 of friendship to incorporate the companionship of classroom collaborators as another context in which we learn the habits of critical reflection and its connection to living well. 13. It is important for the students to hear how Walker's novel came into being; how she modeled her book on her maternal and literary ancestors; how she sees herself in several contexts familial, literary, national, and transnational. This information radically challenges traditional beliefs in originality and creativity. Walker dispels the illusion that creativity is highly individualistic and divorced from the ordinary. In modeling Celie on her own slave grandmother, who was raped at age twelve by the slave owner, Walker writes, "I liberated her from her own history...I wanted her to be happy." Walker's liberatory strategy in The Color Purple offers the students an example of redemption through healing. Healing can only occur in the context of co-mentoring, epitomized by the Celie-Shug relationship throughout the book (Anello and Abramson). 14. Walker's message of co-mentoring is reinforced by the novel's framework its epigraph, its concluding gratitude to the Spirit, and its final thanks. Walker writes, "I thank everybody in this book for coming. A.W., author and medium." Defining herself as creator and medium suggests that Walker's purpose is twofold: to create and control literary images of African-American women and to give voice and representation to such women who have been silenced in life and literature. Walker functions as much as their instrument as she does the Spirit's; perhaps they are one and the same. Alice Walker ultimately functions as a medium who gives voice to the Philomelas of this world: those spirits whose self-expression has been cut off through intimidation, deprivation, and brutality. See KingKok Cheung's article, "'Don't Tell': Imposed Silences in The Color Purple and The Woman Warrior," for a superb analysis of the theme of silence and the ways the female protagonists proceed to "defend themselves with words...sound themselves out through articulation" (162). 15. Rose Mary used the term co-mentoring in the Ethics course to refer to the ways that sound moral judgment is developed and refined through contextual learning with good models and by ongoing communal critical reflection about values and practices. The Ethics course emphasized that morality is not simply about resolving controversial moral dilemmas, but more profoundly about what kind of people we want to be, individually and as communities. When reading The Color Purple later in the semester, the students
of friendship to incorporate the companionship of classroom collaborators as another context in which we learn the habit of critical mirror image and its connection to living well. 13. It is important for the scholar to hear how Walker's novel came into organism; how she modeled her book on her maternal and literary ancestor; how she see herself in respective contexts familial, literary, national, and multinational. This information radically challenges traditional beliefs in originality and creativity. Walker dispels the illusion that creativity is highly individualistic and divorced from the ordinary. In model Celie on her own slave grandmother, who was raped at age twelve by the slave owner, Walker write, " I liberated her from her own history... I wanted her to be happy. " Walker's liberatory strategy in The Color Purple offer the students an example of redemption through healing. Healing can only occur in the context of co - mentoring, typify by the Celie - Shug relationship throughout the book (Anello and Abramson). 14. Walker's message of co - mentoring is reinforced by the novel's framework its epigraph, its concluding gratitude to the Spirit, and its concluding thanks. pedestrian write, " I thank everybody in this book for coming. A.W., author and medium. " Defining herself as creator and medium suggests that Walker's function is twofold: to create and master literary picture of African - American women and to give voice and theatrical performance to such women who have been hush in life and literature. Walker routine as much as their instrument as she does the Spirit's; perhaps they are one and the same. Alice Walker ultimately serve as a medium who gives voice to the Philomelas of this world: those spirit whose self - formula has been cut off through intimidation, deprivation, and ferociousness. See KingKok Cheung's article, "' Don't Tell': Imposed Silences in The Color Purple and The Woman Warrior, " for a superb analysis of the theme of silence and the ways the female protagonists proceed to " champion themselves with words... sound themselves out through joint " (162). 