Home Bill Lynn Research Teaching Downloads Ethics Ethos Muse Wolves Contact

Posts RSS Comments RSS 184 Posts and 48 Comments till now

Student Space: Writing Support Groups (by William Lynn)

ionian-column-right-100.pngLisa Brown recently shared some excellent advice on planning and writing a research project.

Many of the readers of this blog are spending the summer writing their research project, thesis or dissertation.

One way of implementing her advice is to form a writing support group. Here are a few suggestions that I’ve accumulated over time.

1. Meet every two or three weeks. Weekly is too often, once a month is too long.

2. Take turns providing a writing sample for the group to read and critique. The sample must not be too long, and should be distributed well ahead of your meeting time.

3. Feedback on the clarity and content of your writing is an obvious benefit. Less appreciated is how reading and critiquing the work of another sparks new ideas about your own interpretation and expression.

4. Distinguish between questions of expression (e.g. how to say something) and conception (e.g. theory, method, data sources).

5. Get an experienced writer to attend some of your meetings. This can be a professor, editor, senior grad student, etc. The trick is getting the right person with the right experience for the topic under consideration.

6. Someone (or two) must take responsibility for planning and organizing the meetings. Great ideas and meetings can fizzle out for lack of organization and preparation.

7. Meet in a venue that facilitates your dialogue and has a minimum of disruptions.

I hope these suggestions are of some help, and good luck in writing up your research!

cheers, Bill

Marc Bekoff (by William Lynn)

marcbekoff.jpgOne of Ethos’ best known editorialists is Marc Bekoff. Marc has been an important part of Ethos from the start, sharing advice as well as content as we found our niche in the virtual Kosmos. Marc’s contributions as an academic and advocate are unsurpassed and deeply admirable. Its time I introduced him properly, a?! The following is from his website.

cheers, Bill

~

Marc Bekoff is Professor Emeritus of Ecology and Evolutionary Biology at the University of Colorado, Boulder, and is a Fellow of the Animal Behavior Society and a former Guggenheim Fellow. In 2000 he was awarded the Exemplar Award from the Animal Behavior Society for major long-term contributions to the field of animal behavior.

Marc is also regional coordinator for Jane Goodall’s Roots and Shoots program, in which he works with students of all ages, senior citizens and prisoners, and also is a member of the Ethics Committee of the Jane Goodall Institute. He and Jane co-founded the organization Ethologists for the Ethical Treatment of Animals: Citizens for Responsible Animal Behavior Studies in 2000. Marc is on the Board of Directors of The Fauna Sanctuary and The Cougar Fund and on the advisory board for Animal Defenders, the Laboratory Primate Advocacy Group, and the conservation organization WildEarth Guardians (also see SINAPU). He has been part of the international program, Science and the Spiritual Quest II and the American Association for the Advancement of Science (AAAS) program on Science, Ethics, and Religion. Marc is also an honorary member of Animalisti Italiani and Fundacion Altarriba, and on the Scientific Review Board of the Great Ape Trust. In 2006 Marc was named a Fellow of the Dancing Star Foundation, an honorary board member of Captive Animals’ Protection Society. In 2005 Marc was presented with The Bank One Faculty Community Service Award for the work he has done with children, senior citizens, and prisoners.

Marc’s main areas of research include animal behavior, cognitive ethology (the study of animal minds), and behavioral ecology, and he has also published extensively on animal issues. He has published more than 200 papers and 18 books, including Species of mind: The philosophy and biology of cognitive ethology (with Colin Allen, MIT Press, 1997); Nature’s purposes: Analyses of function and design in biology (edited with Colin Allen and George Lauder, MIT Press, 1998), Animal play: Evolutionary, comparative, and ecological perspectives (edited with John Byers, Cambridge University Press, 1998), Encyclopedia of animal rights and animal welfare (Greenwood Publishing Group, 1998), and a book on the lighter side, Nature’s life lessons: Everyday truths from nature (with Jim Carrier, Fulcrum, 1996). His children’s book, Strolling with our kin was published in Fall 2000 (AAVS/Lantern Books) as was The smile of a dolphin: Remarkable accounts of animal emotions (Random House/Discovery Books). The cognitive animal: Empirical and theoretical perspectives on animal cognition (edited by Marc, Colin Allen, and Gordon Burghardt) appeared in 2002 (MIT Press), as did Minding animals: Awareness, emotions, and heart (Oxford University Press) and Jane Goodall and Marc’s The Ten Trusts: What we must do to care for the animals we love (HarperCollins). Marc has edited a three volume Encyclopedia of Animal Behavior (Greenwood Publishing Group, 2004), and a collection of his essays titled Animal Passions and Beastly Virtues: Reflections on Redecorating Nature was published by Temple University Press (2006).

A summary of Marc’s research on animal emotions titled The Emotional Lives of Animals: A Leading Scientist Explores Animal Joy, Sorrow, and Empathy and Why They Matter was published in March 2007 by New World Library and he is currently completing a book on the evolution of moral behavior with Jessica Pierce titled Wild Justice: Reflections on Empathy, Fair Play, and Morality in Animals for the University of Chicago Press. Marc has also edited a four-volume Encyclopedia of Human-Animal Relationships: A Global Exploration of our Connections with Animals for Greenwood Publishing Group (2007) and he and Cara Blessley Lowe have edited a book of readings on cougars titled Listening to Cougar (University Press of Colorado, 2007). Marc’s book Animals Matter: A Biologist Explains Why We Should Treat Animals with Compassion and Respect was also published in 2007 (Shambhala Publications) and Temple University Press will publish Marc’s children’s book, Animals at Play: Rules of the Game in 2008. He is currently working on a new book titled The Animals’ Manifesto: Ten Reasons Why Animals Are Asking Us To Treat Them Better Or Leave Them Alone (for New World Library) and revising his 1998 Encyclopedia of Animal Rights and Animal Welfare (for Greenwood Press, 2009).

Marc’s work has been featured on 48 Hours, in Time Magazine, Life Magazine, U.S. News and World Report, The New York Times, New Scientist, BBC Wildlife, Orion, Scientific American, Ranger Rick, National Geographic Kids, on NPR, BBC, Fox, Natur GEO, in a National Geographic Society television special (’Play: The Nature of the Game’), in Discovery TV’s ‘Why Dogs Smile and Chimpanzees Cry’, and in Animal Planet’s ‘The Power of Play’ and National Geographic Society’s ‘Hunting in America’. Marc has also appeared on CNN, Good Morning America, and 20/20.

In 1986 Marc became the first American to win his age-class at the Tour du Var bicycle race (also called the Master’s/age-graded Tour de France). Among Marc’s hobbies are cycling, skiing, hiking, and reading spy novels.

Compassion Footprint (by Marc Bekoff)

marcbekoff.jpgMarc Bekoff is a prolific writer and speaker in cognitive ethology and behavioural ecology. In a recent editorial to the Daily Camera, he makes an analogy between the carbon and compassion footprints of humanity.

Compassion is the key for bettering animal and human lives. People all over the globe are talking about ways to lighten our carbon footprint and accrue carbon credits. But what about our compassion footprint and compassion credits?

