IB Costs and Curriculum Dave Eaton Past School Board Member, Minnetonka School District

IB Costs and IB Costs and CurriculumCurriculum

Dave EatonDave Eaton

Past School Board Member, Past School Board Member, Minnetonka School DistrictMinnetonka School District

Sharing the experience Sharing the experience of an IB programof an IB program Background on Minnetonka School Background on Minnetonka School

DistrictDistrict Background on the start of IBBackground on the start of IB Costs of IBCosts of IB Comparison of value of AP to IBComparison of value of AP to IB Curriculum of IB’s Theory of Curriculum of IB’s Theory of

KnowledgeKnowledge

Profile of Minnetonka Profile of Minnetonka High SchoolHigh School One of the top academic schools in One of the top academic schools in

the statethe state– Approx. 2700 high school studentsApprox. 2700 high school students– College preparation focusCollege preparation focus– Professional, high income communityProfessional, high income community– Large, successful AP programLarge, successful AP program– High 24.5 average ACT student scoreHigh 24.5 average ACT student score

Understanding the Understanding the costs of any school costs of any school programprogram Incremental costs vs. total costsIncremental costs vs. total costs Start-up costs vs. ongoing costsStart-up costs vs. ongoing costs Accounting for local, state and Accounting for local, state and

federal tax dollars spentfederal tax dollars spent Costs paid by parents and studentsCosts paid by parents and students Different ways of reporting the Different ways of reporting the

costs of a school programcosts of a school program

What the Minnetonka What the Minnetonka school district says IB school district says IB costs*costs*What is the budget for the IB Programme. What is the budget for the IB Programme. General Fund Budget Allocation for 2004-2005General Fund Budget Allocation for 2004-2005 Cost of replacement teacher forCost of replacement teacher for $24,694.$24,694.

IB Coord. - Includes Fringe BenefitsIB Coord. - Includes Fringe Benefits Curriculum DevelopmentCurriculum Development

2,200.2,200. PostagePostage 4,000. 4,000. Professional DevelopmentProfessional Development 3,200. 3,200. Textbooks and WorkbooksTextbooks and Workbooks 1,000. 1,000. Dues and MembershipsDues and Memberships 11,150. 11,150. Total $46,244.Total $46,244.

* Source: Minnetonka School District, http://www.minnetonka.k12.mn.us/IB/IBQandA.htm

Two of the sources used to Two of the sources used to research IB costs and research IB costs and curriculumcurriculum

Major Initial IB costsMajor Initial IB costs

Purchase of official IBP publicationsPurchase of official IBP publications Teacher trainingTeacher training Cost of staff site visits to existing IB schoolsCost of staff site visits to existing IB schools Cost of the required Diploma Program Cost of the required Diploma Program

CoordinatorCoordinator Cost of the additional secretarial staffCost of the additional secretarial staff Office space for IB staffOffice space for IB staff IB school application feeIB school application fee Full cost of accommodation, travel and Full cost of accommodation, travel and

incidental expenses of IBO staff authorization incidental expenses of IBO staff authorization visitvisit

Major ongoing costs of Major ongoing costs of IBIB IBO annual school basic feeIBO annual school basic fee Examination feesExamination fees

– Covered by school, state, parentsCovered by school, state, parents Additional postal charges for sending Additional postal charges for sending

student work overseas to be gradedstudent work overseas to be graded Required teacher training workshops, Required teacher training workshops,

regional and heads of schools regional and heads of schools conferencesconferences

IB specific classroom materialsIB specific classroom materials IB specific library materialsIB specific library materials

Cost of additional teacher Cost of additional teacher release time for the benefit release time for the benefit of the IBOof the IBO

Cost of releasing teachers (including Cost of releasing teachers (including substitute teacher cost) for*substitute teacher cost) for*– Teachers hosting training workshopsTeachers hosting training workshops– Release expert teachers to lead IBO workshops Release expert teachers to lead IBO workshops

and speak at conferencesand speak at conferences– Release teachers to join authorization teamsRelease teachers to join authorization teams– Release teachers to sit in curriculum review Release teachers to sit in curriculum review

meetingsmeetings– Teachers to assist regional offices in Teachers to assist regional offices in

negotiating or improving diploma recognition negotiating or improving diploma recognition agreements with local universitiesagreements with local universities

