Ib Extended Essay Philosophy Topics

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources to get an A.    

If you're reading this article, I assume you're an IB Student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our other introductory IB articles first: What is the International Baccalaureate (IB) Program? and What is the IB Curriculum? What are IB Diploma Requirements?

 

Why Should You Trust My Advice?

I'm a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. If you don’t believe me, the proof is in the IBO pudding,

If you're confused by what this report means, EE is short for Extended Essay, and English A1 is the subject that my Extended Essay topic coordinated with. In layman’s terms, my IB Diploma was graded during May 2010, I wrote my Extended Essay in the English A1 category, and I received a grade A. 

 

What Is the Extended Essay?

The IB Extended Essay (or EE) is a 4,000 word structured mini-thesis that you write under the supervision of an advisor (an IB teacher at your school), which counts towards your IB Diploma (to learn about all of the IB diploma requirements, check out our other article). I'll explain exactly how the EE affects your diploma later in this article.

For the Extended Essay, you choose a research question as a topic; this topic needs to be approved by IBO (which is not very difficult). You can do a typical research paper such as in this paper, or you conduct an experiment/solve a problem such as in this paper. Most schools allow you to pick your advisor (an IB teacher preferably at your school, although you can also get access to one at another school through the Pamoja Education). I'll explain how to pick your IB EE advisor below. 

The IB Extended Essay must include: 

  • A cover page
  • An abstract (one-page synopsis of your essay)
  • A table of contents
  • The 4,000-word essay (which will range from 10-20 pages depending on whether your topic requires illustrations such as an experiment would)
  • A bibliography
Your completed Extended Essay will then sent to the IBO to be graded (I will go into more detail on grading below). 

 

 

What Should You Write About in Your Extended Essay?

You can technically write about anything, so long as the IBO approves it. However, you should choose a topic that falls into one of theIB Course Categories, (such as Theatre, Film, Spanish, French, Math, Biology, etc.) which shouldn’t be difficult because there are so many class subjects. Here is a range of sample topics with the attached extended essay: 

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic. So, how do you pick when the options are limitless? I will help you with that next:

 

 

6 Tips for Writing a Grade A Extended Essay

Below are the six key tips you need to follow to write an outstanding Extended Essay.

 

Tip #1: Write About Something You Enjoy 

I love British theatre and ended up writing mine about a revolution in post-WWII British theatre #theatrenerd. I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I ended up receiving a full-tuition merit scholarship to USC’s School of Dramatic Arts program and in my interview for the scholarship, I spoke passionately about my Extended Essay. I genuinely think my Extended Essay helped me get my scholarship.   

How do you find a topic you are passionate about? Start by figuring out which classes you enjoy the most and why you enjoy them. Do you like Math because you like to problem solve? Or do you enjoy English because you like to analyze texts?

Once you have figured out a general subject area such as Physics, you should brainstorm more specific topics by putting pen to paper. What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending an hour on this type of brainstorming. 

 

Tip #2: Chose a Topic That Is Not Too Broad or Too Narrow

This is a fine line. You need to write about something specific, but not so specific that you can’t write 4,000 words on it. You can’t write about WWII because that would be a book's worth of material. You don’t want to write about what type of soup prisoners of war received in POW camps because you probably can’t come up with 4000 words on it. However, you could possibly write about how the conditions in German POW camps were directly affected by the Nazis successes and failures. This may be too obvious of a topic, but you get my point.

If you're really stuck trying to find a not too broad or narrow topic, I recommend trying to brainstorm a topic that uses a comparison. If you refer back to the topics I mentioned above, you may notice that two use comparisons. 

I also used comparison in my EE, comparing Harold Pinter's Party Time to John Osborne's Look Back in Anger in order to show a transition in British Theatre. Topics with comparisons of 2-3 plays/books/diets/etc. tend to be in the sweet spot of not too narrow or broad because you can analyze each portion and after doing in-depth analysis on each, you compare and explain the significance of the comparison. The key here is that the comparison needs to be significant. I compared two plays to show a transition in British Theatre.

Comparisons are not the only way to get a grade A EE. If after brainstorming, you pick a non-comparison based topic and you are still unsure if a topic is too broad or narrow, spend 30 minutes doing some basic research and see how much material is out there. If there are over 1,000 books/articles/documentaries out there on the exact topic, it may be too broad. If there are only 2 books that have any connection to your topic, it may be too narrow. If you are still unsure, ask your advisor! Speaking of advisors:

 

Don't get stuck with a narrow topic!

