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      <title>chapter 9  by Gregus, Abigail</title>
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      <description></description>
      <language>en-us</language>
      <pubDate>2025-10-19 18:29:13 UTC</pubDate>
      <lastBuildDate>2025-10-21 22:14:09 UTC</lastBuildDate>
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         <author>agregus</author>
         <link>https://padlet.com/agregus/atk7egp6u5sn2p8x/wish/3639640235</link>
         <description><![CDATA[<p>Describe pragmatism in your own words. How do you, as a teacher, feel about it?</p>]]></description>
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         <pubDate>2025-10-19 18:29:55 UTC</pubDate>
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         <title></title>
         <author>agregus</author>
         <link>https://padlet.com/agregus/atk7egp6u5sn2p8x/wish/3639660878</link>
         <description><![CDATA[<p>Dewey argued that ‘'all genuine education comes through experience’' and that learning should prepare students for real-life situations. How could teachers structure lessons to make reflection and experience central, even under standardized curriculum pressures? </p>]]></description>
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         <pubDate>2025-10-19 18:57:11 UTC</pubDate>
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         <title></title>
         <author>agregus</author>
         <link>https://padlet.com/agregus/atk7egp6u5sn2p8x/wish/3639661383</link>
         <description><![CDATA[<p>Nicholson integrates Dewey, Peirce, and James to show how teachers can be reflective practitioners. What might be the biggest challenge in applying these ideas in today’s schools, and how could teachers overcome it? </p>]]></description>
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         <pubDate>2025-10-19 18:57:55 UTC</pubDate>
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