From the American Anti-Vivisection Society:
In biology classes throughout most of the United States, in grade school through high school, students who object to dissection are being asked to choose between lowered or failing grades and the violation of their religious and ethical principles. This is not a choice students should have to make.
Concerns about requiring students to dissect are on the rise, as more and more students are questioning the unnecessary killing of millions of frogs, turtles, pigs, cats, mice, rats and other animals for educational purposes.
These students, their parents, and many of their teachers are demanding an alternative -- one that doesn't harm animals.
Students who object to dissection should have their feelings respected. Several states have already drafted legislation to protect students' rights to an alternative. Other states have already passed laws guaranteeing students that right. It's time for all states to acknowledge the right of students to have an alternative to biology lessons which cause harm to animals.

Myths and Facts About Dissection

Myth: Dissection is necessary for students to learn biology and physiology.
Fact: Many studies have shown that students who dissect do no better on tests than those who don't dissect. Students using "low-tech" methods such as classroom discussions, textbook study, and charts and graphs, but do not dissect, score equally well on tests as those who do. Students using "high-tech" methods, such as computer programs, scored higher compared to those who performed dissections.

Myth: Alternatives are too expensive.
Fact: First-time costs of buying alternatives can sometimes appear high. However, alternatives are a one-time investment since they can be used again and again each year. On the other hand, animals for dissection must be purchased each year, leading to high costs over time. A recent cost-benefit analysis of "high-tech" alternatives vs.
traditional dissection showed that alternatives can pay for themselves in just over two years of use. (Also, please see information below about Animalearn. - Editor).

Myth: Students rights to an alternative violates a teacher's academic freedom.
Fact: The teacher is not restricted in any way; he or she is only required to offer something in addition to dissection -- an alternative project for students who object to dissection.

Myth: Providing students with alternatives gives them too much control over their education.
Fact: There is a major difference between requiring a student to read or think about something and requiring her or him to actually do something to which they object.

Alternatives to Dissection

There are hundreds of alternatives to dissection. Great options are available that fit into any budget and are appropriate for students from elementary through high school. The following list demonstrates some of the many
types of alternatives that are available. The AAVS can provide you with a list of specific products including detailed descriptions, costs, and ordering information.
. Videos and Films* - Detailed visuals exploring the anatomy of humans and animals in real-time illustrate the process of dissection and the details of various species physiology.
. Models - Newer models are extremely detailed; some look and feel like real specimens.
. Natural Observation - A wealth of information can be gained from observing animals in their natural habitats. Specific lesson plans have been developed to maximize this learning experience.
. Computer Programs - Computers offer the ability to review and repeat the dissection process in an interactive and highly detailed manner.
. Books and Charts - With new developments in printing and design, many books and charts provide students with high-definition, realistic images of human and animal physiology.
. Slides and Transparencies* - Detailed photos of normal and pathological human and animal tissues and structures provide instructors good instructional tools they can use at their own pace.
* These alternatives might not be appropriate for all students since dissected animals are depicted in great detail. For those with objections to these methods there is a wide variety of other low-cost alternatives.
Animalearn has developed The Science Bank: Education for the Future, a loan program for alternatives to dissection. Animalearn is dedicated to assisting educators and students find non-animal methods to study science by allowing them to borrow from their wide array of dissection alternatives.

"Students should not be forced to participate in the death of animals in order to study and understand the beauty and complexity of life." -- John E. McArdle, Ph. D., Anatomist

"Several years ago, both I and my biology teacher decided that students could learn just as much about frogs and their anatomy from charts and textbooks as they could from actual dissection." -- Peter McMonigle, High School Principal

"We educators teach and require courtesy and respect from our students. It only seems fair to accord them the same respect. Education should not place students in a position in which they have to violate their moral and ethical standards." -- Virginia Wolfe, Fifth Grade Teacher

Hong Kong
A full scale questionnaire survey of Secondary School Biology Teachers was carried out in 2001.
A PowerPoint presentation was given to the Hong Kong Education Department using the results of the survey as a basis.
Click to view the PRESENTATION.

We are glad to be able to announce (2003) that, after viewing the above presentation, the Education Department have decided that students will in future be allowed to opt out of dissection without examination penalty.  

The next step is to persuade the Department to remove dissection entirely from the secondary school curriculum. The Department has promised to do its own survey of teachers' and students' opinions on the value and ethics of dissection.