Beruflich Dokumente
Kultur Dokumente
Baccalaureate
Africa/Europe/Middle East
Theory of knowledge
TOK for Subject Teachers
Category 3
Emirates National School - Abu Dhabi
City Campus
September 2013
English
Rmy Lamon & Declan Alvaro
International Baccalaureate Organization 2012
International Baccalaureate Organization 2012
Teacher Training Workshop
This workbook is intended for use by a participant at an IB-approved workshop. It
contains several types of material: material that was created and published by the
IB, material that was prepared by the workshop leader and third-party copyright
material.
Following the workshop, participants who wish to provide information or non-
commercial in-school training to teachers in their school may use the IB-copyright
material (including student work) and material identified as the work of the
workshop leader unless this is specifically prohibited.
The IB is committed to fostering academic honesty and respecting others
intellectual property. To this end, the organization must comply with international
copyright laws and therefore has obtained permission to reproduce and/or translate
any materials used in this publication for which a third party owns the intellectual
property. Acknowledgments are included where appropriate. Workshop
participants may not use any of the material in this workbook that is identified as
being the intellectual property of a third party for any purpose unless expressly
stated. In all other cases permission must be sought from the copyright holder
before making use of such material.
Permission must be sought from the IB by emailing copyright@ibo.org for any use of
IB material which is different from that described above or those uses permitted
under the rules and policy for use of IB intellectual property
(http://www.ibo.org/copyright/intellectualproperty.cfm).
Permission granted to any supplier or publisher to exhibit at an IB-approved
workshop does not imply endorsement by the IB.
International Baccalaureate Organization 2012
The IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and
caring young people who help to create a better and more peaceful world through
intercultural understanding and respect.
To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and
rigorous assessment.
These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their
differences, can also be right.
Agenda 7
TOK for Subject Teachers: Objectives 8
IB Learner Profile 9
Changes to the Aims and Objectives in TOK 10
AOK Diagrammes: Knowledge Framework 11
AOK Diagrammes: Ideas for lessons 19
What is Science for? 35
Three Views on Religious Knowledge Systems 47
01: What good are schools? 48
03: Letters from an Indian judge to an English
gentlewoman
52
04: Exercises on meaning 55
06: Language and symbolism 58
International Baccalaureate Organization 2012
Workbook contents
07: Words and not words 61
10: Thinking logically 64
11: Routes of mathematical knowledge 68
12: Is math for real? 71
13: Numbers and numerals 76
14: A show of hands 80
15: Myths and fairy tales 82
16: Why was Thales wrong? 85
17: One persons hypothesis is another persons
dogma ...
90
18: Scientific claims: an African perspective 94
19: The growth of scientific knowledge 98
20: Webs of explanation 104
International Baccalaureate Organization 2012
21: Atmospheric and group pressure 109
22: A cultural "Rorschach test" 114
24: The art critic 118
25: Songs and poems 121
26: Judgement and choice 123
28: Third world blues 129
29: Accident - or knowledge? 131
TOK Exemplar essay P without marks 135
TOK Exemplar essay Q without marks 141
TOK Exemplar essay R without marks 146
Bibliography for TOK 153
International Baccalaureate Organization 2012
WorkshopLeaderAgenda
ClusterWorkshops-PYP&DPCategories1&3ENSAbuDhabi
CityCampus,AbuDhabi,UAE,1314September2013
Workshop:TOKforSubjectTeachers
Workshopleader:RmyLamon&DeclanAlvaro
Program:DP
Category:3
Targetaudience:Subjectteachers
Materialparticipantsshouldbringtothisworkshop:
Subjectguides
TOKguide
LabTop/iPadifyoupossessone
7/155
TOK for Subject Teachers: Objectives
Workshop objectives include:
To become familiar with the role that TOK can have in my subject
To address the challenges facing subject teachers with TOK
To give some ideas how to start a topic through various activities
To create an enthusiastic atmosphere in a TOK based class
To share best practices
Source for this picture: http://myplace.frontier.com/~matt.hiefield/id4.html
8/155
IB learner profile booklet 5
The IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively
to recognize and approach complex problems, and make reasoned, ethical
decisions.
Communicators They understand and express ideas and information confidently and creatively
in more than one language and in a variety of modes of communication. They
work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany
them.
Open-minded They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas
and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance
to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.
9/155
TOK Aims & Objectives Comparison
2008 2015
AIMS
New
Reworded
Deleted
1. Develop a fascination with the richness of knowledge as a human
endeavour, and an understanding of the empowerment that follows
from reflecting upon it
2. Develop an awareness of how knowledge is constructed, critically
examined, evaluated and renewed, by communities and individuals
3. Encourage students to reflect on their experiences as learners, in
everyday life and in the Diploma Programme, and to make
connections between academic disciplines and between thoughts,
feelings and actions
4. Encourage an interest in the diversity of ways of thinking and ways
of living of individuals and communities, and an awareness of
personal and ideological assumptions, including participantsown
5. Encourage consideration of the responsibilities originating from the
relationship between knowledge, the community and the individual
as citizen of the world.
1. Make connections between a critical approach to the
construction of knowledge, the academic disciplines and
the wider world
2. Develop an awareness of how individuals and
communities construct knowledge and how this is
critically examined (Old guide #2)
3. Develop an interest in the diversity and richness of
cultural perspectives and an awareness of personal and
ideological assumptions (old guide #1 & 4)
4. Critically reflect on their own beliefs and assumptions,
leading to more thoughtful, responsible and purposeful
lives (Old guide #3
5. Understand that knowledge brings responsibility which
leads to commitment and action. (Old guide #5)
OBJECTIVES 1. Analyse critically knowledge claims, their underlying assumptions
and their implications
2. Generate questions, explanations, conjectures, hypotheses,
alternative ideas and possible solutions in response to knowledge
issues concerning areas of knowledge, ways of knowing and
students own experience as learners
3. Demonstrate an understanding of different perspectives on
knowledge issues
4. Draw links and make effective comparisons between different
approaches to knowledge issues that derive from areas of
knowledge, ways of knowing, theoretical positions and cultural
values
5. Demonstrate an ability to give a personal, self-aware response to a
knowledge issue
6. Formulate and communicate ideas clearly with due regard for
accuracy and academic honesty
1. Identify and analyse the various kinds of justifications
used to support knowledge claims (old guide #1)
2. Formulate, evaluate and attempt to answer knowledge
questions
3. Examine how academic disciplines/areas of knowledge
generate and shape knowledge
4. Understand the roles played by ways of knowing in the
construction of shared and personal knowledge
5. Explore links between knowledge claims, knowledge
questions, ways of knowing and areas of knowledge (old
guide #4)
6. Demonstrate an awareness and understanding of different
perspectives and be able to relate these to ones own
perspective (Old guide #3)
7. Explore real-life/contemporary issues from a TOK
perspective.
10/155
Mathematics
knowledge framework
scope/applications
mathematics concerned with quantity,
shape, space and change - difficult to
define
used to create models in the natural and human sciences
the possibility of a mathematical treatment
is taken by many to be the sign of
intellectual rigour - for example in
economics or pyschology
possesses qualities such as beauty and
elegance - sometimes thought of as an
artform
seems to be broadly universal and not
tied to a particular culture
mathematical truths seem to be certain and timeless
language
uses a precisely defined set of symbols
standing for abstract things like sets and
relations
key terms such as axiom, deduction rule,
conjecture, theorem, proof
methodology
uses pure reason from axioms to produce
proofs of mathematical theorems
a statement in mathematics is true if and
only if it is proved
mathematics does not seem to rely on
sense perception of the world
mathematicians require intuition and
imagination in order to prove theorems
historical development
seminal developments such as negative
or irrational numbers have led to big
changes in the way we view the world
numbers and geometry particularly
important in historical development of
other fields such as painting, architecture
and music
links to personal knowledge
maths ability often taken to be a proxy for
intelligence with consequences for
individual self-esteem
much scope for major contributions to
mathematics by talented individuals who
cannot always explain the source of their
insights often ascribing them to intuition,
imagination or emotion
Knowledge questions
there is sometimes an uneasy fit between
mathematical descriptions and the world:
'I have four cows and then take away five
of them. How many are there left?'
is mathematics invented or discovered?
if mathematics is an abstract intellectual
game (like chess) then why is it so good
at describing the world?
If mathematics is 'out there' in the world
then where exactly can it be found?
Why should elegance or beauty be
relevant to mathematical value?
If mathematics is created by man how
come we feel answerable to mathematical
truths? For example that there are ian
infinite number of prime numbers seems
to be an objective fact about the world
rather than something constructed by
human beings
Possible topics of study
simple mathematical proofs
mathematical games/puzzles
mathematics and beauty - fractal
geometries and mathematics in nature
possible skills students should be able to...
recognise characteristic mathematical reasoning
link mathematical certainty to its proof
methods and lack of dependence on
observation
120309 mathematics 3 (2).mmap - 2012-03-09 - Mindjet
11/155
Natural Sciences
Knowledge framework
Scope/applications
natural science is a system of knowledge
of the natural world largely based on
observation and constructed using
reason and imagination
the sciences are shared knowledge -
often shared by a large grouping
geographically spread and largely
independent of culture
Prediction is often an important feature of
scientific knowledge but understanding is
also a prime purpose
natural science is interested in producing
generalised statements about the natural
world, principles or scientific laws
Most of these laws are causal: If event A
happens then B will happen as a result
language
Many of the laws of the natural sciences
are stated using the language of
mathematics - maths is central.
language of the sciences is precise in
order to eliminate ambiguity which might
affect the reasoning process
Methods of the natural sciences
Measurement involves interaction with the
world which changes it
models are important in most areas of the natural sciences
classification is a central idea in many of
the Natural Sciences
among the methods employed by the
natural sciences are:
hypothesis-deduction and induction - use
of reason and sense perception
historical development
there have been a number of pivotal shifts
of thinking in the development of the
natural sciences
links to personal knowledge
the natural sciences give us a view of
ourselves as material entities behaving
according to universal laws
perhaps little space here to see ourselves
as rational, free agents with desires and
the ability to choose
individuals have contributed to scientific
progress - often in revolutionary ways
use of Imagination, intuition and
emotion in creation of hypotheses
Knowledge Questions
what is it about the methods of the natural
sciences that make their findings arguably
more reliable than other areas of
knowledge?
Given the problems associated with the
inductive process (going from the
particular to the general) how is it that
science can be reliable?
How can classification itself yield
knowledge without anything else being
added?
How does one know in advance which
factors (to measure, say) will be relevant
to the final explanation?
How can one decide when one
model/explanation/theory is better than
another?
How can numerical results be interpreted
in a substantially non numerical world?
How can we build understanding about
the world independent of the human act
of measuring it?
How can it be that scientific knowledge
changes over time?
How can we know cause and effect
relationships given that one can only ever
observe correlation?
possible study topics
hypothetico-deductive method
the problem of induction
Popper's principle of falsification as an
attempt to solve the problem of induction
Kuhn's theory of scientific revolutions
possible skills
students should be able to...
build simple models or make simple
generalisations (based on artificial
examples)
Evaluate and critique models in a range of
different situations
relate examples of each item under
'Understanding' and 'Knowledge' to a
actual example from their sciences
classes in the IB
distinguish what it is that makes the
sciences 'scientific'
120309 natural sciences 3 (2).mmap - 2012-03-09 - Mindjet
12/155
H
u
m
a
n
S
c
i
e
n
c
e
s
k
n
o
w
l
e
d
g
e
f
r
a
m
e
w
o
r
k
s
c
o
p
e
a
p
p
lic
a
t
io
n
s
in
v
e
s
t
ig
a
t
e
a
n
d
u
n
d
e
r
s
t
a
n
d
h
u
m
a
n
b
e
h
a
v
io
u
r
in
c
lu
d
e
s
a
d
iv
e
r
s
e
r
a
n
g
e
o
f
d
is
c
ip
lin
e
s
:
a
n
t
h
r
o
p
o
lo
g
y
,
e
c
o
n
o
m
ic
s
,
p
s
y
c
h
o
lo
g
y
,
s
o
c
io
lo
g
y
s
o
m
e
d
is
c
ip
lin
e
s
a
im
b
r
o
a
d
ly
t
o
p
r
e
d
ic
t
h
u
m
a
n
b
e
h
a
v
io
u
r
(
e
c
o
n
o
m
ic
s
,
a
p
p
lie
d
s
o
c
io
lo
g
y
)
la
n
g
u
a
g
e
k
e
y
c
o
n
c
e
p
t
s
s
u
c
h
a
s
o
p
p
o
r
t
u
n
it
y
c
o
s
t
in
e
c
o
n
o
m
ic
s
u
s
e
o
f
m
a
t
h
e
m
a
t
ic
a
l
la
n
g
u
a
g
e
t
o
s
u
g
g
e
s
t
in
t
e
lle
c
t
u
a
l
r
ig
o
u
r
p
r
o
b
le
m
s
o
f
w
o
r
d
in
g
o
f
q
u
e
s
t
io
n
n
a
ir
e
s
a
n
d
t
h
e
d
if
f
ic
u
lt
y
o
f
n
e
u
t
r
a
l
l
a
n
g
u
a
g
e
m
e
t
h
o
d
o
lo
g
y
e
x
p
e
r
im
e
n
t
a
l
m
e
t
h
o
d
u
s
e
o
f
q
u
e
s
t
io
n
n
a
ir
e
s
,
p
o
lls
d
ir
e
c
t
o
b
s
e
r
v
a
t
i
o
n
o
f
h
u
m
a
n
b
e
h
a
v
io
u
r
u
s
e
o
f
m
o
d
e
ls
u
s
e
o
f
r
e
a
s
o
n
t
o
c
o
n
s
t
r
u
c
t
p
la
u
s
ib
le
t
h
e
o
r
y
c
o
n
s
is
t
e
n
t
w
it
h
o
t
h
e
r
a
c
c
e
p
t
e
d
k
n
o
w
le
d
g
e
in
t
h
e
f
ie
ld
s
o
m
e
a
s
s
u
m
p
t
io
n
s
o
f
h
u
m
a
n
r
a
t
io
n
a
lit
y
(
e
c
o
n
o
m
ic
s
)
,
o
r
la
w
lik
e
b
e
h
a
v
io
u
r
(
p
s
y
c
h
o
lo
g
y
)
u
s
e
o
f
s
t
a
t
is
t
ic
a
l
m
e
t
h
o
d
s
-
o
n
w
h
a
t
b
a
s
is
t
o
c
h
o
o
s
e
t
h
in
g
s
lik
e
s
ig
n
if
ic
a
n
c
e
le
v
e
ls
o
f
t
e
s
t
s
?
