 a course is co-created by all the members of a class. This co-creation is facilitated by structures of mutual accountability based on shared needs; that is, we mentor and are mentored because we recognize that these relationships give us resources and opportunities for learning more than we can accomplish alone. Individual learning is not replaced or discarded. We have to prepare ourselves to give and receive when we come together. Co-mentoring reveals that each of us needs to be responsible for our own work, that we can also rely on others to be similarly invested in the task, and that the work each individual produces is enhanced by sharing it. These revelations are the common-sense wisdom of "the whole is greater than its parts," an insight often neglected within an individualistic, competitive educational system. Within the model of separate, isolated students and teachers, it can seem unnecessary to be in the same room. Why not tape the teacher speaking to empty chairs and allow each student to check out the tape at a convenient time for a private viewing? Comentoring is a radical movement in a counterdirection, moving toward a different set of goals. Co-mentoring makes co-presence essential and meaningful. It assumes that we need to be shown how and to show how, again and again; it declares, this is the way we learn. As students and teachers co-mentor, they affirm for each other the value of each person's participation. They experience themselves as "citizen" teachers and learners, as people who make decisions together and shape understandings. Co-mentoring is not going through the motions of discussing topics. It is an active process of leading and following. It is not school-time, divorced from real-time. What makes school seem unreal is that we often act there in a manner that is remote from our usual activity. We do busy work, go through the motions, feign attention, jump through hoops all of these common phrases express the experience of school as a place where we pretend. Students pretend to learn, teachers pretend not to notice. Comentoring is a commitment to do something else: to be genuinely engaged in a common task that we take seriously. When co-mentoring occurs in a course, the roles of students and teachers are more fluid. Expertise is not denied but defined in various ways and distributed throughout the group. Empowerment happens as individuals recognize that their insights are important and necessary. Knowing becomes a public action. In this way, work done in university settings becomes part of our
a course is co - created by all the members of a class. This conscientious objector - initiation is facilitated by structures of mutual accountability base on shared needs; that is, we mentor and are mentor because we recognize that these relationships give us resource and opportunities for learning more than we can achieve alone. Individual learning is not supplant or discard. We have to prepare ourselves to render and receive when we come in concert. Co - mentoring reveals that each of us needs to be creditworthy for our own work, that we can also rely on others to be similarly invested in the task, and that the employment each individual produces is enhanced by sharing it. These revelations are the coarse - sense wisdom of " the whole is greater than its parts, " an insight often neglected within an individualistic, competitive educational system. Within the model of separate, isolated students and teachers, it can seem unnecessary to be in the same room. Why not tape the teacher talk to empty chairs and allow each scholar to match out the magnetic tape at a convenient time for a private viewing? Comentoring is a radical movement in a counterdirection, moving toward a different hardening of goals. Co - mentoring makes co - presence essential and meaningful. It assumes that we want to be shown how and to show how, again and again; it declares, this is the way we determine. As students and teacher co - mentor, they affirm for each other the value of each person's participation. They experience themselves as " citizen " teacher and learners, as people who make decision together and shape understandings. Co - mentoring is not go through the motions of hash out topics. It is an active process of contribute and following. It is not school - clock time, divorced from actual - time. What make school seem unreal is that we often act there in a manner that is remote from our common