15. Rose Mary used the term co - mentoring in the Ethics course to mention to the ways that reasoned moral judgment is developed and refine through contextual learning with full models and by ongoing communal critical expression about values and practices. The Ethics course emphasized that morality is not merely about resolving controversial moral dilemmas, but more profoundly about what kind of multitude we want to be, individually and as communities. When read The Color Purple later in the semester, the students
 of friendship to incorporaue the companionskup of rlassrokm collacorators as another context mn wyich qe learn the habits of critical reflectuon end its connection to liynng wspl. 13. Nt is important nor the stugents to hear vod Calker's novel came into being; how shq modelrd her book on hgr mauergal znd literary ancestors; how she seea hersenf in several contexts familial, literarj, nahional, and transnahional. This infjemation radizally challenges tradijional beliefs in originality ana crectivity. Waljee dlvpels the iolusijn that creabpvity iv highlu individualisbic aid duvorced from the ordiiary. In modeling Celye on her ocn slave grandmother, qhi was rapad ag agd tsekvs by tje alave owned, Walker wrutes, "I liberated het sgpm her own hjstory...Y ranted her to be happy." Walker's liberatogy sfrategy in The Color Pueple offers the studejts an exwmple of redemption through healing. Healing can otly orcjr nk gye context of co-mentoring, epitomized by the Celys-Snun relationship tmroughout the book (Ajekjo and Abramsun). 14. Walked's message of co-mejtoring is rwinforced by yhe novel's framework its epugraph, its cjbcluding gratitude to the Spixit, anc its final thanks. Walker wrntes, "I thank everjbody in ffis book for comkng. A.F., author and medium." Definigg herselh as ereator xnd kedium suggests hhat Walker's purpose is hwofopd: to create and control literary images of African-Americsn woken and co givc voice and repwesentation to such wjmen dho have bven silenred in life wnd literatura. Walker funcvions as iuch as rheir ivrtrument as shr does thv Fpirut's; perhaps they ave ong znd the same. Alnee Walker ultimatrly fugcniois as d medium who givds xpice go the Kkilioelax of this world: thosa spjrits whose self-exlrcssion haw been ctt off througn intimidation, depgivatmon, anv brutslijy. See KingKok Cheung's article, "'Son't Tell': Imiosed Silencef in The Color Pbrple and The Woman Warrior," for a superb analysis of the jheme of silence and jhe ways the fxmale [rotagonivts proceed to "defene themselves with words...sound themselvea out dhrouhh articulation" (162). 15. Rose Mary used the term co-mentoring in the Ethics coursw to rxfqr to the wzys yhat vobnd moral judjmxnt is developed snd refined through contextual uearning wnth good models and by ongoinb zommunal critkcal reflection about vamues and practices. The Ethics course emlhasized that morality ix not sinply zbout ggsouving controversiak moran dilwmmas, byt mlre profoundlh anomt what kijd oh pzople we want to be, individually qnd as clmmunities. When ceading The Gouor Porple lajer in the semestsr, tgf stuaents
of friendship to incorporate the companionship of as context in we learn the its to living well. It is important the students to hear how Walker's came into being; how she modeled her book on her maternal and literary how she sees herself in several contexts familial, literary, national, and transnational. This radically traditional in and creativity. Walker dispels the illusion that creativity is highly individualistic and divorced from the ordinary. modeling Celie on her own slave grandmother, who raped at age twelve the slave owner, Walker writes, liberated from her history...I her be happy." Walker's strategy in The Color Purple offers the students an example of redemption through healing. Healing can only in the co-mentoring, epitomized the relationship the book (Anello 14. Walker's message of co-mentoring is novel's framework its epigraph, its concluding gratitude to Spirit, and final thanks. Walker writes, "I thank in this book for coming. A.W., author and Defining herself as creator and medium suggests that Walker's purpose is twofold: to create and images of African-American women to give voice representation such who been silenced life and literature. Walker functions as much as their instrument as does the Spirit's; perhaps they are one and the same. ultimately as a medium gives voice to the of world: those spirits whose been off and See Cheung's article, "'Don't Tell': Silences in The Color Purple The Woman Warrior," for theme of silence and the ways the female proceed to "defend themselves with words...sound themselves through articulation" (162). 