Education Commons^™

Humane Education, Andrew N. Rowan

WellBeing News

Humane education is very important but there is a lack of data on its impact or in assessing the effectiveness of different education programs. More funding and innovative projects are needed to document the importance of humane and environmental education.

Humane Education: The Tool For Scientific Revolution In Brazil, Vanessa Carli Bones, Rita De Cássia Maria Garcia, Gutemberg Gomes Alves, Rita Leal Paixão, Alexandro Aluísio Rocha, Karynn Capilé, Róber Bachinski

Humane Education Movement Collection

Despite the predominance of traditional teacher-centered approaches, educators are constantly changing paradigms and social boundaries, by stimulating criticism with active learning based approaches, which are centered on contexts and experiences. Viewing students as individuals enables paradigm changes and inspires new perspectives on established theories and facts. This chapter discusses education in Brazil, with a focus on humane education. Humane education strives to foster compassion and respect for humans, nonhuman animals (hereinafter referred to as animals), and the environment by creating awareness of the needs of others and the effects of our actions. In this chapter we describe the process of …

Annotated Bibliography: Environmental Education (2014-2015), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Moral And Character Education (2014-2015), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Humane Education (2014-2015), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Altruism, Empathy, And Prosocial Behavior (2014-2015), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Animal Mourning: Précis Of How Animals Grieve (King 2013), Barbara J. King

Animal Sentience

Abstract: When an animal dies, that individual’s mate, relatives, or friends may express grief. Changes in the survivor’s patterns of social behavior, eating, sleeping, and/or of expression of affect are the key criteria for defining grief. Based on this understanding of grief, it is not only big-brained mammals like elephants, apes, and cetaceans who can be said to mourn, but also a wide variety of other animals, including domestic companions like cats, dogs, and rabbits; horses and farm animals; and some birds. With keen attention placed on seeking where grief is found to occur and where it is absent …

Exploring The Relationship Between Education And Attitudes About Animals: A Case Study Of The Honeybee, Tami L. Smith

HSU STUDENT THESES AND CAPSTONE PROJECTS

No abstract provided.

Annotated Bibliography: Environmental Education (1998-2013), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Moral & Character Education (1998-2013), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Humane Education (1998-2013), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Annotated Bibliography: Altruism, Empathy, And Prosocial Behavior (1998-2013), Erich Yahner

BIBLIOGRAPHIES

No abstract provided.

Conscientious Objection To Harmful Animal Use Within Veterinary And Other Biomedical Education, Andrew Knight

Science Education and Alternative Methods Collection

Laboratory classes in which animals are seriously harmed or killed, or which use cadavers or body parts from ethically debatable sources, are controversial within veterinary and other biomedical curricula. Along with the development of more humane teaching methods, this has increasingly led to objections to participation in harmful animal use. Such cases raise a host of issues of importance to universities, including those pertaining to curricular design and course accreditation, and compliance with applicable animal welfare and antidiscrimination legislation. Accordingly, after detailed investigation, some universities have implemented formal policies to guide faculty responses to such cases, and to ensure that …

Increasing Student Engagement Through Animal Welfare Education And Service, Stephanie Itle-Clark

Education Collection

Student engagement is for the most part driven by three factors, “underlying need for competence, the extent to which students experience membership in the school, and the authenticity” of the task they are given. Animal welfare education and correlated service‐learning can address all three of these factors. In addition, for the many students who have traditionally written‐off school and school sponsored functions, personal and authentic learning can assist in rebuilding trust in the educational system. Authentic learning built around animal welfare education and animal welfare topics that impact the real world or personal neighborhoods of students encourages brain growth and …

The Effects Of A Summer Camp Program In China On Children’S Knowledge, Attitudes, And Behaviors Toward Animals: A Model For Conservation Education, Sarah M. Bexell, Olga S. Jarrett, Xu Ping

Education Collection

This summative evaluation, conducted in Chengdu, Sichuan Province, China, studied whether participation in a conservation education camp positively changed 8–12-year-old children’s (a) knowledge of how to protect animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals and nature. Influenced by conservation psychology, social learning theory, empathy and moral development, constructivism, and conservation biology, 5-day overnight camps were conducted at 2 zoological institutions. Activities were designed to help children form bonds with animals and care enough to positively change their behavior toward animals and nature. Mixed methods, using pre- and post-visit surveys, …

