Showing posts with label Social Justice. Show all posts
Showing posts with label Social Justice. Show all posts

Humane Issues in the News

Each week we round-up the news you need to know about humane issues, from human rights and environmental preservation, to animal protection, to media and culture, to activism, education, and changemaking.



"Your smartphone's dirty, radioactive secret" (via Mother Jones) (November/December 2012)

Study says except for black males, education extends life expectancy (via Alternet) (11/26/12)

Study indicates potential link between traffic pollution exposure and autism (via Treehugger) (11/26/12)

"The shocking details of a Mississippi school-to-prison pipeline" (via Colorlines) (11/26/12)

13-year-old from Sierra Leone makes generators, batteries, etc., out of scrap (via Grist) (11/26/12)

112 killed in fire at Bangladesh garment factory (via AP/Yahoo!) (11/24/12)

Study reports great apes also experience "mid-life crisis" (via LA Times) (11/19/12)

"More than 1,000 new coal plants planned worldwide, figures show" (via The Guardian) (11/19/12)

"The past and future of America's biggest retailers" (via NPR) (11/19/12)

Study with minks shows that captive animals get very bored (via PLOS One) (11/12)



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Humane Educator's Toolbox: Global Closet Calculator

Image screenshot National Geographic Education.
As humane educators, we know it can be challenging to uncover the hidden costs of our product choices and where they were made.

National Geographic Education has created a little interactive tool called Global Closet Calculator, which can help students begin to think critically about the global connections and impact of their clothing and product choices.

The tool is divided into two sections. Students begin by creating their own avatar.

The first section focuses on clothing choices and where those clothes are made. Students are encouraged to inventory their closets and record how many of what items were made in which countries. Categories include tops, bottoms, shoes, and "other," -- each of which is further divided (t-shirts, work shirts, sweaters, etc.), so that students can be somewhat specific.

Once students have finished recording their various items, the tool creates a map, showing all the countries where their items were made. The map can be added to, and it can also be filtered type of  clothing item.

The second section helps students think critically about the challenges of balancing choices that do the most good and least harm with issues of economics. Students must choose either an mp3 player or jeans and make choices about the various components of those products. Based on each choice made, a brief video explains the consequences of that choice.

While this tool addresses issues of globalization, the true cost of products, human rights, and similar social justice issues on only a basic level, for students unfamiliar with these topics, it provides a useful and interesting introduction. Make sure your students know this tool oversimplifies the issues, and use it as a helpful springboard for further exploration.



~ Marsha


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Humane Issues in the News

Each week we round-up the news you need to know about humane issues, from human rights and environmental preservation, to animal protection, to media and culture, to activism, education, and changemaking.


New report says world is on path to 4°C of global warming (via Washington Post) (11/19/12)

New report says poverty can't be stopped without addressing climate change (via Christian Science Monitor) (11/19/12)

"Babies help unlock the origins of morality" (via CBS News) (11/18/12)

"Occupy's new offshoot set to cancel millions in medical debts" (via YES! Magazine) (11/16/12)

"$500 million animal abuse settlement reached" (via AP) (11/16/12)

Wildlife services worker's abuse of animals indicates larger problem (via Treehugger) (11/15/12)

"Walmart hit by walk-outs in build-up to 'Black Friday' disruptions" (via The Guardian) (11/15/12)

"BP gets record U.S. criminal fine over Deepwater disaster" (via BBC) (11/15/12)

Report says teaching of science reduced in elementary classrooms in Kansas, other states (via Education Week) (11/14/12)

"California high schools scrap 'plastic foods' in favor of real nutrition" (via Alternet) (11/13/12)

"Swedish schools big lessons start with dropping personal pronouns" (via NY Times) (11/13/12)

Report says global CO2 emissions set new record high (via Treehugger) (11/13/12)

"If microfinancing creates a cycle of debt, is handing out cash a better option?" (via GOOD) (11/12/12)



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Work at the Root of Creating a Better World: Apply Now for a Graduate Degree in Humane Education

Merge your passion and skills and work at the root of creating a more just, healthy and sustainable world; apply for one of our accredited online graduate programs, including an M.Ed., M.A., and certificate.

