teachers’ notes: personality test how do you think about ...€¦ · 8. salmon and trout are...
TRANSCRIPT
Teachers’ Notes: Personality Test – How Do You Think About Animals?An opinion-forming exercise examining values - the use of animals for food
Version 1 ideal for sixth form and university as well as able younger students Version 2 aimed at younger students and those with lower reading ages
Objectives :• To introduce students quickly to a range of food ethics issues
• To help them investigate their own values
• To help them appreciate a range of other values and to respect the views of others
• To develop speaking, listening and decision-making skills
• To encourage respect for other viewpoints through more detailed analysis
• To encourage concern for the welfare of both people and animals and of the need to protect the environment
PSHE/Citizenship Science EnglishReligious Studies Geography Animal Science/Management
Age range (2 versions) < 5 5 6 7 8 9 10 11 12 13 14 15 16 17 18 adult
How the Personality Test works:
People love doing personality tests! Actually, this is an exercise in analysing attitudes to animal issues.
There are ten questions. The first is in the box below. Students have to decide which of four statements they most agree with.
These break down into four viewpoints:
• Animal Rights (a)• Animal Welfare (b)• Environmental / Sustainable Development (c)• Anthropocentric / “Humans come first” (d)
Running the Personality Test:
This is a great lesson starter. There is an extension activity, working out how the test works, for early finishers. Students who arrive late can get a result even if they only have time to answer some of the questions. There is a simpler version with a reading age of nine for younger students.
For each question, the students tick the statements they agree with but, most importantly, they then choose the one they most agree with and give it a big tick!
Conduct the exercise flexibly. Allow students to decide that no statement is appropriate for them, or two are equal. When they finish, they work out which answer they go for most often. Don’t tell them how the exercise works in advance!
At the end you can have an interactive session going over the results verbally. Alternatively, students can work out their results from the “Assessing your score” worksheet. Emphasise that there is no right or wrong answer to discourage a tendency amongst some audiences to belittle the views of others.
Compassion in World Farming has used the exercise on many occasions and found audiences in which each of the four positions pre-dominates. It is important to emphasise that all four positions are intellectually respectable. You could almost certainly find several academic philosophers in each of the four categories.
Be positive about all four groups, concentrating on what each group specifically cares about – people, the environment and future generations, animal happiness and suffering, animal rights and freedoms.
Be clear, if necessary, that it does not follow that “d) people” are uncaring or that “a) people” are in any way extreme or impractical. People in all groups may be realists or idealists. Or a bit of both. The differences between the groups are primarily about values. What matters to them.
It is also good to point out that the test is of course an over-simplification. Most people care about people, animals and the environment. Many conservationists, for example, think that whales should be left alone rather than harvested sustainably. They may believe that sustainable exploitation, even if desirable, is not enforceable and so on.
The exercise can raise further discussion points. How many people, for example, gave the same answer for questions 4 (eating meat) and 5 (eating dogs and cats)? How many gave the same also for 6 (eating fish)? Are these three really the same question? Or are there fundamental differences? To what extent are our answers culturally determined? Many Britons would be happy to eat beef, but not cat or dog. Many Hindus would avoid beef. Why do some people care more about mammals than they do about fish? Are people consistent? Should they be?
It is best used as an introduction to a session which includes a video and discussion (see lesson plan overleaf).
Poss ible Lesson Outline:
1. Hand out Personality Test and ask them to start. Instructions should be self-explanatory, but it doesn’t matter too much how precisely they are followed (10-15 minutes).
2. Extension activity for early finishers (announce when the first have finished). You may have noticed a pattern to a), b), c) and d) statements. What does each have in common? What does each view represent? No extra time allowance required.
3. When most or all have finished, ask them to work out which answer they have most commonly gone for. (It doesn’t matter if some have not finished – their results will still be valid.) (2 minutes.)
4. Do a show of hands for each position (students should vote twice if two are equal). Does anyone feel no position is suitable? (2 minutes.) Alternatively, hand out sheets which allow students to work out their own position.
5. Discuss what the audience thinks each position represents? Go over the intended answers to this. Present each position positively (see opposite). (5 minutes.)
6. Optional further discussion, eg comparison of answers to Q 3, 5 and 6 above. Does it matter which kind of animal is involved (cattle vs dogs vs fish)? (This can take any amount of time!) This could also be done after watching the video.
7. Watch a video, eg Farm Animals & Us (17 minutes) for younger students, or Farm Animals & Us 2 (25 minutes) for abler students aged 14 or over, followed by discussion.
Follow-up activ ities :
Research one or more of the issues in more detail.
1. Conduct a survey. Try out the questionnaire on a range of people. How do results vary with age, sex, occupation etc? Can you explain the results?
2. Devise questions which would separate views on other animal issues (eg animal experiments, circuses, zoos, pet keeping, hunting, shooting, fishing etc). Can you make each of the statements equally sympathetic?
