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Abstrac：Self-identity is multi-dimensional instead of uni-dimensional. We can not only employ one of the facets of self-identity to measure it as a whole. Work is definitely one of the categories of self-identity but it is not the only category to identify people themselves. Even if we don’t discuss the psychological elements on this issue, from the perspective of sociology, self-identity is also closely related with education, culture, ethnics and so on. In this essay, we only correlate the issue of self-identity in the context of relating education with work. Although either education or work is seen as the separate category of self-identity, in practice, self-identity is achieved through the collaboration and mutual effects of education and work due to the close relationship between the two of them. Therefore, education, as the base and threshold to work, "life long education" and cross-disciplinary knowledge education should be promoted in order to help people establish the positive self-identity.
Key Words：Self-identity education work
Ⅰ. The relationship between education and work
Work is seen by Karl Marx as the primary human activity. It tends to be an activity that transforms nature and is usually undertaken in social situations, but exactly what counts as work is dependent on the specific social circumstances under which such activities are undertaken and, critically, how these circumstances and activities are interpreted by those involved (Grint, K., 1998). Due to the great importance of work for both society (it is central to societal reproduction) and individual (it concerns the basic human needs), plus the general feature of the modern time: "knowledge driven", education overtly becomes the essential element to the development of the world. Most of the educational reforms in recent years are aiming to promote the relationship between education and work, which can be demonstrated by some descriptions of nature of education like vocational education and instrumental education. By and large, both of the two social systems of education and work reveal their affinities under the sign of the knowledge society. Currently, education and work are two activities that are not only related, similar, comparable, and interdependent as they used to be throughout their long and troubled history – but they have also become partners that are capable of playing interchangeable and complementary roles (Giarini, O.,
Key Words：Self-identity education work
Ⅰ. The relationship between education and work
Work is seen by Karl Marx as the primary human activity. It tends to be an activity that transforms nature and is usually undertaken in social situations, but exactly what counts as work is dependent on the specific social circumstances under which such activities are undertaken and, critically, how these circumstances and activities are interpreted by those involved (Grint, K., 1998). Due to the great importance of work for both society (it is central to societal reproduction) and individual (it concerns the basic human needs), plus the general feature of the modern time: "knowledge driven", education overtly becomes the essential element to the development of the world. Most of the educational reforms in recent years are aiming to promote the relationship between education and work, which can be demonstrated by some descriptions of nature of education like vocational education and instrumental education. By and large, both of the two social systems of education and work reveal their affinities under the sign of the knowledge society. Currently, education and work are two activities that are not only related, similar, comparable, and interdependent as they used to be throughout their long and troubled history – but they have also become partners that are capable of playing interchangeable and complementary roles (Giarini, O.,