Humane Connection

The Power of Humane Education

2012-01-27T04:55:00.000-08:00

Image courtesy of soot+chalk via Creative Commons.

For my blog post today, I’m sharing a recent post I wrote for Care2.com, an online community for people passionate about creating a better world. Here’s an excerpt from "The Power of Humane Education":

"It really doesn’t take much to ignite a passion for good among youth and adults alike. A week of [teaching humane education] classes turned an eighth grade that, on Monday, did not feel particularly moved to action or responsible for helping to create a more just and humane world, into a deeply caring group that eagerly embraced a project to make a difference by Friday. I witnessed this transformation as each day brought out even more of the compassion and kindness they had identified on day one as qualities that were most important to them.

"What is harder than sparking concern, care, and commitment is sustaining and nurturing this energy; providing the breadth and depth of accurate information about entrenched and pervasive challenges; and teaching them critical and creative thinking skills so that they remain the bedrock of each individual’s approach to healthy, positive, wise changemaking for all.

"The issues that humane education addresses are complex, covering human rights, animal protection and environmental preservation. The solutions to the interconnected – and sometimes conflicting – problems in the world aren’t easy to determine or implement. A week-long humane education course may seem life-changing, but for many that change may fade unless it is fostered and nourished."

Read the complete post.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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FREE Professional Development for "Green" Educators: Environmental Education Webinars from Green Teacher Magazine

2012-01-26T05:00:00.000-08:00

If you're a "green" teacher looking for environmental education ideas and resources to integrate into your classroom and school community, be sure to check out Green Teacher's free series of webinars. The webinars are each an hour long and are part presentation, part Q and A on a variety of environmental topics. Some of the topics for winter/spring 2012 include:

using nature journals;
engaging culturally diverse audiences;
creating forest kindergartens;
exploring place-based education;
teaching about climate change.

Past webinars are available to everyone for a month after the class, and to Green Teacher subscribers for an unlimited time.

Find out more.

~ Marsha

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Grants for Graduate Students Passionate About Animals

2012-01-26T04:55:00.000-08:00

Helping animals just because we want to is awesome, and being able to help animals AND getting funding to do so is a bonus! Current graduate students who are passionate about helping animals can apply for an Animal Welfare Trust internship grant, which will help fund either an independent student research project, or an internship (that would otherwise be unpaid) with an established animal protection organization. Grants are generally around $5,000.

To apply, students:

Must be a graduate student at the time of the application and for the duration of the proposed internship;
Must have a demonstrated interest in animal welfare;
Internship funding must be for an independent project approved by and under the supervision of a university professor or for an unpaid position within an established organization;
Internships can be for a summer, semester or year-long duration.

The Animal Welfare Trust is devoted to helping all animals, but they're especially interested in projects focused on humane education, farmed animal issues, and/or pro-vegetarian campaigns.

The deadline to apply is March 1, 2012.

Find out more.

~ Marsha

(h/t to Our Hen House)

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Why We Need Humane Education: Books & Mexican American Studies Banned in AZ

2012-01-25T05:00:00.000-08:00

Image courtesy of Rethinking Schools.

In 2010 Arizona passed a law that "authorizes the state superintendent to stop any ethnic studies classes that promote the overthrow of the U.S. government, promote resentment toward a race or class of people, are designed primarily for pupils of a particular ethnic group or advocate ethnic solidarity instead of the treatment of pupils as individuals." In the last couple of weeks, there has been a lot of fall out from the Tucson school district's decision to suspend its Mexican American Studies (MAS) program in order to avoid being financially penalized. As part of the program's suspension, the district has also decided to "confiscate" seven books from the curriculum and to ask that the other nearly 50 titles used in the MAS program be removed from classrooms. To find out more, here are a few essays & blog posts worth reading:

"Rethinking Columbus Banned in Tucson" by Bill Bigelow of Rethinking Schools

"Mexican American Studies Department Reading List" by Debbie Reese of American Indians in Children's Literature

"Breaking 'the Madness' of the Tucson Book Ban: Interview with Mexican American Studies Teacher Curtis Acosta on The Tempest" by Jeff Biggers of Huffington Post

"Mexican American Studies: Ban Ban or Bad Class" NPR interview with AZ school superintendent John Huppenthal

One of the purported goals of the law (and of the suspension of the MAS program) is to prevent courses that "promote resentment toward a race or class of people," but given that all instruction and curriculum has some bias, how is it possible to completely avoid teaching something that might not "promote resentment toward a race or class of people"? As NPR interviewer Michel Martin asks:

"... if the provision of the law is that a class can't promote resentment, how would you measure that? I mean, couldn't pretty much anything promote resentment, even if historically true? Like, for example, I mean the Holocaust. You mentioned Mein Kampf. I mean, couldn't you presumably learn about the Holocaust and feel resentment if you were a person of a number of backgrounds? If you were a person of Jewish background? If you were a person of - if you were gay or a lesbian, if you were a disabled person, wouldn't that - I'm just wondering how you can teach something in a manner where you are going to guarantee what a student may or may not feel."

And, from a CNN report: "A witness for the school system argued that teaching students 'historical facts of oppression and racism' was less likely to promote 'racial resentment' -- something specifically banned by the 2010 law -- than ignoring that history."

What's happening in Arizona is a great opportunity for discussion in classrooms, but it's also another example of why humane education is so important. If students aren't taught to think critically and deeply about issues, and to consider broader perspectives, different viewpoints, and their own and others' biases, then they're more likely grow up tied to a narrower, stricter worldview that fears differing perspectives and thoughtful discussion and exploration about difficult issues, and to react to that fear in ways that may harm others.

~ Marsha

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A Prison Without Bars Reminds Us We Can Change Entrenched Systems

2012-01-25T04:55:00.000-08:00

Image courtesy of randy OHC via Creative Commons.

For my blog post today, I’m sharing a recent post I wrote for Care2.com, an online community for people passionate about creating a better world. Here’s an excerpt from "A Prison Without Bars Reminds Us We Can Change Entrenched Systems":

"I recently learned about the Bastoy prison in Norway, where 115 prisoners, some of whom are murderers and rapists, live without bars or barbed wire. Set on a one square mile island, the inmates live relatively free lives. While they are not permitted to leave the island and must appear for a head count four times a day, little could stop them if they chose to walk across the frozen ice in the winter, or swim in the summer, to the mainland just two miles away. But in the 20 years this “alternative” prison has existed, they haven’t had anyone leave. Prisoners must apply to Bastoy to live a different sort of prison life, one in which they work (and are paid), are part of a community, grow food, compost, build, cook, do their laundry and live a relatively normal village life. In the evenings, only five guards remain on the island....

"As someone who promotes solutions to complex challenges and solutionary education, I find Norway’s approach intriguing and compelling. If the goal is to provide the most effective, practical, efficient and fiscally wise approach to tackle the thorny problem of criminals and imprisonment, Norway seems to have come up with a positive solution that is cost-effective, positive, successful and humane."

Read the complete essay.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

Like our blog? Please share it with others, comment, and/or subscribe to the RSS feed.

Humane Issues in the News

2012-01-24T09:35:00.000-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

Change.org emerges as influential tool for social change (via Washington Post) (1/24/12)

Sumatran elephants critically endangered (via The Guardian) (1/24/12)

"Supreme Court rejects California anti-animal cruelty law on pigs" (via LA Times) (1/23/12)

Why Apple products aren't made in the U.S. (via NY Times) (1/22/12)

Child slavery and chocolate (via CNN) (1/19/12)

Peter Singer: Dolphins shouldn't be enslaved by U.S. Navy against Iran (commentary) (via The Guardian) (1/19/12)

Obama puts Keystone XL pipeline on hold for now (via NY Times) (1/18/12)

"Education advocates enter the climate tempest" (via Science) (1/17/12)

U.S. to ban import of 4 species of snakes (via Miami-Herald) (1/17/12)

Keep up with more humane issues in the news via our Facebook or Twitter pages.

5 Strategies to Help Bring Humane Education to Schools

2012-01-24T05:00:00.000-08:00

With the pressures of standardized testing, common standards, overflowing classrooms and overworked teachers, integrating humane education into the classroom may seem an overwhelming task, especially if you feel resistance from fellow educators and school administrators. But humane education can easily be integrated into most any subject or curriculum. Whether you're a classroom teacher or community educator, there are numerous strategies you can use to help ease the way for bringing humane education into schools. Here are 5.

STANDARDS:
The easiest and most obvious way is to link humane education content to standards. With 45 states having adopted the new "common core standards" they serve as a useful means for integrating humane education into what you're already teaching. Even with strict requirements, educators can integrate humane principles and issues into their work. Teacher Alison Panik, who took our Teaching for a Positive Future online course, started integrating reverence for nature with her required math and science studies. IHE M.Ed. graduate, Christopher Greenslate, wrote an article highlighting how he integrated humane education into his teaching of language arts, including required books like Lord of the Flies. And IHE M.Ed. graduate, Kurt Schmidt has easily found creative ways to integrate humane studies into how he teaches math. If you're a community educator who wants to offer humane education presentations in schools, it's important to familiarize yourself with standards and highlight the strong connections between them and your content.
LAWS:
Many educators may not know it, but in several states, it's actually the law to include some form of humane education in their teaching (especially for younger students). Laws vary, but several states have some sort of legislation that requires teaching about the welfare of animals, character education, and/or environmental education. HEART keeps an updated list of laws related to humane education.

And, last June, Maryland became the first state to require "environmental literacy" for graduation. Other states have varying requirements for environmental studies. Introducing humane education studies to your school(s) can help the district meet legal requirements.
BY ANY OTHER NAME:
While we at IHE like to call what we do humane education, what label we use is not as important as the emphasis on the interconnectedness of human rights, animal protection, and environmental preservation and on nurturing solutionaries. Some educators call it global studies; some say social justice; some just call it education. If there's something happening in your district that aligns with humane education principles and content, plug yourself into that. There are also other programs, growing in popularity in schools, that overlap with some of the elements of humane education. Such programs offer an excellent segue for introducing humane education issues and principles. Here are 3 examples:

Character Education

While fewer than half of states either mandate or encourage character education, many districts encourage teaching positive character traits. While character education itself follows a much narrower definition and vision, teaching about values such as responsibility, caring, and respect easily translates to exploring our impact on people, animals & the earth, and what we can do, both individually and systemically, to create a more just, compassionate world for all.

Social Emotional Learning

According to the Collaborative for Academic, Social, and Emotional Learning, Social & Emotional Learning, SEL, "teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically." Many schools are beginning to integrate some form of SEL into their curriculum, which provides a great connection to humane education.

Service Learning

Service Learning is another concept that's sweeping classrooms around the world. It varies in scope, but its core focus is bringing what students are learning in the classroom into the real world to address real-life issues and to help students become responsible citizens. Humane education is all about solving real-life problems, so service learning provides a terrific opportunity.
CREATIVE OPPORTUNITIES:
If you want to start small, taking advantage of special school opportunities is a great strategy. If you're a classroom teacher, look for special school-wide events, like celebrations of Earth Day, World Water Week, No Name-Calling Week, or Be Kind to Animals Week to integrate humane education lessons. You may even be able to recruit your colleagues to tweak their own lessons. If you're a community educator, you can find special events as a means to plug in to schools; but also look for career days, speaker series, and other special events to offer yourself as an expert or resource.
START WITH ONE:
If you're a community educator wanting to get into schools, start by connecting with a friendly teacher who's doing humane education-related work in the classroom or community. Find out what s/he's teaching and customize accordingly. Offer to demonstrate a sample lesson and, if needed, to talk to the school administrator (districts vary as to how much control teachers have over issues like guest speakers). Once you've built one successful relationship, you can branch off from there. Word of mouth is very effective. If you're a classroom teacher, look for one other educator and invite them to collaborate with you on a small project or lesson that embodies humane education. Start with that small success and keep going.

~ Marsha

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8 Tips for Sharing Accurate Information

2012-01-23T05:00:00.000-08:00

Image courtesy of xtrarant via Creative Commons.

One of our essential duties as a humane educator or advocate for our cause is to ensure to the best of our ability that the information we’re sharing is accurate. The first of the 4 elements of humane education is to "provide accurate information." Whether we're giving a presentation to an audience of hundreds, writing a letter to the editor, or even having a conversation with a single person, truthful, credible, accurate information is paramount. Here are 8 tips to consider about providing accurate information:

Use reliable sources and double check them. Don’t just take one organization’s/resource's word for it; check several sources. If you’re seeing facts and statistics on a website, do they cite those sources? Are those sources credible, or are they links to more sites and information of the same type (e.g., advocacy sites linking to more advocacy sites)? What’s the original source of that information? One of the assignments when I was a student in IHE's program was to choose a fact or statistic from one of our required texts, and to do my own research to verify the accuracy of the claim. I discovered that my chosen statistic, although honestly intended to be accurate, was actually quite misleading.
Whenever possible use primary sources. Can you visit a factory farm yourself? Read that latest study on global warming and not just skim the press release? Talk to a person who’s an expert on the issue in question? Find the original source for the statistic being used? Go to the credible source when you can.
Use industry and government sources when possible and appropriate. No, they’re not necessarily more likely to be accurate or credible; but, like it or not, the public often gives more credence to industry and government sources as being “objective” and tends to think that advocacy groups are more “biased.” One of the things I love about Vegan Outreach’s literature is that they often use farmed animal industry statistics and quotes to show just how cruel and destructive industry practices are.
Be able to cite your sources. People may want to follow up on what you've told them, so be sure that you can point them to the sources from which you've gleaned your information. I was once yelled at by a mother who was afraid I was trying to indoctrinate her child, until I politely and calmly showed her the sources for the information I had shared. She thanked me for being so thorough and accommodating.
Never exaggerate or mislead. It may sometimes be tempting to generalize or exaggerate just a tiny bit, since it’s for a good cause, but honesty and accuracy must prevail. Often people are already skeptical of the kinds of information that humane educators and activists share, so if you get caught telling a little white lie, your credibility vanishes, and a potential future advocate is lost.
It’s okay to say “I don’t know.” There are so many challenges in the world, that even if you focus on one issue, there’s too much to know. Certainly it’s important to be as knowledgeable as you can, so be sure to continue to educate yourself; but, it’s okay to tell someone that you don’t know the answer to their question or assertion. People will usually appreciate your honesty, and if you can point them to some credible resources that CAN answer their question, even better.
Tell them “Don’t take my word for it.” Invite your audience to explore the issue(s) themselves and do their own investigating. They’re more likely to believe what they read, see or hear with their own senses, rather than getting it second (or third) hand. We WANT to encourage critical thinking and questioning, including of what we ourselves are saying.
Admit when you’re wrong. Information is dynamic, and with new knowledge, facts and statistics can change. New studies may reveal new data. Or, you may have found the same statistic from three reliable sources and then subsequently discovered that all of them were mistaken. Don’t hesitate to admit if you’ve been inadvertently sharing an inaccurate piece of information or if someone you’re talking to turns out to know more about the issue than you do. Mistakes happen. Honesty and sincerity are more important than clinging to erroneous data, even if it seems to “weaken” your stance.

And, of course, it’s important to remember that not everyone responds to logic and data. Many changes of heart (and habits) aren’t made from the information on charts and graphs, but come from an awareness of the impact of our choices on others and a realization that we have the power to stop causing others harm.

~ Marsha

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3 Tips for Helping Raise Kids to Serve

2012-01-23T04:55:00.000-08:00

Image courtesy of Alameda County Community Food Bank
via Creative Commons.

For my blog post today, I’m sharing a recent post I wrote for One Green Planet, a website dedicated to ethical choices. Here’s an excerpt from "3 Tips for Helping Raise Kids to Serve":

"It is always unnerving to me when I meet middle and upper middle class teenagers who don’t feel a sense of responsibility or a desire to improve the world, help the poor, protect the vulnerable (whether human or nonhuman), make humane choices, or be of service to others. Our culture today seems to foster a sense of entitlement that I find damaging not only to our world, but to our children whose lives are diminished by a focus too intent upon the self.

So how does one foster a service ethic and sense of responsibility toward others among children? Waiting until the teen years is often too late. Service should begin very early on."

