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Two philosophers—or what comedian Mel Brooks fondly refers to as "bullshit artists"—from different generations join in deep yet casual conversation covering a wide range of topics, including especially politics and the human condition. Jack Crittenden—professor emeritus of political theory at Arizona State University—and Rory Varrato—PhD candidate in the Philosophy and Education program at Teachers College, Columbia University—have known each other for more than ten years, first as teacher-student and later as friends. During that time, they have had countless conversations together (usually over coffee), and some of those chats have even been interesting. The purposes of this biweekly podcast, then, are to provide a new venue for these conversations (especially now, during the pandemic) and to enable these dialogues to reach an audience of more than two. Both interlocutors hope that—at their best—they can offer to each other and to their listeners something like the lighthearted verbal jousting of 'Comedians in Cars Getting Coffee' crossed with the stimulating pleasures of a 'My Dinner with Andre'-caliber conversation: organic, cerebral, funny, unguarded, and chock-full of bullshit.
Episodes

Thursday Apr 15, 2021
Encounter #4 — Nuclear Holocaust, Police Violence, and Authority
Thursday Apr 15, 2021
Thursday Apr 15, 2021
In this episode of The Bullshit Artists, Jack and Rory begin the conversation by considering the connections between what Noam Chomsky has identified as the twin existential threats facing humanity: climate breakdown and nuclear holocaust. Then, Rory raises the issue of police violence in the United States, and the pair undertake a lengthy exploration of the nuances regarding police reform, defunding, and abolition—especially in light of recent and ongoing aggression toward black Americans. Finally, Rory puts forth the notion of the ‘temporary autonomous zone’ and explains how he believes it can apply to the classroom setting, which the two then discuss by reference to the example of Socrates and his pedagogical legacy.
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