IB - CORE
INTERNATIONAL BACCALAUREATE: Theory of Knowledge (TOK)
*For the Full Diploma, TOK must be taken Junior Year*
IBTOKSL Full Year - Grades 10-12
Theory of Knowledge (TOK) is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It provides an opportunity for students to reflect on the nature of knowledge, to make connections between areas of knowledge and to become aware of their own perspectives and those of the various groups whose knowledge they share. The overall aim of TOK is to encourage students to formulate answers to the question “how do you know?” in a variety of contexts, and to see the value of that question. This allows students to develop an enduring fascination with the richness of knowledge. The interdisciplinary theory of knowledge course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives. The theory of knowledge course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound.
The aims of the TOK course are to:
• make connections between a critical approach to the construction of knowledge, the academic
disciplines and the wider world
• develop an awareness of how individuals and communities construct knowledge and how this is
critically examined
• develop an interest in the diversity and richness of cultural perspectives and an awareness of
personal and ideological assumptions
• critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible
and purposeful lives
• understand that knowledge brings responsibility which leads to commitment and actions
CORE
Extended Essay
The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student’s six Diploma Programme subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity—resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more than 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview—viva voce—with the supervisor. In countries where normally interviews are required prior to acceptance for employment or for a place at university, the extended essay has proved to be a valuable stimulus for discussion.
Students are expected to demonstrate the ability to do the following:
• plan and pursue a research project with intellectual initiative and insight
• gather and interpret material from sources appropriate to the research question
• structure a reasoned argument in response to the research question on the basis of the material
Gathered
• present their extended essay in a format appropriate to the subject, acknowledging sources in
one of the established academic ways
• use the terminology and language appropriate to the subject with skill and understanding
• apply analytical and evaluative skills appropriate to the subject, with an understanding of the
implications and the context of their research. The extended essay contributes to the overall
diploma score through the award of points in conjunction with theory of knowledge.
Creativity, Activity, and Service
Creativity, Activity, and Service (CAS) is at the heart of the DP. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning. CAS is organized around the three strands of creativity, activity and service defined as follows.
• Creativity—exploring and extending ideas leading to an original or interpretive product or
Performance.
• Activity—physical exertion contributing to a healthy lifestyle.
• Service—collaborative and reciprocal engagement with the community in response to an
authentic need.
CAS aims to develop students who:
• enjoy and find significance in a range of CAS experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained and collaborative CAS projects
• understand they are members of local and global communities with responsibilities towards
each other and the environment.
A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month. Typically, a student’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. How-ever, a meaningful CAS programme must be more than just a series of unplanned/singular experiences. Students must be involved in at least one CAS project during the programme.