The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance (...) and disruption—elements that are by definition excluded from simulations and interfaces—which give dissection its educational value. (shrink)

Although at first glance it may seem an unlikely alliance, frogs and cyberfrogs certainly benefit from an unusual friendship that connects the virtual world of dissection simulation and the physical realm of nonhuman animal advocacy.This paper focuses on the symbiotic relationship of dissection simulation designers and animal advocates. Dissection simulation manufacturers benefit from this relationship through the purchasing and promotion of their products by animal advocacy organizations, and also they benefit from policy changes that encourage the use of dissection simulations (...) as alternatives to dissection. Reciprocally,animal advocacy organizations benefit by saving animal lives, gaining a new tool for convincing teachers to stop dissecting, and demonstrating that they are a pro-technology movement. The knowledges and values embedded in cyberfrogs make them both boundary objects and cyborgs. (shrink)