caa a22 4500 388050748 CHVBK 20180307125053.0 cr unu---uuuuu 161130s1998 xx s 000 0 eng 10.1017/S0814062600003955 doi S0814062600003955 pii (NATIONALLICENCE)cambridge-10.1017/S0814062600003955 Howard Jonathon Charles Sturt University Albury Environmental Education and Interpretation: Developing an Affective Difference [Elektronische Daten] [Jonathon Howard] Rather than create another definition this paper explores the philosophy of interpretation in order to identify its core values. This shows that the main difference between environmental interpretation and environmental education is whether affect is considered to be pre-or post-cognitive. To the interpreter particularly significant experiences create deep emotional responses in participants that need no explanation. While moods, feelings and emotions are known to be important to attitude and behaviour change, how they create behaviour change is largely unknown. Interpretation will only make significant advances and become more challenging when it is informed by articulated theory. The implications for practice are that affective rather than cognitive models of learning need to be both employed and explored in future. Copyright © Cambridge University Press 1998 Australian Journal of Environmental Education Cambridge University Press 14(1998), 65-70 0814-0626 14<65 1998 14 AEE https://doi.org/10.1017/S0814062600003955 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0814062600003955 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Howard Jonathon Charles Sturt University Albury NATIONALLICENCE 773 0- Australian Journal of Environmental Education Cambridge University Press 14(1998), 65-70 0814-0626 14<65 1998 14 AEE CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge