The Generative Logic and Practical Path of Family Education from the Perspective of Bourdieu’s Field Theory

Abstract

This paper employs Pierre Bourdieu’s field theory to transcend the experiential level of family education research and conduct an in-depth analysis of its underlying social generative logic and practical pathways. It first argues that the family is not a purely private space but a “field” where capital, habitus, and power (specifically manifested as symbolic violence) are interwoven and interact. The structural inequality of capital forms the dynamic foundation of family education practices; the internalization and generation of habitus serve as the core mechanism for shaping the dispositional system of the offspring; and the symbolic operation of power maintains the order within the field. Subsequently, the paper diagnoses three major real-world dilemmas currently impeding the enhancement of family education effectiveness: the alienation of educational interaction due to disparities in capital, the misplacement of educational roles caused by habitus lag, and the disruption of the educational ecology exacerbated by field encroachment. Finally, in response to these challenges, the paper proposes systematic optimization strategies: promoting capital empowerment to bridge educational divides, advancing habitus reshaping to return to the essence of education, and building field alliances to safeguard a healthy family education ecology. This study provides a profound philosophical-sociological perspective for understanding the nature of family education and offers theoretical insights and practical guidance for its high-quality development.