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ICC and TOK Singapore, April 2006

ICC and TOK Singapore, April 2006. Kate Jenkins, curriculum area manager, groups 1 and 2. Theory of knowledge: nature of the subject. Reflection on cultural shifts Critical thinking about knowledge itself Understanding of knowledge as a human construction.

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ICC and TOK Singapore, April 2006

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  1. ICC and TOKSingapore, April 2006 Kate Jenkins, curriculum area manager, groups 1 and 2

  2. Theory of knowledge: nature of the subject • Reflection on cultural shifts • Critical thinking about knowledge itself • Understanding of knowledge as a human construction

  3. Teaching and Assessing Intercultural Communicative Competence M Byram • Curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own. • Interest in discovering other perspectives on interpretation of familiar and unfamiliar phenomena both in one’s own and in other cultures and cultural practices.

  4. Teaching and Assessing Intercultural Communicative Competence M Byram • Willingness to question the values and presuppositions in cultural practices and products of one’s own environment.

  5. Teaching and Assessing Intercultural CommunicativeCompetence M Byram • Ability to analyse a document’s origin/source and meanings and values which arise from a national or ethnocentric perspective and which are presupposed and implicit.

  6. Understanding one’s own cultural assumptions to better understand other cultures • Developing skills in reading documents to identify and interpret implicit and explicit meanings

  7. TOK Aims and objectives with special relevance to ICC Aim: Encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants’ own. Objective : Demonstrate an understanding of different perspectives on knowledge issues.

  8. Robert Young Intercultural Communication “Intercultural communication produces a pressure for reconsideration of interlocutors’ own cultural background.” Claire Kramsch Context and Culture in Language Teaching “We cannot teach an understanding of the foreign as long as the familiar has not become foreign to us in many respects.” (Hunfeld quoted in Kramsch). “…even though we are of the same nationality and the same social class, ‘my’ country may not be ‘your’ country and your understanding of our social class might not be the same as mine.”

  9. TOK:Knowledge communities To what extent can we distinguish between knowing as an individual and knowing as a group or community enterprise? How much of one’s knowledge depends on interaction with other knowers? Are there types of knowledge that are specifically linked to particular communities of knowers? Presented with the belief system of a community of knowers, how can we decide what we personally believe?

  10. TOK: Knowers and sources of knowledge To what extent does personal experience or ideological bias influence our knowledge claims? Does knowledge come from inside or outside? Do we construct reality or do we recognize it?

  11. TOK:The nature of language What is the role of language in creating and reinforcing social distinctions, such as class, ethnicity and gender? What is the role of language in sustaining relationships of authority? Do people speak the same way to inferiors and superiors in a hierarchy? Does the professional authority speak in the same way as the person seeking opinion or advice? Can control of written language create or reinforce power?

  12. TOK: Ways of knowing – language Language exerts hidden power, like a moon on the tides (rita Mae Brown). The issues related to language and knowledge call for conscious scrutiny in order to recognize its influence on thought and behaviour.

  13. TOK:Language and culture If people speak more than one language, is what they know different in each language? Does each language provide a different framework for reality? To what degree might different languages shape in their speakers different concepts of themselves and the world? What are the implications of such differences for knowledge?

  14. TOK: Culture How do cultures differ with respect to the ways of knowing and areas of knowledge that they value above others? How would one justify valuing one way, or one area, more than another? TOK: Values How do values underlie the pursuit of truth in the different areas of knowledge? How, if at all, do they influence methodology?

  15. To keep open complexity in researching the target culture in a language class it’s necessary to go beyond the self-evident in exploring one’s own culture. The same why-questions that would be asked of the target language also should be asked of the familiar culture (which may be different amongst the students). This creates a process of ‘defamiliarization’ so that what at first sight seems obvious and natural are seen to be actually the result of social action, social power or social tradition.

  16. TOK: Assessment criterion B Criterion B The essay shows much evidence of independent thinking about the knowledge issues …. The student has shaped the essay in a way that shows both a personal, reflective exploration of the knowledge issues and significant self-awareness as a knower. There is serious consideration of different perspectives. Examples chosen are varied and effectively used.

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