I like this chapter in that it is the culmination of what I have been looking for. According to the chapter, Mentoring is really taking in another person's experiences and modeling or finding some continuum after one's own.
One thing I really want to stress is that mentoring is not telling someone what they should be doing, it's explaining what one's own experience has been in a given situation. Too many times people spend time telling their mentees what to do and then can't figure out why they don't do what they are told. That's parenting, not mentoring.
The chapters indicate mentors have clay feet in that they are still there, puposeful and a strong boat in the face of wind.
Friday, July 10, 2009
Saturday, July 4, 2009
Chapter 7 - Imagination
This chapter, based on the first page talking about "exploring, understanding, and naming self, world, and 'God'". Basically, it's about defining the world around the young adult. I think that's an important and critical role the adult must take, and they shouldn't take that task lightly.
If the young adult can define their world around them, then they can more effectively address their goals and ideas about what their future holds. Being more determined in what they should become as determined by their higher power can be an important.
However, when this is occurring, the text discusses in depth the importance of having rapport with the mentor in an effort to define these. I think that, as an adult educator or mentor, that is important - again looking at the process of meaning making that the young adult goes through in order to create definition around them.
The text also discusses "sabbath time" - a moment for pause and reflection. How important is that! Time to reflect on the past and look positively towards the future. I don't think anyone does that enough. I am very much a supporter of journaling. This can lead to a "repattering" of life and goals.
It seems to me that the young adult should do this, and not rely wholly on the mentor to do this for them as it can be an individual process.
It leads very well into the ins and outs of mentoring environments to be discussed in the final two chapters of the book.
If the young adult can define their world around them, then they can more effectively address their goals and ideas about what their future holds. Being more determined in what they should become as determined by their higher power can be an important.
However, when this is occurring, the text discusses in depth the importance of having rapport with the mentor in an effort to define these. I think that, as an adult educator or mentor, that is important - again looking at the process of meaning making that the young adult goes through in order to create definition around them.
The text also discusses "sabbath time" - a moment for pause and reflection. How important is that! Time to reflect on the past and look positively towards the future. I don't think anyone does that enough. I am very much a supporter of journaling. This can lead to a "repattering" of life and goals.
It seems to me that the young adult should do this, and not rely wholly on the mentor to do this for them as it can be an individual process.
It leads very well into the ins and outs of mentoring environments to be discussed in the final two chapters of the book.
Wednesday, July 1, 2009
Chapter 6 On Belonging
Key point here is: "human becoming absolutely depends upon the quality of interaction between the person and his or her social network."
The chapter does a decent job of discussing how the community of belonging, which gets redefined as a child ages from a conventional dependent community, to a self-selected community, is important as a child develops into a young adult.
The chapter also discusses how societal norms are infused on the young adult. These change from societal norms in the eyes of the child to self-directed value systems that, through the help of a mentor, the child can develop that leads to successes later in life.
However, as the child develops their value systems, there is a higher level of complexity and challenges that they face. With hope they are not facing this challenge alone, but with the assistance of a helpful mentor the can handle the complexity and competing interests.
A clear example is the foster or adoptive child who is choosing between two communities - their community of origin or the community of the foster parent, which can be dramatically different. A third party coming in and assisting the child in developing a value system which may be inclusive of the two communities helps the child grow and develop.
The chapter does a decent job of discussing how the community of belonging, which gets redefined as a child ages from a conventional dependent community, to a self-selected community, is important as a child develops into a young adult.
The chapter also discusses how societal norms are infused on the young adult. These change from societal norms in the eyes of the child to self-directed value systems that, through the help of a mentor, the child can develop that leads to successes later in life.
However, as the child develops their value systems, there is a higher level of complexity and challenges that they face. With hope they are not facing this challenge alone, but with the assistance of a helpful mentor the can handle the complexity and competing interests.
A clear example is the foster or adoptive child who is choosing between two communities - their community of origin or the community of the foster parent, which can be dramatically different. A third party coming in and assisting the child in developing a value system which may be inclusive of the two communities helps the child grow and develop.
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