Introduction to “Responsible Educational Research on Maintaining the Will to Learn”
Two images come to mind is seeking to maintain the will to learn, the child from
kindergarten coming to school, so willing to participate in the learning process, and the teenager
with a glazed look, asking himself why he is still in school. This was brought to my attention by
the story of an educational psychologist who observed a child in kindergarten asking a question
about a choice on a project “Aren’t we going to vote on that as we do in day care?” This made
me ponder the subject of my talk on responsible educational research in asking “Will the
inclusion of democracy within our classrooms maintain the will to learn?”
This may at a glance appear insignificant, until one begins to contemplate how far back in
time man has been reflecting on his role in change in his existence. The “I Ching”i, the book on
change written by Confucius, noted that we are either “Yin” or Yang”- ‘a listener’ to what is
happening or a ‘doer’ in contributing to it. In any point in time, we are either one or the other.- The wisdom lies in learning when to be one and not the other.
In dealing with both aspects of change Plato focused his life’s work on the “doing”, in
questioning if our acts were worthwhile. “What would man say of our deeds after we are gone?”
was at the soul of his philosophy. Aristotle, in contrast in his ‘De Anima”, reflected on how well
do we listen, in assuming that we are at first a “table rasa”, a blank slate open to analyze the
world around us.ii
Translated into educational terms, the argument for doing (i.e. Inquiry) goes back as far as
Thomas Aquinas on his treatment of “Being and Becoming” in the understanding of being by
becoming.iii A more recent critic is by Dewey in the value of Experienceivin his advocacy to
investigate one’s life and not just witness it.
The argument for “listening” follows the Aristotelian line of Instruction, with Descartes’
“Dubito, ego sum”v, “I can doubt everything that I have witnessed but I cannot doubt that I
doubt” These philosophers led us to the formulation of our existing rational curriculum that we
reasonably impart to student at appropriate ages.
2
However as I compare the face of the kindergarten child to that of the teenager, have we gone
too far in our expectation for the student to listen (Yin) at the expense of losing the doer (Yang)
and thereby the will to learn?
Have we focused too much on instruction in noting how much
today needs to be covered by each subject and not giving time for
inquiry? Have we in the eyes of the Dickens’s Oliver child who asked
for more, spent too much on how and what to eat and not giving time
for actual consumption?
Or is it the case, we have either forgotten, or not been taught how to include it within our
lesson plans? This raises four questions which this talk seeks to answer.
1. In a land such as England that initiated the “Magna Carta”, and where this talk took place
should there be a broader democracy entering our classrooms? Like the kings of old,
should the teachers be making all the decisions?
2. Should this democracy expand through the grades? Instruction by its nature
“contracts”- which explains why we hire professional instructors to impart it within a
very limited time frame. In contrast, understanding the thinking of others may begin with
few people, but through inquiry “expands” to include all of our humanity.
3. Should we now expect students to be Inspired if this is implemented? By promoting
democracy in our schools, are we preparing the student to live within the 21st century
global village where they become more inspired by their own participation within it?
4. In so doing, will we be able to conclude that we have met the criteria of this conference
in making our research more responsible for actual improvement within our educational
system? Are we doing responsible research?
1. Like the kings of old, should the teachers be making all the decisions?
Home life includes the assumption that parents dictate what the child will need to learn in
order to adapt to his environment, as they are more competent to say what needs to be taught.
However, anyone who has ever raised a child knows that children either become rebellious, or
overly passive if you do not take any time to listen to them and their thoughts, as they form their
own will on listening and doing.
This begins in asking “On what should students be allowed to vote?”as we reflect on
Neil Postman and Charles Weingartner, “Teaching as a Subversive Activity”. vi What is the point
in having students do inquiries, classroom discussion, group projects and portfolio analysis if, as
Neil points out, the selection is done by the teacher, the topic to discuss is solely within the
teachers expertise, the grouping done by teacher direction and the portfolio is based on subject
objective marking by the teacher?
In the present active research on the internet on the “unlistened child” we find “ The
Unlistened-to Generation They Obeyed Their Parents, and Now ... “: “Stop Arguing with Your
3
Kids: How to Win the Battle of Wills by ..”: and If we don't listen to our kids when they ask
nicely, aren't we teaching ....”vii:. In one word, is it not “Disrespectful”!
Daycare life follows more of the philosophy of John I. Goodlandviii in a non-grading
attitude towards child inquiry in “guiding” rather than always giving instructions in regards to
play. The day care worker makes a clear distinction between when a child needs to be told
certain key information like for safety and how to do certain things, which can be assessed, and
given time to the child to play and explore his own interests and interaction with other children,
as they become more democratic in their behavior.
One has to only Google “daycare listening to children” to find “ Basic Tips Child Care
Providers Can Use to Guide Children's Talk with children – not “at” them”:, “How to listen
actively to your child - My Health.Alberta.ca - Children need to feel heard”: and “The Skill of
Active Listening the Center for Parenting Educationix – conducting a two way conversation.”
Unfortunately, the often used excuse by the teacher is that “I have no time for this.”
Democratic timing for listening to students, is well expressed by A.S.Neil in
“Summerhill”x a place where there exists “time outs” to listen what is on the student’s mind and
refresh the student thinking for further instruction. This became evident to a teacher when he told
the principal that his class behaved superbly all morning, and followed all of his instruction, but
in the afternoon, he could do nothing with them. The principal responded by asking, “What point
in the day did he believe himself to be a God?”
In the words of Charles E. Silberman in his book “Crisis in the classroom”, do we as
instructors create the crisis, by ignoring the politics within one’s own classroom?xi If as a
teacher, you do not take the time to learn what is on student minds, Silberman argues it is one’s
ignorance of the democracy that is taking place that accelerates, rather than diffuses the tension
that can build in students’ failure to communicate with each other.
One has but to look up “overly instructed student” to find the following: “Dealing with an
unruly classroom... < Teaching Channel” , They who create these teaching episodes know from
experience how important feedback is if they hope to retain their audience. “Managing and
Improving Behavior in Inclusive educational environments- Learn NC” have noted that the very
lack of change as to the configuration (rows and tables) can lead to disruptions in the row student
wishing to be noticed. in the classroom. Similarly “Understanding Student Differences - NC
State University”xii states that you observe them less time is allotted for them to express them.
Eda J.LeShan’s preface to her parents in her book “The Conspiracy against childhood”xiii
expressed it best, “For my parents – who understood when I said, ‘Let me be how I grow.’”But
she leaves unexplained the three reasons for the conspiracy. One is that learning from one who is
in authority is a inward structural spiral culminating in a person’s expertise in a subject. Two is
how democracy through inquiry is an outward spiral beginning in the knowing of one person and
expanding outwards. Three is that the conspiracy will continue unless we learn how to develop
4
the former inquiry – expanding on democracy while at times doing instruction – contracting so
as to become a specialist. This leads us to our second question of this talk.
2. Should this democracy expand through the grades?
Authority develops through the grades by a process of exclusion, in having to know prior
knowledge and skills in order to advance to the next level of instruction, so as to become an
expert in one’s field, in known the most important knowledge and skills to do one’s profession
under a wide diversity of circumstances. In graphic terms it is an inward spiral,
Democracy begins with the making co-workers or teammates with a few people, and
gradually widens to belong to a community involving many inhabitants. Hence by including
democracy within our education, there is an expectation that one’s circle of friends will widen
over time, and not become solely the people who share your way of life. In graphic terms it is an
outward spiral.
5
Instruction process is to filter that which is worth knowing:
The contraction begins by using teacher presentations to orientate the student to a particular
subject, which is followed by learning exercises, on certain aspect of the topic. Later, homework
exercises on a essential common skills that everyone should practice and then tests as to
summarize what needs to be retained.
The Inquiry process is a broaden of the dynamics of one’s consciousness:
The expansion occurs in the sharing of an inquiry with one also interested in a problem that
usually transcends all the disciplines. It widens through discussion with those also concerned
with this problem. Solutions are often then found in inviting others to contribute their expertise
and what began as “my” problem turns into a footnote as to one’s contribution with others in
seeking to solve it.
In the early grades:
In Rousseau’s advocacy for the child and not the adultxiv, it is important that the adult or
instructor take the lead as the teacher in the early grades orientates the student to each subject
like a parent introducing a home to a newborn babe. Some examples are the knowing the
alphabet, numbers and other descriptions that can make the disciplines more familiar to the
student as one starts to eliminate unknown symbols about one’s world.
However as Rousseau warns, the expansion by means of inquiry is to a child who is missing
many of the pieces to form an actual picture of reality. This is exemplified in the early grades by
the telling of this story of the six blind men who went to touch the elephant and came back with
their own interpretation of what it was that they felt. Obviously they came up with different
conclusions based on what they touched of the elephant and it was only in comparing notes that
they began to understand the need for reconception of the beast to make any sense of their
experience of it.
In the world that we live in today of breaking news, I refer to this form of education as
“Numeracy” and find these articles on the web on it;“The need for numeracy” in so many getting
their numbers wrong on the news”: “Literacy and Numeracy Strategy - Ontario” in not running
solely education on the numbers but also by their interpretation of participants, and “Education
6
for All: The Report of the Expert Panel on Literacy and ..”xv on inclusion as all students should
be participating in the inquiry to give a better and more complete understanding of the present.
To do this we need to place the child out of himself and into a democratic inquiring setting.
This begins with present problems leading to possible solutions; as noted in the diagram below:
1. Democratic Pictured Present Numeracy
►
The process begins by examining the pieces of a recent picture of an event and then
beginning to piece them together to get an overall concept of what exactly happened.
In the middle grades:
A second reduction of the instructional spiral comes in recognition of patterns because
the past is also included in the study. Science in the study of nature has recurring phenomenal
sequences. Literature contains grammar. Math has consistent operations and society has customs
in the study of Social Studies. This enables the instructor to choose which learning exercises
need to be studied, in order to be able to be interpreted. The subject matter flows from a strong
base laid down in the early grades under orientation. The instruction that include important
aspects of the past in consider a subject over time, allows this to happen at a quicker pace.
However, even though Pavlov spoke of pattern of behavior due to repetition and reward
over timexvi, he left unexplored as to how these patterns can change due to changes in present
experience. Thorndike in comparing different past behavior, observed how patterns can change
in man in the consideration of having an altered presentxvii.
In the Biblical study of the failure to complete the Tower of Babel, it seems this is what
happened in man’s refusal to change his habits or provide documents to explain the motion of his
actions as we shift from the (motionless) picture event of the lower grades to the moving
experience of the middle grades.
7
Making new friends with those with a different past but a common present opens the
possibility to try new solutions that in the past under present conditions seemed unsolvable. This
becomes apparent as we google “democratic illiteracy”xviii to find ESE:O an organization that
promotes ongoing literacy and in doing so removes social barriers. We also find articles such as
“The Impact of the Literacy and Numeracy” in both the way the present has changed because of
it and not altered by its absence: and further “ Poor literacy and numeracy skills limit job chances
and Improve Literacy Afghanistan - Education For A Better Future”xix
In doing so, our own pattern of inquiry also changes from only studying the present, to
considering the present as it widens one’s conception of the past in problem solving.
From this:
to this:
2. Democratic Literacy of the past/present
1. Democratic Pictured Present Numeracy
Whereas the former sought to complete the whole picture of the news of the day, the
latter delved into the documentation necessary to explain the changes of today as compared to
yesterday. Both inquires and discussions need to be redone as new facts emerge that question
past assumptions. This in turn does generate new ideas that would have not been possible in the
past, and generates new plans within group projects towards solutions that are now possible.
