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NSA: Theory of Knowledge Teaching Plans NB These lessons are for 50 minute lessons adapt!
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Course Narrative
Introduction; what are we trying to do? Why is knowledge problematic? What are areas of knowledge
and ways of knowing? What is the point of TOK? Expectations, journals etc. If TOK is about justified
true beliefs and a search for certainty, then Natural Science is the current triumphant model for
knowledge, with its great successes and basis in observation and experiment. Explore this. But despite
scientific successes something is missing... as students will tell us, science isn't everything (explaining it
doesn't explain it away; mention experience..); religion; morality; aesthetics etc and so we can consider Art
as not amenable to scientific method - perhaps a more 'human endeavour' - but at the cost of loss of
objectivity and 'certainty'. So why do we have different opinions about Art? Are there 'truths' there to be
found? What is artistic (c.f. scientific) truth? Back to our search for certainty... if art cannot help us be
certain, how about 1+1=2 and Maths as the most certain discipline? Discuss Maths as an axiomatic
deductive system, see how it can be both compelling and maybe even beautiful. Of course contrast
mathematical 'truth' with the other types already seen, and then ask if we can broaden the mathematical
method to embrace other areas? Lead into Rationalism as the general system of logical deduction. Stress
this is the first Way of Knowing and deal with inductive logic, deductive logic, axioms, hidden assumptions,
fallacies, lateral thinking etc. Of course 'reasoning' leads us to consider it's own limitations, and we can
immediately see that as a model for human behaviour, rationalism is seriously flawed (and even if not, how
did we choose our axioms?) hence Emotions.. what are they? Are they really as opposed to reason?
How are they related to intuition? Are emotions innate or culturally related and what does either view
mean for knowledge?
At this point we will have a special day for religion, which we can treat as a case study in reason and
emotion these may not be enough, but the interplay between them and their strength and weaknesses
NSA: Theory of Knowledge Teaching Plans NB These lessons are for 50 minute lessons adapt!
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should become apparent. We should be able to get in some outside speakers to look at the issues from
several perspectives.
We follow up with Ethics as a further case study in the roles of reason and emotion, and a natural step
from religion and faith. Strengths and weaknesses of various ethical systems; case studies as appropriate.
Then, thinking about ethics will almost certainly throw up some areas which are amenable to scientific
analysis but is a scientific approach possible with humans? And so we consider the Social Sciences. Aren't
we all unique and unpredictable? What are the problems? Cover the general issues and if time use these to
motivate a discussion of the classic problems of free will and nature/nurture. Issues here lead to another
way of understanding human behaviour via history - in fact, is it a social science? Why does it have a
different place in the TOK diagram? What are the problems of history? Stress the issue of selection and
interpretation and use this as motivation to introduce empirical knowledge i.e. sense perception - as an
areas worthy of detailed scrutiny. We can consider the (perhaps artificially) distinct issues of both practical
and philosophical problems, and the provisional and interpretative nature of sensory knowledge can leads
us straight to Paradigms and Culture as the paradigm par excellence. This will review so many areas and
also be very closely related to the students' own experience, and we will have a day to look at the central
role of this in relation to UWC values. Paradigms which will have many components, and in particular,
Language as a possible influence of what we know and how we know it. There are some 'obvious' and
important points here - language and values; misleading language, language and thought - and also some
very difficult ones - language and meaning, language and experience.
Bringing it all together at the end; we will have some closing lecture/activity; wrapping it up; what journey
have we taken? Where have we come, and more importantly, where are we going now?
Course Timeline
NB remember you dont need to stick exactly to this if the class is more interested in one area than
another then spend a little longer on it. We do need to touch on all areas, but please adjust according to
your professional judgement.
Grade 11
Aug
Aug
Aug
Sept
Sept
Sept
Sept
Oct
Oct
0
1
2
3
4
5
6
7
8
Oct/Nov
Nov
Nov
Nov
Nov
Dec
Dec
9
10
11
12
13
14
15
Introduction 1 or 2 lessons
Reason 4 lessons
Christmas
NSA: Theory of Knowledge Teaching Plans NB These lessons are for 50 minute lessons adapt!
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Jan
Jan
Jan
Jan
Feb
16
17
18
19
20
Feb
Feb
Mar
Mar
Mar
Mar
21
22
23
24
25
26
Apr
Apr
Apr/May
May
27
28
29
30
May
31
History 3
May
May
June
June
32
33
34
35
June
36
Grade 12
Aug
Aug
Aug
Sept
Sept
Sept
Sept
Oct
Oct
0
1
2
3
4
5
6
7
8
Oct/Nov
Nov
Nov
Nov
Nov
Dec
9
10
11
12
13
14
Language / Presentations 4
Dec
15
Jan
15
Jan
Jan
16
17
Emotion 4
Ethics 1
Half term
Practice Essays 1
Easter (variable adjust each year)
Exams no TOK
Practice Essays 2
NB depending on individual
Essay Preparation
1 day (4 Dec), 3essay/language/presentation
lessons.
lessons.
Aim isactivity
certainly to
Each lessons to have a 30 minutes
on language
before
before allowing time tofinish
work presentations
on essays.
Christmas
starting essays, both for
Mock Exams
workload reasons, but also so
NSA: Theory of Knowledge Teaching Plans NB These lessons are for 50 minute lessons adapt!
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Jan
Jan
Feb
18
19
20
NSA: Theory of Knowledge Teaching Plans NB These lessons are for 50 minute lessons adapt!
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Introduction
Shall I teach you what knowledge is? When you know a thing, to recognise that you know it; and when
you do not know a thing, to recognise that you do not know it. That is knowledge.
