Pl dd ffi i l titl i G

Phil Brooke – Welfare and Education Development Manager

Please add official title in German

p gCompassion in World Farming

Email: phil@ciwf.org

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Compassion in World Farmingmoving towards higher welfare systems

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BETTER ANIMAL WELFARE THROUGH EDUCATIONproviding knowledge and motivationproviding knowledge and motivation

Future consumers – buying higher welfare products

Future citizens – campaigning for better animal welfare

Future farmers – providing good management in higher welfareFuture farmers providing good management in higher welfare systems

Future retailers – setting higher welfare standards for the meat, milk and eggs which they sell

Future politicians – developing better legislation to protect i l d h lfanimals and enhance welfare

Future government officials – enforcing welfare legislation

Future scientists and teachers – providing and spreading the knowledge that continues the process of improvement

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GOOD ANIMAL WELFARE EDUCATIONsome requirementssome requirements

Must be based on sound science• Must be based on sound science• Material must engage emotionally

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ANIMAL WELFARE EDUCATIONanimal groupsanimal groups

1. Groups1. Groups

a) Companion animals

b) Laboratory animals

c) Wild animals

d) Farm animals

2 O t iti f t hi2. Opportunities for teaching

a) Responsibility

b) Ethics

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HUMANE EDUCATIONdefinitions and objectivesdefinitions and objectives

Definition: teaching compassion and respect for animals,Definition: teaching compassion and respect for animals, humans and the environment

Objective: Help to create a compassionate society with:Objective: Help to create a compassionate society with:• Good animal welfare• Social justicej• Good environment

Process:Process:• Increase knowledge• Develop empathy and emotional intelligenceDevelop empathy and emotional intelligence• Widen circles of compassion

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THE CIRCLE OF COMPASSIONa focus for humane educationa focus for humane education

1. One’s immediate circle• Parents, brothers and sisters• Friends• Pets

2. A wider circle• The community• The environmentThe environment• Other social groups• Other animals

3. The widest circle• All people• The environment• The environment• All animals

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HUMANE EDUCATIONprinciplesprinciples

1. Self esteem2. Respect3. Personal development

a) Knowledgeb) Empathyc) Emotional intelligenced) Values “Tell me and I forget,

teach me and I may remember, involve me and I learn.”

Benjamin Franklin

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KEY TOOLS OF HUMANE EDUCATIONmethods of teaching and involvement1. Direct experience

2 Experiential learning

methods of teaching and involvement

2. Experiential learning

3. Film

4 Pi t4. Pictures

5. Accurate information, printed or online

6. Discussion

7. Stories

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KEY TOOLS OF HUMANE EDUCATIONdirect experiencedirect experience

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KEY TOOLS OF HUMANE EDUCATIONdirect experience

Advantages

direct experience

• Most people who care about animals had direct experience as children

• Great way to teach responsibility

• Great way to teach by good example

DisadvantagesDisadvantages

• Do the animals get a good life?

• The bad becomes normal if the example isn’t good

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KEY TOOLS OF HUMANE EDUCATIONexperiential learningexperiential learning

Dairy cowBeef cow and calf Dairy cow Beef cow and calf

The beef cow produces enough milk for one calf and has a small udder. The dairy cow produces enough for five calves and has a much largerThe dairy cow produces enough for five calves and has a much larger udder

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KEY TOOLS OF HUMANE EDUCATIONExperiential learning combined with film

Modern cows

Experiential learning combined with film

produce very large amounts of milk

L ddLarge udders can make it difficult to walk, leading to lameness

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KEY TOOLS OF HUMANE EDUCATIONthe advantage of filmthe advantage of film

This film teaches the needs of farm animals to children aged 7-11 using some very engaging farm animal stories

© ASAB

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MOTIVATION FOR NESTING BEHAVIOURMOTIVATION FOR NESTING BEHAVIOUREx-battery hen negotiating assault course to lay egg in nest

© ASAB

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KEY TOOLS OF HUMANE EDUCATIONthe advantage of filmthe advantage of film

We used some of the same stories in our Farm Animals & Us films for secondary school children.

One of these is available in German from Tierschutz machtGerman from Tierschutz macht Schule.

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FARROWING CRATESa challenge for improving welfarea challenge for improving welfare

Domestic sows are keptDomestic sows are kept in farrowing crates to prevent piglet crushing.

The crate can protect piglets, but prevents maternal behaviours such as nesting

How can we move to a better system?

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THE POWER OF FILM TO EDUCATEnatural behaviour of pigs including nestingnatural behaviour of pigs including nesting

Part of film for i lt l t d tagricultural students

shows:• Natural family groups• Natural family groups

(sisters and their young)

• Foraging behaviours• Wallowing• Reproductive cycle

Fil b i d

Reproductive cycle including nest-building

Film can be viewed at ciwf.org/students

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THE POWER OF FILM TO EDUCATEmaternal behaviour - nesting in domestic sowsmaternal behaviour nesting in domestic sows

Domestic sows have inherited the same nest building instincts as seen in wild boar

© Diane Halverson / Animal Welfare Institute

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THE POWER OF FILM TO EDUCATEfrustrated nesting behaviour

© BBC Motion Gallery

Part of film aimed at secondary school students shows sham nesting behaviour inbehaviour in caged sow about to farrow

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ALTERNATIVES TO THE FARROWING CRATEi d f f i tindoor free farrowing system

Alternative systems have been designed to give freedom of gmovement to sow without higher mortalityhigher mortality.This depends on good management which has to be learned

