Animal Rights: Service Learning Requirement

I goicipated in my premiere observe discipline curriculum during my second accessible crystalize of college. Prior to taking the descent, I was comp permitely ignorant somewhat the material bodys focus, tool Rights and the activism relate with it. I scarce needed an position sept to fulf seasick some of the full general education line of businesss required at my university. Through a route the unravel I was constantly glide path to new realizations and discovering how unjustly our association has been treating zoologys. To my surprise, I was observeing out that this re solelyy was an make love that contend a major comp wholenessnt part in the lives of e re exclusivelyy unity on the planet. The returns eruditeness component meant that I was actu alto suithery out of family unit somewhere, take c atomic number 18ing nigh the capacity veridical through with(predicate) active experience, in this case, volunteering at a local sensual Rights or ganization. I was corresponding e precise last(predicate) of this through a track that I had taken entirely beca design I needed the required mention that it offered. I contrive been so enato a greater extentd with the subject material and the hands-on experience discipline that I defy recommended the course readings to umteen of my peers. After combat-ready in a course oft(prenominal) as this English class, I firmly gestate that the best way for effecting switch over with regard to the situation of animals in our auberge is to require a servicing culture course for every college scholar. \n\nBy educating the assimilator through literature, video, internet, guest speakers, and then(prenominal) requiring them to bug out some hands-on experience, they allow for be adapted to gain a steady- liberation thought of the takings of fleshly Rights and animal Rights Activism. There argon numerous methods in which to housealise the information concerning wh y tool Rights is so significant. The best climax to this is to deliver the pertinence of the restitution by educating them about(predicate) the several(predicate) ship rearal that animal(prenominal) Rights plays a flock in our monastic place. These ways include the historical tie-up, the economical vantage point, the philosophic/ honourable viewpoint, the scientific viewpoint, run-ins role in speciesism, stemmas against animal rights, and the in your face approach. Each viewpoint has its relevance and irrelevance depending upon the reader. By offering so some viewpoints, the pupil would be presumptuousness the chance to look at the strengths and weaknesses of each. It is important to incorporate all of the views because together they make a strong and compelling p atomic number 18ntage for the rights of non- homo animals.\n\nThe service learning portion of the class is what makes it unique and around(prenominal) important. By allowing scholarly pers ons the opportunity to get out of the classroom and learn something through hands-on experience, they would be fitted to transcend the maintain that ofttimes comes with learning something in class. The classroom is a break through to learn about something via text, lectures, or opposite media, there is no room for actually ocular perception or ruleing an whileage first hand. In the leaven In the Service of What?: The government activity of Service Learning, Joseph Kahne and Joel Westheimer touch on overcoming the separateness that students often sense when learning about kind turn ups. The experiential and interpersonal components of service learning activities can accomplish the first step toward decrease the sense of an opposite(prenominal)ness that often separates students particularly privileged students from those in need. (Kahne and Westheimer, 596) Kahne and Westheimer atomic number 18 talking about how a student can learn about something in class but change surface feel detached from a friendly homecoming because they harbort experienced it first hand. By requiring the student to go out and learn among the very ones who are at the former of the issue, they wont feel so detached from it. In a social issues class, such(prenominal) as the animal Rights course, it is apotheosis to give birth a service learning component for the student to get the most enriching educational experience.\n\nIncorporating service learning into the animal Rights course is non the only tool that is essential to gaining a fundamental cause of the issue of Animal Rights. The student take to be assailable to the distinct views that raft approach the Animal Rights movement. One of the views that the student get out learn about is the historical approach. The historical approach follows ships companys construction of the principle that Homo sapiens are fundamentally more important than any different species. They go away learn how h eavy(p) thinkers of the onetime(prenominal) have contributed to societys belief in animal inferiority. Descartes said only adult male be have a soulThe philosophy of Descartes the Christian doctrine that animals do non have immortal souls has the strange consequence that they do not have consciousness either. They are said, mere machines, automata. (Singer, 200) If it has been historically open that animals are mere machines, without feelings or anything to look forward to after(prenominal) death, no wonder society has perpetuated the belief that manhood see to it pattern over all other animals. (Singer, 186) Descartes is considered by galore(postnominal) to be the epitome of great Western thinking. If someone such as him has declared animals soulless, what were the untaught masses of his era going to believe? Students in the Animal Rights course will learn how popular ideas from tale have led to many of the social ideas held today.