To link theory of reproduction in education French sociologist Pierre Bourdieu explains the concepts of habitus and cultural capital in the ways in which relationships of social inequality were reproduced through the education system. Habitus includes the dispositions or forms of subjectivity which includes person perspectives, experiences, feelings, and beliefs, desires that are connected with a person’s material, corporeal and symbolic attributes. Term the habitus also includes lifestyle, the values and the expectations of particular social groups. A particular habitus is developed through experience.
“Habitus only suggest how the person should act or thought. “ (Bouveresse, J, 1999 p. 55) Individuals learn in the best way by what they see in life and how to expect life. It is known that different social groups have different chances and experiences in life so it means that the habitus of each group will be different. “People control values but they are not, in total, captives of the habitus. They are free to act and choose what to do but this will lead them to making certain choices such as behavior.” (Bourdieu, P, 1999 p. 79)
Bourdieu's also claim that the notion of habitus solves the conflict between structure and determinism which includes position that everything that happens is because of conditions. In fact Bourdieu's theory has no place not only for individual agency, but even for individual consciousness. He used to describe some situations and positions as a whole system or unity.
In other way’s habitus can be described as an infinitive capacity for generating product. This includes the idea of thought, perceptions, expressions and actions-whose limits are set by the historically and socially situated conditions of its products. These conditions in this case are class and education, but products the outcome or result.
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