LESSON 4: Exploring Ethical Viewpoints

INTRODUCTION LEARNING OBJECTIVES

In this lesson, students are introduced to duties-based Students will know: and outcomes-based ethical theories through a series • An outcomes-based ethical perspective is focused on the of actual quotes from people who hold different views on outcomes of an action. animal research. Students then role-play the stakeholder • A duties-based ethical perspective is focused on the moral positions. First, students identify their stakeholder’s stance rules and duties of an action. as coming from a primarily duties-based or outcomes-based ethical perspective, when possible, and then students align Students will be able to: themselves around the room based on their stakeholder’s • Describe major bioethical frameworks. assumed support or opposition to the use of animals in research. While standing with other student stakeholders • Consider alternative perspectives and engage in shared holding similar views, students record their group’s top three decision-making. supporting arguments. Groups with different perspectives • Explain why someone would be for or against the use of then join together for a Structured Academic Controversy to animals in research. present and listen to alternative viewpoints. Lastly, students • Recognize that each individual has benefitted from the drop their stakeholder roles and further define and justify use of animals in research. their individual positions on the issue.

KEY CONCEPTS CLASS TIME

• Positions on both sides of the animal research debate One and a half to two class periods of 50 minutes each. can be evaluated using various ethical perspectives. Two of the ethical perspectives that are relevant to this issue focus on the following: o The outcomes of an action (outcomes-based ethical perspective). o The moral rules and duties of that action (duties- based ethical perspective). • The discipline of ethics provides a structured way to analyze conflicting views in order to come to well- reasoned arguments. • Personal beliefs and values influence behavior. • A strong justification for a position requires clearly stating the position, referencing accurate facts and science content, considering alternative views and options, and referencing ethical principles. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 101 MATERIALS

Materials Quantity Student Handout 4.1—Outcomes-based and Duties-based Ethical Theories 1 per student Student Handout 4.2—Structured Academic Controversy Worksheet 1 per student Student Handout 4.3—Structured Academic Controversy FOR Arguments 1 per student for half the class Student Handout 4.4—Structured Academic Controversy AGAINST Arguments 1 per student for half the class Student Handout 4.5—Your Own Stand Homework Assignment 1 per student Teacher Resource 4.1—Stakeholder Cards 1 set Teacher Answer Key 4.2—Structured Academic Controversy Worksheet 1 Teacher Answer Key 4.3—Your Own Stand Homework Assignment 1 Two signs and tape. Signs should read: AGREE and DISAGREE 2 signs

TEACHER PREPARATION • Make copies of Student Handouts. • Make one single-sided copy of the Stakeholder Cards found on Teacher Resource 4.1—Stakeholder Cards. Cut out the cards to make one set. • Make two signs. The signs should read: AGREE and DISAGREE. Tape the signs in two different areas of the classroom.

TEACHER BACKGROUND

Ethics is a field of study that looks at the moral basis of human behavior(“Why do we act as we do?”) and attempts to determine the best course of action in the face of conflicting choices (“How do we decide what to do when people disagree about a complex issue?”). It is a key component to living within a society in a civilized way. Many teachers find the following analogy helpful in describing the difference between values, morals and ethics. Additional information can be found in the Appendix. • Values are represented by the heart. They signify what is important, meaningful, and true for each of us. • Morals are represented by the hands. They are demonstrated by our behavior. They signify how values are “put into practice” as actions. • Ethics is represented by the head. Ethics rely on reasoned judgment, and provide a systematic, rational way to determine the best course of action in the face of conflicting choices. LESSON 4

102 | ANIMAL RESEARCH © Northwest Association for Biomedical Research PROCEDURE

ACTIVITY ONE: ETHICAL PERSPECTIVES IN ACTION

1. Tell students that they will be introduced to two ethical 3. Write down the students’ answers (or key words from theories in this lesson that help frame the debate on their answers) on the board. animal research. 4. Focus on student comments that are aligned with one of 2. As a way of introducing ethical theories to students, ask the three ethical theories, as described in Table 1: them, “Is cheating on a test unethical? Why or why not?”

Table 1: Ethical Theories Possible Student Comments Ethical Theory Focus of Theory Theoretical Questions and Definitions “Cheating on a test is unethical because Outcomes-based The consequences, “Does the result of my you might get caught.” ethical theory or outcomes, of an action cause benefit or action. harm?” “Cheating is OK if it helps you get a better grade on a test.” “Do the ends justify the means?” “Cheating will hurt you in the long run because you’re not learning the material.” “Cheating is just wrong. If everybody Duties-based The act itself. “Would it be acceptable if cheated, grades wouldn’t mean ethical theory everyone else were to act in anything.” this way?” “Cheating is against the school rules “Is the action, no matter and we should follow the rules.” the consequences, right or wrong?” “Cheating is unfair to the person being used for cheating.” “Are people being used in the process?” “Cheating is wrong because it shows the Virtues ethics The character of the Our actions both build and cheater to be of poor character.” person performing reflect our character and the act. core commitments.

5. Outcomes-based ethical theory: A student will likely Conversely, if the student does not get caught cheating, say something along the lines of, “Cheating on a test is the good consequences of a higher grade may outweigh unethical because you might get caught.” Point out that the bad act. This is one of the limitations of this this view reflects an outcomes-based ethical perspective. particular theory—it can allow for bad acts with good consequences. Outcomes-based ethical theory focuses on the consequence of an action and asks the question, “What 6. Duties-based ethical theory: A student may say are the consequences of the action?” It can also be stated something along the lines of, “Cheating is just wrong. as, “The ends justify the means.” In getting caught, the If everybody cheated, grades wouldn’t mean anything.” bad outcome (e.g., getting in trouble, losing points on the This view reflects the duties-based ethical perspective. assignment, or being seen as dishonest) would outweigh any benefits from the cheating. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 103 Duties-based ethical theory focuses on the act itself (as ACTIVITY TWO: ETHICAL THEORIES opposed to the consequences of that act), and asks the AS APPLIED TO ANIMAL RESEARCH questions, “Would it be acceptable if everyone else were to act in this way?” and “Is the action, no matter the 8. Tell students that, as a society, our views on animal consequences, right or wrong?” It can also be stated as, research are varied, complex, and have competing moral solutions. For this reason, ethical theories can provide a “The ends do not justify the means.” structured way to help students analyze arguments on Another student might ask if a person is still cheating if both sides of the animal research debate. he or she is given someone else’s work to use. The duties- based ethical perspective also recognizes individual rights 9. Hand out Student Handout 4.1—Outcomes-based and and dictates that people not be treated as a means to an Duties-based Ethical Theories, one copy per student. end. Ask students, “How does this affect the person Ask students to read through the text as a class, in being used for the cheating, either willingly or pairs, or individually. unwillingly?” 10. Point out that both ethical viewpoints can be used to Duties and obligations can conflict with each other at support either side of the debate. However, supporters of times, and a limitation of this particular ethical theory is animal research often use the outcome-based perspective, that it does not offer a way to reconcile this conflict. For and those in opposition to animal research often use the example, when faced with a test for which the student duties-based perspective. has not adequately prepared, a student might feel a conflict between the duty to excel in school due to high ACTIVITY THREE: WHO ARE family expectations, and the duty to be honest. THE STAKEHOLDERS? 7. Virtues ethics: Another student may say that cheating is 11. Tell students that a stakeholder is any person, wrong because it shows the cheater to be of poor character. institution, or entity that is interested in, invested in, or will This view reflectsvirtues ethics, which emphasize that be affected by the outcome of a decision. For this lesson, our actions both build and reflect our character and core some of the stakeholders are philosophers who helped commitments. This lesson will not focus on this ethical frame the debate on the use of animals in research. theory as it pertains to animal research. 12. Hand out one Stakeholder Card to each student (found Additional information on ethical theories and on Teacher Resource 4.1—Stakeholder Cards). For large perspectives can be found in the Appendix. classes, student pairs can share one card. There are 21 stakeholder cards. 13. Tell students that the statements featured on the Stakeholder Cards are actual quotations from real people. 14. Explain to students that some of the quotations featured on the Stakeholder Cards are aligned with either a duties-based or an outcomes-based perspective. Highlight the stakeholder positions that have ties to duties-based and outcomes-based perspectives, as listed below. Ask the students with the following stakeholder cards to read their cards out loud and, as a class, identify the ethical position: LESSON 4