 

 

Tip #3: Choose an Advisor Who Is Familiar With Your Topic 

If you are not certain of who you would like to be your advisor, I would start by creating a list of your top three choices. Next, create a list of pros and cons (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher, and we get along really well, but he teaches English, and I want to conduct an experiment to compare the efficiency of American Hybrid Cars to Foreign Hybrid Cars. Ms. White teaches Physics, I had her a year ago, and she liked me. She could help me design my experiment. I am going to ask Ms. White! 

Do NOT just ask your favorite teacher to be your advisor. They may be a hindrance to you if they teach another subject. I would not suggest asking your Biology teacher to guide you in writing your English EE.

EXCEPTION: If you have a teacher who is passionate and knowledgeable about your topic (as my English teacher was about my Theatre topic), you can ask that instructor. Consider all of your options first before you do. There was no theatre teacher at my school, so I could not find a theatre-specific advisor, but I chose the next best thing.

Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form. Make sure you ask your IB coordinator if there is any required paperwork. IBO does not require any paperwork. If your school needs a Form signed, make sure you bring it with you when you ask a teacher to be your EE advisor. 

 

Tip #4: Choose an Advisor Who Will Push You to Be Your Best

Some teachers may just take on students because they have to and may not be passionate about reading drafts and may not give you a lot of feedback. Choose a teacher who will take the time to read several drafts and give you extensive notes. I would not have gotten my A without being pushed to make the draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have no connection to; a teacher who does not know you is unlikely to push you. 

Note: The IBO only allows advisors to suggest improvements to the EE, but they may not be engaged in writing the EE. The IBO recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

 

Tip #5: Make Sure Your Essay Has a Clear Structure and Flow

IB likes structure. Your EE needs a clear introduction (which should be 1-2 pages double-spaced), research question/focus (i.e. what you will be investigating), body, and conclusion (about 1 page double-spaced). An essay that has unclear or poor organization will be graded poorly. Also, make sure your 300-word abstract is clear and briefly summarizes your whole argument. An ambiguous abstract will make it more challenging for the reader to follow your essay’s argument and will also hurt the grading of your EE. 

The body of your EE should make up the bulk of the essay. It should be about 8-18 pages double-spaced (again just depending on whether or not you include diagrams). Your body can be split into multiple parts. For example, if you are doing a comparison, you might have 1/3 of your body as Novel A Analysis, 1/3 as Novel B Analysis, and the last 1/3 as Comparison of Novel A and B Analysis.

If you are conducting an experiment or analyzing data such as in this EE, your EE body will have a clear and obvious parts following the scientific method: stating the research question, discussing your method, showing the data, analyzing the data, discussing uncertainties, and drawing a conclusion/evaluating the experiment.  

 

Tip #6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in a week and get an A. You will be reading many, many articles (and, depending on your topic, possibly books, plays, and watching movies). Start the research possible as soon as possible. 

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your Senior Year; others will take them as later as February of Senior Year. Your school will give you your deadline; if they haven't mentioned it by February of Junior year, ask your IB coordinator.

Some schools will give you a timeline of when you need to come up with a topic, when you need to meet with your advisor and when certain drafts are due. Not all schools do. Ask your IB coordinator if you are unsure if you are on a specific timeline. Here is my recommended timeline, it is earlier than most schools, but it will save you so much heartache (trust me, I remember):

  • January/February of Junior Year: Come up with your final research topic (or at least top 3). 
  • February of Junior Year: Approach a teacher about being your EE advisor (if he or she says no, keep asking others until you find one - see my notes above on how to pick an EE advisor). 
  • April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least 7-10) to your EE advisor. Meet with your EE advisor to discuss your outline. 
  • Summer between Junior and Senior Year: Complete your first full draft over the summer between Junior and Senior Year! I know, I know no one wants to work during the summer, but trust me this will save you so much stress come the fall when you are busy with college applications and other IB internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won’t be able to get everything you want to say into 4000 articulate words the first time. Try to get this first draft into the best possible shape you can, so that you do not have to work on too many revisions during the school year on top of your homework/college applications/work/extracurriculars/etc.  
  • August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft. 
  • September/October of Senior Year: Submit second draft of EE to your advisor (if necessary) and receive their feedback. Work on creating the best possible final draft. 
  • November-February of Senior Year: Submit two copies of your final draft to your school to be sent off to IBO. You likely will not get your grade until after you graduate. 

 

The early bird DOES get the worm!

 

How’s the Extended Essay Graded?

