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This proposal explores how a practice-focused, immediately applicable professional development session for in-service K-12 teachers can seamlessly integrate philosophical reflection and discussion, as well as theoretical frameworks. The authors, asked to guide a local school’s faculty in a workshop on curriculum mapping, invited the teachers to contemplate the purposes of education, themselves as learners and models, and diverse curriculum traditions. These discussions laid the foundation for structured backward design tasks, enriching the scope of their consideration and leading to more relevant and meaningful curriculum work.