Reflections on the development of a PhD thesis considering the relationship mentor- student and the underlying pedagogic methodology

Abstract

The main goal of this paper is to analyze the educational process when a student develops a PhD thesis. We present some points of view considering the stereotypes of supervisors characterized by Farji-Brener (i.e. indifferent, over- protective, and with alternative behaviors) as well as some stereotypes of students (indifferent, over- protected, and with alternative behaviours). We also discuss the pedagogical base that underlies this process. Because this process involves the relationship between two people, the different results will vary according to the dominant characteristics of both the supervisor and the student. In other words, the results of the process will be variable because the many combinations that can be accomplished. The first conclusion is that not necessarily a good learning experience for both parts will be achieved when the supervisor shows alternative behaviors. On the other hand, if the main objective is to produce independent researchers, capable to perform creative and original work, the teaching-learning process may lie on alternative rather than on traditional teaching methods. That is to say, teaching methods should be mainly focused on how do we teach (learn) to think, rather than on the amount of information and training that is usually given (acquired) during the development of a PhD thesis.