One such question would involve explaining the consequences if the very foundations of knowledge were wrong, as all current knowledge is purportedly based on past knowledge. The IBO intends the program to develop critical thinking, and as a result creates questions that are thought provoking. Care should be taken to keep the discussion TOK related by guiding the students to use analysis from a TOK perspective. Other discussions may center around heated topics such as current events or global warming. Thus, the argument went on, and on, and on. ![]() They claimed that the machine knew the child was in danger, and reacted. The negative side however began talking of A.I., and used the example of the lifesaving ability of a water machine, which saved a child's life. We defined machines as a tool programmed by humans, and as such, were merely a more complex form of a hammer or chisel. Our group took the stance that they could not, which we initially believed would be easy to defend. They were split into groups with one side affirmative and the other negative. For example, a class spent 5 one-hour classes (the entire week) debating if machines can truly know as humans do. Discussions on the AOKs and WOKs may manifest themselves in many, many ways. Instructors should guide these debates, however should not interfere too far as to not allow students to arrive at their own conclusions. In many cases there is no real "right answer." As such, students probably will debate during the class discussions. It is helpful for most candidates to actively engage in and participate in discussions, challenging the basis of knowledge. The guided discussions generally relate to the various Areas of Knowledge and Ways of Knowing, and can be specific or inclusive of all Areas and/or Ways. It represents whatever "knows." Meanings associated with the knower and "knowing" should be discussed. Ways of Knowing (WOKs) are tools which can be used by knowers in order to obtain and manipulate knowledge. Certain knowledge may overlap certain AOKs or not fit well with any of them, however most knowledge and specific disciplines taken into consideration during the course do fit. They are broken up as follows.Īreas of Knowledge Īreas of Knowledge (AOKs) are in effect disciplines in which knowledge may be based. By knowing what each component can describe, a student may and should make well thought out conclusions concerning the components. The three components are integral to the TOK course and should be analyzed in great depth in order to make sure each student understands what they can describe. It is not a set-in-stone form, but rather a suggestion that may be debated upon in a Theory of Knowledge manner. The TOK diagram is an organization system of the Areas of Knowledge, Ways of Knowing, and the Knower. The Theory of Knowledge components and diagram The outputted A-E grade is used in conjunction with the Extended Essay A-E grade and can contribute up to 3 points the diploma.īecause these are the only two grades taken into consideration for TOK by the IB, it is recommended that students practice essays and presentations. 10 point oral presentation worth 33% of the final TOK grade (graded internally by the subject teacher).10 point "Essay on a prescribed title" worth 67% of the final TOK grade (graded externally).The final TOK grade is outputted to an A-E grade. Classes are composed of various activities which depend upon the instructor. The length of the course varies slightly between schools, but it must comprise of a minimum of 100 teaching hours. 2 The Theory of Knowledge components and diagram.The classroom environment is usually very discussion-based, and the course thus has a secondary function of helping students develop their oral expression skills. The course is centered around the study of 'Ways of Knowing', 'Areas of Knowledge' and 'Knowledge Issues', and encourages students to question what they already know in an abstract manner, by asking questions such as 'What counts as knowledge?' or 'What is the value of knowledge?' Humanity and shared guardianship of the planet, help to create a better and more peaceful world.' The Theory of Knowledge course, along with the Extended Essay, are intended to unify the other academic subject of each student. ![]() In the course, the aim is to help IB students become effective critical thinkers, with a greater goal being to develop IB learners: 'internationally minded people who, recognizing their common Theory of Knowledge, colloquially referred to as ToK, is a compulsory course for all students earning the IB diploma. You can help to develop the work, or you can ask for assistance in the project room. This book is an undeveloped draft or outline.
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