MENTORING PRACTICES OF THE EAST AND THE WEST: A COMPARATIVE ANALYSIS OF TWO CONCEPTUAL TEXTS

The purpose of this article is to analyze the cultural features of mentoring in the context of the precedent texts of the East and the West, which are based on the "Analects" by Confucius and "Alcibiades I" by Plato. It is noted that despite the growing use of the term "mentoring", itsconceptual certainty remains insufficient, and its meaning is ambiguous. The scientific novelty of the work is related to the hypothesis that the transmission of knowledge has a cultural basis. The comparative analysis of cultural models of mentoring is based on the methodology ofN. Veselovsky, the concept of cultural dynamics of M. K. Petrov and the Yuk Hui’s research on the interaction of Western and Eastern cultures. We use the Dawson model, which includes mentoring goals, participant roles, bond strength, time, selection, compliance, actions, resources, technology role, training, rewards, policy, monitoring, and termination of relationships. As a result of a comparative analysis of Confucius' "Analects" and Plato's "Alcibiades I" dialogue, the authors have identified common and distinctive features of mentoring. Common aspects include goals (human development), role allocation, intensive mentor-student interaction, strong connections, and lack of external control. The main differences are in the criteria of compliance, implementation methods and actions. The Chinese model is focused on consistent and harmonious development through following the teacher, while the Western model is based on the search for truth through crises and dialectical synthesis, which involves rivalry and struggle.