Extended essays are marked by external assessors (examiners appointed by the IB) on a scale of 0 to 36. There are "general" and "subject-specific" criteria, at a ratio of 2:1 (24 possible marks for the general criteria and 12 marks for the subject-specific one). The total mark is converted into a grade from A to E, using the below parameters:

Rubric Assessment Points Earned Descriptor Letter
Grade 30 – 36Excellent: A
25 – 29Good: B
17 – 24Satisfactory: C
9 – 16Mediocre: D
0 - 8Elementary: E

Here is the typical breakdown of scores (from 2008):

% Awarded Grade

A

B

C

D

E

Extended Essay

10.59%

16.50%

38.88%

27.62%

6.41%

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get towards your IB Diploma. To learn about Theory of Knowledge or how many points you need to receive your IB Diploma, read our other articles on What is the International Baccalaureate (IB) Program? or IB Diploma Requirements. This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). 

 


 

So, let’s say you get an A on your EE and a B on TOK, you will get 3 points towards your diploma. Note: this chart is slightly outdated. Prior to the class of 2010, a diploma candidate could receive a failing grade in either the extended essay or theory of knowledge and still be awarded a diploma. However, as of 2014 (for the first examination in May 2015), a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB diploma.

 

Sample Extended Essays

In case you want a little more guidance on how to get an A EE. Here are 50 Excellent (grade A) sample extended essays for your reading pleasure:  

 

What’s Next?

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Philosophy

These subject guidelines shou Id be read in conjunction with the Assessment Criteria

Overview

An extended essay in philosophy provides students with an opportunity to undertake a philosophical investigation into a topic of special interest. The student is encouraged to engage in serious, personal thought to develop and explore in a disciplined and imaginative way a specific philosophical question appropriate to the subject, and to arrive at a clear conclusion.

Choice of topic

The chosen topic may be stimulated, for example, by work done in class, by current events, by issues of contemporary debate, by discussion, by private reading and/or reflection, or by conceptual features of belief systems not previously encountered by the student.

A precisely circumscribed topic should be selected, so that it can be treated thoroughly. For example, it may be preferable to choose as a starting point a specific hypothesis rather than a general one, certain of the ideas of one philosopher rather than several, or a single text by a philosopher rather than the whole of his or her work.

Atopic should be reconsidered or amended if it is interdisciplinary in nature and/or is not directly related to philosophy.

The following examples of titles for philosophy extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than broad topics (indicated by the second title).

  • "An analysis of John Rawls procedure of justifying principles of social justice" is better than "Philosophical views of social justice".
  • "The notion of freedom of speech in Spinoza's Theologico-Politico Treatise" is better than "Ethics in the 17th century".
  • "Brahman:the ultimate reality of Sankara's Advaito Vedanta" is better than "Philosophical implications of the Hindu scriptures".
  • "Change and continuity: a critical assessment of Herbert Marcuse's views on art" is better than "Philosophical aspects of art and aesthetics".
  • "Doing versus being: language and reality in the Mimamsa school of Indian philosophy" is better than "Language and the nature of reality".
  • "An examination of the role played by reason in Anselm's investigation of the concepts of predestination and free will" is better than "Anselm's exploration of the mysteries of faith"

A necessary condition for a sound philosophical treatment of the topic is a well-formulated research question. Previous experience shows that, in essays where the research question is well focused and stated clearly, the arguments seem to unfold of their own accord. Therefore, the focus of the investigation must be narrowed down as much as possible and stated in a concise and sharply defined research question. Students must choose a research question that can be treated effectively within the word limit and is philosophically relevant. The research question can be formulated as a question or as a statement. Some examples with good results in the past include the following.

Title :                                      Do stem cells have moral status?

Research question             What criterion can be identified in order to ascribe a moral status to stem cells?

Approach                              An explanation and justification of a criterion that allows a moral status to be ascribed to stem cells.

Title :                  Asian philosophy of critical thinking: divergent from or convergent to Western fundamental principles?

Research question:      What is the nature of the critical thinking that is clearly visible in Indian historical texts such as the Caraka and the Nyayasutra?

Approach:               An exploration and justification of the notion of critical thinking that is found in the Coraka and the Nyoyasutro

Title:                                     Art and politics in Hannah Arendt's The Crisis in Culture

Research question           In Hannah Arendt's essay The Crisis in Culture, art and politics are not opposed but complementary.

Approach:                          An investigation into the relation between art and politics in The Crisis in Culture.

Title                                     The roots of wisdom according to the Tao Te Ching

Research question:      Does wisdom necessarily imply acting in accordance with the order of nature, according to the Tao Te Ching?

Approach:                       An exploration of the idea of wisdom according to the Tao Te Ching.

Title:                                 The scientific character of Freud's interpretation of dreams

Research question:      Is Popper's falsifiability an adequate criterion to evaluate Freud's theory of dreams?

