SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1LEARNING OBJECTIVES.docxbagotjesusa
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1
LEARNING OBJECTIVES
· Describe why an understanding of research methods is important.
· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.
· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.
· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.
· Define, describe, compare, and contrast basic and applied research.
Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?
Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.
IMPORTANCE OF RESEARCH METHODS
We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one's sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.
Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. .
Logic and Critical Thinking. Very informative slides in terms of the Knowledge, Truth and Beliefs debate. Core course content for Undergraduate course of Business.
Ethics and Ethical Reasoningermissible, etc.)” One answeBetseyCalderon89
"Ethics and Ethical Reasoning"
"ermissible, etc.)”? One answer to this question is that such assertions can do nothing to solve the deep conflicts of value that we find in our world. We know that people disagree about abortion, gay marriage, animal rights, and other issues. If we are to make progress toward understanding each other, if we are to make progress toward establish-ing some consensus about these topics, then we have to understand why we think certain things are right and other things are wrong. We need to make arguments and give reasons in order to work out our own conclusions about these issues and in order to explain our conclusions to others with whom we disagree.It is also not sufficient to appeal to custom or authority in deriving our conclusions about moral issues. While it may be appropriate for children to simply obey their parents’ decisions, adults should strive for more than conformity and obedience to authority. Sometimes our parents and grandparents are wrong—or they disagree among themselves. Sometimes the law is wrong—or the laws conflict. And sometimes religious authorities are wrong—or the authorities do not agree. To appeal to authority on moral issues, we would first have to decide which authority is to be trusted and believed. Which reli-gion provides the best set of moral rules? Which set of laws in which country is to be followed? Even within the United States, there is currently a conflict of laws with regard to some of these issues: some states have legalized medical marijuana and gay marriage, and others have not. The world’s religions also disagree about a number of issues: for example, the status of women, the permissibility of abortion, and the question of whether war is justifiable. Many of these disagreements are internal to religions, with members of the same religion or denomination disagreeing among themselves. To begin resolv-ing the problem of laws that conflict and religions that disagree, we need critical philosophical inquiry into basic ethical questions. In the next chapter, we discuss the world’s diverse religious traditions and ask whether there is a set of common ethical ideas that is shared by these traditions. In this chapter, we clarify what ethics is and how ethical reasoning should proceed"
"What iS EthicS?On the first day of an ethics class, we often ask stu-dents to write one-paragraph answers to the ques-tion, “What is ethics?”How would you answer? Over the years, there have been significant differences of opinion among our students on this issue. Some have argued that ethics is a highly personal thing, a matter of private opinion. Others claim that our values come from family upbringing. Other students think that ethics is a set of social principles, the codes of one’s soci-ety or particular groups within it, such as medical or legal organizations. Some write that many people get their ethical beliefs from their religion.One general conclusion can be drawn from these students’ ...
Discussion: Autism
No unread replies.No replies.
Discussion- Chapter Eleven
Discussion prompt:
Autism spectrum disorders (ASD) have received substantial attention in the popular press during the past decade. A brighter picture is emerging due to this media attention.
Use the question below to guide your discussion:
In what ways is the future brighter for people with ASD than it has in the past?
Submission Instructions:
The Discussion Forum is a great way to build a sense of community, discuss key concepts, and learn from others. You are required to post a response and a reply to at one peer each week.
· Post your initial response by Wednesday at 23:59 CST.
· Post a minimum of one follow-up response by Sunday at 23:59 CST.
To receive full credit, your responses must demonstrate an understanding of key concepts; further the discussion by providing original and relevant insight; include a rationale, evidence, or example that supports your response/opinion; and, be free of significant mechanical errors. Your peer responses should provide specific, constructive, and supportive feedback to extend classmates' thinking and offer additional resources, opinion, and/or experiences.
Your initial post should be 300-350 words. Peer reply posts should be 150-200words each. Conform to APA guidelines as you write your responses. In-text citations, as well as reference page citations, must be included for any professional journal articles, textbook quotes, video references, etc., used in your response.
*Grading rubric is listed. Click on show rubric.
Required Textbook: Hardman, M. L., Egan, M. W., & Drew, C. J. (2014). Human exceptionality: School, community, and family. (12th ed.) Cengage Learning
"Ethics and Ethical Reasoning"
"ermissible, etc.)”? One answer to this question is that such assertions can do nothing to solve the deep conflicts of value that we find in our world. We know that people disagree about abortion, gay marriage, animal rights, and other issues. If we are to make progress toward understanding each other, if we are to make progress toward establish-ing some consensus about these topics, then we have to understand why we think certain things are right and other things are wrong. We need to make arguments and give reasons in order to work out our own conclusions about these issues and in order to explain our conclusions to others with whom we disagree.It is also not sufficient to appeal to custom or authority in deriving our conclusions about moral issues. While it may be appropriate for children to simply obey their parents’ decisions, adults should strive for more than conformity and obedience to authority. Sometimes our parents and grandparents are wrong—or they disagree among themselves. Sometimes the law is wrong—or the laws conflict. And sometimes religious authorities are wrong—or the authorities do not agree. To appeal to authority on moral issues, we would first have to decide which authority is to be trusted and belie ...
Audience Analysis Building Information About Your Readers .docxrock73
Audience Analysis: Building Information About Your Readers
Brought to you by the Purdue Online Writing Lab (owl.english.purdue.edu)
By H. Allen Brizee and Kety A. Schmaling
“Audience Analysis: Building Information About Your Readers” discusses your
communication’s complex audience and provides key questions you can ask to determine
readers’ needs, values, and attitudes. This section also provides useful charts to help you with
your audience analysis.
Audience Analysis Overview
In order to compose persuasive, user-centered communication, you should gather as much
information as possible about the people reading your document. Your audience may consist of
different people who may have different needs and expectations. In other words, you may have a
complex audience in all the stages of your document’s lifecycle—the development stage, the
reading stage, and the action stage:
Development Stage
• Primary author (you)
• Secondary author (a technical expert within your organization)
• Secondary author (a budget expert within your organization)
• Gatekeeper (your supervisor)
Reading Stage
• Primary audience (decision maker, primary point of contact, project lead, etc.)
• Secondary audience (technical expert within audience’s organization)
• Shadow audience (others who may read your communication)
Action Stage
• Stakeholders (people who may read your communication, but more importantly, those
who will be affected by the decisions based on the information you provide)
Keep in mind that documents may not go through a clear, three-step process. Instead, the
lifecycle of your communication may consist of overlapping stages of evolution. User-centered
writing calls for close cooperation between those who are composing the documents, those who
will read and act upon the documents, and those who will be affected by the actions.
Section 2: Development Stage
Audience Analysis
A helpful way of gathering information about your readers is to conduct an audience analysis.
Depending on the purpose and needs of your documents, you may perform a brief audience
profile or an in-depth audience analysis (or something in between). You may expand or contract
the following process to match your situation, but remember that the more you know about your
potential readers, the more persuasive and user-centered your documents may be.
Some key questions (adapted from Johnson-Sheehan’s Technical Communication Today) to ask
about your readers are:
• Who are they?
• What do they need?
• Where will they be reading?
• When will they be reading?
• Why will they be reading?
• How will they be reading?
Meeting frequently (in person and/or virtually) with members of your audience to discuss their
needs and expectations will also help you compose your documents. The following reader
analysis chart (adapted from Johnson-Sheehan) is effective for in ...
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1LEARNING OBJECTIVES.docxbagotjesusa
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1
LEARNING OBJECTIVES
· Describe why an understanding of research methods is important.
· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.
· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.
· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.
· Define, describe, compare, and contrast basic and applied research.
Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?
Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.
IMPORTANCE OF RESEARCH METHODS
We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one's sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.
Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. .
Logic and Critical Thinking. Very informative slides in terms of the Knowledge, Truth and Beliefs debate. Core course content for Undergraduate course of Business.
