Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang

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that 70 percent of the words have to be conjugated, and 70 percent haveWhichmeanstenses and cases to be mastered.differentlanguages often assign gender to nouns, but Potawatomi does not divide theEuropeaninto masculine and feminine. Nouns and verbs both are animate and inanimate. Youworlda person with a word that is completely different from the one with which you hearhearairplane. Pronouns, articles, plurals, demonstratives, verbs—all those syntactical bits Iancould keep straight in high school English are all aligned in Potawatomi to provideneverways to speak of the living world and the lifeless one. Different verb forms, differentdifferentdifferent everything apply depending on whether what you are speaking of is alive.”plurals,2014).(Kimmererrecounts the challenges of learning this grammar of animacy, which includes verbs forKimmererbe a Saturday”, “to be a hill”, “to be a long sandy stretch of beach” and “to be a bay”.“toIII. Methods and toolsIII. Methods and tools125
I ranted in my head. ‘There is no reason to make it so complicated. No wonder“‘Ridiculous!’one speaks it. A cumbersome language, impossible to learn, and more than that, it’s allnoA bay is most definitely a person, place, or thing—a noun and not a verb.’ I was readywrong.give up. I’d learned a few words, done my duty to the language that was taken from mytothen I swear I heard the zap of synapses firing. An electric current sizzled down myAndand through my finger, and practically scorched the page where that one word lay. Inarmmoment I could smell the water of the bay, watch it rock against the shore and hear itthatonto the sand. A bay is a noun only if water is dead. When bay is a noun, it is defined bysifttrapped between its shores and contained by the word. But the verb wiikwegamaa—humans,be a bay—releases the water from bondage and lets it live. ‘To be a bay’ holds the wondertofor this moment, the living water has decided to shelter itself between these shores,that,with cedar roots and a flock of baby mergansers. Because it could do otherwise—conversinga stream or an ocean or a waterfall, and there are verbs for that, too. To be a hill, to bebecomesandy beach, to be a Saturday, all are possible verbs in a world where everything is alive.aland, and even a day, the language a mirror for seeing the animacy of the world, theWater,that pulses through all things, through pines and nuthatches and mushrooms. This islifelanguage I hear in the woods; this is the language that lets us speak of what wells up alltheus. …arounddoesn’t give us many tools for incorporating respect for animacy. In English,Englishare either a human or a thing. Our grammar boxes us in by the choice of reducing ayoubeing to an it, or it must be gendered, inappropriately, as a he or a she. Where arenonhumanwords for the simple existence of another living being? …ourOur toddlers speak of plants and animals as if they were people, extending to them self…and compassion—until we teach them not to. We quickly retrain them andandintentionthem forget. When we tell them that the tree is not a who, but an it, we make thatmakean object; we put a barrier between us, absolving ourselves of moral responsibilitymapleopening the door to exploitation. Saying it makes a living land into ‘natural resources.’anda maple is an it, we can take up the chain saw. If amaple is a her, we think twice.”Ifpoint is that language deeply affects how we relate to and know our world.Kimmerer’sthis argument next to Le Guin’s, posed below, which suggests that perhaps learningConsidergrammar of animacy is not necessary, that the same feat can be accomplished by a changetheinframing.among all things appears to be complex and reciprocal—always at least twoway,“Relationshipback-and-forth. It seems that nothing is single in this universe, and nothing goes oneIn this view, we humans appear as particularly lively, intense, aware nodes of relationway.an infinite network of connections, … with and among everything—all beings—includingin5III. Methods and toolsgrandfather. …(Kimmerer 2014)what we generally class as things, objects.126
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THEORY OFO X F O R D I B D I P L O
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University Press is a department of
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ContentsCORE THEMEOPTIONAL THEMESiv
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lucky circumstance brings you to th
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I. Scopecan seem abstract, intimida
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I. Scopeis complicated by power and
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I. ScopeWhat factors limit our know
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I. ScopeII. PerspectivesTOK we exam
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II. Perspectivesmay have inherited
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II. Perspectivesto Quassim Cassam,
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III. Methods and toolsterms: NYT Ne
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III. Methods and toolsof it? What m
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III. Methods and toolsIV. Ethics(b)
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IV. Ethicsin TOK is about the explo
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Knowledgeand politics 2is concerned
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I. Scopehas been great concern, esp
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I. Scopeadministrative systems, had
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I. Scopethis book we engage with th
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II. Perspectives“Overton window
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II. Perspectivesopposed to scientif
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II. Perspectivesobjective “fact o
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II. Perspectives7 deals with public
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II. Perspectiveshe adds, ‘It wasn
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II. Perspectivesargued that interne
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II. Perspectivesmedia users report
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III. Methods and toolsLorde said yo
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III. Methods and toolsShould we tes
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III. Methods and toolsend of the po
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III. Methods and toolsIV. Ethicsthe
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IV. Ethicsoffence enters the pictur
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IV. Ethicsenabled by technology. Pr
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IV. Ethicsa 2018 article for the Ne
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Knowledgeand technology 3does it me
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I. Scopereach of human-made objects
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I. Scopeterms:SearchSubmarineTelege
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section explores what we know about
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3.5a shows Margaret Hamilton,Figure
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II. Perspectivesterms: How weSearch
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the challenges outlined in the disc
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2013 a team of researchers publishe
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II. Perspectives19th century reveal
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II. PerspectivesWhat are some scien
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II. Perspectivesof Duesberg’s pap
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II. Perspectivesis a highly simplif
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II. Perspectivesterms: Symphony ofS
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II. Perspectivesorigin story of gen
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II. Perspectivestechnical debates i
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II. Perspectivesfar this section ha
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II. Perspectivesthe kind of problem
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III. Methods and toolsthe scientifi
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III. Methods and toolsunrecognized
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III. Methods and toolshas a number
