Affiliation:
1. Ritsumeikan Uji Junior and Senior High School, Japan
Abstract
In recent years, Japan has made a significant push in expanding the International Baccalaureate (IB) into schools across the country. The goal of spreading the implementation of the IB curriculum in Japan goes beyond learners in IB programs. The value of IB curricula can also be beneficial in contexts outside the IB, although some adjustments to implementation might be needed. Theory of knowledge (TOK) is a central element of the IB and furthers the development of critical and thinking skills. This study is situated in a high school immersion program in Japan that has TOK as part of its curriculum for the 2nd and 3rd years of the program. TOK has been found to be beneficial to the learners in the program, but there are also challenges of implementing the IB curriculum in a non-IB context. These issues will be explored through discussion of classroom and curriculum practices. Through this chapter, teachers and researchers alike can understand the benefits of TOK, and the importance of critical thinking skills in the 21st century.