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Journal articles on the topic 'Education with animals'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

Grobman, Arnold, and Brandon P. Reines. "Animals in Education." American Biology Teacher 55, no. 6 (1993): 329–32. http://dx.doi.org/10.2307/4449676.

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2

McInerney, Joseph D., and Adrian R. Morrison. "Animals in Education." American Biology Teacher 56, no. 1 (1994): 6–8. http://dx.doi.org/10.2307/4449734.

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3

Kalof, Linda, Joe Zammit-Lucia, Jessica Bell, and Gina Granter. "Fostering kinship with animals: animal portraiture in humane education." Environmental Education Research 22, no. 2 (2015): 203–28. http://dx.doi.org/10.1080/13504622.2014.999226.

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4

Glosser, James W., and Phyllis B. York. "USDA's Perspective on Education." Journal of the American College of Toxicology 7, no. 4 (1988): 429–33. http://dx.doi.org/10.3109/10915818809019512.

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Our increased knowledge of animals has led to an increased awareness and respect for animal life and a change in our ethical values. The Animal Welfare Act balances the importance and value of animal use and required education for those using animals. This knowledge of animals is just as important as the ability to use modern instrumentation for the validity of research and the future and vigor of the scientific enterprise. Training involves the teaching of skills, whereas education also includes broadening one's knowledge base and changing attitudes. Changing attitudes will be required, and the most effective means of accomplishing this is through human modeling. The United States Department of Agriculture (USDA) will provide a general map of the program but not the details. A certification or registration program for attending veterinarians is being developed with the American Veterinary Medical Association, and a training and reference manual is to be prepared.
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5

Cunningham, Paul. "Animals in Psychology Education and Student Choice." Society & Animals 8, no. 2 (2000): 191–212. http://dx.doi.org/10.1163/156853000511087.

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AbstractThis article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom. The article discusses why establishing an openly declared student choice policy at schools that use animals in psychology education is a reasonable thing to do and describes how a student choice policy works in practice.
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6

Cunninghaml, Paul F. "Animals in Psychology Education and Student Choice." Society & Animals 8, no. 1 (2000): 191–212. http://dx.doi.org/10.1163/156853000x00138.

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AbstractThis article identifies some of the important issues that underlie student-teacher conflicts regarding animal experimentation and dissection in psychology education. Understanding the reasons why students object to animal laboratories, why some teachers may refuse students access to non-animal alternatives, and why other teachers support student choice is an important first step in resolving student-teacher disputes regarding the use of animals in the psychology classroom.The article discusses why establishing an openly declared student choice policy at schools that use animals in psychology education is a reasonable thing to do and describes how a student choice policy works in practice.
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7

Theilheimer, Rachel. "Animals." Day Care & Early Education 18, no. 1 (1990): 45–46. http://dx.doi.org/10.1007/bf01620044.

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8

Borba, Jean Marlos Pinheiro. "CONTRIBUIÇÕES DA EDUCAÇÃO ASSISTIDA POR ANIMAIS - EAA PARA A PSICOLOGIA DA EDUCAÇÃO: uma análise fenomenológica." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 10 (2018): 187. http://dx.doi.org/10.18764/2446-6549.v3n11p187-210.