3. Could similar “Personality Tests” be devised to analyse other ethical, political or theological issues?
Differentiation:
There are two versions of the Personality Test, both of which cover the same issues. Version 1 has a reading age of about 12. It will work well with any age group with good reading skills. It works particularly well with the sixth form (and, incidentally, with adult, college and university groups).
Version 2 has a reading age of about 9. Use with younger students, or with any group for whom a lower reading age may be an advantage.
Asse
ssin
g y
ou
r sco
re
Yo
u h
ave p
rob
ab
ly n
oti
ced
ho
w t
his
wo
rks.
Each
of
the f
ou
r p
osi
tio
ns,
a),
b),
c)
an
d d
)
rep
rese
nts
a d
iffe
ren
t p
hil
oso
ph
y.
See i
f yo
u c
an
wo
rk o
ut
wh
at
each
po
siti
on
rep
rese
nts
. H
ow
do
es
each
po
siti
on
feel
ab
ou
t h
ow
an
imals
sh
ou
ld b
e u
sed
fo
r fo
od
?
Fin
all
y, w
ork
ou
t w
hic
h p
osi
tio
n y
ou
are
mo
st o
ften
giv
ing
th
e B
IG t
ick t
o.
Dis
co
ve
r y
ou
r T
RU
E
pe
rso
na
lity
…
1.
Wh
ale
sin
th
e s
ea
ha
ve
de
clin
ed
be
cau
se t
he
y h
av
e b
ee
n k
ille
d f
or
the
ir
me
at
an
d o
il.
So
me
sp
eci
es
are
clo
se t
o e
xti
nct
ion
. M
eth
od
s o
f k
illi
ng
th
em
can
ca
use
gre
at
suff
eri
ng
. H
ow
ev
er,
wh
ali
ng
is
imp
ort
an
t i
n t
he
tra
dit
ion
s o
f
som
e c
ou
ntr
ies
an
d a
lso
am
on
gst
In
uit
co
mm
un
itie
s.
a)
We
ha
ve n
o r
igh
t to
exp
loit
wh
ale
s fo
r o
ur
ow
n g
ain
. T
he
y a
re h
igh
ly i
nte
llig
en
t,
sen
siti
ve c
rea
ture
s a
nd
we
sh
ou
ld l
ea
ve t
he
m a
lon
e.
b)
Th
e m
eth
od
s u
sed
to
kil
l w
ha
les
are
oft
en
cru
el.
Th
ey
sho
uld
be
le
ft a
lon
e a
t le
ast
un
til m
ore
hu
ma
ne
me
tho
ds
can
be
fo
un
d o
f k
illi
ng
th
em
.
c)W
ha
les
sho
uld
be
le
ft a
lon
e u
nti
l th
eir
nu
mb
ers
ha
ve r
etu
rne
d t
o n
orm
al.
Th
en
we
sho
uld
co
ntr
ol
the
nu
mb
ers
kil
led
so
th
at
wh
ale
po
pu
lati
on
s d
o n
ot
dro
p a
ga
in.
d)
Wh
ale
s a
re a
go
od
so
urc
e o
f fo
od
an
d o
il a
nd
we
mu
st r
esp
ect
cu
ltu
ral
tra
dit
ion
s.
Scie
nti
fica
lly-
con
tro
lle
d w
ha
lin
g s
ho
uld
be
all
ow
ed
.
Fo
r e
ach
qu
est
ion
,
tick
th
e s
tate
me
nts
yo
u a
gre
e w
ith
.
Th
en
, g
ive
a B
IG t
ick
for
the
sta
tem
en
t
yo
u l
ike
be
st.
Rep
eat
for
all t
en
qu
est
ion
s.
8.
Sa
lmo
n a
nd
tro
ut
are
re
are
d i
nte
nsi
ve
ly i
n f
ish
fa
rms
to p
rod
uce
ch
ea
p f
ish
. F
arm
ed
sa
lmo
n c
on
sta
ntl
y s
wim
ro
un
d t
he
ir c
ag
es
inst
ea
d
of
mig
rati
ng
acr
oss
th
e o
cea
n.
Fis
h w
ast
es
an
d c
he
mic
als
use
d t
o
con
tro
l d
ise
ase
po
llu
te t
he
en
vir
on
me
nt
for
oth
er
aq
ua
tic
life
.
a)
Fish
sh
ou
ld liv
e f
ree
in
th
e w
ild
, n
ot
en
clo
sed
in
farm
s.
b)
Th
ese
fis
h s
uff
er
fro
m s
tress
. W
e s
ho
uld
farm
fis
h l
ess
in
ten
sive
ly.
c)In
ten
sive
fis
h f
arm
ing
is
da
ma
gin
g t
o w
ild
life
. W
e s
ho
uld
lo
ok
fo
r le
ss
inte
nsi
ve w
ays
of
incr
ea
sin
g f
ish
pro
du
ctio
n.
d)
Fish
fa
rmin
g p
rovi
de
s jo
bs
an
d a
ch
ea
p f
orm
of
tast
y p
rote
in.
9.
Sh
ee
p a
re t
ran
spo
rte
d a
liv
e f
rom
Bri
tain
fo
r sl
au
gh
ter
or
furt
he
r fa
tte
nin
g t
o c
ou
ntr
ies
such
as
Fra
nce
an
d t
he
Ne
the
rla
nd
s. T
ota
l jo
urn
ey
tim
es
can
la
st o
ve
r 2
0 h
ou
rs.
a)
She
ep
are
sen
tie
nt
be
ing
s, n
ot
ag
ricu
ltu
ral g
oo
ds.
We
ha
ve n
o r
igh
t to
tre
at
the
m lik
e t
his
.
b)
Lon
g d
ista
nce
tra
nsp
ort
cau
ses
un
ne
cess
ary
su
ffe
rin
g a
nd
ris
ks
spre
ad
ing
d
isea
se. W
e s
ho
uld
sla
ug
hte
r th
em
he
re a
nd
exp
ort
th
eir
me
at.
c)T
ran
spo
rtin
g f
oo
d o
ver
lon
g d
ista
nce
s is
wa
ste
ful
of
en
erg
y. W
e s
ho
uld
e
nco
ura
ge
pe
op
le t
o e
at
mo
re l
oca
lly
pro
du
ced
fo
od
.
d)
Th
e liv
e e
xpo
rt m
ark
et
pro
vid
es
con
tin
en
tal co
nsu
me
rs w
ith
th
e f
resh
me
at
the
y li
ke
an
d p
rovi
de
s b
ett
er
pri
ces
at
ma
rke
t fo
r o
ur
ha
rd-p
ress
ed
farm
ers
.
10
. O
rga
nic
me
at
com
es
fro
m a
nim
als
giv
en
fe
ed
pro
du
ced
wit
ho
ut
che
mic
al
fert
ilis
ers
or
pe
stic
ide
s.
An
ima
ls a
re g
ive
n m
ore
sp
ace
an
d
the
yo
un
g a
re w
ea
ne
d l
ate
r to
try
to
re
du
ce t
he
ne
ed
fo
r a
nti
bio
tics
.
a)
Th
is is
a m
uch
mo
re h
um
an
e w
ay
of
rea
rin
g a
nim
als
, b
ut
it w
ou
ld b
e
be
tte
r n
ot
to k
ill.
Wh
y n
ot
ea
t o
rga
nic
ve
ge
tari
an
fo
od
?
b)
Org
an
ic f
arm
ing
is
go
od
be
cau
se t
he
an
ima
ls h
ave
a h
ap
pie
r li
fe.
c)W
e s
ho
uld
ea
t o
rga
nic
me
at
be
cau
se it
is b
ett
er
for
the
en
viro
nm
en
t.
d)
Pe
op
le s
ho
uld
ea
t o
rga
nic
me
at
if t
he
y w
an
t to
, b
ut
it i
s n
ot
a p
ract
ica
l w
ay
of
fee
din
g t
he
po
or
an
d t
he
hu
ng
ry.
Ve
rsio
n 1
2.
Fo
llo
win
g t
he
EU
ba
n o
n b
arr
en
ca
ge
s, h
alf
of
Bri
tish
eg
gs
are
p
rod
uce
d i
n e
nri
che
d o
r co
lon
y c
ag
es.
Ca
ge
d h
en
s h
av
e l
imit
ed
fr
ee
do
m t
o m
ov
e.
Th
eir
wa
ste
s ca
n c
au
se a
ir p
oll
uti
on
. H
ow
ev
er,
ca
ge
d e
gg
s a
re c
he
ap
.
a)
A c
ag
e is
a p
riso
n. H
en
s sh
ou
ld b
e a
llo
we
d t
o l
ive
fre
e.
b)
Ca
ge
d s
yste
ms
are
to
o r
est
rict
ive
. P
eo
ple
sh
ou
ld b
uy
eg
gs
fro
m c
ag
e-f
ree
sy
ste
ms
wh
ere
he
ns
can
exp
ress
th
eir
na
tura
l b
eh
avi
ou
rs.
c)In
ten
sive
farm
s sh
ou
ld b
e s
hu
t d
ow
n i
f th
ey
can
no
t p
roce
ss t
he
ir w
ast
e
wit
ho
ut
cau
sin
g p
oll
uti
on
.
d)
Hen
s k
ep
t in
co
lon
y ca
ge
s p
rod
uce
ch
ea
p e
gg
s. P
eo
ple
on
lo
we
r in
com
es
wo
uld
su
ffer
if a
ll c
ag
es
we
re b
an
ne
d.
