Pluto System After New Horizons 2019 (LPI Contrib. No. 2133) 7016.pdf DWARF PLANETS ARE PLANETS, TOO: PLANETARY PEDAGOGY AFTER NEW HORIZONS: K. D. Runyon1, P. T. Metzger2, S. A. Stern3 J. Bell4, 1Johns Hopkins APL, Laurel, MD, USA (
[email protected]). 2University of Central Florida, Orlando, FL, USA. 3Southwest Research Institute, Boulder, CO, USA. School of Earth and Space Exploration, Arizona State University, Tempe, AZ, USA. Introduction: The last two decades have seen a The change was heralded by the realization that differ- shift in how scientists and the public understand the or- ent formation processes resulted in asteroids being geo- ganization of the Solar System. The discovery of KBOs physically distinct from larger planets. This is at odds of comparable size to Pluto, beginning with Eris (erro- with the supposedly historically-precedented IAU neously thought at the time to be larger than Pluto) [1,2, planet criterion that a planet must have cleared its orbit 3], have revolutionized our understanding of the size [6], or, informally, be otherwise gravitationally domi- distribution of round worlds. With more than 120 dwarf nant [5]. planets discovered since the early-2000s [4], a paradigm Ignoring the IAU: (Il)legitimacy of Voting: The shift is needed regarding how students are taught the or- peer reviewed literature is replete with examples (at ganization of the Solar System: it is no longer sufficient least 129) of professional planetary scientists implicitly to teach students the names of nine (eight) planets’ use the GPD—not the IAU definition—when referring named after pagan gods and assume that any meaningful to round worlds.