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

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there any groups of people whoseAreyou typically do not giveclaimsit inevitable that a claims-maker’sIsshould affect our assessment ofidentitysecond form of epistemic injustice arisesAa person’s knowledge of their livedwhenis invalidated, because of a lackexperienceshared concepts between them and theofculture or power in a society. Thisdominantthem at a disadvantage in comprehendingputscommunicating their experience. We seeandhappening cross-culturally, when thethisculture is the arbiter of what counts asdominantand what has legitimacy. Newcomersknowledgethis culture may find their perspectives ortodismissed not only because of theirclaimswhich would be a form of prejudice,identity,because others simply have no idea whatbutare talking about. Power has a role totheycertain types of lived experiences areplay;more frequently than others. Asinvalidatedpractices of mathematics throughexamples,or through drawings with rice floursong,Chapter11), have been dismissed as not(seeand oral histories have not beenmathematical;the same credit as written histories (seegiven9). These are examples of knowledgesChapterdo not meet each other as equals becausethatpower asymmetries and a lack of sharedofconcepts.exactly is the role of power in epistemicWhatIn Chapter 7, II.1 we ask whetherjustice?is power. Perhaps a better questionknowledgethe extent to which power determines whatisas knowledge, even to affirm or denycountslived experiences of others. If someonethefor example, to be able to speak to treesclaims,horses, to invalidate their claim is also toortheir experience of the world. A moreinvalidateand challenging example is givencompellingexplains that this sort of epistemicFrickerarises from a gap in shared concepts,injusticeand tools of social interpretation.vocabularyyou can imagine, this gap affects differentAsgroups very differently, depending onsocialextent to which they are marginalized. Thetheof marginalized groups are lessexperiencesto be understood or conceptualized—lesslikelyto feature in films and television shows,likelyexample—perhaps even by the members offorgroups themselves. The very structure oftheseknowledge can therefore be prejudicial.collectivegroups’ efforts at communicating mayTheseseen as inadequate simply because theirbeof expressing is misunderstood. They arestylebecause they cannot make sense ofdisadvantagedexpress an “experience which it is strongly inorinterests to render intelligible” Fricker 2007).theirMay 2016, the IB set the following questionInTOK candidates.“To what extent do theforthat we use shape the conclusions thatconceptsreach?” Consider how this question appliesweour judgments about the validity of claimstoclaims-makers; how much of our judgmentandshaped by the concepts that we do and do notiswith a claims-maker?shareall of this, what are our individualGiventowards epistemic justice,responsibilitiesyou continue to explore knowledge in thisAsremember to continue reflecting criticallycourse,the knowledge you encounter at school andonthe world, the gaps left by your education andinand how these intersect with powerupbringing,that may initially be invisible to you.relationschapters that follow will help you to makeTherelations visible and navigate knowledgepowerthe world with agency. How will youandto know and live in the world?chooseIV. EthicsIV. Ethics(a)A central case of this sort of injustice is found in theexample of a woman who suers sexual harassmentlegitimacy to? In what context, and why?prior to the time when we had this critical concept,(b)so that she cannot properly comprehend her ownexperience, let alone render it communicativelyintelligible to others.the legitimacy of their claim?IV.3.2 Validity(Fricker 2007)especially in cross-cultural contexts?below, by Fricker.21
Knowledgeand politics 2is concerned with the acquisition and application of power, in its many forms, as well asPoliticscollective decisions that are contestable. In knowledge and politics we refer not only to politicalalland structures, but also the wider sense of political life, in which we gather to deliberate andsystemsdecisions, as citizens as well as members of communities.makethis chapter we consider the tensions in knowledge and politics, such as the differences betweenInand opinion; facts and values; and reliability and neutrality. We answer the questions:knowledgeis knowledge political, and how does this affect knowledge? Despite longstanding negativewhypolitics is a way—perhaps a good way, perhaps the only way—of navigating divisiveconnotations,issues and stubborn problems, of attempting to change the world for the better.Initial discussion• Is politics the best method available to us for changing the world?• Is being knowledgeable a prerequisite for effective and active citizenship?• What attributes are necessary or desirable in a political leader?• What role does, and should, politics play in the institutions where knowledge is produced and disseminated?• How are agreement and disagreement on matters of fact dealt with within politics?• What gives validity to a knowledge claim in politics?22
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2013 a team of researchers publishe
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III. Methods and toolsAccuracy (sel
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that object is a black hole, from w
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IV. Ethicsand when those who stand
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are instances in which the“[There
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example of ethical action amongAnoc
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IV. Ethics(using 840 billion words
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is trained on data sets. It is this
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I. Scopehaptr vnturs yond languags
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I. Scopelanguags ar only on spifiHu
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I. Scopedsriing mthods, prsptivs an
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no longr spokn, this knowldg may ar
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II. PerspectivesEmpir and postwar A
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origin of languag—how did w as hu
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Garia Marquz appars oftn onGarillis
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plants, insts and animals ommuniatD
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III. Methods and toolstrms: Tahing
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IV. Ethicsontain parls of wisdom, s
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I. Scopesocieties have diverse idea
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only since 2019, their claims to be
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I. ScopeII. Perspectivesthe contour
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became clear only decadespreservati
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does it mean to think of land as a
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II. Perspectivesof the original nat
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Wilson, who is Opaskwayak Cree,Shaw
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I ranted in my head. ‘There is no
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we consider the contributions of TE
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an authority and belief system that
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III. Methods and toolsand mutual ai
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IV. Ethicsthe only thing one can do
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IV. Ethicsintellectual property has
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6andKnowledgereligionworld’s reli
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I. Scopejudicial, economic, and pol
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I. Scopein his view, involves this
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I. Scopekinds of questions altogeth
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II. Perspectivespractices of the cu
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religious knowledge lose something,
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what extent can we comprehend the w
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II. Perspectivesone, it allows stra
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the context of perspectives, it is
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view has been criticized for being
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David Thoreau was a naturalist, wri
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III. Methods and toolsdisasters are
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IV. Ethicswe have an ethical respon
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IV. EthicsSinger described conseque
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IV. Ethics1962, generals seized pow
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recent human activity called scienc
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II. Perspectivessection explores th
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II. Perspectivessaid to be in crisi
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II. PerspectivesNewton’s theory?
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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. 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 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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II. Perspectivesqustion w xplord in
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was not alon in rflting dply aoutCa
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of Yugoslavia and th Sovit Union;ra
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III. Methods and toolsh had n ordrd
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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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II. Perspectivesby Vermeer were rar
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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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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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