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Philosophy
First examinations 2009

Diploma Programme
Guide

Diploma Programme
Philosophy
Guide
International Baccalaureate Organization
Singapore New York Geneva Cardiff Buenos Aires
Diploma Programme
Philosophyguide
Published March 2007
International Baccalaureate Organization
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International Baccalaureate Organization 2007
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IBO mission statement
The International Baccalaureate Organization aims to develop inquiring,
knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international
organizations to develop challenging programmes of international education
and rigorous assessment.
These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with
their differences, can also be right.
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad
and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and communities.
They are accustomed to seeking and evaluating a range of points of view, and are
willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They
are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support
their learning and personal development.
Introduction 1
The Diploma Programme 1
Nature of the subject 3
Aims 7
Objectives 8
Guidance for teachers on delivery of the course 9
Syllabus 12
Syllabus outline 12
Syllabus details 14
Assessment 29
Assessment outline 29
Assessment details 31
Assessment criteria 36
Appendices 57
Glossary of command terms 57
Contents
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to
19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable
and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students
to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect
and evaluate a range of points of view.
The Diploma Programme hexagon
The course is presented as six academic areas enclosing a central core. It encourages the concurrent
study of a broad range of academic areas. Students study: two modern languages (or a modern language
and a classical language); a humanities or social science subject; an experimental science; mathematics;
one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme
a demanding course of study designed to prepare students effectively for university entrance. In each
of the academic areas students have flexibility in making their choices, which means they can choose
subjects that particularly interest them and that they may wish to study further at university.
Introduction
The Diploma Programme
International Baccalaureate Organization 2007 1
Choosing the right combination
Students are required to choose one subject from each of the six academic areas, although they can
choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and
not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The
IBO recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in
greater depth and breadth than at SL.
At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of
the course, students abilities are measured by means of external assessment. Many subjects contain
some element of coursework assessed by teachers. The course is available for examinations in English,
French and Spanish.
The core of the hexagon
All Diploma Programme students participate in the three course requirements that make up the core of
the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind
the Diploma Programme.
The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to
reflect on the process of learning in all the subjects they study as part of their Diploma Programme course,
and to make connections across the academic areas. The extended essay, a substantial piece of writing
of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen
themselves. It also encourages them to develop the skills of independent research that will be expected
at university. Creativity, action, service (CAS) involves students in experiential learning through a range
of artistic, sporting, physical and service activities.
The IBO mission statement and the IB learner profile
The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need
to fulfill the aims of the IBO, as expressed in the organizations mission statement and the learner profile.
Teaching and learning in the Diploma Programme represent the reality in daily practice of the
organizations educational philosophy.
2 International Baccalaureate Organization 2007
The Diploma Programme
Philosophy deals with issues that are profound, complex, challenging and important for humanity. The
Diploma Programme philosophy course aims to be inclusive and to deal with a wide range of issues that
can be approached in a philosophical way. A concern with clarity of understanding lies at the core of the
philosophy course. This clarity is achieved through critical and systematic thinking, careful analysis of
arguments, the study of philosophical themes and a close reading of texts. Through this examination of
themes and texts, the philosophy course allows students to explore fundamental questions that people
have asked throughout human history. For example: What is it to be a human being? How do I know
what is the right thing to do? Moreover, it confronts new problems arising within contemporary society,
including those that result from increasing international interaction.
The emphasis of the philosophy course is very much on doing philosophy. Doing philosophy requires
a willingness to attempt an understanding of alternative views by applying intellectual rigour and
cultivating an open and critical mind. It also invites the development of perspectives that encompass
cultural pluralism and an awareness of the international context within which it unfolds. This constitutes
a new challenge for students doing philosophy within a worldwide perspectivean important feature
that is reflected in the themes and activities of the course.
Difference between SL and HL
Philosophy students at SL and HL are presented with a common syllabus that encourages the development
of certain skills, attributes and attitudes, as described in the Objectives section of this guide. The common
core syllabus involves the study of the core theme, one optional theme and one prescribed philosophical
text, as well as the completion of the internal assessment exercise. In addition, students at HL must study
one further optional theme.
Due to the nature of the philosophy course, and its emphasis on doing philosophy, it is expected that
students at HL will spend time, as part of the course, reflecting on their experience of doing philosophy
as an activityas encountered in all the components of the course. This is assessed specifically in the
paper 3 exercise, which is taken by HL students only.
There may be no great difference in the quality of the work produced by students at SL or HL, however
the difference in recommended teaching times at SL and HL signals a clear distinction between the
demands made on students. Students at HL are further required to demonstrate an understanding of
philosophy as an activity by means of a holistic application of the philosophical skills, knowledge and
ideas they have developed to the various components of the course. Students at HL will accomplish this
by critically reflecting upon and evaluating the nature, methodology and purpose of philosophy, and by
formally demonstrating a comprehensive appreciation of philosophy as an activity, as well as of the
nature of the different methodologies and approaches they encounter in philosophical activity. The
differences between the requirements of the philosophy course at SL and HL are outlined in the following
table.
Introduction
Nature of the subject
HL SL
Course components and external assessment
Study of core theme: What is a human
being?
Study of the core theme: What is a
human being?
Core theme
Paper 1
Answer one question from a choice of
two
Answer one question from a choice
of two
Study of two optional themes Study of one optional theme Optional theme(s)
Answer two questions, each from a
different theme; each theme has a choice
of two questions
of two
Paper 1
40% 40% Percentage
component weight
Study of one text from the list of
12 prescribed texts
Study of one text from the list of
12 prescribed texts
Prescribed
philosophical text
Answer one question from a choice of
two set for each prescribed text
of two set for each prescribed text
Paper 2
20% 30% Percentage
component weight
Response to an unseen text about
philosophical activity
N/A Exploring
Paper 3
20% N/A Percentage
component weight
Internal assessment
A philosophical analysis of
non-philosophical material containing
1,6002,000 words
A philosophical analysis of
non-philosophical material
containing 1,6002,000 words
Philosophical analysis
20% 30% Percentage
component weight
External assessment criteria
Four assessment criteria Four assessment criteria Core theme
A: Expression A: Expression Paper 1
B: Knowledge and understanding B: Knowledge and understanding
C: Identification and analysis of relevant
material
C: Identification and analysis of
relevant material
D: Development and evaluation D: Development and evaluation
HL SL
Four assessment criteria Four assessment criteria Optional theme(s)
material
relevant material
Four assessment criteria Four assessment criteria Prescribed text
B: Knowledge and understanding of the
text
B: Knowledge and understanding of
the text
material
relevant material
Four assessment criteria N/A Exploring
A: Expression
Paper 3
B: Exploration
C: Relevance of the response and
understanding of philosophical activity
D: Evaluation and personal response
Internal assessment criteria
Four assessment criteria Four assessment criteria
A: Expression A: Expression
material
relevant material
Philosophy and prior learning
The philosophy course at both HL and SL requires no previous formal experience in philosophy. No
particular background in terms of specific subjects studied for national or international qualifications is
expected or required of students. The specific skills required by the philosophy course are developed in
the various components of the course.
Philosophy and the MYP
Although philosophy is not usually offered as one of the disciplines within the humanities subject group
of the IB Middle Years Programme (MYP), the fundamental concepts of MYP humanities can provide a
useful foundation for students who go on to study Diploma Programme philosophy. Basic issues that are
raised within the concepts area of the MYP humanities objectives (that is, time, place and space, change,
systems and global awareness) could be encountered within the philosophy course, but treated in more
advanced ways that are described in this guide. Doing philosophy naturally extends the key skills (technical,
analytical, decision-making and investigative) developed in humanities. Equally, students organization
and presentation strategies begun in MYP humanities will become more sophisticated while undertaking
the Diploma Programme philosophy course.
Philosophy and TOK
Students of group 3 subjects study individuals and societies. This means that they explore the interactions
between humans and their environment in time and place. As a result, these subjects are often known
collectively as the human sciences or social sciences.
As with other subject areas, there is a variety of ways of gaining knowledge in group 3 subjects. For
example, archival evidence, data collection, experimentation, observation, inductive and deductive
reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students
of group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such
as validity, reliability, credibility, certainty, and individual as well as cultural perspectives.
The relationship between group 3 subjects and theory of knowledge (TOK) is of crucial importance and
fundamental to the Diploma Programme. Having followed a course of study in group 3, students should
be able to reflect critically on the various ways of knowing and methods used in human sciences, and,
in doing so, become inquiring, knowledgeable and caring young people (IBO mission statement).
Philosophy allows us to explore and reflect on the nature and meaning of being human. By doing this,
philosophy helps us to understand ourselves, analyse and assess our relations with others, and evaluate
our patterns of behaviour. By presenting an opportunity to engage in these activities, philosophy shares
common concerns and interests with TOK, including epistemology. Philosophy raises specific questions
and invites ways of exploring these questions as they relate to the human condition. This involves a
consideration of the ways that knowledge claims could be formulated and the role that knowledge plays
within the area of reflecting on human activity. In the philosophy course the emphasis is on a classical
and contemporary philosophical investigation into the grounds and basis of knowledge.
Questions related to TOK activities, which a philosophy student might consider, include the following.
What activities are at work in the knowing process?
Why and how does performing the activity of knowing constitute what we call knowledge?
What do we actually know when we are engaged in the activity of knowing?
How can I know myself, the other and understand my relations with others?
How can I assess the truth claims of different knowledge pursuits (for example, the sciences, the arts,
religion)?
In what ways can I understand and evaluate patterns of behaviour I observe in the world around me?
The aims of all subjects in group 3, individuals and societies, are to:
encourage the systematic and critical study of: human experience and behaviour; physical, economic
and social environments; the history and development of social and cultural institutions
develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts
and arguments about the nature and activities of the individual and society
enable the student to collect, describe and analyse data used in studies of society, to test hypotheses
and interpret complex data and source material
promote the appreciation of the way in which learning is relevant to both the culture in which the
student lives, and the culture of other societies
develop an awareness in the student that human attitudes and opinions are widely diverse and that
a study of society requires an appreciation of such diversity
enable the student to recognize that the content and methodologies of the subjects in group 3 are
contestable and that their study requires the toleration of uncertainty.
The aims of the philosophy course at HL and SL are to enable students to:
develop an intellectually independent and creative way of thinking
relate their philosophical understanding to other disciplines and to personal, social and civic life
formulate arguments in a sound and purposeful way
examine critically their own experience and their ideological and cultural perspectives
appreciate the diversity of philosophical thinking
appreciate the impact of cultural diversity upon philosophical thinking.

