Animal Cognition & Consciousness
School: Case Western Reserve University
Professor: Dr. Sara Waller
PHIL/COGS/BIOL 314
PHIL 414
Animal Cognition & Consciousness
with laboratory component
Required Readings:
Rader & Radner, Animal Consciousness
Dennett, Kinds of Minds
Allen & Bekoff, Species of Mind
Bekoff, The Cognitive Animal
Altmann 1974 Observational study of behavior
Many articles and excerpts posted on the Blackboard site. Be sure you can access
Blackboard!
Course Description:
This course examines the notions of intelligence, cognition, reasoning, consciousness,
and mental content as they appear in the philosophical views and empirical studies of
animals in individual and social contexts. Cognitive ethology strives to scientifically
measure the extent and limits of the mental lives of animals. We will review scientific
findings that suggest striking likenesses and intriguing differences in the (apparent)
thought processes of humans and animals, and ask whether the research techniques that
brought us these results are fully adequate to measuring such unobservable entities as
conscious experience and thought. Techniques of measurement range from naturalistic
observation, to the processing of vocalizations, to memory and problem solving tasks, to
the imaging of brain processes through fMRI scans, etc. Students will face the challenges
and rewards of practicing some of these techniques in the service component of the
course. (Students will participate in veterinary clinic or shelter work to provide needed
animal care while studying animal behavior using cognitive ethological methods.) We
will compare methods for measuring consciousness and intelligence in animals to those
used for human beings, and ask questions about types of consciousness, and the process
of dividing unobservable entities into types. These issues provide a forum for a review of
the relevance and impact of philosophy on science, and vice versa. How much does
theory create data, and how much does data merely inform theory? Do scientists assume
a specific philosophical position in order to do science? Finally, we will survey
axiological questions and explore how theories developed by communities of humans do,
and should, impact the care, use and treatment of animals in our society.
The service component: Laboratory Credit 25 hours of service is required, but 30
hours of observation is the standard minimum data set for adequate statistical analysis.
What is service learning? Service learning is a pedagogy that integrates experiential
learning and community service in an academic context. Through activities and
experiences mutually negotiated between academic and community partners, servicelearning addresses identified community needs while enhancing the academic curriculum.
Why does this course incorporate service learning?
1. The course is aimed toward creating and developing a powerful learning
environment. i.e., to integrate academic knowledge, practical skill and community
impact.
First, students will come to understand scholarship in philosophy, psychology
and ethology in the classroom. Successful students will show an understanding of
the philosophical questions surrounding consciousness, cognition, thought,
scientific methods in cognitive ethology and debates regarding the ethical
treatment of animals. What are consciousness, intelligence and thought? How can
science adequately measure such things? When do we know when a policy
should take such notions into consideration? How should we weigh human
benefit against animal suffering? How can we ever decide such issues as these?
This learning will be measured through mini-papers, papers and in-class
structured reflection exercises.
Second, students will build practical skills, ranging from facility in
communication and public relations, to appropriate application of theory to real
situations with animals, to cooperation and dependability. These qualities will be
measured in part by the absence of negative/presence of positive (service host
supplied) quality reports on student interaction with service host personnel and
animal wards, and (student created) papers and structured reflection exercises
focusing on the link between scholarship on animal consciousness and practice.
Third, community impact will be measured by positive impact on animal care at
partner sites in the Cleveland area. Specifically, the following data {pending
time constraints, student project topics and situational factors} will be collected
for and presented in the research project papers and posters:
o
Baseline/Update data describing shelter intake, adoption & euthanasia
rates
o Reduction of fertility among feral animals
o Reports on animal behavior and measures of cognition
o Demand for animals for use in benign research study
o Implementation of public beliefs in policy & practice
2. There are at least 3 components of the course content that are deeply enhanced by,
if not impossible to accomplish without, student experiences gained through
service:
Research: Because this course asks you to become proficient in common methods
for measuring animal consciousness and cognition (and because your final project
will present your own research in cognitive ethology), an experiential component
is necessary for the development of methodological technique and skill. Your
participation at the service site provides you with the opportunity to conduct
observational and behavioral research while gaining experience and exposure to
animal services in the area. The service component is your laboratory section.
