Politicolor Header Image

Citizen’s Conundrum: Dirt, Data and Digging Out

Now showing: “every utterance, every court filing, every public transaction, every burp, every miscue.”

In an interesting read, Jack Shafer wonders about the state of our politics “now that we have dirt on everyone.” While some debate the power of the Internet to democratize even the most authoritarian regimes, we should consider its role in making our politics dirtier than ever. Shafer describes the shift by comparing a campaign’s opposition research to mining for gold:

The past no longer matters to the political present the way it once did, because we have such better access to it today. Just 15 years ago, investigations of politicians and opposition research were largely limited to professionals with access to Lexis-Nexis or those who knew how to conduct a document search at the county courthouse. Digging dirt back then was like mining gold in the 1800s: labor intensive, and requiring both expertise and expensive tools. Widespread digitization and cheap information technologies haven’t eliminated the professionals from political dirt digging, only lowered the barriers to entry.

Leaping over those low barriers this cycle is Andrew Kaczynski, a 22-year-old history major at St. John’s University, who quarried C-SPAN archives for political gotchas and posted more than 160 of them on his YouTube channel, alerting the press to the best, he tells me.

It isn’t just the dirt. We’re also awash in data or dirt masquerading as data. The information costs of a wold-be knowledgeable citizen are skyrocketing!

David Weinberger takes on this question from a scientific perspective in a book with a great title, Too Big to Know: Rethinking Knowledge Now that the Facts Aren’t the Facts, Experts are Everywhere, and the Smartest Person in the Room is the Room. He points to a scientist’s lament from 1963. That scientist, Bernard K. Forscher, titled his famous letter “Chaos in the Brickyard” and complained that science was churning out too many bricks (facts) without the ability “to complete a useful edifice because, as soon as the foundations were discernible, they were buried under an avalanche of random bricks.” Weinberger explains the problem today is much larger than Forscher could have imagined. Our brickyards are networked!

He offers three reasons today’s brickyards are galactic in scope and they’re worth considering in the context of political dirt. I’ll list them here but recommend visiting Weinberger’s post on The Atlantic for a more detailed discussion. 

  1. The economics of deletion. Little data is ever discarded now that massive amounts of storage are easy and inexpensive.
  2. The economics of sharing. It’s easier than ever to share everything. From the 160 hours of video on YouTube mentioned earlier to terabytes of data.
  3. Computers are smarter. The processing power of the average desktop has increased exponentially.

For science, this means the data grows more and more distant from hypothesis-testing and model-building. Data is made accessible in the hope that someone will eventually make it usable. For political life, this creates a chasm between news that matters and news that’s entertaining. You want news you can use? Well, that’s your problem.

It’s easy to be overwhelmed while trying to sift through fact and fiction to find the information that makes a difference in vote choice, policy expectations or even the decision to get involved. If journalists once dug for gold to help their audiences navigate these turbulence, they’ve sacrificed that role as they’ve competed to throw bricks, to throw lots of them and to throw them before anyone else does.

A flurry of web activity demonstrates just how little help one can expect from the press. In a recent post to the New York Times Public Editor’s Journal, Arthur Brisbane asked, “should the Times be a truth vigilante?

I’m looking for reader input on whether and when New York Times news reporters should challenge “facts” that are asserted by newsmakers they write about.”

The earliest comments on the site hit along the same theme… how could this even be a question? If the Times isn’t a truth vigilante, what else could it be? Perhaps our media outlets have considered themselves to be purveyors of petty insults and meaningless drivel this whole time. Jay Rosen, a NYU journalism professor, has relentlessly called out the media for their “view from nowhere” and offers an excellent analysis of this latest installment.

There are many reasons to expect this deluge of dirt and date to only get worse. I hope this all hits home the next time you see a headline lampooning what little information American voters know. Too many of us enjoy the chuckle and assure ourselves we’re different. There’s an important follow up questions we should require… how the hell are we supposed to know anything? And what news are we missing because this headline was funny?

 

*** Our next post will look at how to ditch dumb headlines and demand better. If you have a strategy that works for you, please share it by commenting on this post.