h
is
t
o
r
ic
a
l
d
e
v
e
lo
p
m
e
n
t
e
a
r
ly
v
ie
w
s
o
f
e
c
o
n
o
m
ic
s
a
s
s
t
u
d
y
o
f
m
a
n
a
s
a
m
a
x
im
is
e
r
o
f
u
t
ilit
y
h
a
v
e
b
e
e
n
r
e
p
la
c
e
d
b
y
m
o
d
e
r
n
b
e
h
a
v
io
u
r
a
l
e
c
o
n
o
m
ic
s
w
h
ic
h
s
e
e
s
m
a
n
a
s
e
s
s
e
n
t
ia
lly
ir
r
a
t
io
n
a
l
a
n
d
h
e
u
r
is
t
ic
e
a
r
ly
id
e
a
s
o
f
a
n
t
h
r
o
p
o
lo
g
y
a
s
a
s
t
u
d
y
in
h
u
m
a
n
p
r
o
g
r
e
s
s
h
a
v
e
b
e
e
n
r
e
p
la
c
e
d
p
o
s
t
-
B
o
a
z
w
it
h
le
s
s
v
a
lu
e
-
la
d
e
n
p
e
r
s
p
e
c
t
iv
e
s
F
r
e
u
d
ia
n
p
s
y
c
h
o
d
y
n
a
m
ic
s
h
a
v
e
b
e
e
n
r
e
p
la
c
e
d
b
y
a
d
r
iv
e
t
o
w
a
r
d
s
e
m
p
ir
ic
a
l
o
b
s
e
r
v
a
t
i
o
n
o
f
b
e
h
a
v
io
u
r
in
m
o
d
e
r
n
f
u
n
c
t
io
n
a
l
t
h
e
o
r
ie
s
in
p
s
y
c
h
o
lo
g
y
lin
k
s
t
o
p
e
r
s
o
n
a
l
k
n
o
w
le
d
g
e
u
n
d
e
r
s
t
a
n
d
in
g
o
f
s
e
lf
a
s
a
lo
c
u
s
o
f
c
o
n
s
c
io
u
s
n
e
s
s
,
a
s
a
n
e
c
o
n
o
m
ic
a
g
e
n
t
o
r
a
s
a
n
in
d
iv
id
u
a
l
d
e
f
in
e
d
r
e
la
t
iv
e
t
o
a
s
o
c
ia
l
b
a
c
k
g
r
o
u
n
d
s
ig
n
if
ic
a
n
t
c
o
n
t
r
ib
u
t
io
n
s
m
a
d
e
b
y
in
d
iv
id
u
a
ls
in
a
ll
f
ie
ld
s
:
S
m
it
h
,
R
ic
a
r
d
o
,
K
e
y
n
e
s
,
F
r
ie
d
m
a
n
n
in
E
c
o
n
o
m
ic
s
,
B
o
a
z
in
a
n
t
h
r
o
p
o
lo
g
y
,
F
r
e
u
d
,
W
a
t
s
o
n
in
p
s
y
c
h
o
lo
g
y
m
o
d
e
r
n
e
c
o
n
o
m
ic
s
a
n
d
p
s
y
c
h
o
lo
g
y
m
o
r
e
c
o
lla
b
o
r
a
t
iv
e
a
lt
h
o
u
g
h
a
n
t
h
r
o
p
o
lo
g
y
s
e
e
m
s
t
o
b
e
m
o
r
e
o
p
e
n
t
o
in
d
iv
id
u
a
l
c
o
n
t
r
ib
u
t
io
n
s
t
o
w
h
a
t
e
x
t
e
n
t
is
it
le
g
it
im
a
t
e
f
o
r
t
h
e
in
q
u
ir
e
r
t
o
d
r
a
w
u
p
o
n
h
e
r
o
w
n
e
x
p
e
r
ie
n
c
e
s
a
s
e
v
id
e
n
c
e
in
h
e
r
in
v
e
s
t
ig
a
t
io
n
s
in
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
(
t
h
e
v
e
r
s
t
e
h
e
n
a
p
p
r
o
a
c
h
)
?
t
o
w
h
a
t
e
x
t
e
n
t
a
r
e
p
e
r
s
o
n
a
l
f
a
c
t
o
r
s
s
u
c
h
a
s
g
e
n
d
e
r
a
n
d
a
g
e
im
p
o
r
t
a
n
t
in
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
?
k
n
o
w
l
e
d
g
e
q
u
e
s
t
i
o
n
s
h
u
m
a
n
s
c
ie
n
c
e
s
le
s
s
a
b
le
t
o
p
r
e
d
ic
t
b
e
c
a
u
s
e
h
u
m
a
n
s
h
a
v
e
f
r
e
e
w
ill.
B
u
t
h
u
m
a
n
s
c
ie
n
c
e
s
n
e
v
e
r
t
h
e
le
s
s
t
r
y
t
o
e
s
t
a
b
lis
h
la
w
s
o
f
h
u
m
a
n
b
e
h
a
v
io
u
r
.
H
o
w
c
a
n
t
h
is
b
e
?
T
o
w
h
a
t
e
x
t
e
n
t
a
r
e
t
h
e
m
e
t
h
o
d
s
o
f
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
's
c
ie
n
t
if
ic
'?
T
o
w
h
a
t
e
x
t
e
n
t
a
r
e
f
in
d
in
g
s
in
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
s
e
n
s
it
iv
e
t
o
c
u
lt
u
r
a
l
a
n
d
o
t
h
e
r
p
e
r
s
p
e
c
t
iv
e
s
?
T
h
e
r
e
a
r
e
e
x
c
e
p
t
io
n
s
t
o
la
w
s
in
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
.
T
o
w
h
a
t
e
x
t
e
n
t
t
h
e
n
a
r
e
t
h
e
s
e
a
c
t
u
a
lly
l
a
w
s
?
H
o
w
c
a
n
o
n
e
e
lim
in
a
t
e
t
h
e
e
f
f
e
c
t
o
f
t
h
e
o
b
s
e
r
v
e
r
b
e
in
g
p
a
r
t
o
f
t
h
e
s
y
s
t
e
m
in
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
(
s
e
e
t
h
e
H
a
w
t
h
o
r
n
e
e
f
f
e
c
t
in
p
s
y
c
h
o
lo
g
y
o
r
t
h
e
f
ie
ld
w
o
r
k
e
r
b
e
in
g
p
a
r
t
o
f
t
h
e
c
o
m
m
u
n
it
y
in
a
n
t
h
r
o
p
o
lo
g
y
)
?
I
n
t
h
e
v
e
r
s
t
e
h
e
n
a
p
p
r
o
a
c
h
h
o
w
m
ig
h
t
t
h
e
E
m
o
t
i
o
n
s
o
f
t
h
e
in
v
e
s
t
ig
a
t
o
r
a
s
o
b
je
c
t
o
f
s
t
u
d
y
h
e
r
s
e
lf
a
f
f
e
c
t
t
h
e
r
e
s
u
lt
o
f
t
h
e
in
v
e
s
t
ig
a
t
io
n
?
H
o
w
c
a
n
o
n
e
r
e
ly
o
n
t
h
e
r
e
s
u
lt
s
f
r
o
m
q
u
e
s
t
io
n
n
a
ir
e
s
g
iv
e
n
t
h
e
p
r
o
b
le
m
s
o
f
w
o
r
d
in
g
,
le
a
d
in
g
q
u
e
s
t
io
n
s
,
s
a
m
p
lin
g
a
n
d
s
e
le
c
t
io
n
e
f
f
e
c
t
s
a
n
d
t
h
e
f
a
c
t
t
h
a
t
r
e
s
p
o
n
d
e
n
t
s
m
ig
h
t
n
o
t
e
it
h
e
r
k
n
o
w
t
h
e
t
r
u
t
h
a
b
o
u
t
t
h
e
ir
o
w
n
in
t
e
n
t
io
n
s
o
r
in
d
e
e
d
t
e
ll
it
?
H
o
w
c
a
n
w
e
ju
d
g
e
w
h
e
t
h
e
r
o
n
e
m
o
d
e
l
is
b
e
t
t
e
r
t
h
a
n
a
n
o
t
h
e
r
?
p
o
s
s
i
b
l
e
t
o
p
i
c
s
o
f
s
t
u
d
y
c
a
s
e
s
t
u
d
ie
s
o
f
u
s
e
o
f
p
o
lls
a
n
d
q
u
e
s
t
io
n
n
a
ir
e
s
s
it
u
a
t
io
n
s
in
w
h
ic
h
e
s
t
a
b
lis
h
e
d
t
h
e
o
r
ie
s
in
h
u
m
a
n
s
c
ie
n
c
e
s
a
r
e
in
d
ir
e
c
t
c
o
n
f
lic
t
s
it
u
a
t
io
n
s
in
w
h
ic
h
p
u
t
a
t
iv
e
p
r
e
d
ic
t
io
n
s
a
r
e
m
a
d
e
in
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
.
W
h
a
t
is
t
h
e
b
a
s
is
f
o
r
t
h
e
p
r
e
d
ic
t
io
n
?
W
h
a
t
c
o
n
f
id
e
n
c
e
c
a
n
b
e
h
a
d
in
t
h
e
p
r
e
d
ic
t
io
n
?
p
o
s
s
i
b
l
e
s
k
i
l
l
s
t
h
e
s
t
u
d
e
n
t
s
h
o
u
ld
b
e
a
b
le
t
o
.
.
.
e
x
p
la
in
w
h
a
t
it
is
a
b
o
u
t
t
h
e
m
e
t
h
o
d
s
o
f
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
t
h
a
t
m
a
k
e
s
t
h
e
m
s
t
r
u
c
t
u
r
a
lly
d
if
f
e
r
e
n
t
t
o
t
h
e
n
a
t
u
r
a
l
s
c
ie
n
c
e
s
d
e
t
e
r
m
in
e
w
h
a
t
s
o
r
t
o
f
e
v
id
e
n
c
e
m
ig
h
t
b
e
s
u
f
r
f
ic
ie
n
t
t
o
s
u
p
p
o
r
t
c
la
im
s
in
t
h
e
h
u
m
a
n
s
c
ie
n
c
e
s
1
2
0
3
0
9
H
u
m
a
n
S
c
i
e
n
c
e
s
(
2
)
.
m
m
a
p
-
2
0
1
2
-
0
3
-
0
9
-
M
i
n
d
j
e
t
13/155
History
Knowledge framework
scope/applications
the study of the recorded past
helps make sense of the present
knowledge shared by group to help
produce a sense of a common heritage
perhaps allows us in a limited way to
envisage possible futures
language
narrative style appropriate for the purpose of
understanding the past
designed for understanding possibly at an
emotional level rather than strict objective
disinterest
Methodology
use of contemporary documents as fixed
points of historical theory
historical theory being constructed out of
the available evidence by reason and
imagination
Issues of selection and interpretation of source material
Issues of reliability of first hand accounts -
memoryand observation affected by
interests and expectation
history seems to presuppose a theory of
human action. For example the view of
history as being shaped by the action of
individuals as opposed to say the idea of
history as the playing out of class
struggles or of a zeitgeist
an explanation in history is a plausible
theory that explains the relevant source
material and fits other accepted theories
historical development
present preoccupations tend to affect the
study of past events
history itself looked different in the past
links to personal knowledge
understanding one's history gives a very
clear sense of personal identity
history tends to be constructed through
the interaction of individual historians -
there less emphasis on collaborative work
than in the natural sciences
Knowledge questions
is it possible for historical writing to be free from perspective?
How does an historian assess the
reliability of her sources?
How can one gauge the extent to which a
history is told from a particular cultural or
national perspective?
What is the relation between the style of
language used and the history written?
What is a fact in history?
How can historical accounts be assessed?
What distinguishes a better historical
account from a worse one?
possible topics for study
different accounts of the same event by
different historians
examples of different ways in which
history can be written
comparison of present and past ways of writing history
examples of the importance of national or
cultural backgrounds in writing history
possible skills
students should be able to...
describe the role of interpretation of
source material in the writing of history
describe the difference between history
and historical fiction
120309 history (2).mmap - 2012-03-09 - Mindjet
14/155
The arts
Knowledge framework
scope/application
the arts perform some sort of social function
the arts as a means of shaping belief
role of society in determining what is art
importance of the local cultural dimension
in defining value in the arts
artforms are based on sense perception
the arts might be an instrument of social transformation
language/concepts
role of language and convention in the arts
language of an artform is often
non-verbal - frees the arts from being
limited to propositional knowledge
Methodology
artistic creation is often a result of
personal knowledge requiring
imagination and creativity
creativity requires imagination taking
place within a framework often using
reason
art often requires interaction with an
audience which is often emotional
Relation between art and technology -
new technologies spawn new artforms:
film, computer art, computer music for
example
Historical development
conventions and values in the arts change over time
importance of historical development of an artform in
making sense of its present form
links to personal knowledge
relation between the artwork and the artist
is often emotional
art can contribute to a view of self
art can shape an individual's view of the world
Knowledge questions
Are the arts a system of knowledge?
If artworks are products of the imagination
of the artist how is it that they constitute a
system of knowledge?
what is the relation between the artist and the artwork?
Is the aesthetic value of an artwork purely
a subjective matter?
what is the importance of form in an artwork?
Does art enlarge what it is possible to think?
Is it possible that aesthetic value is at its
base something universal - a fact about
human beings?
possible topics for study
Artworks have been used to affect the
beliefs of individuals and groups.
Examples are advertising, political
propaganda, film and social structures,
literature and politics, literature and social
criticism, national songs, folksongs and
dance.
the arts as a vehicle for social critique
Examples of artforms changing over time,
along with criteria for deciding what is
good art
Examples of artforms that are clearly
rooted in local culture and traditions
Examples of possible candidates for universal art
Examples to illustrate each item under
'knowledge framework'
possible skills
students should be able to...
analyse the possible ways in which art
and knowledge are related
criticise platitudes such as 'art is merely
the expression of the emotions of the
artist' or 'aesthetic value is purely
subjective'
identify examples of rule systems adopted
by particular artforms or particular artists
in order to be creative
120309 the arts 3.mmap - 2012-03-09 - Mindjet
15/155
Ethics
Knowledge framework
scope/applications
morality is often regarded as concerned
with praiseworthy or blameworthy reasons
for action
ethics more generally concerned with
answering the question 'what should one
do?'
moral values seem to be distinct from
other sorts of value in that they produce
obligations to action
an ethical viewpoint seems to imply that
the individual takes the interests of others
into consideration as well as her own
language
categories: acts that are prohibited,
permitted or required
'what should one do?' might be a different
question to 'what is one morally obliged to
do?'
general requirement for ethical judgments
to be universalisable - so they have a
public dimension almost by definition
rights seem to be goods that the group is
obliged to provide for the individual - so
each right claimed carries a
corresponding obligation
moral language contains an inbuilt
requirement for action
methodology
taking an ethical framework as a starting
point and reasoning from general
principles to the specific situation
extracting morally significant aspects
using reason from the perception of the
current situation
ethical principles can be refined by
checking them against our moral
intuitions
our moral intuitions can be refined by
checking them against ethical principles
consequentialist ethics requires
imagining consequences of an action
and evaluating them
historical development
the nature of ethical thought might have
changed somewhat from that held by
Greek thinkers of the 4th century BCE
perhaps the emphasis now is less on
virtues and more on rights
links to personal knowledge
moral obligations require action. so
morality obviously impacts on the
individual
why should living a moral life matter?
is living an moral life a question of
having the right character?
one might be guided by emotion and
intuition but moral judgments seem to
be more than simple expressions of
personal preference
knowledge questions
In what sense can ethics be regarded as
a system of knowledge?
