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