Contests for Youth Peacemakers & Environmentalists

2012-01-20T05:00:00.000-08:00

We recently learned about a couple of cool contests for youth changemakers:

What About Peace Youth Arts Contest

Sponsored by Global Exchange, What About Peace is an international arts contest for youth, ages 14-20, to express their ideas about peace by responding artistically to the question "What about peace?" Participants can enter something either written (a story, essay, poem) or visual (photo, painting, drawing, etc.) to answer the question.

The grand prize is $1,000.

Submissions are due by February 15, 2012.

Find out more.

Silent Spring Essay Competition

Fifty years ago scientist Rachel Carson rocked the world with the findings she published in her classic book, Silent Spring. In commemoration, the Rachel Carson Center for Environment and Society is seeking essays from students "which analyze the impact and reception of Silent Spring as well as the legacy of Rachel Carson." According to the website, essay topics might include:

How has Silent Spring shaped environmentalism or environmental thought in various countries? How is it a global phenomenon?
What elements of Silent Spring have had the greatest impact on environmental leaders? Policy makers?
How is Silent Spring still relevant to current environmental debates?
If Rachel Carson were alive today, what would she be writing about?

The RCC will be awarding a prize for the most outstanding essays:

The Junior Prize: $1,000 for 1,000 words (or less) is open to students ages 13-18. (There's also a senior category for ages 19 and older.)

Submissions are due via email by March 15, 2012.

Find out more.

~ Marsha

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An Eighth-Grader's Letter to Apple's CEO, Tim Cook

2012-01-20T04:55:00.000-08:00

Image courtesy of ralphunden via Creative Commons.

For my blog post today, I’m sharing a recent post I wrote for Care2.com, an online community for people passionate about creating a better world. Here’s an excerpt from "An Eighth-Grader's Letter to Apple's CEO, Tim Cook":

This past week, I taught a humane education course to an eighth grade class in Blue Hill, Maine. The course focused on changemakers, people who work to transform unjust and inhumane systems into ones that are healthy, peaceful and compassionate.

On the first day of class, I had the students listen to an episode of This American Life, which aired an excerpt from Mike Daisey’s one-man show about the production of Apple products. Then I gave them a homework assignment to write to Tim Cook, Apple’s CEO, to share their thoughts, feelings and ideas. I wanted these students to have the opportunity to use their voice to help change this unjust and inhumane system, since they couldn’t use the power of their wallets to simply choose more humane electronics.

Below is just one of their letters. I hope it will inspire you to also use your voice to create change.

Resources for Teaching About Human Trafficking

2012-01-19T05:00:00.000-08:00

On January 11, high school teacher Shelley Wright's students each wore a barcode to school. Their goal? To "represent that people should not be bought and sold, to start conversations with those around them that slavery still exists, and as a visual symbol that our work is not done." January 11 is National Human Trafficking Awareness Day, and recently President Obama declared January as National Slavery and Human Trafficking Prevention Month. Modern day slavery continues to flourish, including in the U.S., and human trafficking is a topic both relevant and interesting to students. Many aren't aware that it exists. Social studies teacher, Elizabeth Devine, spends three weeks of her semester-long human rights course exploring human trafficking.

There are numerous useful resources available for teaching about human trafficking with older students. Here are just a few selected examples.

Books:

Ending Slavery
by Kevin Bales (2007)
What can people, community and governments do to end slavery now?

Enslaved: True Stories of Modern Day Slavery
by Jesse Sage & Liora Kasten, eds. (2008)
Collection of first-hand accounts of modern slavery around the world.

The Slave Next Door: Human Trafficking & Slavery in America Today
by Kevin Bales & Ron Soodalter (2009)
Documents cases of modern slavery in the U.S., discusses causes, and offers solutions.

Not for Sale: The Return of the Global Slave Trade -- And How We Can Fight It
by David Batstone (2007)
Reveals accounts of victims of slavery and what people can do.

Free the Children
by Craig Kielburger (1998)
An article in the news led a young man on a crusade that has touched millions and has freed thousands of child slaves.

Films:

Call + Response
”...goes deep undercover where slavery is thriving from the child brothels of Cambodia to the slave brick kilns of rural India."

The Day My God Died
“Entering the brothels of Bombay with hidden cameras, The Day My God Died documents the tragedy of the child sex trade, exposing human rights violations and profiling the courageous abolitionists who are working towards change.”

Free the Slaves documentaries
A useful collection of brief documentaries about human trafficking and modern slavery.

Human Trafficking
A fictionalized story of human trafficking; useful introduction for high school students.

Not for Sale: The Documentary
“Covers what modern-day abolitionists are doing to fight the rampant terrors of human trafficking in the US and abroad.” From the book of the same name.

Websites/Organizations:

Anti-Slavery International Teacher Resources
Includes curriculum and resource ideas for teaching about modern slavery.

Free the Slaves
A non-profit leading campaigns, as well as offering videos, survivor stories, and resources for teachers.

Human Trafficking
A blog featuring media and information about modern-day slavery.

Not for Sale Teacher Resources
Includes curriculum and offers other opportunities for students and teachers to get involved in learning about & stopping human slavery.

Polaris Project
Offers an overview of human trafficking & works toward long-term solutions.

Slavery Footprint
Take the survey and find out how many slaves are working for us, based on the products we buy, foods we eat, sports we play, etc.

Slavery Map
A crowdsourced map that allows people to map documented cases of human trafficking/slavery in their communities.

The U.S. Department of State Office to Monitor & Combat Trafficking in Persons
Includes the annual Trafficking in Persons Report, which reports on the efforts of governments worldwide to combat human trafficking.

Also check out IHE's humane education activity, Do You Want Slavery With That?, which explores modern-day slavery with middle and high schoolers.

~ Marsha

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Humane Educator's Toolbox: Parodying Society's Unrealistic Standards of Beauty

2012-01-18T05:00:00.000-08:00

Image from "Fotoshop by Adobé"

"It's you, perfected... Finally look the way you've always dreamed." ~ from "Fotoshop by Adobé"

We've seen the ads that portray impossible and unrealistic standards, and the exposés that highlight the alteration of images of the beautiful and thin to make them even more beautiful and thin (and often lighter in skin tone if they're women of color). Media and culture offer us false hopes and expectations and help add pressure on our young people to conform to stricter and unhealthier definitions of "beautiful" and "cool." Media messages about beauty is a great issue to explore with middle and high school students, and filmmaker Jesse Rosten offers a great springboard for discussion with his recent "Fotoshop by Adobé" parody.

Rosten's film riffs off all those beauty commercials that promise virtually instant beauty with the application of their products. As Gwen at Sociological Images says, "the video parodies beauty product commercials that play on and encourage insecurities while promising women magical transformations that will allow them to attain entirely unrealistic beauty standards overnight due to ground-breaking science-y sounding ingredients and processes ('pro-pixel intensifying fauxtanical hydro-jargon microbead extract')."

The film integrates actual examples of celebrity photos that have been altered to show just how pervasive this practice is. As the parody's narrator says, "You don't have to rely on a healthy body image or self-respect anymore."

Watch the parody (about 2 minutes):

Fotoshop by Adobé from Jesse Rosten on Vimeo.

You can pair Rosten's film with some of our activities exploring media and "coolness," such as Analyzing Advertising or The Cool Factor. Or for a broader exploration of the impact of our personal care products on people, animals, & the planet, check out What Price Beauty?

~ Marsha

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Humane Issues in the News...

2012-01-17T09:45:00.000-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

21-year-old student brings light to needy people in India (via Grist) (1/16/12)

How can we make more heroes? (via Globe and Mail) (1/16/12)

"Laying it on the line at a badger killing ground" (via Yorkshire Post) (1/16/12)

U.S. fair trade certification goes corporate (via Treehugger) (1/16/12)

Sisters sell cookies to help save endangered animals (via KSL.com) (1/16/12)

The re-rise of groups like United Students Against Sweatshops (via Alternet) (1/15/12)

State-mandated ethnic studies ban leads to banned books (via Salon.com) (1/13/12)

High schooler educates others about factory farming (via Afro.com) (1/12/12)

"Creating an anti-racist classroom" (commentary) (via Edutopia) (1/12/12)

"Fighting global injustice and poverty...with crafts: meet the Craftivists" (via Treehugger) (1/12/12)

Air Canada, trying to get out of business of shipping monkeys, meets resistance (via Yahoo!) (1/11/12)

Poultry hatchery sued for alleged animal abuse (via Santa Cruz Sentinel) (1/11/12)

Keep up with more humane issues in the news via our Facebook or Twitter pages.

Couple Turns to Art to Aid in Dream of a No-Kill Nation

2012-01-17T05:00:00.000-08:00

We Americans love our dogs. We treat them like family; many of us let them sleep in our beds. We even buy them holiday presents and dress them up for Halloween. And we can't seem to get enough of those cute and silly dog videos on the web. So why in the U.S. are an estimated 5,500 dogs killed each day at shelters around the country?

Mark Barone and Marina Dervan first learned about the situation for dogs in shelters when they went to adopt a dog of their own. What they discovered so shocked them that they quit their jobs and decided to create a giant art exhibit -- An Act of Dog -- to educate the public about homeless dogs and to raise money toward helping create a no-kill nation. Mark is painting portraits of dogs who have been euthanized in shelters around the U.S. -- 5,500 of them, to represent the number of dogs killed in those same shelters in a single day. Once the paintings are finished, they'll be sold. Mark and Marina hope to raise $20 million for foster, rescue, and no-kill groups.

According to Mark, who is painting all the portraits over a two-year period, they want people who see the exhibit "to have a deeply visceral, visual and vivid experience. We want the 5,500 sweet faces to move them to action. We want people to recognize that what took one man two years to paint we kill in just one day."

Read more about what Mark and Marina are doing in this recent interview on the blog Zoe.

Mark and Marina's project is a great reminder that humane education doesn't have to mean getting up in front of a group of people to speak. Art is another powerful means for educating and empowering others.

~ Marsha

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From Complaint to Compassion to Kindness

2012-01-16T05:10:00.000-08:00

One of my favorite quotations is this: “Be kind for everyone is fighting a great battle.”

It’s often a hard one to remember when we're late and the driver ahead is poking along, or when we're treated rudely or worse, or when someone seems truly mean-spirited or cruel. Yet kindness always matters, and often our lack of kindness and empathy stems simply from our own impatience and self-involvement. Watch this beautiful video to be reminded of the power and joy that comes when we awaken to others’ pain and choose to be of service.

For a kind world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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Ten OTHER Things Martin Luther King, Jr., Said

2012-01-16T04:55:00.000-08:00

Ill Doctrine video blogger Jay Smooth shares inspiring words, from an inspiring hero:

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Why Are We Eating Less Meat?

2012-01-13T05:05:00.000-08:00

Mark Bittman, opinion columnist at the New York Times who writes about food, begins 2012 with a piece titled, “We’re Eating Less Meat. Why?” According to the U.S. Department of Agriculture, meat consumption is declining and is predicted to continue its decline. While the livestock industry blames, among other things, the federal government’s supposed “war on meat protein consumption,” which is truly bizarre given that the federal government subsidizes animal agriculture with our tax dollars and buys massive quantities of meat for the school lunch program, Bittman posits that the primary decline in meat consumption is due to a growing population of educated consumers who are choosing to reduce and often eliminate animal products from their diet for three primary reasons: their health, the environment, and concerns about animals. Read his essay here.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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What Are Picture Books Teaching Us?: It's Okay to Treat Children With Disrespect

2012-01-13T05:00:00.000-08:00

As a former youth and still occasional librarian, I'm familiar with many of the messages children's picture books convey to their readers. From Columbus-as-hero to cultural stereotypes to the way farmed animals' lives (and sometimes deaths) are portrayed, children's literature offers a bounty of themes and messages to critically analyze.

I came across a great example on the blog of parent Jennifer Lehr: Jennifer bought her daughter a copy of the "classic," best-selling picture book, No, David! by David Shannon and discovered a "cringe-inducing, profoundly depressing and ultimately tragic tale of a mother-son relationship."

The entire story is about David doing things that cause his mother to say "No, David!" Here's where Lehr finds fault: "Do [the author and publisher] really want to condone, let alone celebrate the punishment of children? Because the truth is, there are plenty of ways to set limits and gain children’s cooperation without admonishing, humiliating and isolating them."

She then goes on to offer a great example of a different way of "dealing with" David: Instead of telling David "No!" for writing on the walls, she offers this alternative:

“David honey, I can see how a big blank white wall looks so inviting, but walls aren’t for coloring on. Actually, let me rephrase that, our walls aren’t for coloring on .... It’s true, there are plenty of artists—some really famous like the Diego Rivera and Michelangelo —who have painted on walls, and even ceilings! Actually now that I think about it, prehistoric man was drawing on the walls of caves over 30,000 years ago! Hmm, I wonder if it’s some sort of primal impulse we all have? Anyway honey, we don’t allow drawing on the walls in our house. But I have an idea. I’m going to buy you some big poster boards and tape them to the wall so you can make the really large drawings you love. But until you’re old enough to remember not to draw on the walls, I’m going to hang out with you when you draw. When I can’t, I’ll have to put the crayons away and you can play something else.”

She also engages her daughter in critical thinking about the images in the book:

“Let’s just start with the cover. Okay, so I see that David is knocking over the goldfish bowl. It looks to me like he really wants to see the fish but the bowl is just up too high and…”

“Yeah, ” Jules said, pointing to the picture. “See how he piled up books so he could climb up higher?”

“That was clever of him! I hadn’t even noticed. Gosh he really wanted to see those fish. How do you think he felt when his plan failed and he knocked over the table and the fishbowl by accident?”
“Sad for the fish. Maybe scared.”

“Yeah…and then to have his mom yell at him? I bet that made him feel even worse. You know, I don’t think his mother used the best judgment when she put the fishbowl on a small but tall pedestal table in the middle of the room. I mean what’s the fun in having fish if you can’t easily get a good look? Can you think of any better places they could have put it?”

Together Jules and I decided a dresser with a step stool nearby would have given David the access he needed while giving the fish the protective space they needed.

Read the complete post.

Many people see the book as cute and harmless. But Lehr digs beyond the surface story to really critically examine the way David's behavior is framed, and the messaging that so many no's present. As Lehr explains to her daughter:

“I want you to know that children aren’t born knowing what they can and can’t do and that it’s their parents job to help them learn. But it’s so important how parents do it, because if parents treat children with respect and understanding, then that’s what their kids will learn. But if parents are impatient and hurtful then that’s what their kids will learn and I don’t want you or your brother to think it’s okay to be mean to other people. It’s not. No one deserves to be treated the way David was.”

An important reminder to be mindful and thoughtful in our daily lives.

~ Marsha

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Resisting the School-to-Prison Pipeline

2012-01-12T05:00:00.000-08:00

"Robert was an 11-year-old in 5th grade who, in his rush to get to school on time, put on a dirty pair of pants from the laundry basket. He did not notice that his Boy Scout pocketknife was in one of the pockets until he got to school. He also did not notice that it fell out when he was running in gym class. When the teacher found it and asked whom it belonged to, Robert volunteered that it was his, only to find himself in police custody minutes later. He was arrested, suspended, and transferred to a disciplinary school." ~ Zero Tolerance in Philadelphia report

Our friends at Rethinking Schools have dedicated the latest issue of their magazine to the topic of the school-to-prison pipeline, an alarming trend of policies that, especially among youth of color, push students out of school and facilitate their entering the criminal justice system. (For one overview of the issue, check out the ACLU's "School-to-Prison Pipeline Game."

As the editors of Rethinking Schools magazine say:

"What has come to be called the “school-to-prison pipeline” is turning too many schools into pathways to incarceration rather than opportunity. This trend has extraordinary implications for teachers and education activists. It affects everything from what we teach to how we build community in our classrooms, how we deal with conflicts with and among our students, how we build coalitions, and what demands we see as central to the fight for social justice education."

