In Year 7 Human Technologies, we have been exploring the meaning of the word “technology”, and how a true understanding of this word would help us understand what this subject, Human Technologies, is all about. 

We began our very first exploration into the word “technology” with a simple thinking routine called “Chalk-talk”. Here students were put into small groups and given a short period of time to write out their understandings, thoughts and associations of the word on their whiteboard surfaces. However, there was one rule that students had to obey - they had to do this in silence. In other words, they had to communicate with their group members through writing, or through body language only. They then rotated through the different tables and commented on other groups’ contributions, but still did so in silence.

This proved to be a powerful activity - students were really thinking deep about how they would define technology, and gave some examples. Initially, for most students, the word “technology” conjures the newest gadgets and devices, AI, and other new softwares and physical technologies. However, through a series of follow-up discussions, we concluded that the word means much more than just gadgets and devices. It offers a far rounder picture of both the physical and abstract tools that humans can acquire and use. 

From using materials technologies such as a pen to communicate with others, to using language as a cognitive technology to think and express oneself, to shaking someone’s hand when one makes a new friend, Human Technologies invites students to explore the art and craft of being a human being through five different domains. 

On that note, I had the pleasure of attending our Year 13’s IB Theory of Knowledge (TOK) exhibition last week, where I witnessed the application of the Human Technologies model in action. 

For context, the TOK exhibition forms part of an IB Diploma Student’s learning programme. It involves students choosing different objects in response to one of many prescribed question prompts, and writing a commentary to demonstrate how TOK concepts manifest in the real world.

I visited many students’ exhibition booths and was very impressed by the quality of thinking that went into producing their work. The TOK question prompts explored include, for example, “How important are material tools in the production or acquisition of knowledge?” and  “How can we distinguish between knowledge, belief and opinion?”. 

With the former question, one of the students looked into how a material technology, namely a pen, can play important roles in the acquisition of knowledge. On the one hand, it is a material technology he uses to take notes, learn, and write assignments with; but on the other hand, it was a gift from a family member which has real sentimental values to him, and therefore falls into the spiritual technology domain, as using it brings him joy. When he encounters challenging moments in his independent academic work, this pen would remind him of these values and help motivate him to continue with the work. To me, this is a real testament to the Human Technologies work that the student has engaged in since joining ICHK in Year 7. 

With the second sample TOK question prompt of “How can we distinguish between knowledge, belief and opinion? “, one of the students explored how knowledge can have its own limitations, especially when one does not look at it with a time-sensitive and critical lens. The example they used was related to how our knowledge of the structure of the globe has changed over time, with what we consider as “knowledge” and factual, evolving in the process. 

Through the spiral design of the curriculum, the subject evolution and change is visited, and revisited, at different points in the curriculum, as a big part of understanding the art and craft of being human beings relies heavily on having a picture of how we have reached where we are now as a unique species inhabiting this planet. The scientific revolution, for example, is explored as part of the Year 7 Human Technologies curriculum, to help students develop an understanding of how that pivotal moment  in history really changed how people think about the world around them. 

As a teacher of Human Technologies, I am very much looking forward to seeing Human Technologies continue to develop at ICHK. This is a “subject” that is much more than a “subject”. It is an overarching framework that invites students, teachers, parents and all of our community members to think beyond the boundaries of subject areas. By making connections between them, we will continue to help our students develop their understanding of  “How to human well - the art and craft of being a human being”.