User:Acolb001

Humane Education: Creating a Compassionate Classroom

By Amy L. McNally

With the increased trend to establish standards of learning in the state of Virginia, we are moving towards a higher level of expected knowledge from students in the public school system. I commend our state for creating a uniform standard of high-quality education that targets all students in the school system regardless of learning ability. However, while we are standardizing the subjects taught, we have moved away from lessons that are peppered with messages relating to morality and compassion.

This is not an issue of religion in the classroom. This is an issue of teaching our children compassion, empathy, and tolerance through Humane Education.

Humane Education

Humane Education promotes a compassionate attitude towards people, animals, and the environment. While most parents and teachers have been teaching children humane principles for centuries, only a century ago did they have formalized programs designed for this purpose. (Ascione, 2003). Only now is the concept of Humane Education beginning to be considered by educators as an important facet of American Education.

Humane Education teaches living ethically and peacefully by creating a curriculum with important information, inspiration, and methods for creating a safe world for all. (wikipedia 2007). Often, educators achieve a compassionate classroom by infusing the required SOL objectives with humane education principles. For example, according to the eighth grade Virginia’s Standard of Learning, students are responsible for conducting an interview. They also need to be able to write in different forms such as: informative, persuasive, and cause and effect. A teacher who subscribes to the thought that Humane Education is important for a well-rounded student may assign the student to interview an individual that works with animals or relies on animals for their work. This could include police officers that use dogs or mounted police, veterinarians, animal shelter employees, dog trainers, even people who rely on dogs for sight. Once they gather their information, they could present the close relationship that these people have with the animals that they encounter by writing an informative essay.

The Link Most educators are very aware of the link between violence upon animals and violence against people. There is a great deal of research correlating the two. The “Boston Strangler’ was reported to have shot at dogs and cats as a child, Jeffrey Dahmer is said to have impaled dogs’ and cats’ heads on sticks. (Beirne, 1995) While it is not assumed that if a curriculum of Humane Education were deeply ingrained in their formal education, they wouldn’t have committed such horrific acts; however, the principle of children having a decreased tolerance for cruelty certainly could only benefit the child and the society to which they live.

Effects Measuring the effects of Humane Education has been a bit difficult for educators. First, it is important that the children assessed represent a cross section of people representing the ethnic, economic, and cultural diversity present in the United States. Then, it is important to evaluate the quality of Humane Education that is provided. It is necessary to conduct longitudinal studies that follow children who are taught the principles of compassion through Humane Education in an attempt to determine the program’s level of effectiveness. Humane Education “should also address general issues of moral education that are related to social problems like child maltreatment and delinquency.” (Angel, 1884)

T.A. Fitzgerald compared school-based interventions in fifth and sixth grade classrooms. The four conditions were: 1. repeated treatment where a humane educator presents lessons over a two month period 2. intensive treatment where the information is all given in one lengthy lesson 3. light treatment which provided reading material without any instruction 4. a control group where no humane education was provided

All groups were pre and post tested and his findings were that a focused classroom presentation by a master teacher would greatly affect the children’s humane attitudes. (Fitzgerald, 1981)

Malcarne also conducted studies to determine whether humane education was valuable in the classroom. He assessed a small group of 33 students. They were all in third and fourth grade. What he looked at was the value of role play in creating empathy relating to human distress and mistreatment and animal abuse and distress. His study strongly correlated the relationship between human empathy and animal empathy. (1991)

Conclusion

The phrase, “It takes a village to raise a child” is a sentiment that many people strongly hold. While we are moving away from infringing on people’s rights to educate their children with their own belief systems, I think it is imperative that we do not altogether abandon the mission to educate our children on basic humane principles. In a world that is so politically correct, many educators worry about what little discretion they have regarding what is taught in the classroom. Just because Humane Education isn’t explicitly listed in the Virginia’s Standards of Learning at the moment, doesn’t invalidate the benefits that our children receive by having exposure to this particular area of education. I for one believe that raising children to have a decreased tolerance for cruelty while fostering an increased capacity for compassion is a ideology that will make the world a better place for generations to come. Hopefully the educators that subscribe to the school of thought that Humane Education is mutually beneficial to both the children and to the society that they will become an active part in later years will pioneer legislation that not only permits humane principles being taught but requires it.

Multiple Choice Questions

1. When did the first formalized Humane Education program emerge? a. a decade ago b. a century ago c. this year d. none of the above

2. There is a strong link between what two following: a. violence upon animals and violence upon people b. humane education and violence c. violence upon animals without humane education d. none of the above

3. Which of the following statement is true? a. Humane education can be measured b. Humane education can not be measured c. Humane education has not yet been measured d. Humane education can and has been assessed

4. Which of the following principles are fundamental in Humane Education? a. tolerance b. empathy c. compassion d. all of the above

5. What findings did Malcarne uncover about Humane Education? a.  There is not a relationship between human empathy and animal empathy b. There is a relationship between human empathy and animal empathy c. Animal empathy in important for a child’s development d. None of the above

Essay Question:

What is Humane Education and do you believe that it should be incorporated into the Virginia’s Standard of Learning? Why or Why not?

Sample Response:

Humane education is a broad term that incorporates the principles of empathy, compassion, and tolerance. Its objectives are to create people who value people, animals, and the environment. This can be done in a variety of different ways such as informative lectures, role playing, and videos designed to create an awareness for all living things. In theory, this also will make students more open to cultural and economic diversity by forging an unconditional acceptance for all things living.

With a decreased tolerance for cruelty, a student may report another student who is abusing animals. Since there is a proven link between animal abuse and violent crimes, perhaps this initial report may help direct a student to proper resources before their crimes become even more heinous.

Without wanting to sound “tree-hugger-esque” I believe firmly in freedom of religion, freedom of speech, freedom to hold any beliefs as long as they don’t infringe upon the rights of others. That being said, I don’t think there is a single soul that would not benefit from our future leaders being shaped with lessons that are layered with principles of human morality.