The issue of methodology is a fundamental concern for all who engage in educational research. Pre... more The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments.
These dialogues address the specialized and technical aspects of conducting educational research, conceptualize the relationship between methodology and theory, and provide in-depth discussion of concerns including falsifiability, openness, interpretation and researcher judgement. Foregrounding the researchers’ first-hand experience and knowledge, this book will provide future and current researchers with a deeper comprehension of the place of theory in education research.
An illuminating resource for undergraduate and postgraduate researchers alike, Theory and Philosophy in Education Research confronts the intricate complexities of conducting education research in a highly engaging and accessible way.
We've all been to school, so what could be simpler than understanding life in school? The problem... more We've all been to school, so what could be simpler than understanding life in school? The problem is that we take school for granted, accepting it for what it is without asking too many questions. This leaves us tinkering around the edges when it comes to school reform. A deeper understanding of life in school is required, which this book seeks to offer by going to the source of the matter itself – the young people who are in the midst of the day-to-day routines of school life. Much is revealed by contrasting their experiences in academic classrooms and school camp, insights that remain invisible without this juxtaposition. Key to analysis of these experiences is an understanding of life as occupational, constituted through many and various ways of being. This highlights the importance to teaching and learning of addressing the issue of who we are, not just what we know.
This book is a "must read" for educators. It is so because it is animated by a principle which claims that it is more important to help students become well-rounded beings than to transmit to them tidbits of knowledge. Study its manifestation with care, then act upon it.
Philip W. Jackson - David Lee Shillinglaw Distinguished Service Professor Emeritus in the Departments of Education and Psychology at the University of Chicago, USA
This book is a worthy companion to Philip W. Jackson's Life in Classrooms. It addresses the complexities of life in schools, providing a rich account of how students interpret and negotiate these complexities. In an analysis that is both philosophically astute and highly accessible, John Quay shows how education for these students is about much more than knowing – it is about being and becoming.
Fazal Rizvi - Professor in Global Studies in Education at the University of Melbourne, Australia and Emeritus Professor at the University of Illinois, Urbana-Champaign, USA
In this book we take the reader on a journey through the various curriculum reforms that have eme... more In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a deeper understanding of human experience as both aesthetic and reflective, leading to a more coherent comprehension of not just outdoor education, but of education itself.
Creative Physical Education offers a flexible extended learning experience for 7- to 14- year old... more Creative Physical Education offers a flexible extended learning experience for 7- to 14- year olds that focuses on physical, cognitive, and interpersonal knowledge and skill development. A combination teacher’s guide and student workbook, Creative Physical Education has everything you need, including a CD-ROM of printable and adaptable class materials.
Creative Physical Education presents a project framework that you can adapt to fit the needs of your class. Great for physical education teachers looking for a fresh approach, Creative Physical Education also makes an excellent structured project for classroom teachers working with physical education.
Creative Physical Education begins with a teacher’s guide that details the underlying pedagogical models behind the project. Rather than focusing on one approach, Creative Physical Education integrates a number of pedagogical models and describes how these can be combined to form a creative PE project. This all-in-one resource includes a student workbook with all the worksheets needed for each part of the project. The project worksheets are included on the accompanying CD-ROM and can be modified as needed and printed for use. In addition, homework items offer ways to reinforce concepts learned in class.
Creative Physical Education progresses students through team building, game creation, organizing a season, and practicing skill development. In the first part of the project, you’ll help students discover the essentials of working in teams, the benefits of a team approach, and characteristics of successful teams.
The developing teams will then create their own games. Creative Physical Education provides you with all the necessary tools and ideas for this task. Through this section, the student teams discuss the ingredients of a game, plan their own team game, and teach it to other teams. The students are also involved in evaluating and reflecting on the games of others. After this, you’ll help students use their games to create one game for the whole class, which they play over the course of a larger-scale sporting season. Through regular participation, students improve their knowledge and skills and learn the strategies of their game. This section of the project also helps students experience a range of roles, always as a member of a team.
In the final section you’ll help students improve their tactics and skills through practice. By critically assessing the teamwork, skill, strategy, and fitness requirements of their particular game, students learn how to improve their individual and team performance. Activities in this final part also allow students to celebrate their success and reflect on their project.
This student-directed creative PE project offers students a new way to enjoy and learn from sport while also offering the possibility of integrating other curriculum areas with physical education. With step-by-step guidance and a full set of class materials, you’ll have everything you need to implement a fun, creative learning experience for your class. Find new ways to move, create, and collaborate with Creative Physical Education.
