By Bernd Remmele, Martina Schmette, Günther Seeber
Entrepreneurship zählt zu den acht Schlüsselkompetenzen, die die european als Ziel des ‚Lebenslangen Lernens’ gesetzt hat. Fragen des Entrepreneurship und der Entrepreneurship schooling gewinnen deshalb auf nationaler und internationaler Ebene zunehmend an Bedeutung.
Die Beitragsautoren dieses Bandes untersuchen den theoretischen Zusammenhang zwischen Konzepten des Entrepreneurship und adäquaten Unterrichtsformen. Die Beiträge bieten exemplarische Einblicke in politische Strategien zur Förderung des Unternehmertums, in spezifische didaktische Mittel und in konkrete Bildungsangebote. Es kommen nicht nur deutsche, sondern auch belgische und norwegische Autoren zu Wort und erlauben damit einen Blick über den nationalen Tellerrand. Es wird deutlich, dass Entrepreneurship eine kreative Haltung gegenüber der Umwelt darstellt und daher auch die Unterrichtsmethodik Kreativität und Selbstorganisationsprozessen Raum lassen bzw. diese fördern soll.
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Additional info for Educating Entrepreneurship: Didaktische Ansätze und europäische Perspektiven — Didactical Approaches and European Perspectives
One does not learn everything as it is taught, there are many misunderstandings that occur as well as an extensive added-learning that influence the attitudes. Intended learning through teaching is in constant danger of more or less failing to occur. Grading is thus an uncertain method of measuring outcome. Gradually the question arises as to whether this concept of learning is adequately individual, socio-economic and justified in terms of time spent, and if it is appropriate to utilize resources on training and education that are based on this understanding.
This definition spells out the aspects of entrepreneurship: (1) attitude, (2) an economic project and (3) creativity in optimising opportunities. In the literature on the subject, entrepreneurship is described as “the attempt to create value through recognition of business opportunity, the management of risk taking appropriate to the opportunity and through the communicative and management skills to mobilize human, financial and material resources necessary to bring a project to fruition” (Kao/Stevenson 1984: 45).
Here the results of earlier learning will have an effect. The processes of interaction are of social character and follow a socio-historic logic; this means that they are dependent on where and when they occur because interaction 28 Inger Karin Røe Ødegård possibilities are different in different societies, cultures and historical eras. The processes of acquiring and absorbing, on the other hand, are of psychological character and follow a biological-structural logic. This means that they follow patterns that are genetically developed as a part of the breed’s phylogenetic development process.
Educating Entrepreneurship: Didaktische Ansätze und europäische Perspektiven — Didactical Approaches and European Perspectives by Bernd Remmele, Martina Schmette, Günther Seeber