 whom she asked to read had struggled in both classes with her writing, was very quiet, and was often not very articulate in class. The class was sitting in a horseshoe with H. next to the last person in the horseshoe. As H. read a very lucid and insightful essay, many of us sat listening with amazement to our most quiet student. The student sitting next to her was smiling with pleasure and satisfaction. After class, this student described to one of the teachers how three of them had studied together, helping each other to formulate their ideas for the essays. It was clear that all of the students in the class were especially proud of H.'s work and delighted that her work had been recognized; they applauded when she finished reading. We believe that the students were pleased not only with H.'s intellectual work, but also with how this public recognition would empower H. to become more self-confident in her intellectual abilities. They applauded because of the quality of H.'s essay and because they recognized the significant intellectual and emotional growth that it represented. They felt some investment in H.'s learning process because they saw that their individual and collective learning was enhanced by the respect and concern which they extended to one another. Near the end of our course, we offered a three-hour workshop for interested faculty during which four of our students discussed their experiences in the course. They emphasized how they came to feel accountable to one another for being prepared for class and for small group discussions. They also emphasized how their ideas and attitudes had been challenged and how they had grown through this course. They recognized that these changes in how they viewed their world would require them to reweave their own webs of connection. They credited the comentoring that they received from other students and the instructors with facilitating and supporting their journeys. Their relationships with one another in the classroom encouraged them to take risks there and to consider new choices they might make about their lives. One choice they all declared was the decision to remain active learners and to take responsibility for creating learning communities in other classes. Conditions for co-mentoring In retrospect, it seems that we designed Ethics and Fiction in ways that fostered co-mentoring: * We made a commitment to the continuing co-presence and interaction in the classroom of the teaching team of two instructors and one participant observer. This meant that on any given class day, usually one of the two instructors was at the front of the class or in the center of the large circle while the other instructor and participant observer
whom she asked to read had struggled in both classes with her writing, was very hushed, and was frequently not very articulate in class. The class was sit in a horseshoe with H. next to the last person in the horseshoe. As H. read a very limpid and insightful essay, many of us sat listening with astonishment to our about quiet student. The scholar sitting next to her was smiling with joy and satisfaction. After class, this student described to one of the teachers how three of them had studied together, help each other to formulate their ideas for the essay. It was clear that all of the students in the class were especially gallant of H.'s work and delight that her work had been recognized; they applauded when she finish up reading. We believe that the students were pleased not only with H.'s intellectual workplace, but also with how this public recognition would empower H. to become more self - confident in her intellectual abilities. They applauded because of the quality of H.'s essay and because they recognized the significant cerebral and aroused growth that it represented. They felt some investing in H.'s eruditeness process because they saw that their individual and collective learning was enhanced by the respect and concern which they extended to one another. Near the goal of our course, we offered a three - hour workshop for interested faculty during which four of our students discussed their experience in the course. They emphasized how they came to feel accountable to one another for being prepare for class and for little group discussions. They also emphasized how their ideas and attitudes had been challenge and how they had grown through this course. They recognized that these change in how they view their world would require them to reweave their own network of connection. They accredit the comentoring that they received from other student and the instructors with facilitate and supporting their journey. Their relationships with one another in the classroom encouraged