Quality teaching that recognises the diversity of backgrounds, skills and interests of the childr... more Quality teaching that recognises the diversity of backgrounds, skills and interests of the children we teach is one of the goals of contemporary HPE. Hindering this in primary schools is a range of factors including resourcing, the status of HPE as a non-cognitive subject area (Hardman, 2010), and time. A significant barrier to quality teaching of HPE in the primary school is the confidence and skills of the teacher (Morgan & Bourke, 2005). In health education this may include topics that challenge teachers' values and behaviours and that are relatively sensitive. In PE this is often the challenge of teaching outside the classroom. This chapter will support the emerging classroom teacher by exploring contemporary HPE practice and investigating ways of moving forward in alignment with the Australian Curriculum. The characteristics of children that inform HPE will be explored along with ways in which HPE curriculum can be effectively planned and learning assessed and aligned with formal statements.
The work of teachers is regularly quizzed and questioned. The responses called for commonly impli... more 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 outcomes into closer relation via an improved integration of teaching and assessing. In our exploration of these questions, we engage with aspects of Vygotsky’s and Dewey’s educational theories, highlighting correspondences and differences. Our aim is to illuminate convergence around two key concepts: perezhivanies and occupations. Both speak to recognition of a unit of life as a unity of person in context that can function as a unit of study in educational terms. We bring this theoretical convergence to teaching practice via creative learning units. This unit planning framework offers a coherent approach that entwines student engagement and the achievement of intended learning outcomes.
International Explorations in Outdoor and Environmental Education
Philosophy is not an area that many who want to be educators believe is of immediate importance. ... more Philosophy is not an area that many who want to be educators believe is of immediate importance. My own memories of sitting in philosophy of education lectures, during years of teacher training, include the embarrassing moment where I threw a shoe at the stage, part in jest, part in frustration at the seeming irrelevance of what was being presented. Please do not replicate this act! So, I can understand why readers of this text, wanting to become educators, might consider bypassing a chapter on philosophy. My task is to shift this perception. It is not hard to do. The key is to highlight philosophizing as a practice, rather than philosophy as some arcane body of knowledge. Philosophizing is an action, a doing, not just knowing or knowledge. It is something that educators do when they wonder about teaching, about outdoor environmental education (OEE). Importantly, philosophizing emphasizes questioning above answering. Many who come to OEE and teaching will focus, first of all, on "how-to?" questions. This is because the basics of successful practice require practical understanding. However, successful practices sit on a pile of reasons readily accessible by asking "why-so?" questions. "Why is it done this way?" This level of understanding is more developed than just a mere how-to might suggest. Asking questions, and especially why-questions, forms the basis of philosophizing in OEE.
This is an unusual article in that it brings together the perspectives of many on this journal's ... more This is an unusual article in that it brings together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19. Twenty statements showcase a range of thoughts and experiences, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education. The future is not yet written, of course, so it is worth thinking about how the current moment may impact on the months and years to come. The aim of this article is to influence and support such thinking.
Your article is protected by copyright and all rights are held exclusively by UNESCO IBE. This e-... more Your article is protected by copyright and all rights are held exclusively by UNESCO IBE. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
International Journal of Environmental Research and Public Health
Using a cross-sectional study design, we tested a structural equation model of hypothesized relat... more 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 the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impu...
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch ... more 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 world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.
People Participation and Performance Physical Education and Sports Coaching Proceedings of the 13th Commonwealth and International Sports Conference, 2009
The issue of methodology is a fundamental concern for all who engage in educational research. Pre... more The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments.
These dialogues address the specialized and technical aspects of conducting educational research, conceptualize the relationship between methodology and theory, and provide in-depth discussion of concerns including falsifiability, openness, interpretation and researcher judgement. Foregrounding the researchers’ first-hand experience and knowledge, this book will provide future and current researchers with a deeper comprehension of the place of theory in education research.
An illuminating resource for undergraduate and postgraduate researchers alike, Theory and Philosophy in Education Research confronts the intricate complexities of conducting education research in a highly engaging and accessible way.
We've all been to school, so what could be simpler than understanding life in school? The problem... more We've all been to school, so what could be simpler than understanding life in school? The problem is that we take school for granted, accepting it for what it is without asking too many questions. This leaves us tinkering around the edges when it comes to school reform. A deeper understanding of life in school is required, which this book seeks to offer by going to the source of the matter itself – the young people who are in the midst of the day-to-day routines of school life. Much is revealed by contrasting their experiences in academic classrooms and school camp, insights that remain invisible without this juxtaposition. Key to analysis of these experiences is an understanding of life as occupational, constituted through many and various ways of being. This highlights the importance to teaching and learning of addressing the issue of who we are, not just what we know.
This book is a "must read" for educators. It is so because it is animated by a principle which claims that it is more important to help students become well-rounded beings than to transmit to them tidbits of knowledge. Study its manifestation with care, then act upon it.
Philip W. Jackson - David Lee Shillinglaw Distinguished Service Professor Emeritus in the Departments of Education and Psychology at the University of Chicago, USA
This book is a worthy companion to Philip W. Jackson's Life in Classrooms. It addresses the complexities of life in schools, providing a rich account of how students interpret and negotiate these complexities. In an analysis that is both philosophically astute and highly accessible, John Quay shows how education for these students is about much more than knowing – it is about being and becoming.