5.
In m
an
y p
art
s o
f th
e w
orl
d,
do
gs
an
d c
ats
are
re
are
d f
or
foo
d.
Th
ey
are
oft
en
kil
led
ve
ry c
rue
lly
.
a)
Do
gs
an
d c
ats
sh
ou
ld n
ot
be
ea
ten
. T
he
y sh
ou
ld liv
e lo
ng
an
d f
ull
liv
es.
b)
In p
rin
cip
le it
is u
p t
o p
eo
ple
wh
at
the
y e
at,
bu
t cr
ue
lty
is a
lwa
ys w
ron
g.
Do
gs
an
d c
ats
use
d f
or
foo
d
sho
uld
be
sla
ug
hte
red
hu
ma
ne
ly.
c)W
e m
ay
no
t li
ke
th
is, b
ut
it i
s b
ett
er
tha
n k
illi
ng
wil
d a
nd
en
da
ng
ere
d
an
ima
ls s
uch
as
mo
nk
eys
to
ea
t.
d)
I w
ou
ldn
't lik
e t
o e
at
do
g, b
ut
I h
ap
pil
y e
at
lam
b. It
is
up
to
pe
op
le in
o
the
r co
un
trie
s to
ch
oo
se w
ha
t th
ey
ea
t.
3.
Fa
rmin
g p
igs
an
d c
hic
ke
ns
inte
nsi
ve
ly i
nd
oo
rs i
ncr
ea
ses
pro
du
ctio
n o
f ch
ea
p m
ea
t. I
t p
rod
uce
s m
ore
me
at
pe
r h
ect
are
, b
ut
the
an
ima
ls a
re f
ed
o
n c
rop
s w
hic
h c
ou
ld m
ore
eff
icie
ntl
y b
e f
ed
dir
ect
ly t
o p
eo
ple
.
a)
It i
s u
ne
thic
al n
eve
r to
le
t a
nim
als
go
ou
tsid
e. A
ll a
nim
als
sh
ou
ld h
ave
a b
asi
c ri
gh
t to
fre
ed
om
.
b)
Pig
s a
nd
ch
ick
en
s su
ffer
in o
verc
row
de
d i
nd
oo
r sy
ste
ms.
We
sh
ou
ld g
ive
th
ese
an
ima
ls m
ore
sp
ace
an
d i
de
all
y k
ee
p t
he
m f
ree
-ran
ge
.
c)W
e s
ho
uld
pa
y a
bit
mo
re f
or
ou
r m
ea
t b
ut
ea
t le
ss o
f it
. W
e s
ho
uld
ma
inly
e
at
fre
e-r
an
ge
be
ef
an
d la
mb
sin
ce t
he
y e
at
gra
ss w
hic
h p
eo
ple
ca
nn
ot
ea
t.
d)
If p
eo
ple
ch
oo
se t
o p
ay
mo
re f
or
fre
e-r
an
ge
, th
at’
s g
oo
d f
or
rura
l in
com
es.
H
ow
eve
r, w
e n
ee
d in
ten
sive
farm
ing
fo
r th
ose
wh
o w
an
t ch
ea
pe
r m
ea
t.
4.
Ve
ge
tari
an
s d
on
’t e
at
me
at
or
fish
. T
his
re
du
ces
an
ima
l su
ffe
rin
g a
nd
kil
lin
g.
Le
ss
lan
d i
s re
qu
ire
d t
o g
row
fo
od
fo
r v
eg
eta
ria
ns.
a)
It i
s b
est
to
go
ve
ge
tari
an
or
veg
an
. N
on
-hu
ma
n
an
ima
ls h
ave
a r
igh
t to
lif
e t
oo
. A
ve
ge
tari
an
d
iet
can
be
he
alt
hie
r a
nd
ma
kin
g m
ea
tle
ss m
ea
ls
als
o p
rovi
de
s jo
bs.
b)
It i
s a
lrig
ht
to e
at
me
at
as
lon
g a
s it
ha
sn’t
be
en
re
are
d b
y cr
ue
l fa
cto
ry f
arm
ing
me
tho
ds.
c)P
eo
ple
sh
ou
ld e
at
less
me
at
to f
ree
mo
re o
f o
ur
lan
d f
or
wil
dli
fe.
d)
Ea
tin
g le
ss m
ea
t m
igh
t b
e a
go
od
th
ing
if
it
he
lps
us
to f
ee
d t
he
hu
ma
n p
op
ula
tio
n.
Ho
we
ver,
me
at
is g
oo
d f
or
you
, it
ta
ste
s n
ice
a
nd
me
at
pro
du
ctio
n p
rovi
de
s jo
bs.
6.
Co
d i
s a
go
od
so
urc
e o
f p
rote
in a
nd
fis
hin
g i
s a
tra
dit
ion
al
liv
eli
ho
od
. H
ow
ev
er,
co
d s
tock
s h
av
e b
ee
n o
ve
r-fi
she
d.