Confucius
Significant Concept:
Overview
Lesson 1:
Lesson 2:
Lesson 3:
(10 minutes)
2. Introduction to Knowledge Claims; ask the following questions (take in props as necessary)
is this a good bottle of wine?
what colour is my shirt?
do herbal remedies work?
is (current political issue) justified?
what do angles in a triangle sum to? is this map of the world correct?
do love songs tell you something about love? what does a banana taste like?
if I want to be a good person should I do what it says in the Koran? Or the Bible?
Stress that answers to these everyday questions are called Knowledge claims; in groups as
students to problematise them and show they are complex; ask students to justify their answers
(in preparation for task 3 here) and as a class generate a list of various forms of justification
and suggest that perhaps some justifications are better than others.
(20 minutes)
3. Introductions to justification. So we have seen there are many perspectives. How do we
know which ones to choose? Discuss (5 minutes) and show The Value of a Balanced Argument
(Introductory Video Clips on Portal); discuss the clip and its implications. Could use textbook
exercise p10.
(20 minutes)
Homework Task:
In The Value of Balance clip, the comedian suggests that some views are very
poorly justified. Pick one form of justification you believe to be very strong, and
one that you believe are very weak, explaining your reasoning carefully. Use your
own examples to support your point of view.
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Rank your six Diploma subjects according to the quality of knowledge you can learn
from them. Justify your ranking carefully.
So then look at the TOK diagram (portal introduction) and ask if JTB works (art? ethics?).
Discuss the fact that we will come across lots of questions, and critique the diagram (missing bits?
Overlapping bits? Could use Good Will Hunting clip from portal (introductory page video clips) to
stress experiential knowledge) but stress that we need a working model, even if we reject it later on
(like science, maths, history)
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Natural Sciences
Science is built with facts just as a house is built with bricks, but a collection of facts cannot be called a
science any more than a pile of bricks can be called a house.
Henri Poincare
Significant Concept:
Overview:
Lesson 1, 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Falsified theory
discarded
Observation
Hypothesis
/theory
Prediction
Experiment
Theory / hypothesis
confirmed and
tentatively accepted
4. Discuss the issues that can arise at each point- see teachers book pX.
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Homework Task:
So far we have looked at an 'objective' model of science. Show Friends : The One where Heckle
dies (portal science video clips)What is it reasonable to believe? Students in small groups to
discuss:
What is Pheobe's point about Science? Are her beliefs reasonable?
What is Ross's point? Are his beliefs reasonable?
2
3
4
So what is the role for humans in science? How is science a human endeavor?
Read p20 23, discuss questions on p23.
Discuss some scientific controversies. Steer kids away from the fact that science is totally a social
endeavor; the experimental methods keeps us close to the truth in some sense.
Homework Task:
After watching the Friends clip, describe and evaluate the positions taken by Ross
and Phoebe about the role of certainty in science.
Show students the diagram Six Scientific Graphs - on portal Science page.
Ask students to decide which best represents scientific knowledge (k) against time (t) and to justify
their choice with reference to what we have already seen in TOK. Ask also for other graphs.
Move on by mentioning something about 'science and truth'. Ask students about physics : F=ma.
Or about electrons and protons as 'hard balls' within atoms. These things are 'wrong'. How come?
Why do we still use it? Discuss then use 'Right', 'Wrong' and Scientific 'Truth'. P25 - 26 to get at a
more sophisticated notion of 'truth' than previously encountered (maybe mention the concept of
'truth' as a problem of language). Ask students to summarise the key points of the essay. Suggest
that science is forever increasing the scope of its application; perhaps science will begin to find the
answers to areas which currently seem like metaphysics. Discuss the model of science increasing its
domain continuously, until perhaps it encompasses everything? Mention limits of human cognition
(rats will never understand differential equations....)
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Students will understand the claims that science, while not perfect, gives us a way to cut through the
human tendency to self deception, and to maintain a skeptical approach.
1. Watch Scepticism (on portal, science video clips). Discuss the main points of the talk, and link back
to (a) the scientific method (b) the clip from Friends.
2. Offer to students some beliefs that we have that we do or do not hold up to skeptical enquiry (cultural
beliefs? Religious beliefs? Ethical beliefs? Emotional beliefs about family, friends?), and ask them to
explain (a) why we do not approach all beliefs skeptically (b) if we should approach all beliefs
skeptically.
Natural Sciences Lesson 6: Learning Outcomes
Students will understand the arguments for and against the position that science will, eventually, give us all
types of knowledge it is , in some sense, supreme.
1. Review the progress attainable by the scientific method, and the graphs task done earlier. Then ask
students Will the scope of science increase inexorably, and one day encompass all other fields of
knowledge? If not, which fields are independent and why?
2. Watch Face Value (under Art in Portal) (00.00 - 14.26 and 19.33 24.23) and discuss the strengths
and weaknesses of the sciences in relation to beauty. Begin to get at the idea that art may be about
more than beauty what could science do with regard to plays, or books?
3. Watch Beauty and Science Commercial; what does this transformation tell us about art/science (at the
very least, that our reactions to certain images is predictable and uniform?); a broader discussion about
beauty and commercial pressure and female body image may emerge.
Homework Task:
Read Articles p 46 49. What can Science tell us about the arts? Is there anything
it can never tell us? Do not just state, but justify your answer carefully.
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science can tell us anything about art/emotion. Ensure students address the difference between cannot
currently tell us vs can never in principle tell us.
4. Watch Beauty and Science Commercial; what does this transformation tell us about art/science (at the
very least, that our reactions to certain images is predictable and uniform?); a broader discussion about
beauty and commercial pressure and female body image may emerge.
