Abstract
Despite a long and successful history, involving both measurements and models, the diffusion of research and the uptake of methods involving multi‐angle data and Bidirectional Reflectance Distribution Function (BRDF) models have been surprisingly limited. This paper examines the probable cultural, educational, technical and practical reasons for this and advances a number of possible solutions. More specifically, it examines issues relating to (i) the adoption of new scientific methods by the Earth observation and Earth science communities, (ii) the impact of access to appropriate directional reflectance data and software, and (iii) the role of educators and teaching material as agents for reinforcing existing scientific paradigms and promulgating new ones. The discussion is based upon observations by the authors and conversations with others in the bidirectional reflectance research arena, students of remote sensing, and the wider community concerned with the practical applications of remote sensing. The purpose of the paper is to foster a debate on these issues with the intention of improving the diffusion of BRDF research and increasing the uptake of related methods.
Notes
Corresponding author.