Philosophical Analysis: Further, as we ask philosophical questions about this
research, student exposure to how philosophical positions held by a community
are manifested in policy and practice is essential. Philosophy is often criticized for
limiting itself to armchair critiques, and bad philosophy is done without a full
understanding of the practical problems that arise with efforts to implement
theory. This course fosters the proper activity of philosophy, in which critical
details are considered as we create, adopt, and reject the studied theoretical
constructs.
Impact Comprehension: Your work at the service site will assist the site in the
achievement of their objectives, providing a synergy between community and
university. Is this impact driven by philosophy? Both philosophers and scientists
have argued that philosophy is obsolete and/or useless. This work will provide a
context for developing a well-informed position on the actual and potential impact
of philosophy on research and on community. This component of the course is
impossible without the inclusion of service experience.
Course Objectives & Educational Outcomes:
Successful students will be able to: Apply several methods in cognitive ethology to
collect data for the assessment of psychological states, cognitive abilities, and mental
dispositions of animals encountered in a shelter or care facility setting
As measured by: The final research project will be presented as a paper & poster. The
project supports a well-defined thesis on some aspect of animal cognition that is
supported by data the student has collected over the course of the semester using these
methods. Methods are clearly and accurately described in the report, and derived data
meets professional standards.
Successful students will be able to: Modify learned methods in cognitive ethology to
manage, modify, correct, reciprocate, and/or better understand experienced interactions
with animals.
As measured by: A variety of measures, including: reviews by service site volunteer
coordinators or appropriate staff members; research paper topics; structured reflection
exercises; mini-papers/reflection papers
Successful students will be able to: Recognize, describe, and engage in careful analysis of
philosophical questions/concepts pertaining to such methods and measures of
consciousness .
As measured by: Structured reflection exercises ask students to apply concepts learned in
class to situations and observations at the service site. Structured reflections should take
paragraph form, and written reflections will be the basis for class discussions
Successful students will be able to: Critically discuss and analyze the similarities and
differences in approaches to measuring animal and human cognition; critically discuss &
analyze the similarities and differences in theory construction in the sciences of human
cognition and animal cognition.
As measured by: Structured reflection exercises, mini-papers, and the final paper ask
students to note such similarities & differences, and use philosophical methods of
critique, review and analysis in order to understand such similarities and differences, and
the reasons behind them
Successful students will be able to: Explain, using philosophical concepts, the role and
impact of domestic animals commonly owned as pets in the greater Cleveland area;
demonstrate knowledge of the function of animal shelters and veterinary clinics and
community need for their service
As measured by: Structured reflection exercises and mini-papers will ask students to note
area needs and services and explain the response of institutions to community need.
Successful students will be able to: Critically discuss the relevance of philosophy to
policy and human action. Explain a variety of views on the interaction between
philosophical position and scientific method. Defend a philosophical position against
objections
As measured by: Structured reflection exercises, mini-papers, and the final paper ask
students to describe, consider, develop and defend views in these areas
Who are our Community Partners? How do I sign up at a service site?
The Cleveland Animal Protective League is our primary service partner. They are
prepared to take and train all the students in this class, and they are aware that you need
to collect data for your projects as you volunteer. Their website is
www.clevelandapl.org/volunteer.htm and I strongly encourage you to visit this website
during the first week of class. I have arranged university based transportation to and from
this site, and some students will need to drive the university van to and from the site.
People who become authorized to drive the van to this (or any) site, and drive people to
and from the site, will receive extra credit. The Cleveland APL offers opportunities for
people interested in working with cats, dogs, small animals such as rabbits and ferrets,
and has options for people on the Pre-Veterinary track.
