Theory of Knowledge
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Logistics
Theory of Knowledge (ToK) is a core component of the International
Baccalaureate Diploma Programme.
The ToK course runs throughout the 11th and 12th Grades with
2013/14 classes scheduled for Tuesdays A P2, Mondays B P1 and
Tuesdays B P2 in Woodlee 3.
Classes shall involve; active listening, note taking, individual and group
reading, the analysis of a wide range of literary excerpts, the viewing
of other media and general discussion and debate.
In addition, work may be set outside of class as both individual and
group tasks will be conducted online through various media.
Assessed work shall be submitted at the end of each year.
Internally Assessed Presentation (2014)
Externally Assessed Essay (2015)
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Logistics
A wide variety of ToK content may be found at ibdptok.com Here you
will find presentations, images, quotes, definitions, links to articles and
reviews of published material related to ToK.
The site aims to incorporate class activity and to foster dialogue within
the ToK community in order to facilitate more blended learning. Users
are able to post comments on all content which enables the site to act
as a forum. For this, individuals need to create a Disqus account.
As part of our process for monitoring academic honesty, individuals
are expected to submit assessed work through Turnitin. For this,
individuals need to create an account and link it to their class:
G11 Theory of Knowledge
ID 6654198
PW truth
G12 Theory of Knowledge
ID 6654199
PW certainty
Digital documents used throughout the course may be accessed
through an IB Theory of Knowledge dropbox. For this, individuals need
to install Dropbox, create an account and link it to the class dropbox.
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Course Information
Diploma Coordinator
Theory of Knowledge Coordinator
G11 Theory of Knowledge Teachers
G12 Theory of Knowledge Teachers
IB Theory of Knowledge Guide 2013
Course Description
Course Content
IB Theory of Knowledge Shared Folder
Link: ibdptok.com
Link: ibsurvival.com
Link: theoryofknowledge.net
Link: ibtokspot.blogspot.co.uk
Link: theoryofknowledgestudent.com
Link: theoryofknowledge.edublogs.org
Logistics
A. Perkins
D. Rea
C. Jouffrey and A. Tyagi
P. Attalah and A. Vaughn
Dropbox
ibo.org
Dropbox
Dropbox
Dropbox
Dropbox
Dropbox
Dropbox
Dropbox
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Course Content cont.
Individuals will receive a core textbook to keep throughout the course.
All titles cover the same course components, but offer their own
unique examples, questions and additional features. Other titles may
be accessed through your teacher.
Left to Right: Dombrowski et al. Oxford, 2013
van der Lagemaat. Cambridge, 2011
Bastian et al. Pearson, 2008
Alchin. Hodder, 2006.
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Logistics
Course Content cont.
In addition to the core textbooks are a number support textbooks that
focus upon different aspects of the course. It is advised that you make
use of these during your assessment planning and preparation. These
titles may also be accessed through your teacher.
Left to Right: Sprod and Melvin. IBO 2010
Santrampurwala et al. Oxford. 2013
Heydom and Jesudason. Cambridge, 2013
Dombrowski et al. Oxford, 2007
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Definition
Epistemology (Greek), meaning the ‘study of knowledge and
understanding’ is a branch of philosophy such as logic or metaphysics
that is principally concerned with the nature of knowledge.
Much of the theory in epistemology has so far focussed upon both
distinguishing the different forms of knowledge from one another and
the ways by which we acquire and share knowledge, both as
individuals and as groups.
Many philosophers have explored the notions of truth, belief and
justification as well as the idea of the individual as the knower. Some
knowers claim knowledge, others have knowledge authority, but how
we, as knowers judge others’ knowledge, is of the upmost importance.
From these theories, we are able to make real life applications that
enable us to; better our search for truth, help us learn to balance
scepticism with open mindedness and forever question knowledge.
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Description
Whilst ToK is concerned with the content found in the field of
epistemology, it is officially described by the IB as: “…[more] a course
about critical thinking and inquiring into the process of knowing,
rather than about learning a specific body of knowledge. The ToK
course examines how we know what we claim to know. It does this by
encouraging learners to analyse knowledge claims and explore
knowledge questions.”