104 | ANIMAL RESEARCH © Northwest Association for Biomedical Research Table 2: Select Stakeholder Perspectives

Name Ethical perspective Key words or phrases Tom Regan Duties-based “We owe it [to animals]…to treat animals in a certain way.” It is the moral duty of humans to not treat animals as a means to an end. Nancy Haigwood Outcomes-based “Leads to improved human health.” (The outcome) is justified when accomplished by “highly regulated” studies (the means). David Jentsch Duties-based “We have a moral responsibility to use our skills…” It is the moral duty of researchers to seek cures. Peter Singer Outcomes-based “…Suffering be counted equally with the like suffering…” Causing animals to suffer (the means) for the benefit of humans (the ends) is not justified.

15. Challenge students to read their stakeholder card and decide 18. Remind students that they are not representing their own on their own if they think their cards clearly align with one of views, but those of their stakeholder. It may be helpful to the ethical perspectives. You may also want to ask students revisit your classroom discussion norms at this point. to highlight or underline the text that supports the ethical 19. Read the first statement outlined inTable 3. Have perspective they have chosen. Point out that there is a place at students show their stakeholder’s agreement or the bottom of each card for students to circle the perspective disagreement with the statement by moving to the area to which the quotation is most aligned. [Note: Many of the room that represents their stakeholder’s position. stakeholder cards have elements of both ethical perspectives Give students one or two minutes to talk with others in or may not have strong ties to either ethical theory.] the group to make sure their stakeholder view has been 16. To support students who read at a lower level, point out interpreted correctly. Students can move around the room that definitions to challenging words are provided on the as needed. Repeat the process with the remaining three Stakeholder Cards. In addition, you may choose to have statements in Table 3. students conduct a Think-Pair-Analyze-Share activity. First, have students read their own cards. Then, have each student Table 3: Stakeholder Statements read his or her card aloud to a partner. Each pair should Statements Student Alignment then work together to analyze the cards and the meaning “I believe that it is This statement should split of the quotations. If the pair is unable to comprehend the unethical to conduct stakeholders into basic “for” quotations, they can then meet with another student pair any research involving or “against” groups, with for their assistance deciphering the text. Finally, have each animals.” those against animal research pair share their quotations, and meanings, with the class. under the Agree sign. 17. Point out the two signs in the room (AGREE and “I am concerned with the This statement would likely DISAGREE). Tell students that they are going to position welfare of animals.” apply to all stakeholders, themselves around the room according to the perceived with everybody under the view of their stakeholder. Agree sign. “I am willing to resort Very few stakeholders should to violence to get my agree with this view. Many of the stakeholder comments are complex point across.” and require students to think critically about how the statement relates to an ethical theory. “I believe that it is This statement should also acceptable to conduct split stakeholders into basic Class time dedicated to working through important research using “for” or “against” groups, the stakeholder perspectives can lead to rich animals that are treated in with those for animal research discussion; however, if it is too challenging a humane manner.” under the Agree sign. for students to identify a stakeholder’s ethical perspective, then teachers should skip to Step #15. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 105 20. With students still separated according to their stand 22. Ask students if they think that their stakeholders on the last statement, ask the following questions to would consider themselves to be animal rights or further explore stakeholder views (not student views): animal welfare activists. • Are there any stakeholders missing? Which ones? 23. Next, ask students if they personally hold views that are Possible answers may include: aligned with animal rights or animal welfare organizations. a) The animals. 24. A partial list of animal rights and animal welfare organizations can be found in the Appendix. b) Scientists who agree with unethical or inhumane treatment of animals. ACTIVITY FIVE: STRUCTURED c) Religious perspectives on human dominion and/or ACADEMIC CONTROVERSY stewardship of animals. • Have you, as a stakeholder, personally benefitted from Structured Academic Controversy is a text-based, small research on animals? group deliberation model where students explore both sides of an issue before examining their own personal views. Unless the stakeholder does not use any drug, medical Active listening is an important part of the process. device or treatment, and has never been immunized, he or she has benefitted. 25. Provide a few minutes for students standing under the Agree and Disagree signs to talk with like-minded • What behaviors might reflect one’s beliefs on the issue stakeholders and identify the strongest arguments that of using animals in research? Some stakeholders might support their position. not: eat meat; use animal products such as eggs, dairy, and honey; wear leather; or own pets. 26. Next, create new groups of four students each for the Structured Academic Controversy activity. Each group ACTIVITY FOUR: ANIMAL RIGHTS should have two students from the stakeholder group OR ANIMAL WELFARE? that is FOR humane animal research and two students from the stakeholder group that is AGAINST animal 21. Explain that some of the Stakeholder Cards feature research. Students may sit down with their groups at their quotations from people who are members of animal desks. rights groups and animal welfare groups. Tell students 27. Students may draw on the best arguments put forth by that the difference between animal rights groups and any stakeholder with the same FOR or AGAINST stance, animal welfare groups can be difficult to determine, and may drop their individual stakeholder viewpoint at and these terms are often used interchangeably. They do this time. not, however, mean the same thing. Share the following 28. Share with students the framework of a Structured meanings with students: Academic Controversy. The basic framework is • Animal Rights: These organizations advocate that outlined below: non-human animals deserve the same rights as • Two students represent the FOR position; two argue humans and that the use of them in any way, including the AGAINST position. household pets, entertainment, and foods is inhumane and unethical. Some animal rights organizations • Each pair reads background for their position and advocate violence to prevent the use of animals, prepares their argument. but not all. Those that do tend to be underground • The FOR pair presents while the AGAINST pair listens. organizations to avoid prosecution. • The AGAINST pair paraphrases the FOR pair’s arguments • Animal Welfare: These organizations work with and asks clarifying questions only. biomedical research regulatory bodies and agencies that promote animal research to ensure the ethical and • The AGAINST pair presents while the FOR pair listens. LESSON 4 humane use of animals. These organizations do not • The FOR pair paraphrases the AGAINST pair’s argue that animals should never be used by humans arguments and asks clarifying questions only. and do not advocate violence.

