McCarthy, Mary (author), Greehy, Grainne (author), Henchion, Maeve M. (author), Dillon, Emma J. (author), and McCarthy, Sinead (author)
Format:
Paper
Publication Date:
2011-02
Published:
Ireland
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 185 Document Number: D00489
Notes:
Paper presented at the International European Forum on System Dynamics and Innovation in Food Networks, 2011 International European Forum, Innsbruck-Igls, Austria, February 14-18, 2011. 24 pages.
19 pages., via online journal., The agricultural sector continues to be challenged by the public with respect to how it deals with a wide range of issues. These issues may be viewed as component parts of an implied “new contract” between society and agriculture. The “old contract” with society obligated agriculture to provide safe, wholesome, abundant food at affordable prices. The new contract includes several additional components including a heightened focus on food safety and quality, consideration of environmental impacts of agricultural production, and increased consideration for the well-being of animals. If production agriculture effectively deals with these new components, society will likely continue supporting the use of public sector resources for agricultural research, education, and commodity programs. Recent surveys indicate the agricultural sector faces a formidable challenge in dealing with issues involving the risks and benefits of agricultural production practices. This is due to a decline in consumer confidence in the safety of the food supply, the relative level of scientific literacy, and a growing mistrust of new technologies within some demographic groups. Surveys indicate scientists and extension professionals are trusted by the public and thus can play a key role in public education.
Administrators and peers must actively support and reward scientists and extension professionals for their contributions to public education. Educating the public requires an understanding that the public, in general, does not view risk from a quantitative standpoint but rather from a qualitative one. Effective public education activities should be based upon proven public policy education methodology. This approach encourages the educators to refrain from assuming an advocacy position and allows maximum opportunity for the public to be in control of the decision-making process as required in the democratic system.
