Theory of knowledge is a compulsory subject in the International
Baccalaureate Diploma Programme which is, in essence, similar to epistemology
courses offered at many universities. Course description
Unlike standard academic disciplines, the Theory of Knowledge course uses a
process of discovering and sharing students' views on "knowledge
questions", so "there is no end to the valid questions that may arise", "there
are many different ways to approach TOK," "the sheer scope of the TOK course
is daunting" and "teachers and students need the confidence to go too far
outside their traditional comfort zones." Teachers have freedom to select
a teaching methodology and course material that will convey the
theoretical foundation of essential concepts, and may provide an environment
in which these concepts can be discussed and debated. The focus of the discussion
should not be the differentiation between "right" and "wrong" ideas, but
on the quality of justification and a balanced approach to the knowledge claim
in question. The TOK course uses a combination, in no
particular order: Ways of knowing:. How do we gain
knowledge of the world, and what are the advantages and disadvantages of each way
in which we learn of the world and our place in it. Until the fall of 2014,
there were only four ways of knowing (sense perception, reason, emotion, and
language, but the IB curriculum then changed to include four other ways of
knowing: intuition, imagination, faith, and memory.
Areas of knowledge: their distinct natures and methods of gaining
knowledge, the types of claim each makes and the issues to consider. The IB
originally had six areas of knowledge: mathematics, natural sciences, human
sciences, history, the arts and ethics. In the fall of 2014, the IB curriculum
changed to include two more areas of knowledge: religious knowledge systems
and indigenous knowledge systems. Factors that transcend individual ways
of knowing and areas of knowledge: Nature of knowing: what are the
differences between information, data, belief, faith, opinion, knowledge and
wisdom? Knowledge communities: what is taken for
granted in a community? How can we decide which beliefs we ought to check
further? Knowers' perspective and applications of
knowledge: how do age, education, culture and experience influence
selection of sources and formation of knowledge claims? If you know something,
or how to do something, do you have a responsibility to use your knowledge?
Justifications of knowledge claims: why should claims be assessed critically?
Are logic, sensory perception, revelation, faith, memory, consensus,
intuition, and self-awareness equally reliable justifications? Use of
coherence, correspondence, pragmatism, and consensus as criteria of truth.
The TOK course is expected to involve 100 teaching hours over the two years of
the Diploma Programme. Having followed the course, students should be competent
to analyse knowledge claims and respond to knowledge issues in the context of
different areas of knowledge and ways of knowing, expressing ideas accurately and
honestly, using examples from their own experiences as learners and in outside
life. Assessment
Theory of knowledge is assessed in two parts: an externally examined
1,200–1,600 word essay and an internally assessed presentation. Each part is
scored using assessment criteria that describe levels of achievement. The
total score is converted into a grade from A to E. A similar system is used
for the extended essay and students can gain up to 3 points for the diploma
based on the grades achieved for TOK and EE. No diploma is awarded if a candidate
fails to submit both a TOK essay and TOK presentation, or receives grade E for
both the extended essay and theory of knowledge.
= TOK essay = For each exam session the IB prescribes
7 essay titles from which students must choose, e.g. "All knowledge claims
should be open to rational criticism. On what grounds and to what extent would
you agree with this assertion?" Each title raises generic cross-disciplinary
questions about knowledge, and the student is expected to consider the
issues raised in the title and reach conclusions about them. The essay should
put forward claims and counterclaims, linking knowledge issues to areas of
knowledge and ways of knowing, and show evidence of original thinking by the
student. Essays over the maximum word count of 1,600 are penalized one mark,
and any content after the 1600th word of the essay is not read by the examiner.
= TOK presentation = During the Theory of Knowledge course
students must plan and deliver at least one presentation to the class. The topic
should be based on a real-life situation of interest to the student, e.g.
"Reliability of media reporting of science", "What makes something a work
of art?" and the presentation is expected to show why the topic is
significant, linking it to relevant knowledge issues, discussing those
issues and examining the implications of approaching the question from different
perspectives. Teachers have wide latitude to help with topic selection
and identifying suitable approaches. About ten minutes should be allowed for
each presenter, and almost any form is permitted except reading an essay aloud.
See also Epistemology
References