Abstract
It is a special challenge to investigate learning processes without sticking to what is already known: the theoretical situation is excellent and is discussed controversially and very lively, especially with regard to a suitable didactics for e-learning. What can a reconstruction of e-learning processes achieve if it wants to leave both the field and the theory their justification? In the following article, a qualitative study is reported which gains a set of justification patterns from the permanent oscillation between field and theory. Such patterns of justification crystallise as a link between empirically acquired categories and theoretically known concepts. Since the actual process of category extraction in qualitative research is usually not written down, some of the points of departure will be reported here. To clarify the results, I then use those parts of the survey that correspond to Michel Foucault's disciplinary concepts. In doing so, it will become clear how an overlooked concept comes to the fore - the interconnection of body and object - and how a vicious circle becomes recognisable in its inner logic. The survey referred to has two further main parts, which are, however, only discussed here in the methodological part.
