Even though I teach with 35mm, my method takes people by surprise, because it isn't fast, and it isn't about hardware or software, or even great results. It's about great process.

...just like some people's instinct to photograph is triggered by vacation... assignments might be that to me and that's why I've built my life around assignments. That was the way to live the photographic life.

The reason I don't want to say anything about it is it has a strange power to take over the conversation. Just like it's doing with us. I was asked to participate in a documentary about Richard Prince, and be the voice of someone who was appropriated, and I declined. The reason I did is I don't want it to be the subject of the discussion of my work.

We know that photographs inform people. We also know that photographs move people. The photograph that does both is the one we want to see and make.

That statement [ Stephen Ambrose:'You, Sam, have the hardest job, which is, pretend like nothing has happened in the last 200 years.'] woke me up to the fact that the landscape that Lewis and Clark came across was greater than the Serengeti. And it's gone.

The class that I teach is called "The Life of a Photograph." It takes up the question, of the billion photographs that were taken today, how many will have a life, and why? So the new reality has made the question more pertinent, not less pertinent.

I started teaching in '76 and I'd been a photographer at the Geographic for six years. But prior to being at the Geographic I was a teacher. Plus my parents were teachers and my brother and my grandparents. So it was the culture of our family to think about teaching, to talk about teaching, to talk about teachers.