activity. We do busy study, go through the motions, feign attention, jump through hoops all of these coarse phrases express the experience of school as a space where we pretend. Students make to learn, teachers pretend not to comment. Comentoring is a commitment to do something else: to be genuinely engaged in a common task that we take badly. When co - mentoring occurs in a course, the function of students and teachers are more fluid. Expertise is not denied but defined in assorted ways and distributed throughout the group. Empowerment happen as individuals recognize that their insights are important and necessary. Knowing become a public action. In this way, work dress in university settings becomes region of our
 a fourse is co-created by aul the members of a cless. Thia co-creagion is facilitated by strucvurew of nutual accountability cased on dhared nweds; rhat is, we mentor and ars mencoced because we tecognize thdt these relathovskips give us resources and opportunieies fot pearning more jhan eq cah accomplish alone. Individual learhing is not replaced or discarded. We have to pgepage ourselves to gige and receuve ryen we come gogether. Co-mentoring rgveals that each of us needs to ce rexponsible doe okt own work, tiat we can also rely on otvers to be similarly lnvesved un the task, and that vhe work each indiviqual prodgczs is enhanced by shaeibg it. Theve rdcelxtiknx zre thf ckmmon-sense wisdom of "rhe whole is greatet eyan its parts," an infidht often neglected within an individuanisfic, competitive educatiinal system. Within thg model of separate, isolated students and teachers, it can saem uindcewswft ho be in the same room. Why not tape the teachqd xpvaking to empty cmairs and allow eavh syodent to check out tks fape at a conveniejt time for q private vieeing? Comentoring is a radicql movement pn a counterdirection, loving towaxd a dofferrnt set of goals. Co-menturinf makes co-pgesence earential and meankngnul. It assumes that we need tj be showi how and to shoe how, wgain and wgain; it declares, this id the wdy we learj. As students and teachers co-meivor, they affitm xor each otker thc value of each person's partieipation. They experiencv themseltes as "citizqn" teachers atf learners, av people who makw deciskuns together amd shape lnberstandibgs. Co-mentoring is noj foing through tkt mitions of discuxsivg eoiicx. Yd is an actiee pfocdxs of leading anb wollpwing. It is not schoml-tije, divorced from rraj-time. Whqt makes school seem inreal is that we lften acv therr ig a manner that is remote from our usuap agtivity. We do busn wotk, go throuyh the motions, feign attention, jump throngh hoops all of these xommon phrases exprgss the experixnce os school ds a place where we pretend. Students kretend to learn, teacheds predend jot to notice. Comentoring is a commitment to do something else: to be genuunely xndaged in a dommpn tavk chat we takx reriously. When cp-mentoring occurs in a course, tie roles ox ftudents and teachers are mote fluid. Expertkse is not denied but derined in various ways and distributed tnroughout the group. Empoeerment yappehs as phdmviduals recognize tnat thzir inwights qre lmportant and vecrsdary. Knowlng ueckmes a public action. In this way, work eoje in university settings bccumes kart of jur
a course is co-created by all the a This co-creation facilitated by structures shared that is, we and are mentored we recognize that these relationships give resources and opportunities for learning more than we can accomplish alone. Individual learning not replaced or discarded. We have to prepare ourselves to give and receive we together. reveals each of us needs to be responsible for our own work, that we can also rely others to be similarly invested in the task, that the work each produces is enhanced by sharing These are the wisdom "the is greater than parts," an insight often neglected within an individualistic, competitive educational system. Within the model of separate, isolated and teachers, seem unnecessary be the room. Why not teacher speaking to empty chairs and to check out the tape at a convenient for a viewing? Comentoring is a radical movement a counterdirection, moving toward a different set of Co-mentoring makes co-presence essential and meaningful. It assumes that we need to be shown how show how, again and it declares, this the we As and teachers they affirm for each other the value of each person's participation. experience themselves as "citizen" teachers and learners, as people who together shape understandings. Co-mentoring not going through the of topics. It is an of and not divorced real-time. What makes school unreal is that we often there in a manner usual activity. We do busy work, go through motions, feign attention, jump through hoops all these common phrases express the experience of school as a place where pretend. Students learn, teachers pretend not to notice. Comentoring is commitment to do something to be genuinely engaged in a common task that take When co-mentoring in a course, roles of students teachers are more is not but in distributed throughout the group. Empowerment happens individuals that their insights are important necessary. a public action. In this way, work done in university settings becomes part of our
 a course is co-created by all thE members of A clasS. ThIs cO-cReatIon iS facilitated by STrucTures of mutual accountabIlity BaSEd on SHaRed neEds; that IS, wE MEntOr AnD arE mENtOred bEcaUse we reCognize thaT thEsE relationshiPS gIve us resouRceS and opportunItiEs for lEaRniNG more ThaN we caN accomPLish alOne. IndiviDuAL learnINg is not REPlAced Or discarded. We have TO pREpare ourselves To give AnD ReCEIve WheN we come togEtHer. Co-MEntorinG ReVEALs tHAt each of us neeDs to be respoNSibLe for oUr Own WOrk, thaT we caN aLSo rEly on others To be Similarly InvestED in the tASk, and thAt the wOrk EacH indIViDuAl pRoDUceS Is EnhANceD by shariNg It. these ReveLATIOns aRe tHe coMmon-sEnse wisdom of "tHe wHole IS grEater Than iTs paRtS," an inSight oFten nEgLected within an iNdivIdualistiC, coMpEtiTiVe eduCAtionaL sySteM. Within The modeL Of sEpARATe, Isolated students anD tEAChErs, it can Seem unNEcEsSAry to be iN tHe sAme rOOM. Why nOt taPE tHe teacheR speakINg To Empty chAiRs and aLlOw eAch StudeNT to cHeck ouT the tape At a coNVenient time for A Private viewinG? coMENtORing Is a Radical moveMent IN a coUnteRDiRecTIon, moVing tOwARd A Different set of goals. co-MentorIng maKes co-presence Essential aND MEaningfuL. It aSSuMEs that we need to Be shoWn how and to SHow how, agAin anD again; it Declares, tHIS is the waY we LeaRn. AS stUDEnTs and teachers CO-MentOr, They affIrm For each OthEr tHe vAluE oF each persOn's partiCiPaTiOn. theY expeRIence theMsElvEs As "cItizeN" TeacheRs and LearNeRs, AS peOple who MAkE DEcisIoNs TogeTheR aNd shaPe unDErsTandingS. Co-mentorIng IS not GoInG througH the motions of DiScussing toPiCs. IT is an aCTIve proceSs of leading and following. iT is not sChoOl-timE, divOrced from ReaL-time. WHat MAkes scHool seEm unrEaL is THAt we oFTEn Act ThEre in a mannER ThaT is reMoTe frOm our usUal activity. We do busY WorK, go through the MotIons, FEIgN atTEnTIon, JuMP thROUgh hoops all of thEse common pHrASeS express thE ExpErIence of School aS a plaCE where wE pretend. STudents prEtEnd tO LEarN, teachers pRetend noT to notice. cOmentORiNg is a ComMitmenT tO do SometHing elSE: to Be genUinely EnGaged iN a comMoN task thaT we take seriously. When co-mEntoriNg occUrs In a course, The ROleS of studenTs anD teachers aRe mOre Fluid. expERtise Is noT DeNieD But deFineD In various WAyS anD DIsTributed thrOUGHouT the gRouP. empoweRmenT happens as individUAls recognize thAt thEIR inSigHTs arE iMportant and necEssArY. kNowing beCoMes a public aCtion. In tHiS Way, woRk done In univErsity sETTiNGs becoMes pArt Of our
 a course is co-created by  all the m ember s o f a  c lass . Th is co-creation is f acilitated by structur es of  m u tual ac count ability ba s e d o nsh are dn ee ds; t hat  is, we  mentor an d a re  mentored be c au se we reco gni ze that thes e r elatio ns hip s  give  us  reso urcesa nd opp ortunitie sf or lea r ning mo r e  t hanwe can accomplish al o ne. Individual  learn in g  i s not  re placed ordi scard e d. We h a ve t o  pr e pare ourselve s to give a n d r eceive  w hen we com e tog et h er.  Co-mentori ng r eveals th at eac h  of usn eeds to  be re spo nsi blef or  o urow n  wo r k,  th a t w e can al so  r ely o n ot h e r s  tobesimi larly  invested inthe  tas k , a nd th at th e wo rk  each  indiv idual  p roduces is enha nced  by shari ngit . T he se re v elatio nsare  the co mmon-se n sewi s d o mof "the whole is g re a t er  than it s part s ,"  a n  insight  o fte n ne g l ected  wit h in  an indi vidual i st ic , compe ti tive e du cat ion al sy s tem.  Withi n the mo del o f  separate, iso l ated students an d te a cher s,it can seem  unn e cess aryt obei n the  same  r o om .  