晚期现代中的学习,身份认同与叙事走向一个自反性学习理论

Acknowledgements
Prologue
Chapter 1
The Troubled Concept of Identity
1.1　Introduction　
1.2　Identity in the practical worldsociety　
1.3　Identity on the theoretical level　
1.3.1　Philosophical approaches to identity　
1.3.2　Psychological approaches to identity　
1.3.3　Sociological approaches to identity　
1.4　The need of further exploration　
Chapter 2
Why Has Identity Become a Problem in Modern Societies?
2.1　Introduction　
2.2　Why identity and modernity?　
2.3　What are modernity and modernization?　
2.4　Giddens' view: Self-identity with anxieties caused by external
changes　
2.4.1　Modernity　
2.4.2　What is the latehigh modernity?　
2.4.3　Self and self-identity in relation to the late modernity　
2.4.4　Lifestyles and self-identity formation　
2.5　Bauman's view: Identity as an unfulfilled project due to radical
individualism　
2.5.1　What is liquid modernity?　
2.5.2　Problem of identity and individual de jure　
2.5.3　Citizenship and Individual de facto　
2.6　Individualization, modernity and identity　
2.7　Other questions related to the problem of identity　
2.7.1　Where does the problem of identity exist?　
2.7.2　To whom the identity has become a problem?　
2.7.3　How does identity become a problem?　
2.8　Critical observations　
2.8.1　Different "anxieties', different identity problems　
2.8.2　Criticisms towards Giddens' analyses: Radical individualism
and hidden power　
2.8.3　Criticism towards Bauman　
2.9　Implications for lifelong learning and some criticisms　
2.10　Reflections on the notion of reflexivity in relation to identity　
Chapter 3
Understanding Personal Identity Dialectically: Through the Lens of Paul
Ricoeur
3.1　Introduction: Paradoxes of personal identity　
3.2　Ricoeur's view on the self: An ontological view　
3.3　Ricoeur's view on personal identity: Is identity a 'thing'?　
3.4　Reflexivity and the dialectical understanding of personal
identity　
3.5　The role of narrative in understanding identity　
Chapter 4
Does Personal Identity Matter? From Charles Taylor's Views
4.1　Introduction: Does personal identity matter?　
4.2　Taylor's view on the self　
4.2.1　Self in 'moral space'　
4.2.2　Self in the web of interlocution　
4.2.3　Self is partly constituted by its self-interpretation　
4.3　Taylor's definition of identity　
4.3.1　Identity as moral being　
4.3.2　'Others' in moral identity　
4.4　The need of narrative in moral identity　
4.4.1　Self-interpretation requires language　
4.4.2　Narrative is an inescapable temporal structure　
4.4.3　Is narrative an inescapable structure?　
Chapter 5
Lifelong Learning, Identity and Narrative in Late Modernity
5.1　Introduction　
5.2　The emergence of lifelong learning: From education to learning to
lifelong learning　
5.2.1　From the discourse of education to the discourse of
learning　
5.2.2　Changes and lifelong learning　
5.2.3　Flexibility, reflexivity and lifelong learning　
5.2.4　A brief critique　
5.3　Problems of the 'reflexive project of the self'　
5.4　The role of narrative in lifelong learning in relation to Giddens'
analysis of identity　
Chapter 6
Towards a Theory of Reflexive Learning
6.1　Introduction　
6.2　Personal identity and lifelong learning　
6.2.1　Personal identity as a 'thing' and as a 'being'　
6.2.2　'Learning' and 'lifelong learning' that is relevant to personal
identity　
6.3　A definition of learning　
6.4　Views of reflexive learning that are relevant to identity at a conceptual
level　
6.4.1　Reflexive learning in the dialectic between sameness and
selfhood　
6.4.2　Reflexive learning in the dialectic between selfhood and
otherness　
6.4.3　Reflexive learning in the dialectic between sameness and
otherness　
6.4.4　Reflexive learning in the dialectic between horizontal thinking
and vertical thinking　
6.5　Views of reflexive learning that are relevant to identity at a moral level　
6.5.1　The dialogical self in a moral framework and reflexive
learning　
6.5.2　Articulation and reflexive learning　
6.5.3　Multiple moral frameworks, authenticity and reflexive
learning　
6.6　The need of narrative in learning that is relevant to personal
identity　
6.6.1　The need of narrative in lifelong learning concerning personal
identity at a conceptual level　
6.6.2　The need of narrative in lifelong learning concerning personal
identity on a practical (moral) level　
6.6.3　Narrative learning concerning identity: A theory from an
empirical research　
6.7　Conclusions　
Epilogue
Bibliography
Index