– Assist regional offices in getting access to local Assist regional offices in getting access to local and national government education offices and and national government education offices and other education agenciesother education agencies

*Page 22, Implementing the IB Diploma Programme, Cambridge Press 2004

Typical IB start-up costs for a Typical IB start-up costs for a school training 20 teachersschool training 20 teachers

Annual IBO application school fee $3,500Annual IBO application school fee $3,500 Teacher training - $40,000Teacher training - $40,000

– $2,000 each Tuition, Airfare, Hotel, Meals$2,000 each Tuition, Airfare, Hotel, Meals– Toronto, New York, Boston, Myrtle Beach, Toronto, New York, Boston, Myrtle Beach, – Potential for up to $1,000 paid by state, additional by Potential for up to $1,000 paid by state, additional by

Federal Title I tax fundsFederal Title I tax funds Additional library materials costs $10,000+Additional library materials costs $10,000+ Additional science lab costs $10,000+Additional science lab costs $10,000+ Salary & overhead of IB coordinator (Half time), CAS Salary & overhead of IB coordinator (Half time), CAS

coordinator, TOK Coordinator, Key learning area coordinator, TOK Coordinator, Key learning area coordinators, secretary - $40,000coordinators, secretary - $40,000

Staff time for site visits, curriculum development & Staff time for site visits, curriculum development & coordination - $10,000coordination - $10,000

Initial Marketing Costs – staff time, equipment, mailing Initial Marketing Costs – staff time, equipment, mailing costs $5,000 costs $5,000

From: page 43-50, ‘Implementing The IB Diploma Programme’, Cambridge Press, copyright 2004From: page 43-50, ‘Implementing The IB Diploma Programme’, Cambridge Press, copyright 2004

Total $118,500

Note: costs can be paid with a combination of local, state and federal taxes

IB annual costs example for a school IB annual costs example for a school with 30 juniors and 30 seniors in the with 30 juniors and 30 seniors in the Diploma ProgramDiploma Program

School Annual Fee - $8,000School Annual Fee - $8,000 Student Fees for 60 students - $16,440Student Fees for 60 students - $16,440

– Per capita student fees- $4,110 Per capita student fees- $4,110 30 @ $76 each, 30@ $61 each30 @ $76 each, 30@ $61 each

– Student registration fees - $2,130Student registration fees - $2,130 30@ $22 each, 30@ $49 each30@ $22 each, 30@ $49 each

– Student exam fees not paid by state– $10,200Student exam fees not paid by state– $10,200 Average of $170 per student (typically paid by parents)Average of $170 per student (typically paid by parents)

TOK fees - $1,300TOK fees - $1,300 Teacher release time $6,500Teacher release time $6,500 Teacher training costs not paid by state $5,000Teacher training costs not paid by state $5,000 IB coordinator $35,000IB coordinator $35,000 Staff development time $9,600Staff development time $9,600 Curriculum Development time $6,800Curriculum Development time $6,800 Office space and postal costs, printing $3,000Office space and postal costs, printing $3,000 Marketing materials, staff time, $2,000Marketing materials, staff time, $2,000 Instructional Materials $7,200Instructional Materials $7,200 Library and Media materials, IB publications $7,500Library and Media materials, IB publications $7,500

$108,340 per year

$1,805 per student

Note: costs can be paid with a combination of local, state and federal taxes

MN State funding is MN State funding is biased in favor of IB vs. biased in favor of IB vs. APAP

How state of MN funds IB in How state of MN funds IB in addition to local and federal addition to local and federal taxestaxes

Each IB exam costs the Each IB exam costs the state state 3 times3 times more than more than each AP exameach AP exam Each IB exam cost the state Each IB exam cost the state

$31.60 while each AP exam only $31.60 while each AP exam only cost the state $10.32cost the state $10.32– $102,750 was spent subsidizing $102,750 was spent subsidizing

3,251 3,251 IBIB exams in 2005 exams in 2005– $304,361 was spend subsidizing $304,361 was spend subsidizing

29,480 29,480 APAP exams in 2005 exams in 2005

*All figures from MN Dept of Ed 2005 report to legislature found at: http://www.leg.state.mn.us/docs/2006/Mandated/060264.pdf

IB In-depth teacher training IB In-depth teacher training increases costs by requiring traveling increases costs by requiring traveling out of stateout of state

