scholarly journals Entrepreneurship Education at the Crossroads: Challenging Taken-for-Granted Assumptions and Opening New Perspectives

2021 ◽  
pp. 105649262110422
Author(s):  
Michela Loi ◽  
Alain Fayolle ◽  
Marco van Gelderen ◽  
Elen Riot ◽  
Deema Refai ◽  
...  
Keyword(s):  
Cultural Differences ◽  
Crucial Role ◽  
Personal Values ◽  
Entrepreneurship Education ◽  
Models Of Teaching ◽  
Societal Changes

This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.

scholarly journals ENSEÑANZA EN LA EDUCACIÓN PRIMARIA Y VALORES: DIFERENCIAS ENTRE ESPAÑA E ITALIA

2016 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Martina Di Loreto ◽  
Valeria Caggiano ◽  
Miguel Ángel Carbonero
Keyword(s):  
Primary School ◽  
Crucial Role ◽  
Personal Values ◽  
Teaching Style ◽  
International Comparisons ◽  
Perceived Competence ◽  
School Teachers ◽  
Educación Primaria ◽  
Italian Sample

Abstract:TEACHING PRIMARY SCHOOL AND VALUES: DIFFERENCES BETWEEN SPAIN AND ITALYPrimary School teachers carry out a crucial role in education and future adults development, therefore it turns out to be fundamental to study their educational styles to identify the necessary competencies and skills to provide an education as complete and balanced as possible. The present research, starting from the already undertaken Spanish studies using the ECAD-EP scale (Self- Percieved Competencies Evaluation Scale), aims to investigate theaching styles inside an italian sample of primary school’s theachers, to compare them with the Spanish datas. Beside that, it deepens the personal values topic, to highlight the latter’s influence on theachers’ theaching styles.Keywords: teaching style; teachers’ evaluation; teachers’ values ; teachers’ self perceived competence; international comparisons between teachers; primary schoolResumen:Los docentes de escuela primaria tienen un rol crucial en la educación y desarrollo de los futuros adultos , por lo tanto, el estudio de sus estilos de enseñanza es fundamental para identificar las competencias y habilidades necesarias para proporcionar una educación lo más completa y equilibrada posible. En la presente investigación, a partir de los estudios ya realizados en España a través de la escala ECAD-EP escala (Escala de Evaluación de la Competencia Autopercibida Docente en Educación Primaria), tiene el objetivo de investigar los estilos de enseñanza en una muestra de docentes italianos de escuela primaria, para hacer una comparación con los datos de España. Además, se explora el tema de los valores personales , para poner de relieve la influencia de este últimos sobre el estilo de enseñanza de los docentes.Palabras clave: estilo de enseñanza; evaluación de los docentes; valores de los docentes; competencia autopercibida de los docentes; comparaciones internacionales entre docentes; escuela primaria.

scholarly journals ENSEÑANZA EN LA EDUCACIÓN PRIMARIA Y VALORES: DIFERENCIAS ENTRE ESPAÑA E ITALIA TEACHING PRIMARY SCHOOL AND VALUES: DIFFERENCES BETWEEN SPAIN AND ITALY

2016 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Martina Di Loreto ◽  
Valeria Caggiano ◽  
Miguel Carbonero
Keyword(s):  
Primary School ◽  
Crucial Role ◽  
Personal Values ◽  
Teaching Style ◽  
International Comparisons ◽  
Perceived Competence ◽  
School Teachers ◽  
Educación Primaria ◽  
Italian Sample

Abstract.Primary School teachers carry out a crucial role in education and future adults development, therefore it turns out to be fundamental to study their educational styles to identify the necessary competencies and skills to provide an education as complete and balanced as possible. The present research, starting from the already undertaken Spanish studies using the ECAD-EP scale (Self-Percieved Competencies Evaluation Scale), aims to investigate theaching styles inside an italian sample of primary school’s theachers, to compare them with the Spanish datas. Beside that, it deepens the personal values topic, to highlight the latter’s influence on theachers’ theaching styles.Keywords: teaching style; teachers’ evaluation; teachers’ values?; teachers’ self perceived competence; international comparisons between teachers; primary schoolResumen.Los docentes de escuela primaria tienen un rol crucial en la educación y desarrollo de los futuros adultos , por lo tanto, el estudio de sus estilos de enseñanza es fundamental para identificar las competencias y habilidades necesarias para proporcionar una educación lo más completo y equilibrado posible . En la presente investigación, a partir de los estudios ya realizados en España a través de la escala ECAD-EP escala (Escala de Evaluación de la Competencia Autopercibida Docente en Educación Primaria), tiene el objetivo de investigar los estilos de enseñanza en una muestra de docentes italianos de escuela primaria, para hacer una comparación con los datos de España. Además, se explora el tema de los valores personales , para poner de relieve la influencia de este últimos sobre el estilo de enseñanza de los docentes.Palabras clave: estilo de enseñanza; evaluación de los docentes; valores de los docentes; competencia autopercibida de los docentes; comparaciones internacionales entre docentes; escuela primaria.

