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

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IB Diploma Programme Course Books areTheto support students throughout their two-designedDiploma Programme. They will help studentsyearan understanding of what is expected from theirgainstudies while presenting content in a waysubjectillustrates the purpose and aims of the IB. Theythatthe philosophy and approach of the IB andreflecta deep understanding of each subject byencourageconnections to wider issues and providingmakingfor critical thinking.opportunitiesbooks mirror the IB philosophy of viewing theThein terms of a whole-course approach andcurriculumsupport for the IB leaner profile and the IBincludeProgramme core requirements.DiplomaInternational Baccalaureate aims to developTheknowledgable and caring young peopleinquiring,help to create a better and more peaceful worldwhointercultural understanding and respect.throughthis end the IB works with schools, governmentsTointernational organisations to developandprogrammes of international educationchallengingrigorous assessment.andprogrammes encourage students across theTheseto become active, compassionate, and lifelongworldwho understand that other people, with theirlearnerscan also be right.differences,aim of all IB programmes is to developTheminded people who, recognisinginternationallycommon humanity and shared guardianship oftheirplanet, help to create a better and more peacefultheThey develop their natural curiosity. TheyInquirersthe skills necessary to conduct inquiry andacquireand show independence in learning. Theyresearchenjoy learning and this love of learning willactivelyThey explore concepts, ideas, andKnowledgeablethat have local and global significance. In soissuesthey acquire in-depth knowledge and developdoing,across a broad and balanced range ofunderstandingThey exercise initiative in applyingThinkersskills critically and creatively to recognisethinkingapproach complex problems, and make reasoned,anddecisions.ethicalThey understand and express ideasCommunicatorsinformation confidently and creatively in moreandone language and in a variety of modes ofthanThey work effectively and willinglycommunication.They act with integrity and honesty, withPrincipledstrong sense of fairness, justice, and respect for theaof the individual, groups, and communities.dignitytake responsibility for their own actions and theTheyThey understand and appreciate theirOpen-mindedcultures and personal histories, and are openownthe perspectives, values, and traditions of othertoand communities. They are accustomedindividualsseeking and evaluating a range of points of view,toare willing to grow from the experience.andThey show empathy, compassion, and respectCaringthe needs and feelings of others. They havetowardspersonal commitment to service, and act to makeapositive difference to the lives of others and to theaThey approach unfamiliar situationsRisk-takersuncertainty with courage and forethought, andandthe independence of spirit to explore new roles,haveand strategies. They are brave and articulate inideas,They understand the importance ofBalancedphysical, and emotional balance tointellectual,personal well-being for themselves andachieveothers.They give thoughtful consideration to theirReflectivelearning and experience. They are able to assessownunderstand their strengths and limitations in orderandsupport their learning and professional development.toCourse Book definitiondisciplines.in collaboration with others.IB mission statementconsequences that accompany them.environment.The IB learner profiledefending their beliefs.world. IB learners strive to be:be sustained throughout their lives.iii
ContentsCORE THEMEOPTIONAL THEMESiv
Page 1 and 2: THEORY OFO X F O R D I B D I P L O
Page 3: University Press is a department of
Page 7 and 8: lucky circumstance brings you to th
Page 9 and 10: I. Scopecan seem abstract, intimida
Page 11 and 12: I. Scopeis complicated by power and
Page 13 and 14: I. ScopeWhat factors limit our know
Page 15 and 16: I. ScopeII. PerspectivesTOK we exam
Page 17 and 18: II. Perspectivesmay have inherited
Page 19 and 20: II. Perspectivesto Quassim Cassam,
Page 21 and 22: III. Methods and toolsterms: NYT Ne
Page 23 and 24: III. Methods and toolsof it? What m
Page 25 and 26: III. Methods and toolsIV. Ethics(b)
Page 27 and 28: IV. Ethicsin TOK is about the explo
Page 29 and 30: Knowledgeand politics 2is concerned
Page 31 and 32: I. Scopehas been great concern, esp
Page 33 and 34: I. Scopeadministrative systems, had
Page 35 and 36: I. Scopethis book we engage with th
Page 37 and 38: II. Perspectives“Overton window
Page 39 and 40: II. Perspectivesopposed to scientif
Page 41 and 42: II. Perspectivesobjective “fact o
Page 43 and 44: II. Perspectives7 deals with public
Page 45 and 46: II. Perspectiveshe adds, ‘It wasn
Page 47 and 48: II. Perspectivesargued that interne
Page 49 and 50: II. Perspectivesmedia users report
Page 51 and 52: III. Methods and toolsLorde said yo
Page 53 and 54: III. Methods and toolsShould we tes
Page 55 and 56:
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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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
Page 87 and 88:
are instances in which the“[There
Page 89 and 90:
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
Page 95 and 96:
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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II. Perspectivesthat 90% will disap
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no longr spokn, this knowldg may ar
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II. PerspectivesEmpir and postwar A
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II. Perspectivesin th pross. At th
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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
Page 135 and 136:
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,
Page 157 and 158:
what extent can we comprehend the w
Page 159 and 160:
II. Perspectivesone, it allows stra
Page 161 and 162:
the context of perspectives, it is
Page 163 and 164:
view has been criticized for being
Page 165 and 166:
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
Page 179 and 180:
II. Perspectivessaid to be in crisi
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II. PerspectivesNewton’s theory?
Page 183 and 184:
II. Perspectives19th century reveal
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II. PerspectivesWhat are some scien
Page 187 and 188:
II. Perspectivesof Duesberg’s pap
Page 189 and 190:
II. Perspectivesis a highly simplif
Page 191 and 192:
II. Perspectivesterms: Symphony ofS
Page 193 and 194:
II. Perspectivesorigin story of gen
Page 195 and 196:
II. Perspectivestechnical debates i
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II. Perspectivesfar this section ha
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II. Perspectivesthe kind of problem
Page 201 and 202:
III. Methods and toolsthe scientifi
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III. Methods and toolsunrecognized
Page 205 and 206:
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
Page 217 and 218:
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
Page 223 and 224:
explore perspectives on the existen
Page 225 and 226:
II. Perspectivesallegations of scie
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we look at the simplifications that
Page 229 and 230:
II. PerspectivesIII. Methods and to
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III. Methods and toolslack of diver
Page 233 and 234:
III. Methods and toolssensitivity
Page 235 and 236:
III. Methods and toolsMargaret Mead
Page 237 and 238:
III. Methods and toolstheir presenc
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III. Methods and toolstold Mahbub,
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III. Methods and toolsY. Thinley, a
Page 243 and 244:
III. Methods and toolsis the scope
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III. Methods and toolssignificant c
Page 247 and 248:
III. Methods and toolsIV. Ethics7 d
Page 249 and 250:
IV. Ethicschange … brings togethe
Page 251 and 252:
last example brings together ideas
Page 253 and 254:
to show it how it was.” This was
Page 255 and 256:
I. Scope7 raises the question of wh
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I. Scopeis more than a matter of po
Page 259 and 260:
II. Perspectivesqustion w xplord in
Page 261 and 262:
was not alon in rflting dply aoutCa
Page 263 and 264:
II. Perspectiveshistorial ontxt, ut
Page 265 and 266:
of Yugoslavia and th Sovit Union;ra
Page 267 and 268:
II. Perspectivesor indpndnt shools
Page 269 and 270:
III. Methods and toolswith an intrs
Page 271 and 272:
III. Methods and toolshistorian, jo
Page 273 and 274:
III. Methods and toolsinstad of oth
Page 275 and 276:
III. Methods and toolsmonks and lrg
Page 277 and 278:
III. Methods and toolsh had n ordrd
Page 279 and 280:
III. Methods and toolswould naiv,
Page 281 and 282:
IV. Ethicsin Chaptr 5. Grgory Young
Page 283 and 284:
IV. Ethicsis filld with xtraordinar
Page 285 and 286:
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:
Page 293 and 294:
I. Scopeterms: ElizabethSearchDesir
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II. Perspectivesby Vermeer were rar
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II. Perspectiveswas one thing van M
Page 299 and 300:
II. Perspectivesare found in the br
Page 301 and 302:
II. Perspectivesterms: CNN Business
Page 303 and 304:
II. Perspectivesof the time, to dra
Page 305 and 306:
II. Perspectivesthe last few hundre
Page 307 and 308:
II. Perspectivesafter that date, bu
Page 309 and 310:
II. Perspectiveshave been examples
Page 311 and 312:
II. PerspectivesIII. Methods and to
Page 313 and 314:
III. Methods and tools1. Is having
Page 315 and 316:
III. Methods and toolsThe rst thing
Page 317 and 318:
III. Methods and toolscan be deeply
Page 319 and 320:
IV. Ethicsmay notice that many know
Page 321 and 322:
IV. Ethicsartist’s intent to conf
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IV. Ethicsor moral boundaries of th
Page 325 and 326:
IV. Ethicsfact that people far away
Page 327 and 328:
IV. Ethicsterms: NorthrupSearchtrue
Page 329 and 330:
I. Scopemathmatis arris an aura ofN
Page 331 and 332:
I. Scopeof th arly xampls of this
Page 333 and 334:
II. Perspectivesof mathmatial knowl
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II. Perspectivesonpts an appar so s
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II. Perspectivesdid th st minds of
Page 339 and 340:
II. Perspectiveswrits that long for
Page 341 and 342:
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
Page 351 and 352:
III. Methods and toolsmathmatis is
Page 353 and 354:
III. Methods and toolswritrs of The
Page 355 and 356:
IV. Ethicsthat “I hav nvr don any
Page 357 and 358:
IV. Ethicsold adag, widly itd and o
Page 359 and 360:
IV. Ethicswll-puliisd figur of 1 in
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IV. EthicsMathematics. Th artil prs
Page 363 and 364:
I. THE EXHIBITIONquestions are ques
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I. THE EXHIBITION11. Can new knowle
Page 367 and 368:
I. THE EXHIBITIONa new subject can
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I. THE EXHIBITIONthat objects do no
Page 371 and 372:
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
Page 379 and 380:
II. THE ESSAYAnother weak approach
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II. THE ESSAYto present the conclus
Page 383 and 384:
as unspoken and unspeakable truthsa
Page 385 and 386:
otherwise by measuring differentlyk
Page 387 and 388:
J. 2017. “The Triage of Truth: Do
Page 389 and 390:
H. 2017. “Cambridge Analytica, Tr
Page 391 and 392:
Human Rights and Equal Opportunitie
Page 393 and 394:
K. 2006b. “Leila Ahmed Muslim Wom
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HSD, Freeman, C, Jahoda, M, Pavitt,
Page 397 and 398:
W. 2012. “Ethics and Historical R
Page 399 and 400:
PJ, Hammel, EA and O’Connell, JW.
Page 401 and 402:
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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