Preface _ 3

Chapter 1 Why a Concept? … … … … … … … … … … … … … … … … … … … … … … 13

1. Alignment of the IB Curriculum, Teaching, Learning, and Assessment _ 18
2.
From Concept-Based Education to IB Education _ 24

[The Wrinkles of Philosophy]
3.
Does the 'concept' exist? _ 34
? ?3-1.
The Reality of Plato's Ideas and Universal Concepts _ 34
? ?3-2.
Linguistic Turn _ 36
? ?3-3.
Structuralism: In Search of the Unconscious in Language _ 37
? ?3-4.
Poststructuralism: Reality and Becoming Beyond Structure _ 39
? ?3-5.
Derrida's Deconstruction: A Poststructuralist Methodology _ 40
4.
How Language Constructs the World: The Materiality and Performativity of Language _ 44
? ?4-1.
Butler's Performativity and Gender Identity _ 47
? ?4-2.
Wittgenstein's Pragmatics _ 55
? ?4-3.
Peirce's semiotics, speech acts, and abductive reasoning: Exploration and habit formation _ 59
5.
How Language Becomes Power: Fields of Discursive and Non-Discursive Practices _ 71
? ?5-1.
Foucault: Discursive Construction and Non-Discursive Foundations _ 71
6.
How do concepts function socially? _ 76
? ?6-1.
Vygotsky: From Language to Thought; Language Begets Thought _ 77
? ?6-2.
From Language to Practice: Prairie Praxis _ 83
? ?6-3.
Language Performance and Concept-Based Education _ 85

Chapter 2 Why Agency? … … … … … … … … … … … … … 89

1. OECD Education 2030 and the Direction of IB Education _ 93
? ?1-1.
Transformative Capacity and Agency _ 95
? ?1-2.
Deep Understanding and Transfer Based on Values ​​and Attitudes _ 98

[The Wrinkles of Philosophy]
2.
Form and Matter: The Transformative Capacity for Different Repetition _ 105
3.
From Anthropocentrism to a Post-Anthropocentrism Paradigm _ 113
? ?3-1.
The Rise of Posthumanism and New Materialism _ 113
? ?3-2.
Material Turn and New Materialism _ 115
? ?3-3.
Posthumanism and Ecocentrism _ 118
? ?3-4.
The Ethical and Ecophilosophical Shift of Posthumanism _ 124
4.
Deleuze, Bergsonian _ 128
? ?4-1.
The Unity of Existence and Creative Conspiracy _ 129
? ?4-2.
The Principle of Difference Generation: The Composition of Manifolds by Intensity and Singularity _ 133
? ?4-3.
The Field of Potentiality and the Plane of Creation: Kora, Qi, the Void Plane, and the De-Organizational Body _ 134
? ?4-4.
Meaning as Event: Deleuze's Ontological Philosophy of Language _ 137
? ?4-5.
Post-Institutional and Hybrid Surfaces: The Ethical Turn in Deleuze's Ontology _ 142
5.
Foucault: A Genealogy of Discourse, Power, and the Subject _ 145
? ?5-1.
Foucault's Structuralist Epistemology: Discourse, Power, and the Subject _ 146
? ?5-2.
The Order of Discourse and Knowledge-Power _ 147
? ?5-3.
Foucault's Subject Construction: Discursive Practices, Non-Discursive Practices, and Apparatuses _ 150
? ?5-4.
Knowledge-Power and Subjectivation _ 152
? ?5-5.
The Art of Self and the Aesthetics of Existence _ 155
6.
From Foucault to Barad: Reconstructing the Concept of 'Apparatus' _ 158
? ?6-1.
Barad's Performative New Materialism _ 158
? ?6-2.
Devices and Materialization _ 161
7.
Ricoeur's Hermeneutics and IB Learner Profiles: From Self-Understanding to Global Citizenship _ 167
? ?7-1.
Narrative Self-Understanding and Identity Formation _ 168
? ?7-2.
Hermeneutic Thinking and Narrative-Based Learning in the IB Education _ 171
? ?7-3.
Encounters with Others: Relational Identity and Understanding the World _ 175

Chapter 3: Why Inquiry? The Philosophy and Practice of IB Teaching and Learning… … … … … … 179