106 | ANIMAL RESEARCH © Northwest Association for Biomedical Research • Students drop their assigned roles and discuss their 37. While working as a group, students should identify own personal positions. possible solutions and options as they are prompted on Student Handout 4.2—Structured Academic • Students clarify areas of agreement and disagreement. Controversy Worksheet. 29. Introduce the ethical question that students will be 38. If students reach an impasse and have difficulty exploring during the Structured Academic Controversy: reaching common ground, provide them with the list “Should the humane use of animals be allowed in of possible solutions found on the Teacher Answer biomedical research?” Key 4.2. The list can be used to generate areas of 30. Remind students of your classroom discussion norms. agreement and disagreement. For example, students should speak one at a time, hear all sides equally, listen well enough to respond, and back up CLOSURE their opinions with clear reasons. 39. Gather student attention back from the small groups, 31. Distribute one copy of each of the following handouts and ask students to share the Areas of agreement and to each student: Student Handout 4.2—Structured disagreement reached in the argument (referring to the Academic Controversy Worksheet and Student Handouts last part of Student Handout 4.2—Structured Academic 4.3 and 4.4—Structured Academic Controversy FOR and Controversy Worksheet). AGAINST Arguments. 40. Ask the students who are holding the stakeholder 32. In their pair groups, have students fill out theRelevant cards from Peter Singer and Jerry Vlasic to read their Facts and Stakeholders and their primary concerns cards out loud to the class. Ask the students, “How do sections of Student Handout 4.2—Structured Academic Peter Singer’s views differ from Jerry Vlasic’s views? Controversy Worksheet. Students should represent their They both oppose animal research, yet have very stakeholder positions, not their personal positions. different tactics. How can we look beyond the label 33. Ask each pair to read the background information and look for nuanced views on the subject?” supporting their position. Together, have each pair plan 42. Ask students to identify the extreme positions on the a presentation of their position and arguments. Students spectrum of stakeholder views. How do extreme positions should focus on the three most important arguments. advance a cause? Or does change come from a more 34. Have one side present, while the other side central stance? listens and then repeats. Have one side present their three most important arguments to the other side. The HOMEWORK other side needs to listen carefully, take notes, and • Distribute copies of Student Handout 4.5—Your Own then paraphrase the arguments to be sure that they Stand Homework Assignment, one per student, to understand them, while asking clarifying questions be completed as homework. This will give students a as necessary. Emphasize that there is no discussion at chance to express their own views on the subject of this point. The presenters should be satisfied that their animal research. Make sure to let students know that position has been heard and understood. their answers will be assessed for completeness and 35. Have the pairs switch and repeat the process. level of reasoning, not their position on the issue. 36. Next, ask students to drop their roles. Challenge students to proceed as their own individual selves with their own opinions and positions. They should use information from their own experiences as well as the background readings. Ask students to hear the positions of everyone in their group. When everybody has had a chance to share, have the students identify areas of agreement and disagreement. Tell students that they are free to change their minds. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 107 GLOSSARY

Animal Rights: Animal rights organizations advocate that Moral: Codes of conduct governing behavior; an expression non-human animals deserve the same rights as humans of values reflected in actions and practices. and that the use of them in any way, including as household pets, entertainment, and food is inhumane Moral Duty: The duty or obligation that arises out of a and unethical. Some animal rights organizations consideration of what is right and wrong. advocate violence to prevent the use of animals, but not all. Those that do tend to be underground organizations Outcomes: The consequences or end results of an action. to avoid prosecution. Outcomes-based Ethical Theory: An ethical theory that Animal Welfare: Animal welfare organizations work with focuses on the consequence of an act, and asks the biomedical research regulatory bodies and agencies question, “What are the consequences of the action?” that promote animal research to ensure the ethical and In getting caught, the bad outcome (e.g., getting in humane use of animals. Animal welfare activists believe trouble, losing points on the assignment, or being seen that it is morally acceptable to use animals for human as dishonest) would outweigh any benefits from the purposes, as long as the animal’s welfare (physical cheating. This theory can also be thought of as, “The and psychological well-being) is protected. These ends justify the means.” organizations do not argue that animals should never be Speciesism: Belief that the human species is superior to all used by humans and do not advocate violence. other species, and therefore, different rights and values Duties-based Ethical Theory: An ethical theory should be assigned to humans and other animals on the that focuses on the act itself (as opposed to the basis of their species. consequences of that act), and asks the question, Stakeholder: Any person, institution, or entity that is “Would it be acceptable if everyone else were to act in interested in, invested in, or will be affected by the this way? Is the action, no matter the consequences, outcome of a decision. right or wrong?” This theory can also be thought of as, “The ends do not justify the means.” Virtues Ethics: As one of the approaches of normative ethics, virtues ethics emphasize the moral character Ethics: A field of study that looks at the moral basis of (virtues), rather than duties (actions) or outcomes human behavior and attempts to determine the best (consequences of actions). course of action in the face of conflicting choices.

Humane: Treating animals with respect and care. RESOURCES

Teachers who would like more information on ethical theories and their application in the classroom will find lessons, activities, student handout and teachers resources in An Ethics Primer: Lesson Ideas and Ethics Background by Jeanne Ting Chowning and Paula Fraser, produced through the Northwest Association for Biomedical Research. The complete Ethics Primer is available free for download from http://www.NWABR.org. LESSON 4

108 | ANIMAL RESEARCH © Northwest Association for Biomedical Research CREDIT

Nancy Haigwood Quotation Ann Berlin Quotation http://www.oregonlive.com/opinion/index.ssf/2010/04/ Johnson, Curt. (2007). Your Mommy Kills Animals. human_health_and_animal_rights.html Indie Genius.

Paula Begoun Quotation Rev. Dale Turner Quotation Begoun, Paula. (2009). The Original Beauty Bible. Originally from the “By Religion” section of the Seattle PI. Beginning Press. Reprinted from Northwest Associate for Biomedical http://www.cosmeticscop.com/paula-begoun-about.aspx Research. (2004). For the Greater Good Curriculum Guide.

Bruce Fuchs Quotation Dr. Geneviève Clavreul Quotation Bruce A. Fuchs in “Use of Animals in Biomedical http://newstandardnews.net/content/index.cfm/ Experimentation,” in Scientific Integrity: An Introductory items/2378 Text with Cases. (2000). Francis L. Macrina, ed. http://www.redorbit.com/news/health/234538/aids_ Washington, DC. ASM Press, p. 121. activists_target_charlize_theron__peta/

David Jentsch Quotation Kevin Elliot Quotation http://speakingofresearch.com/2010/11/19/open-letter- Letter to the Oxford Times, 15 January 2009. to-the-justice-department/ http://www.understandinganimalresearch.org.uk/your_ views/your_stories Frank Lautenberg Quotation http://www.naiaonline.org/pdfs/oct.%2026,%20 Kevin Kjonaas Quotation 2005%20eco-terrorism%20transcript.pdf Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius. Tom Regan Quotation http://www.think-differently-about-sheep.com/Animal_ Gary Berthold Quotation Rights_A_History_Tom_Regan.htm http://newsblaze.com/story/20090226054411allm.nb/ topstory.html Peter Singer Quotation Singer, Peter. (1975). Animal Liberation. HarperCollins. Alaron Lewis Quotation Personal conversation, 9 December 2010. Eric Mills Quotation e-mailed to ANIMAL PEOPLE Laurie Hassell Quotation http://www.animalpeoplenews.org/ap7808.htm#arsons Personal conversation, 8 November 2010.

Ingrid Newkirk Quotation Lillian Zalduondo Quotation http://activistcash.com/biography_quotes.cfm/b/456- American Association for Laboratory Animal Science. ingrid-newkirk (2006). Accept the Challenge to Care; Careers in Laboratory Animal Science. Pam Ferdin Quotation Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius.

Merritt Clifton Quotation Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius.