Ethics and Ethical Reasoningermissible, etc.)” One answeBetseyCalderon89
"Ethics and Ethical Reasoning"
"ermissible, etc.)”? One answer to this question is that such assertions can do nothing to solve the deep conflicts of value that we find in our world. We know that people disagree about abortion, gay marriage, animal rights, and other issues. If we are to make progress toward understanding each other, if we are to make progress toward establish-ing some consensus about these topics, then we have to understand why we think certain things are right and other things are wrong. We need to make arguments and give reasons in order to work out our own conclusions about these issues and in order to explain our conclusions to others with whom we disagree.It is also not sufficient to appeal to custom or authority in deriving our conclusions about moral issues. While it may be appropriate for children to simply obey their parents’ decisions, adults should strive for more than conformity and obedience to authority. Sometimes our parents and grandparents are wrong—or they disagree among themselves. Sometimes the law is wrong—or the laws conflict. And sometimes religious authorities are wrong—or the authorities do not agree. To appeal to authority on moral issues, we would first have to decide which authority is to be trusted and believed. Which reli-gion provides the best set of moral rules? Which set of laws in which country is to be followed? Even within the United States, there is currently a conflict of laws with regard to some of these issues: some states have legalized medical marijuana and gay marriage, and others have not. The world’s religions also disagree about a number of issues: for example, the status of women, the permissibility of abortion, and the question of whether war is justifiable. Many of these disagreements are internal to religions, with members of the same religion or denomination disagreeing among themselves. To begin resolv-ing the problem of laws that conflict and religions that disagree, we need critical philosophical inquiry into basic ethical questions. In the next chapter, we discuss the world’s diverse religious traditions and ask whether there is a set of common ethical ideas that is shared by these traditions. In this chapter, we clarify what ethics is and how ethical reasoning should proceed"
"What iS EthicS?On the first day of an ethics class, we often ask stu-dents to write one-paragraph answers to the ques-tion, “What is ethics?”How would you answer? Over the years, there have been significant differences of opinion among our students on this issue. Some have argued that ethics is a highly personal thing, a matter of private opinion. Others claim that our values come from family upbringing. Other students think that ethics is a set of social principles, the codes of one’s soci-ety or particular groups within it, such as medical or legal organizations. Some write that many people get their ethical beliefs from their religion.One general conclusion can be drawn from these students’ ...
Discussion: Autism
No unread replies.No replies.
Discussion- Chapter Eleven
Discussion prompt:
Autism spectrum disorders (ASD) have received substantial attention in the popular press during the past decade. A brighter picture is emerging due to this media attention.
Use the question below to guide your discussion:
In what ways is the future brighter for people with ASD than it has in the past?
Submission Instructions:
The Discussion Forum is a great way to build a sense of community, discuss key concepts, and learn from others. You are required to post a response and a reply to at one peer each week.
· Post your initial response by Wednesday at 23:59 CST.
· Post a minimum of one follow-up response by Sunday at 23:59 CST.
To receive full credit, your responses must demonstrate an understanding of key concepts; further the discussion by providing original and relevant insight; include a rationale, evidence, or example that supports your response/opinion; and, be free of significant mechanical errors. Your peer responses should provide specific, constructive, and supportive feedback to extend classmates' thinking and offer additional resources, opinion, and/or experiences.
Your initial post should be 300-350 words. Peer reply posts should be 150-200words each. Conform to APA guidelines as you write your responses. In-text citations, as well as reference page citations, must be included for any professional journal articles, textbook quotes, video references, etc., used in your response.
*Grading rubric is listed. Click on show rubric.
Required Textbook: Hardman, M. L., Egan, M. W., & Drew, C. J. (2014). Human exceptionality: School, community, and family. (12th ed.) Cengage Learning
"Ethics and Ethical Reasoning"
"ermissible, etc.)”? One answer to this question is that such assertions can do nothing to solve the deep conflicts of value that we find in our world. We know that people disagree about abortion, gay marriage, animal rights, and other issues. If we are to make progress toward understanding each other, if we are to make progress toward establish-ing some consensus about these topics, then we have to understand why we think certain things are right and other things are wrong. We need to make arguments and give reasons in order to work out our own conclusions about these issues and in order to explain our conclusions to others with whom we disagree.It is also not sufficient to appeal to custom or authority in deriving our conclusions about moral issues. While it may be appropriate for children to simply obey their parents’ decisions, adults should strive for more than conformity and obedience to authority. Sometimes our parents and grandparents are wrong—or they disagree among themselves. Sometimes the law is wrong—or the laws conflict. And sometimes religious authorities are wrong—or the authorities do not agree. To appeal to authority on moral issues, we would first have to decide which authority is to be trusted and belie ...
Audience Analysis Building Information About Your Readers .docxrock73
Audience Analysis: Building Information About Your Readers
Brought to you by the Purdue Online Writing Lab (owl.english.purdue.edu)
By H. Allen Brizee and Kety A. Schmaling
“Audience Analysis: Building Information About Your Readers” discusses your
communication’s complex audience and provides key questions you can ask to determine
readers’ needs, values, and attitudes. This section also provides useful charts to help you with
your audience analysis.
Audience Analysis Overview
In order to compose persuasive, user-centered communication, you should gather as much
information as possible about the people reading your document. Your audience may consist of
different people who may have different needs and expectations. In other words, you may have a
complex audience in all the stages of your document’s lifecycle—the development stage, the
reading stage, and the action stage:
Development Stage
• Primary author (you)
• Secondary author (a technical expert within your organization)
• Secondary author (a budget expert within your organization)
• Gatekeeper (your supervisor)
Reading Stage
• Primary audience (decision maker, primary point of contact, project lead, etc.)
