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Interdisciplinary training in environmental conservation: definitions, progress and future directions

机译：环境保护跨学科培训：定义，进展和未来方向

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The development of interdisciplinary approaches to environmental conservation is obviously related to interdisciplinary training in undergraduate and postgraduate conservation-oriented degree programmes. This paper therefore examines interdisciplinary training in environmental conservation, with a focus on conservation biology. The specific objectives are: (1) to analyse debates about the nature of'interdisciplinarity' in conservation biology; (2) to examine the status of interdisciplinary training in current academic programmes in conservation biology; and (3) to make recommendations in terms of interdisciplinary or other non-natural science content that should be prioritized for inclusion in the curriculum. The term 'interdisciplinarity' has been used in relation to conservation training to refer to (1) any social science content; (2) vocational skills training; (3) integrative or practice-based exercises, sometimes with no indication of disciplinary content; (4) the (variously denned) 'human dimensions' of conservation, and (5) interaction between different academic disciplines (usually crossing the natural science—social science divide). In terms of training, the natural sciences have remained predominant in almost all reported academic programmes, but there now appears to be more coverage of non-natural science issues than previously. However the lack of consistency in the use of terms makes it difficult to assess progress. Further debate about curriculum development in conservation would be aided greatly by recognizing the distinction between the different aspects of non-natural science training, and treating each of them in its own right. Most degree programmes in environment-related disciplines specialize to varying degrees either in the natural sciences or the social sciences, and a comprehensive programme covering both of these in depth is likely to be problematic. However, some understanding of different disciplinary perspectives is increasingly important in a career in environmental conservation, and it is argued that, as a minimum, a primarily natural science-based undergraduate programme in environmental conservation should include: (1) an introduction to social science perspectives on the environment; (2) basic training in social science methods, research design and science theory; (3) vocational skills training, to the extent that it can be built into existing curricular components; and (4) integrative problem-solving tasks that can be used in relation to any or all of the above. A similar list could be constructed for social science-based environmental degree programmes, incorporating some basic training in natural science perspectives. Postgraduate training programmes are more varied in what they aim to achieve in terms of disciplinary breadth; they can develop students' existing specialist expertise, offer supplementary training to allow students to increase the disciplinary breadth of their expertise, or focus on the issue of interdisciplinarity itself.
机译：环境保护的跨学科方法的发展显然与本科生和研究生以保护为导向的学位课程中的跨学科培训有关。因此，本文探讨了环境保护的跨学科培训，重点是保护生物学。具体目标是：（1）分析有关保护生物学中“跨学科”性质的辩论； （2）审查目前的保护生物学学术课程中跨学科培训的状况； （3）就跨学科或其他非自然科学内容提出建议，应优先考虑将其纳入课程。 “跨学科”一词已用于保护培训，是指（1）任何社会科学内容； （2）职业技能培训； （3）综合或基于练习的练习，有时没有任何学科内容的指示； （4）自然保护的“人类层面”，以及（5）不同学科之间的相互作用（通常跨越自然科学与社会科学的鸿沟）。在培训方面，自然科学在几乎所有已报告的学术课程中仍然占主导地位，但与以前相比，现在似乎对非自然科学问题的报道更多。但是，术语使用缺乏一致性使得难以评估进度。认识到非自然科学训练的不同方面之间的区别，并以各自的权利加以对待，将极大地促进有关保护课程发展的进一步辩论。大多数与环境有关的学科的学位课程都专门研究自然科学或社会科学的不同学位，而全面涵盖这两个方面的全面课程可能会出现问题。但是，对于不同的学科观点的理解在环境保护的职业中变得越来越重要，并且有人认为，环境保护的基本以自然科学为基础的本科课程至少应包括：（1）社会科学概论对环境的看法； （2）社会科学方法，研究设计和科学理论的基础培训； （3）在可将其纳入现有课程内容的范围内进行职业技能培训； （4）可以与上述任何一项或全部有关的综合解决问题的任务。可以为基于社会科学的环境学位课程构建类似的清单，并结合一些自然科学方面的基础培训。研究生培训课程的目标是在学科广度上实现更多目标；他们可以发展学生现有的专业知识，提供补充培训以使学生增加其专业知识的学科广度，或专注于跨学科本身的问题。

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