Academic literature on the topic 'Bring Larks and Heroes'
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Journal articles on the topic "Bring Larks and Heroes"
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Caterina Colomba. "Coming to Terms with Australia's Past: Thomas Keneally's Bring Larks and Heroes." Antipodes 27, no. 1 (2013): 25. http://dx.doi.org/10.13110/antipodes.27.1.0025.
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Mitchell, Diana, George T. Kalif, and Richard L. Cameron. "Heroes Bring Literature to Life." English Journal 83, no. 8 (December 1994): 90. http://dx.doi.org/10.2307/820345.
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Riches, Brian R. "What Makes a Hero? Exploring Characteristic Profiles of Heroes Using Q-Method." Journal of Humanistic Psychology 58, no. 5 (June 23, 2017): 585–602. http://dx.doi.org/10.1177/0022167817716305.
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Building on research about the characteristics and varieties of actual heroes, the purpose of this project was to investigate the extent to which different types of real heroes have similar and distinct characteristics using Q-method, a person focused method. Awarded heroes sorted 49 psychological characteristics and Q-factor analysis revealed two profiles, or groups, of heroes; “open, loving, and risk-taking heroes,” and “spiritual, socially responsible, and prudent heroes.” These findings are interpreted in light of humanistic psychology, and the implications of these findings on the field of heroism science are discussed. The profiles bring the field of heroism science a deeper and more comprehensive view of the whole heroic person, and suggest directions for using heroic examples to fostering heroism.
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Stead, Martine, Lisa Arnott, and Emma Dempsey. "Healthy Heroes, Magic Meals, and a Visiting Alien." Social Marketing Quarterly 19, no. 1 (January 24, 2013): 26–39. http://dx.doi.org/10.1177/1524500412472493.
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Although social marketing emphasizes consumer orientation, it is only in recent years that consumers and communities have been at the center of program development and implementation. This article illustrates how, on a modest budget, social marketing and community development approaches were combined in two innovative and creative community-led projects in Edinburgh, Scotland. Community residents were integrally involved, not just as participants in research and as project beneficiaries, but as decision makers, creators, and implementers. The projects illustrate how communities have skills and assets within themselves which they can bring to bear in a social marketing framework, making it possible to apply social marketing on modest budgets, and how interventions which originate within communities and are owned by them may be more engaging and may lead to more positive health outcomes. Approaches which genuinely involve communities in development and implementation make financial, practical, and philosophical sense.
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Ghumashyan, Varduhi. "The Impact of Metaphor on G.G. Byron’s Linguopoetic Thinking." Armenian Folia Anglistika 16, no. 1 (21) (April 15, 2020): 90–97. http://dx.doi.org/10.46991/afa/2020.16.1.090.
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The issue touched upon in this article refers to the extraordinary use of innumerable metaphors in one of the greatest works by George Gordon Byron – Childe Harold’s Pilgrimage. Among literary devices it is especially metaphor that is peculiar to Byron’s linguopoetic thinking. The linguostylistic and linguopoetic methods of analysis help to bring out metaphor as an important device for Byron. Through metaphors he portrays his heroes, their feelings and thoughts and makes the reader feel his powerful flight of imagination. The author does not convince the reader to make the resulting points, but he makes him/her indirectly judge the heroes and understand situations. Thus, Byron’s metaphors are the result of his linguopoetic thinking. They give a certain charm and musical perception through plain words and word-combinations, and serve as a bridge between physics and poetics across temporal and spatial scale.
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Nadyrshin, Timur M. "Heroes of Islamic history in the Collective Memory of Muslims of Russia." Study of Religion, no. 4 (2020): 37–48. http://dx.doi.org/10.22250/2072-8662.2020.4.37-48.
