre-service teachertraining and sufficient in-service support and con-tinuing education opportunities for teachers. Wewill first lobby for a mandate that makes instruc-tion in ecology and the environment mandatoryregarding teacher certification requirements for in---,enrice environmental education. Pre-service train-ingshould require both formal classwork in ecologyand environmental sciences and hands-on fieldexperience School boards should be responsiblefor employing community resources, such as na-ture centers, to provide nature experiences whichinstill motivation. confidence. and knowledge sothat teachers. in turn, can provide such experi-ences for children. School boards should create in-centives and rewards for teachers and studentswho do exemplary work in natural history educa-tion, such as time off for continuing education, sabbaticals and research opportunities.

We propose to form a group to (1) research andpublicize exemplary environmental education pro-grams and projects. such as Project Wild, ProjectLearning Tree. and CLASS: (2) establish a runningdata-base network of this information via ERIC ora similar service; and (3) periodically monitor andassess all education programs. The group in chargeof this research should be a national or interna-tional agency. such as the Institute for Environ-mental Education. the Natural Science for YouthFoundation, the North American Association forEnvironmental Education, or the Roger Tory Peter-son Institute.

IDEAS IDEAS IDEAS IDEAS

More creative strategies from the small group sessions

Improve teac,-..er educationPre service anc in-service teacher training muststrr. s environn iental education. Courses shouldbe more thoroui and degree programf, should beoffered in enviro nmental education. Educate teach-ers to be proactive and aware of our place in thenatural world, to promote change in a positive way.Environm& al education should become a certifi-cation requirement both to help educators becomemore aware of environmental education and toimprove educator skills and attitudes. Develop on-going. effective in-service training and renewal foreducat c rs. Improve teacher training with creativepre-service and in-service programs: train teachersto use interdisciplinary curricula and help themfeel comfortable with the outdoors.

Mandate environmental educationEnvironmental education curriculum developmentneeds to be mandated at the local, state, andnational levels. Political lobbying should focus onpassage of this mandate.

Restructure science educationRestructure science education so it integrates schoolcurricula to provide a holistic education. It is im-portant to do this in a way that does not crowd theoverall curriculum.

Develop an educational programDevelop an educational program that increases op-portunities for personal discovery in the naturalworld. It would incorporate discovery opportunitieswithin existing curricula and use existing or newtools in ways which allow otherwise competingactivities and interests (like TV, sports, music.shopping) to have complementary aspects.

Develop new curriculaDramatically improve textbooks and identify alter-native resources.

Link formal and informal educationPromote stronger ties between formal and informaleducational programs.

Use heroesUse models, mentors, and heroes to promote envi-ronmental education.

Involve minority educatorsIncrease participation and networking of minorityeducators.

Create mentorship progra,n, "Pathways tothe Environment"Develop a program ,tich provides children withdirect access to natural environment areas in orderto help them feel their connections with nature.

Teach ecological consciousnessBegin to teach people to be altruistic, caring, andenvironmentally conscious as early as possible. Dothis by reaching out to children in pre-K settings(via television. neighborhood organizations. etc.)before they go to elementary school.

Reflect on world viewStimulate self-reflection among environmentaleducators concerning our present world view andwhere it has taken the earth and all its inhabitants.

Increase ecological literacyIncrease environmental educators' literacy aboutissues pertinent to historical, cultural, and philo-sophical issues. They should review gender-spe-cific and cultural literature to understand our con-nections to nature.

Encourage diversityEncourage effective dialogue among all culturesand races regarding environmental problems and.in the process, learn to understand and appreciateour differences. Recognize and work with culturaldiversity. including senior citizens, an untappedresource.

Teach y )al thinkingDevelop a global understanding by introducingquality geograp hy experiences. Promote geographicliteracy.

Use environmental crisesUse environmental crises to promote positive re-sponses to our natural world.

Educate the publicEducate the general public on threats to humanity.Make learning and environmental education on-going and life-long.

Use the political arenaUse the political arena to foster environmentalaction and the use of new resources.

Develop an ecologically sound economyDevelop a healthy relationship between ecology.economy. and political systc.ns.

Create coalitions with business andindustryEnvironmental educators need to form coalitionswith business and industry and should use them toencourage passage of environmental educationmandates.

Develop environmental leadershipBuild and influence environmental leadership atlocal, state, and federal levels.

