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In Syria, anti-regime demonstrations which started in March 2011 turned into violent conflicts and soon after a full-scale civil war broke out. The current situation of armed conflicts across Syria has caused widespread migration which makes Syria the world’s largest source country of refugees (UNHCR, 2014, 8). Before the conflict, the population of Syria was 20.7 million people (World Population Policies 2011, 491). Because of warfare in their countries 4.8 million Syrians were forced to leave their homes and sought protection especially in neighbouring countries such as Turkey, Lebanon, Jordan, Iraq and Egypt (UNHCR, 2016).
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Research shows that definitions of in-group boundaries play an important role in the prediction of attitudes towards immigrants (Lödén, 2008; Meeus, Duriez, Vanbeselaere & Boen, 2010; Pehrson, Vignoles & Brown, 2009; Verkuyten & Martinoviç, 2015). These definitions in Turkey are conceptualized as national participation and national essentialism (Taşdemir & Öner-Özkan, 2016b; Taşdemir in press) although they have often been dimensioned as civic and ethnic/cultural definitions abroad (Reijerse, Van Acker, Vanbeselaere, Phalet & Duriez, 2013). National participation includes more inclusive criteria but is less likely to be associated with positive inter-group attitudes compared to national essentialism, which includes more exclusive criteria (Taşdemir & Öner-Özkan, 2016b; Taşdemir, in press). However, studies (e.g., Reijerse et al. 2013), conducted mostly in Western countries, show that civic or more inclusive definitions predict more positive attitudes towards the immigrants than ethnic/cultural or more exclusive definitions.
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The subject of analysis is the model of authorial education that became the condition not only for breaking authoritative, monistic education in the conditions of totalitarianism but also for making state school teachers feel freedom and professional responsibility for upbringing and education quality of students at the beginning of political transformation in Poland. It is about the kind of teacher creative commitment in making and carrying out educational projects which is also in democratic states the basic condition for transformative defiance in schools governed from the top‑down. The entrepreneurship of teachers should emerge not only as their right to self‑determination as far as educational process is concerned but also as their right to implement pedagogical innovations from the bottom‑up. In the last 25 years many non‑public pre‑school and schools have been established and many innovations, especially at the beginning of the 1990s, in the form of proprietary curriculum in public schools were implemented. It should be stressed that autonomy and pedagogical creativity of teachers and parents is of extraordinary importance for creating authorial teaching and learning which is characteristic of postmodern world.
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Theories of the entrepreneurship are discussed. The first part of the paper is devoted to Joseph Schumpeter’s and others conceptions. The second part presents concept formulated by Wiktor Kula. In the concluding part dilemmas arising from different interpretations are analysed.
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In his paper the author analyzes concept of entrepreneurship in thought of such eminent figures of Scottish Enlightenment as Francis Hutheson, David Hume and Adam Smith. He argues that entrepreneurship was highly esteemed by them not only that it has strong connection with free market’s success but as a one from among of social virtues.
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In the article I outline the genesis of the Austrian school of economic and present views of its outstanding proponents. I discuss the notions of marginal utility and the subjectivity which are present in the theory of Carl Menger as well as foundations of praxeology developed by Ludwig von Mises and theory of entrepreneurship by Israel Kirzner.
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The author wonders if the young people in the Period of Partitions in Poland in the 19th century were being educated to entrepreneurial development. Basing on some historical sources, for example, diaries and memories of Anna Potocka and Anna Dzieduszycka, the author focuses attention on what could be considered to be education for entrepreneurship in noble families in those times. The education system, for example in the region of Warsaw Principality, was reviewed in the text. The author shows that the elementary school curriculum (both in countries and in towns) included besides reading, writing and maths, practical skills, for example land measurement, the foundations of law and trade. Although those practical skills were very useful for the young people starting to work on the farm, in industry, crafting, and trade, they can not be regarded as the part of a systemic and intentional shaping of entrepreneurial attitudes in the young people in those times.
