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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Are You Funding War & Promoting Rape? Photographer Uses Art to Confront Tech Industry, Citizens About Conflict Minerals

Image screenshot from Treehugger.

The connection between "conflict minerals" and violence in the Democratic Republic of Congo has been reported on repeatedly over the years (we've done more than one post about it, including this one from 2010). Yet despite the egregious human rights horrors that are still being perpetrated -- including the rape and abuse of women and girls that has become "expected" and common place -- the world has yet to express much outrage or take much action.

Part of that is likely geographic distance. Part of it is lack of knowledge about the issue. But part of it is because we're addicted to our electronic gadgets, so we don't want to know. We don't want to take action that would disrupt our own lives.

Our friends at Treehugger recently featured the work of photographer Sarah Fretwell, who was so outraged by the lack of response by the world community to the horrific prevalence of rape, and so frustrated that media outlets told her this story had already been "done," that she decided to turn her "news" story into art. Now her images are getting attention.

In the interview with Treehugger, Fretwell summarizes the problem this way:

Originally, rape was used as a tool of war to break apart communities and scare them into loyalty or punish them for helping an opposing group. One of the most shocking things is that rape has become “normalized” and now boys/men are being raped too. Money from the “conflict” minerals in our technology fuels continued instability in the DRC.

The breakdown of society and the normalization of rape is a byproduct of a corrupt government, land disputes, citizenship disputes, and the exploitive businesses practices (including by US, European, and Canadian companies) occurring in the DRC. An elite class of Congolese, the corrupt Congolese government, unscrupulous foreign mining and banking companies, and paramilitaries from multiple countries (mainly Rwanda, Uganda, and Burundi) are keeping the country unstable in a fight for profit and power.

The poor bear the brunt of the conflict, experience none of the benefit, and have no voice in the government. When they do speak out they are punished. Women, girls, and other vulnerable populations are at the lower echelons of society. They have no way to protect themselves and no one is protecting them. With few rights and no functioning justice system, they are the easiest to victimize. Men and boys have been emasculated and there is little opportunity to provide for their family. Often their only job opportunity is to join the military or a rebel group, as little of the profit the government or elite business goes back into building the country. 

With no transparency in the business transactions the people have no way to hold their government accountable for its business dealings. In not taking a strong stance on this issue of conflict minerals companies are in essence saying, “This is an acceptable cost of doing business”.

Fretwell doesn't just bring attention to this problem. She also offers suggestions for what the industry, investors, and citizens can do to raise awareness and create demand for conflict-free products.

Fretwell's work serves as a valuable springboard for discussing this issue with students and colleagues and for taking positive action to address this grave situation. Fretwell herself is also a wonderful example of an ordinary hero who was inspired to help amplify the voice of those in need and to take on broken systems.

~ Marsha

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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

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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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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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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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 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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4 Changemakers Win Right Livelihood Award

Each year The Right Livelihood Award "honours and supports those offering practical and exemplary answers to the most urgent challenges facing us today." It's often called the "alternative Nobel."

According to the website, "This year’s group of four Laureates highlights the essential conditions for global peace and security: effective nonviolent resistance, a recognition that the arms industry is part of the problem, human and women’s rights, and the preservation of our precious ecological resources."  Here are the winners:

Hayrettin Karaca (Turkey) has been honored for his lifetime of work as the "grandfather of the Turkish environmental movement." He co-founded the Turkish environmental foundation, TEMA, and has been a leading changemaker and activist.

Sima Samar (Afghanistan) has been chosen for her dedication to human rights. She is a doctor, educator, and human rights activist, and founded an organization that has helped establish hundreds of schools and clinics/hospitals that offer education and health care, especially to women and girls. Samar is also chair of the Afghanistan Independent Human Rights Commission.

Gene Sharp (U.S.) has been chosen for his expertise in nonviolent resistance and revolution. A writer, educator, researcher, and consultant, Sharp has written several books about nonviolent action, and has helped implement strategies of nonviolent resistance around the world.

The Campaign Against Arms Trade (CATT) (UK) has been chosen for their long-term work to end UK arms exports and campaign against the global arms trade. CAAT's strategies include public awareness campaigns, pressure on institutions to disinvest from arms exporters, the uncovering of corruption in the trade, and efforts to hold companies and governments accountable.