A good way to make the world a more compassionate and peaceful place for all animals, to increase our compassionate footprint, is to “mind” them. “Minding” animals means that we must “mind” them by recognizing that they have active minds and feelings. We must also “mind” them as their caretakers in a human dominated world in which their interests are continually trumped in deference to ours.

To mind animals it’s essential for people with varied expertise and interests to talk to one another, to share what we know about animals and use this knowledge for bettering their and our lives. There are many ways of knowing and figuring out how science and the humanities, including those interested in animal protection, conservation, and environmentalism (with concerns ranging from individuals to populations, species, and ecosystems), can learn from one another is essential.

You can read the entire essay at www.dailycamera.com.

cheers, Bill

Doing Good or Doing Well? (by Karin Lauria)

188px-Community.svgAs I suggested in a previous post, having to choose between a life of public service and financial success is part of the ethos of our culture.

Harvard students too are feeling the pull of doing good or doing well. You can read about it here:

Big Paycheck or Service? Students Are Put to the Test

Letters to the editor in response to the article further reveal the frustrations around this issue.

Image: Courtesy Wikimedia Commons.

Spain to Extends Rights to Apes (by William Lynn)

The Spanish parliament’s decision to extend certain political rights to great apes is sparking a renewed debated about the meaning of a mixed community of people, animals and nature.

You can read more about the decision at Reuters.

cheers, Bill

Want to Donate Blood? If You’re Gay, Think Again. (By Jared Milrad)

Dear Ethos readers:

I thought this issue addressed an interesting nexus between ethics, science, culture, and public policy, so I wanted to share it with you. I welcome your thoughts and comments.

Best -

Jared Milrad

Our Common Concern.com

—–

Sometimes it seems that blood drives are everywhere — at school, work, you name it. If seems that way, it’s because the need for them couldn’t be greater: of the 37% of adults eligible to give blood in this country, only 5-10% actually do. In fact, 2007 was reportedly one of worst years on record for blood availability. Most hospitals only have half a day’s supply of blood on hand, when experts say they should have at least a 3-5 day reserve.

Not only does this shortage mean extended waits for patients with non-life threatening diagnoses, but it may mean a potentially dangerous situation for those in need of immediate care.

Ready to help? If you’re eligible, go for it. If you’re gay, well, think again.

That’s because since 1983, the Food & Drug Administration (FDA) has had a blanket policy banning all potential gay male donors who have had sex with another man after 1977 (when HIV was first identified in the U.S. population).

The FDA cites significantly higher rates of HIV and Hepatitis B and C in the gay male population as its justification, saying blood reserves should not be unnecessarily compromised. Fair enough. But some experts and lay persons call the policy — which is replicated in Canada and some European countries — blatantly discriminatory.

For example, blood tests can now identify HIV-positive blood in as little as 10 days, making the process of screening blood much more efficient and accurate than it was in 1983. Others argue that gay men in committed, monogamous, and long-term relationships should be not excluded from donating blood simply simply because of their sexual orientation. And major blood banks such as America’s Blood Centers have revised their policy on the issue in light of new tests.

In California, activists have boycotted some blood drives and/or started their own. Most recently, the FDA rejected a request to amend the policy by allowing gay men who have not had sexual contact within the past twelve months to donate.

And so the debate rages on, albeit quietly (and gay blood-free, of course).

Our Common Concern
:: a socially conscious blog ::

Playing God? (by William Lynn)

opb.jpg
Last week I participated in a live broadcast that focused on the ethics and politics of killing some animals for the benefit of others.

For example, should we kill sea lions to save salmon, coyotes to protect sheep, wolves to safeguard cattle, or cats to preserve song-birds? These are the kinds of questions we addressed.

Hosted by Emily Harris and David Miller, ‘Playing God?’ was an episode of Think Out Loud, a fascinating programme of Oregon Public Broadcasting.

You can visit the ‘Playing God?‘ webpage to listen to the show, as well as add your comments to the interactive blog.

Next week I plan to write about the substance of the conversation for Ethos. Having the benefit of your thoughts on the Think Out Loud blog would be most helpful.

cheers, Bill

Jared Milrad (by William Lynn)

Jared-200.jpgOne of my greatest pleasures on Ethos is introducing new columnists to our readers. Today I want to welcome Jared Milrad.

Jared was born in New York City and raised both in New York and central New Jersey. Vegan since the age of 14, Jared has been intensely interested in animal welfare for most of his life, rescuing everything from finches to feral cats as a teenager. While a freshman at North Carolina State University in 2002, Jared became the first student in the school’s history to publicly challenge its policy on animal dissections, leading to a national outcry of support for his beliefs and a significant revision of the school’s Student Choice policy.

Jared later graduated from N.C. State with a B.S. in Fisheries & Wildlife Sciences and, most recently, from Tufts University with a M.S. in Animals and Public Policy. His thesis at Tufts, entitled A Fundamental Nexus: Animals and Genocide From An International Policy Perspective, advocated for revised genocide prevention and response policies that account for the many complex roles of animals during such crises.

Beyond human-animal studies, Jared has long been interested in finding common ground among people. Having visited four continents and advocated for a variety of groups, Jared is a strong believer in the intersections between social causes. He is the Founder and Editor of a socially conscious blog, Our Common Concern (http://ourcommonconcern.com), which highlights pressing social issues — from human rights to environmental justice to animal protection — in hopes of inspiring a dialogue for change.

Jared is also a long-time organizer for the Obama Campaign, and part of the team organizing New Hampshire for the presidential election in 2008.

You can contact Jared at ourcommonconcern@gmail.com.

A Populace of Employees, Not Citizens (by Karin Lauria)

boston-globe.jpgJune 22, 2008

In “The dumbing down of voters” (Op-ed, June 15) Rick Shenkman attributes Americans’ political ignorance to television and the collapse of labor unions. I think there is a deeper problem: The United States tends to raise employees, not citizens.

Our culture emphasizes so-called practical skills, while we thumb our noses at theory, as if theory had no practical effect. Education is being reduced to job training. The humanities suggest pleasant ways to spend our “free time,” as if literature, art, philosophy, and religion had nothing to teach us about how we ought to live.

Work is supposed to be hard, or it’s not work. To commit your life to service means taking a vow of poverty, as if one cannot do good and do well. In short, we are encouraged to act without deep reflection, to toil away without questioning. And, sadly, I suspect that’s how politicians like it.

Karin Lauria

Source: www.boston.com

The Pigs and the Flood (by Jared Milrad)

News is breaking today that Des Moines County sheriffs in Iowa shot about 10-16 pigs who presumably had escaped a factory farm, swam through a massive flood, and found safety atop sandbag levees. County officials feared that the pigs would cut the levees with their hooves or root there.

I am not one to criticize the actions of county officials who, according to their own best judgment, made a difficult decision in an emergency situation. After all, animals are killed in these situations all the time — including a bear who recently strayed into a populated area in Boston. And as one official points out, pigs are killed in slaughterhouses everyday — particularly in Iowa, where there were 15.5 million pigs on over 10,000 farms in 2002.

