Forschende Haltung und praktisches Erkennen
摘要
How can studies prepare students for professional practice if, as will be shown, the professional habitus can only be acquired in the course of professional practice itself? In the sense of Bourdieu, we have general principles of the mediation of habitus and field, which he calls practical cognition and which can claim validity independently of any specific habitus. In the training of professional actors in people processing organizations, especially in schools, early childhood education and social work, research-based learning and its product, the research-based attitude, can be based on this practical cognition. The methodological-empirical procedures of reconstructive social research have always been linked (in the sense of a “naturalistic epistemology”) to such principles of cognition anchored in everyday practice. A research-based attitude that is founded in practical cognition includes, for example, the recognition of interactive systems and of the limits and illusions of normative regulations. In Bourdieu’s sense of a “break with common sense”, these attitudes must repeatedly assert itself against rationalist theoretical constructions, i.e. those that do not correspond to the logic of practice. The research-based attitude cannot be equated with either the professional habitus in science or that in people processing organizations. However, its appropriation can take on the function of preparation for practice in the latter organizations and for the professional habitus there and can be acquired in research-based learning, preferably in the research practice of casuistic teaching formats.