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Education for Entrepreneurship at the Crossroads of Neoliberal and Emancipatory Pedagogy / Odgoj i obrazovanje za poduzetništvo na razdjelnici neoliberalne i emancipacijske pedagogije

“…Namely, the cultivation of the mind and critical thinking, self-actualization of man as a result of the development and character and competence, acquisition of complex learning skills and practical activity, learning and understanding of the world in harmony with humanity as the supreme principle, are just some of the premises of liberal education congruent with education for entrepreneurship. The discussion included the model of integrative liberal and humanistic education (Aloni, 1997), which further advocates complementarity of liberal and humanistic goals towards humanism as the supreme value and principle. However, the issue that cannot be resolved, not even by establishing a solid theoretical base in the traditions of scientific and theoretical notions about education, is the fact that with the exclusion of enterprise from the scope of the main teaching, we significantly change its ontological characteristics.…”

“…Education whose objective is the fulfillment of purpose or function that has certain utilitarian overtones, for example education for the acquisition of certain skills or crafts within the humanist tradition, can be considered as weaker, and also less valuable form of education that does not contribute, but instead delays the achievement of emancipation as the educational ideal. Aloni (1997) answers the question whether these two traditions can co-exist and if they have anything in common by way of his integrative model. The basic premise of this model is, on the one hand, the existence of different humanistic traditions, whose goal is to help people to live a good and fulfilling life, and on the other hand, the fact that liberalism and liberal education are based on humanism as the supreme ethical principle.…”

“…The basic premise of this model is, on the one hand, the existence of different humanistic traditions, whose goal is to help people to live a good and fulfilling life, and on the other hand, the fact that liberalism and liberal education are based on humanism as the supreme ethical principle. According to Aloni (1997), the humanistic-liberal education is "free and complete cultivation and empowerment of human beings as individuals, in the intellectually moral and acceptable manner, with the goal of leading the best possible life in core domains, by achieving their potentials and tendencies; and as members of society through involvement and responsible citizenship, and as human beings, by continuous enrichment and training through collective achievements of human culture" (Aloni, 1997, p. 97). Anyway, the descriptive-normative position of this integrative model in many ways emphasizes the development of an autonomous personality, independent and critical thinking and the processes of acculturation as basic educational principles.…”

“…obrazovanje za stjecanje određenih umijeća ili vještina, u okviru humanističke tradicije može se smatrati nižim, ali i manje vrijednim oblikom odgoja koji ne pridonosi već udaljava od ostvarenja emancipacije kao odgojnog ideala. Na pitanje mogu li te dvije tradicije koegzistirati te imaju li išta zajedničko, Aloni (1997) odgovara putem svog integrativnog model. Temeljna premisa tog modela je, s jedne strane, egzistiranje različitih humanističkih tradicija kojima je ipak zajedničko da pomažu ljudima kako bi živjeli dobar i ispunjen život, a s druge ustanovljena činjenica da liberalizam i liberalno obrazovanje počivaju na humanizmu kao vrhovnom etičkom načelu.…”

“…Naime, kultiviranje uma i kritičkog mišljenja, samoakualizacija čovjeka kao rezultat razvoja i karaktera i kompetencija, stjecanje složenih vještina učenja i praktičnog djelovanja, spoznavanje i razumijevanje svijeta u skladu s humanosti kao vrhovnim načelom samo su neke od premisa liberalnog obrazovanja podudarne s odgojem i obrazovanjem za poduzetništvo. U raspravu je unesen model integrativnog liberalnog i humanističkog obrazovanja (Aloni, 1997) kojim se dodatno argumentira komplementarnost liberalnih i humanističkih ciljeva prema humanizmu kao vrhovnoj vrijednosti i načelu. Međutim, ono što ne može biti razriješeno ni uspostavljanjem solidne teorijske baze u tradicijama znanstveno-teorijske misli o odgoju i obrazovanju jest činjenica da izuzimajući poduzetništvo iz okvira matične disciplinarnosti značajnije mijenjamo njegove ontološke karakteristike.…”