The issue includes:

An interview with author Michelle Alexander about the mass incarceration of people of color;
An exploration of "zero tolerance" policies and their role in "criminalizing" youth;
An essay by a teacher who reminds us of the importance of creating safe, compelling classrooms;
Stories from students & teachers about their experiences;

The entire issue isn't available online (it's a great magazine, so we highly recommend that educators subscribe), but you can read several of the articles and essays here.

This issue is an eye-opening reminder of just how much power our education system has to help or hurt students, of the challenges many of our children face, and of how far we have to go in combating racial oppression.

~ Marsha

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Connecting People, Animals, Planet: 6 Questions for Connectionist Ashley Maier

2012-01-11T05:00:00.000-08:00

As with many who want to create a better world for all, one thing leads to another. Ashley Maier, who currently serves as the Prevention Program Coordinator for the Oregon Attorney General's Sexual Assault Task Force, found that her focus on working at the roots of overturning the oppression and exploitation of women led to a connection with the exploitation of nonhuman animals and the planet. Now Ashley uses her connectionist vision -- and her organization, Connect the Dots -- to address the connections between human, animal, and environmental well-being. We asked Ashley to tell us more about her work for a just, compassionate, healthy world for all.

IHE: What drew you to humane education?

AM: Human rights work, actually. Work against violence, against women in particular. I’m one of the rare people who was drawn to expand my lens from human-exclusivity to include non-human animals and the environment due to my human rights work. I remember that I got a pamphlet from Vegan Outreach in 2005. I had been a vegetarian for a long time, but never was fully exposed to the realities of animal exploitation beyond actual consumption of animal flesh. That pamphlet drew me to veganism. Once I was vegan, and I continued to work against domestic and sexual violence, I saw the very norms, standards for behavior, that support violence against women support violence in so many new places. I realized that those same norms support the exploitation of the planet and all of its inhabitants. I knew that I would never end gendered violence as long as the roots of generalized violence remain intact and manifest throughout our environments, systems, and behaviors. It just clicked. I started making the connections because I had to. The prevention of violence against women demanded it.

IHE: What led you to co-found Connect the Dots and to call it a "connectionist movement" and yourself a "connectionist"?

AM: From the first day that the interconnections clicked for me, I learned that it was not safe to talk about this within my human-exclusive, social justice circles. It was too “radical,” too much to actually imply caring for animals “as much as” humans. I could lose my job. So I started searching. I felt so very alone. I started to talk to animal rights folks about this and Kath Rogers from Animal Protection and Rescue League said she knew someone who she thought could relate. It was then that I met my partner in this work, Stacia Mesleh. She too came from the anti violence against women movement and she agreed with me! It was like breathing for the first time after holding your breath just to the point of losing consciousness. We started Connect the Dots because we felt that something major was missing from social justice work: work at the intersections, at the roots. We wanted to build a movement of folks who make the connections and who allow those connections to inform their work towards a peaceful and just world. We wanted to break down the false dichotomies, the walls, that divide human, animal, and environmental movements. We call it a connectionist movement because that’s what it is: a movement of connectionists – folks who make connections between human, animal, and environmental well-being. And it’s growing!

IHE: What have been some of your biggest challenges? Your biggest successes?

AM: Honestly, our biggest challenge has been life. Full-time jobs, moves, family …you name it. This isn’t a popular concept at which people are throwing money, as I’m sure you know, so having to do this as a “side project” while attempting to support ourselves by other means has been a big barrier. Also, I can’t tell you how many times we’ve heard that it’s “too radical.” In general, we find that animal rights folks are supportive of the concept. Human rights folks? Not so much. What we’ve learned is that the very norms that support violence against the planet and its inhabitants are alive and well in our movements. Our challenge is to work to shift these norms. So one of the biggest barriers is also one of the main foci of our work. Finally, if we were celebrities, this would be a whole lot easier.

Successes? We’re still here! This can be incredibly discouraging and lonely work. But we’re still here. And the movement is growing. We meet more and more people every day who consider themselves connectionists. People are studying this much more in school, incorporating it into their activism, and living their lives through a lens of interconnection. It’s exciting! And most exciting of all - we’re inspiring others to do this work. The best message I ever got was, “You have to hear about my new project – it’s inspired by Connect the Dots!” We know that we didn’t invent connectionist work, but we’re thrilled to help facilitate it.

IHE: What kind of influence do you hope CTD will have on people? What would success look like?

AM: Success is in our name: Connect the Dots. We hope to influence people to connect the dots of human, animal, and environmental well-being. Our theory of change is pretty simple: If people make connections between their well-being and the well-being of other animals and the environment, then they can incorporate concern for the planet and all of its inhabitants into their daily choices and the world can become a peaceful and just place. We know it’s bigger than this. We know that measurable behavior change requires multiple, sometimes complex strategies. Yet by building a connectionist movement, we believe that we can change systems of violence and exploitation. For every connectionist that CtD creates, there is one more step towards comprehensive community health. A peaceful and just world for ALL.

IHE: What gives you hope for a just, compassionate, healthy world for all?

AM: I am able to look back to 2005 and compare where we were to where we are now. The movement is still small, but it’s growing. In 2005, I didn’t think I’d ever find more than a handful of folks who made the connections. IHE didn’t have nearly as many graduates as it has today. The world really is changing. Those of us who do prevention work know that it’s often discouraging because we don’t have the quick, easily identifiable indicators of success that other more crisis or response-focused work does. I can’t tell you the number of positive behaviors that have resulted from my work. I can’t name the exploitive acts that I’ve prevented from occurring. But I can tell you that a movement is growing. I can name individuals who support connectionist work. I can point you to new connectionist resources that didn’t exist 7 years ago. It’s changing. We’re changing. That gives me hope.

IHE: Future dreams/plans/projects?

AM: We look forward to publishing our book, Connect the Dots Essays: How Human, Animal, and Environmental Well-Being are Connected! We also can’t wait to be able to give out mini-grants to support connectionist work and to host the first annual connectionist conference! We hope that you’ll all join us along the journey.

~ Marsha

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iSweatshop? Listen to "Mr. Daisey and the Apple Factory"

2012-01-11T04:55:00.001-08:00

Last weekend, I listened to Mike Daisey’s riveting monologue on the radio show This American Life about his trip to Shenzhen, China, to visit the factories where his electronics -- specifically his Apple products -- are made. I urge readers of this blog to listen to this episode, which includes not only Mike Daisey’s account, but the fact-checking efforts of the reporters at This American Life.

This was a profound example of humane education: providing information, fostering our curiosity and demanding our critical thinking, eliciting our reverence, respect, and sense of responsibility, and leaving us with a serious question: whether we’re willing to work to change systems so that our electronics are produced humanely and justly. Please listen.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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Humane Issues in the News...

2012-01-10T09:25:00.000-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

"U.S. becomes first country to impose catch limits for all fish" (via One Green Planet) (1/9/12)

Locals call BP's Gulf ads "propaganda" (via MSNBC) (1/8/12)

Rethinking parking spaces (via NY Times) (1/6/12)

FDA to limit certain kinds of human antibiotics for use on farmed animals (via National Geographic) (1/6/12)

New "ag gag" bills being introduced again to censor animal cruelty investigations (via CNN) (1/6/12)

Woman sues to to prove dogs are not property (via MSNBC) (1/5/12)

More cities, states taking on Citizens United (via Yes!) (1/5/12)

"Ohio quakes linked to fracking" (via E Magazine) (1/3/12)

Scientist uses popular music to inspire love of nature in Colombians (via Christian Science Monitor) (1/3/12)

"Leaving animals out of the cosmetics picture" (via NY Times) (12/29/11)

Keep up with more humane issues in the news via our Facebook or Twitter pages.

Humane Educator's Toolbox: "Sh*t White Girls Say...to Black Girls"

2012-01-10T05:00:00.000-08:00

Conversations about race are often difficult and uncomfortable, but if we want a just, compassionate world for all, they need to happen frequently -- including in schools. In the spirit of the "Sh*t People Say" meme that has become popular in pop culture, and in specific response to the recent "Sh*t Girls Say" parody, graphic designer and comedienne, Franchesca Ramsey, created the hit parody video "Sh*t White Girls Say...to Black Girls." Ramsey's video offers a critical examination of race, using humor and a blonde wig to highlight stereotypical offensive statements (e.g., "Not to sound racist but..." or "That's so ghetto!" or "He's cute for a black guy.") and situations (like touching black women's hair and making comments about it).

As Ramsey said in a recent Huffington Post essay:

"Over the years I've found that dealing with white people faux pas can be tricky. If I get upset, I could quickly be labeled the 'angry black girl.' But if I don't say anything or react too passively, I risk giving friends and acquaintances permission to continue crossing the line. So I decided to create my own parody, 'Sh*t White Girls Say...to Black Girls,' to make all people laugh while, hopefully, opening some eyes and encouraging some of my white friends and acquaintances to think twice before they treat their black friends and associates like petting zoo animals or expect us to be spokespeople for the entire race."

Watch the video here:

Ramsey's video not only offers a terrific opportunity to talk with older students about issues of race (e.g., personal relationships, institutional racism, depictions of race in media and pop culture), but it also helps shed light on assumptions we make, how we see ourselves (and others), and what we may deem acceptable without having considered it critically. Ramsey's video could also be paired with one or more videos that actually perpetuate stereotypes against others for a more in-depth examination.

~ Marsha

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15 Tips for Creating Humane Education Lessons

2012-01-09T05:10:00.000-08:00

Image courtesy of USFWS Mountain Prairie
via Creative Commons.

You're passionate about humane education and want to start bringing it to your classroom or community, but you haven't developed lesson plans/activities (at least this kind) before. Don't worry! Here's a good place to start: with IHE's 15 tips for creating dynamic, effective humane education lessons.

Take advantage of the wisdom that has come before. Look for relevant resources and lesson plans are already out there and adapt them for your own needs. There are organizations like IHE that offer comprehensive (as well as focused) humane ed activities, as well as organizations dedicated to animal protection, environmental protection, or human rights that provide terrific lessons and ideas.
Find a support system and sounding board for feedback, collaboration, ideas, and contacts. There is no shortage of other humane educators, non-profit groups, and professional organizations that can help you.
Educate yourself. You wouldn’t teach a foreign language without knowing it well. Be sure that you’re reading a variety of authors and perspectives, learning about the connections among humane issues, and keeping updated on news and changes in these areas. (You can also take advantage of resources such as our Teaching for a Positive Future online course and get in-depth training with one of our accredited graduate programs.)
Use what you're already doing and tweak it. If you're a classroom teacher, for example, take a lesson you're already using and modify it to include humane principles & issues. What elements of that novel lend themselves to exploring humane issues? Tweak those math word problems so that they reflect real-world concerns. Take that science study outside & pair it with nature reverence-building.
Consider: What are your objectives? What will success look like? Have a clear plan for your lessons, but build in flexibility, back-ups and extensions (for when things run too short, too long, or just wrong).
Start where your audience is. If people are struggling with urgent personal issues (e.g., homelessness, joblessness), they may not be interested in issues perceived as less immediate, such as global warming or animal cruelty, so start exploring how to inspire and empower them in their own situations, as well as working to build reverence and connection on a broader scale.
Be careful about making assumptions about what your audience already know, or what they care about. Don't assume that just because you know (or care) about global warming or factory farming or child slavery, that others do, too. If you're unfamiliar with your audience, you can use online sources (e.g., the school's or group's website) to learn more about the culture, values, and concerns of your audience and tailor your lessons accordingly. You may also be able to visit ahead of time to help you gain insights into what they're passionate about.
Integrate the 4 elements of humane education into your lessons:
- Provide accurate (age-appropriate) information
- Instill curiosity, creativity & critical thinking
- Foster reverence, respect & responsibility
- Offer positive choices & tools for problem solving
Remember that humane education isn't indoctrination; it isn't about telling others what to think or believe. Humane education sparks curiosity and helps others think critically and creatively and make informed choices. There's a difference between asking your audience to think critically about what they believe, and telling them what they should believe.
As often as is appropriate, reveal the interconnectedness of issues; tie in the impacts of what your audience is exploring with the environment, animals, and people. Everything is connected, so whatever the topic or issue, help people see how economics, poverty, climate change, consumerism, generosity, bullying, or psychology ties into doing the most good & least harm for people, animals, & planet.
Use a variety of creative strategies throughout the lesson, including plenty of interactivity and focus on developing positive solutions. Especially for younger children, stories, songs, and drama/role play are great tools for introducing topics. Remember with all audiences to use stories, not just statistics. Studies show that people can get overwhelmed and lose interest with statistics and big numbers, and that it's easier for most of us to relate on a one-to-one basis. So start by talking about about one animal, or one slave child, or one family in one community affected by climate change.
Tap into the wisdom of the group. Your lesson will be much more effective if you use the model of learning together, rather than setting yourself up as the expert to "teach" the uneducated. Give your audience opportunities to share their creative ideas and publicly explore and test their views. Give them power to lead, question, challenge, and develop positive solutions.
Be sure that you're modeling your message. Do the materials you're using for the lessons themselves reflect choices that do the most good & least harm for all? Are you showing respect for your audience? Are you handling controversy or heated discussions effectively and compassionately?
Practice practice practice. Especially if you're new to speaking in public or are offering a new lesson, practice. Give your lesson plans to a safe audience of supporters and have them give feedback. Videotape yourself and watch for ways to improve. Don't be afraid. Experiment!
Evaluate and reevaluate. This is important, both during the lesson and after. If you're trying out a new lesson and it's crashing and burning, don't keep ploughing through. Stop and ask your audience what's not working (or at least try at different tactic). Your students will appreciate your honesty and thank you for respecting their time. If you're a community educator, be sure to have your audience complete evaluations and revise your lesson based on relevant feedback. Consider keeping a notebook to document what worked, what didn't, what you'd like to try again with some adjustments, the feedback you received, etc. One question you might ask yourself when you are reflecting on a lesson or presentation you've given is: If I were to give this same lesson tomorrow, what would I do differently?

~ Marsha

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Redemption & Reunion: Elephants Never Forget

2012-01-09T05:00:00.000-08:00

I could write a blog post today about circuses; about captive elephants and their plight. There is much to say about our treatment of animals for entertainment, but I’ll write that post another day. For today, please enjoy this short, beautiful video, and then consider -- before participating in forms of entertainment that use and exploit animals -- whether you want your entertainment dollars spent in such a way.

Video from KarmaTube

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

Like our blog? Please share it with others, comment, and/or subscribe to the RSS feed.

We Can Help You Put Your Vision for a Just Compassionate, World Into Practice

2012-01-06T05:00:00.000-08:00

Image courtesy of Henkster via
Creative Commons.

You've been wanting to make changes in your life for some time, so that your choices truly reflect your values. You want to know that you're living a life that will make a positive difference in the world helping people, animals, and the earth - a life that you can look back on and feel contentment and satisfaction. But you're just so busy. How can you possibly squeeze in one more project?

Sign up now for one of our online courses, and you won't find "obligation"; you'll find the freedom, support, motivation, and skills you need to live a more joyful, examined life and to help create a compassionate, just, healthy world for all.

Current Online Courses Being Offered:

A Better World, A Meaningful Life
A month-long online course. Learn to tap into your deepest values and help create a peaceful, just, compassionate, sustainable world while cultivating your own inner peace and joy.

March 5-30, 2012
October 1-26, 2012

Raising a Humane Child
A six-week online course for parents who want to raise compassionate, caring, conscientious children in a humane, healthy, sustainable world.

February 6-March 16, 2012
April 9 - May 18, 2012
July 9 - August 17, 2012
October 8 - November 16, 2012

Teaching for a Positive Future
A six-week online course for educators who want to inspire their students to become leaders and changemakers for a healthy, peaceful, and sustainable world.

February 6-March 16, 2012
July 9-August 3, 2012 (special 4-week summer intensive!)
October 8-November 16, 2012

If you want more in-depth training to become a humane educator and changemaker, apply for one of our 5 accredited humane education graduate programs.