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CONTRIBUTIONS OF ANIMAL-ASSISTED EDUCATION – EAA FOR THE PSYCHOLOGY OF EDUCATION: a phenomenological analysisCONTRIBUCIONES DE LA EDUCACIÓN ASISTIDA POR ANIMALES – EAA LA PSICOLOGÍA DE LA EDUCACIÓN: un análisis fenomenológicoA Educação Assistida por Animais (EAA) é um tipo de Intervenção Assistida por Animais – IAA’s utilizada no contexto escolar educacional com crianças e adolescentes inseridos no sistema educacional público ou privado de classes regulares ou especiais e têm seus resultados disseminados na literatura científica. O artigo tem como objetivo sistematizar e apresentar estudos e pesquisas que apontem as contribuições da Educação Assistida por Animais – EAA para a Psicologia da Educação. A pesquisa foi realizada utilizando a atitude e o método fenomenológico que orientaram a investigação para suspensão de hipóteses científicas e foco na atenção e na totalidade do que se apresentou à consciência intencional do pesquisador ao privilegiar o que aparece e como aparece. O universo da pesquisa constou da leitura selecionada de livros, artigos, periódicos, trabalhos de conclusão de curso, dissertações e tese de doutoramento. Após essa etapa foram descritas as contribuições dos autores acerca do uso de animais em atividades educacionais. Foram realizadas a localização, a leitura e a seleção de estudos e pesquisas que apresentaram contribuições, riscos e benefícios da EAA para problemas que emergem no contexto educativo. Os estudos foram sistematizados e indicaram que a EAA apresenta contribuições significativas não apenas à Psicologia da Educação, mas também para a Psicologia do Desenvolvimento, Educação Inclusiva, Psicomotricidade e Ética. Os resultados do presente artigo evidenciam os benefícios da relação humana e animal, tanto para os humanos quanto para os animais no contexto escolar dentro ou fora da sala de aula.Palavras-chave: Intervenção Assistida por Animais – IAA; Psicologia; Educação; Animais; Humanos.ABSTRACTAssisted Education for Animals (EAA) is a type of Assisted Intervention for Animals (IAA) used in the educational context with school children and adolescents on public or private educational system of regular or special classes and have their results disseminated in scientific literature. The article aims to systematize and present studies and researches that show the contributions of Assisted Education for Animals – EAA Educational Psychology. The survey was conducted using the attitude and the phenomenological method guided the investigation for suspension of scientific hypotheses and focus on attention and all of what is presented to the intentional consciousness of the researcher focusing on what appears and as it appears. The research universe consisted of a set of books, articles, journals, term papers, dissertations and doctoral thesis were read selected. After this stage we described the contributions of the authors on the use of animals in educational activities. Location were carried out, as well as reading and selection of studies and surveys that submitted contributions, benefits and risks of EAA to problems that emerge in the educational context. The studies were systematized and indicated that the EAA has significant contributions not only to the Psychology of Education, but also for the Psychology of Development, Inclusive Education, Psychomotricity and Ethics. The results of this article show the benefits of human and animal relationship, both for humans and for animals in the school context within or outside the classroom.Keywords: Assisted Intervention for Animals – AIA; Psychology; Education; Animals; Humans.RESUMENEducación Asistida por Animales – EAA es un tipo de Intervención Asistida para Animales – IAA’s que se utilizan en el contexto educativo con niños y adolescentes escolares en el sistema educativo público o privado de las clases regulares o especiales, y sus resultados diseminados en la literatura científica. El artículo tiene como objetivo sistematizar y presentar estudios e investigaciones actuales que muestran las contribuciones de Educación Asistida por Animales – Psicología Educacional EAA. La encuesta se llevó a cabo utilizando la actitud y el método fenomenológico que orientaron la investigación para la suspensión de las hipótesis científicas y foco en la atención y todo lo que se presenta a la conciencia intencional del investigador se centrando en lo que parece y como aparece. El universo de la investigación consistió en una serie de libros, artículos, revistas, trabajos académicos, disertaciones y tesis doctoral se leyeron, fueron seleccionados. Después de esta etapa describimos las contribuciones de los autores en el uso de animales en las actividades educativas. Se llevaron a cabo la ubicación, la lectura y la selección de los estudios y encuestas que presentaron contribuciones, beneficios y riesgos de EAA a los problemas que surgen en el contexto educativo. Los estudios fueron sistematizados e indicaron que la EAA tiene importantes contribuciones no sólo a la Psicología de la Educación, sino también para la Psicología del Desarrollo, Educación Inclusiva, Psicomotricidad y Ética. Los resultados de este artículo muestran los beneficios de la relación humana y animal, tanto para humanos como para animales en el contexto de la escuela dentro o fuera de la clase.Palabras clave: Intervención Asistida por Animales – IAA; Psicología; La Educación; Animales; Humano.
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9

Snaza, Nathan. "Ethologies of Education." Cultural Studies ↔ Critical Methodologies 20, no. 3 (2019): 261–71. http://dx.doi.org/10.1177/1532708619873881.

