It has been a while since we have posted! In the intervening weeks--which encompassed the ten day hiatus of Easter vacation--we have done the Mathematics unit and again begun to work on presentations. In the Mathematics unit we examined the axiom-theorem structure which the Greeks invented and how logic operates in this system. We also made connections between math and the arts. For example, we looked at fractals and watched a brief video of Benoit Mandelbrot, their creator/discoverer. Students in groups also presented different math/art topics including the Golden Section, the art of M.C. Escher, Linear Perspective, and the relationship of math to music that in the West began with Pythagoras.
We looked at how math can be creative. Finally we spoke of how Kurt Goedel (a friend of Einstein) proved that not all mathematical truth can be proven, that is, that there are true theorems that cannot be proven from the given axioms, a curious situation for a discipline that is so rigorous and precise.
With all this done, it is time to turn our attention to presentations. Could someone from each group record the real-life situation and the knowledge issue that have been selected. What problems have you encountered? Sign with the initials of the people in the group.
Friday, April 29, 2011
Friday, March 18, 2011
Article and a Knowledge Issue
The crucial and most difficult part of TOK, arguably, is making the leap to seeing Knowledge Issues in daily life. As a part of the course work, this skill becomes very important for internal and external assessment. Like any skill, it becomes easier with habitual practice.
This week each student brought in an article and briefly discussed a knowledge issue present in the article. I was continually impressed by the creativity of the selections, and how personal each choice was. Could each of you summarize your article in one or two sentences (not a paragraph!) and record in the form of an open question the knowledge issue you have found.
Due: 25 March
This week each student brought in an article and briefly discussed a knowledge issue present in the article. I was continually impressed by the creativity of the selections, and how personal each choice was. Could each of you summarize your article in one or two sentences (not a paragraph!) and record in the form of an open question the knowledge issue you have found.
Due: 25 March
Monday, March 14, 2011
Variety in Presentations!
The TOK Presentation is a not an easy task, it cannot be thrown together after reading something hurriedly. It must be personal, well-researched and well-structured, addressing a real-life situation and focussing on the inherent knowledge issues.
The Guide to the course says that "presentations may take many forms, such as lectures, skits, simulations, games, dramatized readings, interviews or debates. Students may use supporting materials such as videos, MS Powerpoint presentations, overhead projections, posters, questionnaires, recordings of songs or interviews, costumes or props. Under no circumstances, however, should the presentation be simply an essay read aloud to the class" (page 47).
Keeping this in mind, be creative! Take a look at this film on teen dating made by a group of TOK students in California. It is a real-life situation and the students are focussing on Knowledge Issues. Write a reaction (250 words) to the short video below by Monday, March 21.
The Guide to the course says that "presentations may take many forms, such as lectures, skits, simulations, games, dramatized readings, interviews or debates. Students may use supporting materials such as videos, MS Powerpoint presentations, overhead projections, posters, questionnaires, recordings of songs or interviews, costumes or props. Under no circumstances, however, should the presentation be simply an essay read aloud to the class" (page 47).
Keeping this in mind, be creative! Take a look at this film on teen dating made by a group of TOK students in California. It is a real-life situation and the students are focussing on Knowledge Issues. Write a reaction (250 words) to the short video below by Monday, March 21.
Friday, March 4, 2011
More on Knowledge Issues / The TOK Presentation
For the TOK Presentation and Essay students must clearly and directly address specific knowledge issues. What does this mean?
In the first semester we explored the inner part of the TOK diagram, that is, the Knower(s) and the Ways of Knowing (language, sense perception, emotion, and reason). We observed that human beings have many ways of knowing and understanding, and that each way has distinct advantages and disadvantages, possibilities and limitations. When we seek to understand through written or spoken language, this imposes possibilities and limitations. Our senses permit us to receive information, but this too can be delimited or expanded depending on different conditions. Emotion can color our sense perception and reasoning. Reason itself can be logical or illogical, deductive or inductive, and it can be mislead through the logical fallacies. All of these Ways of Knowing interact.
For the TOK course a knowledge issue will be formulated in relationship to these issues as well as to issues of belief, certainty, culture, evidence, experience, explanation, interpretation, justification, truth and values. It also can be focused on one of the Areas of Knowledge (Natural Sciences, Human Sciences, Mathematics, The Arts, and Ethics).
The IB does not prescribe but recommends that knowledge issues are:
The challenge of TOK is to assimilate a new way of understanding how we know. The presentation must deal with a real-life situation and then discover in this a clear and explicit knowledge issue. For example, Al Gore has been campaigning for the reduction of carbon dioxide emissions in order to reduce the greenhouse effect. In the documentary An Inconvenient Truth we see him presenting his argument to myriad audiences around the world. That is a real-life situation. But if we simply debate on carbon dioxide emissions, this would not be sufficient. For TOK it is not enough to debate the persuasiveness of the argument. The knowledge issue must be expressed at a higher level of abstraction. The knowledge issue, expressed as a question, becomes: What makes a scientific explanation persuasive?
