Much recent theorising about learning has focused on its socio-cultural nature, including the significance of history and the ontogeny of learners. This paper explores the relevance of such an approach to our understanding of the reasons why academics associate themselves with particular theoretical approaches to learning. The authors each present an autoethnographic account of the origins of their own theoretical orientations. This reveals the significance of ontogeny and habitus, which enable and constrain our academic work. The paper concludes by arguing that we need to understand academic research and theorising as partly personalised social practice, in ways that poses challenges for those who view research as an inherently rational and logical process.