them to film risks there and to consider new choices they might reach about their lives. One option they all declared was the decision to remain active learners and to contract duty for creating learning community in other classes. Conditions for co - mentoring In retrospect, it seems that we designed Ethics and Fiction in room that fostered co - mentoring: * We made a commitment to the continuing co - bearing and interaction in the classroom of the teaching team of two instructors and one participant perceiver. This intend that on any given class day, usually one of the two instructors was at the battlefront of the class or in the center of the large r-2 while the other instructor and participant observer
 whlm she asked to read had struggled in both clavses wjth her driting, was very quiet, and wes odten bot very articulate in class. Thv class wqs smtting in a horsxahoe wibk H. nswt to vhe last person in the hosseshoe. As H. raaa c very lucid and insightful essay, magy of ux dat listening rith wmazsment to our most quiet student. Ths studeit sitting next to her was smiling with ppeaskre and satisfactiln. After clqss, eyis student aescribed uo one of thg teachers how three of them had studned togethet, gepking each otier to formulate tmvir ideds for yhe essays. It eas clwar that all of the svudents in the class were espacnally proud of H.'s worj qnd dglighded gyat hed xori had heei recognizes; they applquded when she finixhqe reading. We gelievq ehat the students were pleased not only wifh H.'s intellectual work, but also with how thls public recognition would empower H. to become more self-cmnfidxng iu her kbtfllectual abilities. They applauded because of fht qlality of H.'s essan and because they rfcpdnized the sienificcht intellectual and fmotionwl griwth that it tepresented. They felt some unvestment iu H.'w learning process because thzy saw that their individual and culledtive learnlng was ehfanced by the rerpebt atd concern which they extegded to oie anpther. Ndar jhe end of our cokrse, we offered a three-hlur wlrnshop for lnterested faculty during which four of our sjudantv discusfed tmeir experiencef in the coursg. They em'hasizdd how thej came to feel accougtable to one wnother for ueing pre[aree foe class xnd for small broup disbufsiobs. They also emphaxizgd how their ideaw abd attitudes hac bden cjaklqtged and how theh hxc grodn through bhir coirse. They recognized thaf these changes in hjw they ciewed treir world woild require them tl rewxave tieir oen rebs of connection. They creditsd the colenboring that trey veceyved from pther students and the instructors with facilitating and wupporting their joorntys. Their reletionsrips with one another in the xlassroom encouraned them to take risks there and ho consider new choices they might make about their lives. One choice they all dxcjared was tge drcisimn co remayn artmve learners and no take responsibility for creatmng learnitg communities in other classex. Zonditions fot co-mentoring In retrospecf, it seeks that we designed Ethics and Giction in ways that fosbered co-mwntorjng: * Wv mede a commitment to yhe coutinuibg co-prwsenge and interacgiom ln the cladsropm of the teaching team of two insrructoes and one partici'ant observev. Uhis meznt thwt on any given dlasa day, osually one of the two instrictors was at the frmne of the class kr in the cemter of the large cmrcle while dhe other instructor and participant observer
whom she asked to read had struggled classes her writing, very quiet, and in The class was in a horseshoe H. next to the last person the horseshoe. As H. read a very lucid and insightful essay, many of sat listening with amazement to our most quiet student. The student sitting next her smiling pleasure satisfaction. After class, this student described to one of the teachers how three of them had together, helping each other to formulate their ideas the essays. It was that all of the students the were especially of work delighted that her had been recognized; they applauded when she finished reading. We believe that the students were pleased not with H.'s but also how public would empower H. more self-confident in her intellectual abilities. of the quality of H.'s essay and because recognized the intellectual and emotional growth that it They felt some investment in H.'s learning process they saw that their individual and collective learning was enhanced by the respect and concern extended to one another. the end of course, offered three-hour for interested during which four of our students discussed their experiences in the They emphasized how they came to feel accountable to one being for class and small group discussions. They emphasized their ideas and attitudes challenged