Dissection in Our Classrooms
A San Francisco Science fair recently awarded a junior high student whose science project consisted of cutting the head off a live frog with a pair of scissors to see whether or not a frog swims better with or without their head. What did this young science explorer learn? Other than “Frogs will not swim with brains missing unless harassed. Frogs swim better with their heads in tact”. I think he learned that it is O.K to treat another living creature as if it didn’t have feelings, he learned to disrespect life. I think he learned to desensitize himself from that frogs spilt skin, the blood on his hands, and the site of a mangles spinal cord. I wouldn’t call that better than a classic photosynthesis project. Obviously, the judges disagree with me, for they awarded the boy for his contribution to the onward march of science, and predicted great things for his future.
This isn’t the first time a student would be encouraged to do such a thing “for science”. Millions of animals are dissected every year in today’s classrooms.
What’s sad about this story and not spoken about enough is the long term effect. If allowed to harm animals, children are more likely to be violent later in life. It seems harmless, but take a deeper look. Educational curricula should foster environmental stewardship and compassion for life; dissection encourages neither; animal life is devalued and treated as expendable. Like an object. This is the door to cruelty; we see it with racism, homophobia, and sexism. People justify violence in their heads against a certain group by first viewing the person as lesser than. And it doesn’t stop here. Today it’s just their biology class, tomorrow it’s their wife. Not to say that dissection makes wife beaters, but there is no doubt that there are mixed messages regarding how people treat any living thing in school, and in the media. Animal cruelty, like any other violence or brutality, should never be attributed to a stage of development.
This seems like backtracking to me, taking two steps forward and one step back. When we were in elementary school the goal was to help children develop the empathy for other creatures that prevents animal cruelty and promotes responsible care of pets, which in turn will get them to take care of themselves and others better. Good chances are you have heard of the humane reading volunteers from the organization United Animal Nations who teach students to view animals as a part of the family and teaches basic pet communication. This is only one of the many programs, and campaigns designed by caring organizations and non-profits who try to develop compassion in the next generation. My goal is to not let their efforts be made in vain, or even tampered with deliberately.
But dissection is a big business. Millions of animals are killed every year for educational purposes, many of which are collected from their natural habitat, effecting the delicate balance of ecology, and biodiversity. It’s an ugly truth, and not a pretty picture. Rats made squirming movements while being embalmed. Cats prodded roughly into crowded gas chambers, having their throats slit, or being drowned in Mexico. Live frogs piled into cloth bags for days or weeks. The few who are raised in captivity aren’t any luckier; they spend their short lives in a plastic container, no other purpose but to die for a student who won’t ever appreciate them for the free lives they led.
With alternatives ranging from 3-D computer models, plasticized specimens, and clay models, dissection seems archaic, and outdated. Since science teachers have found success with computerized three-dimensional virtual dissections why end a life? like having a dog cry in discomfort as he has cosmetics tested on him to end up euthanized, I have to ask, is it really worth it? and is this really appropriate for High School Students?
An example of the objectification of animals was displayed in the form of a dead frog, thrown from the second floor, to the front doors of Sunset last year. When the teacher delivered to the class this news, I frowned and said “See?” He explained to me that dissection is something the students look forward too; it’s something exciting for them. My stomach turned. For those who think this way, I offer my life philosophy. Live your life to the fullest, but never at the expense of others. Lead as harmless an existence as possible.
What was surprising about my biology class last year was that I was not given an alternative to dissection. My teacher allowed me to sit in another class, and wait it out.
The purpose of me spending a night or three of my summer writing this letter was to solemnly ask that dissection change in Sunset. Ideally, I’d like that section of our lesson completely abolished. Maybe replaced with a comprehensive, modern sex ed section, extending the otherwise week we spend watching a bunch of crappy videos for elementary kids. Since the need to raise Neanderthals is pretty much over; I think it would be cool to raise kids who use condoms this decade. With budget cuts, it’s essential that we get our priorities straight. If not, than at least granted to the advanced science students only. The kids who actually have more of a chance, and an interest in pursuing a career in science. Also, enforce that alternatives be offered to those who are uncomfortable with dissection.
I think I care enough about our school, tomorrow’s adults, and the future of animal welfare to write this. Let’s see if you care enough to listen. I assume that we share a common goal to foster a respect and love for animals in Sunset, I’m confident that you will seriously consider my request. Thank you for your time.
P.S. "I hold that the more helpless a creature, the more entitled it is to protection by man from the cruelty of man."
-Mahatma Gandhi
http://www.all-creatures.org/articles/ar-should.html
http://www.hsus.org/animals_in_research/animals_in_education/dissection_campaign_packet.html
http://www.uan.org/
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