Spring semester deadlines are:  December 1 for the M.Ed. programs and December 15 for the M.A. and graduate certificate programs. Summer semester deadlines are May 1 and 15.  Find out more.

The programs focus on changemaking and deeply examine root problems and emphasize the interconnectedness between human rights, animal protection, and environmental sustainability. Here is what some of our students and graduates have said about IHE's graduate programs:

"Enrolling as a graduate student at IHE will give you a set of tools and a series of lenses to view the world that you simply cannot get in any other program."
~ Christopher Greenslate, M.Ed. graduate, teacher, education doctoral student

"The graduate program is as much a personal journey of discovery and growth as it is an academic pursuit. This program is highly meaningful, rich, and full of opportunity. The program design, faculty, and peers gracefully and effectively overcome any tendencies of an online program to be dull, simplified, or lacking in community and support. In addition, this unique opportunity to work with others from around the globe adds even more depth and perspective within the experience. IHE's graduate program is a gem to be discovered!"
~ Cassandra Scheffman, M.Ed. student, environmental educator


"The curriculum is carefully designed and delivered, the support and mentorship are outstanding, and the benefits are undeniable. You won't regret launching a relationship with IHE!"
~ Kurt Schmidt, M.Ed. graduate, university faculty and math educator

"When looking for educational programs to attend, I always longed for one that would not only educate me, but would make a impact on my life and help shape who I am. The program at IHE not only helped me to grow professionally, but it made significant positive changes in my life.  If you are looking for program that will educate you and help you to become a more compassionate, aware citizen, IHE’s grad program is for you!"
~ Karen Patterson, M.Ed. graduate, Humane Education Director, Humane Society of Huron Valley

“I feel like this graduate program was designed with me in mind. The content is relevant and timely and from day one I was able to find things that I could bring directly into my classroom, either as activities or lessons or other things that helped shift my attitudes and look at students and the classroom differently. Not only is the program taking me long-term to where I want to be in my career, it has changed me as a teacher, from the very first day.“
~ Rebecca Brockman,  M.A. student, classroom teacher


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IHE Welcomes New Board Members

IHE's new board members









Our recent call for new board members drew several terrific applicants. We're proud and excited to announce our newest three board members:

Dr. Elizabeth Crawford is a faculty member in the department of Elementary, Middle Level, and Literacy Education at the University of North Carolina Wilmington. Recently she created and piloted a curriculum unit for TeachUNICEF that features IHE's solutionary approach.

Neil Hornish is an IHE M.Ed. graduate who is co-founder and director of education for the Compassionate Living Project, which offers humane education in the Connecticut area.

Tony Scucci, MSW, works as a Senior Governance Associate at BoardSource and specializes in board and nonprofit consultation and training.

Read about all IHE's board members.

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6 Activities for Teaching About Advertising

In her newest TEDx talk, Educating for Freedom, IHE President Zoe Weil highlights how our culture inundates us with marketing and advertising every day, telling us we won’t be happy or successful or sexy or worthy unless we buy what they have to offer, and hiding from view all the suffering, oppression, and exploitation that are inherent in many ads and their products and services. She also emphasizes the need to provide students with the tools to free themselves from the pull of such advertising and to help them become conscious citizens able to discern, think critically, and make choices based on their own values.

We can help both children and adults protect and empower themselves from marketing and advertising. Here are 6 humane education activities that can help:
  1. 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.
    Recommended for grades 5 and up.
    Time: 45-60 minutes
  2. Be a C.R.I.T.I.C.
    Participants learn and use the C.R.I.T.I.C. technique to enable them to bring critical thinking skills to any information they receive, whether from industry, non-profits, government, or media.
    Recommended for grades 6 and up.
    Time: 30-45 minutes
  3. It Ads Up
    This activity explores: How do ads influence us? What strategies do ad designers use to target different groups of people? How can we recognize those strategies and our own triggers?
    Recommended for grades 8 and up.
    Time: 30-45 minutes
  4. Not So Fair and Balanced: Analyzing Bias in the Media
    This lesson plan helps high school students take a closer look at prejudices, the biases that media contain and perpetuate (such as in what they do and don't report on, or how particular genders or ethnicities are portrayed), and the ways we are influenced by those media biases.
    Recommended for grades 9 and up.
    Time: One week of 45 minute class periods
  5. Take Two
    Unveil the manipulation inherent in marketing and corporate branding and awaken the creativity of your students by having them explore commercials aimed at them and then empowering them to create new commercials with a positive message.
    Recommended for grades 8 and up.
    Time: Two class periods, one week apart
  6. We Have You Surrounded
    We're surrounded by marketing and advertising telling us what to buy, who to be, what we need to be happy. Use this series of activities to help students explore issues of branding, marketing, and globalization.
    Recommended for grades 9 through 12.
    Time: Several weeks 
~ Marsha

