This paper argues for a more biography-oriented understanding of decision-making in science education and science education research. The theoretical ideas highlighted here refer to a long tradition of science education research that stresses the emancipatory dimension of science education, like Public Understanding of Science or Scientific Literacy. At present time conceptualizations based on rational choice calculations are most influential in the research on decision making in science education. Rational deliberation and argumentation are important aspectsof decision-making, but knowledge about human decision-making processes in real situations must not be neglected. Thereforewe would like to emphasize three theoreticalapproachesthatwe consider fruitfulfor a realistic understanding of human decision-making: the social-intuitionist model of moral judgmentfrom Jonathan Haidt, Pierre Bourdieus theory of practiceand Hans-Christoph Kollers philosophy of education. Haidt and Bourdieu both highlight the importanceof internalized beliefs and embodied personal experiencesfor human decision-making, Haidt looking from a psychological and Bourdieu looking from a sociological point of view. Koller is inspired from the Germandiscourse about Bildung(similar to the Anglo-Saxon Philosophy of Education). In his approach, the irritationsand insecurities, which might occur when people discuss socio-scientific or environmental issues, buildthe starting point of personal development. In his transformative theoryof Bildung Koller describes the positive role of “crisis" in a situation, when people begin to question previously held views and change the way they see the world and themselves.