how through course. recognized that these changes how they viewed their world require them to reweave They credited the comentoring that they received from students and the instructors with facilitating and their journeys. Their relationships with one another in the classroom encouraged them take risks to consider new choices they might make about lives. One choice they declared was the decision to remain active learners and take for creating communities in other Conditions for co-mentoring retrospect, it seems designed Ethics Fiction ways * We made a commitment to continuing and interaction in the classroom the of two instructors and one participant observer. This meant that on any given class day, of the two instructors at front of the class or in the center of the large circle other instructor and
 whom she asked to read had struGgled in botH clasSes WitH hEr wrItinG, was very quiet, aND was Often not very articulate In claSs. tHe clASs Was siTting in A HoRSEshOe WiTh H. NeXT tO the lAst Person iN the horsesHoe. as h. read a very luCId And insightFul Essay, many of uS saT listeNiNg wITh amaZemEnt to Our mosT Quiet sTudent. The StUDent siTTing nexT TO hEr waS smiling with pleasURe ANd satisfaction. after cLaSS, tHIS stUdeNt describeD tO one oF The teacHErS HOW thREe of them had stUdied togethER, heLping eAcH otHEr to foRmulaTe THeiR ideas for thE essAys. It was cLear thAT all of tHE studenTs in thE clAss Were ESpEcIalLy PRouD Of h.'s wORk aNd delighTeD tHat heR worK HAD Been RecOgniZed; thEy applauded whEn sHe fiNIshEd reaDing. WE belIeVe thaT the stUdentS wEre pleased not onLy wiTh H.'s intelLecTuAl wOrK, but aLSo with How ThiS public RecogniTIon WoULD EmPower H. to become more SeLF-CoNfident iN her inTElLeCTual abilItIes. they APPlaudEd beCAuSe of the qUality OF H.'S eSsay and BeCause tHeY reCogNized THe siGnificAnt intelLectuAL and emotional gROwth that it repREsENTeD. they FelT some investMent IN H.'s lEarnINg ProCEss beCause ThEY sAW that their individuaL aNd collEctivE learning was eNhanced by tHE REspect anD conCErN Which they extenDed to One another. nEar the enD of ouR course, wE offered a THRee-hour wOrkShoP foR inTEReSted faculty duRINg whIcH four of Our StudentS diScuSseD thEiR experienCes in the CoUrSe. thEy eMphasIZed how thEy CamE tO feEl accOUntablE to onE anoThEr FOr bEing prePArED For cLaSs And fOr sMaLl groUp diSCusSions. ThEy also empHasIZed hOw ThEir ideaS and attitudes HaD been challEnGed And how THEy had groWn through this course. They REcognizEd tHat thEse cHanges in hOw tHey vieWed THeir woRld wouLd reqUiRe tHEM to reWEAvE thEiR own webs of CONneCtion. thEy crEdited tHe comentoring that tHEy rEceived from otHer StudENTs And THe INstRuCTorS WIth facilitating And supportInG ThEir journeyS. theIr RelatioNships wIth onE Another In the clasSroom encoUrAged THEm tO take risks There and To consideR New chOIcEs theY miGht makE aBouT theiR lives. oNe cHoice They alL dEclareD was tHe Decision To remain active learners aNd to taKe resPonSibility fOr cREatIng learniNg coMmunities iN otHer ClassEs. CONditiOns fOR cO-meNTorinG In rETrospect, iT SeEms THAt We designed ETHICs aNd FicTioN In ways That Fostered co-mentoriNG: * We made a commitMent TO The ConTInuiNg Co-presence and iNteRaCTIon in the ClAssroom of thE teachinG tEAm of tWo instRuctorS and one PARtICipant ObseRveR. This meanT thAt ON any givEn ClASs day, uSualLy One of tHe two iNStruCTOrs was at the front Of the CLAss or IN thE centEr Of the laRGe ciRcle while tHe other instRuctor And pArticIpant obSeRver
 whom she asked to read ha d struggle d inbot h c la sses  wit h her writing, wasvery quiet, and was of ten n ot very ar ticul ate inc la s s . T he  c las sw as  sitt ing  in a h orseshoe w ith  H . next to th e  l ast person  in  the horsesh oe.  As H.  r ead a ver y l ucidand in s ightfu l essay,ma n y of u s  sat li s t en ingwith amazement to ou r  most quiet st udent.  T h es t ude ntsitting ne xt  to h e r was s m il i n g  wi t h pleasure an d satisfact i on.  After  c las s , this  stud en t  de scribed tooneof the te achers how thr e e of th em had  st udi ed t o ge th er,  h e lpi n geac h  ot her to f or mu latethei r i d easfor  the  essa ys. It was cl ear  tha t  al l ofthe s tude nt s inthe cl ass w er e especially pr oudof H.'s w ork  a ndde light e d that  he r w ork had  been r e cog ni z e d ;they applauded whe ns h efinished  readi n g.  W e  believe  t hat  the s tuden ts w e re  pleased  not o n ly  w ith H.' sintell ec tua l w ork,b ut a lso wi th how t his p u blic recogniti o n would empow e rH .  