An Interview with Tom Coster
Interviewer: Tom, as someone with decades of experience teaching IB Diploma Psychology, what are your thoughts on the new course structure, with its focus on concepts and contexts rather than rote memorization?
Tom Coster: The new approach is a breath of fresh air. Psychology is about understanding human behavior, not just memorizing theories or outlines of research studies or regurgitating answers tat teachers have laboured over based on hints picked up from the Subject Guide and workshops. By focusing on concepts and contexts, the new course encourages students to engage with the material at a deeper level. It’s not about cramming for the next test but about genuinely applying what you’ve learned to new situations. That’s the real value of studying Psychology—seeing its relevance in everyday life and across diverse settings.
Interviewer: Speaking of diverse settings, you’ve taught in places like Australia, Canada, Vietnam, and Morocco. How does Psychology apply to behavior in such different contexts?
Tom Coster: That’s one of the most fascinating aspects of the subject. Human behavior isn’t universal; it’s shaped by culture, values, and societal norms. For instance, in Vietnam, collectivist values might lead to behaviors rooted in group harmony, while in Canada, individualism tends to drive decision-making. Psychology provides a lens to understand these differences, helping students appreciate how context influences motivation, relationships, and even perceptions of success. This cultural richness is exactly what makes teaching Psychology so rewarding—it’s endlessly applicable and ever-evolving.
Interviewer: You’ve supervised countless Internal Assessments over the years. What do you find most satisfying about that component of the new IBDP Psychology course?
Tom Coster: The Internal Assessment is where students really get to experience being psychologists. It’s hands-on, it’s creative, and it challenges them to think critically about methodology and ethics. The new emphasis on class practicals—interviews, questionnaires, observations, and experiments—is especially exciting. After all, aren’t we always observing and asking questions about behavior? These activities take students out of the textbook and immerse them in real-world applications, which is the essence of the subject.
Interviewer: Do you have any advice for teachers tackling the new IBDP Psychology course?
Tom Coster: Relax! Embrace the curiosity that drew you to Psychology. Don’t be afraid to ask why people behave the way they do—or why they behave differently in different settings. Or why a certain theory doesn’t seem to apply in some situations or with some people. Explore the connections between concepts and real-life situations. And most importantly, engage with the class practicals. Those experiences will not only deepen your understanding of the subject but also develop critical skills that you’ll carry with you well beyond the classroom.
Interviewer: What excites you most about teaching this new Psychology syllabus?
Tom Coster: It’s the opportunity to inspire students to see Psychology as a living, breathing discipline. The new course encourages exploration, critical thinking, and creativity, which aligns perfectly with what Psychology is all about. Seeing students connect with the subject on that level—whether through a class practical or an epiphany during a discussion—is what keeps me passionate about teaching.
Interviewer: Tom, ethics has always been a critical component of Psychology. What are your thoughts on how the new IBDP Psychology course addresses ethical considerations, particularly given its emphasis on concepts and contexts?
Tom Coster: Ethics is at the heart of Psychology, and the new course does a great job of emphasizing its importance. However, I think it also opens the door to some deeper, more nuanced conversations. For example, the IB’s principle of “do no harm” is treated as a universal standard, which is essential in many ways but can be interpreted differently depending on cultural contexts. In individualistic societies, “do no harm” often centers on the well-being of the individual. But in collectivist cultures, the focus shifts to the community or society as a whole. This raises fascinating questions about how ethical guidelines should be applied in cross-cultural research – is significant harm to an individual participant acceptable if there is benefit to the greater society?
Interviewer: That’s an interesting point. What about the ethics of monocultural research and publication bias?
Tom Coster: Monocultural research is one of the biggest challenges in Psychology. A lot of foundational studies were conducted in Western contexts, primarily with WEIRD populations—Western, Educated, Industrialized, Rich, and Democratic. This creates a bias in our understanding of human behavior, as these findings don’t always generalize to other cultures. It’s an ethical issue because it can marginalize non-Western perspectives and perpetuate a narrow view of human Psychology. Publication bias compounds this problem, as journals often favor studies with significant findings, which can skew the literature and limit the diversity of perspectives available to students and researchers.
Interviewer: How do you think students and teachers should approach these ethical dilemmas in their studies?
Tom Coster: First, we all need to develop a critical lens. They should question the generalizability of research findings and consider the cultural context in which studies were conducted. It’s also important for them to recognize that ethical standards, while essential, aren’t always universally agreed upon. For example, in some cultures, prioritizing community well-being might mean making decisions that could be seen as ethically questionable from an individualist perspective. Students and teachers should explore these complexities with an open mind, rather than accepting ethical guidelines as rigid or one-size-fits-all.
Interviewer: How does the new course encourage this kind of critical thinking?
Tom Coster: The focus on applying knowledge to different contexts is key. By examining behavior in various cultural settings, students naturally encounter these ethical questions. Class practicals also play a significant role. When students conduct their own research, even on a small scale, they must grapple with ethical considerations—whether it’s obtaining informed consent, avoiding harm, or respecting cultural norms. These experiences help them understand that ethics is not just a checklist but a dynamic process that requires reflection and adaptability.
Interviewer: What’s the biggest takeaway you hope students will gain about ethics in Psychology?
Tom Coster: I hope they see ethics as a living, evolving aspect of the discipline. It’s not just about adhering to rules but about understanding the broader implications of research—who it benefits, who it might exclude, and how it shapes our understanding of human behavior. Ultimately, I want students to leave the course with a sense of responsibility—not just to ‘do no harm’, but to actively contribute to a more inclusive and equitable field of Psychology.
Interviewer: Thank you, Tom. Your insights remind us that ethics isn’t just a foundation of Psychology; it’s a pathway to making the discipline more inclusive and impactful.
Tom Coster: Absolutely. Ethics is where science and humanity intersect, and that’s what makes it so essential—and so fascinating.
Interviewer: Let’s shift gears to discuss support for IBDP teachers. What advice would you give to educators navigating the new Psychology course?
Tom Coster: The very best place to get support is the MyIB forum for Psychology teachers. It’s official, factual, and free from political or ego-driven games that sometimes plague other spaces. There’s a big for-profit organization and an accompanying social media group that, in my opinion, causes far more problems than they solve. My advice is simple: don’t waste your money and time there. Instead, focus on official IB resources and support spaces and people. Attend an IB-provided workshop—whether face-to-face or online. These workshops are invaluable for understanding the course structure and assessment requirements as well as connecting with other DP Psychology teachers. And, of course, make full use of the MyIB forum. It’s the most reliable and collaborative space for teachers to ask questions and share best practices.
Interviewer: I see you’ve created several Course Outlines. How do you propose to teach the course—linearly, following the Guide, or contextually?
Tom Coster: Teachers should teach the course in the way that best suits them and their students. We’re all different, and some cultures can cope with ambiguity and complexity better than others. Some students have studied Psychology at GCSE level or in the MYP, while many haven’t. Similarly, some teachers have PhDs in Psychology, while others might be Literature teachers filling in for a Psychology teacher on extended leave. Whatever works best for you and your students is the right approach. Personally, I’ll be teaching the four contexts while integrating content and concepts ‘along the way’. I think this structure works best for me, but more importantly, I believe my students will find it authentic and meaningful. The flexibility of the course design allows for a wide range of teaching styles, and that’s one of its strengths.
Who is Tom Coster?
Tom Coster has been teaching IB Diploma Psychology (both Standard and Higher Level) and supervising Extended Essays in Psychology for more than 30 years. With a career spanning multiple international schools across Canada, Vietnam, Switzerland, Australia, and Morocco, Tom brings a wealth of global experience to his work.
A passionate educator and lifelong learner, Tom holds a master’s degrees in Psychology. He is also an active member of the British Psychological Society and a self-described “research and statistical analysis geek.”
Tom’s extensive experience includes serving as an examiner and moderator for the IB Diploma Programme, further enriching his expertise in the field. He has written numerous articles on the application of Social Identity Theory and Social Learning Theory in high school settings, blending theoretical knowledge with practical, classroom-based insights with a vigilant eye on cultural differences.
Tom’s teaching philosophy is rooted in making Psychology accessible, engaging, and relevant for students. His dedication to fostering critical thinking and an appreciation for evidence-based research has inspired countless students worldwide.
In his free time, Tom enjoys writing fiction, swimming, hiking in the European Alps, and indulging in pastries served with fine coffee. His books reflect his deep commitment to education, his love for the subject, and his desire to support both students and teachers in their journey through the fascinating world of Psychology.
Tom Coster - Psychology 