But the question must be asked: would we have had the same reaction to these animals if they were dogs instead of pigs? What about wolves instead of pigs?

For example, when family pets are shot, county officials often have a different reaction: offer up a reward for the killer. A $4,000 reward is being offered for a dog who was shot to death in Maryland.

In the case of the flooded pigs, what was the true motivation for shooting them? Was it, as one official argued, fear for people’s property? Or was it simply that we value different animals differently?

Some or all of the above may be true. But I for one believe that we should think very, very critically before we take a life, and minimize harm whenever possible. Moreover, while we may value different animals differently, each is still a sentient being who deserves our utmost respect.

We would ask nothing more for our dog, so why not for our pigs?

—–

Our Common Concern :: a socially conscious blog

The Human Face of HIV/AIDS in America (by Jared Milrad)

Donovan’s younger brother was 13 when he was diagnosed with HIV. He did all he could to save his little brother, even working in HIV/AIDS prevention and supporting his single mom. Yet, after the teenager’s condition deteriorated and forced him to quit school, he lost his health insurance and died just shy of his 24th birthday at the age of 23.

Donovan’s younger brother did not live in some hidden, forgotten corner of the developing world. He lived in the United States of America. And he is one of over 500,000 people who have died from AIDS since the disease was formally recognized by the United States in 1981.

Recent events in my life have reminded me that those who live with HIV/AIDS are all around us, and all too often face societal stigmas that can cost them their home, job or more. The Centers for Disease Control (CDC) reports that as of 2003 (the most recent data available), over 1 million people were living with HIV/AIDS in the U.S. alone. Nearly three-quarters of this population are men, nearly half are black, and approximately the same number are men who have sex with men (MSM). Disturbingly, one-fourth do not even know they’re infected.

The National Association of People With AIDS (NAPWA), which told Donovan’s story above, prefers that those living with HIV/AIDS be described as what they are — people, not “patients” or “victims”. NAPWA is the oldest national AIDS organization and “the first network of people living with HIV and AIDS in the world.”

Clearly, we could all do more for our fellow Americans who live with HIV and AIDS. More on the continuing (and often bumpy) search for viable treatments and the importance of accurate reporting.

—–

Our Common Concern :: a socially conscious blog

Animal Times (by William Lynn)

hoopoe-200.jpgHave you ever paged (or surfed) through the New York Times and noticed the variety of news stories involving animals? Once you start to notice, it is hard to stop. Indeed, there are moments when I think I could build a career commenting on just these stories!

For instance, over the last several days the New York Times printed a number of stories where animals are a central conccern. The international section reported Korean protests (and broader Asian concerns) over the safety of US beef, and the associated politics of industrial agriculture and animal welfare. Ironically, there is also a dining column with advice on how to cut back one’s use of meat, and cook a more vegetable based (and healthier) diet. If we turn to the Science section, we find that Horseshoe crabs are in decline, and Fisher’s are reinhabiting American suburbs. This does not even begin to touch the steady flow of news articles on global warming and its impact on endangered species, migrating birds, etc. Finally, the editorial page features an essay about the recently adopted national bird of Israel. The Hoopoe, as it turns out, is a creature long associated with cross-cultural and inter-religious dialogue. If there was ever a time to thinking about the political and cultural symbolism of animals, this would be one of them.

To be sure, these and other stories focus on human concerns — agricultural, economic, gastronomic, environmental, political, etc. And the focus on animals is sometimes inadvertent (they are props in the story) and frequently speciesist — the only moral beings who count are human. Even so, the presence of wild and domestic animals in our everyday life and discourse is ever present.

Watch for it!

cheers, Bill

Why Animal Studies Now? (by Wendy Lochner)

Wendy Lochner is Senior Executive Editor for Religion, Philosophy and Animal Studies at Columbia University Press (CUP).

Last week she posted a blog reflecting on animal ethics and social change, as well as her intentions to foster interdisciplinary work on human-animal relations.

We recently received permission from Ms Lochner to publish the whole essay here. (Thank you!) You can read Ms Lochner’s essay below, or view it on the CUP Blog.

For a list of related titles from CUP, visit the Animal Studies series. It is a wonderful, diverse and growing body of scholarship, and well represents the emerging discourse of animal studies in the academy.

cheers, Bill

~

June 3rd, 2008 at 9:28 am

crown.gifWhy Animal Studies Now?:
A Short Personal Note from the Editor

The following post is by Wendy Lochner, senior executive editor for Religion, Philosophy, and Animal Studies

Why animal studies now? Like many people who are interested in the fate of animals and of the Earth, I came to this issue from an activist animal-rights perspective. My background is in philosophy, and I eagerly read and absorbed the arguments of Peter Singer and Tom Regan. As I read further I became hungry for approaches that moved even further toward commonality, and I embraced the absolutist views of scholars such as Gary Francione.

But still I was troubled by the indifference of most people to the conditions of animal life. They can know about deplorable factory-farm conditions, for example, and yet not incorporate that knowledge into their behavior or ethical views. A winning argument, I felt, was not rooted in rational discourse alone; it needed to change hearts and minds by appealing to humans’ emotional connections to, love for, and kinship with animals.

I began to read work by Cora Diamond, Cary Wolfe, John Coetzee, Alice Crary, and others, who convinced me of the power of literature to advance the animal issue. Soon I discovered that many ethologists, religion scholars, and sociologists were also committed to showing the scientific, social-scientific, and humanities bases for a loving involvement with animals as part of a worldview in which the “question of the animal” becomes a fundamental concern of critical inquiry, one in which the terms, concepts, and forms of evidence that we use can themselves be questioned in terms of the presuppositions they make about animals and human—and nonhuman—animal relationships. What is required is no less than a radical rethinking of the nature of humanity itself as inextricably cojoined with our nonhuman kin and in common cause with them.

It is this point of view that I (and many others) call animal studies, and it is my intention as an editor to foster interdisciplinary work from all fields that considers these and many other interrelated questions.

Henry Fair at MassMoca

Henry Fair’s photographs of degraded yet beautiful landscapes are on view at MassMoca. Fair’s New Horizons in Landscape is part of the Badlands exhibit curated by Denise Markonish. Visit www.massmoca.org for more information.

You can view more of Henry’s work at Muse (the Practical Ethics gallery).

fair-massmoca.jpg

Brian Greene: “Put a Little Science in Your Life” (by Karin Lauria)

ThoreauA couple of days ago, Brian Greene of string theory fame contributed an op-ed for the New York Times called “Put a Little Science in Your Life.”

The subtext is overflowing with opportunities for interpretation about ethics, the place of humans in the universe, the nature of reality, theories of knowledge, and much, much more.

I responded with a letter to the editor (couldn’t resist!), which the Times ran today. See the last letter on the page.

Some questions:

Why does Greene assume that our engagement with the world as children makes us “little scientists.” Why not little poets, authors, artists, ethicists, or (gasp!) theologians?

Why does awe and wonder for the universe make one a scientist first?    

Photo: Henry David Thoreau, courtesy, Wikimedia Commons.