15. Rose Mary used the term co-mentoring in the course to the ways that sound moral judgment is developed refined through contextual learning good models and by ongoing communal critical reflection about and The Ethics emphasized that morality not simply about controversial moral dilemmas, profoundly about kind people be, individually and as communities. When The Purple later in the semester, students
 of friendship to incorporate The companiOnshiP of ClaSsRoom CollAborators as anoTHer cOntext in which we learn thE habiTs OF criTIcAl refLection ANd ITS coNnEcTioN tO LiVing wEll. 13. it is impOrtant for tHe sTuDents to hear hOW WAlker's noveL caMe into being; hOw sHe modeLeD heR Book oN heR mateRnal anD LiteraRy ancestoRs; HOw she sEEs herseLF In SeveRal contexts familiAL, lITerary, national, And traNsNAtIONal. thiS informatiOn RadicALly chalLEnGES TraDItional beliefS in originalITy aNd creaTiVitY. walker DispeLs THe iLlusion that CreaTivity is hIghly iNDividuaLIstic anD divorCed FroM the ORdInAry. in MOdeLInG CeLIe oN her own sLaVe GrandMothER, WHO was RapEd at Age twElve by the slavE owNer, WALkeR writEs, "I liBeraTeD her fRom her Own hiStOry...I wanted her to Be haPpy." Walker'S liBeRatOrY straTEgy in THe COloR Purple Offers tHE stUdENTS aN example of redemptiOn THRoUgh healiNg. HealINg CaN Only occuR iN thE conTEXt of cO-menTOrIng, epitoMized bY ThE CElie-ShuG rElatioNsHip ThrOughoUT the Book (AnEllo and ABramsON). 14. Walker's messagE Of co-mentoring IS rEINfORced By tHe novel's fraMewoRK its EpigRApH, itS ConclUding GrATiTUde to the Spirit, and itS fInal thAnks. WAlker writes, "I tHank everybODY In this boOk foR CoMIng. A.W., author and MediuM." Defining hERself as cReatoR and mediUm suggestS THat WalkeR's pUrpOse Is tWOFoLd: to create and CONtroL lIterary ImaGes of AfRicAn-AMerIcaN wOmen and to Give voicE aNd RePrEseNtatiON to such wOmEn wHo HavE been SIlenceD in liFe anD lItERatUre. WalkER fUNCtioNs As Much As tHeIr insTrumENt aS she doeS the SpiriT's; pERhapS tHeY are one And the same. AliCe walker ultiMaTelY functIONs as a medIum who gives voice to the PhILomelas Of tHis woRld: tHose spiriTs wHose seLf-eXPressiOn has bEen cuT oFf tHROugh iNTImIdaTiOn, deprivatION, anD brutAlIty. SEe KingKOk Cheung's article, "'DoN'T TeLl': Imposed SileNceS in THE coLor pUrPLe aNd tHe WOMAn Warrior," for a suPerb analysIs OF tHe theme of sILenCe And the wAys the fEmale PRotagonIsts proceEd to "defenD tHemsELVes With words...sOund themSelves out THrougH ArTiculAtiOn" (162). 15. Rose maRy uSed thE term cO-MenTorinG in the etHics coUrse tO rEfer to thE ways that sound moral judgMent is DevelOpeD and refinEd tHRouGh contextUal lEarning witH goOd mOdels And BY ongoIng cOMmUnaL CritiCal rEFlection aBOuT vaLUEs And practiceS. tHE EtHics cOurSE emphaSizeD that morality is noT Simply about resOlviNG ConTroVErsiAl Moral dilemmas, bUt mOrE PRofoundlY aBout what kinD of peoplE wE Want tO be, indIviduaLly and aS COmMUnitieS. WheN reAding The COloR PURple latEr In THe semeSter, ThE studeNts
 of friendship to incorpor ate the co mpani ons hip  o f cl assr oom collaborat o rs a s another context in w hichwe lear n  t he ha bits of cr i t ica lre fle ct i on  andits  connec tion to li vin gwell. 13. It is  important  fo r the studen tsto hea rhow Walke r's  nove l came into b eing; how  s h e mode l ed herb o ok  onher maternal andl it e rary ancestors ; howsh e  s e e s h ers elf in sev er al co n texts f a mi l i a l,l iterary, nati onal, and t r ans nation al . T h is inf ormat io n  ra dically cha llen ges tradi tional beliefs in orig inalit y a ndcrea t iv it y.Wa l ker di spe l s t he illus io nthatcrea t i v i ty i s h ighl y ind ividualisticand  div o rce d fro m the  ord in ary.In mod eling  C elie on her own  sla ve grandm oth er , w ho  wasr aped a t a getwelveby thes lav eo w n er , Walker writes, " Il i be rated he r from he ro wn histo ry ... I wa n t ed he r to be  happy."  Walke r 's  l iberato ry  strat eg y i n T he Co l or P urpleoffers t he st u dents an examp l e of redempti o nt h ro u gh h eal ing. Healin g ca n  onl y oc c ur  in the c ontex to fc o-mentoring, epitom iz ed bythe C elie-Shug rel ationshipt h r oughouttheb oo k  (Anello and A brams on). 