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Here's the problem with IB's empty platitudes and false promises - the Eurocrats behind IB do not believe a "better world" allows for American "exceptionalism" or national sovereignty. IB gives lip service with a sneer to any mention of "national" cultures or patriotism. Everyone, including an inanimate planet, has rights, according to IB and those rights are defined by the UDHR which does not recognize our inalienable rights (recognized by our Declaration of Independence) from our Creator.
No, it was not in Europe, nor in US, although later I went to a university in Europe. I am assuming the IB program is the same no matter where the classes are taken. I believe the original intent of the program was to create a school mainly for kids of diplomats and expats who move from country to country, so that the kids can continue the same program even if they moved from china to africa to Europe etc. Later it was made it available in US as well. When I was in IB, the local kids from the host country were not allowed in, it was strictly for expat kids.
It really doesn't matter if you attended a PRIVATE IB high school in Nigeria, go to university at Oxford and become the next CEO of General Electric, with all due respect, that sort of IB "experience" is not being called into question in this thread. IBO can sell its product to PRIVATE institutions of learning to its little globalist heart's content! IBO is NOT entitled to bully its way into our American PUBLIC schools and rape the American taxpayers for its outrageously expensive, self-aggrandizing products.
And you are VERY wrong in your "assumption" that the IB program (ie: course content/syllabus) is the same no matter where. The LOCAL school writes the IB curriculum. The "programme" is nothing but BS regulations, fees, beliefs and values and control.
But not at the college level. AP classes have that and more, all at the college level. That's why the college dean specifically stated that only the 3 "Higher Level" IB classes are recognized and offered possible credit (if exam scores are high enough) by colleges and universities. AP has what? 16? More than that?
This just isn't true. I just looked at 4 different colleges that I picked for various, random reasons:
UNC Chapel Hill, CU Boulder, Columbia University, Reed College
All 4 give credit for many HL IB exams (Columbia caps it at 16 credits - they treat AP the same however). Chapel Hill even lists online for anyone to see what minimum score you need (generally a 5 although a few 6s and 4s), how much credit you receive (from 3-9 credit hours), and which specific courses it allows you to place out of. Here are the HL IB exams they consider for credit:
Art Studio, Biology, Chemistry, Chinese, Economics, English, French, German, Math, African History, Americas History, European History, Music Composition, Philosophy, Physics, Psychology, Spanish, Visual Arts, World Religion
^^^ Just found CU Boulder's chart of IB credit. It's more extensive than UNC Chapel Hill's. CU offers credit and advanced placement for about 30 (that's 30, not 3) HL IB exams.
It really doesn't matter if you attended a PRIVATE IB high school in Nigeria, go to university at Oxford and become the next CEO of General Electric, with all due respect, that sort of IB "experience" is not being called into question in this thread. IBO can sell its product to PRIVATE institutions of learning to its little globalist heart's content! IBO is NOT entitled to bully its way into our American PUBLIC schools and rape the American taxpayers for its outrageously expensive, self-aggrandizing products.
And you are VERY wrong in your "assumption" that the IB program (ie: course content/syllabus) is the same no matter where. The LOCAL school writes the IB curriculum. The "programme" is nothing but BS regulations, fees, beliefs and values and control.
If it is not same, then it is not IB. There are no two different IBs.
The IB programme here in the USA is geared for the dumbing down of our children. AP courses teach a child within a framework of information to actually learn the material given to them.
IB on the other hand allows students with all abilities to learn the same material. An honors student who takes an IB course will sink in his teeth and devour huge sums of material, say like Math, concerning weights and measures. What will be the outcome? Material mastered. The IB student who is a regents level student, who takes the same course, will be introduced to the same material, but rather than learn and master the Math in the same manner as the honors student, he will instead be allowed to cut corners around the actual mathematic material presented each day, and instead do the recipe for Banana Bread illustrated in the book under the unit of weights and measures. To the IB teachers, each student is achieving the same results but are just going about it differently. And this seems wonderful to some people?
If it is not same, then it is not IB. There are no two different IBs.
It is IB if a school is spending hundreds of thousands of U$D to this Swiss organization in order to slap the IB logo on a building and stationary and claim "We are IB!". Please wake up, Finn. Your "diplomat kid's" lifestyle's IB is not the snakeoil these clowns are ripping off American taxpayers for.
Tell me, Finn, who has actually ever EVALUATED or ACCREDITED the IB Organization and its products?
The IB programme here in the USA is geared for the dumbing down of our children. AP courses teach a child within a framework of information to actually learn the material given to them.
IB on the other hand allows students with all abilities to learn the same material. An honors student who takes an IB course will sink in his teeth and devour huge sums of material, say like Math, concerning weights and measures. What will be the outcome? Material mastered. The IB student who is a regents level student, who takes the same course, will be introduced to the same material, but rather than learn and master the Math in the same manner as the honors student, he will instead be allowed to cut corners around the actual mathematic material presented each day, and instead do the recipe for Banana Bread illustrated in the book under the unit of weights and measures. To the IB teachers, each student is achieving the same results but are just going about it differently. And this seems wonderful to some people?
LIObserver,
One Mom from Texas described what she saw as the difference between AP and IB in the most wonderful analogy:
Both AP and IB are tools. Picture them in the form of a paintbrush and paint. Sit a child in a room with the paintbrush and paint and ask them to paint a wall.
The AP student will select a wall, pick up the paint brush, dip it in the paint and apply it to the selected wall. He or she may use some innovative styling to accomplish this, or simply paint the wall.
The IB student will sit in the middle of the room and contemplate whether the paint brush is real.
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