Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang
maps balance the tension between accuracyGoodusefulness—between truthful representationandpracticality—and we should ask howanddoes the same. Which should weknowledgein which contexts? This dichotomyprioritize,arises in the natural and humanfrequentlywhich create models of the world thatsciences,useful simplifications to help us understandaresubject phenomena. The more realistic atheor map is, the larger, more complex, andmodelas we have a variety of maps, from highresolutionJustsatellite images to hasty sketches onnapkins, and secret maps in governmenttableto maps etched into rock centuries ago,vaultsare some things we know from experience:Thereis light; there is heat; there are things thattherethis activity, reflect on the knowledge youForgained through your upbringing andhaveIn what ways is this knowledge likeeducation.map of the world?ause these “maps”, these different kindsYouknowledge, to understand and explainofgoes on around you, and to guide yourwhatand actions.decisionsfall to the ground, and others, suchdroppedair bubbles in water, that go up. Some ofasknowledge explains how the things weourhappen and why they happen. Thisexperienceof knowledge makes visible the forces suchkindgravity or power; structures such as moleculesasgender roles; and processes such as climateoror gentrification, that influence the worldchangedifferent descriptions and explanationsTheour experiences have various levels ofofpower and authority. In TOK it ispersuasiveto ask: what influences the claims weusefuland have confidence in? This chaptertrustto illuminate that question at the levelseeksthe individual knower. In the followingofwe will also see how it applies at achaptersscale, where different communities andlargerconfer legitimacy and trust in differentculturesof knowledge, often for differentformsreasons.Which aspects of the world are absent or1.in your maps? Why is thisunderexploredDo you have maps that contradict each2.If so, in which aspects? These areother?that you may have conflictingissuesabout.knowledgesDo you have any maps that are wrong?3.can you tell that they are wrong?HowUsing the map metaphor, describe what4.means to be knowledgeable. HowitI. ScopeI. Scopewe know and experience.more challenging to use, it becomes.I.1 Knowledge, or knowledges?knowledge too comes in different forms.are fluid, rigid or gaseous; things that whenFor reflectionYour collection of mapsthe case?important is it to be knowledgeable?3
I. Scopeis complicated by power andKnowledgeSome knowledge, and knowledges,authority.be more persuasive than others. Anmayquestion to consider is what influencesimportantwe trust and have confidence in a givenwhetherIs there a difference between trust andclaim.Answers to this question reveal notconfidence?what we know, but how we know it, andonlywe encounter new knowledge and differenthowshaping the world in the process.perspectives,communities and cultures across timeDifferentspace may privilege or give legitimacy toanddifferently. We are all shaped byknowledgeforces.thesemay seem abstract and intangible,Knowledgeit often has concrete origins. It is entangledbutthe instruments and tools we use towithit, or with a specific place or ecologicalproduceWhile knowledge can be a set of facts,context.and ideas, these can produce realtheoriesis important also to consider how knowledgeItrepresented externally—such as in language—isthe knowledge you acquire in the IBConsiderProgramme. Through its decisionsDiplomacurriculum, assessment and approachesaboutteaching and learning, the IB Diplomatolike all educational programmes,Programme,some knowledges compared toprivilegesLet’s consider some of the decisionsothers.in this process and their potentialmadeWhat knowledge is included and appears1.be valued in the IB Diploma Programme?to(a) How is knowledge shared and2.transferred?(b) How is this different from other waysacross time and space. We should alsotransferredwhat happens to knowledge that is notconsiderin writing, or even expressed throughrecordedas we explore in Chapter 2.language,is organized in a certain way, withKnowledgestructures and conventions. Thereinstitutions,disciplines and academic fields with robustarefor what constitutes knowledge withinstandardsFor example, a large part of this book isthem.to the areas of knowledge (AOKs),dedicatedare distinct but overlapping domains ofwhichTo what extent are these domainsknowledge.or contrived? Why do they exist separatelynaturalone another? Beyond the realm of academiafromare other arrangements of knowledge,thereas the folk knowledge passed on in culturalsuchor religious knowledge shared andgroups,through institutions and communities.transferredTOK course and this book invite yourTheabout the forms that knowledgecuriositythe processes through which it has beentakes,and disseminated, the people involvedproducedthese processes and their roles, as well as yourinshifting relationship to knowledge.ownsharing and transferring knowledgeofyou have encountered or arethatConsider the keepers and sources of3.in the IB Diploma Programme.knowledgeWhat is the role of teachers, textbooks(a)other media?andHow are teachers and books given(b)legitimacy and credibility?status,What kinds of knowledge are(c)and underrepresented asemphasizedresult of this, and what implicationsathat have?mightYour assessments are a way of4.knowledge. Given thedemonstratingobjectives and constraints ofstructure,consider the following.assessment,1material consequences in the world.which makes it possible for knowledge to beFor discussionKnowledge and the IB DiplomaProgrammeaware of?consequences.4
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I. Scope
is complicated by power and
Knowledge
Some knowledge, and knowledges,
authority.