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Teaching About Hurricane Sandy & Other Disasters

Cars in flood from Hurricane Sandy
Image courtesy of CasualCapture
via Creative Commons.
Disasters tend to get a lot of coverage before, during, and immediately after the event, but rarely does any significant mainstream media exploration dive deeper into the broader impacts on people, animals, and the earth. And if predictions are accurate, we're only going to see an increase in the frequency and severity of storms such as Sandy.

A group of social justice educators have created a wiki with resources to help educators explore some of the broader issues related to Sandy and similar storms.

Currently the wiki is organized into 4 general categories:
  1. Address the socio-emotional needs of students in the aftermath.
  2. Discuss the broader social (in)justice issues revealed by the hurricane.
  3. Find opportunities to get support or give support.
  4. Make links to environmental justice issues.
Since this is a wiki, anyone can add relevant resources.

A couple years ago we at IHE also explored the greater impacts and injustices to people, animals, and the planet, that often remain part of the fallout during and after disasters. Check out our blog post for additional discussion ideas.

~ Marsha

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Humane Education Activity: Circle of Compassion

What is compassion? Who and what are in our circles of compassion?

This activity, appropriate for grades 4 and up, can serve as an excellent springboard for exploring compassion and introducing important social change issues to students. After a brief reflection on what compassion means, the activity uses "scenario" stations to inspire participants to think about who's in their circle of compassion and why, and what they can do to make a positive difference for those being oppressed.
Download Circle of Compassion.

~ Marsha

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Humane Issues in the News

Each week we round-up the news you need to know about humane issues, from human rights and environmental preservation, to animal protection, to media and culture, to activism, education, and changemaking.


"Working to reduce food waste & protect the environment" (via Washington Post) (10/29/12)

"Is it greener to shop online?" (commentary) (via Grist) (10/29/12)

"What color is your princess?" (commentary) (via NY Times) (10/28/12)

Students to visit Haiti for reforestation project they helped design (via Education Week) (10/25/12)

CDC says U.S. teen pregnancy rate drops to lowest recorded (via Education Week) (10/25/12)

"Championing life & liberty for animals" (via NPR) (10/25/12)

"Half of American teenagers volunteer, largely because their friends do" (Chronicle of Philanthropy) (via 10/24/12)

First U.S. tar sands project approved for Utah (via SF Chronicle) (10/24/12)

"In U.S. building industry, is it too easy to be green?" (via USA Today) (10/24/12)

Study shows even with equal college experience, women tend to earn less than men (via NPR) (10/24/12)

Global meat consumption drops slightly, while production rises (via Worldwatch Institute) (10/23/12)

For first time ever antibiotic-resistant bug detected in wild animals (via Mother Jones) (10/23/12)

Study shows Americans eating their weight in GMOs (via E Magazine) (10/22/12)

"America's Top Young Scientist" creates solar-powered jug that cleans water (Good News Network) (10/22/12)

"A simple fix for farming" (commentary) (via NY Times) (10/19/12)

"New evidence that racism isn't 'natural'" (via The Atlantic) (10/17/12)

Investigation shows children's jewelry still contains toxic cadmium (via AP) (10/14/12)


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Confronting White Privilege

Image courtesy of EliasSchewel via Creative Commons.
When I was in school, we never talked about race or privilege.

Even the fact that more than 20% of our fellow students were Latino didn't spark any conversation about such topics. When I was in college, I had the same experience. In fact, even though I grew more aware of discrimination and inequality as I got older, I think the first time it was addressed in a class was not until my studies in humane education -- after 2.5 bachelor's degrees and a graduate degree. Even after being a classroom teacher myself. Since I hadn't been taught to discuss or explore issues of race and privilege, it never occurred to me to do so in my first years as an educator.

