Character and structure of studies ****************************************************************************************** * Historical Sociology Master's Program ****************************************************************************************** Accreditation [ URL "HISOENG-106-version1-fhs_105_version1_nmgr_hisoakre.pdf"] (both in Cz Plan of studies [ URL "HISOENG-106-version1-planofstudy.pdf"] The Historical Sociology Master’s Program at Charles University is a two-year program, ope with bachelor degrees following successful written entrance examinations. Roughly half of the subjects in the curriculum are theoretical; the other half are focused research methods and techniques, both from quantitative and qualitative methodology. The s too closely professionally-oriented and is not based on just one theory or method. In the part there is constant emphasis on the multi-paradigmatic character of the field, while th emphasizes the plurality of methodological approaches. The subjects taught overlap with ot primarily in history, but also in anthropology, political science, and economics. The aim of this master’s program is not to produce narrowly focused specialists, but rathe educated individuals with a wide range of knowledge and skills. ****************************************************************************************** * Course Structure ****************************************************************************************** The courses taught can be divided into the three following basic blocks: Theoretical-Historical Block The first is the theoretical-historical block, which offers courses dedicated to the gener conceptions of historical sociology and civilizing analysis, as well as to the perspective sociology on the issues of knowledge, culture, religions, nations, nationalism, economics, law, democracy and everyday life. The core subjects include courses in Comparative Histori (J. Šubrt) and Introduction to Civilizing Analysis (J. P. Arnason). Other lecturers includ (the sociology of knowledge and religion), A. Marková (the formation of nations and nation Maslowski (the historical sociology of politics and international relations), Karel Muller processes), B. Šalanda (everyday life) and J. Šubrt (collective memory and its examination problems of historical sociology). Occasionally this block may also include courses by for such as W. Spohn, Georges Mink and Jaroslaw Kilias. Methodological-Research Block The second block is the methodological-research block, which familiarizes students with th approaches and problems of sociology, and to some extent history and methodology. The stud methods and techniques is focused on the application of both quantitative and qualitative in areas such as biographical research, oral history, grounded theory, discourse analysis, stratification research, and secondary data analysis from archives. The teaching of these conducted by Jiří Šafr, Radka Dudová, Martin Vávra and others. Optional Thematic Block The third block consists of four optional subject areas of which only one must be chosen: 1. Theory of social change and modernization processes 2. Historical sociology of culture and quotidian life 3. The historical sociology of politics and international relations 4. Long-term Developmental Processes in the Perspective of Historical Sociology (for stude 2023 and later) ****************************************************************************************** * Employment of Graduates ****************************************************************************************** The historical sociology master’s program is envisaged to prepare students both in terms o in essential practical skills for the future exercise of their professions, whether in the professional sphere (offices, agencies, educational institutions, consulting firms, editor study program is designed so that students may acquire a relatively broad set of professio can be used in various types of employment dealing with information of a socio-historical should be skilled in seeking out information and accessing it as well as being able to tre compare, and analyze it using quantitative and qualitative approaches. They should also ha intellectual outlook and be able to put the issues they deal with and the dilemmas they en broader, especially socio-historical, context.