AIC2023 TOK知识论展 | 学科与知识的交织-国际教育网

AIC2023 TOK知识论展 | 学科与知识的交织

广州亚加达国际预科

2023-10-23发布于广东

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TOK Exhibition

知识论展

学科与知识的交织

Theory of

Knowledge Exhibition

Article provided by: Misty.KARMAKAR

9月22日, 亚加达国际预科—AIC在DP2同学们的知识论展的举办下，焕发出知识的智慧与创意表达的芬芳。这不仅仅是一场活动，更是一场思想、观点和个人反思的多彩盛宴。展区不仅吸引人的目光，还充满了热烈的对话氛围。学生、教师和家长积极参与其中，不仅仅是旁观者，更是积极的参与者，渴望聆听每个物品背后的故事，分享他们自己的观点。

On the 22nd of September, our school's main lobby transformed into a hub of intellectual curiosity and creative expression as the DP2 TOK Exhibition unfolded. It wasn't just an event; it was a kaleidoscope of ideas, perspectives, and personal reflections. Beyond the captivating exhibits, the space buzzed with the energy of lively conversations. Other students, teachers, and parents joined in, not merely as spectators but as active participants, eager to hear the stories behind each object and, in some cases, even sharing their own perspectives.

Video create by: Misty.KARMAKAR

What is Theory of Knowledge (TOK) and the TOK Exhibition?

· 什么是知识论展览？ ·

国际文凭（IB）项目非常注重培养全面发展的具有国际视野和批判性思维能力的个体。其中体现这一理念的核心组成部分之一就是知识论（TOK），这门课程鼓励学生质疑知识的本质，深入探讨我们理解知识的过程和原理，解析我们是如何获得知识的。

The International Baccalaureate (IB) program places a strong emphasis on developing well-rounded individuals with a global outlook and critical thinking. One of the core components that embodies this philosophy is Theory of Knowledge (TOK), a course that challenges students to question the nature of knowledge and delve into the processes and mechanisms through which we understand how we know what we know.

TOK展是IB课程中的一个激动人心的活动，为学生提供了探索知识论如何在他们的日常生活中体现的机会，并以有形和互动的方式展示他们对知识的理解。作为TOK展览的一部分，DP2学生需选择35个内部评估（IA）提示题中的一个，每个提示题都涉及知识的问题。为了展示他们的理解，学生需选择三个他们在日常生活和学习中遇到的物品。这些物品被用来深入探讨知识的广度和深度，展示知识论如何多样地融入我们的日常生活。这些展品涵盖了科学现象、历史事件、艺术创作以及伦理困境等多个领域，呈现出对知识多角度的丰富观点。

The TOK Exhibition is an exciting event in the TOK curriculum, offering students the opportunity to explore how TOK manifests in their everyday life and showcase their understanding of knowledge in a tangible and interactive manner. As part of the TOK Exhibition requirements, the DP2 students were tasked with choosing one of 35 Internal Assessment (IA) prompts, each posing a question about knowledge. For their exhibits, students select three objects that they have encountered in their daily lives and learning experiences. These objects serve as a medium to explore the depth and breadth of knowledge, illustrating the diverse ways in which TOK is embedded in our everyday existence. From scientific phenomena to historical events, from artistic creations to ethical dilemmas, the exhibits provide a rich tapestry of perspectives on knowledge.

DP1 Engagement

· DP1 学生的参与任务 ·

为了增添这一活动的亮点，DP1学生积极参与其中。他们的任务是参观所有的展品，并与至少两名DP2学生进行面对面的交流。这种互动有着双重的意义：不仅为DP1学生提供了宝贵的洞见，让他们更好地理解TOK展，并且为他们未来进行TOK项目的探索奠定了基础。

Adding an extra layer to the event, DP1 students were actively involved. Tasked with visiting all the exhibits, they engaged in interviews with at least two DP2 students. This interaction served a dual purpose: not only did it provide DP1 students with valuable insights into the TOK Exhibition, but it also laid the groundwork for their own future participation in this intellectual exploration as they progress through the IB Diploma.

学生体验与感想

Student Experiences

Through the TOK exhibition process, I feel that I have improved my oral presentation skills and ability to communicate with others. Also, I extensively exercised my logical thinking ability. Whenever the exhibition attendees asked me questions, I had to explain the IA prompt concisely and clearly. Having interacted with other's ideas during the exhibition, I also deepened my understanding of the IA prompt I chose, which will help me improve and finish my commentary in the later stage.

通过TOK展览的过程，我感到自己在口头表达技巧和与他人沟通的能力方面有所提高。此外，我还大量锻炼了我的逻辑思维能力。每当展览的参观者向我提问时，我都必须简洁明了地解释IA提示。在展览期间与他人的观点互动后，我也加深了对我选择的IA提示的理解，这将有助于我在后期改进和完成我的项目的解释。

Vivian Liang DP2

On the day of the DP2 TOK Exhibition, I remember that at first I didn’t really know what to expect. However, I was filled with curiosity and excitement to see what it was all about and why it is highly important. I have been studying in the Hungarian public education system my entire life, which is very different from the IB. Throughout the whole exhibition, I had this feeling that the experience that I am a part of right now is just simply so unique and eye-opening from many aspects. For the first time in my life, I felt like I had thoughts that I had never had before, and it made me have so many ideas, questions and even answers at the same time. It made me somewhat emotional. I realized that I am in the right place, where I am supposed to be, and that I have to seize the opportunity I have been given. In general, I am incredibly grateful that I could be a part of the experience.

在DP2的TOK展览当天，一开始我并不太了解TOK展是什么。然而，我充满了好奇和兴奋，想一探究竟，TOK展为什么如此重要。我一直在匈牙利的公立教育系统学习，这与IB课程完全不同。我感觉参与这次活动的经历非常独特，从多个方面让人眼前一亮。这是我生命中第一次体验到的经历，这让我产生了很多想法、问题，甚至答案, 这让我有些感动。我意识到自己必须抓住这次机会, 学习IB课程的精髓。总的来说，我非常感激有这样的体验。

Panna Belak DP1

When I was getting ready to interview DP2 students, I was a bit nervous. I was afraid I wouldn’t be able to write down all the information about their projects and their reflections. However, after I saw how DP2 students were fussing around the lobby preparing for their presentations, I relaxed. I didn’t take this TOK exhibition seriously until I realized that these projects were once the most important experience in their life. And I think that this is the most precious outcome of this event. In my opinion, DP2 students deserve admiration for their brilliant work that took a lot of time and commitment.

当我准备采访DP2学生时，我有点紧张。我担心自己无法记录下关于他们的项目和反思的所有信息。然而，当我看到DP2学生正在展馆里为他们的展示忙碌时，我放松了。直到我意识到这些项目曾经是他们生活中最重要的经历，我才开始认真对待这次TOK展览。我认为这是这次活动最珍贵的成果。在我看来，DP2学生应该值得我们的钦佩，因为他们的出色工作需要大量的时间和投入。

Ivan Piskunov DP1