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Wildfire severity is increasing in the western United States. Simultaneously, many recognize that fire is a natural process and advocate for learning to live with fire. Indeed, the naturalness of fire can be an important reason provided to increase the amount of fire on a landscape. However, “naturalness” can be interpreted in incommensurate ways, such as the historic range of variability of a system or the absence of human influence. What makes wildfires feel natural or unnatural to the people who experience them, and how naturalness affects reactions to wildfires is underexplored. Using social representations theory, we examine the 2023 Lookout Fire at the H. J. Andrews Experimental Forest (HJA). We use semi-structured interviews (n = 40) to explore how the research community associated with the HJA mentally constructs and uses naturalness to emotionally process and make meaning from the wildfire. We find even in a community with advanced training in ecology, respondents use a variety of metrics to determine naturalness, including ignition source, fire behavior, and pre-fire landscape characteristics and fire history. Respondents consider a variety of factors, and there was not consensus on whether the Lookout Fire was a “natural” fire. In general, respondents who described the fire as more natural were able to come to a state of acceptance and excitement for future research opportunities sooner than respondents who described the fire as largely unnatural. This has important implications for wildfire risk communication for scientists and practitioners who want to restore fire as a natural process. While fires perceived (or framed) as natural may be more readily accepted, fires perceived as unnatural may take longer to process. Fires perceived as human-caused and especially as climate-exacerbated may be the most difficult for people to process after and during the fire, and may have the most resistance for being managed for purposes other than full suppression. 

One of the dominant ethics of natural resource management (NRM), and arguably Western culture, is consequentialism, which evaluates the ethical merit of decisions based solely on consequences or outcomes of those decisions. When used in NRM, this ethic is largely applied as the default, without interrogation of whether it is appropriate or useful. In this case study, we examine the intersections of consequentialism, decision psychology, and fire response in the United States. We explore how trying to maximize beneficial outcomes creates dilemmas for fire managers who must make decisions despite considerable risk and uncertainty about outcomes. Consequentialism as a guiding ethic may exacerbate risk aversion and fire suppression and ultimately contributes to a dilemma, wherein fire managers trying to reduce negative outcomes may increase the probability of negative outcomes (via catastrophic wildfire) in the long run. In place of consequentialism, we explore how virtue ethics in fire response and moral pluralism may ultimately better support the goals of risk management and positive outcomes. From this case study, readers will gain insight on the challenges of applying ethical theory to current natural resource issues, the way cognitive biases can affect decision-making, and alternative ethics to the dominant consequentialist system in NRM. 

Abstract Sense of place describes both affective and cognitive — emotional and intellectual — connections to place. Affective outcomes, tied to arts and humanities education, can facilitate these connections. But little research explores environmental science, arts and humanities (eSAH) curricula on place relationships. Additionally, most research on the sense of place focuses on repeated visits to a place over time, rather than short-term experiences like a field trip. Finally, digital technology is a growing trend across science education, but little research investigates its use in field-based contexts. Our research begins to address these gaps. This article describes an eSAH field trip for middle and high school learners. Using a conventional content analysis, we present pilot data from two high school field trips. Our findings illuminate a framework for understanding active and passive place relationships in the context of short-term interdisciplinary field learning experiences.