,,.,..----------------- ANIMALS IN EDUCATION USE OF ANIMALS IN HIGH SCHOOL BIOLOGY CLASSES AND SCIENCE FAIRS Published by: Edited by The Institute for the Study of Animal Problems (A Division of The Humane Society of the United States) 2100 L Street, N.W, Washington, D.C. 20037 Heather McGiffin Nancie Brownley Copyright 1980 by The Institute for the Study of Animal Problems All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, in­ cluding photocopying, recording, or by any informational storage and retrieval sys­ tem, without written permission from the publisher. Library of Congress Cataloging in Publication Data. Main entry under title: ANIMALS IN EDUCATION is the proceedings of the conference, ANIMALS IN EDUCATION "The Use of Animals in High School Biology Classes and Science Library of Congress No. 8()-65563 Fairs," held September 27-28, 1979 in Washington, D.C. which was sponsored by The Institute for the Study of Animal Problems, IS BN:0-937712-00-0 2100 L Street, N.W., Washington, D.C. in connection with The Cover design by Nancy Sisk, The Associates, Inc., Arlington, Va. Myrin Institute for Adult Education, 521 Park Avenue, New York, N.Y. 10021. Printed in the United States of America. The power of science without the control of compas­ TABLE OF CONTENTS sion and admiration for life is too immense to be applied FORWARD ......................................................... 5 merely for the satisfaction of scientific curiosity. If Biol­ ACKNOWLEDGMENTS AND PARTICIPANTS ............................ 6 ogy were taught in a manner that developed a sense of SESSION 1- EDUCATIONAL OBJECTIVES AND EXPERIMENTAL REVIEW wonder and of reverence for life, and if students felt in­ Objectives of Animal Use in Biology Courses William V. Mayer ........................................... 11-16 wardly enriched from their study of life, these students Student (and Animal) Welfare Leonard M. Krause .......................................... 17-22 would formulate as a life-long goal the steadfast deter­ Learning from Animals: Models for Studying Physiology and Disease W. jean Dodds ............................................. 23-26 mination to protect and preserve all life and would bring Reverence for Life: An Ethic for High School Biology Curricula George K. Russell ........................................... 27-34 healing to a world desperately in need of it. Pain-infliction in Animal Research Dorothy Tennov ............................................ 35-40 SESSION II- THE USE OF VERTEBRATES IN BIOLOGY CLASSES Secondary and Elementary School Use of Live and George K. Russell Preserved Animals American Biology Teacher, 1972 Marvin B. Emmons .......................................... 43-46 Understanding and Attitudes Derived from the Use of Animals in Schools Peter]. Kelly ............................................... 47-59 The Vertebrate Animal in High School Biology Alan M. Beck ............................................... 60-65 Animals in British Schools: Legal and Practical Problems Jennifer Rem fry ............................................. 66-70 No Pain Infliction by Untrained Youths Christine Stevens ............................................ 71-7 4 SESSION Ill- HIGH SCHOOL SCIENCE FAIRS: EVALUATION OF LIVE ANIMAL EXPERIMENTATION Science Youth Activities and Animal Experimentation E.G. Sherburne, Jr . ........................................... 77-84 High School Science Fairs: Evaluation of Live Animal Experimentation- The Canadian Experience Harry C. Rowsell ............................................ 85-98 The Challenge and Motivation of Students through Live Animal Projects Thurman S. Grafton ........................................ 99-105 Humaneness Supersedes Curiosity F. Barbara Orlans ......................................... 106-119 Role of the Student's Supervisor/Advisor in Science Fair Projects F.M. Loew ................................................... 120 Fundamental Criteria for Determining the Educational Value of Live Animal Experimentation in High School Science Fairs David H. Neil ............................................ 121-130 DISCUSSION FOREWORD A State Educational Agency's Position on Science Curricula Involving Animals William E. Spooner . ..... .133-134 The use of live animals in education is a scientific enterprise which entails more Implications of State Humane Laws for Education than simply selecting the most appropriate animals for study. The treatment of the ani­ Wayne A. Moyer ...................... .. 135-136 mals, particularly vertebrates, in the course of the study is a basic ethical issue even A Brief History of the 1979 Massachusetts Act Regulating the when the animal study is designed to provide students with an understanding of ana­ Use of Live Animals in Public School Activities tomical and physiological principles. Without such ethical concern, biology courses Nancy Ann Payton . ............ 