At the junior high grades:
New plans in the present create new objectives as introduced by Ralph W. Tylerxx for the
future instruction of our students, as one narrows further what is required to become an expert
within a field in regards to past knowledge and present requirements. This is provided that we do
not overlook the “commons” in seeking individual aspirations and the wellness of the student.
Garrett Hardin in his book “The Tragedy of the Commons paints” such a picturexxi
where the aspiration of each person for greater profit by larger production is simply not
sustainable by the resources that are available. Yet, to reduce one’s demand would put one in
jeopardy of no longer being competitive. Ivan Illich in his “Deschooling Society”xxii makes a
similar point about our educational system, in expecting each student to compete in the solving
of problems when in fact, it will take a group effort to resolve them.
8
An instructor noting what every student can do within a particular discipline will focus on
the intrinsic skills required for the continuation within the discipline, i.e. scientific method,
acceptable writing styles, mathematical proofs and practicing social norms. He will select those
aims that are doable by most students in the time permitted in the foreseeable future.
Students making inquiry at this level are more likely to follow Illich’s path in making
friends with those outside the school, who are actually practicing in a multidisciplinary area of
their investigation. This will be started through searches on the internet under the future of their
education in what will be “expected by this new generation”, “what education and learning
possibilities will exist by the year 2 and 3 and what “ new future graphic designs” can one
envision for it”xxiii.
In doing so, it will likely have this third dimension of the future added to the inquiry
process:
3. Future democratic wellness
2. Democratic Literacy of the past/present
1. Democratic Pictured Present Numeracy
If we take the present as it is – the diamond within, and then consider how much it has
changed from the past – the diamonds around it, the student can then proceed to clarify the type
of future that can be envisioned, the transformation that will need to be achieved, and ways to
have it implemented. This will take time and the student who assumes that instruction alone will
get him there, needs to reflect on his own ethics in actually knowing the discipline and finding
meaning in the area of the inquiry -.the two forms of ethics that come into play in seeking to be
accepted at the senior grades.
9
At the Senior high grades:
It is the pursuit for truth in instruction and meaning in one’s inquiries that maintains the
will to learn. By these ethics in searching what is important to learn by instructors and students
being honest as to what is meaningful to then in their inquiries, both transcend time in the
creation of worthwhile knowledge and stories which transcend time.
When truth is found within a subject, one becomes more of an expert within that
discipline as the spiral narrows even more in reaching a higher level understanding of the
discipline. In contrast, the circle of friends expands in the learning about meaningful truth about
one’s human actions. This is exemplified the ability to pass exams and the story of the alchemists
who preached that they could transform various metals into gold.
Any person expert in meteorology knows this cannot be done, but still the lie persists
among those who seek to become wealthy and offer courses as to how you can as well. However,
In similar way, the real story is how we learn to change this body into a soul that is worth
remembering as we learn to cherish the problem solvers in our life.
.
Ethical instructional education makes subjects capable to be reviewed and passed by
uncovering the truths that are essential to know as well as the skills to be mastered over a
subject. I proved this with a class who always did poorly on exams. I permitted them to bring a
piece of paper to the exam that measured only one inch by one inch and allowed them to write
anything on it for the exam. Everyone reviewed all their notes for the course and sought to put
that which they taught was most important on that piece of paper, unaware that they were
reducing the course to its basic truths. They then took the exam and all did very well. When
asked who used the piece of paper, none replied and that was the case, because I personally
supervised the exam.
In matters of inquiry, Mel Levine writes in his book “Ready or Not, Here Life Comes”xxiv
and they are not ready as we cannot in any way supply enough paper to explain the many
problems in their life. The is showing in asking a sixteen year old ‘Who would vote for in the
coming election?”. The development of Ethical democracy takes place over these years such that
at eighteen, the student should be more familiar with the problems and the parties offer for
solutions to resolve them. This can be researched on the web under ‘Ethical democratic
educational” as we find “Ethical educational leadership”: “Politics in the classroom”: and the
necessity to have a liberal education to completely understand the isues. xxv.
10
To achieve this, we add a fourth dimension to the diagram: .
4. Ethical Democracy
3. Future democratic wellness
2. Democratic Literacy of the past/present
1. Democratic Pictured Present Numeracy
Truth about the present is based on Intuition as what we see to be the problems of today
which we handle through discussion and group projects. In doing so, we need to be mindful of
the past and able to navigate complexity. In embracing the future, we require a deliberate
awareness and an open attitude. Fourthly, all of this needs to be viewed within our present state
of being ethical while seeking by our actions to improve our world.
3. Should we now expect students to be Inspired if this is implemented?
Howard Gardner sought to minimise even further the spiral of instruction under multiple
intelligencexxvi in the way we can quickly grasp each discipline in relating to our brain
functioning and be hired by the speed by which we can process and do certain things, as we
approach Post Secondary Education. However speed is not everything as we read the story the
“Unsolicited Gift”xxvii. and tamper competition in marks with also seeking to develop one’s
inborn talents.
The story recounts how a man being cheated at a bazaar wanted an abacus to
cheat others rather than be cheated. He prayed to Allah and instead of an abacus, he
received a huge IBM machine capable of doing much more. However with no instruction
booklet or one he couldn’t read, he decided out of frustration to kick the machine and
observed how the number would change by the amount of kicks. He thanked Allah,
unaware of the huge potential of the gift.
Is it the ultimate purpose of one’s education to be smart so as to outwit one’s neighbor?
Or is to discover one’s talent so as to be of service in areas where the other would simply take to
long to solve these particular problems? Is that not the real meaning of an entrepreneur!
It is so refreshing to see this new research emerging under “entrepreneurship in Inspired
education”. One can view on the net articles such as “Entrepreneur Relationship with Standard
and Global University and the advocacy for democracy”;
11
Further articles in regards to the present:
Scholarly articles for entrepreneurship in Inspired education
and A Guiding Framework for Entrepreneurial Universities - OECD
In regards to the past:
Batten: Inspired Education - Faculty & Research - Darden
and Entrepreneurship Education - World Innovation Summit for Education
In regards to the future:
Making Entrepreneurship Education Compulsory - Futurpreneur Canadaxxviii
and Global University Entrepreneurial Spirit ...xxix
In regards to the promotion of democracy:
Democracy and Education; Schools and Communities Research Project
What is Democratic Education? by Isaac Graves — YES! Magazine
If They Don't Practice Democracy, They Won't Learn It | Edutopia xxx
But to see it realized or finding the manual to the gift of the computer, we need a fifth
diagram inherent to our genes which I found through the study of culturesxxxi. In my previous
work with the aid of Allen Balser, “The Creator’s Signature”xxxii, we took an alive democratic
learning perspective to the very makeup of our DNA as we come to know the remarkable aspect
of our species, our own identity. For there is much that we have in common as noted by our
education, but the will in acting also wishes to learn more about the aliveness of the self.
As we explore the fifth dimension diagram of democratic entrepreneurship, this can be
accomplished in the following way.
12
5. Democratic Entrepreneurship
Level of Inquiry
4. Ethical Democracy
3. Future democratic wellness
Level of Instruction
2. Democratic Literacy of the past/present
1. Democratic Pictured Present Numeracy
There is in all of us a wave of instruction on the present, past, future and awareness of certain
truths which we seek to comprehend from others. There is also a reciprocal wave initiated by our
own inquiries on the present, past, future and relative truths that tells us something about
ourselves.
In conclusion:
Are we doing responsible research?
In William Pinar editing of Curriculum Theorizing - The Reconceptualists, defines
“currere” in this manner “It involves the investigation of the nature of the individual experience
of the public; of artifacts, actors, operations, of the educational journey or pilgrimage.”xxxiii We
have developed curriculum under instruction but to become responsible researchers, we need
also to broaden our learning under currere so to become democratic in the way that we act.
This talk was about how that can be achieved and I look forward to your feedback as to
how your responsible research will develop this currere in our classrooms and perhaps advance
our education as to where it should be..
Wilhelm/Baynes “The I Ching”, Princeton Press, N.Y.,1990
Federick Copleston “A History of Philosophy” Volume I part 1 &2,Immage, N.Y. 1959
iii
ibid, Aquinas, vol. 2
iv
Dewey, John, Experience and Education, Kappa Delta Pi N.Y. 1938
v
Ibid, Modern philosophy, Volume 4
vi Neil Postman, Charles Weingartner, “Teaching as a Subversive Activity”, Published Delta,
N.Y. July 15th 1971
i
ii
vii
Search under “unlisten child”
The Unlistened-to Generation They Obeyed Their Parents,and Now ...
http://articles.orlandosentinel.com/1986-03-02/news/0200290245_1_telling-my-parents-parentshome-parent-child-relationship
Stop Arguing with Your Kids: How to Win the Battle of Wills by ...
https://books.google.ca/books?id=TVTxYhL4TtsC&pg=PA106&lpg=PA106&dq=unlisten+to+c
hild&source=bl&ots=TPeVa_s4&sig=LXkKXjFhioLGLeises2LgqI2yIA&hl=en&sa=X&ved=0a
13
hUKEwjDqIWlvuXQAhVFyFQKHQGPAyoQ6AEIJjAC#v=onepage&q=unlisten%20to%20chi
ld&f=false
If we don't listen to our kids when they ask nicely, aren't we teaching ...
http://www.drgreene.com/perspectives/if-we-dont-listen-to-our-kids-when-they-ask-nicely-arentwe-teaching-them-to-scream-if-they-want-to-be-heard/
viii
Palmer, Joy. A, “Fifty Modern Thinkers on Education”, p.122, Rootledge, N.Y., 2001
search under “daycare listening to children”
ix
Basic Tips Child Care Providers Can Use to Guide Children's ...
http://articles.extension.org/pages/25703/basic-tips-child-care-providers-can-use-to-guidechildrens-behavior
How to listen actively to your child - My Health.Alberta.ca
https://myhealth.alberta.ca/Alberta/Pages/How-to-listen-actively-to-your-child.aspx
The Skill of Active Listening The Center for Parenting Education
http://centerforparentingeducation.org/library-of-articles/healthy-communication/the-skill-oflistening/
x
xi
Neil, A.S. “Summerhill”, Hart Pub., N.Y.,1960
Silberman, Charles E., Vintage Books, N.Y., 1970
search “overly instructed student”
Dealing with an unruly classroom... < Teaching Channel
https://www.teachingchannel.org/questions/dealing-with-an-unruly-classroom
Managing and improving behavior in inclusive educational - Learn NC
http://www.learnnc.org/lp/editions/every-learner/6691
Understanding Student Differences - NC State University
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
xii
xiii
xiv
xv
LeShan, Eda J. “The Conspiracy against Childhood”, McClelland and Stewart, Toronto, 1967
Rousseau Jean-Jacques on nature, wholeness and education - Emile
search the need for numeracy …
Scholarly articles for the need for numeracy and literacy in education
http://scholar.google.ca/scholar?q=the+need+for+numeracy+and+literacy+in+education&hl=en
&as_sdt=0&as_vis=1&oi=scholart&sa=X&ved=0ahUKEwjsuo3Hv_HQAhVqjVQKHW7eBko
QgQMIKzAA
Literacy and Numeracy Strategy - Ontario
http://www.edu.gov.on.ca/eng/literacynumeracy/
Education for All: The Report of the Expert Panel on Literacy and ...