Cultural orientations and historical changes as predictors of parenting behaviour

2005 ◽  
Vol 29 (3) ◽  
pp. 229-237 ◽  
Author(s):  
Heidi Keller ◽  
Joern Borke ◽  
Relindis Yovsi ◽  
Arnold Lohaus ◽  
Henning Jensen
Keyword(s):  
Cultural Differences ◽  
Parenting Styles ◽  
Cultural Models ◽  
Costa Rican ◽  
Time Span ◽  
Cultural Orientations ◽  
Three Samples ◽  
Societal Changes ◽  
The Stability ◽  
Parenting Behaviour

This study addresses the stability and variability of patterns of parenting in three cultural environments that can be assumed to differ with respect to their cultural models. German middleclass families can be assumed to follow primarily independent socialisation goals, Cameroonian Nso farmers can be assumed to follow primarily interdependent socialisation goals, and Costa Rican families can be assumed to follow an autonomous relational orientation. Parenting patterns of mothers interacting with their 3-month-old babies were assessed at two points in time, being 4 to 6 years apart. The data confirm the predicted cultural differences in style of parenting, which proved to be stable across the covered time span. We also predicted changes in parenting styles that should be oriented to a more independent cultural model across the cultural samples. Our data confirm this hypothesis, although the changes are differentially represented in the three samples, with the Cameroonian Nso sample expressing no significant changes and the German middle-class sample representing the most pronounced changes. The data are interpreted as documenting linkages between parenting and macrolevel societal changes.

scholarly journals Analiza empirycznych argumentów na rzecz tezy o zróżnicowaniu kulturowym intuicji epistemicznych

2019 ◽  
Vol 14 (2) ◽  
pp. 75-102
Author(s):  
Krzysztof Sękowski
Keyword(s):  
Cultural Diversity ◽  
Modern Philosophy ◽  
Cultural Differences ◽  
Crucial Role ◽  
Experimental Philosophy ◽  
Thought Experiments ◽  
Cross Cultural ◽  
Philosophical Methodology ◽  
Cross Cultural Differences ◽  
Folk Epistemology

An analysis of empirical arguments for the thesis on cultural diversity of epistemic intuitionsThe founding text for the new current in modern philosophy—experimental philosophy—can be seen in Jonathan Weinberg, Shaun Nichols and Stephen Stich’s “Normativity and Epistemic Intuitions” 2001. The authors describe in this article a study to prove cross-cultural differences in epistemic intuitions. On the basis of their results, they argue that since epistemic intuitions seem to serve a crucial role in the use of thought experiments, contemporary philosophical methodology is highly unjustified.That study has brought about at least three replication attempts Seyedsayamdost 2015; Kim, Yuan 2015; Nagel, San Juan, Mar 2013. None of them confirmed the original results.The aim of this article is to critically analyze in detail Weinberg, Nichols and Stich’s methodology and the three replications mentioned. Regarding the results of my analysis, I will try to examine what conclusions can be drawn with regard to the outcomes of analized studies. In particular I will refer to far-reaching conclusions about the universality of epistemic intuitions or universality of folk epistemology, which are sometimes—hastily, as I will argue—extrapolated from the results of such kind of studies e.g., Kim, Yuan 2015; Kim Yuan 2016.

The Format and FEAR Model as an Answer to New Radicalization Challenges

2021 ◽  
Author(s):  
Marco Lombardi ◽  
Barbara Lucini
Keyword(s):  
Crucial Role ◽  
Communication Strategies ◽  
Theoretical Perspective ◽  
Communication Strategy ◽  
New Model ◽  
Emotional Dimension ◽  
Societal Changes ◽  
Radical Processes

In the last decade, radicalization has been assumed to be a heterogeneous phenomenon, often overcoming ideological barriers. Moving from a set of premises, emphasizing the crucial role of current societal changes and contexts where radicalization processes take place, the added vision discussed here is an innovative paradigm focusing on the importance of emotions, feelings, and sentiments within the communication strategy adopted to prevent and reveal radicalization, defined accordingly as a “mood strategy”. What emerges from this analysis is methodologically threefold: a new model of communication strategies; a promising format tool to assess the radical milieu where the radicalization attitudes incubate, fostering radical processes; a comprehensive FEAR Model, leading to a new emotional dimension of communication strategy. Moreover, from a theoretical perspective, the prominent finding is that terrorism has to be identified as a violent and cultural act, going beyond the motivational reasons for the terrorist actions.