137-139 and science fair activities could continue to promote the attitude that animals are or­ State Laws Restricting Animal Experiments in Secondary Schools ganic machines, to be manipulated to elicit a response, or to demonstrate a known Margaret Morrison ................ .140-144 phenomenon. Unfortunately, an understanding of complex biological principles is not The Debate Over Animal Rights: An Introduction easily gained and may be all too readily forgotten or distorted when the student has no Tom Regan .. .......................................... 145-152 real appreciation for the animal as something other than an "organism" or "model" for APPENDICES study purposes. All animals are unique living beings with a behavioral repertoire and Guidelines for Study of Animals in Elementary and needs (indeed, interests) specific to that individual, which are characteristic of its spe­ ......... 155-157 Secondary Schools . ...... cies and adapted to its natural environment. The student who is not challenged with Code of Practice for Animal Related Studies in such knowledge is not being fully educated . Science Fairs . ...... 157-158 Our objective in publishing these proceedings is to promote the idea that biologi­ Model Bill on the Study of Animals in Elementary and cal studies involving animals are a necessary and integral phase of understanding living Secondary Schools and in Science Fairs. .159-160 processes but that any such studies should at the same time foster a humane regard for the animal kingdom. Learning experiences that entail animal suffering or stress cannot be justified, as they are not necessary to add to a student's character or educational development The papers published here were presented at a two-day conference, sponsored by the Institute for the Study of Animal Problems in connection with the Myrin Institute for Adult Education, to investigate the ethical and practical issues underlying the de­ velopment of a sound program for the study of living organisms in secondary educa­ tion. The papers are controversial and are to some degree subjective and provocative. The questions put forth by the authors have not all been answered, nor are they likely to be in the near future as our immediate attitudes and beliefs toward animals con­ tinue to change with the evolving philosophies and sensitivities of different societies. However, the papers provide a broad base for those interested in the ethical considera­ tions relating to live animal experimentation in educational programs, and it is antici­ pated that the proceedings will stimulate further study and debate. Heather McGiffin Conference Coordinator Institute for the Study of Animal Problems ANIMALS IN EDUCATION 5 . ~I ACKNOWLEDGMENTS Morrison, Margaret Rowan, Andrew N., DPhil Legislative Associate Associate Director The Humane Society of the Institute for the Study of Animal United States Problems The sponsors of the Conference thank and congratulate the authors of this pub­ 2100 L Street, N.W. 2100 L Street, N.W. lication for addressing a controversial subject with candor and what can best be de­ Washington, D.C. 20037 Washington, DC 20037 scribed as scholarly sensitivity. We are especially indebted to those individuals whose decision to participate in the conference was made with the knowledge that their stand would not necessarily be a popular one. Their presentations and discussions Moyer, Wayne A. Rowsell, Harry C., DVM, PhD made the conference all the more informative and instructive. Executive Director Executive Director National Association of Biology Canadian Council on Animal Care Teachers 151 Slater PARTICIPANTS 11250 Roger Bacon Drive Ottawa, Canada K1 P 5H3 Reston, VA 22090 Beck, Alan M., SeD Kelly, PeterJ., PhD Russell, George K., PhD Center on the Interactions of Animals Professor of Biology Neil, David H., B. Vet.Med Professor of Biology and Society Department of Education Director Biology Department University of Pennsylvania Southampton University Animal Care Adelphi University School of Veterinary Medicine Southampton S09 5NH UK Colorado State University Garden City Philadelphia, PA 19104 Fort Collins, CO 80523 Long Island, NY 11530 Krause, Leonard M., PhD [President, Humane Society for [Member, Board of Directors, The Dodds, W. Jean, DVM Philadelphia School District Larimer County] MYRIN Institute] Laboratories for Veterinary Science Administration Building NY State Department of Health 21st at the Parkway Orlans, F. Barbara, PhD Sherburne, E. G., Jr. Division of Laboratories and Research