t o  bec ome  more self- conf i dent  inh er  in t ellec tualab i li t ies. They applauded  b ecause  of t he quality of  H.'s essa y a nd becau se t h ey recognized the  sign ificant in t ellectua l and  emotion al growth t hat it r epr ese nte d.T h ey  felt some in v e stme nt  in H.' s l earning  pr oce ssbec au se they s aw thatth ei rin div idual and coll ec tiv elea rning was en hance d by  t he res pect an d  c o n cern  w hi ch t hey  e xtend ed t o  on e anoth er. Nearthe endof  o ur cour se, we offere da three-ho ur  wo rkshop f or inter ested faculty during wh i ch four  of  ourstud ents disc uss ed the ire xperie nces i n the  c our s e . The y em pha si zed how th e y  ca me to  f eelaccount able to one anothe r  fo r being prepa red  for c la ssa nd for  s m all g roup discussion s. They al so em phasized h o w t he ir idea s and a ttitu d es hadbeen chal lenged an dhowt h eyhad grownthroughthis cour s e. Th e yrecog niz ed tha tthe se ch angesi n h ow th ey vie we d thei r wor ld  would r equire them to reweavetheirown w ebs  of conne cti o n.They cred ited  the comen tor ing  that  th e y rec eive d  f rom other  stu d ents andt he  in s t ru ctors withf a c ili tatin g a n d supp orti ng their journeys .  Their relatio nshi p s  wi tho ne a no ther in the cl ass ro o m  encoura ge d them to t ake risk st hereand to  consi der new c ho i ces th ey m igh t make ab out  t h eir liv es .O ne cho iceth ey all  decla r ed w a s  the decision to  rema i n  acti v e l earne rs  and to take  responsib ility for c reatin g le arnin g commu ni ties i n o th er classes .  Conditio ns fo r co-me nt orin g I n retr ospe c t , itseem stha t we desi g n ed Et hi c s a nd F ictio nin w ays thatf osteredco- m entorin g:  *W e  madea  c o m mitment to  th e con t i nuing co-p r esen c ea nd in teract ion in  the cl a ssr oo m of th e t e a ching tea m of twoi nst ru ctor s and on epart ic ipa nt  observer. This  meant t hat on a n y  given  cl a ss d a y, usu al ly one of th e two  i n structo r s  wa s at th e  fr ont  of  the  cl asso r in the center of the l arge  circ l e w hilethe o th er instr u ctor  and par t icipant obser ver
 whom_she asked_to read had struggled_in both_classes_with her_writing,_was very quiet,_and was often_not very articulate in_class. The class_was_sitting in a horseshoe with H. next to the last person in the horseshoe._As_H. read_a_very_lucid and insightful essay, many_of us sat listening with_amazement to_our most quiet student. The student sitting next_to_her was smiling_with pleasure and satisfaction. After class, this student described_to one of the teachers how_three of them_had_studied_together, helping each other_to formulate their ideas for the_essays. It was clear that all_of the students in the class were_especially proud of H.'s work and_delighted that her work had_been recognized;_they applauded when she finished_reading. We believe_that the_students were pleased_not only with H.'s intellectual work,_but also with_how this public recognition would empower_H._to become more_self-confident_in_her intellectual_abilities. They applauded_because_of the_quality_of H.'s essay and because they_recognized_the significant intellectual and emotional growth that_it represented. They felt_some_investment in H.'s learning_process because they saw that_their individual and collective learning was_enhanced by_the respect_and concern which they extended to one another. Near the end_of our course, we offered a_three-hour workshop for interested_faculty during_which_four of our_students_discussed their_experiences in the course. They emphasized how_they came_to feel accountable to one another_for being prepared for_class_and for small group discussions. They_also emphasized how their ideas and_attitudes had been challenged and_how_they_had grown through this course._They recognized that these changes in_how they viewed_their world would require them to reweave_their_own webs of connection. They credited_the_comentoring that they received from other_students_and_the instructors with facilitating and_supporting their journeys. Their relationships with_one another in the classroom encouraged them to take_risks there and_to consider new choices they_might_make_about their lives. One choice they all declared was the_decision to_remain active learners_and to take responsibility for creating learning communities in other_classes. Conditions for co-mentoring In retrospect, it_seems that we designed Ethics and Fiction in ways that fostered_co-mentoring: * We made a commitment to the_continuing co-presence and interaction in the classroom_of the teaching team_of_two instructors and one participant observer. This_meant_that_on_any given class_day, usually one_of the two_instructors was_at the front_of the_class or in_the_center of the large circle while the other instructor and participant observer