Get inspired by past honorees.

~ Marsha

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Solutionaries Confront Worldwide Oppression of Women & Girls: Watch "Half the Sky" on PBS

Image courtesy of fishbone1 via Creative Commons.

If you have access to a television, be sure to tune in October 1 and 2 to the two-part presentation on PBS's Independent Lens of "Half the Sky: Turning Oppression into Opportunity Worldwide."

Based on the book by Nicholas Kristof and Sheryl WuDunn, Half the Sky tells the stories of (extra)ordinary heroes and solutionaries who are working to change the systems and situations that oppress and exploit women and girls worldwide. Here's the description from the show's website:

"Filmed in 10 countries, the series follows Nicholas Kristof and celebrity activists America Ferrera, Diane Lane, Eva Mendes, Meg Ryan, Gabrielle Union and Olivia Wilde on a journey to tell the stories of inspiring, courageous individuals. Across the globe oppression is being confronted, and real meaningful solutions are being fashioned through health care, education, and economic empowerment for women and girls. 

The linked problems of sex trafficking and forced prostitution, gender-based violence, and maternal mortality — which needlessly claim one woman every 90 seconds — present to us the single most vital opportunity of our time: the opportunity to make a change. All over the world women are seizing this opportunity."

The presentation is part of a "landmark transmedia project, which also includes "a Facebook-hosted social action game, mobile games, two websites, educational video modules with companion text, a social media campaign supporting over 30 partner NGOs, and an impact assessment plan."

Find out more.

~ Marsha

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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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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.


"A garden grows in juvenile hall" (via Center for Ecoliteracy) (September 2012)

"Teachers' expectation can influence how students perform" (via NPR) (9/18/12)

Study says "climate change threat more real to those with perceived personal experience" (via Vancouver Sun) (9/17/12)

Study says costs of climate change significantly underestimated (via Treehugger) (9/17/12)

Conservationists use unique tactics to help save rhinos from poaching (via Conservation) (9/12)

Factory fires killing more than 300 in Pakistan show egregious lack of concern for worker safety (via The Guardian) (9/14/12)

"The bottom line of corporate good" (commentary) (via Forbes) (9/14/12)

Oil & gas companies have plans to drill in up to 42 U.S. National Parks (via Treehugger) (9/13/12)

"Survey finds young adults lack world knowledge" (via Education Week) (9/12/12)

"Ex-Iowa egg farm manager pleads guilty to bribery" (via SFGate) (9/12/12)

"A 61-million-person experiment in social influence and political mobilization" (via Nature) (9/12/12)

"Courting controversy: how (and why) we teach ethics" (commentary) (9/12/12)



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Get Inspired to Teach for a Positive Future

So far more than 150 educators have taken our online course, Teaching for a Positive Future, and we're excited about what they've been inspired to do. (We think you'll be inspired, too!) Here are just a few examples:

• Writing teacher Kristine is creating a year-long curriculum that integrates humane education into her classes.
• Megan is launching a life coaching business that uses humane education principles as the core focus.
• Meghan used the course to help her create a curriculum to teach adults about ecological gardening in urban environments.
• Lynn (U.S.) and Gypsy (Australia) had their students collaborate to write the lyrics and music for a song about being kind to animals.
• After taking the course, Stephen completely revised his teaching curriculum to include humane education.

And one of our participants, who is integrating what she learned from the course into her work as an environmental engineer, and her volunteerism for a vegan organization, said this about the course:

"I would recommend that anyone who is interested in being a part of a humane world take the course. Everyone can benefit and the course teaches us that we can all be humane educators. I really enjoyed this course so much! It's filled with hope and encouragement! There's so much to take with me and utilize in every day life, my professional job, and my volunteer work. Thanks IHE!"

Sign up for our next session, which starts October 8.


You can also sign up for our other online courses:

A Better World, A Meaningful Life
October 1-26
Put your vision for a better world & joyful, meaningful life into practice.

Raising a Humane Child
October 8-November 16
Gain strategies & support for raising compassionate, conscientious citizens.

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IHE Seeks New Board Members

IHE is looking for new members of our board of directors, specifically in the areas of fundraising and board development.

Ideally applicants know and support IHE; are passionate about education change, human rights, animal protection, and environmental sustainability; and have a professional background in fundraising and development and/or have the capacity to bring in donors through their own personal contacts. Board members do not need to live in Maine.