Dr. Jerry Vlasic Quotation Johnson, Curt. (2007). Your Mommy Kills Animals. Indie Genius. LESSON 4 © Northwest Association for Biomedical Research ANIMAL RESEARCH | 109 LESSON 4

110 | ANIMAL RESEARCH © Northwest Association for Biomedical Research © Northwest AssociationforBiomedical Research Outcomes-based andDuties-basedEthicalTheories STUDENT HANDOUT4.1 The two action (howshallwebehave?)inthefaceofconflictingchoices. philosophy thatexplores questionsofmorality, suchasconceptsofrightandwrong. Ethicshelpsuschoosethebestcourseof The field argument are oftenaccompaniedbystrong feelings, andtheethicalissuesthatarisemayinvolveconflictingmoralchoices. The animalresearch debateisfilledwithvoicesexpressing differingViews onbothsidesofthe viewsandperspectives. Name______Date______Period______Rules-based Ethics. to asDeontologicalorMoral This ethical under duties-basedethics. focus on“animalrights”oftenfalls people asameanstoanend.The respecting individualsandnottreating fundamental rulesorduties,suchas An action moral dutiestoeachother? other livingthings?Whatareour How shallwetreateachotherand Duties-based Ethics Consequentialist orUtilitarianEthics. This ethical justify themeans.” is ethicallyappropriate if benefits are analyzed,and theaction outweigh badconsequences.Costsand An action good forthegreatestnumber? How canwebringaboutthegreatest Outcome-based Ethics of ethical theoriesthatare oftenappliedtothisdebateare describedbelow. is right if goodconsequences isrightifitfollowscertain ethics theoryisalsoreferred theoryisalsoreferred toas helpsusanalyzetheargumentsinastructured waytocomewell-reasoned decisions.Ethicsisabranchof “the ends that arisesoutofaconsiderationwhatisrightandwrong. As are oppressed andcannotspeakupforthemselves,includinganimals. as a“meanstoanend.”Itisour respected fortheirinherent valueandworth,shouldnotbetreated In opposition treating animalswithrespect andcare. disease extendstoanimalswithdiseases.Humanetreatment means research withanimalsalsohelpsanimals,ourdutytostudyandtreat of peopleafflicted withdisease.A and treat disease,wehave themoraldutytominimizepainandsuffering In supportofresearch: do notjustifythemeans and valuetohumans,inwhichcase In minimized oreliminated). mostly rodents andfish—in studiesinwhichpainandsuffering havebeen for cancerandheartdisease,etc.) care. The humane and animalsoutweighthecosttoifresearch isconductedina other animalsonthebasisoftheirspecies. therefore, different rightsandvaluesshouldbeassignedtohumans is thebeliefthathumanspeciessuperiortoallotherspecies,and species is about thegreatest good foronespeciesattheexpenseofanother In supportofresearch: opposition toresearch: way. Humane treatment meanstotreat animalswithrespect and ends speciesism toresearch: (eliminationofpolio,smallpox,andmeasles;treatments , whichissimilartosexismorracism.Speciesism Ashumanbeingswiththecapacitytostudy Thevastbenefitsofresearch tobothhumans (harmtoalargernumberofanimals).Bringing Animalshavethebasicmoralrighttobe Animalsshouldbegivenequalmoralweight moral duty justifythemeans moral duty the ends ANIMAL RESEARCH | tospeakupforthosewho (betterhealthforhumans) isthedutyorobligation (usinganimals— humane

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HANDOUT © Northwest AssociationforBiomedical Research Structured AcademicControversy Worksheet STUDENT HANDOUT4.2 Team Members Team Members The Issue: Name______Date______Period______Stakeholders andtheirprimaryconcerns: Relevant facts: 2. 1. 2. 1.

Shouldthehumaneuseofanimalsbeallowedinbiomedicalresearch? AGAINST FOR : : ANIMAL RESEARCH |

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HANDOUT © Northwest Association for Biomedical Research : AGAINST Main argument(s) 1. 2. 3.

: FOR | ANIMAL RESEARCH Areas of agreement and disagreement: of agreement Areas What options occupy the middle ground?) List of possible solutions: (What are the options furthest out on each side? the options furthest out on each side? List of possible solutions: (What are 3. 2. 1. Main argument(s) Main argument(s) 114

HANDOUT © Northwest AssociationforBiomedical Research Structured AcademicControversy FORArguments STUDENT HANDOUT4.3 disease extends toanimalswithdiseases.Humane treatment meanstotreat animalswithrespect andcare. consideration ofwhatisrightand wrong. As minimize painandsuffering ofpeopleafflicted withdisease.Amoraldutyisthe orobligationthatarisesoutofa Duties-based minimized oreliminated). disease, etc.) research inconductedahumaneway. The Outcomes-based Ethical Arguments Select Stakeholder allowed inbiomedicalresearch. Yes, thehumaneuseofanimalsshouldbe Team members Name______Date______Period______“…Our view is that because animal studies lead to improved “…Our viewisthatbecauseanimalstudiesleadtoimproved “I absolutelydonotwanttoseeevenoneanimaldie “Responsible useofanimalsinresearch aimedat well cared for, andsuffering isnotallowed.” provided thestudiesare highlyregulated, theanimalsare human health,theyshouldbeconsidered acceptable— lives toanimaltesting.” research…. Children whosurviveleukemiaowetheir a hostofotherillnesses,Iwouldanddosupportthat cancers, orreduce therisks ofhighbloodpressure and can helpfindthecure for Alzheimer’s, prevent more favorable formulations.Yet, ifsacrificingananimal’s life by beingforce-fed foundation oreyeshadowtoprove the bettermentofworld.” have amoralresponsibility tosocietyuseourskillsfor the rightthingtodo,andwewillcontinuebecause improving thehealthandwelfare ofthementallyillis 2. 1. justifythemeans perspective: FOR perspective: SUPPORTING FOR : Arguments Ashumanbeingswiththecapacity tostudyandtreat disease, wehavethe Thevastbenefitsof research tobothhumansandanimalsoutweighthecostif (usinganimals—mostlyrodents andfish—instudiesinwhichpainsuffering havebeen AnimalResearch -Nancy Haigwood -Paula Begoun -David Jentsch ends humane (eliminationofpolio,smallpox,andmeasles;treatments forcancerandheart research withanimals also helpsanimals,ourdutytostudyandtreat “If we[biomedicalresearchers] were abletoacquire the “I believethatlaboratorytestsinvolvinganimalscanbe methods we have developed to advance biomedical methods wehavedevelopedtoadvancebiomedical us wouldnotgladlydoso?Nevertheless,oneofthebest research questionswithouttheuseofanimals,whoamong information neededtoadequatelyanswercompelling and subjecttoregular inspection andoversight.” is necessary, it mustbeconductedunderstrictstandards on humans,unfortunately, sobeit.Whensuchtesting safety andefficacy ofaproduct thatisgoingtobeused determined thatistheonlywaytoestablish would hopethatwasn’t thecase.Butifthatis and medicinetheprotection ofpublichealth.I necessary andimportantfortheadvancementofscience considered offset theassociatedmoralcosts?” benefits derivedfrom the biomedical research thatisbeing such useshouldbepreceded byamoraljudgment.Dothe knowledge involvestheuseofanimals…however…any ANIMAL RESEARCH | moral duty -Frank Lautenberg -Bruce Fuchs to

