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Опубликовано: January 9, 2023 в 9:47 am

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Weber Road KinderCare | Daycare, Preschool & Early Education in Bolingbrook, IL

Our classrooms are places to thrive! 
In our safe and healthy classrooms, your child will be engaged in learning experiences that meet them where they are, both socially and academically. With fun daily activities, passionate teachers, and great friends, a lifetime of confidence starts here. Contact the center director to learn more about our child care options and schedule a tour! 

  • Weber Road KinderCare Programs
  • Our Teachers
  • Family Stories
  • FAQs

AMERICA’S MOST ACCREDITED

We’re so proud!

Nationally only 10% of daycares are accredited – nearly 100% of our learning centers are. That’s a big difference,
and that means KinderCare kids are getting the very best. Here’s why.

SCHOOL-READY

What Learning Looks Like

Our talented early-childhood teachers set kids down the path toward becoming lifelong learners in a positive, safe, and nurturing environment.

Weber Road KinderCare Programs

Infant Programs (6 weeks–1 year)

Leaving your baby in someone else’s care is a big step. Everyone at our
centers—most importantly, our naturally gifted infant teachers—will work with
you to make sure the transition goes smoothly. When you step into our infant
classroom, you’ll see how much we want your infant to feel safe, loved, and
ready to explore their world.

Toddler Programs (1–2 Years)

Everything in our toddler classroom is designed for little explorers. That’s
because a lot is going on at this age. When your child is wandering all over the
place, that means they’re learning and discovering new things every day. We’ll
help them explore their interests (and find new ones!) as they play and learn.

Discovery Preschool Programs (2–3 Years)

This age is filled with so much wonder and curiosity. That’s why we offer a ton
of books and toys and bring artwork down to kids eye level. Children in
discovery preschool also begin to learn how we all work together in a
classroom. Simple math and science, pretend play, and group play help them
get used to a more structured school setting.

Preschool Programs (3–4 Years)

This age is all about expression, when kids really start to form their own ideas
about what they want to play and how they want to create. Every day in our
preschool classroom, your child will explore science experiments, create
artwork, and play pretend—all the skills needed for their big next step:
kindergarten!

Prekindergarten Programs (4–5 Years)

When you walk into one of our pre-K classrooms, you’ll see artwork and
writing displayed around the room. Labels are everywhere to help kids connect
letters with words. You’ll also see pictures on the walls that reflect the families
in our community. Your child will also deepen their knowledge in language,
math, science, Spanish, and social skills.

Kindergarten Programs (5–6 Years)

Welcome to kindergarten: the gateway to grade school and everything that
comes next! Offered in select centers, our kindergarten programs have small
class sizes and curriculums that mix learning and fun. The basic building
blocks of reading, writing, math, and science are key in kindergarten, so we
make sure they get lots of practice in all of these areas.

Before- and After-School Programs (5–12 Years)

You can count on us to provide reliable care for your school-ager while you’re
at work, with safe transportation from our center to your child’s school and
back! Whether your child wants to start a drama club, build a volcano, or
create a comic book, they will have a place to follow their dreams. Your child
will start and end the day with a whole lot of fun!

School Break Programs (preschool, prekindergarten, and school-age)

Winter break, spring break, summer break—when school’s out (but you still need to work), you
can count on KinderCare to provide a safe and supportive learning environment that’s focused
on fun. We welcome children ages 5–12 during school break times and make sure they have a
sensational, screen-free experience they won’t forget.

Learning Adventures – Enrichment Program

Cooking Academy™ (3 – 12 Years)

In Cooking Academy, kids learn new recipes from cultures around the world and
develop a healthy relationship with food. They’ll whip up everything from Southwest
rainbow lettuce wraps to pumpkin muffins, building their skills in STEM, communication,
and more along the way. And yes—little chefs get to eat their culinary creations!

Music Explorers™ (2 – 4 Years)

KinderCare families are already giving a standing ovation to our newest Learning
Adventures program: Music Explorers! Kids will learn to sing, move, listen, play
instruments, and even create their own tunes. Our original curriculum blends math,
science, social studies, literacy, and mindfulness (think yoga!) for a uniquely KinderCare
way of learning the foundations of music.

Phonics Adventures® (2 – 4 Years)

Learning how to read is a whole lot of fun at KinderCare! We help kids grow to love
books and words (and get ready for kindergarten) in our Phonics Adventures program.
From discovering the basics of vowels to practicing poetry, kids learn all about letters
and sounds in small-group lessons made just for their age group. (Bonus: Kids who
attend our phonics program are more prepared than their peers for school—and we
have the data to prove it.)

Spanish

Spanish Adventures provides young learners with a foundation for later success with
the Spanish language. Music, games, children’s Spanish literature, and other tools give
children multiple opportunities to hear, practice, and see Spanish language to develop
vocabulary and conversation skills. Curriculum includes lessons on greetings, numbers,
colors, animals, family, body parts, and pets, as well as how to engage conversationally
during common scenarios at home, a restaurant, or at the zoo.

STEM Innovators (3-8 Years)

You’ve probably heard a lot about how important STEM education is for your child, but
what does that really mean? Our STEM Innovators program takes kids’ natural ability to
make sense of the world and applies it to robotics, chemistry, coding, geology, and
more. While your child experiments, they’ll discover how to use technology to do
amazing things!