Who, What, Where, When, Why: Human-Animal Studies (Lisa Brown)

WHAT is human-animal studies (HAS)? This is a question that scholars continue to debate, without much consensus. In my mind, HAS is an interdisciplinary perspective that examines the relationships between humans and other animals. More specifically, it is (ideally) a perspective that values the experiences and intrinsic worth of both humans and animals. HAS embraces art, literature, science, social science, philosophy … all with an eye towards a greater understanding of animals, and our interactions with them.

WHO are animals? Who are we as nonhuman animals? And who are we to each other?

WHERE, WHEN and WHY: One way to begin answering these questions is by exploring the literature that deals with this broad range of topics.

HAS scholar Wendy Lochner (the Columbia University Press animal studies editor) has written a post for the Columbia University Press blog. In it, she briefly explores what HAS means to her, and how the literature she reads deepens her scholarship. An excerpt from her blog entry reads:

I began to read work by Cora Diamond, Cary Wolfe, John Coetzee, Alice Crary, and others, who convinced me of the power of literature to advance the animal issue. Soon I discovered that many ethologists, religion scholars, and sociologists were also committed to showing the scientific, social-scientific, and humanities bases for a loving involvement with animals as part of a worldview in which the “question of the animal” becomes a fundamental concern of critical inquiry, one in which the terms, concepts, and forms of evidence that we use can themselves be questioned in terms of the presuppositions they make about animals and human—and nonhuman—animal relationships. What is required is no less than a radical rethinking of the nature of humanity itself as inextricably cojoined with our nonhuman kin and in common cause with them.

Lochner’s short essay can be read in full by going to Why Animal Studies Now? A Short Personal Note from the Editor.

A list of animal studies titles available from Columbia University Press can be accessed on their website.

NY Times: “The Worst Way of Farming” (by Karin Lauria)

800px-2pigsI’ve said this before: industrialized animal farming involves the interlocking oppression of both humans and animals (and the environment). Congrats to the New York Times for pointing this out in today’s editorial section:

The Worst Way of Farming

Photo: Courtesy Wikimedia Commons.

Student Space: Planning, Writing and Completing a Research Project (Lisa Brown)

ionian-column-right-100.pngQuestion: Are there ways to plan and write a research paper so that I’m not so stressed all the time?

Planning, writing and researching an academic project can be overwhelming. But there are ways to prepare for a large paper without succumbing to down-to-the-wire anxiety that is common among students. Below are some suggestions that are designed to help students feel in control of their project.

1) Outline
The best way to start any major project is with an outline. Having a very basic structure will be immensely helpful in executing the project from beginning to end. Your outline will change as you write and research, but having a place to begin will help you think about your project as a whole, and as individual pieces of a whole. Once you know what your project topic is (and you’ve done some very preliminary research) you should be able to create a basic outline in as little as 20 minutes. Remember, this initial outline doesn’t have to be perfect. It is simply meant to help you plan and envision your project.

2) Scheduling
Once you have an outline prepared, it’s time to pull out the calendar. Mark the start and end date of your project so you have a clearly delineated length of time in which to work. Then, using the outline you created in step 1, plug in deadlines for yourself. (My own preference is to create due dates every Friday on which a rough draft of each section from my outline is “due.”) This forces you to create bite-sized chunks of work that you can complete in a single week. Give careful thought to your own particular process. For instance, do you prefer to complete research before writing? Do you prefer to combine the process of research and writing? Do you feel the need to go in order, or would it be best to start in the middle? Don’t forget to allow time for your mentor to look at a rough draft, give yourself time for revisions, and plan ahead for unforeseen circumstances (an illness, an unexpected vacation, and the inevitable days of procrastination.) Most importantly, make the calendar extremely realistic. Give yourself more time than you’ll need for each part of the project. Be realistic about when you’ll need breaks.

3) Obstacles

Your biggest challenge as a writer/researcher is not your deadline; nor is it finding sources, compiling information, or writing. Your biggest obstacle is yourself. You will face many of your own insecurities as you work your way through this process. I call these insecurities “the demons.” Demons are the thoughts in your head that tell you you’ll fail. They tell you you’re dumb, you’re a bad writer and no one will want to read your work. The best way to combat the demons is threefold: 1) begin to think of them as entities that are separate from yourself so you can easily dismiss the destructive thoughts. 2) identify, as specifically as possible, what these demons are telling you so that you can recognize your personal demons in the future. 3) gather a toolbox of skills to fight against the demons (the calendar is a start that process. I’ll get to a few more in a moment.)

Here are some examples of demons: I have no expertise; I can’t explain things well; I’m dumb; This is going to be really bad; Who do I think I am?

Sometimes demons disguise themselves as angels. They do this by appearing to be encouraging, when in actuality, they create an environment where you feel paralyzed. Here are some examples of demons disguised as angels: Each word/sentence has to be right; This is going to be the best thing I’ve ever written; This has to be good enough to publish; I have to do something no one has ever done before.

You’ll notice that while these things may at first appear empowering, they actually put so much pressure and expectation on you that you’ll be terrified of making mistakes. That means you will have trouble finding the confidence to write.

4) The Writing Process

Here are a few skills to help combat the demons, writer’s block, and general writing anxiety.

“Keep your hand moving”

Blank pages are daunting, so force yourself to fill up the page with your words, even if your word choice, sentence structure and grammar are atrocious. You’ll fix that stuff later. For now, just get the ideas down on paper. Your demons will probably tell you that what you are writing is bad, but don’t forget that your first draft is SUPPOSED to be bad. That’s why they call it a first draft. A bad first draft is the only way you get to a good second draft and a great third draft. Keep your hand moving without judging your writing. You’ll be surprised to find that, once you clean it up in the second draft, a good portion of it will be useable.

“Follow inspiration”

Don’t feel obligated to start the beginning. Start where you feel inspired, even if that means writing the conclusion before you’ve written anything else. I often choose to write my introduction at the end. Take breaks from sections that are driving you crazy, and procrastinate by using other parts of your paper. If you don’t feel like writing, go to the library and do more research. If your brain is fried, work on the bibliography. Don’t let your calendar constrict you. Use it as a guide, but make changes when needed.

“Free write”

Pick a particular topic from your paper — one that you are stuck on, inspired by, fearful of, or curious about — and just write. Without doing any additional research, write for at least 10-15 minutes and see what comes out. You may be surprised by how much you already know, or you may go in an unexpected direction. It will also help you clarify where you need to do a bit more research. Most importantly, don’t judge your writing. Just write and see what you come up with.

“Communicate with your mentor”

Tell your mentor what you need from him or her. Don’t wait for them to tell you how to complete your project. Be clear and upfront from the beginning about how they can help you, what you expect from them and where you think you need the most guidance. If you think it will be helpful, share your calendar with them (make sure they understand it is a loose structure that is only meant to guide you.) By utilizing your mentor in this way, you will actually be teaching yourself how to be your own mentor, a skill that will be useful during future projects in school and throughout your career.

Many students feel helpless when they take on a large project. They carry free-floating anxiety when they are writing, a feeling they can’t even shake when they take breaks. They become paralyzed when they face a blank page or computer screen. But by developing a structure via your calendar, you will feel more in control, and will be able to relax when you have scheduled time to procrastinate. Further, by allowing yourself to make mistakes, to be less than perfect, and to have realistic expectations, the tasks ahead will be that much easier.