Bastian et al. refine this by highlighting the common misconception
that ToK is philosophy, saying instead “…[it is not] a course in
philosophy as such, it is philosophical in so far as it is concerned with
the justifications of knowledge claims and beliefs in all of their forms.”
van de Lagemaat suggests that the central question to ToK may be
“How do you know?”. He identifies critical thinking as a necessary skill
the course demands, outlining it as “…[involving] such things as asking
good questions, using language with care and precision, supporting
your ideas with evidence, arguing coherently, and making sound
judgements.”
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Description
van de Lagemaat concludes his description of ToK by declaring its
purpose to be “…[a course] designed to help you reflect on and further
develop the thinking skills you have acquired in your other classes.”
Other common descriptions of ToK include:
“Thinking about thinking whilst learning about learning.”
“Not answering questions, rather questioning answers.”
“A way of; examining the principles on which our judgements are
based, reflecting on the substance of an argument that emerges from
discussion, testing and examining the principles and limits of our
knowledge, coming to grips with the premises on which we construct
our knowledge and scrutinising the foundations and evidence for our
beliefs.”
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Purpose
Diploma Programme Model. IB, 2013
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Purpose
ToK is one of three core elements of the Diploma Programme (the
others being CAS and the EE). The core itself has been part of the
Programme since its founding and its principle has always been to
develop the learner as a whole person.
The IB believes this is best achieved through the identification and
development of clearer relationships and shared aims between and
within these three core elements. By viewing the core as one unit, it is
hoped learners have a better understanding of the interconnectedness
of learning, the concurrency of learning, the development of the
learner and a broader view of the subject areas.
These core elements also function individually, complementing and
enabling each other to achieve similar aims. These include academic
enrichment brought about by a deeper understanding of disciplines, a
fostering of international mindedness in order to develop intercultural
understanding and respect and the development of self-awareness so
that learners understand their place in the world and begin to
challenge their own values.
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As previously stated, the core element of ToK
Purpose
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Purpose
History of ToK
The French insisted that every student should take philosophy.
The British strongly vetoed the idea. The dispute was protracted
but both sides at least seized upon the idea that every student
should follow a course, not in philosophy, as such by mastering the
great books, but in
philosophical thinking based on students’
education to dat History of ToK cont.
ToK was created to counteract
- the failure to make explicit in the minds of students the different
forms which academic learning and knowledge take
- the tendency for students to study their different subjects in
watertight compartments
ToK Course
ToK wishes to nurture the IB Learner Profile attributes through engaging
discussion.
IB students must try to
- believe strongly with good reason
- debate both pros and cons
- generalise with prudence
- deduce consequences
- identify assumptions
- make responsible ethical decisions
- meet criticism and mete it out to oneself and others with due respect for
opposing opinions
ToK Course
ToK highlights a liberal education, one that offers
“The freedom from total reliance on knowledge by authority, second hand
ideas, all the results of other peoples’ thinking, and freedom to think things
through for yourself, to revise, to refine, to reject or to reaffirm all the things
in your heart and your head and then to express those views with clarity and
thoughtfulness.”
Structure
1 Theory of Knowledge
2 Problem of Knowledge
3 Nature of Knowledge
i) Knowers
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5
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Perceived Knowledge
Emotive Knowledge
Reasoned Knowledge
Language Knowledge
ii) Ways of
Knowing
Mathematical Knowledge
Natural Knowledge
Human Knowledge
Historical Knowledge
Aesthetical Knowledge
Ethical Knowledge
iii) Areas of
Knowledge
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9
10
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14 Truth of Knowledge
15 Assessment
ToK Course
Appling the DP Learner Profile to ToK
1 Inquirers
TOK students seek to find out how knowledge is constructed using various
•
ways
•of knowing and by considering what constitutes knowledge in various areas of
•knowledge. It is a fundamental premise of TOK that personal knowledge should
•not result from simple acceptance of knowledge claims without sufficient inquiry
•and evidence.
