Frequently Asked Questions
What is Dissection?
Dissection is the observing or cutting
into a dead animal for the purposes of learning anatomy or physiology.
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Brief History of Dissection
It is unclear when dissection itself
started, but sources report as early as the late 1800s dissection
was common in US colleges. In the 1960s, the Biological Science
Curriculum Study, under the auspices of the National Science
Foundation, resolved to institute the hands-on study of animals
in education. Dissection quickly became the mainstay of biology
education.
It wasn't until the 1980s that dissection was formally challenged.
In 1987 Jennifer Graham, a high school student, sued her school
for not allowing her an alternative to traditional dissection.
Nine months later California became the first state to protect
a student's right to conscientious objection. (From The
Use of Animals in Higher Education by Jonathan Balcombe
and In the Name of Science: Issues in Responsible Animal
Experimentation by F. Barbara Orlans)
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What animals
are dissected?
The variety of dissection specimens
is astounding. Animals included are frogs, pigs, rats, cats,
snakes, turtles, starfish, fish, crickets, earthworms, rabbits,
sharks, minks, lizards, sheep, cows, crayfish, clams, and
scypha.
Methods of procurement include harvesting from natural or
artificial habitats, slaughter-houses, purpose breeding, collection
from Class B Dealers, and from countries outside the U.S.
Approximately three million wild-caught frogs alone are harvested
every year for dissection purposes.
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Who dissects specimens?
Students of all ages participate in
dissection labs in general science, biology, or anatomy classes.
Dissection often begins in high school but can be introduced
as early as sixth grade. College students who participate
in biology courses typically encounter dissection labs. Dissection
in medical school is often performed on human cadavers.
Some veterinary schools' curricula contain dissection labs,
but progressive schools provide students with ethically-sourced
cadavers (for example, donated cadavers of animals who died
of natural causes) and do not require terminal surgery labs
(although such labs may still be offered as an elective).
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Why do students
dissect?
Some teachers feel that dissection
is a productive tool for teaching anatomy. Others feel that
students must undergo a "rite of passage" to become prepared
for medical or veterinary careers. It is also true that old
habits die hard, and dissection has been a prominent educational
tool since the 1960s.
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Why
do students object to dissection?
- Religious beliefs: Some religions
do not support the killing of certain types of animals or
any animals for unnecessary purposes.
- Moral/ethical beliefs: Many people
feel it is morally wrong to kill an animal for the purposes
of dissection, animal experimentation, or eating.
-
Environmental issues:
Dissection's negative impact on the environment due to toxic
chemicals and degradation of natural resources prompts many
people to feel dissection is wrong.
- Animal
abuse: Animals used for dissection purposes are collected,
killed, and prepared in a manner that many people find abusive,
unacceptable, and totally unnecessary. Animal abuse at biological
supply companies has been documented by undercover investigations.
- Technology:
Because of the advances in technology (especially in the
realms of computers and video imaging) and the need to encourage
students to want to utilize this technology, many people
feel that dissection is outdated and obsolete.
- Respect for Life: Dissection teaches
some children that humans need not respect other forms of life
on this planet. Many people feel this can lead to desensitization,
less compassion, and potentially more violence. (See NEAVS' Resensitizing
Society.)
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Updated
February 2001 |
