My photographs, I used a lot, but I used them as a teaching tool, and they really worked wonderfully,in a sense. Let’s suppose you’re trying to get the students to understand what [Immanuel] Kant meant when he said that the aesthetic experience is not mediated by concepts. Okay, show them a photograph of a floor of an abandoned building—I used to go into all of these abandoned buildings—that’s been sitting abandoned for years, and there are all these pigeons flying around, and they’ve layered the floor with guano, pigeon shit. Huge warehouses, light coming in shining off this, and it’s gorgeous. So you take a picture, which looks like—you know how with aluminum foil, when you crumple it up and then smooth it out again you have all these little lines and it shines and stuff? That’s what it looks like. So you show them a slide. “Oh, boy,” they say. Then you say, “It’s pigeon shit.” Concept. Bing! And I used to take pictures of dog deposits and bird shit, especially during the season when there was lots of huckleberries, some berries that would stain it, and sometimes it would be quite nice, and I’d use things like this, so they’d see it right away, they’d understand that there are names for things, forbidden them to see, and to get them used to seeing, because they’ll never have an aesthetic experience until they can do that. So I used a lot of it, and some of it would have been okay to put in along with an essay as an illustration, but not as “Look at this as a photograph.”
William H. Gass, in a 2013 interview with Rain Taxi.