John Quay
Biographic Data
| ID | 3456405 |
|---|---|
| NAME | John Quay |
| GIVEN NAMES | John |
| FAMILY NAME | Quay |
| SIGNATURE | QUAY J |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-0872-1705 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Historicising physical education
Death and Education
Vygotsky’s perezhivanies with Dewey’s occupations
The work of teachers is regularly quizzed and questioned. The responses called for commonly implicate assessment, as this provides answers about learning, which many believe directly translate into answers about teaching. We question teaching differently, beginning with the basic what, how and who questions, while also posing the why question: ‘Why do you teach?’ This enables us to draw student engagement and achievement of intended learning outc…
Dewey’s education through occupations as being-doing-knowing
Teachers are concerned with both student engagement and achievement of learning outcomes. Both are necessary, yet often considered in disconnected ways. We argue that such disconnection is a consequence of competing educational purposes, combined with an organizational framework for schooling that attempts to paste over the differences by identifying young people generically as students. In seeking a way forward, Dewey understood the importance o…
The Art of Education and the Work(ing) of Art
Museum education is a complex and specialized endeavour, even more so when involving partnerships with schools. In this paper, we engage with theories that support understanding of museum-educator pedagogies. Dewey's notion of occupations is explored as offering a better theorization of pedagogical possibilities than that available through ideas associated with identity. Museum-educator pedagogies shape occupations, as the coherence of interest-p…
How dare you!” When an ecological crisis is impacted by an educational crisis
In this paper we take as our starting point Greta Thunberg’s message to an audience of adults at a recent climate change summit: ‘This is all wrong. I shouldn’t be up here. I should be back in school on the other side of the ocean. Yet you all come to us young people for hope. How dare you!’ We take Thunberg at her word and endeavour to investigate what is wrong and how it might be wrong. Through this investigation we consider how education may b…
Wild and willful pedagogies
Education faces a dilemma: policy and practice are primarily humanist in orientation, and yet the environmental challenges education hopes to confront require moving beyond humanist perspectives – to posthumanist awareness. Recent policy advances in Victoria, Australia, highlight the empowerment of students. Yet widening the scope of education policy to embrace posthumanist ideas and the more-than-human world is a challenge not yet conceived by m…
Beyond a Pragmatic Account of the Aesthetic in Science Education
Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity
Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students' social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that…
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Joint Recommendations on Reporting Empirical Research in Outdoor, Experiential, Environmental, and Adventure Education Journals
Background: Ongoing changes in academic publishing require periodic updates to research reporting standards in outdoor, experiential, environmental, and adventure education and recreation fields, to maintain quality and relevance. Purpose: This essay interprets recent statements by major educational and psychological associations and applies their guidelines for research reporting to the Journal of Outdoor Recreation, Education, and Leadership (J…
Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland
This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( M age = 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; M age = 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; M age = 10.9…
Beyond modernism and postmodernism in educational theory and practice
Beyond modernism and postmodernism in educational theory and practice: A marriage of grounds." Educational Philosophy and Theory, 50(14), pp. 1553–1554
From Human–Nature to Cultureplace in Education Via an Exploration of Unity and Relation in the Work of Peirce and Dewey
Finnish interpretations of Creative Physical Education
When physical education (PE) teachers change their programs to incorporate something new, the process always involves some effort at interpretation and adaptation. The perceived benefits must outweigh the labour required to think through the possibilities and to then manage the political and logistical challenges that go hand in hand with achieving change of this magnitude. This paper tells the story of one such change process, which involved the…
Not ‘democratic education’ but ‘democracy and education’
Of enduring interest to philosophers of education is the intimate connection Dewey draws between Democracy and Education in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as ‘democratic education’. But there is significantly more to Dewey’s connection between democracy and education than ‘democratic education’ suggests. Evidence for this greater depth can be se…
Learning Phenomenology with Heidegger
Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation o…
Heidegger's Philosophic Pedagogy – By M. Ehrmantraut
(2012). Heidegger's Philosophic Pedagogy – By M. Ehrmantraut. Educational Philosophy and Theory: Vol. 44, No. 5, pp. 568-570
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Not ‘democratic education’ but ‘democracy and education’
Of enduring interest to philosophers of education is the intimate connection Dewey draws between Democracy and Education in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as ‘democratic education’. But there is significantly more to Dewey’s connection between democracy and education than ‘democratic education’ suggests. Evidence for this greater depth can be se…
