The Hartford School

The Hartford School of Applied Social Theory

The School:

The Hartford School of Applied Social Theory is a research institute dedicated to the performance of scholarship that: relates to contemporary social phenomena at the political, community, and/or interpersonal levels; presents findings that may be brought to bear on the immediate social struggles of our times; demonstrates the direct application of social theory to those struggles; and, is undertaken in the spirit of service to society.




The Following list represents the Foundational Values of The Hartford School:

  • Applicability: The principal tenet of the Hartford School is to direct its research and findings to the betterment of society and the overall human condition; therefore, all scholarship falling under the umbrella of this school should have as its aim either direct application or an understanding of how one’s research findings have applicability to contemporary social issues. 
  • Inclusivity: The Hartford School is fundamentally inclusive; although, that is not meant to imply that all scholarship and viewpoints will be accepted at this institute, as we would not include in our corpus any position, methodology, or conclusion that was inherently or purposefully exclusive or, in our view, unethical. Our commitment to inclusivity is directed toward the underlying humanity of all persons and collectivities around the world, not to their ideologies.
  • In Service of Society: The Hartford School stands on the belief that the Academy or Academia is one of the essential pillars of any 'society' (applied here in the broadest sense of that word--not in political terms). Neither academia at large nor knowledge production in general should be encouraged to become industrialized, commercialized, or privatized. We believe that a healthy functioning society must include a dedicated body of thinkers to continually examine and critique contemporary society,  its phenomena, and shifting structures and power relations, and offer findings and recommendations to public officials, the populace, and/or any other social formations that emerge in the future. It is our goal to promote like-minded scholars and their research. 
  • Critical/Ethical: The Hartford School leans heavily toward the critiques of power relations and imbalances. This is not to say that all scholarly work from this school will directly or explicitly address these issues, but our researchers are expected to be able to speak to such issues, and how their findings are either critically applicable or imply a critical and ethical attitude.
  • Collaborative/Co-Constructed: The Hartford School is explicitly opposed to the competitive atmosphere often found in formal Academia. We believe in scholarship that serves society; competition neither follows this principle nor, in our view, is the optimal mode of knowledge production. Added to which, The Hartford School not only pays regard to the co-construction of knowledge, but insists upon the acknowledgement that no scholarly work can be, or ever has been, accomplished in the vacuum of any single consciousness. Contribution is the operative priority at The Hartford School, not credit.
  • Reflexivity: There is an expectation for all scholars working in The Hartford School to situate themselves (politically, socially, culturally, etc.) within their research, either explicitly within the works themselves, or through post-publication discussions of their works.
  • Not-for-Profit: The Hartford School is, and will always remain, a not-for-profit institution. We believe that the industrialization and commercialization of academic work, and the commodification of knowledge production places scholars in a situation where they must serve both their personal interests and society simultaneously, which inevitably tends towards personal interest; consequently, The Hartford School will always remain an institution of public service and, therefore, not-for-profit.
  • Trans-Disciplinary: The Hartford School invites scholarship from any academic orientation and encourages a Trans-Disciplinary attitude in all of its work. We distinguish our work from that which  labels itself  ‘interdisciplinary’ because we believe that the prefix ‘inter-’ perpetuates disciplinary boundaries that, we find detrimental to the most rigorous, robust, and widely applicable scholarship produced for the benefit of all.


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