Titlebook: Animal Rights Education; Kai Horsthemke Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 animal rights.animal minds.critical

intertwine

Economic Development for Eastern Europen, which means that humans have been the prime beneficiaries of studying animals, in terms of learning about animal anatomy and behaviour. But human–animal relations have the potential of being educationally significant in other ways, too, in that interactions can be mutually beneficial. Pedagogical

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Nikola Čobeljić,Radmila Stojanovlćather than on individuals, whether human or non-human. The communitarianism and holism that characterise most manifestations of environmental concern in society and education also pertain to biophilia and ecophilia, which have both been defined as “nature-friendliness or love of nature”. In a more d

cauda-equina

Agricultural Versus Industrial Development,e information about animals and animal care, encouraging a sense of empathy and compassion towards all creatures and empowering learners to use their knowledge and enthusiasm to act on behalf of the animals within their community—and not only those who are non-human. The idea is that teaching childr

Cubicle

Terms of Trade and Economic Development,es beyond the human species. Perhaps the most plausible understanding of .humanism resides in imagining a world is imagined in the absence of its most disruptive, aggressive and destructive species. In a sense, of course, acknowledging that “the world does not need humans, and is likely to thrive ig

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cacophony

Economic Development Organizations, of violence as a means towards liberatory ends. Vegan education is not limited to opposing the use of animals for food but targets all abuse by humans of non-humans, which it seeks to remedy by non-violent, pacifist education. The critique of vegan education problematises its fundamental pacifism a

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Animal Rights Education978-3-319-98593-0Series ISSN 2634-6672 Series E-ISSN 2634-6680