[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597186-105":59,"doc-detail-597186-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","another-point-of-view-textbooks-teachers-and-full-colour-vision","Another Point of View - Textbooks, Teachers and Full-Colour Vision","","The document presents a critical response to Michael Sanera’s evaluation of environmental education “performance,” arguing that his central case depends on a narrow notion of bias described mainly as environmentalist bias. It claims Sanera’s research methodology and assumptions about teaching and educational research undermine the external validity of his argument. The text broadens the bias discussion by emphasizing open-minded evaluation, multiple directions of inquiry, and the need to assess more than curriculum materials.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/another-point-of-view-textbooks-teachers-and-full-colour-vision/597186/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/another-point-of-view-textbooks-teachers-and-full-colour-vision/597186.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the author say is the main problem with Sanera’s evaluation of environmental education “performance”?","Question",{"text":113,"@type":114},"The author argues that Sanera’s account is overly narrow, treating bias mainly as environmentalist bias and failing to consider other forms or contexts of bias.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the author propose expanding the evaluation of bias in environmental education?",{"text":118,"@type":114},"The author suggests looking in more than one direction and recognizing that bias can appear in multiple forms rather than a single monochromatic lens.",{"name":120,"@type":111,"acceptedAnswer":121},"Why does the author criticize the focus on “enemy bias” in analyzing educational programs?",{"text":122,"@type":114},"The author warns that such a sustained enemy-focused approach can create blind spots and may even reproduce biased agendas in the analyst’s own work.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},597186,1792231953,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Another Point of View  \nTextbooks, Teachers and Full-Colour Vision: Some Thoughts on Evaluating Environmental Education “Performance”  \nPamela Courtenay-Hall, University of British Columbia, Canada  \nWith noteworthy emphasis on the importance of open-mindedness in environmental education, Michael Sanera criticizes the “actual performance” of grassroots environmental education practitioners for falling objectionably short of the “promise or good intentions of the field” as “represented in the key documents established by the discipline.” The central problem he alleges is a problem of bias—environmentalist bias—in the teaching of environmental issues.  \nI will respond to Dr. Sanera’s article first by discussing the problem of bias, and then by critiquing his approach to evaluating environmental education “performance.” I believe there are serious problems with Dr. Sanera’s research methodology and with the understandings of teaching, environmental education, and educational research reflected in his essay. Together, these problems call into question the barest outer validity of his central argument. Even worse, Dr. Sanera’s article seems to throw a patent two-level insult at [teachers . . . as](teachers . . . as) the pervasive quest to evaluate teaching in easy, quantified, generalizing ways takes a turn that even its most pessimistic critics would not have predicted.  \nNevertheless, it is important to raise to view the problems of bias in environmental education curriculum materials which Dr. Sanera so directly addresses. Thus his extensive efforts in the domain of evaluating environmental education curriculum materials are to be commended. In what follows, I will argue that there are considerations crucial to expanding Dr. Sanera’s ongoing program of critical evaluation beyond its present limits. First, if we want to test for problematic bias in environmental education, we need to look in more than one direction. Second, if we want evaluate “actual performance” in environmental education, we have to do a lot more than evaluate environmental education curriculum materials.  \nCanadian Journal of Environmental Education, 3, Spring 1998 27  \nThe Problem of Monochrome Vision.  \nMention the word “bias” in connection with environmental education, and most people will first think of bias of the proenvironmentalist sort. They will envision teachers, programs or curriculum materials whose aim, whether overt or covert, is to transform students into committed environmentalists. On the other hand, people who are themselves committed environmentalists are more likely to think first of bias of the pro-development sort. They may think of teachers, programs or curriculum materials which systematically miss, ignore or downplay environmental concerns, and which set environmental protection and economic progress at odds with another.1  \nIn both cases, the missing perspective, the perspective that usually surfaces as soon as a person has had the chance to think about it, is that bias in environmental education comes in both stripes. Indeed, it comes in many stripes. In environmental education programs in Canada, as in the U.S. and elsewhere, there are a range of environmentalist biases as well as a range of pro-development biases that you might encounter. There are also many related biases of underlying ethical frameworks, gender, class, race, culture, sexual orientation, ability, and age. (Courtenay-Hall & Sutherland, forthcoming) . But all too frequently, the dominant reflex attitude to the question of bias in environmental education seems to be to see it monochromatically, and in one of two sharply “opposing” colours, either environmentalist or pro-development. And so it goes. Bias in environmental education? Must be those darn environmentalists getting their propaganda into the curriculum. Or: Bias in environmental education? Must be that old familiar problem—the privileging of resourcism over alternative views of how humans should relate to n","cbCaiumIkLaH7lxp","https://ap.wps.com/l/cbCaiumIkLaH7lxp","pdf",171786,14,"English","# Another Point of View\n## Evaluating Environmental Education “Performance”\n## The Problem of Monochrome Vision","[{\"question\":\"What does the author say is the main problem with Sanera’s evaluation of environmental education “performance”?\",\"answer\":\"The author argues that Sanera’s account is overly narrow, treating bias mainly as environmentalist bias and failing to consider other forms or contexts of bias.\"},{\"question\":\"How does the author propose expanding the evaluation of bias in environmental education?\",\"answer\":\"The author suggests looking in more than one direction and recognizing that bias can appear in multiple forms rather than a single monochromatic lens.\"},{\"question\":\"Why does the author criticize the focus on “enemy bias” in analyzing educational programs?\",\"answer\":\"The author warns that such a sustained enemy-focused approach can create blind spots and may even reproduce biased agendas in the analyst’s own work.\"}]","Another Point of View - Textbooks, Teachers and Full-Colour Vision | PDF",1792084562,35]