How are conflicts between different ethical
systems resolved?
To what extent might lack of knowledge
be an excuse for unethical conduct?
To what extent might possession of
knowledge carry with it moral obligations?
possible topics of study
Utilitarian ethics
Deontological ethics
Virtue ethics
possible skills the student should be able to ...
put together simple ethical arguments
be able to discuss examples such as the trolley problems
distinguish ethical judgments from those
that are not ethical
120309 Ethics 3 (2).mmap - 2012-03-09 - Mindjet
16/155
Religious knowledge
knowledge framework
scope applications
attempts to explain the meaning and purpose of life
incorporates a diverse range of systems
from polytheism to pantheism
language
difficulties in using human language to
describe the divine
importance of analogy and metaphor
language shifts: oral to written, latin to vernacular
conventions: authority of scripture in many
systems, leaders and authority figures
key concepts: faith, miracles, God(s), revelation
methodology
argumentation - use of reason
interpretation
revelation - use of
sense perception(?)
authority
value on faith
historical development
debates betweeen literal/fundamentalist,
conservative and liberal approaches
impact of scientific knowledge
language developments leading to wider developments
links to personal knowledge
understanding of the self - personal views
on life after death, personal moral
decision-making
emotion al element in religious belief
attitudes and behaviour to others
founding figures: Muhammed
spiritual leaders: Dalai Lama
individuals who have changed the course
of religious history such as Martin Luther
role of collaboration - community element:
ummah in Islam, evangelism and religious
pluralism
knowledge questions
What is the difference between religious
feelings, religious beliefs and religious
faith?
Is it possible to know God?
Are religious beliefs reasonable?
Is faith irrational?
"No sentence which purports to describe
the nature of a god can possess any
literal significance" (A.J.Ayer). What
makes religious language so challenging?
Where do religious beliefs come from?
Can you think of any evidence which
would convince you that God does not
exist?
Is religious knowledge an example of
knowledge which is beyond the realm of
science?
what is the value of thinking about
questions to which there are no definite
answers?
How do we decide between the
competing claims of different religious
knowledge systems?
possible topics of study
arguments for and against the existence of God
religious language
religion and the search for truth - God of the gaps
miracles
analogy of love
religious pluralism
possible skills
the student should be able to ...
understand that systems of religious
knowledge are concerned with questions
of meaning and purpose
appreciate the role of faith and belief in
religious knowledge systems and be
aware of the disagreements over how
faith should be understood
appreciate the ways in which a person's
religious beliefs might affect their
understanding of other areas of
knowledge
120227 systems of religious knowledge.mmap - 2012-03-09 - Mindjet
17/155
Indigenous
knowledge
knowledge framework
scope/applications
attempts to explain the nature and
existence of humanity for a particular
group of human beings
incorperates a diverse range of systems
including Inuits, Aymara Indians in Bolivia,
Romani people....
language
role of language in the knowledge system
for example storytelling
use of metaphor and analogies
maintaining traditions through written language
oral traditions dying because they are not written down
Conventions: role of elders, importance of
group over individual
key concepts: nomad, concept of home,
honour, ownership
methodology
oral tradition handing down through the
generations - role of memory
ritual - shared emotion
folklore
music
artefacts
systems of reason
explaining observed natural phenomena
as being part of a total worldview - role of
sense perception
historical development
impact of colonialisation and globalisation
links to personal knowledge
understanding the self - ancestry, place in
the world, attitudes and behaviour to
others
elders personally contributing to the form
of the knowledge system
collaboration: the enactment of ritual and
tradition gives the possibility through a
group effort of reinforcing the system of
knowledge
ancestral knowledge linked to the personal
knowledge questions
How reliable are the 'oral traditions' in
preserving cultural heritage in indigenous
knowledge systems?
To what extent does the fact that early
literature on indigenous knowledge
systems was written from a
non-indigenous perspective affect its
credibility?
How does sense perception play a
fundamental role in the acquisition of
knowledge in indigenous knowledge
systems?
What elements of universal significance
may we discern in indigenous knowledge
systems?
To what extent can disinformation by
education and governance threaten
indigenous knowledge systems?
possible topics of study
The nature and role of artefacts
Cycles and changes in the earth and sky
specific plant and animal behaviour
the impact of technology on the
relationship between indigenous peoples
and their environment
possible skills
the student should be able to ...
Explain the role of faith in preserving
indigenous culture
compare the holistic view of indigenous
knowledge with the compartmentalised
view of western knowledge
appreciate the use of metaphor and story
to explain life in indigenous knowledge
systems
120309 indigenous knowledge (2).mmap - 2012-03-09 - Mindjet
18/155
Scope/applications
- mathematlcs concerned wlth quantlty, shape, space and changedlmcult to dene
- used to create models ln the natural and human sclences
- the posslblllty of a mathematlcal treatment ls taken by many to be the slgn of
lntellectual rlgourfor example, ln economlcs or pyschology
- possesses qualltles such as beauty and elegancesometlmes thought of as an art form
- seems to be broadly unlversal and not tled to a partlcular culture
- mathematlcal truths seem to be certaln and tlmeless
Knowledge framework
- uses a preclsely dened set of symbols standlng for abstract thlngs llke sets and relatlons
- key terms such as axlom, deductlon rule, con[ecture, theorem, proof
- uses pure reason from axloms to produce proofs of mathematlcal theorems
- a statement ln mathematlcs ls true lf and only lf lt ls proved
- mathematlcs does not seem to rely on sense perceptlon of the world
- mathematlclans requlre lntultlon and lmaglnatlon ln order to prove theorems
Language
Methodology
- semlnal developments such as negatlve or lrratlonal numbers have led to blg changes ln
the way we vlew the world
- numbers and geometry partlcularly lmportant ln hlstorlcal development of
- other elds such as palntlng, archltecture and muslc
Hlstorlcal development
- maths ablllty often taken to be a proxy for lntelllgence wlth consequences for lndlvldual
self-esteem
- much scope for ma[or contrlbutlons to mathematlcs by talented lndlvlduals who cannot
always explaln the source of thelr lnslghts often ascrlblng them to lntultlon, lmaglnatlon
or emotlon
Llnks to personal
knowledge
Knowledge
questlons
19/155
Lxamples of posslble toplcs of study
Slmple
mathematlcal
proofs
why ls there sometlmes an uneasy t between mathematlcal
descrlptlons and the world! (Por example, "| have four cows and
then take away ve of them. How many are there leftI)
|s mathematlcs lnvented or dlscoveredI
|f mathematlcs ls an abstract lntellectual game (llke chess) then
why ls lt so good at descrlblng the worldI
|f mathematlcs ls created by man how come we feel answerable
to mathematlcal truthsI Por example that there are an lnnlte
number of prlme numbers seems to be an ob[ectlve fact about
the world rather than somethlng constructed by human belngs.
|f mathematlcs ls "out there ln the world then where exactly can
lt be foundI
why should elegance or beauty be relevant to mathematlcal
valueI
Knowledge
questlons
8eauty and
elegance ln
mathematics
Axloms and
the re[ectlon of
the axlomatlc
approach
Mathematlcs ln
nature
20/155
Scope/applications
- natural sclence ls a system of knowledge of the natural world largely based on
observatlon and constructed uslng reason and lmaglnatlon
- the sclences are shared knowledge, often shared by a large grouplng geographlcally
spread and largely lndependent of culture
- predlctlon ls often an lmportant feature of sclentlc knowledge but understandlng ls
also a prlme purpose
- natural sclences are lnterested ln produclng generallzed statements about the natural
world, prlnclples or sclentlc laws
- most of these laws are causal: |f event A happens then 8 wlll happen as a result
Knowledge framework
- many of the laws of the natural sclences are stated uslng the language of mathematlcs
maths ls central.
- language of the sclences ls preclse ln order to ellmlnate amblgulty whlch mlght anect
the reasonlng process
- measurement lnvolves lnteractlon wlth the world whlch changes lt
- models are lmportant ln most areas of the natural sclences
- classlcatlon ls a central ldea ln many of the natural sclences
- among the methods employed by the natural sclences are:
- hypothesls-deductlon and lnductlonuse of reason and sense perceptlon
Language
Methodology
- there have been a number of plvotal shlfts of thlnklng ln the development of the natural
sciences
Hlstorlcal development
- the natural sclences glve us a vlew of ourselves as materlal entltles behavlng accordlng
to unlversal laws
- perhaps llttle space here to see ourselves as ratlonal, free agents wlth deslres and the
ablllty to choose
- lndlvlduals have contrlbuted to sclentlc progress, often ln revolutlonary ways
- use of |maglnatlon, lntultlon and emotlon ln creatlon of hypotheses
Llnks to personal
knowledge
Knowledge
questlons
21/155
Lxamples of posslble toplcs of study
The problem of
lnductlon
Glven the problems assoclated wlth the lnductlve process
(golng from the partlcular to the general), how ls lt that
sclence can be rellableI
Knowledge
questlons
Popper and
falslcatlonlsm
The sclentlc
method
Sclentlc
revolutlons and
paradlgm shlfts
How does one know ln advance whlch factors (to measure, say)
wlll be relevant to the nal explanatlonI
How can one declde when one model/explanatlon/theory ls
better than anotherI
How can numerlcal results be lnterpreted ln a substantlally non-
numerlcal worldI
How can we bulld understandlng about the world lndependent
of the human act of measurlng ltI
How can lt be that sclentlc knowledge changes over tlmeI
How can we know cause and enect relatlonshlps glven that one
can only ever observe correlatlonI
22/155
Scope/applications
- lnvestlgate and understand human behavlour
- lncludes a dlverse range of dlsclpllnes: anthropology, economlcs, psychology, soclology
- some dlsclpllnes alm broadly to predlct human behavlour (economlcs, applled
soclology)
Knowledge framework
- key concepts such as opportunlty cost ln economlcs
- use of mathematlcal language to suggest lntellectual rlgour
- problems of wordlng of questlonnalres and the dlmculty of neutral language
- experlmental method
- use of questlonnalres, polls
- dlrect observatlon of human behavlour
- use of models
- use of reason to construct plauslble theory conslstent wlth other accepted knowledge ln
the eld
- some assumptlons of human ratlonallty (economlcs), or lawllke behavlour (psychology)
- use of statlstlcal methodson what basls to choose thlngs llke slgnlcance levels of
testsI
Language
Methodology
- early vlews of economlcs as study of man as a maxlmlzer of utlllty have been replaced by
modern behavloural economlcs whlch sees man as essentlally lrratlonal and heurlstlc
- early ldeas of anthropology as a study ln human progress have been replaced post-8oaz
wlth less value-laden perspectlves
- Preudlan psychodynamlcs have been replaced by a drlve towards emplrlcal observatlon
of behavlour ln modern functlonal theorles ln psychology
Hlstorlcal development
- understandlng of self as a locus of consclousness, as an economlc agent or as an
lndlvldual dened relatlve to a soclal background
- slgnlcant contrlbutlons made by lndlvlduals ln all elds: Smlth, Plcardo, Keynes,
Prledmann ln economlcs, 8oaz ln anthropology, Preud, watson ln psychology
- modern economlcs and psychology are more collaboratlve, although anthropology
seems to be more open to lndlvldual contrlbutlons
- to what extent ls lt legltlmate for the lnqulrer to draw upon hls/her own experlences as
evldence ln hls/her lnvestlgatlons ln the human sclences (the verstehen approach)I
- to what extent are personal factors such as gender and age lmportant ln the human
sclencesI
Llnks to personal
knowledge
Knowledge
questlons
23/155
Lxamples of posslble toplcs of study
The relatlonshlp
between the
human sclences
and the natural
sciences
Human sclences are less able to predlct because humans have
free wlll. 8ut human sclences nevertheless try to
establlsh laws of human behavlour. How can thls beI
To what extent are the methods of the human sclences
"sclentlcI
Knowledge
questlons
Observatlon and
the enect of the
observer
Polls,
questlonnalres
and leadlng
questlons
Predlctlons, trends
and laws
There are exceptlons to laws ln the human sclences. To what
extent then are these actually lawsI
How can one ellmlnate the enect of the observer belng part of
the system ln the human sclences (see the Hawthorne enect ln
psychology or the eld worker belng part of the communlty ln
anthropology)I
|n the verstehen approach, how mlght the emotlons of the
lnvestlgator as ob[ect of study anect the result of the
lnvestlgatlonI
How can one rely on the results from questlonnalres glven the
problems of wordlng, leadlng questlons, sampllng and selectlon
enects and the fact that respondents mlght not elther know the
truth about thelr own lntentlons or lndeed tell ltI
How can we [udge whether one model ls better than anotherI
24/155
Scope/applications
- the study of the recorded past
- helps make sense of the present
- knowledge shared by group to help produce a sense of a common herltage
- perhaps allows us ln a llmlted way to envlsage posslble futures
Knowledge framework
- narratlve style approprlate for the purpose of understandlng the past
- deslgned for understandlng posslbly at an emotlonal level rather than strlct ob[ectlve
dlslnterest
- use of contemporary documents as xed polnts of hlstorlcal theory
- hlstorlcal theory belng constructed out of the avallable evldence by reason and
lmaglnatlon
- lssues of selectlon and lnterpretatlon of source materlal
- lssues of rellablllty of rst hand accountsmemory and observatlon are anected by
lnterests and expectatlon
- hlstory seems to presuppose a theory of human actlon. Por example, the vlew of hlstory
as belng shaped by the actlon of lndlvlduals as opposed to the ldea of hlstory as the
playlng out of class struggles or of a zeltgelst
- an explanatlon ln hlstory ls a plauslble theory that explalns the relevant source materlal
and ts other accepted theorles
Language
Methodology
- present preoccupatlons tend to anect the study of past events
- hlstory ltself looked dlnerent ln the past
Hlstorlcal development
- understandlng one's hlstory glves a clear sense of personal ldentlty
- hlstory tends to be constructed through the lnteractlon of lndlvldual hlstorlansthere ls
less emphasls on collaboratlve work than ln the natural sclences
Llnks to personal
knowledge
Knowledge
questlons
25/155
Lxamples of posslble toplcs of study
Pellablllty of
sources
|s lt posslble for hlstorlcal wrltlng to be free from perspectlveI
How does a hlstorlan assess the rellablllty of sourcesI
Knowledge
questlons
Ob[ectlvlty ln
hlstory
The relatlonshlp
between hlstory
and the human
sclences
Progress and
patterns ln hlstory
How can one gauge the extent to whlch a hlstory ls told from a
partlcular cultural or natlonal perspectlveI
what ls the relatlon between the style of language used and the
hlstory wrlttenI
what ls a fact ln hlstoryI
How can hlstorlcal accounts be assessedI
what dlstlngulshes a better hlstorlcal account from a worse oneI
26/155
Scope/applications
- the arts perform some sort of soclal functlon
- the arts as a means of shaplng bellef
- role of soclety ln determlnlng what ls art
- lmportance of the local cultural dlmenslon ln denlng value ln the arts
- art forms are based on sense perceptlon
- the arts mlght be an lnstrument of soclal transformatlon
Knowledge framework
- role of language and conventlon ln the arts
- language of an art form ls often non-verbalfrees the arts from belng llmlted to
proposltlonal knowledge
- artlstlc creatlon ls often a result of personal knowledge requlrlng lmaglnatlon and
creatlvlty
- creatlvlty requlres lmaglnatlon taklng place wlthln a framework, often uslng reason
- art often requlres lnteractlon wlth an audlence whlch ls often emotlonal
- relatlonshlp between art and technologynew technologles spawn new art forms: lm,
computer art, computer muslc, for example
Language
Methodology
- conventlons and values ln the arts change over tlme
- lmportance of hlstorlcal development of an art form ln maklng sense of lts present form
Hlstorlcal development
- relatlonshlp between the artwork and the artlst ls often emotlonal
- art can contrlbute to a vlew of self
- art can shape an lndlvldual's vlew of the world
Llnks to personal
knowledge
Knowledge
questlons
27/155
Lxamples of posslble toplcs of study
Art as a vehlcle for
soclal crltlque
Are the arts a system of knowledgeI
|f artworks are products of the lmaglnatlon of the artlst, how ls lt
that they constltute a system of knowledgeI
Knowledge
questlons
Artwork used to
anect the bellefs
of lndlvlduals
and groups
(eg advertlslng,
lm, llterature,
folksongs)
Art forms that are
strongly rooted
ln a partlcular
culture or
tradltlon
Art and morallty
(eg Plefnestahl,
Klrkup)
what ls the relatlonshlp between the artlst and the artworkI
|s the aesthetlc value of an artwork purely a sub[ectlve matterI
what ls the lmportance of form ln an artworkI
Does art enlarge what lt ls posslble to thlnkI
|s lt posslble that aesthetlc value ls at lts base somethlng
unlversala fact about human belngsI
28/155
Scope/applications
- morallty ls often regarded as concerned wlth pralseworthy or blameworthy reasons for
action
- ethlcs more generally concerned wlth answerlng the questlon "what should one doI
- moral values seem to be dlstlnct from other sorts of value ln that they produce
obllgatlons to actlon
- an ethlcal vlewpolnt seems to lmply that the lndlvldual takes the lnterests of others lnto
conslderatlon as well as her own
Knowledge framework
- categorles: acts that are prohlblted, permltted or requlred
- "what should one doI mlght be a dlnerent questlon to "what ls one morally obllged to
doI
- general requlrement for ethlcal [udgments to be unlversallzableso they have a publlc
dlmenslon almost by denltlon
- rlghts seem to be goods that the group ls obllged to provlde for the lndlvldualso each
rlght clalmed carrles a correspondlng obllgatlon
- moral language contalns an lnbullt requlrement for actlon
- taklng an ethlcal framework as a startlng polnt and reasonlng from general prlnclples to
a speclc sltuatlon
- extractlng morally slgnlcant aspects uslng reason from the perceptlon of the current
sltuatlon
- ethlcal prlnclples can be rened by checklng them agalnst our moral lntultlons
- our moral lntultlons can be rened by checklng them agalnst ethlcal prlnclples
- consequentlallst ethlcs requlres lmaglnlng consequences of an actlon and evaluatlng
them
Language
Methodology
- the nature of ethlcal thought mlght have changed somewhat from that held by Greek
thlnkers of the 4th century 8CL
- perhaps the emphasls now ls less on vlrtues and more on rlghts
Hlstorlcal development
- moral obllgatlons requlre actlon, so morallty lmpacts on the lndlvldual
- why should llvlng a moral llfe matterI
- ls llvlng an moral llfe a questlon of havlng the rlght characterI
- one mlght be gulded by emotlon and lntultlon, but moral [udgments seem to be more
than slmple expresslons of personal preference
Llnks to personal
knowledge
Knowledge
questlons
29/155
Lxamples of posslble toplcs of study
Lmotlon and
reason ln ethlcs
|n what sense can ethlcs be regarded as a system of knowledgeI
How are connlcts between dlnerent ethlcal systems resolvedI
Knowledge
questlons
Lthlcal dllemmas Lthlcal theorles
(eg utllltarlanlsm,
vlrtue ethlcs,
Kantlan ethlcs)
Lthlcal language
To what extent mlght lack of knowledge be an excuse for
unethlcal conductI
To what extent mlght possesslon of knowledge carry wlth lt
moral obllgatlonsI
Do people act agalnst thelr own lnterestsI
Do moral truths exlstI
why be moralI
30/155
Scope/applications
- attempts to explaln the meanlng and purpose of llfe
- lncorporates a dlverse range of systems from polythelsm to panthelsm
Knowledge framework
- dlmcultles ln uslng human language to descrlbe the dlvlne
- lmportance of analogy and metaphor
- language shlfts: oral to wrltten, latln to vernacular
- conventlons: authorlty of scrlpture ln many systems, leaders and authorlty gures
- key concepts: falth, mlracles, god(s), revelatlon
- argumentatlon, use of reason
- lnterpretatlon
- use of revelatlon
- sense perceptlon
- authorlty
- value on falth
Language
Methodology
- debates betweeen llteral/fundamentallst, conservatlve and llberal approaches
- lmpact of sclentlc knowledge
- language developments leadlng to wlder developments
Hlstorlcal development
- understandlng of the selfpersonal vlews on llfe after death, personal moral declslon-
maklng
- emotlonal element ln rellglous bellef
- attltudes and behavlour towards others
- foundlng gures: Muhammed
- splrltual leaders: Dalal Lama
- lndlvlduals who have changed the course of rellglous hlstory such as Martln Luther
- role of collaboratloncommunlty element: ummah ln |slam, evangellsm and rellglous
plurallsm
Llnks to personal
knowledge
Knowledge
questlons
31/155
Lxamples of posslble toplcs of study
Arguments for
and agalnst the
exlstence of God
what ls the dlnerence between rellglous feellngs, rellglous
bellefs and rellglous falthI
|s lt posslble to know GodI
Knowledge
questlons
Pellglous
language
Pellglous
experlence and
mlracles
Pellglous
plurallsm
Are rellglous bellefs reasonableI
|s falth lrratlonalI
where do rellglous bellefs come fromI
Can you thlnk of any evldence whlch would convlnce you that
God does not exlstI
what ls the value of thlnklng about questlons to whlch there are
no denlte answersI
How do we declde between the competlng clalms of dlnerent
rellglous knowledge systemsI
32/155
Scope/applications
- attempts to explaln the nature and exlstence of humanlty for a partlcular group of
human belngs
- lncorporates a dlverse range of systems lncludlng |nults, Aymara |ndlans ln 8ollvla,
Pomanl people and more
Knowledge framework
- role of language ln the knowledge system, for example storytelllng
- use of metaphor and analogles
- malntalnlng tradltlons through wrltten language
- oral tradltlons are dylng because they are not wrltten down
- conventlons: role of elders, lmportance of group over lndlvldual
- key concepts: nomad, concept of home, honour, ownershlp
- oral tradltlon handlng down through the generatlonsrole of memory
- rltualshared emotlon
- folklore
- muslc
- artefacts
- systems of reason
- explalnlng observed natural phenomena as belng part of a total worldvlewrole of
sense perceptlon
Language
Methodology
- lmpact of colonlallzatlon and globallzatlon
Hlstorlcal development