Our Top 10 Most Popular Humane Education Activities for 2011

2012-01-05T05:00:00.000-08:00

Humane education activities and lesson plans are just one of the perks we provide in our Resource Center. We now have more than 75 humane education activities available for free download, and we add new ones often. Here are our 10 most downloaded activities as of the end of 2011:

Judge Not, Lest Ye Be Judged - How do our own stereotypes and judgments limit our openness and receptivity to others? This activity uses props (or photos) to explore our snap perceptions of others. (grades 4 & up)
Don't Tread on Me - What is oppression? Who gets oppressed? Why don’t we all agree about that? Participants explore their own beliefs about oppression and learn about others'. (grades 6 & up)
The World's Most Powerful Animal - Who’s the most dangerous AND the most powerful animal? We are! Lead students on an exploration of the positive and negative impacts our choices have on the planet. (grades 2-5)
Human Rights for All? - This activity familiarizes students with the Universal Declaration for Human Rights and inspires them to think about the freedoms they enjoy that others cannot. (grades 9 and up)
Two Apples - In this icebreaker, participants learn just how important words and actions are when they explore their impact on two apples. (All ages)
A Moment in Their Shoes - How will students feel spending a moment in the shoes of a battery hen or a child slave? Use this lively and thought- provoking activity to introduce human and animal issues and the connections between them. (grades 6 & up)
Analyzing Advertising - Students learn to be ad-savvy by exploring the pervasiveness of ads in their lives and by analyzing what ads are trying to sell…and trying to hide. (grades 5 & up)
Whale's Stomach - Students learn about the impact of our "throwaway" society by exploring all the different kinds of trash found in a whale's stomach. (grades 4 & up)
Word Power - Words have enormous power and often assign value. This activity explores sample words in context and what kinds of value those words imply. (grades 4 & up)
Where in the World? - Students “shop” for T-shirts to help them make the connection between what they wear and the conditions under which it’s made. (grades 9 & up)

Image courtesy of tracitodd via Creative Commons.

~ Marsha

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Why We Need Humane Education: More Vegetarians, But More Animals Being Eaten

2012-01-04T05:00:00.000-08:00

Regardless of how we feel about the ethics of eating animals, most everyone who has a choice about whether or not to eat animals agrees that the conditions in factory farms are atrocious and insupportable. That's why recent news that more animals than ever are being eaten worldwide is disheartening.

According to sources collected by the the organization FARM, nearly 10.2 billion land animals were raised and killed for food in the U.S. in 2010, which is a 1.7% increase from totals in 2009. And according to a Worldwatch Institute report, "Worldwide meat production has tripled over the last four decades and increased 20 percent in just the last 10 years."

And these are just land animals. No one knows the totals for sea creatures for sure, but according to some reports, more than 53 billion aquatic animals were killed for food in the U.S. in 2010, and more than 1 trillion wild fish are killed worldwide each year (not including bycatch, farmed fish, or other sea creatures).

The good news is that in a recent poll commissioned by the Vegetarian Resource Group (they do this every few years), approximately 5% of people in the U.S. say that they are vegetarian, and half of those identify as vegan. Even more heartening is that about 1/3 of respondents say that they eat veg meals a significant amount of the time. And, according to a recent report, U.S. meat consumption is expected to decrease in 2012.

Even with those changes, the fact is that trillions of animals worldwide die for our plates each year, and the vast majority of those animals suffer immeasurably. If we want a world that shows compassion, justice and respect for all, regardless of species, we need humane education to help bring awareness and accurate information about the lives and deaths of "food" animals, to help people think critically and deeply about the impact of their choices and whether those choices truly reflect their values, and to offer positive solutions that honor animals, people, and planet.

If you want to start exploring some of these issues with your students, check out some of our humane education activities, including those focused on animal protection.

~ Marsha

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Humane Issues in the News...

2012-01-03T09:29:00.000-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

Animal studies proliferating on college campuses (via NY Times) (1/2/12)

Montana high court says 'citizens united' does not apply (via Alternet) (1/1/12)

"Orphans' defender jostles with Afghan corruption" (via NY Times) (12/31/11)

"Organic agriculture may be outgrowing its ideals" (via NY Times) (12/31/11)

Study shows chimpanzees consider their "audience" when communicating (via BBC) (12/30/11)

"World pays Ecuador not to extract oil from rainforest" (via The Guardian) (12/30/11)

SF minimum wage rises to $10/hr (via Alternet) (12/30/11)

"African rhino poaching hits record on Asian demand" (via Reuters) (12/30/11)

"If corporations have rights like people, shouldn't animals?" (via Alternet) (12/22/11)

Pigeons can learn higher math (via NY Times) (12/22/11)

Keep up with more humane issues in the news via our Facebook or Twitter pages.

Tweaking Walt Disney World

2012-01-03T05:00:00.000-08:00

This post is by contributing blogger Kelly Coyle DiNorcia, a graduate of our M.Ed. program, and a humane educator specializing in helping parents raise joyful, compassionate children. Find out more about Kelly's work at her website Beautiful Friendships, and her blog, Ahimsa Mama.

Image courtesy of donchiefnerd via Creative Commons.

We just returned from a week spent vacationing at Walt Disney World.

I know, I know. Disney, the the embodiment of what ails us as a society and a species. It’s not my favorite place, but it holds fond memories for my husband, my kids enjoy it, and their grandmother lives in Orlando. And so we go.

As a student of humane education, I found abundant opportunities for considering all sorts of issues and for practicing critical thinking with my kids; an entire book could be (and has been, many times over) written about the company. For the purposes of creating a blog post of reasonable length, I’ve decided to focus on four popular rides that could use some tweaks - minor ones, really - in order to truly “weave the importance of diversity and inclusiveness” into guests’ experiences. (From the website http://corporate.disney.go.com/citizenship2010/familyentertainment/overview/ourapproach/)

1. Spaceship Earth: This ride is supposed to tell the story of human connection from prehistoric times through the modern age. I wish I could quote verbatim Dame Judi Dench’s narration of the Dark Ages, but the gist is: When Rome was burned, “we” thought all our knowledge was lost. Imagine our relief when “we” found out that there were people in Asia who could read and write and had libraries and knew stuff! Clearly, these Islamic and Jewish scholars are not members of “we”. Consider: “When the Dark Ages befell Europe, Europeans were surprised and relieved to find that their self-centeredness had not prevented Jewish and Islamic scholars from thinking and learning.”

2. It’s a Small World: This classic is Walt Disney’s homage to international unity. There are over 100 nations represented, and the dolls sing the lyrics of “It’s a Small World” in five languages. Interestingly, only three of these languages - English, Spanish and French - find themselves among the twenty most commonly spoken languages in the world, which begs the question of how they were chosen. Anyway…each room represents a different continent, and in Africa, there is a Cleopatra-esque Egyptian or two, elephants, giraffes and cheetahs, and a dark-skinned man dressed in a loin-cloth and carrying a spear. Admittedly it would be overwhelming to represent each of the hundreds of tribes in Africa; but surely Imagineers could conceive a way to represent the dozen or so distinct ethnic groups that number in the tens of millions.

3. Pirates of the Caribbean: Disney marketing wizards have begun using gender-based marketing to present pirates as the boy answer to the princess craze. After all, male guests need something to do while their female counterparts are being beglittered and begowned at the Bibbidi-Bobbidi-Boutique. As for the ride itself, the scene at the end where the pirates are selling “wenches,” and the individual on the auction block is large, and the pirates are asking if they are pricing her by the pound: It needs to go. Add “sizeism” to the list of -isms at which Disney may want to take a look.

4. Walt Disney World Railroad: This ride was the highlight of my three-year-old son’s trip, possibly of his life. The restored steam train takes riders around the outskirts of the Magic Kingdom, and on the way through Frontierland it passes a settlement of tipis, campfires and buckskins. The voice-over says that American settlers were not the first on the scene (so far, so good), but that native plains tribes were the ones to “tame the Wild West.” While I am not an expert on the philosophy of the native plains tribes and therefore stand to be corrected, I do not think they would describe themselves as having tamed anything, and would posit that the very mindset is utterly foreign to them. Perhaps more accurately it could be said, “Before settlers staked their claim to the land of the American west, native plains tribes had lived there for millennia.” Or, “Before settlers stole the land of the American west from the native plains tribes who had lived there for millennia….”

This list is by no means exhaustive, so please feel free to add your own suggestions!

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Beyond the Starfish: Creating Systemic, Lasting Change in the New Year

2012-01-02T05:00:00.001-08:00

Image courtesy of jacQuie.k via Creative Commons.

Happy New Year! For my blog post today, I’m sharing a recent post I wrote for Care2.com, an online community for people passionate about creating a better world. Here’s an excerpt from Beyond the Starfish: Creating Systemic, Lasting Change in the New Year:

"In his book, But Will the Planet Notice?, economist Gernot Wagner shares a parable humanitarians have heard many times. It’s the oft-told starfish story in which a pragmatic man tells a boy rescuing beached starfish by throwing them back into the sea that he can’t possibly make a difference given the thousands of starfish on the beach. As the boy throws a starfish back into the ocean, he responds to the pragmatist by saying, 'I made a difference for that one.'

This story is a reminder to all of us that in the face of great odds and much injustice, suffering and cruelty, doing something – anything – to help individuals does indeed make a difference. And yet, in the face of such daunting and pervasive problems as alarming rates of species extinction, global warming, a growing human population and all that this forebodes (even greater disparities between rich and poor, more people without access to clean water and enough food, depletion of resources, more pollution, etc.), and truly unimaginable cruelty and the killing of one trillion animals every year for food, it’s time for a better parable."

Read the complete post.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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11 Most Popular Blog Posts of 2011

2012-01-02T05:00:00.000-08:00

Happy New Year! 2012 promises to be a year full of hope, positive change, and even more people embracing humane education. We're always curious about which of our blog posts our readers find the most interesting/useful, so we thought we'd share our 11 most popular blog posts of 2011:

11. Helping Youth Unplug From the Media Hive Mind

10. 7 Resources for Integrating Math and Humane Education

9. Why We Need Humane Education: Manipulating Masculinity

8. Reflections on Waiting for Superman: Pouring Knowledge into Children's Brains Does Not Equal Good Education

7. "Everything Causes Cancer!": Thinking More Deeply & Critically About the News

6. A Must-Read: Half the Sky

5. 8 Children's Books About Families with Same-Sex Parents

4. Guest Post: What Movies Tell Girls

3. Dr. Phil Zimbardo: Understanding Good and Evil

2. Reinforcing Gender Stereotypes in Children: Two Examples

... and the most-viewed blog post of 2011....

1. 5 Resources for Talking About Occupy Wall Street

If you have topics or issues you'd like to see us blog about, email marsha@humaneeducation.org and let us know.

~ Marsha

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Teaching: The Most Noble Profession

2011-12-30T05:00:00.001-08:00

For my final blog post of 2011, I thought I'd repost my most widely-read essay of the year: "Teaching: The Most Noble Profession," that was published on Common Dreams.org, a progressive news site. Here's a short excerpt:

"Teachers are the agents of the future. Will our world be populated by people ready and able to meet that future as creative and critical thinkers; as wise, compassionate and knowledgeable citizens; as skilled and motivated solutionaries within their professions? The answer to this question lies with teachers. More than any other profession, teaching has the power to create a healthy, just, and peaceful world (or not). It has the ability to seed our society with informed, caring and engaged citizens (or not). It has the capacity to inspire lifelong learning and a passion for knowledge, understanding, and innovation (or not). Is there anything more important than this?"

Read the complete essay.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: "The World Becomes What You Teach"

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What a Humane World Looks Like: Communicating Compassionately

2011-12-30T05:00:00.000-08:00

Marsha is on vacation this week, so here is one of her posts from 12/30/10 we hope you'll enjoy again.

At a Fur-free Friday march I attended several years ago, I witnessed some very angry young anti-fur protesters yelling at a couple of men who had been catcalling. Their argument became quite heated, with the men shouting profanities and phrases like “Animals are food! Animals are food! Animals are here for us to use!” and the protesters shouting very uplifting statements like “Why don’t you lose some weight, fat boy?” and “Why don’t you make me shut up, a**hole?!” Aaahh. We can see what a positive life changing experience occurred here.

One of the most difficult challenges for people feeling intense, negative emotions is not to spew those emotions—like a fire hose on full-blast—straight at whomever has sparked those emotions in us. My first split-second instinct on those rare occasions when my husband says something mean is to want to say something mean back; when I see/hear about anyone causing suffering or destruction, my initial reaction is still intense rage and despair. As much as it might make us feel temporarily better to vent our negative emotions at the “perpetrators,” if we really want to make positive changes for people, animals and the earth, we must learn not only to communicate with compassion, but to find our empathy and compassion for those causing the suffering and destruction.

One of the most important skills humane educators and activists can cultivate is compassionate, effective communication. We can speak kindly and politely, ask lots of questions, and use humor as compassionate, effective techniques. For those of us who have trouble with "instant responses," by practicing what to say in all sorts of situations, we can be prepared to respond calmly and compassionately, despite the gut reaction of anger, disgust and despair we may be feeling. In addition, knowing about the people we want to reach is also very important. If we know their needs, desires, and the way they think, we can use that knowledge to build bridges and find ways to connect with and inspire them. All forms of communication: letters to publications, to companies, to legislators, interactions with the media, public speeches, and casual conversations all need compassionate language and intent. It’s much more persuasive and helps build the kind of peaceful, loving world we say we want.

It's also important that we to live compassionate lives—for others and for ourselves. We need to remind ourselves that change takes time, that much depends on experience and context, that all of us have weaknesses that we need to address, and that almost no one wants to support evil or suffering or destruction. We have to seek out the good in everyone and focus on nurturing a connection with those parts of them. We can work to understand their motivations and underlying needs and build bridges toward helping them meet their needs in compassionate ways, but only if we're compassionate and non-judgmental ourselves.

One of the ways we can develop more compassion in our own lives is to surround ourselves with positive, uplifting things, and reduce or eliminate the things (profanity, movies, people, certain habits) that bring negative energy to us, especially if we find ourselves becoming more influenced by them. For example, I used to be a huge horror novel fan; as I became more aware of the negative energy I was absorbing from reading these novels—full of graphic violence, fear & profanity—I stopped reading them. As Eknath Easwaran says in Your Life is Your Message, “All of us can give a great gift to the world by looking at our life and gradually removing from it the things that are not simple and beautiful.”

Communication is a powerful way of modeling and offering compassion. As business woman and activist Davy Davidson says, “If we are to play a leadership role…we need to speak with our hearts.”

~ Marsha

Image courtesy of ganesha.isis via Creative Commons.

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6 Tools to Help You Succeed in Creating a Better Life & a Better World

2011-12-29T05:00:00.000-08:00

Marsha is on vacation this week, so here is one of her posts from 12/28/10 we hope you'll enjoy again.

One of the most frequently spoken words around the New Year (besides “party” and “drinking”, perhaps) is “resolution.” Many of us look to the flip of the calendar as a way to start fresh and actually accomplish those same goals and intentions that we’ve been transferring from planner to planner year after year. But, as countless news stories confirm for us, many of those good intentions that stoke our commitment to positive change fizzle out after a few weeks. We want a better life for ourselves and a better world for all, but actually following through can be a true challenge. We have all those ingrained habits and mindsets to deal with. How to start? Use these 6 tools to help you.

