Abstract
This article argues that a genuinely entrepreneurial theory of schooling requires a break with the institutional logic of the state school. If value is measured only by voluntary monetary payment, then compulsory attendance, coercive taxation, and administrative certification cannot serve as educational foundations. On this view, the school must be understood as an enterprise that sells access to increasingly powerful instruments of action. Academic disciplines become tools rather than autonomous ends; money becomes the indispensable measure of value; the teacher becomes an entrepreneurial guide across levels of action; and the diploma gives way to a portfolio of completed, voluntarily paid deals.
Publication status
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