Politics and Public Art

There’s something about public art that gets to the heart of Politicolor’s project. When Carlos Collejo offered a tour of L.A. murals to our National Academy group in 2009, he explained the people and the art meet in the streets through these works of art. In the short video, “The Battle for LA’s Murals,” a muralist suggests museums are for dead people. While that might be a bit extreme, the art we saw on the mural tour was electrified with what a community aspired to and accomplished alongside the challenges they faced, the conflicts they still carried on their shoulders and their calls to a higher purpose.

Politics is inescapable. It’s embedded in every effort to understand who we are as a community, what we value and how we resolve conflict. L.A. muralists believe their work to represent their community is now challenged from two different directions with everyone claiming their right to free speech is in jeopardy.

I found this video through Open Culture so I’m going to recommend you visit their site for a bit of background on the conflict. I find it interesting that the muralists claim their work represents the community while graffiti artists only promote themselves. Graffiti has a long history associated with public protest, and I’m not interested in arguing that point here. The interesting part is that, in this assessment, the community outweighs the individual. This criticism is presented as everything you need to know to understand which work has value and which work doesn’t. These value judgments are tricky when you compare a real Rembrandt work to one from “the school of Rembrandt.” It might just be impossible when comparing museum pieces, public murals and graffiti.

What is informing the value we assign to L.A’s murals and their challengers: the city’s commercial ordinances and the local graffiti artists?

You can watch the video here:

Behind The Wall: The Battle for LA’s Murals from Oliver Riley-Smith on Vimeo.

Bonus Points: Open Culture is an excellent resource for free educational media on the web. They have a directory of free university course on the web, free ebooks, free videos, free language courses… you get the idea, right? If you’re not the type to keep up with a website through an RSS feed, you can “like” them on Facebook and pull their posts into your newsfeed. Super easy.

Being Human

We are a people who need a frontier. Carl Sagan provided these words as he reflected on space exploration long before Atlantis launched into space for the last time.

You’ve seen these reflections on Politicolor through our imagined conversation between Cicero and astronaut Michael Collins. As Sagan notes in this video, the space program did not provide “bread on the table” results that changed our everyday. It’s value might be best understood in what it revealed about us and the human experience.

YouTube Preview Image

Shifting perspectives reveals as much about previous commitments as it does new ones. We do in fact have plenty of “housekeeping” to do a little closer to the surface of Earth. Do we necessarily have to neglect one or the other? Science dollars are scarce and pushing boundaries doesn’t always require rocket boosters. Another favorite web find last week was Radiolab’s show on “Talking to Machines.” The show  focuses on the idea of artificial intelligence and includes interviews of “The Most Human Human” and the world’s most sentient robot. The universe of an individual’s experience and how that influences the way we relate to one another has proven difficult to program.

My favorite bit from the interview with the world’s most sentient robot:

Q: What does electricity taste like?

A: Like a planet around a star.

Nonsense and brilliant. What’s more interesting than the exchange itself is the quantity of data behind the responses, the algorithms that assess what will make a reliable answer, and the debate over what’s a valid question. Many humans approach chatbots with impossible questions like the one above. When is the last time you asked a colleague what electricity tasted like? Or what the letter M looks like upside down? Or if she has a soul? Perhaps being human is a perfectly banal proposition until we encounter these frontiers of physical space and human intelligence.

For more on this topic of what it means to be human, look to Brain Pickings which posted perspectives from an evolutionary biologist, a philosopher and a neuroscientist. The author wanted to better understand the whole of being human and the wholeness of humanity. Whether it’s a question we confront everyday or only on special occasions, our answer to what it means to be human influences much of what we do. Our struggle to bring order to political societies or even our local communities relies on this understanding of wholeness, of being human.

What then do our frontiers, the ones we pursue and the ones we abandon, reveal about who we are, how we think, and what we want for the future?

Seeing Simplicity in Complex Ideas

Eric Berlow is an ecologist and network scientist at the University o California who believes nature has something to teach us about problem solving. Nature shows that, with any problem, “the more you can zoom out and embrace complexity, the better chance you have of zooming in on the simple details that matter most.”

Eric turns to an infamous spaghetti diagram of the American strategy in Afghanistan to demonstrate his point. Is it possible to truly know anything without also knowing how it is interconnected to everything else? And isn’t that what we’d call constitutional thinking?

As you watch this 3 minute video, consider how Madison’s work on ancient and modern confederacies or the vices of the U.S. political system both represent similar exercise in understanding the nature of questions and answers through zooming in and zooming out.

