Earthkind
EARTHKIND: A TEACHERS’ HANDBOOK ON HUMANE EDUCATION
By David Selby. Trentham Books. 1995. (412 pages)
Subjects: Education. Humane Education. Animal Protection.
Recommended for: Educators, for use with grades K-12.
SUMMARY:
The first part of Selby’s book explores the “theory, practice, aims and objectives” of humane education, as focused on animal protection. Most of the book offers numerous activities on a variety of animal protection topics. There’s also a section dealing with “subject-based opportunities” and in-service ideas for sharing these activities and concepts with other teachers.
IDEAS FOR USING THIS BOOK:
Each of the activities in this book includes the suggested age range (primary and/or secondary), the time and resources needed, the procedures for implementing the activity, and any necessary resources. Activities, which include icebreakers, as well as multi-session ideas, are divided by general animal protection topics, including:
- Our relationship with animals
- Companion animals (pets)
- Farmed animals
- Wild animals
- Animal experimentation
- Animals in the media
Several of the activities are excellent for adapting and using as part of other humane education presentations.
Selected “favorite” activities of Marsha’s, IHE's Web Content/Community Manager, include:
SUFFERING (p. 118)
I really like the idea of exploring ideas like Who suffers? Is it ever necessary to suffer or cause suffering? How can we alleviate unnecessary suffering? This activity presents an excellent opportunity for learners to examine situations they’ve probably never considered (such as how animals in a zoo feel or how cows feel about being separated, and the part they play in making that happen). I think examining suffering can also provide a reality check for learners who have preconceptions about what suffering is. (Those who think, “I’m suffering because my parents won’t extend my curfew” may broaden their perceptions when they learn about those who make their Nikes or who end up as dinner.)
IMAGES OF ANIMALS (p. 120)
This concept provides an excellent opportunity to explore our preconceptions and how we developed them. Exploring our images of animals can challenge how we react to different kinds of animals and why, as well as investigate how animals are used in the media and how farm animals are portrayed in advertising, versus the reality of their existence (or the same for animals used for fur or research or hunting, etc.). Such exploration can also lead to an examination of prejudices & preconceptions about nature and other people.
ANIMAL USES (p. 129)
This activity has excellent potential, but I would use more controversial options, such as showing cats used for fur or dissection or whales or horses used for meat—something that challenges American assumptions about “proper use” of animals. Most kids wouldn’t question eating farm animals, but many would balk at eating their pet cat/dog or the horse they love to ride. I also like that the activity employs “lesser evil” or more defendable uses of animals, such as dogs used to help the blind or horses ridden for pleasure.
WHERE DO WE DRAW THE LINE? (p. 141)
This activity explores where people lie on the compassionate continuum and may challenge them to make progress on that line. The activity provides an excellent opportunity for learners to challenge each other about what’s acceptable: “You’re against fur, so you also shouldn’t wear leather.” It has the added benefit of being able to discuss the issue of hypocrisy: “Just because I still eat eggs doesn’t mean that my reasons for not eating meat are invalid.” Where Do We Draw the Line has all kinds of possibilities for discussing related issues, such as peace vs. violence or individual vs. society needs.
FACTORY FARMING SNAP GROUPS (p. 181)
This concept is a terrific means for discussion of values. While the activity provides snap cards that provide mostly anti-factory farming perspectives, I think it would be very beneficial for participants to be able to examine the pros and cons side by side. In John Robbins’ The Food Revolution, for example, he juxtaposes statements from pro-meat officials against quotes from reputable scientists and experts who take an opposite view, which provides an extremely effective argument. I can also see snap cards that include information about the intelligence and natural behavior of animals juxtaposed against quotes from factory farmers (or others) who talk about how stupid and unfeeling farmed animals are, for example. This activity can be adapted to nearly any topic and would also be very effective using a variety of quotes. The Fur Flowcharts (p. 219-222) is a similar concept.
ADDITIONAL INFORMATION:
Find out more about the author and his work:
David Selby is Professor of Education for Sustainability and Director of the Centre for Sustainable Futures, University of Plymouth, UK. Email: david.selby@plymouth.ac.uk.
Read his paper The Need for Climate Change in Education.(PDF)
Want to submit a teaching idea for this title?
Email: Marsha@HumaneEducation.org
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