fandomhigh | Philosophy of Values - [class 3

After last week’s class, Wilson had been fairly quiet the following week caught up in his own thoughts about the class and a few other events that had come in the form of phone calls he’s never comfortable receiving. So his expression was rather distant and pensive as the class convened.

However, probably due to angelic intervention there was still a pot of tea and a spread of yummy looking pastries for the kids as they came through the door. As with his humor class, next to the pastries was the sign in sheet and then a small box for the turning in of homework. Also there were handouts on the front of the desk with instructions for the students to pick them up.

As soon as everyone was settled, Wilson gave himself a shake and his focus came completely to the class.

Lecture:

“Good morning.” He said softly, standing up and moving around to the front of the desk as was his habit. Touching the pile of paperwork, he gave a nod and then turned to look out at the class.

“Looks like excellent work on your homework, guys. Thank you. Now, today we’re going to tackle one of the oldest philosophical debates in the history of sentient beings. If you all will turn to the handout labeled History.” Pausing to give everyone a chance to get to the page he started up again.

“Nature vs Nurture. Are we all born coded with a specific genetic mapping which will dictate our actions and beliefs through our lives or are we a blank slate, affected only by the environment we are nurtured within? Or is it a bit of both and if so which one is the basic blueprint that the other builds upon? Are we born with genetic predispositions that are then either encouraged or discouraged by our environment or will our environment bring forth potential genetic components we’re born with? If you all will please turn to the second hand out…”

The second handout was the one that Wilson lectured from, laying out the historic arguments for both sides of the debate and showing how and why the debate was still going so strong without either side being shown to be right or wrong.

Class Participation:

“So, for today’s discussion. Many of you were born with gifts compared to other humans in this dimension, while others have been born with inherent magical strengths. Do you feel you’re environment has been altered by the gifts you were born with or do you feel as if you’re environment has affected your gifts?”

Homework:

“Homework this week is to give me your take on the following question. Is a sentient being predisposed to abuse the power they are born with or are they born with pure intentions and in danger of being negatively affected by their environment?”

[ooc: ~~Please wait for the~~ Wee beloved OCD threads are up, have at!!]

Flat | Top-Level Comments Only

Phoebe took notes during the lecture, but she couldn't keep tears from filling her eyes as she listened. When she read the handouts, she felt even worse.

Blair passed a note to Phoebe...by tossing it at her head.

You okay?

Phoebe looked up and then shook her head.

No. Fight with Cole. A really bad one.

Blair turned the paper over and wrote back.

Sorry, Phoebe. Anything I can do?

Phoebe pulled out a fresh piece of paper.

Thanks, Blair. I don't know. I don't even know how it got that bad. I slapped him. I've never even thought of doing that to anyone I love and I feel like the worst human being on the planet right now. I just want to crawl into a dark cave and disappear forver right now.

Blair blinked at the paper and looked sadly at Phoebe for a moment before writing back.

You're not the worst human being on the planet. You made a mistake like we all do. Bel will forgive you, you know he will.

Phoebe shook her head as tears filled her eyes again.

I don't think he will, Blair. Me telling him that it hurt me when he kissed other people and then telling him if he could do it, I could really made him angry. His whole attitude about it hurt and then I lost my temper... and I've NEVER done that before. You know me. I'm not like that -- especially with him. I think things may be broken between us right now...

Blair gave up on writing and scooted closer to whisper to Phoebe. "Bel loves you more than anything, man. He might be angry right now but I'm sure you're not broken for good."

"You should probably talk to someone about losing your temper though. That isn't like you at all."

Phoebe nodded. "I'm going to talk to James and Aziraphale, I think." She sniffled. "This hurts."

"Do you need a hug?" Blair was about two seconds away from just giving her one anyway. "They'll be good listeners. Just don't beat yourself up. You love Bel even when he makes mistakes, you can expect the same from him."

Phoebe nodded. "I think I do."

Blair got up and hugged her, hoping that Dr. Wilson understood why he was being disruptive.

Phoebe hugged him back. "I love him, Blair. I didn't mean to..."

"I know you didn't Phoebe. I'm sure Bel knows that too." Blair patted her back gently. "It'll be okay."

Phoebe was grateful she had told Blair what had happened. "It hurts." She sighed. "I guess it's a good thing I'm going home for the weekend."

Blair let go and took his seat again. "You're coming back, right? Because I don't want to have to hitchike all the way there to drag you back."

Phoebe nodded. "I'll be back. I'm only going to be gone Friday afternoon through Sunday night."

"Good." Blair nodded. "Are you going to talk to Bel before you leave?"

"I don't know, Blair. He wouldn't even look at me when it happpened." She swallowed. "Maybe it's better if I don't. Just... go home. Give him a few days to cool off."

She didn't tell him that she was almost sure that Cole wouldn't come near her, not because of what she had done, but what he had almost done. The idea of not talking to him or seeing him before she left for the weekend did cut deeply, though.

"Maybe you could write him a letter or something." Blair said. "It might help both of you feel better."

Philosophy of Values - [class 3 - 9/21]

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation

Re: Class Participation