Animal Bioethics: Principles and Teaching Methods

• Abstract
• Introduction
• Monists and dualists
• The victory of the dualist position
• Animal similarities
• Natural scientific monism - ethical dualism
• Monist ethicists
• The defeat of humanist ethics
• Concluding remarks
• References

• Abstract
• Introduction
• Western culture, religious traditions, and the destruction of the environment
• The Judeo-Christian heritage
• Christian transformation of Hellenistic thinking
• The modern transformation of philosophy
• Integrating the tradition?
• References

• Abstract
• Introduction
• Moral standards, ethical norms of behaviour and culture in human society
• Origin of ethics, culture and values in Western society
• Domestic animals in relation to morality, ethics and law
• The status of animals in the 21st century
• The role of humanity in the community of life
• Conclusion
• References

• Abstract
• Introduction
• The emergence of zoocentrism
• Anthropocentric counterattack
• Animal welfare and the moral status
• Moral deliberation
• Working with diversity
• References

• Abstract
• Introduction
• Integrity and zoocentric animal ethics
• Integrity and biocentric ethical theories
• Perception of animals in daily life and in science
• Aesthetics and ethics
• References 107

Abstract
• Introduction
• Fear of people, ease of handling, animal welfare, production and product quality
• An example of research work: a study of beef cattle docility
• Good tools for good workers
• Good workers for good animals: the importance of the psychological characteristics of the stockperson
• Using the genetic variability for selecting the animals
• The importance of considering the human-animal interactions as a part of an inter-individual relationship
• The stockperson as a social partner for the farm animals?
• Some scientific concepts and facts
• Existence of sensitive periods to human contact in the farm ungulates’ life
• The importance of the social network in the development of the human-animal relationship
• Conclusion
• References

• Abstract
• Introduction
• Farm animals’ distress: a challenge for communication
• Consumer Associations in Alsace: from food safety to ethics
• Environmental protection associations: from biodiversity to well-being
• Animal protection associations: from pity to competence
• Farm animal welfare experts: from commercialising life to changing the system
• Education for ethics: from zootechnics to the practice of wellbeing
• References

• Abstract
• Introduction
• Animal welfare
• Conclusions
• References

• Abstract
• Introduction
• Place afforded to ethical questions
• Perception of animal
• The conflicting place of ethics
• Conclusion
• References

• Abstract
• Introduction
• Why should students on agricultural and veterinary higher education courses study ethics?
• What sort of ethics should students on agricultural and veterinary higher education courses study?
• How might ethics be taught to students on agricultural and veterinary higher education courses?
• Conclusion
• References

• Abstract
• From justification to implementation
• The fabric of moral behaviour
• The difficulty of teaching ethics
• Taking teaching animal ethics seriously
• References

• Abstract
• Basic principles
• Farm animal housing and husbandry
• Transport and slaughter of farm animals
• Companion animals
• Laboratory animals
• Wildlife
• References

Abstract
• Introduction
• The societal need for agriculturalists and veterinarians to understand ethics
• The experience of running a course in bioethics for students of agricultural science and agricultural economics
• The experience of running a course in animal ethics for veterinary students
• A new course: Introductory philosophy of science for agricultural science, agricultural economics, and biotechnology students
• What is needed to set up interdisciplinary ethics courses?
• References

• Abstract
• Introduction
• Description of the questionnaire
• Use of the questionnaire in the classroom
• Acknowledgements
• References

• Abstract
• Introduction
• The problem
• The PBL model
• The facilitator
• The tutorial process
• The tutorial group
• Summary
• Acknowledgements
• References

• Abstract
• Introduction
• Practical skills and theoretical background
• Phases in the educational process
• Educational goals
• Different types of cases: illustrative procedures and games
• Acknowledgement

• Abstract
• Introduction
• The theoretical background
• An Ethical Matrix
• Aims and limitations
• Application of the Ethical Matrix to the case of bovine somatotrophin
• Competent moral judges
• Worldviews
• Conclusions
• References

• Abstract
• Introduction
• Course in animal and veterinary ethics
• The reflective equilibrium method of moral reasoning
• Reasoning about a concrete moral problem
• Moral thinking and clinical thinking
• References

The cost of delivering this item to your selected country is detailed below: