Humane Edge E-News June 2008

In This Issue:

• TAKE OUR SURVEY! HELP US BRING YOU A BETTER HUMANE EDGE!
• SUFFER THE CHILDREN: RESOURCES ABOUT CHILD LABOR
  
• 10 TIPS FOR HELPING END CHILD LABOR
  
• FEATURED GRADUATE: JAMES WILDMAN
  
• UNNATURAL DISASTERS: WHAT HAPPENS AFTER THE STORM STRIKES
  
• BE THE CHANGE: AN INTERVIEW WITH RON MILLER
  
• HUMANE EDUCATION IN ACTION: CULTIVATING COMPASSIONATE LIVING
  

TAKE OUR SURVEY! HELP US BRING YOU A BETTER HUMANE EDGE!

Please take a few minutes to respond to 7 brief questions to help us provide the ideal e-newsletter for our readers. Take our online survey.

 back2top

SUFFER THE CHILDREN: RESOURCES ABOUT CHILD LABOR

 “Children are cheaper to run than tractors and smarter than oxen.”
~ Landowner in Pakistan who uses child labor in his fields

Miriam works in a brick factory. Ratha scavenges in a trash dump. Josimene is a domestic servant. Mario works in farm fields. Mujah weaves rugs. Their commonality? They’re children. It’s estimated that at least more than 200 million children around the world are engaged in child labor, and almost half of those (ages 5-17) are involved in some sort of hazardous or dangerous work. Child labor has existed in some form for thousands of years. But, as our population has grown, as poverty has risen, as economic globalization has spread, the exploitation, oppression and violation of children has increased. As the editors of Child Labor: A Global Perspective mention, “Poverty is the major precipitating factor, but education, rigid social and cultural roles, economic greed, family size, geography, and global economics all contribute.” (1)

Part of the issue is that there is no clear, global definition of child labor. Is it all work that a child does? Only work that is oppressive or exploitive? Does working with your family count? How young is too young to work? One book, Living as a Child Laborer, made this distinction:

Child Work is “work that does not interfere in any way with the development of children or their education.” (5)

Child Labor is “work that is mentally, physically, socially, or morally dangerous and harmful to children or interferes with their education. It is work, therefore, that deprives children of their childhood, their potential, and their dignity.” (5)

The International Labor Organization defines child labor as work that:

• is mentally, physically, socially or morally dangerous and harmful to children; and interferes with their schooling by:
• depriving them of the opportunity to attend school;
• obliging them to leave school prematurely; or
• requiring them to attempt to combine school attendance with excessively long and heavy work.

As the ILO says:

“In its most extreme forms, child labour involves children being enslaved, separated from their families, exposed to serious hazards and illnesses and/or left to fend for themselves on the streets of large cities – often at a very early age. Whether or not particular forms of 'work' can be called 'child labour' depends on the child’s age, the type and hours of work performed, the conditions under which it is performed and the objectives pursued by individual countries.”

Some people also argue that definitions of “child” and “labor” often have developed from a Western perspective that doesn’t reflect the views of other cultures.

Regardless of the blurriness of definitions, most countries have some laws that limit the amount and types of work children can do. But, that doesn’t mean that they are acknowledged or enforced.

What kind of “work” are children engaged in that could be considered child labor? Weaving rugs, making bricks, farming, taking apart toxic electronics, selling, cooking, diving for fish, or serving as child prostitutes, domestic workers, child soldiers, etc. There’s no end to the list.

Search online for news stories about child labor and slavery in any given month, and you’ll find no lack of them. Just in the last month or so there have been stories about kids employed illegally on farms in Mexico; a report of 1.4 million children in Bangladesh doing hazardous work; factories in China have been caught using child labor; and reports have revealed child labor rings in China recruiting rural children for forced labor. Child laborers recently were found working at a slaughterhouse in Iowa, and the Coalition to Stop the Use of Child Soldiers just released a report which revealed that, despite efforts, large numbers of children continue to be used and recruited as child soldiers.

(Although they are much older, there are also news stories for kids about the topic, such as from Scholastic News and Time for Kids.)


Fortunately, there’s also no shortage of resources to learn more about child labor and slavery. Below is sample list, as well as a few humane education activity ideas for teaching others.

Books for Teens/Adults:

Ending Slavery by Kevin Bales (2007)
What can people, community and governments do to end slavery now?