1.
Inquiry-Based Learning and the IB Education _ 182
2.
The Science of Learning: IB Education and Brain-Based Learning _ 184
? ?2-1.
Why the Science of Learning? _ 185
? ?2-2.
Why Brain-Based? _ 186
? ?2-3.
Learning and Brain Science: Principles of Brain-Based Learning _ 187
3.
Inquiry Questions and Teaching and Learning Design _ 195

[The Wrinkles of Philosophy]
4.
What is Exploration? _ 206
? ?4-1.
Inquiry and Experience: Dewey's Experimental Inquiry _ 207
5.
The Two Axis of Inquiry: Induction and Deduction _ 211
6.
Hypothetico-deductive inquiry _ 221
7.
Posthuman and Poststructuralist Exploration _ 230

Chapter 4: Why Essay-Based Evaluations?… … … … … … … … … … … … … … … … 235

1. IB Assessment and Essay/Argumentative Writing _ 239
? ?1-1.
The Evaluation Structure of Theory of Knowledge (TOK) _ 245
? ?1-2.
Extended Essay (EE) Evaluation Philosophy and Procedures _ 252
2. IB Essay Exams and Knowledge-Based Argumentative Writing _ 254
? ?2-1.
Argument-Based Writing: IB's Writing Teaching Strategies _ 257
3.
Assessment and Feedback: Writing Assessments That Develop Thinking _ 262
? ?3-1.
Expanding Your Mind and Exploring the World Through Writing _ 264

[The Wrinkles of Philosophy]
4.
Argumentation and the Act of Argumentation: Logic and Rhetoric _ 270
5.
Toulmin's Argumentation Model _ 275
? ?5-1.
Similarities between Toulmin's argument model and Peirce's abductive method _ 278
? ?5-2.
The Structure of Justification and Ideological Critique _ 283
6.
Deleuze's Writing of Difference and Becoming _ 286
? ?6-1.
The Philosophy of Difference: A Challenge to the Philosophy of Identity _ 287
? ?6-2.
Becoming and Creating Difference _ 289
? ?6-3.
The Ethics of Becoming and Writing _ 295
? ?6-4.
Curriculum as Writerly Text _ 298
? ?6-5.
The Pursuit of Rhizome Knowledge _ 303

Chapter 5 Why PLC?… … … … … … … … … … … … … … … … … … … … … 307

1.
Shifting from Teacher Accountability to School Accountability _ 310
? ?1-1.
Collaborative Practice and Sustainable School Communities _ 312
2.
Teacher Professionalism and Identity Development _ 314
? ?2-1.
School Culture Innovation _ 315
? ?2-2.
The Ontological Transformation of the Teacher Community and its Future Prospects _ 317

[The Wrinkles of Philosophy]
3.
Four Paradigms of Teacher Professionalism _ 321
? ?3-1.
Effective Teacher _ 322
? ?3-2.
The Reflective Teacher _ 324
? ?3-3.
The Inquiring Teacher _ 326
? ?3-4.
Transformational Teacher _ 328
? ?3-5.
The Paradigm Shift in Teacher Professionalism and the Role of PLCs _ 329
4.
The Gap Between Theory and Practice, and Action Research _ 331
? ?4-1.
Teachers' Expertise Base and the Theory-Practice Gap _ 331
? ?4-2.
Key Features of Action Research _ 334
? ?4-3.
Reconstructing IB Teacher Professionalism through Action Research and Programmatic Learning (PLC) _ 337
5.
Why Community: The Politics of Potentiality and the Community of 'Inaction' _ 341
? ?5-1.
The Neoliberal Education System and the Demands of PLCs _ 343
? ?5-2.
The Community of Inaction and PLC: Nancy's Theory of Community _ 346
? ?5-3.
Bartleby and the Politics of Potentiality: The Ethics of Not Doing _ 349
? ?5-4.
What kind of community should it be? _ 351
6.
Becoming Together: The Ontological Transformation of the Teacher Community _ 355
? ?6-1.
Becoming a Teacher: From Role to Being _ 355
? ?6-2.
Becoming Teacher and Becoming Student as Co-Beings _ 358

References _ 361
Search _ 379