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Epistemological Diversity in Social Science Graduate Curriculum: The Experience from an American College in Czech Republic

Year 2015, Volume: 5 Issue: 1, 47 - 57, 13.07.2015
https://doi.org/10.18491/bijop.88140

Abstract

The insufficient coverage of philosophy of science and epistemological discussion in graduate curriculum has been a subject of criticism among several scholars. In this article, I examine the ways through which the MA curriculum in International Relations in an American college in Czech Republic was restructured toward a meaningful representation of different epistemological approaches. The restructuration of the program comes as a result of the university’s search for legitimacy in a post-communist society. Similar to its peers in Central and Eastern Europe, the university is enforced to increase its quality in teaching. It does so through introducing participatory curriculum committees where faculty members from different epistemological backgrounds gather. The experience shows that such participatory mechanisms in universities are essential to give space for philosophy of science debates in graduate curriculum.

References

  • Galbraith, K. (2003). Towards Quality Private Higher Education in Central and Eastern Europe. Higher Education in Europe, 28 (4), 539-559.
  • Mayer, L. (2002). The Centrality of Epistemology in Methodology Education. PS: Political Science and Politics, 35 (1), 121-125.
  • Pachuashvili, M. (2007). Legitimacy Sources and Private Growth in the Post-Communist Context. Private Higher Education in Post-Communist Europe in Search for Legitimacy (eds. S. Slantcheva & D. C. Levy). New York: Palgrave Macmillan, 75-94.
  • Reisz, R. D. (2003). Public Policy for Private Higher Education in Central and Eastern Europe. Conceptual Clarifications, Statistical Evidence, Open Questions. HoF Arbeitsbericht. Wittenberg: Institute for Higher Education Research at the Martin Luther University Halle Wittenberg.
  • Slantcheva, S. (2007). Legitimating the Difference: Private Higher Education Institutions in Central and Eastern Europe. Private Higher Education in Post-Communist Europe in Search for Legitimacy (eds. S. Slantcheva & D. C. Levy). New York: Palgrave Macmillan, 55-74.
  • Schwartz-Shea, P. (2003). Is This the Curriculum We Want? Doctoral Requirements and Offerings in Methods and Methodology. PS: Political Science and Politics, 36 (3), 379-386.
  • Weber, M. 1946 [1922]. Science as Vocation. From Max Weber: Essays in Sociology (eds. H. H. Gerth & C. W. Mills). New York: Oxford University Press, 129-156.
  • Wenninger, A. (2010). Social Sciences in Central and Eastern Europe: Institutonal Landscapes. Internationalization of Social Sciences in Central and Eastern Europe (eds. I. P. Kov & I. Palne & D. Kutsar). New York: Routledge, 85-98.
Year 2015, Volume: 5 Issue: 1, 47 - 57, 13.07.2015
https://doi.org/10.18491/bijop.88140

Abstract

References

  • Galbraith, K. (2003). Towards Quality Private Higher Education in Central and Eastern Europe. Higher Education in Europe, 28 (4), 539-559.
  • Mayer, L. (2002). The Centrality of Epistemology in Methodology Education. PS: Political Science and Politics, 35 (1), 121-125.
  • Pachuashvili, M. (2007). Legitimacy Sources and Private Growth in the Post-Communist Context. Private Higher Education in Post-Communist Europe in Search for Legitimacy (eds. S. Slantcheva & D. C. Levy). New York: Palgrave Macmillan, 75-94.
  • Reisz, R. D. (2003). Public Policy for Private Higher Education in Central and Eastern Europe. Conceptual Clarifications, Statistical Evidence, Open Questions. HoF Arbeitsbericht. Wittenberg: Institute for Higher Education Research at the Martin Luther University Halle Wittenberg.
  • Slantcheva, S. (2007). Legitimating the Difference: Private Higher Education Institutions in Central and Eastern Europe. Private Higher Education in Post-Communist Europe in Search for Legitimacy (eds. S. Slantcheva & D. C. Levy). New York: Palgrave Macmillan, 55-74.
  • Schwartz-Shea, P. (2003). Is This the Curriculum We Want? Doctoral Requirements and Offerings in Methods and Methodology. PS: Political Science and Politics, 36 (3), 379-386.
  • Weber, M. 1946 [1922]. Science as Vocation. From Max Weber: Essays in Sociology (eds. H. H. Gerth & C. W. Mills). New York: Oxford University Press, 129-156.
  • Wenninger, A. (2010). Social Sciences in Central and Eastern Europe: Institutonal Landscapes. Internationalization of Social Sciences in Central and Eastern Europe (eds. I. P. Kov & I. Palne & D. Kutsar). New York: Routledge, 85-98.
There are 8 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Pelin Ayan Musil

Pelin Ayan Musıl This is me

Publication Date July 13, 2015
Published in Issue Year 2015 Volume: 5 Issue: 1

Cite

APA Ayan Musil, P., & Ayan Musıl, P. (2015). Epistemological Diversity in Social Science Graduate Curriculum: The Experience from an American College in Czech Republic. Beytulhikme An International Journal of Philosophy, 5(1), 47-57. https://doi.org/10.18491/bijop.88140