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Theory of Knowledge

How do we know? Is knowledge created or discovered?

“The evolution of knowledge is toward simplicity, not complexity.” – L. Ron Hubbard

This document will outline two years’ worth of the IB Theory of Knowledge Syllabus. This document will outline the topics to be discussed over the two years of this course.

Name: David Allan

Date:08/02/2014

11th and 12th Grade IB Theory of Knowledge

Unit Learning Objectives:

Student's will be able to identify the 8 way of knowing (WoK) (Language, Emotion, Sense Perception, Imagination, Intuition, Memory, Faith and Reason)

Student’s will be able to identify the 8 areas of knowledge (AoK) (Mathematical, Human Sciences, Natural Sciences, History, Arts, Ethics, Religious and Indigeous Knowledge Systems)

Students will be able to explain their own personal definition of each way of knowing.

Students will be able to define the strengths and weaknesses of the 8 ways of knowing.

Students will be able to explain the knowledge framework for the 8 areas of knowledge.

Students will be able to explain the link between justification and evidence

Students will be able to give a definition for each shared and personal knowledge.

Students will be able to explain the links between shared and personal (tactic) knowledge.

Students will be able to define and give examples of knowledge claims.

Students will be able to identify and explain the types of knowledge. (factual/practical)

Students will be able to define truth.

Students will be able to properly unpack a knowledge question.

Students will be able to identify and explain counter claims

Students will be able to draw links between multiple ways of knowledge.

Students will be able to explain how the strengths and weaknesses of a way of knowing are observed within the context of areas of knowledge.

Yearly Assessment:

Students will be given short papers throughout the two years which mirror the external assessment process.

Students will be asked to produce several presentations that incorporate real life situation and focus on analysing knowledge questions.

Students will be assessed on their in class participation on a weekly basis.

During Year Two: Students will produce at 1600 word essay for their External Assessment

During Year Two: Students will present a 10-30 minute presentation on the knowledge issues associated with a real life situation.

Calendar:

|Lesson |Activity (topics) |Assessment |

|1. Week 1 - Introduction to ToK. | What is Theory of Knowledge? |Students will be asked to answer the question, |

| |The teacher will give an introductory |“What is Theory of Knowledge”? |

| |presentation on the nature of the class, aims and|Students will then be instructed to take the time|

| |objectives. |to write a 300-500 word response to the Whitman |

| |Students will be asked to read a verse from Songs|Poem. What is the message of this poem and how |

| |from Myself by Walt Whitman |does it relate to Theory of Knowledge? |

|2. Week 2 – What is a Knowledge Question? |What is a Knowledge Question? |Students will be asked to identify and develop |

| |The teacher will present a real life situation |knowledge questions for three original real life |

| |and the subsequent knowledge questions associated|situations. |

| |with it. |Students will list all of the super sets that |

| |Students will then be asked to brainstorm real |exist in their real life situations and show how |

| |life situations. |they can be effectively linked to develop |

| |Students will be taught the superset method for |knowledge questions. |

| |developing knowledge questions for real life | |

| |situations | |

|3. Week 3 – Types of Knowledge |How do you understand? The teacher will explain |Students will be asked to analyze the following |

| |the difference between Personal, Shared |questions: |

| |Knowledge, as well as their links to Practical |How proficient must we me at a skill before claim|

| |and Factual Knowledge |we have it? |

| | |Can you swim if you can swim for one meter? How |

| | |about 10 meters? How about 50 meters? If a man |

| | |has one whisker does he have a beard? How about |

| | |10, 50, 500, etc? If you can play a note on a |

| | |guitar are you proficient? How about a chord? |

| | |Three chords? Explain how you have decided when |

| | |proficiency is obtained. |

| | |What do we mean when we say we know? What do we |

| | |mean when we say we know a person? Can others |

| | |know us better than we know ourselves? |

| | |Do Unicorns Exist? How do we define the word |

| | |‘exist’? Can we really know about things that do |

| | |not exist? How? |

|4. Week 4 – Justification and Evidence |The teacher will ask students to define |Presentations – |

| |justification and evidence. |Questions to Present on – |

| |They will guide a discussion which links them |To what extent do we evaluate evidence before |