Our Teachers

We’re the only company in early childhood education to select teachers based on natural talent. Being a great educator isn’t enough though.
KinderCare teachers are also amazing listeners, nurturers, boo-boo fixers, and smile-makers. Put more simply,
we love our teachers and your child will, too.

Meet just a few of our amazing KinderCare teachers!

A KINDERCARE TEACHER WITH

An Artist’s Heart

“My classroom is full of art!” says Mary Annthipie-Bane, an award-winning early childhood educator at KinderCare. Art and creative expression, she says, help children discover who they really are.

We put our best-in-class teachers in a best-in-class workplace. We’re so proud to have been named one of Gallup’s 37 winners of the Great Workplace Award.
When you put great teachers in an engaging center, your children will experience
an amazing place to learn and grow.

Family Stories

Don’t take our word for it. Hear what our families have to say about our amazing center!

  • The teachers at KinderCare are my children’s “aunties. ” they tie their shoes, know their favorite foods, and hug them goodbye every day. They teach my boys how to share, work with other people, and follow directions. They have been taking care of the boys (and me for eight years. When we first arrived at KinderCare, my oldest was 1.5 years old. He was a very social child who thrived on the friendships he made, the conversations he could have, and the outdoor play activities. He loved to get up every morning to go to “school.” My second born was 11 months and had a very timid personality. I believe attending KinderCare played a big part in his ability to make new friends and talk with other adults as he moved through the classrooms. For four years, the boys learned how to tie their shoes, take naps on cots, and adjust to new faces in their classrooms. All the while, the teachers and staff at KinderCare also took care of me. When I was worried about transitions, the staff walked me through them. When we had big news to share about another baby, they were the first to know outside of our family! It’s the little things that mean the most. ..the moments not the days. I appreciate the love and care my children have experienced by attending KinderCare. As our fourth boy is now in the Infant room, I am looking forward to the moments he will have there too. They say that it takes a village to raise children and KinderCare is our village.

    Lois M. – KinderCare Parent

  • We have been with KinderCare for over 3 years now. The knowledge, dedication and the love that they show to the children is phenomenal, which is thus reciprocated from the children as they enjoy going to KinderCare and experiencing the vast array of optional programs that they offer. The teachers patience and guidance help the children grow to be the best that they are capable of being. The hands on structured program, helps the children in their development, from an infant, to being a very well prepared young individual as they embark on their future education.

    Wolny Family – KinderCare Parent

  • My experience, as a mother of four little girls, with Weber Road KinderCare has been an above and beyond great one! As an overprotective mother, there are a few people with whom I can trust with my children with, so the teachers here are amongst those people!

    More specifically, my two-year-old daughter did have a hard time transitioning at first. This was only because, of course, she was so used to having me care for her. However, within a month, she was waking up every morning ready to go to school. She learned to use the restroom so fast, too.

    Another aspect that I appreciate is that they give us daily report sheets. I have every saved every paper, especially from Ms. Maritza (who is the best teacher ever). From these reports, I can even know important things, even the exact day I bought the last box of diapers.  
     
    Furthermore, before my four-year-old started here, I was actually worried that she would have a hard time when she started Kindergarten. This was because she was not improving in her speech, but thanks to teachers, like Ms. Adams, she is well on her way this upcoming school year. Also, the teachers, who are not my daughters’ teachers, even know their names! Each day we get many “hellos”, “good mornings”, “good-nights”, and many acknowledgments from other teachers.
     
    These experiences have reassured me that I have found a great place for my girls. I go to work every day with a smile because I know that I am leaving them in good hands. At the end of each day, I hear about the exciting moments and how sad ones were made better by their teachers. I am very glad that I went to visit this location; it changed our lives. I cannot imagine what our last day here will be like for my daughters. I am just grateful for Ms. Dana, the Center Director, and all the teachers who make my days so much easier because, with four children, I can certainly use the help!

    Silvia – KinderCare Parent

  • Since 2006, 3 of our children have attended KinderCare. We have been so grateful for their care and teaching our children. Our kids have brought home countless art projects and scholastic learning activities, and we know they are being taught practical life skills, as well as how to develop their creativity and self-expression. We are impressed by our KinderCare’s administrative flexibility with our schedules and the ease with which we are able to transact our business with them. We feel so lucky to have found this wonderful place where we feel comfortable and confident about our children’s care!

    Jill D. – KinderCare Parent


Share Your Story


If you have a story about your experience at KinderCare,

please share your story with us
.

Who Are KinderCare Families?

They hail from hundreds of cities across the country from countless backgrounds, and proudly represent every walk in life. What our families have in common,
though, is the want to give their children the best start in life. We are so proud to be their partner in parenting.

Hear from just a few of our amazing KinderCare families.

A Globe-Trotting Family Finds A

Home in Houston

Four young children, four different passports, two languages, two full-time jobs…oh, and a few triathlons thrown in for good measure.
Meet the globe-trotting Colettas—a family on the go.

Frequently Asked Questions

What accreditations does KinderCare have?

We are your trusted caregiver. Our centers are state-licensed and regularly inspected to make sure everything meets or exceeds standards, including child-to-teacher ratios and safe facilities. Our centers aren’t just licensed—most are accredited, too! Find out more.

Do you offer part-time schedules at Weber Road KinderCare?

Everybody’s schedule is different. We’re happy to offer quality, affordable part-time and full-time childcare. Drop-in care may also be available. Reach out to your Center Director to learn more.

How does naptime work at Weber Road KinderCare?

Our teachers meet every child’s needs during naptime. Our teachers know how to get babies to nap. In fact, they are pros at getting children of any age to nap. Visit our article on “10 Ways We Help Kids Get a Great Daycare Nap” to learn more.

Do you support alternative diets?

We strive to be as inclusive as possible. To that point, we provide a vegetarian option at mealtime, take care to not serve common allergens and can adapt menus based on your child’s food sensitivities. If your child has additional needs, we’ll work with you to figure out a plan.

Are meals included in tuition? Can I choose to send my child with lunch?

We provide nutritious meals and snacks developed by a registered dietician to meet the needs of rapidly growing bodies and minds. If your child has special dietary requirements and you would prefer to bring in their lunch, please make arrangements with the center director.

Does my child need to be potty-trained?

Every child begins toilet learning at a different age. Until your child shows an interest in toilet learning, we’ll provide diaper changes on an as-needed basis. When your child shows an interest, we’ll discuss how to work together to encourage toilet learning.

Daycare in Bolingbrook, IL for Ages 6 weeks to 12 years

KinderCare has partnered with Bolingbrook families for more than 50 years to provide award-winning early education programs and high-quality childcare in Bolingbrook, IL.

Whether you are looking for a preschool in Bolingbrook, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.

  1. Barbers Corner KinderCare

    Phone:
    (630) 739-0129

    130 Barbers Corner Rd
    Bolingbrook
    IL
    60440

    Distance from address: 0. 81 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  2. Seneca Lane KinderCare

    Phone:
    (630) 759-4081

    530 Seneca Ln
    Bolingbrook
    IL
    60440

    Distance from address: 1.16 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  3. Weber Road KinderCare

    Phone:
    (630) 759-9227

    895 S Weber Rd
    Bolingbrook
    IL
    60490

    Distance from address: 3. 62 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  4. Woodridge South KinderCare

    Phone:
    (630) 852-4485

    7450 Woodward Ave
    Woodridge
    IL
    60517

    Distance from address: 4.15 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  5. East Naperville KinderCare

    Phone:
    (630) 305-9075

    380 W 87th St
    Naperville
    IL
    60565

    Distance from address: 4. 46 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  6. Woodridge North KinderCare

    Phone:
    (630) 852-2611

    7040 N Woodward Ave
    Woodridge
    IL
    60517

    Distance from address: 4.58 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  7. Lisle College Road KinderCare

    Phone:
    (630) 369-0988

    6420 College Rd
    Lisle
    IL
    60532

    Distance from address: 5. 07 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  8. Darien KinderCare

    Phone:
    (630) 964-9094

    7906 Cass Ave
    Darien
    IL
    60561

    Distance from address: 5.81 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  9. W 75th St Knowledge Beginnings

    Phone:
    (630) 357-8263

    812 W 75th St
    Naperville
    IL
    60565

    Distance from address: 5. 83 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  10. Lemont KinderCare

    Phone:
    (630) 257-1142

    12404 Archer Ave
    Lemont
    IL
    60439

    Distance from address: 5.90 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  11. Lisle KinderCare

    Phone:
    (630) 964-1944

    1640 Eisenhower Ln
    Lisle
    IL
    60532

    Distance from address: 6. 13 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  12. South Naperville KinderCare

    Phone:
    (630) 778-8767

    1239 Rickert Dr
    Naperville
    IL
    60540

    Distance from address: 6.39 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  13. Fairview KinderCare

    Phone:
    (630) 963-6780

    6222 Fairview Ave
    Downers Grove
    IL
    60516

    Distance from address: 6. 46 miles

    Ages: 6 weeks to 6 years
    Open:

    Tuition & Openings

  14. West Naperville KinderCare

    Phone:
    (630) 978-9178

    4335 Montgomery Rd
    Naperville
    IL
    60564

    Distance from address: 7.64 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  15. Benedetti Drive KinderCare

    Phone:
    (630) 369-3050

    889 Benedetti Dr
    Naperville
    IL
    60563

    Distance from address: 7. 67 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  16. Willowbrook KinderCare

    Phone:
    (630) 321-1427

    700 Plainfield Rd
    Willowbrook
    IL
    60527

    Distance from address: 7.95 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  17. Naperville West KinderCare

    Phone:
    (630) 961-9400

    1228 W Ogden Ave
    Naperville
    IL
    60563

    Distance from address: 7. 98 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  18. Highland Avenue KinderCare

    Phone:
    (630) 963-4020

    3905 Highland Ave
    Downers Grove
    IL
    60515

    Distance from address: 8.67 miles

    Ages: 6 weeks to 6 years
    Open:

    Tuition & Openings

  19. Glen Ellyn KinderCare

    Phone:
    (630) 858-9333

    2 South 726 Route 53
    Glen Ellyn
    IL
    60137

    Distance from address: 9. 22 miles

    Ages: 6 weeks to 6 years
    Open:

    Tuition & Openings

  20. Wheaton KinderCare

    Phone:
    (630) 690-4848

    100 E Loop Rd
    Wheaton
    IL
    60189

    Distance from address: 9.36 miles

    Ages: 6 weeks to 6 years
    Open:

    Tuition & Openings

  21. Long Grove KinderCare

    Phone:
    (630) 820-0220

    745 Long Grove Dr
    Aurora
    IL
    60504

    Distance from address: 9. 51 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  22. Naperville KinderCare

    Phone:
    (630) 983-9988

    1550 W Diehl Rd
    Naperville
    IL
    60563

    Distance from address: 9.57 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  23. Pinewood Drive KinderCare

    Phone:
    (708) 403-8990

    14301 Pinewood Dr
    Orland Park
    IL
    60467

    Distance from address: 9. 62 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  24. Fox Valley KinderCare

    Phone:
    (630) 499-7911

    3044 Weber Dr
    Aurora
    IL
    60502

    Distance from address: 9.94 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  25. Plainfield KinderCare

    Phone:
    (815) 254-3235

    16010 S Frederick St
    Plainfield
    IL
    60586

    Distance from address: 10. 01 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  26. Ogden KinderCare

    Phone:
    (630) 585-8806

    1553 Ogden Avenue
    Aurora
    IL
    60503

    Distance from address: 10.91 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  27. Meyers Road KinderCare

    Phone:
    (630) 620-0440

    1214 S Meyers Rd
    Lombard
    IL
    60148

    Distance from address: 11. 78 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  28. Joliet KinderCare

    Phone:
    (815) 729-2110

    2605 Black Rd
    Joliet
    IL
    60435

    Distance from address: 11.89 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  29. John Humphrey Drive KinderCare

    Phone:
    (708) 349-4990

    14632 John Humphrey Dr
    Orland Park
    IL
    60462

    Distance from address: 12. 30 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  30. Palos Hills KinderCare

    Phone:
    (708) 599-2225

    9906 S Roberts Rd
    Palos Hills
    IL
    60465

    Distance from address: 12.93 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  31. Lombard KinderCare

    Phone:
    (630) 495-6539

    249 W Saint Charles Rd
    Lombard
    IL
    60148

    Distance from address: 13. 13 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  32. Westbrook KinderCare

    Phone:
    (708) 562-7115

    1 Westbrook Corporate Ctr Ste 135
    Westchester
    IL
    60154

    Distance from address: 13.24 miles

    Ages: 6 weeks to 6 years
    Open:

    Tuition & Openings

  33. Winfield KinderCare

    Phone:
    (630) 690-6116

    27 West 151 Geneva Road
    Winfield
    IL
    60190

    Distance from address: 13. 72 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  34. West Oswego KinderCare

    Phone:
    (630) 551-3172

    100 Pfund Ct
    Oswego
    IL
    60543

    Distance from address: 14.05 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  35. East Carol Stream KinderCare

    Phone:
    (630) 665-1441

    140 N Gary Ave
    Carol Stream
    IL
    60188

    Distance from address: 14. 54 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  36. 179th Street KinderCare

    Phone:
    (708) 444-0906

    9460 179th St
    Tinley Park
    IL
    60487

    Distance from address: 14.60 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

  37. Glendale Heights KinderCare

    Phone:
    (630) 682-9222

    1470 Bloomingdale Rd
    Glendale Heights
    IL
    60139

    Distance from address: 14. 82 miles

    Ages: 6 weeks to 12 years
    Open:

    Tuition & Openings

Teachers at Weber Road KinderCare at KinderCare Education LLC in Bolingbrook, Illinois

This job listing has expired and the position may no longer be open for hire.

Posted in Education 30+ days ago.

Type: Full-Time

Description

Our Teachers bring warmth, patience, and understanding to the classroom every day, encouraging children to learn and grow. They inspire children to be lifelong learners using our nationally recognized curriculum that promotes social, physical, verbal, and cognitive development. Our Teachers are committed to making their center successful and know that creating meaningful relationships with children, families, and their team play a crucial role in that success.

As a member of our teaching staff, you will:

  • Create a safe, nurturing environment where children can play and learn

  • Partner with parents with a shared desire to provide the best care and education for their children

  • Support your center’s success by partnering with center staff and leadership to achieve goals around enrollment, accreditation, and engagement

  • Cultivate positive relationships with families, teachers, state licensing authorities, community contacts and corporate partners

  • Implement KCE’s curriculum in a way that is consistent with the unique needs of each child

The benefits our career professionals enjoy:

  • Medical, dental and vision

  • Childcare benefit

  • Paid time off

  • Education assistance and reimbursement

  • Medical expense reimbursement/ Life insurance/Disability benefits/ Health and wellness programs

  • 401(k) savings and investment plan with employer match

Qualifications

Desired Skills and Experience:

  • CPR and First Aid Certification or willingness to obtain

  • Active Child Development Associate (CDA) Credential (or willing to obtain)

  • Completed 12 core ECE Units Infant/toddler OR BA Degree in Child Development

  • Must be physically able to use a computer with basic proficiency, lift a minimum of 40 pounds, and work indoors or outdoors

  • Ability to assume postures in low levels to allow physical and visual contact with children, see and hear well enough to keep children safe, and engage in physical activity with children

  • Read, write, understand, and speak English to communicate with children and their parents in English

  • All center staff applicants must meet state specific guidelines for the role

Our highest priority has always been to keep our employees, children, families, and communities as safe and healthy as possible. Starting October 18, 2021, we began requiring COVID vaccinations or weekly COVID testing for all unvaccinated employees. We are also subject to state law, local ordinances, and Health Department requirements for child care workers or school staff.

KinderCare Education is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, national origin, age, sex, religion, disability, sexual orientation, marital status, military or veteran status, gender identity or expression, or any other basis protected by local, state, or federal law.

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Max Weber – Psychologist

Emil Maximilian Webber (Max Weber April 21, 1864, Erfurt – June 14, 1920, Munich) – German sociologist, historian and economist. Elder brother of Alfred Weber.

In 1892-1894 Privatdozent and then Extraordinary Professor in Berlin, in 1894-1896 Professor of National Economy at Freiburg, from 1896 at Heidelberg, from 1919 at the University of Munich. One of the founders of the “German Sociological Society” (1909). Since 1918 professor of national economy in Vienna. At 191919 – Advisor to the German delegation at the Versailles negotiations.

Weber made a significant contribution to such areas of social knowledge as general sociology, the methodology of social cognition, political sociology, the sociology of law, the sociology of religion, economic sociology, and the theory of capitalism. Weber called his concept “understanding sociology”. Sociology analyzes social action and tries to explain its cause. Understanding means knowing a social action through its subjectively implied meaning, i.e. the meaning that the subject himself puts into this action. Therefore, sociology reflects the whole variety of ideas and worldviews that regulate human activity, i. e. the diversity of human culture. Unlike his contemporaries, Weber did not seek to build sociology on the model of the natural sciences, referring it to the humanities or, in his terms, to the cultural sciences, which, both in methodology and in subject matter, constitute an autonomous field of knowledge.

The main categories of understanding sociology are behavior, action, and social action. Behavior is the most general category of activity, which becomes an action if the actor associates a subjective meaning with it. We can talk about social action when the action is correlated with the actions of other people and focuses on them. Combinations of social actions form “semantic connections” on the basis of which social relations and institutions are formed. The result of Weber’s understanding is a highly probable hypothesis, which must then be confirmed by objective scientific methods.

Weber distinguishes four types of social action:

  • goal-oriented — when objects or people are treated as means to achieve their own rational goals;
  • value-rational — determined by a conscious belief in the value of a certain action, regardless of its success;
  • affective – determined by emotions;
  • traditional – determined by tradition or habit

According to Weber, social relations are a system of social actions; social relations include such concepts as struggle, love, friendship, competition, exchange, etc. The social relationship, perceived by the individual as mandatory, acquires the status of a legitimate social order. In accordance with the types of social actions, four types of legal (legitimate) order are distinguished: traditional, affective, value-rational and legal.

Weber’s method of sociology is determined, in addition to the concept of understanding, by the doctrine of the ideal type, as well as by the postulate of freedom from value judgments. According to Weber, the ideal type fixes the “cultural meaning” of a particular phenomenon, and the ideal type becomes a heuristic hypothesis capable of ordering the diversity of historical material without being tied to some predetermined scheme. With regard to the principle of freedom from value judgments, Weber distinguishes two problems: the problem of freedom from value judgments in the strict sense, and the problem of the relationship between knowledge and value. In the first case, one should strictly distinguish between the established facts and their assessment from the worldview positions of the researcher. In the second, we are talking about the theoretical problem of analyzing the connection of any cognition with the values ​​of the cognizer, i.e. the problem of the interdependence of science and cultural context. Weber puts forward the concept of “cognitive interest”, which determines the choice and method of studying an empirical object in each specific case, and the concept of “value idea”, which is determined by a specific way of seeing the world in a given cultural context. In the “sciences of culture” this problem is of particular importance, because in this case, values ​​act as a necessary condition for the possibility of the existence of such sciences: we, existing in a certain culture, cannot study the world without evaluating it and without endowing it with meaning. In this case, therefore, we are not talking about the subjective predilections of this or that scientist, but first of all about the “zeitgeist” of a particular culture: it is he who plays a key role in the formation of “value ideas”.

These theoretical postulates allow Weber to interpret the sociology of economics in a “culturological” way. Weber distinguishes two ideal typical organizations of economic behavior: traditional and goal-oriented. The first has existed since antiquity, the second develops in modern times. The overcoming of traditionalism is connected with the development of a modern rational capitalist economy, which presupposes the existence of certain types of social relations and certain forms of social order. Analyzing these forms, Weber comes to two conclusions: the ideal type of capitalism is described by him as the triumph of rationality in all spheres of economic life, and such a development cannot be explained solely by economic reasons. In the latter case, Weber argues with Marxism. In his work The Protestant Ethic and the Spirit of Capitalism, Weber tries to explain the genesis of modern capitalism by linking this problem with the sociology of religion, in particular Protestantism. He sees a connection between the ethical code of the Protestant denominations and the spirit of the capitalist economy, based on the ideal of the rationalist entrepreneur. In Protestantism, in contrast to Catholicism, the emphasis is not on the study of dogma, but on moral practice, expressed in the worldly service of a person, in the fulfillment of his worldly duty. This is what Weber called “worldly asceticism.” The parallels between the Protestant emphasis on secular service and the ideal of capitalist rationality allowed Weber to link the Reformation and the emergence of capitalism: Protestantism stimulated the emergence of forms of behavior specific to capitalism in everyday life and economic life. Minimization of dogma and ritual, rationalization of life in Protestantism according to Weber became part of the process of “disenchantment of the world”, begun by the Hebrew prophets and ancient Greek scientists and culminating in the modern capitalist world. This process is associated with the liberation of man from magical superstitions, the autonomy of the individual, faith in scientific progress and rational knowledge.

In the sociology of power, Weber also follows his own method. In accordance with it, three types of legitimization of power (dominance) are distinguished:

1) rational, based on the belief in the legality of the existing order and the legitimate right of those in power to give orders;

2) traditional, based on the belief in the sanctity of traditions and the right to rule those who received power in accordance with this tradition;

3) charismatic, based on belief in supernatural holiness, heroism or some other dignity of the ruler and his power.

In this context, the Weberian theory of rational bureaucracy associated with the first type of power is formulated. In his analysis of democracy, Weber formulates the existence of two types of this type of government: “plebescite leader democracy” and various forms of “leaderless democracy”, the purpose of which is to minimize direct forms of domination of man over man through the development of rational forms of representation, collegiality and separation of powers.

Weber’s works had a significant impact on the sociology of the 20th century and continue to be relevant today.

Basic works in Russian

  • Weber M. Agrarian history of the ancient world. – M., 1923.
  • Weber M. Research on the methodology of sciences – M.: INION, 1980.
  • Weber M. Selected works: Per. with it.; comp., total. ed. and after. Yu.N. Davydov; foreword P.P. Gaidenko; comments A.F. Filippova. — M.: Progress, 1990.
  • Weber M. M. Weber’s works on sociology, religion and culture / USSR Academy of Sciences, INION, Vsesoyuz. interdepartmental center of human sciences at the presidium. Issue. 2. – M.: INION, 1991.
  • Weber M. Favorites. The image of society / Per. with him. – M .: Lawyer, 1994.
  • Weber M. History of economy: City. – M .: Kanon-press-C, Kuchkovo field, 2001.
  • Weber M. Agrarian History of the Ancient World. – M .: Kanon-press-C; Kuchkovo field, 2001.
  • Weber M. History of economy: City — M.: Kanon-press-Ts; Kuchkovo field, 2001.
  • Weber M. Political works, 1895-1919 = Gesammelte Politische Schriften, 1895-1919 / Per. with him. B.M. Skuratov; post-last T.A. Dmitrieva. — M.: Praxis, 2003.
  • Weber M. The Protestant Ethic and the Spirit of Capitalism. – M., 2003.
  • Weber M. Economy and society / Per. with him. under scientific ed. L.G. Ionina. – M.: Publishing House of the State University Higher School of Economics, 2007. ISBN 5-7598-0333-6 (Preparing for publication)

Articles in Russian

Weber M. The Idea of ​​Socialism // Journal of Sociology and Social Anthropology. — Volume II, 1999. — No. 3.

About Weber

  • Yu. N. Davydov Max Weber and Modern Theoretical Sociology: Actual Problems of Weber. sociological doctrine. — M.: Martis, 1998.
  • Aron R. Stages of development of sociological thought / General, ed. and foreword. P.S. Gurevich. – M .: Publishing group “Progress” – “Politics”, 1992.
  • Weber, Marianne . The life and work of Max Weber. Moscow: ROSSPEN, 2007

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Max Weber

Max Weber (1864-1920) German sociologist, historian, economist and lawyer. AT
in his methodology, he distinguished between experiential knowledge and values; developed
concept of “understanding”, according to which social action is explained through
interpretation of individual motives, and the theory of ideal types – abstract and
arbitrary mental constructions of the historical process. In origin
Western European capitalism assigned a decisive role to Protestantism.

Information from the notes to the book: Comte-Sponville Andre. Philosophical
dictionary / Per. from fr. E.V. Golovina. – M., 2012.

Max Weber (1864-1920) – German sociologist who developed questions
methodology of social cognition, cultural studies, economics. Great influence on
bourgeois social science was rendered by his studies on the sociology of religion and
historical role of Protestantism. Weber’s socio-philosophical concept
was created as an alternative to the materialistic understanding of history. He thought,
that the economy is not the basis of social life, on the contrary, the forms
economic activities depend on cultural, primarily
religious and ethical factors. A fruitful scientific study of society, according to
Weber, relies on the so-called. ideal types that are not generalizations of facts
or a description of reality, but are rooted in the prevailing in society
values ​​and are hypothetical models to streamline
empirical material. “Capitalism” is such a characteristic model, the meaning of which
gives the concept of the spirit of capitalism, expressed in the desire for economic
efficiency, profit, rational organization of social life. In works
“The Protestant Ethic and the Spirit of Capitalism” (1904-1905), “Economic ethics
world religions” (1916-1919), etc. Weber substantiates the idea that in practical
Protestantism played a decisive role in establishing these traits. His historical
Weber sees merit in the following: 1) the Calvinist understanding of predestination to
the salvation of the elect has made business success a symptom of
an effective incentive for entrepreneurial activity; 2) Protestantism
authorized the rationalization of production and the bourgeois political and legal
order; 3) Protestant (or “puritan work”) ethics approved in
public practice such typically bourgeois norms and values ​​as
thrift, diligence, thrift, honesty in business dealings,
reverence for property. Of all the world’s religions, Protestantism
most corresponded to the spirit of capitalism, with which Weber associates
rapid cultural and economic progress of Western Europe and the USA. In concept
Weber, religion acquired the character of an autonomous and decisive factor in the historical
development.

Protestantism. [Dictionary of an atheist]. Under total ed.
L.N. Mitrokhin. M., 1990,
With. 66-67.

Other biographical material:

Frolov I.T. Weber from a Marxist Point of View ( Philosophical
dictionary. Ed. I.T. Frolova. M., 1991 ).

Devyatkova R.P. Soviet characterization of personality and
creativity ( Great Soviet Encyclopedia ).

Furs V.N. German sociologist, philosopher and historian
( The latest philosophical dictionary. Compiled by Gritsanov A.A. Minsk, 1998 ).

Gutner G.B. …and economist ( New
philosophical encyclopedia. In four volumes. / Institute of Philosophy RAS. Scientific ed.
advice: V.S. Stepin, A.A. Huseynov, G.Yu. Semigin. M., Thought, 2010 ).

Kirilenko G.G., Shevtsov E.V. Influenced the whole
complex of social and humanitarian sciences in the XX century ( Kirilenko G.G., Shevtsov
E.V. Brief philosophical dictionary. M. 2010 ).

Mikhailova E.M. German political philosopher ( Political
modern thought. Personalities, ideas, concepts: A quick guide / Comp.
Mikhailova E.M. – Cheboksary: ​​CHKI RUK, 2010 ).

Rostislavleva N.V. He is also the founder of the sociology of music.
( Russian Historical Encyclopedia. Vol. 3. M., 2015 ).

Danilov A.I. Weber’s views, riddled with apology
capitalist system ( Soviet Historical Encyclopedia. At 16
volumes. — M.: Soviet Encyclopedia. 1973-1982. Volume 3. WASHINGTON – VYACHKO. 1963 ).

Zdravomyslov A.G. In all of Weber’s studies
held the idea of ​​rationality as a defining feature of modern European
culture ( Philosophical Encyclopedic Dictionary. – M .: Soviet
encyclopedia. Ch. editors: L. F. Ilyichev, P. N. Fedoseev, S. M. Kovalev, V. G.
Panov. 1983 ).

Akmalova A., Kapitsyn V. M., Mironov A. V., Mokshin V. K.
Weber Research Doctrine Center
is the concept of “ideal type” ( A. Akmalova, V. M. Kapitsyn, A. V.
Mironov, V. K. Mokshin. Dictionary-reference book on sociology. Educational edition. 2011 ).

One of the founders of the German Sociological
society ( Modern Western Philosophy. Encyclopedic Dictionary /
Under. ed. O. Heffe, V.S. Malakhov, V.P. Filatov, with the participation of T.A. Dmitriev.
M., 2009 ).

Nikisch about Max Weber ( Ernst Nikisch. Life,
which I dared. Meetings and events. St. Petersburg, 2012 ).

Continue reading:

Weber Max. Protestant ethics and the spirit of capitalism.
(Weber M. Selected works. M., 1990).

Compositions:

History of economy, P., 1923;

Agricultural history
ancient world, M. . [1925].

Agrarian history of the ancient world. M., 1923;

City. Pg., 1923; Economy history. Pg., 1923;

Selected works. M., 1990;

Favorites. Society image. M., 1994;

Selected political works. M., 2002;

About Russia. M., 2006;

Gesammelte Aufsatze zur Religionssoziologie. Bd, I-III, Tubingen, 1920-1921;

Wirtschaft and Gesellsehaft. Tubingen, 1921;

Wirtschaft und
Gesellschaft, Tubingen, 1956;

Gesammelte Aufsatze zur Wissenschaflslehre, Tubingen, 1922;

Gesammelte Aufsatze zur Soziologie und Sozialpolitik, Tubingen. 1924.

Gesammelte Aufsatze zur Religions-soziologie, Bd 1 – 3, Tubingen, 1920 – 21;

Gesammelte politische Schriften, Tubingen, 1958;
in Russian translation – City, P., 1923;

Literature:

Gaidenko P.P., Davydov Yu.N. History and rationality. Sociology of Max Weber
and the Weberian Renaissance. M., 1991;

Danilov A. I., Problems of agrarian history of the early Middle Ages in
German historiography of the late 19th – early 20th centuries, M., 1958, p. 96 – 105;

Con I.
S., Positivism in sociology, L., 1964, ch. 5;

Bendix R. Max Weber. An
intellectual portrait, N. Y., 1960.

R. Bendix. Max Weber’s image of society // Weber M. Favorites. Image
society. M., 1994;

Neusykhin A.I. Max Weber’s “Empirical Sociology” and the Logic of Historical
science // Ibid;

Neusykhin AI Max Weber’s sociological study of the city // Ibid.;

Jaspers K. Speech in memory of M. Weber // Culturology. XX century. M., 1995;

Davydov Yu.N. Max Weber and modern theoretical sociology. M., 1998;

The life and work of Max Weber. M., 2007.

