@article{ART003364648},
author={Lee, Sungmi and Kim, Sang Hyun},
title={Epistemological Analysis of the IB Diploma Theory of Knowledge},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156X},
year={2026},
volume={11},
number={2},
pages={347-370},
doi={10.23041/jsst.2026.11.2.013}
TY - JOUR
AU - Lee, Sungmi
AU - Kim, Sang Hyun
TI - Epistemological Analysis of the IB Diploma Theory of Knowledge
JO - Journal of Studies on Schools and Teaching
PY - 2026
VL - 11
IS - 2
PB - Education Research Institute at CNUE
SP - 347
EP - 370
SN - 2508-156X
AB - Today, the advancement of digital and artificial intelligence technologies has enhanced access to knowledge; however, it has simultaneously intensified algorithmic filter bubbles and confirmation bias, ushering in a "post-truth" era where personal beliefs take precedence over objective facts. In this environment, to avoid being overwhelmed by a flood of information, there is an urgent need to shift the meaning of knowledge away from the traditional view of it as an object of "possession" toward "knowing as reflection"— critically reading the hidden aspects of information and questioning its significance. In this regard, the International Baccalaureate (IB) Theory of Knowledge (TOK), which helps individuals critically reflect on knowledge and proactively explore the world based on the fundamental question of "how do we know?", is considered noteworthy. Accordingly, this study examines the epistemological foundation upon which TOK is established and analyzes how the nature of knowledge inquiry differs from philosophical epistemology. By clearly defining the subject matter nature of TOK, this study aims to provide a theoretical foundation for the effective design of IB TOK instruction and, through this, offer implications for our education system facing an era of great transformation.
KW - epistemology;constructivism;IB Diploma Theory of Knowledge (TOK);inquiry into knowledge;meaning of knowing;knowledge questions
DO - 10.23041/jsst.2026.11.2.013
ER -
Lee, Sungmi and Kim, Sang Hyun. (2026). Epistemological Analysis of the IB Diploma Theory of Knowledge. Journal of Studies on Schools and Teaching, 11(2), 347-370.
Lee, Sungmi and Kim, Sang Hyun. 2026, "Epistemological Analysis of the IB Diploma Theory of Knowledge", Journal of Studies on Schools and Teaching, vol.11, no.2 pp.347-370. Available from: doi:10.23041/jsst.2026.11.2.013
Lee, Sungmi, Kim, Sang Hyun "Epistemological Analysis of the IB Diploma Theory of Knowledge" Journal of Studies on Schools and Teaching 11.2 pp.347-370 (2026) : 347.
Lee, Sungmi, Kim, Sang Hyun. Epistemological Analysis of the IB Diploma Theory of Knowledge. 2026; 11(2), 347-370. Available from: doi:10.23041/jsst.2026.11.2.013
Lee, Sungmi and Kim, Sang Hyun. "Epistemological Analysis of the IB Diploma Theory of Knowledge" Journal of Studies on Schools and Teaching 11, no.2 (2026) : 347-370.doi: 10.23041/jsst.2026.11.2.013
Lee, Sungmi; Kim, Sang Hyun. Epistemological Analysis of the IB Diploma Theory of Knowledge. Journal of Studies on Schools and Teaching, 11(2), 347-370. doi: 10.23041/jsst.2026.11.2.013
Lee, Sungmi; Kim, Sang Hyun. Epistemological Analysis of the IB Diploma Theory of Knowledge. Journal of Studies on Schools and Teaching. 2026; 11(2) 347-370. doi: 10.23041/jsst.2026.11.2.013
Lee, Sungmi, Kim, Sang Hyun. Epistemological Analysis of the IB Diploma Theory of Knowledge. 2026; 11(2), 347-370. Available from: doi:10.23041/jsst.2026.11.2.013
Lee, Sungmi and Kim, Sang Hyun. "Epistemological Analysis of the IB Diploma Theory of Knowledge" Journal of Studies on Schools and Teaching 11, no.2 (2026) : 347-370.doi: 10.23041/jsst.2026.11.2.013