Fis
hin
g f
or
cod
is
stre
ssfu
l to
th
e f
ish
. T
ho
se w
ho
are
sti
ll a
liv
e a
fte
r la
nd
ing
u
sua
lly
die
slo
wly
of
suff
oca
tio
n a
nd
ma
ny
are
ev
en
gu
tte
d a
liv
e.
a)
Fish
are
sen
tie
nt
be
ing
s w
ith
a r
igh
t to
lif
e. W
e s
ho
uld
le
ave
fis
h a
lon
e
an
d f
ind
be
tte
r w
ays
of
fee
din
g p
eo
ple
wit
ho
ut
kil
lin
g a
nim
als
.
b)
Fish
ing
cau
ses
suff
eri
ng
to
fis
h o
n a
ma
ssiv
e s
cale
. W
e s
ho
uld
re
du
ce t
he
n
um
be
r o
f fi
sh w
e c
atc
h.
Fish
sh
ou
ld b
e h
um
an
ely
kil
led
aft
er
lan
din
g.
c)P
eo
ple
sh
ou
ld e
at
fish
in
mo
de
rati
on
an
d o
nly
fro
m s
ust
ain
ab
ly
ma
na
ge
d s
tock
s to
re
du
ce o
ver-
fish
ing
.
d)
Co
d is
go
od
fo
r yo
u a
nd
pe
op
le lik
e it.
Wh
ilst
it
is i
mp
ort
an
t to
pro
tect
fi
sh s
tock
s, t
he
ke
y p
rio
rity
is
to m
ain
tain
liv
eli
ho
od
s.
7.
Clo
nin
g c
an
pro
du
ce p
rod
uct
ive
an
ima
ls,
ide
nti
cal
to t
he
ir
p
are
nt,
qu
ick
ly a
nd
eff
icie
ntl
y.
Clo
ne
d a
nim
als
are
mo
re l
ike
ly
to s
uff
er
dif
ficu
lt b
irth
s a
nd
re
spir
ato
ry p
rob
lem
s. M
ort
ali
ty
can
be
hig
h.
Clo
nin
g c
an
re
du
ce g
en
eti
c d
ive
rsit
y,
incr
ea
sin
g t
he
ris
k o
f d
ise
ase
ou
tbre
ak
s.
a)
We
ha
ve n
o r
igh
t to
me
ss a
rou
nd
wit
h t
he
bo
die
s o
f
a
nim
als
lik
e t
his
.
b)
Pro
du
cin
g c
lon
es
req
uir
es
surg
ery
or
oth
er
un
ple
asa
nt
pro
ced
ure
s. C
lon
ing
sh
ou
ld b
e b
an
ne
d t
o p
reve
nt
un
ne
cess
ary
su
ffe
rin
g.
c)W
e d
on
’t k
no
w a
ll t
he
ris
ks
invo
lve
d a
nd
we
do
n’t
wa
nt
to l
ose
an
y m
ore
bio
-div
ers
ity.
d)
Th
is t
ech
no
log
y co
uld
he
lp p
rod
uce
ch
ea
pe
r
an
d h
ea
lth
ier
me
at.
It
sho
uld
be
en
cou
rag
ed
to
de
velo
p in
a s
en
sib
le w
ay.
Ass
ess
ing
yo
ur
sco
re
Ca
n y
ou
wo
rk o
ut
you
r o
wn
re
sult
? E
ach
of
the
fo
ur
po
siti
on
s, a
), b
), c
) a
nd
d)
rep
rese
nts
a d
iffe
ren
t p
hil
oso
ph
y.
Wh
at
do
es
ea
ch p
osi
tio
n r
ep
rese
nt?
Ho
w d
oe
s e
ach
po
siti
on
fee
l a
bo
ut
ho
w
an
ima
ls s
ho
uld
be
use
d f
or
foo
d?
Fin
all
y, w
ork
ou
t w
hic
h p
osi
tio
n y
ou
are
mo
st o
ften
giv
ing
th
e B
IG t
ick
to
.
Dis
co
ve
r y
ou
r T
RU
E
pe
rso
na
lity
…
1.
Wh
ale
s a
re i
n d
an
ge
r o
f b
eco
min
g e
xti
nct
. Th
ey
ha
ve
be
en
kil
led
for
the
ir m
ea
t a
nd
oil
.
a)
It is
wro
ng
to
kill w
hale
s. T
hey
are
in
tellig
en
t an
imals
. W
e s
ho
uld
leave
th
em
alo
ne.
b)
Th
e m
eth
od
s o
f killi
ng
wh
ale
s are
cru
el. W
e s
ho
uld
sto
p t
he s
lau
gh
ter
un
til w
e
can
fin
d a
kin
der
wa
y o
f killi
ng
th
em
.
c)W
e m
ust
sto
p w
hale
s b
eco
min
g e
xtin
ct.
