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Children should have as much exposure as possible to animals. In all animals, including domestic, farm, and wild, are entire curricula. There are biology, sociology, genetics, economics, history, cultures, communication, language, hierarchies, governance, relationships sweeping story arcs, morality, even nutrition, just to name a few. Animals are the perfect microcosms. They are life. But it doesn’t count if the animals are just images or characters in a book. A poster of a kitten clinging to a branch with the words “Hang in there!” doesn’t count either. There is no greater example of the “flattening of content” that classes achieve than a “unit study” that examines, even purports to love, animals but does not actually engage any on a regular basis. Worse still, the more removed a culture is from animals, the more stylized and inaccurately the animals are inevitably represented. Tribes in Africa portray hippos as the deadly, fierce creatures they are. By the time most schoolchildren see them in the United States, they have morphed into “Mr. Hippo gets in his car to drive to work,” complete with his bright pink skin and marshmallow-shaped teeth. Dogs and cats, chickens and cows, songbirds and frogs are all there, waiting to be engaged. They have so much to teach us that any attempt to segregate environments of learning from them should never be accepted. In
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Clark Aldrich (Unschooling Rules: 55 Ways to Unlearn What We Know About Schools and Rediscover Education)