Transcript TOK 1 - Cambridge University Press

Theory of Knowledge for the
IB Diploma
Introduction
© Cambridge University Press 2011
What is a ‘knowledge issue’?
• Plato defined knowledge as ‘justified true belief’.
• This implies that someone must have solid reasons
for believing that something is true.
• However, someone else may have other good
reasons for believing something different.
• Anything questionable in this way is a knowledge
issue.
© Cambridge University Press 2011
Knowledge issues
• Knowledge issues rest on the word ‘belief’.
• Not everything people believe is necessarily true.
• It can be argued that most ‘knowledge’ is debatable
in this way.
• A lot of things we accept as knowledge may be
considered to be open to debate.
© Cambridge University Press 2011
What is not a knowledge issue?
• These are facts that are absolutely known, for
example:
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I feel cold/hot/depressed, etc.
I have a Swiss passport.
I am at school.
I paid $3 for a burger.
© Cambridge University Press 2011
The TOK diagram
• The IBO Diploma Progamme ‘Theory of Knowledge
Guide’, available on the IBO teachers’ area, includes
a circular ‘traditional TOK diagram’ (see also p. vii of
the Coursebook).
• It places knowers at the centre, ways of knowing
around them, and areas of knowledge round the
outside.
© Cambridge University Press 2011
Four ways of knowing
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sense perception
language
emotion
reason
– (These may be of questionable reliability.)
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Six areas of knowledge
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mathematics
natural sciences
human sciences
history
the arts
ethics
– Note: There are other areas of knowledge, but they are not
included in the current IB TOK syllabus.
© Cambridge University Press 2011
Knowers
• People whose knowledge is being analysed.
• This includes you, the student.
© Cambridge University Press 2011
Analysing knowledge issues
• A useful place to start when analysing knowledge
issues:
– Place the knowledge issue in the context of an area of
knowledge.
– Question how it is known.
– Relate it to the knower and to self.
– Compare, contrast and link all of the above.
© Cambridge University Press 2011