An examination of Hegelian and Spinozian philosophy and their relationships with the International Baccalaureate subject, Theory of Knowledge

Cole, DR

An examination of Hegelian and Spinozian philosophy and their relationships with the International Baccalaureate subject, Theory of Knowledge

Cole, DR

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Publisher:: Sage
Publication Type:: Journal Article
Citation:: Journal for research in international education, 2005, 4 (2), pp. 211 - 227
Issue Date:: 2005-01

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Field	Value	Language
dc.contributor.author	Cole, DR	en_US
dc.date.issued	2005-01	en_US
dc.identifier.citation	Journal for research in international education, 2005, 4 (2), pp. 211 - 227	en_US
dc.identifier.issn	1475-2409	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9898
dc.description.abstract	One concern for teachers of the International Baccalaureate Diploma Programme is how to balance academic study with a need for the development of the imagination. This article examines the subject at the heart of the IB Diploma, Theory of Knowledge, and looks at the contrasting philosophies of Spinoza and Hegel and their relationship with this area. Through such an investigation, one may understand how the balance between academic study and the expansion of the imagination may be achieved to the benefit of the student and teacher alike.	en_US
dc.publisher	Sage	en_US
dc.relation.ispartof	Journal for research in international education	en_US
dc.title	An examination of Hegelian and Spinozian philosophy and their relationships with the International Baccalaureate subject, Theory of Knowledge	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	4	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.issue	2	en_US
pubs.volume	4	en_US

Abstract:

One concern for teachers of the International Baccalaureate Diploma Programme is how to balance academic study with a need for the development of the imagination. This article examines the subject at the heart of the IB Diploma, Theory of Knowledge, and looks at the contrasting philosophies of Spinoza and Hegel and their relationship with this area. Through such an investigation, one may understand how the balance between academic study and the expansion of the imagination may be achieved to the benefit of the student and teacher alike.

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http://hdl.handle.net/10453/9898