Provide an epistemologically inclusive conceptual framework, such as the IB Theory of Knowledge course, to help non-western learners of western science reconcile discipline-culture tensions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends provision of an appropriate conceptual (epistemological) frame for reconciling encountered discords, presenting the IB Diploma's Theory of Knowledge (TOK) course as an "epistemologically inclusive conceptual framework" in which staff and students explore intersections of Islam and western science. TOK introduces multi-cultural tolerance, internationalisation and multiple explanatory systems based on alternative epistemologies, and students implicated it as important in their ability to learn contested content without believing it.

Design Implications¶

Context¶

Requirements¶

• A course that challenges students to reflect critically on diverse ways of knowing and areas of knowledge, as the IBO describes TOK

Constraints¶

• Evidence comes from one IB-authorised Islamic school in Melbourne; the article notes longer-term effects on capacity in these topics need further research

Target Learners¶

• Non-western learners of western science, particularly Islamic-background secondary students

Target Learning Goals¶

• Reconciling discord between science content and religious or cultural beliefs
• Epistemological awareness of multiple explanatory systems

Affordances¶

• Expanded Constructivism Faith Culture Dissonance

Related Strategies¶

Examples¶

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Key Sources¶

• Ian Robottom and Sharifah Norhaidah. (2008). Western science and Islamic learners: When disciplines and culture intersect. Journal of Research in International Education 7(2). https://doi.org/10.1177/1475240908091302