Privilege is one of the elephants in the room that rarely gets more than cursory attention in our schools. But it is so integral to how our society views and treats certain populations, that it's essential to explore.

In a recent article in Teaching Tolerance magazine, professor Katy Stallwell addresses the importance of  "Confronting White Privilege." As she says:

"For teachers working within homogeneous groups privileged by race and class, providing a critical multicultural education is of tremendous importance. A robust, diverse democracy depends not on self-interested, uncritical kids, but on young people who are willing to step outside of their comfort zones. To do that, students must understand how race and class influence their lives and want to work to make the world a better place."

Stallwell shares two case studies from her research on bringing issues of privilege into homogeneous classrooms of privilege. Her examples show that even the best intentioned efforts can fall short.

At the end of one class on urban history, taught in a suburban school, students were left feeling confused and without a deeper understanding of the issues and solutions. As Stallwell says, "By the end of the semester, the majority of the students advocated charity over addressing root problems. While presenting the world as either 'inside' or 'outside' the bubble ('Us' and 'Them') may fit the way these students view the suburbs, it does little to challenge how such ideas can limit their critical thinking.

In another classroom, while students may have had a better understanding intellectually, many of them were left without a deeper sense of empathy and connection for those lacking privilege.

Read the complete article.

Despite the challenges of introducing these tough topics, it's vital that we do so. For some additional ideas, check out these resources for teaching about white privilege.

~ Marsha

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Rethinking Schools Seeking Articles About Sexism, Gender & Sexuality in Schools

Our friends at Rethinking Schools are seeking articles from educators and students that relate "to teaching and learning about sexism, gender, and sexuality in K-12 schools." The working title is Rethinking Sexism, Gender, and Sexuality. They are especially interested in "articles about classroom teaching, curriculum, and youth activism—in and out of school."

According to their email: "We hope to address gender and sexuality across the curriculum so teachers and students of all disciplines are encouraged to contribute. Other topics may include education organizing/activism, policy matters, and stories that offer historical perspectives with a connection to the present." They're not interested in academic or scholarly articles; rather, they want to hear from students and educators about their experiences related to the topic.

They're offering two examples of articles that fit the criteria they're looking for: "It's OK to Be Neither" by Melissa Bollow Tempel and "When the Gender Boxes Don't Fit," by Ericka Sokolower-Shain, and their website includes writers guidelines.

Submissions should be sent electronically (Word.doc) by January 31, 2013 to jody@rethinkingschools.org. Submissions should be no more than 4,000 words, and they are "generally interested in articles that are substantially shorter."

Find out more.


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My Dogs Are in the 1 Percent

The other day, when my husband and I were in the woods with our dogs, and they were joyfully running and playing and sniffing and scratching, I commented that our dogs are definitely in the 1 percent. My husband was quick to point out that they were in the .01 percent. I said, “like Warren Buffett,” and he agreed. Our dogs’ lives are just so good, and they even have live-in, full-time, free health care because my husband is a veterinarian.

It was interesting to realize what constituted life in the 1 percent for a dog. It was pretty simple. Our dogs are in the 1 percent because they live in a beautiful place where they get to run freely and play to their hearts’ content, exploring woods and fields and swimming in ponds and the ocean. They are in the 1 percent because they’re rarely left alone and have someone to pet them, brush them, feed them, and play with them every day of their lives. They are in the 1 percent because they have adequate and nutritious food and good care when they’re ill. They are in the 1 percent because they are sheltered in a home, protected from the elements, and have a comfortable place to sleep and rest. They’re in the 1 percent because they have one another and are never lonely. And they are in the 1 percent because there are just so many dogs all over the world who are abandoned, caged, abused, neglected, hungry, lonely, scared, and homeless.

Dogs don’t have very extravagant wants. Some dogs other than ours might have fancier dog beds, collars, and leashes. They might have more expensive toys or elaborate dog houses, but they aren’t in a percentage more elite than my dogs, because dogs don’t care about such things. To be in the 1 percent, all a dog needs are what’s described above.

