EXAMPLE 3
AWARDED GRADE B
"Context is all" (Margaret Atwood). Does this mean that there is
no such thing as truth?
Theory of knowledge assessment exemplars
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Assessed student work
Example 3
Introduction
Examiner comments
Purpose of this document
Assessed student work
Grade awarded: B
Overview
Example 1
Example 2
Written work (pdO
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Criterion B
Example 3
Example 4
6
Criterion A
----- - Criterion C
6
Criterion D
7
Total
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Example 5
Example 6
Examiner comments
This is a good essay. Despite some localized difficulties (for example,
lines 10-11, confusion with the truth tests, line 76, error with "a priori")
there is some sense of personal engagement and the essay does
consistently identify relevant knowledge issues.
Criterion A: Understanding knowledge issues
Mark awarded: 6
The essay is consistently relevant to the title and there is evidence of
real ambition and some attempt to use profound ideas {specifically
Godel's ideas (lines 20-26) and the evolutionary ideas of lines 96-97).
However, the ideas are not always used effectively; there is clearly
some understanding but it falls short of a "good" understanding. In
particular, there is awareness that the idea of "truth" is problematic (for
example, the introduction and lines 18-19) and its meaning is explored
in different areas of knowledge (mathematics, art, history, ethics,
religion) and everyday events (the Iraq war, the table), but the handling
of the issue is uneven and at times inconsistent.
Criterion B: Knower's perspective
Mark awarded: 7
The essay has a clear student voice, starting with an engaging
introduction which understands-but is not prepared to countenancetotal skepticism; despite the clumsy formulation (lines 4-5) one senses
an awareness of alternative perspectives and a personal stand.
The examples are appropriate, varied and reasonably effective (for
example, lines 31-33, the gamelan; lines 20-26, a brave, if not entirely
successful, attempt to concisely explain GOdel's ideas; lines 51-55,
Texan law; lines 56-75, Iraq: lines 39-41, Hiroshima and Nagasaki).
The quality and quantity show that the student can independently link
the ideas to personal, academic and reaHife situations, and are a
strong feature of this essay.
Criterion C: Quality of analysis of knowledge issues
Mark awarded: 6
The analysis of issues is weaker than their identification, and the
precise links between "context" and "truth" are not specified (for
example, the examples of the gamelan and Dawkins are both
potentially rich but undeveloped). While there is a sense of exploring
the idea of truth in different contexts, the inquiry lacks depth and detail,
and some conclusions are not adequately supported (for example, line
18, the conclusion "However... contexts" is supported by examples from
nonMmathematical contexts; line 13, "make four because ... " is an
apparently unaware argument from authority; lines 20-26, GOdel's
ideas are not used adequately; lines 28-30, "Perceptions ... view and
place" is asserted rather than argued for).
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Theory of knowledge assessment exemplars
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It might be argued that the extensive treatment of the Iraq war, while
certainly showcasing the student's perspective on the issue, might be
somewhat polemical rather than carefully argued. Claims of "emotive
language, colourful. .. fallacies" (lines 67-68) are not elaborated upon
and, in the overall picture of the essay, this example seems to
contradict the overall conclusion that "Margaret Atwood was right when
she said that context is all" (line 101 ).
Criterion D: Organization of ideas
Mark awarded: 7
The essay has a clear overall structure, with progression from area to
area. Some concepts are explained, even if just locally (for example,
"truth" in the opening paragraph, appearance/reality in lines 87-89).
The essay is generally easy to follow, despite moments of confusion
(for example, "perceptions" in line 28 does not seem to mean "sense
perceptions"; tines 46-47, "this demonstrates ... events" refers to
understanding of truth, which is not the same thing as truth itself;
tines 74-75, "we see ... viewpoint" suffers from the same problem). The
bibliography is adequate (the claims about Iraq may be taken as
common knowledge), but references from the text to it (for example,
lines 76-97 referring to the TED video) are not adequate, and the
footnote on page 2 does not appear in the bibliography. However, the
referencing requirements are less stringent than those for the extended
essay and, as the sources are all traceable, this is not considered a
significant problem.
©International Baccalaureate Organization 1Mission statement I Learner profile
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Example 3
'Context is all' (Margaret Atwood). Does this mean that there is no such thing as truth?
What is truth and what is true? Is there such a thing as a truth or just what we perceive
to be true at any given time? There are some circumstances where truth is certain: I am
sitting in my study and I am writing my essay. This statement is true and hardly
refutable unless we try and argue that all we see and feel is what our senses perceive.
5
What the question is asking is whether there is such a thing as universal truth, a
statement which cannot be refuted regardless of the situation, and which holds true
across time and place.
The definition of truth is that something is true always, everywhere and is independent
of belief. There are three tests for truth, the first of which is proof by inductive logic, the
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second by actually testing a truth and the third being pragmatic. In George Orwell's
dystopian novel '1984' a character states 2+2=5. We know this not true and can say
immediately that two and two make four because this is what is mathematically
accepted when we add up the definitions of two and two. Therefore this is a-priori truth
and a deductive syllogism. No matter what context we put this statement in, it will
always be true, be it in the addition of two items (such as a sock and a piece of gum) or
in a mathematical formulae as shown above. In other words, this statement is always
true. However this kind of truth is only relevant in certain- mathematical - contexts. In
other contexts, there is no such thing as absolute truth .
.Jb
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Example3
G6del's 1 Incompleteness theory shows us that even in a mathematical context, absolute
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truth is not possible. He claims that in any rational formulaic sentence there is point of
improvability. 'This statement is improvable' 2 if one was to prove this statement then it
would reiterate its meaning whereas not proving it simply proves that it is improvable.