No in-depth IB teacher training is No in-depth IB teacher training is available in Minnesotaavailable in Minnesota– IB training is only available in cities like IB training is only available in cities like

Toronto, New York, Boston, Myrtle BeachToronto, New York, Boston, Myrtle Beach– State pays for up to $1,000 for out of State pays for up to $1,000 for out of

state trainingstate training AP teacher training is available in AP teacher training is available in

statestate– State pays for up to $550 for in state State pays for up to $550 for in state

training training *All figures from MN Dept of Ed 2005 report to legislature found at: http://www.leg.state.mn.us/docs/2006/Mandated/060264.pdf

With only 50% more program With only 50% more program participants, each IB school costs participants, each IB school costs the state 7 times more than AP the state 7 times more than AP schoolsschools Only 4% of schools offering advanced Only 4% of schools offering advanced

programs offer IBprograms offer IB IB schools received on average IB schools received on average

$15,605* per school in state funding$15,605* per school in state funding– Only 12 MN schools offer IBOnly 12 MN schools offer IB– Ave. of 109 IB students per schoolAve. of 109 IB students per school

AP schools only received on average AP schools only received on average $2,010* per school in state funding$2,010* per school in state funding– 250 MN Schools offer AP250 MN Schools offer AP– Av. of 76 AP students per schoolAv. of 76 AP students per school


Each IB student costs the Each IB student costs the state 4.9 times more than state 4.9 times more than each AP student*each AP student* Average of $29 spent for each AP studentAverage of $29 spent for each AP student

– $542,778 in state taxes spent on 18,902 $542,778 in state taxes spent on 18,902 APAP students in the statestudents in the state

– 17.6%17.6% of all MN High School students of all MN High School students Average of $138 spent for each AP studentAverage of $138 spent for each AP student

– $171,655 in state taxes spent on 1,241 $171,655 in state taxes spent on 1,241 IBIB students in the statestudents in the state

– 2.2%2.2% of all MN High School students of all MN High School students– Total of 122 IB diplomas earned in the stateTotal of 122 IB diplomas earned in the state


How state IB funds How state IB funds flow to a local school flow to a local school districtdistrict In 2005 Minnetonka was reimbursed In 2005 Minnetonka was reimbursed

$8,071 in state funding for IB$8,071 in state funding for IB– Minnetonka had 24 IB diploma candidates in Minnetonka had 24 IB diploma candidates in

‘05‘05– $610 was received to subsidize 25 IB exams$610 was received to subsidize 25 IB exams– $7,461 was received to subsidize IB teacher $7,461 was received to subsidize IB teacher

training for 6 teacherstraining for 6 teachers 17 other IB teacher’s trained previously would 17 other IB teacher’s trained previously would

have been eligible to receive an additional have been eligible to receive an additional $17,000 in state funding in earlier years$17,000 in state funding in earlier years


Comparison of AP vs. Comparison of AP vs. IB costsIB costs AP has lower teacher training costsAP has lower teacher training costs

– Training in MN available for teachersTraining in MN available for teachers AP has lower administration costsAP has lower administration costs

– Less administration time for programLess administration time for program AP has lower mailing costsAP has lower mailing costs

– AP does not require mailing materials to AP does not require mailing materials to EuropeEurope

AP has lower fee costsAP has lower fee costs– Fee’s paid by the school are much lower for APFee’s paid by the school are much lower for AP

AP has lower student/teacher materials AP has lower student/teacher materials costs costs

IB is designed around IBO IB is designed around IBO standards, standards, notnot state and local state and local standardsstandards

““The IBO is an independent The IBO is an independent organization unfettered by organization unfettered by individual national demands.” individual national demands.”

– pg. ix Implementing The IB Diploma, pg. ix Implementing The IB Diploma, Cambridge, 2004Cambridge, 2004

School boards give up local control School boards give up local control of curriculum and grading when of curriculum and grading when they sign an IBO agreementthey sign an IBO agreement

Cautions to Schools Cautions to Schools investigating IBinvestigating IB ‘‘A school adopting the DP must prepare itself A school adopting the DP must prepare itself

for significant investments in terms of time, for significant investments in terms of time, effort and money.’effort and money.’

