1. COPING WITH A CONTROVERSIAL PUBLIC ISSUE
Larry D. Sanders
May 2016

2. The Cornerstones of Public Policy Education Methodology
Objectivity
(not advocacy)
Science
(researched facts)
Public Policy
Education
Method
Issue-framing
(constructive,
Options/
Consequences)
Relevance
(timing,
Sensitivity to
values,
myths) 2

3. PPE Model Steps/Procedures
Identify/frame issue(s)
Develop facts
Identify options
Analyze consequences
Evaluate results w/objectivity
Public presentation of results w/non-advocacy
Educator’s preferred option not part of PPE role

4. Issues evolution --Every issue tells a story…
9. NEW SET OF CONCERNS
1. CONCERN
2. INVOLVEMENT OF SOME PUBLIC
8. EVALUATE POLICY
7. IMPLEMENT RULES/ REGULATIONS
3. ISSUE DEFINED
4. IDENTIFY ALTERNATIVES
6. MAKE PUBLIC CHOICES
5. EVALUATE CONSEQUENCES

5. Anatomy of a Public Decision
Facts: verifiable; measurable
Myths: sense & nonsense; what people think is fact
Values: what people think “should be”
Fact: something known with certainty; can be measured. Examples: = 4; 12 inches = 1 ft; Census of Ag says there are 2 million farms in the US.
Values: describes what should be; what people see as moral/ethical guidelines. Examples: Americans should help the less fortunate. The world should eliminate terrorists. Farmers should be protected. Agrarian ideology of Jefferson; Christian Paternalism of 1600’s Europe; Classical Liberalism of 19th century US; Free Market Society of 20th century US
Myths (beliefs): Conceptions of what people think is fact, a blend of sense and nonsense, or widely shared stories about how society ought to be organized. Examples: Blue eyed people are smarter than brown-eyed people. Whites are better than blacks. Christians are more righteous than Muslims. Farm economic health is essential for general economic health. Men are smarter than women.
Public Policy Education (& objective media coverage) is intended to destroy myths.
Science versus Myth: Anecdotes are not science
Weather events as claims for/against climate change
Gasland—burning faucet water
Millionaire farmers
Prostitution camps

6. Key actors & power politics
KINGMAKERS
KINGS
ACTIVE
INTERESTED
APATHETIC

7. Frame the issue Clarify or redefine the “problem” Be sensitive to
perceived concerns
various groups
Include affected groups
Pro versus Con?
divisive & destructive
Options and Consequences?
cohesive & constructive
It’s not about representing all sides
Rather, base options on science and relevance

8. “De-mythification” is key to improving public policy process
Moving citizens from “cocksure ignorance” to thoughtful uncertainty”*
Moving citizens from Myths (sense & nonsense) to Facts
Moving citizens up the power pyramid
Insuring Kingmakers understand the Facts
*R.J. Hildreth, 1987

9. EXERCISE: Card Game Goal: get enough human resources Assign issues:
to achieve community project
3-4 teams; each assigned issue
Aces: kingmakers
Kings: kings
Queens: actives
Jacks: interested
10-2: apathetics (10= least apathetic; 2=most apathetic)
Diamonds: Transportation
Clubs: Economic Development
Hearts: Tourism & Area Beautification
Spades: Mainstreet Development
Jokers: unknown interest/allegiance
What can you do with the cards that are dealt you?
How do you transform your hand?
Assign issues:
econ development (clubs);
transportation (diamonds);
tourism (hearts);
mainstreet (spades)
Deal cards (7-12/team)
Ask each team:
Do you have key people (based on cards)?
Do you have consensus on issue?
What can you do to transform position (cards) to improve opportunity to rally community to take action on their issue?

10. Collaboration: Win-Win
Problem resolution is key
Be inclusive
Interests, not positions
Create options
Objective assessment
Common ground

11. In all endeavors, be optimistic…
Larry Sanders:

12. SOURCES
Gratto, Charles P. “Policy Education: A Model With Emphasis on How.” Increasing Understanding of Public Problems and Policies Farm Foundation, Oak Brook, Ill
House, Verne W. Shaping Public Policy: The Educator’s Role. Westridge Publishing., 1981.
Sanders, Larry D. & S. Williams, various publications