2 Knowledgeable
•
Knowledgeable TOK students strive to be knowledgeable about the nature
of knowledge. This
•means becoming knowledgeable about the methods of inquiry of a variety
•of subject areas, from a number of perspectives. Students are encouraged
•to explore the processes by which individuals arrive at their own knowledge
•and understanding of the world and the presuppositions that underpin this
•understanding.
3 Thinkers
The ToK leaner seeks to be active, reasoned, creative and ethical in
their decision making
ToK Course
Appling the DP Learner Profile to ToK cont.
4 Communicators
TOK students are required by the TOK assessment tasks to communicate
•
their
•understanding and perspective in both oral and written form. Students also study
•the language that is used to develop a body of knowledge, so they learn what
•gives language its power as well as what causes failures of communication.
5 Principled
A ToK leaner seeks to understand, through an ethical framework, a
respect for individuals and groups. Their life is a crucible of ethical
responsibilities and conduct
ToK Course
Appling the DP Learner Profile to ToK cont.
6 Open Minded
•
TOK students need to be open-minded about knowledge claims they
encounter.
•They will learn not to simply accept claims at face value, but to consider the factual
•accuracy of any proposition and the potential emotional, social or cognitive bias
•of any person making a proposition. At the same time, they must learn to balance
•skepticism with belief, and recognize that in many situations there is a need to
•make decisions without possessing absolute certainty.
7 Caring
•
TOK students are asked to care about how they use their knowledge. This
•necessarily means thinking about how knowledge can be used in sympathetic,
•empathetic and compassionate ways.
ToK Course
Appling the DP Learner Profile to ToK cont.
8 Risk Takers
•
TOK students must be willing to risk questioning what they hold to be true.
•This means that they must be willing to risk being wrong. When we are willing
•to accept being wrong then we make progress towards correcting existing
•misconceptions and increasing our knowledge and understanding of the world.
•The word “judgment” is central in TOK, and students should be prepared to take
•the risks involved in making judgments in matters where the evidence does not
•definitively favour one view or another, while at the same time acknowledging the
•provisional nature of these judgments.
9 Balanced
•
TOK students are committed to viewing knowledge claims from different
•perspectives. They are also required to consider a range of areas of knowledge.
•TOK requires a balance of ability in speaking and writing, and a balance of ability
•in drawing general conclusions from specific examples and in drawing on specific
•examples to demonstrate general claims.
10 Reflective
•
TOK students learn to reflect on the degree to which their own and other
people’s
Disciplines
Areas of Knowledge (Disciplines)
“Disciplines are dynamic, not just collections of knowledge. As in any social
group there are leaders and followers and cliques all performing their
scholarly work according to certain written and unwritten rules, acquiring
knowledge, explaining it and defending it. While there is always a body
of knowledge that is accepted within every discipline, there are also
people working at the cutting edge of research, thinking new thoughts
and debating the issues of the day and publishing their work in the
magazines or periodicals associated with each field of study.”
Disciplines
Task 1
Consider your specialist IB discipline and identify its
- definitions
- ways of thinking
- sets of problems
- objects of study
- vocabulary
- methods
- proofs
- experts
Disciplines
Task 2
Consider each of the following disciplines and link them with the following
Logic
Economics
History
Ethics
Aesthetics
Maths
Science
Psychology
Politics
Sciences
a) numerical relationships
b) judgements of right and wrong
c) valid reasoning
d) past events
e) lawful events in the natural world
f) behaviour of people and animals
g) events in the social world
h) power and policy
i) judgements of beauty
j) distribution of material goods and services
Knowers
Task 3
Read section on Pg. 7
Empirical knowers rely on observation and experience (going and looking)
Rational knowers rely on logic and reasoning (sitting and thinking)
Knowers
Task 4
Give examples of how these thought processes led to you forming a belief
Knowledge and Belief
Note how your actions are affected by your belief that
- no one is watching you
- it is going to rain
- your chair is broken
- you are invisible
- your parents are mad at you
- your opinions are worth nothing
- you are good looking
- nobody likes you
- you are smart
- the world will end tomorrow
- God is watching you every minute
Knowledge and Belief
Many beliefs have powerful emotional components to them. For example
- it feels good to know something
- it feels bad to not know something when you want or need to
- it feels awful to lose a belief
- it feels awful to think you will never know something important no
matter what you do
Knowledge and Belief
Task 5
Give examples of beliefs that have each of these emotional components
The Paranormal
Task 6
Consider asking yourself the following questions
What is a ghost?