Fazal Rizvi - Professor in Global Studies in Education at the University of Melbourne, Australia and Emeritus Professor at the University of Illinois, Urbana-Champaign, USA
In this book we take the reader on a journey through the various curriculum reforms that have eme... more In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a deeper understanding of human experience as both aesthetic and reflective, leading to a more coherent comprehension of not just outdoor education, but of education itself.
Creative Physical Education offers a flexible extended learning experience for 7- to 14- year old... more Creative Physical Education offers a flexible extended learning experience for 7- to 14- year olds that focuses on physical, cognitive, and interpersonal knowledge and skill development. A combination teacher’s guide and student workbook, Creative Physical Education has everything you need, including a CD-ROM of printable and adaptable class materials.
Creative Physical Education presents a project framework that you can adapt to fit the needs of your class. Great for physical education teachers looking for a fresh approach, Creative Physical Education also makes an excellent structured project for classroom teachers working with physical education.
Creative Physical Education begins with a teacher’s guide that details the underlying pedagogical models behind the project. Rather than focusing on one approach, Creative Physical Education integrates a number of pedagogical models and describes how these can be combined to form a creative PE project. This all-in-one resource includes a student workbook with all the worksheets needed for each part of the project. The project worksheets are included on the accompanying CD-ROM and can be modified as needed and printed for use. In addition, homework items offer ways to reinforce concepts learned in class.
Creative Physical Education progresses students through team building, game creation, organizing a season, and practicing skill development. In the first part of the project, you’ll help students discover the essentials of working in teams, the benefits of a team approach, and characteristics of successful teams.
The developing teams will then create their own games. Creative Physical Education provides you with all the necessary tools and ideas for this task. Through this section, the student teams discuss the ingredients of a game, plan their own team game, and teach it to other teams. The students are also involved in evaluating and reflecting on the games of others. After this, you’ll help students use their games to create one game for the whole class, which they play over the course of a larger-scale sporting season. Through regular participation, students improve their knowledge and skills and learn the strategies of their game. This section of the project also helps students experience a range of roles, always as a member of a team.
In the final section you’ll help students improve their tactics and skills through practice. By critically assessing the teamwork, skill, strategy, and fitness requirements of their particular game, students learn how to improve their individual and team performance. Activities in this final part also allow students to celebrate their success and reflect on their project.
This student-directed creative PE project offers students a new way to enjoy and learn from sport while also offering the possibility of integrating other curriculum areas with physical education. With step-by-step guidance and a full set of class materials, you’ll have everything you need to implement a fun, creative learning experience for your class. Find new ways to move, create, and collaborate with Creative Physical Education.
Quality teaching that recognises the diversity of backgrounds, skills and interests of the childr... more Quality teaching that recognises the diversity of backgrounds, skills and interests of the children we teach is one of the goals of contemporary HPE. Hindering this in primary schools is a range of factors including resourcing, the status of HPE as a non-cognitive subject area (Hardman, 2010), and time. A significant barrier to quality teaching of HPE in the primary school is the confidence and skills of the teacher (Morgan & Bourke, 2005). In health education this may include topics that challenge teachers' values and behaviours and that are relatively sensitive. In PE this is often the challenge of teaching outside the classroom. This chapter will support the emerging classroom teacher by exploring contemporary HPE practice and investigating ways of moving forward in alignment with the Australian Curriculum. The characteristics of children that inform HPE will be explored along with ways in which HPE curriculum can be effectively planned and learning assessed and aligned with formal statements.
The work of teachers is regularly quizzed and questioned. The responses called for commonly impli... more 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 outcomes into closer relation via an improved integration of teaching and assessing. In our exploration of these questions, we engage with aspects of Vygotsky’s and Dewey’s educational theories, highlighting correspondences and differences. Our aim is to illuminate convergence around two key concepts: perezhivanies and occupations. Both speak to recognition of a unit of life as a unity of person in context that can function as a unit of study in educational terms. We bring this theoretical convergence to teaching practice via creative learning units. This unit planning framework offers a coherent approach that entwines student engagement and the achievement of intended learning outcomes.
