Journal of Contemplative Inquiry


While widely recognized as an important part of education, mentorship is rarely taught as a pedagogical practice. In my article, I theorize mentorship philosophically and contemplatively by considering Martin Buber’s (1937) understanding of the I-Thou meeting. I also offer a taxonomy of mentorship, arguing that mentorship can recognize students’ personhood and prefigure the I-Thou encounter. My final sections offer praxis-oriented discussions on listening and grading as a way to prepare students for intersubjective encounters.