The concept of the 1 percent and the 99 percent, made so popular and powerful by the Occupy movement would, I believe, vanish, if the 99 percent all had their basic needs met. Would we really care that someone made millions each year as long as everyone had shelter, adequate food, clean water, economic opportunity, health care, access to their energy needs, and basic freedoms of speech, religion, assembly, and petition? As long as everyone was free from abuse, cruelty, exploitation, and oppression?

I look forward to the day when we don’t pay much attention to the 1 percent because we’ll all have our needs met and all be able to pursue our dreams and all be contributing to a healthy and just world. I look forward to the day when the 99% means just this.

~ Zoe


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 TEDxConejo talk: "Solutionaries"
My TEDxDirigo talk: “The World Becomes What You Teach"
My TEDxYouth@BFS "Educating for Freedom"

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Everyone Can Do One Thing

In our graduate programs at the Institute for Humane Education, our graduate students watch quite a lot of videos. The films cover human rights, environmental preservation, animal protection, and cultural issues, and many – if not most – are difficult to sit through because they depict the grave problems we face in the world and the injustices that still need to be overcome. In order to teach about pressing global challenges and cruelties, we must understand them. In order to prepare youth to be conscientious choicemakers and engaged changemakers, we need to teach them about the challenges humans confront and the looming catastrophes we will face if we don’t act wisely. We cannot do this if we aren’t fully informed ourselves.

Yet, how can we remain hopeful, enthusiastic, positive, and optimistic if we continually expose ourselves to atrocities? This is one of the great paradoxes of being a humane educator. Currently, the new film series Half the Sky, based on the book of the same title by Nicholas Kristof and Sheryl WuDunn, has been airing on PBS. It’s an extremely difficult film to watch. Chronicling the plight of brutalized and exploited girls and women in the world, there is little left unsaid or unseen. It is easy to watch this film and sink into despair and despondency. And for some of our humane education students this is a real danger.

And yet, as Somaly Mam, a child prostitute turned activist to stop sex trafficking and help girls who have been sold into prostitution, said in the film, “Everyone can do one thing.” If ever there was a person who could have fallen into permanent despair, here she is. Yet Somaly Mam is a paragon of determined energy, hopefulness, and action, beaming as she carries on work that exposes her to the most extreme cruelty and brutality perpetrated on children.

Everyone can do one thing. The trick is to discover what one thing one ought to do. We each have our specific concerns, our own special talents, the skills we’ve cultivated, and the things that bring us joy when we do them. Finding our “one thing” is a process of melding our concerns, talents, and passions, and discovering that sweet spot where they come together. When we do this, exposing ourselves to cruelties and atrocities is bearable, because we know we are making a difference. We are, through our actions, confirming Joan Baez' great realization: “Action is the antidote to despair.”

It’s crucial that we expose ourselves to the brutalities in the world and not turn away. It’s critical to see with our eyes what others have to endure with their bodies. It’s important, because if we don’t know, we can’t act. But just as important is that we find our one thing to do, so that our witnessing leads to positive change and leaves us empowered and joyful, not depressed and impotent. For humane educators, we bring our knowledge to others, preparing our students to be problem-solvers for a better world. There’s little as heartening as this.

~ Zoe


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 TEDxConejo talk: "Solutionaries"
My TEDxDirigo talk: “The World Becomes What You Teach"
My TEDxYouth@BFS "Educating for Freedom"

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3 Resources for Finding (Somewhat) Ethical Halloween Treats

There may be a recession on, but this year people in the U.S. will spend more than $2 billion just on Halloween candy. And that's a whole lot of opportunity to buy chocolate and other goodies that reflect our values of doing the most good and least harm.

Unfortunately there's no one-stop resource for finding Halloween candy and other treats that don't cause harm to people, animals, and the earth. Our best bet for meeting that goal is to make treats ourselves, using ingredients that reflect our values.