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HANDOUT © Northwest AssociationforBiomedical Research Structured Academic Controversy AGAINST Arguments Structured AcademicControversyAGAINST STUDENT HANDOUT4.4 should notbetreated asa“meanstoanend” withoutrespecting their inherent valueandworth. including animals.Amoralduty isthedutyorobligationthatarisesoutofaconsideration whatisrightandwrong. Animals Duties-based perspective: and otheranimalsonthebasis oftheirspecies. that thehumanspeciesissuperior toallotherspecies,andtherefore, different rightsandvaluesshouldbeassignedtohumans for onespeciesattheexpenseofanotheris (better healthforhumans) Outcomes-based perspective: Ethical Arguments Name______Date______Period______Select Stakeholder allowed inbiomedicalresearch. The useofanimalsshouldnotbe Team members “The goalofPETA istotalanimalliberationandtheday “We cannotjustify[killing animals] byarguingthat “Many people think that we should be nice to animals because ours forentertainment,oranyexploitivepurpose.” not ourstowear, notourstoexperimenton,and when everyonebelievesthatanimalsare notourstoeat, experiences forothers.” such apracticebringsaboutintrinsicallyvaluable or nottousethemineducationsurgery.” example, ornottoputthemincagesforourentertainment, particular weoweittotheseanimalsnoteatthem,for matter ofstrictjusticetotreat animalsinacertainway.” In of animalshasonus.Therightsviewsays,“We oweitasa on ourdutytoanimalsbutonlytheeffects ourtreatment neighbors andsoon.Theproblem is,theseviewsdon’t focus and thenwewillendupbeatingourchildren andour if weare notnicetoanimalswe willnotbenicepeople, 2. 1. AGAINST:

AGAINST AGAINST do notjustifythemeans Itisour

AnimalResearch Arguments Animalsshouldbegivenequalmoralweightandvaluetohumans, inwhichcase moral duty -Ingrid Newkirk - -Tom Regan Tom Regan tospeakupforthosewhoare oppressed andcannotspeakupforthemselves, speciesism (harmtoalargernumberofanimals).Bringingaboutthegreatest good , whichissimilartosexismorracism.Speciesismthebelief “Speciesism isaprejudice orattitudeofbiasinfavor “If youare killingananimal, Idon’t care ifitisto receive (thoughtheycanand doprotest tothebest make anorganizedprotest againstthetreatment they Members oftheexploitedgroup cannotthemselves of theinterests ofmembers ofone’s ownspecies... They are killed.Andthatis notourright.Itisours.” wallpaper. Idon’t care iftheyare killedonvelvetsheets. beautiful music.Idon’t care ifitiswithpretty floral easily itisoppressed.” stand upandorganizeagainstoppression, themore themselves anddemandit.Thelessableagroup isto equal rightsiftheyhadnotbeenabletostandupfor yourself howlongblackswouldhavehadtowaitfor can appreciate howserious thishandicapisbyasking behalf ofthosewhocannotspeakforthemselves.You of theirabilitiesindividually).We havetospeakupon ANIMAL RESEARCH | -Peter Singer -Pam Ferdin the ends

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HANDOUT © Northwest AssociationforBiomedical Research Your OwnStand HomeworkAssignment STUDENT HANDOUT4.5 Name______Date______Period______5. Whatsortofpersonalactionscanyoutakethatsupportyour positiononthisissue? 4. Whatscientificfactswillyouusetosupportyourposition? 3. Inwhatwaydoesanethicalperspectivebestsupportyourview? whichofthestakeholderviewpointsfrom thislessondoyoumostcloselyalign?Why? 2. With 1. Whatisyourpositionontheuseofanimalsinresearch? ANIMAL RESEARCH |

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HANDOUT © Northwest AssociationforBiomedical Research

Stakeholder Cards TEACHER RESOURCE4.1

David Jentsch Jentsch David Regan Tom Haigwood Nancy Intrinsically: experiences forothers.” “We cannot or nottousethemineducationsurgery.” we oweittotheseanimalsnoteatthem,forexample,orputthemincagesourentertainment, The rightsviewsays,‘ these viewsdon’t focuson our nice people,andthenwewillendupbeatingourchildren andourneighborssoon.Theproblem is, “Many peoplethinkthatweshouldbenicetoanimalsbecauseifare notnicetoanimalswewillbe Institutes ofHealth,theAmericanMedicalAssociation,andVeterinary MedicalAssociation.” are wellcared for, andsuffering isnotallowed.Thisauniqueview. It’s alsoshared bytheNational health researchers likeme?Simplyput,ourviewisthatbecause protesters claimingthatresearch animalsare mistreated, they’re yellingaboutme.Sowhatdrivesanimal “I’m ahealthresearcher whostudiesanimalsinorder todevelopnewtreatments andcures. Whenyouhear Rsosbe s o aias n eerh ie a ipoig h hat ad efr o te etly l i the is ill mentally the of welfare and for thebettermentofworld.” health the improving at aimed right thingtodo,andwewillcontinuebecausehaveamoral research in animals of use “Responsible ~ Tom Regan is a philosopher is Tom Regan ~ ~ NancyHaigwood is ~ DavidJentsch , theyshouldbeconsidered acceptable—provided the studiesare highlyregulated, theanimals justify[killinganimals]byarguingthatsuchapracticebringsabout Essentially. isaUCLANeuroscience Professor. Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both We oweit Duties-based perspective•Outcomes-basedBoth aseniorscientistanddirector oftheOregon National PrimateResearch Center. duty toanimals andauthorofthebook asamatterofstrictjusticetotreat animalsinacertainway.’ Inparticular butonlyontheeffects our treatment ofanimalshasonus. The CaseforAnimalRights animal studiesleadtoimprovedhuman responsibility ANIMAL RESEARCH | o oit t ue u skills our use to society to intrinsically . valuable

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RESOURCE © Northwest Association for Biomedical Research animals are not .” suffering be counted suffering —insofar as rough comparisons can be made—of any other being.” comparisons —insofar as rough

president of People for the Ethical Treatment of Animals (PETA). of People for the Ethical Treatment president Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based a philosopher and author of the book Animal Liberation. a philosopher and author up on behalf of those who cannot speak for themselves. The less able a group is to stand is the owner of Paula’s Choice skin care and cosmetics line. Begoun is an author and and Choice skin care is the owner of Paula’s there there can be no moral justification for refusing to take sufferingthat into consideration. prejudice or attitude of bias in favor of the interests of members of one’s own species...” of members of one’s the interests of bias in favor of or attitude prejudice belief that the human species is superior to all other species, and therefore, different tests produced a cure for AIDS, we’d be against it.” a cure tests produced is a The Using a person, animal, or group for one’s own profit or advantage. own profit for one’s person, animal, or group a Using Children who survive leukemia owe their lives to animal testing Children who survive leukemia owe their purpose.” to eat, not ours to wear, not ours to experiment on, and not ours for entertainment, or for any not ours to experiment to eat, not ours to wear, consumer expert for the cosmetics industry. She has appeared on CNN, Oprah, The Today Show, Show, on CNN, Oprah, The Today She has appeared consumer expert for the cosmetics industry. on animals. not tested The View and others. Her cosmetics are ~ Ingrid Newkirk is ~ Ingrid Newkirk ~ Peter Singer is ~ Peter Singer is ~ Paula Begoun Speciesism Exploitive: “The goal of PETA is total animal liberation and the day when everyone believes that is total animal “The goal of PETA ours exploitive “Even if animal Speciesism: on the basis of their species. be assigned to humans and other animals rights and values should “We have to speak “We easily it is oppressed.” the more oppression, up and organize against “If a being suffers that its the being, the principle of equality requires of nature No matter what the suffering equally with the like “ research…. “I absolutely do not want to see even one animal die by being force-fed foundation or eye shadow to prove shadow to prove foundation or eye animal die by being force-fed “I absolutely do not want to see even one prevent more for Alzheimer’s, life can help find the cure if sacrificing an animal’s favorable formulations. Yet, and a host of other illnesses, I would and do support that the risks of high blood pressure cancers, or reduce | ANIMAL RESEARCH

