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emphasizes the need to learn by doing. Dewey believed that human beings learn through a 'hands-

               on' approach asserting pragmatism and the belief that reality must be experienced.



                       From Dewey's educational point of view, this means that students must interact with their

               environment in order to adapt and learn which can be challenging when learning acts are limited


               to  an online or virtual  environment.  Dewey  felt  the same idea was true  for teachers and that

               teachers and students must learn together in what could be devised as a kinder-café setting.



                       Referring back to Habermas, Thomassen pointed to the role of citizens who gathered and

               arrived at “rational solutions on the basis of critical debate which took place in coffeehouses (in


               Britain), salons (in France) and table societies (in Germany)” (Thomassen, 2010, p. 38). Debate

               described within the context of Habermas’ public sphere refers to the cultivation of a public with


               an orientation toward rational critical discussion, rather than the characteristics of modern debate

               of argument that includes a sense of digging in and contesting differing perspectives.



                       In Habermas’ account, the role of dialogue and public engagement was a prominent feature

               of social life as capitalism emerged and became “an institutional basis in the press and the coffee

               house” (Thomassen, 2010, p. 39). Thomassen’s critique of the public sphere highlights the notion


               of class distinctions. While he noted that Habermas (1989) stressed that a public sphere is not of a

               specific class, he also pointed out “initially, aristocrats were frequent participants in the literary


               and political discussions in the press and in coffeehouses” (Thomassen, 2010, p. 39). Additionally,

               the gender composition of the aristocratic class was overwhelmingly male.



                       In his analysis of the public sphere and the role of the bourgeois and others, Thomassen

               (2010)  offered  insight  into  the  use  of  critical  reason  to  promote  understanding  and  new


               perspectives. In doing so, the public sphere and its agents use the space as a forum to “check



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