Chapter 9 
Animal Use in Education 
and the Alternatives 
Measured by the number of animals involved, 
the use of animals is far less significant in educa- 
tion than in research and testing . Yet few students 
emerge from the educational system without some 
contact with animals in the classroom— an inter- 
action that may range from the observing and 
handling of small mammals in grade school to sur- 
gical training in medical school. In terms of foster- 
ing attitudes, education exerts a vital influence over 
the use of animals and the development and im- 
plementation of alternatives. 
This chapter examines the patterns of animal 
use and the prospects for alternatives in primary, 
secondary, and college education and in the 127 
accredited medical schools and the 27 accredited 
veterinary schools in the United States. Replace- 
ments, reductions, and refinements of animal use 
can today be found at all levels of education. More- 
over, principles of humane treatment of animals 
are increasingly an integral part of curricula 
throughout the life sciences. 
PATTERNS OF ANIMAL USE IN EDUCATION 
Out of every 1,000 students entering the fifth 
grade, 285 will enter college and about 40 will ob- 
tain science degrees (21). Some of those 40 con- 
tinue their education to become doctoral scien- 
tists and health professionals. As students journey 
from elementary school through high school and 
then perhaps on to college, universities, and other 
postgraduate programs, their educational expo- 
sure to animals takes many forms. The elements 
of the scientific method and scientific principles 
pervade every curriculum. In at least 21 States, 
some type of instruction in the value of animals 
and humane considerations is required. Acquaint- 
ance with animals instills a respect for and appreci- 
ation of life and conveys as well the fundamental 
principles of biology. 
Three distinct educational goals dictate ways in 
which animals are used in the classroom: 
• Development of positive attitudes toward ani- 
mals . In the best instances , such development 
incorporates ethical and moral considerations 
into students’ course of study. 
• Introduction of the concept of "biological mod- 
els," by which students learn to single out par- 
ticular animal species as representative of bio- 
logical phenomena. Such models vary in the 
degree to which they provide general infor- 
mation about a broader spectrum of life. 
• Exercise of skills vital to intellectual, motor, 
or career development. Familiarity with liv- 
ing tissue, for example, enhances a student’s 
surgical dexterity. 
Alternatives to using animals in education there- 
fore must satisfy these goals. In addition, the educa- 
tional use of animals and alternatives can foster 
positive attitudes toward alternatives in research, 
testing, and education, which may in turn perpetu- 
ate the search for such options as these students 
themselves become scientists. The sum total of the 
educational use of animals and alternatives can 
be to reinforce as the guiding principle of the 
scientific method the judicious selection of the 
most appropriate system to generate the desired 
knowledge. 
Primary and Secondary Education 
Animals in the Classroom 
Most students become initially acquainted with 
animals and their role in the biological sciences 
during primary and secondary education. In pri- 
mary schools, animals are generally not subject 
to experimentation or invasive procedures of any 
sort. They are usually present in the classroom 
to teach students about care and to observe the 
social interactions of people and other animals. 
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