Conscientious Objection Resources

The following key resources are available at my related site www.HumaneLearning.info:

▪ over 400 published studies describing humane teaching methods, sorted by academic discipline;

▪ a review of over 30 studies conclusively demonstrating that students using well designed humane alternatives achieve learning outcomes at least as good as those achieved via traditional harmful animal use;
 

▪ detailed submissions describing the alternatives available in certain academic disciplines, that have successfully resulted in their introduction at some universities;
 

▪ a photo gallery of humane alternatives and harmful animal use in education;
 

▪ links to free on-line alternatives, alternatives databases, alternatives libraries, humane education email lists and other humane education web sites.

Also included are the following resources specifically designed to guide and assist students who wish to conscientiously object to harmful animal use in their education:

▪ Powerpoint presentation on alternatives in education and conscientious objection by Andrew Knight. Downloadable. 201 Kb, 23 slides.

▪ Video: PCRM. 1997. Advances in Medical Education. Washington, DC, US: PCRM. 18 minutes.

This extremely inspiring video is particularly relevant to medical students and relates the story of how students at Harvard medical school got a cardiovascular physiology dog vivisection lab replaced with operating room observation of real surgeries.

▪ Booklet: NEAVS. 2000. Viewpoints 2000 Series - Veterinary Medicine. Boston, MA, US: NEAVS. 12 pp.

Outstanding personal stories of Holly Cheever DVM; Lara Rasmussen DVM, Diplomate, American College of Veterinary Surgeons; and Anne Ryelstone DVM, Ph.D; and other writings, illustrating the need for and the case for conscientious objection in veterinary education. Totally inspiring. A must read for anyone even partly interested in alternatives in veterinary medical education.

▪ Knight, A. 2002. Learning Without Killing: A Guide to Conscientious Objection. Downloadable. 1.3 Mb, 150 pp. Available in English and Spanish.

This guide to conscientious objection provides students with the resources they need to maximize their chances of success. It includes detailed information about humane alternatives and the reasons why they should be used – enough to make any student far more knowledgeable about the topic than their opponents; a detailed set of steps to follow when conscientiously objecting; a set of 15 very inspiring stories from students around the world who have been highly successful in their own campaigns; a list of nine of the world’s best resources on humane alternatives and conscientious objection that may be found in the libraries of most Australian and New Zealand campuses that use animals in their teaching, and in the libraries of numerous animal rights groups worldwide; descriptions and internet addresses of some of the world’s best alternatives databases; descriptions and subscription instructions for some excellent humane education email lists; and a list of animal rights and other groups that may be able to offer further assistance to students.

▪ Book: Francione, G. and Charlton, A. 1992. Vivisection and Dissection in the Classroom: A Guide to Conscientious Objection. Jenkintown, PA, USA: American Anti-Vivisection Society. 136 pp.

This was the book that taught me that it was possible to beat my university, and taught me how to do it. It includes advice on how to tackle your university, and provides counter arguments to common objections to alternatives. Most of the book is dedicated to describing the legal avenues available to US students. Although US legislation is involved, the general legal principles may also be applicable in other countries.

▪ Book: Hepner, L. 1994. Animals in Education - The Facts, Issues and Implications. Albuquerque, NM, US: Richmond Publishers. 311 pp. [Richmond Publishers has since closed, however this book can be obtained from the author via www.lisahepner.com].

Filled with facts and figures about the sources of animals used in teaching, numbers of animals used, and ways in which they are used, although the information primarily relates to the US. The author’s story as a biology student successful in implementing alternatives on a wide scale at the University of New Mexico is given, along with detailed advice for other students in following in her footsteps.

▪ University of Wollongong, Australia. 2003. Policy on ethical objection by students to the use of animals and animal products in coursework subjects. Downloadable. 36 Kb, 3 pp.

A conscientious objection policy. Others are listed in Learning Without Killing: A Guide to Conscientious Objection.

▪ Knight, A. 1998. Submission to the Murdoch University Working Party on Conscientious Objection in Teaching and Assessment. Downloadable. 142 Kb, 21 pp.
On the 11th of November, 1998, Western Australia’s Murdoch University took the groundbreaking step of formally allowing conscientious objection by students to animal experimentation or other areas of their coursework. Murdoch is, to my knowledge, the first Australian university to formally take this step. Student representatives on the University’s governing Academic Council had successfully called for the establishment of a working party into conscientious objection in teaching and assessment, which in turn called for submissions on the issue. This is my (Andrew Knight’s) submission. It gives reasons for the adoption of a conscientious objection policy, a discussion of the definition of conscientiously held beliefs, advice for assessing student claims of conscientious objection, and for disseminating information about the policy to students and staff, along with supporting information about humane educational methodologies. The only extra feature provided in the paper version is a photocopied letter providing information about the lack of harmful animal usage in UK veterinary training.