Introduction
Aims
Having followed the philosophy course at HL or SL students will be expected to:
express ideas and develop arguments clearly and coherently, using language appropriate to
philosophy
demonstrate knowledge and understanding of philosophical concepts and arguments
demonstrate familiarity with, along with knowledge and understanding of, the language, concepts
and arguments of philosophical texts
identify and analyse relevant material and supporting examples
critically evaluate philosophical ideas and arguments.

In addition, students at HL will be expected to:
formulate and demonstrate an understanding of doing philosophy as an activity.

Introduction
Objectives
Teachers should discuss the relevant sections of this guide with their students throughout the course,
to underline the nature of philosophy as both a subject and an activity. Helpful activities could include
encouraging students to:
present arguments in an organized way
use clear and precise language that is appropriate to philosophy
identify assumptions in the arguments they encounter through the topics studied
develop clear and focused arguments
identify the strengths and weaknesses of different philosophical approaches
identify possible counter-arguments and address them, if possible
provide relevant supporting material, illustrations and/or examples when appropriate.

While students need to fulfill certain formal assessment requirements, the flexibility of the philosophy
course allows for a variety of approaches and teaching styles. It should also allow students to make
connections between the different components of the course (for example, using a philosophical text
to understand the core theme, or seeing the relevance of an optional theme in the study of a prescribed
text).
Teachers might encourage their students to explore philosophically the issues and problems that are
present in their local cultural and political settings to enhance their understanding of the course, and to
challenge them to develop new perspectives. Furthermore, teachers may wish to use local resources (for
example, art, architecture, libraries, local speakers, colleagues) in their delivery of the course.
During the course, students should explore philosophical themes and issues by writing arguments. As
the course culminates in written examination papers, students should be provided with adequate
guidance, practice and assessment in writing philosophical arguments, as outlined here.
Students should be encouraged to focus on the philosophical issues concerned. They should also
be aware that producing a plan or strategy for tackling philosophical issues is useful when they come
to write philosophical arguments.
Students should practise developing philosophical arguments in a clear, coherent and self-contained
way, not assuming the reader will fill in any missing elements. They should be aware of the importance
of having a clear, concise introduction, a structured argument and an effective conclusion.
Teachers should emphasize the preference for personal engagement and critical discussion of a
question over a mere demonstration of learned material. In this course, philosophy is considered an
intellectual activity, not a memorization of information, nor a simple repetition of other peoples
opinions. Students should make references to important and relevant philosophers and philosophical
ideas to support their arguments, but this should not be done as a substitute for genuine philosophical
reasoning.
Introduction
Guidance for teachers on delivery of the course
Mapping the course
How is the objective addressed?
Which assessment area
addresses this objective?
Objective
External assessment
Paper 1: section A (emphasized in
criteria A and D) and section B
(emphasized in criteria A and D)
Paper 2 (emphasized in criteria A and D)
Paper 3 (HL only, emphasized in
criterion A)
Internal assessment
Philosophical analysis of
non-philosophical material (SL and HL,
emphasized in criteria A and D)
Core theme
Optional themes
Prescribed philosophical
text
Internal assessment
Exploring philosophical
activity (HL)
Express ideas and
develop arguments
clearly and coherently,
using language
appropriate to
philosophy.
External assessment
criteria B and C) and section B
(emphasized in criterion B)
Paper 2 (emphasized in criterion B)
criterion C)
Internal assessment
emphasized in criterion B)
Core theme
Optional themes
text
Internal assessment
activity (HL)
Demonstrate knowledge
and understanding of
philosophical concepts
and arguments.
External assessment
criterion C)
Paper 2 (emphasized in criteria B and D)
Paper 3 (HL only, emphasized in criteria
B and C)
Core theme
Optional themes
text
Internal assessment
activity (HL)
Demonstrate familiarity
with, along with
knowledge and
understanding of, the
language, concepts and
arguments of
philosophical texts.
How is the objective addressed?
Which assessment area
addresses this objective?
Objective
External assessment
criterion C) and section B (emphasized
in criterion C)
Paper 2 (emphasized in criterion C)
Paper 3 (HL only, emphasized in criteria
B and C)
Internal assessment
emphasized in criteria B and C)
Core theme
Optional themes
text
Internal assessment
activity (HL)
Identify and analyse
relevant material and
supporting examples.
External assessment
criterion D) and section B (emphasized
in criterion D)
Paper 2 (emphasized in criterion D)
criterion D)
Internal assessment
emphasized in criterion D)
Core theme
Optional themes
text
Internal assessment
activity (HL)
Critically evaluate
philosophical ideas and
arguments.
External assessment
Paper 3 (HL only emphasized in criteria
B, C and D)
Core theme
Optional themes
text
activity
(HL only)
Formulate and
demonstrate an
understanding of doing
philosophy as an activity.
Higher level
The philosophy syllabus at HL consists of four compulsory parts.
Part 1: Themes
Core theme: What is a human being?
The study of the core theme is compulsory.
Optional themes
Students are required to study two themes from the following list.
1. Grounds of epistemology
2. Theories and problems of ethics
3. Philosophy of religion
4. Philosophy of art
5. Political philosophy
6. Non-Western traditions and perspectives
7. Contemporary social issues
8. People, nations and cultures
Part 2: Prescribed philosophical text
Students are required to study one text from the IBO list of prescribed philosophical texts.
Part 3: Internal assessment
Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate
their philosophical skills.
Part 4: Unseen textexploring philosophical activity
Students are required to develop a philosophical response to an unseen text that demonstrates what
doing philosophy means, and shows a holistic appreciation of the skills, material and ideas developed
throughout the course.
Syllabus
Syllabus outline
Standard level
The philosophy syllabus at SL consists of three compulsory parts.
Part 1: Themes
Core theme: What is a human being?
The study of the core theme is compulsory.
Optional themes
Students are required to study one theme from the following list.
1. Grounds of epistemology
2. Theories and problems of ethics
3. Philosophy of religion
4. Philosophy of art
5. Political philosophy
6. Non-Western traditions and perspectives
7. Contemporary social issues
8. People, nations and cultures
Students are required to study one text from the IBO list of prescribed philosophical texts.
Students are required to produce a philosophical analysis of non-philosophical material, to demonstrate
their philosophical skills.
Syllabus outline
Doing philosophyan independent approach
Learning philosophy can be achieved through a study of the history of philosophy or by doing philosophy.
The emphasis of the Diploma Programme philosophy course is on doing philosophy within an international
context. The aim is to encourage students to develop the ability to reason and argue and to take a personal
and independent position on philosophical issues. Below is a suggested approach that will enable students
to study themes or texts in a consistent way. It is not the only approach available, but it provides a starting
point from which students can develop into independent thinkers. This approach is suitable for all the
tasks included in the syllabus.
Essays on a theme
Essay on a text
Internal assessment exercise
Response to an unseen text (HL only)

