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- “So long as the work of education is not clearly institutionalized as a specific, autonomous practice, so long as it is the whole group and a whole symbolically structured environment, without specialized agents or specific occasions, that exerts an anonymous, diffuse pedagogic action, the essential part of the modus operandi that defines practical masters, is transmitted through practice, in the practical state, without rising to the level of discourse. The child mimics other people’s actions rather than ‘models’. Body hexis speaks directly to the motor function, in the form of a pattern of postures that is both individual and systematic, being bound up with a whole system of objects, and charged with a host of special meanings and values. But the fact that schemes are able to pass directly from practice to practice without moving through discourse and consciousness does not mean that the acquisition of habitus is no more than a mechanical learning through trial and error”
(Bourdieu 1990, 73-74).
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