reaching for the future- the evolution of humane science education
TRANSCRIPT
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
1/36
A PUBLICATION OF
THE AMERICAN
ANTI-VIVISECTION
SOCIETY
Reaching for the future:
The Evolution of HumaneScience Education
F A L L 2 0 0 2
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
2/36
Editor-In-Chief
Tina NelsonManaging EditorCrystal SchaefferCopy Editor
Julie Cooper-Fratrik
Staff
Tina Nelson,Executive DirectorMary Beth Armitage,Assistant Directorof Programs & AdministrationJeanne Borden,Administrative AssistantSara Chenoweth,Assistant Director ofDevelopment & Member Services
Nicole Green,Program CoordinatorKatherine Lewis,Education DirectorCrystal Miller- Spiegel,Outreach DirectorJennifer Peirson-Winterle,MembershipCoordinatorCrystal Schaeffer,CommunicationsCoordinatorJessica Sterner,Ofce AssistantLauren Zaprala,TechnologyCoordinator
GRAPHIC DESIGN/ILLUSTRATION:
Copyright 2002 Orbit Integrated
TheAV Magazine (USPS 002-660) ispublished quarterly under the auspices of
the American Anti-Vivisection Society,Sue Leary, President. Annual membershipdues: $20.00. Third-class postage paid atLancaster, Pa. Ofce of Publication:
801 Old York Road #204Jenkintown, PA 19046-1685Telephone: 215-887-0816Fax: 215-887-2088E-mail: [email protected] Site: www.aavs.org
Articles published in theAV Magazine maybe reproduced with written permissionand with credit given to AAVS. Also, weappreciate receiving pertinent newspaperand magazine clippings, including their
sources and dates of publication.When sending funds or making bequests,please use our legal title:
The American Anti-Vivisection Society801 Old York Road #204Jenkintown, PA 19046-1685
Organized and established in 1883.
The individual views expressed in theAV Magazine do not necessarily reect thepolicy of the American Anti-VivisectionSociety.
Printed on recycled paper.
CONTENTS
2 ANIMALEARN: ANIMALS, ETHICS, AND EDUCATION IN ACTIONBy Katherine Lewis, AAVS Education Director & Nicole Green, AAVS Programs CoordinatorAs a leader in promoting humane science education, Animalearn, the education division of AAVS, takes an activerole in not only touting non-animal dissection alternatives, but also in taking a hands-on approach by creatingrelationships with both students and educators.
3 WHAT THE HECK IS A DIGITAL FROG?By Celia Clark, President, Digital Frog International, Inc.A frog in a symbiotic relationship with a mouse? This seemingly odd pairing has given rise to an innovative computerprogram that has educators excited about teaching and students excited about learning.
4 A MEDICAL SCHOOL PHYSICIAN PROFESSORS CASE AGAINST VIVISECTION IN MEDICAL EDUCATIONBy Lawrence A. Hansen, M.D., University of California San Diego Medical SchoolThe use of animals in medical school education has drastically declined in recent years. Dr. Hansen offers his candidexpert opinion as to why medical students who are trained without animals will become qualied, empatheticphysicians.
8 COMPASSION AND INTELLECT: THE GOALS
By Lara Rasmussen, D.V.M., Director, Surgery and Clinical Skills,Western University of Health Sciences, College of Veternary MedicineEducators at Western University are revolutionizing veterinary medical education. Dr. Rasmussen shares herinsights into teaching and inspiring impressionable students to become qualied, caring veterinarians who areinstilled with a respect for and appreciation of their animal patients.
13 SCIENCE FAIRS: NO FUN FOR ANIMALSBy Crystal Miller-Spiegel, AAVS Outreach DirectorWhile some may think that science fairs bring out the best in young people, the reality is that these events oftenbring out the worst in science, encouraging students to create duplicative projects that can involve painful animalexperiments.