Homework Task:
Considering the nature of the scientific method, and astonishing advances in the
past, is there anything which is in principle beyond the scope of scientific inquiry?
You might consider the TOK syllabus (arts, reason, language, ethics, maths,
emotion, perception, history as well as other sources of knowledge). Do not just
state, but justify your answer carefully.
NSA: Theory of Knowledge Teaching Plans NB These lessons are for 50 minute lessons adapt!
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The Arts
Poetry begins in delight and ends in wisdom
Robert Frost
Significant Concept:
Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Task:
Print & laminate Picassos nu couche (on portal Arts page) on A3 paper make copies for 1
between 2 or 3.
Cut the copies into shapes (see NSA to see how) and place each set in separate envelope.
Give each pair/trio of pupils a set, a sheet of A3, coloured pencils. Tell them to create a picture that
they believe has artistic merit (use blu-tack to stick shapes so it is recyclable it takes a while to
prepare so re-use with other classes and other years).
When done, each group explains what they created and what they were trying to do. Teacher
draws out significant points (representative, structure, form, balance, colour, impact etc).
Teacher sneaks in a picture very similar to nu couche saying its from another class.
Voting: each person has 10 votes and can distribute these between pictures, or give all to one.
Remind them that they are voting for the picture with most artistic merit not just the one they like
best (this is an important distinction)
In my experience, nu couche usually wins. You can then show them where the shapes have come
from the coloured version of Picassos nu couche.
The discussion which follows should ask questions such as: What makes a picture a work of art?
Was there such a good consensus of opinion agreeing what was good and what was not? Was it
just opinion or was there some more concrete reason to rate some pictures better than others?
Read Textbook p37 - 39. Is Art all about subjective opinion, or can there be some more
objective truths in the arts?
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Students will consider the vocabulary of art, and the idea of artistic competence (comparison with science)
1. Re-cap last lesson; contrast with science art appears to be about creation, science about discovery.
Reminder about scientific vocabulary logic, evidence, falsification etc.
2. Show Jill Greenbergs picture (Child Abuse or Art? on portal). Go through first set in silence, with a
couple of seconds on each picture. Then again, and ask students to write down what they think is the
appropriate vocabulary with which to discuss this art. Think-pair-share and establish again the fact
that art is about more than just beauty it has possible moral, political, human significance (contrast
with science). Go through again with the second set.
3. Go through The Art Lecture slides 1 17 9portal, arts page) and stress competence and the
comparison with science (of course, leaving this all open to question by the students!).
Task:
Re-visit the last task; write a further response in light of what has been covered this lesson.
You are free to re-enforce your previous view, or to repudiate it.
Re-cap the last lesson what might constitute artistic competence? What qualities might the
expert look for? Go through the rest of the Art Lecture (portal art page slide 17 onwards) ,
presenting each possibility as capturing a facet of the nature of art but each one has problems
(often presented by modern art); present this as a problematic sequence, stopping frequently for
discussion.
Read and discuss textbook p33 top
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Mathematics
Significant Concept:
Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
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But what is a proof? SHIP to DOCK puzzle on one side of the board. Rules are:
A
You can change one letter at a time.
B
Each word created must be in the English Dictionary.
DOCK
Put all student solutions on board, and ask which is best. Possibilities:
The shortest, most efficient (solution 3 is almost offensive in its wastefulness)
The cleverest (I am trying to complete solution 5 with a nautical theme help!)
The one with the nicest words (does the shit in 3 counter-balance the rather lovely duet, suet
and duct?)
The ones with the most unexpected and elegant changes (i.e. a swap from look to loot is fine,
but from shit to suit has rather more finesse, wouldnt you say?)
So how does this relate to the mathematical method? Ask students what the similarities are:
There must be a starting point (axioms or established theorems)
There must be fixed and verifiable rules (rules of algebra or logic)
There is often an endpoint (theorem) to be established (although sometimes with an apparently
open question e.g. which words can be converted to others? there might be a long period of
exploration and playing before results can even be conjectured.
There are many (infinite) ways to complete the chain. Some ways are much better than others,
though people may differ about this according to mathematical taste.
We can do proofs about the proofs. The easiest thing would be to ask what is the shortest
conceivable number of steps in the proof? Note this is what we might call an existence proof
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even if we know the length of the shortest possible chain, we might have no idea how to find it.
For example, we can observe that all solutions have, at some point, words with two vowels. Now a
little thought should convince you that this must in fact be the case - so you may be surprised to
see SHIP, SKIP, SKIS, SKYS, SAYS, SACS, SACK, SOCK, DOCK and this and this raises
excellent questions about definition, language and the way maths progresses. There are great
discussions here:
http://www.cut-the-knot.org/books/natnum/sample.shtml
http://www.cut-the-knot.org/books/natnum/discussion.shtml
3
Task:
If there is time, following on from the point above, introduce the triangles with 270 (north pole to
equator, round a quarter way, and then back to north pole) to get at the idea that we may find cases
that dont fit the axioms so we may need to amend axioms so perhaps proofs arent 100%
certain after all
Read 53 - 58; Find 2 points of similarity and 2 points of difference between the search for
truth in Mathematics, and the search for truth in the Sciences. So how similar are the two
areas?
Read Using Maths to decide who to marry (photocopy from Maths portal page). Find and
evaluate two reasons why we can use maths in the real world, and two reasons why we
cannot.
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At the end of the tournament all players except the finalist will have
lost one match; in each match there is one loser; so the number of
matches = the number of players excluding the final winner
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Reason
We should take care not to make the intellect our god; it has of course, powerful muscles, but no
personality. It cannot lead; it can only serve.
