Why do you teach Phish, as opposed to another band?
As I mentioned in my interview, I believe Phish and Philosophy have a symbiotic relationship. But perhaps more importantly, professors should teach what they are passionate about; I’m passionate about Phish. Someone else might teach Philosophy and Radiohead, or Philosophy and the Beatles. Or Philosophy and Hiking. That’s the great thing about philosophy; you can philosophize about any topic!

What do you hope your students will learn from this class?
The class is a standard Philosophy of Art and Music course, so the students will learn about how philosophers from ancient to contemporary times have thought about ideas such as beauty, emotion, the sublime, and community. With the addition of Phish listening assignments, I hope they learn to apply course conceptual tools to their experience of live music to provide greater meaning and significance to those experiences.

What is your favorite (recent) version of Chalkdust Torture? And as a teacher, how do you feel about that song?
The Baker’s Dozen Chalk Dust. I love the song; it holds me accountable to my students as a teacher. “Chalk dust without the torture” is my teaching motto, or at least, it’s my goal. I lecture as little as possible and incorporate active learning strategies into my classroom. My students go on field trips, conduct interviews, make art, analyze public spaces, host events, and other activities. Every time Phish plays the song and I sing the lyrics, I’m reminded what it’s like to be a student and it challenges me to be a more engaging teacher.