International Explorations in Outdoor and Environmental Education
Philosophy is not an area that many who want to be educators believe is of immediate importance. ... more Philosophy is not an area that many who want to be educators believe is of immediate importance. My own memories of sitting in philosophy of education lectures, during years of teacher training, include the embarrassing moment where I threw a shoe at the stage, part in jest, part in frustration at the seeming irrelevance of what was being presented. Please do not replicate this act! So, I can understand why readers of this text, wanting to become educators, might consider bypassing a chapter on philosophy. My task is to shift this perception. It is not hard to do. The key is to highlight philosophizing as a practice, rather than philosophy as some arcane body of knowledge. Philosophizing is an action, a doing, not just knowing or knowledge. It is something that educators do when they wonder about teaching, about outdoor environmental education (OEE). Importantly, philosophizing emphasizes questioning above answering. Many who come to OEE and teaching will focus, first of all, on "how-to?" questions. This is because the basics of successful practice require practical understanding. However, successful practices sit on a pile of reasons readily accessible by asking "why-so?" questions. "Why is it done this way?" This level of understanding is more developed than just a mere how-to might suggest. Asking questions, and especially why-questions, forms the basis of philosophizing in OEE.
This is an unusual article in that it brings together the perspectives of many on this journal's ... more This is an unusual article in that it brings together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19. Twenty statements showcase a range of thoughts and experiences, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education. The future is not yet written, of course, so it is worth thinking about how the current moment may impact on the months and years to come. The aim of this article is to influence and support such thinking.
Your article is protected by copyright and all rights are held exclusively by UNESCO IBE. This e-... more Your article is protected by copyright and all rights are held exclusively by UNESCO IBE. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
International Journal of Environmental Research and Public Health
Using a cross-sectional study design, we tested a structural equation model of hypothesized relat... more 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 the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impu...
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch ... more 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 world anew. This one is no different. It is a portal, a gateway between one world and the next. We can choose to walk through it, dragging the carcasses of our prejudice and hatred, our avarice, our data banks and dead ideas, our dead rivers and smoky skies behind us. Or we can walk through lightly, with little luggage, ready to imagine another world. And ready to fight for it.
People Participation and Performance Physical Education and Sports Coaching Proceedings of the 13th Commonwealth and International Sports Conference, 2009
PHENOMENOLOGICAL INQUIRY IN EDUCATION Theories, Practices, Provocations and Directions, 2021
Introduction
As an ever-growing number of published books and papers attest, there is more than o... more Introduction As an ever-growing number of published books and papers attest, there is more than one understanding of phenomenology, especially when both philosophy and human science are considered. There is thus a need to comprehend this complex spread of phenomenologies in order to position these various approaches. This is the task we have undertaken in this chapter. Our aim is to support improved understanding of phenomenology, especially among those researching in education. In the first part of this chapter, we seek to comprehend the complex spread of phenomenologies, but not by tracing the many trails of phenomenological inquiry (Cibangu & Hepworth, 2016), or somehow conflating or reconciling them. Rather, we purposefully introduce the notion of phenomenomethodology to enable an inclusivity that is methodologically situated. Our position is supported by Heidegger’s (1985, p. 85) claim that “phenomenology is … a ‘methodological’ term.” In this vein, phenomenomethodology does not refer to a possible phenomenological method understood as an independent tool or “recipe” (Quay et al., 2018, p. 1). Rather, it means having a coherent methodological perspective—the coherence of the phenomenon—which “does not allow that method independence but, instead, absorbs it into itself ” (Heidegger, 2016, p. 49). This methodological coherence embraces both phenomenological philosophy (PhPhy) and phenomenological human science (PhHSc). But how?
Reasoning is central to education and to semiotics, however the contribution that semiotics has m... more Reasoning is central to education and to semiotics, however the contribution that semiotics has made over years to our understanding of reasoning has only recently come to focus with the inception of edusemiotics. In this chapter, the author tackles the question of the relevance of semiosis to education and introduces the reader to the basics of Peirce's semiotics from an educational perspective. Such an approach brings reasoning into focus addressing the basic features of semiotics that support the conduct of reasoning. Central here are signs, interpretants and the three basic kinds of reasoning: abduction, deduction, and induction. These together offer a theory of inquiry. The author concludes by suggesting that much more research needs to be done to connect education and semiotics as regards teaching and learning. All of this work falls within the purview of edusemiotics, which promises to bring together what have to date been rather disparate efforts aimed at achieving similar ends.
Rethinking Reflection and Ethics for Teachers, 2019
Thinking is at the heart of teaching and learning. In this chapter, we explore how two connected ... more Thinking is at the heart of teaching and learning. In this chapter, we explore how two connected modes of thinking—contemplative and reflective—may inform the practice of teachers, and highlight the importance of this for beginning teachers especially. More than a century ago, philosopher John Dewey published the first edition of How We Think. A key feature of Dewey’s work is that reflection is only one mode of thinking, the more obvious and visible mode, as made clear in Donald Schön’s characterisations of The Reflective Practitioner. There is another mode of thinking, one to which Dewey gives different names—affective, qualitative—a mode central to John P. Miller’s views in The Contemplative Practitioner. Contemplative thinking embraces what Dewey called aesthetic experience, experience that is immediate rather than mediating. Reflection, as reflective experience, is noteworthy for its mediating capacity; contemplation is significant because it is immediate, occurring in the present. Yet reflection and contemplation are not set apart; rather they can be understood as two sides of the same coin, contributing to practice more generally, as forms of practice. In this chapter, we elucidate how the beginning teacher, as practitioner, engages in both contemplative and reflective thinking and practice in order to achieve what Van Manen describes as pedagogical tact.