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This essay offers a “version” of Vinciane Despret’s “ethology of ethology” through close engagement with the concepts Despret constructs in What Would Animals Say if We Asked the Right Questions? Reading Despret with other thinkers associated with feminist science studies, the essay sketches Despret’s critique of reductive animal science, and her corresponding work—often collaborative—to find more open, risky ways of researching animal behavior, including the behavior of the human animals we call “scientists.” The distinction between control-driven work in laboratories and the more anecdotal observations she finds in some ethology and anthropology leads Despret to propose a certain ethics of asking questions and listening to answers that Snaza proposes could guide a different, more risky approach to educational research.
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10

Olson, Myrna R. "Animals in Schools: Processes and Strategies in Human-Animal Education." Anthrozoös 23, no. 3 (2010): 304–6. http://dx.doi.org/10.2752/175303710x12750451259219.

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11

Weber, Susan, and Sue Brebner. "More on Animals in Education..." American Biology Teacher 55, no. 7 (1993): 390. http://dx.doi.org/10.2307/4449696.

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12

Arcken, Marjan Margadant-van. "Environmental Education, Children, And Animals." Anthrozoös 3, no. 1 (1989): 14–19. http://dx.doi.org/10.2752/089279390787057810.

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13

Bishop, Laura J., and Anita L. Nolen. "Animals in Science and Education." Reference Librarian 41, no. 86 (2004): 57–70. http://dx.doi.org/10.1300/j120v41n86_06.

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14

Spannring, Reingard. "Animals in environmental education research." Environmental Education Research 23, no. 1 (2016): 63–74. http://dx.doi.org/10.1080/13504622.2016.1188058.

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15

Artdias, Hening, Ridwan Sanjaya, and Alb Dwi Yoga Widiantoro. "Rare Animal Education Usingaugmented Reality." SISFORMA 4, no. 2 (2018): 52. http://dx.doi.org/10.24167/sisforma.v4i2.1033.

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Indonesia has a lot of the diversity on flora and fauna that can be assets and icon on this area. Unfortunately flora flora and fauna that exist in Indonesia is less reasing. The animals endangered in Indonesia are Javan Rhino , Sumatran Rhino, Sumatran Tiger, Sumatran Orangutan, Sumatran Elephant, Borneo Elephant, Bornean Orangutan and Turtle.They are extinction because destruction of forest habitats, a conflict between humans and animals, trade, hunting, the arrests beyond capacity. [1]. Is that the issue of the extinction of the animals is dominated by human behavior and nature of the wrath of them. For that, education game “Rare Animal” become formulations to raise awareness of endangered species.
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16

Hammill, Victoria, Lithda Phattaphone, Jennifer Anderson, and Betsy Brandt. "Animal House: Emotional Support Animals in Higher Education and ADA Implications." Journal of Student Research 7, no. 2 (2018): 18–24. http://dx.doi.org/10.47611/jsr.v7i2.466.

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The use of service animals as an accommodation for a person with a disability is no longer viewed with uncertainty, and the rise of service animals across a myriad of related health, behavioral health, and education settings speaks to its proclivity. Conversely, the wide range of ways in which animals can be used for supportive service is not so widely understood. As such, this writing seeks to explore the evolution of service animals, the subsequent changing landscape of higher education, and how the ADA promotes further exploration in this area.
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17

Gadagkar, Raghavendra. "Where Humans are Animals and Animals are Human." Resonance 23, no. 5 (2018): 609–12. http://dx.doi.org/10.1007/s12045-018-0654-7.