‘‘Teachers salaries may well have to be Teachers salaries may well have to be revised upwards’revised upwards’

‘‘Class size may have to shrink’Class size may have to shrink’– IBO strongly recommends a limit of 25 students per IBO strongly recommends a limit of 25 students per

classclass

– From: page xi, ‘Implementing The IB Diploma From: page xi, ‘Implementing The IB Diploma Programme’, Cambridge Press, copyright 2004 Programme’, Cambridge Press, copyright 2004

Justification used for Justification used for IB programsIB programs To differentiate the school from othersTo differentiate the school from others

– 97.5% of MN High Schools don’t have IB97.5% of MN High Schools don’t have IB– Minnetonka marketing calls IB ‘prestigious’ Minnetonka marketing calls IB ‘prestigious’

To take away funding from other districtsTo take away funding from other districts– $5,300 in state funding follows students that open $5,300 in state funding follows students that open

enroll to another districtenroll to another district– If enough students open enroll because of IB that If enough students open enroll because of IB that

can offset the higher costs of IBcan offset the higher costs of IB Provide an additional option for existing Provide an additional option for existing

studentsstudents Claims IB is required to give students an Claims IB is required to give students an

international perspectiveinternational perspective– AP also offers an International ProgramAP also offers an International Program

Claims IB is the way to improve the way Claims IB is the way to improve the way teachers teach (adopt the IB pedagogy) teachers teach (adopt the IB pedagogy)

Accessing IB Accessing IB Curriculum Curriculum Criteria:Criteria:

Education-Education- the act or process of imparting or the act or process of imparting or acquiring general knowledge, developing the powers of acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. oneself or others intellectually for mature life.

Indoctrination-Indoctrination- to instruct in a doctrine, principle, to instruct in a doctrine, principle, ideology, etc., esp. to imbue with a specific partisan or ideology, etc., esp. to imbue with a specific partisan or biased belief or point of view. biased belief or point of view.

IBO Mission - Moral IBO Mission - Moral Relativism and Relativism and ToleranceTolerance To create “caring young people who help To create “caring young people who help

to create a better and more peaceful to create a better and more peaceful world through intercultural world through intercultural understanding and respect”*understanding and respect”*

..encourage students across the world to ..encourage students across the world to become “learners who understand that become “learners who understand that other people, with their differences, can other people, with their differences, can also be right”*also be right”*– Note: differences in taste are much different Note: differences in taste are much different

than differences in moralsthan differences in morals Communities need to be able to discern Communities need to be able to discern

the difference between:the difference between:– Education (how to think) andEducation (how to think) and– Indoctrination (what to think)Indoctrination (what to think)

*From the IBO website at www.ibo.org

Required Theory of Required Theory of Knowledge (TOK) class is Knowledge (TOK) class is “central to the educational “central to the educational philosophy of IB”*philosophy of IB”* ““How do I, or how do we, know that a given How do I, or how do we, know that a given

assertion is true?”*assertion is true?”* ““Questions are the essence of TOK…often Questions are the essence of TOK…often

challenging to accepted belief..”*challenging to accepted belief..”* The possible ways of knowing are: Emotion, The possible ways of knowing are: Emotion,

Reason, Language or PerceptionReason, Language or Perception ‘‘a philosophy course that considers the ways a philosophy course that considers the ways

in which people acquire knowledge as well as in which people acquire knowledge as well as the typical strengths and weaknesses of each the typical strengths and weaknesses of each of these ways.’of these ways.’

From: page xi, ‘Implementing The IB Diploma From: page xi, ‘Implementing The IB Diploma Programme’, Cambridge Press, copyright 2004Programme’, Cambridge Press, copyright 2004

* From IBO Theory of Knowledge, October 2000

TOK class materials at TOK class materials at Minnetonka High SchoolMinnetonka High School

Required Required reading reading materials for materials for the key IB the key IB coursecourse– $128.49 per $128.49 per

studentstudent

IB TOK books expose IB TOK books expose students to limited ‘ways of students to limited ‘ways of knowing’knowing’ The Demon Haunted WorldThe Demon Haunted World

– Pro-science, anti-religion, paranoid tone, advocates science replacing Pro-science, anti-religion, paranoid tone, advocates science replacing religionreligion