The board meets in person only once a year and via phone 3-4 times per year. Committees meet separately by phone or Internet.

If you are interested or would like to recommend a candidate, please contact Zoe Weil, President of IHE's board: zoe@HumaneEducation.org. If you would like to apply, please include a resume or CV and a letter describing your interest.

Here's our current board of directors.


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Guest Post: Memories of YEA Camp NJ - A Humane Educator's Dream

Even the YEA camp living quarters portrayed the message
of kindness and compassion. The room I stayed in
was the “Peace” room.

This guest post is by Nicole Green, Director of Animalearn, the education division of the American Anti-Vivisection Society (AAVS)


Youth Empowered Action Camp, which was held for the first time on the east coast in Lanoka Harbor, New Jersey, was a life changing experience for me.  As an educational facilitator at YEA NJ, I had the opportunity to enlighten budding young activists about my own personal experience as an animal activist and as the Director of Animalearn, working to help end the use of animals in research, testing, and education. 

In the span of one week, I bonded with a group of people who not only are compassionate, but also will always remain dear to my heart. I was inspired by everyone I encountered, from the dedicated staff, to the young individuals who were passionate about a variety of issues, from animal rights to autism awareness. My experience at YEA camp was rewarding in many ways, but it especially helped to reassure myself that even though we are in a world that is in crisis on many fronts, there are young people today, like the ones I met at YEA camp, who are the future changemakers of tomorrow. 

I was referred to YEA camp by Institute for Humane Education (IHE) staff, while searching for a final Independent Study project to complete my Masters in Education and Innovation with an emphasis in Humane Education. Being at YEA camp was a humane educator’s dream, because everyone was on the same page – everyone cared about and wanted to DO SOMETHING. They simply needed the tools and words of encouragement to enable them to be seasoned activists. 

What is most rewarding about the YEA camp experience is that it doesn’t end. We continually reconnect via online and with regular conference calls to keep up to date on each others' activities and to support and inspire those who may be facing challenges. I would recommend that humane educators consider being a part of YEA camp – to inspire oneself and to make a difference in the lives of the youth of today.

Read more about my personal journey at YEA Camp NJ depicted in the picture gallery below (all images courtesy Nicole Green and Tracy Albernaz):

Before camp started I participated in YEA
camp staff training where Buttercup (seen here)
was proud to be our YEA camp mascot.

Spread throughout the YEA camp venue hung inspirational and
motivational quotes and community building ideas.

One morning we all woke up to see confidence
building quotes written on the mirrors of the girls
dorm bathrooms. This mirror reads,
“You are amazing, talented, smart and strong.”

On day one of camp everyone (including staff) had
to make appreciation posters so that throughout the
week we could all have a chance to write
some positive messages about each other.

I had the opportunity to meet some truly
amazing people at YEA camp. Here Eileen
Botti (our phenomenal vegan chef) and Chris
Kudrich (our medical professional) proudly
showcase the Animalearn “Dissection Doesn’t
Cut It” stickers that I brought for camp.

Part of the community building experience at YEA
camp involved helping out in the kitchen.

Eileen wowed everyone at camp with her amazing
vegan culinary skills. A running joke that we had in camp was
a humorous reference in The Meatrix,, a short video which
educates, entertains, and motivates people to advocate for
animals in factory farms. To find out the line this cake
references in The Meatrix, click here.

The YEA Camp curriculum gave campers the opportunity
to be exposed to a variety of activities that allowed them to
work collaboratively while using their critical thinking skills
and creativity. Here groups worked together on an
Arts Activism project called a Mandala.

Here is the completed Mandala project that gave
campers the opportunity to visually depict their
perfect future world.

As part of the YEA camp experience, campers are encouraged
to focus on an “Issue of Importance” or IOI and create action
plans in order to tackle that issue once they leave camp. In order
to help them with challenges that they may face, several camp
staff are serving as mentors. I am honored to be working with
four passionate and dedicated young people who want to make
a difference on many topics including factory farming and
veganism, endangered species, and autism awareness.

Molly (left) is one of my mentees and she wants to enlighten
others about the benefits of a vegan diet. Mack is a vibrant
young man who wants to raise awareness about autism.