Martin Luther King’s Beloved Community: A Salutatory Speech (by Karin Lauria)

434px-Martin-Luther-King-1964-leaning-on-a-lecternLast fall, I graduated from Boston University School of Theology with a master’s of theological studies. I was recently honored to have been chosen as the salutatorian of the class of 2008.

Below, I share with you an annotated version of the speech I gave at the school’s commencement ceremony at Marsh Chapel on Sunday, May 18.

***********

Thank you, and good afternoon everyone.

This speech represents the very last assignment I’ll receive as a student of the school of theology, and I’m excited to have been chosen to speak to you today.

Last month marked the 40th anniversary of the assassination of Reverend Martin Luther King’s.[1] As such, I feel it is both good and right to honor him by drawing from his work for the theme of my address today.[2]

Reverend King had a vision of beloved community. By this vision, people would one day recognize themselves as existing in an integrated society of brothers and sisters committed to peace and justice, and redeemed through the transformative power of love.[3]

Today, King’s vision continues to inspire others both here and abroad toward non-violent means of achieving social justice.

Great visions, however, don’t occur in a vacuum. They arise in community with others whose visions can ignite in us our own courage and passion.

King himself was inspired by another great visionary, a man named Howard Thurman. Thurman served as the Dean of this Chapel while King was a student at the School of Theology here at BU.[4]

Thurman had his own vision of community, one in which people of all faiths would connect with each other in a common ground of religious experiences.

These two visions became intertwined here at BU. They’re part of a tradition of hopefulness and imagination.

Many of us came to the School of Theology with our own visions about how we might better ourselves and, in turn, make life better for others. We’ve come from many different places in life and traveled down many different paths.

Some of us came directly from undergraduate programs. Others left jobs in search of a more meaningful way of life. Many arrived with the intention of becoming ordained, while others came to explore how they might minister to the world in a different sort of way.

When I entered the School of Theology in 2004, I was heartened by the diversity of people I met here. There are, of course, students of different races, ethnic backgrounds, faith traditions, and ages.

But I also found that our experiences of BU have been varied as well. They’ve occurred in different contexts and on different schedules.

Many of us were full-time students who continued to stay involved in a range of social justice activities. Others worked part-time jobs while tackling demanding academic work loads, and maintaining close ties with our churches.

Some went straight through their programs without a break. Others took time off to tend to ailing family members, to earn money to pay the bills, or just to breath. Each of us has our own story.

King knew that achieving the beloved community involves a diversity of people, with a variety of life experiences and sometimes conflicting ideas. We here at BU haven’t always seen eye-to-eye. We’ve had our struggles and heated disagreements.

But on balance, we’ve been blessed in many ways—with new friendships, with a caring administrative staff, and with an amazing faculty of professors.

We’ve been enriched by new members, and diminished by the loss of others, such as our dear professor Simon Parker, who we sadly miss.[5]

Along the way, we’ve inspired and challenged each other to think more critically about what we presume to be absolute and true. We’ve perceived the plank in our own eye, and in doing so have learned to see ourselves and others more clearly.[6]

There are those who say that love is an unlimited resource. That there is enough love in the world to help everyone. A cynic might respond to this by saying, “Yes, but time is limited. Therefore, some must take priority, even if others are left behind.”[7]

I hope you don’t know anyone like that. But if you do, you might ask them, “how much time does it take to put your hand on someone’s shoulder and say ‘Great job. You’re making a difference.’”

Showing support often requires only a generous spirit towards those who’ve heard the divine call to minister to the world in their own distinct ways. Community must be built in different places, by different people, with different visions.[8]

The beloved community then, is about unity in difference. It’s about individual, embodied spirits who share a common commitment to achieving the peace of God which transcends all understanding.[9]

St Francis reminds us too that the beloved community need not be restricted to humans, but is a mixture of people, animals, and the natural world [10]. God’s blessings are more beautiful and diverse than we can ever know.

We need each other just for a glimpse.

When you leave here today, take a moment to step out into the plaza, and stop at the monument to Martin Luther King.[11] Think about the way you’re called to build the beloved community, and about all those who have inspired and supported you. May you, in turn, inspire and support others in pursuing their visions.

Say thanks to our merciful God that you are privileged to stand in a long tradition of unity, common ground, shared dreams, and hope.

God bless you all. I’m honored to be part of this community.

Thank you.
______________________________________________

1. King was assassinated April 4th, 1968 in Memphis Tennessee. He was there to support striking sanitation workers.
2. A special thanks to Steve Chase, Director of Antioch University New England’s Environmental Advocacy and Organizing Program. It was his enthusiasm for King’s legacy, and especially for King’s vision of the beloved community, that inspired the theme of my speech. Steve recently wrote for this blog a great essay about Martin Luther King. You can read it here: “The Dream Reborn.”
3. The King Center website provides a nice introduction to the concept of the Beloved Community.
4. King received his Ph.D. from Boston University on June 5, 1955. Thurman was the first African American Dean of Marsh Chapel and a mentor to King. See Religion and Ethics News weekly for a great feature about the life and thought of Howard Thurman.  
5. Simon Parker was a professor of Hebrew Bible studies who began teaching at BU in 1981. He passed away on April 29, 2006.
6. See Matthew 7:3–5.
7. Here I’m alluding to Mary Midgley’s argument that compassion is not a “rare and irreplaceable fluid” that must be reserved for humans to the exclusion of animals (I substituted the word ‘compassion’ with ‘love’). Instead, it is a “habit or power of the mind, which grows or develops with use” (see Midgley, Animals and Why They Matter, p. 31). I’ve read and heard more times than I care to remember variations on the uncharitable and morally hollow response referenced above.
8. This is a quote from professor Norm Faramelli, a highly respected lecturer of ethics at the BU School of Theology and other Boston-area seminaries. Norm generously offered his time to help me brainstorm ideas for this speech.
9. See Philippians 4:7.
10. For more on the concept of the mixed community of people, animals, and nature, see Midgley, Animals and Why They Matter, chapter 10.
11. A beautiful sculpture, Free at Last, erected in honor of Martin Luther King, stands in the plaza in front of Marsh Chapel. See http://www.flickr.com/photos/wallyg/491106232/ for more information.

Photo: Martin Luther King, courtesy Wikimedia Commons.

Student Space: Email (by William Lynn)

ionian-column-right-100.pngQuestion: Are there tips for managing email when in college or university?

The email accounts provided by colleges and universities are for your use while you are in school. This is the official address to which most professors and the school will send email. You can recognize this email address by the suffix ‘.edu’.

You have two basic choices regarding your educational email account. First, you can use it as your primary account to conduct all your business and communications. Second, you can use this account for school purposes only, and use a personal account for non-school activities.

Please note that except in the largest or richest of institutions, once you complete school, your educational account is closed. Relying on your educational account can often lead to significant loss of information if its cancelation catches you unaware. At some point, and often at an inconvenient time and with little notice, your address and stored mail will be purged.

