Theory of Knowledge
Theory of KnowledgeIt is understood that the Theory of Knowledge (TOK) programme is central to the educational philosophy of the International Baccalaureate. It challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role which knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognize the need to act responsibly in an increasingly interconnected world.
As a thoughtful and purposeful enquiry into different kinds of knowledge, the TOK programme is composed almost entirely of questions. The most central of these questions is 'how do I, or how do we know that a given assertion is true, or a given judgment is well grounded?' Assertions or judgments of this sort are termed 'knowledge claims', while the difficulties that arise in addressing these claims are the broad areas known as 'problems of knowledge.' The programme entails the application of this central question to many different, yet interrelated, topics.
We understand that questions are the very essence of TOK. These include ageless questions on which thinkers have been reflecting for centuries, and new ones, often challenging accepted beliefs which are posed by contemporary life. TOK is intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument.
TOK is a key element in encouraging students to appreciate other cultural perspectives. Through texts and other literature, questions are generated and discussion occurs cross culturally. As an example, when comparing modern medicine in science between the Western world and other countries/cultures there is a necessity to understand other world views and perspectives.
Topics:
Introduction to Theory of Knowledge
A. Course overview and objectives
Assigned text: Zen and the Art of Motorcycle Maintenance. By Robert Pirsig
Some questions to be addressed:
1. What is quality in thought and statement?
2. What are ways of knowing? What are the areas of knowledge?
3. How do I know that a given assertion is true, or a given judgment
is well grounded?
I. Language and Logic
Reference texts: Beginning Theory by Peter Barry
Introduction to Logic by Copi
Logic by Immanuel Kant
The Art of Loving by Erich Fromm
Some questions to be addressed:
1. What is the nature of logic as a formal field of study? What can logic tell us about reality?
2. To what extent is it possible to overcome ambiguity and vagueness in language?
3. How can we ever truly understand the true intentions of an author?
4. How is loyalty the basis for relationships? How do human relationships exist upon loyalty?
5. How is language used in the art of persuasion? Is it possible to change a person's mind solely based on the manipulation of language?
* This part of the course focuses on students and their ability to use truth and validity correctly in dialogue. This will be taught through fallacies and formal logic to provide students a feel for the systematic nature of the discipline. We focus on how the products of human thought may be formalized or validated or warranted, and to hint at some of the limitations of that enterprise, as well as the connections between reason as a way of knowing and perception, emotion, and language.
II. Scientific Knowledge and the Formation of Scientific Concepts
Reference texts: The Structure of the Scientific Revolutions by Thomas S.
Kuhn
Man is the Measure by Ruben Abel
Persons in Their World by Jeffrey Olen
Some questions to be addressed:
1. What is the difference between scientific data and scientific truth?
2. How can we recognize scientific truth?
3. How is the scientific knowledge generated, justified, and limited?
4. In the study of medicine, is scientific knowledge the model of all knowing in Western Culture versus other cultures around the world?
5. What is the role of creativity in the sciences?
6. Should the natural sciences be regarded more as a method or more as a body of knowledge?
III. Mathematics and Reality
Reference texts: The Art of Mathematics by Jerry P. King
History of Pi by Petr Beckman
Some questions to be addressed:
1. How does one see the beauty in mathematics?
2. Is it possible to be mathematically and logically correct and still be wrong?
3. Even though mathematics describes the physical world very well, should we be careful with its implications? If so, how?
4. How is it possible that two arguments can be logically correct and be diametrically opposed?
5. What is the "mathematization" of nature (and human nature), and what are some of the implications of that project?
6. What are the limits of mathematical knowledge?
7. Mathematics is built upon a foundation of "accepted" axioms and definitions. From there, results are formed through a rigorous process of logic. What would happen if some or all the axioms and definitions were incorrect? Furthermore, what would that imply?
IV. Human Sciences and the Formation of Social Scientific Concepts
Reference text: Beyond Freedom and Dignity by B.F. Skinner
Chaos by James Gleick
Some questions to be addressed:
1. Is history a social science?
2. How is social scientific knowledge generated, warranted and limited?
3. What is the source of authority of the social sciences?
4. Is it reasonable to attempt to explain how human behaviors independently of what people claim are their intentions?
5. Can human behavior be usefully classified and categorized? Can it be classified within a culture? Across cultures? What beliefs or prejudices might be involved in our answer to these questions?
