Connected Teaching

"Every once in a great while a thinker comes along who upends traditional notions about how things get done. Harriet Schwartz takes on that role in her groundbreaking work Connected Teaching. And she does 'break ground': she lets us know from the outset that connected teaching is not about taking the path of least resistance, or being nice, or simply 'talking about' relationship. She also lets us know from the outset that she will be faithful to a fundamental tenet of relational-cultural practice: that a productive relationship is one which all participants have an opportunity to grow.

To that end, Schwartz removes teaching from the traditional hierarchical models of practice and situates in firmly in the more amorphous territory of non-dualism. Throughout this work, she remains true to her basic premise and promise: that teaching is relational stance grounded in both power and vulnerability. While she does not abdicate any of the roles and responsibilities that accrue to her experience and expertise, she allows herself to grow, stretch, and learn in the presence of her students. She offers concrete guidance for navigating collapsing contexts and other challenges wrought by the fast-paced innovations in technology. For example, how does one connect with students who grow up suspicious of any idea that can’t be corroborated on Google or who have expectations of 24/7 availability? Likewise, she does not shy away from the tough topics, lived narratives by students and teachers alike whose experience of conflicting social identities and intersectionality can send any carefully crafted teaching plan spiraling off course.

Schwartz is very comfortable in the land of paradox and non-duality. Much as she does in her work with her students, she comes to us as an 'authoritative ally', imparting her wisdom through bold ideas, grace, humor, and searing questions. In doing so, she charts pathways toward a new relational paradigm, one in which teaching is truly a practice of co-creating a 'we'."

Maureen Walker, Senior Scholar and Director of Program Development

Jean Baker Miller Training Institute

"Harriet Schwartz has provided an open door for all who are interested in rediscovering the importance of teaching as a relational practice. Teaching (in higher education and elsewhere) has always been a difficult task, but changes in technology, student expectations, and other aspects has created an even more challenging undertaking. However, the core aspect of teaching has always been in building relationships between the teacher and the student - no matter what additional technological tools are available. Schwartz presents us with new ways to think about connected teaching and the value of understanding relational cultural theory in the context of 21st century education."

Catherine M. Wehlburg, Dean, Sciences, Mathematics, and Education

Marymount University

“Harriet Schwartz has provided a welcome and much needed contribution in our current educational climate of alienation and fragmentation. As we come to understand how connections and disconnections shape the teaching and learning enterprise, we learn to be increasingly in touch with and value the risks and rewards, the delights and dilemmas that fuel our passion for the academic life.”

Gregg Wentzell, Assistant Director, Center for Teaching Excellence

Miami University and Associate Director, Lilly Conference