1. Changing cultures, life courses, and institutions Sociological viewpoints on the contemporary co-figurative self, emerging transitional life course competences, and the responsiveness of institutions Henk Vinken Jacobs Center, IU B ) 17.12.03

2. Outline of this presentation 1)The co-figurative self : the rise of a ‘reflexive generation’ ? 2)Transitional life course competences : towards a dynamic life course model ? 3)Responsive institutions : responding to the ideal of the competent individual ? 4)A research and teaching agenda : comparatively exploring balances of choice and constraints

3. The co-figurative self : the rise of a ‘reflexive generation’ ? 1)Individualization : de-standardization of the life course 2)Life course focus on self-direction and self-fulfilment 3)Reflexive biographization of the life course ? 4)Awareness of generational distinction, particularly as regards practised (and called-for) reflexivity ?

4. Transitional life course competences : towards a dynamic life course model ? 1)Imagining and planning transitions within and between key life domains : education, work, care, leisure and ‘public life’ 2)Acting according to plan : the options pitfall

5. Responsive institutions : responding to the ideal of the competent individual ? 1)Choice or compulsion 2)Institutions respond, slowly, but pervasively :  E.g., shift towards a transitional labor market  E.g., shift towards ‘self-education’  E.g., shift towards do-it-yourself public life 3)The danger of a self-ideology when facing life course difficulties 4)The call for ‘flexicurity’

6. A research and teaching agenda : comparatively exploring balances of choice and constraints 1)In the life course, focused at life long learning in work and ‘public life’ 2)Assessing the ‘winners’ and ‘losers’ of the call for reflexivity and the competent self 3)Comparing cultures and generations 4)Building networks of experts : scientists, policy- makers, and generation members

7. Changing cultures, life courses, and institutions A summary : 1)Cultural change towards self-direction/fulfilment  embedded in co-figurations,  aimed at a dynamic life course,  guided by flexible institutions ? 2)A new ideal for those who are competent ? 3)Relate life long learning to what people want and can do