THEORY OF KNOWLEDGE COURSE DESCRIPTION
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