Sociology Index -

VERSTEHEN

Verstehen is associated with the writing of Max Weber (1864-1920). Verstehen is now seen as a concept and a method central to a rejection of positivistic social science (Positive School, although Weber appeared to think that the two could be united).

Verstehen (ferchaen) is the use of empathy in the sociological or historical understanding of human action and behaviour.

Verstehen refers to understanding the meaning of action from the actor's point of view. Verstehen is entering into the shoes of the other, and adopting this stance requires treating the actor as a subject, rather than an object of your observations.

To do research on actors without taking into account the meanings they attribute to their actions or environment is to treat them like objects.

Verstehen also implies that unlike objects in the natural world human actors are not simply the product of the pulls and pushes of external forces. Individuals are seen to create the world by organizing their own understanding of it and giving it meaning.

Verstehen literally means understanding or comprehension.

Verstehende is comprehend employing Verstehen.

Max Weber, Interpretive Sociology, and the Sense of Historical Science: a Positivistic Conception of Verstehen 
Thomas Burger - The Sociological Quarterly - Volume 18 - March 1977
Weber's advocacy of understanding and an interpretive theory is shown to be a consequence of the anthropological premises of his theory of concept formation in history. These premises, which are implied in his Rickertian conception of value-relevance as the foundation of historical knowledge, are that men are interested in understandable historical developments because of their practical involvement in society, they rely on historical knowledge in their efforts to make sense out of the present. While acknowledging this indispensable function of history Weber insists, however, that historical knowledge can strictly justify neither the meaning given to the present nor man's conduct in practical affairs. This is why, in opposition to the mainstream of the Verstehen tradition, he argues against valuing historical and social science.

Dilthey, Empathy and Verstehen A Contemporary Reappraisal 
Austin Harrington, UNIVERSITY OF LEEDS, UK 
Wilhelm Dilthey's late nineteenth-century doctrine of `re-experiencing' the thoughts and feelings of the actors whose lives the social scientist seeks to understand has been criticized by several commentators as entailing a `na´ve empathy view of understanding' in which social scientists are said to transport themselves into other cultural contexts in a wholly uncritical, unreflective manner. This article challenges such criticisms by arguing that Dilthey's writings on hermeneutics amount to a highly sophisticated defence of the role of psychological feeling in understanding that should still be of interest to contemporary social theorists.

The Operation Called VERSTEHEN - Tomasi, Timothy J. 
Descriptors: Cognitive Processes; Educational Objectives; Higher Education; Intellectual Development; Learning Processes; Teaching Methods - Journal: Improving College and University Teaching - Journal Citation: 21, 2, 157-158, Spr 73 
Abstract: Verstehen, the understanding of human behavior, can be of value to teacher and student alike, bringing both to an increased level of sophistication in the learning process.