The following article is written by Sharon Hanzik, PWLTMN
The title of this article is also the title of a book written by Freeman Tilden. Although many authors have followed in his footsteps, most in the field refer to his work as the “authority” on natural and cultural interpretation. Since educating the public about natural resource conservation is one of our goals, I decided to share a few morsels of his tried and true concepts. If you have never heard of him, here are the highlights.
Freeman Tilden (1883-1980)
• Playwright, newspaper reporter, keen observer/commentator. Asked by the National Park Service to tour the parks, write about them and analyze what was happening with interpretation.
• He wrote about interpretation as a means of establishing goals and identifying principles for quality interpretation.
• Established a foundation of 6 principles which are still the most recognized standards.
According to Tilden “interpretation is an educational activity which aims to reveal meanings and relationships through the use of original objects, by firsthand experience, and by illustrative media, rather than simply to communicate factual information. Interpretation is the revelation of a larger truth that lies behind any statement of fact.
Interpretation should capitalize on mere curiosity for the enrichment of the human
mind and spirit.
The following are his 6 principles:
- Any interpretation that does not somehow relate what is being displayed or described to something within the personality or experience of the visitor will be sterile.
- Information, as such, is not interpretation. Interpretation is revelation based on information. But they are entirely different things. However, all interpretation includes information.
- Interpretation is an art, which combines many arts, whether the materials presented are scientific, historical, or architectural. Any art is in some degree teachable.
- The chief aim of interpretation is not instruction, but provocation.
- Interpretation should aim to present a whole rather than a part, and must address itself to the whole man rather than any phase.
- Interpretation addressed to children (say, up to the age of twelve) should not be a dilution of the presentation to adults, but should follow a fundamentally different approach. To be at its best, it will require a separate program.
I’ve highlighted principle number 4 for a very good reason. Don’t be an “information dump”. Your goal is to spark interest, not give a lecture.
I hope you have found value in this article. Whether or not you choose to conduct interpretive programs or staff an outreach booth, these principles are useful tools. The book is still in print and available through mainstream online sources.