This document outlines the assignments and course structure for a Theory of Knowledge course. It discusses assignments like weekly reading notes, blog entries, debates, presentations, and a final paper. It also covers course goals of understanding types of knowledge, applying knowledge inquiries, and examining knowledge origins. Key concepts explained include questions, the goals of TOK to develop inquiry skills, and defining what constitutes knowledge. Students are asked to generate problems of knowledge questions connecting the terms "violence," "culture," and "identity."

1. TOK Ch. 1-3 p. 1-41
Team 1: 1-7
Team 2: 8-15
Team 3: 16-23
Team 4: 24-29
Team 5: 30-36
Team 6: 37-41
Theory of Knowledge
Introduction and Assignment Outline
On Being Knowers
Questions
Learner Diagram

2. Where are We Going?
• TOK Lecture 1: Intro to Course
– Pictures and contact information
– Understanding weekly assignments
– Understanding/Applying Questions
– Goals of TOK
– Intro to Knowledge Issues: Definition and
models
– Homework: Learner Profile and Blog 1

3. Weekly Assignments Rundown
• Cornell Notes:
– Minimum one page front and back per weekly reading.
Information must be analytical and representative of the
entire reading for credit.
– One side is for lectures, backside is for Jigsaw chapter
readings.
• Blog Entry:
– Minimum one entry, when edit/expansion, and one
response. EC for more discussion/debate.
• Argue it Out:
– Knowledge issue positioning towards debate. Includes
evidence and rebuttals.
• Philosopher Portrait:
– Historical figure and his contribution to ToK. MIND
Acronym.

4. Project Rundown
• Case Studies:
– Investigating important experiments, legal briefs, events, or
discoveries and what it tells us about knowledge issues.
• Debates:
– Articulating problems of knowledge from a viewpoint and
defending in conversation against a detractor. Both formal and
informal.
• Research Papers:
– Practice PoK writing with original research in learner-led areas.
• Socratic Seminars:
– Formal and informal conversations based on pre-planned
questions and data within teams.
• Presentation Assessment: A single or team presentation of a
knowledge issue. (March 3, 2014)
• TOK External Assessment:
– comparative and analytical paper on one prescribed title from a
list. 1,200-1,600 words. One chance for formal teacher review.
(March 10th, 2014)

5. What is a Question?
• What are some implications and
associations about “Questions” from
the following sentences:
– “Quick, what is the answer to question 3?”
– “I question your ability to teach us.”
– “This food comes from questionable
origins.”
– “your question will only lead to more
questions”

6. Activity: Whose Line? Questions Only
• Two people begin a
scenario in which an
entire conversation is
completed with
ONLY QUESTIONS:
– Have to be coherent
and specific.
– No Statements
– 50 points extra credit
to the longest
participant.

7. Why you
are
Here.It is the QUESTION
drives us
It is
the
QUESTION that

8. Types of Questions
• Factual
– Asking direct information
• Data point
• Convergent
– Basic inference
• Themes
• Divergent
– Projected changes in
information
• What if?
• Evaluative
– Meta-analysis
• Compare/contrast
• Two or more themes
• Combination

9. Good or Bad Questions?
• Is there a such a thing
as “bad question”?
• The type and specificity
of question is vital to
discovering areas of
knowledge.
– A question too broad
leaves the knower
scattered.
– A question too narrow
leaves the knower
locked into one area of
knowing.
– A question with a simple
answer leaves the
knower with no room for
progress

10. Constructing a Problem of
Knowledge
• Problems of knowledge
have 3 main
characteristics:
– Ways of knowing is
represented:
• ask about the mechanisms by
which we understand a
position
– Use qualifications and
consider a range of answers:
• “To what extent is it justified…”
– Either areas of knowing or
potential audiences are
considered
• What trains of thought from
history of disciplines lead you
to your conclusion?

11. Three Main Goals of TOK
• The TAO of TOK
–Types of Knowing
Inquiry
–Application of
Knowing Inquiry
–Origins of Knowing
Inquiry

12. Ground Rules for Questioning
• Fallacies are not to be
used to silence an
argument.
– This is not a debate or
rhetoric class.
– We are learning,
discussing and evaluating
with critical, yet
compassionate empathy
• Discussion will be
moderated, and equal
time given to all positions
– Time constraints may
determine balance, but
further investigation will
often result as homework

13. What is Knowledge?
• How is Knowledge
different from fact?
How is it the same?
• If the universe was
devoid of intelligent
life, would there be
“Knowledge”?
• What is the relationship
between the knower
and knowledge?

14. TOK Diagram

15. Knowledge Prism
Knower • Knowledge is reliant upon
various presuppositions:
Proofs and Truth Tests
Empirical Observation
– Rationality, laws of logic, and
language can be used
consistently and with meaning
– Statements and observations
can be investigated against
counter-factuals to correspond
some semblance of “external
world” and “the way things
really are”
– An identity and mind to
process, articulate, and
construct a worldview based
on observation and truth
statements.
Rationality

16. Rational and Empirical
• What is the difference between the
following phrases?:
– “2+2=4”
– “This cat is orange.”
– “I was probed by an alien last night.”
• Rationality: intuited propositions
deduced towards knowledge.
– A priori knowledge
• Empiricism: Knowledge and
concepts needed for knowledge
come from our senses and
perception.
– A posteriori knowledge

17. Plato: “Justified True Belief”
• Knowledge, according
to Plato, has three
parameters:
– Justified: Is a truth claim in
the realm of falsifiability?
– True: is there enough
evidence or reasonable
argument for its probable
correctness?
– Belief: do I internalize and
assume the claim into my
worldview and
understanding

18. Acquaintance vs. Description
• “If you can’t
say it, you
don’t know it”
– Hans Reichenbach (German
philosopher of science, 1891-1953)
• “I know more
than I can say.”
– Michael Polanyi (Hungarian
philosopher of science, 1891-1976)

19. Learner Profile Project
• In teams of four:
– Copy my Prezi from the
blog link at tctok.us
called “Learner Profile
Project”
– Throughout the course,
begin a collage and
summation of the
thoughts and visuals
that represent our
discussion topics and
readings
– Think of it as a TOK
Pintrest.

20. Blog Assignment 1: Developing
Knowledge Questions
• In Teams of Four:
– Write down the following words
and begin free associating for 5
minutes each:
1. Violence
2. Culture
3. Identity
• Take those three terms begin
free associating them as
three connected ideas
• Respond on tctok.us with a
problem of knowledge
question that uses these
three words.