This article presents descriptions of mentoring from a philosophy of education and a humanbecoming mentoring model perspective. Descriptions of mentoring-protégé relationships experienced by the author are included using the humanbecoming paradigm as a guide in describing such experiences.
FreemanM. (2015). Beholding and being beheld: Simone Weil, Iris Murdoch, and the ethics of attention. The Humanistic Psychologist, 43, 160-172. https://doi.org/10.1080/08873267.2014.990458
4.
HolubG. (2016). The person in dialogue, the person through dialogue. Filosofija Sociologia, 27(1), 3-13.
5.
KatzC.ElsaesserC.KlodnikV.KhareA. (2019). Mentoring matters: An innovative approach to infusing mentorship in a social work doctoral program. Journal of Social Work Education, 55(2), 306-313.
6.
LewinD. (2014). Behold. Silence and attention in education. Journal of Philosophy of Education, 48(3), 355-369.
7.
ParseR. R. (1990). Health: A personal commitment. Nursing Science Quarterly, 3(3), 136-140.
8.
ParseR. R. (2007). The humanbecoming school of thought in 2050. Nursing Science Quarterly, 20(4), 308-311.
9.
ParseR. R. (2013). Living quality: A humanbecoming phenomenon. Nursing Science Quarterly, 26(2), 111-115.
10.
ParseR. R. (2018). Dignity: The ethos of humanbecoming. Nursing Science Quarterly, 31(3), 259-262.
11.
ParseR. R. (2021). The humanbecoming paradigm: An everchanging horizon. Discovery International.
12.
PerlsF. (1971). Gestalt therapy verbatim. New York, NY: Bantam Books.
13.
SelfB. (2019). Metaphysical mentors, an existential journey of personal and professional development. The Humanistic Psychologist, 47(3), 262-272.
14.
TippettK. (2016). Becoming wise: An inquiry into the mystery and art of living. Penguin Press.
