子谦译文｜第五类（代）创业教育理论：价值创造(6)

在以价值创造为基础的创业观中，强调学习和个人发展使其与教育工作者产生了很强的关联性，因为它为老师提供了一个解决困难的方法，即将创业融入教育的两种主要方法都是相当有问题的。基于商业创业逻辑的创业实践教育(Gartner, 1989)对许多教师来说是有问题的，因为它的资本主义的内涵(Rae, 2010)；而基于机会识别逻辑的创业者教育的模糊性和对学生的微弱影响，由此而产生的困境，令许多老师被夹在两个不合适的选择之间，这也解释了为什么将创业和教育融合在实践中仍然是一个具有挑战性和仍处于边缘的原因。

The value creation approach in education is fundamentally about letting students learn by applying their knowledge to create something of value to external stakeholders (Lackéus et al., 2016).Empirical studies have shown that such an approach is capable of escaping the teacher dilemma by allowing for strong development of entrepreneurial competencies, deep integration into the core curriculum and good alignment with many teachers’ humanistic values (Lackéus, 2017a).Yet, as much as this development constitutes a promising path, teachers have also raised a crucial and vexing question that begs for clarification: What is value? If entrepreneurship is claimed to be about new value creation, a clear answer is needed to this question, both within and outside education. The purpose of this article is to attempt to provide exactly that. It is achieved by developing an analytical framework for different kinds of value through a necessarily opportunistic review of literature in economics and sociology. The resulting framework has been deemed useful by scholars analyzing entrepreneurship in education and by teachers attempting to infuse entrepreneurship into education. It remains to be seen whether the framework can be used also to analyze and facilitate entrepreneurship more generally.