We s
ho
uld
on
ly k
ill a f
ew
so
th
e
speci
es
can
su
rviv
e.
d)
Kil
lin
g w
ha
les
is i
mp
ort
an
t to
oth
er
cult
ure
s. W
e s
ho
uld
le
t o
the
r p
eo
ple
kil
l
wh
ale
s if
th
ey
wa
nt
to.
Fo
r e
ach
qu
est
ion
, ti
ck t
he
sta
tem
en
ts y
ou
ag
ree
wit
h.
Th
en
, g
ive
a B
IG t
ick
fo
r th
e
sta
tem
en
t y
ou
lik
e b
est
.
Rep
eat
for
all t
en
qu
est
ion
s.
8.
Sa
lmo
n a
nd
tro
ut
use
d t
o b
e c
au
gh
t fr
om
th
e w
ild
. N
ow
th
ey
are
g
row
n i
n f
ish
fa
rms.
a)
Fish
sh
ou
ld liv
e f
ree
in
th
e w
ild
. T
he
y sh
ou
ld n
ot
be
im
pri
son
ed
in
ca
ge
s.
b)
Fish
ca
n s
uff
er
stre
ss i
f th
ey
are
en
clo
sed
. In
ten
sive
fis
h f
arm
ing
is
cru
el.
c)Fi
sh f
arm
ing
ca
use
s p
oll
uti
on
wh
ich
hu
rts
wil
dli
fe. W
e s
ho
uld
fin
d l
ess
in
ten
sive
wa
ys o
f fa
rmin
g f
ish
.
d)
Salm
on
an
d t
rou
t a
re n
ow
ch
ea
p f
oo
ds.
Fis
h f
arm
ing
pro
vid
es
job
s a
nd
tast
y fo
od
fo
r p
eo
ple
.
Ve
rsio
n 2
9.
Bri
tish
sh
ee
p a
re o
fte
n s
en
t o
n l
on
g j
ou
rne
ys
to F
ran
ce o
r th
e
Ne
the
rla
nd
s to
be
fa
tte
ne
d o
r k
ille
d f
or
me
at.
T
he
jo
urn
ey
s o
fte
n t
ak
e
a d
ay
an
d a
nig
ht
an
d c
an
la
st f
or
da
ys.
a)
We
ha
ve n
o r
igh
t to
ma
ke
an
ima
ls g
o o
n lo
ng
jo
urn
eys
lik
e t
his
. Lo
ng
d
ista
nce
tra
nsp
ort
sh
ou
ld b
e b
an
ne
d.
b)
Th
ese
lo
ng
jo
urn
eys
ma
ke
sh
ee
p s
uff
er.
Th
ey
sho
uld
be
kil
led
as
clo
se t
o
ho
me
as
po
ssib
le.
c)P
eo
ple
sh
ou
ld e
at
foo
d w
hic
h i
s g
row
n l
oca
lly.
Lo
ng
jo
urn
eys
in
lo
rrie
s w
ast
e f
ue
l a
nd
ca
use
po
llu
tio
n.
d)
Farm
ers
ne
ed
to
ma
ke
a liv
ing
. Li
ve e
xpo
rts
me
an
s h
igh
er
pri
ces
for
the
ir
she
ep
. It
als
o m
ea
ns
tha
t p
eo
ple
ab
roa
d c
an
en
joy
fre
sh m
ea
t fr
om
Bri
tain
.
10
. O
rga
nic
me
at
com
es
fro
m a
nim
als
wh
o c
an
go
ou
tsid
e f
or
at
lea
st
pa
rt o
f th
eir
liv
es.
Th
eir
fo
od
is
gro
wn
wit
ho
ut
usi
ng
art
ific
ial
che
mic
als
.
a)
An
ima
ls s
till
ha
ve t
o b
e k
ille
d t
o m
ak
e m
ea
t, e
ven
if
it i
s o
rga
nic
. It
wo
uld
be
b
ett
er
to e
at
org
an
ic v
eg
eta
ria
n f
oo
d.
b)
It i
s b
ett
er
to e
at
me
at
wh
ich
is
org
an
ic.
It c
an
be
kin
de
r to
an
ima
ls.
c)W
e s
ho
uld
ea
t o
rga
nic
me
at.
It
is k
ind
er
to t
he
en
viro
nm
en
t.
d)
Org
an
ic m
ea
t is
mo
re e
xpe
nsi
ve. It
is
OK
to
ea
t it
, b
ut
do
n’t
exp
ect
th
e r
est
of
us
to.
2.
Ma
ny
eg
gs
are
la
id b
y h
en
s w
ho
liv
e i
n c
olo
ny
ca
ge
s.
