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.
"Dialogic Reciprocity and Contemplative Mentorship,"
Journal of Contemplative Inquiry: Vol. 9:
2, Article 5.
Available at: https://digscholarship.unco.edu/joci/vol9/iss2/5