Theory of Knowledge

1. Theory of Knowledge

2. 1 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)

3. 1 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.Forthis,individuals needtocreateanaccountandlink 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.

4. 1 Logistics Course Information Diploma Coordinator A. Perkins Theory of Knowledge Coordinator D. Rea G11 Theory of Knowledge Teachers C. Jouffrey and A. Tyagi G12 Theory of Knowledge Teachers P. Attalah and A. Vaughn IB Theory of Knowledge Guide 2013Dropbox Course Description ibo.org Course Content IB Theory of Knowledge Shared Folder Dropbox Link: ibdptok.com Dropbox Link: ibsurvival.com Dropbox Link: theoryofknowledge.netDropbox Link: ibtokspot.blogspot.co.ukDropbox Link: theoryofknowledgestudent.com Dropbox Link: theoryofknowledge.edublogs.org Dropbox

5. 1 Logistics 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.

6. 1 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

7. 2Definition 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.

8. 3 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.”

9. 3 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.”

10. 4Purpose Diploma Programme Model. IB, 2013

11. 4Purpose 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.

12. 4Purpose As previously stated, the core element of ToK

13. 4Purpose 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

14. 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

15. 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.”

16. Structure • 1 Theory of Knowledge • 2 Problem of Knowledge i) Knowers • 3 Nature of Knowledge • 4 Perceived Knowledge • 5 Emotive Knowledge ii) Ways of • 6 Reasoned Knowledge Knowing • 7 Language Knowledge • 8 Mathematical Knowledge • 9 Natural Knowledge • Human Knowledge iii) Areas of • Historical Knowledge Knowledge • Aesthetical Knowledge • Ethical Knowledge • 14 Truth of Knowledge • 15 Assessment

17. 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

18. 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

19. 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.

20. 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 • motivations, beliefs, thought processes and emotional reactions influence what • they know and what they are capable of knowing.

21. Disciplines Areas of Knowledge (Disciplines) “Disciplines are dynamic, not just collections of knowledge. As in any social group there are leaders andfollowers and cliques all performing their scholarly workaccording 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.”

22. 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

23. Disciplines Task 2 Consider each of the following disciplines and link them with the following Logic a) numerical relationships Economics b) judgements of right and wrong History c) valid reasoning Ethics d) past events Aesthetics e) lawful events in the natural world Maths f) behaviour of people and animals Science g) events in the social world Psychology h) power and policy Politics i) judgements of beauty Sciences j) distribution of material goods and services

24. 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)

25. Knowers Task 4 Give examples of how these thought processes led to you forming a belief

26. 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

27. 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

28. Knowledge and Belief Task 5 Give examples of beliefs that have each of these emotional components

29. 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?

30. 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?

31. 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

32. 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

33. 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

34. 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 …………………….……………………………..KnowledgeClaimsandKnowledge Questions 12 ………………………………………………………………………………………….…………………………………….Assessment