%0 Journal Article
%T A Critical Review of Gardenian Disciplinary Thinking: Disciplinarity in the International Baccalaureate¡¯s Theory of Knowledge Course
%A Damion Walker
%J American Journal of Educational Research
%D 2019
%R 10.12691/education-7-10-9
%X Students and teachers often have differing ¨C and sometimes conflicting- perceptions of the aims of the International Baccalaureate¡¯s Theory of Knowledge (ToK) course. In an attempt to demystify ToK, I explore the extent to which Gardenian Disciplinary Thinking (GDT) can be used as a lens through which to view and understand the intentions of the course. I suggest that, in general, ToK aims to encourage GDT. That aim is achieved by facilitating: 1) A domain-specific approach to critical thinking; and 2) A focus on second-order knowledge. Both of those practices are essential for performing GDT. Before looking at its applications in ToK, I critically review GDT via three themes: globalisation, domain-based critical thinking and meaningful learning. To position the principles that underly GDT, I compare GDT to trans-disciplinarity, a practice often placed in opposition to disciplinarity. Ultimately, I show that GDT can provide possibilities for achieving some of the aims of ToK despite the weaknesses of Gardenian Disciplinarity
%U http://www.sciepub.com/EDUCATION/abstract/11072