Syllabus for Scientific Theory for Social Scientists

Decisions and guidelines

This course is a compulsory skill course within the Master's Programme in the Social Sciences.

Learning outcomes

After completing the course, the student should:

• be able to discuss and account for epistemological problems in relation to social scientific concept formation and methodology.
• be able to describe generally the development of ideas in the philosophy of the social sciences.
• be able to carry out a critical analysis of the theoretical foundations within different areas of the social sciences.

Content

The course aims to give a basic orientation in epistemology and the philosophy of science. The lectures will provide a deeper understanding of epistemological issues and problems that are fundamental for modern social scientific concept formation and construction of methods. On the basis of this understanding, the aim of the course is to give the students the prerequisites to be able to discuss and communicate between different subjects and scientific traditions.

Seminars deal with classical and contermporary original texts from different theoretical traditions, such as positivism, critical rationalism, phenomenology, hermeneutics, post structuralism, feminism and social constructivism. With this background, the students should be able to systematically reflect on their own research fields in a larger philosophical, historical and theoretical context. On the basis of these texts different issues are discussed: What is a scientific fact? What is meant by concepts such as knowledge and objectivity? What is the relationship between science and values in the social sciences? What does the possible distinctive character of the social sciences consist of?

Instruction

The teaching can consist of lectures, lessons, group exercises and seminars.

Assessment

The course is examined through written assignments and active seminar participation. Ranked grades are given for the course.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.