Chapter 2 Article: Discussing animal rights and animal research in the classroom Research Question or Problem: Even though the research question is not clearly stated in the article, the author makes it clear that the research question is whether it is right or ethical to use animals in behavioral and biomedical research. For this purpose, the researcher reviews two major philosophical positions used by animal activists and tries to stimulate a discussion in the classroom on the debate (Herzog, 1990, p. 90). Introduction: The article has a very comprehensive introduction which tells the reader of the significance of the issue and the rational for the present study. The introductory part of the article reviews a large number of literatures to highlight the cruel and unjust practice of using animals for behavioral and biomedical research purposes. The introduction also deals with the efforts made by animal rights groups and movements, depicts animal rights controversy as a social issue, pinpoints the reformers’ versus animal liberators’ debates, and summarizes the two most influential perspectives used by animal rights activists to protect animals from such cruelties-the Utilitarian argument and the Rights argument (Herzog, 1990, p. 90-91). Both the groups consider animal research as immoral: while the Utilitarian proponents argue for ‘equal consideration of interests’ to animals, the Rights argument holds that animals’ rights should be preserved (Herzog, 1990, p. 90). Methodology: The methodology used in the paper is quite innovative and interesting. The author divided the students in the class room into groups of five or seven and each group had to engage in role-play participation on an ACUC (Animal Care and Use Committee). Each group was assigned a research proposal on animal research; each group had to evaluate and either approve or reject the research proposal submitted to them based on the information provided in the proposal (Herzog, 1990, p. 91-92). For the purpose of the study, the author provided the class with four animal research cases where each group had to make the final verdict on whether the research is to be permitted or not. The author used this exercise with 150 students in five classes and the conclusions of the study are drawn based on the student responses to the exercises (Herzog, 1990, p.93). Results: The results of the study are dealt with in the paper in terms of student responses after the classroom exercises. Each student who participated in the exercise was asked to make an anonymous evaluation of it (Herzog, 1990, p. 93). The author claims that the responses were extremely positive and out of the 150 students only two had negative responses (Herzog, 1990, p. 93). Most of the participants admitted that the exercise offered them a unique opportunity to develop their thoughts on the cruelties shown to animals in terms of animal researches and that it offered them life time valuable lessons (Herzog, 1990, p. 93). Discussion/Conclusions: The study has got great relevance as it deals with a very controversial topic in scientific research and it has got great implications in the modern era where a lot of animals are being used for research purposes. The exercise is not just a matter of logic; on the other hand, it needs to take into account such factors as the animal’s similarity to humans, their perceived intelligence, and ethical considerations (Burghardt & Herzog, 1980; Herzog, 1988, as cited in Herzog, 1990, p. 93). While psychologists and animal rights activists argue for ethical treatment of animals there are many others who support the right of researchers and scientists to use animals for scientific research and advancements. Thus, the exercise makes the learners become equipped to grasp animal rights and it is the responsibility of psychologists to convince the students of both the sides of the issue (Herzog, 1990, p. 93).