It is for the above reason that I recommend the second choice — using both educational and personal email accounts.

Using multiple accounts can seem like additional work. If you have more than two or three accounts to check, that may be true. Still, there are solutions that take but a few extra steps. Use the one that works best for you.

If you are using webmail only, take the following steps.

1. Be sure you have a working personal email account. These can be free (e.g. gmail.com) or for a fee (e.g. mail.com).

2. Set your educational account to automatically transfer messages to your personal account.

3. If you have them, transfer your previous emails from your educational account to your personal account.

Hint: The downside to this option is that when you send mail, you will not be using your educational address. Some institutions may block email whose send and reply address are not the same.

To solves the downside noted above, use an email client (e.g. Eudora, Mail, Outlook, Thunderbird), simply take the following steps.

1. Set up an account profile on your email client for each of your email accounts.

2. Use your email client to receive, access and store your email on your computer.

3. Use your email client to upload email using your educational or personal account.

Hint: You will need your username, password, pop and stmp server address to set up these profiles. If you want to maintain maximum flexibility and access, use a email client like Eudora, Mail or Thunderbird.

For technical support on how to do all this, please contact your service provider.

For example: I have my own web space, the domain www.practicalethics.net. This allows me to have my own professional email address. I set up my educational account to automatically transfer messages to my practical ethics account. That way when I download my email into Mail (OSX), or view it via the web, it is all in one place. Nor can it be accessed or erased by a third party. And because I use Time-Machine with Time-Capsule (OSX), my mail is automatically backed up every hour, every day, every week, every month. So when my drive recently died, I was able to recover all my mail going back to 1997!

I wish I had read something like this before the University of Minnesota erased my .edu account. And I hope this column helps you manage your email both during and after school.

Cheers, Bill

Student Space: Course Evaluations (by William Lynn)

ionian-column-right-100.pngQuestion: What is the point of course evaluations?

When students and professors really care about education and educating, course evaluations can be very helpful.

The most obvious advantage is identifying elements of a course to keep, jettison or improve upon. As importantly, course evaluations are an opportunity for students and professors to dialogue about the meaning and significance of education. Course evaluations can help a department or program monitor its quality, and identify areas needing collective improvement. Sometimes evaluations are a flag that alerts the community to a professor in personal difficulty, making it possible to intervene in helpful and respectful ways.

Speaking for myself, I take course evaluations very seriously. I use student comments to triangulate on improvements to syllabi, assignments and tests. As a matter of best practice, I do this in every course each and every year. I also expressly designed my evaluations to elicit a range of quantitative and qualitative data that is germane to each course.

The topics I am especially interested in student’s reflecting upon are listed below. I suggest that they dig out the syllabus to remind themselves of the course’s intentions and content. This helps them write as specific and relevant feedback as possible.

  • The order of topics and readings (e.g. Should the on ethics or scientific methods come before or after that of public policy? Why?)
  • The time length of topics and readings (e.g. Would you like more time reading a particular author, or a particular subject? Why?)
  • Other topics and readings (e.g. What other topics and/or readings would you like to have incorporated into the course?)
  • The integration of my course-work (e.g. Does this courses inform and clarify other courses I teach? Is there a web of knowledge that is emerging?)
  • The integration of program course-work (e.g. What are you thoughts on how this course informs other courses in the program?)

When my students fill out course evaluations completely and seriously, it is of substantial help to me and to future students. So a big thank you to those who take the time to do so!

If course evaluations can be so helpful, why then are many faculty and students cynical about them? To understand why, some straight talk about academic politics is in order.

Studies show there can be a direct correlation between a student’s evaluation’s of a course or professor, and their anticipated grade irrespective of the effort they put forth in the course. This situation is exacerbated by the increasing commodification of education. When higher education is approached as a commodity to be bought, it minimizes student’s participation in their own learning, and detracts from education as an apprenticeship to knowledge, a prerequisite for informed citizenship, and a forge of character.

Administrators frequently talk-up evaluations as a mechanism of quality control exemplifying an institution’s undying commitment to teaching. A rather odd claim given that there are few rewards in many of these same institutions for teaching well. The reality is that many professors are evaluated primarily (often solely) in terms of the scholarship they produce. If they take time away from producing the next research article to teach or advise well, they pay a price in job security or compensation.

For example, I once worked at an institution where all professors were ranked according to their teaching quality. This was determined by an absurdly short and irrelevant questionnaire in what amounted to a popularity contest. Unfortunately, it had dire results — the lowest ranking professors were fired. Not surprisingly, this approach drove down the quality of teaching. Students figured this out rather quickly, and would punish faculty for hard courses or low grades. And you can imagine what other professors thought when it came time to assign challenging reading, assignments or tests in our courses.

Even so, from what I have seen the vast majority of professors simply do their best, even in the face of difficult circumstances. There are also many institutions where teaching is prized. In my own experience, Green Mountain College and Vassar College stand out in this respect. These institutions have excellent faculty, along with administrators and institutional incentives that support them. In a similar vein, my students at Tufts have been especially wonderful — striving for their personal best and excelling in the face of rigourous demands. As you can see, I have been fortunate to work with great colleagues and students.

What then is the take-home message? I think the task for faculty and students is to approach course evaluations with mutual respect and responsibility. An open mind on the part of faculty, and fair contributions on the part of students, can together take us a long way.

Cheers, Bill

Student Space (by William Lynn)

ionian-column-right-175.jpgI am starting a new series of columns entitled Student Space.

Each year I answer hundreds if not thousands of emails. Many are from students who have pragmatic questions about coursework, computing, applying for a masters or doctoral program, finding a job after graduation, etc. Other questions are about additional readings, online resources, the nature of environmental studies or geography or human-animal studies, or distinctions about important terms like moral value and geocentrism.

When students write me, I ask that they treat their email as an open letter read in public. This way no one is surprised or hurt when I forward my response to an entire group. I forward my responses to others because they are likely to have similar or related queries, and a broader conversation is of benefit to everyone.

Even so, over the years students have asked me to put these thoughts into a ‘handbook’ where my advice is easily accessed. A column series on Ethos seems like the most accessible place to do this!

I hope that over time other faculty and students will contribute editorials to Student Space. If you would like to write for or comment on this series, please be in contact. Guidelines can be found on the editorial and column pages of this blog.

Remember, your advice and experience is welcome on Ethos.

cheers, Bill

David Lavigne (by William Lynn)

One person I have yet to introduce is David Lavigne, a long-time advisor to Practical Ethics, and now a columnist on Ethos. His remarkably impressive biography is below. Please join me in welcoming David to Ethos!

cheers, Bill

~

David Lavigne, PhD
Senior Science Advisor
International Fund for Animal Welfare
1474 Gordon Street
Guelph, Ontario
Canada N1L 1C8
519.767.1948
dlavigne@ifaw.org
http://www.ifaw.org/

David Lavigne is science advisor to the International Fund for Animal Welfare (IFAW). From 1973-1996, he was a professor in the Department of Zoology, University of Guelph, Guelph, Ontario, Canada. After receiving his BSc in Zoology from the University of Western Ontario in 1968, he taught high school for one year before entering graduate school at the University of Guelph, completing an MSc in 1972 and a PhD in 1974, both for work on vision in seals. Remaining at Guelph as a faculty member, his research interests shifted to problems of censusing harp seals to estimate annual pup production and population size. By 1975, the focus of his research was pinniped bioenergetics. For the latter work he earned a Dr philos degree from the University of Oslo in 1988. In 1990, he became executive director of the International Marine Mammal Association (IMMA), a not-for-profit organization concerned with the global conservation of marine mammals. Currently, his major interests are in the areas of conservation biology, wildlife management, and natural resources policy.

