The Environmental Ethic of Bill Mason: A Model for Environmental Education.
Bibliographic record
Abstract
Almost 20 years after Bill Mason’s death, the writings and films of this leg-endary Canadian canoeist, filmmaker, and artist remain popular: “Few peo-ple of any nation have been so influential in creating a sense of responsibili-ty for the environment ” (Buck, 2005, p. 12). Supported by statements in Mason’s writings and films, this paper presents eight themes of Mason’s environmental ethic which reflect a Christian perspective on caring for the earth. Haluza-Delay (2000) argues that religious understandings can be influential in developing meaningful environmental ethics and environmen-tally friendly lifestyles, as religious membership and practice are a signifi-cant source of values and motivation for behavioural change for many peo-ple. Thus, for many Canadians, Bill Mason’s environmental ethic may be a good model for constructing their own environmental ethic. Implications for environmental education are discussed. Résumé Près de vingt ans après la mort de Bill Mason, les écrits et les films de ce canoéiste, cinéaste et artiste canadien légendaire demeurent populaires: « Peu de gens dans le monde entier ont exercé une telle influence qui a sus-cité un sens de responsabilité envers l’environnement » (Buck, 2005, p. 12). Cet article, rempli d’énoncés des écrits et des films de Mason, présente huit thèmes sur son éthique de l’environnement, laquelle reflète une perspective chrétienne de la prise en charge de la terre. Haluza-Delay (2000) soutient que l’entendement religieux peut avoir une influence qui donne une éthique sensée de l’environnement et qui dégage des styles de vie écologiques con-viviaux, vu que les pratiques et les effectifs religieux sont à l’origine de valeurs et de motivations menant à des changements de comportement pour bien des gens. Ainsi, pour bon nombre de Canadiens, l’éthique de l’en-vironnement de Bill Mason peut constituer un bon modèle pour développer sa propre éthique de l’environnement. On étudie des répercussions/con-séquences/implications de l’éducation écologique.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.020 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".