14 ALTERNATIVES IN THE TEACHING OF BIOLOGY AT THE UNIVERSITY LEVELS:AN ONGOING SUCCESS STORYBy George K. Russell, Professor of Biology, Adelphi UniversityA pioneer in the eld of humane science education, George Russell shares his thoughts on the importance ofinstilling in students a reverence for life in the study of the biological sciences.
18 HIGH SCHOOL DISSECTION: EVOLUTION BUT NOT YET REVOLUTION
By Jonathan Balcombe, Ph.D.While there has been some change in the methodology of teaching the biological sciences, there is still much morethat needs to be done before this area of education is revolutionized and humane alternatives to dissection becomethe norm.
24 MEDIAWATCHBy Mary Armitage, AAVS Assistant Director of Programs & AdministrationThrough the media, AAVS speaks out on behalf of animals used in experimentation, expressing outrage at thetreatment of animals in laboratories and discussing the ethics of utilizing them as research tools.
27 NEWSNETBy Crystal Schaeffer, AAVS Communications CoordinatorNCAA Scores One for Cows; Purdue Study Exposes GMO Ecological Risks; Virtual Rat Reality; Virtuality Finds Life inthe CAVE; Second Hand Smoke Linked to Feline Lymphoma.
30 ARDF UPDATEThe Alternatives Research & Development Foundation (ARDF) proudly announces the recipients of its 2002Alternatives Research Grant Program.
32 MEMBERSHIPThere are a number of new ways to give a donation to your favorite charity. Making tax-deductible contributions toAAVS has never been easier!
32 TRIBUTESSpecial friends honored and remembered.
F E A T U R E S
Volume CX, Number 4 ISSN 0274-7774
F E A T U R E S
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
3/36
This site gives teachers and
professors information on:
A new way to teach anatomy
and physiology
What educators who use alternatives
have to say
Alternative lending information
Where to nd online alternatives
And much much more!
For more information on ordering
alternatives for your classroom, please
call us at (800)729-2287 or e-mail
This site gives students and
activists information on:
Animals used in education
Students rights Other students testimonials
Alternative lending information
And much more!
For more information on ordering
alternatives for your class or advice
on implementing a students choice
policy at your school, please call
us at (800)729-2287 or e-mail
As a teacher looking foralternative projects,
www.animalearn.org was
all that I needed. The site
provided me with information
as well as a free program to
try out with my students.
Jennifer Walker,
10th grade Biology teacher
Being a student opposed to
dissection, I found rescources
on alternative projects hard tond....www.humanestudent.org
saved me from having to dissect
in my class. It also helped other
students in my class who didnt
want to dissect animals.
Kevin
11th grade
A student-focused online resource foralternatives to dissection information!
animals harmed: zero
www.animalearn.org
www.humanestudent.org
A teacher-focused online resource foralternatives to dissection information!
1-800-729-2287
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
4/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
5/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
6/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
7/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
8/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
9/36
Medical school faculty arent
the only doctors opposed to dog
vivisection laboratories. Regular
doctors in private practice alsooppose wasting animals lives
for repetitive teaching exercises.
Some local doctors who were
especially troubled by unnecessary
vivisection set out to discover
if their medical peers would
join them in trying to end the
University of California San
Diego (UCSD) dog vivisection
laboratories.
These doctors against dog labs
wrote a petition expressing thesimple sentiment that killing
dogs is not necessary to teach
physiology and pharmacology, nor
is it a necessary step to becoming
a good doctor. Would surgeons
and emergency room doctors,
internists, and pediatricians sign
this petition? Yes, indeed!
Many mature physicians
expressed surprise that such
archaic labs were still in existence.
Some medical senior practitionershad been so unimpressed by
dog labs that now, years later,
they had to strain to remember
if theyd even participated.
Other physicians retold horror
stories of dogs surfacing from
inadequate anesthesia midway
through vivisection. Others
remembered that their dogs
died prematurely, just part way
into the demonstration. Many
younger physicians, graduates of
schools that no longer vivisect,were incredulous upon hearing
the descriptions of dog labs.
