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Taproot: A Journal of Outdoor Education

Abstract

So, a metal plate about the size of a placemat- the trim tab-enables course changes on a 200,000 ton bulk carrier traveling at 18 knots! As humane educators, we observe similarly disproportionate effects when, under certain conditions, the care of animals is integrated into the life of a classroom. Here, for example, is a comment from Vancouver teacher Alex Angelomatis, who regularly brings his elderly dog Seymour to school: "Just by being in the classroom, Seymour acts as a catalyst for participation. Shy kids get involved, listening improves, and the class gets along better. From the changes I've seen," he adds, "every class should have an animal for students to relate to and care for." This is more than an isolated case of an old dog teaching people new tricks. In his landmark 1984 book, Biophilia, biologist E.O. Wilson persuasively linked the evolutionary development of human thought, language and socialization to our relationships with nature, and especially, animals. Over the past decade, researchers working in educational and therapeutic settings have demonstrated that Wilson's hypothesis applies to learning and healing in individuals today. Caring for animals has been shown to improve self esteem, to alleviate anxiety and depression, to improve social skills, promote empathy, and foster verbal and non-verbal communication- to cite only a few recent studies in the growing field of animal-assisted therapy and education. This is education of the heart, and when hearts change the effects are felt nearby and at a distance. Children who collectively and individually experience looking after animals develop confidence, cooperative spirit, empathy and respect, extending to classmates and beyond. Some of the most enthusiastic responses to our classroom animal programs come from schools with large numbers of immigrants. We speculate that this may be due to the leveling quality of an animal's gaze, providing recognition irrespective of race or culture.

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