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The cultural memory of Muslims forms a certain way of communication, thinking, which is instrumentalized by the community of believers for religious discourse in a mosque, printing, media projects, and education. The reproduction of collective memory occurs through the heroes of history – the figures of memory. The latter serve as spatial and temporal landmarks of the group’s memory and become models and role models. This article provides a brief analysis of the places of memory of the heroes of Islamic history in the cultural identity of Muslims of the Russian Federation. The solution to this problem will bring us closer to understanding the self-identification, religious life and mentality of the Russian community of believers. The main personalities in Muslim history are the prophets, associates, pious rulers and military leaders, great scholars, theologians, and the righteous. To determine the significance of personality for cultural memory, the research was faced with the task of reducing their list with specific tools for studying big data. For this, the Google Trends analysis tool was used, and on its basis a hierarchy of requests from the heroes of Islamic history is carried out. The interpretation of the data is carried out. The article discusses which memorialization strategies are used by the Muslim community to reproduce a cultural transmission, as well as existing injuries and forms of silence. The absence of a single Russian Islamic metanarrative is an obstacle to the unification of Muslim believers and their integration into the national cultural agenda
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SANTONI, PEDRO. "‘Where Did the Other Heroes Go?’ Exalting the Polko National Guard Battalions in Nineteenth-Century Mexico." Journal of Latin American Studies 34, no. 4 (November 2002): 807–44. http://dx.doi.org/10.1017/s0022216x02006569.
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In 1848 the moderado administration of General José Joaquín Herrera staged public ceremonies to honour the ‘polko’ national guardsmen who had died defending Mexico City during the recent war with the USA. Herrera's government attempted to use the rituals to alleviate the pain of defeat and bring together a divided nation, as well as to reorganise the national guard into a military force manned by the well-to-do that would help preserve political stability and social harmony. Herrera's state-building project ultimately failed because the ceremonies could not surmount the tensions that afflicted Mexico. In the long run, the inability to restructure the national guard allowed Mexican statesmen in the late 1800s to disband that military force and to diminish its status in national patriotic discourse.
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Stępniak, Maria. "TEACHER-PUPIL COMMUNICATION IN THE CONTEXT OF BELLES-LETTRES. II YEAR STUDENT'S REFLECTION." Society Register 1, no. 1 (November 14, 2017): 209–24. http://dx.doi.org/10.14746/sr.2017.1.1.17.
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The article refers to relations in the process of communication between teacher and students. The author uses classical literature and an expert interview with an experienced school teacher to bring her point across. The author feels that the described issues are of particular significance for beginner pedagogues. Shakespeare's genius gives a broad perspective on the subject of communication, because in both comedies and dramas we observe the importance of the communication aspect, which may be transferred to the relationship between students and the teacher. This gives a broad picture of the possible scenarios that will appear in the teacher's work and allows one to draw conclusions from the heroes' mistakes, which may be identical to those made in the relationships with students.
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Clark, Raymond J. "How Vergil expanded the Underworld in Aeneid 6." Proceedings of the Cambridge Philological Society 47 (2001): 103–16. http://dx.doi.org/10.1017/s0068673500000729.
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In a recent article published in the CQ I argued the likelihood that in comparable underworld scenes Vergil modelled Charon's challenge to Aeneas in Aeneid 6.388–97 on Aeacus' challenge to Heracles in a surviving fragment of the tragedy Pirithous composed by either Euripides or Critias, and I took the episode to be a reinforcement or a possible modification of E. Norden's suggestion that Aeneas' descent into the Underworld is modelled on a catabasis of Heracles. In the play Aeacus sees a figure approaching him and demands to know of the stranger both his identity and his business in coming. Heracles responds by giving his name and explaining that he has come hither at Eurystheus' command to fetch Cerberus alive from Hades and bring him to Mycenae's gates. Heracles must then have overcome Aeacus. for we next find Theseus and Heracles conversing in the Underworld about Pirithous. Earlier in the play Pirithous had lamented that he still languishes in Hades for having attempted, with Theseus as his accomplice, to carry off from the world below the goddess Persephone to be his bride. In the usual version both heroes are caught and punished in the world below and only Theseus is rescued by Heracles. In this play, however, Heracles now heaps praise upon Theseus for his loyalty in electing to stay with his friend Pirithous in Hades. Heracles then rescues both heroes.
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Özçakır, Sabri. "‘Heroes! Bring Happiness to Your Motherland! Long Live the Yunaks’: The Bulgarian Yunak Gymnastics Movement in the late Ottoman Period." International Journal of the History of Sport 36, no. 2-3 (February 11, 2019): 186–206. http://dx.doi.org/10.1080/09523367.2019.1630820.
Full textDissertations / Theses on the topic "Bring Larks and Heroes"
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Habel, Chad Sean, and chad habel@gmail com. "Ancestral Narratives in History and Fiction: Transforming Identities." Flinders University. Humanities, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20071108.133216.