Nearly every doctor who was
asked, in every specialty, from
hospitals all over town, readily
signed the petition. Only a fewa
very fewdoctors felt the one-
day teaching labs during the
rst year of medical school had
MEDICAL EDUCATION
about the patient, which requires empa-
thy. Teaching medical students to sup-
press their natural empathy for the ani-
mals they are instructed to vivisect runs
contrary to the highest motivation stu-
dents have for entering medicine in the
rst place, the desire to relieve suffer-
ing, not to cause it. Physicians, of course,cannot be immobilized by their empa-
thy: they must develop a capacity for
objectivity in the midst of emotional-
ly charged circumstances. Some vivi-
section proponents go so far as to cele-
brate the tough-minded obliteration of
empathy necessary to vivisect a dog you
would, under other circumstances, play
with or pet. They equate treating a dog
as a physiologic preparation with de-
veloping a capacity for objectivity. But
this mistakes a vice for a virtue, as de-
scribed in the Tibetan Buddhist con-cept of the near enemy. All virtues have
cousin vices, termed near enemies,
which supercially resemble them but
are really distinctly different if not op-
posite in nature. Jealousy looks like
love but is not, just as apathy resembles
equanimity but is not. So too, the cal-
lousness required for vivisection appears
similar to the scientic virtue of objec-
tivity but is actually the vice of indiffer-
ence to the suffering of others.
It is humbling for a physician to ad-
mit it, but probably the best deni-
tion of empathy comes from a lawyer,
not a doctor. The lawyer was Abraham
Lincoln. Once, when discussing a fel-
low politicians lukewarm enthusi-
asm for outlawing slavery, Lincoln re-
marked that some men feel the lashpretty well when it is applied to their
own backs but feel nothing when see-
ing it applied to the backs of others.
Empathy is the ability to feel the lash
applied to anothers back. Students
capacity for empathy should be en-
couraged, strengthened, and rein-
forced by their medical education, not
destroyed by it.
Enlightened Buddhist insights
about the near enemies of virtue and
Lincolnesque empathy for the suffer-
ing of others are probably too much toexpect of medical students being told
to vivisect by their revered professors.
It is more realistic for physician facul-
ty members opposed to vivisection to
hope for the attitude of John Updikes
Harry (Rabbit) Angstrom. Harry once
recalled that when he was a boy, he
sometimes saw other kids amus-
ing themselves by using a magnify-
ing lens to burn ants. Harry, although
hardly a paragon of virtue, never par-
cipated in this recreation because,
en as a chi d, he recognized that
eople were cruel enough without
orking at it. We hope that medical
udents, once in ormed that vivisec-
on is unnecessary in their education,
ill conclude that it represents anoth-
r example of people working at cruel-
and decide, ike Harry, not to work
it with them.
r. Hansen is professor of pathology and the
urosciences at the University of California
n Diego. He is also the Director of the
lzheimers Disease Research Center Brainnk.
e opinions expressed in this article are my own,d should not be interpreted as expressing any of-l positions by the University of California San Diego
edical School or its Departments of Pathology and theurosciences.
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
10/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
11/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
12/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
13/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
14/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
15/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
16/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
17/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
18/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
19/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
20/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
21/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
22/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
23/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
24/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
25/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
26/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
27/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
28/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
29/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
30/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
31/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
32/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
33/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
34/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
35/36
-
8/8/2019 Reaching for the Future- The Evolution of Humane Science Education
36/36
The American Anti-Vivisection Society801 Old York Road #204Jenkintown, PA 19046 -1685
A Non-Prot Educational OrganizationDedicated to the Abolition of Vivisection
NONPROFIT ORG.
U.S. POSTAGE
P A I DLANCASTER, PA
PERMIT NO. 53
I touch the future,
I teach.Christa McAuliffe