Introduction

Entrepreneurship demands that a person is willing to take risks, venture and achieve results. This implies amongst others that the person should be willing to dare to do and stake his or her future on something. Often, this required output behaviour is inhibited by the educational approach followed in the teaching and learning environments to which people are exposed.

Purpose

The purpose of this article is to propose some educational principles that if adhered to, may promote and sustain entrepreneurial behaviour in a knowledge driven economy.

Principles

Principle 1: Introduce learning and teaching approaches that would stimulate the curiosity of students to discover essentials for themselves for the sake of discovery itself.

This demands that educators should rather try to play a minimum role in education rather than a maximum role. Rather, equipment and learning design should be carefully planned and structured to allow students to discover essential learning principles for themselves as well as the applications thereof. This should be done in the absence of specified learning outcomes specified by curriculums. Specified learning outcomes creates a situation in which it is assumed that the present expertise knows best what is required to succeed in the knowledge economy and while it may be partially true, the negative effects of installing inhibiting neuroses in the learner, may outweigh the advantages thereof. Instead, the educator should allow learners through education design to discover essential building blocks and fulcrums of the discipline through a process of self-discovery. Allowing learners the opportunity to discover for themselves, opens the door for discovering what you as learner wants to be and what you would like to understand and articulate. Through a process of self-directed discovery and determining one