Mapping the aliran of the academic discipline of entrepreneurship: A ...

[Foucault, 1980, p93]. If for some reason there is an incompatibility of the savoir and
connaissance knowledges, then it is feasible that the flow of power clockwise around
Foucault’s Triangle may be blocked, cease or flow elsewhere to other disciplines. However
given the inherent difficulty, as discussed in section 2.2.1.04, of having savoir knowledges
accepted as connaissance knowledges due to the demands of epistemic justification,
maintaining the flow of power may be difficult.
2.2.1.07 The flow of power around the triangle may be perceived as being bi-directional.
As mentioned above the flow of power clockwise around the triangle sources from the
savoir knowledge which replenishes the connaissance knowledge, assuming that
academics are receptive to such knowledge and do not simply attempt to ‘preserve their
patch’. It is feasible that there is another flow of empowerment anticlockwise around the
triangle where the connaissance knowledge forms the basis of teaching, or other
impartation of knowledge such as seminars, workshops etc, in the direction of the savoir
knowledge. However there does seem to be a corollary to this bi-directional flow of
information in that if the connaissance knowledge being transmitted back into the realm of
the savoir is perceived to be inappropriate to the eventual requirements of the nascent
entrepreneurs then there will possibly be a reduction in the clockwise flow of power.
2.2.1.08 Probably this flow of empowerment around Foucault’s Triangle is, to a degree,
situation specific dependent on the discipline involved, it is likely that in some disciplines
such as engineering or medicine, practitioners may have greater eligibility to participate in
the discipline and contribute to the connaissance knowledge. Whether this is in itself a
measure of entrepreneurship being a dubious discipline is a moot point. However it is
feasible that in such dubious disciplines third parties such as intellectuals play a role that
could be more significant than in the less dubious disciplines.
2.2.2 Intellectuals as third paths
2.2.2.0 This section introduces the role of the intellectual to my mode l as a possible
mediating influence.
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