| |Presentation on one of two knowledge questions. |making a judgement, and to what extent do we look|

| | |for evidence to support our judgements? |

| | |Or |

| | |How does the importance of justifying our beliefs|

| | |differ across different areas of knowledge? |

| | |Choose one – consider how you might develop it |

| | |for a presentation. Select real life situations |

| | |that you might use as evidence to support and |

| | |counter arguments. |

|5. Week 5 - Explain Presentation Format |Cover IA Rubrics |Students will then be given time to work on their|

| | |presentations and ask questions regarding format |

| | |and styles. |

|6. Week 6 – Presentations |Students will present during week 6 |Students will present their answer to one of the |

| | |two questions assigned the week before |

|7. Week 7 – Presentations (continued) |Students will finish up presentations Week 7 |Students will present their answers (continued) |

|8 Week 8 – What are you Certain of? |Review Presentations – Look at strengths and |Use IB Rubics for Review. |

| |areas of improvement. | |

| |Review again the propose of ToK as a Class. |Short Quiz on TOK Terms. |

| |Ensure students have a clear definition of Truth,| |

| |Knowledge, Proof, Evidence, Justification and |Grade quiz in class and discuss results |

| |What a Knowledge Issue is. | |

|8. Week 8 – The Problem of Knolwedge: Common |Ways of Knowing in Brief: Introduced Lagugage, |Exit Ticket – What are ways of knowing? Name one |

|Sense and Certtainty |Perception, Reason, Emotion, Memory, Faith, |strength and one weakness for each. |

| |Intutiion and Imagination | |

|9. Week 9 – The Problems of Knowledge |Areas of Knolwedge – Introduce History, Math, |Exit Ticket - Why does we catagorize knowledge |

| |Natural Sciecne, Human Sciences, The Arts, |into these areas? |

| |Ethics, Religious Knowledge Systems and | |

| |Indigenous Knowledge Systems | |

|10. Week 10 – The Problems of Knowledge |Understanding and Assessing different levels of |Paper – 300-500 Words due next class. What is |

|relativism and Who Cares? |skepticism. |Skepticism? When is it healthy? What are it's |

| |Reading: |draw backs? |

| | |

| |-fallacies | |

|11. Week 11 - The Nature of Knowledge – Knowledge|Standard's for Measuring True beliefs. |Create – 5 good KI's and explain what they are |

|Justified as True Beliefs and Levels of Knowledge|Review what is a good Knowledge Issue? What is a |investigating and how they fit the criteria for a|

| |bad knowledge Issue? |good KI. |

|12. Week 12 - The Nature of Knowledge – |Look at the development of the historical | |

|Perspectives on True Belief – Plato Socates, |prespective of knowledge. | |

|Thucydides, Second Hand Knowledge and |Analyze the difference between first and second | |

|Conclusions. |hand knowledge | |

|13. Week 13 – Ways of Knowing – Language |What is Language? |Exit Ticket - Describe this way of knowing in |

| |Tower of Babel/Ted Talk |relation to your other six IB subjects. |

| |Strengths and Weaknesses |Homework – Write instructions on how to tie your |

| |Links to shared and personal knowledge |shoes. Then video record your younger |

| | |brother/sister/cousin trying to follow the |

| | |directions. What we the challenges? Further |

| | |Analyze the challenges. DO NOT HELP THEM! |

|14. Week 14 – Ways of Knowing - Emotion |What is Emotion? |Exit Ticket – Describe this way of knowing in |

| |Are emotions Universal?Can or should we control |relation to your other six IB subjects. Explain |

| |our emotions? Are emotions the enemy of, or |Emotions internaction positively and negatively |

| |necessary for good reasonsing? Are Emotions |with each? Where does it enhance vs. Distort |

| |always linked to Belief? |knowledge? |

| |Strengths and Weaknesses | |

|15. Week 15 – Sensory Perception |What is Sense Perception? |Discussion: To what extent can we trust our |

