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包郵 晚期現(xiàn)代中的學(xué)習(xí),身份認(rèn)同與敘事走向一個自反性學(xué)習(xí)理論
作者：趙康
開本：
16開
頁數(shù)：
189
本類榜單：社會科學(xué)銷量榜
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晚期現(xiàn)代中的學(xué)習(xí),身份認(rèn)同與敘事走向一個自反性學(xué)習(xí)理論 版權(quán)信息
- ISBN：9787308135535
- 條形碼：9787308135535 ; 978-7-308-13553-5
- 裝幀：一般膠版紙
- 冊數(shù)：暫無
- 重量：暫無
- 所屬分類：>
晚期現(xiàn)代中的學(xué)習(xí),身份認(rèn)同與敘事走向一個自反性學(xué)習(xí)理論 本書特色
趙康編著的《晚期現(xiàn)代中的學(xué)習(xí)身份認(rèn)同與敘事(走向一個自反性學(xué)習(xí)理論)(英文版)》是在全球化和歐洲終身學(xué)習(xí)話語這個大背景下的一個教育理論研究。它探討了為什么在20世紀(jì)后半期西方社會中“人的（自我）認(rèn)同”成為一個問題,并著重考察了在晚期現(xiàn)代社會中“學(xué)習(xí)”在人的自我認(rèn)同形成和轉(zhuǎn)化過程中所具有的角色。作者用哲學(xué)的理論視角(主要基于保羅?利科和查爾斯?泰勒的理論)分析了當(dāng)代社會學(xué)中關(guān)于現(xiàn)代性與人的認(rèn)同觀點(diǎn)（主要來自安東尼?吉登斯和齊格蒙特?鮑曼的觀點(diǎn)）和其對終身學(xué)習(xí)話語的影響。作者揭示了當(dāng)代西方終身學(xué)習(xí)話語中,特別是政策話語中經(jīng)濟(jì)話語的主導(dǎo)地位，指出終身學(xué)習(xí)話語中的道德和價值維度的缺失及其帶來的問題。本書*終提出了基于多個對立統(tǒng)一關(guān)系的自反性學(xué)習(xí)（reflexive learning）理論。
晚期現(xiàn)代中的學(xué)習(xí),身份認(rèn)同與敘事走向一個自反性學(xué)習(xí)理論 內(nèi)容簡介
本書是在優(yōu)選化和歐洲終身學(xué)習(xí)話語這個大背景下的一個教育理論研究。它探討了為什么在20世紀(jì)后半期西方社會中“人的（自我）認(rèn)同”成為一個問題,并著重考察了在晚期現(xiàn)代社會中“學(xué)習(xí)”在人的自我認(rèn)同形成和轉(zhuǎn)化過程中所具有的角色。作者用哲學(xué)的理論視角(主要基于保羅·利科和查爾斯·泰勒的理論)分析了當(dāng)代社會學(xué)中關(guān)于現(xiàn)代性與人的認(rèn)同觀點(diǎn)（主要來自安東尼·吉登斯和齊格蒙特·鮑曼的觀點(diǎn)）和其對終身學(xué)習(xí)話語的影響。作者揭示了當(dāng)代西方終身學(xué)習(xí)話語中，特別是政策話語中經(jīng)濟(jì)話語的知名品牌地位，指出終身學(xué)習(xí)話語中的道德和價值維度的缺失及其
晚期現(xiàn)代中的學(xué)習(xí),身份認(rèn)同與敘事走向一個自反性學(xué)習(xí)理論 目錄
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
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
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