Learning Phenomenology with Heidegger
Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation o…
Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland
This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( M age = 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; M age = 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; M age = 10.9…
Heidegger's Philosophic Pedagogy – By M. Ehrmantraut
(2012). Heidegger's Philosophic Pedagogy – By M. Ehrmantraut. Educational Philosophy and Theory: Vol. 44, No. 5, pp. 568-570
Learning Phenomenology with Heidegger
Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation o…
Finnish interpretations of Creative Physical Education
When physical education (PE) teachers change their programs to incorporate something new, the process always involves some effort at interpretation and adaptation. The perceived benefits must outweigh the labour required to think through the possibilities and to then manage the political and logistical challenges that go hand in hand with achieving change of this magnitude. This paper tells the story of one such change process, which involved the…
Not ‘democratic education’ but ‘democracy and education’
Of enduring interest to philosophers of education is the intimate connection Dewey draws between Democracy and Education in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as ‘democratic education’. But there is significantly more to Dewey’s connection between democracy and education than ‘democratic education’ suggests. Evidence for this greater depth can be se…
From Human–Nature to Cultureplace in Education Via an Exploration of Unity and Relation in the Work of Peirce and Dewey
Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland
This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( M age = 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; M age = 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; M age = 10.9…
Beyond modernism and postmodernism in educational theory and practice
Beyond modernism and postmodernism in educational theory and practice: A marriage of grounds." Educational Philosophy and Theory, 50(14), pp. 1553–1554
Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity
Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students' social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that…
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Joint Recommendations on Reporting Empirical Research in Outdoor, Experiential, Environmental, and Adventure Education Journals
Background: Ongoing changes in academic publishing require periodic updates to research reporting standards in outdoor, experiential, environmental, and adventure education and recreation fields, to maintain quality and relevance. Purpose: This essay interprets recent statements by major educational and psychological associations and applies their guidelines for research reporting to the Journal of Outdoor Recreation, Education, and Leadership (J…
Wild and willful pedagogies
Education faces a dilemma: policy and practice are primarily humanist in orientation, and yet the environmental challenges education hopes to confront require moving beyond humanist perspectives – to posthumanist awareness. Recent policy advances in Victoria, Australia, highlight the empowerment of students. Yet widening the scope of education policy to embrace posthumanist ideas and the more-than-human world is a challenge not yet conceived by m…
Beyond a Pragmatic Account of the Aesthetic in Science Education
Dewey’s education through occupations as being-doing-knowing
Teachers are concerned with both student engagement and achievement of learning outcomes. Both are necessary, yet often considered in disconnected ways. We argue that such disconnection is a consequence of competing educational purposes, combined with an organizational framework for schooling that attempts to paste over the differences by identifying young people generically as students. In seeking a way forward, Dewey understood the importance o…
The Art of Education and the Work(ing) of Art
Museum education is a complex and specialized endeavour, even more so when involving partnerships with schools. In this paper, we engage with theories that support understanding of museum-educator pedagogies. Dewey's notion of occupations is explored as offering a better theorization of pedagogical possibilities than that available through ideas associated with identity. Museum-educator pedagogies shape occupations, as the coherence of interest-p…
How dare you!” When an ecological crisis is impacted by an educational crisis
In this paper we take as our starting point Greta Thunberg’s message to an audience of adults at a recent climate change summit: ‘This is all wrong. I shouldn’t be up here. I should be back in school on the other side of the ocean. Yet you all come to us young people for hope. How dare you!’ We take Thunberg at her word and endeavour to investigate what is wrong and how it might be wrong. Through this investigation we consider how education may b…
Vygotsky’s perezhivanies with Dewey’s occupations
The work of teachers is regularly quizzed and questioned. The responses called for commonly implicate assessment, as this provides answers about learning, which many believe directly translate into answers about teaching. We question teaching differently, beginning with the basic what, how and who questions, while also posing the why question: ‘Why do you teach?’ This enables us to draw student engagement and achievement of intended learning outc…
Historicising physical education
Death and Education
Sociology (13 works) · Epistemology (10 works) · Pedagogy (9 works) · Philosophy (9 works) · Political science (9 works) · Psychology (9 works) · Law (8 works) · Law (7 works) · Philosophy (7 works) · Higher education (6 works)