We perceive the world...
“Anyone can be angry – that is easy. But to be...
According to Eric...
For some reason students find the longer IB Business Management questions very hard to master.
Actually I know why this is.
Just have a look at the list of things you have to do to get full marks in a 10-mark Business Management question.
Or don't. It's a bit overwhelming!
You don't need to read this paragraph, but... (For a 9 or 10, you need to show: "Good understanding of the demands of the question, including implications, where relevant. • Relevant business management tools (where applicable), techniques and theories are explained clearly and applied purposefully, and appropriate terminology is used throughout the response. • Effective use of the stimulus material in a way that significantly strengthens the response. • Evidence of balance is consistent throughout the response. • The judgments are relevant and well substantiated.")
Do all of those things, while also answering the question. How are you supposed to remember to do all of that?
In Theory of Knowledge we always encourage you to use original evidence. It's always more interesting when a student uses an example (a quote, a story, a fact) that we haven't heard of before.
Original "evidence" in your essays doesn't necessarily make them better essays, but it does suggest that you've taken some time with your research and not just using the first thing you found in a last-minute Google search.
So again we do tell our students to use "original evidence", but for the student it can be hard to know what is original. As teachers we might see some of the same examples used every year. But it would be hard for a student who is new to the subject to know to know which examples to avoid.
The May 2016 ToK Subject report has come to the rescue, with a list of some common examples you might want to avoid. It's not mandatory to avoid these examples, but it could...
"We are what we repeatedly do. Excellence, then, is not an act, but a habit" (Aristotle).
A lot of what we do every day is habitual. Obviously, some of our habits are good and some aren’t, but they all work in the same way.
Think of how powerful it would be if you did the things you knew you should: If you didn’t procrastinate; if you did you got in the habit of getting ahead in your homework, if you always asked questions in class; if you did extra questions from the textbook.
A lot of times we see our habits as something we simply have to deal with, something we have or don’t have, a result of undisciplined childhood. But changing habits isn’t so hard when you understand how they work. I just finished Charles Duhigg’s book The Power of Habit, which explains the psychology and social science behind habits and outlines the simple, three step process involved in all habit.
Let’s take one of Duhigg’s examples: alcoholics anonymous. The...
This post is the result of the work of my Theory of Knowledge classes at the Overseas Family School. The idea here is that we want to pull into the English language some of the richness of other languages. Other languages have words that simply do not translate easily into English. These are sometimes called "untranslatable" words, but of course any word can be translated. More accurately they are words that don't have equivalents in other languages.
Often these words show us something unique or special about a culture --they might have a word for something that people in other cultures may have never thought about. Some students also think that to fully understand these words you need to understand the culture or how people think about things a little differently in that part of the world.
Please share words that you know in your language (in the comments below), that we should (or could) start using in English. Don’t forget to provide an example.
Unique Words from...