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18

Nab, Jan. "Reduction of Animal Experiments in Education in the Netherlands." Alternatives to Laboratory Animals 18, no. 1_part_1 (1990): 57–63. http://dx.doi.org/10.1177/026119299001800109.1.

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From an academic point of view the use of animals in education is primarily as tools to achieve learning objectives. The introduction of alternatives in education requires an appreciation of both the learning objectives of these animal experiments and the possibilities and limitations of alternatives. In the Netherlands, a government-funded project is in progress, with the aim of developing the use of alternatives to animal experiments in education The numbers of animals used for educational purposes was reduced by 40% in the period 1978–1988 This paper presents an overview of the objectives of the use of animals for experiments in education and of the alternatives currently available to academia.
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19

Lichtenwalner, Shawna. "Perambulating Mice and the Confluence of Sympathy and Moral Education." Essays in Romanticism: Volume 28, Issue 1 28, no. 1 (2021): 25–40. http://dx.doi.org/10.3828/eir.2021.28.1.4.

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The late eighteenth century was the locus of a burgeoning interest in animal rights. This essay examines the critical role that children’s literature had in the evolution of more consideration for animal welfare. The use of animals in the works of writers such as Sarah Trimmer, Mary Wollstonecraft, Anna Letitia Barbauld, and Dorothy Kilner helped create a form of animal subjectivity as a means of teaching children compassion through the creation of sympathy for nonhuman animals. By fostering compassion for the needs of so-called “dumb creatures” children could also be taught, by extension, to have more consideration for other people. In particular, Dorothy Kilner’s animal autobiography The Life and Perambulations of a Mouse offers a new way of viewing animals who are neither physical nor affectional slaves as worthy of both consideration and compassion.
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20

Ballestín, A., and M. Cuadros. "Microsurgery education in Spain." Issues of Reconstructive and Plastic Surgery 24, no. 1 (2021): 97–102. http://dx.doi.org/10.52581/1814-1471/76/12.

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Prior to microsurgery practice on patients, microsurgical skills should be learned in a simulated and controlled environment to increase success rates and reduce surgical complications. These favorable environments have historically been the microsurgery laboratories. The use of the experimental animals has allowed surgical trainees to interact with anatomical structures and physiological processes that a microsurgeon has to face in daily clinical scenarios. In recent decades, there has been an increase in simulation methods to reduce the number of animals used for training purposes and thus meet animal welfare criteria.Spain has a long history in the practice and teaching of microsurgery, this manuscript aims to highlight the importance of first educators, as well as to evaluate the current situation and future perspectives.
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21

Abramson, Charles I., Kristy Wallisch, Jeanine M. Huss, and Delissa Payne. "Project BETA: Biological Education through Animals." American Biology Teacher 61, no. 4 (1999): 282–83. http://dx.doi.org/10.2307/4450671.

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22

Pedersen, Helena. "Education, animals, and the commodity form." Culture and Organization 18, no. 5 (2012): 415–32. http://dx.doi.org/10.1080/14759551.2012.728395.

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23

Scott, William C. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 6 (1991): 836. http://dx.doi.org/10.1001/jama.1991.03470060098034.

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Cohen, Murry J. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 24 (1991): 3421. http://dx.doi.org/10.1001/jama.1991.03470240043014.

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Cramer, Marjorie. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 24 (1991): 3421. http://dx.doi.org/10.1001/jama.1991.03470240043015.

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Hoffman, Kent. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 24 (1991): 3422. http://dx.doi.org/10.1001/jama.1991.03470240043016.

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Ruttenberg, Rhoda. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 24 (1991): 3422. http://dx.doi.org/10.1001/jama.1991.03470240043017.

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Segal, Leonard B. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 24 (1991): 3422. http://dx.doi.org/10.1001/jama.1991.03470240043018.

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Southard, Samuel. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 24 (1991): 3422. http://dx.doi.org/10.1001/jama.1991.03470240043019.

