Theory of Knowledge

Developing a World View

How Do You Know? Who Says So? Are You Sure? And so?....

 

Overview:

Theory of Knowledge will be the key element which creates an intellectual link between and among all of the coursework pursued in the International Baccalaureate Program at Morgan Park High School. It will provide a philosophical basis for students to interpret their world and to focus their educational experiences on a life-long timetable. They will examine different ways of knowing language. Further, they will consider some world views that have been prevalent in the Western tradition. In addition, they will examine the ephemeral nature of "truth" and the mutability of all world views. Students will be asked to articulate what they know, how they know it, and what consequences should result in their lifetime educational process from this kind of "perspective awareness." Many methods will be utilized in this process of inquiry.

Aims:

  1. To study language in order to engender clarity of thought and precision and simplicity of expression.
  2. To study philosophy-particularly, but not exclusively, from the Western tradition-as a focal point for understanding "World View."
  3. To examine the ways of knowing and the elemental differences in "perspective" found in different academic traditions and disciplines.
  4. To introduce logic, argument, and evidence.

5. To examine the ephemeral nature of "truth."

6. To explore systems of knowledge.

7. To become familiar with and skillful in the use of the Socratic method.
  1. To understand that all recorded knowledge is a dialogue between the recorder and the receiver, and that experience very often influences the way the receiver interprets that dialogue. And, that the concepts of truth, knowledge and education are often culturally driven and the "learner" must seek to at least recognize those influences.
  2. To produce critical thinkers and critical "discerners" who ask not only what is thought, but why it is thought, and of what consequence these perceptions are in the long run of things.

Objectives:

Students will:

  1. Use clear and effective written expression in exposition, comparison and contrast, and persuasion.
  2. Use clear and effective oral expression in organized, logical dialectic and persuasive argument.
  3. Arrive at an understanding of the education that they have acquired and its effect on their world view.
  4. Perceive an issue or institution from multiple perspectives and be able to articulate those perspectives.
  5. See similarities (patterns, shared biases, similar logic, etc.), differences, strengths and inherent limitations in various kinds of knowledge.

6. Articulate the strengths and limitations of value judgments in education and in a world view.

7. Articulate what a world view is and perhaps articulate part of their own.

Topics:

General TOK Requirements:

The students will be required to attend the TOK class three days per week during grades 11 and 12. Two days will follow the TOK curriculum. The third day will be multi-dimensional. Examples of third day activities are: Extended Essay research and writing, working on projects, and tending to IB administrative matters. The students must be able to complete all assigned readings on time. Often, sections or excerpts will be required rather than complete works. Each student must come to the sessions fully prepared to participate in classroom activities, whether they be Socratic round tables, writing, small activity groups, or exploratory discussions. Students will be expected to do some library or Internet research in every study area. Further, at times, they will take the initiative in leading study sessions as part of their small group activities or their group presentations and they will teach their peers.

Assignments:

  1. Various readings, exercises, small group activities, films, oral presentations, Socratic round tables, Media Center and Internet research.
  2. Two essays for internal assessment by TOK teacher. (1,000 to 1,500 words) The assessment is subject to external moderation.

Essays will be written with reference to any parts of the Theory of Knowledge program.

One of the two essays submitted by the candidate must be written on a topic chosen from a list of topics which will be supplied to schools by IBEX one year before the examination session.
  1. TOK Journal: Short written responses to TOK assignments: commentaries, arguments, and reflections.
  2. Preparation for class participation.

 

Assessments:

30% Each: Two Essays: (1000-1500 words)

Three assessment criteria:

Clarity---structure and comprehensibility

Content---all elements directed at the relevance of the essay to exploring the origin, nature, and status of different ways of knowing

Critical Thought---insight, originality and depth.

Criteria specifications are outlined on pages 23-27 of the Guide to the Theory of Knowledge

20%:TOK Journal ---TOK Journal Rubric

20%:Participation ---All TOK Activities

 

The following are resources needed for the Theory of Knowledge course:

Reading List:

Grade 11 (65 hours)

Introduction (15 hours)

How do you know something?

An exploration of perception, expectations, and cultural bias:

The Penny Game et al....

What happens when you get to the end of the earth? {You fall off, silly!}

The Gods Must be Crazy...film

Why Man Creates...short film

What is the nature of truth?

Does truth exist?

"The Allegory of the Cave" and various chapters on the

Philosopher-King and education-Plato's Republic

I. The Role of Language and Thought in Knowledge (30 hours)

II. The Requirements of Logical Rigor for Knowledge (20 hours):

 

 

Grade 12 (80 hours)

III. Systems of Knowledge (40 hours)

Mathematics

*TBA

Natural Sciences

Human Sciences

*TBA

*NOTE: - Reading lists for these topics are being developed.

History

IV. Value Judgments as Knowledge (15 hours)

Political Judgment

 

 Aesthetic Judgment

V. Knowledge and Truth (15 hours)

Searching for a World View-Category Topics and Readings

Ways of Knowing

VI. Limits of Knowledge (10 hours)

 

Library Resource:

Cambridge Encyclopedia of Language, David Cristall, 1997