Ethical: Animals suffer during capture,
handling, transport and killing for dissection.
Recent documented examples:
purchased on streets in Mexico, killed by drowning or
having their throats slit, then shipped to the U.S. for distribution.
piled into cloth bags for days or weeks; bullfrogs
dying and rotting in transport containers.
Warehoused turtles crowded into filthy holding tanks; bacterial
infections rampant; many die.
Rats embalmed with formaldehyde while still living.
prodded roughly into crowded gas chambers.
Educational curricula should foster environmental stewardship and compassion for life;
dissection encourages neither--animal life is devalued and treated as expendable.
Dissection alienates many compassionate students from life science; as
a result, many bright students choose careers in other fields.
Pedagogical: Many published articles attest
to the fact that students using humane alternatives learn equally well or better than
students dissecting/vivisecting animals.
Dissection rarely involves more than observation and memorization;
students are not challenged with forming hypotheses or collecting and interpreting data.
Environmental: Most dissected animals are
caught in the wild, which may contribute to serious worldwide declines in many animal
populations (e.g., frogs and sharks).