Find the bright spots.
One of the techniques I love from the book Switch by brothers Chip & Dan Heath is the concept of the “bright spot.” It stems from solutions-focused therapy, and the gist is this: in relation to your goal, problem, challenge, etc., ask yourself, “What’s working right now, and how can we do more of it?” So, if your goal is to practice compassionate communication with people with whom you disagree, but you find yourself reacting negatively more than you’d like, you can start by looking at what happens when you are successfully able to communicate compassionately: What do you notice? What are the conditions in those situations? What’s happening in the moment when you’re successful? and find ways to replicate that.
Make it as easy as possible.
Don’t let anyone kid you that change isn’t challenging. We plow comfortable, familiar furrows of habits that become deep and secure, and it can be difficult and uncomfortable to climb out of them to create new habits; so it’s important to make it as easy as possible to establish the habit or create the change you want. For example, I know how important exercise is to my overall health, but there always seems to be something else clamoring for my attention. So, instead of continuing to fail at carving out a larger chunk of my day to exercise, I’m starting with small moments of exercise and working up. And, to make that as easy as possible, I’ve given myself some help. Every morning I have a 3 minute warm up I do while I’m waiting for my computer to boot up. I have a chin up bar on my bedroom doorframe, and every time I come out of the bathroom right across the hall (it’s a tiny house), I do a pull up or some stomach crunches. I’ve moved the exercise ball out of my closet (where I never used it) into the living room where I work, and when I get up to stretch, get a drink, etc., I hop over to the ball for 2 minutes to work on my stomach or back, etc. And so on. I’ve found that providing myself with these cues and in-my-face tools has helped me to establish more regular habits that will only continue to grow and improve.
Make your intentions visible.
If only you know inside your head what your goals are, it’s easy to let the day-to-day get in the way. Find ways to make your goals visible, whether it’s a giant collage on your bedroom wall, a mind map, checklists, or whatever tools work for you. My husband and I have put our goals on note cards and taped them to our closet doors, so we see them every day. I’ve found that if I have a visual reminder of my exercise goal near me while I’m working (even if it’s just the cover of an exercise DVD), I’m much more likely to exercise more that day. Put your bike helmet right by the door. Keep a reusable mug with your work stuff. Use those visual cues to help you remember (and honor) your intentions.
Do your homework.
Our best plans for success can crash right away when we don’t have the information we need to succeed; so it’s important that we do our homework. Let’s say we want to start using less single-use plastic. We need to know what our alternatives are and how to find and use them. If we want to stop relying on our car to get us to work, we can research which alternative methods will work best. Is public transit an option? Where are the nearest stops? How long does it take? Does it fit with my work schedule? Can I do part of the commute with my bike or by walking? What about those car-rental options or carpooling? Set yourself up for success by finding out what you need to be able to make the changes you want.
Be flexible & creative.
One pitfall that can block our way to success is “failure.” We try something; it doesn’t work; we give up. But failure is actually a great learning tool and just another way to say “Let’s try something else; let’s think outside the box.” Remember my challenge with exercise? I’ve failed countless times. But I know how important to me a healthy body is, so I keep experimenting -- I strive to remain flexible and creative, and now I’ve found some techniques that are working. Perhaps you’ve been wanting to eat more whole, plant-based foods, but your efforts to cook them on your own have repeatedly “failed.” How about taking a veg cooking class, or bartering skills you have for some cooking lessons from someone who’s a plant-based pro, or starting a support group of friends and learning together?
Capitalize on support and peer pressure.
Much of our culture in the U.S. is infused with the whole larger-than-life personification of rugged individualism and bootstraps, but the truth is that we don’t succeed in a vacuum; we rely on others for help. To succeed with your intentions, surround yourself with a web of supporters, so that they can offer advice, encouragement, feedback, and incentive. Contact a small group of your friends, colleagues, or acquaintances who share your interests, tell them what you want, and ask for their help. Be specific about your needs and goals and what you’d like their role to be, so that everyone is clear. Be sure also to use the tool of positive peer pressure to help you. Make your intentions public to your friends and family, so that others can help hold you accountable. And, use the peer pressure of a buddy. If you want to volunteer more, for example, find a friend who shares that passion and set a regular date to do so. You’re less likely to back out if someone else is relying on you.

~ Marsha

Image courtesy of thiagofest via Creative Commons.

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Embracing the Adage "To Whom Much is Given, Much is Expected"

2011-12-28T05:05:00.000-08:00

Take a look at this 4-minute video, It Only Takes a Girl:

This video is a reminder to me that I have the luxury to critique the educational system in my country and to advocate for changes in our approach to schooling largely because, despite the flaws in my own education, I was, in fact, among the most privileged to receive it.

This video is a reminder that when I complain about the food at a restaurant, I am so very fortunate to never lack food.

This video is a reminder that when I drink the tap water in a city and it tastes less good than my filtered well water, I am among the profoundly lucky who can simply turn on a faucet and have as much uncontaminated water as I could ever want.

This video is a reminder that it is not cultural imperialism to advocate for the education of girls and fight for an end to their exploitation no matter where they live in the world and no matter what the cultural norms or religious tenets that perpetuate their oppression.

This video is a reminder that I must constantly embrace the adage “to whom much is given, much is expected.”

This video is a reminder that it’s not enough to just spread this video; I must do something to make a difference.

For a just and humane world for all,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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One Small Step for a Better World: Just Start

2011-12-28T05:00:00.001-08:00

Image courtesy of stevendepolo via Creative Commons.

I love working for IHE. But I feel drawn to do even more to help create a just, compassionate, healthy world for all. I've manifested humane education and activism in different ways throughout my life, and the more I learn, the more I want to make sure that I'm spending my time and energy in the most effective way possible. So I've been spending quite a bit of time -- months, actually -- thinking about and exploring what that "most effective way" might be. While being aware that I didn't want to fall into the trap of waiting for perfection, what I didn't realize was that, while I was waiting for that "most effective way" to reveal itself to me, I've had all this time that I could have been doing something -- helping people, animals and the planet in some way -- and wasn't.

So I decided to just start. I thought about a couple of small actions I could take that fulfill my desire to use my time wisely and effectively, while meeting my need to help create a better world for all. I've had past experience with the effectiveness of writing, so I've started writing regular letters to my congressional representatives, to companies, and to others who have the power to influence positive change. I've also had good feedback about the few humane education presentations I currently do in my community, so I'm working to slowly expand those.

In my work with IHE, I regularly interact with students and activists who passionately want to work for positive change, but get hung up on what that looks like. I encourage them to find something small that pairs their passion and their skills and to just start. Yes, we need to ensure that we're working toward the root of the problem, rather than just slapping on band-aids; but doing something that meets that criteria -- no matter how small -- is better than doing nothing. As the late President Vaclav Havel said,

“I feel a responsibility to work toward the things I consider good and right. I don’t know whether I'll be able to change certain things for the better, or not at all. Both outcomes are possible. There is only one thing I will not concede: that it might be meaningless to strive in a good cause.”

So if you're struggling with getting started, just start. Write a letter to the editor; leaflet for Vegan Outreach; invite friends over for a discussion about global warming; give a presentation at your place of worship; contact a company and thank them for their humane practices. There are so many opportunities for positive change in your home, your community, and beyond. So just start!

~ Marsha

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New Report Names Best, Worst U.S. States for Animal Protection Laws

2011-12-27T05:00:00.000-08:00

It only takes a glance at the news to know we have a long way to go as a society in transforming our relationship with nonhuman animals. One area that deserves attention is legislation that protects animals. Earlier this month the Animal Legal Defense Fund (ALDF) released their 2011 U.S. Animal Protection Laws Rankings, which analyzes the animal protection laws of each state across 14 broad categories and ranks each state according to its score.

According to the report, Illinois holds the top spot for the fourth year in a row, while Mississippi showed the most improvement, moving from 50th to 30th. The worst offender? Kentucky. Here are the top 5 and bottom five for 2011:

Top 5:

1. Illinois
2. Maine
3. Michigan
4. Oregon
5. California

Bottom 5:

46. South Dakota
47. Iowa
48. Idaho
49. North Dakota
50. Kentucky

According to ALDF more than half of all states and territories have "experienced a significant improvement in their animal protection laws." In reviewing the results from ALDF’s rankings reports over the past five years, more than half of all states and territories experienced a significant improvement in their animal protection laws, including these that have improved by greater than 50%:

Alaska: 53%
Utah: 56%
Guam: 63%
Mississippi: 66%
Puerto Rico: 91%
Arkansas: 95%

Some of the improvements states have made have included:

Expanding the range of protections for animals
Providing stiffer penalties for offenders
Better standards of care for animals
Reporting of animal cruelty cases by veterinarians and other professionals
Mitigation and recovery of the costs associated with the care and rehabilitation of mistreated animals
Mental health evaluations and counseling for offenders
Bans on ownership of animals following convictions
Allowing animals to be included in domestic violence protective orders

You can find out more here and read the full report here.

While it's wonderful that so much progress has been made, it's important to remember that most of these laws protect only companion animals. And, in a society condones and supports institutionalized animal exploitation and cruelty, proving, or even defining "abuse," "neglect," or "cruelty" can be extremely challenging.

ALDF encourages those who want more and stronger animal protection laws to contact their elected officials and advocate for them.

~ Marsha

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Freedom & Love: The Beagle Freedom Project

2011-12-26T05:00:00.000-08:00

For my blog post today, I wanted to share this beautiful video of freedom and love. Enjoy.

7 Strategies to Better Model Your Message

2011-12-23T05:00:00.000-08:00

To create a peaceful world, we must each make our lives mirrors of the world we want. As nineteenth-century social reformer and minister William Ellery Channing stated, "May your life preach more loudly than your lips." Gandhi also responded to a reporter asking him what his message was by jotting down on a piece of paper, "My life is my message." There is much to do on the path to MOGO (most good) living, but the foundation is laid when you make your life the message you want it to be. Here are 7 strategies to help:

Make the phrase "My life is my message" a mantra. Repeat it often so that you have more awareness of your actions and choices, and are more likely to model the message you want.
Count to 10 before you react to anything that makes you angry or hurt. Take a deep breath. Repeat the mantra. Choose to act peacefully and wisely.
Whenever you are exposed to either/or thinking, whether in the media, with family or friends, or in yourself, commit to discovering other perspectives. Pause to explore solutions.
Always search for alternatives to violence, whether violent words, violent acts or violent attitudes. Uncover a third way. If necessary, uncover a fourth or fifth.
Practice blending. When facing a conflict or challenge, whether with others or within yourself, listen carefully and pay attention to the other point(s) of view before reacting or responding.
Reflect upon and celebrate the times you have successfully modeled your message so that you may call upon your own wisdom, integrity, and creativity the next time you are faced with a challenge or conflict.
Complete the MOGO Questionnaire to help you more closely align your values and actions and to help you follow through with your commitments and goals.

Excerpted from Zoe Weil's book, Most Good, Least Harm: A Simple Principle for a Better World & Meaningful Life.

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Are the Holidays Wearing You Down or Filling You Up? It's Your Choice

2011-12-22T05:00:00.000-08:00

This post is by contributing blogger Lynne Westmoreland, long-time music instructor and a humane educator. Lynne is a graduate of our M.Ed. program, and is the instructor for our online course, A Better World, A Meaningful Life, which is designed for people who want to put their vision for a better world & a more joyful, examined life into practice (next session starts March 5).

This is the time of year set aside to celebrate Christmas, Hanukkah, the winter solstice and Kwanzaa. The themes of the season are the return of hope, abundance and protection, the return of the light, and a reminder to return to our spirituality and personal transformation as well. But in the last few decades this season has become about consumption. Our natural tendency, if we were aware of it, is to turn inward as the days grow shorter; to become introspective, to hibernate and let ourselves rest; to be quiet, and enjoy the great gifts of darkness, the thinner quality of light, and to be inside with our families and loved ones. But rather than turning inward and toward quiet satisfaction, hope, and gratitude, we have been trained to look outside of ourselves for fulfillment, love, and meaning. The shopping frenzy that has come to symbolize this season is contrary to our more natural connection to the seasons of the year and the seasons of our inner lives.

This holiday season I have become even more aware of the toll our consumption takes on us. For many years I have opted out of most of what is now considered normal behavior for this time of year. When people ask me if I’m ready for Christmas (they don’t often ask if I’m ready for Hanukkah, Kwanzaa, or the solstice) I smile and tell them I AM ready because I don’t participate. After the very real look of astonishment and perplexity, I explain that I only take part in those things that fill me up spiritually, such as music or having a few friends over, or attending a solstice celebration, which celebrates the earth’s rhythms and gifts. I don’t shop for gifts, don’t have to go near a mall, have lost that frantic and breathless anxiety that I used to feel around this time of year. I can almost hear some people thinking how awful this is and wondering “don’t you love your family?”

Those who would have us buy more and more things have convinced us that love is best expressed by how much we buy for each other. If we don’t buy gifts, that translates into meaning we don’t love as much as someone who buys lots of presents. But in looking back over my life I can remember only one specific present in all of those years. It was the gift of the book Charlotte’s Web when I was a child. I had wanted that book so badly, and I was so happy when I unwrapped it. I read and re-read it, and it remains one of my favorite stories even now. But in the 20th century, our holiday season morphed into one of conspicuous consumption and has become a contest of who loves whom better. The anxiety produced by not buying “as good” a present for our sibling as they got for us or of being given a “better” gift by our spouse than we got for them has caused us to completely lose sight of the meaning of the celebration. Instead of being uplifted and spiritually fed by the holidays, many of us come out of the season feeling depleted, depressed, and wrung out. We are surrounded by things but feel somehow lost and abandoned internally.

But the issue of what we are teaching our children about celebration and memory is what concerns me the most. We are modeling over consumption as the norm. We are teaching our children that excess is the way to frame our care for each other. We are leading them to believe that their value to us can only be expressed by what we give them in material possessions rather than what we give them of ourselves. We are telling them by our continued participation in a system based on resource depletion, over consumption, and waste production that we have nothing better to offer them. And perhaps most disturbing, we are teaching them to over-consume their most precious resources of all: their time, their energy, their spirits, and their attention. The more time we spend shopping the less we have to spend at home with our families. The more energy we expend running from here to there “collecting” our gifts, the less we have for lovingly preparing something truly special for each person. The more depleted our spirits become, the less fertile ground we have internally to receive the most important seeds of the season: hope, light, spiritual generosity and our presence with those we love.

If we look ahead to the new year can we imagine how we will feel? Will there be relief that we “survived” another holiday and we don’t have to do that again for another year, or will we feel filled up and restored because we have celebrated the more meaningful parts of what this season has to offer? It is our choice.

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My Solstice Wish for Humanity

2011-12-21T05:00:00.001-08:00

Tonight is the longest night of the year in the northern hemisphere and the longest day in the southern hemisphere. Usually on the northern hemisphere’s winter solstice I write about my experience in Maine, where the darkest night also represents the turning of the year toward light.

This year, perhaps because I’ve been conversing regularly with a couple of people in Australia and New Zealand who read my blog, I’m struck by how limited my solstice message is each year. I’ve really just been writing for those in the North above a certain latitude. Not only are my musings not applicable to the temperate South, they also don’t mean much nearer the equator where most people in the world live. Their days are relatively stable, hovering around half night and half day. The metaphors of entering the darkness and bringing light don’t carry much power.

I’ve always been struck by the fact that the light immediately returns after the winter solstice and immediately ebbs after the summer solstice. Just as summer begins, with its promise of luxuriously long days and nights that go on and on, it is in fact growing darker; and just as winter begins, with its promise of cold and dark, it is in fact growing lighter.

And what this reminds me of, that I hope is applicable to everyone, everywhere on this solstice, is that things are far more intricate than they seem. Longest day/longest night – these are the extremes that mark the vastly larger, more complex, more nuanced life that lies between the poles. Yet it seems that we humans so often cling to those poles, defining ourselves, casting our vote, throwing our lot in with those who profess often simplistic either/ors. We are surrounded by these simplicities, whether they come in the form of partisan politics, diet fads and health regimens, religious dogmas, or economic absolutes. Too often they lead us away from wise solutions to our challenges.

And so my solstice wish for humanity is this: Let us remember that the extremes of longest day/longest night happen only twice every year and that the solutions to our myriad problems will be found in our muddy, complicated, daily world by those who are willing to listen, learn, explore and think deeply and creatively, rather than attach themselves to the loud and obvious absolutes that we humans are so prone to notice and cling to, to our great peril.

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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Humane Issues in the News...

2011-12-20T09:25:00.000-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

Congress bans green building at Department of Defense (via Treehugger) (12/20/11)

Will Russian ban on seal skin products affect Canadian seal hunts? (via Treehugger) (12/19/11)

"Environmentalists get down to earth" (via NY Times) (12/17/11)

Study says marriage equality may boost public health benefits (via USA Today) (12/17/11)

Study notes that more roads = more traffic (via Sightline Daily) (12/16/11)

"EPA finalizes tough new rules on emissions" for coal plants (via Washington Post) (12/16/11)

Wood smoke now a major NW air polluter (via OPB) (12/16/11)

NIH puts moratorium on new studies using chimpanzees (via Washington Post) (12/15/11)

Tar sands oil everywhere in U.S.: map of refineries (via Mother Jones) (12/15/11)

2011 marks biggest elephant ivory seizure in more than a decade (via IFAW) (12/14/11)

"Food giants fight proposed nutrition guidelines" (via SF Gate) (12/12/11)

"Scientists investigate water memory" (via Ode) (12/8/11)

LA city council votes against corporate personhood (via Examiner) (12/7/11)

Study shows protected status makes endangered species more valuable to trophy hunters (via Conservation Magazine) (12/5/11)

Keep up with more humane issues in the news via our Facebook or Twitter pages.

