Over the past several decades film and video have been steadily infiltrating the philosophy curriculum at colleges and universities. Traditionally, teachers of philosophy have not made much use of "audiovisual aids" in the classroom beyond the chalk board or overhead projector, with only the more adventurous playing audiotapes, for example, or showing slides to provide historical context for a thinker's work. But with the advent of videotapes it became financially feasible to show films in classes in order to stimulate or amplify discussions of philosophical issues. In this article, the author argues that film and video can be used to philosophize as well as to teach philosophy. His own creative compositions, or video essays, exemplify his approach and outline a variety of techniques that he employs in his work. The author shows how the creative use of media can be not only a means to enhance instruction, but an extension of traditional literary methods of philosophical composition. (Contains 30 endnotes.)