What we can deduce from G6del' s findings is that even in a mathematical context, a
formula of rational a-priori numbers can be formulated in such a way that they are
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untrue.
Perception is important when deciding a truth, particularly in the arts, including
literature, poetry, music and visual arts. Perceptions have changed over time, and what
was once thought beautiful may no longer be considered so. Similarly, some kinds of
truth can be contextual depending on time, point of view and place. For example,
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Indonesia is famous for its Gamalan musicians. The instruments are tuned to different
scales from western instruments which makes the sounds unappealing to western ears
who are accustomed to western scales. The same would be true for Indonesian
musicians listening to western music.
A historian prides himself on the ability to state the truth about certain historical events
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or situations by giving an unbiased account of an event. However, lack of bias is nearly
impossible, as a historian will always be affected by his environment and social
surroundings. There are certain historical events about which we are certain because we
have proof. For example, we know that the Japanese cities of Hiroshima and Nagasaki
were hit by nuclear bombs during World War II, and no matter what context we look at,
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this is true. However, there are other situations that we cannot be so sure about. A prime
example is the Armenian genocide. In May 1915 the Ottoman empire (now Turkey) is
1
2
J}
Kurt GOdel, Austrian mathematician.
This is a method of demonstrating GOdel'.s theorems in word form.
Theory of knowledge assessment exemplars
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Example 3
believed to have carried out genocide upon the people of bordering Armenia. The
official position of the Turkish government until this day is complete denial that a
massacre occurred. However, in Armenia historians tell us that thousands of innocent
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Armenians were slaughtered by Ottoman soldiers. This demonstrates how the context
changes our understanding of the truth of historical events.
'Thou shalt not kill' is a tenet that a religion with billions of followers states in its first
teachings and is generally accepted not just as a piece of guidance on how to behave but
as a moral absolute, and as a statement of true fact. However, 'why do we kill people
so
who are killing people to show that killing people is wrong?' 3 A person convicted of
murder in the state of Texas is automatically eligible for the death penalty. It is
generally considered unacceptable to kill, however, if the person is being punished for a
crime that he has committed then the death penalty is in some countries applicable and
accepted, thereby contradicting the so-called 'moral truth' put forward by religion.
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The Iraq war has claimed hundreds of thousands of lives, mainly Iraqi civilians who
have no part in the actual conflict but who were living in Baghdad when bombs started
landing, or simply present in a market the day a suicide bomber struck. During the
initial phases of 'operation Iraqi liberation', President George W. Bush and UK prime
minister Tony Blair claimed they had evidence that Saddam Hussein was building
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'Weapons of Mass Destruction' in his country- claims which turned out to be totally
unfounded. These claims were used to support the 'doctrine of Just War'. The two
countries' political leaders then changed tack and used the excuse 'the end justifies the
means' to support their actions. The name 'Operation Iraqi Liberation' gives people a
sense of patriotism and that what they are doing is right. The context in which the
3
_J)
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Example 3
governments of the USA and UK put the evidence for the invasion has given the
impression of a just war. This context was, however, built up using emotive language,
colourful displays of patriotism and many fallacies. This context was required in order
make their 'just war' Gus ad bellum, jus in bellum) cause true.
From the point of view of the leaders of the USA and the United Kingdom, the war in
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Iraq is justified; however if we were to examine the standpoint of the insurgency in Iraq
then we see a clear difference in perception of the truth. The West believes it is
liberating while the Iraqi insurgency see 'liberation' as an invasion. Once again, the
tmth of the situation depends on the context. We see from this that one's perception of
'truth' is dependent on things such as cultural background and political viewpoint.
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The table I am sitting at to write this essay appears to be hard- another a-priori truth. I
know this by using my senses and I can deduce empirically that the table is suitable to
be rested upon. However, scientifically, I know that this table is mainly empty space for
there are spaces in between the molecules held in a lattice, vibrating at high speed.
Richard Dawkins likens atoms at a molecular level to balls in a sports hall, one ball or
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atom in one sports hall, with the next atom in the next sports hall along. So the hardest
of materials are, in fact, predominantly empty space. Dawkins describes us as living and
evolving in a 'middle world' where we move at middle speeds and are of middle size.
We can comprehend that if we run into a wall we will knock ourselves out. If we had
neutrino brains and we had developed from neutrino ancestors, our brains would be able
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to process the spaces between the atoms and we would in fact be able to move through
walls. What we perceive is not a direct translation of the world around us. Each
organism has developed from different ancestors and perceives the world to his own
benefit. A monkey, Richard Dawkins claims, needs to be able to visualise a 3D world of
Jb
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Example3
branches and trees, whereas a water skater has no need for a 3D world or a perception of
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gravity because its whole world is on the surface of a pond. The context in which the
world is interpreted changes from species to species. It is convenient for humans to see
colours (differentiating wave-lengths) because we live predominantly in the light,
however for a bat living in darkness most of its life, it is more suitable for it to use its
ears to perceive colours. The context changes the usefulness of external sensory
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information. Evolution has enabled humans to operate successfully in the context of
Dawkins' middle world.
We exist in a world where we must make sense of situations as we find them. That may
involve making judgements and evaluating historical, artistic, mathematical, religious
and moral information. I believe that there is no such thing as absolute truth, and that
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Margaret Atwood was right when she said 'context is all'.
Bibliography
- TED Educational Documentaries. 'Queerer than we can suppose' -Richard Dawkins ,
-Theory of Knowledge, Alchin N, 2003 John Murray Ltd, London
- http://www4.ncsu.edu/unitvllockers/users/f/felder/public/kennv/papers/godel.html
.
-(date .visited: 29 january 2008).
..(&
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