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Historical Perspectives on Erklären and Verstehen

Overview of attention for book
Cover of 'Historical Perspectives on Erklären and Verstehen'

Table of Contents

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    Book Overview
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    Chapter 1 Historical Perspectives on Erklären and Verstehen: Introduction
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    Chapter 2 Epistemological Distinctions and Cultural Politics: Educational Reform and the Naturwissenschaft/Geisteswissenschaft Distinction in Nineteenth-Century Germany
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    Chapter 3 Vestiges of the Book of Nature: Religious Experience and Hermeneutic Practices in Protestant German Theology, ca. 1900
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    Chapter 4 How Wilhelm Dilthey Influenced Popular Science Writing: Kurd Laßwitz’s “Homchen. Ein Tiermärchen aus der oberen Kreide”
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    Chapter 5 Explaining History. Hippolyte Taine’s Philosophy of Historical Science
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    Chapter 6 Understanding and Explanation in France: From Maine de Biran’s Méthode Psychologique to Durkheim’s Les Formes Élémentaires de la vie Religieuse
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    Chapter 7 Instead of Erklären and Verstehen: William James on Human Understanding
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    Chapter 8 Erklären, Verstehen, and Embodied Rationalities: Scientific Praxis as Regional Ontology
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    Chapter 9 British Thought on the Relations Between the Natural Sciences and the Humanities, c. 1870–1910
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    Chapter 10 Accounting for the Unity of Experience in Dilthey, Rickert, Bradley and Ward
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    Chapter 11 Individuality and Interpretation in Nineteenth-Century German Historicism
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    Chapter 12 Shaping Disciplinary Boundaries: Scientific Practice and Politics in the Methodenstreit Between the German Historical School and the Austrian School of Economics
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    Chapter 13 From Mill via von Kries to Max Weber: Causality, Explanation, and Understanding
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    Chapter 14 Social Science Between Neo-Kantianism and Philosophy of Life: The Cases of Weber, Simmel, and Mannheim
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    Chapter 15 Opposition to Verstehen in Orthodox Logical Empiricism
Attention for Chapter 13: From Mill via von Kries to Max Weber: Causality, Explanation, and Understanding
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Chapter title
From Mill via von Kries to Max Weber: Causality, Explanation, and Understanding
Chapter number 13
Book title
Historical Perspectives on Erklären and Verstehen
Published in
ADS, December 2009
DOI 10.1007/978-90-481-3540-0_13
Book ISBNs
978-9-04-813539-4, 978-9-04-813540-0
Authors

Michael Heidelberger

Editors

Uljana Feest

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 14 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 14 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 2 14%
Professor 2 14%
Student > Postgraduate 2 14%
Student > Bachelor 1 7%
Lecturer 1 7%
Other 4 29%
Unknown 2 14%
Readers by discipline Count As %
Social Sciences 7 50%
Philosophy 4 29%
Business, Management and Accounting 1 7%
Unknown 2 14%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 September 2014.
All research outputs
#15,380,162
of 22,880,691 outputs
Outputs from ADS
#28,252
of 37,400 outputs
Outputs of similar age
#136,009
of 165,677 outputs
Outputs of similar age from ADS
#592
of 772 outputs
Altmetric has tracked 22,880,691 research outputs across all sources so far. This one is in the 22nd percentile – i.e., 22% of other outputs scored the same or lower than it.
So far Altmetric has tracked 37,400 research outputs from this source. They receive a mean Attention Score of 4.6. This one is in the 16th percentile – i.e., 16% of its peers scored the same or lower than it.
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We're also able to compare this research output to 772 others from the same source and published within six weeks on either side of this one. This one is in the 12th percentile – i.e., 12% of its contemporaries scored the same or lower than it.