Wonder-Driven Entrepreneurship Teaching: When Working with the Ethical and Existential Dimension in Professional Bachelor Education

For a decade or more research on innovation and entrepreneurship have been based on social constructive, pragmatic and socio-cultural approaches. Lately a more existential and philosophical – hermeneutic approach to processes of innovation and entrepreneurship have been suggested, eg. By Verganti & Öberg and C.O. Scharmer. In these approaches, the idea is, in different ways, to anchor innovation and entrepreneurship in human meaningfulness. This paper continues in this line by suggesting a philosophical and wonder-based approach and by focusing on the educational consequences of such an approach. The empirical departure is a three-year phenomenological action research project in two different professional bachelor educations in Denmark (Nursing and pedagogy). In an overall and outlining way, this paper introduces to a wonder-based approach to innovation- and entrepreneurship teaching. Further, we describe why and how phenomenology of wonder can become doorways for understanding existential and ontological dimensions of innovation- and entrepreneurship teaching.