Mentoring experience and meaning: from the Socratic approach to the new science of learning
DOI:
https://doi.org/10.26849/bts.v46i2.828Keywords:
The Social Division of Knowledge, Praxis and Stored Knowledge, Mentors and apprenticeship, Vocational Pedagogy, Pedagogy of ProfessionsAbstract
Mentoring as a desired praxis in educational organizations has come to the forefront in discussions about learning and teaching in recent decades. Mentoring as a concept in educational theory in the European tradition is connected to what has been called the Socratic Method. The master-teacher is a person of experience with whom young people can converse. Questions and reflections should develop students’ curiosity and engagement in the search for new knowledge. This understanding of knowledge and learning corresponds with an apprenticeship model of learning where “hands-on activity” is the basis for learning. Contradictions between outlooks on ways of learning are a central issue in our times. This article discusses this problematic here in the light of the scientific work of John Dewey, Célestin Freinet, Paulo Freire, Maria Montessori, and Lev Vygotsky.
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