It is widely accepted in literature that radical innovation challenges contemporary industries. Given the spectacular scientific achievements of the twentieth century, the potential of radical innovation inspires entrepreneurs in new product, services or processes development. Modern innovation has become more complex since it embodies marketing and organizational innovations in its original technological content. Notably, the definition of innovation has been broadened in the latest Oslo manual in order to meet and measure the way that modern enterprises or individuals innovate. At the same time, innovative entrepreneurship education and innovation management expands in both formal and informal learning. It is well documented by agencies in governmental reports that the impact of entrepreneurial courses depends on new and innovative teaching methods introduced in courses. Since attendees of such courses are have personal assumptions or beliefs about the complex phenomenon of business venturing, transformative learning offers an efficient, yet poorly exploited, approach towards introducing innovative entrepreneurship in classes. The present paper aims to discuss the two different concepts of radical innovation and transformative learning under the same Kuhnian perspective. We argue that despite their unrelated nature, both concepts involve a Kuhnian core-process based on "discontinuities", similar to epistemological paradigm shifts. Key similarities, differences and difficulties are discussed while the innovator, or the innovating organization, is contrasted to the educator that follows transformative methods. Furthermore, the relevance of different aspects or types of innovation and those of entrepreneurial learning to radical innovation and transformative learning are examined. Implications in entrepreneurship education of a possible common understanding are presented in order to suggest embedment of educational elements in teaching that trigger transformations and thus, openness of participants in entrepreneurial learning.
