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John Quay
University of Melbourne
  1.  52
    Reimagining the New Pedagogical Possibilities for Universities Post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  2.  35
    Learning Phenomenology with Heidegger: Experiencing the Phenomenological ‘Starting Point’ as the Beginning of Phenomenological Research.John Quay - 2016 - Educational Philosophy and Theory 48 (5):484-497.
    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 of what I believe to be the most important feature of phenomenology—what Heidegger referred to (...)
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  3.  30
    From Human–Nature to Cultureplace in Education Via an Exploration of Unity and Relation in the Work of Peirce and Dewey.John Quay - 2017 - Studies in Philosophy and Education 36 (4):463-476.
    In outdoor education discourse the notion of relation is often employed to convey basic connections between humanity and nature as human–nature relationships, yet the sense of relation itself is rarely questioned. Drawing on the work of Peirce and Dewey, I explore the ramifications of a more nuanced understanding of relation, specifically how relation works with and within differing senses of unity. These ramifications have consequences for how we understand human–nature relationships, which I argue are better conveyed in terms of culture–place. (...)
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  4.  5
    Beyond Modernism and Postmodernism in Educational Theory and Practice: A Marriage of Grounds.John Quay - 2018 - Educational Philosophy and Theory 50 (14):1553-1554.
  5.  27
    Heidegger's Philosophic Pedagogy – By M. Ehrmantraut.John Quay - 2012 - Educational Philosophy and Theory 44 (5):571-575.
    Book review of Michael Ehrmantraut's (2010) Heidegger's Philosophic Pedagogy published by Continuum.
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    Beyond a Pragmatic Account of the Aesthetic in Science Education.Maurizio Toscano & John Quay - 2021 - Science & Education 30 (1):147-163.
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