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We believe that humans have evolved two
opposing genetic traits: compassion and aggression. The compassion has enhanced survival
of the genes for two reasons: it gives care to children in their long development period
and it avoids confrontation in nasty situations and enables the gene holder to live to
procreate again. More obviously, the aggression has enhanced survival because rivals do
not survive to procreate.
In the course of pre-history and history,
most societies have encouraged the confinement of compassion to the immediate family.
Parental and institutional education has attempted to trample out compassion for wider
circles. Compassion has been equated with weakness. We believe compassion is
not only strength but is essential for the survival of this planet.
If life on Earth is to be tolerable, nay
possible, we believe that we have to make a very determined and conscious effort to teach
our children that a very wide circle of compassion is not only ok but is necessary.
Most people who lack compassion are guilty
of ignorance rather than nastiness. The purpose of this website is to bring facts before
the reader in order to stimulate natural compassion.
We wish to promote Compassion,
Kindness and Care for Life.
Our basic tenet is compassion.
We wish to try to bring
out people's innate compassion. Our formal education processes and the school of life
itself unfortunately often trample out the natural sympathy that children have for their
fellow creatures. Our definition of fellow creatures includes the intelligent and the unintelligent,
the able-bodied and the handicapped, the haves and the have-nots, members of other
families, of other towns, of other races, of other classes, of other generations
(including those of the coming centuries), of other beliefs and of other species. This
paper considers our policy towards other sentient species. We respect all forms of life
but here we are concerned with those with the capacity to suffer. How do we know which
species are able to suffer? Simple observation suffices for most species. Some species,
e.g. fish and snakes, require more careful observation. The degree of suffering
experienced by animals in various circumstances is often disputed. Our view is that where
common-sense indicates that animals being used by humans are suffering as a result of such
use, the animals and not their users should be given the benefit of the doubt.
In a rapidly urbanising environment like South China, the
only contact many of the population now has with plants is with roses on Valentine's Day
and with animals is on the dinner plate. We believe it is essential for the future of the
world that humans remember their place in the natural order and show respect for the
environment both living and inanimate.
Animals in Asia suffer similar problems to those
elsewhere. There is possibly less deliberate cruelty but there is widespread indifference.
There appears to be a cultural assumption that animals are either incapable of suffering
or, if they do, that it doesn't matter. As elsewhere those who care about animals are
branded as anti-people - which is wrong because those with compassion for animals also
feel compassion for underprivileged humans. Unfortunately the converse is also true - the
perpetrators of violent crimes against humans often have a history of abuse of animals.
Long term education is the only real answer to these problems. We should certainly try to
improve the legislation but enforcement will only be effective when the general public can
see the necessity for the regulations. What we should be doing is identifying sympathetic people
in all parts of the region and empowering them with
knowledge, moral support and, where appropriate, funding.
We dislike Patriotism, Nationalism, Sexism, Religious Dogma, Racism and
Speciesism. They all serve to exclude sections of the community from the right to
compassion. We do not believe that love for our country of origin
and/or our country of residence - however strong - justifies failing to consider the interests of other nations.
It is appropriate here to quote the following:
INTERNATIONAL DECLARATION OF
ANIMAL RIGHTS - AUGUST 1977
Inasmuch as there is ample evidence that many animal species are capable of feeling, we
condemn totally the infliction of suffering upon our fellow creatures and the curtailment
of their behavioural and other needs save where this is necessary for their own individual
benefit. We do not accept that a difference in species alone (any more than a difference
in race) can justify wanton exploitation or oppression in the name of science or sport, or
for use as food, for commercial profit or for other human gain. We believe in the
evolutionary and moral kinship of all animals and declare our belief that all sentient
creatures have rights to life, liberty and natural enjoyment. We therefore call for the
protection of these rights.
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Humane Education is a field with a long pedigree ranging from humane
treatment of animals on the one hand to peace with all nations on the other.
One of the most important concerns of humane education is to enhance the
public concern for environmental protection.
The second main concern of humane education is to educate the public about
'Respect for Life' and 'Compassion towards our fellow creatures'.
Humane education has significant implications in education as it implies
character building.
The US National Parent-Teacher Association Congress in 1933 witnessed the
following claim:
"Children trained to extend justice, kindness, and mercy to
animals become more just, kind and considerate in their relations with one another.
Character training along these lines in youths will result in men and women of broader
sympathies, more humane, more law-abiding - in every respect more valuable - citizens.
Humane education is the teaching in the schools and colleges of the nations the principles
of justice, goodwill, and humanity toward all life. The cultivation of the spirit of
kindness to animals is but the starting point toward that larger humanity that includes
one's fellow of every race and clime. A generation of people trained in these principles
will solve their international difficulties as neighbours and not as enemies."
In the United Kingdom and the United
States in particular, humane education involves a melding of
environmental, animal and human-related concerns. The objective is to
achieve compassionate change which challenges the selfish and
anthropocentric attitudes that have encouraged exploitation of each other,
animals and the world to the point where human beings are now threatening
their own very survival on this planet.
Humane Education and Language
Association of Professional Humane
Educators
Teaching and Animals
People Pet Partnership
Program at the College of Veterinary Medicine, Washington State University
People, Animals, Nature, Inc.(PAN)
BEST Humane Education
Information
CAF - Companion Animal Federation
Humane Education in New York.
To give an example, the New York City Board of Education published 'The
Humane Education Resource Guide' which mandates the teaching of humane
education in its elementary schools and specifies seven learning objectives
for courses of instruction in the field.
