South Korea's public education system is on the verge of introducing the IB!
A must-read for raising children with international competitiveness, as well as for college entrance and career preparation.

The IB (International Baccalaureate) is an international standard curriculum developed and operated by the International Baccalaureate Organization (IBOC), a non-profit educational foundation, in 1968.
It first started in Switzerland in 1968 and has now become a popular curriculum with so few countries around the world that have not adopted the Baccalaureate IB curriculum.
As of 2019, there are 5,217 schools in 159 countries around the world implementing the IB, and Japan introduced the IB to public education in 2013.
In Korea, 13 schools, including international schools and foreign schools, are implementing IB education, and the Daegu and Jeju Offices of Education are working on introducing the Korean IB through agreements with the IBO.


What is the driving force behind the IB's global spread in such a short period of time? Its greatest strength lies in its project-based curriculum, where students actively engage in problem-solving rather than relying solely on textbooks.
A system that assesses holistic learning based on a fundamental approach to knowledge and internationally credible absolute evaluation, and a curriculum that cultivates diverse thinking, critical thinking, analytical skills, and creativity, provide students with a place where they can experience intellectual fulfillment and the joy of learning.


The two authors, who have taught children as international school teachers in China and India, introduce the entire IB curriculum in this book.
It also provides a comprehensive overview of what children learn and what challenges they face, why the IB education is absolutely essential for South Korea today, why it is the new learning method of the 21st century, and why it is a learning method that fosters children's happiness, enjoyment, and positive growth. It also includes 23 key tables that provide a clear overview of the IB curriculum, curriculum, and assessment methods.

Many excellent educators in our country say that the essence of education is not the acquisition of knowledge, but growth through learning.
In other words, he emphasizes that the goal should be to help children discover their potential and possibilities as lifelong learners in a fun way, rather than forcing them into competition.
I would like to say that the curriculum that aligns with this purpose is the IB, which has recently begun to attract attention in the education world.

--- p.9

In the coming era of superhumanity, innovation in education must be preceded by a change in the consciousness of parents, the older generation raising their children.
The fence of home and family is where children's education begins before school.
No matter how well-educated a school may be with the latest curriculum and the best faculty, if a child cannot apply it in their lives, it is a dead education, and the gap between education and reality will only grow wider.
Therefore, in the coming era of the Fourth Industrial Revolution, the type of education that must be most avoided is education without practice, education that is focused on results and only involves acquiring knowledge.

--- p.37

Sometimes you can see signs for creativity training academies.
But is creativity truly something that can be learned at a private academy? Parents should seriously consider this question.
When asked why many children growing up in South Korea lack creativity, the first thing we can say is the overprotection of their parents.
Parental overprotection weakens children's brain power, making self-directed learning difficult and stifling creativity.
In other words, parents should not try to turn their children's brains on, but rather guide and wait for their children to have opportunities to engage in meaningful actions or immersion on their own.
Sometimes students say that studying is fun.
How can students be so addicted to studying? Study addiction is a kind of addiction to meaning.
The process by which humans create meaning involves finding connections between concepts they already know and new experiences. If students develop this desire, self-directed learning becomes possible.

--- p.75

Performing arts is a practical subject that encourages discovery in others through experimentation, presentation of ideas, and trial of new ideas.
We pursue the development of theatre and practical life skills through the building of creativity and collaboration.
It also provides students with opportunities to work as stage designers, directors, and performers, emphasizing the importance of working individually as well as collaboratively as part of an ensemble.
By providing opportunities to actively participate in the creative process, students can develop into artists who can express their own ideas.
The Performing Arts program encourages students to gain a deeper understanding of themselves, their communities, and the world through the process of researching, producing, preparing, presenting, and critically reflecting on plays, both as participants and as audience members.
Through the study of performing arts, students will become aware of their own personal and cultural perspectives and understand the diversity, processes, and production styles of theatrical performance.
You can also discover and engage with diverse forms of theatre across time, place, and culture.

--- p.150~151

The central question in epistemology is: 'How do we know that we know?'
With this as the goal of exploration, students are expected to complete approximately 100 hours of coursework over two years, critically reflecting on diverse ways of thinking across cultures.
Through this core course, students will learn the fundamentals of 'knowledge' and explore the theory of knowledge based on the seven questions below that can help them understand the basis of knowledge.
· Meaning: What does it mean?
· Evidence: What can be considered evidence?
· Certainty: How can you be sure?
· Perspective: How can we look at it?
· Limitations: What are the limitations?
· Value: Why is it valuable?
· Connection: How can they be similar or different?

--- p.183