Albert Einstein
Significant Concept:
Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Let us take Mathematics as a model for certainty and try to extend it beyond Maths itself; point out
that this is hardly surprising - we use reason all the time; when a stick appears bent in water we use
reason to tell us that it is not , and so on . So perhaps reason is a way forward - but notice that we
are moving way from Areas of Knowledge to an underlying Way of Knowing. Point out the
similarities between rationalism and mathematics - in fact define rationalism as the general
mathematical system.
Discuss the nature of an argument... use What is an argument? (portal Reasoning video clips) to
stress the technical definition. Go over IF.......THEN......... and use Intro to truth and validity
(TOK portal reasoning page)
Discuss induction and deduction p76, 77. Go over examples from book p80
Homework task:
Read quotes p74. Explain what you believe is the role of reasoning in the search for
knowledge.
Reason Lesson 2: Learning Outcomes
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Students will understand that axioms cannot be proven, and also some logical fallacies.
Recap the previous lesson and the use of syllogisms. Set it up as a great system we can get to truths!
But what are the problems of reasoning? Do a think-pair-share exercise, and in class discussion draw out
three important problems of reasoning;
1
Problem 1:
Truth of premises/axioms : Which premises to choose? How do we know if they are
true? In Mathematics truth simply doesn't apply to the axioms but in 'real world' problems it will.
And how can we check them.. either by sense data (we have already seen this is problematic and we
will see so again later) or by use of logic... which clearly leads to infinite regress! And this is the
fundamental problem with rationalism... Mention Girls are Evil (TOK portal reasoning page)
example as valid logic but clear nonsense
Problem 2:
People make errors that in attempting to apply logic to axioms. We call these
fallacies... students to read the list 87-89 and discuss them (we return to this lesson 3)
Problem 3:
Homework Task:
Discuss homework (ask a few students to present). This should lead to how it is that we cannot
rely on reasoning all the time.. so whats the answer? One answer is to reject reasoning, or looks
for another tool. Another answer is to use reasoning better which leads us to the next activity
Show Dan Gilbert video called (TED) Cognitive Errors (TOK portal videos on reasoning page) it
is 24 minutes long (with 10 more minutes of interesting but non-essential questions). Gilbert
discusses how we make decision, and some of the errors we make. This is brilliant, and ends with a
strong ethical appeal to reason as the best way to enact our Stewardship of the planet.
NB Gilbert basis his analysis on some maths which is not entirely straightforward,. Dont worry
too much about it; the point is that the argues that errors in decision making can be broken down
into:
Errors in estimating the odds of an event happening
Errors in estimating the value of the outcome on an event
Homework Task:
Describe a time when you made a bad decision because you made one of the errors
that Dan Gilbert discussed.
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Students will understand the way our brains have to make assumptions, the impact this can have on our
ability of solve problems, and hence the link between lateral thinking and logic.
1
An application of reason : 9 dots (p50 teachers book) as example; use of reason is difficult. Our
brain tells us a story... we need to be careful. Ask for examples from students when they needed to
'think outside the box'. Though reasoning may in theory be straightforward, in real life examples it is
very difficult.
Now we are aware of the problems, are we any more able to apply good reasoning to problems? Do
exercises (student book p82, 83, teacher book p47) and stress how much our brain tells us a story...
how much it adds and interprets without us even realising it. We have so many hidden assumptions
that applying this is very difficult. Link back to the 9 dots problem - link to paradigms and point out
that hidden assumptions are a problem but also a huge advantage - we simply couldn't do without
them.
If there is time, then ask students to write an exercise similar to those p82, 83 student book (its
harder than it looks) OR use Lateral Thinking Puzzles (teacher book p53 or do an internet search) in
pairs (give A to one and B to another; Y/N answers only)
Homework Task:
Describe a time where you told yourself a story which seemed plausible, but which
actually turned out to be wrong. Identify what assumptions you made that meant
you went wrong.
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Find and analyse an issue from your own experience/current affairs where the
meaning of words presented a problem.
Here we will try to put it all together to actually use logic in examples taken from the real world. By all
means get topical examples from current affairs to replace the exercises suggested in Axioms, Arguments
and Assumptions (p84 86 student book, answers and comments p47, 48 teacher book)
1. Exercise q1 6 is about validity, though the language used presents its own problems. Take great care
to stress the different parts of the argument, and once again the difference between truth and validity.
Q6 is one that students find difficult to see; it even has a special name affirming the consequent and
has the logical form of (i) here:
(i) AB, B A which is invalid but very close to the valid (ii)
(ii) AB, A B (this is the form of example top of p84 student book)
To see that (i) is invalid, think of these examples (you could ask students to make up their own
examples):
If I am normal then I have two arms (AB)
If I am normal then I have two arms (AB)
I have two arms (B)
I am normal (A)
I am normal (A).
I have two arms (B).
2. Ask students to examine the syllogisms in Exercise q7 10; they are all logically valid, but they come
up with contradictory conclusions. Ask students how this can be and they should come up with
something along the lines that we can use logic to support our beliefs we just need to choose our
premises carefully in the first place and then reason can do its thing and get the conclusion we want.
To some extent this undermines reason as a sound way of reaching truth it really will help us get
where we want to go, rather than tell us where we should go.
3. Exercise q11 16 all have hidden assumptions, which are not necessarily wrong, but are unstated.
Homework Task:
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Emotion
The heart has its reasons whereof Reason knows nothing
Blaise Pascal
Significant Concept:
Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Read p101 104 and draw a Venn diagram with circles showing emotions, feelings,
sensations and add in a few examples in each reason.
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can examine each others reasoning and try to improve it where necessary. Ask students how this
contrasts with emotions; the following points will probably emerge:
(a) Emotions are private; we can never know each others emotions (this lesson)
(b) We cannot improve our emotions emotions are not better or worse, or in error, like
reasoning (lesson 3)
(c) We cannot be wrong about our own emotions (lesson 6)
We shall examine each of these claims.
2. Emotions are private; we can never know each others emotions
(a) Look at Pictures of various people; can you read their emotions? (TOK Portal, Emotions
page) and it is quickly apparent that we make consistent judgements cross-culturally.
(b) An excellent follow up is to test the classs ability to read emotions. Eyes and Emotions
(TOK Portal, Emotions page) shown 36 images of eyes, and students have to assess the
emotions being portrayed. Print the response sheet first, and project the pictures to the
students. The lesson needs careful preparation and you will need to assess students
language ability first - but is fascinating. The students should get 9 correct answers by
chance, but usually get many more than this even though they are unable to say how. Its
also interesting to see if girls are better than boys at this they usually are.
These cases do not show that we know others emotions for sure, but they do indicate that we
make consistent assessments a lot of the time. We could barely function as a society if we did not
manage to accurately gauge each others emotions most of the time. All social interactions,
literature, theatre, TV, group interactions pre-suppose that this is the case. Of course, we are
fallible, but that the emotions are completely private cannot be the complete story. This is not really
too surprising - that our mental lives are reasonably similar, despite some differences, mirrors the
way that our bodies are all pretty similar, despite differences (just as well, or we would have no
doctors or medicines, as there would be no science of how our bodies worked, as they would all be
different).
Homework Task:
To what extent can we ever know what someone else is feeling? What might make
it easier or harder to know what they are feeling?
Stimulus: I, Robot clip (TOK Portal, Videos on Emotions page). In this clip Reason and Emotion
are set up as opposites; it is argued that reason would (incorrectly) tell one to save the life of an
easily-saved adult over a difficult-to-save child, whereas emotion would (correctly) suggest the
opposite. Discuss this argument, briefly noting that we can construct arguments to say exactly
the opposite (link to reasoning)!
Whatever the merits of the argument, it is traditional to set up reason and emotion as opposites. If
they mean anything to the students, show the Spock and Hulk cartoons (TOK Portal, Emotions
Page) which show emotions as irrational, unreasonable. But in fact this is not tenable.
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Discuss the ideas on p104 105; and ask students to read p106, then discuss the questions A, B, C
D. Break down the polar opposition between reason and emotion; they are intertwined in a more
subtle way; and emotions can only appear as a result of some rational processing.
Read p107, and discuss. Further to previous point, not only do emotions appear as a result of
some rational processing, emotions are at the root of all that means anything to us.
Homework Task:
What is the relationship between reason and emotion? Make your points using
examples from your own experience.
Under what circumstances, and to what extent, should we rely on our intuition?
1. Remind students about the initial task of categorizing emotions; now ask them to define it. This is
difficult. Help out with the model top of page 117 (student book) and the powerpoint What is an
emotion? Idea and assignment (TOK Portal, Emotions Page). E O Wilsons definition may be
scientifically accurate, but it like trying to explain the taste of whisky to someone who has never tasted
alcohol.
2. The model top of page 117 is more helpful because it separated the rational, cognitive aspect of
emotions with their unique tastes which we call qualia (interesting to note that qualia apply not just
to emotions, but to other things too, like colours, smells, tastes). Read p117 and discuss questions p
118.
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3. Question F is fascinating and a good one to explore with students from different cultures. Are our
emotional lives dependent on our cultures? Asking residential kids to share experiences of living with
people from different cultures can be interesting.
Homework Task:
What are the issues involved with knowing what will make us happy. Explain you
points using examples from your own experience of things that you thought would
make you very happy/sad.
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Ethics
Ethics is a code of values which guide our choices and actions and
determine the purpose and course of our lives.
Ayn Rand
Significant Concept:
Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
On the basis of p126 128, and what we have looked elsewhere in the course, do
you think our ethical beliefs come from religion/God, reason, emotion, our culture,
our families or ourselves? Where do you think our ethical beliefs should come
from?
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Case Study: Ask students about Abortion; see diagram p130 student book; also Abortion and Iraq
(TOK portal Ethics page) on OHP as a logical syllogism/pyramid case study. Ask; is the logic valid?
Are the premises true? (make sure you have read p130 -131 first)
Whatever the discussion, the diagram should allow focus and debate rather than simply disagreement.
As such, this is a helpful step towards pluralism as it gives a way of engaging with people of difference
rather than simply arguing. The diagram
problems of language
haven't we oversimplified? Isn't it really much more complex than this? What about rights
to life? What about a woman's rights to control her body? and so on
What have you learnt about the role of reasoning in ethics? What have you learnt
about your own ethical values?
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How do we balance the roles of reason and emotion in making ethical decisions?
You might remember, from earlier, that the two are not necessarily opposed.
Describe a time when you or someone you know went along with an ethically
dubious decision because the group was doing so.
Ethics Lesson 6: Learning Outcomes
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Students will form their own views on the objectivity/subjectivity of ethical beliefs.
Some classes may find these ideas difficult, but they are very important for our mission.
1. It is unlikely that the issue of relativism has been avoided so far. Can we find ways to objectively
judge what is right and wrong? This is a fundamental and crucial question, central to personal and
political life in the 21st century. Spend a few minutes with interesting cultural examples such as
Chinese footbinding, female genital mutilation (circumcision?), slavery, apartheid etc. Can we say
these are wrong, coming from a different culture?
2. Read the play p344 346, and ask students to summarise the strengths and weaknesses of the two
positions. Discuss.
Homework Task:
What is your stance on ethical relativism? Are moral values objective or subjective?