Formulating arguments
The philosophy course does not include logic as a specific topic for study. However, students should be
familiar with the basic features of reasoning necessary to formulate their own philosophical arguments
and to develop and evaluate those of others. Teachers should develop their students skills so that they
are able to construct personal philosophical arguments.
When formulating philosophical arguments students should:
identify the problem(s)/issue(s) and possible assumptions present in the activity
ask themselves what they think about these problem(s)/issue(s), taking into account their own and
other perspectives
present reasons that support their position
put forward possible objections or counter-arguments that could be levelled against their position
suggest strategies for overcoming these objections or counter-arguments
illustrate their position and counter-positions with supporting examples
offer possible and consistent resolutions to the problem(s)/issue(s) present in the activity, evaluating
the strengths and weaknesses of the positions they encounter.
Syllabus
Syllabus details
Using texts
Students should adopt the same approach when they examine a classic philosophical issue or use a
philosophical argument presented in a text. They should always be careful not to refer to the text or the
author as an authority. In addition, students are expected to:
identify the philosophical problem(s)/issue(s) raised by the text
identify the authors standpoint in the text
state what they think about the authors standpoint
develop and explore their own position on the authors standpoint by:
-
acknowledging alternative approaches to the text
-
considering how different approaches to the text might enable them to extend their own thinking
about the problem(s)/issue(s) posed.
This approach goes beyond the mere presentation of arguments and counter-arguments from
philosophers texts, and insists on students developing their own line of reasoning. Students must always
demonstrate how their own personal reasoning underpins their argument.
Some common mistakes made by students include:
engaging in a superficial analysis
focusing on description rather than argumentation
failing to take into account personal and cultural influences in analysing the text.
While the course prescribes that one philosophical text (from a list of 12) must be studied, this does not
preclude incorporating other philosophical texts into the study of the core theme and the optional
themes.
Part 1: Themes
The purpose of studying themes is to enable students to wrestle with specific areas of philosophical
problems and issues, and to gain experience in doing philosophy in the spirit of the aims of the course.
Students at HL must study the core theme and two optional themes. Students at SL must study the core
theme and one optional theme.
Each theme offers students the chance to focus on an area of philosophy in depth and to increase their
general awareness of the interconnectedness of philosophical problems. All themes (including the core
theme) are free-standing and can be taught in any order to suit the needs of the teacher and the students.
For the core theme and each of the optional themes, a number of possible topics for study are listed for
guidance. These lists are neither prescriptive nor exhaustive, and teachers are encouraged to exercise
flexibility, creativity and innovation in their delivery of the course.
The same amount of time should be allocated to the study of the core theme and each optional theme,
as no theme is more important than any other. Where appropriate, teachers are encouraged to examine
themes from the perspectives of diverse world views. There is no prescribed supporting material for the
themes and it is suggested that teachers use a wide range of sources.
Syllabus details
Core theme
What is a human being?
One of the reasons we study philosophy is to search for a better understanding of ourselves, both as
individuals and as members of groups and wider communities. The core theme offers students the
opportunity to do this from a variety of perspectives. These perspectives ask quite different questions,
for example: How can I be sure I really know the other? What specific meaning does our consciousness
of being mortal give to our life? Is there such a thing as a self?
Awareness of the human condition can inspire us to examine our characteristics and notions of person
or identity. This then raises questions such as: Are we self-conscious beings? How do we use language?
How and why do we make value judgments? Are we composed of mind and body? How do we combine
reason, emotions and experiences in our understanding of ourselves, others and the environment?
Possible topics for study
Interpretations of the human condition from diverse world perspectives: for example, Eastern,
African, Latin American, Western traditions
What, if any, are the relationships between mind and body?
Self-consciousness, language, agency, dreams, spirituality, imagination, intuition, passion, reason
and emotion, aggression, moral values, empathy, creativity
Could animals or machines be persons?
Human nature: individuality, universality, diversity
The question of self: Is it possible to know oneself? To know others? Solipsism and intersubjectivity
Freedom and determinism
Our existence in time and place; biological and social necessities; gender and social conditioning
Existential anxiety; meaning and meaninglessness; responsibility and authenticity
Syllabus details
Optional themes
Theme 1: Grounds of epistemology
Epistemology is the study of the nature, origin, scope and limits of human knowledge. This theme generally
draws on a classical approach where rationalism and empiricism have played a leading role, but does
not exclude other perspectives.
This theme allows students to explore philosophically such questions as: Can I know anything at all?
What role does experience and reason play in the acquisition of knowledge? What is the relationship
between knowledge and certainty? Is certainty possible or is all knowledge relative? Is there an end to
knowledge? Is knowledge culturally dependent? Does language determine fact or do facts speak for
themselves? How important is the continuous development of knowledge for the advancement of
humanity?
How do we experience the world around us?
Rationalism and empiricism
Opinion, belief, knowledge
Language and meaning
Truth, coherence, correspondence and pragmatism
Grammarian philosophies: a classical Indian approach
Knowledge, truth and
certainty
Realism, scepticism and the arguments from illusion, mysticism
Subjectivism, objectivism
Causal theory, idealism, phenomenalism, perspectivism
Theories of justification
Challenges to knowledge
and confirmation of
knowledge
Access to knowledge
Knowledge and technology
Knowledge and power
Knowledge around the
world
Syllabus details
Theme 2: Theories and problems of ethics
This theme deals with ethical questions from a variety of perspectives. It is concerned with practical
decision-making and the way people think they ought to lead their lives. Ethics explores the possible
grounds for making moral decisions and examines notions such as freedom, values, responsibility and
virtue. Ethics also entails a reflection upon experiences such as friendship, hospitality and love. A study
of applied ethics explores approaches to important issues, some of which may be of international concern.
This theme allows students to explore philosophically such questions as: Are there fundamental moral
principles that apply in every situation? How do we decide if a particular action is right or wrong? How
should we treat people? Are moral decisions culturally influenced? What do we mean when we say
something is right or wrong?
Do moral principles exist? Are they universal or relative to a particular
situation or culture?
Are some virtues more important than others?
Self-interest versus the interests of others (ethical egoism)
Doing the right thing and doing the best thing (deontological
versus teleological theories)
The greatest good of the greatest number
Duty, dharma
Principles for moral
actionnormative ethics
The origins and nature of moral values
Is moral sense natural or cultural? Relative or universal? Subjective
or objective?
What is the significance of calling something right or wrong?
Is moral behaviour found only in human beings?
Foundations for moral judgments: belief in a higher being, rationality,
emotion, natural law, gender, environment
The nature of moral
judgmentmeta-ethics
Bio-medical ethics
Environmental ethics
Distribution of wealthethical responsibilities to humanity
Applied ethics
Syllabus details
Theme 3: Philosophy of religion
Philosophy of religion examines the nature of religion, explores rational arguments for and against various
religious views, analyses the nature of religious language and explores the variety of human religious
experience.
This theme allows students to explore philosophically such questions as: Can we prove the existence of
a higher being through reasoning or experience? Can morality be based on religious experience? What
is the nature and scope of religious language? Can religion give meaning to life? Is spirituality possible
without religion or belief in a higher being? Could religion be seen as only a social phenomenon?
What does the word God mean? The diversity of conceptions of
the divine
Nihilism, atheism, agnosticism, post-theism
Arguments for and against the existence of God
Problems of evil and suffering
Religious language, ritual and symbol
Concepts of a higher being
The nature and value of religious experiences: from social conformity
to personal commitment
The pragmatic view of faith: indoctrination, illusion, projection
Faith and motivation for belief, the post-modern view of faith
The human experience of evil: moral evil, natural evil
Sin, alienation and salvation
Religious experience and
behaviour
Religion and politics
Religion and gender issues
Religion in a multicultural environment
Religion around the world
Syllabus details
Theme 4: Philosophy of art
Philosophy of art raises questions about the artist, the relations between art and society, aesthetic
judgment and the very nature of a work of art from a multicultural perspective. It covers art in all its
different forms, for example, music, painting, sculpture, literature, photography, film and drama.
This theme allows students to explore philosophically such questions as: What is art? What is an artist?
Are we all born artists? Do all works of art arise from the same artistic impulse? Can we identify works of
art outside what a given society calls art? Should art have any religious, moral or political message? How
do we explain the fact that works of art are sometimes so expensive? Is it because they are unique, because
they have intrinsic value? How do we define what is beautiful and what is ugly? Is beauty always in the
eye of the beholder? Why should we be concerned with works of art when they might not seem to have
any direct utility?
Is the notion of the artist a construct of Western civilization?
The artist versus the craftsperson
Creative licence: conformity, censorship, sponsorship
Accountability: to oneself, to a cause, to moral, political or social ends
The artist as a reflector of existing values or as an agent of change
The beholder as an artist
The artist
The nature of creativity
The artistic process around the world: function, form and content
Is art a means to an end or an end in itself?
The artistic process as imitation, transformation, creation
The artistic process as a means of expression, communication,
education, propaganda, indoctrination
The impact of various technologies on the production and concept
of art
Is art always the product of human activity?
The artistic process
Great works of art, artefacts, crafts, pop art, reproductions
Is it valid to classify forms of art? Does the diversity of forms of art
imply there is no universal message?
Can we make a judgment about a work of art? Must art endure to be
art?
Aesthetic experience: pleasure, beauty, ugliness, perfection, the
sublime, spontaneity, provocation
Art as a consumer good
Art, aesthetic experience
and artistic judgment
Syllabus details
Theme 5: Political philosophy
Political philosophy is the study of people in societies, focusing on the claims they have on each other
in the form of rights and obligations, and their demands for justice, equality and liberty. Political philosophy
is also concerned with the analysis of the state and its institutions.
This theme deals with issues about sovereignty and political obligation, allowing students to explore
philosophically such questions as: Under which conditions can political obligation arise and what is its
extent? Are freedom and equality compatible? Can justice be an ideal as well as a process? How are laws
justified and are there aspects of human life that laws should not attempt to regulate? Can it be assumed
that democracy is the best form of government? What is the relationship between international institutions
and national sovereignty?
Distinctions between state, nation, government and civil society:
authority, sovereignty, power and corruption
Social-contract theories of civil society and government: consent;
revolution
Forms of government: one-party democracy, multi-party democracy,
oligarchy, monarchy, authoritarian and totalitarian rule, tribalism,
theocracy
Ideologies of government: liberalism, conservatism, Marxism and
socialism
Civil duties
Anarchism
Just war theory, the concept of jihad
Terrorism and the use of violence for political ends
Civil society, the state and
government
Positive and negative liberty
Legal and human rights: duties and responsibilities
Liberty and equality: needs, merit, entitlement and social justice
Degrees of censorship and freedom of information
Liberty and rights
The distinction between distributive and retributive justice: the right
or will of the strong; substantive versus procedural justice; relations
to fairness; truth; the moral and positive law
Notions of punishment
Gender politics
National and international law
Crimes against humanity
Justice
Syllabus details
Theme 6: Non-Western traditions and perspectives
This theme explores some philosophical understandings about individuals, their relationship to other
living and non-living things, and the nature and scope of social or political involvement, from the
perspectives of a number of non-Western traditions. It involves a philosophical consideration and
evaluation of some of the fundamental and traditional beliefs of these perspectives, including such issues
as: the changing nature of hierarchies in society; the impact of materialism on the metaphysical; the
interrelationship of the non-living and living; evolution of identity; the ethical consequences of
self-extinction; and the dilemma of different notions of peace and justice in multicultural environments.
This analysis encourages a critical assessment of how these beliefs and traditions are expressed in the
contemporary, multicultural world.
This theme allows students to investigate one or more non-Western tradition(s). Some of these traditions
could include: Indian traditions (for example, Buddhism, Hinduism, Jainism), Chinese traditions (for
example, Taoism, Confucianism), African traditions (for example, Kongo, Ifa, Vodun, Orisha), Japanese
traditions (for example, Shinto, Tenrikyo), Australasian traditions (for example, Maori, Aboriginal), Native
North, South and Central American traditions (for example, Hopi, Inuit, Mayan, Aztec, Incan).
While the traditions of Judaism, Christianity and Islam are excluded from detailed investigation, reference
to their influence on non-Western traditions and perspectives may be acknowledged.
The self/non-self
Subjectivity/objectivity
Selflessness
Identity, self-fulfillment, self-denial
Self-expression versus self-extinction
The journey of the self
The individual
The nature of human and non-human beings
The distinction between living and non-living objects; the scope of
the animate/inanimate
Relations to other beings/objects
The meanings of life; moral/ethical possibilities
Ethics
Adaptation and coexistence with modern societies/cultures
Relevance in political, economic, social and cultural contexts
The community/the collective
The role of culture on knowledge, meaning and value
Society and culture
Syllabus details
Theme 7: Contemporary social issues
This theme explores work, nature, technology, media culture(s), political and social organization, and
their possible interrelationships. The focus is on exploring dilemmas, issues and themes in contemporary
society and their impact upon the world humans inhabit. It encourages a critical evaluation of the
judgments we make about the value of these phenomena and how we arrive at such judgments.
This theme allows students to explore philosophically such questions as: Why do/should we work? Is
unemployment necessarily a social evil? How is labour organized? Do human beings come to consider
themselves as independent from their natural environment and to regard it as an object they can use as
they wish? What is the impact of technology on society? What is the significance of gender difference in
contemporary society? Does the media have an impact on our view of social justice? What issues are
raised by social organization and civil unrest?
The value and conditions of work
The working environment: alienation, exploitation, rights, equal
opportunity
Labour markets: globalization, migrant labour, child labour
Nature and humans: dependence, stewardship, domination,
exploitation
A holistic approach: human activity as part of nature
Technological progress and the impact on the environment and
human activity
Is technology a means to an end or an end in itself?
Work, nature and
technology
Sexual politics: constructs of femininity and masculinity
Equality and discrimination
Identity: the impact of gender differences on human
self-understanding
Role identification and role distribution
Gender issues
Media and information in the modern world
Media culture
Domination, oppression and liberation
Racial and multiracial awareness
Social justice
Social discontent; civil disobedience and protest
Social organization
Syllabus details
Theme 8: People, nations and cultures
This theme explores the philosophical aspects of people, nations and cultures from a variety of
perspectives. This incorporates notions of cultural development and the interaction of individuals in a
local or global setting. It involves an analysis of the present international situation and its impact on our
understanding of how we live in the world. It invites the possibility of new philosophical thinking in the
light of new international relations, and challenges us to consider the cultural implications of this approach.
It examines the methods, symbols and tokens, and philosophical perspectives that underpin cultural
judgments. It also encourages students to reflect on elements of stability in diversity, and unity in
multiplicity.
This theme allows students to explore philosophically such questions as: What is the impact of immigration
and emigration on established societies? Is the breakdown of cultural and national boundaries possible
and/or desirable? How do the role and responsibility of the individual change with the growth of
internationalism? What is the value and impact of world institutions? Is internationalism an inevitable
human development? How do we make cultural judgments? What challenges exist when we undertake
a critique of internationalism, cultural diversity and cultural change?
The emergence of cultures: cultural evolution or cultural revolution;
new cultural forms in the present day
Cultural change, interaction and integration; factors that create such
activity
Multiculturalism, global culture, globalization, cosmopolitanism
The role of tradition and the establishment; the preservation and/or
loss of cultural identity
Dimensions of culture
Cultural superiority/inferiority: what criteria could we use to make
such judgments?
Cultural relativisms or absolutism; attitudes to other cultures
Nationalism, patriotism, loyalty/duty/honour, immigration, emigration
Ethnicity, multi-ethnicity
The challenge of diversity
Syllabus details
The rise of internationalism
Citizenship: local, national, global
The basis of internationalism: humanism, Marxism, the Enlightenment,
the contribution of religious belief, the concept of world peace
Self-identity and self-expression from an international perspective
Institutions as a vehicle for internationalism (for example, the United
Nations)
The political expression and impact of internationalism, federalism,
localism, globalism
Issues of internationalism
The purpose of studying a prescribed philosophical text is to allow students to achieve an in-depth
knowledge and understanding of a challenging work, and to extend their overall comprehension of
philosophy. The detailed study of a philosophical text can be seen as another way in which students learn
to do philosophy by entering into dialogue with another philosopher.
The text studied must be chosen from the 12 works on the IBO list of prescribed philosophical texts.
Students at both HL and SL are required to study one text. The teacher should select the text that is most
suited to the students, enabling them to offer a personal response to the text.
In studying the prescribed text, students should develop their ability to present a philosophical argument
by testing their own position against the standpoint of the author, and using the authors ideas to expand
their own thinking on the issue(s) under discussion. Students are expected to develop the skills required
to undertake a critical analysis of the text.
The study of a prescribed text should be from the text itself and not from a commentary on it. Furthermore,
it is advisable that the study be conducted in class under the teachers instruction. Teachers are also
encouraged to use philosophical texts other than the one chosen as the prescribed text in support of
teaching the core and optional themes.
Syllabus details
IBO list of prescribed philosophical texts
Bhagavad Gita N/A
The Analects Confucius
Tao Te Ching Lao Tzu
The Republic, Books IVIX Plato
Meditations Ren Descartes
Second Treatise on Government John Locke
On Liberty John Stuart Mill
The Genealogy of Morals Friedrich Nietzsche
The Problems of Philosophy Bertrand Russell
The Human Condition Hannah Arendt
The Ethics of Ambiguity Simone de Beauvoir
The Ethics of Authenticity Charles Taylor
The internal assessment exercise takes the form of a philosophical analysis of non-philosophical material,
which allows students to be rewarded for doing philosophy under ordinary conditions, without the time
constraints associated with written examinations. It reflects common activities used in teaching and
doing philosophy.
The purpose of the internal assessment exercise is to allow students to develop their philosophical skills
by applying knowledge and understanding of philosophical ideas and concepts through the analysis of
non-philosophical material. In doing this students will demonstrate:
their ability to choose appropriate stimulus material for analysis
how non-philosophical material can challenge their philosophical reflection and be treated in a
philosophical way
how they can apply the skills of philosophical analysis to material of a non-philosophical nature
their understanding of philosophical arguments, concepts and perspectives
their ability to apply their philosophical knowledge and understanding to concrete examples or
situations.
It is the teachers responsibility to:
provide classroom time for the development and completion of this exercisesome teachers may
encourage their students to complete more than one philosophical analysis and select the best for
final submission
direct students to meet the formal requirements of this assessment component.