Approach:                      An examination of whether Popper's falsifiability is an adequate criterion to evaluate Freud's theory of dreams.

Topics that are mainly dependent on summarizing general secondary sources (such as textbooks and encyclopedias), those that are likely to lead to an essay that is essentially narrative or descriptive in nature, and general topics that are not well focused or are more appropriate to other subjects, should all be avoided.

Treatment of the topic

Clarity, coherence of ideas and attention to detail are necessary conditions for an effective treatment of a philosophical topic in an extended essay. A lucid understanding of the problem(s) should be demonstrated, and the proposed solution(s) should be logical and well structured. Counterclaims or objections should be envisaged, addressed and, if possible, rebutted.

While irrelevance must be avoided, the wider implications of the philosophical issues raised should be explored to an appropriate degree, and an awareness should be evident of the connections between such issues and more universal concerns of human life.

Thetreatment of the research question mustaim towards its philosophical exploration and the construction of an argument, which presupposes a careful, critical analysis of themes and/or texts. This approach, which allows many different ways of philosophical reflection, is based on the emphasis of the Diploma Programme philosophy course on doing philosophy. Within this context, the aim of a philosophical investigation is to encourage students to develop the ability to reason and argue, and to learn to take a personal and independent position on philosophical issues. This should result in the construction of a personal philosophical argument, which should be cogent, rational, and economical in expression, and should be supported by relevant and, if possible, original examples. It is strongly recommended that any student considering writing an extended essay in philosophy should first read the current Philosophy guide and understand its approach.

Interpreting the assessment criteria

Criterion A: research question

Although the aim of the essay can best be defined in the form of a question, it may also be presented as a statement or proposition for discussion that is clearly philosophical or open to sustained philosophical analysis and argument

Criterion B: introduction

The introduction should relatethe research question to existing subject knowledge: the student's personal experience or particular opinion is rarely relevant here. It should explain succinctly the philosophical significance of the topic, why it is worthy of a philosophical investigation and how the research question fits into a philosophical context (for example, a problem, discussion, tradition, or conception). The introduction should refer to the specific research question or to the argument that is going to be developed. Lengthy background information that is not relevant to the question should not be included.

Criterion C: investigation

When the research question has been established, the student should explore the topic, for example, by making a research plan. The proper planning of an essay should involve interrogating source material in light of the research question. In philosophy, research questions are explored through an examination of themes or texts. Accordingly, the range of sources that could be used is wide, including works of philosophers, dictionaries of philosophy, textbooks and encyclopedias. An appropriate and effective use of sources should take into account the following.

  • Descriptive approaches are not adequatefor this kind of philosophical investigation. The presentation of information about the issue under discussion should be concise, relevant and directly related to the point that the investigation is trying to make.
  • When the research question refersto a source that is not directly philosophical (for example, literature, contemporary issues, cultural or local issues), the examination must be distinctively philosophical
  • If students make use of Internet-based sources, they should do so critically and circumspectly in full awareness of their potential unreliability.
  • Absolute reliance on textbooks is discouraged and no extended essay in philosophy should be based exclusively on textbooks. They should only be consulted insofar as they may stimulate ideas, provide guidance and encourage the development of a personal investigation.

Criterion D: knowledge and understanding of the topic studied

The essay demonstrates the students philosophical knowledge and understanding of the topic when it does the following.

  • Identifies and exposes the basic philosophical issues immediately present in the research question
  • Presents and discusses philosophical concepts, ideas, arguments, perspectives and positions that are directly relevant to the research question
  • Is philosophically well informed and uses the information purposefully in order to broaden the scope of the exploration or to support the argument
  • Shows philosophical insight into themes or philosophers' views
  • Explores possible ways of understanding the issues or problems discussed
  • Shows an awareness of philosophical implications arising from the research question, or the ideas or arguments examined

Criterion E: reasoned argument

Students should be aware of the need to give their essays the backbone of a developing argument: arguments should be focused and sustained. Straightforward descriptive or narrative accounts that lack analysis do not usually advance an argument and should be avoided.

The construction of an argument lies at the very core of a research essay in philosophy. Developing a reasoned argument in philosophy implies at least the following.

  • The construction of an argument in a philosophical investigation playsthe role of empirical research in empirical sciences, or logical proof in the formal ones.
  • Developing a philosophical argument must be clearly distinguished from simply describing or narrating a series of theories or opinions.
  • Some students who have not previously written at such length may need guidance about the relation between argument and structure.
  • Students should be familiar with the basic features of reasoning necessary to construct personal philosophical arguments in a sound and purposeful way.

