Please use this identifier to cite or link to this item:
Title: The Continued Relevance of Weber’s Philosophy of Social Science
Authors: Turner, Stephen
Keywords: Weber, Maxsociologysocial science
Issue Date: 2005
Publisher: EUT Edizioni Università di Trieste
Source: Stephen Turner, "The Continued Relevance of Weber’s Philosophy of Social Science", in: Etica & Politica / Ethics & Politics, VII (2005) 2, pp. 1-20.
Series/Report no.: Etica & Politica / Ethics & Politics
VII (2005) 2
Abstract: Only a few writers have attempted to construct a comprehensive philosophy of social science, and of these Weber is the most relevant to the present. The structure of his conception places him in a close relationship to Donald Davidson. The basic reasoning of Davidson on action explanation, anomalous monism, and the impossibility of a “serious science” of psychology is paralleled in Weber. There are apparent differences with respect to their treatment of the status of the model of rational action and the problem of other cultures, as well as the problem of the objectivity of values, but on examination, these turn out to be less dramatic. Weber’s use of the notion of ideal-types, though it is not paralleled as directly in Davidson, allows him to make parallel conclusions about the relation of truth and interpretation: both make the problem of intelligibility rather than correspondence with some sort of external reality central, and each addresses, though in different ways, the dependence of considerations of intelligibility on normativity and the impossibility of a theory of meaning without idealization.
ISSN: 1825-5167
Appears in Collections:Etica & Politica / Ethics & Politics (2005) VII/2

Files in This Item:
File Description SizeFormat 
Turner_E&P_VII_2005_2.pdf217.69 kBAdobe PDFView/Open
Show full item record

CORE Recommender

Page view(s)

Last Week
Last month
checked on Oct 23, 2018


checked on Oct 23, 2018

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.