TED: Eric Berlow, How Complexity Leads to Simplicity

Many in One

Where are we from: Oregon or Ohio, Colorado or California..?  Sue Leeson suggests the Madisonian perspective: We are from the United States.

A corollary arises for participants at this year’s James Madison and Constitutional Citizenship: Where are we constituted?

Surely, that’s the case for the Landmarks workshops: that a home, a monument, a farm, a harbor, creates such an impression on our consciousness that it changes our collective or individual conscience.  These places can be more than just history; they may serve as a compass or a sundial.  Or, as with Will at Montpelier, the cumulative experience can help us to generate ideas and activities which will propagate constitutional thinking.

As you continue to work with what you’ve gained, as you take it home to look at from all sides, please share your findings.  Even Jemmy couldn’t fully realize his imagination until he let it out of the philosopher’s closet.

Feel free to become your own Publius and use this liberty for free exchange.  (The site may ask for an email address, but it is never published or shared.)

Construct even just a line.  Some of the most exciting posts have been nothing but a constitutional question; yet, through dialogue and response we’ve managed to propagate ideas and even strengthen a community of constitutional citizens.

Many in one.  I hear it’s good for your manliness.

Places to Go: Dr. Seuss and the Politicolors

Like any great model, the strength of the politicolors pairs their simplicity with their potential for greater interpretation.  The collective works of Theodore Geisel aka Dr. Seuss are just the same.  In my second year of utilizing Professor Harris’s model, I coupled Seuss stories with each of the boxes.

I teach upper elementary students, but believe that great children’s literature contains the same room for re-discovery as any adult “classic.”  What follows is a summary of some Seuss, supplemented with a flurry of outside resources which might add greatly to the discourse, no matter what age your group.

[Note: I taught the boxes in the order listed, spacing out the Seuss enough that the next story to appear became an exciting "reveal," rather than a mechanical happening.  As of this post, we still hadn't gotten to Oh! The Places You'll Go!]

The Cat in the Hat Comes Back (Green Box).  I chose this story, as most of the students have read the original.  The plot remains essentially the same: Cat in said cap returns to unleash chaos upon (less?) trusting children.  Green box discussions match nicely with the beginning of the year in which rules are established.  Students easily grasp the notion of a state of nature and the importance of fencing off the “wilderness” in order to establish natural law.

Horton Hears a Who (Yellow Box).  A classic tale of humanity that moves the reader beyond his/her own world (nationality, culture) and into the perspective of another.  Excellent discussion can be generated by connecting this with current events such as the Tsunami in Japan.

The Sneetches and The Lorax (Orange Box).  The civilization box is one I continue to explore.  To me, an understanding of what it means to be civilized includes the control of our power.  Whether the racism in Sneetches or the environmental havok in Lorax, there’s plenty of opportunity to debate what it means to be “civilized.”

How the Grinch Stole Christmas (Red Box).  I’ve already written a post on this one ;)

Yertle the Turtle (Blue Box).  Among the shortest of any of these tales, it quickly gets across the point of a bad king.  To explore the possibilities of a good king, this can be paired with The 500 Hats of Bartholomew Cubbins. The King in the latter is a bit more complex in that he offers many opportunities to stay BC’s execution; however, the threat of his sovereign power remains.

Oh!  The Places You’ll Go! (Purple Box)  A common gift for graduates, this story relates well the power of an individual as well as the pitfalls possible without self-discipline.  There’s a strong federalist message here, with one’s personal constitution as GPS, hot-air balloon, row boat, or mountain-mover.

Additional Resources and Sample Activity:

GREEN BOX

Where the Wild Things Are by Maurice Sendak; Hatchet; My Side of the Mountain; The Black Stallion; Duke Theseus’ soliloquy on imagination from A Midsummer Night’s Dream, Act 5, Scene 1, Lines 7-22; Emily Dickinson’s “I Hide Myself within My Flower” and “Will There Really Be a Morning?”; Carl Sandburg’s “Young Sea” and “Summer Stars”; Walt Whitman’s “I Hear America Singing”; Vachel Lindsay’s “The Rockets That Reached Saturn”; William Carlos Williams’ “Heel & Toe to the End”; Frost’s “On Looking up by Chance at the Constellations”; Gustav Holst’s “Jupiter”; David Bowie’s “Space Oddity,” Peter             Schilling “Major Tom,” Handel’s “Scipio”; Selections from Cicero’s “The Dream of Scipio”; The Mayflower Compact

