“Learning to do” as a pillar of education and its links to entrepreneurial studies in higher education: European contexts and approaches

The author links the “learning to do” pillar, one of the four pillars of the Delors Report of 1996 Delors J Report to UNESCO of the International Commission on Education for the Twenty First Century: Learning: The Treasure Within Paris: UNESCO 1996  [Google Scholar], “Learning: The Treasure Within”, to the principles and purposes of an entrepreneurial university and the aims of the European Commission and the Bologna Process to enhance the employability of graduates of higher education. An entrepreneurial university will fulfill the meaning of this pillar, particularly if it includes life‐long learning, career counseling, instruction and training in job‐related social skills, and a commitment to educate and to train graduates who will be agents of change. Universities must also promote intellectual entrepreneurship as a means to achieving worthy ends including sustainable employability and human values.     

Cultivating Fertile Grounds: Enhancing and Extending the Scientific Base of Social and Emotional Learning: A Commentary on “The Scientific Base Linking Social and Emotional Learning to School Success,” a chapter by Joseph E. Zins,Michelle R. Bloodworth,Roger P. Weissberg,and Herbert J. Walberg

Joseph Zins was a forerunner in empirically demonstrating the interrelationship of SEL interventions and school success. This commentary highlights his perspectives on the accumulating body of evidence for the academic gains that have been associated with various SEL interventions and aims to show how new research methodologies can further extend the scientific support as well as enhance the cultural responsiveness of SEL interventions. A partnership approach to research is advocated for addressing three important research directions: defining and measuring social and emotional competencies, co-constructing intervention programs, and achieving system-level program integration.     

From Dodge City to Emerald City: The Importance of Joseph E. Zins' Work in Teacher Education Programs: A Commentary on “The Scientific Base Linking Social and Emotional Learning to School Success,” a chapter by Joseph E. Zins,Michelle R. Bloodworth,Roger P. Weissberg,and Herbert J. Walberg

This commentary argues that Joseph Zins' work can contribute and enhance university-based teacher preparation programs. Focusing on secondary English Education, it examines how SEL competencies can improve the curricula and field experiences to support pre-service teachers.