To Dissect Or Not To Dissect?

Hannah Thomas September 27, 2013 Anatomy & Physiology Period 5 Ms. Giannou

Thomas 2 The intrigue of science is deeply rooted in its explorations and studies of how the world really works. It begins in elementary school, where as young children, individuals learn the basics of humanity and its close relationship with all that surrounds it. As time progresses, children delve deeper into more specific curriculum, and experience the wonders of biology, chemistry, physics and much more. But with the passing of time comes growth, and thus a sort of intellectual and moral development that often modifies previous perspectives. To learn is not only to read a book or listen to a lecture, but to experience matters first-hand. One of the most divisive teaching methods in science education is that of animal dissection. Some view dissection as a crucial learning opportunity for aspiring medical practitioners; however, there has been a strong debate over the ethics of such practice and what it really imparts upon students. Despite argument that dissection is necessary and beneficial to a students education, it often involves the cruel mistreatment of defenseless animals and is far too costly on an already diminutive school budget. In addition, in consideration of modern technology, there are many alternatives to biological and anatomical dissection that do not require students to handle real animals. Anti-dissection supporters firmly believe in the fact that dissections and vivisections are unethical. Before the process of dissection even begins, animals are obtained thoughtlessly to become lifeless corpses for the soul purpose of classroom research. Biological supply houses breed various animals only to kill them mercilessly. According to investigations conducted by PETA, these companies have committed thousands of acts of cruelty, including the drowning of rabbits and the embalming of cats while they were still alive (Animals Used In Education). Not only this, but companies also capture animals and remove them from their natural habitats, often causing unnecessary declines in population. Even after death, animal specimens are treated like objects. In the classroom, adolescent students often lack the maturity to treat an animal, though

Thomas 3 lifeless, in a compassionate, respectful, and humane manner. From first-hand experience, there have been several cases of students who have grossly neglected classroom procedures and mutilated the corpses of animals without every paying respect to the creature who gave its life for the betterment of their education. As a result, young students become callously indifferent to the animals suffering (Animals In Education). This frame of mind can be extremely detrimental during such an impressionable period of adolescence. It is very possible that students who are not taught compassion in education, do not practice compassion as adults. Furthermore, many students wanting an education in biology or anatomy are uncomfortable with the idea of taking apart an animal that they would potentially have as a pet, and are therefore sacrificing their education because of such unethical methods. Classroom dissection is not only unethical, but it is proving to be very costly for schools who are already cash-strapped. State-budget cuts have significantly lowered funds available for classroom activities and educational leaders need to consider removing dissection from the curriculum. One study estimated the amount of money one biology department spends on animal cadavers over a three-year period. In total, the cost of dissection supplies and specimens was almost $20,000. Then the study estimated the cost of humane educational alternative that was a much smaller amount in comparison to the previous, only $5,939.10 (A Cost Comparison Between Animal Dissection and Humane Educational Alternatives). Because animal dissection is so expensive, it should be exclusive to universities and colleges where both mature and determined students can prepare for a specialized career in science or medicine. In high school however, it is far too expensive to be necessary. There are numerous alternatives to real classroom dissection that are not only cheaper, but that also give students an equally informative lesson on anatomy. Advancements in

Thomas 4 technology present students with the opportunity to learn basic and advanced biological principles through sophisticated computer software (Animals Used In Education). Teaching methods like these even extend to higher-level education, illustrating that they do not hinder the learning experience, especially in high school. Computer software is not the only alternative, either. There are many virtual simulations, three-dimensional models, and reliefs (Alternatives to Animal Dissection). Companies like BioLEAP boast humane learning opportunities that are easily accessible in the classroom. The National Anti-Vivisection Society strongly encourages dissection alternatives, arguing that they share common advantages over dissection specimens including the cost efficiency, safety, and last but not least the triumph of humane science devoid of cruelty, suffering and death (Alternatives to Animal Dissection). Despite all these concerns, people still argue that animal dissection is crucial to a students education because it gives a hands-on experience that one just doesnt get from a textbook or diagram. Many teachers want to give students the best possible education, and promise to teach students respectful and humane methods of handling animal specimens. However, it is apparent in a high school classroom that many students quite simply lack the maturity to be involved in such experiments. There are many other ways to receive the same science education as a real dissection, as mentioned before. If dissections are absolutely necessary for people wanting to pursue a specialized career in science or medicine, then let animal dissection be limited to higher-level educational institutions where students conduct themselves with a more serious attitude. It is also important for educational institutions to refuse to purchase animal specimens from companies that do not obtain them humanely. Perhaps schools can focus on studying animals that have died of natural causes, for example.

Thomas 5 Conclusively, despite educational benefits, dissection in the high school classroom is completely unnecessary due to budget, the availability of alternate teaching methods, and most importantly because it is widely unethical and does not teach students to respect other creatures. Many accredited organizations support these principles, including PETA and the National AntiVivisection Society. Both advocate the abandonment of animal dissection in the classroom in support of animal rights. Scientific discovery should continue to advance without harming the innocent creatures of our planet, rather than using outdated teaching methods.

Thomas 6 Works Cited "Alternatives To Animal Dissection." Alternatives to Animals Dissection. National AntiVivisection Society, n.d. Web. 30 Sept. 2013. "Animals in Education - National Anti-Vivisection Society." National Anti-Vivisection Society. National Anti-Vivisection Society, n.d. Web. 30 Sept. 2013. "Animals Used in Education." PETA.org. People for the Ethical Treatment of Animals, n.d. Web. 30 Sept. 2013. "A Cost Comparison Between Animal Dissection and Humane Educational Alternatives." Animalearn.org. The Science Bank, n.d. Web. 30 Sept. 2013.