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This thesis is an exploration of ancestral narratives in the fiction of Thomas Keneally and Christopher Koch. Initially, ancestry in literature creates an historical relationship which articulates the link between the past and the present. In this sense ancestry functions as a type of cultural memory where various issues of inheritance can be negotiated. However, the real value of ancestral narratives lies in their power to aid in the construction of both personal and communal identities. They have the potential to transform these identities, to transgress natural boundaries and to reshape conventional identities in the light of historical experience.
For Keneally, ancestral narratives depict national forbears who narrate the nation into being. His earlier fictions present ancestors of the nation within a mythic and symbolic framework to outline Australian national identity. This identity is static, oppositional, and characterized by the delineation of boundaries which set nations apart from one another. However, Keneallys more recent work transforms this conventional construction of national identity. It depicts an Irish-Australian diasporic identity which is hyphenated and transgressive: it transcends the conventional notion of nations as separate entities pitted against one another. In this way Keneallys ancestral narratives enact the potential for transforming identity through ancestral narrative.
On the other hand, Kochs work is primarily concerned with the intergenerational trauma causes by losing or forgetting ones ancestral narrative. His novels are concerned with male gender identity and the fragmentation which characterizes a self-destructive idea of maleness. While Keneallys characters recover their lost ancestries in an effort to reshape their idea of what it is to be Australian, Kochs main protagonist lives in ignorance of his ancestors life. He is thus unable to take the opportunity to transform his masculinity due to the pervasive cultural amnesia surrounding his family history and its role in Tasmanias past.
While Keneally and Koch depict different outcomes in their fictional ancestral narratives they are both deeply concerned with the potential to transform national and gender identities through ancestry.
Books on the topic "Bring Larks and Heroes"
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Keneally, Thomas. Bring larks and heroes. Ringwood, Vic: Penguin Books, 1988.
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Keneally, Thomas. Bring Larks and Heroes. Text Publishing Company, 2012.
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In The Land Of Larks And Heroes Australian Reflections On St Mary Mackillop. ATF Press, 2010.
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Olsen, Dale A. Flute Origin Myths and Flute-Playing Heroes. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037887.003.0008.
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Flutes get much of their power from the breath of their players, and that breath is transformed into whistle tones that are manipulated by the player's fingers or tongue to produce all sorts of patterns of sound, from bird imitations to beautiful melodies and more. In addition, flutes derive power from the “proper” culturally determined materials used in their construction, from animal bones or rustic bamboo to precious metals or stone, giving each instrument its desired tone quality or voice. Whether used for meditation, fertility, courting, protection, or just playing a melody, the sounds and music of flutes have the power to go beyond the mortal world into immortal realms. This spiritual nature of flutes is like a thread that weaves through the fabric of world flutelore and flute musical performance. This chapter explores more stories and narratives that bring out the spiritual connection of flutes and flute music, especially as it relates to origin myths and heroes.
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Harper, Tobias. From Servants of the Empire to Everyday Heroes. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198841180.001.0001.
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In the twentieth century the British Crown appointed around a hundred thousand people, military and civilian, in Britain and the British Empire to honours and titles. For outsiders, and sometimes recipients too, these jumbles of letters are tantalizingly confusing: OM, MBE, GCVO, CH, KB, or CBE. Throughout the century this system expanded to include more different kinds of people, while also shrinking in its imperial scope with the declining empire. Through these dual processes this profoundly hierarchical system underwent a seemingly counter-intuitive change: it democratized. Why and how did the British government change this system? And how did its various publics respond to it? This book addresses these questions directly by looking at the history of the honours system as a whole in the wider context of some of the major historical changes in Britain and the British Empire in the twentieth century. In particular, it looks at the evolution of this hierarchical, deferential system amidst democratization and decolonization. It focuses on the system’s largest—and most important—components: the Order of the British Empire, the Knight Bachelor, and the lower ranks of other Orders. By creatively analyzing the politics and administration of the system alongside popular responses to it using diaries, letters, newspapers, and memoirs, it shows the many different meanings that honours took on for the establishment, dissidents, and recipients. It also shows the ways in which the system succeeded and failed to order and bring together divided societies.
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Torres, J. Teen Titans Go!: Bring It On! - Volume 3 (Teen Titans Go (Graphic Novels)). DC Kids, 2005.
