Teaching Human-Animal Studies

1. Margo DeMello, PhD The Animals and Society Institute Teaching Human-Animal Studies

2. What is Human-Animal Studies?

3. Human Animal Studies explores… • the spaces that non-human animals occupy in human social and cultural worlds • the interactions humans have with other animals. • The symbolic uses of non-human animals • the ways in which animal lives intersect with human societies. • The ways in which humans are dependent on other animals • The ways in which humans construct, in part, their identities through other animals

4. A Rapidly Growing Field • Hundreds of college courses in over 200 colleges in the US, Canada, the UK, Australia, New Zealand, Germany, the Netherlands, and Israel • Almost 3 dozen degree and certificate programs • Over a dozen journals, both print and online • A half dozen book series • Over two dozen organizations • Eight veterinary programs • Over two hundred law programs • An annual summer fellowship program

5. A Rapidly Growing Field Sub-units or sections devoted to HAS in the following disciplinary organizations: • The American Sociological Association • the American Psychological Association • the American Historical Association • the Society for the Study of Ethics and Animals • the Association of American Geographers • the American Academy of Religion

6. Why Teach HAS? We interact with animals on a daily basis, in every area of our lives

7. We eat them

8. We wear them

9. We use them for medical research and testing

10. We use them to provide services to us

11. They are part of our religious beliefs and practices

12. We watch them on TV

13. And in the movies

14. And online

15. And at the circus, zoo, and marine mammal park

16. They are in our art

17. In our symbols

18. In our books

19. And in our language

20. We live with them as family members

21. Given all of the ways in which our lives are surrounded by animals, the question is really: Why Wouldn’t We Teach HAS?

22. Teaching Human-Animal Studies

23. Why have the lives of animals, and human-animal relations been historically omitted from scholarly study? • Human superiority contributed to ignorance • They have been objects of study but not subjects of a life • There are dangers associated with giving animals subjectivity and individuality

24. This brings up two of the problems faculty may encounter: • Convincing your dean/dept. chair/other faculty that you are not teaching an animal rights course or that you are not teaching a silly course • Exposing students to information that challenges their own beliefs and understandings about humans, other animals, and society

25. Create a new course? • HAS can be taught as stand-alone courses in disciplines in the humanities, the social sciences, and the natural sciences • HAS material can be added as sections into many courses in those same fields

26. What should you use for Readings? • Students can be assigned full books, chapters from books, or readers created by the instructor

27. One Textbook

28. Three excellent interdisciplinary readers

29. Other Excellent Collections • Armstrong, Susan and Richard Botzler. 2008. The Animal Ethics Reader. London, England: Continuum. • Donovan, Josephine and Carol Adams, eds. 1996. Beyond Animal Rights:A Feminist Caring Ethic for the Treatment of Animals. New York: Continuum. • Kalof, Linda and Brigitte Resl, eds. 2007. A Cultural History of Animals. Oxford and New York: Berg. • Manning, Aubrey and James Serpell, eds. 1994. Animals and Human Society: Changing Perspectives. London: Routledge. • Podberscek, Anthony L., Elizabeth S. Paul, and James A. Serpell. 2000. Companion Animals and Us. Cambridge: Cambridge University Press. • Regan, Tom and Peter Singer, eds. 1989. Animal Rights and Human Obligations. Upper Saddle River, N.J.: Prentice Hall. • Rothfels, Nigel, ed. 2002. Representing Animals. Bloomington: Indiana University Press.

30. Interdisciplinarity • Because HAS is both multidisciplinary and interdisciplinary, courses can easily draw from material from many other fields • History, Ethics, Geography, Women’s Studies, Ethnic Studies, and Media Studies are all fields that can be borrowed from for other disciplines

31. Using Films • There are vast numbers of films, both documentary and feature films, that can be used in the classroom • There is also fantastic material on Youtube • Some of the images and material in some of these films are extremely difficult to watch, and instructors must choose them carefully and facility class discussions thoughtfully

32. Some Films to Start With • “Dogs that Changed the World” • “Holy Cow” • “Why Dogs Smile and Chimpanzees Cry” • “A Conversation with Koko” • “Ape Genius” • “Ayumu & Ai” • “Chimp Talk” • “Animal Minds” • The Ape: So Human” • “The Wild Parrots of Telegraph Hill” • “Katrina’s Animal Rescue” • “The Natural History of the Chicken” • “Cane Toads” • “Shelter Dogs” • “Peaceable Kingdom” • “Animal Appetites” • “The Urban Elephant” • “Lolita: Slave to Entertainment” • “Chimpanzees: An Unnatural History” • “The Laboratory Rat” • “One Rat Short” • “Animals as Divinities” • “Vicktory to the Dogs” • “Behind the Mask: The Story of the People who Risk Everything to Save Animals” • “War Dogs” • “The Witness”

33. Course Structure • Depends on discipline and interests of instructor • In Margo DeMello’s sociology class, we begin with a section on the social construction of the animal

34. What is it?

35. Wild rabbit? • Pet rabbit? • Lab rabbit? • Meat rabbit? • Fur rabbit? • Easter rabbit? • Pest? • How we classify this animal is determined by our society, our social position, and our relationship, if any, to this animal. And how the animal is classified, in turn, determines both how this animal will be used, and what protections this animal deserves under the law.

36. Animal Classification • In the Chinese encyclopedia The Celestial Emporium of Benevolent Knowledge it is written that animals are divided into: • ‘… (a) those that belong to the Emperor, (b) the embalmed ones, (c) those that are trained, (d) suckling pigs, (e) mermaids, (f) fabulous ones, (g) stray dogs, (h) those that are included in this classification, (i) those that tremble as if they were mad, (j) innumerable ones, (k) those drawn with a very fine camel’s hair brush, (l) others, (m) those that have just broken a flower vase, (n) those that resemble flies from a distance.’ • Jose Luis Borges ‘The Analytic Language of John Wilkins’ in Other Inquisitions

37. Who swims with the tuna? • In an essay called "Who Swims with the Tuna", David Quammen asks: why do we worry about trapping dolphins in tuna nets, and not worry about the tuna trapped in tuna nets? • The killing of dolphins is a national outrage; the killing of tuna is a given. • Furthermore, on our grocery shelves nowadays we find cans of a product called dolphin-safe tuna. But no tuna-safe dolphin. But why?

38. Your Classes Can Include Historical and Comparative Perspectives

39. Your Classes Can Include Animals as Philosophical and Ethical Subjects

40. Your Classes Can Include Animals as Symbols/ Animals in Language/ Representing Animals

41. Your Classes Can Include Animal Emotions, Intelligence and Reflexivity

42. Your Classes Can Include Animal Assistants and the Human-Animal Bond

43. Your Classes Can Include Working with Animals

44. Your Classes Can Include Attitudes toward other Animals

45. Your Classes Can Include Animals as Pets

46. Your Classes Can Include Animals as Food

47. Your Classes Can Include Animals as Entertainment

48. Your Classes Can Include Animals as Scientific Objects

49. Your Classes Can Include Violence to Animals and Humans

50. Your Classes Can Include Shared Oppressions