Criminology studies show a link between animal cruelty and violence to humans. It is not uncommon that a murderer or spouse/child abuser has had a past that included deliberate harm or torture to animals. When you think about it, this makes sense because compassion is a quality that transcends species. So what does this have to do with animal dissection? Does dissection encourage violent behavior? Does it make the student less caring and sensitive to suffering?
Research indicates that the more frequently people are exposed to a certain situation, the more comfortable they become with it. Therefore, students who may be uncomfortable with the first dissection exercise are likely to become increasingly more comfortable with the procedure with repeated exposure.
This desensitization to violence in animals and how it may translate into desensitization to violence in people is increasing gaining the attention of psychologist and sociologists.
Dissection is a form of violence against animals. The fact that this "violence" is perpetrated on an animal's dead body makes it no less "violent" in nature. And certainly "violence" was involved in killing the animal for dissection. In our school systems today, violence has become an urgent problem.
NAVS believes values and compassion should be part of science education. Although there are currently no studies to cite on the connection between animal dissection and violent behavior in students, why take the chance of further desensitizing students? Many science teachers have already recognized this connection and have moved away from using animal dissection as a teaching tool. These teachers choose to encourage respect for all life. Today, alternatives to dissection such as models and computer programs are sophisticated and effective teaching tools. They are more cost-effective than repeatedly purchasing animal specimens, and studies show they are as effective, or more so, in teaching biology.
The Biology Education Advancement Program (BioLEAP) provides students and educators, free of charge, with effective state-of-the-art CD-ROM's, detailed, life-like models, videos and lab books to substitute for the use of once-live animals in classroom dissection exercises.
Additional Resources:
Arluke, A. and Lockwood, R. (Eds.). Society and Animals, Special Theme Issue: Animal Cruelty, Volume 5, Number 3, 1997, Psychologists for the Ethical Treatment of Animals, P.O. Box 1297, Washington Grove, MD 20880-1297.
Ascione, F. and Arkow, P. (Eds.). 1999. Child Abuse, Domestic Violence, and Animal Abuse: Linking the Circles of Compassion for Prevention and Intervention, Purdue University Press, West Lafayette, IN.
Duel, D. 2000. Violence Prevention and Intervention: A Directory of Animal-Related Programs, The Humane Society of the United States, 2100 L Street, N.W., Washington, DC 20037.
Frasch, P., Otto, S., Olsen, K., and Ernest, P. "State Animal Anti-Cruelty Statutes: An Overview," Animal Law, Volume 5, 1999, pp. 69-80.
Kellert & Felthous, Childhood Cruelty toward Animals among Criminals and Non-Criminals, 38 Hum. Rel., 1985, pp. 1113-29.
Lacroix, C. "Another Weapon for Combating Family Violence: Prevention of Animal Abuse," Animal Law, Volume 4, 1998, pp. 1-31.
Lockwood, R. and Ascione, F. (Eds.). 1998. Cruelty to Animals and Interpersonal Violence: Readings in Research and Application, Purdue University Press, West Lafayette, IN.