Ca
ge
d h
en
s h
av
e l
ess
fre
ed
om
th
an
fre
e-r
an
ge
he
ns.
a)
A c
ag
e is
a p
riso
n. H
en
s sh
ou
ld b
e a
llo
we
d t
o liv
e f
ree.
b)
We s
ho
uld
bu
y fr
ee
-ran
ge e
gg
s so
th
e h
en
s live
hap
pie
r live
s.
c)La
rge f
arm
s ca
n c
au
se p
oll
uti
on
. W
e s
ho
uld
ke
ep
an
ima
ls i
n
smaller
gro
up
s to
help
th
e e
nvi
ron
men
t.
d)
Cag
ed
hen
s p
rod
uce
ch
eap
er
eg
gs.
We s
ho
uld
n’t
exp
ect
po
or
peo
ple
to
have
to
pay
to g
ive h
en
s a b
ett
er
life
.
5.
In m
an
y p
art
s o
f th
e w
orl
d,
pe
op
le e
at
cats
an
d d
og
s.
Th
ey
are
oft
en
kil
led
ve
ry c
rue
lly
.
a)
It is
wro
ng
to
kill ca
ts a
nd
do
gs.
Th
ey
are
ou
r fr
ien
ds.
Th
ey
sho
uld
be a
llo
wed
a lo
ng
an
d f
ull lif
e.
b)
Cru
elt
y is
alw
ays
wro
ng
. T
he
se a
nim
als
sh
ou
ld b
e k
ille
d m
ore
h
um
an
ely
.
c)W
e m
ay
no
t like
th
is, b
ut
it m
ay
be b
ett
er
than
eati
ng
en
dan
gere
d s
peci
es
like
mo
nkeys
.
d)
I w
ou
ld n
ot
like
to
eat
do
g, b
ut
that
is t
he w
ay
I w
as
bro
ug
ht
up
. Peo
ple
sh
ou
ld e
at
wh
at
they
like
.
3.
Pig
s a
nd
ch
ick
en
s a
re k
ep
t in
ten
siv
ely
in
sh
ed
s to
pro
du
ce
che
ap
me
at.
Th
ey
are
ma
inly
fe
d o
n g
rain
s li
ke
wh
ea
t, m
aiz
e
an
d s
oy
a.
a)
All a
nim
als
sh
ou
ld b
e a
llo
wed
ou
tsid
e a
nd
giv
en
so
me f
reed
om
.
b)
An
imals
su
ffer
in f
act
ory
farm
s. W
e s
ho
uld
eat
meat
fro
m f
ree
-ra
ng
e a
nim
als
.
c)W
e s
ho
uld
eat
less
meat
for
the s
ake o
f th
e p
lan
et.
Th
en
we
can
aff
ord
fre
e-r
an
ge. It
wo
uld
be b
ett
er
to f
eed
th
e g
rain
s to
peo
ple
.
d)
Peo
ple
sh
ou
ld b
e a
ble
to
bu
y ch
eap
meat.
If
oth
ers
wa
nt
to p
ay
mo
re f
or
free
-ran
ge, th
at
is u
p t
o t
hem
.
4.
Ve
ge
tari
an
s d
on
’t e
at
me
at
or
fish
. P
eo
ple
be
com
e v
eg
eta
ria
n f
or
dif
fere
nt
rea
son
s.
a)
We s
ho
uld
liv
e w
ith
ou
t killi
ng
. A
nim
als
have
a r
igh
t to
lif
e t
oo
.
b)
We s
ho
uld
on
ly e
at
meat
fro
m
an
imals
wh
o h
ave
been
giv
en
a g
oo
d
life
.
c)W
e s
ho
uld
eat
less
meat.
Th
is w
ou
ld
mean
mo
re l
an
d f
or
wil
dlife
.
d)
Meat
is g
oo
d f
or
you
an
d it
tast
es
nic
e. Th
ere
is
no
thin
g w
ron
g in
e
ati
ng
it.
7.
Clo
nin
g p
rod
uce
s a
nim
als
wit
h i
de
nti
cal
ge
ne
s to
th
eir
p
are
nt.
If
yo
u c
lon
e a
co
w w
hic
h p
rod
uce
s lo
ts o
f m
ilk
, h
er
off
spri
ng
sh
ou
ld d
o t
he
sa
me
. H
ow
ev
er,
th
ey
ma
y a
lso
su
ffe
r h
ea
lth
pro
ble
ms
wh
ich
ca
n k
ill
the
m.
a)
Clo
nin
g a
nim
als
is
wro
ng
. W
e s
ho
uld
n’t
mess
aro
un
d
like t
his
.
b)
Th
ese
exp
eri
men
ts c
au
se u
nn
ece
ssary
su
fferi
ng
. Th
ey
sho
uld
be b
an
ned
.
c)C
lon
ing
mean
s m
ore
an
imals
wil
l b
e t
he s
am
e.
