自我作为[自反性任务]概念和终身学习的道德维度

Self as [a Reflexive Project] and the Moral Dimension of Lifelong Learning

当代终身学习理论、政策和实践的一个关键前提是现代社会快速变化，因而社会对个体有一个持续的要求：个体要不停地学习新知识和新技能以便适应变化着的社会，甚至要不断改变[自我]。个体[自反性地]（重新）建构自我的需要在终身学习领域日益受到关注。该文对社会学家吉登斯的有关晚期现代社会中自我作为[自反性任务]的概念的前提进行审视，指出其道德维度和主体际性层面缺失的问题，并探讨了这两个缺失对终身学习领域的潜在影响。哲学家泰勒虽然也认为现代人的[自我]类似于一项构建任务，但他强调自我构成中道德维度和主体际性维度的不可或缺性。该文结论认为泰勒的[自我]理论不仅有助于改善吉登斯的自我认同观中存在的问题，同时也指向一种与道德价值维度有关的终身学习。

A key premise of contemporary lifelong learning theory， policy and practice is the idea that， because of rapid changes in contemporary societies there is a constant need for individuals to learn new knowledge and skills to adapt oneself to the changing societies， and one even have to change [oneself] constantly. There is， therefore， an increased concern on the need to reflexively engage in the (re)construction of one’s self and identity in the field of lifelong learning. This paper examines the premise of Giddens’ idea of the [reflexive project of the self] in the late modern society， points out its problem that it lacks the moral dimension and intersubjectivity and discuss the potential influence of the lack on the field of lifelong learning. Although Taylor also sees self as a project， he emphasizes the indispensability of the moral and intersubjective dimensions in self-construction. The article concludes that Taylor’s work not only has the potential to address some of the deficiencies in Giddens’ ideas， but also points at a different form of lifelong learning concerned with the moral dimension.