Activity: Draw an inverted triangle narrowing your location from broadest/ most general to narrowest/ most specific  (Ex. Universe…1234 Schoolhouse Road); create a mandala circle with your personal relationships in proportion to you (circle center); use Google Earth

YELLOW BOX

The Stranger by Chris Van Allesburg; Sadako by Coerr and Young; The Cat Who Went to Heaven by Elizabeth Coatsworth; Star Wars trilogies; Jacques’ reflective soliloquy on life from As You Like It, Act II, Scene 7, Lines 139-166); Portia’s soliloquy on mercy from The Merchant of Venice, Act 4, Scene 1, Lines 182-195; Robert Frost’s “The Road Not Taken” and “A Time to Talk”; Emily Dickinson’s “I’m Nobody!  Who Are You?”; Carl Sandburg’s “Phizzog”; BandAid’s “Do They Know It’s Christmas?” and a kajillion other 80s songs with human themes; Selections from Aristotle’s Politics

Activity: Contest to list most human emotions/ use “stick figures” to illustrate; what “new” emotion is created when anger gets crossed with sadness?; explore one emotion you have not yet felt (access compassion); connect with Needs of Humankind” “No (hu)man is an island.”

ORANGE BOX

King Henry’s stirring soliloquy from Henry V, Act 4, Scene 3, lines, 40-67; MacBeth‘s soliloquy in which he has murdered to become King, Act 5, Scene 5, Lines 19-28; Alfred, Lord Tennyson’s “Charge of the Light Brigade,” Langston Hughes’ “The Negro Speaks of Rivers,” “Dream Variations,” “I, Too,” “Words Like Freedom,” and “Mother to Son”; Carl Sandburg’s “A Sphinx,”             “Skyscraper,” and “We Must Be Polite”; Rudyard Kipling’s “Prelude to Departmental Ditties,” “If,” “Thorkild’s Song,” “Natural Theology,” and “The Ballad of East and West”; Emma Lazarus’ “The New Colossus”; ee cummings’ “Portrait VIII”; Poe’s             “Eldorado,” William Carlos Williams” “The Fool’s Song” and “The Problem”; reference Star Wars trilogies; excerpts from A Christmas Carol or other Dickens; Aesop’s Fables: “The Frog and the Ox,” “The Mice in Council,” “The Wind and the Sun,” “The Trees and the Axe,” “The Lion and the Other Beasts,” “The  Fox and the Stork,” “The Fox and the Crow, “The Wolf and the Goat,”  “The Boys and the Frogs,” “The Goose That Laid the Golden Eggs,” “The Monkey and the Dolphin,” “The Travellers and the Bear,” “The Kite, the Hawk, and the Pigeons,” “The Boy Who Cried Wolf,” and “The Gnat and the Lion”;  mythology; Arrow to the Sun by McDermott; just about anything by Robert Browning; selections from the works of George Orwell, Mohandas Gandhi, Martin Luther King, Rachel Carson, Henry David Thoreau, and Margaret Mead; video games such as Sims or 1602; “Manifest Destiny”; WtP (middle school) selection: Tragedy of Antigone; WtP (elementary): Two Years Before the Mast; What happens to social acceptance when other cultures are enmeshed?  What is the role of the layers below: Humanity? Natural rights?  What if the orange box grows?  What if it shrinks?

Activity:  Trace  the history of an invention to the notion of “standing on the shoulders of giants”, explore resources and the ways in which these are harvested and the human resources behind them; contrast locally-grown with industrial product.

RED BOX

Angelou’s “I Know Why the Caged Bird Sings”; Langston Hughes’ “My People”; Sojourner Truth’s “Ain’t I a Woman?”; selections from Sherman Alexie; selections from Will Rogers; Walt Whitman’s “O Captain! My Captain!”; Civil War as “house divided”; Who has been disenfranchised from our people?;  What does it mean to be Vietnamese, Iraqi, British, Japanese?  Who are these peoples?; Who are Native Americans? The Girl Who Loved Wild Horses by Goble; Revisit Mayflower Compact; Declaration of Independence; When did we become a people?/ How are we still becoming a people?; connect with Needs of Humankind; Shays’ Rebellion; Can a people coexist without a shared view of civilization?  Humanity?  Natural rights?; Through My Eyes by Ruby Bridges; Marvin Gaye’s “What’s Goin On?”; Bruce Hornsby’s “The Way It Is”; Bob Dylan’s “Blowin’ in the Wind”; Neil Young’s “Keep on Rockin’ in the Free World” (maturity dependent); Simon & Garfunkel’s “America”; Spinal Tap’s “America”; Arlen & Harburg’s “Over the Rainbow”; Williams’ “Rainbow Connection” (I like the Me First and the Gimme Gimmes’ version.); National Anthem; Bernstein & Sondheim’s “America” (West Side Story); music as very powerful connection to red box stuff