During his years at the University of Guelph, David taught numerous undergraduate and graduate courses including mammalogy, ecology and marine biology, wildlife conservation and management, and natural resources policy. The author of more than 100 papers and technical reports on various aspects of marine mammal biology, wildlife management, and conservation, he is also, co-editor (with J. Beddington and R.J.H. Beverton) of Marine Mammals and Fisheries (George Allen & Unwin, 1985), and co-author (with W.M. Johnston) of The Mediterranean Monk Seal: Conservation Guidelines (IMMA, 1998) and Monk Seals in Antiquity (The Netherlands Commission for International Nature Protection, 1999). From 1988-1992, he served on the editorial advisory board of the Canadian Journal of Zoology.

In addition to his published papers on various aspects of the biology and conservation of harp (and other) seals, he is also the co-author of Harps & Hoods: Ice-breeding Seals of the Northwest Atlantic (University of Waterloo Press, 1988). In the mid-1980s, his laboratory at the University of Guelph submitted a number of briefs to Canada’s Royal Commission on Seals and Sealing and he appeared before the Commission as an expert witness on two occasions. He has also testified as an expert witness before Canada’s Standing Committee on Fisheries and Oceans (SCOFO), in 1999 and again in 2006. He has made a number of submissions to the Canadian government’s Regulatory Review Process regarding changes to Canada’s Marine Mammal Regulations, and to the Eminent Panel on Seal Management, appointed by the Canadian Government to review Canada’s commercial seal hunt, which reported in 2001. In 1999, 2000, and 2006, he was an invited participant in meetings of the Canadian government’s National Marine Mammal Review Committee.

Over the years, David has been a member of a number of international scientific committees, including: the Seal Specialist Group of the World Conservation Union (IUCN); the Pinniped-Fishery Interaction Task Force on the Sea Lion/Steelhead Conflict at the Ballard Locks, Seattle; the International Scientific Advisory Committee to the Hellenic Society for the Study and Protection of the Mediterranean Monk Seal (HSSPMS, now MOm), the Scientific Advisory Committee of the United Nations Environment Programme’s Marine Mammals Action Plan; and the European Commission/IUCN Steering Committee for the ‘Spanish Monk Seal Project’. He has also appeared before European parliamentary committees on a number of occasions and, in 2005, he testified in the Council of Europe and in the Belgian parliament when both bodies were conducting hearings into animal welfare and other aspects of Canada’s commercial seal hunt. In 2007, he served as a member of the European Food Safety Authority’s Working Group on the Animal Welfare Aspects of Sealing.

In 2001, he presented the invited keynote address – Marine mammals and fisheries: The role of science in the culling debate – at the Southern Hemisphere Marine Mammal Conference 2001, Philip Island, Victoria, Australia. He also was an invited speaker in the University of Guelph’s 2001 The Kenneth Hammond Lectures on Environment, Energy and Resources, entitled “Sustainable Development: Mandate or Mantra.” His lecture, “Ecological footprints, doublespeak, and the evolution of the Machiavellian mind” was broadcast on CBC Radio’s Ideas in May 2002. In January 2003, he spent a week at the University of Alberta, Edmonton as a “Distinguished Visitor” in the Environmental Research and Studies Centre. He was an invited participant in a consultation on future directions of marine mammal research, organized by the United States Marine Mammal Commission, in collaboration with the National Fish and Wildlife Foundation, which was held in Portland, Oregon, in August 2003. Later that year, he delivered the invited closing lecture to the World Wolf Congress 2003, held in Banff, Alberta. In 2004, he presented invited lectures at the Annual Meeting of the American Association for the Advancement of Science in Seattle (on the role of science in the formulation of public policy), and at the annual meeting of the National Agricultural Biotechnology Council (NABC) in Guelph (on reducing the agricultural eco-footprint). On behalf of IFAW, he organized an international forum entitled “Wildlife Conservation: In Pursuit of Ecological Sustainability” at the University of Limerick, Ireland, in June 2004. He also edited the book arising from that conference: Gaining Ground: In Pursuit of Ecological Sustainability (IFAW and the University of Limerick, 2006).

SeaWorld Dolphin Dies While Doing Trick (by Kris Stewart)

seaworld logoA 30-year-old dolphin died on Saturday at Sea World’s Discovery Cove after colliding with another dolphin while performing aerial tricks.With visitors watching, two dolphins apparently slammed into one another in mid-air and one of them, Sharky, was killed in the process. SeaWorld spokespeople called it an “unfortunate, random incident.”

Random? Baffling, maybe. I have never heard of dolphins colliding with one another under any circumstances-much less mid-air. To say such a thing is “random” is to imply that it could happen anytime; that it is part of some probability distribution-one of many events in which all outcomes are equally likely. But Sharky was in the process of performing a presumably human-crafted aerial maneuver in a concrete pool for the pleasure of human onlookers.I suppose under these circumstances crashing into your acrobatic colleague isn’t something to be too shocked about, but I can’t help but think about the tremendous athleticism, awareness, grace, intelligence, and agility of free-ranging dolphins in the open sea.I just can’t imagine something like this ever happening there.

Unfortunate? Are they kidding? Unfortunate is locking your keys in your car. Unfortunate is mistakenly hitting the send button before you actually finished typing that email. Or perhaps I’m being to loose with the word. Unfortunate is waking up with a big pimple on your wedding day. Anyway, you get my point. The violent death of a sentient, sapient creature who was kept by humans, for the pleasure of humans, and perished whiled performing tricks for those who were charged with providing his care and safety is nothing less than a tragedy.

Maybe I’m writing this too soon. Like an email dashed off in the heat of disgust, perhaps I’m pushing the send button too soon on this. But I got the news and thought it important that I share it. If I’m not as articulate as I might have been after a cooling off period, that is unfortunate. But Sharky’s death is so much more than that.

Am I making too much of words? I don’t think so. Words are powerful things. "Random and unfortunate" is what you call a paper cut or a big zit. It happens. It’s too bad. It is not this. In my view, SeaWorld screams a callouse disrespect for Sharky, the other animals under its care, and all dolphins with its words as well as its behavior.

Sharky’s death was, at the least, baffling and tragic.

For the CNN story, go to http://www.cnn.com/2008/US/04/28/dolphin.death/index.html

Monkey in the middle (by Matthew Shaer)

lisa-simon-200.pngJust in case you missed it, this article on one of our columnist — Lisa Brown — recently appeared in the Boston Globe.

cheers, Bill

~

Monkey in the middle
A love of animals and a desire to understand them is something that hits home for Lisa Brown

By Matthew Shaer, Globe Correspondent | April 19, 2008

Simon is standing in the kitchen sink of his Brighton apartment, taking a bath. It’s a ritual he seems to cherish, more than the evening screenings of “The Daily Show” and “Top Chef,” more than petting Yoshi the cat, more than his fledging career in sketching.

