Thursday, August 9, 2007

PS 58-47: Ecological education networks and the constraints on knowledge transfer: The experience of the Institute of Ecology and Biodiversity (IEB) in Chile

Rocío C. Jaña-Prado1, Ximena Arango2, Paula C. Caballero3, Claudia C. Hernández4, Emer A Mancilla1, Wara Marcelo5, and Mariela Sovino4. (1) Instituto de Ecología y Biodiversidad-Universidad de Chile, and Fundación Senda Darwin, (2) Institute of Ecology and Biodiversity, Omora Ethnobotanical Park & University of Magallanes, Chile, (3) Instituto de Ecología y Biodiversidad Universidad de Chile, and Universidad de Magallanes, (4) Instituto de Ecología y Biodiversidad Universidad de Chile, and Centro de Estudios Avanzados en Zonas Áridas CEAZA, (5) Instituto de Ecología y Biodiversidad Universidad de Chile

Scientific knowledge is often restricted to academic circles, except in cases when research has an applied aim. As a consequence of this, the ecological value and importance of wild species and ecosystems, documented by current ecological and evolutionary research, does not reach the general public. In Chile, lack of flexibility of formal education and college schemes, as well as rigidity and work loads of graduate programs, contribute to the disconnection between research, education and socio-cultural context. Hence, relevant scientific knowledge is poorly conveyed to society. The aim of the Outreach program of the Institute of Ecology and Biodiversity (OP), together with pioneering NGOs Omora, and Senda Darwin Foundations, is to generate a direct transfer of knowledge from scientists to local community and vice-versa, under the paradigm that to conserve, it is first necessary to know your local environment”. Through this interaction, scientists can learn to value and integrate traditional knowledge, and local communities can legitimately question management practices which are not aimed at sustainable development. OP activities are organized as a network of four nodes (La Serena, Santiago, Chiloé and Puerto Williams), covering from central Chile to Cape Horn, and from semiarid to Subantarctic ecosystems. OP targets are local communities, ecotourism groups, park rangers, school-teachers and children. Tasks are achieved through hands-on workshops where scientists and community work together to generate innovative learning experiences and products. Future challenges are to introduce flexibility into formal education and create incentives to the participation of science students in outreach activities

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