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This philosophical essay is inspired by a four-year pedagogical relationship that continues in its altered form today. The main focus of this piece is the transformation of a mentor as an immediate addressee into mentor as a superaddressee, an influential third listener who oversees observable dialogues. I explore the mutual responsibilities of a student and a mentor in order to uncover the elements in the pedagogical chemistry responsible for the transformation of an addressee into a superaddressee. Confirmation (a perfect form of understanding) of a student's intellectual and moral uniqueness, incarnation of a particular value deemed desirable by a student, and education of a student into the dialogic ways of being on his or her own are the necessary ingredients of the process of becoming a superaddressee. Initially a mentor engages in the pedagogy of understanding whose ideal outcome is confirmation of a student's intellectual and moral makeup. After the dialogue is over, a mentor often moves into the domain of inner speech from where he or she continues to offer perfect understanding, especially in the absence of such understanding from an immediate addressee. Two types of superaddressees are identified and their relationship with the invoking consciousness is explored. I conclude that becoming a superaddressee is the most generous pedagogical contribution to a student's future: a mentor thus makes his or her voice available to a student's inner dialogue, often without receiving anything in return.

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This article will attempt to elucidate the concept of the language of peace as a medium through which people can express their peace consciousness. First, peace consciousness is explored in some depth. It is suggested that unfinishedness, dialogicality, and interdependence are aspects of human nature that should be honored to achieve peace consciousness. This article then reviews unfinishedness and the ways it may translate into corresponding verbal and non‐verbal elements of the language of peace such as modal verbs and adjuncts, the future‐oriented conditional/suppositional mood, ellipses and question marks, the softening of Extreme Case Formulations, and living silence.

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