Syllabus details
Part 4: Unseen textexploring philosophical activity
(HL only)
Purpose and nature of the unseen text
The purpose of the unseen text in the paper 3 examination is to allow students to demonstrate an
understanding of philosophy as an activity by means of a holistic application of the philosophical skills,
knowledge and ideas they have developed throughout the course. The text will be chosen to reflect the
nature, function, methodology and meaning of philosophy as a reflective activity. To help students
prepare for the exercise, these aspects of doing philosophy can be addressed when developing the core
and optional themes, the prescribed text and the internal assessment exercise. These can be introduced
by asking how philosophical methodologies and types of philosophical argumentation contribute to the
understanding of issues from different themes and texts.
The emphasis of this exercise is on students understanding of philosophy as an activity, and on their
appreciation of the nature of the different methodologies and approaches they encounter in philosophical
activity. Examples of ways this can be developed during the course include the following.
A student studying the core theme might ask how and why philosophical activity, as contrasted with
science and religion, contributes to the debate on the human condition.
A student studying one of the optional themes might investigate the methods that philosophers use
to formulate arguments.
A student studying a prescribed text might consider how a philosopher formulates, poses and writes
about philosophical problems or responds to the work of other philosophers.
In handling any philosophical text, a student might explore why certain philosophers choose to write
in dialogue form, prose, fiction, monologue, poetry, aphorism and so on.
When responding to the unseen text, students should be able to:
formulate a concise description of the philosophical activity they encounter in the text
demonstrate an understanding of what doing philosophy means in the text.

