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Dergiler / Beytulhikme An International Journal of Philosophy / 2026 / Cilt: 5 Sayı: 1

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

Pelin Ayan Musil
Pelin Ayan Musıl
Sayfa
47–57
Yayın Tarihi
2015-07-13
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The experience shows that such participatory mechanisms in universities are essential to give space for philosophy of science debates in graduate curriculum.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The insufficient coverage of philosophy of science and epistemological discussion in graduate curriculum has been a subject of criticism among several scholars.
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Temel Bulgular & Veri:Similar to its peers in Central and Eastern Europe, the university is enforced to increase its quality in teaching.
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Sonuç & Katkı:The experience shows that such participatory mechanisms in universities are essential to give space for philosophy of science debates in graduate curriculum.
🔬Tür:Makale
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Epistemology · philosophy of science · social sciences

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.

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Bu Makaleye Atıf Yap

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

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Kaynakça (8)

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  2. Mayer, L. (2002). The Centrality of Epistemology in Methodology Education. PS: Political Science and Politics, 35 (1), 121-125.
  3. 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.
  4. 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.
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  6. 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.
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  8. 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.