Theory of Knowledge - Course Companion for Students Marija Uzunova Dang Arvin Singh Uzunov Dang
Banyan tree metaphor stands for epistemicThea knowledge system consistingpluralism,many different roots, “many different butofvaluable ways of interrogating reality”equally2017). We should caution, however,(Ganerirelativist arguments that make theagainstof saying, for example, that all areas ofmistakeare correct in their own ways, justknowledgeFor that would be to describe separate,different.trees in a forest of knowledge, whereasisolatedargument is that there really is just oneGaneri’sepistemic system, one tree of knowledges,singlewhich science, Indigenous knowledge andofare all a part.religionis important that we do not collapse our viewItacademic disciplines into branches on theofof knowledge, because they, too, can betreeas trees within their own right.comprehendedwould be so brave to claim that there is onlyWhocorrect way of doing science, for example?oneinterrogate such a claim in Chapter7.Wesame is true of other areas of knowledge,TheWestern philosophers have beenalthoughof seeing themselves as the central trunkaccusedwe open up to these multiple ways ofAshow do we overcome the problemknowing,relativism; the problem of any and allofbeing different but equal in terms ofknowledgesus understand the world? Ganeri refershelpingJaina philosophers who offer the concept oftostances, or nayas, that are attitudes,epistemicor strategies towards producingapproachesIt is a useful construct to escapeknowledge.and he explains it using yet anotherrelativism,important skill for a knower is; the abilityAnreflect on their thinking processes. Thistois referred to as metacognition, or knowingskillknowing. To practise this skill, consideraboutinfluences and events that have shapedtheas a knower and thinker, and write ayouintellectual autobiography. How did youshortthe thinker you are today? You maybecomewe can each take different routesmountain,get there, and each route offers differenttoand disadvantages. Some will beadvantagessteeper and more challenging; others morefaster,approaches lead to the same summit,Differentthey are not equivalent. What we arebutwith is not simply the binary of trueconcernedfalse, which serves to exclude plurality,andrather the question of which path is mostbutto our position, goal and capacity.appropriateterrain does the mountain present to you?Whatfaces will you climb? Different peoplesWhichcultures choose different nayas; to claim thatandis only one way to the summit, towardsthereto share this with a partner, a smallchooseor with your TOK class.groupIn drafting your intellectual autobiography,1.how the following have influencedconsiderthinking and the way you see theyourtoday:worldyour upbringing and participation in(a)communitiesdifferentIII. Methods and toolsIII. Methods and toolsleisurely and scenic.Whichever route is selected, each mountaineeris in principle able to avail of the same tools andtechniques, the same crampons, maps and axes;but the mountain unfolds itself dierently toevery one. The toolkit of the responsible enquirercontains empirical observation, logical techniquesof deduction, induction and inference to the bestexplanation, and the pooling of discovery throughtestimony. But there is no single correct way of usingthose tools in one’s interrogation of reality.(Ganeri 2017)of the tree of knowledge.knowledge, is an act of epistemic violence.One does not believe a stance in the way that onebelieves a fact. Rather, one commits to a stance, oradopts it.(Chakravartty 2004)metaphor. If our goal is to reach the top of aFor discussionYour intellectual autobiography17
III. Methods and toolsIV. Ethics(b) your schoolingyour experiences with specific places,(c)events or key ideas.people,can do this as an essay, a mindmap or anyYouformat that feels appropriate and authentic.otheron your intellectual autobiography,Reflectingthe following questions.considerTOK, and throughout the “Ethics” sectionInevery chapter that follows, a key concern isofbears the ethical responsibility for howwhois produced, shared and applied?knowledgediscussions typically focus on issues ofTheseagainst misconduct in the pursuitprotectingknowledge; integrity in the way knowledgeofshared and communicated; and guardingisthe harm that can come as a result of theagainstof knowledge.applicationthis section, however, we consider our ethicalInspecifically as knowers. Whatresponsibilitiesit mean to behave rightly and justly asdoesindividually as well as collectively?knowers,most legal systems today, we are protectedInbrainwashing, indoctrination and otherfromand intrusive means of belief-changing.forcefuldo we have a right to believe whateverButwant? We are generally not protected fromweour beliefs scrutinized, questionedhavingcriticized. Rights often have limits andandwith responsibilities. Would you agree,comeexample, that we have a right to “believeforresponsibly”?“right to believe” could be conceived of asAevidential or moral. An evidential righteitherto a right to believe what we can justifyrefersevidence. A moral right refers to the rightwithHow much of your intellectual2.has been intentional?developmentIn what ways do you want to develop as a3.and a knower?thinkerDid the way you see the world change at4.time in your intellectual development?anydoes it mean to you to change not justWhatyou think, but how you think?whatbelieve whatever one chooses, a right that istoin the sense that no one should take itprotectedcases where employment or education haveintaken away because of a person’s beliefs.beenmoral right to believe would be problematic ifAconsider the acts of questioning or criticizingwebeliefs as depriving them of this right.someone’smake a point using the extreme, anytimeToasserted a belief that clashes with someoneyoubelief, the two rights—your freedomelse’sexpression and the other person’s right toofcome into conflict. A right to beliefbelief—wouldnot be used as a negative right—that is,shouldlimit dialogue, to defend close-mindednesstodogma. If we learn one thing from TOK, itandbe that knowledge is contestable; soshouldis wrong, always, everywhere, and“Itanyone, to believe anything uponforwhat extent do you agree with thisToAre there some beliefs that shouldstatement?insulated from questioning? Shouldbenever be contestable?knowledge1I V. E T H I C SWhile this is not a legally granted right peraway.it is upheld in various other rights, especiallyse,IV.1 Intellectual entitlementis belief.For discussionJustified or unjustified beliefsinsufficient evidence.” (Clifford 1877)18
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III. Methods and tools
IV. Ethics
(b) your schooling
your experiences with specific places,
(c)
events or key ideas.
people,
can do this as an essay, a mindmap or any
You
format that feels appropriate and authentic.
other
on your intellectual autobiography,
Reflecting
the following questions.
consider
TOK, and throughout the “Ethics” section
In
every chapter that follows, a key concern is
of
bears the ethical responsibility for how
who
is produced, shared and applied?
knowledge
discussions typically focus on issues of
These
against misconduct in the pursuit
protecting
knowledge; integrity in the way knowledge
of
shared and communicated; and guarding
is
the harm that can come as a result of the
against
of knowledge.
application
this section, however, we consider our ethical
In
specifically as knowers. What
responsibilities
it mean to behave rightly and justly as
does
individually as well as collectively?
knowers,
most legal systems today, we are protected
In
brainwashing, indoctrination and other
from
and intrusive means of belief-changing.
forceful
do we have a right to believe whatever
But
want? We are generally not protected from
we
our beliefs scrutinized, questioned
having
criticized. Rights often have limits and
and
with responsibilities. Would you agree,
come
example, that we have a right to “believe
for
responsibly”?
“right to believe” could be conceived of as
A
evidential or moral. An evidential right
either
to a right to believe what we can justify
refers
evidence. A moral right refers to the right
with
How much of your intellectual
2.
has been intentional?
development
In what ways do you want to develop as a
3.
and a knower?
thinker
Did the way you see the world change at
4.
time in your intellectual development?
any
does it mean to you to change not just
What
you think, but how you think?
what
believe whatever one chooses, a right that is
to
in the sense that no one should take it
protected
cases where employment or education have
in
taken away because of a person’s beliefs.
been
moral right to believe would be problematic if
A
consider the acts of questioning or criticizing
we
beliefs as depriving them of this right.
someone’s
make a point using the extreme, anytime
To
asserted a belief that clashes with someone
you
belief, the two rights—your freedom
else’s
expression and the other person’s right to
of
come into conflict. A right to belief
belief—would
not be used as a negative right—that is,
should
limit dialogue, to defend close-mindedness
to
dogma. If we learn one thing from TOK, it
and
be that knowledge is contestable; so
should
is wrong, always, everywhere, and
“It
anyone, to believe anything upon
for
what extent do you agree with this
To
Are there some beliefs that should
statement?
insulated from questioning? Should
be
never be contestable?
knowledge
1
I V. E T H I C S
While this is not a legally granted right per
away.
it is upheld in various other rights, especially
se,
IV.1 Intellectual entitlement
is belief.
For discussion
Justified or unjustified beliefs
insufficient evidence.” (Clifford 1877)
18
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