- understandlng the selfancestry, place ln the world, attltudes and behavlour towards
others
- elders personally contrlbutlng to the form of the knowledge system
- collaboratlon: the enactment of rltual and tradltlon glves the posslblllty through a group
enort of relnforclng the system of knowledge
- ancestral knowledge llnked to the personal
Llnks to personal
knowledge
Knowledge
questlons
33/155
Lxamples of posslble toplcs of study
The nature and
role of artefacts
How rellable are "oral tradltlons ln preservlng cultural herltage
ln lndlgenous knowledge systemsI
To what extent does the fact that early llterature on lndlgenous
knowledge systems was wrltten from a non-lndlgenous
perspectlve anect lts credlbllltyI
Knowledge
questlons
Cycles and
changes ln the
earth and sky
Plants and anlmal
behavlour
The lmpact of
technology on
the relatlonshlp
between
lndlgenous
peoples and thelr
envlronment
How does sense perceptlon play a fundamental role ln the
acqulsltlon of knowledge ln lndlgenous knowledge systemsI
what elements of unlversal slgnlcance may we dlscern ln
lndlgenous knowledge systemsI
To what extent can dlslnformatlon by educatlon and governance
threaten lndlgenous knowledge systemsI
why ls there often such a strong connectlon between
lndlgenous knowledge and cosmologyI
what are the roles of folklore, rltuals and songs ln lndlgenous
knowledge systemsI
34/155
What is Science for?
35/155
In this unit students can learn:
That science is a tried and tested method of learning true facts about the
reality around us and gaining knowledge;
About the awe and wonder which can be aroused in human beings as we
explore the natural world;
About the satisfaction that human beings can have in the enterprise of
science being curious and finding things out about the world around us.
How this learning fits into the national curriculum
Learning around these themes can support the overall aim of the national curriculum
for secondary education in developing successful learners who enjoy learning, make
progress and achieve by helping to inspire students with the enjoyment of finding
things out which the study of science can encourage. According to the secondary
national curriculum, The study of science fires pupils curiosity about phenomena in
the world around them and offers opportunities to find explanations, and learning
around these themes can help support the development of scientific thinking as well
as contributing to students overall social, moral, spiritual and cultural development
by allowing them to reflect on the meaning and purpose that human beings can
achieve by exploring the world around us, and reflecting on the awe and wonder that
the natural world can inspire in us.
Learning around these themes develops understanding of the context for scientific
thinking (Key Stage 3 1.1 Key Concepts: Scientific thinking) and develops skills of
communication in discussions about scientific issues (Key stage 3 2.3 Key
Processes: Communication) either in class discussions or in writing.
36/155
Notes for teachers
Activity Extra information and guidance Video clips
Why doesnt my
mobile phone
work?
This activity works well as a
starter before the key ideas
about the scientific method are
introduced. It should show that
we use the scientific method in
everyday life, even if we dont
always realise it.
What is the
Scientific
Method?
This summary diagram shows
one possible representation of
the processes associated with
the scientific method.
It could be used to review
students responses to the
Mobile phone activity.
This brief extract illustrates the
formation and testing of a
scientific hypothesis.
Waking Up in the Universe (from
54:29 theres nothing wrong
with having faith in a proper
scientific prediction... to 55:46,
the Medawar quotation)
Which card
wins?
Each group of five will need a
pack of playing cards for this
activity.
This exercise illustrates the
usefulness of the scientific
method in problem solving and
how adopting a rational,
scientific approach means that
puzzles can be solved more
efficiently.
You will need to make up a rule
for each game (e.g. highest red
card wins, or lowest black card
etc) which should only be given
to the dealer.
37/155
What is Science
for?
These comprehension exercises
help pupils to learn more about
how the practical application of
the scientific method has helped
improve the wellbeing of people
in the past and today.
Science in words
These passages could be read
together as a class or
individually. They describe the
sense of awe and wonder
associated with the study of
Science.
What do you
think about
Science?
The video clip describes two
reasons for supporting science.
(1) science gives us a way of
finding out true facts about the
universe that surrounds us, (2)
the pleasure and fulfilment that
can come from exploration and
the satisfying our curiosity by
learning about the universe
around us. These two reasons
are linked together.
How do your students feel about
science? Richard Dawkins says
that the public funding of
science should be justified in the
same way as public funding of
the arts do your students
agree? What are some of the
reasons people may do
science? What are some of the
reasons why we should give
public support to science?
In this extract Richard Dawkins
asks us to imagine that we have
travelled through space, in deep
sleep and have eventually
reached a wonderful new world.
He compares this experience
with each of us being born into
just such an amazing world and
introduces science as the way
by which we can understand the
world around us.
Waking Up in the Universe (from
15:14 Now imagine a
spaceship... to 19.44 ...spend
your short time in the spotlight.)
38/155
Why doesnt my mobile phone work?
Imagine that a mobile phone has suddenly stopped working.
Why might the mobile phone have stopped working?
Think of as many possible reasons as you can. Make a list.
How could you make the mobile phone start working again?
Describe, for each possible reason, how you could check to see if it was the
true reason for the phone not working? Write a few words to describe how you
could check.
39/155
What is the Scientific Method?
Make an observotion LhaL ls lnLeresLlng, unusual or oLherwlse ralses a
quesLlon
8ased on your observaLlon, Lhlnk of a question Lo be answered whlch
can be used a focus for your lnvesLlgaLlon
1hlnk up a hypothesis- an educaLed guess aL Lhe answer based on whaL
you already know abouL Lhe sub[ecL. 1he hypoLhesls should be a
sLaLemenL whlch can be LesLed by an experlmenL and Lhen shown Lo be
elLher valld or false.
ueslgn and carry ouL an experiment Lo LesL lf your hypoLhesls ls valld or
false. 1hls doesn'L have Lo be someLhlng done ln a sclence lab buL lL musL
be a falr LesL (only change one facLor aL a Llme, keeplng everyLhlng else
Lhe same) and you should check LhaL Lhe resulLs are rellable by dolng
repeaLs
1he resulLs from your experlmenLs wlll need Lo be ono/ysed and
lnLerpreLed. ?ou may Lhen be able Lo draw a conc/usion and sLaLe lf your
hypoLhesls ls valld or false
lf your hypothes|s |s shown
to be fa|se (or noL compleLely
valld) you wlll need Lo come
up wlLh a new hypoLhesls
lf your hypothes|s |s shown to be
va||d, you can accepL lL buL you
could also lmprove your
confldence ln lL by dolng more
repeaLs or even deslgnlng
dlfferenL experlmenLs Lo LesL Lhe
same hypoLhesls
!
!
?
?
40/155