Peer-student relationship discussion: Part I

Greetings, friends.

One of the ideas that emerged from my request for ideas on classes to teach at Pennsic was to start doing peer-student relationship discussions again.

We had a couple of pretty good ones at events, and it's something I enjoy doing.

Let's start out generally and work to the specific.

For this discussion let's look at mentor-student relationships in the SCA from the point of view of a peer taking a student.

I see three concepts here:

A fealty-type relationship, usually Chivlary-Squire, Laurel-Apprentice or Pelican-Protege. (Some folks use different names.

A formal, beginning relationship, such as man-at-arms, demoiselle or similar construction.

A simple student-teacher relationship.

Just look at that, I see dozens of questions popping out.

Please, have at it.

Invite your friends.

 

How do you become/take an "associate?

Folks have suggested "break-out sessions."

Here's the first one.

For this discussion the value of "associate" is squire/apprentice/protege.

How do you become an associate?

If you are a peer, how do you choose to take an associate.

Play on.

What can a Pelican teach me anyway?

One question I have fielded in the past is: "What can a Pelican teach a protege?"

My answer usually revolves around several points:

OK, I got seven. Must be "Liam-style."

1. You can teach someone how to do better and more effective and efficient service.

2. You can teach someone how to avoid "toxic service."

3. You can usually help them with any questions they have about service they are performing.

4. You can serve as an adviser and advocate for them in various situations.

5. You can teach them about the Society and how it works.

6. You can be a place for them to vent.

7. You can teach them about peer-like qualities and what it means to be a peer.

What are peer-like qualities? Does an associate have to aspire to peerage?

I was reading my last post, and I saw it begged two questions.

This will be it for now.