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Christopher, Roy, ed. Follow for Now, Volume 2: More Interviews with Friends and Heroes. punctum books, 2021. http://dx.doi.org/10.53288/0331.1.00.
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Follow for Now, Vol. 2 picks up and pushes beyond the first volume with a more diverse set of interviewees and interviews. The intent of the first collection was to bring together voices from across disciplines, to cross-pollinate ideas. At the time, social media wasn’t crisscrossing all of the lines and categories held a bit more sway. Volume 2 aims not only to pick up where Follow for Now left off but also to tighten its approach with deeper subjects and more timely interviews. Featuring conversations with thinkers like Carla Nappi, Rita Raley, Dominic Pettman, Ian Bogost, Mark Dery, Douglas Rushkoff, and Dave Allen, and musicians like Tyler, The Creator, Matthew Shipp, Sean Price, Rammellzee, and Sadat X, as well as writers like Ytasha L. Womack, Chris Kraus, Pat Cadigan, Bob Stephenson, Simon Critchley, Simon Reynolds, Malcolm Gladwell, and William Gibson, Follow for Now, Vol. 2 is another critical cross-section of the now.
Book chapters on the topic "Bring Larks and Heroes"
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Cyrino, Monica S. "Russell Crowe and Maximal Projections in Noah (2014)." In Epic Heroes on Screen, 93–110. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474424516.003.0007.
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This chapter examines the biblical patriarch Noah as played by Russell Crowe in Darren Aronofsky’s Noah (2014). Starting from the foundation of Richard Dyer’s idea of a “star text” in which actors bring echoes of their old roles to new performances and thereby engage viewers on multiple levels, this chapter frames Crowe’s performance in Noah as what the author terms a “maximal projection.” Crowe brings his role as Maximus Decimus Meridius, the soldier who becomes a gladiator during the reigns of Marcus Aurelius and Commodus, to his later role as Noah. Through the repetition of things such as physical gestures, bodily movements, interactions with characters, and even sometimes dialogue, Crowe performs what the author terms “star-peats.”
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Kent, Lia. "Gathering the Dead, Imagining the State?" In The Dead as Ancestors, Martyrs, and Heroes in Timor-Leste. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724319_ch12.
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This chapter focuses on the phenomenon of ‘commissions’ for the recovery of human remains that have proliferated across Timor-Leste. I argue that the commissions’ practices constitute forms of ‘nonstate governmentality’ (de Cesari 2010, 625) that take the government’s valorisation programme in unexpected directions. By working to exhume, identify, and categorise the dead the commissions are, to some extent, contributing to the state’s goal of dignifying martyrs. At the same time, they are potentially enlarging the definition of martyrdom beyond the state’s narrow interpretation. Ultimately, the commissions bring to light the nation’s painful history and remind the state of its responsibility to dignify all the nation’s martyrs.
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Harper, Tobias. "Ordering Empire and Democracy, 1902–1921." In From Servants of the Empire to Everyday Heroes, 24–67. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198841180.003.0002.
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This chapter examines the creation of new orders at the beginning of the twentieth century, which was the culmination of a prolonged period of “unprecedented honorific inventiveness” starting in the late nineteenth century. In Britain the new Order of the British Empire was branded the “Order of Britain’s Democracy” in recognition of the fact that it extended far deeper into non-elite classes in British society than any previous honour. Between 1917 and 1921 more than 20,000 people in Britain and throughout the British Empire were added to this new Order. This was an unprecedented number, orders of magnitude larger than honours lists in previous years. While the new Order was successful in reaching a wider, more middle-class audience than the honours system before the war, which was socially narrow, there was a substantial backlash to what was widely perceived by elites to be an excessive (and diluting) opening-up of the “fount of honour.” This backlash was connected to political controversies about the sale of honours that eventually helped bring about Lloyd George’s downfall. This chapter also contains a brief description of all the components of the British honours system at the beginning of the twentieth century.
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Memiş, H. Burcu Önder. "The History of Branding Narratives." In Advances in Media, Entertainment, and the Arts, 15–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5357-1.ch002.
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This chapter contends that along with the digital culture being effective in the lives of individuals, the demands, tastes, entertainment and shopping patterns of groups have also changed. This change is undoubtedly a major influence on the development of communication technologies. However, as the communication technologies evolve, the decision is made by individuals using these technologies in their lives effectively. Listening to the story, imagining the heroes of this story, and mental communication with the heroes of the dream-like story are the features that human beings bring from the oral culture period. Nowadays, the desire to listen and listen to the stories of the individual is part of the consumption process. In this context, transmedia, history and transmediatic transformation of brands will be explained in the chapter.
