Fish Robert D, Austen Gail E, Bentley Jacob W, Dallimer Martin, Fisher Jessica C, Irvine Katherine N, Bentley Phoebe R, Nawrath Maximilian, Davies Zoe G
Durrell Institute of Conservation and Ecology, University of Kent, Canterbury, England, United Kingdom.
Centre for Environmental Policy, Imperial College London, London, England, United Kingdom.
Bioscience. 2024 Mar 19;74(5):333-339. doi: 10.1093/biosci/biae014. eCollection 2024 May.
Language is central to the way people learn about the natural world. A salient concern of the biodiversity conservation arena has been to understand how language can be employed by scientists to communicate knowledge to nonexpert audiences and build ecological literacy. The use of analogy and narrative by scientists are prominent techniques. In this article, we consider how these two modes of language-based reasoning extend into ordinary conversational language use by the public, specifically when articulating everyday understanding and experiences of biodiversity. Drawing on a process of public engagement in a UK woodland environment, a typological framework based on principles of analogical and narrative reasoning is developed to characterize the precise character of processes of everyday biodiversity sense making. The implications of the framework are discussed in the context of future biodiversity research, particularly its participatory and educational dimensions.
语言对于人们了解自然世界的方式至关重要。生物多样性保护领域的一个突出关注点是理解科学家如何利用语言向非专业受众传播知识并培养生态素养。科学家使用类比和叙事是突出的技巧。在本文中，我们思考这两种基于语言的推理模式如何延伸到公众的日常对话语言使用中，特别是在阐述对生物多样性的日常理解和体验时。基于英国林地环境中的公众参与过程，构建了一个基于类比和叙事推理原则的类型学框架，以刻画日常生物多样性认知过程的精确特征。在未来生物多样性研究的背景下，特别是其参与性和教育维度，讨论了该框架的意义。
