As a child in Delhi, one of the major highlights of the year was a visit to the Zoo. And if we were lucky enough to have guests from out of town with children, it was a bonanza year, because the zoo would be on the itinerary for the guests, and we could go along too. The birds visiting the wetlands which are a major part of Delhi Zoo; the lions, tigers, elephants, zebras; the mischievous monkeys, the exotic zebras and giraffes—these were our only encounters with creatures that we otherwise only saw in 2-d in books. And from such visits grew our wonder at the world of nature and our love for it.
And that indeed is one of the stated purposes of zoos—to introduce visitors to nature and to lay the foundation for a conservation ethic. As India’s Central Zoo Authority (CZA) sums up, the objectives of zoos are:
‘CONSERVATION: To be involved in programs which assist the survival of wild populations of animals. This is often done in partnership with other organisations.
EDUCATION: To increase the level of awareness, knowledge and understanding of visitors about animals, the environment and conservation, and to motivate behaviour change which will help the environment.
RESEARCH: To conduct and facilitate research on animals both in captivity and in the wild, with particular emphasis on threatened species.
RECREATION: To provide enjoyment and enrichment for visitors through close contact with living things.’
I spent two decades of my career as an environmental educator, and zoo education was something I was involved in at some stage. I still carried the deep impacts of my childhood zoo experiences and worked with a passion to make zoo visits more educational, striving to sow the seeds of love, respect and care for the environment, nature and animals.
But last week, I took a 4-year old to the Bannerghatta Zoo and Safari Park. She liked it. But I saw nothing like the excitement and wonder I remember feeling as a child. She was reasonably excited when she saw lions and tigers and bears close up during the safari. And then during the walk through the zoo, she did like the zebras and monkeys and giraffes, but I could see that she was disappointed that they were just standing there, not ‘doing’ anything. And then when we saw a herd of elephants, she could not see the baby-elephants clearly, which she was not happy about. And as she walked through the zoo, she was tired and hot and cranky. All in all, if my childhood zoo visits were an 11/10, hers was a 7/10.
I got to thinking why. And then I realized that she had the wildest and most remote of habitats and the most exotic of animals at her fingertips. She just had to switch channels in the comfort of home to see lion cubs playing with their mother’s tail; elephants mud-bathing; kingfishers swooping in for a fish catch; tigers chasing a deer. No wonder the physical sights were not so exciting.
I still believe that zoo-visits have a major role to play in nature education. But obviously, it cannot be business as usual. While zoos in India are making some efforts to make onsite education more exciting, there are international zoos which have taken this to new levels of innovation, immersion and interaction. Next week I will share some interesting and really cutting-edge programmes.
India has 145 recognized zoos in India as per CZA. Pre-Covid estimates indicate that zoos are one of the highest visited public spaces, with over 8 crore visitors every year. Zoos are still the most accessible way to see animals for real–national park and sanctuary visits are expensive and time-taking. We cannot lose this opportunity of zoo-visits to set off positive action for the environment. And to do so effectively means we must understand the challenges that new media poses to traditional visit experience, as well as recognize the exciting opportunities it offers.
–Meena
y for an environmental educator whose work and mantra for over three decades had been ‘connecting children with nature’. Environmental education as we believed was learning in the environment, learning through the environment, and for the environment. More than anything else, this was true for nature education. Based on this conviction we worked with passion and imagination to create hands-on teaching-learning experiences–from stepping outside the classroom to observe a single tree, to a camping experience of immersion in natural surroundings. These were experiences that engaged not just the head, but all the five senses—seeing, hearing, smelling, tasting and feeling—and thence the heart. We believed that it was the heart and not the head which would create a new generation of sensitive, informed and able champions of the environment.
Millennial Matriarchs 