Intro to IB University Was IB worth it?

Was IB worth it? (from an IB graduate)

Growing up I disliked school, especially junior high, I think because the learning was structured in such a one-directional way. The teacher spoke, and we, the students, sat quietly, took notes, and went to the next class. I remember liking several of my teachers, but I don’t remember ever speaking with them, either in or out of class. I did well grade-wise, but I never felt my mind genuinely sparked for certain subjects such as biology until IB; I never felt part of the learning or that I was adding value in any way by my presence. 

Growing up in America, while struggling with English, I also mindlessly agreed with anybody who threw information in my mind. Whether it be about world issues, interpretation of novels, or scientific discoveries, I was only a follower of typical arguments. That was until IB allowed me to see ideas and perspectives three-dimensionally. So yes, IB was worth it to me. Not only am I able to conceptualize harder ideas, but I’m also able to write informative essays that underline global developments.

Additionally, TOK class inspired me to question the world on a philosophical level, in which I personally did research on women in science. With IB, I have evolved into a leader that sees both the benefits and costs of historical and modern worldly actions. I now have various interests in science, international relations, and business because of some of the classes I’ve taken (SL Economics, HL History, and HL Biology). IB helped foster my language skills (English and Chinese), allowed me to think critically, and overall be confident!

Personally, IB created an ideal learning structure for me to have higher level education while communicating with others. I’ve always valued personable exchanges of thoughts, and I just don’t find larger learning structures energizing or rewarding. Put simply, I don’t like to be strictly on the receiving end of a conversation, and I suppose too, as a student, I worry about the knowledge barrier that disallows a dialectic between the adults and students.

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