The Power of MythThe Power of Myth– Advocates new-age rejection of truth of the Bible, advocates that Bible is Advocates new-age rejection of truth of the Bible, advocates that Bible is

based totally on mythbased totally on myth Darkness at NoonDarkness at Noon

– Novel set in Soviet Union – torture truth vs. serving his countryNovel set in Soviet Union – torture truth vs. serving his country The Power of OneThe Power of One

– Novel growing up in Africa, beaten and tortured by Nazi sympathizersNovel growing up in Africa, beaten and tortured by Nazi sympathizers Zen and the Art of Motorcycle MaintenanceZen and the Art of Motorcycle Maintenance

– Existentialist essay on how to reconcile science, religion and humanismExistentialist essay on how to reconcile science, religion and humanism The Man Who Mistook His Wife for a HatThe Man Who Mistook His Wife for a Hat

– Perspective of brain injury patients, no testable ideasPerspective of brain injury patients, no testable ideas The StrangerThe Stranger

– Troubling tail of a disaffected amoral young man, involved with a pimp, Troubling tail of a disaffected amoral young man, involved with a pimp, kills a man, called ‘the existentialists' bible’kills a man, called ‘the existentialists' bible’

InnumeracyInnumeracy– Impact of people not literate in mathImpact of people not literate in math

Lies My Teacher Told MeLies My Teacher Told Me– Biased view of the bias that is in history booksBiased view of the bias that is in history books

IB list is inferior with other IB list is inferior with other lists of books on ‘ways of lists of books on ‘ways of knowing’knowing’ Classics of the Islamic TraditionClassics of the Islamic Tradition

– Qur'an,Qur'an, 'Attar, Al-Ghazali, Ibn Khaldun. 'Attar, Al-Ghazali, Ibn Khaldun. Classics of the Indian TraditionClassics of the Indian Tradition

– Kalidasa,Gandhi. Kalidasa,Gandhi. Classics of the Chinese Tradition and Classics of the Chinese Tradition and

BuddhismBuddhism– Mencius. Lao Tzu, Hui-neng, T'ang, Cao Xueqin. Mencius. Lao Tzu, Hui-neng, T'ang, Cao Xueqin.

Classics of the Japanese TraditionClassics of the Japanese Tradition– Murasaki Shikibu. Kamo Chomei. Kenko Yoshida. Murasaki Shikibu. Kamo Chomei. Kenko Yoshida.

Basho, Matsuo. Basho, Matsuo. Classics of Western TraditionClassics of Western Tradition

– Plato, Aristotle, Hippocrates, Augustine, Thomas Plato, Aristotle, Hippocrates, Augustine, Thomas Aquinas, Calvin, Machiavelli, Bacon, Descartes, Aquinas, Calvin, Machiavelli, Bacon, Descartes, Pascal, Locke, Hume. Rousseau, Kant ,Kierkegaard, Pascal, Locke, Hume. Rousseau, Kant ,Kierkegaard, Nietzsche, Darwin, Marx, Dostoyevsky, Freud, ect.Nietzsche, Darwin, Marx, Dostoyevsky, Freud, ect.

IB Theory of IB Theory of Knowledge class at Knowledge class at MinnetonkaMinnetonka ““One of the key aims of knowledge One of the key aims of knowledge

theory is to identify values, beliefs, theory is to identify values, beliefs, and biases underlying judgments and biases underlying judgments and knowledge claims pertinent to and knowledge claims pertinent to issues. The class discusses difficult issues. The class discusses difficult questions for which there are not questions for which there are not absolute right or wrong answers.”absolute right or wrong answers.”

From:http://www.minnetonka.k12.mn.us/IB/IB_QA.pdf#search=%22high%20cost%20%22International%20Baccalaureate%22%22

Type of religious questions asked Type of religious questions asked of IB students Taking Theory of of IB students Taking Theory of Knowledge *Knowledge *

““What are your religious beliefs (if What are your religious beliefs (if any)?”any)?”

““Be able to justify a personal position on Be able to justify a personal position on the question of the existence of God”the question of the existence of God”

““On what basis do spiritual beliefs rest?”On what basis do spiritual beliefs rest?” ““Is it a set of beliefs you have come to Is it a set of beliefs you have come to

yourself, or one that you have absorbed yourself, or one that you have absorbed from your culture unquestioningly?”from your culture unquestioningly?”

““What is the role of myth and religion in What is the role of myth and religion in culture?”culture?”

