Education and training professionals recognize that while much can be learned by oneself by reading books, there are many aspects of the learning process that benefit greatly by interacting very closely with a mentor while learning skills, understanding the underlying principles in a discipline and learning how to “be” an effective practitioner of the discipline you are preparing to practice in the workplace. There is an old adage that says “I hear, I forget. I see, I remember. I do, I understand.” Working with a mentor involves that active “doing” or “thinking” part of the learning process and can add an active component to what might often only be a passive “hearing and seeing.”
Mentoring is a process during which the mentor will help the student to acquire biblical knowledge and develop ministry skills. During the mentor’s time with the student the mentor will also be communicating his/her character traits and convictions. This all happens in the context of a trust relationship in which the mentor is discipling the student in the ways of the Christian life in the context of the course material.
This mentor/student relationship is closely akin to the relationship between a master and an apprentice in the trades and crafts like electricians and plumbers or machinists and carpenters. These teacher/learner relationships are also often used in academic settings. This is also the pattern we see Jesus using in the Gospels when he chose the twelve disciples to spend time with him and learn from him.
There are two essential aspects that describe a mentor and the relationship a mentor has with a student. The two aspects can be summarized by answering the questions “What IS a mentor?” and “What does a mentor DO?”
First, “What is a mentor?” A mentor is an example to the student. A mentor in the LBDI is an example of the character and convictions that we admire in a mature Christian. The student is watching and listening to the mentor as he/she helps the student learn. You may have heard the adage that “Good character cannot be taught, but it can be learned.” That learning comes through watching how the mentor lives. Also, the working out of the mentor’s convictions is an important way that the student can understand and pick up those convictions. If the mentor has admirable character traits and convictions, the student will come to be a little more like the mentor.
The second question is “What does a mentor do?” A mentor helps a student acquire knowledge and skills. In this case a mentor doesn’t have to be more knowledgeable than the student. The course material will provide the basic knowledge the student is expected to acquire. The mentor will help the student by discussing the questions provided at the end of each course module. We expect the mentor to add some experience to that discussion and help the student to see the utility of what they are learning. Part of the mentor’s role will also be to help the student practice ministry skills by being an example or answering questions the student may have about applying or using the knowledge they are acquiring.
To sum up, a mentor will be a living example who can interact with the student in a trusting relationship to add reality to the learning process that is often missing when knowledge is acquired, and skill talked about in a book-learning environment. The mentor will make this learning process “real” for the student.