In the entrepreneurial education field, the “perfect” program of teaching entrepreneurship has been largely debated. In this paper, provocatively, we used only different philosophical thoughts in order to reconstruct a holistic pedagogical model suitable for entrepreneurial education. The model is based on two famous philosophical dichotomies, respectively the Kantian opposition of freedom versus determinism and the Aristotelian division into praxis and poiesis. These elements, specifically adapted to an entrepreneurial context, may lead educators and curricula developers in the “tangle forest” of contents and skills that should be transferred to students. In particular the model offers an easy tool that clearly defines areas of intervention to teach entrepreneurship. The final scope is to offer simultaneously appealing to students concerning entrepreneurial activities, as desirability, and tools for such activities as feasibility, articulated in two degrees of outcomes: one internal, as conduct and experience, and one pragmatic, as technical skills.

Philosophy Theory Into Entrepreneurial Education Practice: A Holistic Model

Marzi G
2014-01-01

Abstract

In the entrepreneurial education field, the “perfect” program of teaching entrepreneurship has been largely debated. In this paper, provocatively, we used only different philosophical thoughts in order to reconstruct a holistic pedagogical model suitable for entrepreneurial education. The model is based on two famous philosophical dichotomies, respectively the Kantian opposition of freedom versus determinism and the Aristotelian division into praxis and poiesis. These elements, specifically adapted to an entrepreneurial context, may lead educators and curricula developers in the “tangle forest” of contents and skills that should be transferred to students. In particular the model offers an easy tool that clearly defines areas of intervention to teach entrepreneurship. The final scope is to offer simultaneously appealing to students concerning entrepreneurial activities, as desirability, and tools for such activities as feasibility, articulated in two degrees of outcomes: one internal, as conduct and experience, and one pragmatic, as technical skills.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11771/22005
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