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Navigating nature, culture and education in contemporary botanic gardens

Journal article
Authors Dawn Sanders
Amy Ryken
Katherine Stewart
Published in Environmental Education Research
Volume 24
Issue 8
Pages 1077-1084
ISSN 1350-4622
Publication year 2018
Published at Department of Pedagogical, Curricular and Professional Studies
Pages 1077-1084
Language en
Keywords Nature, Culture, Education, Botanic Gardens
Subject categories Biological Sciences, Pedagogical Work


Increasingly, humans are an urban species prone to ‘plant blindness’. This demographic shift and situation has implications for both individual and collective perceptions of nature, as well as for addressing ‘ecophobia’ and encouraging ‘biophilia’ through education. Contemporary humanity occupies a world in which extensive physical change, both in the landscape and its related organisms, is occurring . Education-related debates on these issues links to the noted phenomenon of a ‘bubble wrap generation’ growing up within ‘nature-deficit’ childhoods in ‘megalopolitan cities’. Indeed, some commentators consider that 'nature has already disappeared' and exists only in protected spaces. Such perceptions have consequences for education in ‘presented world’ settings such as zoos, botanic gardens and natural history museums. This editorial, and its associated collection of papers, considers the critical relationships between nature, culture and education in contemporary botanic gardens and the ways in which visitors navigate their journeys, as demonstrated by research.

Page Manager: Webmaster|Last update: 9/11/2012

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