As a result of preparing for the unseen text, students should develop a greater understanding of how
philosophers work, and a better appreciation of the philosophical activities they have encountered
Syllabus details
The role of the teacher
To prepare students for this exercise, teachers should do the following.
Draw students attention to the skills involved in philosophical activity throughout the course.
Show students how these skills are developed and employed in the various components of the course.
Enable students, through discussion, classroom exercises, homework assignments, the reading of
passages and any other activities, to reflect and comment on the philosophical activity in which they
engage.
Make available to students any materials where philosophers offer a chance to reflect on the nature
of philosophical activity. Examples of these may include:
-
extracts from philosophical texts, for example, Platos Allegory of the Cave, Karl Jaspers
Philosophizing starts with our situation, Bertrand Russells The Value of Philosophy, Meditations
I and II from Ren Descartess Meditations on First Philosophy
-
the general introduction/preface to any introductory volume on philosophy
-
extracts from biographies and autobiographies of philosophers
-
web sites offering descriptions of what doing philosophy involves
-
media articles about the nature of philosophy.
Provide students with unseen texts that deal with philosophical activity, and offer guidance to them
in constructing their responses.
Syllabus details
Higher level
80% External assessment
Three written papers are externally set and externally assessed.
40% 2 hours Paper 1
This paper contains two compulsory sections: section A and section B.
Section A contains two questions based on the core theme. Students
are required to answer one question.
Section B contains two essay questions for each of the optional themes.
Students are required to answer two questions, each from a different
optional theme.
20% 1 hour Paper 2
This paper consists of two essay questions for each of the prescribed
philosophical texts. Students are required to answer one question.
20% 1 hours Paper 3
This paper consists of one unseen text. Students are required to write a
response to this text.
20% Internal assessment
Students are required to write a philosophical analysis of
non-philosophical material. The philosophical analysis should contain
1,6002,000 words. This will be internally assessed by the teacher and
externally moderated by the IBO.
Assessment
Assessment outline
Standard level
70% External assessment
Two written papers are externally set and externally assessed.
40% 1 hours Paper 1
This paper consists of two compulsory sections: section A and section B.
Section A contains two questions based on the core theme. Students
are required to answer one question.
Section B contains two essay questions for each of the optional themes.
Students are required to answer one question.
30% 1 hour Paper 2
This paper consists of two essay questions for each of the prescribed
philosophical texts. Students are required to answer one question.
30% Internal assessment
Students are required to write a philosophical analysis of
non-philosophical material. The philosophical analysis should contain
1,6002,000 words. This will be internally assessed by the teacher and
externally moderated by the IBO.
Assessment outline
External assessment
Higher level written papers
Paper 1
2 hours, 40%
This paper consists of two sections: section A (based on the core theme) and section B (based on the
optional themes).
Section A
The purpose of this section is to assess students knowledge and understanding of the core theme.
Students are required to answer one from a choice of two questions based on the core theme.
Each question will be based on stimulus material, which could take the form of a short extract from a
text, or a visual piece such as a picture, a cartoon or an advertisement.
The questions will ask for the identification, analysis, critical discussion, exploration and evaluation of a
philosophical concept or issue arising from the core theme.
In developing their answers students should:
identify a philosophical concept or issue arising from the core theme they will explore
show an awareness of two philosophical perspectives regarding this concept or issue
engage in critical discussion of the concept or issue identified
develop a personal and relevant evaluation of the concept or issue identified.

Students should write approximately 7501,000 words in response to the question chosen.
Each question is worth 30 marks.
Section B
The purpose of this section is to assess students knowledge and understanding of the optional themes.
The questions will also assess students ability to identify and analyse material relevant to the specific
question posed, and their ability to use language appropriate to philosophy as they develop arguments
and counter-arguments.
Two essay questions will be set for each optional theme. Students are required to answer two questions,
each from a different optional theme. Students should write approximately 7501,000 words in response
to each question chosen.
Questions may take the form of a direct question, a quotation or a statement.
Assessment
Assessment details
Paper 2
1 hour, 20%
This paper consists of essay questions based on the prescribed philosophical texts. Two questions will
be set for each prescribed text. Students are required to answer one question.
The purpose of this paper is to assess students knowledge and understanding of the prescribed text
they have studied. The questions will also assess students ability to identify and analyse material relevant
to the specific question posed on the text, and their ability to use language appropriate to philosophy
and the prescribed text as they develop arguments and counter-arguments.
Paper 3
1 hours, 20%
This paper consists of an unseen text to which students are required to write a response. The unseen text
will address general problems concerning the nature, function, methodology and meaning of philosophical
activity.
The purpose of this paper is to allow students to demonstrate an understanding of what doing philosophy
means through a holistic application of knowledge, skills and ideas developed throughout the course.
Students should formulate a response of approximately 800 words about philosophical activity. This
should demonstrate their ability to reason, argue and take an independent position on the nature of
philosophical activity itself. The response should draw upon the experience and skills gained by students
It is recommended that students take approximately 2030 minutes to read and reflect upon the text
carefully before formulating their response.
This question is worth 30 marks.
Standard level written papers
Paper 1
1 hours, 40%
This paper consists of two sections: section A (based on the core theme) and section B (based on the
optional themes).
Section A
The purpose of this section is to assess students knowledge and understanding of the core theme.
Students are required to answer one from a choice of two questions based on the core theme.
Each question will be based on stimulus material, which could take the form of a short extract from a
text, or a visual piece such as a picture, a cartoon or an advertisement.
The questions will ask for the identification, analysis, critical discussion, exploration and evaluation of a
philosophical concept or issue arising from the core theme.
In developing their answers students should:
identify a philosophical concept or issue arising from the core theme they will explore
Assessment details
show an awareness of two philosophical perspectives regarding this concept or issue
engage in critical discussion of the concept or issue identified
develop a personal and relevant evaluation of the concept or issue identified.

Section B
The purpose of this section is to assess students knowledge and understanding of the optional themes.
The questions will also assess students ability to identify and analyse material relevant to the specific
question posed, and their ability to use language appropriate to philosophy as they develop arguments
and counter-arguments.
Two essay questions will be set for each optional theme. Students are required to answer one question.
Paper 2
1 hour, 30%
This paper consists of essay questions based on the prescribed philosophical texts. Two questions will
be set for each prescribed text. Students are required to answer one question.
The purpose of this paper is to assess students knowledge and understanding of the prescribed text
they have studied. The questions will also assess students ability to identify and analyse material relevant
to the specific question posed on the text, and their ability to use language appropriate to philosophy
and the prescribed text as they develop arguments and counter-arguments.
Internal assessment
Higher level (20%) and standard level (30%)
The internal assessment exercise is worth 30 marks.
Introduction
Internal assessment is an integral part of the philosophy course at both HL and SL. The activity of writing
a philosophical analysis of non-philosophical material has been chosen to reflect common activities used
in teaching and doing philosophy. It allows students to explore what doing philosophy means. Through
this activity, students will demonstrate their ability to apply their philosophical knowledge and
understanding to real-life examples or situations, and how non-philosophical material can be treated in
a philosophical way and challenge their philosophical reflection.
Assessment details
Nature of the internal assessment
Students at both HL and SL must produce a philosophical analysis of 1,6002,000 words. This word limit
does not include the bibliography or references. It also does not include the 200-word description that
is necessary for lengthier non-philosophical material (for example, texts containing over 200 words,
play/film/movie scenes, television scenes, radio shows, lengthier extracts from novels).
Students should identify an issue raised by the non-philosophical material and analyse it in a philosophical
way. This analysis must relate to a philosophical issue or argument raised by the study of the course.
Suitable material for analysis includes:
novels, plays, poetry, song lyrics
films/movies, television and radio shows
cartoons, paintings, photographs or other visual images
newspaper articles/letters
Internet sites
advertisements
pamphlets
propaganda.
Students should select a short piece of non-philosophical material to analyse. A newspaper article can
stand alone but where novels or plays are used, no more than two pages should be selected for analysis,
and in the case of a television or radio show, film/movie or play, no more than two scenes should be
used. The emphasis should be on the depth and quality of the philosophical analysis, and not on the
length or the intellectual level of the source material used.
When the source material contains 200 words or fewer students must include a copy of this material.
When the source material contains more than 200 words students must include a description of this
material. Sources of 200 words or fewer may take the form of poems, pamphlets, song lyrics and newspaper
articles/letters. Sources of over 200 words (poems, novels, newspaper articles) and film/movie scenes or
television/radio shows (not the whole movie or show) must be described in no more than 200 words.
Management of internal assessment
Integration into classroom activities
The philosophical analysis should be completed during the course. Work for the exercise should be
incorporated into normal classroom activities and be related to one of the themes or a text being studied
as part of the philosophy syllabus.
Time allocation
It is recommended that 20 hours of class time at both HL and SL should be allocated to this assessment
component. During the suggested 20 hours, students may be able to complete more than one
philosophical analysis. These students can then select their best piece to be submitted for final assessment.
Formal requirements
Students must adhere to the word limit and must provide the following information.
Title.
Part of the syllabus to which the exercise relates.

