Abstract
From a research in the field of Philosophy of Education, this essay reflects upon the challenges of the identity formation of the self in plural contexts and in contexts of normative multiplicity. Therefore, the theoretical contributions of G. H. Mead and J. Habermas are used, especially the notions of symbolic interaction and communicative action, in order to evidence the role of education in the process of the formation of the self in social contexts. Thus, the paper highlights the relevance of interaction and socialization both in the development of a mediated selfunderstanding and in the stabilization of a notion of self. As this research indicates, the formative experiences at school and the ongoing learning assume a significant importance in overcoming the challenges pertaining to the contemporary plurality. Both contribute to the moral development, to the process of decentralization of the self, and to the stabilization of a personal identity better suited to the presuppositions and requirements of today's life in society.
Keywords
Formation; identity; symbolic interaction communicative action