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30

Zitzkat, W. David. "Use of Animals in Medical Education." JAMA: The Journal of the American Medical Association 266, no. 24 (1991): 3423. http://dx.doi.org/10.1001/jama.1991.03470240043020.

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31

Jukes, Nick. "Are Animals Necessary in Biological Education?" Alternatives to Laboratory Animals 32, no. 1_suppl (2004): 753–54. http://dx.doi.org/10.1177/026119290403201s124.

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32

Quilligan, E. J. "Animals and alternatives in medical education." Academic Medicine 63, no. 9 (1988): 731. http://dx.doi.org/10.1097/00001888-198809000-00013.

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33

Russell, Constance, and Reingard Spannring. "So what for other animals? Environmental education research after the animal turn." Environmental Education Research 25, no. 8 (2019): 1137–42. http://dx.doi.org/10.1080/13504622.2019.1687639.

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34

Mallia, Catherine, Patricia Logan, and Rafael Freire. "Exploring the Use of Alternatives to Animals in Undergraduate Education in Australia." Alternatives to Laboratory Animals 46, no. 3 (2018): 145–76. http://dx.doi.org/10.1177/026119291804600307.

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The replacement, reduction and refinement of animal use in education is part of the regulatory legislation in Australia, and requires the use of alternatives to animals where appropriate. The aims of this study were: a) to explore the extent of the replacement of animals when teaching life sciences to Australian undergraduate students; b) to understand which alternative models were being used, and the learning objectives covered; and c) to gain some insight into the circumstances facilitating the use of alternatives to animals in education. An anonymous online survey, consisting of open and closed questions, was conducted among faculty members that used either animal or alternative models in their teaching. A total of 27 faculty members participated, from eight universities. Human anatomy and physiology had the highest number of survey participants who had replaced animals entirely with alternative models. These subjects also had the highest number of participants that were using animal models. According to the participants, most learning objectives were met effectively by both types of model. Participants who only used alternatives were influenced by ethical considerations significantly more than those who used animal models and alternatives. We concluded that, while some participants have replaced animals successfully, others in the same field are still employing them, and that there appears to be a range of barriers to the wider adoption of alternatives to animal use.
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35

Ewoldt, Kathy B., Cynthia A. Dieterich, and Kevin P. Brady. "Service Animals in PreK-12 Schools: Legal and Policy Implications for School Leaders." NASSP Bulletin 104, no. 3 (2020): 220–34. http://dx.doi.org/10.1177/0192636520923394.

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Despite increasing animal prevalence in public spaces, few districts have proactively developed policies to integrate assistance, therapy, service, and emotional support animals that are both legally sound and support the needs of individual students. Federal legislation defines a variety of animals that could accompany students, but only those trained to perform a specific disability-related task are considered service animals. Policy development to address the increasing prevalence of service animals on school campuses has not been widely examined. This article uses standard legal analysis to gather data from court rulings in the United States; uses secondary sources such as peer-reviewed journals, special education journals, and professional organizations; and provides recommendations on how to develop a sound service animal policy and procedures.
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36

Juliadilla, Risa. "Humane Education as a Method of Empathy Character for Children in School." WASKITA: Jurnal Pendidikan Nilai dan Pembangunan Karakter 4, no. 2 (2017): 13–24. http://dx.doi.org/10.21776/ub.waskita.2020.004.02.2.

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The cases of animal abuse are escalating. The highlighted issue that indicates psychopathology is because of the lack of compassion for exploiting animals. Children with lack empathy and was familiar with the abusing act become a serious problem. To deal with the problem, humane education is a solution to maintain an effective way to cut the abusing behavior emotionally and cognitively within empathy and to have manners toward animals associates with animal welfare understanding. The program may set in a school and the suitable time to apply the program starts from nursery school to elementary school. Humane education is not only “about” animals but also “for” and “with” animals. The literature review aims to provide information on the definitions and procedures of humane education, debate, and solutions for their application in the educational setting and how humane education contributes to constructing empathy for children.
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Miscevic Kadijevic, Gordana. "MENTAL REPRESENTATIONS OF PRESCHOOL CHILDREN ABOUT DIFFERENT ANIMALS." Journal of Baltic Science Education 16, no. 4 (2017): 500–509. http://dx.doi.org/10.33225/jbse/17.16.500.