Pedagogy 2.0

2010 ◽  
pp. 43-69 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J. W. Lee
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Social Software ◽  
New Wave ◽  
Models Of Teaching ◽  
Societal Changes ◽  
Educational Applications ◽  
Networked Society ◽  
The Web

Worldwide, tertiary educators and institutions are discovering that new models of teaching and learning are required to meet the needs of today’s students, and their demands for autonomy, connectivity, and socio-experiential learning. The educational applications of the new wave of Web 2.0-based social software tools compel us to consider how the affordances and potential for generativity and connectivity offered by these tools, as well as the broader societal changes that the Web 2.0 movement forms part of, impact on pedagogy and teaching, and open up the debate on how we conceptualize the dynamics of student learning. This chapter explores the ways in which scholarship and pedagogy are being challenged and redefined in the Web 2.0 era, and the accompanying need for students to develop new skills and competencies to prepare them for work and lifelong learning in a dynamic, networked society and knowledge economy. In response to these challenges the authors propose a pedagogical framework, “Pedagogy 2.0,” which addresses the themes of participation in networked communities of learning, personalization of the learning experience, and learner productivity in the form of active knowledge creation and innovation, and discuss how emerging social practices, ethos, and modes of communication influence the roles of teachers and learners.

scholarly journals INCULCATING ENTREPRENEURIAL SPIRIT IN STUDENTS THROUGH ENTREPRENEURSHIP EDUCATION

2019 ◽  
pp. 1-3
Author(s):  
Santhosh Kumar A. V
Keyword(s):  
Crucial Role ◽  
Knowledge Construction ◽  
Academic Discipline ◽  
Current Trend ◽  
Entrepreneurship Education ◽  
Policy Makers ◽  
Entrepreneurial Spirit ◽  
Partial Data ◽  
The World ◽  
Growth Development

The Current Trend is that entrepreneurship education is gaining lot of importance in academic discipline. Entrepreneurship development has engrossed the consideration of academicians, policy makers, technologists and economists all over the world. There is, however partial data available relating to entrepreneurship education in Asia, and specifically, in India. India being on the inception of becoming the super power bloc of the world in terms of growth, development and talent has a lot to prove to the world to achieve that status. The only way to accomplish that status is through Enterprise. It is assumed that entrepreneurship education encourages the growth of new businesses, exploiting the entrepreneurial spirit within the education sector. In addition, entrepreneurship education and mentoring plays a crucial role in the development of enterprising citizens and uninterrupted journey in the process of knowledge construction and distribution

scholarly journals A Comparative Study on the Personal Values of Male Adolescents across Different Group with Respect to Their Family Income

2020 ◽  
pp. 66-72
Author(s):  
Pavithra N. ◽  
Abha Ahuja ◽  
Ritu Singh
Keyword(s):  
Crucial Role ◽  
Family Income ◽  
Personal Values ◽  
Total Sample ◽  
Income Group ◽  
General Information ◽  
Age Group ◽  
Male Adolescents ◽  
The Family ◽  
High Level

Aim: The present study was conducted to assess and compare the personal values among male adolescents in the families categorized under three group based on their family income as Low-Level Income Group (LLIG), Medium-Level Income Group (MLIG) and High-Level Income Group (HLIG). Sample: The total sample consisted of 90 male adolescents in the age group of 17-19 years from the two selected colleges of GB Pant University of Agriculture and Technology (College of Home Science and College of Agriculture), Pantnagar. Sample Design: From the selected colleges, the students were randomly drawn under three classified groups within the age group irrespective of their degree program. Sample Selection: The list of male students enrolled in I and II year (of both Agriculture and Home Science within the age group of 17-19 years) made was collected from the office of four colleges and scrutinised under three groups based on their family income. The sample of 30 male adolescent students was randomly selected under each group constituting the total sample of 90 students. The Deans of both the colleges were personally contacted for seeking permission to have rapport and collect the information legally. Tools: Self-structured general information questionnaire along with the Personal value questionnaire by Sherry and Verma [8] was administered to collect the data. Results: The results revealed that the family income plays a crucial role in the personal values of adolescents. Except for social and religious values, the students from HLIG are having a significantly high level of personal values when compared to LLIG and MLIG. Hence, the higher the family income, the more focus on personal development and so the improved personal values of the younger generations. Conclusion: We were able conclude that the family income plays a crucial role in the personal values of adolescents.

scholarly journals The Role of Context in Translating Colour Metaphors: An Experiment on English into Estonian Translation

2019 ◽  
Vol 5 (1) ◽  
pp. 690-705
Author(s):  
Anu Kalda ◽  
Mari Uusküla
Keyword(s):  
Empirical Study ◽  
Cultural Differences ◽  
Crucial Role ◽  
Contemporary Theory ◽  
Translation Strategies ◽  
Language And Culture ◽  
Context Free ◽  
Target Culture

AbstractContemporary theory on metaphor states that metaphor is conceptual, conventional, and part of the ordinary system of thought and language. It has been argued that metaphors can become a translation problem, since transferring them from one language and culture to another may be restricted by linguistic and cultural differences. We investigated how colour metaphors are translated from English into Estonian. To understand how metaphors are translated, a cognitive empirical study was carried out with 21 colour metaphors. The experiment was conducted with two separate groups of volunteers. The first group participated in a context-based translation task, the second in a context-free one.The experiment indicates that colour metaphors are culture specific. It also revealed that context plays a crucial role in the comprehension and translation of colour metaphors. The more novel and original the metaphor is, the more varied are the translation strategies used by the participants (e.g. yellow-bellied person). Differences in translation choices were obvious between translators and non-translators. Qualitative differences appeared as translators were more target culture oriented and non-translators more source culture oriented, for example.

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