AS WE ANTICIPATE LIFE in the 21st century, it becomes clear that we will need to invent new approaches to teaching that require a reexamination of what we know about mentoring. Much of what we as educators know about mentorship has been derived from timeworn models: guild systems, apprenticeships, and other systems of socialization. Yet the growing importance of mentorship in various areas of educational enterprise calls for new thinking about these educational structures and relationships. We need new ways to conceptualize healthy and viable approaches to mentoring practices in our professional arenas. This collection of articles explores a variety of such approaches.