Why We Need Humane Education: Study Shows People Are Motivated to Avoid Becoming Informed Citizens

2011-12-20T05:00:00.000-08:00

Image courtesy of Identity Photogr@phy
via Creative Commons.

Many people, especially those new to changemaking, think that "If only people knew what was happening, they'd [start doing x or stop doing y]." The supposition is that if people were only informed about the impact of their choices, they'd choose differently.

But a study published last month in the Journal of Personality and Social Psychology offers important insights for humane educators and activists: When people feel uniformed "or unable to understand important social issues," -- especially those they perceive as complex -- rather than their lack of knowledge motivating a proactive search for more information, their ignorance, as the study authors say, tends to "breed more ignorance." The authors used five different studies to illustrate their premise, which is that lack of knowledge about a particular issue can:

a) foster feelings of dependence on the government [or others perceived as qualified], which will
b) increase system justification and government [or "expert"] trust, which will
c) increase desires to avoid learning about the relevant issue.

In their words: "...when an important issue is cast as increasingly complex, people will respond by psychologically 'outsourcing' the issue to the government (Kay et al., 2008), causing them to, in turn, feel more dependent on the government, place more trust in the government, and, ultimately, avoid behaviors (such as learning about the issue) that could shatter this faith in the government."

The goal of the study isn't to paint people (Americans in this case) as ignorant or stupid or unwilling to be informed; rather it highlights the many psychological mechanisms we may use to protect ourselves and to cope with distressing realities, and what characteristics make some people more likely to see out information and others to avoid it. The study also points out that in today's society, there is so much information to understand and address that we have had to "forfeit a certain amount of autonomy to have these burdens placed into systems of power composed of knowledgeable others."

Read the complete study. (I recommend reading at least the outline of the theory and the implications and future directions at the end.)

Although more research in this area is needed, the conclusions of this study are important reminders to humane educators and activists that just providing information isn't enough to motivate positive change; and that what works for some people won't work for others. It also highlights the importance of encouraging people to critically analyze information and potential bias from "expert" sources, such as government or industry entities.

~ Marsha

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Let Us Learn From the Life of Vaclav Havel

2011-12-19T09:45:00.000-08:00

Image copyright European Parliament/Pietro Naj-Oleari
via Creative Commons.

This morning the news reports are focused on the death of Kim Jong-Il. I wish I were hearing more about Vaclav Havel, who also died this past weekend. Both led countries, but while one was an oppressive dictator, the other was a truly great statesman, humanitarian, writer, and truly courageous leader. One practiced totalitarianism; the other spoke out against it and served five prison sentences in defiance of Soviet oppression before becoming Czechoslovakia’s president. That the life and death of a dictator is eclipsing the life and death of one of the 20th century's greatest people in terms of air time is unfortunate. So today, I’d like to honor and express my gratitude to Vaclav Havel.

When I feel despairing about the state of the world and fear that nothing I do will amount to much in the face of the grave problems we face, the cruelties we perpetuate, I think of Havel, who said this:

“I feel a responsibility to work toward the things I consider good and right. I don’t know whether I'll be able to change certain things for the better, or not at all. Both outcomes are possible. There is only one thing I will not concede: that it might be meaningless to strive in a good cause.”

If ever I doubt the value of working toward a more humane, peaceful, and healthy world, I remember Havel. I cannot control the outcomes of my efforts, but it will always be meaningful that I do my best and embrace my responsibility to work towards what I believe is good and right.

My his words be of value and inspiration to you, too.

In gratitude to Vaclav Havel.

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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On Our Must Read List: Brandwashed

2011-12-19T05:10:00.000-08:00

I'm about halfway through Brandwashed: Tricks Companies Use to Manipulate Our Minds and Persuade Us to Buy by Martin Lindstrom (Crown Business 2011), and despite all that I've already read about marketing, advertising, and social psychology, I'm learning a lot. A marketer and brander himself, Lindstrom highlights a cornucopia of examples of the ways in which corporations entice, manipulate and influence our consumer choices. Some of the sticky points for me so far:

the impact on fetuses of external surroundings and what the mother experiences, and how that can influence a baby's future preferences;
the major part "tiny" elements play in attracting customers, from use of color to particular sounds to how many bubbles are on soft drink packaging;
the addictiveness of everything from lip balm to computer games;
the amount and kind of market research and strategy that go into something like body spray for young men;
the rise and influence of neuromarketing.

Lindstrom's book addresses the influences of peer pressure, addiction, our senses, sex, nostalgia, fame & celebrity, and happiness & health, as well as some of the consequences of all this marketing, such as loss of privacy.

What Lindstrom's book lacks is any cogent practical help for educating and empowering ourselves to recognize and counteract all these influences. However, he does offer 10 ethical guidelines on his website that he recommends companies follow.

You can find recent interviews with Lindstrom here and here, and read recent articles by Lindstrom here.

While not everything in the book is new, there are plenty of relevant and intriguing tidbits that would be great for classroom discussion.

~ Marsha

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This Everyday Hero Made My Day; Hope He Makes Your Day, Too

2011-12-19T05:00:00.000-08:00

Image copyright Storycorps.

Check out this 2008 NPR story about Julio Diaz, a 31-year-old social worker who
responded to a mugger by, just possibly, changing his life for the better.

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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Why We Need Humane Education: Study Shows Link Between Domestic Violence and Harming Animals

2011-12-16T05:00:00.000-08:00

A link between violence against animals and violence against humans has long been suspected, and evidence of the strength of such a link continues to grow. A recent study in the Bahamas identified a link between animal cruelty and domestic violence. Dr. William J. Fielding's study, "A First Look at Harm Toward Animals by Bahamians in Childhood," used an internet survey to gather data investigating childhood harm toward animals in the context of other violent behaviors in the home.
Researchers discovered and/or confirmed several relevant pieces of data, including:

The homes of children who did not harm animals were less violent than the homes of children who harmed animals.
Males were more likely to harm animals than females.
Males were more likely than females to harm sentient animals.
Stray dogs and cats were the warm-blooded animals reported most mistreated.
Domestic violence and the presence of a gun in the home were associated with a higher score on the Children and Animals Inventory (CAI).

In a news story about the study, Fielding said, "We found a number of interesting links, such as, violence in the household and the presence of a gun in the household all seemed to be linked with children having a higher risk of harming animals."

Read the complete study.

This report highlights the importance of childhood experiences in shaping our relationship with and treatment of non-human animals, and thus how essential humane education is at even an early age. Although an increasing number of studies show that we're innately wired to be empathetic, if that empathy isn't nurtured through childhood and into adulthood, environments of violence and a society that condones cruelty can overwhelm our empathetic tendencies and affect our behavior and worldview.

If you're a humane educator, or a teacher wanting to integrate humane education into your school, this study is an important piece of evidence you can share exemplifying the necessity of bringing humane education to students.

~ Marsha

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Don't Even Think About It: Report Highlights Harms of School Commercialism

2011-12-15T05:10:00.000-08:00

Image courtesy Marshall-Wythe School of Law/flickr.

Commercialism in schools is a hotly-contested topic. While many parents, educators & concerned citizens believe that the creeping influence of marketers and corporations is harmful to students, who are a captive audience for several hours a day, school districts increasingly desperate for money find themselves engaging in "partnerships" with corporations to bring in some extra cash, insisting such efforts are necessary because they have no better alternatives. Corporations also gain access not just to what students see on school buses, lunchroom walls, stadium signs & book covers, but on what students are actually taught, providing free lesson plans to classrooms and "partnering" with school districts to develop curriculum and special programs.

Every year the National Education Policy Center, an organization that conducts "high-quality, peer-reviewed research to inform education policy discussions," releases a report focusing on some aspect of the impact of commercialism in schools on students and the community. Last month they published their newest report, "The Educational Cost of Schoolhouse Commercialism," which focuses on how "corporate commercializing activities harm children educationally."

This year's report considers three types of educational harm associated with corporate influence in schools:

The contradiction of what students learn in school (such as the disconnect between teaching about healthy eating while offering junk food in vending machines or unhealthy food in the cafeteria);
The displacement of educational activities by commercializing activities;
The abandonment of critical thinking skills surrounding corporate messages, bias, and products in schools.

This last point is especially important, say the report's authors. The teaching of critical thinking skills is already hampered by the education system's focus on memorization and standardized testing. As they say,

"Commercializing activities in school foster a common-sense culture that favors both the specific brands that get their advertising into the school and a noncritical mindset that facilitates the effectiveness of such advertising. At their most simplistic, corporate commercializing activities discourage thinking of any kind ('Hungry? Grab a Snickers!'). When more complex, they discourage aspects of critical thinking that might lead to disagreement with or discrediting of the sponsor‘s message—especially critical thinking skills having to do with identifying and evaluating sponsors‘ points of view and biases, considering alternative points of view, and generating and evaluating alternative solutions. They insinuate sponsors‘ points of view or products into the daily life of the school in a way that students accept them without thinking about them. They also (either actively or passively) inhibit critical thought about those points of view or products.

"Even if teachers explicitly teach critical thinking in their classes, they would be unlikely to demonstrate its applicability with respect to corporate messages when those corporate messages are endorsed by the school or district."

The report also highlights the importance of looking at the collective influence of corporate influence on students:

"It is important to note that whereas any single piece of advertising may seem trivial, all advertising contributes to a global message reflecting the values, stories, and morality that promote a consumer culture. As a result, advertising affects how children think about their families, relationships, environment, society, friendships, and selves. While no one particular advertisement or advertising campaign has this effect on its own, the underlying message of consumerism as the highest good is 'sold' by every advertising campaign, regardless of its relative success promoting an explicit product."

In addition to outlining the role and necessity of critical thinking strategies and how commercialization can hamper that, the report also offers several examples of "commercializing activities" in schools for the 2010-2011 school year, from partnerships with Nike to curriculum from fossil fuel companies, to Google virtual science fairs, and corporate-sponsored contests to win money for schools.

Although the document is more than 40 pages long, the report itself is only a dozen or so pages and is well-worth the read.

Read the complete report.

~ Marsha

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Living According to Our Values Means Questioning Our Choices

2011-12-15T05:00:00.000-08:00

On the way to the airport in Guayaquil, Ecuador, I met an observant Jewish man who looked out of place with his yarmulke and long coat in this Latin American, equatorial country. I asked why he had come to Guayaquil and he told me that he is hired to certify kosher food in countries around the world. Waiting in line to check in, I asked him whether in addition to certifying slaughter as kosher he also observed the conditions under which animals were raised, he said he did not. He had, in fact, never visited a modern confinement agriculture system. I talked about how inhumane they were, and he was skeptical.

He asked how I knew they were inhumane. And so I described to him what I have seen myself: hundreds of thousands of chickens crammed into cages in typical egg factories and calves chained at the neck in tiny crates in modern veal factories. I talked about my studies with an observant rabbi who is a vegetarian because he insists not only in following the letter of the law (kosher slaughter was, at its inception, far more humane than typical slaughter of the time), but also the spirit of the law (which clearly rejected cruelty to animals). Only slowly did I seem to pique his interest. I gave him my card and encouraged him to learn more for himself.

Later, I reflected upon this man’s work. He is trying to do what he considers God’s work. He is attempting to deeply live according to his values. Yet, it is harder and harder to do this without an equally strong commitment to learning more, to bringing our inquiry to our choices and actions, to insisting upon greater understanding than what we are likely to obtain from our culture, whether observant Jewish culture or popular culture.

I hope that our brief interaction will spur him to learn more and consider how he can more genuinely live according to his religious beliefs. He mentioned that at his age, he might not pursue more knowledge in this area, but he hesitated as he said this. I like to think he will reconsider and open himself to new knowledge so that he might more fully live his values.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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5 Questions for National Kind Teacher Award Winner Marcy Wells

2011-12-14T05:00:00.000-08:00

In 2003 Marcy Wells founded Funny Farm Early Learning Center in Portland, Oregon, a preschool dedicated to learning that's fun and meaningful and that focuses on the importance of qualities like compassion and empathy -- both for people and animals. This year Marcy's humane education efforts were recognized when she won the 2011 National Kind Teacher Award, which is bestowed by the Humane Society of the United States. Marsha met this lively and enthusiastic woman at Portland's VegFest in September, and Marcy kindly agreed to talk with us.

IHE: How and why were you drawn to humane education?

MW: I’ve always believed in the humane treatment of animals, but my passion for animal welfare issues was sparked about 8 years ago when I adopted my first pet, a highly opinionated cat I named Sass. I believe one of the most important things young children should learn is RESPECT – for their school, each other, their parents, other adults, and that includes animals. Not just the animals that may be living in the home, but all animals…even bugs. Learning compassion and empathy at this age, while they are just learning to gain their independence and starting to feel like they are “getting bigger,” is important to their emotional growth. Utilizing principles of humane learning helps them understand that they can become the caregivers, as well as learn that there is a world outside of their own.

In many preschool settings, teachers are told what curriculum to run in their classrooms. With the founding of my own school, and with my knack for cleverly writing my own curriculum units that reach preschoolers in a fun and engaging way, I have the freedom to teach the things I feel are necessary for a strong early educational experience.

IHE: Tell us about some of the humane-themed lessons you've used.

MW: “Funny Farm Gone Wild” is a summer curriculum program we created in 2007. Unlike the regular school year where lessons are built around numerous themes lasting 1-2 weeks, our summer program focuses on a single theme for the entire three months.

The goals of the curriculum program are to learn 1) what “endangered” means, 2) the plight of certain endangered species (loss of habitat, poaching, pet trade, etc.), and 3) what our preschoolers can do to help.

The Funny Farm Kids (ages 3-5) become Eco Rangers in a summer adventure to save the planet and rescue endangered species. During the summer, we transform our school into our Eco Ranger Station base camp complete with medical center, survival gear, walkie-talkies, and other necessary tools of the trade. At the start of each week, our Eco Rangers receive a call from Eco Headquarters on their walkie-talkies about an animal that needs their help and then it’s “Eco Rangers to the Rescue” as they gear up to follow clues to the animal’s location and the danger the animal is in.

The idea for this program came from pairing a natural love for animals with this age group. Kids are eager to help if you just ask them. This seemed like a perfect solution to tapping into these young “superhero wanna-bes,” while teaching them about the world (and species) around them.

During the regular school year we incorporate humane learning in other curriculum units, where appropriate. For example, in November our turkey unit takes inspiration from the children’s book ’Twas the Night Before Thanksgiving by Dav Pilkey and Farm Sanctuary’s Adopt-A-Turkey program. Children in the classroom learn to care for a small flock of adopted turkeys (stuffed animals) shifting the emphasis from what we eat at Thanksgiving. In February, our Dramatic Play area in the classroom is transformed into an animal shelter with pretend cats, dogs, lizards, frogs, even rabbits, as well as all the necessary care items needed to find proper homes for each of them.

IHE: What evidence do you have that students are internalizing humane principles?

MW: Where do I start? If a teacher knows how to present the material, then kids will respond. The kids all become VERY attached to the stuffed animals we bring in to teach humane principles. As with our summer curriculum, the stuffed animals that have been rescued take on a very real role in the classroom. Giving each its own name and personal story, they are handled respectfully and cared for with a sweet tenderness.

Recently, one of our dads shared that during a weekend of weeding in the yard, his daughter insisted on inspecting each dandelion before it was plucked so as not to “destroy habitat” of any creatures that might be living on it. Examples like this one are proof that the learning is sinking in.

IHE: Congratulations on being this year's winner of the National Kind Teacher Award! How did that come about?

