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Animals in Education
Myth vs. Reality of Dissection
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Myth
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Reality |
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"The real feel."
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Specimens are often contorted and misshapen,
with monochromatic tissue, which becomes even more pronounced
after days or weeks in a lab.
Specimens cannot resemble living or post-mortem organisms due
to the cellular changes that occur during embalming.
Formaldehyde reacts with the soluble albumins in the cell and
converts them to albuminoids or gels. (Wyoming
Funeral Directors Association)
Therefore, embalming alters the physical structure of the body's
proteins, creating a latticework of inert, firm protein. (National
Funeral Directors Association)
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"Students spend too much time at the computer."
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According to the National Science Teacher's Association
and former US Secretary of Education, Richard Riley, computer
technology exposure in the classroom is invaluable to students.
Its integration is key to their future career success.
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"Necessary for medical or veterinary school."
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Numerous physicians and veterinarians have testified
in veterinary school "dissection choice hearings" that
middle and high school dissections were not necessary for their
professional training. In medical school, non-human dissection
is rare. (Physicians Committee for Responsible
Medicine)
Many vet schools, in response to student objections, now provide
ethically-sourced cadavers for their dissection labs. (Association
of Veterinarians for Animal Rights) While 75% to 80%
of American high school students will dissect at least 1 animal
in school, less than 1% of them will enter a field where their
dissection experience is even remotely relevant. (American
Anti-Vivisection Society)
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"Alternatives cost
too much."
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Alternatives, unlike specimens, are not one-time-use
materials, do not require additional tools such as scalpels
or dissections pans, and are often accompanied by supplemental
manuals. According to a national cost comparison, in the long
run, alternatives are less expensive. (See ESEC's
Cost Comparison sheet.)
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"Students don't learn as well with alternatives."
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In 28 out of 29 studies, students using alternatives performed
as well—if not better—than did students using specimens.
In Sweden and Norway students tested highest in scientific
literacy on the International Math and Science Study, even
though dissection is used infrequently in high school. (Balcombe's
The Use of Animals in Higher Education)
September 2000
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