Improve communicationImprove Jmmunication between educational in-stitution:,, government, and corporations to en-hance environmental education experiences andincrease access to the natural world. This can bedone on a local, state, national and internationalscale.

Reward work in natural historyInstitutions, teachers, programs, and childrenshould be recognized and rewarded for their work inenvironmental/nature studies. Our structuresshould reinforce and validate this work.

Give the "Barrier Buster" awardIdentify and use model individuals and programs.

Identify and disseminate model programsIdentify and disseminate already existing modelsfor natural history education.

Establish community advisory committeesPromote training and assistance for establishinglocal Community Advisory Committees for Envi-ronmental Education.

'Margaret Mead taught us a long

time ago that the most powerful way

to teach is cross-generational. Magic

happens when seniors work with kids.

Mentorship is critical."

William F. Hammond

Examine demographics and open spacesEstablish zoning and development guidelines whichcreate open space. Also. acquire land to ensureaccess and to foster restoration and preservation.Use both the pristine "natural environment" toteach children about nature. andm ake use of non-traditional land resources close to where childrenlive, such as vacant lots, roof-tops, and managedplots of ground.

Create opportunities for natureob ervationCreate individual and small group nature observa-tion opportunities by working through schools,nature centers and community organizations.

Disseminate informationDevelop a means for ensuring accuracy and re-sponsibility in print and electronic media. Take anactive role in getting more "environmental educa-tion" programs and information into all media.

Celebrate changeCreate a system to support and sustain change.

Celebrate natureSpecial events and festivals should celebrate na-ture.

Do it now with what we haveExisting resources and knowledge need to be mar-keted and distributed. Environmental educatorsshould go to schools with packaged classroomnature workshop programs. They should startnow: they cannot wait for mandates to be passed.Recognize the scope of problems. but only take onrealistic. manageable projects. Do not let the sizeof problems justify individual inaction.

WE SHARE VISION AND PASSION

Let us respond with action and commitment

As the participants met on the last night of theforum, there was an atmosphere of comraderie,dedication to our visions, and passion for thewonders and experiences of opening the naturalworld to children. We listened as Roger ToryPeterson described his career and realized thecontinuity of teaching and sponsorship representedin his work. We applauded William Hammond forhis excitement and success. And we laughed withProfessor Avian Guano, Bir.D., (in real life, DennyOlson) as he demonstrated the fun which we mustkeep in all our endeavors.

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Breaking the Barriers: Linking Children andNature was an opportunity to link ourselves witheach other and to develop shared plans of action forthe future. The participants felt that having createdthese strategies, we must assume responsibility forthem. We are the leaders, it is up to us to takeaction, and soon. We do not have time to wait forour political, economic, and educational structuresto change and act for us. We must form our owncoalitions for creating change, while also workingwith other institutions to change them.

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ROGER TORY PETERSON INSTITUTE

OFFICERS & TRUSTEES

Roger Tory Peterson, Honorary ChairmanOld Lyme. CT

Paul A. Benke, ChairmanJamestown, NY

Jeffrey B. Froke, PresidentJamestown, NY

Dallas K. Beal, SecretarySimsbury. CT

Noble S. Proctor, Vice ChairmanBranford, CT

John D. Hamilton, TreasurerJamestown, NY

S. Benton BashamChattanooga, TN

Howard P. BrokawWilmington, DE

Arthur M. KlebanoffNew York, NY

Virginia M. PetersonOld Lyme. CT

Elliot L. RichardsonWashington, DC

James R. SchlesingerWashington. DC

William H. WendelNiagara Falls. NY

Lloyd A. WrightCaptiva Island. FL

STAFF

Patricia BriningerSpecial Projects Manager

Christine M. GreenAccountant

Judith KocnLibrarian

Linda PierceMembership Manager

Anita SeabergCommunications Manager

Lynn WilcoxOffice Manager

The Roger Tory Peterson Institute extends sincert thanks to the following individuals, organizations andbusinesses for their contributions to the success ofBre aking theBarriers: Linking Children and Nr ture.

