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”This all began with a Spider: The Ethics of Being Human” with Donnetta Elsasser

Kathy Hays

Some of you might recall that summer before last I accidentally acquired a pet spider in my bathtub in our extra bathroom. It was a harmless wood spider which I usually catch and put outside, but I was in a hurry and left it to figure its own way out. A couple of days later he was still there. I had been swatting flies so I tossed one into the tub. The spider went for it! I didn’t know spiders would eat insects that were already dead. I found it fascinating and figured he must be really hungry. Fast forward… I ended up feeding this spider for another six weeks, until one day he was just gone. Now, I am NOT a spider lover. But observing this little guy grow and change under my care made me appreciate his life.  Fast forward again and I found a different spider in my laundry room sink. This was a long-legged, delicate framed creepy  looking thing that might be harmful. I caught it in pill bottle. But if it was harmful, I didn’t want to let it go… I had to kill it. I had no trouble killing the flies to feed a spider. Why am I having trouble killing a spider?

I spent the next few months pondering my privilege because I am human. I get to decide the life and death of another organism because I am human. Is this my right? What responsibilities does that come with? … wait a minute this is all because of a spider? It’s a spider!!

Take a look at the article below. For a faster read, or to help you through the trickier parts of the science, I have premarked a few places for you. Pay attention to the last line.

PDF

Grab a friend and share your opinions- “If we find out insects do feel pain, can we really go on treating them [and arachnids] as we do?” Listening technique: Before you speak, you must paraphrase what your partner said first. Then you may add your own comments. 

Great. Did your discussion surprise you? Did anything noteworthy come of it?

Fill out this 3-2-1 sheet  [Unit 5 might be a good time to bring up the topic of the ethics of being human with this low stake look at insects]   

 Let’s up the stakes in Unit 8 with the article “When Humans Became Inhumane” about the Atlantic Slave Trade

PDF 

[Premarked a few places again for some extra support if you liked that idea]

  • But first what does “inhumane” mean?
  • Here’s one definition of humane: having or showing compassion or benevolence
  • So, inhumane means not doing that, right?

The article shows documentation that more than 10 million Africans were forced into slavery in the New World, and makes it sound like the decision was easy. 

  • Grab a partner and discuss, “How could humans be so INhumane?” OR “Do humans owe each other humanity?”
  • …. Take your partner and find another pair to share your illuminations with. Remember to practice your good listening techniques we have used before.
  •  In your group of four, can you make a a T-chart with the rights of humans on one side, and responsibilities of humans on the other? Extension… Do rights ever outweigh responsibilities? [Another 3-2-1 sheet would be a good way to wind up with lesson.]
  1. When can the ethics of being human come up again? With the Anthropocene? In a discussion of current events? A debate on capital punishment? As a part of Unit 10 and our future?
  2. What parts of this lesson do you think could work for your students?
  3. What would you change or adapt in a different way?

Share your thoughts and questions for Donnetta in the comments below.

  •  , I am blown away with where your thoughts led you to with just a spider!

    I like your 3-2-1 sheet. My students often ask for outlines and questions to focus on as they are reading. But, during the 2nd semester, i start transitioning them to more independent thinking so they can approach any text. I like the simplicity of this 3-2-1 format and will definitely give it a try. I can even see them mixing around to "give one-take one" idea to make even more connections. It's nice to be able to add another thinking tool to the toolbox!

  •   I do remember your post on your friend the spider and the conversations in the community that started thereafter; very interesting indeed. But this post has a twist that kept me thinking about your final questions. Like  I agree that your 3-2-1 questions are a keeper. I made a copy to implement them in my next reading reflections. This year I sporadically and unannounced ask my students three questions about their homework reading to check if they did it and if they got the essentials points. Your questions are much better than mine because the format enables students to synthesize three main ideas, make connections with previous topics (essential skill in Big History), and frame a further question and/or an essential one.

    I love the way you used the spider story and the ad hoc article to connect it with the frameworks of Big History. The article is thought provoking. I always feel guilty when I kill an insect because I am aware of its role in the ecosystem of life. I relate it with the principles of Daoism, a religion that respects all forms of life and whose followers avoid killing insects. I see a clear connection with the articles "The Origins of World Religions", "Cosmology and Faith", "Where Would We Be Without Bugs?"

    The questions you posed and the activity you proposed for the article "When Humans Became Inhumane?" is an excellent approach to introduce in class and later discuss it in the Anthropocene and the unit on the future. Yesterday we were commenting with my colleagues the recent released movie "Society of the Snow" based on a true story that poses questions of ethics and survival. Excellent topics to discuss with our students and to get a deeper understanding of our interconnectedness with the biosphere and the universe.

  • in reply to Hajra Saeed

     , the 3-2-1 is directive, but like all tools, students will use them as long as they are helpful/needed, and then move on to their own devices. I like how you already are thinking of that evolution into helping students foster more connections.

  • in reply to Laura Massa

       , Thanks for your analysis of my post.

    You made me think even more deeply about it than when I wrote it myself!

    I used to teach my seniors about Taoism --as a philosophy, not a religion. Perhaps that's why my brain wants to make the connections it does. BHP is all about interconnectedness. Since I started with the program I can't NOT see connections everywhere.

    Two things your response makes me think about:

    1. I didn't even know about the article "Where Would We Be Without Bugs?". That gives the insect research I offered another BHP connection and perhaps a bit more respect for the species. 

    2. I think that beginning a conversation about how we treat others as humans carries more weight if we start off with an analysis of how we regard bugs. If we can garner some empathy for insects, how can we not feel a greater impact for the atrocities we have inflicted on our fellow humans?

    Thanks for reading. I know it's a long post, especially since I wrote it as a lesson narrative instead of just suggestions.

  • in reply to Donnetta Elsasser

     I think that your point of introducing the question on how we treat bugs to connect it later with the atrocities humans made to other humans makes a lot of sense. These are levels of empathy towards living creatures and this holistic perspective is what Big History ultimately promotes.