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Practice Essays
Learning Outcome:
Students will understand what makes a good essay, and practice writing
one.
You will need to photocopy resources and prepare carefully here. Best to take in the essays/resources and
save them for next time this saves a great deal of work. See TOK Portal Essay page for all resources.
Practice Essays Lesson 1: Learning Outcomes
Students will understand what makes a good essay, through an example and the criteria.
1. See the DP 1 Teachers section of the TOK Portal Essay Page. Give out Example essay cut up and
require students to order it. Alternatively, simply give out the essay with line numbers and go
through some nitty-gritty detail as per commentary; ask students to write a 100 word abstract.
2. Identify what makes good essay: Intro, Conclusion, Transitions and Signposting, Examples.
3. Give out Essay Criteria and explain/discuss in context of the essay.
4. Give out Titles; discuss.
Homework Task:
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When students have handed in their essays to you, they should also bring a clean copy to class. You can
then have a peer-marking exercise where each student grades the essay according to the criteria. This is
more much designed to help the student doing the marking than the one receiving feedback.
1. Each student marks another students essay, and offers suggestions.
2. You give each student your comments and grades, so that the marking student can see how close he
or she was to your score.
3. Essays and teachers comments returned to writers.
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Human Sciences
Significant Concept:
Overview:
Lesson 1
Lesson 2, 3
Lesson 4
Lesson 5
To what extent can the scientific method be successfully applied to humans? Give
specific examples in your answer.
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See article Are you subconsciously racist or sexist? (TOK Portal, Human Sciences
page) and try a test here - http://implicit.harvard.edu/implicit/ . You have to shoot
white/black/male/female - and it seems we are quicker to shoot the other
race/gender to ourselves. So this generates data; what does it tell us? Is the
methodology good? There is the suggestion that many people are subconsciously
racist or sexist. Do you agree? What issues are raised here?
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Sciences? Consider, for example, the question related to the recent Beijing Olympics - which country
did best? What sort of question is this? Is this description or prescription?
3. See top table at Beijing Olympics who did best? (TOK portal, Human Science page). This seems to
be positive, not normative, in that it simply presents numbers, but the alternative tables all have a lot
going for them too. The common 3-2-1 scheme, which ranks the USA at the top is common, but is it
the correct and only valid scheme? Would an Olympic athlete say that 3 bronzes = 1 gold? I doubt it.
The other tables are also plausible. A problem of language is raised - what does 'best' mean - does it
map to the 'real world' like a positive attribute such as length or does it exist solely in the minds of
humans, like normative qualities such as importance? The moral is that it is often difficult to separate
the descriptive and prescriptive elements. So perhaps we can characterise Human Sciences as
prescribing as well as describing unlike natural sciences.
4. Ask students about the IBDP; the way that the 45 points are distributed between HL, SL, TOK, CAS,
EE. Is this a normative or a positive measure?
Homework Task:
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History
Significant Concept:
Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
So the point is an obvious one we write for different audiences. See Why do historians write?
(TOK Portal, History Videos page). Make the distinction between history and historiography
(history is what happened; historiography is what historians write and believe about what
happened) and point out that 'history' can sometimes mean either (problem of language). We are
looking at historiography.
Handout the History Continuum and ask students to place the first set of statements on the
continuum where they think they should go (save the second set if spare time later on)
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Discuss:
a. what kinds of statement provided the most certainty? generally those which gave a date,
event etc something easy to check - positive statements, in vocab of social sciences
b. what is the problem / unsatisfactory with the statements that are most certain? They dont
really give any meaning, just isolated events the building blocks of history not history
itself. The accuracy of such facts is presumed of the historian.
c. What kinds of statement give lesser certainty?
a. those to do with interpretation e.g. those focusing on why? e.g. those focusing on the
consequences of an event, since both involve some kind of judgement to establish
meaning from the facts. Ie normative statements in vocab of social sciences
b. those for which we have no evidence e.g. William not drinking
c. those where evidence about the past presents contradictory information e.g. Richard
murdered the princes.
d. Which statements are most uncertain? If William drank no alcohol, will probably never be
able to find this out! We need evidence (like science)
e. How far down the uncertain end of the continuum have you put statements like: Nelson
Mandelas moral authority was crucial to the dismantling of apartheid. and Tom Mboyas
murder in 1969 was a devastating blow to Kenyan stability at the time.? Probably not right
at the very end, since there are FACTS to back up such views, not totally random
interpretation.
Overall: History struggles to provide absolute certainty. Mainly because of:
a. Problems with the facts themselves
b. Problems of interpretation
c. But this does not mean History is completely subjective; it is rooted in the facts too. The
relation between the historian and his facts is one of equality, of give and takethe historian is
engaged on a continuous process of moulding his facts to his interpretation and his
interpretation to his factsHistory is a continuous process of interaction between the historian
and his facts. E. H. Carr What is History, 1963 pp. 29-30.
Students in groups to list 8 items in which to put into a time capsule which will be opened by
historians in 3008 in order to give them a sense of 2008. Aim to provide useful information.
Discussion: listen to objects placed in time capsules and record some on the board.
For a few of the capsules generate some conclusions that the historian in 3008 might reach as a
result of the objects inside e.g. the technology, entertainments, lifestyle available in 2008 etc.
What would they not be able to find out from the evidence in the capsule? e.g. types of food,
education system etc.
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Are there any misleading conclusions that they might draw? e.g. that there was no___ ?; that
___? was particularly important (but actually it was just important to the person that designed
the capsule), About what an object might be used for?