Free the Children by Craig Kielburger (1998)
An article in the news led a young man on a crusade that has touched millions and has freed thousands of child slaves.

Children for Hire: The Perils of Child Labor in the United States by Marvin J. Levine (2003)
Surveys the history and legal context of child labor in the U.S. and examines current practices of illegal child labor and the impact on children.

A Will of Their Own: Cross-Cultural Perspectives on Working Children by Manfred Liebel (2004)
Looks at work from children’s perspectives, shares their voices and viewpoints, and attempts to delineate a difference between “exploitive” work, and work in which children learn skills, help their families and foster pride and independence.

Child Labor: A Global View by Cathryne L. Schmitz, ed. (2004)
Includes an overview of child labor issues, and then profiles 15 countries around the world, giving information about the country, child labor in that country, political views and policies, cultural and social customs and practices, and the future of child labor in that country.

Child Labor & Sweatshops by U.S. Department of Labor (2006)
A series of pro/con essays on topics related to child labor and sweatshops.

Before Their Time: The World of Child Labor by David L. Parker (2007)
A photographic journey of child labor around the world.

Books for Kids:

Living as a Child Laborer: Mehboob’s Story by Catherine Chambers (2005)
Gives an overview of issues related to child labor, using one boy’s story as a focus.

Iqbal by Francesco D’Adamo (2001)
A fictionalized account of Iqbal Masih’s escape from bondage and his efforts to liberate other children.

Kids at Work: The Truth About Child Labor by Faces Magazine (2006)
A series of short, illustrated articles about child labor and children’s rights around the world.

Iqbal Masih and the Crusaders Against Child Slavery by Susan Kuklin (1998)
A biography of Iqbal Masih, the young Pakistani child slavery activist who helped free himself – and many other children – from slavery and brought attention to the plight of children in bondage.

Child Slavery in Modern Times by Shirlee Newman (2000)
“Discusses cases where children are forced to work against their wills in difficult and dangerous conditions in various countries around the world.” Has some great photos and quotes from children.

Stolen Dreams: Portraits of Working Children by David L. Parker (1998)
Through photos and text, documents the lives of working children around the world. Includes information about the who, what, why of child labor and what can be done to reduce the exploitation of children.

We Need to Go to School: Voices of the Rugmark Children by Tanya Roberts-Davis (2001)
The accounts of Nepalese children who used to work in carpet factories, told through stories, poems and drawings.

Films:

Stolen Childhoods (2004)
A feature documentary on global child labor.

Websites:

Anti-slavery International
Provides information and action opportunities on modern slavery and forced labor issues.

Child Labor Coalition
Find out what’s happening to children around the globe and learn about campaigns to stop child labor.

Childtrafficking.com Digital Library
An online library of information, photos and film sources regarding issues of child labor, slavery, sex trade, child marriage and more.

Coalition to Stop the Use of Child Soldiers
”Works to prevent the recruitment and use of children as soldiers, to secure their demobilisation and to ensure their rehabilitation and reintegration into society.”

Free the Children
Find out about issues affecting children, such as slavery, poverty and sex trafficking, and what children are doing to help other children.

Free the Slaves
A treasure trove of information and resources on modern slavery.

International Labor Organization (ILO) – Child Labor
Offers news, information and resources about child labor and promotes programs to end child labor.

United Nations Convention on the Rights of the Child
Lays out a plan for nations to grant basic human rights to all children.

Humane Education Activity Ideas:

June 12 is World Day Against Child Labor, so June is a great time to educate yourself and help others learn about child labor and child slavery issues. We have two downloadable activities (free registration required) that deal with slavery and/or child labor. In Do You Want Slavery With That? (for grades 6 & up), students learn about slavery through the stories of slaves themselves and consider what they can do to not support slavery. A Moment in Your Shoes (for grades 6 & up) asks “How would you feel spending a moment in the shoes of a battery hen or a child slave?” This lively and thought-provoking activity introduces human and animal issues and the connections between them.

Exploring child labor issues provides numerous opportunities for discussion. Students may want to discuss questions such as:

• What should be the boundaries and parameters for children to work?
• Should these boundaries be universal, or dependent upon the customs of different cultures?
• What rights should parents have over their children? What responsibilities? Should parents have the right to “sell” their children or send them into bonded labor?
• What countries use the most child labor? What countries benefit most from the products/services created using child labor?