FORUM SPEAKERS

Judy BrausDirector of School ProgramsNational Wildlife Federation1412 Sixteenth Street, NW

Washington, DC 20036-2266

Marshal CaseVice President for Education

National Audubon SocietyR R. 1, Box 171

Sharon, CT 06069

John Ripley ForbesFounder and Chairman of the Board

Natural Science for Youth Foundation130 Azalea Drive

Roswell, GA 30075

William F. HammondNational Wildlife Federation's

1988 Conservation Teacher cf the Year5456 Parker Drive

Fort Myers, FL 33919

FORUM FACILITATORS

The Caucus PartnershipLynda H. Schneekloth and

Robert G. Shibley, Managing Partners601 West Ferry St.Buffalo, NY 14222

Ellen BruceRob Crowell

Dennis KnipfingCheryl Parker

Cynthia SchwartzKen ShermanJohn Whitney

Margaret Wooster

Willard JacobsonCoordinator of the Second International

Scientific StudyProfessor of Natural Sciences

Department of Science EducationTeacher's College, Columbia University

New York, NY 10027

Denny OlsonEnvironmental Educator

The Sigurd Olson Environmental Institute506 Torrey Building

314 West Superior StreetDuluth, MN 55802

Dean R, SteinhartDirector of Environmental Education

Pennsylvania State Education Department333 Mark.:t Street, P.O. Box 911

Harrisburg, PA 17108

Miriam WesterveltCoordinator, Project Wild and Natural Resources

Management, U. S. Fish and Wildlife ServiceDepartment of the Interior

18th and C Streets, NWWashington, DC 20240

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FORUM STEERING COMMITTEE

Allen BentonProfessor Emeritus of Biology

State University of New York College at Fredonia292 Water Street

Fredonia, NY 14063

Daniel DobeyAssociate Professor of Science Education

State University of New York College at FredoniaFredonia, NY 14063

Stephen EatonProfessor Emeritus of Biology

St. Bonaventure University10 Mile Road, R. D.

Allegany, NY 14706

Thomas ErlandsonChair, Life Sciences Division

Jamestown Community College525 Falconer Street

Jamestown. NY 14701

Robert KochersbergerProfessor Emeritus of Biology

Jamestown Community College18 Lester St.,-et

Sinclairville, NY 14782

VOLUNTEERS

Stuart BaldwinLouise Bly

Lois LaBaronGloria LasserJean Pigman

Frances VonReyn

Janet LanzaAssociate Professor of Biology

State University of New York College at FredoniaFredonia, NY 14063

William SharpScience Supervisor

Jamestown Public Schools350 East Second StreetJamestown, NY 14701

Roger Van NostrandAgent

Chautauqua County Cooperative Extension36 Reed Road

Sinclairville, NY 14782

James YaichDirector

Jamestown Audubon SocietyR. D. 5, Riverside RoadJamestown. NY 14701

COMMUNITY ORGANIZATIONSAND BUSINESSES

Ailtel CorporationDon Anderson

Betty Dixon CandiesChautauqua County Cooperative Extension

Jamestown Audubon SocietyJames Yaich, Director

Rebecca AlbaughTina Nelson

Kathleen RileyJamestown Community College

Nelson Garifi, Director of Community RelationsNew York State Regional Grape

Experimentation StationPeek'n Peak Resort

Allen Peterson FarmsSKF/Marlin Rockwell Division of TRW

The Welch Food CompanyWhittier Farms

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FORUM PARTICIPANTS

Susan K. AhearnLecturerState University of New York at Stony Brook202 Harriman HallStony Brook, NY 11706

Dean B. BennettAssociate Professor of EducationUniversity of Maine at FarmingtonFranklin Hail, 104 Main StreetFarrnington,ME 04938

Alan R. BerkowitzHead of EducationInstitute of Ecosystem StudiesP. O. Box ABMillbrook. NY 12545

Donna BesskenDirectorMcKeever Environmental Learning CenterR D. #3, Box 121Sandy Lake, PA 16145

Clarke BirchardSupervisor of Outdoor EducationThe Bruce County Board of EducationP. O. Box 190Chesley, Ontario NOG 1L0 Canada

Gerald BishopEditor, RANGER RICK MagazineNational Wildlife Federation1400 16th Street, NWWashington, DC 20036

Steven W. BowenTeacher/NaturalistRoyal Botanical GardensP. O. Box 399Hamilton, Ontario L8N 3H8 Canada

Bonnie BusenbergEducation DirectorRancho Santa Ana Botanic Garden1500 North College AvenueClaremont, CA 91711