• Secondary audience (technical expert within audience’s organization)
• Shadow audience (others who may read your communication)
Action Stage
• Stakeholders (people who may read your communication, but more importantly, those
who will be affected by the decisions based on the information you provide)
Keep in mind that documents may not go through a clear, three-step process. Instead, the
lifecycle of your communication may consist of overlapping stages of evolution. User-centered
writing calls for close cooperation between those who are composing the documents, those who
will read and act upon the documents, and those who will be affected by the actions.
Section 2: Development Stage
Audience Analysis
A helpful way of gathering information about your readers is to conduct an audience analysis.
Depending on the purpose and needs of your documents, you may perform a brief audience
profile or an in-depth audience analysis (or something in between). You may expand or contract
the following process to match your situation, but remember that the more you know about your
potential readers, the more persuasive and user-centered your documents may be.
Some key questions (adapted from Johnson-Sheehan’s Technical Communication Today) to ask
about your readers are:
• Who are they?
• What do they need?
• Where will they be reading?
• When will they be reading?
• Why will they be reading?
• How will they be reading?
Meeting frequently (in person and/or virtually) with members of your audience to discuss their
needs and expectations will also help you compose your documents. The following reader
analysis chart (adapted from Johnson-Sheehan) is effective for in ...
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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2. Knowledge claims / knowledge questions
• Knowledge claims (KCs) and knowledge questions
(KQs) can be distinguished into two groups: 1> first
order knowledge claims and questions, and 2> second
order knowledge claims and questions.
• Framing knowledge questions for the purposes of TOK
assessments requires students to move from first order
knowledge claims to second order knowledge questions
• This process begins in immediate experience (what we
experience directly, see, read etc.)
Page 1
3. From experience to a level 1 KC
• A newspaper story headed: “Vitamin supplements have
little or no proven benefits for consumers: Harvard
study” is one example of the sort of thing we are likely to
encounter in our daily life experience.
• This story can be transformed into a specific claim by
the person reading it, e.g., “Vitamins have no health
benefits”.
• This claim is an example of a first order knowledge
claim. It is rooted in the experience of the individual who
is making it.
Page 2
4. From Level 1 KCs to Level 1 KQs
• “Vitamins have no health benefits” is a level 1 KC that
can become the object of inquiry. Some people might
accept the claim as warranted because of its source
Others, for any number of reasons, may be skeptical of
the claim.
• The second view can lead to a variety of responses,
including a level 1 KQ.
• “How did the researchers at Harvard University arrive at
their conclusion?” is an example of a level 1 KQ.
Page 3
5. Level 1 KQs
• Level 1 KQs, as in the previous example, are tied to
Level 1 KCs.
• They are about the “how’s” of specific knowledge
acquisition and sometimes include references to the
“why’s” of its acquisition.
• The specific Level 1 KQs will vary relative to the AOKs
in which the KCs are framed. Apart from common,
general questions about logic, meaning, relevance, etc.,
one is likely to ask very different level 1 KQs about
knowledge claims in history, the natural sciences and
the social sciences. This reflects differences in how
knowledge is constructed across these different
disciplines.
Page 4
6. Level 2 KCs
• Level 2 KCs are different from Level 1 KCs. They are
not claims about what we “know” as a result of
experience or thinking. They are claims about
“knowledge itself”, i.e., how, if at all, it can be acquired,
whether or not it changes, what conditions it must satisfy
in order to count as “knowledge” etc.
• In the case of the KQ about the value of vitamin
supplements (i.e., “How did the researchers at Harvard
University arrive at their conclusion?”) a Level 2 KC
might be: “Science based research is more reliable than
anecdotal evidence when assessing the health benefits
of products and procedures.”
Page 5
7. More on Level 2 KCs
• The Level 2 KC: “Science based research is more
reliable than anecdotal evidence when assessing the
health benefits of products and procedures.” is not about
vitamins in particular, nor even about health care
products and procedures.
• Level 2 KCs are about knowledge. In the case at hand,
it is a claim about the comparative reliability of one type
of knowledge when compared with another type of
knowledge. It is, in other words, about knowledge itself
and how it is achieved.
Page 6
8. Level 2 KQs
• Level 2 KQs are also about knowledge itself – but unlike
KCs they are “questions”, not “claims”.
• To continue with our example (“Science based research
is more reliable than anecdotal evidence when
assessing the health benefits of products and
procedures.”) a Level 2 KQ might be: “How is the
reliability of a method for achieving knowledge
established?” or “If we do not know the answer to a
specific question, then how do we tell when we have
found the “right” answer to that question?”