Using resources provided (and any other credible sources they find), students could also make a list of all the different tasks children are forced to do around the world and then compare those with the products and services that the students themselves use (such as soccer balls, fireworks, clothes, produce, etc.) To what degree do the choices we make involve child labor? Students could also brainstorm alternatives for getting what they need and want through different means (buying used or fair trade, borrowing/sharing, making something themselves, etc.).

Stopping such insidious practices isn’t easy, but there are choices that all of us can make to improve conditions for children, to reduce our contribution to child labor, and to facilitate an end to the oppression and exploitation of children. See our companion story (below), 10 Tips for Helping End Child Labor, for additional ideas.

Photo courtesy of Vasant Dave. 

 back2top

10 TIPS FOR HELPING END CHILD LABOR

Have you recently purchased a soccer ball? Something embroidered? Something made from cotton? Chocolate? Clothes? Produce? If so, there’s a good chance you’ve purchased something made from child labor. Child labor and slavery are so entrenched in the production of goods and services from so many countries, that it can be an enormous challenge to avoid it. Here are a few tips for helping end child labor.

1. Use the resources in our "Suffer the Children" article (see above) to educate yourself about the issues, and then share what you learn with friends, family, co-workers and others, and work together to increase your “voting” power.
2. Contact retail stores, manufacturers and importers and kindly ask them questions about the origins of their products. Let them know you want to buy products that don’t involve child labor, and give them suggestions for ethical products and services they can offer instead.
3. Buy fair trade and sweatshop-free products whenever possible. Buy used when you can’t. Or borrow, share, trade, make it yourself, etc. Look for certified fair trade labels such as Fair Trade Certified, the Fairtrade Mark, and the Rugmark label  to ensure that you’re supporting positive practices that don’t involve child labor.
4. Grow your own food as much as possible. Buy from farmers markets (verify their labor practices first), Community Supported Agriculture and U-Pick farms.
5. Forgo that daily latte or expensive make-up or go out to eat a bit less and funnel that money toward supporting reputable groups that are helping free children from exploitive labor and helping them get a good education. Volunteer your time when you can.
6. Contact local, regional and national legislators and ask them to pass laws that ensure no products in your city/state/country are made with child labor, and encourage them to adopt “codes of conduct” which include concern for humane, sustainable, just practices.
7. Contact businesses that do business in countries that have child labor and encourage them to put pressure on government officials to take appropriate action and on businesses that use child labor to use sustainable, fair-trade practices.
8. If you’re a shareholder, use your voice to ensure that your companies support humane, sustainable, just practices that don’t include child labor.
9. Write letters to the heads of countries that permit any form of child slavery and ask them to strengthen and enforce their laws, and to increase educational opportunities for children and humane, sustainable business opportunities for adults.
10. Give presentations to schools, communities of faith, nonprofits and other groups to educate them about child labor issues and encourage positive action.

 Photo courtesy of Free the Children.

 back2top

FEATURED GRADUATE: JAMES WILDMAN

A "social experiment" gone wrong led James to IHE and the desire to live and work more compassionately. Read James's story.

 back2top

UNNATURAL DISASTERS: WHAT HAPPENS AFTER THE STORM STRIKES

Unless you’re one of those who’ve been playing Grand Theft Auto IV non-stop since it was released a few weeks ago, you know at least something about the disasters that have recently devastated Myanmar (cyclone) and China (earthquake).

Often when such disasters hit, there are plenty of news reports about people from all over the world coming together to help out, sending food, money, supplies, volunteering, etc. So it would seem that our actions post-disaster are a great example of humanity exercising its more humane qualities, such as compassion, kindness and generosity, What has remained unrevealed for some time, but has begun to receive wider attention in recent years is the sheer number of atrocities, cruelties and injustices that arise for humans, animals and the planet during (and after) natural disasters.

Human Rights

According to the “Operational Guidelines and Field Manual on Human Rights Protection in Situations of Disaster” (2008) some of the human rights challenges that come into effect after a natural disaster include:

“unequal access to assistance; discrimination in aid provision; enforced relocation; sexual and gender-based violence; loss of documentation; recruitment of children into fighting forces; unsafe or involuntary return or resettlement; and issues of property restitution.” (1)

The report also says that “experience has shown that, while patterns of discrimination and disregard for economic, social and cultural rights may already emerge during the emergency phase of a disaster, the longer the displacement situation lasts, the greater the risk of human rights violations.” (1)

Recent reports of the disaster in Myanmar, for example revealed government interference, such as the ruling junta in Myanmar seizing food aid shipments; and abuse and high risk for children, including being recruited or kidnapped into serving as child soldiers.
 
