Traditional theory was typically conceived of as something external to fields of practice in terms of observed explanation and possible prediction and control on such a basis. Theory was seen as an exclusive vocation in isolation from eventual application in practical pursuits like professional work.Now welfare state professionals, e g teachers, are increasingly supposed to base their actions on scientific evidence, and the competence to do so is supposed to develop in professional education at universities. Moreover, such practice is often said to be based on theory and informed by philosophical consideration. There are indications however that such efforts often pursue evidence-based practice on the basis of very narrow views of practicality. And it seems that to cater for these aspirations the very concept of theory will have to change in late- modern surroundings.While professional work is increasingly supposed to fall back on qualified dialogue with clients, the basic conditions of such communication are not always observed in research with a practical intent and its concomitant theory. It rather seems that the meaning of theory in these contexts often refer to some kind of vague discursive framework in which researchers and practitioners may meet and discuss the matter at hand. Whether evidence-based practice is understood as based on technological theory or reflective philosophy, the meanings imputed to scientific theory seem a far cry from traditional concepts.At the same time as functional requirements of qualified dialogue doubtless tend to grow in many professions, some of the social and cultural conditions of such forms of communication seem to contract due to rapid processes of differentiation and pluralisation in late-modern society at large. Vital conditions of dialogue in terms of reciprocity, symmetry and so on tend to elude popular forms of theory and research. Thus it seems that instrumental or technological notions reappear as substitutes for qualified dialogue in order to meet the requirements of social and cultural integration. Or, when growing needs of communication are granted, it seems that vague notions of professional reflection is supposed to do the job. This paper aims to consider these kinds of issues.This paper aims to consider some ways in which research on the conditions of professional discourse may take broad social and cultural changes into account. In which ways do certain forms of research perhaps presuppose the elimination of dialogue rather than its invigoration? How could professional education enhance the development of communicative competence in late modern society? Is it possible to reformulate notions of Bildung as a counterforce to narrow views on theory and evidence-based practice in professional education? These are some of the questions to be discussed in this paper.