ABSTRACT

Noting that the concept of ‘self’ often is given short shrift in self-study research, the author engages in a mediation on self and self-study. Drawing on G.H. Mead’s conception of the ‘I’ and the ‘Me’ to define the self, the author explores the nature of and possibilities for self-study that addresses as a central question, ‘Of what do I testify?’ Such research is justified not only by the promise of greater congruence between beliefs and actions, but by the moral claim that better education flows from the increased goodness of educators who must function as trustworthy guides of the young. Noting the potential dangers of authenticity and congruence as motives in self-formation, including the rise of forms of fundamentalism, the author suggests sincerity as a promising moral alterative for self-study that takes ‘goodness’ seriously.

摘要

注意到“自我”的概念在自学研究中经常被忽视，作者对自学和自学进行了调解。借鉴 GH Mead 的“我”和“我”的概念来定义自我，作者探索了自学的本质和可能性，并提出了一个中心问题：“我要证明什么？” 这样的研究不仅因为信念和行动之间更大一致性的承诺，而且因为更好的教育源于教育者越来越善良的道德主张，他们必须作为年轻人的可信赖指南。作者注意到真实性和一致性作为自我形成动机的潜在危险，包括原教旨主义形式的兴起，作者建议真诚作为一种有希望的自学道德替代品，认真对待“善”。