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Franklin, Caroline. "‘My Hope Was to Bring Forth Heroes’: The Fostering of Masculine Virtù by the Stoical Heroines of the Political Plays." In Byron's Heroines, 180–220. Oxford University Press, 1992. http://dx.doi.org/10.1093/acprof:oso/9780198112303.003.0008.
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Özçakır, Sabri. "‘Heroes! Bring Happiness to Your Motherland! Long Live the Yunaks’: The Bulgarian Yunak Gymnastics Movement in the late Ottoman Period." In New Dimensions of Sport in Modern Europe, 64–84. Routledge, 2021. http://dx.doi.org/10.4324/9781003150213-5.
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Sunderland, Luke. "Crusade." In Rebel Barons. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198788485.003.0006.
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This chapter argues that the expansion of Christendom functioned as an outlet for antagonisms between sovereigns and barons. Crusade in medieval epics allows barons to escape oppression and to become sovereigns: the Crusade Cycle makes Godefroi de Bouillon a Christian hero equal to Charlemagne, whereas the hero of Huon de Bordeaux, exiled by Charlemagne, becomes heir to a marvellous eastern empire. Roland in the Franco-Italian L’Entrée d’Espagne, also cast out, brings Western civilization to Persia. Another Franco-Italian work, Huon d’Auvergne, tells the hero’s journey to hell at the request of Charles Martel, whose fantasy of complete earthly jurisdiction turns nightmarish. The dream of a world Christian community shapes a utopian, integrative approach to other genres in these texts, which bring travel writing to describe the East that the heroes conquer. The chansons de geste dialogue with other generic material to find new solutions to the old king–baron antagonism.
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Twohig, Erin. "Satirizing Education in Crisis." In Contesting the Classroom, 117–43. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620214.003.0005.
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The fifth chapter analyzes the use of parody and satire to depict education in Mohamed Nedali’s Grâce à Jean de la Fontaine! (Thanks to Jean de la Fontaine!) and Yacine Adnan’s Hūt Marūk (Hot Maroc). Nedali’s novel describes the satiric misadventures of a teacher-in-training who, upon finding himself surrounded by incompetency at the school where he works, learns to play along with absurdity rather than fight it. Hūt Marūk, in a similarly satiric tone, describes a young man who embodies the new kind of author produced by a failing education system: a comments section troll on an online blog. These novels offer a dramatic departure from the earnest striving heroes examined in the fourth chapter. They poke fun at education, exaggerating the foibles of incompetent administrators, skewering teachers who know nothing about their subject, and presenting the classroom as a space of meaningless failed communication. These narratives do more than point a literary finger at current political controversies and educational failings. They bring the entire educational institution into question through their clear refusal to ever be taught to future generations in the classroom
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Wiens, John A., and Nancy E. McIntyre. "Birds of the Shortgrass Steppe." In Ecology of the Shortgrass Steppe. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195135824.003.0013.
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Birds are part of the special magic of grasslands. Birds such as McCown’s Longspurs (scientific names are given in the Appendix) or Horned Larks, which seem to disappear against the background of grass, soil, and stones when they are on the ground, launch breathtaking courtship flights punctuated by tinkling songs and mothlike flutterings. Male Lark Buntings, incongruously black and white (Fig. 9.1A) against the subdued tones of the grassland, may break into their morning territorial displays or gather together spontaneously in melodious group choruses. Mountain Plovers may burst from underfoot into utterly convincing broken-wing distraction displays. Ferruginous and other hawks (Fig. 9.1B) may suddenly plummet from the blue skies above. Sightings of relatively rare species such as Chestnut-collared Longspurs (Fig. 9.1C) may bring joy to dedicated bird-watchers. Birds give the shortgrass steppe an aura that Bouteloua alone cannot. Yet birds have not figured importantly in most discussions of grassland ecology. They are generally drab and brownish, so they have not attracted much attention from the general public, and their contributions to ecosystem production and energy flow are small, so they have not been of much interest to ecologists studying ecosystem processes. However, grassland birds are showing the most widespread and consistent population declines of any group of North American birds (Herkert, 1995; Knopf, 1994; Peterjohn and Sauer, 1999). As a consequence, they have become a focus of conservation concern (Brennen and Kulvesky, 2005; Vickery and Herkert, 2001). The history of ornithological research in the shortgrass steppe is closely intertwined with the broadly interdisciplinary work conducted during the IBP in the late 1960s and early 1970s, and more recently (since 1982) as part of the NSF LTER program. In this chapter we describe the birds of the shortgrass steppe and summarize pertinent research that has been conducted on them during the past 40+ years. Our aim is to synthesize this information to provide a perspective on how environmental factors may relate to population fluctuations, on spatiotemporal shifts in community composition, and on patterns of habitat occupancy among the birds of the shortgrass steppe. We conclude by noting some continuing research priorities that have become more critical as conservation concerns about these birds have heightened.
