Holistic Limitation of Doctoral Training

Abstract

This paper explores the challenge of fostering a holistic vision in doctoral training amid increasing specialization. While deep expertise is essential for advancing knowledge, excessive focus on narrow fields during PhD studies often limits understanding of broader social, cultural, and environmental contexts. Drawing on Bauman’s critique of knowledge fragmentation and other academic perspectives, the authors highlight that traditional doctoral programs emphasize specialization and isolated research projects, frequently neglecting interdisciplinary collaboration and contextual impact. The study argues for rethinking doctoral education to balance specialized depth with multidisciplinary engagement. This involves admitting candidates whose projects, mentors, and communities embrace multidimensional paradigms, thereby promoting broader critical analysis and professional maturity. The doctoral thesis should represent not a closure but a starting point for an ongoing research trajectory that addresses complex, multidimensional issues. Ultimately, developing a holistic vision equips doctoral students to better understand their research topic in its entirety, identify new questions, generate innovative ideas, and communicate effectively across disciplines. The paper calls for formal studies to examine how holistic doctoral training improves researchers’ preparedness to contribute meaningfully to society and tackle complex global challenges.