By Günther Seeber
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Additional resources for Educating entrepreneurship : didaktische Ansätze und europäische Perspektiven
By this it is meant that a time, where passing on of streams of tradition consisting of values, action and interpretation patterns, symbols, information patterns and rituals, is entirely or partially ceased. Children basically create their own “new culture” and their own lives. e. the parents’ culture. Their information patterns were formed in another context of time and cannot be used as a guideline for today’s youth, they are not considered valuable enough to be carried over to the current generation.
This opinion of children and youth, according to Sarason, is part of the reason why the schools turn passive, disinterested, resigned or end up withdifficult and uncontrollable pupils being bored. It becomes, in a way, a self-fulfilling prophecy that Sarason articulates as, “We begin with invalid assumptions and then act in a way that ’proves’ their validity” (Sarason 1996: 364). If the school and society do not endeavor to understand the youth by entering into their “world”, it is unlikely that youth will take on a constructive attitude toward learning or the desire to identify with their immediate environment.
These processes may give the school the opportunity to create a necessary anti-culture towards the postmodern fragmentation and uncertainty and give the pupils confidence and build their readiness to handle themselves as well as their surroundings (Røe Ødegård 2003). Are the schools working methods intact in this regard? Research indicates that it’s not enough to do theme and project organised training to encourage an entrepreneurial attitude. There has to be a focus on the content of the teaching curriculum.
Educating entrepreneurship : didaktische Ansätze und europäische Perspektiven by Günther Seeber