Activity: Find a song that represents “the people”; bring a copy of the song and printed lyrics; be prepared to explain your interpretation

BLUE BOX

Selections from “The Masque of the Red Death”; Articles of Confederation; selections from Notes on the Debates of the Federal Convention; Kipling’s “The King’s Job”; Milne’s “The King’s Breakfast”; Shelley’s “Ozymandias”; Andersen and Zwerger’s             The Nightingale; Tennyson’s “On the Jubilee of Queen Victoria”; selections from various British musical acts, maturity dependent (The Who, The Beatles, The Housemartins, The Clash, etc.)

Activity: Invent a card game using the royalty cards to show what you’ve learned about monarchy.

PURPLE BOX

Harold and the Purple Crayon by Crockett Johnson; Langston Hughes’ “Youth”; Claude McKay’s “America”; Henry Van Dyke’s “America for Me”; U.S. Constitution; Emily Dickinson’s “Revolution is the Pod”; Guthrie’s “This Land Is Your Land”/ Springsteen’s live version

Activity: Write a constitution of self; “mail it” to yourself one-year from today (delivered by teacher); how have you amended yourself/ how have you remained?

112th Reads the Constitution. Don’t Stop There.

The 112th Congress has already delivered on a campaign promise. They read the entire Constitution on the House floor. Like most campaign promises, however, it wasn’t as easy as it sounded.

There was a quibble about which version to read, the original version or the current version that reflects revisions, amendments or deletions…. actually, they couldn’t even agree on what to call those. Rep. Goodlatte (R-Virginia) had decided it would be the 2010 version. That contest was easily resolved without any inconvenient turn to principles. It was a matter of privilege. It was Goodlatte’s idea to start the session this way so it was his privilege to select the text.

With that settled, reading the Constitution isn’t tricky. Where our politicians prove their mettle is when they decide what to make of it once it’s read. Will congressional freshman and their colleagues see their own eye staring at them from the text or will they see something more than they already knew was there?

The 10th Amendment was so anticipated during the performance that Rep. Goodlatte made sure he recited it himself and more than a dozen representatives were present to applaud as he did so. Did that group listen as intently to all the powers that were delegated to the United States by the Constitution? Did they notice there was no requirement that those powers be “expressly” or “specifically” granted? This is where the Constitution gets tricky. You have to read carefully for what isn’t there as much as what is and can’t make too much of one favorite clip without considering its relationship to the rest of the document.

If you only read your assigned portion or your favorite part before dashing out of the chamber, have you really read the Constitution? More importantly, have you considered what it requires of you in your role as an elected representative?

Reading the Constitution isn’t a bad idea but don’t stop there. What does it mean? The real debate lies in how we interpret the document and that debate is as old as we the people are. In Original Meanings, Jack Rakove characterizes the 1787 debate between Federalists and Antifederalists as a difference in political, perhaps even scientific, perspective:

If the framers were Newtonian of one kind in seeking to set different political forces in equillibrial opposition to one another, the Anti-Federalists were Newtonians of another stamp in thinking that the science of politics was grounded in universal laws. Their science comprised a fixed body of doctrine and cautionary lessons that were best applied to avert the risks of innovation… By contrast, for Federalists the science of politics was becoming experimental and dynamic in a modern sense (p. 152)

This same contest presents itself today when elected representatives think reading the Constitution on the House floor reveals everything we need to know. Considering these two different ideas about what to do next, it is easy to imagine the 112th’s performance will do little to change “business as usual” in Washington without continuing the discussion. In Rakove’s characterization, National Academy alumni will recognize the difference between nature represented as a a solid green line (Antifederalist) or a dotted one (Federalists). Students of Thomas Kuhn will recognize two competing paradigms or a contest to successfully articulate the one that will guide future efforts to govern. Whatever you see in Rakove’s analysis of the opposing viewpoints, the substance of the Constitution is revealed through its interpretation.