Outdoor Adventure Education in Finland: Pedagogical and Didactic Perspectives, 2020
This article discusses two contrasting frameworks for pedagogy based on experience: humanistic an... more This article discusses two contrasting frameworks for pedagogy based on experience: humanistic and Deweyan. Its objective is to differentiate between the humanistic concept of “experiential learning” and education through experience as defined by the philosopher John Dewey. The article’s starting premise is that experiential learning, a phrase and concept often attributed to Dewey, actually emerged after his death and is instead founded on ideas and practices developed as part of human relations trainings starting in the 1940s. Models of experiential learning established during this period involve different ideas about experience than what Dewey developed throughout his career, and consequently, pursue different aims and entail different practices. In short, they each offer different pedagogies of experience. Closely examining the roots of each conception will help clarify scholarly inquiry and assist practitioners in being more deliberate about their practice. In this article, we begin by presenting a short history of experiential learning, tracing the concept’s origins to the first human relations training laboratory in 1946. This account helps to define the meaning of the term “experience” as it is used in contemporary models, particularly Kolb’s now famous experiential learning cycle, which is rooted in humanistic assumptions active during this period. We then turn to John Dewey’s use of “experience”, a philosophical concept he developed throughout his career and applied to education in the early 20th century. Because Dewey was attempting to tackle longstanding philosophical problems and also to improve education’s role in shaping industrial democracy, his notion of “experience” is both more nuanced and more expansive than humanistic conceptions. We conclude by briefly discussing the pedagogical implications of each conception of experience and emphasizing the need to attend more carefully to definitions of experience when justifying and promoting experiential learning as a pedagogical approach.
Routledge International Handbook of Outdoor Studies
Scholars in outdoor studies have long engaged with the notion of experience in education. This ef... more Scholars in outdoor studies have long engaged with the notion of experience in education. This effort is necessitated by its status as a ‘field based’ endeavour, one that often attempts to challenge educational orthodoxy. The construct of experience offers a possible way through the thicket of educational questions entailed within any programme of reform, but its interpretation remains an unresolved issue. Any focus on experience draws education together with philosophy, as the two are intimately entwined. John Dewey – widely regarded as the chief architect of experience in education – argued, ‘if we are willing to conceive education as the process of forming fundamental dispositions, intellectual and emotional, toward nature and fellow-men [sic.], philosophy may even be defined as the general theory of education’ (1916, p. 383). In this chapter we build on Dewey’s pragmatism to outline an account of experience for outdoor studies, crafted also from Martin Heidegger’s phenomenology.
Learning to teach in the primary school. Edited by P. Hudson. Port Melbourne, AUS: Cambridge University Press. , 2013
Quality teaching that recognises the diversity of backgrounds, skills and interests of the childr... more Quality teaching that recognises the diversity of backgrounds, skills and interests of the children we teach is one of the goals of contemporary HPE. Hindering this in primary schools is a range of factors including resourcing, the status of HPE as a non-cognitive subject area (Hardman, 2010), and time. A significant barrier to quality teaching of HPE in the primary school is the confidence and skills of the teacher (Morgan & Bourke, 2005). In health education this may include topics that challenge teachers' values and behaviours and that are relatively sensitive. In PE this is often the challenge of teaching outside the classroom. This chapter will support the emerging classroom teacher by exploring contemporary HPE practice and investigating ways of moving forward in alignment with the Australian Curriculum. The characteristics of children that inform HPE will be explored along with ways in which HPE curriculum can be effectively planned and learning assessed and aligned with formal statements.
People, participation and performance: Physical education and sports coaching. Edited by J. Saunders, C. Hickey & W. Maschette. Melbourne AUS: Artillery Press., 2009
The teaching of games is a central component of any physical education or youth sport programme. ... more The teaching of games is a central component of any physical education or youth sport programme. Contemporary Developments in Games Teaching brings together leading international researchers and practitioners in physical education and sports coaching to examine new approaches in games teaching and team sport coaching that are player/student-centred and inquiry-based.
The book aims to bridge the gap between research and practice by exploring contemporary games teaching from pedagogical, policy and research perspectives. It offers interesting new commentary and research data on well-established models such as Teaching Games for Understanding (TFfU), Game Sense, Play Practice and the Games Concept Approach (GCA), as well as introducing innovative and exciting approaches emerging in East Asia, including Singapore and Japan.
Representing the most up-to-date survey of new work in contemporary games teaching around the world, this book is invaluable reading for any student, researcher, in-service teacher or sports coach with an interest in games teaching or physical education.