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In my paper I undertake the problem of enterprise examining it in the context of its anthropological and philosophical roots which we should to seek in historical metamorphoses of modern bourgeois culture. Starting point of my analyses is inquiring the religious genesis of the idea of enterprise in protestant ethos of labour and calling which devaluation during the Age of Enlightenment lead to gradually forming the utilitarian model of culture. Consequence of these changes is narrow the axiological horizon of European culture down to quantitative account of man and the world of values instead of its qualitative regarding. Against this background the critical analysis of historical conditions of idea of enterprise allow to perceive the fundamental problem of its contemporary interpretations. This problem can be well expressed as an attempt to define the enterprise attitude that is concentrated on effectiveness and optimization of profits in the light of inadequate philosophical categories such as: subjectivity, liberty, responsibility or dialogue.
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This article presents selected issues of contemporary theory of education in relation to today outlining the socio‑economic context and in particular to a wide range of entrepreneurship. Particular attention is paid to those elements of the theory of education, which directly refer to the shaping of attitudes and personality traits correlate with the requirements of the modern labor market. The author tries to justify the thesis that reeupdate some parts of the theory of education, which are included in the elements of self, ie. emotional intelligence, financial intelligence, teleology will be much smaller jump between academic knowledge and the expectations derived from the labor market and the contemporary socioeeconomic challenges and contain in a wellunderstood enterprise or care about the present in relation to our future.
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What can develop the enterprising attitude of an upper‑secondary school learner is the implementation of the curriculum in two subjects: the basics of entrepreneurship and economics in practice, as well as the participation in the Silesian Salon of Secondary School Graduates, the Educational Fairs of Universities and the Week of Entrepreneurship. Special attention should be drawn to the Career Days, which involve the workshops on writing application documents, meetings with experts and entrepreneurs. The shaping of enterprising attitudes and the strengthening of enterprising behavior can be enhanced by taking part in the Entrepreneurship Olympiad as well as in the Economics Olympiad.
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The article treats of the attitude differences between Polish high school students with and without entrepreneurial training and Finnish high school students. The author presents the results of the questionnaire held among both Polish and Finnish students. There were issues taken into account – the national coverage of the research on entrepreneurship education of the young in the last decade and the possibility that resources of international entrepreneurship education can include evaluation and the transfer of teaching internship.
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The approach to entrepreneurship in learning is presented in the article as one of the four basic dispositions in the concept of Building Learning Power of a British cognitive psychologist Guy Claxton. According to him, entrepreneurship means the readiness, willingness and ability to learn in different ways. This disposition is described by four types of capacity: curiosity, making associations, imagination and capitalization. An enterprising learner is curious of the world, asks many questions to search for the needed knowledge, which s/he can both relate to the already acquired knowledge and make use of it in everyday life. Such a learner applies imagination as a tool for reasoning and uses intuitive hints. Enterprising learners make use of all available resources in order to learn – e.g. books, dictionaries, the Internet, telephone, as well as the knowledge of their peers or other people. Entrepreneurship can and should be shaped from the earliest time and in each school subject. This is done if learners are offered more freedom, are faced with interesting problems or open tasks within their interest range, and if teachers themselves present such an attitude, becoming models of entrepreneurship for their learners.
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Financial education is becoming a necessary and even burning need nowadays. The terms financial literacy and financial education are strongly bound together. Financial education is one of the elements of economic education that in turn shapes economic awareness. Parents and guardians are responsible for the financial education of the young generation, because it is in the family where the first attitudes and habits connected with money are shaped. Understanding the need for economic education of the young generation should lead to deliberate and systematic actions taken up by parents and teachers in this area.
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The author presents various understandings of entrepreneurship in the context of man’s subjectivity. The common features of both attitudes have been showed. Basing on selected pedagogical conceptions that are persued in early school education the author presents the ways of developing entrepreneurship skills in children.
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Students have the right to benefit from State aid. This power derives from the Constitution, article 70, paragraph 4. The aim of social aid is to equalize educational opportunities. The aim of the incentive is to support talented students education. It is worth noting the multiplicity of forms of assistance and non‑public actors. The main principles, which is to implement the aid are the universality and equality of access to educational benefits.
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The author presents the results of research on Polish students openness to new experiences as regards their international career. The presented results of the survey concern final year students aptitude for their going abroad, real drive towards achieving goals, readiness to take up challenges and to endure difficulties in order to meet the demands of an international labor market.
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This chapter compares and contrasts the experiences of Syrian refugees in Turkey in terms of the ways in which they are accepted and rejected by Turkish people.
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