Anthropomorphizing Animals
Animals depictions are anthropomorphic when they represent animals as having human characteristics. This might look like an animal eating at the table, sleeping in a bed, talking, or wearing clothes. Depictions of animals acting like humans are extremely common. It is likely that we hardly question these depictions because they are so pervasive. Also, since most children are drawn to animals, the inclusion of anthropomorphic animals in literature and television shows might seems like a natural way to get their attention and hold their interest.
Are There Advantages to Anthropomorphizing Animals?
Are There Advantages to Anthropomorphizing Animals?
This is the same for young readers. Books that explore complex and controversial topics such as abuse, war, human rights, discrimination, divorce, etc, using humanized animals can create some emotional space for both the children and the adults sharing the story. Anthropomorphism can help create some psychological distance so that the child can better receive the message (Burke & Copenhaver, 2003). Conversations about painful or powerful events might be easier if the story portrays animals doing the actions and making the mistakes. In a sense, humans are able to save face and perhaps feel more comfortable discussing the issues (Burke & Copenhaver, 2003). Also, the inclusion of anthropomorphized animals may help stories to be accessible to children since many children like animals. Also, such depictions might help foster empathy by encouraging a connection between children and animals.
The Trouble With Anthropomorphizing Animals
While the use of Anthropomorphized animals may help create some needed distance between the child and a complex topic, it might also prevent the child from transferring ideas to the real world. Instead the ideas and information stay isolated in a fantasy world. Previous research indicates that children are more likely to transfer information from realistic stories to reality than from fantasy stories (Ali, 2014). Research, however,does not support the notion that the distance helps children to think about their own lives in regard to complex issues. Actually, the distance may hinder children from applying the concepts of the story to their own life.
It is unlikely that humanized animals foster empathy considering that that even after a life time of exposure to these depictions, only a small portion of the western population is concerned about animal welfare, evidenced by booming industries that are sustained by exploiting animals (e.g., factory farms, Sea World, leather and suede industry). Also, children’s literature features anthropomorphic animals as being individuals while the rest of the animals remain anonymous and inferior to the protagonist animal. Wilbur of Charlotte’s Web would be an example since he stands out as having unique characteristics while the rest of the pigs remain in the background as stereotypical pigs. This is in contrary to reality where each animal actually is an individual (Epstein & Johnson, 2014).
Animals portrayed as humans reflects the long-held assumption in our society that humans are the superior species, and that animals are not good enough as they are. By dressing them up, making them talk, eat at the table, etc, we are pulling animals from their context and framing them however we like. Animals disappear because the real animal is hidden under a disguise of human characteristics; it is difficult to appreciate an animal that is not present (Epstein & Johnson, 2014). Relying on these depictions undermines children's ability to connect with animals who are portrayed truly as animals. If children need animals to act like humans in order to connect and empathize with them, this does not cultivate an appreciation for animals, as much as it cultivates a further appreciation for humans. The real animal gets lost in the false depiction.
It is unlikely that humanized animals foster empathy considering that that even after a life time of exposure to these depictions, only a small portion of the western population is concerned about animal welfare, evidenced by booming industries that are sustained by exploiting animals (e.g., factory farms, Sea World, leather and suede industry). Also, children’s literature features anthropomorphic animals as being individuals while the rest of the animals remain anonymous and inferior to the protagonist animal. Wilbur of Charlotte’s Web would be an example since he stands out as having unique characteristics while the rest of the pigs remain in the background as stereotypical pigs. This is in contrary to reality where each animal actually is an individual (Epstein & Johnson, 2014).
Animals portrayed as humans reflects the long-held assumption in our society that humans are the superior species, and that animals are not good enough as they are. By dressing them up, making them talk, eat at the table, etc, we are pulling animals from their context and framing them however we like. Animals disappear because the real animal is hidden under a disguise of human characteristics; it is difficult to appreciate an animal that is not present (Epstein & Johnson, 2014). Relying on these depictions undermines children's ability to connect with animals who are portrayed truly as animals. If children need animals to act like humans in order to connect and empathize with them, this does not cultivate an appreciation for animals, as much as it cultivates a further appreciation for humans. The real animal gets lost in the false depiction.
