This document argues that the new reality of work, which reintegrates learning and learning potential in a qualitative change of the work process itself, has made it necessary to theorize the subjective side of work and study and understand learning within a comprehensive context of the subjective experience. The following are among the specific topics considered: (1) changes in work and human resources (including the post-Fordist turn of the industrialized countries, the extremely rapid transformation of skill needs, new criteria of social inclusion, and the new human resource development agenda); (2) the subjective importance of work; (3) the concept of identity; (4) the basic theoretical problem of linking the two independent dynamics of social history and life history; (5) recent efforts to develop a conceptual model of competence; (6) recent explorations of the concept of identity; (7) contradiction and ambivalence; (8) experience and learning; and (9) learning and culture and the concept of collective learning. Collective learning is differentiated from organizational learning. It is concluded that new work identities will likely include expectations for learning and experience in work processes and that work will likely be included in a more reflexive shaping of life in general. (Contains 20 references.) (MN)