The modern zoo: How do people perceive zoo animals?

Reade, Louise S.; Waran, Natalie

doi:10.1016/0168-1591(95)01014-9

Cited by 138 publications

(133 citation statements)

References 2 publications

Supporting

Mentioning

120

Contrasting

Unclassified

Order By: Relevance

“…This might partly be due to a greater emotional affection of women for large, attractive, primarily domestic pet animals (Lindemann-Matthies, 2005). Moreover, women were found to respond to zoo animals with greater empathy (Reade and Waran, 1996).…”

Section: Discussionmentioning

confidence: 99%

Feeding live prey to zoo animals: response of zoo visitors in Switzerland

et al. 2009

View full text Add to dashboard Cite

Feeding life-prey to zoo animals: response of zoo visitors in Switzerland AbstractIn summer 2007, with the help of a written questionnaire, the attitudes of more than 400 visitors to the zoological garden of Zurich, Switzerland, towards the idea of feeding live insects to lizards, live fish to otters, and live rabbits to tigers were investigated. The majority of Swiss zoo visitors agreed with the idea of feeding live prey (invertebrates and vertebrates) to zoo animals, both off-and on-exhibit, except in the case of feeding live rabbits to tigers on-exhibit. Women and frequent visitors of the zoo disagreed more often with the on-exhibit feeding of live rabbits to tigers. Study participants with a higher level of education were more likely to agree with the idea of feeding live invertebrates and vertebrates to zoo animals off-exhibit. In comparison to an earlier study undertaken in Scotland, zoo visitors in Switzerland were more often in favor of the live feeding of vertebrates. Feeding live prey can counter the loss of hunting skills of carnivores and improve the animals' well-being. However, feeding enrichments have to strike a balance between optimal living conditions of animals and the quality of visitor experience. Our results show that such a balance can be found, especially when live feeding of mammals is carried out off-exhibit. A good interpretation of food enrichment might help zoos to win more support for the issue, and for re-introduction programs and conservation. Cottle, L., Bühler, D., Hyseni, M., Tamir, D., Lindemann-Matthies, P. 2009. Feeding life-prey to zoo animals: response of zoo visitors in Switzerland. Zoo Biology 28: 1-7.

show abstract

Section: Discussionmentioning

confidence: 99%

Feeding live prey to zoo animals: response of zoo visitors in Switzerland

et al. 2009

View full text Add to dashboard Cite

show abstract

“…The potential of learning experiences in zoos is related, according to educational theorists, to the fact they are offered in an informal and unstructured manner rather than a structured traditional schoolroom setting (Reade and Waran 1996). In particular, it has been suggested that where active educational opportunities that facilitate interaction, be it physical and/or emotional, with animals are offered a successful transfer of conservation messages to visitors is more likely to occur than where only passive educational experiences are offered via animal viewing and notice boards.…”

mentioning

confidence: 99%

“…These roles are conservation, education, research, and entertainment (Jamieson 1985;Reade and Waran 1996;Turley 1998;Fernandez, et al 2009). Based on this reality Turley (1998, p. 340) has stated that "zoos must balance carefully the demands of the paying visitor with those of maintaining credibility as conservation and education-oriented organisations."…”

mentioning

confidence: 99%

The Public Face of Zoos: Images of Entertainment, Education and Conservation

2011

View full text Add to dashboard Cite

Abstract:The contemporary justification for zoos is based on their ability to act as sites of wildlife conservation. Alongside this is the reality that zoos have historically been defined as sites for the entertainment of the general public and continue to be dependent on the revenue raised through visitor receipts. Consequently, zoos are, today, identified as sites of conservation, research, education, and entertainment. In recognition of this the aim of this paper is to assess the image that zoos are currently portraying to the general public to see how the different roles are advertised and how they sit alongside one another. The data for the research on which this paper is based was gathered via a content and semiotic analysis of the websites of 54 zoos spread throughout the world.The results indicate that the image zoos present to the public whilst incorporating a strong conservation message lacks depth. In addition, the image zoos present via their websites has a strong emphasis on entertainment. Based on the results of this paper it is suggested that zoos need to present their conservation credentials in more detail and ensure the entertainment message does not adversely affect transmission of the conservation or education one whilst at the same time continuing to attract sufficient visitors to ensure the economic viability of zoos.In addition, it is recognized that changing public perceptions of zoos requires these institutions to act together rather than independently when determining the overarching theme of the "zoo".

show abstract

“…Some studies have correlated such displays with visitor learning, as they increase interest in and empathy for the animals, however, these studies have concluded that naturalistic displays have been shown to have only a cognitive learning impact on zoo visitors [14,15]. Furthermore, these studies did not involve follow up and therefore could not determine if learning was long term.…”

Section: Education and Standard Zoosmentioning

confidence: 94%

“…Furthermore, these studies did not involve follow up and therefore could not determine if learning was long term. Learning in this situation was limited to guided exhibits in which visitors received structured information about the animals on exhibit [14,15].…”

Section: Education and Standard Zoosmentioning

confidence: 99%

Are Mobile Live Animal Programs Educationally Beneficial? A Critical Assessment of the Human Learning Component Underlying Traveling Animal Exhibits

Sussman¹

2017

Preprint

View full text Add to dashboard Cite

positive and negative education and to examine how and if these types of learning can be measured in regard to MLAPs. The conclusion reached is that there is no evidence of affective learning that results in increased conservation efforts from participating in MLAPs, and, furthermore, there is an accumulation of learning that occurs in the form of a negative emotional and intellectual perception of non-human species. Given the accumulation of negative educational value that outweighs any cognitive acquisition of facts regarding the animals being presented, the conclusion reached is that it is not recommended, based on their purported educational claims, that MLAPs be given special consideration when it comes to laws restricting or prohibiting animal use within municipal or provincial/state boundaries. This information can be used to help shape future legislation that works to protect non-human animals, and contributes to our perceptions of non-human animals as persons rather than commodities.Abstract: This paper assesses whether there is intrinsic positive educational value in travelling animal presentations and exhibits, referred to here as Mobile Live Animal Programs (MLAPs). Given that educational claims serve as the basis for allowing MLAPs to operate in many jurisdictions throughout Canada and the United States, it is essential to examine whether these purported claims are valid.This study takes a twofold approach of examining first, what constitutes an MLAP and how such programs are situated within the larger context of animal observation and tourism, and second, what constitutes both positive and negative education, and how such learning can empirically be measured in these settings. This approach provokes the ethical question of whether or not MLAPs should be allowed to operate given the high price paid not only by the individual animals used, but also to our psychological, emotional, and intellectual relationship with other species when we use non-human animals for our own knowledge, pleasure or comfort. The paper concludes that we must consider that the pervasive problem of negative education, that using displaced captive wild animals as learning tools that highlights human control over them, their objectification and their exploitation, is not justified by the purported positive educational claims of MLAPs.

show abstract

The modern zoo: How do people perceive zoo animals?

Cited by 138 publications

References 2 publications

Feeding live prey to zoo animals: response of zoo visitors in Switzerland

Feeding live prey to zoo animals: response of zoo visitors in Switzerland

The Public Face of Zoos: Images of Entertainment, Education and Conservation

Are Mobile Live Animal Programs Educationally Beneficial? A Critical Assessment of the Human Learning Component Underlying Traveling Animal Exhibits

Contact Info

Product

Resources

About