What escapes the symbolic, or the state of nature from which our entrance into language has forever severed us. The real works in tension with the imaginary order and the symbolic order.
Published in Chapter:
Teacher, Mentor, and Teacher Education
Arturo Rodriguez (Boise State University, USA), Matthew David Smith (Independent Researcher, USA), and Kevin Russel Magill (Baylor University, USA)
Copyright: © 2020
|Pages: 19
DOI: 10.4018/978-1-5225-9232-7.ch017
Abstract
Mentorship varies based in one's personal experience, understandings of theory related to the field, and the practice of mentorship in a given context. This chapter reviews mentor and protégé experiences over a 20-year timeframe, beginning in high school and continuing through collegiate, credentialing, teaching, graduate school, and doctoral education. The authors maintained a friendship and mentor/protégé relationship from their initial meeting through their current professional collaboration. They argue that mentorship must move beyond traditional ideas commonly associated with the term and instead include authentic experience and intellectual reflection across human ways of being or understanding within a framework of unimpeachable friendship, trust, and respect.