Post on 25-Dec-2015
VERTICAL AND HORIZONTAL ARTICULATION FOR TOK
IBMA Summer Academy 2010
http://home.comcast.net/~cphenlymbk2006All handouts and other materials available at:
What is TOK?
Ways of Knowing
ReasonEmotionSense PerceptionLanguage
Areas of Knowledge
ArtsNatural ScienceHuman ScienceHistoryMathematicsEthics
An investigation into the limits and capabilities, the liabilities and assets of our Ways of Knowing
AND
An investigation into the mechanisms, both technological and procedural, within each of the Areas of Knowledge that allow us to maximize the assets and minimize the liabilities of our Ways of Knowing.
What is TOK?
The TOK Curriculum
Ways of Know-ing
Areas ofKnowledge
Potential Knowers:
Arts• Artist• Receiver• Student
Natural Science• Scientist• Student
Human Science• Scientist• Student
Potential Knowers:
History• Historian• Receiver• Student
Math• Mathematician• User of math to
solve problems• Student
Ethics• Ethicist• Practitioner of a
field with formal ethical principles
• Student
Central Focus
What are the obstacles to making knowledge within this subject area?
What are the mechanisms by which we endeavor to overcome those obstacles?
ProceduralTechnological
Other Considerations:
What are the parameters of the “area” of knowledge? (What IS the content?)
Is the content of the Area of Knowledge invented or discovered?
What constitutes a fact within the Area of Knowledge?
What are the primary means by which truth is established?
To what degree is certainty attainable?
Elements of Critical Thought
Involving The Rest of the Staff
Align the elements of critical thought with the scoring criteria for your IB assessments.
Teach students the vocabulary and framework of the elements of critical thought.
Evaluate student work in terms of the elements of critical thought.
“The Logic of…” Framework
Purpose Question Information Inference Concepts Assumptions Implications Point of View
Involving The Rest of the Staff
Consider their own subject in TOK terms (as students will have to do)
Compare the framework for their subject with those of other subjects
Convey to students basic information about the framework—content, values, formal practices.
A Revised Framework for TOK
M eadowbrook High School Carolyn P . Henly I B Theory of Knowledge
Framework for Making Knowledge Directions: Choose any Area of Knowledge, and fill out the chart, identifying the key features of each element described in column one. You can type right into the chart; it will expand to accommodate your typing.
Questions:
(TYPE THE NAME OF THE AREA OF
KNOWLEDGE HERE) What is the purpose of undertaking work in this area of knowledge? (What set or class of knowledge do practitioners seek to obtain? What is the basic content of this area of knowledge?)
What values underlie the desire to seek knowledge in this area?
What beliefs about reality underlie the desire to seek knowledge in this area?
Is the content in this area of knowledge discovered or invented (or both)?
What are the important questions that practitioners of this area of knowledge seek to answer?
What are the important sources of information for answering the questions and achieving the purpose in this area of knowledge?
What important concepts must be understood in order to successfully make knowledge in this area?
What are the barriers to certainty in this area of knowledge? (What problems must we overcome in order to achieve the purpose?)
What mechanisms do practitioners of this area of knowledge employ in order to overcome those barriers to knowledge? (These might be technological or procedural.)
What values are reflected in the mechanisms for knowledge-making?
What are the consequences for human experience of increased knowledge and understanding in this area of knowledge?
Sample: Ethics
For Use with TOK Students: Complete chart for
individual subjects Complete chart
comparing/contrasting two or more subjects
Carolyn P. HenlyMeadowbrook High School4901 Cogbill Rd.Richmond, VA 23234carolyn_henly@comcast.nethttp://home.comcast.net/~cphenlymbk2006
Presentation Prepared By:
The End