Abstract
Students and teachers often have differing â and sometimes conflicting- perceptions of the aims of the International Baccalaureateâs 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.
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