Theory of Knowledge: Rationale/Aims/Objectives West Morris Mendham High School Mrs. Cara Kober and Mr. Michael Scoblete ckober@wmmhs.org ymscobes@yahoo.com Focus: The focus in the IB Theory of Knowledge course is to examine what we know in the various fields of knowledge and how we know it. Rationale: The subjects that we study in our high school careers are, perhaps of necessity, compartmentalized – History, Sciences, Mathematics, World Language, Literature, etc. It is rare that students can view these disciplines under any larger perspective. This is essentially the aim of the Theory of Knowledge course – to view the knowledge disciplines from the perspective of knowledge itself, noting the similarities and differences in the formations of knowledge, and noting the strengths and limitations in the various approaches to knowledge. AIMS of the Theory of Knowledge course: to consider what it means to know something to consider the relationship between knowledge and the world to consider the strengths and limitations of different ways of knowing OBJECTIVES of the Theory of Knowledge course: to relate subjects to each other and to personal knowledge and experience to understand and appreciate the importance of inquiry as a basis for knowledge to recognize the biases inherent in each discipline to apply recognized criteria to evaluate issues and questions from varying viewpoints to appreciate the relationship of knowledge to culture TOPICS of the Theory of Knowledge course include: comparing four ways of thinking: analytical, empirical, moral, aesthetic understanding the roles of language and logical argument in knowledge examining different knowledge systems: mathematics, natural sciences, human sciences, history examining value judgment, bias, and culture across disciplines
Theory of Knowledge: Assessment Policy and Procedures Mrs. Cara Kober and Mr. Michael Scoblete Successful completion of the Theory of Knowledge course (TOK) is a requirement for all students seeking the full International Baccalaureate Diploma. TOK is a graded course. The grade will be averaged into the student’s GPA. All West Morris Mendham High School policies regarding absences, tardies, etc. will apply in determining the student’s grade. 1. Marking period grade determinants: Each marking period’s grade will be based upon the following scale: Class participation and Short Tasks: 30% relevant and positive participation in group activities and discussion completion of classwork and homework assignments Essays & Presentations 70% Approximately one essay per unit studied, of varying lengths 2. “Official papers:” The International Baccalaureate Organization (IBO) requires that each TOK student submit an Extended Essay and a TOK essay on a prescribed topic to be externally assessed and present a formal TOK oral to be internally assessed. You will work on the Extended Essay during your junior year and hand in the completed paper at the beginning of your senior year. The TOK essay will be completed in the second marking period senior year. The TOK oral will be presented in the third marking period senior year. Internal Assessment: External Assessments: TOK oral Extended Essay and TOK essay
When do we meet? During the first marking period of junior year, TOK will meet every other day 1 unless otherwise specified. Your teacher will review this information with you. For the remainder of the year you will be divided into smaller sub-sections that will meet once per week on a specific day of the rotation.
Theory of Knowledge List of Topics & Suggested Materials Mrs. Cara Kober and Mr. Michael Scoblete Please visit the instructor’s website or your course packet for specific assignments and deadlines. Marking Period 1 Course Introduction - overview, objectives, rationale, aims - requirements and expectations - concepts and definitions Extended Essay best practices research & topic/mentor selection The CAS (Creativity, Action, Service) component Knowledge and Truth (Introduction) Marking Period 2 Who do we consider an “authority”? The Ways of Knowing: (overview) Extended Essay draft & presentation Marking Period 3 The Areas of Knowledge: (overview) Rhetorical analysis Marking Period 4: Application of the ways of knowing and areas of knowledge (case study based)
Theory of Knowledge Expectations for Preparation a 3-ring binder with journal paper the relevant documents printed from the TOK website (articles, forms, etc). check your instructor’s web-site frequently check your e-mail daily meet deadlines
Theory of Knowledge Course Procedures and Guidelines NO TESTS? You have undoubtedly noticed that there are no quizzes, tests or exams listed on the assessment page. Their conspicuous absence is not a mistake. This is because the material around which the Theory of Knowledge course is built does not usually lend itself to “right” or “wrong” answers. (Note: this does not imply that there are no right or wrong answers, just that we will not be overly concerned with them here.) Your grades will be based instead on your relevant discussion and writing upon the issues studied, your intelligent reflection upon the concepts and ideas we come across, and your application of the principles of critical evaluation of claims made. ROLE OF THE INSTRUCTOR: Unlike in most classes you have taken and are taking now, the TOK instructor is not to be viewed as the source of knowledge about the subject. Indeed, there will be areas of our study where you are more informed than I, by virtue of your personal studies, aptitudes and interests. It is my job, however, to facilitate what we do in four important ways: first, I will provide you with the necessary “food for thought” – usually readings; occasionally videos, guests, and other activities. Second, I will prod you to think and react to that “food” by questioning, probing, maybe even arguing. On the other hand, there will be times when you will do most or all of the talking. Third, I will use guidelines established by the IB Organization in assessing all written and oral work, in order to guide your approach to the “official” papers submitted for evaluation. ROLE OF THE STUDENT: You have probably gathered by now that the core of the TOK course is dialogue, and that you are expected to be an active participant in that forum. To that end, there are a few guidelines important for the TOK class. They are intended to create and maintain a positive, informal environment for meaningful learning: 1. Speak up! It is the responsibility of each class member to express – as accurately as possible at the time – ideas, reflections and reactions to the material at hand. Of course some of us talk more than others, and that trait will be respected; however, each individual’s contribution is important to the overall understanding of an issue. 2. Hone your listening skills! We must provide mutual respect for each other – each of us must be able to express our ideas without fear of being judged stupid or ridiculous. (It is not a bad idea to take stock of personal habits of facial expression, posture, gesture, etc. in an effort not to be interpreted as discouraging or dismissive of a classmate.) 3. Stay focused. Given your course load, it is imperative that your find an organization system that works best for you. It is expected that you will come to TOK with an open and active mind and that you will stay current with your deadlines. The nature, spirit, and success of the TOK course will depend on our willingness to stay within these guidelines.