Curriculum as Meditative Inquiry is a challenging book in at least three admirable ways. Firstly ... more Curriculum as Meditative Inquiry is a challenging book in at least three admirable ways. Firstly Ashwani Kumar introduces the reader to two notable but demanding writers-Jiddu Krishnamurti and James Macdonald-both of whom have much to say in a critical sense about the state of education. These writers frame the basic problem in education as a philosophical problem, specifically one of human consciousness. Secondly he undertakes to bring these two writers together around a way out of this problem, which involves changing the dominant form of human consciousness. This different form of consciousness is that of meditative thought. Thirdly Kumar challenges us to take on the task of engaging with curriculum as meditative inquiry; this is his proposed way forward for education.
Education should focus on making learning meaningful for students, instead of simply learning sub... more Education should focus on making learning meaningful for students, instead of simply learning subjects to pass tests
A walk around the school yard at recess and lunchtimes reveals how capable young people are at no... more A walk around the school yard at recess and lunchtimes reveals how capable young people are at not only playing games, but also creating and managing games. In this article we discuss how to involve students in this creation and management of games, enabling them to learn much more than simply how to play.
The Conversation (http://theconversation.com), Nov 18, 2013
In this paper I argue that the basic premise underpinning much academically orientated education ... more In this paper I argue that the basic premise underpinning much academically orientated education can be perceived as akin to the basic premise of many religions: preparation for the next world, the afterlife – which in education means life after school or university. I explore this notion of preparation and what it means for our quest for quality in education (how best to acquire knowledge as the measure of a good preparation) and offer an alternative to this vision that puts more faith in our present lives and how living these well is a better way to connect to the future. This alternative is a legitimate religious perspective that I translate into a version of educational practice which asks us to comprehend life (and school) a little differently.
Many of us will have experienced moments of frustration and perhaps disappointment when involved ... more Many of us will have experienced moments of frustration and perhaps disappointment when involved in school based conversations concerning the relative educational significance of outdoor education. We know that what we do has educational value, yet in curriculum discussions our work usually takes up a lowly position along a continuum which has mathematics, science and English at the more important end. When we try to articulate what it is that we are doing with students, our achievements and theirs often appear to have little educational meaning, especially when it is academic knowledge which has the highest worth. One response to this situation is the attempt to identify a body of such knowledge that outdoor education can call its own – an attempt to play the game of the academic subjects. But playing this game has consequences, not the least of which is to adopt the difficulties that academic subjects often confront (classroom based, content focused, lack of student engagement) while perhaps not reaping the benefits because we can’t really compete on this playing field. The result is sometimes a changed outdoor education, with pressure applied to reduce the amount of time spent outdoors.
Is there another way to approach this dilemma? My suggestion is that we need to change the way we understand the problem. Currently we speak of it as a problem for outdoor education specifically, but we rarely open the discussion to one which questions education itself. How do we understand the place of outdoor education within education? An investigation of this question led me to examine the ways in which outdoor education has developed, informed by a philosophical understanding of education which embraces the notion that education is a human endeavour (meaning that our understandings of education cannot be separated from our understandings of human being). In this address I shall present a way forward which adopts a term that is usually reserved for career education teachers: occupation. We normally think of occupations as adult jobs or careers. But there is another way of thinking about them: they are the ways of being, doing and knowing that help to frame our lives. At any time we are involved in some occupation, able to be roughly captured by labels that we normally reserve for activities: canoeing, bushwalking, climbing, cooking, etc. (outdoor education examples). These activities, which we use to structure our programs, are more than just activities. While they are ways of doing, they are at the same time ways of being a person – and at the same time they are ways of knowing. We intuitively recognize that if we alter a program activity (e.g., different group sizes) this will change the experience for participants – which is a change in the way of being, doing and knowing. School based activities can be looked at in the same way. Such an understanding allows us to comprehend what we are doing educationally, as this compares and contrasts with other areas of school.
This paper draws on developments in educational learning theory to argue for the importance of th... more This paper draws on developments in educational learning theory to argue for the importance of the contextualised nature of learning, especially as this pertains to both physical education and outdoor education. In doing so it suggests that developments in physical education provide hope for addressing differences between it and outdoor education and for recognising some of the common ground that the two share.
This video is an interview with Dr. John Quay (University of Melbourne, Australia) on experientia... more This video is an interview with Dr. John Quay (University of Melbourne, Australia) on experiential learning. The interview was conducted in March 2017 by Dr. Steven Stolz (La Trobe University, Australia), and is part of a series of interviews with academics on novel ideas that are put to work as a means to sustain and preserve rational exchange and debate within the university.
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Books by John Quay
These dialogues address the specialized and technical aspects of conducting educational research, conceptualize the relationship between methodology and theory, and provide in-depth discussion of concerns including falsifiability, openness, interpretation and researcher judgement. Foregrounding the researchers’ first-hand experience and knowledge, this book will provide future and current researchers with a deeper comprehension of the place of theory in education research.
