Mentorship relationship as a system of knowledge, reciprocal learning, acting and relationship-building After the introductory discussion on how to conceptualize mentoring, a process with many dimensions: teaching, counselling, guidance, animation, friendship and many other, the author deals with the mentoring relationship (edu-cation and communication) within mentoring pairs. In a mentoring relationship there are two actors, a mentor and a mentee. There is also a »third, excluded partner« (company, educational organisation, etc.) providing supportive organisational rules for the mentoring relationship. The author examines the transformation of the mentor, mentee and their social environment as well as the process of transmission of knowledge. She points out that the significance of a mentoring relationship lies less in the transmission of knowledge than in the mentor’s and mentee’s joint creation of new knowledge. She stresses the importance of action, the main drive for learning. A mentoring relationship includes communication and reciprocity as well as transmission of knowledge by means of predominantly non-informal edu- cational programmes, as well as learning and relationship building. It has several phases, some of which are more interactive than others, with more cognitive dissonance and with richer emotions.Avtorica po uvodnem razmišljanju o tem, kako težko je konceptualizirati mentoriranje, proces, ki ima številne razsežno-sti (poučevanje, svetovanje, spremljanje, navduševanje, prijateljevanje ipd.), obravnava mentorsko razmerje (izobra- ževanje in komunikacijski odnos), kakršnega srečamo v diadah mentorja in mentoriranca. V mentorskem razmerju sta dva akterja, mentor in mentoriranec, razen njiju pa je navzoč tudi »izključeni tretji partner«, denimo tovarna, podjetje, izobraževalna organizacija ipd., ki razmerju prispeva svoj organizacijski princip. Avtorica preučuje transformiranje mentorja, mentoriranca in družbenega okolja ter proces prenašanja znanja, pri tem pa poudari, da gre v mentorskem razmerju predvsem za skupno ustvarjanje novega znanja in delovanje, ki je gonilna sila učenja. V mentorskem razmerju dveh gre za komunikacijo in recipročnost v učenju, za prenos znanja, najpogosteje z neformalnim izobraževalnim programom. Gre pa seveda tudi za mentorski odnos. Mentorsko razmerje ima več faz, opozarja avtorica. Nekatere med njimi so bolj interaktivne in takrat je več recipročnosti, imamo pa tudi več kognitivne disonance in večje bogastvo čustev
