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The conceptual contribution of education to research on entrepreneurship education

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  • Paula Kyrö

Abstract

By building a bridge between the conceptual discussion of education science and entrepreneurship, this article demarcates the role of entrepreneurship education as a form of pedagogy and its connection to a progressive movement. As a form of pedagogy, entrepreneurship education changes the idea of the human being, brings action-orientation, autonomy and interplay between risk and responsibility to the centre of the learning process and challenges the previous ontological, epistemological and to some respect axiological bases of earlier learning paradigms and also presents new ideas for pedagogy and didactics. Thus, seen from an educational perspective, entrepreneurship can now be perceived as a form of pedagogy that renews the previous learning paradigms and furthers educational institutional practices.

Suggested Citation

  • Paula Kyrö, 2015. "The conceptual contribution of education to research on entrepreneurship education," Entrepreneurship & Regional Development, Taylor & Francis Journals, vol. 27(9-10), pages 599-618, October.
    • Handle: RePEc:taf:entreg:v:27:y:2015:i:9-10:p:599-618
    DOI: 10.1080/08985626.2015.1085726
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    Cited by:

    1. Velilla, Jorge, 2021. "Regional and national results on entrepreneurship using GEM data," MPRA Paper 110323, University Library of Munich, Germany.
    2. Gascón Salillas, Patricia, 2020. "La actividad emprendedora: Análisis transversal en la Comunidad Foral de Navarra [Entrepreneurship activity: Cross-sectional analysis in the Region of Navarra]," MPRA Paper 99386, University Library of Munich, Germany.
    3. Velilla, Jorge, 2018. "The entrepreneurial activity using GEM data: evidence for Spain (national and regional) and for Europe," MPRA Paper 85568, University Library of Munich, Germany.

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