| |Ted Talk on Senses and Deception. |senses to tell us the truth? |

| |Strengths vs Weaknesses |To what extent can sensory perceptions be shared?|

| | |Find an optical illusion, shared it with the |

| | |class. Explain the trick and repeat. Then answer |

| | |the following question: Are your senses still |

| | |fooled? How can the brain be fooled even when we |

| | |know what the trick is? |

|16. Week 16 – Ways of Knowing - Imagination |What is Imagination? | Discussion: How does the role of imagination |

| |Have the students define imagination. |differ between the Arts and the Sciences? |

| |Explain Strengths and Weaknesses. |Exit Ticket – To what extent must imagination be |

| | |shared if it is to lead shared knowledge? |

|17. Week 17 – Ways of Knowing – Intuition |What is Intuition? |Presentation – What is intuition and when can we |

| |Define |trust it? |

| |Strengths and Weaknesses |How far can we trust our intuition? |

| | |How is intuition informed by other ways of |

| | |knowing? Give examples |

|18. Week 18 – Ways of Knowing – Memory |What is Memory? |Exit Ticket – Explain how culture, science, |

| |Define |religion, mathematics, ethics, arts, human |

| |Strengths and Weaknesses |science or indigenous knowledge systems are |

| | |informed by shared memories? To what extent are |

| | |they products of personal knowledge? |

|MID TERMS | | |

|19. Week 19 – Ways of Knowing – Faith |What is Faith? |Exit ticket - To what extent is Faith dependent |

| |Define |on others? |

| |Strengths and Weaknesses |Does who and how many people influence our level |

| | |of faith? What else influences our levels of |

| | |faith? |

|20. Week 29 – Ways of Knowing - Reason |What is Reason? |Why do you think people tend to associate faith |

| |Define |with religion and reason with science? Are these |

| |Strengths and Weaknesses |are associations reasonable? Can you make a |

| | |counter argument for those statements? |

| | |Written Assignment – 500 words – How do we decide|

| | |which knowledge claims to trust when our personal|

| | |knowledge is at odds with knowledge that is |

| | |widely shared. |

| | |Or: |

| | |When, if ever, should society allow personal |

| | |knowledge claims to change shared knowledge? |

|21. Week 21 – Introduction to Areas of Knowledge |Explain – Scope, Methodology or Language, |500 Word Response – Choose one of the following |

| |Application and Key Concept. |aspects of the knowledge frame work: scope, |

| |Activity – Break the class into groups, assign |applications, methodology or language, and key |

| |each group a framework term. Allow groups to |concepts. Explore how this aspect of the frame |

| |research and explain their term. Then jigsaw the |work relates to what we know in two areas of |

| |groups together to exchange their understanding. |knowledge. Ex: Explore methodology in human |

| | |sciences and history or alternatively the scope |

| | |and application of religious knowledge systems |

| | |and science |

|Week 22 – Introduce Mock EA's |Present May 2015 |Students will be assigned the task of writing |

| |Present EA requirements – 1600 words and the |their introduction for next week. (300 words or |

| |common challenges that student face. |less) |

| |EA quetions | |

| |- Look at one quesiton – Areas of Knowledge to be| |

| |investigated? | |

| |What is the quetion getting at? | |

| |What are the potential knowledge issues? | |

| |Examples of Real Life Situations to be drawn | |

| |upon? | |

| |What are the challenges of this particular | |

| |question? | |

| | | |

| |Explain what makes of a good introduction. What | |

| |needs to be covered. | |

| | | |

| | |

| |tokxx_tsm_1305_1/samples/essay_template_en | |

|Week 23 – Mock EA's |Review with students sample EA's from IBO from |Students will be given any time left to ask |

| |previous years. Explain comments and how the |questions as Mock Essays wil be due Week 25. |

| |examiners will be assessing their work. | |

|Week 23 – Areas of Knowledge - Mathematics |Is Math Discovered or Invented? |Debate – Is math invented or discovered? |

| |Examine Numbers, Geometry, Applied Mathematics, |Students will research and debate both sides of |

| |Mathematical Proofs, Axiomatics, Logic. |this argument. |

| |Resources |They will be asked to justify how they know what |

| | know in relation to Math’s interactions with|

| |hematics-invented-o_b_3895622.html |the Ways of Knowledge. Wee |

| | | |

|Week 24 – Math Continued |Debate |Teams of Two will Debate whether Math is invented|

