Teachers must realize that a paucity of complaints about dissection does not necessarily represent a lack of objection to it. Teachers may be concerned that they will lose power to determine course content if students are given a choice. For several reasons, that concern is largely unfounded. First, allowing students a choice entails minimal infringement on academic freedom. Second, there is value in providing students a choice in how they pursue an assignment, because doing so encourages students to think for themselves and to take responsibility for their own actions.
Conscientious objectors exhibit concern and reflection, qualities to be lauded.
Yet, objection to dissection is often viewed as rebellious. Third, choice occurs regularly in the classroom when students are allowed to choose a topic for a science fair project or a subject or medium for an art assignment. Another possible barrier to the adoption of alternatives may be a reluctance to acknowledge that dissection presents an ethical problem. The cost of alternatives is sometimes used to defend the continuation of animal dissections. The harsh realities of school budgets cannot be taken lightly, but there are at least two valid rejoinders to this argument.