Lee Herman is Mentor/Co-ordinator at the Empire State College, New York and is co-founder of the ESC Mentoring Institute.Alan Mandell is Director of the Mentoring Institute at the Empire State College, New York.

'This wise book is written in a lively and perceptive fashion, using brief learning narratives with insightful observations. It is a joy to read and accessible to all adult educators. It should become an essential basic text on facilitating adult learning. ' - Jack Mezirow, Emeritus Professor of Adult & Continuing Education Teachers College, Columbia University, USA'This book would be an interesting read for any adult educator wanting to stand back and reflect on their relationships with students, or for a novice looking for ideas about negotiating learning with adults. Some of the case studies would also provide useful teaching materials, especially as prompts to reflection, for use in courses for adult educators. - Helen Colley, University of Leeds

• 1. What is Mentoring 2. The Principles of Mentoring and the Philosophy of Dialogue 3. Asking Questions 4. Waiting as Learning 5. Curriculum as Collaborative Planning and Learning 6. The Personal and the Academic: Dialogue as Cognitive Love 7. The Mentor as Learner: Habits of Work 8. Authenticity and Artifice: Mentoring in Virtual Reality 9. Access to and within the Academy Epilogue: From Teaching to Mentoring

Lee Herman is Mentor/Co-ordinator at the Empire State College, New York and is co-founder of the ESC Mentoring Institute.Alan Mandell is Director of the Mentoring Institute at the Empire State College, New York.

'This wise book is written in a lively and perceptive fashion, using brief learning narratives with insightful observations. It is a joy to read and accessible to all adult educators. It should become an essential basic text on facilitating adult learning. ' - Jack Mezirow, Emeritus Professor of Adult & Continuing Education Teachers College, Columbia University, USA'This book would be an interesting read for any adult educator wanting to stand back and reflect on their relationships with students, or for a novice looking for ideas about negotiating learning with adults. Some of the case studies would also provide useful teaching materials, especially as prompts to reflection, for use in courses for adult educators. - Helen Colley, University of Leeds

• 1. What is Mentoring 2. The Principles of Mentoring and the Philosophy of Dialogue 3. Asking Questions 4. Waiting as Learning 5. Curriculum as Collaborative Planning and Learning 6. The Personal and the Academic: Dialogue as Cognitive Love 7. The Mentor as Learner: Habits of Work 8. Authenticity and Artifice: Mentoring in Virtual Reality 9. Access to and within the Academy Epilogue: From Teaching to Mentoring

Lee Herman is Mentor/Co-ordinator at the Empire State College, New York and is co-founder of the ESC Mentoring Institute.Alan Mandell is Director of the Mentoring Institute at the Empire State College, New York.

'This wise book is written in a lively and perceptive fashion, using brief learning narratives with insightful observations. It is a joy to read and accessible to all adult educators. It should become an essential basic text on facilitating adult learning. ' - Jack Mezirow, Emeritus Professor of Adult & Continuing Education Teachers College, Columbia University, USA'This book would be an interesting read for any adult educator wanting to stand back and reflect on their relationships with students, or for a novice looking for ideas about negotiating learning with adults. Some of the case studies would also provide useful teaching materials, especially as prompts to reflection, for use in courses for adult educators. - Helen Colley, University of Leeds

• 1. What is Mentoring 2. The Principles of Mentoring and the Philosophy of Dialogue 3. Asking Questions 4. Waiting as Learning 5. Curriculum as Collaborative Planning and Learning 6. The Personal and the Academic: Dialogue as Cognitive Love 7. The Mentor as Learner: Habits of Work 8. Authenticity and Artifice: Mentoring in Virtual Reality 9. Access to and within the Academy Epilogue: From Teaching to Mentoring