Wow, not sure if I should start, since it's hard to know when to stop on this subject...
Lessee, though.
First, by seeking to define what is and isn't a planet, IAU is exceeding the terms of their charter. They have the authority to name them, but not define what they are.
The vote taken that gave us the present confusion was taken in a way that violates the IAU's own rules. There are a surfeit of other reasons it was handled poorly, besides.
However, the IAU has bypassed the chance to revisit the question. I believe this to be because waiting a bit serves various parties here. Those that want a decision theoretically "untainted" by the controversy want to wait until the controversy subsides. Those who are in agreement with the current decision want folks to get used to things as they are and accept them. Those in opposition want to wait for New Horizons to bolster their case.
In the politics of science, there are many who felt that redefining Pluto et al as not-planets would benefit scientific work concerning them. They felt that they were competing for dollars against Jupiter and Saturn missions, and that a redefinition would sidestep that. They have been, to my knowledge, disappointed in the effect the decision has had on funding discussions with politicians and their funding bodies.
Also, there was an element of nationalism involved, aside from Dr. Tyson's influence and the funding myths.
The issue of whether a dwarf planet is or is not a planet was not officially settled. The measure voted on to define dwarf planet as a subtype of planet
was defeated (in the procedurally flawed voting mentioned above), but nothing that officially defines it as
not a subtype of planet has been passed, either. I has just been assumed and spread
in passim without actual authority.
The same with speculation about how many KBOs may qualify as dwarf planets. In fact, the swing of evidence at present is that larger bodies may be much more rare than supposed at the time of the vote. The study of these objects is in its infancy, we really don't have much information.
And the bottom line is that what constitutes a planet is not a scientific question but a cultural one. My own belief is that it should be defined on this basis, and that a scientific body is really making a mistake by trying to issue an ukase on the use of the term. 'Planet' has already been redefined repeatedly to suit the cultural views of different times. The Sun was once a 'planet', in fact.
I've written an article here:
http://astrobasics.blogspot.com/2010/09/is-it-planet-or-not.html
It's painful to see kids being taught to pipe up with "Pluto is not a planet!" in a 'I'm so much more clever than you' tone, but that's what's happening. The fact is that it's far from a settled issue and the controversy makes science look like a bundle of strongly held opinions to the public. It's shameful.
Presently I teach* that the dwarf planets are among the 'planets' of the solar system, and have my students rehearse their names and information about them. I also teach that this is more an issue of nomenclature than science. by including them among the planets, I get the students to pay more attention to learning about these intresting bodies and our solar system as a whole than if they were shunted into another category (which would appear to be 'small things of no importance' to most students.)
In the classroom, at least, I get a better result when the discussion goes from some student's statement that Pluto's not a planet to introducing Eris and Haumea and Ceres and Makemake with details about each. We mark the orbital distances of all in the schoolyard, including noting the distance, size, and apparent brightness of each body as we go. It opens up more discussions about changing views of the solar system, improving instrumentation, the nature of knowledge, etc.
In other words, I try to make it serve the needs of education by inviting inquiry.
And the student who inevitably opens the planet discussion by declaring Pluto not a planet? I treat them with utmost consideration while opposing the nature of their statement. It's not their own view they're voicing, after all. I usually give them kudos for taking an interest, then go on to present the issue as an open one that's been poorly handled before getting back to the really interesting stuff that actually is science.
*Aside from my regular work in my profession, I teach part-time in a nearby public charter school to grades 7-12. Astronomy is one of my subjects.