ABSTRACT
This chapter focuses on some of the aspects of a pedagogic pilgrimage by referring to two narratives on doctoral supervision. It focuses on what it means to supervise students in an ethical encounter, particularly showing how the cultivation of a pedagogic pilgrimage can be actualised. Doctoral supervision ought to transcend technical hegemony by merely looking at what a text supposedly presents in terms of sentence construction without paying much attention to the epistemological acuteness of students' work. Tamsin's reminds one of the quest to cultivate empathic caring teachers who respect other people's autonomy and to be less concerned with their welfare. Tamsin's moral reasoning, in relation to empathic caring towards teachers constrained by an undemocratic ethos in schools, can be seen as a poignant approach to cultivate more just and authentic post-apartheid schools. C. Taylor explains the identity of the self and the self are understood as objects to be known.