From: TOK Textbook, ‘Ways of Knowing’, by Michael Woolman, IB Press

Two required books that address Two required books that address religion in the IB Theory of Knowledge religion in the IB Theory of Knowledge classclass

Anti-Christian bias of Anti-Christian bias of Joseph CampbellJoseph Campbell States as a fact that belief in the virgin birth of States as a fact that belief in the virgin birth of

Jesus really originated from Greek mythologyJesus really originated from Greek mythology– This old falsehood was completely proved false by This old falsehood was completely proved false by

Machen way back in 1930Machen way back in 1930– States that States that allall religions are just symbolic myths and religions are just symbolic myths and

purely subjectivepurely subjective Humanist Society in South Carolina Humanist Society in South Carolina

recommends parents read ‘The Power of Myth’ recommends parents read ‘The Power of Myth’ to their children if they ever show an interest to their children if they ever show an interest in Godin God

When asked “Why do you think we tend to a When asked “Why do you think we tend to a literal interpretation of Christ in myth?”literal interpretation of Christ in myth?”– Campbell responded, “I think it’s the result of a Campbell responded, “I think it’s the result of a

strong institutional emphasis in our religions in the strong institutional emphasis in our religions in the West, and a fear of the mystical experience.”West, and a fear of the mystical experience.”

Anti-Christian bias of Anti-Christian bias of Joseph Campbell- Joseph Campbell- Required TOK TextRequired TOK Text On page 282, Campbell ridicules the Christian belief in On page 282, Campbell ridicules the Christian belief in

resurrection calling it "a clown act, really." resurrection calling it "a clown act, really." ““We know that Jesus could not have ascended to We know that Jesus could not have ascended to

heaven because there is no physical heaven anywhere heaven because there is no physical heaven anywhere in the universe.” Page 9*in the universe.” Page 9*

““Jesus on the cross, the Buddha under the tree—these Jesus on the cross, the Buddha under the tree—these are the same figures.” Page 10*are the same figures.” Page 10*

““Once you reject the idea of the Fall in the Garden, Once you reject the idea of the Fall in the Garden, man is not cut off from his source.” Page 11*man is not cut off from his source.” Page 11*

““[The serpent] is the primary god, actually, in the [The serpent] is the primary god, actually, in the Garden of Eden. Yahweh, the one who walks there in Garden of Eden. Yahweh, the one who walks there in the cool of the evening, is just a visitor.” Page12*the cool of the evening, is just a visitor.” Page12*

““One problem with Yahweh, as they used to say in the One problem with Yahweh, as they used to say in the old Christian Gnostic texts is that he forgot he was a old Christian Gnostic texts is that he forgot he was a metaphor. He thought he was a fact.” Page 13*metaphor. He thought he was a fact.” Page 13*

Quotes from ‘The Power of Myth’, by Joseph Campbell

Campbell repeatedly Campbell repeatedly deceives students about the deceives students about the content of the Biblecontent of the Bible Campbell’s claim:Campbell’s claim:

– ““I’m sure there’s not idea of a virgin birth in the I’m sure there’s not idea of a virgin birth in the (Old Testament, Jewish) tradition. The virgin birth (Old Testament, Jewish) tradition. The virgin birth comes into Christianity by way of Greek tradition.” comes into Christianity by way of Greek tradition.” Joseph Campbell, page 173Joseph Campbell, page 173

Let’s actually look in the Bible:Let’s actually look in the Bible:– ““Therefore the Lord himself will give you a sign: Therefore the Lord himself will give you a sign:

The The virginvirgin will be with child and will give birth to a will be with child and will give birth to a son, and will call him Immanuel.” son, and will call him Immanuel.” Isaiah 7:14Isaiah 7:14

Note, Isaiah began his ministry in 740 BC, the year Note, Isaiah began his ministry in 740 BC, the year King Uzziah died, hundreds of years before the New King Uzziah died, hundreds of years before the New Testament was writtenTestament was written

Carl Sagan’s Anti-Carl Sagan’s Anti-Religion biasReligion bias Sagan says about religion, “It is better to grasp Sagan says about religion, “It is better to grasp

the Universe as it really is than to persist in the Universe as it really is than to persist in delusion.”delusion.”