Whether green boxes, competing paradigms or different flavors of Newtonians, the real contest lies in determining what the Constitution means for the real work of governing. It doesn’t stop once the last words of the Constitution have been read. That’s only the beginning.

Madison on Facebook

In a 1791 essay printed in the National Gazette, James Madison contemplated public opinion and a “general intercourse of sentiments.” He imagined that roads, domestic commerce, and a free press would all work to reveal true public opinion in an expansive country where it would otherwise be easy to counterfeit. Imagine what he would have thought of the thoroughfares of communication presented in this image…

Facebook Visualization

An intern at Facebook wanted to see the geography of our online friendships. With a sample of 10 million friendships, Paul Butler paired their current cities and summed the number of friendships between each pair. You can read much more about his process here, but consider that there isn’t a single coast line, river or physical boundary added to the map. The data identified the continents and the space between them through our connections that transcend oceans and political borders

Tumblr Helps you Remember that Site

We all know the best teachers BORROW extensively from one another as well as from an unlimited number of other resources. In fact, this resource-driven perspective of a teacher provokes the first question we ask when we meet.. what do you teach? It’s a friendly start but it’s also very practical.

But how do you keep track of all the resources people you meet and the great ideas they have to share? I thought I’d offer this quick post about a tool that has worked for me. Please don’t hesitate to share your successful strategies in the comments too. I might like to borrow them!

I’ve tried a number of web tools for tracking interesting pieces I’ve found on the web to increase the likelihood of finding them again. At one time I thought posting the link on Facebook would be sufficient but that stream is too crowded now. And, let’s face it, most of our friends and families aren’t particularly interested in a new take on teaching the Gettysburg Address. So, a tool I keep returning to is Tumblr. It’s a quick and easy way to throw a link, a quote or a book title someplace where I’ll be able to find it again. I consider it my online moleskin. I don’t promote it as my blog or try to cultivate any kind of readership. I follow a few friends on Tumbr but it’s all about sharing interesting web content. It isn’t necessary to spend an excessive amount of time managing your profile or wading through all the family pics or Farmville achievements.

I just added this great question from Rakove’s book Original Meanings to my tumblog and thought I’d take a few minutes to share both ideas with you. Enjoy the question and let me know if you’re on Tumblr too.

Wikileaks and the First Amendment

Being a tech enthusiast, I’m not quick to scoff at the idea of “hi-tech terrorists.” Cyber security must be considered a high priority for effective government, but the current Wikileaks stories suggest that our liberty is at stake as much as our security. If you don’t identify with the extremes (i.e., set our data free or death to Wikileaks), you might find yourself stuck in a loop wondering what you really think about it all with each new revelation.

I offer this list of articles help you think about it more! If you’re using this never ending story to discuss the tension between liberty and security in your classroom, be sure to tell us about it in the comments.

  • From Slate, Unfair Share. Christopher Beam marks the success of efforts by the government to share more data after 9/11 but ultimately concludes Wikileaks represents its continued failure to effectively manage it.
  • Clay Shirky believes in the wisdom of crowds and channeling the power of the Internet but suspects there is something very undemocratic at work. That’s a criticism of Julian Assange, founder of Wikileaks, as well as our response. His post, Wikileaks and the Long Haul, frames the question with the first amendment. It’s loaded with citations to other sources with a particularly important  quote from Tom Slee, another voice on the web,”Your answer to ‘what data should the government make public?’ depends not so much on what you think about data, but what you think about the government.”
  • Glenn Greenwald at Salon is keeping tabs on the effort to run Wikileaks out of Dodge with The Lawless Wild West Attacks Wikileaks. Just a snippet of the outrage Greenwald sees in the string of stories… “The U.S. and its “friends” in the Western and business worlds are more than able and happy to severely punish anyone they want without the slightest basis in ‘law.”‘ That’s what the lawless, Wild Western World is:  political leaders punishing whomever they want without any limits, certainly without regard to bothersome concepts of ‘law.’” This post was cited by Dan Gillmor who has urged journalists to support Wikileaks in order to protect free speech.

UPDATE 12/7/2010: An op-ed from Julian Assange was published today. Also, he was arrested in London for the charges against him in Sweden, or having sex without a condom.