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ERIC Number: EJ985555
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0040-0912
Enterprise Education: A Deweyan Perspective
Pepin, Matthias
Education & Training, v54 n8-9 p801-812 2012
Purpose: The purpose of this paper is to propose a framework of reflection that opens the way to a fuller understanding of what is meant by learning to be enterprising in schools, particularly during the basic schooling of students (at both the primary and secondary levels). Working from Dewey's philosophy of experience, the paper advances a new definition, in processual terms, of being enterprising and a related model of learning to be enterprising. Design/methodology/approach: The backdrop of this theoretical article is enterprise education, currently associated with a broader view of entrepreneurship. The text begins with a critique of existing definitions of being enterprising, showing their limitations from an educational point of view. It then proposes an exploration of Dewey's philosophy of experience and its educational corollaries, all with a view to sketching out a model of learning to be enterprising. Findings: John Dewey's philosophy of experience provides a basis for characterizing the notion of being enterprising in relation to two distinct phases: namely, charting a guiding direction for the action to be undertaken and putting the plan of action to the test in experience. Dewey also highlights the importance of reflexivity throughout this entire process. The coherent structuring of these elements lays the groundwork for a model of learning to be enterprising that simultaneously takes into account action and reflection in the classroom entrepreneurial experience. Originality/value: Being enterprising is closely bound up with action, thus prompting many authors to set out a parallel between enterprise education and experiential learning, with most working from the model proposed by Kolb. The paper returns to the philosophical bases elaborated by Dewey and his vision of experiential learning, associated with his oft-quoted maxim of "learning by doing." The value of this conceptual effort consists in acquiring a more operational representation of learning to be enterprising in schools. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada