In the vertical reconstruction or logic a pattern of stages is reconstructed which additionally can be the subject-matter of an evaluative claim of progress or decline. The dynamic part concerns itself with the actual development of individuals or collectives. In the conceptual component learning principles and societal factors are reconstructed and justified. The empirical component consists of research on the base of these conceptions. Depth hermeneutical developmental theories deliver 'what is possible' explanations, which incorporate reasons of subjects.
Special attention is paid to the relationship between philosophy and science.
Finally, the special consequence of the 'double hermeneutic' for developmental theories is discussed.