Budding activists Julia (left) and Noah and Jasmine
with Nicole (center). Jasmine (far right) testified on behalf of
the Connecticut Dissection Choice Bill, which has not passed yet
but Animalearn is still working to make this a reality
for Connecticut students like Jasmine
who want to take a stand and opt out of dissection.

I made lifelong friends, including YEA Camp staffer
Kassinda Campbell.

YEA Camp NJ

YEA Camp NJ in Action

(Editor's note: We've written about YEA Camp before here, here and here.)

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The Peter v. Paul Debate: Are We Too Optimistic (and Too Blind) About the Power (and Limits) of Technology?

For my post today, I want to share Sailesh Rao's blog post about two TED talks. Before reading Sailesh's post, make sure to watch these two TED talks to which he refers in the first paragraph:

Paul Gilding: The Earth is Full



Peter Diamandis: Abundance is Our Future



When you’re done watching the talks, have watched the subsequent Peter/Paul debate, and have read Sailesh’s blog post, ask yourself: If you were to bring these talks and the questions and issues they raise to others to educate and launch discussion, what would you hope to achieve through such a conversation? What would you want such discussions to create? Where should we go from here?

~ 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"

Get tickets to the October 13 NYC performance of my 1-woman show: "My Ongoing Problems with Kindness: Confessions of MOGO Girl."

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5 Humane Tips for Starting the School Year

Backpacks, bells, and bus schedules are taking center stage as millions of kids, parents, and teachers jump into a new school year. If you’re a parent, it’s a great time to start integrating humane choices into your child’s school experience (and inspiring others in the process).

Here are 5 tips for a humane start to school.

1. Supply sustainably & humanely. Millions of kids times the number of years they go to school equals a lot of school-related supplies. While it feels nice to get something shiny and new at the start of each year, the true toll can be quite high. Start by reusing and revamping whatever you can from previous years. Get creative in giving things like the old backpack and lunchbag a new look (dye, paint, decorate, etc.).  Look for fun DIY options, such as a duct tape pencil case.
   
   If something must be new, invest in eco-friendly, healthy, humane products. There are numerous online stores for purchasing recycled or eco-friendly paper, pens and pencils, backpacks, crayons, lunch bags, etc. If you don’t know where to start looking, there are a slew of blogs and news outlets that cover green products and supplies each fall. Try a web search for “eco-friendly school supplies” or “green back to school,” being sure to also think about the impact of those school supply choices on people and animals. (Many “big box” stores are also starting to carry more eco-friendly supplies.)
   
   And when it comes to clothes, back-to-school doesn't have to mean supporting sweatshops. Thrift stores, clothing swaps, and sweatshop-free products all offer alternative choices.
   
2. Build a positive relationship with teachers from the start. Get to know your child’s teachers and other members of the school so that you can learn to know them as people and develop a positive relationship. Find out what their needs and goals are and how you can support them in meaningful ways. If there's something teachers need to know about your child (such as that she's vegan), don't wait weeks into the year until a conflict arises; tell them at the start and let them know how you'll help address the situation (such as keeping the teacher stocked with plenty of vegan snacks for your child).
   
3. Get creative with transportation. Shuttling all those children to school usually means lots of cars on the road, contributing to air pollution, greenhouse gases, and more. Consider what you're options are. Can you set up a carpool with trusted neighbors? Is school close enough for your child to bike (with you along if you're concerned about safety -- plus you both get exercise!)? Is it possible to start a Walking School Bus program? What about public transit and/or the school bus? Look for solutions that best fit your needs.
   
4. Plug in using your passion. A school needs its community, and parent participation is essential. It's important to find a way to contribute, but you want to serve in a way that helps the school AND fulfills you. As IHE president, Zoe Weil, relates in her book, Most Good, Least Harm, when her child's school asked her to bake cookies, it always felt like an obligation; but when the school asked her to teach a humane education lesson, she felt invigorated and joyful doing so. Find out what the school needs, and then find the best way for you to plug in.
   
5. Establish a reputation as a reliable, humane resource. Once teachers and administrators discover that you're responsible, reliable, compassionate, and credible, they'll be more open to your positive ideas to help and enhance the class: from integrating humane lessons, to starting recycling programs, to reducing waste, to promoting healthier and more sustainable snacks, to reducing various “prints” --carbon footprints, foodprints, waterprints -- to starting a gardening program or fair trade fair, and so on. They may even come to you for suggestions.