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Frank Lautenberg Frank Ferdin Pam Fuchs Bruce Efficacy: that Iwoulddowhatevercantotryand morelearn aboutcancerresearch. Afterwatchingmyfathersuffer forayearand finallydie,Imadethedecisionthen fortune ofsuccessinbusiness,Iputsomeresources intoagroup ofNewJersey scientists whowere movingabroad to uncle diedwhenhewas52,alsoofcancer. Theirfatherdiedalsoofcancerwhenhewas56.AndIhadthe good I helpedestablish When suchtestingisnecessary, itmustbeconductedunderstrictstandards andsubjecttoregular inspectionandoversight. the onlywaytoestablishsafetyand medicine andtheprotection ofpublichealth.Iwouldhopethatwasn’t thecase.Butifthatisdetermined is “I believethatlaboratorytestsinvolvinganimalscanbenecessaryand importantfortheadvancementofscienceand I don’t care iftheyare killedonvelvetsheets.Theyare killed.Andthat If youare killingananimal, Idon’t care ifitistobeautifulmusic.Idon’t care ifitiswithpretty floralwallpaper. biomedical research thatisbeingconsidered offset theassociatedmoralcosts?” does meanthatanysuchuseshouldbepreceded byamoraljudgment.Dothebenefitsderivedfrom the interests doesnotnecessarilymeanthatweshouldneverusetheminbiomedicalexperiments;however, it involves theuseofanimals Nevertheless, compelling research questionswithouttheuseofanimals, whoamonguswouldnotgladlydoso? “If we[biomedicalresearchers] were abletoacquire theinformationneededtoadequatelyanswer ~ Frank Lautenberg i Frank ~ ~ Pam Ferdin isPam ~ member ~ Bruce Fuchs is Director oftheNIHOffice ofScienceEducation.Heisalsoavegetarian Fuchs Bruce ~ Having the capacitytoproduce adesired effect. one ofthebestmethodswehavedevelopedtoadvancebiomedicalknowledge [theLautenbergCancerResearch Center]becausemyfatherdiedwhenhewas43yearsold.My s asenatorfrom NewJersey. Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both of theAnimalDefenseLeagueinLosAngeles. , which,unlikethetesttube,haveinterests…The factthatanimalshave efficacy prevent anotherfamilyfromundergoingthesametortureand grief ofaproduct thatisgoing to beusedonhumans,unfortunately, sobeit. isnotourright ANIMAL RESEARCH | . It is not ours. . Itisnotours. . .”

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RESOURCE suffrage suffrage © Northwest Association for Biomedical Research Then you stop through research on kidney disease, research through I think that’s a morally defensible argument.” I think that’s were asked: All this for a black? Or men involved in the were of Stop Huntingdon Animal Cruelty (SHAC). .” surgeon and Animal Liberation Front (ALF) press officer. (ALF) press Liberation Front surgeon and Animal

ho fought for the abolition—or banning—of slavery. w A social justice movement fighting for women’s right to vote. social justice movement fighting for women’s A Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based minister with the United Church of Christ and public representative millions of lives have been prolonged and improved millions of lives have been prolonged and abolitionists today are asking if we have the right to experiment on animals and sacrifice their lives to discover asking if we have the right to experiment on animals and sacrifice today are Activists . All this so women can vote? All this so kids don’t have to work in those sweatshops? So have to work in those sweatshops? So . All this so women can vote? All this so kids don’t Diseases and illnesses. Diseases All this for an animal on the University of Washington Animal Care and Use Committee (IACUC). Animal Care on the University of Washington He was sentenced to six years in prison and $1 million fine under the Animal Enterprise Terrorism Act. Terrorism He was sentenced to six years in prison and $1 million fine under the Animal Enterprise ~ Jerry Vlasic is a trauma trauma a ~ Jerry Vlasic is ~ Dale Turner was a was ~ Dale Turner ~ Kevin Kjonaas is a member ~ a Kevin Kjonaas is didn’t, and you told them to stop and they still didn’t, that if you stopped them physically, whether you physically, that if you stopped them stop and they still didn’t, and you told them to didn’t, of these ten or fifteen than more have to kill stopped them I think you wouldn’t killed them or otherwise to do animal want really a lot of people to start thinking, ‘Do I scientists to get animal abusing research ask them to abuse animals. You getting paid to abusing animals, are people who are are Here research?’ to stop. want tell them to stop, and they still don’t stop. You want to stop, and they don’t means are necessary. them, using whatever “I think, tactically, if you were to take animal experimenters and if you were to ask them to stop to ask them to stop if you were experimenters and to take animal if you were “I think, tactically, why they should and they still and if you explained to them but they didn’t, experimenting on animals Maladies: ways to improve the lot of humans. What are the alternatives [to animal research], imperfect though they may be? To imperfect though they may be? To the alternatives the lot of humans. What are [to animal research], ways to improve yet born, using animals would be to abandon millions of human beings, now living and not ban all medical research Many famed surgeons supervised animal research. through prevented death that might be and premature to suffering attest to the fact that subject.” maladies to which humans are disease, blindness, and many other Alzheimer’s diabetes, cancer, “A dog was one of my earliest companions, and I have treasured the company of dogs and other animals through through the company of dogs and other animals and I have treasured “A dog was one of my earliest companions, friends. They ask no questions and pass no criticism…” such agreeable the years. Animals are “Thoughtful people Suffrage Movement: Suffrage over and over again in every other social justice movement, and now it’s finally being asked of animals. finally being asked of animals. over and over again in every other social justice movement, and now it’s Yes. Abolitionists: After receiving his conviction and sentencing to jail time: “All this for animals? It’s the same sort of the same sort of his conviction and sentencing to jail time: “All this for animals? It’s After receiving question I imagine movement have been asked these people can have fair labor laws? For the Irish? For the Jews? The same questions | ANIMAL RESEARCH

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Kevin Elliot Kevin Clifton Merritt Hassell Laurie

would havedied simply gratefulfortheanimalsusedinresearch. theanimalsusedinasthmaresearch, Without “I don’t wanttogetintoanargumentoverwhatisrightandwrong withanimalresearch. Iam my spinetoreinforce it. Thanks toanimal-basedresearch Ihadanoperationwhere bonewastakenoutofmypelvisandplacedinto “Until recently Ihadaseriousspinalcondition,whichleftmeinmassivepainandhardly abletowork. like Ghana,Pakistan,andSouthKorea where youhavelimited[regulation]. they should.Work thatused tobedoneinplaceslikeNewJerseyandEnglandisnowbeing inspection from apartoftheworldwhere there issometransparency, someregulation, Front (ALF)]are basicallyworkingfortheotherside,becausetheyare removing animalexperimentation Europe.England andtheUnitedStatesacoupleofothercountriesinwestern They[AnimalLiberation want todoisputitintheplaceswhere itisunderamicroscope, where it’s underconstantsupervision,like “If you ~ LaurieHassellis the regional ~ KevinElliot is Clifton isMerritt ~ editor want toachieveareductionintheanimalsuffering . You’ve gotfreedom ofspeechandpress sothatyoucanprotest ifthingsare notbeingdoneas a patient. whenhewasthree yearsold.” Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both The painhasnowcompletelygone of the manager fortheNorthwestAssociationBiomedicalResearch. Animal PeopleNews . ; Icanworkfull-timeandhaveasociallife.” involvedinexperimentationwhatyoureally some regulargovernmental ANIMAL RESEARCH | my son

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condone © Northwest Association for Biomedical Research will be harder to overcome will be harder reaches the point where people the point where reaches better, improved cancer better, , or further our cause; indeed, indeed, , or further our cause; sentience speciesism , in all other forms of domestic violence. ies, and therefore, different rights groups of people all over the world who carry out direct action of people all over the world who carry out direct groups and is a veteran animal rights lobbyist. and is a veteran animal autonomous regardless of the consequences , and will serve only to make things more difficult for the law-abiding. I think for the law-abiding. I think difficult to make things more , and will serve only Action for Animals

Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based Duties-based perspective • Outcomes-based perspective • Both Duties-based perspective • Outcomes-based treatment means treating animals with respect and care. respect animals with means treating treatment movement—both organizations and individuals—need to speak up loud and clear in up loud and clear in and individuals—need to speak movement—both organizations ld is founder of PharmaCom BioVet, which conducts research, development, Self-governing. .” They say, “We certainly hope our treatments will provide a better quality of life to companion a better quality will provide certainly hope our treatments “We .” They say, The belief that the human species is superior to all other spec that the human species belief The Consciousness and the ability to think and feel. and Consciousness To approve, accept, or allow. approve, To Humane humane counter-productive and testing (on dogs) to bring canine cancer treatment devices and formulas to the market. treatment and testing (on dogs) to bring canine cancer ~ Ann Berlin is a member of the Animal Liberation Front (ALF). ~ Ann Berlin is a member of the Animal Liberation Front ~ Gary Bertho ~ Eric Mills is founder of of founder ~ Eric Mills is and values should be assigned to humans and other animals on the basis of their species. Sentience: We’ll know our work is nearly complete when the public understanding of animal We’ll beings.”accept that violence is just as acceptable to use in defense of animals as it is in defense of human Autonomous: Speciesism: “The Animal Liberation Front consists of small “The Animal Liberation Front to the ALF guidelines. Because non-human animals lack political power, according abuse, just as there animals from action to protect will always be a need for people to take direct than sexism or racism. There will always be a need for people to intervene, treatments lifespan.” in addition to the possibility of increasing animals with cancer, “We lost three of our Siberian Huskies, who were our close family members, to cancer.” When no readily When no readily our close family members, to cancer.” of our Siberian Huskies, who were three lost “We of our lives for would spend the rest found, the Bertholds vowed: “We available or practical solutions were all other dogs—attempting to find the sake of our living dogs—in addition to Humane: Condone: they are they are we, as a alike. Which is not to humans and nonhumans all deserve better, We condemning these tactics. and can’t, human race, which of course it won’t the entire to save hate it. Even if it were animal research—I animals for ethical and moral reasons.” on research I am opposed to invasive “I call it [firebombs detonated on a porch and in a home belonging to a university researcher] terrorism. terrorism. researcher] to a university in a home belonging and detonated on a porch “I call it [firebombs animals and do nothing to help in danger, Such actions put people | ANIMAL RESEARCH

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Lillian Zalduondo Lillian Lewis Alaron Clavreul Geneviève Humanely: the mouseasamodelisbestalternative.” than itistohaveamouseincagethattreated brain-dead mouseinaculture dish we buildthesamesortofwhole-animalcomplexityinaculture dish,wewouldbasicallyhave cultures andcomputermodels. Butanimalsystemsare extremely complex.Even ifwecould,bythetime “I knowthatthegoalistoreduce thenumberofanimalsusedinresearch bymoving tocellandtissue pain medicationorwhateverthecasemaybe.” Everyone stopseverything,andlooksatitanalyzesit.Ifthe animalneedspainmedication,thenitgets or Ifeeltheanimalisinsometypeofdiscomfort,thencansay, ‘Hey, thatisnotright,’ andtheystopit. “I knowthat terrible disease.” living withHIV/AIDSanditisaninsulttothememoryof20millionpeoplewhohavediedfrom this “You cannot be fightingeveryfiveminutesagainstPETA.” HIV. “We are goingtohavegoananimalmodeldoit,”Clavreul said,“andIdon’t wanttohave to takeactionbecauseofherlong-timeworkwithscientistswhoare focusedondevelopingvaccinesfor them toaccountfortheirhigh-profile role inhindering thesearch foracure toAIDS.”Shewasmotivated Dr. Clavreul’s group targetedHollywoodcelebrities, suchasCharlizeTheron, whosupportPETA, “calling ~ Alaron Lewisisanadjunct Alaron ~ ~ Lillian Zalduondo isaVet Lillian ~ Dr.~ Genevieve Clavreul i number ofHIV/AIDSadvocacygroups. In a manner that isrespectful andcareful ofanimals. wearanAIDSribbonandcallyourselfaPETA supporter. Itisaninsulttothe37millionpeople these animalsarenotsuffering Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-basedBoth Duties-based perspective•Outcomes-based perspective•Both s anorganizerofPatientAdvocatesAgainstPETA (PAAP). PAAP ismade up ofa Tech/Lab AnimalTech. Professor attheUniversity ofPugetSound. . Andisitbettertohaveaman-madealmost-animalinyourdish, . Iknowthatifseesomethingthat’s not whatIfeelisright, humanely duringtheresearch process? Ithinkusing ANIMAL RESEARCH | a whole,

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RESOURCE © Northwest AssociationforBiomedical Research Structured AcademicControversy Worksheet TEACHER ANSWERKEY4.2 Stakeholders andtheirprimaryconcerns: Relevant facts: SHOULD THEHUMANEUSEOFANIMALSBEALLOWEDINBIOMEDICALRESEARCH? THE ISSUE: concern(s) ofeachgroup.concern(s) groups andidentifiestheprimary Provides alistofstakeholder relevant facts. Provides fiveormore not limitedto,thefollowing: listing thenamesofindividualsfromStakeholderCards.Examplesstakeholdergroupsandinterestsinclude,butare stakeholder’s concern(s).Responsesshouldidentifystakeholdersbythegroupstowhichtheybelong,ratherthan primary Student Sample answersmayinclude: Student Exemplary (5points) Exemplary (5points) • Animal • Ninety • • • • • • • • • • Specific • Different • Researchers • Abuses Philosophers: Biomedical The public: Animal rightsactivists: Animal welfareadvocates: Pharmaceutical andbiomedicalcompanyexecutives: Veterinarians: Medical professionals(e.g.doctors,pharmacists,surgeons,etc.): research ismaintained. company’s publicimage,iscriticalforsuccess. and therapiesforanimalpatients. are safeandeffective. the foundationofmedicaltreatments,surgicaltechniques,andtherapiesforhumanpatients. Patients: responsesshouldincluderelevantfactspulledfromanylessoninthecurriculum. responsesshouldidentifythestakeholdersthatalignwithtwosidesofissueandbrieflyeach percentofresearchanimalsarerodents. researchisregulatedbyIACUCcommittees,theAnimalWelfare Act,theFDA,andothers. to animalshaveoccurredinthepast. animals areusedtoanswerspecificresearchquestions. ethicalviewpointsframetheanimalresearchargument. Discoveries researchers: Public are guidedbytheprinciplesfoundin3Rs.