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WEBER • Great Russian Encyclopedia

Authors: M. V. Maslovsky

WEBER (Weber) Max (Karl Emil Maximilian) (21.4.1864, Erfurt – 14.6.1920, Munich), German. sociologist, historian, economist. Elder brother of A. Weber. Born in the family of an official, later a member of the Reichstag from the National Liberal Party. He studied law, philosophy and economics at Heidelberg (1882–1884), Berlin (1884–85) and Göttingen (1885–1886) universities. In 1889and 1892 defended his dissertation on the history of law. In the beginning. 1890s conducted an empiric researches of position page – x. workers in eastern Germany. He taught national economy in Berlin (1893), Freiburg (1894–97; prof. from 1894), Heidelberg (1897–1903) high fur boots. In 1903, due to illness, he retired with the title honorary. regular professor. Later (until 1918) he lived in Heidelberg, traveled around Europe and the USA, and was engaged in research activities. From 1904 published (together with W. Sombart and E. Jaffe) f. “Archive for social science and social policy” (“Archiv für Sozialwissenschaft und Sozialpolitik”). In 1909 he became one of the founders of Nem. sociological about-va, but left it in 1912. After the end of the 1st World War, he advocated a democratic. reforms and the transformation of Germany into a parliamentary republic. In 1918 he was one of the founders of Nem. democratic parties. In 1918 he lectured at Vienna, at 1919-20 Munich Furs, was an expert in German. delegation to the Paris Peace Conference. Being a politically very biased person, V. insisted that science should not interfere with politics and vice versa.

V. distinguished encyclopedic. education and breadth of science. interests. Starting research with the development of specific issues of economic. and the legal history of antiquity, the Middle Ages and the New Age, he moved on to broad generalizations and analysis of the problems of the theory and methodology of scientific. knowledge. In modern science V. is considered, along with K. Marx and E. Durkheim, as one of the classics of sociology. He synthesized provisions of neo-Kantianism, positivism, and other currents of philosophy. thoughts that have become theoretical and methodological. basis of the concept he proposed sociological. knowledge (understanding sociology). As the main methodological research tool in the social sciences V. suggested using the ideal type – theoretical. a model that serves as a kind of standard against which real phenomena are compared. He distinguished between historical and sociologist. ideal types. V. is the creator of a typology of social action, including goal-oriented, value-rational, affective and traditional action, which, from his point of view, allows describing the diverse forms of human behavior.

V. believed that in app. society as historical. development spread rational forms of social action, and tried to uncover the causes of this phenomenon. According to V., the process of rationalization spread to all spheres of life: economics, politics, law, etc. In the sphere of economics, it was expressed in the gradual displacement of traditions. forms of housekeeping prom. capitalism, which assumed the rational organization of formally free labor. The spread of the “spirit” of capitalism, according to V., was given impetus by the Reformation, which led to the emergence of Protestant farms. ethics, to the greatest extent contributed to the formation of economic. capitalist systems. V. analyzed changes in the motivation of everyday economic. behavior of followers dec. Protestant creeds. Considering the religions of the countries of the East (Hinduism, Buddhism, Confucianism), V. pointed out those elements that hindered the development of capitalist. relations. Confucianism, in his opinion, is characterized by an orientation toward the unconditional acceptance of existing traditions and social relations, and for Hinduism and Buddhism, an orientation toward avoiding vigorous activity. According to V., only in Christianity, especially in some currents of Protestantism, primarily in Calvinism, a desire was formed for an active transformation of the world. At the same time, according to V. , by 19in. capitalism has become economic. system with its own the logic of development and no longer needed reliance on c.-l. religious ideas. V. is also known historically. development research app. cities: in antiquity the city was primarily a military-political. education, in the Middle Ages, his farms came to the fore. functions, an estate of citizens began to take shape with certain political. rights.

V.’s most important contribution to the sociology of politics was his concept of legitimate domination. V. singled out three types of such domination: traditional, charismatic. and legal. Under the traditional dominance of management. the apparatus consists of persons guided by tradition and bound to the ruler by ties of personal devotion. Charismatic. domination implies the presence of political followers. leader of faith in his extraordinary personal qualities. With the transition to legal domination, a rational bureaucracy is formed. management, which is based on the observance of formal rules. Retracting the center. role in the system of legal domination of management. apparatus (bureaucracy), V. paid special attention to the problem of limiting its power and came to the conclusion that parliamentary democracy provides the best opportunities for this. But the main according to V., the function of parliament was the selection of politicians with the qualities of a leader (see Charisma).

In the sociology of the 20th century. there were different interpretations of V.’s creativity. Many people offered their assessment of Weber’s ideas. famous social thinkers: R. Aron, T. Parsons, A. Schutz, theorists of the Frankfurt school of neo-Marxism. The controversy around the theoretical V.’s heritage especially revived in the 1970s. with the beginning of the so-called. Weberian Renaissance. Since that time, neo-Weberianism has become one of the leading trends in sociology. theories. Within the framework of this direction, new interpretations of the theory of V. are proposed, as well as original concepts based on the general principles of Weberian sociology are being developed.