There are nearly unlimited ways to help your family and your community's schools make choices that do the most good and least harm for all people, animals, and the planet. Start with small steps, and soon you'll be working up to powerful changes.

~ Marsha

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Humane Education: Tasting a Life of Purpose, Empathy, and Peace

It's nearly fall, and a new batch of students is beginning one of our five graduate programs in humane education. Toward the end of the program we ask students to reflect on what they've learned and how they've changed. We wanted to share IHE M.A. student Stacey Newland's recent essay about her experiences:

When I began [IHE's] graduate program one year ago, I was oblivious to the dramatic impact that humane education would have on my life. At first, I thought humane education was just about helping animals, or helping people, or reducing pollution and protecting the natural environment. It wasn’t until I was finishing up with [the course] Culture and Change that I began to understand that humane education is so much more than the sum of its parts! For me, it is a state of consciousness; a way of being that colors every aspect of one’s life. 

There are so many things that stand out for me when it comes to what I have learned during this program. Probably the most important is that there is a price to be paid by someone or something every time I make a choice. Whether it is what I will eat for dinner, what company I work for, or what products I choose to purchase, as the choice-maker, I must be held responsible for any pain, suffering, pollution, injustice, inequality, etc., that I am supporting every time I lay down my money and vote “yes.” This was one of the most empowering eureka moments that I had during this program, and subsequently, it has influenced all of the choices I make on a daily basis. For example, now when I am in the supermarket and am offered a plastic bag, I stop and think about what exactly I am saying yes to: the estimated 12 million gallons of oil used annually to make the plastic bags that Americans consume; the effect the bags have on the environment as they begin to break down into toxic bits; the plastic “stews” that have developed in the oceans made up of plastic bags, jugs, bottles, nets, and other plastic junk -- one of which scientists have named the “Great Pacific Garbage Patch.” To say yes to a plastic bag may seem like a simple, straightforward decision to some; but for me, the answer challenges my value system to its very core.
 
I've also learned how to look at problems and pinpoint the connections between them. [IHE president] Zoe [Weil] provides a wonderful example in her book, Most Good Least Harm, when she cites David Orr’s question that he poses to his environmental studies students: "What is the connection between the Gulf of Mexico dead zone and the fact that 22% of American teenagers are reportedly overweight?" As she later mentions, these are the kind of connections that are ignored in our society. Many of us have been taught to look at single issues and have simple cause and effect discussions about them. I will admit that I certainly had a tendency to view most problems in this way. However, humane education has taught me how to draw a web. Now, when I think about factory farming, I think of human slavery; when I see KFC packaging and to-go containers, I think about the loss of habitat for Sumatran tigers; when I see a cheap cotton shirt at a department store, I think of sick children in Asia; when I see people littering and trashing the earth, I think about female exploitation and abuse. To me, this is the brilliant insight of humane education.  

My own growth has certainly affected how I perceive my own ability to nurture the growth of others in the future. It has given me a whole new sense of patience, tolerance, and understanding for others, despite where they may be in their own lives. As noted earlier, I myself was completely clueless at the start! If I didn’t have people like the IHE faculty and my co-students, who treated me with such support, positivity, and tolerance despite my obvious ignorance regarding so many of these humane education issues, I would not have made such enormous strides. This experience has made it clear to me how critical it is to demonstrate a level of understanding and acceptance for everyone, because deep down, we are all just trying to find our way to fulfillment and belonging. I love the level of insight that Zoe demonstrates in her Most Good Least Harm book when she says: “Share what you know with others…by using positive communication that does not judge or blame. Listen as often as you speak. Model your message, and speak your truth in kind and inspiring ways wherever you are and with whomever you’re in contact” (p. 147). In the future, I will strive to take on this level of graciousness with my own students. 
   
Finally, as this graduate program nears its end, I realize how humane education has become a mental meditation for me. Prior to this program, I made decisions rather impulsively, driven mainly by my particular want or desire in the moment, resembling that of a drive thru Starbucks double latte on the go. But humane education is like the Buddhist monk who sat me down and taught me the calming, soothing, meditative art of brewing, pouring, sipping, and enjoying a cup of tea. How could I ever go back to that hurried, unconcerned life when I have tasted a life of purpose, empathy, and peace? 

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