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News and Events

FHS Theory of Knowledge students attend Westminster Forum, hear from activist David Hogg
Posted 04/15/2019 03:39PM

Over 40 Fridley High School (FHS) students attended the Westminster Town Hall Forum in Minneapolis on March 19, 2019 to hear from activist David Hogg, a survivor of the 2018 mass shooting at Majory Stoneman Douglas High School in Parkland, Florida. He is among twenty Parkland students who founded Never Again MSD (Marjory Stoneman Douglas), a gun control advocacy group, and is a founding member of March for Our Lives, one of the largest youth-led movements around the world.

Students who attended the field trip are part of the International Baccalaureate (IB) Theory of Knowledge (ToK) class. The Westminster Town Hall Forum is a frequent field trip for ToK, as each speaker provides dialogue on key issues impacting our society.

“David Hogg’s passion for student activism was inspiring and he is a great example of the power that students have to impact the world,” said ToK teacher Tim Leistikow. “It was also exciting for students to see and hear Hogg speak because he is a 2018 high school graduate, a peer to all our students who attended.”

FHS senior Audrey Zeleny was incredibly inspired by Hogg. “The most important thing we can do as a society, especially as young people, is to educate ourselves and educate others,” said Zeleny. “David Hogg talked about being open-minded to all sides, and to never be seen as someone who doesn’t have a stance on an issue or that you don’t care. It’s important to make your own opinions, know the reasons why, but also learn from and value other perspectives.”

According to FHS senior Eli Paton, David Hogg emphasized the importance of learning from different perspectives.

“Gun violence can affect anyone, and we need to spread more awareness about it,” said Paton. “He talked about not wanting to try to take away weapons, but just to make better laws.”

The forum fit well into lessons in the ToK class, an IB class that provides students the opportunity to reflect on the nature of knowledge, and how “we know what we claim to know.” Students benefit by gaining a greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness that are different from their own.


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