Educate, Then Legislate

Researching the policy debates surrounding SOPA I came across “Dear Internet: It’s No Longer OK to Not Know How Congress Works.” Clay Johnson, its author, posted it in response to “Dear Congress: It’s No Longer OK to Not Know How the Internet Works,” which rightfully criticized members of Congress for their wilfull ignorance of fundamental aspects of Internet architecture during debates on SOPA. Johnson’s point is that “online activists, the free culture crowd, and the pro-open and free Internet crowd needs to get a clue too. See — it’s just as important for us to understand how Congress works as it is for the Congress to understand how the Internet works. In Washington, those who ‘educate’ Congress the best usually end up with the winning legislation.” As a teacher this is what most interests me, helping students understand how policy is translated into legislation and other modes of regulation. I’m not talking about the mechanics of How a Bill Becomes a Law, but understanding that law is the manifestation of policy. The topic of tomorrow’s Internet law class is “Architecture, Values, and Regulation,” introducing students to Larry Lessig’s concept that with respect to the Internet, Code is Law. (Here’s Lessig’s 2000 article by that title in Harvard Magazine; he developed the concept most fully in Code v.2.) It’s not surprising that after years of being the foremost thinker about modes of Internet regulation Lessig turned his attention to how money, lobbying, and corporate influence affects how policy becomes law.