Act
ua
lly
it i
s h
ea
lth
ier
if t
he
y a
re d
iffe
ren
t.
Clo
nin
g c
ou
ld in
cre
ase
th
e s
pre
ad
of
dis
ease
. W
e s
ho
uld
n’t
take t
his
ch
an
ce.
d)
Clo
nin
g c
ou
ld m
ean
ch
eap
er
meat
an
d m
ilk.
It’s
all r
igh
t if
we
do
it
in a
sen
sib
le w
ay.
6.
Co
d i
s a
po
pu
lar
foo
d.
So
ma
ny
are
be
ing
ca
ug
ht
tha
t co
d h
as
be
com
e r
are
r. F
ish
ing
ma
y c
au
se s
uff
eri
ng
to
th
e f
ish
. Th
ey
ma
y s
uff
oca
te o
r b
e g
utt
ed
ali
ve
.
a)
Fish
have
a r
igh
t to
lif
e t
oo
. W
e s
ho
uld
leave
th
em
alo
ne.
b)
Fish
ing
is
cru
el. W
e s
ho
uld
fin
d k
ind
er
wa
ys o
f ca
tch
ing
an
d k
illin
g t
hem
.
c)Peo
ple
sh
ou
ld e
at
less
co
d u
nti
l th
eir
nu
mb
ers
in
crease
ag
ain
.
d)
Co
d is
go
od
fo
r yo
u.
If y
ou
lik
e it
you
sh
ou
ld e
at
it.
How we use animals for foodFour different philosophical positions
You may well have noticed how this works. The four kinds of statement (a,b,c & d) represent four different philosophical positions.
Working out your scoreCount how many times you chose a), b), c) or d) as your first choice (ie the statement for which you gave the big tick).
The four positions are as follows:
a) Animal Rights position. Animals should have a right to life, freedom and happiness. We shouldn’t kill them for food or imprison them in cages or pens.
b) Animal Welfare position. We shouldn’t make animals suffer. If we eat animals, we must give them a good life and as kind a death as is possible.
c) Environmental (conservationist / sustainable development) position. We must preserve the earth’s resources for future generations and prevent damage to the environment and wildlife.
d) Anthropocentric (“humans come first”) position. Animals matter and we should avoid cruelty, but humans are more important. We need to look after people first.
This is about valuesThe four positions represent four different philosophies which are described in more detail over the page.
There is no right or wrong answer. You will find people from all walks of life who believe in any of these. It is a matter of values.
The one you choose most often is likely to be the closest to your position, but you may agree with more than one of these. Most people care about humans, animals and the environment.
Personality Test. Assessing Your Score
Page 1
a) Animal Rights position. Animals have a right to life, freedom and happiness.
This is based on human rights philosophy. All individuals matter equally, irrespective of race, creed or colour. Animal rights thinking extends this principle beyond the species barrier. We are animals ourselves. Therefore, if it is wrong to do something to a human, you shouldn’t do it to an animal either.
Animal Rights people are against the exploitation of animals in general. This includes factory farming, long distance transport and inhumane slaughter. They also think it is wrong to kill animals for food and are likely to support vegetarian or vegan diets.
b) Animal Welfare position. Animals should live good lives free from suffering.
This is based on utilitarian philosophy as articulated by Jeremy Bentham in the late eighteenth century. Animals share with us a capacity to suffer and also for positive feelings or happiness. The priority is to prevent suffering.
Animal welfarists are not necessarily opposed to the killing of animals, provided the animals lead a good life in a higher welfare system such as free-range or organic. Animal welfarists generally oppose factory farming, long distance transport and inhumane slaughter. They are likely to support free-range and organic farming systems which are designed to meet the welfare needs of farm animals.
c) Environmental / conservationist / sustainable development position. We don’t inherit the earth, we borrow it from our children.
Conservationists are concerned about protecting the planet and its systems for future generations of people and/or wildlife. Unlike the previous positions, environmentalists may be less concerned about individual animals and more about the survival of species, diverse gene pools and habitats.
They are likely to encourage people to eat less meat so that more land can be left for wildlife. They are likely to support low input and organic farming systems which reduce or avoid the use of chemical fertilisers and pesticides which can damage biodiversity.
d) Anthropocentric / “humans come first” position. Humans are more important than animals.
Anthropocentrists see humans as the centre of the moral universe. They may oppose cruelty, but believe that where there is a conflict between the needs of humans and animals, humans come first. While there are humans suffering in the world, we should concentrate on them.
They may support intensive farming as a practical way of feeding people. They may also see higher welfare production such as free-range or organic as a good thing where it promotes the rural economy. They might support eating less meat if they see this as a better way of feeding the world.
These positions are not mutually exclus ive. Most people care about humans, other animals and the environment.
There is no right or wrong answer. Your opinion will depend on your values.
The four philosophies in more detail
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