Since the DIY option doesn't work in many situations, here are 3 resources that can help you get a lead on finding (somewhat) ethical Halloween treats:
  1. The best source is from the Food Empower Project. They maintain a list of companies that offer both vegan and fair trade chocolate.
  2. A couple years ago VegNews created a comprehensive list of vegan Halloween candy. The list doesn't address companies' practices or issues of fair trade or environmental stewardship, but it's a good resource when your options are limited to more mainstream brands.
  3. If you want to give out something instead of candy, Green Halloween offers several suggestions for treats and treasures, though you'll need to run them through your own ethical filter to decide which ones would work for your family.
~ Marsha

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Teaching Young Students About Rights, Roleplay, and Racism by Exploring Redlining

Image courtesy of theilr via Creative Commons.
One of my favorite books about education is Black Ants and Buddhists, by teacher Mary Cowey. In the book, Cowhey shares some of her experiences teaching 1st and 2nd graders about social justice issues. One of the reasons I'm so in love with this book is because Cowhey doesn't shy away from addressing challenging issues (in age-appropriate ways) with her young students. In fact, she embraces the curiosity and hunger her students have to connect their learning with real life issues.

In the newest issue of Rethinking Schools Magazine, I saw another great example of young students grappling with big ideas. In the article "Why is This the Only Place in Portland I See Black People?" teacher Katharine Johnson outlines her experience wrapping up a unit on Civil Rights by exploring the redlining that occurred in the school's very neighborhood.

Johnson leads her students through this challenging topic -- that's still relevant today -- by asking them to roleplay African American homeowners, African American renters, white homeowners, white real estate agents, white bankers, and a white mayor. Students were so empassioned by what they learned (which included thinking critically about the various roles and why someone, for example, might choose to discriminate against someone else), that they wanted to turn the roleplay into a play. Which they did. And then performed for their families and the principal.

Johnson says: "We generated a series of scenes that showed the dilemma faced by African Americans in redlined Portland and gave voice to justice by acting out how they might have protested. The class agreed to open with an African American family discussing their desire to move and fears of being denied. Subsequent scenes included that family attempting to get help from bankers, realtors, and government officials. The students decided on a sit-in as the action the people would take when no one would help."

How did it end? The children decided that justice should prevail. As Johnson says: "The class decided to end the play with victory. The justice fighters are successful in changing the mind of the mayor first, and then the bankers and realtors. The final scene is a housewarming party at the African American family's new house. And everyone is invited."

Read the complete article.

Of course we must be very careful not to traumatize or disempower students by exposing them to too much too soon. But successful examples like Johnson's experience show just how resilient and insightful students can be with challenging topics when guided by a compassionate and caring teacher.

~ Marsha

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Humane Issues in the News

Each week we round-up the news you need to know about humane issues, from human rights and environmental preservation, to animal protection, to media and culture, to activism, education, and changemaking.


Low-income students given drugs to help boost school performance (via NY Times) (10/9/12)

Pakistani teen activist shot for working to educate girls (via CBS News) (10/9/12)

"The cancer lobby" (commentary) (via NY Times) (10/6/12)

Will larger carnivores be moving in next door? (via National Geographic) (10/5/12)

Study says free birth control leads to fewer unwanted pregnancies, abortions (via Seattle Times) (10/4/12)

"Americans show support for clean energy in polls" (via Christian Science Monitor) (10/4/12)

Researchers discover structure in bird brains similar to mammals' (via Treehugger) (10/3/12)

Costa Rica poised to ban sport hunting (via Reuters) (10/3/12)


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Art and Humane Education

Image copyright David Revoy.
The arts are a powerful way to educate. In a previous post, I wrote about educating through drama and comedy. Today I want to say a few words about the visual arts.

IHE board member, Robert Shetterly, is perhaps the best contemporary example of an artist educating through this paintings. His Americans Who Tell the Truth portrait series  offers stunning portraits of historic and current Americans who have worked to make a difference, right wrongs, and “tell the truth.”

Rob travels the U.S. bringing his paintings to schools and teaching about changemakers through their stories and through a quote from the subject that he etches into each portrait. These stories and the power of these portraits offer profound opportunities to learn about pressing issues and how to create positive change.

Donna Simons, a painter in New York, has recently been showing her powerful art that calls upon us to consider what we are consuming when we eat animals. Sue Coe’s work also explores our relationship with animals, compelling viewers to consider how we treat nonhuman animals through disturbing and thought-provoking images.

I recently came across this work by French illustrator David Revoy, bringing a social justice message home to the viewer in a way far more powerfully and quickly than an essay on inequality.