| | |or Discovered. |

|Week 25 – Areas of Knowledge – Natural Sciences |To what Extent is our knowledge of Science |Presentations will be assigned under the |

| |certain? |following questions: |

| |Scientific Method |- What is the relationship between the natural |

| |The Problems with Data and Time |sciences and social responsibility? |

| |Science and Reality |Choose a single recent scientific and/or |

| |Theories |technological development as a focus. |

| |Repeatability |Consider its ethical implications. |

| |Links to Ways of Knowing |Who bears the moral responsibility for directing |

| | |or limiting development of such knowledge? |

| | |On what basis can that responsibility be |

| | |justified? |

|Week 26 – Natural Science Continued |Presentation |Presentations |

|Week 27 – Natural Scienc |Presentations Continued |Presentations |

|Week 28 – Areas of Knowledge – Human Sciences |Are Human Sciences really ‘Science’? |Eye Witness Testimony – How reliable is an eye |

| |Methodology |witness when it comes to criminal convictions? |

| |Observation (Participatory/Non-Participatory) |

| |Controlled Experiments |ts/project_ideas/HumBeh_p014.shtml# |

| |Surverys |After reviewing the surveys for accuracy, |

| |Statistical Analysis |students will be asked to analyze why they were |

| |Thought Experiments |unable to accurately recall the situation. How |

| | |did their WoK succeeded and failed? |

|Week 29 Human Sciences Continued |Students will look be asked to identify a case |Discussion: Socratic Seminar: What steps could be|

| |study and analyze particular issues with that |taken to improve accuracy when studying the Human|

| |study. |Sciences? Students will explain the study and |

| | |then where it succeeded and improvements that |

| | |could be suggested based on their understanding |

| | |of Human Sciences. |

|Week 30 – Areas of Knowledge - History |How do we decide on the level of significance and|The Beginning of a golden age! |

| |accuracy of a historical event? |- Write a short two page letter to the future|

| |Historical Knowledge – Objective vs Subjective |beginning with, “20?? Was the dawn of a golden |

| |Shared vs Personal Knowledge in History |age…” Include things from the last year that |

| |Methods of Production/Compared to Methodology of |prove this statement. Discuss technology, social |

| |Science |movements, culture, etc. |

| | |- Students will then be |

| | |asked  to defend their choices, investigate their|

| | |biases answer the question, what shapes history? |

|Week 31 – History Continued |Students will read their two pages aloud to the | Students will then be asked to write a response |

| |class. |on the least significant details in each. First |

| |- Students will then be asked to identify what |they will explain why they feel that, that |

| |they think is the most and least significant |particular detail is important to explaining the |

| |event, discovery, etc included in each persons |dawning of the golden age. |

| |account of the year. |They will then be asked why that details might be|

| | |an important fact, idea, proof, etc in explaining|

| | |the dawning of a golden age. |

|Week 32 – Areas of Knowledge - Arts |‘Those who create art have a moral duty’? Is this|Exit Ticket – Do Artists have a moral duty? If so|

| |true and if so how does it impact our production |what is it? If not, why not? |

| |of knowledge? | |

| |What is Art? Define | |

| |Subjective vs Objective understanding of Arts | |

| |(strengths and weaknesses of both) | |

| |Links between Culture, Ethics and Commercial | |

| |Value in Art. | |

| |Methodology – links to WoK | |

|Week 33 – Art and Knowledge Issues. |Find a RLS involving Media and Advertising. |Work Period on Presentations groups of 1-3 |

| |- Develop a Knowledge Issues and a 5-15 Minute | |

| |presentations on the topic. | |

|Week 34 – Art continued |Art presentations (practice for IA's) |Presentations |

|Week 35 – Areas of Knowledge - Ethics |Can we know for certain what is right and wrong? |Written Respose -To what extent are you involved |

| |Sources of Ethical Knowledge |with ethics? How is your perception of the world,|

| |Relative vs Universal Ethics |and your position it in, affected by ethics? |

| |Methodology in Ethics | |

| |Deontological and Consequentialist Theory |To answer these questions – Examine a real life |

