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首页> 外文期刊>British Educational Research Journal >Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions
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Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions

机译：希望被“认识”：通过了解教育过渡中的自我叙述过程来重新定义自我意识

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The aim of this article is to initiate discussion about the pursuit of self-awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of 'self-awareness', a term that may be linked to outdated theories, implying a 'self' to be discovered and the possibility that people can sustain a 'sense of self' across time and place. From this perspective, self-awareness may seem overly individualistic, obscuring more pro-social goals (e.g. empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, it is hoped to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of 'self-awareness'. The authors' reconceptualised version highlights the importance of an expanded and flexible story of self, which they view as an invaluable tool for learning, fostering an openness to change.
机译：本文的目的是启动关于追求自我意识的讨论，自我意识是一种嵌入在近期政策中的概念，并将其作为教育目标。作者认为，如果要在与个人，社会和情感教育有关的政策和实践中取得进步，就需要解决复杂的理论问题。这些问题与“自我意识”的可能解释有关，“自我意识”这个术语可能与过时的理论联系在一起，暗示着“自我”被发现，人们有可能在时间和地点上维持“自我感觉”。从这个角度来看，自我意识似乎过于个人主义，掩盖了更多的亲社会目标（例如同理心，同情心，公民身份）。希望利用社会学和社会心理学文献以及对身份建构的实证研究得出的数据，希望通过对“自我意识”进行更强的理论阐述，为个人，社会和情感教育的坚实基础做出贡献。作者的重新概念化版本强调了扩展和灵活的自我故事的重要性，他们认为这是学习的无价工具，可促进变革的开放性。

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