S12. Mentoring-Cont

p6. Who are these students? What do their mentors do? Some observations

p8. The call for mentoring

p10. Our role: from teaching to mentoring

p11. The principles of mentoring

p12. The organization oof the book

p12. Sources and acknowledgments

Stephen Brookfield, Understanding and Facilitating Adult Learning

(1991).

Patricia Cross, Adults as Learners (1992).

Laurent Daloz, Mentor: Guiding the Journey of Adult Learning

(1999).

Malcolm Knowles, The Adult Learner (1990).

Jack Mezirow, Critical Reflection in Adulthood (1990), and Transformative

Dimensions of Adult Learning (1991 ).

Extracted Annotations (11/27/2017, 1:59:43 PM)

"e brief encounters with Doris and Alex we've offered should suggest several governing ideas. • Mentors engage in dialogues with their students. • Students are invited and expected to become full and increasingly autonomous collaborators in their learning. • Mentors, although authoritative representatives of their academic community, do not presume to know all or even most of what is best for their students to learn or how to do so. • Mentors, as well as students, are therefore learners; and, in order to engage in their collaborative inquiries, they must carefully reflect on what they believe they already know. what they need to learn, and how and why they will do so. • This on-going process of reciprocal self-examination embraces traditional academic material (e.g. what is typically read in books and "covered" in classrooms). Our self examinations also embrace the essential "life issues' which may originate beyond the academy. These issues make academic learning meaningful for human beings who are attempting to flourish, practically and contemplatively, in the world. • We believe that these student-mentor dialogues enable our students to complete a sound university education and to use that education to acquire the power they need to succeed in the world beyond the academy. • Further, we believe that the very experience of these dialogues, conducted as we've suggested, enables our students to explore the truths, the justice, and beauty everyone seeks for happiness. In other words, the small and diverse communities students and mentors create together are the germs of a "good society" in which people hope to live. This also is cognitive love." (Herman and Mandell 2005:5)

"Schools have left too many teachers and too many students to fend for themselves in increasingly unfriendly and unsupportive classrooms. Businesses demand "total commitment" from their employees, yet treat them as utterly expendable. Human resource departments have become repositories of regulations and rewards rather than trusted agencies of employee development. Social service agencies, bureaucratized and overwhelmed, have perpetuated the anonymity and rejection they were created to cure. In response, the call to mentoring can be seen as an effort to revive neighborly civility and affection in impersonal and oppressive environments." (Herman and Mandell 2005:6)

"However, we begin from the principle and constantly try to remind ourselves and our students that beliefs, theirs and ours, about what is true, including what is important and good, are incomplete and provisional." (Herman and Mandell 2005:6)

"1 Authority and uncertainty: Act so that what you believe you know is only provisionally true. 2 Diversity of curriculum: People learn best when they learn what draws their curiosity. 3 Autonomy and collaboration: Treat all learning projects, all studies, as occasions for dialogue rather fhan as transmissions of knowledge from expert to novice. 4 Learning from the "lifeworld": Treat all participants to an inquiry as whole persons - that is, as people who hope to experience even in their busiest and most instrumental activities, the virtues and happiness which are ends-in-themselves, and give life meaning and purpose. 5 Evaluation as reflective learning: Judge the quality of learning in the movement of fhe dialogue; expect that the content of individual outcomes will be, like all knowledge claims, incomplete and diverse. 6 Individual learning and the knowledge most worth having: Honor and engage each student's individual desire to know and every student will learn what is important." (Herman and Mandell 2005:7)

"tion abounds: people are overwhelmingly informed, but lack reliable coherence." (Herman and Mandell 2005:7)

"We have an extraordinary array of technical competencies, but don't know how to live. We provide endless products and services, but we are hunting for care. We create historically incomparable abundance, but institutionalize just as much unprecedented inequality. We celebrate a global society, but remain parochial enough to tolerate starvation, slavery, and genocide." (Herman and Mandell 2005:7)