In agriculture, cultivation is the act of caring for and raising plants. This idea can be applied to the mentorship process. Self-concepts, ideologies and talents begin to sprout within the student and the mentor is now tasked with developing and cultivating these young buds of thought. Although there is a level of instruction, the mentor’s involvement extends beyond just teaching where a level of care is required to ensure the student develops into their fullest sense of self (Pleiss and Feldhusen, 1995).
Recently, the role of a mentor has become almost synonymous with that of a teacher or instructor. However, there is a tangible difference where a mentor’s influence extends beyond the reach of a teacher or instructor (Pleiss and Feldhusen, 1995). Although capable of stepping into a teaching role, a mentor possesses this capacity to be aware of and sensitive to a student’s self-concept and has the ability to cultivate them that develops the mentee not only as a learner, but also as a human within society (Pleiss and Feldhusen, 1995).
As thoughts and outlooks sprout within the student, the mentor steps away from this active role of planting and sharing ideas. The student is developing a sense of self and the mentor transitions into a supporting role where they act as a conduit or facilitator for knowledge. The mentee is given the space to share, theorize and conceptualize the ideas they wish to explore. The mentor provides a frame with a blank canvas, but it is through the student’s exploration and empowerment that the canvas is given life and colour.
By introducing the mentee with the necessary executive functioning skills to succeed, the student is able to begin to discover their sense of purpose and self (Shevitz, Weinfeld, Jeweler and Barnes-Robinson, 2003). It is through this exploration and passion-finding that these ideas that once were sprouts begin to take root into their being.