MW: I was nominated for the award by a board member – who is a staunch supporter of animal welfare issues – who thought I should be recognized for my efforts regarding humane education with preschoolers. I was very honored to receive the award and very appreciative of the recognition. It was a great confirmation to have our efforts recognized.

IHE: What advice would you give to someone who wanted to start his/her own humane education preschool?

MW: Keep in mind that humane education is important and can be incorporated into any school. It takes someone with passion for animal welfare and a knack for reaching little ones in a creative way.

~ Marsha

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Humane Issues in the News...

2011-12-13T09:54:00.000-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

Canada pulls out of Kyoto protocol (via Common Dreams) (12/13/11)

China's cities experience record-breaking air pollution (via Treehugger) (12/12/11)

Study reports on similarities in language used in men's magazines and by rapists (via Jezebel) (12/9/11)

"Abundance swap" brings compassion, meaning, sharing back to gift giving (via Ashland Daily Tidings) (12/9/11)

Study shows that those reminded of their perceived lower status are willing to spend more (via GOOD) (12/9/11)

"A new model of empathy: the rat" (via Washington Post) (12/8/11)

U.S. pig producer agrees to phase out gestation crates by 2017 (via Washington Post) (12/8/11)

Study shows that microplastics from fleece & other fabrics are damaging ocean life (via Grist) (12/7/11)

"Japan whaling fleet accused of using tsunami disaster funds" (via The Guardian) (12/7/11)

"Coal company gets record $200 million penalty for disaster that left 29 dead" (via Treehugger) (12/6/11)

New Delhi businessman is on a mission to help needy children (via Christian Science Monitor) (12/5/11)

"When an adult took standardized tests forced on kids" (via Washington Post) (12/5/11)

"Knitting Behind Bars" program helps Maryland prisoners help themselves & others (via GOOD) (12/2/11)

Keep up with more humane issues in the news via our Facebook or Twitter pages.

Guest Post: Let the Youngest Teach You Mindfulness

2011-12-13T05:10:00.000-08:00

This post is by guest blogger Laura Grace Weldon. Laura is the author of Free Range Learning: How Homeschooling Changes Everything. She is a writer, editor, and non-violence educator who lives on Bit of Earth Farm with her family and blogs optimistically.

Image courtesy ivanmarn.

Ask any child. When adults meet them for the first time, standard questions include, “What do you want to be when you grow up?” right after classics like, “What grade are you in?” and “What’s your favorite subject?”

Such questions, unintentionally, gauge a child’s progress toward adulthood. That’s because adults tend to be future oriented. We’re distracted from the present moment by the need to plan and work toward any number of goals—what to do about dinner, how to juggle next week’s schedule, when bills can be paid. These distractions take our attention away from what is in the here and now. When we think ahead so often we have less time to notice, let alone appreciate, what makes up our lives minute by minute.

What is impatience except denying the value of the present moment? The watercolor effect of rain on the window, the meandering quality of a child’s conversation, the long wait for a pot to boil—these can be occasions to experience impatience or opportunities to breathe deeply and be present, gratefully.

Leaning so often toward the future unconsciously demonstrates to our children that later is more important than now. Yet as we know, later never comes. As long as we’re alive there’s always “later” to strive toward. Worse, we are surrounded by advertiser-driven messages telling us that we aren’t there yet, that we need to do more or become something more in order to have friends, be successful, find love.

The nature of early childhood is the perfect antidote to this hurry-up attitude. That is, if adults truly pay attention to the lessons the youngest model for us. Young children who are not yet pulled by the adult world’s messages are oriented to the present moment. When forced to disregard what is vital to their bodies and spirits—pretending, daydreaming, playing, snuggling—they rebel. They are who they are, where they are. They’re not caught up in the future tense which diminishes the here and now.

Pay close attention to the youngest children in your life. Let them help you learn solutions to our cultural overdrive.

As we slow down we have time to truly know each other and to truly know ourselves. We’re more aware of the messages our bodies send us and can act on those signals before they become symptoms. We have time to reflect. Time to remember our dreams when we awaken. After all, time is the only true wealth we have to spend.

Disclaimer: The opinions expressed by guest posters are those of the individual authors and do not necessarily reflect the views of the Institute for Humane Education or its staff.

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Help Us Make Humane Education Even Easier: Take Our Brief Survey for Classroom Teachers

2011-12-13T05:00:00.000-08:00

We're exploring creating an ebook to help make it easier for teachers to integrate humane education in their classrooms, and we'd love to have your feedback. If you're a classroom or university teacher, please take a few minutes to complete our survey.

Complete our survey by December 31 and we'll enter your name in a random drawing to win one of the following:

The Story of Lilly & Lou by Doriane Lucia, with humane education enrichment curriculum
Rethinking Early Childhood Education by Rethinking Schools
Rethinking Multicultural Education by Rethinking Schools
Rethinking Popular Culture and Media by Rethinking Schools

Thank you for taking a few minutes to help us!

~ Marsha

12 Must-See Movies of 2011

2011-12-12T05:10:00.000-08:00

Video can be one of the most powerful and moving means for enlightening us and motivating us to take action. Each year there are dozens of films worth seeing for those of us passionate about working toward a just, compassionate, healthy world for all. We've narrowed the list down to 12 suggested must-see movies of 2011.

Born to Be Wild (40 min)
An IMAX 3D film that documents orphaned orangutans and elephants and the extraordinary people working to save them.
The Bro Code: How Contemporary Culture Creates Sexist Men (58 min)
Dissects a range of media that glamorize and promote sexism, violence against women, and certain very specific definitions of "American manhood" and looks at how these cultural forces help shape young men to dehumanize and disrespect women.
Buck (88 min)
A powerful film about a man who recovered from years of abuse to become an acclaimed horse whisperer.
Forks Over Knives (90 min)
Puts to the test the idea of food as medicine & explores the power of a healthy, plant-based diet.
Farm to Fridge (12 min)
A brief but powerful look behind the closed doors of industrial animal agriculture facilities.
Hot Coffee (88 min)
An eye-opening look at how big business influences the civil justice system.
I Am (76 min)
A bad bike accident leads a filmmaker around the world to explore 2 questions: "What's wrong with our world?" and "What can we do to make it better?"
The Interrupters (125 min)
Powerful and moving stories of three "violence interrupters" who work to protect and transform their Chicago communities.
The Last Mountain (95 min)
Highlights the devastating damage of mountaintop removal mining and the conflict between the coal industry and the people fighting for healthy, sustainable communities.
Miss Representation (85 min)
Exposes and challenges mainstream media's portrayal of women and girls.
Project Nim (93 min)
Details a heart-breaking experiment from the 1970s in which a chimpanzee was taken from his mother and raised as a "human" to see if chimps could learn language.
Vegucated (76 min)
Follows three meat-loving New Yorkers who agree to adopt a vegan diet for 6-weeks and take on a quest to explore the impact of animal agriculture.

~ Marsha

Image courtesy of michael.newman via Creative Commons.

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Ecuador, Galapagos, and the Rights of Nature

2011-12-12T05:00:00.000-08:00

Image copyright Edwin Barkdoll.

My husband and I recently visited the Galapagos Islands in celebration of our 20th anniversary. It was a tough call choosing to go to the Galapagos. On the one hand, visiting this natural wonder has been a long-standing dream; on the other, such travel is anything but eco-friendly, given the fossil fuels necessary to transport us there. Plus, most trips to the Galapagos are cruise-based, which I didn’t want to support because of the high eco-footprint of cruise ships. It was important to me that if we were going to make this trip, we do so as responsibly as possible. We found an ecologically sensitive tour company which offered a trip that included the very rare opportunity of camping for a couple of nights, along with kayaking, staying in local hotels, hiking up to the rim of a volcano overlooking the second largest caldera in the world, and supporting local fishermen’s transitions into eco-friendly tourism (emphasizing wildlife viewing rather than taking).

The trip was amazing. Never have I experienced wildlife so unafraid of humans. Even the giant tortoises, who live to be close to 200 years old, would walk up to us, even though slaughter and exploitation are within their living memories. Sea lions chose to swim with us, playing, circling, and cavorting within inches of our faces, and ten dolphins came over to play in the bow waves of a boat we were on, seeming to perform for our entertainment as we cheered at each new feat. Even yellow warblers, who rarely come close at home, flitted around our feet. There were Marine Iguanas everywhere and gorgeous Sally Lightfoot crabs (the only animals afraid of us) and sea turtles and sharks who swam beside us, and frigates and boobies and congregations of golden eagle rays. For someone like me who loves animals, this was truly heaven.

What was gratifying was seeing the effort the Ecuadorian government goes to to ensure that the Galapagos Islands, once exploited, are now protected. Permission to camp was hard to come by and took years for approval, and our tour company ensured that we left the campground cleaner than we found it. Trips into the national park (which comprises 97% of the islands) had to be accompanied by a national park guide, and nothing could be removed (not a shell, a feather or a rock). The two-meter rule (you are not permitted to get any closer to the animals than two meters) was constantly reiterated. After decades of exploitation on the Galapagos Islands, the Ecuadorian government is making every effort to restore ecosystems and ensure the health of the native species. This is challenging in light of introduced species which threaten indigenous ones, but there are tireless efforts to right the wrongs of the past. The government has limited the number of people who can live on the Galapagos, and now, if you were not born there and aren’t married to a native of the Galapagos islands, your visit must end after three months.

Such attention to protection and restoration makes sense in a country that was the first to ratify a new constitution that affirms the rights of nature, stating that nature “has the right to exist, persist, maintain and regenerate its vital cycles, structure, functions and its processes in evolution.” It’s worth reading the articles to understand just how meaningful this really is. There is much that still needs to be done to truly protect the Galapagos, but it is gratifying to see what humans can choose to do as we evolve in our thinking about our place on this beautiful planet.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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Localization v. Globalization: A False Dichotomy

2011-12-09T05:00:00.000-08:00

For my blog post today, I'm sharing a recent post I wrote for Common Dreams, a progressive news site. Here's an excerpt from "Localization v. Globalization: A False Dichotomy":

"The economic localization movement is growing. Locavores have become widespread, with the “100 mile diet” representing the new eco-conscious food trend. Author Helena Norberg-Hodge begins her TEDx talk, The Economics of Happiness, with this impassioned plea: 'For all of us around the world the highest priority, the most urgent issue, is fundamental change to the economy,' and goes on to say, 'The change that we need to make is shifting away from globalizing to localizing economic activity.' This, she suggests, is the economics of happiness. Even in my own town, a yoga studio has a sign on the wall urging yoga practitioners to shop locally.

As a humane educator who teaches about the interconnected issues of human rights, environmental preservation and animal protection, I am uncomfortable with the fervor surrounding localization. While the farmer’s market and local food movements have certainly been beneficial – helping farmers, communities, and individuals alike – it’s not realistic, desirable, or responsible to reject global trade out of hand or to advocate localization as the urgent answer for our times."

14 Must-Read Books for Activists

2011-12-08T05:00:00.000-08:00

We become activists when we learn about an issue or challenge and are inspired to take positive action. Teenager Natalie Warne learned about child soldiers when she watched a documentary in class. She was inspired to become an intern for Invisible Children and help get an important law passed. Economist Muhammad Yunus was inspired to develop a microlending program when he saw how little money it took to raise many of the people in his village out of poverty. One of the students from our Teaching for a Positive Future online course was inspired to start a Meatless Mondays program for the staff at her child's school.

Taking positive action seems pretty simple (and it can be), but when we embrace activism as an integral part of our lives, we begin to encounter issues such as managing our time well; maintaining a healthy, joyful and balanced life; choosing the most effective projects; learning to communicate compassionately; and struggling with political, systemic, and social obstacles to change.

Fortunately, there are numerous resources we can turn to for inspiration and help. Here are just a few: 14 super-relevant books for activists that are beyond the traditional list of "strategies."

The Animal Activist's Handbook: Maximizing Our Positive Impact in Today's World by Matt Ball and Bruce Friedrich (2009)
While targeted to animal protection issues, the core premise that we must use our time and resources for maximum meaning and effectiveness is relevant to every global issue.
How to Change the World: Social Entrepreneurs & the Power of New Ideas by David Bornstein (2007)
Profiles people around the world who have used the social entrepreneurship model to find innovative solutions to a variety of global challenges.
How to Win Friends and Influence People by Dale Carnegie (2009)
First published in 1937, this is the "bible" for people-skills. Still very relevant today.
States of Denial: Knowing About Atrocities and Suffering by Stanley Cohen (2001)
While full of academic-speak, this in-depth examination of the personal & political ways that we can deny both uncomfortable realities and horrible atrocities offers important insights for activists.
Change of Heart: What Psychology Can Teach Us About Spreading Social Change by Nick Cooney (2010)
It's essential for advocates to understand why people make the choices they do, what influences them, and what kinds of strategies can inspire positive change. This book distills decades of research to help changemakers become more effective.
Animal Impact: Proven Secrets to Achieve Results & Move the World by Caryn Ginsberg (2011)
Although the focus is on animal protection issues, the book offers a framework that's relevant for any social change movement. Full of insights, case studies, and strategies for maximizing your effectiveness. (Disclaimer: I was one of the manuscript readers for this book.)
Switch: How to Change Things When Change is Hard by Chip Heath & Dan Heath (2010)
Designed primarily for business people, this book on the psychology of change is full of important insights for solutionaries.
Privilege, Power, and Difference by Allan G. Johnson (2001)
An essential book for understanding systems of privilege and power and our role in them.
Don't Think of an Elephant: Know Your Values and Frame the Debate by George Lakoff (2004)
While the focus of the book is on progressive/conservative politics, the important message here for activists is all about framing and use of language. Great insights and examples that can be applied to social change situations.
You Have the Power: Choosing Courage in a Culture of Fear by Frances Moore Lappé & Jeffrey Perkins (2004)
Offers tools and inspirational stories for understanding our fear and turning it into a positive power to change our lives and the world.
Soul of a Citizen: Living with Conviction in Challenging Times by Paul Rogat Loeb (2010)
Offers a new and empowering vision for engaging in social issues. Includes numerous insightful examples and important reminders.
Writing to Change the World by Mary Pipher (2007)
If one of your tools for social change is writing (even if it's just the occasional letter to the editor), Pipher's book has some invaluable tidbits, and one of the best activist letters I have ever read.
The Lifelong Activist: How to Change the World Without Losing Your Way by Hillary Rettig (2006)
Many books for activists talk strategy, but how many focus on how to integrate activism into your life in a mindful, healthy way. The book explores issues such as finding your mission, coping with burnout, and dealing with your time and finances constructively.
Most Good, Least Harm: A Simple Principle for a Better World and Meaningful Life by Zoe Weil (2009)
Ensuring that our choices reflect our values and that we're striving to do the most good & least harm for all are important elements of being a healthy, joyful, effective activist. A must-read from IHE's own president.

~ Marsha

Image courtesy of 05com via Creative Commons.

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For Deconstructing Advertising "Jingles Every Day"

2011-12-07T05:00:00.000-08:00

Jodie Hittle presented a 7-minute TEDx “poem” that is hilarious, clever, entertaining, but most important of all, elucidating, and one of the most important tools humane educators can use in their efforts to help their students deconstruct advertising and gain some freedom from the insidious brainwashing that occurs through commercial messages which bombard us every day:

Humane Issues in the News...

2011-12-06T09:43:00.001-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

"Why bullying may never end" (commentary) (via Education Week) (12/6/11)

California takes big step toward greenhouse gas limits (via NPR) (12/6/11)

Research uncovers evidence of whale culture (via Treehugger) (12/5/11)

"How the food industry eats your kid's lunch" (commentary) (via NY Times) (12/4/11)

U.S. company runs world's largest gold mine, despite human rights, environmental abuses (via Treehugger) (12/2/11)

Framework being developed to evaluate environmental literacy (via Education Week) (12/2/11)

Concerns about arsenic in apple juice (via Chicago Tribune) (12/2/11)

B.C. First Nations vow to stand together against proposed oil pipeline (via CBC News) (12/1/11)

Are public lands assessments ignoring the full impact of grazing? (via NY Times) (12/1/11)

"Captive orca could test Endangered Species Act" (via Seattle Times) (12/1/11)

"Study shows fish enjoy massage" (via MFA Blog) (11/28/11)

Young people volunteering for longer terms (via USA Today) (11/23/11)

Number of animals killed for food increases in U.S. in 2010 (via One Green Planet) (10/21/11)

Keep up with more humane issues in the news via our Facebook or Twitter pages.