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Adequate mental representations of animals are important for children’s personal development, because they result in their appropriate treatment of such animals, which would not, for example, compromise either animals’ or children’s safety. By using a convenient sample of 101 six- to seven-year old children, this research examined these representations regarding animals’ names, feeding habits, body coverings, and dangerousness. The representations were assessed using a questionnaire referring to 18 animals, and the research focused on the frequency of correct responses and gender differences in these responses for each animal. It was found that whereas the naming of animals was very successful, the mental representations of animals’ feeding habits and body coverings were less mature, including some misconceptions not found in previous studies. In addition, the participants’ explanations about why animals are dangerous or harmless revealed that their mental representations about different animals were correct to a moderate degree. Finally, gender differences in the mental representations were almost missing. Some implications for school or kindergarten work with children are given (e.g., reducing misconceptions about and fear of some animals). Keywords: didactically modeled activities, mental representations of animals, preschool children, preschool education.
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Copeland, Marion W. "Thinking Animals: Why Animal Studies Now?" Anthrozoös 26, no. 1 (2013): 157–58. http://dx.doi.org/10.2752/175303713x13534238631795.

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Balls, Michael. "Replacing Animal Use in Education and Training." Alternatives to Laboratory Animals 46, no. 3 (2018): 107–8. http://dx.doi.org/10.1177/026119291804600303.

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In the USA, the general public want the use of animals in medical training to cease, but, at least in Australia, some teachers want it to continue, even when effective non-animal alternatives are available.
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40

Dal-Farra, Rossano André. "Animals & modern cultures." Revista Brasileira de Educação, no. 20 (August 2002): 146–47. http://dx.doi.org/10.1590/s1413-24782002000200014.

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41

Matejka, George. "Animals and Ethics." Teaching Philosophy 29, no. 4 (2006): 370–72. http://dx.doi.org/10.5840/teachphil200629446.

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42

Hull, Debra B. "Animal Use in Undergraduate Psychology Programs." Teaching of Psychology 23, no. 3 (1996): 171–74. http://dx.doi.org/10.1177/009862839602300310.

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Chairpersons of undergraduate institutions that offer a psychology major but no graduate program were surveyed concerning their use of animals currently and 5 years ago. Results show that, despite the efforts of animal rights activists, there has been little change in the number of schools that use animals (about 50%) or in the aversive procedures to which animals are subjected. Surprisingly few institutions have had direct contact with animal rights activists. Chairpersons in departments that use animals report that students generally respond favorably to animal use and that American Psychological Association and National Institutes of Health guidelines are appropriate. Alternatives to animal use reported by respondents include computer simulations, video presentations, prepared slides, and human participants.
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Probucka, Dorota. "The negative impact of scientific ideology on education about the moral status of animals." Kwartalnik Pedagogiczny, no. 2 (August 1, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.3402.

