THEORY OF KNOWLEDGE COURSE DESCRIPTION

NATURE OF THE SUBJECT

The Theory of Knowledge (ToK) programme is central to the educational philosophy of the IB Diploma Course

NATURE OF THE SUBJECT

It challenges students and their teachers to reflect critically on the four Ways of Knowing and Areas of Knowledge

It challenges students and their teachers to consider the role which knowledge plays in a global society

NATURE OF THE SUBJECT

It encourages students to become aware of themselves as thinkers

It encourages students to become aware of the complexity of knowledge

It encourages students to recognize the need to act responsibly in an increasingly interconnected world

NATURE OF THE SUBJECT

As a thoughtful and purposeful enquiry into different Ways of Knowing and into different Areas of Knowledge the ToK programme is composed almost entirely of questions

NATURE OF THE SUBJECT

The most central of these questions is:

HOW DO I KNOW THAT A GIVEN ASSERTION IS TRUE OR THAT A GIVEN JUDGEMENT IS WELL-GROUNDED?

NATURE OF THE SUBJECT

Assertions or judgements of this sort are termed KNOWLEDGE CLAIMS

The difficulties that arise in addressing these questions are known as PROBLEMS OF KNOWLEDGE

NATURE OF THE SUBJECT

The programme entails the application of this central question (How Do I Know That A Given Assertion Is True Or That A Given Judgement Is Well-Grounded?) to many different yet INTERRELATED topics

NATURE OF THE SUBJECT

The questions have been grouped into four broad categories:

Knowers and Knowing Ways of Knowing Areas of Knowledge Linking Questions

AIMS

To engage students in reflection on and in the questioning of the bases of knowledge so that they: develop a critical capacity to

evaluate beliefs and knowledge claims

develop an understanding of why critically examining knowledge claims is important

make interdisciplinary connections

AIMS

To engage students in reflection on and in the questioning of the bases of knowledge so that they: become aware of the interpretative

nature of knowledge including personal and ideological biases

consider that knowledge may place responsibilities on the knower

AIMS

To engage students in reflection on and in the questioning of the bases of knowledge so that they: understand the strengths and

limitations of individual and cultural perspectives

develop a concern for rigour in formulating knowledge claims and intellectual honesty

OBJECTIVES

Students should be able to: demonstrate an understanding of

the strengths and limitations of the various Ways of Knowing and of the methods used in the different Areas of Knowledge

demonstrate a capacity to reason critically

OBJECTIVES

Students should be able to: make connections between and

across Ways of Knowing and Areas of Knowledge

make connections between Personal Experience and different Ways of Knowing and Areas of Knowledge

demonstrate an understanding of knowledge at work in the world

OBJECTIVES

Students should also be able to: identify values underlying

judgements and knowledge claims pertinent to local and global issues

demonstrate an understanding that personal views, judgements and beliefs may influence their own knowledge claims and those of others

OBJECTIVES

Finally, students should be able to: use oral (Presentations) and

written language (Prescribed Essay) to formulate and communicate ideas clearly

THE ToK DIAGRAM

KNOWERS AND KNOWING

Nature of Knowing Knowers and Sources of Knowledge Justification of Knowledge Claims

WAYS OF KNOWING

Perception: Nature of Perception Limitations of Perception

Language: Nature of Language Language and Knowledge Functions of Language Language and Culture

WAYS OF KNOWING

Reason: Nature of Reason Reason and Knowledge Strengths and Weaknesses of Reason

Emotion: Nature of Emotion Emotion and Knowledge

AREAS OF KNOWLEDGE

Mathematics: Definition of Mathematics Mathematics and Reality Mathematics and Knowledge Claims Mathematics and Values

AREAS OF KNOWLEDGE

Natural Sciences: Definition of the Natural Sciences Natural Sciences: Methods of Gaining

Knowledge Natural Sciences and Knowledge Claims Natural Sciences and Values Natural Sciences and Technology Natural Sciences: Metaphor and Reality

AREAS OF KNOWLEDGE

Human Sciences: Definition of the Human Sciences Human Sciences: Methods of Gaining

Knowledge Human Sciences and Knowledge Claims Human Sciences and Values

AREAS OF KNOWLEDGE

History: Definition of History History: Methods for Gaining Knowledge History and Knowledge Claims History and Values

AREAS OF KNOWLEDGE

The Arts: Definition of the Arts The Arts: Methods of Gaining Knowledge The Arts and Knowledge Claims The Arts and Values The Arts and Knowledge Perspectives

AREAS OF KNOWLEDGE

Ethics: Definition of Ethics Ethics: Methods of Gaining Knowledge

and Knowledge Claims Ethics and Values Ethics and Technology Ethics and Knowledge Perspectives Ethics and Politics

LINKING QUESTIONS

Language: Religion: Does religious experience lie beyond

language? Ethics: Should offensive language be censored? Mathematics: How is mathematics like a

language? The Arts: Is art the language of emotions? Emotion: Does the way you describe something

affect how you feel about it? Human Sciences: Is language unique to human

beings?

LINKING QUESTIONS

Reason: Natural Sciences: Is there a logic of

scientific discovery? History: What kinds of bad reasoning can

typically be found in history? Perception: Should we trust reason rather

than perception? The Arts: What is the relation between

creativity and rationality?

LINKING QUESTIONS

Emotion: Language: Is language more to describe or

persuade? Religion: What role does emotion play in

religious beliefs? History: What role does empathy play in

the historian’s work? Mathematics: How important is intuition in

Maths? Natural Sciences: What does biology tell us

about the emotions?

LINKING QUESTIONS

Perception: The Arts: To what extent do the arts help us

to see the world with new eyes? Reason: Which is more reliable source of

knowledge, perception or reason? Language: How does the way we describe

something affect the way we see it? Mathematics: Does perception play any role

in mathematics? Human Sciences: Should we trust eye-witness

evidence?

LINKING QUESTIONS BASIC CONCEPTS

Belief Certainty Culture Evidence Explanation

LINKING QUESTIONS BASIC CONCEPTS

Interpretation Intuition Technology Truth Values

ToK PRESCRBIBED TITLES

To what extent is truth different in Mathematics, the Arts and Ethics?

Examine the ways Empirical evidence should be used to make progress in different areas of knowledge

How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true?

Discuss the claim that some areas of knowledge are discovered and others are invented