For the Love of Horses: Exploring Our Inconsistent Relationship with Non-Human Animals With Our Children

2011-12-06T05:00:00.000-08:00

Image courtesy of enimal.

My six-year-old daughter has fallen passionately in love with horses and horseback riding. In many ways, I think this is a wonderful way for her to connect with a non-human animal in a very deep and meaningful way. The relationship between horse and rider is one that is unique, and really very beautiful. I am adamant that if my daughter wants to ride that she be fully involved in the horse’s care. She grooms the horses, tacks them herself, and cares for them after riding. She understands that a horse isn’t like a bicycle that she can just throw in the garage when she’s done with it - this is an animal with wants, needs, and a distinct personality, and an animal that requires a huge amount of care (and food).

All of that is fine and well, but there is another side to the horse world that is troublesome to me. As much as the people at our barn love, care for, and respect the animals, the horses are still commodities. Most of the animals are not simply companions but serve a purpose, be it racing or shows or lessons, and they will be moved on when they have outlived their usefulness. Some horses spend the spring at the track and the rest of the year at the barn; others spend the summer on a farm and come back to the barn when the weather turns cold. Mares can be bred in one place, gestate and deliver in another, and their foals may be shipped out as soon as they are weaned. I’m sure these transitions are not easy on the horses. No - I know they aren’t, because it is evident in the animals’ behavior. I wonder what becomes of these creatures when they can no longer be ridden due to age or infirmity. Who is going to pay to maintain a horse who can’t be ridden, as well as one who can? Maybe I don’t really want to know.

It is so difficult to manage the messages our children receive when it comes to attitudes about non-human animals. There are animals who are eaten and those whom we would never eat. There are those who live in our homes, and those we go to great lengths to keep out. There are those who are companions, and those who have jobs, and those we prefer not to interact with at all. There are those who live in zoos, and those who live on farms, and those who live in the wild. There are those who are hunted, and those who are protected. It’s all so arbitrary, really. I want my daughter to respect non-human life, but is that end best served by indulging her love of horses despite my misgivings? Is it served by visiting zoos so that she can experience the magnificent creatures who live there and having frank conversation about the value of freedom and happiness to those animals? Is it served by taking a hard line? Or is it best served by sharing these questions with my daughter and examining the shades of grey?

IHE's six-week online course, Raising a Humane Child, is designed to help you in your quest to live your life according to your deepest values and to raise your children to be joyful, engaged citizens in creating a just, compassionate, healthy world for all. Many tell us this course is life-changing. It is also world-changing. Next session starts February 6. Sign up now.

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Guest Post: Reconnecting Students with the Earth

2011-12-05T05:10:00.001-08:00

This is a guest post by Molly N., a teacher and a blogger at beinspiredtoteach.

Go outside. I don’t mean take a break outside, although that is a good idea too. I mean make your classroom extend beyond the walls. Reconnect with the earth, the sounds and smells and textures that have been here long before we were.

Last year I focused on using the outdoors as a classroom at least once a week. My 6th grade English students and I began our outdoor experiment the way most of us have been trained to react to the environment — with a sense of caution and guilt. Caution, because we have learned that the environment is dangerous, full of less than ideal temperatures, bugs, dirt, water, sunshine, precipitation, pollen and small animals. Guilt because we associate being outside with wasting time, goofing around, slacking off. Our society has us believing that academics and therefore real learning can only happen in a room with chairs, desks, and pencil sharpeners. Movement is discouraged and excessive movement is treated as a dysfunction of some sort. So as we sat in the grass, breezes blowing our hair, we tumbled and stretched and sprawled and ran. None of these behaviors would be tolerated in a school building. So weren’t we breaking some kind of rule– or even a school law?

But we did it anyway. Every Thursday we lined up with or without our coats, hats, boots, umbrellas. And we walked down the hall, walked down the stairs, walked through the doorway, and then without a cue from anyone, as we crossed the threshold into the daylight, we broke into a run, howling at the sun, across the grass toward the tiny patch of prairie that had been preserved but ignored for years. Instinctively, energy poured from our voices and our legs and eventually our minds. We sat in the shade and talked about the age of the earth and the breadth of the sky. We collected metaphors from nature, we examined bugs and seeds and roots and wove them all into exciting short stories. We read Rachel Carson and Ray Bradbury and wondered “what if…” as we watched the planes fly low over our heads. We told ghost stories sitting in the heart of the prairie, surrounded by six-foot plants. We leaped over a creek and got covered in mud. When January dumped 3 ft of snow on us, and the temperatures fell to zero, we sculpted the snow into blocks and figures, painted it with colorful jello and then shared a huge pot of vegetable soup to warm up. We marched through the rain to see how stretches of blacktop and Kentucky bluegrass were connected to the frequent flooding our school basements experienced.

The coolest project though, were the creation of Dream Gardens, the ideal outdoor learning environment through the eyes of an 11 year old. These gardens were fun and beautiful and serene and playful. But most of all, they were innovative and educational. They included mazes and forts, patterned flower beds, vegetable plots, spheres to climb in and learn about, fields to scrimmage across, and underground trails to explore. Imagination is a child’s greatest strength, but how can it survive in an unresponsive environment? By making the outdoors a place to which we belonged, and which changed day by day, our imagination was allowed to thrive.

If you have never experienced the exponential, lotus-like unfolding of a mind set free, then this is the time to make a new space for yourself beyond your door. Upon visiting it regularly and interacting spontaneously, I bet you will find yourself connecting to life, to your work, and to your passions, with a new breath of inspiration.

And that’s what we are here for, right?

Disclaimer: The opinions expressed by guest posters are those of the individual authors and do not necessarily reflect the views of the Institute for Humane Education or its staff.

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Making Choices About Charitable Giving

2011-12-05T05:10:00.000-08:00

A New York Times essay on giving asks where we should be spending our charitable dollars. While charitable giving increased a bit in 2010, according to Giving USA donations to organizations that address “basic human needs fell 6.6 percent.” While the author does not specify exactly where the giving has increased, she mentions that those with the deepest pockets and foundations with assets in the billions make different kinds of donations: “building museums to house their art collections; underwriting new wings in hospitals or halls named for them at their alma maters; using their money and influence to sway public policy and influence political campaigns; or seeking to solve problems in distant lands rather than in their own backyards.” It’s hard not to hear the judgment in the author’s voice. The take home message from the article is that our priority should be to give to Americans who don’t have homes and/or enough food to eat.

While the article includes a couple of quotes from those who challenge the either/or that the author sets up at the beginning of the essay between what she refers to as “checkbook philanthropy” (apparently a term used disdainfully) and what Doris Buffett (Warren Buffett’s sister) calls “S.O.B. gifts,” (donations that support “symphonies, opera and ballet”), these alternative perspectives are few and far between. Although she quotes Melissa Milburn from the Gates Foundation as saying, “We’re trying to move upstream to a systems level to either prevent family homelessness before it happens or to end it as soon as possible after it happens,” the article doesn’t delve into systems change work.

Given the greater need during a recession, it’s a tough call for philanthropists. Individuals need help, but the more individuals in need, the greater the challenge. When my son was nine and I took him to Boston for a couple of days, we passed a homeless man begging at the entrance to the T. I walked right by, inured to street begging from my years growing up in New York City and then living in Philadelphia, Boston, and Washington, DC. My son, however, had grown up in rural Maine, and while there is significant poverty here, he had rarely seen anyone living on the street; and he’d never seen me walk by without helping. He was horrified and furious with me for not helping this man. So we promised each other we would never walk by someone in need without helping. And he kept his promise for many years. Whenever we were in cities and he saw people begging, he gave money. But then one year, when he was 14, we were in Rome for a couple of days. There was simply no way to give to everyone in need. He had to make choices. Did the person have children or pets with them? Did they seem able to work? Did some of their clothes look new and pricey? Were they drinking or smoking? These were terribly difficult choices for him, filled with judgments about people he didn’t know, but as his Euros ran out, there had to be some criteria or else he wouldn’t give to anyone.

My son, now 18, is quite generous. Since eighth grade he has given 10% of his income (not profits) from his jewelry business and his summer jobs to charity. Which charity? I’m honored that he’s chosen the organization I co-founded, the Institute for Humane Education. He insists that this has nothing to do with supporting his mom’s work, but rather an assessment of the best place to donate his charitable dollars: he wants his money to work on systemic change. He wants to see the biggest “bang for his buck” in terms of solving problems. He believes that humane education (which he’s experienced himself) is an excellent strategy for creating real change that makes a difference.

We all have choices to make about our charitable giving. How will we go about making those choices? I know that for me, supporting the local food pantry and individuals in need is important. So is supporting the arts in my community. But these will always comprise a smaller portion of my giving than donations to create systemic change, because I want to give where I have the greatest capacity to create lasting change that benefits all.

The New York Times article sets up a false either/or that fails to deeply explore the challenge of giving strategically and in a balanced way; that might, for example, call more forcefully for local and federal government programs and aid to those in need so that philanthropists can spark social businesses and non-profit ideas for system-wide efforts that are not necessarily the role of governments. Judgment doesn’t serve this effort of finding ways to solve our challenges through philanthropy and giving; new ideas do.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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Sometimes Good Intention Has to Be Enough: An AAVS Interview with Colleen Patrick-Goudreau

2011-12-02T05:00:00.000-08:00

Image courtesy of
Compassionate Cooks.

One of the greatest challenges that both those newly-awakened to global issues and those who have been working long-term for change can encounter is struggling with letting go of the need and desire to change others -- to make them see through new eyes. It can become really frustrating to know about all the cruelty and suffering and injustice in the world and watch those around us "ignore" it. Working to create a better world for all is one of the most joyful and sometimes disheartening tasks we can undertake. So our attitude and approach are key.

Recently I came across a wonderful interview with chef, author, and activist Colleen Patrick-Goudreau, and the American Anti-Vivisection Society (AAVS), about approaches to activism. While the interview focuses on activism for animals, the sentiments are universal. Here are a few excerpts:

On the importance of intention as an activist:

"Intention is everything. People individually and collectively are smart enough to see right through you if you appear to have a hidden agenda. Having a clear intention about your goal and making that goal about truth rather than outcome will make you a successful, effective advocate 100% of the time.

"... It’s just a matter of changing your mindset and remaining unattached to an outcome. So, for example, if I were to approach people with an agenda to make them change their minds or stop eating animals, not only am I putting an awful lot of pressure on myself, I don’t think it’s very effective. People tend to push back when they feel dictated to, so the game plan often backfires. And if you think about it, it’s a pretty lofty goal to expect someone to change their thinking and behavior just because of one conversation with me!"

On the balance of peace and anger:

"If we reframe anger so we see it in a new context (i.e. anguish, deep grief ), we recognize that there isn’t a contradiction between the peace that comes with living nonviolently and the anger we feel in the face of so much cruelty. Anger can actually be a great motivator. The key is transforming anger into action."

On the importance of non-judgment & compassion toward others who don't share our views:

"We have to stay in touch with our own stories and remember that we, too, were once unaware. In forgetting our own stories and our own process, we lose our humility, and in doing so we risk becoming arrogant and bitter, and that doesn’t do anyone any good. When our hearts are open, we will inspire and attract openness in others."

Read the complete interview.

~ Marsha

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How Will You Spend These Last 31 Days?

2011-12-01T05:10:00.000-08:00

Especially in the hustle-bustle of the holiday season, we can toss our intentions of mindfulness into the closet in favorite of just getting through the stress and rush of all those days that lead up to the moments we want to cherish. But what if those moments never come? Or what if we're so busy trying to get to those moments that we don't even notice them when they go by? When we're trapped in the fog of culture, we forget that those memorable moments can and should be each and every day. We forget that we don't have forever -- that this moment right now, is all we can be sure of.

None of us knows how many days we have, which is all the more reason to make sure that our time is spent in ways that are truly meaningful to us and nurturing to the world.

Our friend, Gregg Krech, at The ToDo Institute recently wrote a lovely blog post challenging us to make these last days of the year the best days of the year. What would that look like? How would your choices and priorities change? What if these were truly the last days of your life?

Greg offers 3 strategies for helping you make these last days the best:

Consciously choose what you are going to do and not going to do.
Be present in everything you do, and you'll experience life differently.
Continuously reflect on how you are cared for and supported by others.

Read the complete post.

Today marks the first day of the last month of the year. How will you spend these last 31 days?

~ Marsha

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The Opportunity of a Lifetime: Clean Energy Solutionary Habib Dagher

2011-12-01T05:00:00.000-08:00

Often we hear that renewable energy will never be sufficient to supply our energy needs. Watch this amazing TEDx talk by Professor Habib Dagher, whose plan to bring offshore wind to the Gulf of Maine may well be one of the most important, exciting opportunities of our time:

Watch this solutionary in action and share his talk widely.

For a humane world,

Zoe Weil, President, Institute for Humane Education
Author of Most Good, Least Harm, Above All, Be Kind, and The Power and Promise of Humane Education
My TEDx talk: “The World Becomes What You Teach"

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Natalie Warne: The Power of Anonymous Extraordinaries

2011-11-30T05:00:00.000-08:00

"What fuels a movement are the anonymous extraordinaries behind it." ~ Natalie Warne

When Natalie Warne was young, she learned about not just Martin Luther King, Jr., but all the people surrounding him who were equally committed to and involved in the Civil Rights struggle. Natalie calls such people "anonymous extraordinaries": "people who work selflessly and vigorously for what they believe in. People who are motivated by conviction and not recognition." She was inspired by what was possible.

Her senior year in high school Natalie learned about the plight of child soldiers through the film Invisible Children and was struck with the certainty that she needed to do something; but what? As she said, "What can one 17-year-old do? You've gotta give me something."
Natalie interned with Invisible Children to help get a bill passed that would make it possible to apprehend Lord's Resistance Army leader Joseph Kony and to provide funding to help in the recovery of those areas devastated by the longest war in Africa. Natalie says, "For us, it would have been insane not to go. We all felt this urgency, and we would do whatever it took to pass this bill."

Watch Natalie's TEDx talk here (about 13 min):

Natalie ends her inspiring story by telling young people: "Whatever you want, chase after it with everything you have, not because of the fame or the fortune but solely because that's what you believe in. Because that's what makes your heart sing.... That's what's going to define our generation."

Natalie's experience and video are useful for so many reasons. It:

serves as an example of a great ordinary hero;
shows the power of what youth (or anyone) can do to enact positive change;
demonstrates that we can have an impact on people around the world;
highlights the power of anonymous extraordinaries and shows that we don't have to be MLK, Jr., or Jane Goodall to make a difference;
outlines how much work and time can be involved in striving for change.

Be sure to add this TEDx talk to your humane educator's toolbox.

~ Marsha

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Humane Issues in the News...

2011-11-29T09:42:00.001-08:00

Each week we post links to news about humane education & humane living, and items connected to humane issues, from human rights to environmental preservation, to animal protection, to media, consumerism and culture.

Obama legalizes horse slaughter for human consumption (via One Green Planet) (11/29/11)

"African penguin colony at edge of extinction" (via National Geographic) (11/28/11)

Study reveals link between climate skepticism & inaction (via TreeHugger) (11/28/11)

Ringling circus agrees to USDA fine (via AP) (11/28/11)

"Racism leads to health disparities" (via Health24) (11/28/11)

"Hard times generation: families living in cars" (via 60 Minutes) (11/27/11)

"The danger of avoiding tough news" (via GOOD) (11/27/11)

"Occupy L.A. offers hands-on civics lesson for students, teachers" (L.A. Times) (11/25/11)

Town opens community store to keep big box retailer out (via CBS News) (11/23/11)

Known carcinogen allowed to spread through NJ groundwater for decades (via NorthJersey.com) (11/19/11)

Keep up with more humane issues in the news via our Facebook or Twitter pages.