ISHS Acta Horticulturae 299: Forum on Strategies for Horticultural Societies in the 1990's, XXIII IHC
THE EDUCATIONAL ROLE OF BOTANIC AND RELATED GARDENS |
| Author: | C.D. Brickell |
| Abstract:
The title suggested to me for this symposium - the educational role of botanic and related gardens in the 1990's - seems innocuous enough. Education is after all a frequent theme amongst those who work at botanic and related gardens and all of us think we know what we mean by education. But do we? Similarly, it seems simple enough to define a botanic garden - but is it? Both are open to very diverse interpretations and if I attempted to provide reasoned definitions here I doubt whether the subject in my title would be covered at all during the symposium. For the purposes of this talk, therefore, I am looking at both in their broadest interpretations accepting that education involves increasing and disseminating plant knowledge both actively and passively; and botanic gardens as including arboreta and major gardens where the aims are much wider than the provision of purely recreational areas and activities. All botanic gardens have, or should have, well defined aims, objectives and functions. Many, one suspects, do not have quite such clear cut policies as they would like to believe - and I do not exempt my own organisation from this comment. Often the achievements fall short of the aims perhaps because we are over optimistic as to what can be achieved with the funds, personnel and facilities available. In this talk I am looking at the broadest canvas possible relating to education in botanic gardens, remembering that it is but one of several important functions of a botanic garden, although in the 1990's its importance will undoubtedly increase. I would emphasise here that great care needs to be taken not to let the educational aspects of the work of a botanic garden develop without reference to other functions as is sometimes the tendency. In some gardens education has become the dominant factor, not because it was part of an original well - defined policy, but because the "public face" of education brings in funds, catches votes and apparently justifies the existence of the organisation to the outside world. Education, both active and passive, is but one function of a botanic garden, although a very important part. It must be carefully integrated and balanced with the other functions of the garden. It is very easy for a tremendous enthusiasm to build up for implementing various types of educational programmes and this may have a deleterious effect on other aspects of the work of the organisations and, equally as importantly, the people involved, if not kept in balance. | |
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