Assessment details
Number of words.
Bibliography and references.
A copy or description of the source material used for their philosophical analysis. Texts of over 200
words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio shows
(not the whole movie or show) must be described in no more than 200 words.
Guidance and authenticity
The teacher plays an important role in advising students on the philosophical analysis. In particular, it is
the responsibility of the teacher to ensure that students are familiar with:
the formal requirements for the internal assessment exercise
the assessment criteria that are used to assess their work
the amount of guidance students are allowed to receive from their teacher regarding the development
and presentation of the exercise.
Teachers must discuss the activity with their students before they start work on the philosophical analysis.
Students should also be encouraged to initiate discussions with the teacher to obtain advice and
information. However, if a student could not have completed the work without substantial support from
the teacher, this should be recorded on the appropriate form from the Vade Mecum.
As part of the learning process, teachers can give advice to students on a first draft of the philosophical
analysis. Advice on improving the work can be given, but this first draft must not be heavily annotated
or edited by the teacher. Constant drafting and redrafting is not allowed, and the next version handed
to the teacher after the first draft must be the final one.
Teachers must explain clearly to students that the internally assessed work must be entirely their own.
When authenticity is in doubt, the teacher should first discuss this with the student. In addition, one or
more of the following actions may be helpful.
Compare the style of writing in the philosophical analysis with work known to be that of the student.
Check the references cited by the student and the original sources for the philosophical analysis.
Interview the student in the presence of a third party.
Use one of the many web sites set up to detect plagiarism.

Teachers are required to sign the IA coversheet in the Vade Mecum to confirm that the work of each
student is his or her own unaided work.
Submission of internal assessment
Teachers must assess the work students submit using the internal assessment criteria. The mark for each
criterion for the exercise should be written on the appropriate form from the Vade Mecum.
Assessment details
General information
The method of assessment used by the IBO is criterion-related. That is to say, the method of assessment
judges each student in relation to identified assessment criteria and not in relation to the work of other
students.
All components in the philosophy course are assessed according to sets of assessment criteria and
achievement level descriptors. The internal assessment criteria are for the use of teachers; the external
assessment criteria (used by external examiners) are provided for information only.
For each assessed component of the philosophy course, a number of assessment criteria have been
identified that relate to the objectives established for the philosophy course.
For each assessment criterion, there are a number of descriptors that each describe a specific level
of achievement.
The descriptors concentrate on positive achievement, although for the lower levels failure to achieve
may be included in the description.
Using the internal assessment criteria
Teachers should judge the internal assessment exercise against the descriptors for each criterion. The
same internal assessment criteria are used for both HL and SL.
The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement
level attained by the student. The process, therefore, is one of approximation. In the light of any one
criterion, a students work may contain features denoted by a high achievement level descriptor
combined with features appropriate to a lower one. A professional judgment should be made in
identifying the descriptor that approximates most closely to the work.
Having scrutinized the work to be assessed, the descriptors for each criterion should be read, starting
with level 0, until one is reached that describes an achievement level that the work being assessed
does not match as well as the previous level. The work is, therefore, best described by the preceding
achievement level descriptor and this level should be recorded. In cases where a single descriptor
covers two levels, a further decision is needed as to whether the work fulfills the descriptor to a
greater or lesser extent.
Only whole numbers should be used, not partial points such as fractions or decimals.
The highest descriptors do not imply faultless performance and assessors and teachers should not
hesitate to use the extremes, including zero, if they are appropriate descriptions of the work being
assessed.
Assessment
Assessment criteria
Descriptors should not be considered as marks or percentages, although the descriptor levels are
ultimately added together to obtain a total. It should not be assumed that there are other arithmetical
relationships; for example, a level 4 performance is not necessarily twice as good as a level 2
performance.
A student who attains a particular achievement level in relation to one criterion will not necessarily
attain similar achievement levels in relation to the others. It should not be assumed that the overall
assessment of the students will produce any particular distribution of scores.
The assessment criteria should be available to students at all times.

External assessment criteria
Paper 1 Section A: Core theme (HL and SL)
A Expression
Has the student presented the answer in an organized way?
How clear and precise is the language used by the student?
To what extent is the language appropriate to philosophy?

Descriptor
Achievement
level
The student has not reached level 1. 0
The student expresses some basic ideas but it is not always clear what the answer
is trying to convey. The use of language is not appropriate to philosophy.
1
The student presents some ideas in an organized way. There is some clarity of
expression but the answer cannot always be followed. The use of language is not
always appropriate to philosophy.
2
The student presents ideas in an organized way and the answer can be easily
followed. The use of language is appropriate to philosophy.
3
The student presents ideas in an organized and coherent way and the answer is
clearly articulated. The use of language is effective and appropriate to philosophy.
4
The student presents ideas in an organized, coherent and incisive way, insights
are clearly articulated and the answer is focused and sustained. The use of language
is precise and appropriate to philosophy.
5
Assessment criteria
B Knowledge and understanding
To what extent does the student demonstrate knowledge of philosophical issues arising from the
core theme?
How well has the student understood the philosophical arguments and concepts used?
Descriptor
Achievement
level
The student demonstrates a superficial knowledge of philosophical issues arising
from the core theme. There is only a basic understanding of the philosophical
arguments and concepts used.
1
The student demonstrates some knowledge of philosophical issues arising from
the core theme. There is a limited understanding of the philosophical arguments
and concepts used.
2
The student demonstrates satisfactory knowledge of philosophical issues arising
from the core theme. Philosophical arguments and concepts are satisfactorily
understood.
3
The student demonstrates a good knowledge of philosophical issues arising from
the core theme, which is used effectively to support the answer. Philosophical
arguments and concepts are largely understood.
4
The student demonstrates a comprehensive and in-depth knowledge of the
philosophical issues arising from the core theme, which is used incisively to support
the answer. Philosophical arguments and concepts are well understood.
5
Assessment criteria
C Identification and analysis of relevant material
How clearly has the student identified a relevant philosophical issue arising from the core theme?
To what extent does the student present and explore two different philosophical approaches to the
issue arising from the core theme?
How effectively does the student critically discuss the issue arising from the core theme?
How effectively does the student identify and analyse relevant counter-arguments?
Descriptor
Achievement
level
The student shows little awareness of a relevant philosophical issue arising from
the core theme and identifies relevant material in only a limited way. There is little
analysis and few or no examples are given.
12
The student shows some awareness of a relevant philosophical issue arising from
the core theme and identifies some relevant material. Some appropriate examples
are given.
34
The student shows an understanding of a relevant philosophical issue arising from
the core theme and explores two different philosophical approaches to the issue.
There is a satisfactory analysis of the material. Examples are generally appropriate
and give some support to the answer.
56
The student shows an effective understanding of a relevant philosophical issue
arising from the core theme. The student explores two different philosophical
approaches to the issue in a convincing way. There is a compelling critical
discussion of the issue. Examples are appropriate in their support of the answer.
Counter-arguments are identified.
78
The student shows an in-depth understanding of a relevant philosophical issue
arising from the core theme. The student explores two different philosophical
approaches to the issue in a convincing, engaging and thoughtful way. There is
an incisive and compelling critical discussion of the issue. Examples are appropriate
and effective in their support of the answer. Counter-arguments are identified
and analysed in a convincing way.
910
Assessment criteria
D Development and evaluation
Does the student develop the argument in a coherent way?
How well does the student develop and evaluate ideas and arguments?
To what extent does the student express a relevant personal response?

Descriptor
Achievement
level
The student develops ideas and arguments in a basic way with little or no
evaluation of them.
12
The student develops some ideas and arguments but the development is simple,
or is asserted without support or reference. There may be some basic evaluation
of the ideas and arguments but it is not developed.
34
The student develops ideas and arguments in a satisfactory way and evaluates
them to some extent. There is some evidence of a relevant personal response.
56
The student develops ideas and arguments from a consistently held perspective.
Evaluation of the ideas and arguments is effective. There is good evidence of a
relevant personal response.
78
The student develops ideas and arguments from a consistently held and
well-justified perspective. Evaluation of the ideas and arguments is compelling
or subtle, and convincing. There is strong evidence of a relevant personal response.
910
Assessment criteria
Paper 1 Section B: Optional themes (HL and SL)
A Expression
Has the student presented the answer in an organized way?