The challenge is to express the knowledge issue at this level of abstraction and then to keep the examination of the knowledge issue in focus and grounded in real examples. One must demonstrate an informed and critical understanding of the knowledge issue. Keep in mind, as we continue in preparing the first presentation, the four areas in which you will be assessed (I have given you these criteria in class):
In the first semester we explored the inner part of the TOK diagram, that is, the Knower(s) and the Ways of Knowing (language, sense perception, emotion, and reason). We observed that human beings have many ways of knowing and understanding, and that each way has distinct advantages and disadvantages, possibilities and limitations. When we seek to understand through written or spoken language, this imposes possibilities and limitations. Our senses permit us to receive information, but this too can be delimited or expanded depending on different conditions. Emotion can color our sense perception and reasoning. Reason itself can be logical or illogical, deductive or inductive, and it can be mislead through the logical fallacies. All of these Ways of Knowing interact.
For the TOK course a knowledge issue will be formulated in relationship to these issues as well as to issues of belief, certainty, culture, evidence, experience, explanation, interpretation, justification, truth and values. It also can be focused on one of the Areas of Knowledge (Natural Sciences, Human Sciences, Mathematics, The Arts, and Ethics).
The IB does not prescribe but recommends that knowledge issues are:
- "Formulated as open questions that allow more than one possible answer
- Explicitly about knowledge itself and not subject-specific claims
- Expressed in the language of TOK
- Precise in terms of the relationships between these concepts."
The challenge of TOK is to assimilate a new way of understanding how we know. The presentation must deal with a real-life situation and then discover in this a clear and explicit knowledge issue. For example, Al Gore has been campaigning for the reduction of carbon dioxide emissions in order to reduce the greenhouse effect. In the documentary An Inconvenient Truth we see him presenting his argument to myriad audiences around the world. That is a real-life situation. But if we simply debate on carbon dioxide emissions, this would not be sufficient. For TOK it is not enough to debate the persuasiveness of the argument. The knowledge issue must be expressed at a higher level of abstraction. The knowledge issue, expressed as a question, becomes: What makes a scientific explanation persuasive?
The challenge is to express the knowledge issue at this level of abstraction and then to keep the examination of the knowledge issue in focus and grounded in real examples. One must demonstrate an informed and critical understanding of the knowledge issue. Keep in mind, as we continue in preparing the first presentation, the four areas in which you will be assessed (I have given you these criteria in class):
- Identification of Knowledge Issues
- Treatment of Knowledge Issues
- Knower's Perspective
- Connections
The first semester, we can see now, is fundamentally important in highlighting the issues in knowing. As we go ahead with focusing on the specific Areas of Knowledge, we must also begin to apply these concepts and questions to life. This is what makes the TOK perennially fascinating and relevant.
Monday, February 7, 2011
Richard Feynman and Science as Knowing
We are now turning to science as a way of knowing.
One of the most extraordinary people of the 20th century was Richard Feynman, a Nobel Prize winning physicist who left an lasting impact on science. His impact was in part due to his discoveries, and in part due to his amazing ability to teach science. Unconventional and creative, he engaged people in viewing the world in a manner at once poetic and scientific, balancing rigorous thought and enormous awe.
In class we began watching a video on Feynman. Please finish watching the video outside of class and record a reflection here. What does Feynman say about science as a way of knowing?
One of the most extraordinary people of the 20th century was Richard Feynman, a Nobel Prize winning physicist who left an lasting impact on science. His impact was in part due to his discoveries, and in part due to his amazing ability to teach science. Unconventional and creative, he engaged people in viewing the world in a manner at once poetic and scientific, balancing rigorous thought and enormous awe.
In class we began watching a video on Feynman. Please finish watching the video outside of class and record a reflection here. What does Feynman say about science as a way of knowing?
Tuesday, February 1, 2011
The Pyramids in Bosnia and Testing for Truth
In class yesterday we watched a brief news clip about the discovery of pyramids in Bosnia. How can we evaluate the validity of this claim? In previous classes we have seen that different tests can be applied to knowledge claims. We can test by reasoning, by observation, by seeking a reliable source, by emotion. What tests are used to validate the claim in Bosnia? What tests can invalidate it? What do you personally think about the claim?
Friday, January 14, 2011
Knowledge and Wisdom
In the last two classes we have isolated and discussed briefly three categories of knowledge:
- Experiential Knowledge
- Factual Knowledge
- Skills Knowledge
We also turned our attention to wisdom. In reflecting upon what constitutes wisdom, several students articulated that it encompasses all three categories, but emphasizes experiential knowledge. It also requires reflection.
Students too mentioned specific classmates who seemed wise in that they firmly and compassionately understood what was important and meaningful in specific situations.
Can wisdom be taught? If it cannot, what does this tell us about learning? If it can, could you create a course on wisdom and what would you teach? How would you teach it?
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