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

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 discusses 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's ideas, but also points at a different form of life-long learning concerned with the moral dimension.