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Monday, July 25, 2011
And now, for a change of pace...
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Saturday, July 23, 2011
International Baccalaureate part I
Crista Wilee
June 2, 2011
ECE 19
Druker
people who help to create a better and more peaceful world through intercultural understanding and
respect. These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be
right.—International Baccalaureate Mission Statement” ["IB Learner Profile". IB Learner Profile
Booklet. ibo.org. November2008.
http://ibo.org/programmes/profile/documents/Learnerprofileguide.pdf. Retrieved 22-July-2009.]
Founded in 1968 in Geneva, Switzerland, this certain European educational curriculum has it’s
own roots enter-twined with several pillars of modern day education. The United Nations Educational,
Scientific and Cultural Organization (or UNESCO) are perhaps the most famed organization. Highly
esteemed throughout the majority in Europe, UNESCO is well known for it’s teaching facilities that vary
in continental location just as they do subject matter. For example, UNESCO International Institute for
Higher Education in Latin America and the Caribbean (IESALC) is located in Caracas, Venezuela. In
such a tumultuous time in the age of globalization and civil unrest, this educational institution aims to
provide reliable tertiary material for it’s South American populace.[1] Other subject matter for schools
schools include water education and theoretical physics. While the International Baccalaureate is not in
use in all of UNESCO’s schools, it is indeed being used in many institutions for different levels of
learning.
As a curriculum, the International Baccalaureate’s content could be seen in it’s content as
‘scattered’, but it’s goals are clearly outlined. It’s implications for education may vary due to the two
different variations of the IB curriculum. For the sake of simplicity, this research paper will focus on one
type of the curriculum; International Baccalaureate ‘Theory of Knowledge’ or ‘TOK’. The TOK
emphasises different areas of knowledge and ‘ways of knowing’.
Curriculum Outline:
Ways of Knowing:
Areas of Knowledge:
be used for any grade Pre-K through High School. While the Ways of Knowing may seem the most age
appropriate for young children in Preschool or Kinder-garden, the Areas of Knowledge may also be
just as age appropriate if presented in a manner simple enough for children to understand. The
IPC(International Preschool Curriculum) describes the IB’s curriculum as “Partnering to raise global
standards in education.”[2]
June 2, 2011
ECE 19
Druker
International Baccalaureate- An Educational, Intercultural Approach for Teaching Young Children
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural understanding and
respect. These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be
right.—International Baccalaureate Mission Statement” ["IB Learner Profile". IB Learner Profile
Booklet. ibo.org. November2008.
http://ibo.org/programmes/profile/documents/Learnerprofileguide.pdf. Retrieved 22-July-2009.]
Founded in 1968 in Geneva, Switzerland, this certain European educational curriculum has it’s
own roots enter-twined with several pillars of modern day education. The United Nations Educational,
Scientific and Cultural Organization (or UNESCO) are perhaps the most famed organization. Highly
esteemed throughout the majority in Europe, UNESCO is well known for it’s teaching facilities that vary
in continental location just as they do subject matter. For example, UNESCO International Institute for
Higher Education in Latin America and the Caribbean (IESALC) is located in Caracas, Venezuela. In
such a tumultuous time in the age of globalization and civil unrest, this educational institution aims to
provide reliable tertiary material for it’s South American populace.[1] Other subject matter for schools
schools include water education and theoretical physics. While the International Baccalaureate is not in
use in all of UNESCO’s schools, it is indeed being used in many institutions for different levels of
learning.
As a curriculum, the International Baccalaureate’s content could be seen in it’s content as
‘scattered’, but it’s goals are clearly outlined. It’s implications for education may vary due to the two
different variations of the IB curriculum. For the sake of simplicity, this research paper will focus on one
type of the curriculum; International Baccalaureate ‘Theory of Knowledge’ or ‘TOK’. The TOK
emphasises different areas of knowledge and ‘ways of knowing’.
Curriculum Outline:
Ways of Knowing:
- Sense Perception
- Reasoning
- Language
- Emotion
Areas of Knowledge:
- Natural Sciences
- Human Sciences
- Arts
- Mathematics
- Ethics
- History
These are the different areas of knowledge as listed by the International Baccalaureate’s curriculum. They serve as the implications for learning in an IB accredited school. This curriculum may
be used for any grade Pre-K through High School. While the Ways of Knowing may seem the most age
appropriate for young children in Preschool or Kinder-garden, the Areas of Knowledge may also be
just as age appropriate if presented in a manner simple enough for children to understand. The
IPC(International Preschool Curriculum) describes the IB’s curriculum as “Partnering to raise global
standards in education.”[2]
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