赵康编著的《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)(英文版)》是在全球化和欧洲终身学习话语这个大背景下的一个教育理论研究。它探讨了为什么在20世纪后半期西方社会中“人的（自我）认同”成为一个问题,并着重考察了在晚期现代社会中“学习”在人的自我认同形成和转化过程中所具有的角色。作者用哲学的理论视角(主要基于保罗?利科和查尔斯?泰勒的理论)分析了当代社会学中关于现代性与人的认同观点（主要来自安东尼?吉登斯和齐格蒙特?鲍曼的观点）和其对终身学习话语的影响。作者揭示了当代西方终身学习话语中,特别是政策话语中经济话语的主导地位，指出终身学习话语中的道德和价值维度的缺失及其带来的问题。本书最终提出了基于多个对立统一关系的自反性学习（reflexive learning）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