These are:
 a reverence for life
proper behaviour
towards wildlife
respect for animals
as living, feeling creatures
an understanding of
and concern for keeping the environment safe and natural and uncontaminated
e.g. by pesticides and chemicals, for all life and identify the causes
leading to ecological disruption and destruction
action-oriented
concern regarding caged animals
an understanding of
laws regarding animal treatment
a responsible
attitude towards companion animals
For more on USA Humane Education, click here.
Humane Education in Australia.
Click here.
WHAT IS HUMANE EDUCATION ALL ABOUT?
from Animals
Australia
Definition
Humane education may be described and defined in many ways. Essentially,
It
is a process that highlights the need for compassion and respect for all
life
and all ecosystems by recognising the inter-dependence of all living
things.
The Process
It is a process that strives to create and nurture a culture of empathy
and
caring by stimulating the moral development of individuals to enable them
to
become compassionate, responsible and just citizens. It is a process that
relies on introducing students to facts and realities as well as to
feelings,
thoughts and emotions. Students’ cognitive, affective and behavioural
patterns are actively engaged in the process.
Why are humane education programs more important than ever before?
Unfortunately, the world has always been torn apart by violence, cruelty
and
exploitation. However, the consequences of these phenomena today are so
endemic that communities and indeed whole societies are being rendered
dysfunctional. The cost to society is too great.
From the animal protection perspective, humane education has the potential
to
serve as a long-term, cost-effective strategy that could produce a lasting
and large-scale improvement in the quality of animals’ lives. Recent
research shows quite clearly that in so doing, it can also serve as a
major
means of preventing animal abuse and many forms of child abuse and
domestic
violence. The link between animal cruelty and criminal behaviour is
currently
drawing increased attention to the humane education movement.
Implementing the process
Humane education initiatives may be delivered in many different ways.
These
fall into two main categories: informal and formal.
Informal methods include public education and political lobbying campaigns
run by animal and environmental advocacy groups. Changes in attitudes and
behaviour have often been successfully achieved as a result of well-run
campaigns on specific issues. Also included in this category are the
efforts
of concerned individual educators to raise students’ awareness of these
issues within existing school subjects. Books, magazines and TV programs
are
also valuable tools but these may reach fewer individuals than can more
formalised approaches.
Formal humane education programs in schools and tertiary courses are
especially important since these represent the main vehicle for reaching
the
greatest numbers of individuals and for influencing attitudes and
behaviours
of the next generation of citizens. Formalised humane education
initiatives
are mandatory in 18 States in the USA and the number is increasing.
Anticipated outcomes
The humane education process introduces students to an understanding of
their
own needs, feelings and reactions as well as to those of others. It
encourages students to think critically about the consequences of their
actions in a wide range of environments by linking their learning to an
understanding of human and animal welfare and environmental issues.
Furthermore, well designed programs sensitise both students and educators
to
various social philosophies and life styles as well as to the many
attitudes
and behaviours that human beings exhibit towards the rest of the natural
world. Students come to understand the ethical dilemmas generated by these
different philosophies and life styles and they are better able to make
informed judgments and take compassionate action. Humane education
programs
also promote critical thinking and problem solving as essential tools for
dealing effectively with the issues raised.
Humane Education materials
Every single curriculum subject is capable of reflecting a humane ethic.
Humane education does NOT need to be taught as a separate subject in an
already crowded curriculum. Numerous organisations provide many reasonably
priced materials suitable for use at all levels.
Animals Australia’s Humane Education Division can assist teachers and
students by supplying a range of services including:
An annotated list of humane education web sites
An annotated list of animal welfare web sites that include a humane
education
component.
Information on the latest alternatives to harmful animal use in school &
tertiary programs, including computer programs, virtual reality & other
web
sites, reference books, CDRoms, electronic databases, videos.
Brochures & fliers that promote the humane ethic
Access to ready-made humane education materials in the form of classroom
activities, whole units on particular topics, books and other print
material
all of which may need little or no modification to be immediately useable
Access to a network of interested educators who implement the humane ethic
in
their programs
Humane Education in Asia.
We believe that humane education is also vitally needed in the East. Access
to a wide variety of knowledge and issues is essential for development in
the future and 'humane education' is one of the central tenets of a
progressive education curriculum. The educational emphasis should be on
attitude changing - helping people to become aware of, first, the effects of
their lifestyle and habits on the environment (both animate and inanimate)
and the importance of those effects on their health, well-being, their own
future and that of their children; and, secondly, the value and importance
of 'care and respect for life' and compassion towards all the fellow
creatures on earth.
You can read here an interesting
viewpoint from John Gatto.
Good educational support can be
found at: IFAW CT Home Page
"The Link"
The Link Between Animal
and Human Violence
"The greatness of
a nation and its moral progress can be judged by the way its animals are
treated" - Mahatma Gandhi
"Have a compassionate heart towards
all creatures" - Attr. Ko Hung (284-363 AD) (Confucian-Taoist)
"Respect the old and cherish the young . Even insects, grass and trees you
must not hurt" - Attr. Ko Hung (284-363 AD) (Confucian-Taoist)
"Teaching a child not
to step on a caterpillar is as valuable to the
child as it is to the caterpillar."
- Bradley Miller
"After all of the excuses, people convince themselves that animals are not capable of
suffering because if they allowed themselves to face the truth, then they'd have to own up
to their own contributions to that suffering. Rather like Europeans thought that they did
favours to enslaved indigenous peoples from other continents. They took the primitive,
childlike and stupid people and took care of them. The bullwhips were necessary, as well
as clubs to the head, because dark skinned people did not feel pain like the Europeans
did. Well, you can keep your lunch down that way, I guess." Anon.
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