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

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書目名稱Animal Rights Education影響因子(影響力)




書目名稱Animal Rights Education影響因子(影響力)學(xué)科排名




書目名稱Animal Rights Education網(wǎng)絡(luò)公開度




書目名稱Animal Rights Education網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Animal Rights Education被引頻次




書目名稱Animal Rights Education被引頻次學(xué)科排名




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書目名稱Animal Rights Education年度引用學(xué)科排名




書目名稱Animal Rights Education讀者反饋




書目名稱Animal Rights Education讀者反饋學(xué)科排名

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The Minds and Interests of Animalsman beings. Differences between humans and other-than-human animals are differences in degree, not in kind. Other animals, too, are conscious individuals, many possessing even conative and cognitive abilities. They are sentient, which means they can be caused pain and made to suffer. Like humans, th

繁忙

Moral Anthropocentrism, Non-Paradigmatic Cases, and Speciesismuty” views and contractarianism, with its idea of “justice-as-reciprocity”. These views, which grant animals at best moral object status, are loosely subsumable under the label of (moral or ethical) anthropocentrism, or “human-centred ethics”. They prove to be vulnerable either to the argument from

hauteur

Phagocytes

Moral Education and Animalsn, 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

過剩

indoctrinate

Humane Education and Theriophiliae 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

火光在搖曳

Philosophical Posthumanism, Critical Pedagogy, and Ecopedagogyes 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

Generic-Drug

Critical Animal Studies and Animal Standpoint Theorysticated, colonised by organisations and individuals without any real or practical commitment to animal rights and liberation, to a vegan and generally anti-speciesist lifestyle, etc. Animal standpoint theory stands alongside other standpoint theories, in their commitment to represent the perspectiv

COLON

Vegan Education 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