| | |situation and how ethics interacts with one other|

| | |way of knowing to develop knowledge in that |

| | |situation. |

| | | |

|Week 36 – Ethics |Continued | |

|Week 37 – Areas of Knowledge – Religious |What roles might the different ways of knowing |Answer one of the following questions: What are |

|Knowledge Systems |play when assessing a ‘miracle’? |the arguments of those who say ethics and |

| |What is religious knowledge? |religion are inseparable? To what extent are |

| |Language in relation to Religion |religions supported by ways of knowing other than|

| |Where is information derived from? Direct and |faith? How similar are the world’s religions? Is |

| |Indirect Revelations, Miracles, Religious |it possible to possess both a scientific and |

| |Authorities and Tradition. |religious outlook on the world? |

| |Methodology | |

|Week 38 – Religious Knowledge Systems |Contined | |

|Week 39 – Areas of Knowledge – Indigenous |Are superstition and indigenous knowledge |To what extent are you involved with indigenous |

|Knowledge Systems |different? Explain using at least two ways of |knowledge systems? How is your perception of the |

| |knowing. |world, and your position it in, affected by |

| |Define |indigenous knowledge systems? - |

| |Where is information derived from (Language, |Create a video which shows (their real or |

| |Praxis and Authority) |re-enacted) how Indigenous Knowledge System |

| |Methodology. |affect your life. |

|Week 40 – Indigenous Knowledge Systems |Review Videos |Review Videos in Class. Fellow student will |

| | |explain how the norms and customs in each video |

| | |are representative of Indigenous Knowledge |

| | |Systems. |

|Week 41 – EA Review | |Quiz – On AOK's |

Theoretical Frameworks:

Teaching Theory of Knowledge with Big Ideas:

The first framework that I have addressed in assembling this unit, is the concept of using a Big Idea to teach Theory of Knowledge (ToK). This theoretical frame work based on the idea that a central statement or question can become the focus or basis for enquiry for the entire course. We will then focus on smaller but equally important central questions on a weekly basis. In the case of Big Idea teaching and learning we are embracing the concept that less is indeed more by creating a single linchpin idea for students to return to that assists them with understanding how each lesson within a unit relates to each other in the overall context of the class. Therefore the big ideas of the class, and subsequently the ones used to tie each unit together compliment the curriculum as a way to organize the material that needs to be covered while making it relevant to the students in the class.

For this class, I have posed the essential question, How do we know? Is knowledge created or discovered? By having this theme of repeated inquiry and discovery, it allows me to show that the themes we are studying are inter-related. These themes and ideas all come together in relation to knowledge. The question asks students to examine how they understand and construct knowledge for themselves. Students' are more likely to engaged when they can see the reflection of the material in a personal and real life context.

Differentiated Instruction:

Differentiated instruction is the ability of the teacher to adjust the methods of delivery to meet the needs of children in their class. As we all understand that people are different and their learning styles would confirm that, to properly educate a variety of children in their class, teachers must take this into account. Differentiated instruction means that on occasion students will be given choice in regards their study materials and activities. Although all of the activities attempt to pass along the same information they are designed to reach as many different levels and styles of learning as is possible to address in one class room.

In my lesson plan I have looked at focusing on different learning styles and incorporating as many as possible to a lesson plan to provide a variety of opportunities for students to understand the material. As we understand that individuals have different preferred learning styles, I think it is important to address students strengths and occasionally challenge them by forcing them adapt Students will always be given an equal opportunity to learn material in multiple styles. This also allows us to challenge students to develop a more holistic understanding of the material by engaging it in different methods and effectively allow them to do more, and understand the material deeper. This means that you will meet the mandated requirements for all the students in the class, but you will do so in a way that uses their talents most effectively. For the purposes of grouping patterns, I have used both Homogeneous and Heterogeneous grouping based on their reading and how they jigsaw together. There were also times when a whole class approach was used with differentiated readings to get the entire group involved in the process. By using these different grouping strategies and constantly changing them you can address the literacy and learning style needs of children without them knowing what you're doing. This removes any stigma that might be attached to a certain activity, strength or weakness by allowing all students to excel and show vulnerability.

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