The tsunami of 2005 in southeast Asia brought an increase in incidences of rape, gang rape, physical abuse and other violence against women and children, along with them enduring “basic health problems due to a lack of personal hygiene products and maternal care.”

Research from the London School of Economics & Politics revealed that “more women die than men as the direct and indirect result of natural disasters” in countries “with very low social and economic rights for women.”

Reasons for such human rights abuses include, according to one report, the collapse of traditional society support mechanisms, prevailing attitudes toward women, alcohol and drug abuse, psychological strain, the lack of family or community protection, and fewer police or other safety officials.

Media & Culture

The issue of what gets covered in the media after such disasters has also been raised. For example, a blog post on Racialicious, called “The Brown and the Dead” explored CNN’s graphic coverage of the Myanmar tragedy, showing numerous shots of dead bodies lying on shorelines, many next to dead animals. As the Racialicious blogger said upon seeing the footage, “This video desecration of the already desecrated was another example of how American culture sees brown people as somehow less human.” and “What are the chances that CNN will show the broken bodies of the 22 people killed in twisters that plowed across the central United States this weekend, y’know so we get ‘the enormity of the story?’ We did not need to see graphic footage of victims to understand the enormity of Oklahoma City or 9/11.” However, some blog commenters from a Huffington Post article about the footage have stated that it’s important for Westerners to see such footage in order to demonstrate that “this is reality and the U.S. public needs a dose of it everyday.”

Animal Protection

While the plight of animals during and after disasters is gaining increased attention, most communities still have no policies or plans in place for protecting, rescuing, harboring or relocating animals in cases of disaster. Hurricane Katrina in 2005 pushed this issue to world headlines when more than 250,000 pets (and countless other animals on farms, in labs, etc.) were abandoned. And, after the 2007 earthquake in Peru, hundreds of pets and farmed animals were abandoned. The same sorts of devastation and neglect are occurring in China and Myanmar.
 

Environmental Preservation

Aside from the obvious physical destruction to the natural world that occurs with disasters like earthquakes, cyclones, floods and volcanic eruptions, there are greater and broader-viewed issues. For example, according to the WorldWatch report Beyond Disasters: Creating Opportunities for Peace, there is a growing realization that “disasters are caused by human impacts on the natural environment as well as by short-sighted and inappropriate development patterns, settlements in increasingly vulnerable areas, and socioeconomic divides and inequities.” For example, in Myanmar, mangrove swamps used to provide a barrier between the ocean and villages. Now, however, farms and shrimp ponds have destroyed most of them. Of course, there’s the prominent example of the occurrence of more natural disasters due to increased climate catastrophe, which is significantly connected to our fossil-fuel culture. And then there’s the destructive loop of disaster victims continuing to damage the natural world as they struggle to survive under new and horrific conditions.

And, out of this human-created environmental meltdown, another concept is emerging, the “envirogee” or “climate refugee,” people who are displaced from their homes due to environmental conditions that are causing catastrophe, from desertification to flooding to food scarcity to water shortages.

While maintaining healthy ecosystems to help protect us during times of disaster looks to “prevention,” some people are also calling for using disasters as a method of system-wide change. When communities crumble, they say, rebuild them sustainably.

Although what we as individuals can do when disaster strikes for those in another part of the world is somewhat limited (sending donations to reputable organizations, etc.), we have much more power to influence own communities. Exploring the impacts and consequences of natural disasters is an excellent time to bring awareness to emergency preparedness for ourselves, our families, our animal companions, and those around us, as well as to talk about how we can make our own communities more sustainable and secure against such disasters.

Two resources for ideas and information about disaster preparedness include the Red Cross’s Disaster Preparedness site, and FEMA’s “Are You Ready?” in-depth guide to citizen preparedness.


In addition to preparing ourselves for such unexpected events, we can also work to ensure that our daily choices have a restorative, sustainable, just, compassionate impact on all people, animals and the planet. Since more disasters are arising due to the influence of human activities, we can examine our own choices and behaviors, exploring how we can do the most good and least harm for all people, animals and the planet.

 back2top

BE THE CHANGE: AN INTERVIEW WITH RON MILLER

"By neglecting the natural developmental needs of growing human beings, we have created a toxic, violent, ruthless world that is unhealthy for all of us, and for the living planet."