Descriptor
Achievement
level
The student expresses some basic ideas but it is not always clear what the answer
1
always appropriate to philosophy.
2
3
The student presents ideas in a clear and organized way and the answer is clearly
articulated. The use of language is effective and appropriate to philosophy.
4
is precise and appropriate to philosophy.
5
Assessment criteria
To what extent does the student demonstrate knowledge of philosophical issues arising from the
optional theme?
How well has the student understood the philosophical arguments and concepts used?
Descriptor
Achievement
level
The student demonstrates a superficial knowledge of philosophical issues arising
from the optional theme. There is only a basic understanding of the philosophical
1
The student demonstrates some knowledge of philosophical issues arising from
the optional theme. There is a limited understanding of the philosophical
2
The student demonstrates satisfactory knowledge of philosophical issues arising
from the optional theme. Philosophical arguments and concepts are satisfactorily
understood.
3
The student demonstrates a good knowledge of philosophical issues arising from
the optional theme, which is used effectively to support the answer. Philosophical
arguments and concepts are largely understood.
4
The student demonstrates a comprehensive and in-depth knowledge of
philosophical issues arising from the optional theme, which is used incisively to
support the answer. Philosophical arguments and concepts are well understood.
5
Assessment criteria
How well has the student understood the specific demands of the question?
To what extent does the student identify and analyse relevant supporting material?
To what extent does the student provide appropriate examples and use them to support the overall
argument?
How effectively does the student identify and analyse relevant counter-arguments?
Descriptor
Achievement
level
The student shows little understanding of the specific demands of the question
and identifies relevant supporting material in only a limited way. There is little
analysis and few or no examples are provided.
12
The student shows some understanding of the specific demands of the question
and identifies and analyses some relevant supporting material. Some appropriate
examples are provided.
34
The student shows a satisfactory understanding of the specific demands of the
question and identifies supporting material that is nearly always relevant. There
is a satisfactory analysis of this material. The examples provided are generally
appropriate and give some support to the overall argument.
56
The student shows an effective understanding of the specific demands of the
question and identifies relevant supporting material that is analysed in a sound
and thoughtful way. The examples provided are appropriate in their support of
the overall argument. Counter-arguments are identified.
78
The student shows an in-depth understanding of the specific demands of the
question and identifies supporting material that is always relevant. The implications
of this material are analysed in detail. The examples provided are well chosen and
compelling in their support of the overall argument. Counter-arguments are
identified and analysed in a convincing way.
910
Assessment criteria

Descriptor
Achievement
level
evaluation of them.
12
of the ideas and arguments but it is not developed.
34
them to some extent. There is some evidence of a relevant personal response.
56
relevant personal response.
78
or subtle, and convincing. There is strong evidence of a relevant personal response.
910
Assessment criteria
Paper 2 Prescribed text (HL and SL)
A Expression
Has the student presented ideas in an organized way?
To what extent has the student understood the authors use of specific terminology?
Descriptor
Achievement
level
The student expresses some basic ideas but it is not clear what the answer is trying
to convey. The use of language is not appropriate to philosophy.
1
always appropriate to philosophy. The student shows some understanding of the
authors use of specific terminology but only in a limited way.
2
followed. The use of language is appropriate to philosophy and the authors use
of specific terminology is satisfactorily understood.
3
The student presents ideas in an organized and coherent way and insights are
clearly articulated. The use of language is effective and appropriate to philosophy.
The student shows a clear understanding and use of the authors specific
terminology.
4
is precise and appropriate to philosophy. The student shows an assured
understanding and use of the authors specific terminology.
5
Assessment criteria
B Knowledge and understanding of the text
How well does the student know the text?
To what extent has the student understood the authors ideas, arguments and key concepts?
Descriptor
Achievement
level
The student demonstrates a superficial knowledge of the text and there is only a
basic understanding of the authors ideas, arguments and key concepts.
1
The student demonstrates some knowledge of the text, with a limited
understanding of the authors ideas, arguments and key concepts.
2
The student demonstrates satisfactory knowledge of the text and the authors
ideas, arguments and key concepts are satisfactorily understood. There is some
insight into the authors arguments.
3
The student demonstrates a good knowledge of the text and the authors ideas,
arguments and key concepts are clearly understood. The student is able to show
an understanding of some of the more difficult or subtle points of the authors
arguments.
4
The student demonstrates that the text has been thoroughly and carefully read.
The student shows an in-depth understanding of the authors arguments, with a
close attention to detail.
5
Assessment criteria
How well has the student understood the specific demands of the question?
To what extent does the student identify and analyse relevant supporting material?
How effectively does the student analyse the supporting material, examples and counter-arguments?
Descriptor
Achievement
level
The student shows little understanding of the specific demands of the question
and identifies relevant supporting material in only a limited way. There is little
analysis and few or no examples are given.
12
The student shows some understanding of the specific demands of the question
and identifies and analyses some relevant supporting material. Some appropriate
examples are used.
34
The student shows a satisfactory understanding of the specific demands of the
question and identifies supporting material that is nearly always relevant. There
is a satisfactory analysis of this material. Examples are appropriate and give some
support to the argument.
56
The student shows an effective understanding of the specific demands of the
question and identifies relevant supporting material that is analysed in a sound
and thoughtful way. Examples are appropriate in their support of the overall
argument. Some counter-arguments are identified.
78
The student shows an in-depth understanding of the specific demands of the
question and identifies supporting material that is always relevant. The implications
of this material are analysed in detail. Examples are well chosen and compelling
in their support of the overall argument. Counter-arguments are identified and
analysed in a convincing way.
910
Assessment criteria
How well does the student develop and evaluate the ideas and arguments of the text?

Descriptor
Achievement
level
The student develops ideas and arguments in a basic way and there is little or no
evaluation of the text.
12
or is asserted without reference to the text. There may be some basic evaluation
of the ideas and arguments of the text but it is not developed.
34
them to some extent. A limited critique of the ideas and arguments of the text is
offered. There is some evidence of a relevant personal response.
56
The student develops ideas and arguments from a consistently held perspective,
in close response to the ideas and arguments of the text. Evaluation is thoughtful
and convincing and the student offers a critique of the text that goes beyond a
statement of opinion or belief. There is good evidence of a relevant personal
response.
78
The student develops ideas and arguments in an incisive and coherent way in
detailed response to the text. Evaluation is compelling or subtle, and convincing,
and the student offers a critique of the text that shows strong evidence of a relevant
personal response. The student shows an ability to challenge the assumptions
made by the author and explores different approaches to the text.
910
Assessment criteria
Paper 3 Unseen textexploring philosophical activity (HL only)
A Expression
Has the student formulated the response in an organized way?

Descriptor
Achievement
level
The student expresses some basic ideas but it is not always clear what the response
1
expression but the response cannot always be followed. The use of language is
not always appropriate to philosophy.
2
The student presents ideas in an organized way and the response can be easily
3
The student presents ideas in an organized and coherent way and the response
is clearly articulated. The use of language is effective and appropriate to philosophy.
4
are clearly articulated and the response is focused and sustained. The use of
language is precise and appropriate to philosophy.
5
Assessment criteria
B Exploration
How well does the student identify pertinent issues regarding the philosophical activity raised in the
text?
How effectively does the student explore the text and present appropriate examples and/or
illustrations?
How well does the student draw on the experience of doing philosophy throughout the whole course
in exploring issues raised in the text?
Descriptor
Achievement
level
The student shows very little awareness of the issues raised in the text and makes
few or no references to the course.
1
The student identifies issues raised in the text in a limited way. The student gives
a few examples or illustrations and makes a few basic references to the course.
2
The student identifies issues raised in the text. Examples or illustrations are used
in support of exploring the issues. The student incorporates some limited references
to the course.
3
The student identifies pertinent issues raised in the text. Appropriate examples
or illustrations are used in support of exploring the issues. The student draws on
some experience of doing philosophy throughout the course in exploring the
issues.
4
The student precisely identifies pertinent issues raised in the text. Examples or
illustrations are well chosen and are compelling in support of exploring the issues.
The student draws insightfully on the experience of doing philosophy throughout
the whole course in exploring the issues.
5
Assessment criteria
C Relevance of the response and understanding of philosophical activity
How detailed and appropriate are the students references to the text?
How relevant is the response to the text?
How well does the response demonstrate an understanding of philosophical activity?

Descriptor
Achievement
level
The student makes no references to the text. There is only a basic understanding
of the way the text raises issues about philosophy as an activity.
12
The student makes few relevant references to the text. There is a limited
understanding of the way the text raises issues about philosophy as an activity
and the beginnings of an awareness of how philosophical activity is carried out.
34
The student makes some relevant references to the text. There is a satisfactory
understanding of the way the text raises issues about philosophy as an activity
and a limited awareness of how philosophical activity is carried out.
56
The student makes effective references to the text. There is a good understanding
of the way the text raises issues about philosophy as an activity and an awareness
of how philosophical activity is carried out.
78
The student makes compelling and convincing references to the text. There is an
in-depth understanding of the way the text raises issues about philosophy as an
activity and a clear awareness of how philosophical activity is carried out.
910
Assessment criteria
D Evaluation and personal response
How well does the student evaluate the philosophical activity raised in the text?

