To Dissect or Not Dissect

Grant Hemingson
October 27
6th Period
Anatomy & Physiology
Giannou

Grant Hemingson - 6th

One of the most valuable methods of learning available to those studying anatomy and
physiology of living organisms is the ability to dissect the organism. When one can see first hand
the objects that theyve been studying in the textbooks or the models, it allows for a whole new

perception of the object. When you are holding, say, a heart, you can use your 5 senses to further
understand the functions, size, and scope of the organ, rather than just reading about it in the
textbook. When a student is able to see and hold a concrete example of something, it adds an
entirely different perspective to their learning. Therefore, I believe dissections are a necessary
element to the education of students on the topic of anatomy and physiology, as long as the
organisms being dissected were obtained through humane means.
When the only time a student sees a part of the body is in a textbook, a certain connection
is lost that can be found through the dissection of that subject. When a student has the
opportunity to dissect something, all of the things that theyve been reading about in the textbook
become real. Biologist Susan Offner writes, the learning that occurs in a dissection is
qualitatively different from the learning that occurs in a lecture or paper-and-pencil setting.
(Offner). As a very concrete learner, I perceive things best when I can observe them in my hand,
not when I read, take notes, or draw them. Concrete examples aid in memorization, because the
size, texture, or odor of something is often more memorable than a vocabulary word or chart. A
lab done in class would allow a much deeper understanding of the topic rather than a list of
vocab and textbook notes.
In high school, the use of a cadaver simply does not make sense. Save human body
dissections for University studies. The use of a frog or a mouse in high school makes sense
because these organisms have many parallels to the anatomy of a human, except on a much
smaller, simpler, and frankly less valuable scale. These organisms cannot serve any real purpose
when they die, whereas human bodies can be salvaged for their blood and organs. But when a
student is able to see the connections between organs and organ systems in a small mammal, they
can greater understand these connections when taken to the human scale (NSTA). Small

organisms such as mice or frogs are the best choice for dissections for their simple anatomy, low
cost to raise, and their abundance as a species. You would never dissect an animal that is
endangered, or takes years to grow to full size, or has a high cost of getting it to full size.
The obtainment of the organisms used for dissection must be resourced humanely and
economically, and the source must be replaced so that it does not affect the environment
negatively. The use of naturally dead animals from shelters or the food industry are great sources,
and as long as the animals are responsibly replaced. The specimens who are cultivated for
dissection must also die in a humane fashion, which is enforced by the government. There are
Class (A) Dealers, who responsibly source, grow, and euthanize specimens for dissection, are are
regulated heavily by the government. There are also, however, Class (B) Dealers, who arent as
regulated and get their animals from random sources, many times overseas. Many institutions
have pledged to no longer deal with Class (B) Dealers as they are often times regarded as
inhumane and sometimes abusive (NEAVS)
One of the arguments of against dissection is that it devalues the life of the animals, and
shows students that the life of the animal is only worth a few days of dissection and then the
trash. The only way this is true is if the teachers handles it in this way. If the teacher is able to
teach the students responsibility and respect of the animals, then the students will place more
value on the animals and not disrespect the organism. Many of the arguments against dissections
in education can be solved simply by having the instructor teach responsibility and respect, and
enforcing that the organism the students are working with were once living creatures, not toys.
Another argument is that the sources of the specimens are inhumane and irresponsible. This is
fixed by the U.S. Government heavily regulating Class (A) dealers, and many institutions
pledging that they wont purchase the specimens from Class (B) Dealers.

That being said, the use of dissections in the classroom is invaluable, as the first hand
experience of seeing a concrete example of something is extremely useful for students. The real
life connection to what is seen in the textbook day-after-day is extremely helpful to students
learning the material. As a very hands-on learner, when I can see and hold the subject in my
hands, I can further understand the importance of it. The use of smaller organisms is much better
for dissections because they are cheaper to produce, easier to replace, and are much more
expendable than either human cadavers or larger animals. And when the instructor is capable of
teaching responsibility and respect of the specimens, the student will realize the value and
importance of the animals, rather than treating the specimen as a toy. As long as the specimens
are responsibly purchased from reputable Class (A) Dealers, both the student and the instructor
can feel better about dissecting the specimen. For these reasons, I believe that we should dissect
in our Anatomy & Physiology class.

Works Cited
Offner, Susan. The Importance of Dissection in Biology Teaching. University of California
Press. 1993. Print
http://www.jstor.org/stable/4449611?seq=1#page_scan_tab_contents
National Science Teachers Association. Safety and School Science Instruction, an NSTA Position
Statement. 2000. NTSA. Web.
http://www.nsta.org/about/positions/animals.aspx
Animals in Education. New England Anti-Vivisection Society. 2015. Web.
http://www.neavs.org/education/overview