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

understanding and textbook
international
257–61
revision
the past by the standards of the
judging
276–7
present
history and thresholds of signicance
making
254–7
natural laws to human behaviour
applying
212
in the human sciences
experimentation
235–7
to growth and limits of human
limits
243–5
knowledge
and objectivity in eldwork and
neutrality
methods 229–30
ethnographic
are the humans in human sciences?
who
222–4
knowledge as local, holistic and
indigenous
114–15
dynamic
ecological knowledge (TEK)
traditional
127–32
do we know what we know about
how
101–3
language?
and the other-than-human world
language
106–8
conversant in the language of the
becoming
322–4
universe
Simpson and Fermat’s last theorem
Homer
346
should mathematics be taught and
how
342–3
communicated?
what ways can mathematics be known?
in
344–5
and the mathematical community
individuals
327–30
mathematics universal or culture-bound?
is
330–4
pure mathematics ethically neutral?
is
348–50
for numbers in the brain and in
looking
332–4
culture
mathematics discovered or invented?
was
325–6
coming to know 120–1
history of history 267–9
conservation 121
Inca writings 90–1
education for all 116–120
Indigenous Peoples 124–7
ethics and politics of representation 133–5
just language 109–10
literacy and discovery 248–51
language and colonization 99–100
perspectives 116
perspectives 251–3
research as a relational activity 123–4
language, emotion and truth 108–9
role of language 124–7
should history “be” something? 274–5
limitless language 88–92
study of the past 247–8
songlines 115–16
linguistics and epistemic diversity 93–6
using history to predict the future 270–2
neuroscience 102–3
what remains of the past? 261–7
problems with translation 104–5
uncontacted peoples 136–7
HIV 178–80
who and what is indigenous? 112–13
religious knowledge and language 154
Hobbes, Thomas 23
role of metaphor 92–3
intellectual entitlement 18
Hobson-Jobson 99
intellectual humility 9–10
liberation theology 164
human sciences 206–9
lies 32–5
interpretation 15
limits of knowledge 243–5
limits to growth 243–5
J
destigmatizing loss of condence 239–40
ethics 240–3
literacy 248–51
justication 15
M
K
heroines and heretics 218–19
knowledge 1–3
mathematics 321–3
implications of WEIRD research 224–9
beauty 341–2
appeals to authority 9
is good parenting universal? 225–7
category of problematic beliefs 19
concepts 15–16
diversity and many mathematics 334–6
epistemic diversity and epistemic justice 20–1
mathiness and physics envy 209–11
doing impossible mathematics 345–7
ethics 18
myth of barter 220–1
ethics 347–8
“here be dragons” 5–6
how we run away from facts 12–13
perspectives 213–16
impact of ignorance 6–7
politics and science of pain 213–15
intellectual entitlement 18
intellectual humility 9–10
replicability and reproducibility 237–9
knowledge matters 7–8
simplicity and accuracy 220–2
knowledge, or knowledges? 3–4
trouble with normality 216–18
perspectives 8–9
what we measure matters 231–5
thinking patterns and habits 13–15
varying our metaphors of knowledge 16–17
why do people believe strange things? 10–12
I
your intellectual autobiography 17–18
IB assessment 356
mathematical uency 343
mathematical indivisibles 328–3
essay 369–76
exhibition 357–68
mathematical proof 337–8
L
mathematical proof in the digital age 339
knowledge questions 356–7
Ladakh, India 117–18
ignorance 6–7
non-surveyable proof 339–40
language 87–8
professional standards 353–5
Inca writings 90–1
babies and foetuses 109
indigenization 119
trouble with statistics 350–3
deaf culture and signed languages 100–1
Indigenous Peoples 111–12
dialects 94–5
Ainu of Japan 113–14
English as the global lingua franca 96–9
appreciation or appropriation 135–6
mathiness 209–11
377