Take a SETA: ‘Right choice’ means wrong way to learn

Staff Editorial
This page is apparently becoming a soapbox for rebutting the arguments of Students for the Ethical Treatment of Animals (SETA). This time it’s for something that potentially will directly inhibit the education of ECC students. The ECC chapter of SETA has been pushing the school for a dissection option policy, which would offer students an alternative to dissecting animals such as the fetal pigs dissected in biology classes. Jason Levy, president of ECC’s SETA chapter, showed great confidence in ECC’s science department accepting SETA’s proposition.

“We are certain that in the face of wide student, faculty and community support, ECC will enact our Student Choice Policy,” Levy said, going on to say that he is sure ECC will make “the right decision.”

While SETA’s goal in passing the option is understood, the consequences have been understated. The group has stated that alternatives such as virtual dissection CD-ROM programs will allow students to learn the same material and will save the school money.

This statement may sound true on the surface, but it is hard to believe under true circumstances.

Firstly, CD-ROM programs are not as accurate as looking at the true 3-dimensional anatomy of a dead animal—or in the case, an unborn animal (a fetal pig).

Secondly, the only way the school would fiscally benefit from CD-ROM programs is if the entire biology curriculum converted to virtual dissection, not merely the handful of students who find real dissection to be unethical.

Also, in addition to giving SETA supporters an option, the policy would give slackers the option to neglect dissection.

Little more than the words “I don’t want to dissect animals for personal reasons” would get a lazy student out of a vital lesson in life science, and to enact a cumbersome validity check on students would only infringe upon their wouldbe “right” not to dissect—in simpler terms, the situation would be clumsy at best.

SETA is also overlooking one of the most essential experiences of biology—the variety of life. All pigs—and any other living creature—are not born the same. They have similar anatomy, yes, but different organs and parts of one pig may grow larger or smaller than in another, and may not even be present in others.

This experience of biological uniqueness is a crux of the theory of evolution and allows students to comprehend all the varying details (and their causes) in life. That simply cannot be imitated, even with computer programs.

Furthermore, ECC only requires most students to take one “lab science” course, not specifically biology. So if students are so opposed to the idea of cutting open fetal pigs, why not study the earth in geology or study molecular structure in chemistry? The only people required to take biology are those who plan to study a form of biology, in which case they should either be open to the idea of dissecting animals or pick a different major.

Finally, we must realize that SETA takes much of their core philosophy from PETA (People for the Ethical Treatment of Animals), a national organization that published literature encouraging students to “cut class, not frogs.” Any organization that follows those values cannot possibly want the best for our education.