What problems does this exercise show might face historians in their study of (any) past?
the problem of lack of evidence (history is not the study of the past, but of the past which
survives) leading to misinterpretations of the past.\
the problem that the author (creator) of the sources preferences / views will influence the facts
presented and this will be misleading, although they are not necessarily deliberately lying
(although could be can they provide an example when this might be?). For example, Medieval
Times very religious probably so, but perhaps we have an exaggerated view of this since the
only people that made records were monks!
What information do you think the historian finding your time capsule would like you to have
recorded on a plaque to help him draw the most useful conclusions from the evidence you have
included? What would he like to know about you to stop him drawing too many false conclusions?
WHO: useful because if I knew it was from an 11 year old pupil it would help me
understand it showed teenage interests but not necessarily those of adults and babies.
WHEN: 2008 and not another date (is something written at the time that an event occurred
always more useful?)
WHERE: Africa, important since might be very different in UK or Australia different
culture, socio-economic situation and climate.
WHY: Personal box? School box, box with friends, did you intend it to be discovered?
Might this have affected what you put inside it?
Overall: any piece of information (source) from the past is useful but it has limitations and can be
misleading, so dont necessarily believe all of it at face value. Therefore by going through an
evaluative process like this for the facts that the historian uses to construct his account, it is more
likely to reach the truth.
This exercise focused on selectivity of evidence rather than deliberate distortion, but the historian
also needs to be aware of this and can use the same process procedure to evaluate them e.g. photos
of Trotsky manipulated by Stalin.
Homework Task:
Read p190 -194. What are the issues related to determining the facts of history?
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2.
Spider diagram on board What issues arise when we consider historical interpretations?
Possible causes are clear
drunk driver impaired sense of judgement (Jones MAINLY to blame)
brakes defective why were the brakes defective Jones not maintaining, the garage for
servicing badly?
The blind corner; going too fast; a fault in the road
Robinson not looking as he goes out into the road?
The person who invited Jones to the party*
The person who served Jones drinks at the party*
Jones girlfriend dumping him so he drunk too much*
Robinsons addiction to smoking and desire for cigarettes*
The person who smoked Robinsons last cigarette leaving him with the need to get more*
So the task is to focus on the issues arising not the factors themselves:
All things connected
We have free-will (?)
What seems important to us depends to some extent on us (alcohol); though we would hope we
make progress in this respect
All interpretations by definition ignore some parts; we cannot collect all data
We make many assumptions
Perhaps the language of a description is important
Are the causes marked* perfectly logical and true?Yes: if Robinson hadnt been a smoker he would not
have been killed. But we might say they are not really causes how far do you go back, for example,
the scenario of:
For want of a nail the shoe was lost.
For want of a shoe the horse was lost.
For want of a horse the rider was lost.
WWII?)
For want of a rider the battle was lost.
For want of a battle the kingdom was lost.
And all for the want of a horseshoe nail.
As they consider this task, students can refer to textbook p197 -198
Might like to look p204 for a light hearted approach to an historical incident.
End of lesson: Discuss the way we spent last lesson on facts; this lesson on interpretation; in fact perhaps
we have seen these re not as distinct as we would like. This is a difficult idea; try to
link to the class discussion.
Homework Task:
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Presentations
Objective:
Students should come to class for all these lessons; it is important that we spend time assisting
students. Students should not simply be sent to work in the library.
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Perception
Significant Concept:
Overview:
This module is centered around the Overview PowerPoint, which uses many
examples and graphics and which provides a structure and progression
through what are quite difficult ideas. The module starts with practical
problems, goes on to philosophical problems and can take between 3 and 4
lessons, depending on class discussions. Below is an estimate.
This is a tricky topic the first few times you teach it. If you are new to
this, do think it through carefully, and read the notes at the bottom of
each of the PowerPoint slides for a steer (or of course, ask for assistance
if you need it!)
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Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Click on What do you see? And choose Mr Nasty 1 and the Mr Nasty 2 (TOK Portal, paradigms
page) and ask students to describe the man - suggest that from the first perspective he is a 'baddie';
from the second perspective he is a 'goodie'. Ask students to try and 'zoom out' again so he becomes
a 'goodie' again... and then a 'baddie' and so on. And then find another perspective where the whole
concept of goodie/baddie is not applicable, where he is something else like an actor in a film, or a
clay model.
Stress that nothing about the man changes, just our perspective, and hence our 'knowledge' about
him. As he changes from goodie to baddie and back, we change our perspective. But as we find him
to be an actor or a clay model, and the categories of goodie/baddie no longer apply, we are changing
our paradigm the whole platform in which we make our judgements shifts.
2.
Define paradigm: - a mental construction which we use to filter and interpret information and
classify knowledge. Give some examples of paradigms (student book textbox page 233), and ask
students for their own examples of times they did a perceptual flip (eg accuse someone of stealing
only to realise that they were returning the object) - this can be very entertaining. The example that I
use from my own experience is seeing, in a department store, someone who looked familiar. I was
surreptitiously watching him study some shirts - after a moment I moved away and only then realised
that it was my reflection in a mirror. I might be inclined to say that I really did see someone else for
a few seconds.
3.
Why are paradigms important? Show Calvin and Hobbes (TOK Portal, paradigms page) and
discuss.
4.
Read Life on the Mississippi (Student book page233 - 235) discuss idea of paradigms being
mutually exclusive; discuss questions at end of the article
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Homework Task: Answer question A student book p235. Try to link your answer to what you learn
about perception. Also answer C and E.
Paradigms Lesson 2: Learning Outcomes
Students will understand the role of reason in forming paradigms.
1. How do paradigms affect what we think? Refer back to exercise done in DP1 'Incident in the Store'
exercise (student book p82, answers teacher book p47). Most students make lots of errors in this
exercise, and we can now revisit why thats the case. Discussing with students the reasoning
process that lead to faulty conclusions (student book p235 - 237). This is best done on the board
via discussion not via the book. Of course there are many stereotypes and media images that help
form what I have called 'the robbery paradigm' (diagram in student book p236).
