Dissection Implications
Students may object to participating in dissections for a number of reasons including their belief systems (life views/religious beliefs), ethical basis (vegan/vegetarian), discomfort with dissecting dead animals, and concerns with confronting death.
Research shows that:
Negative attitudes towards dissections are underestimated.
The number of students who have concerns about participating in dissections is much higher than the number of students who willingly protest their objection in the classroom.
Students may be unlikely to vocalize their discomfort.
Speaking out against a technique that a teacher supports (dissection) requires a great deal of courage (Oakley, 2013). As a result, students may be unlikely to vocalize their concerns and often feel they have no choice but to participate.
Negative behaviours can be coping mechanisms.
Some students exhibit disruptive or insensitive behaviour in dissection labs, often as a coping mechanism for their discomfort. (Warbington Wells, 2017)
Dr. Elisabeth Ormandy from the Society for Humane Science
discussing the use of animals in science, and the implications of dissection in a TED talk.
Alienation from science may be a consequence.
Students reported feeling alienated or discouraged from pursuing science due to negative experiences and the inability to opt-out of dissections. (Oakley, 2013).
Ability to ‘opt-in’ to dissection improves outcomes.
Teaching to Care
Teachers are in a key position to lead by example, foster empathy and provide learning options that don’t compromise student comfort or values. It is important that teachers are sensitive to the feelings of their students, especially as young people are forming their personal moral codes.
For instance, “squeamishness” is often perceived in society as a weakness and may not be viewed as an appropriate reason for a student to be excused from a dissection exercise. However, through their “squeamishness”, students may be expressing their objection to dissection and/or their compassion for another living creature. Teachers should respect, acknowledge, and validate these feelings and opinions, offering learning alternatives whenever possible.
Pedagogical merit of alternatives
Learn more about how alternatives compare to dissection.
Resources:
- The Use of Animals in Higher Education: Problems, Alternatives and Recommendations by Jonathan Balcombe, Ph.D.
- National Science Teachers Association Position Statement on Live Animals and Dissection
- Oakley, J. (2013) “I didn’t feel right about animal dissection”: Dissection objectors share their science class experiences. Society & Animals, Vol(21)4