You may volunteer at another site if you wish to make contact, draw up an agreement
with that site, and have it approved by me. Possible sites include:
Wolf Park Indiana* (www.wolfpark.org) (wolves, foxes, coyotes);
The Cleveland Museum of Natural History* (raptors, raccoons, bobcats, and more);
Shaker Animal Clinic* (Contact Dr. Prueter at jprueter [a] shakeranimalclinic.com)
Madison Ave., Lakewood, Ohio 44107).
The Medina Raptor Center (http://www.medinaraptorcenter.org/index.html);
Cleveland Animal Rescue Center;
Cuyahoga County Animal Shelter;
Euclid Animal Shelter;
Feline Haven;
Back to the Wild (contact Mona Rutger at 419-684-9539 or e-mail mona [a]
backtothewild.com);
Friends of the City of Cleveland Kennel;
Place a Pet Foundation;
Stay-a-While Cat Shelter;
Jane Miller* trains psychiatric service dogs; you can volunteer to work with her by
emailing her at jmiller [a] oberlin.net. See www.deltasociety.org for more information.
Some people already volunteer at the Cleveland Metroparks Zoo*. If you do, you may
use your zoo work for this class. If you wish to assist a graduate student working at the
zoo, you may do so for lab credit, but you must be ?hired? by that graduate student and
clear your work with me.
*highly recommended alternative placements.
Description of Service Roles at the Cleveland APL
The 25 hours of required service duties will vary slightly among our partner institutions,
depending on their individual missions and needs, but all will include some interaction
with animals. Possible duties and experiential opportunities are briefly outlined here.

Assistance at animal shelter, care, and control sites involving activities that meet
the needs of specific service hosts. For example:
o Interacting with animals at clinics and shelters (visiting and handling
shelter animals for socialization, as well as routine care and feeding,
kennel cleaning & laundry, walking, training, re-training, and play)
o Assess & evaluate behaviors of animals in the shelter
o Work with dogs, cats, and other small animals to keep them socialized and
people- friendly to help ensure their adoptability.
o Collecting of baseline data & relative changes in: number of animals in
shelters, trends in animals entering shelters, health & adoptability status,
shelter deaths & euthanasia rates, shelter use by prospective pet owners,
adoption rates, and shelter capacity, current use of advertising & media in


pet adoptions, success of adoption events, availability of low-cost
spay/neuter programs, feral populations, city policies, etc.
Participation as a Foster Care Associate, possibly including:
o Caring for an animal (feeding, grooming, medicating, socializing) in your
home
o Monitoring physical and psychological health of the animal
o Ensuring the safety of the animal
See handouts for more information on opportunities and duties.
Reciprocal Relationship Standards:
The service component is designed to meet the needs of our service partners while
enhancing your understanding of the class concepts. Your participation at the service site
benefits your research, and your conscientious adherence to service partner site policies,
effective cooperation, and completion of tasks assigned to you is expected (Note that
following protocol in a laboratory is required in experimental science courses.)
You will be asked to interact with animals in order to experience, test, practice and
evaluate a variety of behavioral and observational methods used in the cognitive
ethological sciences to measure animal consciousness and cognition. The type of
interaction you have with the animals will depend to some extent on your background
and your special interests and abilities, as well as the needs of the various service sites.
Every effort will be made to create a mutually beneficial match between student and
service role. While you will have as much freedom as possible in selecting a site and role
that matches your interests, the partner site must also place you as a worker that meets
their needs.
Grading Scale:
A 90% -100% 360 ? 400 points D 60% -69% 240 ? 279 points
B 80% -89% 320 ? 359 points F 0% -63% 0 ? 239 points
C 70% -79% 280 ? 319 points
Methods of Assessment: Mini-Papers, Reflections, Final Research Project (Paper &
Poster)
Mini-Papers: 100 points (25%) will be determined by 10 mini-papers, each worth 10
points. These papers will often ask students to apply material already covered in lectures
or discussions to a service based experience. Mini-papers have a short essay format, and
occasionally morph into in-class writing. They are always due on Friday at 11:59.
