The starting point of this volume is an educational concept that examines the transformation of self and world relations from the perspective of a theory of practice. Based on fourteen biographical interviews, typical phases of educational processes are reconstructed to gain insights into the microstructure of habitus changes and habitus transformations. In an interplay between empirical reconstructions and educational theoretical reflections, possibilities are also explored to connect educationally oriented biographical research with an empirically informed social theory. This innovative approach bridges the gap between educational theory and empirical educational research, and utilizes the concept of field as a complement to the concept of habitus for the analysis of educational processes.