An illuminating resource for undergraduate and postgraduate researchers alike, Theory and Philosophy in Education Research confronts the intricate complexities of conducting education research in a highly engaging and accessible way.
This book is a "must read" for educators. It is so because it is animated by a principle which claims that it is more important to help students become well-rounded beings than to transmit to them tidbits of knowledge. Study its manifestation with care, then act upon it.
Philip W. Jackson - David Lee Shillinglaw Distinguished Service Professor Emeritus in the Departments of Education and Psychology at the University of Chicago, USA
This book is a worthy companion to Philip W. Jackson's Life in Classrooms. It addresses the complexities of life in schools, providing a rich account of how students interpret and negotiate these complexities. In an analysis that is both philosophically astute and highly accessible, John Quay shows how education for these students is about much more than knowing – it is about being and becoming.
Fazal Rizvi - Professor in Global Studies in Education at the University of Melbourne, Australia and Emeritus Professor at the University of Illinois, Urbana-Champaign, USA
Creative Physical Education presents a project framework that you can adapt to fit the needs of your class. Great for physical education teachers looking for a fresh approach, Creative Physical Education also makes an excellent structured project for classroom teachers working with physical education.
Creative Physical Education begins with a teacher’s guide that details the underlying pedagogical models behind the project. Rather than focusing on one approach, Creative Physical Education integrates a number of pedagogical models and describes how these can be combined to form a creative PE project. This all-in-one resource includes a student workbook with all the worksheets needed for each part of the project. The project worksheets are included on the accompanying CD-ROM and can be modified as needed and printed for use. In addition, homework items offer ways to reinforce concepts learned in class.
Creative Physical Education progresses students through team building, game creation, organizing a season, and practicing skill development. In the first part of the project, you’ll help students discover the essentials of working in teams, the benefits of a team approach, and characteristics of successful teams.
The developing teams will then create their own games. Creative Physical Education provides you with all the necessary tools and ideas for this task. Through this section, the student teams discuss the ingredients of a game, plan their own team game, and teach it to other teams. The students are also involved in evaluating and reflecting on the games of others. After this, you’ll help students use their games to create one game for the whole class, which they play over the course of a larger-scale sporting season. Through regular participation, students improve their knowledge and skills and learn the strategies of their game. This section of the project also helps students experience a range of roles, always as a member of a team.
In the final section you’ll help students improve their tactics and skills through practice. By critically assessing the teamwork, skill, strategy, and fitness requirements of their particular game, students learn how to improve their individual and team performance. Activities in this final part also allow students to celebrate their success and reflect on their project.
This student-directed creative PE project offers students a new way to enjoy and learn from sport while also offering the possibility of integrating other curriculum areas with physical education. With step-by-step guidance and a full set of class materials, you’ll have everything you need to implement a fun, creative learning experience for your class. Find new ways to move, create, and collaborate with Creative Physical Education.
Papers by John Quay
These dialogues address the specialized and technical aspects of conducting educational research, conceptualize the relationship between methodology and theory, and provide in-depth discussion of concerns including falsifiability, openness, interpretation and researcher judgement. Foregrounding the researchers’ first-hand experience and knowledge, this book will provide future and current researchers with a deeper comprehension of the place of theory in education research.
An illuminating resource for undergraduate and postgraduate researchers alike, Theory and Philosophy in Education Research confronts the intricate complexities of conducting education research in a highly engaging and accessible way.
This book is a "must read" for educators. It is so because it is animated by a principle which claims that it is more important to help students become well-rounded beings than to transmit to them tidbits of knowledge. Study its manifestation with care, then act upon it.
Philip W. Jackson - David Lee Shillinglaw Distinguished Service Professor Emeritus in the Departments of Education and Psychology at the University of Chicago, USA
This book is a worthy companion to Philip W. Jackson's Life in Classrooms. It addresses the complexities of life in schools, providing a rich account of how students interpret and negotiate these complexities. In an analysis that is both philosophically astute and highly accessible, John Quay shows how education for these students is about much more than knowing – it is about being and becoming.
Fazal Rizvi - Professor in Global Studies in Education at the University of Melbourne, Australia and Emeritus Professor at the University of Illinois, Urbana-Champaign, USA
Creative Physical Education presents a project framework that you can adapt to fit the needs of your class. Great for physical education teachers looking for a fresh approach, Creative Physical Education also makes an excellent structured project for classroom teachers working with physical education.
Creative Physical Education begins with a teacher’s guide that details the underlying pedagogical models behind the project. Rather than focusing on one approach, Creative Physical Education integrates a number of pedagogical models and describes how these can be combined to form a creative PE project. This all-in-one resource includes a student workbook with all the worksheets needed for each part of the project. The project worksheets are included on the accompanying CD-ROM and can be modified as needed and printed for use. In addition, homework items offer ways to reinforce concepts learned in class.