Rodger W. EybeeAssociate DirectorBiological Sciences Curriculum Study830 North Tejon, Suite 405Colorado Springs, CO 80903

Sam ChattinTeacherScott County School District #2South Third StreetScottsburg, IN 47170

Peggy CowanMath/Science/Computer SpecialistAlaska Department of EducationP. O. Box FJuneau, AK 99811

C. Tod EagleSuperintendentJamestown Public Schools200 East Fowl. StreetJamestown, NY 14701

Victor J. EldertonPrincipal/DirectorNorth Vancouver School DistrictBox 250Brackendale, British Columbia VON 1H0 Canada

Nancy FieldAuthor, Publisher, BiologistDog-Eared PublicationsP. O. Box 863Middleton, WI 53562

Richard B. FischerProfessor EmeritusCornell University135 Pine Tree RoadIthaca, NY 14850

Phyllis M. FordChair and ProfessorPark & Recreation ResourcesMichigan State University131 Natural Resources BuildingEast Lansing, MI 48824

Jean FredericksouEducation CoordinatorPomona Valley Audubon. Society2595 Valkyrie Drive. P. O. Box 758Running Springs. CA 92382

Leslie B.GambleESrecuttve DirectorMaine Conservation SchoolP. O. Box 188Bryant Pond, ME 04219

Diane GeorgeTeacher and Media SpecialistBranford Intermediate School185 Damascus RoadBranford, CT 06405

Jeanette GeorgeScience TeacherMiddlesex Middle School204 Hollow Tree RidgeDprien, CT 06820

Donald HammermanProfessorNorthern Illinois UniversityTaft CampusOregon. IL 61061

William HillcourtNational Director of Scoutcraft, RetiredBoy Scouts of America8104 East Seneca StreetManlius, NY 13104

Jcrry HodgePrincipalToronto Board of Education48 Glenholme AvenueToronto. Ontario M6H 3A9 Canada

James C. Hogan. Jr.Public Health Program EvaluatorConnecticut State Department of Health10 Clinton StreetHartford, CT 06106

Karen S. HoliwegDirector. Urban Education Project DisseminationDenver Audubon Society975-B Grant StreetDenver. CO 80203

Richard A. HortonDirectorShaker Lakes Regional Nature Center2600 South Park BoulevardCleveland. OH 44120

John HugEnvironmental Education ConsultantOhio Department of EducationE.5 South Front Street. Room 1005Columbus, OH 43266

Elizabeth HuningDirectorRichardson Bay Audubon Center & SanctuaryGeorge Whitten Education Center376 Greenwood Beach RoadTiburon. CA 94920

Betsy JacobsDirector of Children's Eclacat onBrooklyn Botanic Garde ri

1000 Washington AvenueBrooklyn. NY 11225

Barry JamasonCoordinator, Environmental EducationNew York State Education DepartmentRoom 314H, Washington AvenueAlbany. NY 12234

Randal D. JohnsonAssociate Professor of BiologyOlivet Nazarene UniversityDepartment of BiologyItanakakee. IL 60901

Steven KarlinExecutive DirectorWildlife AssociatesP. 0. Box 982Pacifica. CA 94044

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James D. KeightonHead Educator/PresidentNorth Carolina Museum of Life & Sciences/New Hope Audubon SocietyRoute #1, Box 169Durham, NC 27705

Michael P. KelleyRegional Program SpecialistNYS Office of Parks. Recreation & HistoricPreservation - AlleganyR D. #1, Allegany State ParkSalamanca, NY 14779

John J. KirkDirector & Professor of Environmental StudiesMontclair State College, New Jersey School ofConservationR D. #2, Box 272Branchville, NJ 07826

Carolyn KlassSenior Extension Associate. Entornokt4Cornell University4140 Comstock HallIthaca, NY 14853

Thomas W. LevermannHead. Education RelationsSoil Conservation Service. USDAP. 0. Bax 2890Washington. DC 20013

Carol LoreneManagerThe Gebbie FoundationRoom 308 Hotel Jamestown BuildingJamestown, NY 14701

Neil MarkowitzDirectorFlat Rock Brook Nature Association443 Van Nostrand AvenueEnglewood, NJ 07631

William H. MartinDirector, Division of Natural AreasEastern Kentucky University224 McCreary HallRichmond, KY 40475

