Enhancing Wildlife Education Through Mindfulness

In recent decades there has been an increase in opportunities for people to view wildlife in tourism settings such as wildlife tours, national parks and captive environments such as zoos. This in turn has provided increasing opportunities to educate people of all ages about the value of wildlife and their habitats. One concept useful for enhancing learning is that of mindfulness. This concept suggests characteristics of interpretation that attract and sustain the focused attention of visitors. Using open-ended descriptions of best wildlife experiences from 790 respondents, this study found that 84% of descriptions contained at least one element consistent with the mindfulness concept. This paper argues that a mindfulness model can be used to understand visitor responses to wildlife tourism and direct the design of experiences that enhance learning and enjoyment.

Characteristics and Motivations of Docents in Wildlife Education

Because childhood experiences with pets and wildlife help develop positive attitudes toward animals, educators who can teach the importance of protective maintenance of wildlife and environment to coming generations are needed. The characteristics and motives of 55 volunteer docents in wildlife education (9 men, 46 women) were assessed through telephone interviews. The data indicate that such actively involved docents had great concern for wildlife, had experienced positive role models, peer support, and rewards for specific behaviors involving animals, and had positive experiences with owning pets during childhood. Notably, however, these trained educators focused on teaching more about animal care and protection and less on specific interactions with animals, and they stayed in wildlife education because they liked raising children's enthusiasm for protecting the environment and wildlife. Recruitment of docents for wildlife education should take these latter distinctive characteristics into account. Over-all, the data suggest that children, adolescents, wildlife, and environment could benefit greatly if these docents could extend their suburban outreach programs to inner city primary and intermediate schools as well.

Characteristics and Motives of Adolescent Volunteers in Wildlife Education

The characteristics and motives of 63 suburban adolescents (20 boys, 43 girls) who are concerned with learning how to care for and make significant contributions to wildlife and the environment were assessed by telephone interviews. The data confirm studies of adults in that significantly more girls than boys became volunteers, significantly more volunteers' families than average families experienced caring interactions with animal life through pet ownership, and significantly more volunteers reported that concern for wildlife arose during early childhood rather than later. The data also indicate that early childhood experiences with pets, with adults acting as role models and providing social approval, and having instruction in wildlife care with peers all contributed to their positive attitudes toward wildlife and the pursuit of their volunteer work. Over-all, the results suggest that adolescents, wildlife, and the environment might benefit if wildlife care programs could be established for other youth such as inner city teenagers.