Ecological sciences are being flooded by massive and diverse sources of data. Growing baseline information and monitoring is valuable to address pressing socio-environmental issues, but it is not sufficient. Communication, participation, and education, are also essential. A unique opportunity to integrate these dimensions is offered by networking research, education, ecotourism, and participatory conservation initiatives conducted at Long-Term Socio-Ecological Research (LTSER) sites, botanical gardens, and protected areas such as biosphere reserves. We assess two sites have that contributed to integrate long-term research into education and ecotourism: Fairy Lake Botanical Garden (546 hectares), Shenzhen, China, and the Omora Ethnobotanical Park (1140 hectares), Cape Horn Biosphere Reserve, Chile. Both sites focus on small organisms that are often overlooked: bryophytes. Mosses, liverworts, and lichens are the entrance door to a different "realm," which expands knowledge and perception about biological diversity. Also, both sites are associated with research institutions: Fairy Lake Botanical Garden with the Chinese Academy of Sciences, and Omora Park with the University of Magallanes (UMAG), the Institute of Ecology and Biodiversity (IEB-Chile), and the University of North Texas (UNT). Finally, both sites integrate biological and cultural diversity in their research, education, and conservation programs
Results/Conclusions
Since 2000, at Omora Park philosophers have contributed to forge “conceptual lenses” as much as scientists and engineers to forge technological sensors to research and monitor socioecological systems. For example, interdisciplinary teams generated novel ecotourism activities such as “Ecotourism with a Hand-Lens” to highlight the value of bryophytes. In 2015, Omora Park hosted the World Bryology Conference, which attracted researchers from Fairy Lake Botanical Garden who created the metaphor of “miniature angels.” Founded in 1983, Fairylake Botanical Garden first opened to the public in 1988, to conduct botanical research, scientific education, ex-situ conservation, exhibition, and tourism, and during the past two decades have emphasized bryophytes. Both botanical gardens emphasize the relevance of slow walks, and calm observation to appreciate the aesthetic value, ecological functions, fine structures, and diverse life habits of bryophytes. At both sites, we can identify complementary scientific, educational, economic, and ethical dimensions, including relational values that help to develop empathy experiences between visitors and local biological and cultural diversity. We conclude that ecotourism can facilitate educational process that enhance the abilities of visitors to see beyond our habitual realm of perceptions, and provide opportunities to achieve local development with conservation goals for just, sustainable, and plural futures.