Creative Physical Education progresses students through team building, game creation, organizing a season, and practicing skill development. In the first part of the project, you’ll help students discover the essentials of working in teams, the benefits of a team approach, and characteristics of successful teams.
The developing teams will then create their own games. Creative Physical Education provides you with all the necessary tools and ideas for this task. Through this section, the student teams discuss the ingredients of a game, plan their own team game, and teach it to other teams. The students are also involved in evaluating and reflecting on the games of others. After this, you’ll help students use their games to create one game for the whole class, which they play over the course of a larger-scale sporting season. Through regular participation, students improve their knowledge and skills and learn the strategies of their game. This section of the project also helps students experience a range of roles, always as a member of a team.
In the final section you’ll help students improve their tactics and skills through practice. By critically assessing the teamwork, skill, strategy, and fitness requirements of their particular game, students learn how to improve their individual and team performance. Activities in this final part also allow students to celebrate their success and reflect on their project.
This student-directed creative PE project offers students a new way to enjoy and learn from sport while also offering the possibility of integrating other curriculum areas with physical education. With step-by-step guidance and a full set of class materials, you’ll have everything you need to implement a fun, creative learning experience for your class. Find new ways to move, create, and collaborate with Creative Physical Education.
As an ever-growing number of published books and papers attest, there is more than one understanding of phenomenology, especially when both philosophy and human science are considered. There is thus a need to comprehend this complex spread of phenomenologies in order to position these various approaches. This is the task we have undertaken in this chapter. Our aim is to support improved understanding of phenomenology, especially among those researching in education. In the first part of this chapter, we seek to comprehend the complex spread of phenomenologies, but not by tracing the many trails of phenomenological inquiry (Cibangu & Hepworth, 2016), or somehow conflating or reconciling them. Rather, we purposefully introduce the notion of phenomenomethodology to enable an inclusivity that is methodologically situated. Our position is supported by Heidegger’s (1985, p. 85) claim that “phenomenology is … a ‘methodological’ term.” In this vein, phenomenomethodology does not refer to a possible phenomenological method understood as an independent tool or “recipe” (Quay et al., 2018, p. 1). Rather, it means having a coherent methodological perspective—the coherence of the phenomenon—which “does not allow that method independence but, instead, absorbs it into itself ” (Heidegger, 2016, p. 49). This methodological coherence embraces both phenomenological philosophy (PhPhy) and phenomenological human science (PhHSc). But how?
Any focus on experience draws education together with philosophy, as the two are intimately entwined. John Dewey – widely regarded as the chief architect of experience in
education – argued, ‘if we are willing to conceive education as the process of forming fundamental dispositions, intellectual and emotional, toward nature and fellow-men [sic.], philosophy may even be defined as the general theory of education’ (1916, p. 383). In this chapter we build on Dewey’s pragmatism to outline an account of experience for outdoor studies, crafted also from Martin Heidegger’s phenomenology.
The book aims to bridge the gap between research and practice by exploring contemporary games teaching from pedagogical, policy and research perspectives. It offers interesting new commentary and research data on well-established models such as Teaching Games for Understanding (TFfU), Game Sense, Play Practice and the Games Concept Approach (GCA), as well as introducing innovative and exciting approaches emerging in East Asia, including Singapore and Japan.
Representing the most up-to-date survey of new work in contemporary games teaching around the world, this book is invaluable reading for any student, researcher, in-service teacher or sports coach with an interest in games teaching or physical education.
but also creating and managing games. In this article we discuss how to involve students in this creation and management of
games, enabling them to learn much more than simply how to play.
Is there another way to approach this dilemma? My suggestion is that we need to change the way we understand the problem. Currently we speak of it as a problem for outdoor education specifically, but we rarely open the discussion to one which questions education itself. How do we understand the place of outdoor education within education? An investigation of this question led me to examine the ways in which outdoor education has developed, informed by a philosophical understanding of education which embraces the notion that education is a human endeavour (meaning that our understandings of education cannot be separated from our understandings of human being). In this address I shall present a way forward which adopts a term that is usually reserved for career education teachers: occupation. We normally think of occupations as adult jobs or careers. But there is another way of thinking about them: they are the ways of being, doing and knowing that help to frame our lives. At any time we are involved in some occupation, able to be roughly captured by labels that we normally reserve for activities: canoeing, bushwalking, climbing, cooking, etc. (outdoor education examples). These activities, which we use to structure our programs, are more than just activities. While they are ways of doing, they are at the same time ways of being a person – and at the same time they are ways of knowing. We intuitively recognize that if we alter a program activity (e.g., different group sizes) this will change the experience for participants – which is a change in the way of being, doing and knowing. School based activities can be looked at in the same way. Such an understanding allows us to comprehend what we are doing educationally, as this compares and contrasts with other areas of school.