Ron Miller is recognized internationally as one of the major thinkers and activists in the emerging field of holistic education, which focuses on cultivating the whole human being. According to Miller, a holistic worldview "honors the principles of ecology & the possibilities of spiritual insight, nourishes each person's unique potentials and weaves together a diverse, collaborative human community." He has written and edited several books, including Caring for New Life: Holistic Essays on Holistic Education, Educating for a Culture of Peace, and What Are Schools for? Holistic Education in American Culture, as well as authored a variety of publications.

In 1988 Miller established the Holistic Education Review, an independent journal focused on holistic education issues (the journal is now called Encounter: Education for Meaning & Social Justice)  He has launched several publishing and book distribution ventures, organized the Bellwether School  near Burlington, Vermont, and was on the education faculty at Goddard College.

In addition to teaching courses in American history at Champlain College in Burlington, Vermont, Miller is currently the editor of Education Revolution, the newsletter of the Alternative Education Resource Organization.

IHE: WHAT ROLE DOES EDUCATION PLAY IN CREATING A BETTER WORLD?
 
RM: I don't think that education, on its own, can create a better world. Education is one element of the culture that we inhabit, and we are "educated" by many cultural forces, including economic and political systems, deeply held worldviews, evolving technologies, the influence of the mass media, and so on. Many of us in the holistic education movement have felt frustrated because our vision of a better world has turned out to be so far ahead of where the dominant culture is. In the 1980s, we started to believe that a profound cultural transformation was beginning to take place, and our new ideas about education would help lead the way. Maybe a transformation is underway -- spurred by the enormous ecological and economic problems we are facing now -- but it is happening very, very slowly, and the culture of modernism and technocracy is digging in its heels and resisting very effectively. We can do lovely things in a few schools, we can touch the lives of some young people, but until the culture at large catches up, I think we're going to remain frustrated for the most part.
 
I think our task is to plant seeds of a new culture, to create islands or oases where people can experience a more humane, compassionate, and ecologically balanced way of living. When the technocratic systems finally do collapse (as they must, eventually), these models will be available, as sources of hope and inspiration.  
 
 
IHE: WHAT PERSONAL AND PROFESSIONAL EXPERIENCES HAVE LED YOU TO FOCUS ON EDUCATING OTHERS AS A METHOD OF CHANGEMAKING?
 
RM: When I was in college, and then working on a masters degree in humanistic psychology, the question that became most urgent and significant for me was how culture shapes our image of human nature and our sense of what's possible for human beings. I began to see that despite its rhetoric of "freedom" and "growth," modernism places severe restrictions on human capacities, and channels us into a competitive, materialistic identity, what Riane Eisler calls a "dominator" model. I saw education as the cultural agency where the image of human nature is most explicitly defined by a society, and so my work has involved challenging the underlying assumptions that give rise to accepted educational practices. I'm not as concerned with what specific methodologies are used in classrooms, as with the deeper worldview that is shaping educational policies and practices. My work in education is, I think, a direct way to challenge our culture's dominant worldview.

 
 
IHE: WHAT DO YOU SEE HAPPENING IN THE WORLD THAT GIVES YOU HOPE FOR A MORE JUST, COMPASSIONATE, SUSTAINABLE FUTURE?
 
RM: Millions of people, and thousands of non-governmental organizations, are involved in grassroots as well as some large scale movements to challenge the technocracy on many fronts, from agriculture to business to medicine to architecture and so on. There really does appear to be a new worldview on the horizon. There is also a growing realization, in the face of climate change, peak oil, war and terrorism, and the unstable global economic system, that some drastic changes are needed, and soon.  Visionaries like Joanna Macy, David Korten, Thomas Berry, Paul Hawken and others provide a compelling, inspiring perspective on the historic transformation that may be taking place. Humanity faces a crisis, to be sure, but this could be an opportunity for a major breakthrough. Macy calls it a great adventure.

 
 
IHE: WHAT ARE THE BIGGEST CHALLENGES IN CREATING A HUMANE AND PEACEFUL WORLD?
 
RM: The awesome power of the dominant technocratic culture is the biggest challenge we’re up against. Massive institutions –- governments, corporations, mass media, foundations, the education industry –- that are determined to maintain the status quo. “Humane education” sounds like such a simple, obvious path to take -– who could be against it? But its principles challenge the ruling paradigms. In Riane Eisler’s terms, Humane Education is promoting a “partnership” model of society, which is exactly what the “dominator” culture, by its very definition, resists. Humane and holistic educators can’t overcome this culture on our own. We need to partner with the evolving transformation movements in other domains of society.