be more persuasive than others. An
may
question to consider is what influences
important
we trust and have confidence in a given
whether
Is there a difference between trust and
claim.
Answers to this question reveal not
confidence?
what we know, but how we know it, and
only
we encounter new knowledge and different
how
shaping the world in the process.
perspectives,
communities and cultures across time
Different
space may privilege or give legitimacy to
and
differently. We are all shaped by
knowledge
forces.
these
may seem abstract and intangible,
Knowledge
it often has concrete origins. It is entangled
but
the instruments and tools we use to
with
it, or with a specific place or ecological
produce
While knowledge can be a set of facts,
context.
and ideas, these can produce real
theories
is important also to consider how knowledge
It
represented externally—such as in language—
is
the knowledge you acquire in the IB
Consider
Programme. Through its decisions
Diploma
curriculum, assessment and approaches
about
teaching and learning, the IB Diploma
to
like all educational programmes,
Programme,
some knowledges compared to
privileges
Let’s consider some of the decisions
others.
in this process and their potential
made
What knowledge is included and appears
1.
be valued in the IB Diploma Programme?
to
(a) How is knowledge shared and
2.
transferred?
(b) How is this different from other ways
across time and space. We should also
transferred
what happens to knowledge that is not
consider
in writing, or even expressed through
recorded
as we explore in Chapter 2.
language,
is organized in a certain way, with
Knowledge
structures and conventions. There
institutions,
disciplines and academic fields with robust
are
for what constitutes knowledge within
standards
For example, a large part of this book is
them.
to the areas of knowledge (AOKs),
dedicated
are distinct but overlapping domains of
which
To what extent are these domains
knowledge.
or contrived? Why do they exist separately
natural
one another? Beyond the realm of academia
from
are other arrangements of knowledge,
there
as the folk knowledge passed on in cultural
such
or religious knowledge shared and
groups,
through institutions and communities.
transferred
TOK course and this book invite your
The
about the forms that knowledge
curiosity
the processes through which it has been
takes,
and disseminated, the people involved
produced
these processes and their roles, as well as your
in
shifting relationship to knowledge.
own
sharing and transferring knowledge
of
you have encountered or are
that
Consider the keepers and sources of
3.
in the IB Diploma Programme.
knowledge
What is the role of teachers, textbooks
(a)
other media?
and
How are teachers and books given
(b)
legitimacy and credibility?
status,
What kinds of knowledge are
(c)
and underrepresented as
emphasized
result of this, and what implications
a
that have?
might
Your assessments are a way of
4.
knowledge. Given the
demonstrating
objectives and constraints of
structure,
consider the following.
assessment,
1
material consequences in the world.
which makes it possible for knowledge to be
For discussion
Knowledge and the IB Diploma
Programme
aware of?
consequences.
4