By Sherry F. Colb, Michael C. Dorf
How can somebody who condemns looking, animal farming, and animal experimentation additionally desire felony abortion, that is the planned destruction of a human fetus? The authors of thrashing Hearts target to reconcile this obvious clash and look at the strangely related strategic and tactical questions confronted by way of activists within the pro-life and animal rights movements.
"Beating Hearts" continues that sentience, or the power to have subjective studies, grounds a being's entitlement to ethical predicament. The authors argue that almost all human exploitation of animals is unjustified. Early abortions don't contradict the sentience precept simply because they precede fetal sentience, and "Beating Heart"s explains why the mere capability for sentience doesn't create ethical entitlements. past due abortions do bring up critical ethical questions, yet forcing a girl to hold a baby to time period is challenging as a kind of gender-based exploitation. those moral explorations result in a much broader dialogue of the options deployed by way of the pro-life and animal rights hobbies. should still criminal reforms precede or keep on with attitudinal alterations? Do gory photos win over or alienate supporters? Is violence ever principled? by way of probing the connections among debates approximately abortion and animal rights, "Beating Hearts" makes use of each one hugely contested set of inquiries to make clear the opposite.
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Extra info for Beating Hearts: Abortion and Animal Rights
The curriculum did not venture beyond the boundaries set by the instructional materials (p. 66). Thomas Kuhn, in The Structure of Scientific Revolutions (1970) makes clear that science textbooks convey an image of what science is and how it works. He writes that “[m]ore than any other single aspect of science, [the textbook] has determined our image of the nature of science and of the role of discovery and invention in its advance” (p. 143). The significant role in instruction played by textbooks necessitates a look at how they portray the nature of science.
The force with which the outer electrons are held in the atom varies for different substances. The electrons are held more firmly in rubber than in fur, for example. Hence, when a rubber rod is rubbed by a piece of fur, electrons transfer From the fur to the rubber rod. The rubber therefore has an excess of electrons and is said to be negatively charged. The fur, in turn, has a deficiency of electrons and is said to be positively charged. (In Munby, 1976, p. 121) 22 W. CLOUGH AND H. , electrons are bound, dislodged, transferred) conveys an entirely different message concerning the ontological status of electrons.
Simply counting the number of times certain words or phrases appeared in the stories revealed some interesting differences between students who had received the three different teaching styles. For example (pp. 202-3): Pupils who had been exposed to the H style ofteaching used words such as ‘idea’, ‘think’, ‘thought’, ‘problem’, ‘question’, ‘test’, ‘testing’, ‘check’, and ‘clues’ more often than did those who had been in the I or V groups. Pupils from the I group seemed to favor words such as ‘record’, ‘recording’, ‘noted’, ‘sample’, ‘specimen’, ‘notice’, ‘look’, ‘observations’, ‘information’, ‘discovery’, ‘theory’, ‘pattern’, and ‘conclusion’ .