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Sosyal Bilimler Lisansüstü Programlarında Epistemolojik Çeşitlilik: Çek Cumhuriyeti’ndeki Bir Amerikan Kolejinin Deneyimi

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

Journal Name:

  • Beytulhikme An International Journal of Philosophy

Publication Year:

  • 2015

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The insufficient coverage of philosophy of science and epistemological discussion in graduate curriculum has been a sub-ject of criticism among several scholars. In this article, I examine the ways through which the MA curriculum in International Rela-tions 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 socie-ty. Similar to its peers in Central and Eastern Europe, the universi-ty 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 universi-ties are essential to give space for philosophy of science debates in graduate curriculum.
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Abstract (Original Language): 
Sosyal bilimlerde lisansüstü müfredatın yeterli derecede bilim felsefesi ve epistemolojik tartışma içermemesi bir çok kez eleştiri konusu olmuştur. Bu makalede, Çek Cumhuriyetindeki bir Ameri-kan kolejinde yer alan Uluslararası Ilişkiler yükseklisans pro-gramının farklı epistemolojik yaklaşımları içerecek şekilde nasıl geliştiği incelenmektedir. Müfredatın yeniden yapılandırılması, ün-iversitenin komünizm sonrası toplumda meşruiyet arayışının bir sonucu olarak ortaya çıkmıştır. Orta ve Doğu Avrupa’daki mua-dillerine benzer bir şekilde, öğretim kalitesini artırma zorunluluğu içinde olan üniversite, farklı epistemolojik yaklaşımlardan gelen öğretim üyelerinin katıldığı program komiteleri oluşturmuştur. Bu deneyim göstermektedir ki, üniversitelerin katılımcı platformlar oluşturmaları, bilim felsefesinde yer alan tartışmaların lisansüstü programlarda daha etkin yer almasını sağlamaktadır.
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REFERENCES

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