V. History and Historical Knowledge
Reference texts: Lies My Teacher Told Me by James W. Loewen
Night by Elie Wiesel
"Letters from Birmingham Jail" by Martin Luther King
Some questions to be addressed:
1. Who creates history?
2. How do we know the accuracy based on biases and perceptions of others? Is it valid?
3. What can we really know about our past, and what kind of utility might such knowledge have?
4. What does it mean to re-present our past? Can we tell it like it really happened? Does it matter what really happened?
5. Are value judgments a fault in the writing of history?
VI. Ethics
Reference texts: How the Mind Works by Steven Pinker
Moral Intelligence by Lennick and Kiel
Ethics for the New Millenium by The Dali Lama
"Letters from Birmingham Jail" by Martin Luther King
Some questions to be addressed:
1. What is moral truth and how do we recognize it?
2. What are the relationships between moral knowing and other kinds of human knowledge?
3. What conditions are necessary for the Good Life?
4. What characterize a moral judgment?
5. Does morality necessarily involve action, or can it involve thoughts and attitudes alone, and be solely meditative?
VII. The Arts
Reference texts: Living by Fiction by Annie Dillard
Amusing Ourselves to Death by Neil Postman
What Painting Is by James Elkins
The Crucible by Arthur Miller
"Why I wrote the Crucible" by Arthur Miller
Some questions to be addressed:
1. Is truth beauty? Can beauty be absolute? How do you define beauty?
2. Does the artist carry any moral or ethical responsibility? Can art work be immoral? Should art be judged on its ability to shock?
3. What is the difference between taste and judgment? What are the justifications and implications of claiming that there are absolute standards for good art, or that the only standard for good art is individual taste?
4. What are some common conceptions of "The Beautiful"?
5. How does artistic knowledge differ from other kinds of knowing?
6. What knowledge of art can be gained by focusing on the artist? Can an artist's intentions be understood simply through observation?
VIII. Beyond Theory of Knowledge, Wrapping it up
Reference text: The Power of Myth by Joseph Conrad
* Drawing on all aspects that have occurred throughout the course, we will explore the relationships between mythic and religious understanding. We will also explore the nature of religious belief, the limitations of human wisdom, the perils of human pride, the necessity of human commitment. It is hoped that the unit will take the student full circle from the motorcycle journey with which the course began to the larger, more poetic and more timeless journey of Homer's character. It is further hoped that the students will find themselves committed to the notion of the journey in their own lives.
Assessments:
The assessment for the Theory of Knowledge (TOK) course includes two components completed within the 100 hours designated for the course.
Part I: External Assessment (40 points)
Essay on a Prescribed Title (1200-1600 words). One essay on a title chosen from a list of ten titles prescribed by the IBO.
Support from the teacher comes in a variety of ways over the course of the TOK class. Through Socratic discussion we will discuss concepts and related ideas that will build up on the student's current knowledge while building new ideas along the way. Tying in readings from across the curriculum, current media news, and worldly events that connect. Encouragement and motivation to students will come with deadlines set throughout the course; ensuring students are on target for time as well as on topic through advice and guidance of skills needed to ensure success. The teacher will also ensure that the candidate's work is original through questioning of topic and consistent meetings and conversations with candidate along the way.
Part II: Internal Assessment (20 points)
The presentation (approximately 10 minutes per candidate) as an integral part of the TOK course.
One written self-evaluation report, using the relevant form of the Vade Mecum, including: 1) a concise description of the presentation, 2) answers to the questions provided on the form.
To prepare students for the presentation assessment, throughout the course students will give several different presentations in different forms, skits, lectures, simulations, games, etc.); for example in the Language and Logic section of TOK students will perform "Fallacious Skits" and play "Brain Games." In the Mathematics and Reality section of TOK students will give mini-lectures on topics, in the Arts section of TOK students will create a sculpture and present it explaining it through ways of knowing and the areas of knowledge. Students will then choose one area and a topic within that area to present as an assessment.
*All assessments will be scored using the rubrics and guidelines set forth by IBO.
Resources:
The majority of resources are listed within the outline of the course. In addition, resources may be obtained from the media such as newspapers, Internet and magazine articles. Internet access is available on all computers..
Teaching time:
List all classroom teaching hours for each HL and SL course.
HL/SL course Teaching hours
TOK is the subject connecting all courses. Therefore, we feel that students should take a one and half hour TOK class every week, over the two years of the programme
The school’s librarian will also been making greater connections/contacts with district libraries as well as universities.
Parents will also be asked to invite expert guest lecturers on certain issues that pertain to the course. It is hoped that this will provide an even more varied and diverse course.
Through the studying of various thoughts, ideas and values, from around the world, the course has been written in such a way that internationalism truly permeates throughout the TOK course.