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Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate Theory of Knowledge Course

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Abstract

The article investigates the Theory of Knowledge course of the International Baccalaureate Organization. After a short overview of the aims and objectives of the course, the assessment criteria and a popular textbook are investigated. Shortcomings concerning the treatment of the natural sciences are highlighted and the problem is generalised to courses or curricula that aim to reconcile agendas focusing on critical thinking and philosophical analysis on the one hand and traditional science subject-agendas on the other. The article argues that these problems also surface in the actual teaching practice and their implications for the curricula need to be taken more seriously. Three possible alternatives to overcome these problems are outlined. The first is based on novel work in history and philosophy of science, the second on general theories of argumentation, and the third on systematic exploration of student interests and stakes.

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Authors and Affiliations

  1. Max-Planck-Institut für Wissenschaftsgeschichte, Wilhelmstrasse 44, Berlin, 10117, Germany

    Gábor Á. Zemplén

  2. Budapest Univerisity of Technology and Economics (HAS, HPS Research Group), Stotzek U. 2. St., 1025, Budapest, H-1111, Hungary

    Gábor Á. Zemplén

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Correspondence to Gábor Á. Zemplén.

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Zemplén, G.Á. Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate Theory of Knowledge Course. Sci Educ 16, 167–196 (2007). https://doi.org/10.1007/s11191-006-6387-0

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