Criterion F: application of analytical and evaluative skills appropriate to the subject

Analysis has always been at the heart of philosophical method but it has been understood and practised in many different ways. In one basic accepted sense, it consists of breaking something (an idea, a topic or a question) down into its components. Analysis might also be characterized as disclosing or working back to what is more fundamental by articulating relevant elements and structures, on the basis that more fundamental concepts have a broader explanatory power. In turn, evaluation in a philosophy extended essay should be the result of students developing their exploration and own line of reasoning it concerning the research question. However, this must be carefully distinguished from the mere statement of opinions or beliefs that are not the result of the specific investigation. Analytical skills are shown by means of an in-depth and extensive critical philosophical treatment and discussion of themes, basic concepts and arguments; whereas evaluative skills are exhibited when ideas, arguments and perspectives are assessed from a consistently held and well-justified perspective with clear evidence and strong support.

The exploration of the research question implies the development of analytical and evaluative skills, which is usually carried out through an examination of themes and texts. The following statements suggest an approach that may enable students to research themes or texts in a consistent way. They are not the only directions that can be taken into account but they provide a starting point from which students can develop into independent researchers in philosophy. Students should adopt a similar approach when they examine a philosophical issue or when they investigate a philosophical argument presented in a text. In the case of themes, students should:

  • identify the research question
  • ask themselves whatthey think about the question asked or the hypothesis stated, 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 and relevant cases
  • offer a possible and consistent answer to the question asked or a relevant exploration of the hypothesis stated, evaluating strengths and weaknesses.

In the case of texts, students should adopt the same approach. Students 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 issue raised by the text
  • identify the author's standpoint in the text
  • state what they think about the author's 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 enable them to progress their own thinking about the question posed.

Criterion G: use of language appropriate to the subject

An appropriate use of language in a philosophy extended essay implies at least both of the following.

  • A well-informed knowledge of the terminology of basic philosophical concepts and of the specific fundamental concepts relevant to the themes, authors or texts at work in the investigation.
  • A clear and effective communication of the exploration undertaken or a precise formulation of the argument presented.

Moreover, it could be useful to take into account the following.

  • The analysis and use of philosophical language should be directly related to, and functional for, the specific investigation.
  • Many expressions belonging to philosophical terminology (definition, concept, thought, experience, perception, world and so on) are also part of everyday language. A clarification of their use, for example, the definition of a philosophical context, should be provided when needed for the investigation.
  • Many thought processes implied in philosophy research are directly related to the use of language. Descriptions of what activities such as "formulate", "examine" and "define" mean can be found in the "Glossary of command terms" section in the current Philosophy guide.

Criterion H: conclusion

"Consistent" is the key word here:the conclusion should develop out of the argument and not introduce new or extraneous matter. It should not repeat the material of the introduction; rather, it should present a new synthesis in light of the discussion. Students should reflect on the argument that they have presented and draw conclusions from it.

Criterion 1: formal presentation

This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that omit a bibliography or that do not give references for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements—title page, table of contents, page numbers—are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).

The layout, organization, appearance and formal elements of the essay should help the organization and presentation of the philosophical argument. For instance, the contents list should indicate specific issues that are relevant to it. The division of the essay into generic "Introduction", "Development" and "Conclusion" sections does not help to identify and elucidate the purpose and structure of a particular argument. Subdividing the essay into sections with specific names tends to tighten up the structure and make clearer the transitions in lines of thought.

The bibliography should contain all sources used, with details of the author, title of publication, publisher and date of publication, which should be in alphabetical order (by author's family name). Any material that is not original must be acknowledged.

Criterion J: abstract

The abstract is judged on the clarity with which it presents an overview of the research and the essay, not on the quality of the research question itself, nor on the quality of the argument or the conclusions. The result of a philosophical investigation is the argument that is presented and developed. Therefore, the abstract must be focused on the argument, its structure and content.

Criterion K: holistic judgment

Qualities that are rewarded under this criterion include the following.

  • Intellectual initiative: Ways of demonstrating this in philosophy essays include the choice of topic and research question, skillful use of conceptual tools (such as examples), finding adequate resources (such as theories relevant to an analysis of the research question) and new approaches to familiar topics.
  • Insight and depth of understanding: These are most likely to be demonstrated as a consequence of detailed research, in reflection that is thorough and well informed, and in reasoned argument that consistently and effectively addresses the research question. Furthermore, they can be shown by means of an honest, open-minded, careful engagement with philosophical ideas that are deemed to be important, no matter what school or tradition they are derived from.
From: International Baccalaureate Organization. (2007). Philosophy. In IBO Extended essay guide, First examinations 2009, (pp. 133-139). New York: International Baccalaureate Organization.

 

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