Educational Consciousness and Philosophical Foundations in Curricular and Extracurricular Entrepreneurship Education

Questions we care about (Objectives): The aim of th is conceptual paper is to explore philosophical perspectives in the complex educational practice of EE by discussing ontologies, epistemologies, and axiologies and how these affect the roles, methods, and objectives in curricular and extracurricular entrepreneurship education We ask the following question we care about:
“How can philosophical underpinnings enhance the dialogues between curricular and extracurricular entrepreneurship education to create a holistic learning environment for the students?”

Approach: To represent a philosophically driven perspective, we turn to sociologist Zygmund Bauman and his thoughts on liquid modernity and learning, including his discussion on individuality de jure and individuality de facto.

Results: By integrating the philosophies of Bauman, we can investigate in depth the risk of pure individualization in the student’s entrepreneurship education engagement. Bauman has written extensively about individualization in modern societies and how this means that people must navigate disconnections, episodic time, and events and establish coherence themselves. Bauman’s
concepts serve as perspectives on con temporary society and education in the discussion on what, how, and why entrepreneurship education is prov ided in classrooms and student incubators.

Implications: The present paper contributes to bridging students’ learning experiences from curricular and extracurricular entrepreneurship education by advancing a philosophically driven discussion on the roles and responsibilities when arranging entrepreneurship education in and for liquid modernity

Value/Originality: The present paper specifically aims to qualify the integration between curricular and extracurricular entrepreneurship education while contributing to critical and reflective discussions by introducing philosophical foundations that can inspire educational consciousness in both learning spaces.