First, one furry paw. Then his head, tipped toward the flood of warm tap water. Soon, Simon, an 8-pound Capuchin monkey, is hunched under the faucet, his arms crossed across his chest, a fat grin spilling across his cheeks.

“He’s a pretty handsome monkey - maybe the George Clooney of monkeys,” suggests his guardian Lisa Brown, hefting Simon out of the sink.

“He has a bit of a belly, though,” says Adam Dardeck, Brown’s husband. From the folds of a big, white towel, Simon extends his stomach obligingly, and smiles again, before catching a visitor staring. It is not, it should be said, an insubstantial belly. He turns away, coquettishly.

In the wild, Capuchin monkeys - a lithe, fast, fiercely intelligent breed - are lovers, not fighters. The rain forest of South and Central America, their native habitat, is a wild, violent place; they survive on plants, bugs, and shellfish, opened with the judicious crack of a stone. Bed is a pronged bough, far from the reach of dangerous predators. A “bath” is a slapdash grooming, at the hands of a friend or a relative.

But Simon has never set foot in the jungle. He was born in captivity and has spent much of his life with Helping Hands, a national nonprofit organization based in Boston. Eventually he will be sent to assist a patient suffering from spinal cord disease or a similarly degenerative muscle disorder.

For now, he is serving an apprenticeship at the center of a decidedly untraditional family: one man, one woman, one cat, one monkey, one small apartment. And the occasional foray into the big, cold world outside.

“So many friends have told me, ‘Oh, I’ve always wanted a monkey,’ ” Brown says. “They think of Marcel, for instance.” Marcel, the pet from the television show “Friends,” fetched beer and doughnuts on command.

“I’ve worked around monkeys long enough to know that’s not how it works,” she says. “Monkeys are a hell of a lot of smarter than the dogs and cats in our lives. Having Simon here requires training, and patience - he needs real stimulation.”

Simon’s eagerness to learn makes him a natural fit for Helping Hands, which trains Capuchin monkeys to be live-in companions to people with impaired mobility. Capuchins are “natural tool users,” says Megan Talbert, the organization’s chief operating officer, so they can quickly adapt to a handful of chores, from operating a television, to scratching an itch, to flipping the pages of a book.

“Most of all,” Talbert says, “the number one gift is companionship - the bond they form with humans. It’s real love.”

Family dynamics

Brown, 31, met Simon in the winter of 2002. She’d volunteered at Helping Hands for 10 months, and then, when a position opened up, she transitioned into full-time work. Co-workers remember that Simon and Lisa instantly developed a strong bond, so much so that when Simon went out on an early placement, Lisa became visibly distressed.

“Lisa’s relationship with Simon is very interesting to me,” says Jennifer Novak, a former employee at Helping Hands. “Monkeys don’t decipher the difference between cats, for instance, or dogs. Everyone’s in their troop, and they rank them how they’re going to rank. Lisa’s the same way with animals. She shares that dynamic. Her and Simon? They were simpatico.”

As it turned out, Simon’s initial placement wasn’t a perfect fit, and he was sent back to the Helping Hands center, where Brown was waiting. “It was as if no time had passed,” Novak says. “Simon leapt right into Lisa’s arms. And they just stared at each other - they were just perfectly and totally happy.”

In 2006, Brown began work on a one-year master’s program in animals and public policy at Tufts University. When she left Helping Hands that year, she brought Simon to the Brighton apartment she shares with Dardeck and Yoshi.

The application process at Helping Hands is intense, and it includes background checks and extended training. But for Brown and Dardeck there were more serious obstacles. For one, they would have to find room for an animal that, in Brown’s assessment, is “not like having a cat and maybe not as much work as having a child, but somewhere between that.”

And where would Dardeck, 31, fit into the intense relationship between Brown and Simon? Capuchins are used to ranking large groups of peers into a specific hierarchy, by order of power and respect. There is a king of the heap, and then there is everyone else.

“Of course, I had some reservations,” Dardeck says with a laugh. “It was unclear where I’d fit into the pecking order.” But the day Dardeck agreed to give it a try, Brown says, she was no longer nervous. It was a gift - “there was no greater expression of love, that I can think of,” she explains. A year and a half later, friends say, it is hard to separate Dardeck and Brown and Simon from the small, tightly-knit family they have formed.

“It’s a deeply personal relationship,” says William S. Lynn, the program director for the master’s program in animals and public policy at Tufts. Lynn met Brown when she interviewed for the program, and the two have remained close. “When you see Lisa with Simon, you recognize all the signs of a loving parent from her. And all the signs of a happy sibling from him.”

Soul mates

With Lynn’s help, Brown has spent the past few months transcribing the messy particulars of life with Simon - from cognitive development to diaper training to the place of the monkey in modern culture - into writing, both as a columnist for Ethos, an animal ethics blog (practicalethics.net/blog), and for her own popular project, animalinventory.net.

At Animal Inventory, Brown looks at the larger picture: How do humans understand animal-kind? How do we portray creatures in art, in the movies, in music, and in the press? The blog is busy and bustling, but colored by what Lynn calls “deep moral sensibility.”

“She recognizes there’s a person in those eyes,” he says. “Lisa has arrived at a very complex understanding of the variety of ways we interact with animals, and she expresses it beautifully.”

Brown says she did a good deal of research into other animal-related blogs and found only “bits and pieces of what I’m trying to do with Animal Inventory. Some people have a focus on natural, for instance, or popular culture. I’d like to connect it all.

“That animal on TV is not an abstract thing,” she says. “It’s a symbol, or it’s an accessory, or a representation of something ‘other.’ I’m searching for a kind of perspective, and Simon is a source of inspiration.”

He is also a force unto himself - a pint-size, frizzy-furred tempest of personality. As a visitor watched, Simon created a wild post-impressionistic portrait, pausing occasionally to punctuate a pencil stroke with a low, happy grunt. He likes Jon Stewart, it turns out, and hates violence. (Once, Dardeck says, a “Daily Show” episode turned mock-rough, and Simon rushed to the television, slapping at the screen with both paws.) He loves zippers and shoelaces, which he painstakingly unties.

Sometimes, when he’s feeling affectionate, he’ll pick through Dardeck’s hair, or slip into a sleepy reverie in Brown arms, his belly pointed skyward.

“For a long time, I’ve been trying to formulate a blog entry about soul mates,” Brown says. “No one ever really talks about the possibility that we can develop that connection with animals - a connection where two beings understand each other in a way no one else can.”

She pauses, then adds, “I can have a checklist. I can say, ‘Simon is cuddly. I like that.’ Or, ‘He’s inquisitive, and I like that.’ But it’s not the sort of thing you verbalize. It’s the sort of thing you just know is there. Simon and I have found another way to communicate.”

Source: www.boston.com/lifestyle/articles/2008/04/19/monkey_in_the_middle/