Understanding of animal behaviour creates positive attitude towards animals."How do you support this statement?Explain with suitable examples.
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Kellert conducted a five phase report for the United States Department of the Interior, Fish and Wildlife Service. From 1977 through 1983, knowledge and attitudes towards animals were evaluated using survey and interview style questioning. Responses from children and adults from the United States were evaluated regarding knowledge and attitudes towards domestic and wild animals. Knowledge was assessed from a score on a true/false test of factual information on a wide variety of animals. Attitudes were determined by like-dislike responses to a list of animals. The attitudes were broken into categories, described by the following nine types: naturalistic, ecologistic, humanistic, moralistic, scientistic, aesthetic, utilitarian, dominionistic, and negativistic. These attitudes were defined as follows.
Naturalistic is the primary interest and affection for wildlife and the outdoors.
Ecologistic is the primary concern for the environment as a system, for interrelationships between wildlife species and natural habitat.
Humanistic is the primary concern and strong affection for individual animals, principally pets.
Moralistic is the primary concern for the right and wrong treatment of animals, with strong opposition to exploitation or cruelty towards animals.
Scientistic is primary interest in the physical attributes and biological functioning of animals.
Aesthetic is primary concern in the artistic and symbolic characteristics of animals.
Utilitarian is primary concern for the practical and material value of animals of the animal's habitat.
Dominionistic is primary interest in the mastery and control of animals typically in sporting situations.
Negativistic is primary orientation for an active avoidance of animals due to indifference, dislike or fear.
In Phase V of this study, Kellert and Westervelt (1983) focused on the attitudes of children from second through eleventh grades. A general tendency was found, for all the children surveyed, to feel mainly anthropomorphic attachments for individual animals such as pets or "lovable" animals, the humanistic attitude.
The humanistic orientation is to hold certain animals, especially pets, in high regard but not animals in general. This attitude remains in spite of very different experiences with animals at the different grade levels. Younger children were more likely to have live animals in the classroom and to go on trips to see animals. Older children were more likely to have conducted experiments on animals. Further, "no significant difference was found in the knowledge scores of children who did and did not learn about animals in school" (Kellert and Westervelt, 1983).
Naturalistic is the primary interest and affection for wildlife and the outdoors.
Ecologistic is the primary concern for the environment as a system, for interrelationships between wildlife species and natural habitat.
Humanistic is the primary concern and strong affection for individual animals, principally pets.
Moralistic is the primary concern for the right and wrong treatment of animals, with strong opposition to exploitation or cruelty towards animals.
Scientistic is primary interest in the physical attributes and biological functioning of animals.
Aesthetic is primary concern in the artistic and symbolic characteristics of animals.
Utilitarian is primary concern for the practical and material value of animals of the animal's habitat.
Dominionistic is primary interest in the mastery and control of animals typically in sporting situations.
Negativistic is primary orientation for an active avoidance of animals due to indifference, dislike or fear.
In Phase V of this study, Kellert and Westervelt (1983) focused on the attitudes of children from second through eleventh grades. A general tendency was found, for all the children surveyed, to feel mainly anthropomorphic attachments for individual animals such as pets or "lovable" animals, the humanistic attitude.
The humanistic orientation is to hold certain animals, especially pets, in high regard but not animals in general. This attitude remains in spite of very different experiences with animals at the different grade levels. Younger children were more likely to have live animals in the classroom and to go on trips to see animals. Older children were more likely to have conducted experiments on animals. Further, "no significant difference was found in the knowledge scores of children who did and did not learn about animals in school" (Kellert and Westervelt, 1983).
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