The educational science discussion regarding the relationship between educational theory and educational research is being conducted ambitiously, but so far it has largely been without consequence. Positions that view educational theory and educational research as conflicting stand in contrast to approaches that attempt to escape the abstraction of 'mere' theory through methodologically controlled and empirically differentiated research. Referring to this extensive discussion, Thorsten Fuchs engages with biographical research oriented towards educational theory and its claim to mediate between educational theory and educational research. His constructive design of a qualitative-empirical study, in which life history narratives of young people are interpreted 'with biographical and educational theoretical intent,' thus also allows for a reformulation of educational theory.