Graduate students are exempt from mini papers.
Mini-Papers: 100 points (25%) will be determined by 10 mini-papers, each worth 10
points. These papers will often ask students to apply material already covered in lectures
or discussions to a service based experience. Mini-papers have a short essay format, and
occasionally morph into in-class writing. They are always due on Friday at 11:59.
Graduate students are exempt from mini papers.
Structured Reflection & Discussion Days: 120 points (30%) will be determined by
discussion days/structured reflection days. You will sometimes need to prepare a little
extra for these days, and it is a good idea to have reflected on your experiences at the
shelter before you come to class.
Topics & Questions will be announced in class. You will have 10 minutes at the
beginning of class to write down your views on the topic and apply the philosophical
theories learned in class to it. Discussion topics will range from ?Explain the need for
animal shelters/veterinary clinics in utilitarian terms? to ?What is assumed about animal
consciousness by behavioral measures used at your shelter/clinic? Discussions may be
free form or may take a debate format. Sometimes there will be an activity that facilitates
the discussion. While we will be reflecting on emotional experiences, the main point of
the discussions is to provide a place for you to evaluate your philosophical views and
how your experiences may have altered, finessed, or strengthened these views. Graduate
students must participate in 10 of the 12 discussions.
Extra Credit, not to exceed 21 points, will be available throughout the semester
Final Research Project (Paper and Presentation): 180 points total (45%)
Undergraduate Research Paper: 120 points total (30%)
The research paper has 2 parts:


The scientific portion will follow standard research paper format,
including an abstract, introduction, hypothesis, methods section, results,
discussion, conclusion, and appendices for data and test diagrams. 8-12 pages
(2,400 -3,000 words) (60 points)
The philosophical portion will raise, explain and discuss 3 philosophical
issues connected to the data, research methods, conclusions, possible
implementation of such conclusions, or other closely related aspects of the
research. Philosophical works must include a thesis position, reasons for the
position, consideration of an objection to the thesis being presented, and
replies/responses to the described objections. (2,400 -3,000 words) (60 points)
(Graduate & Undergraduate) Presentation: 60 points total (15%)
The presentation will follow standard research format, containing sections on main
findings, background, hypothesis, methods, results, discussion and conclusion. Due to
high enrollment, presentations must be done in pairs. Find someone in the class who is
working on a similar aspect of cognition to work with in the development of your shared
PowerPoint. You will be asked to point out philosophical issues as part of the
presentation; such issues should be raised at the end of the scientific presentation. Grades
will usually be the same for both people on the team, though unusually excellent or poor
performance may change that.
Graduate students will write TWO research papers, each comprising 30% of the
grade. (120 points each, 240 points total)


The first research paper will be scientific, including an abstract, introduction,
methods, subject descriptions, data, results and discussion sections (about 3000
words) and be modeled after sample papers from such journals as Ethology or
Journal of Comparative Psychology.
The second research paper will be philosophical in nature, modeled after articles
found in journals such as Journal of Philosophy or Philosophical Review, and will
contain an in depth analysis of the methods, inferences, and conclusions drawn in
the scientific paper, from a philosophical perspective.
Service Component Completion
The fourth credit hour for this course is comprised of your work at the service site. The
service component is specifically designed to accommodate your process of data
collection. A certain amount of data are essential for project completion, and adequately
serving the site is necessary for data collection, thus, adequately serving the site is
necessary to pass the course. Hours of completed work will be recorded at the site, and
your travel time is not included in worked hours.
Evaluation of your performance relative to the standards of the service site will be done
by service site personnel. If anyone is determined to have inappropriate behavior or
unacceptable performance by the service site reviewer, that student will report to me for
immediate placement at another site. I cannot guarantee my ability to place you at a third
site, should such a circumstance arise, and multiple site replacements will probably result
in inadequate data collection and subsequent failure in the course.
If you have a conflict with the site, please bring the conflict to my attention immediately,
so that we can make an effort to resolve the problem and/or place you at another service
site.