吉林大学远程教育学院  
    >>>>   Unit One
    >>>>   Unit Two
    >>>>   Unit Three
    >>>>   Unit Four
    >>>>   Unit Five
    >>>>   Unit Six
    >>>>   Unit Seven
    >>>>   Unit Eight
    >>>>   Unit Nine
    >>>>   Unit Ten
    >>>>   Unit Eleven
    >>>>   Unit Twelve
    >>>>   Unit Thirteen
    >>>>   Unit Fourteen
    >>>>   Unit Fifteen
    >>>>   Unit Sixteen
    >>>>   Unit Seventeen
    >>>>   Unit Eighteen
    >>>>   Unit Nineteen
    >>>>   Unit Twenty
    >>>>   Unit Twenty-one
    >>>>   Unit Twenty-two
    >>>>   Unit Twenty-three
    >>>>   Unit Twenty-four
    >>>>   Unit Twenty-five
    >>>>   Unit Twenty-six
    >>>>   Unit Twenty-seven
    >>>>   Unit Twenty-eight
    >>>>   Unit Twenty-nine
    >>>>   Unit Thirty
Information Related to the Text |  Explaining the Title |  Writing Skill |  Warm-up Activity |  Text  | 


Should We Allow Curiosity to Kill the Cat


1     2


     The children and the scientists were engaged in the same pursuit---satisfying their curiosity about how certain creatures move. The child's motive is selfish , while the scientist is trained and paid by society to satisfy our collective inquisitive tendencies and add to the sum of human knowledge.

     Whose motives are most worthy---those of the child or the scientist? The child's methods might be unscientific, but the curiosity that drives him or her is the most valuable asset a researcher can possess and is in the best traditions of pure science. Scientists may have similar motives, but they can also be influenced by the need to advance a career, secure grants and develop a reputation in a field of study.

     Science allows us to adopt dual standards in our attitude to animal welfare. We pay qualified researchers to conduct animal experiments that would land the rest of us in jail if we performed them on the family pet. Society sets limits on how animals can be treated in medical or agricultural research , based on the delicate balance between the practical value of the information sought and the pain and suffering inflicted. In my opinion that's reasonable, but killing or mutilating animals for pure intellectual curiosity is not.

     If we are to develop a relationship with our environment that will allow us to save it from destruction, we must recognise that other forms of life did not evolve merely for our benefit . I believe that biological and environmental ethics should be included in all biological science courses, in the same way that ethics are an integral part of medical courses.Biologists should be trained to ask themselves , on our behalf , whether the satisfaction of our collective curiosity justifies killing or mutilating an animal.

     Most important , I think all scientific research papers should carry a short preface that justifies the research, in language that the average person can understand. This preface should balance the intellectual and the physical benefits to humanity against the effects on the environment and the animals used. If experiments are being conducted on our behalf , we should be aware of the purpose and the price. This would go a long way towards dispelling fears that scientists are not accountable for their actions. It would also strengthen a belief within the scientific community that its work should be for the benefit of all life on this planet , not just humans.

From Australian Geographic , January - March 1995 .
Approximately 750 words.

 

 

版权所有COPYRIGHT(C) 2005 DEC OF JLU