http://www.rrdsb.com/sites/www.rrdsb.com/files/sss/speced/EdForAll.pdf
Pavlov, Ivan Petrovich “Conditioned Reflexes”, Published September 16th 2003 by Dover
Publications, originally 1927
xvi
14
xvii
Thorndike law of effect, https://www.boundless.com/psychology/textbooks/boundlesspsychology-textbook/learning-7/operant-conditioning-47/basic-principles-of-operantconditioning-thorndike-s-law-of-effect-196-12731/
xviii
Democratic Literacy, ESE:O News, http://www.eseo.cl/en/?page_id=28
xix
search impact of numeracy and literacy on education
The Impact of the Literacy and Numeracy ... - Ministère de l'Éducation
http://www.edu.gov.on.ca/eng/document/reports/OME_Report09_EN.pdf
Poor literacy and numeracy skills limit job chances
https://www.careers.govt.nz/plan-your-career/make-a-career-decision/how-literacy-andnumeracy-skills-affect-job-chances/
Improve Literacy Afghanistan - Education For A Better Future
http://www.aado.org.au/
xx
Tyler, Ralph . W. http://education.stateuniversity.com/pages/2517/Tyler-Ralph-W-19021994.html
xxi
Hardin Garrett The Tragedy of the Commons, today pub. Amazon,orig.1968
xxii
Illich, Ivan , Deschooling Society, Harper Row,N.Y., 1970
xxiii
under the future of education
Levit Alexandra , “The Future of Education According to Generation Z”
Apr 06, 2015, http://time.com/3764545/future-of-education/
Education and Learning Possibilities by the Year 2030, http://www.millenniumproject.org/millennium/Education-2030.html
WilliamsAlex, “3 graphs that explain how higher ed needs to design for the future of work”,by |
Dec 22, 2016, http://eddesignlab.org/2016/12/3-graphs-that-explain-how-higher-ed-needs-to-design-for-thefuture-of-work/?gclid=CKyJpcmuwNICFVq4wAodVHAHgQ
xxiv
Levine, Melvine, Ready or Not, Here Life Comes, Amazon, 2006
xxvi
Gardner Howard, the multiple intelligences http://www.tecweb.org/styles/gardner.html
Koestler, Arthur, “The ghost in the Machine”, p.297, Hutchinson Publishing Group Ltd,
London, 1975
xxvii
xxviii
search under entrepreneurship in Inspired education
Scholarly articles for entrepreneurship in Inspired education
http://scholar.google.ca/scholar?q=entrepreneurship+in+Inspired+education&hl=en&as_sdt=0&
as_vis=1&oi=scholart&sa=X&ved=0ahUKEwiEl_Ou4PHQAhXmh1QKHUe3CEUQgQMILDA
A
Batten: Inspired Education - Faculty & Research - Darden
15
http://www.darden.virginia.edu/batten-institute/education/
Making Entrepreneurship Education Compulsory - Futurpreneur Canada
http://www.futurpreneur.ca/en/2016/making-entrepreneurship-education-compulsory/
xxix
search under entrepreneur relationship with standard and global university
[PDF]A Guiding Framework for Entrepreneurial Universities - OECD
https://www.oecd.org/site/cfecpr/ECOECD%20Entrepreneurial%20Universities%20Framework.pdf
PDF]Entrepreneurship Education - World Innovation Summit for Education
http://www.wise-qatar.org/sites/default/files/asset/document/wise-research-6-babson-11_17.pdf
PDF_english_(1.9 MB) - Global University Entrepreneurial Spirit ...
http://www.guesssurvey.org/resources/nat_2013/GUESSS-2013_14_Singapore_-FinalReport.pdf
xxx
search under democracy in our schools by taking time to listen to our students
Democracy and Education; Schools and Communities Research Project
http://www.uvm.edu/~dewey/articles/Democonc.html
What is Democratic Education? by Isaac Graves — YES! Magazine
http://www.yesmagazine.org/happiness/what-is-democratic-education
If They Don't Practice Democracy, They Won't Learn It | Edutopia
https://www.edutopia.org/blog/practice-democracy-to-learn-democracy-mark-phillips
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