Ethical perspectivesprovideaframeworkfordiscussingandthinking abouttheissueofanimalresearch. Discoveries healthinitiatives,suchasvaccinationsforchildhooddiseases, increasethelevelofheathforall. from animalresearchensurethattreatments,surgicaltechniques,andtherapies relevant facts. Provides three orfour stakeholder groups. Provides alistof Desiretheassignmentofrightstoallanimalsandelimination ofspeciesism. Animalsarecriticaltotheirresearch. fromanimalresearchformthefoundationofmedicaltreatments,surgicaltechniques, Proficient (3Points) Proficient (3Points) Desirethatthewelfare(physicalandpsychological)ofanimals usedin the StakeholderCards. Provides alistofnamesfrom relevant facts. Provides oneortwo Partially Proficient (1Point) Partially Proficient (1Point) Maintainingproductqualityandsafety, aswellthe Discoveries from animal research form research animal from Discoveries ANIMAL RESEARCH | Does notprovide aresponse. Does notprovide aresponse. Developing (0Points) Developing (0Points)

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RESOURCE © Northwest Association for Biomedical Research Developing (0 Points) Developing (0 Points) Does not provide a response a response Does not provide arguments are or the provided not against animal testing. Does not provide a response or a response Does not provide not arguments are the provided in support of animal testing. AGAINST AGAINST animal testing drawn from Partially Proficient (1 Point) Partially Proficient Partially Proficient (1 Point) Partially Proficient Provides one or two one or two Provides arguments animal testing drawn any lesson. from Provides one or two arguments one Provides FOR any lesson. animal testing Proficient (3 Points) Proficient Proficient (3 Points) Proficient R animal testing drawn

drawn from any lesson. drawn from Provides three arguments three Provides AGAINST Provides three arguments three Provides FO lesson. any from

: FOR be respected for their inherent value and worth, and not used for human gain. be respected for their inherent value and is “speciesism” and humans need to stand up for and protect animals that cannot speak for themselves. need to stand up for and protect animals that cannot and humans is “speciesism” : and regulations adequately protect the animals used for research. protect the animals used for research. and regulations adequately and regulations do not adequately protect the animals used in research. and regulations do not adequately protect died in the past when medicines haven’t been tested first on animals. That is too high a risk. medicines haven’t been tested first on died in the past when humanely, it is not a human right to kill an animal for any reason. humanely, with animals benefits animals, too. with animals benefits AGAINST FOR the moral duty to seek cures for the sick and ailing among us. the moral duty to seek states that animal testing is a requirement for medicines before human use. is a requirement for medicines before states that animal testing animals are treated humanely, the benefits to humans (past and future) outweigh the cost future) outweigh the cost the benefits to humans (past and humanely, animals are treated esponses should include three main arguments in support of animal testing. main arguments in support include three esponses should animal testing responses should include three main arguments against animal testing. responses should include three main arguments to selectively-used animals. to selectively-used animals. Because animal research exists, not enough money and effort are put towards other research methods. Because animal research exists, not enough | ANIMAL RESEARCH • Using animals • Even if done • Current rules • • Animals should • The law • Research • Current rules • When have • We • People have Exemplary (5 points) Exemplary (5 points) Student Student responses may include: Student r include: Student responses may evidence-based, and clearly argue against animal testing. AGAINST any lesson. The drawn from well formed, arguments are Provides three arguments arguments three Provides animal testing. any lesson. The arguments are any lesson. The arguments are well formed, evidence-based, and clearly argue in support of Provides three arguments three Provides animal testing drawn from 130 Main arguments Main arguments Main arguments

RESOURCE © Northwest AssociationforBiomedical Research Areas ofagreement anddisagreement: List ofpossiblesolutions: AGAINST sides. made bytheFORand description oftheconcessions members, includinga reached amonggroup agreement ordisagreement Clearly describesareas of possible solutions. Provides three ormore common ground. animal rightsas“extremists”inflammatory. Coming toagreementoverthetermsthemselvesmayleadateamreachsome somepeopleagainstresearchfindtheword“humane”misused,andreferencetoallinterestedin inflammatory; For example,somepeopleinfavorofresearchfindtheusewords“vivisectionist”and“torture”tobemisused takingpartinthediscussion. to agreementaboutthetypeoflanguage,ortermsused,thatareacceptableeverybody If studentshaveadifficulttimereachingagreementonconceptsorprinciples,itmaybehelpfulforeachsidetosimplycome solutions group membersfrombothsidesoftheissue.Commongroundmaybereachedbystudentsagreeingto Student Student responsesmayinclude: students tobrainstormoptionsfurthestoutoneachside.Studentsdonotneedagreethesolutionsatthisstep. Student responses Exemplary (5points) Exemplary (5points) • Reducetheamountofregulationsaroundanimalresearchsothatresearcherscanfindcuresandtreatmentsmore oversighttoinsurehumanetreatment. • Allowresearchonallanimalsaslongthereisregulatory • Allowresearchonanimalsfordrugsandmedicaltreatmentsbutnotcosmetics. • Allowresearchonloweranimalsonly. Studentscanworktogethertodefine“lower.” • AllowNOresearchonanyanimalandshouldertherepercussionsofhaltingbiomedicalprocess. • Usingviolencetofurtheracauseisnotacceptable. • Anyanimalresearchshouldbedoneundertightlyregulated,super • Biomedicalresearchersshouldfollowtheprinciplesof3Rs,therebyreducingneedforanimalsovertime. • AddrodentsandbirdstothespeciescoveredunderAnimalW • Allowanimals(especiallyhigherorganisms)tobereleasedafterastudyinsteadofbeingeuthanized,whenpossible. appropriate supervision. quickly. responses shoulddescribeareasofagreementanddisagreementor, whenpossible,thecommongroundreachedby proposedintheprevioussection,oragreeingtocertainprinciplessuchas: should include a list of solutions to theethical arguments concerninganimal research. It may behelpful for among group members. disagreement reached areas ofagreement or Describes twoormore solutions. Provides twopossible Proficient (3Points) Proficient (3Points) group members. disagreement reached among of areas ofagreement or Describes oneexample Provides onepossiblesolution. Partially Proficient (1Point) Partially Proficient (1Point) elfare Act,andincreasefundingtothisagencyfor vised andhumaneconditions. ANIMAL RESEARCH | Does notprovide aresponse. or provided solutionsare Does notprovide aresponse unreasonable. Developing (0Points) Developing (0Points) any ofthepossible

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RESOURCE © Northwest AssociationforBiomedical Research Your OwnStand HomeworkAssignment TEACHER ANSWERKEY4.3 Scoring RubricforQuestions#1-5 deep levelofreasoning. a to allfivequestions.Shows Provides thoughtfulresponses 5. Whatsortofpersonalactionscanyoutakethatsupportyourpositiononthisissue? 4. Whatscientificfactswillyouusetosupportyourposition? 3. Inwhatwaydoesanethicalperspectivebestsupportyourview? 2. Withwhichofthestakeholderviewpointsfrom thislessondoyoumostcloselyalign?Why? 1. Whatisyourpositionontheuseofanimalsinresearch? what they’velearnedtosupporttheircurrentpractices. general welfareofanimalscouldchoosetoeatlessmeat,usefeweranimalproducts,volunteeratanshelter, oruse S Student responsesshouldidentifyseveralscientificfactsthatclearlysupporttheirpersonalposition. views aboutanimaltesting. Student responsesshoulddescribehowanoutcomes-basedorduties-basedethicalperspectivesupportstheirpersonal with thepositionofstakeholder(s). Student responsesshouldidentifyoneormorestakeholderviewpointsanddescribewhytheirpersonalpositionisaligned thought aboutthecontentdeliveredthroughoutcurriculum. Student responsesshouldbepersonalinnature,butapositionclearlystatedandshowsomelevelof Exemplary (5points) tudent responsesshouldidentifyatleastonereasonableactionthattheycouldtakepersonally. Studentsinterestedinthe in thelevelofreasoning. brief anddonotshowdepth Most four ofthequestions. responses toonlythree or Provides thoughtful Proficient (3Points) provided responses are -OR- in thelevelofreasoning. brief anddonotshowdepth All provided or twoofthequestions. responses toonlyone Provides thoughtful Partially Proficient (1Point) responses are

-OR- ANIMAL RESEARCH | Does notprovide aresponse. Developing (0Points)

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