What about Anthropomorphized Animals in the Classroom?
It is difficult to get away from anthropomorphized animals. Many of the books we treasure the most and rely on for their powerful lessons, feature these types of depictions. It would be unreasonable to suggest that we avoid anthropomorphized animals altogether. However, we can point out to the children the ways in which animals are portrayed to be like humans. Books can be used as a springboard for discussion about how society frames animals in different ways. We can ask questions such as:
-Do animals really sleep in beds?
-Why do you think the author made them sleep in beds the way humans do?
-What other books show animals doing human things?
-Do these books help us to understand what animals are like?
-What if books showed humans doing animal things? Would this make humans seem silly or not so important?
Since these depictions are so commonplace they often go unquestioned and children rarely receive opportunities to examine the ways in which books have the power to impact the way we think about animals. However, pointing out anthropomorphized animals reveals them as something created, rather than being a natural given. Through discussion, we can explore the ways in which we depict others, and question whether those depictions are fair or not.
See 'Book Reviews: Children's Literature that Encourages Critical-thinking about Human-Animal Relationships' for list of alternative books to share with children
Notes
Ali, D. (May 27, 2014). When kids’ books feature animals with human traits. U of News. Retrieved from http://news.utoronto.ca/when-kids-books-feature-animals-human-traits
Burke, C.L., & Copenhaver, J.G. (Jan 2004). Animal as people in children’s literature. Language Arts, (81) 3, 205-213. Retrieved from http://www.ncte.org/library/nctefiles/store/samplefiles/journals/la/la0813animals.pdf
Epstein, B.J., & Johnson, M. (Sept 30, 2014). As happy as a pig in lit? The dangers ofanthropomorphism in children’s literature. Retrieved from http://www.huffingtonpost.co.uk/bj-epstein/childrens-literature_b_5898490.html
Ganea, P., Canfield, C.F., Simons-Ghafari, K., & Chou, T. (April 10, 2014). Do cavies talk? The effect of anthropomorphic picture books on children’s knowledge about animals. Frontiers in Psychology, doi: 10.3389/fpsyg.2014.00283
-Do animals really sleep in beds?
-Why do you think the author made them sleep in beds the way humans do?
-What other books show animals doing human things?
-Do these books help us to understand what animals are like?
-What if books showed humans doing animal things? Would this make humans seem silly or not so important?
Since these depictions are so commonplace they often go unquestioned and children rarely receive opportunities to examine the ways in which books have the power to impact the way we think about animals. However, pointing out anthropomorphized animals reveals them as something created, rather than being a natural given. Through discussion, we can explore the ways in which we depict others, and question whether those depictions are fair or not.
See 'Book Reviews: Children's Literature that Encourages Critical-thinking about Human-Animal Relationships' for list of alternative books to share with children
Notes
Ali, D. (May 27, 2014). When kids’ books feature animals with human traits. U of News. Retrieved from http://news.utoronto.ca/when-kids-books-feature-animals-human-traits
Burke, C.L., & Copenhaver, J.G. (Jan 2004). Animal as people in children’s literature. Language Arts, (81) 3, 205-213. Retrieved from http://www.ncte.org/library/nctefiles/store/samplefiles/journals/la/la0813animals.pdf
Epstein, B.J., & Johnson, M. (Sept 30, 2014). As happy as a pig in lit? The dangers ofanthropomorphism in children’s literature. Retrieved from http://www.huffingtonpost.co.uk/bj-epstein/childrens-literature_b_5898490.html
Ganea, P., Canfield, C.F., Simons-Ghafari, K., & Chou, T. (April 10, 2014). Do cavies talk? The effect of anthropomorphic picture books on children’s knowledge about animals. Frontiers in Psychology, doi: 10.3389/fpsyg.2014.00283