1981 American Humanist Association Humanist 1981 American Humanist Association Humanist of the Year of the Year – Keynote speaker at atheist conventionsKeynote speaker at atheist conventions– Aside: The American Humanist Association is Aside: The American Humanist Association is

registered as religious charitable tax exempt registered as religious charitable tax exempt organizationorganization

The universe is all there is, ever was, or ever The universe is all there is, ever was, or ever will be – Carl Saganwill be – Carl Sagan– In other words, there is no God, no created universeIn other words, there is no God, no created universe

Carl Sagan in ‘The Carl Sagan in ‘The Demon Haunted Demon Haunted World’World’ ““The Bible is full of so many stories of The Bible is full of so many stories of

contradictory moral purpose that every contradictory moral purpose that every generation can find scriptural generation can find scriptural justification for nearly any action it justification for nearly any action it proposes… and this moral multiple proposes… and this moral multiple personality disorder is hardly restricted personality disorder is hardly restricted to Judaism and Christianity” pg.30 to Judaism and Christianity” pg.30

““If you accept the literal truth of every If you accept the literal truth of every word of the Bible, then the earth must word of the Bible, then the earth must be flat!” page 325be flat!” page 325

TOK Materials display TOK Materials display the ideology of IBthe ideology of IB St. Augustine’s view that humans must rely on God, not St. Augustine’s view that humans must rely on God, not

reason, to guide them to the truth is called ‘extreme’reason, to guide them to the truth is called ‘extreme’

– IB TOK Textbook, page 276IB TOK Textbook, page 276

““If one looks at most Western compilations of quotations, it If one looks at most Western compilations of quotations, it seems that most are attributed to dead, white European seems that most are attributed to dead, white European males. Why might this be so? To what extent does the males. Why might this be so? To what extent does the identity of the author of a quotation influence how it’s identity of the author of a quotation influence how it’s content is interpreted and how seriously it’s ideas are taken?content is interpreted and how seriously it’s ideas are taken?

– IB Diploma Guide, TOK, March 2003, page 31IB Diploma Guide, TOK, March 2003, page 31

On section of the book is entitle: “The Prison of Logic”On section of the book is entitle: “The Prison of Logic”

– IB TOK Textbook, page viIB TOK Textbook, page vi

Questions asked of students after Questions asked of students after being required to read anti-being required to read anti-Christian authors like Joseph Christian authors like Joseph Campbell and Carl Sagan*Campbell and Carl Sagan*

““What are your religious beliefs (if What are your religious beliefs (if any)?”any)?”

““Be able to justify a personal position on Be able to justify a personal position on the question of the existence of God”the question of the existence of God”

““On what basis do spiritual beliefs rest?”On what basis do spiritual beliefs rest?” ““Is it a set of beliefs you have come to Is it a set of beliefs you have come to

yourself, or one that you have absorbed yourself, or one that you have absorbed from your culture unquestioningly?”from your culture unquestioningly?”

““What is the role of myth and religion in What is the role of myth and religion in culture?”culture?”

From: TOK Textbook, ‘Ways of Knowing’, by Michael Woolman, IB Press

AP provides more flexibility AP provides more flexibility and value for students than and value for students than IBIB IB is more expensive than APIB is more expensive than AP AP is accepted at more colleges for AP is accepted at more colleges for

creditcredit– Many colleges give no college credit for Many colleges give no college credit for

SL (lower level) IB classesSL (lower level) IB classes– More colleges accept individual AP More colleges accept individual AP

classes than single IB classes for creditclasses than single IB classes for credit AP classes graded by local teachers, AP classes graded by local teachers,

IB classes graded by IB staff in IB classes graded by IB staff in EuropeEurope

ConclusionsConclusions

IB is more expensive than APIB is more expensive than AP IB offers less value and flexibility than APIB offers less value and flexibility than AP IB carries the baggage of viewpoint biasIB carries the baggage of viewpoint bias

– For example, IB’s keystone TOK class censors For example, IB’s keystone TOK class censors and disparages the traditional Biblical view of and disparages the traditional Biblical view of the world embraced by many families in the the world embraced by many families in the USUS

There are much better ways to provide a There are much better ways to provide a quality, cost effective education with an quality, cost effective education with an international understanding than IBinternational understanding than IB

Questions?Questions?

Documents

IB Costs and Curriculum Dave Eaton Past School Board Member, Minnetonka School District