There are many crossovers between art education, and conceptual art in both methods and learning outcomes. Conceptual art as teaching, can be a powerful method for students in higher education to understand and achieve independence within their own work, and education. As part of the symposium “What Happens at the Intersection of Conceptual Art and Teaching?” I went back in my own history to tell a story from one of the first time my practice of conceptual art, and teaching crossed paths in an interdisciplinary intersection. Through an art performance based speech, the conceptual art piece; You are my neighbors and I just want to say HELLO from 1998 was set in a contemporary educational context with the aim of bring a community of art teachers (and other interested) together. CONNECTING THE DOTS – it’s a bout liberation Conceptual art, and artists, bring to formal educational settings, such as schools and universities, the knowing of how to create connections through unconventional means, and between unconventional parts or partners. Conceptual art brings the element of surprises into often fairly mundane situations or objects. Conceptual art in teaching is a bastard, a traitor, instigator, fire starter, and liberator, and will show you what you do not want to know, if you are looking for peace and quiet - oblivion. If your intentions are to stay safe within the borders of policy, law and order, you should never enter the intersection of conceptual art and teaching. It’s a rip in the fabric of school reality, an opening between paradigms, ethics and ideologies from where monsters are let in to the world of norms. It is a School Fiction come alive! This knowledge, and arts based competence is important in the overall teaching in higher art education to help students with the task of problematization, and critical thinking in their work as students, and in their future careers as art teachers.