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ALTERNATIVES TO THE FARROWING CRATEtd f f i h toutdoor free-range farrowing huts

40% of UK pigs born outside.Death rate no higher:

• Sows bred for maternal ability• Free sows produce more milk so piglets thrive

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KEY TOOLS OF HUMANE EDUCATIONthe advantage of filmthe advantage of film

Film can be used:

1 To teach professionals about key natural and unnatural1. To teach professionals about key natural and unnatural behaviours

2. To demonstrate welfare problems in farming and their solutions to consumers, citizens and politicians

3. To encourage empathy for animals and an understanding of their needstheir needs

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KEY TOOLS OF HUMANE EDUCATIONthe importance of discussion

Children learn from talking as well as listeninggIt helps them to understand a range of opinions whilst forming their ownforming their ownShowing that their opinions are valued shows respect for childrenIt also helps to develop self esteem which is a vital part of

However, in whole group discussion:• Some students don’t wish to talk in esteem which is a vital part of

any humane educationSome students don t wish to talk in front of a whole class

• A few may tend to dominate• There is limited time for anyone to

talk in a large group

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KEY TOOLS OF HUMANE EDUCATIONthe importance of small-group discussion

How do animals matter?• Cards with philosophical statements• Designed for small group discussion

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KEY TOOLS OF HUMANE EDUCATIONthe importance of small group discussionthe importance of small-group discussion

Please add German translation in this box

Please add German translation in thistranslation in this box

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KEY TOOLS OF HUMANE EDUCATIONthe importance of small-group discussionthe importance of small group discussion

Where Do You Draw the Line?• Cards with farm animal welfare issues• Each explains the issue• Students decide how much they agree

or disagree

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KEY TOOLS OF HUMANE EDUCATIONthe importance of small-group discussionthe importance of small group discussion

The first paragraph explains the reasons p g p pfor the practiceThe second explains the problemsThe students discuss and decide

If time allows please add German translation of heading andIf time allows, please add German translation of heading and two sentences in this box

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KEY TOOLS OF HUMANE EDUCATIONinvestigating valuesinvestigating values

“Personality test” has a series of ystatements on 10 food-related issues from four separate philosophical viewpointsviewpoints

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KEY TOOLS OF HUMANE EDUCATION“personality test” - investigating valuespersonality test investigating values

The statements are in turn from the point of view of:a) Animal Rightsb) Animal Welfare) C tic) Conservation

d) Anthropocentric (humans come first)

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FARM ANIMAL WELFARE EDUCATIONtarget groupstarget groups

Present and future:• Consumers• Citizens• Animal welfare workers• Politicians• Public servants• Food business

Livestock companies• Livestock companies• Farmers and stockpeople

There will be equivalent lists for Companion animals, lab animals and wild animals

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ANIMAL WELFARE EDUCATIONtarget groupstarget groups

Primary school students:• How food is produced• Positive messages

Needs of animalsResponsibilityKindness Empathy raising stories and experience

Secondary school students:• Details food production

Controversial issues• Controversial issues

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FARM ANIMAL WELFARE EDUCATIONtarget groupstarget groups

Professionals:• Detailed welfare knowledge

Natural behaviour of farm animalsAbnormal behaviours and stereotypiesGood managementGood managementWelfare issues associated with systemsyMeasuring welfare outcomes

• Book, film, PowerPoint and lecturers’ notes at www.ciwf.org/gap

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FARM ANIMAL WELFARE EDUCATIONlevelslevels

We need resources in a range of languages

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INTERNATIONAL WORKSHOPAnimal Scientists and veterinarians in BeijingAnimal Scientists and veterinarians in Beijing

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FARM ANIMAL WELFARE EDUCATIONco-ordination

The role of animal welfare centres:• Repository of resources and scientifically based information• Repository of resources and scientifically-based information

TeachersGovernmentGovernmentIndustry

• Training g• Direct teaching• Evaluation of resources and methods• Provide examples of best practice• Centres of expertise• A model for others to follow

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FARM ANIMAL WELFARE EDUCATIONmain objectives and methods

1. Extend knowledge

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• Where milk, eggs and ham come from• Know how the animals live• Understand the needs of farm animals• Understand the needs of farm animals• Know how far these needs are met in different systems

2. Develop attitudes and values2. Develop attitudes and values• Philosophical issues – how should animals be treated?• Emotional engagement – do I care?

3. Encourage discussion• Understanding – different viewpoints

R ti i di id l i i• Respecting – individual opinions

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THE ULTIMATE AIM OF HUMANE EDUCATION

To widen people’s circles of compassion to include:

• all people• all people

• all animals

d th i t• and the environment

Through the development of:

• knowledge

• empathy

• values

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HUMANE EDUCATIONadditional benefitsadditional benefits

1. A more compassionate society with:a) Less crimeb) More caring

2. Pupil engagementa) Better learningb) Less bullying

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USE OF STORIES TO DEVELOP EMPATHYMeg the one-legged hen

Meg lost a leg in an accident and was taken to an animal welfare centre

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USE OF STORIES TO DEVELOP EMPATHYMeg the one-legged hen

She was taken home by a welfare volunteer and recovered inside

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USE OF STORIES TO DEVELOP EMPATHYMeg the one-legged hen

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USE OF STORIES TO DEVELOP EMPATHYMeg the one-legged hen

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SHOULD WE TREAT FARM ANIMALSSHOULD WE TREAT FARM ANIMALS PRIMARILY AS

f• a means of production?

• sentient beings with inner lives of their own?their own?

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