Vedaaranya Heritage Arts and Healing Festival 2016

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Karine Oganisjana

University of Latvia,  Faculty of Education, Psychology and Art, University of Latvia,
Jurmalas avenue 74/76, Riga, LV – 1083, Latvia

“Discoprovita” & 360 degree holistic study for developing students' entrepreneurial attitudes

To “push” the students into entrepreneurship through the structuring of learning as an entrepreneurial process is accepted to be the most effective way to develop students’ entrepreneurial skills, attitudes, knowledge, behaviours, thinking and habits. By observing in what way entrepreneurs learn while participating in entrepreneurship, educational theories and practice could be adjusted in a corresponding way to make the overall educational process more entrepreneurial. And how do successful entrepreneurs learn? There is a great deal of literature showing that entrepreneurs learn based on their experience by doing and reflecting, as well as they tend to analyse their mistakes and learn from them. But there is one more thing which is typical for successful entrepreneurs. They see the holistic picture of the reality, know how to use theoretical knowledge for solving real life problems in practice; they notice things, links and relations between phenomena, which may seem not connected and independent at first sight; therefore most people don’t even pay attention to them and pass by without identifying worthy opportunities. In order to promote students’ entrepreneurial ways of thinking, habits and attitudes, as well as their holistic perception of phenomena and happenings, the author has created “360 degree problems” for the game “Discoprovita” (“to learn for life” in Latin) which was first played and presented together with the students of the University of Latvia in 2007. These problems are aimed to make students look at a problem from very different standpoints, combining their knowledge from exact and social disciplines, creativity and inventiveness; sense of humour and intuition; moral values and cross cultural experience, etc. In the full paper the author is going to analyse a “Discprovita” problem, whose content is taken from the Greek mythology – a theme which hardly associates with entrepreneurship, thus showing that even the least entrepreneurship fostering discipline can serve as a nice ground for its development.


Master of pedagogy, interpreter, physicist, worked in Bhilai Steel Plant in India after graduating from Patrice Lumumba Peoples' Friendship University in Moscow. She has worked in different fields of pedagogy for more than 20 years, teaching, writing books and creating study materials for school and university students. She finished her PhD research and passed the pre-defence of her thesis “The development of students’ enterprise in study process”.