In-Service Teachers’ Understanding And Teaching Of Humane Education Before And After A Standards-Based Intervention, Stephanie Itle-Clark

The purpose of this study was to examine the ways in which credentialed educators conceptualized, understood, and perceived humane education, as well as their intent to include humane education in personal practice and their knowledge of strategies for integrating humane education concepts into their classroom work. The group of 25 educators participated in an online eight-week professional development course and completed pre- and post-surveys. The participants consisted of educators from the United States, British Columbia, and Vietnam. Participants were 11 secondary educators, 10 primary educators, 2 substitute teachers, 1 administrator, and 1 librarian. Results indicate that after an eight-week professional …

Humane Literacy And Formal Educators, Stephanie Itle-Clark

Education Collection

Formal educators (those with formal education degrees versus informal educators who may work in shelters or nature centers) in the K-12 system are tasked with facilitating academic, character, and social and emotional learning in the classroom. As part of this learning, the teaching of critical thinking revolving around and reinforcement of “kindness . . . care and compassion towards” people, animals, and the environment and the interconnection among the three can work to prevent needless suffering and create community building attitudes (Selby, 1995, p. 7). Based upon knowledge of state mandates involving humane education, the Humane Literacy Coalition (HLC) was …

The State Of Human-Animal Studies, Kenneth Shapiro, Margo Demello

Attitudes Towards Animals Collection

The growth of human-animal studies (HAS) over the past twenty years can be seen in the explosion of new books, journals, conferences, organizations, college programs, listserves, and courses, both in the United States and throughout Europe, Australia, New Zealand, and Canada. We look as well at trends in the field, including the increasing popularity of animal-assisted therapy programs, the rise of new fields like trans-species psychology and critical animal studies, and the importance of animal welfare science. We also discuss the problems continuing to face the field, including the conservative culture of universities, the interdisciplinary nature of the field, the …

Fostering Humane Attitudes Toward Animals : An Educational Camp Experience In China, Sarah M. Bexell, Olga S. Jarrett, Xu Ping, Feng Rui Xi

Humane Education Courses and Curricula Collection

A program for children overcomes detachment from other living beings.

Teaching Children To Be Kind In An Unkind World, Catherine Ann Fabio

State of the Animals 2007

Caring attitudes and behaviors are rooted in a person’s capacity for empathy. Research (Kestenbaum, Farber, and Sroufe 1989; Brazelton and Greenspan 2000; Hoffman 2000) shows that quality of care and security of attachment affect children's later capacity for cognitive development, emotional regulation, and behavioral control. Nurturing caregiving in a safe environment allows for continued development of neural pathways, which in turn, allows for mastery of increasingly sophisticated cognitive skills necessary for emotion regulation, and social perspective taking (Selman 1980), prerequisites to empathic behavior (Bryant 1985). True empathy requires that an individual possess the capacity to discriminate another person’s affect, see …

Humane Education Past, Present, And Future, Bernard Unti, Bill Derosa

State of the Animals 2003

From the earliest years of organized animal protection in North America, humane education— the attempt to inculcate the kindness-to-animals ethic through formal or informal instruction of children— has been cast as a fruitful response to the challenge of reducing the abuse and neglect of animals. Yet, almost 140 years after the movement’s formation, humane education remains largely the province of local societies for the prevention of cruelty and their educational divisions—if they have such divisions. Efforts to institutionalize the teaching of humane treatment of animals within the larger framework of the American educational establishment have had only limited success. Moreover, …

Animal Dissection And Evidence-Based Life-Science And Health-Professions Education, Nathan Nobis

Education Collection

Balcombe’s (2000, 2001) case for replacing learning methods that require pain, suffering, and death for animals with methods that do not (computer-assisted learning, three-dimensional models, videotapes, and other alternatives) can be seen as motivated by this evidentialist perspective. Balcombe provided a wealth of empirical evidence from educational studies to show that in most contexts animal dissection is not necessary—and even counterproductive—to achieve valid educational goals, especially higher order goals (concept learning and problem solving). He demonstrated that no sound defense of dissection has been given.