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The article presents an analysis of the ethical views of Bernard Rollin, an American zoologist and philosopher who examined how the education about the moral status of animals has been affected by the so-called scientific ideology. This way of thinking denies animal suffering and consciousness in stark contrast with our commonsense knowledge and collective human experience. Rollin points to positivism and behaviourism as twin philosophical and psychological sources of this scientific ideology. Positivism rejected the concept of consciousness as a subjective, metaphysical, unscientific, non-measurable state and separated science from values and ethics. Behaviourism further obstructed moral reflection on the acceptable methods of treatment of animals not only by eliminating the category of animal consciousness, but also by replacing the vocabulary to describe its experimental manifestations with one of observable actions (reinforcement and aversion). Behaviourism denies animal suffering and other states of consciousness on the epistemological principle that they are difficult to verify. This paradigm continues to be successfully applied in modern biomedical laboratories and blinds scientists to both the pain inflicted on animals and the moral repercussions of animal consciousness. Positivism and behaviourism alike cast animals as models and biological mechanisms to distort our understanding of their nature and justify their harm. The article presents an analysis of the ethical views of Bernard Rollin, an American zoologist and philosopher who examined how the education about the moral status of animals has been affected by the so-called scientific ideology. This way of thinking denies animal suffering and consciousness in stark contrast with our commonsense knowledge and collective human experience. Rollin points to positivism and behaviourism as twin philosophical and psychological sources of this scientific ideology. Positivism rejected the concept of consciousness as a subjective, metaphysical, unscientific, non-measurable state and separated science from values and ethics. Behaviourism further obstructed moral reflection on the acceptable methods of treatment of animals not only by eliminating the category of animal consciousness, but also by replacing the vocabulary to describe its experimental manifestations with one of observable actions (reinforcement and aversion). Behaviourism denies animal suffering and other states of consciousness on the epistemological principle that they are difficult to verify. This paradigm continues to be successfully applied in modern biomedical laboratories and blinds scientists to both the pain inflicted on animals and the moral repercussions of animal consciousness. Positivism and behaviourism alike cast animals as models and biological mechanisms to distort our understanding of their nature and justify their harm.
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44

Grauerholz, Liz, Julianne Weinzimmer, Erin N. Kidder, and Nicole Owens Duffy. "Teaching about Animals: Incorporating Nonhuman Animals into Sociology Classrooms." Teaching Sociology 48, no. 2 (2020): 120–39. http://dx.doi.org/10.1177/0092055x20906563.

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The topic of human–animal studies (HAS) remains largely ignored within the sociology classroom. While a few sociologists have encouraged teaching about animals, none has assessed whether incorporating nonhuman animals into the curriculum is effective. In this study, three instructors at two universities incorporated animal-related materials in their sociology courses in a variety of ways. Data analyzed from course exam responses and student papers as well as end-of-semester student surveys indicate that student learning and enjoyment were enhanced. We provide suggestions for instructors on how to incorporate such material in their courses. We argue that teaching about nonhuman animals can serve as a powerful gateway to introducing students to a wide variety of social issues and concepts, thereby adding another useful instrument to our pedagogical tool kit in sociology.
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Plante, Courtney N., Stephen Reysen, Sharon E. Roberts, and Kathleen Gerbasi. "“Animals Like Us”: Identifying with Nonhuman Animals and Support for Nonhuman Animal Rights." Anthrozoös 31, no. 2 (2018): 165–77. http://dx.doi.org/10.1080/08927936.2018.1434045.

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46

Langley, G. R. "Animals in science education—ethics and alternatives." Journal of Biological Education 25, no. 4 (1991): 274–79. http://dx.doi.org/10.1080/00219266.1991.9655225.

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Apfelbacher, Christian, Markus Ollert, Johannes Ring, Heidrun Behrendt, and Ursula Kraemer. "Exposure to animals, allergies and parental education." World Allergy Organization Journal &NA; (November 2007): S4—S5. http://dx.doi.org/10.1097/01.wox.0000301056.55530.57.

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Bishop, Laura Jane, and Anita L. Nolen. "Animals in Research and Education: Ethical Issues." Kennedy Institute of Ethics Journal 11, no. 1 (2001): 91–112. http://dx.doi.org/10.1353/ken.2001.0006.

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Kaufman, Stephen R. "The Use of Animals in Medical Education." Archives of Ophthalmology 110, no. 12 (1992): 1681. http://dx.doi.org/10.1001/archopht.1992.01080240019004.

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Finkelstein, Daniel. "The Use of Animals in Medical Education." Archives of Ophthalmology 110, no. 12 (1992): 1682. http://dx.doi.org/10.1001/archopht.1992.01080240019005.

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