Fashion styles of modernity and education: forms of educational capital habitualization

The article reveals the methodological importance of the principle of habituality for understanding modern education within social theory and subject analytics. The question about genealogy and transformations of fashion identity and subjectivity at the intersection of philosophy of fashion and philosophy of education is raised. The habitualization strategy of their constituting is discussed. It is shown that the development of education from the era of modernity contributes to the growth of the symbolic social capital and reveals the activity character of any educational practice as - initially -cultural and social, consistently integrated into the existing system of social values. A person who is focused on the success in the labor market is able to achieve it in two opposite ways. The first market strategy is to choose an educational path and to use its final product (acquired knowledge) in such a way as to fit perfectly into the already existing order of the social division of labor. The second strategy aims to break the existing configuration of the social and professional sphere, to supplement new professional and competence positions that can compete with the existing ones. The first of the described modus operandi represents a kind of a "habitual education profile" which repeats the classical formulation of the question about the actor of educational practice and continues to be reproduced. The fashion style, or the habitual "fashion profile", with which it should be correlated from the point of view of the subjective ordering of the social world, inculcated in the corresponding "subjective mood", is very reminiscent of the yuppie fashion culture. In contrast, a completely different combination of subjective inclinations and habits, ways to act in the nearby segments of the social field (economic/political/educational) is demonstrated by the hipster fashion culture.

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