Page 7
9. Back to the Beginning
• We began with an experience, i.e., a newspaper story
headed: “Vitamin supplements have little or no proven
benefits for consumers: Harvard study”.
• After some reflection and analysis we arrived at the
following KQs: “How is the reliability of a method for
achieving knowledge established?” and “If we do not
know the answer to a specific question, then how do we
tell when we have found the “right” answer to that
question?”.
• Our KQs make no reference to vitamins. They are
about knowledge itself.
Page 8
10. KQs and ToK Concepts
• Level 2 KQs are about knowledge. Some of the
terms appearing in them are thus also concepts
explored in TOK, e.g., “evidence”, “proof”, “logic”,
etc.
• Some TOK concepts can be drawn from the
Knowledge Framework, Areas of Knowledge, Ways
of Knowing and the Map Metaphor. Others are
centered on knowledge and knowing and, apart
from those mentioned already, include: “belief”,
“certainty”, “truth”, “culture”, “faith”, “induction”,
“experience”, “memory”, “imagination” etc.
11. The Evolution of a KQ
level 2 KCs
and KQs
level 1 KCs
and KQs
experience/re
ason/authority
etc.
Page 10
13. Images of KQs
• The pyramid illustration of knowledge questions
conveys a sense of “movement” from an experiential
base to a higher, more conceptually conditioned,
perspective.
• There are other images that also serve to crystalize the
idea behind knowledge questions.
• “Steps”, “elevators”, “stairs’, “escalators” and “ladders”
are some others. Each of these images conveys the
idea that knowledge questions involve movement away
from the ground that engenders them.
• The “ladder of abstraction” further clarifies Level 2 KQs.
Page 12
15. Ladder of Abstraction (2)
• To recap: knowledge questions begin in real-life
situations, e.g., magazine articles, attending a debate
on faith vs. science, a thought one might entertain
while studying history, a question about ethics
• As individuals reflect on Level 1 knowledge claims
ideas and arguments emerge leading to more general
questions that are typically about knowledge.
• Level 2 KQs emerge as individuals move, in their
thinking, from specific, subject-centered questions to
more general questions about knowledge itself and
how it is acquired
16. Ladder of Abstraction (3)
• Real-life situation.
• A description of this situation, subject or topic: Not
a KC or a KQ.
• Narrow question, implicitly about how knowledge
is acquired in the case at hand: Level 1 KQ, Poor
KQ for TOK discussion.
• Open-ended question, explicitly about knowledge
Intermediate KQ.
• Open-ended question, explicitly about knowledge
itself, couched in terms of TOK vocabulary /
concepts: Good KQ for TOK discussion.
17. Ladder of Abstraction (4)
• Newspaper article/book review on God and
physics.
• Physics and God: description
(specific/concrete)
• How do religious people come to their beliefs?
Level 1 KQ: (poor) KQ for TOK discussion.
• Are religious beliefs reasonable? (intermediate)
• How can reason and experience be used to
support or oppose religious faith? (good) – it is
about knowledge itself and uses TOK concepts.
19. Truman’s Decision
• How, if at all, can intuition and imagination
contribute to establishing truth in history?
• How can we determine if wartime decisions are
right?
• Was using the bomb the only option available to
Truman?
• Military Strategy
• Truman’s decision to use the atomic bomb during
WWII
21. • Arrange the following from “ground” to good
(Level 2) KQ:
• What can we learn from optical illusions?
• Why do optical illusions happen?
• What, if anything, do optical illusions tell us
about sense perception and truth?
• Here is an optical illusion
• Optical illusions
Dots
23. Sexist Language
• How, if at all, do language and emotion affect
perception and thinking?
• Is prejudice possible without language?
• Does sexist language affect the beliefs children
have about women?
• “Fireman” and “chick” are sexist terms
• “That chick is hot!”
25. Are you certain?
• Under what circumstances, if any, might we
be justified in claiming that a belief we hold is
certain?
• Can we know something with certainty?
• Does feeling certain of something lead to
dogmatism?
• Is belief infallible?
• A magazine photo featuring the idea of
certainty
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26. Knowledge Questions - Activity
• Look to the subject area you teach. In teaching your
subject there are a number of topics you will address in
any given week or month. Select a topic and then frame
a level 1 KC (e.g., The roots of WW II are in the Treaty
of Versailles).
• …frame a Level 1 KQ
• …frame a Level 2 KC
• …frame a Level 2 KQ
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