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III. Methods and toolsthe link to t
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IV. Ethicswas the wartime head of t
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IV. Ethicsan essential, imperfect a
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8Human scienceschapter is about the
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I. Scopeof an idea or theory coming
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I. Scopecentral cause of the profes
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I. Scopeidea of describing society
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who had been placed at the ‘lower
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explore perspectives on the existen
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II. Perspectivesallegations of scie
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we look at the simplifications that
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II. PerspectivesIII. Methods and to
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III. Methods and toolslack of diver
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III. Methods and toolssensitivity
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III. Methods and toolsMargaret Mead
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III. Methods and toolstheir presenc
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III. Methods and toolstold Mahbub,
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III. Methods and toolsY. Thinley, a
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III. Methods and toolsis the scope
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III. Methods and toolssignificant c
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III. Methods and toolsIV. Ethics7 d
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IV. Ethicschange … brings togethe
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last example brings together ideas
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to show it how it was.” This was
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I. Scope7 raises the question of wh
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I. Scopeis more than a matter of po
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II. Perspectivesqustion w xplord in
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was not alon in rflting dply aoutCa
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II. Perspectiveshistorial ontxt, ut
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of Yugoslavia and th Sovit Union;ra
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II. Perspectivesor indpndnt shools
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III. Methods and toolswith an intrs
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III. Methods and toolshistorian, jo
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III. Methods and toolsinstad of oth
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III. Methods and toolsmonks and lrg
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III. Methods and toolsh had n ordrd
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III. Methods and toolswould naiv,
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IV. Ethicsin Chaptr 5. Grgory Young
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IV. Ethicsis filld with xtraordinar
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10chapter explores the human encoun
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I. Scopethe historical development
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I. Scopehas the status of women art
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I. ScopeTruth and knowledge in art:
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I. Scopeterms: ElizabethSearchDesir
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II. Perspectivesby Vermeer were rar
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II. Perspectiveswas one thing van M
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II. Perspectivesare found in the br
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II. Perspectivesterms: CNN Business
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II. Perspectivesof the time, to dra
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II. Perspectivesthe last few hundre
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II. Perspectivesafter that date, bu
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II. Perspectiveshave been examples
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II. PerspectivesIII. Methods and to
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III. Methods and tools1. Is having
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III. Methods and toolsThe rst thing
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III. Methods and toolscan be deeply
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IV. Ethicsmay notice that many know
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IV. Ethicsartist’s intent to conf
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IV. Ethicsor moral boundaries of th
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IV. Ethicsfact that people far away
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IV. Ethicsterms: NorthrupSearchtrue
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I. Scopemathmatis arris an aura ofN
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I. Scopeof th arly xampls of this
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II. Perspectivesof mathmatial knowl
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II. Perspectivesonpts an appar so s
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II. Perspectivesdid th st minds of
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II. Perspectiveswrits that long for
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II. Perspectivesognitiv nurosintist
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II. Perspectivesprptuat inquality o
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III. Methods and toolsonsidr two on
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III. Methods and toolsproofs wr rit
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III. Methods and tools10 features a
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III. Methods and toolsmathmatis is
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III. Methods and toolswritrs of The
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IV. Ethicsthat “I hav nvr don any
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IV. Ethicsold adag, widly itd and o
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IV. Ethicswll-puliisd figur of 1 in
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IV. EthicsMathematics. Th artil prs
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I. THE EXHIBITIONquestions are ques
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I. THE EXHIBITION11. Can new knowle
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I. THE EXHIBITIONa new subject can
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I. THE EXHIBITIONthat objects do no
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I. THE EXHIBITIONyou describe them,
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I. THE EXHIBITIONdoubt, and a tweet
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II. THE ESSAYother way you demonstr
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II. THE ESSAYwhat extent do the con
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II. THE ESSAYAnother weak approach
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II. THE ESSAYto present the conclus
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as unspoken and unspeakable truthsa
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otherwise by measuring differentlyk
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J. 2017. “The Triage of Truth: Do
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H. 2017. “Cambridge Analytica, Tr
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Human Rights and Equal Opportunitie
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K. 2006b. “Leila Ahmed Muslim Wom
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HSD, Freeman, C, Jahoda, M, Pavitt,
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W. 2012. “Ethics and Historical R
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PJ, Hammel, EA and O’Connell, JW.
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Campbell and Justin Friesen: ‘Why
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Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang

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