10 pages The issue of validation of informal learning and learning from experience raises the question of recognition, not only of such learning outcomes, but also of individuals themselves. It thus prolongs and renews the study of identity construction by opening up new theoretical perspectives. Although the concept of recognition has not yet been studied in the field of adult learning, many research has been carried out over the last ten years, particularly in philosophy and sociology. The aim of this communication is to present, on the basis of the work of Ricœur and Honneth, in particular the links between recognition, reciprocity and identity, their possible extensions for adult education and the issues raised in this area, both in terms of epistemological and methodological aspects, for research and support.