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Ib theory of_knowledge_bms_presentation lauwers


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  • Contact Top Class IB Tutors for any assignment help: Email: Website: IB theory of knowledge (TOK) essay help tutors example sample Online Assignment Help/Tuition all over the world (100% guarantees for top class grades); Mail us or call us for any query: Ph: +91 9911918255 and +91 9918492994 The theory of knowledge (TOK) requirement is central to the educational philosophy of the Diploma Programme. It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected. In that sense ToK is the glue that binds the different academic components of the IB Diploma together. IB Tutor provides assignment writing help in all the IB subjects. 1 IB maths mathematics studies IA tutor help HL SL exploration extended essay example sample 2. IB physics IA labs extended essay help tutors example sample 3. IB chemistry IA labs extended essay help tutors example sample 4. IB Biology IA labs extended essay help tutors example sample 5. IB written task WT 1 & 2 help tutors example sample 6. IB Written Assignment WA 1 & 2 online help tutors example sample 7. IB English Extended Essay EE online help tutors example sample 8. IB English IOP IOC online help tutors example sample 9. IB theory of knowledge (TOK) essay help tutors example sample, TOK Presentation help guidance 10. IB economics IA commentary extended essay help tutors example sample eco 11. IB business management bm IA extended essay help tutors sample example 12. IB ITGS (information technology in a global society) project extended essay help tutors example sample 13. IB history geography IA extended essay help tutors example sample 14. IB Environmental systems & society ESS Lab Report IA Extended Essay EE Help Tutor Sample Example Online
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Ib theory of_knowledge_bms_presentation lauwers

  1. 1. IB Theory of Knowledge BMS IB Core Week July 2014
  2. 2. What is TOK? “The course does not declare. It invites.” Definition Metacognition Key concepts Ways of knowing Areas of knowing
  3. 3. What is TOK? This course introduces you to theories about the nature and limitations of knowledge (basic epistemology) and provides practice in determining meaning and validity of knowledge (critical thinking) It is claimed to be a “flagship element” of the Diploma Programme, and is the one course that all diploma candidates are required to take TOK requires 100 hours of instruction, the completion of an externally assessed essay of 1,200-1,600 words (from a choice of ten titles prescribed by the IB), and an internally assessed presentation on the candidate's chosen topic.
  4. 4. Metacognition “knowing about knowing” •the awareness that you have of your learning processes, and •the degree of control you are able to achieve in your learning thanks to this awareness.
  5. 5. Key concepts knowledge issues perspectives critical thinking knowledge claims assumptions justification implications
  6. 6. Knowledge issues “In TOK discussions explore knowledge as a source of questions or topics for exploration that rise to the surface when a spirit of inquiry is applied to the process of knowledge itself”: • its creation • justifications • complexities • uncertainties • implications • value
  7. 7. Perspectives Making you aware of the fact that you don’t “just know”, but that you know from a particular perspective It opens the way to recognising that others may have absorbed different cultural, ideological or personal assumptions. Exchange of ideas in a spirit of inquiry can contribute greatly to the understanding envisaged in the IB’s mission statement that “other people, with their differences, can also be right”.
  8. 8. Critical thinking knowledge claims assumptions justification implications Taking ideas seriously involves looking at them closely to understand why a person or a group is putting them forward and what their grounds are for accepting them, no matter who it may be
  9. 9. knowledge claims = assertion that something is the case. factual claim claim of values claim of religious belief ...
  10. 10. assumptions = the unarticulated givens, web of interconnected and mutually reinforcing beliefs cultural and ideological assumptions own temperaments own family experience relative wealth or poverty geographical spot on the planet ...
  11. 11. justification =grounds for accepting a knowledge claim Reasoning Evidence Memory Expert testimony Faith ...
  12. 12. implications If you accept a particular claim, what further claims are you likely to accept, and how are you likely to act on their basis? What we accept carries many implications in the looser sense- for our attitudes, our sense of responsibility, our actions.
  13. 13. Ways of knowing Sense perception Language Reason Emotion Imagination Faith Intuition Memory =traits which knowers can possess and through which they obtain and manipulate knowledge
  14. 14. Areas of knowledge Mathematics Natural sciences Human sciences History The arts Ethics Religious Knowledge Systems Indigenous Knowledge Systems see examples
  15. 15. Religious Knowledge Systems How do we decide between the competing claims of different religious knowledge systems? Can there ever be a basis for religious knowledge that is independent of the culture that produces it? Is atheism as much a matter of faith as religious belief?
