Julian is an artist-theologian who plays, speaks, and writes at the intersection of music, faith, and story. He is a founding member of the jazz-fusion group The JuJu Exchange and has two personal projects, including his solo show Inherited and his devotional series Notes of Rest. He also works with the grassroots organization Fearless Dialogues. He studied theology and the arts at Candler School of Theology and, before that, philosophy at Yale. He and his wife Carmen are based in his beloved hometown of Chicago. You can learn more about Julian on his website and keep up with him at @julianreid17 on Twitter/Instagram.
What follows is a guest post by Ben Roth (Harvard).
The Anxiety of Influence
When her first book was published, she was surprised, then perplexed, to read reviewers confidently itemize among her influences authors and books she’d never read, sometimes never even heard of. But perplexity gave way to fascination, and then joy. Here, finally, were book reviews doing what and only what she wanted book reviews to do: list books she would read, love, and absorb as influences.
What follows is a guest post by Brandon Polite (Knox College).
In my YouTube series, Polite Conversations: Philosophers Discuss the Arts*, I interview philosophers about their work in aesthetics and the philosophy of art. We typically discuss a particular journal article or public philosophy piece (including some pieces from Aesthetics for Birds), diving into their views and exploring their implications for anywhere from 15 to 40 minutes. The aims of this series are twofold. The first is that I want to show off the cool and innovative work that’s happening in the field of aesthetics right now, both to the wider philosophical community and to the general public. There is some really amazing work being done in our field, and more people should know about it!
The second aim is pedagogical. Getting to see philosophers doing philosophy together can be a really eye-opening experience for students. To that end, these videos can be used as a way to deepen your students’ insights into a text you’ve assigned them to read, which is how I use them. Alternatively, one or more could be used in place of readings if, say, they’re too advanced for an introductory-level course. I have painstakingly edited the captions—including sometimes highlighting key terms and phrases—to make them accessible to those who want or need them. As teaching tools, the videos are compliant with the Americans with Disabilities Act.