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The purpose of this thesis is to present an analysis of the developement and present status of humane education in the United States, its administration, aims, and methods. The field of humane education has this peculiarity, that while it has gained almost universal recognition as an important element in the child's experience, it has as a general rule been provided not by the school itself but by an outside agency in cooperation with the school authorities. The reference is to the work of numerous state and city humane societies who have carried on as a part of their activities a program of education. ; https://www.wellbeingintlstudiesrepository.org/hebg/1001/thumbnail.jpg

Bill would reduce cruelties of slaughter for U.S. meat imports Many conservation and animal bills introduced in Congress Florida legislature repeals Bloodless Bullfight Act Kosher slaughter Cruel drug continues to be used and recommended for "euthanasia" and tranquilizing guns Great need for humane societies and shelters in many communities Our Officers' Corner Vacationers abandon pets Humane Law volumes Changes in membership dues and acknowledgments

Based on theoretical studies and content analysis of existing scientific literature and humane educational resources, this paper makes an attempt at defining the concept of humane education, briefly describing its historical development and emphasizing its benefits. The advantages of incorporating humane education into educational settings are discussed along with some of the challenges involved in its practical application. Furthermore, some implications are made for the inclusion of humane education in the pedagogical practice to raise the quality of education.

From the earliest years of organized animal protection in North America, humane education— the attempt to inculcate the kindness-to-animals ethic through formal or informal instruction of children— has been cast as a fruitful response to the challenge of reducing the abuse and neglect of animals. Yet, almost 140 years after the movement's formation, humane education remains largely the province of local societies for the prevention of cruelty and their educational divisions—if they have such divisions. Efforts to institutionalize the teaching of humane treatment of animals within the larger framework of the American educational establishment have had only limited success. Moreover, knowledge, understanding, and empirical measures of the impact of humane education remain limited. In many respects humane education is best seen as an arena of untapped potential rather than one of unfulfilled promise.

Part I - Dr. Virgil S. Hollis Developing the number of school administrators who are increasingly becoming interested in humaneness and the humane society members who are interested in education, I think, means that all of us must keep close touch with each other although we know very little of each other's field. This exposure to you and your programs in meetings such as this will surely result in a united attack on a mutual problem We need your help. And you need our help. You need help from the group that I represent in education because the many programs that are part of your cause for which you struggle will only be realized when you find a way for them to become a part of the educational program in the schools. There is a need for your programs in our curriculums. But just how do we get them there? This is our big question. I do hope that at the conclusion of this session we will arrive at some idea of what we might be able to do. Part II - Sherwood Norman I would like to treat my role in this discussion of humane education from the point of view of preventing delinquency. The prevention of delinquency and youth crime begins with the kind of environment we provide for our children - in homes, school, community, nation and world. It continues with the services available to parents and children on the verge of trouble and in heed of help, and it concludes with the effectiveness of correctional services after court processing. I hope, when you go back to your communities, you will cease to think about the correction of crime as a police problem (once you get them apprehended, put them away and forget about them). This is the general attitude of people who want more and more and more police protection, which is needed, without giving consideration to what happens afterward. Part III - Dr. Jean McClure Kelty I would contend that the basic philosophy of the western world is antithetical to our convictions about animals. We of the humane movement have produced no philosophy to counter it. Therefore, the young ...

In the process of education, three major aspects stand out sharply: philosophy, psychology, and evaluation. It is through philosophy of education that we establish goals and objectives. In other words, where are we going? What do we want? What is really important? Without a philosophy we wander aimlessly in the vast desert known as "no man's land." Psychology speaks of methodology, the means whereby we might achieve our goals; it is the instrument by which we hope to achieve our objectives. Without a methodology we are like a ship without a rudder. We may know where we want to go, but are unable to get there because we lack the required mechanism. I mention evaluation as the third major aspect because it helps us to determine the extent to which we have achieved our goals. It seems to me that these three major aspects of education are important. Applying this scheme to the subject under discussion, I would like to point out that in our society, in every age, there has existed-at least in a general way-the goal of humaneness. This goal has not always been implicit nor even explicit but has nevertheless permeated the very essence of our national heritage. Relative to education, this goal has received only incidental treatment relative to a positive developmental approach. I am not at all certain that there exists, on the part of many educators, an awareness of such a goal in education. This can be recognized when we examine the various methods and materials utilized in our schools today. It is also recognized by the fact that there exists little understanding with regards to the terms "humaneness" and/or "humane education."

Despite the predominance of traditional teacher-centered approaches, educators are constantly changing paradigms and social boundaries, by stimulating criticism with active learning based approaches, which are centered on contexts and experiences. Viewing students as individuals enables paradigm changes and inspires new perspectives on established theories and facts. This chapter discusses education in Brazil, with a focus on humane education. Humane education strives to foster compassion and respect for humans, nonhuman animals (hereinafter referred to as animals), and the environment by creating awareness of the needs of others and the effects of our actions. In this chapter we describe the process of humane education in the context of animals used for teaching. We explore the possibilities of replacing animals and including ethical discussions in the curriculum; the history of Brazilian humane education, considering the Environmental Crimes Act that forbids animal use when alternative methods exist; and the legislation that controls the use of animals for research and teaching purposes in Brazil.

This essay discusses the Phenomenology and Human Formation according to Edmund Husserl's perspective. It is a reflection of use of the term "phenomenology', which provides the understanding of the meaning and significance of the phenomenon. It also points out that a major concern in phenomenology as method is to evidence the structures in which the experience occurs. Phenomenology must disclose, in the description of the experiences, the universal structures where they are based. It presents the categories of intentionality and epoche and the essay looks foward to the aknowledgement of every act of knowledge (noema) and its correspondence to an specific mode of consciousness (noesis). It also presents the husserlian category of Lebenswelt (the world-of-life), which is a fundamental and significant conception for Husserl throughout his career as a man and rigorous researcher. The text discusses the European humanity and human crisis and it offers a contribution to problematize education and current problems faced by humanity.