  16. 16. Indigenous Knowledge Systems In what ways are sense perception and memory crucial in constructing knowledge in indigenous knowledge systems? How do beliefs about the physical and metaphysical world influence the pursuit of knowledge in indigenous knowledge systems? How do indigenous people use the concept of respect to relate to their view of the world?
  17. 17. Assessment outline Part 1 External assessment (67% of the final mark) Essay on a prescribed title (1,200-1,600 words) Part 2 Internal assessment (33% of the final mark) The presentation (10 mins per student) Where the essay demands a high-level overview of knowledge questions, the class presentation demands a close-up of a knowledge in a real-life situation
  18. 18. Essay Ethical judgments limit the methods available in the production of knowledge in both the arts and the natural sciences. Discuss. “Knowledge is nothing more than the systematic organisation of facts.” Discuss this statement in relation to two areas of knowledge. “The historian’s task is to understand the past; the human scientist, by contrast, is looking to change the future.” To what extent is this true in these areas of knowledge? “A skeptic is one who is willing to question any knowledge claim, asking for clarity in definition, consistency in logic and adequacy of evidence” (adapted from Paul Kurtz, 1994). Evaluate this approach in two areas of knowledge. show thinking skills in the discussion of a prescribed title that may be primary conceptual in nature
  19. 19. Presentation What evidence is there about how dinosaurs looked and behaved? Demonstrations in China against the issue of a new history textbook in Japan What makes a work of art? Global warming demonstrate an understanding of knowledge at work in the world
  20. 20. The diploma point matrix Points awarded for the externally assessed component, part 1, the essay on a prescribed title (40 points), and for the internally assessed component, part 2, the presentation (20 points), are combined to give a total out of 60. The grade boundaries are then applied, to determine the band (A to E) to which the student’s performance in TOK belongs. The band descriptors are: 1. Work of an excellent standard 2. Work of a good standard 3. Work of a satisfactory standard 4. Work of a mediocre standard 5. Work of an elementary standard
  21. 21. What values does TOK give you? help to make sense of what you encounter discover and express your views on knowledge questions share ideas with others and listen and learn from what others think shape, enrich and deepen your thinking and understanding of knowledge as a human construction In the course, the aim is to help you become effective critical thinkers, with the greater goal being to develop IB learners: “internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”
  22. 22. IB Learner Profile Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
  23. 23. Inquirers TOK students seek to find out how knowledge is constructed using various ways of knowing and by considering what constitutes knowledge in various areas of knowledge. It is a fundamental premise of TOK that personal knowledge should not result from simple acceptance of knowledge claims without sufficient inquiry and evidence.
  24. 24. Thinkers TOK students examine thinking in order to understand what constitutes good thinking and also to recognize potential flaws in thought processes. Students also think about what thinking is required in a variety of situations, as well as how thinking relates to emotional processing and intuition.
  25. 25. Open-minded TOK students need to be open-minded about knowledge claims they encounter. They will learn not to simply accept claims at face value, but to consider the factual accuracy of any proposition and the potential emotional, social or cognitive bias of any person making a proposition. At the same time, they must learn to balance skepticism with belief, and recognize that in many situations there is a need to make decisions without possessing absolute certainty.
  26. 26. Risk-takers TOK students must be willing to risk questioning what they hold to be true. This means that they must be willing to risk being wrong. When we are willing to accept being wrong then we make progress towards correcting existing misconceptions and increasing our knowledge and understanding of the world. The word “judgment” is central in TOK, and students should be prepared to take the risks involved in making judgments in matters where the evidence does not definitively favour one view or another, while at the same time acknowledging the provisional nature of these judgments.
  27. 27. Reflective TOK students learn to reflect on the degree to which their own and other people’s motivations, beliefs, thought processes and emotional reactions influence what they know and what they are capable of knowing.
  28. 28. Sources Dombrowski, Mackenzie, Clarke. 2010. IB Research Paper. Perspectives on a curious subject: What is IB Theory of Knowledge all about? Theory of knowledge guide. (First examinations 2015)