2. Read student book p239 240. Ask who should be set free. The answer depends on ones
paradigm of prison. Is there a correct paradigm (see student book p236 q1)?
Paradigms Lesson 3: Learning Outcomes
Students will understand the role played by culture in determining our paradigms.
Culture is a paradigm par excellence; from birth we are brought up to believe certain norms; let us try to
see if we can say how important they are, and identify some things that we take for granted.
1. Project Statements (TOK Portal, paradigms page) and discuss if they are true or not. It will quickly
emerge there are cultural differences but then we can touch on the equally uncomfortable possibilities
that (a) either all cultural views are equally valid, or (b) some cultural views are better than others. As
we shall see, this is a central issue here, and one that links very tightly to issues around pluralism.
2. It might be helpful to ask students working in pairs/small groups to divide up the list into:
Things that are not culturally universal but should be
Things that are considered to be culturally universal but should not be
3. Use the Presentation: Culture (TOK Portal, paradigms page) to drive home what we mean by culture
and introduce some key terms (this powerpoint needs some updating and Kenya-isation any ideas
gratefully accepted).
Enculturation : A partly conscious and partly unconscious learning experience whereby the
older generation invites, induces and compels the younger generation to adopt traditional ways
of thinking and behaving'
(Weak) Ethnocentrism: The point of view that one's way of life is to be preferred to all
others. This is a perfectly tenable position, but there is a danger that it becomes:
(Strong) Ethnocentrism:The point of view that one's own group is the universal norm, and all
others should be scaled and rated with reference to it.
Cultural Relativism:
A theory or philosophy which argues that truth, beauty and morality
are not absolute, but are dependent on the culture in which they exist. In other words, one
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culture's notion of truth is valid only relative to that culture; a second culture's notion of truth
could be quite different and yet still be valid relative to that second culture.
There are obvious problems and indeed dangers of both strong ethnocentrism and cultural
relativism. History and indeed the modern world is full of cases where zealots and bigots judge the
world by their own perverse standards and often end up murdering them. On the other hand, for us
to condemn this and act to stop it (which we must, mustn't we?) we are open to the same charges of
imposing our cultural norms on other cultures. Are we not just hypocrites if we require everyone to
be cultural relativists, because we are effectively then not being relativist ourselves (this is the
general problem of relativism in a cultural guise)?
Homework Task:
Journal entry: Can we justify judging other cultures by our own standards? If so,
how? If not, does that mean that anything goes
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Language
Significant Concept:
Overview:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
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Stimulus: Riddles see student book p275 (answers teacher book bottom p109) these are more
about words than anything else. The meaning of the words, in the contexts, is either ambiguous or in
some way problematic.
The idea is that meaning is subtle and difficult.
2. Go through student book p276 question A (see teacher book p106) and discuss the meaning of truth
and law. These are very difficult to define.
3. Read p276 an 277 and discuss the issues.
Language Lesson 3: Learning Outcomes
Students will understand that the meaning of words is not transparent but depends on a whole range of
factors, many of which are sometimes not consciously understood.
1. Stimulus: Read p278 middle 279. Discuss what I love you means in the various languages
spoke by the class. The problem is that meanings do not always carry across languages; what
we know about words cannot be applied elsewhere. Thus or knowledge is to some extent
linguistically limited.
2. Previewing the next lesson, ask students how they think in different languages; are somethings
easier to say? Are some meanings easier to convey?
3. The points on p280, 281 are, I think, profound. Students should read and then do a think-pairshare activity whereby they explain the key points to each other, and then have some discussion.
Language Lesson 4: Learning Outcomes
Students will understand that language is linked with thought in some way, and may arguably determine
what we can think.
1. Stimulus: Read George Orwell p271. Is he right? If meaning is so difficult to grasp, can we limit
thought by limiting language? See Teachers book p106 for a discussion of how to deal with the
issue.
2. Referring to the previous lesson, its interesting to note that some languages have different
vocabularies. Here are some amusing examples:
Portuguese geram
unbearably cute.
Italian
terrano
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See also the Neologisms (TOK Portal, language page). But does this really tell us much? The fact
that we immediately grasp the ideas suggests that the lack of words is hardly a limiting factor. And
of course even within out own languages, we have lots of words missing - see p273.
3. Ask students to make up their own new words. That this is difficult to do does suggest that there
may be some effect on thought.
4. Read p285 287 which takes a different angle on meaning. Discuss. I think the corriearklet on
p273 is a case similar to the triangle having the word really does make our experience different
to that extent language does affect thought for sure.
Language Lesson 5: Learning Outcomes
Students will understand that language can provide a tool for understanding human cognition.
This is an optional lesson for able classes! Two clips that you must watch beforehand so you have thought
about where to pause and discuss whats being said. The point is that we can understand ourselves and our
cognition through examining the way we use language. Quite a profound thought.
1. See and discuss language reflects thought and structure and then Pinker on languages and
human nature (TOK Portal, language video clips).
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Assessed Essays
Objective:
Students should come to class for all essay-writing lessons; it is important that we structure the
lessons so that students are seeing good essays and learning how to write them for half the lesson
at least. Students should not simply be sent to work in the library.
I recommend lessons 1 and 2 be done early in process, 3 midway, and 4 towards the end, possibly even
after the draft essays have been handed back.
These lessons are best not done one after the other; the essay should be done over an extended period,
including the Christmas break.
Work on Essays
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Work on Essays
Work on Essays
Work on Essays
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