There are so many ways to utilize art in the service of changemaking, and so many ways for art educators to become humane educators, inviting their students to create such art as well.

~ Zoe

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 TEDxConejo talk: "Solutionaries"
My TEDxDirigo talk: “The World Becomes What You Teach"


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Humane Educator's Toolbox:Casual Homophobia Counter

Image screenshot nohomophobes.com.
Most of the time we don't mean to harm others with what we say. But there's no doubt that our choice of language, whether conscious or not, can promote and condone violence toward and exploitation of people, animals, and the earth.

One example of that is through the casual use of homophobic words. Especially when GLSEN's 2011 "National School Climate Survey," shows that "8 out of 10 LGBT students experience harassment," our society's use of such words helps engender an atmosphere of hostility and intolerance toward people who are gay, and an ambivalence toward harassment and violence.

Through Marc at the Oscio blog I discovered a real-time counter that tracks the use of just four homophobic words and phrases on Twitter: "faggot," "dyke," "no homo," and "so gay," and also posts the tweets themselves. When I visited the site yesterday, mid-afternoon Pacific Time, the counter had tracked more than 16,000 uses of the word "faggot" -- almost 100 of those appearing in just the 15 minutes or so I had the site open to write this blog post. That's just on Twitter. For just yesterday.

The site is part of a larger campaign to bring awareness to the frequency of casually homophobic language.

NoHomophobes.com is a great tool for humane educators to use with older students and adults (the tweets are included in their entirety, profanity and all). We know how powerful visuals can be, and just watching the counters tick and the tweets speed by is pretty horrifying. This is a great conversation starter about the power of words and the harm of casual discrimination.


~ Marsha

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Humane Issues in the News

Each week we round-up the news you need to know about humane issues, from human rights and environmental preservation, to animal protection, to media and culture, to activism, education, and changemaking.


In 5 U.S. states, hunting of wolves is coming back (via Mother Jones) (10/1/12)

"How the mafia is destroying the rainforests" (via New Scientist) (10/1/12)

"Misconduct widespread in retracted science papers, study finds" (via NY Times) (10/1/12)

Elephants die by thousands for religious symbols (via National Geographic) (October 2012)

"Child farm labor in Oregon and the U.S.: big dangers, little change" (via The Oregonian) (9/28/12)

"Forward to Nature: The new nature movement isn't about going back to nature but forward to a nature-rich civilization" (commentary) (via Children & Nature Network) (9/28/12)

Students use GIS tools to help address real-world issues (via Smart Blogs) (9/27/12)

Project helps prisoners & planet (via NY Times) (9/27/12)

Activists awarded "alternative Nobels" (via Common Dreams) (9/27/12)

Report says "agriculture causes 80% of tropical deforestation" (via Mongabay) (9/27/12)

New study estimates 100 million dead, trillions lost by 2030 due to climate change (via Common Dreams) (9/26/12)

"Why we should teach empathy to improve education (and test scores)" (commentary) (via Forbes) (9/26/12)

Study shows students of color disproportionately and more harshly punished (via Chicago Tribune) (9/26/12)

"Slavery still exists": a photo essay (via The Atlantic) (9/26/12)

"Peruvian innovators try to save disappearing glaciers" (via PRI) (9/26/12)

Study says "dust bunnies" are full of toxins (via Treehugger) (9/26/12)

Amazon launches "eco-friendly" shopping site (via Treehugger) (9/26/12)

Haiti bans plastic bags, foam containers (via Miami Herald) (9/24/12)

Cincinnati program helps support students from "cradle-to-career" (via MSNBC) (9/23/12)


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Creating a Better World is Habit-Forming

Our culture and habits can easily lull us into a daily string of unconscious choices that may not reflect our deepest values. But once we get a taste of the joy and fulfillment in making choices that help create a better world, it can become habit-forming. 
Our online course, A Better World, A Meaningful Life (next session begins October 1) offers you a safe and flexible space for reflecting on the kind of life you want, connecting with others, and developing lasting habits that do the most good and least harm for all.


One participant said, "I met the most wonderful, intelligent, compassionate, brave people through this course. I highly recommend it for anyone open to examining your own life choices and values in order to do more good for yourself, family, community, animals and the planet."

Find out more & register now.


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