Patrick V. McSheaProgram Specialist. Educational Loan CollectionThe Carnegie Museum of Natural History, Divisionof Education4400 Forbes AvenuePittsburgh. PA 15213

Jim MillerScience TeacherMadison Plains School District392 Parkdalc RoadWest Jefferson, OH 43162

John C. MillerEnvironmental Education SpecialistMinnesota Department of Education644 Capitol Square Building. 550 Cedar StreetSt. Paul. MN 55101

Dan MurphyTeacher, Science Department HeadMillard Public Schools15404 Adams StreetOmaha, NE 68137

Jack MyersScience Editor,Highlights for ChildrenDepartment of Zoology. University of TexasAustin, TX 78712

Joanne NardoneField RepresentativeDepartment of Environmental ResourcesOne Ararat Boulevard, Room 214Harrisburg, PA 17110

Trica OshantEducation and Information SpecialistHawk Mountain Sanctuary AssociationHawk Mountain, R D. #2Kempton, PA 19529

John Pak. linoPresidentPocono Environmental Education CenterR D. #2, Box 1010Dingmans Ferry, PA 18328

Michael E. RiskaExecutive DirectorDelaware Nature SocietyP. O. Box 700Hocke, DIn. DE 19707

Louis RitrovatoEnvironmental Educac on Specialist ManagerPennsylvania Bureau of State ParksFL D. #1. Box 392Reading. PA 19607

David RupleMuseum DirectorScranton MuseumP. O. Drawer 908Pascagoula. MS 39567

Helen Ross RussellFree Lance EnvironmentalistEducation Consultant. Author44 College DriveJersey City. NJ 07305

Vita V. SaavedraPrincipalLongfellow Elementary School400 Edith Boulevard. NEAlbuquerque. NM 87105

Marie Jo M. SmerechniakScience CoordinatorCommunity School District '12570-30 164th StreetFlushing. NY 11365

Daniel C. SmithPublic Information DirectorDefenders of Wilclige1244 19th Street. NWWashington. DC 20036

Paul C. SpectorDirector of EducationThe Holden Arboretum9500 S :rry RoadMentor. OH 44060

Mimi SteinheiderEducation DirectorThe National Arbor Day FoundationIt R. #2. Morton Orchard. P. 0. Box 345Nebraska City. NE 68410

Carl SwaffordScience Instructor/Junior HighA. W. Spalding SchoolP. O. Box 47Collegedale. TN 37315

PHOTOS 81 ARTWORK

All drawings by Roger Tory Peterson

Cover photo: Olin Sewall Pettingill. Jr.Page 2: photo of Dr. Peterson by Jeremy DoddPage 3: photo courtesy Roger Tory Peterson

Charles TagueEducation CoordinatorPittsburgh AviaryAllegheny Commons WestPittsburgh. PA 15232

Craig D. ThompsonEnvironmental Education IIINYS Department of Environmental ConservationRoimi 504. 50 Wolf RoadAlbany, NY 12233

Pam TooleyCurator of EducationHeard Natural Science Museum and SanctuaryRoute 6. Box 22McKinney. pc 75069

Craig TuftsDirector. Urban Wildlife ProgramNational Wildlife Federation8925 Leesburg PikeVienna, VA 22180

J. R. VallentyneSenior ScientistDepartment of Fisheries & OceansP. O. Box 5050Burlington. Ontario L7R ,I.A6 Canada

Gregory A. WilkesHead Teacher. Washington Co. Board of Ed..Fairview Outdoor Ed. Center234 Clinton AvenueHagerstown. MD 21740

Audrey E. WilsonOutdoor Education ConsultantNorthumberland & Newcastle Board of Education1010 Ontario StreetCobourg, Ontario K9A 3C i Canada

Kathleen M. ZaunElementary TeacherFox Chapel School District115 Cabin LanePittsburgh. PA 15238

Edward J. ZeroProgram AdministratorBoard of Cooperative Educational ServicesP.O. Box 604Smithtown. NY 11787

Pages 4, 9. 13: photos courtesy John Ripley Forbes.Natural Science for Yodth Foundation

Page 6: photo © 1989 Toshiba AmericaInformation Systems. inc.

Page 10: photo by Allen BentonPage 16. photo from National Audubon Society archives

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ROGER TORY PETERSON INSTITUTEof Natural History

110 Marvin ParkwayJamestown, New York 14701

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