Do you believe in ghosts?
Has this always been the case?
How strong is this belief?
How important is this belief?
Have you ever experienced a ghost?
Why do you / don’t you believe in ghosts?
What evidence / lack of evidence is there to support your belief?
What would have to happen for this belief to change?
How do you reject the evidence against your belief?
Is this belief empirical / rational or both?
Why do others believe differently?
Do you think you will continue to believe this?
Do you want to continue to believe this?
Do you know whether or not ghosts exist?
The Paranormal
Task 7
Consider asking yourself the following questions
What is a UFO?
Do you believe in UFOs?
Has this always been the case?
How strong is this belief?
How important is this belief?
Have you ever experienced a UFO?
Why do you / don’t you believe in UFO?
What evidence / lack of evidence is there to support your belief?
What would have to happen for this belief to change?
How do you reject the evidence against your belief?
Is this belief empirical / rational or both?
Why do others believe differently?
Do you think you will continue to believe this?
Do you want to continue to believe this?
Do you know whether or not UFOs exist?
The Paranormal
Task 8
Consider watching Paranormal Activity
Throughout the film, consider the characters’ contrasting levels of belief in
something widely regarded as untrue. Consider their differing methods
of achieving knowledge and the relative growth of experience that leads
them to accept and understand this phenomena as knowledge
One is a rational sceptic, constantly seeking empirical truth to refute
another's belief. The other, a victim of their own belief of which their
knowledge is an unavoidable and inescapable burden.
Apply the concepts discussed in ToK to Paranormal Activity and write a 500
word synopsis that summarises the film’s story from a ToK perspective
ways of thinking / objects of study / methods / proofs / experts / empirical /
rational / logic / reason / observation / experience / scepticism / belief /
decision / emotion / trust
Try to include as many of these terms as possible
Trusting Knowledge
We reserve awe for those with much knowledge and pity for those without
We act as if we know a great deal
As ToK knowers we should elevate knowledge above belief and opinion
To be a successful knower implies that we must develop a nose for
unreliable information. To be a good gatherer of knowledge is in large part
to be able to judge the conditions of trust
Trusting Knowledge
Placing trust in knowledge that we have long rejected takes great courage.
We have discussed how belief in knowledge often requires emotional
discipline
Consider the significance of personal experience when compared to other’s
experience and their contribution to the formation of your beliefs in ghosts
and UFOs
Is it necessary for personal empirical experience to sway your belief or
would you consider trusting other rational individuals?
Ghosts – (Hyperlink) Photographic Evidence
UFOs – (Hyperlink) Mike Sewell for BBC Radio 5
Theory of Knowledge
Table of Contents
1 …………………………………………………………………………………………………………………………………………… Logistics
2 …………………………………………………………………………………………………………………………………….…. Definition
3 ………………………………………………………………………………………………………………………………….… Description
4 …………………………………………………………………………………………………………………………………….....…. Purpose
5 ………………………………………………………………………………………………………………….……. Programme Core
6 ……………………………………………………………………………………………………..…………………….. Learner Profile
7 ........................................................................................................... Knowing about Knowing
8 ............................................................................................................................ Ways of Knowing
9 ..................................................................................................................... Areas of Knowledge
10 ……...…………………………………….………. Shared Knowledge and Personal Knowledge
11 …………………….…………………………….. Knowledge Claims and Knowledge Questions
12 ………………………………………………………………………………………….……………………………………. Assessment