 
IHE: WHAT ADVICE DO YOU HAVE FOR ASPIRING HUMANE EDUCATORS?
 
RM: Just know that you are part of something much larger than a modest group advocating for a particular educational approach. What you’re doing is vitally important, even if it seems we’re not making much progress. Every person whose compassion is stirred by this work is important.

back2top

HUMANE EDUCATION IN ACTION: CULTIVATING COMPASSIONATE LIVING

IHE M.Ed. graduate Neil Hornish and his wife, Annie, have their hands full with their Compassionate Living Project, giving humane education presentations to classes, producing a cable access tv show, working on legislative issues, and organizing events -- all while working full-time. 

IHE: WHAT MADE YOU DECIDE TO MANIFEST HUMAN EDUCATION THROUGH THE COMPASSIONATE LIVING PROJECT?

NH: One primary thing I learned from my IHE education is the idea that all forms of oppression are related, regardless of whether that oppression is inflicted upon other people, animals, or the environment. My wife, Annie, and I felt that this idea should be basic to our humane education efforts. When we investigated existing organizations in our area with which we could potentially work, we found that they often had mission statements that were sufficiently narrow to preclude covering all the necessary issues. If we worked for an animal protection organization and spoke about the human suffering during a True Price presentation, it might have been perceived that we were exceeding the mission of that organization. Annie and I felt it would be best to create our own organization, where we would be flexible enough to address various social justice issues.   

IHE: TELL US ABOUT CLP’S PROJECTS.

NH: CLP has been fortunate to promote humane education through a variety of means. We have created library displays and entered floats in parades. Our primary programs are our school presentations, a battery cage program, and the production of a cable access television program.

The battery cage program started when some land was donated to an animal rescue organization. The property contained an abandoned egg farm, and we were able to retrieve a number of cages. After cleaning and sanitizing these cages, we have been sending them to educators, activists, and organizations across the country, from Maine to Hawaii and British Columbia. These cages are excellent visual props to teach people about factory farming. They have been used in tabling events, in classrooms, and in art projects. To date we have delivered over 70 cages.

IHE: WHAT KINDS OF PRESENTATIONS DO YOU GIVE TO STUDENTS, AND HOW HAVE STUDENTS AND TEACHERS RESPONDED?

NH: We have provided classroom presentations from fourth grade through college level.  Currently our most requested presentation compares historical social justice issues, such as slavery and women’s suffrage, to current social justice issues, such as animal rights and gay marriage.  Students present rationalizations that may have been used to perpetuate the historical issues at that time, and a pattern develops showing that the same rationalizations could be used throughout history to oppress different groups.  When the current issues are examined, and the students are asked why people oppose gay marriage or why it is acceptable to treat animals the way we do, the same rationalizations come forward.

We also give presentations on the true price of items, interpreting advertisements, the environmental benefits of veganism, and “animal rights 101.”  We have also tailored presentations to fit particular curriculums. We are willing to discuss environmental issues and human rights issues, but the vast majority of requests are to discuss the treatment of animals.

The response by teachers and students has been overwhelmingly positive. I think the primary reason for this is that students are genuinely interested in these issues, and that we never tell the students what they should think. We make it clear that it is up to the students to make their own decisions.

IHE: ONE OF CLP’S PROJECTS IS YOUR ANIMAL MATTERS CABLE ACCESS SHOW. TELL US ABOUT THAT AND HOW IT HAS BEEN RECEIVED BY AUDIENCES.

NH: Animal Matters is a 30 minute television program we started about six years ago with absolutely no experience. We attended training through the cable company and used their equipment until we were ready to progress to our own equipment. The cable company provides this service as part of their license agreement. Our website lists the shows we have created, which have covered a wide range of animal issues, including fur, the circus, factory farming, and the health benefits of a vegan diet. We have also issues that are not directly animal-related, including biodiesel fuel and Love Canal. We have featured speakers from conferences of national organizations such as United Poultry Concerns and Farm Sanctuary, including Zoe Weil (IHE’s President), who spoke at a UPC conference a few years ago. Currently Animal Matters airs throughout half of Connecticut, as well as in selected areas of Ohio, Texas, and Hawaii. We are always interested in expanding our viewing area, if people wish to sponsor the show.   

