from the world's big
A ‘Humanely’ Killed Animal Is Still Killed—And That’s Wrong
Western conventional wisdom about animal ethics is that killing an animal is not the problem; the problem is making the animal suffer.
Western conventional wisdom about animal ethics is that killing an animal is not the problem; the problem is making the animal suffer. As long as we have treated and killed an animal in a ‘humane’ way, we have done nothing wrong. A compelling example of this belief is found in the case of dogs and cats, animals particularly valued in Western culture. If someone inflicts suffering on a dog or cat, they are excoriated. But unwanted dogs and cats are routinely ‘put to sleep’ – killed – in shelters with an intravenous injection of sodium pentobarbital, and most people do not object as long as the process is administered properly by a trained person and there is no suffering inflicted on the animal.
Why do we think that killing animals per se is not morally wrong? Why do we think that death is not a harm for non-human animals?
Before the 19th century, animals were mostly regarded as things. Neither our use nor our treatment of them mattered morally or legally. We could have obligations that concerned animals, such as an obligation not to damage our neighbour’s cow, but that obligation was owed to our neighbour as the owner of the cow, not to the cow.
To say that we thought of animals as things didn’t mean that we denied that they were sentient, or subjectively aware, and had interests in not experiencing pain, suffering or distress. But we believed that we could ignore those interests because animals were our inferiors. We could reason; they couldn’t. We could use symbolic communication; they couldn’t.
In the 19th century, a paradigm shift occurred, and the animal welfare theory was born. In a relatively brief period of time as far as major shifts in thinking go, we claimed to reject the notion of animals as things, and to embrace the idea that animals had moral value. Prominent in this paradigm shift was the lawyer/philosopher Jeremy Bentham, who argued in 1789 that, although a full-grown horse or dog is more rational and more able to communicate than a human infant, ‘the question is not, Can they reason? nor, Can they talk? but, Can they suffer?’
Bentham maintained that the fact that animals were cognitively different from humans – that they had different sorts of minds – did not mean that their suffering did not matter morally. He argued that we could no more morally justify ignoring the suffering of animals based on their species than we could ignore the suffering of slaves based on their skin colour.
But Bentham did not advocate that we stop using animals as resources in the manner he had advocated abolition in the case of human slavery. He maintained that it was morally acceptable to use and kill animals for human purposes as long as we treated them well. According to Bentham, animals live in the present and are not aware of what they lose when we take their lives. If we kill and eat them, ‘we are the better for it, and they are never the worse. They have none of those long-protracted anticipations of future misery which we have.’ Bentham maintained that we actually do animals a favour by killing them, as long as we do so in a relatively painless manner: ‘The death they suffer in our hands commonly is, and always may be, a speedier, and by that means a less painful one, than that which would await them in the inevitable course of nature … [W]e should be the worse for their living, and they are never the worse for being dead.’ In other words, the cow does not care that we kill and eat her; she cares only about how we treat and kill her, and her only interest is not to suffer.
And that is precisely what most of us believe today. Killing animals is not the problem. The problem is making them suffer. If we provide a reasonably pleasant life and a relatively painless death, we have done nothing wrong. Interestingly, Bentham’s views are endorsed by Peter Singer, who bases the position he articulates in Animal Liberation (1975) squarely on Bentham. Singer claims that ‘the absence of some form of mental continuity’ makes it difficult to understand why killing an animal is not ‘made good by the creation of a new animal who will lead an equally pleasant life’.
We think that this view is wrong.
To say that a sentient being – any sentient being – is not harmed by death is decidedly odd. Sentience is not a characteristic that has evolved to serve as an end in itself. Rather, it is a trait that allows the beings who have it to identify situations that are harmful and that threaten survival. Sentience is a means to the end of continued existence. Sentient beings, by virtue of their being sentient, have an interest in remaining alive; that is, they prefer, want or desire to remain alive. Continued existence is in their interest. Therefore, to say that a sentient being is not harmed by death denies that the being has the very interest that sentience serves to perpetuate. It would be analogous to saying that a being with eyes does not have an interest in continuing to see or is not harmed by being made blind. Animals in traps will chew their paws or limbs off and thereby inflict excruciating suffering on themselves in order to continue to live.
Singer recognises that ‘an animal may struggle against a threat to its life’, but he concludes that this does not mean that the animal has the mental continuity required for a sense of self. This position begs the question, however, in that it assumes that the only way that an animal can be self-aware is to have the sort of autobiographical sense of self that we associate with normal adult humans. That is certainly one way of being self-aware, but it is not the only way. As the biologist Donald Griffin, one of the most important cognitive ethologists of the 20th century, noted, it is arbitrary to deny animals some sort of self-awareness given that animals who are perceptually conscious must be aware of their own bodies and actions, and must see them as different from the bodies and actions of other animals.
Even if animals live in the ‘eternal present’ that Bentham and Singer think they inhabit, that does not mean that they are not self-aware or that they do not have an interest in continued existence. Animals would still be aware of themselves in each instant of time and have an interest in perpetuating that awareness; they would have an interest in getting to the next second of consciousness. Humans who have a particular form of amnesia might be unable to recall memories or engage in ideation about the future, but that does not mean that they are not self-aware in each moment, or that the cessation of that awareness would not be a harm.
It is time that we rethink this issue. If we saw killing an animal – however painlessly – as raising a moral issue, perhaps that might lead us to start thinking more of whether animal use is morally justifiable, rather than only whether treatment is ‘humane’. Given that animals are property, and we generally protect animal interests only to the extent that it is cost-effective, it is a fantasy to think that ‘humane’ treatment is an attainable standard in any case. So if we take animal interests seriously, we really cannot avoid thinking about the morality of use totally apart from considerations of treatment.
Anna E Charlton & Gary L Francione
This article was originally published at Aeon and has been republished under Creative Commons.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Russian astrophysicists propose the Casimir Effect causes the universe's expansion to accelerate.
- Astrophysicists from Russia propose a theory that says dark energy doesn't exist.
- Instead, the scientists think the Casimir Effect creates repulsion.
- This effect causes the expansion of the universe to accelerate.
Gravity Should Slow the Expanding Universe, but Dark Energy Is Speeding It ...<div class="rm-shortcode" data-media_id="TXFqpm0M" data-player_id="FvQKszTI" data-rm-shortcode-id="e242a06f4b4464e0cffae45d5142d2ea"> <div id="botr_TXFqpm0M_FvQKszTI_div" class="jwplayer-media" data-jwplayer-video-src="https://content.jwplatform.com/players/TXFqpm0M-FvQKszTI.js"> <img src="https://cdn.jwplayer.com/thumbs/TXFqpm0M-1920.jpg" class="jwplayer-media-preview" /> </div> <script src="https://content.jwplatform.com/players/TXFqpm0M-FvQKszTI.js"></script> </div>
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.