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Bridging the traditional-progressive education rift through entrepreneurship

Bridging the traditional-progressive education rift through entrepreneurship PurposeThe purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift.Design/methodology/approachThe rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis.FindingsPatterns in the analysis motivate the articulation of an overarching educational philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift.Research limitations/implicationsOnly three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education.Practical implicationsThe tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement.Originality/valueAn educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png international Journal of Entrepreneurial Behaviour & Research Emerald Publishing

Bridging the traditional-progressive education rift through entrepreneurship

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1355-2554
DOI
10.1108/IJEBR-03-2016-0072
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift.Design/methodology/approachThe rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis.FindingsPatterns in the analysis motivate the articulation of an overarching educational philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift.Research limitations/implicationsOnly three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education.Practical implicationsThe tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement.Originality/valueAn educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.

Journal

international Journal of Entrepreneurial Behaviour & ResearchEmerald Publishing

Published: Sep 5, 2016

References