The feedback we have received has been very encouraging. When we started the show, we assumed that most people don’t watch cable access, so we didn’t feel much pressure.  But often coworkers, or people in town, stop Annie or me and mention that they saw us on television the other night and found the subject interesting.  Even if they come upon the show while channel surfing, they get part of the message.

I think creating television programs offers the unique opportunity for people to investigate these issues within the safety of their own living rooms. We have the potential of reaching hundreds of thousands of people. Having control of the television remote may give them a feeling of security and a willingness to confront issues that may otherwise put them on the defensive in other environments, such as on a street corner or in a captive audience.

IHE: WHAT’S A TYPICAL WEEK LIKE FOR YOU?

NH: Annie and I both work full time. Evenings and weekends are spent editing the latest television program, preparing a presentation, or taking care of the administrative work for the Compassionate Living Project. For the past few years we have been involved in state legislative work, meeting with representatives in support of various animal-related bills. We spend quality time with our two dogs, eight cats and two rabbits (all rescues). I am also on our town’s Conservation Commission. We also make time for exercise, such as running, biking, or martial arts. I’ve been studying karate for about 18 years and hold a 3rd degree black belt. We are fortunate to have my mother-in-law living with us for the past year, and she has been very supportive. So, like most humane educators, there is always something to do.   

IHE: WHAT ARE YOUR GOALS?

NH: Besides a sustainable, vegan world with no war or pollution? That’s the long term goal. In the short term, we would like to be able to work on the Compassionate Living Project as full-time careers. We would also like to get additional people involved in giving classroom presentations and directing humane education videos. For my Independent Learning Project (one of the requirements for earning my M.Ed. in Humane Education), I created a video, “The True Price of Beef.”  I would like to create a series of “True Price” videos.

IHE: HOW IS YOUR WORK BEING FUNDED?

NH: Our work is funded by public donations. We usually have an annual fundraiser. Last year’s fundraiser was a vegan chocolate and vegan wine tasting party, which was great.  The fundraisers not only provide funding for our organization, but also allow us to promote local businesses that are vegan-friendly.

IHE: WHAT ARE SOME OF YOUR BIGGEST CHALLENGES?

NH: Our biggest challenge is time. There is so much to do. Figuring out a way to perform humane education full-time while also making a salary that would allow us to continue the level of activism we currently enjoy is also a challenge.

IHE: SHARE A SUCCESS STORY. WHAT HAS HELPED ENCOURAGE YOU?

NH: A vegan gourmet chocolate store opened in Connecticut, and we produced an Animal Matters episode on vegan chocolate and the fact that making compassionate choices doesn’t necessarily mean you have to give up something you love. After the show aired the owner told us that she had people coming in for weeks saying they saw her store on television and have been looking for healthier chocolate. Often we engage in our education efforts with the idea that we are making an impact, even if we do not directly see the results. Someone somewhere sees a television show, picks up a vegetarian starter guide we left in an airplane seat pocket or hotel room, decides to make a lifestyle change and eventually pays it forward, the message expanding out like ripples in water. The episode with the chocolate store made us realize that people do get the message and we may have a greater impact than we imagine.

IHE: WHAT ARE YOUR THOUGHTS ABOUT THE POWER OF EDUCATION TO POSITIVELY TRANSFORM THE WORLD?

NH: I believe most people will choose the compassionate alternative when given the choice. The problem is our culture has been trained not to think about alternatives. We have been taught to simply buy what we need and do what we want, without thinking about the consequences.

Humane education has the ability to help people examine their actions in a nonjudgmental way and find compassionate choices. By giving people the power to discover alternatives and learn that it is not as difficult as they may have thought, people are more willing to accept change.

 
I am encouraged that schools are contacting us to talk about these issues, which were never discussed when I was in school. The level of discussion has increased significantly in a relatively short time, and I think people’s awareness of the issues are growing exponentially.

IHE: ANY FUTURE PLANS OR PROJECTS?

NH: The Connecticut legislature has been working for the past few years to incorporate human education into the state curriculum. We have been working on becoming more familiar to schools throughout the state, so that when the bill eventually passes, they will look to the Compassionate Living Project for information on human education.

Annie has also been nominated as the Democratic candidate for State Representative in our district, so we are planning on having a humane educator elected to the Connecticut General Assembly this November.

back2top

email

print

del.icio.us