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          %MENTOR AND APPRENTICE STUDENT PROF TEACH+790627
                           %VISION ELITISM POSSIBLE 790627

     One  of the essential roles of a mentor is to set the
apprentice  at ease  at work.   The worker who is tense at
work will not  be  productive, creative, helpful,  humane,
etc.   The mentor must help the apprentice gain skills and
self-confidence---each   nourishing   the   other.     The
apprentice becomes  able  to  do that which did  not  seem
possible---because  the  mentor  makes  it  seem  possible
through   trust   and  confidence  in   the   apprentice's
potentials.  The mentor's vision  becomes the apprentice's
reality and so fulfills the mentor.  The apprentice's hope
and  aspirations nourish the mentor's visions and promotes
their  development.    Each sustains the other  and  finds
meaning in the other.

     Elitism perverts the  mentor-apprentice relationship.
Elite professionals  do not with their whole being seek to
help  apprentices gain entry into the  profession.    They
relate to their students in the I-It mode, rather than the
I-Thou  mode.   Their  relationships  lack  integrity  and
promote the development  of  elite  professionals who lack
integrity.  Elitists do  not put students at ease at work.
They make the work seem difficult,  so difficult that only
the "most able" are capable of success.  Their schools are
sorting machines  for sorting out the most able,  from the
less  able.    Elitists are proud that they permit anybody
who wishes  to enter the sorting machine,  to see if  they
can  survive the  sorting process.   These  attitudes  and
relationships occur often in the graduate programs of  the
more mathematical  sciences---and  occasion the perversion
of future science teachers.

     Graduate  school science teachers serve as  "mentors"
to future college and university science teachers.   Often
such   graduate   school   science  teachers  are  elitist
researchers  whose interest in teaching is subservient  to
their interest in research---because administrators reward
outstanding  research  and publication,   but not  helpful
teaching.   The apprentices are not put  at ease by  their
mentors who are elitist.  The apprentices do not learn how
to teach by watching master teachers, they learn how to do
research  by working closely with elitist researchers  who
are  in  intense competition to  publish  new  discoveries
before  other  competitors publish.   They can not  expect
favorable promotion, tenure, and pay decisions if they are
second   in   offering  papers  reporting   exciting   new
discoveries.    They  must  be  first  in  their  research
specialty or else perish.  There is no room for dedication
to helping students as real persons.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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