Abstract
The article examines the identification issues of the educator-mentor by students of professional educational organizations through the prism of their accentuated professional roles. As a research task the authors identi-fied an attempt to analyze the opinions of researchers, concluding that new forms of social interaction have emerged, manifesting themselves through the expression of extreme, utmost reactions to reality. Based on the results of the study, the conclusions are that, at first, 67.8% of college students learn from mentor educators, whom they identified by their accented professional roles; secondly, the average proportion between sub-groups of mentor educators conditionally named nurturing educators, training educators, and mentor educators is 1.0 : 4.2 : 21.4 in favor of the latter; thirdly, mentors, playing a key role in shaping the values, life meanings and attitudes of youth, level the commitment to extreme views and actions.
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