The hunters call for educational insubmission because animal rights have been included in ESO

That "the rights of animals" are studied in high school is "indoctrinate." Talking in class about the "similarities and differences of animals as sentient beings with non-sentient living beings" is "a new attack on the hunting sector".

The Royal Spanish Hunting Federation (RFEC) is outraged with the Government by the ESO and Baccalaureate curricula, according to a statement sent this week. "The RFEC denounces the animalistic indoctrination of the new ESO and Baccalaureate curriculum, which students between 12 and 18 years of age will have to study compulsory, where concepts such as 'animal rights' are included," explains the text of the federation .

"These themes –he continues– that are included in Royal Decree 217/2022 from March 29 and Royal Decree 243/2022 from April 5 [los currículos de enseñanzas mínimas de la LOMLOE]represent a new attack on the hunting sector and a devastating effect for the livestock sector and the entire rural world due to an unprecedented indoctrination of animalist ideology, under the protection of a Government of Spain that continues with its roadmap against Spanish field.

The president of the Federation, Manuel Gallardo, assures that the "worrying indoctrination and animalistic drift", the note collects, "is going to mortgage our current society and, what is worse, future generations, since it will not only make it impossible to hunting practice, but it will condemn the rural world through a change in the social model", he ventures. Consequently, Gallardo asks the Government to "stop throwing itself into the arms of an animal lobby that does not represent the vast majority of society." The RFEC, however, represents a total of 350,000 people, those who are federated, which represent less than 1% of the population.

For the federation, the solution is clear and involves breaking the law. "From the RFEC and the rest of the regional federations, the regional governments (responsible for Education) will be urged not to apply this new curriculum and to review the syllabus so that in the next course these issues are not only addressed from the animalist perspective, but to make known the vital importance of hunting activity from the economic, social, environmental and cultural aspects for most of the territory of our country.

The hunters are worried about the future. Licenses have fallen by 16% in recent years and they have tried, successfully in some cases, to promote it in the classroom. In Extremadura, for example, the Board has subsidized with 5,000 euros courses taught by the Extremadura Hunting Federation to students between 10 and 12 years old because this activity has a "sports" approach and not "hunting". Jara y Sedal magazine also echoed this concern, which he illustrated with a minor with a rifle on the cover.

The concepts related to animal welfare appear scattered throughout the minimum compulsory secondary and high school curricula that the Ministry of Education has prepared and that the autonomous communities must develop with their 40% of the contents.

In ESO, the concept "animal rights" is included in the subject Education in Civic and Ethical Values, where it is constituted as "a necessary requirement both for the active and responsible exercise of citizenship and for the development of moral autonomy and ethics", and will be evaluated as a specific competence where "active commitment to the protection of animals and the environment, the rights of animals and nature" is promoted.

Even at this stage, they also appear in the Biology and Geology subject, where "the similarities and differences of animals as sentient beings with respect to non-sentient living beings" will be evaluated as a specific competence in relation to living beings.

In Baccalaureate, the "rights of animals" are raised as one of the great ethical questions of today within the subject of Philosophy where this concept is equated with other great questions such as "inequality and poverty, equal rights between men and women, war or terrorism and other forms of violence".

Sources from the Ministry of Education recall that these concepts are included in the Lomloe following the precepts included in the Law for the Protection, Rights and Welfare of Animals, which is waiting to enter Congress.

The draft of this rule saysfor example, that "territorial animal protection programs (...) will address, at least (...), "the development of educational, training and citizen awareness measures against animal abuse" (article 21.2); "The Directorate General for Animal Rights will promote the elaboration of agreements with other Public Administrations aimed at raising awareness in society against any form of animal abuse, and in particular (...) in Education of children under age in values ​​related to the care and protection of animals" (article 23.5); "Public Administrations will promote training in values ​​that foster respect for living beings and the rights of animals, through the inclusion of content on animal protection in the educational programs applicable in the territorial scope of the autonomous communities" (article 43.4).

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