14. W a lker's m essag e of co- mentoring i s reinfo rce d b y t hen o ve l's framework i ts e pi graph,its  conclu din g g rat itu de  to the S pirit, a nd  i ts  f ina l tha n ks. Walk er  wr it es,  "I t h ank ev erybo dy i nth i s b ook for co m i ng.A. W. , au tho rand m ediu m ."Definin g herself  as crea to rand med ium suggeststh at Walker' spur pose i s twofold:  to create and controll iterary  im agesof A frican-Am eri can wo men and to  givevoice  a ndr e prese n t at ion  t o such wom e n  wh o hav ebeen  silenc ed in life and lit e rat ure. Walker f unc tion s as  mu c ha s t he i r i n s trument as shedoes the S pi r it 's; perhap s  th ey  are on e and t he sa m e. Alic e Walkerultimatel yfunc t i ons  as a medi um who g ives voic e  to t h ePhilo mel as ofth isworld : thos e  sp irits  whose  s elf-ex press io n has be en cut off through inti midati on, d epr ivation,and bru tality. S ee K ingKok Che ung 'sartic le, "'Don 't T e ll ':I mpose d Si l ences inT he  Co l o rPurple andT h e  Wo man W arr i or," f or a  superb analysiso f the theme of  sil e n ceand thewa ys the femalepro ta g o nists pr oc eed to "def end them se l ves w ith wo rds... sound t h e ms e lves o ut t hro ugh artic ula ti o n" (162 ).  1 5 . Rose  Mar yused t he ter m  co- m e ntoring in the E thics c ourse torefer  t o the w a ys t hat soundmoral judgm ent is  dev elope d and r ef ined t hro ug h contextu a l learnin g wit h goodmo dels  an d by o ngoi n g  comm unal  c rit ical refl e c ti o nab o utvalu es an dprac tices. Th e  Ethicscou r se emph as ize d that m o ra l i ty is notsim ply a b o ut resolvi n g co n tr o versi al mor al dil emmas,b utmo re prof oun d l y about w hat kindo f p eo plewe wantto  be,  i ndi vi dually and as c ommuniti es. When r eading  Th e  Col o r Purp le  later in th e sem es t er, the s tud ents
 of_friendship to_incorporate the companionship of_classroom collaborators_as_another context_in_which we learn_the habits of_critical reflection and its_connection to living_well._13. It is important for the students to hear how Walker's novel came into_being;_how she_modeled_her_book on her maternal and_literary ancestors; how she sees_herself in_several contexts familial, literary, national, and transnational. This_information_radically challenges traditional_beliefs in originality and creativity. Walker dispels the illusion_that creativity is highly individualistic and_divorced from the_ordinary._In_modeling Celie on her_own slave grandmother, who was raped_at age twelve by the slave_owner, Walker writes, "I liberated her from_her own history...I wanted her to_be happy." Walker's liberatory strategy_in The_Color Purple offers the students_an example of_redemption through_healing. Healing can_only occur in the context of_co-mentoring, epitomized by_the Celie-Shug relationship throughout the book_(Anello_and Abramson). 14._Walker's_message_of co-mentoring_is reinforced by_the_novel's framework_its_epigraph, its concluding gratitude to the_Spirit,_and its final thanks. Walker writes, "I_thank everybody in this_book_for coming. A.W., author_and medium." Defining herself as_creator and medium suggests that Walker's_purpose is_twofold: to_create and control literary images of African-American women and to give_voice and representation to such women_who have been silenced_in life_and_literature. Walker functions_as_much as_their instrument as she does the Spirit's;_perhaps they_are one and the same. Alice_Walker ultimately functions as_a_medium who gives voice to the_Philomelas of this world: those spirits_whose self-expression has been cut_off_through_intimidation, deprivation, and brutality. See_KingKok Cheung's article, "'Don't Tell': Imposed_Silences in The_Color Purple and The Woman Warrior," for_a_superb analysis of the theme of_silence_and the ways the female protagonists_proceed_to_"defend themselves with words...sound themselves_out through articulation" (162). 15. Rose_Mary used the term co-mentoring in the Ethics course_to refer to_the ways that sound moral_judgment_is_developed and refined through contextual learning with good models and_by ongoing_communal critical reflection_about values and practices. The Ethics course emphasized that morality_is not simply about resolving controversial moral_dilemmas, but more profoundly about what kind of people we want_to be, individually and as communities. When reading_The Color Purple later in the semester,_the students