Conference papers on the topic "Bring Larks and Heroes"
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Dimarogonas, Andrew D. "Mechanisms of the Ancient Greek Theater." In ASME 1992 Design Technical Conferences. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/detc1992-0301.
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Abstract The word Mechanism is a derivative of the Greek word mechane (which meant machine, more precisely, machine element) meaning an assemblage of machines. While it was used for the first time by Homer in the Iliad to describe the political manipulation, it was used with its modern meaning first in Aeschylos times to describe the stage machine used to bring the gods or the heroes of the tragedy on stage, known with the Latin term Deus ex machina. At the same time, the word mechanopoios, meaning the machine maker or engineer, was introduced for the man who designed, built and operated the mechane. None of these machines, made of perishable materials, is extant. However, there are numerous references to such machines in extant tragedies or comedies and vase paintings from which they can be reconstructed: They were large mechanisms consisting of beams, wheels and ropes which could raise weights up-to one ton and, in some cases, move them back-and-forth violently to depict space travel, when the play demanded it. The vertical dimensions were over 4 m while the horizontal travel could be more than 8 m. They were well-balanced and they could be operated, with some exaggeration perhaps, by the finger of the engineer. There is indirect information about the timing of these mechanisms. During the loading and the motion there were specific lines of the chorus, from which we can infer the duration of the respective operation. The reconstructed mechane is a spatial three- or four-bar linkage designed for path generation.
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O’Driscoll, Josh. "Re-shaping Irish universities: The application of Self-Determination Theory to an entrepreneurial education policy." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.29.
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“Entrepreneurs are heroes in our society. They fail for the rest of us….. Courage (risk taking) is the highest virtue. We need entrepreneurs.”Nassim Taleb (2018: p36 & p189) – Skin in the Game: Hidden Asymmetries in Daily Life. Drucker (1985) states that entrepreneurship is neither a science nor an art, but a practice. Therefore, this paper works with the assumption that entrepreneurship can be nurtured. The skills and competencies that a deeper learning around entrepreneurship can bring has the potential to make all students more creative individuals. Unfortunately, according to Eurostat (2019), Ireland is one of the worst countries in Europe for start-ups, lagging behind the E.U. average. Additionally, Entrepreneurship Education at School in Europe (2015) found that Ireland was the country with the lowest percentage of young people that have started their own business. Is our education system failing to equip our youth with skills and competences needed for entrepreneurship? If this is the case, Ireland needs to implement a policy that can change this, before Ireland becomes even more dependent on multinational/foreign companies for economic growth and employment. Other countries have shown that learning “for” and “about” entrepreneurship can bring many more benefits than just business formation ideas (Bager, 2011; EU Expert Group, 2008). Even if one does not value entrepreneurship, or has no interest in being an entrepreneur, the skills and competences learned will help every individual, regardless of their career choice. This paper argues that introducing an entrepreneurial education policy in Ireland could reap massive benefits moving forward. This paper aims to carry out three tasks: 1. To outline an entrepreneurial and enterprise education policy that increases students’ autonomy of their own learning experiences. 2. To present a convincing argument of why Ireland should implement this policy moving forward. 3. Recommend plausible and practical actions in order to implement such a policy in Ireland. This paper is structured as follows: the theory section outlines the Self-Determination Theory that serves as the theoretical backbone for this argument. Evidence of Good Practise presents evidence to back up the need for such a policy and possible solutions towards the improvement of entrepreneurship education. This will build on the theory presented in the Method Section. Conclusions summarises the argument presented and highlights future lines of research.