４月１２日に開催された「知の理論（TOK）」Exhibitionに国際バカロレア（IB）コース生が参加しました。
TOK授業では生徒は知の本質と知るというプロセスを探究し、深く考え自分のものにすることに取り組みます。
この授業ではこれまでの学びで築き上げてきた知識、自らの意見、信念に加えてクラスルームの外での学びも反芻することになります。
従って、生徒の主体的な取り組みに加えて、チャレンジングで深く考えさせる学びの機会となります。
TOK Exhibitionでは知がどのように私たちのまわりの世界で物事を明らかにしていくかを生徒は３つの事物を選び、それぞれの解説によってプレゼンします。この３つの事物は定められた３５の問い（IA prompts）の中から選んだ一つに答えるためのものです。
例えば問いは「世界についての知識を手に入れる際に想像力はどのような役割を果たすか？」「知と文化の間にはどのような関係があるか？」「知識を整理したり分類したりする際に使われる方法は私たちが知ることにどのように影響するか？」というものです。
生徒は当日のプレゼンに向けて８回の講義を経て、問いとそれに呼応する３つの事物を選択します。そこから、問いに対して、文献の引用なども行い、９００語で文章にまとめます。
ここでの教員の役割は１回限りの原稿へのアドバイスにとどまります。そのアドバイスを踏まえて、高３生９名全員がそれぞれの文章の仕上げを行い、プレゼンの準備をしてTOK Exhibitionに臨みました。
On Friday April 12th, the IB students participated in the Theory of Knowledge (TOK) exhibition. The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking—as well as empowering—for students.
The TOK exhibition explores how TOK manifests in the world around us. Students are required to create an exhibition comprising three objects, or images of objects, and an accompanying written commentary on each object. For this task, students must link their three objects to one of the 35 “IA prompts” provided in the “IA prompts”. The “IA prompts” include such questions as “What role does imagination play in producing knowledge about the world?”, “What is the relationship between knowledge and culture?”, and “How does the way that we organize or classify knowledge affect what we know?”.
The students had eight classes to prepare their commentaries and presentations. The students had to choose an IA prompt and 3 objects. They then needed to write a commentary of about 900 words using the objects to answer the question in the IA prompt they selected with appropriate citations and references. The teacher was only able to give advice on one draft. After the received feedback, they submitted their completed commentaries to their teacher. Once the commentaries were submitted, students prepared their presentations which were done in within on of their regular TOK classes.