Descriptor
Achievement
level
The student expresses little or no personal response. There is little or no evaluation
of the philosophical activity raised in the text.
12
The student expresses little personal response to the issues regarding philosophical
activity raised in the text. There is a basic evaluation of the philosophical activity
raised in the text.
34
The student expresses some personal response to the issues regarding
philosophical activity raised in the text. There is a satisfactory evaluation of the
philosophical activity raised in the text.
56
The student expresses a relevant personal response to the issues regarding
philosophical activity raised in the text. There is a convincing evaluation of the
philosophical activity raised in the text.
78
The student expresses a thoughtful and insightful personal response to the issues
regarding philosophical activity raised in the text. There is a compelling or subtle,
and convincing, evaluation of the philosophical activity raised in the text.
910
Assessment criteria
Internal assessment criteria
Philosophical analysis (HL and SL)
A Expression
Has the student presented ideas and arguments in an organized way?
Has the student met all the formal requirements (that is, has the student stayed within the
1,6002,000-word limit and provided the following information)?
-
Title
-
Part of the syllabus to which the exercise relates
-
Bibliography and references
-
Number of words
-
A copy or description of the source material used for the philosophical analysis. Texts of over
200 words (poems, novels, newspaper articles) and film/movie scenes or television scenes/radio
shows (not the whole movie or show) must be described in no more than 200 words.
Descriptor
Achievement
level
The student has not reached level 1.
0 or
All formal requirements have not been met.
The student expresses some basic ideas but it is not always clear what the argument
is trying to convey. The use of language is not appropriate to philosophy. All formal
requirements have been met.
1
expression but the argument cannot always be followed. The use of language is
not always appropriate to philosophy. All formal requirements have been met.
2
The student presents ideas in an organized way and the argument can be easily
followed. The use of language is appropriate to philosophy. All formal requirements
have been met.
3
The student presents ideas in an organized and coherent way and the argument
is clearly articulated. The use of language is effective and appropriate to philosophy.
All formal requirements have been met.
4
are clearly articulated and the argument is focused and sustained. The use of
language is precise and appropriate to philosophy. All formal requirements have
been met.
5
Assessment criteria
To what extent does the student demonstrate knowledge of philosophical issues?
To what extent does the student apply the skills of philosophical analysis to material of a
non-philosophical nature?
How well does the student demonstrate an understanding of the philosophical arguments, concepts
and perspectives used?
Descriptor
Achievement
level
The student demonstrates a superficial knowledge of philosophical issues. There
is only a limited application of the skills of philosophical analysis to material of a
non-philosophical nature. There is only a basic understanding of the arguments,
concepts and perspectives used.
1
The student demonstrates some knowledge of philosophical issues. There is a
basic application of the skills of philosophical analysis to material of a
non-philosophical nature. There is a limited understanding of the arguments,
2
The student demonstrates satisfactory knowledge of philosophical issues. There
is a satisfactory application of the skills of philosophical analysis to material of a
non-philosophical nature. There is a satisfactory understanding of the arguments,
3
The student demonstrates a good knowledge of philosophical issues, which is
used effectively to support arguments. There is a convincing application of the
skills of philosophical analysis to material of a non-philosophical nature. There is
a convincing understanding of the arguments, concepts and perspectives used.
4
The student demonstrates a comprehensive and in-depth knowledge of
philosophical issues, which is used incisively to support arguments. There is a
compelling application of the skills of philosophical analysis to material of a
non-philosophical nature. There is a compelling understanding of the arguments,
5
Assessment criteria
To what extent does the student identify stimulus material that is appropriate for philosophical
analysis?
How effectively does the student analyse the stimulus material with the aid of supporting material
from other areas of the course?
To what extent does the student identify and analyse appropriate examples and counter-arguments?
Descriptor
Achievement
level
The student identifies appropriate stimulus material in only a limited way. There
is little analysis and few or no examples are given.
12
The student identifies and analyses some appropriate stimulus material and some
appropriate examples are used.
34
The student identifies stimulus material that is nearly always appropriate. There
is a satisfactory analysis of this material. The examples used are appropriate and
give some support to the argument.
56
The student identifies stimulus material that is always appropriate. This material
is analysed in a thoughtful way. The examples used are appropriate in their support
of the argument. Counter-arguments are identified.
78
The student identifies stimulus material that is clearly appropriate and the
implications of this material are analysed in detail. The examples used are well
chosen and compelling in their support of the argument. Counter-arguments are
identified and analysed in a convincing way.
910
Assessment criteria
How well has the student demonstrated that non-philosophical material can be treated in a
philosophical way?

Descriptor
Achievement
level
evaluation of them. There is little evidence of a philosophical treatment of
non-philosophical material.
12
of the ideas and arguments but it is not developed. There is some evidence of a
philosophical treatment of non-philosophical material.
34
them to some extent. There is evidence of a philosophical treatment of
non-philosophical material. There is some evidence of a relevant personal response.
56
philosophical treatment of non-philosophical material. There is good evidence of
a relevant personal response.
78
or subtle, and convincing. There is a convincing philosophical treatment of
non-philosophical material. There is strong evidence of a relevant personal
response.
910
Assessment criteria
Students should be familiar with the following key terms and phrases used in paper 1, paper 2 and paper
3 examination questions, which are to be understood as described below. Although these terms will be
used frequently in examination questions, other terms may be used to direct students to present an
argument in a specific way.
Definition Command term
Students are asked to do the following.
Break down in order to bring out the essential elements, structure, underlying
assumptions and any interrelationships involved.
Analyse
Describe two (or more) situations and present the similarities between them. Compare
Describe two (or more) situations and present the differences between them. Contrast
Give a clear and precise meaning of a given word, term or concept. Define
Present the characteristics of a particular topic. Describe
Offer a considered and balanced review of a particular topic. Opinions or conclusions
should be presented clearly and supported by empirical evidence and sound
argument.
Discuss
Make clear the differences between two or more concepts/terms. Distinguish
Make an appraisal by weighing up the strengths and limitations of different evidence
and arguments.
Evaluate
Consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue.
Examine
Describe, giving reasons. Explain
Express precisely, clearly and in a systematic manner the relevant
concept(s)/argument(s).
Formulate
Recognize and state briefly a distinguishing fact or feature. Identify
Provide evidence to support or defend a choice, decision, strategy or course of
action.
Justify
Evaluate the success or otherwise of an argument or concept. Opinions and
conclusions should be presented clearly and supported by empirical evidence and
sound argument.
To what
extent
Appendices
Glossary of command terms

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Philosophy

First examinations 2009

What activities are at work in the knowing process?

What do we actually know when we are engaged in the activity of knowing?

develop an intellectually independent and creative way of thinking

formulate arguments in a sound and purposeful way

appreciate the diversity of philosophical thinking

appreciate the impact of cultural diversity upon philosophical thinking.

demonstrate knowledge and understanding of philosophical concepts and arguments

identify and analyse relevant material and supporting examples

critically evaluate philosophical ideas and arguments.

formulate and demonstrate an understanding of doing philosophy as an activity.

present arguments in an organized way

use clear and precise language that is appropriate to philosophy

develop clear and focused arguments

identify the strengths and weaknesses of different philosophical approaches

identify possible counter-arguments and address them, if possible

provide relevant supporting material, illustrations and/or examples when appropriate.

Internal assessment exercise

Response to an unseen text (HL only)

identify the problem(s)/issue(s) and possible assumptions present in the activity

present reasons that support their position

suggest strategies for overcoming these objections or counter-arguments

illustrate their position and counter-positions with supporting examples

identify the philosophical problem(s)/issue(s) raised by the text

identify the authors standpoint in the text

state what they think about the authors standpoint

engaging in a superficial analysis

focusing on description rather than argumentation

their ability to choose appropriate stimulus material for analysis

their understanding of philosophical arguments, concepts and perspectives

direct students to meet the formal requirements of this assessment component.

demonstrate an understanding of what doing philosophy means in the text.

show an awareness of two philosophical perspectives regarding this concept or issue

engage in critical discussion of the concept or issue identified

develop a personal and relevant evaluation of the concept or issue identified.

show an awareness of two philosophical perspectives regarding this concept or issue

engage in critical discussion of the concept or issue identified

develop a personal and relevant evaluation of the concept or issue identified.

novels, plays, poetry, song lyrics

films/movies, television and radio shows

cartoons, paintings, photographs or other visual images

Part of the syllabus to which the exercise relates.

Bibliography and references.

the formal requirements for the internal assessment exercise

the assessment criteria that are used to assess their work

Interview the student in the presence of a third party.

Use one of the many web sites set up to detect plagiarism.

The assessment criteria should be available to students at all times.

Has the student presented the answer in an organized way?

How clear and precise is the language used by the student?

To what extent is the language appropriate to philosophy?

Does the student develop the argument in a coherent way?

To what extent does the student express a relevant personal response?

Has the student presented the answer in an organized way?

How clear and precise is the language used by the student?

To what extent is the language appropriate to philosophy?

Does the student develop the argument in a coherent way?

To what extent does the student express a relevant personal response?

Has the student presented ideas in an organized way?

How clear and precise is the language used by the student?

To what extent is the language appropriate to philosophy?

How well does the student know the text?

IB　Ｐｈｉｌｏｓｏｐｈｙ　Ｇｕｉｄｅ　（ｌａｓｔ　ｅｘａｍｉｎａｔｉｏｎ　２０

IB　Ｐｈｉｌｏｓｏｐｈｙ　Ｇｕｉｄｅ　（ｌａｓｔ　ｅｘａｍｉｎａｔｉｏｎ　２０