THEORYOFKNOWLEDGE

mr.conn syllabus 2011-2012

How do we know what we know?

The Theory of Knowledge course for BIHS is, along with the Extended Essay and the CAS component, placed at the center of the IB diagram for a reason. It is not designed to introduce you to a new branch of study, but rather to look at all the classes you are now taking and have taken, from a different point of view. The Theory of Knowledge class (also called TOK, for where would BIHS be without its acronyms?) asks you to reflect on your schooling and all the information you have acquired to question how you know the things you know, whether you really know them, and whether we can really know anything at all. We will be asking difficult questions throughout this course, many with no real answers. What are the means by which we acquire knowledge? Are there limits to knowledge? If this sounds a little confusing or aggravating, dont worry. While we will discuss a number of philosophical topics, we will always ground them in real world issues and tie them to ideas from your other classes. TOK is not an introduction to philosophy or a history of philosophy, though. While we will, on occasion, read from some of the great philosophers, this will not be the focus of the class. The class' aims are to make you a more critical and careful thinker. To aid us in these aims, a course reader has been made by me from numerous excerpts and articles by artists, physicists, comedians, and many others that will help illuminate the issues of the class and spur discussions. Discussions are what TOK is primarily designed to be about. I will often introduce a topic through a short lecture, or film clip, but the core of the course will come from dialogues you have with fellow students. In many way this class will only be as interesting as your discussions. COURSE REQUIREMENTS
You will be required to complete a major essay of 1200 to 1600 words this year. The topic will come from ten choices given by the IBO. Diploma candidates submit their essay for external assessment. Yo u w i l l m a k e u p t o t w o presentations to the class that deal with knowledge issues. These can be made alone or with partners. If you a re a d i p l o m a c a n d i d a t e , t h e e v a l u a t i o n f ro m o n e o f t h e s e presentations will be submitted as the internal assessment. You must also keep a TOK journal (bound, unlined) in which you are to record ideas and connections that relate to the course. This will be your most important and valuable TOK a c t i v i t y. O n c e y o u b e c o m e acclimated to TOK thinking you will encounter several references to what is discussed in class all around you, inside and outside school. These connection will makeup the bulk of your journal entries. Journals will be checked biweekly.

The so-called School of Athens by Raphael was painted in 1510 for Pope Julius II in the Vatican. It depicts a gathering of the great classical philosophers including Socrates, Plato, Aristotle, Pythagoras, and Euclid. Their ideas about the nature of knowledge will help inform the class.

theory of knowledge syllabus 2011-2012

THEORYOFKNOWLEDGE

General Course Outline

Unit One: Knowers and the nature of knowledge: In the introductory unit, we will examine some basic ideas about knowledge and our claims to have knowledge. Unit Two: The ways of knowing: In this unit we will look at four main ways of acquiring knowledge: perception, language, reason, and emotion. Anything that you claim to know can be traced back to one of these sources. These ways of knowing, however, can be an obstacle to knowledge as well. Unit Three: The areas of knowledge: One of the ways TOK separates itself from a normal philosophy course is in its integration and connection to the various courses and disciplines you are currently studying. In this unit then, we explore how each of the ways of knowledge from unit two apply to various areas, asking such questions as, Does science prove things?, Can the past be known?, Why is mathematics so useful?, and What is the purpose of art?. We will also look at the similarities and differences between these areas to develop a more coherent and inclusive picture of how knowledge works both philosophically and practically.
LATE WORK Unless there is a prior agreement with the instructor, all work is due at the beginning of class on the scheduled due date. Assignments submitted the following day will receive an automatic deduction. No assignments will be accepted more than two days late without prior approval. Students who will be absent for foreseen reasons (vacations, etc.) must turn in assigned work before their absence. WEBSITE All class material will be available at www.conncourse.com. Please visit this site regularly during the school year. for important information such as readings, handouts, and homework updates.

The IBO loves their charts

Here is how TOK visualizes the interaction between us (the knowers), how we know (the ways of knowing), and what we know (the areas of knowledge). As we move through the course topics, keep in mind the various ways ideas in this class are might interact with each other, and be on the lookout for new connections.

To ensure they are the best they can be, it is vital that you read the provided materials and make the appropriate annotations. Intelligent, thoughtful examination of the ideas imbedded in the course will only come to those prepared (as will good grades). Discussions of this type can often become quite heated and personal, and while I will attempt to stay back to let discussions run their course, it is crucial that you keep in mind the following expectations. Debate: Do not be afraid to debate a topic, no matter how your previous experience with debating may have gone. Your participation will help you clarify what you hear and what you think. The educational purpose of philosophy is reective rather than accumulative. What you bring to class is knowledge from your other studies, personal experience, and critical abilities. The purpose of class debate is not to win, but to stimulate reection about knowing. Mutual Respect: Occasionally, controversial topics or ideas you disagree with will be discussed or espoused by myself or your classmates, so a certain level of etiquette is necessary and mutual respect is a key ground rule for this course. You may make judgments and disagree, but again, this is not about winning arguments or demeaning someone for having different points of view. Be self aware in class discussions. Avoid negative feedback (e.g. scornful tone of voice, laughter, sarcasm) to those who offer alternative views. Remember to debate the idea, not the person. Tolerance and Openness: Some ideas may seem wrong, silly or misguided at rst, but may acquire validity if given a chance and a fair hearing. Remember, there might not be a 'right answer' to a situation or question. Please allow alternative views to be voiced and explained. When you encounter a new idea, keep an open mind; consider it, try it, and assess it. Participation: There are times when it is more appropriate to sit and listen. Respect this. Silences in a class discussion can also teach. However, remember that you, too, are a teacher in this class. Often it appears there are two kinds of students in a classroom (a) those who do most of the talking and (b) those who do not talk at all. If you belong to the rst, do not feel guilty for making a valuable contribution. However, to explore new ways of learning, you may want to exercise the choice to listen. If you belong to the second group, those who listen, now is good time to try a participatory method of learning.

The greatest obstacle to progress is not the absence of knowledge, but the illusion of knowledge -Daniel Boorstin.
theory of knowledge syllabus 2011-2012