Dissection: The Scientific Case For Alternatives, Jonathan Balcombe

Experimentation Collection

This article presents the scientific argument that learning methods that replace traditional nonhuman animal-consumptive methods in life science education—so-called alternatives to dissection—are pedagogically sound and probably superior to dissection. This article focuses on the pedagogy, a learning method’s effectiveness for conveying knowledge.

The Use Of Animals In Higher Education: Problems, Alternatives, & Recommendations, Jonathan Balcombe

eBooks

Despite recent advances in technology and increasing societal concern for animals, animals continue to be exploited and killed in large numbers so that students can learn about their structure and function. Dissection may not be without its merits from an educational standpoint, if well implemented, but it appears from student surveys that it usually is not. When one considers the associated costs—animal suffering and death in the supply trade, disruption of wild animal populations, messages that tend to undermine rather than reinforce respect for life and concern for others, rising costs of animal carcasses (as compared with alternatives with longer …

Fetal Pig: The High School Dissection Experience, Gracia Barr, Harold A. Herzog

Education Collection

Using qualitative methods, we observed a series of fetal pig dissection sessions in a high school biology course and interviewed 17 students in the class. The students' responses to dissection varied considerably. Most felt that dissection was a positive experience, but a substantial minority viewed it primarily in negative terms. Almost all the students had some ambivalence about aspects of the fetal pig lab and believed that alternatives should be provided for students who object to the practice. We argue that dissection remains a viable educational tool but should be an optional rather than compulsory component of the curriculum.

Animals & Society Courses: A Growing Trend In Post-Secondary Education, Jonathan Balcombe

Education Collection

A survey of college courses addressing nonhuman animal ethics and welfare issues indicates that the presence of such courses has increased greatly since a prior survey was done in 1983. This paper provides titles and affiliations of 67 of 89 courses from the current Survey. These courses represent 15 academic fields, and a majority are entirely devoted to animal issues. The fields of animal science and philosophy are proportionally well represented compared with biology and wildlife-related fields. An estimated 5000 or more North American students are now receiving instruction in these issues each year. While the availability of courses in …

Alternatives To The Use Of Animals In Higher Education, Jan Van Der Valk, David Dewhurst, Ian Hughes, Jeffrey Atkinson, Jonathan Balcombe, Hans Braum, Karin Gabrielson, Franz Gruber, Jeremy Miles, Jan Nab, Jason Nardi, Henk Van Wilgenburg, Ursula Zinko, Joanne Zurlo

Education Collection

No abstract provided.

Student/Teacher Conflict Regarding Animal Dissection, Jonathan Balcombe

Education Collection

No abstract provided.

The Dangers Of Project Wild: A Special Report, John W. Grandy, Jennifer Lewis, Kathleen J. Savesky

The Institute for the Study of Animal Problems [ISAP]

In response to our concerns, Project WILD officials asked our organizations to submit a critique of the material, together with any changes which we consider necessary in the materials. We have done so. The result is this Special Report.

You will see that our organizations have provided a detailed and thoroughly documented critique of Project WILD which conclusively supports our two primary recommendations:

(1) Discontinue distribution of the Project WILD guides until the problems which we have documented are satisfactorily solved; and,

(2) Notify, insofar as possible, all of those who have received the Project WILD guides and ask them, …

Joint Position Statement On 'Project Wild', The American Humane Association, The American Society For The Prevention Of Cruelty To Animals, Animal Protection Institute, Fund For Animals, The Humane Society Of The United States, International Fund For Animal Welfare, Massachusetts Society For The Prevention Of Cruelty To Animals, People For The Ethical Treatment Of Animals

Humane Education Courses and Curricula Collection

Because of the strong biases reflected in the Project WILD materials and the lack of balancing which should be provided by alternate viewpoints and representative data, we oppose the use of public funds for the future purchase, distribution, and/or promotion and use of Project WILD materials without the addition of substantial acceptable balancing material. In those States and Provinces where the materials have already been purchased and distributed, we believe the States and Provinces accepting this material should promptly distribute acceptable balancing material and have it used by those teachers who are using the Project WILD guides. We also believe …