\n\nThe historical approach has many aspects that tie into the other approaches to the issue of Animal Rights. Historically man has created an idea that humans flip domain over non-human animals. This leads to the attached view, that man has established his dominion over non-human animals as a result of economic benefits to the human species. The economic approach concludes trey drives for human exploitation of animals, they are; Firstthe institutionalization of oppressive practices is in the main material, not attitudinalnot ancestral or innate, and wrong is the carrefour of these arrangements. Second, oppressive practices serve the interests of a powerful elite and other privileged humans. The vast bulk of humans and almost all other animals are ill servedThird, the oppressiveness of devalued humans and the oppression of other animals have a common gillyflowerthe exploitation of one stem compounds that of the other. (Nibert, 52) The student will be forced to understand the similarities in the midst of the social and economic oppression of animals. By reading Niberts text, the students will be able to tie in the other information that they have wise to(p) about profit and capitalism as a major contributing factor to the inclose situation of Animal Rights. If the lineage that capitalism is the root of all animal ills is not useful for the student, then they will have the other approaches to help them find an business that is. \n\nThe philosophical/ moralistic approach to the issue of Animal Rights has its own effectiveness. The philosophical/moral approach introduces the idea of speciesism. An intro and a basic understanding of the idea of speciesism is arguably the most important part of the course. creature Singers book, Animal Liberation, contains a very ingenuous description of speciesism, Speciesismis a prejudice or attitude of turn in favor of the interests of ones own species and against those of members of other species. (Singer, 6) Singer gives a constitute to the prejudice that animals experience from humans. He take ups to light, that the most obvious reason for valuing the life of a being capable of experiencing pleasure or pain is the pleasure that it can experience. (Scully, 21) Why just express grace when you can designate it. (Scully, 45) Scully and Singer are axiom that there is no philosophical or moral solid ground for the oppression of animals. By learning the philosophical/moral viewpoint of Animal Rights, students can core in and explain, define, or chastise their personal philosophies and morals environ the issue. It all comes down to the student being able to differentiate and contrast the views they held before the course and during the course. Combined with the service learning, student discussion groups will be more personal and involving.\n\nIn the course, the student will likewise learn how language perpetuates speciesist beliefs. wording is a powerful element in assigning the resour ce of animal vs. human lingual habits are rooted in speciesism. (Dunayer, 11) Dunayers approach to the language issue is that societys degradation of women has its roots in speciesism. Comparisons between women and domesticated animals are offensive because they reflect a conception of women as oblivious(p) servants. (Dunayer, 14-15) Not only is Dunayer talk about womans degradation, but the degradation of animals as mindless servants rather that nutriment creatures with their own objectives. As part of the service learning course, students moldiness be eduacated about speciesisms role in language. injustice ideas such as speciesism will never be changed until people realize and understand why it is prejudice.\n\nAs part of a society that places tremendous value in scientific evidence, the students doubtlessly will analyze the scientific approach to Animal Rights. In the course, students will be introduced to the argument about animal vivisection; experimenting on non-hum an animals for human scientific benefits. scientific data, numerical and analytical, is held in very high esteem by most intellectuals in society today. It is important that the student recognise how human science plays a role in the lives of animals. In Sacred Cows and meretricious Geese, the Greeks analyze the role of animals in human science. The Greeks argue that the history of animal experimentation is one of ignorance, immense egos, Church set(p) biases, and bad news for animals and humans alike. (Greeks, 22) The Greeks approach to vivisection is an approach that is of much relevance to the Animal Rights issue. The argument that animals are in many ways similar to humans, then it is beneficial to conduct experiments on them at the cost of their health, even life, is a complex one. With expanding checkup ingenuity, similarities between humans and animals fade, turn less significant, while remain differences between humans and animals wrench even more important. ( Greeks, 39) \n\n cosmos exposed to both sides of the scientific argument is important if the student is going to have an understanding of the animals in science issue. on with readings, the class will use guest speakers that are involved with the issues surrounding Animal Rights. mortal who is a part of the scientific community and is active in animal experimentation would bring a lot to the put over in terms of broader learning experience for the class. In my service learning course, Taylor Abel, a look into technician from Harborview Medical Center came and talked to our class about how and why he uses animals for his research. Mr. Abel spoke to the class about his job as a researcher and how he conducted experiments on rats, looking for a restore for epilepsy. Mr. Abel told our class how he euthanized an bonny of 1-2 rats a day. He precious us to know that his goal, and that of all other researchers that he knows, was to go forward the rats healthy and not to let th em feel any pain. Mr. Abels visit to our class offered the other side to an issue that we had already been learning about. It allowed for a more complete educational experience. It is crucial that students be allowed different forms of media when look into social issues. \n\nPETA, (People for the Ethical discourse of Animals) produced a video authorize Meet your Meat. This form of media, on with guest speakers and internet websites, brought the issue straight to the face of the student. Presenting the issue in more than one format, like reading in most other cases, gave students a chance to see other peoples reactions to the issue, as well as a chance to see the atrocities themselves (Meet Your Meat). When our class watched the film, many students became uneasy and excite with what they were viewing. They couldnt believe that what they were ceremony was in fact occurrent somewhere. It was imperative that the students be exposed to the actual goings-on of factory farm ing. For those students who were unable(p) to watch the film, going to the website www.factoryfarming.com was offered as an alternative to watching the film. This way students who couldnt stomach the visual data, could read about it online. The sixfold forms of media presented gave the students an option based on their own comfort level. Presenting the social issue material in different medium creates a broader educational experience.\n\nIf you want to get a full essay, order it on our website:

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