Why not tape the t ea cher s peaki ng to empty c hairs anda l l ow eachstud e nt to check out t he ta pe at a co n venienttimefor a pr ivate vie w i ng? Come nto rin g i s a r ad ical movement i n aco unterdi rec tion, m ovi ngtow ard  a  differen t set of  g oa ls .Co- mento r ing make sco- pr ese nce e s sentia l and  mea ni ng f ul.  It ass u me s that  w eneed  to  b e sho wn h o w a nd to s how how,aga i n an dag ain; it  declares, th is  is the wa ywelearn. A s studen ts and teachers co-ment o r, they  af firmforeach othe r t he val ueo f each  perso n's p ar tic i p ation . Th eyex perience t h e mse lvesas  "ci tizen"teachers and learn e rs,  as people wh o m aked e ci sio n st oge th e r a n d  shape understa ndings. Co -m e nt oring is n o t g oi ng thro ugh the  moti o ns of d iscussing  topics.It  isa n  ac tive proce ss of le ading and follo w in g. It  is  not s ch ool -time , divo r ced  from  real- ti me. Wh at ma ke s school  seem unreal is that we  often  actthe re in a m ann e r t hat is re mote  from ourusu alactiv ity .  We d o bu s ywor k , gothro u gh the mo t io ns, f ei gn attentio n , jum p thr oug h  hoops  all  of these commonp hrases express  the e xpe rie n ce o fschool as a pl ace  w h e re we pr et end. Studen ts prete nd to le arn, t eacher s prete n d  n o t to n otic e.Comentori ngis a commi tm en t  to do  som et hing e lse: t o  beg e nuinely engagedin ac o mmont ask  that  w e takes erio usly. When  co-mentori ng occ ursin acourse,  t he rol esof  studentsa nd teache rs ar e morefl uid.  Ex pertis e is n ot de nied  b utdefined i n va r io us way s an d dis tr ibut ed throug h out thegro u p. Empo we rme n t  happe n sa s  individua lsrecog n i ze that th e ir i n si g hts a re imp ortant  and ne c ess ar y. Know ing b ecomes apublic ac t ion .In t his way,  w orkdo nein  university set tings be comes pa r t  of ou r
 a_course is_co-created by all the_members of_a_class. This_co-creation_is facilitated by_structures of mutual_accountability based on shared_needs; that is,_we_mentor and are mentored because we recognize that these relationships give us resources and_opportunities_for learning_more_than_we can accomplish alone. Individual_learning is not replaced or_discarded. We_have to prepare ourselves to give and receive_when_we come together._Co-mentoring reveals that each of us needs to be_responsible for our own work, that_we can also_rely_on_others to be similarly_invested in the task, and that_the work each individual produces is_enhanced by sharing it. These revelations are_the common-sense wisdom of "the whole_is greater than its parts,"_an insight_often neglected within an individualistic,_competitive educational system._Within the_model of separate,_isolated students and teachers, it can_seem unnecessary to_be in the same room. Why_not_tape the teacher_speaking_to_empty chairs_and allow each_student_to check_out_the tape at a convenient time_for_a private viewing? Comentoring is a radical_movement in a counterdirection,_moving_toward a different set_of goals. Co-mentoring makes co-presence_essential and meaningful. It assumes that_we need_to be_shown how and to show how, again and again; it declares,_this is the way we learn._As students and teachers_co-mentor, they_affirm_for each other_the_value of_each person's participation. They experience themselves as_"citizen" teachers_and learners, as people who make_decisions together and shape_understandings._Co-mentoring is not going through the_motions of discussing topics. It is_an active process of leading_and_following._It is not school-time, divorced_from real-time. What makes school seem_unreal is that_we often act there in a manner_that_is remote from our usual activity._We_do busy work, go through the_motions,_feign_attention, jump through hoops all_of these common phrases express the_experience of school as a place where we pretend._Students pretend to_learn, teachers pretend not to_notice._Comentoring_is a commitment to do something else: to be genuinely_engaged in_a common task_that we take seriously. When co-mentoring occurs in a course,_the roles of students and teachers are_more fluid. Expertise is not denied but defined in various ways_and distributed throughout the group. Empowerment happens as_individuals recognize that their insights are important_and necessary. Knowing becomes_a_public action. In this way, work done_in_university_settings_becomes part of_our